8 Physics em 2020-21

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C
PHYSICAL SCIENCE S
CLASS VIII
Editors
Prof. Kamal Mahendroo, Dr.B. Krishna rajulu Naidu,
Vidya Bhawan Education Resource Centre, Retd., Professor of Physics
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Udaipur, Rajastan. Osmania University, Hyderabad.
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Dr.M. Adinarayana, Dr. Nannuru Upendar Reddy,
Retd., Professor of Chemistry Professor & Head C&T Dept.,
SCERT., Hyderabad.
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Academic Support
Prof. V. Sudhakar N Dr. Deepak Gupta
HOD (Electronics)
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Dept of Education, EFLU, Hyderabad.
Vidya Bhawan Polytechnic College, Udaipur
Miss. Preeti Misra, Mr Kishore Darak,
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Vidya Bhawan Education Resource Centre, Vidya Bhawan Education Resource Centre,
Udaipur, Rajastan. Udaipur, Rajastan.
Co-ordinators
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Sri M. Ramabrahmam, Lecturer, Dr. P. Shankar, Asst. Professor,

Govt. IASE, Masabtank, Hyderabad. IASE, O.U., Hyderabad.
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Dr. TVS Ramesh,

Co-ordinator, C&T Dept.,
SCERT, Hyderabad.
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Published by Government of Telangana, Hyderbad.

Respect the Law Grow by Education
Get the Rights Behave Humbly
Telangana Government Free Distribution 2020-21 i

© Government of Telangana, Hyderabad.
First Published 2013

New Impressions 2014, 2015, 2016, 2017, 2018, 2019
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Reprint 2020
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All rights reserved.
No part of this publication may be reproduced, stored
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in a retrieval system, or transmitted, in any form or by
any means without the prior permission in writing of the
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publisher, nor be otherwise circulated in any form of
binding or cover other than that in which it is published
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and without a similar condition including this condition
being imposed on the subsequent purchaser.
The copy right holder of this book is the Director
of School Education, Hyderabad, Telangana.
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We have used some photographs which are under

creative common licence. They are acknowledge at
the end of the book.
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This Book has been printed on 70 G.S.M. Map litho,

Title Page 200 G.S.M. White Art Card
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Free Distribution by Government of Telangana 2020-21
Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.
ii
Text Book Development Committee
Sri A. Satyanarayana Reddy, Director, Sri B. Sudhakar, Director,

S.C.E.R.T., Hyderabad Govt. Textbook printing press,
Hyderabad.
Dr.N. Upendar Reddy,
Professor & Head C&T Dept.,
S.C.E.R.T., Hyderabad.
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Writers
Dr. P. Shankar, Asst. Professor, Sri M. Ramabrahmam, Lecturer,

IASE, O.U., Hyderabad. Govt. IASE, Masabtank, Hyderabad.
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Dr. K. Suresh, SA, Sri R. Ananda Kumar, SA,
ZPHS Laxmipuram, Visakhapatnam.
ZPHS Pasaragonda, Warangal. N Sri K.V.K. Srikanth, SA,
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Sri Y. Venkat Reddy, SA,
ZPHS Kudakuda, Nalgonda. GTWAHS S.L.Puram, Srikakulam.
Sri M. Eswara Rao, SA,

Sri A. Nagaraja Sekhar, SA,
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GHS Sompeta, Srikakulam.

ZPHS, Chatakonda, Bhadradri Kothagudam.
Sri Y. Guru Prasad, SA,
Sri D. Madhusudhana Reddy, SA,
ZPHS Chinnacherukuru, Nellore.
ZPHS Munagala, Nalgonda.
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Sri C.V. Harikrishna, SA, Sri K.L. Ganesh, SA,

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ZPHS, Cheru Annaram, Nalgonda. ZPHS M.D.Mangalam, Chittoor.
Sri T. Srinivasachary, SA, Sri Dr. S. Anjaneyulu, SA,

ZPHS, Chinnatundla, Rangareddy ZPHS Veeraballi, YSR Kadapa.
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Graphics & Designing

Sri K. Sudhakara Chary, SGT, Sri Kishan Thatoju, Computer Operator,
UPS Neelikurthy, Warangal. C&T Dept., SCERT, Hyderabad.
Sri Kurra Suresh Babu, B.Tech., MA., MPhill Sri Md. Ayyub Ahmed, S.A.,
Mana Media Graphics, Hyderabad. Z.P. H.S U/M, Atmakur, Mahbubnagar.
Sri S.M. Ikram, DTP Operator
Vidya Bhawan Education Resource Centre, Udaipur(Raj.)
Telangana Government Free Distribution 2020-21 iii
Intro ...
T he nature is life source for all living organisms. Rocks, water, hills and
valleys, trees, animals etc. embedded in it… each of them are unique by themselves.
Everything has its own prominence. Human being is only a part of the nature. The aspect
which distinguishes the humans from all other organisms and exclusive for them is their
extraordinary thinking power. Thinking transforms a person as a unique entity from rest of
the nature. Though it usually appears simple and normal, the intricacies of the very nature
often challenges us to untie the tough knots of its hidden secrets, day in and day out.
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The human being intuitionally contemplates and searches solutions for all the critical
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challenges, all around,relentlessly. Curiously, the questions and answers are concealed in
the nature itself. The role of science, in fact, is to find them out. For this sake, some
questions, some more thoughts, and some other investigations are quite necessary. Scientific
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study is to move on systematically in different ways, until discovering concrete solutions.
Essence of the investigations lies in inquiring i.e. identifying questions, asking them and
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deriving adequate and appropriate answers. That is why, Galileo Galilei, the Italian
astronomer,emphasized that scientific learning is nothing but improving the ability of
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questioning. The teaching of science has to encourage children to think and work scientifically.
Also, it must enhance their love towards the nature. Even it should enable them to
comprehend and appreciate the laws governing the nature in designing tremendous diversity
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found around here and everywhere. Scientific learning is not just disclosing new things. It is
also essential to go ahead with deep understanding of the nature’s intrinsic principles;without
interrupting the harmony of interrelation and interdependence in the nature.
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It is also necessary to step forward without interrupting the interrelationship and

interdependency along with understanding of the nature’s intrinsic principles.High School
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children possess cognitive capacity of comprehending the nature and characteristics of the
transforming world surrounding them. Enabling them to analyze abstract concepts.
At this level, we cannot quench their sharp thinking capability with the dry teaching of
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mere equations and theoretic principles. For that, we should create a learning environment
in the classroom which provides an opportunity for them to apply the scientific knowledge,
explore multiple alternatives in solving problems and establish new relations. Scientific
learning is not just confined to the four walls of classroom. It has a definite connection to
lab and field as well. Therefore, there is a lot of importance to field experience/ experiments
in science teaching.
There is a great need for compulsory implementation of instructions of the National

Curriculum Framework- 2005 which emphasizes linking of the science teaching with local
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environment. The Right to Education Act- 2009 also suggested that priority should be
given to the achievement of learning competencies among children. Likewise, science
teaching should be in such a way that it would help cultivate a new generation with scientific
thinking.The key aspect of science teaching is to make the children understand the thinking
process of scientists and their efforts behind each and every discovery. The State Curriculum
Framework- 2011 stated that children should be able to express their own ideas and
opinions on various aspects.All the genuine concepts should culminate into efficacious
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science teaching, make the teaching-learning interactions in the classroom, laboratory and
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field very effective and really become useful for the children to face the life challenges
efficiently.
We thank the Vidya Bhawan Society, Udaipur (Rajasthan), Dr. Desh Panday Rtd
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Prof. College of Engineering Osmania University and Sri D.R. Varaprasad former Lecturer
ELTC Hyderabad for their cooperation in developing these new text books,the writers for
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preparing the lessons, the editors for checking the textual matters and the DTP group for
cutely composing the text book.
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Teachers play a pivotal role in children’s comprehensive use of the text book. We
hope, teachers will exert their consistent efforts in proper utilization of the text book so as
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to inculcate scientific thinking process and inspire scientific approach in the children.
Energized Text Books facilitate the students in understanding the concepts clearly,
accurately and effectively. This book has been “Energized” with QR (Quick Response)
Codes as a pilot project. Content in the QR Codes can be read with the help of any smart
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phone or can as well be presented on the Screen with LCD projector/K-Yan projector.
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The content in the QR Codes is mostly in the form of videos, animations and slides, and is
an additional information to what is already there in the text books.
This additional content will help the students understand the concepts clearly and will
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also help the teachers in making their interaction with the students more meaningful.
At the end of each chapter, questions are provided in a separate QR Code which can
assess the level of learning outcomes achieved by the students.
We expect the students and the teachers to use the content available in the QR Codes
optimally and make their class room interaction more enjoyable and educative.
Director, SCERT,
Hyderabad.
Telangana Government Free Distribution 2020-21 v

Dear teachers...
New Science Text Books are prepared in such a way that they develop children’s observation
power and research enthusiasm. It is a primary duty of teachers to devise teaching- learning
processes which arouse children’s natural interest of learning things. The official documents of
National & State Curriculum Frameworks and Right to Education Act are aspiring to bring grass
root changes in science teaching. These textbooks are adopted in accordance with such an
aspiration. Hence, science teachers need to adapt to the new approach in their teaching. In view
of this, let us observe certain Dos and Don’ts:
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• Read the whole text book and analyze each and every concept in it in depth.
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• In the text book, at the beginning and ending of an activity, a few questions are given.
Teacher need to initiate discussion while dealing with them in the classroom, attempt to
derive answers; irrespective of right or wrong responses, and so try to explain concept.
• Develop/Plan activities for children which help them to understand concepts presented in
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text.
• Textual concepts are presented in two ways: one as the classroom teaching and the other
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as the laboratory performance. N
Lab activities are part and parcel of a lesson. So, teachers must make the children conduct
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all such activities during the lesson itself, but not separately.
• Children have to be instructed to follow scientific steps while performing lab activities and
relevant reports can be prepared and displayed.
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• In the text some special activities as boxed items- ‘think and discuss, let us do, conduct
interview, prepare report, display in wall magazine, participate in Theatre Day, do field
observation, organize special days’ are presented. To perform all of them is compulsory.
• ‘Ask your teacher, collect information from library or internet’- such items must also be
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considered as compulsory.
• If any concept from any other subject got into this text, the concerned subject teacher has
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to be invited into the classroom to elucidate it.

• Collect info of relevant website addresses and pass on to students so that they can utilize
internet services for learning science.
•
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Let there be science magazines and science books in the school library.
• Motivate every student to go through each lesson before it is being actually taught and
encourage everyone to understand and learn independently, with the help of activities such
as Mind Mapping and exciting discussions.
• Plan and execute activities like science club, elocution, drawing, writing poetry on science,
making models etc.to develop positive attitude among children environment, biodiversity,
ecological balance etc.
• As a part of continuous comprehensive evaluation, observe and record children’s learning
abilities during various activities conducted in classroom, laboratory and field.
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We believe, you must have realized that the learning of science and scientific thinking are
not mere drilling of the lessons but, in fact, a valuable exercise in motivating the children to
explore solutions to problems all around by themselves systematically and preparing them to
meet life challenges properly.
Dear Students...
Learning science does not mean scoring good marks in the subject. Competencies like
thinking logically and working systematically, learned through it,have to be practiced in daily
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life. To achieve this, instead of memorizing the scientific theories by rote, one must be able to
study them analytically. That means, in order to understand the concepts of science, you need
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to proceed by discussing, describing, conducting experiments to verify, making observations,
confirming with your own ideas and drawing conclusions. This text helps you to learn in that
way.
What you need to do to achieve such things:
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• Thoroughly go through each lesson before the teacher actually deals with it.
• Note down the points you came across so that you can grasp the lesson better.
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• Think of the principles in the lesson. Identify the concepts you need to know further,
to understand the lesson in depth.
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• Do not hesitate to discuss analytically about the questions given under the sub-heading
‘Think and Discuss’ with your friends or teachers.
• You may get some doubts while conducting an experiment or discussing about a lesson.
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Express them freely and clearly.

• Plan to implement experiment/lab periods together with teachers, to understand the
concepts clearly. While learning through the experiments you may come to know
many more things.
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• Find out alternatives based on your own thoughts.

• Relate each lesson to daily life situations.
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• Observe how each lesson is helpful to conserve nature. Try to do so.

• Work as a group during interviews and field trips. Preparing reports and displaying
them is a must.
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• List out the observations regarding each lesson to be carried through internet, school
library and laboratory.
• Whether in note book or exams, write analytically,expressing your own opinions.
• Read books related to your text book, as many as you can.
• You participate in the Science Club programs in your school.
• Observe problems faced by the people in your locality and find out what solutions you
can suggest through your science classroom.
• Discuss the things you learned in your science class with farmers, artisans etc.
Telangana Government Free Distribution 2020-21 vii

ACADEMIC STANDARDS
S.No. Academic Standard Explanation
1. Conceptual understanding Children are able to explain, cite examples, give reasons,
and give comparison and differences, explain the process
of given concepts in the textbook. Children are able to
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develop their own brain mappings.
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Children are able to ask questions to understand
2. Asking questions and concepts, to clarify doubts about the concepts and to
making hypothesis participate in discussions. They are able to guess the
results of an issue with proper reasoning, able to predict
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the results of experiments.
3. Experimentation and field Children are able to do the experiments given in the
investigation. N
text book and developed on their own. Able to arrange
the apparatus, record the observational findings, suggest
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alternative apparatus, takes necessary precautions while
doing the experiments, able to do to alternate experiments
by changing variables. They are able to participate in field
investigation and prepare reports.
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4. Information skills and Children are able to collect information related to the
Projects concepts given in the text book by using various methods
(interviews, checklist questionnaire) analyse the information
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and interpret it. Able to conduct project works.

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5. Communication through Children are able to communicate their conceptual

drawing, model making understanding by the way of drawing pictures labelling
the parts of the diagram by drawing graphs, flow charts
and making models.
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6. Appreciation and aesthetic Children are able to appreciate the nature and efforts of
sense, values scientists and human beings in the development of
science and have aesthetic sense towards nature. They
are also able to follow constitutional values.
7. Application to daily life, Children are able to apply the knowledge of scientific
concern to bio diversity. concept they learned, to solve the problem faced in daily
life situations. Recognise the importance of biodiversity
and takes measures to protect the biodiversity.
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INDEX Periods Month Page No.
1 Force 8 June 1
2 Friction 8 July 19
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3 Synthetic fibres and plastics 11 July 32
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4 Metals and non-metals 12 August 52
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5 Sound
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6 Reflection of light at plane surfaces 6 September 83
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7 Coal and petroleum 12 October 93
8 Combustion, fuels and flame 10 November 107

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9 Electric conductivity of liquids 11 November 119

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10 Some natural phenomena 11 December 131
11 Stars and solar system 13 January 147
12 Graphs of motion 4 February 171
Revision March
Telangana Government Free Distribution 2020-21 ix

OUR NATIONAL ANTHEM
- Rabindranath Tagore
Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha
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Dravida-Utkala-Banga
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Vindhya-Himachala-Yamuna-Ganga
Uchchhala-jaladhi-taranga.
Tava shubha name jage,
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Tava shubha asisa mage,
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Gahe tava jaya gatha,
Jana-gana-mangala-dayaka jaya he
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Bharata-bhagya-vidhata.
Jaya he! jaya he! jaya he!
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Jaya jaya jaya, jaya he!!
PLEDGE
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- Paydimarri Venkata Subba Rao
“India is my country; all Indians are my brothers and sisters.

I love my country, and I am proud of its rich and varied heritage.
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I shall always strive to be worthy of it.

I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”
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Chapter
FORCE
1
We can observe many changes around
us, like changes in seasons, change during
sun rise and sun set, changes in tides of sea
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etc. Have you ever thought about the cause
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behind these changes? In ancient days,
people thought that an invisible force was
responsible for the changes occurring in
nature. Even now many people believe that
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an invisible force exists that causes
whatever is happening in the world. What is force?
Later, the concept of force was
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developed, but it was limited to explaining How does a paper boy throw a newspaper?
our efforts and actions. The words force, Have you ever wondered about this action?
Actions like stretching a rubber band,
effort, strength and power had almost the
pulling a rickshaw, rowing a boat etc., are
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same meaning at that time. Have you ever

some more examples where our efforts
wondered what forces are? What are the
help to change the positoin or shape of the
different types of forces and how do they
object. Such actions like picking,
act? Let’s find out the answers to such
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squeezing, twisting, stretching, lowering

questions in this chapter. and lifting etc., cause a change in the state
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For instance, when you ride a bicycle, of an object. Now let us try to group these
most of the time your legs are pushing tasks as a pull or a push.
down on the pedals. To push you have to
Activity-1
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make an effort. When you pick up your

school bag you have to make an effort in
Identifying push or pull
order to lift or pull the bag upwards and off
Table-1 gives some examples involving
the ground. When you open a door you
the actions like digging, sucking, erasing,
make an effort on the door knob with your
falling, attracting, raising etc. Classify these
hands either to push the door forward or
actions in terms of a push or a pull or both.
pull it backward.
Write pull or push in the blank boxes. If
you feel that the action involves both push
and pull, write ''both'' in the box.
Telangana Government Free Distribution 2020-21 1
Table 1: Identify tasks as Push or Pull or Both
S. No Action Diagram Push/Pull/Both
1 Digging
bore well
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2 Sipping Juice
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with a straw
3 Erasing blackboard
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with duster
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4 A magnet
attracting nails
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5 Fruits falling
from tree
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6 Hoisting a flag
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List three more activities where we

exert force which appears as a push. Shall we call the effort done on an
object by means of pushing or pulling as a
List three more activities where we
force exerted on the object?
exert a force as a pull.
State three actions which involve both We cannot directly see the forces
push and pull. acting on a body, but we can see the effects
caused due to the forces.
Based on this activity, can you explain
what is a force?
2 Force
When an object slips off your hand, it Forces acting at a distance (field
always falls down. What pulls it down? If forces)
you roll a ball on a level ground, it slows
down and after sometime it will come to a 1. Magnetic force
stop. What makes the ball stop? What You must have done some experiments
forces acting on objects, change their state with magnets in class VI. Let us recall some
or state of motion? of your experiences.
Activity-2
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Observing the magnetic force.
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Types of forces Take a sewing needle. Rub it with a bar
magnet several times always moving the
Contact forces and forces at a
magnet in the same direction. Does the
distance (Field Forces)
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needle get magnetised ? You may find that
Observe the following figures. the needle always acts like a magnet. With
Nthe help of a magnetic compass you can
identify the north and south poles of the
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needle. Pin a red coloured cork ball to
South Pole and white ball to North Pole of
Fig-1 (a), Fig-1(b)
the needle; then drop it in a bowl of water,
Why does the toothpaste come out when
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it floats. (Fig-2)
we press the tube? Why does the needle of Make another needle in the same way.
a magnetic compass move when we place a
Float both the needles side by side such that
bar magnet near it? Have you observed the
like ends facing each other (either red or
difference between the force you applied on
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white balls). What happens to the needles?

the tube and the force applied by a magnet
How do they move? Now place the needles
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on the needle of a compass?

in such a way that unlike ends (White ball
In Fig.1 (a) you observe that there is direct
of first needles and red ball of second
physical contact (or interaction) between
your hand and the tube. Force, which needle) face each other. Now observe what
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results when there is a direct physical happens this time. How do they push or pull
contact between two interacting objects, is each other?
known as contact force.
In Fig.1 (b) the needle of the compass
changes its direction without any physical
contact with the bar magnet. But a force
must be acting on the needle. The force
which occurs without any physical contact
between two objects is known as a force Fig-2: Making needle magnets and
at a distance or field force. floating them in a bowl of water.
You have learnt in class VI that like We can say that when the balloon is
poles of two magnets repel each other and rubbed with a paper, it acquires an
unlike poles attract each other. You can electrostatic charge on its surface. The
observe the red end of one needle and white balloon is now said to be a charged body.
end of another needle attract each other, When it is brought near the bits of paper,
and ends with same colour repel.
the pieces acquire opposite charge and will
Now, you know that like poles repel or
rise and cling to the balloon.
push each other away and unlike poles
attract or pull each other. This action of The force exerted by a charged body
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pull or push arises due to a magnetic on another charged body is known as
force. A magnet can attract or repel another electrostatic force.
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magnet without contact. So magnetic force This force comes into play even when
is a field force. the bodies are not in contact. It is an
2. Electrostatic force example of a force at a distance.
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Activity-3 3. Gravitational force
Observing electrostatic forces

N It is our common experience that if a
pen slips off from our hands it falls down
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Take a balloon. Inflate it and tie up the to the floor.
open end. Now cut a paper into small pieces Why does the pen fall down?
and place them on the floor. Rub the balloon
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What is the force which pulls the

with a paper and bring the balloon near the pen down?
pieces of papers. What happens now? Are If we keep the same pen on a table, it
the bits of paper pulled towards the does not fall down. Why?
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balloon? (Fig-3) Why does the balloon pull

Generally our answer would be that the
or attract the pieces of paper? Try to use
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table supports the pen. If the table does not

pepper and salt in the place of pieces of
supports the pen it would fall down until it
paper. What do you observe?
is supported by another object, like the
floor.
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Why does a stone thrown up into the

sky fall back to the earth?
Why do rivers flow down to the
sea?
How does the earth hold the
atmosphere?
Is there any force pulling the objects
towards earth?
Fig-3: Charged balloon
4 Force
If an object is thrown upwards, there Explaining of force acting at a
exists a force which pulls it down towards distance: concept of field
the earth, because of this it falls down to The force which acts between two
the ground. We call this force as a bodies, when the bodies are not directly
gravitational force. touching each other is called force at a
Every object on the Earth or close to distance. We can explain the forces at a
Earth, will experience a gravitational pull. distance by using the concept of field.
The force of gravity is not just due to the Activity-4
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attraction of the Earth. It is a force of
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attraction that exists between any two bodies Visualizing magnetic field.
(or masses) everywhere in the universe.
As the earth is so massive and huge,
all the other objects close to the earth are
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attracted or pulled towards it. When you
sit in your class room, there will be a
gravitational force between you and your
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teacher, and a similar force exists between Take a bar magnet and place it on a table.
you and the black board. Place a thick white paper over it (White
You cannot experience the gravitational drawing sheet).
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force that exists between you and your teacher On the paper, sprinkle fine powder of iron
or between you and the black board because (iron filings) as shown in the fig -4.
it is very small when compared to the Tab the table or the paper gently with
gravitational force exerted by the earth on pen/pencil.
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these objects. You will learn more about this What do you observe? Do you find any
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in the lesson ''Gravitation'' in higher classes. pattern of iron filings there?

Rotate the magnet in different
Gravitational force works even the directions and do the same. How has the
objects are not in contact. So, this is an pattern changed?
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example of field force.

You can see that in a small space
Think and discuss around the magnet, iron filings set
themselves in a pattern because they are
A cricket ball of mass ‘m’ is thrown affected by the magnetic force of the field
upward with some initial speed. If the air created by the bar magnet. The pattern
resistance is neglected, what forces are represents the magnetic field. The space
acting on the ball when it reaches (a) half around the magnet where its influence can
its maximum height and (b) its maximum be detected is called the magnetic field.
height? This field is three dimensional.
Thus, a field is a region in which a force daily life like brushing, bathing, eating,
can be experienced by another magnetic writing, driving and walking; we have to
object placed at any point in that region. exert a force. Do you know from where
A body creates a field and another body the force comes? The force which we exert
experiences the force by the field when it by using our body muscles is known as
is placed in that field. muscular force. Even when we smile our
muscles exert force to bring changes in our
A magnetic field surrounds a magnet,
face. Human beings and animals use
an electric field surrounds electric
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muscular force to carry out their regular
charges and a gravitational field surrounds
physical activities. Muscular forces can be
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masses.
exerted only through contact.
The strength of a field in a particular
region can be represented by field lines; Activity-5
the greater the density of lines, the stronger
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the forces in that part of the field. Preparing a list of examples for
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Think and discuss List at least ten activities where we
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apply muscular force to perform various
Two identical bars, one which is steel
tasks, in table - 2.
and the other a magnet, are painted with
Table-2
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the same colour. How can you tell which

List of activities
one is the magnet using only these two Sl.No
where we exert force
bars? (don’t break the bars)
1 Lowering a basket
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Contact Forces 2
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1. Muscular Force 3
4
5
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6
Usually we are unaware of the muscular
forces that are responsible for the various
actions taking place inside our body, like
blood circulation, expansion and
contraction of lungs during breathing, heart
Fig-5 beat etc.
In all the actions that we perform in our
6 Force
Do you feel your muscles get tightened Does the change in speed of the ball
while performing any physical activity? and bicycle depend on roughness and
What could be the reason for it? smoothness of the surface on which they
move? Let us find out.
Activity-6
Activity-7
Observing the changes in any
Observing the motion of a ball
muscle while working on different surfaces
A
Take a dumbbell and lift it in different Try to roll a ball on different surfaces
ways. Observe while doing this exercise like carpet, rough roads, smooth floor etc.
AN
which muscle is going to be shortened. See that surfaces are plane, exerted force
Ask your friends to do the same and is same.
observe the movement of their muscles. On which surface does the ball roll
G
The term muscle refers to multiple farther?
bundles of muscle cells held together. The motion of the ball is different in
Muscles are normally arranged in such a
way that as one group of muscles contract
Neach case. The force of resistance to the
motion seems to be more on the rough
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or shortens, another group relaxes or surface than on the smooth surface. The
expands. For example, if you throw a ball rolling ball moves farther on a smooth
the muscles in the chest and front side of marble floor than on a rough sandy surface.
the shoulder lengthen to pull the arm
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forward, while the muscles in the back and

Activity-8
rear of the shoulder undergo contraction Observing the motion of objects
to slow down the motion. on an inclined plane
2. Force of Friction
T
Take a tray. Place a small ice cube,

When you roll a ball on a level ground eraser and a rupee coin on a line at one end
ER
it invariably stops after sometime. of the tray. Now slowly lift this end of the
Why does the ball stop? tray as shown in the figure-6.
Is there any hidden force which brings
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it to stop?
If you stop peddling your bicycle on a
level road you observe that its speed
decreases gradually.
Why does the speed of the bicycle
decrease gradually?
Is there any force acting on it which
tends to reduce its speed?
Fig-6: Motion of objects on an inclined plane.

What do you observe? there was no friction between the tyres
Which one of these three objects and the road?
slides down first? Why? The direction of friction is always
Do all the objects experience the opposite to the direction of motion relative
same resistance to motion? If not to the surface. Let’s imagine a world
why? without friction. Can we walk on a road
Which one of the objects experiences without friction? Would it be possible to
more resistance to motion? Why?
A
write with a pen on a paper or with a piece
Why there is a change in resistance of chalk on the black board? You will learn
AN
experienced by the objects though more about friction in the next chapter.
they all slide down on the same
plane? Think and discuss
G
Do this activity with different objects A book placed on a table is at rest. Is
like a book, a ball, a pen, a stone etc., and the force of friction acting on it or not?
record your observations. N Explain?
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Friction is the resistance to the 3. Normal force
movement of a body over the surface of
another body.
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T
ER
SC
Fig-7 Fig-8: Force of gravitation and normal

force acting on the book.
Did you ever experience slipping on a Place your science book on the table.
floor? What conditions caused you to slip? Is it in a state of rest? Is there any force
Did you experience slipping while you are acting on that book? Imagine that the table
walking on wet mud? Why do most road has disappeared suddenly by magic. What
accidents happen during rainy days? will happen then? The book will fall down
Would it be possible to drive a car if due to the gravitational pull of the Earth.
8 Force
Even when a book is lying on the table, the pulls down the stone all the
gravity pulls the book down all the time but time but it does not fall
it does not fall down because it is down because it is
supported by the table. Therefore, there supported by the string.
exists a force which supports the book Thus, there exists a force
against gravity by pushing it upward. What which supports the stone
do we call this force? against gravity by pulling it
Look at the fig.8 A direction which is upward.
A
perpendicular to the plane of a surface is What do we call this
force?
AN
said to be normal. The force that a solid Fig-10
surface exerts on any object in the normal It is called 'tension'
direction is called the normal force. which always pulls the body along the
string. Tension is a contact force. When you
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In the above example the downward
try to stretch a rope or a string the tightness
gravitational force is balanced by the
of rope or string is called tension. In the
upward normal force. Since these two
forces are of equal magnitude and acting
Nabove example, the gravitational force is
balanced by the upward tension force as
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in opposite directions, we say that the net
shown in the figure-10.
force acting on the book is zero and the
book is in equilibrium.
Lab Activity
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4. Tension
As shown in the Aim: To find the limiting force that can be
figure-9 a stone is borne by a string.
T
suspended with the Material used: Spring balance,

help of a string and its weights, light strings are of
ER
free end is tied to the 10 cm length, and of equal

ceiling thickness, weight hanger.
What is the Procedure:
SC
state of the 1. Arrange the system as shown

Fig-11
stone? Fig-9 in figure-11. Put some small
What forces are acting on it? weights like 50 gm on the weight hanger and
What will happen if the string is note the readings of the spring balance. Now,
broken? add some more weights to the hanger and
We know that the stone would fall down note the readings of spring balance. Do the
due to gravitational pull (weight) of the same till the string is broken. Note the
earth if the string is broken. reading of the balance in the following table
For a stone tied to the string, gravity when the string is broken.
Find out the limiting force of different Hence, there is no change in its state.
types of strings and mention the values in Technically, we say that the net force on
the given table. this object is zero.
Sl.No. Type of String Limiting Force Imagine that the same object is kept in
a lift which is accelerating.
How many forces are acting on this
2. Separate the whole system from the object?
ceiling, and tie the string to weight hanger Is the net force acting on the object
and now slowly pull up the whole system
A
zero? Why?
with your hand when there is a small weight
Note: When an object is in non uniform
AN
on the hanger. Note down the readings are motion, it is said to be in acceleration.
they same when you bring it down.
The net force acting on an object kept
What do you observe from the readings
in a lift which is accelerating is not zero,
when it is pulled up and released to
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move down? as the object is in non-uniform motion.
Is the string broken when the whole When two forces act on a body, as in
system is pulled quickly up? N the above case, one of the forces should
be greater than the other to set the body in
LA
Think and discuss motion.
A system of two bodies A and The strength of a force is usually
B are placed as shown in represented by its magnitude. The direction
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figure. How many forces are of a force is as important as its magnitude.

acting on A and B respectively? We represent the direction of force,
Why is it necessary to separate magnitude using ‘arrows’ ( ).
contact force into a normal force and
T
frictional force? Give at least two reasons. Activity-9

ER
Net force Effects of net force acting on a

In reality, many forces can act table
simultaneously on a body. For example,
Try to push a heavy wooden table
SC
there exists two forces on an object placed

(Fig-12a). Is it hard to push ?
on a horizontal floor. One is gravitational
force (vertically down) and other is normal
force (vertically up).
Do you observe any change in the state
of rest of that object because of these
forces? Obviously your answer is ‘No’.
In this case two forces acting on the
object are equal and opposite in direction. Fig - 12(a)
10 Force
Ask your friend to help you in pushing All forces have both magnitude and
the table in the same direction, as direction. While adding forces, the
shown in the fig.12 (b). Do you find it directions of forces have to be taken into
easier to move the table now? Why? account. When forces act on a body along
a straight line and they are in the same
direction the net force is taken as the sum
of all forces acting on the body. To add
forces, sign convention must be used.
F2
A
F1
AN
Fig - 13
As shown in the above figure the force
Fig - 12 (b)
F1 directed towards right could be taken as
You may notice that it is easier to push positive and the force F2 acting towards left
G
the table when you take the help of your could be taken as negative. Let the forces
friend. The force applied by your friend F1 and F2 act on the table in opposite
added to the force exerted by you, results in
both forces being applied on the table in the
Ndirections as shown in the figure and F1>F2,
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Then Fnet = F1 + (-F2) = F1 - F2
same direction. The total force applied by
both of you made it easy to move the table. When the forces on a body in a
straight line are in opposite directions, the
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Now ask your friend to push the table

net force is equal to difference between the
from the opposite side as shown in
two forces. The object at rest moves in the
fig.12(c). Does it move? If it moves, then
direction of the net force acting on it.
in which direction does it move?
T
Activity-10
ER
Effects of stretched rubber bands

on fingers
Take a rubber band, stretch it using your
SC
fingers. When you stretch the rubber band

it exerts force on your fingers and you feel
Fig-12(c)
the force of pull on your fingers. What
When you and your friend push the table
happens if you add one more similar rubber
from opposite sides, the table doesn’t move
band around your fingers and stretch both
if both of you apply force with equal
together to the same length? Do you feel
magnitude. Let us assume that one of you
the combination of two bands exerts a
exerts a larger force, what will happen?
larger force than that of one? Increase the
Why?
number of rubber bands around your Choose a coordinate system with
fingers and observe the force exerted on X-axis and Y-axis as shown in figure-15.
your fingers by the rubber bands. Sign convention is to be taken along
X and Y axes directions.
Add forces algebraically with sign
conventions along X and Y axes separately.
Then those values give net forces along
X and Y directions respectively.
A
Fig-14 Stretching rubber bands
Solution:
AN
Let us say the force exerted by one
rubber band is F units and the force exerted
y-axis
by the second rubber band is also F units.
F x-axis
Then what will be the net force of two f
G
W
rubber bands? We can express it as: N1 N2
Fnet = F + F = 2F units Fig-15: Free Body Diagram(FBD)
The unit of force in SI system is N The forces acting on the car are shown
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newton(N).
in the FBD (Free body diagram): They are
What is the net force acting on your
Force applied by the engine = F
finger when three, four etc. rubber bands
Friction applied by road = f
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are used?
Normal forces are N1and N2
How to calculate net force from
Gravitational force (Fg) = W
free body diagrams
Net force along x-axis or direction
The diagram showing all the forces
T
Fnet, x = f - F
acting on an object at a particular instant is
ER
called Free Body Diagram. It is denoted as Net force along y-axis or direction
FBD. Fnet, y = N1 + N2 - W
Example: Think and discuss
SC
Let a car be moving with a non uniform

speed along a road. What are the forces Play arm wrestling with your friend.
acting on the car? What is the net force How can you explain the winning of
acting along the vertical direction? What the game by using the concept of net
is the net force acting along horizontal force?
direction? Name forces acting on arm and their
Draw all the relevant forces acting on direction while playing the game.
a body (we called it a free body diagram, Try to draw FBD for this situation.
FBD)
12 Force
What Forces can do ? You might have seen children playing
with a rubber tyre by pushing it with a stick.
Activity-11 They push the tyre again and again with the
stick to increase its speed. Do you
Effect of force on change of the understand why the speed of the tyre
state of motion of an object and increases whenever it is pushed by the stick?
it's direction. With every push they are applying a little
more force on the moving tyre in the
Place a football on the ground. The
A
direction of motion. Hence the speed of
ball will remain in a state of rest unless
the tyre increases continuously.
someone kicks the ball. Now kick the ball
AN
If the net force acts in the direction of
(Fig-16a). What happens? Does the ball
motion, the speed of an object moving with
start moving? Kick the moving ball again
constant speed also increase. If the net
in the same direction (Fig-16b). What will
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force acts in a direction opposite to the
be the result? Place your hand or leg against
motion, then it either slows down the
the ball. Does the ball stop? Or does it
change its direction? Note your N object or brings it to a rest or it may change
the direction of motion.
LA
observations.
Give some more examples where the
object speeds up or slows down or a change
may occur in its direction of motion. When
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we exert a force on it?

16(a)
Activity-12
T
Effects of net force on direction

16(b) of moving object
ER
Hit a carrom coin with the striker. Ask your

friends to do the same. Does the coin move
Fig-16: (a) Force applied on a ball at rest.
in the same direction in each case? If not why?
SC
(b) Force applied on a moving ball

in the direction of motion.
We can move the ball from its position

of rest by applying a force on it. We can
Fig.17
stop the moving ball and bring it back to
rest by catching it. Give few more examples
where the state of motion of an object
changes due to the application of force. You can observe that in each case the
direction of the coin changes.
When you hit the coin with the striker, Give some more examples where force
not only does the coin change its direction, that can change the shape of an object.
but the striker changes its direction too. From the above table we can understand
What might be the cause for that? that a force not only changes the state of
From these observations, we can say motion of an object but can also change the
that a net force stops a moving object or shape of an object. It may change the shape
makes a stationary object move and also temporarily or permanently, based on the
changes the speed and direction of a nature of the object and the force applied
A
moving object. Thus, a force can change on it.
the state of motion of an object. Does the
AN
Pressure
force change only the state of motion? Are
there any other effects of force? Activity-14
Other effects of force
G
Activity-13 Change in effect of force with
Effects of force on the shape of area of contact
an object N Take a pencil. Just push its rounded end
LA
on your palm. Now push from the other
side of the pencil gently so that the sharp
end is on your palm. What difference did
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you experience? Why?

In table-3 some situations are given in
the first column showing how the force is
applied on an object. Observe the shape of
T
the objects carefully before and after

applying the force. Mark 'T' for temporary
ER
change and mark 'P' for permanent change

in the second column.
Table 3
SC
Change in shape Fig-18

Action
(temporary/
of force permanent)
Stretching rubber band
Why do the porters place turbans
Squeezing sponge
(talapaga) on their head when they have to
Tearing paper
carry heavy loads? Why do School bags and
Breaking piece of chalk
shopping bags have broad straps as handles?
Making chapathi
Have you ever wondered why lorries
Breaking glass
carrying heavy loads have a larger number
14 Force
of broader tyres? In these examples you Since the masses of both bricks are
might have noticed that the effect of force similar, the force applied on lime powder
depends on the area of contact on which by them is the same on both the trays. The
the force is acting. When there is a difference lies in the surface area of the
decrease in the area of contact of the force brick in contact with the lime powder and
or load then the effect of force increases this is responsible for the change in the
and vice versa. extent to which the brick sinks in the lime
The force acting perpendicularly on unit powder.
A
area of a surface is called pressure. In above activity, the contact area on
which force is acting is different in each
AN
Pressure = Force/Area
The unit of pressure in S.I. system is case. The depth to which the brick sinks in
Newton/meter2 or N/m2. the first tray (Fig 19 a) is deeper than that
in the second tray (Fig 19 b).This is because
G
in Fig 19(a), the contact area or the surface
Activity 15
area on which force is acting is smaller and
Identifying effects of force Nhence, the pressure exerted by the brick is
more. In Fig 19(b), the contact area or the
LA
Take two trays. Fill both the trays surface area on which force acting is
with lime powder or fine sand. Now take larger. Hence the pressure exerted by the
two rectangular bricks of equal mass and brick is less.
TE
similar shape. Drop one brick vertically in Why does the sharper side of a knife
one tray and the other brick horizontally in cuts more easily than the blunt side of it? A
the second tray from certain height. What sharp side of knife has a smaller contact
area. Therefore, for the same amount of
do you notice? Do both bricks sink to the
force applied on it, the sharp side of knife
T
same depth in lime powder? If not why?

exerts more pressure than the blunt side and
ER
hence cuts more easily. Can you give some

more examples of pressure?
From the above examples, you can
say that for a given force, if the surface area
SC
is smaller, the pressure will be greater. If

you use a larger area, you are spreading out
the force, and the pressure (or force per
unit area) becomes smaller.
Fig-19 Think and discuss
You may notice that the brick standing
vertically sinks deeper in lime powder than Does pressure have direction? Explain.
the brick standing horizontally.
Key words
Force, Push, Pull, Contact force, Force at a distance, Field, Friction, Muscular
force, Gravitational force, Magnetic force, Electrostatic force, Net force, Magnitude,
Equilibrium, Normal force, Tension, State of motion, Pressure, Freebody diagram
What we have learnt
A
• Force is a push or a pull.
AN
• A force can act on an object with or without being in contact with it. A force acting
on body is either a contact force or force acting at a distance.
G
• Field is a three dimensional region influenced. If an object is kept at any point in
the region, is influenced by it.
N
• Friction is the force that opposes relative motion of surfaces in contact.
• The force which we exert by using our body muscles is known as muscular force.
LA
• The attractive force between any two massive objects is called gravitational force.
• The magnetic force attracts a magnetic material such as iron. But it either attracts
TE
or repels another magnet.

• The force exerted by a charged body on other charged body is known as electrostatic
force.
• Force has magnitude as well as direction.
T
• The algebraic sum of all the forces acting on a body is known as net force, and is
ER
denoted by Fnet.
• A force can change the state of motion of an object.
• Force may cause a change in the shape of an object.
SC
• The force acting perpendecularly on a unit area of a surface is called pressure.
Improve your learning
Reflections on concepts
1. What is a force? What changes can be produced by a Force? (AS1)
2. Give two examples each for a contact force and a force at a distance. (AS1)
16 Force
3. Explain Gravitational Force by giving a suitable example. (AS1)
4. Draw and explain a free body diagram (FBD) to show all the forces acting on a car?
(AS5)
5. Why do tools meant for cutting always have sharp edges?? (AS1)
Application of concepts
1. How can you differentiate between a contact force and a force at a distance? (AS1)
2. Find the net forces from the following diagrams.
9N
8N 8N
A
12N b) 8N 8N
a)10N c)6N d)
AN
8N
3. A man stand still on a level floor.What forces act on him? Draw a free body diagram
(FBD) to show all forces acting on him? (AS5)
4. The surface area of an object is 20 m2 and a force of 10 N is applied on it, then what
G
is the pressure? (AS7)
N
5. How do you appreciate the role of friction in facilitating our various activities? (AS6)
6. Identify and draw all forces acting on the body shown in the diagram.(AS5)
LA
Higher Order Thinking Questions
1. If you push a heavy box which is at rest, you must exert some force to start its
TE
motion. However once the box is sliding you apply a lesser force to maintain that
motion. Why? (AS1)
2. How do you increase the pressure by keeping (AS1)
a) area unchanged b) force unchanged
T
3. Imagine that friction disappeared from the earth.What will happen? Explain. (AS2)
ER
Multiple Choice Questions

1. Hoisting a flag is related to [ ]
a) push b) pull c) Push and pull both d) pressure
SC
2. A person is pulling water from well. Which type of force it is [ ]

a) Muscular force b) Magnetic force
c) Friction force d) Electrostatic force
3. The force that a solid surface exerts on any object in the normal
direction is called [ ]
a) Muscular force b) Normal Force
c) Tension force d) Magnetic force

4. Let the forces F1 and F2 act on the table in opposite directions,
F1>F2 , the Fnet = [ ]
a) F1-F2 b) F1+F2 c) 0 d) 2F2-F1
5. A situation for effect of force leads to a permanent change in shape
of object is [ ]
a) Stretching Rubber band b) Squeezing sponge
c) Pressing the Spring d) Breaking glass
A
Suggested Experiments
1. Conduct an experiment to find the limiting forces that can be borne by different
AN
strings.
2. Design and conduct experiment to test few ways how friction may be reduced.
3. Conduct an experiment to determine the change in effect of force with an area of
contact.
G
Suggested Projects
N
1. Collect pictures to illustrate contact forces, forces at a distance and prepare a report.
2. Classify the actions in your daily life into
LA
i. actions where we exert force which appears as a push
ii. actions where we exert force which appears as a pull
iii. actions which involve both push and pull
TE
3. Observe the situations of electrostatic forces in your daily life and prepare a report.
T
ER
SC
18 Force
Chapter
FRICTION
2
We have learnt about the various types
of forces in the chapter 'Force'. We also
A
have learnt about the 'force of friction'
which plays an important role in daily life.
AN
Let us learn in detail about this force in this However, the speed of the book gradually
chapter. decreases and after some time it stops.
Force of friction and its Types
G
Direction of motion
N
LA
Activity -1 Fig-2 : The book acquires a speed
TE
Identifying forces acting on a Why does the book stop after covering
some distance?
body and effect of frictional force
Is the book moving with uniform speed?
T
Why does the speed of the book change

gradually?
ER
You know that the book is in non-

uniform motion with respect to the
floor. In the "Force" chapter we studied
SC
that non-uniform motion of a body takes

place only when a net force acts on it.
Fig-1: Pushing the book How many forces act on the book when
Gently push a book on a horizontal floor it is pushed on the floor?
as shown in fig.1. Let us examine the forces acting on the
book. Two forces act on the book in the
What do you observe?
vertical direction as shown in fig-3.
You may observe that the book acquires
a certain speed in the direction of push.
book also applies the same amount of force
on the floor in the opposite direction. Here
it is clear that the floor is at rest. Hence the
net force acts in the direction of the force
applied by the floor on the book.
The force applied by the floor on the
book is called “frictional force” or
friction.
A
Fig-3: Forces acting on the book
They are Lab Activity
AN
(i) Weight of the book (W) or gravitational
force acting vertically down. Aim: Understanding the
(ii) Normal force (N) or reaction force nature of friction and
G
applied by the floor vertically up. the concept of static
As there is no change in motion of the
book along the vertical direction, the net
N friction.
Material required:
LA
force acting on the book in the vertical
Toy Trolley, small wooden block,
direction is zero.
inextensible string, weight hanger, weights,
That is, W − N = 0 ⇒ W = N
pulley and table.
TE
In the horizontal direction, the speed

of the book is changing continuously. Its
speed is decreasing gradually in the
horizontal direction i.e., the book has
T
acceleration opposite to the direction of

ER
motion (which we call deceleration).

What are the forces acting on the book
in the horizontal direction?
SC
What is the net force acting in the

horizontal direction? Fig-4:The trolley accelerating towards left
When the speed of the body moving in
a straight line changes continuously, we say Procedure: Take a small toy trolley
that the body has acquired an acceleration. and keep a small wooden block on it as
shown in fig-4. Tie an inextensible string
By close observation of this activity, we
to the trolley and pass it over a pulley. And
can understand that the floor applies a force
other end of the string is fixed to weight
on the book against its motion. Similarly the
hanger. Take a small weight and keep it on
20 Friction
weight hanger and observe the changes in We can increase the trolley’s
motions of block and trolley. acceleration by increasing the weight on
What happens to the position of the the hanger. If we increase the acceleration
block kept on the trolley? of trolley gradually, at certain limiting
Does it fall or move along with the acceleration or limiting weight, the block
trolley? comes into motion in the reverse direction.
What changes occur in the motion of This means that now there exists relative
trolley and block? motion between the surface of the trolley
A
and the block.
You will notice that the trolley with the
AN
block on it moves towards left with an What happens when the
acceleration. The block is at rest with experiment is repeated by using
respect to the surface of the trolley, but it rock and iron blocks of the same
is in motion with respect to the surface of mass and different masses?
G
the table. Does the limiting weight change?
Now keep on increasing the weight on
the hanger. Observe the motions of both
N If so, why?
Apply some grease to the bottom
LA
trolley and block. of the wooden block and keep it on
The surface of the trolley tries to keep the trolley’s surface and do the
the block at rest here with respect to its same experiment.
TE
surface. What happens to the limiting

Thus, the force of friction by the weight?
surface of the trolley acts on the block in What should we do to increase the
T
the direction of motion. At the same time limiting weight?

the block also applies a force on the trolley
ER
From the above activities we may

in opposite direction and tries to move
define friction as follows,
towards the right.
The force which opposes the relative
Direction of motion
SC
motion of two surfaces of bodies in

contact, is called 'frictional force'.
In activity-1, the book moves with
respect to the floor. So, this friction is
called sliding friction.
Sliding friction is the friction which
Fig-5: The direction of friction on the block. comes into play when the surface of one
object moves relative to the surface of
another object.
In lab activity, the block is at rest accordingly and thus balances the
relative to the surface of the trolley up to a increased applied force.
certain limiting acceleration. The friction From this experience we conclude that
exists at this stage is a static friction. static friction is a self adjusting force
So, static friction is the friction which F
comes into play when surfaces of the
objects are at rest relative to each other
even there is an external force acted upon. f
A
In the above lab activity we observe that
AN
there exists two types of frictional force at
a time. One is friction between surface of
the table and trolley, and the other is the static Fig-7 : Pushing a heavy box with increasing
force.
friction that exists between the surface of
G
trolley and wooden block kept on it. But there is a limit to this static friction.
As you keep on increasing the applied
Activity-2
Observing the variation of
N force, at some point the box starts moving.
That is, when the applied force is more than
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friction the limit of the static friction, the body
starts to move as shown in fig-8.
F
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f (maximum)
Push a heavy box which is kept on a

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floor with a small force to move

ER
horizontally as shown in fig-6. The box

Fig-8: The heavy box starts moving
does not move because there is a frictional
force which is equal and opposite to the When the box is sliding on the floor,
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applied force on the box. the fricition between them is called sliding
F
fricition.
f Think and Discuss
Fig-6: Pushing a heavy box with small force Does friction oppose motion or
Now gradually increase the relative motion of surfaces in
applied force, the box still does not move, contact? Disscuss.
because the frictional force also increases What observations and experiments
22 Friction
can you cite to show the existence What are your observations from these
of friction? experiments?
When do we speak of sliding
In which case is the distance covered
friction?
maximum?
Factors affecting friciton
In which case is the distance covered
A
Activity-3 minimum?
AN
Why is the distance covered by the
pencil cell different on different
surfaces? Discuss the result.
G
If you do the above activity by replacing
Effect of roughness on frictional

N the cloth with white marble surface or glass
surface, can you predict the distance
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force covered by the pencil cell?
You can conclude that smoothness /
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roughness of the surfaces of both the floor

and the glass marble could affect the
Fig-9: Motion of a Ball on an inclined plane. distance travelled by it.
Though many surfaces look like
T
Set up an inclined plane on the perfect planes, there exists many ups and
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horizontal floor. Use a wooden board as downs (irregularities of surface) on them.

inclined plane. Put a mark at any point on
Friction is caused by the irregularities
the inclined plane. Now let a glass marble
on the two surfaces which are in contact.
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or ball move down from this point. Note

Irregularities on the two surfaces lock into
the distance covered by the glass marble
one another, when we attempt to move on
from the bottom of the inclined plane to
any surface. We have to apply a force to
point where it comes to a stop.
overcome interlocking. On rough surfaces,
Now, spread a cloth over the floor. there exist a large number of irregularities
Make sure that there are no wrinkles in the (ups and downs). Hence, the force of friction
cloth. Try again with glass marble. Now is greater if a rough surface is involved.
note down the distance.
Activity-4 One is force of friction (f) and the other
is the force applied (F) by you. The applied
Effect of area of contact on force is equal to the maximum limit of the
frictional force frictional force at the instant when the brick
just begins to move. But they act in opposit
direction. You can note down its value by
observing the reading of the spring balance.
In this way we can measure the maximum
A
Fig -10: Pulling a brick with spring balance frictional force offered by the surface.
Now turn the brick upright as shown in
AN
Tie a string around a brick and pull the
brick by using a spring balance as shown in fig-12 so that the contact area with the
fig-10. We use spring balance as a device floor becomes small. Repeat the same
to measure the applied force. experiment and measure the friction using
G
the spring balance.
In a spring balance the spring is
stretched by the applied force. The changeN
in the length of the spring is proportional
LA
to the applied force. So the scale of the
spring balance directly gives the applied
force in Newtons and in some spring Fig-12: Pulling same brick with another
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balances the force is given in kilogram- orientation

weight also. How does the frictional force vary with
Pull it to move the brick. Note down the change in the area of contact?
T
the reading of spring balance when the brick The frictional force appears to be the
just begins to move. same in both cases irrespective of area of
ER
How many forces do act on the brick contact of the surfaces.

in the horizontal direction?
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Two forces act on the brick in the

Activity-5
horizontal direction as shown in fig-11 .
Effect of normal force on
friction
F As in the activity-4, keep a brick on the
horizontal floor and pull it with the spring
f
balance attached to it and measure the
Fig-11: Horizontal forces on the brick frictional force.
24 Friction
Now put another brick over the brick Is friction necessary?
tied to the spring balance or press it Try to walk on muddy or slippery
vertically with your hand and then measure surface. Why do you find it difficult to walk
the force of friction as described above. on slippery surfaces?
Is there any difference between We cannot walk or run without friction.
frictional forces in two cases? If yes, Let us see the things that will not happen in
why? the world if friction was not present. We
From the above activity you can will not have any cars, bicycles or scooters.
A
All of them move only because of friction.
understand that when we add a brick to the
Even if somebody pushes a car, we will
existing brick or apply a force by pressing
AN
not be able to stop it by applying brakes.
it vertically, the normal force increases and
Carpenters will not be able to smoothen
hence, we find there is an increase in the surfaces. You will not be able to hold any
frictional force. appliances such as hammer, soap etc.
G
So, Friction is proportional to the It will not be possible to write with pen
Normal force i.e., or pencil if there is no friction. You would
Friction ∝ Normal Force N not be able to fix a nail on the wall. No building
could be constructed if there were no friction.
LA
where ∝ is the symbol representing
All the above examples tells the
“proportional to”
importance of friction.
On the other hand friction is undesirable
TE
Think and Discuss too in the machinery. For instance, friction

is responsible for overheating and wearing
Does friction act on a table resting on out of moving parts. You need to apply oil or
the floor? grease to your bicycle parts in order to make
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it move smoothly.
If normal force is doubled, what
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Make a list of few more examples of

happens to friction? Discuss.
the situations where we need to reduce
Your friend says, “Friction depends on friction for efficient functioning of tools.
the area of contact”. How do you
Activity-6
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correct your friend through some

experiments? Friction produces heat
“Friction is independent of weight, but
depends on normal force between
surfaces of contact where friction
exists”. Do you agree with this
statement? Discuss.
Fig-13: Rubbing the hands

Increasing and decreasing
friction
Activity-7
How to reduce friction ?
A
Fig-14: Striking a matchstick against
Take a spoon and hold its head (broader
the surface of matchbox
AN
portion) in the left hand and hold the mid
Rub your palms against each other portion of the spoon by the right hand and
for a few minutes. How do you feel? pull it towards the other end of the spoon.
Strike a match stick against the rough What do you notice?
G
surface of match box. What happens?
Now dip your right hand fingers in
In both the activities we observe
N
because of the friction, temperature of the
water, do it again as said above.
In which case it is easy to pull? Why?
LA
surfaces increases. Matchstick catches fire
Repeat the activity with other liquids
because of increase in temperature by
such as coconut oil, grease etc and observe
friction.
the difference.
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Thus, we can conclude that friction can

Friction can be advantageous in some
produce heat.
cases and disadvantageous in other cases.
Give some more examples where In the former case of activity 7 you will
friction produces heat.
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find that the friction is more, in the latter

You have probably heard that space craft case, friction is reduced.
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returning to the earth has to be protected Let us try some examples.

by a heat shield covering it. Find out why?
What is the material used as the heat
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shield?
Think and Discuss
What important role does friction

play in the life of human being and Fig-15: Bottom of the shoe
animals? Have you ever thought why the sole of
Why is friction important for your shoes is grooved as shown in
transport? fig-15?
26 Friction
It is done to provide the shoes better Why do we use grease between the
grip on the floor, so that you can move moving parts of motor vehicles?
safely. Similarly, the tires of cars, trucks In all the above cases, we want to reduce
and bulldozers are threaded (fig-16). Why? friction in order to increase efficiency.
Why do you need to change the tyres When oil, grease or any other lubricants
when it’s threading is worn out? are applied between the moving parts of a
machine, a thin layer is formed between the
moving surfaces and hence they do not
A
directly rub against each other. Interlocking
AN
of irregularities is avoided to a great extent
by the application of lubricants. Hence
movement becomes smooth.
The substances which reduce friction
G
are called “Lubricants”
Fig-16: Pattern of tyre
Gymnasts apply some coarse substance
N Activity -8
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on their hands to increase friction for Effect of rollers on friction
better grip.
In some situations, however, friction is
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undesirable and we would like to minimize

it.
T
ER
SC
Fig-17: The carom board

Play carom board without powder and
then play with fine powder sprinkled on the
board. Fig-18: Pulling suitcase with rollers
In which case is the movement of the Pull a suitcase without rollers and pull
striker and the coins easy? Why? a suit case which has rollers.
Why do we apply a few drops of oil on
In which case pulling is easy? Why?
the hinges of a door?
F
F Think and Discuss
Fig-19: Pushing a book on pencils Can we reduce friction to zero?

Explain.
Try to push a book lying on the table.
Now place the book on two to three pencils What purposes are served by
or pens without caps. Push the book again. bearings in machines? Explain with
daily life situations.
What do you notice? Why?
A
In which case it is easy to pull the book? Fluid friction
AN
Why?
Activity -10
It is always easier to roll a body than to
slide it over a surface. So it is convenient Observing fluid friction
to pull the suitcase fitted with rollers.
G
When one body rolls over the surface
of another body, the friction offered is
called rolling friction.
N
LA
Activity-9
Understanding the principle of
ball bearings
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Fig-21: Stirring water

Take a glass of water and stir it with a
spoon. You know that water whirls around
an axis. Stop stirring and see what happens.
T
You may notice that whirling speed of water

ER
gradually decreases and after some time,

Fig-20: Rotating the lids the water comes to a stable state.
Take two lids and rotate them by putting
Which force is responsible for
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one on the top of the other. What do you

stopping the rotation of the water?
observe? Now place four to five marbles
The frictional forces between the liquid
on one lid and place the other lid on the
layers and between the liquid surfaces that
top of the marbles. Then try to rotate the
is in contact with glass surface are
top lid. What do you observe?
responsible for stopping the rotation of the
This is the principle of ball bearings. water.
To reduce friction between rotating Similarly water and other liquids exert
shafts of machine tools, we use “ball force of friction when objects move
bearings”.
28 Friction
through them. You can observe fluid depends on its speed with respect to fluid,
friction when you travel in a boat. on the shape of the object and on the nature
Not only liquids, gasses and air also of the fluid.
offer friction to bodies like aeroplanes,
jets when they move through air.
In science the common name for gases
and liquids is 'fluids'. So, we can say that
fluids exert force of friction on objects in
A
Fig-22: Bird and Aeroplane
motion through them.
It is obvious that when objects move
AN
The frictional force exerted by fluids
through fluids, they have to overcome
is also called "drag".
friction acting on them. So efforts are made
Activity-11 to minimize friction. Objects are given
G
special shapes. Where do you think
Identifying the factors influencing scientists get hints for these special
the fluid friction N shapes? From nature, of course.
Birds and fishes have to move about in
LA
Take a tub of water. Try to move your
hand in water in the direction of stretched fluids all the time. Their bodies must have
fingers (up and down).Now try to move evolved to shapes which would make them
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your hand in the direction perpendicular to not to lose much energy in overcoming
the plane of the hand (to and fro). friction.
In which orientation of your hand, do Do you find any similarity in the shape
you experience more drag? Why? of an aeroplane and a bird? In fact all
T
Frictional force on an object in a fluid vehicles are designed to have shapes which
reduce fluid friction.
ER
Key words
Friction, Static Friction, Sliding friction, Lubricants, Rolling friction, Ball bearings,
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Drag, Fluid Friction.
What we have learnt

Friction opposes the relative motion between two surfaces in contact. It acts on both
the surfaces.
Static friction comes into play when we try to move an object at rest relative to another
surface or object.

Sliding friction comes into play when an object is sliding over another.
Friction depends on the nature of surface and the normal force with which the body
presses the other surface.
Friction can be reduced by using lubricants and ball bearings in many machines.
When bodies move through fluids, fluids exert a frictional force called drag.
A
AN
1. Explain the types of fractions with suitable examples? (AS1)
G
2. A book placed on the surface of a table.The book is pushed in one direction.Draw the
forces acting on the book and explain . (AS5)
N
3. Give few examples for Sliding friction. (AS1)
4. Explain how does lubrication reduces friction? (AS1)
LA
5. Explain with one example that Frictional force is proportional to the Normal force?
(AS1)
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1. Explain why do sportsmen use shoes with spikes?(AS1)
2. Would it be easier or difficult for you to walk on a marble floor with soapy water.
T
Why? (AS1)
3. What happens if we do not reduce friction in machines? (AS2)
ER
4. What purposes are served by using ball bearings in machines? Explain with daily life
examples. (AS7)
5. Draw a free body diagram (FBD) to show various forces acting on a body which is
SC
sliding on an inclined plane. (AS5)

1. Do you agree with the statement. “ friction is both good and evil.” Explain with
examples. (AS1)
2. Reducing friction to the lowest possible level in machine tools solves the problem
of energy crisis and conserve biodiversity. How do you support the statement?
Explain? (AS7)
30 Friction
1. Which material do gymnasts apply on their hands to increase friction
for better grip [ ]
a) Oils b) Soap c) Coarse substance d) water
2. The relation between the change in the length of spring and the applied force is
a) Inversely proportional b) Equal [ ]
c) Directly proportional d) Never depends on the force
A
3. The bodies of birds and fishes must have evolved to shapes which would make
AN
them not to loose much energy in overcoming [ ]
a) Rolling friction b) Static friction
c) Sliding friction d) Fluid friction
G
4. Which of the following friction has self adjusting force [ ]
a) Sliding friction b) Static friction
c) Rolling friction N
d) Fluid friction
LA
1. Conduct an experiment to understand the nature of friction and the concept of Static
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friction.
2. Conduct an experiment to findout the effect of roughness on frictional force.
Suggested Projects
T
1. Collect information about various new techniques being adopted by human beings to
reduce energy losses due to friction.Prepare a report on it.
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2. Collect information about the substances using to reduce the friction in different
machines and prepare a report on it.
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Chapter SYNTHETIC FIBRES AND
3 PLASTICS
A
In previous classes, you were
AN
familiar with different types of fibres. You might have heard about fabrics such
You know that clothes can be made from as polyester, nylon and acrylic etc. They are
natural fibres such as cotton, silk and wool examples of synthetic fibres.
(figure 1). You also learnt how they are
G
Why do we call them synthetic?
prepared.
Synthetic fibres are not obtained from
Clothes made of natural fibres:
We wear a wide variety of fabrics in
N plant or animal source. They are made by
the raw materials obtained from petroleum.
LA
our daily life. Synthetic fibres are used not only for
Are all of our clothes made of fabrics but also in preparing many house
natural fibres? hold articles.
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T
ER
Fig-1: Clothes from Natural Resources
Activity-1
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Identify household articles made up of natural and synthetic fibres.

Identify the articles around you in your surroundings and write their names against relevant
category in table-1.
Table -1
Source Articles
Natural fibres from plants cotton saree, ......
Natural fibres from animals silk clothes,.....
Synthetic fibres ..........................
32 Synthetic Fibres and Plastics
What do you observe from the list unit but when many such units are joined
made by you? You notice that the list of together, they form a new, different
household articles made of synthetic fibres structure.
is very long. It encompasses all our day to Similarly, synthetic fibres are made of
day activities.
chain like structure which are themselves
What do you know about synthetic formed by joining small units together.
fibres? How are they manufactured? Let Each small unit in the chain is known as
us discuss synthetic fibres in detail. monomer units. Many small, identical units
A
monomers combine to form a large unit
What is synthetic fibre? called polymer. Synthetic fibres are made
AN
Have you seen a bead necklace? Do of polymers.
you observe any pattern in arrangement of
Unlike natural fibres, synthetic fibres
beads ? see (Figure 2 (a)) Can you describe
are made from petroleum based chemicals
G
the pattern?
or petro chemicals. Petrochemicals are
subjected to various chemical processes to
N obtain synthetic fibres. Due to this, they
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are called Synthetic fibres or artificial
fibres.
Fig-2(a): Do you know?
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bead necklace
What does Polymer mean?
‘Poly’ means many and ‘mer’ means part/
Fig-2(b): Fig-2(c): unit. The word is derived from Greek. So
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single paper clip paper clips chain we can say polymer is a structure made
up of many small repeating units.
ER
Activity-2
Beads and paper clips pattern
Take a few paper clips (Figure 2(b))
Think and Discuss
SC
and join them together as shown in figure

2(c). Observe the pattern of clips. Do you What made the human beings to
find any similarity between the pattern of search for the alternative for
beads in necklace and the pattern of paper natural fibres?
clips in the chain? Which fibre source is not
Each unit of paper clip or bead can exhaustible? Why?
be joined together to form a long chain like
structure. Each bead (or clip) is a separate

Some synthetic fibres a days Nylon replaced silk in most hosiery
How do you find whether a fabric is articles such as stockings.
synthetic or not ? Take a piece of cloth and How is nylon made?
pull out a thread. Unravel this thread (yarn). Nylon is a polymer made of chemical
How long is the fibre? Is it lustrous or not? units called polyamides. Polyamides are
Do these characterstics help in identifying made with monomers, hexamethylene
a fibre? diamine and adipic acid. Solid chips of
You can’t identify the fibres by simple these polyamides are melted and forced
visual inspection alone in the absence of through a heated spinneret which has very,
A
brand label. Then how to identify them? Let very tiny holes.
us see.
AN
The size and shape of the holes change,
Activity–3 the characteristics of the resulting fibre.
The fibre solidifies as it cools and can be
Identifying fibres – burning test
spun or woven.
You can do a fibre burning test. Unravel
G
several warp and weft yarns. Using tweezers Have you ever heard a crackling sound
hold the yarn to the edge of a flame. when you take off certain types of clothes?
Observe the changes.
If it smells like burning hair, the
N Or did you see sparks in them when it is
dark? This is due to static electricity. Learn
LA
yarn is wool or silk. from your teacher about it.
If it smells like burning paper, the Nylon fibre is strong, elastic and light
yarn may be cotton, or rayon.
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in weight. Clothes made of Nylon are

If the yarn melts in the flame, it is a lustrous and easy to wash. So it has become
synthetic fibre such as nylon and acrylic. very popular. Nylon does not absorb water
You had learnt in the previous classes - this fact explains many of its uses. But
static electricity is easily created in nylon
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how natural fibres are obtained and fabrics

are made from them. Do you know how fabrics. It also easily catches fire. So we
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various synthetic fibres are obtained? Let should not wear nylon clothes while
us learn about it. cooking, welding, working near a fire or
Think and Discuss using heavy machineries.
Why do we wear apron during
SC
How synthetic fibres evolved to the cooking or working near the fire?
present position?
Many articles that we use in our daily
Nylon life are made up of nylon.
Can you name few synthetic fabrics that Can you name a few things made of
you wear? Have you ever heard of nylon? nylon? Tooth brush bristles, ropes, fishing
Nylon is a synthetic fibre. It is prepared nets, tents, sarees, stockings and socks, car
from coal, water and air. It was the first fully seat belts, sleeping bags, curtains etc, are
processed synthetic fibre. It became made of nylon. Can you add some more to
popular during the Second World War, now this list?
Fig-3: Articles made of nylon
Nylon has replaced wool as the fibre nylon. Fill the data in table 2. (Precaution:
used in making carpets. Nylon is also used Note that all the threads should be of the
A
in making parachutes. Rock climbers use same length and almost of the same
AN
nylon ropes to climb mountains. It is used thickness.) Table 2
in making of swim suits, sheer hosiery, Type of Total weight
sails, umbrella cloth, dress materials, car S.No. thread/ in gr or kg
tyres, etc, fibre required to
G
break the thread
1 Cotton
N 2 Wool
LA
3 Silk
4 Nylon
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Fig-4: Use of Nylon Fibres

Why nylon is prefered to make a good
parachute or a climbing rope? Let us find
T
out!
Activity -4
ER
How strong is nylon?

Take an iron stand with a clamp. Take Fig-5: An iron stand with a thread
SC
hanging from the clamp

cotton, wool, nylon and silk threads about
50cm in length. Tie cotton thread to stand Arrange the threads in order of their
so that it hangs freely from it. At the free increasing strength.
end, attach a pan so that a weight can be What do you observe from the above
placed on it (Figure 5). Add weights starting activity?
from 10 grams one by one, till the thread Do you know that if you compare a
breaks down. Note down the total weight nylon thread with a steel wire of same
required to break the thread. Repeat the thickness, nylon will be as strong as steel
same activity with threads of wool, silk and wire?
synthetic fibres. But the source material
Think and discuss
for rayon is wood pulp. It is the only
If we use cotton cloth and cotton synthetic fibre obtained from plant’s
ropes in preparing a parachute, what cellulose and so it is called cellulose fibre.
will happen? If rayon is obtained from plant
Traditionally fishermen used cotton cellulose then why don’t we call it as a
nets. Now they are using nylon nets. natural fibre? Let us find out the process
What is the advantage of using of preparing rayon to decide whether rayon
A
nylon nets? is natural or artificial.
Nylon sarees are better than the The cellulose that was collected from
AN
cotton sarees. It is better to use wood or bamboo pulp, is treated with
only nylon sarees. Do you agree several chemicals. First sodium hydroxide
with this ? Why? is added and then carbon disulphide to the
G
cellulose. The cellulose dissolves in
Rayon
chemicals, added to it and gives a syrup
We know about natural silk which is
obtained from silkworms. Fabrics made of
N called viscose. Viscose is forced through
a Spinneret (Metal plates with very, very
LA
silk are very costly. It is not even accessible tiny holes) into a solution of dilute
to all. Production and maintenance of silk sulfuric acid. This gives us silk like
clothes are also very difficult and time threads. The threads are cleaned with soap
TE
taking process. But it’s texture fascinates and dried. This new fibre is called rayon.
everyone. What do you say now is rayon natural fibre
For many years scientists attempted to or artificial? Some kinds of rayons are
make silk artificially and their efforts were made from the short cotton fibres left on
T
successful towards the end of the nineteenth cotton seeds after ginning.
ER
century. The first commercial production of Rayon is cheaper than silk and can be
artificial silk was achived in USA in 1911. woven like silk fibre. It can be dyed in a
But this fibre was named as rayon only in wide variety of colours.
Is rayon used only for clothes?
1924. The first rayon factory in India was
SC
What are the other things that are

established in Kerala in 1946.
made from rayon fabric?
Where do we find rayon factories in Rayon is mixed with cotton to make bed
our state? Discuss with your teacher. sheets. Rayon is mixed with wool in
Let us now discuss how rayon is making of carpets. Rayon is often used in
prepared. fashion and home furnishings. Rayon is also
How rayon is prepared? found in sanitary products, diapers and
We noted that petrochemicals are the bandages and lints for dressing wounds
source material for many polymers and (Fig-6).
wool. Even Nylon is mixed with polyester.
Why do we combine fibres? What is this
process called?
(Here, we just introduced a new word
‘polyester’. You will learn about this in
detail in later part of this chapter).
Fig-6: Articles made from rayon.
Rayon is not a perfect fibre to prepare
A
all fabrics because it is made from plant
AN
cellulose, it absorbs water easily.
Absorbing water makes rayon weak and
causes the fibre to break easily.
G
Think and Discuss
What characteristics make rayon
better than natural silk?
N
LA
If you want to purchase a door mat
made of synthetic fibre, which
synthetic fibre door mat will you Fig-7:Labels showing different percentages of blend
TE
select? Why?
Any synthetic fibre can be combined
If sanitary diapers and bandages are
with two or more other fibres. This is called
made of nylon, what will happen?
blending. Natural and synthetic fibres are
T
Activity-5 often blended for preparing better fabric.

ER
A blend does not simply mean

Why do we combine fibres? alternating threads of cotton and polyester.
Whenever you buy clothes or Unique and different textures can be
readymade garments observe the brand created through blending. When a fibre is
SC
label. What do you notice? Or, visit a nearby combined with other fibre, certain qualities
garment shop and look at the labels on the of first fibre are combined with the
cloth (Figure 7). qualities of other fibers and give us a
Record the percentage of different blended fabric which possess the best
fibres mentioned on the labels. qualities of both. Blending helps us to
reduce the limitations of both fibres. For
You may find rayon mixed with wool
example, if you consider cotton and
and cotton, polyester mixed with cotton and
polyester blend, cotton is comfortable to
wear but it forms wrinkles. But polyester
is wrinkle free. Therefore when these two In dry spinning the dissolved polymers are
are combined, the end result is a extruded into warm air. The fibres solidify
comfortable and wrinkle free fabric. Cotton by evaporation. In wet spinning, the
shrinks in wash while polyester generally polymers are dissolved and extruded into a
does not. So when these two are combined bath and then driedout. The wool obtained
in a proper ratio, the resultant material does from natural sources is quite expensive,
not shrink to a large extent when compared whereas clothes made from acrylic are
with a pure cotton fabric. relatively cheap.
A
The more the percentage of natural Can you list out the things made up of
fibre in blending of fibres, the more would acrylic? It is used in knitted apparels such
AN
be the comfort to the skin. as fleece, socks, sportswear and sweaters.
When natural fibres contribute to a It is also used in craft yarns, upholstery
fabric, it allows the skin to breathe easily. fabric, carpets, luggage awnings and vehicle
G
Also natural fibres are generally free from covers.
irritating chemicals.
Do you have any of them in your
Acrylic
N home?
LA
What type of clothes do you wear in Think and Discuss
winter?
All of us wear clothes which keep our Which type of blended fabrics do
TE
body warm. We use sweaters, shawls or you find more comfortable in

blankets. People feel that all these are winter? Why?
made up of natural wool. Wool is very The fabrics namely natural, synthetic
T
expensive and generally is not affordable and blended are available for
and accessible to everyone. Think! How garments. Which fabrics will you
ER
many sheep would be needed to obtain the prefer to wear for rare occasions like
wool to prepare sweaters for everyone in functions and in routine? Why?
India?
Why synthetic fibres?
SC
All the winter wear nowadays is made

of a synthetic fibre called acrylic. It What kind of umbrella would you use
became commercially available in 1941. on a rainy day? Would you use an umbrella
It looks like natural wool. It can be made of cotton or wool?
considered as artificial wool. It is We have learnt about three different
generally called ‘fake fur’. synthetic fibres. How are they different
from natural fibres? Synthetic fibres absorb
It is made from petrochemicals. It is
less water and dry at a faster rate. Some are
spun by either dry spinning, or wet spinning.
even water proof. Most of them possess
several unique characteristics. They are Polyesters
durable, less expensive, readily available, You might have heard about polyester
affordable and are easy for maintenance. clothes. You might have also heard about
In activity 3, when you burn synthetic terylene. What type of fabrics are they?
fibre you find that their behaviour is
different from that of natural fibres. Polyester is the most commonly
Synthetic fibres melt on heating. This is the used synthetic fibre. Polyester fibres
disadvantage of synthetic fibres. If the revolutionalized the fabric industry and
synthetic fabric catches fire, it can be changed the costume culture. Fabric made
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disastrous. The fabric melts and sticks to from polyester fibre doesn’t get wrinkled
AN
the body of the person who wears it. So we easily. It remains crisp and is easily
shouldn’t wear the synthetic clothes while washable. So it is quite suitable for making
working in the kitchen or in a laboratory.
dress material. Terylene is a popular
Washing and ironing also different for
G
polyester. It can be drawn into very fine
synthetic clothes. Have you ever observed
the labels given in the figure-8 on the fibres. That can be woven like any other
collars of your shirts or inside the frocks
and trousers? What does it indicate? collect
N fibres. This fibre blends well with natural
fibres. Terylene is often mixed with cotton
LA
some labels and discuss with your teacher to make terricot and with wool to give
about the symbols they represent. terriwool. Like nylon, pure polyester or
terylene easily catches fire.
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Polyester is made by reacting,

terephthalic acid to di-methyl ether, then
with dihydric alcohol. Polyester can be
T
melted and spun. This property allows the

fibre to convert into different shapes and
ER
Fig-8: Laundry label codes

sizes. Polyester fibres of these days are
ultra thin microfibers which gives them a
Think and Discuss smoother, softer feel. This base material
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can be used to make not just fibres for fabric

Which fabrics do you prefer? but many other things: from soda bottles
Natural or synthetic? Why? to boats.
Discuss comparatively. Have you seen or heard of PET
What is the difference between bottles? PET is a very familiar form of
washing of clothes at home and polyester. It is used for making bottles,
washing by dry cleaning at laundry? utensils, films, wires and many other useful
things.
Activity-6 more), bottles of juice, and containers of fruit
jam, Ketchup, shampoo, coffee powder and
How can you say a bottle is PET try to look for the triangle. What do you
bottle? notice? What are these codes? What is the
Collect different kinds of water use of these codes? Are all bottles found with
bottles of your classmates and look at them codes?
carefully. Do you observe any triangle
First look at the soft drinks and juices.
shaped symbol at the bottom of the bottle
or on the brand label sticker? What number You may observe that irrespective of the
A
is marked in the center of the triangle? brand name, the number 1 is marked in the
middle of the triangle. It indicates that it is
AN
Look at figure 9. You will find that many
of the bottles will have 1 in the center of a PET bottle. What about other bottles?
the triangle. If it is 1, then it is a PET bottle.
There are other numbers as shown
G
Codes in figure-9.
Where do you find these codes?
N Explore from various sources and try
to know more about coded articles.
LA
Do you know?
Fig-9 : Resin identification codes Why are soft drinks stored in these
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PET bottles? Soft drinks are carbonated

Code Numbers:
so they should be stored in containers
1. Polyethylene Terephthalate (PET, with which they will not react.
PETE)
2. High Density Polyethylene (HDPE)
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Plastics around us
3. Vinyl (Polyvinyl Chloride or PVC)
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4. Low Density Polyethylene (LDPE)

5. Polypropylene (PP)
6. Polystyrene (PS) Observe various articles around you, in
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7. Other (The category of “Other” includes your house, kitchen, rooms, and
any resin not specifically numbered 1, 2, bathrooms. What is the most common
3, 4, 5, or 6, or combinations of one or
material used in making these objects? Milk
more of these resins.)
and oil pouches, containers to store pickles
and rice, buckets to store water, chairs,
Activity -7
water pipes, electric appliances, television,
Identification of various articles radio and computers, mobile phones–
with recycling codes everything seems to be made of plastic.
Collect bottles of soft drinks (500 ml or Talk to the elders in your family about
the materials they used in the past.
Particularly, what do they think about buying
water in polythene pouches? What did they Fig-11(a): Linear arrangement of
use to bring milk, oil, other liquids from monomers
shop to home in the past? What were the
containers, buckets, mugs, chairs and tables
used in the past made of? What do we use
to make these articles?
A
Plastic has taken over the place that
occupied by metals and wood earlier. Fig-11(b): Cross-linked arrangement
AN
Plastics have also replaced glass items. If
we continue to write the list, it will be Do you know?
endless. Plastics completely occupied our
G
life because of their characteristic Alexander Parkes
properties. (1813-1890)- Creator
N of first Plastic -
“Parkesine”
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One of the many
triumphs of modern
science which is completely
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encompassed the day to day life across

Fig-10: Articles made of plastics the world is the invention of plastics.
The synthetically produced material
What is plastic? was first presented in 1862 in London
T
Plastic is also a polymer like many by Alexander Parkes. To prepare this

ER
synthetic fibers we have studied so far. But material Parkes heated nitrated cotton
the monomers in plastic can be arranged in which previously soaked in sulfuric acid
two ways. Some are in linear chains (Figure and made fabric soft and elastic with oil
and camphor. The end product was an
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11 a) and others cross linked (Fig,- 11 (b)).

ivory – colored material that became
Plastics are available in different distorted when subjected to heat. This
shapes and sizes. They have a wide variety is named as Parkesine. Based on these
of uses. We also observed that they have initial efforts plastic evolved as main
different code numbers as mentioned in base for many modern materials. But
activity-6. Does the arrangement of at that time people were not interested
monomer units in plastics has any relation on this alternative to natural substances.
for this diversity in plastics? Now it is the basis for most of the
modern materials.
Activity-8 Lab Activity
Types of Plastics Aim: Identifying thermoplastic and
Let’s take two bottles made up of plastic. thermosetting plastics by flame test.
One is PP bottle and another ordinary PET. Materials required: Pair of Tongs,
Pour some hot water in both. What changes spirit lamp, samples of plastics (Collect
do you notice ? Have you experienced such small pieces of plastics from the objects like
instances in your daily life (Figure 12). See comb, tooth brush handle, plastic bucket,
A
the code of the bottle that gets deformed. handle of utensil, electric switch, piece of
melamine of meals plate and coffee mug)
AN
Plastics which get Procedure:
deformed easily on Take a spirit lamp and light it.
heating and can be bent
Clamp one piece of plastic sample
G
are known as say piece of tooth brush with tongs.
thermoplastics. Some Place the sample on spirit lamp
of the thermoplastics N flame. See fig. 13.
LA
are polythene and PVC. Observe the changes during the
These are used in burning of sample.
manufacturing toys, Note your observations like,
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combs and various whether sample is being softened or

Fig-12
types of containers. deformed bottle burnt with smell or become hard etc.
There are some Repeat the procedure with other
samples.
plastics which moulded once can’t be
T
Record your observations sample

softened by heating. They are called
ER
wise in the following table - 3.

thermosetting plastics. Bakelite and
Note: While doing this activity, if needed,
melamine are examples for this type. Now
cover your nose and mouth with a mask to
can you tell whether PP is thermosetting avoid breathing of fumes. And also keep
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plastic or thermoplastic? yourself away from spirit lamp flame when

Thus we can conclude that different you put sample on the flame by stretching
your hand.
types of plastics have different properties.
Plastics are easily mouldable, can be
converted into any shape, can be recycled,
reused, coloured, melted and rolled into
sheets and wires. Do all kinds of plastics
show the above properties? Let us see. Fig-13: Conducting flame test

Table-3
Sl.no. Name of the Softened/burnt with Thermoplastic/
plastic sample burning smell and Thermosetting plastic
become hard
1. Tooth brush handle
2. Comb
3. Piece of bucket
4. Handle of utensil
5. Electric Switch
6. Meals plate
A
7. Coffee mug
In the above activity, we have taken the Thermosetting Plastics
AN
known samples and tested. If unknown Thermosetting plastics are simply
samples are given, how do you decide whether plastics, when moulded into a shape and
it is thermoplastic or thermosetting plastic? allowed to cool down, will remain in
G
If you burn a piece of wood, paper, moulded form and will not change their
cloth, steel rod, do you notice similar shape. When heated again they will char or
observations like plastic material? How
are they different from plastics?
N burn. Thermosetting plastics are synthetic
materials which gain strength during
LA
Based on the observations can you write moulding by heating, but cannot be re
a note on the properties of thermoplastics moulded or reheated after their initial heat,
and thermosetting plastics? moulding. Thermosetting plastics are not
TE
Thermoplastics re-mouldable. Strong cross links are

formed during the initial moulding process
This is a plastic which will soften when
that gives the material a stable structure.
heated and harden when cooled. A
They are more likely to be used in situations
thermoplastic is a polymer that turns into
T
where thermal stability is required. Where

a liquid when heated and freezes to a glassy do we use this type of plastics?
ER
state when cooled sufficiently. Observe the kitchenware in your house

Do you know? or visit any home appliances shop. What
Hermann Staudinger (1881-1965) : do you notice? Is all kitchenware totally
made up of metal? With what materials are
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Hermann Staudinger, a
the handles of utensils made? Utensils are
German Chemist , in 1920 made of metals like aluminum, copper or
made an important step steel. Then what is the additional material?
forward in the processing of Bakelite is used for making handles of
synthetic materials when he various utensils due to its poor
developed thermoplastics which are stable conductivity of heat and electricity. It is
in themselves. Hermann Staudinger won also used for making electrical appliances
Nobel Prize in 1953 for demonstrating that including switch boards. Bakelite is used
Polymers are long–chain molecules.

as an alternative for pearl and jade stones.
You can see the Bakelite made articles in
Do you know?
figure 14. Father of Plastic Industry
A Belgian scientist
named Dr. Leo Hendrik
Bakeland was
responsible for the
Fig-14: Articles made of Bakelite invention of Bakelite.
In 1907 he was
A
The other thermosetting plastic, working as chemist, by
Melamine used for making kitchenware. accident he discovered
AN
Utensils and other items of kitchen are the compound of carbonic acid and
made by melamine. It is also used for formaldehyde. When he tried to reheat
making of floor and dress material for their the solidified compound, he discovered.
nature of fire resistance. Computer and TV It would not melt-no matter how high
G
cabinets are made of melamine. Now List the temperature was. Dr. Baekeland is
out the melamine products in your house. considered as the father of the present
You can see few melamine articles in
figure15.
N plastics industry.
Hot Pin Test
LA
To test if a piece is Bakelite, get a
very very hot pin from an open flame
source, then touch the pin to the item. If
TE
it is Bakelite it will not penetrate. It

may give off the acid smell and it may
leave a purple burn mark. If the pin
penetrates or melts the plastic, then it
T
Fig-15: Articles of Melamine is not genuine Bakelite.

ER
Why do electrical wires have plastic

Why do we prefer plastics?
covering? You might have seen pans,
Plastics are non- reactive: You might pressure cookers and screw driver handles.
have experienced that iron gates and nails Why are they made of plastic? Plastics are
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exposed to atmosphere, soon get rusted. poor conductors of heat and electricity.
But does this happen to plastic articles?
Plastic material will not corrode easily. Think and Discuss
That’s why they are used to store various
kinds of materials including chemicals. Certain fry pans are said to be non-
stick. What made them non-stick?
Plastic is very light, strong, durable and
can be moulded into different shapes and Firemen wear dress which does not
catch fire. What type of fabric is
sizes. Plastics are generally cheaper than it made of ?
metals
Plastics and environment “Plastic bags are more danger than
You must have seen garbage (waste) atom bomb for future generations”:
dumps. Some articles there seem to remain Supreme Court of India.
for a long time while some other disappear. “Excessive use of plastic bags
You may notice that most of the material and their unregulated disposal has
that does not disappear are the polythene been choking lakes, ponds and urban
bags. Polythene is a plastic. It is mainly sewerage systems, the Supreme Court
used for making carry bags. said while warning that it posed a
A
The polythene bags thrown around are threat more serious than the atom bomb
responsible for clogging drains. Animals in for the next generation .Andhra
AN
urban areas, particularly cows, eat Pradesh-based NGOs drawing the
polythene bags containing food material. court’s attention to 30-60 kg of plastic
Can you imagine the consequences? See bags recovered from the stomachs of
cows because of irresponsible disposal
G
the Fig-16 and read the comments of
of plastic bags and defunct municipal
Supreme Court of India about the effect of
waste collection system. But the bench
plastic on environment.
N wanted to address the larger questions
arising from indiscriminate use of
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plastic bags, which not only posed a
grave threat to nature and environment
but also to the human race itself. “All
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of us are watching how our lakes, ponds

and urban sewerage systems are
getting choked by plastic bags. Unless
Fig-16: Plastic bags found in the stomach of a
we examine a total ban on plastic bags
cow after a postmortem
T
or put in place a system for

manufacturers mandating them to
ER
With the direction of the Supreme Court

collect back all plastic bags, the next
of India, very thin polythene bags have been
generation will be threatened with
banned to stop indiscriminate usage of
something more serious than the atom
polythene bags. What is the difference
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bomb”, Justices Singhvi and

between the banned polythene bags and the Mukhopadhaya said. Large quantities
bags using presently in place of previous of water packed in plastic pouches,
ones? What do you notice on that bags? which were thrown around in
Some efforts are taking place to reduce undisciplined and uncivil manner
negative consequences of plastics on the across the country every day. “A rough
estimate shows more than 100 million
environment.
water pouches are thrown all over the
If we burn plastic, it creates a lot of air cities and towns in a day” the bench
pollution. said.
Activity-9
Biodegradable – Non-bio Plastics take several years to
degradable decompose as compared to other materials
Let’s take peels of fruits and like peels of fruits, vegetables and waste
vegetables, left over food stuff, waste paper, food stuff which decompose within a short
cotton cloth and plastic bag. Keep this period. Slow decomposition causes
environmental pollution. The burning
material in a pit. Open the pit after some
process of synthetic material is also very
A
days and list the material which remain a
slow and can’t be burnt completely. The
long time and those that disappear quickly.
AN
process of burning, releases a lot of
Table-4 poisonous fumes into air causing air
Type of waste Approximate Change pollution. So it is better to avoid or
time to disappear minimize the use of plastics. Make a list
G
Peels of fruits of some occasions where you can avoid the
and vegetables plastics and use alternatives.
Left over food
N Reduce, Recycle, Reuse and
LA
stuff
Waste paper Recover – 4R principle
Cotton cloth Can we avoid using plastics altogether?
The entire civilization is enveloped with
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Plastic bag
them. Every walk of life is linked with
You observe that certain materials can plastics. Now you can understand that you
break down into smaller fragments in the cannot avoid use of plastics completely but
presence of water, sunlight and oxygen. we can reduce, recycle, and reuse plastics
T
These fragments get further broken down and avoid indiscriminate use of plastics. We
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by bacteria. This is called decomposition. can also adopt recovery mechanisms to

A material which is easily decomposed by convert waste into a usable resource. Let
natural process is called bio-degradable, us discus the 4R principle for creating an
and one which is not decomposed by eco friendly environment.
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natural processes, is called non-bio Reduce

degradable. What do you observe when you attend
a marriage or function? What plates they
The time taken for decomposition use to serve food? By what type of glasses
depends upon whether a material is bio- for the drinking water is supplied? What
degradable or not. Explore various sources containers do they use to serve sweets and
ice cream? What are the spoons made up
of material to know the time required for
of? Everything is made of plastic. Imagine
them to decompose.
how much plastic garbage will be
accumulated in this single function. Is Are all types of plastics recyclable?
there a way to stop this ‘Use and throw’ There are 60,000 types of plastics
culture? Discuss and write the ways and available in the world as on today (the
means where we can reduce the usage of synthetic fibers that we discussed are also
plastic, to avoid its negative consequences plastics). There are only 6 from these
on environment. Land filling of plastics and 60,000 that we use regularly. We have seen
burning of plastics in incinerators is the that each of these six plastics is given a
other way of disposal of plastics. They too code. These codes help us in recycling.
A
have negative consequences. Therefore, we
PET (code 1) and HDPE ( code -2) are
should reduce it’s usage whenever it is
AN
commonly recycled. But LDPE (code – 4
possible.
used for carrier bags) is not recycled
Reuse commonly. Similarly PVC (code-3) which
Have you observed that when we go to is used for pipes are currently not recycled.
G
market to buy something we go without any The PS (code -6), used for making coffee
bag? With the result that we come back cups, egg boxes, packing peanuts and ‘take
with lot of plastic bags. Every time we go
to market, we accumulate lot of plastic
N out’ food packing can be recycled.
LA
Recycling can be used to obtain materials
bags. Some of these can be used again and from which the original products were
again. Are we doing so? Articles made of made.
plastics may be used again and again for its
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Recycling code
optimum utilization. This should be every In activity-7 we raised certain questions
body’s concern for an eco friendly regarding recycling symbol code and its
environment. If anything you feel now out use. Now let us discuss them in this section.
T
of fashion and you want to buy a new one,

The Society of the Plastics Industries,
give it to others instead of putting it idle at
ER
Inc. (SPI) introduced its voluntary resin

home or throwing it out .Can you give
identification coding system in 1988 to
certain instances where we reuse plastics?
assist recycling programs. The SPI coding
Recycle system offered a way to identify and sort
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You might have noticed your mother the resin content of containers commonly
selling old plastic articles which are broken found in the household waste stream.
and not useful, to the local vendor. What Plastic household containers are marked
will they do with that? They collect all with a number that indicates the type of
plastics from the households and send it resin, or plastic as shown in fig-9.
for recycling. From this recycled plastic To identify the plastic, look at the
new products are prepared, after giving it a recycling icon, the chasing arrows. Inside
proper treatment. the arrows, there will be a number that
identifies the polymer. When the number products simply do not fit in the coding
is omitted as seen in the figure 17, the system adopted for recycling. Wide variety
symbol is known as the Universal of plastic materials are made to suit the
Recycling Symbol, indicating generic needs of consumer by using different
recyclable materials. varieties of plastic resins or mixtures of
resins. Is it possible to code thousands of
plastic varieties? Recycling of various
types of plastics is not commercially viable
A
because their production when compared
to coded plastics is less. Code 1 and 2
AN
plastics occupy major share in recycling
Fig-17: Universal recycling symbol
plastics.
What is role of codes in recycling Recover
G
process? Supreme Court gave a judgment on
Each plastic is manufactured with ways and means of solid waste management
different processes. During recycling N and gave order to implement this in all the
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process, if same codes are not sorted out cities of India by 2003. In the solid waste
separately the whole lot meant for recycle garbage of municipalities, plastic occupies
will spoil the process. Therefore, it is major share. The principle of recover plays
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essential to recycle the same codes in one major role in this solid waste management.
lot. If you add a simple PET bottle in the lot The solid waste should be converted into
of other plastics during recycling process, resources such as electricity, heat,
the entire lot will be spoiled. Think why ? compost and fuel through thermal and
T
biological means. Is any such effort for

Uncoded plastics solid waste management taking place in
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Do all plastics have resin your village/town.? How do you appreciate

indentification code on them? Plastic tarps, 4R principle?
toys, computer key boards and many other
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Key words
Acrylic, synthetic fibre, Bakelite, biodegradable, blend, cellulose, melamine,

natural fibres, non-biodegradable , nylon, petro chemicals, plastics, polymer,
polyamide, polythene, polyester, rayon, recycling, spinneret, terricot, terylene,
terriwool, thermoplastics, thermosetting plastics, universal recycling symbol.

What we have learnt?
Synthetic fibres are made of very large units called polymers.
Rayon is an artificial silk made up of cellulose fibre.
Nylon is made artificially by using raw material like coal, water and air
Polyester is a synthetic fibre.
Acrylic is artificial wool made from coal, air, water, oil and limestone.
A
Petro chemicals are used to manufacture synthetic fibres.
AN
Commonly used synthetic fibres are rayon, nylon, polyester and acrylic.
The different types of fibres differ from one another in their strength, water absorbing
capacity, nature of burning, cost, and durability.
G
Synthetic fibres and plastics enveloped our life.
The waste created by plastics is not environment friendly.
Plastics take years to decompose.
N
LA
Enjoy the good qualities of synthetic fibres and plastics and reduce the indiscriminate
use of plastics to minimize environmental hazards.
Synthetic fibres find uses ranging from house hold articles to healthcare.
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Synthetic fibres blend with natural and artificial fibres.

T
ER
1. Why some fibres are called Synthetic?Explain. (AS1)
2. What are thermosetting plastics.Give two examples. (AS1)
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3. Give reasons. “Why plastic containers are used as storing devices.” (AS1)
1. How synthetic fibres have changed our daily life?(AS1)
2. What would happen, if we make electric switches with thermo plastics.(AS2)
3. What could be the consequences if plastics are not properly disposed? (AS7)

4. Rani wants to buy clothes to her parents for winter wear.What types of clothes would
you suggest? Specify reasons.(AS7)

1. What made the human beings to search for the alternative for natural fibres? (AS2)
2. Imagine what would happen if we do not discover plastics? (AS2)
3. Indiscriminate usage of plastic is a serious threat to bio diversity.What are the efforts
A
of Government and Non government organizations in this regard. (AS7)
AN
1. Rayon is prepared by [ ]
G
a) Coal b) Oxygen c) Fibre d) Cellulose
2. Necessity of labels on Clothes [ ]
a) Required by law
N b) To identify fabric content
LA
c) Both A and B d) They do not decompose
3. The material which is not decomposed by natural process is called [ ]
a) Non bio-degradable material
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b) Bio-degradable material
c) Polyster
d) Nylon
T
4. The symbol represents [ ]

ER
a) PET b) HDPE c) LDPE d) Others

5. Which is a Natural fibre among the following [ ]
a) Rayon b) Nylon c) Polyster d) Silk
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1. Conduct a flame test to identify Thermo plastics and Thermosetting plastics.
2. Take a wool, silk, cotton thread, bandage, piece of umbrella cloth, thread of sweater,
piece of rope and carefully conduct a flame test. Based on smell and type of melting
Classify them as natural and artificial fibres.

Suggested Projects
1. Prepare a table of various synthetic fibres which are used to make household articles
from them.
2. Collect the figures made up of thermosetting, thermo plastics used in your daily life
and make a poster.
A
3. Prepare a chart which can explain recycling codes, full names and acronym of plastic
AN
and its usage for various household articles, recycled or not, if recycled what will be
made from that.
G
N
LA
TE
T
ER
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Chapter
METALS AND NON -METALS
4
In the previous classes, you have studied
about some materials that are used
A
in our daily life.You studied about natural
fibres and their properties. You also studied Do you think that steel is a metal?
AN
the soil and its properties. You learnt acids, Let us learn the properties of metals
bases and salts. You also studied changes
so that you are able to answer these
around us like rusting etc. In this chapter
questions at the end of the chapter. You also
you learn about the properties of metals and
G
learn about another type of materials, called
non-metals
non-metals, which may be new to you.
You are familiar with a number of
metals like aluminium, copper, gold, iron,
N Now observe carefully all the materials
that you have listed above as metals.
LA
etc., which are normally solid in state at
room temperature. Mercury is an Do all these look alike?
exemption, which is liquid at room Do all of them shine?
temperature.
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Are they hard or soft?

Can you name some objects made of Do they break easily?
metals? Can you group materials into two
Observe the fig-1. Try to name the categories by looking at their
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metals from which the objects are made. properties?

Add names of more metals that you know
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We try to find two groups, then discuss

to the list.
and compare them in detail in this chapter.
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Physical Properties
Fig-1 Before we start this section, you will

Your first answer is gold. Some of you need to collect pieces of iron (iron nails),
may also have added aluminium, silver, copper, zinc, sulphur powder, aluminium,
lead, iron, copper, tin, mercury etc. carbon, magnesium and iodine for carrying
Did any of your friends add steel to the out the activities.
list of metals?
52 Metals and Non-Metals
Appearance Can a mirror be called metal?
In previous classes, you learnt that No, so you need to look at several
the materials which have a bright surface properties to decide if a given material is
and reflect light are called lustrous metal or not.
materials and materials that do not shine Sonority
are non-lustrous. While Aryan was carrying a geometry
Activity-1 box he slipped and fell down. He noticed
that the box made a ringing sound when it
A
Observing appearance and hit the hard floor. It was similar to the
colour of some materials sound that of ringing bell.
AN
Have you observed material used to
Observe the appearance of your
make school bell or bells in temple?
samples. Look at their colour. Decide
whether they appear shining or dull and Why are wooden bells not used in
G
record your observations in table - 1. (If schools?
the surface seems dirty, clean it with sand Do all materials produce sound when
paper.)
Table–1
N they dropped on hard surface?
Let us find
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Appearance
Sample Shining/not shining
Colour Activity-2
Iron Listening the sound produced by
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Zinc some material

Copper
Sulphur
Aluminium
T
Carbon
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Magnesium
Iodine
Fig-2
Your observations in the table shows
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that some materials are shining and some Drop a piece of coal on the floor and
are dull. listen to the sound.
Which of the samples did not shine even Do you think coal is sonorous?
after you cleaned them with sand Take the pieces of zinc, copper,
paper? aluminium, magnesium and tightly packed
Generally metals are lustrous. Do all packets of sulphur, carbon and iodine. Drop
lustrous materials are metals? them one by one, on a hard surface. Listen
We all know that mirror reflects light. carefully to the sound produced and record
your observations in table-2.
Table-2 Malleability
Material Sample that Material Sample that
Produce sound do not Produce sound Have you ever noticed the thin silver
foil used to decorate sweets or the thin
aluminium foil used for packing food?
Try to observe a blacksmith at work. He
beats a hot iron piece repeatedly till its
shape changes.
What similarity do you notice among Do you bring a similar change in the
A
materials which produce sound? shape of a clay material by beating it?
You may notice that some of the Not all materials can be converted into
AN
materials produce sound and some of them thin sheets to make the desirable objects.
do not. Materials which produce ringing Activity-3
sound are called sonorous materials.
Identifying malleability of
G
Generally, most of the metals are sonorous.
The materials other than metals are not material
sonorous. N
Lustre and sonority are the properties
Take a hammer and beat the material
samples which are used in Activity-2 and
LA
associated with the metals. But there is no observe the changes in material samples.
need that all metals should posses this Record your observations in the table-3.
Table-3
property. For example, though mercury is
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Observing the Name of sample

a metal, it is not sonorous. change
Which property of metals first Flattens Iron, …..
attracted the attention of human beings? Breaks/ converts
The story of early tools will give you a
T
into powder
hint. No change
ER
Story of Early Tools

Do you think tools were always made of metals? Early
SC
human beings made their tools from which were easily

available - stone and wood. Later, they used the bones of
animals.
Then they discovered metals like copper and iron.
Tools made of copper and iron are much stronger than
tools made of stone and wood. Metals had the advantage
of not just being harder but they can be heated in a fire Fig-3 : hammers made of
different materials being used
and moulded or cast into different shapes. So it became to hammer nail
possible to make a wider range of tools with such metals.
Some of the samples, when beaten Have you ever seen the wires made up
hard, were flattened whereas some of materials mentioned in table-4.
materials broke into pieces or became a Write yes, if you have seen wires made
powder. The materials which can be of them.
flattened into thin sheets are called
Take help from your teacher, friends and
malleable materials. Malleability is one of
elders to decide which of the material can
the properties associated with metals.
be used to make wires.
From the above table you may infer that
A
some materials can be drawn into wires and
AN
some materials cannot be drawn into wires.
G
Fig-4
What did you observe in the case of
iron? You may not be able to flatten it but
N
LA
the blacksmith can do it. He heats it before
beating. So we can say that materials differ
in the range of their malleability. Metals Fig-5
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like aluminium, silver and gold are highly The property of drawing a material to
malleable. make fine wires is called ductility. Most
Ductility metals are ductile.
Is ductility the only property of
We use wires in different situations in
T
our daily life. Look at the samples given in metal to use them as connecting wires in
ER
the table-4. electric circuits?

Table-4 Let us explore another property of
Sample Can we convert it metals.
into Wires (Yes/No)
SC
Iron yes
Electrical Conductivity
Zinc
Copper You might have seen an electrician
Sulphur using the screwdriver.
Aluminium What materials does it contain?
Carbon Why does not a screwdriver used by
Magnesium electricians have metal handle?
Iodine

Activity-4 Do all the samples allow the bulb to
glow?
Identifying electric
Materials that allow electricity to pass
conductivity of a material
through them and make the bulb to glow
Arrange an electric circuit with a are called electric conductors. Most metals
battery and bulb (remember the simple like iron, copper and aluminium are good
electric circuits from 7th class). Close the conductors of electricity.
circuit using an iron nail, as shown in figure Talk to an electrician. Look at the
A
6. handles of his tools.
AN
Are the handles made of the same
material? If not, why?
Note the precautions to be taken while
working with such tools.
G
The handles of both electrical
appliances and cooking utensils are not
N made of metals. Electrical appliances
conduct electricity.
LA
Fig-6
What do cooking appliances conduct?
Observe whether the bulb glows or not.
Record your observation in table-5. Think and discuss
TE
Repeat the same experiment using the other

samples and record your observations in the How will you close the circuit using
same table. sulphur, carbon or iodine? They may be
in powder form. Try to tightly pack the
Table-5
T
powder in a straw and use it. Think of

Sample Does the bulb glow?
ER
other ways!
(Yes/No)
Iron Activity-5
Zinc Observing heat conduction by
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Copper metals
Sulphur Take an iron rod. Stick pins on it with
the help of wax (see fig-7). Now fix the
Aluminium
rod to a stand as shown in the fig-7. Heat
Carbon one end of the rod with a spirit lamp and
Magnesium see how the pins fall off?
Iodine Why did the pins fall from iron rod?
Pin of which end fell first?
What could be the reason for this?
malleability, ductility, sonority, conduction
of heat and electricity. Non-metals
generally do not show these properties.
The properties you have studied so far
are all physical properties. Though these
properties are quite reliable, chemical
properties are better indicators of
determining as to whether a given material
is metallic or not.
A
Fig-7
You know that the pin fell because of Chemical properties of metals
AN
the heat supplied to the iron rod makes the Let us try to see what
wax to melt at one end. The wax closer to happens when metals and
the flame melted first. This activity clearly non-metals react with
G
shows that heat moves from one end of the other substances.
iron rod to the other. This property of a
material is known as conductivity of heat.
All metals conduct heat.
N Reaction with Oxygen
LA
All metals do not have equal
Lab Activity
conductivity. Iron, copper and aluminium
cooking vessels are preferred due to their
Aim: To know the reaction of oxygen with
TE
high conductivity of heat.

metals and non-metals
Do it! Material required: One metal sample
On the basis of all the activities carried (magnesium) and one non-metal sample
out, fill in the table 6. (sulphur), spirit lamp or Bunsen burner and
T
We find that it is the metal which litmus papers, petridishes, deflagrating

ER
possess most of the properties of lustre, spooon, glass jar etc.

Table-6
Conducts Conducts Malleable ductile
Material sample Lustrous Sonorous heat electricity
SC
Iron
Zinc
Copper
Sulphur
Aluminium
Carbon
Magnesium
Iodine

Procedure: As soon as sulphur starts burning,
Take a small strip of magnesium and introduce the spoon into a glass jar/
note its appearance. Burn it. Note the tumbler. Cover the tumbler with a lid to
appearance after burning. ensure that the gas produced does not
Collect the ashes of magnesium in escape. Remove the spoon after some
a petridish and add some distilled water to
time but try to keep the jar covered. Add
it. Test the solution with red and blue litmus
papers. Note the colour change in table-7. a small quantity of water into the tumbler
and quickly replace the lid. Shake the
A
Take a small quantity of powdered
sulphur in a deflagrating spoon and heat it tumbler well. Check the solution with red
AN
on a spirit lamp. (You can make your own and blue litmus papers. Record the
spoon using a metal bottle cap and wrapping changes in table7.
a wire around it).
(Be cautious, do not inhale fumes, they
G
are harmful).
Table-7
N
Physical Appearance
Physical
LA
Effect on Litmus
Sample Appearance After
before Reaction Paper
Reaction
Magnesium
TE
Sulphur
T
ER
SC
Fig-8
What do you observe?
When the samples are burnt, they
react with oxygen in air to give different
products. See how.

Magnesium+Oxygen → Magnesium oxide Something similar happens with other
(s) (g) (s) metals also. Magnesium ribbon is dull
Sulphur + Oxygen → Sulphur dioxide when exposed to air and shiny if we cut it.
(s) (g) (s) Silver objects and jewellery becomes black.
Copper statues and vessels become dull
All the products in the above reactions green. All these metals react with
are oxides, but are they same in nature? The components in air. But gold jewellery does
oxide of magnesium turns red litmus to not become dull.
blue. The oxide of sulphur turns blue litmus What could be the reason?
A
to red. From this knowledge, you can say Different metals react with the
that magnesium oxide is basic and Sulphur
AN
components of air in a different manner at
di oxide is acidic. different rates and conditions. There are
You can also infer that non-metals react some metals which do not react with the
with oxygen to give oxides which are components of air. Gold and platinum are
G
acidic, while metals react with oxygen to such metals which do not rust.
give oxides that are basic in nature.
Think and discuss

N Activity-6
Reaction with water
LA
Is our body a metal or non-metal? Note:- This is a demonstration to be
Most of the human body is made up carried out by the teacher. Sodium is
extremely reactive and dangerous, so
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of water (H2O). It isn’t surprising that

majority of a human body’s mass is students should see the demonstration from
oxygen. Carbon, the basic unit of organic a distance.
molecules is the second. 99% of the Take a 500 ml beaker or a big glass
trough and fill half of it with water. Take
T
mass of the human body is made up of

just six elements. Oxygen (65%), the sodium which is stored in kerosene and
ER
carbon(18%), hydrogen (10%), Nitrogen keep it on a sheet of filter paper to blot the
(3%), calcium (1.5%), phosphorus kerosene and cut a very small piece of
(1.0%). Can we decide whether our body sodium from it.
SC
is metal or non metal?
Rusting of Metals
In class VII we studied rusting of iron
in detail. Recall that iron rusts when it is in
Fig-9
contact with air that contains oxygen and
moisture. When it is covered with paint, it Put the remaining sodium back in
cannot come in contact with air, hence it kerosene. Standing away from the trough
does not rust. If paint is gone on iron then put the sodium piece in water using forceps.
the rust forms on it.
The piece of sodium floats on the
surface of the water with a ‘hissing’ sound.
This shows that sodium is reacting
extremely fast with water. After the
reaction is complete, test the solution with
litmus paper.
Repeat the same experiment using
aluminium or iron. You will not see any
A
Fig:10
change even after five minutes. This is
because these metals react extremely Observe the reactions. If you find no
AN
slowly with water. reaction, heat the test tube gently. If you
Does non-metals react with water? still see no reaction, add 5 drops of conc.
Hydrochloric acid. Now bring a burning
Generally they do not react with water,
G
Match stick near the mouth of the test tube
except chlorine and florine.
and observe what happens. Record your
Activity-7 N observations in the table-8.
Do you find any difference in these
LA
Reaction with Acids reactions?
Table-8 When do you notice a pop sound with a
Reaction with Reaction burning match stick?
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dilute with dilute This sound indicates the presence of

Sample hydrochloric sulphuric
acid acid hydrogen.
Iron You found that some metals react with
dilute hydrochloric acid liberating
T
Zinc hydrogen but non-metals usually do not

ER
Copper react with acids.

Repeat the same experiment with
Sulphur
sulphuric acid and record your observations
Aluminium
SC
in table-8.
Carbon
Activity-8
Magnesium
Iodine Reactivity of metals
You have already seen that some metals
Take the samples given in the table 8 react with air and others do not. The reaction
in separate test tubes. Add 5ml of dilute is fast in some cases like magnesium and
hydrochloric acid to each of the test tubes slow in case of silver and copper. Similarly,
with the help of a dropper. different metals react with water and acids
under different conditions. Let us explore In beaker ‘a’ zinc displaces copper from
this reactivity further. copper sulphate giving rise to colourless
Take six beakers and label them a, b, c, zinc sulphate solution. Iron displaces
d, e and f. Take 50ml of water in each beaker copper from copper sulphate in beaker ’b’
and dissolve a spatulaful of copper sulphate leaving light green colour of Iron sulphate.
in beakers 'a' and 'b'. Dissolve a spatulaful Zinc displaces iron from iron sulphate in
of zinc sulphate in beakers c, d and iron beaker 'e'.
sulphate in beakers e and f. Copper sulphate+Zinc → Zinc sulphate + Copper
A
Copper sulphate + Iron→Iron sulphate + Copper
a b c d e f Iron sulphate+Zinc → Zinc sulphate + Iron
AN
Similar to the reactions in beakers ’a’
Fig:11
Now put: and ‘b’, is there displacement of zinc from
Zinc sulphate by Copper in beaker ‘c’ and
G
* Zinc granules in beakers 'a', 'e'
Zinc from Zinc suphate by Iron in beaker
* Iron nails in beakers 'b', 'd'
‘d’and iron from iron sulphate by copper
* Copper turnings in beakers 'c', 'f'
Leave the beakers undisturbed, for some
N in‘f’?
LA
Do you find any changes in beakers c,d
time. Record the changes in the colour of
and f?
the solutions in the table-9.
Since we do not see any change in the
Table-9
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other three beakers (c,d and f) we can infer

Solutions Observations that.
Beaker 'a' i) Copper is unable to displace zinc from
Beaker 'b' zinc sulphate. (beaker-c)
T
Beaker 'c' ii) Copper is unable to displace iron from

ER
Beaker 'd' iron sulphate. (beaker-f)

Beaker 'e' iii) Iron is unable to displace zinc from
Beaker 'f' zinc sulphate. (beaker-d)
SC
We can understand with the above

The blue colour of copper sulphate
reactions that zinc is the most reactive
disappears and a red mass of copper
metal and can replace a less reactive metal,
deposits at the bottom of the beaker ’a’.
copper or iron from its solution, but a least
Also notice that in beaker ’b’ red reactive copper cannot replace the more
copper deposits on the iron nail leaving reactive metal. Iron, zinc from the solution.
light green iron sulphate solution. Similarly less reactive iron cannot displace
What could be the reasons behind these zinc from zinc sulphate solution. Reactivity
changes? order is zinc >iron>copper.
Some uses of non-metals used in inner packing of food materials and
You are all aware of the toffees. Aluminium and copper mixture is
uses of metals. Non-metals used in currency coins, medals and statues.
are also useful. The three non- Zinc and iron mixture is used in making of
metals studied by us are iron sheet. Most of the agricultural
sulphur, carbon and iodine. Let instruments are made by iron. Electrical
us know about their uses. appliances, automobiles, satellites,
aeroplanes, cooking utensils, machinery,
Sulphur is used in making fireworks,
decorative materials made by metals due
A
crackers, gun powder, matchsticks and
to their malleability, ductility.
antiseptic ointments. It is found in onions,
AN
garlic, eggs, hair and nails. Try this
Activated carbon is used as a Recall the names of the some of the
decolourising agent and also in water laboratory acids and bases that you know.
G
purification systems. Write down their names in (table -10) and
Tincture iodine is used in medical identify metal/non-metal present in them,
purposes.
N which form oxides when react with oxygen.
Take the help of your teacher (table -10).
LA
Uses of metals Have you seen a periodic table?
Have you ever noticed a thin silver foil Try to find the metals and non-metals
TE
decorated on sweets and thin aluminium foil that you come across in the periodic table.
Table-10
Metal Name of Non- Metal present
S.No. Name of the Base the Acid in it
present in it
T
1. Calcium hydroxide Calcium Sulphuric acid Sulphur

ER
Key words
SC
Metals, non-metals, lustrous, sonority, malleability, ductility, good conductors

of heat and electricity, oxides of metals and non-metals, displacement reaction.
What we have learnt
The materials which show brightness on surface and reflect the light are called lustrous
and which do not shine are non-lustrous material.
The property of materials by which they can be beaten into thin sheets is called
malleability.
The property of drawing material to make fine wires is called ductility.
The ability of materials to produce a particular sound when it is dropped on the hard
surface is termed as sonorous.
Metals often possess all the properties like are lustrous, hard, malleable, ductile, good
conductors of heat and electricity and sonorous Ex: copper, magnesium, aluminium,
iron, zinc etc.
Some metals react with the components of air in different manner with different rates
A
and in different conditions.
AN
Gold and platinum are the metals which do not react with air.
Metals react with acids and liberate hydrogen gas.
Metals can displace each other according to their reactivity.
G
Oxides of non-metals are usually acidic in nature.
Oxides of metals are usually basic in nature.N
LA
TE
1. Explain about ductility. (AS1)
T
2. Explain the physical properties of metals with suitable examples. (AS1)

ER
3. Draw the diagram of identifying electric conductivity of a material. (AS5)

SC
1. If you are given two samples, how do you distinguish which one is metal and which is
non metal? (AS7)
2. Which metals are used in making jewellary?Why?(AS2)
3. Why cooking pans don’t have metal handles? (AS7)

1. Dumping of waste material made up of metals and non metals leads to environment
pollution. Do you support the statement? Give your justification with suitable
examples. (AS7)
2. In a chemical reaction iron is unable to displace zinc from zinc Sulphate.Why?(AS1)
3. How the property malleability of metals is used in our daily life?(AS7)
A
AN
1. Sulphur dioxide , by nature is [ ]
a) Basic oxide b) Acidic Oxide
c) Nuetral Oxide d) Dual Nature oxide
G
2. Maximum metals are obtained in the state of [ ]
a) Liquid b) Solid N
c) Gaseous d) Plasma
LA
3. Some metals react with acids and evolve [ ]
a) Hydrogen b) Oxygen c) Carbon dioxide d) Nitrogen
TE
4. Generally non metallic oxides are by nature [ ]

a) Basic b) Acidic c) Nuetral d) Dual
T
1. Conduct an experiment to know the reaction of Oxygen with metals and non metals.
ER
2. The nature of oxides helps to identify the metals and non metals. Conduct an
experiment to prove this and record the observations.
3. Identify the electric conductivity of materials with an experiment.
SC
Suggested Projects
1. Collect the information about metals which we use in our daily life, and their uses.
Write a report on it.
2. Imagine the human life without metals. Write a report.
* * * * * *

Chapter
SOUND
5
A
AN
Throughout the day we are constantly to sounds of objects, animals. Prepare a list
exposed to different sounds. For example, of sounds that we hear and the sources from
people talk, birds chirping, cries of which they might have originated. Write
animals, sounds of autos, motorbikes, them in table-1.
G
buses, lorries, tractors, trains and music
from loudspeakers at public places, Table 1
television. Sound is an unavoidable and
integral part of our lives. We are always
NSound heard Source of Sound
LA
Feeble barking Dog from some distance
surrounded by sound. It is almost
omnipresent. Sound plays an important Bell ringing
role in our lives. It helps us to easily
TE
communicate with each other.

Make a list of sounds that you get to
hear in your surroundings.
How are these sounds produced?
T
How do sounds travel from one place

ER
to another?
Are we able to hear all sounds in nature? Activity-2
We will try to seek answers to some
SC
of these and similar questions in this Identifying different sounds

chapter.
Make a student to stand at the black
Production of sound
board such that his face is turned towards
Activity-1
the black board and ask other student in the
Listening to sound class to make different sounds. The student
and predicting at the board should tabulate the sounds he
its source heard and sources of those sounds as shown
Let us sit quietly for a while and listen in table-2.
Table 2
S.No. Sound heard way of producing Sound
1. Gala Gala A few stones rattling in a metal box
2. Eela (whistling sound) A student has produced the sound
from her/his mouth
3 Some one striking the table tab with a
scale
4 Someone thumping the ground with
A
shoes
5
AN
6
How does the student at the black board Is there any change in the sound
G
guess the source of sound without produced in the two situations?
actually seeing the source? How do you feel when you touch the
You might have observed many other N
sources of sound in your daily life. Try to
ringing bell? Remove your hand and ring
it again. Do you hear a different sound?
LA
listen and identify some more sources of Why?
sound and prepare a list.
How do objects produce sound?
TE
What happens when objects made of

metals are hit by a hammer or fall down
from a height on a concrete floor?
T
How does a flute or a whistle produce

sound?
ER
What would you feel if you touch a body

while it is producing sound?
Activity-3
SC
Vibrating body produces sound

Take a brass bell (bell used in pooja
room or in your school). Ring the bell and
listen to the sound carefully. Now hold the
bell tightly with your hand as shown in fig-
1 and ring it again. Fig-1: Observing vibrations of bell when it
Do you hear sound from the bell? is producing sound
66 Sound
Let us do following activities
1. Fix a rubber band tightly on an empty
matchbox. (See fig-2). Pluck the rubber
band and keep it close to your ear.
A
Fig-4: Striking the rim of a plate with a spoon
AN
4. Put a hack-saw blade in between a
table and a brick as shown in the figure-5
and press it and leave it abruptly. What
G
Fig-2: Listening to sound from match box
happens? Does it produce sound? What is
tied with rubber band the state of the hack-saw blade while it is
Do you hear any sound? Do you feel
any vibration in your hands?
Nproducing sound?
LA
2. Blow air into papers of your
notebook as shown in fig-3. What happens?
Does the action produce any sound? Do you
TE
find any vibrations in the note book?
Fig-5:Sound produced by a vibrating hack-

T
saw blade
What you have observed while doing the
ER
above activities?
What changes took place in those
objects?
SC
You must have noticed that objects

vibrate while they are producing sound. You
Fig-3: Blowing air into papers
can feel these vibrations if you touch the
3. Fill a plate with water and let the objects. We are able to observe the
water settle. Strike the rim of the plate with vibrations of the plate and papers of the
a spoon as shown in fig-4. What do you book. We have also observed vibrations of
observe? What do you hear? Where do you the hack-saw blade. Thus, we can conclude
find vibrations in this case? that a vibrating body produces sound.
But there are certain instruments which When there is no cell phone inside the
produce sound though we cannot see any bottle, sand particles on the diaphragm
vibrations in the instruments like in flute remain stationary. While the cell phone
plays songs inside the bottle, the diaphragm
and clarinet etc.
vibrates which can be seen through dancing
How do they produce sound? of sand particles. The sound produced by
Is it possible to produce sound without cell phone inside the bottle is responsible
vibrations? for these vibrations. Thus, sound has energy
Does every vibrating body produce to make sand particles vibrate on the
A
sound? diaphragm.
Musical
AN
Does sound have energy?
Let us find out: instruments
Activity-4
G
You might have observed many
Sound has energy musical instruments like Tabala, Flute,
N
Take a plastic bottle and a cell phone.
Harmonium and Gitar. The sounds produced
by these instruments are distinct. It is easy
LA
Cut the top of the bottle so that it looks for us to identify sounds separately from
like a glass. Play songs on the mobile phone different instruments.
in high volume and place it in the bottle. How do they produce sound?
TE
Close the mouth of bottle with a balloon Why is there a difference between the
using rubber band so that it covers the sounds produced by various musical
bottle as shown in the fig-6 and stretch it instruments?
tightly so as to behave like a diaphragm. Which part of these instruments is
T
Place some sugar crystals or small size of responsible for production of sound?
ER
sand particles on the balloon diaphragm

and observe the movement of particles. Do
the same activity after removing the phone
from the bottle. What do you notice?
SC
Fig-7
Let us do
List out the names of musical
instruments and mention the vibrating part
Fig-6: Sound has energy
of each instrument, write them in table-3.
68 Sound
Table 3 Activity-6
Name of instrument Vibrating part of it
Observing the changes in sound
Tabala Membrane, air inside
hollow body Take 4 or 5 metal glass bowls or
tumblers of same size. Fill them with
different amount of water. Arrange them in
the order of decreasing water levels. Strike
A
gently each bowl or tumbler with a spoon.
What do you hear? (This is a jalatarang) (see
AN
figure-8)
Have you named all the vibrating parts Fill the bowls or tumblers with equal
for each musical instrument? For example, amounts of water, strike each bowl like in
G
in tabala, not only the stretched membrane above case and listen to the sound.
but the air inside the hollow body also What difference do you notice in the
vibrates. N sound produced?
LA
Can you name the instrument for which Why is there a variation in the sound
more than one part is responsible for produced due to change in the water
the production of sound? level of a bowl?
TE
How do you compare the production

of sound in a flute and sound produced
in a water tap when it is turned on, just
before the water flows out of it.
T
Activity-5
ER
Producing a sound that

resembles sound of rainfall
SC
Start clapping with fore finger on left

hand palm, add the middle finger and clap
again, then ring finger and lastly small
Fig-8 : Jalatarang
finger successively and reverse the process
Thus we conclude that sounds are
gradually. If all the students in your class
do it simultaneously the sounds produced produced by vibrating bodies and the air
would resemble the onset and stopping of that passes through orifices of the
rainfall. instruments.

Do you know?
Bismillah Khan, the most outstanding and world-famous shehnai player, had attained
astonishing mastery over the instrument. He was born in a small village in Bihar about 80
years ago. He spent his childhood in the holy city of Varanasi, on the banks of the Ganga,
where his uncle was the official shehnai player in the famous Kasi Viswanath temple.
A
AN
G
Bismilla Khan Chitti babu
Chitti Babu (October 13, 1936 - February 9, 1996) was a renowned classical musician
N
from India, and arguably one of the greatest Veena artists, in the field of Karnatic Music a
speciality of South India. He became a legend in his own lifetime. His name was
LA
synonymous with the musical instrument Veena, and he was and still is known in the
Karnatic Music world, simply as Veena Chitti Babu.
Sounds produced by human Majority of communication in human
TE
beings beings is through speech. Which organs do

give human beings the ability to talk?
Try this :
T
Imitate different sounds made by

We know that all animals produce
ER
animals. Try to mimic your friends. While

sound to communicate with other animals. making these sounds, place your fingers on
Human beings use these sounds more your throat. What do you feel? Do your
effectively. Sounds produced in particular fingers sense any vibrations? Are the
SC
order and manner constitutes our speech. vibrations same for all the sounds that you
This order in production of sound is make?
different for different languages or
communication processes.
Structrure of larynx or vioce box
Honeybee makes sounds on seeing Larynx is the important organ in human
flowers to communicate to the other bees body to produce sound.
who are at a distance. Do they produce this
peculiar sound through their mouth or some
other organ used for that purpose?
70 Sound
Activity-7
Nasopharynx
Observing the movements of
Oropharynx vocal cords during speech
Tongue
Ask a friend to raise his neck up.
Stretch a chocolate wrapper across his
Epiglottis
Laryngopharynx mouth and ask him to blow air on the
Vocal cord wrapper forcibly. Observe the changes in
A
Larynx movement at his throat. Ask him to blow
Trachea again slowly and observe the difference in
AN
Esophagus movements.
Fig-9: Anatomy of the larynx What changes do you observe in the
Larynx has two muscular ligaments movements at the throat on the two
called vocal cords. They are stretched occasions?
G
across voice box; it leads to a narrow slit During the first trial the voice box gets
between them, to allow passage of air, to tensed and produces high sound while
produce sounds. N during the second trial it is close to normal
position of throat and produces lower
LA
sound. The sound produced in the above
activity is due to a combination of
vibrations produced in the wrapper and the
TE
vocal cord.
If the sound is a kind of vibration, how
Fig- 10 (a) and 10 (b) : Opened vocal cords does this vibration reach us from the
and Closed vocal cords
source? How are we able to hear the sounds
T
Obseve Fig- 10(a), Vocal cords open produced at a distance?

ER
during breathing to allow air into lungs.

Propagation of sound
Observe Fig- 10(b), Vocal cords close
when we speak. The air from the lungs Sound needs a medium to
presses between them to cause vibration propagate
SC
and produce sound.

The sound produced by the school bell
Do you know? will be heard by all of us irrespective of
Length of vocal cords in men is whether we are in a room opposite to the
nearly 20mm, in women it is about bell or in a room at the back of the bell.
5mm less, whereas in children it is Obviously, the sound produced by the
shorter. Can we say that the length of school bell travels in all directions and
vocal cords plays any role in deciding reaches us, propagating through the air
the quality of sound produced by men, present between source of the sound and
women and children? our ears. That is the air surrounding us acts
Do you know?
Can we talk without moving of lips?
Ventriloquists make sounds or talk with hardly any movement of lips. Lips are slightly
separated. The various words are spoken quickly and it is difficult for listeners to notice
the difference. They have a very good control over breathing and movement of lips, throat
and the muscles of mouth which aids in pronunciation and delivery of speech without
much movement of lips and throat. They let the breath out of the mouth by vibrating their
lips in accordance to the air supply and relax muscles while doing this. This is one of the
A
most effective vocal activities. In Telangana, Chinchapattana Gomatham Srinivas from
AN
Warangal district is a famous ventriloquist. He has performed more than 6000 shows
around the world. He created a sensational world record by performing a 32 hour non-
stop mimicry show in 1990.
G
N
LA
Gomatham Srinivas Nerella Venumadhav
TE
Mimicry
The mimicry artists maintain a very good control over their voices. The magic they create
is solely with their voice. They exercise their vocal parts to keep them fit to be able to
enthrall the audience through their voice. Dr.Nerella Venu Madhav is a world famous
T
mimicry artist. He belongs to Warangal District of Telangana State. Govt of India honoured
him with Padma Shree in 2001.
ER
Try these yourself and you can acquire a hobby.
as a medium which allows the sound to pass Activity-8

through it. Observing sound propagation in
SC
Does sound travel only in air? solids

1) Strike one end of the table with a pen and
Does it travel in any other gaseous
ask your friend to listen to the sound
medium?
produced keeping her ear touching the
Does sound also travel in other media table at other end and also ask her to listen
like solids and liquids? to the sound by lifting her head slightly
Propagation of sound in different media from the table (fig-11). Ask your friend
what difference she noticed while hearing
Let us try to know how vibration can the sounds when her ears were away from
propagate through different media! the table and touching the table.
72 Sound
You and your friend can communicate
with this phone now. Stand away from each
other so that the string is tightly held. One
of you can speak in the cup while the other
can listen by putting the cup on his ear.
Fig-11: Propagation of sound in solids
A
2) Take a metal or wooden strip. Strike it
AN
at one end and ask your friend to hear
Fig-13
the sound by keeping his ears at the
other end of the strip. Ask your friend Are you able to hear the sound?
What is a medium between you and
G
what difference he noticed while
your friend which is responsible for
hearing the sounds when his ears are
propagation of sound?
away from the strip and touching the
strip (fig-12).
N In the above activities you observed
that sound travels in solid medium like
LA
wood, metal, thread, etc.
Does sound travel in liquids?
Can we hear the sound produced in
TE
water?
Let us find out.
Acivity-9
T
Propagation of sound through

ER
liquids
Fig-12
3) Do you know how to make a toy
telephone using tea cups?
SC
Take two paper-cups. Make small holes

at the bottom of these cups. The holes should
Fig-14
be very small so that only a thin string can
pass through them. Take a long string. Make Take two stones and strike them against
sure that the string does not have any knots each other and listen the sound. Now take
in it. Push the string through the hole in one a bucket fill it with water. Take two stones
of the cups. Fix the string by putting a knot and strike them against each other keeping
at the end. Similarly fix the string to the other your hands inside the water. Ask your friend
cup. Our phone is ready. to listen to the sound by keeping his / her
ears touching walls of the bucket. Ask your
friend about the difference between sounds
produced by striking the stones against each
other in water and striking them in air.
Thus the conclusion is that sound
propagates through matter in all the three
states – solid, liquid and gas.
Think and Discuss
A
Fig-15: Sound does not travel (propagate)
through vaccum
What is the effect of humidity on
AN
quality of sound propagation? Is there When the tumbler is covered with a
any difference in propagation of sound plate, the volume reduces but you can hear
in air during the summer and winter the ringtone. As you start sucking more and
more air, you can notice that the volume
G
seasons? Discuss with your friends.
decreases gradually. If the air is sucked
completely, you will not hear the sound at
Activity-10 N all. But practically it is not so easy. This
activity gives an idea about the need of a
LA
Does sound travel if there is no
medium? medium for propagation of sound.
We can demonstrate that sound does
Take a glass or plastic tumbler. Make
not propagate through vacuum and it
TE
sure that the tumbler is dry. It should be

requires a medium, if we use perfect
long enough to accommodate a cell
vacuum pumps to create vacuum which is
phone vertically. Place a cell phone in the
not easy with the glass tumbler.
glass and play the ring tone of the mobile.
T
Listen to the ringtone and it’s volume level. How do we hear sound?
Cover the glass with a small plate and again We hear the sound
ER
listen to the ringtone and note the produced in our surroundings

difference in volume of the sound. Now with the help of our ears. The
suck the air from the glass keeping it close structure of ears play an
SC
to your mouth as shown in the figure15. If important role in hearing the

you suck air quickly the rim of the glass sound. Let us peep into our ear and try to
will stick around your mouth due to air understand how we hear sound.
lock. Listen to the volume of the ringtone Structure and functioning of the
at this stage. And also ask your friend to
eardrum
listen to the sound for comparing variation
Our ear consists of three sections, the
in its volume. Is there any change in the
outer ear, the middle ear and the inner ear
volume of sound observed by you or your
as shown in the figure-16. Pinna of external
friend?
ear collects the sound vibrations. They
74 Sound
enter into the ear canal. We have learnt that Charecteristics of sound
sound travels in the form of vibrations. We learnt how sound
These vibrations strike the tympanum (ear- is produced and what a
drum) and make it to vibrate. vibration is. Now, let us
outer ear (pinne) middle bone
auditory canals
look at different
characteristics of sound.
Loudness, feebleness and

amplitude
A
cochlea
Sometimes people talk loudly and
AN
sometimes softly. If we hit a table hard we
eardrum
get a loud sound. If we tap the same table
Fig-16: Structure of the eardrum
gently, we hear a feeble sound.
The vibrations from the tympanic
G
membrane reach the middle ear (ear In our daily life we hear many loud
ossicles), contains three small bones sounds and feeble sounds on different
malleus (hammer shaped), incus (anvil N occasions. For example, sounds emanating
LA
shaped) and stapes (stirrup shaped). They from drums during the prayer of assembly
magnify the sound vibrations. The stapes in the school are very loud. But the sound
transmits the vibrations to the membrane produced while we are taking pledge in the
of oval window. The oval window has the
TE
assembly is a feeble sound. We know that

surface area 1/20th of the eardrum. By this
diwali is a festival of sound and light. When
the vibrations increase 30 to 60 times. The
fire crackers they make loud sounds.
vibrations from the oval window transmit
to the cochlea which is the inner part of Why are some sounds loud, and some
T
the ear. The cochlea is filled with thick sounds feeble?

ER
fluids which transmits the vibrations. The Is there any relation between the
motion of the vibrations in the cochlea is intensity of sound and vibrations of the
detected by tiny hairs connected to nerves body which produces sound?
at this point. The vibrations are transformed
SC
into electrical signals and carried by the Think and Discuss

nerves to the brain where the sensation of
the sound is realized. The sound vibrations "Vibrations produce sound and sound
can also reach the inner ear by travelling produces vibrations". Which is true in
directly through the bones of the skull, as this? Discuss.
you tap your head. "Our ear has the three media through
Are there any harmful sounds that we which sound propagates." Discuss with
hear? What happens when we hear such your friends as to whether the above
sounds? statement is true.
Table 4
Lab Activity -1
Force Vibrations of Intensity of
the blade / scale sound
Aim: To know the relation between the
intensity of sound produced by a body and Small
the vibrations of the body.
Large
Material required: Wooden table, 30
cm metal scale or nearly 30 cm hack-saw When do you hear a loud sound?
blade and a brick.
A
When do you hear a feeble sound?
Procedure : What difference do you notice in
AN
1. Place the blade/scale on the table, vibrations of blade / scale during loud
with 10cm of the blade on the surface of and feeble sounds?
the table and rest of it in air. Keep a heavy The initial position of the scale at rest
G
brick on one end of the 10 cm blade/scale along the surface of the table, is called
kept on table (fig-17). mean position.
N
2. Vibrate the blade gently and observe
the vibrations and simultaneously listen to
As shown in the figure 18(scale) OA is
the mean position of the vibrating body. OB
LA
and OC are the vibrations occurring in the
the sounds. Repeat the same for 2-3 times
body.
and record your observations in the B
table-4.
TE
O A
T
ER
C
Fig-18
The to and fro motion of a body from

its mean position is known as one
SC
Fig-17:vibrations of the body and vibration.

intensity of sound.
The body vibrates from the mean
position OA to OC and comes back to OA
and then moves from OA to OB and comes
3. Vibrate the blade using greater back. The maximum displacement of
force. Observe the vibrations and listen to vibrating body from its mean position is
the sound. Repeat this for 2-3 times and called amplitude. In the picture given
record your observations in the table-4. above the maximum displacement is A to
B or A to C.
76 Sound
What difference do you find in the
amplitude of vibration for a feeble and Lab Activity-2
a loud sound in the above experiment? Aim: Identifying pitch or shrillness of
a sound.
Do you Know?
Material required: A wooden table,
Decibel is the unit for measuring two hack-saw blades or metal scales of
the intensity of sound. It is denoted as 30cm length and a brick.
dB.
Procedure:
A
The unit expressed as decibel in the
1. Place the first blade/scale on the table,
name of Alexander Graham Bell
AN
with 10cm portion of the blade on the
(1847 – 1942), whose research in
sound is famous. table and rest of it in air. Keep a brick
as weight on the 10 cm portion of the
The smallest audible sound (nearer
blade/scale kept on the table.
G
to total silence) is 0 dB. A sound 10
times more powerful than this is 10 dB. 2. Place the second blade/scale on the table
A sound 100 times more powerful than
that of total silence is 20 dB. A sound
N (see that the gap between these two
blades is 10cms), with 25cm on the
LA
1,000 times more powerful than the table and 5cm in air. Keep a brick as
sound nearer to total silence is 30 dB. weight on the scale/blade (fig-19).
Some common sounds and their decibel 3. Vibrate both blades with same force.
TE
ratings are given below. Observe the vibrations and listen to the
Near total silence - 0 dB sounds produced.
A whisper - 15 dB
Normal conversation - 60 dB
T
A lawnmower - 90 dB
ER
A car horn - 110 dB

A jet engine - 120 dB
Fig-19: Vibrations of hack - saw blades
A gunshot or firecracker - 140 dB
SC
Repeat the same 2-3 times and record

observations in the table-5.
From the above data, compute the
Table 5
following.
1. How many times is a car horn more Blade length Vibrations Sound
inAir more/ less loud/feeble
powerful than normal conversation?
Blade 1 : 20cm
2. How many times is a jet engine
more powerful than a whispering sound? Blade 2 : 5cm

What difference do you notice in life and differentiate them as low pitch
number of vibrations of two blades? sounds and high pitch sounds.
What difference do you notice in the
quality of sound produced by them?
Do you know?
You would notice that the number of Pitch of the voices of the following
vibrations produced are less in the 20cm is in ascending order.
long blade when compared to the vibrations Lion<adult man<adult women<child
of the 5cm long blade. The sound produced <infant<insect
A
by the 5cm blade is more shrill when Can you guess the reason why?
compared to that of the 20cm blade. Do you find any difference in blowing
AN
The shrillness of a sound is known as the whistle and striking the drum?
pitch.
Normal sound consists of mixed
The number of vibrations per second
G
frequencies
(vib/sec) is called frequency.
In our daily activities, we hear many
The pitch of the sound depends upon
its frequency.
N different sounds. But we generaly do not
concentrate on every sound that we hear.
LA
In the above experiment number of
All these different sounds are produced
vibrations per second in 20cm blade is less.
with different frequencies and with
It denotes that it has low frequency. Whereas
different amplitudes. For example, the
TE
the number of vibrations per second are more

different sounds produced in a classroom
in 5cm blade so it has high frequency.
before the commencement of the class. If
Thus the sound produced by a short
we keenly observe these sounds, we can
blade (5cm) has high pitch and sound
T
find that no two persons produce the same

produced by long blade (20cm) has low
sound of equal pitch and amplitude.
ER
pitch.
Why do we produce sounds with
Conduct the above experiment with
different pitches or amplitudes while
different lengths of the blades or metal
speaking?
scales and note your observations.
SC
The variation in pitch and amplitude of

Think of lengths of male, female and
sound during our speech helps us to
children vocal cards and try to decide their
communicate with others in the form of
voice pitch.
language.
A bird makes high pitch sound and a lion
Primitive man had no developed
makes low pitch roar. Which one does
language, so he used to communicate with
produces the sound of more frequency?
signs and some sounds which had no
Give some more examples of natural
written equivalent. Later in the process of
sounds that you come across in your daily
78 Sound
evolution these sounds became a source of We enjoy the sounds in a music
a meaningful communication and eventually concert. They are pleasant to hear. But there
were converted into written forms. This led are some sounds which are unbearable to
to the development of the full form of hear like the sounds produced when a steel
language which we all use now to plate or utensil is dropped on the floor.
communicate. Not only human beings but The sounds which are pleasant to hear
animals too have a mechanism of are called music. The sounds which are not
communication by producing sounds with pleasant to hear are called noise. Noise is
A
different frequencies and amplitudes an irregular combination of sounds which
according to their need. are ‘unpleasant’ to hear. Music is a
AN
The parts of the speech organ which are combination of sounds that are produced
involved in producing sounds are in an order and pleasant to hear.
Vocal cords Give some more examples for pleasant
G
Lips and unpleasant sounds.
Teeth & tongue Audible range
Nose & throat
Naturally, the words that we utter do
N One of our sense organs, ear, enable us
to hear a number of sounds. Are we able to
LA
not have a single sound but are a hear all sounds produced in our
combination of sounds with different surroundings?
frequencies and amplitudes. The sound Do we hear the sounds produced by
TE
produced for each letter possess a bats?

particular frequency. Thus, the word is a The sounds that a normal human being can
combination of different letters of hear are called audible sounds. The sounds
different frequencies i.e., a word is sound that a normal human being cannot hear are
T
of mixed frequencies. Sometimes the called inaudible sounds. Frequency of the

ER
same word is uttered in different ways to audible sound ranges from 20vibrations/sec-
express different emotions. For example, 20000vibrations/second. Frequency of
the word ‘NO’ is uttered in different pitches
inaudible sounds are less than 20vibrations/
to express negativity, anger and
SC
sec or greater than 20000vibrations/sec.

frustration.
Sound pollution
Noise and music
How do you feel when you hear sounds
in busy traffic?
How do you feel while listening to
Sound pollution is a serious problem
songs from a radio?
like air, water pollution. It is harmful to
Which of the above sounds are more human beings. We express the loudness of
pleasant to hear? the sound in decibels (dB), which we have
already learnt in this chapter. The sound Manufacture machines that work with
produced in our normal conversation is less noise
about 60dB. If the loudness exceeds 80dB, During the use of TVs and music
the sound becomes physically painful. If a players tone down volume of sound.
person is being exposed to the sound of Plant trees to reduce sound pollution.
80dB continuously it may lead to hearing
Discuss with your friends about some
problems.
other measures to limit sound pollution and
Let us observe the sounds that are
tabulate them.
responsible for sound pollution.
A
In our surroundings there are many
sounds causing sound pollution, like sounds Do you know?
AN
of traffic, their horns, sounds in M.S. Subbulakshmi was famous for
construction sites, sounds at industries, her melodious music. It would be
sounds at mines, sounds during explosions difficult to overstate the talent and the
G
and firing of crackers, etc. impact made by Smt. M.S.
The unwanted sound in our
Subbulakshmi,
surroundings leads to sound pollution.
There are some more sources of sound
N not just in the
field of Karnatic
LA
pollution in our homes like mixer/ grinder,
washing machines and motors etc. music, but also as
Write some more sources of sound a philanthropist
TE
pollution in your surrounding. and a person who

Effects of sound pollution placed her life at the service to the
What are the harmful effects of sound country and people. She rendered her
pollution? voice to devotional songs.
T
The first harmful effect is loss of Ghantasala Venkateswar Rao was

hearing. It also leads to several health
ER
famous playback singer. He was

related problems. eg: sleeplessness, hyper
famous for his melodious voice. He
tension, increase in blood pressure, etc…,
Discuss and list some more effects of sang more than
10,000 songs in
SC
sound pollution.
Telugu, Tamil,
Measures to control sound
Kannada, and
pollution
Malayalam and
We cannot stop production of sound
but we can reduce sound pollution by some worked as a music
measures. director for over
Let us list the steps which can be taken 100 films. His private songs were
to reduce sound pollution: equally popular and his devotional
Attach silencers to bikes and other songs are popular even today.
machines to reduce sounds.
80 Sound
Key words
Vibration, vocal cords, medium, vacuum, eardrum, loudness, feeble,
amplitude, decibel, pitch (shrillness), frequency, noise, music.
Vibrating body produces sound.

Human beings are able to produce sound with the help of vocal cords.
A
Sounds travel through solids, liquids, and gases. It cannot travel through vacuum.
AN
The vibration of the ear drum caused by the sound produced by a vibrating body gives us
sense of hearing.
Loudness and feebleness of a sound are determined by amplitude of vibration.
G
The intensity of sound is measured in dB (decibels)
Pitch or shrillness is determined by the frequency.
N
The number of vibrations per second is called frequency.
Normal sounds consist of mixed frequencies.
LA
The hearing limit of sounds by human beings is called audible range.
Sounds pleasant to listen are called music and unpleasant to listen are called noise.
TE

T
ER
1. How can you explain that sound has energy. (AS1)

2. Write the unit to measure the sound intensity. (AS1)
3. Write the differences between the noise and music? (AS1)
SC
4. Explain the sources which produce sound pollution in your surroundings. (AS1)
1. The sounds of crickets (insects) make us close our ears. Why? (AS1)
2. Write the names of any three musical instruments that you know and explain how
they produce sound.(AS1)
3. Draw the figures depicting low amplitude and high amplitude. (AS5)
4. “Vibrations in a body produce sounds”. How do you prove it? (AS3)
1. What is the effect of humidity on quality of sound propagation?Is there any difference
in propagation of sound in air during the summer and winter seasons? Discuss. (AS1)
2. How does sound pollution effect Bio diversity? Explain. (AS7)
III.Multiple Choice Questions
1. An object which moves to and fro motion from rest known as......[ ]
a) Linear motion b) vibration c) simple motion d) Angular motion
2. The number of vibrations produced per second is known as…… [ ]
A
a) Frequency b) Shrillness c) Vibration limit d) Decibels
3. The audible sound range of man is ……………. [ ]
AN
a) 10-10000 Vibrations/sec b) 20-20000 Vibrations/sec
c) 30-30000 Vibrations/sec d) 40-40000 Vibrations/sec
4. The oval window has the surface area……….of the eardrum [ ]
G
a) 1/10 b) 1/20 c) 1/30 d) 1/40
5. The shrillness of a sound is known as ………….. [ ]
a) Pitch b) Vibration
N
c) Intensity d) decibel
LA
1. Conduct an experiment to know the relationship between the intensity of sound
produced by a body and its amplitude.
2. Conduct an experiment to Identify Pitch or Shrillness of different sounds.
TE
Suggested project works

1. Collect photographs showing various situations of sound pollution and prepare a
report.
T
2. Collect the photographs of different musical instruments and paste in your scrap
book.
ER
3. Collect the photographs of local musicians and exhibit them in your class.
Do you know?
SC
Golconda Fort - Hyderabad

It is a famous fort in India. It is famous for many
engineering and architectural marvels. If you clap
your hands at a particular point under the dome it
reverberates and can be heard at the highest point
of the fort which is about 1km away.
82 Sound
Chapter REFLECTION OF LIGHT
6 BY PLANE SURFACES
In class 6, we have learnt about

shadows and we carried out many
experiments with light rays and also
A
discussed the rectilinear propagation of
light i.e., light travels in a straight line. In In this lesson we are going to learn
AN
class 7 we learnt the laws of reflection. about reflection of light on plane surfaces
in detail so that we can answer the above
Let us recall some of them.
questions. Let’s start with some activities
G
− A source of light, an opaque object and based on your previous knowledge.
a screen are needed to form a shadow.
Activity-1
− Light travels in a straight line. N Formation of image by a pinhole
LA
− When light gets reflected from a camera
surface, the angle of reflection is equal
to the angle of incidence.
TE
− The incident ray, the normal at the point

of incidence and the reflected ray all
lie in the same plane. Recall how an image forms in a
pinhole camera that you have learnt in class
You must have observed shadows and
T
6. Draw a ray diagram of the formation of

images in your daily life. Some questions
an image in a pinhole camera.
ER
might have come to your mind while

observing these shadows or images.
• How can we get the image of a big

SC
building in a small mirror?

• Can we get the image formed by a plane fig-1
mirror on a screen?
What whould happen if we increase
• Why is there right-left inversion the size of the hole of the pinhole camera.
(lateral inversion) when we look into a
Observe the flame of a candle with a
mirror?
pinhole camera making a big hole. Try to
• Why is the angle of reflection equal to draw a ray diagram of the formation of an
the angle of incidence when a light ray
image in a pinhole camera with a big hole.
gets reflected from a surface?
Look at figure 1.
Free distribution by T.S. Government 2020-21 83
By observing the figure we can
understand that the light rays coming from A
B
the top of the candle flame fall at different
points on the screen. Similarly the rays
coming from bottom of the candle flame M fig-2 N
also fall at different points on the screen.
Thus we get blurred image on the screen With the mathematical knowledge
due to the big hole of the camera as shown you have about angles and triangles can you
figure 1. guess the path that the crow selects? If you
A
can’t, read the following.
Think and discuss
The crow can pick the grain from
AN
any point on the ground but the condition
• Does the explanation match your
is; selecting a point on the ground to reach
observation?
point ‘B’ from point ‘A’ in least possible
• What happens if the hole is much
G
time. If we assume that the speed of the crow
bigger i.e. equal to the size of the is constant the path that the crow selects
flame?
• If so, can we get an image of a flame
N should be the shortest. Let us find the
shortest path.
LA
on the screen of the pinhole camera?
Observe some of the paths in figure-3.
Why?
• What happens if we observe the same A
TE
B
flame with the same pinhole camera
from a long distance?
• What happens if we arrange two holes M C D E F N
to the pin hole camera? fig-3
T
Think and answer. Do the experiment Which among the paths ACB, ADB,
ER
and check your answer. AEB and AFB is the shortest path?
Now think about reflection of light, To compare the lengths of these
and solve the task given below. paths, we make duplicates of them in such
SC
a way that all the duplicate paths meet at

Activity-2 point G as shown in figure-4.
To find the shortest distance A
B
A smart crow is on a tree at point ‘A’
as shown in figure-2. Some grains are on
the ground [M N]. If the crow wants to take M C D E F N
a grain and reach the point ‘B’ on the other fig-4
tree as early as possible(in least time), from G
where should the crow pick up the grain?
84 Reflection of light by plane surfaces
In the figure, CB = CG. The length surface, it selects the path that takes the
of path ACB = AC+CB = AC+CG = ACG. least time. That is why the angle of
Thus the length of the path ACG is equal to incidence is equal to the angle of reflection
the length of the path ACB. similarly , as shown in figure-5.
• Which line segment can be considered
length of the path ADB = length of the path ADG
as a mirror in the above activity?
length of the path AEB = length of the path AEG • We know that plane mirror is a surface.
How can we denote it in ray diagrams?
length of the path AFB = length of the path AFG
A
Let us know about plane mirror,
If you observe Fig-4 carefully, you before going to discuss reflection of light
AN
will notice that, among the paths ACG, ADG, on plane surfaces and to know how to draw
AEG and AFG, the shortest path is AEG, ray diagrams.
because it is the straight line distance
between points A and G. You can measure
Plane mirror
G
and check this using a scale. As AEG=AEB,
path AEB is the shortest path to reach point
B from point A. It would take the least time.
So the smart crow will pick the grain from
N Plane mirrors are made by
LA
point E. depositing a Silver layer on one side of a
glass plate and then the Silver layer is
Observe the path AEB once again in protected by a paint. Silver metal is one of
TE
figure-5. the best reflectors of light. But now-a-days

instead of Silver, a thin layer of Aluminium
EI
A
B is used to deposit on glass plates, because
Aluminium is much cheaper than Silver and
2
it also reflects light very well. Hence the
T
1
M fig-5 E thin layer of Silver or Aluminium is the
ER
reflecting surface at the backside of the

N
mirror.
If we draw a normal EEI at point E,
we can easily find that angle AEEI (angle
SC
1) is equal to angle EIEB (angle 2).
Like the crow in the above situation, back side of

light also selects the path which takes the plane mirror
least time to travel. This principle was first (Silver /
Aluminium
given by Pierre de Fermat, a French lawyer coating on
and an amateur mathematician. fron glass plate of
plan t side and covered n t side ror
e m of
irro fro e mir
It is also applicable to reflection of r by a paint) lan
Fig-6(b) p
light. When light gets reflected from a Fig-6(a) This is how we represent
Plane Mirror plane mirror in diagrams
Activity-3 • Are you able to obtain all figures shown
in 7b?
Check your understanding of Take the help of your friends to
reflection complete the task.
Look at figures 7a and 7b. Let us Let us begin the detailed discussion
suppose that you have been given a plane on reflection of light by plane surfaces.
mirror strip.
Reflection of light by plane mirrors
• What will you do to obtain figures that
A
are shown in figure 7b using mirror Lab Activity
strip and figure 7a?
AN
Place the plane mirror strip on the Aim: Verification of laws of reflection
figure shown in 7a in such a manner that
you see one of the figures shown in figure Required material: mirror strip, drawing
board, white paper, pins, clamps, scale and
G
7b. The procedure is shown in figure 7c.
pencil.
Procedure: Take a drawing board and fix a
N white paper on it with the help of clamps.
Draw a straight line AB at the centre of the
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fig-7a paper and also a normal (ON) to AB at the
point ‘O’. Draw a straight line PQ making
certain angle (angle i) with ON as shown in
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figure 8. Fix two pins at the points P and Q

on the paper vertically. Observe the image
PI of the pin P and QI of the pin Q, in the
mirror kept along the line AB. Fix two more
pins R and S such that they are in the same
T
line as that of PI and QI. Join R, S and O as

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shown in figure 8.
SC
fig-7b P1
Q1
O
A B
Mirror
Q R
i r
P S
N
fig-7c
fig-8

Measure the angle between RS and • Where will the normal be?
ON (angle of reflection). You will find that • In which plane will the incident ray,
angle of incidence = angle of reflection. reflected ray and the normal lie?
Repeat the experiment for different angles
of incidence and measure the The plane in which the incident ray,
corresponding angles of reflection (r). reflected ray and normal lie is the plane of
Record your observations in table - 1 reflection.
Is i = r Assume that the heads of the pins which
S.No. i r
yes/no are located at the points P and Q are not of
A
the same height.
• How will the incident ray be?
AN
• How will the reflected ray be?
• How will the normal be?
• Is the angle of reflection equal to the • How will the plane of reflection be?
G
angle of incidence in all cases ?
Arrange two pins with different heights.
In which plane does the incident ray, Arrange the incident ray, reflected ray and
reflected ray and the normal lie (2nd law of
reflection of light) ? Let us discuss this.
Nthe normal with the help of spokes of a
cycle. Then think of the plane of reflection.
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Plane of reflection • How does a mirror form the image of
In the above activity, the incident ray is a pin or any object? Let us discuss.
the ray which passes through the points P Formation of an image by a plane
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and Q touching the paper. The reflected ray mirror

is the ray which passes through the points
Case - I: Point Object
R and S touching the same paper, and ON
is the normal to the mirror at point O. In figure 9, O is a point object. Some
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• Do the two rays and the normal lie in rays from O reach the mirror and get
reflected. When we look into the mirror,
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the same plane? If yes, which is that

plane? the reflected rays seem to be coming from
the point I. So point I is the image of point
If the incident ray, reflected ray and
object O.
normal are in the plane parallel to the plane
SC
O I
of the paper, where will that plane be?
Assume that the heads of all pins
pierced at points P,Q,R and S in the above
activity are at the same height. The incident
ray is the ray which passes through the
heads of pins which are located at points P
and Q, and reflected ray is the ray which
passes through the heads of pins which are
located at points R and S. fig-9
Observe the distances of object O and Let us discuss some of the characteristics
image I from the surface of the mirror and like size, distance and right-left inversion
try to compare these distances by of an image formed by a plane mirror.
approximate estimation in figure 9. We find
Characteristics of an image formed by
that these distances are equal. a plane mirror
Case II: Object with certain height Take an object, say pen or pencil. Put
Let us assume that an object (OOI) is it in front of a plane mirror, touching the
kept in front of a mirror as shown in figure surface of the mirror.
A
10. Draw a few incident rays from the object • What do you say about the size of the
to the mirror and reflected rays from the image compared to the size of the
AN
object?
mirror using laws of reflection. Your
drawing may look like that shown in figure Move the object towards your eye. What
10. do you observe?
G
• Is the size of the image decreasing or
increasing?
O I
N Figure 10 shows the formation of
an image by a plane mirror. In that figure,
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you might have noticed that the size of the
image is equal to the size of the object. Why
OI II
does the size of the image seem to be
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decreased when you move the object

towards your eye?
fig-10 To understand this see figure 11,
In the figure, the rays coming from which shows how our eyes judge the size
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the point O get reflected from the mirror of an object.

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and seem to be coming from the point I. So

we say I is the image of O. 1
2
The rays coming from the point OI get fig-11
SC
reflected from the mirror and seem to be O
coming from the point II. So we say II is the Observers 1 and 2 are looking at the
image of OI. object which is at point O. It looks smaller
The rays coming from the middle part to observer 2 than to observer 1, because
of the O and OI will form their own images the light rays coming from the object make
between I and II. a smaller angle at the eye of observer 2 who
is at a larger distance compared to observer
Thus, III is the image of the object OOI. 1. (Confirm your self by measuring these
• What is the size of the image compared angles in Fig-11). The angle plays a role in
to the size of the object? judging the size of the object.
In the same way when we move the The light
object from the mirror to our eye, the rays which come
image in the mirror seems to move back in from our right ear
the mirror. Then the distance from the get reflected from
image to our eye increases. The angle made the plane mirror
by image at our eye is smaller than the angle and reach our eye.
Our brain feels
made by the object. That is why the image
that the ray
looks smaller than the object.
(reflected ray) is fig-12
When you stand in front of a mirror coming from the
A
you might have observed that the distance inside of the
mirror (shown by dotted line in the figure-
AN
of your image in a plane mirror seems to
12). That is why our right ear looks like left
be equal to the distance between the mirror
ear in the image.
and yourself. What you observe is generally
true. You can verify this by observing figure- Now observe the lateral inversion of
G
10. a letter with a ray diagram in figure-13.
Think of the process of image
You also might have observed the
right-left inversion of your image in a plane
mirror.
N formation by a plane mirror and explain
lateral inversion by observing figure-13.
LA
• Why does an image suffer lateral (right-
left) inversion?
TE
See figure-12.
• What do you understand from the
figure 12? fig-13
T
As shown in figure - 14 arrange some Telugu, English alphabets infront of a plane

mirror and observe the images.
ER
SC
fig-14

Uses of plane mirrors in our daily life
1. Plane mirrors are used for dressing purpose of ourselves.
2. Plane mirrors are used for decoration on walls of some
shops like Jewellerey shops, Sweet shops, Barber shops
etc. to observe the shop in all directions, and to get
multiple images of things and persons.
A
3. Plane mirrors are used in making some optical instruments like periscopes etc.
AN
4. Some type of Solar cookers are made by using plane mirrors.
Key words
reflection, incident ray, reflected ray, normal, angle of incidence, angle of reflection,
G
plane of reflection, lateral inversion, object distance, image distance, virtual image,
real image
What we have learnt

N
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• Light selects the path which takes the least time to travel (Fermat's Principle). It is
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also applicable to reflection of light.

• Image of a real object in a plane mirror is virtual, errect and the same size of the
object.
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• The image in a plane mirror appears to be small because of the small angle subtended
at our eye.
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• Image in a plane mirror suffers lateral inversion.

SC
I. Reflections on concepts.
1. If a ray incidents normally on a plane mirror, what will be the angle of reflection?(AS1)
2. Explain the laws of reflection? (AS1)
3. Explain the process of formation of an image with a pinhole camera? Draw a ray diagram
to show this. (AS1)
4. Why does the image in plane mirror suffers lateral inversion? (AS1)
5. Draw a ray diagram to understand the formation of image for a pointed object by a
plane mirror? Explain it. (AS1)
II. Application of concepts A fig-II-1 B
1. In the adjacent figure, AO and OB are incident and 90o
reflected rays respectively. ∠AOB = 900. Find the
values of angle of incidence and angle of reflection?
(AS4)
2. Bharath stands in fornt of a plane mirror at a distance of 5m. from the mirror and
observes his image in the mirror. If he moves 2m. towards the plane mirror, then
A
what will be the distance between Bharath and his image? (AS4)
3. Explain diagramatically the image of letter 'B' in a plane mirror. (AS5)
AN
4. Why can't we see our image in a white sheet of paper though it reflects light? (AS2)
5. Discuss the merits and demerits of using mirrors in building elevation? (AS1)
G
III. Heigher Order Thinking Questions.
fig-III-1 C
xo
1. Observe the adjacent figure. AB and BC are two
N
plane mirrors arranged at 120o. A ray incidents at
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and angle 55o on AB. Find the value of 'x' ? (AS6) 55o
120o
A B
2. Niharika holds a clock in her hand, which shows the
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time 3'O clock. If she observes the clock in aplane mirror, what will be the time that
the clock show in the plane mirror? (AS1)
3. Two plane mirrors are fixed at right angles to each other fig-III-3
T
and an object is placed between them as shown in the

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figure. Trace the path of the rays by which an observer

see the final image in one of the mirrors. (AS4)
SC
4. Two divergent rays originationg from the same point

have and angle of 100 between them. If they strike a plane mirror with same incident
angle, what will be the angle of reflection? (AS1)
5. The size of the image in the mirror seem to bedecreased when you move the object
towards your eye from the mirror. Draw the diagram showing angles depicting the
situation.

Multipule choice questions
1. Angle of incidence = Angle of reflection. This rule is explained by __________
principle. [ ]
(A) Fermat (B) Newton (C) Archemedes (D) Pascal
2. Which of the following letters doesn't suffer lateral inversion. [ ]
(A) C (B) O (C) B (D) N
A
3. A ray of light incidents on a plane mirror at an angle of 90o to its surface. What will
be the angle of reflection. [ ]
AN
(A) 0o (B) 90o (C) 45o (D) 180o
4. If we move an object away from the plane mirror the size of images seems to be
G
[ ]
(A) Increaces (B) decreased
(C) of the same size
N (D) Image can't be seen
LA
5. Which of the following is incorrect with respect to the image in a plane mirror.
[ ]
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(A) Image is erect (B) Size of the image is same as the size of object
(C) Larerally Inverted (D) Image is real
T
1. Verify laws of reflection experimentally.

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2. Find the plane of reflection experimantally for the incident ray which passes through
the heads of the pins pierced infornt of the mirror as shown in figure 8.
SC
Suggested Project Works

1. Make a solar heater / cooker with plane mirrors and write a report on the process of
making.
2. Generally periscopes are made in the shape of "Z" make your own periscope in the
shape of "C". Discuss the problems faced while using the periscope you made in
shape "C". Draw the ray diagram to explain the formation of image in 'C' shaped
periscope.

Chapter
COAL AND PETROLEUM
7
Deekshita is struggling to take down a
pickle jar which is at the top most section
of a shelf.
A
Grandfather: Be careful, it may fall
Deekshita realizes that Grandfather was
AN
down and break.
thinking of the clay jars that were used in
Deekshita: No, I am taking down a olden days. Nowadays plastic jars are used
plastic jar. It won’t break. and they are unbreakable.
G
What else has changed, she wondered?
Activity-1 Help Deekshita to find out.
N
LA
Identifying articles and materials used for various purposes
Have a look at table 1. Column (A) gives the names of some activities and items. Ask
your grandparents or other older people about the names of the materials which are used
TE
for the items given in column (A), and write them in column B. Then in column C, write the
names of materials being used at present. Few examples are given to guide you.
Table-1
T
Articles/ Activities (A) Articles/ Materials used Articles/ Materials used

30-40 years ago (B) Today (C)
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Containers for storing pickle clay jars

Packing food for a journey plastic tiffin boxes
Water pipes in the house
Hair combs
SC
Vessels for cooking food Copper vessels Steel vessels

Fuels used to cook food
Fuel used in a train engine Coal
Luggage for carrying clothes Metal trunks
Water buckets, pails
Water storages in houses Plastic buckets
Construction material
Jewellery
Furniture (chairs, cots)

From activity 1, you have a long list of of science which deals with materials is
materials. Some of them like wood, metals called material science.
(iron, silver, gold etc) were used ten years,
fifty years and even hundred years ago. Do Sources of materials
your grandparents remember using plastic We know that we get wood from trees.
when they were young? Do you know that we get metals like iron,
Now think and write the answers: copper from their ores? Which material is
used to make plastic or glass?
• How many of these materials were
A
Do you remember reading about
available 10 years ago? petrochemicals in the chapter on synthetic
AN
• How many of these materials were fibres and plastics. How do we obtain
available 50 years ago? various materials?
Table 2 gives some answers.
• How many of these materials were
G
After looking at table 2, you find that
available 100 years ago? the materials used earlier were obtained
In case you have any doubt, you can N
take the help of your social teacher and your
from soil (clay, sand), water, ores, etc. Soil,
water and air were not only sources of
LA
elders too. materials used earlier but also sources of
energy. Now, plastic has replaced many
you find that some materials such as materials used earlier. Petrochemicals are
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wood and gold that are used today, were also used for making plastics. Many materials
used even thousands of years ago. But that we use for different purposes today
others like plastics are of recent origin. come from various sources present in
The progress in science and technology nature. Therefore, soil, water, air, petrol
T
gives us new products every day. The branch etc. are called natural resources.
ER
Table 2
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Material How is it obtained?

Glass By melting sand with other materials and then, cooling it rapidly
Clay By mixing the mineral kaolinite with water
Wood From dried up trees
Plastics From petrochemicals
Metals From their respective ores
94 Coal and Petroleum

Exhaustible and Inexhaustible • How long do you think it would take
Resources to grow the forests again?
There are many resources like trees
Now, we have to think about few which will be depleted if we don’t make
questions to understand about need and judicious use of them.
importance of natural resources. • How long the fossil fuel like petroleum
• Will the above resources be available will be available? Is it inexhaustible?
forever? We need petroleum not just as a fuel
• Won't we ever run out of air? but also for several other uses as we will
• Won't we ever run out of water? see later in this chapter.
A
• Can these resources be exhausted by Resources therefore can be classified
as inexhaustible and exhaustible depending
AN
human activities?
on whether they are expected to last forever
• Do we have unlimited supply of coal
or not.
and petroleum?
Do you know? Activity-2
G
List out the natural resources which are
Wind mills limited and which are abundant and record
Wind is an important natural
resource. Sail boats and sailing ships
have been using wind power since
N them in table-3.
Table -3
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thousands of years. Wind mills were Resources Abundant Resources Limited
used to grind corn and to pump sea
water to make salt. ............................ ............................
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Is petroleum exhaustible?
If we see the history of petroleum
production, from 1859 to 1969, the total
production of oil was 227 billion barrels.
T
(In the oil industry the barrel is the unit

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for measuring petroleum volume and

one barrel equals 159 litres). 50 percent
of this total was produced during the first
Some energy sources like air and water 100 years (1859-1959), while the next
are not exhaustible on usage. Hence these
SC
50 percent was extracted in just ten years

are called Inexhaustible resources. Coal and
petroleum etc, are the energy sources (1959-1969). Today our consumption
which are exhaustible on usage. If this rate of oil is far excess than that of the
situation continues, in future we might have rate of its formation. Earth takes more
to depend on solar energy. than one thousand years to form the oil
• Is wood an inexhaustible resource? that we consume in one day. By about
Think about using wood for making
furniture. 2015, we would have consumed half of
• What will happen if all the forests are the total reserves of the oil. It would
cut down and the wood is used for become more and more difficult to
various purposes? extract oil in future.
• What will happen if fossil fuel like coal fossil fuels will not last for long. Presently
and petroleum are completely only 10% of non-conventional energy
exhausted? resources like solar energy, wind energy,
tidal energy, etc, are used. These are
• What would be our future energy
inexhaustible resources and abundantly
resources? available in nature.
The entire Research and Development • Are the fossil fuel resources available
(R&D) in the field of sources of energy sufficiently to meet the future energy
shows that at the present rate of use of needs?
A
the conventional energy sources like • What actions are required to meet the
future energy needs?
AN
Do you know?
Bio -diesel an alternative fuel source
G
Bio-fuels are one of the major non-
conventional energy resources. They are
N non-toxic and renewable. Bio-diesel is
one of the bio-fuel which is an alternative
LA
or additive fuel source to the standard
diesel fuel which is used now. It is made
from the biological ingredients instead
TE
of petroleum or crude oil. Bio-diesel

usually made from the plant oils or animal fat through a series of chemical reactions.
It is safe and can be used in diesel engines.(But bio-diesel requires more cultivatable
land which may affect shortage of food production in future.)
T
Coal, petroleum and natural gas as fuels

ER
Earlier people used kiln (poyyi) for cooking food,

in which wood is used as fuel but now people use gas
stoves or kerosene stoves. Earlier food was cooked using
SC
wood as fuel, then coal, now kerosene and LPG are

being used.
Fuel is needed not only for cooking but also for
transport. Different vehicles (train, bus, cars, two-
wheelers) are used for travelling long distances and they
use different fuels. People also travel by ships. What
fuel is used there? Fuel is also required for electricity
generation.
Fig-1
Earlier you read that wind power was Coal is an ancient gift serving
used in wind mills. Then the steam engine modern society.
which used coal was invented during the
Coal has been known and used for
industrial revolution.
thousands of years. It is one of our earliest
During this period steam engine was
used to power everything from cloth looms source of heat and light. But it became
to vehicles on land and water. a fuel of importance only after the
Coal was the most important fuel in the industrial revolution which led to an
A
19 Century. It is an exhaustible resource
th increase in demand as fuel.
but we can meet our needs for another 250- Do you know that the coal obtained
AN
300 years at the current rate of use. Till from the fire wood and the coal used in
1950, coal accounted for half of the
vehicles and factories are different? Coal
electricity generation in the world.
used in factories is mined from the earth’s
Coal was replaced by petroleum with
G
crust. The coal obtained from the fire wood
the invention of more efficient engines in
different vehicles. Now, coal is mostly is usually charcoal.
used to produce electricity in thermal
N
LA
power plants.
Do you know?
Drilling Rig
Petrol and diesel which are used in
TE
vehicles today are obtained from mineral

called petroleum. Petroleum has been Earth's crust
known almost since prehistoric times. Natural gas
More than 4000 years ago, asphalt
T
Petroleum
(Petroleum Product) was used in the
ER
construction of walls and towers of Water

Babylon. There are also records from
ancient China about shallow wells being
Impervious
dug to get petroleum. But what did our rock
SC
ancestors do with this petroleum? They

mainly used for making their wooden
boats waterproof, as a fuel for lamps and in some traditional remedies. We realized the
importance of petroleum only after science and technology progressed to give us
petrochemicals and petrol to run engines.
Natural gas is another important petroleum and sometimes without
fuel petroleum. Previously, this gas was allowed
Natural gas is found trapped between to escape or even burnt while pumping out
impervious rocks, sometimes along with the petroleum.
Now, the natural gas is treated as equally and natural gas are going on under the super
precious because it is safer for the vision of ONGC (Oil and Natural Gas
environment. Natural gas is stored under Corporation ) throughout India. In India gas
high pressure as compressed natural gas fields have been discovered in Tripura ,
(CNG). Mumbai High, Krishna, Godavari delta and
The exploration for more petroleum Jaisalmer.
Other uses of coal, petroleum and natural gas

Most of us think petroleum is a source of fuel. But advances in our understanding of
A
various chemical processes has led to the use of both coal and petroleum as the starting
AN
materials for a wide variety of products.
Petroleum is a complex mixture. It is separated into various components by a
separation technique known as fractional distillation
G
Look at the figure-2. We can Refining of Petroleum
see the various products
which are now being obtained
from petroleum. Initially, the
N (Below 400 c)

Fuel gas LPG Fertilizer Synthetic
LA
separation techniques rubber
available were not advanced 700c

and could separate only a few To make Shoe cleaning
TE
120 c0
chemicals polish solution
components from the
petroleum mixture. One of
petrol
the first fractions to be 1700c dry cleaning fluid Heating torch

separated from petroleum
T
Kerosene oil Wick stove Lantern

was kerosene 270 0c
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which was
found to be 4000c Diesel Oil Diesel generator Diesel ingine
water
better fuel than
the petroleum. Lubricating Oil Lubricating oil
SC
6000c generator
Now, we can
separate many Fuel Oil Industrial
Boiler
Residue Asphalt
more components. Fuel gas, petrol, diesel
etc. are all obtained from petroleum Paints Making
roads
mixture. These components of petroleum Paraffin
wax
are then used to obtain other products.
Fig-2 : Uses of coal and
petroleum Ointment Face Match candle wash vaseline
Grease
cream Box paper
Activity-3
Identifying various uses of petroleum.
Look at the figure-2 and find the other uses of petroleum and its products. Fill in the table.
Table -4
Name of the
petroleum product Uses
Petrol
A
Fuel Oil
AN
Kerosene
Diesel Oil
Paraffin Wax
G
Coal:
Coal is processed in industry to get
Coal is not as versatile as petroleum but
it is also very useful. Look at the figure-3.
N some useful products such as coke, coaltar
and coal gas.
LA
We can see that coal gives us coke,
Coke
coaltar and coal gas. Each of these
It is a tough, porous and black
components has several uses.
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substance. It is an almost pure form of

When coal is heated in air, it burns and carbon. Coke is used in the manufacture of
produces mainly carbon dioxide gas. steel and in the extraction of many metals.
T
Manufacture
of steel Fuel
ER
COAL
COKE COAL
GAS
SC
Extraction Napthalene In Roads

Lighting
in metals Perfumes
Synthetic dyes
Roofing Materials COALTAR Pesticides
Photographic Metals Medicines

Syenthetic Fibres Paints Explosives
Fig-3: uses of coal and its products

Coal tar Coal gas
It is a black coloured thick liquid with Coal gas is obtained during the
an unpleasant smell. It is a mixture of about processing of coal to get coke. It is used
200 substances. Products obtained from the as a fuel in many industries situated near
coal tar are used as starting material for the coal processing unit.
manufacture of various substances like
synthetic dyes, drugs, explosives,
Activity-4
perfumes, plastics, paints, and roofing Identifying uses of coal
A
materials etc. Interestingly naphthalene products.
balls used to repel moths and other insects
AN
Observe the figure-3 and list out the uses
are also obtained from coal tar.
of coal products in the following
table-5.You can collect more information by
discussion with elders and with your friends.
G
Table-5
Coke
N
Coal Tar Coal Gas
LA
TE
Lab Activity
Delivery tube
Aim: To show that when we heat high
quality coal (carbon content is more) the
T
Boiling
evolved gas burns. tubes Jet
Stand
Material required: Two boiling tube
ER
tubes, Rubber corks, iron stands, delivery

tube, jet tube, Bunsen burner.
Procedure: Take a spoon of powdered
SC
coal into a hard boiling tube and fix it to a

stand as shown in the figure. Close the test
tube with a rubber cork and connect it to
another boiling tube which is partially filled Coal water
powder
with water and has fixed to other stand,
with the help of ‘U’ shaped delivery tube Bunsen burner
as shown in the figure. Arrange a jet tube
to the cork of second boiling tube. Heat
the boiling tube containing coal strongly
with the help of Bunsen burner. Fig-4: Burning the coal
• What do you observe? Natural gas and petrochemicals
You may notice that the brownish black Natural gas is not just an important
vapours evolved in the first boiling tube. domestic and industrial fuel but also used
These vapours are passed through water in the manufacture of fertilizers.
in the second boiling tube. Colourless gas
bubbles evolve from the water. If you burn
the gas that is evolving through the jet tube, Do you know?
you can witness a bright flame at the nozzle. Petrochemicals: The useful
A
Repeat the above experiment by using substances which are obtained from
lime water, soap water instead of water petroleum and natural gas are called petro
AN
used in second boiling tube. chemicals. These are used in the
• What do you observe? Give reasons manufacture of detergents, synthetic
for the changes you observed in two fibres (Polyester, Nylon , Acrylic
G
experiments. polythene etc). Due to its great
• What inference can you draw from commercial importance petroleum is
these two experiments?
N also called as liquid gold.
LA
Table - 6
Agricultural Sector Industrial sector Domestic and other sectors
TE
Plastic tubes, Cars, motor boats, Medical equipments,

baskets, storing box, communication devices, apparels like clothes,
cultivation implements, construction materials, bedding, socks, furniture,
T
fertilizers paper industry, belt and paints, washing liquids, fibre,

straps, tyres. cosmetics, medicines,
ER
polishing liquids etc.
Some petrochemical products Look at the table given above. Think of

all materials which you use in a day. Can
SC
Petrochemicals are used in preparation

you imagine spending a day without using
of various articles as substitutes for
petrochemical products? List how often
materials like wood and metals which are
you use products obtained from
limited. They are also used to manufacture
petrochemicals. Can you imagine life 100
several new products that cannot be
years ago when these are not available?
obtained from wood, soil, metals etc. The
We use so many products now, which
table-6 shows how petrochemicals are now
we did not have 100 or even 50 years ago.
used in all walks of life.
Increased consumption has lead to

increased production of waste material settled at the bottom of the sea or ocean
which created disposal problems. For and covered with layers of sand and clay.
example, for the last 3 years the use of Over millions of years, due to absence of
materials obtained from coal and petroleum air, high temperature and high pressure
to make a wide variety of cheap plastics has these dead organisms transformed into
revolutionised the manner in which petroleum and natural gas.
hundreds of materials are manufactured. Like coal, petroleum and natural gas
These materials also created a major were also formed from the dead remains
pollution to the environment. (fossils) of living organisms. Hence they
A
• How are coal and petroleum formed? are also known as fossil fuels.
AN
To understand this, explore the Why are coal and petroleum so
processes by which coal and petroleum are versatile?
formed.
Coal consists of mainly carbon while
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Formation of coal petroleum consists of a mixture of
compounds called hydrocarbons (they
N contain mainly hydrogen and carbon).
These compounds make good starting
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The plants in large and dense forests in materials for other compounds based on
low lying wetlands got burried under the carbon. Carbon is very versatile and is
soil due to the natural processes like floods the basis for most of the materials.
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and earthquakes. As more soil deposited

over them, the organic matter was Do you know?
compressed. The temperature also rose. As
the organic matter sank deeper and deeper, Alternatives to natural gas
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under high pressure and high temperature, The gas resources which are not
these dead plants slowly converted to coal. conventional like natural gas are known
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As coal contains mainly carbon, the slow as non-conventional gas resources . Our
process of conversion of dead vegetation country has enormous non-conventional
into coal is called corbonisation. Since gas resources like coal bed methane and
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coal was formed from the remains of gas hydrates. These are not in commercial
vegetation, it is called fossil fuel.
production phase due to the lack in
Formation of petroleum proper technology. In future, when the oil
Petroleum was formed from the era is expected to end, the only way to
remains of tiny organisms called plankton meet the energy demands will be by
that were found in the bottom of seas and producing this non-conventional gas.
oceans. Plankton have tiny droplets of oil
inside their bodies.
As these organisms died, their bodies
Therefore, coal and petroleum are very only one litre of kerosene
for each person
important starting materials for
synthesising variety of useful compounds.
Conserving coal and petroleum
Why does the price of petrol go up all
the time?
In simple terms, the price of anything
depends on how much of it is available and
A
how essential it is. Fig-5
AN
Both coal and petroleum are of these resources and consequences. For
exhaustible resources, but we need them, example in urban areas dryers are used in
both as fuel and as starting materials for washing machines which consume electric
synthesising new compounds. Since energy, eventhough abundant source of heat
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supplies are limited they are becoming energy in the form of sunlight is available
around us. Similarly motor bikes are used
more expensive as the demand for them
increases.
N even for shorter distances. Walking shorter
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We have to conserve these resources distances or using bicycles saves not only
as much as possible, and also look for fuel but also keeps good health.
alternatives for these resources. • Can you give some more examples
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Let us look at the issue of conservation. where energy or fuel resources are
We can reduce the consumption of both misused in our daily life?
coal and petroleum by either opting for a • Can you suggest alternate ways to save
different model of development which does the fuel resources?
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not depend on these resources or reduce • How is biodiversity effected by

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the wastage of these resources. Since the excessive use of fossil fuels?
first option is right now impracticable,
second option of reducing wastage is to be Activity-5
practiced. The governments of many
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countries are working on this problem of Group discussion on misuse of

finding alternative technologies to reduce fuel resources and its
the use of fossil fuels. consequences.
Misuse of energy resources and Discuss in small groups how fuel
consequences resources are being misused in our daily
In our daily life while doing various life while doing various activities like...
day to day activities we use many types a) transportation,
of energy resources and fuels without b) cooking
giving a thought about the exhaustibility c) industrial use
• What are the consequences of misuse Utilisation of these fuels leads to some
of fuels? Prepare a report. more harmful effects. Let us see that
• What methods could you suggest to • Burning fuels releases carbon dioxide,
prevent the misuse of fuels? a green house gas, which causes
climate changes and leads to global
Harmful effects caused warming.
during use of fuels • Coal fired power plants emits mercury,
selenium, arsenic, lead in addition to
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green house gases which are harmful
Most of the harmful effects are due to to human health and environment.
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carelessness of handling petroleum Many paints made from petroleum
products. For example, crude oil and and heavy metals release toxic products
refined fuel spills into sea from tanker ship into air. These toxic products cause a
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by accident causes damage to natural eco variety of health problems including heart,
system and kill sea birds, mammals, shell lungs damage, nausea and dizziness.
fish and other organisms. N
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Key words
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Natural resources, exhaustible resources, inexhaustible resources, petroleum,

fractional distillation, natural gas, CNG, coke, coal gas, coal tar, carbonisation,
plankton, fossil fuels, petrochemicals.
What we have learnt

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• Natural resources can be classified into Exhaustible and inexhaustible resources.

• Fossil fuels are formed from the dead remains of living organism under the earth over
millions of years.
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• Coal, petroleum and natural gas are fossil fuels.

• Coke, coal tar and coal gas are the products of coal.
• Petroleum is formed at the bottom from the remains of tiny organism called plankton.
• Petroleum gas, Petrol, Diesel, Kerosene, paraffin wax, lubricating oil etc. are obtained
by refining of petroleum.
• The natural gas is found sometimes along with petroleum and sometimes without
petroleum.

• The useful substances which are obtained from petroleum and natural gas are called
petrochemicals.
• Excessive use of fossil fuels causes air pollution, greenhouse effect, global warming
and many health problems.
• Fossil fuel resources are very limited. We should think for the alternatives.
• Advances in science and technology have changed our lives.
A
AN
1. Explain why petroleum is also called as liquid gold? (AS1)
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2. Name the petrochemical products which are used in agriculture industry. (AS1)
3. Explain the process of formation of petroleum in Earth. (AS1)
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4. Why should people look for alternative sources of fossil fuel? (AS7)
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1. Name the petroleum products used for surfacing of roads. (AS1)
2. What will happen if fossil fuels like coal and petroleum are completely exhausted?
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(AS2)
3. Assume that you are a driver, what measures do you take to save petrol and diesel?
(AS7)
4. Suggest some alternative ways to save the fuel resources. (AS7)
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1. How is biodiversity effected by the excessive use of fossil fuels? (AS7)

2. “Crude oil and refined fuel when spills into the sea from tanker of ships by accident”.
Discuss the consequences of this on environment. (AS7)
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1. Which one of the following is less polluting fuel [ ]
a) Natural gas b) coal gas c) Kerosene d) Petrol
2. The main constituent of coal is [ ]
a) Carbon b) Oxygen c) Air d) Water
3. Which one of the following materials is used for making shoe polish [ ]
a) Paraffinwax b) Petrol c) Diesel d) Lubricating oil

4. Which of the following is not a fossil fuel [ ]
a) Coal b) Petroleum c) Charcoal d) Natural gas
5. Which of the following is known as liquid gold [ ]
a) Kerosene b) Diesel c) Petroleum d) Paraffinwax
Suggested Experimetns
1. Conduct an experiment to show that when we heat high quality coal,a gas evolves
which can burn.
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Suggested Projects
1. Burning fuels releases carbon di oxide , a green house gas, which causes climate
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changes and leads to global worming.Collect information about this through
newspapers,magazines etc. and prepare report.
2. Compare a CNG run vehicle with that of a diesel run vehicle. What difference do
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you notice in both cases with respect to pollutants released, level of pollution and
cost of fuel.
Prepare a report on your findings.
Name of the fuel
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Cost of the fuel as on today Pollutants liberated
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Diesel/Petrol.
CNG
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3. Choose five families of your neighbourhood, collect the information about the
measures that they adopt to conserve energy resources in transport and cooking.
Make a report on your observation
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Name of Number of No of vehicles Amount spent for Amount spent for

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the Head of
members in family using Fuel in one month Cooking purpose
the family
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Chapter COMBUSTION, FUELS AND
8 FLAME
A
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We use different kinds of Activity-1
materials as fuels for various purposes at
Do all materials burn ?
home. You might have observed or heard
You will need a pair of tongs, some
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about how people used to burn wood, coal,
metal or clay dishes and a candle or a spirit
cakes of cow dung, kerosene etc., for
cooking food at home. Blacksmiths in
villages also use them for heating metals.
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lamp.
Using tongs, pick up a small piece of paper
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Both in urban and rural areas, now a day’s, and bring it close to the lighted spirit lamp
LPG is used as fuel for cooking the food. and keep it on flame as shown in figure-1.
We use the light from the burning candle Record your observation in table 1.
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or kerosene lamp, when there is no supply

of electricity. You might have also observed
burning of a candle or coal. What
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difference do you notice in the burning

process?
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• Why does candle give flame when it is

burnt but why does coal burn without
emitting a flame ? Fig-1
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• Do all fuels produce same amount of Carry out this experiment with a piece
heat when they are burnt? of charcoal, magnesium ribbon, straw,
• What do we need to burn a material? cotton cloth, nylon cloth, dry wood, pebble,
• Have you ever tried burning a piece of wax, plastic piece etc, and record your
paper or wood or coal, a small rock or observations.
a pebble? You can also try to burn liquids.
• Do all of them burn? Take 2ml of water in small plate. Bring
Let us do an activity to know which of lighted stick near to water in the plate (see
these materials burn and which do not. figure 2).
Table 1
S.No. Name of the material How does it burn
burnt Burns immediately Burns slowly Does not burn
1 Magnesium ribbon 3
2 Pebble 3
3 Petrol
4
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5.
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• What do you observe in your attempt A chemical process in which a material
of burning water? reacts with oxygen present in the air to
• Is there any difference in flame of generate heat is called combustion. The
lighted stick? materials which burn when brought near a
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• What happened to the lighted stick when flame are combustible materials. Some of
them can also be used as fuels. The
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it is brought closer to water in the plate?
materials which do not burn are called non-
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combustible materials.
• Which of the material in the above
activity are combustible?
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Think and discuss
• Why some material burn and why

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Fig- 2 some do not? Give reasons.

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• Why some materials which do not burn

Carry out this activity using coconut
at normal temperature burn at higher
oil, mustard oil, kerosene, spirit, petrol
temperatures?
etc. (sticks should be long enough to
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prevent any fire accident if the material What is needed for the process
catches fire) of combustion?
Record your observation in table 1. We know that we need a match stick or
• What can we conclude from this a lighter to burn a material.
activity? • How will you prove that air is needed
We can conclude that some materials to burn a material?
burn and others don’t. In the above • Can we burn a material in the absence
activity you observed that when materials of air?
burn in air, heat and light are produced.
108 Combustion, Fuels and Flame
Activity-2 We can carry out an experiment to
demonstrate that oxygen helps in burning.
Testing the necessity of air for
burning Lab Activity
Take a small burning candle and put it Aim: To prove that oxygen helps in burning
on a table. Invert a glass tumbler over it. Material required: Test tube, test tube
The candle continues to burn for some time. holder, spirit lamp, match box, inscence
Then flickers and finally flame goes off. stick (agarbatti), potassium permanganate
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(See figure 3) crystals.
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Procedure
Light a scented / incense stick (agarbatti),
and let it burn for 10 s, then put out the
flame and keep it aside.
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Take potassium permanganate in a test
tube. Hold the test tube with a test tube
Fig-3
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holder and heat it over the flame of spirit
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lamp. Oxygen is released on heating of
Remove the tumbler and again light the potassium permanganate.
candle. Put the tumbler back over the Insert the agarbatti with the burning
candle. When the candle flame begins to
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stub, in to the test tube as shown in

flicker, remove the tumbler. What happens figure 4.
to the candle? Notice carefully.
We find that putting the glass tumbler
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over the candle cuts off the supply of air

and the candle flame goes off.
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This experiment proves that air is

needed to burn a material. Some other
Fig-4
experiments need to be conducted to prove
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Observations
that the oxygen present in air supports the
• How does scented stick started burning?
combustion.
• Why does not it catch again fire when
Think and discuss it is kept aside in air after putting its
flame off?
If you lift the glass tumbler (Which You observe that stick burns with a
is placed over a burning candle) to 1cm flame. Here the oxygen supports
height what happens? Why? combustion by helping Agarbathi to burn
with bright flame.
Think and discuss Ignition Temperature
In activity 1, a candle is used to burn a
• How do you say that the gas released piece of paper. Can we burn paper without
in the above experiment is oxygen? the help of flame ?
• Can we replace potassium permanganate Activity-3
with any other substance to release
oxygen? Burning a paper with sun rays
On a sunny day, go out and focus the
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• Is there any other procedure to prove
that oxygen is needed for burning? sun rays on a piece of paper using a
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magnifying lens (Figure-5). Touch the spot
A few more examples of combustion
after some time. How do you feel?
are given below. Can you explain the
reasons for the changes taking place ?
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• A slow fire bursts into a flame when
air is blown on it, but a candle burning
with flame goes off when air is blown N
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on it. Why?
• If a large quantity of dry grass is set
on fire in forests then it is very Fig-5
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difficult to put off the fire. Why? You must have heard about people in
• When an object catches fire, the fire ancient times rubbing pieces of stones
is put off by covering with sand or a together to produce sparks. Have you tried
blanket. Why?
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it? Rub two stones hard together and touch

The examples and activities discussed them. What do you feel?
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above shows that combustion takes place Now recall some of your experiences:
only in the presence of air. We know that • Does a matchstick burn by itself?
some materials catch fire as soon as they • Why do you rub the match stick on the
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are brought near a flame, but some materials side of the match box to burn it?
take a long time to start burning though they • Can you burn a piece of wood by bringing
are kept near the flame. it close to a lighted matchstick?
• What could be the reason for the • Why do we use paper or kerosene oil
difference in burning among to start fire in wood or coal?
combustible materials? On the basis of above observations and
Let us explore this in the following previous experiences, we can conclude that
activities. a combustible substance has to be initially
heated to catch fire or burn. The lowest
temperature at which a substance catches cups, the heat received by second cup is
fire is called its ignition temperature. transferred to water in it. The water in this
When a substance starts burning heat is cup prevents the paper to reach its ignition
produced and it helps to burn the substance temperature and hence it does not burn.
continuously. The ignition temperature is • When does the second cup start burning?
different for different substances. The Make a guess and discuss with your
ignition temperature of a substance decides teacher.
quickness of catching fire. Types of Combustion
During summer time, dry grass catches
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The substances which have very low
ignition temperature and easily catch fire fire in the forests. It may spread to the trees
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are called Inflammable Substances. and very soon the whole forest will be on
Examples of inflammable substances are fire. It is very difficult to control such forest
petrol, alcohol, liquified petroleum gas fires.
If the head of a match stick is rubbed on
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(LPG) etc.,
the side of a match box, it starts burning.
• Can you make a list of some more
• What makes match sticks to catch fire?
inflammable substances?
Activity - 4
N A mixture of antimony trisulphide,
potassium chlorate and white phosphorus
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with some glue and starch was applied on
Understanding ignition temperature the head of a match stick made of suitable
Take two small paper cups. Pour water wood. When it struck against a rough surface
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in one of the cups. Put the two cups on white phosphorus got ignited due to the heat
different tripod stands and heat both of of friction. This starts the combustion of the
them using a candle as shown in the match stick. However, white phosphorus
figure-6. proved to be dangerous both for the workers
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involved in the manufacturing of match

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boxes and for the users.

These days the head of the safety match
stick contains only antimony trisulphide and
potassium chlorate. The rubbing surface has
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powdered glass and a little red phosphorus

empty cup cup with water (which is much less dangerous). When the
Fig-6 match stick is struck against the rubbing
• Which cup burns first? surface, some red phosphorus gets converted
• Does the water in the cup become hot? into white phosphorus. This immediately
Why? reacts with potassium chlorate in the
Explain why one cup burns quickly but matchstick head to produce enough heat to
the other does not, on the basis of ignition ignite antimony trisulphide and start the
temperature. When heat is supplied to combustion.
The type of combustion in which Fuels
material suddenly burns into flames We know that combustion gives heat
without the application of any external
and light. The sources of heat for domestic,
agent is called spontaneous combustion.
Turn on the knob of the gas stove in the automobile and industrial purposes are
kitchen and bring a burning match stick or mainly wood, charcoal, petrol, kerosene,
a gas lighter near it. The gas burns rapidly LPG, CNG etc. These substances are fuels.
and produces heat and light. In the previous chapter, we studied about
Such combustion is known as rapid
the fossil fuels and their use in various
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combustion. Materials such as spirit,
ways. We not only use fossil fuels but also
petrol and camphor burn even with a spark
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from a gas lighter. other kinds of fuels for different purposes
at home, in automobiles and in industries.
Do you know? Tabulate different fuels that are used for !
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1. You might have noticed words Domestic Transportation Industrial
written as highly inflammable on petrol purpose purpose purpose
tankers. This is a warning to the public
to keep flame away from the inflammable
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material.
2. We generally enjoy sound and Classify the above fuels into solid, liquid,
light from fire works on festival days. gases and write them in table 2.
When a cracker is ignited a sudden
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Table - 2
reaction takes place with the evolution
Solid Liquid Gas
of heat, light and sound. A large amount
of gas is also liberated in this reaction.
Such a reaction is called explosion.
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Explosions can also take place if

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pressure is applied on the crackers.
Think and discuss Look at the fuels in the table 2.

• Can you decide the best fuel among
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• Why is phosphorus preserved in them?

water? (Hint: think about the role of
ignition temperature in combustion) • What is the criteria to decide a best
fuel?
• Why Kerosene stoves and Bunsen
burners have small holes in them? Discuss with your friends.
(Hint; Think about the role of air Deciding the best fuel depends upon
combustion) the purpose of its use. A best fuel for
• It is hard to ignite match stick in rainy cooking may not be a best fuel for running
days. Why ? an automobile.
In general, there are several factors Fire control
that have to be kept in mind while choosing
a fuel, like purpose of use, fuel efficiency
and availability, reasonable price, easy to
handle and safe to store, easy to ignite and
put off etc. The fuel should also burn at a You must have seen or heard about fire
moderate rate and cause less pollution. In breaking out in houses, shops, factories,
etc.
addition, it should have a high calorific
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• How can we put off the fire if it breaks
value.
out ?
AN
• What is calorific value ? We use many methods to extinguish a
fire but they all follow one principle, which
Suppose 1 kg of coal and 1 kg of cow is the principle of elimination of factors
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dung are burnt. Which one produces more which support the combustion.
heat? Different substances produce Let us recall the factors which support
different amounts of heat on burning. Heat
is measured in kilo joules. Calorific value
N
the combustion:
(a) Presence of a combustible material or
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of a fuel is the amount of heat energy the fuel
produced on complete combustion of 1 kg (b) Supply of air or oxygen
(c) High temperature (More than the
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of that fuel. It is measured in kilo joules

per kg (kj / kg). ignition temperature)
So, elimination of any one of the three
factors will help in controlling the fire. Let
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Do you know? us see some examples.

Example
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Fuel Calorific value (kj/kg) If a fire breaks out in a house or in any

Cow dung 6000-8000 business establishment the fire brigade will
Wood 17000-22000 immmediately put off the electric mains
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Coal 25000-33000 and then start spraying water on the fire.

Petrol 45000 • Why the fire brigade start the work by
putting of the electric mains?
Kerosene 45000
• How water helps in eliminating the
Diesel 45000
factors, which support the combustion?
CNG 50000
Initially, the water spray cools the
LPG 55000
combustible material below its ignition
Biogas 35000-40000 temperature. This prevents the fire from
Hydrogen 150000 spreading.
Then the heat turns the water into Flame
vapours which surround the burning
material and prevent supply of oxygen to Activity - 5
the burning materials. So, the fire is Observing the behaviour of
extinguished. different solid fuels
The most common fire extinguisher is Collect some fuels like candle, coal,
water. But water works only when things domestic gas, charcoal, magnesium ribbon,
like wood cloth and paper are on fire. If wood, cakes of cow-dung, camphor, wick
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electrical equipment is on fire water may of the oil lamp, wick of kerosene stove, etc.
Burn each of them one by one with the help
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conduct electricity and harm those trying
of spirit lamp and note the time they take
to douse the fire.
to catch fire. Also observe how do they
Water is also not suitable for fires burn?
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involving oil and petrol, because water is • Do all of them burn in the same
heavier than the oil, it sinks below the oil manner? If not, what difference do you
and oil keeps burning on the top.
Since it is difficult to remove the
N notice?
• Do all of them form a flame while they
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are burning?
combustible material from a fire, cutting Record your observation in the
of air supply and lowering the temperature following table
are better methods. Table - 3
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In cases where water cannot be used, Material Time Forms Does not
Taken flame form flame
carbon dioxide gas is the best choice used
to burn
which is heavier than oxygen. It can be
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stored as a liquid in cylinders under high Candle

pressure. When released from the cylinder, Magnesium
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it expands and brings down the temperature. Wick of

It also covers the fire like a blanket. Kerosene stove
Since the contact between the fuel and Charcoal
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oxygen is cut off, the fire is controlled. Domestic gas
That is why it is an excellent fire Camphor

extinguisher. The added advantage of carbon Cow dung cake
dioxide is that in most cases it does not You may observe that a candle burns
harm the electrical equipment. It is with flame where as charcoal does not.
mandatory for offices, educational Some materials burn with flame, some do
institutions and multistoried buildings to not. Kerosene oil and molten wax rise
install fire extinguishers. through the wick become gas and form
flames. But charcoal cannot be vapourised. Observe the innermost zone which is
So it does not produce a flame. A fuel dark. What do you observe there? Is there
catches fire immediately if it is in the form combustion takes place? In this zone wax gets
of gas. Cooking gas catches fire vapourized. This is a dark zone. See figure 7.
immediately. Spirit and petrol turn into gas Observe near the base of the flame.
at room temperature. Hence, they catch Vapourized wax gets completely oxidized
fire quickly. and burns with a blue flame. It is blue zone.
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Think and discuss Do you know?
A candle is mainly a source of light
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A wax candle burns with a yellow
but heat is also released. A candle is made
flame. The domestic gas burns with a
of wax in which a thick thread is inserted.
blue flame. Why?
Wax in the candle melts when it is lighted
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by a match stick. A little of the wax forms
Structure of a flame
vapour. This vapour combines with
Activity-6 N oxygen in the air to form flame. The heat
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of the flame melts more wax from the
Observing top of the candle. The liquid wax moves
the structure of the flame upward through the thread. It also changes
Light a wax candle and watch the flame.
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to vapour when it reaches the top of the

Carefully note the different coloured zones wick and burns with the flame.
in the flame. How many colours are there
in the flame?
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Starting from the base of the flame, Activity-7

how many flame zones do you observe?
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Observing the different zones of

What is the colour of the outer most zone candle flame
of the flame?
Light a candle. Hold a glass tube with a
hottest part outer most zone
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pair of tongs and introduce its one end in the

dark zone of a non flickering candle flame.
Keep lighted match stick near the other end
moderately middle zone of the glass tube as shown in figure-8. What
hot
do you observe? Do you see a flame? If so
dark zone
least hot what is it that produces a flame? Notice that
blue zone the wax near the heated wick melts quickly.
Fig-7

A blackish circular ring is formed on
the glass slide. What is it? It indicates the
deposition of un-burnt carbon particles
present in the luminous zone of the flame.
Incomplete combustion takes place in this
zone.
Hold a thin long copper wire just inside
the flame for about half a minute as shown
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Fig-8
in figure-10. What do you observe? The
When the candle's flame is steady, copper wire just outside the flame gets red
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introduce a clean glass slide into the hot. It indicates that the non-luminous zone
luminous zone (yellow zone) of the flame of the flame has high temperature. It is the
and hold for 10 seconds. See figure 9. What hottest part of the flame. It is blue in colour
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do you observe? and complete combustion takes place due
to good supply of oxygen.
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Fig-9
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Fig-10
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Key words
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Combustion, combustible and non - combustible materials, ignition temperature,

inflammable material, spontaneous combustion, rapid combustion, explosion, fuels,
calorific value.
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What we have learnt
• Burning a material in the presence of air (oxygen) is called combustion.
• Oxygen or air is needed for combustion to take place.
• The lowest temperature at which a substance catches fire is called its ignition
temperature.
• The type of combustion in which material suddenly burns into flames without the
application of any external agent is called spontaneous combustion.
• The type of combustion in which material burns rapidly and produces heat and light is
called rapid combustion.
• The amount of heat energy produced on complete combustion of 1kg of fuel is called
the calorific value of that fuel.
• Wax does not burn in the dark zone of the candle flame.
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• In the blue zone of the candle flame, vaporized wax burns completly due to good
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supply of oxygen.
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I. Reflections on Concepts
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1. Give four examples of combustible materials. (AS1)
2. Why should not we store spirit or petrol near our living place? (AS1)
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3. The oil fires should not be sprayed with water. Why? (AS2)
4. Water is not used to control fires involving electrical equipment. Why? (AS1)
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1. What precautions are to be taken while pouring water on fire? (AS1)

ER
2. Give an example of a good fuel. How do you choose that fuel? Explain. (AS1)
3. It is difficult to burn a heap of green leaves but not a heap of dry leaves. Explain why?
(AS2)
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4. Where do you find spontaneous combustion and rapid combustion in your daily
life? (AS7)

1. Why Phosphorus preserved in water? (AS1)
2. How do you feel about “Fuels have become a part of human life”? (AS7)
3. Is there any other procedure to prove that oxygen is needed for burning? (AS2)

1. The gas needed for combustion among the following [ ]
a) Argon b) Oxygen c) Carbon dioxide d) Hydrogen
2. The lowest temperature at which a substance catches fire is called its [ ]
a) Ignition temperature b) Maximum temperature
c) Room temperature d) Normal temperature
3. The units of calorific value is [ ]
a) Newtons/grams b) Newtons/Kg c) Kilojoules/kg d) Kilojoules/gram
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4. Spirit and petroleum turns into gas at [ ]
AN
a) Room temperature b) Ignition temperature
c) Maximum temperature d) Normal temperature
5. The type of combustion in which material suddenly burns into flames without the
application of any external agent is called [ ]
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a) Rapid combustion b) Slow combustion
c) Spontaneous combustion d) Explosion
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1. Conduct an experiment for testing the necessity of air for burning.
2. Conduct an experiment to prove that Oxygen helps in burning.
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3. Can you heat water in a paper vessel? How is it possible?Conduct an experiment

to understand the Ignition temperature.
Suggested Projects
T
1. List out the different fuels that are used in your daily life and classify them into
ER
solids,liquids and gases.

2. Collect information available on different fuels. Find out the cost per kg.
Compare the cost with calorific value. Prepare report on that.
3. Collect the information about annual fuel consumption in different parts of the world.
SC
How many years more the fossil fuels last? Make a poster with this information and
issue an appeal to save fuel.

Chapter ELECTRICAL CONDUCTIVITY
OF LIQUIDS
9
Sometimes we read in newspapers
about farmers getting electric
A
shocks while starting water pumps of the
wells, especially because of contacts made
AN
with switches or starters by wet hands. Do pieces of connecting wires. Set up the
you know the reason behind getting electric electric circuit as shown in the figure-1.
shock while working with wet hands?
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Our elders caution us about touching
electric heater immersed in water. Why do
they instruct us to stay away from it? How
does the electric current flow through
N
LA
water?
In the earlier class you have learnt that
electric current can pass easily through
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metals like copper, aluminium, etc. Do you

Fig-1 : Testing conductivity of material
recall some other materials which conduct
electric current? Let us revise the activity Place the key on drawing pin. The bulb
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and do it now. begins to glow as soon as the key touches

Activity-1 the drawing pin. Now replace the key by a
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nail. Does the bulb glow?

Testing the material to know
Repeat the activity using different types
which allows electric current
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of materials instead of the nail, say a strip

to pass through it
of paper, a piece of chalk, a drinking straw,
Take a torch
bulb or LED (Light a piece of plastic, a paper clip, a rubber
Emitting Diode), a dry eraser, pencil graphite etc.
cell, Wooden sheet, Note in each case whether the bulb
two drawing pins, a glows or not and enter your observations
key (safety pin) and in Table-1.

Table 1
S.No. Object Material Bulb glows Good conductor/ Bad or

Yes/No Poor conductor
1 Nail Iron Yes Good conductor

2 Eraser Rubber No Bad/Poor Conductor
A
AN
G
Take care that whenever the bulb glows, if it allows electric current to pass through
N
it should not be kept in the 'ON' position it easily.
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for a long time to avoid the early discharge
of dry cell. Electrical conductivity of liquids
In the above activity, we observed that In the activity-1, we have tested
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some materials allow electric current to conductivity of objects like nail, paper
pass through them. We call them as good strip, chalk, etc. All of these are solids.
conductors of electricity. What about liquids? Do the liquids allow
In general, all metals are good electric current to pass through them?
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conductors of electricity. On the other Let us do another activity to find out

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hand, the materials that do not allow current whether a given liquid allows electric
to pass through them are called bad or poor current to pass through it or not.
conductors of electricity.
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Think and discuss Activity-2

Testing the electric conductivity
Why some material allows electric
of liquids
current to pass through them and why
some do not? Take a LED, dry cell, metal pins, rubber
cap of injection bottle and wires for making
Electric conductivity is a property of connections. Set up an electric circuit as
any given material. We can say that a shown in the figure 2.
material has good electrical conductivity
120 Electrical Conductivity of Liquids

Fill the rubber cap with different
LED
liquids, one after another and in each case,
Liquid
check whether the LED glows or not. Start
cell with distilled water (you can get distilled
water from battery stores or from medical
Rubber shop). Pour distilled water in the rubber cap
cap
Fig. 2: Testing conductivity of liquids
till the two metal pins come in contact with
it. Check whether the LED glows or not.
See that the two metal pins, pass
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through the cap should have a very small Then take water that you drink in school
and repeat the procedure. Do this activity
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gap (around 2 mm) between them so that
the pins are fairly closer but not touching with liquids like coconut oil, kerosene,
each other. The LED should not glow when lemon juice, mustard oil, sugar solution,
pins are separated by the small distance. etc. After testing each of the liquids,
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carefully wipe and dry the cap and the pins
Now, join the free ends of the pins
before filling in the next liquid. In each
together by pressing them for a moment
and make sure that the LED glows. Release
N case, note your observations in Table2.
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the pins, they get separated and LED should From your observations, decide which
not glow. This becomes our tester. We will liquids are good conductors of electricity
use this tester to check the conductivity and which are poor or bad conductors. Note
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of liquids. your inference also in Table 2.
Table 2
S.No. Liquid LED glows Good conductors/ poor or
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Yes/No bad conductors

1 Distilled Water No bad conductor
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2 Drinking water Yes good conductor

3 Coconut oil
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4 Lemon juice
5 Vinegar
6 Kerosene
7 Vegetable Oil
8 Sugar solution
9
10
Let us think about the above table.
Why doesn’t the LED glow in all the Do you know?
cases? Or why doesn’t the LED remain
off in all the cases? Why do we use LED in the tester
In activity 1, we saw that when current instead of a bulb?
flows through the object inserted in the gap,
LED glows even when a very weak
the bulb glows. Similarly, we can see that
when the liquid between the two pins of current is passing through the circuit.
the tester allows electric current to pass Thus, it helps in testing flow of
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through, the circuit is completed (closed) electricity in conductors when meager
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and the LED glows. Then we say, the liquid current is passing through the circuit.
is a good conductor.
Since LEDs glow even with a very
On the other hand, when the liquid does
little current passing through them, they
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not allow the current to pass through, the
circuit is incomplete (Open) and the LED are used as ‘indicators’ in electrical
N
does not glow. Then we say the liquid is a
bad conductor.
appliances like mobile phones,
televisions, transformers, etc. to indicate
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List out the good conductors from table 2. whether the device is working or not.
In the above activity, you may have There are two wires called leads
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observed that in all those cases where the attached to an LED. One lead is slightly
LED glows, its brightness (intensity) is not longer than the other. See figure 3.
the same. Sometimes it may be brighter and
sometimes it may be relatively dimmer.
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Why is that so?

ER
The intensity of the glow of the LED

depends on the flow of electric current
through the circuit. Although a liquid may
be a conductor, it may not allow current
SC
through it as easily as a metal does.

As a result, although the circuit is Fig. 3 (LED)
completed and the LED glows, due to weak

While connecting to the LED to the
current in cases of some of the liquids, the
circuit, the longer lead is always
intensity of glow would be lower compared
connected to positive terminal of the
to other liquids.
battery and the short lead is connected
to the negative terminal of the battery.

When do liquids conduct three different containers. Dissolve small
electricity? quantity of common salt in the water of first
In the last activity we observed that container. Dissolve the Copper Sulphate
distilled water does not conduct electricity. (Mylatuttam), lemon juice in 2nd and 3rd
Can we make poor conductors like distilled containers respectively.
water to conduct electricity? Let us try it Use the tester that we used in activity 2,
out. and repeat the activity 2. Note your
Activity-3 observations in Table 3.
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Electric conductivity of (Caution: Wash and wipe the pins of
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electrolyte tester to dry after testing with each liquid.)
Take same amount of distilled water in
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Table 3
S.No. Material Does the LED glow? Good conductor/ bad
N Yes/No or poor conductor
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1 Distilled water No Bad conductor
2 Dist. Water + salt
3 Dist. Water + copper
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sulphate
4 Dist. Water + lemon juice
From the above observations, what can On the other hand distilled water is free
T
we infer? Distilled water does not allow the of all salts, minerals, acids, etc. and is a
electric current to pass. Water in its pure poor conductor of electricity.
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(distilled) form is a bad conductor of Do you now understand why you are
electricity. But when water contains salts or advised not to touch electric appliances
acids, it allows passage of electric current with wet hands?
SC
and turns into a good conductor of

Water with salts is a good conductor
electricity.
of electricity and the current flowing
The water that we get from sources such through house hold electric appliances is
as taps, hand pumps, wells and ponds is not very high. Therefore, we should never touch
pure like distilled water. It contains some the electrical appliances with wet hands.
salts and minerals dissolved in it. Some of Like water in the above activity, most
these minerals are useful for our health. This liquids that conduct electricity are
water is a good conductor of electricity. solutions of acids, bases or salts.
Chemical effect of electric What do you observe on the surface of
current the potato?
If solutions of different salts and acids A greenish blue spot is seen on the
conduct electricity, what do vegetables and potato around the wire connected to the
fruits do? Let us try to find that out. positive terminal of the battery. But no such
spot is seen around the other wire
Activity-4 connected to the negative terminal. This
greenish spot is due to chemical change in
A
Testing the effect of electric the potato.
current on potato
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What could be the cause behind this
Take a potato. Cut into two halves change?
and take one half of it. Construct tester Will other vegetables also show such
with LED bulb, insert two copper wires of an effect?
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the tester into the potato leaving some
Try it out with vegetables like carrot,
distance (around 1 cm) between them. as
shown in figure 4. N beetroot, cucumber, raddish, brinjal, sweet-
potato, etc.
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LED
Think and discuss
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If a battery is packed in a box and if

only two wires from two terminals are
given out, how can we decide the
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positive and negative terminal of the

battery?
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Electrolytic cell
In all the above activities, the battery
SC
we have used is made up of dry cells. In

lower classes you have studied about dry
cell.
Can you produce electric current in
Fig. 4 another way?
Does the LED glow? Do you know, how was the first cell
Leave the inserted wires for 20-30 made?
minutes.
Do you know? Galvani’s experiments took the
whole of Europe by storm. Many
How the first cell was made?
scientists began performing similar
People in
experiments with various species of
Europe began
animals. Among them was Alessandro
experimenting with
Volta of Italy. He too performed
electricity around experiments with frog’s legs. However,
400 years ago. They he discovered that if a frog’s leg hung
A
generated electricity from an iron hook is touched with
in different ways and conducted various another iron rod, it does not twitch. Volta
AN
experiments. However, they faced one was a bit puzzled..
major problem which prevented them If the reaction in a frog’s leg is due
from understanding electricity in depth. to the electricity in its body, why are two
G
They did not have a stable and permanent different metals required to make it
source of electricity. This may sound twitch, he wondered? After a lot of
like a minor problem today, but it took N thinking he arrived at the conclusion that
electricity does flow through the frog’s
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scientists nearly 200 years to find a
solution. leg when two different metals touch it.
That solution came in the year 1780. And However, this electricity is not contained
in the leg of the frog but is generated by
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it came almost by chance. A biologist

some other process.
named Luigi Galvani from Bologna, Italy,
Volta repeated his experiment using
once saw a frog’s leg hung from a cop-
different liquids instead of frog’s legs.
per hook twitching violently when it
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He found that it did not require an

touched another metal. It seemed as if
animal’s body to generate electricity. It
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the frog’s leg had suddenly come to life.

is possible to generate electricity if two
Galvani did many more experiments
different metals are placed in some
with the legs of dead frogs. He finally
liquids.
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came to the conclusion that frog’s legs

These experiments showed the way
twitched every time electricity flowed
to a steady source of electricity. Volta
through them. Galvani thought he had made his first cell in 1800 using zinc and
discovered living or biological electricity. copper plates dipped in sulphuric acid.
He presented his theory to the world, His discovery made him famous in the
saying that all living beings contained realm of science. The cell he made is
electricity and it was this electricity that called a Volta cell in his honour. The word
was their main source of life. voltage is also derived from his name.

Let us make a cell with the same metals two terminals. Touch the wire from one
terminal to the zinc plate and the wire from
and chemicals used by Volta.
the other terminal to the copper wire. Did
the LED light up? If not, change the
Activity-5
connections vice-versa. Did the LED glow?
Make your own cell Repeat the above activity using lemon
Collect two injection bottles. Cut two juice, tamarind juice and tomato juice one
5 cm-long bits of thick copper wire. Use by one instead of sulphuric acid to make
sandpaper to scrape about 1 cm of the your cells.
A
coating from both ends of the wires. What other liquids can be used to make
the cell?
AN
Break open a exhausted dry cell and
remove its outer metal covering (made of Will detergent solution be useful?
zinc). Cut two 2 mm-wide and 5 cm-long Find it out yourself.
strips from this zinc plate. Insert the copper How does the above cell function?
G
wires and zinc strips into the rubber caps After a few seconds of immersion of
of the injection bottles as shown in figure5. zinc and copper wires into dilute sulphuric
do not touch each other.

N
Ensure that the copper wire and zinc strips acid, zinc slowly begins to dissolve in the
sulphuric acid. We can see bubbles forming
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LED on the copper rod.
The current is passed from copper rod
to zinc rod. These rods are known as
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Conducting wires
electrodes and dilute sulphuric acid is
known as electrolyte.
Here the chemical energy is converted
into electric energy by “electrolysis
T
method”.
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Can you compare this cell with dry

Copper Zinc Copper Zinc
Cell?
Which is good one? Why?
dil.sulphuric acid
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Fig. 5
Think and discuss
Now take a wire and connect the copper
wire of one bottle with the zinc plate of
the other bottle. Fill both bottles with What is electrolysis?
dilute Sulphuric acid carefully and fix the
Discuss with your teacher or collect
caps in which the copper wires and zinc
strips are inserted. Your cell is ready. the information about electrolysis
How do you test it? method form your school library books.
Take an LED. Attach two wires to its

Electroplating take a thick copper wire and hammer it to
Can you list some flatten it instead of the above mentioned
objects around you that copper plate.)
keep shining? For Procedure:
example, the clip of your Dissolve crystals of copper sulphate in
writing pad or rim of a pure water to prepare concentrated solution
newly bought bicycle. (deep blue in colour). Pour the solution in
However, if these a beaker and add a few drops of dilute
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objects are scratched deliberately or sulphuric acid to it. (Acid helps in
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accidently, their shine diminishes. increasing the conductivity of electrolyte.)
Scratching of such objects removes some Tie one end of a connecting copper
coating from their surface and we can see wire to the iron object (key) to be coated
a relatively dull surface below the coating. with copper. Connect its other end to the
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Safety pins, when they are new, shine negative terminal of a battery. Suspend the
brightly. However, with repeated use, they
lose the brightness of shining. Repeated
N tied iron object into the copper sulphate
solution. Suspend the copper plate into
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handling makes the coating of the pins wear copper sulphate from positive end of the
off and the non-shiny metal beneath is battery through a switch as shown in fig-6.
exposed.
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In the above examples, the material

underneath contains a coating of another
metal. How is this achieved? How is the
shining metal coated on the dull object?
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Copper plate
Well, let us try doing it ourselves.
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Iron key
Copper
Lab Activity sulphate
Fig. 6: Electro plating
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Aim: Coating an iron key with copper by Care should be taken that the key and
electroplating method. plate do not touch each other and are a little
Required material: Copper plate of size away from one another. Put the switch on
2 cm x 5 cm, crystals of copper sulphate for about 10 minutes. After 10 minutes
(blue vitriol), a key made by iron, glass Switch off the circuit and take the iron key
beaker, water, sulphuric acid, Battery and out.
some connecting copper wires. (You may Observations :
Does the iron key get coated with a
shiny, brown colour?
What is the colour due to? Electroplating – uses
What will happen if you interchange the Electroplating is widely used in
battery terminals? industry for coating metal objects with a
Why does copper get deposited on the thin layer of different metals.
iron key? For example, metals like iron which are
When electric current is passed through easily corroded by atmospheric air,
the copper sulphate solution, in which the moisture and oxygen are coated with
copper sulphate is present in the form of deposits of nickel or chromium which are
A
copper and sulphate ions, the free copper most resistant to such corrosion by electro
AN
ions are drawn to the electrode connected plating method. Machinery parts are often
to the negative terminal of the battery and chromium plated to protect them from
deposited on it. corrosion and at the same time to give them
good polish. (see Figure 7)
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Thus one metal is coated with another
material. This process is known as
electroplating. N
If the key is to be coated with zinc or
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aluminium instead of copper, what changes
do we need to make in the above
expeirment?
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In electroplating, an inferior metal

(metals which are effected by the
atmospheric humidity, carbon dioxide, etc.)
Fig. 7
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is coated with a superior metal (metals

which are not effected by the humidity or
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Sometimes, electroplating is done with

oxygen). The following are the
a view to repairing worn out parts of
requirements for fine coating.
machinery. In such cases the suitable metal
(a) The object to be electroplated should is deposited on the affected parts of the
SC
be free from greasy matter. machinery by electro plating method.

(b) The surface of the article should be
Electroplating is also used in ornamen-
rough so that the metal deposited sticks
tation and decoration. For example several
permanently.
articles made of copper or its alloys, such
(c) The concentration of the electrolyte
as table wares, decoration pieces are coated
should be so adjusted as to get smooth
with silver or gold. (see Figure 8)
coating.
(d) Current must be the same throughout.

Fig. 9
A
Fig. 8
AN
In general the processed food items When iron is coated with zinc metal,
are preserved in tin coated iron cans. Tin iron becomes more resistive to corrosion
is less reactive to the food than iron. So and formation of rust. So, zinc coated iron
the cans are made by electroplating tin on is used for bridges and in automobiles.
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iron. (see Figure 9)
Key words N
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Good conductors, Poor conductors, Electrodes, Electrolyte, Electrolysis,
Electroplating
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What we have learnt
1. Some liquids also conduct electricity as some solids do.

2. Some liquids are good conductors of electricity and some are poor conductors.
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3. Distilled water does not allow the current to pass through it.
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4. Most Liquids that conduct electricity are solutions of acids, bases and salts.
5. Electrolyte is a solution of a substance through which electric current can pass.
6. Electroplating is possible through electrolysis.
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Refelections on concepts
1. Give examples for good solid conductors and liquid conductors. (AS1)
2. Give examples for poor solid conductors and liquid conductors. (AS1)
3. Give two examples for electrolyte. (AS1)
4. Draw the diagram of Electrolytic cell and explain. (AS5)

1. Which energy is cause for glowing of bulb in electrolytic cell? (AS1)
2. What do you add to distilled water for making it to conduct electricity? (AS1)
1. If the key is to be coated with aluminium instead of copper,what changes do we
need to make in the experiment of coating on iron key with copper? (AS3)
2. Is plastic coated by the process of electroplating?Why? (AS2)
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1. Which of the following is also used in ornamentation and decoration [ ]
AN
a) Electro typing b) Electro plating c) Electro printing d) Galvanizing
2. Pure water is [ ]
a) Electric conductor b) Semi conductor c) Insulator d) Resistor
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3. The material which do not allow electric current to pass through it is
known as [ ]
N
a) Electric conductor b) Insulator c) Electric resistance d) semi conductor
4. Electro plating is possible through [ ]
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a) Electrolysis b) Chemical process c) Dissolving d) Filtration
5. One of the following is not an electrolyte [ ]
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a) Sulphuric acid b) Lemon juice c) Tamarind juice d) Detergent solution

1. Conduct an experiment for coating on iron key with copper by electroplating
method and prepare a report.
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2. Conduct an experiment for testing the electric conductivity of liquids.

3. Conduct an experiment for testing the electric conductivity of electrolytes.
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Suggested Projects
1. Collect the information from various sources on the applications of electroplating
in daily life and prepare a report on that.
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2. In many of the activities in this chapter, we have used a tester made up of LED.
Can we avoid LED and use something else as a tester? Collect the information and
make a model.

Chapter SOME NATURAL
PHENOMENA
10
In the earlier classes you have learnt
about winds, storms and cyclones.
A
You have learnt that cyclones can cause a
lot of damage to life and property. You also
AN
course, to some extent we understand
learnt that we can protect ourselves from
reasons for lightning.
these destructive phenomena to some
We have to take some precautions to
extent.
protect ourselves from the deadly sparks
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In the present chapter, we shall discuss
of lightning.
two other natural phenomena that cause
destruction. These are lightning and
earthquake. We shall also discuss what
N
The Sparks that the Greeks
Knew About !
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steps we can take to reduce the destruction The ancient Greeks knew, as early as in
caused by these phenomena. 600 B.C. that when amber (amber is a kind
Lightning of resin) was rubbed with fur, it attracted
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You might have seen light objects such as hair.

sparks on an electric You might have seen that when you take
pole when wires become off woollen or polyester clothes, especially
in dry season the hair on your skin stands
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loose or when wind

blows and shakes the on end.
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wires. You might also If you take off these clothes in the dark,
have seen sparks when a you even see a spark and hear crackling
plug is loosely put in its socket and the sound.
switch is put on. (Do not try this if you z Why does hair get attracted towards
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have never seen such a spark.) clothes?

Lightning is also an electric spark, but In 1752, Benjamin Franklin, an
on a huge scale. In ancient times people American scientist, showed that
did not understand the cause of these lightning and the spark from your
sparks. clothes are essentially the same
They were, therefore, afraid of phenomena.
lightning and thought that the wrath of gods People before Franklin knew about the
or evil spirits was striking them. Now, of phenomena of lightning and hair getting
attracted to clothes but did not have an idea
that these are related. However, to realise
that these two are the same phenomena but
at different scales, it took about 2000
years.
Scientific discoveries are a result of
hard work by many people. It can
sometimes take a long time.
We shall now study some properties of
electric charges. We shall also see how
A
they are related to the lightning in the sky.
AN
Let us perform some activities to
understand the nature of electric charges. Fig-1
Let us recall what you might have played Take an inflated balloon and rub it
as a game. against your clothes. Bring the balloon
G
When you rub a plastic scale on your close to small pieces of paper.
dry hair, the scale can attract very small
pieces of paper.
z Why is the plastic scale not able to
N Take a drinking-straw and rub it against
a smooth wall or against your clothes, then
LA
bring it near pieces of paper.
attract pieces of paper before it gets
rubbed by dry hair? z What do you observe?
Charging by rubbing
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z Are they able to attract bits of paper

Activity-1 after being rubbed?
Effect of rubbing Repeat the activity by rubbing each one

of the above mentioned objects (refill,
T
Take a used ball-pen refill and bring it

comb, drinking straw, balloon) and use
near small pieces of paper. The refill should
small pieces of dry leaf, husk, etc as testing
ER
be close enough but not touch the pieces

materials. Record your observations in
of paper.
table-1.
Check what happens to the paper-
pieces. Now, rub the refill vigorously with z What can we infer from the above
SC
a piece of polythene. activity?

Bring it close to small pieces of paper. z Do the objects like refill or comb
Note your observation. Take care that the attract pieces of paper only after
rubbed end is not touched by your hand or rubbing?
with a metallic object.
Now, take a comb and move it through z Do all objects show this property?
dry hair a few times. Take the comb near z Can we rub a comb against our palm and
small pieces of paper and check what make it attract the paper bits? Try it and
happens. see.
132 Some Natural Phenomena
Table-1
Object Material used for testing Effect before rubbing Effect after rubbing
Refill Bits of Paper Paper bits Paper bits get

remain stationary attracted to the refill
Pieces of dry leaves
Husk
A
Bits of Paper
Comb
AN
Husk
Balloon Bits of Paper
G
Husk
Bits of Paper
Drinking
Straw Pieces of dry leaves
N
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Husk
Let us try to find out whether all objects

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show this property. We will also try to find

Lab Activity
out whether attracting paper-pieces is only
due to rubbing or rubbing with specific Aim: To find the effects of charged bodies
which have been rubbed by different
T
materials.
materials.
ER
When a plastic refill is rubbed with Material required: A ball pen refill, a
balloon, a comb, an eraser, a steel spoon,
polythene, it acquires a small electric
polythene sheet, plain paper, woollen cloth,
charge. Similarly, when a plastic comb is
SC
etc.
rubbed with dry hair, it acquires a small
charge. Procedure :
These objects are called charged Rub the above objects against materials
objects. In the presence of a charged refill listed in table-2. In each case, bring the
or plastic comb, bits of paper and hair also rubbed object near small pieces of paper
get charged. Let’s try to charge some other and note whether they attract pieces of
objects that are familiar to you. paper or not. Record your observations in
table-2 by writing 'yes' or 'no'.
Table-2
Object Material used for Whether paper pieces
rubbing are attracted?
Plain Paper
Refill
Polythene sheet yes
Woollen cloth
Dry hair
A
Inflated Ballon Polythene sheet
Woollen cloth
AN
Plain Paper
Polythene sheet
Comb
Woollen cloth
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Dry hair
Eraser
N
Polythene sheet
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Woollen cloth
Plain Paper
Polythene sheet
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Steel spoon
Woollen cloth
z What do you conclude from the above Types of charges and their
table? interaction
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Some objects like refill, comb, etc

Activity-2
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when rubbed with some specific materials

are able to attract light objects like bits of Understanding types of charges
paper. But some objects like steel spoon
do not attract pieces of paper even after
SC
rubbing.
z Why do not some materials attract
pieces of paper even after rubbing?
Let us try to explore this phenomenon Fig-2(a) Fig-2(b)
further. Inflate two balloons and hang them in
such a way that they do not touch each other.
Rub both the balloons with a woollen cloth
and release them.
(Make sure that your hand doesn’t Let us summarise our observations
touch the balloon while rubbing with carefully.
woollen cloth). 1. A balloon rubbed with woollen cloth
z What do you observe? repelled another balloon of the same
Take a refill and rub it with a polythene type.
sheet. Keep it gently in a plastic tumbler. 2. A refill rubbed with polythene repelled
Take another refill and also rub it with the another refill rubbed with similar
same polythene sheet. material.
A
Bring the second refill near the first 3. A ballon rubbed with woollen cloth
one in the tumbler. Take care that you do attracted by a refill rubbed with
AN
not touch either of the rubbed portions of polythene sheet.
the refills with your hand. z What can we conclude from these
z Is there any effect on the first refill in
observations?
the tumbler?
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z Does the repulsion between charged
z Do they attract each other or repel?
balloons indicate that they posses
Bring two ballons rubbed with same
silk cloth together what happend ? N similar charge?
z Does the attraction between a charged
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Now, take a rubbed balloon near the
balloon and a charged refill indicate that
rubbed refill in the tumbler and check the
they posses different charges?
action (fig-3).
z Does this activity remind you some of
TE
experiments that you have done in ‘Playing

with Magnets’ chapter of class VI?
We know that magnets attract objects
T
made up of magnetic materials like Iron,

Fig-3 Nickel, Cobalt, etc.
ER
We also know that unlike poles of

magnets (North-South or South-North)
attract each other and like poles (North-
z Do they attract each other or repel each
SC
North or South-South) repel each other.

other?
z Can we say that something similar is
In the first two parts of the above
happening in above activities?
activity, two objects that were made of the
z Does it indicate that the charge on the
same material have brought near to each
other after being rubbed with some balloon is of a different kind from the
appropriate material. charge on the refill!
In the third part, objects made of different z Can we say that there exists two kinds
materials were brought near to each other of charges?
after being rubbed with different material.
z Can we also say that the charges of the
same kind repel each other, while
charges of different kinds attract each
other?
It is a convention to call the charge
acquired by a glass rod when it is rubbed
with silk cloth positive and the charge Fig-4: Testing the presence of charge
aquired by the silk cloth is negative.
Bring a glass rod which is rubbed with
It is observed that when a charged glass
A
a silk cloth near the suspended ball. What
rod is brought near to a charged plastic
happens? Does it get attracted towards the
AN
straw which is rubbed with polythene sheet,
glass rod or move away from it.
there is attraction between the two.
z What do you think about the kind of
Now touch the silver foil on the
charge on the plastic straw? thermocol ball with charged glass rod.
G
Remove the glass rod from the ball and
You may guess that the plastic straw
would carry a negative charge. again rub it with silk cloth and bring it close
z Is your guess correct or wrong?
Discuss with your teacher.
N to the suspended ball.
z What do you observe?
LA
z Does it get attracted towards the glass
The electrical charges generated by
rubbing are static. They do not move by rod or move away from it?
themselves. You may notice in the first instance that
TE
When charges move, they constitute an the thermocol ball is attracted towards the
electric current. You studied about the glass rod and in second instance it moves
current in a circuit which makes a bulb away from the glass rod.
glow, or the current that makes a wire get z What could be the reason for this
T
heated in class VI & VII. change in movement of the ball?

ER
The electric current in a circuit If a charged body is brought near an

represents motion of charges. uncharged body it induces an opposite
charge on it and it gets attracted by the
Activity-3
body.
SC
To find the presence of charge In the above experiment when a charged

on a body body (glass rod rubbed with silk cloth) is
Make a small ball of thermocol. brought near an uncharged body
Collect thin silver foil used to decorate (thermocol) it induces an opposite charge
sweets. Wrap this thin silver foil to cover in it and hence it get attracted by the glass
the thermocol ball and suspend it from a rod.
stand with the help of a thread as shown in In second case (above experiment) we
the figure 4. have charged the thermocol ball by
touching it with a charged glass rod. Hence
when we brought the glass rod near the ball, z Do the foil strips behave in the same
as both of them have similar charge the ball way in all cases?
gets repelled by the glass rod. z Can this apparatus be used to detect the
From the above experiment we can presence of charge on a body or not?
conclude that attraction is not a sure test z Can you explain why the strips repel
to know the presence of a charge on a body.
each other?
Activity-4 The strips of aluminium foil receive the
same charge from the charged refill through
Demonstrating transfer of charge
A
the paper clip. The strips carrying similar
Take an empty jam bottle. Take a piece charges repel each other and hence they
AN
of cardboard slightly bigger in size than the move apart.
mouth of the bottle.
This device can be used to test whether
Pierce a hole in it so that a metal paper an object is carrying charge or not. This
G
clip could be inserted. Open out paper clip device is known as electroscope. (Earlier
as shown in the fig-5 days gold foil used in electroscope). In the
N
above activity you can observe that
electrical charge can be transferred from a
LA
charged object to another through a metal
conductor.
Touch the end of the paper clip gently
TE
with hand and you will find a change in the

Fig-5 foil strips. They move closer and come
Cut two strips of aluminium foil about back to their original state.
4 cm×1 cm each and hang them on the paper Repeat charging of foil strips and
T
clip. touching the paper clip. Every time you will

Insert the paper clip having the strips
ER
find that the foil strips collapse as soon as

of aluminium foil in to the cardboard lid you touch the paperclip with hand.
so that it is perpendicular to it as shown in z Why does it happen?
the fig-5. The reason is that the foil strips lose
SC
Charge a refill and make it touch the charge to the earth through your body. We
end of the paper clip. Observe what happens. say that the foil strips are discharged.
z Is there any effect on the strips of
The process of transferring of charge
aluminium foil? from a charged object to the earth is called
z Do they repel each other or attract each earthing.
other? Earthing is provided in buildings to
z Now bring other charged bodies and
protect us from electrical shocks due to
make them touch the end of the paper any leakage of electrical charge.
clip.
The Story of Lightning The process of electric discharge can
occur between two or more clouds, or
between clouds and the earth. Today we
need not get frightened by lightning like the
ancient people did. Now we understand the
phenomenon.
Scientists are trying hard to improve
our understanding. However, lightning
strike could destroy life and property. It is,
A
therefore, necessary to take measures to
Fig-6
AN
It is now possible to explain lightning protect ourselves.
in terms of the charges produced by Lightning Safety
rubbing. You have learnt in Class VII that
1. Which is the safe place during a
G
during the development of a thunderstorm
thunder storm?
there will be fast movement of air currents.
z A house or a building of low height
The clouds moving in air acquire a N
charge on their surface due to the friction
z If you are travelling in a bus or in a car
you are safe inside provided that doors
LA
with particles of air. As the surface area of
and windows are closed.
a cloud is very large, the amount of charge
z If you are in a forest, taking shelter
accumulated on its surface is very high.
under shorter trees than a taller tree is
TE
When a charged cloud comes close to

a good idea during the thunder storm.
another cloud it induces an opposite charge
2. Which is not a safe place during a
on the later and the accumulated charge
thunder storm?
tries to move from one cloud to another
z Travelling in an open place.
T
cloud.
z Standing under tall trees in open fields
But the air present between them being
ER
a poor conductor of electricity resists the or in a garden / park.

z Staying in multi storied building which
flow of charge between them.
When the magnitude of the do not have lightning conductors.
SC
z Standing near electric poles or

accumulated charge becomes very large,
the air, which is normally a poor conductor telephone poles.
of electricity, is no longer able to resist z Speaking on landline telephones.
their flow. z Using electric appliances like T.V and
Hence discharge takes place between Computers.

negative and positive charges which Lightning Conductors
produce streaks of bright light and sound. Lightning Conductor is a device used
We see streaks as lightning. The process is to protect buildings from the effect of
called an electric discharge. lightning. A metallic rod, taller than the
building, is installed in the walls of the So, we get time to take measures to
building during its construction. protect ourselves from the damage caused
One end of the rod is kept out in the air by these phenomena.
and the other is buried deep in the ground as There is, however, one natural
shown in fig-7. The rod provides an easy route phenomenon which we are not yet able to
for the transfer of electric charge to the ground. predict. It is an earthquake. It can cause
The projected end of the metal rod is damage to human life and property on a huge
at a height more than the height of the scale.
A
building. Hence it receives the charge first A major earthquake occurred in India
during lightning because it is closer to the on 8th October 2005 in Uri and Tangdhar
AN
cloud than the building. towns of North Kashmir. Before that a
As it is a good conductor of electricity, major earthquake occurred on 26th January
it allows all the charge to flow through it 2001 in Bhuj District of Gujarat.
thereby causing no damage to the building.
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Activity-5
Collecting information about the
Ndamages caused by earth quakes
LA
Ask your parents about the huge
damages to life and property caused by
these earthquakes. Collect a few pictures
TE
showing the damage caused by these

earthquakes from newspapers and
Fig-7
magazines of those days.
The metal columns used during
Prepare a short report on the suffering
construction and water pipes in the
T
of the people during the earthquakes.

buildings also protect us to some extent.
z What is an earthquake?
ER
But do not touch them during a

thunderstorm. z What happens when it occurs?
z What can we do to minimise its effects?

Earthquakes
Natural phenomena like lightning, These are some of the questions which
SC
floods, cyclones etc., can cause large we shall discuss here.

scale destruction of human life and What is an Earthquake?
property. Fortunately, these phenomena can An earthquake is a
be predicted to some extent. sudden shaking or
The meterological department can warn trembling of the earth
the possibility of thunderstorm developing lasting for a very short
at a particular area. If a thunderstorm period of time. It is
occurs there is always a possibility of caused by a disturbance
lightning and cyclones accompanying it. deep inside the earth’s crust.
Collect accounts of the devastation
caused by the tsunami in India from your
Crust
parents, or other elders in the family or in
the neighbourhood.
What Causes an Earthquake?
Mantle z What could cause a disturbance inside
the earth?
A
Inner Core
In ancient times, people did not know
Outer Core the true cause of earthquakes. Their ideas
AN
Fig-8 were, therefore, expressed in mythical/folk
Some mythical/folk stories told that the stories. Similar myths were prevalent in
earth is balanced on the horn of a bull and other parts of the world.
G
when the bull shifts it to the other horn, an
Now we know that the tremors are
earthquake takes place.
caused due to the disturbance at deep down
z How could it be true? N
Earthquakes occur all the time, all over
inside portion of uppermost layer of the
LA
earth. This uppermost layer of the earth is
the earth. They are not even noticed. Major called crust.
earthquakes are much less frequent. They
can cause immense damage to buildings, The outer most layer of the earth is not
TE
bridges, dams and people. in one piece. It is fragmented. Each

There can be a great loss to life and fragment is called a plate. These plates are
property. The earthquakes can cause floods, in continuous motion. [See fig-9(a), 9(b)]
landslides and tsunamis.
T
A major tsunami occurred in the Indian

ER
Ocean on 26th December 2004. All the

coastal areas around the ocean suffered
huge losses. Fig-9(a)
SC
Activity-6
Locating the tsunami affected
areas in the map
Take an outline map of the world. Fig-9(b)
Locate the eastern coast and Andaman and
When they brush past on one another,
Nicobar Islands in India. Mark other
or a plate goes under another plate due to
countries around the Indian Ocean which
collision, they cause disturbance in the
could have suffered damage.
earth’s crust.

It is this disturbance that shows up as The seismoscope is an instrument that
an earthquake on the surface of the earth. measures the occurrence or the time of
However, most earthquakes are caused by occurrence of an earthquake. Unlike other
the movement of earth’s plates. measuring devices, the seismoscope is a
Since earthquakes are caused by the simple device which can be used without
movement of plates, the places at any technological background.
boundaries of the plates are considered as z How do we measure the intensity of the
weak zones where earthquakes are more
earthquake?
likely to occur.
A
The power of an earthquake is
The weak zones are also known as
expressed in terms of a magnitude on
AN
seismic or fault zones. In India, the areas
most threatened are Kashmir, Western and Richter scale. The destructive earthquakes
Central Himalayas, the whole of North- have magnitudes higher than 7 on the
East, Rann of Kutch, Rajasthan and the Indo Richter scale.
G
– Gangetic Plane. Some areas of South Both Bhuj and Kashmir earthquakes had
India also fall in the danger zone as shown magnitudes greater than 7.5.
in figure 10. N Although, we know for sure what
causes an earthquake, it is not yet possible
LA
to predict when and where the next
earthquake might occur. Tremors on the
earth can also be caused when a volcano
TE
erupts, or a meteor hits the earth, or an

underground nuclear explosion takes place.
T
ER
Fig-10
SC
z Can we predict when and where the next

earthquake takes place?
z How do we know the occurrence of an
Fig-11
earthquake? The tremors produce waves on the
Seismologists use two main devices to surface of the earth (see figure 11). These
measure an earthquake, a seismograph and are called seismic waves. The waves are
a seismoscope. The seismograph is an recorded by an instrument called the
instrument that measures seismic waves
seismograph.
caused by an earthquake.
Like many other scales, Richter scale
is not linear. This means that an earthquake
of magnitude 6 does not have one and half
times the destructive energy of an
earthquake of magnitude 4.
In fact, an increase of 2 in magnitude
means 1000 times more destructive energy.
For example, an earthquake of magnitude
6 has thousand times more destructive
A
energy than an earthquake of magnitude 4.
AN
There is another method of measuring
Fig-12: seismograph
the intensity of an earthquake using the
The instrument is simply a vibrating moment magnitude scale which is based on
rod, or a pendulum, which starts vibrating the amount of displacement that occurred
G
when tremors occur. A pen (stylus) is along a fault zone rather than the
attached to the vibrating system. measurement of ground motion at a given
waves on a graph paper which moves under

N
The pen (stylus) records the seismic point.
LA
The moment magnitude measures
it. By studying these waves, scientists can energy released by the earthquake more
construct a complete map of the earthquake. accurately than the Richter scale. It is the
They can also estimate its power to only magnitude scale that adequately
TE
cause destruction. measures the size of large earth quakes.
Table - 3 : Richter scale reading and affects of earthquake

T
Richter magnitude Earthquake effects

ER
less than 3.5 Generally not felt, but recorded.

3.5-5.4 Often felt, but rarely causes damage.
SC
5.5-6.0 Atmost slight damage to well-designed buildings. Can cause

major damage to poorly constructed buildings over small
regions.
6.1-6.9 Can be destructive in areas upto about 100 kilometres across
where people live.
7.0-7.9 Major earthquake. Can cause serious damage over larger areas.
8 or greater Great earthquake. Can cause serious damage in areas several
hundred kilometres across.
Protection against earthquakes not fall easily.
We know from the earlier pages that z Be careful where you hang wall clocks,
earthquakes cannot be predicted. We have photo-frames, water heaters etc., so
also seen that they can be highly destructive. that in the event of an earthquake, they
It is, therefore, important that we take do not fall on people
necessary precautions to protect ourselves z Since some buildings may catch fire
all the time. due to an earthquake, it is necessary
that all buildings, especially
A
tall buildings, have fire
fighting equipment in
AN
working condition.
The Central Building
Research Institute,
Roorkee, has developed to
G
make quake proof houses.
N In the event that an

earthquake does strike, take
LA
the following steps to
protect yourself:
Fig-13 Inside the home
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z Take shelter under a table and stay there

People living in seismic zones, where till shaking stops.
the earthquakes are more likely to occur, z Stay away from tall and heavy objects
have to be specially prepared. First of all, that may fall on you.
T
the buildings in these zones should be

designed so that they can withstand major Outside the home
ER
tremors. z Find a clear spot, away from buildings,
Modern building technology can make trees and over head power lines. Drop
it possible. It is advisable to make the to the ground.
SC
structure simple so that it is ‘Quake Safe’.

Earth quakes in Telangana
z Consult qualified architects and
structural engineers. z Do you know the places in Telangana
z In highly seismic areas, the use of mud where earthquakes have occurred and
or timber is better than heavy its intensity?
construction material. Keep roofs as According to seismic hazard map in
light as possible. In case the structure Telangana, the city of Hyderabad lies in zone
falls, the damage will not be heavy. II. Discuss about zones with your teacher.
z It is better if the cupboards and shelves
are fixed to the walls, so that they do
Key words
Crust, discharge, earth’s plates, earthquake, electroscope, lightning, lightning
conductor, negative charge, positive charge, richter scale, seismograph,
Seismoscope, thunder, thunderstorm, transfer of charge, tsunami, tremor

z Some objects can be charged by rubbing with other objects.
A
z There are two kinds of charges — positive charge and negative charge
AN
z Like charges repel and unlike charges attract each other.
z The electrical charges produced by rubbing are called static charges.
G
z When charges move, they constitute an electric current.
An electroscope may be used to detect whether a body is charged or not.
z
z
N
Attraction is not a sure test to know the presence of charge on a body.
LA
z The process of transfer of charge from a charged object to the earth is called
earthing.
TE
z The process of electric discharge between clouds and the earth or between
different clouds causes lightning.
z Lightning strike could destroy life and property.
T
z Lightning conductors can protect buildings from the effects of lightning.

ER
z An earthquake is a sudden shaking or trembling of the earth.

z Earthquake is caused due to the disturbance deep inside the earth’s crust.
It is not possible to predict the occurrence of an earthquake.
SC
z Earthquakes tend to occur at the boundaries of earth’s plates. These boundaries

are known as fault zones.
z Destructive energy of an earthquake is measured on the Richter scale. The
earthquake measuring 7 or more on Richter scale can cause severe damage to
life and property.
z We should take necessary precautions to protect ourselves from earthquakes.

1. Describe with the help of a diagram an instrument which can be used to detect a
charged body. (AS1)
A
2. Which places are not safe during a thunderstorm?(AS1)
3. List three states in India where earthquakes are more likely to occur.(AS1)
AN
1. Sometimes, a crackling sound is heard while taking off sweater during winter.
G
Explain.(AS1)
N
2. Give two examples of your daily life about effects which are caused by transfer
of charges. (AS1)
LA
3. Inflate two balloons and rub both of them with a cloth first and then with
different material. Will they attract each other in both cases?(AS3)
TE
4. Explain why a charged balloon is repelled by another charged balloon whereas

an uncharged balloon is attracted by a charged balloon?(AS1)

T
1. The weather department has predicted that a thunderstorm is likely to occur on a

ER
certain day. Suppose you have to go out on that day. Would you carry an umbrella?
Explain.(AS7)
2. Is there any alternative method to find the intensity of earthquake?(AS2)
SC
3. We know that the clouds have charges. Can we produce current through these
charges?(AS2)

1. Which of the following cannot be charged easily by friction [ ]
a) a plastic scale b) a copper rod c) a wollen cloth d) piece of wood

2. When a glass rod is rubbed with a piece of silk cloth [ ]
a) Rod and the cloth acquire positive charge
b) Road becomes positively charged while the cloth has a negative charge
c) Rod and the cloth both acquire negative charge
d) Rod becomes negatively charged while the cloth has a positive charge
3. The magnitude of destructive earthquakes on the Richter scale is greater than:
A
a) 3.0 b) 4.0 c) 7.0 d) 2.0 [ ]
4. The instrument is used to estimate the intensity of earth quake is
AN
a) Sesimograph b) Sesimoscope [ ]
c) Gold leaf electroscope d) Lightning conductors
G
5. It can protects buildings from the effects of lightning [ ]
a) Sesimograph b) Sesimoscope
c) Gold leaf electroscope N d) Lightning conductors
LA
1. Conduct an experiment to find the effects of charged bodies which have been rubbed
TE
by different materials.
2. Conduct an experiment to find out the presence of charge on a body.
T

1. Which country in the world is most effected by earth quakes in recent past? Collect
ER
the information and photographs on the recent earthquakes.

2. Find out if there is an organisation in your area which provides relief to those suffering
from natural disaster. Enquire about the type of help they render to the victims of
SC
earthquakes. Prepare a brief report on the problems of the earthquake victims.

3. Collect accounts of the devastation caused by tsunami in India from your
parents,friends and neighbourhood and write a report.

Chapter STARS AND
11 THE SOLAR SYSTEM
Observing the night sky is a

fascinating experience for everyone. You
A
might have watched the clear blue sky some
ancestors came to an understanding about
AN
times and also have observed sunrise and
sunset several times. What have you all these in the olden days and what they
observed in the sky? What do you know observed and how they observed the sky and
about celestial objects and their movement? celestial bodies without using instruments
G
like telescopes.
Elderly people seem to know a lot of
things. Some of them can tell the time of One thing we have to remember that
the day simply by looking at the shadows
N people made these observations from the
earth and not from any other point in the
LA
of some objects. How do they make such
guesses? sky. We shall now perform some activities
which will help us understand the above
Read the following questions and check
questions with some insights.
TE
what you know about the sky and our earth.

z What are the celestial objects that we Activity-1
can see in the sky? Observing the changes in the
z Are the stars moving?
length of shadow
T
z Do you see the same stars at night and

early in the morning? This experiment
ER
z Do you see the same stars during should be performed on

summer and winter nights? a day when the sky is
z What is the shape of the moon? Why clear, preferably
SC
does it change? Why doesn’t the sun between nine in the

change its shape daily like the moon? morning and four in the
z Where exactly is the sun situated in the evening.
sky at noon? Pick a spot in the open ground where
z Why does the shadow of a tree change you can be sure to have sunlight throughout
from morning to evening? the day. Also there should not be any trees
It is definitely interesting to know or buildings nearby which can cast a shadow
answers to the above questions, but it will on this spot during the period of the
be more interesting to understand how our experiment.

The spot should be as flat as possible. • Look at your table and figure out the
You may find such a spot on your school time of the day of shortest shadow.
playground. • When did you observe the longest
Take a stick which is a little over a shadow in your activity?
meter long and fix it vertically in the • How does the length of the shadow
ground. Ensure that exactly one meter of change with time? Illustrate your
the stick remains above the surface of answer with the help of some diagrams.
ground. You could even build a fence Draw the diagrams of the stick and its
A
around your stick as shown in figure-1 to shadow for 5 different times, that is, at
keep people away from it.
9am, 11am, 12noon, 2pm, and 4pm.
AN
• If you continue your activity from
sunrise to sunset, at what times do you
think the shadow would be the longest?
G
• Where is the sun situated in the sky at
noon? Where does the shadow of stick
N fall at that time? Think about how your
LA
own shadow will be at that time.
• Do you think that your shadow will be
Fig-1: Changes in lengths of shadow the same on all the days at noon?
TE
Make your first observation at nine in • In which direction does the shortest
the morning. Make a mark with a nail or shadow of the stick fall in your activity?
peg at the point where the tip of the shadow The shortest shadow cast by a vertical
falls on ground. Measure the length of the object on the ground always falls in the
T
shadow. north–south direction. You can use this fact

to locate directions. The time when the
ER
Then, make similar observations for

every half an hour throughout the day till shortest shadow occurs is called the local
four in the evening. noon time at that place.
Use a clock to fix the time for making
SC
your observations. Enter the measurements Think and Discuss

of the length of the shadow and the time of
measurement in a table making two Look at the nails or pegs you have
columns, one for time and another for fixed on the ground to keep track of the
length of shadow. shadow of the stick throughout the day.
From their positions, can you tell how
(Since you will be making observations
over the next two weeks at least, you should the position of the sun changes in the sky
ensure that the pegs and stick are not from sunrise to sunset?
disturbed.)
148 Stars and Solar System
Continue your observations
Activity-2
Observe on the next day whether the
shadow of the stick falls at the same spots Understanding the North – South
at the same times throughout the day. movement of the sun.
Can you use your stick as a clock (sun Fix a spot near your home from where
dial) to tell the time? If your answer is ‘yes’, you can observe the sunrise. You may have
explain how this is possible. to go to the terrace of a RCC building or
Two weeks later, once again check to go to an open field for the purpose. Choose
A
see whether the stick’s shadow falls at the a tree, electric pole or some other
same spots at the same times during the day. stationary object as a reference point. Over
AN
z If the shadow does not fall on the same the next 10 to 15 days, note the spot at
spot, what could be the possible reason? which the sun rises daily, keeping in mind
your reference point. Make a daily sketch
You observed in activity 1 that the
G
of the rising sun as well as your reference
position of the sun in the sky changes during
the day. If you continue your experiment point in your note book during this period.
for a full year, you will find that the position
of the sun changes from day to day as well.
N (See figure-2).
LA
That is, the position of the sun at 10.am
today will be different from its position two
weeks later at the same time. If you choose
TE
a particular time every week and mark the

position of the sun with a peg at that time,
you can build a calendar for the full year.
Fig-2 : Observing the position of sun
You could use this calendar for the
T
following year to figure out dates. z Does the spot of sunrise change? If it
In the olden days, people used to does, in which direction does it seem to
ER
calculate the time by observing the shadows move?

of different objects. When the sun looks like travelling
z During a period of two weeks you had towards south of the sky, it is called the
SC
made an observation that the length of the dakshinayanam. When it looks like
shadow at a particular time is changing day travelling towards north of the sky it is called
by day. Did it become longer or shorter? the uttarayanam. (Ask your parents about
z By observing the direction of shadows, Uttarayanam and Dakshinayanam)
can you guess the arrival of summer or z Was the sun appear travelling towards
winter? south or north during the time you made
Does the sun rise at the same spot your observations?
throughout the year? Let us do an activity z Do you think that is the reason for the
to understand this.

change in the length of the shadow of Activity 1 can be used to make a
the stick day by day in activity 1? sundial (a clock based on shadows of an
z Assuming that you did not have any object due to sunlight). But the length of
calendar and knowledge of months and the shadow of our stick is changing day to
seasons, can you use movement of the day because of the north – south movement
of the sun which is a problem in making a
sun to predict the arrival of winter or
sundial.
summer?
People in olden days overcame this
Think and Discuss problem and made sundials also.
A
Do you know?
Why does the sun appears to travel
AN
The Jantarmantar monument in
towards north or south? Try to find the
Jaipur, Rajasthan state is built by the
answer by reading your social studies
Rajput king sawai Jai Singh-II. It features
chapter “Earth movements and
the world’s largest stone sundial and is a
G
seasons” along with this lesson.
UNESCO’s world heritage site.
Collect the information : Are the
timings of rising and setting of the sun
N How can we make our own sundial?
Activity -3
LA
same every day? Collect the information
from news papers for at least a period of
Make your own sun-dial
a fortnight. Think why the lengths of day
First of all, you will need to cut a right-
TE
and night are different every day. Try to

angled triangle ABC from a sheet of
get answers through internet or from
cardboard. Angle C of the triangle should
other books or from teachers.
equal to the latitude of your city or town
and angle A should be 90 degrees, as shown
T
in figure 3.
ER
A list of latitudes of districts of Telangana is given below in table 1.

Table -1
Latitude in Degree
Sl.No. Districts North (rounded to
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whole number)
1. Mahabubnagar 16
2. Ranga Reddy, Hyderabad,
Khammam, Nalgonda 17
3. Medak, Nizamabad, Karimnagar, Warangal 18
4. Adilabad 19

• Have you ever observed the movement
A
of moon in the sky?
C • Does the moon appear at same point at
B S
a particular time every day?
N
• Is the shape of the moon same on every
day?
To understand these issues, let us do
Fig-3 Sun dial some activities. (You can do these activities
A
Fix your cardboard triangle vertically on your own at home.)
in the middle of a rectangular wooden Activity-4
AN
board. Glue strips of paper along both edges Observing phases of the moon
of BC and the wooden board to make the
1. Note the date of the day after new
triangle stand erect.
moon day (Amavasya), when the moon first
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Place your board with the triangle on appears in the sky.
level ground in an open space which gets Also note the time at night when the
sunlight throughout the day. Base BC of the
triangle should be placed in the north-south
N moon sets (goes down in the western sky).
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In the same way every day locate the moon
direction, with B pointing to the north. in the sky at the time of sunset or
At nine in the morning, draw a line immediately after sunset.
along the shadow of side AC on the wooden
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Record the date and time of the moon

board. Write the time alongside the line. set and draw a picture of the moon as you
Draw lines of the shadow of side AC at one- see it on that day in your note book as shown
hour intervals (use a clock to check the in figure 4.
time) through the day till sunset and mark
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the time for each line. Your sun-dial is

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ready.
You can tell the time by looking at the
shadow on the sun-dial. But remember that
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base BC of the triangle in the sun-dial must

always be in the north-south direction if you
wish to read the time correctly.
(You can find out the north-south
direction at a place by using a stick like in
Activity 1, but don’t use magnetic
compass.)
Now we will try to know a few things
about the moon.
Fig-4:Drawing the phases of the Moon
Continue making observations for as You may have noticed that the time
many nights as possible. period taken by sun to complete a cycle in
2. Observe the moon a few days the sky and come to selected position is
before full moon day (Pournami) to a few almost same every day and it is about 24
days after it. Locate the position of moon hours i.e. 1 day. Whereas moon takes about
in the sky at the time of sunset before 50 minutes more than a day to complete
Pournami and note the time and position the cycle and which results in the phases
of moon in the sky at that time. of the moon.
A
After Pournami, note the time at which Let us perform two activities to
the moon rises (comes in the eastern sky) understand why the phases of moon occur.
AN
and also note the date. Draw pictures of the Activity-5
shape of the moon on each of these days.
A Moon-shaped lemon
What do you understand from these
Choose a day one week after the new
G
observations?
moon day when the moon is visible in the
• Can you calculate the number of hours
between one moon rise and the next
moon rise or the number of hours
N sky before the sunset.
Take a yellow lemon or a whitewashed
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clay ball and pivot it on a long needle or on
between one moon setting and the next
a spoke of bicycle. Hold it up towards the
moon setting, with help of these moon as shown in figure 5.
observations?
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• How many hours lapse between one

sunrise to the next, or one sunset to the
next?
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• Is the time period same for sun and

moon to appear at selected position
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after completing a cycle in the sky

every day?
• Does the moon appear at the same point
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every day during the time of the sunset?

• What is the shape of the moon? Is it
same every day?
You might have observed that the shape
of the moon changes night after night.
Fig-5 : Observing the shape formed by
These changes in its appearance are called
sun light on a lemon
the phases of the moon. Can you guess why
Ensure that you are standing in the
the shape of the moon changes?
sunshine when you do this activity.

Observe the shape formed by the
sunlight on the surface of the lemon.
Is there some similarity between the
shape formed and the shape of the moon?
Activity-6
Why does the shape of the moon
change?
A
(Do this activity around 4p.m.)
AN
Wrap a ball tightly with a white Fig-6
handkerchief or with a piece of white cloth.
Assume this is the moon. Hold this ball in • Is the shape of the illuminated part on
front of your eyes in bright sunshine as
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the ball viewed by you same in all
shown in figure 6 and turn around yourself positions during your rotation?
slowly. Observe how the shape of the
illuminated part of the ball changes. N • Why does this happen?
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• Does sunlight fall on half the ball at all To understand the reason better, look
times while you turn around? at figure-7 carefully.
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sun rays
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Fig-7 : Phases of moon

The large circle in the middle of figure7 towards the sun (between your eyesight and
is the earth and the smaller circles around the sun).
it represent the moon in different z In this position, which half of the ball
positions. You can also see the phases of is illuminated?
the moon on different days in the figure. Although half the surface of the moon
The sunrays falling on the moon illuminate is illuminated everyday, we cannot see the
half its surface in all the positions. moon on new moon day since the
However, we cannot see the entire illuminated surface is on the side opposite
illuminated surface from the earth in all the
A
to the point of observation on the earth. On
positions. In some cases we see the entire a full moon day, the situation is reversed.
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illuminated surface while in others we see The illuminated half of the moon faces the
only part of it. In one particular position, point of observation, so we see a full moon.
we cannot see the illuminated surface at all. From the above explanation, you may
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The shape of the moon we see is the have understood that the sun and moon
shape of the illuminated portion visible to must be on the same side of the earth on a
us. N
In figure 7, the day of the new moon is
new moon day and they are on opposite
sides of the earth on a full moon day.
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called day 0 or day 28 (position 1). In this During the phases in between, we see
position, the illuminated surface is not different shapes of the moon.
visible from earth, so the moon cannot be Hold the ball in different positions and
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seen from earth. draw pictures of the shapes of the visible

Four days later, when the moon is in illuminated portion in each case.
position 2, a small part of its illuminated The different shapes of the moon in its
surface is visible from earth. On day-7, the different phases, as seen from the earth, are
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moon is in position 3, so more of its shown in figure 7. Compare the drawings

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illuminated part is visible from earth. you have made with those in figure 7.
After fourteen days (at position 5) the z Can you now state as to in which
entire illuminated surface of the moon is direction the moon will rise on a full
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visible from earth. This is the day of the moon day?

full moon. While we observe moon in clear sky
Subsequently, the moon appears on a full moon day, we think about the spots
smaller with each day as it passes through those are visible on the moon. In olden days
positions 6 (day-18), 7(day-21) and 8(day- also people were curious about those spots
25). After 28 days, the moon is once again on the moon. They did not know the nature
in position 1. of the surface of moon as we know it today.
This led to creation of a lot of stories and
Try to duplicate position 1 with the ball.
myths about the spots on the moon.
For this, you will have to hold the ball
z Do you know any such stories?
Today we have many satellites that
Think and Discuss
observe the surface of the moon. Human Scientists are planning to build settlements
beings landed on the moon way back in on moon and are trying to make arrangements
1969. We have better information about to live there. You know that there is no air on
moon’s surface than our ancestors. moon. How will it be possible to live on the
The surface of the moon moon then?
When astronauts landed on the moon, We feel pleasant during the night of
A
they found that the moon’s surface is dusty full moon. But sometimes on full moon
day the moon loses its brightness for
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and barren. There are many craters of
different sizes. It also has a large number some time, it appears covered – partially
of steep and high mountains. Some of these or fully. This is called Lunar eclipse.
are as high as the highest mountains on the Why does the moon get covered? Like
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earth. But the moon has no atmosphere like the moon, the sun also gets covered
that on the earth. partially or fully on some
z Will we be able to hear any sound if we
were on the moon? Why?
N of the new moon days.
This is called Solar
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eclipse. Let us try to
z Can any life exist on the moon? Why?
understand these
Do you know? phenomena.
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Our country launched Chandrayan-1

Solar Eclipse
A solar eclipse occurs when the
(Satellite to Moon) on 22nd October
shadow of the moon falls on the earth. It
2008 to know about the moon.
occurs only on new moon day.
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The objectives of Chandrayan-1 are:

Types of solar eclipse
1. To check the possibility of finding
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1. Total Solar eclipse: It occurs when the

water on the moon
moon completely covers the Sun, as
2. Finding out the elements of matter on
seen from earth.
moon
2. Partial Solar eclipse: It can be
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3. To search for Helium-3 observed when only the partially shaded

4. To make 3-dimensional atlas of the outer region of the shadow cast by
moon moon (Lunar penumbra) touches the
5. To study about the evolution of the earth.
solar system 3. Annular eclipse: It occurs when the
Now India is one of the six countries moon appears smaller than the sun as it
which have sent satellites to the moon. passes centrally across the solar disk
Search the findings of Chandrayan-1 on and a bright ring or annulus of sunlight
internet or in news papers. remains visible during eclipse.
4. Hybrid eclipses: These are a rare form z According to figure-7, in which
of Solar eclipse, which changes from position can the shadow of the earth fall
an annular to a total solar eclipse along on the moon?
its path. z Can this position occur only on one
particular day?
Lunar eclipse
z Can you now explain why a solar eclipse
A lunar eclipse occurs when the
occurs only on a new moon day?
shadow of the earth falls on the moon. It
occurs only on full moon day. However, why is it that a solar eclipse
A
does not occur on every new moon day and
Types of lunar eclipse a lunar eclipse does not occur on every full
AN
1. Total Lunar eclipse: It occurs when moon day? Let us try and understand the
the earth’s shadow(Umbra) obscures all reason.
of the moon’s visible surface. A total solar eclipse occurred on the
G
2. Partial Lunar eclipse: It can be afternoon of February 16, 1980 (it was
observed only when part of the moon’s seen in Mahaboobnagar, Nalgonda and
visible surface is obscured by the N Khammam districts and also in some areas
of Krishna district in Andhra Pradesh.)
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earth’s shadow.
Because the total sun was covered during
3. Penumbral Lunar eclipse: It happens the eclipse, it looked like night during the
when the moon travels through the day time.
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partially shaded outer region of the

Figure 8 contains a sketch of the time
shadow cast by the earth(earth’s exposure photograph of this eclipse. That
penumbra). means the exposures of the different stages
z Why does a lunar eclipse occur only of the eclipse were made at 10-minute
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on a full moon day? intervals on the same frame.

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Fig-8
The sketch from left to right shows the Do the sun and moon follow parallel
moon slowly covering the sun and then paths or do their paths cross each other
moving away. The uncovered portion of the during the course of the eclipse?
sun appears white and the black circles There is another aspect to note in
represent the moon in the sketch. figure-8. The sun and moon reached the
You can easily guess the position of the point of intersection of their paths at
moon at each stage of the eclipse. Can you exactly the same time during the eclipse
draw lines tracing the paths of the sun and on February 16, 1980.
A
moon in the sketch? z If this had not happened, would a total
The white portions of the discs in solar eclipse still have occurred?
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figure-8 represents the sun and the black z Can you now tell why a solar eclipse
portions represents the moon. Each of does not occur on every new moon day?
these discs depict the position of the sun What would be the difference in the
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and moon at various stages of the eclipse. position of the sun and moon on new moon
Make 2 discs, one white and the other days when no eclipse takes place and when
black, as the size of sun and moon as in
figure-8.
N there is an eclipse? Use the sketch to try
and figure out your answer.
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We shall now find the centers of the Some other fascinating celestial
sun and moon at each stage. To do this, take objects in the sky are stars. They usually
the white disc you have made and place it appear in groups and members of these
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exactly on the white portion of any of the groups when viewed together form
stages in the diagram. different shapes. People used to assign
Pierce a hole through the center of some shapes of animals and human being
your disc with a pin to mark the spot at the to those small groups. Those groups are
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center of the sun’s position at that stage in called constellations. A group of stars
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the diagram. Remove the white disc and which contains millions of stars are called
mark the spot with a pencil. galaxy. Millions of galaxies together make
In this way, mark the sun’s center at our universe.
every stage of the eclipse in your diagram. Let us know something about stars
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Join these spots with a line. This line

When you look at the night sky, do the
depicts the path of the sun.
stars appear to be moving? If you wish to
To find the moon’s path, repeat the
study the movement of stars across the sky
exercise, but this time use the black disc and to trace their paths you must observe
and mark the centers of the black portions the pole star, the seven stars of the
at each stage of the eclipse. Join these Saptarishi (Great Bear) constellation and
spots with a line and you will get the path the six stars of the Sharmistha (Cassiopeia)
of the moon during the eclipse. constellation.

You can easily If only Cassiopeia is visible, the pole
recognize the great star will be located on a line extended from
bear with its the middle star of the ‘M’ (see figure 9b).
rectangular head in Once you have located the Great Bear,
the northern sky Cassiopeia and pole star in the night sky,
(figure 9a). do the following activity.
Activity -7
A
Observing the movement of
constellations (stars)
AN
Take a 20cm x 20cm square sheet of
paper and make a 1cm diameter hole in its
center. Mark a cross ( X ) on one side of
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Pole star the sheet of paper as shown in figure 10.
Fig–9(a): Great bear constellation
(saptarishi) - position of pole star
N
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In winter, this constellation rise a few
hours before sunrise (we
can see this from
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anywhere in Telangana). In
this season, you can also
see Cassiopeia in the same
part of the sky, its six stars
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forming the letter ‘M’

Fig-9(b): Cassiopeia Pole star
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constellation (Sharmistha) - position of pole star

Fig-10
You can locate the pole star ( Polaris )
Hold the sheet in front of your eyes
with the help of these two constellations.
with the ‘x’ mark at the bottom and look
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If you are able to spot only the great bear, for the pole star through the hole. Once you
look at the two stars that form the outer have located the pole star, check in which
side of its rectangular head. Extend an direction the Great Bear or Cassiopeia lie.
imaginary line from these two stars (as
Write ‘G’ for Great Bear and ‘C’ for
shown in figure 9a). The pole star will be
Cassiopeia on the paper in the directions
located on that extended line with a
in which you see each of the constellations.
distance of about 5 times the distance Mark the timing at which you made your
between these two stars. observation in both cases.

Choose a nearby tree or house as a have realized that the stars do not remain
reference point. Draw a picture of your in the same spot in the sky but revolve
reference point on the paper sheet taken, around the pole star. The pole star, however,
clearly indicating its location. remains fixed at one place. It takes the stars
Repeat your observations at one-hour 24 hours to complete a revolution around
intervals. Ensure that you are standing on the pole star. We can observe only half this
the same spot each time you look at the revolution during the course of a night.
stars. If all stars move, why doesn’t the pole
Write G, C in the direction of the
A
star move? Let us try to understand it by
position of the great bear and Cassiopeia doing the following activity.
during each observation and note the time
AN
of the observation next to the letters G and Activity -8
C.
Using the tree or house you have Why does the pole star appears
G
chosen as your reference point, check fixed at one point?
whether the position of the pole star has Take an umbrella and open it. Make
changed or not. If it has changed, note the
changed position.
N about 10 – 15 stars out of white paper having
5 cm length, 2.5 cm breadth. Paste one star
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Repeat this activity as many times as at the position of the central rod of the
possible, the minimum being four times. umbrella and others at different places on
But ensure that the ‘x’ mark on your sheet the cloth near the end of each spoke (figure
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of paper remains at the bottom during all 11).

your observations.
You could also use other known stars
or constellations close to the pole star to
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perform this activity.

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Study the picture you have drawn and

answer the following questions.
z Do the positions of the stars change Fig-11
with time?
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z Does the position of the pole star also

Now rotate the umbrella by holding its
change with time? central rod in your hand. Observe the stars
z Does the shape of the great bear and
on the umbrella. Is there any star which
Cassiopeia change with time or does
does not appear moving? Where is this star
the position of the entire constellations
located? Is it located where the rod of the
in the sky change?
umbrella holds the cloth of the umbrella?
z What kind of path do these
constellations trace in the sky? On similar lines, if there were a star
From your observations, you would located where the axis of rotation of the

earth meets the sky, could polaris
this star also be stationary?
The pole star is situated
in the direction of the earth’s
axis and that is why it does not
appear to move even though Earth’s Towards
all stars appears that they are Orbital Plane the sun
moving because of the
A
rotation of the earth.
(figure 12).
AN
Fig-12:Direction of Pole Star
Some of the constellations visible from Telangana
G
N
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Fig-13: Saptha rushi Sharmista Orion Leo ( Simha Rashi )
Some of the Galaxies in our Universe

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ER
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Fig-14

Among millions of galaxies, our sun is number of bodies such as planets, comets,
a star in Milky Way galaxy. Our earth is asteroids and meteors. The gravitational
revolving around the sun. And moon is attraction between the sun and these objects
revolving around the earth. Do you know keeps them revolving around it.
that not only the earth but also some other The earth revolves around the sun. It is
celestial bodies are revolving around the a member of the solar system. It is a planet.
sun? Let us know something about those There are seven other planets that revolve
celestial bodies. around the sun. The eight planets in their
order of distance from the sun are:
A
The solar system
Mercury, Venus, Earth, Mars, Jupiter,
The sun and the
AN
Saturn, Uranus and Neptune.
celestial bodies which
Figure -15 shows a schematic view of
revolve around it form
the solar system.( Not to the Scale ).
the solar system. It
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consists of large
N
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ER
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Fig-15
Let us learn about It is continuously emitting huge
some members of the amounts of heat and light. The sun is the
solar system. source of almost all energy on the earth. In
The Sun fact, the sun is the main source of heat and
light for all planets of our solar system.
The Sun is the
nearest star to us.
The planets Because mercury is very close to the
The planets look like stars, but they do sun, it is very difficult to observe it, as most
not have light of their own. They merely of the time it is hidden in the glare of the
reflect the sunlight that falls on them. sun. However, it can be observed just before
sunrise or just after sunset, near the
A planet has a definite path in which it
horizon.
revolves around the sun. This path is called
an orbit. The time taken by a planet to So it is visible only at places where
complete one revolution is called its trees or buildings do not obstruct the view
A
period of revolution. The period of of the horizon. Mercury has no satellite of
revolution increases as the distance of the its own.
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planet from the sun increases.
Venus (Sukrudu)
Besides revolving around the sun, a
planet also rotates on its own axis like a Venus is earth’s
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top. The time taken by a planet to complete nearest planetary
one rotation is called its period of neighbour. It is the
rotation. N brightest planet
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Some planets are known to have in the night sky.
moons/satellites revolving round them. Any Sometimes, Venus
celestial body revolving around another appears in the
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celestial body is called its satellite. eastern sky before sunrise.

The earth revolves around the sun. Does Sometimes, it appears in the western
it make earth a satellite of the sun? sky just after sunset. Therefore, it is often
The earth and other seven celestial called a morning or an evening star,
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bodies can be said to be as satellite of the although it is not a star. Try to locate Venus
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sun, though generally we call them as planets in the night sky during early winter.
of the sun. We use the term satellite for the
Venus has no satellite of its own.
bodies revolving around planets. Moon is a
Rotation of Venus on its axis is somewhat
satellite of the earth. There are many man-
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unusual. It rotates from east to west while

made satellites revolving round the earth.
These are called artificial satellites. the earth rotates from west to east.
z Does the sun rise in the east on Venus?
Mercury (Budhudu)
The planet mercury If you get a chance, try to observe Venus
is nearest to the sun. It through a telescope. You will observe that
is the smallest planet Venus shows phases just like the moon.
of our solar system.

The Earth (Bhoomi) From space, the earth appears blue-
The earth is the green due to the reflection of light from
only planet in the solar water and landmass on its surface. The earth
system on which life is has only one moon revolving around it.
known to exist. Mars (Kujudu / Angarakudu)
Some special The first
environmental planet outside the
conditions are responsible for the orbit of the earth
A
existence and continuation of life on the is mars. It appears
earth. These include just the right distance
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slightly reddish
from the sun so that it has the right and therefore, it
temperature range, the presence of water is also called the red planet. Mars has two
and suitable atmosphere and a blanket of small natural satellites.
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ozone. We must take special care to protect
our environment so that life on earth is not
disturbed. N
Mars science laboratory:National Aeronautic and
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Space Administration (NASA) in America started a
mission called ‘Mars Science Laboratory’ on 26th
November 2011, to know more about Mars. A rover
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named ‘Curiosity’ landed on Mars on 6th August 2012. It

is analyzing the elements in the rocks of the surface of
the Mars. It found few indications of water on Mars. It
is searching whether the favorable conditions for life
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exist on Mars.
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Jupiter (Brihaspati)
It also has faint rings around, appears
Jupiter is the quite bright in the sky. If you observe it with
largest planet of the help of a telescope, you can also see
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the solar system. It four of its large moons.

is so large that
about 1300 earths Saturn (Shani)
can be placed inside B e y o n d
this giant planet. Jupiter is Saturn
However, the mass which appears
of Jupiter is about 318 times that of our yellowish in
earth. It rotates very rapidly on its axis. colour. What
Jupiter has a large number of satellites. makes it unique in
the solar system is that it has rings. These
rings are not visible to the naked eye. You
can observe them with a small telescope.
Saturn also has a large number of satellites.
Uranus and Neptune
Fig. 16
The first four planets, mercury, venus,
A
earth and mars are much nearer the sun than
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the other four planets. They are called the
Uranus Neptune inner planets. The inner planets have very
These are the outermost planets of the few moons.
solar system. They can be seen only with The planets outside the orbit of Mars,
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the help of large telescopes. Like Venus, namely Jupiter, Saturn, Uranus and Neptune
Uranus also rotates from east to west. The are much farther away from the sun than
most remarkable feature of Uranus is that N
it has highly tilted rotational axis (figure
the inner planets. They have a ring system
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around them. The outer planets have a large
16). As a result, in its orbital motion it number of moons.
appears to roll on its side.
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Table-2 : Comparison between planets

Comparative Distance from the
Name of the Diameter with Period of No. of satelites
Sun in Crore km.
Planet Diameter of revolution (detected so far )
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(Approximately)
Earth(Approximately) (Approximately)
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Mercury 0.38 5.79 88 days 0

Venus 0.95 10.8 225 days 0
Earth 1 15 365 days 1
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Mars 0.53 22.8 687 days 2

Jupiter 11.20 77.8 12 years 71
Saturn 9.45 142.7 29.5 years 62
Uranus 4.00 286.9 84 years 27
Neptune 3.88 449.7 165 years 14
We took Earth’s diameter (12756 Km) as 1 unit. With this information find the diameters
of other planets using the comparison given in table-2.

Think and Discuss Asteroids
There is a large gap in between the
The diameter of the sun is 13,92,000 Km. orbits of mars and Jupiter (figure-17). This
gap is occupied by a large number of small
The diameter of the earth is 12,756Km.
objects that revolve around the sun. These
The diameter of the moon is 3,474 Km. are called asteroids. Asteroids can only be
The distance from the sun to earth is seen through large telescopes.
15,00,00,000 Km.
A
The distance from the earth to moon is
3,84,399 Km.
AN
Take the scale as 1 lakh km = 1 cm,
and imagine how the arrangement of sun,
earth and moon is in our universe. Can
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you make this arrangement on your
school ground?
N
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Do you know?
Fig. 17
Till 25th August 2006 we used to say
there are nine planets in our solar system. Comets
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The ninth planet at that time was ‘Pluto’. Comets are also members of our solar
In the 26 th general assembly of system. They revolve around the sun in
International Astronomical Union it was highly elliptical orbits. However, their
decided that ‘Pluto’ is no more a planet. period of revolution round the sun is
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The decision was taken since it was usually very long. A comet appears
observed that Pluto does not follow the
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generally as a bright head with a long tail.

rule of “cleared the neighborhood.” That The length of the tail grows in size as it
means, sometimes it is entering into the approaches the sun. The tail of a comet is
orbit of Neptune. always directed away from the sun (fig.-18).
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Some other members of the

solar system
There are some other bodies which

revolve around the sun. They are also
members of the solar system. Let us know
about some of them.
Fig. 18
Many comets are known to appear
periodically. One such comet is Halley’s
comet, which appears after every 76 years.
It was last seen in 1986. Can you tell when
Halley’s comet will be visible again?
Meteors and Meteorites

At night, when the sky is clear and the
moon is not visible, you may sometimes
A
see bright streaks of light in the sky (fig.19).
AN
Fig. 20
Meteorites help scientists in
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investigating the nature of the material
from which solar system was formed.
N Artificial satellites
You must have heard that there are a
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number of artificial satellites which are
orbiting the earth. Artificial satellites are
man-made. They are launched from the
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earth. They revolve around the earth much

closer than earth’s natural satellite, the
Fig. 19 moon.
These are commonly known as India has built and launched several
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shooting stars, although they are not stars. artificial satellites. Aryabhatta was the first
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They are called meteors. A meteor is usually Indian artificial satellite (figure-21).
a small object that occasionally enters the Some
earth’s atmosphere. It has a very high other Indian
speed. The friction due to the atmosphere satellites are
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heats it up. It glows and evaporates quickly. INSAT, IRS,

That is why the bright steak lasts for a very Kalpana-1,
short time. Some meteors are large and so E D U S AT,
they can reach the earth before they etc.
evaporate completely. The body that
reaches the earth is called a meteorite Fig. 21
(figure-20). Artificial satellites have many practical
applications. They are used for forecasting
weather, transmitting television and radio

signals. They are also used for tele Through all such observations made by
communication, remote sensing so many people at so many places on the
(collecting information from a distance) in earth they came to an understanding that
aviation and military use. earth is spherical. And then it is get clarified
This information about solar system is in 1969 when man landed on the moon and
known to us for the past 2 to 3 hundred observed the earth’s shape from the moon.
years, after the telescopes were made. But
how did the people of olden days know so
How did people come to an
much about the celestial bodies and also
understanding that earth rotates
about earth? on its own axis?
A
Let us know about some of the People from olden days thought that
AN
interesting constructions of their earth is located in the center of the universe
knowledge. with sun, moon and stars moving around
How did people come to an it. They also thought that sun, moon and
understanding that earth is stars are located on transparent concentric
G
spherical? spheres sorrounding the earth, because
In olden days people felt that earth is they are not falling down.
flat because it looks flat. However they had
a doubt, if it is flat how does the water in
N The three spheres are rotating on their
axis from east to west that is why sun,
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oceans remain there, why does it not spell
out of the earth? To get clarity they moon and stars appear to revolve from east
assumed a fencing around the flat earth. to west around the earth. They also assumed
After that that the sphere on which sun is located
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1) They assumed the shape of earth as rotates east to west and oscillates from
round by observing the shadow of earth in south to north that is why uttarayanam and
lunar eclipse. In every eclipse they found dakshinayanam are happening.
the shape of earth is in round even though
T
there is a chance of getting linear, elliptical Because of the uneven movement of

shadows by a circular object. some stars (actually they are planets) which
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2) Some sailors, who started their journey they observed, it became very difficult to
in ocean, reached the same place after explain the model of universe which
travelling large distance in one direction required so many transparent spheres
only. around the earth. Nicholas Copernicus
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3) Observing ships approaching the port suggested that the sun is at the center of
also helped to change their opinion about the universe and all other celestial objects
the shape of the earth, that is, usually they
are revolving around the sun. Then how do
see smoke of the ship first and then the top
day and nights occur. It was assumed that
of the ship after that the whole ship.
earth rotates on its axis. This model could
4) Observations about the movement of
explain the occurence of day and night.
stars and different stars visible from
different places on the earth also helped to In this way people came to an
think about the shape of the earth. understanding that earth rotates on its axis.

Key words
Celestial bodies, Local noon, Sundial, Dakshinayanam, Uttarayanam, Phases
of the moon, Constellation, Galaxy, Pole star, Solar system, Planets, Satellites,
Artificial satellites, Asteroids, Comets, Meteors, Meteorite.
What we have learnt
A
z The shortest shadow cast by a vertical object on the ground always falls in North,
South direction.
AN
z The shortest shadow of on object occurs at local noon.
z The time duration for appearance of sun and moon after completion of a cycle is
different.
G
z Changes in appearance of moon are called phases of the moon.
z On the new moon day, sun and moon are on the same side of the earth.
z
z
N
On the full moon day, sun and moon are on either sides of the earth.
Moon has no atmosphere like we have on the earth.
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z The polestar is situated in the direction of the earth’s axis and hence it appears as
not moving.
z There are eight planets in our solar system.
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z Among eight planets of solar system earth is the only planet which supports life.
z Large number of objects that revolve around the sun between the orbits of Mars and
Jupiter are asteroids.
z The length of the tail of the comet grows in size as it approaches the sun.
T
z A meteor is a small object that occasionally enters the earth’s atmosphere.

A body that reaches the earth is called a meteorite.
ER
z
z Aryabatta was the first Indian artificial satellite.
z Forecasting weather, transmitting Television and Radio signals, Telecommunication,
remote sensing are the practical applications of artificial satellites.
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1. Why does pole star seems to be stationary? (AS1)
2. Among all 8 planets what is the special thing about earth? (AS1)
3. How do people come to an understanding that earth is spherical? (AS1)
4. How do people come to an understanding that earth rotates on its own axis? (AS1)

1. What factors to be taken into consideration to view the pole star at your place?
(AS1)
2. How can you find north – south direction at your place? (AS1)
3. Is it possible to see the pole star for the people who live in the southern hemisphere
of the earth? Why? (AS1)
4. Draw the different phases of moon. Arrange them in a order from pournami to
A
amavasya. (AS5)
AN
5. What are the planets you have seen in the sky? When do you observe those planets?
(AS3)
6. What is the use of artificial satellites in our daily life? (AS7)
G
7. How do day and night occur? (AS1)
Higher Order Thinking Questions N

LA
1. Even though we do not have clock, we can know the time by observing some shad-
ows in day time. Think and discuss with your friends how can we know the time at
night. (AS2)
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2. We launched many artificial satellites around our earth for different purposes. What
do you think about the impact of artificial satellites and their radiation on bio diver-
sity? (AS7)
T

ER
1. When the moon completely covers the sun as seen from the earth is known as…
a) Partial solar eclipse b) Total solar eclipse [ ]
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c) Annular eclipse d) Hybrid eclipse

2. The planet which is near to earth is [ ]
a) Mercury b) Venus c) Jupiter d) Saturn
3. The brightest planet among all the planets [ ]
a) Mercury b) Venus c) Jupiter d) Saturn

4. Moon is [ ]
a) the natural satellite to earth b) an artificial satellite to earth
c) a comet d) an asteroid
5. The first Indian artificial satellite [ ]
a) INSAT b) Kalpana - I c) Aryabhatta d) EDUSAT
Suggested Experimetns
A
1. Conduct an experiment to find out the local noon time of your village/Town.
AN
2. Conduct an experiment to make a sundial.
G
1. Collect the information what the Chandrayaan-I brought the information from the
Moon through news papers,magazines.
N
2. Collect information about cosmic dust (wastage) from news papers, internet and
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make a poster on your school panel board about the consequences of cosmic dust.
3. What is the duration of a day and night today? Collect the information about dura-
tion of day and night for the past 7 days from the news papers, analyze it and say
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whether summer or winter is going to come.

4. Collect the information about chandrayan-2 and write a report.
T
ER
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Chapter
12
GRAPHS OF MOTION
In class 7, We studied about motion,

types of motion and relation between speed,
distance and time.
A
Can we describe motion by using
AN
graphs?
• Can we guess the unit of speed if the
Let us try with some situations. distance covered is measured in
centimeters and the time in seconds?
G
Have you travelled in a bus or train
or bullock cart or auto? Try to recall a trip
• What will the unit of speed be if the
you made and answer the following
questions. N distance covered is measured in meters
and the time in minutes?
LA
− Where did you begin your journey from
and where did you go? • Raja travelled 15 kilometers in 3 hours.
Calculate his average speed and write
− What was the distance between these
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two places? the correct unit of speed.
− How long did it take for you to make Note: It is important to mention the unit
the trip? when we denote any quantity like
distance, time, speed, weight etc.
T
− What was the average distance your Otherwise it becomes meaningless. So

vehicle (bus or train or bullock cart
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always remember to write the unit after

or auto) travelled in one hour? the quantity that you denote.
The distance travelled by an object in a There are many different ways in
unit of time (hour, minute, second etc.) is which you can describe a journey. In this
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called the average speed of the object. The chapter we shall learn how to use graphs to
equation to calculate the average speed is
describe and represent motion. We shall
Total
Totaldistance
distance travailed
travelled
Average speed = Total time taken to cover the also see in what other ways graphs of
Total time todistance
cover the distance
motion can be useful to us.
If we measure the distance in
kilometers and the time in hours, the unit Activity-1
of speed will be kilometer per hour or Swathi walked from her home to her
KMPH. We can use other units of distance
school. The details of her journey are given
and time to measure the speed.
in table - 1.
Let us now use this data to make a graph
Table - 1
of Swathi's journey, showing the time taken
Distance and the distance covered.
TIME
Travelled You have learnt how to make graphs in
(in minutes) mathematics. For this graph we shall show
(in meters)
the time on X-axis, and distance covered
on Y-axis. Draw the X and Y axes on your
0-2 (first two minutes) 120 graph paper and choose a scale for each
2-4 (second two minutes) axis. Record the scale in the upper right
120
hand corner of your graph paper.
A
4-6 (third two minutes) 120 To represent the data given in table - 2
as a graph, mark the first point on the graph
AN
6-8 (fourth two minutes) 120 which corresponds to a time of two
minutes on the X-axis and a distance of 120
8-10 (fifth two minutes) 120 meters on the Y-axis. In the same way, plot
the remaining five points on graph paper.
G
10-12 (sixth two minutes) 120 Connect these points with the help of a
ruler to get a straight line as shown in fig.
N
This data tells us the distance Swathi
walked in consecutive two - minute
Y - axis (distance travelled in meters)
780
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segments of her journey but it doesn't tell 720
us how far she walked at any given time of

660
600
her journey, for example say after 10- 540
minutes. So, we can not find the distance 480

TE
420
Scale :
from her home to her school just by 360
On X - axis 1 cm = 1 minute
On Y - axis 1 cm = 60 meters
looking at a table. To get this information, 300
we must present the data in the table in a 240
180
different way. We must show the total
T
120
elapsed time and the total distance covered 60
as in table - 2.
ER
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Table - 2
X - axis (time in minutes)
Total distance GRAPH - 1
Total elapsed time
covered This graph shows swathi's journey
(in minutes)
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(in meters) from her home to school.
Think and Discuss

2 120
4 240 • Why should we take time on X-axis
and distance covered on Y-axis
6 360
8 480 A graph is not a map
10 You must remember that the graph
600
you have drawn and the other graphs you
12 720 will draw in this chapter are graphs that are
172 GRAPHS OF MOTION
plotted time elapsed against the distance • How would the graph of time and
covered. They are not maps showing the distance look for an object travelling
route of journey. Never make a mistake of with uniform motion?
thinking that a graph shows route of the If an object is travelling with
journey. uniform motion, the distance it covers in a
Figure -1 is
unit of time is its speed.
a map showing the
• What was Swathi's speed for each two
road from Swathi's
house to school. minute segment of her journey.
• calculate the average speed of Swathi's
A
Swathi walks to
school along this complete journey?
AN
road. Compare the • Is the speed for each two minutes
River
graph that shows segment the same as her average
Swathi's journey speed for the entire journey?
(graph -1) and the
The speed of an object which is in
G
map. (Figure - 1)
uniform motion does not change. in such
• Can you
N cases the speed and average speed are the
Road
estimate how
same.
long Swathi
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Swathi's
takes to reach house
her school by
Activity-2
looking at the Graphs of objects moving at
Fig. 1
map?
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different uniform speeds

• Can we guess how many turns are there Anish and Hitesh raced from their
along the road from Swathi's home to home to school. Hitesh ran at uniform
her school, or where the road crosses speed, so did Anish. But their uniform
T
the river, by looking at the graph?

speeds were different. Graph - 2 shows
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It is evident that the information you their motions.

get from a route map can not be obtained 840
780
from a graph. Similarly, information 720
about the speed at which Swathi walked 660

SC
600
can be obtained only from the graph, not 540
from the map. 480

sh
h
ni
tes
420
A Scale :
Hi
• Did Swathi cover an equal distance in 360
300
On X - axis 1 cm = 1 minute
every two minutes interval of her 240
journey? 180
120
60
If an object covers an equal distance
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
in equal time intervals it is said to be in
"uniform motion". X - axis (time in minutes)
GRAPH - 2
• Can you tell who ran faster just by Activity-3
looking at the graph?
• How much time did Hitesh take to run Graphs of stationary objects.
from home to school? Calculate his Bhoomika went to a journey and the
average speed. data of her trip is given in table - 3.
• What was the average speed of Anish?
Relation between speed and the Table - 3
slope of a graph Distance
If we have two graphs of uniform Time
A
(in minutes) Travelled
speed, we just by looking at the two lines
(in meters)
AN
can tell which speed is greater. We should
look at the angle that the two graph lines
make with the X-axis. We can estimate the 0-2 60
slope of the graph lines from these angles. 2-4 60
G
The greater the angle, the greater the slope
for graph line. 4-6 60
• Take another look on graph - 3. Which
graph line has the greater slope -
N 6-8 0
LA
Hitesh's or Anish's? 8-10 0
• Is his speed faster too?
Any graph of uniform motion will 10-12 0
TE
be a straight line. The faster the speed of

12-14 60
uniform motion the greater will be the
slope of the graph line. That is, the angle 14-16 60
that graph line makes with the X-axis will
T
be larger. But remember you can make such

• Can you say by looking at the table
visual comparisons only between graphs
whether Bhoomika rested some where
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which have the same scale. You can not

during her journey?
compare graphs with different scales just
by looking at them. 840
• After walking how many minutes did
Bhoomika take rest? For how many
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780
720
660 minutes did she take rest.

h
sh
600
tes
540 ni • How would you show the duration of

A
Hi
480
Scale :
420
On X - axis 1 cm = 1 minute her rest in a graph?
360
300
240 To understand how this is to be

done, let us draw a graph of Bhoomika's
180
120
Greater the angle Greater the slope
60
Lesser the angle lesser the slope journey. But before we do this we must
0 1 2 3 4 5 6 7 8

9 10 11 12 13 14 15
rearrange the figures in table - 3 and write
GRAPH - 3 them in the way we did for Swathi's graph.
Table - 4 Activity-4
Time Distance The graph of Sana's journey is given
(in minutes) Travelled in graph 4. Look at the graph and answer
(in meters) the following questions.
E
2 60
1400

1300
1200
4 120 1100
1000
A
900
6 - 800
700
AN
8 D
600
- 500
B C
400 Scale :
On X - axis 1 cm =
10 - 300
200
On Y - axis 1 cm =
100
12
G
- 0 A 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80

14 - GRAPH - 4
16 -
N •
•
What is the scale for X-axis?
What is the scale for Y-axis?
LA
• What was Sana's average speed for
• Copy table -4 in your exercise book and section AB of her journey?
fill the blanks.
• What was her average speed for section
TE
• Use the data from table-4 to draw a CD of her journey?

graph of Bhoomika's journey. • Calculate Sana's average speed for her
entire journey.
• Look at the graph and estimate the • After covering what distance did Sana
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distance covered by Bhoomika after 8 take rest and for how long did she take
minutes. rest?
ER
• Which section of the graph has a

• How far did she travel after 12 minutes?
greater slope AB or CD?
From the 8th to 12th minutes of her
Activity-5
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journey, the time increased but the total

distance covered remained same. Graphs of non uniform motion
When any object stops at a place, We have learnt about graphs of
the time continues to increase but the uniform motion in the activities that we
have done so far. We shall now look at
distance covered does not change during
graphs of motions which are not uniform.
its journey. Then the graph line remains You might have seen a train leaving or
parallel to the X-axis. This shows that the arriving at a station.
object is at rest. • Is the motion of the train uniform when
it leaves the station?
• What changes took place in the motion Table - 5
of the train when it comes to a halt at a
station. Time Distance covered
The motion in which there is an (in minutes) (in kilometers)
increase or a decrease in speed is called a
non-uniform motion.
0-30 10
Abhilash travelled by a train from 30-60 20
Khammam to Secunderabad. He estimated 30
60-90
the distance covered for each 30 minutes
A
.......... ..........
interval by counting the telephone poles
.......... ..........
AN
along the railway track. He noted this
.......... ..........
estimated distances in the form of a graph.
.......... ..........
Graph 5 shows the motion of the train
.......... ..........
starting from when it left Khammam station
.......... ..........
G
till it stoped at Secunderabad station.
.......... ..........
• Find the distance covered by the train 300-330 250
for every 30 minutes interval of time
by observing the graph and note the
N • In which section of the graph was the
LA
train at rest?
values in table 5
350
• Observe at the sections of non uniform
325 and uniform motion of the train in the
Y - axis (distance travelled in kilometers)
graph. What prime difference do you

TE
300
D
275 E
250
notice between these two sections?
225
200
A curved line in the graph of motion
175 represents that the speed is changing
C
150
continuously. Observe section AB of the
T
125
100
graph. It shows the gradual increase in
Scale :
train's speed when it leaves Khammam
ER
75 On X - axis 1 cm = 30 Min
On Y - axis 1 cm = 25 Kms
50
25 B
station.
A
Activity-6
0 30 60 90 120 150 180 210 240 270 300 330 360

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GRAPH - 5
Graph showing the motion of a turtle
• Did the train cover equal distances in falling from the beaks of swans
equal intervals of time? You might have heard about the story
of the flight of the turtle. In this story two
• Which section of the graph shows non
swans carry their friend turtle by holding
uniform motion of the train? the two ends of a stick firmly in their beaks
• Which section of the graph shows and with the turtle gripped on the middle
uniform motion of the train? of the stick with its teeth. The swans flew
at about hight 180 meters and carry the
turtle along.
Activity-7
Anitha riding a bicycle
Let us assume you are riding a
bicycle. You don't have any problem in
pedalling on the plane road with uniform
motion. But when you are pedalling on a
slant road against uphill, it gets difficult and
your speed decreases. On other hand, when
A
you go along the slope, your speed in-
Fig. 2 creases and the bicycle moves really fast.
AN
As they were flying above a lake the
turtle was overwhelmed by the beautiful
scene below. He could not hold his
G
excitement and exclaimed "Wow!". The
remaining part of the story of the turtle's
flight of falling down is given in table 6.
Table - 6
N
LA
Time Distance Turtle fell
(in seconds) (in meters)
Fig . 3
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1 5
2 20
3 45
Y - axis (distance travelled)
4 80 E
T
5 125
6 180
ER
C D
• Draw a graph of motion of the turtle's

fall. B
• What does the graph look like? What

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is the shape of the graph? A
X - axis (time)
• Can you guess whether the motion of GRAPH - 6
the turtle is uniform or non-uniform
based on the graph? Graph - 6 shows the motion of bi-
• How much time did the turtle take to cycle due to the pedalling made by Anitha.
fall in to the lake from a height of 180
Look at the graph and state which of
meters?
the following statments are true.
• What was the average speed of the turtle
during its fall?
a) Anitha cycled down the slope for some speed of 3 kmph. So the distance he
time and then cycled against the slope travelled in these two hours was _____
then took rest for a while and then kms.
cycled on a plane road. 3. In the next one-and-a-half hours he sat
b) Anitha is pedalling the bicycle on uphill and talked with his friend. So the dis-
road continuously. tance he travelled was ________ kms.
c) Anitha first went downhill, then on a 4. Finally in the next one-and-a-half hours
plane road, then uphill and finally he travelled on his friend's bicycle at a
A
rested. speed of 10 kmph and reached the city. in
this one-and-a-half hours he covered a dis-
AN
d) Anitha first cycled up hill, then stoped tance of _________ kms.
and rested for some time because she
was tired, then cycled on a level road Enter this data in table 7
and finally rode downhill. Table - 7
G
Activity-8 Time Distance covered
N
Ajay set out from his village walk-
(in hours) (in kilometers)
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ing at a speed of 4 kmph. After walking for 2 8
two hours he rested under the shade of a
1 ____
tree. An hour later he again began walking
at a speed of 3 kmph. After walking for 2 2 ____
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hours he met his friend Rajesh. They sat 1.5 (1 hour 30 min) ____
under a tree talking for one-and-a-half 1.5 (1 hour 30 min) ____
hours. Then Rajesh took Ajay on his bicycle
at a speed of 10 kmph. They cycled for one- Make table 8 on the basis of this table-
T
and-a-half hours before reaching the city. 7. It should contain the total elapsed time
and the total distance covered.
ER
Let us proceed step by step to draw

a graph of Ajay's journey.
Table - 8
First we shall make a table of the
distance he travelled in different time in- Time Elapsed Distance covered
SC
tervals. For example in the first two hours (in hours) (in kilometers)
he walked at a speed of 4 kmph that means
he cover a distance of 2 x 4 = 8 km. In the 0 ____
same way the distances he travelled in the 2 ____
remaining time intervals are as follows. 3 ____
1. Ajay rested under a tree for an hour. So 5 ____
the distance travelled in this time was 6.5 (6 hours 30 min) ____
_______ kms.
8 ____
2. In the next two hours he walked at a
Draw a graph for Ajay's journey with • What was Raizee's speed per minute?
the data given in the table. Answer the • For how long was Jessika detained by
following questions on the basis of this
graph. her teacher?
• After walking how many kilometers did • For how long did Jessika run before she
Ajay meet Rajesh? joined with Raizee?
• How many hours did Ajay take to reach • What was Jessika's Average speed per
the city from his village? minute while she ran.
• What was average speed of Ajay's for • At what distance from the school did
the first five hours?
A
Jessika joined with Raizee?
• What is the distance between the
village of Ajay and the city? • What distance did the two cover
AN
• Which section of the graph has the together?
maximum slope? • For how much duration did they walk
together?
Activity-9
G
Activity-10
Raizee and Jessika decided to visit
a sweet shop after school. When they were
about to leave the school, the teacher called
N A brain teaser
When school was over, Mounika and
LA
Jessika. So Raizee left alone. After a short Divya left for their homes. Mounika's
while Jessika came running and joined with house lay to the east of the school while
Raizee. Then they went together to the Divya's house lay to the west. The graph of
sweet shop and ate sweets there. The entire their journey to their homes is shown in
TE
episode is shown below in the form of a graph - 8. Look at the graph and answer the
graph (graph-7). Their journeys are shown following questions.
by separate graph lines marked with
different colours. 1300
T
1200
3500
Scale : 1100
3250
On X - axis 1 cm = 5 Min
ER
1000
3000 On Y - axis 1 cm = 250 Mtrs
900
2750
800
2500
700
2250
Scale :
600
2000 On X - axis 1 cm = 1Min
On Y - axis 1 cm = 200 Mtrs
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500
1750
ka
400
uni
1500
300
Mo
1250
200 ya
1000
iv
D
ee
100
750
iz
Ra
a
sik
500
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Jes
250
GRAPH - 8
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80

GRAPH - 7 • Did Mounika walk with uniform motion
Now look at the graph and answer throughout her journey?
the following questions. • How far is Mounika's home from the
school?
• How far is Divya's home from the But alas! when he reaches the finishing line
school? he finds that the tortoise has already won
• How much time did Mounika take to the race.
reach her home? • Illustrate the race between the rabbit
• How much time did Divya take to reach and the tortoise in the form of a graph.
her home?
• Did Divya stop on the way? For how
Key words
much time did she stop? Motion, Speed, Uniform motion,
• Calculate Divya's average speed during Non-uniform motion, Average speed,
A
her journey. Slope.
AN
• Did Mounika halt anywhere? How much
time did she stop?
• Calculate Mounika's average speed What we have learnt
during her journey.
G
• Average speed
Activity-11 Total distance travelled
The graph of a story

N •
=
Total time to cover the distance
If an object covers equal distances in
LA
This is a very old story. You may have equal intervals of time then the motion
heard it many times before. It is the story is said to be uniform motion.
of a race between the rabbit and the
TE
• Different types of motions can be

tortoise. The two take a bet on who will win
the race. The rabbit takes off swiftly while represented by time-distance graphs.
the tortoise begins at a slow and steady • Time-Distance graph of uniform
pace. The rabbit runs far ahead, then halts motion is a straight line.
T
to rest under a tree for a while. He falls • As the angle made by the graph with X-
ER
asleep. axis increases, slope increases.

• Motion in which the speed increases
or decreases is called non uniform
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motion.
• Time-Distance graph of a non-uniform
motion is not a straight line rather it is
a curve.
Fig. 4
• Slope of the time-distance graph line
shows the speed of the object at that time.
The tortoise, meanwhile, continues
• If an object is at rest then the time
to forge ahead steadily. When the rabbit
distance graph is a line parellel to X
awakes, he runs swiftly to the finishing post.
axis.

130
120
110
100 E
90
Reflections on concepts 80
1. Look at graph 9. 70
60
50
C
40
D
30 Scale :
20 On X - axis 1 cm = 1 Hour
B On Y - axis 1 cm = 10 Kms
A
10
0 A 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
X - axis (time in hours)
AN
GRAPH - 9
Which section of graph 9 has the greatest slope? What can you say about the speed in
this section? What can you say about the speed in section CD of the graph. (AS4)
G
N
1. A river is 32 kms away from Nikitha's house. There is a hillock on the way. Nikitha left
for the river one morning on her bicycle. She reached the hillock after 2 hours, pedalling
LA
at a speed of 5 kmph. Since she could not cycle up the slope, she continued on foot,
walking for an hour at a speed of 3 kmph, and reached the top of the hillock. From there
the road was all downhill. She rode her bicycle at a speed of 18 kmph and reached the
bottom of the hillock in half-an-hour. She then rested under a tree for half an hour.
TE
Refreshed after a rest, she cycled at a speed of 5 kmph and reached the river in 2 hours.
Draw a graph of Nikitha's journey from her home to the river. (AS4)
2. Sunitha and her brother Bharat studying

T
in the same school. Sunitha walks to the 13

ER
school while Bharath cycles to the

12
11
school. So, Sunitha has to leave an hour 10
before Bharath to reach the school on 9
8
time. Graph 10 shows the graph lines 7
SC
of their journey from their home to the 6
school. Look at the graph and answer

5
the following questions. 3

A B Scale :
2 On X - axis 1 cm = 5 Min
Α)Which graph line shows Sunitha's journey? 1
On Y - axis 1 cm = 1 KM
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80
B)Whose graph line has a greater slope? X - axis (time in hours)
GRAPH - 10
C)Whose speed is greater? (AS4)
D)If Sunitha wants to reach school in 3 hours at what speed should she walk?

Higher order thinking questions
1. Graph 11 shows the journey of Rakesh and Share Khan. Write a story about their journey
on the basis of the graph? (AS4)
Scale :
650
On X - axis 1 cm = 1 Min
600 On Y - axis 1 cm = 50 Meters
Y - axis (distance travelled in meters) 550
500
450
400
A
350
300
AN
250
200
esh
Rak
150
100 an
r Kh
50 S he
G
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
X - axis (time in minutes) GRAPH - 11
Multiple Choice Questions N

LA
1. What does the slope on a distance versus time graph represent? [ ]
a) Displacement b) Speed c) Velocity d) Acceleration

TE
2. Which of the following graph represents constant speed (or) uniform motion [ ]
↑ ↑ ↑ ↑
a) s b) s c) s d) s
T
t→ t→ t→ t→
ER
4
3. 3 The distance - time graphs of four vehicles 1, 2, 3 and 4 are given in
2
↑ the adjacent figure. Which of them has greater speed? [ ]
s 1
a) 2 b) 3 c) 1 d) 4
SC
t→
4. The given below distance - time graph represents the motion of a C D
cart. During in which interval the cart is at rest [ ] ↑ B E

s
A
a) AB b) DE c) BC d) CD t→
5. According to graph, as time increases, the speed of the object

[ ] ↑
s
a) Increases b) decreases c) remains same d) we cannot say
t→

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9. On the top right, click on the QR code scanner icon

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10. A list of linked topics is displayed

Sri M. Ramabrahmam, Lecturer, Dr. P. Shankar, Asst. Professor,

Dr. TVS Ramesh,

Published by Government of Telangana, Hyderbad.

Telangana Government Free Distribution 2020-21 i

First Published 2013

No part of this publication may be reproduced, stored

We have used some photographs which are under

This Book has been printed on 70 G.S.M. Map litho,

Free Distribution by Government of Telangana 2020-21

Sri A. Satyanarayana Reddy, Director, Sri B. Sudhakar, Director,

Dr. P. Shankar, Asst. Professor, Sri M. Ramabrahmam, Lecturer,

Sri M. Eswara Rao, SA,

GHS Sompeta, Srikakulam.

Sri C.V. Harikrishna, SA, Sri K.L. Ganesh, SA,

ZPHS, Cheru Annaram, Nalgonda. ZPHS M.D.Mangalam, Chittoor.

Sri T. Srinivasachary, SA, Sri Dr. S. Anjaneyulu, SA,

Graphics & Designing

It is also necessary to step forward without interrupting the interrelationship and

There is a great need for compulsory implementation of instructions of the National

Telangana Government Free Distribution 2020-21 v

to be invited into the classroom to elucidate it.

Express them freely and clearly.

• Find out alternatives based on your own thoughts.

• Observe how each lesson is helpful to conserve nature. Try to do so.

Telangana Government Free Distribution 2020-21 vii

S.No. Academic Standard Explanation

and interpret it. Able to conduct project works.

5. Communication through Children are able to communicate their conceptual

7 Coal and petroleum 12 October 93

8 Combustion, fuels and flame 10 November 107

9 Electric conductivity of liquids 11 November 119

10 Some natural phenomena 11 December 131

11 Stars and solar system 13 January 147

12 Graphs of motion 4 February 171

Telangana Government Free Distribution 2020-21 ix

Jaya jaya jaya, jaya he!!

- Paydimarri Venkata Subba Rao

“India is my country; all Indians are my brothers and sisters.

I shall always strive to be worthy of it.

same meaning at that time. Have you ever

squeezing, twisting, stretching, lowering

make an effort. When you pick up your

S. No Action Diagram Push/Pull/Both

List three more activities where we

white balls). What happens to the needles?

on the needle of a compass?

Observing electrostatic forces

What is the force which pulls the

balloon? (Fig-3) Why does the balloon pull

table supports the pen. If the table does not

Why does a stone thrown up into the

in the lesson ''Gravitation'' in higher classes. pattern of iron filings there?

example of field force.

the same colour. How can you tell which