Grade 8 Science Text Book 61fb9947be91f

SCIENCE
Part - I
Grade 8
Educational Publications Department
i
First Print 2016
Second Print 2017
Third Print 2018
Fourth Print 2019
All Rights Reserved
ISBN 978-955-25-0132-6
Published by Educational Publications Department

Printed by Neo Graphics (Pvt) Ltd
No. 44, Udahamulla Station Road, Gangodawila, Nugegoda.
ii
The National Anthem of Sri Lanka
Sri Lanka Matha

Apa Sri Lanka Namo Namo Namo Namo Matha
Sundara siri barinee, surendi athi sobamana Lanka
Dhanya dhanaya neka mal palaturu piri jaya bhoomiya ramya
Apa hata sepa siri setha sadana jeewanaye matha
Piliganu mena apa bhakthi pooja Namo Namo Matha
Oba we apa vidya
Obamaya apa sathya
Oba we apa shakthi
Apa hada thula bhakthi
Oba apa aloke
Apage anuprane
Oba apa jeevana we
Apa mukthiya oba we
Nava jeevana demine, nithina apa pubudukaran matha
Gnana veerya vadawamina regena yanu mana jaya bhoomi kara
Eka mavakage daru kela bevina
Yamu yamu vee nopama
Prema vada sema bheda durerada
Namo, Namo Matha
iii
wms fjuq tl ujlf. orefjda
tl ksjfiys fjfikd
tl mdge;s tl reêrh fõ
wm lh ;=< ÿjkd
tneúks wms fjuq fidhqre fidhqßfhda

tl f,i tys jefvkd
Ôj;a jk wm fuu ksjfia
fid¢k isáh hq;= fõ
ieug u fu;a lreKd .=fKkS

fj<S iu.s oñkS
rka ñKs uq;= fkd j th u h iem;d
lsis l, fkdu Èrkd
wdkkao iurfldaka
xU jha; kf;fs; ehkhNthk;

xd;Nw ehk; thOk; ,y;yk;
ed;Nw clypy; XLk;
xd;Nw ek; FUjp epwk;
mjdhy; rNfhjuu; ehkhNthk;

xd;wha; thOk; tsUk; ehk;
ed;wha; ,t; ,y;ypdpNy
eyNk tho;jy; Ntz;Lkd;Nwh
ahtUk; md;G fUizAld;

xw;Wik rpwf;f tho;e;jpLjy;
nghd;Dk; kzpAk; Kj;Jky;y - mJNt
ahd;W kopahr; nry;tkd;Nwh.
Mde;j rkuf;Nfhd;
ftpijapd; ngau;g;G.
iv
Being innovative, changing with right knowledge,
Be a light to the country as well as to the world.
Message from the Hon. Minister of Education

The past two decades have been significant in the world history due to changes
that took place in technology. The present students face a lot of new challenges along
with the rapid development of Information Technology, communication and other
related fields. The manner of career opportunities are liable to change specifically in
the near future. In such an environment, with a new technological and intellectual
society, thousands of innovative career opportunities would be created. To win
those challenges, it is the responsibility of the Sri Lankan Government and myself,
as the Minister of Education, to empower you all.
This book is a product of free education. Your aim must be to use this book
properly and acquire the necessary knowledge out of it. The government in turn is
able to provide free textbooks to you, as a result of the commitment and labour of
your parents and elders.
Since we have understood that the education is crucial in deciding the

future of a country, the government has taken steps to change curriculum to suit the
rapid changes of the technological world. Hence, you have to dedicate yourselves
to become productive citizens. I believe that the knowledge this book provides will
suffice your aim.
It is your duty to give a proper value to the money spent by the government
on your education. Also you should understand that education determines your
future Make sure that you reach the optimum social stratum through education.
I congratulate you to enjoy the benefits of free education and bloom as an

honoured citizen who takes the name of Sri Lanka to the world.
Akila Viraj Kariyawasam

Minister of Education
v
Foreword
The educational objectives of the contemporary world are becoming more complex
along with the economic, social, cultural and technological development. The learning
and teaching process too is changing in relation to human experiences, technological
differences, research and new indices. Therefore, it is required to produce the textbook
by including subject related information according to the objectives in the syllabus
in order to maintain the teaching process by organizing learning experiences that suit
to the learner needs. The textbook is not merely a learning tool for the learner. It is
a blessing that contributes to obtain a higher education along with a development of
conduct and attitudes, to develop values and to obtain learning experiences.
The government in its realization of the concept of free education has offered you
all the textbooks from grades 1-11. I would like to remind you that you should make
the maximum use of these textbooks and protect them well. I sincerely hope that this
textbook would assist you to obtain the expertise to become a virtuous citizen with
a complete personality who would be a valuable asset to the country.
I would like to bestow my sincere thanks on the members of the editorial and writer
boards as well as on the staff of the Educational Publications Department who have
strived to offer this textbook to you.
W. M. Jayantha Wickramanayaka,
Commissioner General of Educational Publications,
Educational Publications Department,
Isurupaya,
Battaramulla.
2019.04.10
vi
Monitoring and Supervision
W. M. Jayantha Wickramanayaka - Commissioner General of Educational
Publications
Direction
W. A. Nirmala Piyaseeli - Commissioner of Educational
Publications (Development)
Co-ordination
K. D. Bandula Kumara - Deputy Commissioner
W. Suvendra Shyamaleen Jayawardana - Assistant Commissioner
Y. M. Priyangika Kumari Yapa - Assistant Commissioner
G. M. A. Dinushi N. Muhandiram - Assistant Commissioner
Panel of Editors
1. Dr. A. A. L. Rathnathilaka - Senior Lecturer
Department of Chemistry
University of Kelaniya
2. Dr. P. R. K. A. Vitharana - Senior Lecturer
Department of Education
University of Peradeniya
3. Dr. Nilwala Kottegoda - Senior Lecturer
University of Sri Jayawardanapura
4. M. P. Vipulasena - Director (Science)
Ministry of Education
5. R. S. J. P. Uduporuwa - Senior Lecturer
National Institute of Education
6. K. V. Nandani Sriyalatha - Commissioner (retired)
7. V. Rajudevan - Assistant Lecturer
8. P. Atchuthan - Assistant Lecturer
9. K. D. Bandula Kumara - Assistant Commissioner
10. W. Suvendra Shyamaleen Jayawardana - Assistant Commissioner
11. Y. M. Priyangika Kumari Yapa - Assistant Commissioner
vii
Panel of Writers
1. Dr. K. Ariyasinghe - Professional Science Writer
2. P. I. Wijesundara - In-Service Advisor (Science)

Zonal Education Office, Udugama
3. R. M .P. Bandara - Teacher Service
Neluwa National School, Neluwa
4. L. Gamini Jayasooriya - In-Service Advisor (Science)
Divisional Education Office, Wennappuwa
5. S. M. Saluwadana - Science Co-ordinator
Dept. of Provincial Education North Central
6. H. T. C. Gamini Jayarathne - In-Service Advisor (retired)
7. K. Indika Jayawardhana Peiris - Teacher Service

Methodist High School, Moratuwa
8. W. G. A. Ravindra Veragoda - Teacher Service
Sri Rahula National School, Alawwa
9. A. M. T. Pigera - Assistant Director of Education (retired)
10. Suyama Kottegoda - Teacher Service

Bandaragama Central College, Bandaragama
11. M. A. P. Munasinghe - Project Officer (retired)
National Insitute of Education
12. T. Balakumaran - Teacher Service (retired)
13. J. Emanuvel - Principal

St. Anthoney Boys School, Colombo 13
14. M. M. S. Zareena - Teacher Service
Budurdeen Mahmood Ladies College, Kandy
15. M. M. Hareesa - Teacher Service
Fathima Muslim Ladies College, Colombo 12
Language Editing
1. M. R. S. K. Ganegoda - Teacher Service (retired)
Cover Page, Illustrations and Page Layout

1. Malaka Lalanajeewa - Graphic Designer
Technical Assistance
1. M. D. Tharindu Samarasinghe - Educational Publications Department
2. P. Naveen Tharaka Peiris - Educational Publications Department
viii
Contents
page
01 Importance of Microorganisms 01
1.1 Microorganisms 01
1.2 Effects of microorganisms on food 03
1.3 Impact of microorganisms on humans and their activities 06
02 Animal Classification 12
2.1 Main invertebrate groups 13
2.2 Main vertebrate groups 17
03 Diversity and Functions of Plant Parts 24

3.1 Diversity and functions of plant leaves 25
3.2 Diversity and functions of plant stems 30
3.3 Diversity and functions of plant roots 33
04 Properties of Matter 39
4.1 Discontinous nature of matter 39
4.2 Utilizing physical properties of matter 45
05 Sound 62
5.1 Musical instruments that produce sound by vibrating membranes 65
5.2 Musical instruments that produce sound by vibrating air columns 67
5.3 Musical instruments that produce sound by vibrating strings/rods 69
ix
06 Magnets 78
6.1 Poles of a magnet 79
6.2 Magnetic field of a magnet 81
6.3 Compass 83
6.4 Geomagnetism 85
6.5 Temporary magnets and permanent magnets 86
07 Measurements Associated with Electricity 95

7.1 Electric current 95
7.2 Potential difference 99
7.3 Resistance of a conductor 103
08 Changes in Matter 107

8.1 Physical changes and chemical changes 107
8.2 Changes of state as physical changes 109
8.3 Chemical changes 110
8.4 Combustion 115
8.5 Tarnishing of metals 119
8.6 Neutralisation 122
x
1 Importance of
Microorganisms
1.1 Microorganisms
There are living organisms which are visible and also invisible to the naked eye in
our environment. Let us do Activity 1.1 to observe the invisible living organisms.
Activity 1.1
You will need: - A sample of coconut water, a
glass slide, a cover slip, light
microscope
Method: -
² Put the coconut water into a clean container
and keep it for three days.
² Then put a drop of coconut water on to the
glass slide and cover it with a cover slip. Figure 1.1 Microorganisms in a
² Observe the prepared slide through the light sample of aged coconut water
microscope under low power. (Get the help of your teacher)
² Present your observations through diagrams.
It is obvious that the unicellular fungal variety called 'yeast' can be observed mainly
in the above sample. This organism cannot be examined to the naked eye in isolation,
but can be observed through a microscope. Therefore, yeast is a microorganism.
The uni-cellular (single celled) or multi cellular organisms which cannot be
observed clearly by naked eye are called microorganisms.
These microorganisms can be observed clearly through microscopes.

Microorganisms are found in every habitat on the earth. They live and thrive
in all environments such as atmosphere, water, soil, in and on living organisms
including hostile environments (glaciers, deserts, hot springs, deep sea and saline
environments). There is a tremendous biological diversity among microorganisms.
They differ in their morphological characters as well as in their physiological
mechanisms.
Science | Importance of Microorganisms 1

e.g.:- bacteria, some algae, some fungal species, protozoans like Amoeba and
Paramecium
You can observe some permanent slides of microorganisms in your laboratory.
Bacteria Yeast Chlamydomonas (Algae species)
Mucor (a fungal variety) Amoeba Paramecium

Figure - 1.2 Microscopic appearance of some microorganisms
Use Figure 1.2 to identify different species of microorganisms.
For extra knowledge

Viruses show living features as well as non-living features.
Although viruses are discussed under microorganisms, there is no
conclusion yet as to whether they are living or non-living. Viruses
can be observed through electron microscope.
The Dutch scientist Antonie van Leeuwenhoek

observed microorganisms for the very first
time in 1674, using a simple microscope that
he invented. Exploration of microorganisms
was possible with further developments in
microscopy.
Figure 1.3 Antonie van Leeuwenhoek
2 Science | Importance of Microorganisms

1.2 Effects of microorganisms on food
The growth of some microorganisms on foods make them not suitable for human
consumption.
Do Assignment 1.1 and Activity 1.2 to observe the effects of microorganisms on
food.
Assignment 1.1
² Get some food samples of bread, vegetables, fruits, milk, meat/fish, rice, butter
in fresh condition.
² Observe their nature carefully.
² Again observe the nature of these samples after 24 hours, 48 hours and 72
hours.
² Tabulate your observations.
Table 1.1- Effect of microorganisms on food
Food item Fresh food After 24 After 48 After 72
hours hours hours
colour
texture
1. Bread
odour
appearance
2. .................
The microbial activities change the colour, texture, odour and appearance of food.
The taste and the nutritional value of food also change. Food become unfavourable
for consumption due to the changes of properties. This is known as spoilage of
food. The main reason for food spoilage is the growth of microorganisms on food.
Activity 1.2
You will need: - A slice of bread, some water, a glass slide, a cover slip, microscope
Method: -
² Spray some water on the slice of bread and keep it for three days.
² Take some of the substance grown on the slice of bread and place on the glass
slide. Put a drop of water on it.
² Cover the slide with a cover slip.
² Observe the slide through the microscope under the low power.
² Draw what you observed.
Slice of bread with fungi Microscopic view of fungi
Figure 1.4
You will observe that there are some fibres and black structures on bread. They are
a kind of fungi which spoils bread.
So, you can observe that microbial growth causes food spoilage.
The main reason for food spoilage is the growth of microorganisms on food and
release of their byproducts.
Let us do Activity 1.3 to study microbial activity.
Activity 1.3
You will need: - Sugar, yeast, a balloon, warm water (40 oC), a bottle (500 ml),
a beaker/suitable container
Method: -
² Dissolve two teaspoons of sugar in 200 ml of warm water.
² Add one teaspoon of yeast into the above sugar solution.
² Leave it for about 20 minutes and observe (Figure 1.5 a).
Sugar
(2 teaspoons)
Yeast
(1 teaspoon)
Sugar and yeast mixture

Figure 1.5 (a)

² Next pour a newly prepared solution into the bottle.
² Then fix a balloon to the mouth of the bottle.
² Record your observations after about 20 minutes.
(Figure 1.5 b).
Before After
Figure 1.5 (b)
When sugar and yeast are mixed in a solution, it will bubble and become warm
(Figure 1.5a/1.5b). You will smell the odour of alcohol. It is because ethyl alcohol
is produced due to the activity of yeast in sugar solution.
As shown in Figure 1.5 b you will see that the balloon has been inflated. This is
because a gas is produced due to the activity of yeast in sugar solution. The gas
produced here is carbon dioxide.
Yeast is a key ingredient in bakery products. The activity of yeast forms carbon
dioxide and makes the dough rise. Ethyl alcohol evaporates during the process of
baking.
Figure 1.6 Rising of bread due to the activity of yeast
When food is exposed to air, microbes act on it very easily. This is because the
environment provides suitable moisture and temperature for their growth.
Microorganisms start to grow rapidly when a moist food item is exposed to an
environment with favourable temperature.
But if the food is refrigerated the microbial activity is minimized because the
amount of moisture and temperature are controlled in a refrigerator.

Moisture and temperature are the main factors that contribute to microbial activity.
Food spoils rapidly at room temperature (25oC - 30oC). This is because room
temperature is favourable for microbial growth. The enzymes produced by these
microbes change the taste, odour, colour, texture and the nutritional value of the
food.
Microbial activities depend on the type of food.
² Fermentation :- Microbial activity on food high in sugars leads to
fermentation.
² Putrefaction :- Microbial activity on food high in protein leads to
putrefaction.
² Rancidity : - Microbial activity on food high in fats leads to rancidity.
A substrate, suitable temperatures and pH ranges are the factors for the growth of
different microbes. Therefore, microbial activity can be controlled by controlling
these factors.
1.3 Impact of microorganisms on humans and their activities

Some microorganisms are beneficial to humans while some are harmful.
Let us do Assignment 1.2 to understand the importance of microorganisms.
Assignment 1.2
² Collect information about beneficial and harmful effects of microorganisms
and present them to the class.
Beneficial effects of microorganisms

Beneficial effects of microorganisms are of several types. Some of the advantages
are, usage of microorganisms in different industries, microbial decomposition of
dead plant and animal matter, biological pest control.
² Since ancient times man has been using microorganisms in different industries.
Some examples are given in Figure 1.7.

producing curd producing yoghurt producing cheese bakery products
producing antibiotics producing vaccines producing vinegar food (mushrooms)

& alcohol
making compost producing bio gas coir industry

Figure - 1.7 Applications of microorganisms in different industries
² Microorganisms decompose dead plant and animal matter. If not these matter get
collected and it affects the balance of environment. Therefore, microorganisms
contribute to the well-being of the environment.
² Microorganisms are also used to control pests. This is one of the biological
control methods of pests.
Next let us consider harmful effects caused by microorganisms.
Harmful effects of microorganisms

Harmful effects of microorganisms are of several types. Food spoilage, causing
infectious diseases for man, animals and crops, cause economical damage to clothes
and wooden furniture are some of them.

² Microbial activity causes food spoilage (This was discussed in section 1.2).
growth of growth of growth of

microorganisms on microorganisms on microorganisms on
vegetables bread fruits
Figure - 1.8
² Microorganisms cause various infectious diseases for man, animals and

crops.
Infectious diseases caused to man
Virus - common cold, dengue, AIDS (Acquired Immuno Deficiency Syndrome)

Bacteria - tuberculosis, leprosy, typhoid fever
Protozoa - malaria, leishmaniasis, amoebisis
Fungi - pityriasis, sore
dengue haemorrhogic deformity due to leprosy fungi on skin (Pityriasis)

patient
Figure - 1.9

Infectious diseases caused to animals
Animals get infectious diseases due to microorganisms. Figure 1.10 shows some of
the examples for such diseases.
a dog suffering from Rabies a bull suffering from a cow suffering from mastitis
foot and mouth disease
Figure 1.10
Infectious diseases caused to plants
Plants get infectious diseases due to microorganisms. Figure 1.11 shows some of
the examples for such diseases.
a potato plant with papaw leaves with chillie plant with

blight mosaic disease leaf curled disease
Figure 1.11
² Damage caused due to the growth of microorganisms, on surfaces of objects.

Growth of microorganisms on clothes, walls of buildings and wood has been caused
adverse effects on the economy. These effects are mostly caused by fungi.
fungi on clothes fungi on walls fungi on wooden

surfaces
Figure - 1.12 Growth of microorganisms on different surfaces

Summary
² The organisms which cannot be observed by naked eye are called
microorganisms.
² Microorganisms cause beneficial effects as well as harmful effects.
² Usage in various industries, decomposition of dead plant and animal matter
and pest control are beneficial effects.
² Food spoilage, cause infectious diseases for man, animals and crops and
damage to economically important surfaces are harmful influences caused by
microorganisms.
² Nutrients, moisture, favourable temperature and favourable pH values are
necessary for microbial growth.
² Food can be preserved by implementing necessary methods to control
microbial activities.
Exercise
1) State whether the following statements are true (√) or false (×)
i) Bacteria belong to the category of microorganisms. ()
ii) A virus causes Tuberculosis. ()
iii) Refrigerating food helps to control the temperature suitable for
microorganisms. ()
iv) Moisture and warmth are necessary factors for the growth of fungi. ()
v) The scientist Antonie van Leeuwenhoek observed microorganisms
for the first time. ()
2) Select the correct answer
I. A disease not caused by a virus is
1) AIDS 2) Measles 3) Leprosy 4) Rabies
II. The food type that undergoes fermentation in the presence of
microorganisms is
1) Food with proteins 3) Food with sugars
2) Food with lipids 4) All three types

III. Environmental conditions, suitable for microbial growth are given below.
a)Temperature b) Moisture c) pH
which of the above conditions are controlled by refregerating food?
1) a and b 2) a and c 3) b and c 4) a, b and c
IV. The microbial activity on lipid food such as ‘dodol’/‘dothal’ and ‘kavum’/
‘paniyaram’ is known as,
1) Fermentation 2) Putrefaction 3) Rancidity 4) All the above
V. A favourable impact for humans by microorganisms,
1) Decomposition of dead plant and animal matter
2) Cause diseases to humans, animals and crops
3) Make food unsuitable for consumption
4) Cause economical impact by growing on non living surfaces
3) Give short answers.
I. Write four examples for microorganisms
II. Mention two factors required for microbial activity
III. Name three products in which microorganisms are used.
IV. What factor needed for microbial growth is controlled when food is stored
in sugar/honey ?
V. Mention two microbial applications in the field of medicine
Technical Terms
Microorganisms - laIqø Ôùka - ~sn[QPÒ
Microscopic - wKaùlaISh - ~qUSUPõmi
Food spoilage - wdydr krla ùu - EnÄ £ÊuøhuÀ
Microbial degradation - laIqø Ôù ydhkh - ~sn[Q¨ ¤›øP¯õUP®
Application of microbes - laIqø Ôù Ndú; - ~sn[QPÎß ¤μ÷¯õP®
Infectious diseases - fndajk frda. - öuõØÖ ÷|õ´PÒ

2 Animal
Classification
There is a vast diversity among animals that live in our environment.
It is easy to study about them by classifying organisms, based on different criteria.
Grouping of animals in a systematic way by considering their common features
is known as animal classification.
Animals can be classified on different criteria.
In grade 7 you learnt how to classify animals based on presence or absence of a
vertebral column (backbone).
Let us do Activity 2.1 from the knowledge and facts you learnt in grade 7.
Activity 2. 1
Method:-
² Observe given pictures of the animals living in your surroundings.
² Divide and tabulate them into two groups using the feature, presence or
absence of a vertebral column.
Snail Crab Yellow fin tuna
Dog Cock Butterfly
Python Spider Lion

Figure 2.1
12 Science | Animal Classification

Among those animals, yellow fin tuna, dog, cock, python and lion have a backbone.
Snail, crab, butterfly and spider do not have a backbone.
The animals without a backbone / vertebral column are known as invertebrates
while the animals with a backbone / vertebral column are known as vertebrates
Therefore, animals can be classified into two groups;
² Invertebrates
² Vertebrates
2.1 Main invertebrate groups

Engage in Assignment 2.1 to study about invertebrates.
Assignment 2.1
² Observe given diagrams of the invertebrate animal species.
² Classify them based on different criteria.
Leech Bivalve Beetle
Sea anemone Dragonfly slug
Figure 2.2
You have already classified the animals based on different criteria.
Science | Animal Classification 13

Invertebrates are scientifically classified by using their common features.
Some of the groups are given below.
1. Cnidaria
2. Annelida
3. Mollusca
4. Arthropoda
Let us consider the features of each of the above groups.

Cnidaria
The animals belong to Cnidaria are predators and they live in water. Hydra, sea
anemone, jellyfish are some examples for the group of Cnidaria.
Hydra Sea anemone Jellyfish

Figure 2.3 Some Cnidarians
The features of Cnidaria are given below.
² Cnidarians have radially symmetrical
body (If the body of an animal can Tentacles
be divided into two equal halves
Mouth
along several axes we call it a radially
symmetrical animal).
² There are two forms as Polyps and
Medusa. (Polyps are fixed to the substrate
and lead a sedentary life while Medusa
are free floating organisms) Figure 2.4 Body form of
² They cripple small creatures with their Cnidarian (Hydra)
special tentacles having cnidocytes and use them as food.

For extra knowledge
The coral polyps belong to the
Cnidaria group build up coral reefs.
Annelida
Annelids live in both marine and fresh water environments as well as in wet
terrestial environments.
Earthworm, leech, Nereis are some examples for Annelids.
Earthworm Leech Nereis

Figure 2.5 Some Annelids
Common features of Annelids are given below.

² Body is bilaterally symmetrical (If the body of an Segments
animal can be divided into two equal halves along
one axis we call it a bilaterally symmetrial animal).
Mouth
² They are vermiform (worm-like body shape). Anus
Figure 2.6 Body form of
² Body is divided into segments. Therefore, known an Annelid (earthworm)
as segmented worms.
Mollusca
Molluscs live in terrestial, marine and fresh water environment. Snail, bivalve,
chiton, slug, cuttle fish, octopus are some examples for Molluscs.
Snail Bivalve Octopus

Figure 2.7 Some Molluscs

The features of Molluscs are given below.
² They are bilaterally symmetrical.
Shell Antenna
² Soft bodied animals.
Mouth
² Possess a muscular foot.
² Possess a skin moistened with
Muscular foot
mucus.
Figure 2.8 Body form of a molluscs (Snail)
² Some Molluscs bear shells. Figure 2.8 Body form of a molluscs (Snail)
Arthropoda
Arthropods live in terrestial as well as in aquatic environments. Arthropoda is the
group to which the highest number of animals belongs. Insects, spiders, scorpions,
millipedes, centipedes, prawns, crabs are some organisms that belong to the group
Arthropoda.
Butterfly Scorpion Centipede Prawn

Figure 2.9 Some Arthropods
Features of Arthropods are given below.

Eyes
² Arthropods are bilaterally symmetrical. Antenna

² Their body possesses an external skeleton/
exoskeleton. Wings
² Some species possess wings.
Jointed
² Arthropods have externally segmented body. appendages
² All Arthropods have jointed appendages.
Figure 2.10 Body features of an
Arthropoda (Insects)

Assignment 2.2
² Collect the bodies of dead insects.
² Get a box (wood, metal or card board) and fix a
piece of styrofoam to the bottom of the box.
² Fix the bodies on the styrofoam using long pins.
² Paste a name tag for each insect. (Discuss with your
teacher how to keep the bodies of insects without
Figure 2.11 Insect box
decaying)
2.2 Main vertebrate groups

Engage in Assignment 2.3 to study about vertebrates.
Assignment 2.3
² Observe the given pictures of different vertebrate animal species.
² Classify them using different criteria.
Blue fin tuna Turtle Crocodile
Common commorant Toad Hawk
Bat Chimpanzee Salamander

Figure 2.12

Now you can classify vertebrates based on different criteria.
Vertebrates can be scientifically classified depending on their common features.
Let us discuss the features of each of these groups.
1. Pisces
2. Amphibia
3. Reptilia
4. Aves
5. Mammalia
Pisces
Fish, the group of animals well adapted to live in water belong to Pisces. Tilapia,
skate, shark, blue fin tuna, sear, gold stripped sardine, sprat are some fish that belong
to Pisces.
Tilapia Skate Shark Blue fin tuna

Figure 2.13 Some Pisces
Features of Pisces are given below.

² Body is invariably streamlined. This feature helps them to swim through water.
² The body is covered with scales.
² Has fins to swim through water and to balance while swimming.
² Respiration through gills
² Possess eyes without eye lids.
Amphibia
Amphibians spend part of their life cycle in water. Frogs, toads, salamanders,
Ichthyophis are some animals that belong to the group Amphibians.
Frog Toad Salamander Ichthyophis

Figure 2.14 Some Amphibians

Features of Amphibians are given below.
² Undergo metamorphosis.
² Skin is thin, moist and glandular. No scales in the skin.
² Some species use limbs for locomotion.
² Respiration is carried out by lungs, through wet skin or mouth.
Reptilia
Reptiles belong to this group. They are well-adapted for the terrestrial environment.
Tortoise, turtle, cobra, python, viper, krait, lizard, monitor, iguana, crocodile belong
to this group.
Tortoise Crocodile Cobra Viper

Figure 2.15 Some Reptiles
Features of Reptilia are given below.

² Possess a dry skin with scales. No glands are present in the skin.
² Use limbs for locomotion. But some reptiles are limbless. They are adapted for
crawling
² Respiration through lungs
Aves
Birds belong to the group Aves. They are well-adapted for flying. Blue magpie,
swan, owl, parrot are some examples for Aves.
Swan Owl
Parrot Blue magpie

Figure 2.16 Some Aves
Features of Aves are given below.
² Streamlined body is designed for flying.
² Body is covered with feathers.
² Possess limbs for locomotion. Forelimbs are adapted as wings.
² They do not have teeth but the beak is adapted for feeding.
² Breathe using lungs.
For extra knowledge

There are some birds that cannot fly. Some examples are given below.
Ostrich Cassowary Emu
Rhea Penguin Kiwi
Mammalia
These animals feed on mother's milk. Man, rat, loris, orangutan, gorilla, chimpanzee,
bat, whale, dolphin, stag, deer are some examples for mammals.

Gorilla Dolphin
Deer Loris
Figure 2.17 Some Mammals
Features of Mammalia are given below.

² Has mammary glands.
² Skin has sweat glands, sebaceous glands and hair.
² Possess an external ear with ear lobe.
² Mammals have lungs to breathe.
Assignment 2.4
² Collect some pictures of mammals.
² Collect information about them.
² Prepare a booklet allocating one page for each animal. (Consider about the
cover page, foreword, contents, acknowledgement etc.)
By studying this lesson, you have identified that there is a wide diversity among
animals. You can further study about them by visiting zoological gardens and
wildlife parks. All animals contribute immensely to maintain the balance of the
environment.

Summary
² There is a vast diversity among animals in the environment.
² Animals with a backbone / vertebral column are known as Vertebrates and
animals without a backbone / vertebral column are known as Invertebrates.
² Considering the common features, invertebrates can be classified into different
groups. Cnidaria, Annelida, Mollusca and Arthropoda are some groups of
Invertebrates.
² Considering the common features, vertebrates can be classified into different
groups as Pisces, Amphibia, Reptilia, Aves and Mammalia.
Exercise
1. Select the most suitable answer.

i' The group of animals, not belonging to invertebrate is,
1' Annelida 2' Cnidaria
3' Amphibia 4' Arthropoda
ii. The group with highest number of animals is,

1' Aves 2' Athropoda
3' Mollusca 4' Mammalia
iii. An animal belonging to Reptilia group is,

1' shark 2' salamander
3' whale 4' turtle
2. Fill in the blanks.
i' Sea anemone belongs to ''''''''''''''''''''''''' group.

ii' Possessing segmented appendages is a feature of ''''''''''''''''''''''''''''''''' group.
iii …………………….. breathe using lungs, wet skin and the mouth.

3. Name the invertebrate group that bears each of the features given below.
i' Muscular foot - '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

ii' Worm-like segmented body - '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''
iii' Jointed appendages - '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''
iv' Radial symmetry - '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''
4. Write down the answers.

i' Name two forms of Cnidaria with an example for each form.
ii' Name four Arthropods that can fly.
iii. Give three basic features of Mammalia.
iv. Give three basic features of Aves.
Technical Terms
Classification - j¾.SlrKh - £õS£õk
Radial symmetry - wÍh iuñ;sh - Bøμa \©a^º
Bilateral symmetry - oaúmd¾Yaúl iuñ;sh - Ç£UPa \©a^º
Morphological features - rEmSh ,laIK - E¸ÁÂ¯À C¯À¦PÒ
Invertebrates - wmDIaGjxYSka - •ÒÍ¢usi¼PÒ
Vertebrates - mDIaGjxYSka - •ÒÍ¢uskÎPÒ
Cnidaria - ksvdßhdjka - {hõ›¯õ / SÈUSh¼PÒ
Annelida - wefk,svd - AÚ¼hõ / xsh¨ ¦ÊUPÒ
Mollusca - fudïald - ö©õ»ìPõ / ö©ßÝh¼PÒ
Arthropoda - wdf;%dfmdavd - Bzvμ¨÷£õhõ / ‰mkUPõ¼PÒ
Pisces - msiaflaia - ¤ìéì / «ßPÒ
Amphibia - weï*sìhd - A®¤¯õ / D¹hPÁõÈPÒ
Reptilia - frmaà,shd - öμ¨Ÿ¼¯õ / FºÁÚ
Aves - wdfõia - B÷Áì / £ÓøÁPÒ
Mammalia - uefï,shd - ©÷©¼¯õ / £õ¿miPÒ

3 Diversity and
Functions of Plant Parts
Plants in our environment show an enormous diversity as animals. Observe the
diversity of plants in the forest shown in Figure 3.1.
Figure 3.1 A rain forest

The major reason for the beauty and the wonder of a forest is the diversity of plants.
Plants differ each other in its size and morphological features. The reason for this
vast diversity is the adaptations of plants to survive in different environments.
You have already learnt the parts of a plant in grade 7.
Recall what you have learnt and engage in Activity 3.1 to study further about the
parts of a plant.
Activity 3.1
You will need : - 'Kuppameniya'/'kuppaimani' or a 'monarakudumbiya'/
'seethaviyar selugkaluner' plant.
Method : -
² Uproot the plant from the soil without damaging the root system, and
wash properly.
² Observe the plant and identify its parts.
² Draw a diagram and name the parts.
24 Science | Diversity and Functions of Plant Parts

Figure 3.2 shows the main parts
of a plant. Flowers
Compare your diagram with the

given figure. Fruits Shoot
Every flowering plant consists system
of fruits, leaves, stem and roots.
But they do not appear same Leaves
in every plant. They have an
extensive diversity. Let us have Stem
a review about the diversity and
Tap root
the functions of leaves, stem
and roots of a plant. Root
system
Lateral
roots
Figure 3.2 Parts of a plant
3.1 Diversity and functions of plant leaves

Leaves are considered as the most significant part of a plant. Most of the leaves are
green in colour. The main function of a leaf is photosynthesis. Food is produced
in plants having chlorophyll by using carbon dioxide, water and light energy. This
process is known as photosynthesis.
Plant leaves are well adapted for efficient photosynthesis. Let us do Activity 3.2 to
study about this.
Activity 3.2
You will need : - Some leaves of jak, mango,
temple flower and manioc
Method : -
² Observe the leaves well.
² Compare the thickness of the leaves.
² Draw the area of the leaves on a square ruled
Figure 3.3
sheet and compare them.
Science | Diversity and Functions of Plant Parts 25

For the purpose of photosynthesis a leaf is typically flat and thin to expose to light
over a broad area and allow light to penetrate fully into the tissues.
Thick and fleshy leaves can also be seen as an adaptation to adverse (arid)
environmental conditions.
e.g:- Aloe, temple flower, yellow oleander (kaneru)
Figure 3.4 shows the parts of a leaf.
Veins
Base
Tip
Margin
Petiole/
leaf stalk Lamina/blade
Figure 3.4 Parts of a leaf
Does every leaf have the same shape of petiole, margin, base and tip? Do Activity
3.3 to study about it.
Activity 3.3
You will need : - Some leaves that can be found in your environment (e.g: mango,
papaw, rose, temple tress, 'Bo leaf'/zarasa illaiZ)
Method: -
² Obtain leaves from different plants in your environment.
² Observe the leaves and draw pictures having different blades, bases, margins
and tips.
When you observe the blades of these leaves you will understand that they have
different shapes (Figure 3.5).
'Gotukola'/ 'Kottamba' /
ʻVallaraiʼ ʻKottankachchiʼ Radish Mango 'Kohila'/ ʻKohilaiʼ
Figure 3.5 Diversity of leaf blades

You would have observed that there is a wide variation in leaf structure. That is due
to their adaptations for the main function as well as various other functions.
Study the following diagrams and identify further the diversity of leaves. If you
observe the tips of those leaves you will notice that the tips are different as sharp,
curved, pointed, divided etc (Figure 3.6).
'Niyangala'/ 'Koboleela'/ jak 'Bo' leaf/'Arasa ilai' Temple trees

'Karthikaipoo' 'Thiruvaththi'
Figure 3.6 Diversity among leaf tips
The margins can be serrate or smooth. (Figure 3.7)
Hibiscus/Shoe 'Akkapana'
Rose
Flower Temple trees Begonia 'Sadaikaraichan'
Figure 3.7 Diversity among leaf margins
The bases and the petiole of leaves too have different forms (Figure 3.8).
'Kohila' Lotus 'Bo' leaf Shoe flower Temple trees

Figure 3.8 Diversity among leaf base
When you observe the environment you will be able to study more about other
adaptations of leaves.
Leaf arrangement
The leaves are fixed to the stem in a way to expose all the leaves to the sun light.
The pattern of fixing the leaf to the stem of a plant is known as leaf arrangement.
Leaf arrangment supports efficient photosynthesis. Some leaf arrangements are
given below.
² Leaves are on alternate sides of the ² Leaf attachments paired at nodes and
stem. in opposite directions.
Figure 3.9 'Anona' ('Katu Anoda')/

'Annamunna' Figure 3.10 Guava
² Three or more leaves attach at each ² Leaves are attached in a spiral manner
node on the stem in a whirl. around the stem.
Figure 3.11 'Rukkaththana'/ 'Earlilaippalai' Figure 3.12 'Kanda'/'Vattakkanni'
Assignment 3.1
² Observe the environment and identify the leaf arrangements as much as
possible.
² Complete the given table using your observations.
Table 3.1
Leaf arrangement Examples of trees
Leaves are on alternate sides of the stem. ''''''''''''''''''''''''''''''''''''''
Leaf attachments paired at nodes and leaves in opposite ''''''''''''''''''''''''''''''''''''''
directions.
Three or more leaves attach at each node on the stem in a ''''''''''''''''''''''''''''''''''''''
whirl.
Leaves are attached in a spiral manner around the stem. ''''''''''''''''''''''''''''''''''''''

Let us now consider the other functions of leaves.
² Transpiration is the process of evaporation of

water from plants (Figure 3.13). It mainly takes
place through stomata in leaves. Transpiration
helps to transport water to the upper parts of the
plant.
The leaves of plants in arid environments, are adapted

to minimize transpiration.
Stomata
Figure 3.13 Internal structure
Some adaptations are given below. of a leaf
² Thick, waxy cuticle e.g. - temple trees,

oleander
² Leaves reduced to spines e.g. - cactus
² Thin leaves e.g. - 'kasa' / 'savukku'
² Reduced number of leaves e.g. - 'navahandi' / 'kally',
'heerassa'/'pirattai'
Temple trees Cactus 'Kasa'

Figure 3.14 Adaptations to minimize transpiration
² Some leaves are adapted to store water. They have become fleshy because they
have specialized tissues to conserve water (Figure 3.15).
'Akkapana' Aloe
Figure 3.15 Plants with water storage leaves

² Some leaves produce new plants through asexual reproduction.
e.g. :- 'Akkapana', 'begonia'
Let us do Activity 3.4 to study how some plant leaves produce new plants.
Activity 3.4
You will need : - some leaves of plants such as akkapana, begonia, peparomia
Method : -
² Make a small cut at the veins of the above mentioned leaves and cover the place
with soil.
² Keep them watering for several days.
² After 3-4 days observe the roots near the veins of the leaves.
² Find other ways of getting plants from leaves.
'Akkapana' Begonia Peparomia

Figure 3.16
3.2 Diversity and functions of plant stems

The basic functions of a stem are supporting and bearing leaves, buds, flowers,
fruits, seeds of the plant and keeping the plant upright. Also the stem transports
water and minerals throughout the plant. Most stems are found above the ground.
Some stems grow underground and are known as underground stems.
In addition to the basic functions, stems have adapted to fulfill other functions. Let
us study the diversity of stems based on their adaptations.
² Most stems produce new living tissues allowing plants to grow and reproduce.
These stems are known as propagative stems. Given below are some examples
for propagative stems (Figure 3.17, 3.18).
'Gotukola' 'Undupiyaliya'/ 'Sirupulladi' 'Ambul ambiliya'/ 'Puliyarai'

Figure 3.17 Some plants reproduced by runners/ stolon

Banana 'Kalanduru'/ 'Paalargu' Paddy
Figure 3.18 Some plant species re-produced by Suckers
² Some plants store food in aerial stems (Figure 3.19).
Sugarcane 'Kithul'
Figure 3.19 Some plants with storage stems
² Some underground stems serve the functions of storage of food perennation and
sexual propagation. During the adverse seasons the aerial parts get destroyed
but the underground stem survives. During favourable seasons new sprouts
come out from the underground stem using stored food (Figure 3.20).
Turmeric Ginger Onion Potato

Figure 3.20 Some plants reproduced by underground stem

² Some stems are green and photosynthetic. Such stems are called photosynthetic
stems (Figure 3.21).
Cactus 'Daluk' / 'Sathurakkalli'

Figure 3.21 Some photosynthetic stems
² Some plants fix to a support to climb up and absorb sunlight efficiently. Such
stems are called climbing stems (Figure 3.22).
'Venival/ Maramanjal' Beans

Figure 3.22 Some plants with climbing stems

Assignment 3.2
² Complete Table 3.2 using examples for each type of stems which have adapted
to carry out the functions given below.
Table 3.2
Propagative Aerial stems with Underground Photosynthetic
stems food storage stems stems
3.3 Diversity and functions of plant roots
The basic function of root is to anchor the plant in the soil, absorb water and
minerals. There are some roots adapted to satisfy other functions.
Other than the tap root and its branches, there are roots which arise from
other parts of the plants. These roots are known as adventitious roots.
There are roots that adapted to fulfill many other functions. They are given various
names.
² Tuberous roots - The roots that are swollen due to storage of food are
known as tuberous roots. Some tuberous roots allow the
plant to survive in unfavourable seasons. Food can be
stored either in the tap root or in adventitious roots.
• Storage of food in tap root
Carrot Radish Beet

Figure 3.23 Some plants that store food in tap root

• Storage of food in adventitious roots
Manioc Sweet potato Dahlia

Figure 3.24 Some plants that store food in adventitious roots
² Prop roots - Adventitious roots that arise from branches. They penetrate the
soil and helps to support branches.
Banyan Tree 'Rath kadol '/ 'Sen kandal'

Figure 3.25 Some plants with prop roots
² Stilt roots - Adventitious roots arise from the stem, grow below the ground
and support the stem.
'Vetakeyya'/'Thalai' 'Rampa' 'Maha kadol'/'Perung

kandal'
Figure 3.26 Some plants with stilt roots

² Climbing /Clasping roots - Roots that help the climbing stem/ creepers to fix
to a surface/support.
Betel Pepper
Figure 3.27 Some plants with climbing roots
² Aerial roots - These roots absorb moisture from the atmosphere and supply the
plant. These specialized roots can be found mostly in epiphytes.
Orchid Vanilla
Figure 3.28 Some plant with aerial roots
² Respiratory roots - These roots absorb air from the atmosphere and supply to
the plant. They are specialized roots which can be found
mostly in mangroves.
Sonneratia 'Maha kadol'

Figure 3.29 Some plants with respiratory roots

² Propagative roots - These roots produce new plants.
Curry leaves Guava 'Beli/Vilvam'

Figure 3.30 Some plants with propagative roots
Assignment 3.3
Collect some root specimens and study them. Consider the necessary steps that
should be taken to conserve these roots.
Assignment 3.4
Plan a field visit to observe the nature and the diversity of plants. Study the
adaptations of plants and relate them to their functions.
Plants play a vital role in the environment. Therefore, it is your duty to explore and
collect specimens with minimum damage to the environment.

Summary
² The major parts of a plant are roots, stem, leaves, fruits and flowers.
² There is vast diversity among parts of the plants. Adaptation of plant parts to
their functions is the reason for this vast diversity. There are some plant parts
that exhibit special adaptations.
² The basic function of a leaf is photosynthesis. Some leaves are adapted to
store food and water and also for propagation.
² The basic function of a stem is to hold leaves, flowers, fruits and transport
water and minerals throughout the plant.
² Some stems are adapted for photosynthesis, to climb up, propagation and to
store food.
² The basic function of roots is to anchor the plant in the soil, absorb water and
minerals.
² Tuberous roots, prop roots, stilt roots, climbing roots, aerial roots and
respiratory roots are adapted for special functions.
² The reason for vast diversity among plants is their functions and adaptations
to survive in different environments.
Exercise
1) Write the main function of the given plant parts.
a) Plant leaves ....................................
b) Stem ..........................................
c) Roots ..........................................
2) Write the special adaptations of the following plant roots/stems/leaves.
i. Cactus v. Sweet potato ix. 'Niyangala'
ii. Carrot vi. Pepper x. Orchid
iii. Banyan vii. Begonia xi. Guava
iv. Aloe viii. 'Navahandi' xii. 'Rampa'

3) Fill in the blanks.
i) The pattern in which leaves grow on the stem is known as ………………..
ii) Sugarcane, palmyrah are examples for ………………. stems.
iii) The leaves of the cactus tree reduced to spines is an adaptation to minimize
………………….
iv) Curry Leaves, beli, bread fruit trees often use the ……………………. for
propagation.
v) Respiratory roots are specialized roots that can be seen in ………...………
plants.
Technical Terms
Diversity of leaves -- m;%j, úúO;ajh -- Cø»PÎß £ÀÁøPø©
Diversity of stems -- l|kaj, úúO;ajh -- uskPÎß £ÀÁøPø©
Diverstiy of roots -- uq,aj, úúO;ajh -- ÷ÁºPÎß £ÀÁøPø©
Photosynthetic stems -- m%NdixYaf,aIl l|ka -- Cø»zöuõÈÀ uskPÒ
Climbing stems -- wdfrdayl l|ka -- HÖ® uskPÒ
Propagative stems -- m%pdrK l|ka -- CÚ®ö£¸US® uskPÒ
Underground stems -- N+.; l|ka -- {»URÌz uskPÒ
Tuberous stems -- wdlka§ l|ka -- •QÊ¸ÁõÚ uskPÒ
Tuberous roots -- wdlka§ uq,a -- •QÊ¸ÁõÚ÷ÁºPÒ
Prop roots -- lre uq,a -- uõ[S®÷ÁºPÒ
Stilt roots -- lhsre uq,a -- ªsi÷ÁºPÒ
Aerial roots -- jdhj uq,a -- PõØÔØS›¯ ÷ÁºPÒ
Respiratory roots -- Yajik uq,a -- ‰a_÷ÁºPÒ
Storage roots -- ixÑ; uq,a -- ÷\ª¨¦ ÷ÁºPÒ
Propagation -- m%pdrKh -- CÚ¨ö£¸UP®

4 Properties of
Matter
4.1 Discontinous nature of matter
The environment around us is composed of matter and energy. Recall the facts you
learnt in grade 6 about matter and energy. To validate that knowledge further, do
Assignment 4.1.
Assignment 4.1
Classify and tabulate following items as matter and energy.
Air, water, ball, light, bulb, sound, table, chair, electricity, heat, magnet
Table 4.1
Matter Energy
air light
Of the above, air, water, ball, bulb, table, chair and the magnet require space and
have a mass. Such things are known as matter. When considering light, sound, heat
and electricity, they do not occupy space and have no mass. They are considered
energy. Components of the environment such as soil, water and rocks and the man
made structures and various equipments are examples for matter.
Evidence for discontinuous nature of matter
An acceptable notion about the nature of matter was first put forward by the
Greek philosopher Democritus who lived in the era 460-370 B.C. According to
him, matter is made of very small particles. Later, the Greek philosopher Aristotle
(384-270 B.C.) stated that matter is not composed of particles. It is said that in
Athens of Greece, a public debate was held between the proponents of Aristotle and
Democritus. The idea that "matter is particulate in nature" became victorious at that
debate and later modern scientists confirmed experimentally the fact that matter is
made up of particles. The status matter exists as a collection of particles with
spaces among them is known as discontinuous nature or particulate nature of
matter.
Science | Properties of Matter 39

Matter can be classified as solid, liquid and gas according to its physical nature.
Various activities can be done to confirm the discontinuous nature of solid, liquid
and gaseous matter.
Discontinuous nature of solid matter
Take a piece of chalk and break it into two pieces. Break one of those pieces again
into two pieces. Likewise, break the pieces you get successively till you obtain the
smallest possible particle.
When the initial piece was broken into two, you would have got two smaller pieces.
When the chalk is broken again and again we get more and more smaller pieces.
The smallest piece of chalk that we obtain like this without changing the properties
of chalk is called a chalk particle. Accordingly, you would be able to imagine that a
piece of chalk is formed by the union of a large number of chalk particles. The piece
of chalk which is a collection of small particles has a particulate nature. There are
spaces among those particles.
Let us do Activity 4.1 to investigate the discontinuity of solid matter.
Activity 4.1
You will need:- A container of water, a watch glass, blue or red ink, a few
crystals of potassium permanganate, a piece of white chalk
Method:-
² Add a small amount of blue/red ink or a potassium permanganate solution
to a watch glass. Take a piece of chalk and place one end of it on ink or the
solution. Record your observations.
ink chalk chalk on ink

Figure 4.1
When the piece of chalk is placed on the blue/red ink or the potassium permanganate
solution in the watch glass, you can see the colour soaking up through the piece of
chalk. The ink is able to move up because the piece of chalk is discontinuous. It is
because the piece of chalk consists of a large number of very small particles, each
with the properties of chalk, and a large number of spaces through which the coloured
particles can move. This activity confirms that solid matter is discontinuous.
40 Science | Properties of Matter
Have you heard what happens when mercury comes into
contact with items made of gold? In such an event, we
will be able to observe mercury particles in the item of
gold. The reason for this is the movement of mercury
particles through the gold particles because gold is
discountinuous. Because of this, when gold objects come
into contact with mercury they get damaged. Figure 4.2 A gold ring that
came into contact with mercury
Assignment 4.2
² Plan and implement simple activities to show that solid matter is particulate
in nature.
Let us next consider about the discontinuous nature of liquid matter.
Discontinuous nature of liquid matter
Take a small volume of water and divide into two portions. Divide one of them
again into two portions. Likewise, divide one half again and again until you get the
smallest possible volume.
Even though the small volume of water was divided into two, both volumes contain
water. Even at the moment when the volume becomes extremely small after repeated
divisions, water is the substance which occupies that volume. In such a way, the
smallest volume of water that can be obtained while retaining the properties of water
can be called a water particle. Hence, water is formed by the assembling of a large
number of water particles with one another.
Let us engage ourselves in Activity 4.2 to look into the discontinous nature of liquid
matter.
Activity 4.2
You will need:- A watch glass, a beaker with water, potassium permanganate/
coloured ink
Method:-
² Fill a beaker in half with water and put
a crystal of potassium permanganate
into it. Record the observations after
about five minutes. Then, shake the
water in the beaker gently. State the
observations.
² Add a drop of coloured ink to a (a) water beaker with (b) water beaker
potassium permanganate with coloured ink
beaker containing water. Record the Figure 4.3
observations.
It can be observed that the colour of the potassium permanganate crystal placed in
the beaker of water gradually spreads in water. It happens because the potassium
permanganate particles move into spaces among the water particles. When a drop
of ink is added to a beaker of water, the water gradually becomes coloured due to
the movement of ink particles among water particles. Hence, it is clear that liquid
matter also has a particulate nature.
Assignment 4.3
Plan and implement some simple activities to demonstrate that liquid matter is
particulate in nature.
Discontinuous nature of gaseous matter
Let us conduct Activity 4.3 to verify that gases are discontinuous.
Activity 4.3
You will need:- Two gas jars, nitrogen dioxide gas, joss stick, a few drops of
perfume
Method:-
² Fill a gas jar with brown-coloured nitrogen dioxide gas and close it with
another gas jar. Record your observation after two minutes. (Do this as a
teacher demonstration.)
² Light a joss stick.
² Place some perfume in a watch glass and leave for some time.
² Record observations.
When a gas jar is filled with brown nitrogen dioxide
gas and an inverted gas jar containing air is placed
over it, mixing of the two gases can be observed.
The reason for this movement of the nitrogen dioxide
particles is the existence of spaces among the air
particles.
The scent of the lighted joss stick spreads throughout
the classroom. While the smell of perfume diffuses
across the classroom, you would be able to see that the
perfume had got removed from the watch glasses. We
get its smell because its particles have moved through
air and entered our nose during the spread of particles. Figure 4.4 Spread of nitrogen
This leads to the explanation that gaseous matter too dioxide gas in gas jars
is particulate in nature.

Assignment 4.4
Plan and implement with your teacher simple activities to support the fact that
gaseous matter has a particulate nature.
Based on the above, we can conclude that all matter (solid, liquid or gas) is composed
of particles and there are spaces among those particles. Thus, we can conclude that
matter is discontinous.
4.1.1 Physical properties of matter in relation to its particulate nature
It is the difference in the organisation of particles that leads to the variation of
the specific characteristics of the three states in which matter exists. This can be
illustrated as follows.
Solid
² Particles are orderly arranged.
² Particles are strongly bound to each another.
² Particles do not move relative to one another,
but can vibrate in the same positions.
Organisation of particles in ² Space among particles is less.

a solid
Liquid
² Particles are not orderly arranged.
² Though, the particles are close to one another,
the binding forces are not as strong as in a solid.
² The particles can move within the liquid.
Organisation of particles in ² Space among particles is less, but higher than

a liquid that of a solid.
Gas
² Particles are not orderly arranged.
² Binding forces among the particles are very
weak.
² Particles move freely and randomly.
² Much space is left among the particles.
Organisation of particles in
a gas

The reason for the variety of physical properties of solid, liquid and gaseous matter
is the diversity of their prticular arrangement. Let us have a look at Table 4.2 which
presents these differences. Table 4.2
Property Solid Liquid Gas
Shape Has a definite No definite shape. No definite shape.
shape (Takes the shape of (Takes the shape of
the occupied part the occupied part in
in the container) the container)
Volume Has a fixed Has a fixed No fixed volume.
volume volume.(Does not (Spreads throughout
spread throughout the entire volume of
the entire volume the container)
of the container)
Compressibility Connot be Cannot be Can be compressed
compressed easily. compressed easily. easily.
Density Has a high density Has a high density Density is low
A solid has a definite shape because the particles forming it are organised in a
regular pattern and are strongly bonded. Liquids and gases lack a definite shape
because their particles are not arranged orderly.
Solids and liquids have a definite volume, but gases do not have a definite volume.
This is because the gas particles spread freely and occupy the entire volume of the
container as the binding forces among gaseous particles are very weak.
Compression means the decrease in volume of matter by increasing pressure. Solid
and liquid matter cannot be compressed easily. However, gaseous matter can be
compressed easily. In order to compare the compressibility of liquids and gases let
us do Activity 4.4.
Activity 4.4
You will need:- Two identical syringes, water, nitrogen dioxide gas
Method:-
² Draw water into one syringe until half of it is filled with water.
² Take an equal volume of nitrogen dioxide gas to the other syringe. (Do this as
a teacher demonstration.)
² In both syringes close the open end and push the piston forward.
² In both cases compare the ability to move the piston forward.

You will note that the piston in the syringe with water cannot be pushed forward
whereas the piston in the syringe with air can be pushed forward. This shows that
it is difficult to compress water but air can be compressed easily. Let us find out the
reason for this.
Water is a liquid. As the particles of a liquid are closely packed they cannot be brought
closer by applying a force. Therefore, they are relatively difficult to compress. In a
gas there are wider spaces among the particles, therefore, by applying a force the
particles come closer. That is why the gases can be compressed easily.
When comparing the densities of solids, liquids and gases it is seen that solid and
liquid matter have a high density but gases have a low density. Density will be
studied further in a future lesson.
Solids, liquids and gases are used for various purposes depending on their properties.
Some examples for the instances in which they are used are given below.
² Solids - parts of machinery, parts of vehicles, building materials, weapons

² Liquids - mercury thermometer, hydraulic jack, as a medium of transport
² Gases - inflating tyres, in pressure cookers, in hydrogen balloons, in liquid
petroleum gas (LP gas) cylinders
Assignment 4.5
Make models to demonstrate the particulate nature (discontinuity) of the three
states of matter.
4.2 Utilizing physical properties of matter

4.2.1 Pure substances and non pure substances
Consider a cylinder containing nitrogen gas and a cylinder containing ordinary
air. The cylinder of nitrogen gas contains only nitrogen gas. The cylinder of air
contains several gases such as nitrogen, oxygen, argon and carbon dioxide. On the
otherhand potable water contains gases and various salts dissolved in it. But, pure
water contains only water.
Let us do Assignment 4.6 to explore this further.

Assignment 4.6
² Pay your attention to the substances given in Table 4.3.
² Find out about the components in those substances and complete the table.
Table 4.3
Substance Components Contains one Contains
component more than one
only component
air hyrogen, oxygen,
argon, carbon dioxide
pure water water
drinking water water, various gases,
dissolved in water, salts
sugar sugar
salt solution salt, water
a piece of copper
copper
tea tea, water, sugar
aluminium
iron
silver
Of the substances given in the table, if you focus your attention to sugar, silver, pure
water, aluminium, iron and copper, it is clear that they are composed of only one
component. You may also be able to identify that the salt solution, tea and potable
water contain more than one component.
Thus, on the basis of the components contained, matter can be divided into two
main categories as follows.
² Pure substances - Matter that contains only one component.
² Non pure substances - Matter that contains two or more components.
² Pure
² substances
Pure substances
Substances having a constant composition, that is, substances containing only
one component with definite properties, are called pure substances.
Hence, sugar, copper, pure water, aluminium, silver and iron given in Table 4.3 are
pure substances.

Based on the nature of the pure substances, they can be classified into two groups,
elements and compounds.
Elements
Let us consider copper, aluminium, silver and iron classified under pure substances.
These cannot be divided further into simpler substances.
Pure substances with definite properties which cannot be further divided by
physical or chemical methods into substances are known as elements.
As at now, scientists have identified nearly 120 elements. Each of these elements
has unique properties of its own.
Iron, aluminium, sulphur, carbon, oxygen, nitrogen, mercury, copper, gold, silver,
lead, hydrogen and chlorine are a few examples for elements.
Sulphur A bottle filled with Iron Copper

chlorine gas
Carbon Mercury Aluminium Zinc

Figure 4.5 Some commonly used elements
Compounds
Let us consider about sugar and pure water you classified under the pure substances
above. They are formed by the combination of two or more elements.
Compounds are homogeneous, pure substances in which two or more elements
are chemically combined in a fixed ratio. The properties of a compound are
different from the properties of the elements that contributed to form that compound.
Although, there are only 120 elements, there are millions of compounds in existence.
The reason for this the possibility of combining elements in a vast multitude of
ways with one another.
Let us inquire into the formation of compounds by the combination of elements
chemically through the following example.

² Iron powder is a greyish black solid substance.
² Sulphur powder is a yellow coloured solid.
² When these two are mixed and heated till the solid mass melts, a black solid
is formed.
Iron Sulphur Iron sulphide

Figure 4.6
It can be observed that the substance formed finally is different in properties from
the substances that were used initially.
Now, it may be clear to you that here, the element iron has combined chemically
with the element sulphur to form the black coloured compound, iron sulphide.
Given below are some compounds used in everyday life.
Copper sulphate Sodium chloride
A fire extinguisher
filled with carbon
dioxide Calcium carbonate Sodium hydroxide Glucose
Figure 4.7
Oxygen, nitrogen and argon present in ordinary air are elements. Nevertheless,
carbon dioxide is a compound. The compound carbon dioxide is formed by the
combination of the elements carbon and oxygen chemically.
Table 4.4 shows the elements contained in some compounds.
Table 4.4
Compond Elements present
copper sulphate copper, sulphur, oxygen
sodium chloride sodium, chlorine
sodium hydroxide sodium, hydrogen, oxygen
calcium carbonate calcium, carbon, oxygen
carbon dioxide carbon, oxygen
water hydrogen, oxygen

You will study about non pure substances/ mixtures in a higher grade.
4.2.2 Various physical properties of matter

Different substances have different physical properties. There are a number of
physical properties in matter that help to identify and distinguish them. Some of
these are presented in Table 4.5
Table 4.5
Physical property Simple introduction to the physical property
Lustre Shiny suface due to reflection of light falling on it.
Hardness Resistance of the material to wear and tear and
scratching
Brittleness Being subject to breaking / crushing into pieces
when a force is applied
Thermal conductivity Ability to conduct heat through the substance
Electrical conductivity Ability to conduct electricity through the substance
Sonority Emitting a lasting sound when struck with an object
Colour The visual quality of the substance
Elasticity Ability to stretch upon pulling and returning to the
initial state when the force is released
Density Mass of a unit volume
Malleability Ability to be hammered into sheets without breaking
into pieces
Ductility Ability to be drawn into a wire without breaking
Smell Sensation caused in the nose due to the volatility of
the substance
Expansivity Increase in volume without an increase in the mass
upon increasing temperature
Texture The rough or smooth nature felt to the touch
Melting point/ temperature The temperature at which a substance turns from the
solid state to the liquid state
Boiling point/ temperature The temperature at which a substance turns from the
liquid state to the gaseous state
Some of the physical properties of a substance can be used to examine its purity.
e.g.:- Density, melting point, boiling point

Density
What can you observe if you put a piece of iron, a cork stopper and a candle to
water ? The piece of iron sinks while the cork and the candle float. The reason for
this is the fact that the density of iron is greater than that of water wheres the density
of cork and candle wax is less than that of water. Density is a property unique for a
particular substance. Density is the mass of a unit volume of a given substance.
Let us do Activity 4.5 to find out whether the density of water has a constant value.
Activity 4.5
You will need:- Density bottle, distilled water, triple beam balance, fresh
water, brackish water, hard water
Method:-
² Fill the density bottle (specific gravity bottle) with water, blot it and weigh
using the triple beam balance.
Figure 4.8
² Remove the water, refill the density bottle with distilled water, blot it and weigh.
² Compare the masses obtained.
² Repeat same experiment using the same density bottle but filling it with
samples of water obtained from different environments such as fresh water,
brackish water, brine and tank water and compare the masses.
Even if the masses are taken by repeating weighing several times, you will be able
to see that the mass of an equal volume of distilled water takes a constant value.
But the masses of equal volumes of fresh water, brine and brackish water will not
be equal.
Distilled water is the water free from dissolved solids. Since, the density of pure
water always takes the same value, pure water can be identified by measuring the
density.
Similarly, for other pure substances, the density is a fixed value. Therefore, the
purity of solids, liquids and gases can be determined by finding their densities.

Table 4.6 gives densities of some pure substances.
Table 4.6
Substance Density/kg m-3
Gold 19300
Mercury 13600
Lead 11300
Copper 8900
Iron 7700
Aluminium 2700
Water 1000
Melting point
There is a fixed temperature at which a solid turns into a liquid. This temperature is
known as its melting point. Pure substances have a fixed melting point.
Let us conduct the following experiment to find out whether the melting point of
pure substances has a constant value.
Thermometer
Activity 4.6
Stirer
You will need:- A boiling tube, a beaker, some
ice chips, water, a thermometer, a
burner, a stand, a stirer
Method:- Ice
chips
² Fill about one fourth of a boiling tube with ice
chips. Water
² Arrange the apperatus as in Figure 4.9.
² Heat till the ice melts.
² Stir the water well, using a stirer.
² Tabulate temperature against time.
Heat
Figure 4.9
Table 4.7
Time Temperature
You would have observed that the temperature remains constant until all the ice
melts.

When heat is supplied, matter turns from the solid state to liquid state without
changing its temperature. The specific temperature at which this change in state
occurs is called the melting point.
In the above experiment the temperature remained at 0 oC until all the ice turned
into liquid water. So, the melting point of pure water at normal atmospheric pressure
is 0 oC.
Table 4.8 indicates melting points (at standard atmospheric pressure) of some pure
substances.
Table 4.8
Substance Melting point/ (oC)
Ice 0
Sulphur 132
Lead 317
Aluminium 660
Copper 1083
Iron 1539
The melting point of pure substances is a constant. Therefore, the purity of a
substance can be determined by measuring its melting point.
Boiling point
There is a definite temperature at which a liquid turns into a gaseous state. That
temperature is known as its boiling point. Pure substances have a constant boiling
point.
In order to find out whether there is a constant value for the boiling point of pure
substances let us conduct Activity 4.7.
Activity 4.7
Thermometer
You will need:- A boiling tube, water, a thermometer,
a stand, a burner
Method:-
² Add water to a boiling tube and fix a thermometer as
shown in Figure 4.10. Water
² Heat the water with the burner.
² Tabulate the change in temperature with time.
Heat
Stand
Figure 4.10

Table 4.9
Time Temperature
When water is heated temperature rises gradually. At a certain moment, the rise in
temperature stops and water turns into the vapour state from the liquid state. That
temperature remains unchanged till all the water is vapourised. That temperature
is called the boiling point of water. The boiling point of pure water at standard
atmospheric pressure is 100 oC (The boiling point of a liquid depends on the
surrouding pressure. If the surrounding pressure falls, the boiling point falls. The
boiling point of water on a high mountain is lower than 100 oC).
If water is not pure due to the dissolving of foreign substances the boiling point
(100 oC) may be elevated or lowered. From this it is clear that the boiling point is
also a physical characteristic that can be used to probe the purity of a compound.
Table 4.10 shows boiling points of some substances under normal atmospheric
pressure.
Table 4.10
Substance Boiling point (oC)
Ethyl alcohol 77
Water 100
Sulphur 444
Lead 1744
Iron 2900
Now let us see whether we can classify the elements that we identified as pure
substances based on their physical properties.
Activity 4.8
You will need:- Iron, copper, sulphur, carbon (graphite), magnesium,
aluminium, lead, zinc
Method:-
² Identify observations or simple activites appropriate to examine the properties
such as metallic lustre, sonority, thermal conductivity, electrical conductivity,
malleability and brittleness. You can have an understanding about this by
reading the paragraph coming after this activity.
² Do the relevant activities and record the observations using a table such as
Table 4.11. Place a tick (√) when the element has the relevant property and a
cross (×) if it does not'
Table 4.11
Thermal Electrical
Substance Lustre Sonority Malleability Brittleness
conductivity conductivity
Iron √ √ √ √ √ ×
Copper
Sulphur
Graphite
Magnesium
Aluminium
Lead
Zinc
Some methods which you can adopt to examine each physical property are described
below. To investigate the physical properties you can use either those methods or
other methods after discussing with your teacher.
To examine the lustre, you can scratch the surface of the substance with a knife or
clean it with a sand paper.
The material used to examine sonority should be at least one millimetre thick. It
can be done by striking with a metal rod or dropping on the cement floor from a
suitable height.
To inquire into the thermal conductivity a change that can be observed during the
transmission of heat has to be used. For example, drops of candle wax can be placed
on rods made of different materials and melting of the wax during conduction of
heat can be done.
Plate of an insulator
Candle wax such as asbestos
Bunsen burner Tripod
Figure 4.11 Examine thermal conductivity

In order to examine electrical
conductivity a simple circuit should be
constructed. It could be constructed on
a circuit board or made by connecting
the pieces of equipment using crocodile
clips.
If the substance to be tested placed
between A and B, conduct electricity, the
bulb will light. If the substance does not Figure 4.12
conduct electricity the bulb will not light.
To observe malleability and brittleness a piece of the relevant substance can be
struck lightly with a hammer after placing it on a fairly thick surface. If it turns into
a sheet on hammering, it shows malleablilty. If it crumbles, it is a brittle substance.
Based on the results of the above experiment and other characteristics, elements can
be divided into two classes, metals and non metals. The diversity of the physical
properties of metals and non metals can be illustrated as follows.
Good conductors Poor

of heat conductors of Poor conductors of
Can be drawn into Good conductors heat electricity (except
wires (ductility) of electricity carbon)
Metals Non metals
Can be hammered lustrous

into sheets Breaks into Not
(malleability) Sonorous pieces when lustrous
struck (brittle)
Figure 4.13 Figure 4.14
Assignment 4.7
Classify the substances given in Table 4.11 in Activity 4.8 as metals and non metals.

Based on their physical properties, elements can be classified as metals and non
metals. Moreover, based on the physical state of matter they can be classified
as solid, liquid and gas. Study Table 4.12 well and get to know the diversity of
elements.
Table 4.12
Element Metallic/Non metallic Physical state
nature (solid, liquid, gas)
Sodium Metal Solid
Aluminium Metal Solid
Calcium Metal Solid
Iron Metal Solid
Copper Metal Solid
Magnesium Metal Solid
Zinc Metal Solid
Lead Metal Solid
Mercury Metal Liquid
Carbon Non metal Solid
Silicon Non metal Solid
Phosphorus Non metal Solid
Sulphur Non metal Solid
Iodine Non metal Solid
Hydrogen Non metal Gas
Nitrogen Non metal Gas
Oxygen Non metal Gas
Chlorine Non metal Gas
Argon Non metal Gas
Bromine Non metal Liquid
4.2.3 Day-to-day applications of various physical properties of matter
The physical properties of matter can be usefully applied in various ways in our
everyday life. Table 4.13 presents a few such instances.

Table 4.13
Physical property of Instances of application Substance
matter
Metallic lustre making jewellery gold, silver
withstanding weight steel rails
Hardness
cutting glass diamonds stylets
Compressibility storing gases in cylinders oxygen, LP gas
detecting gas leakages LP gas
Odour
spreading the scent perfumes, sweet smelling smoke
cooking pans aluminium
Thermal conductivity
soldering lead
Electrical conductivity conducting electricity copper, aluminium cables
Elasticity Tyres and tubes rubber
measuring temperature mercury/ alchol theremometers
Expansivity automatic electrostats electrical appliances with a
bimetallic strip
Brittleness breaking larger pieces chemical compounds, cereals,
into smaller pieces granite, egg shells
Texture (smooth) applying talcum powder talc (a mineral)
chalk
Texture (rough) smoothening the surface sand paper
of wood, walls etc
Assignment 4.8
Explore information relating to the instances where the properties of matter are
exploited in real life and present the information in a creative manner.
At the end of the chapter, a schematic diagram such as one given below can be
constructed.
Matter
Pure substances Non pure substances

(Mixtures)
Elements Compounds
Metals Non metals

Summary
² The things that have a mass and that occupy space are known as matter.
² The making of matter from particles and the existence of spaces among them
is referred to as the discontinous nature of matter.
² All three states, solid, liquid, and gas are discontinuous.
² The reason for the specific features of matter in solid, liquid and gaseous
state is the diversity of the arrangement of particles in them.
² The different properties of solids, liquids and gases make them applicable for
different purposes.
² Based on composition, matter can be classified as pure substances and non
pure substances.
² Pure substances can further be classified into two catergories; elements and
compounds.
² Pure substances with definite properties and indivisible by physical or
chemical methods into substances with different properties are called
elements.
² The pure substances formed by the chemical combination of two or more
elements in a constant ratio are known as compounds.
² Sonority, thermal conductivity, electrical conductivity, malleability, ductility,
density, melting point, boiling point, hardness, elasticity, expansivity, lustre,
etc are physical properties of matter.
² In pure substances the physical properties such as density, boiling point and
melting point have a constant value.
² Based on the physical properties, elements can be classified as metals and
non metals.
² Various physical properties of substances are used for daily activities in life.
Exercise
01) For the following questions, select the correct answer or the most suitable
answer from the responses given
01. Which of the following response contains only matter?
1. Air, water and light 2. Water, heat and a brick
3. Electricity, a brick and ink 4. A brick, ink and air
02. A property only common to solids and liquids is,
1. having a definite shape 2. having a definite volume
3. the ability to compress 4. the free movement of particles

03. When a drop of ink is added to a vessel of water, the colour of ink spreads
throughout water. Which of the following response explains this observation
best ?
1. Water is discontinuous
2. Ink is discontinuous
3. Water and ink are discontinuous
4. Ink is discontinous and water is continuous
04. Which of the following is a pure substance?
1. Bottled water 2. Fizzy drinks
3. Colourless toothpaste 4. Crystals of sodium hydroxide
05. The property of crumbling upon the application of a small force is called the,
1. Hardness 2. Brittleness
3. Elasticity 4. Ductility
06. Given below are three ideas expressed by three students about the masses of
equal volumes of water and kerosene.
A) Their masses are equal
B) Mass of kerosene is less
C) Mass of water is greater
The correct response of these is /are
1.only A 2. only B 3. only C 4. only B and C
07. Which of the following substance is an electrical conductor?
1. Iron 2. Wood 3. Sand 4. Wax
08. What is the boiling point of pure water at standard atmospheric pressure?.
1. 0 0C 2. 30 0C 3. 100 0C 4. Between 30 0C - 100 0C
09. What is the liquid metal that conducts electricity?
1. Water 2. Mercury 3. Alcohol 4. Wine spirit
10. Some ideas expressed by students about the boiling point of a liquid are as
follows.
A) It is the temperature at which a change in state occurs
B) It is the temperature at which a solid turns into a liquid without
changing temperature upon heating
C) It is the temperature at which a liquid turns into a gas without
changing temperature on heating.
The correct statements of the above are;
1. only A 2. only B 3. only C 4. only A and C

11. Which of the following is correct about the density of a metal?
1. It always takes a high value 2. Mostly it takes a low value
3. It takes a definite value 3. Densities of all the metals are equal
02) Place the mark √ if each of the following statements is correct and mark
× if it is wrong.
01. Air does not belong to the category of matter. ( )
02. All matter has a particulate arrangement. ( )
03. Gas particles move freely. ( )
04. Sun contains only energy. ( )
05. Solids, liquids and gases can be compressed easily. ( )
06. A liquid has a fixed shape as well as a fixed volume. ( )
07. Copper is a brittle metal. ( )
08. Sulphur is an electric conductor and a non metal. ( )
09. Sonority is a property seen in most of the metals. ( )
10. All metals have malleable and ductile properties. ( )
Technical Terms
Energy - Yla;sh - \Uv
Matter - mod¾:h - \h®
Discontinous nature - wika;; iajNdjh - öuõhºa]¯ØÓ ußø©
Shape - yevh - ÁiÁ®
Volume - mßudj - PÚÁÍÄ
Compressibility - iïmSvkh - ö|¸UPØÓPÄ
Density - >k;ajh - Ahºzv
Pure substances - ixY=oaO øjH - y¯ £uõºzu®
Elements - uQ,øjH - ‰»P®
Compounds - ixfhda. - ÷\ºøÁPÒ
Metals - f,day - E÷»õP[PÒ
Non metals - wf,day - AÀ¾÷»õP[PÒ
Mixtures - ñY%K - P»øÁPÒ
Lustre - Èiakh - £Í£Í¨¦
Hardness - oDV;dj - Áßø©
Brittleness - Nx.=r nj - ö|õ¸[Sª¯À¦
Thermal conductivity - ;dm ikakdhl;dj - öÁ¨£UPhzxz vÓß

Electrical conductivity - úoHq;a ikakdhl;dj - ªßPhzx vÓß
Sonority - /õ fok y`v - PoºJ¼
Colour - j¾Kh - {Ó®
Elasticity - m%;Hia:;dj - «Òußø©
Malleability - wdykH;dj - ÁõmhzuSª¯À¦
Ductility - ;kH;dj - }mhØÓSª¯À¦
Smell - .kaOh - ©n®
Expansivity - m%idrK;dj - Â›Ä
Texture - jhkh - CøÇ¯ø©¨¦
Melting point - øjdxlh - E¸S{ø»
Boiling point - ;dmdxlh - öPõv{ø»

5 Sound
Sound, we hear constantly in the environment is produced by vibrating various
things. Instruments, that produce sound are called sources of sound.
It can be concluded that various musical instruments produce sound in various
ways.
Sources of sound can be divided into three categories according to the part that
vibrates when producing sound.
Sources of sound
Vibrating Vibrating strings

membranes Vibrating or bars
air columns
Figure 5.1
62 Science | Sound
Some of the sounds we hear
in the environment occur
naturally while some others
occur artificially.
Birds call Cats mew

Figure 5.2 Several natural sounds
Sound of machines in factories Sound of vehicles

Figure 5.3 Several artificial sounds
Artificial sounds, as well as natural sounds are produced by vibrating strings/ bars,
membranes or air columns.
Assignment 5.1
² List out separately some naturally produced sounds and artificially produced
sounds in the environment.
² Identify and name the part that vibrates when those sounds are produced.
Humming of bees comes from fast motion of their wings. Grass hoppers and cicadas
generate their characteristic sound by rubbing the bristles on their legs
Assignment 5.2
² Make a list of some animals that generate sounds.
² Investigate the methods that they generate sounds and make a report.
Science | Sound 63
Frequency of vibrations
Let us do Activity 5.1 to study further, the nature of sounds.
Activity 5.1
You will need:- An organ, a piano or a xylophone
Method:-
² Play two keys of the organ, the piano or xylophone, which are apart from each
other.
² Listen to the sound and you will realise that the two sounds are different to
each other.
² Now play the seven relevent keys to seven notes, which are cosecutive one at
a time.
² Listen to the sound and you will realise that there is a slight difference between
each note.
² Discuss the reason for that difference, you observed.
The difference in the sound you realised in the above activity is due to a quantity
called frequency of vibration.
The number of vibrations of an object per unit time is referred to as the frequency
of that object.
If an object vibrates 50 times a second, then it is said that, the frequency of that
object is 50 Hz.
Frequency of vibrations is measured by the international (SI) unit Hertz (Hz).
Let us do Activity 5.2 to study further, the frequency of vibrations.
Activity 5.2
You will need:- Two tuning forks of long arms and short arms
Method:-
² Vibrate the tuning fork of long arms and listen to the sound
carefully.
² Then vibrate the tuning fork of short arms and listen to that
sound carefully (Both tuning forks should be vibrated in the
same manner. Get the support of your teacher for this purpose.)
² Repeat vibrating the tuning forks several times and identify
the difference of sounds.
² Record your observations. Figure 5.4
Tuning forks
64 Science | Sound
Now it is clear to you that, the sound generated by a tuning fork differs according
to its arm length. It is the frequency of sound that changes here.
Observe the tuning forks of different length. The frequency differ according to the
length of them. The longest tuning fork has the minimum frequency. Frequency
increases gradually with decreasing length. There are mechanisms in every musical
instrument to change the frequency. The seven notes in music are produced by
changing the frequency of vibration.
5.1 Musical instruments that produce sound by vibrating membranes
Let us construct a simple instrument that produce sound by vibrating membranes.
Activity 5.3
You will need :- A large balloon, a small Balloon
plastic cup, rubber bands membranes
Method :- Rubber
² Cut the neck of the balloon as shown in bands
the Figure 5.5.
² Insert the plastic cup into the balloon
and make it like a drum as shown in the
figure. Use rubber bands where Figure 5.5
necessary to tighten the balloon
membrane. Strengthen the upper edge of the cup also with a rubber band.
² Tap the drum, thus made and listen to the sound produced.
² Tighten the balloon membrane by pulling the balloon down. Tap again and
listen to the sound. (Tapping should be done in the same manner at each
instance.)
² Listen to the sound produced by increasing the tightness of the balloon
membrane.
It is clear that the sound is sharp and high when the tightness of the balloon
membrane is increased. The frequency of the sound produced has increased when
the membrane is stretched more.
Assignment 5.3
² Make an instrument that produces sound by vibrating a membrane.
² Design a suitable way to adjust its sound and present it to the classroom.
Science | Sound 65
Let us find out how the sound of a membrane vibrating instrument can be adjusted.
Activity 5.4
You will need :- A thabla
Method :-
² Play the thabla that you are provided
with.
² Listen to the sound of it carefully.
² Tighten the thabla strap well by tapping
Figure 5.6
gently to the pieces of wood fitted for
that purpose. This will stretch the membrane to the thabla. (Get the music
teacher's assistance for this)
² Play the thabla again and listen to the sound well.
² Notice the difference between the sounds in two instances.
² Identify the change of sound by playing the thabla several times, while
changing the tension of its membrane.
² Record your observations.
Stretching of the membrane of thabla can be adjusted by tightning or loosening its

strap. You may understand that the sound produced by the thabla is different when
its skin is stretched and not stretched. It is the frequency of the sound that changes
here. When the membrane is stretched, the frequency of the sound produced is high.
Assignment 5.4
² Find another instruments which produce sound when a membrane is vibrated.

² Plan and present a method to adjust their sound.
² Adjust membranes of the instruments and hear the sound well.
² Identify the difference between them and record them.
66 Science | Sound
5.2 Musical instruments that produce sound by vibrating air columns
Let us do Activity 5.5 to study about the instruments that produce sound by vibrating
an air column.
Activity 5.5
You will need :- Three pen tubes in different length with a close end
Method :-
² First blow the shortest pen - tube (A) and listen to the sound
carefully.
² Then, blow the longer one (B) and listen. Finally, blow the
longest one (C). Listen and identify the difference of sounds.
² Repeat this activity several times to identify the difference of
sounds well.
Figure 5.7
You may hear that the sound produced by pen tubes of different lengths are different.
Thus, it is clear that the frequency of the sound produced differs according to the
length of air column vibrated.
Assignment 5.5
² Make a whistle using six one end closed pen tubes as shown
in Figure 5.8.
² Blow the whistle you made rhythmically.
Figure 5.8
Activity 5.6
You will need :- Six tall glass tumblers of the same size, a metal spoon, water
Method :-
² Fill the six glass tumblers with
water to varing heights as shown
in the figure.
² Tap the edge of each tumbler with
a spoon gradually, starting from Figure 5.9
the one with less water.
² Listen to the sound carefully.
Science | Sound 67
Assignment 5.6
² Make a whistle using a tender coconut leaf. Blow it while changing the length
of its reeds and listen to the sound carefully.
² Record the change of sound according to change of length of the reed.
Let us find some more facts about the instruments that produce sound by vibrating
a column of air.
Activity 5.7
You will need :- A flute
Method :-
² Close all the holes of the flute
provided to you and play it.
² Listen to the sound carefully.
² Then, open the holes B,C,D,E,F
and G gradually one at a time and
blow the flute.
² Listen carefully to find whether
there is a change in the sound when
each hole is opened and closed.
² Record your observations Figure 5.10
When the holes B,C,D,E,F and G are opened gradually one at a time, the length of
the vibrating air column increases.
Thus, flute is a musical instrument that changes the sound with the change of the
length of air column vibrated. It is played with the blow of air that vibrates the air
colomn in the flute. The air pores are closed and opened with the fingers to produce
different sounds in music.
Assignment 5.7
² Make a flute using a piece of PVC pipe or a piece of bamboo. Use a cork
stopper to close the end of the flute.
² Try to play it rhythmically by opening and closing the holes.
68 Science | Sound
5.3 Musical instruments that produce sound by vibrating strings/rods
Let us construct a musical instrument that produces sound by vibrating strings.
Activity 5.8
You will need :- A piece of plank which is about 2 feet long and 6 inches wide,
empty fish can, 4 iron nails, 4 bolts, a small thin plastic sheet, 4
pieces of wire of the same metal which are 45 cm long and have
different diameters.
Iron nails
Tin can
Thick wire
Thin wire
Plank
Piece of plastic
Holes sheet
Bolts
Figure 5.11
Method:-
² Fix the iron nails to the plank as shown in Figure 5.6 and tie the wires to them.
Take the other ends of the wires through the holes of the tin can, fixed to the
plank.
² Pass the wires through the slots made on the plastic sheet, which is placed on
the plank. Send the wires through the holes, made on the plank.
² Wind the wires around the bolts which are fixed to the plank. (Ask the
assistance of your teacher for this)
² Make sure that the lengths of the vibrating part of the wires and their tension
can be adjusted.
² Play the instrument, you made adjusting wires and identify the change of
sound.
Let us do Activity 5.9 to investigate the methods of changing the sound produced
by the musical instruments with strings.
Science | Sound 69
Activity 5.9
You will need :- A guitar
Method :- (Get the assistance of your teacher

for the activity)
² Observe well, the way that wires are fixed
in a guitar and the thickness of those
Figure 5.12
wires.
² Then, vibrate the wires one by one starting from the thick wire.
² Listen carefully to the sound produced, when each wire is vibrated.
² Listen to the sound produced, when length and the tension of wires are
gradually changed. Identify the differences.
² Repeat this procedure several times.
A sharp (high) sound is produced when short, tight, thin wires are vibrated. Sound
produced by the vibration of long, loose and thick wire is not that sharp. When a
guitar or a violin is being tuned, the length and the tension of the wires are changed.
Sound may also be changed by the way and the speed of vibrating the strings.
Assignment 5.8
² Plan to construct a musical instrument that produces sound by vibrating strings.
² Construct the instrument planned, and play it.
Assignment 5.9
² Investigate the methods of tuning some other musical instruments that produce
sound by vibrating strings.
² Tune those instruments, identify the change of sound and record the methods
of tuning.
Xylophone is a musical instrument with vibrating bars. Let us study more about the
sound produced by a xylphone.
70 Science | Sound
Activity 5.10
You will need :- Xylophone
Method :-
² Tap gradually, one by one on the plates of the
xylophone, you are provided with, (starting from
the longer plate to the shorter one). Listen to the
sound carefully.
² Repeat playing the xylophone by tapping the
plates.
Figure 5.13
Xylophone produces sound because of the vibration of plates. Here, tapping to the
shorter plates, gives higher (intense) sound than tapping to the longer plates. It is
clear that the sound produced by tapping shorter plates is different to the sound
produced by tapping longer plates. The frequency is changed by the change of the
length of plates. As in the set of tuning forks, in the xylophone also, the frequency
is highest in shortest plate and it is lowest in the longest plate.
Assignment 5.10
² Try to construct a xylophone and play it.
² Prepare a list of musical instruments that produce
sound by vibrating bars or plates.
² Find and record how the sound is produced in
Figure 5.14
them.
Assignment 5.11
² Construct various musical instruments with your class mates.
² Adjust the sound of those musical instruments well.
² Present a group display, using those musical instruments in your science or
literary society.
Science | Sound 71
Musical tones and noises
It is joyful to listen to playing guitar or
violin or to listen to a song. Such sounds are
pleasant to our ears. But the sounds coming
from factories and vehicles are not pleasant.
Such sounds are a nuisance to our ears.
Rhythmical sounds which are pleasant to Figure 5.15 Instances where
noises are produced
our ears are musical tones. Such sounds are
produced by methodical or formal vibrations of objects. Sounds which are unpleasant
to our ears are called noises. They are produced by non formal vibrations of objects.
Even a musical tone may be unbearable to our ears, when the sound of which is
very high. It depends on the relevant person.
High and noisy sounds may be harmful to ears. They disturb our day-to-day
activities. It is our duty to use instruments that produce sounds without disturbing
others.
Assignment 5.12
² List out some instances, where noises are produced.

² Mention the source of noise, infront of the instances you identified.
² Investigate and record the part of the source which vibrate to produce the noise.
Ancient, traditional and modern musical instruments

It is said that musical instruments had been used for the services in religious places
in ancient Sri Lanka. Large drum ('daula'), double drum ('tammattama'), and trumpet
are prominent among those instruments. From the ancient times, till today, those
instruments are in use for the life activities of common folk, like devil dancing,
chanting good will and religious worships.
Figure 5.16 Several ancient musical instruments
72 Science | Sound
Low country drum, up country drum 'udekkiya', large drum ('daula'), double drum
('tammettama'), trumpet and "geta beraya" are main items in traditional musical
instruments. These are used in cultural festivals.
Figure 5.17 Several traditinal musical instruments
Guitar is a very popular musical instrument among younger generation. It is used in

local popular music as well as in North Indian "Ragadari " music.
There are instances in the modern world where ancient and traditional musical
instruments are used along with instruments like electric organ, guitar and thabla.
Figure 5.18 Several modern musical instruments
Special importance of modern musical instruments is that a single person can fulfil
the necessity of a full orchestra or a number of instruments by using a computer and
a keyboard. Octopad is commonly used for rhythm playing and organ is used as a
permanent keyboard instrument.
Science | Sound 73
Assignment 5.13
² Collect information on ancient traditional and modern musical instruments
and prepare a booklet.
Musical therapy
Music can be used to improve
the quality of life. Music has an
ability to heal the mental stress
and give spiritual happiness
to the people spending busy
life. Thus, the treatment given
using music is known as
musical therapy. Figure 5.19 Instances where musical therapy is used
Musical therapy can be used as a method of treatment to improve physical fitness

and mental integrity. It is discovered that diseases and disorders of brain and nervous
system, heart failures, mental depression so on, can be cured by using this therapy.
So, training a person from his childhood to enjoy music will be helpful to develop
a healthy mind.
For extra knowledge

Nowadays musical therapy is used in many countries of the world to coordinate
muscle movements in sport activities like running and cycling to prepare
patients for surgeries and as a healing method after surgeries.
Assignment 5.14
² Prepare a letter to a wall paper on musical therapy which can be used to develop
the quality of life.
74 Science | Sound
Limits of hearing
Can we hear a vibration of any frequency?
Let us do Activity 5.11 to find out about this.
Activity 5.11
You will need :- A long hacksaw blade, a G-clamp
Method :-
² Clamp the hacksaw blade to the table. Keep the
free end of the blade longer. (Figure 5.20) Figure 5.20
² Vibrate the blade and listen.
² Then reclamp the blade making its free end
shorter.(Figure 5.21)
² Vibrate it again and listen.
² Discuss your observations with the teacher. Figure 5.21
You may have experienced that no sound is heard though the longer blade is
vibrating. The reason is that the human ear is not sensitive to the sound produced
by the vibration of that blade.
We cannot hear the sound of any frequency. We can hear only the sound of a certain
range of vibrations. That range we can hear is known as the limits of hearing.
The limits of hearing or the range of frequency of sound that human ear can hear is
20 Hz to 20 000 Hz. Man cannot hear the sounds of frequency which is less than 20
Hz or more than 20 000 Hz.
Dog can hear the sounds of the frequency which is less than 20 Hz or more than
20000Hz. Bat can hear the sounds of higher frequencies up to 70 000 Hz.
Summary
² Instruments that produce sound are called sources of sound.
² All natural and artificial sounds are produced by vibrations of strings/rods,

membranes, bars or air columns.
² Number of vibrations of a sound source, produced in unit time is called the

frequency.
² International (SI) unit of frequency is Hertz.
Science | Sound 75
² Man cannot hear the sound of any frequency. There is a limited range of
frequency of sound that man can hear.
² The limits of hearing of human is 20 Hz - 20 000 Hz.
² There are three categories of musical instruments, according to the part that
vibrates when producing sound.
² Sound produced can be changed by adjusting the vibrating parts of musical

instruments.
² Sound can be used to improve the quality of life.
Exercise
1. Select the appropriate words from those given in the brackets to fill in the
blanks.
II. Sound of high frequency can be obtained, when the wires of a violin are
........................ (longer/ shorter).
III. Sound of high frequency can be obtained, when the membrane of a drum is
.............................. (thinner/ thicker).
IV. Human ear is ....................................... (sensitive/ not sensitive) to any range
of sound.
V. Vibrations of an object are ........................................ (regular/ irregular)
when musical tones are produced.
2. Categorize the musical instruments given below, into three groups according
to the way they produce sound.
Double drum ('Tammattama'), 'Udekkiya', 'Horanewa', 'Sitar', 'Trumpet',
'Conch shell' ('Hak gediya'), 'Violin', 'Cello', 'Mandolin', 'Large drum' ('Daula')
76 Science | Sound
3. If the statements given below are correct, put a (√) and if they are wrong put a
(×) in the brackets.
IV. When the wires of a violin are tightly stretched, it gives a low tone. ( )
V. When the length of the vibrating air column is less, it gives a sound
of low frequency. ( )
VI. Xylophone is an instrument that produces sound by vibrating bars. ( )
VII. Some mental depressions/conditions of patients can

be cured by musical therapy.
( )
Technical Terms
Sources of sound - èjks m%Nj - J¼ •uÀ
Vibration - lïmkh - AvºÄ
Artificial sounds - lD;s%u Yío - ö\¯ØøP J¼
Natural sounds - iajdNdúl Yío - C¯ØøP J¼
Adjusting - iSreudre lsÍu - _μzøu ©õØÖuÀ
Limitation of hearing - Y%jH;d iSudj - ÷PÒuS GÀø»
Tuning fork - iriq, - Cø\UPøÁ
Musical sounds - ix.S; kdo - \[Ru J¼
Noises - f>daId - Cøμa\À
Musical therapy - ix.S; Ñls;aidj - Cø\a ]Qaø\
Science | Sound 77
6 Magnets
There are instances where magnets are used in our day-to-day life. Recalling what
we have learnt about magnets in grade 6, let us do Activity 6.1 to identify materials
that show magnetic properties.
Activity 6.1
You will need:- A permanent magnet, a piece of
thread, a stand, various types of coins, an iron nail,
a brass nail, a pebble, a plastic ruler, several other
things that you like to test for magnetic properties.
Method:-
² Hang the magnet on the stand using the piece
of thread as shown in Figure 6.1
² Bring each substance, one at a time, close to the Figure 6.1
magnet, when the magnet remains still. Enter
the observations in Table 6.1
Table 6.1
Material Attract / does not attract to the magnet
1. Plastic ruler Does not attract.
It will be clear to you that only certain materials attract towards magnets. Materials
which attract towards magnets are known as magnetic materials.
Metals such as iron, nickel, chromium and alloys like steel and ferrite are magnetic
materials.
Alloy ferrite is used to make more powerful magnets.
Magnets made of Steel Magnets made of Ferrite

Figure 6.2 Magnets made of various materials
78 Science | Magnets
Magnetic property or magnetism is a property of some materials.
6.1 Poles of a magnet
Let us do Activity 6.2 to study further how magnetic power exists around a magnet.
Activity 6.2
You will need :- A bar magnet, iron filings, a thin polythene sheet or a polythene
bag, a sheet of paper
Method:-
² Cover the bar magnet completely with the polythene bag.
² Heap iron filings on the sheet of paper.
² Dip the magnet on the heap of iron filings.
² Take the magnet out of the heap of iron filings and observe the pattern of
iron filings attracted to the magnet.
Regions where iron filings are thickly

attracted can be easily identified. Magnetic
power is concentrated in these regions.
Figure 6.3
Regions of a magnet, where magnetic power is concentrated are called magnetic
poles. There are two of them.
² North pole (N)
² South pole (S)
S N
S
N N S N S
Figure 6.4 How poles are located in different types of magnets
Identifying magnetic poles

We have learnt earlier that north and south poles are marked in most of the magnets.
Now, let us consider how the poles of a magnet can be identified when they are not
marked.
Science | Magnets 79
Figure 6.5 Magnets with poles marked Figure 6.6 A magnet on which poles are not
marked
Let us do Activity 6.3 to study the methods of identifying the poles of a magnet.
Activity 6.3
You will need : - A magnet on which poles are not marked, a magnet on which
poles are marked, a compass, a piece of thread, a stand, a piece of cork or a piece
of styrofoam, a basin of water, two watch glasses
Method : -
² Let us find out various methods to identify the poles of a magnet using given
materials. Following methods can be tried out for this.
North
South
Figure 6.7 Using a Figure 6.8 Considering the Figure 6.9 Considering the
compass direction that a magnet turns, direction, that magnet turns,
when it is hung by a thread. when it is floated on water using
a piece of cork or styrofoam.
Figure 6.10 Observing the Figure 6.11 Observing the direction

attraction or repulsion when a that the magnet turns when it is kept on a
magnet with known poles is brought watch glass and moved freely on another
closer watch glass
Investigate whether there are methods, other than those mentioned, to identify the
poles of a magnet.
6.2 Magnetic field of a magnet
Let us do Activity 6.4 to find out about the area that magnetic power is distributed
around a magnet.
Activity 6.4
You will need : - A bar magnet, iron filings, a piece of cardboard
Method : -
² Spread a thin layer of iron filings on the sheet of cardboard.
² Gently place the sheet of cardboard on the bar magnet.
² Tap on the sheet of cardboard gently.
² Observe the pattern in which iron filings are arranged.
² Can you suggest the reason for the arrangement of iron filings on the sheet of
cardboard, according to a pattern?
Let us do Activity 6.5 to study the magnetic field around a bar magnet.
Activity 6.5
You will need : - A bar magnet, iron filings, Glycerine
A test tube of the size to insert the magnet, a mixed with
beaker of tall form, glycerine or coconut oil iron filings
Method : - Bar magnet (inserted

² Fill the beaker with glycerine or coconut oil in a test tube and
dipped in the
mixed with iron filings. beaker)
² Insert the bar magnet into the test tube and
dip it slowly in the beaker. Figure 6.12 A bar magnet
² Observe the pattern of iron filings arranged dipped in glycerine mixed with
iron filings
around the magnet.
It can be observed that iron filings are arranged

in a pattern, within a certain area around the
magnet.
Area that the magnetic power is spread
around a magnet is called the magnetic
field of that magnet.
Imaginary lines used to denote the magnetic
power around a magnet are known as magnetic
field lines. Figure 6.13 How iron filings are
arranged around a bar magnet
Let us do Activity 6.6 to demonstrate the
magnetic fields between magnetic poles.
Activity 6.6
You will need : - Two short bar magnets, a styrofoam board of A4 size, 4 pieces
of cardboard of A4 size, binder gum, iron filings
Method : - ² Carve two grooves in the styrofoam board.
² Insert two short bar magnets into the grooves, so that like poles are directed
against each other, as shown in Figure 6.14.
Figure 6.14
² Place one piece of cardboard on the styrofoam board.
² Spread a thin layer of iron filings on the cardboard.
² Tap gently to a corner of the cardboard sheet.
² Observe the pattern in which iron filings are arranged.
² Apply a layer of binder gum on another cardboard sheet and allow it to dry.
² Place the side of the cardboard applied with gum, on the pattern of iron filings
and press gently.
² Take away the cardboard sheet applied with gum and observe. The pattern of
magnetic field lines are imprinted on it.
² Now change the poles of one magnet so that the set-up is changed to demonstrate
the magnetic field between unlike magnetic poles. (Figure 6.15)
Figure 6.15
² Repeat the above steps and obtain the pattern of iron filings corresponding to
the magnetic field between two unlike poles.
² Exhibit your creations in the classroom.
It may be clear to you that iron filings are arranged around a magnet along the
patterns of magnetic field lines.
Pattern of magnetic field between unlike Pattern of magnetic field between like poles.
poles.
Figure 6.16 Pattern of magnetic field lines between magnetic poles
6.3 Compass
You may have heard that an instrument called compass is used to find the direction.
Compass was invented by Chinese about thousand years ago. Today various types
of compasses are in use. A compass is made from a magnetic needle (this is like a
small magnet) which can freely float on a liquid or turn round on a pivoted point.
Figure 6.17 Types of compasses

Let us do Activity 6.7 to make a simple compass.
Activity 6.7
You will need : - A large needle, a cork bung, a small knife, a bar magnet, a plastic
basin full of water, red paint.
Method : -
² Magnetize the needle by contact method using the bar magnet.
² Cut a thin slice of the cork bung and fix the needle on it. (Figure 6.17)
² Float the slice of cork, with the needle on the basin of water.
² Test whether the floating needle is always turned in the same direction.
² Colour the end of the needle, which always turns to the geographical north
with red paint.
² What you have constructed is a simple compass.
² Modify your compass to make it more attractive.
Figure 6.18 Making a compass out of a needle.
Figure 6.19 Several compasses constructed in various ways
When a compass is kept near a magnet, the needle turns along the direction of the
magnetic field. Therefore, the magnetic field of a magnet can be identified, using a
compass.
Let us do Activity 6.8 to identify the direction of magnatic field using a compass.
Activity 6.8
You will need : - A bar magnet, a compass, a sheet of white paper
Method : -
² Place the bar magnet on the sheet of white paper.
² Draw the outline of the magnet on the paper, using a pencil.
² Label the north and south poles of the magnet on the paper.
² Place the compass on the paper as shown in Figure 6.20 and mark the positions
of the compass needle.
² If you are unable to find several compasses, you can use the same compass for
each location.
² Try to build up the pattern of the magnetic field by connecting the positions of
the compass needle.
Figure 6.20 Positions of a compass needle around a bar magnet at various locations
Magnetic field lines of a permanent magnet direct from North pole to South pole.
Hence, the direction of magnetic field is from North pole to South pole.
The Figure 6.21 illustrate the arrangement of magnetic field lines around a bar
magnet.
N S
Figure 6.21 Magnetic field of a bar magnet

6.4 Geomagnetism
You know that north - south directions of the earth can be identified using a compass.
When a compass is kept horizontally near the surface of the earth, its needle turns
along the north-south direction.
Let us do Activity 6.9 to find the direction of the magnetic field of the earth.
Activity 6.9
You will need : - Two compasses, a bar magnet, a piece of thread, a stand
Method : -
² Hang one bar magnet horizontally on the stand, using the piece of thread.
² Keep the bar magnet, hung on the stand, and two compasses about two meters
apart from each other.
² Take another bar magnet and bring one of its poles closer to each compass and
to the magnet hung on the stand.
² Take away the bar magnet and
observe the directions of the
poles of compass needles and
the bar magnet which is hung.
² Repeat the activity, changing
the locations of compasses.
² Discuss the reasons for the
observations in the classroom.
Figure 6.22
The compasses and the magnet which is hung turned when another magnet is
brought closer to them. Thus it is clear that magnets and compasses turn, when they
are under the influence of a magnetic field.
When bar magnets and compasses are free from the influence of other magnets, their
north poles always turn to one direction and south poles to the opposite direction.
Though the position of bar magnets and compasses are changed, their poles turn
to the same directions. The reason for this is the existence of a large magnetic field
around the earth through north and south poles.
This magnetic field existing near the earth is known as geomagnetism.
Liquified metal currents circulate
around the axis of the earth, because True North
of the high temperature at the core Magnetic North
of the earth. The magnetic field of Field lines
the earth is the result of the electric S
currents thus generated.

When a compass or a magnet is kept N
freely near the earth, its north and

south poles are directed along the Magnetic
magnetic field of the earth. True South South
The direction that the north pole of Figure 6.23 How earth's magnetic field is
a magnet or a compass, kept in that located
manner is known as the magnetic Figure 6.23 How earth's magnetic
north of the earth. field is located
magnetic North True North
There is a little difference between the real

north and the magnetic north of the earth. The
magnetic north lies a few degrees north west
from the real north.
Figure 6.24 How the magnetic North

and real North are denoted on a map
6.5 Temporary magnets and permanent magnets

Two types of magnets can be identified when considering the uses of magnets.
² Permanent magnets
² Temporary magnets
Let us do Activity 6.10 to understand more about permanent magnents and
temporary magnets.
Activity 6.10
You will need : - Iron nail or iron rod of about 2 inch length, two meters of
insulated copper wire of 32 SWG, two dry cells, cellotape, a bar magnet, few file
clips or pins, a switch
Method : -
² Wind the insulated copper wire of 32 SWG, around the iron nail or iron rod,
to make a coil.
² Scrape both ends of the coil and connect it to the dry cells.
² Bring the coil close to the file clips while supplying electrcity and see what
happens.
² Disconnect the electrical supply and bring the coil close to the clips, again
² Bring the bar magnet close to the clips and see what happens.
² Discuss your observations in the classroom.
Figure 6.26 File clips

Figure 6.25 File clips are Figure 6.27 File
fall off (do not attract)
attracted when electricity clips are attracted to a
when electrical supply is
is supplied permanent magnet
disconnected
A set-up that becomes a magnet, only when electricity is supplied is known as an

electromagnet.
In an electromagnet, magnetic power remains only when electricity is supplied.
Therefore, they are called temporary magnets.
Magnetic power remains for a long time in bar magnets. Therefore, they are called
permanent magnets.
Making a permanent magnet
Magnets of various shapes and sizes are used for various purposes. Let us consider
how these magnets are constructed.
Materials that show magnetic properties are used to make magnets. Steel, ferrite
and soft iron are some magnetic materials which are used to make magnets. Various
materials are used to produce various types of magnets.
Magnetic power is not retained in soft iron for a long time. Therefore, soft iron is
used to make electromagnets and other temporary magnets.
Magnets, in which magnetic power is retained for a long time, are known as
permanent magnets. Steel or ferrite is used to make permanent magnets. Ferrite is
used to make more powerful permanent magnets.
Figure 6.28 An electromagnet Figure 6.29 Permanent Figure 6.30 Permanent

magnets made of steel magnets made of ferrite
Construction of permanent magnets using magnetic materials can be done in two

ways.
1. Electrical method
2. Contact method
Let us do Activities 6.11 and 6.12 to make magnets using electrical method and
contact method.
Activity 6.11
You will need :- Iron nail or iron hacksaw
blade of 2 inches, two meters
of insulated copper wire of 32
SWG (Standard Wire Gauge),
two dry cells, cellotape, a piece
of cardboard, few file clips
Method : -
² Make a 5 cm long tube (about the size of a
pencil) using the piece of cardboard. Figure 6.31
² Wind the copper wire of 32 SWG, around
that tube to make a coil.
² Bring the iron nail close to the file clips to check whether it has magnetic
power.
² Then insert the iron nail into the cardboard tube.
² Scrape both ends of the coil and connect it to the dry cell and supply the
current several times to the circuit.
² Take the iron nail/ iron hacksaw blade away and observe while bringing it
close to the file clips.
The electric current should be supplied several times to the circuit for a long time
until permanent magnetism is observed.
Activity 6.12
You will need : - A steel needle or steel
hacksaw blade of two inches, a few file
clips, a bar magnet
Method : -
² Bring the needle/hacksaw blade close
to the file clips to check whether it has
magnetic power.
² Now, place the needle horizontally on a
table.
² Place one end of the bar magnet on
Figure 6.32
the needle and drag it along the same
direction as shown in Figure 6.32.
² Repeat this process several times.
² Now bring the needle/hacksaw blade close to the file clips and see what
happens.
It will be clear to you that a permanent magnet can be made using electrical method
and contact method according to Activities 6.11 and 6.12.
Does the magnetic power of permanent magnets retain forever ? The answer is 'No'.
The magnetic power of permanent magnets are lost due to various reasons. Some of
the reasons are given below.
² Ageing
² Being subjected to high temperatures
² Being subjected to strong magnetic fields
² Being subjected to vibrations
Let us do Activity 6.13 to test how magnetic power is lost.
Rubbing should be continued for a longtime until permanent magnetism is observed.
Activity 6.13
You will need : - Three identical iron nails magnetized by a permanent magnet, a
few pins, a bunsen burner, a hammer, a pair of crucible tongs, a
strong permanent magnet
Method : -
² Bring the pins close to each magnetized iron nail, separately, and note down
the maximum number of pins attracted to each nail.
² Subject each nail to each of the following treatments.
(a) Vibrate by hammering.
(b) Heat to a high temperature.
(c) Move to and from close to the strong magnet.
² Bring the pins close to each nail again and count the number of pins attracted
to each nail. Fill Table 6.2.
Figure 6.33 Heating Figure 6.34 Subjected to Figure 6.35 Subjected to

strongly vibrations strong magnetic fields
Table 6.2
Action done Number of pins attracted Number of pins attracted
before action after action
Hammering
Heating
Subjecting to strong
magnetic fields
It may be clear to you that magnetic power fades off because of vibrations,
temperature and being subjected to strong magnetic fields. Magnetic power also
fades due to ageing. Magnets should be stored in an orderly manner without being
subjected to vibrations, temperature and strong magnetic fields to maintain magnetic
power for a long time.
Storage of permanent magnets
Magnetic power of a permanent magnet can be protected for a long time, if it is
stored in such a way that its magnetic field does not scatter.
Soft iron plate

Strap of wood Soft iron plate
Soft iron plate
Bar magnets
Figure 6.36 How magnets are stored
Use of permanent magnets

There are various equipments found in day-to-day life, where permanent magnets
are used.
Assignment 6.1
List out instances where permanent magnets are used.
Check whether permanent magnets are used in the following instances.
In loud speakers and speakers In small electric motors In some door locks
Bags In some toys In compasses
In pencil boxes Stickers on refrigerators Phone covers
Figure 6.37 Some applications of permanent magnets
For extra knowledge

There are permanent magnets as well as electro-magnets found in most of the
small electric motors. But there are some motors only with electro-magnets.
Permanent magnets
Electro magnets
Summary
² Magnetism is a property of some materials.
² Materials which attract to magnets are magnetic materials.
² Iron, nickel, chromium, steel and ferrite are some examples for magnetic
materials.
² The area that the magnetic force exists around a magnet is called the magnetic
field.
² Imaginary lines used to denote the influence of magnetic field are known as
magnetic field lines.
² The direction of magnetic field is from the north pole to the south pole.
² A compass is important to detect magnetic fields.
² Terminals of a magnet, where magnetic force is concentrated are called
magnetic poles.
² There is a magnetic field on the earth. It is known as geomagnetism. When a
compass is placed near the earth the direction that its pointer indicates is the
direction of earth's magnetic field.
² The direction indicated by the compass is the magnetic north. It lies a little
north-western to the real north.
² Permanent magnets are made of steel and ferrite, and temporary magnets are
made of soft iron.
² Contact method and electrical method are used to make permanent magnets.
² Power of a magnet may wear off with time, because of high temperature,
strong vibrations and the influence of strong magnetic fields.
² Power of a magnet can be retained for a long time by proper storage.
² Permanent magnets and electromagnets are widely used in day-to-day life.
Exercise
1. Select the appropriate words from the brackets and fill in the blanks of the
paragraph given below.
(Soft iron, magnetic materials, magnetic poles, magnetic field lines, ferrite,
magnetic field).
Materials that show magnetic properties are called ............................. . The best
material to make permanent magnets is .............................. . To make temporary
magnets, ........................................... is commonly used. The area in which
magnetic forces exist is called ............................. . Influence of a magnetic field
can be observed using ....................................... . The area on a magnet, where
the magnetic forces are concentrated is known as the ......................... .
2. Given below is a rough sketch of a pencil

box that closes with the help of a magnet.
Suggest a method to test whether the magnet
is fixed on the box or on the lid.
3. A student who checked some magnets in the school laboratory found out that
their magnetic force is worn out. Give three reasons for that.
4. Explain scientific reasons for the following.
(a) North pole of a bar magnet, hung freely by a thread is directed towards
north.
(b) A piece of iron is attracted towards a magnet, but a piece of copper is not.
5. An iron rod, placed on a table was contacted several times with a bar magnet.
Then, it was observed that pins and small pieces of wire are attracted to the
iron rod.
(a) Give reasons for the above incident.
(b) What is the term used for the above process?
(c) Suggest another method to get the same result without using a
permanent magnet.
Technical Terms
Magnet - pqïnl - Põ¢u®
Permanent magnet - iaÓr pqïnl - {ø»¯õÚ Põ¢u®
Magnetic field - pqïnl lafIa;%h - Põ¢u¨¦»®
Geomagnetism - N+ pqïnl;ajh - ¦ÂUPõ¢uÂ¯À
Compass - ud,sudj - vø\Põmi
Electromagnet - úoHq;a pqïnl - ªßPõ¢u®
Magnetic pole - pqïnl O%ej - Põ¢u•øÚÄ
Magnetic materials - pqïnl øjH - Põ¢uzvμÂ¯®
Steel - jdfka - E¸US
Ferrite - f*rhsÜ - ö£øμØÖ
Soft iron - uDÿ hlv - ö©ßÛ¸®¦
North pole - W;a;r O%ejh - Áh•øÚÄ
South pole - olaIsK O%ejh - öuß•øÚÄ
7 Measurements Associated
with Electricity
Electricity is one of the main sources of energy used in day-to-day life. Recalling
what we have studied about electricity in lower grades let us do Activity 7.1.
Activity 7.1
You will need:- Two dry cells, a torch bulb, a switch, a bulb holder, connecting
wires
Method:-
² Prepare a circuit to light the torch
bulb using the given items.
² Switch on your set-up and
observe what happens.
² Draw the set-up you prepared
using circuit symbols.
² Mention the positive and negative
terminals of the cells correctly on
Figure 7.1
the diagram you draw.
² Discuss the reason for the illumination of bulb.
The electric current produced in the cells when the switch is closed flows through the
conductors of the circuit. The bulb is illuminated because current flows through it.
Flow of electrical charges through a closed circuit is known as an electric

current.
7.1 Electric current
Let us do Activity 7.2 to study the flow of electric current through a conductor.
Science | Measurements Associated with Electricity 95

Activity 7.2
You will need:- Two dry cells, a switch, a small motor, connecting wires
Method:-
² Prepare the circuit as shown in
Figure 7.2
² Connect the parts as indicated
in Table 7.1 and switch on the
circuit.
Table 7.1
Table 7.1
Observations
Step Observations after changing the
terminals of cells
1. Connect the electric motor It rotates to one direction .................................
² What happens when terminals of cells are changed ?
² What can be concluded according to your observations ?
The direction of the current flow, changes when the terminals of the cells are
changed. The reason for the change of rotational direction of the motor is the change
of the direction of current.
² There is a definite direction for the flow of electric current.

² Conventionally, it is considered that current flows from the positive terminal
to the negative terminal.
A center-zero galvanometer or a center-zero ammeter/ milliammeter can be used to

identify the direction of an electric current.
Figure 7.3 A galvanometer Figure 7.4 A milliammeter
96 Science | Measurements Associated with Electricity

Let us do Activity 7.3 to study further about the direction of current.
Activity 7.3
You will need:- An ammeter or center-zero milliammeter, an electric motor, a
dry cell, a switch
Method:-
² Prepare the circuit as in Figure mA
7.5.
² Operate the circuit and observe
what happens.
² Interchange the terminals of the
cell and observe again. Figure 7.5
² Draw diagrams for each
instance and mark the direction of the current flow.
² Discuss the reason for your observations.
It is clear that, when changing the connecting terminals to the battery, the direction of
motion of ammeter-indicator and the rotational direction of the motor are changed.
The reason for this is the change of the direction of current.
Measuring the electric current
Physical quantities are measured in various instances. For this purpose various
measuring equipment and various units are used. Electric current is also a physical
quantity. Let us investigate how electric current is measured.
Symbol for electric current - I

International unit (SI) for electric current - Ampere
Symbol - A
Sub units are used to measure small currents. Two such sub units are given
below.
² Milliampere - mA
² Microampere - μA
1000 mA - 1A
1000 μA - 1 mA
Equipment used to measure current - Ammeter
+ -
Symbol - A
Milliammeter or microammeter can be used to measure small electric currents.

There are two terminals, positive and negative, in ammeter and milliammeter.
Usually the positive terminal is red and negative terminal is black.
² When an ammeter is used in a circuit the terminals should be connected
correctly.
² To measure the current, ammeter or milliammeter is connected in series
to the circuit.
Figure 7.6 Ammeter Figure 7.7 Milliammeter
Let us do Activity 7.4 to measure the current flowing through a circuit.
Activity 7.4
You will need:- Two dry cells, six torch bulbs, bulb holders, connecting wires,
switches, an ammeter, a milliammeter
Method:-
² Prepare the circuit as in mA
Figure 7.8.
² Connect the milliammeter
to the circuit. A
² Measure the current

flowing through the bulb
while it is illuminating.
² Draw the circuit, to which
the milliammeter is
connected, using symbols.
Figure 7.8
² Connect the ammeter
instead of the milliammeter and take the readings again.
² Connection of which instrument makes it easier to take the readings ?
² Is it ammeter or milliammeter ?
² Discuss the reason for your answer in the classroom.

The electric current flow through the above circuit is lesser than one amphere (1A).
Therefore, it is suitable to use miliammeter to measure small currents. Ammeter is
suitable to measure large currents, while milliammeter is suitable to measure small
currents.
Let us consider another factor, essential for flowing of electric current through a
conductor.
7.2 Potential difference
Waterfall
Pond water
Dry
cell
Bulb
Water pump
Figure 7.9
You may have seen ponds and waterfalls designed in modern houses, which function
with the help of water pump. Pond water has less potential energy. But when water
is pumped up to the waterfall more potential energy is stored.
The process of electric circuit takes place in the same manner. Dry cell provides
electric potential energy to electric chargers. Positive (+) terminal has higher
potential than the negative (-) terminal.
This difference of electric potential energy between the two terminals of the cell is
called voltage or potential difference.
Electic current flows from a higher electric potential to a lower electric potential.
The voltage between positive terminal and negative terminal of electric cells and
batteries is marked on them.

Assignment 7.1
² Collect as many as possible electric cells and batteries used commonly.
² Observe how the positive and negative terminals and the voltage values are
marked on them.
² Prepare a table of the cells you collected and their voltages.
Figure 7.10 How voltage is marked on some cells
Measuring the potential difference
Symbol for potential difference - V

International unit (SI) for potential difference - Volt
Symbol - V
Equipment used to measure potential difference - Voltmeter
+ -
Symbol of voltmeter - V
There are positive and negative terminals in voltmeter

as well as in ammeter. Usually, positive terminal is
red and negative terminal is black.
Voltmeter is connected parallely to the circuit

to measure the potential difference between two
points.
Figure 7.11 Voltmeter

Let us do Activity 7.5 to identify the voltages of
some cells and batteries which are commonly used.

Activity 7.5
You will need:- Several dry cells, a button cell, a voltmeter, connecting wires
Method:-
² Observe how the voltages are marked on the cells and
batteries you collected.
² Connect the cells or batteries to the circuit you made as
shown in Figure 7.12
² Measure the voltage between the terminals of the cells V
or batteries using the voltmeter.

² Compare the values obtained by measuring and the
values mentioned. Figure 7.12
² Tabulate your observations.
Table 7.2
Cell/ Battery Voltage (V)
Dry cell
Lead acid accumulator
Button cell
The voltage of a normal dry cell is 1.5 V. The voltage between the terminals of a car
battery containing six cells is 12 V.
Let us do Activity 7.6 to measure the potential difference between two points of a
circuit, using a voltmeter.
Activity 7.6
You will need:- Two dry cells, a torch bulb, a bulb holder, a small electrical
motor, a voltmeter, connecting wires, a switch
V V
Figure 7.13
Figure 7.14

Method:-
(A)
² Build a circuit to light the bulb, using the bulb, two dry cells, and a switch.
² Connect the voltmeter correctly to measure the potential difference between
the two ends of the bulb.
² Measure and record the potential difference between two ends of the bulb
² Draw the diagram of the circuit you built using symbols.
(B)
² Remove the bulb and connect the electrical motor to the circuit.
² Switch on the circuit and measure the potential difference between the
terminals of the motor.
(C)
² Connect both, the bulb and the motor to the circuit as shown in Figure 7.14
² Measure separately the potential difference between the terminals of the bulb
and the motor, using the voltmeter.
Now you have the ability of measuring the potential difference between two points
of a given electrical circuit.
There are instances, in day-to-day life where accurate measurements of current and
voltage have to be taken. Some such instances are given below.
1. To make sure, voltages, supplied to houses and factories are of the accurate
voltage.
2. To detect defects of electrical appliances by measuring the current they consume.
3. To take measurements associated with electricity in power houses and electrical
generators.
4. To identify whether the parts of electrical appliances are functioning properly
when repairing.
Figure 7.15 Repairing electrical Figure 7.16 Measuring electricity

appliances in power houses and electrical
generators

For extra knowledge
Very sensitive voltmeters and ammeters, assembled using digital technology, are
in use currently. They are very high in sensitivity. Reading has been given on the
board digitally. Therefore it is easy to use.
Modern voltmeters and ammeters assembled using digital technology
7.3 Resistance of a conductor

We have already observed that a current flows when a potential difference is applied
to the ends of a conductor. Let us find out further, whether there are any other
factors affecting the flow of current through a conductor.
Activity 7.7
You will need:- Two dry cells, an ammeter, a torch bulb, a bulb holder, a switch,
three wires of iron, nichrome and copper of the same length
(about 50 cm) and same diameter
Method:-
² Prepare a circuit as shown in the figure. A B
² Connect each piece of wire, separately to
A and B terminals and switch on the
circuit.
² Record the observations in Table 7.3
Figure 7.17
² Discuss the reasons for your observations
in the classroom.
Table 7.3
Nature of illumination of Ammeter reading
Type of wire
the bulb (Ampere)
1. Copper Illuminate brightly .......................................
2. Iron ....................................... .......................................
3. Nichrome ....................................... .......................................

The reason for the difference in illumination of the bulb is because of the current
flowing through the circuit changes depending on the type of conductor used.
² Electric current flowing through a conductor depends on the material that it is
made of.
² The reason is that the obstacle for flowing of electric current is different from
conductor to conductor.
The obstacle caused by a conductor to the flowing of current through it is called
the resistance of that conductor.
Symbol used to denote resistance - R

Unit of measuring resistance - Ohm (Ω)
When the resistance of a conductor increases the current flowing through it
decreases.
For your attention

² Resistance is a very useful factor to control the current flowing through a
conductor.
² Current flowing through a conductor can be controlled by changing its
resistance.
² Components called resistors, produced to various values of resistance are
connected to circuits to control the current flow.
² Mostly the value of a conductor is mentioned on it according to a colour
code system.
Electrical parts that possess the property called resistance are known as resistors.
Some of those components are given in Figure 7.18.
Figure 7.18 Various types of resistors
Symbols for resistors
Now you may understand that the current flowing through a circuit can be reduced
by connecting resistors to increase resistance of the circuit.

Summary
² The flow of electrical charges through a conductor is known as an electric
current.
² Unit of measuring current is Ampere. The equipment used for that is ammeter.
² Ammeter should be connected in series to the circuit. The terminals also
should be connected correctly.
² There should be a potential difference between two points of a circuits, for
the flow of current.
² Potential difference between the two terminals of an electric source is known
as its voltage.
² Unit of measuring potential difference is Volt and the equipment used is
voltmeter.
² To measure the potential difference across a part of a circuit the voltmeter
should be connected in parallel to it.
² Obstruction of electric current flow through a conductor is known as its
resistance.
² Unit of measuring resistance is Ohm.
² Resistors of various values can be used to change the current flowing through
a circuit.
Exercise
1) Complete the following paragraph using suitable terms for the blanks.
Electric current is a flow of ................................ through a closed circuit. Always
electric current flows from a high ...................................... to a ...........................
electric potential. .................................. terminal is the place of a cell, where
electric potential is high and .................................... terminal is the place where
it is low.
2) Figure below shows a set-up prepared by a student to
measure the potential difference between two ends of a
bulb.
1. Is the circuit suitable for the purpose?
2. Give reasons for your answer.
3. If there is any defect, correct it and draw the circuit again.
4. Mention two facts, that should be considered when connecting a
voltmeter to a circuit.

3) Given below is a circuit prepared by a student to
rotate a cardboard disc using an electric motor.
To decrease the rotational speed of this motor;
1. What property of the circuit should be
increased?
2. Suggest a method to do it.
4) List out three instances in day-to-day life where measuring voltage and current
is important.
Technical Terms
Electric current - úoHq;a Odrdj - ªß÷Úõmh®
Electricity - úoHq;h - ªß\õμ®
Electric potential - úoHq;a úNjh - ªß AÊzu®
Voltage - fjda,aàh;djh - ÷ÁõÀØÓÍÄ
Resistance - m%;sfrdaOh - uøh
Resistor - m%;sfrdaOl - uøh°
Circuit - mßm:h - _ØÖ
Conductor - ikakdhlh - Phzv
Voltmeter - fjda,aÜógrh - ÷ÁõÀØÖ©õÛ
Switch - iaúph - BÎ

8 Changes in Matter
8.1 Physical changes and chemical changes

Tear a paper into small pieces. Burn another piece of paper.
Figure 8.1
Can you explain the difference between these two changes?
Though the paper is torn into pieces, it is still a paper. So, when tearing a paper its
composition is not subjected to any change. Something which is not a paper cannot
be formed by tearing the paper. Therefore, such changes are known as physical
changes.
Changes in which the composition of matter does not change, even though its
nature of existence changes, are called physical changes.
However, when the paper is burnt, ash and smoke are formed. There the composition
of the paper changed and new substances are formed. Such changes are known as
chemical changes.
Changes in which the composition of matter forming new substances are
known as chemical changes.
Science | Changes in Matter 107

Let us engage in Activity 8.1 to study the nature of physical changes.
Activity 8.1
You will need:- A beaker, water, salt, tripod, spirit lamp/
bunsen burner
Method:-
² Take 250 ml beaker and add about 50 ml of water into it.
² Add about one teaspoon of powdered salt into it and
dissolve thoroughly.
² Keep a wire gauge on a tripod and place the beaker on it.
² Heat the beaker using the spirit lamp/bunsun burner until
water is completely vapourised. Figure 8.2
A residue can be seen at the bottom of the beaker. That residue is the salt that was
previously dissolved in water. From this it is clear that the change happening during
the dissolving of salt in water is a physical change.
Let us do Activity 8.2 to investigate the nature of chemical changes.
Activity 8.2
You will need:- A magnesium ribbon, a candle or a spirit
lamp
Method:-
² Take a magnesium ribbon and clean it well.
² Burn it by holding to the flame.
Before burning, the magnesium ribbon had a metallic lustre.
When held to the flame, it burnt with a bright flame leaving a white powder. Here,
the composition of magnesium has changed and a new substance has formed.
Therefore, burning of the magnesium ribbon is a chemical change.
Like this, the changes we experience in our day-to-day life can be divided into
two types, physical changes and chemical changes. Engage in Assignment 8.1 to
reinforce your knowledge in this regard.
Assignment 8.1
Classify the following changes as physical changes and chemical changes.
² Melting of solid wax ² Vapourisation of water ² Rusting of iron
² Melting of ice ² Breaking granite into pieces ² Burning camphor
² Burning firewood ² Lighting a cracker
108 Science | Changes in Matter
8.2 Changes of state as physical changes
Let us do Activity 8.3 to gain an understanding about the changes of state.
Activity 8.3
You will need:- A beaker, a tin lid, a bunsen burner, a glass plate, a tripod, a wire
gauge, a crucible, a glass funnel, boiling tubes, surgical spirit,
water, a piece of wax, naphthalene, iodine
Method:-
Do the activities as indicated in Table 8.1 and record relevant observations.
Table 8.1
Activity Observation
1. Place the piece of wax in a boiling tube and heat.
Observe. Allow to cool and observe again.
2. Put some pieces of ice into a beaker and heat. Observe.
Continue heating even after the piece of ice completely
turns into water. Make your observations. Hold the
plate of glass over the beaker when water boils. (Do as
a teacher demonstration)
3. Put a few pieces of iodine into a crucible and heat.
Hold an inverted funnel a little above the crucible.
You would have observed that the wax melted when it was heated in a boiling tube.
You would have also observed that liquid wax turns into solid when it is allowed
to cool. When a solid substance is heated, it turns into the liquid state at a certain
temperature. The transition of a substance from the solid state to the liquid is called
melting or fusion. Transition of a substance from the liquid state to solid state is
called freezing.
You would have observed that ice turns into water. Ice is a substance that exists
in the solid state. Water is a liquid. The conversion of a substance from the solid
state to liquid state is also a change of state and it is known as fusion. When that
water is heated further water vapourises. The change of a liquid into a gas is known
as vapourisation. When water boils, formation of droplets of water on the glass
plate can be observed. These droplets were formed by the cooling of steam. The
conversion of a substance that exists in the gaseous state into liquid state is called
condensation.
When crystals of iodine were heated in a crucible, you would have seen that iodine
turned directly into a gas. When that iodine gas was brought into contact with a
glass surface, crystals of iodine can be seen on the surface from this, it is clear that

when iodine vapour cools it directly turns into solid iodine without becoming a
liquid. The turning of a solid into vapour without passing through the liquid state is
also a change of state. It is known as sublimation.
During a change of state no new substances are formed by changing the
composition. Therefore, the changes of state are physical changes.
Solid
Fu
io
s
at
io
Fr
im
n
ee
bl
zi
Su
ng
Vaporisation
Gas Liquid
Condensation
Figure 8.4
8.3 Chemical changes
So far we have discussed about the nature of physical changes. When a physical
change occurs, a change in the composition of the substances does not occur.
But when chemical changes occur, new substances are formed.
Let us do Activity 8.4, 8.5, 8.6 and 8.7 to study the nature of chemical changes
further.
Activity 8.4
You will need:- Lead nitrate, a boiling tube, a bunsen burner
Method:-
² Take about 1g of lead nitrate to a boiling tube.
² Heat the boiling tube using the bunsen burner.
When white lead nitrate is heated a brown coloured gas is evolved leaving a red
coloured powder in the boiling tube. Since, the composition of lead nitrate has
changed this is a chemical change.

Activity 8.5
You will need:- Copper sulphate, an iron nail, a boiling tube, a thermometer
Method:-
² Add water and copper sulphate crystals to the boiling tube and prepare a light
blue solution.
² Put the cleaned iron nail into it.
When a cleaned iron nail is placed in a copper sulphate solution you would observe
that the blue colour of the solution decreases, a reddish brown subtance deposits on
the nail and at the bottom while the temperature rises.
Activity 8.6
You will need:- A solution of copper sulphate, a solution of sodium hydroxide,
two test tubes
Method:-
² Mix the copper sulphate solution with the sodium hydroxide solution.
² Record your observations
When the copper sulphate solution is added to the sodium hydroxide solution, a
formation of a light blue solid can be observed. Such solids are called precipitates.
Activity 8.7
You will need:- Dilute hydrochloric acid, a zinc granule, a boiling tube
Method:-
² Add a little dilute hydrochloric acid to the boiling tube.
² Add the piece of zinc into it.
When a granule of zinc is added into hydrochloric acid, we see that zinc dissolves
and a gas is liberated.
Pay your attention to the above activities. In all of them new substances are formed.
You already know that in chemical changes new substances are formed. In the above
activities, identify the observations which testify the formation of new substances
and complete Table 8.2.

Table 8.2
Reaction Observations in support of the
formation of new substances
1. Heating lead nitrate Formation of a red powder
Evolution of a brown coloured gas
2. Putting an iron nail into a copper sulphate
solution
3. Adding copper sulphate solution to
sodium hydroxide solution
4. Adding a zinc granule to hydrochloric acid
Based on the observations made with regard to the chemical reactions stated in this
chapter before, some of the following can be given as evidences in support of the
fact that a chemical reaction has taken place in the above activities.
² Evolution of gases
² Change in colour
² Change in temperature (exchange of heat)
² Formation of precipitates
² Production of sound/light
² Production of an odour
The formation of a new substance having a different composition or several new
substances by one or more substances undergoing change is known as a chemical
change or a chemical reaction.
Recall the burning of magnesium again. Magnesium is a metal with a silvery lustre.
Upon heating, it combines with oxygen in the air and forms a white powder. That
powder is known as magnesium oxide.
The substances that get subjected to change during a chemical reaction are
called reactants.
Hence, the reactants of the above reaction are magnesium and oxygen.
The new substances formed by a chemical reactions are referred to as products.
The product of this reaction is magnesium oxide. This reaction can be shown in the
form of a word equation as follows.
Magnesium + Oxygen Magnesium oxide
Hence, in a chemical reaction, reactants turn into products.
Rusting of iron, tarnishing of metals, combustion of materials, decay of organic
matter, ripening of fruits, blast of a cracker and digestion of food by enzymes are
some chemical reactions taking place every day.
Law of conservation of mass
What kind of a change do you think will happen to the total mass of the substances
that are subjected to the chemical changes or chemical reactions you have identified?
To inquire into this let us do following activities.
Activity 8.8
You will need:- Iron wool, two identical iron wires, a
horizontal rod
Method:-
² Take two equal masses of iron wool and lump them
loosely
² Using the two iron wires tie them to the horizontal Figure 8.5
rod as shown in Figure 8.5.
² Suspend the rod on a support to balance it horizontally. Light one lump of iron
wool.
Iron wool burns giving reddish sparks. At the same time the side with burnt wool
moves down. From this we can infer that when iron wool turns into the products of
combustion, the mass increases.
Activity 8.9
You will need:- A few heads of matches, a boiling tube
Method:-
² Put a few heads of matches to a boiling tube. Weigh the boiling tube with them.
² Heat the boiling tube strongly with an open flame until the match heads catch
fire.
² After cooling, weigh the boiling tube with its contents.
Here, you will be able to observe that the mass after the reaction is lower than the
mass before the reaction.
Here, you may have the problem why there was an increase in the mass when
iron wool was burnt in Activity 8.8 while a decrease in mass was shown when the
match heads were burnt in Activity 8.9. In the above experiments, the substances
were burnt in open environments. Therefore, when those substances react there is
a chance to combine with some substances in the environment and also to release
the products of combustion to the environment. An increase in mass occured due
to addition of some substances. A decrease in mass was noticed due to the loss of
some substances to the environment.
• Open systems - The systems in which the substances can exchange between
the system and the surroundings are referred to as open
systems.
• Closed systems-The systems in which the substances cannot exchange
between the system and the environment are called closed
systems.
Therefore, to find out whether a change occurs in the total mass of substances
taking part in a chemical reaction, the experiment should be conducted in a closed
system in which substances are neither gained from nor lost to the surrounding. Let
us engage in Activity 8.10 and Activity 8.11 which have been designed after taking
these facts into consideration.
Activity 8.10
You will need:- A few matches, a boiling tube, a rubber
balloon
Balloon
Method:-
Boiling
² Let us now conduct Acitvity 8.9 in a closed system. tube
² As shown in Figure 8.6, close the mouth of the boiling Match
tube containing matches with a balloon. Measure its sticks
mass. Figure 8.6
² Apply heat close to the bottom of the tube until the
matches light up.
² Allow the boiling tube to cool and weigh again.
When the matches burn, the balloon get inflated gradually.
During the reaction the products are not lost. Also it is seen that there is no change
in the total mass before and after the reaction.
Activity 8.11
You will need:- A conical flask, lead nitrate 1 g,
water 20 ml, sodium chloride 1 g, a boiling tube
Method:-
² Take about 1g of lead nitrate to a conical flask
and dissolve in about 20 ml of water.
² Take about 1g of sodium chloride to a test tube, Sodium
dissolve it in about 5ml of water and transfer chloride
this solution to an ignition tube. Lead nitrate
² Tie the ignition tube with sodium chloride Figure 8.7
solution with a string and suspend it inside the conical flask containing the
lead nitrate solution with the help of a stopper as shown in Figure 8.7.
² Seal the conical flask by applying vaseline around the stopper. Weigh the
flask with its contents.
² Slant the apparatus slowly and let the two solutions mix. Record your
observations.
² Weigh the apparatus again and note the mass.
Formation of a white precipitate on mixing the two solutions indicates the occurrence
of a chemical reaction in the apparatus. The result of the experiments also shows
that there is no change in the total mass before and after the reaction.
The french scientist Antoine Lavoisier (1743 - 1794) who conducted many
experiments such as the above in relation to various chemical reactions showed for
the first time that the total mass of the substances taking part in a chemical reaction
(reactants) is equal to the total mass of the products obtained after the reaction.
Later this finding came to be known as the Law of conservation of mass.
Law of conservation of mass
During chemical reactions the total mass does not change. That means the
mass is conserved.
8.4 Combustion
When magnesium burns in air, magnesium reacts with oxygen in the air forming
magnesium oxide.
Oxygen gas in air is essential for combustion. Oxygen is the gas in air that supports
combustion. There are substances which can be burnt and which cannot be burnt.
The substances that can be burnt are known as combustible substances. The
substances that cannot be burnt are non-combustible substances.
• combustible substances: e.g. :- camphor, wax, sulphur, sugur, lacquer,
paper, tar, flour, petrol, kerosene
• non-combustible substances: e.g. :- asbestos, glass, sand, rock
Combustion is the reaction of a combustible substance with a gas which acts as a
supporter of combustion. The special feature of the reaction of combustion is
that it is a chemical change which takes place releasing thermal energy and
light energy.
A combustible substance has to be heated to a certain temperature for combustion
(to start to reacting with oxygen gas). This temperature changes from substance
to substance. The temperature at which a combustible substance begins
combustion in the air is called its ignition temperature (ignition point).
Let us do Activity 8.12 to compare the ignition temperatures of several combustible
substances.
Activity 8.12
You will need:- A tin lid, a stand, a match, a piece of paper, cotton wool, magnesium
ribbon, sugar, a piece of sulphur
Method:-
² Fix the tin lid to the stand.
² Place the above substances on the tin lid.
² Keep the Bunsen burner underneath the tin lid and heat.
² Observe the sequence in which the combustible substances placed on the tin
lid ignite and note it down.
The substances which ignite early have low ignition temperature.
A combustible substance starts to burn after it gets heated to its ignition point.
Thus, three main factor essential for combustion can be identified. They are;
• Presence of a combustible substance
• Having access to a supporter of combustion (Oxygen).
• Heating the combustible substance to its ignition temperature.
Fire triangle
Pay your attention to a fire broken out by
accident. The fire should be extinguished to
prevent damage. If a fire is to be extinguished
the factors causing fire should be removed
Ox
at
from the fire. The following figure which

He
yg
shows the relationship among the factors

en
required to create a fire is known as the fire

triangle. Examine it well.
To extinguish a fire it is required to prevent Fuel
the access of the supporter of combustion to Figure 8.8 Fire triangle
the fire, prevent reaching the ignition temperature (i.e.prevent receiving heat) and
remove the combustible substance.
The method we use to extinguish a fire mostly is throwing water over the burning
material. In addition to this covering the burning substance with sand and wet
gunnies is also done.

² When water is sprayed over the fire it is extinguished. This is because when
water vaporises absorbing heat from the burning material, temperature of under
falls below the ignition temperature.
² When somebodys, clothes catch fire, the most suitable method to extinguish it is
to roll on the ground. This helps break the connection between air, the supporter
of combustion, and the material that has caught fire. When the clothes are on
fire you should never run. During running more and more oxygen is supplied to
the fire, so it spreads faster.
The same method cannot be used to extinguish all fires. The nature of the fire should
be identified and then the appropriate method should be selected.
Fuels
Fuels are substances used to generate heat energy and light energy by combustion.
² Examples for solid fuels :- Firewood, coconut husks, coconut shells, wax
² Examples for liquid fuels :- Kerosine, petrol, diesel, coconut oil
² Examples for gaseous fuels :- Liquid petrolium gas (LP gas), coal gas,
methane (bio gas)
Almost every fuel contains the elements carbon and hydrogen.

Let us carry out Activity 8.13 to identify the products formed during the combustion
of fuels.
Activity 8.13
Aspirator
You will need:- A candle, a boiling
tube, a bottle, a funnel, lime water,
copper sulphate Water
Method:-
² Arrange the apparatus as shown
in Figure 8.9. Connect the
boiling tube/bottle with lime
water to the aspirator. Light Anhydrous Lime
the candle and operate the Candle copper sulphate water
aspirator. When the aspirator Figure 8.9
works an air current is drawn through the apparatus from the funnel to the
boiling tube.

U tube contains anhydrous copper sulphate (white). The boiling tube/bottle contains
colourless lime water. When the candle is lit and the aspirator is set to work you will
observe that white anhydrous copper sulphate turns blue. Also, it can be seen that
the lime water turns milky.
White anhydrous copper sulphate turns blue because of the water (water vapour)
drawn into the U tube. Lime water turns milky due to carbon dioxide gas.
This activity indicates that when a candle burns, water and carbon dioxide gas
are produced. Thus, in the combustion of fuels water and carbon dioxide gas are
produced as the products.
Complete combustion and incomplete combustion of fuels
Complete combustion occurs when an adequate oxygen gas (supporter of
combustion) is supplied for combustion. You know that fuels contain the elements
carbon and hydrogen. On complete combustion carbon gives carbon dioxide and
hydrogen gives water. More heat is produced by complete combustion.
The combustion occurring in an inadequate supply of oxygen is called incomplete
combustion. In this carbon monoxide and unburnt carbon particles are also produced
in addition to carbon dioxide and water. In incomplete combustion, the quantity of
heat produced by the flame is relatively low.
Candle flame
Outer zone (barely
When a candle is lit, solid wax turns into liquid
visible)
wax. Liquid wax moves up through the wick
and vapourises. This wax vapour, reacts with
Luminous
oxygen and produces heat and light giving rise zone
to the flame of the candle.
Observe the candle flame well. It has three
clearly visible zones. Non-luminous
zone
The inner zone is the non-luminous zone. It
contains wax vapour. Its temperature is low Blue zone
relatively to that of the other zones. Outer to
the non-luminous zone is the luminous zone.
The unburnt carbon particles present in that
zone becomes incandescent emitting a yellow
light. The temperature in this zone is greater
than that of the non-luminous zone. Outer Figure 8.10 Candle flame
to the luminous zone is another zone which
appears in blue colour at the base of the flame but is hardly visible in other areas.
This is known as the outer zone (invisible zone) and has the highest temperature.
Invisible zone
Bunsen flame
Light blue zone
The colour of the bunsen flame changes with the
amount of oxygen gas supplied for combustion. When Dark blue zone
the oxygen supply decreases the flame turns yellow Non-luminous
and when the flame receives enough oxygen it turns zone
blue. By observing the blue flame well, several zones Stem
of it can be identified.
At the centre of it is the non-luminous zone consisting
of unburnt gas. Outer to the non-luminous zone lies a Collar
dark blue zone and a light blue zone respectively. The Air pore
outerpart is the invisible zone. In the invisible zone Gas tube
complete combustion occurs. Foot
Figure 8.11 Bunsen flame
8.5 Tarnishing of metals

You have learnt that having a shiny surface is a property of metals. When metals
are exposed to air for a long period, that lustre disappears. The change in surface of
metals like this is called tarnishing. Almost every metal tarnishes.
A substance called rust is formed on the surface of iron due to tarnishing. This is
reddish brown in colour and is called iron rust. This process is called rusting of
iron. Due to tarnishing and rusting the surfaces of metals corrode. This is called
corrosion of metals. Tarnishing of metals and rusting of iron are chemical changes.
Rusting of iron
Let us do Activity 8.14 and Activity 8.15 to investigate the factors essential for
rusting of iron.
Activity 8.14
You will need:- Three test tubes, cleaned iron nails, coconut oil
Method:-
² Take some water into a test tube and heat to boiling. Put a cleaned iron nail into
it and cover the water surface with a layer of oil (setup A). Oil layer is placed
to prevent the dissolving of air when water cools.

A B C
² Take equal volumes of cold water to
two other test tubes and put a cleaned
iron nail into each. Put an oil layer to Coconut
one of them (set-up B). oil
² Leave the other test tube as it is
Boiled Cold
(set-up C). water water
² After a few days observe the setups.
Cleaned
iron nails
Figure 8.12
The nail in test tube A does not rust. As it contains boiled water all the air dissolved
in it has been expelled. Putting a layer of coconut oil on water has prevented the
dissolving of air when water cools.
Test tube B contains cold water. Therefore, its water contains air. Because there is
air dissolved in water the nail in it rusts.
The nail in the test tube C is open to the outer environment. As it receives air from
outside rusting occurs. Hence it can be concluded that air is essential for rusting.
Activity 8.15
Wax
You will need:- A boiling tube, two cleaned iron nails, Cork stopper
cork stopper, calcium chloride crystals, wax, coconut
Iron nails
oil
Method:-
² Clean the two iron nails with sand paper.
² Fix them to the cork stopper as shown in the Figure
8.13.
² Add calcium chloride crystals to the boiling tube
and fix the stopper with the iron nails to it. Calcium
² Make the tube air tight with wax. chloride
crystals
² Observe this setup for several days.
Figure 8.13
After a few days it can be seen that the parts of the nails outside the boiling tube
have rusted while the parts inside the tube remain without rusting.

Calcium chloride crystals absorb moisture in the air in the boiling tube. Placing
wax around the stopper makes the tube air tight and prevents the entry of moisture
in air into the tube. As the air inside the tube is free from moisture, the parts of nails
inside the tube do not rust.
What is expected by driving the two nails into the cork in opposite directions is to
ensure that the pointed tip or the flat head of nails have no effect on rusting.
Activity 8.16
Iron filings
You will need:- A beaker, two
test tubes, iron filings, cotton
wool Moist cotton Moist cotton
wool wool
Method:- Tube B
² Take two test tubes. In one Tube A
of them (A) trap some moist
cotton wool. In the other
tube (B), trap a similar plug
of moist cotton wool with
some iron filings on it.
² Take some water into a
beaker and dip the two Water
inverted test tubes A and B
in water as shown in Figure Figure 8.14
8.14.
² Observe this setup a few days.
² Record the observations.
It can be seen that iron filings in tube B have undergone rusting while water has
risen up to about one fifth of its height.
The percentage of oxygen in air by volume is 21%. That is, nearly 1/5 th of air in a
given space is oxygen. If oxygen gas is used up for rusting, 1/5 th of the volume of
air contained in space where rusting occurs should have been spent.
For the rusting of iron filings in tube B, oxygen gas in the air in that tube is used up.
As 1/5 th of the volume of air is oxygen the water level rises to 1/5 th the height of
the test tube. From this it is clear that oxygen gas is consumed during rusting.
These activities prove us that oxygen and water vapour/water in air are essential for
the rusting of iron.

Protection of iron from rusting
Iron objects rust only when they are able to come in contact with air and water.
Figure 8.15 A galvanised Figure 8.16 A Painted gate

bucket
You would have seen that paints are applied on objects made of iron such as grills,
gates and bridges. Application of paint is a frequently used method to prevent
rusting of iron. It prevents iron from coming into contact with air and water. Grease
is also applied in machinery made from iron to prevent rusting.
You have heard about the galvanized iron items. During galvanizing, zinc metal is
applied on objects made of iron. Iron in galvanized items does not rust even if their
zinc coat is scratched exposing some of their points to air. Therefore, galvanizing is
a very good protective method. Items such as buckets, roofing sheets and iron nails
are protected by galvanizing.
Application of tin metal is also another method used to protect iron from rusting.
The containers of sealed food such as sardine and milk powder, though commonly
called 'tins' are vessels made of iron. In them tin is present only as a coating.
However, when scratched tin coated vessels rust very fast.
8.6 Neutralisation
Recall what you have learnt in grade 7 about acids, bases and neutral substances.
Let us do Activity 8.17 to revise facts about them.

Activity 8.17
You will need:- Test tubes, red litmus, blue litmus, pH papers, hydrochloric acid,
sodium hydroxide solution, sodium chloride (salt) solution, phenolphthalein
Method:-
² Take hydrochloric acid solution,
sodium hydroxide solution and
sodium chloride (salt) solution
separately into three test tubes.
² Test these three solutions with red
litmus papers.
² Test these three solutions with blue
litmus papers.
² Test these three solutions with pH A B C
papers. Hydrochloric acid Sodium Sodium
² Add two drops of phenolphthalein to solution hydroxide chloride
these solutions. solution solution
² A Solution A turns the blue litmus paper into red. Solution A does not change
the colour of red litmus.When examined with a piece of pH paper, a value less
than 7 is obtained. On addition of phenolphthalein it stays colourless.
² Solution B does not change the colour of blue litmus. It turns red litmus into
blue. When tested by a pH paper the pH value is greater than 7. The solution
gives a pink colour with phenolphthalein.
² Solution C does not change the colour of blue litmus or red litmus. The colour
it gives with the pH paper corresponds to 7. It does not show a colour change
with phenolphthalein.
From the above observations it can be identified that solution A is acidic, B is basic
and C is neutral.
Investigating what type of a change occurs when an acid is added to a base
You might have heard that milk of magnesia liquid is given to relieve the acidity
in stomach. Milk of magnesia is a basic substance. What is the reason for giving
a basic substance like this to minimize the affect of an acidic substance? Let us
conduct Activity 8.18 to look into this.

Activity 8.18
You will need:- A beaker, a dropping pipette, dilute sodium hydroxide solution,
dilute hydrochloric acid, phenolphthalein
Method:-
² Pour dilute sodium hydroxide solution to a beaker. Add a few drops of
phenolphthalein into it. Then add dilute hydrochloric acid dropwise into it
using a dropping pipette and observe the colour change in the solution.
² When the acid is added the pink colour of the solution gradually decreases and
at a certain moment the solution becomes colourless. This indicates that when
an acid is added to a base, the basic property of the base gradually disappears.
a - Sodium hydroxide solution with a few

drops of phenolphthalein
b - Nutralised to some extent due to the
addition of acid
c - Totally neutralised solution
Figure 8.18
When an acid is added to a base or base is added to an acid, their acidic and
basic properties decrease and at a certain point acidic and basic properties totally
disappear. This process is called neutralisation. You know that sodium hydroxide is
a base and hydrochloric acid is an acid. When these two react sodium chloride and
water are formed which are neutral substances.
Sodium hydroxide + Hydrochloric acid Sodium chloride + Water
This reaction between an acid and a base is a chemical reaction. It is referred to as
a neutralisation reaction.
Let us now explore about some instances in which we happen to meet acid-base
neutralisation in day-to-day life.
When acidity in the stomach increases milk of magnesia is administered. Milk of
magnesia means the base magnesium hydroxide. This base neutralises the excess
hydrochloric acid in the stomach.

The pain caused by bee stings disappear on application of lime.
When bees sting, acidic substances are introduced into the skin.
Lime is a base. It neutralises the acid. That is why the pain subsides.
The wasp sting is basic. Therefore, when an acidic substance such
as vinegar or lemon juice is applied, the poison gets neutralised
relieving the pain.
Lime is applied to acidic soils. Lime which is a base neutralises
acids in the soil. Figure 8.19
Summary
² The changes takes place in matter is of two types, physical changes and
chemical changes.
² In the case of physical changes the existing nature of matter changes, though
its composition remains unchanged.
² The changes in which the composition of matter changes giving rise to new
substances are known as chemical changes.
² Rusting of iron, corrosion of metals, combustion nutralisation are examples
for chemical changes.
² Changes of state such as fusion, vapourisation, sublimation, condensation
and freezing are physical changes.
² Heat change, evolution of a gas, formation of a precipitate, colour change
and change in temperature provide evidence for the occurrence of a chemical
reaction.
² The substances take part in a reaction are reactants and the substances formed
during a reaction are products.
² During chemical reactions, the total mass does not change. That means, the
mass of the reactants that took part in the reaction is equal to the mass of the
products formed after the reaction.
² The reaction of combustible substances with oxygen is called combustion.
² When many fuels are subjected to complete combustion, carbon dioxide and
water are formed.
² During incomplete combustion unburnt carbon and carbon monoxide are
also formed in addition to carbon dioxide and water.
² The quality of heat generated during complete combustion is relatively higher
than that generated during incomplete combustion.

² Water/water vapour and oxygen are essential for the rusting of iron.
² Rusting can be prevented by methods such as applying paint, galvanizing and
applying grease.
² When an acid reacts with a base, the acidic properties of the acid and the basic
properties of the base disappear.
² The chemical reactions between acids and bases are called neutralisation
reactions.
Exercises
01) Select the correct or best suitable answer for the following questions.
01. Which of the following is not a chemical change?
1. Condensation of steam 2. Burning of magnesium
3. Rusting of iron 4. Tarnishing of metals
02. Which of the following statement is false?
1. Combustion is a chemical reaction.
2. Oxygen is essential for the rusting of iron.
3. Complete combustion gives rise to a yellow flame.
4. It is necessary to heat something to its ignition temperature to burn.
03. The nail in which test tube does not rust after few days ?
Oil Oil
layer layer
Boiled Fresh Boiled Fresh
water water water water
A B C D
04. Which of the following is not observed when a piece of zinc is placed in a
copper sulphate solution?
1. Gradual dissolution of the piece of zinc.
2. Deposition of a reddish brown substance around the piece of Zinc.
3. Slight heating of the solution.
4. Blue colour of the solution remain same.
05. Which of the following does not undergo a chemical change on heating?
A-Sulphur B-Magnesium C-Iron
1. Only A 2. Only A and B 3.Only B and C 4.A, B and C

02. The diagram shows a bunsen flame.
a. Name A, B, C and D zones. D
b. In which zone complete burning occurs?
C
c. What is the fuel that burns in a bunsen burner?
03. Milk of magnesia is prescribed as a remedy for the B
discomfort caused by increasing acidity of stomach.
a. Is milk of magnesia acidic or basic? A
b. How do you name the reaction between milk of magnesia
and an acid?
04.Give short descriptions for the following phenomena.
1. Slaked lime is added to avoid acidic nature in soil.
2. Iron is protected from rusting by application of paint.
3. You should never run,when your clothes are on fire.
Technical Terms

SCIENCE
Part - II
Grade 8
i
First Print 2016
Second Print 2017
Third Print 2018
Fourth Print 2019
All Rights Reserved
ISBN 978-955-25-0133-3
Published by Educational Publications Department

Printed by Neo Graphics (Pvt) Ltd.
No.44, Udahamulla Station Road, Gangodawila, Nugegoda.
ii
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iv
Being innovative, changing with right knowledge,
Be a light to the country as well as to the world.
Message from the Hon. Minister of Education

The past two decades have been significant in the world history due to changes
that took place in technology. The present students face a lot of new challenges along
with the rapid development of Information Technology, communication and other
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I congratulate you to enjoy the benefits of free education and bloom as an

honoured citizen who takes the name of Sri Lanka to the world.
Akila Viraj Kariyawasam

Minister of Education
v
Foreword
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The government in its realization of the concept of free education has offered you
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I would like to bestow my sincere thanks on the members of the editorial and writer
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W. M. Jayantha Wickramanayaka,
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2019.04.10
vi
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W. M. Jayantha Wickramanayaka - Commissioner General of Educational
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Direction
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Publications (Development)
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University of Sri Jayawardanapura
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Ministry of Education
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vii
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viii
Contents
page
09 Human organ systems 01
9.1 Human excretory system and excretory products 01
9.2 Nervous system 06
9.3 Human skin 11
10 Electricity 18
10.1 Various methods of connecting cells and bulbs 18
10.2 Simple electric circuits 23
10.3 Current controlling components 24
10.4 Household electrical appliances 30
10.5 Heating effect of electric current 32
10.6 Light effect of electric current 35
10.7 Magnetic effect of electric current 36
10.8 Chemical effect of electric current 39
11 Main biological processes in plants 46

11.1
Photosynthesis 46
11.2
Transportation 51
11.3
Transpiration 55
11.4
Guttation 57
12 Life cycles of living organisms 62

12.1 Life cycles of animals 64
12.2 Life cycles of plants 71
12.3 Importance of learning the life cycles 72
ix
13 Food Preservation 80
13.1 Need of food preservation 80
13.2 Food preservation Methods 82
13.3 Food preservatives 87
13.4 Advantages and disadvantages of food preservation 91
13.5 Information in a label of a food package 92
14 Phenomena and exploration associated with the solar system 97

14.1 The Solar system 97
14.2 Occurance of seasonal changes 103
14.3 Occurance of phases of moon 104
14.4 Important incidents associated with solar system 106
14.5 Exploring the universe 111
14.6 Artificial satellites 114
14.7 Constellations 118
15 Natural Disasters 128

15.1 Drought 129
15.2 Floods 134
15.3 Landslide / Earth slip 135
15.4 Lightning and thundering 137
x
9 Human organ
systems
9.1 Human excretory system and excretory products
The biological processes that Exhaled air

take place within the cells, (carbon dioxide,
produce different products water)
that are useful to the body as
well as useless to the body. Sweat
(urea, uric acid,
As an example, let us consider
water, salts)
the respiration reaction. In
respiration glucose react with
oxygen and produce energy,
carbon dioxide and water. Urine
(urea, uric acid,
Energy is used for the water, salts)
biological processes in the
body. But carbon dioxide and
water may become harmful to
cells when there is an excess
amount.
The useless products that are Figure 9.1 Excretory products of a human
produced during chemical
reactions within the cells are known as excretory products. You can observe the
Figure 9.1 to study about the excretory products in human body.
Excretory products can damage the cells when accumulated in excess amount.
Some products may be toxic. Therefore, it is very important to remove the excretory
products from the body. The process that remove the excretory products from the
body is known as excretion.
Waste matter remaining after food has been digested is known as faeces. As it is
not produced by chemical reactions within the cells in the digestive system, it is not
considered as an excretory product.
Science | Human organ systems 1

There are organs and systems that are specialized to perform the function of
excretion in human body.
Table 9.1 shows the excretory products, where they are produced and how they are
excreted.
Table 9.1
Excretory Excretory products The form they

organ are excreted
Lungs Carbon dioxide, water As exhaled air
Kidneys Urea, uric acid, salts, water As urine
Skin Little amount of urea, uric acid, salts, water As sweat
Human urinary system
During the chemical reactions which take place in human body cells, nitrogenous
by-products are produced. These nitrogenous by-products are excreted from the
body through kidneys as urine. Therefore, the urinary system is considered as the
main nitrogenous excretory system of human body.
Let us do Activity 9.1 to identify the parts of the human urinary system.
Activity 9.1
You will need:- A model/ diagram of the human urinary system
Method: -
²² Observe the parts of the urinary system.
²² Draw a diagram and name the parts.
The labelled diagram of urinary system of human is shown in Figure 9.2.
Inferior venacava Aorta

Urinary system consists of four main
Renal artery
parts.
Left
yy Kidneys Right
kidney
kidney
yy Ureter
yy Bladder Renal veins
yy Urethra Ureter
(urinary tract)
Bladder
Urethra
Figure 9.2 Human urinary system
2 Science | Human organ systems

As shown in Figure 9.3 place your hands on your hips.
Then the tips of your thumbs give an indication of the
location of the lower end of kidneys.
Kidneys reside against the back muscle in the upper

abdominal cavity. They sit opposite each other on
either side of the spine. The right kidney is little bit
lower than the left kidney to accommodate the liver.
Figure 9.3 The way to

observe the location of
kidneys externally
In an adult each kidney is about 13 cm long

and 6 cm wide. Kidneys are bean-shaped
organs. Observe Figure 9.4 to get an idea about
the external structure of a kidney.
Renal artery
Renal vein
The renal artery supplies blood to the kidney
Ureter
while the renal vein carries away the blood
from kidneys.
Figure 9.4 External structure of

human kidney
Do Activity 9.2 to study about the internal structure of a kidney.
Activity 9.2
You will need:- A model/photograph of a kidney
Method: -
²² Study the internal structure of a kidney using a model/ photograph of a
kidney in your laboratory.
²² Get the assistance of your teacher.

The labelled diagram of human kidney is shown in Figure 9.5.
A kidney consists of two major parts.
Renal ²² Cortex
artery
²² Medulla
Renal cortex consists of lot of blood

Renal
Renal capillaries. Therefore, it is dark in
cortex
vein
colour. Within the renal medulla there
Renal
Renal are triangular shaped structures called
pelvis
medulla renal pyramids. The tips of these renal
pyramids are directed to the renal
Ureter
pelvis. The renal pelvis narrows and
Figure 9.5 Longitudinal section of open into the upper end of the ureter.
human kidney Blood with excretory products
transported by renal arteries is filtered in the kidneys. The filtered excretory
products are carried by the ureter to the bladder and they are temporarily stored in
the bladder. The fluid with excretory products is known as urine.
Components of urine
² Water ² Salts (more sodium chloride)
² Urea ² Uric acid
For extra knowledge

Components of urine of a healthy person is given below as percentages;
Water - about 96%
Urea - about 2%
Salts - about 2%
Uric acid - trace amounts
Above mentioned values and colour of urine are important in diagnosing kidney
diseases.

When the bladder is full, a person urinates through the urethra to eliminate the
waste.
If the kidneys are damaged, the process of excretion does not happen the way
they should. Some examples of kidney diseases and the reasons are given below.
²² Kidney stones
Salts such as calcium oxalate deposit in kidneys
and form crystalline structures. These structures
are known as kidney stones (Figure 9.6). Kidney
stones may occur, due to following reasons.
-- Not drinking enough water
-- Taking salty diets regularly Figure 9.6 How kidney stones are
-- Not passing urine at proper time (when formed
wanted)
²² Kidney failure
Functioning of kidneys get disordered and it is called kidney failure. Kidney failure
may occur due to following reasons.
-- Entering of heavy metals and toxic chemicals into the body
-- Suffering from diabetes for a long time
-- Using drugs for a long time period for certain diseases
-- Smoking and consuming alcohol
²² Kidney infection
The urethra can be infected by microorganisms and it may cause kidney damage.
Excretory process should be carried out efficiently in the body. For this purpose
maintaining healthy kidneys is very important. Following are some tips that should
be considered to maintain healthy kidneys.
²² Drinking enough pure water daily
²² Limit consuming too much salty and sour food (pickle, lime pickle, food with
vinegar)
²² Quit smoking and consuming alcohol

²² There is a risk of kidney failure for the persons who are suffering from diabetes.
Therefore, it is important to control the blood sugar levels.
²² If a person takes medications regularly over a prolonged period, he should take

them to the prescribed dosage by the physician and should have regular tests to
check kidney functions.
²² One should concern about the cleanliness of the surrounding area of the urethra
because this area can be infected very easily.
9.2 Nervous system

Imagine how a cricketer hits a ball. We know that he coordinates many organs in
the body/ body parts to hit the ball in the proper way. Mainly, he coordinates the
eyes, hands, legs and neck to hit the ball properly. If these organs do not coordinate
in the proper manner his hit will not be successful.
Figure 9.7 A cricketer hits the ball

Think about which body organs coordinate when you drive or put a thread to a
needle.
Following flow chart shows the relevant process of hitting the ball.
Proper
Seeing Hitting the ball
coordination
the ball (muscles in hands, neck and legs)
among the
(eye)
organs
According to the above, seeing the ball is a sense. It occurs through the sensory
organ called the "eye". The eye is the receptor. Hitting the ball is the reaction.
Muscles in the eye, neck, hands and legs are used for the reaction.

Let us focus on how the organs are coordinated in seeing and hitting the ball.
Many changes occur within the internal body of humans as well as in his
surrounding environment. Body should react for these changes. To react, there
should be a very good interaction between the receptors (eye, ear, nose, tongue,
skin) and the effectors (muscles and glands). This process is known as coordination.
The nerves and hormones are very important in coordination. Coordinating and
controlling the various functions of our body by the nervous system is known as
nervous coordination. Coordinating the body organs through hormones is known
as chemical coordination.
Nervous coordination
Let us study about the human nervous system.
Major parts of the human nervous system is given below.
Human nervous system
Central nervous Peripheral nervous

system system
Brain Spinal cord
Central nervous system

The two main organs of the central nervous system are the brain and the spinal cord.
The central nervous system is better protected in the body. Its main line of defense
is the bones. The bones around the brain is known as the skull and spinal cord is
surrounded by the vertebral column. Both the skull and vertebral column create a
hard physical barrier to injury.
Both the brain and the spinal cord are protected by layers of special connective
tissues called the meninges.

Cerebrum
Cerebellum The meninges are filled with a special fluid
Medulla
oblongata
called cerebrospinal fluid. Some functions of
cerebrospinal fluid are given below.
yy Absorb shocks
Spinal cord yy Supply nutrients
yy Prevents the central nervous system
Vertebral column from microbial infections
Central nervous
system
Brain Spinal cord

Figure 9.8 Central nervous
system Cerebrum Cerebellum Medulla oblongata
The functions of each part of the central nervous system differs.
²² Cerebrum/cortex - Controls higher brain functions such as thought,

intelligence
Recognition of senses
Controls the movements of muscles with the intent to
perform a specific action (controlling the voluntary
actions)
²² Cerebellum - Regulation and coordination of body balance
²² Medulla - Controls the autonomic functions (non-voluntary
Oblongata functions) such as heart beat, breathing
²² Spinal cord - Relays messages from the brain to different parts
of the body

Peripheral nervous system
Cranial
nerves All the nerves that lie outside the spinal cord
and brain are known as the peripheral nervous
Spinal system.
nerves
The nerves that lead directly from the brain
are called cranial nerves. There are 12 pairs of
cranial nerves.
The nerves that arise from the spinal cord are

called as spinal nerves. In humans there are 31
pairs of spinal nerves.
Peripheral
nervous system
Cranial nerves Spinal nerves
Figure 9.9 Peripheral nervous system
Functions of peripheral nervous system
²² Transmitting impulses from receptors to the central nervous system

²² Transmitting impulses from central nervous system to the effectors
An electrical signal that travels along a nerve is called an impulse.
Engage in Activity 9.3 to study the speed of impulses in human nerve.

Activity 9.3
You will need:- 30 cm ruler
Method:-
²² As shown in Figure 9.10 take the 30 cm ruler to
your hand vertically (the “0” of the ruler towards the
ground)
²² Free the ruler from the hand and ask your friend to
catch it.
²² Get the reading of the ruler where your friend touched
with the hand. Figure 9.10
²² Repeat this activity with different students.
You will notice that each student gets different readings.
The dropping of the ruler is recepted from the eyes. The message is transmitted to
the brain and is returned to the effector, the muscles of the right hand. Then, the
right hand responses.
According to the results of Activity 9.3 the speed of impulses differ from person to
person.The most important part of our body are the brain and spinal cord. So, it is
very important to take necessary protective measures in day-to-day activities since
the nervous system is very fragile.
Some protective measures are given below.
²² Maintaining a balanced nutrition from

childhood
²² Prevent children facing accidents
²² During pregnancy, mother should get
proper nourishment, considering the
baby’s physical and mental development
²² Be sure to get the correct posture during
sports, exercises in daily life and lifting a Wrong Right
burden to force Figure 9.11
²² Control mental stress
²² Avoid excessive keeping awake sleepless
²² Engage in intelligence development activities
²² In an accident there is a possibility for spinal cord injuries. Never move anyone

who you think have a spinal injury unless it is very necessary. Keep the person
absolutely still and safe. Do not allow the body to bend or twist. Keep the
person on a wooden flat surface and rush to the nearest hospital.
9.3 Human skin

Skin is the largest organ of the body. It weighs about 4.5 kg and 1-2 mm thick in an
adult. Skin mainly consists of two layers.
yy Epidermis
yy Dermis
Let us engage in Activity 9.4 to study about the structure of the human skin.
Activity 9.4
You will need:- A diagram/model of the human skin
Method:-
²² Identify the main parts of the human skin.
²² Draw a cross sketch of the human skin and name the parts.
Structure of the human skin is shown in Figure 9.12.
Hair stem
Epidermis
™ Hair erector muscle
Nerve Sebaceous gland

ends
Sweat
Dermis gland Hair follicle
Capillaries
Figure 9.12 Structure of the human skin

Epidermis
The outer most layer of skin is epidermis. The epidermis is made up of several
layers of cells. The epidermis is heeding thousands of dead cells and replenishing
daily. Skin colour is due to melanin- a pigment produced in the epidermis to protect
from the sun’s ultraviolet rays.
Dermis
The dermis beneath the epidermis contains hair follicles, sweat glands, sebaceous
glands, muscles, nerve endings and blood vessels (capillaries). The dermis is thicker
than the epidermis.
Hypodermis lies beneath the dermis.
Functions of the human skin

• Protective layer of the body
The layers of the epidermis minimize water loss from the body and prevent
from dehydration.
Melanin pigments in the cells of the skin protects the body from ultra violet
rays.
The secretion from sebaceous gland act as a barrier against microorganism
infections. This is a natural defense mechanism.
yy Regulation of body temperature

When the temperature increases in the environment than the body temperature, the
sweat glands secrete sweat to release heat.
When the atmospheric temperature is lower than the body temperature, the
blood supply to the surface of the skin is decreased and the body temperature is
regulated. The secretion of sweat is minimized.
yy Acting as a sensory organ

In the dermis, there are nerve endings which detect the pressure, touch and
temperature.

• Synthesis of vitamin D
Using the energy of sunlight, vitamin D is synthesized in the cells of the skin.
• Excretion
The sweat glands secrete sweat which consists of urea, uric acid, and ammonium
salts. Therefore, skin can be considered as an excretory organ.
As the skin is exposed to the environment, there is a possibility to the skin to be

infected by microorganisms and waste materials.
Wipe your face with a tissue paper. You will notice that your face becomes clean
and there is dust in the tissue paper. Cleanliness and protection help to maintain a
healthy skin.
Following are some tips that help to maintain a healthy skin.
²² Have nutritive diet

-- Vitamin A and E are essential for a healthy skin. Consuming fresh fruits and
vegetables helps to supply vitamin A and E to the skin.
-- Drink adequate amount of fresh water daily.
²² Be gentle to your skin

-- Bath daily (if the person is not sick).
-- Use a mild soap which does not wipe the oil on your skin.
-- After wash or bath, gently blot the skin with a towel and do not rub against
the skin.
²² Protection from sun

-- If you are exposing to the sun for a long period of time wear clothes that
covers your skin well.
²² Avoid smoking and smokers

-- Smoking narrows the blood vessels in the skin and reduce the circulation of
blood. The skin cells get less oxygen and nutrients. Therefore, the skin loses
its strength and elasticity and develops wrinkles and looks older.

²² Other factors
-- Wearing cotton dresses
-- Do not share your dresses with others
-- Get medical advices for skin disorders such as pimples and warts
-- Manage stress and always try to maintain a good mental health
For extra knowledge

Dirty skin is easily infected by microorganisms. Also lack of nutrients lead for
skin disorders. Following figures show some skin disorders.
Pityriasis Removal of skin Warts
Acne Heel getting dry Eczema
Assignment 9.1
Prepare a booklet on “The importance of taking protective measures for the
excretory system, nervous system and skin in day-to-day life.”

Summary
²² Many biological processes take place in the human body.
²² We should maintain proper functioning of the organs and the organ systems
in order to maintain biological processes efficiently.
²² The harmful products that are produced during the chemical reactions
within the cells of living organisms, are known as excretory products.
²² The process which pass the excretory products from the body is known as
excretion.
²² Kidneys, lungs and skin are the main excretory organs in the human body.
The basic nitrogenous excretory organs are the kidneys.
²² Other than the kidneys, the lungs and skin are also function as excretory
organs.
²² The urinary system is considered as the nitrogenous excretory system of
the human body.
²² Eye, ear, nose, tongue and skin are the sensory organs of the human body.
²² The effectors of the body response for the senses detected from the sensory
organs.
²² The process of adjusting the body for the changes in the external and
internal environment by inter connecting the receptors and effectors is
known as coordination.
²² Nerves and hormones are important in coordination.
²² Coordination by nervous system is known as nervous coordination.
²² The two major parts of the human nervous system are central nervous
system and peripheral nervous system.
²² Central nervous system consists of brain and spinal cord.
²² All the nerves in the body outside the brain and spinal cord are known as
peripheral nervous system.
²² Central nervous system controls the higher brain functions such as muscle
movements, carrying impulses etc.
²² Skin is the largest organ in the human body. It consists of two layers called
epidermis and dermis.
²² It is important to lead a healthy life in order to maintain the proper
functioning of the body organs.

Exercise
1. Give short answers.
i) What do you mean by excretion?
ii) What are the main excretory organs in the human body?
iii) Why is faeces not considered as an excretory product?
iv) What is the main component in urine?
v) Write three instances that can damage the kidneys.
2. Underline the correct answer.
i) The nerve endings are present in (epidermis/ dermis).
ii) Inter-connection between the receptors and effectors is known as
(homeostasis /coordination).
iii) There are (meninges layers/pleura) for the protection of central nervous
system.
iv) The cerebrum/cortex (controls higher brain functions/regulates and
coordinates of body balance).
v) All the nerves in the body that lie outside the brain and spinal cord are
called as (central nerves/ peripheral nerves).
3. Match the correct answer
A B
i) Cerebrum Controlling the heart beat
ii) Cerebellum Controlling the movements of muscles with the intent
to perform a specific action
iii) Medulla oblongata Transmitting messages between the body and brain
iv) Cerebrospinal fluid Absorbing shocks
v) Spinal cord Balancing the body
4. Fill in the blanks using suitable words.

Skin is the ………………………. organ in the human body. It consists of
two layers called ………………. and ………………………… There are
……………………. cells in the epidermis. In some epidemic cells there is
a special pigment called …………………………………… that determines
the skin colour. It protects the skin from sun’s ………………………… rays.
There are ………………………….. glands and …………………………
glands within the dermis. When there is sunlight skin synthesizes vitamin
…………… In the skin there are ……………………………… that detect
pressure, touch and temperature.

5. Write a list of protective measures that can be taken to maintain a healthy skin.
6. Name the parts 1-4 given in the cross section of the skin.
4
2
Technical Terms
Excretion - nysiai%djh - PÈÁPØÓÀ
Excretory products - nysiai%dúh M, - PÈÄ¨£uõºzu[PÒ
Urinary system - fu!;% moaO;sh - ]Ö}µPzöuõSv
Kidney - jDlalh - ]Ö}µP®
Nervous system - iakdhq moaO;sh - |µ®¦zöuõSv
Nervous coordination - iakdhq iudfhdackh - |µ®¦ Cø¯£õUP®
Central nervous system - uOH iakdhq moaO;sh - ø©¯ |µ®¦zöuõSv
Peripheral nervous system - m¾hka; iakdhq moaO;sh - _ØÓ¯À |µ®¦z öuõSv
Brain - fud<h - ‰øÍ
Spinal cord - iqIqïkdj - •snõß
Impulse - wdfõ.h - PnzuõUP®
Dermis - p¾uh - ÷©Ø÷uõÀ
Epidermis - wmsp¾uh - Em÷ÓõÀ
Hypodermis - wOYap¾uh - Aiz÷uõÀ
Sweat gland - iafõo .%kaÓh - Â¯ºøÁa _µ¨¤
Sebaceous gland - iafkayi%dù .%kaÓh - ö|á_µ¨¤
Hair follicles - frdau iHqksldj - ©°º¨¦øh¨¦

10 Electricity
You may have used an electric torch when you are going out at night. You can get
more light when using an electric torch with more cells.
You can use a line of bulbs to illuminate the environment in ceremonial occasions.
In such occasions, colour bulbs can be used to increase the attraction. The bulbs
illuminate because an electric source sends a flow of electric charges through them.
Such a flow of electric charges is known as an electric current. The path of an
electric current is called an electric circuit. A voltage should be supplied to a circuit
for the flow of current. Voltage is supplied by an electric source.
Electric current flows only when an electrical source is connected in a closed circuit
with conductors. A switch can be used to open or close a circuit when necessary.
Let us find out about making circuits using various electric components and how
they work.
10.1 Various methods of connecting cells and bulbs

²² Series cell systems
Let us find out methods of lighting a bulb, using several 1.5 V dry cells.
Activity 10.1
You will need :- Three identical filament bulbs (6.0 V), six dry cells (1.5 V), a
switch, connecting wires, a voltmeter
Method :- V
²² First connect one dry cell with the bulb and the switch
as shown in Figure 10.1. Connect the voltmeter to
measure the voltage across the bulb.
Figure 10.1
18 Science | Electricity
²² Then connect two dry cells with another bulb and the
V
switch as shown in Figure 10.2.
² After that connect three dry Figure 10.2

cells with the third bulb and
the switch as shown in Figure 10.3.
² Now close the switches of all three circuits at the
same time.
Figure 10.3 ² Compare the brightness of the bulbs and record the
voltmeter reading.
² Fill Table 10.1 according to your observation
above.
Table 10.1
Occasion Number of cells Voltmeter Brightness
connected reading (comparatively)
Circuit in Figure 10.1
It can be observed that the brightness of a bulb increases when more cells are
connected as in Figure 10.1, 10.2 and 10.3 respectively. When the number of cells
are increased, the voltage increases, and the current also increases accordingly.
When the required voltage for an electrical equipment cannot be supplied by a
single cell, several cells are connected as in Figure 10.4.
Figure 10.4
In this connection the negative terminal of one cell is connected to the positive
terminal of the next one. The negative terminal of the second cell is connected to
the positive terminal of the third one and so on.
When two or more cells are connected one after the other as described above
it is called a series connection.
Therefore, such a cell system is known as series cell system. A combination of
multiple cells is known as a battery. Two and three cell combinations shown in
figure 10.5 are examples for batteries.
Figure 10.5 A battery of two or more cells
Science | Electricity 19
²² Parallel cell systems
Another method of connecting the cells in a cell system (battery) is shown in Figure
10.6 (a) and 10.6 (b).
Figure 10.6 (a) Figure 10.6 (b)
In this connection, positive terminals of all the cells are connected to one point and the
negative terminals of them are connected to an another point. A connection like this
is called a parallel connection. Such a cell system is known as a parallel cell system.
Let us do Activity 10.2 to study about parallel cell systems.
Activity 10.2
You will need:- Six dry cells (1.5 V), three identical filament bulbs (2.5 V), three
switches, connecting wires
Method:-
²² First, connect one dry cell with a bulb and a switch
as shown in Figure 10.7.
²² Close the switch and observe the brightness of the
bulb.
Figure 10.7
²² Then, connect other cells to bulbs and switches as

shown in Figure 10.8 and 10.9. Close the switches
in each instance and observe the brightness of the
bulbs.
Figure 10.8
²²Close the switches of the circuits as shown in Figure

10.7, 10.8 and 10.9 .
²²Compare the brightness of the bulbs.
Figure 10.9
The bulbs will light with, more or less the same brightness in all the three instances
mentioned above. Thus the current flowing through the bulbs should be equal.
When cells are connected in this manner, each cell supplies less current. But, the
collection of current supplied by cells is equal to current supplied by one cell.
Therefore, when cells are connected parallely bulb can light for a longer time thus
cells can last a longer time.
When current should be supplied for a long time to an electrical equipment parallel
cell systems are used.
Systems of bulbs
Two simple methods of connecting several bulbs to a circuit are given in Figure
10.10 (a and b) below.
When bulbs are connected as in Figure
10.10 (a) it is called a series
connection. When the connection is as
in Figure 10.10 (b) it is a parallel
connection.
Series bulb system
(a)
Let us do Activity 10.3 to study about
series bulb systems. Figure 10.10 (b)
Activity 10.3
You will need:- Five filament bulbs (2.5 V), four dry cells, three switches,
connecting wires
Method:-

²² Connect one bulb with a switch and a cell as
shown in Figure 10.11. 1.5V
Figure 10.11
²² Connect two bulbs with a switch and a cell as
shown in Figure 10.12.
1.5V
Figure 10.12
²² Connect two bulbs, joined in series to a 1.5V 1.5V

switch and two cells as shown in Figure Figure 10.13
10.13.
²² Switch on all the three circuits at the same time and observe the brightness of
the bulbs.
²² Discuss with the teacher about the conclusion that you can come to, according
to the observations.
According to Activity 10.3 it is clear that the brightness of the bulbs decreases, with
the increase of bulbs connected in series across a voltage supply. But the initial
brightness can be obtained by increasing the number of cells. Thus, several low
voltage bulbs can be lit from a high voltage supply, when they are connected in
series.
Parallel bulb system
Let us do Activity 10.4 to study about parallel bulb systems.
Activity 10.4
You will need:- Six filament bulbs (2.5 V), three dry cells (1.5 V), three switches,
connecting wires
Method:-
²² First, connect one bulb to a cell and a
Figure 10.14
²² Connect two parallely connected bulbs to a

switch and a cell as shown in Figure 10.15.
²² Connect three parallely connected bulbs
to a switch and a cell as shown in Figure
1.5V 10.16.
Figure 10.15
²² Now switch on all the three circuits at the same

time.
²² Observe the brightness of the bulbs.
²² Discuss with your teacher, the conclusions that
you can make according to the observations. 1.5V
Figure 10.16
The brightness will not significantly change even though the number of bulbs,
connected in parallel are increased. They all will light with almost the same
brightness.
10.2 Simple electric circuits
²² Electric torch
Electric torch is an essential equipment when we are going in dark at night and
when we are in search of something in dark.
There are electric torches with only one dry cell or with several dry cells connected
in series. The Figure 10.17 shows such an electric torch.
Plastic cover
Conducting connetors
Switch
Conducting connectors
Reflector
¬ - ¬ -
Bulb
Metal spring
Dry cells connected in series
Figure 10.17 Electric torch
As shown in Figure 10.17, dry cells, bulb, metal spring and conducting connectors
of this torch are connected with each other. But the circuit is open because of the
switch. Therefore, the bulb does not light. When the switch is pushed forward, the
gap between the conducting connectors is closed and the bulb is lit.
Assignment 10.1
²² Using the circuit symbols for bulb, electric cell, switch and connecting wires,
draw the circuit diagram for electric torch in Figure 10.17.
²² Explain the advantages of using a reflector in an electric torch.
²² Light decoration
You may have seen that light decorations are used to decorate various ceremonial
occasions.
Let us do Activity 10.5 to make a light decorating circuit.
Activity 10.5
You will need:- Power supply (6 V) or four dry cells, six colour LEDs (two red,
two blue and two green), connecting wires, copper strips
Method:-
²² Draw a diagram for the circuit shown in Figure
10.18. Indicate where the switches should be
connected to light blue LEDs, only red LEDs,
only green LEDs, and both blue and green LEDs
at the same time.
²² Make the circuit on a board. Take all switches
to one place of the board. Supply power to the
circuit.
²² By opening and closing the switches, try to build
a simple pandol. Figure 10.18
Assignment 10.2
²² Make some light decorating circuits using dry cells, LEDs, switches and
connecting wires. Get the assistance of your teacher for this.
10.3 Current controlling components

On various occasions it is necessary to control the amount of current flowing
through an electric circuit. There are several components that can be used for this
purpose. We can use those components according to the situation. Let us consider,
how some of such components can be used.
Switches / Keys
Switches or keys are used to turn on or turn off an electric current flow through
a circuit when necessary. There are various types of keys. Some simple keys are
mentioned below.
Tap key
Diagram of a Tap key is shown in Figure P B
X
10.19 (a). P and Q are the terminals connected A
to the circuit. When the B end of the metal Y Q
strip is pressed with your finger, X and Y ends
contact each other. Then, the circuit between
P and Q is completed. When the finger is
released B end of the AB metal strip lifts up Conneting wires
under the base
as a spring. Hence, circuit is disconnected.
Figure 10.19 (a) Tap key
This is called one way tap key because it is
used to let the current to flow one direction.
Plug key
Diagram of a Plug key is shown in Figure Plug rod
10.19 (b). P and Q are the terminals connected
to the circuit. There is a gap between the P Q Metal blocks
metal blocks made of brass. When the plug
rod is inserted into the hole between the gap,
the circuit is closed. When the plug rod is
removed, circuit is disconnected.
Permanent resistors Figure 10.19 (b) Plug key
Obstacle to flow an electric current through a conductor is called the resistance.
Components that have the property of resistance are known as resistors.
Copper wires are used to connect circuits because their resistance is very low.
Resistance of wires made of nichrome and manganin is very high. Therefore, wires
made of metals like nichrome and manganin are used to make resistors.
There are resistors made to certain fixed values in the laboratory. They are known
as fixed resistors.
5Ω
2Ω
Figure 10.20 Serveral types of fixed resistors
Every electric component has an exact resistance value. Therefore, they also
can be considered as permanent resistors.
Activity 10.6
You will need :- A permanent resistor of 2 Ω, a permanent resistor of 5 Ω, a Filament
bulb of 2.5 V, two dry cells, an ammeter or
milliammeter, a switch, connecting wires A
Method:-
²² Connect the bulb, the switch, the ammeter or
milliammeter and dry cells as shown in Figure
10.21.
²² Close the switch and record the ammeter reading.
Observe the brightness of the bulb also.
²² Then, connect the extra fixed resistor of 2 Ω to this
circuit as shown in Figure 10.22.
Figure 10.21
A
²² Close the switch, observe the

brightness of the bulb and
record the ammeter reading.
2Ω ²² Open the switch of the circuit
Figure 10.22 shown in Figure 10.22 and
replace the fixed resistor of
5 Ω instead of 2 Ω resistor
²² Close the switch again. Then,
observe the brightness of the
bulb and record the ammeter
reading.
²²Complete Table 10.2 according to the observations you made
Table 10.2
Instance Brightness of Ammeter reading
the bulb
Without permanent resistor
With permanent resistor of 2 Ω
With permanent resistor of 5 Ω
²² What is the conclusion that you can reach according to your observations?
When an extra resistor is connected to an electric circuit, electric current flowing

through the circuit is reduced. When the resistance of the circuit increased further
current flowing decreases. Therefore, it is clear that the current flowing through a
circuit can be reduced by connecting fixed resistors to increase the resistance.
Variable resistor
The above mentioned fixed resistor has a definite
resistance. There are resistors made by connecting
several resistors to vary the current flowing through a
circuit. They are called variable resistors. Figure 10.23
shows such a variable resistor.
Figure 10.23 Variable resistor
Activity 10.7
You will need:- A Filament bulb, two dry cells, a switch, a milliammeter, a variable
resistor, connecting wires
Method:-
²² Connect the bulb, the switch, the dry cells, the milliammeter and the variable
resistor as shown in Figure 10.24.
²² Turn the adjustable key of the
variable resistor to the maximum
value.
²² Close the switch and let the
current flow through the circuit. mA
²² Observe the brightness of the

bulb and record the milliammeter
reading.
²² Shift the adjustable key of the Figure 10.24
variable resistor to decreasing
resistance values. Observe how the brightness of the bulb and the milliammeter
reading change.
According to the observations of Activity 10.7, current flowing through the circuit
decreases when the resistance is increased.
Rheostat

It is revealed in the activity above, that
Slider
the current flowing through a circuit C
can be changed using a variable resistor. Terminals
However, in a variable resistor like the one Nichrome

shown in Figure 10.23, by changing the coil
resistance a current with a necessary
value cannot be obtained. A B
Terminals
Figure 10.25 Rheostat
A rheostat is a variable resistor in which the current with a necessary value can be
obtained. Such a rheostat is shown in Figure 10.25.
A rheostat is connected to the circuit by the terminals A and C or B and C. Necessary
value of the resistance can be adjusted by moving the slider.
Activity 10.8
You will need:- A rheostat, a filament bulb, two dry cells or any other current
supply, a switch, an ammeter or a milliammeter, connecting wires
Method:-
²² Connect the bulb, the
rheostat, the switch, the
milliammeter and the cells
to construct the circuit as
²² Close the switch. The bulb mA
lights and the milliammeter

shows the reading relevant
to the current flow.
²² Then, shift the slider of the
Figure 10.26
rhesotat to and fro. You can
observe the change of the brightness of the bulb and milliammeter reading.
²² Now, shift the slider of the rheostat to read the values of current you selected,
in milliammeter (such as 100 mA, 200 mA, 500 mA)
²² According to this activity, it is clear that the current flowing through a circuit
can be changed to our requirement using a rheostat.
Light dependent resistor
There are resistors that change their resistance

when the intensity of light falling on them changes.
Such resistors are known as Light dependent
resistors (LDR).
Figure 10.27 shows light dependent resistor.

Figure 10.27 Light dependent
Resistor
Activity 10.9
You will need:- A light dependent resistor, a filament bulb, a milliammeter, two
dry cells (1.5V), a switch, an electric torch
Method:-
²² Construct the circuit mA
connecting the bulb, the

milliammeter, the light
depentent resistor, the
switch and the dry cells as
²² First, cover the light
dependent resistor, so that Figure 10.28
no light falls on it. Record the observations.
²² Then, remove the cover and let light in the environment falls on the light
dependent resistor. Record the observations.
²² Next, light the electric torch and direct its light on the light dependent resistor.
Record the observations.
²² Discuss the reasons for your observations.
When light falls on a light dependent resistor its resistance decreases. Therefore,
current flowing through the circuit increases.
When the intensity of light falling increases, the resistance decreases. Therefore,
current flowing through the circuit increases further.
Hence, the light dependent resistor can be used to control the electric current
flowing through a circuit.
Soldering tools
Have you ever constructed an electrical circuit ? In those instances what is the
method you used to connect the components to the circuit. Most probably you may
have used a type of adhesive tape. Sometimes the joints are not properly connected
when adhesive tapes are used. Then, the circuit does not work properly. As a solution
to those problems, the joints are soldered when componets of circuits are assembled.
Let us find out how this soldering is done. A tool, shown in Figure 10.29 (a) is used
for this purpose. When electricity is supplied to the tool the tip of this tool gets
heated. So, the melted soldering lead is applied to the joints of the circuit. Then
joints are firmly connected by soldering lead and are not disconnected.
(a) Soldering tool (c) Soldering
(b) Soldering lead
(Soldering iron)
Figure 10.29 How soldering is done
For your attention

The tip of the soldering tool gets highly heated, therefore some materials that
come into contact, can be burnt.
Therefore, soldering tool should not be kept on things that are damaged by heat.
So this tool should be carefully handled.
10.4 Household electrical appliances

Electricity is very important for various day-to-day work. Electricity is one of the
ways used to gain energy. Electrically powered equipment can be used to ease our
work and do it efficiently and economically. Those electrically powered equipment
are known as electrical appliances.
For your attention

The voltage in Volts (V) that should be supplied and the power in Watts (W) of
an appliance at that voltage is mentioned on it. If a voltage, higher than that is
mentioned is supplied, the appliance will be damaged.
Assignment 10.3
²² List out the electrical appliances used in your home and in your school.
²² Tabulate those appliances according to their use.
Table 10.3
Use Name of the Voltage (V) Power (W)
appliance used
1.
Lighting 2.
3.
1.
2.
Cooking
3.
4.
1.
Air conditioning
2.
1.
Communication 2.
3.
Other (mention the use)
There are some important facts that should be considered when using electrical
appliances.
1. Selection of an appliance to suit the need

e.g. 1 :- When reading books at night, you can use a table lamp with a bulb of
5W/ 10W instead of 40 W bulb.
e.g. 2 :- A rice cooker of 240 V/ 700 W is suitable to cook rice for a few people,
and a rice cooker of 240V/ 2000W is suitable to cook rice for a group.
The number of electrical units used, can be reduced by selecting appliances

appropriately. Hence, the expenses for household electric bill can be reduced.
2. Selection of an efficient appliances

The efficiency of appliances is indicated on some of them. such information is
useful to select more efficient appliances.
e.g.:- CFL of 240 V/14 W gives an intensity of light equal to a filament bulb
of 240V/ 60 W or LED of 240V/ 7W. Therefore, it is suitable to use a
240 V / 14 W of CFL or 240V/ 7W of LED instead of a filament bulb.
3. Safe use of appliances, so that user and the others are out of danger
Some examples are given below.
e.g. 1:- It is important to operate electrical appliances away from water taps,
places of leaking water, hearths and fire.
e.g. 2:- Test whether the connecting wires are damaged before using the
appliances.
e.g. 3:- Refrain from wrong practices when connecting plug tops to plug bases.
4. Usage of household electric circuit and the appliances without getting
damaged
Household electric circuits may be short circuited when they are being used. Then,
the circuit may fuse and the components may be damaged. Therefore, care should
be taken before using electrical appliances.
It is not suitable to use several high power electrical appliances when they are
connected to the same socket. For instance, when several appliances like electric
iron, refrigerator, electric ovens, washing machine and grinder are connected to the
same socket it draws a large current from the household electric circuit. This causes
heating of the connecting wires and as a result they can catch fire. Usage of such a
high current is called over loading.
10.5 Heating effect of electric current
When an electric current is flowing through a wire, electric energy is tranformed to
heat. Therefore, the conducting wires get heated. This is called the heating effect
of electric current.
Activity 10.10
You will need:- A filament bulb (2.5 V),
two electric cells, a switch,
connecting wires
Method:-
²² Connect the bulb, two electric cells and the
Figure 10.30
²² Touch the glass cover of the bulb.
²² Close the switch and let electric current flow for few seconds.
²² Touch the glass cover of the bulb again. (As it is dangerous to touch an electric
bulb or a part of a circuit, refrain from touching electric circuit without the
teacher's instructions.)
You will feel that the bulb has heated after the flow of electricity for some time.
This reveals the heating effect of current.
Activity 10.11
You will need:- A nichrome wire and a copper Copper wire Nichrome wire
A B C
wire of same length (30 cm)
and thickness, a piece of
plank, three nails, a dry cell,
a switch, connecting wires, a
hammer
Figure 10.31
Method:-
²² Fix the three nails A,B and C on the plank, keeping 30 cm gap between each
other as shown in Figure 10.31.
²² Tie the copper wire between A and B nails and nichrome wire between B and
C nails. Both wires should be well stretched.
²² Then, connect the nails A and C of the plank to the switch and the dry cell with
connecting wires as shown in Figure 10.31.
²² Touch the copper and nichrome wires. Then, close the switch for about
one minute to allow current to flow and touch the two wires again. (As it is
dangerous to touch a part of a circuit, refrain from touching electric circuits
without the teacher's instructions.)
²² Discuss the observations.
Here, same electric current flows through both wires. But nichrome wire is heated
more than the copper wire.
For extra knowledge

Resistance of wires made of nichrome and manganese is higher than that of
wires made of copper or aluminium.
Heating effect of an electric current depends on the resistance and the current
flowing through a conductor.
When the resistance of the conductor is high, more heat is generated. When the
current flowing through the conductor is high, more heat is generated.
Resistance of a conductor depends on the material it is made of, its length and its
thickness (area of cross section).
Therefore, very thin, long nichrome wires are used in electrical appliances in which,
heat is generated using heating effect of electricity. In our day-to-day life there are
electrical appliances that use heating effect of electricity as well as the appliances
where the same effect is disadvantageous.
Assignment 10.4
²² List out some day-to-day appliances in which the heating effect of electricity
is effectively used.
²² Tabulate the appliances, you identified according to their use.
Table 10.4
Name of the appliance Purpose
Heating effect of electricity is a disadvantage in some electrical appliances. Various

methods are used to avoid damages that happen due to the heat generated in them.
e.g.:-
²² Heating effect of electricity is a disadvantage in some electrical appliances such
as computers. Cooling fans are used to cool such appliances.
²² Heavy duty semi conductors such as transistors produce heat. Therefore, heat
sink is used to cool the appliance.
Cooling fans Heat sink

Figure 10.32
For extra knowledge

Nichrome is an alloy. It is made by mixing nickel, chromium and iron.
10.6 Light effect of electric current
Junctions of most junction diodes get heated when electric current flows through
them. It happens because part of the electric energy is emitted as heat energy at the
junction.
In some junction diodes, part of the electric energy is emitted as light energy at
the junction. Then, the junction is illuminated. This emission of part of the electric
energy as light energy is known as the light effect of electric current. Such diodes
that emit light are known as Light emitting diodes (LED).
Activity 10.12
You will need:- Several LEDs of various colours (red, green, blue), a multicolour
LED, connecting wires, a switch, two dry cells
Method:-
²² Prepare the circuit by
connecting an LED, the
switch and two dry cells using
connecting wire as shown in
Figure 10.33.
²² Close the switch and observe
the LED.
²² Connect each LED to the Figure 10.33
circuit and observe the colour
of light emitting.
Various light emitting diodes
Light emitting diodes emit various colours of light. Colour of the light emitted
depends on the compound used to make the junction of LED.
Some LEDs emit several colours. They are known as multi colour LEDs.
LEDs are used for light decorative purposes as well as indicators to show whether
circuit equipment are in active mode.
There is a high demand for lamps made of LEDs than for other types of electric
lamps and bulbs because of the prevailing energy crisis. The reason for this is the
higher efficiency of LED lamps, than the other types of lamps.
Figure 10.34 shows an LED and its circuit
symbol.
When an LED is being connected to a
circuit the positive and negative terminals
should be connected correctly.
There is a minimum voltage that should
be supplied to an LED to light it. Voltage ¬ -
supplied should exceed that minimum
value for the LED to light it up.
Figure 10.34
10.7 Magnetic effect of electric current

You may have seen that iron nails and pins are attracted to a magnet. Same way you
can see that the indicator is deflected when a compass is brought colse to a magnet.
When a compass is kept close to a current carrying conductor also, its indicator
deflects. When the current flowing through the conductor is stopped, indicator of
the compass returns to its initial position. It happens because a magnetic field is
generated by an electric current carrying conductor. This phenomenon is known as
the magnetic effect of electric current.
Activity 10.13
You will need:- A compass, a piece of
plank 20 cm x 5 cm,
two iron nails, copper
wire, a dry cell, a
bulb, a switch
Method:- Figure 10.35

²² Fix two iron nails at the corners of the piece of plank as shown in Figure
10.35.
²² Stretch well and tie the copper wire to the nails. Connect the two ends of the
copper wire to the bulb to the dry cell and to the switch as shown in Figure.
²² Place the compass under the stretched copper wire. Turn the wire to north-south
direction of the earth. So, that the copper wire and the compass needle will be
parallel to each other.
²² Now, close the switch. The bulb will light and a deflection of the compass
needle can be observed.
²² Open the switch again. The bulb will not illumintate and the compass needle
will turn back to its initial position.
This activity shows that a magnetic field is generated by a conductor which carries
current and such a conductor acts as a magnet. In the chapter about magnets, it is
magnetic effect of eletricity that you used to make temporary magnets.
Activity 10.14
You will need:- Two iron nails of 10 cm length, enamel plated copper wire, two
dry cells, an ammeter, a switch, some pins
Method:-
²² Make a coil by winding enamal plated A
copper wire round a nail.

²² (Step 1) Connect the coil to the ammeter,
switch and one dry cell in series as
shown in Figure 10.36. Close the
switch. Bring the coil close to the
pins. You will find that the pins
are attracted to the nail. Count the Figure 10.36
number of pins attracted and record.
²² (Step 2) Open the switch and remove the
iron nail from the coil carefully as A
shown in Figure 10.37. Then, close

the switch and bring the coil close
to pins. The pins will be attracted.
Count the number of pins attracted
and record.
²² (Step 3) Connect two dry cells in series to Figure 10.37
the circuit as shown in Figure 10.37, instead of one cell. Then, close
the switch and bring the coil closer to the pins. It will be observed
that the ammeter reading is increased and more pins are attracted.
Count the number of pins attracted and record.
²² (Step 4) Make another coil by winding more
number of turns of copper wire
round an iron nails as shown in A
Figure 10.38. Connect this coil

with the nail to the circuit as before.
Connect only one dry cell as shown
in Figure 10.38. Close the switch
and bring the nail closer to the pins.
Count the number of pins attracted Figure 10.38
and record. Record the ammeter
reading also.
Table 10.5
Occasion Number of pins attracted Ammeter reading
Step 1
Step 2
Step 3
Step 4
²² Identify the factors affecting the strength of an electromagnet by comparing
the number of pins attracted.
According to the activity above, it is revealed that the strength of an electromagnet
depends on;
• The type of core in the coil
• The electric current flowing through the coil
• The number of turns of the coil
Thus, the strength of an electromagnet;
• increases when there is a magnetic medium as the core of the coil.
• increases when the electric current flowing through the coil is increased.
• increases when the number of turns of the coil is increased.
Uses of electromagnets
Have you ever dismantled any electrical appliance which
are out of use ? With the guidance of your teacher or an
adult, do so and examine what is inside.
In some electrical appliances, electro magnets are used.
e.g.:- Electric fans, electric bells, electric grinders,
electric water pumps, washing machines, some
automatic switches
Electromagnets are used to separate iron from metal
wastes. Such an instance is shown in Figure 10.39. Figure 10.39
Usage of an electromagnet
Assignment 10.5
²² Use a bell cup, a hacksaw blade, a bolt of 1 cm with a nut, metal rods
of 4 cm length, enamal plated copper wire, a wooden strip to the size
12 cm x 10 cm x 1cm, Two bolts of the length of 1.5 cm, conducting wires,
two dry cells and a sand paper
²² Make an electric bell using the above items. Get the assistance of your teacher
when necessary.
10.8 Chemical effect of electric current

You can see a gas bubbling around a piece of zinc, dipped in diluted hydrochloric
acid. It happens because of the chemical reaction between zinc and hydrochloric
acid.
Acidulate about 200 ml of water in a beaker with a few drops of hydrochloric acid.
Dip two copper plates or rods which are connected to the terminals of a dry cell into
this beaker. You can see a gas bubbling near the plates. Here the electrical energy is
converted to chemical energy. This phenomenon is known as the chemical effect
of elctric current.
Activity 10.15
You will need:- A beaker of 250 ml, two dry cells, two carbon rods with metal
caps taken from worn out dry cells, 150 ml of acidulated water,
connecting wires
Method:-
²² Clean the carbon rods using a sand paper.

²² Connect two wires to the caps of cleaned Carbon
rods
carbon rods securely.
²² Connect the other ends of the wires to the
set of two dry cells joined in series.
²² Then, dip the carbon rods in the beaker Acidulated
of acidulated water, as shown in Figure water
10.40.
²² Bubbling of a gas can be observed near
the carbon rods. Figure 10.40
²² When the dry cells are removed and both ends of the wires are connected
together while the rods are still in acidulated water, no bubbling can be
observed.
This activity reveals that when an electric current flows, a chemical reaction occurs
at the electrodes (carbon rods).
Electroplating
A metal can be plated on metallic object a using the chemical effect of electric
current. This is known as electroplating. Some examples of its usage are given
below.
²² Plating gold or silver on jewellery
²² Plating metals like chromium or nickel on equipment like spoons, forks, knives,
bath room sets made of iron to prevent rusting and to give them an attractive
appearance
²² Plating tin inside iron containers, used for canning food
Activity 10.16
You will need:- A beaker of 250 ml, two dry cells, 100 ml of concentrated copper
sulphate solution, a cleaned copper plate of 6 cm x 1cm, an iron
spoon
Method:-
²² Add copper sulphate solution to the
beaker.
²² Connect two connecting wires to the
coppper plate and iron spoon securely. Copper Spoon
Connect the free ends of the two plate
connecting wires to a set of two dry cells
joined in series.
²² Then dip the copper plate and the spoon in
the beaker of copper sulphate solution, at
the same time.
CuSO4
²² Observe the spoon after about 10 minutes. solution
Figure 10.41
It can be seen that the part of spoon dipped in copper sulphate solution has turned
copper colour. This happens because a thin layer of copper is deposited on the
spoon. This is known as electroplating.
Summary
²² Bulbs can be connected in series or in parallel in circuits.

²² Cells can be connected in series or in parallel to supply electricity to the
circuits.
²² There is a simple eletric circuit in the electric torch.
²² Switches and resistors are current controlling components.
²² Tap key and plug key are two types of switches.
²² Fixed resistors, variable resistors, rheostat and light dependent resistors are
also current controlling components.
²² Equipment used to perform useful tasks using electricity are called electric
appliances.
²² Some electrical appliances use heating effect of electric current to generate
heat.
²² Light emitting diode is a component that use the lighting effect of electric
current
²² Electromagnet is a component that uses the magnetic effect of elecric current.
²² The strength of an electromagnet depends on the type of core in the coil, the
electric current flowing through the coil and the number of turns of the coil.
²² Electroplating is an instance where the chemical effect of electric current is
used.
Exercise
Multiple choice questions
1) Select the most suitable answer.
K3 A
1. What are the keys (switches) in the circuit that should be K2
closed to light bulb A only ? B
K 1
1. K3 only 2. K3 and K2 only

3. K1 and k3 only 4. K1, K2 and K3 keys
K3 A
2. There are four answers about the key combinations that will
K2 B
turn on bulb C on what is the false answer out of those ?
1. All the keys 2. K1 and K2 only C
3. K1 and K3 only 4. K1 only K1
3. P, Q and R are identical bulbs in the circuit given in the diagram. Which bulb/
Q
bulbs give the brightest illumination ? P
R
1. Bulb P 2. Bulb Q
3. Bulb R 4. Bulbs Q and R
4. What is the correct answer about the brightness of the bulbs, when the switch
is closed ? R S
1. P gives the brightest illumination.
Q
2. Q gives the brightest illumination.
P
3. R and S give the brightest illuminaion.
4. Any bulb does not illuminate.
5. The device, that can be used to vary the electric current of circuit continuously
is,
1. Switch 2. Variable resistor 3. Rheostat 4. Fixed resistor
6. Which one below is an observation of heating effect of electric current ?
1. Light emitting when an electric current is flowing through a LED.
2. Heating of the bulb, when a current is flowing through a filament
bulb.
3. Bubbling near the copper plates due to chemical reaction
4. Attraction of pins to the coil due to electromagnetism.
7. Several phenomena are given below.
A. Emission of light when an electric current flows through a LED.
B. Attraction of pins to a copper coil when a current is flowing through it.
C. Flow of an electric current when sunlight falls on an LDR connected to
a circuit.
D. Plating gold on jewellery in electroplating.
Which one above is not an effect of electric current ?

1. A 2. B 3. C 4. D
8. When the electric current flowing through a conductor is reduced the strength
of the magnetic field generated;
1. Increases 2. Decreases
3. First decreases and then increases 4. Does not change
9. What are the factors below, on which the strength of the magnetic field,
generated in a current - flowing coil depends ?
A. Amount of electric current flowing C. Number of turns of the coil
B. Type of core in the coil D. Direction of the current flowing
1. A and B only 2. B and C only
3. C and D only 4. A, B and C only
10. Which of the following electrical appliance does not use an electromagnet ?
1. Electric bell 2. Electric fan
3. Immersion heater 4. Hand drill
Essay questions
1) Circuits below show different ways of connecting several bulbs with a cell.
(d)
(a) (b) (c)
(e)
(f) (g) (h) (i)
a) What are the circuits here in which the bulbs are connected in series ?
b) What are the circuits here in which the bulbs are connected in parallel ?
2) In the circuits below all the cells are identical and all the bulbs also are identical.
(a) (b) (c) (d)

a) Out of those given above, in which circuits have the bulbs with maximum
brightness?
b) In which circuits have the bulbs with minimum brightness ?
3) Circuits given below show different ways of connecting several cells with a
bulb.
(a)
(b) (c) (d)
a) Out of those given above, which circuit contains dry cells connected in a
series manner?
b) Select the circuits in which dry cells are connected in parallel.
4) Several electric circuits are given below. All bulbs used, are identical and all
the electrical cells also are identical.
(a) (c)
(b) (d)
a) Which circuit has the bulbs with maximum brightness ?

b) Which circuits have the bulbs with minimum brightness ?
Write down the answers for the following questions.
5) What are the components which can be used to control the electric current ?
6) Explain briefly, how the electric current is controlled by a light dependent
resistor in a circuit.
7) What are the points that attention should be paid when using electrical
appliances ?
8) i. Name some of the effects of electric current ?
ii. State the energy transformation that occurs in each effect you mentioned.
iii. Mention one electrical appliance found in daily usage with using each
effect of electric current mentioned above.
9) i. Using diagrams describe briefly, the way of making a simple electromagnet.
ii. What are the factors on which the strength of an electromagnet depends ?
10) i. What are the effects of electric current used in the LED and in the
filament bulb ?
ii. Discuss the importance of using an LED instead of a filament bulb.
Technical Terms
Series circuit - fY%aKs.; mßm: - öuõhºa_ØÖ
Parallel circuit - iudka;r.; mßm: - \©õ¢uµ©õÚ _ØÖ
Electrical appliance - úoHq;a WjdrK - ªß\õuÚ®
Tap key - glk h;=r - umk \õÂ
Plug key - fmakq h;=r - ö\¸S \õÂ
Resistance - m%;sfrdaOh - uøh
Resistor - m%;sfrdaOlh - uøh°
Rheostat - Odrd kshdulh - Cøµ÷¯õuØÖ
Light dependent resistor (LDR) - wdf,dal ixfõ§ m%;sfrdaOlh - JÎEn›zuøh°
Compact fluorescent lamps - ix.Dys; m%;s§mk myka - ¦÷Íõµ\ß ÂÍUS
Short-circuit - mßm: ÿqj;a ùu - ªßP]Ä
Overloading - wêyrKh - ªøP÷¯õmh®
Nichrome - ksfl%daï - {US÷µõ®
Electromagnet - úoHq;a pqïnl - ªßPõ¢u®
Electroplating - úoHq;a f,daydf,amkh - ªß•»õªkuÀ
Magnetic field - pqïnl fCIa;%h - Põ¢u¨ ¦»®
Heating effect - ;dmk M,h - öÁ¨£ ÂøÍÄ
Light effect - m%ldY M,h - JÎ ÂøÍÄ
Magnetic effect - pqïnl M,h - Põ¢u ÂøÍÄ
Chemical effect - ridhksl M,h - Cµ\õ¯Ú ÂøÍÄ
Light emitting diode (LED) - wdf,dal úfudapl vfhdavh - JÎPõ¾® ÇÁõ°
Electric bell - úÿ,s iSkqj - ªß©õo
Compass - ud,sudj - vø\Põmi
Deflection - W;al%uKh - v¸®£À
Electrode - bf,lafg%davh - ªßÁõ´
Terminal - w.%h - •iÂh®
11 Main biological
processes in plants
Plants are considered as the main living component that contributes much for the
proper existence and security of environment.
Plants carryout a number of biological processes for their existence. Let us study
about such biological processes taken place inside plants.
11.1 Photosynthesis
Plants are autotrophic; which means they can produce their own food. Hence, plants
contribute for the existence of themselves as well as animals.
Observe Figure 11.1 to study about photosynthesis, that is the biological process
carried out by the plants to produce food.
Sun
Light energy
Oxygen
ll
rophy
Chlo
Food
Carbon
dioxide
Water
Figure 11.1 The essential factors and the products of photosynthesis
46 Science | Main biological processes in plants

Leaf is the main organ, which produce food. The factors necessary for photosynthesis
and the method of obtaining these factors are given below.
²² Carbon dioxide :- Enters into the leaf through stomata from

atmosphere
²² Water :- The root hairs absorb water from soil. Then, it is

transported to the leaf through the xylem.
²² Chlorophyll :- A green colour pigment which is found within

the chloroplast in cells. They absorb light.
²² Light energy :- Chloroplast absorb the light energy from the

sunlight fallen on the surface of the leaf.
Food is produced in an organ called chloroplasts, which can be found in plant cells.
Photosynthesis is the process of producing food in chlorophyl containing cells,

using CO2 and water by absorbing light energy from the light. The products of
photosynthesis are glucose and oxygen.
The reaction of photosynthesis can be given as the following word equation.
Light energy
Carbon dioxide + Water Glucose + Oxygen
Chlorophyll
Glucose, produced in leaves is converted into starch in the leaves. Later this starch
is converted to sucrose and transported to the necessary places of the plant (growing
parts and storage organs).
Science | Main biological processes in plants 47

Let us do the Activity 11.1 to test whether photosynthesis has taken place in leaves.
If the leaves contain starch and thus we can come to a conclusion that photosynthesis
has taken place in leaves.
Activity 11.1
You will need:- A beaker, watch glass, tripod, bunsen burner, some leaves that
are exposed to the sun light well (sun flower/chilli/drumstick),
alcohol, boiling tube, iodine solution, forceps
Method :-
²² Dip the leaves in hot water and boil.
²² Then put them into a boiling tube with alcohol and boil them in a water bath
as shown in Figure 11.2 b until the leaves become colourless.
Water Leaf boiled

in water
Alcohol
Water
a - boiling in water b - boiling in alcohol in a water bath

Figure 11.2 Preparing the leaves for the test
²² Take the leaves away and wash well. Keep them on the watch glass and put
some iodine drops on to the leaves.
²² Note the observations.
You will observe that the leaves turn into

dark blue colour when iodine is added.
Iodine is an indicator that turns to dark
blue in the presence of starch. So, this
experiment demonstrates that the leaves
perform photosynthesis and produce
starch, when necesary conditions are
Iodine
supplied.

Let us do the Activity 11.2 to study that oxygen is produced during photosynthesis.
Activity 11.2
You will need:- A funnel, some aquatic plants, water, a trough, boiling tube, a
glowing splinter
Method :-
²² Fill the jar with water and keep some Hydrilla plants. Place the funnel as
shown in Figure 11.4. Close the free end of the funnel with the boiling tube
filled with water.
²² Expose the set-up to sunlight.
²² Note your observations.
²² Take the boiling tube out carefully and insert a glowing splinter into the boiling
tube.
²² Observe what happens.
Collected gas
Light energy
Water
Aquatic
Trough
plants
Figure 11.4
You will observe that air bubbles released from the plants and get collected in the
upper part of the test tube. You must take the test tube out very carefully and insert
the glowing splinter. You will see the glowing splinter reignite and bursting into
flame indicating the presence of oxygen inside the test tube. So, you can come to
conclusion that oxygen is produced during photosynthesis.
Have you seen air bubbles coming out
from a fish tank during the day time?
The air bubbles are oxygen, a product of
photosynthesis. Now you can understand
the importance of growing aquatic plants
in fish tanks.
Figure 11.5 Releasing oxygen gas from

submerged aquatic plants

Photosynthesis is important for the existence of the living world. Let us engage in
Assignment 11.1 to study the importance of photosynthesis.
Assignment 11.1
Collect and compile a report on the global importance of photosynthesis to
display on your wallpaper.
Figure 11.6 shows the description of the global importance of photosynthesis.
Controls the increase

The main process
of global warming by
that supplies food for
absorbing carbon dioxide
living beings
Photosynthesis
Produces oxygen for

the respiration of living Lessens the addition
beings of carbon dioxide to
the environment. So,
Oxygen the increasing of the
Light percentage of carbon
energy Glucose dioxide is minimized.
Chlorophyll Wa
ter
ide
diox
bon
Car
Figure 11.6 Global importance of photosynthesis

Have you ever thought about the ways that plants intake the raw materials for
photosynthesis and how the products are transported to the different parts of the plant ?
You will understand how it happens with further studies.
11.2 Transportation
Plants in taking the raw materials for different biological processes and taking
the products of these processes to the appropriate places of the plant is known as
transportation. Some examples are given below.
²² Transportation of atmospheric air through the stomata to the cells of the leaves.
²² Transportation of water and minerals from soil to the leaves through root hairs.
²² Transportation of food produced by photosynthesis from leaves to the other
parts of the plant.
There should be a mechanism within the plants for transportation. Let us do Activity
11.3 to study about it.
11.2.1 Diffusion
Activity 11.3
You will need :- Condis, water, a beaker
Method:-
²² Fill the beaker with water.
²² Put some condis into it.
²² Observe how the particles spread throughout
water. Figure 11.7 How condis particles
spread throughout water
Spreading of condis in water can be described using Figure 11.8
When the cube of condis is put into

water more particles of condis can be
Condis seen around the cube. That is the
Low concentration concentration of condis particles is high
around the cube, which means there are
more condis particles within a unit
volume. There is less amount of condis
Condis
particles in the upper part of the water
High concentration beaker. Condis particles move randomly
from a region of higher concentration
Figure 11.8 Spreading of condis particles in to a region of lower concentration. This
water movement of particles occur not only in
the liquid but also in the gas medium.
When skin of an orange is peeled off, the smell can be felt for a person who is even a
little far away. That is because the orange skin contains volatile materials. These
volatile materials randomly move through the air from the higher concentrated area
to the low concentrated area. Spreading the smell of joss sticks and the smell of
perfumes is also done according to the above method.
The process in which a movement of a substance from an area of higher
concentration to an area of lower concentration is called diffusion.
Diffusion is one of the main processes in plants that helps for the transpotation of
substances.
Following are some instances where diffusion takes place.
²² Diffusion of carbon dioxide from atmosphere to the plant leaves through
stomata for photosynthesis.
²² Diffusion of oxygen through stomata to the leaves for respiration.
²² Oxygen, a product of photosynthesis diffusing out of the stomata to the

atmosphere.
²² The products of respiration, carbon dioxide and water vapour diffusing from
stomata to the atmosphere.
11.2.2 Osmosis
Assignment 11.2
Uproot a Balsam plant carefully without breaking
the roots. Wash soil in the roots. Put some water
into a container and dissolve some red ink in it.
Now, dip the plant in the water you prepared with
ink. Observe after few hours.
Figure 11.9 Ink solution goes

up through the stem
You will see that roots absorb the red ink solution and it goes up to the stem. There
is a mechanism that water particles and ink particles travel through the root cells
and enter the xylem tissue.
Thus, there is a mechanism that water particles travel from cell to cell. To study
about this mechanism let us do Activity 11.4.
Activity 11.4
You will need:- A thistle funnel, a piece of colourless cellophane, 500 ml
beaker, rubber bands threads, salt solution, water, condis
solution
Method :-
²² Fill the beaker with water.
²² Cover the mouth of the funnel with the piece of cellophane.
²² Place the funnel in the beaker and put condis solution and salt solution into
the funnel.
²² Mark the starting level in the thistle funnel.
²² Note your observations after a few minutes.
Thistle funnel
Salt solution
with condis
Water
Cellophane
layer
Figure 11.10 (a) before Figure 11.10 (b) after
After few minutes, you will observe that the level of the liquid in the funnel rises
up and the colour of the condis is faded.
The reason for the rising up the level of liquid can be explained as below.
The concentration of water molecules is higher in the beaker compared to the

solution in the thistle funnel. So, water molecules tend to move from area of higher
concentration (beaker) to area of lower concentration (thistle funnel) across the
cellophane. Cellophane allows only the water molecules to pass through and prevents
salt and condis molecules to get in. Such membranes are called semipermeable
membranes.

A semipermeable membrane allows only some selected molecules to pass through.
You can do the same experiment using an egg membrane instead of the cellophane.
Egg membrane is also considered as a semipermeable membrane.
Diffusion of water molecules through a semipermeable membrane from an
area of higher water concentration to an area of lower water concentration is
known as osmosis.
To study about the osmosis let us do Assignment 11.3.
Assignment 11.3 papaw

leaf petiole
filled with
• Take a petiole of a papaw leaf salt solution
(with a closed end) and fill it with a salt
solution. Place it in a water container beaker
as in Figure 11.11.
• Observe what happens. water
Figure 11.11
Many minerals are dissolved in soil water. The root hairs of plants absorb these water
particles by osmosis. From root hair up to the xylem, water particles move from cell
to cell by osmosis. The cell membrane inside the cell wall act as a semipermeable
membrane.
Cortex cells Soil particles
Root hair
Xylem
Epidermis
Figure 11.12 Transportation of water absorbed by the root hairs

to the xylem

Root hairs absorb water by osmosis. Energy is not needed for this. But energy is
needed to absorb minerals. Food produced in leaves are also transported to the
other parts of the plant through the phloem tissues. These photosynthetic products
are transported as a unit along the phloem tissues and that process is known as mass
flow.
Some methods of transportation in plants are given below.
²² Diffusion
²² Osmosis
²² Mass flow
11.3 Transpiration
Let us engage in Activity 11.5 to identify another important biological process that
takes place in the plants.
Activity 11.5
You will need:- A potted plant, transparent polythene bag,
rubber bands
Method :-
²² Cover a branch of the plant using a polythene bag.
²² Observe after one hour. Figure 11.13
You will notice that there are droplets in side the polythene bag. When some
anhydrous copper sulphate crystals are put on the droplets the crystals turn from
white to blue. So, that you can conclude that the droplets were water droplets.
These water droplets mainly come out from the leaves.
The process of evaporation of water through the aerial parts of a plant is
termed as transpiration. This happens mainly through the stomata in leaves.
Engage in Activity 11.6 to show that plants absorb water to fill the gap of water due
to transpiration.

Activity 11.6
You will need:- A leafy shoot (you should cut this under water), coconut oil,
rubber cork, grease/paraffin, "U" tube, water
Method :-
Leafy shoot
²² Fill the "U" tube with water.
²² Cut a leafy shoot under the water and fix it to
the rubber cork and fix the cork to the one arm
of the "U" tube. Coconut
oil
²² Seal it using grease and put some coconut oil
to the other arm of the "U" tube and mark the
level of water. "U" tube
²² After an hour observe the water level in the Water
arm with coconut oil.
Figure 11.14
You will observe that the water level in the free arm of the "U" tube decreases. The
shoot loses water through transpiration. Therefore, it absorbs the same amount of
water from the "U" tube. This is the reason for the decreasing of water level in the
free arm of the "U" tube.
The speed of the transportation within the plants increases due to transpiration. In
addition to this there are some other functions of transpiration. They are,
²² The transpiration pull is responsible for the continuous ascent of water and
nutrients from the roots to the top most parts of the plants.
²² As the water is evaporated, transpiration helps the plant in cooling.
²² Maintains the water cycle by evaporating water.
Therefore, transpiration is a process, favourable not only for the plants but also for
the environment.
Severe heat, strong wind, strong light increase the rate of transpiration. Transpiration
during dry condition may affect the plant to dry. There are many adaptations of
plants that live in such weather conditions to conserve water. Recall what you have
studied in chapter 3.

Some adaptations are given below.
²² Thick epidermis in aerial parts e.g. - Temple trees
²² Leaves reduced to spines e.g. - Cactus
²² Leaves turned to scale leaves e.g. - 'Kasa'/ 'Savukku'
²² Reducing the size of leaves e.g. - 'Navahandi'/ 'Kally'
²² Hairs on epidermis e.g. - Sun flower, Pumpkin
²² Sunk stomata e.g. - Oleander
²² Leaves fall during the dry season e.g. - Rubber, Teak
²² Fleshy leaves e.g. - Aloe
²² Rolled leaves during dry seasons e.g. - 'Maha ravana reula'/ 'Ravanan meesai'
- 'Bim thamburu' / 'Vatralai'
11.4 Guttation
When the humidity is high at nights the margins

and tips of leaves in some plants such as
anthurium, acacia ooze liquid drops. Think for
a while the reason for these droplets.
At night the percentage of water vapour in the

atmosphere is high and transpiration occurs very
rarely. Therefore, the margins and the tips of
leaves in small plants secrete water in the liquid
form. They are exuded from the hydathodes.
The process of water being exuded in the liquid

form through hydathodes of the leaves is known
Figure 11.15
as guttation.
Guttation occurs from the tips of the plants such as 'habarala'/'nersshembu',

anthurium, grass etc. and from the margins of the plants such as potato, tomato etc.
The water in the droplets, release from guttation gets evaporated during the day
time. But the salt get left behind and can burn the tips of the leaves. You would have
seen such burns in the plants such as 'habarala'.

The differences between transpiration and guttation are shown in Table 11.1
Table 11.1
Transpiration Guttation
1. Water release in the form of water Water release in the form of
vapour drops/liquid.
2. Occurs mainly through stomata. Occurs through hydathodes

3. Only pure water is released. Water and salts are released
4. Occurs during both day and night
Mostly occurs during night.
time.
5. When humidity in the atmosphere

When humidity in the atmosphere is
is increased, rate of transpiration is
high, it increases the guttation.
decreased.
Summary
²² Plants are considered as the main living component that contributes much
for the proper existence and security of environment.
²² Plants ensure their existence by the biological processes.
²² Some biological processes carried out by the plants are photosynthesis,
transportation and transpiration.
²² It is important to transport water, a raw material of photosynthesis to the
leaves and also starch, a product of photosynthesis to the necessary parts
of the plant.
²² The mechanisms such as diffusion, osmosis, help for the plant to absorb
water from soil by the root hairs.
²² Mass flow is the mechanism used to transport produced food along the
phloem.
²² Transpiration and guttation are important for the efficiency of transportation
within the plants.
²² The plants in xeric environments show many adaptations to minimize
transpiration.
²² The existence of plants ensures the conservation of environment.

Exercise
1& The following is a concept map prepared by a grade eight student. Fill the
blanks using suitable words.
Through
root
hairs
Osmosis
Through ''''''''''''''''
stomata Tissue
Diffusion
Absorption
Light
'''''''''''''''' '''''''''''''''' '''''''''''''''' Energy
Are the factors needed
Photosynthesis
A product A product
'''''''''''''''' '''''''''''''''' Contribute ''''''''''''''''

to the
process
Turns into
…….. Get diffused to the
'''''''''''''''' Colour '''''''''''''''' atmosphere through
with iodine ……………
………
2) Select the correct answer.

1. Following are three statements that a student wrote about transpiration.
A - Loss of water as vapour to the atmosphere.
B - Occurs only during night.
C - Mainly occurs through stomata
Out of these three the correct statement/s are,

1. A and B Only 2. A and C Only 3. B and C Only 4. A, B and C

2. The leaves of a plant that grows in a certain area has reduced to scale leaves.
An example for such a plant is,
1. cactus 2. 'nawahandi' 3. 'kasa' 4. oleander
3. The biological process demonstrated by the following figure is,
1. photosynthesis
2. mass flow
3. osmosis
4. transpiration
4. The group of plants that shows the guttation is,

1. acacia, potato, temple tree 2. anthurium, tomato, acacia
3. cactus, temple tree , potato 4. aloe, oleander, pumpkin
5. It can be observed the levels of liquids in thistle funnel has been changed after
few minutes in the set-up. According to the difference of liquid levels in thistle
funnel, x and y are respectively,
Thistle
funnel Liquid level
Liquid
level
y
x
Before After
1. sugar solution and water 2. water and sugar solution

3. water and water 4. sugar solution and sugar solution

6) Following is a model of a method of transportation in plants.
- water particles
- sugar particles
X
A B
i. What is denoted by X ?
ii. What is the method of transportation in the model ?
iii. What is the direction of net movement ?
iv. What are the other methods of transportation in plants ?
Technical Terms
Photosynthesis - m%NdixYaf,aIKh - JÎzöuõS¨¦
Transportation - mßjykh - öPõsk ö\À»À
Osmosis - wdi%e;sh - ¤µ\õµn®
Diffusion - úirKh - £µÁÀ
Mass flow - ialkaO m%jdyh - voÄ¨£õá\À
Transpiration - W;aiafõokh - BÂ²°º¨¦
Guttation - ìkaÿoh - P]Ä

12 Life cycles of
living organisms
By observing the environment carefully you will notice that all living beings are
born from an egg / a seed or as a small creature, and they pass through many different
stages. A grown-up organism produces offspring of its own by the reproductive
process. These stages are repeated in each generation through and it ensures the
survival of living organisms in the environment.
The sequence of events in stages of development as a cyclic process, which a

living organism passes from its birth to death is termed as a life cycle.
Let us do Activity 12.1 to study about the life cycles of living organisms.
Activity 12.1
You will need :- Some pictures of animals with the stages of life cycles
Frog Rat
Cockroach Mosquito
62 Science | Life cycles of living organisms

Paddy plant Jak plant
Figure 12.1 Stages of life cycles of some living organisms
Method :-
yy Observe the pictures given in Figure 12.1 and identify the different stages of
each organism.
yy Make the different stages in order and write the life cycle of each organism.
Compare the life cycles you prepared with the following.
Life cycle of frog Life cycle of rat
Life cycle of cockroach Life cycle of mosquito
Science | Life cycles of living organisms 63

Life cycle of paddy plant Life cycle of jak plant
Figure 12.2 Life cycles of some organisms
When you have completed arranging the stages of life cycles of plants and animals
in order you would have understood that life cycles of organisms can be build up.
12.1 Life cycles of animals

To study about the life cycles of animals engage in Activity 12.2
Activity 12.2
You will need:- Life cycles of butterfly, frog, cockroach, mosquito, rat, human
Method :-
²² Observe the life cycles well and identify the special characteristics of each
stage of animals.
²² Tabulate your observations depending on the differences of shapes/ patterns
of the different stages.
Table 12.1
With different morphological Without different morphological
forms of stages forms of stages
You would have noticed that there are no different morphological forms in different
stages of rat and human, while there are morphological changes in different stages
of cockroach, butterfly, mosquito and frog.
Some animals (e.g. :- rat) born morphologically similar to their parents, but smaller
in size. Some species have slightly complicated life cycles. That is, they go through
different morphological forms before becoming an adult.

Some animals such as butterfly, mosquito, cockroach, frog etc, are hatched from
an egg. As the nutrients in the eggs are not sufficient for them to become an adult,
they go through different stages. During these stages most of the feeding is done for
them to become an adult. Going through different stages in the life cycles ensures
their survival.
Also the adaptations of these stages for different environments secure their survival.
There are different stages in human life cycle. Although the infant is differ in body
size, he has similar appearance of the adult. The infant goes through the life stages
childhood, adolescence and becomes an adult. Stages of human life cycle have
approximately the similar morphological features that they will have as human
adults.
Figure 12.3 Some stages of human life cycle
Hence, you may have noticed that some organisms who undergo changes with
different morphological features while some have similar morphological features
in their different stages of life cycle.
Would you have noticed that the egg of the butterfly hatch and a larva is born ?
After some days larva becomes a pupa and later becomes a beautiful butterfly with
colourful wings. These stages of life cycle have different morphological features.
The process with different morphological changes in different stages of life

cycle that some living organisms go through to become adults is referred to as
metamorphosis.

Animals like rat and man who do not show morphological differences in life cycles
do not have metamorphosis in their development.
Are the morphological changes of different stages of every organism that undergo
metamorphosis, significant ? Let us do Activity 12.3 to study about it.
Activity 12.3
You will need:- Some pictures that show the life cycles of frog, cockroach,
butterfly, mosquito, grasshopper, white ant
Method :-
²² Observe the pictures well.
²² Are the morphological changes of different stages of every creature significant ?
²² Tabulate your answer.
Table 12.2
The creatures that have significant The creatures that do not have
differences in stages of life cycle significant differences in stages of
life cycle
The organisms hatched from eggs of cockroach, grasshopper, termite are smaller
in size but they resemble adult in appearance. The creatures hatched from eggs of
butterfly, mosquito, frog are completely different from the adult.
Metamorphosis is commonly exhibited by insects and amphibians. Metamorphosis

is a reason for successful existence of insects.
There are two common forms of metamorphosis.
²² Complete metamorphosis
²² Incomplete metamorphosis

Metamorphosis with significant morphological differences in the different stages,
is known as complete metamorphosis.
The feeding mechanism and locomotion are different in each stage. As an example
butterfly larva feeds on plant leaves while moves using legs. The adult butterfly
feeds on nectar and flies using wings.
e.g. :- Mosquito, butterfly

Eggs
Adult Larva
Pupa
Life cycle of mosquito Life cycle of butterfly
Figure 12.4 Life cycles of mosquito and butterfly showing complete metamorphosis
Metamorphosis that does not show any significant morphological changes in the
stages of life cycle is known as incomplete metamorphosis.
The young hatched from the egg, is known as the nymph. Nymph is morphologically
similar to the adult with only slight changes. Nymph does not have wings. They are
small in size and not sexually matured.
e.g :- Cockroach

Eggs
Adult Nymph
Life cycle of a cockroach

Figure 12.5 Life cycle of a cockroach that shows incomplete metamorphosis
Assignment 12.1
• List separately creatures that exhibit complete metamorphosis and incomplete
metamorphosis.
Frog is a vertebrate that exhibits metamorphosis. Let us study the life cycle of a frog.
12.1.1 Life cycle of a frog
The female frog lays eggs in water. The eggs are covered with a jelly type layer. A
tiny tadpole emerges from a hatched egg. It is similar to a fish. It can swim in water
and breaths using gills. It feeds on aquatic plants as a herbivore.
Several morphological changes take place within water in the tadpole to become an
adult (Figure 12.6).
Figure 12.6 How a tadpole becomes a frog

Adult frog has completely
different morphological
features compared to the Eggs
stages of tadpole. It has legs
for locomotion and lungs for
respiration. They feed on small
insects. They are insectivores.
Adult frog
Tadpole
Figure 12.7 Life cycle of a frog
Assignment 12.2
• Conduct a field visit to a nearest aquatic environment. Eg :- A pond.
• Observe the different stages of frog; eggs, tadpoles and adult frog.
• Identify the special characteristics of those stages.
Let us study the life cycle of a butterfly, an insect that goes through complete
metamorphosis.
12.1.2 Life cycle of a butterfly
Butterfly shows complete Eggs

metamorphosis. The adult
butterfly lays eggs. These eggs
hatch and larva emerge. This
larva is called a caterpillar.
Caterpillar becomes a pupa after Larva
Adult butterfly
sometime. Pupa stays inside
a cocoon. It stays inactively
without feeding. However there
are some changes take place in
the body to become an adult. Pupa
Figure 12.8 Life cycle of a butterfly

Specific features in each developmental stage of butterfly is given in Table 12.3.
Table 12.3
Larva
Eggs of butterfly Pupa Adult
²² Eggs stick on the ²²Caterpillar is the larva of ²² Pupa is an ²² Adult emerges

lower surface of butterfly. inactive stage in breaking the
plant leaves. a pupal cocoon. cocoon.
It does not feed.
²²Caterpillars are normally ²² Body parts of the ²² Adult feeds on
match with the surface they butterfly form in nectar. There
attach to. They use legs for the pupal cocoon. is a specialized
locomotion. organ called
²²Caterpillar feed on tender ²² Pupa stick on to proboscis to
leaves and grow. There are a surface. suck nectar.
specified mouthparts for it.
²²There are hairs containing
venom to protect from
predators.
Let us study the life cycle of a cockroach, an insect that goes through incomplete
metamorphosis.
12.1.3 Life cycle of a cockroach
After hatching the eggs nymphs are emerged. Although the nymph is smaller in
size, it is morphologically similar to the adult. They do not possess wings. Nymphs
are not sexually matured. Nymphs become adults by passing through number of
nymphal stages (by shedding their exoskeleton).

Eggs
Adult
cockroach
Nymph
Figure 12.9 Some nymphal stages of Figure 12.10 Life cycle of a cockroach
cockroach
12.2 Life cycles of plants

Flowering plants also pass different stages from seed germination to growing to a
mature plant.
Let us do Activity 12.4 to find out more about the life cycles of flowering plants.
Activity 12.4
You will need:- Some pictures showing the life cycles of flowering plants
Coconut tree Sweet corn plant

Figure 12.11 Stages of life cycles of flowering plants
Method :-
• Observe the pictures well. (Get the help of your teacher)
• Write the stages of the life cycles in order.

Seed
The stages of a life cycle of a flowering plant

can be represented as follows (Figure 12.12). Mature plant Seedling
Figure 12.12
Assignment 12.3
• Collect some seeds and fruits of some plants, that can be easily found (grass,
love grass, chillies, tomato)
• Collect the flowers of those plants.
• Press them keeping between the pages of a paper, for some days.
• Use them and try to present the life cycle of each plant.
12.3 Importance of learning the life cycles

The importance of learning about the life cycles are;
²² For pest control
²² For control of disease vectors
²² For conservae of biodiversity
12.3.1 Pest controlling
An organism that harms or destroys crops, garden plants or trees that are useful for
human is known as a pest.
It is important to study the life cycles and the behaviour of these pests in order to
control them.
Let us study the life cycle of a fruit fly, a pest insect that involves in destroying the
crops a lot (Figure 12.13).

The adult female fruit fly lays eggs by
pricking the fruits such as mango, guava
Eggs etc. The larva feeds on the flesh of the
fruit, gradually moving in by making
tunnels in the fruit. So, the fruits get
rotten and become unsuitable for human
consumption. The value of the fruit also
gets reduced.
Adult Larva
fruit fly
Pupa
Figure 12.13 Life cycle of a fruit fly
Figure 12.14 The damage of the fruit fly

The larval stage is the most likely and easiest way to control the fruit fly.
²² Regular inspection of the fruit is important to can control the fruit fly. If larvae
are found in fruits the fruits must be destroyed.
²² The fallen fruits that are infected by larvae should be collected and destroyed.
Activity 12.5
You will need:- Articles or magazines written on pests that destroy crops and
their life cycles
Method :-
²² Make a list of pests that destroy crops.
²² Tabulate your findings in Table 12.14.
Table 12.4
Pest insect Crop/crops Mostly affected Stage of life

affected part of the crop cycle that
destroy the crop
Fruit fly
Coconut red weevil
Paddy bug
Mealy bug

Compare your answer with the following.
Table 12.5
Insect pest Crop/crops affectedMostly Stage of life cycle
affected that destroy the
part crop
Fruit fly Mango, banana Fruit Larva
Coconut red weevil Coconut stem Larva and adult
Paddy bug Paddy plant milky, seed Adults and nymph
Mealy bug Mango, rose apple, Leaves, fruits Adults and nymph
guava, papaya, brinjal,
chillies
The actual methods you can use to control pests and the ways these methods can be
used together is based on an understanding of their life cycles. The method used to
control the larval stage can not be used to control the adult stage of the pest insect
or its any other stage.
Therefore, controlling of pests can be achieved effectively by controlling different

stages of their life cycle. Pests can be pest insects and also pest plants that destroy
the crops.
e.g. :- 'Bajiri', 'Kudametta', 'Thunessa' are pest plants of rice crop
Many pest controlling methods are used to prevent the harm of pests on crops / harvest.
It is our duty and the responsibility to protect the living beings in the environment.
This will help to conserve the biodiversity and the environmental equilibrium.
The traditional methods of controlling pests used by our ancestors are eco-friendly
and nowadays farmers tend to use these methods to control pests.
Engage in Assignment 12.4 to study about the traditional methods.
Assignment 12.4
• Find and list out the traditional methods used in the past to control different
stages of pests.
• Write your ideas on the importance of those traditional methods.

Nowadays, there is a special attention on eco-friendly pesticides. Obtaining
knowledge about the preparation and usage of such pesticides causes environmental
protection.
Engage in Assignment 12.5 to study about eco-friendly pesticides.
Assignment 12.5
• Make a list of eco-friendly pesticides that can be used to control the pest
insects pests.
• Write the raw materials needed to prepare these pesticides.
Use of chemical pesticides can damage the environment by destroying beneficial

organisms. This can throw the whole eco-system out of balance. So, chemical
control should be applied when the pests cannot be controlled by biological or by
simple mechanical methods.
Excessive and unsafe use of chemical pesticides may affect the water bodies. These
chemicals can accumulate in water. Consuming this contaminated water may cause
cancers and kidney diseases.
For extra knowledge

²² When chemical pesticides are used in fruits and vegetables it is very important
not to harvest them until the recommended period. If they are harvested before
the safe period the toxic chemicals enter the human body. Accumulation of
these toxic chemicals for a long time in the body leads to diseases such as
cancer, kidney diseases.
²² Therefore, it is very important to wash the fruits and vegetables well before
consuming.
Let us do Assignment 12.6 to study the adverse effects of chemical pesticides.
Assignment 12.6
• Design a poster to show the adverse effects of using chemical pesticides.

12.3.2 Control of disease vectors
An agent that carries and transmits pathogens (virus, protozoa) from an infectious
organism to a healthy organism is called a disease vector. Mosquito is a disease
vector. It acts as the vector of different diseases that human suffers such as dengue,
malaria etc.
To control the disease vector it is important to know about the life cycle of the
organism.
Eggs Fish species that feed on mosquito

larva can be bred in water bodies in
order to control mosquito larva. This
is considered as a biological control.
This way of controlling pests are
Larva eco-friendly than spraying chemical
Adult to control mosquito.
mosquito
Pupa
Figure 12.15 Life cycle of mosquito
Assignment 12.7
• List out some diseases that are transmitted by mosquito.
• Collect information about fish species that prey on mosquito larvae.
• List the most suitable methods that can be used to control the adult mosquito.
• What are the precautions that can be taken to prevent mosquito breeding ?
• Design a poster about controlling mosquito breeding.
12.3.3 Life cycles for conservation of biodiversity

Some stages within the life cycles of some animal species have become threatened
within their habitat. Some growth stages of animals can be completely destroyed
due to becoming victims of animals, unfavourable environmental conditions
and scarcity of food. Such stages can be considered as the sensitive stage of the
particular organism. A species may face total extinction if the sensitive stage is
destroyed.

Valubale stages of some animals are given below.
²² Some insects - Larvae
²² Fishes - Eggs
²² Turtles - Eggs and young turtles
²² Frogs - Eggs and tadpoles
To protect the biodiversity it is important to understand about sensitive stages of

particular organisms. If pay special attention about the sensitive stages of organism,
it would be easier to conserve those organisms. Then, it will help to protect
biodiversity.
Summary
²² Every living organism has a life cycle with different stages.
²² Some organisms have significant differences in the stages of life cycle, but
some do not have significant differences in the stages.
²² The process with a sequence of morphological changes that some living
organisms go through to become an adult is known as metamorphosis.
²² Metamorphosis with significant morphological changes in the stages is known
as complete metamorphosis.
²² Metamorphosis without significant morphological changes in the stages is
known as incomplete metamorphosis.
²² Flowering plants too go through different stages from growth of the seed till
becoming an adult plant in its life cycle.
²² The creatures that harm the crops and harvest of human is called as pests.
²² For a successful pest control there should be a knowledge about the harmful
stage of the particular pest.
²² It is important to protect the valubale stages of the life cycle of organisms for
conservation of biodiversity.
²² In conservation of endangered species is important to consider about the
sensitive stage of the endangered organism.

Exercise
01. Select the most suitable answer.
1) The animal that goes through a complete metamorphosis is,
1. human 2. mosquito 3. cockroach 4. rat
2) The order of different stages of the life cycle of mosquito is,

1. egg, pupa, larva, adult 2. egg, nymph, larva, adult
3. adult, larva, pupa, egg 4. egg, larva, pupa, adult
3) The organism that go through an incomplete metamorphosis is,

1. butterfly 2. cockroach 3. mosquito 4. fruit fly
4) What is the stage that can not be seen in the life cycle of the cockroach?
1. eggs 2. larva 3. nymph 4. adult
5) It is not important to know about the life cycles of animals for,

1. controlling pests
2. conservation of biodiversity
3. controlling non-infectious diseases
4. controlling disease vectors
02. Place a tick (√) if it is correct and a cross (x) if it is incorrect.
1. Rat does not go through metamorphosis. ( )

2. The stages of life cycle of cockroach are egg, nymph and adult. ( )
3. The frog spends some stages of its life cycle in water. ( )
4. The best method to control pests is use of chemical pesticides. ( )
5. Going through many different stages in a life cycle ensures the survival ( )
of the organism.

03. Answer the questions using the diagram given below.
Eggs
A B
Pupa
1) What are A and B?

2) Name two insects that go through a similar life cycle as above.
3) Is the above insect go through a complete metamorphosis or incomplete
metamorphosis ? Give reasons for your answer.
04. State three factors of importance of studying about animal life cycles.
Technical Terms
Life cycle - Ôjk pl%h - E¸©õØÓ®
Metamorphosis - rEmdka;rKh - {øÓ²¸©õØÓ®
Complete metamorphosis - SøÓ²¸©õØÓ®
- iïmQ¾K rEmdka;rKh
Incomplete metamorphosis - wiïmQ¾K rEmdka;rKh - §US® uõÁµ®
Flowering plants - imqIam Ydl - ¥øhPÒ
Pests - m<sfndaOhska - EnºvÓßªUP £¸Á®
Sensitive stage - ixfõ§ wjêh - Gvº¨¦¨ £¸Á®
Biological control - ffcj md,kh - Cµ\õ¯ÚU Pmk¨£õk
Chemical control - ridhksl md,kh - E°›¨£ÀÁøPø©
Biodiversity - ffcjúúO;ajh - ÁõÌUøPa \UPµ®

13 Food
preservation
13.1 Need of food preservation
Food spoils mainly due to the growth and action of microorganisms on food.
e.g. :- Coagulation of milk, growth of mould on bread, spoilage of fish, rancid of
coconut oil
Figure 13.1 Fresh food and spoiled food
In addition to the microbial activity food is also spoiled by the damage caused by
macroorganisms such as weevils and grain borers growing on food.
e.g. :- Weevils spoil cereals and pulses such as paddy, gram and green grams
Food, such as vegetables, fruits and cereals become unsuitable for human consumpiton
due to not following the correct technological methods during processing. From
harvesting to market they are subjected to Bruises, cuts, lacerations, squashes and
bumpt. Therefore, such food becomes unconsumable. As microorganisms readily
act on such damaged food, they spoil fast.
Natural changes in food occur because of the action of various chemical substances
such as enzymes present in food. It is called self degradation.
e.g. :- Maturation, ripening and putrefaction of fruits
Different methods are used to preserve food, and it will help to fulfill the nutrient
requirements of man.
80 Science | Food preservation

The process of making food stay longer by artificially controlling the factors
affecting food spoilage is called food preservation.
Hence, attempts are made to preserve the nutritional value and other characteristics
of the food item during the food preservation.
Aims of food preservation are reduction of food spoilage, prevention of food
poisoning and use of excess food by processing to use in off seasons.
Let us engage in Activity 13.1 to distinguish preserved food from several food
types.
Activity 13.1
You will need:- Cow milk, rice, fresh fish, a bottle of sterilized milk ('kalkiri'),
a packet of dried sprats, dried jak fruit ('atukos'), lime pickle
('lunudehi'), dried fish
Figure 13.2
Method:-
²² Keep the samples of food provided to you exposed to air.
²² Observe the colour and texture of those samples everyday for about a week
under the guidance of your teacher.
²² Tabulate your observations as follows.
Table 13.1
Food type Observation
Science | Food preservation 81

From the observations, it is clear that properties like colour, odour and texture
change within a few hours in food items such as cow milk and fresh fish.
It can be observed that in sealed bottled milk ('kalkiri'), 'atukos', dried fish, 'lunudehi'
and dried sprats had no observable change in properties such as colour, odour and
texture. It is because those food items are preserved.
13.2 Methods of food preservation

In order to preserve food, mainly the factors causing food spoilage should be
controlled. Some measures that can be taken are as follows.
²² Preventing microorganisms getting to the food
²² Controlling the temperature and water content of food to minimize the microbial
activity
²² Prevention of damage caused by macroorganisms
There are modern methods as well as traditional methods for food preservation.
Traditional methods of food preservation
From the distant past humans have adopted various methods to preserve food. Even
today they are used with minor changes.
Assignment 13.1
²² Collect information about the traditional methods used to preserve food.
²² List traditional methods you discovered and provide examples for each of
them separately.
Some traditional methods used to preserve food and examples for them are given
in Figure 13.3.
Salting
Mango, lime, fish
Drying Smoking
Jak, bread fruit, paddy, Meat, fish, garcenia/'goraka'
green gram, chillies Traditional
Keeping under dry sand methods Immersing in honey
Lime, ginger, jak seeds Dry meat
Figure 13.3

Salting - mango Smoking - fish
Figure 13.4
Assignment 13.2
²² Collect information about the modern methods wich are used to preserve
food.
²² Present how those methods help to preserve food. Along with examples.
Modern methods of food preservation

Given below are modern methods of food preservation some examples for each of
the method.
²² Drying
Drying by solar heat
Cloth lining
Like in the past solar heat is
used to dry food. At present the
solar heat drier is used for this Stove
purpose (Figure 13.5). Since a Solar ray
absorber
closed condition prevails within
the drier, more pure and dry food Black lining
can be obtained within a shorter Glass or
period of time. Mixing of wastes, plastic cover
damages caused by animals and Stand
rain can also be prevented by this. Air current (table or chair)
Figure 13.5 Drying food using a solar heat drier
This method can be used to preserve food items such as chillies, fruits, vegetables
etc.

Stove drying
Ability to give the appropriate temperature for

the food that is dried is an advantage of this
method. Stoves which use electricity, gas and
mineral oil are used for drying food.
This method can be used to preserve food items

such as chillies, fruits, mushrooms etc.
Figure 13.6 A stove drying food

Spray drying
When water is removed, milk becomes a dry

powder. Hot milk is sprayed onto a heated
cylinder with high pressure. Microorganisms
do not grow due to lack of water.
²² Temperature control
A favourable temperature (40 oC) is essential
for the growth of microorganisms. The growth
Figure 13.7 A machine producing milk
of microorganisms could be controlled by powder
reducing the temperature to a value that is
unfavourable for their growth.
Freezing
The temperature of the food material is kept at a low value than the surrounding
temperature. It is important to maintain the temperature of ordinary freezing
chambers always below 4 oC.
Deep freezing
The temperature below -18 oC prevailing in deep freezers is adequate to prevent
the growth of most microorganisms. By deep freezing the natural colour, taste and
nutritive value of food can be protected to a large extent.

Freezing (4 oC)
Food items such as vegetables
and fruits
Temperature
control
Deep freezing (-18 oC )
Food items such as meat, fish
and ice cream
-18 oC
4 oC
Figure 13.8 Domestic method of preserving food by controlling temperature
Assignment 13.3
²² State some types of food that can be preserved by keeping in a refrigerator.
²² Make a list of food that should be kept in a deep freezer for preservation.
²² Concentration
In canning and bottling, water in food is removed. Hence, the concentration of

the food is increased. This controls the growth of microorganisms. The microbial
activity is further suppressed by the addition of preservatives.
This method can be used to preserve food items such as jam, cordial etc.

Figure 13.9 Concentrated food
Let us summarize the reasons why it is possible to prevent spoilage of food and
keep them longer by various preservation methods.
Table 13.2
Preservation method Reason for preservation
Drying Microorganisms do not grow on food due to
removal of water
Control of temperature Control of the growth of microorganisms due to

(freezing and deep freezing) a favourable temperature for their growth is not
available
Concentration/ immersing Control of the growth of microorganisms due

in honey to removal of water in food and destruction of
microorganisms due to removal of water from them
Smoking Minimizing microbial activity due to chemicals

in smoke and removal of water from food due to
drying
Adding chemicals Control of the growth of microorganisms due

(preservatives) to removal of water in food and destruction of
microorganisms due to removal of water from them

For extra knowledge
²² Liquid milk can be kept longer by
pasteurization. In this method pathogenic
bacteria in milk causing diseases are destroyed
by heating milk for about 15 seconds at the
temperature of 72 oC. Pasteurized milk can be
kept for about two weeks in a refrigerator (a). (a)
²² Milk packets you drink have been pasteurized
by subjecting to a temperature as high as 138
o
C for about 1-2 seconds (Ultra pasteurization).
Milk pasteurized by this method can be kept
in refrigerators for about 2-3 months when (b)
stored in closed containers (b).
²² Milk available in the market under the name
'Kalkiri' is sterilized milk. During sterilization
all the microorganisms and the stages are
destroyed. In sterilization, milk is heated for
about 15 - 20 minutes at the temperature of (c)
120 oC. This milk need not to be kept in a
refrigerator for storage. But once opened, it
should be kept in a refrigerator (c).
13.3 Food preservatives

The chemical substances added to the packaged food in preservation are called
additives. Figure 13.10 shows some additives
Thickners
yy Pectin
Flavours
yy Glucose ² Saccharin
Antioxidants
Additives yy Citric acid ² Carotin
Preservatives
yy Sodium metabisulphite
yy Benzoic acid
Colourings
yy Riboflavin ² Carotin
Figure 13.10

The substance used to prevent the action of microorganisms causing food spoilage
and the effect of other external and internal factors are known as preservatives.
Preservatives are a type of additives.
The code (E number) is adopted by the European Union to symbolise the food
additives approved for use and are experimentally confirmed as safe.
The preservatives from E 200 to E 299 have been allowed to add to the food as
synthetic food additives. Mainly acids and salts can be seen among these.
A few chemical substances prescribed to be used as synthetic food additives are

given below.
yy Sodium metabisulphite yy Sodium chloride

yy Sodium bisulphite yy Sodium nitrite and sodium nitrate
yy Benzoic acid yy Acetic acid
The additives mentioned above should be those prescribed by the food act in
Sri Lanka and it is important that they are added in prescribed quantities. Any
preserved food items that are not suitable for children should be clearly stated in
the label.
For extra knowledge

Flavours are added to food such as instant food and soup cubes available in the
market. But giving flavoured food to children under the age of three years is not
safe as far as their health is concerned. Monosodium glutamate (MSG) added to
food is a flavour and is not a preservative. Use of these beyond the preseribed
dose is not favourable for health. Some food colourings are carcinogenic.

Let us engage in Activity 13.2 to study the preparation of jam as a preserved type
of food.
Activity 13.2
You will need:- 500 g of fruits (mango, pineapple, orange), 500 g of sugar,
1g of citric acid, 10-15 g of pectin, about 0.25 g of sodium
metabisulphite
Method:-
Fresh, ripe fruit
Washing
Remove of skin/ seeds
Cutting into small pieces

Add 1g of citric acid
Heating (3 minutes)
Add 10-15 g of pectin and
200 g of sugar
Heating again slowly
Mix 300 g of sugar
Heating at a high temperature
for a short period of time
(100 oC - 2 minutes)
Add sodium metabisulphite
Mixing well
Bottling in sterilized bottles

while remaining at the same
temperature
Bottled jam
Figure 13.11

Assignment 13.4
²² If there is a food processing factory in your area (such as canned fish, sauce,
cordial, jam etc.) arrange a field trip to observe it.
²² Observe the manufacturing process.
²² Draw a flow chart to present the process.
²² Prepare a booklet about your field trip.
Various types of preserved food
²² Some preserved food can be directly consumed.

e.g.:- Chutney, jam, sauce, fruit drinks etc.
²² Some preserved food can be consumed after instant preparation. Those are
food types packed after subjecting to a complex process and addition of
preservatives. They are known as processed (pre-cooked) food.
e.g.:- Meat balls, sausages, noodles, macaroni, coconut milk powder,
cordial etc.
²² Some preserved food needs to be cooked before consumption.
e.g.:- Dried fish, cereals etc.
Assignment 13.5
²² Prepare a list of processed food available in the market.
²² Investigate how food items such as fruit cordial, 'lunudehi', tomato ketchup
are prepared.
²² Make those food and taste them either in the classroom in groups or at home.
²² Indicate by flow charts how those food items are prepared.

13.4 Advantages and disadvantages of food preservation
Let us do Assignment 13.6 to study advantages and disadvantages of food
preservation.
Assignment 13.6
²² Study well about preserved or processed food and non preserved food.
²² List separately the advantages and disadvantages of the consumption of
preserved food and processed food.
Compare the advantages and disadvantages mentioned with the following facts.
Advantages of food preservation and processing

²² Ability to prevent food spoilage
Food poisoning and ailments caused by the consumption of spoiled food can
be prevented.
²² Ability to select according to appetite because the same source of food is
prepared in different ways
²² Ability to impart an attractive look for food
²² Ability to increase the nutritional value of some food types (yoghurt, cheese) by
changing their existing nature
²² Utilize the surplus effectively
²² Ability to keep them for off season consumption
²² Minimize the damage caused by insects and other animals
Disadvantages of food preservation

²² Running a risk of being prone to diseases for the addition of non permitted
additives and addition beyond prescribed limits.
²² Increase in the risk of causing diseases (e.g. :- cancer, diabetes, heart diseases)
due to artificial additives such as flavours and colourings
²² Possibility of destroying vitamins and other nutrients
²² Tendency to change the characteristic flavour, smell and colour of the food.
²² Reduce the desire for natural food and getting used to consumption of instant
food
13.5 Information in a label of a food package
Let us do Activity 13.3 in order to study further about the facts we need to take into
consideration as customers when buying packaged food items.
Activity 13.3
You will need:- A few labels of packaged food items
Method:-
²² Study well the packets/cartons of the food items and their labels well and list
the information relevant to ensure their quality.
Table 13.3
Number Packaged Method of Additives Date of Date of

Food preservation manufacture expiry
Compare the information you collected with the following.

Some important information given on the label of a packed food item are as follows.
²² Date of manufacture and date of expiry
²² Net weight / Total weight
²² Standard
²² Producer (Institution / Country)
²² Environment friendliness / Consumer friendliness of the packet/ wrapper
Date of manufacture and date of expiry

Food can be packed only for a limited period of time protecting their nutritional
quality. As time elapses, physical and chemical changes may take place in food.
Moreover, food may get spoiled due to microbial activity.
Net weight / Total weight

The consumer should be aware of the amount of the substance in the package.

Standard
If the food item is prepared according
to the standards prescribed by the
Sri Lanka Standard Institute, the
cover of the package should have
the SLS logo along with the relevant
numbers. If the food item is prepared
according to the International Figure 13.12 Quality certificate logos of
standards
standards the package should have
the ISO logo along with the relevant numbers.
Food items with the standard certification are considered to be high in quality.
Assignment 13.7
²² There are instances where quality of the food is adulterated by adding various
substances for the purpose of making profit. Be cautious about such instances.
²² Make a list of food items which are adulterated.
²² In each example you mentioned, state the substance added to the food.
Details of the manufacturer

Information about the manufacturer or the country that produces the food item
is important for taking legal action in case unexpected results are caused due to
consumption of food.
Environment friendly/ consumer friendly nature of the wrapper

Since some food items contain flavours, colourings and preservatives, with time
they may react with the packing and form substances injurious for health. These
wrappings are harmful for personal health as well as the environment.
Therefore, when buying packaged food, it is very important to pay attention not
only to the quality of food but also to all the information given in their labels.
Proper packaging is essential to minimize wastage of food during transport. Some
of its advantages are:
²² Prevention of the entry of microorganisms and macroorganisms
²² Protection of food from external factors such as air, water (moisture), light and
heat
²² Maintenance of quality and quantity of food
²² Facilitation of transport and storage

For extra knowledge
Only prescribed varieties of plastics can be used to pack food. They are known as
super grade plastics.
²² The symbols given in the packaging

which are suitable for food are given
here.
²² Recycled plastics should never be
used as food wrappers.
²² Plastics used to pack other materials
should not be used to pack food.
²² Oily or basic food types should not
be packed in non- prescribed plastic
containers.
²² Strongly heated food is not suitable for packaging.
During food preservation synthetic flavours and colourings are added very often.
Therefore food is subjected to a complex mode of processing. Hence, it is very
important to get used to consume natural food.
Summary
²² Food spoilage is mainly caused by the growth and action of microorganisms
on food.
²² Food preservation, is keeping food for a longer period of time by artificially
controlling the factors affecting food spoilage.
²² Minimizing food spoilage, utilization of surplus food, ability to consume
some food types in the off-season and prevention of food poisoning are the
advantages of food preservation.
²² Food preservation descends from the past. At present, food is preserved by
modern technological methods.
²² When buying packed food, it is very important to that quality of food as well
as the information given in the label, are taken into consideration.
²² It is always favourable to consume natural food whenever possible, in order to
maintain good health.

Exercise
1. Select the correct answer.
1. Which one of the following is a novel method of food preservation ?
1. Salting 2. Smoking
3. Freezing 4. Immersing in honey
2. Some aims of adding additives to food are given below.
A - Adding a flavour to food
B - Keeping food viscous
C - Preventing food from reacting with oxygen
Which one of the above statements are correct ?
1. A and B 2. B and C 3. A and C 4. A, B and C
3. An example for a pre-cooked food is,
1. Powdered coconut milk 2. Chutney
3. Jam 4. Fruit drink
4. Which of the following is a disadvantage of food preservation ?
1. Prevention of food spoilage
2. Imparting an attractive appearance for food
3. Increasing nutritional value of food
4. Reducing appetite for natural food
5. Which of the following is a food that does not spoil fast ?
1. Cow milk 2. Bread 3. Dry green gram 4. Fish
2. Place a tick (√) if it is correct and a cross (×) if it is incorrect.
1. Cow milk is a food which spoils faster. ( )

2. Use of food added with synthetic colourings or flavours is not very ( )
appropriate, for consumption.
3. It is not faulty to wash and reuse food wrappings. ( )
4. It is compulsory to state the date of preparation of food in the label of ( )
a bottled food.
5. Change in the nutritional quality of food due to drying, prevents ( )
microbial action.

3. State the method/methods used in the preservation of following food types.
²² Dried fish ² Jam
²² Chutney
² Sterilized milk ('kalkiri')
4. State separately the reasons why food does not get spoiled in the follwing
methods of preservation.
²² Drying ² Keeping in the refrigerator
²² Salting
² Smoking
Technical Terms
Food preservation - wdydr mßrlaIKh - EnÄ |ØPõ¨¦
Preservatives - mßrlaIl - |ØPõ¨¦¨ £uõºzu[PÒ
Processed foods - msßieliqï wdydr - £u¨£kzu¨£mh EnÄPÒ
Traditional methods - idïm%odhsl l%u - £õµ®£›¯ •øÓPÒ
Technological methods - ;dlaIKsl l%u - öuõÈ~m£ •øÓPÒ
Artificial colourings - lD;s%u j¾Kl - ö\¯ØøP {Ó‰miPÒ
Standards - m%ñ;sh - uµ®
Food flavours - ri m%j¾Ol - EnÄa _øÁ³miPÒ
Natural foods - iajdNdúl wdydr - C¯ØøP EnÄPÒ
Additives - wdl,k øjH - ÷\º©õÚ[PÒ
Quality - .=Kd;aulnj - £s¦zuµ®
Date of expiry - l,a bl=;a ùfï Èkh - Põ»õÁvz vPv
Date of manufacture - ksIamdÈ; Èkh - EØ£zvz vPv
Net weight - Y=oaO nr - {Pµ {øÓ
Constituents - wvx.= ix>gl - Ah[Q²ÒÍ £uõºzu[PÒ
Nutrients - fmdaIl - ÷£õ\øn

14
Phenomena and
exploration
associated with the
solar system
14.1 The solar system
A large number of celestial objects can be observed in the night sky. From ancient
time people were curious about those celestial objects. They gathered information
by observation of those objects.
Ancient people observed celestial objects with their naked eyes. Later on various
instruments were used for this purpose. Telescopes, manned and unmanned space
crafts and space stations are some of them.
Due to the information collected since ancient time, now we have the ability of
understanding the solar system, which is a large system including the earth. Still the
explorations are being carried out about this.
Venus Mars
Sun
Mercury Earth
Urenus Neptune
Saturn
Jupiter
Figure 14.1 The solar system

Planets rotate around their own axis, while revolving around the sun. Rotational
time of a planet is the time taken by the planet to turn once, around its own axis. It
is the time span of a day of that particular planet.
e.g. :- The rotational time of the earth is 24 hours. So, that is a day of the earth.
Rotation
Sun Revolution
Figure 14.2 Rotation and revolution of the earth
Science | Phenomena and exploration associated with solar system 97

Time of revolution of a planet is the time taken by the planet to revolve once around
the sun. That is the year of that particular planet.
e.g.:- The time of revolution of the earth is 365.25 days. That is the year of the earth.
Consider a dancing event by a dancer to understand the
concept of rotation and revolution. A dancer rotates around
its own axis. It is called rotation. At the same time the dancer
revolves around an imaginary point on the stage. This is
called as revolution. (Figure 14.3).
Figure 14.3
23.5o
A planet rotates around its rotating axis. The path, along which a
planet revolves around the sun is its orbit. All planets have a tilt to
its orbital plane, when revolve.
e.g.:- The earth has a tilt of 23.5o the perpendicular axis of its
orbital plane (Figure14.4)
There are sub-planets around most of the planets. They also rotate
around their axis while revolving around the planet.
Figure 14.4 Mercury and Venus have no sub-planets. Information about the
planets of our solar system are given in Table 14.1.
Table 14.1
Planet Distance Diameter Rotational Revolutional Tilt to the No. of sub

from Time time (Earth orbital plane planets
the sun (km)
(million (earth years) (degrees)
(till 2016)
km) days)
Mercury 57.9 4 879 58.65 0.24 0.1 0
Venus 108.9 12 104 243.00 0.62 177.4 0
Earth 149.6 12 756 1.00 1.00 23.4 1
Mars 227.9 6 792 1.03 1.88 6.7 2
Jupiter 778.6 142 984 0.41 11.86 25.2 67
Saturn 1433.5 120 536 0.44 29.46 3.1 62
Uranus 2872.5 51 118 0.72 84.01 26.7 27
Neptune 4495.1 49 528 0.72 164.80 97.8 14
98 Science | Phenomena and exploration associated with solar system

Let us do Activity 14.1 to build up a model of solar system and to study about it.
Activity 14.1
You will need:- Styrofoam balls of suitable sizes to represent planets, suitable
paints in given colours to apply on styrofoam balls, wooden strip
to the length of 75 cm, black thread, glue, small styrofoam sheet
Method:-
²² Select styrofoam balls to the sizes given below and paint them with colours
indicated.
Table 14.2
Object Diameter of the ball (cm) Colour

Sun 15.0 cm Yellow
Mercury 1.0 cm Orange
Venus 2.0 cm Bluish green
Earth 2.0 cm Dark blue
Mars 1.5 cm Red
Jupiter 10.0 cm Orange
Saturn 9.0 cm Yellow
ring 12.0 cm Orange
Uranus 5.0 cm Light blue
Neptune 4.0 cm Dark blue
²² Cut a ring for Saturn from the styrofoam sheet.

²² When the paint is dry, fix balls to the wooden strip using glue.
²² Paint the wooden strip black
²² Make the model as shown in Figure 14.5
²² Write the names of the planets.

Compare the model which you have made with the model shown in Figure 14.5.
Mercury Earth Jupiter Uranus

Sun Venus Mars Saturn Neptune
Figure 14.5 Simple model of solar system
Real ratio of the sizes of planets is not indicated in the model you made in the
Activity 14.1. The real ratio of the sizes of them is given in Figure 14.6.
Figure 14.6 Comparison of the sizes of planets

Carry out Activity 14.2 to understand about the distances of planets from the Sun.
Activity 14.2
You will need :- Name boards of planets, measuring tape (in meters), a large
yellow coloured balloon
Method:-
²² Mark a point at the centre of the school play ground.
²² Take that point as the centre. Draw circles taking the radius according to the
ratio given in the table below. (Use the measuring tape for this purpose)
²² Get the assistance of your teacher for this.
Table 14.3
Planet Ratio of distance from the sun

Mercury 0.58 (0.5)
Venus 1.08 (1.0)
Earth 1.50 (1.5)
Mars 2.28 (2.2)
Jupiter 7.78 (7.8)
Saturn 14.24 (14.2)
Uranus 28.67 (28.7)
Neptune 44.89 (44.9)
²² Place the inflated yellow balloon at the centre of the ground.

²² Apply slaked lime on the circles marked on the ground. Place the name boards
of each planet on each circle. Position a student at each name board.
²² Give each student at the name board, a leaflet with information of that planet.
²² Direct students in your class at a time to each name board.
²² Direct the student at the name board to describe about the planet that he is
responsible of .

Now you have a comprehensive knowledge
about the planets. Figure 14.7 shows a model of
solar system in the school laboratory.
Figure 14.7 The model of solar

system in the school laboratory
Engage in Activity 14.3 to study about the revolution of planets around the sun.
Activity 14.3
You will need :- A ball, a strong string of 50 cm in length
Method :-
yy Tie the ball at one end of the strong string of 50 cm long.
yy Take the other free end of the string to hand and rotate the ball fast enough
above your head.
yy Now observe, the manner ball rotates around you without falling, until you
rotates it.
In this activity you might have observed that the ball rotates in a circular path
without attract towards you.
This rotation can be explained as below.
When the speed increase
When the speed

decrease Here a force is exerted
When the
speed is from your arm to the ball.
constant Therefore, ball is rotating
in circular path at a constant
speed.
Figure 14.8 Motion of objects around the earth

Corresponding to the example given in Figure 14.8, revolution of planets around
the sun also, can be explained. Comparative to the force applied by the arm towards
the ball, a force is applied by the sun towards the planet that is called gravitational
force. The planet should fall on the sun and be destroyed, due to this force. But, this
does not happen because of the constant speed of revolution of the planet around
the sun.
14.2 Occurance of seasonal changes

Seasonal changes is a phenomenon that occur due to the revolution of the earth
around the sun, with a tilt to its orbital plane.
When it is the winter in England which is in the northern hemisphere of the earth it
is the summer in Newzealand which is in the southern hemisphere. Let us find out
how this happens.
It is known that the earth's axis has a tilt of 23.5o to its orbilal plane. Revolution of
the earth with this tilt is the reason for seasonal changes on earth. Let us study how
this happens.
March 21
June 21 December 22
September 23
Figure 14.9 Occurance of seasonal changes on earth
Consider the position of the earth (Figure 14.9) on 21st of June. Here, rays of the sun
fall perpendicular to the northern hemisphere.
Hence, it is summer to northern hemisphere. Same time rays of the sun fall with
an inclination to the southern hemisphere. Therefore, it is cold and is winter to
southern hemisphere.

Consider the position of the earth on 22nd of December (Figure 14.9). Rays of the
sun falls perpendicular to southern hemisphere, and with an inclination to nothern
hemisphere. Therefore, winter occur in nothern hemisphere and summer to the
southern hemisphere.
Seasonal changes are distinct in polar regions. Countries like Sri Lanka, which are
closer to equator, have no distinct seasonal changes.
14.3 Occurance of phases of moon
Phases of moon occur because of the revolution of moon around the earth. Half of
the moon is always illuminated by the light of the sun. But that half is completely
seen from the earth only on a full moon day. The part of the illuminated half of
the moon, seen from the earth, changes daily due to its position. Thus, we can see
various shapes or the phases of the moon.
Let us do Activity 14.4 to study how phase of moon occured.
Activity 14.4
You will need :- An electric bulb, a styrofoam ball fixed to a rod
Method:-
²² Use the electric bulb instead of the sun and the styrofoam ball fixed to a rod,
instead of moon. This activity is to be done in a dark room.
Earth Moon Sun ² Holding the styrofoam ball,

turn around yourself and
observe the illuminated part
of the ball as in Figure 14.10.
Figure 14.10 Demonstrating phases of moon

In a calendar there is only one full moon day for a duration of one month. But
sometimes very occasionally, there are two full moon days for some months.
Figure 14.11 shows the calendar and the phases of moon during such a month.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4
July 5 6 7 8 9 10 11
Mo Tu We Th Fr Sa Su
) ) 1 2 3 4 5 12 13 14 15 16 17 18
6 7 8 9 10 11 12
13 14 15 16 17 18 19 19 20 21 22 23 24 25
20 21 22 23 24 25 26
27 28 29 30 31
26 27 28 29 30 31
Figure 14.11 The calendar and the phases of moon during a month that has two full moon days
Answer the questions given below on the Figure 14.11

1. What are the phases of moon on the 2nd and 31st of this month ?
2. What is the name used for the phase of moon on the 16th ?
Figure 14.12 How phases of moon occur
Studying the Figure 14.12 you will understand clearly, how phases of moon occur.
14.4 Important incidents associated with solar system
Eclipses
Marvellous scenes that can be observed in the sky are eclipses. There are two types
of eclipses.
²² Solar eclipses
²² Lunar eclipses
Solar eclipses
The moon revolves around the earth once every 27.3 days. During this journey in
some occasions the shadow of the moon falls on the earth. The sun is invisible,
fully or partially, to those who are in the shadow area for some time. This is called
the solar eclipse. We see the sun and the moon equal in size, in the sky. The sun is
a very large object. Moon is very small with respect to the sun. But, the sun is very
far away from the earth and the moon. That is why we see them more or less equal
in size.
Because of this reason the moon can totally cover the sun during a solar eclipse.
Two areas can be identified in the shadow of moon, fallen on the earth. These areas
are the umbra and the penumbra. (Figure 14.13)
Penumbra
Sun Earth
Moon
Umbra
Figure 14.13 A solar eclipse
Those who are in the umbra can see a total solar eclipse, while those who are in the
penumbra can see a partial solar eclipse.

Annular solar eclipse
Total solar eclipse Umbra
Sun
Moon Penumbra
Partial solar eclipse

Figure 14.14 Types of solar eclipse
Umbra of moon covers an area of about 160 km2 of the earth. This area moves
because of the rotation of earth. It means that the umbra travels along the surface
of earth. The maximum time duration that a point of earth experiences a total solar
eclipse is 7.5 minutes.
Solar eclipse occurs on new moon days.
An experience of a solar eclipse

Sri Lanka experienced a total solar eclipse on 20th June 1955. The
eclipse commenced at 8.11 in the morning and after 7 minutes it
was over at 8.18.
A person who experienced that solar eclipse described it as follows.
—That day the sun was shining in the morning as usual. After eight
in the morning it began to fall dark. Birds flew to their nests. Fowls
settle on trees. Environment get cooled. Sky darkened completely.
Stars began to twinkle. But moon was not there as it was a new
moon day.
After sometime it dawned again. Birds come out of their nests. Fowl
got down from the trees. Cattle came out from their lying places.
Meteorological department announced in advance, that a solar
eclipse occurs on that day. Therefore, it was declared a school
holiday.˜
I never forget this incident.
Again in 15th of January 2010, Sri Lanka experienced an annular
solar eclipse.

Observing solar eclipses
Solar eclipses should never be observed with naked eyes. Eye covers/goggles can
be used for this purpose. Welders also use eye covers. Even using those aids, it
is advisable not to watch the sun directly for a long time. If do not follow these
instructions will result in the blindness of your eyes for ever.
It is safer to watch the image of the solar eclipse taken on to a screen using a mirror
or a telescope.
Using goggles Taking the image on to a screen using a

telescope
Figure 14.15
Indicated below are some solar eclipses observable in future in Sri Lanka
December 26, 2019 - An annular eclipse
June 21, 2020 - An annular eclipse
Lunar eclipses
The number of lunar eclipses we can observe is more than the number of solar
eclipses. Lunar eclipse occurs on a full moon day. Lunar eclipses occur when the
earth comes in between the sun and the moon, and are in a straight line (Figure 14.16).
A Penumbra
B
Sun Earth C Umbra
D
Penumbra
A - Penumbral lunar eclipse
B - Partial lunar eclipse
C - Total lunar eclipse
D - Penumbral lunar eclipse
Figure 14.16 Occurance of lunar eclipses
Shadow of the earth also has two areas, named umbra and penumbra. There are
three types of lunar eclipses according to the type of shadow fallen on the moon.
²² Total lunar eclipse
²² Partial lunar eclipse
²² Penumbral lunar eclipse
Total lunar eclipse
Penumbra
Umbra
Total lunar eclipse How the moon is seen during a

total lunar eclipse
Figure 14.17
Total lunar eclipse occurs when moon enters completely into the umbra of the earth.
This incident can be observed with your naked eyes. As a science student, it is
very important for you to observe this. During a total lunar eclipse, moon can be
observed in reddish brown colour. It lasts more than an hour (Figure 14.17).
Partial lunar eclipse
Instance in which a part of the moon is in the umbra of the earth and other part is in
penumbra is called partial lunar eclipse. Here, the part of the moon in the umbra is
seen in reddish brown colour (Figure 14.18).
Partial lunar eclipse occurs How the moon is seen during a parital
lunar eclipse
Figure 14.18

Penumbral lunar eclipse
When moon moves in the penumbra of the earth a

penumbral lunar eclipse occurs. This is not easy to
observe as the brightness of the moon does not reduce
considerably (Figure 14.19).
Figure 14.19 How a

penumbral lunar eclipse occurs
Do Activity 14.5 to demonstrate the solar and lunar eclipses.
Activity 14.5
You will need :- The sun, earth and moon models in the school (Figure 14.20 and
14.21)
Method :-
²² Do this activity in a dark place.
²² Demonstrate the motion of the earth and
moon, and also the eclipses using the
models.
²² Get the assistance of your teacher for this. Figure 14.20 The equipment to
demonstrate the motions of the earth
and the moon

Demonstrating solar eclipse Demonstrating lunar eclipse

Figure 14.21

The followng motions and phenomena can be demonstrated using this equipment.
²² Rotation of the earth ²² Revolution of the earth
²² Revolution of the moon ²² Solar eclipse
²² Lunar eclipse
For extra knowledge

The lunar eclipses that can be seen in Sri Lanka in the coming years
February 10, 2017 - Penumbral lunar eclipse
January 10, 2020 - Penumbral lunar eclipse
November 30, 2020 - Penumbral lunar eclipse
November 08, 2022 - Total lunar eclipse
October 28, 2023 - Partial lunar eclipse
14.5 Exploring the universe

Air cover around the earth is called the atmosphere. The atmosphere extends
up to about 500 km from the surface of the earth. But it becomes very thin after
about 100 km. The area that starts about 100 km far from the earth is termed as the
space.
Since ancient times man has been exploring the space. However, the limits of the
space, what it contains and how much does it contain such things are the questions
man has not been able to find complete answers so far. The objective of science is
to find out answers to such questions.
Initially man could reach the higher levels of atmosphere using balloons. Balloons
filled with gases like hydrogen or helium which are lighter than air, can rise up into
the sky. Balloons filled with hot air also rise up. Both of those can take man higher
levels in the sky.
A balloon filled with hydrogen or helium A balloon filled with hot air
Figure 14.22

Usage of rockets
Later man realised that the only way to reach the outer space is by using rockets.
Tsiolkovsky, a Russian and Goddard, an American were the pioneers to work on
rockets.
Assignment 14.1
Find the facts about the work done by Tsiolkovsky and Goddard on rockets and
make a report.
Let us do Activity 14.6 to make a simple rocket and to study how it works.
Activity 14.6
You will need :- Megabottle of 1.5 l, a rubber stopper, a valve of a bicycle tube,
an inflater, water
Method:-
yy Bore a hole in the rubber stopper and fix the bicycle

valve to it.
yy Fill water up to 1/3 of the bottle and fix the rubber
stopper with valve to it.
yy Place the bottle with water as shown in the figure. Then,
pump air into it using the inflater.
yy Observe the reaction.
Figure 14.23
Water rocket
While inflating at a certain moment the bottle with water unplugs and rise up in the
air as a rocket.
This water rocket can be modified to rise higher up in the sky.

Figure 14.24 A modified Figure 14.25 A student preparing
water rocket to fly up a water rocket
You can obtain more details about water rockets from the Arthur C. Clerke center
at Moratuwa. National and international competitions on sending water rockets are
also being organised.
The first rocket which used liquid fuel was launched in 1926. The simplest rocket
consists of a combustion chamber, a fuel tank, a liquid oxgen tank and a tank
containing igniter.
1
Liquid hydrogen and liquid oxygen (as
fuel) and petrol (as igniter) are well mixed
2 1 - Liquid hydrogen and pumped into the combustion chamber.
2 - Liquid oxygen Gases produced by the combustion were
pushed down speedily through the nozzle,
3 - Petrol
giving the rocket an upward force. This
3
4 - Combustion chamber makes the rocket rise up into the sky.
Rising up of a rocket can be compared with

4 the rising of the fire work called skyer.
Figure 14.26 A sketch of a liquid fuel rocket

14.6 Artificial satellites
The moon is attracted by the earth but moon does not fall on to the earth because it
revolves speedily around the earth. Celestial bodies, smaller than the moon, which
are orbiting the earth are called satellites.
An object launched to revolve around the earth,

using a rocket is known as an artificial satellite. The
first artificial satellite named Sputnik-1 which was
launched by Soviet union on October 4th, 1957. With
this historical victory man entered into the space age
(Figure 14.27).
The first American artificial satellite was Explorer-1 Figure 14.27 The artificial
launched on January 31st, 1958. satellite (Sputnik -1)
NASA was established in 1958 to carry out the American space programme.
Assignment 14.2
Make a booklet on the uses obtained by artificial satellites.
Observe the sky in a clear night between 7.00 pm and 8.00 pm. If you see a
star-like object moving through the stars, it is a satellite. If you see a falling of star
like object it may be a meteor.
Communication satellites
World's first commercial communication satellite was launched on July 10th, 1962.
It was the Telstar-1. Until today, there are thousands of communication satellites
orbited around the earth to provide telephone, television and web facilities.
Sir Arther C. Clerke came out with a new idea on communication by satellites.
He said that if a satellite is orbited around the earth at the same speed as the speed
of earth's rotation and at a certain height, it will be seen stationary from the earth.
Such a satellite is called a Geo-stationary satellite. Sir Arther C. Clerke clarified
that if three of such satellites are positioned around the earth, the whole globe can
be covered with communication facilities.

Now the world is converted to
"a global village" by the orbited
geo-stationary satellites using the
idea presented by Sir Arther C.
Clerke in 1945.
Figure 14.28 Geo - Stationary satellite network
For extra knowledge

Space explorations
Launching of artificial satellites was commenced by Russia (then Soviet Union)
in 1957 and by America in 1958. Some key points of space era, started since then,
are given below.
Name of space craft Year and Relevant historical incident/
country importance
Luna - 1 1959 yy The first moon exploration satellite to
(unmanned) Russia travel near the moon.
yy Space craft that became the first
artificial planet around the sun.
Luna - 2 year 1959 yy The first unmanned space craft to land
(unmanned) Russia on moon.
yy The first artificial object which
reached to another world
Luna - 3 Year 1959 yy Take photography of the other side of
(unmanned) Russia the moon's surface for the first time.
Vostoc - 1 Year 1961 yy Yuri Gagarin became the first
(manned) Russia astronaut.
Vostoc - 2 Year 1961 yy Consumed food in the space for the
(manned) Russia first time.

Mercury -1 Year 1961 yy Allen shephard became the first American
(manned) America astronaut.
Mercury - 2 Year 1962 yy John Glenn became the first American
(manned) America astronaut to orbit completely around the
earth.
Vostoc - 3 Year 1962 yy Two space crafts came closer to each other
Vostoc - 4 Year 1962 in the space.
(manned)
Russia
Vostoc - 6 Year 1963 yy Valentina Thereshkva became the first female
(manned) Russia astronaut.
Ranger - 7 Year 1964 yy Sent detailed photographs of the moons
(unmanned) America surface for the first time.
Ranger - 8 Year 1965 yy Sent photographs of a sea of tranquility
(unmanned) America which was a place expected to land appolo
space crafts
Voscod - 2 Year 1965 yy First man to walk in the space (Alex Liyanof)
(manned) Russia
Gemini - 3 Year 1965 yy First computer to be taken to the space.
(manned) America
Luna - 9 Year 1966 yy Soft landing of a moon exploring craft on
(unmanned) Russia moon for the first time.
Gemini - 8 Year 1966 yy A manned space craft to join with a rocket in
(manned) America the orbit for the first time.
Surveyer - 1 Year 1966 yy Soft landing of the first American moon craft
(unmanned) America on moon.
Luna orbiter - 1 Year 1966 yy The first moon exploring craft to map the
(unmanned) America moon.
Appolo - 8 Year 1968 yy The first manned moon exploring craft to
(manned) (America) orbit the moon.
Appolo - 11 Year 1969 yy Neil Armstrong landed on moon. Michael
(manned) July 21 Collins and Edwin Aldrin also joined this
(America) journey.

Neil Armstrong declared this statement after landing on the moon.
—This is a small foot step for a man but a giant leap for man-kind.˜
Astronauts of Appolo-11 placed a memorial plate on the moon. It says;
—We are men from the planet earth,

placed out foot on the moon. We
came in peace for all mankind.˜
Appolo program was over in 1972.

Twelve astronauts landed on various
locations on the moon under this
programme.
Mentioned below are some victories,

in the field of space exploration,
gained after landing on the moon.
Figure 14.29 The memorial plate placed by

Appolo - 11 astronauts on moon
²² An unmanned space craft was sent to the moon and rocks from its crust were
brought to the earth by Russia.
²² Important information on Jupiter, Saturn, Uranus and Neptune was gathered by
the space ships Voyages and Pioneer. Information on Mars and Mercury was
collected by Marriner crafts.
²² Various space crafts were landed on Mars and information on its crust was
gathered.
²² 'Hubble' space telescope was launched to observe celestial bodies which are
difficult to observe from the earth.
²² Earlier Russia and America established space stations separately. But, now
both above countries in collaboration with some other countries maintain the
International Space Station jointly.

Figure 14.30 International space station
Assignment 14.3
Prepare a booklet on the recent victories of space explorations.
14.7 Constellations
Ancient people who were watching stars in the night sky, imagined various star
patterns by joining them.
Those ancient star patterns identified earlier and those named recently are called
constellations. There are 88 constallations identified so far. Let us learn about a few
of them.
It is important to identify the directions when observing the stars in the night sky. In
the day time, directions can be found, using the direction of sun rise. Stretch your
hands apart, and stand facing the direction of sun rise. Then, the front side is the
east and back side is the west. Your right hand side is the south and left hand side
is the north.
The buildings and tall trees can be used to find the directions at night, when you
are watching night sky. The directions you identify in the day time will help you in
this regard.
In the night sky, we see all the stars other than one star, apparently move from east
to the west. But, actually what happens is that the earth rotates from west to the east.
The star that does not change the position is the Polaris.
The position of Polaris does not change because it is located in line with the axis
of the earth.

Figure 14.31 shows some constellations that can be seen in February - March in the
sky about 8.00 pm.
Nothern
Horizon Taurus
Gemini Pleiades
Western
Eastern Horizon Horizon
Sirius
Canis Major Canopus

Southern
Horizon Orion
Figure 14.31
Orion or the hunter is a very popular constellation. Here, the head of the hunter is
directed towards the north. So, it is useful to find north at night.
We see that all the stars in a constellation are in the same plane. But, the distance to
each star from the earth are greatly varing.
The unit used to measure the distance between stars is light year. Light travels
300 000 km per second. Light year is the distance that light travels during a year.
The constellation Orion, and the distances to some stars of it from the earth are
given in Figure 14.32.
Light years 1000

Figure 14.32 Constellation orion and the position of some of its stars

The constellation Orion is given with many other names.
Assignment 14.4
Find out the other names given for the constellation Orion.
Constellation Canis major can be found close by to Orion. The brightest star in the
night sky, Sirius is found in this.
Sirius
When you are learning about constellations it is not

sufficient to study the diagrams in this book. It is
essential to observe night sky for constellations.
The book is only a guide line for that purpose
(Figure 14.33).
Figure 14.33
If you observe towards north-east from Orion, another

constellation, Gemini can be found. It denotes twins. The
brightest star in it is Pollux (Figure 14.34).
Figure 14.34
At this time the constellation Taurus can be seen in

the north-west direction. There is a red star named
Aldebaran for one of this bulls eyes (Figure 14.35).
Near the Taurus there is another constellation named

Pleiades Pleiades. Figure 14.35 shows some constellations that
can be observed in the midnight during the February
Figure 14.35 and March. All these constellation can be see in May
and June nearly 8.00 pm in the night.

Northern
Horizon Ursa Major
Ursa Minor Polaris
Bootes
Eastern Horizon Western Horizon
Alpha centauri
Southern cross
Leo
Southern
Horizon
Figure 14.36
During this period constellation Leo can be

seen near the Zenith. Brightest star in this
constellation is Regulus (Figure 14.37).
Figure 14.37
During the same period constellation Ursa

major can be observed 45o above northern
horizon. This constellation helps to find the
north at night. Seven sages and plough are two
other names for the same constellation. There
are seven bright stars in this (Figure 14.38).
Figure 14.38
Ursa minor can be seen below the Ursa major closer to its northern horizon. Polaris
is at the tail end of this bear. This star is closer to the horizon, when watched in
Sri Lanka. Therefore, it can be watched only in a large plain, sea shore or on a
hill top.

Assignment 14.5
Find out about the importance of the star Polaris and make a report.
During this period another constellation

with the shape of tilted cross, can be
seen in the southern sky towards the
horizon. This is called the Southern
cross. According to Figure 14.39, to the
left of this constellation there are two
bright stars, which are closer to each
other. Out of these two, one which is
Alpha Centauri.
very far away from the southern cross
is called Alpha Centauri. Figure 14.39
Assignment 14.6
Find out about the importance of the star Alpha Centauri and make a report.
Constellation Southern cross can be used to find south and north directions
Zodiac
The earth and the other planets revolve around the sun. Twelve signs in the outer
space which are named as the zodiac from ancient times. Those 12 signs in the
zodiac are as follows.
1' Aries 5' Leo 9' Sagittarius
2' Taurus 6' Virgo 10' Capricorn
3' Gemini 7' Libra 11' Aquarius
4' Cancer 8' Scorpio 12' Pisces
Assignment 14.7
There are 12 stamps in current usage which contain the diagrams of signs of the
zodiac. Collect them and exhibit on a board.
When the earth is revolving around the sun, we see that the sun is apparently moving
from sign to sign in the zodiac.

e.g.:- In the instance given in Figure 14.40 people on the earth see as the sun is in
the sign Aries of zodiac
Capricorn
Sagittarius
Aquarius
Scorpio
Pisces Libra
Earth
Sun
Aries Leo
Virgo
Taurus Cancer
Gemini
Figure 14.40 The Zodiac
According to the revolution of earth, the sun's next apparent destination is the sign
Taurus.
Obervation of stars and planets
When the night sky is being observed it is realised that the relative position of
stars does not change daily or monthly. But, there are some objects among the
constellations in the zodiac the position of which changes with respect to the stars.
Those objects are planets.
There are five planets which are observable with the naked eyes. They are mercury,
venus, mars, jupiter and saturn. Mercury, venus, earth and mars are planets in solid
nature and other planets occur in gaseous nature.
A star twinkles in the sky. But planets do not twinkle. Star is a bright point, even
when observed through a telescope. But, when a planet is observed through a
telescope it is seen as a disc.

Assignment 14.8
Select a planet in the background of a certain sign in the night sky. Get the
assistance of your teacher or an adult for this. (Planets jupiter, saturn or mars is
more suitable for this.) Note down how the position of the planet changes in the
background of the sign, for about a month.
Let us do Activity 14.7 to construct an instrument to measure the altitude to a star

or planet.
Activity 14.7
You will need :- A protractor, a cardboard
tube/ PVC tube
Method :-
yy Using a tube and a protractor, make the
following instrument. It is called the
clinometer.
Figure 14.41 Simple clinometer
The way of measuring the altitude to a star, using the clinometer is shown in
Figure 14.42. The clinometer can be fixed as shown Figure 14.43 to turn on a
horizontal plane.
Figure 14.42 Measuring the Figure 14.43 A clinometer that

altitude to a star using clinometer can be turned on a horizontal plane

Summary
²² Planets in the solar system show two types of motions, rotation and
revolution.
²² Seasonal changes occur because of the tilt of the earth's axis to its orbital
plane.
²² Illuminated portion of the moon, viewed from the earth changes while it
revolves around the earth. Because of this incident phases of moon occur.
²² Lunar eclipse occurs on a full moon day when the moon enters into the
shadow of the earth.
²² Solar eclipse occurs on a new moon day, when the shadow of the moon
falls on the earth.
²² Rockets and space crafts are used for this explorations of the space.
²² Constellations are the imaginary patterns constructed in mind, connecting
the stars in the night sky.
Exercise
Select the most suitable answer.
1. What is the most suitable statement below to describe a solar system?
1. A cluster of stars revolving around an object.

2. A star revolving around a number of objects
3. A number of objects revolving around a star.
4. An object revolving around a cluster of stars.
2. Select the false statement about our sun.
1. Sun is smaller than the moon.

2. Sun is a source of energy.
3. Planets revolve around it.
4. Situated 150 million kilometers away from the earth.
3. In which constellation is the star Polaris that helps to find the north.
1. Ursa major 2. Ursa minor
3. Sign Leo 4. Orion

4. What is the false statement given below?
i. The brightest star in the sky, Sirius can be found in constellation Canis
major.
ii. Venus can be observed with naked eye.
iii. Sun is the nearest star to the earth.
iv. Polaris belongs to the constellation Ursa major.
5. What is the false statement given below ?
i. The seasonal changes occur due to the earth's revolution.

ii. The phases of moon occurs due to the moon's revolution.
iii. Solar eclipse occur when the moon stays in between the earth and the sun.
iv. Partial lunar eclipse occurs when moon enter to the penumbra of the
earth.
Give short answers.

1. After observing the night sky, two students in grade eight came out with the
following ideas.
Student A - When I was watching the night sky yesterday, I saw a star passed
very speedily increasing its brightness and vanished at once.
Student B - I was watching the night sky yesterday at about 7.00 p.m. I saw
a star travelling fast between other stars. It travelled from north to
south.
In the above discussion;
i What can be the object that A student observed ?
ii What can be the object that B student observed ?

2' i Fill the blanks of the following diagrams with the given terms.
Sun, Moon, Earth, Umbra, Penumbra
B A .............................
C B .............................
A D C .............................
E D .............................
E .............................
Diagram - 1
ii
P .............................
R Q .............................
P U Q R .............................
S .............................
S
T .............................
U .............................
T
Diagram - 2
Technical Terms
Rotation - N%uKh - _ÇØ]
Revolution - mßN%uKh - _ØÖøP
Seasons - R;= - £¸Á[PÒ
Lunar eclipse - pkaø .%yKh - \¢vµ QµPn®
Solar eclipse - iQ¾h .%yKh - `›¯ QµPn®
Solar system - fi!r.%y uKav,h - bõ°ØÖz öuõSv
Constellations - ;drld uKav, - Ekz öuõSv
Zodiac - rdYs pl%h - Cµõ] Ámh®
Space explorations - wNHjldY .fõIK - ÂsöÁÎ B´Ä
Satellites - lD;%su pkaøsld - ö\¯ØøPU ÷PõÒPÒ

15 Natural
disasters
Pay your attention to the news paper head lines shown in Figure 15.1
Kelani river over flows

Earth slide
Bad weather
37 deaths
21 missing
3,52,300
takes out
six lives
displaced
and three Residents are immediately

houses evacuated from 53 nearby
houses
Figure 15.1 News on floods and landslides
Head lines given above are about some natural disasters that affected Sri Lanka.
Natural disasters are naturally occuring destructive incidents, without the
mediation of man, causing harm to human lives, property, environment and
economy.
Some such incidents are shown in Figure 15.2
Drought Landslide Flood
Lightning Forest fire Tsunami
128 Science | Natural disasters

Cyclone Volcano Earthquake
Figure 15.2 Some natural disasters
Some examples for natural disasters are drought, landslide, flood, lightning, forest
fire, cyclone, earthquake, tsunami, tornado and glacier erosion. The way that natural
disasters occur and their influence differ from region to region, and from country to
country.
Reasons for the occurance of natural disasters are the weather and climatic changes,
changes occuring at the interior of the earth and the changes occuring in the biosphere.
Human activities affect to increase the intensity of natural disasters.
Activity 15.1
Make a collection of news paper head lines written on natural disasters.
With referring to the collection, prepare a list of natural disasters occuring all over
the world.
Some of the natural disasters that affect Sri Lanka are mentioned below.
²² Drought
²² Landslide
²² Flood
²² Lightning and thundering
We will study about them in this lesson.
15.1 Drought
Long term decrease of rain fall, due to the change of the pattern of rain fall is known
as drought. Way of definition and the nature of identification may change from
country to country, region to region and from time to time.
Decrease of the amount of rain fall during a given time period, and as well as the
change of the rain fall pattern cause droughts.
Thus, the reasons that affect the pattern of rain fall, affect the drought also.
Science | Natural disasters 129

Let us do Assignment 15.1 to study the change of pattern of rain fall.
Assignment 15.1
Find the data of rain fall in Sri Lanka for past few years. Comparing those
values, study the rain fall pattern. Data can be collected from the meteorological
department or from internet. Ask the assistance of your teacher for this.
Reasons for drought

Natural reasons as well as human activities may affect this.
Natural reasons cause to change rain fall pattern and the amount of rain fall.
Some natural reasons for drought are mentioned below.
yy Lack of timely monsoon winds
yy Dry air currents
yy The phenomenon of EL-NINO
As Sri lanka is an island, wind pattern basically affects the rain fall. Study the Table
15.1 given below.
Table 15.1 - Methods that bring rain fall to Sri Lanka

Method of rain fall Time period Region / Zone
South - West monsoon May - September Wet zone
North - East monsoon November - February Dry zone
Convectional / March - April All regions
Intermonsoonal rain September - October
Dry air currents increase the rate of transpiration in plants. It increases the absorption
of ground water by the roots of plants. Fountains dry up due to the reduction of
ground water. This condition may cause a drought.
El-NINO is a phenomenon caused by the increase of temperature of the surface
water in Pacific ocean. With the increase of the temperature of surface water in the
ocean, normal circulation pattern of global air currents and oceanic water currents
or the streams change.

Influence of the EL-NINO phenomenon may
cause droughts as well as rain in Sri Lanka.
Drying up of water sources, decrease of water
retention capacity in soil and global warming
are the results of some human activities. These
activities may cause the occurance or further
intensifying of droughts.
Figure 15.3 Wind pattern
Some human activities that may cause drought are mentioned below.
yy Seepage of rain water into soil decreases due to various constructions. This
decreases the water retention capacity in the soil. Water sources dry out
because of deforestation for construction work.
yy Wastage of water by irregular and over use is a reason for drought.
yy Decrease of water retention capacity in soil and accelerated soil erosion are
the results of irregular cultivation of crops. Thus, water capacity of reservoirs
decrease, resulting spillage.
yy Deforestation influences the water cycle directly or indireclty. Convectional

rains and rain fall are affected by this.
yy Global warming also change the pattern of rain fall. Gases like carbon dioxide
released into the atmosphere due to human activities, leads to global warming.
Such gases are known as greenhouse gases.
How droughts occur due to human activities and natural causes can be simply
shown by Figure 15.4.

Natural causes
▪▪ Change of timely monsoon
winds because of the change of
water currents
▪▪ Dry winds
▪▪ EL-NINO phenomenon
▪▪ Change of
Scarcity
Human Activities rain fall pattern of Drought
▪▪ Irregular and unwanted ▪▪ Decrease of water
construction rain fall
▪▪ Irregular water usage
▪▪ Irregular soil usage
▪▪ Deforestation
▪▪ Release of greenhouse gases to
the environment
Figure 15.4
Drought basically affects the environment. Based on those environmental issues,

various socio-economic issues also arise (Figure 15.5).
Water
Agriculture
Non-
Ground ground
Influences
Health
of the
drought
Energy Soil
Forest
Figure 15.5 Fields, influences of the drought

Drought disaster management
There are three main steps that should be followed when managing any disaster.
yy Readiness to face the disaster
yy Mitigation of the damages caused by the disaster
yy Adaptation to live with the disaster
Droughts are unavoidable. In the process of disaster management, readiness to face
the disaster, mitigation and adaptation can be followed to minimize the damage
caused by the disaster.
Some of the measures that can be taken in drought disaster management are given
below.
yy Avoiding the wastage and pollution of water - Rules and regulations should be
introduced and people should be made aware of using water economically and
without polluting.
yy Planning agricultural activities with the view of conservation of water.

- Practising economic water supply methods
- Cultivating drought resistant crops
- Mulching
Figure 15.6 Drought

resistant corn plants
yy Improving methods of collecting rain water.
-- Increasing the capacity of reservoirs

-- Usage of methods to collect rain water
domestically
yy Reforestation - Growing forests in lieu of cleared
forests
yy Usage of alternatives to hydropower for the
generation of power.
Figure 15.7 A method
e.g.:- Wind power, solar power etc. used to collect rain water
domestically

15.2 Floods
Inundation of a usually uninundating area, due to heavy rain fall in a short period
of time is known as a flood.
According to the way of occurance, they can be categorised as below.
²² Floods due to over - flowing - These floods occur due to the
over flowing of rivers and other
water ways.
²² Instantaneous floods - This situation occurs due to

the blockage of water drainage
systems in urban areas
Reasons for floods
²² High rain fall ²² Blockage of water drainage systems
²² Removal of forest cover ²² Irregular land use
²² Reduction of the capacity of reservoirs ²² Irregular land filling
²² Irregular construction work
Influences due to floods
²² Loss of lives
²² Failure of power supply, transportation and public services
²² Damage to houses, property and roads
²² Spread of communicable diseases after floods due to contamination of
water sources
Management of flood disaster
²² Refraining from putting up houses in flood areas. If it is necessary to put up
a house in such a place, it is advisable to build it on pillars'
²² Leaving partially inundated houses as it is dangerous to stay in them.
²² Disconnecting the electricity supply of the houses and refraining from
touching electrical items while being in water.
²² Having identified a place and a method to keep goods securely during a
flood.
²² Having identified an elevated place to reach for security.
²² Having prepared a disaster kit, contains drinking water, dry food stuffs and
other essential items to take in the case of leaving home.
²² Having prepared with a battery-powered radio.

²² Refraining from walking through fast-flowing water. One can be pushed
down by running water of the depth of six inches (15 cm).
²² Refraining from driving motor vehicles across flooded area. Leaving the
vehicle and reach a higher land, if the vehicle is drowned.
15.3 Landslide / Earth slip

Slipping down of soil layers in slopy
regions in highlands can be considered
as a landslide.
Landslides are a common disaster in
central hills of Sri Lanka. Places of
landslide danger are identified in some
other districts, also. Those areas are
in Badulla, Nuwara Eliya, Mathale,
Kandy, Kegalle, Monaragala,
Kurunegala, Rathnapura, Kaluthara,
Galle, Mathara and Hambanthota Figure 15.8 A location of landslide
districts. Such areas are shown in
Figure 15.9.
What is happening during a landslide is the slipping down of a lump of soil or a
layer of soil upon another layer under gravity.
Continuous heavy rain causes landslides in risky regions.

Soil, soaked in rain water becomes heavy. The bond
between soil particles and the bed rock getting weak at
the same time. Due to the weaken bond, there is a point
that the bed rock can not hold the upper soil layer further.
At that moment soil particles start to flow down suddenly
and soil particles near by the activity region join with
the flow.
Kurunegala Matale
Gravitational potentional energy of the lumps of soil Kandy
increases because of being in a higher elevation and Kegalle

Nuwara
absorption of water. This high potential energy is

Eliya Badulla
converted to kinetic energy while the layers of soil are Ratnapura Monaragala
Kalutara
slipping down. Because of this kinetic energy, lumps Galle

Hambantota
of soil and rocks collect everything in the route while Matara
flowing down. Sometimes the route of a landslide may Figure 15.9 Regions which
are subjected to the danger
be as long as 1 km.
of landslides in Sri Lanka

Pre-signs of a landslide
If the following incidents are occuring with continuous heavy rainfall, it indicates
a close-by landslide.
²² Receiving more than 100 mm of rainfall within 24 hours
²² Appearing new cracks on the surface of the slope
²² Appearing cracks on buildings
²² Depressions on earth
²² Dying or slanting of trees on slopes
²² Sudden leaking of muddy water on slopes
²² Sudden surface run-off of water or disappearing of springs
²² Animals showing abnormal behaviours
²² Appearing new water springs
²² Entering water into cracks of the earth and oozing out from some other
places with mud
Management of landslides
²² Removing the slide initiation area (slide initiation has a large rock or a thick
layer of soil, under which there is an area of water or mud. That is the
first place to collapse with a heavy noise during a landslide). Removing
of slide initiation area is very difficult as it is not easy to reach the place.
To avoid the destruction caused by landslide, the slide should be removed
using cranes. This should be done by the relevant authorities.
²² There are three main risk areas in a landslide namely initiation area, flow
path and depositional area. Relevant authorities must be assigned power to
take necessary measures to prevent landslides.
²² Evacuating people from the areas subjected to landslides earlier and let the
areas be stabilized.
²² Bringing down water using pipe lines when it is collected in higher levels
of a hill.
²² Diging conteur ditches to drain rain water down the slope without letting it
soak into soil.
²² If a slope of a hill is necessary to cut, it should be cut in cascade manner.
Water drainage systems should be prepared. Cover crops should be grown.
e.g.:- Vetiver
²² Stability of the land should be considered, when selecting a land to build a
house. It is not suitable to build houses in slopy areas by cutting the slope. A
place of prior landslide is also not suitable for putting up houses.
If a construction is to be done in a district of landslide threats, consulting National
Building Research Organisation (NBRO) is necessary. Pepole can get necessary
directions from the regional offices of the soil organisation. The web address is
www.nbro.gov.lk.
15.4 Lightning and thundering
There are tiny water droplets and ice

crystals in cumulonimbus clouds.
Because of air currents, those water
droplets and ice crystals are rubbed
each other. Thus, they become
charged.
Figure 15.10 A cumulonimbus cloud

and a lightning
Positive charges collect in the top layers of the cloud and negative charges collect
in the bottom layer of the cloud. Positive charges are generated on the earth, right
below the cloud. When the amount of charges reach a certain level, an electrical
discharge occurs. It is known as lightning and thundering.
According to the way of electrical discharge, there are three types of lightning
(Figure 15.11).
²² Earth-lightning is an electrical
discharge that transfer from a
Cloud
cloud to the earth. Cloud
lightning
lightning
²² Cloud-lightning is an electrical
discharge that transfer through Air
the cloud or between two clouds. Earth lightning
lightning
²² Air-lightning is an electrical
discharge that transfer from a
cloud into the air. Figure 15.11 Types of lightning

Let us do Activity 15.2 to study about the discharging of electrical charges.
Activity 15.2
You will need :- Two thin dry plastic strips
Method:-
yy Keep two plastic strips, one over the other. Hold them from one end to hang
down.
yy Rub the two strips down firmly using your thumb and another finger.
yy Observe what happens.
yy Try this activity using strips of transparent sheets.
You can observe that the plastic strips shift apart at the lower ends. That is because
the strips are electrically charged.
If you drag apart the strips, you can observe a sound.
For extra knowledge

Voltage of a lightning stroke is about 100 million Volts. Electrical energy generated
in lightning is very high. Electrical current of a lightning is about 25, 000 amperes.
Current flowing through a bulb of 25 W is about 0.1 A and Voltage of house hold
electrical supply is 230 V.
Lightning danger is common during the inter-monsoons in Sri Lanka. Maximum
number of accidents due to lightning were reported during the month of April.
Each year, more than 50 deaths are reported due to lightning.
(from science data)
Tall buildings and trees are easily subjected to the hazard of lightning. The reason
for this is that tall places provide the shortest path for the discharge of lightning
from the clouds.

Management of Lightning hazards
Destruction of buildings by lightning can be avoided
by fitting lightning conductors.
Lightning conductors should be fitted to the required
standards. Some other protective measures from
lightning are listed below.
²² Avoid keeping the house connected to close-by
trees with metallic wires. Metallic cloth lines
and wires used to the trees that are slanted to
the houses are some examples for this.
²² Conducting wires in the environment
(electricity supply wires, television antenna
wires, protective wires, wire fences) help to
conduct electric current of a lightning from
Figure 15.12 A building fitted
place to place. Therefore, protective measures with a lightning conductor
should be taken, when fixing them.
It is appropriate to follow the measures indicated below, when a lightning weather
condition is forecast.
²² Keeping the electrical appliances disconnected from the circuits.
²² Keeping the disconnected plug of television antenna out of the house, near the
ground.
²² Refraining from using and touching metal equipments.
²² Refraining from using telephones.
The things that should be done before a lightning weather condition are
mentioned below.
²² Going into a building or into a fully covered vehicle to minimize exposure to
the environment.
²² Going to a place of security, if the time interval between sight and the sound of
the lightning thunder is less than 15 seconds.
Things to avoid during a lightning weather condition

²² Avoid being in open places. If there is no time to go to a place of security, keep
your legs close to each other and crouch to the ground.
²² Refraining of being near tall trees and elevated places.
²² Refraining from riding or driving open vehicles like cycles and tractors.
²² Refraining from swimming, canoeing and walking on wet places.
Measures to be taken in connection with a person subjected to lightning hazard
All lightning hazards are not fatal. First aids should be given to a person subjected
to such a threat.
If the limbs of the victim are numbed or stiffed, massaging can be done to recover.
If breathing is stopped, artificial breathing should be given. Both massaging and
artificial breathing have to be given according to the nature of harm. Giving first
aids should be continued till breathing starts.
It is not dangerous to touch a person subjected to a lightning hazard.
Activity 15.3
Construct a wall paper containing information on natural disasters that affect Sri
Lanka. Pay your attention to the following points.
²² Causes for the natural disasters
²² Harms caused by disasters
²² Measures that you can take to minimize the harms
Disasters and the reasons for their occurance discussed in this chapter can be
summarized as below (Table 15.2).
Table 15.2 - Disasters and the reasons for their occurance

Disaster Reasons for the occurance of disaster
Drought Accelarated evaporation and transpiration, deforestation and
burning of forests, human activities like are pollution, global
warming due to climatic changes
Landslides Heavy rain, nature of rocks that the mountains are made of,
irregular human activities
Floods Heavy rain, influence of tides and stormy waves, irregular
human activities
Lightning and Shifting / discharging of electrical charges to the earth from
thundering the clouds.
Damages caused by natural disasters can be minimized by acting in accordance
with the instructions published over the media by relevant authorities. It is
a current need to pay our attention to take necessary actions personally in
protection of the environment.

Summary
²² Droughts, floods, landslides and lightning hazards are some of the natural
disasters that Sri Lanka faces.
²² Natural reasons as well as human activities influence the occurance of
droughts, floods and landslides.
²² Though the natural disasters are unavoidable, the harm caused by them can
be minimized by taking necessary measures for readiness, mitigation and
adaptation.
²² Adaptations make people to live with some disasters for a long period of
time.
Exercise
Select the correct answer.
1' Which of the following is not a human activity that affects the change of rain
fall pattern ?
1' Destruction of forests 2' Reduction of forest cover
3' Irregular soil management 4' EL-NINO phenomenon
2' When is / are the cause of health problems that arise due to drought ?
1' Scarcity of water 2' Reduction of food supply
3' Pollution of water sources 4' All above
Answer following questions briefly.
1' Drought is one of the natural disasters that affects Sri Lanka.
1' Mention three factors that contribute directly for drought.
2' '' Drought affects adversely for the generation of energy in Sri Lanka''
Do you agree with the above idea? Describe reasons for your answer.
3' Suggest three measures to be taken now to face the drought conditions
that may occur in future.
2' From time to time, people of many countries have to face natural disasters like
floods and landslides. One aspect of disaster management is to minimize the
damages caused by such disasters.
1' State two natural disasters that affect Sri Lanka other than those
mentioned above.

2' What is the main reason for occuring floods?
3' State two reasons for the occurance of floods other than the one you
mentioned above.
4' Write four essential items that should be included in a disaster kit
prepared to face floods.
5' Name two communicable diseases that can spread after floods.
6' What is landslide ?
7' Write two human activities that affect landslides.
8' Mention three pre-signs / foreruns seen in the associated environment
before a landslide.
3'
1' What is known as a lightning ?
2' How are the clouds charged to occur a lightning ?
3' What are the three types of discharging that happen in the charged
clouds ?
4' What type of lightning, you mentioned above, is harmful to lives and
property ?
5' In which month, that the lightning hazards are maximum in Sri Lanka ?
6' Mention three things that should not be done during lightning.
7' State three protective measures that should be followed during a
lightning weather condition.
Technical Terms
Droughts - ksh`. - ÁÓm]
Floods - .xj;=r - öÁÒÍ®
Landslides - kdhhEï - ©s\›Ä
Lightning and thundering - wl=Kq - ªßÚ¾® Ci²®
Mitigation - wju lsÍu - CÈÁÍÁõUPÀ
Readiness - iQodku - u¯õº {ø»
Adaptation - wkqyqre ùu - Cø\ÁõUP®

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SCIENCE

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Sri Lanka Matha

tneúks wms fjuq fidhqre fidhqßfhda

ieug u fu;a lreKd .=fKkS

xU jha; kf;fs; ehkhNthk;

mjdhy; rNfhjuu; ehkhNthk;

ahtUk; md;G fUizAld;

Message from the Hon. Minister of Education

Since we have understood that the education is crucial in deciding the

I congratulate you to enjoy the benefits of free education and bloom as an

Akila Viraj Kariyawasam

2. P. I. Wijesundara - In-Service Advisor (Science)

7. K. Indika Jayawardhana Peiris - Teacher Service

10. Suyama Kottegoda - Teacher Service

13. J. Emanuvel - Principal

Cover Page, Illustrations and Page Layout

03 Diversity and Functions of Plant Parts 24

07 Measurements Associated with Electricity 95

08 Changes in Matter 107

These microorganisms can be observed clearly through microscopes.

Science | Importance of Microorganisms 1

Bacteria Yeast Chlamydomonas (Algae species)

Mucor (a fungal variety) Amoeba Paramecium

For extra knowledge

The Dutch scientist Antonie van Leeuwenhoek

Figure 1.3 Antonie van Leeuwenhoek

2 Science | Importance of Microorganisms

Sugar and yeast mixture

4 Science | Importance of Microorganisms

Figure 1.5 (b)

Figure 1.6 Rising of bread due to the activity of yeast

Science | Importance of Microorganisms 5

1.3 Impact of microorganisms on humans and their activities

Beneficial effects of microorganisms

6 Science | Importance of Microorganisms

producing antibiotics producing vaccines producing vinegar food (mushrooms)

making compost producing bio gas coir industry

Harmful effects of microorganisms

Science | Importance of Microorganisms 7

growth of growth of growth of

² Microorganisms cause various infectious diseases for man, animals and

Infectious diseases caused to man

Virus - common cold, dengue, AIDS (Acquired Immuno Deficiency Syndrome)

dengue haemorrhogic deformity due to leprosy fungi on skin (Pityriasis)

8 Science | Importance of Microorganisms

a potato plant with papaw leaves with chillie plant with

² Damage caused due to the growth of microorganisms, on surfaces of objects.

fungi on clothes fungi on walls fungi on wooden

Science | Importance of Microorganisms 9

10 Science | Importance of Microorganisms

Science | Importance of Microorganisms 11

Snail Crab Yellow fin tuna

Dog Cock Butterfly

Python Spider Lion

12 Science | Animal Classification

2.1 Main invertebrate groups