8th PhysicsLevel 2 Remain VIII Class EM 22-10-2020

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING
TELANGANA, HYDERABAD.
Academic year-(2020-21) - Level-2
Class: VIII Medium: English Subject: Physical Sciences

Name of the lesson: Friction WORKSHEET: 15
Topic: Effect of area, normal force and of contact on friction
CONCEPTS:
1. Effect of area of contact on friction.
2. Effect of normal force on friction.
LEARNING OUTCOMES:
The student…
1. Gives examples tounderstand the effect of area and normal force on friction.
2. Performs activities to understand the effect of area and normal force on friction.
3. Explains the effect of area and normal force on friction.
4. Uses the knowledge of effects of area and normal force on friction in day to day
life.
INTRODUCTION:
As you know that friction comes into play when two surfaces are in contact with
each other. Are there any factors which affect the friction?
Now let us see what are the factors that affect the friction.
Activity-1:Effect of area of contact on friction.
1. Take a brick and tie it with a thin rope as shown in

the figure.
2. Pull the brick by using a spring balance.
3. Stretching of the spring in the balance gives the applied force. The change in the
length of the spring is proportional to the applied force.
4. The scale of the spring balance gives the applied force in
newton or kilogram weight.
5. When we pull the brick, we are applying a force on it. Does the
brick experience any frictional force? Yes, brick experiences a
frictional force between its surface and the floor.
6. When the brick moves, the applied force is equal to the maximum limit of the
frictional force at that instant.
7. Pull the brick by placing its three different surfaces on

the floor and note down the reading of the spring
balance in each case.
8. Are the readings in all the three cases same? Yes. They are equal.
9. That means the frictional force is same in all the three cases.
10. So, we can say that frictional force is independent of the area of contact.
Activity-2:Effect of normal force on friction
1. Keep a brick on the floor and pull it with the spring balance attached to it.
2. Note down the reading of the spring balance.
3. Now place another brick over the first brick in the same position.
4. Pull the spring balance and note down the reading of the spring balance.
5. Is there any difference in the readings in these two cases?
6. Yes, the reading in the second case is more than that of the first case.
7. Here, when we placed another brick on the first brick,the normal force due to the
object increases. Hence the friction also increases.
8. So, friction is proportional to the normal force.
ASSESSMENT
Answer the following questions?
1. Does the area of contact effects the frictional force?

2. Does the normal force of an object effects the frictional force?
3. List out the material required and explain an activity to show that there is no effect
of area of contact of the object on frictional force.
4. Raj and Geeta have a metal cuboid box with them. Raj said that the different
surfaces of the box have different frictional force. Geeta said that the frictional
force is independent of area of contact and so the frictional force is same for any
surface of the box. Whose answer do you support? Explain?
5. List out the material required in the activity to show that friction of the object will
be affected by the normal force. Write its procedure.
MCQ
6. The correct sentences among the following are ( )
a) Normal force doesn’t affect the frictional force.
b) Area of contact doesn’t affect the frictional force.
c) Normal force affects the frictional force.
d) Area of contact affects the frictional force.
A) a and d
B) a and b
C) b and c
D) c and d
Academic year – (2020-21)-Level-2
Class: VIII Medium : English Subject: Physical Sciences

Topic : Effects of Friction
CONCEPTS:
1. Effects of Friction
LEARNING OUTCOMES:
The student…
1. Understands the effects of Friction.

2. Performs activities to understand the effect of Friction.
3. Explains the effects of Friction.
INTRODUCTION:
As you know that, friction takes place when two surfaces are in contact with each
other and move relatively.
Now, we will see about the effects of friction.
Activity-1:
1. Take a book and place it on a floor with a uniform surface.

2. Push the book to one side by applying some force.
3. Does the book move continuously, or will it stop after
some movement?
4. You observe that, the book stops after some movement.
5. This is due to the friction between the surfaces of the floor
and book.
So, “Friction opposes the relative motion of two surfaces of bodies.” This is one effect of
Friction.
Activity-2:
1. Keep your palms of the hands open and touch your cheeks and observe the
temperature.
2. Now rub your palms with each other for some time.
3. Immediately touch your cheeks again with the rubbed hands and
observe the temperature.
4. Did you feel any difference in the temperature of your palms?
You feel warmness after rubbing your palms. This is due to the friction
between surfaces of your palms.
So, “Friction produces heat”. This is also an effect of the Friction. By using this effect
only we are lighting match sticks.
ASSESSMENT
1. Write about an activity to show that the friction produces heat. (4M)
2. Does the heat produced due to friction is always constant? Explain. (4M)
3. Friction [ ]
A) Opposes the relative motion of the surfaces

B) Increases the relative motion of the surfaces
C) Stops the motion of two surfaces
D) Moves the two surfaces away from each other
4. i) Friction produces heat when two surfaces moving relatively in opposite
direction
ii) Friction produces heat when two surfaces moving relatively in same direction
[ ]
A) (i) is correct B) (ii) is correct
C) both (i) and (ii) are correct D) both (i) and (ii) are wrong
Academic year – (2020-21)-Level-2

Topic : Increasing and decreasing friction
CONCEPTS:
1. Increasing and decreasing friction
LEARNING OUTCOMES:
The student…
1. Understands that friction is not always same.

2. Performs activities to increase and decrease the Friction.
INTRODUCTION:
Friction takes place between the surfaces of two objects. But the friction is not
always same always. It depends on some factors. Let us know what those factors are and
how we can increase or decrease the friction.
Activity-1:
1. Rub your palms with each other with some speed. Observe the warmness of the
palms.
2. Add 1 or 2 drops of oil to the palms and repeat the same process.
3. What is your observation? Do you feel the same warmness in two cases?
4. In which case is the warmness more?
5. So, here the heat produced is different. That means the friction is also not the same in
two cases.
6. Friction is decreased due to the formation of an oil layer between the palms.
So, the friction can be decreased by applying oil, grease or lubricants etc.
Activity-2:
1. Have you observed a new bicycle tyre? How is it? It is threaded.

2. After using the bicycle tyre for some days, how would it become?
3. Have you observed the sole of a new shoe? How is it? It is grooved.
4. After using the shoe for some days, how would it become?
5. After some days the threading of the tyre and sole of the shoe gets
worn out become smooth. Then it is not so easy to move on smooth
surfaces with them as the friction decreases.
6. Here the threading in the tyres and the grooves in the sole of a shoe are used to
increase the friction.
Activity-3:
1. Place a book on the table and try to push it.

2. Now place two or three pens/pencils on the table and place the
book on them and push it.
3. In which case, is it easy to push the book?
4. Obviously, it is easy when pens/pencils are placed under the
book.
5. Here, one body is rolling over the surface of another body. In
this case the friction will reduce and the object moves easily.
6. One example for this is, the luggage bag fitted with rollers.
7. This type of friction is called ‘rolling friction’.
Activity-4:
1. Take two lids and place them one over the other and rotate them.
2. Now place four to five marbles between them and rotate them
again.
3. In which case, could you rotate easily?
4. In the second case the friction is reduced due to the marbles and
the lids rotated easily.
5. This is the principle of ball bearing, which is used to reduce the friction in rotating
shafts of machine tools.
Another example:
When we are playing carroms, we are sprinkling some

boric acid powder on the board for the smooth movement of the
coins. When we sprinkle the powder, the friction is reduced.
ASSESSMENT:
1. Write about some ways to reduce the friction?

2. Write about some ways to increase the friction?
3. We won`t be able to walk properly with shoes, whose grooves in the sole became
smooth. Why?
4. Explain the reason, why the tyres of vehicles are threaded?
5. Explain the role of boric acid powder in the carrom board game?
MCQ
6. This has the least friction. ( )
A) Rough surface B)Sandy soil
C) Wet floor D) Sloping floor

Academicyear (2020-21)-Level-2
Topic : Fluid Friction- Factors influencing fluid friction.
CONCEPTS:
1. Fluid Friction.
2. Factors influencing fluid friction.
LEARNING OUTCOMES:
The student…
1. Understands Fluid Friction and the factors influencing it.

2. Performs activities to understand the Fluid Friction.
3. Explains Fluid Friction and the factors influencing it.
INTRODUCTION:
We came to know about the friction between the surfaces of solid objects in the
previous worksheets. Is there any friction between fluids (liquids and gases) and between
a fluid and a solid? Let us learn about this in this class.
Activity-1:
1. Take a glass tumbler and fill it with ¾ of water.

2. Take a spoon and stir the water in the glass tumbler with it.
Then the water whirls.
3. Stop stirring and wait for some time. What happens?
4. Is the whirling of water continuing?
5. You may notice that the speed of the whirling water gradually
decreases and after some time the water stops whirling and comes to rest.
6. What is the reason for the decrease in the speed of whirling of water?
7. Which force is responsible for stopping the whirling of the water?
8. There are layers in the fluid (water). When water is whirling (rotating), friction exists
between its layers. Not only that, the friction exists between the water surface and
glass surface.
9. This friction force stops the rotation of the fluid (water). This friction is called ‘Fluid
Friction’.
Here fluid means liquids or gases. The frictional force exerted by fluids is also called
‘drag’.
When water flows, if we stand in it, we can feel the force of that flowing water.
That is the frictional force of the water.
Activity-2:
1. Take a tub and fill it with water.

2. Stretch the fingers of your hand and dip your hand in water and try to move your
hand in water up and down in the direction of your stretched fingers.
3. Now try to move your hand in the direction perpendicular to the plane of hand(that is
to and fro).
4. Do you experience the same drag in these two cases? Answer is No.
5. So, there are some factors influencing the fluid friction.
The frictional force on an object in a fluid depends on
➢ Its speed with respect to the fluid.
➢ The shape of the object.
➢ The nature of the fluid.
Did you find any similarity in the shape of an aeroplane and a bird?
Why are they similar?
Do you observe the shape of the fish? Why is it like that?
When the objects move through fluid, they have to overcome the fluid friction
acting on them. Birds and fishes move in fluids all the time. Their bodies must have
evolved to shapes which would make them not to lose much energy and so to overcome
the fluid friction. So, the objects have to be given special shapes to minimize fluid
friction. Here the idea of the shape of the aeroplane is taken from the shape of birds to
overcome the effect of fluid friction acting on aeroplane.
ASSESSMENT
1. Explain fluid friction with the help of an activity.

2. Why isthe shape of aeroplane designed like that?
3. Does the fluid friction affected by any factors? What are they? Explain.
4. What happens if the front part of an aeroplane has a shape like a bus?
5. What do you mean by fluid friction?
MCQ
A) Sloping friction
B) Rolling friction
C) Fluid friction
D) Static friction
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
HYDERABAD, TELANGANA.
Academic year (2020 – 21) - LEVEL - 2
Class : VIII Medium: English Subject: Physical Science
Lesson : Synthetic Fibres and Plastics Worksheet No. 19

Topic : Natural and Artificial Fibres- Polymers
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KEY CONCEPTS:
1. Natural and Artificial Fibres
2. Polymers
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LEARNING OUTCOMES:
Students…..
1. Give examples for natural and synthetic fibres.
2. Classify fibres into natural and synthetic fibres.
3. Explain the structure of the polymers.
4. Differentiate natural and artificial fibres.
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Natural Fibres:
Natural fibres are threads obtained from
plants and animals.
Examples of PlantFibres: Cotton, Jute.
Examples of Animal Fibres: Wool, Silk.
SyntheticFibres:
Synthetic (Artificial) fibres are made with
petrochemicals.
These are made by human beings. So these are
called synthetic or man-made fibres.
Examples: Nylon, Rayon, Acrylic, polyester etc.
Polymer:
Synthetic fibres are made of chain like structure.
It is formed by joining small units together.
Each small unit in the chain is known as monomer
Many monomers combine to form a large unit
called polymer.
‘Poly’ means many and ‘mer’ means part/ unit.
The word Polymer is derived from Greek.
So we can say polymer is a structure made up
of many small repeating units.
Polymers occur in the nature also.
For example: Cotton is a polymer called cellulose.
This cellulose is made up of a large number of glucose units (monomers).
What made the humans to search for the

alternatives for natural fibres?
As the natural fibres that were manufactured were not enough

for all people, so, the manufacture of synthetic fibres became
necessary.Scientists were successful in obtaining synthetic fibres
having properties similar to that of natural fibres.
Activity -1:Identify articles made up of natural and Synthetic fibres and

fill the following table.
Name of the Natural/ Smooth/uneven/strong/lighter/flexible/absorbs

article Synthetic water/doesn’t absorb water
Cotton Saree
Silk Clothes
Blanket
Umbrella
Tooth brush
Fishing net
Parachute
Bandage
T- Shirt
Now, based on the above information, answer the following questions.
1. Name the three animals which give natural fibres?
2. Name the plants which give natural fibres?
3. Why did you label some of articles are synthetic?
4. Which of the above articles are uneven and absorbwater?
5. Which of the above articles are strong and smooth?

ASSESSMENT
Answer the following questions.

1. What are the main differences between natural and synthetic fibres?
2. Cotton is a natural polymer. Write its chemical name?
3. Which clothes would you like to wear in rainy season? Why?
4. What made the humans to search for the alternatives for natural fibres?
5. What is called a chain-like structure formed of several small units?

6. What do we call synthetic fibers in other words?
MCQs
7. The material which is commonly used for making parachutes. ( )
A) Synthetic fibre B) Natural fibre

C) Wool D) Cotton
8. Generally natural fibres are ( )
A) Smooth, strong and flexible B) Uneven and absorbs water
C) Uneven and strong D) Smooth and strong
9. Synthetic fibres are.............. ( )
A) Strong, smooth and flexible B) Absorbs the water
C) Uneven threads D) Lighter than natural fibre.
10. Correct the following statements.
a) Polymer is a chain of single small unit.
b) Cotton and jute are synthetic fibres.
c) Synthetic fibres are made with materials obtained from plants and
animals
d) ‘Poly’ means less units and ‘mer’ means many units/parts.
e) Nylon, rayon, acrylic and polyester are Natural fibres
Videos: Synthetic Fibres and Plastics part-1Please login in to DIKSHA app

Reference books : SCERT Telangana, NCERT Text Books,
Science for Class 7, Author :Lakhmir Singh & Manjeet Kour
ACADEMIC YEAR 2020-21 - LEVEL – 2
Class: 8 Medium: English Subject: Physical Science

Topic/ Concept : Synthetic fibres - Identifying fibres
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KEY CONCEPTS:
1. Some synthetic fibres
2. Identifying fibres
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LEARNING OUTCOMES:
Students….
1. Identify natural and synthetic fibres.
2. Explain the process of identifying fibres through burning test.
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Some Synthetic fibres:

The common natural fibres used in making
cloth are wool, cotton and silk. They are
obtained fromPlants and animals. They are
natural polymers.
Other fibres are Nylon, Rayon, Acrylic and
polyester are obtained from petrochemicals.
These are called synthetic fibres
Identifying the fibres:
You can’t identify the fibreswithout their
manufacturing brand labels by simple
visual inspection alone. We can identify a
fibre byburning test.
How do you find whether a fabric is made up of

syntheticfibresor not?
BURNING TEST (To identify the fibres)
Unravel a thread (yarn) from a piece of Cloth. Using tweezers
hold the yarn to the edge of a flame. After burning the yarn
If it smells like burning hair, the yarn is wool or silk.
If it smells like burning paper, the yarn may be cotton or rayon.
If it melts in the flame it is a synthetic fibre like nylon and acrylic.
ASSESSMENT
1. When a cotton yarn is burnt, it smells like burning paper, whereas burning a
woollen yarn smells likeburning hair. Why?
2. Explain why some fibres are called synthetic fibres?
3. What is the most common source for synthetic fibres?
4. Write examples for natural Polymers?
5. How do you identify the nylon and acrylic fibres?
6. Anuraag wants to buy shirts for summer. Should he buy cotton shirts or shirts
made from synthetic material?Advise Anuraag giving your reason.
7. Explain the process of burning test to identify different fabrics?
MCQs
8. On burning, this yarn (fibre) smells like burning hair ( )
A) Wool or silk B) Rayon
C) Nylon and acrylic D)Polyester
9. On burning, this yarn (fibre) smells like burning paper ( )
A) Wool or silk B)Rayon
C) Nylon and acrylic D) Polyester
10. If a yarnmelts on the flame, it is ................yarn (fibre). ( )
A) Wool B) Nylon and acrylic
C) Cotton D) Silk
Videos:
Synthetic Fibres and Plastics- part -2 Please login in to DIKSHA app
ACADEMIC YEAR 2020-21-LEVEL – 2
Class: VIII Medium: English Subject: Physical Science
Topic/Concept : Preparation of Nylon- Properties and Uses
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KEY CONCEPTS:
1. Preparation of Nylon.
2. Properties and Uses of Nylon.
3. How strong is Nylon?
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LEARNING OUTCOMES:
Students…..
1. Explain the process of preparation of Nylon fibre.
2. Perform activity to study the tensile strength of fibres.
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 Did you see nylon threads?

 Did you know how are they made?
 Among the natural and synthetic fibres,
which are stronger?
 Let us know about process of making
nylon threads, its properties and uses in
this worksheet.
Nylon:
1. Nylon is a synthetic fibre.
2. It is prepared from coal, water and air.
3. It is a polymer made of chemical units
called polyamides.
4. These polyamides are made
withmonomers, hexamethylene diamine
and adipic acid.
5. Solid chips of polyamides are melted and
forced through a heated spinneret which has
very tiny holes with which we get thin
threads of nylon.
Properties of Nylon:
 It is strong, elastic and light in weight.
 Fabrics made with nylon are lustrous.
 It produces sparks in the dark due to static electricity.
 It doesn’t absorb water and easy to wash.
 It catches fire easily.
Uses of Nylon:
 Many articles that we use in our daily lifeare made up of nylon.
 Examples: Tooth brush bristles, ropes, fishing nets, tents, sarees, stocking
and socks, car seat belts, sleeping bags, curtains etc.,
How strong is nylon?
Activity-1: Finding tensile strength of threads (fibres).

1. Take cotton, wool, nylon and silk threads of about
same length and thickness.
2. Hang one of them from a stand.
3. Attach a pan at the other end of the thread.
4. Add the weights gradually one by one in the pan until
the thread breaks.
5. Note the total weight required to break the thread.
This gives a measure of the tensile strength of the
thread.
6. Repeat the same process with other threads.
7. Record your observations in a table and compare the
strengths of the threads.
Type of thread Total Weight required to break the thread
Cotton
Wool
Silk
Nylon
Based on the above observations, answer the following questions.

1. How much weight is required to break cotton thread?
2. Which thread is stronger?
3. How do you say Nylon is a strong thread?
4. Arrange the threads in the increasing order of theirstrengths?
ASSESSMENT
1. Which synthetic fibre is commonly used to make strong ropes?

2. Write the important properties of nylon?
3. Write the important uses of nylon?
4. Why nylon is preferred to make parachutes or climbing ropes?
5. Why should not we wear nylon clothes while cooking?
6. Gayatri wants to buy shirts for rainy season. Should she buy cotton shirts or
shirtsmade from synthetic material? Advise Gayatri giving your reason?
7. Explain how nylon is made?
MCQs
8. The strongest thread among the following is ( )

A) Cotton thread B) Wool thread
C) Nylon thread D) Silk thread
9. This is not true about the activity to find the tensile strength of threads ( )
A) Add the weights gradually one by one.
B) Pan should not be left suddenly while changing the weights.
C) All the threads need not be of same thickness.
D) All the threads should be of the same length and of same thickness.
Videos:
Making of nylon Please login in to DIKSHA app
ACADEMIC YEAR 2020-21- LEVEL – 2
Topic/Concept: Preparation of Rayon - Properties and Uses
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KEY CONCEPTS:
1. Preparation of Rayon.
2. Properties and Uses of Rayon.
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LEARNING OUTCOMES:
Students….
1. Explain the preparation, properties and uses of rayon fibre.
2. Distinguish natural silk and artificial.
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Rayon:
 Silk is a natural fibre with beautiful texture and expensive.
 Rayon is artificial silk. It is cheaper than the natural silk.
How is rayon prepared?

 Rayon is made from wood pulp.
 It is the only synthetic fibre obtained from
Plant’s cellouse.
 Cellulose is treated with several chemicals.
 First sodium hydroxide is added and then carbon
disulphide is added to the cellulose.
 The cellulose dissolves in the chemicals and gives
a syrup called viscose.
 Viscose is forced through spinneret in to a solution
of dilute sulphuric acid.
 This gives us silk like threads.
 The threads are cleaned with soap and dried.
 This new fibre is called rayon.
Properties of Rayon:
 It is stronger and easier to dye in variety of Colours.
 It is cheaper than natural silk. It absorbs water easily.
 It is mixed with other cotton and other fabrics
Uses of Rayon:
 It is used to make Carpets, bed sheets, home furnishings, sanitary products,
diapers and bandages.
How do you distinguish between natural silk

and artificial silk?
ASSESSMENT
1. A synthetic fibre which looks like silk is obtained by chemical treatment of

woodpulp. It is therefore known as artificial silk. What is its common name?
2. Observe the statements, if it is True write ‘T’ for False write ‘F’.
Statement True / False

Sanitary products does not made with rayon
It is stronger and easier to dye in variety of Colours
Rayon is made of plants cellulose
Rayon is a natural fibre
Cellulose, sodium hydroxide, carbon di sulphide, dilute HCl are
used to prepare Rayon

i. Rayon is generally called as fake fur.
ii. Rayon doesn’t absorb water.
iii Diapers and bandages are made from nylon.
iv. Natural silk is cheaper than the rayon.
v. Rayon is made with petrochemicals only.
4. Explain how rayon is made? Why it is called artificial silk?
5. Write the important properties of the rayon?
6. Rayon is preferred to make diapers and bandages? Why?
7. Rayon is not a perfect fibre to prepare all fabrics? Why?
8. Name the man-made fibre prepared with natural substances?
9. Name the fibre that is obtained from chemical treatment from wood pulp?
MCQs
10. Which of these fibres is made from a raw material obtainedfromplants? ( )
A. nylon B. rayon C. acrylic D. Silk
11. Which of the following is a source of rayon? ( )

A. Wool B. Wood pulp C. PET D. Silk
12. The material similar to silk appears is ( )

A. Nylon B. Rayon C. acrylic D. Cotton
Videos:
Making of Rayon Please login in to DIKSHA app
ACADEMIC YEAR 2020-21- LEVEL – 2

Topic/Concept : Preparation - Properties and uses of Acrylic
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KEY CONCEPTS:
1. Preparation of Acrylic.
2. Properties and uses of Acrylic.
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LEARNING OUTCOMES:
Students….
1. Explain the process of preparation of acrylicfibre.
2. Explain the properties and uses of acrylic fibre.
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Acrylic:
Acrylic is a synthetic fibre which resembles natural
wool in its properties. It can be considered as artificial
wool. It is generally called “fake fur”.
Examples:The winter wear used nowadays like
sweaters,fleece, socks, shawls and blanket.
How is acrylic prepared?

It is made from a combination of coal, air, water,
oil and limestone.It is spun by either dry spinning,
or wet spinning methods.
In dry spinning, the dissolved polymers are extruded
into warm air. The fibres solidify by evaporation.
In wet spinning the polymers are dissolved and extruded
into a bath and then dried out.
Properties of acrylic:
It is cheaper than natural Wool (Obtained from Sheep).
It is available in variety of colours. It doesn’t absorb the water.
It keeps our body warm. It can be blended with other fibres.
Uses of acrylic:
It is used knitted apparels like fleece, socks, sports wears.It is also used in
craft yarns, upholstery fabric, carpets,luggage awnings and vehicle covers.
How many sheep would be needed to obtain the wool to prepare
sweaters for everyone in India?
ASSESSMENT
1. A lady went to the market to buy a blanket. The shopkeeper showed her
blankets made of acrylic fibres as well as made of wool. She preferred to buy
an acrylic blanket. Can you guess why?
2. Arrange the following statements regarding preparation of Acrylic (Use the
numbers1,2,3,4 as order of preference)
In dry spinning, the dissolved In wet spinning, polymers are

polymers are extruded in to dissolved and extruded into
warm air into a bath and dried out
It is made from a
Dry spinning/ wet spinning combination of
Coal, air, water &lime stone.
3. Read the following statements. Tick the mark ‘√’ for the correct statement
andtick ‘X’ for the wrong statement.
Statement Tick ( √ or X )
Winter wear is made with acrylic.
Acrylic fibre keeps our body cool.
Rayon is made with sheep’s hair (fleece).
Sweaters are made with rayon.

a) Acrylic is generally called as fake silk.
b) Acrylicabsorbs a lot of water.
c) Acrylic is not used for making carpets.
d) Natural wool is cheaper than the Acrylic.
5. Explain how is acrylicmade? Why it is called fake fur?

6. Write the important properties of the acrylic?
7. Why acrylic is preferred to make winter wear?
8. List out the objects made of acrylic?
MCQ
9. The fibre similar to wool in appearance is ( )
A) Nylon B) Rayon C) Acrylic D) Silk
Videos:
Making of Acrylic Please login in to DIKSHA app
ACADEMIC YEAR 2020-21 -LEVEL – 2
Class: VIII Medium: ENGLISH Subject: Physical Science

Topic/Concept : Why are synthetic fibres preferred?- Polyester.
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KEY CONCEPTS:
1. Why are synthetic fibres preferred?
2. Polyester.
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LEARNING OUTCOMES:
Students…
1. Explain the characteristics of the syntheticfibres.
2. Explain the process ofpreparation of polyesters.
3. State the uses of polyesters.
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Why are synthetic fibres preferred?

Synthetic fibres absorb less water and dry at a faster rate. Some are even water proof.
Most of them possess several unique characteristics. They aredurable, less expensive,
readily available, affordable and easy with maintenance.
Polyesters:
Polyester is the most common synthetic fibre. Terylene is a popular polyester. PET is
very familiar form of polyester. Terylene, terricot, terriwool are used for making
cloth materials. Polyesters arealso used for making bottles, utensils, filmstrips and
wires.
How is Polyester prepared?

It is made by reacting terepthalic acid to di-methyl ether, then with dihydricAlcohol.
It can be melted and spun. This property allows the fibre to convert it into different
shapes and sizes.
Properties of Polyester:
 It doesn’t get wrinkled. It remains crisp and is easily washable.
 It can be drawn in to thin and very fine fibres.
 It can be melted and spun. This property allows fibre to convert it into different
shapes and sizes. It can be blended with natural fibres.
 It catches fire easily
Uses of Polyester:
It is quite suitable for making dress material.Ultra thin microfibers are used to make
soda bottles, PET bottles, utensils, films, wires and boats.
How can you say that polyester is blended with natural fibres?
(Polyester) Clothes blended with other fibres
Polyester Terylene Terricot Terri wool

(Popular form of polyester)(Terylene + Cotton)(Terylene + Wool)
Different articles made with polyester
Polyster threads Cloths pegs PET bottles Sponge
Utensils Film strips clothes container
Polyester 2D shape Polyester 3D Shape

ASSESSMENT
1. What are the characteristics of synthetic fibres?
2. Arrange the following statements regarding process of Polyester (give the order of preference by
using numbers 1,2,3,4 )
It is made by reacting Then with dihydric alcohol

terepthalic to dimethyl ether
It can be melted and spun Polyester is a synthetic fibre
3. Observe the followingstatements.Write ‘T’ if it is true and write ‘F’ for False.
Statement True / False

PET bottles are made with polyester
Polyester cloths can be wrinkled
It can be melted and spun
We can make different shapes and sized material with polyester
Dihydric alcohol, terepthalic acid, dimethyl ether are used to make polyester

a) Terylene, Terriwool and Terricot are natural fibres.
b) Terricot is the most popular polyester.
c) Polyester does not catches fire easily.
d) Polyesters are used to make carpets.
e) Synthetic fibres are not durable.
5. Observe the Laundry label codes. Write what do they indicate?
6. List out the objects made of Polyester?

7. Write the properties of Polyester?
8. How is polyester is prepared?
9. Write the uses of Polyester?
Making of Polyster
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ACADEMIC YEAR- (2020-21) - LEVEL – 2

Topic : Making of polyesters and uses.
KEY CONCEPTS
1. Making of polyesters.
2. Uses of Polyesters.
LEARNING OUTCOMES
The Students….
1. Explain the characteristics of the polyester clothes.
2. Explain the process of manufacturing of polyesters.
3. Explain about blending of fibres.
4. Applies the uses of polyester fibres in day to day life.
 In the previous worksheets we had discussed about nylon, rayon

and acrylic fibres.
 Did you know about other artificial fibres?
 Polyester is one the artificial fibre.
 Let us know about the polyester fibres in this worksheet.
Polyester
 Polyester is made by reacting terephthalic acid withDimethylether then
with di-hydric alcohol.
 Fabrics made from polyester fibre don’t get wrinkled easily. It is
durable and easily washable.
 We have already learnt that the process of combining any synthetic fibre
with two or more other fibres is called blending.
 Terylene is a popular polyester.
 Terylene fibre blends well with natural fibre.
 Terylene is often mixed with cotton to make Terricot and with wool to
give Terriwool.
 Like nylon, pure polyester or terylene catches fire easily.
 Polyester can be melted and spun. This property allows the fibre to
convert into different shapes and sizes.
 Polyester fibres of these days are ultra thin microfibers which gives them
a smoother, softer feel than the polyester of twenty years ago.
 This base material can be used to make not just fibres for fabric but also
for making many other things: from soda bottles to boats.
 PET (Polyethylene Terephthalate) is a very familiar form of polyester
which is used for making bottles, utensils, films, wires and many other
useful things.
Now we will do an activity to understand different types of fibres we are using

in day to day life.
Activity-1
Collect differentfabrics made of nylon, cotton, rayon and polyester and observe
them and tabulate the physical properties of the individual fibres.
Property Cotton Rayon Nylon Acrylic Polyester

Strength of the fibre
Smell of the fibre in
burning test.
Appearance-Lustrous
(shinning)
ASSESSMENT
1. How is polyester made?
2. Compare the properties of cotton and Polyester fabrics.
3. Are polyesterssynthetic fibres or natural fibres? How can we analyse?
4. Write the uses of polyester.
MCQs
5. Which of these fibres/clothesdoes not absorb much water ( )
A) Cotton B) Rayon C) Jute rope D) Polyester saree
6. Which of these clothes/fabrics are easy to wash ( )
A) Wool B) Cotton C) Polyester D) Acrylic
7. The blended fibre formed by combining Colton and Terylene is ( )

A) Acrylic B) Rayon C) Terri wool D) Terri cot
8. The blended fibre formed by combining Wool and Terylene is ( )

A) Rayon B) Terri cot C) Terri woolD) Khaddar
Lesson: Synthetic Fibres and Plastics Worksheet No. 26
Topic : Types of resins.
KEY CONCEPTS
 Types of resins.
LEARNING OUTCOMES
The Students….
1. Identify the different bottles made by different types ofresins by observing the
resin identification code symbols on them.
2. Understand and draw the symbols of resin identification codes.
3. Classify the plastics which we use in our daily life on the basis of their resin
identification codes.
4. Use the plastics with different types of resins in day to day life.
5. Explain the usage of different types of plastics for storing different types of
materials.
Introduction
 We use different types of plastic bottles in our daily life.
 Have you ever observed them?
 Did you observe that there is a triangle shaped symbol at the bottom or on the
bottle?
 Did those symbols give any information?
 Let us do an activity to understand about this concept.
Activity - 1
 Observe the following images.
 Identify the recycling symbols (resin identification codes) on them.
 Do all types of bottles, packets and carry bags have same types of symbols?
 The bottles that we use more have which type of symbols on them? Observe the
images and analyse.
The triangle shaped symbol on the plastic bottles and other objects is called resin
identification code. It shows the resin used in making that plastic object. It helps in
identifying the type of plastic. It is useful to sort the plastics for recycling them. The
number mentioned in the code refers to the type of resin used in it. So each number
corresponds to a different resin.
The following table shows the different resin identification codes along with the resins
associated with the codes and the uses/applications of different resins.
Code no Recycling code
Resin Uses/Applications
(Sl. No.) (Resin
identification code)
1 Polyethylene Water bottles, cool drink bottles,
PET Terephthalate storage containers, etc.

or
PETE
2 High Density Milk packets, shampoo packets,
HDPE Polyethylene motor oil packets, food packets,

water pipes, etc.
3 Polyvinyl Electrical Wires, cables, electrical
PVC Chloride pipes, plumbing pipes, water
storage tanks, etc.
4 Low Density Flexible containers, films, plastic
LDPE Polyethylene carry bags, etc.,
5 Polypropylene Lunch boxes, boxes used for
PP packing curd and sweet, shampoo
bottles, syrup bottles, plastic bottle
caps, etc.
6 Polystyrene Disposable glasses and cups,
PS packing foam, etc.

7 Other Used in lamination, baby bottles,
OTHERS compact discs(CDs), spectacles,
etc.
Plastics with Code 7(Other) are made by combining more than one resin.
Now, observe your friend`s water bottles and note the codes on them.
Identify the types of resin present in them. Write your observations in the following
table.
Sl.No. Name of the student Resin code Name of the resin
1 Devi 5 Poly propylene (PP)

2
3
4 Ramya 1 Poly ethylene
terephthalate (PET)
ASSESSMENT
1. Mention the different resin identification codes used in different plastics.
2. Draw a table showing different resin identification codes.
3. Write the uses/applications of PET and HDPE in daily life.
4. Write the uses/applications of LDPE and PP.
MCQs
5. This plastic is used for electrical wiring. ( )
A) B) C) D)
6. This is used for making milk packets ( )
C) LDPE D) PP
KEY CONCEPTS
1. Plastics around us.
2. Plastics replacing previously used metals and wood.
LEARNING OUTCOMES
Students….
1. Explain about the storage containers used these days.
2. Explain about different plastics in current usage.
3. State the reasons for using plastics in the place of metals and wood.
 Which type of storage containers were used earlier in your house instead of plastics.
 What were used in earlier days to store rice, pulses and oils etc.?
 What will you use to drink water?
 What will you use mostly to drink water whenever you attend marriages or some
functions?
 Let us do an activity to know what were used earlier (before plastics) to store different
substances.
Activity-1
1. Observe the given table.
2. Write the objects used instead of plastic to store the items mentioned in the table.
Sl. Rice Sugar Pulses Oil Water Buckets used Jugs/Mugs Container used for
No. for bathing. drinking water.
1
2
3
4
5
Note: Discuss with the elders in your family and find out which articles/materials they
had used in the past about 30 to 50 years back. Collect that data which will be useful
to fill the above table.
If you observe the articles and materials used around us now, you observe that,
1. Various articles around you in your housekitchen, rooms and bathrooms, milk packets
and oil pouches, containers to store pickles and rice, buckets, chairs, water pipes,
electrical appliances, Television, Radio and computers, mobile phones and everything
seems to be made of plastic.
2. We are using carry bags at the time of buying water pouches, milkand oil from shop
to home.
3. Elders in their early days used cloth bags, metals and timber instead of plastic bags.
Activity-2
Observe the articles/goods in your home/school and list out with which type
of material they are made up of.
Sl.No. Article/Goods Type
1 Chair Plastic
2 Bench Wood/timber
3 Book cover
4 Table
5 Bucket
6 Water bottle
7 Electric pipe
8 Water tank
9
10
11
12
 With which material most of the articles/objects in the above table are made?
 Yes, as you guessed, most of them are made up of plastic only.
 Burning of plastics causes serious air pollution.
 Indiscriminate usage of plastics is causing serious environmental pollution.
 So governments should apply some restrictions for using plastics.
 Government has banned plastics of less thickness (less than 51 microns).
ASSESSMENT
Answer the following questions:
1. Why do we prefer plastics?
2. How do plastics cause environmental pollution?
3. Suggest some alternatives for plastics.
MCQs
4. This substance do not gets decomposed in environment. ( )
A) Iron B) timber (wood) C) food materials D) plastics

STATE COUNCIL OF EDUCATIONAL RESEARCH AND
TRAINING
Topic / Concept: Making of Plastics
KEY CONCEPTS
1.Preparation of plastics.
2. Varieties of plastics and arrangement of monomers in the structure of platics.
LEARNING OUTCOMES
The Students….
1. Explain the process of preparation of plastics.
2.Explain the arrangement of monomers in the structure of plastics.
Introduction
 We are using many types of plastics in our daily life.
 Did you know who manufactured plastics for the first time?
 Did you know how plastics are prepared?
 In this worksheet we will find out who made the first plasticand
how it was made.
"Alexander Parkes" is the creator of first plastic. To prepare this material

Parkes heated nitrated cotton which previously soaked in sulphuric acid
and made fabric soft and elastic with oil and camphor. The end product
was ivory coloured plastic .This is named as Parkesine.
Plastic is also a polymer but the monomers in the plastics can be arranged in twoways.Some
are in linear chains(Fig. 1)and the others are cross-linked. (Fig. 2).
Fig. 1: Linear arrangement of monomers
Fig. 2: Cross-linked arrangement of monomers
Plastics are available in different shapes and sizes.The arrangement of monomers

units in plastics is the reason for this diversity in plastics.
Activity 1
 Prepare a chain of linear arrangement of monomers withBeads / Thermocole balls.
Activity 2
 Prepare a chain of cross-linked arrangement of monomers with beads/ Thermocole
balls.
ASSESSMENT
1. Draw and write the name of the two types of arrangement of monomers in plastics.
2. Explain the process of making plastic.
3. Name of the first plastic ( )
A) Polyester B) Nylon C) Polymer D) Parkesine
4. Plastic is a ( )
A) Polymer B) cotton C) wool D) All of these
TRAINING
Topic : Type of plastics -Thermoplastics - Thermosetting plastics.
KEY CONCEPTS
1. Type of plastics -Thermoplastics - Thermosetting plastics.
LEARNING OUTCOMES
Student….
1. Explains the types of plastics.
2. Explains the properties of thermoplastics.
3. Explains the properties of thermosetting plastics.
4. States the differences between thermoplastics and thermosetting plastics.
5. Gives examples for thermoplastics and thermosetting plastics.
Introduction
 In the previous worksheet, we have learnt about plastics and their
manufacturing process.
 Also, you have learnt about the structures of plastics.
 Are all plastics of the same kind? Or not?
 Which characteristics are used to differentiate plastics?
 How many types of plastics are there?
 Let us learn about them through an activity
Activity 1
 Observe the following images
 What did you observe?
 Are all the objects shown in the images of the same kind?
The above shown plastic products can be classified as shown below
All the plastic objects shown in the above images are classified as follows:
Plastics
Thermosetting
Thermoplastics plastics
Deformed easily Can't be softened by

on heating heating
Combs, toys, Handles of utensils,

buckets, mugs, etc. switches, computer, TV
cabinets, etc.
Based on their properties, plastics can be divided into two types.
1. Thermoplastics.
2. Thermosetting plastics.
1. Thermoplastics
i. Plastics which will soften and get deformed easily on heating and so
can be bent are known as thermoplastics.
ii. Examples: Polyethene and PVC are thermoplastics.
iii. They are used in manufacturing toys, combs and various types of
containers.
2. Thermosetting plastics
i. Plastics which can't be softened by heating and can be easily
moulded into any shape are called thermosetting plastics.
ii. Examples: Bakelite and melamine are thermosetting plastics.
iii. These are used for making handles of various utensils, electrical
switches, computer and TV cabinets.
ASSESSMENT
1. Into how many types are plastics classified? What are they?
2. State the properties of thermoplastics and write their uses.
3. State the properties of thermosetting plastics and write their uses.
4. Among the plastics that we use regularly in our daily life, which
arethermoplastics and thermosetting plasticamong them? Guess and
write.
5. Why are all plastics not of same type?
MCQs
6. This is a type of thermosetting plastic ( )
A) Polyethene B) PVC C) Bakelite D) All

7. The type of plastic used for making water packet is ( )
A) Thermosetting B) Thermoplastic C) Natural D) All
8. Pipes for electrical uses are ( )
A) Thermoplastic B) Thermosetting plastic C) Iron D) Cement
Lesson: Identification of thermoplastics and thermosetting plastics by flame test.
KEY CONCEPTS
Identification of thermoplastics and thermosetting plastics by flame test.
LEARNING OUTCOMES
Students….
1. Classify the plastic pieces found around usinto thermoplastics and
thermosetting plastics.
2. Performs experiments to identify the properties of thermoplastics and
thermosetting plastics.
3. Uses the thermoplastic and thermosetting plastics for various purposes
in their daily life.
4. Explains the differences between thermoplastic and thermosetting
Plastics.
Introduction
 In the previous worksheet we have learnt how to classify the plastic
materials into thermoplastics and thermosetting plastics.
 Let us now do a Lab activity in which we shall conduct a flame test to
identify thermoplastic and thermosetting plastics.
Lab activity
Aim: Identification of thermoplastics and
thermosetting plastics by flame test.
Materials required:
1. Pair of tongs
2. Spirit lamp
3. Match box
4. Samples of plastic-Comb, tooth brushhandle, bucket, milk packet, oil
packet, plastic pot, pen, handle of utensil, electric switch, melamine plates,
coffee cup, etc.
Precautions:
1. Whiledoing this activity, coveryour nose and mouth with a mask to avoid
inhalationof flames.
2. Put the sample or the Flame by stretching your hands
Procedure:
1. Light the spirit lamp.
2. Hold the plastic Sample carefully with tongs.
3. Burn the sample on spirit lamp flame and observe thechanges during
burning.
4. Note your observations like -whether the sample is being softened or burnt
with smell and became hardon cooling or does not melt on heating etc.
5. Repeat the same procedure with other samples and record your observations
in the following table.
Sl.No. Name of the plastic Softened/burnt with Thermoplastic/
sample burning smell and Thermosetting
became hard on plastic
cooling /does not melt
on heating
1 Toothbrush
2 Comb
3 Piece of bucket
4 Milk packet
5 Oil packet
6 Plastic pot
7 Pen
8 Handle of utensils
9 Electric switch
10 Fibre plate
11 Coffee cup
12 Polyester saree piece
13
14
15
Analysis:
 We can confirm that the samples of plastics that became soft on heating and
became hard on cooling are thermoplastics.
 Examples for thermoplastics: Toothbrush, comb, plastic bucket and Pot,
milk packet, oil packet, pen, polyester saree piece etc.
 We can confirm that the samples of plastic that did not change their shape,
did not change to liquid state and char or burn on heating are thermosetting
plastics.
 Examples for thermosetting plastics: Bakelite which is used for making
handles of various utensilsdue to its poor conductivity of heat and
electricity.Switches and electrical appliances andmaterials used as
alternative to pearls, jade and decorative items.
 Melamine the other thermosetting plastic is used for making kitchenware,
utensils and other items of kitchen. It is used for making of floor anddress
material for their nature of fire resistance. ComputerandT.V. Cabinets are
also made of melamine.
 Belgian scientist Dr Leo Handrik Bakeland invented Bakelite, a hard plastic
which is the compound of carbonic acid and formaldehyde.
 To test if a piece of plastic is Bakelite, we can do hot pin test. Take a very
hot pin and touch the hot pin to the plastic item, if it is Bakelitethe pin will
not penetrate. It may give off the acidsmell and leave a purple burn mark.
 If the pin penetrates or melts the plastic, then it is not Bakelite.
ASSESSMENT
1. Write a list of equipment required for the experiment to identify
thermoplastics and thermosetting plastics by flame test?
2. Write a list of precautions required for conducting an experiment to identify
thermoplastics and thermosetting plastics by flame test.
3. Write the procedure for conducting an experiment to identify thermoplastics
and thermosetting plastics by flame test.
4. Explain the test to identify Bakelite.
5. Write the uses of Bakelite in daily life.
6. Write the uses of Melamine in daily life.
MCQs
7. This is fire resistance material ( )
A) Bakelite B) Melamine C) Polymer D) All.
8. This will be softened when heated ( )
A) Thermoplastic B) Thermosetting plastic
C) Bakelite D) Melamine
9. Thermosetting plastics will ______________when heated. ( )
A) Soften B) Char or burn
C) Change to liquid D)Change theirshape.
Topic : Preference for plastics - environmental pollution
KEY CONCEPTS
1. Preference for plastics.
2. Plastics and environmental pollution.
LEARNING OUTCOMES
Students….
1. Explain the advantages of plastics for which they are used widely.
2. Explain the impact of environmental pollution caused due to the usage
of plastics.
3. Explain the impact on biodiversity caused due to plastic pollution.
Introduction:
 Why do we use different types of plastics in our daily life?

 What is the reason for the widespread usage of plastics?
 Let us know the importance and advantages of plastics in this worksheet.
 Iron gates and nails exposed to atmosphere soon get rusted. But plastic
material will not corrode easily.
 That’s why chemicals and various kinds of materials are stored in

plastics.
 Plastic is very light, strong, durable and can be moulded into different
shapes and sizes. Plastics are generally cheaper than metals. Plastics are
poor conductors of heat and electricity.
 That’s why electrical wires have plastic covering. The handles of pans,
pressure cookers and screw drivers are made up of plastics.
 Dresses that are made up of Melamine do not catch fire. Hence those
dresses are used by firemen.
Plastics and Environmental pollution
 Can excessive usage of plastics cause any harm to humans or animals?
 What are the harms caused?
 Observe the below images.
 What did you observe?
 Polyethene is a plastic. The polyethene bags thrown around are

responsible for clogging ofdrains.
 Animals in urban areas, particularly cows eat Polyethene bags containing

food material. Because of this they die.
 30-60 Kilograms of plastic bags were recovered from the stomach of the
dead cows.
 On such many references/cases the supreme court of India commented

that“Plastic bags are more danger than atom bomb for future
generations”.
 Polyethene bags of thicknessless than 51 microns are banned.
 Ifwe burn plastic it creates a lot of air pollution.

ASSESSMENT
1. We are using a lot of plastics in our daily life. Mention the reasons.
2. How can you say plastic causes environmental pollution?
3. What is the effect of plastics on biodiversity?
4. “Plastic bags are more dangerous than nuclear bombs for future
generations”. Why? Explain.
5. This material will not corrode in the atmosphere ( )

A) Iron B) Timber C) Food D) Plastic
6. Poor conductor of heat and electricity is ( )

A) Copper B) Plastic C) Iron D) All
7. Type of dresses firemen wear which do not catch fire ()

A) Bakelite B) Nylon C) Polyester D) Melamine

Topic : Biodegradable - Non-biodegradable materials.
KEY CONCEPTS
1. Biodegradable materials
2. Non-biodegradable materials.
LEARNING OUTCOMES
Students….
1. Classify materials into biodegradable and non-biodegradable
materials.
2. Explain about biodegradable and non-biodegradable materials.
3. Strive for environmental balance and protect environment from
environmental pollution.
Introduction:
 We are using plastics in various materials used every day.

 Imagine the consequences caused by such indiscriminate usage of
plastics.
 Why do plastics pollute the environment?
 Certain materials can break down into smaller fragments in the presence of
water, sunlight and oxygen.
 These fragments further get broken down by bacteria. This process is
called decomposition.
 A material which is easily decomposed by natural process is called
biodegradable material. A material which is not easily decomposed by
natural process is called non-bio degradable material.
 Collect the following: peels of fruits and vegetables, leftover food stuff,
waste paper, cotton cloth and plastic bag. Keep these materials in a wet pit.
 If we open a pit after some days we can observe the decomposition of all
materials except plastic bag. Plastics take several years to decompose.
 The slow decomposition of plastics causes environmental pollution and

synthetic materials on burning release a lot of poisonous fumes into air
causing serious air pollution. So, it is better to avoid or minimize the use of
plastics.
Activity -1:
 Observe the items mentioned in the below table.
 Among those materials, which are biodegradable and which are Non-
biodegradable?
 Collect the information and fill the table.
 Analyze the collected data.
Sl. No. Type of waste Approximate time to Change

disappear
1 Peels of fruits
2 Waste vegetables
3 Leftover food stuff
4 Waste paper
5 Cotton cloth
6 Plastic bag
1. Mention the biodegradable materials found in our daily life wastes.
2. Mention the non-biodegradable materials found in our daily life wastes.
3. Imagine the consequences if the materials do not undergo decomposition
and become non-biodegradable.
4. “Plastics are boon for our needs”, will u support this? How? Explain.
MCQs
5. Biodegradable material among the following is ( )
A) Milk packet B) Comb C) Pen D) Stick
6. This material takes many days for decomposition ( )

A) Paper B) Leaves C) Shampoocover D) Food
7. This releases poisonous gases on burning ( )

A) Plastic covers B) Timber C) Leaves D) Grass
TRAINING
Topic : 4R principle-reduce, reuse, recycle and recover
KEY CONCEPTS
 4R principle-reduce, reuse, recycle and recover
LEARNING OUTCOMES
Students….
1. Understand actions of 4R principle to reduce pollution.
2. Implement the 4R principle in day to day life and protect the
environment.
3. State the reasonsto reduce the usage of plastics.
 We use using plastics indiscriminately with which our environment and

our surroundings are seriously getting polluted.
 How to eradicate this pollution?
 What activities can reduce the plastic pollution?
We cannot avoid immediately the usage of plastics completely but
we can Reduce, Reuse, Recycle and Recover plastics and avoid indiscriminate
usage of plastics. This is known as 4R principle.
4R means
1. Reduce
2. Reuse
3. Recycle
4. Recover
1. Reduce:
1. Plastic usage can be reduced by avoiding them wheneverit is possible.
2. For example, in marriages or functions, mostly we are using use and
throw plastics to serve food and drinks. By avoiding them we can reduce
the plastic usage.
3. Usingalternatives in their place can also reduce the usage of plastics.
2. Reuse:
We can save environment by repeatedly using same plastic bags or items
that are more likely to be used when we need to go out and buy anything.
3. Recycle:
1. We sell old plastic articles which are broken or non-usable.
2. These old plastics can berecycled and new plastics can be prepared after
giving them a proper treatment.
3. There are 60,000 types of plastics available in the world as on today.
Synthetic fibres are also plastics
4. PET(code -1) and HDPE(code-2), PS(code-6) are commonly recycled.
5. But LDPE(code-4) not recycled.
6. Similarly PVC(code -3) is currently not recycled.
7. Some items have the Universal Recycling mark without the recycle code.
Universal recycling symbol

4. Recover:
1. In the solid wastage garbage of municipalities, plastic occupies major
share.
2. The principle of ʿRecoverʾ is the main principle in the management

of collected waste.
3. The solid waste should be converted into resources such as

electricity, heat, compost and fuel through thermal and biological
means.

1. Describe the 4R principle of preventing plastic pollution.
2. What are the plastics that can be recycled?
3. Give your opinion on use and throw plastics.
4. In which situation will you apply the principle of Reuse of plastics?
5. Specify the type of solid waste management process used in your area.
MCQs
6.The principle for protecting the environment from plastics ()
A) 2R B) 3R C) 4R D) 5R
7. Universal recycling symbol among the following is ( )

A) B) C) D)
8. This is not in 4R principle ( )

A) Reduce B) Reuse C) Recycle D) Reverse
Class: VIII Medium: English Subject: Physical sciences
Name of the chapter : Metals and non metals
Topic/Concept: Physical properties Worksheet no: 34
Concepts Identified:
 Physical appearance of metals.
Learning outcomes:
 Observes the appearances of the metals

 Identify the metal by their colour
 Use their shining in different concepts.
Introduction:
Observe some of the objects which are used in our daily life activities.
We are familiar with so many metals in our life. Usually metals are bright surface.
Brightness one of the property that differs metals from non metals. This property of brightness
and reflecting light of metals is called lustrous. Mercury is also a metal but it is in liquid
state.Some metals are mixed and make alloys. Ex: steel.
Observe some objects:
Iron zinc copper sulphur aluminium carbon magnesium iodine gold

Due to their shining nature, some metals like gold, silver, platinum and copper are used in
jewelry.
Activity :
Observe the appearance and record your findings:
Sample Shining/not shining colour

Iron
Zinc
Copper
Aluminium
Carbon
Magnesium
Iodine
Gold
Sulphur
Generally metals are lustrous. Some of the above are not shine even when we clean them
with sand paper.They are non metals.
Assessment:
1. Which of the below is not a metal?

A. Gold B. Mercury C. Carbon D. Copper
2. Which one is not a property of a metal?
A. Brightness B. reflect C. colour D. gasous state
3. The metal which is in liquid state.
A. Magnesium B. Zinc C. Mercury D. Sodium
4. What is meant by lustrous?
5. Which metals are used for jewelry? Why?
6. What is rusting? give one daily life example.
7. Is steel a metal? Why?
8. What do you do to make metal surface shiny?
9. Write any five daily life objects made from metals.
10. Write one activity to find metals by its appearance.
1. SCERT text book

2. NCERT text book
3. https://youtu.be/AJbe5THaNuU
4. https://youtu.be/CMUn4yQweq0?list=PLHOGBLPrsnMrZoV1euY_fVmRlG8e_mrbt
5. https://youtu.be/CMUn4yQweq0?list=PLHOGBLPrsnMrZoV1euY_fVmRlG8e_mrbt
 Physical properties of metals & non metals ( Sonority )
Learning outcomes:
 Observes the sound produced by metals & non metals

 Identify the metal by their sounds.
 Use their sonority property in different concepts.
Introduction:
We observe lot of sounds
produced by various objects in daily
life. Whenever we drop geometry
box, plate, pen, duster etc., make
different type of sounds. Some
materials produced sounds
significantly higher than others. The
property of producing sounds of
materials is called sonority.

Activity:
If you drop a piece of coal on the floor and listen the sound. Take the pieces of zinc, copper,
aluminium , magnesium and tightly packed packets of sulphur, carbon and iodine. Drop them on hard
surface and record your observations.
Material sample that produce sound Material sample that do not produce sound
By observing the sounds we notice that some materials produce sounds than others.
These are called sonorous materials. Generally most of the metals are sonorous. Mercury is also
a metal but it is not produce sound. Sometimes we use this property for daily use. School bells,
temple and church bells, cycle bells, anklets, musical instruments are some of them.
ASSESSMENT:
1. Which of the below has the sonority property

A. Carbon B. Sulphur C. Zinc D. Phosphorous
2. The metal which does not produce sound
A. Silver B. Magnesium C. Mercury D. Aluminium
3. Which type of bell cannot be used in schools
A. Iron B. wood C. Steel D. Bronze
4. What is sonority?
5. Do all metals produce sound? Why?
6. What are the uses of sonority?
7. Write an activity to test sonority property in materials.
References :
1. NCERT text book
2. SCERT text book
3. https://youtu.be/wgwJE_5m460
 Physical properties of metals &non metals (Malleability)
Learning outcomes:
 Observes the sheetsof metals in various objects.
 Identify the metals which are easy flattened.
 Use their malleability property in different concepts.
Introduction:
If you observe sweets in a shop some of the sweets are decorated with a thin foil made
of silver. When we book food in restaurants or some fast food centres, they send it in a thin
aluminium covers. We use iron sheets for sheds.
Activity:
Take small material samples of silver, magnesium, zinc, aluminium, sulphur, coal,
phosphorous, iron and beat them with a hammer. Write your observations in given table.
Observing the change Name of the sample
flattens
Breaks/convert into powder
No change
You notice that some of the materials when beaten hard became flattened and some of
them broke into pieces or became powder.
Iron sheets aluminium sheets copper sheets silver foil on sweets

most of the metals can be flattened and change into sheets. This malleability property of metals are
useful to us in many ways like iron, aluminium sheets as roofs, almirahs, copper utensils, etc.,
Assessment:
1. The substance which cannot be changed into sheet.

A. Zinc B. Copper C. Carbon D. Magnesium
2. Which of the below metal has low malleability.
A. Gold B. Iron C. Silver D. Aluminium
3. The substance that change into powder when hammered
A. Copper B. Magnesium C. Sulphur D. Gold
4. Define malleability.
5. How does the blacksmith flatten iron?
6. How malleability helps in daily life?
7. Give examples for high malleable metals.
8. Write an activity to observe the malleability nature in substances.
Source:
1. SCERT text book
2. NCERT text book
3. https://youtu.be/08mGIgBcscI
4. https://youtu.be/efLfylW9ppc
 Physical properties of metals &non metals (Ductility)
Learning outcomes:
 Observes the wires of metals in various situation.
 Identify the metals which are easily turns into wires.
 Use their ductility property in different concepts.
Introduction:
We use wires in different situations in our daily life. Observe some of these:
Which type of materials are used for wires. Complete this table with your previous knowledge.
Sample Can we convert it into wires(yes/no)

Iron yes
Zinc
Copper
Sulphur
Aluminium
Carbon
Magnesium
Iodine
If you have any confusion to fill this table ask your friends and elders for help. After
completing it, you observe that only some of the materials can be converted into wires. The
property of drawing a material to make fine wires is called ductiliry.
This property of metals are very useful in so many ways in day to day life.
Assessment:
1. Generally which type of wires are used in our household power supply
A. Iron B. Copper C. Silver D. Aluminium
2. The property of metals to convert in thin wires
A. Sonority B. Malleability C. Ductility D. Lustrous.
3. Which of the material below is not ductile
A. Zinc B. Sulphur C. Gold D. Magnesium
4. Which of the following statement is correct?
A. All metals are ductile B. Generally metals are ductile
B. Non metals also ductile D. Some non metals are ductile.
5. Define Ductility
6. What would happen if the metals aren’t ductile?
7. Write any four types of metal wires you saw in daily life.
Resources:
1. SCERT Text Book
2. NCERT Text Book
3. https://youtu.be/CIBXoYaM7Fw
4. https://youtu.be/99DQdM29ib8
 Physical properties of metals &non metals ( Electric conductivity )
Learning outcomes:
 Observe the conductivity in metals and nonmetals.
 Identify the metal by their conductance.
 Use their electric conductivity property in different concepts.
Introduction:
We notice the metals can be converted into wires by their ductile nature in previous
class. Is ductile property enough to connect metallic wires in electric circuit?Now take an
activity to observe the nature in some substances.
Activity:
Arrange an electric circuit with a battery and bulb. Close the circuit using an iron nail.
Observe the bulb glows or not.
Record your observations.
Repeat the same experiment
using the other samples and
record your observations in a
tabular form given below.
Some materials may be in
powder form. Try to tightly
pack the powder in a straw and
use it. You may think of other
ways.
Video link: https://www.youtube.com/watch?v=IeUd2V3F_wI

Record your findings in this table.
Sample Does the bulb glow (yes/no)

Iron
Zinc
Copper
Sulphur
Aluminium
Carbon
Magnesium
Iodine
By observing the table some of the materials allow electricity to pass them. They
make the bulb to glow. Such materials are called electric conductors. Most metals like
copper, iron and silver are good conductors of electricity. If the metals are in electric circuit it
is dangerous to touch them. So the electric appliances handles are not made with metals.
Observe the handles.
ASSESSMENT:
1. Generally which mettalic wire is used in our household circuits.

A. Silver B. Copper C. Iron D. Gold
2. Which material does not conduct electricity?
A. Iron B. Silver C. Sulphur D. Copper
3. Which handle is not suitable for electric iron?
A. Plastic B. Wooden C. Rubber D. Iron
4. Define electric conductor.
5. Give example for conductors.
6. Why metals are not used as handles for electric appliances?
7. Which object is generally used test electricity in our house?
8. Write an activity to test electric conductancy in materials.
9. Draw a simple electric circuit.
10. Give any four examples for non electric materials.
Source:
1. NCERT text book
2. SCERT text book
3. https://youtu.be/QZPURSF5iH4
4. https://www.electrical4u.com/electrical-conductivity-of-metal-semiconductor-and-insulator/
_____________________________________________________________________________________
 Physical properties of metals & non metals ( Heat conductivity )
Learning outcomes:
 Observe the conductivity in metals and nonmetals.
 Identify the metal by their conductance.
 Use their heat conductivity property in different concepts.
Introduction:
We already knew that metals and non-metals differ in some physical properties. Now we
observe another property in both these materials.
Activity:
Take an Iron rod. Stick pins on it
with the help of wax. Fix the rod to
a stand. Heat one end of therod
with a spirit lamp.Observe the
falling of pins. You know that pins
fell because of the heat supplied to
the iron rod makes the wax to melt
at one end. The was closer to the
flame melted first. This shows that
the heat travelled in the rod from
flame end to other end by
condction. This property of
material is know as conductivity of
heat. All metals conduct heat.
All metals haven’t same kind of
conductivity. Silver , Iron, Aluminium and copper have highest conductivity. So, we use Aluminium, Iron
and copper as cooking vessels. We use metals for heating effect in electrical appliances.
Observe the handles of cooking vessels.
What do you notice?

ASSESSMENT:
1. We now know some of the physical properties in various metals. On the basis of the
knowledge complete the following table. Write YES or NO according to their property.
Material Lustrous Sonorous Heat Electric Malleable ductile
sample conductivity conductivity
Iron
Zinc
Copper
Sulphur
Aluminium
Carbon
Magnesium
Iodine
2. By which property, metals transfer heat from one end to other end?
A. Radiation B. Induction C. Conduction D. Convection
3. Which of the below has highest conductivity of heat?
A. Copper B. Sodium C. Zinc D. Magnesium
4. Which of the below material is not fit for the handle of cooking vessel?
A. Wooden B. Steel C. Plastic D. Rubber
5. How the heat conductivity property useful in daily life?
6. Write an activity to check the nature of heat conductivity in materials.
7. Write about any four physical properties of metals.
8. Write your observations on handles of cooking vessels.
9. Draw a diagram and label the parts in the experiment of observing conductivity of heat in
metals.
10. What would happen, if metals are not discovered.
Resources:
1. NCERT text book
2. SCERT text book
3. https://www.youtube.com/watch?v=5aDmu0jBNgo
4. https://www.youtube.com/watch?v=Sdpcjm2vmLY
5. https://www.youtube.com/watch?v=WNS6oBHy50A
__________________________________________________________________________________
 Uses of metals &non metals
Learning outcomes:
 Understanding the uses of metals and nonmetals.
 Getting knowledge about substances that contains metals and nonmetals.
 Use them in daily life according to their properties.
Introduction:
We already knew that metals are useful us manyways due to their various properties.
Similarlynon metals are also useful for us. Discuss some of these.
Some uses of non-metals:
There are many nonmetals. Let us study about the uses of sulphur, carbon, iodine.
Sulphur is used in making fireworks, crackers, gunpowder, matchsticks and antiseptic

ointments. It is found in onions, garlic, eggs, hair and nails.
Activated carbon is used as decolourising agent and also in
water purification systems. Tincture iodine(Iodine mixed with alcohol) is
used in medical purposes.
If nonmetals reacts with oxygen they form oxides, and reacts with water forms acids.
Sulpher forms sulphuric acid, carbon forms carbonic acid, nitrogen forms nitric acid.
Uses of metals:
Metals have so many uses. Silver foils on
sweets. Aluminium and copper mixture is used in
currency coins, medals and statues.
To prevent rust zinc mixed with ironto make iron sheets.Most of the agricultural
instruments are made by Iron. Electrical appliances automobiles sattelites, aeroplanes,
cooking utensils, machinary, decorative materials made by metals due to their various
properties.
Metals react with oxygen and water forms oxides and hydroxides which are basic in
nature. Sodium hydroxide, ferric(iron) oxide, magnesium hydroxide, copper oxide are some
of them.
ASSESSMENT:
1. To prevent rust, iron is mixed with
A. Zinc B. Sulphur C. Magnesium D. Copper
2. The substance that mixes with iodine to form tincture iodine.
A. Acid B. Alkali C. Alcohol D. Water
3. The metal in ferric oxide is
A. Copper B. Zinc C. Aluminium D. Iron
4. The nature of metallic oxide
A. Acidic B. Neutral C. Basic D. Dual
5. Iron as a versatile metal. How do you appreciate its uses?
6. Write the uses of metals.
7. What are the uses of Sulphur?
8. How acids form? Mention any three acids.
9. Mention two uses of activated carbon.
10. Write a project on the uses of metallic properties in different ways to mankind.
Sources
1. NCERT text book
2. SCERT text book
3. https://youtu.be/h424V0oUtSE
4. https://youtu.be/NdXIlfq1edA
ACADEMIC YEAR 2020-21, LEVEL-2
Class: VIII Medium : English Subject: Physical Science

Name of the chapter : METALS AND NON-METALS
Topic : CHEMICAL PROPERTIES WORKSHEET: 41
CONCEPTS:
1. Reaction of oxygen with metals
2. Reaction of oxygen with non-metals
3. Nature of metallic oxides
4. Nature of non-metallic oxides
LEARNING OUTCOMES:
The student…
1. Explains about the reaction of oxygen with metals and non-metals.

2. Gives examples for metallic and non-metallic oxides.
3. Can test the metallic and non-metallic oxide solutions with litmus paper.
4. Draw conclusion about the nature of metallic and non-metallic oxides.
LAB ACTIVITY:
AIM: To know the reaction of oxygen with metals and non-metals.
Material required: One metal sample (magnesium) sample one non-metal ( sulphur ), spirit
lamp or Bunsen burner, test tubes, distilled water, deflagrating spoon, tumbler with a lid and
litmus papers.
Procedure: Reaction of oxygen with magnesium
1. Take a small strip of magnesium and note its appearance.
2. Burn it. Note the appearance after burning.

3. Collect the ashes of magnesium in a test tube.
4. Add some distilled water to it.
5. Test the solution with red and blue litmus papers.
6. Magnesium(s) + Oxygen (g)  Magnesium oxide(s)
7. The magnesium oxide (metallic oxide) turns red litmus to blue so that one can say
that it is basic in nature.
Reaction of oxygen with Sulphur:
1. Take some quantity of powdered sulphur in a deflagrating spoon.

2. Heat it on a spirit lamp.
3. Introduce the spoon with burning sulphur into a tumbler and cover the tumbler with a
lid.
4. Ensure that the gas produced does not escape.
5. Remove the spoon after some time from the tumbler but try to cover keep the tumbler
covered.
6. Add a small quantity of water into the tumbler and quickly replace the lid.
7. Shake the tumbler well. Test the solution with red and blue litmus papers.
8. Sulphur (s) + Oxygen(g)  Sulphur dioxide(g)

9. The oxide of sulphur turns blue litmus to red so that one can say that sulphur dioxide
(non-metallic oxide) is acidic in nature.
10. Do not inhale fumes produced on heating sulphur, they are harmful.
Sample Physical Appearance Physical Appearance Effect of litmus

before reaction after reaction paper
Magnesium
Sulphur
ASSESSMENT:
1. Give examples for metallic and non-metallic oxides.

2. List out the material required to know the reaction of oxygen with metals and non-
metals.
3. What is the nature of metallic oxide?
4. What is the nature of non-metallic oxide?
5. How do you prepare a solution to test non metallic oxide solution with litmus papers?
6. What are precautions to be taken while heating sulphur?
7. List out the material required and explain the experimental procedure to know the
reaction of oxygen with metals and non metals.
8. The nature of carbon dioxide is (Carbon is a non metal)…………. [ ]
A) Acidic B) Basic
C) Neutral D) Dual nature


Name of the lesson: METALS AND NON-METALS
Topic : CHEMICAL PROPERTIES WORKSHEET: 42
CONCEPTS:
1. Rusting of metals
2. Impact of rusting metals on human life
3. Prevention of metals from rusting
4. Metals which do not get rust
LEARNING OUTCOMES:
The student…
1. Gives reasons for rusting of metals.
2. Explains bad effect of rusting metals.
3. Takes precautions to prevent rusting of metals.
4. Gives examples for non-rusting metals.
Brief Explanation:
Rusting of metals:
1. Metals like iron, rusts when it is in contact with air that contains
oxygen and moisture.
2. Magnesium ribbon is dull when exposed to air for some time and shiny if we cut it.
3. Silver objects and jewellery loose shining after some time..
4. Copper statues and vessels become dull green.
5. Most of the metals react with oxygen in the presence of moisture
and get rust.
Impact of rusting metals:
1. Machinery will be damaged due to rusting of metals.

2. Bridges may be collapsed due to rusting of metals.
3. Rusting of metals leads to loss of lives some times and damage
of property.
Prevention of metals from rusting:
1. When metals are covered with paint, they cannot come in contact with air, hence they
do not rust.
2. Galvanization of iron prevents it from rusting (GI wire).
Metals which do not get rust:
1. Different metals react with the air components in different manner at different rates
and conditions.
2. There are some metals like gold and platinum do not react with the components of air.
Therefore they do not rust.
ASSESSMENT:
1. Give examples for metals which can rust?

2. How do metals get rust?
3. How do you prevent metals from rusting?
4. What is the impact of rusting of metals on human life?
MCQ
1. The best example for metal which does not rust is…………. [ ]
A) Iron B) silver
C) Gold D) Copper

Name of the lesson: CHEMICAL PROPERTIES WORKSHEET: 43
CONCEPTS:
1. Reaction of metals with water
2. Rate of reaction of metals with water
3. Do non-metals react with water?
LEARNING OUTCOMES:
The student…
1. Explains how metals react with water

2. Observes rate of reaction of metals with water.
3. Draws conclusion that non-metals do not react with water
Activity 1:
1. Take a 500ml beaker or a big glass trough and fill it with water.
2. Take a piece of sodium which is stored in kerosene.
3. Keep sodium piece on a filter paper to blot the kerosene.
4. Cut a very small piece of sodium.
5. Put the remaining sodium back again in kerosene.
6. Using forceps, put the small piece of sodium in water.
7. Take care, stand away from the water trough.
8. The piece of sodium floats on water surface with hissing
sound.
9. The sound indicates that sodium is reacting with water quickly.
10.After the completion of reaction, test the solution with red litmus paper.
11.What do you observe?
12.It turned to blue, that is the solution is basic in nature.
13.Sodium + water -- Sodium hydroxide + Hydrogen
Activity 2 :
1. Take a piece of aluminium and a piece of iron.

2. Take two beakers and fill them with water.
3. Put the piece of aluminium in one beaker and the iron piece in another beaker.
4. Did you hear hissing sound?
5. After 5 minutes, observe the beakers.
6. Did you find any change?
7. Metals like aluminium and iron react extremely slowly with water.
8. Zinc and iron produce oxides when they react with water.
9. Metals like silver, gold don’t react with water.
Activity 3:
1. Add a little sulphur powder to water in a beaker.

2. Do you find any change?
 Sulphur do not react with water.
 Generally non metals do not react with water.
 Do you know? Phosphorous is highly reactive and catches fire when placed in
open air. Phosphorous is non reactive with water. That is why phosphorous is
stored in bottle containing water.
ASSESSMENT:
1. Why do we preserve sodium in kerosene?

2. How do you say that different metals have different rate of reaction with water?
3. Do metals give different types of products by reacting with water? Justify your
answer.
4. Carbon powder is added to water in a beaker. Imagine the changes that would
happen.
5. Which of the following is correct in the case of solution formed when sodium react
with water [ ]
A) Solution turns blue litmus to red

B) Solution turns red litmus to blue
C) Solution turns blue litmus to pink
D) Solution can`t change the colour of any litmus paper
6. Which of the following does not react with water…………. [ ]
A) Iron B) zinc
C) sulphur D) sodium

Name of the lesson: CHEMICAL PROPERTIES WORKSHEET:44
CONCEPTS:
1. Reaction of acids with metals
2. Reaction of acids with non-metals
LEARNING OUTCOMES:
The student…
1. Explains about the reaction of acids with metals and non-metals.

2. Can test the gas evolved in reaction of acids with metals.
3. Draw conclusion about thereaction of acids with metals and non-metals.
ACTIVITY:
AIM: To know the reaction of acids with metals and non-metals.
Material required: metal samples(iron, zinc, copper, aluminium, magnesium) samples of

non-metal ( sulphur, carbon, iodine ), spirit lamp or Bunsen burner, dil. hydrochloric acid,
dil.sulphuricacid, test tubes(15-16), dropper, test tube stands match box.
Procedure:
1. Takethe samples given metals and non-metals in separate test tubes.

2. Place the test tubes in test tube stand.
3. Add 5mlof diluted hydrochloric acid to each of the test tubes with the help of a
dropper.
4. Observe the reaction. If you find no reaction, heat the test tube gently.
5. If you still find no reaction, add 5 drops of conc.hydrochloric acid.
6. Now bring the burning match stick near the mouth of the test tube.
7. Observe what happens.
8. When do you notice a pop sound with burning match stick?
9. The pop sound indicates the presence of hydrogen gas.
10. You can find that some metals react with diluted hydrochloric acid liberating
hydrogen gas.
11. Non metals usually do not react with acids.
12. You can do same experiment with dil. Sulphuric acid. Record your observations in
the following table.
Sample Reaction with diluted Reaction with
hydrochloric acid diluted sulphuric
acid
Iron
Zinc
Copper
Sulphur
Aluminium
Carbon
Magnesium
Iodine
ASSESSMENT:
1. What happens when you add diluted sulphuric acid to zinc granules in a conical flask?
2. How do you confirm that the gas liberated in the reaction of metal with an acid?
3. Raju said that metals and non metals react with acids to give hydrogen. Do you agree
with him? Why?
4. List out the material required to know the reaction of metal with acids.
5. When diluted sulphuric acid is added to carbon…………. [ ]
A) Hydrogen gas liberated
B) Carbon dioxide gas evolved
C) Sulphur dioxide gas liberated
D) No reaction takes place


Name of the lesson: CHEMICAL PROPERTIES WORKSHEET:45
CONCEPTS:
1. Reactivity of metals.
2. Highly reactive metals.
3. Low reactive metals.
4. Displacement of low reactive metals with highly reactive metals.
LEARNING OUTCOMES:
The student…
1. Explains about the reactivity of metals.
2. compares the reactivity of different metals.
3. Gives reason for displacement reaction.
Brief introduction:
1. We know thatsome metals like sodium,Magnesium,silver reactwith oxygen,gold and

platinum don't react withoxygen.
2.Reaction of oxygen with magnesiumis so fast whereas slow in the case of silver and
copper.
3. Different metals react with water and acids under different conditions.
4. From the above discussion we came to know that the reactive nature of different metals is
different.
Activity:
1. Take six breakers and label them as a, b, c,d,e and f.

2. Take 50ml of water in each beaker.
3. Dissolve a spatulaful of copper sulphate in beakers 'a' and 'b'.
4. Dissolve a spatulaful of zinc sulphate in beakers c and d.
5. Dissolve a spatulaful of iron sulphate in beaker e and f.
6. Put Zinc granules in beakers 'a' and 'f'.
7. Put copper turnings in beakers 'c' and 'e'.
8. Put Iron nails in beakers 'b' and 'd'.
9. Leave the beakers undisturbed.
Observations: Changes in the colour of the solutions.
Solutions Observations
Beaker 'a' The blue colour of the copper sulphate solution disappears and
a powdery red mass of copper is deposited at the bottom of
Copper sulphate+ zinc
the beaker.
Breaker'b' Red copper is found at the bottom of the breaker and on the
nail leaving light green iron sulphate solution.
Copper sulphate+ iron
Beaker'c' No change
Zinc sulphate+ copper
Beaker'd' No change
Zinc sulphate+iron
Beaker'e No change
Iron sulphate+ copper
Beaker'f' Lightgreencolourbecomecolourless,thatiszincsulphatesolutioni
sformed.Zincdisplacedironfromironsulphate
Ironsulphat+Zinc
Reasons for the changes :
1. Copper sulphate + Zinc --------> Zinc sulphate+ copper

2. Zinc displaced copper from copper sulphate because zinc is more reactive than
copper.
3. Iron also displacedcopper from copper sulphate. Give reason. Write equation also.
4. Copper can't displace both zinc from zinc sulphate and iron from iron sulphate,
because it is less reactive than zinc and iron.
5. Iron is also not displaced zinc from zinc sulphate. What could be the reason?
6. Zinc places iron from iron sulphate.
ASSESSMENT:
1. Arrange the given metals in the increasing order of their reactivity. zinc, copper, iron
2. What happens when a more reactive metal react with a salt solution of low reactive
metal?
3. Copper sulphate+ Zinc-------> zinc sulphate+ copper
Zinc sulphate+ copper--------> ?
4. Copper sulphate, zinc sulphate salts, distilled water, two iron nails, zinc granules,
three beakers are given. How do you do an activity to know the relative reactivity of
three metals iron, copper, zinc. Write the procedure.
5. Statement(I) copper displaces iron from iron sulphate
Statement (II). Iron displaces copper from copper sulphate
Which of the following is true based on the above statements. [ ]
A)(I) only true B)both are true
C) (II) only true D)both are false.


Name of the lesson: CHEMICAL PROPERTIES WORKSHEET: 46
CONCEPTS:
1. Uses of metals
2. Uses of non metals
LEARNING OUTCOMES:
The student…
1. Explains uses of metals and non-metals.
Brief Explanation:
Uses of non-metals
1. We have studied about the non metals like sulphur, carbon, Iodine.
2. Sulphur is used in crackers, explosive materials, gun power, match boxes and in
antiseptic ointments
3.opinions, garlic, eggs, hair, nails contain sulphur.
4. Activated carbon is used as decolourifying agent and also in water purification.
5. Tincture Iodine is used for medicalpurposes.
6. Iodine dissolved in alcohol is called tincture iodine.

Uses of metals:
1. Silver foil is used to decorate the sweets.

2. Aluminium foil is used in packing of food materials and toffees.
3. Alloys of aluminium and copper used to make currency coins and medals.
4. Alloys of zinc and iron used in making of iron sheets.
5. Most of the agricultural instruments are made by iron.
6. Electrical appliances, automobiles, satellites, aeroplanes, cooking utensils, machinery,
decorative materials made by metals due to their malleability and ductility.
ASSESSMENT
1. Write some uses of non metals.

2. How metals are useful to human beings?
3. Which of the following is used in purification of water………. [ ]
A)sulphur B)activated carbon
C)iodine. D)iron
4. We use the following alloys to make currency coins............ [ ]
A) alloys of copper and aluminium
B) alloys of copper and iron
C) alloys of zinc and iron
D) alloys of zinc and aluminium.

Academic year-2020-21- LEVEL – 2
Class: VIII Medium: English . Subject: Physical Science
Lesson: 5 - Sound Topic / Concept: Production of sound Worksheet No.: 47
Concept: Production of Sound
Learning Outcomes:
The learner
1. Explains what sound is.

2. Identifies the sources of sound.
3. Gives reason for production of sound
4. Gives examples for objects that produce sound.
Introduction:
Every day we hear many sounds. Sound plays an important role in our
lives.
How is the sound produced?

Sound is produced when something vibrates. The vibrating body causes
the medium around it to vibrate and produces sound.
Production of Sound:
Activity – 1
Listening to sound and predicting its source.
Sit quietly in a room and listen to sounds of objects, animals. Prepare a
list of sounds that you here and the sources from which they might have
originated. Write them in the following table.
Sl.No. Sound heard Source of sound

1
From this activity we can conclude that different objects or animals

produce different sounds.
Now let us try to observe the way of producing sound.

Activity – 2: Identifying sound producing part
Now write thesounds you heard and observe the part or parts responsible for
production of sound in that object or animal in the following table.
Sl.No. Sound heard Part/ way of producing sound
From the above activity we can say that different parts of different objects
or animals produce sound.
For more information you can browse the following links.

Diksha portal QR codes from your text book
EVALUATION
I. Answer the following questions
1. Name some objects that produce sound.

2. Which part of a toy whistle produces sound?
3. Are all sounds of same type? Explain with an example.
II. Multiple choice questions

1. Sound is ( )
A) A form energy B) mass C) density D) force
2. The organ which helps in hearing sound ( )
A) Eye B) nose C) ear D) tongue
Academic Year-2020-21- LEVEL – 2

Lesson: 5 - Sound Topic: Vibrating body produces sound Worksheet No.: 48
CONCEPT: Vibrating body produces Sound
Learning Outcomes:
The learner….
1. Explains what sound is.

2. Identifies the source of sound.
3. Gives reason for production of sound
4. Gives examples for objects that produce sound.
How is the sound produced?

Sound is produced when something vibrates. The vibrating body causes
the medium around it to vibrate and produce sound.
Introduction:
We here sounds every day. Sound plays an important role in our lives.
Let us observe the cause for production of soundthrough the following activity.
Production of Sound:
Activity – 1
Listening to sound and observing its source.
1. Take a brass bell. Ring the bell and listen to sound.
Touch the bell when it is ringing. What do you
observe?
2. Fix a rubber band tightly on an empty match
box. Vibrate the rubber band and observe. Do you
hear the sound? When?
3. Blow air into papers of your note book and
observe. What do you observe? Are the pages
vibrating?
4. Fill a plate with water. Let the water settle. Strike
the rim of the plate with spoon. What is vibrating
here?
5. Fix a hack-saw blade on a table. Press and leave it
abruptly. What happens? Does it produce sound?
What is the state of hack-saw blade while it is
producing sound?
Note down all your observations in the following

table
Sl.No Sound producing Object(s) Vibrating part(s)
1. Ringing bell
2. Rubber band, match box
3. Papers of note book
4. Plate with water
5. Hack-saw blade and water
From these activities we can conclude that the vibrating parts of a

body are producing sound.
From the above activity we can also say that different parts of different
objects produce sound.

Scan the QR codes in this lesson in the text book using Diksha app.
EVALUATION
1. Do all vibrating bodies produce sound? Explain with examples.

2. Which part of a drum/tabala produces sound?
3. List out some objects or animals that produce sound and vibrating parts
in them.

1. The main part that produce sound in guitar is ( )
A) Wood B) metal string C) air D) handle
2. Sound is produced when an object ( )

A) Moves front B) moves back
C) Stationary D) vibrates
Lesson: 5- Sound Topic: Sound has Energy Worksheet No.: 49
CONCEPT:Sound has Energy
Learning Outcomes:
The learner….
1. Explains that sound has energy.

2. Identifies the vibrating part of musical instruments.
3. Draws diagrams of musical instruments
4. Differentiates noise and music.
Does sound has energy?

Sound is form energy. It is produced when something vibrates. The
vibrating body causes the medium around it to vibrate and produce sound.
So sound has energy.
Introduction:
We here sounds every day. Sound plays an important role in our lives.
Let us observe whether sound has energy through an activity.
Activity – 1
Material required:Plastic bottle, cell phone, balloon, rubber
band, sugar crystals.
Take a plastic battle. Cut it so that it looks like a glass. Play
songs on mobile phone in high volume and place it in the
bottle. Close the mouth of the bottle with a balloon using a
rubber band so that it covers the bottle as shown in the picture. Place some
sugar crystals on the balloon diaphragm.What do you observe?
Do the same activity after removing the phone from the bottle. What do
you observe?
We observe that sound produced by the cell phone is responsible for the
vibration of sugar crystals.
We can conclude that sound has energy.
Musical Instruments:
Musical instruments like Tabala, Flute produce sound. Some sounds are
pleasant to hear but some are not. The sound which is pleasant to hear is called
music. Unpleasant sound is called noise.
List out names of some musical instruments and mention their vibrating body in
following table
Sl.No Musical instrument Vibrating part(s) of it

1. Tabala Membrane, air inside the hallow body
2.
3.
4.
5.
From this activity we can conclude that the different parts of musical
instruments vibrate to produce sounds.

Scan the QR codes in this lesson in the text book using Diksha app.
EVALUATION
1. Suggest an activity to show that ‘sound has energy’.

2. What happens if there is no air in the bottle in which the cell phone is
kept?
3. Draw figures of three musical instruments.
1. The main part that produce sound in flute is ( )

A) Wood B) pipe C) air D) handle
2. An object which moves to and fro motion from rest is known as ( )

A) Linear motion B) vibration
C) Rotatory motion D) circular motion
Academic year-2020-21- LEVEL – 2

Lesson: 5 - Sound Worksheet No.: 50
Topic: Production of sound
CONCEPTS:
1. Production of sound by humans.
2. Listening to sounds by human.
LEARNING OUTCOMES:
The student…
1. Understands how the sound is produced by the humans.

2. Understands how the humans listen to the sounds.
3. Explains how the humans are producing and listening to the sound.
INTRODUCTION:
We observe some sounds every day. Also we observe from where they are coming.
There is a difference among the sounds we hear. Now here we will discuss how humans
produce and listen tothe sounds.
Production of Sound by human beings:
1. The communication in human beings takes place through speech (sound).

2. Did you know which organ is helping humans to talk?
3. It is Larynx. It has two muscular ligaments called vocal cords.
4. Vocal cords open during breathing to allow air into lungs.
5. Vocal cords close when we speak. Air from lungs presses between them to cause
vibration and produce sound.
Larynx open vocal cords closed vocal cords
Listening to the sounds by human beings:
1. We hear the sound with the help of our ears.

2. Our ear consists of three sections, outer ear, middle ear and inner ear.
3. Pinna of the external ear collects sound vibrations.
4. Through the ear canal these vibrations strike the tympanum and tympanum vibrates.
5. From the tympanic membrane the vibrations reach the middle ear (ear ossicles)
6. Middle ear contains three small bones - malleus (hammer shaped), incus (anvil shaped)
and stapes (stirrup shaped). These bones magnify the sound vibrations.
7. The magnified vibrations will be transmitted to the membrane of the oval window.
8. Here the vibrations increase by 30 - 60 times.
9. The vibrations are then transmitted to the ‘cochlea’ in the inner part of the ear which is
filled with thick fluids.
10. The motion of the vibrations in the
cochlea is detected by tiny hairs
connected to nerves.
11. The vibrations are transformed into
electrical signals and carried by the nerves
to the brain and we feel the sensation of
sound.
ASSESSMENT
1. How many parts do we have in our ear?

2. Which is the main organ useful to us to talk?
3. Name the bones present in the middle ear.
4. In which form the sound reaches the brain?

Lesson: 5 - Sound Worksheet No.: 51
Topic: Changes in sound - Jaltarang
CONCEPTS:
1. Changes in sound.
2. Jaltarang
LEARNING OUTCOMES:
The student…
1. Observe the variations in the sound produced.

2. Understands and explains the reasons for the variations in sound.
INTRODUCTION:
In our daily life, we hear different sounds and all those sounds can be differentiated
easily by us. That means the sounds produced in different cases are different. We discuss the
reason for the variation of sound.
Activity-1:
1. The requirements for this activity are a spoon, 4 or 5

metal or glass bowls or tumblers of the same size and
water.
1
2. Fill the bowls or tumblers with different amounts of water.
3. Arrange them in the order of decreasing water levels.
4. Now strike the bowls or tumblers with a spoon gently and observe the sound.
5. Fill all the bowls or tumblers with water and strike again with a spoon and observe the
sound.
6. Did you notice any difference in the sound produced and in which case?
7. We can notice that in the first case different sounds were producedby different bowls
with different levels of water in them.
8. Did you know why there is a variation in sound produced by the bowls?
9. Due to different levels of water the vibrations produced are also different. So the sound
produced is varying.
10. This (arrangement) is called ‘Jaltarang’. We can produce music also with this Jaltarang.
ASSESSMENT:
1. What materialsare required for making Jaltarang?

2. What is the reason for variation of sound produced in Jaltarang?
3. If all the bowls are filled with the same quantity of water, what can we say about the
sound produced?
2

Lesson: 5 - Sound WORKSHEET: 52
Topic: Propagation of sound in solids.
CONCEPTS:
1. Propagation of sound in solids.
LEARNING OUTCOMES:
The student…
1. Understands the propagation of sound in solids.

2. Explains how sound propagates in solids.
INTRODUCTION:
The sound produced at a place reaches our ear. So we can say that the sound passes
(propagates) through the medium. Here we will discuss the propagation of sound through
solid medium.
Activity-1:
1. Ask your friend to keep his/her ear to touch the table at

one end.
2. Now touch the table surface at the other end with pen or
pencil.
3. Ask your friend whether he/she is able to listen to the
sound or not.
4. Now let your friend lift the head slightly from the table and listen.
1
5. Ask your friendif there is any difference in listening to the sound?
6. When your friend touches the table, he/she can hear the sound.
7. So, the sound is propagating through the solids.
Activity-2:
1. Take a metal or wooden strip.

2. Strike it at one end and ask your friend to listen
to the sound at the second end.
3. Let your friend listen to the sound by touching
his ear to the strip and then by keeping it
awayfrom the ear.
4. Ask your friend about the difference between
listening to the sounds in two cases.
5. Your friend could listen to the sound when the strip touches the ear.
6. So, the sound propagates through solids.
ASSESSMENT
1. Does the sound propagate through solids?

2. Mention the examples observed in your daily life which helps in saying that the sound
travels through solids.
3. Describe a simple activity to prove that sound propagates through solids.
4. The correct statement among the following is ( )
A) Velocity of sound in liquids is more than in solids.
B) Velocity of sound in gases is more than in liquids.
C) Velocity of sound in liquids is less than in solids.
D) Velocity of sound in vacuum is more than in solids.
2

Topic: Propagation of sound through liquids and Sound requires a medium to propagate.
CONCEPTS:
1. Propagation of Soundthrough liquids.
2. Sound requires a medium to propagate
LEARNING OUTCOMES:
The student…
1. Understands the propagation of sound through liquids and sound requires a medium
for the propagation
2. Explains the propagation of sound through liquids
3. Explains that a medium requires for the propagation of sound.
INTRODUCTION:
In our previous session we discussed the propagation of sound in solid medium. Does
the sound propagate or pass through the liquid medium? Let us discuss it. And also let us
discuss the necessity of a medium for the propagation of sound.
Activity-1:
1. The requirements for this activity are a bucket, two stones and
water.
2. Take two stones and strike them against each other in the air.
3. Ask your friend to listen to the sound produced.
4. Now take a bucket and fill it with water. Again take two stones and strike them against
each other inside the water of the bucket.
5. Again ask your friend to listen to the sound by keeping his/her ears touching the walls of
the bucket and also without touching the ears.
6. Did your friend find any difference in the two sounds produced
when you strike the stones in air and inside the water?
7. Your friend could hear the sound when you strike the stones in
water also. But only when he/she touches the ear to the bucket.
8. So, we can say thatthe sound propagates through liquids.
Activity-2: (Sound requires a medium to propagate)
1. Required materials are a glass or plastic tumbler, a small plate and a mobile phone.
2. Take a long tumbler which can accommodate your mobile phone vertically.
3. Place your mobile phone in the tumbler vertically and play the ringtone of the mobile.
Listen to its volume.
4. Cover the tumbler with a small plate and again listen to the ringtone. Observe the
difference in the volume of the sound.
5. Now by keeping the tumbler close to your
mouth, suck the air and listen to the
ringtone and observe the volume.
6. Ask your friend also to compare these
sounds and discuss.
7. Did you find any difference in the sounds?
8. When the tumbler is covered with a plate,
you can hear the ringtone. You may not
identify any difference in the volume of
the ringtone.
9. As you start sucking more and more air from the tumbler, you can notice that the volume
decreases gradually.
10. By using a perfect vacuum pump to suck the air completely from the tumbler, if we
create a vacuum, you will not hear any sound.
11. Here, when we take out the air from the tumbler, there is no medium inside the tumbler.
Hence we are unable to hear the sound.
12. So,sound requires a medium for propagation.
ASSESSMENT
1. Suggest an activity to show that the sound propagates through the liquids.
2. Does the sound travel in the absence of the medium? Explain with an activity.
3. Sound cannot travel through ( )
A) Solids B) Liquids C) Gases D) Vacuum

Topic: Loudness of the sound and Amplitude.
CONCEPTS:
1. Loudness of the sound
2. Amplitude
LEARNING OUTCOMES:
The student…
1. Understands and explains amplitude.

2. Understands and explains the relation between amplitude and loudness.
INTRODUCTION:
When we are hearing the sounds, some of the sounds are loud and some are feeble.
Let us try to understand the reason for that.
Activity-1:
1. Material required: Wooden table, 30 cm metal scale or hack-saw blade and a brick.
2. Place the scale (or blade) on the table with 10 cm of the scale on the table surface and
remaining in air. Keep a heavy brick on the scale which is on the table surface.
3. Vibrate the blade gently and observe the vibrations and listen to the sound. Repeat this
process 2-3 times.
4. Now vibrate the scale with greater force and again observe the vibrations and listen to the
sound. Repeat this process also 2-3 times.
5. In these two cases record your observations.
6. In which case did you hear a loud sound and in which case a feeble sound is heard?
7. Did you observe any difference in the vibrations of scale during loud and feeble sounds?
8. When the scale is not vibrating (which it is at rest; initial position), it is at its mean
position. When it is vibrating by moving up and down (moving towards either side) the
scale is getting displaced.
9. The maximum displacement of the vibrating body from its mean position is called
‘amplitude’.
10. We can observe that the loudness (intensity) of sound depends on the amplitude. When
the amplitude is more, then the sound produced is louder.
11. The intensity of sound is measured in the units of ‘Decibel’ and denoted by ‘dB’.
ASSESSMENT
1. What is amplitude?
2. On which factor the intensity of the sound depends? Explain.
3. Suggest another activity to understand the intensity (loudness) of sound.
4. From your daily life prepare a table of loud and feeble sounds that you hear often.
5. The maximum displacement of a vibrating body from its mean position is called ( )
A) Loudness
B) Velocity
C) Intensity
D) Amplitude.
6. The units of intensity of sound is ( )
a) Metre b) Pascal c) Decibel d) Kilogram

Topic: Frequency and Pitch of sound.
CONCEPTS:
1. Frequency
2. Pitch or shrillness of sound
LEARNING OUTCOMES:
The student…
1. Understands and explains frequency
2. Understands and explains pitch or shrillness of sound
INTRODUCTION:
Every day we hear many sounds. They are different from each other. Even there is a
difference in the voice of male, females and children. Did you know the reason for this? Let
us discuss about this.
Activity-1:
1. Material required for this: a wooden table, two hack-saw blades or metal scales of 30 cm
length each and a brick.
2. Keep the first blade or scale on the table such that 10cm of it is on the table and rest of it
is in air.
3. Place the second blade also on the table such that 25cm of it is on the table and rest of it
is in air.
4. See that the gap between the blades or scales is 10cm and place a brick as a weight on the
two blades. (As shown in the figure.)
5. Now vibrate both blades with the same force.
6. Observe the number of vibrations (more or less) and listen to the sound. Record your
observations in the following table.
Blade length in air Vibrations Sound
Blade 1 : 20 cm
Blade 2 : 5 cm
7. What do you notice in the number of vibrations? Number of vibrations is less in long
blade and more in short blade.
8. The number of vibrations per one second is called “frequency”. Here the frequency of the
long blade is less and the short blade is less.
9. What do you notice in the quality of sound

produced by the blades?
10. The sound produced by the short blade is

shriller than the sound produced by the long
blade. The shrillness of the sound is known
as “pitch”.
11. The pitch of the sound depends upon the frequency of the body.
ASSESSMENT
1. What is frequency?
2. Is the frequency of all sounds same? Explain.
3. Observe the different sounds in your surroundings and prepare a table showing
sounds having more pitch and less pitch. Explain the reason.
Class: VIII Medium : English Subject: Physical Sciences

Topic: Music and Noise – Audible range – Sound pollution
CONCEPTS:
1. Music and Noise
2. Audible range ; Sound pollution
LEARNING OUTCOMES:
The student…
1. Understands and explains noise, music, audible range and sound pollution.
INTRODUCTION:
Do we hear all the sounds produced? Are all sounds pleasant? Does sound cause any
problems for us? Let us discuss about them.
Music and Noise:

1. Music is a combination of sounds that are produced in an order.
2. The music is pleasant to hear.
3. Example:Sounds in a music concert, sounds in a song.
4. Noise is an irregular combination of sounds.
5. The noise is unpleasant to hear.
6. Example: When a steel plate or utensil is dropped, that sound is noise.
Do we hear all the sounds (Audible range) :

1. We human beings can hear the sounds within a range of frequency.
2. That range of frequency is called audible range.
3. The audible range is from 20 vibrations/second to 20,000 vibrations/second.
4. We cannot hear the sounds, other than this range.
Sound Pollution:
1. Sound pollution is a serious problem which is dependent on loudness of the sound.

2. We express the loudness of the sound in decibels (dB).
3. In our normal conversations, the loudness of the sound is 60dB. If it exceeds 80dB,
the sound becomes physically painful.
4. If a person is exposed to the sounds of 80dB or more than that continuously, it may
lead to hearing problems.
5. The unwanted sound in our surroundings leads to sound pollution. There are many
sounds causing pollution such as
➢ sounds of traffic
➢ horns of vehicles in traffic
➢ sounds at industries
➢ sounds at mines
➢ sounds of mixer, grinder, washing machine etc at home
6. Sound pollution may lead to several health problems such as sleeplessness,
hypertension, increase in blood pressure etc.
7. We cannot stop production of sound but we can reduce the sound pollution.
8. Keeping less volume while watching TV or listening to music, manufacturing
machines that work with less noise, attaching silencers to the bikes to reduce the
sound etc., are some measures we can take to reduce the sound pollution.
ASSESSMENT
1. The audible range of sound is depending on which property of sound?

2. What are the problems we are facing with sound pollution?
3. From your surroundings prepare a chart showing the sound pollution causes. And also
suggest the measurements to control those sound pollutants.
4. Write about music and noise.

8th PhysicsLevel 2 Remain VIII Class EM 22-10-2020

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STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING

Class: VIII Medium: English Subject: Physical Sciences

Topic: Effect of area, normal force and of contact on friction

Activity-1:Effect of area of contact on friction.

1. Take a brick and tie it with a thin rope as shown in

7. Pull the brick by placing its three different surfaces on

Activity-2:Effect of normal force on friction

Answer the following questions?

1. Does the area of contact effects the frictional force?

Class: VIII Medium : English Subject: Physical Sciences

Topic : Effects of Friction

1. Understands the effects of Friction.

Now, we will see about the effects of friction.

1. Take a book and place it on a floor with a uniform surface.

A) Opposes the relative motion of the surfaces

A) (i) is correct B) (ii) is correct

Academic year – (2020-21)-Level-2

1. Understands that friction is not always same.

1. Have you observed a new bicycle tyre? How is it? It is threaded.

1. Place a book on the table and try to push it.

When we are playing carroms, we are sprinkling some

1. Write about some ways to reduce the friction?

6. This has the least friction. ( )

A) Rough surface B)Sandy soil

C) Wet floor D) Sloping floor

Name of the lesson: Friction WORKSHEET: 18

Topic : Fluid Friction- Factors influencing fluid friction.

1. Understands Fluid Friction and the factors influencing it.

1. Take a glass tumbler and fill it with ¾ of water.

7. Which force is responsible for stopping the whirling of the water?

1. Take a tub and fill it with water.

1. Explain fluid friction with the help of an activity.

Lesson : Synthetic Fibres and Plastics Worksheet No. 19

What made the humans to search for the

As the natural fibres that were manufactured were not enough

Activity -1:Identify articles made up of natural and Synthetic fibres and

Name of the Natural/ Smooth/uneven/strong/lighter/flexible/absorbs

Now, based on the above information, answer the following questions.

1. Name the three animals which give natural fibres?

2. Name the plants which give natural fibres?

3. Why did you label some of articles are synthetic?

4. Which of the above articles are uneven and absorbwater?

5. Which of the above articles are strong and smooth?

Answer the following questions.

3. Which clothes would you like to wear in rainy season? Why?

5. What is called a chain-like structure formed of several small units?

7. The material which is commonly used for making parachutes. ( )

A) Synthetic fibre B) Natural fibre

Videos: Synthetic Fibres and Plastics part-1Please login in to DIKSHA app

Class: 8 Medium: English Subject: Physical Science

Lesson : Synthetic Fibres and Plastics Worksheet No. 20

Some Synthetic fibres:

How do you find whether a fabric is made up of

If it smells like burning hair, the yarn is wool or silk.

If it smells like burning paper, the yarn may be cotton or rayon.

If it melts in the flame it is a synthetic fibre like nylon and acrylic.

 Did you see nylon threads?

How strong is nylon?

Activity-1: Finding tensile strength of threads (fibres).

Based on the above observations, answer the following questions.

1. Which synthetic fibre is commonly used to make strong ropes?

8. The strongest thread among the following is ( )

How is rayon prepared?