SCIENCE- STEM

GRADE: X

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 Content Development Team
Dr. Ajay Kumar Choubey Principal DoE,GNCT of Delhi
Ms. Anju Pathak Principal DoE,GNCT of Delhi
Dr. Amit Sharma Assistant Professor DIET, SCERT, Delhi

Ms. Sonali Verma Mentor Teacher (TGT Natural Science) GGSSS Raghubir
Nagar,1515030, DoE, GNCT of Delhi
Ms. Deepika Jain Mentor Teacher (TGT,Natural Science), GGSS Welcome
Colony,1105108, DoE, GNCT of Delhi
Ms. Upma Mahajan Mentor Teacher (TGT,Natural Science),
BCP SKV Babarpur,1105019, DoE, GNCT of Delhi
Ms. Kalpana Mentor Teacher (TGT,Natural Science), GSBV D Block
Janakpuri, DoE, GNCT of Delhi
Mr. Ravindra Rawat Assistant Professor DIET, SCERT, Delhi
Ms. Manisha Assistant Professor DIET, SCERT, Delhi
Ms. Preetu Arya Assistant Professor DIET, SCERT, Delhi
Ms. Chitra Khurana Assistant Professor DIET, SCERT, Delhi
Ms. Anita Verma TGT(N.Science),SKV Kalyanwas, DoE, GNCT of Delhi
Mr. Ajay Kishore Mentor Teacher DoE, GNCT of Delhi
Mr. Harsh Bhardwaj Mentor Teacher DoE, GNCT of Delhi
Ms. Bhavna Sawnani Mentor Teacher DoE, GNCT of Delhi
Ms. Kiran Mentor Teacher DoE, GNCT of Delhi
Mr. Chandan Jha Mentor Teacher DoE, GNCT of Delhi
Mr. Ravinder Kumar Mentor Teacher DoE, GNCT of Delhi
Ms. Preeti Batra PGT (Biology) DoE, GNCT of Delhi
Mr. Rajesh Kumar Mentor Teacher DoE, GNCT of Delhi
Ms. Harsh Priya TGT (Natural Science) DoE, GNCT of Delhi
Ms. Sudha Mentor Teacher DoE, GNCT of Delhi
Ms. Suman Bala Mentor Teacher DoE, GNCT of Delhi

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 Supported By
Teachers from ASOSE and SoALs of DOE, GNCT of Delhi

IT Support Team
Mr. Sandeep Kr. Vishwakarma TGT (Computer Science) DoE, GNCT of Delhi
Ms. Mamta TGT (Computer Science) DoE, GNCT of Delhi

Review Team
Associate Prof. Jyotsna Vijapurkar, Ex. Faculty, Homi Bhabha Centre for Science
Education, TIFR, Mumbai
Mr. Shiv Kumar Munjal, Retired Principal, St. Margaret Sr. Secondary School
Ms Bindu, TGT Natural Science, DOE, GNCT of Delhi
Ms Ojasvita, TGT Natural Science, DOE, GNCT of Delhi,

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 Table of Contents
UNIT-1: ENERGY: NEEDS AND INTERACTION...................................................................9
CHAPTER 1: LINKAGES IN BODY SYSTEMS (PART 1)............................................... 12
Activity 1.1: Mindful eating.........................................................................................16
Activity 1.2: Fun time................................................................................................. 16
Activity 1.3: Experiment time! YAY!!!!......................................................................... 17
Activity 1.4: The inside story of digestion happening in our body...............................18
Activity 1.5: Working with plants!!.............................................................................. 20
Activity 1.6: Over to the microscopic world !!!.............................................................22
Activity 1.7 Another experiment to go…..................................................................... 25
Activity 1.8 Under the Microscope/Foldscope!........................................................... 27
Activity 1.9: Let’s do Boogie Woogie……................................................................... 29
Activity 1.10: Let’s observe to infer…......................................................................... 30
Activity 1.11: Let’s watch the video:............................................................................31
Activity 1.12: Model Making.......................................................................................32
Activity 1.13: Flex your neurons….............................................................................34
Activity 1.14: I challenge you….................................................................................. 35
Activity 1.15: Research time!!!................................................................................... 36
Activity 1.16: Heart to heart ...................................................................................... 38
Activity 1.17: Grab your popcorn… It's movie time!!!!................................................41
Activity 1.18: Project work......................................................................................... 43
Activity 1.19: Draw and reflect................................................................................... 44
Activity 1.20: Think and reflect time…........................................................................ 46
Activity 1.21: Step out and look around……...............................................................47
CHAPTER 2: CHEMICAL REACTIONS..........................................................................48
Activity 2.1: Let us think and write down.................................................................... 48
Activity 2.2: Picture Simulation.................................................................................. 49
Activity 2.3: Put on your laboratory coats!!!............................................................... 50
Activity 2.4: Magic strings.......................................................................................... 51
Activity 2.5: Chemical equations................................................................................ 52
Activity 2.6: Combination & exothermic reaction........................................................ 54
Activity 2.7: Decomposition reaction {group activity}.................................................55

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 Activity 2.8: Displacement reaction:.......................................................................... 57
Activity 2.9: Double displacement/precipitation reaction........................................... 58
Activity 2.10: Oxidation and reduction reactions....................................................... 59
CHAPTER 3: CHEMICALS AND THEIR NATURE......................................................... 64
Activity 3.1: Chemicals in your kitchen...................................................................... 64
Activity 3.2: Let's check the nature of food items!!..................................................... 65
Activity 3.3 - Reaction of acids with metals................................................................ 67
Activity 3.4: Let us see how do bases react with metals:........................................... 68
Activity 3.5: Let us explore the reaction of metal carbonates with acids.................... 69
Activity 3.6: Reaction between metal bi-carbonates and acids.................................. 70
Activity 3.7: Electricity love.…................................................................................... 71
Activity 3.8: Time to ponder........................................................................................ 73
Activity 3.9: Let us watch this video...........................................................................75
UNIT-2: THE LIVING WORLD AND ITS INTERACTIONS................................................... 84
CHAPTER 4: LIGHT.........................................................................................................87
Activity 4.1: Put on your thinking caps........................................................................87
Activity 4.2: Let us work together............................................................................... 88
Activity 4.3: Deducing from pictures........................................................................... 90
Activity 4.4: My images...............................................................................................93
Activity 4.5. Trace the path of light............................................................................. 93
Activity 4.6: Conversation class..................................................................................96
Activity 4.7: Fun with glass slab................................................................................ 98
Activity 4.8: Time to ponder........................................................................................ 99
Activity 4.9: Time to trace......................................................................................... 101
Activity 4.10: Let us construct together.................................................................... 102
Activity 4.11: Worksheet........................................................................................... 104
Activity 4.12: Decode To Win....................................................................................104
Activity 4.13: ICT in action........................................................................................ 106
CHAPTER 5: HUMAN EYE...........................................................................................107
Activity 5.1 Story Time!!!..........................................................................................107
Activity 5.2 My peculiar eyes……............................................................................. 109
Activity 5.3 When the eyes don't work the way they should……............................. 111

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 Activity 5.4: The wonders of our eye lens!!!!!........................................................... 116
Activity 5.5: Prism and its charisma......................................................................... 117
Activity 5.6: Lets Calculate.......................................................................................118
Activity 5.7: Answer the following questions............................................................121
Activity 5.8: Light in everyday life…..........................................................................122
CHAPTER 6: LINKAGES IN BODY SYSTEMS (part II)................................................123
Activity 6.1. Let us perform a fun activity. Are you ready?.......................................123
Activity 6.2: Reflex arc............................................................................................. 124
Activity 6.3: Brain-o-brain........................................................................................ 125
Activity 6.4. Expert Talk…........................................................................................127
Activity 6.5(a): Lets go farming!................................................................................ 129
Activity 6.5(b): Observe and Learn..........................................................................130
Activity 6.6: Chemicals in biology…........................................................................ 131
Activity 6.7: Let us observe...................................................................................... 133
Activity 6.8: Dissection Time.....................................................................................135
Activity 6.9: YAY !!!!! Video time............................................................................. 136
Activity 6.10: Research Time:...................................................................................139
UNIT-3: ELEMENTS: JOURNEY FROM PHYSICAL TO BIOLOGICAL WORLD............144
CHAPTER 7: THE UNIVERSE.......................................................................................146
Activity 7.1: The Wondrous Night Sky!..................................................................... 146
Activity 7.2: Life of a star !!...................................................................................... 147
Activity 7.3: Let's draw….......................................................................................... 148
Activity 7.4: Heat and colours…............................................................................... 151
Activity 7.5: Watch the video and explore !!.............................................................152
Activity 7.6: Milky way …......................................................................................... 154
Activity 7.7: Origin of the universe!!.........................................................................155
Activity 7.8: Lets watch this..................................................................................... 157
CHAPTER 8: ELEMENTS IN OUR LIFE........................................................................160
Activity 8.1: Collect and observe…..........................................................................160
Activity 8.2: Metals conduct electricity..................................................................... 161
Activity 8.3: Making electric wires safe.................................................................... 162
Activity 8.4: Differences between metals and non metals....................................... 163

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 Activity 8.5: Activity time........................................................................................... 166
Activity 8.6: Reactivity series................................................................................... 169
Activity 8.7: Let's explore!!.......................................................................................170
Activity 8.8: Corrosion of metals............................................................................... 172
Activity 8.9: Repairing of old bridges........................................................................ 174
Activity 8.10: Prevention of corrosion....................................................................... 174
Activity 8.11: Metals and non metals in our body......................................................176
Activity 8.12: Chlorophyll and haemoglobin............................................................. 178
CHAPTER 9: EVOLUTION AND GENETICS............................................................... 179
Activity 9.1: The big question of origin of life on Earth............................................. 179
Activity 9.2: Evolution - The Grand Journey............................................................. 180
Activity 9.3: Let us show our creativity: Tracking Traits............................................ 182
Activity 9.4: More to do and learn............................................................................187
Activity 9.5: Blueprint of life...................................................................................... 188
Activity 9.6: Looking towards the future...................................................................190

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 UNIT-1: ENERGY: NEEDS AND INTERACTION

Introduction
The unit focuses on bringing the attention of the learner towards the body systems
and interactions between them, different types of chemical reactions and the
nature of the chemicals. It also focuses on developing a scientific acumen in the
learner in such a way that he/she focuses on solving the problems of day to day
life. The chemical reactions and their utility in everyday life and the commercial
world would leave the learner fascinated towards them. It also aims at creating
awareness among learners towards everyday utility of acids, bases and salts in our
life. At the end of this unit the learners would also be able to understand the
significance of chemicals.
Description of the unit title:
Organisms interact with each other to fulfil their energy needs and these
interactions are impacted by the chemical reactions occurring inside and outside
the living bodies.

Statement of inquiry: Organisms interact with the environment to meet

energy needs and observe phenomena that explain how the world works.

Inquiry questions

Factual questions:
• What is nutrition? Name some nutrients present in our food.
• Which organs are involved in providing nourishment to our body?
• What raw materials are required for the process of photosynthesis?
• What do we inhale when we breathe in? Where does oxygen get separated
from the component inhaled in?
• What is the colour of the flame and product formed when magnesium
burns in air?
• What happens when hydrochloric acid and ammonia react with each
other? Write the chemical reaction involved.
• Which gas is filled in the packets of chips?

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 • What are olfactory indicators? Give examples of commonly available
indicators.
• Write the chemical name of baking soda? Give one use of baking soda.
• Which gas is released when acids react with metals?
• Which gas is released when acids react with carbonate and bicarbonate
salts?
• What is the chlor-alkali process?
• What do you mean by water of crystallisation in a salt?

Conceptual questions:
● How do organisms derive nourishment from the nutrients?
● Why is excretion necessary in organisms?
● Establish the linkage between various systems of living organisms.
Hint: The end product of digestion is glucose which becomes the substrate
for the process of respiration……
● Why do we place a particular change in the category of chemical change?
● Why is it necessary to rub magnesium ribbon with sandpaper before use?

● Why is respiration an exothermic process?

● Justify the statement— All alkalis are bases but not all bases are alkalis.

● How can you obtain hydrated copper sulphate from anhydrous copper
sulphate?
● Why does a doctor use Plaster of Paris to set the fractured bone of his/her
patient?
● A metal compound X reacts with dilute hydrochloric acid to produce
effervescence. The gas is passed through lime water which turns milky.
Write the balanced chemical equation for the reaction taking place.
● What kind of salt is ammonium chloride? Predict the nature of acid and
base from which ammonium salt is obtained.

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Debatable Questions

• A displacement reaction is a redox reaction.

• The water supplied at homes by Delhi Jal Board is safe to drink and
helpful in maintaining our health.

Content Concept
Have you ever thought about how different organs of our body work to sustain life?
Has it come to you that the browning of apples when left exposed to air is because
of a chemical reaction? Does it also fill you with wonder that acids and bases are
an integral part of our life? Does it come to your mind that sealed packed chips can
also react with oxygen? So, let us dig deeper into this phenomenal world of life
processes and chemical reactions through this unit.

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 CHAPTER 1: LINKAGES IN BODY SYSTEMS (PART 1)

Learners! Have you ever wondered what happens inside our body? How does this
biological machine work? Let us try to explore our body systems and know the
inside story:

DO NOW

First of all, let us see what we already know. Learners, have a look at the picture
shown below. Observe this carefully and discuss it with your peers. Discuss your
findings with your facilitator also.

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Hope that the discussion has been fruitful. Now try to answer the following
questions:

● What does the picture show?

_________________________________________________________________
_________________________________________________________________
● Which process is taking place in each of the pictures?
_________________________________________________________________
_________________________________________________________________.
● Do you think this process occurs in non-living things also?
_________________________________________________________________
_________________________________________________________________.
● Which other processes help in maintenance of the process shown above?
_________________________________________________________________
_________________________________________________________________.

Dear learners, you must have recalled what you have studied in your previous
classes about living and nonliving organisms, functioning of a cell and
life-supporting processes.

As a part of this unit, we are going to understand more about the following life
processes:
● Nutrition in plants and amoeba, nutrition and digestion in human beings.
● Respiration in plants, human beings and yeast.
● Circulation in plants and human beings.
● Excretion in plants and human beings.

Let us divide ourselves in groups. Given below is a diagram of a human body

showing various systems. Help your group select any one system and now write
down the organs that constitute this system. Write these organs in the space given
below:

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Dear learners, discuss briefly in your group the functions performed by each organ
in the system that you chose and write these functions in the space provided.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Similarly, other groups might also have chosen other bodily systems and mentioned
the functions of the organs constituting them. Listen to them carefully and you can
also provide them with your inputs while the discussion is going on. Let us now
summarise what we have learnt so far in brief.

SYSTEM CONSTITUENT FUNCTION

ORGANS
Digestive Mouth, oesophagus, Break down of complex food into
system stomach, small intestine, simple food, absorption and
large intestine, liver, gall assimilation of digested food to
bladder, pancreas etc. obtain energy and maintenance of
the body.
Respiratory Nose, trachea, lungs, Exchange of gases, releasing energy
system diaphragm etc. from digested food for cellular
processes.
Circulatory Heart, blood and blood Transport of respiratory gases,
system vessels etc. digested food and waste material
from one part of the body to
another.
Excretory Kidneys, ureter, urinary Removal of waste in the form of
system bladder, urethra etc. urine.

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Activity 1.1: Mindful eating

Take a bite of any food item from your lunch box and try to eat it mindfully. Listen
carefully to the instructions given by your facilitator while eating. Be fully aware
of your chewing process and the changes occurring when you chew it. Also, take
your attention towards the role of mouth, tongue and saliva while chewing.

Now, try to answer the following questions.

i) Why do we eat food?

_________________________________________________________________
_________________________________________________________________.
ii) What are the various components/nutrients present in food?
_________________________________________________________________
_________________________________________________________________.
iii) How are these nutrients made available to the body and in what form
these nutrients are absorbed by the body?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
iv) Which process ensures the availability of nutrients in absorbable form?
_________________________________________________________________.

Let’s study the process of digestion in detail:

Activity 1.2: Fun time...

● Take a chain of some paper clips as shown in figure A.

● Now, separate the chain of clips into shorter chains as shown in figure B and
then into individual clips as shown in figure C.
Let's draw an analogy between chain and complex food; clips and digested food.
Long chain is analogous to - ____________________________________
Shorter chains are analogous to -_________________________________
Individual clip is analogous to -__________________________________
What is your understanding of A, B and C given in the illustration below:

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Activity 1.3: Experiment time! YAY!!!!

You must be knowing that human saliva contains an enzyme. Write its name.
______________________________________________________________________
What does salivary amylase/ptyalin do? Let us perform an experiment to
understand the action of salivary amylase.

Procedure:-
● Take some bread, boiled rice or chapati and do the Iodine test for
identifying the presence of starch in this food.
● Now chew it properly to form chyme/prepare some starch solution and add
some diluted salivary amylase enzyme to it.
● Transfer this chyme (which is a mixture of starch rich food and saliva)/
starch solution to a test tube.
● Again perform the Iodine test on it to test the presence of starch in this
chyme.

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Observation Table

S.No. Name of the Activity Observation Inference

1. Starch rich food + iodine

2. Starch rich food + salivary

amylase + iodine

Synthesis
The enzyme present in saliva is _________________ and it converts
______________ into ______________________.

Activity 1.4: The inside story of digestion happening in our body

Let us perform the following activity

● Take some food like bread or biscuits and crush it in a bowl.
● Add some water to this.
● Put this mixture into a plastic bag.
● Add some white vinegar to it and crush the mixture further.
● Transfer this mixture to a waste stocking and squeeze the liquid out.
Let’s summarise the process conducted above.
Write in the circles (given on the left of the text).
What is the activity called according to you:
Steps Scientific Terminology

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Now write the names of parts of the alimentary canal and function of each.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

This type of nutrition in which an organism depends upon other organisms for its
food requirement is known as Heterotrophic mode of nutrition.

Green plants are capable of producing their own food from inorganic substances.
Now, what is the name of this type of nutrition exhibited by green plants? Write
your answer in the space given below.
_______________________________________________________________________

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Activity 1.5: Working with plants!!

Dear learners, you have learnt about the process of photosynthesis in your previous
classes. Let us quickly recap the raw materials that are required for the process of
photosynthesis to occur.
_______________________________________________________________________
_______________________________________________________________________.

Let us now perform a test to find the presence of starch in leaves after
photosynthesis. You must be aware that the Iodine solution turns black or blue
when it comes in contact with starch.

Procedure:-
● Take a potted plant.
● Keep the plant in a dark room for three days so that all the starch gets used
up.
● Now keep the plant in sunlight for about six hours.
● Pluck a leaf from the plant and dip the leaf in boiling water for a minute
(this stops all the chemical reactions).
● After this put it (leaf) in a beaker containing alcohol.
● Place this beaker in a water bath and heat till the alcohol boils.

i) What do you observe?

In respect to change in the colour of the leaf
__________________________________________________________
Texture of the leaf
___________________________________________________________
Any other
_____________________________________________________________

ii) Now dip this leaf in iodine solution for a few minutes, and rinse off the
iodine from the leaf. What do you observe now?
________________________________________________________________

_________________________________________________________________

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 iii) What can you conclude about the presence of starch in the leaf?

________________________________________________________________

________________________________________________________________

_________________________________________________________________.

You can also design an activity on your own which proves that light and carbon
dioxide are necessary for photosynthesis. You can refer to the following
illustrations.

Wouldn’t it be great if you capture your experience with a camera and share it in
the class group?

Also, let us try to answer the following questions:

i) What are the reactants and products in the process of photosynthesis?

_________________________________________________________________
________________________________________________________________.
ii) What is the role of sunlight, water, carbon dioxide and chlorophyll in
photosynthesis?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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iii) The oxygen released during photosynthesis comes from water or carbon
dioxide?
_________________________________________________________________
_________________________________________________________________.

iv) How is gaseous exchange facilitated in plants?

_________________________________________________________________
________________________________________________________________

v) Does photosynthesis occur in a sequential manner or is there no sequence to it?

Explain your reasoning.
_________________________________________________________________
_________________________________________________________________
________________________________________________________________.

Activity 1.6: Over to the microscopic world !!!

Learners, you must be curious to know how digestion takes place in lower
organisms, for instance, in Amoeba. For this you can watch some videos and then
show steps of digestion in Amoeba through a well labelled diagram.

https://youtu.be/E1ykTG5wtE0

The link given above can also be explored to understand the process of digestion in
amoeba.

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Write the names and functions of parts involved in the process of digestion in
Amoeba.
____________________________________________________________________

____________________________________________________________________

My key findings

Salivary amylase The enzyme is present in saliva and is

responsible for converting starch into
simple sugars.

Oesophagus Also known as a food pipe. With the help

of peristaltic movements the
oesophagus conducts the food into the
stomach.

Stomach It is a J-shaped muscular bag-like organ.

The muscular walls of the stomach help
in mixing of the food with the digestive
juices. Gastric glands present in the
walls of the stomach secrete HCl,
enzyme pepsin and mucus.

Learners, you can add your key findings from the digestion in humans in this box.

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Dear learners, so far we have discussed the process of nutrition in organisms.
Doesn’t it come to your mind, how is this digested food used in organisms’ bodies
to provide energy? From where do the cells obtain energy to carry out life
processes. In the coming sections we are going to discuss the fate of this digested
food and see what are the various ways in which energy is obtained in different
organisms. We will see what other materials are required for this process and what
are the end products of the process. To understand this, we need to carry out the
following activities and discussions:

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Activity 1.7 Another experiment to go….

Learners! you should be careful about:

1) Handling the apparatus.
2) Using gloves wherever necessary.
3) _______________
4) _______________
5) _______________

Fermentation
● Take some sugar solution in a test tube, try to identify its smell and then
add yeast powder to it.
● Seal this test tube with the cork having a hole.
● Fix a bent tube in the cork and let the gas produced by the yeast pass into
another tube containing lime water.
● Notice the change in the lime water.
● Now remove the cork and the bent tube from the test tube and try to
identify the smell of the sugar solution mixed with yeast.
Observation table

S.No. Procedure Observation Inference

1. Lime water + gas produced by

the yeast

2. Smell the sugar solution mixed

with yeast.

Synthesis
The products formed during the fermentation of sugar by yeast are:
______________________________________________________________________
______________________________________________________________________

This activity has given us a fair idea of the process named Anaerobic Respiration in
yeast. Respiration is the process which is important for all living organisms.

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Respiration releases energy, which is stored in the form of ATP (Adenosine
triphosphate).
We suggest you to find out more about this energy capsule, sometimes even
referred to as the energy currency, i.e. the ATP molecule and write down your
findings.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
Learners, there are various types of respiration. What is the chief characteristic of
the type of respiration seen in the case of Yeast?
_______________________________________________________________________
______________________________________________________________________.

Yes, your observation was correct. There was no oxygen involved. What about
human beings and other organisms like plants? Can they respire without oxygen?
_______________________________________________________________________

From the above discussion, it can be concluded that respiration can be broadly
classified into two types on the basis of presence or absence of oxygen.
The two types are aerobic and anaerobic respiration. Let's see how plants respire
aerobically.
To understand more about respiration in plants let us conduct the following
activity:

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Activity 1.8 Under the Microscope/Foldscope!

To understand the opening and closing of stomata and subsequently exchange of

gases in plants, we can perform the following activity:
● Take a fresh green fleshy leaf (white lily/bryophyllum/any other of your
choice).
● Fold the leaf and peel it apart to separate the lower layer of the leaf.
● Put the lower layer of the peeled leaf in a watch glass filled with water and
put a few drops of diluted safranin stain on it.
● After 2-3 minutes, take out the stained peeled leaf and put it on a slide.
● Put a drop of glycerine on this slide and with the help of a needle, cover the
leaf with a cover slip. The excess stain and glycerine must be removed with
the help of a blotting paper.
● Observe this temporary mount of leaf under a microscope/foldscope and see
the stomata through it.

i) What did you observe through the microscope/foldscope?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

ii) Draw and label a diagram of open and closed stomata.

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Now try to complete the following statements:
i) The role of the opening and closing of stomata during the process of respiration
in plants is
__________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ii) The gases that are exchanged through stomata during the process of respiration
in plants are
_______________________________________________________________________
________________________________________________________________

We have observed how respiration takes place in lower organisms like yeast and in
plants too. Now it is time to understand the process of respiration in human
beings.

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Activity 1.9: Let’s do Boogie Woogie…….

Note: Children with breathing issues need not perform the jumping exercise, they
can just observe their friends.
With the help of a friend check your breathing rate (number of breaths per min).
Now with the permission of your science teacher, do some jumping exercise with
the whole class for around 1 minute. Check your breathing rate again immediately
after the jumping exercise.
Breathing rate before jumping__________breaths per minute.
Breathing rate after jumping ___________breaths per minute.

Now, perform the same activity with your family members (you may use the mobile
application “HEART” for this purpose).

Family member 1.
Breathing rate before jumping: ______no. of breaths per minute.
Breathing rate after jumping: _______no. of breaths per minute.

Family member 2.
Breathing rate before jumping: ______no. of breaths per minute.
Breathing rate after jumping: _______no. of breaths per minute.

Family member 3.
Breathing rate before jumping: ______no. of breaths per minute.
Breathing rate after jumping: _______no. of breaths per minute.

Family member 4.
Breathing rate before jumping: ______no. of breaths per minute.
Breathing rate after jumping: _______no. of breaths per minute.

Put your thinking caps on and enlist the factors that you think affect the rate of
breathing.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

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Activity 1.10: Let’s observe to infer…

Prepare a fresh solution of lime water (calcium hydroxide) by putting some quick
lime (calcium oxide) in water. Filter and collect the clear solution of lime water
solution in a test tube. Now, breathe out in this freshly prepared lime water and
observe the changes taking place.

Observation table:

S.No. Name of the Activity Observation Inference

1. Lime water + CO2

Synthesis
The gases coming out of our breath as a result of respiration are:
________________________________________________________________
________________________________________________________________

The food that we eat is used by body cells to release energy. Different organisms
make use of different mechanisms to do that. Some living beings do this
breakdown of food in the absence of oxygen (as seen in the case of yeast), while
some do the process in the presence of oxygen. The first step in both the cases is
the breakdown of glucose into pyruvate. The fate of pyruvate depends upon the
presence or absence of oxygen. We have already discussed the process of
anaerobic respiration. Let us see how it takes place in the presence of oxygen.

Dear learners, you all know that lungs are the organs responsible for respiration.
The alveoli present in the lungs are small sac-like structures that provide an
extensive surface area for the exchange of gases. The rich blood supply around
these alveolar sacs ensures efficient diffusion of oxygen into the blood.
Simultaneously it also ensures the expulsion of carbon dioxide from the blood into
the lungs, which can hence be expelled out from the body while breathing out.
The mechanism of respiration can be understood from the video given below:

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Activity 1.11: Let’s watch the video:

https://drive.google.com/file/d/18wiyVSB20XFmNUicITRLOIb8jdWeFf_K/view?usp=
sharing

Collect your classmates, make your crowns and add a spice of some drama to your
learning journey!!!
Now, on the basis of your understanding, explain the mechanism of exchange of
gases in your own words-
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

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Activity 1.12: Model Making

Learners, do you know that lungs are the only internal organs of a human body that
can float on water and that the surface area of alveoli together counts to
approximately 80 Square Metres. How much is that? ……….Discuss.
To understand the structure and functioning of the human respiratory system, let
us create a simple model using a waste plastic bottle, balloons, straws etc.

Now, make a presentation in the class on various parts of the human respiratory
system and its mechanism. (You can also add some fun facts!)

Now sum up your learning about respiration by answering the questions given
below:

i) Differentiate between aerobic and anaerobic respiration.

32
 Aerobic respiration Anaerobic respiration

ii) ____________________ is the molecule that serves as a fuel for the process of
respiration.
iii) Which cell organelle serves as the site for respiration reactions to take place?
______________________________________________________________________.

The first step in the process of respiration is the breakdown of glucose (a 6 carbon
molecule) into pyruvate (a 3 carbon molecule). The fate of pyruvate depends on
whether the oxygen is available for its further breakdown or not. Using this
information elaborate upon the fate of pyruvate in various situations in your own
words.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

33
Activity 1.13: Flex your neurons….

Do a survey with your family, neighbours, relatives, internet etc. and prepare a
project report on respiratory diseases. You must consider following points in your
report:
● Names of respiratory diseases.
● What triggers these respiratory diseases?
● What are the various symptoms?
● What precautions can one take to save oneself?
● Find out how oximeters can help in management of respiratory
diseases?
● Share your ideas on how respiratory diseases can be
reduced/controlled through improvement of the environment that we
live in?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________.

Dear learners, in class nine we have seen how blood acts as a fluid
connective tissue. We have also learnt that blood consists of a fluid medium

34
 called plasma and cells. Blood transports food, respiratory gases and
nitrogenous wastes.

Before going ahead let’s try answering the following questions:

i) What are the various ways in which water can be transported from ground
to the top of a multi storeyed building?
_________________________________________________________________
_________________________________________________________________

ii) What is the mechanism of transport of substances from roots to the top
of the tall trees?
_________________________________________________________________
_________________________________________________________________

iii) What organs constitute the circulatory system of a human body?

_________________________________________________________________
_________________________________________________________________

In the coming sections of this learner’s companion we’re together going to

explore how the process of transportation takes place in human beings and
plants.

Activity 1.14: I challenge you…

i) Name the blood cell that changes its shape?

_________________________________________________________________
ii) Name the blood cell that doesn’t have a nucleus?
_________________________________________________________________
Woah! Wasn’t this awesome to know?
Let us observe blood cells under a microscope now. (If you are not comfortable
with pricking and making a slide with your blood, you can see your friend’s slide/
request teacher to show you a permanent slide of blood smear)
To observe a drop of blood under microscope follow the following procedure:

35
 i) Sterilise your finger and a sharp needle with a swab cotton dipped in
doctors’ spirit/dettol/alum solution and prick your finger with the sterilised
needle to take out a drop of blood.
ii) Put this drop of blood on a glass slide.
iii) Observe it under a compound microscope.
Draw and label the different types of cells you have observed under the
microscope in the space given below:

Wanna explore more about blood!!!!! Let’s conduct research for this.

Activity 1.15: Research time!!!

Visit a nearby health care centre and find out the range of complete blood count
(CBC) in humans.
i) Is this range the same for children and adults?
_________________________________________________________________
ii) Does the count vary in males and females?
_________________________________________________________________

iii) Visit a nearby veterinary hospital and find out about the CBC of animals.
Does this range too vary in male female and calves?
_________________________________________________________________

36
 _________________________________________________________________
iv) What differences have you observed in CBC of humans and animals?
Explain.
________________________________________________________________
_________________________________________________________________
________________________________________________________________.

Which organ do you think is responsible for the pumping of blood in the
human body? Describe the structure of that organ in your own words. You
can describe the various parts and their functioning also.

The human heart is a muscular organ. The function of the heart is to pump the
blood. The human heart is divided into chambers to prevent the intermixing of
oxygen rich and carbon dioxide rich blood. Won’t it be exciting to know if the
heart of other organisms is also chambered or not? You must also be curious to
know the structure and functioning of the human heart in detail. This is what we
are going to explore in the coming sections.

37
Activity 1.16: Heart to heart ...

The information given in the boxes below will help us in answering the following
questions:
i) Can an organism exist without a heart? If yes, give examples.
_________________________________________________________________
_________________________________________________________________.
ii) Why is the heart of a fish called Venous heart?
_________________________________________________________________
_________________________________________________________________.

iii) Why do human beings have a 4- chambered heart while fish and reptiles have 2
and 3-chambered hearts respectively?
_________________________________________________________________
_________________________________________________________________

38
Let us now watch a video regarding transportation in human beings through the
following link:

https://www.youtube.com/watch?v=zkS3WAKCUMs

After watching the video, talk to your friends and teacher regarding how the
circulatory system works and make a presentation in your class on transportation
in humans.

iv) Compare and contrast the different types of blood vessels in human beings.
Describe the structure and function of each in brief.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

39
_______________________________________________________________________
_______________________________________________________________________.

v) What do you think will happen if there’s a leakage in these tubes? How does our
body cope up with the blood loss caused by an injury or a rupture in a blood
vessel?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Learners, it is interesting to note that there is one more kind of fluid called the
lymph, which is involved in the process of transportation. Talk to your facilitator
about the composition and functions of the lymph.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Plants also need a variety of raw materials to maintain structure and function of
their bodies. In previous sections, we’ve seen how plants obtain gases for
photosynthesis and respiration. Plants depend mainly upon soil for obtaining other
nutrients like nitrogen, phosphorus, etc. Let’s see how transportation of water and
minerals happens inside a plant body.

40
Activity 1.17: Grab your popcorn… It's movie time!!!!

To understand transportation in plants, watch the movie given in the link:

https://youtu.be/bvPM6sfidY4

Answer the following questions:

i) Which tissues are involved in transport of food and minerals in plants?
_________________________________________________________________
________________________________________________________________
ii) Which process in plants create suction force to help water column rise in
the plants?
_________________________________________________________________
_________________________________________________________________.

iii) What are the advantages of the process of transpiration in a plant body?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

iv) What is translocation?

_________________________________________________________________
_________________________________________________________________.

After watching the movie, make a short note on how transportation occurs in
plants. Critically analyse how apt the theories of “Root Pressure” and
“Transpiration Pull” are for the purpose of transport of water.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________.

41
Dear learners, before going ahead let us try answering some questions:

i) What are the different kinds of wastes which are generated in the human body?

_______________________________________________________________________
_______________________________________________________________________.

ii) Why is it important to remove the wastes from the body?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

iii) How do organisms get rid of gaseous wastes generated during respiration?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

iv) How do plants get rid of gaseous wastes generated during photosynthesis?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Metabolic processes inside an organism's body generate nitrogenous wastes. We

have already discussed that removal of wastes from the body is absolutely
necessary. In the coming sections we’ll be studying the excretory system of human
beings and the process of waste removal in plants. The following activities and
tasks would help in developing a better understanding.

42
Activity 1.18: Project work

Dear learners, you must be aware that the removal of harmful waste products from
the body through excretion is among the very important processes of every living
organism. Let us do a small internet/library survey regarding the products of
excretion in at least two of the following habitats: terrestrial, aquatic animals/
birds. Record your findings in the space given below:

S. Name of Habitat Excretory Composition Relation between

No organism product of excreta habitat & excretory
product

Synthesis:-
i) Could you find any connection between the habitat of an organism and its
excretory product? If yes, then you have collected important information. Write
this conclusion in the given space.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
ii) Dear learners, we have studied about the process of diffusion in previous
classes. Describe the process in your own words. What is the utility of this process?
_______________________________________________________________________
_______________________________________________________________________

43
_______________________________________________________________________
_______________________________________________________________________.

Single-celled organisms make use of the process of diffusion to get rid of the
wastes generated in their bodies. Multicellular and complex organisms like human
beings make use of specialised organs for the purpose. Let us study the human
excretory system in detail.

Activity 1.19: Draw and reflect.

Try drawing the Human Excretory System in the space given below and answer the
questions that follow:

i) Where are the kidneys located in the human body?

_________________________________________________________________.
ii) What are the functional units of kidneys known as?
_________________________________________________________________
_________________________________________________________________
iii) What are the different components of the human excretory system?
_________________________________________________________________
________________________________________________________________.
iv) Which blood vessel brings blood to the kidneys?

44
 _________________________________________________________________
_________________________________________________________________.
v) How is urine produced in human beings?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
vi) How is the amount of urine regulated in human beings?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

Let us try to label the following diagram of nephron and explain the process of
excretion.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

45
The above discussion clearly signifies the role of kidneys in maintaining life. Kidney
malfunctioning or its failure hence can be life threatening. In case the kidneys of a
person are damaged due to infection or an injury, artificial kidney can be used to
remove the toxic wastes from the body. Let us study about artificial kidney and the
process of dialysis in detail.

Activity 1.20: Think and reflect time…

Do you know what happens when the kidney of a person malfunctions? Does it
cause a big problem for the patient? Let us access the following link and comment
upon the process of dialysis.
https://youtu.be/aV3loC6lgbA

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Now answer the following questions:

i) Why does a doctor recommend dialysis to his/her patients?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
ii) Which principle is involved in the functioning of an artificial kidney?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
iii) What is the difference between blood and the dialysing fluid?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

46
 You must be wondering if plants make use of similar mechanisms to get rid
of the wastes produced by them. To know about this we must know what
type of waste is generated by a plant body. Plants get rid of excess water by
the process of transpiration. Let us try finding out about other wastes and
their removal from the plant body.

Activity 1.21: Step out and look around…….

Observe plants around you and answer the following.

i) Prepare a list of excretory products of plants.
_________________________________________________________________
_________________________________________________________________.
ii) Why did you call these items waste?
iii) How do plants get rid of these waste products?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

Let us recall the following situation, which we have studied in previous sections of
this unit and think what happens when:
● A plant prepares its food by the process of photosynthesis.
● The food eaten by an organism is digested.
● Organisms respire.
● Urine is formed.
We find that the initial and final products of the processes mentioned above differ
from each other in their form/nature/identity. In our previous classes we have also
learnt about classifying changes into physical and chemical ones on the basis of
properties that underwent the change. A chemical change is an indicator of a
chemical reaction. Life processes, which have just been studied, are also
accompanied with a number of chemical reactions. You perhaps would be keenly
interested in understanding how these chemical reactions take place. So, let’s take
a deep dive into the world of chemical reactions through chapter 2 of this unit.

47
 CHAPTER 2: CHEMICAL REACTIONS

Activity 2.1: Let us think and write down.

Enlist Any 10 changes that you see around yourself.

Classify the changes as physical or chemical change. Give reasons supporting your
judgement.

CHANGE PHYSICAL CHANGE CHEMICAL CHANGE

Based on what you've learned in previous classes, what, according to you, are
characteristics of the chemical changes?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
A chemical reaction is characterised by one or more of the following:
● Change in state.
● Change in colour.
● Evolution of a gas.

48
 ● Production or absorption of heat.

Let us study the pictures given below and see how many of the above changes
accompany these illustrated reactions

Activity 2.2: Picture Simulation

You have observed the pictures shown by the facilitator.

What changes have you observed in terms of colour, appearance, evolution of
gases, and release or absorption of heat? Note down your observations in the given
table:

S.NO. PICTURE CHANGE IN CHANGE IN EVOLUTION RELEASE OR

SHOWN COLOUR APPEARANCE OF GAS Y/N ABSORPTION
OF HEAT

1.

2.

3.

49
4.

5.

Discuss the table with your peers.

Activity 2.3: Put on your laboratory coats!!!

Dear learners, let us move to our laboratory and perform a simple experiment.
CAUTION: This activity needs the facilitator’s assistance. It would be better if you
follow all safety precautions.

● Clean a magnesium ribbon about 3-4 cm long by rubbing it with sandpaper.

● Hold it with a pair of tongs. Burn it using a spirit lamp or burner and collect the
ash so formed in a watch glass. Burn the magnesium ribbon keeping it away as
far as possible from your eyes.

Note down the observations.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
i) What is the colour of the flame when magnesium ribbon burns?
_______________________________________________________________________
_______________________________________________________________________
ii) Can you name the product formed on burning of magnesium ribbon? (Hint: Here
magnesium combined with oxygen to form a product).
_______________________________________________________________________.

In the reactions, some substances react to form products: These substances are
termed as REACTANTS.
Whereas there are substances that are formed upon the reaction between
reactants. These substances are termed as PRODUCTS.

50
Writing observations of a chemical reaction like you just did by describing the
burning of magnesium ribbon is quite a lengthy process. Is there a shorter and
more convenient way of doing so? Let us find it out.

In photosynthesis, carbon dioxide and water combine in the presence of

chlorophyll and sunlight to form glucose and oxygen. This reaction can be
represented as:

Carbon dioxide + water—--------------> Glucose + oxygen

CO2 (g) + H2O (l) ----------------> C6H12O6 (s) + O2 (g)

(Reactants) ( Products)

This representation is known as the chemical equation.

Here, identify and write down the initial substance (reactant) and the final
substance (product).

_____________________________________________________________________.

From the photosynthesis equation above, more information can be drawn about
the reaction, reactants and products.

(+ sign represents combination ---> sign shows the direction in which reaction takes
place)

Activity 2.4: Magic strings

● Take two sticks and tie cotton strings to each.

● Lower one string into a bottle of HCl and another string into ammonia.

● Let them soak in the chemicals for 2 -3 min.

● Bring the two strings close together so that they touch each other.

● Note down your observations.

i) What did you observe, when you brought the two strings close to each other?

_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

51
ii) Write the chemical equation involved.
_______________________________________________________________________
_______________________________________________________________________.

Activity 2.5: Chemical equations

i) Learners, now try to decipher the meaning of these symbols?

Serial number Symbol Representation

1.

2.

3.

4.

5.

6. (g)

7. (s)

8. (l)

9. (aq)

10. +

11.

52
ii) A CHEMICAL EQUATION is hence a representation of a chemical reaction. Recall
the law of conservation of mass and state it in the space given below.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
Now consider the following reaction: Mg+O2→ MgO
iii) Observe the number of atoms on the reactant and the product side. Are they
equal?
_______________________________________________________________________.
iv) Would the equation justify the law of conservation of mass?
_______________________________________________________________________.

Hence, in order to justify the law of conservation of mass, it is important to

balance a chemical reaction.
This can be done by hit and trial method.

Once you have understood how to balance a chemical reaction, try balancing the
equations given below:
1. Al + HCl→ AlCl3 +H2
_______________________________________________________________________________________.

2. NH3+ O2→ H2O+NO

___________________________________________________
3. Na3PO4 + MgCl2→ NaCl +Mg3(PO4)2
_________________________________________________________________________________________.

https://phet.colorado.edu/sims/html/build-a-molecule/latest/build-a-molecule_en.html

Enjoy interacting with the pHET simulation through the link given above.
What can you infer about the chemical reactions after this simulation? Discuss with
your peers. The chemical reactions can be of different types. The various types of

53
chemical reactions that we are going to study are divided into following
categories:
A. COMBINATION REACTIONS
B. DECOMPOSITION REACTIONS
C. DISPLACEMENT REACTIONS
D. DOUBLE DISPLACEMENT REACTIONS
E. OXIDATION AND REDUCTION REACTIONS

Activity 2.6: Combination & exothermic reaction

● Take a small amount of calcium oxide or quicklime in a beaker.

● Slowly add water to this.

After doing this activity

i) What do you feel on touching the beaker? Is there any change in temperature?
Write down your observations.
_______________________________________________________________________
______________________________________________________________________.
ii) Write the chemical equation of the above chemical reaction.
_______________________________________________________________________
_______________________________________________________________________.

All such reactions where two or more substances (elements or compounds)

combine to form a single product are known as COMBINATION REACTIONS.
Dear learners, now quote more examples of combination reactions? What can you
say about burning of magnesium ribbon? Can it be placed under combination
reactions?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________________

54
iii) Have you observed any change in temperature during the course of the
following natural processes —
i) Respiration.
ii) Composting etc. Write down your responses:
_______________________________________________________________________
______________________________________________________________________.

Work out the etymology of the word EXOTHERMIC. Split the word and try defining
exothermic reactions in your own words.
_______________________________________________________________________
_______________________________________________________________________.
All such reactions where release of heat is accompanied with the formation of
products are known as EXOTHERMIC REACTIONS.

We have already learnt that bonds are either made or get broken during the
chemical reactions. We have seen how a new product is formed in a combination
reaction. Let's see what happens when a compound breaks into two or more
constituents.

Activity 2.7: Decomposition reaction {group activity}

● Take about two grams of lead nitrate powder in a boiling tube.

● Hold the boiling tube with a pair of tongs and heat it over a flame.

i) What do you observe?

_______________________________________________________________________
_______________________________________________________________________.

ii) Note down the change, if any, in this reaction.

_______________________________________________________________________
_______________________________________________________________________.

55
The decomposition reactions need energy in the form of heat, light or electricity.
Let us explore how reactants break down using heat, light or electrical energy.
It is important to note that reactions in which energy is absorbed are called
ENDOTHERMIC REACTIONS.
Electrolytic Decomposition

https://youtu.be/eMT25d1oTOE

Hope you all enjoyed doing the activity, as shown in the video link given above.
(This activity can be done using pencils immersed in water/spoons/aluminium foil
etc).

i) What do you observe?

_______________________________________________________________________
______________________________________________________________________.

ii) Note down the change, if any, In this reaction

_______________________________________________________________________
_______________________________________________________________________.

Photolytic Decomposition

● Take about 2g silver chloride in a china dish.

● Note down its colour.
● Place this china dish in the sunlight.

i) What do you observe?

_______________________________________________________________________
______________________________________________________________________.
ii) Note down the change, if any, in this reaction.
_______________________________________________________________________
______________________________________________________________________.

Now compare and contrast the three different types of decomposition reaction.

56
 Thermal decomposition Electrolytic decomposition Photolytic decomposition

Dear learners, we have studied about one more type of reaction in our previous
classes, where an element displaces another element from its compound. Such
types of reactions are called DISPLACEMENT REACTIONS. Let us conduct the
activity given below and learn more about the mechanism of displacement
reactions.

Activity 2.8: Displacement reaction:

Watch the video through the link given below:

https://youtu.be/NVbYPryN4PQ

● Take two Iron nails and clean them with sandpaper.

● Now take two test tubes and put 10 ml of copper sulphate solution in both
of them.
● Put an iron nail in one of the test tubes and keep the other test tube in
control. Keep one iron nail aside for comparison.
● After 20 minutes, compare the intensity of the blue colour of copper
sulphate solutions in two test tubes.
● Also, compare the colour of the iron nails dipped in copper sulphate solution
with the one kept aside.

i) Why does the iron nail become brownish in colour and the blue colour of copper
sulphate solution fade?

57
_______________________________________________________________________
_______________________________________________________________________.
ii) Write down the chemical reaction taking place in the test tube.
_______________________________________________________________________
_______________________________________________________________________.

iii) In the following reaction, identify the more reactive element among Zn and Cu:
Zn(s) + CuSO4 (aq) -> ZnSO4(aq) + Cu (s)
a) Give reason to support your answer?
_______________________________________________________________________
_____________________________________________________________________.

(b) What changes will you observe when you put Cu turnings(metal) in a zinc
sulphate solution?
Cu(s) + ZnSO4 (aq) → ______________________

The activity given below will help you in understanding what type of chemical
reaction takes place when two different groups of atoms(ions) are exchanged.

Activity 2.9: Double displacement/precipitation reaction

● Take 3 ml sodium sulphate solution in a test tube. Also take 3 ml barium

chloride solution in another test tube.
● Now mix the two solutions.

i) What do you observe in the test tube?

_______________________________________________________________________
______________________________________________________________________.
ii) What is the sediment collected at the bottom called?
_______________________________________________________________________
_____________________________________________________________________.
iii) Write some examples of double displacement reactions.

58
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

Activity 2.10: Oxidation and reduction reactions

Dear learners, there’s one more interesting fact about chemical reactions.
Chemical reactions may also involve the gain or loss of hydrogen or oxygen by
substances.

● Work in groups of 4 or 5.

● The facilitator will provide group one with water, lemon juice to the second group,
third group with vinegar, milk to the fourth group and nothing to the fifth group.
● Take one ziplock bag and name your ziplock by writing the name of the
liquid provided to you by your teacher.
● Place two apple slices in each ziplock bag after pouring the liquid on the
bag.
● Seal the bag tightly and shake it so the liquid coats the apple slices
● Let them soak for 3-4 mins.
● After 4 mins pour excess liquid out of the bag. Reseal them and check on
the apple every 10-15 mins.
● Share your views about the activity.

Watch the video link given below:

https://chemcollective.org/vlab/106

i) After performing the activity in the class, write and discuss your observations.
_______________________________________________________________________
______________________________________________________________________.
ii) List down the examples from your daily life where you observe such reactions.
_______________________________________________________________________
_______________________________________________________________________.

59
Let us conduct one more activity to understand the process of oxidation in detail.
Take a china dish and heat about 1 g of copper powder in it.
Write down your observations below:
____________________________________________________________________.

The above reaction can be summarised by the following chemical equation:

2Cu + O2 → 2CuO
When hydrogen is passed over CuO, the black coating on its surface turns brown.
as a reverse reaction occurs and Cu is obtained back.

CuO + H2 → Cu +H2O

In this reaction, CuO has lost oxygen while the hydrogen has gained oxygen. We
can also say that CuO is being reduced and hydrogen is being oxidised. Such a
reaction in which one reactant gets oxidised while the other gets reduced is called
REDOX REACTION.

Identify the substance oxidised and reduced in the chemical reactions given below:

2Mg (s) + O2 (g) → 2MgO (s)

_______________________________________________________________________
_______________________________________________________________________.

3PbO (s) + 2 NH3 (g) → N2 (g) + 3H2O (l) + 3Pb (s)

_______________________________________________________________________
_______________________________________________________________________.

3C (s) + 2 Fe2O3 (s) → 4Fe (s) + 3CO2 (g)

_______________________________________________________________________
______________________________________________________________________.

Fe2O3 (s) + 2 Al (s) → Al2O3 (s) + 2Fe (l)

60
_______________________________________________________________________
_______________________________________________________________________.

SO2 (g) + 2CO (g) → S (g) + 2 CO2 (s)

_______________________________________________________________________
_______________________________________________________________________.

C6H12O6 + 6 O2 → 6 CO2 + 6H2O + Energy

_______________________________________________________________________
______________________________________________________________________.

6CO2 + 6H2O + light energy → C6H12O6 + 6O2

_______________________________________________________________________
______________________________________________________________________.

The impacts of oxidation reactions can be observed in our daily life in many
instances. Quote a few examples from everyday life, where you have seen
oxidation happening.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

Be it the browning of cut fruits or rusting or iron, all are the impacts of oxidation.
Let us look at some more cases where effects of oxidation can be seen in our daily
life.

CASE STUDY

As the festival was approaching Meera and her family decided to clean and
decorate the house along with making dishes at home for the festival.

61
Meera draws the attention of her father that the main gate of the house is not
looking good. Father said, it has got rusted. Meera's brother and mother prepared
mathhi and stored it in two containers.

They enjoyed the festival and those delicious mathhi. After a week mother said oh
I forgot to tell that we had one more container of mathhi. Let's enjoy them with
tea. As Meera took a bite of mathhi, she said, oh its taste is not the same as it was
earlier.

Based on the case study answer the following questions:

i) Name the process by which metals are slowly eaten away by the reaction of air
and water?
_______________________________________________________________________
______________________________________________________________________.

ii) Why do iron articles get coated with the reddish brown powder if left in the
open for sometime?
_______________________________________________________________________
______________________________________________________________________.
iii) Why did the taste and smell of mathhi change after a week?
_______________________________________________________________________
______________________________________________________________________.
iv) Why are the packets of chips bought from the market inflated?
_______________________________________________________________________
______________________________________________________________________.

Corrosion is a process by which materials such as metals are slowly eaten away
when exposed to air and moisture. Learners, you can collect data for economic
loss caused due to corrosion each year and give a presentation in the class in the
form of powerpoint, report, project etc.

Also suggest various ways of reducing these losses.

(Note:- You can use any resource like the internet, newspapers, articles and
journals for collecting your data and for presentation).

62
REPORT:-
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
FEEDBACK BY PEERS AFTER PRESENTATION:-
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

Your car got scratched due to minor brushing of the vehicle against a wall. Even
small nicks expose bare metal and rusting starts soon. What can you do yourself to
prevent the car from further deterioration by rusting?

Suggest some ways to prevent further corrosion of the car.

_______________________________________________________________________
_______________________________________________________________________
In your opinion what can be the reason for the formation of rust on the scratched
area?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

63
 CHAPTER 3: CHEMICALS AND THEIR NATURE

Dear learners, you are now well acquainted with different chemicals and their
reactions. Let us now move on a journey of understanding about the nature of
these chemicals.

Activity 3.1: Chemicals in your kitchen

Prepare a list of some food items and classify them into sour and bitter as per their
taste:

S.No. Sour Bitter

Can you tell which food items from the list prepared above are acidic in nature and
which are bitter in nature without tasting them?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________.

64
Activity 3.2: Let's check the nature of food items!!

i) Learners, what do you think? Is tasting a substance to test its nature a safe idea?
_______________________________________________________________________.

ii) Now think of some ways to identify whether a given substance is an acid or a
base without tasting it:

_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

Let us watch a video and see whether this video is helpful to us in telling the
nature of a substance or not?

https://youtu.be/-V5LJ9O9LBU

iii) The video shows how hibiscus acts as an indicator and helps us to find out the
nature of a substance. Now prepare a list of some other materials which can be
used as natural indicators.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

iv) Can you figure out the meaning of the term olfactory indicators? Try working it
out with your peers.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
Learners, isn't it exciting to know about olfactory indicators. Let us conduct an
activity and see how onion acts as an olfactory indicator.
ONION as an indicator
● Take an onion and cut it into small pieces.
● Add onion pieces to some water and boil.

65
 ● Cool the extract and filter it.
● Pour an equal amount of onion extract in two transparent glasses.
● Take some lemon juice in a glass and an aqueous solution of baking soda in
another.
● Add one spoonful of each to the above two glasses.

What happened when you added lemon juice and baking soda to the onion extract?
Write your observations in the space given below:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
There are some chemical indicators in our labs. These are called synthetic
indicators. Let us explore synthetic indicators.

● Take a drop of the substances mentioned in the table given below to make
three sets of separate watch glasses/petridishes/improvised bowls.
● Now in the first set of watch glasses, add a drop of phenolphthalein and
note down the colour change in each of them.
● Repeat the above step with methyl orange solution in the second set of
watch glasses containing different substances.
● Repeat the above step with the methyl orange solution in the third set of
watch glasses containing different substances.
● Note down your observations and inference in the table given below-

Substance Colour change with Colour change with Inference

Phenolphthalein Methyl Orange
solution

Vinegar

Tomato juice

NaOH Solution

HCl solution

66
The world of acids and bases is quite intriguing. We come across a number of acids
and bases in our everyday life and by exploring the chemical properties of acids
and bases, we can understand their usage and applicability in daily life.
Metals are something which happen to be useful to us in our everyday life. It would
be interesting to know how acids react with metals.

Activity 3.3 - Reaction of acids with metals

Learners, you must perform this activity under supervision of your facilitator.
● Take about 5 ml of dil.sulphuric acid in a test tube and add a few pieces of
zinc granules to it.
● Pass the evolved gas through a soap solution.
● Bring a burning candle near the gas filled in the bubbles which evolve while
passing gas through the soap solution.

Try to answer the following questions based on the above experiment-

i) Can you identify the gas evolved in the above reaction? Mention the property on
the basis of which you identified the gas.
_______________________________________________________________________
______________________________________________________________________.

ii) Do you think the same gas will be evolved if we perform this experiment using a
different metal in the same acid or same metal with some other acid.
_______________________________________________________________________
______________________________________________________________________.

67
iii) Write the chemical equation for the above reaction.
_______________________________________________________________________
_______________________________________________________________________.
iv) Based on how acids react with metals and using your prior knowledge of bases,
how do you think they will react with metals?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Activity 3.4: Let us see how do bases react with metals:

● Take a few pieces of granulated zinc in a test tube.

● Add 2 ml of sodium hydroxide solution in it and warm the contents of the
test tube.
● Pass the gas through the soap solution.
● Bring a burning candle near the gas and observe.
Try to answer the following questions based on the above experiment-
i) Can you identify the gas evolved in the above reaction? Mention the property on
the basis of which you identified the gas.
_______________________________________________________________________
______________________________________________________________________.
ii) Do you think the same gas will be evolved if we perform this experiment using a
different metal with the same base or same metal with some other base?
_______________________________________________________________________
_______________________________________________________________________.
iii) Write the chemical equation for the above reaction.
_______________________________________________________________________
_______________________________________________________________________.

68
Activity 3.5: Let us explore the reaction of metal carbonates with
acids.

● Take 1g of sodium carbonate in a test tube.

● Add about 2 ml of hydrochloric acid in it.
● Pass the gas evolved in it through lime water.
● Repeat the above two steps and this time bring a burning splinter or
candle near the mouth of the test tube.
Note down your observations in both the cases and try to answer the following
questions:
i) What happened to the lime water through which you passed the gas?
_______________________________________________________________________
_______________________________________________________________________.
ii) What happened to the burning candle in the second case?
_______________________________________________________________________
_______________________________________________________________________.
iii) Identify the gas and write a balanced chemical equation for the above reaction.
_______________________________________________________________________
_______________________________________________________________________.

69
Activity 3.6: Reaction between metal bi-carbonates and acids

● Take 1 g of sodium bi-carbonate in a test tube.

● Add about 2 ml of hydrochloric acid to it
● Pass the gas evolved in it through lime water.
● Repeat the above two steps and this time bring a burning splinter or candle
near the mouth of the test tube.
Note down your observations in both the cases and try to answer the following
questions:
i) What happened to the lime water through which you passed the gas?
_______________________________________________________________________
_______________________________________________________________________.
ii) What happened to the burning candle in the second case?
_______________________________________________________________________
_______________________________________________________________________.
iii) Identify the gas and write a balanced chemical equation for the above reaction.
_______________________________________________________________________
_______________________________________________________________________.

Students, don't you think that it would be interesting to know whether acids and
bases have something or other common between them? What do you think is
common between an acid and a base?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Let’s find more about it.

70
Activity 3.7: Electricity love.…

● Take a cork and fix two nails in it. Place the cork in a beaker.
● Connect the nails to the two terminals of a battery through a bulb and a
switch.
● Pour some dilute hydrochloric acid in it.
● Note down your observations.
● Repeat the above experiment with sugar solution, citric acid and sodium
hydroxide solution.

Write your observations in the table given below-

Substance Bulb glows or not Inference drawn

Sugar Solution

Dil. HCl

Sodium hydroxide solution

Learners, let us repeat the same activity using a base like copper hydroxide and
see what happens:

71
 ● Take a cork and fix two nails in it. Place the cork in a beaker.
● Connect the nails to the two terminals of a battery through a bulb and a
switch.
● Pour some water in a beaker and add a spatula of copper hydroxide in it.
Stir the mixture.
● Pour this mixture into the beaker containing cork with nails fixed in it.
● Note down your observations.
Try to answer the following questions-
i) Did the bulb glow? Give reason for your response.
_______________________________________________________________________
_______________________________________________________________________
ii) What are Alkalis ?
_______________________________________________________________________
_______________________________________________________________________.
iii) Justify the statement-
All alkalis are bases but not all bases are alkalis.
_______________________________________________________________________
_______________________________________________________________________.
iv) What will happen if you do this experiment using lime water and soap solution?
_______________________________________________________________________
_______________________________________________________________________.

Learners, we have seen that when acids or bases are dissolved in water, they
produce hydrogen or hydroxide ions. We have also seen that dilution results in
decreasing the concentration of hydrogen or hydroxide ions in the solution. Hence,
a quantitative judgement of the amount of hydrogen or hydroxide ions in a solution
is a measurement of strength of a given acid or a base. Such a scale which is used
to measure the hydrogen ion concentration in a solution is called the pH scale.

72
Activity 3.8: Time to ponder

i) Can plants survive in any kind of soil? Explain .

_______________________________________________________________________
______________________________________________________________________.
Watch this video given below-
What Is The pH Scale | Acids, Bases & Alkalis | Chemistry | FuseSchool

ii) When pH of rain water is less than 5.6 it is called acid rain. In today’s world,
acid rain is one of the crucial matters that calls for global attention as it is
changing the pH of soil which is further impacting crop production. Make a list of
crops that grow and yield best in alkaline and acidic soil. Mention the impact that
acid rain would have on the production of these crops.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
iii) Learners, have you heard of alkaline water purifiers?
_______________________________________________________________________.
Watch this video first and answer the question that follows-
Alkaline Water explained in Hindi.

iv) There is a buzz that alkaline water is good for health; explore and prepare a
report on whether alkaline water is worth the hype?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

73
How we feel depends on the food we eat. Sometimes eating too much spicy food
causes indigestion.
Antacids are the substances that help us to get rid of pain and irritation in the
stomach due to acidity. A picture for reference is shown below.

v) Explore commonly available antacids in your surroundings and make a list of

substances used as antacids. Also, make a list of natural antacids which help us in
overcoming acidity.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
The hardest substance in our body is tooth enamel. It is made up of calcium
hydroxyapatite which is a crystalline form of calcium phosphate. It is insoluble in
water but is corroded when pH of the mouth is below 5.5.
vi) Under what conditions does the pH of our mouth go below 5.5? Lowering the
pH in our mouth leads to what?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

vii) Why is it advised by the dentist to clean your mouth after eating food and
before going to bed? Can you predict the nature of toothpastes useful in preventing
tooth decay?

74
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Are we the same????

viii) Have you ever been stung by a honey bee or a wasp?

Under such a situation your elders might have applied something to the affected
area to give you some relief from pain and irritation due to the sting. Do you think
the same substance is useful whether a person is stung by a honeybee or a wasp?
Why or why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
Learners, you know from your previous classes how acids and bases react to form
salt and water. You are also aware of the strength of acids and bases.

Activity 3.9: Let us watch this video

Salts | Part 1/1 | English | Class 10

i) Based on your understanding from the video, predict the nature of salt as
acidic/basic/neutral salt in the given conditions-
a. Strong acid + Strong base forms …………..salt.
b. Strong acid + Weak base forms……………..salt.
c. Weak acid + Strong base forms…………….salt
d. Weak acid + Weak base forms …………… salt

75
ii) What kind of salt is the common salt which we use in our food?
_______________________________________________________________________
_______________________________________________________________________.
Look at the picture given below-

iii) Have you ever seen a huge heap of salt alongside a sea? If yes, mention the
place where you saw that?
_______________________________________________________________________
_______________________________________________________________________.
In a physical map of India, locate the regions where salt is separated from the
sea? Also, indicate the place from where a national movement called ‘Dandi
March’ started, marking salt as an important symbol in our freedom struggle?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

76
Paste the map here:

Chlor-alkali process
Watch the video shared below-
Electrolysis of Brine | Reactions | Chemistry | FuseSchool

i) What are the different products we obtain from the chlor-alkali process?
Mention their uses on a large scale. Why is this process considered as an important
factor in the developmental process of a country?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

ii) Draw diagrams to show the chlor-alkali process. Also, write important reactions
that take place during this process.

77
Chlor-alkali process

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

You and me….

A.
— I make your water germ free and make your clothes white. I am a good oxidising
agent and an important friend of the textile and paper industry.
Who am I?______________________________________________________________.
— I am formed when chlorine gas is passed over slaked lime. Can you predict my
formula?
______________________________________________________________________.

Complete the reaction of my formation-

Ca(OH)2 + Cl2→ ? + H2O

_______________________________________________________________________

78
B.

Without me you cannot bake a cake, I make your pakoras crispy and your bhaturas
spongy as I am present in the powder which your mom adds to the cake batter and
maida/besan while preparing for yummy treats. Who am I?
_______________________________________________________________________.
Baking Powder is a combination of baking soda and a mild acid such as tartaric
acid. Write the reaction that makes cakes or breads soft and spongy. Take help
from your facilitator.
_______________________________________________________________________
______________________________________________________________________.

Water of Crystallisation
Observe copper sulphate crystals and copper sulphate powder in your lab and write
what difference do you observe in their appearance ?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

What will happen if copper sulphate crystals are heated? (Perform this activity
under teacher’s supervision following the given steps)

● Take a boiling tube and add a few crystals of copper sulphate in it(note the
colour of the crystals).
● Heat the boiling tube containing copper sulphate crystals.

i) What did you notice?

_______________________________________________________________________
_______________________________________________________________________.

79
ii) Did you notice water droplets in the boiling tube? From where have these
droplets come? Note the colour of copper sulphate after heating.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
iii) Now, add a few drops of water to it. Could you notice a change in the colour?
_______________________________________________________________________
_______________________________________________________________________.
Learners, you can also refer to NCERT Science Textbook of Class 10.

UNIT END REFLECTIONS

What are my learnings at the end of the Unit ?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

How will I use my learnings from the Unit in my daily life.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Which topic did I find useful? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Any other topics related to the learnt concepts that I would like to explore.

_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

80
Bibliography

https://youtu.be/E1ykTG5wtE0 Nutrition in Amoeba

https://drive.google.com/file/d/18wiyV Video on exchange of gases

SB20XFmNUicITRLOIb8jdWeFf_K/view?us
p=sharing

https://www.arvindguptatoys.com/toys. Model of respiratory system

html

https://www.youtube.com/watch?v=zkS
Transportation in humans
3WAKCUMs

https://youtu.be/bvPM6sfidY4
Transportation in plants

https://youtu.be/aV3loC6lgbA
Dialysis

81
https://phet.colorado.edu/sims/html/b simulation on chemical reactions
uild-a-molecule/latest/build-a-molecule
_en.html

https://youtu.be/eMT25d1oTOE electrolytic decomposition

https://youtu.be/NVbYPryN4PQ Displacement reactions

https://chemcollective.org/vlab/106 oxidation-reduction reaction

https://youtu.be/-V5LJ9O9LBU
natural indicators

https://youtu.be/ckbsHM2igT0
pH scale

https://youtu.be/I5RgP8CPVvQ
Alkaline water

82
https://youtu.be/Nm5RquiuOAA
Salts

https://youtu.be/N_HQGiC9OJE
Electrolysis of brine

83
 UNIT-2: THE LIVING WORLD AND ITS
INTERACTIONS
Introduction
The unit focuses on bringing the attention of the learner towards the spectacular
world of light, the structure and function of the human eye and how different body
systems work in alignment with each other. It also focuses on developing a
scientific acumen in the learner in such a way that he/she focuses on solving
problems of day to day life and develops capability of observing the interactions in
the living world. Through this unit the learner would be able to understand the
significance of light in life. It also aims at sensitising learners towards eye
donation.
Explanation of the unit title
The unit deals with the interaction between the living world and the physical
environment. The living entities constantly interact with the physical factors like
light which influence the quality and way of life.

Statement of Inquiry:
Systems work together to create a larger functioning system that is influenced by
chemical and physical phenomena taking place in surroundings.

Inquiry questions

Factual Questions:

● What happens when light rays fall on an object?

● What do you understand by the reflection of light?
● What are the laws of reflection?
● How is the angle of incidence related to the angle of reflection?
● What are the characteristics of an image of an object formed by a plane
mirror?
● What type of spherical mirror has a wider field of view?
● How do you define the power of a lens?

84
 ● Name different parts of the Human eye.
● What are the common defects of the human eye?
● What are the causes of common defects of the Human eye?
● Which organs are responsible for coordination among all organs of the
body?
● What regulates cell division, ripening of fruits, falling of leaves etc in the
plants?
● How does a person catch STDs?
● Are STDs fatal?
● Can STDs be prevented? If yes, how?
● What is the significance of maintaining reproductive health and how can
one do that?

Conceptual Questions:

● Why do we see our reflection in the mirror?

● A concave mirror is called a converging mirror. Why?
● What makes a concave mirror suitable to be used as a dentist’s mirror?
● What makes a convex mirror an appropriate choice for a rear-view
mirror?
● Why does a pencil dipped in a glass of water appear bent when seen
obliquely?
● If light falls on a glass slab perpendicular to its interface, it travels along
the normal. Have the light rays undergone any refraction?
● How does the frequency and wavelength change as the light travels from
one medium to another?
● What are the functions of parts of the human eye?
● What are the reasons for not looking directly at the sun?
● How and why does iris control the amount of light entering the eye?
● How can we correct common defects of the human eye?

85
 ● How does the process of sexual reproduction ensure variety in the living
world?

Debatable Questions:

● All lenses produce a real image.

● Treatment with lasers is a boon for the eyes.
● Acquired characters are inherited.
● Sex of an individual is determined by the female parent.
● Human cloning should be permissible.
● AMNIOCENTESIS - a technique that can be used to determine various
genetic disorders is banned in our country. Discuss

Content Concept

A living organism is a larger system consisting of several smaller systems that

perform a specific function to achieve the designated goal of survival. These
various systems are digestive system, respiratory system, excretory system etc.
The geniuses of the human eye like persistence of vision and the power of
accommodation is also something that needs in depth exploration. We today know
a lot about reflection and refraction, but what are the basic principles behind
them? So,let us dig deeper into this phenomenal world of light, human eye and
body systems.

86
 CHAPTER 4: LIGHT

Dear learners we all know and it is a well-established fact also that light enables
us to see things around us. In our previous classes, we have studied that the sun is
the primary source of light which we use during the daytime, while at night we
make use of man made sources of light. Reflection of light by objects enables us to
see things. Furthermore, we have explored a lot more about light when we played
with concave and convex mirrors and lenses in our previous classes. There is a lot
more to be explored about light and wonderful phenomena associated with it such
as formation of rainbow, etc. You will be interested to know that there are many
illusions caused by light. When we put a lemon in a glass full of water, it appears
to be bigger, the sun appears to be red at the time of sunrise and sunset, the
colour of the sky changes as the day progresses. Let us delve into this phenomenal
world of light and develop a better understanding of the properties of light which
are responsible for all such amazing experiences.

Precursor activity

Activity 4.1: Put on your thinking caps

Dear learners, let us think and write scientific words that come to our mind
regarding light in a minute.

87
You can also draw the linkages between the suggested terms and you can add more
shapes and more arrows to it.

Hone your observation skills:

Look around you and list 5 examples of objects that reflect, refract(bending of
light) and absorb light.

S. No. Object Reflect Refract Absorb

1. Glass ✔ ✔ ✔

2.

3.

4.

Activity 4.2: Let us work together

Materials Required: plane mirror strips, laser light, protractor.

Dear learners, let us work in groups. Shine the laser light on a plane mirror at
different angles from the normal to the surface of the mirror, complete the ray
diagram as shown below, and record your observations in the observation table
below.

88
 Angle of Incidence Angle of Reflection
S. No. (∠i) (∠r) ∠i=∠r
Yes/No

300

350

450

490

600

900

Let us perform a wonderful simulation to further develop our understanding

by performing the following simulation:
https://www.physicsclassroom.com/Physics-Interactives/Reflection-and-Mirrors/Pl
ane-Mirror-Images/Plane-Mirror-Interactive
Write the laws of refraction deduced by you on the basis of the
activity performed above in the space given below:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

89
Activity 4.3: Deducing from pictures

Dear learners, let us observe the figures given below

Figure 1

Figure 2

i) Complete the diagram in figure-1 to form an image of a point object in a

plane mirror. Now form an image for the extended object shown in figure -2
(Reflected rays should be drawn with different colours).

90
 ii) Measure the size of the image and compare it with the size of the object.
Write your observation in the space given below.
_________________________________________________________________

iii) What is the Minimum number of reflected rays required for an image
formation?
_________________________________________________________________

iv) Do reflected rays always meet?

_________________________________________________________________

v) Observe figure 2 and list the properties of the image formed in terms of
size and distance from the mirror.
________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

vi) Play with plane Mirror:

Dear learners, let us write the following words on a paper. Hold the paper in front
of the mirror in the manner shown below. Observe the image of the word in the
mirror and draw the image of the words in the space provided:

91
 List of words Image in the mirror

a) PLATFORM ………………………….
b) CONSEQUENCES ……………………….
c) ENDEAVOUR ………………………….
d) DISTINGUISH ………………………….
e) MAGNIFICENT ………………………….

vii) Can you think why the word AMBULANCE as encircled in the above diagram is
written in this manner. Write in your own words.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

We have so far seen that if the reflecting surface is plane, then the image formed
is always virtual and erect. The size of the image is equal to the size of the object

92
and the image is formed at the same distance behind the mirror as the object is in
front of it. Another remarkable characteristic of an image formed by a plane
reflecting surface is that it is laterally inverted. Wouldn't it be interesting to know
what type of image would be formed by curved reflecting surfaces? Let us find it
out.

Activity 4.4: My images

Dear learners, take a tablespoon and hold it in two different ways as shown in the
images. Now see your face in it.

Is there any difference in the nature of the images in the two cases?

_______________________________________________________________________
_______________________________________________________________________

Activity 4.5. Trace the path of light

Recall the reflection of light rays, when they hit mirrors. Where would the ray of
light move after reflection in the following situations:

i) If it comes parallel to the principal axis.

_______________________________________________________________________
_______________________________________________________________________

ii) If it passes through the centre of curvature.

93
_______________________________________________________________________
______________________________________________________________________

iii) If it passes through the principal focus.

_______________________________________________________________________
_______________________________________________________________________

iv) Students, let's complete the ray diagram given below.

v) Dear learners, let us now define the following terms in context of spherical
mirrors:

a) Focus
_____________________________________________________________________
_____________________________________________________________________

b)Centre of curvature

94
_______________________________________________________________________
_______________________________________________________________________

c) Focal length

_______________________________________________________________________
_______________________________________________________________________

d) Radius of curvature
_______________________________________________________________________
_______________________________________________________________________

e) Pole

_______________________________________________________________________
_______________________________________________________________________

f) Principal axis

_______________________________________________________________________
______________________________________________________________________
vi) The radius of curvature of the driver's side view mirror is 2 m. A truck coming
from behind at any instant is at a distance of 5m from the side view mirror. How
far behind, the truck appears in the side view mirror? Draw a ray diagram of the
above situation using proper choice of the scale.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.

95
vii) An object is placed at a distance of 20 cm in front of a convex mirror of focal
length 30 cm. Find the position and nature of the image.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

viii) An object of height 4 cm is placed at a distance of 10 cm in front of a convex

mirror of radius of curvature 16 cm. Find the position, nature and size of the
image.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 4.6: Conversation class

96
Neha is having a toothache and is going to the dentist with her father in a car. On
her way to the dentist she had the following conversation with her father.
Complete this conversation using the words given in the torch.

Neha :- Father, why is the image in the side view mirror is diminished?

Father :- Neha, such an image is formed in ____________________ Mirror.

Neha :- What’s so special about it ?

Father :- The ____________________formed is always ________________ and

_______________.

Neha reached the clinic and observed the doctor is also using a mirror.

Neha - Is it the same mirror?

Father :- No, it is _________________________Mirror.

Neha :- What is the difference ?

Father :- It has the ability to form _____________________ image.

Neha :- Father,then what about the mirror which we use at home in our dressing
room?

Father:- That mirror is _____________.mirror and in this mirror, image is of the

___________ size as the object.

Describe a few sample objects brought by your classmates and write the uses of
concave and convex mirrors in the space given below.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

EXTENDED LEARNING:

Why do we use parabolic mirrors instead of spherical mirrors in headlights of

vehicles/torches?

97
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Let us perform an interesting activity:

i) Take a glass tumbler and fill it with water. Place a pencil in this tumbler and
observe it carefully. Why does a pencil dipped in a glass of water appear bent
when seen obliquely?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

ii) You must have seen the bottom of a tank or a pond containing water seem to be
raised. Why is it so?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

iii) Similarly, a coin placed in a glass tumbler appears to be raised and bigger than
its actual size? Why is it so?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Now dear learners, let us try to understand the physical phenomenon responsible
for the above observations.

Activity 4.7: Fun with glass slab

Perform this activity in groups. Each group will trace the path of light using all
pins/laser light onto a glass slab at different angles of incidence and complete the
observation table given below:-

98
 Angle of incidence, Angle of refraction, ∠ Angle of emergence,
S.No. ∠i r ∠e

Your observations:

i) ∠i and ∠ e
_________________________________________________________________

ii) Incident and emergent ray

_________________________________________________________________

iii) Any other

_________________________________________________________________

iv) If light falls on a glass slab perpendicular to its interface, it travels along
the normal. Have the light rays undergone any refraction?

_______________________________________________________________________
_______________________________________________________________________

Activity 4.8: Time to ponder

i) Observe the table given below and compare the refractive indices of
water and kerosene.

Absolute refractive index of different media

Material Medium Refractive Index Material Medium Refractive Index

Air 1.0003 Rock salt 1.54

99
 Ice 1.31 Carbon disulphide 1.63

Water 1.33 Ruby 1.71

Alcohol 1.36 sapphire 1.77

Kerosene 1.44 Diamond 2.42

Crown Glass 1.52 Fused quartz 1.46

ii) How are refractive index and optical density related?

________________________________________________________________.

iii) Compare mass density and optical density of water and kerosene?
_________________________________________________________________.

EXTENDED LEARNING

Why is the optical density of kerosene more than water whereas its physical
density is less than water?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Before moving ahead, you can perform the following simulations to reinforce
the idea of refraction
https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html

https://phet.colorado.edu/sims/html/geometric-optics/latest/geometric-optics_e
n.html

100
Activity 4.9: Time to trace

i) Trace the path of the refracted ray in the following cases :-

ii) Dear students let us now construct the following definitions:

a) Centre of curvature

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

b) Principal focus

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

c) Focal length

101
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

d) Principal axis

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

e) Optical centre

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

iii) Now deduce the rules for image formation in spherical lenses.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 4.10: Let us construct together

Dear learners, now we are in a position to draw the ray diagrams for images
formed in spherical lenses, when the object is placed at different positions. Draw
these diagrams in the space given below for all possible distinct positions of the
object.

102
Learners, let us solve some numericals related to concave and convex lenses. The
lens formula is stated below:

1 1 1
𝑣
₋ 𝑢
= 𝑓

It is evident to note that lenses follow the sign convention similar to that of
spherical mirrors. All the rules for signs of distances are applied except that all
the measurements are made from the optical centre of the lenses.
Also note that magnification produced by a lens = Height of the image/height of
the object. i.e,
ℎ𝑖 𝑣
m= ℎ𝑜
= 𝑢

Let us solve some numericals from the NCERT science book. Solve Questions
10, 11, 16 and 17.

103
Dear learners, time now is to know what we have learnt so far. Attempt the
following exercises and check your understanding. You can discuss the answers
with your peers and your facilitator.

Activity 4.11: Worksheet

Fill in the blanks

i) Magnification produced by a plane mirror is _________

ii) Focal length of a plane mirror is _________
iii) Light appears to bend on travelling from one to another optical media due to
________
iv) Power of a lens of focal length -25 cm is ________
v) When a ray of light falls normally on a glass slab, the refracting angle is
_________
vi) The ray which traverses its path back on reflection from a spherical mirror
passes through __________
vii) Sunlight incident on a convex mirror appears to __________ from the focus.
viii) Lateral displacement is produced in the path of light after _________ through
a glass slab.
ix) The diameter of the reflecting spherical surface is called its __________
x) We use ________ lens as magnifying glass.

Activity 4.12: Decode To Win

Solve the problems:

i) The speed of light in a medium is 2 x 108 m/s. The refractive index of the
medium is A.

ii) The magnification of an image is ⅔. The object distance is ‘10 A’cm. the image
distance comes out to be B.

104
iii) If a convex lens of focal length ‘2B’ cm is placed in front of an object at a
distance of ‘20A’ cm. The image distance is ‘C’.

iv) The height of the image in the above case if the height of the object is ’2A’cm
comes out to be D.

v) The focal length of a converging lens is ‘4/5C’cm. An object must be placed at a

distance E from such that the magnification is A/3. The distance of the object
from the lens is

105
Activity 4.13: ICT in action

i) Watch the simulation and see what happens to the size, nature and position of
the image with the change in object distance.
https://phet.colorado.edu/sims/html/geometric-optics/latest/geometric-optics_e
n.html
ii) Complete the crossword as per questions

https://crosswordlabs.com/view/unit1_light

Dear learners, you have just learnt the image formation by lenses. It is indeed a
wonder that the human eye too has a convex lens which works in a similar manner
as the convex lens that we studied above. Let us now learn more about the
structure and working of the human eye.

106
 CHAPTER 5: HUMAN EYE

Activity 5.1 Story Time!!!

Tom, Manpreet and Aamir- three friends have got a wonderful gadget from their
scientist uncle. The gadget, as uncle says, is “Can stop time!!!” but Tom thinks it
actually makes them very fast. Now they went to the market.
Imagine you were Manpreet, going to market with Tom at a very fast pace, what
would you see?
1. ________________________
2. _______________________
3. ________________________
4. ________________________
You can draw it in the form of an illustration too---

-Is it possible that you move without being noticed, keeping in mind capabilities
and limitations of the eyes of your observers.

Now, imagine you left your school with the help of that gadget and went to market
at a superspeed and returned to your seat within 1/10th of a second. What would
your friends notice?

107
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Watch the video and try it yourself. Find the reason - Why do you see more than
one finger?
https://drive.google.com/file/d/16N-t8WipQy1srmBi8Y2i3-B1J7pqmYJD/view?usp=
sharing

Let’s make a cage on

one side of cardboard
and a parrot on the
other side. Flip the
cardboard very fast by
attaching two pencils or any other support on top
and bottom.
What do you observe?

_______________________________________________________________________
______________________________________________________________________.

Why?

_______________________________________________________________________
_______________________________________________________________________.

Find your blind spot

Take nearly 2 inch X 5 inch paper and mark two symbols on the two ends of that
paper.

108
Close the left eye and observe the dot (on the right slowly, move the paper back
and forth, note that at one point of observation cross (X) disappears. That is a

blind spot for your left eye. Now close right eye and stare at dot ( ) and again
slowly move the paper back and forth. Note that at one point of observation cross

( ) disappears indicating the blind spot of the right eye.

Learners, the above activities are some interesting activities that give us glimpses
of the functioning of our eyes. Let us now move towards the working of our eyes.

Activity 5.2 My peculiar eyes…….

i) List the various parts of the human eye that you remember from previous
classes.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

ii) From where does the light enter the human eye?

_______________________________________________________________________.

iii) Does the amount of light entering the human eye need to be regulated? Which
part of the eye performs this function?

109
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

iv) Which type of lens is present in the human eye?

_______________________________________________________________________

v) How does the lens help us to focus on the near and far off objects?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

To learn more about the eye let us watch the following video and draw the
structure of the human eye.

https://www.youtube.com/watch?v=HHQnfaib1Q4

1. Write down the functions of the following parts in the human eye.
A. Iris
____________________________________________________________
____________________________________________________________

110
 B. Pupil
____________________________________________________________
____________________________________________________________
C. Ciliary muscles.
____________________________________________________________
____________________________________________________________
D. Eye Lens.
____________________________________________________________
____________________________________________________________
E. Retina.
____________________________________________________________
____________________________________________________________
F. Rod cells.
____________________________________________________________
____________________________________________________________
G. Cone cells.
____________________________________________________________
____________________________________________________________
H. Optic nerve
____________________________________________________________
____________________________________________________________
I. Blind Spot.
____________________________________________________________
____________________________________________________________
_________________________________________________________

Did you know that a human eye has a 576 Megapixels camera (according to Dr.
Roger Clark, a photographer and scientist)? Woah!!!!!!! That’s a huge number,
much more than your phone (how much does it have by the way?) So, such a
precious camera with high resolution has been gifted to us naturally!

Activity 5.3 When the eyes don't work the way they should……

Perform the following practical on an optical bench.

111
Place a screen, convex lens and source of light (candle) on an optical bench at
position A, B and C respectively so that a sharp image of the candle is obtained on
the screen (Fig.1I)

Now, put a concave lens in front of the convex lens and see if you can still see a
sharp image on screen at C. If not, perform a hit and trial and obtain a sharp
image by only moving the screen C. Refer the following image to perform your
practical.

i) Write your findings. Also find reasons.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

112
_______________________________________________________________________
_______________________________________________________________________

ii) What will be the answer to the above question if the concave lens at D in the
above figure is replaced by a convex lens, as shown in the figure below?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

iii) Have you heard of defects in the human eye? What type of defects have you
seen or heard of?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.
iv) How can these defects of the human eye be corrected?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

113
_______________________________________________________________________
_______________________________________________________________________.

Now,

observe the defects of vision shown in the following figures and develop your own
understanding of how these defects are caused and how they can be corrected (by
using which type of lens in the spectacles).

Myopia and its

correction
Now, in the space given below, represent diagrammatically the ways by which
Myopia can be corrected.

Hypermetropia and its correction

114
Now, in the space given, represent diagrammatically the ways by which
Hypermetropia can be corrected.

EXTENDED LEARNING

1. Find out about various eye disorders like cataract and astigmatism and learn
how they are corrected.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

115
_______________________________________________________________________
_______________________________________________________________________.

2. You must be aware that nowadays LASER surgery is being done to correct eye
defects and to get spectacles removed. Can you find out what exactly is done in
LASER surgery?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Activity 5.4: The wonders of our eye lens!!!!!

Our eye lens is absolutely wonderful. You can see very far off objects and very
close objects as well. Discuss in your group how the eye lens would change to see
far off objects and closer objects (discuss the change that happens in the focal
length). This phenomenon is called the Power of Accommodation of our eye lens.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

You must be aware that a normal eye can see objects clearly that are between 25
cm and infinity. Can you work in your respective groups and try to solve the
following problems?

Case I: When the object is at infinity an image is formed at the retina i.e. 2.5 cm
from the eye lens. Using the lens formula, find out the focal length and power of
the eye lens.

116
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Case II: The object is placed at the near point (i.e. 25 cm) from the eye lens and
the image is again formed at the retina. Using the lens formula, find out the focal
length and power of the eye lens.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

What do you infer from the observations?

_________________________________________________________________________
_________________________________________________________________________

Activity 5.5: Prism and its charisma

You might have seen a prism. Generally a tetrahedron glass prism is used to
demonstrate that the white light is composed of seven colours, because when a ray
of white light emerges out of a glass prism at a certain angle, then it splits into

117
seven colours of a rainbow through dispersion. You too must try to perform this
beautiful experiment with the help of your teacher. You may take help from this
diagram to perform the experiment.

Now let us have hands-on practice on PhET simulation to understand refraction and
dispersion. The understanding thus developed should be followed by discussion in
class.
https://phet.colorado.edu/sims/html/bending-light/latest/bending-light_en.html

Activity 5.6: Lets Calculate..

https://youtu.be/NAaHPRsveJk

Study the link given above and now answer the questions given below:

i) When light enters from denser to rarer medium, then which angle (angle i or
angle r) is greater?
_________________________________________________________________
_________________________________________________________________

ii) If we go on increasing these angles then which of them will attain 90 degrees
first?
_________________________________________________________________
_________________________________________________________________

118
iii) What will be your observations if the angle of incidence is increased beyond the
situation described in question 2?
_________________________________________________________________
_________________________________________________________________.
Try the following activity
● Take a transparent jar
● Fill it with water
● Add 2-3 drops of milk
● Shine a laser torch through the liquid and observe what happens.

iv) Find out the necessary conditions for the above phenomenon to take
place.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

v) Why is this beam of sunlight visible through an open window in a dark room?

_________________________________________________________________
_________________________________________________________________

vi) Dear learners, you must have seen rainbows. When does a rainbow occur in the
sky?
_________________________________________________________________
_________________________________________________________________

119
 _________________________________________________________________
_________________________________________________________________

vii) What different colours are seen in a rainbow ? Do they follow a certain
pattern? Describe if you have observed the pattern .
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
viii) What is responsible for the formation of a rainbow?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
https://youtu.be/HLChkxfSUhIhttps://youtu.be/HLChkxfSUhI

Study the link given above to understand more about rainbows. Write your
observations.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

120
Activity 5.7: Answer the following questions

Discuss with your facilitator and your peers and now try to answer the given questions.

i) Why are danger signals always in red?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ii) Why is the sky blue?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

iii) Why does the sun appear reddish orange during morning and evening?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

121
Activity 5.8: Light in everyday life…

Look at the collage given below. Discuss with your peers and write the applications
of properties of light in everyday life. You can add a few applications of your own
also.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

122
 CHAPTER 6: LINKAGES IN BODY SYSTEMS (part II)
Dear learners, we have just seen that the image formed on the retina of the eye is
carried to the brain by the optic nerves. The brain then interprets these signals
and hence we are able to perceive that object. It would be interesting to know
how the brain perceives the signals received by it from other parts of the body.
Let’s explore..

Activity 6.1. Let us perform a fun activity. Are you ready?

Learners, you can divide yourself into two groups and a child who can be named ‘A’
will act as a connecting link between the two. Your facilitator will press the fingers
of the first child, this message will be passed to ‘A’. ‘A’ will then pass the message
to the group by pressing each other’s fingers.
What do you think, who performs the similar function of transmitting the
information, inside the human body? Try describing its structure.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Try to draw a labelled diagram of that cell.

From this above role play, your facilitator might have helped you understand about
the unit of nervous tissue. This unit is known as the neuron. It is a cell which acts
as a messenger and is responsible for transmitting the information. Neurons
constitute our nervous system.

Let us learn more about neurons or nerve cells through this video:
https://www.youtube.com/watch?v=QUjZ102umsg

123
Activity 6.2: Reflex arc

Learners, you might have observed that you pull your hand instantaneously when it
accidentally touches a hot object? Like this, there are many more reflexive
actions that are accomplished by our body. In order to understand these actions,
let us watch this video:
https://www.youtube.com/watch?v=Qiv8dUp_I3c

Hope you enjoyed watching the above video. Now let us try to make a diagram
depicting the reflex arc.

124
Activity 6.3: Brain-o-brain

Learners, now divide yourself into a group of 6 students each. Discuss the following
question and one of you can write down all the responses that came up in your
group during discussion.
i) What are the various functions that you think are performed by our brain?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________.

Your facilitator might have shown you a model/chart of the human brain.
You can take help of graphic organiser given below:

125
ii) Now identify and write down all the parts of the brain in the space
provided.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________.

Now take a look at all the activities of the brain that came up during the
discussion in groups and with the help of your facilitator now assign these
activities to the various parts of the brain.

You can watch the following video to know more about the various functions
performed by different parts of our brain:
https://www.youtube.com/watch?v=DtkRGbTp1s8

After watching the video, it is time now to summarise your learnings on

parts of the brain and functions performed by each part.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

126
Activity 6.4. Expert Talk….

A healthcare expert would visit your school to discuss the causes and symptoms of
the various diseases like:
● Diabetes
● Hyperthyroidism and hypothyroidism
● Gigantism and dwarfism
● PCOS

Depending upon your discussion with the health care expert and your facilitator,
define hormones:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

You can discuss your findings in the class and explain the role of hormones in
control and coordination in human beings.

127
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.
Complete the table given below:-

S.No. Name of the Cause Symptoms

disease

1 Diabetes

2 Hyperthyroidism

3 Hypothyroidism

4 Gigantism

5 Dwarfism

6 PCOS

Also prepare a list of hormones and their role in the human body.
Take help from the graphic organiser given below:

_______________________________________________________________________
_______________________________________________________________________

128
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.

We have seen how the brain controls the functioning of various systems of our
body. Doesn't it come to your mind how control and coordination takes place in
plants; do plants also have a brain? Discuss with your peers. Let us find more about
this.

Activity 6.5(a): Lets go farming!

Visit the farm corner of your school and choose any two same kinds of plants which
are of the same height. Mark them as A and B. Now cut the apical tip of plant A
every alternate day. Let plant B grow at its normal course. Observe the growth
pattern of plants A and B After 8 to 10 days. You might have observed that plant A
does not grow as tall as plant B. Can you think what could be the possible reason
behind this? Write your responses in the space given below:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

After discussions with your peers and facilitators, you might have reached the
conclusion that it is the plant hormone auxin which is responsible for the growth
and elongation of the shoots and roots of a plant. Find out more plant hormones
and write their functions in the space given:

129
Activity 6.5(b): Observe and Learn

Observe the movements of roots, shoots, flowers, leaves etc.

Your facilitator would also show you movements in sprouting seeds and a few
videos.
What did you observe in the following cases (whether the movement is in the
direction of the stimulus or away from it).
a) Movement of the shoot of the plants in response to light.
b) Movement of the root of the plants in response to gravity.
c) Movement of the root of the plants in response to water.
d) Movement in the leaves of touch me-not plant in response to touch.

i) Write your responses here in the space given:-

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

130
_______________________________________________________________________
_______________________________________________________________________.
Let’s find out:
Learners, you can find out on your own as to which tropic movement shows a more
profound effect on roots of a sprouting seed- hydrotropism or geotropism.

Activity 6.6: Chemicals in biology…

(i) After discussion with your facilitator, write down the role of elements like
carbon, hydrogen, oxygen and calcium in the biological world.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
(ii) How many biochemical reactions occur in the human body every second? Name
a few of these reactions.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(iii) How are these biochemical reactions facilitated inside a cell?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________
(iv) Describe the structure of enzymes with reference to the role of elements in
their constitution.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

131
(v) Describe the constitution of haemoglobin and chlorophyll with reference to the
presence of elements in them.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
https://www.worthington-biochem.com/introBiochem/chemNature.html#:~:text=
All%20known%20enzymes%20are%20proteins,linked%20together%20by%20peptide%2
0bonds

The link given above can be explored to understand the chemical nature of
enzymes.

https://youtu.be/1F2rVt5U3Go

Conduct the experiment after watching the video given above and record your
findings in the space below

132
Another important process associated with living organisms is reproduction. The
process of reproduction helps in maintaining the continuity of life. Let us study and
find out how does reproduction take place in lower animals, plants, and human
beings in the sections given below:
i) What is reproduction and why do you think this process is important ?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
ii) Can only one individual be involved in the process of reproduction? Describe the
possible ways of doing so in plants or in lower organisms.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 6.7: Let us observe.

Let us watch a video regarding asexual reproduction.

https://youtu.be/obOK5QAL_MA

Watch the permanent slides of binary fission in amoeba, budding in yeast and
hydra and fragmentation in spirogyra etc and describe various methods of asexual
reproduction in the space given below. Pictures for reference are given below:

133
134
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Learners are you ready to DIY

Vegetatively propagate any plant in a group of four and make a presentation in the
class on what challenges you faced through a maintained log book.
What do you think are the benefits of this technique?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Activity 6.8: Dissection Time

Dissect a flower and paste its various parts on a chart or A4 sheet and label them.

Reference video: https://youtu.be/7S1THgIyz9I

Now write down the significance of each part of the flower in the process of sexual
reproduction?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

135
Activity 6.9: YAY !!!!! Video time

Let us recall the structure and functions of human male and female reproductive
systems, write what you are able to recall in the box given and present the details
in the classroom.

The video links given here will help you

https://www.youtube.com/watch?v=Is1w1FRPDNM
https://www.youtube.com/watch?v=bj-fF5cIVYk

136
Write the functions of the following:
a) Fallopian tubes:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
b) Ovary
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
c) Uterus

137
 _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
d) Testes
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
e) Vas deferens
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
f) Prostrate
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
We have now understood how fertilisation takes place in human beings. What
happens in case the egg does not get fertilised?
What are the myths associated with the process of menstruation you’ve heard
about. Talk about their relevance and discuss them with your peers and your
facilitator. Note down the important findings that emerged during discussion.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

138
Activity 6.10: Research Time:

Learners, do you ever wonder what kind of diseases transmit from one person to
the other during sexual acts and their means of prevention.

Fill this table with your findings after reading library books:-

S.No. Name of the disease Means of prevention

ii) In 2023 India has become the most populous country in the world. What factors
led to this growth in population ?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
iii) Do you think India will continue to be the most populous country in the next 20
years too? Why/why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

139
iv) If yes, suggest some methods to control population growth.

_______________________________________________________________________
_______________________________________________________________________

Learners, you can also refer to NCERT Science Textbook of Class 10.

Unit End Reflections:

What are my learnings at the end of the unit?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Which topic did I find useful? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How will I use my learning from the week in my daily life?

_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

Any other topic related to the learnt concepts that you would like to explore.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

140
Bibliography

https://www.physicsclassroom.com/Physics-Interacti Plane mirror image

ves/Reflection-and-Mirrors/Plane-Mirror-Images/Plan
e-Mirror-Interactive

https://phet.colorado.edu/sims/html/bending-light/
Refraction
latest/bending-light_en.html

Image formation by
https://phet.colorado.edu/sims/html/geometric-opti
spherical lenses
cs/latest/geometric-optics_en.html

https://crosswordlabs.com/view/unit1_light
Crossword

https://drive.google.com/file/d/16N-t8WipQy1srmBi
Persistence of Vision
8Y2i3-B1J7pqmYJD/view?usp=sharing

https://www.youtube.com/watch?v=HHQnfaib1Q4
Human Eye

141
https://youtu.be/NAaHPRsveJk
Total Internal Reflection

ttps://youtu.be/HLChkxfSUhIhttps://youtu.be/HLCh
Formation of a Rainbow
kxfSUhI

https://www.youtube.com/watch?v=QUjZ102umsg
Structure of neuron

https://www.youtube.com/watch?v=Qiv8dUp_I3c
Reflex arc and reflex
action

https://www.youtube.com/watch?v=DtkRGbTp1s8
Human brain and
functions performed by
its various parts

https://www.worthington-biochem.com/introBioche
Chemical nature of
m/chemNature.html#:~:text=All%20known%20enzyme
enzymes
s%20are%20proteins,linked%20together%20by%20pepti
de%20bonds

https://youtu.be/1F2rVt5U3Go
Chemical nature of
Enzymes

142
https://youtu.be/1F2rVt5U3Go Chlorophyll from the
chemistry of the plant

Asexual reproduction
https://youtu.be/obOK5QAL_MA

https://youtu.be/7S1THgIyz9I
Characteristics of flower

https://www.youtube.com/watch?v=Is1w1FRPDNM
Male Reproductive
system

https://www.youtube.com/watch?v=bj-fF5cIVYk
Female Reproductive
system

143
UNIT-3: ELEMENTS: JOURNEY FROM PHYSICAL
TO BIOLOGICAL WORLD
Introduction
The unit focuses on bringing the attention of the learner towards the marvellous
Universe and the enthralling phenomena that occur continuously in the universe.
It also focuses on developing a scientific acumen in the learner in such a way that
he/she focuses on solving problems of day to day life via his/her innovations and
acquaints himself/herself with this innovator and problem solver attitude. This
unit will enable the learner to evaluate the utility of scientific principles and their
application in the real world to make living easy and productive.
The unit also focuses on methods of reproduction, so that the learners can
understand the organisation of living organisms and how the continuity of life is
maintained on the planet Earth. The learners would appreciate the fact that living
systems do not work in isolation. The skills of observation, discussion, analysis etc.
would be harnessed among the learners.

Explanation of the Unit Title

The unit talks about the universe and its formation. The elements which
constitute the universe are the constituents of the living world also. The Unit
strives to establish a connection between the biological world and the associated
elements.

Statement of Inquiry
Nuclear and chemical reactions of elements govern the structure and function of
physical and biological entities.

Inquiry questions

Factual Questions:
● What is the Big Bang Theory?
● What are Black Holes?
● What do you understand by the terms malleability and ductility of

144
 ● elements?
● What is the nature of oxides formed by metals and non metals?
● What is galvanisation?
● What were the conditions on the primitive Earth that led to the origin of
life?
● What is mutation?

Conceptual Questions:

● How does the Big Bang theory explain the origin of the universe?
● What could be the end of the sun?
● How are the black holes formed?
● How are galaxies formed?
● How can we prevent corrosion?
● How does the process of sexual reproduction ensure variety in the living
world?
● How do fossils provide evidence in support of evolution?

Debatable Questions:

● All celestial objects (stars, planets, satellites, galaxies etc.) are stationary.
● We can form any desired element on the Earth.
● Corrosion is a necessary evil.
● Acquired characteristics do not get inherited.
● Sex of the offspring is determined by the female parent.

Content Concept

The unit focuses on understanding the changing universe, properties of elements,

and how genetics plays an important role in the living world. This would enable
you to understand the physics behind the celestial world and chemistry behind the
elements around us. This would enhance your ability to cite specific examples
from their immediate surroundings and find reasons to do the same. Not only this,
they would also be able to delve into the history to understand what our ancestors
used to do to solve day to day problems.

145
 CHAPTER 7: THE UNIVERSE

Activity 7.1: The Wondrous Night Sky!

Dear learners, watching the night sky has always been an amazing experience.
Recall what you have experienced when you have looked at the sky on a clear, dark
night and write down your observations and feelings about the dark, vast space out
there.

Let's see what you have observed.

I) Which object did you find to be the brightest one in the night sky?
_________________________________________________________________
________________________________________________________________.
II) What characteristic feature of the stars was most noticeable?
_________________________________________________________________
_________________________________________________________________.
III) What do you think about the SUN? Is it also a STAR?
_________________________________________________________________
________________________________________________________________.

iv) If the Sun is a star, what can you say about the characteristic features of
all the STARS?
_________________________________________________________________
________________________________________________________________.

146
 v) Do you think that the SUN will keep on shining like this and produce
energy forever?
_________________________________________________________________
________________________________________________________________.

Activity 7.2: Life of a star !!

Learners, you will be amazed to know that even a star has a life cycle. It takes
birth, goes through various stages in its life before completely disintegrating. Our
sun is also a star and just like all other stars, it too has a life cycle.
Go through the following video and write down what you understood in the box
provided below.

https://youtu.be/BG-ukUB_sQU

Now on the basis of discussion held with your facilitator and the video above,
answer the following questions:
i) Why is the sun shining? Find out the reactions that produce energy in the sun.
_________________________________________________________________
_________________________________________________________________

147
 _________________________________________________________________
_________________________________________________________________.
ii) How old is our sun?
_________________________________________________________________
_________________________________________________________________.

iii) What are the different stages in the life cycle of our sun?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
iv) At which stage of its life our sun is currently in? What will be its next stage?
_________________________________________________________________
_________________________________________________________________.

v) Describe what happens during the Red Giant phase:

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

Activity 7.3: Let's draw…

Prepare a flowchart/flash cards showing the life cycle of stars on the basis of their
mass and size:

148
Dear learners, you might have developed some idea as to the structure and
composition of the sun. The sun is a huge glowing ball of hydrogen and helium. It
satisfies all energy needs of the earth. The continuous thermal nuclear reactions
are responsible for a temperature of 15 million Kelvin(00C=273K) inside its core
while the surface temperature is approximately 6000 Kelvin. There are three main
layers that make up the atmosphere of the sun. These three layers are:
● The Core
● The Radiative Zone
● The convection Zone.

The core is the hottest region of the sun. It is the region where hydrogen atoms
fuse to form helium through nuclear fusion reactions. As we move towards the
outer layers, the temperature and density decrease.

The radiative zone is the middle zone. The energy in this layer travels in the form
of electromagnetic radiation by photons towards the outside.

The outermost layer is known as the convection zone. Convection is used as a

mode to transfer energy by this zone.

149
Furthermore, the Sun’s atmosphere consists of three layers:
1. Photosphere: It is the innermost layer of the Sun’s atmosphere. The
temperature in this zone is around 6000 degree celsius. The energy given
out from this sphere is in the form of visible light.
2. Chromosphere: It is a thin layer of gases that glow with light reddish colour
given off by hydrogen. The temperature in this zone ranges from 6000 to
50,000 degree celsius.
3. Corona: This is the outermost layer of the sun’s atmosphere. The corona or
crown is a large area of gas with temperature above 10 lakh degree celsius.

150
Activity 7.4: Heat and colours…

Watch the night sky and observe the different types of stars you see out there. The
given picture shows the surface temperature and colours of different stars.
Research more about our sun and other stars to reflect over a few questions given
below:

i) Why is the sun called the ultimate source of energy?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ii) What produces solar energy?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
iii) How does solar energy reach Earth although there’s nothing in between?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Present your findings in the class and add to each other’s research.

151
Activity 7.5: Watch the video and explore !!

We have already seen and understood the life cycle of a star. The stars after the
supernova explosion turn, either into a neutron star or a black hole. This depends
largely on the mass of the star. Black holes are one of the strangest things in the
universe. Watch the video given below and talk to your facilitator to know more
about the black holes.

https://www.youtube.com/watch?v=L0Jce-gniRo

i) Describe what you know or have heard about the black holes.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
ii) How can you see a black hole when even light can not escape from it? Write a
brief explanation.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Read “A Brief History of Time'' by Stephen Hawking or watch this video on

micro-lensing.
https://youtu.be/uXlj1WYDZEg

152
Courtesy: From Google images
i) Write what you observe in the above picture and infer:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

ii) What are the conditions required for something to be a black hole? Conclude on
the basis of your discussion with your peer group whether our sun could convert to
a black hole or not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

153
Activity 7.6: Milky way …

Recall your experiences of observing the night sky. The vastness of the sky is
difficult to describe in words. Our sun is just a part of this vast sky and there are
billions of such stars in the universe. The vast collection of these stars, dust,
interstellar gas, stellar remnants, and other dark matter all held together by
gravitational force is called a galaxy. The universe has many galaxies and each
galaxy is a collection of millions of stars. Can you now imagine how big the
observable universe is?

The solar system where our earth exists is in the Milky Way galaxy. Now guess how
far away is the nearest Milky Way galaxy neighbour?

To understand this, place two dots on a clean surface one cm apart from each
other. This represents the distance between the Earth and the edge of the Milky
way (approximately 40,000 light years). Now if we have to locate the nearest
neighbour galaxy, the Andromeda, then we have to place another dot 62.5
centimetres away (2.5 million light years). Such is the vastness of this universe.
The galaxies are classified into following three types on the basis of their shapes:

Elliptical galaxy

Spiral galaxy

irregular galaxy

Now answer the following questions:

i) What can you infer about the above image?

154
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

ii) Name our galaxy. What is its shape?

_______________________________________________________________________
_______________________________________________________________________.

iii) Draw the image of our galaxy and roughly locate the position of the sun in it:

Prepare for a debate on the topic: Are we alone in the universe?

Instructions to be followed:

1. Minimum one day time will be given for preparation.

2. Presentation duration should not exceed 5 min.
3. Content should be scientific and supported by facts.

Activity 7.7: Origin of the universe!!

https://youtu.be/1UGBeedYuF4

155
i) Watch this video and generate a timeline for the universe starting from the
formation of the sun to the origin of life on Earth.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
ii) Exploring the universe has been an unending process. The more we find about
the universe, the greater is the desire to understand more. Doesn’t it come to your
mind that when did the origin of the universe happen to take palace?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
iii) How did the universe originate?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
iv) Has the process of expansion of the universe stopped or not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

To find the answers to these questions and to others that come to your mind,
watch the video link given below and talk to your facilitator about the Big Bang
Theory.

https://www.youtube.com/watch?v=kPSX0ZWiEcM&t=37s

156
v) Which two elements were the first to form once the universe expanded and
cooled?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
vi) Write two pieces of evidence that support the occurrence of the Big Bang.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
vii) Name the four fundamental forces that were created immediately after the Big
Bang:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
viii) Which revolutionary idea has been propounded by Hubble's Law?
_______________________________________________________________________
_______________________________________________________________________.

Activity 7.8: Lets watch this

Refer to the following video and find various fusion reactions that led to the
formation of elements after the Big Bang.

https://youtu.be/mnP8A8z25C0

After watching this video, reflect upon the role of stars in the formation of
elements:
_______________________________________________________________________
_______________________________________________________________________

157
_______________________________________________________________________
_______________________________________________________________________.

EXTENDED LEARNING
CERN, the European Organization for Nuclear Research has been doing a variety of
experiments to know more about the fundamental particles. Research about their
experiments and write your findings.
Research Project (group task)
Prepare a report on CERN
● Infrastructure
● Objective
● Experiment undertaken
● Precautions taken while performing Scientific Procedure
● Major Achievements or finding
We have seen in some of the videos that the fusion reactions in stars are
responsible for the creation of the elements. Hydrogen fuses to form heavy
elements like helium, which in turn fuses to form carbon which is even more
heavy. We have learnt about these elements and their basic properties in class 9
also. On the basis of properties of elements, they have been categorised into
metals, nonmetals, and metalloids.

i) Think about some of the elements which are used by us in our everyday life and
write their names:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

ii) Now write down the properties which come to your mind when you think about
these elements:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

158
iii) Are the properties and the uses of these elements somehow related to one
another? Support your answer by quoting at least three examples:

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

From your answer it is quite evident that the properties of an element and its uses
are related to each other. In this chapter we shall study in detail about the
physical and the chemical properties of metals and non metals and their
applications in your everyday lives.

159
 CHAPTER 8: ELEMENTS IN OUR LIFE

Activity 8.1: Collect and observe…

Collect a few used or old objects from your surroundings and perform following
actions on them. Also, record the observations in the table given below-

● Rub all of them one by one using sandpaper.

● Cut them with a sharp knife.
● Hit them with a rod.
● Strike them with a hammer.

Objects Shining/not shining Can be cut Shape of object Sonorous

after rubbing with /Cannot be after beating
sand paper cut with hammer

An iron
object

Graphite
rod

A vessel
made up of
aluminum

Coal

Copper
vessel

Classify the objects as shiny/lustrous, hard, malleable (can be beaten into thin
sheets).

160
Activity 8.2: Metals conduct electricity

● Dear learners,

I) There are certain metals which are used to make electrical wires. Can you
make a list of those metals? Which property do you think helps in making
electric wires?
II) Can you think of some other elements which can be used to make
electrical wires? Give reasons for your answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

To find out if the given substance is a good conductor of electricity or not let us
perform the activity given below:

Collect a few substances made of any metal like a spoon, a piece of aluminium foil
and also some non metal items like plastic ruler etc. Now, make an electrical
circuit to find whether these given substances are good conductors of electricity or
not. You can test more materials of your choice also.
Fill the observation table-

Object Bulb glows in the circuit or Conductor/Insulator

not

161
Activity 8.3: Making electric wires safe.

The picture given below shows electrical wires coated with a rubber like material.

i) Why do you think electric wires are coated with such material? What will happen
if such coating gets chipped off with time?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

162
Activity 8.4: Differences between metals and non metals

The visuals shown above are pictures of objects made up of metals or nonmetals.
Write down the names of metals and non metals which you use in your everyday
life. Think of their physical appearance, how they react with other substances and
try to write the differences between the metals and the nonmetals.

Metals Nonmetals

163
The graphic organiser given below will help you in understanding the physical
properties of metals and non metals.

Part B : Metal and non metals with exceptions.

164
Most of the metals and non-metals fall in the above two categories. But, there are
few exceptions too.

Look at the pictures carefully and infer the exceptional property of the given
metals and nonmetals:
Picture A

Picture A

Picture B

Picture A shows an old mercury thermometer that contains mercury metal in a

glass tube (mercury is a toxic metal and one has to be very careful while using
mercury thermometer) The principle behind using mercury in thermometers is that
it expands and contracts with changes in temperature. Picture B shows mercury
metal at room temperature.

Complete the statement-

a. Mercury is a silvery white metal also known as quicksilver, it is

a…………………………….(Liquid/solid) at room temperature.

165
Explore about more exceptions in metals and nonmetals and try to find out.

b. Metal which will melt if we keep it in our palm-

_______________________________________________________________________
_______________________________________________________________________

c. Metals are good conductors of electricity but graphite, which is an allotrope of

carbon, also conducts electricity. Why?

_______________________________________________________________________

_______________________________________________________________________

Physical properties of elements are not enough to understand their classification

into metals and nonmetals. It is important to understand their chemical properties
also. In the coming sections we shall explore the chemical properties of the metals
and the nonmetals.

Activity 8.5: Activity time..

Under the supervision of your facilitator, conduct the following activity and record
your observations:

Burn the samples of magnesium, aluminum, zinc etc. in air and see:

1. Which of the metals burn easily?

2. Observe the colour of the flame in each case.

3. Check if the products obtained are soluble in water or not?

4. Arrange the metals in decreasing order of reactivity then.

Take the samples of metals again and see how they react with water and acids
respectively. Conduct all these laboratory procedures under the supervision of your
facilitator and follow all safety measures. Write down chemical reactions involved
and balance them all.

166
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

The following video link will help you in understanding the chemical properties of
metals.

https://www.youtube.com/watch?v=gSDvVpwe1Ac

i) Discuss in pairs about the reactivity of aluminium with oxygen in comparison to

sodium metal. (Think-Pair-Share)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________________________._____________________________
_______________________________________________________________________.

ii) How do metals and nonmetals react with each other? Recall the names of the
first twenty elements in the periodic table. Separate them into metals and

167
nonmetals. Now think of the ways in which metals and nonmetals can complete
their octet if they react with each other. Write them down in the space below.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

iii) Illustrate the gain and loss of electrons between metals and nonmetals using
appropriate symbols. You can think of bonding between calcium and chlorine,
magnesium and oxygen and sodium and chlorine.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

iv) This type of bond is called an ionic bond. Discuss the properties of ionic
compounds with your facilitator and write them down.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

The graphic organiser given below can help you in summarising the chemical
properties of metals.

168
Activity 8.6: Reactivity series..

Reactivity Series: An arrangement of metals in decreasing order of reactivity is called

reactivity series.

Learners, in the presence of your facilitator, carry out reactions of some common
metals (provided to you in the laboratory) with cold water and write down your
observations.

A. Fill the given observation sheet- (one example has been done for you)

Metal Observation (Reaction of metal with Cold Water)

Calcium(Ca)

Magnesium(Mg)

Aluminium(Al)

Zinc(Zn)

169
Iron (Fe)

Sodium (Na) Rapid reaction with cold water

B. The following sheet shows the observations obtained when metals react
with water and acid. Rank(1 to 7) the metals on the basis of reactivity,
Metal with highest reactivity shall be assigned rank 1 and so on.

Metal Reaction with water Reaction with acid Rank

Na Rapid Explosive

K Violent Explosive

Mg Very Slow Quick

Fe No reaction Slow

Ca Steady Rapid

Zn No reaction Steady

Cu No reaction No reaction

Write the importance of reactivity series in the box given:

170
Activity 8.7: Let's explore!!

Some nutritionists suggest not to use aluminium foil and aluminium utensils for
storing fruits and vegetables as it may cause discoloration and leeching if they are
left for too long in the container or foil. Think about the reason behind this change
in fruits and vegetables. Also, explore in your surroundings what kind of materials
are used in your home, your friends' homes, and your relatives’ homes for food
storage? Which materials are safe for food storage, give reasons also. Write a
report on the basis of your exploration.

171
Activity 8.8: Corrosion of metals

We have learnt that metals react with acids and bases.

Do they react with air and water too? What happens when a metal is exposed to
air and water?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Let us do an activity to investigate this process.

Materials required: Five iron nails, five glass bottles, rice, salty water, oil.

Task:

In bottle 1, put an iron nail which shows iron nail exposed to air in the bottle.

In bottle 2, put iron nail and Rice such that iron nail is embedded in rice.

In bottle 3, put iron nail in water such that nail is ¾ or more than half immersed in
it

In bottle 4, put the iron nail in salty water such that the iron nail is ¾ or more
than half immersed in it.

In bottle 5, put an iron nail in a layer of oil and water.

Observe these nails after 5 days.

Note down your observations in the following table:

Bottle Components in the bottle Observations

1 Iron nail in air

2 Iron nail in rice

172
3 Iron nail in water

4 Iron nail in salty water

5 Iron nail in oil and water

On the basis of the above activity, answer the following questions:

i) What are the conditions required for corrosion?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

ii) Why was rice taken in the second bottle?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

iii) In which bottle will the rusting process be faster? Bottle 4 or 5? Give reason.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

EXTENDED LEARNING:

Find out what happens to silver and copper articles when exposed to air.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

173
Activity 8.9: Repairing of old bridges

Have a discussion in the class on why the government has recently decided to
repair bridges which are very old.

The Morbi bridge Gujrat

The Iron bridge Delhi

Bagmari bridge Kolkata etc.

Watch this video and reflect on the following questions:

https://www.youtube.com/watch?v=WoGrz9lJc4Q

i) Why do you think this decision has been taken?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 8.10: Prevention of corrosion

Recall the knowledge of corrosion. How can we prevent corrosion of metals?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Let us explore various methods of prevention of corrosion.

Divide the class into groups and each group must find the effect of one method of
prevention. The group should do a project and share reflections on the given
questions.

174
Group 1: Painting, Group 2: Oiling, Group 3: Greasing, Group 4: Galvanisation,
Group 5: Chrome plating, Group 6: Anodising, Group 7: Making alloys

i) How does the method work? Where can it be used?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

ii) How long does it last? How does it help in increasing the strength of the metal
and make it more durable?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

iii) The class can also do a comparative study on various methods to find out which
method is the most effective.

175
Activity 8.11: Metals and non metals in our body.

i) Which metals or non metals do you think are a part of our body?

_______________________________________________________________________
______________________________________________________________________.

ii) In what forms do these metals or non metals occur inside our body?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

iii) What is the role of metals and nonmetals in our body?

https://youtu.be/g2BPJ7nO1jk

The above video talks about the presence of nonmetals in the body. Let us find out
about the metals present in our bodies and their importance.

176
Each group may be assigned one metal and the role of the metal in our body may
be discussed in class after each group’s presentation.

Metal Percentage of metal in Its function in human body

human body
Potassium

Calcium

Iron

Sodium

Magnesium

Copper

177
Activity 8.12: Chlorophyll and haemoglobin.

Chlorophyll and haemoglobin are two important pigments necessary for plant life
and animal life respectively. Photosynthetic organisms such as plants, algae, and
cyanobacteria possess chlorophylls while red blood cells of vertebrates possess
haemoglobin.

Though they are present in different organisms, their structures are almost similar
since they have a similar ring. But they differ with the central ion. There is a
metal in the centre of both these complex molecules.

Which metal is present in these molecules and what is its significance?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

From the elements that are an important ingredient of life, let us explore how life
originated and evolved on the Earth.

178
 CHAPTER 9: EVOLUTION AND GENETICS

Activity 9.1: The big question of origin of life on Earth

How do you think life has originated on the planet earth? What stories have you
heard from others about the conditions ,which led to the origin of life on the
Earth? Discuss with your peers and write them in the box given. If you wish you can
represent them pictorially also.

Let us watch this video and reflect upon how this whole living world came to
being.

https://youtu.be/MEzYizkq3eU

I) Write your ideas below after discussing with your friends

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

179
II) What conditions were prevalent on the earth before life originated?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Activity 9.2: Evolution - The Grand Journey

Chinese whispers with a twist. Divide yourself into groups of 8 pupils each. Number
them from one to eight. Your Facilitator will now draw a figure (human, animal or
plant) and then he/she shows it to pupil number one. Let the number one
participant observe the drawing for a few seconds and then the facilitator can
remove the drawing. Now pupil number one will be asked to reproduce the
drawing. Similarly, after pupil number one has drawn the figure, he/she will show
it to pupil number two. Let the pupil number 2 observe the drawing for a few
seconds and then he/she can reproduce the same figure. Continuing in such a
manner the whole group draws and then compares the initially drawn figure with
the last drawing in the group.

Upon discussion with your facilitator and peers, now mention in your own words
what you think about evolution.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

There is a theory in support of evolution that was propounded by Sir Charles

Darwin, ‘the father of evolution.’ Discuss with your facilitator. There is also one
popular book written by Charles Darwin. Find out the name of this book. Read it
whenever you have an opportunity to do so. Compare Lamarckism and Darwinism.
Write in the box given below.

180
Learners, let us enjoy this video on natural selection through the link given below:

https://youtu.be/rTHVPh1kO5o

and also go through this interesting text:

http://amrita.olabs.edu.in/?sub=79&brch=16&sim=132&cnt=1&cnt=1

I) Write what you have understood with respect to the factors that affect
evolution.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

II) Visit a zoo and discuss:

What evolutionary benefits do tigers gain from having stripes?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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iii) Do you think that Archaoepteryx acts as a connecting link between reptiles and
birds? Share your views.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
iv) Differentiate between homologous and analogous organs.

Homologous organs Analogous organs

v) Describe the significance of fossils as evidence of evolution.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 9.3: Let us show our creativity: Tracking Traits

Dear learners,
Identify some traits which are prevalent in your family. Study them and find out
about the history of their occurrence. Record your findings in the table given
below.

Trait Name(s) of the Your relation with If this trait has

family member(s) that family member disappeared and
where this trait is then reappeared in
seen you family

Eg. Joint
ear lobes

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i) What do you think: How are characteristics transferred from one generation to
another?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

ii) Where is DNA located?

_________________________________________________________________
_________________________________________________________________

iii) Why did Mendel choose pea plants for his experiments?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

iv) Which characters of a pea plant were studied by Mendel? What were the
contrasting forms of those characters?

Character

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v) When a pure tall and a pure short pea plant are crossed with each other, what
would be the genotypic and phenotypic ratio obtained in the F1 and F2 generation?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

vi) Explain monohybrid cross with an example.

vii) State Mendel’s law of dominance.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
viii) What do you understand by the following terms:
a) Genotype
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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 b) Phenotype
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
c) Dominant traits
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
d) Recessive traits
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Cut outs of different facial components like eyes, lips, ears, nose, jawline, neck,
forehead etc will be provided to you by your facilitator. Each facial feature will
have a different structure related to the genotype given. e.g. in order to show a
long sharp nose the genotype will be ‘NN’ and in order to show a slightly short and
flat nose the genotype can be ‘nn’. Similarly cutouts for different facial features
can be marked with different genotypes. Regroup yourself into 2 groups/teams.
One group will instruct the learners of the other group with the genotype only.
The respondent group will draw a face showing corresponding phenotype.

Draw the face corresponding to the genotypic instructions given by your opponent
team in the space given below:

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i) What will be the appearance of (a) F1 and (b) F2 progenies when a pure
(homozygous) violet flowered pea plant is crossed with a pure (homozygous) white
flowered pea plant? Given violet colour is dominant over white colour.
Draw the corresponding Punnett square also.

ii) What phenotypic and genotypic ratios will be obtained on selfing the F1
generation in a cross when round-yellow seeded pea plants (YYRR) are crossed with
green-wrinkled (yyrr) seeded pea plants?

iii) Write the genotypic & phenotypic ratio of F2 & F1 generation obtained above.

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Activity 9.4: More to do and learn..

After having a discussion with your peers and facilitator complete the table given
below:

Name of Organism No of chromosomes No of chromosomes

in gamete

Fruitfly 8

Yeast 32

Mice 40

Humans 46

Dog 78

What are the factors that affect the sex of an individual in different organisms?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
Let us now complete the flowchart of gamete formation and sex determination in
humans. Fill in the empty boxes.

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Activity 9.5: Blueprint of life

Dear learners, you might know that the genes are made up of DNA
(deoxyribonucleic acid) which is the blueprint of the physical body of an organism.
The messages for various characters visible in the body are embedded in the genes
in the form of nucleotide sequence. The information in DNA is stored in the form
of a code made up of 4 chemical bases namely adenosine, thiamine, guanine and
cytosine (A, T, G and C). The order or sequence of these bases determine the

188
information available for building an organism, similar to the way in which letters
of the alphabet appear in a certain order to form words and sentences.

Fun Time:
● Let us make a sandwich following the steps in a sequential order as
indicated by your facilitator.
● Now try making another sandwich by disrupting the sequence.

i) What difference have you observed between the two sandwiches?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
ii) In reference to the above activity, what is the significance of sequence in any
particular genome?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
iii) Now write about mutation and what are the various factors that cause
mutations?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

iv) Mutation as we have understood is a change in the genetic makeup of a living

being. It may result in producing a positive effect or it might also become a cause
of a disease. Do you know any such disease caused by chromosomal aberrations?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

Let’s try finding more about them.

189
https://youtu.be/5cBpNE-k3TQ

A video link is given above for reference purposes.

Down’s Syndrome, Hemophilia and Sickle Cell Anaemia
i) What are the causes and symptoms of these diseases? Can these diseases be
prevented? How?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Activity 9.6: Looking towards the future

Learners, you might have heard the term biotechnology. Split the word into two
parts and work out what you understand from these two words? What can now you
infer about the term biotechnology? Try working out in groups what areas can be
explored under biotechnology and how can this branch of science be helpful for
mankind.
To understand more, let us watch the following video:

https://www.youtube.com/watch?v=P2qCBnBBmy4

Hope you might have developed an understanding in regards to biotechnology and

its applications in today’s world. Discuss with your peers and jot down a few
sentences upon your understanding of the field of biotechnology.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Learners, you can also refer to NCERT Science Textbook of Class 10.

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 UNIT END REFLECTIONS
What are my learnings at the end of this unit?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

How will I use my learnings from the unit in my daily life?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Which topic did I find useful? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Any other topic related to the learnt concepts that you would like to explore:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Bibliography

Doppler effect animations and demonstrations

Story of birth of a star

191
Life cycle of a star

Micro lensing

Story of formation of elements

Chemical properties of elements

Reactivity series of metals

Repairing of old bridges

192
Metals and nonmetals in our body

Theory of evolution

Hindi PDF (pictorial book) on Evolution

English PDF (pictorial book) on Evolution

To study natural selection and the evidences of

evolution

Sex determination in human beings (gamete

formation)

Down’s Syndrome, Hemophilia and Sickle Cell

Anaemia.

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194