CENTRAL BOARD OF SECONDARY EDUCATION

PREET VIHAR, DELHI - 110092

CLASS
vi i i
Learni ng by Doi ng
Science A ct ivit y B ook
Lear ni ng by Doi ng,
PRICE :
FIRST EDITION 2009 CBSE, Indi a
COPIES :
PUBLISHED BY :
DESIGN, LAYOUT & :
ILLUSTRATIONS BY
PRINTED BY :
Sci ence Act i vi t y Book f or Cl ass 8t h
Rs. 50.00
25,000
The Secr et ar y, Cent ral Boar d of Secondar y Educat i on, Shi ksha Kendra,
2, Communi t y Cent r e, Pr eet Vi har, Del hi - 110092
M ul t i Graphi cs, 5745/ 81, Reghar Pura, Kar ol Bagh, New Del hi - 110092.
Phone : 25783846
Vi j ayal akshmi Pr i nt i ng Wor ks (P) Li mi t ed
B-117, Sect or -5, Noi da,-201301, Ph.: 0120-2421763, 2421977
i
Foreword
Sci ence i s bei ng t aught i s school i n a ver y mechani cal way. St udent s ar e conf i ned t o t hei r t ext books, t he
t opi cs and cont ent s i ncl uded t her ei n. They ar e har dl y encour aged t o obser ve, expl or e, l ook f or
pat t er ns or anal yse t he ever yday exper i ence occur r i ng ar ound t hem. M er e r ot e memor i zat i on of
concept s i s l eadi ng chi l dr en t owar ds a st r essf ul exi st ence. NCF 2005 apt l y says, " The f act t hat l ear ni ng
has become a sour ce of bur den and st r ess on chi l dr en and t hei r par ent s i s an evi dence of a deep
di st or t i on i n educat i onal ai ms and qual i t y" . To cor r ect t hi s, t he NCF has pr oposed f i ve gui di ng
pr i nci pl es. Some of t hese ar e;
i ) connect i ng know l edge t o l i f e out si de school
i i ) ensur i ng t hat l ear ni ng shi f t s away f r om r ot e met hods.
The pr esent document " Lear ni ng by doi ng" i s an ef f or t by t he Boar d t o make Sci ence l ear i ng mor e
meani ngf ul , i nt er est i ng and j oyf ul . Thi s document i s i n cont i nui t y t o our ear l i er document s f or cl asses
VI and VII br ought out i n pr ecedi ng year s. An ef f or t has been made t o i ncl ude act i vi t i es w hi ch ar e based
on di f f er ent cont ent ar eas and concept s gi ven i n NCERT t ext book i n Sci ence f or cl ass VIII. It i s hoped
t hat af t er per f or mi ng t hese act i vi t i es, st udent s w i l l be abl e t o under st and t he concept s bet t er,
i nt er nal i ze t hem and w i l l be mot i vat ed t o cr eat e mor e such exper i ences. Wi de var i et y of act i vi t i es
i ncl udi ng obser vat i on, expl or at i on, anal ysi s, games, r i ddl es, cr osswor d puzzl es et c. have been i ncl uded
t o meet di ver se needs of l ear ner s and hel p t hem appr eci at e and enj oy t he l ear ni ng exper i ences. The
suggest ed act i vi t i es have been so desi gned t hat t hey can be done easi l y w i t hout usi ng expensi ve
mat er i al s or equi pment .
I t ake t hi s oppor t uni t y t o put on r ecor d my si ncer e and hear t f el t t hanks t o al l t he member s of t he
devel opment and edi t or i al t eam f or spar i ng t hei r val uabl e t i me and ext endi ng t hei r exper t i se i n
f i nal i zat i on of t hi s document . M y deep appr eci at i on and t hanks ar e due t o Smt . C. Gur umur t hy,
Di r ect or (Acad.), CBSE f or pr ovi di ng gui del i nes and di r ect i ons at di f f er ent st ages of pr eparat i on of t hi s
document . Dr. (M r s.) Sr i j at a Das, Educat i on Of f i cer, CBSE deser ves speci al ment i on and appr eci at i on
f or put t i ng i n her honest ef f or t s i n per cei vi ng, coor di nat i ng and compl et i ng t he document s i n t i me.
It i s hoped t hat al l t he school s and Sci ence t eacher s woul d use t hi s document i n r i ght spi r i t and
encour age t he st udent s t o per f or m t hese act i vi t i es and l ear n by doi ng rat her t han r ot e memor i zat i on.
In i t s endeavour f or cont i nuous i mpr ovement t he Boar d wel comes obser vat i ons, comment s and
suggest i ons f r om t he user s.
Vi neet Joshi
Chai r man
i i
CB SE A dvisor s:
M ater ial D evelopmental T eam:
E ditor ial T eam

M ember Coor dinator :
Chai r man
Di r ect or Academi c
St at e Pr oj ect Di r ect or, UEE M i ssi on
Teacher, Sar dar Pat el Vi dyal aya, Lodhi Est at e, New Del hi
Teacher, Sar dar Pat el Vi dyal aya, Lodhi Est at e, New Del hi
1-1756, CR Par k, New Del hi
Teacher, Del hi Publ i c School , Ghazi abad
Teacher, D.C. Ar ya Sr. Secondar y School , Lodhi Road,
New Del hi
Pr i nci pal , St . M ar gar et School , Rohi ni , Del hi
Ret d. Pr i nci pal , D.C. Ar ya Sr. Secondar y School , Lodhi
Road, New Del hi
Sr. Lect ur er, SCERT, Def ence Col ony, New Del hi
Teacher, Sar dar Pat el Vi dyal aya, Lodhi Est at e, New Del hi
Teacher, St . M ar gar et School , Rohi ni , Del hi
Educat i on Of f i cer, CBSE, Del hi
Sh. Vi neet Joshi
Smt . C. Gur umur t hy
Dr . V.P. Si ngh
M r s. Vi dhuNar ayanan
M r s. K. Syamal a
M r s. Shi vani Gosw ami
M r s. Soma Si ngh
M r s. Neel am Bat r a
Sh. S.K. M unj al
Sh. C.B. Ver ma
Dr . Subhasr i Si nha
M r s. Vi dhu Nar ayanan
M r s. Sangeet a
Dr . Sr i j at a Das
Acknowledgement s
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i i i
THE CONSTITUTION OF INDIA
PREAMBLE
1
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
J USTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all
2
FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY TO
OURSELVES THIS CONSTITUTION.
THE CONSTITUTION OF INDIA
Cha pt er IV A
Funda ment a l Dut ies
ARTICLE 5 1 A
Funda ment a l Dut ies - It sha ll be t he dut y of ever y cit izen of India -
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) To promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
i v
v
PAGE NO. ACTIVITIES
For w ar d
Int r oduct i on
FORCE AND PRESSURE
LIGHT
LIGHT
SOUND
SOUND
SOUND
SOUND
STARS AND THE SOLAR SYSTEM
STARS AND THE SOLAR SYSTEM
LIGHT
FORCE AND PRESSURE
FORCE AND PRESSURE
A FORCEFUL STORY
SOM E NATURAL PHENOM ENA
FRICTION
FRICTION
SOM E NATURAL PHENOM ENA
COAL AND PETROLEUM
COAL AND PETROLEUM
M ATERIALS - M ETALS AND NON- M ETALS
1
3
M AKE YOUR LITTLE M OVIE
6
M AKE A PERISCOPE
9
SUNO! SUNO!
11
LET' S M AKE M USIC
15
I CAN SEE M Y SOUND!
17
HOW DOES SOUND TRAVEL?
19
IS THE M OON GROWING OR SHRINKING ?
22
M AKING A SOLAR SYSTEM M OBILE
24
I CAN SEE IT, I CANNOT !
26
EGG POPS INTO A BOTTLE
28
30
WANT TO BE A SNAKE CHARM ER?
32
THE BALL BEARING
THE TUG OF WAR 35
M YSTERIOUS FORCES 37
39
ITS CO AGAIN
2
41
THE PUZZLING LETTERS
42
BRING BACK THE SHINE
PAGE NO. ACTIVITIES
M ATERIALS - M ETALS AND NON- M ETALS
CHEM ICAL EFFECTS OF CURRENT
COM BUSTION AND FLAM E
SYNTHETIC FIBRES AND PLASTICS
POSTER M AKING
CROP PRODUCTION AND M ANAGEM ENT
CROP PRODUCTION AND M ANAGEM ENT
CROP PRODUCTION AND M ANAGEM ENT
M ICRO ORGANISM S : FRIEND AND FOE
M ICRO ORGANISM S : FRIEND AND FOE
M ICRO ORGANISM S : FRIEND AND FOE
CONSERVATION OF PLANTS & ANIM ALS
CONSERVATION OF PLANTS & ANIM ALS
CELL-STRUCTURE & FUNCTIONS
REPRODUCTION IN ANIM ALS
REPRODUCTION IN ANIM ALS
REACHING THE AGE OF ADOLESCENCE
REACHING THE AGE OF ADOLESCENCE
REACHING THE AGE OF ADOLESCENCE
43
LIGHTER OR HEAVIER?
45
WHAT M AKES WATER?
47
A Sur pr i si ng Fact
49
INTERVIEW FOR M AKING M ERIT LIST
52
SYNTHETIC FIBRES AND PLASTICS
54
PITCHER POWER
56
JUST FOR FUN
58
BACK TO THE EARTH
60
A M OULDY PARTY
63
SPORE M AGIC
65
A FRIEND INDEED
68
A TREE STUDY
70
WINDOW TO OUR RICH BIODIVERSITY
75
INSIDE STORY
77
STORY OF GRANNY AND HER CHILDREN
79
STAGES OF HUM AN REPRODUCTION
82
PLEASE HEAR WHAT I AM NOT SAYING
84
DELIGHTFUL DAYDREAM S
86
GROWING UP
Cont ent s
vi
I nt roduct ion
Sci ence i s a dynami c, expandi ng body of know l edge. It i nvol ves obser vi ng, expl or i ng,
hypot hi si ng, ver i f yi ng, anal yzi ng and i nt er pr et i ng var i ous phenomena occur r i ng ar ound us.
It i s common know l edge t hat except f ew, har dl y does any Sci ence t eacher encour ages a
st udent t o go beyond t he cont ent and concept s gi ven i n t he t ext book. Thi s i s maki ng t he
subj ect bor i ng and dul l .
Sci ence can be made l i vel y and i nt er est i ng by gi vi ng st udent s hands on exper i ences and by
encour agi ng t hem t o ask quest i ons, obser ve, expl or e, exper i ment and i nvest i gat e. Lear ni ng
shoul d not r emai n conf i ned t o t he cl assr oom al one but i t shoul d be i nt r i cat el y woven i nt o
t he exper i ence of t he dai l y l i ves of t he st udent s. Thi s document " Lear ni ng by Doi ng" f or
cl ass VIII i s ai med at meet i ng some of t hese aspi rat i ons and expect at i ons of t he subj ect .
The act i vi t i es i ncl uded i n t hi s document ar e based on t he cont ent / concept s gi ven i n NCERT
t ext book i n Sci ence f or cl ass VIII. Ef f or t has been made t o keep t he act i vi t i es ver y si mpl e
easy t o per f or m w i t h mi ni mum cost i nvol vement . The act i vi t i es ar e of di f f er ent t ypes
i nvol vi ng obser vat i on, expl or at i on, exper i ment at i on, i nvest i gat i on. Some of t he act i vi t i es
ar e i n t he f or m of r i ddl es, games and puzzl es.
It i s hoped t hat st udent s and t eacher s w i l l use t hi s book i n t he r i ght spi r i t and pave t he way
f or bet t er t eachi ng-l ear ni ng pr ocess i n Sci ence.
Dr . Sr i j at a Das
Educat i on Of f i cer, CBSE, Del hi
Long Ti me ago t her e was a man cal l ed Ot t o von Guer i ck who l i ved i n t he t own of Magdeber g i n Ger many.
One day he i nvi t ed ever yone i n t he t own t o come and wat ch a spect acul ar event . Al l t he peopl e who came
t o wat ch wer e ver y i mpr essed wi t h what he had done. Do you want t o know what happened? He t ook t wo
l ar ge copper hemi spher es t hat f i t t ed t oget her. He pumped out ai r f r om i n bet ween t hese t wo
hemi spher es. He t hen t i ed si xt een hor ses, ei ght on each si de of t he hemi spher es. But what was so
spect acul ar about t hi s? However har d t hey wer e made t o pul l , t he hor ses wer e unabl e t o pul l t he
hemi spher e apar t ! But as soon as Mr. Guer i ck al l owed ai r i nt o t he spher e agai n, t he hemi spher es
separ at ed. Isn't t hat wonder f ul ?
Many of you must be wi shi ng t hat i f onl y you had hor ses, r ope and copper hemi spher es t o t r y i t out agai n.
Wel l ! You don't need al l t hese. You can r epeat t he Magdeber g exper i ment wi t h ver y si mpl e t hi ngs t oo!
Two t i ns of t he same si ze, f i l t er paper, sci ssor s, wat er, st r i ps of paper and mat chbox.
Take t wo t i ns of t he same si ze.
Est i mat e t he di amet er of t he mout h of
t he t i n.
Cut out a ci r cl e f r om t he f i l t er paper t hat
has a di amet er sl i ght l y l ar ger t han t he
di amet er of t he mout h of t he t i ns.
Dr aw a ci r cl e of r adi us about 2cm l ess
t han t he r adi us of t he ci r cl e cut out
ear l i er.
Cut al ong t he i nner ci r cl e so as t o make a
hol e. ( f i g. 1)
Wet t hi s f i l t er paper ci r cl e by j ust
di ppi ng i t i n wat er. Now pl ace i t on t op of
one of t he t i ns. ( f i g. 2)
Bur n a f ew st r i ps of paper and dr op t hem
i n t he same t i n.
Qui ckl y pl ace t he second t i n on t he f i r st
so t hat t he mout hs of t he t wo t i ns ar e
one above t he ot her and t he ci r cul ar
sheet of paper i s i n bet ween t he t wo
t i ns. ( f i g. 3)
Now pi ck up t he upper t i n. What do you
f i nd? Does t he l ower t i n al so f ol l ow t he
upper one? Do t hey seem gl ued t oget her ?
You wi l l need:
What t o do:

FORCE
&
PRESSURE
THE STORY OF
MAGDEBERG HEMISPHERE
1
Fi g. 1
I have l earnt :
Somet hi ng more f or you t o t hi nk about :
The bur ni ng paper heat s t he ai r i nsi de t he t i n. When ai r i s heat ed, i t expands and some of i t escapes out of
t he t i n. When t he f l ame goes out , t he ai r i nsi de t he t i n cool s and cont r act s, whi ch t akes up l ess space.
Thi s cr eat es a l ow pr essur e i nsi de t he t i n t han out si de. The gr eat er pr essur e out si de t he t i n keeps t hem
gl ued.
You have l ear nt t hat ai r exer t s pr essur e. Then why i s i t t hat we don't f eel t he pr essur e of ai r ar ound us
on our bodi es?
FORCE PRESSURE & THE STORY OF MAGDEBERG HEMISPHERE
2
Fi g. 2 Fi g. 3 Fi g. 4
Nayana:
Pal ak (Nayana's si st er) :
Nayana:
Pal ak:
You wi l l need:
Ha! Ha! Ha!
Nayana was r eadi ng a newspaper ar t i cl e and l aughi ng l oud.
What i s t he j oke? Shar e i t wi t h me t oo.
Accor di ng t o t hi s ar t i cl e, i n t he 1890s when movi es wer e new, peopl e somet i mes r an scr eami ng f r om
t heat r es when pi ct ur es of movi ng vehi cl es or ocean waves seemd t o come at t hem on t he scr een.
These l ooked l i ke t he r eal t hi ng t o t hem and t hey di d not under st and what was happeni ng. Today, we
know a movi e i sn't r eal . It s j ust a ser i es of pi ct ur es t hat ar e made t o move f ast . Each pi ct ur e on a movi e or
car t oon f i l mst r i p i s sl i ght l y di f f er ent f r om t he one bef or e and af t er i t . When t he f i l m i s pr oj ect ed, al l
t hose i mages go by so f ast you never get a chance t o see each one separ at el y bef or e t he next one comes
al ong. Inst ead your eyes and br ai n hang on t o each i mage f or a moment , maki ng al l t he pi ct ur es mer ge
t oget her i n what l ooks l i ke cont i nous mot i on. Thi s ef f ect i s cal l ed 'per si st ence of vi si on'.
Come l et 's make our own mi ni movi e.
A pi ece of paper 20cm by 8cm.
LI GHT
MAKE YOUR LITTLE MOVIE
3
What t o do:

Fol d t he paper i n hal f so t hat i t l ooks l i ke a f our page bookl et .

Inser t a car bon paper i n t hi s bookl et .
Now dr aw eyes wi t hout eyebal l s and smi l i ng mout h on t he t op sheet as shown.
Remove t he car bon paper
Dr aw t he eye bal l s l ooki ng t o t he r i ght on t he t op sheet and t he eye bal l s l ooki ng t o t he l ef t i n t he
l ower sheet as shown i n t he pi ct ur e.
Rol l t he t op sheet t i ght l y ar ound a penci l .
Move t he penci l up and down qui ckl y so t hat t he t op sheet r ol l s up and unr ol l s qui ckl y on i t s own.
Thi nk of mor e such act i ons t hat can be shown i n t wo si mpl e pi ct ur es and shar e t hese mi ni movi es
wi t h your f r i ends.
LI GHT MAKE YOUR LITTLE MOVIE
4
Let us t r y somet hi ng mor e chal l engi ng.
a smal l not ebook, a sket ch pen.
Fi r st of al l you must deci de on a sequence of pi ct ur es, f or exampl e, a bounci ng bal l , a
r unni ng hor se or a movi ng cl ock.
The book consi st s of a ser i es of sequent i al pi ct ur es put on a separ at e sheet of paper, one af t er t he ot her.
When t he book i s f l i pped t hr ough, t he pi ct ur es pr ovi de t he i l l usi on of a movi ng pi ct ur e.
Make your f l i p book
You wi l l need:
What t o do:
LI GHT MAKE YOUR LITTLE MOVIE
5
James i s ver y exci t ed t oday. He i s at t he dockyar d wher e hi s f at her wor ks. Hi s f at her had pr omi sed hi m t o
show t he shi ps and submar i ne, i f James st ood f i r st i n cl ass f or hi s f i nal exam. James di d not know of t he
sur pr i se t hat was wai t i ng f or hi m. Hi s f at her had t aken speci al per mi ssi on t o al l ow bot h of t hem t o see t he
i nt er i or s of a submar i ne. James coul d not hel p but shr i ek i n exci t ement when hi s f at her t ook hi m
under wat er i nsi de a submar i ne.
'I don't f eel as i f I am under t he wat er sur f ace, sai d James.
'Come, have a l ook at t hi s, sai d f at her poi nt i ng t o an i nst r ument .
James l ooked t hr ough i t and was del i ght ed t o see t he obj ect s above wat er. He coul d not bel i eve hi s eyes.
He coul d see t he l and ar ound. He coul d see peopl e wal ki ng ar ound i n t he dockyar d. I know t hi s i s a
per i scope, sai d James, who had r ead about i t i n books.
Seei ng James so exci t ed, f at her pr omi sed hi m t hat he wi l l hel p make a per i scope of hi s own.
When t hey got back home, bot h James and hi s f at her got down t o maki ng a peri scope
So, r ol l up your sl eeves, and get goi ng! ! Make your own per i scope.
Car dboar d penci l box, or any ot her si mi l ar box, t wo r ect angul ar mi r r or s, cel l o t ape, paper
cut t er, sci ssor s.
Mar k 2. 5cm f r om each end of t he box. Cut t hr ee si des onl y ( one bi g and t wo smal l ) at t hese ends.
Bend t he cut s at r i ght angl es as shown.
At t ach t he mi r r or s usi ng cel l ot ape wher e t he box has been bent .
You wi l l need:
What t o do:

LI GHT
MAKE A PERISCOPE
6

Thi s shoul d be done i n such a manner t hat t he mi r r or sur f aces ar e f aci ng t he box at r i ght angl es. *
Ensur e t hat bot h t he bent par t s of t he penci l box ar e at r i ght angl es. You may at t ach a pi ece of
cel l ot ape f or t hi s.
Now hol d t he per i scope ver t i cal and peep t hr ough t he l ower r ect angul ar wi ndow. Ar e you abl e t o
see obj ect s l ocat ed at a hi gher l evel ? How i s t hat possi bl e?
A per i scope l i ke t he one you have made uses t wo mi r r or s. Look at t he di agr am of a per i scope shown her e.
The mi r r or s ar e pl aced so t hat one mi r r or r ef l ect s t he l i ght f r om t he obj ect ont o a second mi r r or. The
second mi r r or t hen r ef l ect s t he l i ght beam t o your eyes.
LI GHT
7
MAKE A PERISCOPE
Obj ect
Mi rror
Mi rror
Ray di agram of a peri scope.
A per i scope i s commonl y used i n submar i nes. The capt ai n of t he submar i ne uses i t t o see what happens
above wat er and t o det ect enemi es.
So now what ar e you wai t i ng f or ? Get r eady t o peak ar ound cor ner s, over t he f ence and over t abl et ops
and sur pr i se your f r i ends. HAVE FUN!
LI GHT
8
MAKE A PERISCOPE
Suno! Suno! Can you al l hear me?', shout ed Ni l u. 'If you shout l i ke t hi s t he whol e wor l d can hear you', sai d
Di di . 'I j ust want ed t o f eel my vocal chor ds vi br at i ng. Our t eacher t ol d us t hat t he vi br at i on of vocal cor ds
i n our t hr oat al l ows us t o make sound. You ar e abl e t o hear me because t hese vi br at i ons f r om my mout h
ar e t hen passed t o you t hr ough ai r. I wi sh I coul d see t hese vi br at i ons. ' sai d Ni l u, a l i t t l e di sappoi nt ed.
'Somet i mes you cannot see t hem, but you can see t hei r ef f ect t hr ough t hese act i vi t i es', sai d Di di .
a bal l oon and a f r i end
1. Bl ow up t he bal l oon.
2. Hol d i t agai nst your ear.
3. Ask your f r i end t o pr ess hi s/ her l i ps agai nst t he bal l oon and speak.
You can hear t he vi br at i ons t hr ough t he bal l oon and can f eel t hem. One can f eel hi s/ her own voi ce
t hr ough hi s/ her l i ps as t he bal l oon's ski n vi br at es cr eat i ng sound waves.
Feel t he vi brat i ons
You wi l l need:
What t o do:
9
SOUND
SUNO! SUNO!
See t he ef f ect of vi brat i ons
You wi l l need:
What t o do:
I Have Learnt
DO YOU KNOW?
a col our l ess pol yt hene packet , a wi de mout h t i n can, a r ubber band or st r i ng, a f ew gr ai ns of puf f ed r i ce,
a met al t r ay or a st eel vessel , a wooden st i ck or r ul er.
1. Cut t he pol yt hene packet and st r et ch i t over t he open mout h of t he can.
2. Use t he r ubber band t o hol d t he pol yt hene i n pl ace.
3. Pl ace f ew puf f ed r i ce on t he pol yt hene.
4. Hol d t he met al t r ay or t he st eel vessel near t he can.
5. Tap i t har d wi t h a wooden st i ck or r ul er. What happens t o t he r i ce gr ai ns?
The met al t r ay vi br at es when i t i s hi t wi t h t he r ul er. These vi br at i ons make t he ai r ar ound i t vi br at e t oo.
The vi br at i ons pass t hr ough ai r and make t he st r et ched pol yt hene st ar t vi br at i ng as wel l . Thi s makes t he
puf f ed r i ce move.
Sound i s cr eat ed when an obj ect moves and t he ai r ar ound i t vi br at es cr eat i ng sound waves.
When you cup your ear s wi t h your pal m, you hear a dul l r oar i ng sound. That 's t he echo of t he bl ood
movi ng i n your ear.
10
SOUND SUNO! SUNO!
Wel l , t hat 's t he end of t he l esson on sound. I hope ever yone has under st ood t he chapt er, sai d Mr. Tar ang,
t he sci ence t eacher. I have a wonder f ul i dea t o t est how wel l you have under st ood t he l esson, cont i nued
Mr. Tar ang. Now t hat you have l ear nt t he pr oper t i es of sound, cr eat e your own musi cal i nst r ument . Wor k
car ef ul l y and t r y t i l l your i nst r ument can act ual l y make musi c and not noi se. Br i ng t oget her your musi cal
i nst r ument s and l et 's have a school band.
WOW! What a wonder f ul i dea , shout ed t he cl ass exci t edl y i n chor us. And t hey al l got i nt o t hei r own
gr oups t o di scuss t hei r i nst r ument s.
I am sur e you don't want t o be l ef t behi nd, do you? Then j oi n ever yone el se. Her e ar e some i deas f or you.
1. You wi l l need: a paper cup, sci ssor s, st r i ng
1. Ti e a l ar ge knot at one end of a st r i ng about 35cm l ong.
2. Make a t i ny hol e i n t he mi ddl e of t he bot t om of a paper cup.
3. Run t he unknot t ed end of t he st r i ng t hr ough t he i nsi de of t he cup and poke i t t hr ough t he hol e.
The knot shoul d pr event t he st r i ng f r om goi ng compl et el y t hr ough t he hol e.
4. Hang i t f r om a hook.
5. Keep t he st r i ng i n st r et ched st at e by pul l i ng t he cup downwar d.
6. Rub your t humbnai l down t he st r i ng, whi l e
pul l i ng t he st r i ng t i ght l y.
You wi l l hear a r oar i ng sound.
Vi br at i ons i n t he st r i ng make t he cup vi br at e. The
vi br at i ng cup moves t he ai r i nsi de i t and makes a
l ouder sound. The same t hi ng happens wi t h a
vi ol i n. The vi br at i ng st r i ngs make t he wooden body
vi br at e and t he i nsi de ai r, t hus maki ng a l ouder
sound. Li ke a gui t ar, a vi ol i n makes sounds wi t h
vi br at i ng st r i ngs. Somet i mes a vi ol i n pl ayer wi l l
pl uck t he vi ol i n st r i ngs but most l y t hey'l l make
sound by r ubbi ng t he st r i ngs wi t h a bow.

Ei ght gl ass bot t l es of t he same si ze,
wat er, penci l .
Inst rument 1:
Inst rument 2 A bot t l e organ
What t o do:
You wi l l need:
LET'S MAKE MUSIC
SOUND
11
What t o do:
You wi l l need:
What t o do:
You wi l l need:
What t o do:
1. Fi l l t he f i r st bot t l e al most compl et el y wi t h wat er. The wat er l evel i n t he second shoul d be a l i t t l e
l ower t han t he f i r st bot t l e. Cont i nue l ower i ng t he l evel of t he wat er i n each successi ve bot t l e.
2. Gent l y bl ow acr oss t he t op of each bot t l e unt i l you can make a sound. You wi l l need some pr act i se,
but do not be di sappoi nt ed i f you don't get i t t he f i r st t i me.
3. What do you not i ce about t he sounds pr oduced by t he bot t l es?
The ai r i n t he bot t l e vi br at es when you bl ow acr oss t he mout h of t he bot t l e, maki ng sound waves. Whi ch
bot t l e pr oduces sound of hi ghest pi t ch or shr i l l sound?
a dr i nki ng st r aw, sci ssor s
1. Pr ess one end of t he st r aw f l at .
2. Cut t he si des t o f or m a poi nt as shown.
3. Put t he poi nt ed end of t he st r aw i n your
mout h and bl ow har d. You may not f i nd i t
easy at f i r st but keep on t r yi ng.
4. Now cut of f a smal l l engt h of t he st r aw.
Bl ow agai n and see what happens?
5. Go on cut t i ng of f smal l l engt hs of t he st r aw
and bl ow t hr ough t he cut end. What
happens?
empt y shoe box, r ubber bands of
di f f er ent t hi ckness, r ul er or st i ck.
1. Make a ci r cul ar hol e of 4cm r adi us i n t he
cover of t he box.
2. St r et ch t he r ubber bands ar ound t he box as
shown i n t he f i gur e.
Inst rument 3 A st raw f l ut e
Inst rument 4 A box Gui t ar
LET'S MAKE MUSIC
12
SOUND
13
3. At t ach t he r ul er or st i ck t o back of t he box on one end t o act as t he ar m of t he gui t ar.
4. To pl ay, pl uck t he r ubber bands one by one. Whi ch one pr oduces t he sound of l owest pi t ch? The
t hi ckest or t he t hi nnest ?
An ol d box, a r ubber band and a
r ul er.
1. Put t he r ubber band ar ound t he box.
2. Pl ace a r ul er ver t i cal l y under t he r ubber
band.
3. Pl uck on bot h si des. Li st en t o t he sound
pr oduced.
4. Repeat t he pr ocess but move t he r ul er
cl oser t o one end of t he box.
What di f f er ence do you not i ce i n t he sound
pr oduced?
Remember t o decor at e your musi cal i nst r ument s.
Now, i t s t i me t o desi gn an i nvi t at i on f or peopl e t o
at t end your concer t .
Inst rument 5: Anot her st ri ng i nst rument
Yow wi l l need:
What t o do:
LET'S MAKE MUSIC SOUND
Wel l , t hat 's t he end of t he l esson on sound. I hope ever yone has under st ood t he chapt er, sai d Mr. Tar ang,
t he sci ence t eacher. I have a wonder f ul i dea t o t est how wel l you have under st ood t he l esson, cont i nued
Mr. Tar ang. Now t hat you have l ear nt t he pr oper t i es of sound, cr eat e your own musi cal i nst r ument . Wor k
car ef ul l y and t r y t i l l your i nst r ument can act ual l y make musi c and not noi se. Br i ng t oget her your musi cal
i nst r ument s and l et 's have a school band.
WOW! What a wonder f ul i dea , shout ed t he cl ass exci t edl y i n chor us. And t hey al l got i nt o t hei r own
gr oups t o di scuss t hei r i nst r ument s.
I am sur e you don't want t o be l ef t behi nd, do you? Then j oi n ever yone el se. Her e ar e some i deas f or you.
1. You wi l l need: a paper cup, sci ssor s, st r i ng
1. Ti e a l ar ge knot at one end of a st r i ng about 35cm l ong.
2. Make a t i ny hol e i n t he mi ddl e of t he bot t om of a paper cup.
3. Run t he unknot t ed end of t he st r i ng t hr ough t he i nsi de of t he cup and poke i t t hr ough t he hol e.
The knot shoul d pr event t he st r i ng f r om goi ng compl et el y t hr ough t he hol e.
4. Hang i t f r om a hook.
5. Keep t he st r i ng i n st r et ched st at e by pul l i ng t he cup downwar d.
6. Rub your t humbnai l down t he st r i ng, whi l e pul l i ng t he st r i ng t i ght l y.
You wi l l hear a r oar i ng sound.
Vi br at i ons i n t he st r i ng make t he cup vi br at e. The vi br at i ng cup moves t he ai r i nsi de i t and makes a l ouder
sound. The same t hi ng happens wi t h a vi ol i n. The vi br at i ng st r i ngs make t he wooden body vi br at e and t he
i nsi de ai r, t hus maki ng a l ouder sound. Li ke a gui t ar, a vi ol i n makes sounds wi t h vi br at i ng st r i ngs.
Somet i mes a vi ol i n pl ayer wi l l pl uck t he vi ol i n st r i ngs but most l y t hey'l l make sound by r ubbi ng t he st r i ngs
wi t h a bow.

Ei ght gl ass bot t l es of t he same si ze, wat er, penci l .
1. Fi l l t he f i r st bot t l e al most compl et el y wi t h wat er. The wat er l evel i n t he second shoul d be a l i t t l e
l ower t han t he f i r st bot t l e. Cont i nue l ower i ng t he l evel of t he wat er i n each successi ve bot t l e.
2. Gent l y bl ow acr oss t he t op of each bot t l e unt i l you can make a sound. You wi l l need some pr act i se,
but do not be di sappoi nt ed i f you don't get i t t he f i r st t i me.
3. What do you not i ce about t he sounds pr oduced by t he bot t l es?
The ai r i n t he bot t l e vi br at es when you bl ow acr oss t he mout h of t he bot t l e, maki ng sound waves. Whi ch
bot t l e pr oduces sound of hi ghest pi t ch or shr i l l sound?
Inst rument 1:
Inst rument 2 A bot t l e organ
What t o do:
You wi l l need:
What t o do:
14
LET'S MAKE MUSIC SOUND
I CAN SEE MY SOUND!
SOUND
15
It s sur pr i si ng i sn't i t . But , i t 's t r ue. You can see your sound. Let 's check out how.
A smal l t ube of car dboar d or pl ast i c or a cyl i ndr i cal pl ast i c cont ai ner, a bal l oon, some t ape or r ubber
bands, a smal l squar e pi ece of al umi ni um f oi l .
1. Take a smal l t ube shaped car dboar d or pl ast i c.
2. St r et ch par t of a bal l oon so t hat i t cover s one end of t he t ube.
3. Fi x t he pi ece of bal l oon t o t he t ube wi t h r ubber bands or t ape.
4. Cut a smal l squar e of al umi ni um f oi l .
5. St i ck t he f oi l ont o t he pi ece of bal l oon, near t he edge of t he t ube.
6. St and i n f r ont of a wal l .
7. Al l ow t he sun r ays t o f al l on t he f oi l . Thi s wi l l cr eat e a shi ni ng spot on t he wal l .
8. Speak i nt o t he ot her end of t he t ube, and wat ch what happens t o t he shi ni ng spot .
You wi l l need:
What t o do:
What happens?
Somet hi ng more f or you t o t ry out
When you speak i nt o t he t ube, your sound makes t he pi ece of bal l oon vi br at e. The vi br at i ons make t he
f oi l move. The l i ght r ef l ect ed by t he f oi l moves t oo.
Whi sper i nt o t he t ube. What happens? What do you t hi nk wi l l happen when you shout or when you si ng
i nt o t he t ube? Tr y i t out and see t he sound of your voi ce.
What el se can you use i nst ead of an al umi ni um f oi l i n t he above exper i ment ?
I CAN SEE MY SOUND! SOUND
16
'Sound i s pr oduced by vi br at i ng bodi es. When you pl uck a st r et ched r ubber band, i t makes sound, ' r ead
Dhwani f r om her physi cs book. 'How does t hi s sound r each our ear s?', wonder ed Dhwani . Her f at her who
was si t t i ng near by expl ai ned t o her t hat t he ai r mol ecul es j ust next t o t he r ubber band st ar t vi br at i ng.
These i n t ur n pass t he vi br at i ons f r om one par t t o anot her. The ai r mol ecul es t hemsel ves do not move
f r om t he r ubber band t o your ear s. Come l et me show you how t hat happens.
a pack of ol d pl ayi ng car ds
Fol d t he car ds so t hat t her e i s a cr ease bet ween t hem. Thi s al l ows t hem t o st and upr i ght . St and t hese
car ds t o make a l ong t r ai n. You can make a gent l e U and S shape cur ves t oo as shown i n t he pi ct ur e.
You wi l l need:
What t o do:
HOW DOES
SOUND TRAVEL?
SOUND
17
Fl i ck t he f i r st car d so t hat i t f al l s on t he next car d. What do you see? Do you not i ce t hat t he event of t he
f i r st car d t i ppi ng on t he second car d i s r epeat ed i n sequence al ong t he whol e l engt h of t he car ds? On
t i ppi ng one car d t he i mpact t r avel s unt i l t he ver y l ast car d f al l s down. Thi s i s how a sound wave t r avel s?
The car ds r epr esent t he mol ecul es. They st ay on at t hei r posi t i ons but pass on t he i mpact or pul se f r om
one car d t o t he ot her t i l l t he end.
Dhwani was t hr i l l ed t o see t hi s. It was such f un t o see t he car ds f al l i ng one by one. She t hen r ecal l ed how
once Suni yo, her f r i end had f l at t ened al l t he cycl es pl aced i n t he cycl e st and i n t hei r school .
Thi s act i vi t y r ai sed sever al quest i ons i n Dhwani 's mi nd. Wi l l sound t r avel t hr ough vacuum? How
di f f er ent l y does i t t r avel t hr ough sol i ds t han i n gases? She had l ear nt i n an ear l i er cl ass t hat t he mol ecul es
ar e t i ght l y packed i n sol i ds as compar ed t o gases.
Si nce her sci ent i st f at her seemed t o have answer s t o al l her quest i ons, she went t o hi m wi t h al l her
quer i es. He j ust t ol d her t o col l ect a f ew t hi ngs. Come on, you t oo j oi n Dhwani .
t wo spoons or f or k, st r i ng.
Ti e a spoon i n t he mi ddl e of a pi ece of st r i ng about 50 cm l ong and hol d i t as shown i n t he f i r st di agr am.
Ask a f r i end t o hi t gent l y t he spoon wi t h anot her spoon or a r ul er. Li st en car ef ul l y t o t he sound. The sound
l ast s f or a whi l e.
Now hol d t he ends of t he st r i ng i n your ear s. Look at t he next pi ct ur e t o see how i t i s t o be done. Ask your
f r i end t o hi t t he spoon agai n wi t h anot her one. Is t he sound l ouder or f eebl e t han bef or e?
How does t he sound t r avel t o your ear s i n t he f i r st case? What i s t he di f f er ence i n t he way sound now
t r avel s when you hol d t he st r i ngs t o your ear s.
You wi l l need:
What t o do:
HOW DOES SOUND TRAVEL? SOUND
18
Fat i ma and Zubai r kept r unni ng out t o t he
ver andah t o check out t he new moon. They wer e
exci t ed about t he ar r i val of Ei d. They wer e
wai t i ng f or a new dawn, f or new cl ot hes and
cel ebr at i ons.
Suddenl y t hey hear d t hei r f at her sayi ng t hat t he
moon has been si ght ed. Zubai r r an out t o t he
ver andah t o have a gl i mpse of t he moon. Fat i ma
r an t o her mot her t o appl y henna on her hands
and get r eady f or Ei d. Zubai r al so went t o get hi s
new cl ot hes r eady as he woul d be accompanyi ng
hi s f at her t o t he mosque next day t o of f er
pr ayer s.
Do you know most Musl i m f est i val s ar e l i nked
wi t h act ual moon si ght i ngs? Fat i ma and her
br ot her Zubai r have been l ooki ng at t he moon
ever yni ght and wai t i ng f or t he new moon. Have
you al so ever not i ced how t he moon changes
shape ever yni ght ?
Have you ever wonder ed why does t hi s happen?
How many days does i t pass bet ween a f ul l moon and new moon day? Be a young ast r onomer and st udy t he
moon. Who knows you mi ght make a new di scover y!
Take some t i me out each ni ght and not e t he appear ance of t he moon.
Dr aw t he shape of t he moon as you see i t i n t he t abl e bel ow. Make a not e of t he t i me at whi ch you make
t he obser vat i on. Al so f i nd out and not e down t he t i me of moonr i se. You wi l l f i nd t hi s i nf or mat i on i n your
l ocal newspaper. You may begi n t hi s obser vat i on on a new moon day.
IS THE MOON GROWING
OR SHRINKING ?
STARS AND
THE SOLAR SYSTEM
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
19
You have seen t hat t he shape of t he moon keeps changi ng. These changes i n t he moon's appear ance ar e
cal l ed t he phases of moon. The moon appear s t o change i t s shape because of t he way Sun shi nes on i t as
t he Moon ci r cl es t he ear t h. When t he Moon and t he Sun ar e on t he opposi t e si des of t he Ear t h, t he Sun
shi nes di r ect l y on t he moon's sur f ace, r esul t i ng i n a Ful l Moon. When t he ar ea of t he l i ght ed sur f ace of
t he Moon i s i ncr easi ng, i t i s sai d t o be waxi ng. As t he l i ght ed ar ea decr eases, i t i s sai d t o be wani ng. Now
t hat you f i ni shed st udyi ng t he moon, f i nd out t he answer t o t hese quest i ons:
When di d you see t he Ful l moon and t he New Moon?
How many days ar e t her e bet ween t he new moon and next f ul l moon?
IS THE MOON GROWING OR SHRINKING? STARS AND THE SOLAR SYSTEM
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
Dat e:
Ti me:
Moonr i se
t i me:
20
Somet hi ng more t o f i nd out
Fi nd out what i s a l unar cal endar.
Sever al f est i val s cel ebr at ed i n our count r y ar e based on t he l unar cal endar. They ar e det er mi ned by
t he si ght i ng of t he moon. Fi nd out about t hem.
21
IS THE MOON GROWING OR SHRINKING? STARS AND THE SOLAR SYSTEM
The ei ght pl anet s of t he sol ar syst em come i n a wi de r ange of si zes, wi t h t he Ear t h near t he mi ddl e. Fr om
Ear t h i t i s di f f i cul t t o under st and t he si zes of t hese pl anet s. Do you know t hat i t woul d t ake 1, 300 Ear t hs
t o make one Jupi t er ? Maki ng t hi s model of t he Sol ar Syst em wi l l show you t he si zes of t he pl anet s t o scal e.
The Sun, t he cent r e of t he sol ar syst em, i s not a par t of t hi s model because of i t s enor mous si ze. If i t i s t o
be i ncl uded her e, i t woul d need t o be 4m i n di amet er ! Get i nt o gr oups as i t wi l l be f un t o make i t wi t h your
f r i ends. So col l ect al l t he i t ems you need and get st ar t ed t o cr eat e a sol ar syst em on Ear t h.
St r i ng, r ul er, compass, penci l , sci ssor s, t hi ck char t paper s( one col our each f or a pl anet ) . .
1. Dr aw t wo ci r cl es f or each pl anet , usi ng a compass
or a st r i ng and a penci l t o make t hem t he r i ght si ze.
The si ze t hat you need t o t ake i s as f ol l ows:
Mer cur y- 1cm: Venus- 4cm; Ear t h- 4cm; Mar s- 2cm;
Jupi t er - 48cm; Sat ur n- 38cm; Ur anus- 20cm;
Nept une- 20cm;
2. Cut out t he ci r cl es you have dr awn. You shoul d have
16 ci r cl es i n al l . Make a cut f r om t he edge t o t he
cent r e poi nt of each ci r cl e.
3. Take t he t wo ci r cl es f or each pl anet and sl i p t he
t wo ci r cl es al ong t he sl i t s so t hat t hey f i t i nt o each
ot her at r i ght angl es.
4. Make a smal l hol e at t he t op of each pl anet and t i e a
t hr ead t hr ough i t .
5. Ti e a t hi ck r ope t i ght l y acr oss your cl assr oom.
6. Ti e t hese pl anet s t o t hi s r ope i n t he cor r ect or der of
t hei r di st ance f r om t he Sun.
Leave enough space i n bet ween t hem.
You wi l l need:
What t o do:
MAKING A SOLAR
SYSTEM MODEL
STARS AND
THE SOLAR SYSTEM
22
STARS AND THE SOLAR SYSTEM MAKING A SOLAR SYSTEM MODEL
23
SUN
MERCURY
VENUS
EARTH
MARS
JUPITER
SATURN
VRANUS
NEPTUNE
PLUTO
Your sol ar syst em model i s now r eady. Isn't t he di f f er ence i n t hei r si zes amazi ng? Thi s does not
show t o scal e t he act ual di st ance of t he pl anet s f r om t he Sun or f r om each ot her.
model
Have you ever seen a sol i d obj ect t hat can be compl et el y i nvi si bl e? You see such an obj ect ever yday! Yet
you pay no at t ent i on at al l ! Do you know what i t i s?
Tr y t hi s i nt er est i ng act i vi t y. Look t hr ough a wi ndow i nt o a r oom at ni ght whi l e st andi ng out si de i n t he
dar k. Look f or t he gl ass on t he wi ndow. You know i t 's t her e. You can f eel i t i f you t ouch i t . Yet you cannot
see t he gl ass at al l !
I CAN SEE IT, I CANNOT !
LI GHT
24
Now l ook at a wi ndow of a dar k r oom f r om t he out si de. You can't see a t hi ng i nsi de. But t he gl ass may now
be seen. Can you say how?
You al l know t hat l i ght i s needed t o see. In or der t o see somet hi ng an obj ect must 'bounce' or 'r ef l ect ' l i ght
t o your eye. Thi s bounci ng of l i ght i s cal l ed ref l ect i on. When you st and i n t he dar k out si de t he l i ght ed
r oom, r ef l ect i on of l i ght f r om t he gl ass wi ndow i s ver y weak as compar ed wi t h t he l i ght comi ng st r ai ght
t hr ough. So you do not see t he gl ass at al l !
Obj ect s i n t he r oom ar e vi si bl e when t he l i ght s ar e on because t hey r ef l ect l i ght t o your eye. Your eye
t hen capt ur es t hi s l i ght and you can see t he obj ect s.
If you l ook i nt o t he l ar ge wi ndows of a st or e or of f i ce bui l di ng dur i ng t he day, you wi l l see a r ef l ect i on
of your sel f and any ot her peopl e wal ki ng by. If you l ook i nt o t he same wi ndows at ni ght , however, t he
r esul t wi l l be di f f er ent . At ni ght you wi l l see what i s i nsi de t he st or e much bet t er and t her e wi l l be
al most no r ef l ect i on on t he out si de. But i f t he l i ght s i nsi de have been t ur ned of f and a br i ght l i ght
f r om a passi ng car st r i ke you, you wi l l be abl e t o see your r ef l ect i on once agai n. Dependi ng on t he
t i me of day and how much l i ght i s pr esent on ei t her si de of t he pane of gl ass, gl ass wi ndows can act
l i ke mi r r or s.
I CAN SEE IT, I CANNOT! LI GHT
25
What 's oval and wear s a shel l sui t ? An EGG, of cour se!
For Kushal as l ong as i t was onl y a r i ddl e on eggs i t was f i ne. He di d not l i ke eat i ng t hem at al l ! Do you want
t o know what he di d t o t he boi l ed egg t hat hi s mot her gave hi m t o eat ?
One day, Kushal 's mot her gave hi m a boi l ed egg f or br eakf ast .
I wi l l eat t he br eakf ast i n my r oom, ma , sai d Kushal as he car r i ed t he pl at e t o hi s r oom.
You must eat i t and no t r i cks t oday shout ed mot her f r om t he Ki t chen.
A l i t t l e whi l e l at er mot her hear d a pop sound f r om Kushal 's r oom. She went i n t o f i nd out .
What happened, what was t hat sound? enqui r ed mot her.
Not hi ng, ma , sai d Kushal t r yi ng t o hi de somet hi ng behi nd hi s back.
What ar e you t r yi ng t o hi de? Show me at once , or der ed mot her. Mot her was shocked t o see t he boi l ed
egg i nsi de a bot t l e. She t ook t he bot t l e f r om Kushal and t r i ed t o t ake out t he egg. But she coul dn't . So, you
have been upt o your t r i cks agai n. How di d you manage t o do t hi s?
Kushal meanwhi l e coul d not st op gi ggl i ng. How naught y he was! He expl ai ned t o hi s mot her about how
t he egg went i nsi de t he bot t l e.
You t oo can t r y i t , but be car ef ul whi l e usi ng a mat chst i ck.
A boi l ed egg, empt y mi l k bot t l e ( or any gl ass bot t l e ont o t he mout h of whi ch can be f i t t ed a boi l ed egg) ,
some paper st r i ps and mat chbox.
Remove t he shel l f r om a har d boi l ed egg.
Use a gl ass bot t l e wi t h a mout h l ar ge enough
t hr ough whi ch an egg can be squeezed t hr ough
wi t hout squashi ng i t .
Pl ace t he boi l ed egg wi t h i t s smal l end down on
t he mout h of an empt y bot t l e. Does anyt hi ng
happen t o t he egg? Does i t move?
Take t he boi l ed egg of f t he bot t l e?
Bur n t he st r i ps of paper and dr op t hese bur ni ng
paper s qui ckl y i nt o t he bot t l e.
Qui ckl y pl ace t he boi l ed egg once agai n on t he
mout h of t he bot t l e.
What do you f i nd now? Does t he egg r emai n at
t he mout h of t he bot t l e or i s i t sucked i n?
You wi l l need:
What t o do:

EGG POPS INTO

A BOTTLE
FORCE AND
PRESSURE
26
I have l earnt :
Somet hi ng more t o do:
The bur ni ng paper heat s t he ai r i nsi de t he bot t l e. When ai r i s heat ed i t expands and some of i t escapes
out of t he bot t l e. When t he f l ame goes out , t he ai r i nsi de t he bot t l e cool s and cont r act s, whi ch t akes
up l ess space. Thi s cr eat es a l ow pr essur e i nsi de t he bot t l e t han t he out si de. The gr eat er ai r pr essur e
out si de t he bot t l e f or ces t he egg t o get sucked i nt o t he bot t l e.
Now t r y t o t ake t he egg out of t he bot t l e. How wi l l you do t hat ? Tr y i t and shar e your f i ndi ngs wi t h your
f r i ends.
EGG POPS INTO A BOTTLE FORCE AND PRESSURE
27
Teacher:
St udent s:
Teacher:
Teacher:
What t o do:
What hel ps you t o l i f t your school bag?
Our muscul ar f or ce.
( Dr ops a pi ece of chal k on t he gr ound) . And what makes t hi s chal k f al l down?
Gr avi t y , shout ed t he st udent s.
Good! Al l of you seem t o have under st ood t he di f f er ent t ypes of f or ces t hat we l ear nt l ast week. Now l et
us do somet hi ng di f f er ent and i nt er est i ng. Wr i t e a st or y!
For m gr oups wi t h f our st udent s i n each gr oup. You have t o cr eat e an act i on st or y wher e exampl es of
di f f er ent t ypes of f or ces must be ment i oned. Her e i s an exampl e f or you - - -
A FORCEFUL STORY
FORCE AND
PRESSURE
28
Sur aj and Iqbal spent an enj oyabl e day at t he amusement par k. They t ook par t i n a cycl e r ace, pedal l i ng
hard (muscul ar f orce) t o r each t he f i ni shi ng l i ne. Iqbal was l ucky and caught t en i r on f i sh wi t h hi s
magnet i c f i shi ng rod (magnet i c f orce). Meanwhi l e at t he next st al l , Sur aj knocked down (i mpul se
f orce) si x wooden bot t l es wi t h t he bal l s he t hrew (muscul ar f orce). Each one won hi m a pr i ze. He was
l ess l ucky at t he bowl i ng al l ey, wher e hi s bal l s sl owed down (f ri ct i on) t oo soon and coul d not get hi m any
pr i zes. Ti r ed but happy, t hey wal ked (muscul ar f orce) home.
Bef or e you begi n, r emember t hat each one of you i n t he gr oup has an i mpor t ant r ol e t o pl ay. One of you
wi l l be t he coor di nat or, who has t o make sur e t hat ever yone i n your gr oup par t i ci pat es and get s t o
cont r i but e t o t he st or y. Anot her member of your gr oup wi l l be t he t i me keeper, who wi l l keep a wat ch on
t he t i me and ensur e t hat t he st or y i s wr i t t en wi t hi n t he al l ot t ed t i me. One of you wi l l be t he r ecor der,
who wi l l wr i t e t he st or y as i t devel ops. Last , but not t he l east wi l l be t he r eader, who wi l l r ead out t he
st or y, l oud and cl ear, t o t he r est of t he cl ass.
Remember t o under l i ne phr ases i n your st or y wher e exampl es of f or ces ar e ment i oned.
Go on and l et your cr eat i ve i deas f l ow!
FORCE AND PRESSURE A FORCEFUL STORY
29
One day whi l e wal ki ng i n a busy mar ket , Subbu hear d t he musi c of a f l ut e. He went cl oser t o i nvest i gat e.
He saw an ol d man i n a dhot i , pl ayi ng hi s f l ut e. In f r ont of hi m was a l ar ge snake t hat l ooked l i ke a cobr a. It
l i f t ed i t s head and shook f r om si de t o si de as t he ol d man swayed bef or e i t whi l e pl ayi ng hi s f l ut e ( BEAN) .
He f el t l i ke becomi ng a snake char mer. But he was f r i ght ened of snakes. Mor eover, he di d not know how t o
pl ay t he f l ut e. Can you hel p Subbu f ul f i l l hi s dr eams? Is t her e any way by whi ch he can be a snake char mer
f or a whi l e? Yes, t her e i s! And t hat t oo, wi t hout a r eal snake and a f l ut e. Don't you al so want t o t r y i t out ?
Some cel l ophane paper, sci ssor s, pl ast i c r ul er, wool en cl ot h
Cut out 10cm by 10cm squar e out of t he cel l ophane paper.
Fol d al ong t he di agonal t o get t he cent r e of t he squar e.
Dr aw a spi r al on t he squar e paper st ar t i ng out war ds f r om t he cent r e of t he squar e as shown i n t he
pi ct ur e.
Cut al ong t he l i ne f r om t he out si de t o t he cent r e. You wi l l have a spi r al r esembl i ng snake.
Take a pl ast i c r ul er near t he mout h of your spi r al snake. Do you not i ce anyt hi ng happeni ng?
Now r ub t he pl ast i c r ul er wi t h a wool en cl ot h.
Hol d t he pl ast i c r ul er cl ose t o t he mout h ( i nner end) of your cel l ophane snake.
What do you f i nd?
You wi l l need:
What t o do:

WANT TO BE
A SNAKE CHARMER?
SOME NATURAL
PHENOMENA
30
It wi l l l i f t up i t s head and r i se wi t h t he pl ast i c r ul er. How hi gh can you l i f t t he snake? Can you l i f t t he spi r al
snake wi t h t he wool en cl ot h al so? Tr y i t out .
Bot h t he pl ast i c r ul er and t he wool l en cl ot h get s char ged on r ubbi ng. The pl ast i c r ul er i nduces t he
opposi t e char ge on t he upper sur f ace of t he cel l ophane spi r al . Si nce opposi t e char ges at t r act each ot her,
t he cel l ophane spi r al i s at t r act ed t o t he pl ast i c r ul er and moves wi t h i t .
What happens:
31
WANT TO BE A SNAKE CHARMER? SOME NATURAL PHENOMENA
Vi dya l i ed down on bed t o sl eep. But sl eep was nowher e near her. She kept st ar i ng at t he cei l i ng f an. She
wonder ed, Doesn't t he f an ever wear out ? Wel l ! It never has i n t he l ast f i ve year s, si nce Appa f i xed i t on
t he cei l i ng. She went i n sear ch of her f at her wi t h al l t hese t hought s i n her mi nd.
Appa, I was wonder i ng how i s i t t hat t he cei l i ng f an has been r ot at i ng t i r el essl y wi t hout any wear and
t ear al l t hese year s , asked Vi dya. Mr. Iyer, Vi dya's f at her was ver y pr oud of hi s daught er and her never
endi ng quest i ons.
He showed Vi dya t he i nsi de of an ol d f an. He poi nt ed out smal l spher i cal bal l s i n t he f an and t ol d Vi dya
t hat t hese ar e cal l ed bal l bear i ngs.
It i s t hese bal l bear i ngs t hat r educe f r i ct i on i n many machi nes and pr event t hen f r om wear i ng out
qui ckl y , sai d appa.
Vi dya l ooked conf used. I don't under st and how t hey wor k , sai d Vi dya.
Come, l et me show you , sai d Appa. Why don't you al so make t he model wi t h Vi dya's f at her ?
Gl ass mar bl es, t hr ee bot t l e caps ( l i ke t hose on j am j ar s) of di f f er ent si zes, a book.
Take t hr ee bot t l e caps of di f f er ent si zes.
You wi l l need:
What t o do:

THE BALL BEARING

FRI CTI ON
32
(A) (B)
Take gl ass mar bl es of t he same si ze and put t hem bet ween t he edges of t he t wo caps. You now
have a r i ng of mar bl es.
Pl ace t he l ar gest cap such t hat i t r est s on t he mar bl es onl y and does not t ouch any of t he ot her
caps or t he t abl e.
You have made a model of a bal l bear i ng. Keep a book on t he l ar gest cap and spi n or r ot at e i t . Does t he
book t ur n easi l y? Can you expl ai n what happens?

Put t he smal l est cap i nsi de t he mi ddl e si ze cap.

THE BALL BEARING FRI CTI ON
33
(C)
(D)
Next t ake out t he gl ass mar bl es. Keep t he t op cap back and pl ace t he book on i t . Tr y t o spi n or r ot at e t he
book agai n. Does i t move t he same way as ear l i er ? Why?
34
(E) (F)
THE BALL BEARING FRI CTI ON
Rober t was pl ayi ng cr i cket i n t he par k when he hear d a commot i on i n t he ot her end of t he par k. He went
t her e t o i nvest i gat e. A cr owd of chi l dr en wer e gat her ed t her e. Some of t hem wer e cheer i ng f or Ar un
whi l e some wer e cheer i ng f or Ashok. On enqui r i ng, he was t ol d t hat t her e was a t ug of war goi ng on. A
TUG OF WAR! How i s i t possi bl e? Ther e wer e onl y t wo chi l dr en i nvol ved and no r opes! Onl y books! What
was happeni ng? I am sur e you t oo ar e cur i ous by now. Let me t el l you what Ar un and Ashok wer e doi ng. You
t oo col l ect t he t hi ngs needed and t r y i t out :
Two si mi l ar si zed books.
Int er l ock t he t wo books by over l appi ng t he pages as shown i n t he pi ct ur e.
Once your books ar e f ul l y i nt er l ocked each per son shoul d hol d t he book by i t s cover.
Now pul l f i r ml y t o separ at e t he books. ( Remember t o check ar ound you t o ensur e t hat you won't
hi t anyt hi ng i n case you f al l ! )
What do you f i nd? Ar e you abl e t o separ at e t he books?
You wi l l need:
What t o do:

THE TUG OF WAR

FRI CTI ON
35
I have l earnt :
Fr i ct i on hol ds t he pages of t he books t oget her. The onl y way t o separ at e t hem i s t o t ake t hem apar t
page by page. The same way you put t hem t oget her. Si nce t her e l ar ge number of pages i n cont act , t he
t ot al ar ea of cont act wher e f r i ct i on i s act i ng i s al so ver y l ar ge.
FRI CTI ON THE TUG OF WAR
36
Ther e was a power cut . It was pi t ch dar k i n Soma's r oom. Soma was changi ng her wool en sweat er, when
she suddenl y saw spar ks f l yi ng f r om her sweat er. What was t hat ? She was t oo scar ed. Do you know t hat i t
i s due t o st at i c el ect r i c char ges devel oped on wool f i br es due t o r ubbi ng wi t h ot her cl ot h?
Let us per f or m some act i vi t i es t o di scover mor e about t hese st at i c el ect r i c char ges.
1. Can you f i l l up an ol d nyl on st ocki ng wi t h absol ut el y not hi ng i n i t ? Hol d t he t oe of t he st ocki ng agai nst
t he wal l wi t h one hand. Wi t h t he ot her hand r ub t he st ocki ng about 10 t i mes wi t h a dr y, pol yt hene bag
or cel l ophone paper. Remove t he st ocki ng f r om t he wal l and l et i t hang f r eel y. You wi l l be amazed t o
see how i t bl ows up as t hough f i l l ed wi t h an i nvi si bl e l eg. It wi l l al so cl i ng t o t he wal l or t o your body.
On one hand, i t i s at t r act ed t o obj ect s near by, and on t he ot her hand i t seems t o r epel i t sel f . Why does
t hi s happen?
MYSTERIOUS FORCES
SOME NATURAL
PHENOMENA
37
2. Put smal l , l i ght obj ect s l i ke puf f ed r i ce/ r i ce f l akes/ sawdust / t i ny bi t s of paper i nt o a shal l ow
t r anspar ent pl ast i c or gl ass cont ai ner. Cover i t wi t h r ubber bal oon sheet . Rub t he cover wi t h nyl on,
wool or f ur. Some of t he mat er i al wi l l j ump up and st i ck t o t he cover. Ot her s j ump up and down.
3. Char ge a bal l oon by r ubbi ng i t wi t h wool . Br i ng t hi s char ged bal l oon over t he hai r on your head. Wat ch
your hai r st and on i t s end!
4. Br i ng a char ged pl ast i c comb near some sal t on a pi ece of paper. Wat ch t he sal t j ump and hi t t he
comb. Some of t he bi t s of sal t j ump of f al most i mmedi at el y and cause f ai nt sounds l i ke t he pi t t er -
pat t er of r ai ndr ops. Ot her bi t s of sal t st i ck t o t he comb.
5. Use t hese st at i c el ect r i c char ges t o separ at e sal t and pepper powder.
6. Pour some sal t on a sheet of paper. Spr i nkl e some pepper on i t . Can you separ at e t he pepper f r om t he
sal t ? Br i ng a char ged pl ast i c r ul er above t he pepper and sal t . The l i ght er pepper j ump up mor e easi l y
and most of t he sal t i s l ef t behi nd. Repeat t hi s a f ew t i mes and most of t he pepper wi l l be separ at ed
f r om sl at .
MYSTERIOUS FORCES SOME NATURAL PHENOMENA
38
A di scussi on was goi ng on i n t he cl assr oom bet ween Di esa, Coal y and t hei r sci ence t eacher.
Ever yone t hese days i s concer ned about gl obal war mi ng.
Yes, you ar e r i ght . Gl obal war mi ng i s due t o i ncr easi ng emi ssi on of car bon di oxi de i n t he
at mospher e.
But how i s i t t hat t he bur ni ng of al l f uel s, be i t f i r ewood, pet r ol or LPG r el ease car bon
di oxi de.
Let us do an act i vi t y t o f i nd out t he answer t o your quest i on.
You t oo j oi n i n.
Dr y l eaves or wooden st i ck, 1g sugar, 1g common sal t , a candl e, t hr ee boi l i ng t ubes, a
spi r i t l amp.
1. Label t he boi l i ng t ubes A, B and C.
2. Put dr y l eaves i n t est t ube A, sugar i n t est t ube B and sal t i n t est t ube C.
3. Li ght t he spi r i t l amp. Heat t he t hr ee sampl es one af t er t he ot her i n each case.
4. Br i ng a l i ght ed mat chst i ck at t he mout h of t he t est t ubes one by one whi l e heat i ng. Thi s i s t o t est
whet her t he gas evol ved suppor t s bur ni ng or not .
5. Recor d t he obser vat i ons made by you whi l e heat i ng t he subst ances.
6. Li ght a candl e. Hol d an i nver t ed f unnel above i t as shown. Now br i ng a l i ght ed mat chst i ck j ust at
t he t i p of t he f unnel . What happens?
Di esa :
Teacher :
Coal y :
Teacher :
You wi l l need :
What t o do:
ITS CO AGAIN
2
COAL AND
PETROLEUM
39
Does t he mat chst i ck ext i ngui sh i n each case? What happens when you br i ng t he l i ght ed mat chst i ck t o t he
mout h of t he t est t ube i n whi ch common sal t i s heat ed?
What i s common i n t he heat i ng of dr y l eaves, sugar and t he l i ght ed candl e?
Car bon i s pr esent i n al l or gani sms and t hei r pr oduct s. Candl e wax al so cont ai ns car bon. Car bon on
bur ni ng pr oduces car bon di oxi de.
C + O CO
2 2
I have l earnt :
ITS CO AGAIN
2
COAL AND PETROLEUM
40
DRY
LEAVES
SUGAR
SALT
Di esa and Coal y ar e on a t r ai n. They ar e goi ng t o t our Sout h Indi a. Uncl e Pet r a has gi f t ed t hem a game
pack so t hat t hey do not get bor ed on t he t r ai n. Don't you want t o j oi n t hem t oo? Come l et us pl ay.
Wr i t e t he answer s t o t he cl ues gi ven bel ow i n t he space pr ovi ded.
a. A gas pr oduced by t he anaer obi c
degr adat i on of dead pl ant s and
ani mal s. _ _ _ G _ _
b. An envi r onment f r i endl y gaseous
f uel used i n heavy as wel l as l i ght
vehi cl es. _ _ _
c. A f uel most commonl y used i n l i ght er
vehi cl es l i ke scoot er, car s and mot or cycl es. _ _ T _ _ _
d. An exhaust i bl e i ndust r i al f uel used i n
t her mal power pl ant s al so. C _ _ _
e. A gas pr oduced by bur ni ng of f uel s. _ A _ _ _ _ _ _ _ _ _ _

Pi ck out t he l et t er s i n t he squar e and unscr ambl e t hem t o f i nd t he answer t o t he r i ddl e gi ven her e.
I am present i n al l bodi es, l i vi ng or dead.
I am cal l ed 'el ement of l i f e', you can f i nd me i n bread.
The burni ng of f uel s adds my oxi de i n ai r,
Excess rel ease of whi ch i s not f ai r.
What t o do:
CLUES
THE PUZZLING
LETTERS
COAL AND
PETROLEUM
41
Mi t al i 's gr andmot her was upset about t he bl ackeni ng of her si l ver war e. Mi t al i t ol d her not t o wor r y and
t hat she knew how t o br i ng back t he shi ne on t he si l ver war e.
You t oo j oi n i n t o l ear n how i t i s done.

A st eel pan, a t easpoon each of baki ng soda and common sal t , a si l ver obj ect whi ch has t ur ned bl ack, one
l i t r e wat er, gas st ove.
1. Take wat er i n t he st eel pan and boi l i t .
2. Add baki ng soda and common sal t i n t hi s wat er.
3. Put t he bl ackened si l ver obj ect i n t hi s wat er.
4. Al l ow i t t o st and f or 30 mi nut es.
5. Take out t he obj ect f r om t he pan usi ng a pai r of t ongs.
Is t he si l ver war e shi ni ng now? Look at t he st eel pan? Do you not i ce any change i n i t ?
You wi l l need:
What t o do:
BRING BACK
THE SHINE
METALS - METAL
AND NON- METALS
42
Kar an i s a cur i ous st udent . One day, he put some i r on dust i n a beaker cont ai ni ng di l ut e hydr ochl or i c aci d.
He not i ced f umes comi ng out of t he beaker. He got wor r i ed and wonder ed what had happened? He pi cked
up t he beaker t o t hr ow away i t s cont ent s. But , OUCH! It was so hot . Hi s t eacher wi l l def i ni t el y scol d hi m
now f or bei ng car el ess.
Let us al so per f or m a si mi l ar act i vi t y but di f f er ent l y.
Di l ut e hydr ochl or i c aci d, i r on f i l i ngs or zi nc dust , t wo bal l oons, a nar r ow mout h gl ass bot t l e, baki ng soda,
vi negar.
1. Take di l ut e hydr ochl or i c aci d i n t he gl ass bot t l e.
2. Put some i r on f i l i ngs or zi nc dust i n t he bal l oon.
3. Fi x t he bal l oon on t he mout h of t he gl ass bot t l e so t hat t he i r on f i l i ngs get dr opped i n t he gl ass
bot t l e.
What do you not i ce? Does t he bal l oon i nf l at e?
4. Remove t he bal l oon car ef ul l y and t i e i t s mout h t i ght l y wi t hout l et t i ng t he gas escape.
5. Rel ease t he bal l oon. Does i t r i se and f l oat away? What does t hi s i ndi cat e? Is t he gas t r apped i n t he
bal l oon l i ght er or heavi er t han ai r ? Whi ch gas coul d i t be?
In t he above act i vi t y you al l owed met al i r on t o r eact wi t h an aci d. What happens when met al
car bonat es and bi car bonat es r eact wi t h aci ds? Let us f i nd by doi ng an act i vi t y.
6. Take 2mL of vi negar i n a gl ass bot t l e.
7. Take a pi nch of baki ng soda i n a bal l oon.
8. Fi x t hi s bal l oon on t he mout h of t he gl ass bot t l e so t hat baki ng soda get s dr opped i n t he gl ass
bot t l e. Do you not i ce bubbl e f or mat i on? What happens t o t he bal l oon? Remove t he bal l oon and t i e
i t s mout h t i ght l y wi t hout l et t i ng t he gas escape.
Rel ease t he bal l oon. Does i t r i se and f l oat away? Does i t behave t he same way as t he f i r st gas f i l l ed
bal l oon i n t he f i r st case? Is t hi s gas heavi er or l i ght er t han ai r ?
Fi nd out f r om your sci ence t eacher how you can t est f or t hese gases?
You wi l l need:
What t o do:
MATERI ALS- METAL
AND NON METALS
43
LIGHTER OR
HEAVIER?
LIGHTER OR HEAVIER?
44
IRON FILINGS
OR
ZINK DUST
BAKING
SODA
MATERI ALS- METAL AND NON METALS
Neer a was r eadi ng a book on sci ence exper i ment s. It sai d t hat wat er was made up of t wo gases- hydr ogen
and oxygen. Neer a got her sel f a gl ass of wat er and l ooked at i t car ef ul l y. 'How i s t hat possi bl e'? Wonder ed
Neer a. Wat er i s a l i qui d but hydr ogen and oxygen ar e gases.
Next day she asked her sci ence t eacher about i t . The sci ence t eacher asked her t o col l ect a f ew t hi ngs
f r om home. The t eacher t ol d her t hat t hey wi l l be doi ng an exper i ment t o under st and t hi s bet t er. You t oo
j oi n i n t o unr avel t he myst er y about wat er.
Two used cel l s ( t or ch cel l s) , a 9V bat t er y, t wo met r e copper wi r e, pl ast i c cont ai ner, hammer, pl ast er of
par i s, t wo empt y t est t ubes of equal si ze.
1. Remove t he car bon r ods f r om t he used cel l s. ( Ask an adul t t o hel p you wi t h t hi s)
2. Make hol es at t he bot t om of t he pl ast i c cont ai ner t o f i t t he car bon r ods.
3. Use pl ast er of par i s past e ( by mi xi ng i t i n wat er ) t o bl ock l eakage of wat er wher e t he car bon r ods
ar e f i xed.
4. Fi l l t he bowl upt o 3/ 4t h wi t h wat er.
5. Connect t he wi r e t o t he ends of t he car bon r ods bel ow t he pl ast i c cont ai ner as shown.
You wi l l need:
What t o do:
WHAT MAKES
WATER?
CHEMI CAL EFFECTS
OF CURRENT
45
6. Fi l l t wo t est t ubes wi t h wat er.
7. Car ef ul l y i nver t t hem over t he car bon r ods, one on each r od. Thi s must be done i n such a way t hat
wat er does not escape out of t he t est t ube and no ai r ent er s t he t est t ube.
8. Now connect t he t wo car bon r ods t o t he 9V bat t er y.
9. Wat ch car ef ul l y at t he t wo r ods. What do you not i ce?
When el ect r i c cur r ent passes t hr ough wat er, i t decomposes t o hydr ogen and oxygen. Hydr ogen
col l ect s at negat i ve t er mi nal and oxygen at posi t i ve t er mi nal . The vol ume of t hese t wo gases f or med
suggest s t hat t he wat er i s f or med by hydr ogen and oxygen combi ned t oget her i n 2: 1 r at i o.
I have l earnt
WHAT MAKES WATER? CHEMI CAL EFFECTS OF CURRENT
46
Heat i ng wat er i n a paper pan! , It i s not Apr i l f ool s' Day. How can anyone heat wat er i n paper pan? Ni na
was get t i ng agi t at ed. Her br ot her was al ways t r yi ng t o f ool her. He wi l l not succeed t hi s t i me, t hought
Ni na.
OK, i f you succeed, I wi l l gi ve you my f avour i t e pen t hat you have been eyei ng f or l ong. But i f you l ose, you
wi l l have t o gi ve me your new game set , chal l enged Ni na.
Li t t l e di d she know t hat ver y soon she was goi ng t o l ose her f avour i t e pen. Thi s t i me her br ot her was r i ght .
You can heat wat er i n a paper pan. Why don't you al so t r y i t out and wat ch your f r i ends' eyes poppi ng out
wi t h di sbel i ef .
candl e, mat chbox, A4 si ze paper sheet , a pl ast i c packet , wat er, cl ot h f or cl eani ng i n case wat er spi l l s.
Measur e one i nch on al l f our si des of your paper. Mar k wi t h penci l . Fol d t he edges of t he paper t o f or m
si des of an i nch hi gh. Fast en t he cor ner s wi t h paper cl i ps. Pour some wat er i n t he paper pan. Hol d t hi s
paper pan over a candl e f l ame.
Af t er some t i me, ask one of your f r i ends t o di p f i nger i nt o t he wat er i n t he pan. How does i t f eel ? Does i t
f eel war m?
Now r epeat t he same exper i ment wi t h a pl ast i c packet i nst ead of a paper pan. Does t he pl ast i c bur n?
Does t he wat er get heat ed?
You wi l l need:
What t o do:
COMBUSTI ON
AND FLAME
47
A SURPRISING FACT
I have l earnt
Thi ngs do not bur n unl ess t hey ar e heat ed t o a cer t ai n t emper at ur e whi ch i s cal l ed t he i gni t i on
t emper at ur e of a combust i bl e subst ance. In t he above act i vi t i es, t he wat er i n t he pan and t he pl ast i c
packet absor bs heat f r om t he candl e f l ame and t hus pr event s paper and pol yt hene t o r each t he
i gni t i on t emper at ur e.
48
A SURPRISING FACT COMBUSTI ON AND FLAME
An i nt er vi ew boar d compr i si ng of t he sel ect or s namel y Rachna and Guni was const i t ut ed t o conduct
i nt er vi ews of di f f er ent synt het i c f i br es and pl ast i cs and t o make a mer i t l i st of t he candi dat es based on
t hei r st r uct ur e and char act er i st i c pr oper t i es.
The candi dat es appear i ng f or t he i nt er vi ew i ncl ude- Rayon, Nyl on, Pol yest er, Acr yl i c, Pol yt hene, PVC,
Bakel i t e and Mel ami ne.
Al l t he candi dat es appear ed bef or e t he boar d i n t he or der of t hei r names as shown above.
The pr ocess began i n t he of f i ce of 'Sci ence l i ght '.
Rayon ent er ed t he r oom and gr eet ed t he boar d member s wi t h a smi l e.
Rayon, Pl ease t el l t he boar d about your backgr ound.
I am made by man by t he chemi cal t r eat ment of wood pul p. Thus I am connect ed t o a
nat ur al sour ce.
What ar e your speci al f eat ur es?
I have pr oper t i es si mi l ar t o t hat of si l k t hat i s why I am al so cal l ed ar t i f i ci al si l k. I am cheaper
t han si l k. I can be dyed i n a wi de var i et y of col our s. I can be mi xed wi t h cot t on t o make bed
sheet s. I can al so be mi xed wi t h wool t o make car pet s. Rayon l eaves t he r oom.
Nyl on ent er ed i nt o t he r oom wi t h a shi ni ng appear ance.
Nyl on! How ar e you made?
I am al so a man made f i br e. I am t he f i r st f ul l y synt het i c f i br e made f r om coal , wat er and ai r, as
my sour ce mat er i al . No nat ur al r aw mat er i al f r om pl ant s and ani mal i s used i n my pr oduct i on.
What ar e your speci al f eat ur es and uses?
I am ver y st r ong, el ast i c, l i ght , l ust r ous and easy t o wash t hat i s why I am ver y popul ar f or
maki ng cl ot hes. My t hr ead i s act ual l y st r onger t han a st eel wi r e by wei ght . I am used i n maki ng
var i ous ar t i cl es such as socks, r opes, t ent s, par achut es, car seat bel t s, sl eepi ng bags, cur t ai ns,
t oot hbr ushes et c.
Nyl on l eaves t he r oom.
Rachna :
Rayon :
Guni :
Rayon :
Rachna :
Nyl on :
Guni :
Nyl on :
INTERVIEW FOR
MAKING MERIT LIST
SYNTHETI C FI BRES
AND PLASTI CS
49
Some candi dat es wi t h common background were i nt ervi ewed t oget her i n groups:
Group I :
Rachna :
P and A :
Guni :
Pol yet ser :
Acryl i c :
Group II :
Rachna :
P and P :
Guni :
P and P :
Group III :
Rachna :
B and M :
Guni :
Bakel i t e :
Mel ami ne :
Pol yest er and acr yl i c
What i s common t o bot h of you?
Bot h of us synt het i c f i br es ar e pr oduced by a number of pr ocesses usi ng r aw mat er i al of
pet r ol eum or i gi n, cal l ed pet r ochemi cal s.
Descr i be your di f f er ent pr oper t i es and uses.
I am used i n maki ng bot t l es, ut ensi l s, f i l ms, wi r es et c.
I am used as a subst i t ut e f or wool , i n maki ng sweat er s, shawl s or bl anket s. Thus I am poor
man's wool .
Gr oup I l eaves t he r oom.
'Pol yt hene and PVC ent er ed t he r oom ver y sof t l y.
What i s your or i gi n?
We ar e man made mat er i al s f or med by t he j oi ni ng of sever al i dent i cal chemi cal uni t s.
What ar e your char act er i st i c pr oper t i es and uses?
Bot h of us ar e t her mopl ast i cs and t hus can be r ecycl ed, r e- used, r emoul ded ver y easi l y by
heat i ng. We ar e used i n t he maki ng of t oys, combs, cont ai ner s et c.
Gr oup II l eaves t he r oom.
Bakel i t e and Mel ami ne:
What i s common t o bot h of you?
We ar e t her moset t i ng pl ast i cs because we cannot be sof t ened by heat i ng or r emoul ded.
What ar e your uses?
I am used i n maki ng of el ect r i cal swi t ches, handl es of var i ous ut ensi l s because I am a poor
conduct or of heat and el ect r i ci t y.
As I can r esi st f i r e bet t er t han ot her pl ast i cs, hence I am used i n maki ng f l oor t i l es,
ki t chenwar e and f abr i c.
SYNTHETI C FI BRES AND PLASTI CS INTERVIEW FOR MAKING MERIT LIST
50
At t he end t he board concl udes t he f ol l owi ng:
1. Rayon, nyl on, pol yest er and acr yl i c ar e synt het i c f i br es and al l of t hese have speci f i c pr oper t i es
and uses i n dai l y l i f e.
2. Pol yest er and PVC ar e t her mopl ast i cs and t hese can be r eused and r emoul ded by heat i ng.
3. Bakel i t e and mel ami ne ar e t her moset t i ng mat er i al and t hus t hese cannot be r eused and
r emoul ded.
4. Al l t hese mat er i al s ar e usef ul i n dai l y l i f e but ef f or t s shoul d be made t o r euse and r ecycl e t he
mat er i al , i f possi bl e.
Chi l dr en i n t he cl ass maybe assi gned t he names of t hese pol ymer s. They shoul d be asked t o l ear n t hei r
f or mat i on and char act er i st i cs. Two st udent s can be assi gned t he dut y of i nt er vi ew boar d and t he whol e
dr ama can be enact ed i n cl ass.
51
SYNTHETI C FI BRES AND PLASTI CS INTERVIEW FOR MAKING MERIT LIST
I am a pl ast i c bot t l e f i l l ed wi t h mango
j ui ce. I was pl aced her e on t hi s shel f
al ong wi t h many ot her s yest er day. The
shop owner had bought t hr ee cr at es f ul l
of bot t l es f r om t he manuf act ur er.
Chi l dr en l ove t o dr i nk t he j ui ce i n us. The
ot her day, Ni shant wal ked i nt o t he shop
and pi cked me up. The shopkeeper
wr apped me up i n a pl ast i c bag and sol d
me t o Ni shant . I was j ust about t o make
f r i ends wi t h t he pl ast i c bag when Ni shant
pul l ed me out of t he pl ast i c bag and
t hr ew i t i nt o t he r oadsi de dust bi n.
It was my t ur n next . Ni shant qui ckl y
f i ni shed t he mango j ui ce and t her e I
l anded i n t he next bi n. The next day a
huge t r uck came and pi cked me up. It
dr opped me at t he near est l andf i l l . Oh!
Whom do I meet her e? The same ol d
pl ast i c bag t hat once car r i ed me. Now
t hi s wi l l be our home f or t he r est of our
l i f e. We do not decompose l i ke many
ot her s. We ar e non- bi odegr adabl e.
When was t he l ast t i me you used a
bot t l ed dr i nk? Bot t l es and ot her i t ems
made of pl ast i c have i nvaded our l i ves
l i ke never bef or e. Not j ust t hat . You wi l l
f i nd l oads of pl ast i c bags i n ever y
househol d. Over t he l ast 50 year s t hi s
wonder mat er i al has enet er ed al l
aspect s of our mat er i al l i f e. Tr adi t i onal
subst ances l i ke coi r, car dboar d, r ubber,
j ut e, cl ay have beome t hi ngs of t he past .
Isn't i t t i me we br eak t hi s pl ast i c moul d?
Gi ve up pl ast i c bag campai gn
POSTER MAKING
SYNTHETI C FI BRES
AND PLASTI CS
52
Get i nt o groups of f i ve. Imagi ne you have been asked by t he government t o devel op a campai gn t o
encourage peopl e t o st op usi ng pl ast i c bag. You have t o t hi nk how you are goi ng t o convi nce peopl e.
Thi nk of a sl ogan and desi gn a post er f or your campai gn.
Her e ar e a f ew poi nt s t hat you can consi der whi l e desi gni ng your post er :

Pl ast i c once manuf act ur ed cannot be dest r oyed i n any way. Because of t hi s pl ast i c has af f ect ed our l i ves
i n many ways. To l i st a f ew,
Pl ast i c wast e accumul at ed i n l and f i l l s causes a l ot of soi l pol l ut i on over t he year s si nce t hey ar e
non- bi odegr adabl e.
When pl ast i c i s bur nt , t he har mf ul f umes ent er i nt o t he at mospher e and has di r ect ef f ect upon
someone who br eat hes i t . And so, NO! we cannot el i mi nat e pl ast i c by bur ni ng i t .
Pl ast i c al so f i nds i t s way i nt o dr ai ns and sewage pi pes, cl oggi ng t hem; mor e of t en t han not , t hi s
may l ead t o wat er pol l ut i on di r ect l y and/ or i ndi r ect l y.
Ani mal s somet i mes, f eed on pl ast i c and di e pai nf ul l y as pl ast i c chokes t hei r di gest i ve and
r espi r at or y t r act s. Thi s i s a ver y ser i ous concer n i n many count r i es wor l dwi de.
Ther e have al so been i nci dent s of l i t t l e chi l dr en suf f ocat i ng whi l e pl ayi ng wi t h pl ast i c bags and
t oys.
The 'f act s' ment i oned above ar e onl y a f ew exampl es of what pl ast i c can do. It 's t i me t hat we wake up and
st op t hi s menace. Si nce i t i s obvi ous t hat pl ast i c cannot be el i mi nat ed compl et el y, we must at l east t r y
and r educe our dependency on i t . A l i t t l e good deed t o keep our pl anet cl ean and saf e i sn't t oo much of us
aski ng, i s i t ? We can t ake sever al measur es t o mi ni mi se t he use of pl ast i c. Let us t r y and pr act i ce t hem
whenever possi bl e.
Avoi d accept i ng pl ast i c bags when you f i ni sh shoppi ng. Inst ead, car r y a paper or a j ut e bag wi t h
you when you go shoppi ng.
Avoi d di sposi ng of pl ast i c al ong wi t h or gani c wast es. Do not t hr ow wast e f ood i n pl ast i c bags or
cont ai ner s. You mi ght j ust save a l i f e.
Avoi d usi ng pl ast i c chai r s or t abl es; you coul d use wood/ met al i nst ead.
Pl ast i c i s made f r om cr ude oi l . So l esser usage of pl ast i c al so means l esser demand f or cr ude oi l
pr oduct s.
Do not di spose pl ast i c whi ch can be r ecycl ed. That 's anot her means t o r educe pr oduct i on of mor e
pl ast i c.
You can use pl ast i c bot t l es t o st or e but t ons, nai l s, coi ns and sever al such i t ems.
Br ai nst or m wi t h your f r i ends and maybe you can come up wi t h many mor e such i deas.
53
SYNTHETI C FI BRES AND PLASTI CS POSTER MAKING
Last summer, Shashank vi si t ed hi s aunt i n Jai sal mer. He was sur pr i sed t o see t he smal l ki t chen gar den hi s
aunt had mai nt ai ned. Maasi , I was t ol d Jai sal mer has ver y scant y r ai nf al l . Yet , you have such a beaut i f ul
gar den excl ai med Shashank.
You ar e r i ght , sai d massi l ooki ng at t he gar den. A l ot of peopl e her e use ver y l i t t l e wat er and conser ve
moi st ur e by dr y f ar mi ng t echni ques. Inf act I use a much si mpl er yet ver y ef f ect i ve met hod added Maasi
t aki ng Shashank t o t he gar den. Do you want t o t r y maasi 's met hod of i r r i gat i on i n your gar den t oo?
1. Two sapl i ngs of t he same pl ant .
2. Ear t hen pot / sur ahi .
3. Nai l / Any ot her poi nt ed har d obj ect
t o make hol es.
4. Wat er
5. Khur pi
6. Measur i ng t ape
7. Mi xt ur e of sand and l oamy soi l .
Pl ant t wo sapl i ngs A and B at l east a
met er apar t f r om each ot her i n your
gar den.
Take an ear t hen pot / sur ahi and make
smal l hol es on i t s base and on one si de
of i t wi t h a shar p nai l .
Bur y t he pot i n such a way t hat i t s
mout h r emai ns above t he pi t and i t i s
at a di st ance of about 30 cm f r om t he
base of sapl i ng B.
Fi l l t he pot wi t h wat er and cover i t s
mout h wi t h a l i d.
Let t he sapl i ng A be wat er ed di r ect l y
once a week whi l e sapl i ng B be
wat er ed onl y by f i l l i ng t he pot wi t h
wat er once a week.
Do you not i ce any di f f er ence i n t he
r at e of gr owt h of t he t wo sapl i ngs? If
so why?
You wi l l need:
What t o do:

54
CROP PRODUCTI ON
AND MANAGEMENT
PITCHER POWER
I Have Learnt

S. No Peri od Sapl i ng A Sapl i ng B

(Growt h i f any ; (Growt h i f any ;
i ncrease i n hei ght ) i ncrease i n hei ght )
When t her e i s scant y r ai nf al l , moder n met hods of i r r i gat i on i f adopt ed, hel p us t o conser ve wat er. The
dr i p i r r i gat i on met hod dr i ps wat er di r ect l y near t he r oot of sapl i ng B. It i s an at t empt t o mi ni mi se t he
l oss of wat er by evapor at i on or seepage i nt o t he l ower l ayer s and make t he wat er avai l abl e t o t he
r oot s di r ect l y.

You can pl ant sapl i ngs i n 10" pot s al so.
Inst ead of Ear t hen pot , you can use Bi g si zed pl ast i c bot t l es al so, maki ng hol es wi t h shar p nai l s.
1. At t he end of week 2 cm cm
2. At t he end of week 4 cm cm
3. At t he end of week 6 cm cm
Not e :
Tabul at e your observat i on i n t he f ormat gi ven bel ow:
55
EARTHEN POT
LID
PITCHER POWER
CROP PRODUCTI ON
AND MANAGEMENT
Sudhi r and Shami m wer e not abl e t o r emember f act s about t he l esson. They t hought of devi si ng a game
whi ch wi l l hel p t hem i n memor i si ng and r ecol l ect i ng f act s/ i nf or mat i ons.
Wi t h l i t t l e pr epar at i on, any t eacher coul d conver t her per i od i nt o an oppor t uni t y f or r evi si ng, t est i ng and
r ei nf or ci ng a var i et y of concept s f r om t he l esson. The game of t ambol a i s an excel l ent way t o check not
onl y t he concept s but al so t est t he l i st eni ng ski l l s of t he st udent s.
A l i st of ar ound t went y wor ds f r om t he chapt er al ong wi t h t hei r cl ues on a sheet of paper.
( Inst r uct i ons f or t he t eacher )
1. Wr i t e onl y t he wor ds f r om t he l i st of wor ds gi ven bel ow on t he bl ackboar d.
2. Ask t he st udent s t o dr aw a 3x3 gr i d i n t hei r copy.
3. Wr i t e down any ni ne wor ds f r om t he l i st gi ven on t he bl ackboar d.
4. Read out t he cl ues one by one.
5. Ask t he st udent s t o t i ck agai nst wor d i n t hei r gr i d whenever i t s cl ue mat ches wi t h i t .
6. Decl ar e t he st udent who get s al l t he wor ds i n hi s/ her gr i d t i cked of f as t he wi nner l i ke any
t ambol a game. You coul d al so acknowl edge st udent s who ar e t he f i r st t o f i ni sh cor ner s; f i r st ,
second or t hi r d l i nes and/ or compl et e t he second f ul l house. The st udent who get s t he t hr ee
wor ds al ong t he di agonal s t i cked of f can al so be acknowl edged.
1. Cr op Cul t i vat ed pl ant
2. Paddy Requi r es st andi ng wat er
3. Fer t i l i zer Ur ea
4. Si ckl e Har vest i ng
5. Weedi ci de 2 4, D
6. Pl ough Ti l l i ng
7. Pl ank Level l i ng
You wi l l need:
What t o do:
Li st of words Cl ues
CROP PRODUCTI ON
AND MANAGEMENT
JUST FOR FUN
56
8. Hoe Weedi ng
9. Wi nnowi ng Separ at i ng gr ai n & chaf f
10. Si l os St or age
11. Combi ne Thr eshi ng and har vest i ng
12. Ani mal Husbandr y Rear i ng of usef ul ani mal s
13. Weeds Undesi r abl e pl ant s
14. Rhi zobi um Ni t r ogen f i xer
15. Seed dr i l l Sowi ng
You can add on t o t he l i st and make ot her var i at i ons t o t he game i f you wi sh.
CROP PRODUCTI ON AND MANAGEMENT
57
JUST FOR FUN
It was a br i ght Sunday mor ni ng. Wor ki ng i n t he gar den was t he f avour i t e past i me f or t he Mal hot r a f ami l y.
It was gr eat f un f or l i t t l e Sni gdha t o hel p her f at her cl ean up t he l eaves t hat wer e shed by t he t r ees. Her
f at her woul d t hen dump t hem i nt o a pi t and cover i t .
Now t hese l eaves woul d r ot and f or m compost af t er some t i me. We coul d use t hi s compost i n pl ace of
expensi ve f er t i l i zer s i n our gar den , expl ai ned Sni gdha's f at her.
What causes t he r ot t i ng of so many l eaves? How do t hese dead l eaves get changed i nt o such usef ul
compost ? What happens t o t he mi l l i ons of l eaves t hat get shed f r om t r ees i n f or est s? The l i st of quest i ons
t hat wer e bot her i ng Sni gdha seemed t o be endl ess. Let us f i ndout t hr ough t hi s si mpl e act i vi t y what
exact l y happens when l eaves f al l on t he soi l ?
a) Leaves of t he same t r ee e) Br i ck Powder
b) Gr aph Paper / Squar e gr i d f ) Magni f yi ng gl ass
c) Gar den soi l g) Di st i l l ed wat er
d) 2 Pot s h) Khur pi
Take t wo l eaves and at t ach a pi ece of paper t o
each of t hei r pet i ol es. Label t hem A and B.
Dr aw t hei r out l i nes on a gr aph paper. Count t he
t ot al no of squar es cover ed by t he l eaves t o f i nd
t hei r ar ea.
Take t wo pot s 1 and 2. Par t l y f i l l pot 1 wi t h
gar den soi l , pl ace t he l eaf A f l at on t he sur f ace
and pour some mor e soi l t i l l t he pot i s f ul l . Take
some r edbr i ck powder. Now par t l y f i l l pot 2
wi t h br i ck powder. Pl ace l eaf B f l at on t hi s
sur f ace and pour t he r emai ni ng br i ck powder
on t op of t he l eaf t i l l t he pot i s f ul l . Keep t he
cont ent s of bot h t he pot s A and B moi st by
addi ng wat er boi l ed & cool ed t o r oom
t emper at ur e.
Di g up t he soi l i n bot h t he pot s ever y t wo weeks
t o see i f t her e ar e any changes i n t he l eaves.
You wi l l need:
CROP PRODUCTI ON
AND MANAGEMENT
BACK TO THE EARTH
58
A
B
Bur y t he l eaves agai n. Af t er t wo mor e weeks, di g
up t o t ake out bot h t he l eaves. Shake of f any soi l
f r om t he l eaves. Dr y bot h t he l eaves A and B by
pl aci ng bet ween bl ot t i ng paper. Dr aw t he out
l i nes on gr aph paper, mar ki ng any hol es t hat have
appear ed. compar e t he ar ea of each l eaf wi t h i t s
or i gi nal ar ea. Repl ant t he t wo l eaves i n t hei r
r espect i ve pot s and r epeat t he above pr ocedur e
at 2 week i nt er val s t i l l t her e i s a cl ear di f f er ence
bet ween t he t wo l eaves.
Use a magni f yi ng gl ass t o l ook at bot h t he l eaves
af t er r egul ar i nt er val s. Not e your obser vat i ons i n
a t abl e as shown bel ow:
Af t er 2 weeks
Af t er 4 weeks
Af t er 6 weeks
Af t er 8 weeks
When l eaves f al l ont o t he gr ound, t hey ar e gr adual l y br oken down i nt o pi eces by mi cr o or gani sms
cal l ed decomposer s such as bact er i a and f ungi . Thi s br eak down or decomposi t i on br i ngs t he
nut r i ent s f r om t he l eaves back i nt o t he soi l and makes t he soi l f er t i l e.
Pl ant s use up t hese nut r i ent s f or gr owt h. Heat i ng t he soi l ( Br i ck powder ) i n pot 2 ki l l ed t hese
mi cr obes i n whose absence t he l eaf B di d not show any change.
Peri od Leaf A Leaf B
I have l earnt t hat
59
CROP PRODUCTI ON AND MANAGEMENT BACK TO THE EARTH
My t ummy i s absol ut el y f ul l ! " decl ar ed Vi j ay put t i ng away hi s pl at e. They had j ust f i ni shed havi ng l unch
at Raghav's Pl ace.
What do we do wi t h t he l ef t over f ood aunt y?" asked Nupur whi l e cl eani ng t he di ni ng t abl e.
Why don't you save t hem f or a speci al par t y next week?" Suggest ed Raghav's mot her wi t h a mi schi evous
smi l e.
Anot her par t y ? t hought Adi t ya. "It i s t oo good t o be t r ue". He l oved f ood. Why not aunt y. Same pl ace.
Same t i me. Ri ght ? added Adi t ya.
A week l at er t her e was an unusual exci t ement i n t he ai r. Al l t he chi l dr en got t oget her pr ompt l y at
Raghav's house. "Aunt y, you had pr omi sed us anot her par t y t oday. Di dn't you?" enqui r ed Adi t ya. Yes, a
speci al Moul dy Par t y, come see f or your sel ves" sai d aunt y. Nupur and Vi j ay wer e eager t o know how t hei r
l ef t over f ood had t r ansf or med i n one week.
If you have war m f eel i ngs f or t he f ungi , you woul d l ove t he moul dy par t y t oo. Do you want t o know how
di d t hey set i t ?
MI CRO ORGANI SMS :
FRI END AND FOE
A MOULDY
PARTY
60
A B C
D E F
You wi l l need :
What t o do:

Tabul at e your observat i ons i n t he t abl e gi ven bel ow:

Based on your observat i ons, Name t he f ood mat eri al s i n whi ch :
Not e:
Si x empt y cl ean gl ass j ar s, magni f yi ng gl ass, f ood sampl es.
Take si x empt y cl ean j am / pi ckl e gl ass j ar s wi t h l i d.
Label t hem A, B, C, D, E & F
Put t he l ef t over f ood namel y f r ui t chaat i n bot t l e A, poha i n bot t l e B, chi ps i n bot t l e C, r ai t ha i n
bot t l e D, br ead i n bot t l e E and bi scui t / papad i n bot t l e F and shut t hem t i ght .
Keep t he bot t l es i n a cor ner f or a week. ( Remember t o put t hem i n a pl ace f r om wher e nobody
woul d t hr ow t hem away, f i ndi ng t he cont ent s di sgust i ng) .
What changes do you t hi nk t ook pl ace i n t hose j ar s, af t er 3 days and a week l at er.
Af t er Af t er Af t er Af t er Af t er Af t er
3 days one week 3 days one week 3 days one week
1. Bot t l e A
( Fr ui t Chat )
2. Bot t l e B
( Cooked Poha)
3. Bot t l e C
( Al u Chi ps)
4. Bot t l e D
( Rai t ha)
5. Bot t l e E
( Br ead)
6. Bot t l e F
( Bi scui t or Papad)
1. t her e i s change i n col our
2. t her e i s change i n smel l
3. f ungus has been f ound
Thi s act i vi t y shoul d be done dur i ng r ai ny season onl y.
Changes occured af t er 3 days/ one week
S. No Sampl e i n of f ood Smel l Col our Cot t ony Growt h
Af t er 3 days Af t er one week
MI CRO ORGANI SMS : FRI END AND FOE
61
A MOULDY PARTY
MI CRO ORGANI SMS : FRI END AND FOE
62
I have l earnt :
1. Char ges/ decay 1 decay t ake pl ace i n some f ood i t ems i n t he f or m of smel l , col our and / or
cot t ony gr owt h.
2. These changes occur due t o gr owt h of f ungus.
3. The gr owt h of f ungus t akes pl ace when nut r i ent s, r i ght t emper at ur e and moi st ur e ar e
avai l abl e.
4. Remember not t o consume such f ood i t ems whi ch have f ungus gr owt h on t hem.
5. It i s i mpor t ant t o pr eser ve f ood pr oper l y t o pr event gr owt h of mi cr oor gani sm.
A MOULDY PARTY
Adi was ver y happy t oday. Hi s br ot her had come home f or hi s vacat i on. Li f e wi t hout hi m was so bor i ng f or
Adi !
Daada, Guess what has mummy pr epar ed f or l unch t oday ? asked Adi .
Pal ak Par ant ha?
And . . . . and ????? pr obed, Adi wi t h a mi schi evous smi l e on hi s f ace.
Mat ar Mushr oom guessed hi s br ot her.
Absol ut el y r i ght daada. r emar ked Adi .
Adi , do you know . . . . . . . . . . . mushr ooms act ual l y gr ow f r om dust si zed specks? They t oo ar e pl ant s but
i nst ead of seeds, t hey gr ow f r om spor es. "
What ar e spor es dada?" asked Adi .
Hmm. . l et us pi ck some l ar ge si zed mushr ooms f r om our backyar d gar den". I wi l l show you how t o spot
spor es, May be we can get a spor e pr i nt f or you Adi ! " sai d daada st r oki ng Adi 's back.
Let us j oi n Adi and hi s dada cr eat e spor e pr i nt s.
1. A l ar ge si zed mushr oom.
2. A squar e pi ece of car dboar d cover ed wi t h or ange paper s.
3. A gl ass bowl .
Take a l ar ge si zed mushr oom ( as l ar ge as possi bl e)
Cut of f i t s st al k.
Pl ace i t gent l y, f ace down on a car dboar d cover ed wi t h or ange paper.
Do not exer t pr essur e on t he mushr oom and cover i t wi t h a gl ass bowl . Leave i t f or 3- 4 days.
Ther eaf t er, r emove t he gl ass cover on t he mushr oom and l i f t t he mushr oom car ef ul l y.
Ther e i s an amazi ng pat t er n of r i ngs f or med by t he f i ne spr i nkl i ng of mushr oom spor es.
You wi l l need :
What t o do :

You wi l l see :
63
SPORE MAGIC
MI CRO ORGANI SMS :
FRI END AND FOE
MI CRO ORGANI SMS : FRI END AND FOE SPORE MAGIC
I have l earnt t hat
The f ungi we best know ar e mushr ooms. Spor es of mushr oom ar e al ways t her e i n t he ai r. When t he
wi nd bl ows, t hey set t l e on some damp pl ace and st ar t t o gr ow i nt o new mushr oom. No wonder i n r ai ny
season i t i s a common si ght t o spot beaut i f ul mushr ooms spr i ng up dr amat i cal l y i n di f f er ent par t s of
t he gar den over ni ght .
Remember never consume wi l d mushr ooms as t hey ar e gener al l y poi sonous. Buy onl y edi bl e mushr ooms
f r om t he mar ket f or cooki ng.
CAUTION :
64
Ma you kept a bowl of mi l k i n t he ki t chen l ast ni ght but now t her e i s no mi l k . How di d i t t ur n i nt o
cur d! ". excl ai med Vi shnu. Ma smi l ed" 'Bet a, I added a smal l amount of cur d t o mi l k l ast ni ght so i t
t ur ned i nt o cur d . But how di d i t happen? enqui r ed Vi shnu.
Vi shnu's mot her, a t eacher of bi ol ogy, expl ai ned how mi l k get s conver t ed i nt o cur d by t he act i on of
f r i endl y mi cr obe cal l ed Lact o baci l l us bact er i a . They mul t i pl y f ast when a smal l amount of cur d i s
added t o l ukewar m mi l k. She al so expl ai ned t hat pr oper t emper at ur e ( app. 30C) has t o be mai nt ai ned
f or mul t i pl i cat i on of t he bact er i a. She encour aged Vi shnu t o exper i ment i t hi msel f :
3 bowl s wi t h l i ds, mi l k, cur d
Take 3 bowl s and mar k t hem as A, B, C.
Pour l ukewar m mi l k ( 30C) i n Bowl A
Pour boi l i ng mi l k i n Bowl B.
Pour ver y col d mi l k i n bowl C
Mi x one t easpoon of cur d i n al l t hr ee bowl s and cover t hem wi t h t he l i ds.
Keep t he bowl s undi st ur bed and cover ed f or at l east 5 6 Hr s.
Thi ngs requi red :
What t o do:

65
A FRIEND INDEED
MI CRO ORGANI SMS :
FRI END AND FOE
Bowl A wi t h
Luke Warm Mi l k
Bowl B wi t h
Boi l i ng Mi l k
Bowl C wi t h
Very Col d Mi l k
Record your observat i ons af t er 5-6 hrs i n t he t abl e gi ven bel ow.
You wi l l need :
What t o do

1. Bowl A
2. Bowl B
3. Bowl C
Cur d Sampl e, a compound mi cr oscope, sl i de, cover sl i p, needl e, dr opper, met hyl ene bl ue st ai n, f i l t er
paper.
Take a dr op of t he 'Whey' i . e. t he wat er y, par t separ at ed f r om t he cur d sampl e, on a cl ean gl ass
sl i de.
Add a dr op of met hyl ene bl ue st ai n and al l ow i t t o st and f or 2- 3 mi n.
Lower a cover si p gent l y wi t h t he hel p of a needl e on t he mat er i al .
Obser ve t he sl i de under t he l ow power of compound mi cr oscope.
To observe l act o baci l l us bact eri a under t he mi croscope
A B
C
DROPPER
PLANE SLIDE
WHEY
NEEDLE
COVER SLIP
66
MI CRO ORGANI SMS : FRI END AND FOE
BACTERIA
PRESENT IN CURD
ENLARGED VIEW OF
BACILLI PRESENT IN CURD
BACTERIA PRESENT IN CURD SAMPLE
VIEW OF LACTO BACILLI BACTERIA UNDER MICROSCOPE
A FRIEND INDEED
Observat i on :
What I l earnt :
Vari at i on :
Mi nut e r od shaped bl ue col our ed cel l s of l act obaci l l i bact er i a ar e f ound under t he mi cr oscope.
By addi ng a smal l quant i t y of cur d or i t s whey t o l uke war m mi l k t he l act o baci l l i bact er i a ar e i nt r oduced
t o cur dl e t he sampl e of mi l k.
These bact er i a f er ment t he mi l k sugar l act ose i nt o l act i c aci d and f or m cur d.
You coul d add f ew dr ops of your f avour i t e f ood essence l i ke pi neappl e or st r awber r y and t he r el evant
f ood col our t o t he sampl e of l ukewar m mi l k bef or e addi ng cur d t o i t , t o pr epar e f l avour ed cur d.
67
MI CRO ORGANI SMS : FRI END AND FOE A FRIEND INDEED
Last summer, Ankur vi si t ed hi s gr and par ent s
i n a smal l vi l l age near Dehr adun. He l oved t o
go f or wal ks ever y mor ni ng wi t h hi s gr and
f at her who seemed t o know ever yt hi ng
about t he f l or a and f auna of t hat pl ace.
Chasi ng t he but t er f l i es, squi r r el s and
l i st eni ng t o t he bi r d cal l s was a del i ght f ul
exper i ence. He wi shed hi s ci t y was as gr een
and cl oser t o nat ur e as t hat vi l l age.
But t her e i s no space l ef t f or any t r ees i n
my col ony. Wi t h so many concr et e houses
and r oads t her e i s no soi l l ef t Ankur t hought
t o hi msel f .
He di scussed t he pr obl em of vani shi ng
pl ant s & t r ees i n t he ci t y wi t h hi s gr andpa.
Hi s gr andpa suggest ed. Why don't you st ar t
'Nat ur e Cl ub' i n your col ony? You can st ar t
savi ng exi st i ng pl ant s and al so pl ant new
sapl i ngs . Ankur i s al r eady an act i ve
member of t he ECO Cl ub of hi s school . He
l oved t he i dea and pl anned t o st ar t nat ur e
cl ub i n hi s col ony.
Woul d you al so l i ke t o st ar t a Nat ur e Cl ub
wi t h your f r i ends?
Sel ect a pl ant or a t r ee such as Peepal , Jamun, Mul ber r y, Mango, Neem, Tul si . . . . . et c.
1. Take i t s phot ogr aph or make a sket ch.
2. Feel t he t r unk, and not e whet her t he bar k i s smoot h or r ough.
3. Make an i mpr essi on of i t s l eaf by t aki ng i t s l eaf r ubbi ng. ( you have l ear nt i t i n your pr evi ous cl ass,
do you r ecal l ?)
4. Col l ect t he f al l en l eaves, f l ower s, f r ui t s, bar k & put t hem i n separ at e packet s wi t h t he r el at ed
t abl e.
Here i s what you have t o do:
CONSERVATI ON OF
PLANTS & ANI MALS
A TREE STUDY
68
5. Not e t he t ype of i nsect s, but t er f l i es, bi r ds & ot her ani mal s t hat vi si t t he t r ee.
6. Tr y t o obser ve t hem. Why do t hey come t o t he t r ee? Do t hey r ob t he t r ee or benef i t i t ?
7. Col l ect i nf or mat i on about t he uses of t he t r ees such as t hey :
1. Gi ve us shel t er.
2. Cool t he ai r
3. Have medi ci nal val ues
4. Have or nament al use ( l eaves/ f l ower s)
5. We get f r ui t s
6. We use t hei r l eaves / bar k / t wi gs et c.
8. Af t er about a week's t i me pr esent your col l ect ed i nf or mat i on t o t he whol e cl ass. Take t he hel p of
your t eacher i n or gani si ng t he pr esent at i on. Di spl ay i t on t he bul l et i n boar d.
9. Thi s way wi t h each member shar i ng t he i nf or mat i on about one pl ant ( col l ect ed by hi m / or hi s
gr oup) t he cl ass can bui l d an i nf or mat i on bank about t he pl ant s. Di scuss t he need t o pr ot ect t he
pl ant s.
10. Let t he act i vi t y cont i nue wi t h t he hel p of your cl ub.

We shoul d appr eci at e t he i mpor t ance of t r ees i n our l i f e.
Pl ant s need t o be pr ot ect ed and not damaged. We must conser ve f or est s as t hey pr ovi de us wi t h a l ot
of t hi ngs we use ever yday. For est s bei ng r enewabl e r esour ces wi l l ensur e exi st ence of bot h pl ant s and
ani mal s and enr i ch t he bi odi ver si t y.
I have Learnt :
69
CONSERVATI ON OF PLANTS & ANI MALS A TREE STUDY
Af t er l i st eni ng t o t he r i ch exper i ence of Dr. Ahmed wor ki ng on Indi an Bi odi ver si t y, Pr akr i t i and her cl ass
mat es wer e hi ghl y mot i vat ed and want ed t o f i nd mor e about wi l d l i f e conser vat i on. Vi gyan want ed t o
expl or e t he var i ous f act or s t hat ar e t hr eat eni ng t he sur vi val of number s of pl ant s and ani mal s. Saba
want ed t o know t he f ut ur e of Ti ger i n Indi a. Dr. Ahmed seei ng t he ent husi asm of t he cl ass ur ged t hem t o
vi si t t he near by nat i onal par k or sanct uar y dur i ng t hei r f or t h- comi ng hol i days and col l ect f i r st hand
i nf or mat i on.
Af t er t he br eak chi l dr en met and wer e hi ghl y exci t ed t o show what t hey had col l ect ed f r om t hei r vi si t s.
Some had vi si t ed t he near by nat i onal par k sanct uar y, ot her s vi si t ed t he agenci es associ at ed wi t h
conser vat i on wor k and col l ect ed t he l i t er at ur e and par t i cul ar s r el at i ng conser vat i on wor k. In t hat
commot i on al l t he phot ogr aphs got mi xed up and t hei r i dent i f i cat i on sl i ps wer e mi spl aced. Can you hel p
Pr akr i t i and her f r i ends t o i dent i f y t hese?
Bel ow ar e gi ven t he phot ogr aphs of pl ant s and ani mal s col l ect ed by Pr akr i t i , Ni st ha, Pawan, Vi kas and
Saba. Ident i f y t he ani mal s usi ng t he names i n t he cent r al bubbl e gi ven and al so wr i t e t he names of t hose
pl aces wher e you have f ound t hem.
What t o do :
WINDOW TO OUR
RICH BIODIVERSITY
70
CONSERVATI ON OF
PLANTS & ANI MALS
Name of t he Endangered ani mal and pl ant s
1. Ol i ve Ri ddl ey Tur t l e
2. Bust ar d
3. Gi bbon
4. Or chi d
5. Rhi nocer os
71
CONSERVATI ON OF PLANTS & ANI MALS WINDOW TO OUR RICH BIODIVERSITY
Name of t he Endemi c speci es
1. Tahr Ni l gi r i
2. Or ange Faced Monkey
3. Sandal wood t r ee
4. Li on t ai l ed monkey
Name of t he Threat ened but not endangered
1. Bl ack buck
2. Spot t ed Deer
72
Name of t he Ext i nct speci es
1. Dodo
2. Passenger Pegeon
Somet hi ng more t o do :
A f ew nat i onal parks of Indi a
1. Li st some of t he causes t hat ar e t hr eat eni ng t hese pl ant s and ani mal s:
2. What wer e t he causes behi nd t he ext i nct i on of Dodo or passenger pi geon.
3. Gi ven bel ow i s t he out l i ne map of Indi a gi ven t he l ocat i ons of t he f amous wi l d l i f e Sanct uar i es and
nat i onal par ks. Dr aw poi nt er s f r om each of t hese and ment i on t he ani mal s pr ot ect ed i n t he boxes
pr ovi ded t o you.
1. Kanha Mandl a, Madhya Pr adesh Ti ger, Chi t al , Sambar, Bl ack Buck,
Bar asi ngha
2. Cor bet t Nai ni t al , Ut t ar akhand Ti ger, Pant her, El ephant , Deer, Ant el ope,
Pyt hon
3. Si ml i pal Mayur bhanj , Or i ssa Ti ger, Leopar d, Sambar, Bi son, El ephant ,
Chi t al , Wi l d Boar.
4. Gi r Junagar h, Guj ar at Li o n , Pan t h e r, Hy e n a, Ch i n k ar a,
Cr ocodi l e
5. Bandi pur Mysor e, Kar nat aka El ephant , Ti ger, Jackal , Gaur
6. Rant hambor e Sawai - Madhopur, Raj ast han Ti ger, Pant her, Hyena, Ni l gai , Gr een
Pi geon
7. Kazi r anga Jor hat , Assam Rhi nocer os, Wi l d Buf f al o, El ephant ,
Ti ger
S. No. Nat i onal Park Ci t y/ St at e Ani mal s Conserved
CONSERVATI ON OF PLANTS & ANI MALS WINDOW TO OUR RICH BIODIVERSITY
A f ew wi l dl i f e sanct uari es of Indi a
S. No. Nat i onal Park Ci t y/ St at e Ani mal s Conserved
1. Manas Bar pet a, Assam El ephant s, Ti ger, Gaur, Gol den Langur,
Rhi nocer os.
2. Dachi gam Sr i nagar, Jammu and Kashmi r Leopar d, Bl ack Bear, Ser ow, Hangul .
3. Per i yar Idukki , Ker al a El ephant , Ti ger, Pant her, Gaur, Sambar.
4. Debr i gar h Bar gar h, Or i ssa Leopar d, Gaur, Sambar, Bi son, Hyena.
5. Sar i ska Al war, Raj ast han Ti ger, Pant her, Hyena, Chi t al , Chi nkar a.
6. Mudumal ai Ni l gi r i s, Tami l Nadu El ephant , Gaur, Chi t al , Sambar.
7. Jal dapar a Jal pai gur i , West Bengal Rhi nocer os, El ephant , Ti ger, A Var i et y of
Bi r ds.
73
CONSERVATI ON OF PLANTS & ANI MALS WINDOW TO OUR RICH BIODIVERSITY
74
Locat i on of nat i onal parks and wi l dl i f e sanct uari es i n Indi a
CONSERVATI ON OF PLANTS & ANI MALS WINDOW TO OUR RICH BIODIVERSITY
It was al r eady l at e when Anny went t o bed af t er r evi si ng t he l esson, 'Cel l st r uct ur e and f unct i ons'.
She f el l asl eep i mmedi at el y. Af t er some t i me she hear d l oud noi ses and l ot of commot i on somewher e and
went t o l ook f or i t . She peeped out si de and what di d she f i nd? In a l ar ge open space a gr oup of ver y
di f f er ent l ooki ng el ement s wer e movi ng ar ound wi t h banner s i n hand and shout i ng sl ogans I am t he
best , I am t he best . I am t he most i mpor t ant par t . I wor k so har d f or t he cel l . I shoul d be cal l ed t he
'Head Of f i ce of t he cel l . " The cel l i s doomed wi t hout me and so on. Al l wer e ver y exci t ed. The
demonst r at i on appear ed somewhat f ami l i ar t o Anny. Di dn't she j ust f i ni sh st udyi ng about t he cel l & i t s
or ganel l es! What wer e t hey t r yi ng t o say? What was t he f i ght about ? In mi dst of al l t hi s exci t ement came
out a r ound bodi ed, wel l pr ot ect ed uni t and addr essed Anny, we ar e t he r esi dent s of t he wor l d cal l ed cel l .
Wi l l you be ki nd enough t o be our j udge and deci de who shoul d be cal l ed t he 'Head Of f i ce' of t hi s wor l d?
You see t hi s i s t he onl y pl ace we can l i ve i n and t hi s unr est i s pul l i ng apar t our wor l d. You t oo have a st ake
i n savi ng us, don't you?"
Anny was seat ed i n a hi gh chai r and t he hear i ng of t he ar gument s st ar t ed. Each par t i ci pant pr esent ed
t hei r case ar gui ng what he di d f or cel l , how i mpor t ant i s i t s cont r i but i on t o t he sur vi val of t he wor l d of
cel l i s or how usef ul i t i s t o t he cel l . Each one t hought , no one el se i s mor e sui t abl e f or t he post Head
Of f i ce of t he cel l . Fi r st came cel l wal l f ol l owed by cel l membr ane, pl ast i ds, chl or opl ast , cyt opl asm,
vacuol e and l ast l y came nucl eus. Nucl eus st ood up and pl eaded, " Am I not t he one who i s r esponsi bl e f or a
bi t of our f or e f at her s i n us? and am I not t he one who . . . . . . . . . . . . . . . . . . . . . he cont i nued.
Af t er hear i ng al l t he ar gument s Anny t hought al l par t s ar e i mpor t ant but nucl eus i s t he one who shoul d be
cal l ed t he Head Of f i ce of t he wor l d of Cel l . She coul d bar el y pr onounce her j udgement when she
hear d her mot her cal l i ng her t o wake up and get r eady f or t he school . She qui ckl y got up, got r eady and
went t o school . She was l ooki ng f or war d t o t he assi gnment i n sci ence cl ass. She was happy & ver y sur e
t hat she coul d do wel l . Af t er al l she was t he j udge and she r emember ed al l t he ar gument put f or war d by
t he or ganel l e so wel l . Coul d you j oi n Anny and r ecal l t he ar gument pr esent ed by di f f er ent par t s of cel l ?
Why di d t hey t hi nk t hey al one shoul d be consi der ed t o be t he most i mpor t ant component ? Her e i s t he
out l i ne. Compl et e t hem.
1. Cel l wal l - I am - - - - - - - - - - - - - -
My Job i s - - - - - - - - - - - -
I am usef ul t o t he cel l because - - - - - - - - - - - -
2. Cel l membr ane
3. Cyt opl asm
4. Pl ast i ds
5. Chl or opl ast .
6. Vacuol e
7. Nucl eus
Do t he same exerci se wi t h each of t he f ol l owi ng :
75
INSIDE STORY
CELL-STRUCTURE
& FUNCTI ONS
II. What were t he reasons f or t he nucl eus bei ng as t he head of f i ce of t he cel l ? Wri t e i n t he space
gi ven bel ow:
III. Draw t he di agram of a pl ant cel l and show al l t he part s
1. ____________________________________________
2. ____________________________________________
76
Cel l Wal l
Cel l membrane
Cyt opl asm
Nucl eus
Vacuol e
Pl ast i ds
Chl oropl ast
CELL-STRUCTURE & FUNCTI ON INSIDE STORY
Vi gyan was passi ve and deep i n some t hought .
What i s i t t hat i s wor r yi ng you?
Si r, we l ear nt t hat amoeba di vi des by bi nar y f i ssi on dur i ng asexual r epr oduct i on.
Yes, t hat 's r i ght . But what i s i n your mi nd?
That means t he baby amoebae have no mot her t o car e f or t hem.
Thi s i s cor r ect . Mot her amoeba di vi des i nt o t wo daught er cel l s by f i ssi on.
Is i t t r ue f or al l uni cel l ul ar or gani sm?
No, not i n al l or gani sms. I wi l l show you some uni cel l ul ar or gani sms t hat do not di vi de by
f i ssi on. Let us car r y out an exper i ment . Yeast i s a uni cel l ul ar or gani sm and r epr oduces by
buddi ng. Let us t r y and see f or our sel ves.
Yeast Powder, War m sugar sol ut i on ( 2 spoons of gl ucose i n 50 mL war m wat er ) , mi cr oscope ( wi t h hi gh
power ) , gl ass sl i de, cover sl i p, dr opper, f or ceps.
Take t he war m sugar sol ut i on i n a t est t ube and shake wel l . Add a pi nch of yeast powder and
shake. Keep i n a war m pl ace f or 24 hr s. ( use a t her mocol box) .
Usi ng a dr opper, t ake one dr op of t hi s sol ut i on and put i t on t he gl ass sl i de. A dr op of met hyl ene
bl ue may be used t o st ai n t he yeast f or bet t er vi ew. Put a cover gl ass on t he yeast dr op and f ocus
under t he mi cr oscope. Take hel p of your t eacher t o f ocus.
Repeat t he above ment i oned act i vi t y af t er 24 hr s.
You wi l l see l ar ge number of smal l oval or r ound yeast cel l s at i ni t i al st age. Af t er 24 hr s. many i n buddi ng
st age as shown i n t he di agr am. The buds i n t he sl i de may be seen at t ached t o t he par ent cel l . Whi l e st i l l
on t he par ent cel l , t hese buds gr ow and i n t ur n pr oduce buds. Thus a chai n of cel l s ar e f or med. Obser ve
t he di agr am car ef ul l y and t hen make sket ch of your own sl i de.
Teacher
Vi gyan
Teacher
Vi gyan
Teacher
Vi gyan
Teacher
Mat eri al requi red:
What t o do:

Observat i on :
REPRODUCTI ON
I N ANI MALS
77
STORY OF GRANNY
AND HER CHILDREN
I have l earnt :
Yeast i s a uni cel l ul ar or gani sm.
Yeast r epr oduced asexual l y by buddi ng.
The daught er cel l s may not separ at e and r emai n at t ached t o t he par ent cel l . These i n t ur n gr ow and
gi ve r i se t o buds. Thi s f or m chai n gr andmot her, mot her and daught er al l l i nked t oget her.
Young buds
Bud
Parent Cell
Yeast Cell
Fi g. 2 : Af t er 24 Hours.
Fi g. 1 : Ini t i al St age
78
REPRODUCTI ON I N ANI MALS STORY OF GRANNY AND HER CHILDREN
Repr oduct i on i s t he most f asci nat i ng & uni que pr oper t y of al l l i vi ng or gani sm. Shr i st hi , Pr akr i t i and Vi gyan
wer e t r yi ng t o r ecol l ect t he pr ocess of r epr oduct i on i n ani mal s.
Let us r evi se t he st ages of r epr oduct i on i n humans.
a. Obser ve t he pi ct ur e gi ven bel ow. Do you f i nd somet hi ng common i n al l of t hese? What ar e such
ani mal s cal l ed?
REPRODUCTI ON
I N ANI MALS
79
STAGES OF HUMAN
REPRODUCTION
b. Gi ven bel ow i s a summar y of sequence of event s t hat occur i n humans dur i ng r epr oduct i on ( and al so
i n al l t hose t hat you have i dent i f i ed i n sect i on A) . st udy t he f l ow char t car e f ul l y.
Test i s sper ms Fusi on l eadi ng For mat i on of Repeat ed di vi si on of
Ovar y Ovum, t o f er t i l i zat i on Zygot e Di vi si on of Zygot e
1 2 3 4
Baby i s bor n Fur t her gr owt h get embedded Mul t i cel l ul ar embr yo
when f ul l y f or ms f oet us i nt o t he ut er us
devel oped wher e al l par t s wal l
of t he body ar e
seen.
8 7 6 5
A set of di agr ams r epr esent i ng var i ous st ages of human r epr oduct i on ar e gi ven bel ow. Sel ect t he di agr am
r epr esent i ng t he st ages bet ween 1 t o 8 i n t he f l ow char t gi ven above & put t he cor r ect number i n t he
boxes bel ow each di agr am.
c Your next chal l enge i s t o i dent i f y t he cor r ect pl ace wi t hi n t he ut er us f or some of t hese st ages of
devel opment . Gi ven bel ow i s t he di agr am of human ut er us wher e t hr ee si t es ar e mar ked as A, B, and
C, sel ect t he cor r ect si t e ( out of A, B, C) f or st ages 4, 7and 8.
What t o do:
REPRODUCTI ON I N ANI MALS
80
STAGES OF HUMAN REPRODUCTION
C
B
A
What I have l earnt
1. Ani mal s sexual l y may be egg l ayi ng or ovi par ous or vi vi par ous, Cat s, Dogs, Humans gi ve bi r t h t o
young ones.
2. Fusi on of sper m and Ovum r esul t s i n t he f or mat i on of zygot e.
3. Fer t i l i sat i on i s i nt er nal i n vi vi par ous ani mal s & t he embr yo devel ops wi t hi n t he ut er us.
4. When f ul l y devel oped t he young one i s bor n.
REPRODUCTI ON I N ANI MALS
81
STAGES OF HUMAN REPRODUCTION
Don't be f ool ed by me,
don't be f ool ed by t he f ace I wear.
For I wear a mask a t housand masks,
masks t hat I am af r ai d t o t ake of f .
But don't be f ool ed,
f or God's sake don't be f ool ed.
I gi ve t he i mpr essi on t hat I am secur e
t hat al l i s sunny and unr uf f l ed wi t h me
t hat conf i dence i s my name and
cool ness i s my game.
That t he wat er i s cal m and I am i n
command and t hat I need no one.
But don't bel i eve me, pl ease
my sur f ace may be smoot h but
my sur f ace i s my mask
Beneat h dwel l s t he r eal me,
i n conf usi on i n f ear.
But I hi de t hi s, I don't want any one
t o know t hi s.
I pani c at t he t hought of my weakness
and f ear of bei ng exposed.
That i s why I f r anat i cal l y cr eat e a mask
t o hi de behi nd,
a nonchal ant , sophi st i cat ed f acade.
How appr opr i at e ar e t he l i nes t hought Ar j un as he put away hi s school magazi ne af t er r eadi ng t he
poem as t hought t he poet coul d act ual l y r ead my mi nd.
Ar j un was f eel i ng ver y l ow t oday. Hi s musi c t eacher pr ef er r ed Var un t o hi m t o be i n t he l ead i n t he musi c
chai r. Why does my sound voi ce sound so hor r i bl e t hese days . Ar j un wonder ed. As i t i s, i t was
embar r assi ng t o go t o school ever yday wi t h hi s acne r i dden f ace. Hi s f r i ends t ol d hi m he was get t i ng t o be
ver y i r r i t abl e of f l at e. They wer e r i ght . He di dn't want t o do anyt hi ng but st ay i n hi s r oom al l day.
The changes Ar j un seems t o be under goi ng ar e t he changes any one exper i ences dur i ng adol escence. It i s
a compl ex st age when t he chi l d ent er s t o emer ge as an adul t by at t ai ni ng r epr oduct i ve mat ur i t y. Let us
see how adol escent wi se ar e you.
REACHI NG THE AGE
OF ADOLESCENCE
82
PLEASE HEAR WHAT
I AM NOT SAYING
Sol ve t hi s wor d sear ch, t o f i nd wor ds associ at ed wi t h adol escence. The l et t er s ar e ar r anged i n sever al
di f f er ent ways hor i zont al l y l ef t t o r i ght and r i ght t o l ef t , ver t i cal l y, upsi de down, di agonal l y et c.
Ident i f y t he t er ms, t he cl ues f or whi ch ar e pr ovi ded bel ow:
( Cl ue No 1 i s sol ved f or your conveni ence)
1. Femal e Hor mone
2. Cont r ol s bl ood gl ucose l evel
3. It s def i ci ency causes goi t er.
4. Found on oi l y ski n.
5. St oppage of menst r uat i on.
6. Mal e r epr oduct i ve Or gan
7. Voi ce box
8. Mal e gamet es
9. Mast er endocr i ne gl and.
10. Resul t s f r om i mbal anced di et
11. Femal e gamet es
CLUES
PLEASE HEAR WHAT I AM NOT SAYING
Z
M
Y
A
N
G
T
C
G
I
I
E
T
P
O
H
H
D
F
H
Y
N
I
I
P
I
Y
E
E
N
X
O
S
T
S
C
R
F
D
E
S
P
E
U
R
K
O
V
A
G
I
A
B
I
L
L
X
S
C
O
T
U
O
T
S
I
I
P
B
R
S
S
W
A
A
C
N
E
A
T
E
E
N
R
T
M
E
R
A
S
T
X
N
Y
R
A
L
M
B
E
83
REACHI NG THE AGE OF ADOLESCENCE
Swapna got out f r om her bed wi t h a st ar t when she
hear d t he al ar m cl ock r i ngi ng. To her sur pr i se, her
bed got t i di ed on i t s own. Swoosh! f l ew t he t oot h
br ush t o her t eet h and cl eaned t hem bef or e she
coul d r eal i se what was happeni ng. She f ound her
shoes had got pol i shed on t hei r own. What a r el i ef !
she si ghed. She coul dn't bel i eve her good l uck
when she went t o her st udy. Her si x page hi st or y
assi gnment had got compl et ed by i t sel f .
Swapna! wher e i s your assi gnment ?
Swapna got up shi ver i ng when she hear d her
hi st or y t eacher 's pi er ci ng voi ce.
So. . . . . she had been day dr eami ng once agai n. How
she wi shed her hi st or y assi gnment had r eal l y got
f i ni shed on i t s own!
Who woul dn't want t o go t o t he dr eam l and once i n
a whi l e t o get one's wi shes f ul f i l l ed. Wi t h
adol escence come a l ot of expect at i ons,
i n se c u r i t i e s, a sp i r a t i o n s a n d su d d e n
r esponsi bi l i t i es. Let us now per f or m a smal l
act i vi t y t o have some i magi nar y sol ut i ons t o some
t hi ngs Swapna aspi r es t o do.
Di vi de t he cl ass i nt o f our gr oups A, B, C and D. Gi ve each gr oup a char t paper and sket ch pens. Make ei ght
chi t s of paper s wi t h an i ssue concer ni ng adol escence wr i t t en on i t and gi ve 2 chi t s t o ever y gr oup. Each
gr oup chooses:
a) A f aci l i t at or who woul d i ni t i at e t he di scussi on on t he i ssue ment i oned on t he chi t and ensur e al l
member s get a chance t o speak.
b) A t i me keeper t o mi ni mi se wast e of t i me and t r y t o cover bot h t he i ssues i n 20 mi nut es.
c) A r ecor der who woul d ent er and pr esent t he vi ews of hi s gr oup i n t he f or mat ment i oned bel ow i . e.
What t o do :
REACHI NG THE AGE
OF ADOLESCENCE
84
DELIGHTFUL
DAYDREAMS
5 Pl us poi nt s
5 mi nus poi nt s
5 i nt er est i ng poi nt s about t he i ssue.
1
2
3
4
5
Some of t he i ssues t hat coul d be di scussed ar e as f ol l ows :
a) If I coul d have f i zz dr i nks ever y t i me I f eel t hi r st y.
b) If I coul d chat wi t h f r i ends endl essl y.
c) If I coul d have a pai r of f oot wear t o mat ch ever y dr ess I have.
d) If I coul d have snacks f or br eakf ast , l unch and di nner ever yday.
e) If I coul d change my mobi l e ever y t i me a new one get s l aunched i n t he mar ket .

Topi c:
Pl us Poi nt s Mi nus Poi nt s Int erest i ng Poi nt s
Part i ci pant s:
Members:
85
DELIGHTFUL DAYDREAMS REACHI NG THE AGE OF ADOLESCENCE
GROWING UP
I f eel l ow when
Thi s boy i n my cl ass says
Hey shor t y, when woul d you wear l ong pant s .
When some smar t bean pol e asks me
Hey how does i t f eel t o be so cl ose t o t he ant s?
When t he school nur se asks me t o t el l her agai n
How t al l I am, af t er havi ng t ol d her t he same.
It i s t ough bei ng shor t you see.
somet hi ng my par ent s j ust don't agr ee.
My f at her does cheer me
don't you wor r y my son
ever y one el se i s a gi ant
you ar e j ust f i ne t hi s way son
Ther e i s r eal l y no hur r y adds my mom
you wi l l gr ow soon enough
al l good t hi ngs as you know
come i n smal l packages my son.
Boys and gi r l s i n t hei r t eens somet i mes get concer ned about how t hey ar e gr owi ng. They wonder i f some
doct or can do somet hi ng t o hel p speed up t hei r gr owt h.
When someone f ocusses on t he negat i ve aspect s of hi s body and i gnor es t he posi t i ve aspect s of hi s
per sonal i t y, he may devel op poor sel f est eem. Sel f est eem i s how a per son f eel s about hi msel f . One way
of hel pi ng a chi l d devel op posi t i ve sel f est eem i s t o i ni t i at e a di scussi on on how t o r ef r ame our negat i ve
at t i t ude and t r ansf or m t hem i nt o posi t i ve at t i t ude.
86
REACHI NG THE AGE
OF ADOLESCENCE
Negat i ve Posi t i ve
I have l earnt :
1. I have no f r i ends. No one l i kes me. I wi l l smi l e and l ook at peopl e i n t he eye.
2. I am not good l ooki ng. My t eacher t el l s me honest l abour bear s a l ovel y
f ace and I am pr oud t o be har dwor ki ng.
3. I am shor t and so don't st and any chance I can be a good t abl e t enni s pl ayer and st i l l
of bei ng chosen f or my school basket bal l r epr esent my school t eam.
4. I t hi nk my f r i ends ar e smar t er as t hey Who car es what my f r i ends t hi nk, I wi l l wear
al ways wear br anded shoes. what I f eel i s comf or t abl e f or me
Keep 40 bl ank dr awi ng sheet s, one on each desk wi t h a chi l d's name wr i t t en on t op ( i f a chi l d get s hi s own
car d, l et hi m exchange i t wi t h t hat of anot her chi l d. )
Ever y st udent t hen t akes t ur ns t o wr i t e one posi t i ve t r ai t t hat can be associ at ed wi t h t hat chi l d and
passes i t t o t he next st udent . By t he end of t he exer ci se, al l st udent s woul d have ent er ed one posi t i ve
t r ai t on t hat car d. When al l 40 car ds get f i l l ed up, t he chi l d whose name i s wr i t t en on t op get s hi s/ her
car d back wi t h a posi t i ve f eedback f r om al l hi s cl ass mat es.
I must f ocus on my st r engt hs and not on my weakness. Sel f awar eness hel ps us t o i mpr ove our sel f
i mage. By choosi ng f r i ends who shar e our val ues, we can f eel l ess pr essur i sed. One must never i ndul ge
i n sel f pi t y. By f eel i ng ni ce about our sel ves we not onl y devel op a posi t i ve sel f i mage but our
per f or mance l evel s al so shoot up and enhance our conf i dence l evel s.
Vari at i on
87
REACHI NG THE AGE OF ADOLESCENCE GROWING UP