8 Physics EM Level 1&2 30-7-20 Final PDF

PHYSICAL SCIENCE WORKSHEETS
CLASS - VIII
LEVEL-1
1) Readiness Programme
AND
LEVEL-2
2) Academic Year 2020-21
CHAPTER – I : FORCE
CHAPTER – II : FRICTION
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,
TELANGANA, HYDERABAD.
Acknowledgement
The State Council of Educational Research and Training,

Telangana extends its gratitude to Smt. P. Sabitha Indrareddy,
Hon’ble Minister of Education, Smt. Chitra Ramachandran, Spl. Chief
Secretary to Education, Ms. A. Sridevasena, Director of School
Education for their inspiration and guidance in the development of
Worksheets for all subjects for Classes II to X to reach out to the
children during the lockdown.
Further, SCERT, Telangana expresses heartfelt thanks to

Subject Experts, Editorial Team and DTP operators for their
commendable work in designing the worksheets using online
platforms and social media groups for discussions while developing
the material.
August, 2020 B. Seshu Kumari

Hyderabad. Director, SCERT
DEVELOPMENT TEAM
Chairperson :
Smt. B. Seshu Kumari, Director, SCERT, TS, Hyderabad.
Subject In-charge :
Sri. Y. Venkat Reddy, Subject In-charge, ZPHS, Chivemmla, Suryapet
Members :
Sri. T. Srinivasa Chary, SA, ZPHS, Chinnathundla, Ranga Reddy
Sri. T. Ajay Singh, SA, ZPHS, Somangurthy, Vikarabad
Sri. K. Bhakar Reddy, SA, ZPHS, Kulkacherla (B), Vikarabad
Sri. P. Narayana Varma, SA, ZPHS, Kortikal, Nirmal
Sri. M. Sripad, SA, ZPHS, Rampur, Dichpally (M), Nizamabad
Sri. I. Vidyasagar, SA, MPUPS, Chorpalli, Komarambheem Asifabad.
Sri. A. Gnaneshwar, SA, ZPHS, Mallakapally, Warangal Urban.
Sri. T.N. Sridhar, SA, ZPHS, Yenmangandla, Mahaboobnagar
Sri. V. Srinivas, SA, ZPSS, Tallapenta, Khammam
Sri. V. Madhusudhan Rao, TGT, TSMS, Narayanpur, Yadadri Bhongir
Coordinators :
Smt. Tahaseen Sultana, Professor and Head, C&T Department, SCERT, TS.
Smt. A. Uma Rani, Science Supervisor, Department of Mathematics and Science,
SCERT
Editors :
Sri. K. Krishna Mohan, PGT Physics, TSMS Munagala, Suryapet.
Smt. Vasavi Repudi, Language editor, SCERT, TS
Technical Support :
Smt. S. Soundarya, DTP Operator, SCERT, TS.
8th Class Physical Science (EM)
Level - 1
(Class VII Basics)
INDEX
Sl.No. Name of the chapter Name of the topic Page number
1 Acids and Bases Nature of Acids and Bases 1-4
2 Acids and Bases Testing of Acids and Bases 5-8
3 Natural Fibres Natural Fibres – Different Types 9-11
4 Motion and Time Types of Motion 12-14
5 Heat Heat and Temperature 15-17
Weather – Climate – Maximum and

6 Weather and Climate 18-21
Minimum Thermometer
7 Electricity Construction of Simple Electric Circuit 22-24
Connecting the Electric Cells / Bulbs

8 Electricity 25-27
in Series and Parallel
9 Electricity Heating effects of Electricity 28-30
10 Air – Wind Air, Wind and Cyclones 31-34
Plane Mirror – Incident Ray and

11 Reflection of Light 35-37
Reflected Ray
Laws of Reflection and their
Verification
Formation of Images with Plane
Mirror
14 Reflection of Light Applications of Reflection of Light 44-45
15 Changes Around Us Changes Around Us 46-49

8th Class Physical Science (EM)
Level - 2
INDEX
Sl.No. Name of the Name of the topic/concept Page

chapter number
1. Force and Push 1-3
2. Types of Forces 4-6
3. Field Forces and Contact Forces 7-10
4. Muscular Force and Force of Friction 11-13
5. Normal Force and Tension Force 14-16
I Force 6. Net Force Acting on a Body 17-19

7. Free Body Diagram 20-22
8. Net Force Acting on a Body – Problem
23-25
Solving
9. Effects of Force Acting on a Body 26-28
10. Force – Pressure 29-31
11. Friction – Understanding the Concept of
32-34
Force of Friction
12. Nature of Friction and Concept of Static
II Friction 35-37
Friction
13. Variation of Friction – FBD 38-39
14. Effect of Roughness on Frictional Force 40-41
LEVEL-1
Readiness Programme
STATE COUNCIL OF EDUCATION RESEARCH AND TRAINING
TELANGANA STATE
READINESS PROGRAMME LEVEL -1
Class: 8 Medium: English Subject: Physical science
Name of the chapter : Acids and Bases
Topic : Nature of acids and bases Worksheet No.1
IDENTIFIED KEY CONCEPTS:
1. Nature of the acids and bases.
2. Classifying substances into acids, bases using indicators.
3. Testing of Acid and Bases
Learning Outcomes:
1. Gives examples for acids and bases.
2. Classifies substances as acidic and basic on the basis of their properties
using indicators.
3. Differentiates acidic and basic substances.
4. Relates the significance of acidic, basic and neutral substances in day to
day life.
Concept: Nature of the acids and bases

Acids:
Acids have a sour taste.
Examples: Lemon juice, orange juice, un-ripened mango and curd taste
sour.
They taste sour because they contain substances called acids in them.
The word acid comes from the Latin word ‘acidus’ which means sour.
Bases:
Bases are bitter in taste and feel soapy to touch.
Examples: soap water, window cleaner, baking soda solution.
A substance which is acidic in nature is called an acid.
A substance which is basic in nature is called a base.
Indicators:
1. Natural indicators (Litmus, Hibiscus and turmeric are some natural
indicators)
2. Synthetic indicators (Phenolphthalein indicator)
Litmus is the most commonly used acid-base indicator.
There are two types of litmus papers available.
Namely,
1. Blue Litmus
2. Red Litmus
NOTE: It is not safe to taste and touch every substance to find out
whether it is acidic or basic in nature.
1. Do not taste anything unless asked to do so by your teacher.
2. Do not touch anything unless asked to do so
1
Activity -1: Identify and list out the acidic and basic
substances from the following figure?
Name of the Taste : Sour/ Bitter Acidic/ Basic

Compound or Soapy to touch
Tomato juice
Oil
Window Cleaner
Soap
Turmeric
1. Tomato juice sour taste. What is the nature of this juice? - Acidic/basic.
2. What is the nature of the Window cleaner?
3. How do you identify the nature of acid and base?
4. Give examples for Acid and base substances?

.......................................................................................................................
If we cannot touch and taste every substance,

how would you find the nature of it?
Activity 2:
Take two small cups.
You know that lemon juice is sour in taste and it is an acid. Window cleaner is soapy to
touch, it is a base.
Take lemon juice in one cup and collect some drops with a dropper from the cup,
put a drop of lemon juice on blue litmus paper and observe the change.
Does the litmus paper turn red?
Yes, it turns in to red.
Now take window cleaner/ soap water in another cup, collect some of it with a dropper,
put a drop of soapy water on red litmus paper and observe the change.
Does the litmus paper turn blue?
Yes it turns in to blue.
2
An acid turns blue litmus into red.
A base turns red litmus into blue.
Do this experiment with different solutions like lime juice, milk, curd,
tea, distilled water, Tap water, baking soda solution, washing soda,
detergent solution and shampoo and record your observations in the
given table.
Substance Effect on Blue Effect on Red Acid, base or

Litmus litmus neutral?
Lime juice Turns in to red No Change Acid
Milk
Curd
Tea
Distilled water
Tap water
Baking soda No change Turns in to blue Base
Washing soda
Detergent solution
Shampoo
1. Which of the above substance is neither acid nor base?
2. Is milk an acid or a base?
3. Curd is acidic in nature, what is the effect of curd on blue litmus?
4. Which of the above are soapy substances? Why?
5. What happens if a red litmus paper is dipped into a detergent solution?
Video:
Acids and Bases and Salts – Introduction
Class 7 Science - Acids, Bases and Salts | CBSE Board
Cross word puzzle
Please login in to DIKSHA app
Reference books :
SCERT Telangana, NCERT Text Books,
3
ASSESSMENT SHEET
1. Which of the following pair of substances contain acids? ( )

A. Grapes, Lime water B. Vinegar, Soap
C. Curd, Milk of magnesia D. Curd, Vinegar
2. Which of the following is an acid-base indicator? ( )

A. Vinegar B. Limewater
C. Turmeric D. Baking Soda
3. A solution changes the colour of turmeric indicator from yellow to red. The
solution is.... ( )
A. Basic B. Acidic
C. Neutral D. Either neutral or acidic
4. Lemon juice and vinegar taste __________ because they contain _____________.
5. Turmeric and litmus are ______________________ indicators.
6. Correct the following statements.
a. All substances are either acidic or basic in nature.
b. A substance is acidic; it will turn all indicators red.
c. Lime water turns red litmus into blue.
d. Lemon Water is basic in nature.
e. A base turns blue litmus in to red.
4
TELANGANA STATE
Name of the chapter : Acids and bases
Topic : Testing of acids and bases Worksheet No 2
1. Chemical Indicators
2. Acid rain
3. Neutralisation
3. Salts
Learning Outcomes:
1. Gives examples for salts, neutral substances.
2. Classifies given substances as acids, bases and salts on the basis of their
properties.
3. Explains the hazards of acid rains.
Chemical Indicators:
Substances like Methyl Orange and Phenolphthalein liquids are used to test
acids and bases and are called chemical indicators.
Acid Rain: Acid rains are the combination of acids like Carbonic acid,
Sulphuric acid and Nitric Acid with rain water. Acid rain causes damage to
our skin. It makes the water of lakes, ponds and river too acidic due to
which fish and aquatic animals are harmed. It eats up the leaves of the
trees and damages crops, plants and fields. Acid rains damage metal
structures and buildings like steel bridges and monuments (Tajmahal)
Neutral substances:
When an acid and a base are mixed in equal concentrations they react and
give a neutral solution. This is called neutralization. Neutral substances do
not change the colour of any indicator. The remedy for indigestion (Acidity),
treatment of ant’s sting, reducing the too acidic Or too basic nature of soil
and the treatment of factory wastes all involve neutralisation reactions.
Example: Pure water (Distilled water), Glucose, Sugar cane.
Salts: A salt is a substance formed by the reaction of an acid with a base.
Example: Sodium Chloride.
Sodium Chloride is formed by the reaction of hydrochloric acid with
sodium hydroxide base.
Methyl Orange mixed with acid turns into red.

Methyl Orange mixed with base turns into yellow.
Phenolphthalein mixed with Acid its colour do not change.
Phenolphthalein mixed with Base turns Pink.
Neutral Solutions have5no effect on indicators
All neutral solutions are not salt solutions.
Sugar and Starch solutions are neutral but they are not salts
Activity -1: Take the substances that are given in table and test
them with Phenolphthalein and Methyl Orange Solutions.
Substances Acid/Base Reaction with Reaction with

Phenolphthalein Methyl Orange
indicator indicator
Orange juice Acid
Lemon juice Acid
Vinegar Acid
Salt water Salt
Mineral Water Neutral
Lime water Base
Baking Soda Base
Bathing Soap Base
Washing Soda Base
Detergent Soap Base
1. What is the reaction of acid with Phenolphthalein?
2. What is the reaction of Base with Phenolphthalein?
3. What is the reaction of acid with Methyl Orange?
4. What is the reaction of Base with Methyl Orange?
Does the solution made by mixing of an acid and

a base become a neutral substance?
6
Activity - 2: Neutral Solutions
Do this experiment (in the presence) of your teacher
Take a clean test tube. Put 10 drops of dilute Hydrochloric acid carefully
in it. Add two drops of Phenolphthalein indicator to the hydrochloric
acid and observe it. What happens to the colour of the Hydrochloric
Acid.
Ans: No change in colour.
Now add Caustic Soda solution drops to same concentration in the test
tube. Shake the test tube well and see if there is any change in the
colour of the solution. Keep adding the Caustic Soda solution drop by
drop until the colour turns pink.
What kind of solution does the test tube have? Again add a drop of
hydrochloric acid to the solution in the test tube. The solution loses the
colour again?
On the basis of this experiment we can explain that,
We can convert an acidic solution into base and similarly,
basic solution into acidic by adding the acid in excess.
If an acid solution and a base solution are ....., does it turn into a
neutral solution?
1. What are the solutions used to do this activity?
2. What change do you observe in colour when phenolphthalein is added to

hydrochloric acid Acid?
3. What do you observe when Caustic soda solution is added to the hydrochloric
acid?
4. How can we change the acidity or basicity of the soil?
5. The sting of a wasp is basic. How can we treat the sting of a wasp?
Video:
Acids and Bases and Salts – Introduction
Class 7 Science - Acids, Bases and Salts | CBSE Board
Please login in to DIKSHA app
Reference books : SCERT Telangana,
NCERT Text Books,
Science for Class 7, Author: Lakhmir Singh & Manjeet Kour
7
ASSESSMENT SHEET
1. To prevent tooth decay we are advised to brush our teeth regularly. The
nature of the tooth paste commonly used is. ( )
A. Acidic B. Neutral
C.Basic D. Baking Soda
2. A correct way of preparing dilute acid using water is. ( )
A. Adding water to acid.
B. Adding acid to water.
C. Mixing acid and water simultaneously.
D. Adding water to acid in a shallow container.
3. Products of neutralisation reaction are always. ( )

A. An acid and a base B. An acid and a salt
C. A salt and water D. A salt and a base
4. Phenolphthalein gives _____________________colour with lime water.
5. When an acid is mixed with a base solutions then it forms ______and _____
6. Complete the following table with suitable answer when the given solution is
added to the indicators?
Solution Colour of Phenolphthalein Colour of Methyl Orange
Acidic
Basic
Neutral
8
TELANGANA STATE
Name of the chapter : Natural fibres
Topic : Natural fibres – different types Worksheet No.3
KWY CONCEPTS: NATURAL FIBRES:
1. PLANT FIBRES
2. ANIMAL FIBRE
LEARNING OUTCOMES: 1. explains the sources of natural fibres.

2. Gives examples for natural fibres.
3. Identifies the products of natural fibres
4. Describes the uses of natural fibres.
BRIEF SUMMARY:
NATURAL FIBRES: Fibres produced from plants and animals are called
Natural fibres
PLANT FIBRES: Fibres produced from plants of Cotton, Jute, Mesta Coconut
etc.,
USES OF PLANT FIBRES: Cotton clothes, gunny bags, jute ropes, coir ropes
etc.,
ANIMAL FIBRES: Fibres produced from silk cocoons and hairs of animals like
goat, sheep ,camel, yak etc...
USES OF ANIMAL FIBRES: Silk clothes, Blankets (rug), shawls, sweaters etc.,
CLASSIFICATION CHART:
cotton clothes, sarees, dhoti, bedsheets,

COTTON
towelsetc..
JUTE jute rope, gunny bags
from PLANTS
MESTA ropes
COCONUT ropes and coir beds

NATURAL FIBRES
clothes, sarees, dhoti

SILK silk worms
etc..
from ANIMALS
woollen blankets, rug, shawls,

WOOL goat,sheep ,yak,camel
sweaters etc..
9
ACTIVITY:-
Observe the natural threads / clothes of varieties given / collected
and mark them in the closet.
Tick natural fibres with (√) and others with (×)
TYPE FROM PLANTS FROM ANIMALS
Jute rope
Piece of woollen rug
Coir rope
Piece of vest
Piece of silk saree
Piece of gunny bag
Piece of shawl
Assessment I
Fill the boxes with suitable answer.
SOURCE USES
Natural
fibres
Match the following.

1. Cotton ( ) a. Woollen blanket
2. Silk worm ( ) b. Cotton saree
3. Wool ( ) c. Jute
4. Coconut fibre ( ) d. Silk saree
5. Jute rope ( ) e. Plastic rope
( ) f. Coir rope
10
Choose the correct answer and write in the bracket given
against the question.
1. This is not a product of natural fibre. ( )
A) Jute rope B) shawl C) Silk saree D) Plastic rope
2. An example of animal fibre is ( )

A) Coir rope B) Cotton thread C) Woollen sweater D) Plastic basket
3. This is made from natural fibre. ( )
A) Plastic cover B) Tooth brush C) Cotton saree D) Pen
11
TELANGANA STATE
Name of the chapter : Motion and time
Topic : Types of motion Worksheet No.4
**********************************************************************************
1. Motion and rest.
2. Types of motion (Translatory, Rotatory and Oscillatory).
3. Observing and identifying the types of motion.
4. Axis of rotation.
LEARNING OUTCOMES:
1. Identifies the state of the object (motion or rest). Understands the
concept of motion. Gives examples.
2. Able to understand differentiate between types of motion.
3. Classifies different types of motion.
4. Student performs activities on type of motions to understand them.
5. Understands the concept of axis of rotation.
6. Able to understand the concept of motion and apply in day to day life.
Concept : Motion and its types

Motion:
When an object changes its position with respect to a given time
then it is said to be in motion. Otherwise the object is said to be in rest.
Types of motion:
1. Translatory motion: When the motion of the object is from one place
to other place, with respect to time, then the motion is said to be
‘translatory motion’. OR
The motion in which all the particles of a body move through the
same distance in the same time is called translator motion.
Ex: -Motion of an ant from one place to other in our house, Motion
of a student from his house to school etc.
2. Rotatory motion: When the motion of the object is rotation around a
fixed point or line, then the motion is said to be ‘rotatory motion’.
Ex: -Motion of giant wheel in exhibitions, Rotation of a spinning top,
Motion of wheels of a bicycle or a motorcycle.
Axis of rotation: - The imaginary line passing through a fixed point
around which rotation of a body takes place is called ‘axis of
rotation’.
3. Oscillatory motion: The ‘to’ and ‘fro’ motion of an object about a
Here the activities
fixed are given
point always with some
following general
the same pathobservation. We can modify
is called ‘oscillatory
or addmotion’.
some more activities with different observations.
Ex: -Motion of a swing, Motion of a spring when it is pulled and left.
12
ACTIVITY 1
Observing the translatory motion
1. Ask one student to hold a ball and stand at a place in the class room.
2. Ask another student to stand at another place.
3. Now let the students identify the position of ball.
4. Let the first student roll or throw the ball to second
student.
5. Now let the students identify the position of ball.
6. What change is happened to the position of the ball?
7. Is its position is changed?
8. So, we can say that the ball moved from one place to another place.
9. All particles of a moving ball move in the direction of motion.
10. This is called ‘translatory motion’ or ‘linear motion’.
ACTIVITY 2
Observing the rotatory motion
1. Place toy on the table as shown in the figure.

2. Ask one student to move its arms, without disturbing
its place.
3. Ask the students to observe the motion of the toy.
4. Is it changing its position?
5. Is it in motion?
6. How does the toy rotate? / about which point the toy rotating? (centre)
7. Now ask a student to rotate the toy with his small finger at its centre.
8. Ask again, about which point is the toy rotating?
9. In both the cases, whether toy is rotated with finger at middle (or) not,
an imaginary line passes through its centre.
10. This imaginary lines which passes through the centre of the toy is
called axis rotation (motion) and the motion is called ‘rotatory motion’.
13
ACTIVITY 3
Observing oscillatory motion
1. Take one small round shaped object or a ball.
2. Tie it with a thread as shown in the figure.
3. Ask one student to hang it and pull it to one side and leave.
4. Now ask the students to observe the motion of the ball.
5. How is the motion of the object/ball?
6. Is it changing its place or repeating the same motion?
7. Is it moving continuously or stopping after some time?
8. This type of motion is called ‘oscillatory motion’.
ASSESSMENT
1. The Earth revolves around itself. What type of motion is it? ( )
A) Translatory B) rotatory C) oscillatory D) no motion
2. An example of translatory motion. ( )
A) Motion of a bicycle wheel B) Motion of a fan
C) Motion of a car on a straight line D) Motion of a giant wheel
3. The example of oscillatory motion. ( )
A) Motion of Earth B) motion of a swing
C) Motion of a car D)A girl running
4. Motion of a pendulum in the clock (shown in the figure) ( )
A) rotatory B) stationary C) translatory D) oscillatory

5. You are going on a bicycle. What type of motion is the movement of
bicycle? ( )
A) Stationary B) oscillatory C) rotatory D) translatory
6. When a fan is rotating in your house, where is its axis of rotation?( )
A) Above the fan B) below the fan
C) At the centre of the fan D) on the wings of the fan
7. Which type of motion is the motion of swing? ( )
A) Translatory B) rotatory C) stationary D) oscillatory
For additional information you are advised to browse following links:

Types of motion
https://www.youtube.com/watch?v=HbavPdQ_2EU
https://www.youtube.com/watch?v=7J_Pi4Xuk7Y
https://www.youtube.com/watch?v=frqKFDjdC3Q
∞±∞±∞±∞±∞±∞±∞±∞±∞
14
TELANGANA STATE
Name of the chapter : Heat
Topic : Heat and temperature Worksheet No.5
KEY CONCEPTS:
1. Heat is form of energy that flows from a hot body to a cold body.
2. Temperature is the degree of hotness or coldness a body.
3. Some objects conduct heat where as some others do not conduct heat.
LEARNING OUTCOMES
1. Students able to explain the concept heat energy and temperature.

2. They able to differentiate heat and temperature
3. Able to measures temperature.
4. Able to classify good and bad conductors of heat.
5. Suggests the material to be used for different purposes.
6. Uses correct type of thermometer to measure temperature.
CONCEPT: HEAT – MEASUREMENT
 Heat is a form of energy. It flows from a hot body to a cold body.

 The degree of hotness or coldness of an object is called temperature.
 Thermometer is used to measure temperature.
 Clinical thermometer is used to measure the temperature of the human
body.
 Laboratory thermometer is used to measure temperature of objects.
 Digital thermometers are also used to measure temperature.
 Mercury or alcohol is used as liquid for indicating temperature in
thermometers.
 We use Celsius scale or Fahrenheit scale to measure temperature.
 The objects that conduct heat are called good conductors of heat and the
objects that do not conduct heat are called bad conductors of heat.
15
ACTIVITY
Let us conduct an activity to test whether all objects conduct heat or not.
Take some different types objects solid and heat them for one or two minutes and
record your observation in the following table.
Sl.no Name of the Conducts Does not conduct Good/ bad

object heat heat conductor of
heat
 Classify the objects based on conduction property as follows :
Sl. No Good conductors of heat Bad conductors of heat
The Flow of heat from a hot body to a cold body takes place in three different
ways depending upon the medium. In solids conduction, in fluids convection and
for radiation no medium is required.
You can watch following videos for more information.

https://www.youtube.com/watch?v=Eizsm5V8c_c
https://www.youtube.com/watch?v=_8HwXhfd9R4
https://www.youtube.com/watch?v=-0dHu8I3be4
Assessment
A) Choose the correct answer and write in the bracket
provided against the question.
1. The good conductor of heat is ( )
a. Wood
b. Copper
c. Dry grass
d. Jute bag
2. In solids heat transfer takes place primarily due to ( )
a. Radiation
b. Absorption
c. Conduction
d. Convection
16
3. Temperature is measured with the help of ( )
a. Altimeter
b. Hydrometer
c. Hygrometer
d. Thermometer
B) Match the following

Column A Column B
1. Gold ( ) a. 1000C
2. Liquid used in ( ) b. Bad conductor of heat
thermometer
3. Blanket ( ) c. 370C
4. Boiling point of water ( ) d. Good conductor of heat
5. Normal temperature of ( ) e. Mercury
human body
C) Fill up the blanks with suitable words.
1. Heat is a form of .....................
2. ............................ or ..................... is used as liquid for indicating
temperature in thermometers.
3. The objects that conduct heat are called................................
17
TELANGANA STATE
Name of the chapter : Weather and Climate Worksheet No.6
Topic : Weather – climate – maximum and minimum thermometer
KEY CONCEPTS
Weather – Maximum and Minimum thermometer – Humidity –– Wind –– Climate.
LEARNING OUTCOMES
 Students collect the information about the components of weather.
 Students analyse weather report collected from newspapers.
 Students understand the construction, working and application of
Maximum and Minimum Thermometer.
 Students measure the maximum and minimum temperature of
replace using maximum and minimum thermometer.
 Students measure rainfall of the place using a Rainguage.
 Students prepare their own model of anemometer and measure the speed
of wind.
IMPORTANT CONCEPTS
► Weather of a place is described by the factors like

hotness, coldness, winds, rainfall etc.
► Weather reports help us to estimate the weather of a
place.
► Temperature of a place can be measured with a s i x
Maximum and Minimum thermometer.
► The quantity of water vapour (moisture) present in air
is called humidity.
► Humidity is measured by a Hygrometer.
18
► Rain fall of a particular place is expressed in millimeter (mm) or centimeter (cm)
and is measured with a rain gauge.
► Anemometer is used to measure the speed of wind.
► Climate of a place can be defined after 25years of weather observations.
ACTIVITY
Read Newspapers or watch News in TV to collect weather reports of your district head
quarters and Hyderabad in Telangana for three successive days and complete the given
table. Compare the two reports to know which city is relatively hot, which place gets
more rainfall.
Your District Head Quarter HYDERABAD
Weather Day-1 Day-2 Day-3 Day-1 Day-2 Day-3
Maximum Temperature
Minimum Temperature
Rainfall
Sky may be
Wind
Humidity
Sunrise
Sunset
Copy and type this link in any browser to view the VIDEOS (Digital Lessons) of this
topic.
https://drive.google.com/drive/folders/1wEoQmo-
Wa8tWGbujSI8qu_TWT8cz5cMW?usp=sharing
ASSESSMENT
I – Fill up the blanks.
1. ----------------- of a place is described by a factors like hotness and coldness

winds rain fall etc.
2. -------------------- reports help us to study and understand the weather of a
place.
3. Rain fall of a place is measured using -----------------------
4. The quantity of water vapour present in air is called--------------------
5. --------------------instrument is used to measure humidity of a place.
19
I - MULTIPLE CHOICE QUESTIONS
1. Which of the following indicates about the future changes of weather?

( )
A) Weather report
B) Weather forecast
C) Both A and B
D) None of the above
2. Which of the following instrument is used to measure wind speed and the
direction of wind? ( )
A) Hydrometer
B) Rain Gauge
C) Hygrometer
D) Anemometer
3. Which of the following symbol indicates thunderstorm weather? ( )
A)
B)
C)
D)
4. Which of the following institute is responsible for studying weather in our

country?
A) Indian Space Research Organisation ( )
B) Indian National Soil Research Organization
C) Indian Meteorological department
D) Baba institute of pathology
5. What type of climate is found in Rajasthan? ( )
A) Cold
B) Warm
C) Humid
D) Hot and dry
20
II - WRITE TRUE (T) OR FALSE (F).
a) Minimum temperature is recorded early in the morning. ( )

b) The direction and speed of wind is found by an Anemometer. ( )
c) The report that explains past weather conditions is weather forecast. ( )
d) Alcohol is used in a Maximum and Minimum thermometer. ( )
e) The climate in Kashmir is cold usually very hot. ( )
III - MATCH THE FOLLOWING:
INSTRUMENT USE
1) Hygrometer A) Maximum and Minimum
( )
temperature in a day
2) Maximum and Minimum B) Speed of wind
( )
thermometer
3) Anemometer ( ) C) Rainfall
4) Rainguage ( ) D) Humidity
21
TELANGANA STATE
Name of the chapter : Electricity Worksheet No.7
Topic : Construction of simple electric circuit
Key Concepts:
1. Construction of simple Electric circuits.
2. Identification of good conductors, bad conductors and
Resistors.
LEARINING OUTCOMES:
1. Students are able to understand the scientific terms and
symbols used in electricity and their uses .
2. They are able to understand and explain the conversion of
energy.
3. Students understand the uses of electricity in daily life.
4. They are able to draw the diagrams of electric circuits and
perform activities.
Brief explanation :
Today electricity is an essential part in our lives. Without
electricity we cannot assume our life. We use all kinds of electric
appliances in our daily life.
Dry Cell:
Dry cell is an electric device which converts the chemical energy
to electric energy. Generally we call it as a Cell. When you open
the battery cell we can see Ammonium Chloride powder and
Carbon in the form of rod. To pass the current we need two poles
or terminals-positive terminal and negative terminal.
22
Therefore in a cell, Carbon rod acts as Positive terminal and Zinc
plate which covers the cell act as Negative terminal, Ammonium
Chloride acts as a conductor between these two terminals or
poles. Sometimes liquids are also used as conductors. But liquids
like. Pure water cannot act as a conductor. If two or more cells
are arranged in row, it is called Battery.
Few symbols of electrical components we used generally.

Electric Circuit:
An electric cell, the device which utilizes the current and
connecting wires and switch are connected in systematically,
then it is called an Electric Circuit. A switch can be placed
anywhere in the circuit to allow the current in the circuit by
switching ‘ON” or OFF. We use symbols as it is difficult to draw
the diagrams of all instruments. Few electric circuits are given
below.
An electric bulb has a filament which is made of Tungsten. Which

possess high resistance and high melting point. LEDs (Light
23
Emitted Diodes) glow even with a small amount of current in the
circuit. It has high resistance and melting point.
ASSESSMENT
I. Multiple Choice Questions: ( )
1. In which conditions we say that the current does not flows in
the circuit?
A) When the circuit is closed.
B) When the circuit is open.
C) When the switch is not used in the circuit.
D) By inter-changing the ends of the terminals.
2) The object can be placed to stop flow of the current between the
two copper wires in an electric circuit. ( )
A) Wooden scale. B) A pencil sharpened two sides.
C) Rubber band. D) Plastic comb.
3. The reason for conductivity of copper wire is. ( )
A) High melting temperature. B) more thickness
C) Low resistance D) ductile nature
4. The positive terminal in the dry cell is.. ( )
A) Ammonium Chloride.
B) B) Metal button given at the top of the cell.
C) Metal sheet Surrounding the cell
D) Bottom end part.
5. In which object current does not pass.. ( )
A) Copper B) Silver C) air D) salt solution
6. This symbol represents ( )
A) Cell B) Waste bulb C) Normal bulb D) glowing bulb
7. The filament of the bulb is made of ( )
A) Copper B) Tungsten C) Iron D)Silver
24
TELANGANA STATE
Name of the chapter : Electricity Worksheet No.8
Topic :Connecting the electric cells / bulbs in series and parallel
concepts: 1. connecting the electric cells in Series and Parallel
2. Connecting the electric bulbs in Series and Parallel
Learning Outcomes:
1. Students will be able to learn the concepts the series, parallel connection and differentiate it.
2.Students will be able to draw the circuit diagram of series and parallel connection.
3. Students can able to understand the uses of parallel and series connection in day to day life.
4.Students can able to perform the experiments in series, parallel connections.
Brief Explanation:
Electric circuits are of two types: 1. Series connection. 2. Parallel connection.
Connecting Electric cells in different ways:
(i) Series connection
(i) In series connection the positive terminal of the cell is
connected to the negative terminal of another cell.
When we connect the cells in series, the brightness of
the bulb increases in relation to the number of cells
connected in the circuit.
(ii) parallel connection

(ii) In parallel connection all the positive terminals of the
cells are connected together to one end of the bulb
and all the negative terminals of the cells are
connected together to the other end of the bulb. In
this connection the intensity of the light remains
same even if we increase the number of cells in the circuit. But the life span of bulb
increases.
25
Activity : Take three electric cells and one bulb. Complete the circuits in both ways i.e.
series and parallel connection of cells separately and write your observation in your own
words about the brightness of the bulb in both cases.
Connection of bulbs:
Like cells, electric bulbs can also be connected in two ways in the circuits.
1. Bulbs in Series connection. 2. Bulbs in Parallel connection.
1) Bulbs in Series connection:
When the bulbsare connected in series, we can
observe that the brightness of the each bulb in the
circuit is same. If one bulb gets fused off, all the other
bulbs in the circuit will stop glowing.
2. Bulbs in Parallel connection:
When we connect the bulbs in the parallel, one end of
each of the bulbs is connected to the positive terminal
and the other end of each of the bulb is connected to
the negative terminal of the cell. In this connection the
bulbs will glow dim (less brightness). If one bulb is disconnected in the circuit the other
bulbs continue to glow. This can be observed in house hold electric circuits.
Activity : Take three electric bulbs and one cell. Complete the circuits in both
ways i.e. series and parallel connection and write your observation in your own
words about the brightness of the bulb in both the cases.
ASSESSMENT
Multiple Choice Questions:
1. In which connection all the positive terminals are connected to one end and all the
negative terminals are connected to the other end? ( ).
A) Series B) parallel C) mixed method D) None of the above.
2. When the switch in the following circuit is turned ON, which bulb glows first? ( ).
A) A bulb B) B bulb C) C bulb D) Three bulbs at a time.
26
3. The resultant voltage in the circuit when three cell are connected in parallel each of
1.5V is ( ).
A) 1.5V B) 3.0V C) 4.5V D) 0.5V
FILL IN THE BLANKS
4) In a torch light, cells are connected in _____________

5) Resultant voltage increases when the cells are connected in _________________
6) Resultant voltage decreases when the cells are connected in _________________
7) In decoration lamps, bulbs are connected in _____________
8) In our houses, bulbs are connected in ________________
9) In a parallel connection of bulbs, if one bulb fuses off then the other bulbs
____________
MATCH THE FOLLOWING
1) Bulbs connected in parallel. ( ) a) Arrangement of cells in a torch light.
2) Bulbs connected in series. ( ) b) Voltage remains constant
3) Cells connected in parallel. ( ) c) Serial bulbs in used in decoration
4) Cells connected in series. ( ) d) Bulbs connected in houses.
RESOURCES: 1. SCERT BOOK
2. NCERT BOOK
https://www.youtube.com/watch?v=69PB5tNhPyc
https://www.youtube.com/watch?v=4GCvdcTxMN8vdcTxMN8
27
TELANGANA STATE
Name of the chapter : Electricity
Topic : Heating effects of electricity Worksheet No.9
KEY CONCEPTS: 1. Heating effects of electricity.
2. Electric fuses.
3. Electricity bill estimation.
LEARNING OUTCOMES:
1. Children explain the transformation of electrical energy into other
forms.
2. Understands the reason behind usage of fuses.
3. They can estimate household electric bills.
4. Uses the heating effects of current in day to day life
5. Appreciates the service of electricity in day to day life.
HEATING EFFECTS OF ELECTRIC CURRENT: When an electric current
passes through appliances such as a bulb, an electric heater, an iron box
etc., the wire in these appliances get heated up and turn red and generate
heat. This is known as the heating effect of electric current.
The heat that is produced in the wire depends upon nature of material of the
wire, the length of the wire and the thickness of the wire.
Many appliances such as electric heater, electric iron, electric stove, geysers,
toaster, hair dryer, work on the heating effect of electric current. All these
contain a filament made up an alloy called Nichrome.
TUBE LIGHTS AND COMPACT FLUORESCENT LAMPS (CFLs) used to reduce

the wastage in
electricity.
28
FUSE: This is a safety device which contains a small thin piece of wire
which melts when excessive electric current flows through the circuit and
protects appliances from getting burnt. It is indicated in the circuit in this
symbols
Fuse is connected in series so that it automatically breaks the circuit
when high voltage of current enters into appliances. Now a days a miniature
circuit breaker (MCB) is used for automatic operation.
ELECTRICITY IN OUR HOUSE: Electricity is generated in power stations and

supplied to our houses, schools and offices. Electricity is not free of cost. We
have to pay as per consumption. If you observe any appliance in our house
there is a note of wattage mark on it. They are marked 20W,30W,50W,100 W
etc. We measure consumption of electricity in Kilowatt hour. If we consume
1000 watts in 1 hour then it is called 1 kilo watt hour (1KWH).
Example problem: Calculate the electricity bill amount for the

month of April, if 4 bulbs of 40 W for 5 h, 4 tube lights of 60 W for
5 h, a TV of 100 W for 6 h, a washing machine of 400 W for 3 h are
used per day. The cost per unit is Rs 1.80.
Ans: Electric energy consumed per day by 4 bulbs = 4x40 x5
= 800Wh
Electric energy consumed per day by 4 lights = 4x60x5 =1200 Wh
Electric energy consumed per day by TV = 100x6 = 600 Wh
Electric energy consumed per day by washing machine = 400x3
=1200
Wh
.’. Total electric energy consumed by all electric appliances
= (800+ 1200 + 600+ 1200)WH
= 3800 WH = 3.8 KWH =3.8
units
Total electric energy consumed in the month of April (30
days) = 3.8 x 30 = (3800/1000) KWH = 114units
Cost of one unit = Rs. 1.80
Cost of 114 units = 114 x 1.80 = 205.20
.:. Electricity bill amount = Rs 205.20.
29
ASSESSMENT
MULTIPLE CHOICE QUESTIONS:
1. One kilo watt hour is equal to ( )

A) 100 watts hour B) 10 watts hour C) 1000 watts hour D) none
2. symbol is used for ( )
A) Switch B) battery c) fuse D) bulb
3. Electric bulb converts electrical energy into ( )
A) sound energy B) mechanical energy C) light energy D) magnetic energy
4. Which of the following appliances is not based on the principle of heating
effect of current? ( )
A) electric bell B) electric kettle C) electric bulb D) electric stove
5. For heating purposes the coil of wire in the appliances used is made up of
( )
A) Tungsten B) copper C) Nichrome D) iron
6. The characteristic of a fuse wire is ( )
A) A low melting point B) High melting point
C) Very high melting point D) High thickness
MATCH THE FOLLOWING:
Match the items in Column A with the items in Column B:

Column A Column B
1. The coil in electrical heater ( ) (a) unit
2. Saves the electricity ( ) (b) Electric circuit
3. Heating effect of electric current ( ) (c) Filament
4. Closed path in which current ( )
(d) Fuse
flows
5. 1KWH ( ) (e) Tube light
1. Concise physics Selina publishers.

2. NCERT TEXT BOOK.
3. SCERT TEXT BOOK.
4. https://www.youtube.com/watch?v=TgbcxUUzRCU
5. https://youtu.be/Wu4iwvKN3tg
6. https://www.youtube.com/watch?v=TgbcxUUzRCU
30
TELANGANA STATE
Name of the chapter : Air – Wind
Topic :Air, Wind and cyclones Worksheet .10
CONCEPTS :
1. Air, wind and behavior of air.
2. Air flows from high pressure region to low pressure region.
3. Uneven heating of land and water- Rainfall.
4. Cyclones.
LEARNING OUTCOMES:
1. Gives reason for wind flow.
2. Explains the process of formation of rain fall and cyclones.
3. Appreciates the technology which helps in forecasting cyclones.
4. Collects information about monsoons.
Concept-I : Air, Wind and behavior of Air

ACTIVITY-1: Air occupies space around us.
1. Take a narrow mouthed bottle and immerse it in
the bucket filled with water. What do you
observe?
2. Why are bubbles coming out of the bottle when
water is entering into it?
3. What do you infer from the above activity?
Any container that appears to be empty is actually
full of air. Air flows from one place to another
place. Moving air is called wind.
ACTIVITY-2: Air exerts pressure.

Take a syringe and draw out its piston to the
limit. Close the nozzle of the syringe with your
finger and try to push the piston
1. Are you able to push the piston in forward
direction?
2. How do you feel at the finger?
3. What do you infer from the above activity?
31
Activity-3: Air expands on heating.
Look at the picture.
1. Before heating the bottle, do you think that, is
there any air in the balloon?
2. After heating the bottle, why does the balloon
gets inflated?
The amount of air in the above bottle is fixed. Air
neither enters nor come out of the bottle. But on
heating the bottle, air inside it becomes warm
and occupies more space i.e., air expanses. That
is why balloon gets inflated. Warm air moves up
because it becomes less dense (lighter) than cold
air.
Concept _II Air moves from a high air pressure region

to a low air pressure region
1. Suspend two balloons as shown in the figure.

2. There should be a little space between two balloons.
3. Blow the air between the balloons with the help of a straw.
4. What do you observe?
5. Increase the wind speed between the balloons.
6. What is your observation?
When you blow air between the balloons, air particles move away
and low air pressure is created. Air in balloons exerts pressure
on the walls of balloon and move towards low air pressure region:
therefore two balloons come closer to each other.
Concept _III : Uneven heating of land and water

1. The direction of sunlight is straight and close to
the EQUATOR.
2. In the region of equator air gets warmer soon.
3. The warm air rises up.
4. Cool air from regions in the 0-30° latitude belt on
either side of the equator moves in as shown in
picture.
5. The movement of air sets forth winds that move
over the earth.
6. Increased wind speed results in reduced air pressure and brings rain.
32
MONSOON WINDS
1. In summer, near the equator, during the day the temperature of the
land is higher than the temperature of water in the Ocean.
2. The air over the land gets heated and rises. This creates low pressure in
that region.
3. The winds from Ocean which are at high pressure flow towards the
land. This is known as sea breeze.
4. The winds from the Oceans carry water and bring rains. These are
Monsoon winds.
5. In India this is usual during the months of June to September.
6. From December to early march the wind flows from the land to Ocean
as the sea water cools more slowly than land. This is known as Land
breeze. What causes the movement of winds?
ACTIVITY:
 Take a glass tumbler containing water and
two straws, keep one straw in the water and
another in horizontal direction kept on the
edge of first straw in water.
 Blow air through the horizontal straw, then
water comes out like a spray.
 Low pressure is created in the straws.
 Water from glass tumbler comes up in the
straw due to high pressure.
 Here we understand that the increased wind
speed is accompanied by a reduced air
pressure.
Concept_IV CYCLONES
Cyclone is a large scale air mass that rotates
around strong centers of low pressure.
o Water vapour is formed when water is
heated.
o This heat is released to atmosphere when
water vapour converts into water during
rains.
o The released heat warms the air around
and makes it to move up. This also
results in decrease in air pressure.
o Hence cool air from surroundings rushes to take the place of warm air.
o This process repeats till a low pressure system with surrounding high
speed winds is created. This is called a Cyclone.
o Cyclone depends on wind speed and direction, temperature and
humidity.
Cyclones are also called Hurricane in USA and Typhoon in Japan and
Philippines.
33
 Satellites and RADARs issue cyclone alerts and warnings 24 to 48
hours in advance so that we can save number of lives of people.
 Indian Meteorological Department gives the information of cyclones.
ASSESSMENT
1. Warm air goes…………. [ ]
A. Right B. Left C. Up D. Down
2. Volley ball surface is hard to press because…. [ ]
A. Air exerts pressure
B. Air occupies space
C. Ball surface is hard
D. Expansion of air in ball
3. Reason for movement of winds [ ]
A. Ocean water B. Trees C. Land D. Heat from Sun
4. Cyclones can be very destructive due to…….. [ ]
A. Strong wind and moderate rain
B. Strong wind and heavy rain
C. Thundering and lightening
D. Speed motion of clouds
5. Wind moves towards……………. [ ]
A. High air pressure region
B. Ocean
C. Equator
D. Low air pressure region
Fill up the blanks with suitable words.
6. Cyclone depends on wind ………………, ……………., temperature and
…………………...
7. ……………………………… department gives the information of cyclones in

our country.
8. The winds from Ocean which are at high pressure flow towards the
land is known as ………………………….
9. Air occupies ………………….. around us.
10. The wind from land to Ocean as the sea water cools more slowly than
land is known as……………………..
34
TELANGANA STATE
Name of the chapter : Reflection of light worksheet. 11
Topic: Plane mirror – incident ray and reflected ray
CONCEPTS: 1 Plane and plane Mirror.
2. Incident Ray and Reflected Ray.
Learning Outcomes
1. Students will be able to explain the formation of image by the plane mirror.
2. They explain the concepts of incident ray and reflected ray.
౩. Students are able to draw the ray diagrams reflected ray for given incident ray.
PLANE MIRROR: A plane mirror is formed by coating one side of a plane glass strip. It is
represented by following diagram.
Plane Mirror
Indication of
Plane mirror
Light ray: The direction or path along, which a light ray travels is called a ray of light. It
is represented by a straight line with an arrow marked on it.
Beam of light: A group of light rays is called a beam of light.
Light ray Beam of light ray
Reflection of Light: When a ray of lightfalls on a

smooth surface like glass mirror, it bounces back by
changing its direction. This phenomenon is called
Reflection of Light.The ray of light falling on the
mirror is called the Incident Ray and the ray that
returned after light falls on the mirror is called
Reflected Ray.
35
Light changes its direction when it is obstructed by
any object. This phenomenon is called reflection.
Activity -1
Fig- 1 Fig 2
Observe the above figures. In which case could we see a clear image?
When you focus a torch light on a mirror by standing in front of a plane mirror in a dark
room, you won’t see a clear image. When you focus the torch light on your face by
standing in front of a plane mirror, you would see a clear image.
Activity -2
How does reflection of light takes place?
The ray from the light source falling on the mirror is called incident ray. The light ray
which returns after falling on the mirror is called reflected ray.
ASSESSMENT
1. We can see a clear image in the plane mirror, when… ()

a) Torch light is focused on the mirror.
b) Torch light is focused on the object.
c) By keeping the object in between the torch light and the mirror.
d) None of the above.
2. If we place a mirror in the pathof a light ray which is returning from the slit,
it forms another light ray. The first ray which falls on the mirror is called. ( )
a) Reflected ray b) incident ray c) normal d) None of the above
36
3. The correct sentence among the following is.. ( )
a) Incident ray and reflected ray lie in the same plane and normal lies in the
other plane.
b) Reflected ray and Normal lie in the same plane and Incident ray lies in
the other plane.
c) Incident ray, Reflected ray and Normal,all lie in the same plane.
d) Incident ray, Reflected ray and the Normal all lie in different plane.
4 The angle of incidence in the given diagram is ( )
a) 500
b) 300
c) 400
d) 900
5 The angle between incident ray and reflected ray is 90ᵒ,then the angle of
incidence is......................
6 The angle of reflection with the normal is 30ᵒ, then the glancing angle is......
7 The angle between the incident ray and mirror is 60ᵒ,then the angle between
reflected ray and mirror is......................
37
TELANGANA STATE
Name of the chapter: Reflection of light Worksheet. 12
Topic: Laws of reflection and their verification
CONCEPTS : 1. Incident angle and Reflected angle.
2. Laws of reflections and their verification.
3. Image and image formation.
Learning Outcomes
1. Students calculate angle of reflection when angle of Incidence is given.
2. Students understand the difference between angle of incidence and angle of reflection.
3. Students perform the experiments to verify the laws of reflection.
4. Students identify the changes in the image formed by a plane mirror.
Angle of Incidence: The angle between the normal and Incident Ray is called as Angle of Incidence
(i).
Fig. 1 Fig. 2
Angle of Reflection: The angle between normal and Reflected Ray is called Angle of Reflection (r).
Fig3 Fig4
38
LAWS OF REFLECTION (IN PLANE MIRRORS):
1. The Incident ray, Reflected ray and Normal all lie in the same plane.
2. The angle of incidence is always equal to the angle of reflection.
First law of reflection Second Law of reflection
Activity 1
Fig1 Fig2
1. Take a mirror of area of square feet and place it on the floor as shown in the figure.
2. Ask four students (A, B, C and D) to stand on four sides of the mirror respectively.
3. We can see the image of the person standing on the opposite side to each of the
person.
4. A can see the image of B and B can see the image of A.
5. Similarly, C can see the image of D and D can see the image of C.
6. A and B can’t see the images of C and D? Why?
7. It is due to Laws of reflection.
8. If the reflected ray of the incident ray from the first person reaches the second person
then the image appears, otherwise it doesn’t. (First Law of reflection states that, the
Incident ray, Reflected ray and Normal all lie in the same plane.)
39
Is there any difference in the image formed? If you observe in the image, you will find that
right of the object appears left in the image and left of the object appears right in the image. This is
called Lateral Inversion.
Examples of Lateral Inversion
Characteristics of Image formed by a Plane Mirror.

The distance of the Object from a plane mirror is equal to the distance of the image from the
mirror. Irrespective of the size of the plane mirror, the size of the image in the mirror is equal to the
size of the object.
ASSESSMENT
MCQ’s
1. The correct sentence among the following is ( )
a) Left of the object does not appears right in the image of a plane mirror.
b)The distance from the Object to a plane mirror is equal to the distance of the image from the
mirror.
c) Irrespective of the size of the plane mirror, the size of the image in the mirror is equal to the
size of the object.
d)Above all.
2. The angle between the incident ray and normal is called. ( )
a) Angle of incidence b) Angle of reflection c ) Lateral inversion d) None
3. The value of angle of incidence in the given diagram is. ( )
o o o o
a) 45 b) 42 c) 41 d) 40
Fill in the Blanks.
4. Angle of incidence is ____ to angle of reflection.
5. The angle made by the incident ray with ____ is called angle of incidence.
6. The angle made by the reflected ray with ___ is called angle of reflection.
o
7. If the angle between incident ray and reflected ray is 90 , then the angle of incidence is _____
o
8. If the angle between incident ray and reflected ray is 90 , then the angle of reflection is _____
o
9. If the angle made by the incident ray with the mirror is 30 , then the angle of reflection is _____
o
10. The angle of reflection when a ray is incident on a plane mirror at an angle of 90 degrees is __
40
TELANGANA STATE
Name of the chapter : Reflection of light Worksheet No. 13
Topic :Formation of images with plane mirror
Key Concepts:
1. Formation of images with a plane mirror and a spherical mirror (curved
Mirror).
2. Regular and irregular reflection of light.
3. Real and Virtual images.
Learning Outcomes:
1. Student explains the characteristics of the image formed by different types
of mirrors.
2. Studentuses the mirrors in appropriate way in day to day life situations.
3. Studentdifferentiates regular reflection of light with irregular reflection of
light.
Concept: Spherical Mirrors

Have you ever seen any type of mirrors other than a plane mirror?
Observe the following images.
.
Vehicle head light Dentist using to observe tooth Using in traffic signals Using as rear view mirror in vehicles.
The different mirrors shown in the above images are not plane mirrors. They are spherical
mirrors.
The inner surface of the cut piece of ball is
called concave surface and the outer surfaceof it is
called convex surface. If the reflecting surface of a
mirror is concave, it is called a concave mirror. If
the reflecting surface is convex, then it is called as
convex mirror.
41
Concave mirror Convex mirror
Concave surface is the reflecting Convex surface is the reflecting
surface. surface.
It forms real and virtual images. It forms virtual images only.
It forms inverted and erect images. It forms erect images only.
Image formed is enlarged or Image formed is diminished.
diminished or of same size.
Ex: Curved reflecting surface of Ex: Rear view mirror of a vehicle.
atorch light.
Images are of two types. 1. Real image 2. Virtual image

Real image Virtual image
It is formed due to convergence of real It is formed by thediverging light rays
light rays. produced to meet at a point.
It can be caught on a screen. It cannot be caught on a screen.
A real image is always inverted. A virtual image is always erect.
Ex: Image on a cinema screen. Ex: Image in a rearview mirror of a
vehicle.
Reflection of light depends on the reflecting surfaces.Reflection of light is of two
types.
They are 1. Regular reflection of light 2.Irregular reflection oflight
1. Regular reflection of light:
Reflection of light from smooth surfaces like plane mirror is called
regular reflection. Clear images are formed in the case of regular reflections.
2. Irregular reflection of light:

Reflection from a rough or irregular surface is called irregular reflection
or diffused reflection. Images formed are not cleardue to this type of reflection.
https://www.youtube.com/watch?v=-dBiDtCh0J8
42
ASSESSMENT
MCQs
Choose the correct answer write in the box provided against each question
1. Real image is formed by the following mirror. ( )

a) Concavemirror b )convex mirror
c) Plane mirror d) all the above
2. Convex mirror is used in ( )
a) Vehicle rear view mirrors b)ATM machine monitor
c) Hair dressing saloons d) All the above
Fill in the blanks with suitable word or phrase
3. Virtual image is formed by _____________ mirror.
4. _______________ type of an image can be caught on a screen.
5. Match the following
SET: A SET: B
1) Concave mirror ( ) a) virtual image
2) Convex mirror ( ) b) rough surface
3) Irregular reflection ( ) c) used by dentists
43
TELANGANA STATE
Name of the chapter : Reflection of light Worksheet No. 14
Topic: Applications of reflection of light
Concept : APPLICATIONS OF REFLECTION OF LIGHT

Learning Outcomes:
1. Student explains the uses of periscope by preparing it.
2. Explains that periscope and kaleidoscope work on the principle of reflection of light.
3. Applies the principles of reflection of light in day to day life.
4. Explains the images visualized in a kaleidoscope.
APPLICATIONS OF REFLECTION OF LIGHT

Using reflection of light we can make the following instruments.
1. Periscope
2. Kaleidoscope.
Activity - 1
Periscope (Make a Periscope)
1. Close the ends of the box collected.

2. Draw squres at the both ends.
3. Draw diagonals to these squares.
4. Slit the diagonals with blade.
5. Fix the mirrors in these equal length slits parallel to each other with their reflecting surfaces facing each
other. 450 angles at which the plane mirrors are fixed in a periscope. This is in Z shape.
6. Fix the mirrors formly to the box with glue or a few drops of molten wax.
7. Cut out two windows on the narrow sides of the box.
8. Your Periscope is ready for use.
Soldiers use periscope to see enemies from bunks.
44
Activity – 2: Kaleidoscope (making a Kaleidoscope).
It works on the principle of reflection of light. Collect

all the materials required to make a Kaleidoscope.
Make a kaleidoscope. You can use three strips of
plane mirrors to make it. Based on the angle fixed
between mirrors, it forms many images due to the
multiple reflections.
You are advised to visit the following link for more information
https://youtu.be/2JxG7WRN_iA
https://www.youtube.com/watch?v=us4XcLHJ71k
EVALUATION
Choose the correct answer and write it in the bracket given against question:
1. The angle at which the plane mirrors are fixed in a periscope is.. ( )
A) 450 B)350 C)550 D)400
2. Periscope is very useful for ( )
A) Farmers B) Businessmen C) Students D) Soldiers
3. To get maximum number of images, the angle between two plane mirrors should be ( )
A) 200 B) 00 C) 900 D) 1800
Fill in the blanks:
4. Kaleidoscope works on the principle of __________________________________
5. Number of times the light gets reflected in a periscope is _________________.
6._______________________ image (type) is formed by a plane mirror.
7. The type of mirror used in hair dressing saloons is _______________________.
8. Type of mirror used in a Kaleidoscope is _________________________.
9. Periscopes are used in thefield of __________________.
10. Number of images formed when two planes mirrors are arranged parallel to each other is _______
45
TELANGANA STATE
Name of the chapter : Changes around us
Topic : Changes around us Worksheet No-15
KEY CONCEPTS
 Physical Change
 Chemical Change
 Galvanization
LEARNING OUTCOMES
1. Students give examples for Physical Changes by observing the changes
in the materials around them.
2. Students give examples for the Chemical Changes taking place in the
materials.
3. Students are able to identify the differences between Physical and
Chemical Changes.
4. Students use the knowledge of the Physical and Chemical Changes in
day to day life applications.
5. Students are able to make a hypothesis on Chemical Changes.
CONCEPT -1
PHYSICAL CHANGE
When a material undergoes a change in its shape, size, colour or state without
the formation of a new substance, then it is called a Physical Change. In a
physical change, the substance remains as it is. Generally in Physical Changes
no new substances are formed.
Let’s see few examples:
1. A Cool water bottle taken out from deep fridge.
2. Change in the shape of a sponge when we apply a force.
3. Blowing air into a balloon.
4. Solidification of coconut oil during winter season.
5. Filling air in a tube.
46
Activity -1
Heating a beaker containing ice cubes
Fig-1 Fig-2 Fig-3

Take few pieces of ice in a beaker (Fig.1) and heat them. As shown in Fig-2 we
can notice that ice slowly melts and becomes water. On further heating it
changes its state from water to steam as shown in Fig-3. When we reverse this
process of heating by reducing the temperature, we find that the water vapour
changes back to water and when temperature is further reduced, water
changes to ice. In this activity, did you notice any change in shape and
volume? Is there any new substance formed?
CONCEPT -2
CHEMICAL CHANGE
When a material undergoes a change in its composition, it is called a Chemical
Change. In Chemical changes new substances are formed.
Let’s see few examples
1. Burning of Wood
2. Rusting of Iron metal.
3. Turning of Milk into Curd.
4. Formation of ash when a newspaper is burnt.
5. When a magnesium ribbon is burnt

on a candle flame, a brilliant White Dazzling
light and a powder of magnesium oxide is formed.
Magnesium + Oxygen (from air) ----> Magnesium Oxide
47
On adding some water to this powder of magnesium oxide, we get the solution
of magnesium oxide. We can find the nature of this solution using acid-base
indicators. Generally magnesium oxide has a basic nature.
Activity -II
Take a glass tumbler, fill half of it with water and

add a full teaspoon of Copper Sulphate crystals to it
and stir it to dissolve the solid. A blue coloured
solution is formed. Put an Iron nail into the solution
and keep it undisturbed for 30minutes. Observe the
colour of the solution in which iron nail is dropped.
When we remove the iron nail from the beaker we
notice that blue colored solution changes into green color (iron sulphate) and a
brown colour (copper) is deposited on the iron nail.
Copper Sulphate (Blue)+ Iron ----> Iron Sulphate(green) +Copper (Brown-deposited)
CONCEPT -3
GALVANIZATION
The process of depositing or coating zinc or chromium on

iron metal is called Galvanization.
We can prevent iron metal from rusting for a long period
by Galvanization process.
Let’s see some examples:
1. Coating on a Bicycle handle.
2. Coating on Vehicle Rims.
3. Coating on Metal railings.
4. Coating of zinc on iron water pipes used in

household purposes to prevent rusting on iron.
48
ASSESSMENT
I. Answer the Multiple Choice Questions given below:
1. A piece of a paper was cut into four pieces. The type of change occurred
in the paper is ( )
a) Chemical change b) Physical change

c) Both changes d) No change
2. Melting of Wax is this type of change. ( )
a) Chemical change b) Physical change

3. Stretching and releasing a rubber band represents a ()
a) Chemical change b) Physical Change

II. Match the following
1) Growing of hair ( ) A) Acetic Acid

2) Atmospheric pollution ( ) B) Slow change
3) Breaking of a mirror ( ) C) Chemical Change
4) Galvanization ( ) D) Physical change
5) vinegar ( ) E) Depositing zinc on iron metal
49
LEVEL-2
Academic Year 2020-21

CHAPTER–I : FORCE
CHAPTER–II : FRICTION
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
TELANGANA, HYDERABAD
ACADEMIC YEAR- 2020-21, LEVEL – 2
Class: VIII Medium: English Subject: Physical Science
Name of the chapter : Force Worksheet No. 1
Topic / Concept: Force and Push
KEY CONCEPTS
1. FORCE
2. EFFECTS OF FORCE
3. USES OF FORCE IN DAY TO DAY LIFE
LEARNING OUTCOMES
Students….
1. Able to explain the concepts of Force and give examples for force.
2. Make hypothesis for the changes occurring in the nature and force is the
cause behind it.
3. Able to explain the difference between pull and push.
4. Able to understand the concepts of force and make use of them in their
day to day life.
5. Could give examples for pull and push.
6. Able to perform few activities takes place du tot force.
INTRODUCTION:
In ancient days, people thought that an invisible force was responsible for the
changes occurring in nature.The words force, effort, strength and power had almost
same meaning at that time.
“Force is a pull or a push”.
A force can act on an object with or without being in contact with it. The force acting
on a body is either a contact force or force acting at a distance(field force).
Let’s see few examples:
1. Changes in seasons, changes during sun rise and sun set.
2. Changes in tides of sea.
1
3. Force needed to ride a bicycle.
4. Lifting a school bag.
5. Stretching arubber band ,
6. Lifting, Picking of objects digging.
Few examples for pulling(Force as a pull).
Few examples of pushing (force as push)
Let’s see a few examples for both pull and push.
1. While zipping a bag we pull and push to open and closeit.
2. We pull and push a table desk to open and close it.
3. We pull and push a sliding window to open and close it.
2
ACTIVITY-1
Identify the following tasks (actions) as Push or Pull or Both.
Sl. No. ACTION PICTURE PULL/PUSH/BOTH
1 Digging a bore well.
2 Sipping juice with a

straw.
3 A magnet attracting iron

nails.
4 Fruits falling from a

tree.
5 Hoisting a flag.
ASSESSMENT
Answer the following questions:
1. Give a few examples of changes that occur due to force?
2. Mention any two situations for pull observed in day to day life?
3. Mention any two situations for push observed in day to day life?
4. Mention any two situations for both pull and push observed in day to day life?
Multiple choice questions:
1. Knotting a rope is an example for ( )
A)Push B) Pull C) Both pull and push D) None
2. Hitting a cricket ball is an act of ( )

A) Push B) Pull C) Both pull and push D) None
3. Filling the air in a tyre of a car is an example of ( )

A) Push B) Pull C) Both pull and push D) None
3
TELANGANA, HYDERABAD.
Topic / Concept: Types of forces
KEY CONCEPTS
1. Types of forces.
2. Effects of force.
LEARNING OUTCOMES
Students…
1. Explain the concept of force and could give examples.
2. Make hypotheses for the changes taking placing in nature and find that
force is the reason behind those changes.
3. Explain the effects of force acing on the objects.
4. Find that a force on an object acts in different ways.
5. Identify the difference between contact force and field force.
In the previous worksheet we have learnt about the effects of force.

We call the actions of pull or push as force.
Now let us learn how a force acts on an object in different ways.
Can we call the efforts applied on objects by means of pushing or pulling it as force?
Let’s observe few examples :
1. Why do fruits falling from a tree always fall on the ground?
2. A ball rolling on the ground stops after some time. Why?
4
Observe the following:
Erasing the letters/words on a

blackboard with a duster.
A magnet attracting iron nails.
Attraction of pieces of paper by a

charged balloon.
Ploughing a field.
Deflection of magnetic compass needles

placed around amagnet.
From the above examples, we can say that forces action objects in different ways.Some
types of forces act on objects to change their state or motion.
We cannot directly see the force acting on a body in all cases, but we can see the effect
caused by that force.
Force on the objects actsin two ways. One is directly, another is indirectly.
On the basis of this, forces are classified into two types.
1. CONTACT FORCES 2. FIELD FORCES
Observe the diagram.
Types of forces
Contact forces Field forces
1. Muscular force
2. Force of friction 1. Magnetic force
3. Normal force 2. Electrostatic force
4. Tension Force 3. Gravitational force
5
The force which results when there is a direct physical contact between
two interacting objects is known as a contact force.
The force which occurs without any physical contact between two objects
is known as a force at a distance or field force.
ASSESSMENT
Answer the following questions.
1. Write the differences between contact force and field force?
2. write two examples for contact force.
3. write two examples for field force.
MCQs
1. The force acting on an object is a ( )

A) Field force B) Contact force
C) Field force or Contact force D) None of the above
2. The force acting on a stone thrown up is ( )

A) Field force B) Contact force
C) Both Field force and Contact force D) None of the above
3. A magnet attracting a pin of Iron is ( )

A) Both Field force and Contact force B) Field force
C) Contact force D) None of the above.
B) An example for a contact force is ( )

A) Falling of fruits from a tree.
B) Attraction of an iron nail by a magnet.
C) Attraction of pieces of paper by a balloon when they are bought near the balloon.
D) Writing with a pen.
6

Name of the chapter : Force Worksheet No.3
Topic / Concept: Field Forces and Contact Forces
KEY CONCEPTS
1. Types of forces.
2. Field force and Contact force.
LEARNING OUTCOMES
Students....
1. Able to understand the concept of field force and could give examples for it.
2. Able to write the differences between field force and contact force.
3. Could understand and apply the uses of different types of forces in day to day
life.
4. Able to form hypotheses for field force, gravitational force and electronic force.
5. Able to perform activities related to field force, gravitational force and electronic
force.
The force which occurs without any physical contact between two objects is known as a force at a
distance or field force. Field forces are of three types, they are:
1. Magnetic force.
2. Electrostatic force.
3. Gravitational force.
.
Let us understand magnetic force:
Magnetic force:A magnet can attract or repel another
magnet without any contact. This invisible force of
attraction or repulsion between two magnets is called
magnetic force. Magnetic force is a field force. This
force can also exist between a magnet and magnetic
materials (like iron).
Activity -1(Understanding magnetic force)

1. Take a bar magnet and keep it on the table.
2. Take a magnetic compass needle and keep it near the bar magnet.
3. What will happen if the needle is brought closer to the magnet ? Guess.
4. As soon as the needle is brought closer to the magnet, it will get attracted by the magnet.
5. Why does the bar magnet attracts the needle placed nearer to it?
6. How far the needle to be kept to get attracted by the magnet?
7. Up to what extent around the magnet is this force of attraction present?
7
Let us see another activity: Activity-2: Visualizing a magnetic field
1. Take a bar magnet and place it on a table.
2. Place a thick white paper over it (White drawing
sheet).
3. On the paper, sprinkle fine powder of iron
(iron filings).
4. Tap the table or the paper gently with
apen/pencil.
5. What do you observe? Do you find any pattern
of iron filings there?
6. This pattern represents magnetic field around the bar magnet.
7. You can see that in a small space around the magnet, iron filings set themselves in a pattern
because they are affected by the magnetic force of the fieldcreated by the bar magnet.
8. The space around the magnet where its influence (force) can be detected is called magnetic field.
9. The magnetic field is three dimensional.
Magnetic force of lines
Electrostatic force
The force exerted by a charged body on another charged body is known as

electrostatic force.
Let’s perform an activity to understand electrostatic force.
Activity -3
1. Take a balloon, inflate it and tie up the open end.
2. Now cut a paper into small pieces and place them on the
floor.
3. Rub the balloon with a paper and bring the balloon near the
pieces of papers.
4. What happens now? Are the bits of paper pulled towards the
balloon?
5. Why does the balloon attract the pieces of paper?
6. We can say that when the balloon is rubbed with a paper, it acquires an electrostatic charge on its
surface.
8
7. The balloon is now said to be a charged body.
8. When it is brought near the bits of paper, the pieces acquire opposite charge and will rise and
cling to the balloon.
Gravitational force
 What happens if an object is thrown upwards?
 What happens if we drop a ball in the air from the top of a
building?
 Why do the fruits fall down from a tree?
 In all of the above examples,some force is acting on the
objects.
If an object is thrown upwards, there exists a force

which pulls it down towardsthe earth, because of this
it falls down to the ground. We call this force as Gravitational force.
1. Every object on the Earth or close to Earth will experience a

gravitational pull.
2. This force of gravity (gravitational force) exists not just
between the earth and objects on it but also between any two
bodies (or masses) present everywhere in the universe.
3. The earth is so massive and huge compared to all other objects
on it.
4. So all the other objects close to the earth are attracted or pulled towards it.
5. Gravitational force works even the objects are not in contact. So, this is a field force.
ASSESSMENT
ANSWER THE FOLLOWING QUESTIONS:
1. List out the required material to conduct an activity to understand the electrostatic force and write
the procedure?
2. Explain the experimental procedure to understand the magnetic field?
3. Draw the diagram of magnetic lines of force around a bar magnet?
4. How do you charge a balloon?
5. Write any two situations of gravitational force observed in day to day life.
9
MULTIPLE CHOICE QUESTIONS:
1. The attraction or repulsion between two objects is known as ( )
A) Electrostatic force B)Gravitational force
C) Muscular force D) Contact force
2. The space around the magnet where its influence can be detected is called ( )
A) Magnetic field B)Electrostatic force
B) Gravitational force D)Muscular force
3. The reason for the attraction of pieces of paper by the balloon is ( )

A) Electrostatic force B)Gravitational force
C) Magnetic force D) Contact force
10

Name of the chapter : Force Worksheet No.4
Topic / Concept: Muscular Force and Force of Friction
KEY CONCEPTS
1. Types of forces.
2. Muscular force and force of Friction.
LEARNING OUTCOMES
Students..
.
1. Understand the types of forces and could give examples for them.
2. Make an hypothesis for force of friction.
3. Explain the differences between muscular force and frictional force.
4. Understand frictional force and muscular force in day to day life.
5. Able to perform activities related to force of friction and muscular force.
Let’s see few situations to understand muscular force.
From the above, we observe that we need musuclar force to do some sort of works in our day to day life.
1. In all the actions that we perform in our daily life like brushing, bathing, eating, writing, driving
and walking; we have to exert a force.
2. Do you know from where does this force come?
3. The force which we exert by using our body muscles is known as muscular force.
4. Human beings and animals use muscular force to carry out their regular physical activities.
5. Muscular forces can be exerted only through contact with the body.
11
The force which we exert by using our body muscles is known as muscular
force. It is a contact force.
Activity-1
List out some examples for muscular force observed in day to day life situations.
Sl.No. Activities where we exert muscular force
1 Lowering a basket
2
 The term muscle refers to multiple bundles of muscle cells held together.
 Muscles are normally arranged in such a way that as one group of muscles contracts or shortens,
another group of muscles relaxes or expands.
 For example, if you throw a ball, the muscles in your chest and front side of your shoulder
lengthen to pull the arm forward, while the muscles in the back and rear of your shoulder undergo
contraction to slow down the motion.
Force of Friction
Observe these pictures to understand the force of friction.
1. When a ball is rolled on a leveled ground,it stops in variably
after sometime. What is the reason for this?
2. If you stop pedaling your bicycle on a leveled road you
observe that its speed decreases gradually.
3. Why does the speed of the bicycle decreases gradually?
4. Is there any force acting on it which tends to reduce its speed?
 When a ball rolls on a leveled ground, the ball moves forward
when the surface of the ball and the surface of the ground are in
relative motion to each other.
 The ball rolled on the ground stops after sometime.
 The reason for this is that there is some force of resistance
between the two surfaces which is opposing the motion of the
ball. So the ball stops.
 Similarly, for the same reason, the bicycle also comes to rest after travelling some distance.
 The rolling ball moves farther on a smooth marble floor than on a rough sandy surface.
 The force of resistance to the motion seems to be more on the rough surface than on the smooth
surface.
Force of Friction:Friction is the resistance to the motion of a body over the surface of
another body. Friction opposes the relative motion of the two surfaces in contact.
The direction of friction is always opposite to the direction of motion relative to the
surface.
12
Activity-2
Let’s do an activity to understand force of friction:
1. Take a tray. Place a small ice cube, eraser and a rupee coin on a line
at one end of the tray.
2. Now slowly lift this end of the tray as shown in the figure.What do
you observe?
3. Which one of these three objects slide down first? Why?
4. Does the motion of all objects experience same resistance? If not
why?
5. Which of the objects experience more resistance to its motion? Why?
6. Why is there a change in resistance experienced by the motion of objects though they all slide
down on the same plane?
7. Do this activity with different objects like a book, a ball, a pen, a stone etc., and record your
observations.
8. We find that that the resistance offered to the motion of objects in the plane, depends on the
smoothness and roughness of the objects.
 Let’s imagine a world without friction.
 Would it be possible to drive a car if there is no friction between the tyres and the road?
 Would it be possible to write with a pen on a paper?
 Would it be possible to write with a piece of chalk on a black board?
 Can we walk on a road without friction?
No, we cannot do all the above mentioned things if there is no force of friction in the world. We
cannot imagine the world without friction. It is essential for the survival of mankind and all living
things on earth.
ASSESSMENT
Answer the following questions:
1. Mention any two examples for muscular force.
2. Give any two examples for force of friction?
3. List the required material to perform an activity to demonstrate the force of friction and write the
procedure?
4. Mention the consequences if there is no force of friction on earth?
MCQ`s
1. The force which we exert by using our body muscles is known as ( )
A) Friction force B) Muscular force
C) Gravitational force D) Electrostatic force
2. If there is no force of friction, we cannot ( )
A) speak B) walk C) eat D) read
13
Topic / Concept: Normal Force and Tension Force
KEY CONCEPTS
 Types of forces.
 Normal force and Tension force.
LEARNING OUTCOMES
Students….
1. Understand the types of forces and could give examples for them.
2. Are able to form hypothesis for Normal force.
3. Explain the differences between normal force and tension force.
4. Able to apply the understanding of concepts of normal force and tension force in day to
day life.
5 Perform the activities related to normal force and tension force.
Introduction:
In the last worksheet we have discussed about the types of forces like muscular force and
force of friction.
Let’s discuss the other types of contact forces - Normal force and Tension force.
Sometimes we cannot see the effects of force with our naked eye, but we can experience that force
in our day to day life.
Let us understand the Normal force(which is a kind of a contact force) with an activity.
Activity-1
1. Place a book on a table.
2. Is it in the state of rest? Is there any force acting on that book?
3. Imagine that the table has disappeared suddenly by magic, what
will happen then? /
4. The book will fall down due to the gravitational pull of the Earth.
5. Even when a book is lying on the table, the gravity pulls the book down all the time but the book
does not fall down because it is supported by the table.
6. Therefore, there exists a force which supports the book against gravity by pushing it upwards.
7. The direction which is perpendicular to the plane of a surface is said to be normal.
14
8. In the above example the downward gravitational force is balanced by the an upward force, it is
called “normal force”.
9. Since these two forces are of equal magnitude and acting in opposite directions.
10. We say that the net force acting on the book is zero and the book is in equilibrium.
The force that a solid surface exerts on any object in the normal direction
is called the normal force.
“Normal force is always equal and opposite to the gravitational force.
Tension force
Tension force is a kind of contact force. We find this kind of force in a rope or string. Tension force is also
equal and opposite to the gravitational force which acts on the objects. The tightness of rope or string is
called tension.
Activity-2
Let’s do an activity to understand the Tension:
As shown in the figure, a wooden block is suspended with the help of a string and its free end is
tied to the ceiling.
 What is the state of the wooden block?
 What forces are acting on it?
 What will happen if the string is broken?
 We know that the wooden block would fall down due to
gravitational pull (weight) of the earth if the string is broken.
 For a wooden block tied to the string, gravity pulls down the
wooden block all the time but it does not fall down because it is supported by the string.
 Thus, there exists a force which supports the wooden block against gravity by pulling it upwards.
 What do we call thisforce?
 It is called 'tension'. It always pulls the body upwards along the string.
 Tension is a contact force.
How do we determine the limiting force that can be borne by a string?
Lab activity:
Aim: To find the limiting force that can be borne by a string.
Material used: Spring balance, weights, light strings of length of 10cm

length and of equal thickness, weight hanger.
15
Procedure:
1. Arrange the system as shown in figure.
2. Put some small weights like 50 gm on the weight hanger and note the readings of the spring
balance.
3. Now, add some more weights to the hanger and note the readings of spring balance.
4. Do the same till the string gets broken.
 Note the reading of the balance in the following table.
Sl.No. Type of String Limiting Force
1
2
 After conducting the experiment with different strings, we can conclude different strings have
different limiting force that can be borne by a string.
ASSESSMENT
I. Answer the following questions:
1. Explain the tension force with an example?
2. List out the materials required to find the limiting force that can be borne by a string. Write the
experimental procedure?
3. Explain an activity to understand the normal force?
4. What happens if there is no tension on objects like a rope or a string?
5. What happens if there is no normal force on objects?
II. MCQs
1. The forces acting on a book which is kept on the table ( )
A) Tension force, gravitational force B) Gravitational force, force of friction
C) Normal force, gravitational force D) Normal force, tension force
2. Tightness of a rope or a string is called ( )

A) Normal force B) Tension force
B) Gravitational force D) Magnetic force
3. The effect of the normal force and tension on a object is ( )

A) equal B) opposite
C) equal and opposite D) no effect
16
Class: VIII Medium: English . Subject: Physical Science
Name of the chapter : FORCE Worksheet No.: 6
Topic / Concept: Net Force Acting on a Body
_________________________________________________________________________________
LEARNING CONCEPTS
 Net force acting on a body
Learning Outcomes:
The student…
1. Explains about resultant force (net force).
2. Estimates the direction of motion of a body.
3. Gives reasons for the states of ‘rest’ and ‘motion’ of an object.
4. Calculates the net force acting on a body.
5. Draws diagrams to represent the direction of forces acting on a body.
Net Force acting on a body
 What are the forces acting on a body which is either in motion or at rest?
 Do all the forces (acting on the body) act in the same direction?
 How do we calculate the net force?
Net force: The algebraic sum of all the forces acting on a body is called net
force. It is denoted by Fnet.
When will be a body said to be in motion?

If the net force acting on the body is not zero, that body will be in motion. When
a body is in motion Fnet> 0.
If the net force is zero (Fnet=0), the state of body will be stationary.
17
The strength of a force is usually represented by its magnitude. The direction of
a force is as important as its magnitude. We represent the direction of force using
‘arrow’ (→).
Activity – 1
EFFECTS OF NET FORCE ACTING ON A
TABLE
Try to push a heavy wooden table. Is it hard to push?
Are you unable to push it alone easily?
Ask your friend to help you in pushing the table in the
same direction
Both of you together are able to push the table easily.

This is because the force applied by your friend is added to the
force exerted by you and the two forces act on the table in the
same direction.
Now ask your friend to push the table from the opposite side.
Does it move? If it moves, then in which direction does it
move?
When you and your friend push the table from opposite sides, the table doesn’t move
if both of you apply force with equal magnitude. Let us assume that one of you exerts
a relatively larger force, what will happen? Why?
The table moves in the direction of force applied by the person who applies a
relatively larger force.
All forces have both magnitude and direction. While adding the forces, the directions
of forces have to be taken into account. When forces act on a body along a straight
line and they are in the same direction, the net force is
taken as the sum of all forces acting on the body. To
add forces, sign convention must be used. As shown
in the figure the force F1 directed towards right could
be taken as positive and the force F2 acting towards left could be taken as negative.
Let the forces F1 and F2 act on the table in opposite directions as shown in the figure
and F1>F2, Then Fnet = F1 + (-F2) = F1 - F2
When the forces acting on a body (in a straight line) are in the same direction
Fnet = F1+F2
18
Activity-2
EFFECTS OF STRETCHED RUBBER BANDS ON FINGERS
Take a rubber band; stretch it using your
fingers. When you stretch the rubber band it
exerts force (F) on your fingers and you feel the
force of pull on your fingers.
If you add one more similar rubber band
around your fingers and stretch both of them
together to the same length, you would feel that
the combination of two bands exerts a larger force (F+F) than that of one.
Fnet = F + F = 2Funits
Increase the number of rubber bands around your fingers and observe the force
exerted on your fingers by the rubber bands.
We can express it as :
The unit of force in SI system is Newton (N).
For more information click the following links.

https://www.youtube.com/watch?v=CkCsa3b73fQ
https://www.youtube.com/watch?v=B6mi1-YoRT4
ASSESSMENT
I. Answer the following questions.
1. Explain net force with suitable example?
2. Give two examples for two or more forces acting on a body.
3. A body on a table is at rest even though 2N force applied on it. Give reasons
for its state of rest.
II. Multiple choice questions.

1. Direction of friction force is ( )
A) Downwards B) Direction of applied force
C) Upwards D) Opposite to the direction of motion of the body
2. A book is kept stationary on a table. Normal force on it is suspended by( )

A) Muscular force B) Tension force
C) Magnetic force D) Gravitational force
3. 3. If F1 = 8N and F2 = 7N act on a body in opposite direction. Fnet is ( )

A) 4N B) 6N C) 10N D) 1N
19
Class: VIII Medium: English . Subject: Physical Science
Name of the chapter : Force Worksheet No.: 7
Topic / Concept: Free Body Diagram
_____________________________________________________________________________
KEY CONCEPT: Free Body Diagram
LEARNING OUTCOMES:
The student…
1. Explains different forces acting on a body using free body diagrams.
2. Identifies the direction of forces acting on body.
3. Describes net force acting on a body
4. Calculates net force acting a body
5. Draws free body diagrams to show all forces acting on a body and calculate net
force.
Free Body Diagram: The diagram showing all the forces acting on an object at a
particular instant of time is called Free Body Diagram(FBD).
Activity – 1
Identifiying various forces acting on a moving car
and drawing afree body diagram(FBD).
Let a car be moving with a non uniform speed along a road.
 What are the forces acting on the car?
 What is the net force acting along the vertical
direction?
 What is the net force acting along horizontal
direction?
 Draw all the relevant forces acting on the body.
(We call it a free body diagram, FBD)
How to calculate net force from free body diagrams (FBD)?
► Choose a coordinate system with X-axis and Y-axis as shown in the above figure.
► Sign convention is to be taken along the directions of X and Y axes and find algebraic
sum of force.
20
► Then those values give the net forces along X and Y directions respectively.
The forces acting on the car are shown in the FBD (Free body diagram):
They are:
Force applied by the engine = F
Friction applied by road = f
Normal forces are N1 and N2
Gravitational force (mg) = W
Net force along X-axis Fnet,X=f – F
Net force along Y-axis Fnet, Y=N1 + N2 – W.
Activity – 2
Let us draw a FBD and calculate the net force on a block pulled on a horizontal plane.
Draw a free body diagram to show all the forces acting on the block when it is pulled on a
horizontal plane.
The force applied to pull the block is F
The friction force acting at the surface of contact of
the block with the floor is f
Net force along X-axis, Fnet, X= f–F
When F > f,the block moves in the direction of F.
Normal force acting at the surface = N
Gravitational force (mg) = W
Net force along Y – axis, Fnet, Y = N –W
21
ASSESSMENT
1. Why do we use a free body diagrams (FBD)?

2. Draw a free body diagram for a boy riding a bicycle.
3. Find the net forces acting on the following blocks.
4. A woman is drawing water from a well. Draw a FBD to show the forces acting on
the bucket when she is pulling the bucket.
1. The two forces F1 = 3N and F2 = 7N act on a body in the same direction. The net
force acting on the body (Fnet) = ( )
A) 4N B) 6N C) 10N D) 21N
2. When two equal forces are acting on a body in opposite direction ( )

A) The body moves rapidly. B) The body does not move.
C) The body moves slowly D) The body moves in upward direction.
3. The sign of the force that acts towards right side of Y- axis is ( )
A) > B) + C) - D) <
4. Force has ( )
A) Magnitude B) no units
C) Direction D) Magnitude and direction
5. If two forces F1 = 3N and F2 = 7N act on a body in opposite direction. The net

force acting on the body (Fnet) = ( )
A) 4N B) 6N C) 10N D) 21N
22
Topic / Concept: Net Force Acting on a Body – Problem Solving

________________________________________________________________________________
LEARNING CONCEPTS
 Net force acting on a body-Problem Solving
Learning Outcomes:
The student…
1. Explains the net force.
2. Estimates the direction of motion of a body.
3. Gives reasons for the states of ‘rest’ and ‘motion’ of an object.
4. Calculates net force acting on a body.
5. Draws diagrams to represent the direction of forces acting on a body.
Net Force acting on a body- Problem Solving
In the previous worksheet we learnt about net force acting on a body.
 Did you know how to calculate the net force acting on a body?
 Did you know the arrow in the FBD gives any information?
 What is the net force on a body if two forces act on it in the opposite direction
and in the same direction?
To know the answers for the above

questions, read the following and
observe the given diagram.
23
Let us solve some problems on FBD.
Eample-1:
Observe the given diagram and calculate the Net force acting
on it?
Solution:
How many forces are acting on the car?
Yes, 2 forces (F1 and F2) are acting on the car.
What is the magnitude of each force?
Each force is equal to 10 N.
What is the direction of the forces?
Both forces are acting in the opposite direction to each other. So
the direction of force (F1) is positive the direction of force (F2)
is negative.
So the net force (Fnet) = F1 + (-F2)
= 10 N + (-10N)
= 10-10=0N
Note: If net force on a body is zero, then the object is at

rest/stationary.
Example-2:
Observe the given diagram and calculate the Net force
acting on it?
Solution:
How many forces are acting on the car?
Yes, 2 forces are acting on the car, they are F1 = 10 N and
F2 = 7 N.
What is the direction of those two forces?
Both the forces are in the opposite direction to each other.
So the direction of F1 is positive the direction of F2 is
negative.
So Fnet = F1 + (-F2)
= 10 N + (-7N)
= 10-7 =3N
Note: If net force on a body is not equal to zero, then the object will be
in the motion.
24
Example-3: Observe the given diagram and
calculate the Net force acting on it?
Solution:
How many forces are acting on the object?
Yes, 2 forces are acting on the object, they are F1 =
25 N and F2= 15 N.
What is the direction of those two forces?
Both forces are acting in the same direction. So the direction ofF1 is positive the
direction of F2 is also positive.
So Fnet = F1 + F2
= 25 N + 15N
= 40 N
ASSESSMENT

1. Two forces are acting on a body (in a straight line) with magnitudes 10N and
8N in the same direction. Calculate the net force acting on the body.
2. A force of magnitude of 12N is applied on a body kept on a table in the east
direction. Another force of 15N is applied on the same body
in the west direction. Does the body moves? If so, in which
direction it would move?
3. Find the net force acting on the body in given diagram.

1. When the forces are acting on a body are equal in magnitude but opposite in
direction, the body (state) ( )
A) Moves front B) Moves back C) Remains stationary D) moves up
2. In which of the following cases, the body is in motion ( )
A)
B)
C) D)
25
ACADEMIC YEAR-2020-21, LEVEL – 2
Topic / Concept: Effects of Force Acting on a body
LEARNING CONCEPTS
 Effects of force acting on a body
Learning Outcomes
The student…
1. Explains the effects of forces acting on a body.
2. Analyses different effects of forces acting on a body.
3. Describes how net force can change the state of motion, direction of motionand the
shape of body.
4. Gives examples for change inthe state of motion, direction of motion and shape
when forces act on a body.
5. Draws free body diagrams.
.
What can a Force Do?
Force can change the
1. State of motion of an object.
2. Direction of motion of a body.
3. Shape of an object.
.
Activity – 1
Effect Of Force On Change Of State Of Motion
Of An Object.
Observe the picture. A boy is playing with a foot
ball. Let us observe the state of motion of the ball. Before
kicking the ball, it was at rest and the state of motion of the
ball is ‘rest’. When the player kicks it, it is set into motion.
26
When another player comes and applies force to stop it, it comes to rest. The ball comes to
rest when net force acting on it becomes zero.
In the game of cricket, a bowler sets the ball into motion whereas a fielder brings it to
rest by applying force.
If a force acts on a body (moving with constant speed) in the direction of its motion, the
speed of thebody moving with constant speed increases.
“The force can change the state of motion of an object”.
Give some more examples of this kind.
Activity – 2
Effect Of ForceOn The Direction Of Motion Of An Object’.

Observe the picture. When the bowler bowls a ball
aiming at the stumps,the batsman hits the ball and changes its
direction towards a boundary.
On a carom board when the striker hits the coins, not only
coins but also the striker changes its direction of motion.
A football player changes the direction of the motion of

the ball by kicking it.
If the net force acts in the direction opposite to the
direction of motion of a body, it either slows down or changes the
direction of motion.
Give some more examples of this kind.

‘Force can change the direction of motion of an object’.
Activity – 3
Effect Of Force On The Shape Of An Object
Collect some materials such as sponge, rubber band, paper, plastic, glass etc. Apply
force on them and observe the changes in their shape; note your observations in the
following table.
Sl. No. Object/ body/ material Action of force Change in shape

(Temporary/Permanent)
1. Paper Crushing paper Temporary
2.
3.
4.
5.
6.
27
What do you conclude from the above activity?
You may conclude that
“Force not only changes the state of motion but also can change the shape of
an object”.
ASSESSMENT
1. Give some examples to say “force changes the direction of motion of an object”.
2. Explain the effect of force on a body to change its state of motion.
3. What are the forces that act on a body to change its state of motion?
4. What are the effects of force?
5. List some advantages of force.
II. Multiple Choice Questions:
1. A force cannot change the ( )

A) Mass B) shape
C) speed D) direction of motion
2. When two forces act in the same direction, the resultant force is =( )
A) Difference of the forces. B) Sum of the forces.
C) Product of the forces. D) Zero (net force).
3. If a force acts on a body (moving with constant speed) in the direction of its
motion, the speed of the body moving with constant speed ( )
A) Zero B) Increases C) Decreases D) Cannot be measured
4. The S.I. unit of force is ( )

A) second B) Kg C) newton D) meter
5. An example for permanent change in the shape of an object is ( )

A) Crushing the grains. B) Squeezing a sponge.
C) Stretching a rubber band. D) Breaking a toy.
28

Topic / Concept: Force – Pressure
LEARNING CONCEPTS
 Pressure
Learning Outcomes
The student….
1. Explains pressure with suitable examples.
2. Analyses different effects of forces acting on a body.
3. Describes the change in effect of force with area of contact.
4. Gives examples for pressure acting on a body.
5. Lists applications of pressure.
 Why is it very easy to fix the nails having sharp edge into the wall.?
 Can we fix the blunt nail into the wall easily?
 Why do the objects like knife have sharp edges?
Activity – 1
Change in effect of force with area
of contact.
Take a pencil and push its rounded end on

your palm gently. Now push from the sharpened side
of the pencil on your palm with same force.
What do you observe?
Take a nail and try to fix it into a wood log by

placing its flat head on the wood log. What do you
observe? Now place the sharp edge of the nail on the
wood log and try to fix the nail into it with the same
force. What difference do you find?
29
In the above two cases, though the magnitude of applied force is same, sharp lead of a pencil
harms you more than the other edge and the nail can be easily fixed into the wood by placing its
sharp edge into the wood but not by placing its flat head.
It reflects that ‘Effect of force depends on area of contact on which the
force is acting’.
If the area of contact decreases, the effect of force increases.
If the area of contact increases, the effect of force decreases.
The force acting perpendicularly on unit area of a surface is called pressure.
Pressure = Force /Area
The unit of pressure in S.I. system is newton/ meter2orN/m2.
Activity – 2
Identifying the effects of force
Take two trays filled with fine sand or lime powder up to same level.
Take two rectangular bricks of same shape and same mass.
Gently drop one brick vertically from a height of 5cm into the sand. Drop another brick
horizontally from the same height of 5cm into the
sand.
Measure the depth up to which both the bricks that

sank into the sand/powder.
What do you observe?
You will find that the brick that is dropped vertically

sinks to more depth. Why?
Since masses and shapes of the bricks are same, the force applied by sand/lime powder is also
same. The difference in surface area of brick in contact with sand/ lime powder is responsible for
the difference in the levels to which they sink in the sand/ powder.
So we can conclude that “for a given force, if the surface area is smaller, the pressure will
be greater. If the surface area is greater, the pressure will be smaller”.
That is the reason why,
Lorries carryingheavy loads have a large number of broader tyres. (greater

area of contact)
School bags or shopping bags have broad straps as handles. (greater area of contact)
Edge of an axe or knife is sharp etc. (smaller area of contact)
30
ASSESSMENT
1. The tyres of cars are broader than the tyres of bikes. Why?
2. Explain pressure with an example.
3. How can you increase or decrease pressure acting on a body?
4. What are the effects of forces on area of contact of the surface?
5. List out some advantages of pressure.
II. Multiple Choice Questions.
1. If a force is applied on a smaller area of contact, the pressure exerted is ( )

A) More B) unchanged C) less D) zero
2. The force acting perpendicularly on unit area of a surface is called ( )

A) Volume B) field C) pressure D) force
3. S.I. unit of pressure is ( )

A) Kg/m3 B) Kg/m2 C) Kg/m -2
D) Kg/m
4. Pressure exerted at the tip of a needle, when force is increased on it ( )

A) Increases B) decreases C) zero D) no change
5. Effect of force depends on the ( )

A) Mass of a body. B) Density of a body.
C) Nature of the material. D) Area of contact.
31
Name of the chapter : Friction Worksheet No. 11
Topic / Concept: Friction – Understanding the Concept of Force of Friction
KEY CONCEPTS
1. Understanding the concept of force of Friction.
LEARNING OUTCOMES
Students….
1. Able to explain the concept of force of friction.
2. Identify the forces acting on a body through an activity.
INTRODUCTION:
When we roll a ball on different plane surfaces like carpet, rough roads and
on smooth floor by applying same external force, we observe that the motion of the
ball is different in each case. The ball moved a large distance on smooth floor on
comparing with carpet and rough surface. The force of resistance to the motion
seems to be more on the rough surface. The rolling ball moves farther on a smooth
marble floor than on a rough sandy surface.
The resistance offered to the motion of a body over the surface of another
body is called Force of Friction.
Activity-1: IDENTIFYING THE FORCES ACTING ON A BODY AND

EFFECT OF FRICTIONAL FORCE.
1. Place a book on the surface of a table and

gently push the book as shown in the
fig.1.
2. We observe that the book stops after

covering some distance.
32
3. The book moves with non-uniform speed
with respect to the surface of table. This can
be observed in fig.2. If a body has to be in
non-uniform motion, a net force should act
on it.
Let us examine the forces acting on the book:
Two forces act on the book in the vertical

direction as shown in the fig.3.
1. Weight of the book (W) or gravitational

force acting vertically downwards.
2. Normal force (N) or reaction force applied

by the floor vertically upwards.
As there is no change in motion of the book along the vertical direction, the
net force acting on the book in the vertical direction is zero.
That is, W – N = 0 or W = N.
The speed of the book gradually decreases in the horizontal direction i.e., the book
has acceleration opposite to the direction of motion which we call deceleration.
The force applied by the floor (surface) on the book is called Frictional force
or Friction.
The force which opposes the relative motion of two surfaces of bodies in
contact is called Frictional force. This type of friction between the book and the
floor is called sliding friction.
SLIDING FRICTION:
The friction which comes into play when the surface of one object moves relative to
the surface of another object is called sliding friction.
33
ASSESSMENT

1. Mention the forces acting on a book.
2. Define frictional force and sliding friction.
3. Describe the forces acting on a book using an activity.
4. Draw a force body diagram representing various forces on book.
II. MCQs:
1. The force which opposes the relative motion of two surfaces of bodies in
contact is called ( )
A) Frictional force B) Electric force
C) Tension force D) Magnetic force
2. The force which comes into play when the surface of one object moves
relative to the surface of another object is called ( )
A) Electric force B) Magnetic force
C) Gravitational force D) Sliding friction
3. Frictional force is a ( )
A) Contact force B) Field force
C) Tension force D) Magnetic force
4. In the given figure, there is no change of motion in the book

in the horizontal direction due the following two equal
forces. ( )
A) v, f B) f, N
C) W, v D) W, N
5. Observe the following figure and state the correct statement.

Statement 1: f and w are not in the correct direction.
Statement 2: N and W are not in their correct position. ( )
A) Statements 1 and 2 are correct.

B) Statement 1 is correct, statement 2 is not correct.
C) Statement 1 is not correct, statement 2 is correct.
D) Statements 1 and 2 are not correct.
34
ACADEMIC YEAR - 2020-21, LEVEL -2
Class: VIII Medium : English Subject: Physical Science
Name of the chapter : Friction Worksheet: 12
Topic/ Concept: Nature of Friction and Concept of Static Friction
----------------------------------------------------------------------------------------------------------------------
Concepts: Nature of friction and concept of static friction
Learning outcomes:
Students.......
1. Explain the nature of friction using an experiment.
2. Able to give day to day life examples for static friction.
.........................................................................................................................................
LAB ACTIVITY
Aim :To understand the nature of the friction and concept of static friction.
Materials required:
1. Toy Trolley 5. Pulley
2. Small wooden block 6. Weight hangers
3. Inextensible string 7. Table
4. Weights
Precautions:
1. Increase the weights on weight hangers gradually.
2. Do not drop down the hanger with weights suddenly.
Procedure :
1. Take a small Toy Trolley and Keep a wooden block
on it as shown in the figure.
2. Tie an inextensible string to the trolley
and pass it over a pulley.
3. Other end of the string is fixed to the weight hanger.
4. Take a small weight and keep it on weight hanger and
observe the changes in the motions of the block and
trolley.
5. Guess what will happen?
6. You will notice that the trolley along with a block on
it moves towards left with some acceleration.
7. The block is at rest with respect to the surface of the trolley, but is in motion with
respect to the surface of the table.
8. Now keep on increasing the weights on the hanger, observe the motion of both
trolley and block.
9. The surface of the trolley tries to keep the block at rest here with respect to it
surface.
10. Thus, the force of friction by the surface of the trolley acts on the block in the
direction of the motion.
35
11. At the same time the block also applies a force on the trolley in opposite direction
and tries to move forward (to your right side).
12. We can increase the trolley’s acceleration by increasing the weights on the hanger.
13. If we increase the acceleration of the trolley gradually, at a certain limiting
acceleration or limiting weight, the block comes into the motion in the reverse
direction..
14. This means that, now, there exists a relative motion between the surface of the
trolley and the block.
Result: In this experiment at certain acceleration the block did not move with respect to
the surface of the trolley. In this state, the frictional force present between the surfaces of
trolley and block is called static friction.
“The Frictional force which comes into play when surfaces of the objects are
at rest relative to each other is called static friction”.
Activity -2
Do the same activity with the following materials.
Use a stone and iron block of same masses and different masses.
 Do the experiment by applying some grease to the bottom of the wooden

block and then keep on the trolley.
 What is your observe?
 Is there any change in the maximum weight (limiting weight)?
 Is there any change in the motions of trolley and block?
 We can observe static friction and sliding friction between the trolley
and the block.

“Sliding friction is the friction which comes into play when the surface of one
object moves relative to the surface of the another object”.
Examples of static friction:
36
ASSESSMENT

1. Give few examples of static friction observed in day to day life?
2. Mention the required material in the experiment to understand the nature of the
friction and concepts of the static friction.
3. Explain the experimental procedure to understand nature of the friction and
concept of static friction.
4. Mention few situations where we observe sliding friction in our day to day life?
Multiple Choice Questions:

1. Friction which comes to play when surfaces of the objects are at rest relative to each
other is known as ( )
A) Static friction B)Sliding friction
C) Rolling friction D) Static friction and sliding friction
2. In static friction ______ ( )

1.Two surfaces should be contact. 2.Two objects are at rest.
3. One surface moves over the other surface. 4.Two surfaces are in motion.
A)1, 2are correct. B)1, 3are correct
C)1, 3 , 4are correct D)2, 3 , 4are correct
3. An example of a static friction among the following ( )
A. B. C. D. None
4. In the options given below, which one is not true? ( )

A) In Static friction two surfaces must be in contact.
B) In Static friction two objects should be in rest.
C) In Static friction at least one object should be in rest .
D) Above all.
https://www.youtube.com/watch?v=CsE0GAgwrsU
37
ACADEMIC YEAR – 2020-21, LEVEL - 2

Topic/ Concept: Variation of Friction - FBD
Concept: Variation of Friction
Learning Outcomes:
The Students…..
1. Differentiate static friction and sliding friction.
2. Draw the FBD of Limiting force of the static friction.
3. Give reasons for objects not moving even when a force is applied on them.
.................................................................................................................................................
 What is the reason for an object not moving even when a force is applied on it?
 What are the changes in the frictional forces if an object moves from its place?
 What are the differences between static friction and sliding friction?
 What are the changes taking place on an object when a force is applied on it?
Static Friction: It is the friction which comes into play when surfaces of the objects are at
rest relative to each other.
Sliding Friction: It is the friction which comes into play when the surface of one object
moves relatively to the surface of another object
38
Activity-1: Observing the variation of friction
Case - 1
If you push a heavy box which is kept on a
floor with a small force to move horizontally as shown
in figure. The box does not move because there is a
frictional force which is equal and opposite to the
applied force on the box.
Case – 2
Now gradually increase the applied force, box still
does not moves. Because the frictional force also
increases accordingly and thus balances the increased
applied force. From this experience we conclude that
static friction is a self-adjusting force.
Case - 3
But there is a limit to this static friction. As you
keep on increasing the applied force, at some point the
box starts moving. That is, when the applied force is
more than the limit of the static friction, the body
starts to move as shown in figure.
When static friction acts between two objects, more
force is required to overcome interlocking between the irregular surfaces. Once the object
comes into motion, this force is not necessary. So sliding friction is less than the static
friction.
Sliding friction < Static friction.
ASSESSMENT
1. How can you say that sliding friction is less than static friction?
2. Is it easy to walk on soapy watered marble floor? Why?
3. Differentiate between sliding friction and static friction.
4. Draw the FBD to show the changes in the frictional force caused by the
increase in applied force.
II. Match the following.
1.Static friction is also known as ( )
A) Self adjusting force B) External friction
C) Internal friction D) Sliding friction
2. Sliding friction is ______________ to static friction. ( )
A) Equal B) More
C) Less D) Cannot be determined
39
ACADEMIC YEAR - 2020-21, LEVEL – 2
Class : VIII Medium: English Subject: Physical Science
Topic/ Concept: Effect of Roughness on Frictional Force
--------------------------------------------------------------------------------------------------------
CONCEPT:
 Effect of roughness on frictional force.
LEARNING OUTCOMES:
Students…
1. Explain the effect of roughness on frictional force.
2. Perform activities to understand effect of roughness on frictional force.
3. Use the knowledge of effect of roughness on frictional force in day to day life.
Explanation: Effect of roughness on frictional force.

 Is the friction same in all the surfaces?
 Does the contact surface effects the nature of the friction?
 Let us do the following activity. Then we can conclude what are the factors that effects
friction .
Activity-1
Motion on the inclined plane
1. Set up an inclined plane on the horizontal floor. Using wooden board as inclined
plane.
2. Put a mark at any point “A” on the inclined plane.
3. Now let a glass marble or ball move down from this point.
4. Note the distance covered by the glass
marble from the bottom of the inclined plane
to point where it comes to a stop.
5. Now, spread a cloth over the floor. Make
sure that there are no wrinkles in the cloth.
6. Try again with glass marble. Now note down
the distance.
7. What are your observations from these experiments?
8. In which case the distance is covered maximum?
9. In which case the distance is covered minimum?
10. Repeat the experiment with pencil, cell again and notice the observations.
The glass marble/pencil/cell moves more distance when they are rolled on
wooden plane.
40
Repeat the experiment by replacing the cloth with white marble surface or glass
surface, can you predict the distance covered by the pencil / cell?
11. Why is the distance covered by the pencil / cell different on different surfaces?
12. If you do the above activity by replacing the cloth with white marble surface or
glass surface, can you predict the distance covered by the pencil / cell?
13. You can conclude that smoothness /roughness of the surfaces of both the floor
and the glass marble could affect the distance travelled by it.
 Though many surfaces look like perfect planes, there exists many ups and
downs (irregularities of surface) on them.
 Friction is caused by the irregularities on the two surfaces which are in
contact.
 Irregularities on the two surfaces lock into one another, when we attempt to
move on any surface.
 We have to apply a force to overcome interlocking.
 On rough surfaces, there exist a large number of irregularities (ups and
downs). Hence, the force of friction is greater if a rough surface is involved.
ASSESSMENT
1. Why does the roughness influence the force of friction?
2. List the material required to verify effect of roughness on frictional force.
3. Explain the experimental procedure to verify effect of roughness on frictional force.
4. Draw the FBD of object moving on inclined plane.
MCQ
1. We slip down on soapy surface because ( )
A) Friction is more on that surface.
B) Soap water does not affect the friction force of the surface.
C) Soapy surface decreases the friction
D) Friction does not depend on the surface.
41

8 Physics EM Level 1&2 30-7-20 Final PDF

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PHYSICAL SCIENCE WORKSHEETS

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,

The State Council of Educational Research and Training,

Further, SCERT, Telangana expresses heartfelt thanks to

August, 2020 B. Seshu Kumari

Sl.No. Name of the chapter Name of the topic Page number

1 Acids and Bases Nature of Acids and Bases 1-4

2 Acids and Bases Testing of Acids and Bases 5-8

3 Natural Fibres Natural Fibres – Different Types 9-11

4 Motion and Time Types of Motion 12-14

5 Heat Heat and Temperature 15-17

Weather – Climate – Maximum and

7 Electricity Construction of Simple Electric Circuit 22-24

Connecting the Electric Cells / Bulbs

9 Electricity Heating effects of Electricity 28-30

10 Air – Wind Air, Wind and Cyclones 31-34

Plane Mirror – Incident Ray and

14 Reflection of Light Applications of Reflection of Light 44-45

15 Changes Around Us Changes Around Us 46-49

Sl.No. Name of the Name of the topic/concept Page

I Force 6. Net Force Acting on a Body 17-19

Concept: Nature of the acids and bases

Name of the Taste : Sour/ Bitter Acidic/ Basic

2. What is the nature of the Window cleaner?

3. How do you identify the nature of acid and base?

4. Give examples for Acid and base substances?

If we cannot touch and taste every substance,

Substance Effect on Blue Effect on Red Acid, base or

1. Which of the above substance is neither acid nor base?

2. Is milk an acid or a base?

3. Curd is acidic in nature, what is the effect of curd on blue litmus?

4. Which of the above are soapy substances? Why?

5. What happens if a red litmus paper is dipped into a detergent solution?

1. Which of the following pair of substances contain acids? ( )

2. Which of the following is an acid-base indicator? ( )

5. Turmeric and litmus are ______________________ indicators.

6. Correct the following statements.

a. All substances are either acidic or basic in nature.

b. A substance is acidic; it will turn all indicators red.

c. Lime water turns red litmus into blue.

d. Lemon Water is basic in nature.

e. A base turns blue litmus in to red.

Methyl Orange mixed with acid turns into red.

Substances Acid/Base Reaction with Reaction with

1. What is the reaction of acid with Phenolphthalein?

2. What is the reaction of Base with Phenolphthalein?

3. What is the reaction of acid with Methyl Orange?

4. What is the reaction of Base with Methyl Orange?

Does the solution made by mixing of an acid and

Do this experiment (in the presence) of your teacher

1. What are the solutions used to do this activity?

2. What change do you observe in colour when phenolphthalein is added to

4. How can we change the acidity or basicity of the soil?

3. Products of neutralisation reaction are always. ( )

4. Phenolphthalein gives _____________________colour with lime water.

LEARNING OUTCOMES: 1. explains the sources of natural fibres.

cotton clothes, sarees, dhoti, bedsheets,

JUTE jute rope, gunny bags

COCONUT ropes and coir beds

clothes, sarees, dhoti

woollen blankets, rug, shawls,

Match the following.

2. An example of animal fibre is ( )