Government of Tamil Nadu

REFRESHER COURSE MODULE

2021 - 2022

8
SCIENCE

Department of School Education

ii
 Index

S.No CONTENT Page No.

1. Heat And Temperature 1

2. Universe And Space 5

3. Force And Motion 12

4. Electricity 16

5. Matter Around Us 19

6. Changes Around Us 24

7. Measurement 28

8. Light 33

9. Atomic Structure 38

10. Chemistry in Daily Life 42

11. Animals in Daily Life 45

12. Basis of Classification 49

13. Health And Hygiene 53

14. Reproduction in Plants 57

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iv
 1 HEAT AND TEMPERATURE

LEARNING OUTCOMES

zz Explains processes and phenomenon -To understand the working principle of thermometer,
To measure temperature using thermometer.

zz Conducts simple investigations to seek answers to queries – Using clinical and laboratory
thermometers to measure temperature.

zz Applies scientific concepts in day to day life - To convert temperature from one unit to others.

MOTIVATION
zz Temperature is involved in many aspects of our daily lives, including our functionality of our
body, health, the weather and cooking food.

zz The measurement of hotness or coldness of a substance is known as its temperature

zz Temperature is a measure of the average kinetic energy of the particle in an object.

TEACHER ACTIVITY – 1:
Required apparatus:

small glass bottle rubber cork empty refill

water colour candle paper

1
Experiment:
Take a small glass bottle fill it with coloured water. Make hole at the centre of rubber cork. Pass
empty refill from the hole of the rubber cork. Make the bottle are tight and observe the water
raised in the refill. Make a scale on paper, place it behind the refill and note down the position
of the surface of water. Hold bottle with fork and supply heat to it with candle. Then observe.
What is the change in the surface of water?

Stop the supply of heat. When water is cooled, observe the surface of water in the refill, what
change takes place? Why?

When liquid is heated, it expands and when it is cooled down, it contracts.

TEACHER ACTIVITY – 2:

Measure body temperature (clinical thermometer)

Wash the thermometer preferably with an antiseptic solution. Hold it firmly by the end and
shake it well. This will bring the level of Mercury down. Ensure that it falls below 35°C (95°F).
Now place the thermometer under your tongue or arm pit. After 1 minute, take the thermometer
out and note the reading. It tells you your body temperature.

TEACHER ACTIVITY -3:

Use of laboratory thermometer

2
 Take some water in a beaker. Take a laboratory thermometer and immerse its bulb end in water.
Hold it vertically. Ensure to dip whole portion of bulb end in the The bulb end should not touch
the bottom or side of the beaker. Observe the rise of Mercury. When it becomes stable, take the
reading of the thermometer. Repeat this with hot water and take the reading.

STUDENT ACTIVITY -1:

Using digital thermometer

zz Wash the tip with warm, soapy water.

zz Press the “ON” button.

zz Insert the tip of the thermometer into the mouth or under the armpit.

zz Hold the thermometer in place until it beeps (about 30 seconds).

zz Read the display.

zz Turn off the thermometer, rinse under water, keep it in a safe place.

STUDENT ACTIVITY 2
Changing the value of temperature to Celsius, Kelvin and Fahrenheit values. Relation among
Fahrenheit scale, Celsius scale and Kelvin scale.

3
Convert the given temperature
1. 45°C = __ °F

2. 20°C = __°F

3. 68°F = __ °C

4. 0°C = __ K

5. – 20°C = __ K

6. 272.15 K = __°C

EVALUATION
I. Fill in the blanks:

1. The unit of temperature is ________.

2. The liquid used in thermometer is _________

3. Mercury is used in laboratory thermometer because it ________

4. The normal temperature of healthy man is ________

5. Doctor uses ______ thermometer to measure the human body temperature.

II. Match the following

i. Boiling point of water – 37°C

ii. Melting point of water. – 100°C

iii. Heat. – 0°C

III. Normal temperature of human body – Energy

6. Heat energy transfers from ________ to ______.

7. -10°C temperature is _______ than 0°C temperature.

8. At room temperature mercury is in _______ state.

4
 2 UNIVERSE AND SPACE

LEARNING OUTCOMES

zz Differentiates materials and organism such as nature - Recognises different constellations in

the night sky.

zz Classifies materials Such as nature - Knows about galaxies and its types.

zz Discuss and appreciates Stories of Scientific discoveries

zz Understands the functions of ISRO.

MOTIVATION
Sun is a star with a planetary system. Billions of such stars constitute a system called as galaxy.
The name of our galaxy is Milky Way.

TEACHER ACTIVITY – 1:
CONSTELLATION

5
 A constellation is a recognizable pattern of stars in the night sky when viewed from the earth.
Teacher shows the picture of night sky with millions of stars, then explains that different type
of stars in the night sky.

TEACHER ACTIVITY -2:

Types of galaxies
Teacher collects various pictures of galaxies to show of the students, then explains the different
types of galaxies with this pictures.

Spiral-galaxy

Elliptical galaxy

6
 Irregular galaxy1

Barred galaxy

STUDENT ACTIVITY – 1:

GSAT-19
7
GSAT-14

GSAT-18

GSAT-1

8
GSAT-14

Chandrayaan 1

Chandrayaan 2

9
 Artificial satellites are manmade objects placed in an orbit to rotate around a planet usually
the Earth. Students to list out the artificial satellites in the pictures that are launched in India.

STUDENT ACTIVITY – 2:

INDIAN SPACE RESEARCH ORGANISATION

ISRO’s vision is to “harness space technology for national development while pursuing space
Science research and planetary exploration”.

Students are asked to list out the artificial satellites launching vehicles in the pictures that are
made in India.

GSLV Mark III PSLV-C34 and C37

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 GSLV-D5/GSAT-14
EVALUATION

1. Telescope was invented by__________.

2. The galaxy containing young and hot stars is___________

3. _______ is a large constellation which covers a large part of the sky.

4. ________ is the first satellite launched by India.

5. Older stars: elliptical galaxies: Younger stars: ______________

6. The galaxy which contains abundant amount of gas and dust is ____

7. An object that revolves around a planet in a stable and consistent orbit is called a _______.

8. _______ is the space agency of the Government of India headquartered in the city of
Bangaluru.

9. GSLV for placing satellite into _________ orbit.

11
 3 FORCE AND MOTION

LEARNING OUTCOMES:

zz Explains the process and phenomenon – Knows the definition of velocity, displacement, and
acceleration.

zz Labels/ Drawing pictures / graphs-Drawing distance- time graph etc.

TEACHER ACTIVITY: 1

P3
1800 m

P2
1500 m

A 600 m B

P1 1200 m

A student from home (A) goes to school (B) through the path P of length 1200 m

Next day he selects the path P2 of length 1500m.Third day he goes through the path P3 of
length 1800m

Distance: The actual length of the path travelled by a moving body (straight line AB) is called
distance i.e. 600m as shown in picture.

Speed: The distance travelled in unit time

Speed= Distance travelled/ Time taken m/s.

Displacement: The minimum distance (in straight line ) between the initial position and the
final position is defined as displacement.SI unit is meter (m).

Velocity: It is defined as the rate of change of displacement =displacement/time, m/s

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TEACHER ACTIVITY: 2

A person travels by motor cycle from one place to another place in the first minute with a speed
of 10 m/s and in second minute with a speed with in initial speed of 20 m/s ,and in the 5th
minute with speed ha of 50 m/s. To increase the speed, he rotates the accelerator of the bike.

Acceleration: It is the rate of change of velocity or is the change of velocity in a unit time: Acceleration
= change of velocity / Time
= (final velocity – initial velocity)/ Time

a = (v- u)/ t . m/s2

Speed –time graph

Time (s) 0 1 2 3 4 5

Speed(m/s) 0 10 20 30 40 50

The motorcycle travels in a speed 10 m/s

50

40

30
Speed m/s

20

10

0 1 2 3 4 5

Time - (S)

The motorcycle travels in uniform speed of 10 m/s. The slope of the graph shows that the
vehicle in a uniform acceleration
13
Student Activity - 1

Draw the speed Distance graph of a uniform speed using the given data.

Time (s) 0 1 2 3 4 5

Speed(m/s) 0 10 20 30 40 50

STUDENT ACTIVITY: 2

Calculate the acceleration of a car moves with a speed of 30 m/s in 10 seconds from its rest
position.

EVALUATION
1. Choose the correct answer
1. The average speed of a car which travels 60 km in 3 hours
(a ) 10 km / h
(b ) 20 km / h
( c ) 30 km / h

(d ) 60 km / h
2. How the speed differs from velocity
(a) speed is velocity in a given direction
(b) velocity is speed in a given direction
(c) They are the same
3. A car moves 80 km to the south, what is its displacement
(a) 20km south
(b) 50km east
(c) 80km south
(d) 160km north

14
4. A particle moves in a circular path of radius “r“ ,what is the displacement of the particle
after passing half of the circular path
(a) zero (b) r (c) 2r (d) r/2
5.Acceleration is the measure of the change in ----------
(a) density (b) motion (c) velocity (d) mass
II. Fill in the blanks
1. Minimum distance between the two places in straight line path ----------

2. The rate of change of velocity ---------------- .

3. It he velocity of a particle increases with respect to time, it gets ------------- acceleration.

4. In Speed—Time graph, the slope line gives ---------. value.

5. SI unit of velocity is --------------.

6. The negative acceleration is called as ------------------.

7. Speed is a ---------- quantity.

8. Velocity has ----------- value and ---------- value .

9. Distance is ------------ measurement.

10. SI unit of acceleration is --------------- .

III. Match the following

1. Displacement - a = (v- u ) / t

2. Speed - Uniform velocity

3. Acceleration - Metre (m)

4. Velocity - Distance / Time

5. Speed of light in vaccum - Displacement / Time

15
 4 ELECTRICITY

LEARNING OUTCOMES:

zz Conducts simple investigation to seek answers to queries conductors of electricity.

zz Explain processes and phenomena electric circuit.

TEACHER ACTIVITY:
Motivation students by emphasising the concepts of the person.

INTRODUCTION:
You have already learnt about electricity, Electricity deals with the flow of electric charges
through a conductor. The usage of electric current in our day to day life is very important and
in dispensable.

ELECTRIC CURRENT:
The motion of electric charges through a conductor (copper wire) constitutes electric current.
This is similar to the flow of water through a channel or flow of air form a region of high
pressure to a region of low pressure. It is the flow of electrons through a conductor.

Electric Current is represented by the symbol I. It is defined as the rate of flow of charges in a
conductor.

16
ELECTRIC CIRCUIT :
An electric circuit is a closed conducting loop (or) path, which has a network of electrical
component through which electrons are able to flow.

Ampere / Volt

zz The SI unit of electric current is ampere (A)

zz The SI unit of electric potential or potential difference is volt (V)

OHM : The SI unit of resistance is Ohm and it is represented by the symbol Ω

TEACHER ACTIVITY :
Formation of an electric circuit.

MATERIALS REQUIRED :

2 Alligator
Battery Light Bulb dip wires
Battery
holder

Paper elips Electric tape Bulb holder

Procedure :
1. Connect one end of each wire to the base of the light bulb holder.

2. Connect the free end of one wire to the negative end of one battery.

3. Attach the free end of the other wire to the positive end of the battery.

Observe the changes and report.

STUDENT ACTIVITY:
Make them to understand the importance of electricity in our life and eneourage them to visit
the electricity generation centre.

17
 EVALUATION
1. Define Electric Current

2. What is the SI unit of resistance ?

3. Draw a simple electric circuit.

4. Give four examples of conductors.

5. Give four examples of insulators.

6. Is air a conductor of electricity ? Why?

7. What is the full form of LED ?

8. Which part of an atom is responsible for flow of current?

18
 MATTER AROUND US
5

LEARNING OUTCOMES:

zz Differentiate materials based on their properties such as metals and nonmetals.

zz Classify materials based on properties.

zz Writes the chemical formula for compounds.

TEACHER ACTIVITY – 1: Types of matter.

Aim:

To distinguish elements, compounds and mixture.

Material required:

3 bowls Iron nails

some nuts and washers

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 Procedure: When the teacher takes the bolts, nuts and washers separately, in bowls and explains
for them as elements.

When all the three items are fixed together(i.e. bolt with nuts, bolt with washers, bolts with
nuts and washers), It can be explained for the compounds.

When these items are taken together without fixing to each other, It can be explained for the
mixtures.

TEACHER ACTIVITY -2: Types of elements.

Aim: To classify the elements into metals and nonmetals.
Materials required:

Aluminium Iron Copper

Gold Silver Carbon

Sulphur Phosphorus Iodine

balloon filled with oxygen

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Procedure: 

The teacher asks the students to classify the shown materials as metals and non-metals.

STUDENT ACTIVITY -1:

Students list out the name and symbol of elements from the names of their Liends.

Name Symbols & elements

S|H|A|N|K|AR|

S---- Sulphur

H---Hydrogen

N--Nitrogen

K--- Potassium

Ar----Argon

STUDENT ACTIVITY-2

Students are asked to match the common name of some compounds with their chemical name
by using rotating disc.

Example:

Washing soda--- Sodium carbonate.

EVALUATION

I. Choose the correct answers:

1) Which of the following statements about alloys are true?

A) An alloy can be a mixture of two or more metals.

B) An alloy can be a mixture of a metal and a non-metal.

C ) An alloy can not be separated into their components by physical methods.

D) All the statements are true.

21
2) Which of the following materials fall in the category of a ‘pure substance’

A) milk

B) wood

C) calcium oxide

D) Air

3) Which of the following is a compound?

A) Stainless steel

B) Bronze

C) Graphite

D) Hydrogen Sulphide

4) The process used to separate oil and water is___

A) Distillation

B) Sublimation

C) Separating funnel

D) chromatography

5) Air is regarded as a mixture because

A) its pressure may vary

B) its temperature may change

C) its volume changes under different conditions

D) its composition may vary

II. Fill in the blanks:

6) Purity of a solid substance can be checked by its ___.

7) The presence of __ and ___ are necessary for iron to rust.

8) __and___ are lustrous non- metals.

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 9 )___ is the major component of atmosphere.

10) All elementary gases are ___ molecules.

III. Say true (or) false:

11) Metals are good conductors of electricity but poor conductors of heat.

12) Oxides of metals are acidic in nature.

13) Mass of a matter does not change when it is heated.

14) The only metal which is in the the liquid state is Bromine.

15) Elements are the simplest form of pure substance.

IV. Match the following:

a. Metal — Argon

b. Non -metal — Nickel

c. Alloy — Common salt

d. Monoatomic molecule — Sulphur

e. Compound — Arsenic

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 CHANGES AROUND US
6

LEARNING OUTCOMES

zz Conducts simple investigations to seek answers to queries

zz Explain processes and phenomena.

MOTIVATION:

zz What will happen when the water is kept in the freezer Zone of the refrigerator for sometime?

zz What do you get when the paper is burnt?

By asking such types of questions, teacher tests the previous knowledge of students and
introduces the concepts of physical changes and chemical changes to the students.

TEACHER ACTIVITY -1:

Chemical change

zz The change in the chemical properties of a material is called a chemical change.

zz The teacher demonstrates the burning effects of magnesium ribbon.

zz The teacher shows the iron nail to the students and explains the changes takes place on it,
when it undergoes rusting. Thus the teacher describes the chemical changes and ensures that
these changes are Irreversible.

TEACHER ACTIVITY -2:

Physical change

zz The change in the physical properties of a material is called a physical change No new products
are formed in their. This is reversible.

zz The teacher Paints the Pencil box with a new colour and tells the students that the physical
change takes place on the pencil box.

zz The teacher takes the chalk piece and breaks it into two halves and explains the change that
takes place now is a physical change.

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STUDENT ACTIVITY - 1:

zz Students are asked to list out the transformation of state which takes place in our daily life.

zz Students are asked to match the various process of transformation of state with their name in
the matching charts.

Example: Changing of solid into liquid- melting

STUDENT ACTIVITY - 2:

Find out the indicators of chemical change for the following process.

zz Burning of crackers

zz Addition of vinegar with baking soda.

zz Addition of water with quicklime.

zz Addition of lemon juice with hot milk.

zz Ripening of fruits

zz Exposure of fresh butter in the air.

EVALUATION

I. Choose the best answer:

1. In which type of change a new substance is formed?

A) Physical change

B) Chemical change

C) In both (A) and (B)

D) None of these

2) Which among the following is a physical change?

A) Ripening of fruit

B) Cooking of food

C) Cutting a log of wood into two pieces

D) Burning of wood

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3) Which is a method to prevent Rusting of iron?
A) Crystallization

B) Galvanization

C) Sublimation

D) Sedimentation

4) Which of the following is a chemical change?

A) Bursting of firecrackers

B) Germination of seed

C) Coal formation

D) All the above

5) What is the formula of Rust?

A) Fe2 O3 B) Fe3O4

C) FeO D) None of these

6) What will happen if CO2 gas is passed through lime water?

A) Calcium carbonate is formed

B) The lime water turns milky

C) Both of these

D) None of these

7) Galvanisation is a process used to prevent the rusting of which of the following?

A) Aluminium

B) Copper

C) Zinc

D) Iron

8) Spoilage of food substance is a ----------------

A) Physical change

B) Chemical change

C) Reversible change

D) Desirable change
26
9 ) Which one of the following is a wrong statement?

A) Vaporization takes place slowly

B) It takes place only on the surface of the liquid

C) It akes place at the particular temperature

D) It takes place at any temperature

10) Boiling point of water is

A) 0° C

B) 25° C

C) 75° C

D) 100° C

II. Fill in the blanks:

11) Changes that lead to the formation of new substances are called___________.

12) Melting of candle wax is a__________ change. But its burning is a __________ change.

13) Respiration is a __________ change.

III. Say true (or) false:

14) Eruption of volcano is a reversible change.

15) The cooking of rice is a chemical change.

16) The salt obtained by evaporation is pure.

IV. Match the following:

COLUMN A COLUMN B

17) Rust - Calcium hydroxide Ca(OH)2

18) Vinegar - Ferric Oxide (Fe2O3)

19) Baking Soda - Acetic Acid ( CH3COOH)

20) Lime water - Sodium bicarbonate (Na Hco3)

27
 MEASUREMENT
7

LEARNING OUTCOMES:

zz Discusses and appreciates stories of scientific inventors and discoveries.

zz Conducts simple investigations to seek answers to queries.

TEACHER ACTIVITY
MOTIVATION:

zz How will you buy vegetables when you go to the grocery store?

zz How will you measure speed when you go in a vehicle?

zz How will you measure temperature, volume and distance in units?

TEACHER TESTING
The knowledge of the students by asking such questions and getting the answers and introduces
units of fundamental and derived quentities.

TEACHER ACTIVITY-1:
All other physical quantities which can be obtained by multiplying, dividing or by mathematically
combining the fundamental quantities are known as derived quantities.

Matching the correct pair of the derived quantities and their units using the spiral card

S.NO DERIVED QUANTITY DERIVED UNIT

1 Volume = length × breadth × height m × m × m = cubic metre (or) m3

2 Speed = distance / time m/s (or )ms-1

3 Electric charge = electric current × time Ampere second (or) Coulomb

4 Density = mass / volume Kg / m3 (or) kg m-3

28
TEACHER ACTIVITY-2: (Density)

Ram studying in class 7 has a doubt in the story of crow drinking water. The crow throws the
stone into water that is at the bottom of a pot. Ram wonders how the water came up. Let’s see
what the teacher explains.

Take three jars of 1 litre, Fill water in the first jar, kerosene in the second jar, mercury in the
third jar weighing 1 kg, 810 g and 13 kg 600 g respectively. We have learned that there is
different mass of each liquid in one litre. The reason is the characteristic of density.

If these three liquids are taken in the same jar, mercury will be at the bottom of the jar and
above the mercury is water followed by kerosene due to lower density.

So when the crow put the stone in the pot with water, the high density stone went down and
the water came up because of the lower the density of the water. This is the science behind the
story of the crow drinking water.

TEACHER ACTIVITY-3

Test for knowing the difference in volume and density.

Materials required:

Iron strip, aluminum wire, water, over flow jar and water storage tank

The weight of the iron strip = 350 g

The weight of the aluminium wire = 350 g

We can see that the volume of the iron is small and the volume of the aluminium is large.

zz Iron strip

zz Aluminium wire

zz Water-filled beaker

zz Water cup

The weight of the iron strip and the weight of the aluminium wire are equal 350 g.

i) The height of water dischanged by the iron strip - 1.

ii) The height of water dischanged by the Aluminium wire - 2.

1. When the iron strip is immersed in water jar, the water level dischanged will be below (1)

2. When the aluminium wire is immersed in water the water levle dischanged will be above (2)

The formula for volume = length × width × height of the jar.

29
 From the above experiment, we learnt that although the two different metals are equal in weight
(350 g), they are different in their volume. The reason is its density. The density of iron is high.
So it is less in volume. Similarly, the density of aluminium wire is low so it is more in volume.

TEACHER ACTIVITY
Astronomical unit

Length is the basic unit of meter. If the students asked to measured the length of a matchstick,
it should be measured in cm. If the length of the classroom is measured, It is in m, and if the
distance between your hometown and your friend’s hometown is measured, it is in km and
teacher explains them.

Similarly, to easily mark the distance between the Earth and the star and to measure the
distance between two stars.

1) Astronomical unit

2) Light year

3) Astronomical unit is the distance between the Earth and the Sun.

1 astronomical unit = 149.6 million km (149.6 × 106 km )

STUDENT ACTIVITY – 1:

1. Individual activity

Put an irregular leaf on a graph paper and make them to find its area.

STUDENT ACTIVITY – 2:

2. Group activity

Divide the students into three groups Give the first group a piece of iron, the second group a
glass table weight and a geometry box for the third group and tell them to find their density.

EVALUATION

I. Choose the correct answer

1. Which of the following is not a fundamental unit?

A) Temperature

B) Current

C) Luminosity

D) Velocity

30
2. Unit of electric current

A) Ampere

B) Coulomb

C)1 Watt

D) Volt

3. High density liquid

A) Water

B) Kerosene

C) Mercury

D) Honey

4. what is the value of 100 litres in 1 cubic cm?

A) 100 cubic cm

B) 1000 cubic cm

C) 10, 000 cubic cm

D) 100000 cubic cm

5. The value of an astronomical unit?

A)1.496 × 108 Km

B)1.496 × 1011 Km

C)149.6 × 108 Km

D)1.946 × 108 Km

II. Fill in the blanks

1. If the density of a solid is--------- than that of a liquid, it will sink in rage.

2. Neptune is 30 astronomical unit away from --------.

3. The mass of an object can be found by multiplying its volume by -------

4. The maximum volume of liquid that can be poured into a container is called the -----------of
the container.

31
III. Say if the following is true or false

1. The area of a square = length × width.

2. The volume of a liquid depends on the space occupied by it.

3. The lightness of heaviness of an object a depends on its density.

IV. Answer the following.

1. Are we using ancient unit system? If no, state the reason.

2. What is the name of the unit system we use in daily life?

3. How will you measure the area of the window sill in your home?

4. How will you measure the area of a triangular roof?

5. What is the reason for a balloon floating in water?

6. How long is blink time of an eye?

7. Ragu walks 1 km. In this, what is km?

V. Match the following

1 Temperature - cubic meter

2 Amount of substance - light year

3 Volume - Kelvin

4 Distance - Kg

5 Mass - mole

32
 LIGHT
8

LEARNING OUTCOMES:

zz Explains processes and phenomenon with causes. (e. g) formation of multiple images

zz Measures angles of incidence and reflection.

zz Constructs models using materials from surroundings and explains their working. (e. g)
periscope

MOTIVATION

zz Explains the students that sunlight, fire, electric bulb etc. are all sources of light energy.

zz Encourages the students to observe the sun, the star, the moon, the burning candle, neon lamp
and sodium vapour lamp etc. and questions them which of these are natural sources of light
and artificial sources of light.

zz Asks the students, why the light that comes from the sun in the mid-noon does not enter into
our classroom.

zz Make the students to observe what happens when the light falls on polished glass (face mirror)
and rough surface stone(Bricks).

Introduce the lesson by asking what they have learnt through the above activities.

TEACHER ACTIVITY – 1:
Materials required:

Candle Match box rubber tube

33
 Straight rubber tube

Bent rubber tube

Looking through a pipe

Asks the students what they learnt from the above process and gives appropriate
explanations.
* Reflection

* Laws of reflection

* Types of reflection

* Transparent materials

* Opaque materials

* Translucent materials

* Formation of shadows

TEACHER ACTIVITY – 2:
Exposes the face mirror to sunlight and turns it into the classroom.

zz Encourages by making the students to look at eye glasses, clean water, glasses used in buses,
stone from a building wall etc. and ask related questions.

zz Asking the students what they have learnt from the above activities and introducing the lesson.

TEACHER ACTIVITY:

zz We hide behind trees, buildings while playing Hide and Seek. Only then we cannot be found.
Like this, objects that do not allow light to pass through themselves are called opaque materials.

34
 zz When stood behind a glass door, we can see clearly from the other side as well as we can see
the fish in the water from above. Like this, the objects that allow light to pass through them,
are called transparent materials.

zz Rough window glass and oiled paper allow only a part of the light to pass through. These
materials are known as translucent materials.

zz When we look at our face in the mirror, the light rays coming from our face are sent back to
the mirror So we call it as or plane mirror.

zz The light reflected when it falls on any polished surface is called reflection.

TEACHER ACTIVITY – 3:

zz Light penetrates when a torch light is illuminated on a piece of glass.

zz Fill a glass tumbler with turbulent water and make the light to flow through with a torch. It
can be proved that light travels in a straight line.

Teacher Explanation:
Teacher explains about incident ray, reflected ray, point of incidence, normal, angle of incidence,
angle of reflection.

35
Laws of reflection:
i) Angle of incidence ∠i ; and angle of reflection ∠r equal

ii) The incident ray, the reflected ray and the normal at the point of incidence lie on the same
plane

TEACHER ACTIVITY – 4:
1. Place an object in the path of light ray coming from a bulb as shown in the picture
below.

Shadow

Screen
Lighted Bulb
Pencil

2. Observation
Then a shadow of the pencil appears on the screen.

3. Inference
The size of the shadow is proportional to the size of the opaque objects.

STUDENT ACTIVITY -1: Individual Activity

zz Make a periscope using an empty agarbatti box.

STUDENT ACTIVITY -2: Group Activity

zz Divide the students into four groups and change the value of angle of incidence for each and
ask the students to draw the respective Reflection diagram and explain.

36
 EVALUATION

1) Is the moon a luminous object?

2) How does light travel?

3) Light travels only in a -------. This property is known as --------.

4) Match the following

(¡) Rectilinear propagation - Primary source of light

(¡¡) Plane mirror - Non luminous object

(¡¡¡) Firefly - Periscope

(iv) The moon - Outer shadow

(v) Wide light source - Pin hole camera

(vi) Regular reflection - Spectrum of light

(vi) The sun - Shining surface

(vii)Band of seven colours - luminous object

5) How are shadows formed?

6) What is a prism?

7) What are the properties of shadow?

8) What do you mean by visible light?

37
 ATOMIC STRUCTURE
9

LEARNING OUTCOMES:

zz Conducts simple investigations to seek answers to queries.

zz Constructs models using materials from surroundings.

zz Discusses and appreciates of scientific discoveries and inrentions.

TEACHER ACTIVITY 1:
1. Comb your dry hair. Table the comb near pieces of paper. Does the comb attract small
pieces of paper?

2. Rub a glass rod with a silk cloth and bring the rod near an inflated balloon. Observe what
happens?

Teacher: Teacher explains that the objects will be electrically charged when they, are rubbed
together.

TEACHER ACTIVITY 2:
What are the things you see inside the watermelon? Student replies that there is a red fruit part
inside and the black seeds are there inside.

38
J.J.Thomson’s Atomic Theory
An atom has positively charged part like the red part of the watermelon and the negatively
charged particles called electrons are embedded like the seeds.

STUDENT ACTIVITIES:
INDIVIDUAL: Prepare a model of an atom – Lithium. (Atomic number is 3).

6.941

39
GROUP ACTIVITY: Complete the following table.
Name of
Atomic Mass Number of Number of Number of the Atomic
Number Number Neutrons Protons Electrons Species
9 - 10 - - -
16 32 - - - Sulphur
- 24 - 12 - -
- 2 - 1 - -
- 1 0 1 0 -

EVALUATION

1. An atom is made up of particles _____, _____ and _____.

2. _____ is the smallest particle of an element.

3. A negatively charged ion is called _____ while positively charged ion is called _____.

4. There are two electrons in the outer most orbit of the Magnesium atom. Hence the valency of
Magnesium is _____.

5. Rutherford’s alpha-particle scattering experiment led to the discovery of the _____.

6. _____ is the combining capacity of an atom.

7. The _____ of an element is the number of protons in the nucleus of its atom or number of electrons.

8. The _____ of an atom is equal to the number of protons and neutrons in its nucleus.

9. _____ are atoms of the same element which have different mass numbers.

10. _____ are atoms having the same mass number but different atomic numbers.

11. The valency of carbon is _____.

12. Electrons were discovered by _____.

a. Goldstein

b. Sir William Crookes

c. Chadwick

d. Sir J.J.Thomson.

40
13. The sub-atomic particle which revolves around the nucleus is
a. Atom

b. Neutron

c. Electron

d. Proton.

14. The basic unit of matter is _____.

a. Element

b. Atom

c. Molecule

d. Electron

15. Which one of the following is a correct electronic configuration of sodium?

a. 2,8

b. 8,2,1

c. 2,1,8

d. 2,8,1

16.Rutherford’s alpha particle scattering experiment was responsible for the discovery of
a. Atomic nucleus

b. Electron

c. Proton

d. Neutron

17. Say true or false:

An atom is electrically neutral.

18. Name the element which has no neutron.

19. What remains when an electron is removed from one hydrogen atom?

20. Give one example for an isotope.

41
 10 CHEMISTRY IN DAILY LIFE

LEARNING OUTCOMES:

zz Conducts simple investigations to seek answers to queries.

zz Classifies combustions based on properties/characteristics.

zz Makes efforts to protect environment by using resources judiciously.

TEACHER ACTIVITY 1:

Teacher asks the students to light a candle and asks them to observe the light and heat evolved
from the candle. Teacher also explains about the emission of carbon dioxide gas during the
burning. It is an oxidation reaction.

Chemical reaction of cateling fire:

Oxygen + Heat + fuel = Fire.

TYPES OF COMBUSTION:

TEACHER ACTIVITY -2:

Teacher ignites a small quantity of petrol and it catches fire immediately.

42
Rapid combustion:
It is a combustion process in which a substance burns rapidly and produces heat and light with
the help of external heat e.g. Burning of LPG.

STUDENT ACTIVITIES:
Individual Activities:
Collect some materials like straw, matchsticks, kerosene oil, paper, iron nails, stone pieces,
glass etc. Under the supervision of teacher, try to burn each of these materials one by one.
If combustion takes place, mark the material as combustible, otherwise mark it as non-
combustible.

Group Activities:

water
paper
cups

Make two paper cups by folding a sheet of paper. Pour about 50ml of water in one of the cups.
Heat both the cups separately with a candle. What do you observe?

EVALUATION

Answer the following.

1. Combustion is a chemical reaction in which and substance reacts with ____

2. Fire produced by oil cannot be controlled by ____

43
3. Phosphorous is an example for _____ combustion.

4. _____ gas leads to respiratory problem.

5. Name the unit in which the calorific value of a fuel is expressed.

6. A liquid fuel used in home is _____

7. During the process of combustion ____ and ____ are given out.

8. Inflammable substances have very low _____ temperature.

9. _____ is commonly used to control fires.

10. There are three different zones of a flame _____, _____ and _____.

11. Incomplete combustion of a fuel gives _______ gas.

12. The calorific value of hydrogen is ______.

13. All fuels form flames. Say true or false.

14. Burning of wood and coal causes air pollution. Say true or false.

15. Oxygen is necessary for combustion. Say true or false.

16. How many types of combustion are there?

17. Write the chemical reaction for fire.

18. Why dry leaves catch fire easily than the green leaves?

19. Which zone of a flame does a goldsmith use for melting gold and silver and why?

20. In an experiment 4.5kg of a fuel was completely burnt. The heat produced was measured
to be 180,000kJ. Calculate the calorific value of the fuel.

OTHER RESOURCES:
1. Ignition temperature - https://www.youtube.com/watch?v=oAFR9buj3bU

2. Types of combustion - https://www.youtube.com/watch?v=CV2ncF_jr2k

3. Characteristics of good fuel - https://www.youtube.com/watch?v=qVZxG79A91Y

4. 
The conditions necessary for producing fire - https://www.youtube.com/
watch?v=c3Ldo0qcRHA

5. Forest fire - https://www.youtube.com/watch?v=mj75koAJBvY

44
 ANIMALS IN DAILY LIFE
11

LEARNING OUTCOMES

zz Suggesting ways to protect environment.

zz Making use of available resources to exhibit creativity.

TEACHER ACTIVITY – 1
Lists out the protein rich food stuffs derived from animals and explain.

Egg Fish Mutton

Chicken Beef
TEACHER ACTIVITY – 2

zz Teacher explains Animal Protection and Maintenance.

zz It is our duty to protect all the living things in the world.

zz We treat animals as our family members

STUDENT ACTIVITY - 1 - Group Activity

Divide the class students into 4 groups and ask them to list out the Animal products used as
clothing.
45
STUDENT ACTIVITY – 2
Ask the students to prepare the list of laws and year in which they were passed in the Indian
Parliament for the animal protection and maintenance.

Laws related to animal welfare and

Health in lndia
1. Prevention of Cruelty to Animals Act, 1960 (As
amended by Central Act 26 of 1982)

2. Glanders and Farty Act, 1899

3. Dourine Act, 1910 (Act No. V of 1910)

4. Uvestock importation (Amendment) Act, 2001

5. Poisons Act, 1919 (Act No. XII of 1919)

6. Dangerous Drug Act, 1930.

7. Drug & Cosmetic Act, 1940 (Amendments) Act,

1995.

8. lndran Panel Code.

9. Prevention of Food Adulteration Act, 1954.

10. Indian Veterinary Coundl Act, 1984.

11. Bio-diversity Act, 2002

12. Blo·Terrorism Act, 2008

13. Milk and Milk Products Order, 1992

14. Meat And Meat Products Order (MFPO), 1973

15. Raw Meat (Quality control & Inspection) rules, 1992

16. Food safety and Standards Act, 2006

17. Wild life (Protection) Att 1972

18. Prevention and Control of Infectious and Contagious

Diseases ln animals Act, 2009

46
 EVALUATION
I. Choose the correct answer
1. Eggs are rich in ____
a) Protein

b) Carbohydrate

c) Fat

d) Acid

2. ____ is the primary source of Nutrition for infants.

a) Water

b) Milk

c) Badam Milk

d) Vitamin

3. _____ is an Animal Flesh

a) Bone

b) Hair

c) Meat

d) Wool

4. Alpaca is _____.
a) Wool of horse

b) Wool of sheep

c) Outer layer of sheep

d) Kind of silk

5. _____ proposed ahimsa silk.

a) Kusuma Rosaiah

b) Vasuma Rajaiah

c) Kusuma Rajaiah

d) Vasuma Rosaiah

47
II. Fill in the blanks:

1. Anthrax disease is caused by _____.

2. _____ is the strongest natural fiber.

3. Prevention of cruelty to Animals Act was passed in the year ____.

4. The Cultivation and production of Silk is known as _____.

5. Protein and _____ are rich in Milk.

III. True or false – if false correct them

1. Buffalo hair is used as bristles in small painting brushes.

2. Animals are the greatest gifts of Nature.

3. Cashmere is a type of silk.

4. Arani is a famous place for silk production in Tamil Nadu.

IV. Match

1. Cocoons — Meat

2. Peace Silk — Poultry

3. Broilers — Silk Worm

4. Sweet Liquid — Andhra Pradesh

5. Goat — Honey

V. Very short answer

1. Write any two dairy products.

2. Write any two types of silk.

3. What are the symptoms of Anthrax?

4. Give two examples for plant fibers?

48
 12 BASIS OF CLASSIFICATION

LEARNING OUTCOMES:

zz Understands the need for classification.

zz Realises the importance of classfying living organisms.

zz Understands the method of classifying Invertebrates and Vertebrates.

TEACHERS ACTIVITY 1:

All those having similar features can be grouped together.

Aim: Classifying the given coins into different groups.

Materials required: 1, 2, 3, 5, 10, 20, 25, 50 paise coins, 1, 2, 5, 10 Rupees coins.

49
 Method: The given coins are classified based on the following criteria:

• The coins in usage / non-usage.

• The coins in white colour / Gold colour.

• The coins in round shape, square shape and in other shapes.

TEACHERS ACTIVITY 2:

By using the Rotating disc, the General habits are matched with the groups
(page number 74, 75).

STUDENTS ACTIVITY 1:

From the given Flash cards, students select the particular cards that show the need for
Classification (page number 77, 78) .

STUDENTS ACTIVITY 2:
By using the Rotating disc, students are made to bring the key features of Five Kingdoms.

50
 EVALUATION
I.CHOOSE THE CORRECT ANSWER:
1. The organism that moves by flagella is.......
a) Amoeba

b) Euglena

c) Paramecium

d) Plasmodium

2. The organism that has pores alover the body is.......

a) Snail
b) Star fish
c) Sycon
d) Crab
3. Acoelomate, parasitic animal is......
a) Liver Fluke
b) Octopus
c) Jelly fish
d) Prawn
4. The animal that has segmented body is........
a) Earth worm
b) Sea Lily
c) Hydra
d) Cuttle fish
5. The animal with chitinous exoskeleton is.......
a) Toad
b) Crocodile
c) Cat
d) Scorpion
6. Soft body of this animal is protected by calcareous shell
a) Snail
b) Neries
c) Snake
d) Hen

51
II. FILL IN THE BLANKS:

7. The animal that is exclusively marine and has spines and spicules over the body is
.................

8. With two pairs of limbs, the animals that live in land and water is .................................

9. Cold blooded animal that breathes by lungs is.................................................................

10. The warm blooded animals with air cavities in bones is ..................................................

11. The warm blooded animal that lives on land is ..............................................................

III. MATCH THE FOLLOWING:

12. Non-Flowering plants — a. Rice

13. Flowering plants — b. Fruit

14. Ovule — c. Gymnosperm

15. Ovary — d. seed

16. Monocot plant — e. Alga

IV. CORRECT THE ERROR:

17. Cell wall is not present in plant cells.

18. Carolus Linnaes introduced the Five Kingdom Concept.

52
 13 HEALTH AND HYGIENE

LEARNING OUTCOMES:

zz Applies scientific concepts in day-to-day life.

zz Makes efforts to protect environment.

TEACHER ACTIVITY-1 :
MOTIVATION
The teacher asks the students about the sense organs; their importance, functions and protection
and introduces the topic.

ACTIVITY-1 :

zz Teacher explains the senses organs of human body and their protection. There are 5 senses
organs.

zz They are

Tongue
Eye

Ear

Skin Nose
53
1. Eyes are the visual sense organs. They should be cleaned with cold water.

2. Ears are the auditory sense organs of our body. We should clean them with clean cotton.

3. The nose is an olfactory organ. It helps us to perceive different smells. We should keep the nose
clean.

4. Tongue : It is the sense organ of taste. Bud smell may occur if thongue is not cleared. We should
brush our teeth before taking food and before bed.

5. Skin : Skin is the largest organ of our body. It is related to the sense of touch. we should keep our
skin clean.

We should take food rich in vitamin A for keeping eyes normal. we should not watch TV very close
to the TV set. we should not read books while dying down.

TEACHER ACTIVITY - 2
CLEANLINESS :
1. Wash the face with cool water.

2. Before drinking tea, brush your teeth

3. Take bath twice a day

54
 4. Wash your hands with soap

5. Cut your nails

6. Wear clean clothes.

TEACHER ACTIVITY – 3
HEALTHY FOOD

1. Goose berry 2. Pomegranate

3. Scotch grass 4. Papaya

55
1. Sprouted chickpea can be eaten by the sports men.

2. Sprouted wheat decreases the effect of cancer.

3. Sprouted green gram can control the sugar level.

4. Sprouted horse gram can reduce the joint pain.

5. Grapes will cure stomach ulcer end increase appehle.

6. Pomegranate purifies blood. It keeps one healthy

7. Dates increases strength. Beta carotene present in Red

8. Banana cures eye defects. potassium present in it prevent kindney stones.

9. Iron rich in Ivy gourd

STUDENTS ACTIVITIES

INDIVIDUAL ACTIVITY

The students are to be asked to write the names of vitamins and their uses.

GROUP ACTIVITY

The students should be grouped and asked to an act about, health and pollution, healthy food,
personal cleanliners.

EVALUATION

Answer the following

1. What is the meaning of physical health ?

2. Why should we eat chickpea ?

3. What vitamin is present in gooseberry ?

4. We should eat ________ for increasing vision.

5. _______ is necessary to strengthen bones.

56
 14 REPRODUCTION IN PLANTS

LEARNING OUTCOMES:

zz Explains processes and phenomenon, e.g., Reproduction in plants

zz Conducts simple investigations to seek answers to queries e.g. How do algae undergo
reproduction?

TEACHER ACTIVITY -1:

MOTIVATION
The teacher asks the students to tell how the plants are reproduced (e.g) Mango –mango seed

Potato –potato tuber

Banana –underground stem

Tamarind –tamarind seed

pumpkin -Pumpkin seed

TEACHING ACTIVITY – 2:

Activity :1 [Sexual Reproduction]

The teacher explains the parts of flower and asks the students how the honey bees fly to flowers
to flower?

And explains about pollination ,self pollination ,cross pollination , fertilization,post fertilization
like fruits and seed formation.

Activity:2 [A sexual Reproduction]

The teacher asks question to the students how the following plants are produced?

E.g:Banana trees, Potato, rose plants, sugarcane

57
 rose plants

Potato

sugarcane
Banana trees
Activity: 3 [budding e.g. yeast]

Yeast – Asymmetrical division – bud formation-young yeast cells

Activity: 4 [Fragmentation e.g:spirogyra]

The teacher asks the students to see the spirogyra filaments which are collected from the water
sources and asks how they produce their young ones?

Filaments of algae –fragmentation -new filaments.

Activity:5[spore formation e.g.mushroom]

Have you seen a mushroom ? How they propagate their young ones ?

58
 The teacher asks the students to tell about the propagation of bread mould during the
unfavourable condition of spore production and how they germinate into a new plant when
favourable conditions return

(e.g)

Mushroom –spores-young mushrooms

Bread mould –spores –young bread mould.

STUDENTS ACTIVITY
Individual Activity:
Every students are asked to tell about asexual reproduction in plants

Group Activity:

The students are divided into three groups

Group I is asked to explain the reproductive parts of a flower .

59
 Group II is asked to explain about asexual reproduction of a plant.

Group III students are asked to explain about sexual reproduction, fertilization, post fertilization
process of a plant by bringing fruits and seeds.

EVALUATION

Answer the following questions

1. Which is the male reproductive organ of a flower ?

a. Androecium

b. gynoecium

2. After fertilization the flower is developed into ----------.

3. The process of plant production from seeds is called -------------.

4. All the factors that help to pollination is called -------------------.

5. During the unfavourable conditions, Algae, Bryophytes and Pteridophytes produced ------.

6. ------------ is the smallest seed in the plant kingdom .

7. What is a complete flower?

8. Which part of a flower developes into seed?

State True or False:

9. The transfer of pefals to the stigma is known as pollination.

10. The agents of pollination are ---------.

a.Wind

b. Water

c. Insects

d. All the above

60