7 Science

Teacher Resource Pack Guide Science 7
For
CSS Secondary Standard
SCIENCE
For Class 7
 Division of Syllabus into three terms

 Teacher’s Guide
 Fully Solved Exercises
 Model Papers
1
Table of Contents
Sr. No. Description Page No.
1. Division of Syllabus (Complete)
2. Unit # 1: Human organ Systems
3. Unit # 2: Transport in humans and plants
4. Unit # 3: Reproduction in plants
5. Unit # 4: Environment and feeding relationship
6. Unit # 5: Water
7. Unit # 6: Structure of an atom
8. Unit # 7: Physical and chemical changes and process
9. Unit # 8: Transmission of heat
10. Unit # 9: Dispersion of light
11. Unit # 10: Sound waves
12. Unit # 11: Circuit and electric current
13. Unit # 12: Transport in humans and plants
Division of Syllabus
Total Unit – 4 Available weeks – 10
st
1 Term
Week 1 Unit # 1 Human organ Systems
Week 2 Unit # 1 Human organ Systems
Unit # 1 (Exercise + Revision) +
Week 3
Unit # 2 Transport in humans and plants
Week 4 Unit # 2 Transport in humans and plants
Week 5
Unit # 3 Reproduction in plants
Week 6 Unit # 3 Reproduction in plants
Week 7
Unit # 4 Environment and feeding relationship
Week 8 Unit # 4 Environment and feeding relationship
Week 9 Review Exercise + Revision Unit#4 + Revision Unit#1
Week 10 Revision unit 2, 3, 4
Available weeks – 14 Total Unit– 6
nd
2 Term
Week 1 Week 2 Unit # 5 Water
Week 3 Week 4 Unit # 6 Structure of an Atom
Week 5 Week 6 Unit # 7 Physical and chemical changes andprocesses
Week 7 Week 8 Unit # 8 Transmission of heat
Week 9 Week 10 Unit # 9 Dispersion of light
Week 11 Week 12 Unit # 10 Sound waves
Week 13 Revision Unit 5, 6, 7
2
Week 14 Revision of Unit 8, 9, 10

Total Chapter – 2 Available weeks – 8
3rd Term
Week 1 Week 2 Unit # 11
Week 3 Week 4 Unit # 12
Week 5 Revision of 1st term
Week 6 Revision of 2nd term
Week 7 Revision of 3rd term
Week 8 Complete revision
‘Detailed Division of Syllabus’ 1st term
Week 1 Unit– 1 Human Organ system
Day 1 T – 1.1: Human digestive system
Day 2 T – 1.1: Human digestive system
T – 1.2: Digestion and its importance +
Day 3
T – 1.3: Digestion of various kinds of foods
T – 1.4: Disorder of digestive system +
Day 4
T – 1.5: Factors and preventive measures
Day 5 Revision
Day 6 Test Exercise – 1
Week 2
T – 1.6: Human respiratory system +
Day 1
T – 1.6.1: Breathing
T – 1.6.2: Respiration in humans and its mechanism +
Day 2
T – 1.7: Breathing and burning process
T – 1.8: Disorders of respiratory system +
Day 3
T – 1.8.1, T – 1.8.2
Day 4 T – 1.8.3, T – 1.8.4
Day 5 Revision + Test exercise – 2
Day 6 Review exercise
Week 3
Day 2 Revision of Complete Chapter
Unit – 2: Transport in humans and plants
Day 3 T – 2.1: Transport system in human +
T – 2.2: Circulatory system and its components(1st half)
T – 2.2: Circulatory system and its components
Day 4
(2nd half)
Day 5 T – 2.3: Working of circulatory system
3
T – 2.3: Scientific development for

Day 6
dysfunctional body parts
Week 4
Day 1 Revision
Day 2 Test exercise – 1
Day 3 T – 2.5: Disorders in circulatory system due to diet
Day 4 T – 2.6: Transport system in plants
T – 2.7: Movement of food, water and gases in
Day 5
plants (1st half)
T – 2.7: Movement of food, water and gases in
Day 6
plants (1st half)
Week 5
Day 4 Revision of Complete Chapter
Unit – 3: Reproduction in plants
Day 5
T – 3.1: Pollination
T – 3.2: Factors involved in cross pollination +
Day 6
T – 3.3: Cross pollinated plants
Week 6
T – 3.4: Sexual and asexual reproduction
Day 2
(1st half: asexual reproduction)
T – 3.4: Sexual and asexual reproduction
(2nd half: sexual reproduction)
Day 3
T – 3.5: Fertilization
T – 3.6: Seed and fruit formation
Day 4 Revision
Week 7 Unit – 4: Environment and feeding relationship
T – 4.1: Ecosystem
Day 1
T – 4.1.1: Components of ecosystem
T – 4.2: Habitat
Day 2
T – 4.3: Kinds of habitat (1st half)
Day 3 T – 4.3: Kinds of habitat (2nd half)
Day 4 T – 4.4: Features of animals for particular habitat (1st half)
T – 4.5: Adaptations of living things to daily and
Day 5
yearly changes in their habit (2nd half)
Day 6 T – 4.6: Adaptations in animals and plants
4
particular habitat
Week 8
Day 2 T – 4.7: Respond to daily environment
T – 4.8: Food chain +
Day 3 T – 4.9: Relationship between producers and
consumers (1st half)
T – 4.9: Relationship between producers and
Day 4
consumers (2nd half)
Day 5 T – 4.10: Food web
Week 9
Day 3 Revision of complete Chapter – 4
Day 4 Revision unit – 1
Week 10
1st Term
Unit # 1 Week 1 & 2
HUMAN ORGAN SYSTEM
Lesson 1 + 2
Topic: (Human digestive system)
Teaching objectives: ⦁ Explain that human body works by the coordination of different organ
system.
⦁ Explain the components and functions of digestive ⦁ Explain the route of food in human digestive
system. system.
Key vocabulary: Organ systems, digestive system, integumentary system, lymphatic system,
skeletal system, alimentary canal, pharynx, oesophagus, pepsin.
Materials required: ⦁ Board (White/Black), Marker/Chalk, CSS – Science for class – 7, Model/Charts,
of organs of digestive system. , Worksheets (for each student), frog, dissecting box, chloroform.
Summary of the chapter: As students are going to start 1st chapter, tell them about the chapter first:
Introduce the chapter by linking it with cellular hierarchy. i.e.
5
Cell  tissues  organs  organ systems  organism

Tell them we are now going to start organ systems which form when different organs perform
specific function incoordination to accomplish different tasks. This chapter will cover the digestive
system and respiratory system. Both systems provide raw materials for energy production e.g. digestive
system provides minerals, carbohydrate, proteins and fats and respiratory system provides oxygen for
respiration. There are different organ systems in human body.
Introduction: Introduce the topic. Tell students they are going to investigate digestive system and
its components. Ask some questions to refresh their knowledge e.g.
a) What happen to food we take in? b) Which organs take part in digestion?
c) What would happen if digestive system fails to perform its duty?
 Transfer students responses on board. (Correct one)  Arrange the pictures of organs of digestive system.
Explanation and Development:
Activity: Take the class to biology lab. Dissect the frog. Reveal its digestive system. First
describe the general overview of components of the digestive system. Then explain it with the
help of model/chart.
Explanation: First comes the oral cavity. Explain the functions of tongue, teeth and saliva. Also
explain that it is the first stage of digestion. Physical and chemical digestion begin here. Discuss the
breakdown of carbohydrate.
Then comes the pharynx, explain it the way as did above. The next destination of food is
oesophagus. Explain the working of it by the following diagram.
You may enter a solid particle in oesophagus of frog and push it downward to show its
movement and role of peristalsis. Then came the stomach the next junction of food. Expose the stomach
of frog and explain the functions and structure of stomach. Also describe the role of hydrochloric acid in
stomach and the compounds that are digested here.
(Here ends the first lesson. Show and introduce other organs of digestive system from dissected
frog, so that it may easily be understandable for tomorrow lessons.) In next lesson, first revise the
previous lesson by asking different questions. ask students, if they have any query. Solve, it if any then
start the next lesson in the some way as done the Lesson – 1. If charts and models may not be available,
draw these organs on board and label it.
Summary:After explanation of whole lesson, revise all the main points from board. Ask students to
select one of the organs of their choice and draw its diagram on their note books. Ask them to label it
and describe its role in digestion.
Check the students effort and appreciate them. Inform students about tomorrow’s topic.
Lesson 3
Topic: (Digestion and its importance)
T.1.2 – T.1.3 Digestion of carious kinds of foods
6
Teaching objectives: ⦁ Explain that without digestion energy cannot be obtained.

⦁ Explain that purpose of digestion is to obtain nutrients from food. ⦁ Explain the digestive process.
Key vocabulary: Assimilation, nutrients, salivary amylase, pepsin, pancreatic juice.
Materials required: ⦁ Board (White/Black), Chalk/Marker, CSS – Science – 7, Model showing the
digestion process.
Introduction / A bag of flavoured popcorns warm up Activity
1. Pop a bag of popcorn and set it in the classroom.
2. Ask: “What do you smell? See? From what you smell and see, what is now happening
inside your mouth?” (The mouth is producing more saliva (fluids produced in your mouth
to help digestion).
3. Ask: Does what you smell make you hungry?
Does what you see make you want to eat this bag of popcorn? (Use the answers to get the
students to discuss how sight and smell affect their desire to eat. Tell the students that the sight
and smell of food actually DOES START the digestive process. Your body is ready for the food
even before you’ve taken even one bite of food.)
4. Pass the popcorn bag around to the students and let them take a few pieces. Ask them to take
ONE piece and place it in their mouth, letting it stay there UNCHEWED for a minute or two.
Then have them begin to chew the popcorn SLOWLY, paying attention to the amount of saliva
in their mouth, AND to how the TASTE and TEXTURE of the food changes by the contact with
the saliva and then due to the process of chewing. Explain the role and importance of saliva in
digestion. Tell them saliva helps in physical as well as chemical break down of food with the help
of salivary gland it contains in today’s lesson, we will understand the process of digestion.
Exploration/Explanation
Ask: “Why does our body performs digestion process?” (If students do not understand right
away, ask further questions: “Why do we eat? What happens if we do not eat?”)
Reinforce: “We need energy to be alive, to play, to learn, to read, and even to sit. Our Digestive
System takes the food. We eat it and turn it into energy. Digestive system does this by breaking it
down. This is called DIGESTION.”
Steps in the Digestive Process: Simulate how our body digests food.
NOTE: You may do this after lunch – ask the lunch room attendants if you can have one
complete meal after lunch to use for the experiment (or you may bring in your own food – a
sandwich or piece of fruit or cracker.)
You’ll need the following items:
 Spray bottle (labeled as “SALIVA”) with water
 Bowl (labeled as “MOUTH”) • Tube (preferably clear, labeled “OESOPHAGUS”)
 Blender (labeled as “STOMACH”)  Bottle (labeled as “GASTRIC ACIDS”) with water
 Two Forks and food smasher. Ask the Students to create a four column chart on their note books.
To record what is happening to the food as the digestive process occurs step by step.
The teacher will draw the chart on board as follows:
Mouth Esophagus Stomach Intestines
At each step, ask students write down where the food; what it looks like, and explain
what the body is doing at each point along the digestive tract (four columns.) For example, Step
1: “Where is the food?” (In the bowl labeled as Mouth.) “What does it look like?” (A cracker.)
7
“What is the body doing?” (The mouth is making saliva, the esophagus is moving, and stomach
is making juices.) Make observations and record information throughout the entire lesson.
Step # 1: Sight and Smell: Provide students the background knowledge as follows. The first
part of the digestion process happens even BEFORE we eat our food. When we see or smell
food, our mouth creates a watery juice.
“Does anyone know what that juice is called?” (Saliva). Ask a volunteer student to add 1
or 2 sprays of “saliva” into the ‘mouth’ bowl.)
“What is the tube called that connects our throat with our stomach?” (The esophagus.) “The
esophagus begins to move.” (Show how the esophagus starts to move – wave like motion to move the
food down.) “Then the stomach starts to make special juices that help turn the food into fuel.” (Ask a
volunteer) to pour stomach juices into the stomach (blender).
Step # 2: In the Mouth: Digestion: Ask students to put the food from the tray in to the “mouth” (bowl).
Ask: “How does your mouth break up the food?” (With the help of teeth, tongue.)
“What do your teeth do?” (Chop, grind, smash, etc.)
“What would happen if you put a piece of food in your mouth?”
1. Give a volunteer two forks to break down the food.
2. Ask: “What happened to the food?” (It was broken up into chunks.)
3. Ask: “How did the food get smaller?” (The teeth chopped up the food.)
4. Ask: “Besides chopping the food, what else does the mouth do? What kind of juice is our
mouth making the whole time we are eating?” Remember – saliva contains enzymes that
help break down the food.
5. “Let’s see what saliva does to the food.” Demonstrate by spraying “saliva” into the
“mouth” bowl. Continue to mash and chop.
6. Ask: “What happened when the saliva started working on the food?” (The food got softer
and became more of a liquid.)
Conclusion: “The mouth, with the saliva, the teeth and the tongue, mash the food up into small,
soft parts so we can swallow it.”
7. “Observe: what does the food look like?” Ask students to record their observations.
8. Reinforce: “TEETH CHOP and GRIND the food when we take a bite. The TONGUE,
which is a MUSCLE, moves food around in the mouth, and the watery juice that our
mouth has been making, SALIVA, goes to work breaking down the food.”
9. Ask: “How does food pass through the throat to the stomach?” (We swallow the food at the
back of our mouth and it travels down the esophagus into the stomach.) “The esophagus is a
very STRONG tube. It has muscles in it that move food down to our stomach. It only takes
about 10 seconds for food to get to the stomach.”
10. Make sure the food is broken down enough to go down the tube (oesophagus.) Do not
actually put food in it because it may plug up and then is impossible to clean. Ask: “What
happens if you don’t take the time to thoroughly break up the food in your mouth?” (The
pieces may be too big to go down the esophagus and you could CHOKE.)
(NOTE: you may not want to take the time to completely break up all of the food. Just
tell the students to pretend and put it in the “stomach.”)
Step # 3: In the Stomach: Digestion
Now let’s see what happens in the stomach.
Help students to predict by asking: What do you (students) think the stomach does?
How does the stomach turn food into liquid?” (Ans: The stomach has muscles that continue to
chew the food, and it also has digestive juices that help breakdown the food even further.)
8
Explain: “Now we are going to see what happens to the food in the stomach.
To demonstrate, add more “gastric acids” to the mix so that the blender will have about
3-4 cups of “digested” food when you are finished. Run the blender on “Medium” or “High” to
liquefy the food and turn it into a soupy paste. Pour the mix into a strong, clear zip lock bag, and
have the students look at it, explaining that this is the digested food in the stomach (the bag.)
Ask: “How long do you think it takes the stomach to digest food?” (It takes the stomach
two-four hours to digest food.) “Foods like bread, cookies, and vegetables that contain
carbohydrates, get digested first. Foods like meat that contain proteins, and the fat in food (like
mayonnaise or butter) take longer time to digest.” Again, ask students record their observations.
Ask them: What does the food look like in the stomach? What does the stomach do? etc.
Extend: “Besides breaking down food through grinding and fluids, the digestive System also has
two other important functions: ABSORBING NUTRIENTS from the food and then
ELIMINATING what it doesn’t use.”
Step # 4. The Small Intestine: Absorption: Do not put food in the tube because it is very
difficult to clean!
Ask: “Where does this paste go?” (Into the small intestine.) Ask: “What does the small
intestine do with the food?” (The small intestine takes the nutrients from the food and puts them
into the body. This is called ABSORPTION and this another important function of digestion.
Ask: “How long is the small intestine?” (About 20 feet long in an adult.) Use charts and models
to clarity the concepts.
Step # 5. The Large Intestine: Elimination: Ask: “Where does the remaining digested food go
after it leaves the small intestine?” Answer: To the large intestine.
Conclusion and Assessment: To summarize and conclude the instruction, draw the Digestive
System on the board. Use a series of “Ask and Respond” questions to assess the understanding of
students.
Home work: Assign the following questions as home work.
 Describe the importance of digestion.
 Describe the digestion of various kinds foods that happens during digestion.
Lesson 4
Topic: (1.4: Disorders of digestive system)
(1.5: Factors and preventive measures of constipation and diarrhea)
Teaching objectives: ⦁ Explain that digestive system may suffer from some disorders.
⦁ Explain the diseases such as: diarrhea, constipation.
⦁ Explain the causes and preventive measures of diarrhea and constipation.
Key vocabulary: Diarrhea, constipation, heart burn, ulcer, low fiber diet, anxiety.
Materials required: ⦁ Board (White/Black), ‫‏‬Marker/Chalk, CSS – Science for Class – 7.
Teaching points:
 Working of digestive system may be disturbed due to improper diet.
 Diarrhea, constipation, heart burn and ulcer are some common diseases of digestive system.
 Diarrhea: Diarrhea is the increase in frequency of bowl movement. The stool becomes loose.
Causes: It happens due to some bacteria, parasites and even viruses in taken by unhygienic food,
very high fiber diet, anxiety, as a side effect of medication, etc. Due to all these reasons, the
absorption of fluid by intestine decreases. As a result, stool becomes loose. Diarrhea can be
diagnosed by its symptoms i.e. abdominal pain, cramping and in severe cases vomiting.
9
 Constipation: Constipation is the inverse of diarrhea. In this condition, frequency of

bowl movement decreases. The stool becomes hard and is difficult to pass because extra
water is absorbed by intestines.
Causes: Constipation is caused by poor diet rich in animal fat and low in fiber. This kind
of diet increase the water absorption from intestines.
 Heart burn: Heart burn is the sensation of burning in lower chest along with a sour taste in
throat and mouth. It usually occur after eating a big meal or while lying down. It can last for
few minutes to few hours.
Causes: When you eat, food passes from your mouth down a tube (about 10 inches long in
most people) called the esophagus. To enter the stomach, the food must pass through an
opening between the esophagus and stomach. This opening acts like a gate to allow food to
pass into the stomach. Usually, this opening closes as soon as food passes through. But if it
doesn't close, acid from your stomach can get through the opening and into your esophagus.
This is called reflux. Stomach acid can irritate the esophagus and cause heartburn.
 Ulcer: Ulcers are sores on the lining of digestive tract. Digestive tract consists of esophagus,
stomach, duodenum (the first part of the intestines) and intestines. Most ulcers are located in the
duodenum. These ulcers are called duodenal ulcers. Ulcers located in the stomach are called
gastric ulcers. Ulcers in the esophagus are called esophageal ulcers.
Causes: A type of bacteria called Helicobacter pylori (H. pylori) causes many types of ulcers. Acid
and other juices made by the stomach can contribute to ulcers by burning the lining of digestive
tract. This can happen if the body makes too much acid or if the lining of digestive tract is damaged
in some way. Physical or emotional stress may not necessarily cause an ulcer, but it can aggravate
an ulcer if you have one as it produce more acid in stomach.
Possible signs of an ulcer:
 Feel worse when you eat or drink.  Stomach pain that wakes one up at night
 Heavy feeling, bloating, burning or dull pain in stomach
 Vomiting  Unexpected weight loss
Introduction: As students have previous knowledge of human digestive system. Ask them some
questions that may lead them towards the today’s topic e.g.
1. What would happen if the epiglottis would not close after pushing food into esophagus?
2. Why do we feel sour taste in mouth after having big meal?
3. What would happen if large intestine could not absorb water from digested food?
4. What symptoms appear when they have high frequency of bowl movement?
After having answers from students, introduce the today’s topic. Ask them they are going
to explore answers of these questions as they are going to study disorders of digestive system.
Development/Activity: Now, write the 1st disorder i.e. diarrhea on board. Assess student’s
previous knowledge by asking some question e.g.
1. What do you know about diarrhea? 2. What does the doctor advice when you have diarrhea?
After having answers, explain it thoroughly. Tell them the causative agents, symptoms, and
preventive measures. Then, ask students to write how they would diagnose if some is suffering from
diarrhea. In the same way, describe all the diseases of digestive system one by one.
Activity: Arrange a presentation by school doctor. The aim of this presentation should be to
inform students about digestive system diseases.
Assessment: Distribute an activity sheet that students will complete during class or at home. In this
activity sheet, students will pretend as doctor and will give their prognosis as a doctor. They will be given
various scenario and they have to best identify the disorders based upon the provided information.
10
A discussion will be hold in which students will present what they believe affecting each
patient then the teacher will decide and guide toward, relevant information.
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
You are provided with the symptoms of some patients. Identify the disease and
suggest the proper treatment. Be careful and diagnose wisely.
1. A young lad from Boy Scout troop spent the weekend in forest. He travelled few miles.
During his journey, his eating routine badly disturbed. He could not have proper food and
he had to face scarcity of water. Now he is facing difficulty to excrete. He is also having
cramps and sour taste.
Ans.__________________________________________________________________________
_____________________________________________________________________________
2. A young girl has come to you. She has lost his body fluids due to vomiting and loose
bowel.
Ans.__________________________________________________________________________
_____________________________________________________________________________
Test Exercise – 1
A. Choose the correct answer and fill the circle.
1. Mr. Ali went to the hospital for the check-up of his body organ systems. Help him to
know how many organ systems are there in body.
 eight  nine  ten  eleven
2. Dr. Ahmed wants to do a check-up of oral cavity of a patient. Which part he will be
mainly observing?
 mouth  oesophagus  stomach  intestines
3. Which of the following is the actual site for the digestion of proteins?
 mouth  stomach  small intestine  large intestine
4. The common name for colon is:
 liver  small intestine  large intestine  gall bladder
5. The biomolecule broken down with the help of bile is:
 water  protein  fat  carbohydrate
B. Answer the following questions briefly.
1. Define epiglottis.
Ans: Epiglottis is a flap of tissues on pharynx that act as a door to direct the food into
esophagus and air into larynx.
2. Enlist the functions of small intestine.
Ans: Small intestine performs the following functions:
1. Breaking down of food by using digestive enzymes and bile.
2. Absorption of useful nutrients from digested food into blood vessels of intestine.
3. How does liver help in digestion?
Ans: Liver helps in digestion by secreting bile into small intestine. Bile digests lipids into fatty acids.
4. Heart burn is an acid indigestion. Justify the statement.
Ans: Heart burn is an acid indigestion because it happens when acid from stomach get through
the esophagus. This stomach acid irritates the esophagus and cause heart burn.
5. Doctors advice to have fiber rich diet. What would happen, if one’s diet has low in fiber?
11
Ans: If one’s diet has low fiber content, it will cause more absorption of water from digested
food into blood thus leading towards constipation.
Lesson 5
Topic: (1.6: Human respiratory system)
Teaching objectives: ⦁ Explain the functions of respiratory system.
⦁ Explain the component (organs) with location required in respiratory system.
⦁ Demonstrate understanding of respiratory system by creating model.
Key vocabulary: Breathing, cellular respiration, larynx, trachea, bronchi, lungs, diaphragm, alveoli.
Materials required: ⦁ Board (white/black), marker/chalk, CSS-Science-7, Models/Charts of
respiratory system.
Teaching notes:
 The respiratory system is the group of organs that takes oxygen inside and expels out carbon dioxide.
 The oxygen thus inhaled is utilized in respiration process to provide energy.
 Breathing: It is the inhalation of oxygen and exhalation of carbon dioxide from the body
(produced as a result of respiration).
 Respiration: It is the production of energy using oxygen from breathing and glucose from digestion.
 Breathing is just responsible for gaseous exchange.
 The first destination of inhaled air is nostrils. Here air is heated according to body’s
internal temperature. Mucous and hair of nose also clean this air from bacteria and dirt.
 From nostrils. air moves towards larynx by passing through pharynx.
 From pharynx it moves into trachea which in chest region divides into two branches in
left and right directions which are called bronchi.
 Bronchi open into lungs. Through these tubes air reaches into lungs which are the final
destination of air.
 In lungs bronchi divides into small sacs called alveoli. Here oxygen from air is
transferred to blood by absorption in blood capillaries wrapped around alveoli.
 The diaphragm controls the movement of lungs.
Introduction: Ask students take a deep breathe in and then out. Tell them, you just successfully operated
the respiratory system, your body’s mechanism activated for gaseous exchange. Ask them, they do not
have to keep in mind it every time. It happens automatically. Tell them, they are going have a journey of
respiratory system. When you think of respiratory system, you typically think of only lungs expanding
and relaxing during breath. There is actually much more to the respiratory system than just the lungs,
though they do essentially serve as the grand central station of breathing. Ask some questions;
What they know about respiratory system?
 Why do all living things need to undergo gaseous exchange?
 What is the job of respiratory system?
 Is there any other organ system involved in respiration? What is the purpose of that system?
 What is the purpose of respiratory system?
Teaching phase: The teacher will conduct the activity of purposeful breathing to attempt to
envision what is happening as the air goes in and out of lungs as done before. The teacher will act
5-7 minutes meditation and will ask students to follow. The teacher will ask student to focus on
breathing movement. It will draw the student’s attention to their breathing by taking consecutive
deep inhalations and forcefully exhalations.
Explanation of respiratory system: Then explain the topic i.e. components of breathing
system. Explain each component, take help from models and then draw it on board. Start the
12
lesson from first respiratory organ i.e. nose. Explain it and let it revise by students. The teacher
may pose some questions as well. Ask students draw the diagrams of respiratory system.
Assessment: After explaining the complete lesson distribute the worksheets among students and
give them some time to solve it. Then conduct a discussion on the following questions.
The Structures of the Respiration System:
1. Why do we breathe? 2. How do we breathe?
3. Can we control our breathing? Explain your answer.
4. Can we survive if we are not breathing? Explain your answer.
Discuss the answers of given questions.
Closure: The students will demonstrate what they have learned randomly, by a small writing activity.
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
List 5 of the most significant things that you learned today about the structures of the respiratory system.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
Home work: Ask the following questions for home work.
Q. Describe the structure of respiratory system.
Lesson 6
Topic: (1.6.2: Respiration in humans and its mechanics)
(1.7: Breathing and burning processes)
Teaching objectives: ⦁ Explain the process and purpose of respiration.
⦁ Explain the usefulness of respiration. ⦁ Explain the differences between breathing and burning.
Key vocabulary: Respiration, ATP, burning, enzymes.
Teaching points:
 Respiration is a process of energy production.
 This process uses Oxygen and glucose to produce energy, along with carbon dioxide and
water. These are by-products of respiration.
 We exhale this carbon dioxide during breathing and water is either utilized for cell
activities or is excreted out.
 The process of respiration takes place in mitochondria.
 Oxygen to be used in respiration is inhaled from air through breathing. Whereas, glucose
is produced as a result of digestion. Both things are provided to mitochondria where
energy is produced. The equation for respiration is:
C6H12O6 + 6O2  6CO2 + 6H2O + ATP
Topic: (1.7: Breathing and burning processes)
 The process of breathing is similar to burning process because the purpose of both
process is to produce energy. But there are some differences in both processes.
13
 The raw materials of both processes are different. Respiration uses glucoses and oxygen
while burning use fuel (coal, wood, oil, gas) and oxygen.
 Respiration continues all the time in body while burning happens in atmosphere and
when the raw materials and temperature required for ignition are available.
 There are several enzymes that control the respiration process while burning is controlled
by amount and quality of raw materials.
Introduction: Ask some questions to refresh the knowledge of students. For example:
 How is energy produced in animals?
 Why do we breathe more rapidly and more frequently after exercise?
 How does O2 and CO2 move in and out of cells?
 When you exercise you breathe in and out more frequently, why does this happen?
Write students responses on board. Ask students if they link answers together to suggest
the topic for today’s lesson.
In case, students could not guess the topic, tell them, all the answers are related to the
first question i.e. How is energy produced? The production of energy is the duty of respiration
process. And today they are going to explore this very important process i.e. respiration and then
they will compare the two energy producing process i.e. respiration and burning.
Explanation and development: Then explain the topic.
Activity: After that, write the following words on the board.
Carbon dioxide, oxygen, energy glucose. Also draw a T-Chart on board. Ask students to
write the same on their note books.
Reactant Products
Guide students to classify each substance in the list in the respective column of T-Chart.
Give students some time. Then complete the table on board by student’s responses. Ask students:
i. What happens to carbon dioxide thus produced?
ii. What is the use of energy thus produced?
iii. Which organ system is responsible for glucose production?
Then, explain their answers by themselves.
To teach the difference between respiration and burning, display the pictures of coal
burning and cellular respiration.
Respiration Coal Burning

Draw a T-Chart on board below the picture as:
Respiration Burning
14
Ask students to identify what is happening in picture 2 i.e. coal burning. Ask them
questions such as:
i. How does coal burn? ii. What does happen when coal burn?
iii. Which things are required to burn coal?
iv. Can the burning also happen inside the body?
v. In which form burning releases energy? vi. Can we control the fire? How?
Write the answers of these questions in respective column of the T-Chart.
Then compare these answers with that of respiration process. Write students responses on board.
Then complete the table by yourself by taking responses from students.
Respiration Burning
Occurs at cellular level Occurs in atmosphere
Complete in several steps One step process
Slow Fast
Occurs at normal temperature Occurs at high temperature
Controlling factor: enzyme Controlling factor: Amount and
quality of reactant
Energy form: ATP Energy form: heat
Closure:
Revise all the main points from board. Ask few students to read the lesson from CSS
Science book – 7 with correct pronunciation.
Assessment:
Distribute the following work sheet and ask students to complete it.
Work Sheet
Name: __________ Roll Number:
_________
Class: __________ Date:
__________
Write the similarities and differences of burning and respiration in following Venn
diagram.
Burning Respiration
Home work
Assign following question as Home work
i. Describe the process of respiration.
ii. Differentiate between respiration and burning.
Lesson 7
15
Topic: (1.8: Common diseases of respiratory system)

Teaching objectives: ⦁ Explain the diseases of respiratory system.
⦁ Describe the causative agents and preventive measures of respiratory diseases.
⦁ Explain the differences between breathing and burning.
Key vocabulary: Asthma, inflammation, Pneumonia, wheezing, streptococcus pneumonia,
mycobacterium tuberculosis, antibiotics, passive smoking.
Material required:  Board (White/Black), Marker/Chalk, CSS Science book – 7, regular
drinking straw (one for each student), thin straw (coffee stirrer) timer, balloons.
Teaching notes:  Some of the common respiratory diseases are asthma, pneumonia, tuberculosis
and lung cancer.
 Asthma is a chronic disease. A chronic disease last for 3 months or more. It is long
lasting in its effects. It can’t be prevented by vaccines or cured by medicines. Chronic
diseases are just controlled not cured. So, asthma can’t be cured by medicines.
 In asthma, bronchial tubes become inflamed and thus became narrow. As these tubes pass
air into lungs, so, it becomes difficult to breath out and in. So, the patients suffering from
asthma experience intense coughing, wheezing and chest tightness.
 Asthma may develop genetically (from one generation to another) or environmentally.
The toxic fumes of traffic smoke, dust particles from construction, mining and chemical
industry cause to inflame the bronchial tubes.
 Pneumonia is a condition in which bronchioles and alveoli become inflamed. It happens
due to a bacterium named as streptococcus bacterium. Pneumonia can be diagnosed by
its symptoms i.e. dry cough, chest pain, fever and trouble in breathing. If both lungs
affect, it is called double pneumonia. It is a worse condition.
 Tuberculosis is generally known as TB. Bacterium mycobacterium tuberculosis enters
into lungs and irritates alveoli. The major symptoms of TB are coughing, weight loss,
fever, sweats at night, feeling chill, etc. TB can be prevented to spread by proper care.
Use of mask while interacting affected person proves much effected.
 When the cells of lungs continue to divide uncontrollably, A bundle of cells forms which is
called tumor. That’s lead to develop cancer in lungs. This process is known as metastasis. This
tumor formation is caused due to smoke of cigarette. Chemotherapy is used as its treatment.
Introduction: Explain the class that they will be starting the lesson with an experiment. Pass out one
large straw to every student in the class room. Ask students to place the straw in their mouth and pinch
their noses. The students are to breathe through this straw for 30 second (at rest). Instruct the students to
stop the activity if they feel difficulty in breathing. Ask the students to write their reaction and
observation obtained from this activity. e.g. How did breathing in this manner make them feel. (1
minute to free write). Ask students again to place large straw in their mouths, pinch their noses and jog
in place for 30 seconds using the straw only. Do the same activity with coffee stirrer.
Ask students what they think these activities taught. The first activity simulates the breathing
experience by a smoker. The second activity simulates how it feels like to live with lungs cancer.
Ask: How many of you know someone who is living with chronic lungs disease. Help students
to deduce the answer, by using the observations learned from above performed activities.
Development: Divide students into four groups. Assign one respiratory disease to each group.
Provide index card to each group. These cards would be titled as:
 What the disease is?  Symptoms
 Causes  Preventive measures.
16
Ask students to prepare their topic from CSS Science book 7. The teacher will roam in
class; talk with students about their assigned disease. After they have done, teacher will call each
group in front of class and the group will present its topic. After students have done, the teacher
will him/herself explain the disease. Ask some questions to evaluate students understanding. The
teacher will also note down the key points on board.
Summary/Closure: Then, revise all the main points from the board. Read lesson from CSS book
– 7 with correct pronunciation.
Home work: Assign the following question as home work.
 Write a brief note on various respiratory disease.
The note must include:
1. Introduction of disease 2. Symptoms of disease
3. Causes of disease 4. Preventive measure of disease
Assessment: Distribute the worksheet to the class and ask them to solve it.
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
1. Write down the causative agents of tuberculosis and pneumonia.
Ans.__________________________________________________________________________
2. What happens to bronchial tubes during asthma?
Ans.__________________________________________________________________________
3. How dose smoking affect the respiratory system?
Ans.__________________________________________________________________________
Test Exercise – 2
1. Teacher Sara is showing picture of sound box in humans to the class. Which scientific
term will she use for this?
 tongue  larynx  pharynx  trachea
2. Which of the following is an organ which help in respiration?
 diaphragm  liver  heart  stomach
3. Amjad is drawing air sacs in lungs on a chart paper. What will he label it?
 trachea  diaphragm  bronchioles  alveoli
4. This is not a respiratory disease:
 asthma  ulcer  pneumonia  tuberculosis
5. Choose the leading cause of lungs cancer from following:
 poor diet  polluted air  smoking  tumor formation
1. Differentiate between larynx and pharynx.
Larynx Pharynx
Larynx is a passage for air into lungs. Pharynx is a passage for food into stomach
2. Left lung is smaller than right lung. Justify the statement.
Ans: Left lung is smaller than right lung because left lung has two lobes while right lung has
three lobes. Also that left lung has to accommodate the heart as well.
3. How will you differentiate inhalation from exhalation?
Ans: Difference between inhalation and exhalation is given below:
17
No. Inhalation No. Exhalation

i. Inhalation is a process of breathing in air i. Exhalation is a process of breathing out air
(oxygen). (carbon dioxide).
ii. During inhalation, intercostal muscles and ii. During exhalation, intercostal muscles and
diaphragm contracts and moves downward. diaphragm relax and move upward.
4. What is diaphragm?
Ans: Diaphragm is a dome shaped muscle at the bottom of the lungs. It controls the process of
breathing and separates the chest from the abdominal cavity.
5. Passive smoking leads to lungs cancer. How?
Ans: Passive smoking leads to lungs cancer if it continues for long term. In passive smoking, the
smoke of cigarette enters into lungs and destroys lung cell as same as in case of active smoking.
Review Exercise
1. Where does the emulsification of fats take place?
 in mouth  in stomach  in small intestine  in large intestine
2. Which biomolecules are digested through hydrochloric acid?
 proteins  fats  carbohydrates  vitamins
3. This is NOT an organ to serve as digestive gland:
 liver  gall bladder  pancreas  oesophagus
4. Name the starting point of small intestine:
 duodenum  jejunum  Ileum  rectum
5. An enzyme to digest carbohydrates is:
 pepsin  amylase  lipase  pepsinogen
6. Choose the most important organ in human respiratory system:
 lungs  larynx  diaphragm  epiglottis
7. Ali wants to label the energy released from respiration. What scientific term will he use for this?
 heat  light  ATP  NADH
8. The main cause of pneumonia is:
 Streptococcus pneumonia  Escherichia pneumonia
 Chrococcus pneumonia  Pseudomonas pneumonia
9. What happens to diaphragm during inhalation?
 it contracts  it relaxes  it moves upward  it expands
10. The site for cellular respiration is:
 cytoplasm  Golgi apparatus  mitochondria  nucleus
1. What is the function of saliva?
Ans: Functions of saliva are as follows:
a) It moisten food for easy swallowing.
b) It contains salivary amylase that digest the carbohydrates.
2. Name the causative agent of tuberculosis.
Ans: Causative agent of tuberculosis is mycobacterium tuberculosis.
3. Epiglottis serves in both digestive and respiratory system. How?
Ans: Epiglottis is present on the mouth of larynx and pharynx. It directs air into larynx and
food into pharynx.
4. Differentiate between breathing and burning.
18
Ans: Difference between breathing and burning is given below:

No. Breathing No. Burning
i. The breathing is a part of the human respiratory i. The process of burning occurs in the atmosphere.
system. Respiration occurs at cellular level.
ii. This process has several steps. ii. This is only one step process.
5. Double pneumonia is caused when pneumonia is severe. How?
Ans: When pneumonia gets severe, both of the lungs become infected. This situation is called
double pneumonia.
6. How does the physical digestion help in chemical digestion?
Ans: In physical digestion larger food bites break down into smaller particles. These smaller
particles of food are easy to swallow and assimilate in chemical digestion. Therefore,
physical digestion help in chemical digestion.
C. Answer these questions in detail.
1. Describe various components of human digestive system.
Ans: Human digestive system:
The human digestive system is an organ system designed
uniquely to convert the food we eat into the nutrients. The body uses
these nutrients for energy and growth.
Components of digestive system:
Food entered in the mouth passes inside the body through a long
tube called alimentary canal. The alimentary canal is composed of
mouth, salivary glands, tongue, teeth, throat, pharynx, oesophagus,
stomach, pancreas, gall bladder, small intestine, large intestine and
anus. These components of digestive system are described as follow:
Mouth (oral cavity):
The starting point of the digestive tract is mouth where physical
digestion begins. 32 teeth break the food into smaller pieces by cutting and
grinding the food. Many papillae are present on the upper part of tongue to
grip the food. The tongue also helps to push the food toward the throat for
swallowing. Saliva also mixes with the food to moisten it and begins the
digestion of carbohydrates (starch) in the mouth. The body also uses
saliva to lubricate food as it has to pass through the alimentary canal.
This will change the food into a form that our body can absorb and use.
Throat (pharynx): The throat which is also called pharynx, is the next destination for the food.
Food travelled from here is shifted to the oesophagus (swallowing tube). Throat contains the
epiglottis; a flap of tissues that acts as an opening to route the food to oesophagus.
Oesophagus: The oesophagus is a tube that starts below the pharynx and extends to the stomach.
There is peristalsis, a series of contractions, through which the oesophagus sends bolus to the stomach.
19
Stomach:
“The stomach is a sac-like organ that has strong muscular
walls”. The stomach acts as mixer and grinder after having the food.
It secretes the hydrochloric acid, gastric juices and powerful enzyme
(pepsin, inactive form: pepsinogen) that helps in continuing the
breaking down of food. The food, now, has been changed in the
form of liquid paste ready to leave the stomach.
Small intestine:
The destination of food next to stomach is small intestine. It
is a loosely coiled long tube present in the abdomen. Its length is
about 20 feet. Two purposes are served here. First, food is broken
down by using digestive enzymes and bile. Second, useful nutrients
are absorbed here. The digestive enzymes are released by the
pancreas while the bile is provided by the liver. Bile is a compound
that contributes in the digestion of fat.
Peristalsis also helps to carry the food in this organ. There
are three parts in small intestine: duodenum, jejunum and ileum.
Duodenum is responsible for the process of breaking down food. Jejunum and ileum are
responsible for the absorption of nutrients i.e. carbohydrates, proteins and fats in the blood.
Large intestine (colon):
After small intestine, the remaining food which has now
become stool is transferred to large intestine. It is a five to six feet long
muscular tube. The first part of the large intestine is caecum and the
last part is rectum. The peristaltic movements facilitate the movement
and transference of stool into and out of the colon.
The stool is first converted into a liquid form and then changes
in solid form. The water is totally removed from the stool here. The
stool itself is mostly the food remains and bacteria. It defecated
(excreted) out of the body through anus which is the last part of the
digestive tract. It normally takes about 36 hours to get out of the body
through the large intestine.
Liver, gall bladder and pancreas:
Liver, gall bladder and pancreas are digestive glands
that help in the digestion of food by releasing different
secretions.
“The liver is the second largest organ in the body that
weighs about 3 pounds”. It is located below the diaphragm, at
the right side of the stomach and above small intestine. It
produces and secretes bile into the small intestine by the
liver.
“The gall bladder is a pear-shaped small sized organ
located just below the liver”. The gall bladder is used to store and recycle the excess amount of
bile from the small intestine. This stored bile is reusable for the digestion of upcoming meals.
“The pancreas is a large gland located just below the stomach”. Its length is about 6
inches. Its head is connected to the duodenum and the tail is pointed to the left side wall in the
20
abdominal cavity. The digestive enzymes are secreted into the small intestine by pancreas to
accomplish the chemical digestion of food.
2. Write a note on importance of digestion.
Ans: Digestion is the process of conversion of the large and complex pieces of food into small and simpler
components. The food is digested in two steps: mechanical and chemical digestion. Mechanical digestion is
the physical breakdown of large pieces of food into smaller pieces. This step begins with the chewing of food
by teeth and continues through the mixing of food by the peristalsis in stomach and intestines. Chemical
digestion is the breakdown of larger food molecules into smaller ones. It also begins in the mouth by the action
of are (salivary amylase) present in saliva that splits the complex carbohydrates into simple carbohydrates. The
chemical digestion continues in stomach with the help of hydrochloric acid and enzyme pepsin. Most of the
chemical digestion takes place in the small intestine with the action of pancreas. The pancreas secretes
pancreatic juice which digests carbohydrates, lipids and proteins into monosaccharaides, fatty acids and amino
acids respectively. Bile (from the liver) also facilitates the chemical break down of fats into smaller molecules.
Importance: The breaking down of food into useful nutrients is carried out by digestion. The
body uses these nutrients for energy and growth. When anyone eats food (grains, meat, fruits and
vegetables), it is not in a form that body can use it as energy source. It is necessary to change the
food into smaller molecules of the nutrients, so that the blood may carry and absorb them to cells
throughout the body. So, we can say that digestion is an important process for our survival.
3. How does digestive system help in the digestion of various kinds of foods?
Ans: Digestion of various kinds of foods: Our diet contains different kinds of nutrients i.e.
carbohydrates, fats, proteins etc. All this food is converted into the useable form through the
process of digestion. Following are the enzymes that facilitate these conversions.
Enzyme Occurrence Reacts with Final product
Salivary amylase Saliva in mouth Carbohydrates Monosaccharides
Pepsin Stomach Proteins Amino acids
Hydrochloric acid Stomach Proteins Amino acids
Bile Liver Lipids Fatty acids
Pancreatic juice Pancreas Carbohydrates, Monosaccharides, amino acids
proteins and fats and fatty acids
4. Identify the common disorders of the digestive system. List the factors that lead to
constipation and diarrhea. Also describe the measures that can be taken to prevent them.
Ans: Disorders of the digestive system: Following are the common disorders of the digestion:
Diarrhea: “Diarrhea is an increase in the frequency of bowel movements”. This increases the
looseness of stool. It is caused by increased amount of secretion of fluids into the intestine. It
also reduces the absorption of fluid from the intestine. Symptoms associated with diarrhea
include abdominal pain mainly cramping and vomiting.
Constipation: “Constipation occurs when the bowel movements are tough or happen less often
than normal”. It is the condition when the stool becomes harder and more difficult to pass out.
The normal duration between bowel movements, changes greatly from one person to another.
Heart burn: Heart burn (acid indigestion) results in the production of sensation of burning in
stomach and the patient might feels sour taste in the mouth. The patient feels the symptoms more
than two times in a week.
Ulcer: Ulcer takes place when the internal lining of the stomach is damaged due to bacterial infections. It is
caused by Helicobacter pylori. This bacteria transfer through spicy food. High stress levels also activate ulcer
causing secretions. The severe side effects of some medicines (i.e. Aspirin) can also cause ulcer.
Factors and preventive measures of constipation and diarrhea:
21
Factors leading to constipation: The factors that lead to constipation are:

 Poor diet, food containing animal fats (dairy products, meats and eggs) and low-fiber sugar
(whole grains, fruits, and vegetables).
 Insufficient water intake
 Sometimes caffeine and alcohol induce increased excretion and urination of water. This
causes the dehydration that ultimately leads to constipation.
Measures for the prevention of constipation: To prevent the constipation:
 We should intake proper amount of certain foods and drinks.
 Proper exercise is also helpful.
 We should also eat high-fiber foods (raw vegetables, cereals, and fresh fruits).
 We should also drink at least eight glasses of water a day for being healthy.
Factors leading to diarrhea: Diarrhea is usually caused by:
 Virus, bacteria and parasites  Stress, anxiety
 Excessive alcohol intake, food allergy, appendicitis damage the internal lining of the intestines.
 Side effect of a medication for example antibiotics and antacid medicines (containing magnesium).
Measures for the prevention of diarrhea: To prevent diarrhea:
 We should avoid eating the unhygienic food.  We should only use purified water.
 We should eat only properly cooked vegetables and fresh fruits.
5. Explain the mechanism of cellular respiration in humans.
Ans: Respiration in humans and its mechanics: Respiration is the production of chemical
energy from the food molecules produced in digestion. As a result, carbon dioxide is produced
that is breathed out of the body from the lungs. The digested food molecules (proteins,
carbohydrates and fats) mix with the blood stream. As a result of breathing, oxygen reaches to
the lungs where it is absorbed by the blood. Both the food molecules and oxygen are transferred
to body cells. Here, this oxygen is then used by the mitochondria to breakdown the food to
produce energy in the form of ATP. This energy is utilized to do work. Water and carbon dioxide
are also produced and released out of the body cells in the process of cellular respiration.
Unit # 2
TRANSPORT IN HUMANS AND PLANTS
Lesson 1
Topic: (2.1: Transport system in humans)
(2.2: Circulatory system and its components) (1st half)
Teaching objectives: ⦁ Explain how material i.e. blood, gases etc. is transported in humans.
⦁ Explain the function of circulatory system. ⦁ Explain the components of circulatory system.
Key vocabulary: Transport system, blood, pH, red blood cells, white blood cells, platelets,
arteries, veins, and aorta.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS – Science Class – 7, Model / chart
showing the structure of heat, chart of circulatory system. Card board/hard chart, red and blue glaze paper.
Teaching points:  A system of human body that transports materials i.e. oxygen, food
(glucose), carbon dioxide, energy from one organ to another is known as transport system.
 In humans and other higher animals, blood circulatory system performs this function.
22
 Blood receives oxygen from lungs and nutrients from digestive system and carries them to every
cell of our body. In this way, circulatory system provides nutrients and energy to the body.
 In plants, this purpose is fulfilled by vascular system by xylem and phloem. These two long tubes
receive water from roots and food from leaves and transfer these to every part of plant.
 The human circulatory system consists of heart, blood vessels i.e. arteries, veins,
capillaries. Heart pumps the blood and blood vessels carry it to all body parts.
 Human heart is a strong muscular organ with no bone in it. It is present in chest cavity, at left side.
 The cavity where heart is present is filled with a fluid that protects it from outer injuries.
This cavity is called pericardial cavity.
 To ensure protection and avoid abrasion with ribs and lungs, the heart is enclosed
/covered by a doubly membrane protective layer which is called pericardium.
 Pericardium lubricates the heart and keeps it in accurate position.
 The heart has 4 chambers just like 4 rooms, each with specific function. The upper two
chambers (left and right) are called auricles (sing. atrium) whereas the lower two
chamber (left and right) are called ventricles (right ventricle, left ventricle).
 The upper chambers (auricles) are smaller than lower chambers (ventricles).
 These four chambers are separated by four valves. These valves act as door that regulate
the blood movement.
 On the upper side of heart, aorta is present, which is the largest artery in human body. It
receives blood from the body.
 The upper chambers (auricles) receive blood from the body and ventricles send blood out of the heart.
 The ventricles are connected to the arteries.
 Along the aorta, the largest vein named superior vena cava is present. It provides blood to right atrium.
Introduction: As you are going to teach a new lesson, tell students briefly about the chapter.
Then introduce the lesson you are going to teach. Show the chart of circulatory system to the
class. Engage the students by describing how blood moves in the body and what it carries in it.
Ask some questions that may guide students towards the today’s lesson. e.g.
1. Human need oxygen and food to live. Oxygen enters into lungs and nutrients are
produced into stomach. How are these provided to all cells in the body?
 Which organs do you think are part of the transport system?
 Why some blood vessels blue and some are red?
 Is there any other body system involve or facilitate the transport system?
Development: Then show the structure of heart and explain it step by step. When you explain
any structure, draw it on board as well.
Activity:
23
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
 Label the given structure of heart.
 How is heart protected from external injuries?
The teacher can make the model of structure of heart in class.

The teacher may ask to build the hearts model using match boxes instead of card board
and label it properly.
Distribute the following work sheet and students to solve it.
Homework:
Assign the following questions for home work.
 Define transport system in humans.
 Explain the structure of heart with well labeled diagram.
Lesson 2
Topic: (2.2: Functions of heart, structure of blood vessel, functions of blood vessels)
(2nd half)
Teaching objectives: ⦁ Explain the functions of heart.
24
⦁ Describe the structure and function of blood vessels.

Key vocabulary: Oxygenated blood, deoxygenated blood, arteries, veins, capillaries, thin
walled blood vessels, thick walled blood vessels, unidirectional blood flow.
Materials required: ⦁ Board (White/Black), chalk/marker, CSS book – 7, model/chart of blood vessels.
Teaching points:
 Heart is the main transport organ in human body. It regulates the supply of nutrients and
oxygen throughout the body. Our heart receives deoxygenated blood (blue) from body
parts and provides fresh oxygenated blood (red) to them.
 The four valves of heart keep the blood (oxygenated and deoxygenated blood) separate.
 Blood is oxygenated when it receives oxygen and is deoxygenated when it transfers its
oxygen to body cell of all parts.
 Both type of blood are kept separate in heat by its chambers, to avoid mixing of both type of bloods.
 Blood when leaves the heart and when it is to enter into heart from body parts, it need
transport/passage/paths. This passage is provided by blood vessels. Blood vessels are narrow tubes
that form a network throughout the body. Just like water is supplied to every house in a big city.
 These blood vessels are of three types:
i) Arteries ii) Veins iii) Capillaries
 Arteries are blood vessels that carry oxygenated blood to body parts from heart. When
blood is pumped from heart into arteries, its pressure is high, so, to bear this high pressure,
arteries have thick muscular walls. All the arteries arise from the biggest artery. i.e. aorta.
 Veins are blue in colour and carry deoxygenated blood. As the deoxygenated blood is at
low pressure, there is no need to have thick walls. So, veins have thin walls. These
vessels possess valves in them that prevent the back flow of blood.
 There is a connection between arteries and veins. This connection is a netted pattern of
blood vessels that join arteries and veins. This netted pattern is called capillaries.
 Blood vessels not only supply the oxygenated blood to the body but receive
deoxygenated blood from the body parts.
Introduction: As students have learned about structure of heart, ask students some questions to
refresh their knowledge and guide towards the current topic. e.g.
 What would happen if there is no pericardium around heart?  What is the advantage of valves to body?
After having answers to these questions, introduce the today’s lesson. Tell them first they will deduce
the functions of heart from previous knowledge. Then, they will learn how blood is supplied to all body parts.
Development/Activity: Draw the structure of human heart on board and ask students to draw it by
themselves. After they have done, ask them to label it. Ask students what they think, how does a heart work.
 What is the function of aorta? (Supply oxygenated blood to the body).
 What would you expect to be happening if there would be no valve?
(Exp. Ans: It would cause mixing of oxygenated and deoxygenated blood).
After having answers of these questions ask them to deduce the functions of heart. Give 2 – 3
minutes to writer their answers. Then share some of the students’ answers with class. And explain it. Write
key points on board. To teach blood vessels show students the picture of water supply within a city.
Analogies this pipe network with blood vessels in the body. Then show the picture of blood vessels in body.
Explain the three types of blood vessels one by one. After explaining the structure of blood
vessels, ask students to deduce the function of blood vessels. As done for the functions of heart.
Closure: Read the lesson from CSS-Science book for Class 7, with correct pronunciation.
Homework: Assign the following questions as home work.
25
 Describe the structure and functions of blood vessels.

Lesson 3
Topic: (2.3: Working of the circulatory system)
Teaching objectives: ⦁ Make students understand how blood becomes oxygenated and deoxygenated.
⦁ Make the students able to understand the flow of blood in the body.
Key vocabulary: Oxygenation, deoxygenation, pulmonary vein, contraction, relaxation,
pulmonary artery, back flow, semilunar valve.
Materials required: ⦁ Board (White/Black), marker/chalk (black, red, green, blue), CSS – Science
Class – 7, Model/Chart showing the blood circulation.
Teaching points:  This lesson is about the working of circulatory system. The part of the
heart and blood vessels that appear in blue colour contains deoxygenated blood where as the red
part of heart and blood vessels contain oxygenated blood.
 Oxygen rich blood is present in left side of the heart (atrium and ventricle).
 Whereas deoxygenated blood is present in right side of the heart (atrium and ventricle).
 First, blood needs to get oxygen. So this, blue blood moves towards lungs in pulmonary
artery from right atrium and get oxygen that is inhaled during breathing.
 After getting oxygen, blood come back to heart in pulmonary veins into left atrium.
 It is to be noted that while moving in and out of lungs the function of arteries and veins is altered.
 The oxygenated blood is sent to left ventricle from left atrium by bicuspid valve.
 Then, heart pumps (contracts) and this oxygenated blood is sent to aorta from where it is supplied
to all the body parts. In this way oxygen and food is transported from blood to body cells.
 When oxygen is transferred into cells, nitrogenous waste and carbon dioxide is released
into blood. This is the reason, the blood becomes blue and is termed as deoxygenated.
 This waste carrying blood is moved towards kidneys. Kidneys remove nitrogenous waste
through blood. This blood is then collected through veins and is returned to heart through
superior vena cava, which is then moved back to lungs for oxygen. Thus the cycle continues.
Introduction: Ask some questions to refresh the students’ knowledge and to guide them towards
todays lesson.
a) How does blood get oxygen? b) Why does the blood looks blue?
c) Arteries are specified for oxygenated blood but why does pulmonary artery looks blue? After having answers
from students, introduce the today’s topic. Tell students they one going to learn how circulatory system works.
Development / Activity: In order to make students understand, draw the basic structure of heart as
shown in the figure below.
26
Represent the inlet and outlets of deoxygenated blood with blue arrows as per figure. Draw
inlet and outlet of oxygenated blood with red arrows (as per figure). Draw the heart chambers with
red arrows.
Then explain the flow of blood as given in teaching notes. Explain them that blood flows
the heart in 12 easy steps. Blood must flow through 6 areas on the right side and 6 areas on left
side. As follows:
Right side Left side
Superior vena cava Pulmonary vein
 
Right atrium Left atrium
 
Tricuspid valve Bicuspid valve
 
Right ventricle Left ventricle
 
Pulmonic valve Aortic valve
 
Pulmonary artery Aorta
Right side of the heart: Right side blood flow aims to get the blood to lungs for oxygen. Then,
explain the each station in right side and left side.
Study tip: The students can learn the position of pulmonic artery by relating the function to its position
i.e. right side goal is to get blood to lungs. So, pulmonary artery will be drawn at right side. In the same
way explain the left side stations. As the goal of left side to transport blood to body organs.
Study tip: In order to memorize that whether blood enters the bicuspid valve first or tricuspid
valve, ask students to memorize the following mnemonic line.
“First always try (tri), before you buy (bi).”
By remember this phrase; they will remember that the tricuspid (try) is before the bicuspid
(buy) valve.
To remember which chamber is at upper end remember that A comes before V in
alphabets. So, A for atrium is at upper side and V for ventricle is at lower side.
Closure: At the end of the lesson, revise all the main points from board.
Assessment: Distribute the following work sheet and ask students to solve it.
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
1. Describe the route of oxygenated blood in the heart.
Ans. _________________________________________________________________________
2. How does blood becomes deoxygenated?
Ans. _________________________________________________________________________
3. Describe the function of bicuspid and tricuspid valves in heart.
Ans. _________________________________________________________________________
Lesson 4
Topic: (2.4: Scientific developments for dysfunctional body parts)
27
Teaching objectives: ⦁ Explain the students that dysfunction in any part of heart can be
corrected by scientific advancement
⦁ Explain some technological advancements regarding heart problems.
Key vocabulary: Dysfunction, electro-cardiogram, angioplasty, angiography, x-ray
examination, open-heart surgery, balloon (stents) pacemaker.
Materials required: ⦁ Board (White/Black), marker/chalk, self-made models of stents, pace maker.
Introduction: Ask some questions that may engage and guide students towards today’s topic e.g.
 What happens when any artery or vein may block due to any reason?
 How would you describe a heart attack?
 Have you ever seen/met a person who have recently experienced heart attack? How did
he recover? Which treatment he received in hospital?
 Do you know any technology specific for heart patients?
After having answer from students, introduce the today’s lesson. Tell students, they are
going to learn about technologies that are helpful for treatment of heart diseases.
Explain students that sometimes high fat content in blood, high sugar content may accumulate in
blood vessels and make its passage narrow. Sometimes, due to intense feeling i.e. anger, tension, etc.
pressure of blood may increase or veins and arteries may block due to clotting in all such cases;
functioning of heart disturbs and in severe cases it may lead to heart attack, hemorrhage, etc. Then, the
question arises, how you could treat it. Science has developed many technologies not only to recover the
problem but also to diagnose. Some of these technologies will be discussed in today’s class.
Development: Then the teacher will paste the heart’s model made of hard chart paper on board.
Make and paste any artery to the heart’s structure. Now show blockage in artery. Tell students
that when they eat too much fried and junk food, have sweets and cola drinks, our blood become
rich in fat and glucose content. These fat content (cholesterol) deposit in arteries and block the
flow of blood. Blockage of any artery would cease the blood supply to its destined organ.
Science has developed techniques to diagnose such conditions. One of them is angiography.
Angiography is an x-ray technique. After showing students blocked artery. Ask them:
1. What do you suggest the cure/treatment for this blocked artery. (Expected Ans. (i) remove
clot/hindrance (ii) dilate artery). If any answer include the second option, extend it to angiography.
Then explain the complete procedure of angiography. Tell them it is a technique that
compress the cholesterol deposit and make passage available for blood to flow. First, a stent
(balloon) is inserted into target artery through a carrier called catheter. Second, catheter is
removed out.
Thirdly, balloon expands and widen the passage for blood.
The teacher will show the procedure to class with catheter made of had white chart and
insert it into the blocked artery. In the same way, the teacher would explain other technologies. It
is recommended that models of these technologies should be prepared before class.
Closure: Revise all the technologies from key points written an board. Read the lesson from
CSS Science book for class-7 with correct pronunciation and explain any term if remained
unexplained.
Assessment: Distribute the following work sheet to the class and ask them to solve it. Then
28
discuss the question of work sheet in class, the same day or the next day.
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
2. When is open heart surgery done?
Ans. _________________________________________________________________________
3. Describe the procedure of angioplasty.
Ans. _________________________________________________________________________
4. What would you recommend when someone’s heart get failure?
Ans. _________________________________________________________________________
Home work: Assign the following topics as homework.
5. Describe the conditions when angiography and bypass surgery is done.
6. Write a note on artificial value, artificial pacemaker and heart transplantation.
Test Exercise – 1
1. Choose an appropriate scientific term for circulatory system:
 lymphatic system  cardiovascular system
 cardio-pulmonary system  lympho-vascular system
2. The composition of heart is:
 skeletal muscles  smooth muscles  cardiac muscles  skeletal tissues
3. The largest vein of the body is:
 superior vena cava  inferior vena cava  pulmonary vein  aorta
4. Maria wants to tell the class about valves. How will she define the term?
 the special openings through which atria are interconnected for blood transfer.
 the special openings through which ventricles are interconnected for blood transfer.
 the special openings through which heart chambers are interconnected for blood
transfer.
 the special openings through which heart chambers are interconnected for gaseous
exchange.
5. The blood that veins receive from the body is:
 oxygenated and reddish  oxygenated and bluish
 deoxygenated and reddish  deoxygenated and bluish
1. Define circulatory system.
Ans: Circulatory system is a system of organs to transport blood, oxygen, nutrients and other
materials to all body parts.
2. Heart is composed of chambers. Name these chambers.
Ans: Heart has four chambers. Their names are:
i. right atrium ii. left atrium iii. right ventricle iv. left ventricle
3. How is backflow of blood prevented in heart?
29
Ans: Backflow of blood in heart is prevented by valves present in veins.

4. Define bypass surgery.
Ans: Bypass surgery is a surgical procedure performed to open a blocked coronary artery.
5. How does angiography help to treat the blockage of artery?
Ans: Balloon used in angiography widens the narrowed artery due to deposition of cholesterol.
Lesson 5
Topic: (2.5: Disorders in circulatory system due to diet )
Teaching objectives: ⦁ Explain that diet affect our circulatory system.
⦁ Explain that due to improper diet many diseases occur.
⦁ Describe the diseases and their causes that occur due to inefficient diet.
Key vocabulary: Saturated fat, high blood pressure, diabetes, anemia.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS-Science-7.
Teaching Points:
 A saturated fat is a type of fat obtained from animals. It is solid at room temperature. Some
examples are butter, meat fat, and coconut oil. Such fats raise the level of cholesterol in the blood.
 The food that contains high level of saturated fat, tend to increase the level of fat content in blood.
 In the presence of high fat content in blood, blood finds resistance to flow easily. With
passage of time, this fat begin to deposit in blood vessels, resultantly blood vessels
became narrow for blood flow.
 Blood passes through these narrowed vessels, it exerts more pressure on walls. This
condition if lasts for long time, cause heart attack.
1. Diet deficient in iron cause deficiency of red blood cells (because red blood cells contain iron).
These red blood cells carry oxygen to body cells. Thus, their deficiency causes oxygen deficiency which in
turn will lead to weakness. As oxygen is necessary for respiration process to produce energy.
2. Diet containing high glucose level also damage blood vessels.
3. Blood vessels contract and relax to control blood pressure.
More contraction in the blood vessels, higher the blood pressure, higher the blood
pressure for long time leads to heart attack.
Introduction:
1. Begin the lesson by asking student to identify the location of their heart and its functions.
2. Tell students about the importance of a healthy heart.
3. Explain that without proper care, and with poor diet diseases can occur that they will
explore in this lesson.
4. Then select a volunteer to read the lesson from CSS-Science-7 book.
Development: Pose some questions to check what they have understand e.g.
1. Why is it not recommended to have junk food?
2. Can you think of some foods that provide iron?
3. How does sugar affect our circulatory system?
Now divide class into three groups. Assign one disease to each group. Ask them to
prepare their topic from book. Teacher should mingle with students and discuss topic with
students.
Then ask students to come in front of class and present their topic. When students have done
with their turn, explain the diseases yourself one by one.
Summary: Revise all the main points from board.
Assessment: Distribute the worksheet and ask students to solve it.
30
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
1. Name the factors that may cause high blood pressure.
Ans. _________________________________________________________________________
2. Why is iron rich food necessary for circulatory.
Ans. _________________________________________________________________________
3. How can you control diabetes?
Ans. _________________________________________________________________________
Home work:
Assign the following question for homework.
1. Describe some disorders of circulatory system that result due to improper diet.
Lesson 6
Topic: (2.6: Transport system in plants)
Teaching objectives: ⦁ Explain students that plants also transport material.
⦁ Explain that how plants transport water and food.
Key vocabulary: Roots, stems, xylem, phloem, osmosis.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS-Science-7. Chart / model
showing structure of xylum and phloem.
Introduction: The teacher may ask following questions for checking previous responses.
1. Where does photosynthesis take place in plants?
2. How do water and minerals reach leaves?
3. How does prepared food reach other parts of plant body?
4. What would happen to plant when soaked in excess water?
5. Where does this excess water go?
After having answers from the following questions, the teacher will introduce the today’s
lesson and tell them that today they are going to study about xylem and phloem that transport the
materials like food and water.
Development: Show students the chart / model of xylem and phloem. Tell them about the structure and
function of these two vessels. Relate them with blood vessels. As blood vessels transport oxygen and food
to body parts in the same way xylem transports water and phloem transports food. Tell them that xylem and
phloem are present in roots and extend up to leaves. Discuss the process of transpiration and translocation.
Explain them how roots absorb water and transfer it to the upper most leaves.
Activity: The teacher can conduct the following activity to visualize the process of
transportation in plants.
What to do: 1. Cut the 3 growing branches of rose plant. (It is recommended to use cerel plant. Cerel
plant has off white Stem so the transport of colour is more obvious. You can use motia flowers as well).
2. Mix the 3-4 drops of food colour in water taken in a beaker or pot. (One colour in one
beaker) Mix it well.
3. Place one stalk in one beaker and stay it undisturbed at a lighted place.
31
4. The next day you will observe and let students to observe the stalk. White flowers have
taken the colour of water.
5. Tell students the stalks have absorbed water from xylem, this xylem tube extends to
leaves, thus water moves along with xylem vessels. Explain them that capillary action
and transpirational pull help water to move upward.
Summary: Revise all the main points from board. Read the lesson with correct pronunciation.
Assessment: Distribute the worksheet among students and ask them to solve it.
Work Sheet
Name: __________ Roll Number: _________
Class: __________ Date: __________
1. Indicate whether the rate of absorption of water from soil through root hairs increase or decrease
a) After a heavy shower …………………………
Ans. _________________________________________________________________________
b) In a dry soil ………………………………
Ans. _________________________________________________________________________
2. How does water enter root hairs?
Ans. _________________________________________________________________________
3. Describe the rote of xylem for water transportation.
Ans. _________________________________________________________________________
4. Why is water necessary for plants?
Ans. _________________________________________________________________________
Test Exercise – 2
1. What will be the possible outcome of clogging of the arteries that feed the heart?
 anemia  heart attack  asthma  brain hemorrhage
2. Deficiency of which of the following mineral can lead to anemia?
 calcium  potassium  iodine  iron
3. Teacher Sara says: "The water molecules move from an area of higher concentration of
water to an area of lower concentration of water through cell membrane". What is the
process?
 diffusion  osmosis  transpiration  evaporation
4. Through which of the following parts, food from leaves is provided to rest of the plant?
 epidermis  root hair  xylem  phloem
5. Name the adjacent part of stoma?
 guard cell  stomata  mesophyll  chloroplast
32
1. Define tertiary roots. Ans: The roots that arise from the secondary roots are called tertiary roots.
2. How does xylem help in water transport?
Ans: Xylem tubes are present in roots and extend up to leaves by passing through stem. Xylem
tubes in roots suck water from soil by diffusion and transfer it to the upper most leaves by
capillary action and transpiration pull.
3. Can you replace cuticle with Vaseline?
Ans: No, Vaseline can’t be used instead of cuticle because it do not has pores and will cover
the stomata thus exchange of gases would be ceased.
4. What is the role of stomata in leaves?
Ans: Stomata are present in leaves. They regulate the exchange of gases by opening and closing
guard cells.
5. How is transport system in lower plants different from that of higher plants?
Ans: Transport system in lower plants is different from higher plants as lower plants lack the
proper transport vessels i.e. xylem and phloem that are present in higher plants. In lower
plants, the whole plant absorb water and mineral directly from environment.
Review Exercise
1. The Lub-dub sound felt from inside the left side of chest is the sound of:
 heart beat  pulse  heart contraction  heart relaxation
2. Name the largest artery in the human body?
 aorta  vena cava  pulmonary artery  arterioles
3. This is not an organ to serve as carrier for blood:
 lung  arteries  veins  capillaries
4. What kind of blood is carried out through arteries?
 oxygenated and reddish  oxygenated and bluish
 deoxygenated and reddish  deoxygenated and bluish
5. Dr. Farhan suggested to treatment a patient that opens up narrowed blood vessels without
surgery, using small balloons. What is the name of this treatment?
 angiography  ECG  open heart surgery  angioplasty
6. What do you call the first root that arises from radicle of the seed?
 primary root  secondary root  tertiary root  quaternary root
7. The area of young roots where most of the absorption takes place is:
 root epidermis  root hair  root cortex  root vascular bundles
8. The key organ for transportation of water from roots to upper parts of plant is:
 root hair  xylem  phloem  epidermis
9. How will you label the special openings that allow gaseous exchange in leaves?
 guard cell  stomata  mesophyll  chloroplast
10. What feature is naturally adapted for the prevention of water loss in leaves?
 waxy cuticle  hair  epidermis  stomata
1. What is pericardium? What is its function?
Ans: Pericardium is a double membraned protective covering around heart. It lubricates the
heart and prevents it from injuries and hold the heart in accurate position.
2. Lungs work to purify blood. Justify the statement.
33
Ans: Lungs work to purify the blood as they enrich the blood with fresh oxygen that is inhaled
by them and remove carbon dioxide from blood that is then exhaled out.
3. Differentiate between artery and vein.
Ans: Difference between inhalation and exhalation is given below:
No. Artery No. Vein
i. Arteries are thick walled blood vessels. i. Veins are thin walled blood vessels.
ii. Arteries carry oxygenated blood. ii. Veins carry deoxygenated blood.
4. Define transpiration.
Ans: Transpiration is a process where plants absorb water through the roots and then give of
water vapours through pores in their leaves.
5. How is food transported in plant?
Ans: Food is transported in plants through phloem vessels.
1. Explain the transport system in humans.
Ans: Transport system in humans: The process of moving materials into and out of the cells
within an organism is called transport. Transport system in humans not only circulates the blood but
also transports oxygen, carbon dioxide, nutrients and blood cells to the whole body. It consists of blood
(RBCs, WBCs and platelets), heart, lungs, kidneys as well as lymphatic system. Lungs show a key role
in the transport system as they purify the blood. The transport system provides food, prevent disease
and stabilizes temperature and pH of the body. Transport system is known as circulatory system or the
cardiovascular system in animals and humans and as the vascular system.
2. Describe the structure and function of heart and blood vessels.
Ans: Circulatory system and its components: Human circulation system consists of heart and
blood vessels to transport materials. The structure and function of these components are as follow:
Structure of heart: The heart is a strong
muscle present inside the left side of chest
above the diaphragm. It is just of the size
of a clenched human fist. Heart is made of
cardiac muscles. The heart is placed
within a fluid-filled cavity called the
pericardial cavity and is enclosed by
pericardium. It is a hard double membrane
protective layer around the heart. This
layer mainly lubricates the heart and holds
it in accurate position.
Heart is divided into four chambers: two
auricles (the right atrium and left atrium)
and two ventricles (right ventricle and left
ventricle). The atria is the receiving
chamber for the blood. It is linked to the
veins for carrying blood to the heart.
They (auricles) are smaller in size
than ventricles. They possess thin muscular walls. The ventricles are large and stronger pumping
chambers. Their task is to send the blood out of the heart. The ventricles are connected to the
arteries that carry blood away from the heart.
34
The heart chambers are interconnected for blood transfer through special openings known as
valve. The four valves present in human heart allow unidirectional flow of blood. These valves also
determine the pathway of blood. Superior vena cava (a large vein) joins with several veinlets coming
from upper parts of human body to provide blood to right atrium in heart. The inferior vena cava is the
largest vein of body into which the veins from the lower trunk join to reach the right atrium of the heart.
Function of heart: The heart performs the following functions:
1. It regulates the accurate supply of nutrients and oxygenated blood to all parts of the body.
2. The heart contains both the oxygenated and deoxygenated blood. It is its job to keep both
of them separate in order to avoid contamination in the pure blood.
Structure of blood vessels: There are three types of blood vessels that arise from heart. They
carry blood to different parts of the body. These vessels are arteries, veins and capillaries:
a. Arteries possess thick muscular walls. They can resist the high pressure of blood when it is pumped from
heart. The biggest artery in human body is the aorta, which leaves the heart and divides into smaller arteries.
b. The wall of the veins are thin because the blood flow is at a much lower pressure here. To
prevent the back flow of this lower pressure of blood, the veins contain valves.
c. Capillaries are microscopic, thin-walled vessels that connect arteries to veins.
Function of blood vessels: The functions of blood vessels are as follow:
a. Arteries provide oxygenated blood from the heart to the rest of the body.
b. Veins bring deoxygenated blood back to the heart through the inferior and superior vena
cava, which lead to the right atrium.
c. Capillaries take blood through the organs and tissues.
3. Highlight the working of the circulatory system.
Ans: Working of the circulatory system: In humans, oxygenated blood (present in left atrium
and ventricle) appears reddish in colour whereas, deoxygenated blood (present in right atrium
and ventricle) appears bluish in colour.
The blood (carrying digested food)
absorbs oxygen from lungs. After oxygenation,
this oxygenated blood (along with digested
food) comes to the left atrium of heart from the
lungs in the pulmonary vein. Bicuspid valve of
heart sent this oxygenated blood to left
ventricle. On contraction, the heart pumps this
blood forcefully to the aorta. Aorta provides it
to the whole body through network of arteries
and capillaries. The food and oxygen present in
this blood is also transported to cells and
tissues. At the same time, the carbon dioxide
and nitrogenous waste are released into the
blood from the cells.
Blood takes back this deoxygenated
blood (with carbon dioxide and nitrogenous
waste) through veins to kidneys. Kidneys
remove all nitrogenous waste from the blood.
Then through vena cava, it returns to the right atrium of heart from the kidney. The heart pumps
the deoxygenated blood to the lungs through pulmonary arteries. The pulmonary artery has
35
semilunar valve that prevents the back flow of blood. Blood pressure is usually high when it
moves away from heart; it is usually low when blood moves towards the heart.
4. Identify scientific developments that provide alternatives for dysfunctional body parts.
Ans: Scientific developments as alternatives for dysfunctional body parts:
At times, the organs of circulatory system (heart,
blood vessels, lungs and kidney) may become dysfunctional.
Various scientific developments have been made by scientists
during recent years to alternate the dysfunctional parts of the
human body. For example, if the heart becomes
dysfunctional, doctors investigate the condition of the heart
internally through electrocardiogram (ECG).
Angiography and angioplasty:
Heart attack is a heart disease that is caused due to severe blockage of blood artery due to
deposition of cholesterol. The condition is examined by angiography. The technique is an X-ray
examination of these arteries. To fix these bad conditions, angioplasty is adopted. It is a
procedure that opens up narrowed blood vessels without surgery, using small balloons (stent).
Artificial valves: If any of the four valves stops working, scientists have developed artificial
valves to replace them. This is done through open-heart surgery.
Bypass surgery: Whenever the arteries inside heart become
dysfunctional, bypass surgery is done to cure this condition. It is a
surgical procedure to restore the normal blood flow in a blocked
coronary artery. It is also known as coronary artery bypass surgery.
Heart transplantation: A heart transplant is a surgical procedure that is
performed on patients with end-stage heart failure. The patient's own
dysfunctional heart is removed and is replaced with the donor’s heart.
Artificial heart: Artificial heart is a device developed by scientists that
replaces the natural heart. Sometimes, it is almost impossible to process
natural transplantation of heart, in that case, artificial heart is used.
Artificial pacemaker: Pacemaker is present inside right atrium to check
heart beat rhythms. Sometimes, this natural pacemaker becomes
dysfunctional. An artificial pacemaker is an alternate medical device
designed by scientists which can regulate the beating of the heart.
5. Find out that some disorders in human transport system can be affected by diet.
Ans: Disorders in circulatory system due to diet: The foods with large quantities of saturated fats
(cholesterol) have negative impact on health. The heart is a muscle, and like other body muscles, it
depends upon a balanced supply of blood. If vessels become hard due to deposition of cholesterol, they
are more susceptible to tear. This can lead to clot formation and clogging of the vessels. Clogging of the
arteries that feed the heart leads to many disorders such as high blood pressure and even to heart attack.
High blood pressure: Due to clogged arteries, blood flow becomes difficult leading to high
blood pressure. The condition if prolonged can lead to heart attack. Anemia is the condition
36
when our heart lacks the oxygen in the blood. It happens when our diet lack iron. This can be so
severe that it may lead to heart failure or the heart becomes enlarged.
Diabetics: A diabetic patient possess high glucose level in the blood that damages the blood
vessels. Diabetic patients are more prone to heart diseases.
6. Elaborate the absorption of water in plants through roots.
Ans: Transport system in plants: Transport system in plants serves to transport water, food
and minerals throughout the plant. Here is the process of transportation.
Absorption of water in plants through roots: Higher plants have roots penetrated in soil. Food
produced in leaves needs water and prepared food is needed by rest of the parts. So, there is a
proper need to carry out transportation in higher plants.
They absorb water through the entire surface-

roots, stems and leaves. But, the water is absorbed
by roots mainly. Primary, secondary and tertiary
roots are combined to make a root system of
plants. The area where most of the absorption
takes place is the root hair of young roots. The root
hairs are tiny structures. They take in water from
the intervening spaces mainly by diffusion. The
absorbed water passes through cell membrane and
reaches the vacuole inside the epidermal cells. As
the root hairs are extremely thin and large in
number, they provide enormous surface area.
Water inside the vacuole of root cell is then
pushed into xylem vessels. Xylem is the key
organ for transportation of water from roots to
upper parts of plant. Xylem in roots provides
water to upper stem and then water is shifted to
branches of leaves. In this way, water is
transported to whole plant. Transportation of
water along with minerals is conducted for
various purposes:
37
1. Water acts as a reactant during the process of photosynthesis.

2. It sustains the rigidity in cells of roots, leaves and stems.
3. It lowers down the temperature of leaves through the process of evaporation.
4. It provides essential nutrients and minerals throughout the body.
7. How do the structures of the roots, stem and leaves of a plant permit the movement
of food, water and gases?
Ans: Plants need food and water to live. Water is absorbed through roots and food is prepared in
leaves which are aided by exchange of gases. In order to transport water (from roots) and food (from
leaves) to the whole plant equally, there are two structures i.e. xylem and phloem. These structures are
elongated tubes that interlink each part of the plant, just like the net of blood vessels spreads through
out the body in animals. Plants transport water through xylem. The process is known as transpiration.
Food is transported through phloem and is known as translocation.
Roots: Thousands of tiny root hair is present on each root. Water and minerals from the soil are absorbed
into the root hair by process of diffusion. “Diffusion is the movement of a substance from where it is in large
amount to where it is in small amount”. As the level of water in roots increases, a pressure is created in the
root cells. This pressure pushes water and minerals to the upper parts of the plant.
Stem: Water vapours evaporate from the leaf and create a kind of suction in stem. This creates a
transpirational stream that pulls water up from the root. Mature xylem cells act like open-ended tubes to
allow free movement of water through them. Roots also produce the root pressure that forces water up
through xylem vessels. So, stem is basically designed to promote flow of water from roots to leaves. Stem
also provides prepared food from leaves to lower parts of the plant through phloem.
Leaves: In a leaf, three types of material
movement i.e. water, food, gases take place.
Food and water exchange takes place through
phloem and xylem respectively. Whereas, for
the exchange of gases specialized structures are
present. As, a leaf needs carbon dioxide to
prepare the glucose (food) and oxygen,
therefore, there is need to promote gaseous
exchange in leaves. For this purpose, they
contain openings, called stomata. They allow
gaseous exchange in the epidermis of leaf. On
each side of the stoma, there is a guard cell.
These cells check the excessive gaseous
exchange by their customized opening and
closing. Gaseous exchange also takes place
inside the leaf. The specialized cell inside the
leaf i.e. mesophyll cell in a absorb gases. These
gases are present in the air spaces between the
spongy mesophyll and palisade mesophyll cells.
Sometimes, due to high temperature, rate of
transpiration is high leading to great water loss
from leaf surface. For the prevention of this
water loss, leaf is coated by a waxy cuticle.
Moreover, leaves are adapted to have lesser number of stomata at their upper surface.
This helps them to reduce water loss.
38
Unit # 3
REPRODUCTION IN PLANTS
Lesson 1
Topic: (3.1: Pollination)
Teaching objectives: ⦁ Explain the process and need of pollination.
⦁ Explain different types of pollination.
Key vocabulary: Genetic information, seeds, pollination, fertilization, sexual reproduction,
anther, stigma.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS – Science book – 7, Fresh
hermaphrodite flower (rose, motia, etc.)
Introduction: Ask students some questions that may refresh their previous knowledge about the lesson
i.e. parts of flower, pollen grains, seeds. The teacher may use the following questions as well:
 Can you name parts of flowers? (Ans: Sepals, petal, carpel, ovary)
 Which of the following parts of flower participate in reproduction? (Ans: Stamen, Carpel)
 What is seed? (A reproductive structure)
 How does a seed form? (Ans: By fertilization)
 Do you know about pollens?
 In which part of flower, pollen produce? (Ans: Carpel)
 In which part of flower a seed is produced? (Ans: Ovary)
 In spring season, you might have listen some people have pollen allergy. What do you know about it?
After having answers from students, explain them a little the answers of these question. Then introduce
the today’s topic. Tell them that in plants seeds transfer the characteristics of one generation to other. In order to
produce seeds, two important stages participate. One stage is the transference of pollen grain in female
reproductive part and the other stage is fusion of pollen with egg. The former stage is called pollination and later
one is called fertilization. Today we are going to investigate first stage i.e. pollination and study its types.
Development: Show the floral structure to class. It would be better to use models of flower.
Activity: It would be a good activity if the teacher provide fresh flowers to each student or to
pairs of student (as per capacity).
 Ask students to identify their parts and note them in their note books. Help them if they
find difficulty to identify parts.
 Then separate out stamen and ask students to do the same.
 While dealing with stamens. Students may feel the presence of some small particles on
their hands. Ask students to guess it. If students could not tell them it is pollen.
 Explain about pollens. Show them its picture. Tell them that pollen is the male reproductive
structure in plants. When this pollen fuse with egg in ovary (female reproductive organ), seed is formed.
 When students have separated stamen, ask them to separate pollens from carpel by using
a thin pointed article. The may use camel hair brush or safety pins etc.
 Then ask them to observe pollen under dissecting microscope. Help them to do so.
 Ask them to separate out female reproductive part i.e. ovary. Help students to identify
and separate ovary.
 Ask students to vertically dissect the ovary (make a T.S of ovary) and observe it under microscope.
 Now, explain the lesson. Tell students, when pollen from carpel reaches the stigma of
ovary, it is called pollination.
39
 Ask students to write the definition of pollination.

 Write on board the types of pollination i.e. self-pollination and cross pollination.
 Ask students to place stamen and ovary on their copy side by side at some distance. Draw
an arrow from stamen to carpel and label it as self-pollination.
 Then separate out ovary from other flower. (The flower species should be same).
 Place the other flower’s ovary beside stamen of first flower and draw a carved arrow
from stamen to ovary of other flower. It is called cross pollination.
When students have understood the concept of self and cross pollination, ask them to
explore the advantages of each type.
Divide class in two groups, one is to study self-pollination and other is to study cross
pollination. Ask them to consult CSS Science book for class 7 and prepare their topics.
 Then, call some students from group – 1 in front of class and ask them to explain their
points. It would be their assessment.
 The teacher should note down the key points on board as well.
Similarly: Call the other group to present their topic. then explain the topic by yourself.
Closure: Revise all the main points from board i.e.
 Transference of pollen from anther to stigma is called pollination.
 If pollen transfers from anther to stigma of same flower, it is called self-pollination.
 If pollen transfers from anther to stigma of the other flower but of same species, it is
called cross pollination.
 Self-pollination is fast and quick with identical genetic information while cross
pollination is time taken and cause varieties in new generations.
Home work: Assign the following questions as homework.  Define pollination.
 Describe the peculiar features and importance of self-pollination and cross pollination.
Tell students about the next day topic i.e. Factors involved in cross pollination.
Lesson 2
Topic: (4.2: Factors involved in cross pollination)
(4.3: Cross pollinated plants)
Teaching objectives: ⦁ Explain students that flowers are adapted to attract specific pollinators.
⦁ Explain that many plants depend upon animals for pollination and many pollinators depend
upon plants for food.
Key vocabulary: Pollinators.
Materials required: ⦁ Board (white/black), marker/chalk, CSS – Science book for Class – 7, fresh flowers.
Introduction: Hold up flowers and ask students to identify the process by which flower
reproduce. Define the term pollination and ask students to describe what they know about
pollination. Ask students what they think how does a pollen transfers from one flower to another
in cross pollination. Let students think for some time. Most probably students would answer
rightly. If majority of students fail to answer correctly, ask some other questions e.g.
 What do you think, why do insects come to flowers?
 What happens when an insect lands on a flower? (Expected answer: Pollen grains may stick to them).
Write students responses on board. Explain them little the answers of these questions.
 Ask students draw a T-chart in their note books as follow.
Biotic Factors Abiotic factors
40
Ask them to think which biotic and abiotic factors may be carrier for pollens. Complete
the table by students responses as follow.
Biotic Factors Abiotic factors
Insects Wind
Birds, Animals Water
 Then ask students to name some insects that may carry pollen with them. (Expected
answer: bees, flies, hoppers, etc.)
 Name some other insects that may be used are carrier. Divide the class in four groups. Assign
each factor to prepare for presentation i.e. animals as pollinators, insects, water and wind.
Make a list of important points required by students to prepare.
 How/Why does the particular factor/ agent interact with flower?
 Name some members of that particular factor.
 How do they transfer pollen?  Any special character / feature about that factor.
Give some time to prepare. Ask students they may consult CSS science for Class 7. While they
are preparing, the teacher would roam about the class and discuss with each group its specific topic.
 Make a table on board and ask students to copy it. (The complete table is given below)
Call one group to present their topic. The teacher would ensure and encourage that each
student participate. The students would present according to question list previously written.
Then complete the table by students responses. Such as, one has been done for you.
Animals Insects
 Come to plants for food i.e. (To be filled by teacher)
leaves, branches, nectar
Biotic  Monkeys, birds, humans
 Pollen grains stick with their body.
Then are dropped when these
animals reach to other flowers.
Wind Water
 Wind pollinated plants produce (To be filled by teacher)
pollen in large quantities.
 Wind/air is present everywhere.
 The pollens that are liger in
Abiotic weight are transported by wind.
 Most conifers and crops are
wind pollinated. e.g. pine,
spruce, firs, nuts, e.g.
Ask students to name some plants that are cross pollinated.
Closure: Revise all the main points from board. Read the lesson from CSS – Science book – 7
with correct pronunciation.
Homework: Assign the following questions as home work.
 Describe some factors that may affect cross pollination.
Test Exercise – 1
1. What is the first step of sexual reproduction in plants?
 pollination  fertilization  seed formation  flower production
2. The process that helps in development of new species of plants is:
41
 self-pollination  cross pollination  fertilization  budding

3. Choose the example of wind pollinated flower:
 water hyacinth  pine  hydra  eel-grass
4. Which of the following pollens are produced in wind-pollinated plants?
 light and dry pollen  heavy and dry pollen
 light and wet pollen  heavy and wet pollen
5. The plant that can cross-pollinate with other species of its family is:
 carrot  radish  spinach  cauliflower
1. Define pollination.
Ans: Pollination is defined as the transference of pollen grains from anther to stigma of a flower.
2. Differentiate between self-pollination and cross pollination.
Ans: Difference between self-pollination and cross pollination is as follows:
No. Self-Pollination No. Cross-Pollination
i. The type of pollination in which pollen i. The type of pollination in which pollen
grains from anther fall on stigma of same grain from anther of one flower fall on the
flower. stigma of another flower of same species.
3. There are several types of pollinating agents. Name them.
Ans: There are several types of pollinating agents. These are Insects: Moth, butterflies, bees, flies.
Birds: Animals, wind and water.
4. Insects help in pollination. Justify the statement.
Ans: Insects help in pollination. When an insect pollinator visits the flower to collect nectar, it
accidently picks up the pollen on its body. As it goes to other flowers, pollen transfers to other flower.
5. Name some cross-pollinated plants.
Ans: Plants which are cross-pollinated include grasses, alfalfa, banana, maize, catkins,
dandelions, maple trees etc. A large number of crops that can cross-pollinate are squash,
pumpkins, cucumber, melon, broccoli, summer radishes, tomato, beans, beets, carrot,
cabbage, cauliflower, corn, onion, pea, pepper, spinach, turnip, water melon etc.
Lesson 3
Topic: (3.4: Sexual and asexual reproduction 1st half)
Teaching objectives: ⦁ Define the term asexual reproduction.
⦁ Describe several forms of asexual reproduction in plants.
Key vocabulary: asexual reproduction, gametes, fusion, vegetative, propagation, cutting,
layering, fragmentation, spore formation.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS – Science Class – 7, small
potatoes, several cuttings of succulents or other plants that will root in water, live planarian,
distilled water, rulers, dropper, razor blades, hand lenses, hard-boiled egg yolk, permanent
marker. Small stems of roses sowed in small pots.
Preparation by teacher:
 At least 2 weeks ahead of time (more if you want to get some good root growth on your
potatoes), purchase some small potatoes and some succulents.
 Place the potatoes in a paper bag and leave them in a cupboard.
 Cut some stems off from your succulents and place them in a glass of water. Refill the
water as it evaporates.
1. In the same way do with jasmine plant. Cut one branch of rose stem and tie it with
another stem. Sow it into soil and water’ it daily.
42
 In a few days' time, your potatoes and succulents should begin sprouting roots. Before the
lesson, place them in beakers or clear cups so your students can observe them.
Warm up:  Begin the lesson by asking students if they have ever found a forgotten potato in the back
of their cupboard. What happened to the potato? (Alternatively, ask them what part of the plant they are
eating when they eat carrots or potatoes. What would happen if they were to put one into the ground?)
 Pass around your rooted potatoes and succulents. Explain to students that they are
witnessing examples of asexual reproduction, or cloning, in plants. They will be learning more
about asexual reproduction in today's lesson.
Introduction: Ask some questions that may lead students towards today’s lesson e.g.
 What is meant by the term reproduction?
 Can plant develop a new plant if only one parent is there?
 Algae do not have flowers, how do they develop new plants?
 Do all plants produce seeds?
Write students responses on board. Then introduce the today’s topic. Tell students today
they will learn how plants develop into new plants when there is no seed formation.
Development: Explain them about asexual reproduction. Points to be explained:
 The lower plants that do not develop flowers, do not produce seeds and grow through
asexually. In such plants male and female parents do not participate.
 The off springs of such plants are exactly identical to parents. There are no variations in next generations.
 Greater number of off springs is produced because it is a rapid process and every part of
the parent plant may develop into new plants. Just like seed formation, no wait is there.
 Asexual reproduction mainly occur in lower plants but some higher plants e.g. rose,
potatoes, etc. may also grow through asexually.
 There are many modes/way to grow by asexually e.g. vegetative propagation, cutting,
layering, fragmentation, spore formation.
After explaining the introduction to asexual reproduction, divide class into five groups.
Assign one mode of asexual reproduction to one group. Explain them each group will prepare its
assigned mode and will share its mode with whole class. Ask them to read/consult CSS-Science
book-7. Encourage students to underline and take notes while they read.
 Once students have finished reading and taking notes, ask the group one i.e. vegetative
propagation to stand up and share its information.
The most expected response or understanding would be:
→ The mode of reproduction in which new plants develop from roots, leaves, stem, buds etc.
→ The plants that grow by vegetative reproduction is potato.
 When students have done, show your rooted potatoes. Explain to students, they are
observing vegetative reproduction. As potato is tuberous stem it grows into new plant.
 Explain them the procedure that you did previously to grow potatoes.
 Next call the second group named “cutting”. Ask to explain its topic. The most probable
explanation might be as:
→ The type of reproduction, in which stem of a growing plant is cut and is sowed into soil.
After some days it grows to new plant.
→ Roses are grown through cutting.
 When students have done, show them the potted rose stem, you have prepared previously.
Explain them how did you cut the stem of rose and sowed. As the teacher has done it a
week before, so, new leaves would have begun to arise.
43
 Then call the third group that has studied layering. The most probable explanation of
layering would be as:
→ When the stem of a plant e.g. Jasmine sowed into soil without separating it from the plant, it
grows in to new plant, develops leaves and branches. Jasmine stem is week so bends down easily. Then
the stem of new developing plant is sown that grows into new plant and the process goes on.
→ When students have done with it, show them your previously prepared, grown jasmine plant.
Explain them how did you grow it. Bring out the stem of Jasmine from soil, it have new developing
buds and show them to students. In the same way, explain the other two types of asexual reproduction.
Closure: Draw a table on board with five columns each named as a mode of reproduction. The
table should have two rows as follow:
Mode Feature Vegetative Cutting Layering Fragmentation Spore formation
propagation
Difference
Example
Complete the table by student’s responses.
Home work: Assign the following questions as homework.
 What do you know about a sexual reproduction?
 How many types of asexual reproduction are there? Write brief note on each type. At the
end of the lesson tell students, they have learned how do plants grow without seed and the next day
they will learn what happen when pollen grain reaches on the stigma and how does seed from.
Lesson 4
Topic: (3.4: Sexual and asexual reproduction 2nd half; sexual reproduction)
(3.5: Fertilization)
(3.6: Seed and fruit formation)
Teaching objectives: Make students able to
⦁ Define the term sexual reproduction. ⦁ Explain what happens when pollen falls on stigma.
⦁ Explain the formation of seed and fruits. ⦁ Compare sexual and asexual reproduction.
Key vocabulary: Sex cells, fertilization, pollen tube, stigma, style, ovary, zygote, seed coat, inheritance.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS – Science Class – 7,
chart/models of carpel showing stigma, style, ovary and seed.
Introduction: Recap the previous lesson by asking different questions e.g.
Can you name some plant that possess flowers but do not reproduce through seeds?
 How is cutting mode of reproduction different from vegetative propagation?
After having responses from students, introduce the today’s topic. Tell them that they are
going to study a new type of reproduction in which both parents (male and female) participate. In
such type of reproduction, absence of one parent ceases the process of development. Such type
of reproduction is called sexual reproduction. In sexual reproduction, male parent donate pollen
grains and female parent provide egg and place for fertilization. It might possible that both male
and female organs are present on single flower. Such flowers are called hermaphrodites.
Activity: Ask students to draw the structures of stamen (anther and filament) and carpel (stigma, style
and ovary) on their note books. Label both structures. Then show the transference of pollen grain from
anther to stigma. The teacher should draw the structures on board and explain step by step.
 Next, draw a pollen tube from stigma to ovary. Explain that when pollen reaches the
stigma, a pollen tube develops and reaches the ovary, where egg is present. Pollen fuses
with egg. This process is called fertilization.
44
 Draw pollen tube and show the pollen grain travelling through it. Then while explaining
fertilization, show pollen grain in the ovary joining the egg. Next, explain what happens when
fertilization have been taken place. Sepals and plants fall off, ovule develops into seed. An
embryo also forms that grows into zygote. The zygote grows by cell division and forms fruits.
After this, give students some time to study the differences between sexual and asexual
reproduction. Then draw a T-chart on board. Ask student to compare both type of reproductions.
Complete the chart by students’ participation. It would be their assessment.
Asexual Reproduction Sexual Reproduction
Only one parent plant is involved. Both male and female parents are involved.
Occurs in lower plants. Occurs in higher plants.
Reproductive organs may not present. Fully developed reproductive parts are
present.
Fertilization does not take place. Fertilization give rises to zygote.
Characteristics of only one parent are inherited. Characteristics of both parents are inherited.
No need of seeds. Seeds are used to get new plants.
Homework: Assign the following questions as homework.
1. Compare the sexual and asexual reproduction. 2. How is a seed form?
3. Explain the process of fertilization.
Test Exercise – 2
1. Sara wants to label the female part of flower. What term will she use?
45
 sepal  petal  stamen  carpel

2. We can observe the process of layering in:
 rose  tulip  jasmine  bryophyllum
3. Into which condition ovary turns into after fertilization?
 flower  fruit  seed  leaves
4. Pollen grains are produced in:
 stamen  carpel  filament  ovary
5. Following plants show spore formation except:
 algae  fungi  mosses  water lily
1. What is the role of stamen in reproduction?
Ans: Stamen produces pollen that fuse with egg in the ovary and forms seeds. The seed then
develops into new plant. Thus, without stamens fertilization would not be possible as pollen
would not be available.
2. Asexual reproduction yields no variation among organisms. Justify the statement.
Ans: Asexual reproduction does not yield variation among organisms because it does not involve
gametes of two parents. As single plant is involved in reproduction, that eliminate the
chances of variations.
3. How does the process of vegetative propagation occur?
Ans: Vegetative propagation is a type of asexual reproduction in which new plants are
produced from roots, stems, leaves and buds. Plants such as potatoes grow by this
method.
4. Enlist any two differences between asexual and sexual reproduction.
Ans: Difference between sexual and asexual reproduction is as follows:
No. Asexual Reproduction No. Sexual Reproduction
i. Single parent involves. i. Both male and female parents are involved.
ii. No genetical variations. ii. Genetic variations take place among next generation.
5. Fertilization leads to seed formation. Do you agree?
Ans: Yes, fertilization leads to seed formation. In fertilization, pollen and egg fuse and
gradually develop into seeds.
Review Exercise
A. Choose the correct answer and fill the circle:
1. What is the colourful part of flower?
 petals  sepals  stamen  carpel
2. Which of the following is the example of budding?
 cactus  jasmine  rose  tulip
3. The initial step in the process of sexual reproduction in plants is:
 pollination  fertilization  seed formation  fruit formation
4. Which of the following is not an example of cross-pollinated plants?
 cucumber  melon  sunflower  radish
5. Which of the following is not an insect pollinator?
 bat  honey bee  fly  wasp
6. Which of the following plant shows cutting?
 rose  moss  algae  fungi
7. Upper part of the ovary is:
46
 anther  stigma  style  filament

8. Which is the result of fertilization of ovules?
 seed  fruit  flower  leaf
9. What is the pollinating agent in Hydra?
 animal  insect  wind  water
10. Formation of zygote happens in:
 anther  stigma  filament  ovary
1. What is the function of flower in sexual reproduction?
Ans: Flower is a reproductive organ. It produces seeds that develop into new plant.
2. Pollination is the essential step in sexual reproduction. How?
Ans: Pollination is an essential step in sexual reproduction as this process is responsible to provide
pollen to the ovary for fertilization. In the absence of pollen, fertilization would not happen.
3. Differentiate between stamen and carpel.
Ans: Difference between stamen and carpel is given below:
No. Stamen No. Carpel
i. Stamen is male reproductive part of a flower. i. Carpel is female reproductive part of a flower.
ii. Stamen produces pollen. ii. Carpel produces egg.
4. Define fertilization.
Ans: Fertilization is defined as a process of fusion of pollen and egg leading to the formation of seed.
5. How are fruits and seeds formed?
Ans: After fertilization, ovary develops into fruit and ovules develop into seeds.
1. Compare self and cross-pollinations in plants.
Ans: Pollination: All flowering plants depend on pollination for the reproduction. Pollination
is the first step in the process of sexual reproduction in plants. “Pollination happens when a
pollen grain is transferred from an anther (male part of a flower) to stigma (female part of a
flower)”. Pollination can only be successful if the flowers are from the same species. For
example, pollen from tulip plant can only pollinate with another tulip plant. There will be no
successful pollination (fertilization) if the pollen from rose plant reaches the flower of tulip.
Types of pollination: There are variations in the mode of pollination in plants. These modes are
of two types. Self-pollination and cross-pollination.
Self-pollination: This type of pollination occurs when pollen grains from the anther fall directly
on the stigma of the same flower. It is the basic type of pollination as it only involves one flower.
This type of pollination is simple and quick. It results in identical transfer of genetic information.
Cross-pollination: This type of pollination occurs when pollen grains from the anther of one
flower fall on the stigma of a different flower of same plant. It is the complex type of pollination as
it involves different flowers (belonging to same species). It results in an increase in genetic
information to create unique off springs.
2. Describe various factors involved in cross-pollination.
Ans: Factors involved in cross-pollination: Transference of pollen from one flower to
another in cross-pollination becomes possible by different pollinating agents (also known as
pollinators) such as birds, bees, bats, butterflies, moths, beetles or other animals. Some abiotic
factors such as wind and water also drive the pollination process.
Animals as pollinator: The plant uses its colourful flowers to attract an animal pollinator.
Vertebrates can be important as pollinators. The most prominent are birds and bats. But
47
pollination by monkeys, lizards and rodents has also been recorded. Among the pollinating birds
are humming birds, honey-eaters and sun-birds. Humans can also act as pollinators like
gardeners. Pollen grains stick to their bodies and drop when they move to other flower.
Insects as pollinator: Insect pollinators include bees, honey bees, bumble bees, wasps, ants,
flies bee flies, hover flies, mosquitoes, butterflies, moths and flower beetles. When the insect
pollinator visits the flower to collect nectar, it accidentally picks up the pollen on its body. As it
goes on to other flowers, an effective pollinator will deliver some of that pollen to the female
part of the flower of the same plant species.
Wind as pollinator: Many pollens are transported by wind. Most conifers and about 12% of the world's
flowering plants are wind-pollinated. World's most important crop plants (wheat, rice, corn, rye, barley
and oats) are also wind-pollinated. Many economically important trees are also wind-pollinated. These
include pines, spruces, firs and nuts producing trees. Wind-pollinated plants produce larger quantities of
light weight, dry pollens in their small flowers that can be carried easily through the wind.
Water as pollinator: Pollen grains can also float on the water's surface until it contacts the flowers of
same species. This is relatively rare. This water-aided pollination occurs in water weeds and water
hyacinth, water lettuce, hydrilla and in eel-grass. In a very few cases, pollen travels underwater.
3. Differentiate between sexual and asexual reproduction.
Ans: Following is the comparative analysis between asexual and sexual mode of reproduction:
Asexual Reproduction Sexual Reproduction
Only one parent plant is involved. Both male and female parents are involved.
Occurs in lower plants. Occurs in higher plants.
Reproductive organs are not present. Fully developed reproductive parts are
present.
Fertilization does not take place. Fertilization give rises to zygote.
Characteristics of only one parent is inherited. Characteristics of both parents are inherited.
No need of seeds. Seeds are used to get new plants.
4. Explain the process of fertilization.
Ans: Fertilization:
Fertilization is the next step to pollination. Once
the pollen grain lands on stigma, it creates a pollen tube
through the style which enters into the ovary (stalk
connecting the stigma and ovary). Once the pollen tube
is formed, the pollen grain send its sperm cells to the
ovary through the tube. When the sperm cells reach the
ovary (place where egg cells are already formed), it
combines with the egg to form embryo, and hence,
fertilization occurs.
5. Describe seed and fruit formation.
Ans: Seed and fruit formation: After fertilization, many changes take place in flowers. The ovary
grows into a fruit (ripened ovary) and other parts of the flower (sepals, petals, and stamen) fall off. The
ovule develops into seed. Once the embryo is formed, the cells of the embryo will start to grow in a
normal method. After the embryo grows beyond its two celled stage, it is called zygote. As the zygote
starts to grow, ovary wall begin developing into fruit and oval will grow to form seed. The seed
contains an embryo enclosed in a protective seed coat. The seed will free to be released from the parent
plant. It will be able to grow into a new plant and hence continue the reproductive cycle again.
48
Unit # 4
ENVIRONMENT AND FEEDING
RELATIONSHIP
Lesson 1
Topic: (4.1: Ecosystem)
(2.2: Components of ecosystem)
Teaching objectives: ⦁ Explain the ecosystem and habitat.
⦁ Describe the components ecosystem and their relative importance.
Key vocabulary: Ecosystem, population, ecology, producers, consumers, decmposers.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS – Science book for Class – 7,
charts showing producers, decomposers and consumers.
Introduction: Ask some questions to explore the students previous knowledge, as at this stage
students have strong base for environment and its components e.g.
 How would you define environment?  What things make our environment?
 Is there any difference between desert environment and cold region environment?
 What thing / factor differentiate the both environments?
 Can the both environments be similar?  If Yes, how?
 What is the prime source of food in a desert environment?
Write students responses on board and tell them they are going to study about
environment and its component today.
Development: Then explain the term environment, the teacher can use the pictures of different
environments e.g. desert environment, mountainous environment, land and marine environment.
Activity: Ask students to separate out biotic and abiotic components of each environment and
write in the notebooks. Meanwhile, the teacher would draw a chart as follow:
Desert Marine Land Environment Mountain
environment Environment environment
Biotic
component
Abiotic
component
Then ask students to share their findings. Write the correct response on the board and complete the table.
Desert Marine Land Environment Mountain
49
environment Environment environment

Biotic Cactus, lizard, Whale, fish, algae, Trees, small plants, Markhor, Conifers,
component snake, Rats, herbs, corals Tortoise, weeds, herbs, mosses, ferns,
few humans eagle, snakes, octopus etc. animals, humans fungi, goats,
bacteria, virus fungi bacteria, virus fungi birds, bacteria virus bacteria, virus fungi
fungi
Abiotic Sand, high Water, dim light, Soil, light, Snow, mountains,
component temperature, dry cozy temperature, temperature, water soil, low
climate, intense rocks, shells temperature, light
light, water scarcity
Appreciate students’ efforts and for having strong concept for biotic and abiotic components. Tell
students, both abiotic and biotic components are necessary for survival in a particular habitat.
Activity – 2: Now ask students make a list of animal’s representative of each environment. The
teacher should draw this list on boards and complete it by students’ responses as follows:
Desert environment Marine Land Environment Mountain
Environment environment
 Desert mouse  Fish  Horse, cat, dog, Markhor, Donkeys
 Camels  Octopus lion, elephant etc.
 Lizards  Jelly fish
 Snake  Star fish
Note: The teacher may include any other animal for particular environment as per student’s responses.
Then, explain the terms ‘population’ and ‘habitat’. Tell students, that some kind of animals /
plants that live in a particular environment are called population of that environment. e.g. camel
population, fish population. And the environment where a particular species live is called its habitat. e.g.
desert is habitat for camels. Camels can’t live in marine or mountainous environment.
 Now ask students to write the definitions of population, habitat, biotic components, abiotic components.
 Help students in their task.  Ask questions to students:
 Where do animals get their food from? (Answer: from plants)
 What would happen if all plant destroys? (Ans. There would be no food for animals).
After having answers from students, explain them producers, consumers and decomposers. e.g.
 The living beings that prepare their own food are called producers. Therefore all plants
are called producers. (Explain it further)
 Animals can’t prepare their food. They depend upon plants directly or indirectly by
eating other animals. So, animals are called consumers. (Explain it as per curriculum)
 When animals and plants die, their dead bodies contain nutrients. It is necessary to return
these nutrients back to environment. This job is done by decomposers. They break down
the dead animals and plants into simpler ones. Bacteria and fungi perform this task.
Activity – 3: Ask students to go back to the table prepared during activity – 1.
Ask students to pick out producers, consumers and decomposers from table – 1. Also write 3
characters in each category. They can include extra examples as well. Help students if they find any difficulty.
Producers Consumers Decomposers
Conifers Animals Bacteria
Cactus Birds Fungi
Pines Insects
Herbs
Weed
50
Closure: Revise all the main points from board. Read lesson from CSS Science book with
correct pronunciation. Explain the terms if any.
1. What are abiotic and biotic components of an environment?
2. Differentiate between producers, consumers and decomposers.
Lesson 2 + 3
Topic: (4.2: Habitats)
(4.3: Kinds of Habitats)
Teaching objectives: ⦁ Explain that Earth supports many different animal habitats, each of which has
distinct features and distinct animal population.
Key vocabulary: Habitat, ecosystem, fresh water, sea, tundra, grass land, deciduous forests,
coniferous forests, rain forests, arctic tundra, alpine tundra, tropical grass land, temperate grassland.
Materials required: ⦁ Board (White/Black), Chalk/Marker, CSS – Science book for Class – 7, Chart
of different habitats as per CSS – Science book, display pictures of each habitat for students.
Introduction: Introduce the todays’ lesson. Tell students they are going to investigate home of different
animals and plants. The teacher may ask some questions that may guide students for todays topic.
 What is a habitat?  Why does habitat of camel is different from that of lion?
 What things make a habitat different from the rest?  Can you name some habitats?
Development: Explain the topic briefly. Explain them that different habitats are necessary for different
animals. If all the habitats would same, there would be colossal race and competition for limited
resources. Different habitats avoid this natural competition of food and shelter in an ecosystem.
Explain that different animals only survive in their particular habitat because their bodies are
adapted for conditions of that habitat. e.g. fish need water, Shark, needs saltish water, lion lives in forests.
Activity: Divide the class into 6 groups. Tell students, they are going to research different habitats of
the world. Each group will prepare a report on its habitat, that would include the following information:
a) Physical description of habitat: Examples of habitat.
 Geographical location of habitat.
 Examples of animals and plants living in a particular habitat.
On the board, write the names of different habitats students will investigate.
1. Forest habitat:  Deciduous forests  Coniferous forests  Rain forests
2. Desert habitat:  Hot and dry desert  Cold desert
3. Aquatic habitat:  Fresh water habitat  Sea habitat
4. Gross land habitat:  Temperate grasslands  Moderate grass lane
5. Tundra habitat:  Alpine tundra  Arctic tundra
 Tell students as each habitat is further divided into its forms so, each group should make
further groups among itself that deal with each sub type. It will make their task easy.
 Ask students to consult CSS – Science book for Class – 7 to prepare their topic.
 While students are preparing for their task, the teacher would roam about the class and
discuss group the specific habitat of each group.
 It would be better to generally and briefly explain the habitat to the group. (The teacher
can briefly explain the topic before starting the activity as well.
 Forest habitat: Tell them which type of habitats is called forest habitats.
 A habitat with abundant trees, plants and animals on a large area is called forests.
 Deciduous forests: The term deciduous means falling off at maturity or tending to fall
off. These are the forests where trees seasonally shed their leaves, usually in autumn. These trees
51
shed of petals after flowering and shed ripe fruits. The climate in such forests is cool. During
winter months water is generally not available to keep the leaves of plants alive.
 Coniferous forests: Trees in coniferous forests have needle like leaves and develop
cones. These are evergreen forests. The climate in such forest is extreme cold. Therefore
needle like leaves help to reduce water loss.
 Rain forests are found in regions lying on or near equator. They have lush green trees
due to abundant rain fall.
 Desert habitat: It is the driest area due to the hottest climate.
 Fresh water is the water that has lesser amount of salts dissolved in it. So, the species
found here could not survive in sea water that has higher salt concentration.
 Grassland habitats do not possess large trees. They have long grasses and small plants.
These habitats are found on equator of earth. On the basis of climatic conditions, grassland
habitats are of two different types’ i.e. temperate grasslands and tropical grasslands.
 Tundra is habitat where tree growth is hindered due to low temperature and short growing season. These
habitats are tree-less mountainous tract. That is why, vegetation; here are dwarf shrubs, grasses and mosses.
When students have prepared their topics, ask the group – 1 to present their topic. Note
the key points on boards and ask students to note down as well. Then explain the topic by
yourself. Show the pictures of that particular habitat.
 Make two lists of animals and plants found in each habitat.
 Ask students to copy it on their note books.
 In the same way, call all the groups and repeat the procedure as above.
 Ask students to pay attention to the animals and plants and try to relate them with
environmental conditions of that habitat.
When all the groups have done, revise the main points from board. Read the lesson from book with
correct pronunciation. Tell students today they have learned about different habitats and the next day they
will learn about the adaptive feature that may enable animals and plants to live in particular habit.
Q. Compare different types of habitats in terms of:
 region  climate  special feature  animals  plants
Note: The topic is too long to teach in 45 minute class. So, the teacher can break it into two classes for ease.
Lesson 4
Topic: (4.4: Features that allow animals and plants to live in a particle habitats)
(4.5: Adaptations of living things to daily and yearly changes in their habitats)
Teaching objectives: ⦁ Explain that temperature, water availability, natural disasters, human
actives are some features that allow organism to adapt for a particular habitat.
⦁ Explain that animals adapt particular features against harshness of above mentioned features.
Key vocabulary: Optimum temperature, water scarcity, drought, flood, fire, earthquakes, migration.
Materials required: ⦁ Board (White/Black), chalk/marker, CSS – Science book – 7, Pictures of
features as per CSS – Science – 7.
Teaching points:  Every living being is naturally adaptive to survive in its particular habitat.
 Every organism have developed features in accordance with temperature and water. He
takes action to avoid harsh conditions against which it could not adapt himself. Migration, earth
proof housing, air conditions, heaters etc. are such actions and developments which were made
against the harshness of environment.
52
 Suitable temperature is the most important feature to live in a particular habitat. In

aquatic environment it is important in such a way that it maintains the dissolved oxygen
level in water. Because at high temperature, oxygen release out of the water.
 Animals adapt themselves according to winter and summer temperature.
 Many animals hibernate in winters.  Many animals lay and reproduce in summer.
 Water is also as important as temperature. Life variety is found where water is in abundance.
 Similarly, condition and intensity of natural disasters greatly influence the organisms’ life.
 Drought is a period of lesser rainfall than average for longer period of time. It (drought)
compels humans to migrate and cause deaths of animals and plants.
 Flood areas receive rain fall for longer time than average. They also cause loss of life.
 Same happens when earthquake and fire takes place.
 Migration results as a result of unsuitable above mentioned conditions. Migration of
species reduces the population size in a particular area disturbing the normal ecosystem.
Introduction: Ask some questions that may lead students towards the lesson.
 What would happen if there remain summer through out the year?
 How would life suffer if water become scarce?
 What consequences had to bear by people living in earthquake region in 2015?
 Have you ever seen birds in summer coming from Syria? Why do they do so?
After having answers from students, introduce them the today’s topic. Tell them, they
would find the answers of these questions more logically in todays lesson.
Development: Explain the todays topic. (Teaching points can be helpful).
Activity: Then, divide class in groups (9 – 10). Assign one feature to one group. Ask students to
read their topic from CSS – Science 7, discuss with peers and then each student will write a
paragraph on its findings. Paragraph should cover the following aspects.
 Why is any particular feature necessary to live suitably in an environment?
 How does it affect the life?
 What adaptations are made to avoid its intense form?
 The teacher will roam about in the class. He / She will help students in writing the paragraph.
 When students have done, check their work randomly. Share of the some best paragraphs with class.
 Appreciate students’ efforts. Summaries the lesson by reading it from CSS – Science 7.
Homework: Assign following questions as homework.
 Identify features responsible for survival in a particular habitat.
Lesson 5
Topic: (4.6: Adaptations in animals and plants for particular habitat)
Teaching objectives: ⦁ Explain to students that animals and plants develop special feature to
live in a particular habitat.
Key vocabulary: Adaptions, Nocturnal, behaviour, streamlined body.
Materials required: ⦁ Board (White/Black), marker/chalk, CSS – Science – 7, charts showing
representative animals of different habitat.
Teaching points: Plants and animals have lived in the wild for thousands of years. During this
course, they have developed adaptations to increase their chances of survival.
 An adaptation is a change or the process of change by which an organism becomes better
suited to its environment.
 These adaptations can be structural or behavioral.
53
 A structural adaption is a physical feature (in the body parts) of an organism that has
changed over time or developed over time. Often these develop due to environment of the
animal. e.g. A bird has feather to fly, bears have fur to keep them warm in the winter,
arctic marine mammals have blubber to keep them warm in the icy water.
 A behavioral adaptions is something an organisms do to survive. Animals do this as a reaction to
the changes in climate in their environment. Bears, snake, frogs hibernate (go into a deep sleep)
during coldest months of year. Lions, Jackals, etc. Producing various sounds to warn enemies.
These animals and many other produce specific sounds that invite their mates to initiate the
reproduction process. These are all behavioral adaptations.
Introduction of lesson: Ask students, “What is habitat?” (Ans. A home or environment of living thing
where animal/plant live). Ask students to name some habitats. (Ans. Forest, grass land, desert, etc.)
Introduce the today’s topic. Tell them many animals had to develop adaptations in order
to successfully survive in these different habitats. Tell students that adaptation is a change or the
process of change by which an organism becomes better suited to its environment.
Activity: Show students pictures of different animals (bear, elephant, lion duck) and have the guess one
of the adaptations each animal developed. (Bear have thick hair to keep themselves warm, elephant =
long trunk to eat sugarcane, lion = coarse voice, roaring to warn enemies, duck = webbed feet to swim).
Tell students adaptations can be sorted into two categories:
i. Structural ii. Behavioral
 Explain structural and behavioral adaptations. (Take help from teaching points and CSS – Science – 7).
 Tell students behavioral adaptations also include migration and hibernation.
Tell students hibernation is when an animal spends the winter sleeping or resting.
Show students pictures of animals that hibernate (frog, bear, etc.)
Activity / Students engagement:  Divide students into small groups. Provide or display the
pictures of different animals (Examples: Polar bear, arctic fox, snowy owl, cactus, rainforest tree,
lizard, camel, lion, wolf, birds, fish, duck, frog, water lily, tree leaves).
 Draw the following table on board and ask students to copy it.
No. Animal / Plant Habitat Adaptation Purpose of Physical /
adaptation Behavioral
1.
2.
3.
4.
5.
 Ask students to observe the pictures carefully. Separate plants and animals. Identify the
habitat of each organism. Try to know the particular adaptation it has developed. Then,
try to find out why this particular adaption was made. How is it helpful for the organism?
 Give students sometime to find out. Allow them to consult CSS – Science 7, book as a reference.
Teacher should help students by giving them hint through questioning e.g.
 How does polar bear protect themselves from intense cold?
 What is the purpose of feather on the body of snowy owl? (To protect against severe cold).
 How do desert plants survive when no water is available? (They store water in their
stems, have reduced leave to avoid water loss).
 Trees in rainforest are tall trees to get maximum sunlight.
 Why is camel said plane of desert. (Due to broad feet and water storing capacity in its stomach).
 Complete the table on board by students responses as such:
54
No. Animal / Plant Habitat Adaptation Purpose of Physical /

adaptation Behavioral
1. Polar bears Cold land Thick fur coat Protection against Physical
Arctic fox habitat intense cold
2. Snowy owl Cold land Coat of feather Protection against Physical
habitat intense cold
3. Cactus Desert Spiny leaves, Reduced water loss Physical
thick fleshy stem Store water
4. Rainforest trees Rainforest Tall trees To get maximum Physical
sunlight
5. Water lily Aquatic habit Submerged roots To float easily Physical
6. Camel Desert Large feet and To walk easily on Physical
stomach sand, store water
7. Lion Hot land Roaring To warn enemies Behavioral
8. Wolves Hot land Howling To warn enemies Behavioral
9. Fish Aquatic habitat Streamed lined body To swim easily Physical
Closure: Revise all the points from board.
Homework: Assign following questions as homework.
 How do animal and plants adapt themselves to live in a particular habitat?
Test Exercise – 1
1. The study of interactions that a lion and wolf have with each other, with other organisms
and with abiotic components of forest, is termed as:
 ecology  geology  geography  behavioral biology
2. The role of a plant that it plays in the community is known as:
 behaviour  niche  effective role  attitude
3. Which habitat posses highly windy, dry and grassy land?
 tundra habitat  arctic habitat
 grassland habitat  deciduous forest habitat
4. Polar bears have white fur that helps them to live in their particular habitats. What is this ability
called?
 alteration  adaptation  biological rhythm  circadian rhythm
5. Why do cactus not grow in summer season?
 due to less water availability in desert.  due to more water availability in desert.
 due to low sunlight availability in desert.  due to low temperature in desert.
1. Define ecology.
Ans: Ecology is the study of interactions that organisms have with each other, other organisms
and with abiotic components of their environment.
2. What are the types of forest habitat?
Ans: There are three types of forest habitats:
i. Deciduous forest ii. Coniferous forests iii. Rain forest
3. Behavioral adaptations are found in living organisms. How do they help animal to
live in particular habitat.
55
Ans: Behavioral adaptations are found among living organisms. These kinds of adaptations help
them to protect themselves from predators, enemies e.g. roaring of lions, bowling of wolves.
Behavioral adaptations help them to initiate the process of reproduction.
4. Day and night affect the plants. Explain.
Ans: Light and dark period (day and night) has a significant affect in a habitat on daily basis.
Plants particularly prepare their food in day time. They are unable to do photosynthesis
during night time. Insects carry out the process of pollination (first step of plant
reproduction) during day time. Some plants also bloom in presence of sunlight.
5. How are arctic fox and bear adapted to live in cold climate?
Ans: The polar bear and arctic fox are well adapted to their cold habitats. They have thick fur
on their bodies. This fur protects their body and keeps them warm in freezing cold.
Snowy owl also has a thick coat of feathers.
Lesson 6
Topic: (4.7: Respond of living thing to daily environmental conditions)
Teaching objectives: ⦁ Explain how do daily environmental conditions help livings organisms.
⦁ Explain that temperature, light and rainfall are effective only in optimum conditions.
Key vocabulary: light intensity, chemical energy, biological rhythm, germination, warm
blooded animals, drought, flooding.
Materials required: ⦁ Board (White/Black), chalk/marker, CSS – Science – 7 book.
Note: This lesson would be taught as done in lesson 4.
Lesson 7
Topic: (4.8: Food chains)
(4.9: Relationship between produces and consumers)
Teaching objectives: ⦁ Explain food chain.
⦁ Discuss key factors, processes and components involved in a food chain.
⦁ Identify trophic level of a food chain. ⦁ Explain the relation between producers and consumers.
Key vocabulary: Food chain, energy flow, trophic level, terrestrial food chain.
Materials required: ⦁ Board (White/Black), chalk/marker, CSS – Science – 7. Picture cards of
leaf, caterpillar, rat, owl and arrows.
Introduction / Activity: Divide class into small groups. Provide each group picture card of leaf,
caterpillar, arrows, rat and owl. Ask them to arrange the pics making a chain by putting arrows
on the basis of who eats whom. When students have done, check whether they did it correctly or
not. Then draw the food chain by yourself on board. It would be as follow:
Plant  caterpillar  rat  owl
Ask a volunteer student to explain the links developed then explain it yourself. Tell
students it is called a food chain. Tell them that arrows mean ‘is eaten by’ and represent the
transfer of energy and nutrient.
 Explain them that each organism in food chain is a trophic level.
 Ask students to identify producer and consumer in this food chain.
 Explain to the students that in a habitat, animals and plants are interdependent. They need each other.
 Explain that there may be more than one consumer in a food chain. I.e. primary
consumer, secondary consumer tertiary consumer, etc.
 Primary consumer eat plants, secondary consumer eat primary consumer, tertiary
consumer eat secondary consumer the chain goes on. At the end, they are eaten by
56
decomposers thus energy that came from sun was utilized by plants, transferred into
consumer and then returned back to plants through decomposer. It is called energy flow.
 Without plant a food chain cannot continue.
Activity – 2: Provide a list of terrestrial animals and plants and ask students to construct a food chain.
Also indicate what each link is. Whether it is producer, primary consumer or tertiary consumer.
Plant, Caterpillar, lizard, snake
Activity – 3: Write the name of aquatic organism on board and ask student to construct an
aquatic food chain.
Phytoplankton, Zooplankton, Fish, Pelican
Answers:
Summary: Revise the lesson and read it from CSS – Science – 7.

Homework: Assign the following question as homework.
 Why do food chains always begin with a producer?
 Describe two food chains in two different environments.
Note: Lesson 7 (topic 4.10 Food web would be taught by following the Lesson 6).
Test Exercise – 2
1. Which of the following abiotic factor promotes growth, flowering and germination in plants?
 air  water  light  temperature
2. Lion, crow and whale belongs to which of the following category:
 warm blooded animals  cold blooded animals
 exothermic animals  endothermic animals
3. Producers are capable of:
 photosynthesis  respiration  catalysis  glycolysis
4. If a food chain contains number of organisms, what amount of energy will be available?
57
 lesser  more  fewer  larger

5. If five food chains are interconnected, they form:
 food web  energy cycle  food cycle  energy flow
1. Trophic level is an energy level. How?
Ans: Each trophic level in a food cycle is an energy level. It is said because organisms in each level
utilize some amount of energy and transfer the unused / used energy to next trophic level.
2. How does light intensity affect the plants?
Ans: Light is required by plants for photosynthesis. Some plants show flowering when they receive
required amount of light (intensity). Such plants would not grow if they do not receive the
required amount. So, optimum light is necessary for plants growth and germination.
3. Define food chain.
Ans: A food chain is defined as a linear link or series of organisms each dependent on the next
as a source of food.
4. Food web is formed of interconnected food chains. Explain.
Ans: Food web is formed of interconnected food chains. It is so because a single organism can
be part of many food chains. An animal/organism is connected to other animals in many
ways to help them all survive.
5. Give an example of aquatic food chain.
Ans: An aquatic food chain is given below: Phytoplankton  zooplankton  fish  Pelican
Review Exercise
1. Choose the basic functional unit of environment:
 habitat  environment  ecosystem  biome
2. Which of the following habitat posses warmer climate with abundant rainfall?
 grassland  rainforest  tundra  coniferous forest
3. About one fifth of the Earth's land is covered by:
 tundra habitat  forest habitat  grassland habitat  sea habitat
4. Most of the African states have below-average rainfall that results in long scarcities in the
water supply. What is that condition called?
 flooding  drought  earthquake  lightening
5. The feature that most of the aquatic plants have is:
 air spaces  less stomata  thin leaves  thick plant in surface
6. How each living thing gets its food and energy?
 through food chain  through food web  through ecosystem  through energy cycle
7. What is the best suited name for the process of presence of nutrients and energy flow in
living organisms?
 energy cycle  energy flow in food cycle
 energy in food chain  energy in food web
8. In a forest food chain, goat eats:
 plants  animals  decomposers  plants and animals
9. What will be the place of mammals called in each food chain?
 trophic level  energy level  food level  organism level
10. In aquatic ecosystem food chain, phytoplankton is eaten by:
 zooplankton and krill  crab  fish  blue whale
58
B. Answer the following questions Briefly:

1. Enlist the biotic factors of an ecosystem.
Ans: Biotic factors of an ecosystem are: i) producers ii) consumers iii) decomposers
2. Define alpine tundra.
Ans: Alpine tundra is a type of tundra habitat. In this habitat, due to high altitudes, trees are not
present. They have adverse climate.
3. Write the relation between producer and consumer.
Ans: Consumers depend upon producers for food and energy. In turn, consumers when died,
provide nutrients to producers.
4. What is the lowest trophic level of food web?
Ans: Lowest trophic level of food web is plant.
5. Write down an example of terrestrial food chain.
Ans: A terrestrial food chain is given below: Plant  Caterpillar  Lizard  Snake
1. Compare the different kinds of habitats. Investigate the various features that allow
animals and plants to live in a particular habitat.
Ans: There are many different kinds of habitats. It can be as big as forest (for lions) or as small as a leaf
(for butterfly eggs). To survive in an environment, different organisms require different physical conditions.
For example, goldfish needs fresh water whereas, whale needs sea water to live in. Humans on land can
survive in more than one habitats whereas, fish only survives in one habitat (water). Every living organism
is naturally adapted to the conditions of its particular habitat. For example, in Arctic habitat, a rattle snake
cannot live for very long time whereas a walrus cannot live in desert. The different kinds of habitats are
forest habitat, desert habitat, fresh water habitat, sea habitat, grassland habitat and tundra habitat.
Forest habitat: A type of habitat with abundant trees, plants and animals covering larger area is
called a forest. Forests provide shade to the living organisms. They also provide shelter to
different animals (butterflies, snakes, bats, lizards, frogs, wolves, parrots, cats and lions). Forest
can also be of different types:
i. Deciduous forests: Deciduous forests are forest in cool rainy areas. It is necessary for
animals to adjust themselves in extreme weathers i.e. cold winters and hot summers. Black bear,
grey squirrels, rat snake and turkey are the examples of animals living in deciduous forests.
ii. Coniferous forests: Coniferous forests are mostly found in Canada and Europe. The
largest type of habitat in world is Taiga that are northern coniferous forests. The cold weather in
this type of forest, make it very difficult to survive for living organisms. Squirrels, loon and
hawk owl are abundantly seen here.
iii. Rain forest: Regions near to equator have a very special type of forest called rain forests.
They are warmer but abundant rainfall is their extreme feature. They have long trees with many
animals inhabiting on them.
Desert habitat: Desert is special type of habitat with driest and hottest climate. They are the
regions with least rainfall rate. There are two different types of desert:
i. Hot and dry deserts are found near the tropic of cancer or tropic of Capricorn. They have cacti
and euphorbia in plants and lizards, snakes, kangaroo rats and camels in animals mainly.
ii. Cold deserts are near the Arctic zone of the world.
They mainly have antelope and kangaroo rats.
Fresh water habitat: There are some animals and plants who cannot survive anywhere else
except water. Fresh water habitats are ponds or rivers. Rivers have different fish, algae and
59
mosses so they are full of life. They provide shelter, food and water to aquatic life. Ponds are
also full of fishes, wolf spiders, snails, frogs and various other microorganisms.
Sea habitat: Habitats made up of salt water are sea habitats. Sea contains different creatures.
Some are huge (Sharks, whales or kelps) whereas some are small (small fish and green algae).
Grassland habitat: Grassland habitat is quite big, relatively dry area that is highly windy and grassy.
Grassland covers about quarter of Earth's land surface area. They do not possess trees or heavy bushes. They
mostly have grazing animals like giraffe, zebra or ostrich. There are two different types of grasslands:
i. Temperate grasslands are having two extreme weathers: cold winters and hot summers.
They are distant from the equator.
ii. Tropical grasslands remain hot throughout the year. They are closest to the equator.
Tundra Habitat: Tundra are located at high altitudes on mountains around the world. About one
fifth of the Earth's land is Tundra. The main types of tundra are Arctic tundra and Alpine tundra.
i. The Arctic tundra is frozen for much of the year. The ground is permanently frozen
about 10 feet down so the trees cannot grow there. Flies, mosquitoes, polar bear, wolves,
snow birds, flat fish are abundantly present in this habitat.
ii. Alpine tundra does not contain trees because it is at high altitude. The high altitude
causes an adverse climate, which is too cold and windy to support any tree growth.
Mammals like mountain goats, sheep and elk, grouse like birds, beetles, grasshoppers and
butterflies are mainly found in this region.
2. Identify the factors that cause daily and yearly changes in a habitat.
Ans: Each and every living organism is naturally adapted to survive and live in its particular
habitat. They have well adaptive features regarding temperature, water availability, nature of soil
etc. Any change in these factors cause huge changes in the populations of a habitat. Many other
natural and man-made factors also cause changes in habitats. Plants (as producers) utilize light
energy from Sun to make their own food. All other living organisms depend directly or indirectly
on green plants for food. Animals also need light for their survival i.e. peacock absorbs sunlight
to warm its body. Light intensity also affects like suitable temperature and natural disaster the
number of plants in a habitat. If the number of plants decrease due to unavailability of light, there
will be a decline in number of animals as well. Here are some other factors that affect the life.
Suitable temperature: It also causes change in the population of a habitat. Any unusual increase
or decrease in temperature can disturb the habitat. For example, there will be less oxygen
available to aquatic life in warm water so aquatic life would be threatened. Moreover, at high
temperatures in deserts, human life and its concerned activities are nearly impossible to be done.
Water: it is necessary for existence of life. In abundance of water, there will be more variety of
life. Availability of water in a habitat greatly affects its organisms.
Natural disasters: Natural disasters also bring changes in habitats. They may be droughts,
floods, lightening and earthquakes etc.
Drought: A drought is a period of below-average rainfall in an area that results in long scarcities
in the water supply. All water reservoirs dry up during a condition of drought. Most plants and
animals die or migrate to other places.
Flood: An area is considered as flooded when it gets a lot of rain for a long time. Many plants
and animals die or migrate to dry places during a flood.
Fire: Sometimes, lightning strikes a tree that causes forest fires. Plants and trees are burnt
instantly. Many animals are also at risk to die. It takes a longer period for a tree to grow back.
Earthquakes: The shaking of surface of Earth is known as earthquake. They can destruct a
habitat rapidly. On 26 October 2015, a 7.5 magnitude earthquake hit major cities of Pakistan,
60
including the northern areas leaving at least 200 dead and more than 1,000 injured due to
building collapses, landslides and other earthquake related incidents.
Other factors: Human activities also cause changes in different habitats. Forests are the habitat of
various animals and birds. Farmers cut down forests for farming. They also cut down trees to get
wood or paper for export. In any of the way, the natural habitats of many plants and animals is being
destroyed. Pollution also troubles the air, land or water. Air, water, noise or land pollution are,
directly and indirectly, damaging the lives and habitats of humans, animals and plants.
Migration: Another important factor that can change the size of a population of a habitat is migration.
Due to water shortage or under harsh environmental conditions, organisms migrate to better living places.
When individuals leave an area, it decreases the size of the population in that area and vice versa.
3. How living things adapt to daily and yearly changes in their habitat?
Ans: Light and dark period (day and night) has a significant affect in a habitat on daily basis. Plants
particularly prepare their food in day time. They are unable to do photosynthesis during night time.
Insects carry out the process of pollination (first step of plant reproduction) during day time. Some plants
also bloom in presence of sunlight. They release most of the carbon dioxide produced during night time.
Most of the birds, animals and insects are mainly active during day time for getting their food. Some other
animals like bat, owl, cats and dogs are also remain active during night time. They tend to avoid any
competition with day-time active animals. Summers and winters also have great influence on organisms
living in a habitat. Animals and plants have adapted reproductive cycles according to environmental
conditions i.e. water, temperature etc. Many animals hibernate in the winters like bees, snakes, lizards,
bears, frogs and bats etc. to save themselves from harsh cold weather. These animals come out in spring
season again to get food. The best example of the season influenced reproductive cycle is of frog. They
hibernate in winters, come out in spring, reproduce in rainy season, help their young ones to grow in
coming months and again hibernate in next winters. Birds and mammals are also influenced by seasons.
Mammals especially humans drink plenty of water in summers and face sweating. Availability of water
in deserts also affect the reproductive cycles of desert plants like cactus. They do not grow in summer
season. Their reproductive cycle starts in spring season when they produce seeds. Seeds tend to grow in
rainy season and plants die before summers again. Most of the birds also reproduce in spring season and
their young ones grow before hot summers. Fish and aquatic animals and plants also follow the same
pattern. They reproduce and grow in spring season before the arrival of hot summers or cold winters.
4. Write down the ways in which living things respond to changes in daily
environmental conditions such as light intensity, temperature and rainfall.
Ans: Our planet has suitable conditions for living organisms to grow, reproduce and flourish. These
are all suitable conditions for healthy living on the planet. These conditions require both living and non-
living organisms. The environmental conditions such as light intensity, temperature and rainfall of a
habitat tends to change daily life patterns and thus the respond of living things to them is also change.
Light intensity: Natural light is utilized by plants for the process of photosynthesis where light energy is
converted into chemical energy. It is also important for their growth, flowering and germination. Plants as
producers transfer energy to all animals (consumers) indirectly as their food source. For animals, the
intensity of light affects their skin colour and sight. There are insects that use sunlight to differentiate
between flowers. Light not only is an energy source but an important factor for maintaining the biological
rhythm of life. If there will be no light available, all the functions of life will be stopped. This will
eventually lead to the massive death rate of living organisms.
Temperature: All living organisms are well adapted to survive in a moderate range of temperatures.
Living organisms are naturally adapted to live in normal temperature range. Many organisms live in
extreme cold or extreme hot temperature ranges. Cold blooded animals like fishes vary their body
61
temperature based upon their surrounding conditions. Warm blooded animals like mammals can easily
maintain and regulate their body temperature in any surrounding environment. In either extreme cases,
if a species faces harsh condition, species will tend to migrate or will die.
Rainfall: Living organisms (animals and plants) need certain amount of water. It regulates the
temperature of human body. It helps in normalizing the pressure of blood. It is present in the form of
saliva, sweat or tears in human body. Plants also possess nutrients throughout their body. If water
availability deviates from its original amount in a habitat, the species will be unable to survive. Drought
and flooding are both devastating forms of extreme change in amount of rainfall. In both cases, either
the species will be forced to migrate or they will die. In conclusion, every living organism requires
moderate temperature, water and sunlight in their particular habitat. Perfect living conditions only exist
when moderate amount of each factor is available. If the balance of each factor is not maintained, then
the natural phenomenon of life would be disrupted.
5. Why do food chains always begin with a producer? Illustrate the relationship
between producers and consumers?
Ans: All food chains start with energy from the Sun. This energy is captured by plants. Thus, the living
part of a food chain always starts with plant life (producers) and ends with an animal (consumer or
decomposer). Some animals eat plants (herbivores) and some animals eat other animals (carnivores or
omnivores). A producer produces food. A consumer consumes food produced by the producer or eats the
producer as food source. A consumer may also eat other consumers as food. Without a producer, the
consumers will die. There will be no food chain or food cycle without producers and consumers. Each of
the two are essential pillars of a food chain. In a food chain, producers are capable of photosynthesis while
consumers use respiration. Producers make complex organic molecules, while consumers break them down
into simpler ones (say, sugars to carbon dioxide, etc.). Producers concentrate energy into complex
molecules, while the consumers convert them into simpler molecules and also get energy as a by-product.
6. Describe two food chains in the two different environments.
Ans: Two food chains in the environment: The place of organisms in each food chain is known as its
trophic level. The energy is maximum in lowest trophic level and minimum in highest trophic level. So
we can conclude that “the larger the food chain, lesser will be the energy available and vice versa”.
Two Food Chains
62
Model Paper No. 1

Section – A: Multiple Choice Questions
Marks: 40 Time: 50 Minutes
Roll No. __________
 Choose the correct option. 40
1. Peristalsis is the movement that move the food intake. In which of the following organ, it
does not take place?
 stomach  large intestine  small intestine  mouth
2. Identify the factor that does not lead to diarrhea.
 low fiber diet  stress  bacteria  alcohol
3. During exhalation, intercostal muscles move:
 upward  downward  leftward  rightward
4. Bile helps in the digestion of:
 protein  carbohydrate  water  fats
5. In which of these parts of large intestine, stool is present?
 colon  caecum  rectum  none of these
6. How does small intestine contribute in segmentation?
 by chewing food  by churning food  by segmentation  by assimilation
7. Cellular respiration takes place an/at:
 cytoplasm  mitochondria  Golgi apparatus  nucleus
8. When diaphragm relax, it moves:
 upward  downward  rightward  leftward
9. The energy producing process in humans is:
 digestion  breathing  respiration  circulation
10. Pneumonia affects the:
 bronchial tubes  trachea  alveoli  all of these
11. The receiving chamber for blood into the heart is:
 aorta  right ventricles  left ventricle  auricles
12. Vena cava transport blood:
 into the heart  out of the heart  into lungs  out of the lungs
13. In veins, pressure of blood is:
 lower  higher  normal  no pressure
14. The statement not true about pulmonary artery is:
 it carry blood to lungs  it carries deoxygenated blood
 it receives blood from right ventricle  It carries oxygenated blood.
15. By-pass surgery is done to cure:
 arteries of the body  arteries in heart
 veins of the body  veins in heart
16. Water is absorbed by root hours through the process of:
 transpiration  osmosis  respiration  diffusion
17. The structure responsible for water transportation in plant is:
 phloem  xylem  root hair  stomata
18. Water loss in leaves is prevented by:
 stomata  guard cells  cuticle  all of these
19. Translocation takes place in:
 xylem  phloem  mesophyll cells  chloroplast
63
20. If rate of transpiration increase, rate of absorption of water:

 increases  does not change  decreases  stops
21. Identify the plant that grown by asexual reproduction:
 rose  banana  maize  pea
22. Which of the following pollen are transported by wind?
 light and dry  light and wet  heavy and dry  heavy and wet
23. Flowering plants transfer genetic information through:
 budding  seeds  spores  laying
24. Which one of the following does not contribute in seed formation?
 pollen  ovule  ovary  spore
25. The most important purpose of colourful petals is:
 beautification  generate fragrance  attract pollinators  protect ovary
26. Seed forming procedure is:
 pollination  fertilization  laying  none of these
27. Cross-pollinated plant:
 tomato  beans  pea  all of these
28. The plants show more variations in characters that observe:
 self-pollination  spore formation  vegetative reproduction  cross-pollination
29. Vegetative reproduction produce plants from:
 root  stem  leaves  all of these
30. Lower plants reproduce through:
 sexually  asexually  self-pollination  none of these
31. The plants found in grassland habitat are:
 tall trees  coniferous trees  bushes  algae only
32. In which of the following habitat, trees do not grow?
 desert  sea habitat  cold desert  tundra
33. Tundra are located an/in:
 high altitude  low altitude  equator  oceans
34. Food chains always start from:
 sun  plants  animals  decomposers
35. Organisms make adaptations for to:
 eat more  survival  reproduce  make friend
36. In large food chains, the available energy is:
 higher  lesser  intense  scarce
37. Plant  mouse  snake  eagle  bacteria
Identify the tertiary consumer from the above given food chain:
 mouse  snake  eagle  bacteria
38. Light is necessary for plant for:
 flowering  growth  germination  all of the above
39. The basic functional unit of environment is:
 environment  ecosystem  habitat  biome
40. Spiny leaves in desert plants is an adaptation against:
 high temperature  low temperature  water scarcity  food shortage
Section – B: Constructed Response Questions
Marks: 60 Time: 2 hours 10 minutes
Q.1: (a) Define digestive system. (2)
64
(b) What is epiglottis? How does it help in digestion? (2)

(c) Describe the functions of small intestine. (2)
Q.2: Describe the function of each. (1 mark each)
No. Structure Function
1. Aorta
2. Superior vena cava
3. Inferior vena cava
4. Pulmonary vein
5. Pulmonary artery
6. Tricuspid valve
Q.3: (a) Write the causative agents of the following: (2)
(i) Pneumonia __________
(ii) Tuberculosis __________
(b) How is breathing process different from burning process? Give at least points 4.
No. Respiration Burning
Q.4: (a) Name the process taking place in the given structures: (2)
(i) Xylum __________
(ii) Phloem __________
(b) Differentiate between larynx and pharynx. (2)
No. Larynx Pharynx
(c) How does structure of a leaf facilitate gaseous exchange. (2)

Q.5: How is asexual reproduction different from sexual reproduction? (2)
No. Asexual reproduction Sexual reproduction
1.
2.
3.
4.
5.
6.
Q.6: (a) Define fertilization. (2)
(b) Explain the process of fertilization by drawing the diagram. (3)
(c) Name the structure that develops into ovule. (1)
Q.7: (a) Construct a food web from the following food chains. (5)
(i) grass  slug  sparrow  cat
(ii) grass  slug  fox
(iii) grass  rabbit  fox
(iv) grass  rabbit  cat
(v) grass  sparrow  cat
(b) Name the producer in this food web. (1)
Q.8: (a) Define food chain. (2)
65
(b) A food chain is given below. Which of the trophic level can be eliminated in such a way
not to affect the continuity of energy flow? (2)
Algae  caterpillar  bird  snake  owl  bacteria
(c) Give reason for you above made elimination. (2)
Q.9: (a) Define habitat. (2)
(b) Write two adaptations to live in desert habitat.
(i) __________ (ii) __________
(c) Name two abiotic factors that may affect a habitat. (2)
Q.10: (a) Draw a well labeled diagram of heart. (4)
(b) Describe at least two functions of heart. (2)
Model Paper No. 2
Roll No. __________
1. The protein present in food digests in:
 mouth  stomach  small intestine  large intestine
2. Absorption of nutrients from digested food takes place in:
 duodenum  jejunum  caecum  rectum
3. Dry cough, chest pain, fever and trouble in breathing?
Identify the disease from the following symptoms.
 asthma  pneumonia  tuberculosis  lung cancer
4. Identify the function of gall bladder.
 store excess bile  secrete bile
 secrete digestive enzymes  absorption of water
5. In which of the following organ, water is absorbed?
 gall bladder  small intestine  large intestine  liver
6. Hydrochloric acid helps in digestion of:
 carbohydrates  lipids  vitamins  proteins
7. Bronchi open into:
 trachea  lungs  esophagus  stomach
8. During inhalation, diaphragm moves:
 upward  down ward  leftward  rightward
9. Which of the following thing is not produced as a result of respiration?
 oxygen  carbon dioxide  energy  water
10. Identify the organ affected by asthma:
 alveoli  lungs  bronchial tubes  all of these
11. Identify the structure that connects the vessels of oxygenated blood and deoxygenated blood:
 arteries  veins  capillaries  aorta
12. The technique used to examine arteries is:
 ECG  X-ray  angiography  none of these
13. Blood in pulmonary vein is:
 oxygenated  deoxygenated  at low pressure  none of these
14. Blood pressure in arteries is:
 normal  low  high  fluctuating
15. The number of valves in our heart is:
66
 two  four  six  eight

16. Plant cells maintain their rigidity due to:
 nutrients  carbon dioxide  oxygen  water
17. The disease causing high glucose level in blood is:
 high blood pressure  anemia  heart attack  diabetes
18. Most of the absorption in roots takes place through:
 primary root  secondary root  tertiary root  root hair
19. Gases in leaves are absorbed by:
 stomata  xylum cell  phloem cell  mesophyll cell
20. The process for food transpiration is:
 translocation  transpiration
 respiration  evaporation
21. If a flower only have carpel and lack stamen, how will it develop seed?
 by self-pollination  does not produce fruit
 by cross-pollination  all of these
22. The structure produced right after fertilization is:
 embryo  zygote  fruit  seed
23. Pollen grains enter into ovary through:
 filament  anther  style  pollen tube
24. Wind pollinated plant is:
 lily  eel-grass  lettuce  pine
25. Insect pollinators visit flower for:
 pollen  fragrant oil  shelter  nectar
26. Rose grow through:
 sexual reproduction  laying
 fragmentation  cutting
27. Budding phenomenon is shown by:
 jasmine  rose  tulip  cactus
28. The structure that develops into fruit is:
 ovary  ovule  pollen  embryo
29. The chances of variations in characters is high in plants that grow by:
 asexual reproduction  self-pollination  cross-pollination  spores
30. The upper part of ovary is:
 style  stigma  filament  anther
31. Identify the secondary consumer:
 cow  goat  lion  caterpillar
32. Sharks and whales are found in:
 sea habitat  freshwater habitat  rivers  all of the above
33. The animals that can maintain their body temperature are called:
 warm blooded animals  cold blooded animals
 strong animals  active animals
34. Identify the correct relation:
 producers  decomposers  consumers  decomposers  producers  consumers
 producers  consumers  decomposers  consumers  producers  decomposers
35. The special feature in coniferous forests is:
 heavy rain  cold weather  small trees  hot weather
67
36. The inhabitants of grassland habitat are:

 fish  nocturnal  grazing animals  all of these
37. The factor that cause migration is/are:
 fire  earthquake  harsh environment  all of these
38. Population in an area decrease due to:
 moderate temperature  average rainfall  food availability  flood
39. The adaptation for hot land habitat is:
 thick fur  streamed line body  webbed feet  fleshy stem
 air spaces  less stomata  thin leaves  thick plant surface
Q.1: (a) Name the nutrients that is assimilated by following enzymes. (4)
(i) salivary amylase __________
(ii) Pepsin __________
(iii) Bile __________
(iv) Pancreatic Juice __________
(b) Define chemical digestion. (2)
Q.2: (a) Define breathing. (2)
(b) Differentiate between inhalation and exhalation. (at least 2 points for each) (4)
No. Structure Function
Q.3: (a) What is constipation? (1)

(b) Describe the factors leading to constipation. (at least – 3) (3)
(c) How could constipation be prevented. (2)
Q.4: (a) Define transport system. (2)
(b) Name the four chambers of heart. Also describe their function. (4)
Q.5: (a) Define diffusion. (2)
(b) Draw a flow sheet showing the transport route in plants. (2)
(c) How does transpiration contribute in mineral transportation? (2)
Q.6: (a) Define pollination. (2)
(b) Differentiate between self-pollination and cross pollination. (3)
No. Self-Pollination Cross Pollination
(c) Why do insects visit flowers? (1)

Q.7: (a) What is asexual reproduction? (2)
(b) Write down different modes of asexual reproduction. (at least – 4) (2)
(i) __________ (ii) __________
(iii) __________ (iv) __________
(c) What is/are demerits of asexual reproduction? (2)
Q.8: (a) Define the term population. (2)
(b) Name the factors that may affect the population in a habitat. (at least – 4) (2)
(c) How do human activities affect the population of a habitat? (2)
68
Q.9: (a) Define adaptation. (2)

(b) How do behavioral adaptations help organisms to survive. (2)
(c) Describe at least two behavioral adaptations in organisms. (2)
Q.10: (a) What is a trophic level? (1)
(b) Here, a food chain is given. Identify and write each trophic level. (4)
Plant  caterpillar  mouse  snake  eagle  mushroom
(c) Why does each food chain start with plants? (1)
Model Paper No. 3
Roll No. __________
1. Which of the following is not the function of small intestine?
 breaking down of food  absorption of useful nutrients
 digestion of lipids  total removal of water
2. Breakdown of food bites into small pieces is known as:
 mechanical digestion  chemical digestion  grinding  assimilation
3. Identify the disease from its symptoms given below:
Chill coughing, weight loss, fatigue, fever, night sweats
 lung cancer  pneumonia  asthma  T.B
4. Identify the enzyme that digests protein:
 bile  salivary amylase  pepsin  none of these
5. Stomach secretes:
 pepsin  bile  hydrochloric acid  all of these
6. Bolus is:
 food + water  food + saliva
 food + hydrochloric acid  digested food + undigested food
7. Chemotherapy is used for the treatment of:
 pneumonia  lung  TB  asthma
8. In the process of respiration, glucose in provided by:
 respiratory system  digestive system  nervous system  skeletal system
9. Inhaled air is filtered in/at:
 nose  larynx  lungs  bronchi
10. Diaphragm is present:
 at bottom of lungs  above the lungs  behind the lungs  in front of lungs
11. Heart provides oxygenated blood to the body through:
 superior vena cava  pulmonary artery  aorta  pulmonary vein
12. Location of pacemaker is:
 right atrium  right ventricle  left atrium  left ventricle
13. The causes of high blood pressure is/are:
 high glucose  high cholesterol  blood clotting  all of these
14. The blood vessels having low pressure blood are:
 arteries  veins  capillaries  both (a) and (b)
15. By-pass surgery is done for the treatment of:
 veins inside heart  veins outside heart  arteries inside heart  veins outside heart
69
16. The cells responsible for gaseous exchange in leaves are:

 xylem cells  phloem cells  mesophyll cell  stomata
17. Due to transpiration of water, temperature of leaves:
 increases  decreases  remain normal  does not affect
18. Number of stomata on upper surface of leaves is:
 great  less  greater  lesser
19. Water in stem moves upward by:
 diffusion  osmosis  transpirational pull  all of these
20. The food production site in plants is:
 root  stem  leaf  flower
21. Pollen grain producers in:
 sepal  carpel  style  stamen
22. Which of the following is not the characteristics of:
 large no of off springs  single parent involve
 genetic variations found  fast process
23. Spore bearing organs are present in:
 rose  flowering plants  jasmine  non-flowering plants
26. Identify the non-vegetative organ:
 stem  root  leaf  flower
27. The pollens that are dry and light are pollinated by:
 insects  birds  water  wind
28. Sexual reproduction in plants begin by:
 fertilization  flower production  pollination  spore formation
29. The pollination that involve only one flower is:
 valves  chambers  capillaries  pericardium
30. Cross pollination happens through:
 insects  birds  water  all of these
31. Primary consumer are always:
 decomposers  herbivores  carnivores  omnivore
32. Plant  grasshopper  bird  fungi.
Identify the decomposer from the above food chain.
 grasshopper  mushroom  plant  all of these
33. A specific area in which an organism lives is called its:
 home  country  habitat  ecosystem
34. Rainforest are found near:
 northern hemisphere  southern hemisphere
 equator  none of these
35. The frozen habitat is:
 tundra  grass land  coniferous forests  none of these
36. Habitats are different from one another due to difference in:
 climatic conditions  animals  plants  air
37. Cacti grow in:
 forests  deserts  tundra  grass lands
38. Plants can’t grow in tundra habitat because of:
 adverse climate  water scarcity  abundant rainfall  infertile soil
70
39. The seasonal adaptations is:

 hibernation  nocturnal habitat  pollination  both (b) and (c)
40. Stream – lined body of fish help them:
 in swimming  in laying egg  in food searching  against enemies

Q.1: (a) Define digestion. (2)
(b) Describe the role of saliva in digestion. (2)
(c) How does liver help in digestion. (3)
Q.2: (a) Define physical digestion. (2)
(b) Where does physical and chemical digestion take place? (Name (at least) two organs for each type) (4)
Q.3: (a) Define cellular respiration. (2)
(b) Describe the mechanism of cellular respiration. (3)
(c) What is ATP? (1)
Q.4: (a) What is deoxygenated blood? (2)
(b) How do lungs purify the blood? (2)
(c) Name the 2 blood vessels that provide and receive blood from lungs. (2)
Q.5: (a) Describe at least one function of arteries, veins and capillaries. (3)
(b) How does diet cause high blood pressure. (3)
Q.6: (a) Draw labeled structure of guard cell and stomata. (2)
(b) Differentiate between xylem and phloem vessels. (4)
No. Xylem vessel Phloem vessel
Q.7: (a) Define sexual reproduction. (2)

(b) Describe at least three features of sexual reproduction. (3)
(c) In which plants sexual reproduction take place? (1)
Q.8: (a) What is reproduction? (1)
(b) Explain vegetative reproduction. (2)
(c) How does fertilization take place in plants? (3)
Q.9: (a) Define adaptation. Describe with the help of diagram. (2)
(b) Describe two adaptations for aquatic habitat. (2)
(c) Define food chain. (2)
Q.10: (a) Classify the following organisms into producers, consumers and decomposers. (6)
(bacteria, grass, goat, fungi, coniferous tree, lion)
‘Detailed Division of Syllabus’ 2nd term
Week 1 Unit– 5 Water
Day 1 T – 5.1: Water for life
Day 2 T – 5.2: Sources of water
T – 5.3: Impurities of water
Day 3 T – 5.4: Water Processing (a) Water Treatment
Stage – 1: Pre-treatment
T – 5.5: Uses of Water in Pakistan
Day 4
T – 5.6: Water Conservation
71
Day 5 Review Exercise

Week 2
Day 1 Revision of Unit – 5
Day 3 Unit– 6 Structure of an atom
Day 4 T – 6.1: Structure of an atom
Day 5 T – 6.2: Atomic number and Mass number
Day 6 T – 6.3: Electronic Configuration
Week 3
T – 6.4: Valency and Ions
Day 2
T – 6.4.1: Valency
Day 3 T – 6.4.2: Ion
Day 4 T – 6.5: Isotopes
Day 5 T – 6.6: Molecules and chemical formula
Day 6 T – 6.7: Law of Constant composition
Week 4
Day 6 Unit– 7 Physical & chemical changes & process
Week 5
T – 7.1: Physical and chemical changes
Day 1
T – 7.1.1: Physical changes
Day 2 T – 7.1.2: Chemical changes
Day 3 T – 7.1.3: Comparison of physical and chemical change
T – 7.2: Why are chemical changes important?
Day 4 T – 7.2.1: Use of hydrocarbons as full
T – 7.2.2: Vegetable fat is a gift of chemical change
Day 5 T – 7.2.3: Use of fertilizers in agriculture
Day 6 T – 7.2.4: Plastics
Week 6
Day 1 T – 7.3: Reversible and Irreversible reactions
72

Day 6 Unit – 8: Transmission of heat
Week 7
Day 1 T – 8.1: The cause of flow of heat
T – 8.2: Modes of flow of heat
Day 2
T – 8.2.1: Conduction
Day 3 T – 8.2.2: Convection
Day 4 T – 8.2.3: Radiation
Day 5 T – 8.3: Flow of heat in the Environment
T – 8.4: Everyday applications of conduction,
Day 6
convection and radiation
Week 8
Day 1 T – 8.5: Vacuum Flask
Day 6 Unit – 9: Dispersion of light
Week 9
Day 1 T – 9.1: Refraction
Day 2 T – 9.2: Law of refraction
Day 3 T – 9.2.3: Refractive Index
Day 4 T – 9.3: Effects of Refraction
T – 9.4: Dispersion of Light
Day 5
T – 9.4.1: Spectrum and Rainbow
T – 9.4.2: Colours
Day 6 T – 9.4.3: Uses of Colours and Coloured Lights
T – 9.4.4: Three chip video camera
Week 10
Day 2 T – 9.5: Total Internal Reflection
Day 3 T – 9.6: Applications of Total Internal Reflection
Day 4 T – 9.7: Total Internal Reflection
Week 11
Day 3 Unit – 10: Circuit and electric current
Day 4 T – 10.1: Transverse and Longitudinal Waves
Day 5 T – 10.2: Wave Terms
73
T – 10.3: Characteristics of Sound

Day 6
T – 10.3.1: Factors that affect sound
Week 12
Day 1 T – 10.4: Applications of Sound
Week 13
Week 14
Day 6 Test of all Units
2nd Term
Unit # 5
WATER
Lesson 1
Topic: (5.1: Water for life)
Teaching objectives: ⦁ Introduce water as the largest treasure of mankind.
⦁ Describe the ways in which clean water is vital for meeting the needs of humans and other living things.
Key vocabulary: Hydrosphere’s, homeostasis photosynthesis, Water cycle.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Globe, Display
pictures of Earth, (showing water division), Beaker, leaves, Red food color, water.
Introduction: The earth in divided into three spheres which support life on it. Lithosphere (Land),
Atmosphere (Air) and Hydrosphere (Water). Tell the students that earth looks blue from the space and
show its picture. The blue colour appears because earth reflects blue light due to the presence of water.
70% of the earth surface is covered with water. Sea, oceans, rivers, lakes, ice caps and glaciers are the
main reservoirs of water. The survival of life on earth is possible only due to the presence of water.
Tell students that water, plants, animals, fossil fuels, air etc. are necessary resources for life,
but water is the largest treasure mankind has inherited from nature. Water is necessary element for
life. Tell the students that life is not present on other planets due to the absence of water.
74
Warm up the students: First ask from students about the importance of water for life, for human beings, for
plants. Also ask from them about the general uses of water in houses, industries and agriculture. (As students
have prior knowledge about importance of water, they most probably give many answers).
Water and life: Tell the students that our body is made up of 70% water. Infect all living things mostly
consists of water. All the life processes going on, in the living body need water. In circulatory system, it
helps in blood flow through the blood vessels; it assists in the distribution of minerals and nutrients
throughout the body. It also helps in the removal of waste matter from the body like urea gets
eliminated from the body via excretory system. Many chemical reactions are continuously going on in
our body. These chemical reactions also require water as medium. Water also helps in the maintenance
of internal body conditions like temperature. This mechanism is known as homeostasis. Take a look at
the distribution of water in the human body in Fig. 5.1.
Water is not only necessary for animals but it also plays a key role in the transportation of
dissolved nutrients and food from roots to the top most leaf.
Activity Show the transport of water in leaves.
1. Collect some leaves with white patches or veins. 2. Take the beaker with water and add red food color.
3. Dip leaves in the water. Water rises up in the leaves after 24 or 36 hrs. 4. Show the students.
Provide support to the plant structure by making them turgid. Turgidity is due to high
water content which keeps plant cells upright. Ask from students why plants leaves become
flaccid in summer but become normal upright when water?
Water makes food: Living beings also need food for their survival besides water. The primary source of
food on our planet earth is plants. Plants not only need water for their life activities but they also need
water for the preparation of food. The preparation process of food is known as photosynthesis which
requires water as basic ingredient. Carbon dioxide + water  Glucose + water + oxygen. The glucose
stored in plants in fruits, vegetables and seeds used by human beings and animals as their food source.
Water provides habitat: Water is home for many living organisms. Millions of fishes and other aquatic
animals are living in seas, oceans and rivers. These oceans and rivers are also the home of many aquatic plants.
Activity Show the picture of water ecosystem.
Water in houses: Water is used in home for different purposes. It is used for cooking of food,
washing of our clothes, cars, houses etc. Ask from students about other uses of water at home.
Water runs industry: Teacher must introduce the idea of industries in mind of students.
Industrial and production units are the big users of water. They require water:
 as a raw material for manufacturing of different materials.
 as solvent to dissolve different materials.  as coolant to cool various parts of machinery.
 as a transport agent.  as an energy source to run turbines for electricity production.
Water and environment: Water is not only important for living things but it is also important in
the maintenance of entire ecosystem. Ask from students about the maintenance of ecosystem by
water balance. Take their views then discuss the following points.
 Waster helps in the maintenance of Earth’s temperature. Water vapours present in the
atmosphere absorb the heat of the Sun and control temperature.
 Water cycle (The cycle describes how water evaporates from the surface of the earth, rises into
the atmosphere, cools and condenses into rain or show in clouds, and falls again to the surface as
precipitate) not only maintains temperature but it also regulates the amount of water on earth.
Activity: Show the diagram of water cycle and discuss.
 The rain water when rolls down from the hills carry the sediments into rivers forming
valleys. These valleys then provide fertile land for agriculture purpose.
 In Polar Regions, water in the form of the caps effects climate and cause geographical changes.
75
Not only water but clean water: As we discussed above, water is a necessary element for life,
but life needs clean water.
 Polluted water is unfit for human beings because it causes dangerous diseases like typhoid, hepatitis, cholera.
 Polluted water when used for irrigation, plants may become unable to produce food.
 Similarly, the polluted water is used for livestock; it can affect meat and dairy products.
 Aquatic life also disturbs due to polluted water, because pollution reduces the level of oxygen
in water and aquatic life suffers from suffocation. (Discuss the need of clean water in points).
1. What are the main uses of water in industry? 2. How water makes food for plants?
3. How in water important for plants?
Conclusion: The teacher should revise all the main points from board regarding need of clean water. Tell them
today they have learnt about need of water for life and tomorrow will explore about the resources of water.
Lesson 2
Topic: (5.2: Sources of water)
Teaching objectives: ⦁ Different sources of water present on the earth.
Key vocabulary: Ocean water resources, Fresh water resources, salt water, sweet water, ground water.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Chart showing graphical
distribution of water, oceans, lakes, wells, glaciers, ice cycle caps, beakers, stones, soil, sand, water.
Introduction: Begin the lesson by revision from last lecture:
 Do you remember about the uses of water?  Why is clean water necessary for life?
Then announce in the class that now we study the sources of water present on Earth. As
we discuss in previous lesson that 70% of the Earth’s surface in covered with water. The water is
present in different forms and locations like on the surface, below the ground, in the oceans etc.
We will discuss each source one by one. Mainly, the water is categorized as:
(a) Ocean water resources (b) Fresh water resources
These resources are the part of water cycle. Water gets evaporates from these resources, rises
up into the atmosphere in the form of water vapours, cools and condense back into water and falls again
as rain or snow on earth’s surface. This cycle in also known as hydrological cycle.
Activity: Discuss the diagram of water cycle with class. Show the diagram and ask the steps from class.
The Water Cycle
76
Ocean water resources: The largest reservoirs of water are oceans. These are generally termed
as “Salt water” because of high concentration of dissolved salts and minerals dissolved in it. This
largest resource is divided into seven oceans throughout the Earth and accounts 97% of total
water resources on earth. Ocean water is not suitable for drinking because high amount of salts
present in it make it saltish. Ocean water, however, is used for various other purposes for
example, for transportation, trade, generation of electricity, tele-communication, as food source,
etc. Ocean water also helps in the maintenance of earth’s temperature. Pakistan shares ocean
water boundaries in Arabian Sea on its north which is the part of Indian Ocean.
Activity Show the pictures of oceans and seas.
Fresh water resources: Fresh water is generally termed as “sweet water” because it has low concentration
of dissolved salts and minerals. It is the water essential for human use such as drinking, agriculture,
manufacturing. Fresh water is present in very small amount, just 2.5% of total water resource. Most of the
fresh water is frozen in the form of glaciers and ice caps around North and South poles. Thus it is also not
available for use. The remaining fresh water is mainly found as ground water and as running water. The
running fresh water is available in the forms of rivers, lakes, swamps etc. Fresh water sources in Pakistan
mainly depends upon Indus water system and its tributaries i.e. Jhelum, Chenab, Beas, Sutlej, Ravi.
Activity: Show the picture of fresh water resources like rivers, lakes, swamps etc. If some fresh
water resource is present in nearby location, give its reference.
Revise the idea of “salt water” and “sweet water” again. Ask from students about the
difference of salt water and sweet water. Write on the board in the form of points.
Ground water resources: The largest useable proportion of fresh water is in the form of water present
below the ground. It is called ground water. Now the question arises where does ground water come from?
To enhance the thinking capabilities of students ask this question from them. After taking their views give
them answer. As rain water seeps into the ground, it reaches rock strata where water cannot seep through
easily. It then collects into that rock body by filling the empty spaces and cracks above that layer. It is now
called the ground water. The top of that water (in the soil, sand or rocks) is called the water table.
Activity: Take a beaker; keep hard stones in its bottom, than put soft soil above it and then put sand
on it. Put some water above the beaker and show how water seeps into the ground through soil.
Activity: Show the pictures of wells.
Most of the ground water resources of Pakistan exist in the Indus plain, extending from
Himalayan foot hills to Arabia Sea. Ground water is brought to the surface by means of wells,
kareze. It is used for agriculture, drinking purpose and in industry.
Help students in the differentiation of green and blue water:
No. Green water No. Blue water
1. Water that falls as rain and is stored in the 1. Water that is sourced from rivers, lake and
soil, is known as “green water” aquifers in named as “blue water”.
Show the graphical distribution of water given in the book.

Homework: 1. Briefly describe the occurrence of water. 2. In which forms fresh water finds on Earth?
3. Pure water is rare. Justify the statement.
Conclusions: Revise the topic by showing graphical distribution of water from the pie chart.
Conduct reading with correct pronunciation. Answer the questions if any, tell them about the
next day lesson i.e., impurities of water.
Lesson 3
Topic: (5.3: Impurities of water)
(5.4: Water Processing) (a) Water Treatment
77
Stage – 1: Pre-treatment
Teaching objectives: ⦁ Helps in the recognition of substances present in water that make the water impure.
⦁ Discuss the need of water treatment and explain stage – I of water treatment.
Materials required: ⦁ Black board / white board, Chalk / Marker, Science Book – 7 CSS,
Beakers, Pure water, salt, chalk powder, water treatment process figure.
Key vocabulary: Dissolved impurities, suspended impurities, living matter, dissolved oxygen,
hard water, screening, aeration.
Introduction: Start the topic by asking questions from Lesson – I.
(a) What are the effects of polluted water on plants?
(b) What are the effects of polluted water on human beings?
Start the topic by introducing the property of water as a good dissolving substance. That’s
why, it is very difficult to find pure rain water. Rain water is the only purest form of water but
when it comes in contact with atmosphere and earth’s surface, it becomes impure in many ways.
 Pollutants from air become its part.  When water runs off on land, it dissolves impurities in it.
 Sunlight also supports different life forms to grow in water. All these things make rain
water impure. Impurities are classified into three main categories.
 Dissolved Impurities  Suspended Impurities
 Living matter
All these impurities come from different sources. Lets discuss them in detail.
1. Dissolved impurities: “Those impurities which are unseen from naked eyes are called
dissolved impurities.” These include:
 Compounds of iron, calcium and Magnesium (from soil)
 Gases (SO2, NO2, NO3, CO2) (from atmosphere)
 Fertilizer run off (coming from fields), pesticides
 Detergents (from house hold water)  Decomposed products (from soil)
The presence of these impurities is identified from their effect as:
Turbidity (presence of cloudiness or haziness of a fluid) in water indicates the presence of
these impurities. A layer of white solids in boiled water indicates the presence of calcium and
magnesium compounds. These compounds make the water hard. “Hard water is not good for
drinking and makes leather with soap”).
Activity: Take pure water in a beaker. Put half water in another beaker. Add salt in it. Show the change
in turbidity of water after the dissolution of salt. Also show that slats are totally soluble in water.
2. Suspended Impurities: “These impurities that do not dissolve and remain suspended in
water are called suspended impurities”. These impurities may include particles of sand, clay,
domestic waste, industrial waste, etc. Although, these impurities are larger but are not heavier
enough to settle down if water is remained undisturbed.
Activity: Crush the chalk and add its powder in water. Show the suspended water impurities to the students.
3. Living matter: When sunlight falls on impure water, it makes the water environment suitable for
lower organisms to grow. These organisms may include algae, fungi, worms, bacteria, viruses, small
insects and different larvae. The present of these living organisms also make the water impure.
Activity: Visit some stagnant water pool which has some algae on its surface. Otherwise show the
pictures. Revise the causes of impurities and tell the students. That now we will move towards the
effects of impurities.
Effects of Impurities: Impurities present in water deteriorate the quality of water and make it
unsuitable for domestic and industrial use.
78
 In turbid water, level of dissolved oxygen (Dissolved oxygen is the amount of gaseous oxygen
dissolved in water) is very low. Such water is not suitable for aquatic life as well as for drinking.
 Hard water (which contains lots of minerals) makes washing difficult. It also causes
digestion problems.
 Suspended matter intercepts the penetrating sunlight. Thus, the process of photosynthesis
is prohibited.
 Presence of micro-organisms and chemicals make water disease causing.
Activity: Give figure 5.3 in the form of work sheet for labeling.
5.4: Water Processing (Introduction):
Dear students! We have already discussed that clean water is necessary for the sustenance
of life. presence of impurities have different effects. Ask from students about the presence of
impurities and their effects. Commonly used method of water processing is given below:
Make this flow chart on board and also display figure 5.8 with the topic for complete understanding.
As the chart show water treatment is divided into six stages.

Stage – 1: Pre-treatment: Pre-treatment prepares the water for proper processing. Macro-
impurities are removed in this stage. It accomplishes in two steps:
a) Screening: In the first step, large floating debris (solids) is removed from water by passing water
through large screens. These screens act as a strainer. The stage hence is called screening.
b) Aeration: In the second step, fresh air is introduced into screened water. It removes
unwanted gases and some microorganisms. As a result, colour, odour and taste of the water
improve. This stage is known as aeration. Sometimes instead of air ozone gas is bubbled through
screened water. It destroys disease causing microorganisms.
Homework: 1. How does water become polluted?
Conclusion: Tell the students that water processing is not complete right now. We will discuss
further stages in the next lecture.
Lesson 4
Topic: (Water Treatment)
Teaching objectives: ⦁ Explain other stages of water treatment process.
Key vocabulary: Congratulation, Sedimentation, Filtration, Chlorination, Neutralization.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Picture of water
treatment process, work sheets.
Introduction: The teacher must continue by revising the stage-I of the previous lecture. Ask from students:
1. Why is water processing needed? 2. What is meant by screening?
3. What is meant by Aeration?
79
Than draw the flow chart diagram of water treatment process, display the picture and
start discussion on stage – 2 of water treatment process.
Stage – 2: Coagulation: In this stage, micro-impurities are removed from pre-treated water. It also
accomplishes in two steps.
a) Coagulation and flocculation:
Aerated water is pumped into coagulation tank. Here, tiny
particle of dirt and other impurities are coagulated into large particles.
It is done by adding alum. [Alum is the common name for Aluminum
sulphate [Al2 (SO3)4 . 18H2O]. Alum is added with constant stirring.
Alum helps these particles to stick together. This process is called
coagulation which means to stick together. When these particles
become larger enough to suspend in water, they are called flocs and
the process is called flocculation.
 Teacher explains the difference between coagulation and
flocculation with diagram.
b) Sedimentation: The flocs particles continue to grow in size. A time approaches when
these particles become heavier than water and tend to settle at the bottom of the tank. Now
stirring is stopped and flocs are allowed to settle down. When the process of settling is complete,
water becomes less turbid. These settled flocs are now called sludge. The process is known as
sedimentation. Differentiate between flocculation and sedimentation by diagrams.
Stage – 3: Filtration: Water with flocculated particles (sludge) is sent into filtration tank. Here,
layers of coal, sand and gravel (small rounded stones) filter this sludge. When water passes
through these layers sludge entraps in these layers and clean water comes out. After filtration
water is almost clean but not ready to use.
Stage – 4: Chlorination: Filtered water is still has germs. So, chlorine is added to make it
sterilized. Chlorine is a very effective disinfectant. It kills all the germs present in water.
Stage – 5: Neutralization: It may possible that the chemicals used to clean water i.e. alum and
chlorine be added in excess amount. So, in the last stage of water treatment, lime (lime is Ca(OH)2) is
added. It neutralizes the effect of all these extra chemicals. Thus, water becomes drinkable.
Stage – 6: Storage and supply: Now, water is clean and ready to use. It is stored into storage
tanks. From these tanks water is pumped into houses.
Activity: Teacher must revise all the previous stages at this point to make them clear. Give the
below work sheet to students to clarify their concept.
Match the columns.
A (Unwanted substances) B (Process)
Floating objects Coagulation
Dissolved gases + improvement taste, odor, color Sedimentation
Bacteriological pollution Aeration
Suspended solids Screening
Excessive Fe, Ca or Hardness Chlorination
Activity: Make a water treatment system in class as given in the book activity at page no. 66.
b. Treatment of water to make it mineral free.
There is another method to obtain clean water. It is called distillation. (Distillation is the process
in which a liquid is purified by a process of heating and cooling). It is mostly used in countries where
ocean water is the only source for drinking water. As we know, ocean water is too saltish to be drinkable.
So, it is distilled. In Pakistan, ground water is mostly used for drinking purpose. Distillation is just used in
80
laboratories or in some industries to obtain mineral free water. For distillation,

1. Water is added in a flask which is fitted with thermometer.
2. Water is heated at its boiling point turn it into vapour (gaseous) state.
3. These vapours are then passed through a condenser.
4. The condenser is supplied with cold water which cools the vapours and condenses these
into liquid water again.
5. This liquid is collected in a container set at the outlet of condenser and is termed as distillate.
6. The salt or other impurities remain in the flask.
The water obtained in this way is absolutely pure and is called distilled water. As the
distilled water is mineral free, the essential salts and mineral are added to make it drinkable.
Activity: Set the distillation assembly in the laboratory and show the process of distillation to students.
Homework: 1. How can the water be made salt-free?
2. Define distillation. 3. What is sludge?
Conclusion: Revise all the main points from flow sheet diagram. Conduct reading by students
with correct pronunciation. Answer the students question if any. Inform about the next lecture on
uses of water and conservation of water.
Lesson 5
Topic: (5.5: Uses of Water in Pakistan)
(5.6: Water Conservation)
Teaching objectives: ⦁ Explain various uses of water in Pakistan. Enhance the awareness of water
conservation in students.
Key vocabulary: Agriculture, industry, mechanical energy, electrical energy, conservation.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Poster showing
uses of water, Water conservation methods.
Uses of Water in Pakistan: First ask students the following questions because they already
studied about general uses of water in previous lecture.
1. What are the uses of water in industry? 2. What are the uses of water in houses?
3. Why do plants need water? 4. Can water be used for production of electricity?
In Pakistan, water is used in houses, in agriculture, in industry and as a source of electricity.
 Show the uses of water by displaying a poster.
1. In Homes: Ask students about the uses of water in houses and make the list on board.
Drinking, working, cleaning, watering plants, washing clothes, vehicles consume 8%
total water supply in homes.
2. In agriculture: Pakistan is an agricultural country. Water is mainly used for irrigation of
crops. Irrigation is the watering of land to make it ready for agriculture. So, large amount of
water is required for agricultural sector. It consumes 69% of total water supply.
3. In Industry: Industries in Pakistan also use water for various purposes.
 Steel industry used for cleaning and cooling of equipment.
 Paint and chemical industry used it as a solvent.
 Beverages industry use water as ingredient of the products.
Industries use 23% of total water supply.
4. Generation of electrical energy: Water is the basic requirement in hydro-power
generation. It pushes the turbines (turning wheels with blades). These turbines when move;
convert the energy of moving water into mechanical energy (electricity). Hydro-power
generation has a major share in industrial water requirements.
Activity: Revise the above topic and give worksheet to students for filling.
81
Water Conservation: “Water conservation means using water carefully and wisely”. Tell the
students that we have only 1% of water for all the people on Earth. We do not have its endless
supply. So we not only need to save it but we must keep it clean.
 Ask from students about the ways to keep water clean and to conserve it. Make a list on the
board. Also display the poster which shows water conservation. Also give them some advices:
 Turn off the tap while you are brushing your teeth.
 Use pan to wash fruits and vegetables.  Repair any leakage in taps immediately.
 Water the plants in the morning and evening when temperatures are lower. It will
minimize the water loss as evaporation.
 Avoid using shower. Use a bucket instead.
 Water left after washing can be used for other purposes such as watering the plants and mopping.
Activity: Make groups of students and ask them to make a poster heading “Every drop counts”
to aware other people about importance of a water conservation. Display the poster in school.
Homework: 1. Why do we need to conserve? 2. List five different ways to conserve water?
Conclusion: By concluding the lesson, revise the uses of water and ways of conservation again.
Tell the students to revise full chapter and next day we will done exercise.
Review Exercise
1. Percentage of Earth surface which is covered by fresh water is:
 25%  2.5%  97%  20%
2. Rivers and lakes are sources of:
 Ocean water  fresh water  ground water  salts water
3. Waste material is eliminated out of the body. The substance that facilitates this movement is:
 Sodium chloride  air  water  carbon dioxide
4. Indus river provides the largest irrigation supply in Pakistan. It is termed as:
 salt water  ground water  fresh water  ocean water
5. The amount of water on Earth remains constant. The responsible phenomenon is:
 respiration  precipitation  transpiration  water cycle
6. Glaciers are frozen water. It is the form of:
 ground water  surface water  ocean water  rain water
7. The form of water with high concentration of salts is:
 rain water  fresh water  ocean water  ground water
8. The place where fresh and salt water meet is called:
 estuary  delta  aquifer  none of these
9. The term “water table” belongs to:
 ground water  surface water  ocean water  fresh water
10. Which sector is using the largest amount of fresh water?
 house hold  agricultural  industrial  power generation
11. Hardness causing mineral in water is:
 iron  arsenic  calcium  copper
12. Unwanted gases in water are removed through the process of:
 aeration  coagulation  sedimentation  chlorination
13. Water dissolves most of the impurities in it because:
 it is universal solvent.  it is present everywhere.
 it is part of everything.  it supports life.
82
14. Which of the human activities is the direct inculcation of impurity in water?
 use of fertilizers  construction  transportation  domestic discharge
15. The purpose of adding chlorine is to make water:
 less turbid  germ free  pleasant  power tasteless
16. We can make the water salt-free by using the process of:
 water treatment  filtration  distillation  chlorination
17. The sludge is formed in:
 coagulation phase  sedimentation phase
 filtration phase  chlorination phase
18. The industries that use water as raw material are:
 food industries  nuclear reactor  leather industries  oil refineries
19. ‘Every drop counts’ is a slogan related to:
 counting drops of liquid  importance of water
 counting drops of water  importance of counting
20. A man digging the ground near a water body found that the soil was moist. As he
continued digging deeper and deeper, he reached a level where all the spaces between
rocks were filled with water. The upper limit of this layer is:
 water level  water table  ground water  water limit
1. What are the main uses of water in industry?
Ans: Water is needed in industrial and production units. Industry requires water in many ways;
as a raw material, solvent, coolant, transport agent and as energy source.
2. Briefly describe the occurrence of water.
Ans: 96.5% of total global water is present in oceans and seas. 2.5% global water resources are fresh
water. Fresh water resources are glaciers, ice caps, rivers, swamps, ground water and marshes.
3. How is water important for plants?
Ans: 1) Water serves as a mean of transportation for dissolved nutrients and food from roots
to the top most leaf.
2) Water supports plant as a skeleton by making them turgid.
3) The food preparation process-photosynthesis also requires water.
4. How can the water be made salt-free?
Ans: Water is made salt-free by distillation. In this process, water is converted into vapours
and then the salt-free water is collected after condensation.
5. How is water important for life?
Ans: 1) Human body is comprised 70% of water.
2) Our brain receives oxygen from water only.
3) Plants prepares flood from water which is available further for living organisms.
4) Water cycle maintains the Earth’s temperature.
6. Define distillation.
Ans: Distillation is the process in which a liquid is purified by a process of heating and then
consecutive process of condensation.
7. What is sludge?
Ans: Alum is added in water to coagulate small impurities. The coagulated particles are called flocs,
when suspended. The larger flocs started to settle down. These settled flocs are called sludge.
8. In which forms fresh water finds on earth?
83
Ans: Fresh water is available in the form of glaciers, ice caps (68.7%), ground water (30.1%)
and rivers, swamps and marshes (1.2%).
9. Pure water is rare. Justify the statement.
Ans: Water is very good at dissolving substances. Rain water is the only purest form of water but
when it comes in contact with air and land, it gets impure due to pollutants. Thus, pure water is rare.
1. Explain in detail the sources of water.
Ans: Sources of Water: Water required for all the above mentioned purposes comes from
different sources. These sources are distributed naturally in different forms and locations; on the
surface, below the ground, in the oceans, etc. Water is generally categorized as follows:
a. Ocean water resource b. Fresh water resource
Each of these categories is a part of Earth’s water circulatory system known as water
cycle or hydrological cycle.
a) Ocean water resources: The largest reservoirs of water are oceans. These are generally
termed as “salt water” because of high concentration of dissolved salts and minerals dissolved in
it. This largest resource is divided into seven oceans throughout the Earth and accounts 97% of
total water resources on Earth. Ocean water is not suitable for drinking because high amount of
salts present in it make it saltish. Ocean water, however, is use for various other purposes for
example, for transportation, trade, generation of electricity, tele-communication, etc. Pakistan
shares ocean water boundaries in Arabian Sea on its north which is the part of Indian ocean.
b) Fresh water resources: Fresh water is generally termed as “sweet water” because it has low
concentration of dissolved salts and minerals. It is the water essential for human use such as
drinking, agriculture, and manufacturing. Fresh water is present in very small amount; Just 2.5% of
total water resource. Most of the fresh water is frozen in the form of glaciers and ice caps around
North and South poles. Thus, it is not available for use. The remaining unfrozen fresh water is mainly
found as ground water and as running water above the ground. This running fresh water is available
in the forms of rivers, lakes, swamps, etc. Fresh water sources in Pakistan mainly depends upon
Indus water system and its tributaries i.e. Jhelum, Chenab, Beas, Sutlej, Ravi.
Ground water resources: The largest useable proportion of fresh water is in the form of water present
below the ground. It is called ground water. Where does ground water come from? As rain water seeps into
the ground, it reaches rock strata where water cannot seep through easily. It then collects in that rock body
by filling the empty spaces and cracks above that layer. It is now called ground water. The top of that water
(in the soil, sand, or rocks) is called the water table. Most of the ground water resources of Pakistan exist in
the Indus plain, extending from Himalayan foothills to Arabian Sea. Ground water is brought to the surface
by means of wells, kareze. It is used for agriculture, drinking purpose and in industry.
A graphical distribution of water is clear in the chart below:
2. How can we treat water on large scale?

Ans: Water treatment: In this process, water is made drinkable by passing it through six
different stages. These stages are discussed below:
84
Stage – 1: Pre-treatment: Pre-treatment prepares the water for proper processing. Macro-
impurities are removed in this stage. It accomplishes in two steps:
a) Screening: In the first step, large floating debris (solids) is removed from water by passing
water through large screens. These screens act as a strainer. The stage, hence, is called screening.
b) Aeration: In the second step, fresh air is introduced into screened water. It removes
unwanted gases and some microorganisms. As a result, colour, odour and taste of the water improve.
This stage is known as aeration. Sometimes, instead of air, Ozone gas is bubbled through screened
water. It destroys disease causing microorganisms.
Stage – 2: Coagulation: In this stage, micro-impurities are removed from pre-treated water. It also
accomplishes in two steps:
a) Coagulation and flocculation: Aerated water is pumped into coagulation tank. Here,
tiny particles of dirt and other impurities are coagulated into larger particles. It is done by adding
alum (aluminum sulphate: [Al2 (SO3)4.18H2O] with constant stirring. Alum helps these particles
stick together. When these particles become larger enough to suspend in water, they are called
flocs. The process is called coagulation and flocculation.
b) Sedimentation: The flocs particles continue to grow in size. A time approaches when these
particles become heavier than water and tend to settle at the bottom of the tank. Now, stirring is stopped
and flocs are allowed to settle down. When the process of settling is complete, water becomes less
turbid. These settled flocs are now called sludge. The process is known as sedimentation.
Stage – 3: Filtration: Water with flocculated particles (sludge) is sent into filtration tank. Here, layers
of coal, sand and gravel filter this sludge. When water passes through these layers, sludge entraps in
these layers and clean water comes out. After filtration, water is almost clean but not ready to use.
Stage – 4: Chlorination: Filtered water is still has germs. So, chlorine is added to make it
sterilized. Chlorine is a very effective disinfectant. It kills all the germs present in water.
Stage – 5: Neutralization: It may possible that the chemicals we used to clean water i.e. alum
and chlorine be added in excess amount. So, in the last stage of water treatment, lime is added. It
neutralizes the effect of all these extra chemicals. Thus, water becomes drinkable.
Stage – 6: Storage and supply: Now, water is clean and ready to use. It is stored into storage
tanks. From these tanks, water is pumped into houses.
3. Draw a flow sheet of water treatment process.
Ans: Water treatment process:
85
4. How does water become polluted?

Ans: Impurities of Water: Water is very good at dissolving substances. Thus, it is very unusual to find
really pure water. Rain water is the only purest form of water. When it comes in contact with atmosphere
and with Earth's surface, it becomes impure in many ways. In air, some of the pollutants of air and land
become the part of rain water. Many of the compounds generally dissolve in rains when water it runs off
along the surface. Moreover, sunlight supports a range of life form to grow in water when sunlight falls on
it. All these things make rain water impure. These impurities may be classified into three categories:
1) Dissolved impurities 2) Suspended impurities 3) Living matter
All these impurities come from different sources. Here below, these are discussed in detail.
1) Dissolved impurities: Dissolved impurities cannot be seen with naked eye. These include
compounds of Iron, Calcium and Magnesium, gases (SO2, NO2, NO, CO2), fertilizer run off, pesticides,
detergents, decomposed products, etc. The presence of these impurities is identified from their effect as:
Turbidity in water indicates the presence of these impurities. A layer of white solids in boiled water
indicates the presence of calcium and magnesium compounds. These compounds make the water 'hard'.
2) Suspended impurities: Impurities that do not dissolve and remain suspended in water
are called suspended impurities. These impurities may include particles of sand, clay, domestic
waste, industrial waste, etc. Although, these impurities are larger but are not heavier enough to
settle down if water is remained undisturbed.
3) Living matter: When sunlight falls on impure water, it makes the water environment suitable
for lower organisms to grow. These organisms may include algae, fungi, worms, bacteria, viruses,
small insects and different larvae. The presence of these living organisms also makes the water impure.
5. Why do we need to conserve water?
Ans: Water conservation:
Water conservation means using water carefully and wisely. Our water resources are
limited. It means that we do not have endless supply of water. Only 1% of water is available for
all the people on Earth. So, we must not only conserve our water but must keep it clean as well.
6. List five different ways to conserve water.
Ans: We can save water by adopting following ways:
 Turn off the tap while you are brushing your teeth.  Use pan to wash fruits and vegetables.
 Repair any leakage in taps immediately.
 Water the plants in the morning and evening when temperatures are lower. It will
minimize the water loss as evaporation.
 Avoid using shower. Use a bucket instead.
 Water left after washing can be used for other purposes such as watering the plants and mopping.
Unit # 6
STRUCTURE OF AN ATOM
Lesson 1
Topic: (6.1: Structure of an atom)
Teaching objectives: ⦁ Explain the structure of atom in detail.
Key vocabulary: Election, Proton, Neutron, Atom.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Picture of atom
with particles, work sheet.
Introduction: Ask from students about the atom. What they know about atom from their previous
classes. Write their information in the form of point.
86
They already know that matter is made up of small particles called atoms. Tell them about
the history of the discovery of atoms. Greek philosopher Democritus (600-400 BC) gave the concept
of atoms. According to him:
1. Atoms are the smallest particles of matter.
2. They are fundamental units. 3. They are non-divisible.
For example, take a chalk and break it in smallest possible parts. The smallest part of chalk which
is further non-divisible in known as atom. From here the Greeks derived the name ‘atamio’ which mean
‘uncut-able’ or “non-divisible”. Later studies proved that atom is not the smallest particle. It contains
many sub-atomic particles i.e. electrons, protons and neutrons. Each particle has its own features.
Structure of an Atom: For understanding the structure of an atom, two aspects must be
considered in mind i.e.
(1) Sub-atomic particles. (2) Arrangement of sub-atomic particles within an atom.
Activity: Teacher must display the structure of atom on chart or on multimedia. If possible, arrange a
model of an atom. We will discuss three sub-atomic particles i.e. electron, neutron and protons.
Electron: Electron is the smallest and first discovered particle. The discovery of electron made the
atom divisible. It was discovered by J.J. Thomson in 1897. These electrons revolve around the nucleus
in specific paths which are known as shells. Mass and size of an atom are extremely small. Its mass is
9.11×10-31 kg and it carries negative charge. Electron of an atom takes part in a chemical reaction.
Proton: Rutherford discovered the nucleus of atom. Proton is found in the nucleus of the atom. It
was also discovered by Rutherford in 1920. It carries positive charge. Mass of proton is 1.67×10 -
27
kg. Mass of proton is 1837 times greater than that of an electron. It is larger in size than electron.
Numbers of protons are fixed for an atom.
Neutron: Neutron also resides in the nucleus of an atom. It was discovered by James Chadwick
in 1932. Its mass is same as that of proton 1.63×10-27. It possesses no charge. So, it is electrically
neutral. Neutron is almost or same size to that of proton. Although neutrons have no charge yet
they play a great role in mass of an atom.
Activity: Give students work sheets which contain structure of an atom. Tell them to label it.
Atoms are electrically neutral: Students must be kept in mind that atoms have different charged
particles but there overall charge is zero or neutral. How’s it is possible? The reason is atom contains
equal number of positive charged particles (protons) and negative charged particles (electrons). They
cancel out each other’s effect and make atom neutral specie. Lets take an example of carbon atom.
Carbon contains 6 electrons, 6 protons and 6 neutrons, 6 electrons contain negative charge and 6
protons contain positive charge. They can cancel the effect of each other.
–6
+6
0
Homework: 1. Describe the contribution of Rutherford in development of structure of an atom?
2. Is an atom really indivisible? If not, How?
Discussion: At the end of the topic discuss some other examples related to the electrical neutrality of an atom.
Conclusion: Conclude the topic by revising all the important points.
Tell them about the next topic atomic number and mass number.
Activity: 1. Calculate number of protons, if number of electrons are 11. Is this atom neutral?
2. An atom is neutral. It has 7 protons. How many electrons it contain?
Lesson 2
Topic: (6.2: Atomic number and Mass number)
Teaching objectives: ⦁ Describe atomic number and mass number.
87
⦁ Differentiate between atomic number and mass number.

⦁ Calculate the atomic number and mass number.
Key vocabulary: Atomic number, Mass number, Proton number.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Worksheets,
chart of elements containing atomic number, mass No. 4 other details.
Introduction: Start lecture from the previous topic and ask following questions.
1. How many sub-atomic particles atoms contain? 2. How many particles are present in nucleus?
3. Why is atom neutral? 4. If atom has 4 protons than how many electrons it contains?
Tell the students that there are more than 100 elements known. Each element is different
from other because of the difference in number of protons and neutrons. These particles give
elements (atoms) different properties. Two of these properties are atomic number and mass
number which we discuss in detail.
Atomic number: Every element has fix number of protons. “The number of protons is termed as
its atomic number. It is represented by Z”.
Consider following examples:
1. Hydrogen (H) has one proton only. So, its atomic number is 1. In this way, it is the
smallest element of the periodic table.
2. Carbon (C) has six protons. Its atomic number is 6.
3. Sodium has eleven protons. Its atomic number is 11.
Number of protons = Atomic number
Mass Number: We already know that mass of atom resides in its nucleus. Nucleus contains
protons and neutrons. So, “mass number of an atom is total number of protons and neutrons
present in an atom. It is represented by “A”. Electrons do not usually weigh much. So, mass
number is calculated by adding protons and neutrons. Consider following examples:
1. Hydrogen (H) has one proton only. It has no proton. So, its mass number is 1.
2. Carbon (C) has six protons and six neutrons. Its mass number is 12.
3. Sodium has 11 protons and twelve neutrons. So, its mass number is 23.
Mass number = Number of protons + Number of Neutrons
Teacher Note: Help the students in the learning of element name and their symbols up to 18 elements.
Activity: Solve the work sheet in class.
1. Number of Neutrons = 9 Number of protons = 9
Mass Number = ? Atomic Number = ?
2. Number of Neutrons = 18 Number of protons = 17
Mass Number = ? Atomic Number = ?
3. An element has 5 numbers of protons and 6 numbers of neutrons. Find out its atomic
number and mass number.
4. Oxygen has 8 numbers of protons. Its mass number is 16. Find out its atomic number and
number of neutrons.
5. The mass number of fluorine is 19. Its atomic number is 9. Calculate its number of
protons and number of neutrons.
Homework: 1. What is the atomic number of the atom?
2. An element has 17 electrons and 18 neutrons. Calculate its atomic number and mass number.
3. Differentiate between atomic number and mass number?
Conclusion: After knowing about the sub-atomic particles and their properties, now the questions
arises how these particles arrange themselves in the atom. We will study it in the next lecture.
88
Lesson 3
Topic: (6.3: Electronic Configuration)
Teaching objectives: ⦁ Learn about the structure and model of atom.
⦁ Explain atom with electronic distribution and discuss concept of electronic configuration.
⦁ Know the electronic distribution and structure of first eighteen elements.
Key vocabulary: Electronic configuration, shells.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Model / Chart
display pictures of elements with electronic distribution and structure.
Introduction
Atom has two parts. It has nucleus in its center
which contains proton and neutrons. It has
electron which are moving outside the nucleus
in specific paths. These orbits or paths are
called shells or energy levels. There cells are at
specific distance from the nucleus. The
structure of atom resembles to our solar
system in which sun acts as nucleus and
electrons are revolving around it like planets.
Shells:
The orbits or paths in which electrons move around the nucleus are called shells or
energy levels. These shells are given the specific names as K, L, M, N, O, P and Q. The shell
closest to nucleus is labeled as K, the next shell is labeled as L, and so on. The arrangement of
electrons in different shells is known as electronic configuration.
Pattern of filling
Consider the Fig 6.3 and follow the discussion. Shell closest to nucleus which is L-shell
has lowest energy. L-shell has more energy than k-shell but less energy than M-shell. M-shell
has more energy than L-shell but less energy than N-shell. The pattern of increasing energy is:
K-shell < L-shell < M-shell < N-Shell …..
Electrons must fill the lowest energy shell first. So, first electrons fill k-
shell, than L-shell, than M and so on. The filling of electron is also dependent.
Every shell can accommodate maximum number of electrons, as given below:
 K-shell can accommodate only two electrons.
 L-shell can accommodate only 8 electrons.
 M-shell can accommodate 18 electrons and so on.
Now take an example of sodium (Na). it has 11 electrons, 11 protons and 12 neutrons.
Sodium has 11 electrons revolving around its nucleus.
 K-shell contains 2 electrons.
 L-shell contains 8 electrons.
 M-shell contain 1 electron.
Shells can accommodate fewer electrons than their maximum limit but they cannot
accommodate more electrons than their maximum limit.
 Point to remember that number of protons is equal to number of electrons. If an element
has atomic number 5 it means it has 5 electrons in normal state.
89
Activity
Solve the worksheet.
1. Label the diagram below and give electrons number.
Boron 5B
2. Fill the electrons in shell according to given atomic number.
12Mg
Also write number of electrons below:

K-shell __________, L-shell __________, M-shell__________
3. Draw atomic structure of Neon (10N)
Importance of electronic distribution: The number and arrangement of electrons in an atom is
important because it controls the chemical properties of the atom.
Valence Shell: Valence shell is the outermost shell of an atom which mostly takes part in the chemical
reaction. Elements tend to fill their valence shells. When the shell is filled, element is happy and stable.
If the valence shell is filled with 2-electrons it becomes happy under duplet rule. When it becomes
stable with 8-electrons, it happens under octet rule. For example the valence shell of oxygen contains 6
electrons. Valence shell of sodium has 1 electron and chlorine has 7 electrons. Valence shells are
mostly incomplete. But few elements have complete valence shells like Helium has 2 electrons in
valence shell. Neon has 8 electrons in its valence shell. They are considered as stable.
Homework: 1. Solve question D from page 77. 2. Define valence electrons. How are they important?
Conclusion: Conclude the chapter by revising main points. Inform the students that we will
revise the chapter and complete the test exercise 1.
Test Exercise – 1
1. The building block of matter is atom. The reason for this concept was that atom
considered as:
 smallest particle  divisible particle
 non-divisible particle  only available particle
2. The atom was given the status of being non-divisible by:
 Aristotle  Democritus  Plato  John Dalton
3. How many sub-atomic particles are present in an atom?
 two  three  four  five
4. Identify the sub-atomic particle with negative charge.
 neutron  proton  electron  quark
5. The charge on neutron is:
 positive  negative  partial positive  no charge
6. An element has 79 protons, 79 electrons and 118 neutrons. Its mass number is:
 158  197  355  39
7. Suppose an atom has a mass number 15. The atom contains 8 protons. How many
neutrons does it has?
7 8 9  15
90
8. The shell that can accommodate only 2 electrons is:

K L M N
1. Describe the contributions of Rutherford in development of structure of an atom.
Ans: Rutherford discovered the nucleus of an atom and in 1920 he discovered the protons in nucleus.
2. Is an atom really non-divisible? If not, How?
Ans: Atom is divisible because it contains sub-atomic practices. It can easily lose its electrons
during chemical reaction.
3. What are energy levels?
Ans: Electrons move in circular orbits around the nucleus. These orbits or paths are called
shells or energy levels.
4. When does an electron release or absorb energy?
Ans: Electrons move around the nucleus in specific orbits. Each orbit has specific energy.
When electron jump from lower energy orbit to higher energy orbit it absorbs energy.
When electrons go from higher energy orbit to lower energy, it releases energy.
5. An element has 17 electrons and 18 neutrons. Calculate its atomic number and mass
number.
Ans: No. of electrons is equal to No. of protons. So, atomic number is 17.
Sum of protons and neutrons = 17 + 18
Mass number = 35
C. The following atomic model contains one orbiting electron and a nucleus of one
proton.
a) What is the atomic number of the atom?
Ans: No. of protons = No. of electrons
So, Atomic number is 1.
b) Identify the element.
Ans: It is Hydrogen.
D. Circle valence electrons only. How many valence electrons does each atom has?
F has 7 valence electrons. Cl has 7 valence electrons.
Br has 7 valence electrons. Iodine has 7 valence electrons.
E. Draw the structures of following elements.

Silicon Potassium
14Si 19K
91
Sulphur Boron
16S 5B
Lesson 4
Topic: (6.4: Valency and Ions)
(6.4.1: Valency)
Teaching objectives: ⦁ Discuss concept of valency.
⦁ Discuss why atoms gain or loose electrons with examples.
Key vocabulary: Vlency, valence shells.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Display charts
of atomic models, worksheets.
Introduction: Students you have already studied about atomic shells and valence shell. When
atomic shell of an atom is full, it becomes stable. Let’s study the examples Helium 2He.
Helium (2He):
2 electrons 2He –
1 filled shell
Neon (10Ne):
10 electrons 10Ne –
2 filled shells
Ask from students how many electrons needed to fill the shells?
2 – electrons in case of duplet rule.
8 – electrons in case of octet rule.
Most of the cases electrons have unfilled atomic shells. For example:
Sodium (11Na): Oxygen (8O):
11 electrons 8 electrons
2 filled shells – K, L 1 shell filled – K
rd
1 electron in 3 shell, M 6 electrons in 2nd shell – L
92
Now, in order to be stable, they need to lose or gain electrons in outermost shells. They
have two possibilities.
1. They can get electrons to fill their shells.
2. They can lose electrons and have completed inner shells.
It is easy for 11Na to lose 1 electron from M shell rather than to gain 7 electrons. So, it
loses its one electron and L shell becomes outermost (filled) shell. In case of oxygen, L-shell
contains 6 electrons. It is difficult for oxygen to lose all six electrons to achieve stability. So, it
gains two electrons and completed its L-shell.
Activity: Make electronic structures of Magnesium (12Mg) and chlorine (17Cl) gain or loose on
board. Ask show how much electrons they are required to fill their valence shells.
 Questions of Activity: 1. How many total electrons a magnesium atom contain?

2. How many shells are complete in magnesium?
3. Which shell is incomplete in magnesium?
4. How much electron Mg gains or loses to get stabilizes?
5. Write total number of electrons in chlorine?
6. How many shells are complete in chlorine? Write their names?
7. Which shell is incomplete? How many electrons it is need to complete its shell? Magnesium
loses 2 electrons to become stable and chlorine gain 1 electron to become stable. In the light of above
discussion valency is defined as: “The number of electrons an atom gains, loose or shares to make it
stable (outer shell complete), is called its valency”. Keep in mind that while describing the valency;
positive and negative charges must be shown with it. Positive sign represents loss of electron and negative
sign represent gain of electron. Like Sodium-11 lose 1 electron and its valency is +1. Chlorine gains 1
electron so it its valency is -1. Valency and its signs are written as superscript to the right side of the
element symbols. Like Na+ for sodium, Cl- for chlorine, O2- for oxygen and Mg2+ for Magnesium.
Activity: Give them a worksheet to draw electronic structures of Calcium (20Ca) and Sulphur
(16S). Also write their valencies with signs.
Homework:
1. Hydrogen has one electron in its outermost shell. How many electrons hydrogen needed
to complete duplet? Write its valency with sign.
2. Aluminium (Al-17) is a light metal. Draw its atomic structure and describe its valency with sign.
Conclusion: The teacher should revise the valency rules from board. Tell them today we have
just learn about valency and in the next lecture, we will study ions. Both topics are related with
each other and you must know about valency to develop the concept of ions.
Lesson 5
Topic: (6.4.2: Ion)
Teaching objectives: ⦁ Explain the relationship between valency and ion.
⦁ Describe the formation of ions.
Key vocabulary: Ion, valency, Cation, Anion.
93
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Chart of Ion
formation, worksheet.
Introduction: Valency and ions are closely related. The number of gained or lost electrons is called
valency and when an atom receives or gives up electrons, it becomes an ion. So, “ions are the atoms with
extra electrons or missing electrons”, as compared to neutral atom. “A neutral atom is an atom having
number of electrons equal to its atom number”. Let’s answer few questions.
1. Which charge come on atom when it lose electron?
2. Which charge come on atom when it gain electron?
Let consider an example of ion formation in sodium chloride (NaCl).
As shown in above figure, ions are of two types:

1. When an atom releases electron(s), it becomes a cation. A cation carries positive charge.
Examples are sodium (Na+), Potassium (K+), Calcium (Ca2+) etc. Usually metal atoms release electrons.
2. When an atom gains electron(s) it becomes an anion. It carries negative charge. Non-metal atoms
gain electrons. The name of an anion is changed to and “ide” while cation is named as whole.
Common anions are Fluoride (F-), Chloride (Cl-), Bromide (Br-), Oxygen (O2-) etc.
Activity: Ask questions from the following diagram of ion formation. Draw the diagram on board.
94
1. How many total electrons calcium atom has in its shells?

2. How many total electrons fluorine has in its shells?
3. How many electrons calcium lose? 4. How many electrons fluorine gain?
5. Write valency of Calcium and Fluorine ions?
6. How many electrons calcium ion has in its shells?
7. How many electrons are present in fluorine ions?
When an atom receives or gives electron(s) to another atom, it make bond with that atom.
The two or more bonded atoms are known as ionic compound. For example, chlorine atom
receives its missing electron from sodium atom, thus, makes bond with it. As a result, a
compound NaCl is formed.
Activity: Draw and describe bond formation in following compounds. Write name of compound,
no. of electrons before and after formation of ions. Also mention cations and anions.
a) KF b) LiH
Homework: Write down the ions formed from these elements. Write down their formulae
showing the charge they carry.
Ca Br Na
S I O
K N Al
Mg Ba Sr
Li Cl F
Conclusion: The teacher should revise all the main points from board regarding ion formation
and tell them they will study isotopes in the next lecture.
Lesson 6
Topic: (6.5: Isotopes)
Teaching objectives: ⦁ Introduce the concept of Isotopes.
⦁ Discuss different isotopes of elements. ⦁ Explain the uses of isotopes.
Key vocabulary: Isotopes, Protium, Deuterium, Tritium.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Chart of
isotopes of hydrogen and carbon, worksheet.
Introduction: Ask students what happened when we add extra neutron in an atom of hydrogen?
They will answer that the mass number of hydrogen increases due to the addition of neutron. Tell
them this is called isotope. Isotopes are still the same elements just like ions which remain same
after missed electron(s) or by having extra electron(s). The only difference arises in their mass,
because neutrons correspond to mass. When number of neutron changes, mass number also
changes. So, an isotope is defined as: “The elements having same atomic number but different
mass number are called isotopes”. Consider following examples for the clear idea.
Isotopes of Hydrogen: Hydrogen has three isotopes. The isotopes have their specific names.
The common hydrogen that has zero neutrons is called protium. Hydrogen having one neutron is
called deuterium while hydrogen with three neutrons is called tritium.
95
Isotopes of Carbon: Carbon also has three isotopes. They are not given any specific name. There are
carbon-12, carbon-13 and carbon-14 isotopes with mass number 12, 13 and 14 respectively.
Some elements have two isotopes, some have three and few elements have more than three isotopes.
Activity Solve the worksheet.
1. Write number of protons and neutrons in the following isotopes.
 Proton
 Neutron
Ans:
N14 : Number of protons: 7 Number of neutrons: 7
N15 : Number of protons: 7 Number of neutrons: 8
2. Find out number of protons and neutrons in the isotopes of Sodium.
23 24
11 Na 11 Na
23
11 Na Mass numbers = 23
Atomic number = 11
As atomic number = No. of protons
So,
11 = 11
Number of neutrons = Mass number – Atomic number
23 – 11 = 12
24
11 Na Mass numbers = 24
Atomic number = 11
As atomic number = No. of protons
So,
11 = 11
24 – 11 = 13
3. Fine number of neutrons in the isotopes of oxygen.
16 17 18
8 O 8 O 8 O
16
8 O Atomic numbers = 8
Mass number = 16
96
16 – 8 = 8
17
8 O Atomic numbers = 8
Mass number = 17
17 – 8 = 9
18
8O
Atomic numbers = 8
Mass number = 18
18 – 8 = 10
Uses of Isotopes: Isotopes can be useful in different industries, such as food, agriculture,
archaeology and medicine. Some of their uses are given below:
Medicine: In the field of medicine isotopes (radioactive) are used for radiation therapy. It locates
tumors in brain. Some other uses are given in the chart:
Isotope Application in medicine
Cobalt-60 Used in radiation therapy to prevent cancer
Iodine-131 Locate brain tumors, cure goiter
Sodium-24 Study blood circulation
Thallium-201 Identify damage in heart tissues
Agriculture: In agriculture, isotopes help in various fields as follow:
 An isotope of phosphorus (P-32) is used in phosphorus containing fertilizers. It helps to
detect the metabolism of phosphorus in plants.
 An isotope of carbon (C-14) is used to study the passage of carbon in plants during photosynthesis.
Activity: Tell the students that human body also contains isotopes of potassium-40 and carbon -
14. Tell them to find out no. of protons & neutrons in K-40 and C-14.
Homework: 1. Define isotopes. 2. What are radioactive isotopes?
Conclusion: The teacher should revise all the main points about isotopes. Tell them tomorrow
we will study about molecules and chemical formula.
Lesson 7
Topic: (Molecules and chemical formula)
Teaching objectives: ⦁ Discuss the concept of molecule.
⦁ Differentiate between homo-atomic and hetero-atomic molecule.
⦁ Explain how to write chemical formula of molecules.
⦁ Explain how to write chemical formula of organic compounds.
Key vocabulary: Isotopes, Molecules, compounds, Ionic compounds.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Pictures of
molecules, worksheets.
Introduction: “A molecule is a chemical combination of two or more atoms of same or different types”.
Molecule exist independently. All compounds are molecules but all molecules are not
compounds. Ask about the difference in atom and element? Tell them same difference exist
between molecule and compound.
Type of molecules: There are two types of molecules. If combining atoms are of some type, the
molecule formed is homo-atomic. For example, oxygen in which two oxygen atoms combine making
oxygen molecule (O2). Similarly, hydrogen (H2), fluorine (F2) and iodine (I2) are homo-atomic molecules.
Combining atoms may be of two or more different types forming hetero-atomic
molecules. For examples, Water (H2O) is a hetero-atomic molecule containing two hydrogen and
97
one oxygen. Sugar (C6H12O6) hetero-atomic containing 6 carbon, 12 hydrogen and 6 oxygen.
Sand (SiO2) is also hetero-atomic molecules containing one silicon and two oxygen atoms.
Activity: Differentiate between homo-atomic and hetero-atomic molecules. Write in separate columns.
Br2, H2, SiO2, H2O, O2, CO2, Cl2, HCl, HF, I2
Chemical formula of molecules: Elements are represented with their symbols, as you all know
that. Molecules need chemical formula for their symbolic representation. The constituents of a
molecule and their number can be shown through a chemical formula. A chemical formula is the
simplest but comprehensive notation that tells which elements and how many atoms of each
element make up a molecule. In a chemical formula, elements making up a molecule are denoted
by their symbols. Whereas, number of each element is written as subscripts beside each atom.
Consider an example of methane. Methane has one carbon atom and four hydrogen
atoms. The chemical formula is CH4.
Likewise sugar has chemical formula C6H12O6. In the same way nitrogen has N2, Iron
oxide has Fe2O3, Ammonia has NH3, Sulphuric acid has H2SO4 etc.
Activity: Write number of atoms in following molecules.
C12H22O11, NH3, H2SO4, PCl5, I2, Br2, HCl, CO2, H3PO4, SiO2.
Chemical formula for Ionic Compounds: First tell the students about the difference in
molecules and compounds. Every combination of atoms is a molecule. Atoms in the molecules
or compounds are joined with each other through chemical bonds. Ionic bond is a type of
chemical bond which formed between cation and anion and form ionic compounds. To write
formula of an ionic compound following steps are used:
Chemical formula for ionic compounds: When a cation (metal element) chemically combines
with an anion (non-metal), a compound is formed. It is an ionic compound. To write the formula
of an ionic compound, following steps are used:
Step–1: Identify the cation and anion. Write the symbol of cation first and the anion second.
Example 1: In compound magnesium chloride (MgCl2), magnesium is a cation and chloride is
an anion as: Mg Cl
Example 2: In compound aluminum chloride (AlCl3), aluminum is cation and chloride is an
anion as: Al Cl
Example 3: In compound iron oxide (Fe2O3), Iron is a cation and oxide is an anion as: Fe O.
Step–2: Identify the valency of anion and cation.
Put the valency number of each ion with its charge on its top right side.
Example 1: Mg2+ Cl1-
Example 2: Al3+ Cl1-
Example 3: Fe3+ O2-
Step–3: Crisscross method for writing formula is used to complete the formula. In this
method, interchange the valency number of both ions and write them on lower right side of each
ion. Omit the +ve and –ve signs. Reduce the ratio by a common factor if possible.
Activity:Make compounds and write chemical formula from the given list of anions and cations.
98
No. Cations (+) / Anions (-) Chloride (Cl-) Chloride (O2-) Iodide (I-) Sulfide (S)2-
1. Sodium (Na+)
2. Potassium (K+)
3. Magnesium (Mg2+)
4. Calcium (Ca2+)
5. Copper (Cu2+)
6. Iron (Fe2+)
7. Iron (Fe3+)
8. Silver (Ag1+)
Homework: Make the ionic structures of following compounds and answer the questions.
(a) AlP (b) NaH
(i) Write the name of each compound.
(ii) Guess the valency of each element in each compound.
(iii) Mention the ions formed (anions and cations) in each compound.
Conclusion: Revise all the main points from board. Tell them we will study law of constant
composition in next lecture and solve the test exercise 2.
Lesson 8
Topic: (6.7: Law of Constant composition)
Teaching objectives: ⦁ Discuss the law of constant composition.
⦁ Explain its importance in writing chemical formula.
Key vocabulary: Constant composition.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7.
Introduction: The law of constant composition states that:
“Composition of a compound is always the same”.
Explanation: It means that a compound always contains the same constituents in the same
proportion by weight. The factors such as formation method, amount of compound and state of
compound do not affect the composition.
Examples: For example, whenever we talk about water, whether it is in liquid state, frozen or in
gaseous state, it always has two atoms of hydrogen and one atom of oxygen H2O. Moreover,
whatever the sources of water like water from river, ocean, well, tube well even tap water all has
some chemical composition. If you add one extra oxygen in H2O it becomes H2O2 which is
hydrogen peroxide. It possesses totally different properties than water. Similarly, CO2 is a life
gas for plants. It possesses one carbon and two oxygen atoms. If you reduce it to one oxygen
atom it becomes (CO) which is highly poisonous and can cause death if inhale even a minute.
Activity: Write one example of law of constant composition.
Homework: Explain the law of constant composition.
Conclusion: Revise all the main points from board. Inform the students we will do test exercise
– 2 after this topic. In next lecture we will revise the chapter – 6 and then solve the exercise.
Test Exercise – 2
1. Combining power (valency) of Chlorine is:
2 1 4 3
2. A charged atom or molecule is known as:
 ion  electron  isotope  compound
99
3. If number of electrons in an atom is less than number of protons, the charge on the atom
will be:
 negative  positive  zero  double negative
4. How many neutrons are found in C-14?
6 7 8 9
5. The isotope of hydrogen responsible for making water heavy is:
 protium  deuterium  tritium  none of these
6. The isotope that is used to study blood circulation is:
 coblat-60  sodium-24  carbon-14  phosphorus-32
7. In carbon, the number of valence electrons is:
3 4 7 8
8. To complete the octet of an atom, the required electrons are:
2 8  18  32
9. Radioactive isotopes are unstable because:
 they are weak  their valence shell is incomplete
 they have heavy nucleus  they have high energy
1. Define valency.
Ans: The number of electrons an atom gains, lose or share to make itself stable (outer shell
complete) is called its valency.
2. How can the valencies of an atom be determined from periodic table?
Ans: The valency of an atom can be found from periodic table. The vertical column of periodic
table are called groups. Group number of an atom is its valency number as well.
3. What is octet rule?
Ans: Elements tend to fill their valence shell. If valence shell is filled with 8-electrons, it is
known as octet rule.
4. Define isotopes.
Ans: The elements having same atomic number but different mass number are called isotopes.
Review Exercise
1. The sub-atomic particles found in the nucleus are:
 electron, proton  electron, neutron  proton, neutron  only proton
2. Electrons revolve around nucleus in fixed paths. These paths are called:
 tracks  shells  route  channel
3. An atom posses both positively and negatively charged particles. But overall, atom is a
neutral particle. The reason is:
 oppositely charged particles are equal in number
 oppositely charged particles are same in size
 oppositely charged particles have equal weights
 neutral particles are greater in number
4. The letter “Z” in chemistry represents:
 atomic number  mass number  valency  valence electronic shell
5. An element has 19 electrons. Arrange these electrons in K, L, M and N shells:
 2,8,9  2,8,8,1  9,8,1  2,8,4,4
100
6. The combining power of an atom is called:

 chemical bond  valency  intermolecular force  force of attraction
7. Which of the following species carries negative charge?
 proton  cation  anion  neutron
8. The isotopes of carbon elements are:
2 3 4 5
9. Uranium-235 is an important radioactive isotope. It is mainly used in/to:
 nuclear power generation  study blood circulation
 fertilizers  prevent cancer
10. The chemical formula of calcium chloride is:
 CaCl  CaCl2  Ca2Cl  Ca2Cl2
B. Write down the ions formed from these elements. Write down their formulae
showing the charge they carry.
Element Ion Element Ion
Ca Ca2+ Ba Ba2+
S S2- Cl Cl-
K K+ Na Na+
2+
Mg Mg O O2-
Li Li+ Al Al3+
-
Br Br Sr Sr2+
I I- F F-
3-
N N
C. Answer the following questions briefly.
1. Differentiate between atomic number and mass number.
Ans: Differentiate between atomic number and mass number.
No. Atomic Number No. Mass Number
i. The number of protons in an element is i. The total number of protons and neutrons
termed as its atomic number. present is an atom is termed as mass number.
ii. It is represented by Z. ii. It is represented by A.
iii. Atomic number of each element is always iii. Mass number is changed in case of isotopes
fixed. of elements.
2. Draw and label the structure of an atom.
Ans:
3. Define the electronic configuration.

Ans: “The arrangement of electrons in different shells is known as electronic configuration”.
4. What is the number of electrons in an atom whose atomic number is 14?
Ans: Number of electrons is equal to number of protons and atomic number shows number of
protons, so number of electrons is also 14.
5. What is an ion?
101
Ans: “Ions are the atoms with extra electrons or missing electrons”. These are charged species.
For Example: Na ion is Na+ and Cl ion is Cl-.
6. Define valance electrons. How are they important?
Ans: Electrons present in valence shell are known as valence electrons. Valence shell are mostly
outermost and incomplete shells. Valence electrons tell us about the valency of an element.
7. Draw and label three isotopes of hydrogen atom.
Ans:
8. What are radioactive isotopes?

Ans: Some isotopes are unstable. They emit radiations to become stable. Such isotopes are
called radioactive isotopes.
9. How can the goiter be cured?
Ans: Goiter can be cured by the radiation therapy of radioisotope of Iodine – 131.
D. Answer the questions in detail.
1. Compare all the three sub-atomic particles.
Ans: Electron Proton Neutron
-31 -27 -27
Mass 9.11×10 kg 1.67×10 kg 1.67×10 kg
Charge Negative Positive Neutral
Discovery J.J. Thomson Rutherford James Chadwick
Location in atom Outside the nucleus Inside the nucleus Inside the nucleus
Role in chemical reactions Involves in reaction Not involved Not involved
2. Describe the structure of an atom in terms of its particle.
Ans: Structure of an atom: The structure of an atom is best explained by explaining two
aspects i.e. (1) sub-atomic particles (2) arrangements of these particles within an atom.
Electron: Electron is the smallest and the first discovered particle. The discovery of electron
made the atom divisible. It was discovered by J.J. Thomson in 1897. These electrons revolve
around nucleus in specific paths (shells). Mass and size of an electron are extremely small.
Electrons of an atom take part in a chemical reaction.
Proton: Proton is found in the nucleus of the atom. It was discovered by Rutherford in 1920. It carries
positive charge. Mass of proton is 1837 times greater than that of an electron. It is larger in size than
electron. Number of protons is fixed for an atom. Number of electrons is equal to number of protons.
Neutron: Neutron also resides in the nucleus of an atom. It was discovered by James Chadwick in
1932. It possesses no charge. So, it is electrically neutral. Neutron is almost same in mass and size to
that of proton. Although, neutrons have no charge yet they play a great role in mass of an atom.
3. How do ions make ionic compounds?
Ans:
Valency and ions are closely related. The number of gained or lost electrons is called
valency and when an atom receives or gives up electrons, it becomes an ion. So, “ions are the
atoms with extra electrons or missing electrons”, As compared to neutral atom. Let us study the
Sodium atom again. As valency of sodium is ‘1+’ (it loses one electron), the number of protons
get increase than electrons. Now, Sodium has become an ion. As number of protons (positive
charge) increases, sodium ion gets “+ve” charge. Similarly, when Chlorine gains one electron, its
102
number of electrons increases than that of protons. Chlorine is now an ion. By gaining one
electrons negative charge increases. Therefore, chlorine gets ‘–ve’ sign.
4. How are isotopes important? Describe their uses.

Ans: Uses of isotopes:
Isotopes can be useful in different industries, such as food, agriculture, archaeology and
medicine. Some of their uses are given below:
Medicine: In the field of medicine, isotopes (radioactive) are used for radiation therapy. It
locates tumors in brain. Some other uses are given in the following chart:
Isotope Application in medicine
Cobalt-60 Used in radiation therapy to prevent cancer
Iodine-131 Locate brain tumors, cure goiter
Sodium-24 Study blood circulation
Thallium-201 Identify damage in heart tissues
Agriculture: In agriculture, isotopes help in various fields as follow:
 An isotope of Phosphorus (P-32) is used in Phosphorus containing fertilizers. It helps to
detect the metabolism of phosphorus in plants.
 An isotope of carbon (C-14) is used to study the passage of carbon in plants during
photosynthesis.
5. How is a chemical formula written? State its rules.
Ans: Chemical formula of molecules: The constituents of a molecule and their number can be shown
through a chemical formula. A chemical formula is the simplest but comprehensive notation that tells
which elements and how many atoms of each element make up a molecule. In a chemical formula,
elements making up a molecule are denoted by their symbols. Whereas, number of atoms of each element
is written as subscript beside each atom. For example, Methane has one carbon (C) atom and four
hydrogen (H) atoms; the chemical formula is CH4. The sugar molecule; glucose has six carbon atoms,
twelve hydrogen atoms, and six oxygen atoms, so, its chemical formula is C6H12O6. In the same way,
nitrogen that contains two atoms of nitrogen is written as N2, oxygen as O2, fluorine as F2 and iodine as I2.
Chemical formula for ionic compounds: When a cation (metal element) chemically combines
with an anion (non-metal), a compound is formed. It is an ionic compound. To write the formula
of an ionic compound, following steps are used:
Step–1: Identify the cation and anion.
Write the symbol of cation first and the anion second.
103
Example 1: In compound magnesium chloride (MgCl2), magnesium is a cation and chloride is

an anion as: Mg Cl
Example 2: In compound aluminum chloride (AlCl3), aluminum is cation and chloride is an
anion as: Al Cl
Example 3: In compound iron oxide (Fe2O3), Iron is a cation and oxide is an anion as: Fe O.
Step–2: Identify the valency of anion and cation.
Put the valency number of each ion with its charge on its top right side.
Example 1: Mg2+ Cl1-
Example 2: Al3+ Cl1-
Example 3: Fe3+ O2-
Step–3: Crisscross method for writing formula is used to complete the formula. In this method,
interchange the valency number of both ions and write them on lower right side of each ion.
Omit the +ve and –ve signs. Reduce the ratio by a common factor if possible.
6. Explain the law of constant composition.

Ans:
The law of constant composition states that composition of a compound is always the same. It means
that a compound always contains the same constituents in the same proportion by weight. The factors such as
formation method, amount of compound and state of compound do not affect the composition. So, whenever
we talk about water, whether it is in liquid state, frozen or in gaseous state, it always has two atoms of
hydrogen and one atom of oxygen (H2O). If number of oxygen atoms increases by two, it is not the water
now. It has become another compound that is named as hydrogen peroxide (H2O2). It possesses different
properties than that of water. Similarly, carbon dioxide (CO2) is a life gas for plants. It possesses two oxygen
atoms and one carbon atom. If number of oxygen atoms reduces to one, it turns into another compound named
as carbon monoxide (CO). It is highly poisonous and can cause death if inhale even in very minute amount.
7. Make the formula of the following compounds.
Ans: 1) Strontium Iodide = SrI2 2) Aluminium Iodide = AlI3
3) Strontium Sulfide = SrS
Thick and Solve
a. An atom contains five protons. We assume the atom as neutral. How many electrons
it must have?
Ans: No. of protons = No. of electrons So, atom contains five electrons.
Brain Storming!
a. The element Zinc (Zn) has atomic number 30. How many protons does it has?
Ans: Atomic number is also the proton number. So, it has 30 protons.
b. What will be the number of protons in an element has 30 neutrons and its mass
number is 55?
Ans: Mass number of x = 55 No. of neutrons = 30
No. of protons + No. of neutrons = Mass number No. of protons = Mass number – No. of neutrons
= 55 – 30 No. of protons = 25
Activity!
104
a. You have learnt about chemical formulae. Here are given the chemical formulae of
some compounds. Study them carefully.
i. Write the name of each compound. ii. Guess the valency of each element in each compound.
iii. Mention the ions formed (anions as well as cations) in each compound.
iv. Make the ionic structure of each ion showing the electronic distribution in different
cells and different orbits.
a. KF b. K3N c. AlP d. NaH
e. LiH f. Ca3P2 g. Ba3P2 h. Al2S3
Ans:
105
106
107
108
Unit # 7
PHYSICAL & CHEMICAL CHANGES &
PROCESS
Lesson 1
Topic: (7.1: Physical and chemical changes)
(7.1.1: Physical changes)
Teaching objectives: ⦁ Introduce physical & chemical changes.
⦁ Explain physical changes with examples around us.
Key vocabulary: Physical changes chemical changes, melting, freezing, boiling, reversible
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Ice cubes,
Burner, Beaker, Display pictures which show changes, Picture of water cycle, salt water.
Introduction: Introduce the topic by showing their pictures. Rusting of iron, milk sours or the
formation of yogurt, sketching of rubber band, boiling of eggs, removal of stains by freezing of
water, detergents, baking of cake, ripening of fruits etc.
Ask from students what happened with these things? Tell them they changed from one
form to another form. There are two types of changes. “Some changes can be returned and
original substance can be obtained. These types of changes are known as Physical changes”.
While “many other changes are permanent and cannot be returned to get original substance.
These are termed as chemical changes”. Students! Remember both type of changes have their
own importance. Today we will discuss physical changes in detail. Let’s start with an activity!
Take a can in class and crush it. The shape of the can change but you can easily revive
the shape. Crushing of can did not change its composition. The molecules in the can are still the
same molecules. These type of changes are known as physical change. These type of changes do
not alter the composition of matter. Consider another example by performing an activity.
Activity: Take a beaker and put some ice cubes in it. Keep the beaker at room temperature. Soon the
ice starts melting and change into liquid water. Keep the water on flame. You notice that after some
109
time the bubbles and steam start appearing in the beaker. It is due to the boiling of water and steam is
the vapour of water. If you keep melted water back into freezer it again converts into ice.
When you melt an ice cube (H2O) you perform a physical change because you change the state of
water and not the chemical composition of water molecule. The water molecules are still the same with
two hydrogen and one oxygen atom. Similarly, when water gets boil, it changes its state from liquid to
gas. Heating does not alter the chemical combination of water. It remains H2O even in vapour state.
Water cycle is the biggest example of physical change in our environment (students
already know about it from chapter 5: water).
Activity: Take a beaker and add water in it. Put some salt in water and shake it. The salt gets
dissolve. It is a physical change. Heat the water unit in the condenser. You will got salt and water
again when the water evaporates.
How to identify a physical change?

Ask students how will you identify a physical change? Tell them:
Physical changes alter a substance without changing its chemical composition. This
alteration may change some characteristics such as size, shape, state, density, luster, solubility,
etc. These characteristics are known as physical characteristics. For example, melting of ice is a
physical change which convert solid ice into liquid water.
Causes of physical changes: There is always a reason for any change. Physical changes are also
caused by different factors such as temperature, light, pressure, etc. For example, the conversion
of water into ice is done by temperature change.
Physical changes are reversible: Most of the physical changes are reversible i.e., they can
110
easily be returned because structure of molecule does not change. So, no new product formed. Consider
the example of water cycle, in which liquid water is converted into vapours by sunlight and than it
condense back into rain water. In the whole process the molecule of water (H2O) remains the same.
Point to ponder: Keep in mind that all physical changes are not reversible like chopping of
wood and breaking of glass are also the physical changes but they cannot be reverse back these
are categorized as physical changes because chopping and breaking do not effect its composition.
Homework: 1. Define physical changes and give some examples.
2. Learn the definitions of melting, boiling, freezing and sublimation.
Conclusion: Ask students about the lecture and answers their questions if any. Tell them we will
study chemical changes in the next class.
Lesson 2
Topic: (7.1.2: Chemical changes)
Teaching objectives: ⦁ Explain chemical changes with examples around us.
Key vocabulary: Chemical changes, burning of wood, rusting, browning, of apple, irreversible.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Pictures of
chemical changes, Paper, match, stick, rusted iron piece, apple, vinegar, baking soda, beaker,
Hydrogen peroxide, cylindrical jar, cups, safety goggle, oil.
Chemical changes: First ask students about physical changes.
1. Are physical changes reversible?
2. What type of alterations take place in physical changes?
3. What are the causes of physical change?
Start with showing pictures of changes from Lesson 1. Also describe that chemical
changes are permanent and cannot return back to its original conditions.
Activity: Take a paper and match stick. Burn the paper carefully. The white paper turns into
black ash. It is a chemical reaction and paper does not come back into its previous form. The
composition of paper changes due to burning.
Burning: Burning is a chemical change. When wood, paper or coal burns, materials in the wood
combine with oxygen in the air. They form ash, smoke and carbon dioxide. These substances are
different from wood and cannot be converted back to wood.
Rusting of iron: Rusting of iron is also a chemical change. Iron forms rust when it reacts with oxygen in the
presence of water. Rust is not iron or oxygen. It is a new material. Show the piece of rust to students.
Activity: Take a piece of apple. Cut into 4 pieces, show the students and keep it in a plate for an
hour or two. Ask the students what happens with the apple? They answer that the apple changes
its color from white to brown. Tell them the change in color is due to chemical reaction.
Browning of apples: Cutting of apple damages its cells, it allows the oxygen in the air to react
with the constituents in the apple. The reaction cause browning of apples.
Tarnishing of metal: Silver spoons get tarnished after some time. This tarnish is different from
silver. The black tarnish occurs due to oxidation of silver. Show the picture of tarnished spoon.
Students you have noticed in the above examples that original substances changed into new
substances that cannot be obtained book. These changes are called chemical changes.
Material: 3 empty cups, an apple cut into 3 slices.
Chemicals: Water, oil, vinegar.
What to do: Take tittle amount of water, oil and vinegar in different cups. Put one slice of apple
in a cup of water, other in vinegar and third one in oil. Stay them unshaven for one hour. Observe
what happens to the apple slices and answer the questions.
1. What would happen to each slice of apple in different substances?
111
2. Which of the three chemicals speed up or slow down the chemical change?
How to identify a chemical change?
Following are some signs of chemical change. If two or more signs occur during a
change, you must be observing a chemical change.
1. Production of an odour: Some chemical changes result in the production of smell.
When an egg decays, smell of sulfur produces, which indicate a chemical change.
2. Change in temperature: Often chemical changes result in the change in temperature.
You must have observed that the temperature is higher when the logs are burning.
3. Change in colour: A change in colour is also an example of chemical change. For
example, the colour of bread changes when it is rotten.
4. Formation of bubbles: When we mix antacid tablet with water, it begins to bubble.
When the gas bubbles form, it indicates the chemical change.
5. Formation of a solid: When we combine two liquids, solid called precipitate can form. It
is also an indication of chemical change.
Activity: Perform the following activity to identify a chemical change.
 Three containers with lids  Three food colour (different)  Three droppers
 Bleach  Vinegar  Hydrogen peroxide
Procedure: 1. Half fill three containers with water.
2. Add 2-3 drops of three food colours in three containers (one colour in one container).
3. Label the containers as A,B,C. 4. In container, add one dropper full of vinegar.
5. In container B, add a dropper full of bleach.
6. In container C, add a dropper full of hydrogen peroxide.
7. Put the lid on all the three containers and stir them well.
8. Identify in which container the chemical change has occurred. The chemical change has
occurred in the container B and C.
9. How do you identify that it is a chemical change. The food colour discharge in the
pressure of hydrogen peroxide and bleach, which shows a chemical change.
Causes of chemical change: Chemical change is one that affects the chemical composition of
the substance. New compounds are formed as a result of chemical change. These new
compounds exhibit properties that are different from parent (reacting) substances. The difference
in properties is because atoms rearrange themselves.
Activity: Ask students about the example of chemical change in daily routine which uses kitchen
chemicals as reacting substances.
Here is an example of chemical change from kitchen. Your mother pours vinegar to
baking soda to clean kitchen shelves. When vinegar (acetic acid) comes in contact with baking
soda (sodium bicarbonate), bubbles arise and sodium acetate forms. These bubbles are due to the
release of carbon dioxide gas.
Chemical changes are irreversible: Chemical changes are irreversible. They cannot give the
reacting substances back. In the above example vinegar and soda form sodium acetate and gives
out carbon dioxide. It cannot give vinegar and soda back, even if your reverse all the conditions.
Homework: How can we term a change as chemical change?
Conclusion: Discuss main points of the topic again. Tell them we will compare physical and
chemical changes in the next lecture.
Lesson 3
Topic: (Comparison of physical and chemical change)
Teaching objectives: ⦁ Explain physical and chemical changes occur side by side.
112
⦁ Discuss comparison of physical and chemical changes.

Key vocabulary: Physical change, chemical change.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Candle, Match stick.
Physical and chemical changes may occur simultaneously!
Sometimes, physical and chemical both change take place in a single phenomenon such
as burning of candle. When a candle burns, its wax melts and changes to vapour state. There are
the physical changes of state as the war whether solid, liquid, or vapours are still the same
substance. During the burning, some of the wax vaporizes and produces water vapours, carbon
dioxide gas, heat and light. These changes involve the chemical composition of wax and cannot
be returned. Hence, these are chemical changes.
Activity!
Perform the activity and solve the worksheet. Burn a candle. Ask students to
mention physical and chemical change in the candle and fill the worksheet.
Physical changes: _____________________

____________________________________
Chemical changes: ____________________

____________________________________
Comparison between physical and chemical changes: Ask students to point out the
differences between physical and chemical change and write these points in board.
No. Physical changes No. Chemical changes
1. Physical changes alter a substance without 1. Chemical changes affects the chemical
changing its chemical composition. composition of the substances.
2. Physical changes do not produce new 2. Chemical changes produce new
compounds. compounds which are totally different
from parent substances.
3. Physical changes are mostly reversible. 3. Chemical changes are mostly irreversible.
4. Structure of molecules does not change in 4. Structure of molecules change in chemical
physical change. change.
5. Physical change can be identified by 5. Chemical changes can be identified by
change in size, shape, density, state, loser, change in odour, temperature, colour,
solubility, etc. formation of bubble and formation of solid.
Activity: Solve the worksheet. Identify physical and chemical changes from the following
examples. also mention the reason of identification.
Example Physical / Chemical Reason
A man eating chocolate bar
Boiling of egg in water
113
Burning of candle
Activity Perform the activity 7.2 from CSS – Science – 7
Homework: Make a comparison between physical changes and chemical changes.
Conclusion: Revise the students all the main points. Tell them we will study importance of
chemical changes in our next lecture.
Lesson 4
Topic: (7.2: Why are chemical changes important?)
(7.2.1: Use of hydrocarbons as full)
(7.2.2: Vegetable fat is a gift of chemical change)
Teaching objectives: ⦁ Discuss importance of chemical changes with examples:
(a) Hydrocarbons as fuel (b) conversion of oil into ghee
Key vocabulary: Fossil fuels, hydrocarbons, exothermic, hydrogenation,
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Oil, ghee.
Introduction: Tell the students that we are living in the world of chemical changes. Nearly
everything with which we have daily contact is the product of a chemical change. Burning of
fossil fuels, synthesis of plastic, synthetic fertilizers, digestion of food etc. all are the gifts of
chemical changes. We will discuss some of the benefits in detail in today’s class.
Explanation: A fuel is a substance which is used as a source of energy. This energy is mostly in
the form of heat. Fossil fuels are obtained from natural resources. Fossil fuels primarily are
hydrocarbons i.e. compounds made of carbon and hydrogen. These hydrocarbons when heated,
react with air (oxygen) and undergoes combustion reaction. This reaction is exothermic that
gives new compounds (CO2, H2O) and generates more energy in the form of heat.
Fossil fuel + oxygen  Carbon dioxide + water + energy
(Methane) CH4 + 2O2  CO2 + 2H2O + energy
This heat, when produced in large amounts, is utilized to accomplish many purposes i.e.
power generation, warming homes, powering cars, etc. Hydrogen fuels are generally called fossil
fuels. These are naturally found in all the three states of matter i.e. solid (coal), liquid
(petroleum) and gas (natural gas: methane; CH4).
Effect of hydrocarbons on environment: Besides carbon and hydrogen, these hydrocarbons contain
Sulphur and nitrogen in small quantities. When fuel is burnt, these elements also react with air (oxygen)
producing (SO2, NO2, NO, CO2, etc). Carbon dioxide is a potential cause of global warming. When
these oxides dissolve in water, they produce respective acids (H2SO4, HNO3, H2CO3). These acids
cause acid rain that increases the soil acidity and pollute the environment.
The burning of fossil fuels produces greenhouse gases. These gases trap the sun rays
inside the Earth and causing increase in global temperature.
Activity: Tell the students about renewable and non-renewable energy resources. Separate out
renewable and non-renewable from the following list.
Oil Methane Coal Sun Hydropower Wind Wood
Vegetable fat is a gift of chemical change: Vegetable fat is used in eastern cuisine. It is the
transformation of vegetable oil through a process called hydrogenation. In this process, hydrogen
gas is passed through vegetable oil that converts it into fats. During hydrogenation, temperature
is maintained at 60°C. “A catalyst is a substance that enhances the chemical reaction without
being used in it”. A nickel catalyst speeds up the reaction. Oils (mustard oil, linseed oil, olive oil,
corn oil, etc.) are converted into solid or semisolid fat (ghee) which have higher melting points as
well. The equation for the process of hydrogenation is as follow:
114
60°C
Hyrogen + vegetable oil  vegetable fat (ghee).
Ni
As reaction starts, large amount of heat is produced. So, hydrogenation is an exothermic process.
Activity: Take a sample of ghee and oil in the jar. Show the students and tell them to observe the
difference between them. Heat the ghee on flame and ask about the type of change. Solve the
question after performing activity.
1. Tell the difference between oil and ghee.
2. Formation of ghee from oil is a chemical change or physical change?
3. What happen when we heat the ghee on flame?
4. Is heating the ghee is a physical change or a chemical change?
Homework: 1. Give an equation for combustion reaction.
2. Give an equation for conversion of vegetable oil into fat.
Conclusions: Revise all the main points from board. Conduct reading by students with correct
pronunciation. Answer the students questions if any. Inform them about the next day lesson i.e., use of
fertilizers in agriculture.
Lesson 5
Topic: (7.2.2: Use of fertilizers in agriculture)
Teaching objectives: ⦁ Discuss the importance of chemical changes with examples of fertilizers.
Key vocabulary: Synthetic fertilizers, hardness, hygroscopicity.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Sample of fertilizer.
Introduction: Planks take nutrients from soil. Sometimes, due to excess farming at the same
place, soil gets worn out and could not provide sufficient nutrients to plants. Therefore farmers
have to add fertilizers. “A fertilizer is any substance added to the soil to make it more fertile”. It
may be natural or synthetic.
Explanation: Animal manure is a natural fertilizer. Synthetic fertilizers are made in factories by
chemical reactions. These fertilizers provide nutrients like nitrogen, phosphorous and potassium
which are essential for plant growth. Here are some examples.
 Ammonium nitrate [NH4NO3]  Ammonium sulfate [(NH4)2 SO4]
 Potassium sulfate [k2 SO4]  Ammonium phosphate [(NH4)3 PO4]
Properties of synthetic fertilizers:
1. Synthetic fertilizers are made through chemical reactions between different compounds.
2. Chemical properties of fertilizers are about the nutrients they provide such as nitrogen,
phosphorus and potassium.
3. Physical properties of fertilizer such as particle size, hardness, hygroscopicity etc. tell us
the efficacy and convenience of fertilizer in use.
4. Fertilizers with small particle size dissolve easily in water but it should not be less than 5
millimeters. Otherwise, it would create dust and loss of fertilizer.
5. Hard particles are better than soft particles of fertilizers, because they release nutrients
gradually.
6. Hygroscopicity is the property of absorbing moisture from the air. It also effects the
fertilizers stability.
Activity: Show the sample of fertilizer to the students. So that they can understand its physical
properties easily.
Harmful effects of fertilizers: Fertilizers help to feed the world. We could not grow enough
crops without them. But there are drawbacks as well!
1. Threat for aquatic life: Fertilizers run off can seep into rivers and other water bodies.
115
Here, phosphorus from fertilizers, facilitate the growth of algae. Algae grows over large surface area
and blocks the sunlight to penetrate deep into water. After its decay, bacteria decompose them by using
the dissolved oxygen of water. Thus the oxygen level get reduced. Hence, aquatic life suffer.
2. In the water supply: River water or ground water is supplied to our houses. This may
contain seeped fertilizers. The nitrogen from fertilizers combine with hemoglobin instead of
oxygen thus, reducing its level in the body. Insufficient supply of oxygen may cause sickness
due to which skin may take bluish tinge.
Homework: 1. Give at least two examples of natural fertilizers?
2. Give at least two examples of synthetic fertilizers?
3. How are fertilizers pose a threat for environment?
Discussion: Revise all the main points from board. Conduct reading with correct pronunciation.
Answer the students’ questions if any. Inform them about the next day lesson i.e. plastics.
Lesson 6
Topic: (Plastics)
Teaching objectives: ⦁ Discuss the importance of chemical changes in the preparation of plastics.
Key vocabulary: Polymerization, ethylene, styrene, propylene.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Plastic bag,
plastic toys, plastic items. Liquid glass, borax solution, food colouring, water, bowls.
Introduction and development: You know that, molecules are group of atoms. Similarly,
plastics are group of molecules liked together in the form of chains. These chains are called
polymers and the formation of polymers is called polymerization. The word ‘poly’ mean many
and ‘mer’ means units. So, plastics are the substances made by linking up many units.
For example:
Polyethylene  made by ethylene units.
Polystyrene  made by styrene molecules.
Polypropylene  made by propylene molecules.
The single unit of polymer (plastic) is called monomer. The polymer (plastics) molecules
mainly contain carbon and hydrogen and in minute amount sulfur, chlorine, fluorine, phosphorus
or silicon may also be present.
Activity: Show the different items made from plastics and as following questions:
Toys, plastic bags, plastic utensils, tooth brush, plastic bottles.
1. Are they flexible or bend easily? 2. Are they colourful?
3. Does water affect them? 4. Does sunlight melt them?
5. Does they get corrode?
Plastics production: Plastics are also the gift of chemical reactions. Most plastics are made from
naphtha. Naphtha is obtained from petroleum through fractional distillation. Naphtha is subjected
to a cracking process. In this process, complex organic chemical compounds of naphtha are
broken down into smaller molecules. These smaller molecules are hydrocarbons. Ethylene
(C2H4) is mostly obtained as a result of cracking of naphtha. “Cracking is the breakdown of
larger compounds into smaller molecules”. Hundreds and thousands of ethylene molecules are
linked up together forming polymer named polyethylene. It is in the form of pellets. These
pellets are then melted and molded into desired shapes.
Activity Perform the activity 7.4 from CSS – Science – 7
Homework: 1. What are plastics? How are they manufactured?
Conclusion: Revise all the main points from board. Conduct reading with correct pronunciation. Answer
the students’ questions if any. Inform them about the next lesson, “reversible and irreversible reaction”.
116
Lesson 7
Topic: (7.3: Reversible and Irreversible reactions)
Teaching objectives: ⦁ Discuss reversible and irreversible reactions.
Key vocabulary: Single head arrow, two sided arrow.
Materials required: ⦁ Board (black/white), Marker / Chalk, CSS – Science – 7, Chocolate, flour
dough, ghee, orange juice, sugar, newspaper, milk.
Introduction and development:
Tell the student from previous lectures that physical changes are reversible which
chemical changes are irreversible. Following are the main difference between reversible and
irreversible reactions.
No. Physical changes No. Chemical changes
1. The reactions which are easy to reverse 1. These reactions which are unable to
are called reversible reactions. reverse are called irreversible.
2. Reversible reactions be proceed in either 2. Irreversible reactions can proceed in
directions. single directions.
3. Reversible reactions are denoted by two 3. Irreversible reactions are denoted by
single head arrow ().
sided arrow ( ).
4. Physical changes are mostly reversible. 4. Chemical changes are mostly irreversible.
For example: For example:
 A block of ice melts to form water.  Hydrocarbons burn to procedure carbon
dioxide and water.
 Water boils to form steam.  Iron rusts to form iron oxide.
Activity: Identify reversible and irreversible reactions and give the reason. Also write equations.
1. When blue copper sulphate crystals are heated, they lose their water of crystallization.
Blue colored crystals turn into white copper sulphate. After cooking, if water is added to
this white powder, the blue color immediately returns. (Give pictures as well).
Heat
Copper sulphate (Blue) Water
Copper sulphate (White)
2. Burn the wood. It is converted into ash and smoke. It also gives heat. (Give pictures).
Burn
Wood   Heat + Ash + Smoke
Activity: Heat the following materials and complete the given table.
Material Appearance Appearance Observation Reversible /
before heating when heated after heating Irreversible?
Chocolate
Flour dough
Ghee
Orange juice
Sugar
Newspaper
Milk
Review Exercise
1. The change in matter that can be reversed is called:
 chemical change  physical change  permanent change  physical but permanent
117
2. “Bread becoming toast” is a chemical change. Which of the following features proves it
as chemical change?
 the colour of bread changes  toast cannot be returned into slice
 the size of bread changes  heating did not change its composition
3. Identify the process responsible for chemical change:
 sublimation  condensation  photosynthesis  freezing
4. “Paper towel absorbs water”. What kind of change it represents?
 chemical change  permanent change  irreversible change  physical change
5. Marble statue damages when acid rain falls on it. It is a chemical change because:
 composition of marble change  marble can be returned to original state
 state of marble change  CO2 gas produced
6. Which of the following processes is responsible to generate heat in hydrocarbons?
 cracking  combustibility  fractional distillation  condensation
7. CH4 + 2O2  CO2 + 2H2O
In the above equation, which compound undergoes combustion reaction?
 CH4  O2  CO2  H2 O
8. Hydrogenation is a chemical reaction. Its product is:
 plastics  fertilizers  vegetable fat  heat energy
9. The raw material in production of plastic is:
 naphtha  vegetable oil  methane gas  ammonia
10. Identify the reaction responsible for plastic making:
 hydrogenation  polymerization  combustion  fractional distillation
11. Reactions in which products cannot be turned back into reactants are termed as:
 irreversible reactions  reversible reactions
 equilibrium reactions  redox reactions
12. Which of these is a reversible change?
 metal rusting  baking a cake
 freezing orange juice to make ice lolly  wood burning
13. Which of these statements is FALSE?
 boiling is not a reversible change  dissolving is a reversible change
 heating a substance can cause both reversible and irreversible change
 most of chemical changes are reversible
14. If you are burning a candle, which of the following would be a reversible change while a
candle is burning?
 the solid wax melts  the liquid wax in the wick burns
 the flame produces smoke  all of the above
15. Which of the following symbol is the representation of reversible reactions?
    none of these
B. Read each condition. Decide, is it a physical change or chemical change. Give reason
for your decision. The first one has been done for you.
No. Condition Physical or Evidence…
Chemical Change?
1. A student removes a loaf of bread hot a. heating of slice is a a. change in colour
from the oven. The student cuts a slice chemical change cannot be returned.
of the loaf and spreads butter on it. b. cutting of slice and b. No change in
118
spread of butter is composition, no new

physical change compound is formed.
2. Ali has forgotten to take out an egg a. cooking of egg is a a. In cooking the
from oven. He wanted to make it cook. chemical change composition of egg
But it has now burst and its pieces have b. bursting is a physical change.
sticken to the walls of oven due to long change b. In bursting no change
exposure to microwaves. But the good in composition occur.
thing is, it is cooked.
3. You cut the lemon with fruit knife but a. Cutting is a physical a. In cutting no change
forgot to wash it afterward. Now, change. in composition takes
blackish brown spots have been b. Appearance of spots place.
appeared on it. is a chemical change. b. Change in color
shows chemical
change.
4. You stylized your hair with thermal a. Physical change a. Only the shape of hair
roller. changes.
5. While making cake, you added baking a. Chemical change a. Cake cannot go back
powder. It made the cake rise by into its previous spots.
releasing carbon dioxide gas.
6. Your hair colour changes when you a. Physical change a. The condition is
colour them. But the original colour reversible.
regains after sometimes.
1. Define physical changes and give some examples.
Ans: “Physical changes alter a substance without changing its chemical composition”. For
example: freezing of water, boiling of water, filling of air in balloon etc.
2. How can we term a change as chemical change?
Ans: Chemical change is one that affects the chemical composition of the substance. New
compound are formed as a result of chemical change.
3. Give an equation for combustion reaction.
Ans: CH4 + 2O2  CO2 + 2H2O + energy
4. Give at least two examples of synthetic fertilizers.
Ans:  Ammonium nitrate [NH4NO3]  Ammonium sulfate [(NH4)2 SO4]
5. Why are plastics called polymers?
Ans: Polymers are given the name-plastics because of their ability to be mold easily. The word
plastic has Greek origin which means to be able to be shaped a moulded by heat easily.
6. How are reversible changes related to physical changes?
Ans: Physical charges are also reversible so, both are related to each other. Like melting of ice
is a reversible as well as a physical change.
7. Could any chemical change be reversible? If yes, give example.
Ans: There are some chemical changes that can be reversed. Such changes take place in closed
system e.g., formation of ammonia.
8. Size and texture are physical properties of fertilizers. How do they affect the utility of fertilizer?
Ans: Fertilizers with small particle size dissolve easily in water but it should not be less than 5
millimeters. It would create dust and loss of fertilizer. Similarly hard particles are better
than soft ones because they release nutrients gradually.
119

1. Make a comparison between physical changes and chemical changes.
Ans: Given in Lesson No. 3.
2. How would you identify a chemical change?
Ans: How to identify a chemical change: Following are some signs of chemical change. If
two or more signs occur during a change, you must be observing a chemical change.
1. Production of an odour: Some chemical changes result in the production of smell.
When an egg decays, smell of sulfur produces, which indicate a chemical change.
2. Change in temperature: Often chemical changes result in the change in temperature .
You must have observed that the temperature is higher when the logs are burning.
3. Change in colour: A change in colour is also an example of chemical change. For
example, the colour of fruit changes when it is rotten.
4. Formation of Bubbles: When we mix antacid tablet with water, it begins to bubble.
When the gas bubbles form, it indicates the chemical change.
5. Formation of a solid: When we combine two liquids, solid called precipitate can form. It
is also an indication of chemical change.
3. How could you convert vegetable oil into fat?
Ans:
Vegetable fat is used in eastern cuisine. It is the transformation of vegetable oil through a process
called hydrogenation. In this process, hydrogen gas is passed through vegetable oil that converts it into fats.
During hydrogenation, temperature is maintained at 60ºC. A nickel catalyst speeds up the reaction. Oils
(mustard oil, linseed oil, olive oil, corn oil, etc.) are converted into solid or semi-solid fat (ghee) which have
higher melting points as well. The equation for the process of hydrogenation is as follow:
60°C
Hyrogen + vegetable oil  vegetable fat (ghee).
Ni
As reaction starts, large amount of heat is produced. So, hydrogenation is an exothermic process.
4. Synthetic fertilizers provide nutrients to plant. On the other hand, they cause
pollution. How?
Ans: Synthetic fertilizers are made through chemical reactions between different compounds.
Chemical properties of fertilizers are about the nutrients they provide such as nitrogen,
phosphorus and potassium. Whereas, physical properties such as particle size, hardness,
hygroscopicity etc. tell us the efficacy and convenience of fertilizer in use. Fertilizers with small
particle size dissolve easily in water but it should not be less than 5 millimeters. It would create
dust and loss of fertilizer. Similarly, hard particles are better than soft ones because they release
nutrients gradually. Hygroscopicity is another property that affects the fertilizer’s stability.
Harmful effects of fertilizers: Fertilizers help to feed the world. We could not grow enough
crops without them. But, there are drawbacks as well!
1. Threat for aquatic life: Fertilizers run off can seep into rivers and other water bodies.
Here, Phosphorus from fertilizers, facilitate the growth of algae. Algae grow over large surface
area and check the sunlight to penetrate deep into water. After its decay, bacteria decompose
them by using the dissolved oxygen of water. Thus, the oxygen level gets reduced. Hence,
aquatic life suffers.
2. In the water supply: River water or ground water is supplied to our houses. This may
contain seeped fertilizers. The nitrogen from fertilizers combine with hemoglobin instead of
oxygen thus, reducing its level in the body. Insufficient supply of oxygen may cause sickness
due to which skin may take bluish tinge.
120
5. What are plastics? How are they manufactured?

Ans: Plastics: In your previous class, you have studied that molecules are group of atoms. Similarly,
plastics are group of molecules linked together in the form of chains. These chains are called polymers
and the process of the formation of polymers is called polymerization. The word ‘poly’ mean many and
‘mer’ means units. So, plastics are the substances made by linking up many units such as polyethylene
(made by ethylene units), polystyrene (made by many styrene molecules) and polypropylene (made by
many propylene molecules). The single unit of polymers (plastics) is called monomer.
The polymer (plastics) molecules mainly contain carbon and hydrogen and in minute
amount sulphur, chlorine, fluorine, phosphorus or silicon may also be present.
Plastics production: Plastics are also the gift of chemical reactions. Most plastics are made from
naphtha. Naphtha is obtained from petroleum through fractional distillation. Naphtha is subjected
to a cracking process. In this process, complex organic chemical compounds of naphtha are
broken down into smaller molecules. These smaller molecules are hydrocarbons. Ethylene
(C2H4) is mostly obtained as a result of cracking of naphtha. Hundreds and thousands of ethylene
molecules are linked up together forming polymer named polyethylene. It is in the form of
pellets. These pallets are then melted and moulded into desired shapes.
Activity – 1:
You have studied following techniques and processes. Identify them as physical or
chemical change.
(i) Solubility is a physical change because no change in chemical composition occurs.
(ii) Filtration is a physical change because it is a reversible process.
(iii) Distillation is a physical change because it is reversible.
(iv) Combustion is a chemical change because it is irreversible and chemical composition
changes after combustion.
(v) Evaporation is a physical change because chemical composition does not change in
evaporation.
Activity – 2: During load shedding at night, Wahaj lit four identical candles. He placed three candles
very close (side by side) at his study table for more light, And one on dining table. When the power
came back an one hour later, wahaj was surprised to see that the candles in the group were much
shorter than the one at dining table. There was more wax around the candles in group. What would
cause the candles inn group to burn early? Which process yielded the wax around on the table?
1. What would cause the candles in group to burn early?
Ans: Candles in group receive more heat because they are close to each other. That’s why they
burn early than single candle on dining table.
2. Which process yielded the wax around on the table? Ans: Melting of was.
Activity – 1:
Material: 3 empty cups, An apple (cut it into three slices) Chemicals: water, oil, vinegar
What to do: Take little amount of water, oil and vinegar in different cups. Put one slice of
apple in a cup of oil, other in vinegar and third one in water. Stay them unshaken for one hour.
Observe what happens to the apple slices.
Questions to think:
1. What would happen to each slice of apple in different substances?
Ans: The slice in oil does not change color, the slice in vinegar slightly change its color, while
the slice in water turns brown.
2. Which of the three chemicals speed up or slow down the chemical change?
121
Ans: Oil slows down the change because it forms layer on apple and stops oxygen interaction.
Water speeds up the reaction by providing more oxygen. While vinegar has little effect.
Activity
Heat the following material and complete the table.
Material Appearance Appearance Observation Reversible /
before heating when heated after heating Irreversible?
Chocolate Solid Liquid Solid Reversible
Flour dough Wet solid Dry solid Dry solid Irreversible
Ghee Semi-solid Liquid Semi-solid Reversible
Orange juice Liquid Boiling liquid Liquid Reversible
Sugar Solid Liquid Liquid Irreversible
Newspaper Solid Ash Ash Irreversible
Milk Liquid Boiling liquid Liquid Reversible
Unit # 8
TRANSMISSION OF HEAT
Lesson 1
Topic: (8.1: The cause of flow of heat)
Teaching objectives: ⦁ Recall energy and work.
⦁ Recall kinetic energy and give examples. ⦁ Recall potential energy and give examples.
⦁ Recall heat as kinetic energy. ⦁ Introduce hot body and cold body.
⦁ Explain the flow of heat.
Key vocabulary: Energy, work, stored, working, kinetic, potential, hot body, cold body, heat, transit.
Materials required: ⦁ Writing board (black or white), chalk, markers, duster, CSS Science for
class – 7. A glass of hot water, and a glass of icy water for classroom activity.
Background: The purpose of this unit is to revise heat and introduce the transmission of heat. It will
help the students to understand how flow of heat takes place. At this level, students have no prior
knowledge of transmission of heat. Now, they will be introduced to this process for the first time.
Introduction: Ask the students: How does water boil? What happens before and after the process?
Write the responses on writing board.
Tell the students that today we will be learning what energy transit means and how it
flows from hot body to cold body. (The teacher will announce that today we are going to begin
8th chapter from CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain students that from our previous knowledge, we know that
energy is necessary for bodies to do work. We have also studied in earlier classes that energy has
many forms. One of those forms is heat. Its nature is kinetic, and is a form of energy that is in transit
(transfers from one body to another). In this chapter, we shall deal with the questions, such as:
1) What causes flow of heat between two bodies?
2) How does flow of heat take place or what are the modes of flow of heat?
3) What are the applications of transfer of heat?
We sense hotness and coldness in daily life. Some objects are hot such as a hot cup of tea.
Others are cold such as a cold drink of coke. An important point to remember here is that a hot
body does not have more heat. It has more thermal energy and it is hot because it is at high
temperature (degree of hotness). On the other hand, a cold body possesses low temperature.
122
When hot and cold bodies are brought closer to each other, the hot body transfers some of its
thermal energy to the cold one. In this way, the thermal energy and temperature of the hot body
decrease and it cools down. The thermal energy and temperature of the cold body increase and it
heats up. This transfer of thermal energy is called the flow of heat. So, heat is thermal energy in
transit. The flow of heat continues till the thermal energies of both the bodies become the same.
Classroom Activity (Page 102 on book): Add hot water in one glass. Put ice in water of other
glass. Shake the ice-water to make it cold. Dip your finger for just a moment in hot water and
feel its hotness. Repeat this process with cold water glass. Now mix both hot water and cold
water in a jug. Shake the jug to mix them. Now feel the mixed water in the jug.
Conclusion: In last 5-10 minutes, recall the lesson by asking questions from students like.
1. What is work?  What is energy?
2. How does energy produce work?  What does it mean by stored?
3. What is potential energy?  What does it mean by working?
4. What is kinetic energy?  Is heat kinetic energy?
5. What does energy in transit mean?  What are hot and cold bodies?
6. How does heat flow?
Lesson 2
Topic: (8.2: Modes of flow of heat)
(8.2.1: Conduction)
Teaching objectives: ⦁ Recall the flow of heat.
⦁ Introduce modes of heat flow. ⦁ Clearly define and explain conduction.
Key vocabulary: Energy, work, stored, working, kinetic, potential, hot body, cold body, heat,
transit, conduction, solids, vibrate, free electrons.
Materials required:  Writing board (black or white), chalk, markers, duster, CSS Science for
class – 7. Metal rod, wax, candle, wooden bock with a groove for classroom activity.
Background: The purpose of this topic is to introduce modes of heat transfer and explain
conduction in solids. It will help the students to understand the difference between conductors
and insulators. At this level, students have no prior knowledge of conduction. Now, they will be
introduced to this process for the first time.
Introduction: Ask the students: Why do we use metal pots for cooking? Does all the metal get
hot instantly when the fire is turned on?
Tell the students that today we will be learning how solids such as metals get hot by a
mode of heat transfer called conduction. (The teacher will announce that today we are going to
topic 8.2 from CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain students that in the previous section, we came to know that
heat is transferred from hot to cold bodies due to the difference in their thermal energies. Now the
question arises that how does this flow of heat take place? We are familiar with the three states of
matter: solid, liquid and gas. The way in which flow of heat takes place depends on the states of matter.
There are three modes of flow of heat: Conduction, Convection, and Radiation. In this section we will
study these three modes of flow of heat with the help of experiments.
The first mode of flow of heat is conduction. It takes place in solids. In solids, the particles are
almost fixed in their places under the influence of strong attractive forces. Particles of a solid can only
vibrate about their fixed positions. So, during conduction of heat in a solid, the particles that have more
thermal energy (particles of hotter region) share it with the nearby particles of low thermal energy
123
(particles of colder region). The particles of the conductor i.e. solid (or medium) only share their
thermal energy. They do not move from hot to cold region themselves. Hence, conduction can be
defined as, “The process of flow of heat without the flow of the particles of the medium is called
conduction.” Among solids, some conduct heat very quickly. They are called good conductors. For
example, metals such as iron and steel get hot very quickly. Solid materials such as wood, plastic etc.
(non-metals in general) conduct heat very slowly. They are called bad conductors or insulators.
Classroom Activity (Page 104 on book): Fix the metal rod in the groove of the wooden block.
Apply wax on the one end (B) of the rod. Let the wax cool and solidify. Light up a candle and
place it under the other end (A) which is without wax.
Conclusion: In last 5-10 minutes, recall the lesson by asking questions from students like:
1. What is kinetic energy?  Is heat kinetic energy?
2. What does energy in transit mean?
3. What are hot and cold bodies?
4. How does heat flow?  What are the modes of heat transfer?
5. What is conduction?  How and where does conduction occur?
Lesson 3
Topic: (8.2.2: Convection)
Teaching objectives: ⦁ Recall liquid and gas.
⦁ Recall particles and their movement. ⦁ Clearly define and explain convection.
Key vocabulary: Energy, work, stored, working, kinetic, potential, hot body, cold body, heat,
transit, liquid, gas, convection, convection current, sink, rise.
class – 7. Round-bottom flask, Potassium Permanganate crystals, Bunsen burner, tripod stand,
mesh for classroom activity.
Background: The purpose of this topic is to introduce and explain convection in liquids and
gases. It will help the students to understand how transfer of heat takes place in liquids and gases
where conduction fails. At this level, students have no prior knowledge of convection. Now, they
will be introduced to this process for the first time.
Introduction: Ask the students: How does a fan cool a room?
Tell the students that today we will be learning how liquids and gases get hot by a mode
of heat transfer called convection. (The teacher will announce that today we are going to topic
8.2.2 from CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain students that the states of matter other than solids are liquids and
gases. In liquids, atoms are still close to each other but they can move with more freedom than in solids.
Particles of a gas are totally free and have large spaces between one another. They move randomly. As a
result, conduction is no longer an efficient mode of flow of heat in liquids and gases. Therefore, heat
flows in liquids and gases by convection. During convection not only the thermal energy of the particles
but also the particles themselves move or flow from the hotter region to the colder region. This flow of
particles during convection is called convection current. Hence, we can define convection as, “Flow of
heat by the flow of the particles of the medium from hotter to colder region is called convection.”
Classroom Activity (Page 105 on book): Fill the round-bottom flask with water. Pour
Potassium permanganate crystals in water, but do not mix them. Let the crystals settle at the
124
bottom. Put the flask on the mesh and place it on the tripod stand. Put the burner under the tripod
and turn the flame on. The mode of heat transfer is convection.
6. How does heat flow?  What are the modes of heat transfer?
7. What is convection?  How and where does convection occur?
8. How is it different from conduction?
Lesson 4
Topic: (8.2.3: Radiation)
Teaching objectives: ⦁ Recall solid, liquid, gas and vacuum.
⦁ Introduce electromagnetic radiation. ⦁ Clearly define and explain radiation.
⦁ Clearly define and explain emission and absorption.
⦁ Explain the differences between good and bad radiators.
Key vocabulary: Medium, vacuum, electromagnetic, radiation, emission, absorption, texture.
class – 7. Two tin cans (one rough, one shiny) and two thermometers for classroom activity.
Background: The purpose of this topic is to introduce and explain radiation in vacuum. It will
help the students to understand how transfer of heat takes place in empty space where conduction
and convection fail. At this level, students have no prior knowledge of convection. Now, they
will be introduced to this process for the first time.
Introduction: Ask the students: How does a microwave oven heat food?
Tell the students that today we will be learning how heat is transferred even when there is no
solid, liquid or gas. (The teacher will announce that today we are going to topic 8.2.3 from CSS
Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain students that the absence of any medium (solid, liquid or
gas) is called vacuum. We have studied the ways in which flow of heat takes place in solids, liquids
and gases. How does the heat of the Sun reach the Earth whereas there is space between Earth and
Sun? In other words, can heat flow through vacuum? If it does, what is the mode of transfer? The
answer to the above questions is yes. Heat does flow through vacuum and the mode of transfer is
radiation. The name “Radiation” is used for the waves which can carry energy (in the form of light
and heat) through vacuum. These waves are called electromagnetic radiation. So, we can define
radiation as, “The mode of flow of heat through vacuum with the help of electromagnetic waves is
called radiation.” During the process of flow of heat by radiation, a hot body gives out heat in the
form of radiation. This process is called emission. These radiations (electromagnetic waves) carry
heat energy to the cold body. The cold body receives this heat by a process called absorption. Just as
there are conductors and insulators, there are good radiators and bad radiators. Good radiators emit as
well as absorb heat better than bad radiators. The amount of heat that is transferred by radiation
depends on the properties of the surface of the body. If the surface of the body is made up of a good
radiator then it will be able to emit and absorb more heat. Consult the table on page 107 to compare
the properties of good and bad radiators.
Classroom Activity (Page 107 on book): Fill the cans with water and close the lids. Fix the
thermometers in the holes of the lids. Thermometers must be dipped in the water. Place both cans
in bright sunlight. Keep recording the temperature on both thermometers at regular intervals.
Empty the cans fill them with boiling water and close the lids. Fix the thermometers in the holes
of the lids. Keep recording the temperature on both thermometers at regular intervals.
125
Answers: Mode of transfer of heat between cup and environment is radiation. In the first case, the
rough black can absorbs more heat. So its temperature rises more. In the second case, rough black
can emits more heat. So its temperature falls more.
1. What are the modes of heat transfer?  What is vacuum?
2. What are electromagnetic waves?  How and where does radiation occur?
3. How is it different from conduction and convection?
Lesson 5
Topic: (8.3: Flow of heat in the Environment)
Teaching objectives: ⦁ Recall conduction, convection and radiation.
⦁ Introduce thermal expansion. ⦁ Introduce land breeze. ⦁ Introduce sea breeze.
⦁ Explain wind formation. ⦁ Explain gliding of birds. ⦁ Introduce ocean currents.
⦁ Explain thermal vision.
Key vocabulary: Thermal, expansion, land, sea, breeze, wind, gliding, glide, glider, ocean,
current, thermal, vision.
Materials required:  Writing board (black or white), chalk, markers, duster, CSS Science for class – 7.
Background: The purpose of this topic is to introduce and explain that heat transfer occurs in
the environment. It will help the students to understand different natural processes for which
conduction, convection, and radiation are responsible. At this level, students have no prior
knowledge of these processes. Now, they will be introduced to them for the first time.
Introduction: Ask the students: Why gaps are left between roads? How do winds blow? Why do
beaches remain cool?
Tell the students that today we will be learning how heat transfer causes some natural
processes which are important. (The teacher will announce that today we are going to topic 8.3
from CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain students that until now, we have studied that heat flows
from hot to cold bodies by three methods: conduction, convection and radiation. We have also
designed experiments to demonstrate these modes. Now we will study how these modes of flow
of heat occur in nature and affect the environment. Let us begin with conduction.
Conduction can be dangerous for buildings and structures made of solids. The following
paragraph shows how. Not only do solids conduct heat but also expand due to rise in their
thermal energy. To avoid cracking due to expansion, empty spaces are left between slabs of
construction materials such as concrete, asphalt etc. The same precaution is taken during
building bridges and railway tracks.
Convection is part of many natural processes. Some of these are described below.
Convection in the atmosphere plays an essential role in determining climate patterns and
daily weather variations. An example of this is the blowing of land breeze and sea breeze in coastal
areas. During daytime coastal land heats the air more than the sea. This hot air rises due to its less
density and denser cold air from sea rushes in to take its place. Wind blows towards land due to this
convection current. This is called sea breeze. At night, the land cools the air more than the sea. Hot
air above the surface of sea rises. Cold air from land moves towards sea to take its place. This is
called land breeze. The same principle applies in the blowing of winds. Different areas on the surface
of the Earth get heated at different rates. Hot air from an area rises and cold air from other areas
rushes in to take its place. Thus, a convection current is set up and this is how winds blow. The way
126
birds use convection to glide (remain in air without applying any force) in the sky is a very
interesting natural phenomenon. The surface of the Earth warms up unequally by solar radiation.
This unequal heating leads to warming of air at some places. This warm air rises due to convection.
Cold air takes its place and hence a Convection Current is set up. This convection current has its
special name called thermal. Birds spread their wings and use these thermals to lift themselves up.
That is how they glide in air for hours. Just as convection forms thermals in air, it forms ocean
currents under water. Ocean currents are an example of convection currents in liquids. Winds
blowing on the surface of the ocean displace the surface water. In some places under the surface of
the ocean, the water is warm. Warm water under the surface water rises and cold water rushes in to
take its place. This is how convection forms currents of water in the ocean. An example is the Gulf
Stream-North Atlantic-Norway Current. It starts from the North Atlantic Ocean and moves through
the Arctic Ocean all the way to North Pacific Ocean. Gases at the center or core of the Sun get
extremely hot and rise to the surface. Gases outside the core are not as hot so they rush inwards to
replace the hotter gases from the core.
Gases at the center or core of the Sun get extremely hot and rise to the surface. Gases
outside the core are not as hot so they rush inwards to replace the hotter gases from the core.
Life on Earth is possible because of solar energy in the form of heat. This solar energy is
delivered to our planet by the process of radiation. As stated earlier, electromagnetic waves can
carry not only light but also heat through vacuum. Without radiation, Earth would be subjected
to an eternal winter and life would not exist. Some animals such as boas, pythons, pit vipers,
piranhas and goldfish have evolved thermal vision. It means that they can see in pitch dark as
well. This is because radiations from hot bodies that deliver heat to us are visible to them.
4. What is thermal expansion?  What is it dangerous?
5. What is the reason behind land and sea breeze, winds, ocean currents, and gliding?
6. Tell two natural processes in which radiation plays a part.
Lesson 6
Topic: (8.4: Everyday applications of conduction, convection and radiation)
Teaching objectives: ⦁ Recall conduction, convection and radiation.
⦁ Explain every application with relation to the mode of heat transfer.
Key vocabulary: Utensil, solder, glazed, polystyrene, mat, ladle, greenhouse.
Background: The purpose of this topic is to introduce and explain that not only does heat
transfer occur in the environment but also it can be used by men in many applications. At this
level, students have no prior knowledge of these applications. Now, they will be introduced to
them for the first time.
Introduction: Ask the students: Why do we use metal pots to cook? Why are the handles of
these pots not made of metal? Why is an AC mounted on top of a wall?
Tell the students that today we will be learning how heat transfer is used in many
manmade devices. (The teacher will announce that today we are going to topic 8.4 from CSS
Explanation: Now, teacher will explain students that the phenomenon of transfer of heat is a blessing
for humans. We apply convection, convection and radiation in useful ways to make everyday life easier
and more comfortable. In this section we will discuss some applications of transfer of heat which are so
useful that they have become necessities of life. Cooking pots, saucepans and boilers that are used in
127
cooking and heating food are made of good conductors such as metals like iron, steel etc. Tip of a
solder iron is made of copper which is a good conductor of heat. This is used in soldering (reconnecting
broken paths of electricity in circuits). The handles of cooking utensils mentioned above are always
made of insulators such as wood and plastic. These insulators prevent burning of hands because they
conduct heat very slowly. Table mats are made of a wooden material called cork. The heat of the coffee
cup placed on a table mat does not reach the glass. Wooden ladles used in stirring and scooping food
are made of wood which is an insulator and prevents burning. The most obvious application of
insulators is in woolen clothes. Wool is an insulator so it keeps the warmth of the body inside and does
not let the body heat flow to the environment. Air is also an insulator because it is a gas. This ability of
air is used in double glazed windows. Air is kept in the space between the two layers of glass of the
window. Polystyrene foam is a very good insulator. That is why food items and heat sensitive goods
are transported after packing them in polystyrene foam.
The freezing unit of a refrigerator is fixed in its top half. This helps the colder air at the top to
sink and allows the warmer air at the bottom to rise. Thus, a convection current is set up which keeps
the foods and beverages cool. An air conditioner works according to the same principle. Air
conditioners set up convection currents in the room. Cool air from the air conditioner sinks and warm
air below it rises to take its place. The heating coil of an electric kettle is fixed under the metal plate at
its bottom. Water at the bottom is heated and gets lighter. It rises up while the cold water sinks to take
its place. Heat is necessary for plants to grow. This heat is provided by the radiation of the sun. In cold
countries, greenhouses are used to cultivate plants. Its glass walls and roof trap the heat carrying
radiation inside. In this way the temperature inside the greenhouse remains high which is helpful for the
plants to grow. Teapots are made of smooth, shiny materials. Shiny surfaces are good reflectors but bad
emitters. Hence, teapots preserve the hotness of tea by preventing emission of radiation.
Solution to Closed Book Mystery: Because the convection current is set up. Cold air from the
AC at the top sinks while hot air rises to take its place.
1. What is thermal expansion?  How is it useful?
2. What is the principle of an AC and a refrigerator?
3. What does a greenhouse do?
Lesson 7
Topic: (8.5: Vacuum Flask)
Teaching objectives: ⦁ Recall conduction, convection, radiation and evaporation.
⦁ Relate the previous knowledge of vacuum and double glazing with the working of vacuum
flask.
Key vocabulary: Flask, thermos, evaporation, stopper, silvered.
Background: The purpose of this topic is to introduce and explain the vacuum flask as the device which
stops heat transfer by all modes that is conduction, convection and radiation. At this level, students have
no prior knowledge of this application. Now, they will be introduced to it for the first time.
Introduction: Ask the students: Why does your water remain cool in your water bottle?
Tell the students that today we will be learning how heat transfer is stopped in a vacuum flask.
(The teacher will announce that today we are going to topic 8.5 from CSS Science 7 book
and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain students that a vacuum flask or thermos flask is a very
interesting application of transfer of heat. It is made in such a way as to minimize heat flow from
128
a liquid due to all modes of transfer of heat (that is, conduction, convection and radiation) and
also evaporation. A vacuum flask contains:
An outer case made of shiny plastic, an inner double-glass bottle with vacuum in between
the silvered glasses from the inside. A hollow plastic stopper inside the flask’s cap.
Hot liquid is poured inside with trapped air between the liquid surface and the stopper. The
stopper’s plastic is a poor conductor and prevents conduction from the top. The air trapped inside also
prevents conduction. The vacuum between the layers of the double-glass bottle stops both conduction
and convection. Silvered walls of the glass bottle reflect heat carrying radiation back to the liquid.
Otherwise, radiation would travel through vacuum and carry heat away from the liquid. Evaporation
(escape of liquid from the surface) only occurs when the plastic stopper is removed.
4. What is vacuum?  How is double glazing?
5. What is the purpose of a stopper in a vacuum flask?
Review Exercise
1. To reverse the flow of heat one must:
 put the hot body close to the cold body  keep both bodies hot
 keep both bodies cold  provide energy to the cold body
2. After the transfer of heat from the hot body to cold body, the cold body:
 gets warmer than the hot body  gets colder than the hot body
 does not absorb heat at all  becomes equal in temperature to the hot body
3. A metal pot of water is being heated on a stove. Which of the following processes is NOT happening?
 conduction  convection  radiation  evaporation
4. Which of the following options correctly relates the mode of transfer of heat with the natural process?
 conduction, greenhouse effect  convection, Solar Energy through vacuum
 radiation, Winds  convection, ocean currents
5. Which of the following processes result from convection?
 gliding of birds  gliding of pilots  both of these  expansion of concrete
6. Body A is black and body B is shiny. Both are placed near a fire. Which statement is true?
 body A will get heated quickly  body B will get heated quickly
 both are heated quickly  none of them
7. During a convection current, which of the following does not happen?
 hot air sinks  hot air rises  cold air sinks  particles move
8. Which of the following is the most suitable for making ladles?
 wool  copper  wood  iron
9. A vacuum flask prevents:
 conduction  convection  radiation  all of these
10. A vacuum flask of hot liquid is opened on top of an icy mountain. Which one of the
following will happen?
 evaporation and conduction  Evaporation and convection
 convection only  evaporation only
1. Why does heat flow from a hot body to cold body?
Ans: Hot body has more thermal energy and it is hot because it is at high temperature (degree
of hotness). On the other hand, a cold body possesses low temperature. When hot and
129
cold bodies are brought closer to each other, the hot body transfers some of its thermal
energy to the cold one. This transfer of thermal energy is called the flow of heat.
2. How does a solid conduct heat?
Ans: In solids, the particles are fixed in their places under the influence of strong attractive forces.
Particles of a solid can only vibrate about their fixed positions. So, during conduction of heat
in a solid the particles that have more thermal energy (particles of hotter region) share it with
the nearby particles of low thermal energy (particles of colder region).
3. What causes a convection-current?
Ans: The convection current usually flows in a circle in the upward direction. That is because the hotter
particles of the medium (liquid or gas) become lighter and rise while the heavier colder particles sink.
4. How is radiation responsible for heat transfer through vacuum?
Ans: Heat does flow through vacuum and the mode of transfer is radiation. The name
“Radiation” is after the waves which can carry energy (in the form of light and heat)
through vacuum. These waves are called electromagnetic radiation.
5. How do birds glide for hours?
Ans: The surface of the Earth warms up unequally by solar radiation. This unequal heating
leads to warming of air at some places. This warm air rises due to convection. Cold air
takes its place and hence convection current is set up. This convection current has its
special name called thermal. Birds spread their wings and use these thermals to lift
themselves up. That is how they glide in air for hours.
6. How is conduction applied in an electric iron?
Ans: Electric iron is made up of solid metal which gets hot quickly due to conduction. This is
how conduction heats an electric iron.
7. How does a convection-current form in an electric kettle?
Ans: The heating coil of an electric kettle is fixed under the metal plate at its bottom. Water at
the bottom is heated and gets lighter. It rises up while the cold water sinks to take its place.
8. How are insulators different from conductors?
Ans: Among solids, some conduct heat very quickly. They are called good conductors. For example,
metals such as iron and steel get hot very quickly. Solid materials such as wood, plastic etc. (non-
metals in general) conduct heat very slowly. They are called bad conductors or insulators.
9. Why does a vacuum flask contain double layered glass bottle?
Ans: The vacuum between the layers of the double-glass bottle stops both conduction and convection.
10. What purpose does the trapped air in a vacuum flask serve?
Ans: The air trapped inside prevents conduction.
C. Answer the following questions in details.
1. Explain the flow of heat between two bodies by drawing a diagram.
Ans: We sense hotness and coldness in daily life. Some objects are hot such as a hot cup of tea. Others
are cold such as a cold drink of coke. An important point to remember here is that a hot body
does not have more heat. It has more thermal energy and it is hot because it is at high
temperature (degree of hotness). On the other hand, a cold body possesses low temperature.
130
Explanation: When hot and cold bodies are brought closer to each other, the hot body transfers some of
its thermal energy to the cold one. In this way, the thermal energy and temperature of the hot body
decrease and it cools down. The thermal energy and temperature of the cold body increase and it heats up.
This transfer of thermal energy is called the flow of heat. So, heat is thermal energy in transit. The flow of
heat continues till the thermal energies of both the bodies become the same.
“Heat flows from a hot body to a cold body.”
2. Write a detailed note on the differences between conduction, convection and radiation.
Ans: The way in which flow of heat takes place depends on what states of matter the hot body
and cold body are made of. As a result, there are three modes of flow of heat.
 Conduction  Convection  Radiation
The first type of modes of flow of heat is conduction. It takes place in solids. In solids, the
particles are fixed in their places under the influence of strong attractive forces. Particles of a solid can
only vibrate about their fixed positions. So, during conduction of heat in a solid the particles that have
more thermal energy (particles of hotter region) share it with the nearby particles of low thermal energy
(particles of colder region). The point to remember here is that the particles of the conductor i.e. solid (or
medium) only share their thermal energy. They do not move from hot to cold region themselves. Hence,
conduction can be defined as, “The process of flow of heat without the flow of the particles of the
medium is called conduction.” The states of matter other than solids are liquids and gases. In liquids,
atoms are still close to each other but they can move with more freedom than in solids. Particles of a gas
are totally free and have large spaces between one another. They move randomly. As a result, conduction
is no longer an efficient mode of flow of heat in liquids and gases. Therefore, heat flows in liquids and
gases by convection. During convection not only the thermal energy of the particles but also the particles
themselves move or flow from the hotter region to the colder region. This flow of particles during
convection is called a convection-current. Hence, we can define convection as, “Flow of heat by the flow
of the particles of the medium from hotter to colder region is called convection.” The convection current
usually flows in a circle in the upward direction. That is because the hotter particles of the medium (liquid
or gas) become lighter and rise while the heavier colder particles sink. The absence of any medium (solid,
liquid or gas) is called vacuum. Heat does flow through vacuum and the mode of transfer is radiation. The
name “Radiation” is after the waves which can carry energy (in the form of light and heat) through
vacuum. These waves are called electromagnetic radiation. So, we can define radiation as, “The mode of
flow of heat through vacuum with the help of electromagnetic waves is called radiation.”
3. Explain how heat transfer takes place in the environment with examples.
Ans: Modes of flow of heat occur in nature and affect the environment. Let us begin with
conduction. Conduction can be dangerous for buildings and structures made of solids. Not only
do solids conduct heat but also expand due to rise in their thermal energy. To avoid cracking due
to expansion, empty spaces are left between slabs of construction materials such as concrete,
asphalt etc. The same precaution is taken during building bridges and railway tracks.
Convection in the atmosphere plays an essential role in determining climate patterns and daily
weather variations. An example of this is the blowing of land breeze and sea breeze in coastal areas.
During daytime coastal land heats the air more than the sea. This hot air rises due to its less density and
denser cold air from sea rushes in to take its place. Wind blows towards land due to this convection
current. This is called sea breeze. At night, the land cools the air more than the sea. Hot air above the
surface of sea rises. Cold air from land moves towards sea to take its place. This is called land breeze.
The same principle applies in the blowing of winds. Different areas on the surface of the Earth get
heated at different rates. Hot air from an area rises and cold air from other areas rushes in to take its
place. Thus, a convection-current is set up and this is how winds blow. The way birds use convection to
131
glide (remain in air without applying any force) in the sky is a very interesting natural phenomenon.
The surface of the Earth warms up unequally by solar radiation. This unequal heating leads to warming
of air at some places. This warm air rises due to convection. Cold air takes its place and hence a
Convection Current is set up. This convection current has its special name called thermal. Birds spread
their wings and use these thermals to lift themselves up. That is how they glide in air for hours. Just as
convection forms thermals in air, it forms ocean currents under water. Ocean currents are an example
of convection currents in liquids. Winds blowing on the surface of the ocean displace the surface water.
In some places under the surface of the ocean, the water is warm. Warm water under the surface water
rises and cold water rushes in to take its place. This is how convection forms currents of water in the
ocean. An example is the Gulf Stream-North Atlantic-Norway Current. It starts from the North Atlantic
Ocean and moves through the Arctic Ocean all the way to North Pacific Ocean. Gases at the center or
core of the Sun get extremely hot and rise to the surface. Gases outside the core are not as hot so they
rush inwards to replace the hotter gases from the core.
Radiation is as important in nature as are conduction and convection. Life on Earth is
possible because of solar energy in the form of heat. This solar energy is delivered to our planet
by the process of radiation. As stated earlier, electromagnetic waves can carry not only light but
also heat through vacuum. Without radiation, Earth would be subjected to an eternal winter and
life would not exist. Some animals such as boas, pythons, pit vipers, piranhas and goldfish have
evolved thermal vision. It means that they can see in pitch dark as well. This is because
radiations from hot bodies that deliver heat to us are visible to them.
4. Differentiate between the working of conductors and insulators.
Ans: Among solids, some conduct heat very quickly. They are called good conductors. For
example, metals such as iron and steel get hot very quickly. Solid materials s uch as
wood, plastic etc. (non-metals in general) conduct heat very slowly. They are called
bad conductors or insulators.
5. Write a detailed note on a vacuum flask.
Ans: A vacuum flask contains:
 An outer case made of shiny plastic
 An inner double-glass bottle with vacuum in between the silvered glasses from the inside
 A hollow plastic stopper inside the flask’s cap
Working: Hot liquid is poured inside with trapped air between the liquid surface and the stopper. The
stopper’s plastic is a poor conductor and prevents conduction from the top. The air trapped inside also
prevents conduction. The vacuum between the layers of the double-glass bottle stops both conduction
and convection. Silvered walls of the glass bottle reflect heat carrying radiation back to the liquid.
Otherwise, radiation would travel through vacuum and carry heat away from the liquid. Evaporation
(escape of liquid from the surface) only occurs when the plastic stopper is removed.
D. Thought Experiment.
1. You are to heat water without any heat source except sunlight. Which of the following
types of materials would you choose for your container? Also state the reasons for your choice.
a. Shiny or Dull. Dull because it absorbs more heat
b. Rough or Smooth. Rough because it absorbs more heat
c. Bright or Dark. Dark because it absorbs more heat
Unit # 9
DISPERSION OF LIGHT
Lesson 1
132
Topic: (9.1: Refraction)

Teaching objectives: ⦁ Recall energy and work.
⦁ Recall light as energy. ⦁ Recall rays of light. ⦁ Recall reflection of light.
⦁ Introduce refraction of light. ⦁ Explain the refraction in different media.
Key vocabulary: Energy, work, light, ray, bend, refract, medium, incidence, refraction, angle.
Background: The purpose of this unit is to revise light and introduce the refraction of light. It
will help the students to understand how and when light bends. At this level, students have prior
knowledge of refraction of light. Now, they will be introduced to this process in detail.
Introduction: Ask the students: Why does a pencil bend in a glass of water?
Tell the students that today we will be learning what causes light to bend.
(The teacher will announce that today we are going to begin 9th chapter from CSS
Explanation: Now, teacher will explain to the students that from previous knowledge, we know that light
is a form of energy that travels in straight lines called rays. We are also familiar with reflection of light
and the laws of reflection. In this chapter, we shall study another natural phenomenon that concerns light.
It is called refraction. In simple words, light bends when it changes medium. The teacher will ask the
students that have you ever observed the apparent bending of a pencil when it is immersed in a glass of
water? It is due to refraction. As mentioned earlier, light travels in straight lines called rays. During this
travel, light rays come across surfaces at which the medium changes. For example, when a light ray from
air enters another medium (glass or water) at an angle, it bends after entering. Similarly, when the ray
exits the medium and enters air, it bends again. This bending is called refraction of light. “Bending of rays
of light due to change in medium is called refraction.” Refraction is caused due to difference in speeds of
light in different media. In air light travels with a speed of about 3x108 meters per second. When light
travels into a medium that is denser (with more mass per unit volume) than air, its speed of travel
decreases by a slight amount due to which the ray of light bends. During refraction, light ray bends due to
change in medium because it travels at different speeds in the two media. Let us define these two media
and some related concepts before we get to understand how refraction takes place in different media. An
optically rare medium (or simply rare medium such as air) is one in which light travels faster. An
optically denser medium (or simply denser medium such as glass or water) is one in which light travels a
bit slower. The ray before bending is called the incident ray. After refraction, it is named the refracted ray.
The normal is an imaginary perpendicular line through the denser medium. The angle between the
incident ray and the normal is called the angle of incidence (i). The angle between the refracted ray and
the normal is called the angle of refraction (r). If a ray of light from a rare medium (air) enters the denser
medium (glass or water) at an angle, it bends towards the normal. When it travels from a denser medium
to a rare medium, it bends away from the normal.
1. What is work?  What is energy?
2. Is light energy?  What is a ray?
3. What is reflection?  What is refraction?
4. How does it happen?
Lesson 2
Topic: (9.2: Laws of Refraction)
Teaching objectives: ⦁ Recall refraction of light. ⦁ Explain the laws of refraction.
133
Key vocabulary: Energy, work, light, ray, bend, refract, medium, incidence, refraction, angle,
normal, Snell’s law, sine.
class – 7. Scientific Calculator for worked example
Background: The purpose of this topic is to revise the laws of refraction. It will help the
students to understand that these laws govern the process of refraction. At this level, students
have prior knowledge of these laws. Now, they will learn to apply them.
Introduction: Ask the students: Take out their calculators and locate the sin button.
Tell the students that today we will be learning the laws of refraction by using a
mathematical formula. (The teacher will announce that today we are going to begin topic 9.2
from 9th chapter of CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain to the students that just as nature has determined the
rules or laws of reflection, it has determined the laws of refraction. These are the rules according
to which refraction of light takes place. The two laws of refraction are described as follows.
First law of Refraction states that, “The incident ray, the refracted ray, and the normal, all
lie on the same plane.” Second law of Refraction or Snell’s Law states that, “For two particular
media (say air and glass) the ratio of the sine of angle of incidence to the sine of angle of
refraction remains constant.”
sin 𝑖
= 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
sin 𝑟
To explain the application of Snell’s law follow worked example 9.1 on page 118 of the book.
1. What is refraction?  How does it happen?
2. Define first law of refraction.  Define Snell’s law.
3. State the mathematical formula of Snell’s law.
Lesson 3
Topic: (9.2.3: Refractive Index)
Teaching objectives: ⦁ Recall refraction of light. ⦁ Recall the laws of refraction.
⦁ Explain the formula of Snell’s law. ⦁ Identify the formula as Refractive Index.
⦁ Symbolize refractive index by ‘n’.
⦁ Give the refractive index formula of ratio of speeds of light invacuum and medium.
Key vocabulary: Energy, work, light, ray, bend, refract, medium, vacuum, incidence,
refraction, angle, normal, Snell’s law, sine, refractive index, speed of light.
class – 7. Scientific Calculator for worked example
Background: The purpose of this topic is to identify refractive index formula with that of
Snell’s law. It will help the students to understand that refractive index gives a measure of the
bending of light during refraction. At this level, students have no prior knowledge of refractive
index. Now, they will be introduced to it for the first time.
Introduction: Ask the students: Take out their calculators and locate the sin button.
Tell the students about the power button and how to write a value as powers of ten. Tell
them that today we will be learning about refractive index and speed of light in different media.
(The teacher will announce that today we are going to begin topic 9.2.3 from 9th chapter of CSS
134
Explanation: Now, teacher will explain to the students that it has been stated earlier that light
bends when it moves from a rare medium to a denser medium. This is because in the denser
medium the speed of light reduces slightly. Also, the second law of refraction dictates that the
ratio of the sines of angles of incidence and refraction remains constant for two particular media
(Snell’s law). So, these two seemingly different observations explain the same phenomenon, that
is, refraction of light. This implies that there must be a link between these two observations.
Indeed, they are two different ways of expressing Snell’s law. Suppose that speed of light in
vacuum (which is exactly 3x108 meters per second) is symbolized by “c” and speed of light in a
(denser) medium by “v”. Then, “The ratio of speed of light in vacuum to speed of light in
medium is called the refractive index of that medium (n).”
𝑐
𝑛=
𝑣
The refractive index for common materials is always positive. It tells us the amount of
bending of light by a medium in numbers. For a particular medium, the refractive index remains
the same for all angles of incidence and refraction. So we can generalize the second law of
refraction as,
𝑐 sin 𝑖
𝑛= =
𝑣 sin 𝑟
Explain table 9.1 on page 119 to help the students realize the refractive indices and
speeds of light in different media.
To help them apply the formula of refractive index, guide them through worked example
9.2 on page 119.
4. What is speed of light in vacuum and medium?
5. What is refractive index?
6. State the mathematical formula of refractive index.
7. Relate the mathematical formula of refractive index with that of Snell’s law.
8. Tell the refractive indices of different materials.
Lesson 4
Topic: (9.3: Effects of Refraction)
⦁ Recall the formula of Snell’s law. ⦁ Introduce natural processes that are the effects of refraction.
Key vocabulary: Real, apparent, depth, fish eye, mirage
Background: The purpose of this topic is to understand those natural processes which are
caused by refraction. It will help the students to understand that refraction occurs in nature as
well and it produces illusions. At this level, students have no prior knowledge of these
phenomena. Now, they will be introduced to them for the first time.
Introduction: Ask the students: Why does the depth of a swimming pool full of water appears less
when seen from above?
Write their responses on the board.
Tell them that today we will be learning about different natural effects of refraction.
(The teacher will announce that today we are going to begin topic 9.3 from 9th chapter of
CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain to the students that a swimming pool appears less deep when
seen from above at an angle. This is because of refraction. Light rays from objects underwater reach our
135
eyes after refraction. This bending of rays from their original path makes the depth appear less. The actual
depth of the body of water (pool, lake or any other) is called real depth. The depth which appears less due
to refraction is called apparent depth. Another example is fish eye view. To avoid visual distortion due to
refraction an archer fish always positions itself directly under the prey (bug). Then it squirts a stream of
water which hits the prey and it falls into water to be eaten. Sometimes an archer fish avoids visual
distortion by instinct. It adjusts the squirt according to the amount of refraction. A mirage is a natural
phenomenon in which light rays bend to produce a displaced image of distant objects or the sky. Mirages
are of different types. During a heat haze, light rays coming from a particular distant object travel through
nearly the same of layers. So, they are bent over about the same amount. The image usually is upside
down. A mirage of an astronomical object is one in which light rays are bent to produce distorted or
multiple images of an astronomical object. This is observed at night.
1. Name the effects of refraction.
2. What is the difference between real and apparent depth?
3. How does fish eye view work?  What is a mirage?
Lesson 5
Topic: (9.4: Dispersion of Light)
(9.4.1: Spectrum and Rainbow)
⦁ Introduce prism. ⦁ Introduce and explain dispersion of light.
⦁ Introduce spectrum and rainbow and explain them.
Key vocabulary: Prism, dispersion, spectrum, violet, indigo, rainfall, droplets, disperse, scatter, spread.
class – 7. A compact disc mounted on a rod and motor for classroom activity
Background: The purpose of this topic is to introduce the dispersion of light. It will help the
students to understand that light is made of seven colours and that dispersion is a natural process
in which light. At this level, students have no prior knowledge of these phenomena. Now, they
will be introduced to them for the first time.
Introduction: Ask the students: Why does a CD change colour when it is moved around in light?
Tell them that today we will be learning about the dispersion of light into its seven
component colours. (The teacher will announce that today we are going to begin topic 9.4 from
9th chapter of CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain to the students that a prism is an optical object with
transparent, flat and polished surfaces that refract light. At least two of the flat surfaces have an angle
between them. Prisms are responsible for an interesting phenomenon called dispersion of light. Visible
light (or white light) is made up of seven colour: violet, indigo, blue, green, yellow, orange and red.
When a ray of white light strikes a refracting surface of the prism, it is split into rays of its constituent
colours. “Splitting of light into its component colours by refracting surfaces is called dispersion.”
Dispersion occurs because the ray of every component colour of white light has different
characteristics. Upon entering a denser medium they bend by different amounts. White light consists of
seven colours. These seven colours, together, are called Spectrum (or optical spectrum to be more
specific). “Seven colours of light make up the spectrum.” Rainbow is also a consequence of refraction
of light. It is usually visible in the sky after rainfall. After rainfall, tiny droplets of water present in the
air refract light like a prism. Rays of white light are dispersed into its seven component colours.
Classroom Activity (Page 121 on book): To explain to the students that white light is made of
136
seven colours follow the activity on page 121 of the book.

Hold the disc and move it around against incident light. You will see different colours after in it.
Now, mount the disc on the axle of the rotor. Turn the rotor (a motor with an axle) on. The disc will start
spinning. At first the disc will show colours. Increase the spinning speed of the rotor gradually. When the
disc gains high speed, colours will disappear. At high speed, the spinning disc will appear white.
Answer: It is because white light contains seven colours. At high speed these colours mix to give
white colour.
1. How many colours are there in white light?  Name the seven colours in order.
2. What is a prism?  What is the dispersion of light?
3. What is a spectrum?  Why do we see a rainbow after rainfall?
4.
Lesson 6
Topic: (9.4.2: Colours)
(9.4.3: Uses of Colours and Coloured Lights)
(9.4.4: Three chip video camera)
Teaching objectives: ⦁ Recall light. ⦁ Recall opaque. ⦁ Recall colour.
⦁ Introduce primary colours. ⦁ Introduce secondary colours.
⦁ Explain uses of colours and coloured lights.
Key vocabulary: Opaque, luminous, nonluminous, opaque, colour, primary, secondary, traffic,
advertise, publicity, décor, three chip.
class – 7. Red, blue and yellow paints for classroom activity.
Background: The purpose of this topic is to introduce the colours and their types. It will help the
students to understand that opaque objects give colours. At this level, students have some prior
knowledge of colour. Now, they will be introduced to primary and secondary colours for the first time.
Introduction: Ask the students: Draw yellow colour on a paper first and then blue colour on top
of the yellow. What happens?
Tell them that today we will be learning about colours, their mixing and their uses. (The
teacher will announce that today we are going to begin topic 9.4.2 from 9th chapter of CSS
Explanation: Now, teacher will explain to the students in previous classes we divided objects into two
kinds: luminous and non-luminous. Luminous objects produce their own light while non-luminous
objects only reflect or absorb light from luminous objects. We also classified surfaces as transparent,
opaque and translucent. Unlike transparent and translucent surfaces, opaque surfaces reflect and absorb
light totally. Due to this reflection and absorption, we see opaque objects as coloured. The colour of an
object is that portion of light which it does not absorb but reflects. “Colour of an opaque object is that
component portion of white light which it reflects.”
Among colours some are primary while others are secondary. Primary colours are those which
cannot be made by the mixing of other colours. The three primary colours are red, blue and yellow.
Secondary colours are those which can be made by mixing of primary colours. For example, if we mix
yellow and blue, we get green. Purple and orange are formed by mixing blue and red, and yellow and
red respectively. On the streets, colour is used not just for light but also as a sign itself. For example red
is used on prohibitive road signs - No Entry etc. Neon signs in different colours are used for
137
advertisement purposes as they are bright and flashy. Red also appears as the colour of car brake lights.
It also alerts the drivers following us. Red also has the effect of awareness. It is the colour for stop. This
is ideal when there is potential danger. Night lights in bedrooms are made coloured to reduce brightness
during sleeping hours. In décor colour will create an atmosphere, in a public space that is to say or do
something to others. For example green in the hospital ward, yellow in the kindergarten.
The full-colour image seen by a professional video camera goes through a beam-splitter (on the
right half of the drawing) that separates the full-color picture into its red, green and blue components.
For example, all of red light, blue light and green light in a colour scene is split by a colour-selecting
mirror and then sent to the respective receptors. Thus, what was a full-colour picture is now been
separated into the percentages of red, green and blue light contained in the original scene.
Classroom Activity (Page 122 on book): To explain to the students the primary and secondary
colours, follow the activity on page 122 of the book.
Mix blue and red paints. Then mix blue and yellow paints. Then mix red and yellow paints.
Answer: Red, blue and yellow are primary colours. The following colours are produced in each case:
Blue + Red = Purple Blue + Yellow = Green Red + Yellow = Orange
1. How many colours are there in white light?  Name the seven colours in order.
2. What are primary colours?  What are secondary colours?
3. Name primary and secondary colours.  How does a three chip camera work?
Test Exercise – 1
1. Bending of light due to change of medium is called:
 reflection  refraction  conduction  convection
2. The medium in which light travels at lower speed is called:
 rare medium  denser medium  liquid  gas
3. The refractive index of ice is:
 2.2  2.3  1.3  1.0
4. Speed of light in vacuum is:
 2 × 108 meters per second  4 × 108 meters per second
8
 1 × 10 meters per second  3 × 108 meters per second
5. Colour is that portion of light which an opaque object:
 reflects  refracts  absorbs  disperses
1. What does it mean by refraction?
Ans: Bending of light due to change in medium is called refraction.
2. Describe the hunting method of an archer fish.
Ans: To avoid visual distortion due to refraction, an archer fish always positions itself directly
under the prey (bug). Then it squirts a stream of water which hits the prey and it falls into
water to be eaten. Sometimes an archer fish avoids visual distortion by instinct. It adjusts
the squirt according to the amount of refraction.
3. Write down the names of colours of light dispersed by a prism in the correct order.
Ans: Violet, indigo, blue, green, yellow, orange, red.
4. Differentiate between primary and secondary colours with an example.
Ans: Primary colours are those which cannot be made by the mixing of other colours. The three
primary colours are red, blue and yellow. Secondary colours are those which can be made by
138
mixing of primary colours. For example, if we mix yellow and blue, we get green.
Lesson 7
Topic: (9.5: Total Internal Reflection)
Teaching objectives: ⦁ Recall reflection. ⦁ Recall the laws of reflection.
⦁ Introduce total internal reflection. ⦁ Introduce critical angle.
⦁ Introduce secondary colours. ⦁ Explain uses of colours and coloured lights.
Key vocabulary: Reflection, total, internal, critical, angle, denser, rare.
class – 7. Semicircular glass slab, slit, paper, pencil, and protractor for classroom activity.
Background: The purpose of this topic is to introduce the total internal reflection and critical
angle. It will help the students to understand that light can be totally reflected inside the denser
medium. At this level, students have no prior knowledge of this process. Now, they will be
introduced to it for the first time.
Introduction: Ask the students: See the image of a pencil from under the surface of water in a
glass. What do you see?
Tell them that today we will be learning about this process called total internal reflection.
(The teacher will announce that today we are going to begin topic 9.5 from 9 th chapter of CSS
Explanation: Now, teacher will explain to the students that they partially fill a transparent bottle with water.
Hold a laser-light outside the glass and under the surface of water. Point it at an angle towards the surface of
water from below. Slowly move the laser-light. You will observe that at a certain position, the laser-light
does not exit the water surface by refraction. It is reflected back inwards. This phenomenon is called the total
internal reflection of light. “Complete, inward reflection of a ray of light by the boundary of a denser
medium is called total internal reflection.” The denser medium may be water, glass, ice, diamond etc. Total
internal reflection does not occur at all angles. For a particular denser medium, it happens after a particular
angle called the critical angle. At the critical angle, the ray becomes parallel to the refracting surface. Below
this angle, light is only partially reflected by the boundary. Rest of the light is refracted into the rare medium
(air). The determination of critical angle is described by the following activity.
Classroom Activity (Page 125 on book): To explain to the students the calculation of critical angle,
follow the activity on page 125 of the book. Place the semicircular glass slab on the paper and draw its
outline. Draw the normal (which passes through) on the flat edge of the outline. Now place the slit at the
center of the circular face. The beam of sunlight will pass straight through. Now start moving it towards
the corner of the slab. Observe the behaviour of light inside glass. At a certain point all the light will be
reflected inward by the flat face inside the glass. Mark the position of the sunlight B on the paper and join
it with point A. Measure the angle between the normal and the line joining A to B by the protractor. This
gives the approximate value of the critical angle.
Answer: Critical angle is that particular angle below which total internal reflection cannot occur.
1. Define reflection.  Define total internal reflection.
2. Define critical angle.
Lesson 8
Topic: (9.6: Applications of Total Internal Reflection)
Teaching objectives: ⦁ Recall reflection. ⦁ Recall the laws of reflection.
⦁ Recall total internal reflection. ⦁ Recall critical angle.
139
⦁ Introduce reflecting prism. ⦁ Introduce prism based periscope.

Key vocabulary: Reflection, total, internal, critical, angle, denser, rare, prism, periscope, prism based.
Background: The purpose of this topic is to introduce the applications of total internal
reflection. It will help the students to understand that total internal reflection can be used in
devices as well. At this level, students have no prior knowledge of these applications. Now, they
will be introduced to them for the first time.
Introduction: Ask the students: Recall a periscope. What does it do?
Tell them that today we will be learning about reflecting prisms and prism based
periscope. (The teacher will announce that today we are going to begin topic 9.6 from 9th
chapter of CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation: Now, teacher will explain to the students that like reflection, refraction and
dispersion, total internal reflection is also utilized in making devices that serve different
purposes. Following are some applications of total internal reflection.
A prism which can totally reflect light internally is called a reflecting prism. The condition for
total internal reflection in such a prism is that the ray which strikes the internal reflecting surface must
make an angle with the normal that is higher than the critical angle of glass used in that prism.
Periscope is a device which is used to see above high obstacles (or above water surface from a
submarine). We are already familiar with the design of a periscope that uses mirror strips. But its
aluminum coated mirrors rust when used in water. This causes the blurring of image. The prism based
periscope is more efficient. Not only does it produce a clear and magnified image (when includes a
lens) but also its glass prisms do not rust like aluminum coated mirrors used in a mirror based
periscope. Submarines and tanks use prism based periscopes.
3. Define reflection.  Define total internal reflection.
4. Define critical angle.  What is a reflecting prism?
5. What is a periscope?
6. Why a prism-based periscope is better than a mirror based periscope?
Review Exercise
1. A denser medium refracts light because:
 light changes colour in the denser medium  light stops in the denser medium
 light changes speed in the denser medium  light is converted into sound
2. Which of the following statements about mirages is correct?
 they are caused by reflection of light  a mirage is seen only during day
 during a heat haze the image is usually upside down
 a mirage is only seen by a person who is mentally ill
3. Which of the following colours is not a part of the spectrum of light?
 blue  orange  grey  green
4. Dispersion through a prism occurs because:
 the prism is faulty  the prism produces the colours by itself
 white light is made of component colours
 original light is destroyed and then colours are created
5. Which of the following combinations represents primary colours?
140
 red, yellow, blue  red, purple, blue  red, green, blue  red, orange, green
6. Rainbow in the sky is caused by:
 prism  winds  lightening  water droplets
7. An opaque object is coloured because of:
 absorption of all of light  reflection of all of light
 absorption of all components except one  reflection of all components except one
8. Total internal reflection occurs:
 at critical angle  after critical angle  at the normal  in the rare medium
9. The principle of a reflecting prism is:
 reflection  refraction  total internal reflection  dispersion
10. A prism based periscope is better because:
 it produces a clear, magnified image  prisms disperse light
 prisms do not rust like aluminum coated mirrors
 both first and third options.
B. Answer the following questions shortly.
1. When do transparent surfaces refract light?
Ans: When the speed of light in transparent media differs then refraction is caused.
2. What causes refraction?
Ans: The main cause of refraction is the difference in speed of light in different media which it crosses.
3. What does the refractive index tell us?
Ans: Refractive index is the measure of how much bending of light is produced by a medium.
4. How does a swimming pool appear less deep?
Ans: Apparent depth of a swimming pool appears less because of refraction of light.
5. When does a prism disperse light?
Ans: Visible light (or white light) is made up of seven colours: violet, indigo, blue, green,
yellow, orange and red. When a ray of white light strikes a refracting surface of the prism
at an angle, it is split into rays of its constituent colours.
6. Differentiate between primary and secondary colours.
Ans: Primary colours are those which cannot be made by the mixing of other colours.
Secondary colours are those which can be made by mixing of primary colours.
7. What separates the coloured lights in a three-chip camera?
Ans: A beam-splitter (on the right half of the drawing) separates the full-color picture into its
red, green and blue components.
8. When does total internal reflection occur in a prism?
Ans: When the angle of incidence becomes greater than the critical angle then total internal
reflection occurs.
9. Why do submarines have prism based periscopes?
Ans: Because prism surfaces do not rust in water like aluminum coated mirrors.
10. What happens when the incident ray strikes exactly at critical angle?
Ans: The refracted ray becomes parallel to the boundary of the denser medium.
1. Write a detailed note on refraction, its cause and its occurrence in the environment.
Ans: Light travels in straight lines called rays. During this travel, light rays come across surfaces at
which the medium changes. For example, when a light ray from air enters another medium (glass or
water) at an angle, it bends after entering. Similarly, when the ray exits the medium and enters air, it
bends again. This bending is called refraction of light. Refraction is caused due to difference in speeds
141
of light in different media. In air light travels with a speed of about 3x108 meters per second. When
light travels into a medium that is denser (with more mass per unit volume) than air, its speed of travel
decreases by a slight amount due to which the ray of light bends. An optically rare medium (or simply
rare medium such as air) is one in which light travels faster. An optically denser medium (or simply
denser medium such as glass or water) is one in which light travels a bit slower. The ray before bending
is called the incident ray. After refraction, it is named the refracted ray. The normal is an imaginary
perpendicular line through the denser medium. The angle between the incident ray and the normal is
called the angle of incidence (i). The angle between the refracted ray and the normal is called the angle
of refraction (r). If a ray of light from a rare medium (air) enters the denser medium (glass or water) at
an angle, it bends towards the normal. When it travels from a denser medium to a rare medium, it
bends away from the normal. The two laws of refraction are described as follows.
First law of Refraction: The incident ray, the refracted ray, and the normal, all lie on the same plane.
Second law of Refraction or Snell’s Law: For two particular media (say air and glass) the ratio
of the sine of angle of incidence to the sine of angle of refraction remains constant.
Effects of Refraction: Following are the effects of refraction.
Real and Apparent Depth: A swimming pool appears less deep when seen from above at an
angle. This is because of refraction. Light rays from objects underwater reach our eyes after
refraction. This bending of rays from their original path makes the depth appear less. The actual
depth of the body of water (pool, lake or any other) is called real depth. The depth which appears
less due to refraction is called apparent depth.
Fish Eye View: To avoid visual distortion due to refraction an archer fish always positions itself
directly under the prey (bug). Then it squirts a stream of water which hits the prey and it falls
into water to be eaten. Sometimes an archer fish avoids visual distortion by instinct. It adjusts the
squirt according to the amount of refraction.
Mirage: A mirage is a natural phenomenon in which light rays bend to produce a displaced image of
distant objects or the sky. Mirages are of different types. During a heat haze, light rays coming from a
particular distant object travel through nearly the same of layers. So, they are bent over about the same
amount. The image usually is upside down. A mirage of an astronomical object is one in which light
rays are bent to produce distorted or multiple images of an astronomical object. This is observed at night.
2. Explain with examples how refraction has made our lives easier.
Ans: Application of refraction is in prisms. A prism is an optical object with transparent, flat
and polished surfaces that refract light. At least two of the flat surfaces have an angle between
them. Prisms are responsible for an interesting phenomenon called dispersion of light. Visible
light (or white light) is made up of seven colour: violet, indigo, blue, green, yellow, orange and
red. When a ray of white light strikes a refracting surface of the prism, it is split into rays of its
constituent colours. This has many uses such as cameras, TVs, computers etc.
3. Write a note on refractive index and explain its mathematical formula.
Ans: The second law of refraction dictates that the ratio of the sine of angles of incidence and
refraction remains constant for two particular media (Snell’s law). So, these two
seemingly different observations explain the same phenomenon, that is, refraction of
light. This implies that there must be a link between these two observations. Indeed, they
are two different ways of expressing Snell’s law.
Suppose that speed of light in vacuum (which is exactly 3x108 meters per second) is
symbolized by “c” and speed of light in a (denser) medium by “v”. Then, “The ratio of speed of
light in vacuum to speed of light in medium is called the refractive index of that medium (n).”
n=c/v
142
The refractive index for common materials is always positive. It tells us the amount of bending
of light by a medium in numbers. For a particular medium, the refractive index remains the same for all
angles of incidence and refraction. So we can generalize the second law of refraction as,
n = c / v = sin i / sin r
4. Write a note on the uses of colour and coloured lights.
Ans: Unlike transparent and translucent surfaces, opaque surfaces reflect and absorb light totally.
Due to this reflection and absorption, we see opaque objects as coloured. The colour of an object is that
portion of light which it does not absorb but reflects. “Colour of an opaque object is that component
portion of white light which it reflects.” Among colours some are primary while others are secondary.
Primary colours are those which cannot be made by the mixing of other colours. The three primary
colours are red, blue and yellow. Secondary colours are those which can be made by mixing of primary
colours. For example, if we mix yellow and blue, we get green. Purple and orange are formed by
mixing blue and red, and yellow and red respectively.
Uses of Colours and Coloured Lights:
We use coloured lights in a variety of ways to make our lives easier. Following are some
applications of coloured lights at home, school and for the country.
It is an obvious use of coloured lights. Red means “Stop” as it alerts the person. Yellow
means “Get ready”, and green means “Go.” On the streets, colour is used not just for light but
also as a sign itself. For example red is used on prohibitive road signs - No Entry etc. Neon signs
in different colours are used for advertisement purposes as they are bright and flashy. Red also
appears as the colour of car brake lights. It also alerts the drivers following us. Red also has the
effect of awareness. It is the colour for stop. This is ideal when there is potential danger. Night
lights in bedrooms are made coloured to reduce brightness during sleeping hours. In décor colour
will create an atmosphere, in a public space that is to say or do something to others. For example
green in the hospital ward, yellow in the kindergarten.
5. Explain the process of total internal reflection and its uses.
Ans: Complete, inward reflection of a ray of light by the boundary of a denser medium is called total
internal reflection. The denser medium may be water, glass, ice, diamond etc. Total internal reflection
does not occur at all angles. For a particular denser medium, it happens after a particular angle called the
critical angle. At the critical angle, the ray becomes parallel to the refracting surface. Below this angle,
light is only partially reflected by the boundary. Rest of the light is refracted into the rare medium (air).
Like reflection, refraction and dispersion, total internal reflection is also utilized in making devices that
serve different purposes. Following are some applications of total internal reflection. A prism which can
totally reflect light internally is called a reflecting prism. The condition for total internal reflection in such
a prism is that the ray which strikes the internal reflecting surface must make an angle with the normal
that is higher than the critical angle of glass used in that prism. Periscope is a device which is used to see
above high obstacles (or above water surface from a submarine). We are already familiar with the design
of a periscope that uses mirror strips. But its aluminum coated mirrors rust when used in water. This
causes the blurring of image. The prism based periscope is more efficient. Not only does it produce a
clear and magnified image (when includes a lens) but also its glass prisms do not rust like aluminum
coated mirrors used in a mirror based periscope. Submarines and tanks use prism based periscopes.
Solution to Numerical with Thought Experiment:
He should perform refraction of light because light will not be totally reflected back by
the denser medium.
We use the formula
143
𝑐 sin 𝑖
𝑛= =
𝑣 sin 𝑟
First the speed of light in the medium
sin 𝑟
𝑣= 𝑐
sin 𝑖
sin 17
𝑣= 3 x 108
sin 45
v = 1.24 x 108 meters per second
The medium is diamond.
Unit # 10
SOUND WAVES
Lesson 1
Topic: (10.1: Transverse and Longitudinal Waves)
Teaching objectives: ⦁ Recall energy and work. ⦁ Recall sound as energy.
⦁ Recall wave. ⦁ Recall sound waves.
⦁ Introduce transverse and longitudinal waves.
⦁ Demonstrate transverse and longitudinal waves.
Key vocabulary: Energy, work, wave, sound, sound waves, transverse, longitudinal, crest,
trough, compression, rarefaction.
class – 7. Long slinky spring, wall, nail, hammer for classroom activity.
Background: The purpose of this unit is to revise sound and to introduce the longitudinal and
transverse waves. It will help the students to understand the difference between transverse and
longitudinal waves. At this level, students have prior knowledge of sound waves. Now, they will
be introduced to them in detail.
Introduction: Ask the students: Have they ever produced waves in a pond by throwing pebbles?
What did they observe?
Tell the students that today we will be learning what is the nature of sound waves in particular.
Explanation: Now, teacher will explain to the students that in previous classes, we studied that energy
has different forms. One of these forms is sound. Its nature is kinetic and is produced by vibrating
objects. We also know that sound requires a medium for propagation (travelling). Sound travels fastest
in solids, faster in liquids, and quite fast in gases. Sound energy is transported by sound waves. In this
chapter we shall explore the nature of sound waves and their applications. A wave is a disturbance
(may or may not be in a medium) that transports energy by its propagation. That disturbance is due to
the vibration or to and fro movement of the particles of the medium. The kinetic energy of vibration is
shared by the source to the particles of the medium. This sharing of energy travels to the particles that
are next in line. Sharing of energy goes on and this is how a wave travels. On the basis of vibration of
particles, waves can be classified into two types:
1. Transverse Waves 2. Longitudinal Waves
144
Transverse waves are those in which a wave moves forward but the particles vibrate up
and down. These waves travel as crests (hills) and troughs (valleys). A longitudinal wave moves
forward and the particles of the medium also vibrate back and forth. These waves travel as
compressions (particles come close to each other) and rarefactions (particles move away from
each other). Water waves are transverse waves. Sound waves are longitudinal. Their propagation
depends on the presence of a medium. They cannot propagate in vacuum.
Classroom Activity (Page 130 on book): To explain the difference between transverse and
longitudinal waves better, follow the activity on page 130 of the book.
Hammer a nail into a support such as wall. Fix one end of the spring with the nail. Lay it
on a table or the floor. Take the other hand in your hand and move away from the nail until the
spring gets straight. First, give up and down jerking movement to your hand holding the spring
and produce waves. Now give back and forth movement to your hand and produce waves.
Answers: Transverse waves are produced by up and down movement. Back and forth movement
does not produce peaks and valleys. They produce compressions and rarefactions.
1. What is energy?  Is sound energy?
2. What is a wave?  What are transverse and longitudinal waves?
3. What are crests and troughs?  What are compressions and rarefactions?
Lesson 2
Topic: (10.2: Wave Terms)
Teaching objectives: ⦁ Recall energy and work. ⦁ Recall sound as energy.
⦁ Recall wave. ⦁ Recall sound waves.
⦁ Introduce transverse and longitudinal waves.
⦁ Introduce wave terms: wavelength, frequency, amplitude, time period and frequency.
⦁ Explain audible frequency range.
Key vocabulary: Energy, work, wave, sound, sound waves, transverse, longitudinal, crest,
trough, compression, rarefaction, wavelength, frequency, amplitude, time period, audible, range.
class – 7. Calculator for worked example
Background: The purpose of this unit is to introduce wave terms. It will help the students to
understand the terms that characterize a wave in a quantitative manner. At this level, students
have no prior knowledge of wave terms. Now, they will be introduced to them for the first time.
Introduction: Tell two of the students to take a rope. Move it up and down at one end; first
slowly then fast. Ask them what they observe.
Tell the students that today we will be learning about the terms that explain this
difference. (The teacher will announce that today we are going to begin topic 10.2 from the 10th
Explanation: Now, teacher will explain to the students that a wave is a disturbance which carries energy.
To gain knowledge of the properties and behaviour of waves, we have worked out some terms. These terms
are mathematical quantities which can be calculated. Studying the following important wave terms will give
you an insight about waves. We have stated that a wave travels from one place to another Transverse waves
are produced by up and down vibration while sound travels as longitudinal waves (back and forth
vibration). During the movement of a transverse wave some particles of the medium move up to produce
peaks called crests. Other particles move down to produce valleys called troughs. The distance between two
145
successive crests (or troughs) is called wavelength of a transverse wave. Sound energy from a vibrating
object moves the particles of the medium back and forth and a longitudinal wave is set up. Along the waves
regions are produced where particles move towards each other. These regions are called compressions. The
regions where particles move away from each other are called rarefactions. One compression is separated
from the other by a rarefaction. This distance between two compressions (or rarefactions) is called
wavelength. “The distance between the midpoints of two successive compressions (or rarefactions) is called
the wavelength of a sound wave.” Sound is produced by a vibrating object. Time taken by a vibrating object
to complete one back and forth vibration is called time period (T). The vibrating object and the particles of
the medium vibrate with the same time period. Time period is usually calculated in seconds (s). During one
time period, the wave covers a distance of one wavelength. Frequency (f) of a sound wave is the number of
vibrations made by the particles of the medium in one second. Frequency is calculated in hertz (Hz).
Frequency and time period are related by the formula,
1
𝑓=
𝑇
For a transverse wave, frequency and time period are calculated by the same method but
for up and down movement of particles. To explain frequency and time period formula better,
follow the worked example 10.1 on page 132.
The word audible means “can be heard”. Audible frequency range refers to those frequencies
of sound waves which humans can hear. This range lies between 20 hertz to 20,000 hertz. Other
animals may have narrower or wider ranges of audible frequencies. For example, an elephant can
hear in the range 17 to 11,000 hertz. So its audible frequency range is narrower than that of humans.
On the other hand a cat’s hearing range is wider than that of humans (55 to 77,000 hertz). The
following graph compares the audible frequency ranges of different animals. The amplitude of a
transverse wave refers to the vertical distance between the mean position and a crest (or trough). In
case of a sound wave (which is longitudinal) the amplitude is calculated by the variation of pressure
of the medium due to compressions (high pressure regions) and rarefactions (low pressure regions).
Hence, the amplitude of a sound wave can be defined as, “The maximum pressure change in the
medium is the amplitude of a sound wave.” Amplitude is denoted by “A.”
1. What is wavelength?  What is frequency?
2. What is amplitude?  What is time period?
3. What is the audible frequency range for humans?
Lesson 3
Topic: (10.3: Characteristics of Sound)
(10.3.1: Factors that affect sound)
Teaching objectives: ⦁ Recall wave terms: wavelength, frequency, amplitude, time period
and frequency.
⦁ Introduce characteristics of sound: pitch and loudness.
⦁ Introduce factors that affect sound: medium, movement and area.
Key vocabulary: Pitch, loudness, surface area, medium, movement, source, observer.
class – 7. Six identical glass bottles, water, spoon.
Background: The purpose of this unit is to introduce the characteristics of a sound wave; pitch
and loudness. It will help the students to relate wave terms such as frequency and amplitude with
pitch and loudness. At this level, students have no prior knowledge of these characteristics. Now,
they will be introduced to them for the first time.
146
Introduction: Ask the students, “Why are voices of some people grave and those of others shrill?”
Tell the students that today we will be learning about the characteristics that make different sounds.
(The teacher will announce that today we are going to begin topic 10.3 from the 10th
Explanation: Now, teacher will explain to the students that sounds can be pleasant or unpleasant.
Pleasant sounds are termed music while unpleasant sounds are classified as noise. Characteristics of a
sound are those properties which determine its quality as pleasant or unpleasant. Two of these properties,
pitch and loudness, are very important. These properties depend on the mathematical quantities described
in the previous section. The pitch of a sound determines how shrill (sharp) or grave (heavy) it is. Pitch of a
sound cannot be directly calculated so we determine it from the sound’s frequency. High frequency
sounds are called high-pitched while low frequency sounds are low-pitched. To control the pitch of a
sound wave we control the frequency of the vibrating source. The loudness of a sound determines its
level. It depends on the amplitude of the sound wave. The larger the amplitude of the sound wave, the
louder the sound is. Sounds with small amplitude are characterized as faint sounds. Loudness is increased
by increasing the area of the vibrating surface. Propagation of sound waves depends on the presence of a
medium. They cannot propagate in vacuum. The frequency of a sound wave depends on the frequency of
vibration of the source. The faster the movement, the higher the frequency and the pitch. The loudness of
a sound depends on the area of the vibrating surface. The larger the area, the louder the sound.
Solution to Closed book Mystery: Top most is high-pitched. Lower-most is fainter.
Classroom Activity (Page 134): To explain the relation between amount of matter and kind of
sound, follow the activity on page 134 of the book.
Tap all the bottles one by one with the spoon when they are empty. All of them produce the
same sound. Now fill them with increasing amounts of water. Place them in a line in increasing order
of water’s mass from left to right. Now tap them one by one again. All of them will produce different
sounds. Now try to give order to your tapings. This will produce musical compositions.
1. What is pitch?  How is it related to frequency?
2. What is loudness?  How is it related to amplitude?
3. What is the difference between shrill and grave sounds?
4. What is the difference between loud and faint sounds?
Lesson 4
Topic: (10.4: Applications of Sound)
Teaching objectives: ⦁ Recall sound and sound waves.
⦁ Introduce applications of sound. ⦁ Relate wave terms to applications of sound.
Key vocabulary: Pitch, loudness, surface area, medium, movement, source, observer, doorbell,
siren, telephone, radio, stereo, smoke detector, security alarm.
Background: The purpose of this unit is to introduce the applications of sound waves. It will help
the students to understand that sound is not only a natural phenomenon but also it can be applied in
many devices. At this level, students have prior knowledge of these applications. Now, they will be
introduced to them in detail.
Introduction: Ask the students, “What happens when they press the button of a doorbell or call
someone over the phone? How is sound related to these processes?”
Tell the students that today we will be learning about the application of sound in different devices.
147
Explanation: Now, teacher will explain to the students that in this section we will study some devices
which produce different sounds. These devices are energy converters which convert other forms of energy
into specific sounds that are required. In a simple doorbell, electrical energy is provided to the circuit of the
bell when we press the button. This is converted into kinetic energy of the hammer which strikes the gong
and produces sound. It produces a ringing sound. In a musical doorbell, advanced circuitry is used which
includes components called transistors and resistors. The circuit of a siren in a police car or an ambulance
also contains combinations of transistors and resistors. The source of energy is the battery of the vehicle
which has stored chemical energy. This energy is converted into electrical energy which is converted into a
hooting sound by the siren. Old telephones contained a small bell which rang due to a small amount of
current that flowed through it when someone called. Nowadays cellular phones are used, which can produce
any sound during an incoming call. The conversion of energy in both cases is from electrical energy to
sound. However the sources of energy are different. In old telephones it was the electrical energy from small
generators at the customer exchange stations. In cellular phones the generator is replaced by a small
rechargeable battery. The voice of the caller that we hear through the earpiece is also heard after two energy
conversions. First, the speaker speaks in the mouthpiece. His sound is converted into electrical signals of
low energy. These electrical signals move through the cables and are received at the listener’s end. There the
electrical signals are again converted into sound by a decoder. A radio also uses energy transfer through
radio waves, but unlike a cellular phone, it is a one-way communication system. Transmission from a
broadcast station is taken to the radio set by radio waves. The receiving circuit of a radio set is provided
electrical energy through batteries or from the power supply of the house. The radio signals are then
decoded into sound which is the music or the news that we enjoy. Sound systems have stereophonic (or
simply stereo) speakers or headphones that give the feeling of sound coming from different directions. This
is achieved by using two channels (pathways of sound waves) of sound instead of one as in monophonic
(mono) sound systems. The energy conversion is still the same that is, from electrical to sound. A smoke
detector is an electric circuit set up in such a way that when the smoke enters the detector the current due to
ionized gas inside is disrupted and the current stops. The inverter (a component which turns the bell on
when current stops) in the circuit turns the bell on when the current stops. Motion sensing security alarms
contain infrared detectors. As soon as the infrared radiation of an intruder is received by the detector, the
circuit is turned on. The electrical energy of the circuit is used to ring the bell.
1. How does a doorbell work?  How is sound produced in a siren?
2. Describe a telephone’s working.
3. Describe application of sound in radio and stereo.
4. What is the purpose of smoke detectors and security alarms?
Review Exercise
1. A sound wave moves the particles:
 up and down  back and forth  in circles  with itself
2. Which of the following statements is correct about the pitch of the sound?
 it depends on wavelength decreasing the amplitude increases the pitch
 increase in the frequency decreases the pitch
 increase in the frequency increases the pitch
3. Which of the following statements is Not correct about the loudness of a sound?
148
 it depends on frequency  it depends on amplitude

 decreasing the area of the vibrating object decreases loudness
 increasing the area of the vibrating object increases loudness
4. A sound of frequency 44,000 hertz can be heard by:
 a cat  a dog  both cat and dog  humans
5. Electrical energy to a doorbell is supplied by:
 gong  hammer
 electrical power of a house  none of these
6. Which of the following statements is correct for the siren of a police car?
 petrol produces sound
 the car's battery converts chemical energy into sound
 movement of the car produces sound of the siren
 the car's battery converts chemical energy into electrical energy
7. Cellular phone communication is done through:
 electric signals  winds  radio waves  power cables
8. A monophonic sound system uses:
 two channels of sound  three channels of sound
 one channel of sound  four channels of sound
9. Smoke alerts us by:
 seeing smoke  hearing bell sound  flow of current  switching off light
10. Motion sensing security alarms detect:
 sound waves  longitudinal waves  radio waves  infrared radiation
1. Differentiate between transverse and longitudinal waves.
Ans: Transverse waves are those in which a wave moves forward but the particles vibrate up and
down. A longitudinal wave moves forward and the particles of the medium also vibrate back and forth.
2. How does the frequency of a sound wave determine its pitch?
Ans: High frequency sounds are called high-pitched while low frequency sounds are low-pitched.
3. How does the loudness of a wave depend on amplitude?
Ans: The loudness of a sound determines its level. It depends on the amplitude of the sound
wave. The larger the amplitude of the sound wave, the louder the sound is.
4. What does the area of the vibrating object tell us about the sound it produces?
Ans: The loudness of a sound depends on the area of the vibrating surface. The larger the area,
the louder the sound.
5. What does the movement of the vibrating object tell us about the sound it produces?
Ans: The frequency of a sound wave depends on the frequency of vibration of the source. The
faster the movement, the higher the frequency and the pitch.
6. What is the audible frequency range for humans?
Ans: Audible frequency range of lies between 20 hertz to 20,000 hertz.
7. How does a stereo work?
Ans: Sound systems have stereophonic (or simply stereo) speakers or headphones that give the
feeling of sound coming from different directions. This is achieved by using two channels
(pathways of sound waves) of sound instead of one as in monophonic (mono) sound
systems. The energy conversion is still the same that is, from electrical to sound.
8. How does smoke alarm alert us of fire?
149
Ans: A smoke detector is an electric circuit set up in such a way that when the smoke enters the
detector the current due to ionized gas inside is disrupted and the current stops. The inverter
(a component which turns the bell on when current stops) in the circuit turns the bell on
when the current stops.
9. Describe the process of radio transmission.
Ans: Transmission from a broadcast station is taken to the radio set by radio waves. The
receiving circuit of a radio set is provided electrical energy through batteries or from the
power supply of the house. The radio signals are then decoded into sound.
10. What causes ringing in telephone sets?
Ans: The conversion of energy is from electrical energy to sound. In old telephones it was the
electrical energy from small generators at the customer exchange stations. In cellular
phones the generator is replaced by a small rechargeable battery.
1. Write a detailed note on wave terms.
Ans: Wave Terms:
A wave is a disturbance which carries energy. To gain knowledge of the properties and
behaviour of waves, we have worked out some terms. These terms are mathematical quantities which
can be calculated. The following important wave terms will give you an insight about waves.
Wavelength: We have stated that a wave travels from one place to another Transverse waves are
produced by up and down vibration while sound travels as longitudinal waves (back and forth
vibration). During the movement of a transverse wave some particles of the medium move up to
produce peaks called crests. Other particles move down to produce valleys called troughs. The
distance between two successive crests (or troughs) is called wavelength of a transverse wave.
Sound energy from a vibrating object moves the particles of the medium back and forth and a
longitudinal wave is set up. Along the waves regions are produced where particles move towards each
other. These regions are called compressions. The regions where particles move away from each other
are called rarefactions. One compression is separated from the other by a rarefaction. This distance
between two compressions (or rarefactions) is called wavelength. “The distance between the midpoints
of two successive compressions (or rarefactions) is called the wavelength of a sound wave.”
Time Period and Frequency: Sound is produced by a vibrating object. Time taken by a vibrating
object to complete one back and forth vibration is called time period (T). The vibrating object and the
particles of the medium vibrate with the same time period. Time period is usually calculated in seconds
(s). During one time period, the wave covers a distance of one wavelength. Frequency (f) of a sound
wave is the number of vibrations made by the particles of the medium in one second. Frequency is
calculated in hertz (Hz). Frequency and time period are related by the formula,
1
𝑓=
𝑇
Amplitude: The amplitude of a transverse wave refers to the vertical distance between the mean
position and a crest (or trough). In case of a sound wave (which is longitudinal) the amplitude is
calculated by the variation of pressure of the medium due to compressions (high pressure regions) and
rarefactions (low pressure regions). Hence, the amplitude of a sound wave can be defined as,
“The maximum pressure change in the medium is the amplitude of a sound wave.”
Amplitude is denoted by “A.”
2. Explain how frequency and amplitude determine pleasantness or unpleasantness of a sound.
Ans: The pleasantness and unpleasantness are determined by frequency and amplitude because
these quantities determine the pitch and loudness of a sound.
150
The pitch of a sound determines how shrill (sharp) or grave (heavy) it is. Pitch of a sound cannot be
directly calculated so we determine it from the sound’s frequency. High frequency sounds are called high-
pitched while low frequency sounds are low-pitched. Sounds with balanced pitch appear pleasant. To
control the pitch of a sound wave we control the frequency of the vibrating source. The loudness of a sound
determines its level. It depends on the amplitude of the sound wave. The larger the amplitude of the sound
wave, the louder the sound is. Sounds with small amplitude are characterized as faint sounds. Sounds with
balanced loudness are pleasant. Loudness is increased by increasing the area of the vibrating surface.
3. “Different applications of sound make life easier.” Explain.
Ans: Applications of Sound: Sound is used in many devices which produce different sounds.
These devices are energy converters which convert other forms of energy into specific
sounds that are required.
Doorbell:
In a simple doorbell, electrical energy is provided to the circuit of the bell when we press
the button. This is converted into kinetic energy of the hammer which strikes the gong and
produces sound. It produces a ringing sound. In a musical doorbell, advanced circuitry is used
which includes components called transistors and resistors.
Siren:
The circuit of a siren in a police car or an ambulance also contains combinations of
transistors and resistors. The source of energy is the battery of the vehicle which has stored
chemical energy. This energy is converted into electrical energy which is converted into a
hooting sound by the siren.
Telephone:
Old telephones contained a small bell which rang due to a small amount of current that
flowed through it when someone called. Nowadays cellular phones are used, which can produce
any sound during an incoming call. The conversion of energy in both cases is from electrical
energy to sound. However the sources of energy are different. In old telephones it was the
electrical energy from small generators at the customer exchange stations. In cellular phones the
generator is replaced by a small rechargeable battery.
The voice of the caller that we hear through the earpiece is also heard after two energy
conversions. First, the speaker speaks in the mouthpiece. His sound is converted into electrical
signals of low energy. These electrical signals move through the cables and are received at the
listener’s end. There the electrical signals are again converted into sound by a decoder.
Radio: A radio also uses energy transfer through radio waves, but unlike a cellular phone, it is a
one-way communication system. Transmission from a broadcast station is taken to the radio set
by radio waves. The receiving circuit of a radio set is provided electrical energy through batteries
or from the power supply of the house. The radio signals are then decoded into sound which is
the music or the news that we enjoy.
Stereo: Sound systems have stereophonic (or simply stereo) speakers or headphones that give
the feeling of sound coming from different directions. This is achieved by using two channels
(pathways of sound waves) of sound instead of one as in monophonic (mono) sound systems.
The energy conversion is still the same that is, from electrical to sound.
Smoke Detector: A smoke detector is an electric circuit set up in such a way that when the smoke
enters the detector the current due to ionized gas inside is disrupted and the current stops. The
inverter (a component which turns the bell on when current stops) in the circuit turns the bell on
when the current stops.
Security Alarm: Motion sensing security alarms contain infrared detectors. As soon as the
151
infrared radiation of an intruder is received by the detector, the circuit is turned on. The
electrical energy of the circuit is used to ring the bell.
4. Explain the working principle of:
a. Smoke Detector b. Security Alarm c. Radio
Ans: The working principles of smoke detector, security alarm and radio are as follows:
a. Smoke Detector: A smoke detector is an electric circuit set up in such a way that when
the smoke enters the detector the current due to ionized gas inside is disrupted and the
current stops. The inverter (a component which turns the bell on when current stops) in
the circuit turns the bell on when the current stops.
b. Security Alarm: Motion sensing security alarms contain infrared detectors. As soon as
the infrared radiation of an intruder is received by the detector, the circuit is turned on.
The electrical energy of the circuit is used to ring the bell.
c. Radio: A radio also uses energy transfer through radio waves, but unlike a cellular
phone, it is a one-way communication system. Transmission from a broadcast station is
taken to the radio set by radio waves. The receiving circuit of a radio set is provided
electrical energy through batteries or from the power supply of the house. The radio
signals are then decoded into sound which is the music or the news that we enjoy.
D. Solve the following numerical problems using calculator.
1. The frequency of a sound wave is 50 hertz. Calculate the time period in seconds.
Given that:
Frequency = f = 50 Hz
To be found:
Time period = T = ?
Formula to be used:
1
𝑓=
𝑇
Calculations:
1
𝑇=
𝑓
1
𝑇=
50
𝑇 = 0.02 𝑠
2. The time period of a wave is 2s. Calculate the frequency in hertz.
Given that:
Time Period = T = 2 s
To be found:
Frequency = f = ?
Formula to be used:
1
𝑓=
𝑇
Calculations:
1
𝑓=
2
𝑓 = 0.5 𝐻𝑧
 Numerical with thought experiment.
152
1. A man, a dog and an elephant are standing in a row. Two sound waves of the same
period T = 4.8 × 10-3 s travel towards them. Which of the creatures will respond to
the waves? Also, explain your answer.
1
𝑓=
𝑇
1
𝑓=
4.8 𝑋 10−3
𝑓 = 208.3 𝐻𝑧
All of them will respond because this frequency lies in the audible frequency range of all of them.
2. One of the waves, which is wave A, has a higher pressure difference between its
compressions and rarefactions than the other that is wave B. Which sound will be
louder, A or B? Explain your answer with a reference to the amplitude of a sound
wave.
Ans: Wave A will be louder because its pressure difference is higher. A louder wave has larger
amplitude. For sound waves amplitude is equal to the pressure difference which higher in wave A.
Model Paper No. 1
Roll No. __________
1. Percentage of Earth surface which is covered by fresh water is:
 25%  2.5%  97%  20%
2. The form of water with high concentration of salt is:
 rain water  fresh water  ocean water  ground water
3. The purpose of adding chlorine is to make water:
 less turbid  germ free  pleasant  tasteless
4. Rivers and lakes are sources of:
 ocean water  fresh water  groundwater  salt water
5. The place where fresh water and salt water meet is called:
 estuary  delta  aquifer  none of these
6. We can make the water salt-free by using the process of:
 water treatment  filtration  distillation  chlorination
7. The building block of matter is atom. The reason for this concept was that atom
considered as:
 smallest particle  divisible particle  indivisible particle  only available particle
8. the shell that can accommodate only 2 electrons is:
K L M N
9. Combining power of chlorine is:
2 1 4 3
10. Radioactive isotopes are unstable because:
 they are weak  their valence shell is incomplete
 they have heavy nucleus  they have high energy
11. The sub-atomic particles found in the nucleus are:
 electron, proton  electron, neutron  proton, neutron  only protons
12. The letter “Z” in chemistry represents:
 atomic number  mass number  valency  valence electronic shell
153
13. The arrangement of electrons in sodium (Na-11).

 2, 8, 1  2, 8, 2  2, 1, 8  1, 2, 8
14. Crushing of can is a:
 physical change  chemical change  irreversible change  radioactive change
15. Burning of wood is:
 physical change  chemical change  reversible change  none of these
16. During the candle burning, wax:
 vaporizes  condense  boil  decompose
17. Another name of vinegar is:
 silver chloride  acetic acid  sodium chloride  Sodium bicarbonate
18. Methane + oxygen  ________ + ________ + ________
 carbon dioxide + oxygen + heat  carbon dioxide + water + energy
 oxygen + water + energy  water + heat + energy
19. Hydropower generation is a ________ change.
 physical  chemical  all of these  irreversible
20. Polyethylene is made by _______.
 ethylene units  styrene units  propylene units  none
 keep both bodies cold  provide energy to the cold body
 conduction, green house effect  convection, solar energy through vacuum
 radiation, winds  convection, ocean currents
 gliding of birds  gliding of pilots  both of these  expansion of concrete
24. A metal pot of water is being heated on a stove. Which of the following process is NOT happening?
 conduction  convection  radiation  evaporation
25. Which of the following is most suitable for making ladles?
 wool  copper  wood  iron
 conduction  convection  radiation  all of these
 hot air sinks  hot air rises  cold air sinks  particles move
 red, yellow, blue  red, purple, blue  red, green, blue  red, orange, green
 prism  winds  lightning  water droplets
 absorption of all components except one  reflection of all components except one
 reflection  dispersion  refraction  total internal reflection
 it produces a clear, magnified image  prisms do not rust like aluminum coated mirrors
 both of these  prisms disperse light
154
 at critical angle  after critical angle  at the normal  in the rare medium
 sound waves  longitudinal waves  radio waves  infrared radiation
 up and down  back and forth  in circles  with itself
 it depends on wavelength  decreasing the amplitude increases the pitch
 increasing the frequency decreases the pitch  increasing the frequency increases the pitch
37. Which of the following statements is not correct about the loudness of a sound?
 it depends on frequency  loudness depends on amplitude
38. Which component of a smoke detector turns on the bell when the current due to ionized
gas is disrupted?
 converter  inverter  gong  hammer
 light changes colour in the denser medium
 light stops in the denser medium
 light changes speed in the denser medium  light is converted into sound
 gets warmer than the hot body  becomes equal in temperature to the hot body
 gets colder than the hot body  does not absorb heat at all
Q.1: (a) How does water make food for plants? (2)
(b) Write uses of water in houses. (2)
(c) Differentiate between “green water” and “blue water”? (2)
Q.2: (a) Which type of impurities remains suspended in water? (3)
(b) What are the effects of impurities on water quality? (3)
Q.3: (a) Write masses of electron, proton and neutron. (2)
(b) Fill the electrons in 16S, also draw the diagram. (2)
(c) Write uses of isotopes in agriculture. (2)
Q.4: () MgCl2 is a chemical formula of an ionic compound.
(a) Write the name of this compound. (1)
(b) Guess the valency of each atom in this compound. (1)
(c) Mention the ions formed in this compound. (2)
(d) Make the ionic structure of its ions showing the electronic distribution in its orbits. (2)
Q.5: Explain with examples that physical and chemical changes may occur simultaneously.(3)
(b) Describe harmful effects of using hydrocarbons as fuel. (3)
Q.6: (a) How does a solid conduct heat? (2)
(b) Write a detailed note on the differences between conduction, convection and radiation.(4)
Q.7: (a) What causes a convection-current? (2)
(b) What causes refraction? (2)
(c) Why do submarines have prism based periscopes? (2)
Q.8: (a) How does a swimming pool appear less deep? (2)
(b) Differentiate between the working of conductors and insulators. (4)
155
Q.9: (a) Why do submarines have prism based periscopes? (2)

(b) Write a detailed note on refraction, its cause and its occurrence in the environment. (4)
Q.10: (a) How does the loudness of a wave depend on amplitude? (2)
(b) Explain how frequency and amplitude determine pleasantness or unpleasantness of a sound. (4)
Model Paper No. 2
Roll No. __________
1. Neutrons are discovered by:
 J.J. Thomson  Rutherford  James Chadwick  Mosley
2. The mass of electron is:
 1.67 × 10-27 kg  9.11 × 10-31 kg  1.67 × 10-27 g  9.11 × 10-31 g
3. Atomic number is equal to Number of:
 protons  neutrons  electrons  quarks
4. The arrangement of electrons in different shells is known as:
 stability  valence electrons
 electronic configuration  shells
5. The number of missing electrons in L-shell of oxygen are:
1 2 3 4
6. Group number represents:
 valency  charge  anion  cation
7. In an anion, number of electrons is:
 more than no of proton  less than no of proton
 equal to than of proton  none
8. Chemical composition of ice and water vapour is:
 different  same  not known  equal
9. Browning of apple is due to reaction with:
 carbon dioxide  oxygen  sulfur  nitrogen
10. When an egg decays, it produces the smell of:
 carbon  sulphur  oxygen  nitrogen
11. Fossil fuels are:
 renewable  non-renewable  conservation  non-conservative
12. Fertilizer is any substance added to the soil to make it more:
 barren  fertile  dry  wet
13. The property of absorbing moisture from air is called:
 condensation  evaporation  sublimation  hygroscopicity
14. To make plastic Naphtha is subjected:
 cracking  moulding  bending  forwarding
15. () is the sign of ________ reactions.
 reversible reactions  irreversible reactions
 chemical reactions  physical reactions
16. The polymer in your hair and nails is:
 polyethylene  polystyrene  keratin  carbohydrates
17. Bakelite is a:
156
 fertilizer  synthetic plastic  oil  ghee

18. Baking a bread is a:
 physical process  chemical process
 reversible process  polymerization process
19. Combustion is a ________ process.
 endothermic process  exothermic process
 physical process  reversible process
20. Formula of Ammonium phosphate is ________.
 NH4NO3  [(NH4)2 SO4]  K2SO4  [(NH4)3 PO4]
 conduction, greenhouse effect  convection, solar energy through vacuum
29. Rainbow in the sky is caused by
 at critical angle  after critical angle
 at the normal  in the rare medium
 sound waves  longitudinal waves
 radio waves  infrared radiation
157
gas is disrupted?
 it depends on frequency
 loudness depends on amplitude
Q.1: (a) How does water balance our ecosystem? (3)
(b) Differentiate between purified water and distilled water. (2)
(c) What is meant by Aquifer? (1)
Q.2: (a) Draw flow sheet diagram of water treatment process. (4)
(b) Write pre-treatment step of water processing. (2)
Q.3: (a) What is nucleus of an atom? Who discovered it? (2)
(b) What will be the number of protons in an element X that have that has 30 neutrons and its
mass number in 56. (2)
(c) Write and draw isotopes of hydrogen. (2)
Q.4: (a) Write the difference between physical and chemical changes with examples. (3)
(b) Write threats of polythene bags to our environment. (3)
Q.5: Write physical and chemical properties of fertilizers. (3)
(b) Complete the given table by keeping in mind the effort of heat.. (3)
Q.6: (a) What does the refractive index tell us? (2)
(b) Write a detailed note on refraction, its cause and its occurrence in the environment.(4)
Q.7: (a) How does a stereo work? (2)
(b) What does the refractive index tell us? (2)
(c) Describe the process of radio transmission? (2)
Q.8: (a) When does a prism disperse light? (2)
(b) Write a note on refractive index and explain its mathematical formula. (4)
Q.9: (a) What causes ringing in telephone sets? (2)
(b) Explain how frequency and amplitude determine pleasantness or unpleasantness of a sound. (4)
Q.10: (a) Describe the process of radio transmission. (2)
(b) Write a note on the uses of colour and coloured lights. (4)
Model Paper No. 3

158
Roll No. __________

1. Water that is panacea according to Muslim belief:
 Ganga  Zam Zam  lake  sea
2. Human brain contain ________ water:
 82%  75%  70%  22%
3. The biggest lake on earth is:
 lake Hunza  lake Baikal  lake Saif-ul-maluk  none
4. Washing becomes due to difficult.
 hard water  soft water  fresh water  ground water
5. Alum is:
 aluminium sulphate  sodium sulphate
 aluminium carbonate  aluminium phosphate
6. The settled flocs are called:
 alum  debris  sludge  sediment
7. Amount of water to produce one kg of steel is:
 1.665 liter  766 liter  255 liter  125 liter
8. Neutrons have charge:
 positive  negative  no  all
9. Atomic numbers were discovered by.
 Henry Moseley  Chadwick  Rutherford  J.J. Thomson
10. The electronic distribution of Neon is:
 2, 2  2, 4  2, 6  2, 8
11. An element has 79 protons, 79 electrons and 118 neutrons. Its mass number is:
 158  197  355  39
12. The M-shell of chlorine has electrons:
5 6 7 8
13. Write valency of phosphorus:
 P-  P2-  P3-  P4-
14. How many neutrons tritium has?
1 2 3 4
15. Change of solid state into vapours is called:
 evaporation  condensation  melting  freezing
16. Formula of ethylene is:
 C2H6  C2H4  C2H2  C2H
17. A catalyst in hydrogenation is:
 Cu  Cr  Ni  Ag
18. Copper sulphate (blue)  Copper sulphate (white).
It is an example of:
 reversible reaction  irreversible reaction
 unique reaction  polymerization reaction
19. Bleach decolorizes the food color it is:
 physical change  chemical change  reversible change  temporary change
20. Solar energy is:
 yellow energy  green energy  blue energy  black energy
159

23. Which of the following options correctly relates the mode of transfer of heat with the
natural process?
 conduction, greenhouse effect  convection, solar energy through vacuum
28. A vacuum flask prevents
 red, yellow, blue  red, purple, blue
 red, green, blue  red, orange, green
 at critical angle  after critical angle
 at the normal  in the rare medium
 it depends on wavelength  decreasing the amplitude increases the pitch
 increasing the frequency decreases the pitch
 increasing the frequency increases the pitch
160

gas is disrupted?
Q.1: (a) Briefly describe ground water resources. (3)
(b) Write water treatment process to make it mineral free. (3)
Q.2: (a) An element has 13 electrons and 14 neutrons. Write it atomic number and mass number. (2)
(b) Define octet rule. (1)
(c) Define radioactive isotopes. Write their two uses. (3)
Q.3: (a) Differentiate between homo-atomic and hetero-atomic molecules with examples. (3)
(b) Write number of protons and neutrons in C-12, C-13 and C-14 and draw their structures. (3)
Q.4: (a) Identify physical or chemical changes. Also give reason for identification. (6)
(a) Solubility (b) Filtration (c) Distillation
(d) Combustion (e) Evaporation (d) Polymerization
Q.5: Give 2 examples of synthetic fertilizer and 2 examples of natural fertilizers. (2)
(b) Define Hydropower generation. (1)
(c) How to identify a physical change? (2)
Q.6: (a) What purpose does the trapped air in a vacuum flask serve? (2)
(b) Explain the flow of heat between two bodies by drawing a diagram. (4)
Q.7: (a) Why do submarines have prism based periscopes? (2)
(c) What causes a convection-current? (2)
Q.8: (a) How is conduction applied in an electric iron? (2)
(b) Differentiate between the working of conductors and insulators. (4)
(b) Explain with examples how refraction has made our lives easier. (4)
Q.10: (a) What happens when the incident ray strike exactly at critical angle? (2)
‘Detailed Division of Syllabus’ 3rd term
Week 1 Unit– 11 Circuits and electric current
Day 1 T – 11.1: Electric current
T – 11.2: Electric Circuits
Day 2
T – 11.2.1: Voltage and Resistance
Day 3 T – 11.2.3: Energy Transfer in a Circuit
Day 4 T – 11.3: Measuring voltage and current
Day 5 Test Exercise – 1
Day 6 T – 11.4: Effects of Electric Current
Week 2
161
Day 1 T – 11.5: Uses of Electricity

Day 2 T – 11.6: Hazards of Electricity
Day 3 T – 11.7: Safety Devices for Circuits
T – 11.8: Household circuits and billing of
Day 4
electricity
Week 3
Day 1 Revision of Unit - 11
Unit – 12: Investigation the space
Day 3 T – 12.1: Beyond the Solar System
T – 12.2: The big bang and the origin of the universe
Day 4 T – 12.3: Celestial Bodies
Day 5 T – 12.4: Looking at Stars
Week 4
Day 6 Revision of Unit –2
Week 5
Week 6
Week 7
162

Week 8
Day 4 Writing Test of 1st Term
Day 5 Writing Test of 2nd Term
Day 6 Writing Test of 3rd Term
3rd Term
Unit # 11
CIRCUITS AND ELECTRIC CURRENT
Lesson 1
Topic: (11.1: Electric Current)
Teaching objectives: ⦁ Recall the difference between conventional and electronic current.
Key vocabulary: Current, charge, electron, conventional, electronic.
Background: The purpose of this unit is to introduce electric current and electric circuit. It will
help the students to understand that electric current flows to make the working of electric
appliances possible. At this level, students have no prior knowledge of flow of electric current
and its direction. Now, they will be introduced to these concepts in detail.
Introduction
Ask the students: How do bulb, fan and electric heater work?
Tell the students that today we will be learning the reason behind the working of these
appliances that is, current.
Explanation
Now, teacher will explain to the students that in previous classes, we studied that electric
charges are of two types: positive and negative. Like charges repel and unlike charges attract each
other. Static electricity describes the properties and behaviour of charges when they are rest. In this
chapter we will step ahead and discuss moving electric charges. Let us start by studying electric
current. An electric circuit is a closed loop of electric wires connected with components such as a
battery and load (say a light-bulb or a small motor). The battery provides the electrical energy
which is converted into light or motion. Electrical energy is carried by electric charges that flow
through the wires. This movement of charges is called current. “The flow of electric charges
around the circuit is called electric current.” Current is symbolized by “I” and is measured in
amperes (A). It is different from electrical energy. Electrical energy is the ability of an electrical
source (battery or cell) to do work while current is the flow of charges that carry electrical energy.
We take the direction of flow of current from the positive terminal to the negative terminal of the
battery. Current flowing in this direction is called conventional current.
163
Conclusion
In last 5-10 minutes, recall the lesson by asking questions from students like.
5. Define electric current.
6. Differentiate between electronic and conventional current.
Lesson 2
Topic: (11.2: Electric Circuits)
(11.2.1: Voltage and Resistance)
Teaching objectives: ⦁ Introduce electric circuit.
⦁ Introduce components of an electric circuit.
Key vocabulary: Circuit, source, battery, load, conductor, open, closed, switch, lamp, ammeter,
voltmeter, resistor.
class – 7.
Background:
The purpose of this topic is to introduce electric circuits, voltage and resistance. It will help
the students to understand that electric circuit is necessary for the flow of electric current. At this
level, students have no prior knowledge of flow of electric circuits. Now, they will be introduced to
them in detail.
Introduction
Ask the students: What makes current flow?
Tell the students that today we will be learning the reason behind the flow of current and
its necessary conditions.
Explanation
Now, teacher will explain to the students that an electric circuit is a complete or closed
path through which charge can flow from the positive terminal to the negative terminal of a
source of electrical energy (a battery or a cell). It usually consists of four main components:
7. A source of electrical energy that drives the charges (battery or cell)
8. A load on which the charges do some useful job (bulb, motor etc.)
9. Electrical conductors to connect the components (copper wires)
10. Switch to open or close the circuit
The battery drives the electrical charges. To move the charges a battery does work on
them. Work done by the battery on a single charge to move it once through the circuit is called
voltage. Its symbol is V and is measured in volts (V). Electric current is the flow of charges in a
circuit. Does this flow take place without any difficulty? The answer is no. As the charge
particles move through a wire of an electrical circuit, they collide with the atoms of the wire’s
material. This produces an opposition to the flow of current which is called resistance. It
produces heat. “The opposition offered to the flow of current is called resistance.” It is
symbolized as ‘R’ and is measured in ohms (Ω). Besides the resistance offered by the wires, we
can also limit the flow of current according to our own requirement. This is achieved by using
circuit components called resistors. Voltage of a battery and resistance of a conductor through
which electric charges flow is given by the following mathematical formula.
𝑉 = 𝐼𝑅
164
Here V, I and R represent the voltage, the current and the resistance respectively. Usually the
resistance remains fixed. In that case, increasing the voltage increases the current.
To explain the voltage and current formula, follow the worked example 1.1 on page 142.
Conclusion
1. What is an electric circuit?
2. What are the basic components of an electric circuit?
3. Define voltage and resistance.  What is resistance?
Lesson 3
Topic: (11.2.2: Series and Parallel Circuits)
(11.2.3: Energy Transfer in a Circuit)
Teaching objectives: ⦁ Introduce series and parallel circuits.
⦁ Identify the disadvantage a series circuit.
⦁ Identify the process of energy transfer in a circuit.
Key vocabulary: Circuit, series, parallel, components, energy transfer.
class – 7.
Background:
The purpose of this topic is to introduce types of electric circuits that are used for
different purposes, namely: series and parallel. It will help the students to understand the
difference between series and parallel circuits. At this level, students have no prior knowledge of
flow of types of electric circuits. Now, they will be introduced to them in detail.
Introduction
Ask the students: Why do electric fan and light bulb have different switches on the board
in our houses?
Tell the students that today we will be learning the types of electric circuits used for
different purposes.
(The teacher will announce that today we are going to begin topic 11.2.2 from the 11th
Explanation
Now, teacher will explain to the students that electrical circuits are classified into two main
types according to the arrangement of the components that make the load (resistors, bulbs, motor
etc.) These types are series circuit and parallel circuit. In a series circuit, all the components are
connected end to end (in a line). That is, they make a single loop or path of current to form the
circuit. On the other hand, in a parallel circuit resistors or bulbs are connected in branches that are
parallel to each other. Multiple loops or paths of current are formed in a parallel circuit. Current is
divided among the appliances but energy supplied to each appliance remains the same. The same
current flows through all the components of a series circuit due to single path of flow. This means
that if one of the components is destroyed due to some reason, current through the whole circuit
stops. The purpose of an electric circuit is to convert electrical energy into other forms of energy.
This conversion of energy is accomplished through energy transfer from the battery to the load.
Stored chemical energy of a battery or a cell is used by it to do work on electrical charges. This
work drives them through the circuit and hence they reach the load where, the charges do work on
the load and the energy is finally converted into light, heat or kinetic energy.
165
Conclusion
4. What is an electric circuit?
5. What are the types of electric circuit?
6. What is the disadvantage of a series circuit?
Lesson 4
Topic: (11.3: Measuring voltage and current)
Teaching objectives: ⦁ Recall voltage and current.
⦁ Recall ampere and volt.
⦁ Introduce voltmeter.
⦁ Introduce ammeter.
Key vocabulary: Voltage, current, ampere, volt, voltmeter, ammeter.
class – 7. Battery, two small bulbs, two switches, connecting copper wires for classroom activity
Background:
The purpose of this topic is to revise voltage and current and introduce the devices that
measure them: voltmeter and ammeter. It will help the students to understand that voltage and
current are measurable quantities that are calculated using devices. At this level, students have no
prior knowledge of these devices. Now, they will be introduced to them in detail.
Introduction
Ask the students: What is the difference between large and small current, low and high
voltage? Can it be measured?
Tell the students that today we will be learning about those devices which are used to
measure voltage and current in a circuit.
(The teacher will announce that today we are going to begin topic 11.3 from 11th chapter
of CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation
Now, teacher will explain to the students that while using an electrical circuit, it is
important to measure the current that flows through the circuit and the voltage that is developed
by a battery or a cell. These measurements are made by the following devices. An ammeter is an
instrument that is used to measure the current flowing through a wire of a closed circuit. The
ammeter is always connected in series in a wire. The direction of current is taken as the direction
of the conventional current. Ammeter gives the value of current in amperes (A) or milli-amperes
(mA). A voltmeter is an instrument that is used to measure the voltage developed by the battery
in a circuit component of a closed circuit. The voltmeter is always connected in parallel with that
component. Voltmeter gives the value of voltage in volts (V) or milli-volts (mV).
Classroom Activity (Page 144 on book):
To explain the formation and working of series and parallel circuits, follow the activity
on page 144 of the book.
First connect the cells together and connect two wires with tape at the two ends. Connect
an off switch at one end and a wire with the switch’s other end. Now connect the bulbs end to
end between the switch and other wire from the cells. Turn the switch on. Both the bulbs will
glow. Now connect the bulbs in parallel branches with the cells. Connect a switch in the first
166
branch and a second switch in the second branch. Turn both switches on. Both the bulbs will
glow. Now turn the second switch off. The second bulb will turn off but the other will keep
glowing.
Answers:
One bulb keeps glowing because the circuit is parallel and the current has different
available paths to flow through. Even if one path is opened, the other remains closed.
Conclusion
7. What is voltage?  What is current?
8. How are they related?  What are ammeter and voltmeter?
9. How are they connected in a circuit?
Test Exercise – 1
1. The flow of electric charges is called:
 voltage  current  resistance  electrical energy
2. Load components are connected end to end in a:
 parallel circuit  resistor  battery  series current
3. Electrical energy is supplied by the:
 resistor  battery  voltmeter  ammeter
4. Ammeter is always connected in:
 parallel  can be connected in both ways
 series  cannot be connected in either way
5. Voltmeter is always connected in:
 parallel  can be connected in both ways
 series  cannot be connected in either way
1. Define electric current, resistance and voltage.
Ans: The flow of electric charges around the circuit is called electric current.
Opposition to the flow of current is called resistance.
Work done by the battery on a single charge to move it once through the circuit is called
voltage.
2. How do we make a parallel circuit?
Ans: In a parallel circuit resistors or bulbs are connected in branches that are parallel to each
other.
3. What is the purpose of an ammeter?
Ans: An ammeter is an instrument that is used to measure the current flowing through a wire
of a closed circuit.
4. What is the purpose of a voltmeter?
Ans: A voltmeter is an instrument that is used to measure the voltage developed by the battery
in a circuit component of a closed circuit.
Lesson 5
Topic: (11.4: Effects of Electric Current)
Teaching objectives: ⦁ Recall voltage and current.
⦁ Introduce electric lighting.
167
⦁ Introduce electric heating.

⦁ Introduce chemical effect.
⦁ Introduce magnetic effect.
Key vocabulary: Voltage, current, ampere, heating, lighting, chemical, magnetic.
class – 7.
Background:
The purpose of this topic is to introduce the effects that are caused by an electric current.
It will help the students to understand that these effects have useful applications. At this level,
students have no prior knowledge of these effects. Now, they will be introduced to them in
detail.
Introduction
Ask the students: What is the use of a bulb, an electric heater and a motor?
Tell the students that today we will be learning about the reason behind the working of
these appliances.
Explanation
Now, teacher will explain to the students that until now, we have studied how electric
current can be produced in electrical circuits. Now we will discuss how the effects that an
electric current produces are applied to make our lives easier. First, let us discuss these effects.
Lighting by bulbs is uses electric current. Electric charges moving at high speeds collide with
tungsten atoms when they flow through the tungsten coil of a filament bulb. These collisions
increase the temperature of the coil so much that it glows and produces light. Heating effect is
also produced by the same principle. Moving charges collide with atoms of the heating element
(coil or plate). The charges’ kinetic energy is transferred to the atoms and thus the temperature of
the heating element increases. When electric current is passed through a conducting
solution(such as salt water), a chemical reaction takes place in the solution. This is called
chemical effect of electric current. Current flowing through the solution can create bubbles near
the electrodes change of colour of solution etc. When electric current passes through a wire, it
behaves like a magnet and attracts metals like iron and steel or moves a compass needle. This is
the magnetic effect of the electric current. This effect is used in making temporary magnets
called electromagnets.
Conclusion
10. How is electric lighting produced?  How is electric heating produced?
11. What is chemical effect?  What is magnetic effect?
Lesson 6
Topic: (11.5: Uses of Electricity)
Teaching objectives: ⦁ Introduce the uses of electricity.
⦁ Relate the uses with the corresponding effects of electric current.
Key vocabulary: Lamp, iron, kettle, stove, electroplating, coat, junkyard.
Materials required: 
 Writing board (black or white), chalk, markers, duster
168
 CSS Science for class – 7

Background:
The purpose of this topic is to introduce the uses of electricity and relate those uses to the
effects that are caused by an electric current. It will help the students to understand the relation
between the uses and the effects applied in them. At this level, students have no prior knowledge
of this relationship. Now, they will be introduced to it in detail.
Introduction
Ask the students: Name some uses of electricity in daily life.
Tell the students that today we will be learning about the uses of electricity and how they
work.
Explanation
Now, teacher will explain to the students that the effects produced by electric current are
applied in various appliances that run on electricity. Following are some common appliances that
make our lives comfortable. The lighting effect of electric current is used in tungsten bulbs (filament
lamps) and tube-lights (fluorescent lamps). Heating effect of electric current is used in electric
heaters, stoves, kettles and irons. All these appliances contain coils as heating elements which get hot
when current flows through them. The process of depositing a layer of a desired metal on any other
material by chemical effect of current is called electroplating. Imitation jewelry is made by applying
a layer of gold or silver. Applying a layer of chromium on an article by this method is called chrome
plating. Parts of bicycle, motorbike and sanitary fittings are chrome plated by this method. Tin cans
are made by electroplating tin on iron. The magnetic effect is of a current is used in making
electromagnets that are magnetic only when current flows through their coils. Huge electromagnets
are a part of cranes that are used to lift heavy metal scrap in junkyards.
Conclusion
1. Name some uses of electricity.
2. Relate the appliance with the effect of electric current used in it.
Lesson 7
Topic: (11.6: Hazards of Electricity)
(11.7: Safety Devices for Circuits)
Teaching objectives: ⦁ Recall electrocution.
⦁ Introduce overhead power lines, exposed electrical parts, wet
conditions,
damaged insulation, and overloaded circuit.
⦁ Introduce safety devices: live, neutral and earth, fuse, earthing,
three-pin
plug, circuit breaker, MCB, ELCB.
Key vocabulary: Electrocution, overhead power lines, exposed electrical parts, wet conditions,
damaged insulation, overloaded circuit, live, neutral and earth, fuse, earthing, three-pin plug,
circuit breaker, MCB, and ELCB.
class – 7.
Background:
169
The purpose of this topic is to introduce the dangers or hazards of electricity and safety
devices used to avoid these hazards. It will help the students to be aware of the hazards of
electricity and to learn about the safety devices. At this level, students have no prior knowledge
of these hazards and devices. Now, they will be introduced to them in detail.
Introduction
Ask the students: What is an electric shock? Is it dangerous?
Tell the students that today we will be learning about the hazards of electricity and safety
devices that we use.
Explanation
Now, teacher will explain to the students that major threat to humans from electricity is
electrocution or electric shock. Moving charges in an electric current carry so much energy that if a
body is exposed, all the energy is transferred to it. This is extremely harmful, leading to injury, even
death. Following are some hazards of electricity. The ways by which we can avoid them have also
been mentioned. Overhead power lines are very dangerous. Do not touch or try to contact an
overhead power line. Exposed wires or terminals are extremely hazardous and may cause
electrocution if touched. Never use a panel that has exposed wires. Wet conditions such as a flooded
basement are equally hazardous. Water increases the risk of electric shock because it is a good
conductor. Avoid using electric tools in wet locations. Defective or inadequate insulation is a hazard
too. It exposes the current carrying copper wires. Therefore, never use tools or extension cords with
damaged insulation. Overloaded circuits can cause fire because of blowing of wires due to excess
current. To avoid this, use proper fuses or circuit breakers and never overload an outlet. Let us now
study some devices that ensure safe use of electricity when used in electrical circuits but let us first
understand some essential concepts. To understand their function we should know that for electrical
circuits at a large scale, electric current is carried to the load by a wire called the live wire (as in a
wire carrying conventional current, which is connected to the positive terminal of the battery in a
laboratory circuit). Its colour is red. The return path to the current is provided by the blue neutral
wire. The metal casing of the load is connected with the earth wire (green or yellow or both) makes
excess charge on the metal casing flow to a conductor called earth. A fuse is used to prevent the flow
of excessive current through the circuit. It is a short thin wire connected in series with the positive
terminal before the load. It blows when an excess current flows and disconnects the circuit and stops
the current. It is replaced after every use. In this way it protects the load and wires from blowing.
Fuses are different capacities or fuse ratings such as 1 ampere, 3 ampere, 5 ampere etc. The flow of
excess charge from the metal casing of an appliance to a conductor (called earth) is called earthing.
This is achieved by a low-resistance wire called the earth wire. This avoids electrocution if the casing
is touched. The three-pin plug or fused plug is used for running portable electrical appliances such as
an electric kettle. It contains a cartridge fuse and three terminals for live, neutral and earth wires. The
fuse is connected in series with the live wire. When an excess current flows through the live wire, the
fuse blows and stops the current. Circuit breakers also perform similarly as a fuse does. However we
do not need to replace them like a fuse after each use. Instead, its lever is pulled up after it is
automatically comes down while breaking the circuit. The automatic function is performed with the
help of an electromagnet. The two types used in homes are described as follows. The MCB prevents
excessive current flow through the circuit by tripping or breaking it. When the current exceeds its
required value the circuit breaker trips. In this way, the MCB cuts off the supply to a part of the
170
house circuit. The ELCB checks the amount of current flowing through the live wire. The current in
the neutral wire should remain the same as that in the live wire. If there is a fault, there will be a
small current leakage to the earth through the earth wire (or more dangerously, through a person).
The ELCB detects this leakage and trips, stopping the current from the live wire.
Conclusion
In last 5-10 minutes, recall the lesson by asking questions from students like:
3. Name some hazards of electricity.
4. Name and describe the working of fuse and circuit breaker.
Lesson 8
Topic: (11.8: Household circuits and billing of electricity)
Teaching objectives: ⦁ Recall electric circuits.
⦁ Recall series and parallel circuits.
⦁ Introduce household circuitry and electric billing through kilowatt
hour.
Key vocabulary: Household, billing, kilowatt hour (kWh), meter, main fuse.
class – 7.
Background:
The purpose of this topic is to introduce the students to household and commercial use of
electricity at a large scale. It will help the students to understand the type of circuits used in
homes and the unit used for electric billing. At this level, students have no prior knowledge of
these processes. Now, they will be introduced to them in detail.
Introduction
Ask the students: Have you ever thought how electricity bills are calculated?
Tell the students that today we will be learning about the parallel circuits in our homes
and electric billing.
Explanation
Now, teacher will explain to the students that Electricity is supplied to our homes by
power lines which contain the live wire (L) and the neutral wire (N). The current enters through
the live wire and returns through the neutral wire. The live wire is at high voltage (240 or 220 V)
and the neutral wire is at low voltage (0 V). The wires run through the main fuse box which
contains a circuit breaker connected in series with the live wire. Then comes the electricity meter
which counts the units consumed. From there the wires go to the household circuit. All the
connections are made in parallel. So that if the circuit of say a lamp is switched off or blows, the
fan does not stop. Have you ever thought how the cost of electricity consumption is calculated?
An electricity meter does this job. But the joule (J), which is the unit of all forms of energy, is
not used. It is because joule is too small to be used at a large commercial scale. Instead of joule
we use the kilowatt hour (kWh). It is a large unit and also includes the time duration in hours in
which electricity is used. The electricity meter gives a reading during a month. It is noted by the
meter-reader. When he comes after a month and takes the new reading, the supply company
171
subtracts the previous reading from the latest reading. Then the number of kilowatt hours is
multiplied by the price of one kilowatt hour which is decided by the authorities.
To explain electric billing by kilowatt hour, follow worked example 11.2 on page 151.
Conclusion
In last 5-10 minutes, recall the lesson by asking questions from students like:
5. What type of circuits is used in homes?  Why is kilowatt hour used in billing?
6.
Review Exercise
1. Electric current in metals is due to the flow of:
 protons  electrons  both protons and electrons  nuclei
2. Which of the following statements is correct about parallel circuits?
 appliances are connected end to end  same energy is supplied to all the
appliances
 same current is supplied to all the appliances
 all the appliances switch off when one of them is switched off
3. A resistor offers opposition to the flow of current by collision between the charge carriers
and its atoms. Which form of energy is the kinetic energy of the charge carriers converted
into?
 chemical energy  heat  light  sound
4. Pick the correct order of quantities measured by a voltmeter and an ammeter respectively.
 voltage, current  current, voltage  resistance, energy  current, energy
5. Electric current can be used:
 only in light bulbs  as a source of chemical reactions
 only as a magnet
 to produce lighting, heating, magnetic effect, and chemical effect.
6. Junkyard magnets:
 use the heating effect of electric current  use the magnetic effect of electric current
 use the chemical effect of electric current  are made of natural magnets
7. Which of the following carries excess charge away from the metal casing of an
appliance?
 live wire  natural wire  earth wire  fuse
8. The three-pin plug does not contain:
 a fuse  an earth wire  a circuit breaker  a cord grip
9. Which of the following monitors the leakage current?
 earth wire  MCB  ELCB  fuse
10. The fan does not turn on if we only turn on the light. This is because:
 the fan is always faulty  they are connected in series
 they are connected in parallel  only one of them can be turned on at the
same time
1. Differentiate between conventional current and electronic current.
Ans: We take the direction of flow of current from the positive terminal to the negative
terminal of the battery. Current flowing in this direction is called conventional current.
172
Flow of electrons is from the negative to the positive terminal. This is called electronic
current.
2. What are the four basic components of an electric circuit?
Ans: Electric circuit usually consists of four main components:
 A source of electrical energy that drives the charges (battery or cell)
 A load on which the charges do some useful job (bulb, motor etc.)
 Electrical conductors to connect the components (copper wires)
 Switch to open or close the circuit
3. What do voltage and resistance signify?
Ans: The battery drives the electrical charges. To move the charges a battery does work on
them. Work done by the battery on a single charge to move it once through the circuit is
called voltage. Its symbol is V and is measured in volts (V). As the charge particles move
through a wire of an electrical circuit, they collide with the atoms of the wire’s material.
This produces an opposition to the flow of current which is called resistance. It produces
heat.
4. Name the energy conversions in an electrical circuit that contains a bulb.
Ans: Energy conversions are chemical to electrical to kinetic to light and heat.
7. Draw the symbols of various electrical components.
Ans:
6. How is electricity hazardous?

Ans: Major threat to humans from electricity is electrocution or electric shock. That is how
electricity hazardous.
7. How is overloading of circuits dangerous?
Ans: Overloaded circuits can cause fire because of blowing of wires due to excess current.
8. Differentiate between the live wire and the neutral wire.
173
Ans: Electric current is carried to the load by a wire called the live wire (as in a wire carrying
conventional current, which is connected to the positive terminal of the battery in a
laboratory circuit). Its colour is red. The return path to the current is provided by the blue
neutral wire.
9. Compare the workings of an MCB and an ELCB.
Ans: The MCB prevents excessive current flow through the circuit by tripping or breaking it.
When the current exceeds its required value, the circuit breaker trips. In this way, the MCB
cuts off the supply to a part of the house circuit. The ELCB checks the amount of current
flowing through the live wire. The current in the neutral wire should remain the same as that
in the live wire. If there is a fault, there will be a small current leakage to the earth through
the earth wire (or more dangerously, through a person). The ELCB detects this leakage and
trips, stopping the current from the live wire.
10. What is the purpose of the kilowatt hour?
Ans: The joule is too small to be used at a large commercial scale. Instead of joule we use the
kilowatt hour (kWh). It is a large unit and also includes the time duration in hours in
which electricity is used.
1. Explain the different effects produced by electric current and their applications.
Ans: Effects of Electric Current:
The effects that an electric current produces are applied to make our lives easier. Let us
discuss these effects.
Lighting Effect:
Lighting by bulbs is uses electric current. Electric charges moving at high speeds collide
with tungsten atoms when they flow through the tungsten coil of a filament bulb. These
collisions increase the temperature of the coil so much that it glows and produces light.
Heating Effect:
Heating effect is also produced by the same principle. Moving charges collide with atoms
of the heating element (coil or plate). The charges’ kinetic energy is transferred to the atoms and
thus the temperature of the heating element increases.
Chemical Effect:
When electric current is passed through a conducting solution (such as salt water), a
chemical reaction takes place in the solution. This is called chemical effect of electric current.
Current flowing through the solution can create bubbles near the electrodes change of colour of
solution etc.
Magnetic Effect:
When electric current passes through a wire, it behaves like a magnet and attracts metals
like iron and steel or moves a compass needle. This is the magnetic effect of the electric current.
This effect is used in making temporary magnets called electromagnets.
2. Write detailed notes on the following.
a. Voltage and resistance
b. Series and parallel circuits
c. Voltmeter and ammeter
Ans: a) Voltage and Resistance:
The battery drives the electrical charges. To move the charges a battery does work on
them. Work done by the battery on a single charge to move it once through the circuit is called
voltage. Its symbol is V and is measured in volts (V). As the charge particles move through a
174
wire of an electrical circuit, they collide with the atoms of the wire’s material. This produces an
opposition to the flow of current which is called resistance. It produces heat. “The opposition
offered to the flow of current is called resistance.”
It is symbolized as ‘R’ and is measured in ohms (Ω). Besides the resistance offered by
the wires, we can also limit the flow of current according to our own requirement. This is
achieved by using circuit components called resistors.
Relationship between Voltage and Resistance:
Voltage of a battery and resistance of a conductor through which electric charges flow is
given by the following mathematical formula.
V = IR
Here V, I and R represent the voltage, the current and the resistance respectively. Usually
the resistance remains fixed. In that case, increasing the voltage increases the current.
b) Series and Parallel Circuits:
Electrical circuits are classified into two main types according to the arrangement of the
components that make the load (resistors, bulbs, motor etc.) These types are series circuit and
parallel circuit. In a series circuit, all the components are connected end to end (in a line). That
is, they make a single loop or path of current to form the circuit. On the other hand, in a parallel
circuit resistors or bulbs are connected in branches that are parallel to each other. Multiple loops
or paths of current are formed in a parallel circuit. Current is divided among the appliances but
energy supplied to each appliance remains the same.
Disadvantage of the Series Circuit:
The same current flows through all the components of a series circuit due to single path
of flow. This means that if one of the components is destroyed due to some reason, current
through the whole circuit stops.
c) Voltmeter and Ammeter:
While using an electrical circuit, it is important to measure the current that flows through
the circuit and the voltage that is developed by a battery or a cell. These measurements are made
by the following devices.
Voltmeter:
A voltmeter is an instrument that is used to measure the voltage developed by the battery
in a circuit component of a closed circuit. The voltmeter is always connected in parallel with that
component. Voltmeter gives the value of voltage in volts (V) or milli-volts (mV).
Ammeter:
An ammeter is an instrument that is used to measure the current flowing through a wire
of a closed circuit. The ammeter is always connected in series in a wire. The direction of current
is taken as the direction of the conventional current. Ammeter gives the value of current in
amperes (A) or milli-amperes (mA).
3. Explain different hazards of electricity and the precautions to avoid them.
Ans: Hazards of Electricity:
Major threat to humans from electricity is electrocution or electric shock. Moving
charges in an electric current carry so much energy that if a body is exposed, all the energy is
transferred to it. This is extremely harmful, leading to injury, even death. Following are some
hazards of electricity. The ways by which we can avoid them have also been mentioned.
Overhead Power Lines:
Overhead power lines are very dangerous. Do not touch or try to contact an overhead
power line.
175
Exposed Electrical Parts:

Exposed wires or terminals are extremely hazardous and may cause electrocution if
touched. Never use a panel that has exposed wires.
Wet Conditions:
Wet conditions such as a flooded basement are equally hazardous. Water increases the
risk of electric shock because it is a good conductor. Avoid using electric tools in wet locations.
Damaged Insulation:
Defective or inadequate insulation is a hazard too. It exposes the current carrying copper
wires. Therefore, never use tools or extension cords with damaged insulation.
Overloaded Circuit:
Overloaded circuits can cause fire because of blowing of wires due to excess current. To
avoid this, use proper fuses or circuit breakers and never overload an outlet.
4. Explain the working of different safety devices used in household circuits.
Ans: Safety Devices for Circuits:
Some devices that ensure safe use of electricity when used in electrical circuits are as
follows.
Live, Neutral and Earth:
To understand their function we should know that for electrical circuits at a large scale,
electric current is carried to the load by a wire called the live wire (as in a wire carrying
conventional current, which is connected to the positive terminal of the battery in a laboratory
circuit). Its colour is red. The return path to the current is provided by the blue neutral wire. The
metal casing of the load is connected with the earth wire (green or yellow or both) makes excess
charge on the metal casing flow to a conductor called earth.
Fuse:
A fuse is used to prevent the flow of excessive current through the circuit. It is a short thin
wire connected in series with the positive terminal before the load. It blows when an excess current
flows and disconnects the circuit and stops the current. It is replaced after every use. In this way it
protects the load and wires from blowing. Fuses are different capacities or fuse ratings such as 1
ampere, 3 ampere, 5 ampere etc.
Earthing:
The flow of excess charge from the metal casing of an appliance to a conductor (called
earth) is called earthing. This is achieved by a low-resistance wire called the earth wire. This
avoids electrocution if the casing is touched.
Three-pin Plug:
The three-pin plug or fused plug is used for running portable electrical appliances such as
an electric kettle. It contains a cartridge fuse and three terminals for live, neutral and earth wires.
The fuse is connected in series with the live wire. When an excess current flows through the live
wire, the fuse blows and stops the current.
Circuit Breakers:
Circuit breakers also perform similarly as a fuse does. However we do not need to replace
them like a fuse after each use. Instead, its lever is pulled up after it is automatically comes down
while breaking the circuit. The automatic function is performed with the help of an
electromagnet. The two types used in homes are described as follows.
Miniature Circuit Breaker (MCB):
176
The MCB prevents excessive current flow through the circuit by tripping or breaking it.
When the current exceeds its required value, the circuit breaker trips. In this way, the MCB cuts
off the supply to a part of the house circuit.
Earth Leakage Circuit Breaker (ELCB):
The ELCB checks the amount of current flowing through the live wire. The current in the
neutral wire should remain the same as that in the live wire. If there is a fault, there will be a
small current leakage to the earth through the earth wire (or more dangerously, through a
person). The ELCB detects this leakage and trips, stopping the current from the live wire.
5. Explain the step by step process of flow of electric current through a household
circuit.
Ans: Electricity is supplied to our homes by power lines which contain the live wire (L) and
the neutral wire (N). The current enters through the live wire and returns through the
neutral wire. The live wire is at high voltage (240 or 220 V) and the neutral wire is at low
voltage (0 V). The wires run through the main fuse box which contains a circuit breaker
connected in series with the live wire. Then comes the electricity meter which counts the
units consumed. From there the wires go to the household circuit. All the connections are
made in parallel. So that if the circuit of say a lamp is switched off or blows, the fan does
not stop.
D. Solve the following numerical problems using calculator.
1. The voltage through a conductor is 220 V. A current of 10 amperes flows through it.
What is the value of its resistance in ohms (Ω)?
Given that,
Voltage = V = 220 volt
Current = I = 10 ampere
To be found,
Resistance = R = ?
Formula to be used, 𝑉 = 𝐼𝑅
Calculation:
𝑉
𝑅=
𝐼
220
𝑅=
10
𝑅 = 22 𝑜ℎ𝑚𝑠
2. The price of one kilowatt hour is Rs. 12. If the units consumed for March are 550
kilowatt hours, what will be the total cost of electricity used in March?
Given that,
Price of 1 kilowatt hour (kWh) = P = Rs. 12
Consumed units during the month of March = N = 550
To be found,
Cost of Electricity = C = ?
Formula to be used, 𝐶 = 𝑁 ×𝑃
Calculation:
𝐶 = 550 × 12
𝐶 = 𝑅𝑠. 6600
177
Unit # 12
INVESTIGATION THE SPACE
Lesson 1
Topic: (12.1: Beyond the Solar System)
(12.2: The big bang and the origin of the universe)
Teaching objectives: ⦁ Introduce the concept of galaxy and give the number of galaxies.
⦁ Introduce the big bang theory of the origin of the universe.
⦁ Explain the evidence of the big bang theory.
Key vocabulary: Galaxy, celestial, big bang, cosmic, microwave.
Materials required:  Writing board (black or white), chalk, markers, duster, CSS Science for
class – 7.
Background:
The purpose of this unit is to introduce the galaxies, stars, the big bang theory and other
related concepts of space. At this level, students have no prior knowledge of these concepts.
Now, they will be introduced to them in detail.
Introduction
Ask the students: Can you recall what is meant by heavenly bodies? Can you name some of
them?
Tell the students that today we will build on our previous knowledge of space.
Explanation
Now, teacher will explain to the students that in the last chapter of this book, we will
conclude our exploration of science with the study of space beyond our planet. We are already
familiar with celestial bodies such as stars, planets, moons, asteroids etc. In this chapter we will
go one step further in studying space and discuss galaxies, stars, and black holes in detail. Our
universe is both ancient and vast, and expanding out farther and faster every day. It consists of
galaxies, stars, planets, black holes and other celestial bodies. The universe is so vast that it
contains over 200 billion galaxies with an average of 200 billion stars each. These galaxies are
separated by so large a distance that even light (which travels at the fastest observable speed of
3x108 meters per second) takes millions of years to travel from one galaxy to another. Although
there are other theories that try to explain how the universe came into being but the most
prevailing model is the Big Bang Theory. The theory tells us that the whole universe was
contained in an extremely small point which had infinite density (mass per unit volume) and
extremely high temperature. Due to this extreme hotness, a huge explosion occurred which is
called the big bang. Ever since the big bang, the universe is expanding at a very fast rate. This
claim is supported by evidence like movement of galaxies away from each other and cosmic
microwave background radiation (travelling of energy from the big bang in the form of
microwaves).
Conclusion
12. How many galaxies are there in the universe?
13. What is meant by the big bang theory?
178
14. What are the evidences used for the big bang theory?
Lesson 2
Topic: (12.3: Celestial Bodies)
Teaching objectives: ⦁ Introduce the life cycle of stars.
⦁ Introduce cosmic distance and light year.
⦁ Introduce galaxy and explain its types.
⦁ Introduce black holes and explain their formation
Key vocabulary: Supernova, red giant, supergiant, white dwarf, light year, spiral, irregular,
elliptical, Milky Way, black hole.
class – 7
Background:
The purpose of this topic is to introduce the celestial bodies that is, stars, galaxies and
black holes. At this level, students have some prior knowledge of these concepts. Now, they will
be introduced to them and the concept of a light year in detail.
Introduction
Ask the students: What is a star? Do stars form groups?
Tell the students that today we will build on our previous knowledge of stars by studying
their life cycles and also about galaxies and their types.
(The teacher will announce that today we are going to begin topic 12.3 of 12th chapter
from CSS Science 7 book and write the name of chapter and topic on the board.)
Explanation
Now, teacher will explain to the students that celestial bodies or heavenly bodies are objects in
space such as the sun, moon, planets and stars. Stars emit light while the moon and planets like Earth
reflect light. They form a part of the vast universe we live in and are usually very far from us. The night
sky is dotted with such objects and when we observe them using a telescope they reveal fascinating
worlds of their own. Because they are so far away, we cannot see all of them using the naked eye. So we
need to rely on telescopes to study them. In this section we shall discuss celestial bodies such as stars,
galaxies and black holes. Stars are giant balls of hot gases that can produce their own light. Stars give out
energy by converting Hydrogen gas into Helium in their cores. Stars are gigantic in size and have
immense gravitational attraction. The sun is a medium sized star that gives us energy and makes life on
earth possible. Stars are formed in clouds of gas and dust, known as nebula. Nuclear reactions at the
center (or core) of stars provides enough energy to make them shine brightly for many years. The exact
lifetime of a star depends on its size. Very large, massive stars burn their fuel much faster than smaller
stars and may only last a few hundred thousand years. Smaller stars last for several billion years, because
they burn their fuel much more slowly. Eventually the hydrogen fuel that powers the nuclear reactions
within stars run out, and they enter the final phases of their lifetime. Over time, they expand, cool and
change colour to become red giants. The path they follow beyond that depends on the mass of the star.
They explode into a supernova if they are massive. Otherwise, they explode to form a new nebula. Stars
are formed, or are "born", in large clouds of gas and dust. The cloud slowly shrinks and then starts to
collapse onto a number of points (or cores) within the cloud, all due to the pull of gravity. Small stars, like
the Sun, undergo a relatively peaceful death. They pass through a planetary nebula phase to become
a white dwarf after its nuclear fuel ends. The universe is so vast that the distances between stars and
between galaxies cannot be written conveniently in the tradition units of length such as kilometers. To
avoid this difficulty we have devised a unit of distance at the scale of the universe. This unit is called
179
“Light-year.” “One light-year is the distance covered by light in one year.” Galaxies are large groups of
stars held together by gravity. The sun and the solar system is part of a galaxy known as the Milky Way.
Other galaxies are usually so far away that they look like stars in the night sky. Our neighbouring galaxy,
Andromeda, can be seen with naked eye on a clear night. There are three main types of galaxies: Spiral,
Elliptical, and Irregular. Spiral galaxies resemble sparling pinwheels. Stars whirl around a massive center
by making the arms of the galaxy. Elliptical galaxies have the shape of an ellipse, giving them an
elliptical appearance from every angle. We live in one of the arms of a large spiral galaxy called the
Milky Way. The Sun and its planets (including Earth) lie in this part of the galaxy, about halfway out
from the center. The Milky Way is shaped like a huge whirlpool that rotates once every 200 million years.
It is made up of at least 100 billion stars, as well as dust and gas. It is so big that light takes 100,000 years
to travel from one side to the other. The center of the Galaxy is very hard to see because clouds of gas and
dust block our view. Scientists think that it contains a supermassive black hole that swallows anything
passing too close. A black hole is a place in space where gravity pulls so much that even light cannot get
out. The gravity is so strong because matter has been squeezed into a tiny space. This can happen when a
star dies. Because no light can get out, people can't see black holes. They are invisible. Space telescopes
with special tools can help find black holes. These special tools can see how stars that are very close to
black holes act differently than other stars. When the nuclear fuel of an extremely massive star runs out, it
collapses in upon itself under its own gravity. The star explodes into a supernova. If the core remaining
after the supernova is very massive, no known repulsive force inside a star can push back hard enough
to prevent gravity from collapsing the core into a black hole.
Conclusion
15. What happens to stars after they die?  How many types do galaxies have?
16. How are black holes formed?
Lesson 3
Topic: (12.4: Looking at Stars)
Teaching objectives: ⦁ Introduce constellations and their purpose.
⦁ Recall the use of a telescope and explain its principle.
⦁ State the precautions for observing the sun.
Key vocabulary: Constellation, telescope, concave, lens, magnify, eclipse.
class – 7.
Background:
The purpose of this topic is to introduce the major constellations and basic methods of
observing stars. At this level, students have some prior knowledge of these concepts such as a
telescope. Now, they will be introduced to them in detail.
Introduction
Ask the students: Have they ever seen patterns of stars in the night sky? Why is
dangerous to look at the sun?
Tell the students that today we will build on our previous knowledge of telescopes and
use it to describe methods of observation of space.
Explanation
Now, teacher will explain to the students that Man has come a long way in space
exploration since the time of Galileo Galileo. We have made advanced telescopes and
180
observatories to look at and study the properties and movement of celestial bodies. In this section
we shall study what can we observe about space with naked eye and telescopes.
A constellation is a group of stars that are considered to form imaginary outlines or meaningful
patterns on the celestial sphere. Typical constellations represent animals, mythological people or
gods, mythological creatures, or manufactured devices. They can be seen with naked eyes at
night. There are 88 modern constellations. Important ones include Centaurus, Leo etc. They help
in navigation and seafaring. Other constellations visible at night are: Virgo, Libra, Ursa Major,
the big bear etc. Advanced space exploration is not possible with naked eye because of very
large distances between other celestial bodies and the Earth. Therefore a telescope is used to
view images of objects at long distances in the sky such as the moon and the stars. A simple
telescope uses two mirrors to reflect light towards the eye. One mirror at the back is curved and
concave. It bends the incident rays inward towards the second mirror at the center of the
telescope. This mirror is held at 450. It reflects the rays of light coming from the curved mirror
towards the eye. Never use a telescope or binoculars to look at the Sun. If pointed directly. The
lens of the telescope focuses a lot of light from the Sun towards the eye. Even a glimpse of the
Sun through the telescope can cause irreversible eye damage or permanent blindness. Instead focus
the rays from a telescope on a piece of paper. Solar eclipses should be observed by using eclipse
glasses.
Conclusion
17. What is a constellation?
18. Why is it helpful to define constellations?
19. What is the basic principle of a telescope?
20. What precaution must be taken to observe the sun?
Review Exercise
1. An average-sized star becomes a:
 red giant  nebula  blue giant  red super-giant
2. Stars are:
 non-luminous objects  luminous objects
 transparent objects  opaque objects
3. Which of the following statements is correct about the Milky Way?
 it is a black hole  it is elliptical in shape.
 it is an irregular galaxy
 it contains a supermassive black hole at its center.
4. Which of the following galaxies contains arms?
 elliptical  irregular  spiral  none
5. Black holes are produced:
 when a small star collapses  before a supernova of a massive star
 after a supernova of a massive star  during the life of a small star
6. Which of the following groups represent constellations?
 Earth, Mars and Jupiter  Andromeda and Milky way
 Virgo, Libra and Leo  The Sun and the Moon
7. The mirror used at the rear end of a telescope is made:
 plane  convex  concave  refracting
181

1. Differentiate between a star and a galaxy.
Ans: Stars are giant balls of hot gases that can produce their own light whereas galaxies are
large groups of stars held together by gravity.
2. Differentiate between a star and a planet.
Ans: Stars are giant balls of hot gases that can produce their own light whereas planets are
bodies that orbit stars.
3. What does the Big Bang stand for?
Ans: The Big Bang stands for the huge explosion after which the universe was created.
4. Describe the major types of galaxies.
Ans: There are three main types of galaxies: Spiral, Elliptical, and Irregular. Spiral galaxies
resemble spiraling pinwheels. Stars whirl around a massive center by making the arms of
the galaxy. Elliptical galaxies have the shape of an ellipse, giving them an elliptical
appearance from every angle. Irregular galaxies have no definite shape.
5. What is a black hole?
Ans: A black hole is a place in space where gravity pulls so much that even light cannot get
out. The gravity is so strong because matter has been squeezed into a tiny space.
6. Describe the shape of the Milky Way.
Ans: The Milky Way has a spiral shape with many arms.
7. What will happen to the Sun after its nuclear fuel runs out?
Ans: The sun will become a white dwarf.
8. What does the word Constellation mean?
Ans: Constellation means a pattern of stars in the sky that resembles any object.
9. What happens when we point the telescope at the Sun and observe it directly?
Ans: It causes eye damage due to the focusing of a lot of light towards the eye.
10. Why is the mirror at rear end of a telescope made curved?
Ans: The mirror is curved to focus the light towards the eye.
1. Write a note on the Big Bang Theory and the evidence that supports it.
Ans: Although there are other theories that try to explain how the universe came into being but
the most prevailing model is the Big Bang Theory. The theory tells us that the whole
universe was contained in an extremely small point which had infinite density (mass per
unit volume) and extremely high temperature. Due to this extreme hotness, a huge
explosion occurred which is called the big bang.
Evidence:
Ever since the big bang, the universe is expanding at a very fast rate. This claim is
supported by evidence like movement of galaxies away from each other and cosmic microwave
background radiation (travelling of energy from the big bang in the form of microwaves).
2. Explain the life cycle of stars of different sizes.
Ans: Stars are formed in clouds of gas and dust, known as nebula. Nuclear reactions at the
center (or core) of stars provides enough energy to make them shine brightly for many
years. The exact lifetime of a star depends on its size. Very large, massive stars burn their
fuel much faster than smaller stars and may only last a few hundred thousand years.
Smaller stars last for several billion years, because they burn their fuel much more
slowly. Eventually the hydrogen fuel that powers the nuclear reactions within stars run
out and they enter the final phases of their lifetime. Over time, they expand, cool and
182
change colour to become red giants. The path they follow beyond that depends on
the mass of the star. They explode into a supernova if they are massive. Otherwise, they
explode to form a new nebula.
3. Explain how is a black hole is formed.
Ans: A black hole is a place in space where gravity pulls so much that even light cannot get
out. The gravity is so strong because matter has been squeezed into a tiny space. This can
happen when a star dies. When the nuclear fuel of an extremely massive star runs out, it
collapses in upon itself under its own gravity. The star explodes into a supernova. If the
core remaining after the supernova is very massive, no known repulsive force inside a
star can push back hard enough to prevent gravity from collapsing the core into a black
hole.
4. Explain the working principle of a telescope.
Ans: Advanced space exploration is not possible with naked eye because of very large
distances between other celestial bodies and the Earth. Therefore a telescope is used to
view images of objects at long distances in the sky such as the moon and the stars. A
simple telescope uses two mirrors to reflect light towards the eye. One mirror at the back
is curved and concave. It bends the incident rays inward towards the second mirror at the
center of the telescope. This mirror is held at 45°. It reflects the rays of light coming from
the curved mirror towards the eye.
5. Describe the three major types of galaxies. Also write a note on Milky Way.
Ans: Galaxies are large groups of stars held together by gravity. The sun and the solar system
is part of a galaxy known as the Milky Way. Other galaxies are usually so far away that
they look like stars in the night sky. Our neighboring galaxy, Andromeda, can be seen
with naked eye on a clear night.
Types of Galaxies:
There are three main types of galaxies: Spiral, Elliptical, and Irregular.
Spiral galaxies resemble spiraling pinwheels. Stars whirl around a massive center by
making the arms of the galaxy.
Elliptical galaxies have the shape of an ellipse, giving them an elliptical appearance from every
angle.
Irregular galaxies have no definite shape.
Milky Way:
We live in one of the arms of a large spiral galaxy called the Milky Way. The Sun and its
planets (including Earth) lie in this part of the galaxy, about halfway out from the center. The
Milky Way is shaped like a huge whirlpool that rotates once every 200 million years. It is made
up of at least 100 billion stars, as well as dust and gas. It is so big that light takes 100,000 years
to travel from one side to the other. The center of the Galaxy is very hard to see because clouds
of gas and dust block our view. Scientists think that it contains a supermassive black hole that
swallows anything passing too close.
Model Paper No. 1
Roll No. __________
1. Epiglottis is present above:
 pharynx  esophagus  oral cavity  trachea
183
2. The digested food is absorbed in:

 small intestine  large intestine  stomach  mouth
3. When we inhale, the diaphragm:
 contracts  relaxes  does not move  open
4. Salivary amylase performs the digestion of:
 carbohydrates  fats  proteins  lipids
5. Hydrochloric acid is secreted into:
 mouth  small intestine  large intestine  stomach
6. The place where exchange of food, oxygen and wastes occur in human body is:
 vein  arteries  capillaries  lymph vessels
7. The red colour of blood due to:
 clot formation  oxygenation  deoxygenation  dirt particles
8. The structure that transfers the sperm present in pollen to the ovary is:
 stigma  cotyledon  seed  pollen tube
9. The upper part of ovary in a flower is called:
 stigma  filament  anther  ovule
10. The fungi reproduce through:
 layering  fragmentation  cutting  spore formation
11. Which of the following is the characteristics of Asexual reproduction?
 it involves two parents  it involves only one parent
 It is a slow process  the offerings formed have same variations
12. Bacteria and fungi are:
 posers  producers  predators  grazers
13. The white fur of polar bear is its adaptation against:
 scarcity of water  scarcity of food  predators  none of these
14. Searching for food at night is adaptation against:
 predators  food shortage  water shortage  climatic severity
15. Decomposers provide nutrients to:
 animals  plants  soil  all of these
16. The rain water which is stored in the soil is known as:
 green water  blue water  white water  yellow water
17. In turbid water level of which gas is low?
 dissolved oxygen  dissolved nitrogen
 dissolved carbon dioxide  dissolved chlorine
18. Unwanted gases in water are removed through the process of:
 aeration  coagulation  sedimentation  chlorination
19. How many protons Zn = 30 has:
 27  28  29  30
20. Browning of apple is due to reaction wit:
 carbon dioxide  oxygen  sulphur  nitrogen
21. A metal pot of water is being heated on a stove. Which of the following process is NOT
happening?
184
 red, yellow, blue  red, purple, blue
 red, green, blue  red, orange, green
 earth wire  MCB  ELCB  fuse
29. The fan does not turn on if we only turn on the light. This is because:
 the fan is always faulty  they are connected in series
 they are connected in parallel  only one of them can be turned on at the same time
30. Junkyard magnets:
 use the heating effect of electric current  use the magnetic effect of electric current
 use the chemical effect of electric current  are made of natural magnets
 protons  electrons  nuclei reflection  both protons and electrons
32. Which of the following statements is not correct about a galaxy?
 it may have different shapes  it contains black holes
 it contains moons  light can travel across it in just a year
33. Which of the following statements is correct about the Milky Way?
 it is a black hole  it contains a supermassive black hole at its center
 it is elliptical in shape  it is an irregular galaxy
 elliptical  irregular  spiral  none
35. Black holes are produced:
 when a small star collapses  before a supernova of a massive star
 after a supernova of a massive star  during the life of a small star
36. The claim of the big bang is supported by:
 expansion of the universe  cosmic microwave background
 both expansion and cosmic microwave background
 evolution of life on Earth
 Earth, Mars and Jupiter  Virgo, Libra and Leo
 Andromeda and Milky way  The Sun and the Moon
 plane  convex  concave  refracting
 protons  electrons  nuclei  both protons and electrons
185
 appliances are connected end to end  same current is supplied to all the appliances
 same energy is supplied to all the appliances
Q.1: (a) Define digestion. (1)
(b) Name the nutrient that each below given substance helps to digest: (3)
(i) Salivary amylase (ii) bile (iii) pancreatic juice
(c) Describe the importance of digestion. (2)
Q.2: (a) Define desert habitat. (2)
(b) What are the peculiar features of deserts? (2)
(c) Describe at least two adaptations of animals and plants living in deserts. (2)
Q.3: Define transpiration. (1)
(b) How does the structure of a leaf help in movement of materials? (3)
(c) Draw the structure of leaves showing movement of material movement. (1)
Q.4: (a) Draw flow sheet diagram of water treatment process. (4)
(b) Differentiate between “purified water” and “distilled water”. (2)
Q.5: (a) What will be the number of protons in an element X that have 30 neutrons and itsmass
number is 56. (2)
(b) Who discovered the nucleus of an atom? (1)
(c) Identify physical or chemical changes also give season for identification. (3)
 Solubility  Combustion  Distillation
Q.6: (a) How does a solid conduct heat? (2)
(b) Write a detailed note on the differences between conduction, convection and radiation. (4)
Q.7: (a) What do voltage and resistance signify? (2)
(c) How is electricity hazardous? (2)
(b) Explain the working of different safety devices used in household circuits. (4)
Q.9: (a) Compare the working of an MCB with an ELCB. (2)
(b) Write a detailed note on refraction, its cause and its occurrence in the environment.(4)
Q.10: (a) Describe the shape of the Milky Way. (2)
(b) Explain the life cycle of stars of different sizes. (4)
Model Paper No. 2
Roll No. __________
1. The increased in frequency of bowel movement is termed as:
 stomach ulcer  constipation  diarrhea  acidity
2. The process of responsible for movement of food in digestive tract is:
 breathing  blood circulation  peristalsis  omitting
3. The excess amount of bile is stored in:
 pancreases  liver  gall bladder  large intestine
186
4. During exhalation, the diaphragm moves:

 upward  down ward  right ward  left ward
5. Blood is carried away from the heart through:
 ureters  veins  arteries  nerves
6. Which of the following process is responsible for the movement and prepared food in plants body?
 osmosis  diffusion  transpiration  translocation
7. The deoxygenated blood from the upper part of the body is collected in:
 superior vena cava  inferior vena cava  pulmonary artery  pulmonary vein
8. Asexual reproduction involves:
 two gametes  only male sex cells  fertilization  a single parent plant
9. Pollen grain attach themselves to:
 stigma  style  ovary  filament
10. What happens when a pollinator visit a flower?
 it eats the pollen  it hides pollen
 it drops down the pollen  pollen grains got stick to its body
11. Pollination and fertilization are the part of:
 asexual reproduction  vegetative propagation
 spore formation  sexual reproduction
12. If five food chains are inter connected, they form:
 energy cycle  food cycle  food web  energy flow
13. Producers are capable of / to:
 catalysis  photosynthesis  be decomposers  none of these
14. The basic functional unit of the environment is:
 habitat  environment  ecosystem  blame
 air spare  less stomata  thin leaves  thick plant surface
16. The biggest lake on earth.
 Lake Hunza  Lake Baikal  Lake Superior  Lake Erie
17. The relation that describes the mass of proton is to that of electrons.
 1837 times greater  1837 times smaller  7381 times greater  7381 times smaller
18. The outer most shell of 12Mg is:
k=2 l=2 m=2 n=2
19. Sublimation is a:
 physical change  chemical change  electrical change  none
20. Formula of Ammon is:
 NH3  N N3H  Na N2H2  Ne NH
21. Iron A vacuum flask prevents:
187

 keep both bodies cold  none of these
 conduction, greenhouse effect  convection, solar
 radiation, solar energy  convection, greenhouse effect
happening?
 reflection  refraction  dispersion  total internal reflection
 light stops in the denser medium  light changes colour in the denser medium
 light is converted into sound  light changes speed in the denser medium
 appliances are connected end to end  same current is supplied to all the appliances
 same energy is supplied to all the appliances
188
 Earth, Mars and Jupiter  Virgo, Libra and Leo

 Andromeda and Milky way  The Sun and the Moon
 both expansion and cosmic microwave background  evolution of life on Earth
Q.1: (a) Name all the organs of digestive system. (1)
(b) Describe the function of small intestine. (4)
(c) Name the parts of small intestine. (1)
Q.2: (a) Draw and label the structure of heart. (4)
(b) Write a note on angioplasty. (2)
Q.3: (a) What is reproduction? Why is it important? (2)
(b) Differentiate between sexual and asexual reproduction? (2)
(c) What do you know about vegetative propagation? (2)
Q.4: (a) What are the effects of impurities on water quality? (3)
(b) How would you identify a chemical change? (3)
Q.5: (a) Write the name of this compound. (1)
(b) Guess the valency of each atom in this compound. (1)
(c) Mention the ions formed in this compound. (2)
(d) Make the ionic structure of its ions showing the electronic distribution in its orbits. (2)
Q.6: (a) Why is the mirror at rear end of a telescope made curved? (2)
(b) Explain the working principle of a telescope. (4)
Q.7: (a) Name the energy conversions in an electrical circuit that contains a bulb. (2)
(b) Describe the process of radio transmission? (2)
(c) What does the refractive index tell us? (2)
Q.8: (a) Differentiate between a star and a galaxy. (2)
(b) Explain how a black hole is formed. (4)
Q.10: (a) What is the purpose of the kilowatt hour? (2)
(b) Explain the step by step process of flow of electric current through a household circuit. (4)
Model Paper No. 3
Roll No. __________
 Choose the correct option.
40
189
1. The place from where gases are exchanged between blood and lungs is:
 blood vessels  bronchi  trachea  alveoli
2. The windpipe is also called:
 trachea  larynx  pharynx  epiglottis
3. The stomach produces the enzyme:
 salivary amylase  pepsin  bile  pancreatic juice
4. Useful nutrients present in food are absorbed in:
 stomach  small intestine  large intestine  all of these
5. The oxygenated blood is received into heart from lungs through:
 right atrium  left atrium  right ventricle  left ventricle
6. The loss of water by evaporation from plants is called:
 translocation  transpiration  diffusion  osmosis
7. Which of the following deficiency may cause anemia?
 deficiency of calcium  deficiency of sugar
 deficiency of iron  deficiency of zinc
8. Seeds of a plant are produced in:
 stem  flower  root  leaf
9. A bee visits flower for:
 colour  fragrance  fruits  nectar
10. The specific characteristics are transformed from are generations to the other through:
 leaves  flowers  fruits  seeds
11. A form part of asexual reproduction is:
 fertilization  pollination  spore formation  all of these
12. The sunlight energy enters in an ecosystem through:
 animals  sun  air  plants
13. The organisms that make their own food are called:
 autotrophs  heterotrophs  consumers  predators
14. Identify the ‘producer’ from the following specie:
 fungi  algae  hawk  rat
15. A group of elephants living and reproducing in an area is an example of:
 community  habitat  population  ecosystem
16. The ocean cover the earth:
 61%  71%  81%  91%
17. Alum is the name of:
 aluminium sulphate  sodium sulphate
 aluminium carbonate  aluminium phosphate
18. Which of the following species carries negative charge?
 proton  cation  anion  neutron
19. Identify the reaction responsible for plastic making:
 hydrogenation  polymerization  combustion  fractional distillation
190
20. CH4 + 2O2 CO2 + 2H2O

 CH4  O2  CO2  H2 O
21. Expansion of concrete Total internal reflection occurs:
happening?
29. An opaque object is coloured because of
 Earth wire  MCB  ELCB  Fuse
33. Which of the following carries excess charge away from the metal casing of an appliance?
 live wire  neutral wire  earth wire  fuse
34. Electric current can be used:
 only in light bulbs  only as a magnet
 only a source of chemical reactions
 to produce lighting, heating, magnetic effect, and chemical effect
 protons  electrons  nuclei  both protons and electrons
 plane  convex  concave  refracting
191

 both expansion and cosmic microwave background
 evolution of life on Earth
38. Which of the following statements is not correct about a galaxy?
 it may have different shapes  it contains black holes
 it contains moons  light can travel across it in just a year
39. An average-sized star becomes a:
 red giant  nebula  both  red supergiant
Q.1: (a) What are alveoli? (1)
(b) Briefly describe the mechanism of breathing. (3)
(c) Draw and label the structure of human respiratory system. (2)
Q.2: (a) Define circulatory system. (2)
(b) Compare the structures and functions of arteries and veins. (4)
Q.3: (a) Define an ecosystem. (2)
(b) Describe the biotic factors in an ecosystem. (2)
(c) Enlist the peculiar features of forest habitat.
Q.4: (a) What treatment is used in make to water mineral free? (3)
(b) Fill the electrons in 16S, also draw the diagram.
Q.5: (a) Explain with examples that physical and chemical changes may occur simultaneously. (3)
(b) What are the harmful effects of using hydrocarbons as fuels? (3)
Q.6: (a) How is electricity hazardous? (2)
(b) Write a detailed note on the differences between conduction, convection and radiation.(4)
Q.7: (a) What do voltage and resistance signify? (2)
(c) How does a solid conduct heat? (2)
(b) Explain the step by step process of flow of electric current through a household circuit. (4)
Q.10: (a) What is the purpose of the kilowatt hour? (2)
(b) Explain the working of different safety devices used in household circuits. (4)
192

7 Science

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

7 Science

Uploaded by

Copyright:

Available Formats

Teacher Resource Pack Guide Science 7

CSS Secondary Standard

 Division of Syllabus into three terms

Week 14 Revision of Unit 8, 9, 10

T – 2.3: Scientific development for

Cell  tissues  organs  organ systems  organism

Teaching objectives: ⦁ Explain that without digestion energy cannot be obtained.

 Constipation: Constipation is the inverse of diarrhea. In this condition, frequency of

Respiration Coal Burning

Topic: (1.8: Common diseases of respiratory system)

No. Inhalation No. Exhalation

Ans: Difference between breathing and burning is given below:

Factors leading to constipation: The factors that lead to constipation are:

 How is heart protected from external injuries?

The teacher can make the model of structure of heart in class.

⦁ Describe the structure and function of blood vessels.

 Describe the structure and functions of blood vessels.

3. Describe the procedure of angioplasty.

4. What would you recommend when someone’s heart get failure?

Ans: Backflow of blood in heart is prevented by valves present in veins.

2. Why is iron rich food necessary for circulatory.

3. How can you control diabetes?

b) In a dry soil ………………………………

2. How does water enter root hairs?

3. Describe the rote of xylem for water transportation.

4. Why is water necessary for plants?

They absorb water through the entire surface-

1. Water acts as a reactant during the process of photosynthesis.

 Ask students to write the definition of pollination.

 self-pollination  cross pollination  fertilization  budding

 sepal  petal  stamen  carpel

 anther  stigma  style  filament

environment Environment environment

 Suitable temperature is the most important feature to live in a particular habitat. In

No. Animal / Plant Habitat Adaptation Purpose of Physical /

Summary: Revise the lesson and read it from CSS – Science – 7.

 lesser  more  fewer  larger

B. Answer the following questions Briefly:

Two Food Chains

Model Paper No. 1

20. If rate of transpiration increase, rate of absorption of water:

(b) What is epiglottis? How does it help in digestion? (2)

(c) How does structure of a leaf facilitate gaseous exchange. (2)

 two  four  six  eight

36. The inhabitants of grassland habitat are:

Q.3: (a) What is constipation? (1)

(c) Why do insects visit flowers? (1)

Q.9: (a) Define adaptation. (2)

16. The cells responsible for gaseous exchange in leaves are:

39. The seasonal adaptations is:

Marks: 60 Time: 2 hours 10 minutes

Q.7: (a) Define sexual reproduction. (2)

Day 5 Review Exercise

Day 5 Revision of Unit – 7

T – 10.3: Characteristics of Sound

The Water Cycle

Show the graphical distribution of water given in the book.

As the chart show water treatment is divided into six stages.

laboratories or in some industries to obtain mineral free water. For distillation,

2. How can we treat water on large scale?

4. How does water become polluted?

⦁ Differentiate between atomic number and mass number.

Also write number of electrons below: