Important Activities

Chapter : Chemical
Reactions & Equations

AkQ 1.1

Burning of a magnesium ribbon in air and collection of

magnesium oxide in a watch-glass

What do you observe?

We will observe the burning of the magensium ribbon with dazzling
white flame to form magnesium oxide (White Powder)
Why magnesium ribbon rubbed with a sandpaper before
burning?
To remove the oxide layer from the surface of magnesium, thus it will
allow the ribbon to burn effectively to get desires results.
 AkQ 1.4
Combination Reaction

Do you feel any change in temperature?

Calcium oxide reacts vigorously with water to produce slaked lime
(calcium hydroxide) releasing a large amount of heat.
State the type of reaction below:
In this reaction, calcium oxide and water combine to form a single
product, calcium hydroxide. This reaction is a combination reaction.

CaO = Quick lime & Ca(OH)2 = Slaked lime

AkQ 1.5
Decomposition reaction of ferrous sulphate.

What do you observe?

The Green colour of ferrous sulphate changes to brown and peculiar
sulphur smell comes out from the test tube.

Write the type reaction occured and state the color change.
Heating ferrous sulphate (Green in color) on test tube leads to
decomposition of ferrous sulphate into a ferric oxide which is brown. It
also liberates sulphur dioxide gas which has a foul smell.
 AkQ 1.7

Is the volume of the gas collected the same in both test tubes?
Gas collected at the cathode (-) is twice that of gas collected at the
anode (+).
What happens in each case?
When we bring the flame to the gas collected at the cathode, it burns
immediately. While gas obtained at anode does not burn.
Which gas is present in each test tube?
Hydrogen gas at cathod and oxygen gas at anode.

AkQ 1.8

Decomposition of silver chloride is caused by light

What do you Observe?

Colour of silver chloride turns grey from white.
Explanation:
Silver chloride in presence of light decomposes to solid silver and
chlorine gas. Elemental silver is grey in colour, so a grey colour appears.

Chapter : Acids, bases

and salts
AkQ 2.1

What change in color do your observe with red litmus, blue

litmus, phenolphthalein and methyl orange solutions for each
of the solutions?
 AkQ 2.3

What do you observe on the surface of the zinc granules?

Hydrogen gas bubbles are formed on the surface of the zinc granules.

What are bubbles formed in soap solution?

Soap Bubbles filled with hydrogen are formed.
What do you observe?
Hydrogen burns with a “pop sound“.
Are the observations same or different in all cases?
Bubbles comes out vigrously with strong acids. Zinc also reacts ith weak
acids like acetic acid, but gas is formed slowly
 AkQ 2.6

What is the color of the solution?

The solution becomes pink color.
Is there any change for the reaction mixture?
The pink color changes and disappears.
Why did the color of phenolphthalein changes after the
addition of an acid?
Phenolphthalein is a weak acid. It gives pink color in a strong base.
When acid is added, it reacts with the base and neutralisation
reactions occurs that made the pink color changes and disappear.
Does the pink color of phenolphthalein reappear?
Yes
What do you think this has happened?
It is due to increase in amount of base(NaOH) than acid.
The effect of the base is nullified by an acid and vice-versa.
 AkQ 2.9

What do you observe? Is there gas coming out of the

delivery tube?
HCL gas comes out from the deleiver tube.
In which case does the litmus paper change colour?
When HCL gas is tested with wet blue litmus paper, it becomes red color.
But with dry litmus paper, no changes occurs.
On the basis of the above activity, what do you infer about
the acidic character of:
(i) dry HCI gas.
(ii) HCI solution.

(i) Dry HCL gas cannot produce H+ ions. So it doesnt behave as an acid.
(ii) HCL solution can product H+ ions and behave as an acid.
 AkQ 2.10

Is there a change in temperature?

Yes, it becomes hot.
Is this an exothermic or endothermic process?
Exothermic.
Repeat the above activity with sodium hydroxide pellets and
records your observations.
It is also an exothermic reaction.

AkQ 2.14
 Chapter : Metals and
non metals
AkQ 3.1

Take samples of iron, copper aluminium, and magnesium. Note

the appearance of each sample.
We see these metals look dull.
Clean the surface of each sample by rubbing them with
sandpaper and note their appearance again.
After rubbing with sandpaper, all these material shines.

AkQ 3.2

Observation:
Metals are hard and can not be cut easily. Only magnesium is easily
cut. Aluminium require more effort while iron is very hard to be cut by
a knife.
Explanation:
Atoms of a metal are stongly connected to its neighbor atoms by a
strong attractional force. This makes them hard and difficult to be
cut.
 AkQ 3.7

In activities from 3.1 to 3.6, we studied various properties of metals.

They are:
1. Lusture 2. Hardness 3.Malleability 4. Ductility 5. Electric conductivity
6. Heat conductivity.
Metals generally carry all these properties except a few like mercury
which is soft (liquid), Sodium and lithium which are not hard. Most
non-metals have contrasting features with few exceptions like coal and
graphite and diamond which are hard. Below table summarises the
properties of some common non-metals.

AkQ 3.8
Observation:
We get metal oxide by burning the metal in the presence of oxygen.
Metal oxide reacts with water to give a base. It turns the red litmus
paper blue.
Similarly, the burning of non-metal produces its oxide. The solution of
oxides of non-metal with water turns the blue litmus paper into the red.

Explanation:
Magnesium burns in air to form its oxide.

Magnesium oxide reacts with water and forms Magnesium Hydroxide.

Magnesium hydroxide is a strong base. It makes the solution alkaline.

So, the PH paper turns blue.

AkQ 3.9

Observation:
Not all metals burn easily, Copper and aluminium take time to burn.
Flame colour:
Sodium: Yellow
Magnesium: White
Aluminium: Silver white
Copper :blue flame
Solubility:
Highly reactive metals like sodium and potassium reacts with water and
form soluble hydroxide. But most other metals are not so reactive. So
they are not soluble in water.
Only some metal oxides that from metal hydroxide with water, are
soluble in water. Else they are insoluble. Beryllium and magnesium are
exceptions as they are slightly soluble in water.

Inference/conclusion:
Metals on the heating burn to produce its oxides. During this process,
they produce characteristic flames.

AkQ 3.11

Observation:
Metals react with dilute hydrochloric acid and form metal chlorides
with the evolution of hydrogen gas.

Eg.

Order of reactivity:
Ca>Mg>Al>Zn>Fe>Pb>Cu

Temperature during the reaction:

Experiment done at room temperature (25˚C). Calcium: 40˚C Zinc: 34˚C
Iron: 30˚C Copper: 25˚C
 AkQ 3.13

Observation:
Salts of acids and bases are Hard; brittle; have a high melting point;
soluble in water; insoluble in non-polar solvents like kerosene, benzene;
conducts electricity.
Explanation:
Molecules of salt are closed together by the strong Ionic bond between
anions and cations. This strong attraction gives a salt hard
appearance, high melting and boiling point.
In water and other polar solvents, they form strong ionic bonds, so
they are soluble in water. Non-polar solvents like organic solvents and
kerosene do have polar bonds. A salt molecule, therefore, does not mix
with such solvents. As a result, it sinks to the bottom.
In solution form molecules of salts are in ionic form. They move freely
in the solution; therefore they conduct electricity.
 AkQ 3.14

Observation:
Nails in test tube A got rusted in a few days. Nails in test tube B and C
did not get rust.
Inference:
It shows water and air both are necessary to form rust.
Explanation:

Oxidation of iron metal with oxygen require high temperature. The other
alternative is to use the hydration energy of water. The outer layer of
iron nail reacts with oxygen in the presence of water to form its oxide.

Outer layer now scrapes off and give way to oxygen and moisture to the
inner layer of iron. The process goes on until all iron convert into its
oxide.
In the test tube, B oil prevents oxygen from dissolving in water. In the
test tube C, calcium chloride acts as an absorbent and absorbs moisture
present in it. So, Iron does not form rust in these test tubes.
 Chapter : Carbon & its
Compounds
AkQ 4.2

Is there any similarity in these three?

Yes, They contain OH-group
Arrange these alcohols in the order of increasing carbon
atoms to get a family. Can we call it a homologous series?

Yes this is a homologous series.

Generate the homologous series for compounds containing upto
four carbons for the other functional groups given ahead table
 AkQ 4.3

Discussion:
We observe that camphor and alcohol burn with a blue luminous flame
and there is no sooty deposit on the metal plate. So this indicates that
camphor and alcohol are saturated compounds.
On the other hand, naphthalene burns with a yellow flame with lots of
black smoke. Therefore, naphthalene is an unsaturated compound.

Conclusion:
This activity shows that saturated compounds burn with a luminous
blue flame white unsaturated compounds burn with a yellow sooty
flame.

AkQ 4.5

Does the colour of potassium permanganate persist when it is

added initially?
The purple color of potassium permanganate disappears initially.
Why does the colour of potassium permanganate not disappear
when excess is added?
Because all the alcohols gets consumed and the reaction stops.

AkQ 4.6

Discussion and Conclusion:

On the addition of a piece of sodium to absolute alcohol (100% alcohol),
a brisk effervescence due to the evolution of Hydrogen gas takes place.
As Hydrogen is a combustible gas, therefore, when a burning splinter is
brought near it, it burns with a ‘pop’ sound.

AkQ 4.9

Explanation:
Carboxylic acids react with carbonates and hydrogen carbonate in the
same fashion of inorganic acids and form respective salts. The only
difference is the speed of the reaction. Here reaction takes place slowly.
Here sodium metal replaces the most polar hydrogen atom and forms
the salt. Carbon dioxide gas evolves which turns the lime water milky.
AkQ 4.11

In which test tube do you get more foam?

The test tube containing distilled water produces foam readily.
In which test tube do you observe a white curdy precipitate?
test tube that contains hard water produces a curdy white precipitate
due to the formation of insoluble calcium or magnesium salts.

AkQ 4.12

Do both test tubes have the same amount of foam? In which

test tube is a curdy solid formed?
The amount of foam is different in both the test tubes. The test tube
containing soap solution has little foam, on the other hand, the test
tube containing detergent produced a large amount of foam with little
or no white precipitate.
 Chapter : Life Process
AkQ 6.1

What happens to the color of leaf? What is the color of the

solution?
The leaf becomes colorless. The chlorophyll desolves in the alcohol and
turns green.
Observe the color of the leaf and compare with the tracing
of the leaf done in the beggining.
The green areas of leaf turns dark blue that indicates the presence of
starch. Colorless part of the leaf shows no starch formation.

AkQ 6.2

Do both the leafs shows the same amount of presence of

starch?
No
What can you conclude from the activity?
The amount of carbon dioxide affects the process and outcome of
photosynthesis.

AkQ 6.4

Observation:
When we blow Air through mouth it turns lime water milky
instantaneously. While when we blow air through syringe or pichkari, it
takes a lot of time and effort to turn the lime water milky.
Explanation:
Our body cells produce carbon dioxide through oxidation of food. This
gas is exhaled outside through the lungs. Lime water reacts with CO2 to
form an insoluble precipitate. This turns lime water milky.

When syringe or pichkari is used, atmospheric air is pushed through the

lime water. Atmospheric air contains very less amount of Carbon Di-
oxide. As a result lime water do not turn milky or takes a lot of effort.
 AkQ 6.6

Are the timings of the opening and closing of the mouth and
gills-sits coordinate in some manner?
Yes, during breathing fishes open and close their mouths in a
coordinate manner
Count the number of times the fish opend and close the
mouth in 1 minute.
It is varied on the basis of size and type of the fish.

Compare this to the number of times you breath out in one

minute.
The amount of dissolved oxygen is less in water thats why rate of
breathing in fish is faster than humans. The normal respiratery rate of
human is 12-16/min.

AkQ 6.7
Observation:
Haemoglobin range varies with age and sex
Children of age 6 to 12 yrs – 11.5 to 15.5 g/dl
Adult females – 12.1 to 15.1 g/dl
Adult males – 13.6 to 17.7 g/dl
Calves: average 10.5
Cow: 10 to 15
Buffalo: Male 12.5 to 14.5 Female 11.5 to 13.5

Explanation:
Haemoglobin is an iron-containing red pigment present in red blood
cells. It transports oxygen from the lungs to the tissues. A person with
lesser haemoglobin looks pale with low energy. Spinach, beetroot, beans
and lentils are the rich sources of iron.

Cause of Regional variation:

Haemoglobin varies from place to place and depends on the
environmental condition. If there is low oxygen concentration in the
air, then there is higher haemoglobin content. For example, people going
to high altitude gets more haemoglobin value in 2 to 3 month.

The different value in males vs females:

Differences in male and female are sought to be due to hormonal
influences.
The significance of Haemoglobin value:
Haemoglobin content acts as a marker of good health. The lower range
indicates Anemia and malnutrition.
 Chapter : Control &
Coordination
AkQ 7.1

Observation:
Sugar tastes same whether nose closed or open.
Food tastes different when we close the nose while eating.
Explanation:
When we bring food to our mouth, sensory organs inside the tongue and
nose receives the sensory signal. Our brain interprets the signal and
tells us about the food. By this, we can know the type of food, and we
can even guess the name. When we eat sugar sweet sensor present in the
tongue tell us it is sugar. Since there is no smell in sugar, we do not feel
any difference in the taste even if our nose is closed. But when we taste
different food ingredient, there is smell part also. The food contains
various volatile components like volatile oil in fennel, clove, volatile ester
in fruits. When our nose is closed, our brain receives the signal only
from taste buds. As a result, the taste feels different. The impact is
such that many people can not guess the food if their eyes and nose
are closed while eating.

Inference/Conclusion:
This experiment demonstrates that taste and smell both help the brain
in interpreting the food.
 AkQ 7.2

Observation:
Upper part of the plant (shoot) bend towards the light while its root
moves away from light.

Explanation:
Plants does not have a nervous system or nerve fibres, they show
response towards change in the environment chemically.
Shoot exposed to light form auxin. Auxin now diffuses to the unexposed
part of the shoot.
Auxin has growth promoting characteristic in stems. It induces growth
in the unexposed parts. As a result, the plant bends toward the light.
Auxin has an inhibitory action on the root. As a result, root bends away
from the light.

Conclusion:
plant stem grows toward the light. We call this phenomenon as
positive phototropism.
Plant root grows away from the light.
 Important Activities
Chapter:8
Reproduction

8.1
"Observing Yeast Fermentation:

Observation:
Microscopic observation of the yeast culture shows the presence of
active yeast cells, characterized by their movement and possibly
budding.
Question:
Q: What changes were observed in the yeast culture under the
microscope after allowing it to incubate for 1-2 hours?
A: The yeast culture exhibited the presence of actively moving yeast
cells, and some cells displayed budding, indicative of ongoing
fermentation and reproduction processes.
 8.2
"Fungus

Observation:
Over the course of a week, mold growth is observed on the wet slice of
bread. The mold appears as fuzzy, discolored patches on the surface.
Question:
Q: What conditions favor mold growth on wet bread, and how does mold affect
the bread over time?
A: Moisture, darkness, and cooler temperatures promote mold growth. Mold breaks
down the bread through enzymatic activity, leading to visible decomposition.

8.3

Amoeba

Observations:
1. Single Amoeba:
Irregular-shaped, single-celled organism with pseudopodia.
Observable nucleus and cytoplasmic structures.
2. Binary Fission:
Amoeba undergoing cell division.
Formation of two daughter cells.
Presence of dividing structures like constriction or furrow.
Question:
How do the characteristics of a single Amoeba compare to those
undergoing binary fission?
1. Single Amoeba: Irregular shape, nucleus visible. Binary fission: Division, forming two
daughter cells. Comparison emphasizes individual traits and the reproductive process.
 8.4
Fragmentation

Observation:
In Spirogyra filaments from a dark green water sample:
Identification of chloroplasts and nuclei in the cells is possible.
Filaments show a spiral arrangement of chloroplasts.
Question:
Q: What is the significance of the spiral arrangement of chloroplasts in
Spirogyra?
Ans: It maximizes light absorption for photosynthesis in a single-celled
filamentous structure.

8.5
"Potato Shoot Growth Experiment"

Observations
- Budded potato pieces grow green shoots.
- Pieces without buds have limited growth.
- Moist conditions aid shoot emergence.
Question:
What tissues can be identified in Spirogyra filaments?
Answer: Chloroplast-rich chlorine and non-green rhizoids can be identified in Spirogyra filaments.

8.6
Money-Plant Experiment:
Q: What can you conclude from your observations?
A: Dipped ends of money plant cuttings in water facilitate root development,
leading to the growth of fresh leaves. This demonstrates the plant's ability to
regenerate and propagate through water propagation.

8.7
Gram Seed Experiment:

Soak seeds overnight, cover with a wet cloth for a day.

Cut open seeds, observe different parts.
Compare with Fig. 8.9 for identification.

Observation:
Identification of seed parts like embryo, cotyledons, and seed coat.

Question with Answer:

Q: What is the role of cotyledons in a seed?
A: Cotyledons store nutrients and provide energy for the seedling during
germination.
 Important Activities
Chapter : 9
Light – Reflection and
9.1
Refraction
Mirror Image Experiment:

Curved Surface:
Smaller, possibly inverted image.
Becomes less clear as the spoon moves away.
Reversed Surface:
Larger, possibly upright image.
Clarity and size change with distance.
Comparison:
Curved: Small, possibly inverted.
Reversed: Larger, possibly upright.

9.2
"Concave Mirror: Focused Light and Bright Spots"

When a concave mirror reflects sunlight onto a paper, a bright spot appears at a
specific distance due to the mirror converging sunlight rays to a focal point.

Observation:
A bright, sharp spot of light appears on the sheet of paper when it is at a specific
distance from the concave mirror.
Question:
Q: Why does the bright spot of light appear on the paper when
it is at a specific distance from the concave mirror?
A: The concave mirror converges parallel rays of sunlight to a focal point,
creating a bright spot when the paper is at the focal length.

9.2
"Concave Mirror: Focused Light and Bright Spots"

When a concave mirror reflects sunlight onto a paper, a bright spot appears at a
specific distance due to the mirror converging sunlight rays to a focal point.

Observation:
A bright, sharp spot of light appears on the sheet of paper when it is at a specific
distance from the concave mirror.

9.3
Image Formation and Focal
 Observation:
When the candle is placed far beyond the concave mirror's focal point (C), a real
and inverted image is obtained on the screen. As the candle moves towards C, the
image size increases. At C, the image is highly magnified. Between F and C, a
virtual and magnified image is formed. At F, no image is obtained on the screen.
Between P and F, a virtual, erect, and diminished image appears in the mirror.
Question:
Q: Why is there no image obtained on the screen when the
candle is placed at the focal point (F) of the concave mirror?
A: At the focal point, parallel rays do not converge, resulting in no focused image
on the screen. A virtual image forms within the mirror.

9.4
"Concave Mirror Image Formation:

Observation:
Far Beyond C:
Real, inverted image on the screen.
Enlarged image size.
At C:
Highly magnified image at C.
Between F and C:
Virtual, magnified image between F and C.
At F:
No image on the screen; virtual image within the mirror. Between P and F:
Virtual, erect, diminished image between P and F.
 9.5
"Convex Mirror Reflections:

Observation:
1. Initial Observation:
The image of an upright pencil in a convex mirror is erect and
diminished.
2. Moving Pencil Away:
The image becomes smaller as the pencil moves away.
3. Repeated Activity:
The image moves closer to the focus as an object (pencil) moves away
from the convex mirror.

Question:
State whether the image will move closer to or farther away from the focus as the
object is moved away from the mirror?
The image moves closer to the focus when the object is moved away from the concave mirror
due to light convergence.

9.6
Mirror Reflections:

Observation:
Plane mirror: Full-length image.
Different-sized plane mirrors: Entire object visible.
Concave mirror: Full-length image.
Convex mirror: Smaller, upright, and diminished image.
Question:
Did you succeed? Explain your observations with reason. form a question
A: Yes, using a convex mirror, I succeeded. Convex mirrors diverge light, creating
smaller images suitable for broader observation in a wider field of view.
 9.10
Light Paths:

Observation:
Pin Positions:
Pins E and F are fixed vertically on the glass slab.
Images of E and F were observed through the opposite edge.
Additional Pins:
Pins G and H are positioned to align with the images of E and F.
Line Joining Images:
Produced line EF intersects edge AB at point O.
Produced line GH intersects edge CD at point O'.
Connection Line:
The line joining O and O' is drawn.
Extended Line:
Line EF is produced to point P on the edge CD.
This activity demonstrates the path of light through a rectangular glass slab,
creating the basis for understanding refraction and the formation of virtual
images.

9.12
Convex Lens Image Formation:
 Beyond 2F1: Real, inverted, diminished image. At 2F1: Real, inverted, same size
image. Between F1 and 2F1: Real, inverted, enlarged image. At F1: No clear image
on the screen. Between F1 and Optical Centre (O): Virtual, erect, and enlarged
image.

Question with Answer:

Q: Why is there no clear image at F1?
A: At F1, the parallel rays are refracted to become parallel again, causing them to
diverge. No focused image is formed on the screen.

9.13
Concave Lens Image Behavior:

Observing Through the Concave Lens:

Image is virtual, erect, and diminished.
Nature: Virtual and erect.
Relative Size: Diminished.
Approximate Position: On the same side as the candle.

Moving Candle Away:

As the candle moves away, the image size decreases.
When the candle is too far away, the image becomes extremely small or
may not be visible.
Question:
Q: What happens to the size of the image as the candle is moved
away from the concave lens?
A: The image size decreases, and when the candle is too far away, the
image becomes extremely small or may not be visible
 Important Activities
Chapter : 10
Human Eye
10.1
Prism Refraction Experiment:

Observation:
Line PE drawn on prism, pins P and Q fixed on it. Images of P and Q through
face AC, pins R and S aligned on a line. Connection line EF drawn through
points R and S on the prism boundary. Perpgive titleendiculars drawn at points
∠∠
E and F, marking angles i, r, and e. ∠
10.2
Prism Refraction Experiment:

Observation:
Sunlight passing through a prism creates a spectrum of colors on the screen due to
dispersion, where each color bends differently as it passes through the prism.
Question:
What do you observe? You will find a beautiful band of colours. Why
does this happen?
The glass prism refracts white light into its component colors due to the varying
wavelengths, resulting in the formation of a spectrum.
 Important Activities
Chapter : 11
Electricity
11.2
"Current Variations: Analyzing the Impact of Components in a
Circuit"

Observation:
Recorded ammeter readings for nichrome wire, torch bulb, and 10 W bulb in
the circuit.
Varied current levels observed for different components in the gap XY.
Analysis:
Ammeter readings suggest differences in current flow through various
components, indicating their impact on the circuit.

11.4
Observation:
Three resistors of different values in series, connected to a 6 V battery and
ammeter.
Initial ammeter reading noted when the key is plugged.
Ammeter reading observed while changing its position between the resistors.
Analysis:
Check for any change in ammeter reading, indicating variations in current flow
within the series circuit.

11.5
"Voltage Distribution in Series Resistors:

Observation:
Voltmeter inserted across ends X and Y measures potential difference V across
the series combination of three resistors. Compared V with the potential
difference across the battery terminals. Voltmeter then connected across ends
X and P of the first resistor measures potential difference V1. Similarly,
potential differences V2 and V3 measured across the other two resistors.
Deduced relationship: V = V1 + V2 + V3 give title for this
11.6
"Parallel Resistors Configuration:

Observation:
- In a parallel combination (XY) of three resistors (R1, R2, R3) connected to a
battery, plug key, ammeter, and voltmeter: - Plug key and note ammeter
reading (I) and voltmeter reading (V) across the combination. - Measure
potential difference (V) across each individual resistor by connecting voltmeter
across them individually. - Remove ammeter and voltmeter, insert ammeter in
series with R1, and note current reading (I1). - Similarly, measure currents I2
and I3 through R2 and R3.
Relationship:
- The total current (I) is equal to the sum of the individual currents through
each resistor (I1 + I2 + I3). give title for this
 Important Activities
Chapter : 12
Magnetic Effects
12.1
Magnetic Field Induced by Electric Current:

Observation:
With a straight thick copper wire (XY) placed between points X and Y in an
electric circuit, and a small compass positioned horizontally near the wire:
Without current: Compass needle points in a particular direction.
After passing current: Observe a change in the position of the compass
needle, indicating the influence of the electric current on the magnetic
field around the wire.

12.3
Magnetic Field Exploration:

Observation:
Using a compass and a bar magnet:
The compass needle aligns with the magnetic field, pointing towards the north
pole.
Moving the compass along the magnet's field lines, marked positions form curves.
Multiple curves create a pattern representing magnetic field lines.
Deflection in the compass needle increases near the magnet's poles.
 12.6
Magnetic Field Visualization:

Observation:
Using a rectangular cardboard with a circular coil inserted through two holes,
connected in series with a battery, key, and rheostat:
Sprinkle iron filings on the cardboard.
Plug the key and tap the cardboard gently.
Observe the pattern of iron filings forming concentric circles around the coil,
indicating the magnetic field.
Question with Answer:
Q: What does the pattern of iron filings on the cardboard represent?
A: The pattern of iron filings represents the magnetic field lines produced by the
current flowing through the circular coil.

12.7
"Magnetic Field Interaction: Current-Induced Displacement in
Aluminum Rod"

Observation:
When a current passes through an aluminum rod suspended between the poles of a
horse-shoe magnet:
Displacement to the left is observed.
Reversing the current causes displacement to the right.
Explanation:
The displacement results from the interaction between the current-carrying rod
and the magnetic field of the magnet. Direction of displacement depends on the
current direction and magnet pole orientation.