Scert, Telangana Scert, Telangana: Class VIII

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PHYSICAL SCIENCES
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Class VIII
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Part-2
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My Dear Young minds
When you open your senses
You feel …. Lots of doubts sprout in your mind
You may feel why? What? and How?
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And wish to ask the same… don’t you?
Don’t hesitate to ask
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You have a passion to explore, experiment and find reasons
Be ready to understand it by doing
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Just this is the way of thinking scientifically
Grass to Galaxy will feast for your eyes.
Strolling ant … running squirrel
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Plunging leaf … falling rain drop
Are to discover the core hidden principle is the ‘Science’
Using wisdom and saving mother earth is the ‘Science’
So my dear little minds …

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The universe is yours
And you are the creators

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Dr. A.P.J. Abdul Kalam

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PHYSICAL SCIENCE S
CLASS VIII (PART-2)
Editors
Prof. Kamal Mahendroo, Dr.B. Krishna rajulu Naidu,
Vidya Bhawan Education Resource Centre, Retd., Professor of Physics
Udaipur, Rajasthan. Osmania University, Hyderabad.
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Dr.M. Adinarayana, Dr. Nannuru Upendar Reddy,
Reddy,
Retd., Professor of Chemistry Professor & Head C&T Dept.,
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Osmania University, Hyderabad. SCERT., Hyderabad.
Academic Support
Prof. V. Sudhakar
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Dept of Education, EFLU, Hyderabad.
Miss. Preeti Misra, AN Mr Kishore Darak,
Vidya Bhawan Education Resource Centre, Vidya Bhawan Education Resource Centre,
Udaipur, Rajasthan. Udaipur, Rajasthan.
Co-ordinators
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Sri M. Ramabrahmam, Lecturer, Dr. P. Shankar, Asst. Professor,

Govt. IASE, Masabtank, Hyderabad. IASE, O.U., Hyderabad.
Dr. TVS Ramesh
Ramesh,
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Co-ordinator, C&T Dept.,

SCERT, Hyderabad.
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QR CODE TEAM
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Published by Government of Telangana, Hyderabad.

Respect the Law Grow by Education
Get the Rights Behave Humbly
i Free distribution by T.S. Government 2022-23
© Government of Telangana, Hyderabad.
First Published 2013

New Impressions 2014, 2015, 2016, 2017, 2018, 2019, 2020
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2021, 2022
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All rights reserved.
No part of this publication may be reproduced, stored
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in a retrieval system, or transmitted, in any form or by
any means without the prior permission in writing of the
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publisher, nor be otherwise circulated in any form of
binding or cover other than that in which it is published
and without a similar condition including this condition
being imposed on the subsequent purchaser.
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The copy right holder of this book is the Director

of School Education, Hyderabad, Telangana.
We have used some photographs which are under
creative common licence. They are acknowledge at
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the end of the book.

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This Book has been printed on 70 G.S.M. Maplitho,

Title Page 200 G.S.M. White Art Card
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Free Distribution by Government of Telangana 2022-23
Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.
Free distribution by T.S. Government 2022-23 ii

Text Book Development Committee
Sri A. Satyanarayana Reddy, Director, Sri B. Sudhakar, Director,

S.C.E.R.T., Hyderabad Govt. Textbook printing press,
Hyderabad.
Dr.N. Upendar Reddy,
Professor & Head C&T Dept.,
S.C.E.R.T., Hyderabad.
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Writers
Dr. P. Shankar, Asst. Professor, Sri M. Ramabrahmam, Lecturer,

IASE, O.U., Hyderabad. Govt. IASE, Masabtank, Hyderabad.
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Dr. K. Suresh, SA, AN Sri R. Ananda Kumar, SA,
ZPHS Pasaragonda, Warangal. ZPHS Laxmipuram, Visakhapatnam.
Sri Dr. S. Anjaneyulu, SA, Sri K.V.K. Srikanth, SA,

ZPHS Veeraballi, YSR Kadapa. GTWAHS S.L.Puram, Srikakulam.
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Sri M. Eswara Rao, SA,

Sri A. Nagaraja Sekhar, SA,
GHS Sompeta, Srikakulam.
ZPHS, Chatakonda, Bhadradri Kothagudam.
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Sri Y. Guru Prasad, SA,

Sri D. Madhusudhana Reddy, SA,
ZPHS Chinnacherukuru, Nellore.
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ZPHS Munagala, Nalgonda.

Sri C.V. Harikrishna, SA, Sri K.L. Ganesh, SA,
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ZPHS, Cheru Annaram, Nalgonda. ZPHS M.D.Mangalam, Chittoor.
Sri Y. Venkat Reddy, SA,

ZPHS Kudakuda, Nalgonda.
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Graphics & Designing
Sri K. Sudhakara Chary, SGT, Sri Kishan Thatoju, Computer Operator,

UPS Neelikurthy, Warangal. C&T Dept., SCERT, Hyderabad.
Sri Kurra Suresh Babu, B.Tech., MA., MPhill Sri Md. Ayyub Ahmed, S.A.,
Mana Media Graphics, Hyderabad. Z.P. H.S U/M, Atmakur, Mahbubnagar.
iii Free distribution by T.S. Government 2022-23

Intro ...
T he nature is life source for all living organisms. Rocks, water, hills and
valleys, trees, animals etc. embedded in it… each of them are unique by themselves.
Everything has its own prominence. Human being is only a part of the nature. The aspect
which distinguishes the humans from all other organisms and exclusive for them is their
extraordinary thinking power. Thinking transforms a person as a unique entity from rest of
the nature. Though it usually appears simple and normal, the intricacies of the very nature
often challenges us to untie the tough knots of its hidden secrets, day in and day out.
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The human being intuitionally contemplates and searches solutions for all the critical
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challenges, all around,relentlessly. Curiously, the questions and answers are concealed in
the nature itself. The role of science, in fact, is to find them out. For this sake, some
questions, some more thoughts, and some other investigations are quite necessary. Scientific
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study is to move on systematically in different ways, until discovering concrete solutions.
Essence of the investigations lies in inquiring i.e. identifying questions, asking them and
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deriving adequate and appropriate answers. That is why, Galileo Galilei, the Italian
astronomer,emphasized that scientific learning is nothing but improving the ability of
questioning.
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The teaching of science has to encourage children to think and work scientifically.
Also, it must enhance their love towards the nature. Even it should enable them to
comprehend and appreciate the laws governing the nature in designing tremendous diversity
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found around here and everywhere. Scientific learning is not just disclosing new things. It is
also essential to go ahead with deep understanding of the nature’s intrinsic principles;without
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interrupting the harmony of interrelation and interdependence in the nature.

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It is also necessary to step forward without interrupting the interrelationship and

interdependency along with understanding of the nature’s intrinsic principles.High School
children possess cognitive capacity of comprehending the nature and characteristics of the
transforming world surrounding them. Enabling them to analyze abstract concepts.
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At this level, we cannot quench their sharp thinking capability with the dry teaching of
mere equations and theoretic principles. For that, we should create a learning environment
in the classroom which provides an opportunity for them to apply the scientific knowledge,
explore multiple alternatives in solving problems and establish new relations. Scientific
learning is not just confined to the four walls of classroom. It has a definite connection to
lab and field as well. Therefore, there is a lot of importance to field experience/ experiments
in science teaching.
Free distribution by T.S. Government 2022-23 iv

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There is a great need for compulsory implementation of instructions of the National
Curriculum Framework- 2005 which emphasizes linking of the science teaching with local
environment. The Right to Education Act- 2009 also suggested that priority should be given
to the achievement of learning competencies among children. Likewise, science teaching
should be in such a way that it would help cultivate a new generation with scientific thinking.The
key aspect of science teaching is to make the children understand the thinking process of
scientists and their efforts behind each and every discovery. The State Curriculum Framework-
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2011 stated that children should be able to express their own ideas and opinions on various
aspects.All the genuine concepts should culminate into efficacious science teaching, make the
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teaching-learning interactions in the classroom, laboratory and field very effective and really
become useful for the children to face the life challenges efficiently.
We thank the Vidya Bhawan Society, Udaipur (Rajasthan), Dr. Desh Panday Rtd
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Prof. College of Engineering Osmania University and Sri Varaprasad former, Lecturer,
ELTC Hyderabad for their cooperation in developing these new text books,the writers for
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preparing the lessons, the editors for checking the textual matters and the DTP group for
cutely composing the text book.
Teachers play a pivotal role in children’s comprehensive use of the text book. We
hope, teachers will exert their consistent efforts in proper utilization of the text book so as
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to inculcate scientific thinking process and inspire scientific approach in the children.
With an intention to help the students to improve their understanding skills in both the
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languages i.e. English and Telugu, the Government of Telangana has redesigned this book
as bilingual textbook in two parts. Part-1 comprises 1 to 6 lessons and Part-2 comprises
7 to 12 lessons.
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Energized Text Books facilitate the students in understanding the concepts clearly,
accurately and effectively. Content in the QR Codes can be read with the help of any smart
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phone or can as well be presented on the Screen with LCD projector/K-Yan projector.
The content in the QR Codes is mostly in the form of videos, animations and slides, and is
an additional information to what is already there in the text books.
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This additional content will help the students understand the concepts clearly and will
also help the teachers in making their interaction with the students more meaningful.
At the end of each chapter, questions are provided in a separate QR Code which can
assess the level of learning outcomes achieved by the students.
We expect the students and the teachers to use the content available in the QR Codes
optimally and make their class room interaction more enjoyable and educative.
Director, SCERT,
Hyderabad.
Free distribution by T.S. Government 2022-23 vi

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Ä•düTÔHêïeTT.
sêÁwüº $<ë´|ü]XÀ<Ûäq •ø£åD≤dü+düú,
ôV’≤<äsêu≤<é.
vii
Dear teachers...
New Science Text Books are prepared in such a way that they develop children’s observation
power and research enthusiasm. It is a primary duty of teachers to devise teaching- learning processes
which arouse children’s natural interest of learning things. The official documents of National &
State Curriculum Frameworks and Right to Education Act are aspiring to bring grass root changes
in science teaching. These textbooks are adopted in accordance with such an aspiration. Hence,
science teachers need to adapt to the new approach in their teaching. In view of this, let us observe
certain Dos and Don’ts:
A
• Read the whole text book and analyze each and every concept in it in depth.
AN
• Develop activities for children which help them to understand concepts presented in text.
• Textual concepts are presented in two ways: one as the classroom teaching and the other as
the laboratory performance.
• Lab activities are part and parcel of a lesson. Teachers must make the children conduct all
G
such activities during the lesson itself, but not separately.
• Children have to be instructed to follow scientific steps while performing lab activities and
AN
relevant reports can be prepared and displayed.
• In the text some special activities as boxed items- ‘think and discuss, let us do, conduct
interview, prepare report, display in wall magazine, participate in Theatre Day, do field
observation, organize special days’ are presented. To perform all of them is compulsory.
EL
• ‘Ask your teacher, collect information from library or internet’- such items must also be
considered as compulsory.
• If any concept from any other subject got into this text, the concerned subject teacher has to
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be invited into the classroom to elucidate it.

• Collect info of relevant website addresses and pass on to students so that they can utilize
T,
internet services for learning science.

• Let there be science magazines and science books in the school library.
ER
• Motivate every student to go through each lesson before it is being actually taught and
encourage everyone to understand and learn independently, with the help of activities such
as Mind Mapping and exciting discussions.
• Plan and execute activities like science club, elocution, drawing, writing poetry on science,
SC
making models etc.to develop positive attitude among children environment, biodiversity,
ecological balance etc.
• As a part of continuous comprehensive evaluation, observe and record children’s learning
abilities during various activities conducted in classroom, laboratory and field.
We believe, you must have realized that the learning of science and scientific thinking
are not mere drilling of the lessons but, in fact, a valuable exercise in motivating the children
to explore solutions to problems all around by themselves systematically and preparing them
to meet life challenges properly.
Free distribution by T.S. Government 2022-23 viii

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nedüs¡+. Ç+<äTø√dü+ @y˚T$T #˚j·÷˝À @y˚T$T #˚j·Tsê<√ |ü]o*<ë›+.
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• ‘·s¡>∑‹ >∑~ uÀ<Ûäq, Á|üjÓ÷>∑XÊ\ ø£è‘ê´\T nì ¬s+&ÉT>± $uÛÑõ+∫ ñ+≥T+~.
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ix
Dear students...
Learning science does not mean scoring good marks in the subject. Competencies like
thinking logically and working systematically, learned through it,have to be practiced in daily
life. To achieve this, instead of memorizing the scientific theories by rote, one must be able to
study them analytically. That means, in order to understand the concepts of science, you need
to proceed by discussing, describing, conducting experiments to verify, making observations,
A
confirming with your own ideas and drawing conclusions. This text helps you to learn in that
way.
AN
What you need to do to achieve such things:
• Thoroughly go through each lesson before the teacher actually deals with it.
• Note down the points you came across so that you can grasp the lesson better.
G
• Think of the principles in the lesson. Identify the concepts you need to know further,
to understand the lesson in depth.
AN
• Do not hesitate to discuss analytically about the questions given under the sub-heading
‘Think and Discuss’ with your friends or teachers.
• You may get some doubts while conducting an experiment or discussing about a
EL
lesson. Express them freely and clearly.

• Plan to implement experiment/lab periods together with teachers, to understand the
concepts clearly. While learning through the experiments you may come to know
T
many more things.

• Find out alternatives based on your own thoughts.
T,
• Relate each lesson to daily life situations.

• Observe how each lesson is helpful to conserve nature. Try to do so.
ER
• Work as a group during interviews and field trips. Preparing reports and displaying
them is a must.
• List out the observations regarding each lesson to be carried through internet, school
SC
library and laboratory.

• Whether in note book or exams, write analytically,expressing your own opinions.
• Read books related to your text book, as many as you can.
• You participate in the Science Club programs in your school.
• Observe problems faced by the people in your locality and find out what solutions
you can suggest through your science classroom.
• Discuss the things you learned in your science class with farmers, artisans etc.
Free distribution by T.S. Government 2022-23 x

$C≤„qXÊÁkÕÔìï n<Ûä´j·Tq+ n+fÒ $C≤„qXÊÁdüÔ |üØø£å˝À eT+∫ e÷s¡Tÿ\T kÕ~Û+#·&É+ø±<äT Bì <ë«sê
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M{Ï kÕ<Ûäq ø√dü+ MTs¡T @y˚T$T #˚j·÷\+fÒ:
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e÷Á‘·y˚T sêj·÷*.
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#·]Ã+#ê*.
xi
Energized Text Books facilitate the students in understanding the concepts clearly, accurately and effectively.
Content in the QR Codes can be read with the help of any smart phone or can as well be presented on the Screen
with LCD projector/K-Yan projector. The content in the QR Codes is mostly in the form of videos, animations and
slides, and is an additional information to what is already there in the text books.
This additional content will help the students understand the concepts clearly and will also help the teachers in
making their interaction with the students more meaningful. At the end of each chapter, questions are provided in
a separate QR Code which can assess the level of learning outcomes achieved by the students. We expect the
students and the teachers to use the content available in the QR Codes optimally and make their class room
interaction more enjoyable and educative.
Let us know how to use QR codes
In this textbook, you will see many printed QR (Quick Response) codes, such as
A
Use your mobile phone or tablet or computer to see interesting lessons, videos, documents, etc. linked to the QR
code.
AN
Step Description
A. Use Android mobile phone or tablet to view content linked to QR Code:
G
1. Click on Play Store on your mobile/ tablet.
2. In the search bar type DIKSHA. AN
3.
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will appear on your screen.

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4. Click Install
5. After successful download and installation, Click Open
6. Choose your prefered Language - Click English
T,
7. Click Continue
8. Select Student/ Teacher (as the case may be) and Click on Continue
ER
9. On the top right, click on the QR code scanner icon and scan a QR code
printed in your book
OR
Click on the search icon and type the code printed below the QR code, in the search
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bar ( )
10. A list of linked topics is displayed
11. Click on any link to view the desired content
B. Use Computer to view content linked to QR code:
1. Go to https://diksha.gov.in/telangana
2. Click on Explore DIKSHA-TELANGANA
3. Enter the code printed below the QR code in the browser search bar ( )
4. A list of linked topics is displayed
5. Click on any link to view the desired content
Free distribution by T.S. Government 2022-23 xii

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QR
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á ≈£L´ÄsY ø√&é\qT ñ|üjÓ÷–+∫ ÄdüøÏÔø£s¡yÓTÆq bÕsƒê\qT, M&çjÓ÷\qT, &Ü≈£îýÓT+{Ÿ‡ yÓTT<ä\>∑T yê{Ïì MTe<ä›>∑\ yÓTTu…’˝Ÿ,
{≤ú…¢{Ÿ ˝Ò<ë ø£+|üP´≥sY <ë«sê MøÏå+#·+&ç.
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Play Store
DIKSHA
AN
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INSTALL
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INSTALL OPEN
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https://diksha.gov.in/telangana
Explore DIKSHA-TELANGANA
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xiii
ACADEMIC
ACADEMICSTANDARDS
STANDARDS
S.No. Academic Standard Explanation
1. Conceptual Children are able to explain, cite examples, give reasons,

understanding and give comparison and differences, explain the process
of given concepts in the textbook. Children are able to
develop their own brain mappings.
A
2. Asking questions and Children are able to ask questions to understand
making hypothesis concepts, to clarify doubts about the concepts and to
AN
participate in discussions. They are able to guess the
results of an issue with proper reasoning, able to predict
the results of experiments.
Experimentation and Children are able to do the experiments given in the
G
3.
field investigation. text book and developed on their own. Able to arrange
the apparatus, record the observational findings, suggest
AN
alternative apparatus, takes necessary precautions while
doing the experiments, able to do to alternate
experiments by changing variables. They are able to
participate in field investigation and prepare reports.
EL
4. Information skills and Children are able to collect information related to the
Projects concepts given in the text book by using various methods
(interviews, checklist questionnaire) analyse the
T
information and interpret it. Able to conduct project works.

T,
5. Communication Children are able to communicate their conceptual

through drawing, understanding by the way of drawing pictures labelling
ER
model making the parts of the diagram by drawing graphs, flow charts
and making models.
6. Appreciation and Children are able to appreciate the nature and efforts of
aesthetic sense, values
SC
scientists and human beings in the development of

science and have aesthetic sense towards nature. They
are also able to follow constitutional values.
Application to daily life, Children are able to apply the knowledge of scientific
7. concept they learned, to solve the problem faced in daily
concern to bio diversity.
life situations. Recognise the importance of biodiversity
and takes measures to protect the biodiversity.
Free distribution by T.S. Government 2022-23 xiv

1. $wüj÷· e>±Vü≤q bÕsƒ¡´|ü⁄düÔø£+˝Àì uÛ≤eq\qT ns¡ús #˚düTø=ì kı+‘·+>± $e]+#·&É+,
ñ<ëVü≤s¡D*e«&É+, b˛*ø£\T uÛÒ<ë\T #Ó|üŒ&É+, ø±s¡D≤\T $e]+#·&É+,
$<ÛëHê\qT $X¯Bø£]+#·>∑\T>∑T‘ês¡T. e÷qdæø£ ∫Á‘ê\qT @s¡Œs¡#·T
ø√>∑\T>∑T‘ês¡T.
A
$wüj÷· ìï ns¡+∆ #˚dTü ø√e&ÜìøÏ, uÛ≤eq\≈£î dü+ã+~Û+∫q dü+<˚V‰ü \qT
2. Á|ü•ï+#·&É+, ìeè‹Ô #˚ d ü T ø√e&ÜìøÏ , #· s ¡ Ã qT ÁbÕs¡ + _Û + #· & ÜìøÏ |æ \ ¢ \ T
AN
|ü]ø£\Œq #˚j·T&É+ Á|ü•ï+#·>\∑ T>∑T‘ês¡T. ˇø£ n+XÊìøÏ #Ó+~q |ò*ü ‘êìï düùV≤‘·Tø£ ø±s¡D≤\‘√
}Væ≤+#·>\∑ T>∑T‘ês¡T. Á|üj÷Ó >∑ |ò*ü ‘ê\T }Væ≤+#·>\∑ T>∑T‘ês¡T.
3. Á|üjÓ÷>±\T, πøåÁ‘·|ü]o\q\T uÛ≤eq\qT ns¡+∆ #˚dTü ø√e&ÜìøÏ bÕsƒ´¡ |ü⁄düøÔ +£ ˝À dü÷∫+∫q Á|üj÷Ó >±\T,
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kı+‘· Á|üjÓ÷>±\T #˚j·T>∑\T>∑T‘ês¡T. |ü]ø£sê\qT neTs¡Ã>∑\T>∑T‘ês¡T,
|ü]o\q\T qyÓ÷<äT #˚j·T>∑\T>∑T‘ês¡T, Á|ü‘êé÷ïj·T |ü]ø£sê\qT
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dü÷∫+#·>\∑ T>∑T‘ês¡T, C≤Á>∑‘\Ô· T rdüTø√>∑\T>∑T‘ês¡T, #·ss¡ êX¯ó\qT e÷]Ã
Á|ü‘êé÷ïj·T Á|üjÓ÷>±\T #˚j·T>∑\T>∑T‘ês¡T. πøåÁ‘·|ü]o\q\˝À bÕ˝§Zì
ìy˚~ø£\T ‘·j·÷s¡T #˚j·T>∑\T>∑T‘ês¡T.
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4. düe÷#ês¡ HÓ’|ü⁄D≤´\T, bÕsƒ¡´|ü⁄düÔø£+˝Àì $_Ûqï uÛ≤eq\qT ns¡∆+ #˚düTø√e&ÜìøÏ nedüs¡yÓTÆq

ÁbÕC…≈£îº |üqT\T düe÷#êsêìï $$<Ûä |ü<ä∆‘·T\˝À (Ç+≥s¡÷«´, #Óø˘*dtº, Á|üXÊïe[ .....)
ùdø£]+#·>∑\T>∑T‘ês¡T. düe÷#êsêìï $X‚¢wæ+∫ yêÚ≤´ì+#·>∑\T>∑T‘ês¡T.
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ÁbÕC…≈£îº |üqT\T ìs¡«Væ≤+#·>∑\T>∑T‘ês¡T.

5.
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u§eTà\T ^j·T&É+, qeT÷Hê\T $C≤„qXÊÁdüÔ uÛ≤eq\≈£î dü+ã+~Û+∫q ∫Á‘ê\qT ^j·T&É+, uÛ≤>±\qT

‘·j·÷s¡T #˚j·T&É+ <ë«sê >∑T]Ô+∫ $e]+#·&+É , Á>±|ò\t T, bò˛#¢ êsY\º T ^j·T&É+, qeT÷Hê\T ‘·j÷· s¡T
uÛ≤e Á|ükÕs¡+
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#˚j·T&É+ <ë«sê ne>±Vü≤qqT e´ø£Ô+ #˚j·T>∑\T>∑T‘ês¡T.

6. n_Ûq+~+#·&É+, $C≤„qXÊÁkÕÔìï H˚sT¡ Ãø√e&É+ <ë«sê Á|üøè£ ‹ì, e÷qeÁX¯eTqT >ös¡$+#·&+É ,
kÂ+<äsê´‘·àø£ düŒèVü≤ ø£*– n_Ûq+~+#·&+É ‘√ bÕ≥T kÂ+<äsê´‘·àø£ düŒèVü≤ ø£*– ñ+{≤s¡T. sêC≤´+>∑
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ñ+&É≥+, $\Te\T $\Te\qT bÕ{Ï+#·>∑\T>∑T‘ês¡T.

bÕ{Ï+#·&É+
7. ì»J$‘· $ìjÓ÷>∑+, <Ó’q+~q J$‘·+˝À m<äTs¡j˚T´ düeTdü´\ |ü]cÕÿsêìøÏ H˚s¡TÃ≈£îqï
JeyÓ’$<Ûä´+ |ü≥¢ kÕqTuÛÑ÷‹ $C≤„qXÊg uÛ≤eq\qT düeTs¡∆e+‘·+>± $ìjÓ÷–+#·Tø√>∑\T>∑T‘ês¡T.
ø£*– ñ+&É≥+ JeyÓ ’ $ <Û ä ´ ÁbÕ<Û ë q´‘· q T >∑ T ]Ô + ∫, <ëìì ø±bÕ&É { ≤ìøÏ
ø£èwæ#˚j·T>∑\T>∑T‘ês¡T.
xv
NATIONAL ANTHEM
- Rabindranath Tagore
Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha
A
Dravida-Utkala-Banga
AN
Vindhya-Himachala-Yamuna-Ganga
Uchchhala-jaladhi-taranga.
Tava shubha name jage,
G
Tava shubha asisa mage,
AN
Gahe tava jaya gatha,
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
EL
Jaya he! jaya he! jaya he!

Jaya jaya jaya, jaya he!!
T
PLEDGE
T,
ER
- Pydimarri Venkata Subba Rao
“India is my country; all Indians are my brothers and sisters.

I love my country, and I am proud of its rich and varied heritage.
SC
I shall always strive to be worthy of it.

I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”
Free distribution by T.S. Government 2022-23 xvi

»q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!
|ü+C≤ã, dæ+<Ûé, >∑T»sê‘·, eTsêsƒê,
A
Á<ë$&É, ñ‘·ÿfi¯, e+>∑!
AN
$+<Ûä´, Væ≤e÷#·\, j·TeTTHê, >∑+>∑!
ñ#·Ã¤\ »\~Û ‘·s¡+>±!
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‘·e X¯óuÛÑHêy˚T C≤π>!
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‘·e X¯óuÛÑ Ä•wü e÷"π>
>±ùV≤ ‘·e »j·T>±<∏ë!
»q>∑D eT+>∑fi¯<ëj·Tø£ »j·TùV≤!
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uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!

»j·TùV≤! »j·TùV≤! »j·TùV≤!
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»j·T »j·T »j·T »j·TùV≤!!

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uÛ≤s¡‘·<˚X¯+ Hê e÷‘·èuÛÑ÷$T. uÛ≤s¡rj·TT\+<äs¡÷ Hê dü¨<äs¡T\T. H˚qT

SC
Hê <˚XÊìï Áù|$TdüTÔHêïqT. düTdü+|üqïyÓTÆq, ãVüQ$<ÛäyÓTÆq Hê <˚X¯

yês¡dü‘·« dü+|ü<ä Hê≈£î >∑s¡«ø±s¡D+. BìøÏ ns¡Ω‘· bı+<ä&ÜìøÏ düs¡«<ë
H˚qT ø£èwæ #˚kÕÔqT.
Hê ‘·*¢<ä+Á&ÉT*ï, ñbÕ<Ûë´j·TT*ï, ô|<ä›\+<ä]ï >ös¡$kÕÔqT. Á|ü‹yê]‘√qT
eTsê´<ä>± q&ÉT#·Tø=+{≤qT. »+‘·Te⁄\|ü≥¢ <äj·T‘√ ñ+{≤qT.
Hê <˚X¯+|ü≥¢, Hê Á|ü»\|ü≥¢ ùdyêìs¡‹‘√ ñ+{≤qì Á|ü‹»„ #˚düTÔHêïqT.
yê] ÁX‚jÓ÷_Ûeè<äT∆˝Ò Hê Äq+<ëìøÏ eT÷˝+.
xvii
PREAMBLE
THE PEOPLE OF INDIA, having solemnly resolved to constitute

India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC
REPUBLIC and to secure to all its citizens:
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
A
EQUALITY of status and of opportunity; and to promote among them all
AN
FRATERNITY assuring the dignity of the individual and the unity and integrity
of the Nation;
G
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November,
1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS
AN
CONSTITUTION.
T EL
T,
ER
SC
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign Democratic
Republic” (w.e.f. 3.1.1977)
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation”
(w.e.f. 3.1.1977)
Free distribution by T.S. Government 2022-23 xviii

INDEX
Name of the lesson Periods Page No.
7 Coal and petroleum 12 October 2
7 12 3
A
AN
8 Combustion, fuels and flame 10 November 32
G
10 33
AN
9 Electric conductivity of liquids 11 November 58
EL
9 11 59
10
T
Some natural phenomena 11 December 84

T,
10 11 85
ER
11 Stars and solar system 13 January 118

SC
11 13 119
12 Graphs of motion 4 February 166
12 4 167
Revision March
Chapter
COAL AND PETROLEUM
Deekshita is trying to take down a

pickle jar which is at the top most section
of a shelf.
A
Grandfather: Be careful, it may fall
Deekshita realizes that Grandfather was
AN
down and break.
thinking of the clay jars that were used in
Deekshita: No, I am taking down a olden days. Nowadays plastic jars are used
plastic jar. It won’t break. and they are unbreakable.
G
What else has changed, she wondered?
Activity-1
AN Help Deekshita to find out.
Identifying articles and materials that used for various purposes

EL
Have a look at table 1. In Column (A) gives the names of certain situations and articles are
given. Ask your grandparents or other older people about the names of the materials which
are used for the items given in column (A), and write them in column B. Then in column C,
write the names of materials being used at present. Few examples are given to guide you.
T
Table-1
T,
Articles/ Materials used Articles/ Materials used

Situations/ Articles (A)
30-40 years ago (B) Today (C)
ER
Containers for storing pickle Porcelain jars

Packing food for a journey Plastic tiffin boxes
Water pipes in the house
Hair combs
SC
Vessels for cooking food Copper vessels Steel vessels

Fuels used to cook food
Fuel used in a train engine Coal
Luggage for carrying clothes Metal trunks
Water buckets, pails
Water storages in houses Plastic buckets
Construction material
Jewellery
Furniture (chairs, cots)
2 Free distribution by T.S. Government 2022-23 Coal and Petroleum

BøÏ‘å · n≥ø£ MT<ä ñqï |ü#Ã· &ç C≤&ûì ~+|ü⁄≥≈£î
A
Á|üj·T‹ïk˛Ô+~.
‘ê‘·>±s¡T : C≤Á>∑‘·Ôe÷à! n~ C≤]|ü&ç‘˚ |ü–*
AN
b˛‘·T+~. M{Ïì ‘ê‘· >±s¡T, bÕ‘·ø±\+˝À yê&˚ eT{Ïº
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|ü>∑\<äT. Á>∑Væ≤+∫+~.
G
AN |ü]ø£sê\ ‘·j÷· Ø˝À yê&˚ |ü<ësê∆\˝À ÄHê{Ïø,Ï
áHê{ÏøÏ mìï e÷s¡TŒ\T e#êÃjÓ÷ nì BøÏå‘·
ÄX¯Ãs¡´b˛sTT+~. MTs¡T >∑eTì+∫q ø=ìï e÷s¡TŒ\T
BøÏå‘·≈£î #Ó|æŒ düVü‰j·T+ #˚j·T+&ç.
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dü+<äsê“¤\˝À $ìjÓ÷–+∫q edüTÔe⁄\ ‘·j·÷ØøÏ 30`40 dü+e‘·‡sê\ eTT+<äT @ |ü<ësêú\T yê&˚yês√
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T,
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SC
Ç+{À¢ yê&˚ ˙{Ï ô|’|ü⁄\T

<äTyÓ«q\T
e+≥ kÕe÷Á– sê– bÕÁ‘·\T d”º\T bÕÁ‘·\T
e+≥≈£î ñ|üjÓ÷–+#˚ Ç+<ÛäHê\T
¬s’\T Ç+»qT˝À yê&˚ Ç+<Ûäq+ u§>∑TZ
ã≥º\ s¡yêD≤øÏÏ ñ|üjÓ÷–+#˚ kÕe÷qT Á≥+≈£î ô|f…º\T
˙{Ïã¬ø≥T¢, ˙{Ïì ì\«#˚ùd Á&ÉeTTà\T
˙s¡T ì\« #˚j·T&ÜìøÏ ñ|üjÓ÷–+#˚$ bÕ¢dæºø˘ ã¬ø≥T¢
ìsêàD kÕe÷Á–
ÄuÛÑs¡D≤\T
>∑èVü≤√|üø£s¡D≤\T (≈£îØÃ\T, eT+#ê\T)
3
From activity 1, you have a long list of Do you remember reading about
materials. Some of them like wood, metals petrochemicals in the chapter on synthetic
(iron, silver, gold etc) were used ten years, fibres and plastics.
fifty years and even hundred years ago. Do How do we obtain various materials?
your grandparents remember using plastic Table 2 gives some answers.
when they were young?
After looking at table 2, you find that
Now think and write the answers:
the materials used earlier were obtained
How many of the materials that you have
from soil (clay, sand), water, ores, etc. Soil,
listed were available 10 years ago?
A
water and air were not only sources of
How many of them were available 50
materials used earlier but also sources of
AN
years ago?
energy.
How many of them were available 100
years ago? Now, plastic has replaced many
materials used earlier. Petrochemicals are
G
In case you have any doubt, you can
take the help of your social teacher and your used for making plastics. Many materials
AN
elders too. that we use for different purposes today
you find that some materials such as come from various sources present in
wood and gold that are used today, were also nature. Therefore, soil, water, air, petrol etc.
used even thousands of years ago. But are called natural resources.
EL
others like plastics are of recent origin. Exhaustible and Inexhaustible

The progress in science and technology Resources
gives us new products every day. The branch
T
Now, we have to think about few

of science which deals with materials is
questions to understand about need and
called material science.
T,
importance of natural resources.

Sources of materials Will the above resources be available
We know that we get wood from trees.
ER
forever?
Do you know that we get metals like iron,
Won't we ever run out of air?
copper from their ores? Which material is
used to make plastic or glass? Table 2 Won't we ever run out of water?
SC
Material How is it obtained?

Glass By melting sand with other materials and then, cooling it rapidly
Clay By mixing the mineral kaolinite with water
Wood From dried up trees
Plastics From petrochemicals
Metals From their respective ores

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100 dü+e‘·‡sê\ ÁøÏ‘+· M{Ï˝À mìï |ü<ësêú\T #˚]+~. bÕ¢dæºø˘ ‘·j·÷Ø˝À ñ|üjÓ÷–+#˚ ô|Á{À
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nH˚ø£ nedüsê\≈£î eTq+ ñ|üjÓ÷–düTÔqï |ü<ësêú\T
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n+{≤+. n+<äTu≤≥T˝À ñ+{≤j·÷?
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ø£\|ü m+&çq#Ó≥¢ qT+∫
bÕ¢dæºø˘\T ô|Á{À s¡kÕj·THê\ qT+∫
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5
Can these resources be exhausted by We need petroleum not just as a fuel
human activities? but also for preparation of petrochemicals
Do we have unlimited supply of coal and several other uses as we will see later
and petroleum? in this chapter.
Do you know? Resources therefore can be classified
as inexhaustible and exhaustible depending
Wind mills
on whether they are expected to last forever
Wind is an important natural
resource. Sail boats and sailing ships or not.
A
have been using wind power since Activity-2
thousands of years. Wind mills were
List out the natural resources which are
AN
used to grind corn and to pump sea water
to make salt. limited and which are abundant and record
them in table-3.
Table -3
G
Resources Abundant
AN Resources Limited
Is petroleum exhaustible?
EL
If we see the history of petroleum

Some energy sources like air and water production, from 1859 to 1969, the total
are not exhaustible on usage. Hence these production of oil was 227 billion barrels.
T
are called Inexhaustible resources. Coal and (In the oil industry the barrel is the unit
petroleum etc, are the energy sources for measuring petroleum volume and
T,
which are exhaustible on usage. If this

situation continues, in future we might have one barrel equals 159 litres). 50 percent
to depend on solar energy. of this total was produced during the first
ER
Is wood an inexhaustible resource? 100 years (1859-1959), while the next

Think about using wood for making 50 percent was extracted in just ten years
furniture.
(1959-1969). Today our consumption
SC
What will happen if all the forests are

cut down and the wood is used for rate of oil is far excess than that of the
various purposes? rate of its formation. Earth takes more
How long do you think it would take than one thousand years to form the oil
to grow the forests again? that we consume in one day. By about
There are many resources like trees 2015, we would have consumed half of
which will be depleted if we don’t make
judicious use of them. the total reserves of the oil. It would
become more and more difficult to
How long the fossil fuel like petroleum
will be available? Is it inexhaustible? extract oil in future.
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eqs¡ T \T ìs¡ + ‘· s ¡ + >± n+<ä T u≤≥T˝À
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>±* eTs¡\qT $ìjÓ÷–+#˚yês¡T.
G
AN
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eTq+ $#·ø£åD‘√ $ìjÓ÷–+#·ø£b˛‘˚ #Ó≥¢ dü+e‘·‡sê\T |üfÒº #·eTTs¡TqT H˚&ÉT eTq+ ˇø£ÿ
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b˛‘êsTT. ñqï yÓTT‘·Ô+ #·eTTs¡T ì\«˝˝À dü>±ìøÏ ô|’>±
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‘·]–b˛yê? ø£wüº+>± e÷]b˛‘·T+~.
7
What will happen if fossil fuel like coal fuels will not last for long. Presently only
and petroleum are completely 10% of non-conventional energy resources
exhausted? like solar energy, wind energy, tidal energy,
etc, are used. These are inexhaustible
What would be our future energy
resources and abundantly available in
resources? nature.
The entire Research and Development Are the fossil fuel resources available
(R&D) in the field of sources of energy sufficiently to meet the future energy
shows that at the present rate of use of the needs?
A
conventional energy sources like fossil What actions are required to meet the
future energy needs?
AN
Do you know?
Bio -diesel an alternative fuel source
G
Bio-fuels are one of the major non-
conventional energy resources. They are
AN
non-toxic and renewable
renewable. Bio-diesel is one
of the bio-fuel which is an alternative or
additive fuel source to the standard diesel
fuel which is used now. It is made from the
EL
biological ingredients instead of petroleum

or crude oil. Bio-diesel usually made from
the plant oils or animal fat through a series
T
of chemical reactions. It is safe and can be used in diesel engines.(But bio-diesel requires
more cultivatable land which may affect shortage of food production in future.)
T,
Coal, Petroleum and Natural Gas as Fuels

ER
poyyi for cooking food, in which

Earlier people used kiln ((poyyi
(poyyi)
wood is used as fuel but now people use gas stoves or kerosene
stoves. Earlier food was cooked using wood as fuel, then coal,
now kerosene and cooking gas are being used.
SC
Fuel is needed not only for cooking but also for transport.
Different vehicles (train, bus, cars, two-wheelers) are used for
travelling long distances and they use different fuels. People also
travel by ships. What fuel is used there? Fuel is also required for
electricity generation.
Earlier you read that wind power was used in wind mills. Then
the steam engine which used coal was invented during the industrial
revolution. During this period steam engine was used to power
everything from cloth looms to vehicles on land and water.
Fig-1
•˝≤» Ç+<ÛäHê˝…’q H˚\u§>∑TZ, ô|Á{À*j·T+ Á|üdüTÔ‘·+ Á|üø£è‹ qT+&ç \_Û+#˚ m|üŒ{ÏøÏ ‘·]–b˛ì
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A
#·s´¡ \T rdüTø√yê*?
AN
eTTKýÓTÆq kÕ+Á|ü<ëj˚T‘·s¡ X¯øÏÔ
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eqs¡T\˝À Je Ç+<ÛHä ê\T (Bio fuels) ˇø£{.Ï
AN Ç$ $wüs¡Væ≤‘·yÓTÆq$ (Non-toxic) eT]j·TT
|ü⁄qs¡T‘êŒ<äø£yÓTÆq$ (renewable). H˚&ÉT
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dü+ø£*‘· Ç+<Ûäq+>± Je Ç+<ÛäqyÓTÆq ãjÓ÷&ûõ˝ŸqT ñ|üjÓ÷–+#·e#·TÃ. ô|Á{À*j·T+ ˝Ò<ë eTT&ç #·eTTs¡T
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(crude oil) ≈£î ã<äT\T>± Je dü+ã+<Ûä |ü<ësêú\ qT+&ç Ç~ ‘·j÷

· s¡e⁄‘·T+~. kÕ<Ûës¡D+>± ãjÓ÷&ûõ˝ŸqT
eèø£å ‘Ó’˝≤\T ˝Ò<ë »+‘·Te⁄\ Áø=e⁄«\qT $$<Ûä s¡kÕj·Tq #·s¡´\≈£î >∑T]#˚dæ ‘·j·÷s¡T #˚kÕÔs¡T. Ç~
düTs¡øÏå‘·yÓTÆq~. Bìì &ûõ˝Ÿ Ç+»Hé\˝À ñ|üjÓ÷–+#·e#·TÃ. (ø±ì ãjÓ÷&ûõ˝Ÿ ñ‘·Œ‹ÔøÏ n~Ûø£ XÊ‘·+˝À
T
eékÕj·T jÓ÷>∑ýÓTÆq uÛÑ÷$T nedüs¡+. Ç~ eTT+<äT ø±\+˝À ÄVü‰s¡ ø=s¡‘·≈£î <ë] rj·Te#·TÃ.)
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Ç+<Ûäq+ e+≥ø√düy˚T ø±≈£î+&Ü s¡yêD≤≈£î ≈£L&Ü nedüs¡y˚T.

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Ç+<Ûäq+ ñ|üjÓ÷–kÕÔs¡T? $<äT´<äT‘·Œ‹ÔøÏ ≈£L&Ü Ç+<Ûäq+ nedüs¡y˚T.
>±*eTs¡\≈£î |üeq X¯øÏÔì ñ|üjÓ÷–+#˚yês¡ì #·<äTe⁄≈£îHêï+.
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<ëø± Á|ü‹ |üìø° Ä$] j·T+Á‘ê\qT yê&˚yês¡T.
9
Coal was the most important fuel in Coal is an ancient gift serving modern
the 19th Century. It is an exhaustible society.
resource but we can meet our needs for Coal has been known and used for
another 250-300 years at the current rate thousands of years. It is one of our earliest
of use. Till 1950, coal accounted for half source of heat and light. But it became a fuel
of importance only after the industrial
of the electricity generation in the world.
revolution which led to an increase in demand
Coal was replaced by petroleum with as fuel.
the invention of more efficient engines Do you know that the coal obtained from
in different vehicles. Now, coal is the fire wood and the coal used in vehicles
A
mostly used to produce electricity in and factories are different? Coal used in
AN
thermal power plants. factories is mined from the earth’s crust. The
coal obtained from the fire wood is usually
charcoal.
Do you know?
Drilling Rig
G
Petrol and diesel which are used in
vehicles today are obtained from mineral
called petroleum. Petroleum has been known
AN Earth's crust
almost since prehistoric times. More than Natural gas

4000 years ago, asphalt (Petroleum Product) Petroleum
EL
was used in the construction of walls and

towers of Babylon. There are also records Water
from ancient China about shallow wells being
dug to get petroleum. But what did our
T
Impervious
ancestors do with this petroleum? They rock
mainly used for making their wooden boats
T,
waterproof, as a fuel for lamps and in some traditional remedies. We realized the
importance of petroleum only after science and technology progressed to give us
ER
petrochemicals and petrol to run engines.
Natural gas is another important under high pressure as compressed natural

fuel gas (CNG).
SC
Natural gas is found trapped between

The exploration for more petroleum
impervious rocks, sometimes along with
petroleum and sometimes without and natural gas are going on under the super
petroleum. Previously, this gas was vision of ONGC (Oil and Natural Gas
allowed to escape or even burnt while Corporation ) throughout India. In India gas
pumping out the petroleum. fields have been discovered in Tripura ,
Now, the natural gas is treated as Mumbai High, Krishna, Godavari delta and
equally precious because it is safer for
Jaisalmer.
the environment. Natural gas is stored
19e X¯‘êã∆+˝À H˚\u§>∑TZ ˇø£ eTTKýÓTÆq
Ç+<Ûqä +>± ne‘·]+∫+~. Ç~ ‘·]–b˛j˚T X¯øÔÏ eqπs
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b˛‘˚ Ç+ø± 250 qT+∫ 300 dü+e‘·‡sê˝ <ëø± ‘Ó\TdüT, <ëìì eTq+ $ìjÓ÷–düTÔHêï+ ≈£L&Ü.
Ç~ eTq nedüsê\T rs¡TdüTÔ+~. 1950dü+ˆˆ <ëø± Ç~ eTq≈£î ˇø£ |ü⁄sê‘·q ñwüí eT]j·TT ø±+‹ eqs¡T.
Á|ü|ü+#· $<äT´<äT‘·Œ‹Ô˝À dü>∑+ H˚\u§>∑TZ Ä<Ûës¡+>± bÕ]ÁXÊ$Tø£ $|ü¢e+ ‘·sê«‘· ô|]–q Ç+<Ûäq
e÷Á‘·y˚T »]π>~. nedü s ê\qT n+<ä T ø√e&ÜìøÏ H˚ \ u§>∑ T Z q T
eT]+‘· kÕeTs¡∆´+ >∑\ Ç+»qT\T ø£qT>=Hêïø£ Á|ü ‘ êé÷ïj· T +>± >∑ T ]Ô + #· & É + <ë«sê <ëì
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kÕúq+˝À ô|Á{À*j·T+ #˚]+~. H˚&ÉT H˚\u§>∑TZ ø£fº…\qT ø±\Ã>± e∫Ãq u§>∑T,Z bòÕ´ø£Øº \˝À,
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u§>∑TZ ø£fuº… §>∑TZ (charcoal).
AN s¡+Á<Ûä+ #˚j·TT
ás√E eTq+ yêVü≤Hê\˝À ñ|üj÷Ó –düTqÔ ï ô|Á{À˝Ÿ,
&û õ ˝Ÿ e+{Ï $ ô|Á{À*j· T + nH˚ Kì»+ qT+&ç uÛ÷Ñ |ü≥\+
bı+<äT‘·THêï+. |üPs¡«#ê]Á‘·ø£ j·TT>∑+ qT+&ç ô|Á{À*j·T+ düV≤ü »yêj·TTe⁄
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u≤_˝Àìj·÷˝À >√&É\T, >√|ü⁄sê\ ìsêàD+˝À nkÕŒ¤˝Ÿº
˙s¡T
(asphalt) nH˚ ô|Á{À*j·T+ ñ‘·ŒHêïìï ñ|üj÷ Ó –+#ês¡T.
T
ô|Á{À*j·T+ yÓ*øÏrj·T&ÜìøÏ #Ó’Hêyês¡ êyês¡T ˝À‘Óq’ u≤e⁄\T nuÛÒ<äýÓTÆq

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eTq |üPØ«≈£î\T ô|Á{À*j·T+‘√ @+ #˚ùdyês¡T? Ä s√E\˝À BbÕ\˝À Ç+<Ûäq+>±, |ü&Ée˝À¢ ˙s¡T

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kÕ+πø‹ø£ s¡+>±\˝À »]–q n_Ûeè~∆ e\¢ Ç+»qT¢ q&É|ü&ÜìøÏ ô|Á{À˝Ÿ eT]j·TT ô|Á{Às¡kÕj·THê\T
e+{Ï$ ñ|üjÓ÷–+#·&É+ <ë«sê ô|Á{À*j·T+ ÁbÕeTTK´‘·qT eTq+ >∑T]Ô+#ê+.
SC
e<ä› dü+|”&ç‘· düVü≤»yêj·TTe⁄>± (Compressed

düVü≤» yêj·TTe⁄ nuÒ<ÛäýÓTÆqsêfi¯fl eT<Ûä´ ø=ìï Natural Gas- CNG) ì\« ñ+#·&+ É »s¡T>∑T‘·T+~.
kÕs¡T¢ ô|Á{À*j·T+‘√ ø£\dæ, ø=ìï kÕs¡T¢ ô|Á{À*j·T+ ONGC (Oil and Natural Gas Corporation)
˝Ò≈î£ +&Ü ì\«ñ+≥T+~. |üPs¡«+ ô|Á{À*j·T+ì yÓ*øÏ Ä<Û«ä s¡´+˝À uÛ≤s¡‘<· X˚ e¯ T+‘·{≤ ô|Á{À*j·T+ eT]j·TT
rdüTqÔ ï|ü⁄Œ&ÉT düV≤ü » yêj·TTe⁄qT e~*y˚jT· &É+ >±˙ düV≤ü » yêj·TTe⁄\¬ø’ eT]+‘· nH˚«wüD »s¡T>∑T‘·T+~.
ø±*Ãy˚jT· &É+ >±˙ #˚ùdyês¡T. uÛ≤s¡‘·<˚X¯+˝À Á‹|ü⁄s¡, eTT+u≤sTT`ôV’≤, ø£ècÕí,
ø±ì Ç~ |üsêés¡D≤ìøÏ düTs¡øÏå‘·yÓTÆq<äì >√<ëe] &Ó˝≤º eT]j·TT C…’dü˝ÒàsY\˝À düVü≤»yêj·TT
‘Ó*dæq ‘·sê«‘· Bìì ≈£L&Ü ô|Á{À*j·T+‘√ düe÷q ìπøåbÕ\T ø£qT>=Hêïs¡T.
$\Te>∑\~>± uÛ≤$düTHÔ êïs¡T. Bìì n‘·´~Ûø£ |”&HÉ ê\
11
Other uses of coal, petroleum and natural gas
Most of us think petroleum is a source of fuel. But advances in our understanding of
various chemical processes has led to the use of both coal and petroleum as the starting
materials for a wide variety of products.
Petroleum is a complex mixture. It is separated into various components by a separation
technique known as fractional distillation
Look at the figure-2. We can see the various products which are now being obtained
from petroleum. Initially, the separation techniques available were not advanced and could
A
separate only a few components from the petroleum mixture. One of the first fractions to
be separated from petroleum was kerosene which was found to be better fuel than the
AN
petroleum. Now, we can separate many more components. Fuel gas, petrol, diesel etc. are
all obtained from petroleum mixture. These components of petroleum are then used to
obtain other products.
G
Refining of Petroleum AN
(Below 400 c) Fuel gas LPG Fertilizer Synthetic
rubber
70 0 c
EL
To make Shoe Parts of clock

120 0 c chemicals polish cleaning solution
T
170 0 c petrol Dry cleaning fluid Heating torch

T,
Kerosene oil Wick stove Lantern

270 0 c
ER
400 0 c Diesel Oil Diesel generator Diesel

ingine
water
Lubricating Oil Lubricating oil

600 0 c generator
SC
Fuel Oil Industrial

Boiler
Residue Asphalt
Paints Making
Paraffin roads
wax
Ointment Face Grease Match candle wash vaseline

cream Box paper
Fig-2 : Uses of coal and petroleum
eTq˝À #ê˝≤ eT+~ ô|Á{À*j·T+qT ˇø£ Ç+<Ûäq eqs¡T>± e÷Á‘·y˚T uÛ≤$düTÔHêïs¡T. ø±ì $$<Ûä s¡kÕj·Tq
Á|üÁøÏj·T\ô|’ eTq ne>±Vü≤q $düÔ]+#·&É+ e\¢ H˚\u§>∑TZ, ô|Á{À*j·T+\qT |ü\T ñ‘·Œ‘·TÔ\≈£î eT÷\/eTT&ç
|ü<ësêú\T>± ñ|üjÓ÷–+#·&É+ ÁbÕs¡+uÛÑyÓTÆ+~.
ô|Á{À*j·T+ ˇø£ dü+øÏw¢ ºü $TÁX¯eT+. (Fractional distillation) nH˚ $<Ûëq+ <ë«sê Bìì
$$<Ûä n+ouÛÑ÷‘ê\T>± y˚s¡T #˚kÕÔs¡T.
|ü≥+`2˝À ô|Á{À*j·T+ qT+∫ ‘·j·÷s¡T#˚ùd $$<Ûä ñ‘·Œ‘·TÔ\qT #·÷&Ée#·TÃ. ÁbÕs¡+uÛÑ+˝À á y˚s¡T #˚ùd
|ü<ä∆‘·T\T n+‘· n<ÛäTHê‘·qyÓTÆq$ ø±ø£b˛e&É+ e\¢ ô|Á{À*j·T+ $TÁX¯eT+ qT+&ç ø=ìï n+ouÛÑ÷‘ê\qT
A
e÷Á‘·y˚T y˚s¡T |üs¡#· >∑*π>yês¡T. ô|Á{À*j·T+ qT+&ç yÓTT<ä{Ï>± y˚s¡T#˚j·Tã&çq n+ouÛÑ÷‘·+ øÏs√dæHé. Ç~
AN
ô|Á{À*j·T+ ø£+fÒ yÓTs¡T¬>’q~. H˚&ÉT eT]ìï n+ouÛÑ÷‘ê\qT y˚s¡T#˚j·T>∑\T>∑T‘·THêï+. yêj·TT Ç+<Ûäq+
(Fuel Gas), ô|Á{À˝Ÿ, &ûõ˝Ÿ yÓTT<ä˝…’q$ nìï ≈£L&Ü ô|Á{À*j·T+ $TÁX¯eT+ qT+&ç ñ‘·ŒqïyÓTÆqy˚. M{Ï qT+&ç
Ç‘·s¡ ñ‘·Œ‘·TÔ\qT ≈£L&Ü bı+<äe#·TÃ.
G
(Below 400 c) yêj·TT
AN Ç+<Ûäq+ LPG dæ*+&ÉsY ø£èÁ‹eT ms¡Te⁄\T ø£èÁ‹eT s¡ã“s¡T.
70 0 c
s¡kÕj·THê\T ã÷≥TbÕ*wt >∑&çj·÷s¡|ü⁄ $&ç uÛ≤>±\qT

120 0 c
EL
X¯óÁuÛÑ+#˚ùd Á<ëeD+
170 0 c ô|Á{À˝Ÿ &Ó’ø°¢ì+>¥ Á<äe+ V”≤{Ï+>¥ {≤sYÃ

T
øÏs√dæHéÄsTT˝Ÿ ãrÔ\ bısTT´ B|ü+

T,
270 0 c
400 0 c &çõ˝ŸÄsTT˝Ÿ &çõ˝Ÿ »qπs≥sY &çõ˝Ÿ Ç+»Hé

ER
600 0 c ø£+<Óq\T>± yê&˚ #·eTTs¡T ø£+<Óq\qT ñ‘·Œ‹Ô#˚ùd j·T+Á‘·+

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#·eTTs¡T Ç+<Ûäq+ bÕ]ÁXÊ$Tø£ u≤sTT\sY

neπø|å +ü ÄkÕŒ¤˝Ÿº
bòÕ]|òæHéyêø˘‡ ô|sTT+{Ÿ‡ s√&É¢≈£î ñ|üjÓ÷–+#˚ ‘ês¡T
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13
Activity-3
Identifying various uses of petroleum.
Look at the figure-2 and find the other uses of petroleum and its products. Fill in the table.
Table -4
Name of the
petroleum product Uses
Petrol
A
Fuel Oil
AN
Kerosene
Diesel
Paraffin Wax
G
Coal: AN When coal is heated in air, it burns and
Coal is not as versatile as petroleum but produces mainly carbon dioxide gas. Coal
it is also very useful. Look at the figure-3. is processed in industry to get some useful
EL
We can see that coal gives us coke, products such as coke, coaltar and coal gas.
coaltar and coal gas. Each of these
components has several uses.
T
Manufacture
T,
of steel Fuel
COAL
COKE COAL
ER
GAS
Lighting
SC
Extraction Napthalene In Roads

of metals
Perfumes
Synthetic dyes
Roofing Materials Pesticides

COALTAR
Photographic Metals Medicines
Synthetic Fibres Paints Explosives
Fig-3: Uses of coal and its products

|ü≥+`2qT #·÷dæ ô|Á{À*j·T+ eT]j·TT yê{Ï ñ‘·Œ‘·T\Ô Ç‘·s¡ ñ|üj÷Ó >±\qT |ü{øºÏ `£ 4˝À ì+|ü+&ç.
ô|Á{À˝Ÿ
Ç+<Ûäq >±´dt
A
øÏs√dæHé
AN
&ûõ˝Ÿ
bÕsê|òæHé yÓTÆq+
G
H˚ \ u§>∑ T Z ô|Á{À*j· T + e˝… yÓ ’ $ <Û ä ´ H˚ \ u§>∑ T Z q T >±*˝À eT+&ç + ∫q|ü ⁄ Œ&É T
uÛÑ]‘·yÓTÆq~ ø±<äT ø±˙ #ê˝≤ ñ|üj·TTø£ÔyÓTÆq~.
AN Á|ü<ëÛ q+>± ø±s¡“Hé`&Ó`’ Ä¬ø‡’ &é yêj·TTe⁄qT $&ÉT<ä\
|ü{+`3qT |ü]o*+#·+&ç. #˚dTü +Ô ~. H˚\u§>∑TqZ T bÕ]ÁXÊ$Tø£+>± X¯ó~∆ #˚jT· &É+
<ë«sê ø√ø˘ , ø√˝Ÿ ‘ ês¡ T , ø√˝Ÿ > ±´dü T e+{Ï
H˚\u§>∑TZ qT+&ç ø√ø˘, ø√˝Ÿ‘ês¡T, ø√˝Ÿ
>±´düT\T e+{Ï n+ouÛÑ÷‘ê\qT bı+<äT‘ê+. Bì ñ|üj·TTø£ÔyÓTÆq |ü<ësêú\T ‘·j·÷s¡T #˚kÕÔ+.
EL
Á|ü‹ n+ouÛ÷Ñ ‘·+ nH˚ø£ ñ|üj÷Ó >±\T ø£*Z ñ+≥T+~.

ñ≈£îÿ ‘·j·÷Ø Ç+<Ûäq+
T
Ç+<Ûäq+
T,
ER
˝ÀVü≤dü+Á>∑Vü≤D+ s√&ÉT¢ y˚j·T&ÜìøÏ ø±+‹

Hê|òüÔ©Hé
SC
|ü]eTfi¯Á<äyê´\T ø£èÁ‹eT n<ä›ø±\T
ô|’ ø£|ü |ü<ësêú\T

ÁøÏ$T dü+Vü‰s¡ø±\T
ø√˝Ÿ‘ês¡T
bò˛{ÀÁ>±|òæø˘ ˝ÀVü‰\T eT+<äT\T
ø£èÁ‹eT <ësê\T s¡+>∑T\T ù|\T&ÉT |ü<ësêú\T
15
Coke Coal gas
It is a tough, porous and black substance. Coal gas is obtained during the
It is an almost pure form of carbon. Coke is
processing of coal to get coke. It is used
used in the manufacture of steel and in the
extraction of many metals. as a fuel in many industries situated near
the coal processing unit.
Coal tar
It is a black coloured thick liquid with
an unpleasant smell. It is a mixture of about
Activity-4
A
200 substances. Products obtained from the Identifying uses of coal products.
coal tar are used as starting material for
AN
manufacture of various substances like Observe the figure-3 and list out the uses
synthetic dyes, drugs, explosives, perfumes, of coal products in the following
plastics, paints, and roofing materials etc.
G
table-5.You can collect more information by
Interestingly naphthalene balls used to repel
moths and other insects are also obtained discussion with elders and with your friends.
AN
from coal tar. Table-5
Coke Coal Tar Coal Gas
EL
Lab Activity
T
Delivery tube
Aim: To show that when we heat high

T,
quality coal (carbon content is more) the Boiling

Stand tubes Jet
evolved gas burns. tube
ER
Material required: Two boiling tubes,

Rubber corks, iron stands, delivery tube, jet
tube, Bunsen burner.
Procedure: Take a spoon of powdered
SC
coal into a hard boiling tube and fix it to a stand

as shown in the figure. Close the test tube
with a rubber cork and connect it to another Coal water
boiling tube which is partially filled with water powder
and has fixed to other stand, with the help of
Bunsen burner
‘U’ shaped delivery tube as shown in the figure.
Arrange a jet tube to the cork of second boiling
tube. Heat the boiling tube containing coal
strongly with the help of Bunsen burner. Fig-4: Burning the coal
Ç~ ˇø£ <äè&ÛÉyÓTÆq, q\¢ì dü∫Ã¤Á<ä |ü<ës¡ú+. Ç~
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‘·j·÷Ø˝À eT]j·TT #ê˝≤ ˝ÀVü‰\ dü+Á>∑Vü≤D˝À »]ù| Á|üÁøÏj·T˝À ø√˝Ÿ >±´dt ñ‘·Œ‹Ô ne⁄‘·T+~.
ø√ø˘ì ñ|üjÓ÷–kÕÔs¡T. H˚\u§>∑TZ X¯ó~∆#˚j·TT πø+Á<ë\ (Coal processing
unit) ≈£î <ä>∑Zs¡ ñqï nH˚ø£ ø£sêà>±sê\˝À ø√˝Ÿ
Ç~ <äTsê«düq (Unpleasant smell) >∑\ q\¢{Ï >±´dtqT Ç+<Ûäq+>± ñ|üjÓ÷–kÕÔs¡T.
∫ø£ÿHÓ’q Á<äe+. Ç~ <ë<ë|ü⁄ 200 |ü<ësêú\
$TÁX¯eT+. ø√˝Ÿ‘ês¡T ñ‘·Œ‘·TÔ\qT ø£è‹eT n<ä›ø±\T
A
(Synthetic Dyes), Wwü<Ûë\T, Áù|\T&ÉT |ü<ësê∆\T,
AN
|ü]eTfi¯ Á<äyê´\T (perfumes), Ç+{Ï ô|’ ø£|ü≈£î
yê&˚ |ü<ësêú\T (rooting materials), bÕ¢dæºø˘\T,
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&ÜìøÏ eT÷\/ eTT&ç |ü<ësêú\T>± (Starting ñ|üjÓ÷>±\qT øÏ+~ |ü{Ïºø£˝À sêj·T+&ç.
G
Materials) yê&É‘ês¡T. ÄX¯Ãs¡´+ @$T≥+fÒ e÷‘Y\T nedüsy¡ TÓ ‘Æ ˚ ˙ ùdïVæ≤‘·T\‘√ >±ì, ô|<äy› ê]‘√ >±ì
(Moths) eT]j·TT Ç‘·s¡ ø°≥ø±\ qT+∫ s¡ø£åD¬ø’ AN #·]Ã+∫ eT]+‘· düe÷#êsêìï ùdø£]+#·+&ç.
ñ|üjÓ÷–+#˚ Hê|òüÔ©Hé ñ+&É\T ≈£L&Ü ø√˝Ÿ ‘êsY
qT+&˚ ‘·j·÷s¡e⁄‘êsTT.
T EL
yêj·TT yêVü≤ø£ Hêfi¯+

T,
HêDýÓTÆq H˚\u§>∑TZì (ø±s¡“Hé n~Ûø£+>±

ñ+&˚~) y˚&ç#˚ùdÔ yÓ\Te&˚ yêj·TTe⁄ eT+&ÉT‘·T+~ nì kÕº+&é |üØø£å Hê[ø£\T C…{Ÿ
ìs¡÷|æ+#·T≥.
ER
Hêfi¯+
s¬ +&ÉT ô|<ä› |üØø£å Hê[ø£\T (boiling
tubs), s¡ã“s¡T _s¡&Ü\T, ÇqT|ü kÕº+&ÉT\T, yêj·TTyêVü≤ø£
Hêfi¯+, C…{Ÿ Hêfi¯+, ãTHÓ‡Hé C≤«\ø£+ (bunsen burner)
SC
ˇø£ #Ó+#ê H˚\u§>∑TZ bı&çì rdüT≈£îì >∑{Ïº

|üØø£Hå ê[ø£ (hard boiling tube) ˝À y˚d,æ |ü≥+˝À #·÷|æq
$<Ûä+>± kÕº+&ÉT≈£î _–+#·+&ç. |üØø£å Hê[ø£qT s¡ã“s¡T
ø±s¡Tÿ‘√ eT÷j·T+&ç. ¬s+&Ée kÕº+&ÉT≈£î ø=~›>± ˙{Ï‘√ H˚\ u§>∑TZ bı&ç ˙s¡T
ì+|æq eTs=ø£ |üØø£åHê[ø£qT _–+∫ ¬s+&ç+{Ï˙ ‘U’
Äø±s¡|ü⁄ yêj·TTyêVü≤ø£ Hêfi¯+ (Delivery tube)‘√
|ü≥+˝À #·÷|æq $<Û+ä >± ø£\|ü+&ç. s¬ +&Ée |üØø£Hå ê[ø£≈î£ ãTHÓ‡Hé C≤«\ø£+
|ü≥+˝À #·÷|æq≥T¢ C…{ŸHêfi¯+ neTs¡Ã+&ç. ãTHÓ‡Hé
C≤«\ø£+ düV‰ü j·T+‘√ H˚\u§>∑TZ ñqï |üØø£å Hê[ø£ì u≤>±
y˚&ç #˚j·T+&ç.
17
What do you observe? What inference can you draw from
You may notice that the brownish black these two experiments?
vapours evolved in the first boiling tube. Natural gas and petrochemicals
These vapours are passed through water Natural gas is not just an important
in the second boiling tube. Colourless gas domestic and industrial fuel but also used
bubbles evolve from the water. If you burn in the manufacture of fertilizers.
the gas that is evolving through the jet tube,
you can witness a bright flame at the nozzle. Petrochemicals: The useful
substances which are obtained from
A
Repeat the above experiment by using
lime water, soap water instead of water used petroleum and natural gas are called petro
AN
in second boiling tube. chemicals. These are used in the
What do you observe? Give reasons for manufacture of detergents, synthetic
the changes you observed in two fibres (Polyester, Nylon , Acrylic
G
experiments. polythene etc). Due to its great
AN commercial importance petroleum is
Some petrochemical products also called as liquid gold
gold.
Petrochemicals are used in preparation of various articles as substitutes for materials
like wood and metals which are limited. They are also used to manufacture several new
EL
products that cannot be obtained from wood, soil, metals etc. The table-6 shows how
petrochemicals are now used in all walks of life. Table - 6
Agricultural Sector Industrial sector Domestic and other sectors
T
Plastic tubes, Cars, motor boats, Medical equipments,

baskets, storing box, communication devices, clothes, bedding, socks,
T,
cultivation implements, construction materials, furniture, paints, washing

fertilizers paper industry, belt and liquids, fibre, cosmetics,
ER
straps, tyres. medicines, polishing liquids

etc.
Look at the table-6 given above. Think Increased consumption has lead to
SC
of all materials which you use in a day. Can increased production of waste material
you imagine spending a day without using which created disposal problems. For
petrochemical products? List how often example, for the last 3 years the use of
materials obtained from coal and petroleum
you use products obtained from
to make a wide variety of cheap plastics has
petrochemicals. Can you imagine life 100
revolutionised. These materials also
years ago when these are not available?
created a major pollution to the
We use so many products now, which environment.
we did not have 100 or even 50 years ago. How are coal and petroleum formed?
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ñ|üjÓ÷–kÕÔs¡T.
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eT+&ç ù dÔ , ‘Ó \ ¢ ì ø±+‹‘√ ≈£ L &ç q eT+≥ì ô|Á{À*j·T+ eT]j·TT
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A
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19
To understand this, explore the Like coal, petroleum and natural gas
processes by which coal and petroleum are were also formed from the dead remains
formed. (fossils) of living organisms. Hence they
are also known as fossil fuels.
Formation of coal
Why are coal and petroleum so
The plants in large and
versatile?
dense forests in low lying
A
wetlands got burried under the soil due to Coal consists of mainly carbon while
the natural processes like floods and petroleum consists of a mixture of
AN
earthquakes. As more soil deposited over compounds called hydrocarbons (they
them, the organic matter was compressed. contain mainly hydrogen and carbon).
The temperature also rose. As the organic These compounds make good starting
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matter sank deeper and deeper, under high materials for other compounds based on
AN
pressure and high temperature, these carbon. Carbon is very versatile and is the
vegetation slowly converted to coal. As basis for most of the materials. Therefore,
coal contains mainly carbon, the slow coal and petroleum consist carbon are very
EL
process of conversion of dead vegetation important starting materials for

into coal is called corbonisation. Since synthesising variety of useful compounds.
coal was formed from the remains of
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vegetation, it is called fossil fuel.

Do you know?
Formation of petroleum
T,
Petroleum was formed from the Alternatives to natural gas

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remains of tiny organisms called plankton The gas resources which are not
conventional like natural gas are known
that were found in the bottom of seas and
as non-conventional gas resources . Our
oceans. Plankton have tiny droplets of oil
SC
country has enormous non-conventional

inside their bodies. As these organisms
gas resources like coal bed methane and
died, their bodies settled at the bottom of gas hydrates. These are not in commercial
the sea or ocean and covered with layers production phase due to the lack in
of sand and clay. Over millions of years, proper technology. In future, when the oil
due to absence of air, high temperature and era is expected to end, the only way to
high pressure these dead organisms meet the energy demands will be by
transformed into petroleum and natural gas. producing this non-conventional gas.

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Ç+<ÛHä ê\T (Fossil fuels) n+{≤s¡T.
‘· & ç > ± ñ+&˚ ˝À‘· ≥ Tº
ÁbÕ+‘ê\˝À $kÕÔ s ¡ y Ó T Æ q ,
(Versatile)
<ä≥ºyÓTÆq n&Ée⁄\˝À #Ó≥T¢ ø=ìï
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mH√ï Ç‘·s¡ düy˚Tàfi¯Hê\≈£î á ôV’≤Á&√ø±s¡“Hé
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HÓeTà<Ó’q á Á|üÁøÏj·TqT eTq+ eT]j·TT ô|Á{À*j·T+\T ≈£L&Ü mH√ïs¡ø±\ dü+jÓ÷>∑

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@s¡Œ&É&É+#˚‘· Bìì ( fossil fuel) |ü<ësêú\T>± ñ+{≤sTT.

nì ≈£L&Ü |æ\TkÕÔ+.
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düeTTÁ<ë\ eT]j·TT eTVü‰düeTTÁ<ë\ n&ÉT>∑T

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uÛ≤>∑+ <ä>Zs∑ ¡>± ñ+&˚ (Plankton) e+{Ï kÕ+Á|ü<ëj˚T‘·s¡ >±´dt eqs¡T\T düVü≤»
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yêj·TTe⁄\T>± s¡÷bÕ+‘·s¡+ #Ó+<äT‘êsTT. #˚j·T&É+ e÷Á‘·y˚T e÷s¡Z+ ne⁄‘·T+~.
21
Conserving coal and petroleum Misuse of energy resources and
Why does the price of petrol go up all
consequences
the time? In our daily life while doing various day
to day activities we use many types of
In simple terms, the price of anything
energy resources and fuels without giving
depends on how much of it is available and
a thought about the exhaustibility of these
how essential it is.
resources and consequences. For example
A
Both coal and petroleum are in urban areas dryers are used in washing
exhaustible resources, but we need them,
AN
machines which consume electric energy,
both as fuel and as starting materials for
eventhough abundant source of heat energy
synthesising new compounds. Since
in the form of sunlight is available around
supplies are limited they are becoming
G
us. Similarly motor bikes are used even
more expensive as the demand for them
for shorter distances. Walking shorter
increases.
AN
distances or using bicycles saves not only
We have to conserve these resources fuel but also keeps good health.
as much as possible, and also look for
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Only one litre of

alternatives for these resources. kerosene for each person
Let us look at the issue of conservation.

We can reduce the consumption of both
T
coal and petroleum by

T,
(i) opting for a different model of

development which does not depend on
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these resources
Fig-5
(ii) reduce the wastage of these
resources.
SC
Can you give some more examples

Since the first option is right now where energy or fuel resources are
impracticable, second option of reducing
misused in our daily life?
wastage is to be practiced. The
governments of many countries are Can you suggest alternate ways to save
working on this problem of finding the fuel resources?
alternative technologies to reduce the use How is biodiversity effected by
of fossil fuels. excessive use of fossil fuels?

(Conserving Coal and petroleum)
eTq ì‘·´ J$‘·+˝À #˚ùd $$<Ûä |üqT\≈£î eTq+
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n+<äTu≤≥T˝À ñqï~ eT]j·TT <ëì nedüs¡+
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eTq≈£î m+‘· eTTKýÓTÆq~ nH˚ <ëìô|’ Ä<Ûës¡|ü&ç
ñ+≥T+~. >∑T]+∫ eTq+ m≥Te+{Ï Ä+<√fi¯q #Ó+<ä&+É ˝Ò<Tä .
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ø=B› n$ s√Es√E≈£î KØ<Ó’q$>± e÷s¡T‘·THêïsTT. AN
e÷Á‘·+ ø£wüº+ ˝Ò≈£î+&Ü q&Ée>∑*π> ø=~›bÕ{Ï
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M{Ï Á|‘ü êé÷ïj·T eqs¡T\ô|’ (alternative Resources)
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≈£L&Ü <äèwæº kÕ]+#·e\dæ ñ+~. ôd’øÏ˝ŸqT yê&É&É+ e\¢ Ç+<ÛäHê\T Ä<ë ne«&Éy˚T
Ç|ü⁄Œ&ÉT eTq+ á eqs¡T\qT @$<Ûä+>± ø±ø£ eTq+ Äs√>∑´+>± ñ+{≤+.
T
dü+s¡øÏå+#·Tø√yê˝À #·÷<ë›+. eTq+ u§>∑TZ eT]j·TT

ô|Á{À*j·T+\ $ìjÓ÷>±ìï s¬ +&ÉT s¡ø±\T>± ‘·–+Z #·
T,
>∑\TZ‘ê+.
(i) á eqs¡ T \ô|’ Ä<Û ë s¡ | ü & É ≈ £ î +&Ü n_Û e è~›
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#Ó+<äT≥≈£î ñ|üj÷Ó >∑|&ü TÉ $_Ûqï qeT÷HêqT

(Different Models of Development)
nqTdü]+#·&+É .
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(ii) á eqs¡T\ $ìjÓ÷>∑+˝À »]π> e´sê∆\qT

|üP]Ô>± ‘·–+Z #·&+É .
Ç+<äT˝À yÓTT<ä{Ï $<Ûëq+ nìï dü+<äsê“¤\˝À Ç+<Ûqä + X¯øÔÏ eqs¡T\qT eTq+ <äT]«ìjÓ÷>∑+
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ø=s¡≈£î Á|üj·T‹ïdüTÔHêïsTT.
23
Activity-5 Utilisation of these fuels leads to some
more harmful effects. Let us see that
Group discussion on misuse of
fuel resources and its Burning fuels releases carbon dioxide
consequences. which causes climate changes and leads
Discuss in small groups how fuel to global warming.
resources are being misused in our daily
Coal fired power plants emits mercury,
A
life while doing various activities like...
selenium, arsenic, lead in addition to
a) transportation,
AN
green house gases which are harmful
b) cooking
to human health and environment.
c) industrial use
G
What are the consequences of misuse Many paints made from petroleum and
of fuels? Prepare a report. heavy metals release toxic products into
AN
What methods could you suggest to air. These toxic products cause a variety of
prevent the misuse of fuels? health problems including heart, lungs
Harmful effects caused during use of
EL
damage, nausea and dizziness.

fuels
Most of the harmful effects are due to
T
carelessness of handling petroleum

products. For example, crude oil and
T,
refined fuel spills into sea from

tanker ship by accident causes
ER
damage to natural eco system

and kill sea birds, mammals,
shell fish and other organisms.
SC
Key words
Natural resources, exhaustible resources, inexhaustible resources, petroleum,

fractional distillation, natural gas, CNG, coke, coal gas, coal, coal tar,
carbonisation, plankton, fossil fuels, petrochemicals.

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<äTwüŒ¤*‘ê\qT #·÷<ë›+.
Ç+<ÛäHê\qT eT+&ç+#·&É+ e\q $&ÉT<ä\j˚T´
eTq ì‘·´ J$‘·+˝À Ç+<Ûäq eqs¡T\qT á ø±s¡“Hé&Ó’Ä¬ø’&é, yê‘êes¡D+˝À e÷s¡TŒ\≈£î
øÏ+~ s¡ø±˝…’q |üqT\T #˚ùd≥|ü⁄Œ&ÉT @$<Ûä+>± ‘·<ë«sê uÛÑ÷$T y˚&Óø£ÿ&ÜìøÏ (uÛÑ÷‘ê|ü+) <ë]
<äT]«ìjÓ÷>∑+ #˚düTÔHêïyÓ÷ MT ‘·s¡>∑‹˝À ∫qï rdüTÔ+~.
ãè+<ë\T>± @s¡Œ&ç (Groups) #·]Ã+#·+&ç. u§>∑TZ eT+&ç+#·&É+ <ë«sê X¯øÏÔì (ñ<ëˆˆ <∏äs¡à˝Ÿ
A
m) s¡yêD≤ #˚ùd≥|ü⁄Œ&ÉT $<äT´‘YX¯øÏÔ) ñ‘·Œ‹Ô #˚ùd ø£sêà>±sê\T e÷qe
AN
_) e+≥ #˚ùd≥|ü⁄Œ&ÉT Äs√>±´ìøÏ eT]j·TT |üsêés¡D≤ìøÏ Vü‰ì
dæ) |ü]ÁX¯eT\˝À $$<Ûä |üqT\≈£î yê&˚≥|ü&ÉT ø£*–+#˚ Á^Hé Vü≤Ödt yêj·TTe⁄\‘√ bÕ≥T
Ç+<Ûqä eqs¡T\ <äT]«ìjÓ÷>±\ e\q ø£*>π bÕ<äs¡dü+, ôd©ìj·TyéT, d”dü+, Ä¬s‡ìø˘\qT
G
|ü]D≤e÷˝Ò$T{Ï? ˇø£ ìy˚~ø£ ‘·j÷· s¡T#˚jT· +&ç. yê‘êes¡D+˝ÀøÏ $&ÉT<ä\ #˚kÕÔsTT.
Ç+<Ûqä eqs¡T\ <äT]«ìjÓ÷>±ìï ìs√~Û+#·&ÜìøÏ
MTπs$T Á|ü‘êé÷ïj·÷\qT dü÷∫kÕÔsT¡ ?
AN Ç+‘˚ø±≈£î+&Ü eTq+ $]$>± ñ|üjÓ÷–+#˚
ô|Á{À*j·T+ eT]j·TT uÛ≤s¡˝ÀVü‰\ qT+&ç ‘·j·÷¬s’q
ô|sTT+≥T¢ >√&É\≈£î, ‘·\T|ü⁄\≈£î, øÏ{Ïø°\≈£î y˚dæq
EL
‘·sê«‘· $wü|ü<ësêú\qT (Toxic substances) >±*

Ç+<Ûäq eqs¡ T \qT $ìjÓ ÷ –+#· T ≈£ î H˚ ˝ÀìøÏ $&ÉT<ä\ #˚kÕÔsTT. Ç$ >∑T+&Ó eT]j·TT
dü+<äsê“¤\˝À <äTwüŒ*¤ ‘ê\T m≈£îÿe>± eTq ìs¡ø¢ ´å£ +
}|æ]‹‘·TÔ\≈£î dü+ã+~Û+∫q Äs√>∑´ düeTdü´\≈£î,
T
ø±s¡D+>± »s¡T>∑T‘êsTT. ñ<ëVü≤s¡D≈£î eTq+ eTT&ç

#·eTTs¡TqT (Crude oil), X¯ó~∆ #˚dæq #·eTTs¡TqT $ø±s¡+ (Nausea), eT‘·TÔ (Dizziness)≈£î <ë]
T,
ÄsTT˝Ÿ {≤´+ø£sY˝˝À düeTTÁ<ä+ô|’ ‘·s¡*düTÔqï|ü&ÉT rkÕÔsTT.

@<Ó’Hê Á|üe÷<ä+ »]–‘˚ {≤´+≈£î\
ER
qT+&ç C≤]|ü&˚ #·eTTs¡T düeTTÁ<ä+˝Àì

˙{Ï‘√ ø£*dæb˛sTT düeTTÁ<ä |ü≈£åî\T,
ø°så <¡ ë\T, #˚|\ü e+{Ï mH√ï JesêX¯ó
SC
\T #·ìb˛e&É+, |üsêés¡D≤ìøÏ qwü+º

ø£\>∑&É+ »s¡T>∑T‘·T+~.
düVü≤» eqs¡T\T, ‘·s¡–b˛j˚T X¯øÏÔ eqs¡T\T, ‘·]–b˛ì X¯øÏÔ eqs¡T\T, ô|Á{À*j·T+, n+•ø£ ùd«<äq+,
düVü≤»yêj·TTe⁄, dü+|”&ç‘· düVü≤» yêj·TTe⁄ (CNG), ø√ø˘, ø√˝Ÿ>±´dt, u§>∑TZ, ø√˝Ÿ ‘ês¡T, ø±s√“HÓ’CÒwüHé,
bÕ¢+ø˘≥Hé, •˝≤» Ç+<ÛäHê\T, ô|Á{À s¡kÕj·THê\T
25
What we have learnt
Natural resources can be classified into Exhaustible and inexhaustible resources.

Fossil fuels are formed from the dead remains of living organism under the earth over
millions of years.
Coal, petroleum and natural gas are fossil fuels.
A
Coke, coal tar and coal gas are the products of coal.
Petroleum is formed at the bottom from the remains of tiny organism called plankton.
AN
Petroleum gas, Petrol, Diesel, Kerosene, paraffin wax, lubricating oil etc. are obtained
by refining of petroleum.
G
The natural gas is found sometimes along with petroleum and sometimes without
petroleum. AN
The useful substances which are obtained from petroleum and natural gas are called
petrochemicals.
EL
Excessive use of fossil fuels causes air pollution, greenhouse effect, global warming
and many health problems.
Fossil fuel resources are very limited. We should think for the alternatives.
T
Advances in science and technology have changed our lives.

T,
Improve your learning

ER
I. Reflections on concepts
1. Why petroleum is also called as liquid gold? (AS1)
SC
2. What are the uses of petrochemical products in agriculture sector. (AS1)

3. Explain the process of formation of petroleum in Earth. (AS1)
4. Why should people look for alternative sources of fossil fuel? (AS7)
II. Application of concepts
1. Name the petroleum products used for surfacing of roads. (AS1)
2. What will happen if fossil fuels like coal and petroleum are completely exhausted?
(AS2)

düV≤ü » eqs¡T\qT ‘·]–b˛j˚T X¯øÔÏ eqs¡T\T, ‘·]–b˛ì X¯øÔÏ eqs¡T\T>± eØZø]£ +#·e#·TÃ.
ÁbÕDT\ jÓTTø£ÿ eTè‘· neX‚cÕ\T ø=ìï \ø£\å dü+e‘·‡sê\ bÕ≥T uÛ÷Ñ $T ˝À|ü\ ø£|Œü ã&ç ñ+&É≥+ e\q
•˝≤» Ç+<ÛHä ê\T @s¡Œ&É‘êsTT.
u§>∑T,Z ô|Á{À*j·TyéT eT]j·TT düV≤ü » yêj·TTe⁄\T •˝≤» Ç+<ÛHä ê\T.
ø√ø˘, ø√˝Ÿ ‘ês¡T eT]j·TT ø√˝Ÿ >±´düT\T u§>∑TZ jÓTTø£ÿ ñ‘·ŒHêï\T.
A
bÕ¢+ø˘≥Hé nH˚ dü÷ø£àå Je⁄\ jÓTTø£ÿ eTè‘· neX‚cÕ\ qT+&ç ô|Á{À*j·T+ ‘·j÷· s¡e⁄‘·T+~.
AN
ô|Á{À*j·T+ >±´dt, ô|Á{À˝Ÿ, &ûõ˝Ÿ, øÏs√dæH,é bÕs¡|Hæò é yÓTqÆ +, ø£+<Óq\T yÓTT<ä\>∑Tq$ ô|Á{À*j·T+qT
X¯ó~∆ #˚jT· &É+ e\q bı+<äT‘ês.
G
düV≤ü » yêj·TTe⁄ ø=ìï dü+<¡sê“¤\˝À ô|Á{À*j·T+‘√ bÕ≥T, eT]ø=ìï dü+<äsê“¤\˝À ô|Á{À*j·T+ ˝Ò≈î£ +&Ü
\uÛ´Ñ eTe⁄‘·T+~. AN
ô|Á{À*j·T+ qT+&ç Á>∑V≤æ +#·ã&çq ñ|üj÷Ó >∑øs£ y¡ TÓ qÆ |ü<ësê∆\qT ô|Á{À s¡kÕj·THê\T n+{≤s.
•˝≤» Ç+<ÛHä ê\ n‹ $ìjÓ÷>∑+ >±* ø±\Twü´+, Á^HéV≤ü ÖCŸ Á|üu≤Û e+, uÛ÷Ñ ‘ê|ü+ e+{Ï düeTdü´\‘√ bÕ≥T
EL
nH˚øy£ TÓ qÆ Äs√>∑´ düeTdü´\≈£î <ë] rdüT+Ô ~.

•˝≤» Ç+<Ûqä eqs¡T\T |ü]$T‘·yTÓ qÆ $. yê{ÏøÏ Á|ü‘êé÷ïj·÷\qT eTq+ Ä˝À∫+#ê*.
XÊg, kÕ+πø‹ø£ s¡+>±\˝À n_Ûeè~∆ eTq J$‘ê\qT e÷s¡Ã>∑*–+~.
T
T,
ER
I.
1. ô|Á{À*j·T+qT Á<äe ã+>±s¡+ nì m+<äTø£+{≤s¡T? (AS ) 1
2. eékÕj·T s¡+>∑+˝À ô|Á{À s¡kÕj·THê\ ñ‘·Œ‘·T\Ô ñ|üj÷Ó >±\T ‘Ó\T|ü+&ç. (AS )

SC
3. uÛ÷Ñ $T˝À ô|Á{À*j·T+ @s¡Œ&˚ $<ÛëHêìï $e]+#·+&ç.(AS ) 1
4. Á|ü»\T •˝≤» Ç+<ÛäHê\≈£î Á|ü‘êé÷ïj·÷\ô|’ m+<äT≈£î <äèwæº kÕ]+#ê*? (AS7)
II.
1. s√&Éq¢ T y˚ùd≥|ü⁄Œ&ÉT s√&ÉT¶ ô|’ bıs¡˝À yê&˚ ô|Á{À*j·T+ ñ‘·Œ‘·T\Ô qT ‘Ó\Œ+&ç.(AS ) 1
2. •˝≤» Ç+<ÛHä ê˝…q’ H˚\u§>∑T,Z ô|Á{À*j·T+ |üP]Ô>± Vü≤]+#·T≈£îb˛‘˚ @eTÚ‘·T+~? (AS ) 2
27
3. Assume that you are a driver, what measures do you take to save petrol and diesel?
(AS7)
4. Suggest some alternative ways to save the fuel resources. (AS7)
III. Higher Order Thinking Questions
1. How is biodiversity effected by the excessive use of fossil fuels? (AS7)
2. “Crude oil and refined fuel when spills into the sea from tanker of ships by accident”.
Discuss the consequences of this on environment. (AS7)
A
AN
Multiple Choice Questions
1. Which one of the following is less polluting fuel? ( )
a) Natural gas b) coal gas
G
c) Kerosene d) Petrol
AN
2. The main constituent of coal is ( )
a) Carbon b) Oxygen
EL
c) Air d) Water
3. Which one of the following material is used for making shoe polish? ( )
T
a) Paraffinwax b) Petrol
c) Diesel d) Lubricating oil

T,
4. Which of the following is not a fossil fuel? ( )

ER
a) Coal b) Petroleum
c) Charcoal d) Natural gas

SC
5. Which of the following is known as liquid gold? ( )
a) Kerosene b) Diesel
c) Petroleum d) Paraffinwax
Experiments
1. Conduct an experiment to show that when we heat high quality coal,a gas evolves
which can burn.

3. ˇø£yfi˚ ¯ ˙e⁄ yêVü≤q#√<ä≈î£ &ç$ nqTø=ì ô|Á{À\T eT]j·TT &ûõ˝ŸqT bı<äT|ü⁄ #˚jT· &ÜìøÏ m≥Te+{Ï
#·s´¡ \T rdüT≈£î+{≤e⁄? (AS )7
4. Ç+<Ûqä eqs¡T\qT bı<äT|ü⁄ #˚jT· &ÜìøÏ ø=ìï Á|ü‘êé÷ïj·T e÷sêZ\qT dü÷∫+#·+&ç. (AS7)
III.
1. •˝≤» Ç+<ÛHä ê\ n‹ $ìjÓ÷>∑+ Á|üøè£ ‹˝À JeyÓ$’ <Û´ä +ô|’ m˝≤+{Ï Á|üu≤Û e+ #·÷|ü⁄‘·T+~? (AS ) 7
A
2. ªªÁ≈£L&ÜsTT˝Ÿ, X¯ó~∆ #˚jT· ã&çq Ç+<Ûqä + düeTTÁ<ë\˝À z&É {≤´+ø£s¢¡ qT+&ç ãj·T≥≈£î ø±s¡&+É e\q
AN
düV≤ü » Äes¡D eédü≈ú î£ Vü‰ì ø£\T>∑CdÒ Tü +Ô ~µµ yê‘êes¡D+ô|’ Bì |ü]D≤e÷*ï #·]Ã+#·+&ç. (AS ) 7
G
1. øÏ+~ yêì˝À ø±\Twü´ |üs+¡ >± Ä<äsÙ¡ Ç+<Ûqä + @~?
AN ( )
m) düV≤ü » yêj·TTe⁄ _) H˚\u§>∑TZ
dæ) øÏs√dæHé &ç) ô|Á{À˝Ÿ
2. u§>∑T˝Z À eTTK´ nqT|òTü ≥ø£+ ( )
EL
m) ø±s¡“Hé _) Äø°‡»Hé
dæ) >±* &ç) ˙s¡T
T
3. wüO bÕ*dtqT ‘·j÷· s¡T #˚jT· &ÜìøÏ øÏ+~ yêì˝À @ |ü<ësêúìï yê&É‘ês¡T? ( )
T,
m) bÕs¡|Hæò é yÓTqÆ + _) ô|Á{À*j·T+

dæ) &ûõ˝Ÿ &ç) \÷Á_πø{Ï+>¥ q÷HÓ
ER
4. øÏ+~ yê{Ï˝À •˝≤» Ç+<Ûqä eTT ø±ì~ @~? ( )

m) H˚\u§>∑TZ _) ô|Á{À*j·T+
SC
dæ) ø£Ás¡ u§>∑TZ &ç) düVü≤»yêj·TTe⁄

5. øÏ+~ yê{Ï˝À <˚ìì Á<äe ã+>±s¡+ nì ≈£L&Ü |æ\TkÕÔsT¡ ? ( )
m) øÏs√dæHé _) &ûõ˝Ÿ
dæ) ô|Á{À*j·T+ &ç) bÕsê|òHæ é yÓTqÆ +
1. HêDýÓTqÆ H˚\u§>∑TìZ y˚&#ç ù˚ dÔ yÓ\Te&˚ yêj·TTe⁄ eT+&ÉT‘·T+~ nì ìs¡÷|æ+#·T Á|üj÷Ó >∑+ ìs¡«Væ≤+#·+&ç.
29
Project works
1. Burning fuels releases carbon di oxide , a green house gas, which causes climate
changes and leads to global worming.Collect information about this through
newspapers,magazines etc. and prepare report.
2. Compare a CNG run vehicle with that of a diesel run vehicle. What difference do
you notice in both cases with respect to pollutants released, level of pollution and
cost of fuel.
A
Prepare a report on your findings.
AN
Name of the fuel Cost of the fuel as on today Pollutants liberated
Diesel/Petrol.
G
CNG AN
3. Choose five families of your neighbourhood, collect the information about the
EL
measures that they adopt to conserve energy resources in transport and cooking.
Make a report on your observation.
T
Name of Number of Number of Amount spent for Amount spent for

T,
the Head of members in family vehicles using Fuel in one month Cooking purpose
the family
ER
SC

1. Ç+<ÛHä ê\qT eT+&ç+#·&+É e\q $&ÉT<ä\j˚T´ CO2 yê‘êes¡D e÷s¡TŒ\≈£î ‘·<ë«sê uÛ÷Ñ $T y˚&øÓ ÿ£ &ÜìøÏ
<ë] rj·T>∑\<äT. BìøÏ dü+ã+~Û+∫q düe÷#êsêìï yêsêÔ|Áü ‹ø£\ qT+&ç, dü+∫ø£\ qT+&ç ùdø£]+∫,
ìy˚~ø£ sêj·T+&ç.
2. dü+|”&‘ç · düV≤ü »yêj·TTe⁄ (CNG) ‘√ eT]j·TT &ûõ˝Ÿ‘√ q&ç#˚ yêVü≤Hê\qT n$ $&ÉT<ä\ #˚ùd ø±\Twü´
ø±s¡ø±\T, ø±\Twü´ kÕúsTT eT]j·TT Ç+<Ûqä <Ûsä \¡ <äècÕº´ b˛\Ã+&ç.
A
MTs¡T ø£qT>=qï n+XÊ\ô|’ ˇø£ ìy˚~ø£qT s¡÷bı+~+#·+&ç.
AN
G
&ûõ˝Ÿ/ô|Á{À˝Ÿ
CNG AN
3. ˙ Çs¡T>∑T bıs¡T>∑T˝À ñqï ◊<äT ≈£î≥T+u≤\qT m+#·Tø√+&ç. s¡yêD≤ eT]j·TT e+≥ |üqT˝À¢ X¯øÔÏ eqs¡T\qT
bı<äT|ü⁄ #˚jT· &ÜìøÏ m≥Te+{Ï e÷sêZ\T nqTdü]düTHÔ êïs√ n&ç– ‘Ó\TdüTø√+&ç. MTs¡T ùdø£]+∫q düe÷#êsêìï
EL
|ü{øºÏ ˝£ À qyÓ÷<äT #˚jT· +&ç.(AS4)

MT |ü]o\q\‘√ ˇø£ ìy˚~ø£qT ‘·j÷· s¡T#˚jT· +&ç.
T
T,
ER
SC
31
Chapter COMBUSTION, FUELS AND
FLAME
A
AN
We use different kinds of Activity-1
materials as fuels for various purposes at
Do all materials burn ?
home. You might have observed or heard
G
about how people used to burn wood, coal, You will need a pair of tongs, some
cakes of cow dung, kerosene etc., for metal or clay dishes and a candle or a spirit
cooking food at home. Blacksmiths in
AN
lamp.
villages also use them for heating metals.
Using tongs, pick up a small piece of paper
Both in urban and rural areas, now a day’s,
EL
and bring it close to the lighted spirit lamp

LPG is used as fuel for cooking the food.
and keep it on flame as shown in figure-1.
We use the light from the burning candle
or kerosene lamp, when there is no supply Record your observation in table 1.
T
of electricity. You might have also observed

burning of a candle or coal. What
T,
difference do you notice in the burning

process?
ER
Why does candle give flame when it is

burnt but why does coal burn without
emitting a flame ?
SC
Do all fuels produce same amount of

heat when they are burnt?
What do we need to burn a material? Fig-1
Have you ever tried burning a piece of Carry out this experiment with a piece
paper or wood or coal, a small rock or of charcoal, magnesium ribbon, straw,
a pebble?
cotton cloth, nylon cloth, dry wood, pebble,
Do all of them burn?
wax, plastic piece etc, and record your
Let us do an activity to know which of
observations.
these materials burn and which do not.
32 Free distribution by T.S. Government 2022-23 Combustion, Fuels and Flame
A
AN
Ç+{Ï e<ä› $$<Ûä |üqT\ ø=s¡≈î£ eTq+ s¡øs£ ø¡ ±\
Ç+<ÛäHê\qT $ìjÓ÷–kÕÔ+. e+≥ #˚j·T&É+ ø√dü+
G
u§>∑TZ, #Óø£ÿ\T, |æ&Éø£\T, øÏs√dæHé e+{Ï yê{Ïì
ñ|üjÓ÷–+#·&É+ MTs¡T >∑eTì+#˚ ñ+{≤s¡T ø£<ë! AN Bì ø=s¡≈£î MT≈£î |ü≥Tºø±s¡T (pair of tongs)
|ü˝…¢˝À¢ ø£eTà]yês¡T ≈£L&Ü ˝ÀVü‰\qT y˚&ç#˚j·T&É+ ˝ÀVü≤|ü⁄ –HÓï\T ˝Ò<ë |æ+>±DÏ –HÓï\T, kÕsêB|ü+
ø√dü+ M{Ïì yê&É‘ês¡T. |ü˝\¢… T eT]j·TT |ü≥Dº ≤\˝À ˝Ò<ë ø=y=«‹Ô ø±yê*.
á s√E˝À¢ e+≥ ø=s¡≈£î $]$>± e+≥ >±´dtqT |ü≥Tºø±s¡T‘√ ˇø£ ø±–‘·+eTTø£ÿqT |ü≥Tº≈£îì
EL
yê&ÉT‘·THêïs¡T. ø£¬s+≥T ˝Òq|ü⁄Œ&ÉT eTq+ øÏs√dæHé <ëìì kÕsêB|ü+ eT+≥ e<ä›≈£î rdüT≈£îs¡+&ç.
B|ü+, ø=y=«‘·TÔ\qT yÓ\T>∑T ø√dü+ $ìjÓ÷–kÕÔ+. (|ü≥+`1 #·÷&É+&ç) <ëìì eT+≥ô|’ ñ+#·+&ç.
ø±–‘·+ eTTø£ÿ˝À ˙e⁄ @ e÷s¡TŒ >∑eTìkÕÔe⁄?
T
u§>∑TZ eT+&É&É+, ø=y=«‹Ô eT+&É&É+ MTs¡T #·÷ùd

ñ+{≤s¡T ø£<ë! u§>∑TZ, ø=y=«‹Ô eT+&É&É+˝À @+ MT |ü]o\q\qT |ü{Ïºø£`1˝À sêj·T+&ç.
T,
‘˚&ÜqT MTs¡T >∑eTì+#ês¡T?

• Áø=y=«‹Ôì eT+&çùdÔ eT+≥ edüT+ Ô ~ ø±ì u§>∑TqZ T
ER
eT+&çùdÔ eT+≥sê<äT. m+<äT≈£î?

• eT+&ç+∫q|ü⁄&ÉT nìï s¡ø±\ Ç+<ÛH ä ê\T ˇπø
yÓTT‘·+Ô ˝À ñcÕíìï ñ‘·Œ‹Ô #˚kÕÔj÷· ?
SC
• |ü<ësê∆\qT eT+&ç+#·&ÜìøÏ eTqπø+ ø±yê*?

• MT¬s|ü⁄Œ&ÓH ’ ê ø±–‘·+eTTø£ÿ, #Óøÿ£ , u§>∑T,Z ∫qï
sêsTT e+{Ï yê{Ï ì eT+&ç + #· & ÜìøÏ u§>∑TZ, yÓT^ïwæj·T+ ]ã“Hé, ÁkÕº, q÷\T>∑T&É¶,
Á|üjT· ‹ï+#êsê? @+ »]–+~? HÓ’˝≤Hé >∑T&É¶, m+&ÉT ø£Ás¡, sêsTT, yÓTÆq+, bÕ¢dæºø˘
• ne˙ï eT+&Üj·÷? eTTø£ÿ yÓTT<ä\>∑T |ü<ësêú\qT ≈£L&Ü ˇø=ÿø£ÿ{Ï>±
@ |ü<ësêú\T eT+&ÉT‘êjÓ÷, @$ eT+&Éy√ eT+≥ô|’ ñ+∫ yê{Ï ˝ À e#˚ Ã e÷s¡ T Œ\qT
‘Ó\TdüTø√&ÜìøÏ Ç|ü⁄Œ&=ø£ ø£è‘·´+ #˚<ë›+. >∑eTì+#·+&ç. MT |ü]o\qqT n<˚ |ü{øºÏ ˝£ À qyÓ÷<äT
#˚j·T+&ç.
33
Table 1
S.No. Name of the material How does it burn
burnt Burns immediately Burns slowly Does not burn
1 Magnesium ribbon
2 Pebble
3 Petrol
4
A
5.
You can also try to burn liquids.
AN
A chemical process in which a material
Take 2ml of water in small plate. Bring
reacts with oxygen present in the air to
lighted stick near to water in the plate (see
generate heat is called combustion
combustion. The
figure 2).
G
materials which burn when brought near a
What do you observe in your attempt of
flame are combustible materials. Some of
burning water?
Is there any difference in flame of lighted
AN them can also be used as fuels. The
materials which do not burn are called non-
stick?
combustible materials.
What happened to the lighted stick when
EL
it is brought closer to water in the plate? Which of the material in the above
activity are combustible?
Think and discuss

T
Why some material burn and why

T,
Fig- 2 some do not? Give reasons.

Why some materials which do not burn
ER
at normal temperature burn at higher

Carry out this activity using coconut oil, temperatures?
mustard oil, kerosene, spirit, petrol etc. What is needed for the process
SC
(sticks should be long enough to prevent any of combustion?

fire accident if the material catches fire)
We know that we need a match stick or
Record your observation in table 1. a lighter to burn a material.
What can we conclude from this activity?
How will you prove that air is needed
We can conclude that some materials to burn a material?
burn and others don’t. In the above activity
Can we burn a material in the absence
you observed that when materials burn in air,
of air?
heat and light are produced.
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35
Activity-2
Lab Activity
Testing the necessity of air for
Aim: To prove that oxygen helps in burning
burning
Material required: Test tube, test tube
Take a small burning candle and put it holder, spirit lamp, match box, incence
on a table. Invert a glass tumbler over it. stick (agarbatti), potassium permanganate
The candle continues to burn for some time. crystals.
Then flickers and finally flame goes off.
A
Procedure
(See figure 3)
agarbatti),
agarbatti
Light a incense stick (agarbatti),
), and let it
AN
burn for 10 s, then put out the flame and
keep it aside. (The incense stick should
have burning stub)
G
Take potassium permanganate in a test
tube. Hold the test tube with a test tube
AN
Fig-3 holder and heat it over the flame of spirit
Remove the tumbler and again light the lamp. Oxygen is released on heating of
candle. Put the tumbler back over the potassium permanganate.
EL
candle. When the candle flame begins to

Insert the agarbatti with the burning
flicker, remove the tumbler. What happens
stub, in to the test tube as shown in
to the candle? Notice carefully.
figure-4.
T
We find that putting the glass tumbler agarbatti

um
over the candle cuts off the supply of air o t asi g a n e t
P an
T,
and the candle flame goes off. m

Per flame
This experiment proves that air is
test tube
ER
needed to burn a material. Some other

experiments need to be conducted to prove Spirit Lamp
that the oxygen present in air supports the
Fig-4
SC
combustion.
Observations:
Think and discuss How does scented stick started burning?
Why does not it catch again fire when
If you lift the glass tumbler (Which it is kept aside in air after putting its
is placed over a burning candle) to 1cm flame off?
height what happens? Why? You observe that stick burns with a
We can carry out an experiment to flame. Here the oxygen supports
demonstrate that oxygen helps in burning. combustion by helping Agarbathi to burn
with bright flame.
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ìs¡÷|æ+#·T≥.
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Ä]b˛sTT+<äì eTq≈£î ‘Ó\TdüTÔ+~.
T,
á Á|üj÷Ó >±ìï ã{Ïº edüTeÔ ⁄\T eT+&ÉT≥≈£î >±*

nedüs¡eTì ìsê∆s¡D ne⁄‘·T+~. nsTT‘˚ >±*˝Àì
ER
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ìs¡÷|æ+#·&ÜìøÏ eT]ø=ìï ø£è‘ê´\T nedüs¡+.
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ì|ü⁄Œ ø£*–q n>∑s¡Tã‹ÔøÏ eT+≥ sêe&É+ MTs¡T
>∑eTì+∫ ñ+{≤s¡T. ÄøÏ‡»Hé <äVü≤qÁøÏj·T≈£î
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37
Think and discuss Activity-3
Burning a paper with sun rays
How do you say that the gas released
On a sunny day, go out and focus the
in the above experiment is oxygen?
sun rays on a piece of paper using a
Can we replace potassium permanganate
magnifying lens (Figure-5). Touch the spot
with any other substance to release
after some time. How do you feel?
oxygen?
Is there any other procedure to prove
A
that oxygen is needed for burning?
AN
A few more examples of combustion
are given below. Can you explain the
reasons for the changes taking place ?
A slow fire bursts into a flame when
G
air is blown on it, but a candle burning
with flame goes off when air is blown Fig-5
on it. Why?
AN
You must have heard about people in
If a large quantity of dry grass is set
ancient times rubbing pieces of stones
on fire in forests then it is very
together to produce sparks. Have you tried
EL
difficult to put off the fire. Why?

it? Rub two stones hard together and touch
When an object catches fire, the fire
them. What do you feel?
is put off by covering with sand or a
Now recall some of your experiences:
T
blanket. Why?
The examples and activities discussed Does a matchstick burn by itself?
above shows that combustion takes place Why do we rub the match stick on the
T,
only in the presence of air. side of the match box to burn it?
We know that some materials catch Can you burn a piece of wood by bringing
ER
fire as soon as they are brought near a it close to a lighted matchstick?

flame, but some materials take a long time Why do we use paper or kerosene oil
to start burning though they are kept near to start fire in wood or coal?
the flame.
SC
On the basis of above observations and

What could be the reason for the previous experiences, we can conclude that
difference in burning among a combustible substance has to be initially
combustible materials? heated to catch fire or burn. The lowest
Let us explore this in the following
temperature at which a substance catches
activities.
fire is called its ignition temperature.
Ignition Temperature When a substance starts burning heat is
In activity 1, a candle is used to burn a produced and it helps to burn the substance
piece of paper. Can we burn paper without continuously. The ignition temperature is
the help of flame ? different for different substances.
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A
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AN
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SC
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39
The ignition temperature of a substance When does the second cup start burning?
decides quickness of catching fire. Make a guess and discuss with your
The substances which have very low teacher.
ignition temperature and easily catch fire Types of Combustion
are called Inflammable Substances. During summer time, dry grass catches
Examples of inflammable substances are fire on its own in the forests. It may spread
petrol, alcohol, liquified petroleum gas to the trees and very soon the whole forest
(LPG) etc., will be on fire. It is very difficult to control
such forest fires.
A
Can you make a list of some more
inflammable substances? If the head of a match stick is rubbed on
AN
the side of a match box, it starts burning.
Activity - 4 What makes match sticks to catch fire?
Understanding ignition temperature A mixture of antimony trisulphide,
potassium chlorate and white phosphorus
G
Take two small paper cups. Pour water
with some glue and starch was applied on
in one of the cups. Put the two cups on
the head of a match stick made of suitable
different tripod stands and heat both of
AN
wood. When it struck against a rough surface
them using same size candle as shown in white phosphorus got ignited due to the heat
the figure-6. of friction. This starts the combustion of the
EL
match stick. However, white phosphorus

proved to be dangerous both for the workers
involved in the manufacturing of match
T
boxes and for the users.

These days the head of the safety match
T,
empty cup cup with water stick contains only antimony trisulphide and
Fig-6 potassium chlorate. The rubbing surface has
ER
Which cup burns quickly? powdered glass and a little red phosphorus
(which is much less dangerous). When the
Does the water in the cup become hot?
match stick is struck against the rubbing
Why? surface, some red phosphorus gets converted
SC
Explain why one cup burns quickly but into white phosphorus. This immediately
reacts with potassium chlorate in the
the other does not, on the basis of ignition
matchstick head to produce enough heat to
temperature. When heat is supplied to
ignite antimony trisulphide and start the
cups, the heat received by second cup is combustion.
transferred to water in it. The water in this The type of combustion in which
cup prevents the paper to reach its ignition material suddenly burns into flames
without the application of any external
temperature and hence it does not burn.
agent is called spontaneous combustion.

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eT+&˚ |ü<ësêú\qT ª‘·«s¡>± eT+&˚ |ü<ësêú\Tµ
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A
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*e«>∑\sê?
AN
n–Zô|f…ôº |’ n–Z|⁄ü \¢qT sê|æ&ç #˚ùdÔ yÓ+≥H˚ eT+≥
@s¡Œ&ÉT‘·T+~.
• n–ï|ü⁄\¢ eT+&É&ÜìøÏ ø±s¡Dy˚T+{Ï?
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‘·–q ø£\|ü qT+&ç ‘·j·÷¬s’q n–Z|ü⁄\¢ ‘·\
s¬ +&ÉT ø±–‘·|⁄ü ø£|t (paper cup) \qT rdüT≈£îì uÛ≤>∑+˝À n+{ÏyÓTTì Áf…Æ dü˝…’Œ¤&é, bı{≤wæj·TyéT
AN
yê{Ï˝À ˇø£ <ëì˝À ˙s¡T b˛j·T+&ç. |ü≥+`6˝À ø√¢πs≥T, ‘Ó\¢ bòÕdüŒs¡dt, |æ+&ç eT]j·TT ã+ø£‘√
#·÷|æq≥T¢ yê{Ïì y˚sπ «s¡T Á‹bÕ<äT\ (tripod stands) ‘·j·÷¬s’q $TÁX¯e÷ìï ñ+#·T‘ês¡T. n–Z|ü⁄\¢qT
ô|’ ñ+∫ ˇπø |ü]e÷D+ >∑\ ø=y=«‘·TÔ\‘√ y˚&ç n–Zô|f…º jÓTTø£ÿ >∑s¡T≈£î ‘·\+ô|’ sê|æ&ç #˚dæq|ü⁄&ÉT
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#˚j·T+&ç. |òüTs¡¸D e\¢ ñ<ä“¤$+∫q ñwüí+‘√ bòÕdüŒs¡dt eT+&ÉT

‘·T+~. n~ n–Z|ü⁄\¢qT eT+&çdüTÔ+~. ‘Ó\¢ bòÕdüŒs¡dt
U≤∞ø£|ü
˙{Ï‘√ n–Zô|≥º\ ‘·j·÷Ø˝À |üì#˚ùdyê]øÏ eT]j·TT
T
ñqï ø£|ü
n–Z ô |≥º \ qT yê&˚ y ê]øÏ Á|ü e ÷<ä ø £ s ¡ y Ó T Æ q ~>±
>∑T]Ô+#·&É+ »]–+~.
T,
á s√E\˝À eTq+ yê&˚ düTs¡ø‘åÏ · n–Zô|f…\º ˝À

n–Z|ü⁄\¢ ‘·\uÛ≤>∑+˝À ñ+&˚ |ü<ës¡ú+ n+{ÏyÓTTì Áf…Æ
dü˝…’Œ¤&é eT]j·TT bı{≤wæj·T+ ø√¢πs{Ÿ\qT e÷Á‘·y˚T
ER
ø£*Z ñ+≥T+~. n˝≤π> n–Zô|f…º >∑s¡T≈£î ‘·\+ô|’

>±Ebı&ç eT]j·TT mÁs¡ bòÕdüŒs¡dt (‘·≈î£ ÿe Á|üe÷<äøs£ ¡
• @ ø£|⁄ü Œ ‘·«s¡>± eT+&ÉT‘·T+~? yÓTÆq~) \ $TÁX¯eT+ ñ+≥T+~. n–Z|ü⁄\¢qT >∑s¡≈£î
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• ù||üsY ø£|˝t Àì ˙s¡T y˚&≈Ó î£ ÿ‘·T+<ë? m+<äT≈£î? ‘·\+ô|’ s¡T~∆q|ü⁄Œ&ÉT ø=+‘· mÁs¡ bòÕdüŒs¡dt, ‘Ó\¢
ˇø£ ø£|t ‘·«s¡>± m+<äT≈£î eT+&ç+<√ eTs=ø£{Ï bÕdüŒs¡dt>± e÷s¡T‘·T+~. n~ yÓ+≥H˚ n–Z|ü⁄\¢≈£î
m+<äT≈£î eT+&É˝Ò<√ »«\q ñc˛íÁ>∑‘· Ä<Ûës¡+>± >∑\ bı{≤wæj·T+ ø√¢πs≥T‘√ #·s¡´H=+~ n+{ÏyÓTTì
Áf…Ædü˝…’Œ¤&éqT eT+&ç+#·&ÜìøÏ dü]|ü&˚ ñcÕíìï ñ‘·Œ‹Ô
$e]+#· + &ç . eTq+ ¬s+&ÉT ø£|t\≈£î ñcÕíìï
#˚düTÔ+~. ‘·<ë«sê n–Z|ü⁄\¢ eT+&ÉT‘·T+~.
n+~+#ê+. ø±˙ ¬s+&Ée ø£|ü⁄Œ≈£î n+~+∫q ñwüí+ |ü<ësêú\T @ Á|ü‘˚´ø£yÓTÆq ø±s¡D+ ˝Ò≈£î+&ÜH˚
˙{ÏøÏ #˚s¡y˚j·Tã&ç+~. ø±e⁄q ˙{Ï düeTø£å+˝À dü«‘·Vü‰>± eT+&É&Üìï (Spon-
Ä ø£|ü⁄Œ »«\q ñc˛íÁ>∑‘·qT #˚s¡Tø√˝Òø£b˛e&É+ e\¢ taneous combustion) n+{≤+.
n~ eT+&É˝Ò<äT.
41
Turn on the knob of the gas stove in the Fuels
kitchen and bring a burning match stick or We know that combustion gives heat
a gas lighter near it. The gas burns rapidly and light. The sources of heat for domestic,
and produces heat and light. Such automobile and industrial purposes are
combustion is known as rapid mainly wood, charcoal, petrol, kerosene,
combustion. Materials such as spirit, LPG, CNG etc. These substances are fuels.
petrol and camphor burn even with a spark
In the previous chapter, we studied about
from a gas lighter.
the fossil fuels and their use in various
A
Do you know? ways. We not only use fossil fuels but also
AN
other kinds of fuels for different purposes
1. You might have noticed words at home, in automobiles and in industries.
written as highly inflammable on petrol Tabulate different fuels that are used for !
tankers. This is a warning to the public
G
Domestic Transportation Industrial
to keep flame away from the inflammable
material. purpose
AN purpose purpose
2. We generally enjoy sound and

light from fire works on festival days.
When a cracker is ignited a sudden Classify the above fuels into solid, liquid,
EL
reaction takes place with the evolution gases and write them in table-2.
of heat, light and sound. A large amount Table - 2
of gas is also liberated in this reaction.
T
Solid Liquid Gas

Such a reaction is called explosion
explosion..
Explosions can also take place if
T,
pressure is applied on the crackers.

ER
Think and discuss

Look at the fuels in the table-2.
Why is phosphorus preserved in
SC
water? (Hint: think about the role of Can you decide the best fuel among
ignition temperature in combustion) them?
Why Kerosene stoves and Bunsen What is the criteria to decide a best
burners have small holes in them? fuel? Discuss with your friends.
(Hint; Think about the role of air Deciding the best fuel depends upon
combustion) the purpose of its use. A best fuel for
It is hard to ignite match stick in rainy cooking may not be a best fuel for running
days. Why ? an automobile.

>±´dt kÂº jÓTTø£ÿ |æ&ìç (knob) ‹|æŒ yÓ\T>∑T‘·Tqï (Fuels)
n–Z|⁄ü \¢qT >±´dt≈î£ <ä>sZ∑ >¡ ± rdüT≈£îeùdÔ yÓ+≥H˚ >±´dt <ä V ü ≤ q+ e\q ñwü í + eT]j· T T ø±+‹
eT+&ç ø±+‹ì, ñcÕíìï ÇdüTÔ+~. Ç≥Te+{Ï yÓ\Te&ÉT‘·T+<äì eTq≈£î ‘Ó\TdüT. Ç+&É¢˝Àq÷,
<äVü≤Hêìï (rapid combustion) yêVü≤Hê\˝Àq÷ eT]j·TT |ü]ÁX¯eT\˝Àq÷ ñcÕíìï
n+{≤+. dæŒ]{Ÿ, ô|Á{À˝Ÿ eT]j·TT ø£s¡÷Œs¡+ e+{Ï bı+<ä&ÜìøÏ ø£Ás¡, u§>∑TZ, ô|Á{À\T, øÏs√dæHé, m˝Ÿ|”J
|ü<ësêú\T >±´dt ˝…’≥sY qT+&ç e#˚Ã düqï ì|ü⁄Œs¡e« (LPG), dæmHéõ (CNG) e+{Ï |ü<ësêú˝Ò Ä<Ûës¡+.
e\¢HÓ’Hê yÓ+≥H˚ eT+&ÉT‘êsTT.
M{Ïì Ç+<ÛHä ê\T n+{≤+. >∑‘· bÕsƒê´+X¯+˝À •˝≤»
Ç+<ÛHä ê\ >∑T]+∫ eT]j·TT $$<Ûä nedüsê\≈£î n$
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1. ô|Á{À˝Ÿ {≤´+ø£sô¢|¡ ’ "Highly Inflammable" nì n+<äCùÒ d ñcÕíìï >∑T]+∫ ‘Ó\TdüT≈£îì ñHêï+ ø£<ë!
AN
sêdæ ñ+&É&+É MTs¡T #·÷dæ ñ+{≤s¡T ø£<ë! eTq+ •˝≤» Ç+<ÛäHê\H˚ ø±ø£ nH˚ø£ Ç‘·s¡
ô|Á{À˝Ÿ #ê˝≤ ‘·«s¡>± eT+≥qT n+<äT Ç+<Û ä H ê\qT Ç+&É ¢ ˝ Àq÷, yêVü ≤ Hê\˝Àq÷,
≈£î+≥T+~ ø±ã{Ïº Ä {≤´+ø£sY≈£î <ä>∑Zs¡˝À |ü]ÁX¯eT\˝Àq÷ $ìjÓ÷–düTÔ+{≤+. eTq+ $$<Ûä
G
eT+≥ì ñ+#·sê<äì #˚ùd ôV≤#·Ã]ø£ n~. nedüsê\≈£î yê&˚ Ç+<ÛHä ê\≈£î ñ<ëVü≤s¡D\qT øÏ+~
2. eTq+ kÕ<Ûës¡D+>± |ü+&ÉT>∑\ düeTj·T+˝À |ü{Ïºø£˝À sêj·T+&ç.
AN
u≤D≤dü + #ê ø±\TkÕÔ + . u≤D≤dü + #êqT >∑èVü≤ nedüsê\≈£î s¡yêD≤ |ü]ÁX¯eT\˝À yê&˚
yÓ*–+#·>±H˚ n$ ô|<ä› X¯ã+› ‘√ ù|* ø±+‹ì, yê&˚ Ç+<ÛäHê\T yêVü≤Hê\≈£î yê&˚ Ç+<ÛäHê\T
Ç+<ÛäHê\T
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ñcÕíìï ÇkÕÔsTT. á #·s´¡ ˝À ô|<ä› yÓTT‘·+Ô ˝À

yêj·TTe⁄\T ≈£L&Ü $&ÉT<ä\e⁄‘êsTT. <ëìì
ªªù|\T&ÉTµµ (explosion) n+{≤+. u≤D≤dü+#êô|’ ô|’q MTs¡T ‘Ó*|æq Ç+<ÛäHê\qT |òüTq, Á<äe,
T
|”&qÉ + (e‹Ô&)ç ô|+#·&+É <ë«sê ≈£L&Ü ªù|\T&ÉTµ yêj·TT Ç+<ÛHä ê\T>± eØZø]£ +∫ |ü{øºÏ `£ 2˝À sêj·T+&ç.
dü+uÛ$Ñ +#˚ neø±X¯+ ñ+~.
T,
|òüTq Ç+<ÛäHê\T Á<äe Ç+<ÛäHê\T yêj·TT Ç+<ÛHä ê\T

ER
• bÕdüŒ¤s¡dtqT eTq+ m+<äT≈£î ˙{Ï˝À ì\«

ñ+#·T‘ê+? (dü÷#·q: <äVü≤q+˝À »«\q |ü{øºÏ `£ 2qT |ü]o*+#·+&ç.
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ñc˛íÁ>∑‘· Á|üu≤Û e+ >∑T]+∫ Ä˝À∫+#·+&ç.) • |ü{øºÏ ˝ £ Àì Ç+<ÛHä ê\˝À @~ ñ‘·eÔ T Ç+<Ûqä yÓ÷
• øÏs√dæHé kÂº\≈£î, MT Á|üj÷ Ó >∑XÊ\˝Àì ãTHéôdHé #Ó|Œü >∑\sê?
ãs¡ïsY\≈£î ∫qï s¡+Á<Ûë\T ñ+{≤sTT m+<äT≈£î? • ˇø£ Ç+<Ûq ä + ñ‘·eÔ TyÓTqÆ <äì ìs¡sí TT+#·&ÜìøÏ
(dü÷#·q: <äV≤ü q #·s´¡ ˝À >±* ÄeX¯´ø£‘· >∑T]+∫ ÁbÕe÷DÏ ø £ ‘ · @$T{Ï ? MT ùdïVæ ≤ ‘· T \‘√
Ä˝À∫+#·+&ç) #·]Ã+#·+&ç.
• esê¸ø±\+˝À n–Z|ü⁄\¢qT yÓ*–+#·&É+ ø£wüº+, @~ ñ‘·eÔ T Ç+<Ûqä + nH˚~ eTq+ Ä Ç+<ÛHä êìï
m+<äT≈£î? <˚ì ø=s¡≈£î yê&É<ä\#êeTqï n+X¯+ô|’ Ä<Ûës¡|ü&ç
ñ+≥T+~. e+≥≈£î ñ‘·ÔeT Ç+<Ûäq+>± uÛ≤$+#˚~
yêVü≤Hê\≈£î eT+∫ Ç+<Ûäq+ ø±ø£b˛e#·TÃ.
43
In general, there are several factors Fire control
that have to be kept in mind while choosing
a fuel, like purpose of use, fuel efficiency
and availability, reasonable price, easy to
handle and safe to store, easy to ignite and
put off etc. The fuel should also burn at a You must have seen or heard about fire
moderate rate and cause less pollution. In breaking out in houses, shops, factories,
etc.
addition, it should have a high calorific
A
How can we put off the fire if it breaks
value.
out ?
AN
What is calorific value ? We use many methods to extinguish a
fire. But they all follow one principle. That
Suppose 1 kg of coal and 1 kg of cow is the principle of elimination of factors
G
dung are burnt. Which one produces more which support the combustion
combustion.
heat? Different substances produce AN Let us recall the factors which support
different amounts of heat on burning. Heat the combustion:
is measured in kilo joules. Calorific value a) Presence of a combustible material or
of a fuel is the amount of heat energy the fuel
EL
produced on complete combustion of 1 kg b) Supply of air or oxygen

of that fuel. It is measured in kilo joules c) High temperature (More than the
per kg (kj / kg). ignition temperature)
T
So, elimination of any of the three

factors will help in controlling the fire. Let
T,
Do you know? us see some examples.

Example:
ER
Fuel Calorific value (kj/kg) If a fire breaks out in a house or in any

Cow dung 6000-8000 business establishment the fire brigade will
Wood 17000-22000 immmediately put off the electric mains
SC
Coal 25000-33000 and then start spraying water on the fire.

Petrol 45000 Why the fire brigade start the work by
putting of the electric mains?
Kerosene 45000
How water helps in eliminating the
Diesel 45000
factors, which support the combustion?
CNG 50000
Initially, the water spray cools the
LPG 55000
combustible material below its ignition
Biogas 35000-40000 temperature. This prevents the fire from
Hydrogen 150000 spreading.
kÕ<Ûës¡D+>± ˇø£ Ç+<ÛHä êìï m+#·T≈£îH˚≥|ü⁄Œ&ÉT
eTq+ nH˚ø£ $wüj·÷\T <äèwæº˝À ñ+#·T≈£î+{≤+. Ç+&É¢˝À, cÕ|ü⁄\˝À, ø£sêà>±sê\˝À »]π> n–ï
Ä Ç+<ÛäHêìï @ nedüs¡+ ø√dü+ yê&ÉT‘·THêï+, Á|üe÷<ë\ >∑T]+∫ MTs¡T $ì/ #·÷dæ ñ+{≤s¡T ø£<ë!
Ç+<Ûäq <äø£å‘· (efficiency), Ç+<Ûäq+ \uÛÑ´‘·, • eT+≥\T n+≥T≈£îqï|ü⁄Œ&ÉT yê{Ïì eTq+ m˝≤
n+<äTu≤≥T <Ûsä ,¡ yê&É≥+˝À kÂ\uÛ´Ñ + eT]j·TT ì\« n<äT|ü⁄ #˚kÕÔ+?
ñ+#·&+É ˝À kÂ\uÛ´Ñ +, ‘·«s¡>± yÓ*–+#·>*∑ – ` ‘·«s¡>± eTq+ nH˚ø£ s¡ø±\ |ü<ä∆‘·T\
Äs¡ Œ &ÜìøÏ M˝… ’ q ~ e+{Ï $wü j · ÷ \T eT+∫ <ë«sê eT+≥\qT n<äT|ü⁄ #˚kÕÔ+.
Ç+<ÛäHêìï m+#·Tø√e&É+˝À düVü‰j·T |ü&É‘êsTT.
A
ø±˙ Á|ür |ü<ä∆‹˝Àq÷ nqTdü]+#˚
n+‘˚>±ø£ Ç+<Ûäq+ ìs¡+‘·sêj·T+>±, ì\ø£&É>± dü÷Á‘·+ ˇø£fÒ. n<˚eT+fÒ <<ääVü≤q
AN
eT+&˚~>±q÷, ‘·≈£îÿe ø±\Twü´+ ø£*–+#˚~>±q÷ #· s ¡ ´ ≈£ î <√Vü ≤ <ä | ü & ˚ n+XÊ\qT
ñ+&Ü*. eTTK´+>± <ëì ‘=\–+#·&Éy˚T.
n~Ûø£+>± ñ+&Ü*. <äV≤ü q #·s´¡ ≈£î @@ n+XÊ\T <√Vü≤<ä+ #˚kÕÔj÷Ó
• ø¬ ˝À]|òøæ ˘ $\Te n+fÒ @$T{Ï?
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eTs√kÕ] >∑Ts¡TÔ #˚düT≈£î+<ë+.
ñ<ëVü≤s¡D≈£î eTq+ ˇø£ øÏ.Á>±. u§>∑TZqT, ˇø£ m) <äVü≤qo\ Ç+<Ûäq+ ˝Ò<ë |ü<ës¡ú+ eT+≥≈£î
AN
øÏ.Á>±. |æ&Éø£\qT eT+&ç+#êeTqT≈£î+<ë+. @~ n+<äTu≤≥T˝À ñ+&É&É+
m≈£îÿe ñcÕíìï ñ‘·Œ‹Ô #˚düTÔ+~? $$<Ûä s¡ø±\ _) eT+&ÉT‘·Tqï |ü<ësêúìøÏ >±*/ÄøÏ‡»Hé düs¡|òüsê
edüTeÔ ⁄\qT eT+&ç+∫q|ü⁄Œ&ÉT yÓ\Te&˚ ñwü+í ˝À ‘˚&Ü »s¡T>∑T‘·T+&É&É+
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ñ+≥T+~. ñcÕíìï øÏ˝À CÖfi¯¢˝À ø=\TkÕÔ+. ˇø£ dæ) |ü<ës¡ú »«\q ñc˛íÁ>∑‘· ø£+fÒ m≈£îÿe ñc˛íÁ>∑‘·
øÏ˝ÀÁ>±+ Ç+<Ûäq+ |üP]Ô>± <äVü≤qyÓTÆ ñ‘·Œ‹Ô #˚ùd ñ+&É&É+.
ñwüísê•ì Ä Ç+<Ûäq+ jÓTTø£ÿ ø±ã{Ïº ô|’ n+XÊ\˝À <˚ìì ‘=\–+∫Hê n$
T
n+{≤+. Bìì ˇø£ øÏ˝ÀÁ>±+ Ç+<Ûäq+ <ë«sê eT+≥\qT n<äT|ü⁄ #˚j·T&ÜìøÏ düVü‰j·T|ü&É‘êsTT.
ñ‘·Œ‹ÔjTÆÓ q ñwü+í >± ø=\TkÕÔ+. n+<äTe\¢ ø¬ ˝À]|òøæ ˘ ˇø£ düìïy˚XÊìï |ü]o*<ë›+.
T,
$\Te≈£î Á|üe÷D≤\T øÏ˝ÀCÖ˝Ÿ/øÏ˝ÀÁ>±+ ((kJ/kg).

Ç+&É¢˝À ˝Ò<ë <äTø±D≤\˝À n–ï Á|üe÷<ä+
ER
»]–q|ü⁄&ÉT n–ïe÷|üø£ <äfi+¯ yês¡T e∫Ã yÓTT<ä≥>±

$<äT´‘Y düs¡|òüsêì ì*|æ y˚kÕÔs¡T. ‘·sê«‘· ˙{Ïì #·*¢
eT+≥\qT n<äT|ü⁄ #˚kÕÔs¡T.
• n–ïe÷|üø£ <äfi+¯ yês¡T $<äT´‘Y düs|
SC
|æ&Éø£\T 6000`8000 ¡ süò ê Ä|æq

ø£Ás¡/#Óø£ÿ 17000`22000 ‘·sê«‘·H˚ eT+≥\qT n<äT|ü⁄#˚j·T&É+ yÓTT<ä\T
u§>∑TZ 25000`30000 ô|≥º&ÜìøÏ ø±s¡Dy˚T$T ?
ô|Á{À˝Ÿ 45000 • <ä V ü ≤ q#· s ¡ ´ ≈£ î <√Vü ≤ <ä | ü & ˚ n+XÊ\qT
&ûõ˝Ÿ øÏs√dæHé 45000 ìs¡÷à*+#·&+É ˝À ˙s¡T m˝≤ ñ|üj÷Ó >∑ |ü&TÉ ‘·T+~?
dæmHéõ 50000 yÓTT<ä≥>± ˙s¡T <äVü≤qo* |ü<ësêúìï #·\¢ãs¡∫
m˝Ÿ|õæ 55000 <ëì ñc˛íÁ>∑‘·qT Ä |ü<ës¡ú »«\q ñc˛íÁ>∑‘· ø£+fÒ
ãjÓ÷>±´dt 35000`40000 ‘·≈î£ ÿe nj˚T´ $<Û+ä >± #˚dTü +Ô ~. n+<äTe\¢ eT+≥\T
ôV’≤Á&√»Hé 150000 yê´|æ+#·≈£î+&Ü ìs√~Û+|üã&É‘êsTT.
45
Then the heat turns the water into Flame
vapours which surround the burning
material and prevent supply of oxygen to Activity - 5
the burning materials. So, the fire is Observing the behaviour of
extinguished. different solid fuels
The most common fire extinguisher is Collect some fuels like candle, coal,
water. But water works only when things domestic gas, charcoal, magnesium ribbon,
like wood cloth and paper are on fire. If wood, cakes of cow-dung, camphor, wick
A
electrical equipment is on fire water may of the oil lamp, wick of kerosene stove, etc.
Burn each of them one by one with the help
AN
conduct electricity and harm those trying
of spirit lamp and note the time they take
to douse the fire.
to catch fire. Also observe how do they
Water is also not suitable for fires burn?
G
involving oil and petrol, because water is Do all of them burn in the same
heavier than the oil, it sinks below the oil AN manner? If not, what difference do you
and oil keeps burning on the top. notice?
Do all of them form a flame while they
Since it is difficult to remove the
are burning?
combustible material from a fire, cutting Record your observation in the
EL
of air supply and lowering the temperature following table-3.

are better methods. Table - 3
Material Time Forms Does not
T
In cases where water cannot be used,

Taken flame form flame
carbon dioxide gas is the best choice used
to burn
which is heavier than oxygen. It can be
T,
stored as a liquid in cylinders under high Candle

pressure. When released from the cylinder, Magnesium
ER
it expands and brings down the temperature. Cow dung cake

It also covers the fire like a blanket. Since Charcoal
the contact between the fuel and oxygen is
SC
Domestic gas
cut off, the fire is controlled. That is why
Camphor
it is an excellent fire extinguisher. The
Wick of
added advantage of carbon dioxide is that
Kerosene stove
in most cases it does not harm the
electrical equipment. It is mandatory for You may observe that a candle burns
offices, educational institutions and with flame where as charcoal does not.
multistoried buildings to install fire Some materials burn with flame, some do
extinguishers. not.

‘·sê«‘· nø£ÿ&É ñ+&˚ ñc˛íÁ>∑‘· e\¢ ˙s¡T Ä$¬s’ (Flame)
<äVü≤q+ #Ó+<äT‘·Tqï |ü<ës¡ú+ #·T≥÷º ˙{Ï Ä$]
#˚s¡T‘·T+~. ‘·<ë«sê eT+&ÉT‘·Tqï |ü<ësêúìøÏ >±*,
ÄøÏ‡»Hé n+<äø£ eT+≥ Ä]b˛‘·T+~.
kÕ<Ûës¡D+>± eT+≥\qT Äs¡Œ&ÜìøÏ eTq+
˙{Ïì yê&É‘ê+. ø£Ás¡, ø±–‘·+, >∑T&É¶ e+{Ï |ü<ësêú\T ø=y=«‹Ô, H˚\u§>∑T,Z ø£Ás¡u§>∑T,Z e+≥>±´dt e+{Ï
eT+&ÉT‘·Tqï|ü&ÉT e÷Á‘·y˚T ˙s¡T Ä eT+≥\qT Ç+<ÛHä ê\qT, yÓT^ïwæjT· +, ø£Ás¡, |æ&øÉ \£ T, ø£s÷¡ Œs¡+,
n<äT|ü⁄ #˚j·T>∑\<äT. ø±ì $<äT´‘Y |ü]ø£sê\ e+{Ï$
A
q÷HÓ B|ü+ e‹Ô, øÏs√dæHé kÂºe‹Ô e+{Ï |ü<ësêú\qT
eT+&ÉT‘·Tqï|ü⁄Œ&ÉT ˙s¡T $<äT´‘Y yêVü≤ø£+>± |üì#˚dæ ùdø£]+#·+&ç. yê{Ïì ˇπø kÕsêB|ü+ eT+≥ô|’
AN
eT+≥\qT n<äT|ü⁄ #˚j·T&ÜìøÏ Á|üj·T‹ïdüTÔqï yê]øÏ ñ+∫ ˇø£<ëì ‘·sê«‘· ˇø£{Ï eT+&çdü÷Ô n$
Vü‰ì#˚ùd neø±X¯+ ñ+~. eT+≥qT n+<ä T ø√e&ÜìøÏ m+‘· dü e Tj· T +
n˝≤π > q÷HÓ , ô|Á{À˝Ÿ e+{Ï |ü < ësêú \ T |ü&ÉT‘·T+<√ qyÓ÷<äT #˚j·T+&ç. n<˚$<Ûä+>± n$ @
G
eT+&ÉT‘·Tqï|ü⁄Œ&ÉT ≈£L&Ü yê{Ïì Äs¡Œ&ÜìøÏ ˙s¡T $<Ûä+>± eT+&ÉT‘·THêïjÓ÷ #·÷&É+&ç.
|üìøÏsê<äT. ø±s¡D+ ˙s¡T q÷HÓ ø£+fÒ ãs¡TyÓ’q~. AN • n$ nìï ˇπø $<Û+ä >± eT+&ÉT‘·THêïj·÷? @+
ø±ã{Ï º ˙s¡ T q÷HÓ jÓ T Tø£ ÿ n&É T >∑ T uÛ ≤ >±ìøÏ ‘˚&Ü >∑eTì+#ês¡T ?
#˚]b˛‘·T+~. ô|q’ Tqï q÷HÓ eT+&ÉT‘·÷H˚ ñ+≥T+~.
• nìï |ü < ësêú \ T eT+&˚ ≥ |ü ⁄ Œ&É T eT+≥qT
eT+≥\ qT+&ç eT+&ÉT#·Tqï |ü<ësêú\qT
@s¡Œs¡#>· \∑ yê?
EL
‘=\–+#·&É+ M\T ø±<äT ø±ã{Ïº <ëìøÏ >±*

n+<äìe«ø£ b˛e&É+, <ëì ñc˛íÁ>∑‘·qT ‘·–Z+#·&É+ MT |ü]o\q\qT |ü{øºÏ £ 3˝À qyÓ÷<äT #˚jT· +&ç.
e+{Ï$ eT+≥\qT n<äT|ü⁄ #˚j·T&ÜìøÏ nqTyÓ’q
T
|ü<ä∆‘·T\T.
˙{Ïì $ìjÓ÷–+#·˝Òì |ü]dæú‘·T\˝À ø±s¡“Hé &Ó’
T,
Ä¬ø‡’ &éqT $ìjÓ÷–kÕÔ+. Ç~ ÄøÏ‡»Hé ø£+fÒ ãs¡TyÓq’ ø=y=«‹Ô

yêj· T Te⁄. Bìì n~Û ø £ |” & É H êìøÏ >∑ T ]#˚ d æ yÓT^ïwæjT· +
ER
dæ*+&És\Y ˝À Á<äes¡÷|ü+˝À ì\« ñ+#·T‘ês¡T. Bìì |æ&øÉ £

ãj·T{ÏøÏ e~*q|ü⁄&ÉT yê´ø√∫+∫ ñc˛íÁ>∑‘·qT ø£Ás¡u§>∑TZ
‘·–ZdüTÔ+~. n+‘˚>±ø£ Ç~ eT+≥qT ˇø£ ø£+ã[ e˝… e+≥>±´dt
SC
ø£|æŒy˚dæ eT+≥≈£î ÄøÏ‡»Hé n+<ä≈£î+&Ü #˚düTÔ+~. ø£s÷¡ Œs¡+

‘·<ë«sê eT+≥\T n<äT|ü⁄ #˚j·Tã&É‘êsTT. ø±ã{Ïº øÏs√dæHé
eT+≥\qT Äs¡ Œ &ÜìøÏ ø±s¡ “ Hé & É j · ÷ ¬ ø ’ ‡ &é kÂºe‹Ô
ñ‘·eÔ TyÓTqÆ <äì #Ó|Œü e#·TÃ. eTs=ø£ ˝≤uÛyÑ T˚ eT+fÒ Ç~ ø=y=«‹Ô eT+&˚≥|ü&ÉT eT+≥ @s¡Œ&ÉT‘·T+~.
$<ä T ´‘Y |ü ] ø£ s ê\≈£ î Vü ‰ ì ø£ \ T>∑ C Ò j · T <ä T . ø±˙ u§>∑TeZ T+&çq|ü⁄&ÉT eT+≥ @s¡Œ&É<Tä . á $<Û+ä >±
$<ë´\j·÷\T, ø±sê´\j·÷\T eT]j·TT ãVüQfi¯ ø=ìï edüTÔe⁄\T eT+&˚≥|ü⁄&ÉT eT+≥ @s¡Œ&ÉT‘·T+~,
n+‘·düTú\ uÛÑeHê\˝À ªeT+≥\qT ÄπsŒ eédüúµ qT ø=ìï+{ÏøÏ eT+≥ @s¡Œ&É<äT.
@sêŒ≥T #˚j·T&É+ #·≥ºØ‘ê´ ‘·|üŒìdü].
47
Kerosene oil and molten wax rise through
the wick become gas and form flames. But
hottest part outer most zone
charcoal cannot be vapourised. So it does
not produce a flame. A fuel catches fire
immediately if it is in the form of gas.
moderately middle zone
Cooking gas catches fire immediately. hot
Spirit and petrol turn into gas at room dark zone
temperature. Hence, they catch fire least hot
A
blue zone
quickly.
AN
Think and discuss
A wax candle burns with a yellow Fig-7
G
flame. The domestic gas burns with a
blue flame. Why?
AN Observe near the base of the flame.
Structure of a flame Vapourized wax gets completely oxidized
and burns with a blue flame. It is blue zone.
Activity-6
EL
Observing the structure Do you know?

of the flame
T
A candle is mainly a source of light

Light a wax candle and watch the flame. but heat is also released. A candle is made
T,
Carefully note the different coloured zones of wax in which a thick thread is inserted.
in the flame. How many colours are there
Wax in the candle melts when it is lighted
ER
in the flame?
by a match stick. A little of the wax forms
Starting from the base of the flame,
vapour. This vapour combines with
how many flame zones do you observe?
SC
oxygen in the air to form flame. The heat

What is the colour of the outer most zone
of the flame melts more wax from the
of the flame?
top of the candle. The liquid wax moves
Observe the innermost zone which is
upward through the thread. It also changes
dark. What do you observe there? Is there
to vapour when it reaches the top of the
combustion takes place? In this zone wax gets
wick and burns with the flame.
vapourized. This is a dark zone. See figure 7.

øÏs√dæHé, ø£]–q yÓTÆq+ e+{Ï$, e‹Ô<ë«sê ô|’øÏ
#˚] yêj·TTe⁄>± e÷] <äVü≤q+ #Ó+<ä&É+ <ë«sê n‘·´~Ûø£ ñwüí uÛ≤>∑+
eT+≥qT @s¡Œs¡TkÕÔsTT. ø±ì u§>∑TZ yêj·TTs¡÷|ü+˝ÀøÏ n‹ u≤Vü≤´ÁbÕ+‘·+
e÷s¡˝<Ò Tä . ø±e⁄q n~ eT+≥qT @s¡Œs¡#<· Tä . @<ÓH’ ê
Ç+<Û ä q + yêj· T T dæ ú ‹ ˝À ñ+fÒ ‘· « s¡ > ± eT<Ûä´düú eT<Û´ä ÁbÕ+‘·+
eT+≥q+≥T≈£ î +≥T+~. e+≥>±´dt ‘· « s¡ > ± ñwüí uÛ≤>∑+
eT+≥q+≥Tø√e&É+ MTs¡T #·÷ùd ñ+{≤s¡T. dæŒ]{Ÿ, Nø£{Ï ÁbÕ+‘·+
n‘·´\Œ ñwüíuÛ≤>∑+
A
ô|Á{À˝Ÿ >∑~ ñc˛íÁ>∑‘· e<ä›H˚ u≤wüŒ+>± e÷s¡‘êsTT. ˙*s¡+>∑T ÁbÕ+‘·+
n+<äTe\q n$ n‹‘·«s¡>± eT+≥q+≥T≈£î+{≤sTT.
AN
G
ø=y=«‹Ô eT+≥ |üdüT|ü⁄ es¡í+˝À ñ+≥T+~,
e+≥>±´dt eT+≥ ˙*s¡+>∑T˝À ñ+≥T+~. AN
m+<äT≈£î?
eT+≥ øÏ+~ uÛ≤>±ìï |ü]o*+#·+&ç. nø£ÿ&É
(Structure of flame) uÛ≤wüŒ+>± e÷]q yÓTÆq+ ÄøÏ‡»Hé‘√ #·s¡´ »]|æ
˙*s¡+>∑T˝À eT+&ÉT‘·T+~. eT+≥˝À Ç~ ˙*s¡+>∑T
EL
ÁbÕ+‘·+ (Blue zone)

T
ˇø£ ø=y=«‹Ôì yÓ*–+∫ <ëì

eT+≥qT |ü]o*+#·+&ç. eT+≥˝Àì ø=y=«‹Ô Á|ü<ëÛ q+>± ˇø£ ø±+‹ »qø£yT˚ ø±˙
T,
$$<Ûä s¡+>∑T\ ÁbÕ+‘ê\qT ì•‘·+>± Ç~ ø=~› yÓ÷‘ê<äT˝À ñcÕíìï ≈£L&Ü $&ÉT<ä\

>∑ e Tì+#· + &ç . eT+≥˝À mìï #˚dTü +Ô ~. Ç~ yÓTqÆ +‘√ ‘·j÷· s¡T #˚jT· ã&ç eT<Û´ä ˝À
ER
eT+<äbÕ{Ï <ësêìï ø£*– ñ+≥T+~. eT+&ÉT#·Tqï

s¡+>∑T\THêïsTT?
n–Z|⁄ü \¢‘√ ø=y=«‹Ôì yÓ*–+∫q|ü⁄&ÉT yÓTqÆ + ø£]–
eT+≥ øÏ+~ qT+&ç ÁbÕs¡+_Û+∫ yÓTT‘·Ô+ mìï yÓTT<ä≥ Á<äe+>± e÷s¡T‘·T+~. n+<äT˝À ø=+‘·
SC
s¡+>∑T\ ÁbÕ+‘ê\qT MTs¡T >∑T]Ô+#ês¡T? nìï+{Ï uÛ≤>∑+ ‹]– uÛ≤wüŒ+>± e÷s¡T‘·T+~. Ä yÓTÆq|ü⁄
ø£Hêï @ s¡+>∑T˝À ñ+~? uÛ≤wüŒ+ >±*˝Àì ÄøÏ‡»Hé‘√ ø£*dæ eT+≥qT
@s¡Œs¡TdüTÔ+~. ø=y=«‹Ô jÓTTø£ÿ eT+≥ qT+&ç e#˚Ã
eT+≥ ˝À|ü\ eT<Ûä´ uÛ≤>∑+˝À q\¢ì ÁbÕ+‘êìï y˚&ç <ëì ô|’ uÛ≤>∑+˝À >∑\ yÓTÆHêìï eT]+‘·>±
(dark zone) |ü]o*+#·+&ç. @+ >∑eTì+#ês¡T? ø£]–+∫ Á<äe+>± e÷s¡TdüTÔ+~. Ä Á<äe+ <ës¡+
nø£ÿ&É <äVü≤q #·s¡´ »s¡T>∑T‘·T+<ë? Ä ÁbÕ+‘·+˝À <ë«sê e‹Ô jÓTTø£ÿ ô|’ uÛ≤>±ìøÏ #˚sêø£ u≤wüŒ+>±
Ç+<Ûqä + uÛ≤wüŒ+>± e÷s¡T‘·T+~. Ç~ q\¢>±/Nø£{>Ï ± e÷] ìs¡+‘·s¡+>± eT+&ÉT‘·T+~.
ñ+&˚ ÁbÕ+‘·+. |ü≥+`7 #·÷&É+&ç.
49
Activity-7
Observing the different zones of
candle flame
Light a candle. Hold a glass tube with a
pair of tongs and introduce its one end in the
dark zone of a non flickering candle flame.
Keep lighted match stick near the other end
Fig-9
of the glass tube as shown in figure-8. What
A
A blackish circular ring is formed on
do you observe? Do you see a flame? If so
the glass slide. What is it? It indicates the
AN
what is it that produces a flame? Notice that
deposition of un-burnt carbon particles
the wax near the heated wick melts quickly.
present in the luminous zone of the flame.
Incomplete combustion takes place in this
G
zone.
Hold a thin long copper wire just inside
AN
the flame for about half a minute as shown
in figure-10. What do you observe? The
copper wire just outside the flame gets red
EL
hot. It indicates that the non-luminous zone

of the flame has high temperature. It is the
Fig-8 hottest part of the flame. It is blue in colour
T
When the candle's flame is steady, and complete combustion takes place due
to good supply of oxygen.
T,
introduce a clean glass slide into the

luminous zone (yellow zone) of the flame
ER
and hold for 10 seconds as shown in

figure-9. What do you observe?
SC
Fig-10
Key words
Combustion, combustible and non - combustible materials, ignition
temperature, inflammable material, spontaneous combustion, rapid
combustion, explosion, fuels, calorific value.

ˇø£ ø=y=«‹Ôì yÓ*–+#·+&ç. ˇø£ >±E >={≤ºìï
|ü≥Tºø±s¡T (pair of tongs)‘√ |ü≥Tº≈£îì <ëì ˇø£
ø=qqT ì\ø£&É>± ñqï ø=y=«‹Ô eT+≥ jÓTTø£ÿ q\¢ì
ÁbÕ+‘·+ es¡≈£î rdüT¬øfi¯¢+&ç. |ü≥+`8˝À #·÷|æq≥T¢ Ä ôd&¢’ ôé |’ ˇø£ q\T|ü⁄ s¡+>∑T e\j·T+ @s¡Œ&ç+~
A
>±E >=≥º+ ¬s+&Ée ∫es¡ e<ä› eT+&ÉT‘·Tqï ø£ < ë! n~ @$T{Ï ? ø=y=«‹Ô eT+≥ jÓ T Tø£ ÿ
AN
n–Z|ü⁄\¢qT+#·+&ç. @+ >∑eTì+#ês¡T? eT+≥qT yÓ\T>∑T‘·Tqï ÁbÕ+‘·+˝À ≈£L&Ü Ç+ø± ø=+‘· eT+&Éì
>∑eTì+#êsê? >∑eTìùd,Ô Ä eT+≥ m˝≤ @s¡Œ&ç+~? ø±s¡ “ Hé ø£ D ≤\T ñHêïj· T ì á e\j· T +
‘Ó*j·TCÒdüTÔ+~. nq>± Ä ÁbÕ+‘·+˝À <äVü≤q#·s¡´
y˚&ç>± ñqï ˇ‹Ô <ä>∑Z]˝Àì yÓTÆq+ ‘·«s¡>± Á<äe
|üP]Ô>± »s¡>∑&É+ ˝Ò<äT.
G
dæú‹˝ÀøÏ sêe&É+ MTs¡T >∑eTì+#·e#·TÃ. |ü≥+`10˝À #·÷|æq≥T¢ ˇø£ bı&Éyê{Ï sê–
AN
r>∑qT ø=y=«‹Ô eT+≥˝À ñ+∫ ˇø£ ns¡ ìeTTwü+
ùd|ü⁄ |ü≥Tºø√+&ç. @+ >∑eTì+#ês¡T? eT+≥≈£î ø=~›>±
yÓ\T|ü\ ñqï sê– r>∑ u≤>± y˚&øÓ ÿÏ mÁs¡>± e÷s¡&+É
EL
>∑eTì+#·e#·TÃ. nq>± eT+≥ yÓ\T|ü* ñ|ü]‘·\

uÛ≤>∑+ (Á|üø±X¯e+‘·+>± ˝Òì ÁbÕ+‘·+) n~Ûø£ ñ
c˛íÁ>∑‘·qT ø£*– ñ+<äqïe÷≥. eT+≥ yÓTT‘·Ô+˝À
T
Ç<˚ n~Ûø£ y˚&ç >∑\ ÁbÕ+‘·+. Ç~ ˙* s¡+>∑T˝À ñ

+≥T+~ eT]j·TT á ÁbÕ+‘·+˝À eT+≥≈£î >±*˝Àì
T,
ÄøÏ ‡ »Hé u≤>± n+<ä & É + e\q <ä V ü ≤ q #· s ¡ ´

ø=y=«‹Ô eT+≥ ì\ø£&>É ± ñqï|ü⁄Œ&ÉT |ü≥+`9˝À dü+|üPs¡í+>± »s¡T>∑T‘·T+~.
ER
#·÷|æq≥T¢ Ä eT+≥ jÓTTø£ÿ yÓ\T>∑T‘·Tqï ÁbÕ+‘·+˝À

(yellow zone) ˇø£ X¯óÁuÛy
Ñ TÓ qÆ ôd&¢’ é (glass slide)qT
10 ôdø£q¢ ùd|ü⁄ ñ+#·+&ç. @+ >∑eTì+#ês¡T?
SC
<äVü≤q+, <äVü≤qo\ |ü<ësêú\T eT]j·TT <äVü≤qo* ø±ì |ü<ësêú\T, »«\q ñc˛íÁ>∑‘·, ‘·«s¡>± eT+&˚
|ü<ësêú\T, dü«‘·dæ<ä∆ <äVü≤q+, oÁ|òüT <äVü≤q+, ù|\T&ÉT, Ç+<ÛäHê\T, ¬ø˝À]|òæø˘ $\Te.
51
What we have learnt
Burning a material in the presence of air (oxygen) is called combustion.
Oxygen or air is needed for combustion to take place.
The lowest temperature at which a substance catches fire is called its ignition temperature.
The type of combustion in which material suddenly burns into flames without the
A
application of any external agent is called spontaneous combustion.
The type of combustion in which material burns rapidly and produces heat and light is
AN
called rapid combustion.
The amount of heat energy produced on complete combustion of 1kg of fuel is called
G
the calorific value of that fuel.
Combustion does not takes place in the dark zone of the candle flame.
AN
In the blue zone of the candle flame, vaporized wax burns completly due to good supply
of oxygen.
EL

T
I. Reflections on Concepts
1. Give four examples of combustible materials. (AS1)
T,
2. Why should not we store spirit or petrol near our living place? (AS1)
ER
3. The oil fires should not be sprayed with water. Why? (AS2)
4. Water is not used to control fires involving electrical equipment. Why? (AS1)

SC
1. What precautions are to be taken while pouring water on fire? (AS1)

2. Give an example of a good fuel. How do you choose that fuel? Explain. (AS1)
3. It is difficult to burn a heap of green leaves but not a heap of dry leaves. Explain why?
(AS1)
4. Where do you find spontaneous combustion and rapid combustion in your daily
life? (AS7)

• ˇø£ |ü<ësêúìï >±*˝À (ÄøÏ‡»Hé˝À) eT+&ç+#·&Üìï <äVü≤q+ n+{≤+.
• <äVü≤q #·s¡´≈£î ÄøÏ‡»Hé ˝Ò<ë >±* nedüs¡+.
• @ ø£ìwü˜ ñc˛íÁ>∑‘· e<ä› ˇø£ |ü<ës¡ú+ eT+&É≥+ ÁbÕs¡+_ÛdüTÔ+<√ Ä ñc˛íÁ>∑‘·qT Ä |ü<ës¡ú+ jÓTTø£ÿ »«\q
ñc˛íÁ>∑‘· n+{≤+.
• m≥Te+{Ï u≤Vü≤´ ø±s¡ø£+ ˝Ò≈£î+&ÜH˚ |ü<ës¡ú+ ñqï≥Tº+&ç eT+&É&Üìï dü«‘·dæ<ä∆ <äVü≤q+ n+{≤+.
A
• |ü<ësêú\T n‹ ‘·«s¡>± eT+&ç ø±+‹, ñcÕíìï $&ÉT<ä\ #˚j·T&Üìï oÁ|òüT <äVü≤q+ n+{≤+.
AN
• ˇø£ øÏ˝À Á>±+ Ç+<Ûäq+ |üP]Ô>± <äVü≤q+ #Ó+~ yÓ\Te]+#˚ ñwüíX¯øÏÔ |ü]e÷D≤ìï Ä Ç+<Ûäq+ jÓTTø£ÿ
¬ø˝À]|òæø˘ $\Te n+{≤+.
• ø=y=«‹Ô eT+≥ jÓTTø£ÿ q\¢ì ÁbÕ+‘·+˝À <äVü≤q #·s¡´ »s¡>∑<äT.
G
• ø=y=«‹Ô eT+≥ jÓTTø£ÿ ˙*s¡+>∑T ÁbÕ+‘·+˝À ÄøÏ‡»Hé düs¡|òüsê n~Ûø£+>± ñ+&É&É+ e\¢ u≤wüŒ+ s¡÷|ü+˝À
>∑\ yÓTÆq+ ÄøÏ‡»Hé‘√ ø£*dæ |üP]Ô>± <äVü≤q+ #Ó+<äT‘·T+~.
AN
EL
I.
T
1. <äVü≤qo* |ü<ësêú\≈£î Hê\T>∑T ñ<ëVü≤s¡D*e«+&ç.(AS ) 1

T,
2. dæŒ]{Ÿ, ô|Á{À˝ŸqT ìyêdü ÁbÕ+‘ê\≈£î <ä>∑Zs¡˝À m+<äT≈£î ì\« ñ+#·≈£L&É<äT?(AS ) 1

ER
3. eT+&Ó q÷HÓ\ô|’ ˙{Ïì #·\¢sê<äT. m+<äT≈£î?(AS ) 2
4. $<äT´‘Y |ü]ø£sê\T n–ï Á|üe÷<ëìøÏ >∑T¬s’‘˚ eT+≥\qT Äs¡Œ&ÜìøÏ ˙s¡T yê&Ésê<äT. m+<äT≈£î?(AS ) 1
SC
II.
1. eT+≥\qT ˙{Ï‘√ ÄπsŒ≥|ü⁄Œ&ÉT @+ C≤Á>∑‘·Ô\T rdüTø√yê*?(AS ) 1
2. ñ‘·ÔeT Ç+<ÛäHêìøÏ ˇø£ ñ<ëVü≤s¡DÏe«+&ç. m+<äT≈£î n~ ñ‘·ÔeTyÓTÆq<äì MTs¡T uÛ≤$düTÔHêïs√

$e]+#·+&ç.(AS ) 1
3. m+&ÉT>∑&ç¶ ø£+fÒ |ü∫Ã >∑&ç¶ì eT+&ç+#·&É+ ø£wüº+ m+<äTø√ $e]+#·+&ç.(AS ) 1
4. dü«‘·dæ<ä∆ <äVü≤q+, oÁ|òüT <äVü≤Hê\qT ì‘·´J$‘·+˝À mø£ÿ&É >∑eTìkÕÔs¡T?(AS ) 7
53
1. Why do we preserve phosphorus in water? (AS7)
2. How do you feel about “Fuels have become a part of human life”? (AS7)
3. Imagine what would happen if the oxygen does not support combustion. If the same
is true, then what would be the other uses of fuels? (AS2)
A
AN
1. The gas needed for combustion among the following [ ]
a) Argon b) Oxygen
c) Carbon dioxide d) Hydrogen
G
2. The lowest temperature at which a substance catches fire is called its
AN [ ]
a) Ignition temperature b) Maximum temperature
c) Room temperature d) Normal temperature
3. The units of calorific value is [ ]
EL
a) Newton/gram b) Newton/Kg
c) Kilojoule/kg d) Kilojoule/gram
T
4. Spirit and petroleum turns into gas at [ ]

a) Room temperature b) 00C
T,
c) -150C d) 40C
ER
5. The type of combustion in which material suddenly burns into flames without the
application of any external agent is called [ ]
a) Rapid combustion b) Slow combustion
SC
c) Spontaneous combustion d) Explosion
Experiments
1. Conduct an experiment for testing the necessity of air for burning and write a
report.
2. Conduct an experiment to prove that Oxygen helps in burning and write a report.
3. Can you heat water in a paper vessel? How is it possible?Conduct an experiment to
understand the Ignition temperature and write a report.

III.
1. bòÕdüŒs¡dtqT eTq+ m+<äT≈£î ˙{Ï˝À ì\« ñ+#·T‘êeTT? (AS7)
2. Ç+<ÛäHê\T e÷qe J$‘·+˝À ˇø£ uÛ≤>∑yÓTÆ b˛e&É+ |ü≥¢ ˙ düŒ+<äq @$T?(AS ) 7
3. <äVü≤q#·s¡´≈£î ÄøÏ‡»Hé <√Vü≤<äø±] ø±ø£b˛‘˚ @+ »s¡T>∑T‘·T+<√ }Væ≤+#·+&ç. ˇø£y˚fi¯ n<˚ ì»yÓTÆ‘˚

Ç+<ÛäHê\T Ç+ø± @j˚T |üqT\≈£î |üìø=kÕÔsTT?(AS ) 2
A
AN
1. ÁøÏ+~ yêì˝À <äV≤ü q #·s´¡ ≈£î nedüsy¡ TÓ qÆ yêj·TTe⁄ ( )
m) ÄsêZHé _) Äø°‡»Hé
dæ) ø±s¡“Hé &Ó’ Ä¬ø‡’ &é &ç) ôV’≤Á&√»Hé
G
2. |ü<ës¡+ú eT+&É≥+ ÁbÕs¡+_Û+#˚ ø£ìwüº ñc˛íÁ>∑‘q· T Ç˝≤ n+{≤s¡T
AN ( )
m) »«\q ñc˛íÁ>∑‘· _) >∑]wüº ñc˛íÁ>∑‘·
dæ) >∑~ ñc˛íÁ>∑‘· &ç) kÕ<Ûës¡D ñc˛íÁ>∑‘·
EL
3. ø¬ ˝À]|òøæ ˘ $\Te≈£î Á|üe÷D≤\T ( )

m) q÷´/Á>±+ _) q÷´/øÏ˝À Á>±+
T
dæ) øÏ˝ÀCÖ˝Ÿ/øÏ˝ÀÁ>±+ &ç) øÏ˝ÀCÖ˝Ÿ/Á>±+

4. øÏ+~ yê{Ï˝À @ ñc˛íÁ>∑‘· e<äH› ˚ dæŒ]{Ÿ, ô|Á{À\T u≤wüŒ+>± e÷s¡‘êsTT? ( )
T,
m) >∑~ ñc˛íÁ>∑‘· _) 00C

dæ) `150C &ç) 40C
ER
5. |ü<ësêú\T @ Á|ü‘´˚ ø£yTÓ qÆ ø±s¡D+ ˝Ò≈î£ +&ÜH˚ dü«‘·V‰ü >± eT+&É&+É ( )

m) oÁ|òTü <äV≤ü q+ _) eT+<ä <äV≤ü q+
SC
dæ) dü«‘·d<æ ∆ä <äV≤ü q+ &ç) ù|\T&ÉT
1. |ü<ësêú\T eT+&ÉT≥≈£î >±* ÄeX¯´ø£‘q· T |üØøÏ+å #·T Á|üj÷Ó >∑+ #˚dæ ìy˚~ø£ sêj·T+&ç.
2. eT+&ÉT≥≈£î Äø°‡»Hé <√Vü≤<ä|&ü TÉ ‘·T+<äì ìs¡÷|æ+#·T Á|üj÷Ó >∑+ #˚dæ ìy˚~ø£ sêj·T+&ç.
3. ø±–‘·|⁄ü bÕÁ‘·ô|’ ˙{Ïì y˚&#ç j
˚ T· >∑\e÷? Ç~ m˝≤ kÕ<Û´ä +? »«\q ñc˛íÁ>∑‘q· T ne>±Vü≤q #˚dTü ø=qT≥≈£î
ˇø£ Á|üj÷Ó >∑eTT #˚dæ ìy˚~ø£ sêj·T+&ç.
55
Project works
1. List out the different fuels that are used in your daily life and classify them into
solids,liquids and gases.
2. Collect information available on different fuels. Find out the cost per kg. Compare
the cost with calorific value. Prepare report on that.
3. Collect the information about annual fuel consumption in different parts of the world.
How many years more the fossil fuels last? Make a poster with this information and
issue an appeal to save fuel.
A
AN
G
AN
T EL
T,
ER
SC

1. ì‘·´ J$‘·+˝À MTs¡T ñ|üj÷Ó –+#˚ Ç+<ÛHä ê\qT |òTü q, Á<äe, yêj·TT Ç+<ÛHä ê\T>± eØZø]£ +∫ ìy˚~ø£
sêj·T+&ç.
2. $$<Ûä s¡ø±\ Ç+<ÛäHê\ <Ûäs¡ (ˇø£ øÏ˝À Á>±+)\qT ùdø£]+#·+&ç. yê{Ï ¬ø˝À]|òæø˘ $\Te\qT, <Ûäs¡\qT
b˛\Ã+&ç. ˇø£ ìy˚~ø£ sêj·T+&ç.
A
3. Á|ü|ü+#·yê´|üÔ+>± $$<Ûä nedüsê\≈£î ˇø£ dü+e‘·‡s¡+˝À Ks¡TÃ #˚ùd Ç+<ÛäHê\ $esê\qT ùdø£]+#·+&ç.
eTq≈£î n+<äTu≤≥T˝À ñqï Ç+<ÛäHê\T m+‘·ø±\+ dü]b˛‘êjÓ÷ ˝…øÏÿ+#·+&ç. á $esê\‘√ Ç+<ÛäHêìï
AN
bı<äT|ü⁄ #˚j·Te\dæq nedüsêìï >∑T]+∫ ˇø£ b˛düºsY ‘·j·÷s¡T#˚j·T+&ç.
G
AN
T EL
T,
ER
SC
57
Chapter ELECTRICAL CONDUCTIVITY
OF LIQUIDS
Sometimes we read in newspapers
about farmers getting electric
shocks while starting water pumps of the
A
wells, especially because of contacts made
AN
with switches or starters by wet hands. Do Set up the electric circuit as shown in
you know the reason behind getting electric the figure-1.
shock while working with wet hands?
G
Our elders caution us about touching
electric heater immersed in water. Why do AN
they instruct us to stay away from it? How
does the electric current flow through
water?
EL
In the earlier class you have learnt that

electric current can pass easily through
metals like copper, aluminium, etc. Do you
T
Fig-1 : Testing conductivity of material

recall some other materials which conduct
electric current? Let us revise the activity Place the key between drawing pin
T,
and do it now. (Such that key connects two pins). The bulb
Activity-1 begins to glow as soon as the key touches
ER
Testing the material to know the drawing pin. Now replace the key by a
which allows electric current nail. Does the bulb glow?
SC
to pass through it Repeat the activity using different types
Take a torch bulb or of materials instead of the nail, say a strip
LED (Light Emitting of paper, a piece of chalk, a drinking straw,

Diode), a dry cell, Wooden a piece of plastic, a paper clip, a rubber
sheet, a key (safety pin), two eraser, pencil graphite etc. Note in each
drawing pins and pieces of case whether the bulb glows or not and
copper wire to make a circuit. enter your observations in Table-1.
58 Free distribution by T.S. Government 2022-23 Electrical Conductivity of Liquids

eTq+ n|ü⁄Œ&É|ü⁄Œ&ÉT ªª$<äT´‘Y|òü÷‘êìøÏ >∑T¬s’
#·ìb˛sTTq ¬s’‘·Tµµ nH˚ yês¡Ô\T $+≥T+{≤+.
A
bı˝≤\≈£î ˙s¡+~+#·&ÜìøÏ u≤e⁄\T, uÀsY\ e<ä›
AN
$<äT´‘Y yÓ÷{≤s¡T¢ ªÄHéµ #˚ùd≥|ü⁄Œ&ÉT ‘·&ç#˚‘·T\‘√
dæ « #Y \ qT eTT≥Tºø√e&É+ e\q kÕ<Ûës¡D+>± |ü≥+ 1˝À #·÷|æq $<Ûä+>± kÕ<Ûës¡D $<äT´‘Y
Ç≥Te+{Ï Á|üe÷<ë\T dü+uÛÑ$düTÔ+{≤sTT. ‘·&ç e\j·÷ìï @sêŒ≥T #˚j·T+&ç.
#˚‘T· \‘√ eTT≥Tº≈î£ +fÒ m+<äT≈£î $<äT´‘Y|÷üò ‘·+ (cÕø˘)
G
‘·–˝Ò neø±X¯+ ñ+<√ MT≈£î ‘Ó\TkÕ? AN
˙s¡T ø±#·Tø√&ÜìøÏ yê&˚ $<äT´‘Y V”≤≥sYqT
eTT≥Tºø√e<äì› eTq*ï eTq ô|<ä\› T ôV≤#·Ã]düT+Ô {≤s¡T.
yê¬s+<äTø£˝≤ n+{≤s¡T? ˙{Ï <ë«sê $<äT´‘Y m˝≤
EL
Á|üeVæ≤düTÔ+~?
sê–, n\÷´$Tìj·T+ e+{Ï ˝ÀVü‰\ >∑T+&Ü
$<äT´‘Y Á|üyêVü≤+ düT\uÛÑ+>± »s¡T>∑T‘·T+<äì MTs¡T
T
øÏ+~ ‘·s>¡ ‘∑ T· \˝À ‘Ó\TdüT≈£îHêïs¡T ø£<ë! Ç+ø± @j˚T

|ü<ësêú\ >∑T+&Ü $<äT´‘Y Á|üeVæ≤düT+Ô <√ #Ó|Œü >∑\sê?
T,
>∑‘· ‘·s¡>∑‹˝À #˚dæq ø£è‘ê´ìï ‹]– Ç|ü⁄Œ&ÉT

eTs=ø£kÕ] #˚<ë›+.
ER
dæ«#YqT ÄHé #˚ùdÔ (|æ˙ïdüTqT ¬s+&ÉT Á&ÜsTT+>¥

|æqTï\≈£î ÄìùdÔ) ã\T“ yÓ\>∑&É+ eTq+ >∑eTì+#·
SC
e#·TÃ. Ç|ü⁄Œ&ÉT |æ˙ïdüT≈£î ã<äT\T>± Ä kÕúq+˝À

ÇqT|ü d”\qT ñ+∫ #·÷&É+&ç. ã\T“ yÓ*–+<ë?
ˇø£ {≤sYÃ˝…’{Ÿ ã˝Ÿ“ ˝Ò<ë LED Ä d”\≈£î ã<äT\T>± #êø˘|”dt, ªÁkÕºµ eTTø£ÿ,
(Light Emitting Diode), ìs¡®\
ø±–‘·+ eTTø£ÿ, ô|ì‡˝Ÿ s¡ã“sY, mπs»sY, ô|ì‡˝Ÿ˝Àì
|òüT≥+(Dry cell), #Óø£ÿ |ü\ø£, dæ«#Y/
Á>±ô|ò’{Ÿ, ù||üsY øÏ¢|t, bÕ¢dæºø˘ eTTø£ÿ e+{Ï $$<Ûä
ø° >± yê&˚+<äT≈£î ˇø£ |æ˙ïdüT (Safety
Pin), ¬ s +&É T Á&ÜsTT+>¥ |æ q Tï\T
edüTÔe⁄\qT ñ+#·T‘·÷ ã\T“ yÓ\T>∑T‘·T+<√ ˝Ò<√
eT]j·TT e\j·÷ìï ø£\|ü&ÜìøÏ ø=ìï #·÷&É+&ç. MT |ü]o\q\qT |ü{Ïºø£`1˝À qyÓ÷<äT
sê–r>∑\T ùdø£]+#·+&ç. #˚j·T+&ç.
59
Table 1
S.No. Object Material Bulb glows Conductor
Yes/No Yes/ No
1 Nail Iron Yes Yes
2 Eraser Rubber No No
A
AN
G
Take care that whenever the bulb glows, AN Electrical conductivity of liquids
it should not be kept in the 'ON' position
for a long time to avoid the early discharge In the activity-1, we have tested
of dry cell. conductivity of objects like nail, paper
EL
In the above activity, we observed that strip, chalk, etc. All of these are solids.
some materials allow electric current to What about liquids? Do the liquids allow
pass through them. We call them as good
electric current to pass through them?
T
conductors of electricity.
In general, all metals are good Let us do another activity to find out.
T,
conductors of electricity. On the other

hand, the materials that do not allow current Activity-2
ER
to pass through them are called bad or poor Testing the electric conductivity
conductors of electricity. of liquids
Think and discuss Take a LED, dry cell, metal pins, rubber
SC
cap of injection bottle and copper wires for

Why some material allows electric making connections. Set up an electric
current to pass through them and why circuit as shown in the figure-2.
some do not? LED
Electric conductivity is a property of Liquid
any given material. We can say that a cell

material has good electrical conductivity
if it allows electric current to pass through Rubber
cap Fig. 2: Testing conductivity of
it easily. liquids
1. ÇqT|ü d”\ ÇqTeTT ne⁄qT ne⁄qT
2. ô|ì‡˝Ÿ s¡ã“s¡T (mπs»sY) s¡ã“sY ø±<äT ø±<äT
A
AN
G
ã˝Ÿ“ yÓ*–q Á|ü‹kÕØ Á&ÜsTT+>¥ |æH‡é eT<Û´ä AN
ñ+∫q edüTÔe⁄qT ‘=\–+#·+&ç. Ç˝≤ #˚ùdÔ u≤´≥Ø ø£è‘·´+`1˝À eTq+ ÇqT|ü d”\, #êø˘|d” ,t ø±–‘·+
ôd˝Ÿ (dry cell) m≈£îÿe ø±\+ |üì #˚düTÔ+~. e+{Ï |òTü q |ü<ësêú\ $<äT´‘Y yêVü≤ø£‘q· T |üØøÏ+å #ê+.
ô|’ ø£è‘·´+˝À ø=ìï |ü<ësêú\T ‘·eT>∑T+&Ü eT] Á<äyê\ e÷fÒ$T{Ï? Á<äyê\T ‘·eT>∑T+&Ü
EL
$<äT´‘YqT Á|üdü]+|üìkÕÔj·Tì ‘Ó\TdüT≈£îHêïs¡Tø£<ë. $<äT´‘YqT Á|üd]ü +|üìkÕÔj÷· ?

yê{Ïì $<äT´‘Y yêVü≤ø±\T (Electric Conductors) Bì >∑T]+∫ ‘Ó\TdüT≈£îH˚+<äT≈£î eTs=ø£ ø£è‘·´+
#˚<ë›+.
T
n+{≤+.
kÕ<Ûës¡D+>± ˝ÀVü‰\˙ï eT+∫ $<äT´‘Y
T,
yêVü≤ø±\T. n˝≤π> ø=ìï |ü<ësêú\T ‘·eT>∑T+&Ü

$<äT´‘YqT Á|üd]ü +|ü˙j·Teì >∑T]Ô+#ês¡Tø£<ë. yê{Ïì ˇø£ LED, Á&Ó’ ôd˝Ÿ, ˝ÀVü≤|ü⁄ dü÷<äT\T, Ç+»ø£Hå é
ER
$<äT´‘Y ã+<Ûäø±\T n+{≤+. u≤{Ï˝Ÿ jÓTTø£ÿ s¡ã“s¡T eT÷‘· eT]j·TT e\j·÷ìï

ø£\|ü&ÜìøÏ sê– r>∑\T ùdø£]+#·+&ç. |ü≥+`2˝À
#·÷|æq≥T¢ e\j·÷ìï ø£\|ü+&ç.
SC
LED
ø=ìï s¡ø±\ |ü<ësêú\T ‘·eT>∑T+&Ü $<äT´‘YqT
Á|üdü]+|üìkÕÔsTT, ø=ìï |ü<ësêú\T Á|üdü]+|ü Á<äe+
˙j·Te⁄ m+<äT≈£î? ôd˝Ÿ
(Electrical Conductivity)
nH˚~ |ü<ës¡ú \ø£åD+. ˇø£ |ü<ës¡ú+ ‘·q >∑T+&Ü s¡ã“s¡T eT÷‘·
$<äT´‘YqT düT\uÛÑ+>± Á|üdü]+|üìùdÔ Ä |ü<ës¡ú+
ªª$<äT´‘Y yêVü≤ø£‘·µµ qT ø£*– ñ+~ n+{≤+.
61
See that the two metal pins, pass water from battery stores or from medical
through the cap should have a very small shop). Pour distilled water in the rubber cap
gap (around 2 mm) between them so that till the two metal pins come in contact with
the pins are fairly closer but not touching it. Check whether the LED glows or not.
each other. The LED should not glow when Then take water that you drink in school
pins are separated by the small distance. and repeat the procedure. Do this activity
Now, join the free ends of the pins with liquids like coconut oil, kerosene,
A
together by pressing them for a moment lemon juice, mustard oil, sugar solution,
and make sure that the LED glows. Release
AN
etc. After testing each of the liquids,
the pins, they get separated and LED should carefully wipe and dry the cap and the pins
not glow. This becomes our tester. We will
before filling it with the next liquid. In each
use this tester to check the conductivity
G
case, note your observations in Table-2.
of liquids.
From your observations, decide which
Fill the rubber cap with different
AN
liquids are good conductors of electricity
liquids, one after another and in each case,
and which are poor or bad conductors and
check whether the LED glows or not. Start
note down in Table-2.
EL
with distilled water (you can get distilled
Table 2
T
S.No. Liquid LED glows Good conductors/ poor or

Yes/No bad conductors
T,
1 Distilled Water
Water No bad conductor
2 Drinking water Yes good conductor
ER
3 Coconut oil
4 Lemon juice
SC
5 Vinegar
6 Kerosene
7 Vegetable Oil
8 Sugar solution
9
10
Let us think about the above table-2.

s¡ã“s¡T eT÷‘·≈£î >∑T∫Ãq dü÷<äT\ eT<Ûä´<ä÷s¡+ cÕ|t\˝À >±˙ düT\uÛ+Ñ >± <=s¡T≈£î‘·T+~). s¡ã“s¡T
#ê˝≤ ‘·≈£îÿe (2 $T.MT. e÷Á‘·y˚T) ñ+&˚≥T¢ C≤Á>∑‘·Ô eT÷‘·˝À ì+&ÉT>± &çd˝ºæ Ÿ¶ yê≥sY b˛j·T+&ç. eT÷‘·≈î£
eVæ≤+#·+&ç. nq>± dü÷<äT\T n‹<ä>∑Zs¡>± ñ+&Ü* >∑\ s¬ +&ÉT dü÷<äT\≈£î &çd˝ºæ Ÿ¶ yê≥sY ‘·–˝Ò≥T¢ #·÷&É+&ç.
ø±˙ ˇø£<ëìø=ø£{Ï ‘êø£sê<äT. n˝≤π> Ä ¬s+&ÉT Ç|ü⁄Œ&ÉT LED yÓ*–+<√? ˝Ò<√ |üØøÏ+å #·+&ç.
dü÷<äT\qT ‘êøÏ+#·q+‘· es¡≈î£ e\j·T+˝Àì Light Ç<˚$<Ûä+>± MTs¡T Á‘êπ>˙s¡T, ø=ã“]q÷HÓ,
Emiting Diode (LED) yÓ\>∑sê<äT. øÏs√dæHé, ìeTàs¡dü+, |ü+#·<ës¡ Á<ëeD+, ÄeTT<ä+
Ç|ü⁄Œ&ÉT ˇø£kÕ] Ä dü÷<äT\qT ˇø£<ëìø=ø£{Ï e+{Ï Á<ä y ê\qT ˇø=ÿø£ ÿ {Ï > ± b˛dü ÷ Ô LED
‘êøÏ+∫ LED yÓ\T>∑T‘·T+<√ ˝Ò<√ |üØøÏå+#·+&ç.
A
yÓ\T>∑T‘·T+<√ ˝Ò<√ #·÷&É+&ç. nsTT‘˚ ˇø£ Á<äe+
n˝≤π> Ä ¬s+&ÉT dü÷<äT\qT $&ÉBj·T>±H˚ LED $<äT´‘Y yêVü≤ø£‘·qT |ü]o*+#êø£ f…düºsY jÓTTø£ÿ
AN
yÓ\>∑&É+ Ä–b˛yê*. n˝≤ nsTT‘˚ MT |ü]ø£s¡+ s¡ã“s¡T eT÷‘·, dü÷<äT\qT X¯óÁuÛ+Ñ >± ø£&–ç , Äs¡u{… ≤ºø£
(f…düºsY) ‘·j·÷¬s’qfÒ¢. Á<äyê\ $<äT´‘Y yêVü≤ø£‘·qT e÷Á‘· y ˚ T <ëì˝À Ç+ø√ Á<ä y êìï b˛dæ
|üØøÏå+#·&ÜìøÏ á f…düºsYqT yê&ÉT≈£î+<ë+. $ìjÓ÷–+#ê*. $$<Ûä Á<äyê\qT b˛dæq|ü⁄&ÉT LED
G
MT f…düºsY ˝Àì s¡ã“s¡T eT÷‘·≈£î >∑\ >∑T+≥˝À yÓ*–+<√ ˝Ò<√ nH˚ düe÷#ês¡+ |ü{Ïºø£`2˝À
ˇø=ÿø£ÿ Á<äyêìï b˛dü÷Ô, Á|ü‹ dü+<äs¡“¤+˝À LED sêdüTø√+&ç.
AN
yÓ\T>∑T‘·T+<√ ˝Ò<√ #·÷&É+&ç. yÓTT<ä≥>± ùd«<äq <ëììã{Ïº Ä Á<äe+ $<äT´‘Y yêVü≤ø£e÷,
»\+ (&çdæº˝Ÿ¶ yê≥sY) ‘√ ÁbÕs¡+_Û+#·+&ç. (&çdæº˝Ÿ¶ ã+<Ûäø£e÷ nH˚ n+XÊìï ≈£L&Ü |ü{Ïºø£`2˝À
yê≥sY MT≈£î u≤´≥Ø ]ù|sY cÕ|t˝À >±˙ yÓT&çø˝£ Ÿ sêj·T+&ç.
T EL
LED
T,
1. ùd«<äq »\+ ø±<äT $<äT´‘Y ã+<Ûäø£+

ER
2. Á‘ê>∑T˙s¡T ne⁄qT $<äT´‘Y yêVü≤ø£+

3. ø=ã“] q÷HÓ
4. ìeTàs¡dü+
SC
5. yÓì>∑sY
6. øÏs√dæHé
7. yÓõf…ãT˝Ÿ ÄsTT˝Ÿ
8. #·¬øÿs¡ Á<ëeD+
|ü{Ïºø£`2 ˝Àì $wüj·÷\ >∑T]+∫ Ä˝À∫<ë›+.

63
Why doesn’t the LED glow in all the Do you know?
cases? Or why doesn’t the LED remain
off in all the cases? Why do we use LED in the tester
In activity 1, we saw that when current instead of a bulb?
flows through the object inserted in the gap,
LED glows even when a very weak
the bulb glows. Similarly, we can see that
current is passing through the circuit.
when the liquid between the two pins of
Thus, it helps in testing flow of
the tester allows electric current to pass
A
electricity in conductors when meager
through, the circuit is completed (closed)
AN
and the LED glows. Then we say, the liquid current is passing through the circuit.
is a good conductor.
Since LEDs glow even with a very
On the other hand, when the liquid does little current passing through them, they
G
not allow the current to pass through, the are used as ‘indicators’ in electrical
circuit is incomplete (Open) and the LED
does not glow. Then we say the liquid is a
AN
appliances like mobile phones,
televisions, transformers, etc. to indicate
bad conductor. whether the device is working or not.
EL
List out the good conductors from table-2.

table-2.
There are two wires called leads
In the above activity, you may have attached to an LED. One lead is slightly
observed that in all those cases where the longer than the other. See figure-3.
T
LED glows, its brightness (intensity) is not

the same. Sometimes it may be brighter and
T,
sometimes it may be relatively dimmer.

Why is that so?
ER
The intensity of the glow of the LED

depends on the flow of electric current
through the circuit. Although a liquid may
SC
be a conductor, it may not allow current

Fig. 3 (LED)
through it as easily as a metal does.
As a result, although the circuit is While connecting to the LED to the
completed and the LED glows, due to weak circuit, the longer lead is always
current in cases of some of the liquids, the connected to positive terminal of the
intensity of glow would be lower compared battery and the short lead is connected
to other liquids. to the negative terminal of the battery.

LED nìï dü+<äsê“¤\˝À m+<äT≈£î yÓ\>∑˝<Ò Tä ?
˝Ò<ë LED nìï dü+<äsê“¤\˝À yÓ\>∑≈£î+&Ü
eTq+ ‘·j·÷s¡T #˚dæq f…düºsY˝À ã˝Ÿ“≈£î
ñ+&É˝<Ò Tä ? yÓ\>∑˝<Ò Tä . m+<äT≈£î?
ã<äT\T LED m+<äT≈£î yê&Ü+?
ø£è‘·´+`1 ˝À e\j·T+˝À>∑\ U≤∞˝À ñ+#·ã&çq
e\j·T+˝À n‹ ‘·≈£îÿe $<äT´‘Y Á|üyêVü≤+
|ü<ës¡ú+ ‘·q>∑T+&Ü $<äT´‘YqT Á|üdü]+|üìùdÔ ã˝Ÿ“
ñHêï ≈£L&Ü LED yÓ\T>∑T‘·T+~.
yÓ*–+~. n˝≤π> á ø£è‘·´+˝À eT÷‘·˝À ¬s+&ÉT
dü÷<äT\≈£î n+{Ï e⁄qï Á<äe+ ‘·q>∑T+&Ü $<äT´‘YqT ø±ã{Ïº e\j·T+˝À ø=~› bÕ{Ï $<äT´‘Y
A
Á|üdü]+|üìùdÔH˚ e\j·T+ eT÷dæy˚j·Tã&ç (close) Á|üeVæ≤düTÔHêï yêVü≤ø±\˝À $<äT´‘Y Á|üyêVü‰ìï
|üØøÏå+#·&ÜìøÏ LED düVü‰j·T|ü&ÉT‘·T+~.
AN
LED yÓ\T>∑T‘·T+<äì #Ó|üŒe#·TÃ. n|ü⁄Œ&ÉT Ä Á<äe+
$<äT´‘Y yêVü≤ø£+ n+{≤+. Ç˝≤ Ç$ ‘·≈£îÿe $<äT´‘Y Á|üyêVü‰ìπø
@<˚ì Á<äe+ ‘·q >∑T+&Ü $<äT´‘YqT Á|üdü]+|ü yÓ\T>∑T‘êsTT, ø±ã{Ïº yÓTTu…’˝Ÿ bò˛Hé, {Ï.$.,
G
˙j·Tø£b˛‘˚ e\j·T+ ‘Ós¡eã&ç (open) LED Á{≤Hé‡bòÕs¡àsY e+{Ï $<äT´‘Y |ü]ø£sê\T |üì
yÓ\>∑<äT. n|ü⁄Œ&ÉT Ä Á<äe+ $<äT´‘Y ã+<Ûäø£+ #˚düTÔHêïj·÷ ˝Ò<ë ‘Ó\TdüTø√e&ÜìøÏ LED \qT
AN
n+{≤+. ªªdü÷∫ø£ / f…düºsYµµ>± yê&É‘ê+.
|ü{øºÏ `£ 2˝À >∑\ $<äT´‘Y yêVü≤ø£ Á<äyê\ C≤_‘ê LED ˝À ¬s+&ÉT r>∑\T (Leads) ñ+{≤sTT.
EL
sêj·T+&ç. |ü≥+`3˝À #·÷|æq≥T¢ yê{Ï˝À ˇø£ r>∑ ø=+#Ó+

bı&Ée⁄>± ñ+≥T+~.
ô|’ ø£è‘·´+˝À LED yÓ*–q Á|ü‹kÕØ <ëì rÁe‘·
T
ˇπø $<Ûä+>± ñ+&Éø£b˛e&É+ MTs¡T >∑eTì+∫

ñ+{≤s¡T. ø=ìïkÕs¡T¢ n~Ûø£ rÁe‘·‘√q÷ ø=ìïkÕs¡T¢
T,
‘·≈£îÿe rÁe‘·‘√q÷ yÓ\T>∑T‘·T+~. Ç˝≤ m+<äT≈£î

»]–+~?
ER
LED yÓ*π> rÁe‘· Ä e\j·T+˝À Á|üeVæ≤+#˚

$<äT´‘Yô|’ Ä<Ûës¡|ü&ç ñ+≥T+~. eTq+ ñ|üjÓ÷
–+∫q Á<äe+ $<äT´‘Y yêVü≤ø£yÓTÆHê n~ ˝ÀVü‰\T
SC
$<äT´‘YqT Á|üdü]+|üì∫Ãq+‘· ‘˚*ø£>± ‘·q>∑T+&Ü

$<äT´‘YqT Á|üdü]+|üìe«ø£ b˛e#·TÃ.
LED
n+<ä T e\¢ e\j· T + |ü P s¡ Ô s TT, LED
yÓ*–q|üŒ{Ïø° ø=ìï Á<äyê\T ‘·eT>∑T+&Ü $<äT´‘YqT LEDì e\j·T+˝À ø£*ù|≥|ü⁄Œ&ÉT bı&Éyê{Ï
düT\uÛÑ+>± Á|üdü]+|ü˙j·Tø£ b˛e&É+ e\q Ç‘·s¡ r>∑qT u≤´≥Ø <Ûäq<ÛäèyêìøÏ, bı{Ïº r>∑qT u≤´≥Ø
Á<äyê\‘√ b˛*Ãq|ü⁄&ÉT LED ‘·≈£îÿe rÁe‘·‘√ ãTTD<ÛäèyêìøÏ ø£\bÕ*.
yÓ\T>∑T‘·T+~.
65
When do liquids conduct three different containers. Dissolve small
electricity? quantity of common salt in the water of first
In the activity-2 we observed that container. Dissolve the Copper Sulphate
distilled water does not conduct electricity. (Mylatuttam), lemon juice in 2nd and 3rd
Can we make poor conductors like distilled containers respectively.
water to conduct electricity? Let us try it Use the tester that we used in activit-2,
out. and repeat the activity-2. Note your
Activity-3 observations in Table-3. (Caution: Wash
A
and wipe the pins of tester to dry after
Electric conductivity of
AN
testing with each liquid.)
electrolyte
Take same amount of distilled water in
Table 3
G
S.No. Material Does the LED glow?
AN Good conductor/ bad
Yes/No or poor conductor
1 Distilled water No Bad conductor
2 Dist. Water + salt
EL
3 Dist. Water + copper

sulphate
4 Dist. Water + lemon juice
T
5 Dist. Water + detergent

From the above observations, what can On the other hand distilled water is free
T,
we infer? Distilled water does not allow the of all salts, minerals, acids, etc. and is a
electric current to pass. Water in its pure poor conductor of electricity.
ER
(distilled) form is a bad conductor of Do you now understand why you are
electricity. But when water contains salts or advised not to touch electric appliances
acids, it allows passage of electric current with wet hands?
SC
and turns into a good conductor of

Water with salts is a good conductor
electricity.
of electricity and the current flowing
The water that we get from sources such through house hold electric appliances is
as taps, hand pumps, wells and ponds is not very high. Therefore, we should never touch
pure like distilled water. It contains some the electrical appliances with wet hands.
salts and minerals dissolved in it. Some of Like water in the above activity, most
these minerals are useful for our health. This liquids that conduct electricity are
water is a good conductor of electricity. solutions of acids, bases or salts.
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ø£\|ü+&ç.
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A
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AN
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G
LED
AN
1. ùd«<äq»\+ yÓ\>∑˝Ò<äT $<äT´‘Y ã+<Ûäø£+
2. ùd«<äq»\+ G ñ|ü⁄Œ
EL
3. ùd«<äq»\+ G ø±|üsYdü˝ÒŒ¤{Ÿ
4. ùd«<äq»\+ G ìeTàs¡dü+
T
5. ùd«<äq»\+ G &ç≥sY®+{Ÿ
ùd«<äq»\+˝À m≥Te+{Ï Kì» \eD≤\T,
T,
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#Ó|üŒe#·TÃ? ùd«<äq»\+ ‘·q >∑T+&Ü $<äT´‘YqT |üì#˚düTÔ+~.
ER
Á|üdü]+|üìe«<äT. nq>± dü«#·Ã¤yÓTÆq ˙s¡T $<äT´‘Y

$<äT´‘Y |ü]ø£sê\qT ‘·&ç #˚‘T· \‘√ ‘êø£e<äì›
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ô|<äy› êfi¯ó¢ m+<äTø£+{≤s√ Ç|ü⁄Œ&Éseú¡ TsTT+<ë?
ø£*ùdÔ n|ü⁄Œ&É~ $<äT´‘Y yêVü≤ø£+>± e÷s¡T‘·T+~.
SC
\eD≤\T ø£*–q ˙s¡T eT+∫ $<äT´<ë«Vü≤ø£+.

e÷eT÷\T>± eTq≈£î ≈£îfi≤sTT\T, uÀsYu≤e⁄\T, eTq Ç+{Ï˝Àì $<äT´‘Y |ü]ø£sê\ >∑T+&Ü n~Ûø£
u≤e⁄\T, #Ó s ¡ T e⁄\ qT+&ç \uÛ Ñ ´ eTj˚ T ´ ˙s¡ T $<äT´‘Y Á|üyêVü≤+ »s¡T>∑T‘·T+~. ø±ã{Ïº eTq+
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ø=ìï Kì» \eD≤\T ø£]– ñ+{≤sTT. ø=ìï s¡ø±\ ‘êø£sê<äT.
Kì» \eD≤\T ≈£ L &Ü eTq Äs√>±´ìøÏ ô|’ ø£è‘·´+˝À ˙s¡T˝≤>±H˚ $<äT´‘YqT Á|üeVæ≤+|ü
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Á<ëeD≤˝…’ ñ+{≤sTT.
67
Chemical effect of electric What do you observe on the surface of
current the potato?
If solutions of different salts and acids A greenish blue spot is seen on the
conduct electricity, what about vegetables potato around the wire connected to the
and fruits? Let us try to find that out. positive terminal of the battery. But no such
spot is seen around the other wire
Activity-4 connected to the negative terminal. This
greenish spot is due to chemical change in
A
Testing the effect of electric the potato.
current on potato
AN
What could be the cause behind this
Take a potato. Cut into two halves change?
and take one half of it. Construct tester Will other vegetables also show such
with LED bulb, insert two copper wires of
G
an effect?
the tester into the potato leaving some
Try it out with vegetables like carrot,
distance (around 1 cm) between them. as
AN
beetroot, cucumber, raddish, brinjal, sweet-
shown in figure-4.
potato, etc.
LED
EL
Think and discuss
If a battery is packed in a box and if

T
only two wires from two terminals are

given out, how can we decide the
T,
positive and negative terminal of the

battery?
ER
Electrolytic cell
In all the above activities, the battery
SC
we have used is made up of dry cells. In

lower classes you have studied about dry
cell.
Can you produce electric current in
Fig. 4 another way?
Does the LED glow? Do you know, how was the first cell
Leave the inserted wires for 20-30 made?
minutes.
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>∑eTì+#ês¡T?
ÄeT¢ , \eD Á<ëeD≤\T $<ä T ´‘Y ì
u≤´≥Ø <Ûäq<Ûäèe+ qT+&ç e∫Ãq sê–r>∑
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u≤´≥Ø ãTTD<Û ä è e+ qT+&ç e∫Ãq sê–r>∑
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A
s¡kÕj·Tq e÷s¡TŒ e\¢ @s¡Œ&ç+~.
AN
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LED, u≤´≥Ø, sê– r>∑\‘√ ˇø£ f…düºsY ‘·j·÷s¡T »s¡T>∑T‘·T+<ë?
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e+ø±j·T, ∫\>∑&É<äT+|ü yÓTT<ä\>∑T ≈£Ls¡>±j·T\‘√
ô|’ ø£è‘ê´ìï #˚dæ #·÷&É+&ç.
LED
EL
ˇø£ u≤´≥Ø ôd˝ŸqT ∫qï ô|f…º˝À ñ+∫ <ëì

T
¬s+&ÉT <Ûäèyê\≈£î n‘·Tø£ã&çq ¬s+&ÉT r>∑\qT

e÷Á‘·y˚T ãj·T≥≈£î ø£qã&˚≥T¢ ñ+#ês¡T. yê{Ï˝À
T,
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ER
qT+∫ e∫Ã+<√ MT¬s˝≤ ø£qT>=+{≤s¡T?
(Electrolytic cell)
SC
Ç|üŒ{Ïes¡≈£î eTq ø£è‘ê´\˝À yê&ç+~ ìs¡®\

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LED yÓ*–+<ë? $<äT´‘Y ñ‘·Œ‹Ô #˚jT· >∑\sê?
Ä neT]ø£qT n˝≤π> 20`30 ìeTTcÕ\T
$<äT´‘Y |òTü ≥+ yÓTT<ä≥ m˝≤ ‘·j÷· s¡T #˚XÊs√
ñ+#·+&ç.
MT≈£î ‘Ó\TkÕ?
69
Do you know? Galvani’s experiments took the
whole of Europe by storm. Many
How the first cell was made?
scientists began performing similar
People in
experiments with various species of
Europe began
animals. Among them was Alessandro
experimenting with
Volta of Italy. He too performed
electricity around experiments with frog’s legs. However,
400 years ago. They he discovered that if a frog’s leg hung
A
generated electricity from an iron hook is touched with
in different ways and conducted various
AN
another iron rod, it does not twitch. Volta
experiments. However, they faced one was a bit puzzled..
major problem which prevented them If the reaction in a frog’s leg is due
from understanding electricity in depth. to the electricity in its body, why are two
G
They did not have a stable and permanent different metals required to make it
AN
source of electricity. This may sound twitch, he wondered? After a lot of
like a minor problem today, but it took thinking he arrived at the conclusion that
scientists nearly 200 years to find a electricity does flow through the frog’s
leg when two different metals touch it.
EL
solution.
That solution came in the year 1780. And However, this electricity is not contained
in the leg of the frog but is generated by
it came almost by chance. A biologist
some other process.
T
named Luigi Galvani from Bologna, Italy,

Volta repeated his experiment using
once saw a frog’s leg hung from a cop-
T,
different liquids instead of frog’s legs.

per hook twitching violently when it
He found that it did not require an
touched another metal. It seemed as if
animal’s body to generate electricity. It
ER
the frog’s leg had suddenly come to life.

is possible to generate electricity if two
Galvani did many more experiments
different metals are placed in some
with the legs of dead frogs. He finally liquids.
SC
came to the conclusion that frog’s legs

These experiments showed the way
twitched every time electricity flowed
to a steady source of electricity. Volta
through them. Galvani thought he had made his first cell in 1800 using zinc and
discovered living or biological electricity. copper plates dipped in sulphuric acid.
He presented his theory to the world, His discovery made him famous in the
saying that all living beings contained realm of science. The cell he made is
electricity and it was this electricity that called a Volta cell in his honour. The word
was their main source of life. voltage is also derived from his name.

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ø=#êÃ&ÉT. ‘·<ë«sê Äj·Tq ªªJe $<äT´‘Yµµ qT õ+ø˘ |ü\ø£\qT dü\÷Œ¤´]ø±eT¢+˝À ñ+∫ ªôd˝ŸµqT
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á $<ä T ´‘Y ø±s¡ D eTì dæ < ë∆ + ‘êìï |ü<ä+ ≈£L&Ü Äj·Tq ù|s¡T qT+#˚ e∫Ã+~.
s¡÷bı+~+#ê&ÉT.
71
Let us make a cell with the same metals How do you test it?
and chemicals used by Volta. Take an LED. Attach two wires to its
two terminals. Touch the wire from one
Activity-5
terminal to the zinc plate and the wire from
Make your own cell the other terminal to the copper wire. Did
Collect two injection bottles. Cut two the LED light up? If not, change the
5 cm-long bits of thick copper wire. Use connections vice-versa. Did the LED glow?
sandpaper to scrape about 1 cm of the
A
Repeat the above activity using lemon
coating from both ends of the wires.
juice, tamarind juice and tomato juice one
AN
Break open a exhausted dry cell and
remove its outer metal covering (made of by one instead of sulphuric acid to make
zinc). Cut two 2 mm-wide and 5 cm-long your cells.
strips from this zinc plate. Insert the copper
G
What other liquids can be used to make
wires and zinc strips into the rubber caps
of the injection bottles as shown in figure5. AN the cell?
Ensure that the copper wire and zinc strips Will detergent solution be useful?
do not touch each other.
Find it out yourself.
LED
EL
How does the above cell function?

Conducting wires After a few seconds of immersion of
zinc and copper wires into dilute sulphuric
T
acid, zinc slowly begins to dissolve in the

sulphuric acid. We can see bubbles forming
T,
on the copper rod.

ER
Copper Zinc Zinc The current is passed from copper rod

Copper
to zinc rod. These rods are known as
dil.sulphuric acid electrodes and dilute sulphuric acid is
SC
Fig. 5 known as electrolyte.
Now take a wire and connect the copper Here the chemical energy is converted
wire of one bottle with the zinc plate of into electric energy by “electrolysis
the other bottle. Fill both bottles with method”.
dilute Sulphuric acid carefully and fix the Can you compare this cell with dry
caps in which the copper wires and zinc Cell?
strips are inserted. Your cell is ready.
Which is good one? Why?

z˝≤º yê&çq ˝ÀVü‰\T, s¡kÕj·THê\T yê&ç MTs¡T Bìì m˝≤ |üØøÏåkÕÔs¡T?
eTq+ ≈£L&Ü ôd˝ŸqT ‘·j·÷s¡T #˚<ë›+. ˇø£ LED ì rdüTø=ì <ëì s¬ +&ÉT m\Áø√º&\é ≈£î
¬s+&ÉT r>∑\T ø£\|ü+&ç. Ç+<äT˝À ˇø£<ëìì
yÓTT<ä{Ï Ç+»ø£åHé d”kÕ˝À $&ç>± ñqï sê– r>∑≈£î
(Electrolytic cell) ø£\|ü+&ç. eTs√<ëìì ¬s+&Ée d”kÕ˝Àì õ+ø˘
eTTø£ÿ≈£î ø£\|ü+&ç. LED yÓ*–+<ë? yÓ\>∑ø£b˛‘˚
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á ø£è‘·´+˝À dü»\ dü\÷Œ¤´]ø˘ Äe÷¢ìøÏ
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(sand paper) ‘√ s¡T~› $<äT´‘Y ã+<Ûäø£ bıs¡qT
s¡dü+ e+{Ï$ yê&ç ôd˝ŸqT ‘·j·÷s¡T#˚dæ #·÷&É+&ç.
‘=\–+#·+&ç.
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sπ ≈£îqT ùdø£]+∫ <ëìì 5 ôd+.MT. bı&Ée⁄ 2 $T.MT. yê&Ée#·TÃ.
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|üìø=düT+Ô <ë? Á|üjT· ‹ï+∫ #·÷&É+&ç.
r>∑ eTTø£ÿ, ˇø£ õ+ø˘ πs≈£î eTTø£ÿ #=|ü⁄Œq >∑T#·Ã+&ç.
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ˇø£<ëìH=ø£{Ï ‘êø£≈£î+&Ü C≤Á>∑‘·Ô eVæ≤+#·+&ç. dü»\ dü\÷Œ¤´]ø˘ ÄeT¢+ ˝ÀøÏ sê–, õ+ø˘
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m˝Ÿ.Ç.&ç eTTø£ÿ\qT eTT+∫q ø=~›ùd|ü{Ï ‘·sê«‘· õ+ø˘

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T,
düqïì ãT&É>∑\T @s¡Œ&É&É+ eTq+ >∑eTì+#·e#·TÃ.

sê– r>∑ qT+&ç õ+ø˘ eTTø£ÿ≈£î $<äT´‘Y Á|üyêVü≤+
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sê–
sê–
õ+ø˘
»s¡T>∑T‘·T+~. Ç+<äT˝À sê–, õ+ø˘ eTTø£ÿ\qT
õ+ø˘ nì, dü\÷Œ¤´]ø˘
Äe÷¢ìï (Electrolyte) nì n+{≤+.
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dü»\ dü\÷Œ¤´]ø˘ ÄeT¢+

á $<äT´‘Y |òüT≥+ q+<äT $<äT´‘Y $X‚¢wüD
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dü\÷Œ¤´]ø˘ Äe÷¢ìï b˛dæ C≤Á>∑‘>Ô· ± s¡ã“s¡T eT÷‘·\T
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73
Think and discuss beaker, water, sulphuric acid, Battery and
some connecting copper wires. (You may
What is electrolysis? take a thick copper wire and hammer it to
Discuss with your teacher or collect flatten it instead of the above mentioned
the information about electrolysis copper plate.)
method form your school library books. Procedure:
Electroplating Dissolve crystals of copper sulphate
Can you list some in pure water to prepare concentrated
A
objects around you that keep solution (deep blue in colour). Pour the
AN
shining? For example, the clip solution in a beaker and add a few drops of
of your writing pad or rim of dilute sulphuric acid to it. (Acid helps in
a newly bought bicycle. increasing the conductivity of electrolyte.)
G
Tie one end of a copper wire to the iron
If these objects are
object (key). Connect it's other end to the
scratched deliberately or accidently, their
shine diminishes. Scratching of such
AN
negative terminal of a battery. Take another
copper wire and tie it's one end to the
objects removes some coating from their
copper plate. Connect it's other end to a
surface and we can see a relatively dull
switch and then to the positive terminal of
EL
surface below the coating. Safety pins,

the battery. Copper plate and key should be
when they are new, shine brightly. However,
suspended in the solution as shown in the
with repeated use, they lose the brightness
T
figure-6.
of shining. Repeated handling makes the
coating of the pins wear off and the non-
T,
shiny metal beneath is exposed.

In the above examples, the material
ER
underneath contains a coating of another

metal. How is this achieved? How is the Copper plate
shining metal coated on the dull object? Iron key
SC
Copper
Let us try doing it ourselves.
sulphate
Fig. 6: Electro plating
Lab Activity
Care should be taken that the key and
Aim: Coating an iron key with copper by plate do not touch each other and are a little
electroplating method. away from one another. Put the switch on
Required material: Copper plate of size for about 10 minutes. After 10 minutes
2 cm x 5 cm, crystals of copper sulphate Switch off the circuit and take the iron key
(blue vitriol), a key made by iron, glass out.
dü»\ dü\÷Œ¤´]ø˘ ÄeT¢+, ø=ìï sê– r>∑\T eT]j·TT
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75
Observations : Electroplating – uses
Does the iron key get coated with a Electroplating is widely used in
shiny, brown colour? industry for coating metal objects with a
What is the colour due to? thin layer of different metals.
What will happen if you interchange the
For example, metals like iron which are
battery terminals?
easily corroded by atmospheric air,
Why does copper get deposited on the
moisture and oxygen are coated with
iron key?
deposits of nickel or chromium which are
A
When electric current is passed through
most resistant to such corrosion by electro
the copper sulphate solution, in which the
AN
plating method. Machinery parts are often
copper sulphate is present in the form of
copper and sulphate ions, the free copper chromium plated to protect them from
ions are drawn to the electrode (here iron corrosion and at the same time to give them
good polish. (see Figure 7)
G
key) connected to the negative terminal of
the battery and deposited on iron key. AN
The process of coating one metal with
another metal is known as electroplating.
If the key is to be coated with zinc or
aluminium instead of copper, what changes
EL
do we need to make in the above

expeirment? Fig. 7
T
In electroplating, an inferior metal Sometimes, electroplating is done with

(metals which are effected by the a view to repairing worn out parts of
atmospheric humidity, carbon dioxide, etc.) machinery. In such cases the suitable metal
T,
is coated with a superior metal (metals is deposited on the affected parts of the
which are not effected by the humidity or machinery by electro plating method.
ER
oxygen).
Electroplating is also used in ornamen-
The following are the requirements for
tation and decoration. For example several
fine coating.
articles made of copper or its alloys, such
SC
a) The object to be electroplated should as table wares, decoration pieces are coated
be free from greasy matter. with silver or gold. (see Figure 8)
b) The surface of the article should be
rough so that the metal deposited sticks
permanently.
c) The concentration of the electrolyte
should be so adjusted as to get smooth
coating. Fig. 8
d) Current must be the same throughout.
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#˚jT· ã&çq ÄuÛsÑ D¡ ≤\T, n\+ø£sD¡ edüTeÔ ⁄\ô|’ yÓ+&ç
<äèwæº˝À ñ+#·Tø√yê*.
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˝Ò<ë ã+>±s¡+ ˝ÀVü‰\ |üP‘· |üPkÕÔs¡T. (|ü≥+`8

m) |üP‘· |üPj·Te\dæq edüTeÔ ⁄≈£î ÁÊ, q÷HÓ e+{Ï #·÷&É+&ç)
|ü<ësêú\T n+{Ï ñ+&É≈£L&É<äT.
_) Ä edüTeÔ ⁄ jÓTTø£ÿ ñ|ü]‘·\+ >∑sT¡ ≈£î>± ñ+&Ü*.
n|ü⁄Œ&˚ |üP‘· m≈£îÿe ø±\+ eTqTï‘·T+~.
dæ) ªª$<äT´‘Y $X‚¢wü´+µµ >±&ÛÉ‘· ‘·–q+‘·>± ñ+&Ü*.
&ç) m\Áø√ºù|¢{Ï+>¥ »s¡T>∑T‘·Tqï+‘· ùd|ü⁄ $<äT´‘Y
Á|üyêVü≤+ ì\ø£&É>± ñ+&Ü*.
77
In general the processed food items are
preserved in tin coated iron cans. Tin is
less reactive to the food than iron. So the
cans are made by electroplating tin on iron.
(see Figure 9)
When iron is coated with zinc metal,

iron becomes more resistive to corrosion
and formation of rust. So, zinc coated iron
A
is used for bridges and in automobiles.
AN
Fig. 9
G
Key words
AN
Good conductors, Poor conductors, Electrodes, Electrolyte, Electrolysis,
Electroplating
EL
What we have learnt

T
• Some liquids also conduct electricity as some solids do.

T,
• Some liquids are good conductors of electricity and some are poor conductors.
• Distilled water does not allow the current to pass through it.
ER
• Most Liquids that conduct electricity are solutions of acids, bases and salts.
• Electrolyte is a solution of a substance through which electric current can pass.

SC
• Electroplating is possible through electrolysis.
I. Refelections on concepts
1. Give examples for good solid conductors and liquid conductors. (AS1)
2. Give examples for poor solid conductors and liquid conductors. (AS1)
kÕ<Û ë s¡ D +>± ‹qTã+&Üsê\qT ì\«
ñ+#·&ÜìøÏ ‘·>∑s¡+ (Tin) |üP‘· |üPj·Tã&çq ÇqT|ü
&Éu≤“\qT yê&É‘ês¡T. m+<äTø£q>± ÄVü‰s¡ |ü<ësêú\‘√
#·s´¡ »]ù| \ø£Då + ÇqTeTT ø£+fÒ ‘·>s∑ êìøÏ ‘·≈î£ ÿe.
ø£qTø£ m\Áø√ºù|¢{Ï+>¥ |ü<ä∆‹˝À ÇqT|ü &Éu≤“\≈£î
‘·>∑s¡+ |üP‘· |üPdæ á &Éu≤“\qT ‘·j·÷s¡T #˚kÕÔs¡T.
(|ü≥+`9 #·÷&É+&ç)
õ+ø˘ |üP‘· |üPj·Tã&çq ÇqTeTT ‘·«s¡>±
A
‘·T|ü⁄Œ|ü≥º<äT ø±ã{Ïº e+‘Óq\ ìsêàD+˝Àq÷,
AN
yêVü≤Hê\ |ü]ø£sê\ ‘·j·÷Ø˝Àq÷ õ+ø˘ |üP‘·
|üPj·Tã&çq ÇqTeTTqT yê&É‘ê+.
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$<äT´‘Y yêVü≤ø±\T, $<äT´‘Y ã+<Ûäø±\T, $<äT´‘Y <Ûäèyê\T (m\Áø√º&é\T), $<äT´‘Y $X‚¢wü´+, $<äT´‘Y
AN
$X‚¢wüD, m\Áø√ºù|¢{Ï+>¥.
EL
ø=ìï s¡ø±\ |òüTq |ü<ësêú\ e˝Ò ø=ìï Á<äyê\T ≈£L&Ü ‘·eT>∑T+&Ü $<äT´‘YqT Á|üdü]+|üCÒkÕÔsTT.
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ø=ìï Á<äyê\T ñ‘·ÔeT $<äT´‘Y yêVü≤ø±\T, ø=ìï Á<äyê\T n<ÛäeT $<äT´‘Y yêVü≤ø±\T.
T,
ùd«<äq »\+ (Distilled water) ‘·q>∑T+&Ü $<äT´‘YqT Á|üeVæ≤+#·˙j·T<äT.

$<äT´‘YqT ‘·eT>∑T+&Ü Á|üdü]+|üCÒùd Á<äyê\T #ê˝≤es¡≈£î ÄeT¢, øå±s¡ eT]j·TT \eD Á<ëeD≤\T
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nsTT ñ+{≤sTT.
$<äT´‘YqT ‘·q>∑T+&Ü Á|üdü]+|üì#˚Ã Á<ëeD≤ìï $<äT´‘Y $X‚¢wü´+ n+{≤+.
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$<äT´‘Y $X‚¢wüD |ü<ä∆‹ <ë«sê ªªm\Áø√ºù|¢{Ï+>¥µµ #˚j·Te#·TÃ.
I.
1. |òüTq, Á<äe $<äT´‘Y yêVü≤ø±\≈£î ñ<ëVü≤s¡D*e«+&ç.(AS ) 1
2. |òüTq, Á<äe $<äT´‘Y ã+<Ûäø±\≈£î ñ<ëVü≤s¡D*e«+&ç.(AS ) 1
79
3. Give two examples for electrolyte. (AS1)
4. Draw the diagram of Electrolytic cell and explain. (AS5)

1. Which energy is cause for glowing of bulb in electrolytic cell? (AS1)
2. What do you add to distilled water for making it to conduct electricity? (AS1)
A
1. If the key is to be coated with aluminium instead of copper,what changes do we
AN
need to make in the experiment of coating on iron key with copper? (AS3)
2. Can plastic be coated by the process of electroplating? Why? (AS2)
G
1. Which of the following method is also used in ornamentation and decoration? [
AN ]
a) Electro typing b) Electro plating
c) Electro printing d) Galvanizing
EL
2. Pure water is [ ]
a) Electric conductor b) Semi conductor
T
c) Poor conductor d) Resistor

T,
3. The material which do not allow electric current to pass through it is

known as [ ]
ER
a) Electric conductor b) Poor conductor

c) Electric resistance d) Semi conductor
SC
4. Electro plating is possible through [ ]

a) Electrolysis b) Chemical process
c) Dissolving d) Filtration
5. One of the following is not an electrolyte [ ]

a) Sulphuric acid b) Lemon juice
c) Tamarind juice d) Detergent solution

3. $<äT´‘Y $X‚¢cÕ´\≈£î ¬s+&ÉT ñ<ëVü≤s¡D*e«+&ç. (AS1)
4. $<äT´‘Y |òüT≥+ |ü{≤ìï ^dæ $e]+#·+&ç. (AS ) 1
II.
1. ã\T“ yÓ\>∑&ÜìøÏ |òüT≥+ (cell) ˝Àì @ X¯øÏÔ ø±s¡D+? (AS ) 1
2. ùd«<äq »\+ >∑T+&Ü $<äT´‘Y Á|üeVæ≤+#ê\+fÒ ˙y˚$T ø£\T|ü⁄‘êe⁄?(AS ) 1
A
III.
AN
1. ÇqT|ü ‘êfi¯+ #Ó$ô|’ sê–|üP‘· |üPùd Á|üjÓ÷>∑+˝À sê–øÏ ã<äT\T n\÷´$Tìj·T+ |üPj·÷\+fÒ ô|’
Á|üjÓ÷>∑+˝À @+ e÷s¡TŒ\T #˚j·÷˝À Á|üjÓ÷>∑ |üPs¡«ø£+>± |ü]o*+∫ ‘Ó\Œ+&ç. (AS ) 3
2. m\Áø√ºù|¢{Ï+>¥ <ë«sê ˝ÀVü‰\ô|’ bÕ¢dæºø˘ |üP‘·qT |üPj·T>∑\e÷? m+<äT≈£î? (AS ) 2
G
AN
1. ÄuÛsÑ D¡ ≤\T, n\+ø£sD¡ edüTeÔ ⁄\≈£î ÁøÏ+~ yêì˝À @ |ü<‹∆ä ì yê&ÉT‘ês¡T? ( )
m) m\Áø√º f…|Æ +æ >¥ _) m\Áø√º ù|{¢ +Ï >¥
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dæ) m\Áø√º Á|æ+{Ï+>¥ &ç) >±«\«HÓõ’ +>¥

2. dü«#·Ãy¤ TÓ qÆ ˙s¡T ( )
T
m) $<äT´‘Y yêVü≤ø£+ _) ns¡ú yêVü≤ø£+

T,
dæ) $<äT´‘Y ã+<Ûøä +£ &ç) ìs√<Ûäø£+

3. $<äT´‘YqT ‘·eT>∑T+&Ü Á|üd]ü +|ü˙j·Tì |ü<ësêú\T ( )
ER
m) $<äT´‘Y yêVü≤ø±\T _) $<äT´‘Y ã+<Ûøä ±\T

dæ) $<äT´‘Y ìs√<Ûøä +£ &ç) ns¡yú êVü≤ø£+
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4. m\Áø√ºù|{¢ +Ï >¥ #˚jT· T≥≈£î yê&˚ |ü<‹›ä ( )

m) $<äT´‘Y $X‚w¢ Dü |ü<‹∆ä _) s¡kÕj·Tq |ü<‹∆ä
dæ) ø£]–+#·&+É &ç) e&Éb˛‘·
5. ÁøÏ+~ yê{Ï˝À $<äT´‘Y $X‚w¢ ´ü + ø±ì Á<ëeDeTT ( )
m) dü\÷Œ¤]ø˘ ÄeT¢+ _) ìeTàs¡d+ü
dæ) ∫+‘·|+ü &ÉT s¡d+ü &ç) &ç≥s¡+® {Ÿ Á<ëeD+
81
Experiments
1. Conduct an experiment for coating on iron key with copper by electroplating method
and prepare a report.
2. Conduct an experiment for testing the electric conductivity of liquids and prepare
a report.
A
3. Conduct an experiment for testing the electric conductivity of electrolytes and
prepare a report.
AN
Project works
G
1. Collect the information from various sources on the applications of electroplating
in daily life and prepare a report on that.AN
2. In many of the activities in this chapter, we have used a tester made up of LED. Can
we avoid LED and use something else as a tester? Collect the information and
EL
make a model.
T
T,
ER
SC

1. m\Áø√ºù|{¢ +Ï >¥ |ü<‹∆ä ˝À ÇqT|ü ‘êfi¯+ #Ó$ô|’ sê– |üP‘·qT |üPùd Á|üj÷Ó >∑eTTqT ìs¡«Væ≤+∫ ìy˚~ø£qT
sêj·T+&ç.
2. Á<äyê\ $<äT´‘Y yêVü≤ø£‘q· T |ü]o*+#·T Á|üj÷Ó >∑eTT ìs¡«Væ≤+∫ ìy˚~ø£ sêj·T+&ç.
3. $<äT´‘Y $X‚c¢ Õ´\ jÓTTø£ÿ $<äT´‘Y yêVü≤ø£‘q· T |ü]o*+#·T Á|üj÷Ó >±ìï ìs¡«Væ≤+∫ ìy˚~ø£ sêj·T+&ç.
A
AN
1. m\Áø√ºù|{¢ +Ï >¥ jÓTTø£ÿ nqTes¡HÔ ê\qT ì‘·´J$‘·+˝À @j˚T dü+<äsê“¤\˝À ñ|üj÷Ó –kÕÔs√ ùdø£]+∫ ìy˚~ø£
s¡÷bı+~+#·+&ç.
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2. á bÕsƒê´+X¯+˝Àì nH˚ø£ ø£è‘ê´\˝À LED ‘√ ‘·j÷· s¡T #˚dqæ ªf…dsºü µY qT $ìjÓ÷–+#ês¡T ø£<ë? LED øÏ
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ã<äT\T>± eTπs<ÓH’ ê yê&ç ªf…dsºü µY ‘·j÷· s¡T #˚jT· e#√Ã düe÷#êsêìï ùdø£]+∫ qeT÷HêqT ‘·j÷· s¡T #˚jT· +&ç.
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83
Chapter SOME NATURAL
PHENOMENA
In the earlier classes you have learnt

about winds, storms and cyclones.
A
You have learnt that cyclones can cause a
We have to take some precautions to
AN
lot of damage to life and property. You also
learnt that we can protect ourselves from protect ourselves from the deadly sparks
these destructive phenomena to some of lightning.
extent. The Sparks that the Greeks
G
In the present chapter, we shall discuss Knew About !
two other natural phenomena that cause
destruction. These are lightning and
AN The ancient Greeks knew, as early as in
earthquake. We shall also discuss what 600 B.C. that when amber (amber is a kind
steps we can take to reduce the destruction of resin) was rubbed with fur, it attracted
EL
caused by these phenomena. light objects such as hair.

Lightning You might have seen that when you take
You might have seen off woollen or polyester clothes, especially
T
sparks on an electric in summer season the hair on your skin

pole when wires become stands on end.
T,
loose or when wind Why does hair get attracted towards

blows and shakes the clothes?
ER
wires. You might also In 1752, Benjamin Franklin, an

have seen sparks when a
American scientist, showed that
plug is loosely put in its socket and the
lightning and the spark from your
switch is put on. (Do not try this if you
SC
have never seen such a spark.) clothes are essentially the same
Lightning is also an electric spark, but phenomena.
on a huge scale. In ancient times people People before Franklin knew about the
did not understand the cause of these phenomena of lightning and hair getting
sparks. They were, therefore, afraid of attracted to clothes but did not have an idea
lightning and thought that the wrath of gods that these are related. However, to realise
or evil spirits was striking them. Now, of
that these two are the same phenomena but
course, to some extent we understand
at different scales, it took about 2000 years.
reasons for lightning.
84 Free distribution by T.S. Government 2022-23 Some Natural Phenomena
>∑ ‘ · ‘· s ¡ > ∑ ‘ · T \˝À |ü e Hê\T, es¡ < ä \ T,
A
‘·TbòÕqT\qT >∑T]+∫ MTs¡T ‘Ó\TdüT≈£îHêïs¡T.
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AN
‘·T+<äì ‘Ó\TdüT≈£îHêïs¡T. M{Ï e\¢ »]π> qcÕºìï nsTT‘˚ M{Ï qT+&ç eTq*ï s¡øÏå+#·Tø√e&ÜìøÏ
ø=+‘·y˚Ts¡≈£î ‘·–Z+∫ eTq*ï eTq+ ø±bÕ&ÉTø√ ø=ìï C≤Á>∑‘·Ô\T rdüTø√e\dæq nedüs¡+ ñ+~.
>∑\eTì ≈£L&Ü H˚s¡TÃ≈£îHêïs¡T.
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Á|üdTü ‘Ô · bÕsƒê´+X¯+˝À $HêX¯Hêìï düèwæ+º #˚ eTs√
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AN <ë<ë|ü⁄ Áø°.|üP. 600 dü+e‘·‡sê\≈£î |üPs¡«y˚T
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H˚s¡TÃ≈£î+<ë+. Äø£]¸+#·≥+ >∑T]Ô+#ês¡T.
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(Lightning) y˚dü$ø±\+˝À MTs¡T <Ûä]+∫q ñìï ˝Ò<ë

bÕ*düºsY ã≥º\qT $|ü⁄Œ‘·Tqï dü+<äs¡“¤+˝À
$<äT´‘Y düÔ+uÛ≤\ô|’ r>∑\T
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y˚>∑+>± M#˚≥|ü⁄Œ&ÉT $<äT´‘·TÔ Äø£ ] ¸+#· ≥ + e\¢ n$ ì\ã&É & É + MTs¡ T
T,
r>∑ \ T ˇø£ < ëìø=ø£ { Ï ‘êøÏ >∑eTì+#·e#·TÃ.

yÓTs¡T|ü⁄\T (sparks) sêe&É+ X¯Øs¡+ ô|q’ Tqï yÓ+Á≥Tø£\T ã≥º\qT Äø£]¸+#·
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MTs¡ T >∑ e Tì+#˚ ñ+{≤s¡ T . &ÜìøÏ >∑\ ø±s¡Dy˚T$T{Ï?

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≈£L&Ü #·÷ùd ñ+{≤s¡T (MTs¡T Bìì #·÷&Éq≥¢sTT‘˚

Á|üj·T‘·ï+ #˚j·Tø£+&ç).
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ø=+‘·es¡≈£î ‘Ó\TdüT. dü+e‘·‡sê\T |ü{Ïº+~.
85
Scientific discoveries are a result of Now, take a comb and move it through
hard work by many people. It can dry hair a few times. Take the comb near
sometimes take a long time. small pieces of paper and check what
We shall now study some properties of happens.
electric charges. We shall also see how
they are related to the lightning in the sky.
Let us perform some activities to
A
understand the nature of electric charges.
Let us recall what you might have played
AN
as a game.
When you rub a plastic scale on your
G
dry hair, the scale can attract very small
pieces of paper.
Fig-1
Why is the plastic scale not able to
AN Take an inflated balloon and rub it
attract pieces of paper before it gets against your clothes. Bring the balloon
rubbed by dry hair? close to small pieces of paper.
EL
Take a drinking-straw and rub it against

Charging by rubbing a smooth wall or against your clothes, then
bring it near pieces of paper.
T
Activity-1 What do you observe?

Effect of rubbing Are they able to attract bits of paper
T,
after being rubbed?

Take a used ball-pen refill and bring it
Repeat the activity using mentioned
ER
near small pieces of paper. The refill should

objects like refill, comb, drinking straw,
be close enough but not touch the pieces balloon with small pieces of dry leaf, husk,
of paper. Check what happens to the paper- etc as testing materials. Record your
SC
observations in table-1.
pieces.
What can we infer from the above
Now, rub the refill vigorously with a
activity?
piece of polythene. Bring it close to small
Do the objects like refill or comb attract
pieces of paper. Note your observation. pieces of paper only after rubbing?
Take care that the rubbed end is not touched Do all objects show this property?
by your hand or with a metallic object. Can we rub a comb against our palm and
make it attract the paper bits? Try it and see.

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rdüT≈£î+≥T+~.
Ç|ü⁄&ÉT eTq+ $<äT´‘Y Äy˚XÊ\ \ø£Då ≤\ >∑T]+∫
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ns¡ú+ #˚düT≈£î+<ë+.
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ˇø£ Ä≥qT yÓTT<ä≥ >∑Ts¡TÔ #˚düT≈£î+<ë+.
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]|òæ˝Ÿ, <äTyÓ«q, ÁkÕº, u…\÷Hé e+{Ï yê{Ïì
ER
U≤∞ u≤˝Ÿô|Hé ]|òæ˝ŸqT ∫qï ∫qï ø±–‘·+ ñ|üjÓ÷–dü÷Ô m+&çq Ä≈£î\T, }ø£/bı≥Tº yê{Ï‘√
eTTø£ÿ\ <ä>∑Zs¡≈£î rdüT≈£îs¡+&ç. ]|òæ˝Ÿ ø±–‘·+ ‹]– Á|ü j Ó ÷ >∑ + ìs¡ « Væ ≤ +∫ #· ÷ &É + &ç . MT
eTTø£ÿ\≈£î n‹ <ä>∑Zs¡>± ñ+&Ü*. ø±ì yê{Ïì |ü]o\q\qT |ü{Ïºø£`1˝À qyÓ÷<äT #˚j·T+&ç.
SC
‘êø£sê<äT. ø±–‘·+ eTTø£ÿ\˝À @yÓTÆHê ø£<ä*ø£ ô|’ ø£è‘·´+ <ë«sê eTq+ @+ ìsê∆]+#·e#·TÃ?
ñ+<˚yÓ÷ >∑eTì+#·+&ç. ]|ò˝æ Ÿ, <äTyÓ«q e+{Ï yê{Ïì y˚sπ |ü<ës¡+∆ ‘√
Ç|ü⁄&ÉT ˇø£ bÕ*~∏Hé ø±–‘·+‘√ ]|òæ˝ŸqT s¡T~›q|ü⁄&ÉT e÷Á‘·yT˚ n$ ø±–‘·+ eTTø£ÿ\qT
Äø£]¸kÕÔj·÷?
ø=~›ùd|ü⁄ s¡T<ä›+&ç, ‹]– ø±–‘·+ eTTø£ÿ\ <ä>∑Z]øÏ
nìï edüTÔe⁄\T Ç<˚ s¡ø£yÓTÆq <Ûäsêàìï ø£*–
rdüT≈£îs¡+&ç. @+ »]–+<√ |ü]o*+∫ qyÓ÷<äT
e⁄+{≤j·÷?
#˚j·T+&ç. nsTT‘˚ s¡T<ä›ã&çq ]|òæ˝Ÿ ∫es¡\qT #˚‹øÏ
<äTyÓ«qqT eTq ns¡#‹˚ ô|’ s¡T~›q|ü⁄&ÉT ≈£L&Ü
ø±ì ˝ÀVü≤|ü⁄ edüTÔe⁄\≈£î ø±ì ‘·>∑\ ≈£î+&Ü ø±–‘·+ eTTø£ÿ\qT Äø£]¸dTü +Ô <ë? Á|üjT· ‹ï+∫
#·÷&É+&ç. #·÷&É+&ç.
87
Table-1
Object Material used for testing Effect before rubbing Effect after rubbing
Refill Bits of Paper Paper bits Paper bits get

remain stationary attracted to the refill
Pieces of dry leaves
Husk
A
Bits of Paper
Comb
AN
Husk
Balloon Bits of Paper
G
Husk AN
Drinking Bits of Paper
Straw Pieces of dry leaves
Husk
EL
Let us try to find out whether all objects

show this property. We will also try to find
Lab Activity
T
out whether attracting paper-pieces is only

due to rubbing or rubbing with specific Aim: To find the effects of charged bodies
T,
materials. which have been rubbed by different

materials.
ER
When a plastic refill is rubbed with Material required: A ball pen refill, a
balloon, a comb, an eraser, a steel spoon,
polythene, it acquires a small electric
polythene sheet, plain paper, woollen cloth,
charge. Similarly, when a plastic comb is
SC
etc.
rubbed with dry hair, it acquires a small
charge. Procedure :
These objects are called charged Rub the above objects against materials
objects. In the presence of a charged refill listed in table-2. In each case, bring the
or plastic comb, bits of paper and hair also rubbed object near small pieces of paper
get charged. Let’s try to charge some other and note whether they attract pieces of
objects that are familiar to you. paper or not. Record your observations in
table-2 by writing 'yes' or 'no'.
]|ò˝æ Ÿ ø±–‘·+ eTTø£ÿ\T ø±–‘·+ eTTø£ÿ\˝À ø±–‘·+ eTTø£ÿ\T
m≥Te+{Ï e÷s¡TŒ˝Ò<äT Äø£]¸+#·ã&çHêsTT
m+&ÉT{≤≈£î\T
bı≥Tº / }ø£
A
ø±–‘·+ eTTø£ÿ\T
AN
<äTyÓ«q m+&ÉT{≤≈£î\T
bı≥Tº / }ø£
G
u…\÷Hé m+&ÉT{≤≈£î\T
bı≥Tº / }ø£ AN
ÁkÕº m+&ÉT{≤≈£î\T
bı≥Tº / }ø£
EL
nìï edüTeÔ ⁄\T Ç<˚ <Ûsä êàìï Á|ü<]ä ÙkÕÔj÷Ó ˝Ò<√

T
‘Ó\TdüT≈£î+<ë+. n˝≤π> ø±–‘·+ eTTø£ÿ\qT

Äø£]¸+#·≥+ nH˚~ s¡T<ä&› +É e\¢ »s¡T>∑T‘·T+<√ ˝Ò<ë $$<Ûä edüTeÔ ⁄\‘√ s¡T<ä&› +É e\q Äy˚XÊìï
T,
ø=ìï Á|ü‘´˚ ø£ edüTeÔ ⁄\‘√ s¡T<ä&› +É e\¢ »s¡T>∑T‘·T+<√ bı+~q edüTÔe⁄\ Äy˚X¯ Á|üuÛ≤yêìï ø£qT>=qT≥.
nH˚ $wüj·÷ìï ≈£L&Ü |ü]o*<ë›+.
ER
]|ò˝æ Ÿ, u…\÷Hé, <äTyÓ«q, ô|ì‡˝Ÿ

]|ò˝æ ŸqT bÕ*~∏Hé ø±–‘·+‘√ s¡T~›q|ü⁄&ÉT $<äT´‘Y s¡ã“s¡T, d”º˝Ÿ dü÷ŒHé, bÕ*~∏Hé w”{Ÿ, ø±–‘·+, ñìï
Äy˚XÊìï bı+<äT‘·T+~. n<˚$<Ûä+>± <äTyÓ«qqT ‘·\
>∑T&É¶ yÓTT<ä˝…’q$.
SC
yÓ+Á≥Tø£\≈£î s¡T~›q|ü⁄&ÉT Äy˚XÊìï bı+<äT‘·T+~.

Ç≥Te+{Ï edüTeÔ ⁄\qT Äy˚X+¯ ø£*–q edüTeÔ ⁄\T |ü{Ïºø£`2˝Àì yÓTT<ä{Ï es¡Tdü˝À>∑\ edüTÔe⁄\qT
n+{≤+. Äy˚XÊìï ø£*– ñqï Ø|òæ˝Ÿ, <äTyÓ«q e+{Ï yê{Ï¬ø<äTs¡T>± >∑\ ¬s+&Ée es¡Tdü˝Àì edüTÔe⁄\‘√
edüTÔe⁄\T <ä>∑Zs¡≈£î e∫Ãq|ü⁄&ÉT ø±–‘·|ü⁄eTTø£ÿ\T, ø=~›ùd|ü⁄ s¡T<ä›+&ç. ‘·s¡Tyê‘· n˝≤ s¡T~›q Á|ü‹
yÓ+Á≥Tø£\e+{Ï$ ≈£L&Ü Äy˚XÊìï bı+<äT‘êsTT. edüTÔe⁄qT ∫qï ∫qï ø±–‘·+eTTø£ÿ\ <ä>∑Zs¡≈£î
MT |ü]düsê\˝Àì Ç‘·s¡ edüTÔe⁄\≈£î $<äT´<ëy˚X¯+
rdüT≈£îs¡+&ç. MT |ü]o\q\qT |ü{Ïºø£`2˝À qyÓ÷<äT
ø£*–+#˚+<äT≈£î Á|üj·T‹ï<ë›+.
#˚j·T+&ç.
89
Table-2
Object Material used for Whether paper pieces
rubbing are attracted?
Plain Paper
Refill
Polythene sheet yes
Woollen cloth
Dry hair
A
Inflated Ballon Polythene sheet
Woollen cloth
AN
Plain Paper
Polythene sheet
Comb
Woollen cloth
G
Dry hair AN
Polythene sheet
Eraser Woollen cloth
Plain Paper
EL
Polythene sheet
Steel spoon
Woollen cloth
T
What do you conclude from the above Types of charges and their
interaction
T,
table?
Some objects like refill, comb, etc Activity-2

ER
when rubbed with some specific materials

Understanding types of charges
are able to attract light objects like bits of
paper. But some objects like steel spoon
SC
do not attract pieces of paper even after

rubbing.
Why do not some materials attract

Fig-2(a) Fig-2(b)
pieces of paper even after rubbing?
Inflate two balloons and hang them in
Let us try to explore this phenomenon such a way that they do not touch each other.
Rub both the balloons with a woollen cloth
further. and release them.
]|ò˝æ Ÿ ø±–‘·+
bÕ*~∏Hé ø±–‘·+ ne⁄qT
ñìï >∑T&É¶
>±* }~q u…\÷Hé bı&ç yÓ+Á≥Tø£\T
A
bÕ*~∏Hé ø±–‘·+
AN
ñìï>∑T&É¶
<äTyÓ«q ø±–‘·+
bÕ*~∏Hé ø±–‘·+
G
ñìï>∑T&É¶
ô|ì‡˝Ÿ s¡ã“s¡T (mπsdüsY) bı&ç yÓ+Á≥Tø£\T AN
bÕ*~∏Hé ø±–‘·+
ñìï>∑T&É¶
EL
d”º˝Ÿ dü÷ŒHé ø±–‘·+

bÕ*~∏Hé ø±–‘·+
ñìï>∑T&É¶
T
ô|’ |ü{Ïºø£qT |ü]o*+∫ MTs¡T @+

T,
ìsê∆]kÕÔsT¡ ?
ER
]|òæ˝Ÿ, <äTyÓ«q e+{Ï ø=ìï edüTÔe⁄\qT ø=ìï

Á|ü‘´˚ ø£ |ü<ësêú\‘√ s¡T~›q|ü⁄&ÉT ø±–‘·|⁄ü eTTø£ÿ\e+{Ï
∫qï∫qï edüTÔe⁄\qT Äø£]¸kÕÔsTT. ø±˙ d”º\T
SC
dü÷ŒHé e+{Ï ø=ìï edüTÔe⁄\qT eTs√ |ü<ës¡ú+‘√

s¡T~›q|üŒ{Ïø° Ç‘·s¡ edüTÔe⁄\qT Äø£]¸+#·e⁄.
ø=ìï edüTÔe⁄\qT s¡T~›q|üŒ{Ïø° ø±–‘·|ü⁄

eTTø£ÿ\qT Äø£]¸+#·ø£ b˛e&ÜìøÏ ø±s¡D ¬s+&ÉT u…\÷Hé\qT rdüT≈£îì yê{Ï˝À >±*ì
y˚T$T{Ï? }<ä+&ç. |ü≥+`2(m)˝À #·÷|æq≥T¢ s¬ +&ÉT u…\÷Hé\T
ˇø£<ëìøÏ eTs=ø£{Ï ‘·>∑\≈£î+&Ü y˚˝≤&ÉBj·T+&ç.
á <äè–«j·÷ìï eT]+‘· ì•‘·+>± |ü]o*<ë›+. ¬s+&ÉT u…\÷Hé\qT ñìï>∑T&É¶‘√ s¡T~› e<ä\+&ç.
91
(Make sure that your hand doesn’t Let us summarise our observations
touch the balloon while rubbing with carefully.
woollen cloth). 1. A balloon rubbed with woollen cloth
What do you observe? repelled another balloon of the same
type.
Take a refill and rub it with a polythene 2. A refill rubbed with polythene repelled
sheet. Keep it gently in a plastic tumbler. another refill rubbed with similar
Take another refill and also rub it with the material.
same polythene sheet. Bring the second 3. A ballon rubbed with woollen cloth
A
refill near the first one in the tumbler. Take attracted by a refill rubbed with
care that you do not touch either of the
AN
polythene sheet.
rubbed portions of the refills with your What can we conclude from above
hand. observations?
Is there any effect on the first refill in Does the repulsion between charged
G
the tumbler? balloons indicate that they posses
Do they attract each other or repel? AN similar charge?
Bring two ballons rubbed with same Does the attraction between a charged
silk cloth together. What happened? balloon and a charged refill indicate that
they posses different charges?
Now, take a rubbed balloon near the
EL
Does this activity remind you some of

rubbed refill in the tumbler (See fig-3).
experiments that you have done in ‘Playing
What happened?
with Magnets’ chapter of class 6?
T
We know that magnets attract objects

made up of magnetic materials like Iron,
Nickel, Cobalt, etc.
T,
We also know that unlike poles of

magnets (North-South or South-North)
ER
Fig-3 attract each other and like poles (North-

North or South-South) repel each other.
Do they attract each other or repel each Can we say that something similar is
SC
other? happening in above activities?

In the first two parts of the above Does it indicate that the charge on the
activity, two objects that were made of the balloon is of a different kind from the
same material have brought near to each charge on the refill!
other after being rubbed with some Can we say that there exists two kinds
appropriate material. of charges?
In the third part, objects made of different Can we also say that the charges of the
materials were brought near to each other same kind repel each other, while
after being rubbed with different material. charges of different kinds attract each
other?
(ñìï>∑T&É‘¶ √ u…\÷Hé\qT s¡T<˚› düeTj·T+˝À MT #˚sTT ìs¡«Væ≤+∫q ø£è‘ê´\qT C≤Á>∑‘>Ô· ± |ü]o*<ë›+.
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@+ >∑eTì+#ês¡T? eTs√ u…\÷HéqT $ø£]¸+∫+~.
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s¡T~›q ]|ò˝æ Ÿ\T Äø£]¸+#·T≈£îHêïsTT.
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A
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AN
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G
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EL
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T
(|ü≥+`3 #·÷&É+&ç) @+ »]–+~?

Äø£]¸+#·≥+ MT≈£î ‘Ó\TdüT.
$C≤‹ nj·TkÕÿ+‘ê\ <Ûäèyê\T (ñ‘·Ôs¡+ `
T,
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düC≤‹ <Ûäèyê\T (ñ‘·Ôs¡+ ` ñ‘·Ôs¡+ ˝Òø£ <äøÏåD+ `
ER
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eTq+ ìs¡«Væ≤+∫q ø£è‘ê´\˝ÀqT Ç<˚$<Û+ä >±
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SC
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n$ Äø£]¸+#·ã&çHêj·÷ ˝Òø£ $ø£]¸+#·ã&çHêj·÷? y˚sπ «s¡T Äy˚XÊ˝≤?
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‘·s¡yê‘· <ä>∑Zs¡>± ‘Ó∫Ã |ü]o*+#ê+.
93
It is a convention to call the charge
acquired by a glass rod when it is rubbed
with silk cloth positive and the charge
aquired by the silk cloth is negative.
It is observed that when a charged glass
rod is brought near to a charged plastic
straw which is rubbed with polythene sheet,
there is attraction between the two. Fig-4: Testing the presence of charge
What do you think about the kind of
A
Now touch the silver foil on the
charge on the plastic straw?
thermocol ball with charged glass rod.
AN
You may guess that the plastic straw
Remove the glass rod from the ball and
would carry a negative charge.
again rub it with silk cloth and bring it close
Is your guess correct or wrong? to the suspended ball.
G
Discuss with your teacher.
What do you observe?
The electrical charges generated by AN Does it get attracted towards the glass
rubbing are static. They do not move by
rod or move away from it?
themselves. When charges move, they
You may notice in the first instance that
constitute an electric current.
the thermocol ball is attracted towards the
You studied about the current in a
EL
glass rod and in second instance it moves

circuit which makes a bulb glow, or the
away from the glass rod.
current that makes a wire get heated in class
What could be the reason for this
6 and 7.
T
change in movement of the ball?

The electric current in a circuit
If a charged body is brought near an
represents motion of charges.
T,
uncharged body it induces an opposite

Activity-3 charge on it and it gets attracted by the
body.
ER
To find the presence of charge In the above experiment when a charged

on a body body (glass rod rubbed with silk cloth) is
Make a small ball of thermocol. brought near an uncharged body
SC
Collect thin silver foil used to decorate (thermocol) it induces an opposite charge
sweets. Wrap this thin silver foil to cover in it and hence it get attracted by the glass
the thermocol ball and suspend it from a rod.
stand with the help of a thread as shown in In second case (above experiment) we
the figure-4. have charged the thermocol ball by
Bring a glass rod which is rubbed with touching it with a charged glass rod. Hence
a silk cloth near the suspended ball. What when we brought the glass rod near the ball,
happens? Does it get attracted towards the as both of them have similar charge the ball
glass rod or move away from it? gets repelled by the glass rod.
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bı+<äT‘·T+<äì, dæ˝Ÿÿ>∑T&É¶ ãTTD≤y˚XÊìï bı+<äT
‘·T+<äì #ÓãT‘ê+.
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ñ+≥T+<äì >∑eTì+#·>∑\+.
ÁkÕº m≥Te+{Ï Äy˚XÊìï bı+~+<äì MTs¡T
A
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AN
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G
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95
From the above experiment we can Do the foil strips behave in the same
conclude that attraction is not a sure test way in all cases?
to know the presence of a charge on a body. Can this apparatus be used to detect the
Activity-4 presence of charge on a body or not?
Can you explain why the strips repel
Transfer of charge each other?
Take an empty jam bottle. Take a piece The strips of aluminium foil receive the
of cardboard slightly bigger in size than the
same charge from the charged refill through
A
mouth of the bottle.
the paper clip. The strips carrying similar
Pierce a hole in it so that a metal paper charges repel each other and hence they
AN
clip could be inserted. Open out paper clip
move apart.
as shown in the fig-5
This device can be used to test whether
an object is carrying charge or not. This
G
device is known as electroscope. (Earlier
days gold foil used in electroscope). In the
AN
above activity you can observe that
electrical charge can be transferred from a
charged object to another through a metal
EL
conductor.
Touch the end of the paper clip gently
with hand and you will find a change in the
T
Fig-5
foil strips. They move closer and come
Cut two strips of aluminium foil about back to their original state.
T,
4 cm×11 cm each and hang them on the paper Repeat charging of foil strips and
clip. Insert the paper clip having the strips touching the paper clip. Every time you will
ER
of aluminium foil in to the cardboard lid find that the foil strips collapse as soon as
so that it is perpendicular to it as shown in you touch the paperclip with hand.
the fig-5. Why does it happen?
SC
Charge a refill and make it touch the The reason is that the foil strips lose
end of the paper clip. Observe what charge to the earth through your body. We
happens. say that the foil strips are discharged.
Is there any effect on the strips of The process of transferring of charge
aluminium foil? from a charged object to the earth is called
Do they repel each other or attract each earthing.
other? Earthing is provided in buildings to
Now bring other charged bodies and make protect us from electrical shocks due to
them touch the end of the paper clip. any leakage of electrical charge.
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97
The Story of Lightning The process of electric discharge can
occur between two or more clouds, or
between clouds and the earth. Today we
need not get frightened by lightning like the
ancient people did. Now we understand the
phenomenon.
Scientists are trying hard to improve
our understanding. However, lightning
strike could destroy life and property. It is,
A
therefore, necessary to take measures to
Fig-6 protect ourselves.
AN
It is now possible to explain lightning Lightning Safety
in terms of the charges produced by 1. Which is the safe place during a
rubbing. You have learnt in class 7 that thunder storm?
G
during the development of a thunderstorm A house or a building of low height
there will be fast movement of air currents.
AN If you are travelling in a bus or in a car
The clouds moving in air acquire a you are safe inside provided that doors
charge on their surface due to the friction and windows are closed.
with particles of air. As the surface area of If you are in a forest, taking shelter
EL
a cloud is very large, the amount of charge under shorter trees than a taller tree is
accumulated on its surface is very high. a good idea during the thunder storm.
2. Which is not a safe place during a
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When a charged cloud comes close to

thunder storm?
another cloud it induces an opposite charge
Travelling in an open place.
T,
on the later and the accumulated charge Standing under tall trees in open fields
tries to move from one cloud to another or in a garden / park.
ER
cloud. But the air present between them Staying in multi storied building which
being a poor conductor of electricity do not have lightning conductors.
resists the flow of charge between them. Standing near electric poles or
When the magnitude of the accumulated telephone poles.
SC
charge becomes very large, the air, which Speaking on landline telephones.
is normally a poor conductor of electricity, Using electric appliances like T.V and
is no longer able to resist their flow. computers.
Hence discharge takes place between Lightning Conductor
negative and positive charges which Lightning Conductor is a device used
produce streaks of bright light and sound. to protect buildings from the effect of
We see streaks as lightning. The process is lightning. A metallic rod, taller than the
building, is installed in the walls of the
called an electric discharge.
building during its construction.
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n+{≤+. neTs¡TÃ‘ês¡T.
99
One end of the rod is kept out in the air The meterological department can warn
and the other is buried deep in the ground as the possibility of thunderstorm developing
at a particular area. If a thunderstorm
shown in fig-7. The rod provides an easy route
occurs there is always a possibility of
for the transfer of electric charge to the ground. lightning and cyclones accompanying it. So,
The projected end of the metal rod is we get time to take measures to protect
at a height more than the height of the ourselves from the damage caused by these
building. Hence it receives the charge first phenomena.
There is, one natural phenomenon
A
during lightning because it is closer to the
which we are not yet able to predict is an
cloud than the building.
AN
earthquake. It can cause damage to human
As it is a good conductor of electricity, life and property on a huge scale.
it allows all the charge to flow through it A major earthquake occurred in India
on 8th October 2005 in Uri and Tangdhar
G
thereby causing no damage to the building.
towns of North Kashmir. Before that a
major earthquake occurred on 26th January
AN
2001 in Bhuj District of Gujarat.
Activity-5
EL
Collecting information about the

damages caused by earth quakes
Ask your parents about the huge
T
Fig-7 damages to life and property caused by

The metal columns used during these earthquakes. Collect a few pictures
T,
showing the damage caused by these

construction and water pipes in the
earthquakes from newspapers and
buildings also protect us to some extent.
ER
magazines of those days.

But do not touch them during a Prepare a short report on the suffering
thunderstorm. of the people during the earthquakes.
What is an earthquake?
SC
Earthquakes
What happens when it occurs?
Natural phenomena like What can we do to minimise its effects?
lightning, floods, cyclones Let us discuss answers these questions.
etc., can cause large scale What is an Earthquake?
destruction of human life and An earthquake is a sudden shaking or
property. Fortunately, these phenomena can trembling of the earth lasting for a very
be predicted to some extent. short period of time. It is caused by a
disturbance deep inside the earth’s crust.
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(Earthquakes) uÛ Ñ ÷ ø£ + |ü Á|ü u Û ≤ yêìï ‘· – Z + #· & ÜìøÏ @+

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ø±s¡DeTÚ‘êsTT.
101
Collect accounts of the devastation
caused by the tsunami in India from your
Crust
parents, or other elders in the family or in
the neighbourhood.
What Causes an Earthquake?
Mantle What could cause a disturbance inside
the earth?
A
Inner Core
In ancient times, people did not know
Outer Core the true cause of earthquakes. Their ideas
AN
Fig-8 were, therefore, expressed in mythical/folk
Some mythical/folk stories told that the stories. Similar myths were prevalent in
earth is balanced on the horn of a bull and other parts of the world.
G
when the bull shifts it to the other horn, an
Now we know that the tremors are
earthquake takes place. AN
caused due to the disturbance at deep down
How could it be true? inside portion of uppermost layer of the
Earthquakes occur all the time, all over earth. This uppermost layer of the earth is
the earth. They are not even noticed. Major called crust.
EL
earthquakes are much less frequent. They

can cause immense damage to buildings, The outer most layer of the earth is not
bridges, dams and people. in one piece. It is fragmented. Each
T
There can be a great loss to life and fragment is called a plate. These plates are
property. The earthquakes can cause floods, in continuous motion. [See fig-9(a), 9(b)]
T,
landslides and tsunamis.

A major tsunami occurred in the Indian
ER
Ocean on 26th December 2004. All the

coastal areas around the ocean suffered
Fig-9(a)
huge losses.
Activity-6
SC
Locating the tsunami affected

areas in the map
Fig-9(b)
Take an outline map of the world.
Locate the eastern coast and Andaman and
When they brush past on one another,
Nicobar Islands in India. Mark other
or a plate goes under another plate due to
countries around the Indian Ocean which
collision, they cause disturbance in the
could have suffered damage.
earth’s crust.

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103
It is this disturbance that shows up as The seismoscope is an instrument that
an earthquake on the surface of the earth. measures the occurrence or the time of
However, most earthquakes are caused by occurrence of an earthquake. Unlike other
the movement of earth’s plates. measuring devices, the seismoscope is a
Since earthquakes are caused by the simple device which can be used without
movement of plates, the places at any technological background.
boundaries of the plates are considered as How do we measure the intensity of the
weak zones where earthquakes are more earthquake?
A
likely to occur. The weak zones are also The power of an earthquake is
known as seismic or fault zones. expressed in terms of a magnitude on
AN
In India, the areas most threatened are Richter scale. The destructive earthquakes
Kashmir, Western and Central Himalayas, have magnitudes higher than 7.0 on the
the whole of North-East, Rann of Kutch, Richter scale.
G
Rajasthan and the Indo – Gangetic Plane. Both Bhuj and Kashmir earthquakes had
Some areas of South India also fall in the magnitudes greater than 7.5.
danger zone as shown in figure 10.
AN Although, we know for sure what
causes an earthquake, it is not yet possible
to predict when and where the next
EL
earthquake might occur. Tremors on the

earth can also be caused when a volcano
erupts, or a meteor hits the earth, or an
T
Fig-10
underground nuclear explosion takes place.
T,
ER
Can we predict when and where the next

earthquake takes place?
SC
How do we know the occurrence of an

earthquake? Fig-11
Seismologists use two main devices to The tremors produce waves on the
measure an earthquake, a seismograph and surface of the earth (see figure 11). These
a seismoscope. The seismograph is an are called seismic waves. The waves are
instrument that measures seismic waves recorded by an instrument called the
caused by an earthquake. seismograph.

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105
Like many other scales, Richter scale
is not linear. This means that an earthquake
of magnitude 6 does not have one and half
times the destructive energy of an
earthquake of magnitude 4. In fact, an
increase of 2 in magnitude means 1000
times more destructive energy. For
example, an earthquake of magnitude 6 has
A
thousand times more destructive energy
than an earthquake of magnitude 4.
AN
Fig-12: Seismograph There is another method of measuring
the intensity of an earthquake using the
The instrument is simply a vibrating moment magnitude scale which is based on
G
rod, or a pendulum, which starts vibrating the amount of displacement that occurred
when tremors occur. A pen (stylus) is AN along a fault zone rather than the
attached to the vibrating system. The pen measurement of ground motion at a given
(stylus) records the seismic waves on a graph point.
paper which moves under it. By studying The moment magnitude measures
EL
these waves, scientists can construct a energy released by the earthquake more
complete map of the earthquake. They can accurately than the Richter scale. It is the
also estimate its power to cause only magnitude scale that adequately
T
destruction. measures the size of large earth quakes.

Table - 3 : Richter scale reading - effects of earthquake
T,
Richter magnitude Earthquake effects

ER
less than 3.5 Generally not felt, but recorded.

3.5-5.4 Often felt, but rarely causes damage.
SC
5.5-6.0 Atmost slight damage to well-designed buildings. Can cause

major damage to poorly constructed buildings over small
regions.
6.1-6.9 Can be destructive in areas upto about 100 kilometres across
where people live.
7.0-7.9 Major earthquake. Can cause serious damage over larger areas.
8 or greater Great earthquake. Can cause serious damage in areas several
hundred kilometres across.
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T,
ER
3.5 ø£Hêï ‘·≈£îÿe uÛÑ÷ø£+|ü˝Òœì qyÓ÷<äT#˚düTÔ+~. ø±ì eTq+ >∑T]Ô+#·˝Ò+.

3.5 qT+&ç 5.4 n|ü⁄Œ&É|ü⁄Œ&ÉT >∑T]Ô+#·>∑\+, $<Ûä«+dü+ ô|<ä›>± ñ+&É<äT.
SC
5.5 qT+&ç 6.0 uÛÑeHê\≈£î ø=~›bÕ{Ï qwüº+ »s¡T>∑T‘·T+~. HêD´‘·˝Òì ìsêàD≤\T

m≈£îÿe <Óã“‹H˚ neø±X¯+ ñ+~.
6.1 qT+&ç 6.9 Á|ü»\T ìedæ+#˚ 100 øÏ˝ÀMT≥s¡¢ yÓ’XÊ\´+˝À rÁe‘· ñ+≥T+~.
7.0 qT+&ç 7.9 ô|<ä› uÛÑ÷ø£+bÕ\T, Ç$ »]–q|ü⁄&ÉT ÄdæÔ eT]j·TT ÁbÕD qwüº+
n~Ûø£+>± ñ+≥T+~. m≈£îÿe $d”Ôs¡í+˝À n~Ûø£ qcÕºìï ø£*–kÕÔsTT.
8 ø£Hêï m≈£îÿe n‹ ô|<ä› uÛÑ÷ø£+bÕ\T, nH˚ø£ e+<ä\ øÏ˝À MT≥s¡¢ yÓ’XÊ\´+˝À
Á|üuÛ≤e+ ñ+≥T+~. rÁeyÓTÆq $<Ûä«+dü+ »s¡T>∑T‘·T+~.
107
Protection against earthquakes Be careful where you hang wall clocks,
We know from the earlier pages that photo-frames, water heaters etc., so
earthquakes cannot be predicted. We have that in the event of an earthquake, they
also seen that they can be highly destructive. do not fall on people
It is, therefore, important that we take
Since some buildings may catch fire
necessary precautions to protect ourselves
all the time. due to an earthquake, it is necessary
that all buildings, especially tall
A
buildings, have fire fighting equipment
in working condition.
AN
The Central Building Research
Institute, Roorkee, has developed to make
quake proof houses.
G
AN Let us know what to do and how to
protect at an event of an earthquake.
Inside the house:
Fig-13
Take shelter under a table and stay there
EL
People living in seismic zones, where till shaking stops.

the earthquakes are more likely to occur, Stay away from tall and heavy objects
T
have to be specially prepared. First of all,

that may fall on you.
the buildings in these zones should be
Outside the house:
T,
designed so that they can withstand major

tremors. Modern building technology can Find a clear spot, away from buildings,
ER
make it possible. It is advisable to make the trees and over head power lines. Drop
structure simple so that it is ‘Quake Safe’. to the ground.
Consult qualified architects and
structural engineers. Earth quakes in Telangana
SC
In highly seismic areas, the use of mud Do you know the places in Telangana
or timber is better than heavy where earthquakes have occurred and
construction material. Keep roofs as its intensity?
light as possible. In case the structure
According to seismic hazard map in
falls, the damage will not be heavy.
Telangana, the city of Hyderabad lies in
It is better if the cupboards and shelves
zone II.
are fixed to the walls, so that they do
not fall easily. Discuss about zones with your teacher.

>√&É\≈£î Áy˚˝≤&ÉBdæq edüTÔe⁄\ |ü≥¢ ñ<ëˆˆ
uÛÑ÷ø£+bÕìï eTT+<äT>± }Væ≤+#·˝ÒeTì eTq+ >√&É>&∑ j ç ÷· sê\T, bò˛{ÀÁù|eò TT\T, yê≥sYV≤” ≥s¡T¢
‘Ó\TdüT≈£îHêï+. n˝≤π> uÛÑ÷ø£+|ü+ e\¢ ô|<ä› m‘·TÔq yÓTTˆˆq$ C≤Á>∑‘>Ô· ± ñ+&Ü*. uÛ÷Ñ ø£+|üdeü Tj·T+˝À
n$ MT<ä |ü&˚ neø±X¯+ e⁄+~.
$<Ûä«+dü+ »s¡T>∑T‘·T+<äH˚ $wüj·T+ ≈£L&Ü ‘Ó\TdüT.
n+<äTe\¢ qwüº rÁe‘·qT ‘·–+Z #·&ÜìøÏ ø=ìï eTT+<äT uÛ÷Ñ ø£+bÕ\T e∫Ãq dü+<äs“¡ +¤ ˝À n–ï Á|üe÷<ë\T
dü+uÛ$Ñ +#˚ neø±X¯+ ñ+~. n+<äTe\¢ $<äT´‘Y
C≤Á>∑‘·Ô\T rdüTø√yê*‡q nedüs¡+ ñ+~.
|ü]ø£sê\T, r>∑\T HêDýÓTqÆ $ $ìjÓ÷–+#ê*.
A
ô|<ä› uÛeÑ Hê\˝À n–ï Á|üe÷<ä ìs√<Ûøä £ |ü]ø£sê\qT
AN
@sêŒ≥T #˚dTü ø√yê*.
s¡÷]ÿ˝Àì πø+Á<ä uÛÑeq ìsêàD |ü]XÀ<Ûäq dü+düú
yês¡T uÛÑ÷ø£+|ü+ e∫Ãq|ü⁄&ÉT ‘·≥Tº≈£îH˚ uÛÑeq
G
ìsêàD≤\≈£ î dü + ã+~Û + ∫q Á|ü D ≤[ø£ \ qT
s¡÷bı+~+#ês¡T.
AN
EL
eTTK´+>± uÛÑ÷ø£+|ü (ôddæàø˘) ÁbÕ+‘ê\˝À uÛÑ÷ø£+|ü+ e∫Ãq dü+<äs¡“¤+˝À ã\¢ øÏ+~øÏ

ìedæ+#˚yês¡T Á|ü‘˚´ø£ C≤Á>∑‘·Ô\T rdüTø√yê*. á yÓfi¯¢≥+
T
ÁbÕ+‘ê\˝À uÛÑeq ìsêàD≤\T uÛÑ÷ø£+bÕ\qT ô|<ä› bı&ÉyÓ’q edüTÔe⁄\T MT<ä |ü&˚ neø±X¯+
e⁄qï+<äTq yê{ÏøÏ <ä÷s¡+>± ñ+&Ü*.
T,
‘·≥Tº≈£îH˚ $<Ûä+>± ñ+&Ü*. Ä<ÛäTìø£ XÊg C≤„Hêìï

$ìjÓ÷–+#·T≈£îì dü¬s’q ìsêàD≤\T #˚j·÷*.
ER
ø£+|üq düTs¡øÏå‘· ìsêàD≤\T+&Ü*. uÛÑeHê\T, #Ó≥T¢, ôV’≤f…q¸Hé $<äT´‘Y r>∑\≈£î

uÛÑeq ìsêàD≤\≈£î dü\Vü‰\¬ø’ Ç+»˙s¡T¢, <ä÷s¡+>± ñ+&Ü*. uÛÑ÷$Tô|’ |ü&ÉTø√yê*.
Ä]ÿf…ø\º˘ qT dü+Á|ü~+#ê*.
SC
uÛÑ÷ø£+bÕ\T m≈£îÿe>± e#˚Ã neø±X¯+ ñqï eTq sêh+˝À @ @ ÁbÕ+‘ê˝À¢ uÛÑ÷ø£+|ü+

ÁbÕ+‘ê\˝À eT{Ï,º ø£\|ü $ìjÓ÷–+∫ ìsêàD≤\T e∫Ã+<√, yê{Ï rÁe‘· m+‘· ñ+<√ MT≈£î
#˚j÷· *. uÛeÑ Hê\ ô|’ uÛ≤>∑+ ‘˚*ø£>± ñ+fÒ n$ ‘Ó\TkÕ?
|ü&qç |ü⁄&ÉT qwü+º ‘·≈î£ ÿe>± ñ+≥T+~. uÛ÷Ñ ø£+|ü Á|üe÷<ä |ü≥+ Á|üø±s¡+ ‘Ó\+>±D˝Àì
ôV’≤<äsêu≤<é q>∑s¡+ IIe CÀHé˝À ñ+~
Ç+{Ï >√&É\≈£î n\àsê\qT @sêŒ≥T #˚jT· &É+
uÛ Ñ ÷ ø£ + |ü Á|ü u Û ≤ $‘· CÀHé \ >∑ T ]+∫ MT
eT+∫~. n$ ‘·«s¡>± |ü&bç ˛e⁄.
ñbÕ<Ûë´j·TTì‘√ #·]Ã+#·+&ç.
109
Key words
Crust, discharge, earth’s plates, earthquake, electroscope, lightning, lightning

conductor, negative charge, positive charge, richter scale, seismograph,
Seismoscope, thunder, thunderstorm, transfer of charge, tsunami, tremor
What we have learnt?
A
Some objects can be charged by rubbing with other objects.
AN
There are two kinds of charges 1. positive charge, 2. negative charge
Like charges repel and unlike charges attract each other.
G
The electrical charges produced by rubbing are called static charges.
When charges move, they constitute an electric current.
AN
An electroscope may be used to detect whether a body is charged or not.
Attraction is not a sure test to know the presence of charge on a body.
EL
The process of transfer of charge from a charged object to the earth is called
earthing.
T
The process of electric discharge between clouds and the earth or between
different clouds causes lightning.
T,
Lightning strike could destroy life and property.

Lightning conductors can protect buildings from the effects of lightning.
ER
An earthquake is a sudden shaking or trembling of the earth.

Earthquake is caused due to the disturbance deep inside the earth’s crust.
SC
It is not possible to predict the occurrence of an earthquake.

Earthquakes tend to occur at the boundaries of earth’s plates. These boundaries
are known as fault zones.
Destructive energy of an earthquake is measured on the Richter scale. The
earthquake measuring 7 or more on Richter scale can cause severe damage to
life and property.
We should take necessary precautions to protect ourselves from earthquakes.

|ü≥\+, ñ‘·‡s¡Z+, uÛÑ÷ |ü\ø£\T, uÛÑ÷ø£+|ü+, $<äT´<ä]Ùì, yÓTs¡T|ü⁄\T, ‘·{Ï<ë«Vü≤ø£+, ãTTD≤y˚X¯+,
<ÛäHêy˚X¯+, ]ø£ºsY ùdÿ\T, uÛÑ÷ø£+|ü˝Òœì, uÛÑ÷ø£+|ü<ä]Ùì, ñs¡TeTT, ñs¡TeTT\T`yÓTs¡T|ü⁄\‘√ ≈£L&çq yêq,
Äy˚XÊ\ ã~©, düTHê$T, uÛÑ÷n+‘·sê“¤>∑ ø£<ä*ø£\T.
A
AN
ø=ìï edüTÔe⁄\T Ç‘·s¡ edüTÔe⁄\‘√ s¡T~›q|ü⁄&ÉT Äy˚XÊìï bı+<äT‘êsTT.
Äy˚XÊ\T ¬s+&ÉT s¡ø±\T. 1.<ÛäHêy˚X¯+, 2. ãTTD≤y˚X¯+
düC≤‹ Äy˚XÊ\T $ø£]¸+#·T≈£î+{≤sTT. $C≤‹ Äy˚XÊ\T Äø£]¸+#·T≈£î+{≤sTT.
G
edüTÔe⁄\qT ˇø£<ëì‘√ ˇø£{Ï s¡T~›q|ü⁄&ÉT yÓ\Te&˚ $<äT´‘Y Äy˚XÊ\T dæús¡ Äy˚XÊ\T
AN
Äy˚XÊ\T #·*+∫q|ü⁄&ÉT $<äT´‘Y Á|üyêVü≤+>± e÷s¡T‘·T+~.
$<äT´<ä›]Ùì <ë«sê ˇø£ edüTÔe⁄ Äy˚X¯+ ø£*– ñ+<√ ˝Ò<√ ‘Ó\TdüTø√e#·TÃ.
EL
ˇø£ edüTÔe⁄ô|’ ñqï Äy˚XÊìï >∑T]Ô+#·&ÜìøÏ ªªÄø£s¡¸D <Ûäs¡à+µµ dü¬s’q |üØø£å ø±<äT.
Äy˚X¯+ ø£*– e⁄qï edüTÔe⁄ qT+&ç uÛÑ÷$TøÏ Äy˚XÊ\qT ã~© #˚ùd Á|üÁøÏj·TqT m]Ô+>¥ n+{≤+.
T
y˚T|òü÷\≈£î uÛÑ÷$TøÏ eT<Ûä´ ˝Ò<ë y˚T|òü÷\≈£î y˚T|òü÷\≈£î eT<Ûä´ »]π> ñ‘·‡s¡Z+ e\¢ |æ&ÉT>∑T\T (yÓTs¡T|ü⁄\T)
@s¡Œ&É‘êsTT.
T,
yÓTs¡T|ü⁄\T (|æ&ÉT>∑T\T) ÄdæÔ, ÁbÕD qwüº+ ø£*–kÕÔsTT.

ER
‘·{Ï<ë«Vü≤ø£+ |æ&ÉT>∑T\ qT+&ç uÛÑeHê\qT s¡øÏådüTÔ+~.

uÛÑ÷$T˝À ˇø£ÿkÕ]>± e#˚Ã ø£+|üHê\qT uÛÑ÷ø£+|ü+ n+{≤s.
uÛÑ÷|ü≥\+˝À @s¡Œ&˚ ø£<ä*ø£\ e\¢ uÛÑ÷ø£+bÕ\T ekÕÔsTT.
SC
uÛÑ÷ø£+bÕìï eTT+<äT>± }Væ≤+#·˝Ò+.

uÛÑ÷ø£+bÕ\T uÛÑ÷$T˝Àì |ü\ø£\ Vü≤<äT›\ e<ä› @s¡Œ&É‘êsTT. yê{Ïì uÛÑ÷ø£+|ü Á|üe÷<ä ÁbÕ+‘ê\T /
ã\V”≤q ÁbÕ+‘ê\T n+{≤s.
uÛÑ÷ø£+|ü+ e\¢ $&ÉT<ä\j˚T´ X¯øÏÔì ]ø£ºsYùdÿ\T‘√ ø=\TkÕÔs. ]ø£ºsYùdÿ\Tô|’ 7 ø±ì, n+‘·ø£Hêï m≈£îÿe
qyÓ÷<äT »]–‘˚ rÁe ÄdæÔ, ÁbÕD qwüº+ »s¡T>∑T‘·T+~.
uÛÑ÷ø£+bÕ\ qT+&ç s¡øÏå+#·Tø√e&ÜìøÏ ø=ìï C≤Á>∑‘·Ô\T rdüTø√yê*.
111
1. Which instrument is used to detect a charged body? Explain with a diagram. (AS5)
A
2. Which places are not safe during a thunderstorm? (AS1)
AN
3. List three states in India where earthquakes are more likely to occur. (AS1)
G
1. Sometimes, a crackling sound is heard while taking off sweater during winter. Why?
AN
(AS1)
2. Give two examples of your daily life about effects which are caused by transfer of
EL
charges. (AS1)
3. Inflate two balloons and rub both of them with a cloth first and then with different
T
material. Will they attract each other in both cases? (AS3)

T,
4. Why do a charged balloon is repelled by another charged balloon whereas an

uncharged balloon is attracted by a charged balloon? Explain. (AS1)
ER
1. The weather department has predicted that a thunderstorm is likely to occur on a

SC
certain day. Suppose you have to go out on that day. Would you carry an umbrella?
Explain. (AS7)
2. Are there any alternative methods to find the intensity of earthquake? (AS2)
3. Clouds have charges! Can we produce current through these charges? (AS2)

I.
1. edüTÔe⁄≈£îqï Äy˚XÊìï >∑T]Ô+#·&ÜìøÏ @ |ü]ø£s¡+ ñ|üjÓ÷–kÕÔ+? |ü≥+ <ë«sê $e]+#·+&ç. (AS5)
A
2. ñs¡TeTT\T, yÓTs¡T|ü⁄\‘√ ≈£L&çq es¡¸+ e#˚Ã dü+<äs¡“¤+˝À düTs¡øÏå‘·+ ø±ì Á|ü<˚XÊ\T @$? (AS1)
AN
3. uÛ≤s¡‘·<˚X¯+˝À uÛÑ÷ø£+bÕ\T ‘·s¡#·T>± e#˚Ã sêÁcÕº\qT eT÷&ç+{Ïì ‘Ó\|ü+&ç. (AS1)
II.
G
AN
1. #·*ø±\+˝À #·*ø√≥TqT $&ç#˚ düeTj·T+˝À X¯ã›+ edüTÔ+~ m+<äT≈£î? (AS1)
2. Äy˚XÊ\ ã~© e\q ø£*π> Á|üuÛ≤yêìï $e]+#˚ ì‘·´J$‘· dü+<äsê“¤\≈£î ¬s+&ÉT ñ<ëVü≤s¡D\T
EL
Çe«+&ç. (AS ) 1
3. ¬s+&ÉT u…\÷Hé\qT }<ä+&ç. yê{Ïì yÓTT<ä≥>± >∑T&É¶‘√, ‘·sê«‘· y˚s=ø£ edüTÔe⁄‘√ sê|æ&ç #˚j·T+&ç. ¬s+&ÉT
T
dü+<äsê“¤\˝Àq÷ n$ Äø£]¸+#·T≈£î+{≤j·÷? (AS ) 3

T,
4. Äy˚X¯+ ø£*–q u…\÷Hé, Äy˚X¯+˝Òì u…\÷Hé Äø£]¸+#·T≈£î+{≤sTT. ø±˙ ˇπø Äy˚X¯+ ø£*–q ¬s+&ÉT
u…\÷Hé\T m+<äT≈£î $ø£]¸+#·T≈£î+{≤sTT? $e]+#·+&ç. (AS )
ER
III.
SC
1. yê‘êes¡D XÊK ñs¡TeTT\T, yÓTs¡T|ü⁄\‘√ ≈£L&çq es¡¸+ sêe#·Ãì ôV≤#·Ã]+∫+~. Ä düeTj·T+˝À MTs¡T
ãj·T≥≈£î yÓfi≤¢*‡e∫Ã+~. MTs¡T >=&ÉT>∑T rdüTø=ì yÓfi≤Ôsê? $e]+#·+&ç. (AS ) 7
2. uÛÑ÷ø£+|ü rÁe‘·qT ø£qT>=qT≥≈£î yê&˚ Ç‘·s¡ |ü<ä∆‘·T\T ñHêïj·÷? (AS2)
3. y˚T|òü÷\˝À Äy˚XÊ\T ñ+{≤sTT ø£<ë! yê{Ïì ñ|üjÓ÷–+#·Tø=ì ø£¬s+{Ÿ ‘·j·÷s¡T #˚j·Te#êÃ? (AS2)
113
1. Which of the following cannot be charged easily by friction? ( )
a) a plastic scale b) a copper rod
c) a wollen cloth d) piece of wood
2. What happens when a glass rod is rubbed with a piece of silk cloth? ( )
a) Rod and the cloth acquire positive charge
A
b) Road becomes positively charged while the cloth has a negative charge
AN
c) Rod and the cloth both acquire negative charge
d) Rod becomes negatively charged while the cloth has a positive charge
G
3. The magnitude of destructive earthquakes on the Richter scale is greater
AN
than: ( )
a) 3.0 b) 4.0
c) 7.0 d) 2.0
EL
4. The instrument is used to estimate the intensity of earth quake is ( )

T
a) Sesimograph b) Sesimoscope
c) Gold leaf electroscope d) Lightning conductors

T,
5. It can protects buildings from the effects of lightning ( )

ER
a) Seismoscope b) Seismograph
c) Electroscope d) Lightning conductors

SC
Experiments
1. Conduct an experiment to find the effects of charged bodies which have been rubbed
by different materials and write report.
2. Conduct an experiment to find out the presence of charge on a body and write
report.

1. øÏ+~ yê{Ï˝À @ edüTeÔ ⁄≈£î sê|æ&ç <ë«sê Äy˚XÊìï ø£*–+#·˝+Ò ? ( )
m) bÕ¢døºæ ˘ ùdÿ\T _) sê–ø£&¶û
dæ) ñìï >∑T&É¶ &ç) ø£Ás¡ eTTø£ÿ
2. >±E ø£&ì¶û dæ˝Ÿÿ >∑T&É‘¶ √ s¡T~›q|ü⁄&ÉT @+ »s¡T>∑T‘·T+~? ( )
A
m) ø£&,¶û dæ˝Ÿÿ >∑T&É¶ s¬ +&É÷ <ÛHä êy˚X+¯ bı+<äT‘êsTT
AN
_) ø£&¶û <ÛHä êy˚X+¯ , dæ˝Ÿÿ >∑T&É¶ s¡TD≤y˚X+¯ bı+<äT‘êsTT
dæ) ø£&,¶û dæ˝Ÿÿ >∑T&É¶ s¬ +&É÷ s¡TD≤y˚X+¯ bı+<äT‘êsTT
G
&ç) ø£&¶û s¡TD≤y˚X+¯ , dæ˝Ÿÿ >∑T&É¶ <ÛHä êy˚X+¯ bı+<äT‘êsTT.
AN
3. uÛ÷Ñ ø£+|ü rÁe‘· ùdÿ\Tô|’ ø=\‘· ÁøÏ+~ yê{Ï˝À @ $\Te ø£Hêï m≈£îÿe qyÓ÷<äT nsTTq|ü&ÉT rÁeyÓTqÆ
$<Û«ä +dü+ »s¡T>∑T‘·T+~? ( )
m) 3.0 _) 4.0
EL
dæ) 7.0 &ç) 2.0

T
4. uÛ÷Ñ ø£+bÕ\ rÁe‘·qT n+#·Hê y˚jT· &ÜìøÏ ñ|üj÷Ó –+#˚ |ü]ø£s+¡ . ( )

m) uÛ÷Ñ ø£+|ü <ä]Ùì _) uÛ÷Ñ ø£+|ü ˝Òœì
T,
dæ) $<äT´‘Y <ä]Ùì &ç) ‘·{<Ï ë«Vü≤ø£+

ER
5. |æ&TÉ >∑T\T, yÓTs¡T|ü⁄\ qT+&ç ô|<ä› ô|<ä› uÛeÑ Hê\qT, ø£≥&º Ü\qT s¡ø+åÏ #·&ÜìøÏ ñ|üj÷Ó –+#˚ |ü]ø£s+¡ . ( )
m) uÛ÷Ñ ø£+|ü <ä]Ùì _) uÛ÷Ñ ø£+|ü ˝Òœì
dæ) $<äT´‘Y <ä]Ùì &ç) ‘·{<Ï ë«Vü≤ø£+
SC
1. $$<Ûä edüTeÔ ⁄\‘√ s¡T<ä&› +É e\q Äy˚XÊìï bı+~q edüTeÔ ⁄\ Äy˚X¯ Á|üu≤Û yêìï ø£qT>=qT≥≈£î ˇø£ Á|üj÷Ó >∑+
#˚dæ ìy˚~ø£ sêj·T+&ç.
2. ˇø£ edüTeÔ ⁄ô|’ ñqï Äy˚XÊìï ø£qT>=qT≥≈£î ˇø£ Á|üj÷Ó >∑eTTqT #˚dæ ìy˚~ø£qT sêj·T+&ç.
115
Project Works
1. Collect the information, photos and pictures of the earthquakes occurred in Japan
recently and write the report.
2. Find out if there is an organisation in your area which provides relief to those suffering
from natural disaster. Enquire about the type of help they render to the victims of
earthquakes. Prepare a brief report on the problems of the earthquake victims.
A
3. Collect accounts of the devastation caused by tsunami in India from your
AN
parents,friends and neighbourhood and write a report.
G
AN
T EL
T,
ER
SC

1. á eT<Û´ä ø±\+˝À »bÕqT˝À dü+uÛ$Ñ +∫q uÛ÷Ñ |ü+ø£+ $esê\T, ∫Á‘ê\T ùdø£]+∫ ìy˚~ø£ s¡÷bı+~+#·+&ç.
2. MTs¡Tqï ÁbÕ+‘ê\˝À Á|üøè£ ‹ yÓ|’ Øü ‘ê´\T dü+uÛ$Ñ +∫q|ü⁄&ÉT u≤~Û‘T· \≈£î düV‰ü j·T+ n+~+#˚ dü+dü\ú T @yÓH’ ê
ñHêïjÓ÷ >∑T]Ô+#·+&ç. yês¡T n+~+#˚ düV‰ü j·T+ô|’ ˇø£ ìy˚~ø£ ‘·j÷· s¡T #˚jT· +&ç.
3. uÛ≤s¡‘<· X˚ +¯ ˝À düTHê$T e\¢ »]–q qwü+º ô|’ MT ùdïVæ≤‘·T\T, #·T≥Tº |üøÿ£ \ yêfi¯ó,¢ ‘·*<¢ +ä Á&ÉT\T, yêsêÔ
A
|üÁ‹ø£\ <ë«sê dü÷e÷#ês¡+ ùdø£]+∫ ìy˚~ø£ s¡÷bı+~+#·+&ç.
AN
G
AN
T EL
T,
ER
SC
117
Chapter STARS AND
SOLAR SYSTEM
Observing the night sky is a
A
fascinating experience for everyone. You
might have watched the clear blue sky some
AN
times and also have observed sunrise and ancestors came to an understanding about
sunset several times. What have you all these in the olden days and what they
observed in the sky? What do you know observed and how they observed the sky and
celestial bodies without using instruments
G
about celestial objects and their movement?
like telescopes.
Elderly people seem to know a lot of AN
things. Some of them can tell the time of One thing we have to remember that
the day simply by looking at the shadows people made these observations from the
of some objects. How do they make such earth and not from any other point in the
sky. We shall now perform some activities
EL
guesses?
which will help us understand the above
Read the following questions and check
questions with some insights.
what you know about the sky and our earth.
T
What are the celestial objects that we Activity-1

can see in the sky? Observing the changes in the
T,
Are the stars moving?

Do you see the same stars at night
length of shadow
and early in the morning? This experiment should be
ER
Do you see the same stars during performed on a day when the
summer and winter nights? sky is clear, preferably
What is the shape of the moon? Why between nine in the morning
SC
does it change? Why doesn’t the sun and four in the evening.
change its shape daily like the moon? Pick a spot in the open
Where exactly is the sun situated in
ground where you can be sure to have
the sky at noon?
sunlight throughout the day. Also there
Why does the shadow of a tree change
should not be any trees or buildings nearby
from morning to evening?
which can cast a shadow on this spot during
It is definitely interesting to know
the period of the experiment. The spot
answers to the above questions, but it will
should be as flat as possible.
be more interesting to understand how our
118 Free distribution by T.S. Government 2022-23 Stars and Solar System
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119
Take a stick which is a little over a meter Draw the diagrams of the stick and its
long and fix it vertically in the ground. Ensure shadow for 5 different times, that is, at 9am,
that exactly one meter of the stick remains
11am, 12noon, 2pm, and 4pm.
above the surface of ground. You could even
build a fence around your stick as shown in If you continue your activity from
figure-1 to keep people away from it. sunrise to sunset, at what times do you
think the shadow would be the longest?
Where is the sun situated in the sky at
A
noon? Where does the shadow of stick
fall at that time? Think about how your
AN
own shadow will be at that time.
Do you think that your shadow will be
the same on all the days at noon?
G
AN In which direction does the shortest
Fig-1: Changes in lengths of shadow shadow of the stick fall in your activity?
Make your first observation at nine in the The shortest shadow cast by a vertical
morning. Make a mark with a nail or peg at object on the ground always falls in the
EL
the point where the tip of the shadow falls on north–south direction. You can use this fact
ground. Measure the length of the shadow. to locate directions. The time when the
Then, make similar observations for every half shortest shadow occurs is called the local
T
an hour throughout the day till four in the noon time at that place.
evening. Use a clock to fix the time for making
T,
your observations. Enter the measurements of Think and Discuss

the length of the shadow and the time of
measurement in a table making two columns,
ER
Look at the nails or pegs you have

one for time and another for length of shadow. fixed on the ground to keep track of the
(Since you will be making observations shadow of the stick throughout the day.
over the next two weeks at least, you should
SC
From their positions, can you tell how

ensure that the pegs and stick are not the position of the sun changes in the sky
disturbed.)
from sunrise to sunset?
Look at your table and figure out the time
of the day of shortest shadow. Continue your observations
When did you observe the longest shadow Observe on the next day whether the
in your activity? shadow of the stick falls at the same spots
How does the length of the shadow change at the same times throughout the day.
with time?
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m˝≤ e÷s¡T‘·T+~? #˚s¡T‘·THêïjÓ÷ ˝Ò<√ >∑eTì+#·+&ç.
121
Can you use your stick as a clock (sun Activity-2
dial) to tell the time? If your answer is ‘yes’,
explain how this is possible. Understanding the North – South
Two weeks later, once again check to movement of the sun.
see whether the stick’s shadow falls at the Fix a spot near your home from where
same spots at the same times during the day. you can observe the sunrise. You may have
If the shadow does not fall on the same to go to the terrace of a RCC building or
spot, what could be the possible reason? go to an open field for the purpose. Choose
A
You observed in activity 1 that the a tree, electric pole or some other
AN
position of the sun in the sky changes during stationary object as a reference point. Over
the day. If you continue your experiment the next 10 to 15 days, note the spot at
for a full year, you will find that the position which the sun rises daily, keeping in mind
G
of the sun changes from day to day as well. your reference point. Make a daily sketch
That is, the position of the sun at 10.am of the rising sun as shown in figure-2.
AN
today will be different from its position two (Daily sit and observe from same place)
weeks later at the same time. If you choose
a particular time every week and mark the
EL
position of the sun with a peg at that time,

you can build a calendar for the full year.
You could use this calendar for the
T
following year to figure out dates.

In the olden days, people used to
T,
calculate the time by observing the shadows

of different objects.
ER
Fig-2 : Observing the position of sun

During a period of two weeks you had
made an observation that the length of Does the spot of sunrise change? If it
the shadow at a particular time is does, in which direction does it seem to
SC
changing day by day. Did it become move?

longer or shorter? When the sun looks like travelling
By observing the direction of shadows, towards south of the sky, it is called the
can you guess the arrival of summer or dakshinayanam. When it looks like
winter? travelling towards north of the sky it is called
Does the sun rise at the same spot the uttarayanam. (Ask your parents about
throughout the year? Let us do an activity Uttarayanam and Dakshinayanam)
to understand this.
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123
You have observed the sun for 2 weeks! People in olden days overcame this
Was the sun appear travelling towards problem and made sundials also.
south or north during the time you made
Do you know?
your observations?
Do you think that is the reason for the The Jantarmantar monument in
change in the length of the shadow of Jaipur, Rajasthan state is built by the
the stick day by day in activity 1? Rajput king sawai Jai Singh-II. It features
the world’s largest stone sundial and is a
If we do not have any calendar and
A
UNESCO’s world heritage site.
knowledge of months and seasons, can
AN
How can we make our own sundial?
you use movement of the sun to predict
the arrival of winter or summer? Activity -3
Think and Discuss Make your own sun-dial
G
First of all, you will need to cut a right-
Why does the sun appears to travel
towards north or south? Try to find the
AN
angled triangle ABC from a sheet of
cardboard. Angle C of the triangle should
answer by reading your social studies
equal to the latitude of your city or town
chapter “Earth movements and
EL
and angle A should be 90 degrees, as shown

seasons” along with this lesson.
in figure 3. (Latitudes of different districts
are given in table-1.)
Collect the information : Are the
T
timings of rising and setting of the sun A

same every day? Collect the information
T,
C
from news papers for at least a period of B S
a fortnight. Think why the lengths of day N
ER
and night are different every day. Try to

get answers through internet or from
other books or from teachers. Fig-3 Sun dial
SC
Fix your cardboard ABC triangle

Activity 1 can be used to make a vertically in the middle of a rectangular
sundial (a clock based on shadows of an wooden board. Glue strips of paper along
object due to sunlight). But the length of both edges of BC and the wooden board to
make the triangle stand erect as shown in
the shadow of our stick is changing day to
the figure.
day because of the north – south movement
Place your board with the triangle on
of the sun which is a problem in making a
level ground in an open space which gets
sundial. sunlight throughout the day.
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125
Base BC of the triangle should be You can tell the time by looking at the
placed in the north-south direction, with B shadow on the sun-dial. But remember that
pointing to the north. base BC of the triangle in the sun-dial must
At nine in the morning, draw a line always be in the north-south direction if you
along the shadow of side AC on the wooden wish to read the time correctly.
board. Write the time alongside the line. (You can find out the north-south
Draw lines of the shadow of side AC at one-
direction at a place by using a stick like in
hour intervals (use a clock to check the
Activity 1, but don’t use magnetic
A
time) through the day till sunset and mark
compass.)
the time for each line. Your sun-dial is
AN
ready.
A list of latitudes of districts of Telangana is given below in table-1.
Table -1
G
Latitude in Degree
Sl.No. Districts North (rounded to
AN whole number)
1. Mahabubnagar 16
2. Ranga Reddy, Hyderabad,
EL
Khammam, Nalgonda 17
3. Medak, Nizamabad, Karimnagar, Warangal 18
4. Adilabad 19
T
Now we will try to know a few things Activity-4

T,
about the moon. Observing phases of the moon

1. Note the date of the day after new
ER
Have you ever observed the movement

moon day (Amavasya), when the moon first
of moon in the sky?
appears in the sky.
Does the moon appear at same point Also note the time at night
SC
at a particular time every day? when the moon sets (goes down
in the western sky). In the same
Is the shape of the moon same on every
way every day locate the moon
day? in the sky at the time of sunset
To understand these issues, let us do or immediately after sunset.
some activities. (You can do these activities Record the date and time of the moon
on your own at home.) set and draw a picture of the moon as you
see it on that day in your note book as shown
in figure 4.
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127
You might have observed that the shape
of the moon changes night after night.
These changes in its appearance are called
the phases of the moon. Can you guess why
the shape of the moon changes?
You may have noticed that the time
period taken by sun to complete a cycle in
the sky and come to selected position is
A
almost same every day and it is about 24
Fig-4: Drawing the phases of the Moon hours i.e. 1 day. Whereas moon takes about
AN
Continue making observations for as 50 minutes more than a day to complete
many nights as possible. the cycle and which results in the phases
2. Observe the moon a few days of the moon.
G
before full moon day (Pournami) to a few Let us perform two activities to
days after it. Locate the position of moon understand why the phases of moon occur.
AN
in the sky at the time of sunset before Activity-5
Pournami and note the time and position
of moon in the sky at that time.
A Moon-shaped lemon
Choose a day one week after the new
After Pournami, note the time at which
EL
moon day when the moon is visible in the

the moon rises (comes in the eastern sky)
sky before the sunset.
and also note the date. Draw pictures of the
shape of the moon on each of these days. Take a yellow lemon or a whitewashed
T
clay ball and pivot it on a long needle or on

What do you understand from these
a spoke of bicycle and hold it up as shown
observations?
T,
in figure-5 and stand in evening sun.

Can you calculate the number of hours
between one moon rise and the next
ER
moon rise or the number of hours

between one moon setting and the next
moon setting, with help of these
observations?
SC
How many hours lapse between one

sunrise to the next, or one sunset to the
next?
Is the time period same for sun and moon
to appear at selected position after
completing a cycle in the sky every day?
Does the moon appear at the same point
every day during the time of the sunset?
What is the shape of the moon? Is it Fig-5 : Observing the shape formed by
same every day? sun light on a lemon
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129
Observe the shape formed by the
sunlight on the surface of the lemon by
keeping lemon towards the moon.
Is there some similarity between the
shape formed and the shape of the moon?
Activity-6
A
Why does the shape of the moon
change?
AN
Fig-6
(Do this activity around 4p.m.) Does sunlight fall on half the ball at all
Wrap a ball tightly with a white times while you turn around?
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handkerchief or with a piece of white Is the shape of the illuminated part on
cloth. Assume this is the moon. Hold this AN the ball viewed by you same in all
ball in front of your eyes in bright sunshine positions during your rotation?
as shown in figure 6 and turn around
Why does this happen?
yourself slowly. Observe how the shape of
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the illuminated part of the ball changes. To understand the reason better, look
at figure-7 carefully.
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T,
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sun rays
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Fig-7 : Phases of moon

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ñ+∫, <ëìô|’ |ü&˚ m+&Ée\q ìeTàø±j·T˝À
@ uÛ≤>∑+ yÓ\T>∑T‘·÷ ø£qã&É‘·T+<√ #·÷&É+&ç.
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131
The large circle in the middle of figure7 In this position, which half of the ball
is the earth and the smaller circles around is illuminated?
it represent the moon in different Although half the surface of the moon
positions. You can also see the phases of is illuminated everyday, we cannot see the
the moon on different days in the figure. moon on new moon day since the
The sunrays falling on the moon illuminate illuminated surface is on the side opposite
half its surface in all the positions. to the point of observation on the earth. On
a full moon day, the situation is reversed.
However, we cannot see the entire
The illuminated half of the moon faces the
illuminated surface from the earth in all the
A
point of observation, so we see a full moon.
positions. In some cases we see the entire
From the above explanation, you may
AN
illuminated surface while in others we see
have understood that the sun and moon
only part of it. In one particular position,
must be on the same side of the earth on a
we cannot see the illuminated surface at all. new moon day and they are on opposite
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The shape of the moon we see is the sides of the earth on a full moon day.
shape of the illuminated portion visible to AN During the phases in between, we see
us. In figure 7, the day of the new moon is different shapes of the moon.
called day 0 or day 28 (position 1). In this Hold the ball in different positions and
position, the illuminated surface is not draw pictures of the shapes of the visible
visible from earth, so the moon cannot be illuminated portion in each case.
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seen from earth. The different shapes of the moon in its

Four days later, when the moon is in different phases, as seen from the earth, are
position 2, a small part of its illuminated shown in figure 7. Compare the drawings
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surface is visible from earth. On day-7, the you have made with those in figure 7.
moon is in position 3, so more of its Can you now state as to in which direction
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illuminated part is visible from earth. the moon will rise on a full moon day?
After fourteen days (at position 5) the While we observe moon in clear sky
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entire illuminated surface of the moon is on a full moon day, we think about the spots
visible from earth. This is the day of the those are visible on the moon. In olden days
also people were curious about those spots
full moon.
on the moon. They did not know the nature
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Subsequently, the moon appears of the surface of moon as we know it today.

smaller with each day as it passes through This led to creation of a lot of stories and
positions 6 (day-18), 7 (day-21) and 8 (day- myths about the spots on the moon.
25). After 28 days, the moon is once again Do you know any such stories?
in position 1. Today we have many satellites that
Try to duplicate position 1 with the ball. observe the surface of the moon. Human
For this, you will have to hold the ball beings landed on the moon way back in
towards the sun (between your eyesight and 1969. We have better information about
the sun). moon’s surface than our ancestors.
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eTq≈£ î ø£ q ã&É T ‘· T +~. nq>± n~ bÂs¡ í $ T
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(18e s√E), 7e kÕúq+ (21e s√E), 8e kÕúq+

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eTTU≤ìøÏ, dü÷s¡T´ìøÏ eT<Ûä´ ã+‹ ñ+&Ü*)
133
The surface of the moon We feel pleasant during
When astronauts landed on the moon, the night of full moon. But
they found that the moon’s surface is dusty sometimes on full moon day
and barren. There are many craters of the moon loses its brightness
different sizes. It also has a large number for some time, it appears
of steep and high mountains. Some of these covered – partially or fully.
are as high as the highest mountains on the
This is called Lunar eclipse. Why does
earth. But the moon has no atmosphere like
the moon get covered? Like the moon,
that on the earth.
A
the sun also gets covered partially or
Will we be able to hear any sound if we
AN
fully on some of the new moon days. This
were on the moon? Why?
is called Solar eclipse.
eclipse. Let us try to
Can any life exist on the moon? Why?
understand these phenomena.
Think and Discuss Solar Eclipse
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Scientists are planning to build AN A solar eclipse occurs when the
settlements on moon and are trying to shadow of the moon falls on the earth. It
make arrangements to live there. You know occurs only on new moon day.
that there is no air on moon. How will it be
Types of solar eclipse
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possible to live on the moon then?

1. Total Solar eclipse: It occurs when the
Do you know? moon completely covers the Sun, as
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Our country launched Chandrayan-1 seen from earth.

(Satellite to Moon) on 22nd October
2. Partial Solar eclipse: It can be
2008 to know about the moon.
T,
observed when only the partially shaded

The objectives of Chandrayan-1 are:
outer region of the shadow cast by
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1. To check the possibility of finding moon (Lunar penumbra) touches the

water on the moon
earth.
2. Finding out the elements of matter on
moon 3. Annular eclipse: It occurs when the
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3. To search for Helium-3 moon appears smaller than the sun as it

4. To make 3-dimensional atlas of the passes centrally across the solar disk
moon and a bright ring or annulus of sunlight
5. To study about the evolution of the remains visible during eclipse.
solar system 4. Hybrid eclipses: These are a rare form
Now India is one of the six countries of Solar eclipse, which changes from
which have sent satellites to the moon. an annular to a total solar eclipse along
Search the findings of Chandrayan-1 on its path.
internet or in news papers.
bÂs¡í$T s√Eq yÓHÓï\ m+‘√
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˝Ò<äT. m+<äTøÏ˝≤ »s¡T>∑T‘·T+~? n<˚$<Ûä+>± ne÷yêdü´
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m+<äT≈£î?
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eTq+ ªªdü÷s¡´Á>∑Vü≤D+µµ n+{≤+. á Á>∑Vü≤D≤\
>∑T]+∫ $es¡+>± ‘Ó\TdüT≈£î+<ë+!
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(Solar eclipse)
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MT≈£î ‘Ó\TdüT. eT] nø£ÿ&É ìedæ+#·&É+ m˝≤
kÕ<Ûä´+?
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1. : uÛÑ÷$Tô|’ qT+&ç
#·÷dæq|ü⁄&ÉT #·+Á<äT&ÉT, dü÷s¡T´ì |üP]Ô>±
2008 nø√ºãsY 22q eTq <˚X¯+ #·+Á<äTì Äe]+∫ q≥¢sTT‘˚ dü+|üPs¡í dü÷s¡´Á>∑Vü≤D+
T
>∑T]+∫ nH˚ø£ $wüj·÷\T ‘Ó\TdüT≈£îH˚+<äT≈£î @s¡Œ&ÉT‘·T+~.

#· + Á<ä j · ÷ Hé ` 1(#· + Á<ä T ìøÏ ñ|ü Á >∑ V ü ≤ +)qT 2. : #·+Á<äTì e\q @s¡Œ&˚
T,
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˙&É (#·+Á<äTì ñ|ü#êÃ¤j·T/Á|ü#êÃ¤j·T) uÛÑ÷$Tô|’
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1. #·+Á<äTìô|’ ˙{Ï C≤&ÉqT yÓ<äø£&É+

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3. V”≤*j·T+`3qT yÓ<äø£&É+ 3. : dü÷s¡T´&ÉT, uÛ÷Ñ $TøÏ
eT<Ûä´>± #·+Á<äT&ÉT Á|üj·÷DÏdü÷Ô dü÷s¡T´ì <ë{Ï
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4. #· + Á<ä T ì jÓ T Tø£ ÿ Á‹$Trj· T ªn{≤¢ d t µ qT

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5. ªkÂs¡eédüúµ Ä$sê“¤yêìøÏ dü+ã+~Û+∫q e÷Á‘·y˚T #·+Á<äT&ÉT Äe]+∫, dü÷s¡T´&ÉT
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#·+Á<äj·÷Hé`1 #·+Á<äTìô|’ @j˚T $wüj·÷\T
ø£qT>=+<√ yêsêÔ|üÁ‹ø£\T, Ç+≥¬sï{Ÿ˝À yÓ~øÏ e÷s¡TŒ #Ó+<ä{≤ìï $TÁX¯eT dü÷s¡´Á>∑Vü≤D+
‘Ó\TdüTø√+&ç. n+{≤+. Ç~ ns¡T<äT>± dü+uÛÑ$düTÔ+~.
135
Lunar eclipse According to figure-7, in which
position can the shadow of the earth fall
A lunar eclipse occurs when the
on the moon?
shadow of the earth falls on the moon. It
Can this position occur only on one
occurs only on full moon day.
particular day?
Types of lunar eclipse Can you now explain why a solar eclipse
occurs only on a new moon day?
1. Total Lunar eclipse: It occurs when
the earth’s shadow(Umbra) obscures all However, why is it that a solar eclipse
A
of the moon’s visible surface. does not occur on every new moon day and
AN
a lunar eclipse does not occur on every full
2. Partial Lunar eclipse: It can be
moon day? Let us try and understand the
observed only when part of the moon’s reason.
visible surface is obscured by the A total solar eclipse occurred on the
G
earth’s shadow. afternoon of February 16, 1980 ((it was
seen in Mahaboobnagar, Nalgonda and
3. Penumbral Lunar eclipse: It happens
AN Khammam districts and also in some areas
when the moon travels through the
of Krishna district in Andhra Pradesh.
Pradesh.)
partially shaded outer region of the
Because the total sun was covered during
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shadow cast by the earth(earth’s the eclipse, it looked like night during the
penumbra). day time.
Why does a lunar eclipse occur only Figure 8 contains a sketch of the time
T
on a full moon day? exposure photograph of this eclipse. That

means the exposures of the different stages
T,
of the eclipse were made at 10-minute

intervals on the same frame.
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Fig-8
(Lunar eclipse) |ü≥+`7 Á|üø±s¡+ uÛ÷Ñ $T ˙&É #·+Á<äTìô|’ m|ü⁄Œ&ÉT
uÛÑ÷$T jÓTTø£ÿ ˙&É #·+Á<äTìô|’ |ü&çq|ü⁄&ÉT |ü&ÉT‘·T+~?
#·+Á<äÁ>∑Vü≤D+ @s¡Œ&ÉT‘·T+~. Ç~ bÂs¡í$T s√Eq á |ü]dæú‹ ˇø£ÿ bÂs¡í$T Hê&˚ dü+uÛÑ$düTÔ+<ë?
e÷Á‘·y˚T dü+uÛÑ$düTÔ+~. dü ÷ s¡ ´ Á>∑ V ü ≤ D+ ne÷yêdü ´ Hê&˚ m+<ä T ≈£ î
@s¡Œ&ÉT‘·T+<√ MT]|ü⁄Œ&ÉT #Ó|üŒ>∑\sê?
(Total lunar Á|ü‹ ne÷yêdü´ s√E dü÷s¡´Á>∑V≤ü D+ @s¡Œ&É<Tä .
eclipse) : eTq≈£ î ø£ ì |æ + #˚ #· + Á<ä T ì n˝≤π> Á|ü‹ bÂs¡í$T Hê&ÉT #·+Á<äÁ>∑Vü≤D+ @s¡Œ&É<äT.
A
ñ|ü]‘·˝≤ìï |üP]Ô>± uÛÑ÷$T ˙&É (#Ûêj·T) m+<äTø√ #Ó|üŒ>∑\sê? ø±s¡D≤ìï ‘Ó\TdüT≈£îH˚+<äT≈£î
AN
ø£|Œæ y˚ùdÔ dü+|üPs¡í #·+Á<äÁ>∑V≤ü D+ @s¡Œ&ÉT‘·T+~.
Á|üj·T‹ï<ë›+.
(Partial lunar eclipse)
1980 |òæÁãe] 16q dü+|üPs¡í dü÷s¡´Á>∑Vü≤D+
eTq≈£î ø£ì|æ+#˚ #·+Á<äTì ñ|ü]‘·\+˝À ø=+‘·
@s¡Œ&ç+~. (‘Ó\+>±D˝Àì eTVü≤ã÷uŸq>∑s,Y q˝§Z+&É,
G
uÛ≤>±ìï uÛÑ÷$T ˙&É ø£|æŒy˚ùdÔ bÕøÏåø£ #·+Á<ä
Á>∑Vü≤D+ @s¡Œ&ÉT‘·T+~. KeTà+ õ˝≤¢\˝À |üP]Ô>± á Á>∑Vü≤D+ ø£qã&ç+~.)
AN
(Penum-
Ä s√E dü÷s¡´Á>∑Vü≤D+ @s¡Œ&É≥+ e\q |ü>∑{Ïy˚fi¯
bral lunar eclipse) uÛÑ÷$T ˙&É jÓTTø£ÿ ø=~›ùd|ü⁄ sêÁ‹ì ‘·\|æ+∫+~.
n+#·T\˝À ñ+&˚ |ü\T#·ì ˙&É ÁbÕ+‘·+ (uÛ÷Ñ $T Ä Á>∑Vü≤D+ jÓTTø£ÿ $$<Ûä <äX¯\˝À düTe÷s¡T
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jÓTTø£ÿ Á|ü#êÃ¤jT· /ñ|ü#êÃ¤jT· ) #·+Á<äTìô|’ |ü&≥É + 10 ìeTTcÕ\ n+‘·s¡+‘√ rdæq #Ûêj·÷∫Á‘ê\

e\q á Á>∑Vü≤D+ @s¡Œ&ÉT‘·T+~. düe÷Vü‰sêìï #·÷dæ ^dæq u§eTàqT |ü≥+`8˝À
T
#·+Á<äÁ>∑V≤ü D+ bÂs¡$í T s√Eq e÷Á‘·yT˚ m+<äT≈£î Çe«&É+ »]–+~.

@s¡Œ&ÉT‘·T+~?
T,
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SC
137
The sketch from left to right shows the There is another aspect to note in
moon slowly covering the sun and then figure-8. The sun and moon reached the
moving away. The uncovered portion of the point of intersection of their paths at
sun appears white and the black circles exactly the same time during the eclipse
represent the moon in the sketch. You can on February 16, 1980.
easily guess the position of the moon at
If this had not happened, would a total
each stage of the eclipse. Can you draw
lines tracing the paths of the sun and moon solar eclipse still have occurred?
in the sketch? Can you now tell why a solar eclipse
A
The white portions of the discs in does not occur on every new moon day?
figure-8 represents the sun and the black What would be the difference in the
AN
portions represents the moon. Each of position of the sun and moon on new moon
these discs depict the position of the sun days when no eclipse takes place and when
and moon at various stages of the eclipse. there is an eclipse? Use the sketch to try
G
Make discs, one white and the other and figure out your answer.
black, as the size of sun and moon as in AN Some other fascinating celestial
figure-8. objects in the sky are stars. They usually
We shall now find the centers of the appear in groups and members of these
sun and moon at each stage. To do this, take groups when viewed together form
the white disc you have made and place it different shapes. People used to assign
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exactly on the white portion of any of the some shapes of animals and human being
stages in the diagram. to those small groups. Those groups are
Pierce a hole through the center of called constellations. A group of stars
T
your disc with a pin to mark the spot at the which contains millions of stars are called
center of the sun’s position at that stage in galaxy. Millions of galaxies together make
T,
the diagram. Remove the white disc and our universe.

mark the spot with a pencil.
Let us know something about stars
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In this way, mark the sun’s center at

every stage of the eclipse in your diagram. When you look at the night sky, do the
Join these spots with a line. This line stars appear to be moving? If you wish to
depicts the path of the sun. study the movement of stars across the sky
SC
To find the moon’s path, repeat the and to trace their paths you must observe
exercise, but this time use the black disc the pole star, the seven stars of the
and mark the centers of the black portions Saptarishi (Great Bear) constellation and
at each stage of the eclipse. Join these the six stars of the Sharmistha (Cassiopeia)
spots with a line and you will get the path
constellation.
of the moon during the eclipse.
You can easily recognize the great bear
Do the sun and moon follow parallel
with its rectangular head in the northern sky
paths or do their paths cross each other
(figure 9a).
during the course of the eclipse?
á u§eTà˝À m&ÉeT qT+&ç ≈£î&çøÏ #·+Á<äT&ÉT á |ü≥+`8˝À eTs√ $wüj·TeTT+~. |òæÁãe]
yÓT\¢yTÓ \¢>± dü÷s¡T´&çï Äe]dü÷Ô ø=+‘· ùd|ü{øÏ Ï |üP]Ô>± 16, 1980q dü÷s¡T´&ÉT, #·+Á<äT&ÉT yê{Ï >∑eTq
Äe]+∫ ‘·sê«‘· <ëì qT+&ç ‘=\–b˛‘·÷ ø£ì|ædTü +Ô ~. e÷sêZ\T K+&ç+#·T≈£îH˚ kÕúHêìøÏ dü]>±Z ˇπø
u§eTà˝À #·+Á<äT&ç#˚ Äe]+|üã&Éì dü÷s¡T´ì uÛ≤>∑+ düeTj·÷ìøÏ #˚s¡T≈£îHêïsTT.
‘Ó\¢>± ñ+~. q\¢>± ø£qã&˚ eè‘êÔ\T #·+Á<äTìï Ç˝≤ »s¡>ø∑ b£ ˛j·TT+fÒ dü+|üPs¡í dü÷s¡´Á>∑V≤ü D+
‘Ó*j·TCÒkÕÔsTT. á u§eTàqT #·÷dæ Á|ü‹#√≥ #·+Á<äT&ÉT
@s¡Œ&ç ñ+&˚<ë?
mø£ÿ&É ñHêï&√ MTs¡T düT\Te⁄>±H˚ ø£ìô|≥ºe#·TÃ.
Bì˝À dü÷s¡T´&ÉT yÓfi¢‚ e÷s¡+Z , #·+Á<äT&ÉT yÓfi¢‚ e÷sêZìï Á|ü‹ ne÷yêdü´ Hê&É÷ dü÷s¡´Á>∑V≤ü D+ m+<äT≈£î
A
MTs¡T ^‘·\T ^dæ #·÷|æ+#·>∑\sê? @s¡Œ&É≥+ ˝Ò<√ Ç|ü⁄Œ&ÉT MTs¡T #Ó|üŒ>∑\sê?
AN
|ü≥+`8˝À ‘Ó\¢ì eè‘êÔ\T dü÷s¡T´ìï, q\¢ì dü÷s¡´Á>∑Vü≤D+ @s¡Œ&Éì ne÷yêdü´ s√E\˝À
eè‘êÔ\T #·+Á<äTDÏï ‘Ó*j·TCÒkÕÔsTT. á eè‘êÔ\T dü ÷ s¡ ´ #· + Á<ä T \ kÕú H ê\øÏ , Á>∑ V ü ≤ D+ @s¡ Œ &ç q
Á>∑Vü≤D düeTj·T+˝À $$<Ûä ø±˝≤\˝À dü÷s¡´#·+Á<äT\ ne÷yêdü´ Hê{Ï dü÷s¡´#·+Á<äT\ kÕúHê\øÏ ‘˚&Ü @yÓTÆ
G
kÕúHê\qT ‘Ó*j·TCÒkÕÔsTT. ñ+≥T+<√ }Væ≤+#·+&ç. |ü{≤ìï $ìjÓ÷–+∫ MT
|ü ≥ +`8˝À dü÷s¡´#·+Á<äT\ |ü]e÷D≤\≈£î AN düe÷<ÛëHêìï $e]+#˚ Á|üj·T‘·ï+ #˚j·T+&ç.
düe÷qyÓTÆq eè‘êÔ\qT ˇø£{Ï q\T|ü⁄ eè‘·Ô+, ˇø£{Ï n+‘·]ø£å edüTÔe⁄\˝À Ç+ø± eTq≈£î ÄdüøÏÔì
‘Ó\T|ü⁄ eè‘·Ô+ ø±–‘·+‘√ ‘·j·÷s¡T #˚j·T+&ç. ø£*–+#˚$ qø£åÁ‘ê\T. Ç$ eTq≈£î $$<Ûä Äø±sê\T
Ç|ü⁄Œ&ÉT eTq+ $$<Ûä kÕúHê\˝À dü÷s¡´#·+Á<äT\ >∑\ >∑T+|ü⁄\T>± ø£ì|ækÕÔsTT. |üPs¡«ø±\+ qT+&ç
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πø+Á<ë\qT ø£qT>=+<ë+. Bì ø=s¡≈£î MTs¡T ‘·j·÷s¡T Á|ü»\T Ä qø£åÁ‘ê\ ∫qï ∫qï >∑T+|ü⁄\ Äø±sê\qT
#˚dqæ ‘Ó\T|ü⁄ eè‘êÔìï |ü≥+˝Àì @<√ ˇø£ kÕúq+˝Àì $$<Ûä »+‘·Te⁄\T, eTqTwüß\ Äø±sê\‘√ b˛˝ÒÃyês¡T.
dü÷s¡T´ìô|’ ñ+#·+&ç. Ä eè‘·Ô+ πø+Á<ä+ e<ä› dü÷~‘√ á >∑T+|ü⁄\qT qø£åÁ‘·sêX¯ó\T (Constellations)
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T,
ô|ì‡˝Ÿ‘√ >∑T]Ô+#·+&ç. eTq ª$X¯«+µ (Universe) ˝À ñHêïsTT.

á $<Û+ä >± |ü≥+˝Àì nìï dü÷s¡T´\≈£î øπ +Á<ë\T
ER
>∑T]Ô+#·+&ç. yê{Ïì ø£\T|ü⁄‘·÷ ^‘· ^j·T+&ç. Ç~

MTs¡T sêÁ‹y˚fi¯ Äø±XÊìï #·÷ùdÔ qø£åÁ‘ê\T
dü÷s¡T´ì >∑eTq e÷sêZìï ‘Ó\T|ü⁄‘·T+~.
ø£<äT\T‘·Tqï≥T¢ ø£qã&É‘êj·÷? qø£åÁ‘ê\ ø£<ä*ø£qT
n˝≤π> #·+Á<äTì >∑eTq e÷sêZìï ‘Ó\TdüTø=qT≥≈£î
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yê{Ï >∑eTq e÷sêZìï ‘Ó\TdüTø√yê\+fÒ eTT+<äT>±

MTs¡T ‘·j·÷s¡T #˚dæq q\¢eè‘êÔìï rdüT≈£îì, <ëìì
$$<Ûä kÕúHê\˝Àì #·+Á<äTìô|’ ñ+#·T‘·÷ Á|ü‹#√≥ MTs¡T <Ûäèeqø£åÁ‘·+ (pole star/polaris), dü|üÔ]¸
#·+Á<äTì πø+Á<ëìï >∑T]Ô+#·+&ç. Ä πø+Á<ë\qT ø£*|æ eT+&É\+ (great bear constellation) eT]j·TT Äs¡T
^‘· ^j·T+&ç. Ç~ Á>∑Vü≤D düeTj·T+˝À #·+Á<äTì qø£Áå ‘ê\T >∑\ X¯]àwüº sê• (Cassiopeia constellation)
>∑eTq e÷sêZìï ‘Ó\T|ü⁄‘·T+~. \qT |ü]o*+#ê*.
Á>∑V≤ü D düeTj·T+˝À dü÷s¡T´&ÉT, #·+Á<äT&ÉT #·*+#˚ |ü≥+ 9(m)˝À #·÷|üã&çq dü|üÔ]¸ eT+&É˝≤ìï
e÷sêZ \ T dü e ÷+‘· s ¡ + >± ñHêïj· ÷ ? ˝Ò ø £ Äø±X¯+˝À ñ‘·Ôs¡+ yÓ’|ü⁄ >∑\ Bs¡È#·‘·Ts¡ÁkÕø±s¡ ‘·\
K+&ç+#·T≈£îHêïj·÷? uÛ≤>∑+˝À MTs¡T düT\uÛÑ+>±H˚ >∑T]Ô+#·e#·TÃ.
139
Once you have located the Great Bear,
Cassiopeia and pole star in the night sky,
do the following activity.
Activity -7
Observing the movement of
constellations (stars)
Take a 20cm x 20cm square sheet of
A
paper and make a 1cm diameter hole in its
AN
center. Mark a cross ( X ) on one side of
the sheet of paper as shown in figure 10.
Pole star
G
Fig–9(a): Great bear constellation
(saptarishi) - position of pole star
AN
In winter, this constellation rise a few
hours before sunrise (we can see this from
anywhere in Telangana). In this season, you
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can also see Cassiopeia in the same part of

the sky, its six stars forming the letter ‘M’.
You can locate the pole star (Polaris)
T
with the help of these two

constellations. If you are
T,
able to spot only the great Fig-10

bear, look at the two stars Hold the sheet in front of your eyes
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that form the outer side of with the ‘x’ mark at the bottom and look
its rectangular head. for the pole star through the hole. Once you
Extend an imaginary line have located the pole star, check in which
from these two stars (as Pole star direction the Great Bear or Cassiopeia lie.
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shown in figure 9a). The Write ‘G’ for Great Bear and ‘C’ for
pole star will be located Fig-9(b): Cassiopeia Cassiopeia on the paper in the directions
on that extended line with constellation
(Sharmistha) -
in which you see each of the constellations.
a distance of about 5 Mark the timing at which you made your
times the distance position of pole star observation in both cases.
between these two stars.
Choose a nearby tree or house as a
If only Cassiopeia is visible, the pole
reference point. Draw a picture of your
star will be located on a line extended from
reference point on the paper sheet taken,
the middle star of the ‘M’ (see figure 9b). clearly indicating its location.
dü|üÔ]¸ eT+&É\+, X¯]àwüº sê• eT]j·TT <Ûäèe
qø£åÁ‘êìï >∑T]Ô+#êø£ øÏ+~ ø£è‘ê´ìï #˚j·T+&ç.
20 ôd+.MT. bı&Ée⁄, 20 ôd+.MT. yÓ&É\TŒ >∑\

‘Ó\¢ ø±–‘êìï rdüTø=ì <ëì eT<Ûä´˝À 1 ôd+.MT.
yê´dü+ >∑\ s¡+Á<Ûëìï #˚j·T+&ç. |ü≥+`10˝À
A
<Ûèä eqø£Áå ‘·+ #· ÷ |æ q ≥T¢ Ä ø±–‘êìøÏ ˇø£ yÓ ’ | ü ⁄ q 'X'
>∑Ts¡TÔqT+#·+&çç.
AN
G
#·*ø±\+˝À Ç~ dü÷s√´<äj·÷ìøÏ ø=~› >∑+≥\ AN
eTT+<äT Äø±X¯+˝À ñ<äsTTdüTÔ+~. (‘Ó\+>±D≤˝Àì
nìï ÁbÕ+‘ê\ qT+&ç Bìì #· ÷ &É e #· T Ã).
á ø±\+˝À X¯]àwüº sê• ≈£L&Ü Äø±X¯+˝À ñ‘·Ôs¡+
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yÓ’|ü⁄H˚ ø£ì|ædüTÔ+~. Bì˝À >∑\ Äs¡T qø£åÁ‘ê\T M

Äø±sêìï b˛* ñ+{≤sTT. |ü≥+ 9(_) #·÷&É+&ç.
á qø£åÁ‘·sêX¯ó\ düVü‰j·T+‘√
T
MTs¡T <Ûèä e qø£Áå ‘êìï >∑T]Ô+#·e#·TÃ. á ø±–‘êìï MT eTTU≤ìøÏ m<ä T s¡ T >±

ˇø£y˚fi¯ MTs¡T dü|üÔ]¸ eT+&É˝≤ìï <Ûèä eqø£Áå ‘·+ ñ+#·T≈£îì <ëìô|’ ñqï 'X' >∑Ts¡TÔ øÏ+~ yÓ’|ü⁄>±
T,
e÷Á‘·y˚T #·÷&É>∑*–‘˚ n+<äT˝Àì ñ+&˚≥T¢ |ü≥Tºø√+&ç. ø±–‘·+ eT<Ûä´ qTqï s¡+Á<Ûä+

#·‘·Ts¡T“¤» Äø±s¡+˝À >∑\ Hê\T>∑T >∑T+&Ü <Ûäèe qø£åÁ‘êìï #·÷&É+&ç. <Ûäèe qø£åÁ‘êìï
ER
qø£åÁ‘ê\˝À ãj·T{Ï yÓ’|ü⁄q ñqï >∑T]Ô+#êø£ ø±–‘êìï ø£<ä\≈£î+&Ü |ü≥Tº≈£îì dü|üÔ]¸

s¬ +&ÉT qø£Áå ‘ê\qT ø£\T|ü⁄‘·÷ |ü≥+ eT+&É\+ ˝Ò<ë X¯]àwüº sê• @ ~X¯˝À ñHêïjÓ÷
yÓ<äø£+&ç.
9(m)˝À #·÷|æq≥T¢ ˇø£ πsKqT
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<Ûäèe qø£åÁ‘êìøÏ dü|üÔ]¸ eT+&É\+ @ ~X¯˝À

}Væ≤+#·+&ç. á ¬s+&ÉT qø£åÁ‘ê\ ø£ì|ædüTÔ+<√ ø±–‘·+ô|’ Ä ~X¯˝À 'G' nì, X¯]àwüº
eT<Ûä´ <ä÷sêìøÏ düTe÷s¡T 5 ¬s≥¢ sê• @ ~X¯˝À ø£qã&ÉT‘·T+<√ ø±–‘·+ô|’ Ä ~X¯˝À
<ä÷s¡+˝À MTs¡T }Væ≤+∫q πsKô|’qH˚ <Ûäèe qø£åÁ‘·+ 'C' nì sêj·T+&ç. MTs¡T Ä sêX¯ó\qT >∑T]Ô+∫q
ñ+≥T+~. düeTj·÷ìï Ä nø£åsê\ |üø£ÿq sêdüTø√+&ç.
ˇø£y˚fi¯ MTs¡T X¯]àwüº sê•ì e÷Á‘·y˚T >∑T]Ô+#· MTs¡T á |ü]o\q #˚ùd≥|ü⁄Œ&ÉT MT <ä>sZ∑ ˝¡ À e⁄qï
>∑*–‘˚, <ëì 'M' Äø±s¡+˝À eT<Ûä´˝À >∑\ qø£åÁ‘·+ #Ó≥Tº ˝Ò<ë dü+Ô uÛ+Ñ e+{Ï @<˚ì dü÷∫ø£ H=ø£<ëìì
qT+&ç ‹qï>± }Væ≤+∫q πsK <Ûäèe qø£åÁ‘êìï mqTïø√+&ç. n~ MT≈£î @ ~X¯˝À ñ+<√ MT Á|üj÷Ó >∑
#·÷|ü⁄‘·T+~. |ü≥+ 9(_) #·÷&É+&ç. ø±–‘·+ô|’ Ä ~X¯˝À <ëì u§eTà ^j·T+&ç.
141
Repeat your observations at one-hour If all stars move, why doesn’t the pole
intervals. Ensure that you are standing on star move? Let us try to understand it by
the same spot each time you look at the doing the following activity.
stars.
Write G, C in the direction of the Activity -8
position of the great bear and Cassiopeia
during each observation and note the time The pole star appears fixed at one
of the observation next to the letters G and point. Why?
C. Using the tree or house you have chosen Take an umbrella and open it. Make
A
as your reference point, check whether the about 10 – 15 stars out of white paper
position of the pole star has changed or not.
AN
having 5 cm length, 2.5 cm breadth. Paste
If it has changed, note the changed position.
one star at the position of the central rod
Repeat this activity as many times as
of the umbrella and others at different
possible, the minimum being four times.
places on the cloth near the end of each
G
But ensure that the ‘X’ mark on your sheet
of paper remains at the bottom during all spoke as shown in figure-11.
AN
your observations.
You could also use other known stars
or constellations close to the pole star to
perform this activity.
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Study the picture you have drawn and

answer the following questions.
Do the positions of the stars change
T
with time?
Does the position of the pole star also
T,
change with time?

Does the shape of the great bear and Fig-11
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Cassiopeia change with time or does

Now rotate the umbrella by holding its
the position of the entire constellations
in the sky change? central rod in your hand. Observe the stars
What kind of path do these on the umbrella. Is there any star which
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constellations trace in the sky? does not appear moving? Where is this star
From your observations, you would located? Is it located where the rod of the
have realized that the stars do not remain
umbrella holds the cloth of the umbrella?
in the same spot in the sky but revolve
around the pole star. The pole star, however, On similar lines, if there were a star
remains fixed at one place. It takes the stars located where the axis of rotation of the
24 hours to complete a revolution around
earth meets the sky, could this star also be
the pole star. We can observe only half this
revolution during the course of a night. stationary?
á |ü]o\q #˚ùd≥|ü⁄Œ&ÉT MTs¡T mø£ÿ&Ó’‘˚ eT] nìï qø£åÁ‘ê\T ø£<äT\T‘·÷ ñ+&É>±
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143
Polaris
As shown in figure-12 the pole

star is situated in the direction of
the earth’s axis and that is why it
does not appear to move even though Earth’s Towards
all stars appears that they are Orbital Plane the sun
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moving because of the rotation of
the earth.
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Fig-12:Direction of Pole Star
Some of the constellations visible from Telangana
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Fig-13: Saptha rushi Sharmista Orion Leo ( Simha Rashi )

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Some of the Galaxies in our Universe

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Fig-14
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145
Among millions of galaxies, our sun is number of bodies such as planets, comets,
a star in Milky Way galaxy. Our earth is asteroids and meteors. The gravitational
revolving around the sun. And moon is attraction between the sun and these objects
revolving around the earth. Do you know keeps them revolving around it.
that not only the earth but also some other The earth revolves around the sun. It is
celestial bodies are revolving around the a member of the solar system. It is a planet.
sun? Let us know something about those There are seven other planets that revolve
celestial bodies. around the sun. The eight planets in their
A
The solar system order of distance from the sun are:
Mercury, Venus, Earth, Mars, Jupiter,
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The sun and the
Saturn, Uranus and Neptune.
celestial bodies which
Figure-15 shows a schematic view of
revolve around it form
the solar system. Not to the Scale.
the solar system. It
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consists of large
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Fig-15 The sun is the source of almost all energy

Let us learn about some members of on the earth. In fact, the sun is the main
the solar system. source of heat and light for all planets of
The Sun our solar system.
The Sun is the nearest The planets
star to us. It is continuously The planets look like stars, but they do
emitting huge amounts of not have light of their own. They merely
heat and light. reflect the sunlight that falls on them.
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147
A planet has a definite path in which it Because mercury is very close to the
revolves around the sun. This path is called sun, it is very difficult to observe it, as most
an orbit. The time taken by a planet to of the time it is hidden in the glare of the
complete one revolution is called its sun. However, it can be observed just before
sunrise or just after sunset, near the
period of revolution. The period of
horizon.
revolution increases as the distance of the
planet from the sun increases. So it is visible only at places where
trees or buildings do not obstruct the view
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Besides revolving around the sun, a
of the horizon. Mercury has no satellite of
planet also rotates on its own axis like a
its own.
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top. The time taken by a planet to complete
one rotation is called its period of Venus (Sukrudu)
rotation.
Venus is earth’s
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Some planets are known to have AN nearest planetary
moons/satellites revolving round them. Any neighbour. It is the
celestial body revolving around another brightest planet in the
celestial body is called its satellite. night sky. Sometimes,
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The earth revolves around the sun. Does Venus appears in the
it make earth a satellite of the sun? eastern sky before
sunrise. Sometimes, it appears in the
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The earth and other seven celestial

western sky just after sunset. Therefore, it
bodies can be said to be as satellite of the
is often called a morning or an evening
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sun, though generally we call them as planets

star, although it is not a star. Try to locate
of the sun. We use the term satellite for the
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Venus in the night sky during early winter.

bodies revolving around planets. Moon is a
satellite of the earth. There are many man- Venus has no satellite of its own.
made satellites revolving round the earth. Rotation of Venus on its axis is somewhat
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These are called artificial satellites. unusual. It rotates from east to west while
the earth rotates from west to east.
Mercury (Budhudu)
The planet mercury is Does the sun rise in the east on Venus?
nearest to the sun. It is the If you get a chance, try to observe
smallest planet of our solar Venus through a telescope. You will observe
system. that Venus shows phases just like the moon.
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uÛ÷Ñ $T dü÷s¡T´ìøÏ kÕ{Ï˝{’… Ÿ ne⁄‘·T+~. nsTTHê Ç~ qø£åÁ‘·+ ø±ø£b˛sTTq|üŒ{Ïø° Bìì
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149
The Earth (Bhoomi) From space, the earth appears blue-
The earth is the only planet in the solar green due to the reflection of light from
system on which life is known to exist. water and landmass on its surface. The earth
Somespecialenvironmentalconditions has only one moon revolving around it.
are responsible for the existence and Mars (Kujudu / Angarakudu)
continuation of life on the earth. These
The first planet outside the orbit of the
include just the right distance from the sun
earth is mars. It
so that it has the right
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appears slightly
temperature range, the
reddish and therefore,
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presence of water and
suitable atmosphere and a it is also called the
blanket of ozone. We must red planet. Mars has
take special care to protect two small natural
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our environment so that life satellites.
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on earth is not disturbed.
Mars science laboratory:National

National Aeronautic and
Space Administration (NASA) in America started a
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mission called ‘Mars Science Laboratory’ on 26th

November 2011, to know more about Mars. A rover
named ‘Curiosity’ landed on Mars on 6th August 2012. It
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is analyzing the elements in the rocks of the surface of

the Mars. It found few indications of water on Mars. It
is searching whether the favorable conditions for life
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exist on Mars.
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Jupiter (Brihaspati)
It also has faint rings around, appears
Jupiter is the quite bright in the sky. If you observe it with
largest planet of the help of a telescope, you can also see
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the solar system. It four of its large moons.

is so large that
about 1300 earths Saturn (Shani)
can be placed inside Beyond Jupiter is
this giant planet. Saturn. It appears
However, the mass yellowish in colour.
of Jupiter is about 318 times that of our
earth. It rotates very rapidly on its axis.
Jupiter has a large number of satellites.
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T
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T,
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(Jupiter)
Bì #·T≥÷º Á|üø±X¯e+‘·yÓTÆq e\j·÷\T
kÂs¡ ≈£î≥T+ã+˝À ¬ø˝≤¢
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#·÷ùdÔ Ç~ 1300 ¬s≥T¢ ô|<ä›~. (Saturn)
ø±ì Bì Á<äe´sê• e÷Á‘·+ uÛ÷Ñ ãèVü ≤ dü Œ ‹ ‘· s ê«‹
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n‹y˚>∑+>± ‹s¡T>∑T‘·T+~. BìøÏ nH˚ø£ ñ|üÁ>∑Vü‰\T
ñHêïsTT.
151
These rings are not visible to the naked
eye. You can observe them with a small
telescope. What makes it unique in the solar
system is that it has rings. Saturn also has a
large number of satellites.
Fig. 16
The first four planets, mercury, venus,
A
earth and mars are much nearer the sun than
AN
the other four planets. They are called the
Uranus Neptune
inner planets. The inner planets have very
Uranus and Neptune
few moons.
These are the outermost planets of the
G
solar system. They can be seen only with The planets outside the orbit of Mars,
the help of large telescopes. Like Venus, namely Jupiter, Saturn, Uranus and Neptune
Uranus also rotates from east to west. The
AN
are much farther away from the sun than
most remarkable feature of Uranus is that the inner planets. They have a ring system
it has highly tilted rotational axis (figure around them. The outer planets have a large
EL
16). As a result, in its orbital motion it number of moons.

appears to roll on its side.
Table-2 : Comparison between planets
T
Comparative Distance from the

Name of the Diameter with Period of No. of satellites
Sun in Crore km.
T,
Planet Diameter of revolution (detected so far )

(Approximately)
Earth(Approximately) (Approximately)
ER
Mercury 0.38 5.79 88 days 0

Venus 0.95 10.8 225 days 0
Earth 1 15 365 days 1
SC
Mars 0.53 22.8 687 days 2

Jupiter 111.20 77.8 12 years 71
Saturn 9.45 142.7 29.5 years 62
Uranus 4.00 286.9 84 years 27
Neptune 3.88 449.7 165 years 14
We took Earth’s diameter (12756 Km) as 1 unit. With this information find the diameters
of other planets using the comparison given in table-2.
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153
This gap is occupied by a large number of
Think and Discuss
small objects that revolve around the sun.
These are called asteroids. Asteroids can
The diameter of the sun is 13,92,000 Km. only be seen through large telescopes.
The diameter of the earth is 12,756Km.
The diameter of the moon is 3,474 Km.
The distance from the sun to earth is
15,00,00,000 Km.
A
The distance from the earth to moon is
3,84,399 Km.
AN
Take the scale as 1 lakh km = 1 cm,
and imagine how the arrangement of sun,
earth and moon is in our universe. Can
G
you make this arrangement on your Fig. 17
school ground? Comets
AN Comets are also members of our solar
Do you know? system. They revolve around the sun in
Till 25th August 2006 we used to say highly elliptical orbits. However, their
there are nine planets in our solar system.
EL
period of revolution round the sun is

The ninth planet at that time was ‘Pluto’. usually very long. A comet appears
In the 26 th general assembly of generally as a bright head with a long tail.
International Astronomical Union it was
T
The length of the tail grows in size as it

decided that ‘Pluto’ is no more a planet. approaches the sun. The tail of a comet is
The decision was taken since it was always directed away from the sun (fig.-18).
T,
observed that Pluto does not follow the

rule of “cleared the neighborhood.” That
ER
means, sometimes it is entering into the

orbit of Neptune.
Some other members of the
SC
solar system
There are some other bodies which
revolve around the sun. They are also Fig. 18
members of the solar system. Let us know Many comets are known to appear
about some of them. periodically. One such comet is Halley’s
Asteroids comet, which appears after every 76 years.
It was last seen in 1986. Can you tell when
There is a large gap in between the
Halley’s comet will be visible again?
orbits of mars and Jupiter as in figure-17.
á Á|ü<X˚ +¯ ˝À nH˚ø£ ∫qï ∫qï edüTeÔ ⁄\T (•\\T)
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(Comets)
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T,
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76 dü + e‘· ‡ sê\ø=ø£ k Õ] ø£ ì |æ d ü T Ô + ~. Ç~
(Asteroids) ∫e]kÕ]>± 1986e dü+e‘·‡s¡+˝À ø£qã&ç+~. ‹]–
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155
Meteors and Meteorites Meteorites help scientists in
At night, when the sky is clear and the investigating the nature of the material
moon is not visible, you may sometimes see from which solar system was formed.
bright streaks of light in the sky (fig.19). Artificial satellites
You must have heard that there are a
number of artificial satellites which are
orbiting the earth. Artificial satellites are
man-made. They are launched from the
A
earth. They revolve around the earth much
closer than earth’s natural satellite, the
AN
moon.
India has built
and launched several
G
artificial satellites.
Fig. 19
AN
Aryabhatta was the
These are commonly known as shooting first Indian artificial
stars, although they are not stars. They are Fig. 21
satellite (figure-21).
called meteors. A meteor is usually a small
EL
Some other Indian satellites are INSAT,

object that occasionally enters the earth’s
IRS, Kalpana-I, EDUSAT, etc.
atmosphere. It has a very high speed. The
friction due to the atmosphere heats it up. It Artificial satellites have many practical
T
glows and evaporates quickly. That is why the applications. They are used for forecasting
bright steak lasts for a very short time. Some
weather, transmitting television and radio
T,
meteors are large and so they can reach the

signals. They are also used for tele
earth before they evaporate completely. The
communication, remote sensing
ER
body that reaches the earth is called a

(collecting information from a distance) in
meteorite (figure-20).
aviation and military use.
This information about solar system is
SC
known to us for the past 2 to 3 hundred

years, after the telescopes were made. But
how did the people of olden days know so
much about the celestial bodies and also
about earth?
Let us know about some of the
interesting constructions of their
Fig. 20 knowledge.
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157
How did people come to an How did people come to an
understanding that earth is understanding that earth rotates
spherical? on its own axis?
In olden days people felt that earth is People from olden days thought that
flat because it looks flat. However they had earth is located in the center of the universe
a doubt, if it is flat how does the water in with sun, moon and stars moving around
oceans remain there, why does it not spell it. They also thought that sun, moon and
out of the earth? To get clarity they
A
stars are located on transparent concentric
assumed a fencing around the flat earth.
spheres sorrounding the earth, because they
AN
After that
are not falling down. The three spheres are
1. They assumed the shape of earth as round
rotating on their axis from east to west that
by observing the shadow of earth in lunar
is why sun, moon and stars appear to revolve
G
eclipse. In every eclipse they found the
from east to west around the earth. They
shape of earth is in round even though
there is a chance of getting linear,
AN
also assumed that the sphere on which sun
elliptical shadows by a circular object. is located rotates east to west and oscillates
2. Some sailors, who started their journey from south to north that is why uttarayanam
EL
in ocean, reached the same place after and dakshinayanam are happening.
travelling large distance in one direction Because of the uneven movement of
only. some stars (actually they are planets) which
T
3. Observing ships approaching the port they observed, it became very difficult to
also helped to change their opinion about
T,
explain the model of universe which

the shape of the earth, that is, usually they required so many transparent spheres
see smoke of the ship first and then the
ER
around the earth. Nicholas Copernicus

top of the ship after that the whole ship. suggested that the sun is at the center of
4. Observations about the movement of the universe and all other celestial objects
stars and different stars visible from
SC
are revolving around the sun. Then how do

different places on the earth also helped
day and nights occur.
to think about the shape of the earth.
It was assumed that earth rotates on its
Through all such observations made by
so many people at so many places on the axis. This model could explain the
earth they came to an understanding that occurence of day and night.
earth is spherical. And then it is get clarified In this way people came to an
in 1969 when man landed on the moon and understanding that earth rotates on its axis.
observed the earth’s shape from the moon.
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159
Key words
Celestial bodies, Local noon, Sundial, Uttarayanam, Dakshinayanam, Phases
of the moon, Constellation, Galaxy, Pole star, Solar system, Planets, Satellites,
Artificial satellites, Asteroids, Comets, Meteors, Meteorite.
What we have learnt
A
The shortest shadow cast by a vertical object on the ground always falls in North,
South direction.
AN
The shortest shadow of on object occurs at local noon.
The time duration for appearance of sun and moon after completion of a cycle is
different.
G
Changes in appearance of moon are called phases of the moon.
On the new moon day, sun and moon are on the same side of the earth.
AN
On the full moon day, sun and moon are on either sides of the earth.
Moon has no atmosphere like we have on the earth.
The polestar is situated in the direction of the earth’s axis and hence it appears as
EL
not moving.
There are eight planets in our solar system.
Among eight planets of solar system earth is the only planet which supports life.
T
Large number of objects that revolve around the sun between the orbits of Mars
and Jupiter are asteroids.
T,
The length of the tail of the comet grows in size as it approaches the sun.
A meteor is a small object that occasionally enters the earth’s atmosphere.
ER
A body that reaches the earth is called a meteorite.

Aryabatta was the first Indian artificial satellite.
Forecasting weather, transmitting Television and Radio signals, Telecommunication,
remote sensing are the practical applications of artificial satellites.
SC
1. Why does pole star seems to be stationary? (AS1)
2. Among all 8 planets what is the special thing about earth? (AS1)
n+‘·]ø£å edüTeÔ ⁄\T, ÁbÕ+rj·T eT<Ûë´Vü≤ï düeTj·T+ (local noon) , ˙&É >∑&jç ÷· s¡+/ kÂs¡ >∑&j
ç ÷· s¡+,
ñ‘·Ôsêj·TD+, <äøÏåD≤j·TD+, #·+Á<äø£fi¯\T, qø£åÁ‘· sê•, ¬>˝≤ø°‡, <Ûäèeqø£åÁ‘·+, kÂs¡ ≈£î≥T+ã+, Á>∑Vü‰\T,
ñ|üÁ>∑Vü‰\T, ø£èÁ‹eT ñ|üÁ>∑Vü‰\T, ÄdüºsêsTT&ÉT¢, ‘√ø£#·Tø£ÿ\T, ñ\ÿ\T, ñ˝≤ÿbÕ‘·+.
A
• uÛÑ÷$Tô|’ ì≥ºì\Te⁄>± ñqï edüTÔe⁄≈£î @s¡Œ&˚ ˙&É\˝À n‹ ‘·≈£îÿe bı&Ée⁄ >∑\ ˙&É ñ‘·Ôs¡`<äøÏåD ~X¯\˝À
@s¡Œ&ÉT‘·T+~.
AN
• ÁbÕ+rj·T eT<Ûë´Vü≤ïy˚fi¯˝ÀH˚ edüTÔe⁄≈£î n‹ ‘·≈£îÿe bı&Ée⁄ >∑\ ˙&É @s¡Œ&ÉT‘·T+~.
• dü÷s¡´ #·+Á<äT\≈£î Äø±X¯+˝À ˇø£ |üP]Ô ÁuÛÑeTD≤ìøÏ |üfÒº ø±˝≤\T y˚πs«s¡T>± ñ+{≤sTT.
• #·+Á<äTì Äø±s¡+˝À ø£*π> e÷s¡TŒqT #·+Á<äø£fi¯\T n+{≤+.
G
• ne÷yêdü´ s√E dü÷s¡T´&ÉT eT]j·TT #·+Á<äT&ÉT uÛÑ÷$TøÏ ˇπø ~X¯˝À ñ+{≤sTT.
AN
• bÂs¡í$T s√E dü÷s¡T´&ÉT eT]j·TT #·+Á<äT&ÉT uÛÑ÷$TøÏ e´‹πsø£ ~X¯˝À ñ+{≤sTT.
• uÛÑ÷$Tô|’ ñqï≥T¢>± #·+Á<äTìô|’ yê‘êes¡D+ ˝Ò<äT.
• <Ûäèeqø£åÁ‘·+ uÛÑ÷$T jÓTTø£ÿ nø£å+ ~X¯˝À ñqï+<äTq n~ ‹s¡T>∑T‘·Tqï≥T¢ ø£ì|æ+#·<äT.
EL
• eTq kÂs¡≈£î≥T+ã+˝À 8 Á>∑Vü‰\THêïsTT.

• kÂs¡≈£î≥T+ã+˝Àì mì$T~ Á>∑Vü‰\˝À uÛÑ÷$Tô|’q e÷Á‘·y˚T Je+ ñ+~.
T
• n+>±s¡≈£î&ÉT, ãèVü≤düŒ‹ Á>∑Vü‰\ ø£ø£å´\ eT<Ûä´ ñ+&ç, dü÷s¡T´ì #·T≥÷º ‹s¡T>∑T‘·Tqï n+‘·]ø£å edüTÔe⁄\T
ÄdüºsêsTT&ÉT¢.
T,
• dü÷s¡T´ì düMT|ædüTÔqï ø=\B ‘√ø£#·Tø£ÿ ‘√ø£ |ü]e÷D+ ô|s¡T>∑T‘·T+~.

• n|ü⁄Œ&É|ü⁄Œ&ÉT uÛÑ÷yê‘êes¡D+˝ÀøÏ #=s¡ã&˚ ∫qï edüTÔe⁄\T ñ\ÿ\T.
ER
• uÛÑ÷$Tì #˚πs ñ\ÿqT ñ˝≤ÿbÕ‘·+ n+{≤+.

• uÛ≤s¡‘·<˚X¯+ Á|üjÓ÷–+∫q yÓTT<ä{Ï ø£èÁ‹eT ñ|üÁ>∑Vü≤+ (uÛÑ÷$TøÏ) Äs¡úÛÑ≥º.
• ø£èÁ‹eT ñ|üÁ>∑Vü‰\ e\q yê‘êes¡D eTT+<äTdüTÔ n<Ûä´j·Tq+, πs&çjÓ÷ eT]j·TT {Ï.$. Á|ükÕsê\T,
SC
f…*ø£eT÷´ìπøwüHé, ]yÓ÷{Ÿ ôdì‡+>¥ yÓTT<ä˝…’q ñ|üjÓ÷>±\T ø£\e⁄.
I.
1. <Ûäèe qø£åÁ‘·+ ø£<ä\≈£î+&Ü ñqï≥T¢ m+<äT≈£î ø£qã&ÉT‘·T+~?(AS ) 1
2. kÂs¡≈£î≥T+ã+˝Àì 8 Á>∑Vü‰\˝ÀøÏ uÛÑ÷$T jÓTTø£ÿ Á|ü‘˚´ø£‘· @$T{Ï?(AS ) 1
161
3. How do people come to an understanding that earth is spherical? (AS1)
4. How do people come to an understanding that earth rotates on its own axis? (AS 1)
1. What factors to be taken into consideration to view the pole star at your place?
(AS1)
2. How can you find north – south direction at your place? (AS3)
3. Is it possible to see the pole star for the people who live in the southern hemisphere
A
of the earth? Why? (AS1)
AN
4. Draw the different phases of moon. Arrange them in a order from pournami to
amavasya. (AS5)
5. What are the planets you have seen in the sky? When do you observe those planets?
G
(AS1) AN
6. What is the use of artificial satellites in our daily life? (AS7)
7. How do day and night occur? (AS1)
EL
1. Even though we do not have clock, we can know the time by observing some shad-
ows in day time. Think and discuss with your friends how can we know the time at
T
night. (AS2)
2. We launched many artificial satellites around our earth for different purposes. What
T,
do you think about the impact of artificial satellites and their radiation on bio diver-
ER
sity? (AS7)
1. When the moon completely covers the sun as seen from the earth is known as…
SC
a) Partial solar eclipse b) Total solar eclipse ( )

c) Annular eclipse d) Hybrid eclipse
2. The planet which is near to earth is ( )
a) Mercury b) Venus c) Jupiter d) Saturn
3. The brightest planet among all the planets ( )
a) Mercury b) Venus c) Jupiter d) Saturn
3. uÛÑ÷$T >√fi≤ø±s¡+>± ñ+<äì eTq |üPØ«≈£î\T m˝≤ ‘Ó\TdüTø√>∑*>±s¡T? (AS1)
4. uÛÑ÷$T ‘·q nø£å+ #·T≥÷º ‘êqT ‹s¡T>∑T‘·T+<äì eTq |üPØ«≈£î\T m˝≤ ‘Ó\TdüTø√>∑*>±s¡T. (AS1)
II.
1. MTs¡Tqï#√≥ qT+&ç <Ûäèe qø£åÁ‘·+ #·÷&Ü\+fÒ @j˚T n+XÊ\qT <äèwæº˝À ñ+#·Tø√yê*? (AS )qø£åÁ‘ê+ 1
2. MTs¡T Ç|ü⁄Œ&ÉTqï Á|ü<˚X¯+˝À ñ‘·Ôs¡`<äøÏåD ~≈£îÿ\qT m˝≤ ø£qT>=+{≤s¡T? (AS )qø£åÁ‘ê+

3
A
3. uÛÑ÷$T jÓTTø£ÿ <äøÏåD≤s¡∆ >√fi¯+˝À ñqïyês¡T <Ûäèe qø£åÁ‘êìï #·÷&É>∑\sê? m+<äT≈£î?(AS ) 1
AN
4. #·+Á<äTì jÓTTø£ÿ $$<Ûä Äø±sê\qT (#·+Á<äø£fi¯\qT) ^dæ yê{Ïì bÂs¡í$T qT+&ç ne÷yêdü´ es¡≈£î
Äø±sê\ Áø£eT+˝À neTs¡Ã+&ç.(AS ) 5
5. Äø±X¯+˝À MTs¡T @j˚T Á>∑Vü‰\qT #·÷XÊs¡T. m|ü&ÉT #·÷XÊs¡T? (AS1)
G
6. ø£èÁ‹eT ñ|üÁ>∑Vü‰\ e\q eTq ì‘·´ J$‘·+˝À @y˚T$T ñ|üjÓ÷>±\THêïsTT?(AS )
AN 7
7. |ü>∑\T`sêÁ‘·T\T m˝≤ @s¡Œ&É‘êsTT?(AS ) 1
III.
EL
1. eTq e<ä› >∑&çj·÷s¡+ ˝Ò≈£îHêï |ü>∑{Ï y˚fi¯˝À ø=ìï edüTÔe⁄\ ˙&ÉqT ã{Ïº eTq+ düeTj·÷ìï #Ó|üŒe#·TÃ.
eT] sêÁ‹y˚fi¯ düeTj·÷ìï m˝≤ #Ó|üŒ>∑\yÓ÷ MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.(AS ) 2
T
2. $$<Ûä nedüsê\ ø=s¡≈£î eTq+ uÛÑ÷$T #·T≥÷º nH˚ø£ ø£èÁ‹eT ñ|üÁ>∑Vü‰\qT Á|üjÓ÷–+#ê+. yê{Ïe\¢
T,
e#˚Ã πs&çj˚TwüHé Á|üuÛ≤e+ JeyÓ’$<ä´+ô|’ m˝≤ ñ+≥T+~.(AS ) 7

ER
1. uÛ÷Ñ $Tô|’ qT+&ç #·÷dæq|ü⁄&ÉT #·+Á<äT&ÉT, dü÷s¡T´ì |üP]Ô>± Äe]+∫q @s¡Œ&ÉTq~. ( )

m) bÕøÏøå £ dü÷s¡´Á>∑V≤ü D+ _) dü+|üPs¡í dü÷s¡´Á>∑V≤ü D+
SC
dæ) e\j·÷ø±s¡ dü÷s¡´Á>∑V≤ü D+ &ç) $TÁX¯eT dü÷s¡´Á>∑V≤ü D+

2. uÛ÷Ñ $TøÏ <ä>sZ∑ >¡ ± ñqï Á>∑V≤ü + ( )
m) ãT<ÛäT&ÉT _) X¯óÁ≈£î&ÉT dæ) >∑Ts¡T&ÉT &ç) X¯ì
3. nìï Á>∑V‰ü \ ø¬ ˝≤¢ Á|üø±X¯e+‘·yTÓ qÆ Á>∑V≤ü +. ( )
m) ãT<ÛäT&ÉT _) >∑Ts¡T&ÉT dæ) X¯óÁ≈£î&ÉT &ç) X¯ì
163
4. Moon is ( )
a) the natural satellite to earth b) an artificial satellite to earth
c) a comet d) an asteroid
5. The first Indian artificial satellite ( )
a) INSAT b) Kalpana-I c) Aryabhatta d) EDUSAT
A
Experiments
AN
1. Conduct an experiment to find out the “local noon time” of your village/Town.
2. Conduct an experiment to make a sundial.
G
Project Works AN
1. Collect the information what the Chandrayaan-1 brought the information from the
Moon from news papers, magazines etc.
2. Collect information about cosmic dust (wastage) from news papers, internet and
EL
make a poster on your school panel board about the consequences of cosmic dust.
3. What is the duration of a day and night today? Collect the information about duration
T
of day and night for the past 7 days from the news papers, analyze it and say whether
summer or winter is going to come.
T,
4. Collect the information about Chandrayaan-2 and write a report.

ER
SC
4. #·+Á<äT&ÉT ( )
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165
Chapter
12
GRAPHS OF MOTION
In class 7, We studied about motion,

types of motion and relation between speed,
A
distance and time.
AN
Can we describe motion by using
graphs?
Can we guess the unit of speed if the
Let us try with some situations. distance covered is measured in
G
Have you travelled in a bus or train centimeters and the time in seconds?
or bullock cart or auto? Try to recall a trip
you made and answer the following
AN What will the unit of speed be if the
distance covered is measured in meters
questions.
and the time in minutes?
Where did you begin your journey from
EL
and where did you go? Raja travelled 15 kilometers in 3 hours.

Calculate his average speed and write
What was the distance between these
the correct unit of speed.
two places?
T
How long did it take for you to make Note: It is important to mention the unit
the trip? when we denote any quantity like
T,
distance, time, speed, weight etc.

What was the average distance your Otherwise it becomes meaningless. So
ER
vehicle (bus or train or bullock cart always remember to write the unit after
or auto) travelled in one hour? the quantity that you denote.
The distance travelled by an object in a There are many different ways in
SC
unit of time (hour, minute, second etc.) is which you can describe a journey. In this
called the average speed of the object. The chapter we shall learn how to use graphs to
equation to calculate the average speed is describe and represent motion. We shall
Totaldistance
Total distance travailed
travelled
Average speed = Total time taken to cover the also see in what other ways graphs of
Total time todistance
cover the distance
motion can be useful to us.
If we measure the distance in
kilometers and the time in hours, the unit Activity-1
of speed will be kilometer per hour or Swathi walked from her home to her
KMPH. We can use other units of distance school. The details of her journey are given
and time to measure the speed.
in table - 1.
166 Free distribution by T.S. Government 2022-23 Graphs of Motion
12
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167
Let us now use this data to make a
Table - 1
graph of Swathi's journey, showing the time
Distance taken and the distance covered.
TIME
Travelled You have learnt how to make graphs in
(in minutes) mathematics. For this graph we shall show
(in meters)
the time on X-axis, and distance covered
on Y-axis. Draw the X and Y axes on your
0-2 (first two minutes) 120 graph paper and choose a scale for each
2-4 (second two minutes) axis. Record the scale in the upper right
120
hand corner of your graph paper.
A
4-6 (third two minutes) 120 To represent the data given in table - 2
as a graph, mark the first point on the graph
AN
6-8 (fourth two minutes) 120 which corresponds to a time of two
minutes on the X-axis and a distance of 120
8-10 (fifth two minutes) 120 meters on the Y-axis. In the same way, plot
G
the remaining five points on graph paper.
10-12 (sixth two minutes) 120 Connect these points with the help of a
ruler to get a straight line.
This data tells us the distance Swathi
AN
walked in consecutive two - minute
Y - axis (distance travelled in meters)
segments of her journey but it doesn't tell

us how far she walked at any given time of
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her journey, for example say after 10-

minutes. So, we can not find the distance 420 Scale :
from her home to her school just by 360
On X - axis 1 cm = 1 minute
T
On Y - axis 1 cm = 60 meters
looking at a table. To get this information, 300
we must present the data in the table in a

240
180
different way. We must show the total

T,
120
elapsed time and the total distance covered 60
(table-2). 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
ER
Table - 2 X - axis (time in minutes)

GRAPH - 1
Total distance This graph shows swathi's journey
Total elapsed time
covered from her home to school.
(in minutes)
SC
(in meters)
Think and Discuss
2 120 Why should we take time on X-axis
4 240 and distance covered on Y-axis
6 360 A graph is not a map
8 480 You must remember that the graph
10 600 you have drawn and the other graphs you
12 720 will draw in this chapter are graphs that are
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169
plotted time elapsed against the distance How would the graph of time and
covered. They are not maps showing the distance look for an object travelling
route of journey. Never make a mistake of with uniform motion?
thinking that a graph shows route of the If an object is travelling with
journey. uniform motion, the distance it covers in a
Figure -1 is
unit of time is its speed.
a map showing the
What was Swathi's speed for each two
road from Swathi's
house to school. minute segment of her journey.
Calculate the average speed of Swathi's
A
Swathi walks to
school along this complete journey and write in your
AN
road. Compare the notebook.
River
graph that shows Is the speed for each two minutes
Swathi's journey segment the same as her average
(graph -1) and the speed for the entire journey?
G
map. (Figure - 1)
The speed of an object which is in
Can you
AN uniform motion does not change. in such cases
Road
estimate how
the speed and average speed are the same.
long Swathi Swathi's
takes to reach house
her school by
Activity-2
EL
looking at the Graphs of objects moving at

Fig. 1
map? different uniform speeds
T
Can we guess how many turns are there Anish and Hitesh raced from their
along the road from Swathi's home to home to school. Hitesh ran at uniform
her school, or where the road crosses
T,
speed, so did Anish. But their uniform

the river, by looking at the graph?
speeds were different. Graph - 2 shows
their motions.
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It is evident that the information you

get from a route map can not be obtained 840
780
from a graph. Similarly, information 720
about the speed at which Swathi walked 660

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can be obtained only from the graph, not

600
540
from the map. 480

sh
h
ni
tes
420
A Scale :
Hi
Did Swathi cover an equal distance in 360
300
every two minutes interval of her 240
journey? 180
120
If an object covers an equal distance

60
in equal time intervals it is said to be in

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
"uniform motion". X - axis (time in minutes)

GRAPH - 2
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171
Can you tell who ran faster just by Activity-3
looking at the graph?
How much time did Hitesh take to run Graphs of stationary objects.
from home to school?
Bhoomika went to a journey and the
Calculate his average speed.
data of her trip is given in table - 3.
What was the average speed of Anish?
Relation between speed and the Table - 3
slope of a graph
Time Distance
If we have two graphs of uniform
A
speed, we just by looking at the two lines (in minutes) Travelled
(in meters)
AN
can tell which speed is greater. We should
look at the angle that the two graph lines
make with the X-axis. We can estimate the 0-2 60
slope of the graph lines from these angles. 2-4 60
G
The greater the angle, the greater the slope
for graph line. AN 4-6 60
840
6-8 0
780
720
660
sh 8-10 0
h
600
ni
tes
EL
540
A
Hi
480
420
Scale :
10-12 0
360
12-14 60
300
240
T
180
120
60
Greater the angle Greater the slope 14-16 60
Lesser the angle lesser the slope
T,
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
X - axis (time in minutes)

GRAPH - 3
Can you say by looking at the table
Take another look on graph - 3. Which whether Bhoomika rested some where
ER
graph line has the greater slope - during her journey?

Hitesh's or Anish's?
After walking how many minutes did
Is his speed faster too?
Bhoomika take rest? For how many
SC
Any graph of uniform motion will

minutes did she take rest?
be a straight line. The faster the speed of
uniform motion the greater will be the How would you show the duration of
slope of the graph line (graph-3). That is, her rest in a graph?
the angle that graph line makes with the X-
axis will be larger. But remember you can To understand how this is to be
make such visual comparisons only done, let us draw a graph of Bhoomika's
between graphs which have the same scale. journey. But before we do this we must
You can not compare graphs with different rearrange the figures in table - 3 and write
scales just by looking at them. them in the way we did for Swathi's graph.
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T,

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173
Table - 4 Activity-4
Time Distance The graph of Sana's journey is given
(in minutes) Travelled in graph 4.
(in meters)
E
2 60
1400

1300
1200
4 120 1100
1000
A
900
6 - 800
700
AN
8 -
600
500
B
400
10 - 300
200
100
12
G
- 0 A 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80

14 -
AN Look at the graph and answer the
GRAPH - 4
16 -
following questions.
EL
Copy table -4 in your exercise book and What is the scale for X-axis?
fill the blanks. What is the scale for Y-axis?
Use the data from table-4 to draw a What was Sana's average speed for
T
graph of Bhoomika's journey. section AB of her journey?

What was her average speed for section
Look at the graph and estimate the
T,
CD of her journey?
distance covered by Bhoomika after 8 Calculate Sana's average speed for her
minutes. entire journey.
ER
How far did she travel after 12 minutes? After covering what distance did Sana
take rest and for how long did she take
From the 8th to 12th minutes of her rest?
SC
journey, the time increased but the total Which section of the graph has a
distance covered remained same. greater slope AB or CD?
When any object stops at a place, Activity-5
the time continues to increase but the
distance covered does not change during Graphs of non uniform motion
its journey. Then the graph line remains We have learnt about graphs of uniform
parallel to the X-axis. This shows that the motion in the activities that we have done
object is at rest. so far. We shall now look at graphs of
motions which are not uniform.
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E
2 60

4 120
A
6 -
AN
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8 - B C
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10 - Y -nø£å+ô|’ 1ôd+.MT. R
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14 -
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16 -
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EL
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ER
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175
For example, observe the motion of a
train leaving or arriving at a station. Table - 5
Is the motion of the train uniform when

it leaves the station? Time Distance
What changes took place in the motion (in minutes) covered
(in kilometers)
of the train when it comes to a halt at a
station. 0-30 10
30-60 20
A
The motion in which there is an
increase or a decrease in speed is called a 60-90 30
AN
non-uniform motion. .......... ..........
.......... ..........
Abhilash travelled by a train from .......... ..........
Khammam to Secunderabad. He estimated .......... ..........
G
the distance covered for each 30 minutes .......... ..........
interval by counting the telephone poles .......... ..........
AN .......... ..........
along the railway track. He noted this
estimated distances in the form of a graph. 300-330 250
Graph-5 shows the motion of the train
EL
Did the train cover equal distances in

starting from when it left Khammam station
equal intervals of time?
till it stoped at Secunderabad station.
Which section of the graph shows non
T
350
325 uniform motion of the train?

Y - axis (distance travelled in kilometers)
300
Which section of the graph shows

T,
275
uniform motion of the train?

250
225
In which section of the graph was the

ER
200
175
150 train at rest?

125
100
Scale :
Observe at the sections of non uniform
75 On X - axis 1 cm = 30 Min
and uniform motion of the train in the
SC
On Y - axis 1 cm = 25 Kms
graph. What prime difference do you
30 60 90 120 150 180 210 240 270 300 330 360
notice between these two sections?
GRAPH - 5 A curved line in the graph of motion
Find the distance covered by the train represents that the speed is changing
for every 30 minutes interval of time continuously. Observe section AB of the
by observing the graph and note the graph. It shows the gradual increase in
values in table-5. train's speed when it leaves Khammam
station.
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60-90 32.5
A
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AN
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.......... ..........
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EL
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dü+ã+~Û+∫q $esê\qT Á>±|òü⁄ `5 dü÷∫düTÔ+~.
<ä÷sê\T Á|üj·÷DÏ+∫+<ë?
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T
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T,
D E
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#·\Hêìï dü÷∫düTÔ+~?
ER
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SC
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B #·\Hê\qT dü÷∫+#˚ $uÛ≤>±\qT Á>±|òü⁄˝À

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dü÷∫düTÔ+~.
177
Activity-6 What does the graph look like? What is
the shape of the graph?
Graph showing the motion of a turtle
in turtle-swan story Can you guess whether the motion of the
turtle is uniform or non-uniform based on
You might have heard about the story
the graph?
of the flight of the turtle. In this story two
swans carry their friend turtle by holding How much time did the turtle take to fall
the two ends of a stick firmly in their beaks in to the lake from a height of 180 meters?
and with the turtle gripped on the middle What was the average speed of the turtle
of the stick with its teeth. The swans flew during its fall?
A
at about hight 180 meters and carry the
Activity-7
AN
turtle along.
Anitha riding a bicycle
Let us assume you are riding a
bicycle. You don't have any problem in
G
pedalling on the plane road with uniform
AN motion. But when you are pedalling on a
slant road against uphill, it gets difficult and
your speed decreases. On other hand, when
you go along the slope, your speed in-
Fig. 2 creases and the bicycle moves really fast.
EL
As they were flying above a lake the

turtle was overwhelmed by the beautiful
T
scene below. He could not hold his

excitement and exclaimed "Wow!". The
T,
remaining part of the story of the turtle's

flight of falling down is given in table-6. Fig . 3
ER
Table - 6
Time Distance Turtle fell
(in seconds) (in meters)
SC
Y - axis (distance travelled)
1 5 E
2 20
3 45 C D
4 80
5 125 B
6 180
A
Draw a graph of motion of the turtle's
X - axis (time)
fall. GRAPH - 6
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A
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AN
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G
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EL
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T
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T,
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ER
SC
<ä÷s¡+)
1 5
E
2 20
Y -nø£å+ (Á|üj·÷DÏ+∫q
3 45
4 80 C D
5 125
B
6 180
A
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X-nø£å+ ø±\+
Á>±|òü⁄qT ^j·T+&ç.
179
Graph-6 shows the motion of 1. Ajay rested under a tree for an hour. So
bicycle due to the pedalling made by Anitha. the distance travelled in this time was
Look at the graph and state which of the _______ km.
following statments are true. 2. In the next two hours he walked at a
a. Anitha cycled down the slope for some speed of 3 kmph. So the distance he
time and then cycled against the slope travelled in these two hours was _____
km.
then took rest for a while and then
cycled on a plane road. 3. In the next one-and-a-half hours he sat
and talked with his friend. So the
A
b. Anitha is pedalling the bicycle on uphill distance he travelled was________km.
road continuously.
AN
4. Finally in the next one-and-a-half hours
c. Anitha first went downhill, then on a he travelled on his friend's bicycle at a
plane road, then uphill and finally speed of 10 kmph and reached the city.
rested. in this one-and-a-half hours he covered
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a distance of _________ km.
d. Anitha first cycled up hill, then stoped
and rested for some time because she Enter this data in table 7.
was tired, then cycled on a level road
AN Table - 7
and finally rode downhill. Time Distance covered
(in hours) (in kilometers)
EL
Activity-8
Ajay set out from his village walking 2 8
at a speed of 4 kmph. After walking for two 1 ____
T
hours he rested under the shade of a tree. 2 ____

An hour later he again began walking at a
1.5 (1 hour 30 min) ____
T,
speed of 3 kmph. After walking for 2 hours

he met his friend Rajesh. They sat under a 1.5 (1 hour 30 min) ____
tree talking for one-and-a-half hours. Then
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Rajesh took Ajay on his bicycle at a speed Make a table (table-8) on the basis of
of 10 kmph. They cycled for one-and-a-half table-7. It should contain the total elapsed
hours before reaching the city. time and the total distance covered.
Table - 8
SC
Let us proceed step by step to draw

Time Elapsed Distance covered
a graph of Ajay's journey.
(in hours) (in kilometers)
First we shall make a table of the ____
distance he travelled in different time in- 0 ____
tervals. For example in the first two hours 2 ____
he walked at a speed of 4 kmph that means 3
he cover a distance of 2 x 4 = 8 km. In the ____
5 ____
same way the distances he travelled in the
6.5 (6 hours 30 min) ____
remaining time intervals are as follows.
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181
Draw a graph for Ajay's journey with What was Raizee's speed per minute?
the data given in the table. Answer the For how long was Jessika detained by her
following questions on the basis of this teacher?
graph. For how long did Jessika run before she
After walking how many kilometers did joined with Raizee?
Ajay meet Rajesh? What was Jessika's Average speed per
How many hours did Ajay take to reach minute while she ran?
the city from his village? At what distance from the school did
What was average speed of Ajay's for Jessika joined with Raizee?
the first five hours?
A
What distance did the two cover together?
What is the distance between the
For how much duration did they walk
village of Ajay and the city?
AN
Which section of the graph has the together?
maximum slope? Activity-10
Activity-9 A brain teaser
G
Raizee and Jessika decided to visit AN When school was over, Mounika and
a sweet shop after school. When they were Divya left for their homes. Mounika's
about to leave the school, the teacher called house lay to the east of the school while
Jessika. So Raizee left alone. After a short Divya's house lay to the west. The graph of
while Jessika came running and joined with their journey to their homes is shown in
EL
Raizee. Then they went together to the graph - 8. Look at the graph and answer the
sweet shop and ate sweets there. The entire following questions.
episode is shown below in the form of a 1300
T
graph (graph-7). Their journeys are shown 1200
1100
by separate graph lines marked with 1000
different colours.
T,
900
800
3500
700
3250
On X - axis 1 cm = 5 Min
ER
600
3000 On Y - axis 1 cm = 250 Mtrs
500
ika
2750
400
un
2500
Mo
300
2250 ya Scale :
200 iv
2000 D On X - axis 1 cm = 1Min
100
On Y - axis 1 cm = 200 Mtrs
SC
1750
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1000
750
z ee GRAPH - 8
ai
a
sik
R
Did Mounika walk with uniform motion
500
Jes
250
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80
throughout her journey?
X - axis (time in minutes) How far is Mounika's home from the school?
GRAPH - 7 How far is Divya's home from the school?
Now look at the graph and answer How much time did Mounika take to reach
the following questions. her home?
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183
How much time did Divya take to reach
Key words
her home?
Did Divya stop on the way? For how Motion, Speed, Uniform motion,
much time did she stop? Non-uniform motion, Average speed, Slope.
Calculate Divya's average speed during
her journey. What we have learnt
Did Mounika halt anywhere? How much
time did she stop? Total distrance travelled
Average speed=
Total time to cover the distance
Calculate Mounika's average speed
A
during her journey. If an object covers equal distances in equal
AN
intervals of time then the motion is said
Activity-11 to be uniform motion.
The graph of a story Different types of motions can be
G
This is a very old story. You may have represented by time-distance graphs.
heard it many times before. It is the story Time-Distance graph of uniform motion
of a race between the rabbit and the
AN is a straight line.
tortoise. The two take a bet on who will win As the angle made by the graph with X-
the race. The rabbit takes off swiftly while axis increases, slope increases.
EL
the tortoise begins at a slow and steady

Motion in which the speed increases or
pace. The rabbit runs far ahead, then halts
decreases is called non uniform motion.
to rest under a tree for a while. He falls
T
asleep. Time-Distance graph of a non-uniform

motion is not a straight line rather it is a
curve.
T,
Slope of the time-distance graph line shows

ER
the speed of the object at that time.

If an object is at rest then the time distance
graph is a line parellel to X-axis.
Fig. 4
SC
The tortoise, meanwhile, continues

to forge ahead steadily. When the rabbit
awakes, he runs swiftly to the finishing post.
But alas! when he reaches the finishing line I. Reflections on concepts
he finds that the tortoise has already won 1. Look at Graph-9.
the race.
Illustrate the race between the rabbit
and the tortoise in the form of a graph.
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y˚>∑+>± |ü]¬>‹Ô ∫e] kÕúHêìøÏ #˚s¡T≈£îqï~. ø±ì
nø£ÿ&çøÏ #˚s¡T≈£îì nyêø£ÿe&É+ <ëì e+‘·sTT+~.
ø±s¡D+ n|üŒ{Ïπø ‘êuÒ\T nø£ÿ&çøÏ #˚s¡T≈£îì ñqï~.
‘·<ë«sê ‘êuÒ\T |ü+<Ó+ HÓ–Zq≥¢sTT+~.
á ø£<∏ä Ä<Ûës¡+>± #˚düTø=ì ≈£î+<˚\T, ‘êuÒ\T
eT<Ûä´ »]–q |ü+<˚ìøÏ ˇø£ Á>±|òü⁄qT ^j·T+&ç.
185
Which section of graph 9 has the

130
greatest slope? What can you say about the 120
110
speed in this section? What can you say 100 E

90
about the speed in section CD of the graph. 80
(AS4) 70
60
50
C
40
D
30 Scale :
20
On X - axis 1 cm = 1 Hour
B
A
10
0 A 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
AN
X - axis (time in hours)
GRAPH - 9
1. A river is 32 kms away from Nikitha's house. There is a hillock on the way. Nikitha left
G
for the river one morning on her bicycle. She reached the hillock after 2 hours, pedalling
at a speed of 5 kmph. Since she could not cycle up the slope, she continued on foot,
AN
walking for an hour at a speed of 3 kmph, and reached the top of the hillock. From there
the road was all downhill. She rode her bicycle at a speed of 18 kmph and reached the
bottom of the hillock in half-an-hour. She then rested under a tree for half an hour.
EL
Refreshed after a rest, she cycled at a speed of 5 kmph and reached the river in 2 hours.
Draw a graph of Nikitha's journey from her home to the river. (AS4)
T
2. Sunitha and her brother Bharat studying

in the same school. Sunitha walks to the
13
T,
12
school while Bharath cycles to the 11
10
school. So, Sunitha has to leave an hour

ER
8
before Bharath to reach the school on 7
time. Graph 10 shows the graph lines 6
of their journey from their home to the 4

SC
3 Scale :
school. Look at the graph and answer 2
A B
On Y - axis 1 cm = 1 KM
the following questions. (AS4)
1
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80
Which graph line shows Sunitha's journey? X - axis (time in hours)

GRAPH - 10
B)Whose graph line has a greater slope?
C)Whose speed is greater?
D)If Sunitha wants to reach school in 3 hours at what speed should she walk?

á Á>±|ò ü ⁄ ˝Àì @ $uÛ ≤ >∑ + m≈£ î ÿe yê\TqT 130
ø£*–j·TTqï~. á$uÛ≤>∑+˝À y˚>∑+ >∑T]+∫ ˙e⁄ @$T
(Á|üj·÷DÏ+∫q <ä÷s¡+ øÏ˝ÀMT≥s¡¢˝À)

120
110
#Ó|Œü >∑\e⁄? á Á>±|ò⁄ü ˝Àì CD $uÛ≤>∑+˝À y˚>+∑ >∑T]+∫ 100
90
˙e⁄ @$T #Ó|üŒ>∑\e⁄? (AS ) 4 80
70
ùdÿ\T
X -nø£å+ô|’ 1 ôd+.MT. R 1 >∑+
60 Y -nø£å+ô|’ 1ôd+.MT. R 10 øÏ.MT.
50
C
40
D
Y -nø£å+
30
20
A
B
10
A
II.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
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X-nø£
nø£å+ ø±\+ (>∑+≥\˝À)
1. ìœ‘· Ç+{ÏøÏ 32 øÏ.MT.<ä÷s¡+˝À ˇø£ q~
ñqï~. <ë]˝À ˇø£ ∫qï >∑T≥º ñqï~. ˇø£ s√E
G
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#˚s¡T≈£îqï~. ‘·s¡Tyê‘· ˇø£ #Ó≥TºøÏ+<ä ns¡>∑+≥ ùd|ü⁄ $ÁXÊ+‹ rdüT≈£îqï~. nq+‘·s¡+ >∑+≥≈£î 5 øÏ.MT/
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>∑+≥ y˚>∑+‘√ ôd’øÏ˝Ÿ ‘=≈£îÿ≈£î+≥÷ yÓ[fl 2 >∑+≥\˝À q~ì #˚s¡T≈£îqï~.

á düe÷#ês¡+ Ä<Ûës¡+>± ìœ‘· Ç+{ÏqT+&ç q~ì #˚s¡Tø√e&ÜìøÏ »]|æq Á|üj·÷D≤ìøÏ dü+ã+~Û+∫q
T
Á>±|òü⁄qT ^j·T+&ç.(AS )4
<ä÷s¡+ øÏ˝ÀMT≥s¡¢˝À)
2. düT˙‘· eT]j·TT ÄyÓT ‘·eTTà&ÉT uÛÑs¡‘Y ˇπø ùdÿ\T

T,
X - nø£å+ô|’ 1 ôd+.MT. R 5 >∑+ˆˆ

bÕsƒ ¡ X Ê\˝À #· < ä T e⁄‘· T Hêïs¡ T . dü T ˙‘· Y- nø£+
å ô|’ 1ôd+.MT. R 1 øÏ.MT.
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yÓfi¯‘ês¡T. ø±ã{Ïº düT˙‘·, uÛÑs¡‘Y ø£+fÒ 40

Y -nø£å+ (Á|üj·÷DÏ+∫q
ì$TcÕ\T eTT+<äT>± Ç+{Ï qT+&ç ãj·T\T<˚]

bÕsƒ¡XÊ\≈£î düe÷j·÷ìøÏ #˚s¡T≈£î+≥T+~. Á|üø£ÿ
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qTqï Á>±|ò⁄ü (10) yês¡T Ç+{Ï qT+&ç bÕsƒX¡ Ê\≈£î A B
yÓfi‚fl Á|üj·÷D≤ìï dü÷∫düTÔ+~. áÁ>±|òü⁄qT

|ü]o*+∫ ÁøÏ+~ Á|üX¯ï\≈£î düe÷<Ûëq+ X-nø£å+ ø±\+ (>∑+≥\˝À)
Áyêj·T+&ç. (AS ) 4
düT˙‘· Á|üj·÷D≤ìï dü÷∫+#˚ πsK @~?

B) m≈£îÿe yê\T ø£*–q πsK @~? Ä πsK me] Á|üj·÷D≤ìï dü÷∫düTÔ+~.
C) me] y˚>∑+ m≈£îÿe?
D) düT˙‘· 3 >∑+≥\˝À bÕsƒ¡XÊ\qT #˚s¡Tø√yê\+fÒ ÄyÓT m+‘· y˚>∑+‘√ q&Éyê*?
187
III. Higher order thinking questions
1. Graph 11 shows the journey of Rakesh and Share Khan. Write a story about their journey
on the basis of the graph? (AS4)
Scale :
650
600 On Y - axis 1 cm = 50 Meters
550
500
450
400
A
350
300
AN
250
200
esh
Rak
150
100 n
ha
erK
50 Sh
G
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

AN GRAPH - 11

1. What does the slope on a distance versus time graph represent? ( )
EL
a) Displacement b) Speed c) V
Velocity
elocity d) Acceleration
2. Which of the following graph represents constant speed (or) uniform motion ( )
T
a) s b) s c) s d) s
T,
t t t t
ER
4
3. 3 The distance - time graphs of four vehicles 1, 2, 3 and 4 are given
2
in the adjacent figure. Which of them has greater speed? ( )
s 1
a) 2 b) 3 c) 1 d) 4
SC
t C D
4. The given below distance - time graph represents the motion B E
of a cart. During in which interval the cart is at rest? s ( )
t A
a) AB b) DE c) BC d) CD
5. According to graph, as time increases, the speed of the object ( )
a) Increases b) decreases s
c) remains same d) we cannot say t

III.
1. ÁøÏ+<äìe«ã&çq Á>±|òü⁄ (11) sêπøwt eT]j·TT ùwsYU≤Hé\ Á|üj·÷D≤ìï dü÷∫düTÔ+~. á Á>±|òü⁄ Ä<Ûës¡+>±
yê] Á|üj·÷D≤ìøÏ dü+ã+~Û+∫q ø£<∏äqT Áyêj·T+&ç.(AS )
Y -nø£å+ (Á|üj·÷DÏ+∫q <ä÷s¡+ MT≥s¡¢˝À) 4
ùdÿ\T
X -nø£+
Y -nø£+
A
t
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1. ø±\+ <ä÷s¡+ Á>±|òt jÓTTø£ÿ yê\T <˚ìì ‘Ó*j·TCÒdüTÔ+~. AN ( )
m) kÕúqÁuÛÑ+X¯+ _) e&ç dæ) y˚>∑+ &ç) ‘·«s¡D+

2. øÏ+~ yê{Ï˝À düeTe&ç ˝Ò<ë düeT#·\Hêìï dü÷∫+#˚ <ä÷s¡+ ø±\+ Á>±|òt ( )
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s s s s
m) _) dæ) &ç)
t t t t
T
4
3
T,
3. 2 Hê\T>∑T yêVü≤Hê\ <ä÷s¡+`ø±\+ Á>±|òt\T 1, 2, 3 eT]j·TT 4 \T. M{Ï˝À

s 1
@ yêVü≤q+ >∑]wüº e&ç >∑\~? ( )
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t m) 2 _) 3 dæ) 1 &ç) 4
D
C
B
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4. Ç∫Ãq <ä÷s¡+ ` ø±\+ Á>±|òt˝À ˇø£ m&É¢ ã+&ç Á|üj·÷D≤ìï E

s
A
#·÷|ü&É+ »]–+~. @ dü+<äs¡“¤+˝À m&É¢ ã+&ç ìX¯Ã\ dæú‹˝À ñ+~? ( )
t
m) AB _) DE dæ) BC &ç) CD
5. Çe«ã&çq Á>±|òt˝À ø±\+‘√bÕ≥T edüTÔe⁄ e&ç ( )

s
m) ô|s¡T>∑T‘·T+~ _) ‘·>∑TZ‘·T+~ t
dæ) e÷s¡<äT &ç) #Ó|üŒ˝ÒeTT
189
A
AN
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AN
T EL
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SC

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A

When you open your senses

You feel …. Lots of doubts sprout in your mind

You may feel why? What? and How?

Don’t hesitate to ask

Be ready to understand it by doing

Grass to Galaxy will feast for your eyes.

Strolling ant … running squirrel

Are to discover the core hidden principle is the ‘Science’

Using wisdom and saving mother earth is the ‘Science’

So my dear little minds …

And you are the creators

Dr. A.P.J. Abdul Kalam

Sri M. Ramabrahmam, Lecturer, Dr. P. Shankar, Asst. Professor,

Co-ordinator, C&T Dept.,

Published by Government of Telangana, Hyderabad.

First Published 2013

No part of this publication may be reproduced, stored

The copy right holder of this book is the Director

the end of the book.

This Book has been printed on 70 G.S.M. Maplitho,

Free Distribution by Government of Telangana 2022-23

Free distribution by T.S. Government 2022-23 ii

Sri A. Satyanarayana Reddy, Director, Sri B. Sudhakar, Director,

Dr. P. Shankar, Asst. Professor, Sri M. Ramabrahmam, Lecturer,

Sri Dr. S. Anjaneyulu, SA, Sri K.V.K. Srikanth, SA,

Sri M. Eswara Rao, SA,

Sri Y. Guru Prasad, SA,

ZPHS Munagala, Nalgonda.

ZPHS, Cheru Annaram, Nalgonda. ZPHS M.D.Mangalam, Chittoor.

Sri Y. Venkat Reddy, SA,

Graphics & Designing

Sri K. Sudhakara Chary, SGT, Sri Kishan Thatoju, Computer Operator,

iii Free distribution by T.S. Government 2022-23

interrupting the harmony of interrelation and interdependence in the nature.

It is also necessary to step forward without interrupting the interrelationship and

Free distribution by T.S. Government 2022-23 iv

Á|üø£è‹˝À Ç$T&ç ñqï n+‘·'dü÷Á‘ê\qT ns¡ú+ #˚düTø√e&É+‘√ bÕ≥T Á|üø£è‹ |üs¡yÓTÆq

Free distribution by T.S. Government 2022-23 vi

bÕsƒ¡´|ü⁄düÔø±\qT $ìjÓ÷–+#·&É+˝À ñbÕ<Ûë´j·TT\T ø£èwæ #˚kÕÔs¡ì Ä•dü÷Ô...

|ü⁄düÔø£+>± ¬s+&ÉT uÛ≤>±\T>± |ü⁄q:s¡÷|üø£\Œq #˚j·T&É+ »]–+~. uÛ≤>∑+`1˝À 1 qT+&ç 6 bÕsƒê\T

` á bÕsƒ¡´|ü⁄düÔø£+˝Àì uÛ≤eq\qT düŒwüº+>±, ì]∆wüº+>±, Á|üuÛ≤ee+‘·+>±

‘Ós¡ô|’ Á|ü<ä]Ù+#·e#·TÃ. QR ø√&é\˝À ñqï düe÷#ês¡+ #ê˝≤ es¡≈£î M&çjÓ÷\T, j·÷ìy˚TwüHé‡

á n<äq|ü⁄ düe÷#ês¡+ <ë«sê $<ë´s¡Tú\T uÛ≤eq\qT düŒwüº+>± ns¡ú+ #˚düTø√e&ÜìøÏ eT]j·TT

be invited into the classroom to elucidate it.

internet services for learning science.

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~Hê\qT ìs¡«Væ≤+#·+&ç. nqT o]¸ø£\˝À Ç∫Ãq ø£è‘ê´\T ‘·|üŒìdü]>± ìs¡«Væ≤+#ê*.

• bÕsƒ¡XÊ\ Á>∑+<∏ë\j·T+˝À $C≤„qXÊÁdüÔ e÷>∑C…’Hé\T ñ+&˚˝≤ ÁX¯<ä∆ rdüTø√yê*.

lesson. Express them freely and clearly.

many more things.

• Relate each lesson to daily life situations.

library and laboratory.

Free distribution by T.S. Government 2022-23 x

• uÛ≤eq\T ns¡ú+ #˚düT≈£îH˚+<äT≈£î Á|üjÓ÷>±\ |”]j·T&é ‘·|üŒìdü]>± »]π>˝≤ ñbÕ<Ûë´j·TT\‘√ ø£*dæ

• Á|ü‹ bÕsƒê´+X¯+ @ $<Ûä+>± ì‘·´J$‘·+˝À dü+ã+<Ûä+ ø£*– ñ+<√ yÓ‘·ø±*.

• H√≥T|ü⁄düÔø£+˝ÀHÓ’Hê, |üØø£å˝ÀHÓ’Hê m|ü⁄&Ó’Hê $X‚¢wædü÷Ô düπs MT n_ÛÁbÕj·÷\qT CÀ&çdü÷Ô kı+‘·+>±

will appear on your screen.

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• Á|ü‹ bÕsƒê´+X¯+ @ $<Ûä+>± ì‘·´J$‘·+˝À dü+ã+<Ûä+ ø£– ñ+<√ yÓ‘·ø±.

n&Ée⁄ï q]øÏyX˚ Ês¡qTø√+&ç, @+ »s¡T>∑T‘·T+~? (1959`69) ˝À yÓøÏrkÕs¡T. H˚&ÉT #·eTTs¡T

ô|Á{Àj·T+ yÓøÏrj·T&ÜìøÏ #Ó’Hêyês¡ êyês¡T ˝À‘Óq’ u≤e⁄\T nuÛÒ<ä´yÓTÆq