202110221-TRIUMPH-STUDENT-WORKBOOK-SCIENCE-G06-PART1

vii. Filtration – is the process of separating suspended solid matter from a liquid, by causing the mixture to pass through the pores of a filter. viii. Crystallization – is a technique used by chemists for purification of solid substance dissolved in a liquid. ix. Distillation – is a process of separating the component substances from a liquid mix- ture by selective evaporation and condensation, on the basis of different boiling points of the various liquid components. x. Volatile substances –are those which evaporate rapidly into vapours. xi. Sublimation –is used to separate a mixture containing volatile substance that change from solid to gas without passing through the liquid phase. xii. Chromatography –is used to separate mixtures of coloured compounds such as inks, dyes etc. 2.3 Key Concepts i. The components of a mixture can be separated using different methods of separation. ii. The method of separation may be physical such as sieving, winnowing or chemical such as distillation, crystallization etc. iii. More than one method of separation are required to separate the components of some mixtures. iv. Hand picking is used to separate solid, visible substances such as dirt or stones from rice. v. A mixture of insoluble substance in a liquid, e.g., Mixture of mud and sand in water, are separated by the processes called sedimentation and decantation. vi. Sieving is a common method of separation of components of mixture when the mixture contains two different sized particles. vii. Crystallization is a chemical solid–liquid separation technique used for separation of dissolved substances from a liquid, e.g. Mixture of copper sulphate in water. viii. Distillation is the action of purifying a liquid by a process of heating and cooling. It is used to remove impurities from water. ix. Mixtures containing one or more volatile components may be separated by the process called sublimation. x. Two different colours can be separated by a method called chromatography. 2.4 Conceptual Understanding 149 SESSION 2. METHODS OF SEPARATION

Q1. Is it possible to separate sugar mixed with wheat flour? If yes, how will you do it? If powdered sugar is mixed with wheat flour, how do you separate them? [Refer to TB page 72 Q1] A. Separating sugar and flour i. We can separate sugar from wheat flour by sieving. ii. In the mixture of sugar and wheat flour, sieving allows the fine flour particles to pass through the holes of the sieve, while sugar particles remain on the sieve. Separating powdered sugar and flour i. If powdered sugar is mixed with wheat flour, the mixture can be separated by filtration and evaporation after adding large volume of water to the mixture. ii. Sugar is soluble in water and wheat flour is insoluble in water. iii. The soluble sugar gets dissolved and insoluble wheat powder is separated by fil- tering the soIution. iv. During filtration, the wheat flour is remained on the filter paper as residue while the sugar solution is collected as filtrate. v. The sugar solution is evaporated and crystals of sugar can be obtained by crystal- lization. vi. However, the flour obtained will be in the form of dough. vii. So, the original physical form will not be retained after separation. Q2. Why is hand picking necessary after winnowing? [Refer to TB page 72 Q2] A. i. Winnowing is useful only for removing the lighter chaff particles. Other undesirable substances such as pieces of stones in rice or dal can be separated by hand picking. ii. Small insects or pests present along with grains can also be removed by this method. iii. This is possible because the particles of the undesirable substances are different from the food grains in colour, shape and size. iv. Hand picking is convenient only when the undesirable components are present in small quantities. SESSION 2. METHODS OF SEPARATION 150

Q3. Srikar accidentally mixed mustard seeds with rice and salt. How can he separate them? [Refer to TB page 72 Q3] A. i. Srikar can separate the salt from the mixture by sieving. ii. Sieving allows the salt to pass through the holes of the sieve, while rice and mus- tard remain on the sieve. iii. To separate the mixture of rice and mustard, they should be kept in an inclined plane. iv. Mustard seeds being light and round, roll over and come down to one side leaving the rice behind. The mixture of mustard seeds, rice and salt is thus separated. Q4. Which separation process is used when one component in a mixture is: [Refer to TB page 72 Q4] i. Heavier than the other? ii. Bigger than the other? iii. Different shape and colour from the other? iv. One is soluble in water and the other is not? v. One floats and the other sinks in water? A. i. Winnowing ii. Sieving iii. Hand picking iv. Filtration v. Sedimentation and Decantation Q5. Divya suggested some methods to separate mixtures given below. Are they correct? [Refer to TB page 72 Q6] Find whether they are possible or not. Give reasons. a) Pure water can be obtained from sea water by the process of filtration. b) Cheese is removed from curdled milk by the process of decantation; c) Separation of sugar from tea can be done by filtration. SESSION 2. METHODS OF SEPARATION 151

A. a) 1) Pure water cannot be obtained from sea water by the process of filtration as salt dissolved in water will pass through the filter paper. 2) Pure water can be obtained from sea water by the process of distillation. b) 1) Cheese cannot be removed from curdled milk by the process of decantation. 2) Cheese can be derived from curdled milk by filtration through a cotton, muslin or cheese cloth. c) 1) Separation of sugar from tea cannot be done by filtration as the sugar dissolved in tea will pass through the filter paper or strainer along with tea. 2) Separation of sugar from tea can be done by evaporation and crystallization. Q6. Match the following: [Refer to TB page 73 Q9] A. Column A Column B (i) A substance obtained by [C] A. Sublimation mixing of two or more pure substances (ii) A clear liquid obtained after [E] B.Decantation filtration (iii) A solid changing directly into [A] C. Mixture vapour (iv) A method for removing the husk [D] D. Winnowing from grain (v) Removing insoluble impurities [B] E. Filtrate from muddy water by allowing it to settle 2.5 Experimentation and Field Investigation Q1. Visit a nearby dairy and report about the processes used to separate cream from milk. [Refer to TB page 72 Q5] A. Students’ Activity Hints: In a dairy, cream is separated from milk using the following methods: A) Centrifugation, B) Separation, C) Clarification, and D) Standardization Link [https://www.uoguelph.ca/foodscience/book–page/clarification–and–cream–separation] SESSION 2. METHODS OF SEPARATION 152

Q2. We observe that kerosene rises up in the wick of a lantern. Take a wick and put a spot of ink at one of its ends. Then dip the wick in kerosene just as you had dipped the chalk in water in the chromatography activity. Will your experiment be successful in separating the colour ink spot? Try it. [Refer to TB page 73 Q8] A. Students’ Activity Yes. We will be able to separate the colours in the ink spot on lantern wick dipped in kerosene. Hint: Verify whether ink dissolves in Kerosene or not. 2.6 Information Skills and Projects Q1. Collect information from your parents regarding various methods used by us to clean food grains at home and prepare a chart to show them. [Refer to TB page 73 Q7] A. Hints: Methods used to clean food grains at home: – 1. Hand picking: This method is used for separating small particles of dirt, stone, husk etc. from the grains of wheat, rice, pulses etc. 2. Sieving : a) Sieving is used when two components of a mixture have different particle size, b) Sieving allows the fine particles to pass through the holes of the sieve, while the bigger particles remain on the sieve. Eg. Sieving of wheat flour. 3. Threshing: The process that is used to separate grain from chaff is called threshing. 4. Winnowing : This process is used to free grains from lighter particles like chaff, impurities, dirt etc. by wind or forced current of air. 2.7 Communication Through Drawing and Model Making Q1. Draw a picture of articles used for separation of mixture in your house. [Refer to TB page 73 Q10] A. i. Tea is filtered through a strainer to remove extra tea particles from the tea. ii. Flour is sieved in our kitchen with the help of a sieve. Flour particles are fine and pass through the pores of the sieve but the husk particles being large are left on the sieve. SESSION 2. METHODS OF SEPARATION 153

2.8 Appreciation and Aesthetic Sense, Values Q1. Kiran observed his father separating husk and grains by winnowing method in the field and appreciated how wind flow helped in separation. On evaporation, salt is formed from sea water. Isn’t it? How would you appreciate this process? [Refer to TB page 73 Q11] SESSION 2. METHODS OF SEPARATION 154

A. i. Flowing wind carries the lighter husk with it and the heavy grains fall vertically downwards. ii. Thus natural air current helps in separation of husk and grains through the process of winnowing. iii. Similarly, natural heat from the Sun causes evaporation of sea water. iv. Evaporation of salty water leaves behind the crystals of salt, thus separating salt from the sea water. v. In both the cases, natural phenomena of nature helped in the process of separa- tion. —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Fill in the blanks. . [Refer to Session 7.2 ] . (i) Stones are separated from rice by (ii) Husk is separated from grains by (iii) The deposition or accumulation of sediments is called as . (iv) The process in which a substance changes directly from solid to gaseous form and vice–versa is called . 2. Answer the following questions in one sentence. [Refer to Session 7.1 ] (v) Identify the mixture among the following and name them: Jangree, coffee, sand, haldi, red chilli. CHAPTER 7. SEPARATION OF SUBSTANCES 155

3. Fill in the blanks. [Refer to Session 7.1 ] (vi) Combination of more than one substance forms a . (vii) Soil is a mixture. (Natural/Man–made). (viii) Lemonade is a mixture. (Natural/Man–made). Short Answer Type Questions 4. Answer the following questions in 3-4 sentences. (i) [(Session 7.2)] What is sieving? Where is it used? Long Answer Type Questions 5. Answer the following questions in 6-8 sentences. (i) [(Session 7.2)] What are mixtures? Give four examples with their components. State two methods of separating mixtures. CHAPTER 7. SEPARATION OF SUBSTANCES 156

AS2-Asking questions and making hypothesis Short Answer Type Questions 6. Answer the following questions in 3-4 sentences. (i) [(Session 7.2)] Complete the following table with suitable methods and the substances which are separated using this method. CHAPTER 7. SEPARATION OF SUBSTANCES 157

S. No. Methods of separation Substances 1. Winnowing 2. Separation of mud from water 3. Hand picking 4. Separation of colours from coloured mixture 5. Separation of husk from flour using a sieve AS3-Experimentation and field investigation Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) [(Session 7.2)] Name the marked parts in the figure. What is the method used in the figure? What is the use of it? CHAPTER 7. SEPARATION OF SUBSTANCES 158

(ii) [(Session 7.2)] Perform an experiment to explain the process of sedimentation and decantation. Long Answer Type Questions 8. Answer the following questions in 6-8 sentences. (i) [(Session 7.1)] Put an ink mark on a chalk. Dip it in little water. Leave it for some time. Write your observations. What is this process called? CHAPTER 7. SEPARATION OF SUBSTANCES 159

AS4-Information skills and projects Long Answer Type Questions 9. Answer the following questions in 6-8 sentences. (i) [(Session 7.1)] Write down the various components of the mixtures given in the table. S.No. Mixture Components 1. Sharbat 2. Rock salt 3. Wheat from field 4. Soft drink 5. Tap water AS6-Appreciation and aesthetic sense, Values Long Answer Type Questions 10. Answer the following questions in 6-8 sentences. (i) [(Session 7.2)] How do you appreciate the role of water in several processes of sepa- ration of mixtures? Name a few of them. CHAPTER 7. SEPARATION OF SUBSTANCES 160

AS7-Application to daily life, concern to bio diversity Short Answer Type Questions 11. Answer the following questions in 3-4 sentences. (i) [(Session 7.2)] Tea leaves can be strained without a strainer. How does this happen? Long Answer Type Questions 12. Answer the following questions in 6-8 sentences. (i) [(Session 7.2)] Given below are certain things which we commonly use in our daily life. Mention the methods that can be used for the separation of the following mixtures: i. wheat, sugar and husk ii. rice, gram and iron fillings iii. sand, black gram (urad) and husk CHAPTER 7. SEPARATION OF SUBSTANCES 161

Objective Questions AS1-Conceptual Understanding 13. Choose the correct answer. (i) Tea leaves are separated from tea using . (A) sieve (B)cloth (C) strainer (D) none (ii) Sea water is used for preparation of salt by the process of . (A) evaporation (B) sedimentation (C) filtration (D)all the above (iii) Process of distillation is used to get (B) Muddy water (D)Drinking water (A) Distilled water (C)Aerated water CHAPTER 7. SEPARATION OF SUBSTANCES 162

(iv) A mixture with small particles of different sizes can be separated by (A) Sieving (B) Sublimation (C) Filtration (D) Decantation (v) If the particles are large in size, the method used for separation is (A) Sieving (B) Hand picking (C) Filtration (D) Sublimation (vi) Method used to separate dissolved substance is (A) Decantation (B) Crystallization (C) Filtration (D) Distillation (vii) Sedimentation and decantation can be used to separate insoluble substances from (A) Solid (B) Colour (C) Liquid (D) Gas (viii) Winnowing is a method of separating husk from (A) Grain (B) Fruits (C) Sand (D) Liquids (ix) A farmer separates rotten oranges from good ones by (A) Sieving (B) Hand picking (C) Winnowing (D) Chromatography (x) Chromatography is a method used to separate different (A) Liquids (B) Colours (C) Solids (D)Both A and C CHAPTER 7. SEPARATION OF SUBSTANCES 163

8. FIBRE TO FABRIC SESSION 1 FIBRES AND WHAT ARE FABRICS MADE OF 1.1 Mind Map 1.2 Terminology i. Fibres – are greatly elongated substances produced by plants and animals that can be spun into filaments, thread, rope, yarn or made into a fabric by various methods including weaving, knitting, braiding, felting, and twisting. ii. Yarn – is a long continuous length of interlocked fibres, suitable for use in the produc- tion of textiles, sewing, crocheting, knitting, weaving, embroidery etc. iii. Fabric –is a cloth produced by weaving or knitting textile fibres. iv. Calico –is a type of fabric used in book–binding. It is a simple and cheap quality of cotton. v. Coarse fabrics –are fabrics which lack fineness or delicacy in texture and structure. vi. Polyester fabrics –are synthetic fabrics which are very durable and are resistant to most chemicals, stretching and shrinking, wrinkle resistant, mildew and abrasion resistant. SESSION 1. FIBRES AND WHAT ARE FABRICS MADE OF 164

1.3 Key Concepts i. We come across a large variety of fabrics in our daily life. ii. Choice of fabric depends upon personal preference, occupation and season. iii. Each type of fabric has different properties such as smoothness, thickness, colour, shrinking property etc. iv. The different properties of fibres make them suitable for use in different seasons. v. A fabric is made of thin thread–like structures called yarn that is further made up of still thinner strands called fibres. vi. Fabric are made of fibres interwoven together to give it a continuous form and shape. vii. Apart from their use as clothes, fabrics are also used in making banners, flags, shoes, curtains, in book binding etc. viii. A special type of fabric is used in book binding called Calico. 1.4 Conceptual Understanding Q1. What will happen if a rain coat is made from cotton fabric? Why? [Refer to TB page 81 Q1] A. i. The purpose of the raincoat is to allow the water to flow on its surface without absorbing any water. ii. It should be fully water–proof. iii. However, cotton is absorbent in nature and has the property of absorbing water. iv. So, if the raincoat is made from cotton fabric, it will absorb the rain water falling on it and the purpose of wearing the rain coat will not be served. Q2. Small strand–like structures are called: [Refer to TB page 81 Q6] A) Fabric B) Fibres C) Loom D) Cocoon A. B) Small strand–like structures are called Fibres. Q3. What would you do to remove wrinkles from your shirt or skirt? [Refer to TB page 81 Q8] SESSION 1. FIBRES AND WHAT ARE FABRICS MADE OF 165

A. To remove wrinkles from our clothes, we iron them. Ironing temporarily changes the structure of the fabric fibres from wrinkled or crushed to smooth. 1.5 Appreciation and Aesthetic Sense, Values Q1. The clothes that we wear have a great background. Track the stages (seed to dress) and write your feelings about the people working at different levels of the track. [Refer to TB page 82 Q16] A. Students’ Activity Hints: Given below is an example of different stages in making silk fabric. You can write for any fabric of your choice. Stage People involved Growing or rearing Workers, Farmers, Proprietors silkworms Growing mulberry plants Farmers, Workers Feeding silkworms Workers (Especially females) Collecting silk cocoon Workers Making silk yarn from Workers cocoon Making silk fabric using Factory Workers or Handloom silk yarn workers Making clothes from silk Tailor fabric SESSION 1. FIBRES AND WHAT ARE FABRICS MADE OF 166

SESSION 2 TYPES OF FIBRES 2.1 Mind Map SESSION 2. TYPES OF FIBRES 167

2.2 Terminology i. Natural fibres –are substances produced by plants and animals that can be spun into filament, thread or rope which can be further woven, knitted, matted or bound. ii. Artificial fibres –are also called man–made fibres or synthetic fibres. They consist of chemically developed yarn like polyester, terylene, nylon, acrylic etc. iii. Ginning –refers to the process of separating cotton wool from seeds using hands. iv. Spinning –is the process of making yarn from cotton fibres. v. Weaving –is the process of making a fabric by arranging two sets of yarn together. vi. Looms –are machines used for weaving a fabric. vii. Handlooms –are looms that are worked by man–power. viii. Powerlooms –are mechanised looms run by machines. They are a key development in the industrialisation of weaving. 2.3 Key Concepts i. Fibres can be of plant origin or animal origin. ii. Jute and cotton fibres are made up of plants whereas wool is derived from sheep. iii. Silk fibres are obtained from silk worm. SESSION 2. TYPES OF FIBRES 168

iv. Fibres may be natural such as cotton, jute etc. or artificial like polyester, nylon. v. Natural fibres are obtained from natural sources whereas artificial fibres are made by man using chemicals. vi. A number of processes are involved in deriving fabric from fibres. vii. Cotton wool is separated from the seeds by the process called ginning. viii. Spinning is used for making cotton yarn from fibres. ix. Jute, also called the golden fibre, is used for making gunny bags. x. Bamboo, Flax, Hemp are also plant fibres used for making fabric. xi. Two strands of yarn are arranged together in a definite pattern in looms to produce fabric by the process called weaving. 2.4 Conceptual Understanding Q1. Coconut is also a fibre. Name some things made of coconut fibre. [Refer to TB page 81 Q3] A. i. The fibre obtained from coconut is called coir. ii. Coir is coarse fibre and is extracted from the fibrous outer shell of coconut. iii. The coir fibre is relatively water proof and is one of the few natural fibres resistant to damage by salt water. iv. It is used to make floor mats, doormats, brushes, mattresses, sacks and ropes. Q2. Classify the fabric of following items as natural or artificial. [Refer to TB page 81 Q4] Dhoti, Venkatagiri saree, jeans, umbrella cloth, bed sheets, your shirt or skirt, rain coat, gunny bags. A. Natural Fabric: Dhoti, Venkatagiri saree, bed sheets, shirt or skirt, gunny bags Artificial Fabric: Umbrella cloth, rain coat, bed sheets, shirt or skirt, jeans (65% cotton + 35% polyester) Q3. Explain the process of making yarn from cotton wool. [Refer to TB page 81 Q5] A. i. A cotton ball is taken and seeds are removed from it by ginning. SESSION 2. TYPES OF FIBRES 169

ii. This cotton is cleaned, washed and combed, and then dyed and coated with chem- icals which makes it stronger to make yarn. iii. Some of it is taken in one hand and cotton is pulled out gently with thumb and forefinger. iv. Continuous twisting of this fibre make yarn. v. This yarn made out of cotton wool is not strong enough to be used for weaving. vi. Takili is used for spinning the yarn to make it strong. vii. Charka is also used to make yarn. The process of making yarn from fibres is called spinning. Q4. Making fabric from cotton yarn is called . [Refer to TB page 81 Q7] A. Making fabric from cotton yarn is called weaving. 2.5 Asking Questions and Making Hypothesis Q1. While purchasing your dress what doubts would you want to clarify from the shop- keeper? [Refer to TB page 81 Q13] A. While purchasing our dress, we would like to clarify the following doubts: i. What is the durability of the cloth? ii. What type of washing does it need–washing in hot water, cold water or dry clean- ing? iii. Is the cloth comfortable and does it provide free air flow to the body? iv. Will it absorb sweat of the body? 2.6 Experimentation and Field Investigation Q1. What did you do to know whether artificial fibres give pungent smell while burning? Write the steps of your experiment. [Refer to TB page 81 Q14] A. We conducted the following experiment: i. Cloth pieces of different fibres were taken and burnt one after another. ii. Wool did not burn quickly. iii. Natural fibres like cotton, silk, jute burnt into ash. iv. Artificial fibres like Nylon, Polyester, Terylene, Rayon shrunk while burning and gave out a pungent smell. SESSION 2. TYPES OF FIBRES 170

2.7 Information Skills and Projects Q1. Prepare a bag using cloth. Collect pieces of fabric and make designs on your bag by using them. Display it on school display day. [Refer to TB page 81 Q9] A. Students’ Activity Note: The students can do this activity using their imagination and creativity. Q2. Make a scrap book containing pictures of different types of fabrics and name them. [Refer to TB page 81 Q10] A. Students’ Activity Note: Students can take the help of people engaged in textile business to identify the different fabrics and name them. Q3. With the help of atlas, discuss with your teacher and prepare an information chart about spinning mills in your state. [Refer to TB page 81 Q11] A. Students’ activity (Students can collect information regarding various spinning mills within Telangana and can point them in a chart.) Hints: Following are some examples of spinning mills in our state: • Telangana Spinning Mills Association, Secunderabad. • Amaravathi textiles Pvt. Ltd. Chilkalurpet. • Bhavanam Spinning Mills, Guntur etc. Q4. Collect news items about handloom workers and cotton growers. Analyze one news item in your own way. [Refer to TB page 81 Q12] A. Students’ Activity Students can refer to the given links for news updates. i. www.thehindu.com/news/cities/Madurai/handloom–workers. . . /article6480827.ece ii. www.indiaenvironmentportal.org.in/category/2198/thesaurus/handloom–work-ers/ iii. timesofindia.indiatimes.com handloom worker SESSION 2. TYPES OF FIBRES 171

Q5. Observe the logos. What do this mean? Collect information about this from your school library. [Refer to TB page 82 Q15] A. APCO: Andhra Pradesh Co–operative Society • Apco is the society established by government to help the handloom workers in Andhra Pradesh. Co–optex: Co–Operative Textiles • Co–optex is the brand of fabric produced by the government recognised handloom workers. Government is marketing them. 2.8 Communication Through Drawing and Model Making Q1. Make a flow chart showing the process of getting a fabric (clothes) from cotton plant. [Refer to TB page 81 Q2] SESSION 2. TYPES OF FIBRES 172

A. —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. State true or false. [Refer to Session 8.1 ] (i) We use cotton in our day–to–day life. [ ] ] (ii) Jute is not a type of fabric. [ ] (iii) Plastic pollutes the environment around us and does not decompose fast. [ 2. Fill in the blanks. [Refer to Session 8.1 ] (iv) The uniform we wear is made of a fibre called . (v) bags are very harmful for the environment and should be replaced by cotton or jute bags. SESSION 2. TYPES OF FIBRES 173

3. State true or false. [Refer to Session 8.2 ] (vi) Making yarn from fibre is called spinning. [] (vii) During the freedom struggle, Mahatma Gandhi encouraged people to wear clothes made of jute. [] 4. Fill in the blanks. [Refer to Session 8.2 ] (viii) is used to make jute bags. (ix) is famous for carpet industry. (x) The looms that are worked by man power are called . Long Answer Type Questions 5. Answer the following questions in 6-8 sentences. (i) [(Session 8.1)] Describe the process of making of jute yarn. Write the uses of jute. CHAPTER 8. FIBRE TO FABRIC 174

6. Answer the following questions in 6-8 sentences. (i) [(Session 8.2)] Write a note on the types of fibres. AS2-Asking questions and making hypothesis Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) [(Session 8.1)] Your friend wants to buy a new dress. Usually she prefers cotton materials only. What questions you would like to ask her? CHAPTER 8. FIBRE TO FABRIC 175

AS3-Experimentation and field investigation Short Answer Type Questions 8. Answer the following questions in 3-4 sentences. (i) [(Session 8.1)] Observe the materials around your house and note down the fabric that they are made of. Material Fabric Eg: Boots Leather Long Answer Type Questions 9. Answer the following questions in 6-8 sentences. (i) [(Session 8.1)] How will you prepare a mat using coconut leaves? Write the steps of mat making. CHAPTER 8. FIBRE TO FABRIC 176

AS4-Information skills and projects Short Answer Type Questions 10. Answer the following questions in 3-4 sentences. (i) [(Session 8.1)] i. Collect a cotton ball from a nearby cotton field, remove the seed and observe it under a magnifying glass. What do you observe? ii. Now make a list of various things you see around you that are made of cotton. Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) [(Session 8.2)] Collect information about disadvantages of using plastics. CHAPTER 8. FIBRE TO FABRIC 177

AS5-Communication through drawing and model making Long Answer Type Questions 12. Answer the following questions in 6-8 sentences. (i) [(Session 8.2)] Observe the given images and label each of them. A) B) C) D) E) CHAPTER 8. FIBRE TO FABRIC 178

AS7-Application to daily life, concern to bio diversity Short Answer Type Questions 13. Answer the following questions in 3-4 sentences. (i) [(Session 8.1)] How is calico fibre useful for us? CHAPTER 8. FIBRE TO FABRIC 179

Objective Questions AS1-Conceptual Understanding 14. Choose the correct answer. (i) is a natural fibre. (A) Jute (B) Nylon (C) Polyester (D) Rayon (ii) soil is good for cotton cultivation. (A) Red (B) Laterite (C) Black (D) Sandy (iii) The correct sequence in the following is. . . (A) Fabric→ Fibre→ Yarn (B) Yarn→ Fibre→ Fabric (C)Fibre→ Yarn→ Fabric (D)Yarn→ Fabric→ Fibre (iv) is also called golden fibre. (A) Cotton (C) Nylon (B) Flax (D) Jute (v) is difficult to decompose. (B) Cotton (D) Wool (A) Jute (C) Polythene CHAPTER 8. FIBRE TO FABRIC 180

(vi) Method for making waterproof garments was invented by (A) Waldo L Semon (B) Charles Macintosh (C)Dr Miyushi Okamato (D)Charles Babbage (vii) Jute fibre is obtained from of jute plant. (A) stem (B) root (C) leaves (D) fruit (viii) Two sets of yarn arranged together to make fabric is called . (A) spinning (B) weaving (C) knitting (D) retting (ix) The process of removing seeds from cotton wool is called . (A) retting (B) spinning (C) ginning (D) extracting (x) Warangal is famous for industry. (A) carpet (B) leather (C) plastic (D) cotton (xi) People burnt imported clothes during . (A) salt Satyagraha (B) non Co–operation Movement (C)quit India Movement (D)swadeshi Movement CHAPTER 8. FIBRE TO FABRIC 181

9. PLANTS: PARTS AND FUNCTIONS SESSION 1 PARTS OF PLANT, ROOTS 1.1 Mind Map SESSION 1. PARTS OF PLANT, ROOTS 182

1.2 Terminology i. Tap root –is the main root in some plants which becomes thick and possesses thin rootlets. ii. Fibrous roots –are the small, hair–like roots arising from the base of the stem. iii. Lateral Root –The rootlets of tap root are called as lateral roots. iv. Rootlets –are the tiny and thin lateral roots arising from the main root of plants. 1.3 Key Concepts i. A plant body consists mainly of root, stem and flower. Small leaves and buds are borne on branches present on stem. ii. Plants vary in shape and size of its leaf, roots and colors of flower. iii. Roots are broadly categorized as tap root and fibrous root. iv. In some plants only a single, thickened main root is present. It is called as tap root which gives rise to numerous thin rootlets called as lateral roots. v. In certain plants, small, thin, hair-like roots arise from the base of stem. These are called fibrous roots. vi. Roots help the plants to fix tightly to the soil, so that it cannot be uprooted easily. vii. Roots also help in absorption of water and minerals from the soil. 1.4 Conceptual Understanding Q1. What are the important parts of a plant? ([Refer to TB page 92 Q1] A. The most important parts of a plant include Stem, Leaf and Roots. Flowers, Buds and Fruits are other essential parts of plants. Q2. How will you tell, which part of a plant is the stem and which is the root? [Refer to TB page 92 Q2] A. i. The stem is usually the part of the plant that grows above the ground and it bears the structures like leaves, flowers, fruits, buds and branches. SESSION 1. PARTS OF PLANT, ROOTS 183

ii. The stem may be green and tender, hard or woody, or branched and provide struc- ture to the plant. iii. However, roots are usually the part of the plant that grows under the ground in the soil. iv. They are mostly brown in colour and help in absorption of water and minerals from the soil. Q3. John has no place in his house but he wants to plant vegetables like tomato in his house. Suggest him different ways to do so. [Refer to TB page 92 Q4] A. For planting vegetables like tomato in his house, John can follow the ways given below: 1) John can take some fertile soil in a polythene bag. 2) In this soil, he can put tomato seeds or directly put tomato plant. 3) With this arrangement, this plant could be put in the front yard of the house where sun light falls. 4) This arrangement can also be put on the terrace or any other part of the house where appropriate sunlight falls. 1.5 Experimentation and Field Investigation Q1. How can you show that plants absorb water through their roots? [Refer to TB page 92 Q11] A. i. Take two glass tumblers filled with water. ii. Collect two plants having soft stems, along with their roots. iii. Put one plant in water without ink and the other plant with water containing red ink. SESSION 1. PARTS OF PLANT, ROOTS 184

iv. Place them in their respective tumbler. v. If we observe the plants after 2 –3 hours, we would see red spots on the stem of the plant placed in the tumbler with coloured water. vi. Thus, we can conclude that roots of a plant absorb water along with the minerals dissolved in it from the soil. 1.6 Communication Through Drawing and Model Making Q1. Collect any plant from your surroundings. Draw its root structure. What can you say about its root system? [Refer to TB page 92 Q3] A. 1) In some plants, main root becomes thick and has thin rootlets. 2) The main root is known as tap root and rootlets are called lateral roots. SESSION 1. PARTS OF PLANT, ROOTS 185

3) In some plants, we find small hair–like roots arising from the base of the stem. 4) This type of root system is known as fibrous root. Here all roots are similar and there is no main root. Q2. Explain the various parts of a plant with the help of a diagram. [Refer to TB page 92 Q9] A. i. Flower : It is usually the most attractive part of the plant carrying the reproductive structures for plant reproduction. ii. Leaf : It is the most important part of the plant where transpiration and photosyn- thesis take place. iii. Fruit : This is the yield of the plant. iv. Stem : It is usually the part of the plant that grows above the ground and bears structures like leaves, flowers, fruits, buds and branches. v. Roots : They usually grow under the ground in the soil, provide the plant anchor- age to the soil and help in absorption of water and minerals from the soil. SESSION 1. PARTS OF PLANT, ROOTS 186

1.7 Application to Daily Life, Concern to Bio Diversity Q1. In Activity 1, your teacher suggested not to harm other plants when you collect plants for observation. Why did she suggest so? [Refer to TB page 92 Q15] A. While collecting plants for observation, our teacher suggested not to harm other plants as: i. Plants are our resources for many things like food, medicines, shelter etc. ii. Plants play a major role in maintaining balance in our environment and provide habitat for a number of organisms. iii. They keep the atmosphere replenished with oxygen. iv. They hold the soil firmly and also provide shade. SESSION 1. PARTS OF PLANT, ROOTS 187

SESSION 2 PARTS OF LEAF 2.1 Mind Map SESSION 2. PARTS OF LEAF 188

2.2 Terminology i. Petiole –is the stalk–like structure by which a leaf is attached to the stem. ii. Lamina –is the flat, expanded area of the leaf. iii. Stomata –are pores present on the surface of leaf surrounded by bean–shaped guard cells which help in the exchange of gases between the plant and the atmosphere. iv. Veins –are the lines present on the surface of leaf. v. Midrib – is the prominent long vein present in the middle of the lamina of leaf. vi. Veinlets –are the fine divisions of veins that branch out from the midrib. vii. Venation –is the arrangement of veins on the lamina of leaf. viii. Reticulate venation –is the arrangement of veins in a web–like pattern on the leaf lamina. ix. Parallel venation –refers to parallel arrangement of veins on the lamina of leaf. x. Transpiration –is the process of loss of excess water through the stomata and other parts of the plant in the form of vapours. xi. Photosynthesis –is the process by which green plants prepare their food in the presence of sunlight. 2.3 Key Concepts i. The shape and size of leaf vary from plant to plant but the function remains the same. ii. Leaves carry on two major functions in plants. These are photosynthesis and transpi- ration. iii. Photosynthesis is the process of food production in plants in the presence of sunlight. SESSION 2. PARTS OF LEAF 189

iv. Transpiration helps plant to get rid of excess water. Leaves are also the site of gaseous exchange. v. Exchange of gases takes place with the help of minute openings called stomata present in the leaf lamina. vi. Structurally a leaf consists of a leaf base, a small stalk–like structure called petiole, and a flat expanded surface called lamina. vii. Various line–like structures are present over the leaf lamina called as veins. viii. The central prominent vein called midrib, veins and still smaller branches called vein- lets together form a web–like pattern on the leaf surface called venation. ix. Leaf venation is of two types namely –Reticulate venation and Parallel venation. 2.4 Conceptual Understanding Q1. What will happen if a plant does not have any leaves? [Refer to TB page 92 Q5] A. If the plants do not have any leaves : • Plants would not be able to make their own food as leaves play an important role in this activity. • Excess of water in the plant is removed in the form of vapours from the leaf surface by the process called transpiration, which would not happen. • The exchange of gases would not take place as there will be no stomata. • In the absence of all these vital processes, the plant would not give the desirable yield and would not grow at all. Q2. What type of venation is found in the leaves of plants with fibrous roots? [Refer to TB page 92 Q7] A. Plants with fibrous roots have parallel venation in the leaves. Q3. If the leaves have reticulate venation what would be the type of root? [Refer to TB page 92 Q8] SESSION 2. PARTS OF LEAF 190

A. 1. If the leaves have reticulate venation, the plant will have a primary main and long root from which small lateral roots grow. 2. The roots go much deeper into the soil as compared to fibrous roots. 3. These roots cannot be separated from the soil easily. 4. This type of root is called tap root. Q4. Rajani said ‘Respiration takes place in leaves. Is she correct? How can you support this statement? [Refer to TB page 92 Q12] A. Yes, Rajni’s statement that respiration takes place in leaves is correct. • Small pores surrounded by bean–shaped cells, together called stomata are present in the leaves. • These stomata act like nose of the leaf. • These help in the exchange of gases between the plant and the atmosphere. 2.5 Information Skills and Projects Q1. Collect the leaves of various plants. Prepare a herbarium. Write a brief report on their shape, size and venation. [Refer to TB page 92 Q13] A. Students’ Activity Herbarium (plural: herbaria) – is a collection of preserved plant specimens. These spec- imens may be whole plants or plant parts: these will usually be in a dried form mounted on a sheet. Sample : SESSION 2. PARTS OF LEAF 191

After preparing the herbarium, complete the information in the table given below. ( Stu- dents’ Activity) Name of the Venation in the Shape of the Size of the plant leaf leaf leaf Q2. Prepare a greeting card with dry leaves. [Refer to TB page 92 Q14] 192 A. Students’ Activity SESSION 2. PARTS OF LEAF

The student can prepare a greeting card with dry leaves in his own way using his imagi- nation and creativity. 2.6 Communication Through Drawing and Model Making Q1. Explain the parts of a leaf with the help of a diagram. [Refer to TB page 92 Q10] A. SESSION 2. PARTS OF LEAF 193

SESSION 3 STEM 3.1 Mind Map SESSION 3. STEM 194

3.2 Terminology i. Stem –is the main body or stalk of a plant or shrub, typically rising above the ground but occasionally underground that supports other parts like leaf, flower or fruit. ii. Sub–branches – are parts of a tree that grow out from stem or axis of a tree, shrub, or other plant as divisions or subdivisions of the stem. iii. Tubers –are swollen, fleshy, usually underground outgrowths of the stem or rhizome of a plant having buds that can produce new plants. iv. Flowers –are usually the coloured parts of a plant that produce seeds and consist of the reproductive organs. v. Petals –are often the brightly coloured parts of a flower immediately surrounding the reproductive organs. vi. Buds –are small swellings on a plant from which a shoot, leaf, or flower usually develops. 3.3 Key Concepts i. Stem is the upper ground part of the plant which provides support to the plant. ii. The stem bears branches and sub branches that has leaves, flowers and fruits. iii. Stem helps in transport of water and minerals absorbed by the roots to different parts of the plant. iv. In some plants such as potatoes, turmeric etc., stem is modified into bulge and stores food materials. v. Stem also bears flowers that are another important part of the plant which attract insects for pollination and produce fruits. 3.4 Conceptual Understanding Q1. How does the stem help the plant? [Refer to TB page 92 Q6] A. The stem of a plant serves the following functions: i. It provides support to the plant. ii. It forms the main axis of the plant and bears the leaves, buds, flowers, fruits etc. SESSION 3. STEM 195

iii. It helps in transport of water and minerals absorbed by the roots to different parts of the plant. iv. Stems in some plants like Potato, yam, ginger, onion etc., though present in soil, are actually stems and store food within them. 3.5 Appreciation and Aesthetic Sense, Values Q1. Observe a plant which has healthy green leaves and beautiful flowers. Write your feel- ings about the plant in your notebook. [Refer to TB page 92 Q16] A. 1) A green and healthy plant indicates that it is getting all the necessary nutrients and is free from pests and insects. 2) The good health indicates that it is planted in fertile soil. 3) Also, this shows that the plant is getting enough sunlight and water, and so, in turn is yielding beautiful flowers and fruits. 4) The greenery of the plant adds beauty to the nature and our surroundings. —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. State true or false. [Refer to Session 9.1 ] (i) All plants have similar types of roots. [] (ii) In tap root system, there is a main root. [] (iii) The rootlets found on the main root are called fibrous roots. [ ] CHAPTER 9. PLANTS: PARTS AND FUNCTIONS 196

2. State true or false. [Refer to Session 9.2 ] (iv) Leaves are a part of the plant. [ ] (v) All the leaves we see around us are similar. [ ] ] (vi) We should not pluck leaves from plants. ] ] [ ] ] (vii) Leaves have a midrib. ] [ (viii) Lamina is a part of the leaf. [ (ix) Rotten leaves cannot be used as manure for plants. [ (x) The arrangements found on a leaf are known as petiole. [ (xi) All the leaves found on the same plant are similar in size and shape. [ 3. Answer the following questions in one sentence. [Refer to Session 9.2 ] (xii) What should we do with rotten leaves? CHAPTER 9. PLANTS: PARTS AND FUNCTIONS 197

(xiii) What is the flat portion of the leaf called? (xiv) What happens when we burn all the waste and rotten leaves? (xv) What is generally the colour of the leaf you see around you? 4. State true or false. [] [Refer to Session 9.3 ] [] [] (xvi) Stem supports the plant. [] (xvii) We should not damage the stem of a plant. (xviii) Food does not get stored in the stem. 198 (xix) Garlic is a modified stem which is used in cooking. CHAPTER 9. PLANTS: PARTS AND FUNCTIONS