Kiran Ashok Kumar - Kopykitab

Inquisitive Science class 7

In uisitiveScience

for Class 7

Kiran Ashok Kumar

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© Kiran Ashok Kumar

All rights reserved. No part of this publication may be reproduced or copied in any material form (including photocopying or storing it in any medium in form of graphics, electronic or mechanical means and whether or not transient or incidental to some other use of this publication) without written permission of the publisher. Any breach of this will entail legal action and prosecution without further notice.Jurisdiction : All disputes with respect to this publication shall be subject to the jurisdiction of the Courts, Tribunals and Forums of New Delhi, India only.

First Published in 2007This New Edition 2016

ISBN : 9789385676604 Code : 1016E 308

The cover image shows a dragonfly. Dragonflies are expert fliers. They can fly straight up and down, and hover like a helicopter. If they can’t fly, they’ll starve because they only eat prey they catch while flying. They catch their insect prey by grabbing it with their feet. They’re so efficient in their hunting that they catch 90 to 95 percent of the prey released into their enclosure.

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Inquisitive Science 7

PrefaceThe New Inquisitive Science series consists of 8 carefully-structured books, for Classes 1 to 8, which aim the holistic development of a child. It is also in conformity with the vision of NCF and other progressive curricula which are shifting away from rote learning.The children learn in a variety of ways—independently, in pairs and in groups. They learn through doing and making things, experimenting, reading, discussing, asking, listening, reflecting and expressing oneself in speech, writing or through art and craft work. This series provides a variety and challenge, bringing about their all-round development. The children are made aware of social and environmental issues so that they become responsible members of society. Evaluation is an integral part of the teaching learning process. This series addresses to both in-text and chapter-end exercises in the form of group/pair discussion, MCQs, collaborative work, quizzes, oral questions and independent research work, providing scope for diagnosis, remediation and enhancement of learning.The books include many activities which help to develop scientific knowledge, skill and attitude so that children can meet the challenges of life with confidence and success. They work independently and collaboratively acquiring skills to:• understand and comprehend• analyse and evaluate their experience• question and investigate• think independently and critically• apply concepts• create questionsThe New Inquisitive Science series caters to Scholastic as well as Co-Scholastic aspects of the child’s progress. Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills such as Thinking skills, Communication skills, Creative skills, Social skills, Problem-solving skills and positive attitude and value towards teachers and schoolmates. This series is highly recommended in the modern age of ‘learning by doing’.I thank the S. Chand team for their support.

Author

Disclaimer: While the author of this book has made every effort to avoid any mistake or omission and has used his skill, expertise and knowledge to the best of his capacity to provide accurate and updated information. The author and S. Chand do not give any representation or warranty with respect to the accuracy or completeness of the contents of this publication and are selling this publication on the condition and understanding that they shall not be made liable in any manner whatsoever. S. Chand and the author expressly disclaim all and any liability/responsibility to any person, whether a purchaser or reader of this publication or not, in respect of anything and everything forming part of the contents of this publication. S. Chand shall not be responsible for any error, omission or damage arising out of the use of the information contained in this publication.Further, the appearance of the personal name, location, place and incidence, if any; in the illustrations used herein is purely coincidental and work of imagination. Thus the same should in no manner be termed as defamatory to any individual.

SyllabusSub-theme QueStionS Key ConCeptS ReSouRCeS ACtivitieS/ pRoCeSSeS

1. Food 22

Food from where

How do plants get their food?

Autotrophic and heterotrophic nutrition; parasites, saprophytes; photosynthesis.

Coleus or any other plant with variegated leaves, alcohol, iodine solution, kit materials.

Need for light, green leaf for photosynthesis, looking at any saprophyte/parasite and noting differences from a green plant.

utilisation of food

How do plants and animals utilise their food?

Types of nutrition, nutrition in Amoeba and human beings, Digestive system – human, ruminants; types of teeth; link with transport and respiration.

Model of human teeth, charts of alimentary canal, types of nutrition etc., chart and model of Amoeba. The story of the stomach with a hole.

Effect of saliva on starch, permanent slide of Amoeba.Role play with children.

2. mAteRiAlS 38

materials of daily use

Do some of our clothes come from animal sources?Which are these animals?Who rears them?Which parts of the animals yield the yarn? How is the yarn extracted?What kinds of clothes help us to keep warm?What is heat?What is the meaning of ‘cool’/‘cold’ and ‘warm’ ‘hot’?How does heat flow from/to our body to/from the surroundings?

Wool, silk – animal fibres.Process of extraction of silk; associated health problems.

Heat flow; temperature.

Samples of wool and silk; brief account of silkworm rearing and sheep breeding.

Potassium permanganate, metal strip or rod, wax, common pins, spirit lamp, matches, tumblers, Thermometer etc.

Collection of different samples of woollen and silk cloth. Activities to differentiate natural silk and wool from artificial fibres.Discussion.

Experiment to show that ‘hot’ and ‘cold’ are relative.Experiments to show conduction, convection and radiation.

Reading a thermometer.

different kinds of materials

Why does turmeric stain become red on applying soap?

Classification of substances into acidic, basic and neutral; indicators.

Common substances like sugar, salt, vinegar etc, test tubes, plastic vials, droppers, etc.

Testing solutions of common substances like sugar, salt, vinegar, lime juice etc. with turmeric, litmus, china rose.Activity to show neutralisation.

Inqusitive Science 7 Prelim.indd 1 04-01-2016 12:48:34 PM

how things change/ react with one another

What gets deposited on a tawa/khurpi /kudal if left in a moist state?Why does the exposed surface of a cut brinjal become black?

Why is seawater salty? Is it possible to separate salt from seawater?

Chemical substances; in a chemical reaction a new substance is formed.

Substances can be separated by crystallisation.

Test tubes, droppers, common pins, vinegar, baking powder, CuSO4, etc.

Urea, copper sulphate, alum etc, beaker, spirit lamp, watch glass, plate, petridish etc.

Experiments involving chemical reactions like rusting of iron, neutralisation (vinegar and baking soda), displacement of Cu from CuSO4 etc.Introduce chemical formulae without explaining them.Making crystals of easily available substances like urea, alum, copper sulphate etc. using supersaturated solutions and evaporation.

3. the WoRld oF the living 42

Surroundings affect the living

Why are nights cooler?How does having winters and summers affect soil? Are all soils similar? Can we make a pot with sand? Is soil similar when you dig into the ground? What happens to water when it falls on the cemented/bare ground?

Climate, soil types, soil profile, absorption of water in soil, suitability for crops, adaptation of animals to different climates.

Data on earth, sun – size, distance etc, daily changes in temperature, humidity from the newspaper, sunrise, sunset etc.

Graph for daily changes in temperature, day length, humidity etc.; texture of various soils by wetting and rolling; absorption/percolation of water in different soils, which soil can hold more water.

The breath of life

Why do we/animals breathe? Do plants also breathe? Do they also respire? How do plants/animals live in water?

Respiration in plants and animals.

Lime water, germinating seeds, kit materials.

Experiment to show plants and animals respire; rate of breathing; what do we breathe out? What do plants ‘breathe’ out?Respiration in seeds; heat release due to respiration.Anaerobic respiration, root respiration.

movement of substances

How does water move in plants? How is food transported in plants?Why do animals drink water? Why do we sweat?Why and how is there blood in all parts of the body? Why is blood red?Do all animals have blood?What is there in urine?

Herbs, shrubs, trees;Transport of food and water in plants; circulatory and excretion system in animals; sweating.

Twig, stain; improvised stethoscope; plastic bags, plants, egg, sugar, salt, starch, Benedicts solution,AgNO3 solution.

Translocation of water in stems, demonstration of transpiration, measurement of pulse rate, heartbeat; after exercise etc.Discussion on dialysis, importance; experiment on dialysis using egg membrane.

multiplication in plants

Why are some plant parts like potato, onion swollen – are they of any use to the plants? What is the function of flowers?How are fruits and seeds formed? How are they dispersed?

Vegetative, asexual and sexual reproduction in plants, pollination - cross, self pollination; pollinators, fertilisation, fruit, seed.

Bryophyllum leaves, potato, onion etc.; yeast powder, sugar.

Study of tuber, corm, bulb etc; budding in yeast; T.S./L.S. ovaries, w.m.pollen grains; comparison of wind pollinated and insect pollinated flowers; observing fruit and seed development in some plants; collection and discussion of fruits/seeds dispersed by different means.


4. moving thingS, people And ideAS 16

moving objects Why do people feel the need to measure time?How do we know how fast something is moving?

Appreciation of idea of time and need to measure it.Measurement of time using periodic events.Idea of speed of moving objects – slow and fast motion along a straight line.

Daily-life experience; metre scale, wrist watch/stop watch, string etc.

Observing and analysing motion (slow or fast) of common objects on land, in air, water and space.Measuring the distance covered by objects moving on a road in a given time and calculating their speeds.Plotting distance vs. time graphs for uniform motion.Measuring the time taken by moving objects to cover a given distance and calculating their speeds.Constancy of time period of a pendulum.

5. hoW thingS WoRK

electric current and circuits

How can we conveniently represent an electric circuit?Why does a bulb get hot?

How does a fuse work?

How does the current in a wire affect the direction of a compass needle?What is an electromagnet?

How does an electric bell work?

Electric circuit symbols for different elements of circuit.Heating effect of current.

Principle of fuse.

A current-carrying wire has an effect on a magnet.

A current-carrying coil behaves like a magnet.

Working of an electric bell.

Recollection of earlier activities. Pencil and paper.

Cells, wire, bulb.

Cells, wire, bulb or LED, aluminium foil.Wire, compass, battery.

Coil, battery, iron nail.

Electric bell.

Drawing circuit diagrams.

Activities to show the heating effect of electric current.Making a fuse.

Activity to show that a current-carrying wire has an effect on a magnet.Making a simple electromagnet.Identifying situations in daily life where electromagnets are used.Demonstration of working of an electric bell.

6. nAtuRAl phenomenA 24

Rain, thunder and lightning

What causes storms? What are the effects of storms?Why are roofs blown off?

High-speed winds and heavy rainfall have disastrous consequences for human and other life.

Experience; newspaper reports.Narratives/stories.

Making wind speed and wind direction indicators.Activity to show “lift” due to moving air.Discussion on effects of storms and possible safety measures.

Light Can we see a source of light through a bent tube?

How can we throw sunlight on a wall?

What things give images that are magnified or diminished in size?

Rectilinear propagation of light.

Reflection, certain surfaces reflect light.

Real and virtual images.

Rubber/plastic tube/straw, any source of light.

Glass/metal sheet/metal foil, white paper.

Convex/concave lenses and mirrors.

Observation of the source of light through a straight tube, a bent tube.

Observing reflection of light on wall or white paper screen.

Open ended activities allowing children to explore images made by different objects, and recording observations.Focussed discussions on real and virtual images.


How can we make a coloured disc appear white?

White light is composed of many colours.

Newton’s disc. Making the disc and rotating it.

7. natural Resources

Scarcity of water

Where and how do you get water for your domestic needs? Is it enough? Is there enough water for agricultural needs? What happens to plants when there is not enough water for plants?Where does a plant go when it dies?

Water exists in various forms in nature.Scarcity of water and its effect on life.

Experience; media reports; case material.

Discussions.Case study of people living in conditions of extreme scarcity of water, how they use water in a judicious way.Projects exploring various kinds of water resources that exist in nature in different regions in India; variations of water availability in different regions.

Forest products What are the products we get from forests? Do other animals also benefit from forests? What will happen if forests disappear?

Interdependence of plants and animals in forests.Forests contribute to purification of air and water.

Case material on forests.

Case study of forests.

Waste management

Where does dirty water from your house go?Have you seen a drain?Does the water stand in it sometimes? Does this have any harmful effect?

Sewage; need for drainage/sewer systems that are closed.

Observation and experience; photographs.

Survey of the neighbourhood, identifying locations with open drains, stagnant water, and possible contamination of ground water by sewage.Tracing the route of sewage in your building, and trying to understand whether there are any problems in sewage disposal.


Contentsunit i: Food 1. Nutrition in Plants 11 2. Nutrition in Animals 23

unit ii: materials 3. Animal Fibres 35 4. Temperature and Heat 46 5. Acids, Bases and Salts 56 6. How Things Change 70

unit iii: The World of the living 7. Soil 87 8. Climate and Adaptation 97 9. Breath of Life 108 10. Movement of Substances 119 11. Reproduction in Plants 136

unit iv: moving Things, people and ideas 12. Time and Motion 150

unit v: how Things Work 13. Electric Current and Circuits 165

unit vi: natural phenomena 14. Winds and Storms 178 15. Light 192

unit vii: natural Resources 16. Water 206 17. Our Forests 216 18. Wastewater Management 226

Sample test paper 1 233Sample test paper 2 235Knowledge treasure 237


Nutrition in Plants

You will Learn About ● Nutrition—Autotrophic and Heterotrophic ● Photosynthesis

● Nutrition in Parasites, Saprophytes, Symbionts and Insectivorous Plants

NUTRITIONFood is one of the important requirements of plants and animals for maintaining life. You have studied earlier that food provides energy, materials for growth and chemicals for metabolism. The chemical substances present in the food that provide energy to the body are called nutrients. The phenomenon of providing nutrients to the body is called nutrition.

MOdes Of NUTRITION IN PLANTsNutrition exhibited by green plants is called autotrophic nutrition. Green plants make their own food through a process called photosynthesis. They use chlorophyll (present in the leaves), water, carbon dioxide and sunlight for photosynthesis. All the organisms which obtain their food by auto-trophic nutrition are called autotrophs.

On the other hand, the non-green plants, like bacteria, fungi and animals, do not contain chlorophyll. Hence, they feed on other living organisms like plants and animals. Such organisms that are not able to prepare their own food are called heterotrophs. Nutrition exhibited by such organisms is called heterotrophic nutrition.

Autotrophic Nutrition in PlantsWe have studied, that the major food product, namely carbohydrates, is prepared by green plants

1

using sunlight. In the formation of carbohydrates (glucose), carbon, hydrogen and oxygen are required. In addition to these elements, plants also need a variety of elements for their survival. These are called mineral elements. Majority of these minerals are absorbed by the plant roots from the soil. The study of absorption and utilization of minerals by plants is called mineral nutrition.

There are around 20 minerals which are essential for plant’s growth and metabolism. These elements are divided into two categories: macroelements and microelements. Macroelements (carbon, hydrogen, oxygen, phosphorous, sulphur, potassium, sodium, etc.) are required by the plants in larger amount and microelements (boron, copper, manganese, molybdenum, zinc, etc.) are required only in small amount. Microelements are also known as trace elements.

PhOTOsYNThesIsMany details about this important process were known to scientists since 1700 AD. However, the intricate details of the process were understood only in 20th century. The simplified equation for the process of photosynthesis was given by an American graduate student, C.B. Van Neil.

During this process, the green plants convert simple inorganic substances like CO2 and H2O into glucose, in the presence of sunlight. Light energy from sunlight is captured by the chlorophyll molecules (green pigments) present in green

11

Inquisitive Science Class-7_Book.indb 11 04-01-2016 12:43:58 PM

plants and transformed into chemical energy in the form of food (starch). The process to convert water and carbon dioxide into starch and oxygen using the energy of the sun is called photosynthesis.

This process can be summarised in the form of equation as follows:

Carbon dioxide + Water in the presence of

æææææææÆSunlight and chlorophyll

Starch + Oxygen

6CO2 + 6H2O ææÆ C6H12O6 + 6O2

CO2

O2

Oxygen is released into the air

Carbon dioxide is taken in by the leaf from the air

Water is taken in from the soil by the roots

Fig. 1.1: Photosynthesis

DidYou Know ?

Photosynthesis helps in the formation of ozone layer in the outer layer of the atmosphere. Ozone layer prevents the entry of UV rays of sun from entering the earth.

Aim: To show that starch is produced during photosynthesis

Materials Required: Iodine solution, ethyl alcohol, a green leaf, beakers, water

Procedure1. Pluck a green leaf from a plant.

2. Take some water in a beaker and boil the leaf in it for about 5 minutes.

3. Now put the leaf in ethyl alcohol for a minute. Chlorophyll being soluble in alcohol comes out of the leaf. The leaf becomes colourless.

4. Wash the leaf thoroughly with water and dip the leaf in iodine solution.

Observation: The leaf turns blue-black.

Inference: The leaf contains starch which turns blue-black on reaction with iodine.

Fig. 1.2: Starch is produced during photosynthesis

Activity 1

Sunlight

12


Aim: To show that light is necessary for photosynthesis

Materials Required: A green potted plant, black paper strips, iodine solution, ethyl alcohol, some paper clips

Procedure1. Keep the plant in darkness for 24 hours to

prevent photosynthesis from taking place.

2. Cut two equal sized rectangular pieces of black paper.

3. Cover a green leaf of the plant partially on upper and lower part of the leaf, and clip it together.

4. Keep the plant in sunlight for at least 4–5 hours.

5. Pluck the strip-covered leaf from the plant and remove the black paper strips.

6. Put the leaf in ethyl alcohol to remove the chlorophyll. Now wash the leaf in water.

7. Dip the leaf in iodine solution and take it out.

Fig. 1.3: Sunlight is necessary for photosynthesis

Observation: The entire leaf except the part covered by the black paper turns blue-black. This shows the presence of starch.

Inference: Light is necessary for photosynthesis.

Activity 2

Aim: To show that chlorophyll is necessary for photosynthesis

Materials Required: A healthy croton plant (with variegated leaf), iodine solution, ethyl alcohol

Information: Variegated leaves are partly green and partly non-green. Chlorophyll is present only in their green portions.

Procedure1. Take a variegated leaf from the croton plant

that has been exposed to sunlight for a few hours.

2. Wash the leaf with water and test it for starch.

Green colour

Before iodine test

After iodine test

Blue-blackcolour

Fig. 1.4: Chlorophyll is necessary for photosynthesis

Observation: The leaf turns blue-black in colour only in the region where chlorophyll is present. The other region does not change its colour.

Inference: Starch is produced only in the green part of the leaf, where chlorophyll is present. Thus, chlorophyll is necessary for photosynthesis.

Activity 3

Significance of Photosynthesis ▶ The light energy from the sun is converted to

chemical energy by the green plants during

Chlorophyll is also an essential entity for photosynthesis.

Photosynthesis always occurs in the presence of sunlight. Let us perform an activity to show this.

13


the leaves of other plant without carbon dioxide do not turn blue-black showing the absence of starch.

Inference: Carbon dioxide is necessary for photosynthesis.

photosynthesis. The chemical energy (Starch-food) is needed for sustenance of life on earth.

DidYou Know ?

History of photosynthesis

At present, we know almost all the biochemical processes involved in photosynthesis. The study of photosynthesis started only 300 years ago. It was Joseph Priestly (1733-1804) who first showed that plants have the ability to take up CO2 from the atmosphere and release O2. Later in 1779, a Dutch physician, Jan Ingenhousz found out that release of oxygen by plants is possible only in sunlight and only by the green parts of the plant. Theodore de Saussure stated that water is an essential requirement for photosynthesis to occur. In 1937, Robin Hill studied and found out the first step of photosynthesis known as light reaction. It took another 17 years for understanding the second stage of photosynthesis. In 1954, an American scientist, Melvin Calvin discovered the most important process involved in photosynthesis. This process is called dark reaction. Melvin Calvin was awarded Nobel Prize for this work.

▶ During photosynthesis oxygen is released by the green plants. This is a by-product of the process and it helps to maintain the level of oxygen in the atmosphere, required for respiration by living organisms.

heTeROTROPhIc NUTRITION IN PLANTsMost plants are autotrophs, however, there are some plants which obtain their food from other sources. These are called heterotrophic plants. Heterotrophic plants may obtain their food from

Aim: To show that carbon dioxide is necessary for photosynthesis

Materials Required: Potted plants, bell-jar, candle, caustic soda, Vaseline, glass sheets

Procedure1. Take two young potted plants and keep them

in the dark to make the leaves starch free.

2. Place each of them under a large bell-jar and place these under vaseline coated glass sheets.

3. In one jar keep a lighted candle which will use the oxygen in the jar and replace it with carbon dioxide.

4. Inside the other jar keep a dish of caustic soda to absorb the carbon dioxide in the air under the bell-jar.

5. Remove some leaves from each plant and test them for starch.

Fig. 1.5: Carbon dioxide is necessary for photosynthesis

Observation: The leaves of the plant surrounded by plenty of carbon dioxide show the presence of starch by turning blue-black with iodine, whereas

Activity 4

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other plants, animals, and also from dead and decaying organisms.

On the basis of the source of food, heterotrophic plants can be categorised as follows:

(a) Parasites (b) Symbionts(c) Saprophytes (d) Insectivorous

Rafflesia Cascuta

Viscum

Fig. 1.6: Parasites

ParasitesParasites are the living organisms which obtain food from other plants and animals on or in which they live. Organism from which the parasite obtains food is called host. Some common examples of plant parasites are Rafflesia, Cuscuta, Mistletoe, Viscum, etc.

symbiontsTwo organisms that live in close physical association for their mutual benefit are called symbionts. This phenomenon is known as symbiosis. Some examples of symbionts are lichens and mycorrhiza. Lichen is an association between algae and fungi

and mycorrhiza is an association between fungi and roots of big trees. The most common example of symbiosis is the association of a bacterium, Rhizobium and leguminous plants or pulses.

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Insectivorous PlantsThere are some plants which feed on insects. These plants are called insectivorous plants. Pitcher plant, sundew plant, venus flytrap and bladderwort are insectivorous plants. In pitcher plant, the leaf is modified to form a tubular pitcher like structure. Inside the pitcher there is a fluid which looks like

Lichens Rhizobium in root nodules

Fig. 1.7: Symbionts

honey. But this fluid contains powerful digestive juices. The inner wall of the pitcher has many hair which are pointed downwards. The pitcher has a lid too. When insects fly over the pitcher which is kept open, they are attracted by the honey-like fluid. The entering insects cannot come out

saprophytesSaprophytes are organisms which feed on dead organic matter. You might have seen mushrooms growing on decaying plant parts. These organisms

derive their food from these dead plants or animals. Other examples of saprophytes are Monotropa and some types of bacteria.

Mushroom Monotropa

Fig. 1.8: Saprophytes

16


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