GENERAL SCIENCE

PUNJAB CURRICULUM AND

TEXTBOOK BOARD, LAHORE
A ll rights reserved with the Punjab Curriculum and Textbook Board, Lahore. No
part of this book can be copied, translated, reproduced or used for preparation of test
papers, guide books, key notes, helping books, etc.

CONTENTS
Unit 1 Classification of Living Things 1

Unit 2 Microorganisms 18

Unit 3 Environmental Pollution 32

Unit 4 Matter and Changes in its States 44

Unit 5 Forces and Machines 57

Unit 6 Properties and Behaviour of Light 70

Unit 7 Electricity and Magnetism 80

Unit 8 Solar System 92

Glossary 101
Index 102

[AUTHORS)
O Prof. Dr. Mrs. Bushra Mateen O Faiz Hussain
Ex. V ice Chancellor, Lahore College for W om en University, Lahore Ex. Deupty Director. Punjab Textbook Board, Lahore

O Prof. Dr. Abdur Rehman Chaudhry O Atta Dastgeer

E x-Chairm an, Punjab T e xtb o o k Board, Lahore S ub ject Specialist, PCTB, Lahore

O Prof. Muhammd Tahir Hussain o Qaiser Saleem

Ex- H O D , G o vt. P o stgra d u a te C o lle g e , A s g h a r M all, R aw alpindi S ub ject Specialist, PCTB, Lahore

[EDITORS ) O Mrs. Rukhsana Zafar (sss Rtd. p tb j O Dr. Saman Jamil (Senior Subject Specialist, pctb)

[Review Committee]
O Prof. Dr. Farkhanda Manzoor, H O D (Zoology), Lahore College for W om en University, Lahore
O Dr. Muhammad Saleem Akhtar, Vice Principal (Rtd.), Govt. Islamia College, Railway Road, Lahore
O Abdul Shakoor Anjum, Principal, Govt. Islamia High School, Sialkot City
O Zafar Mehdi Zafar, Senior Science Teacher (Rtd.), DPS, M odel Town, Lahore

( Review Committee for NOC )

O Prof. Dr. A.R. Shakoori o Mr. Muhammad Shakoor o Mr. Zafar Mehdi Zafar
Director School of Biological Sciences Ex-Principal, Crescent M o d el High Senior Science Teacher (Rtd.) DPS, Lahore
Punjab University, Lahore School, Lahore

Composing and Layout Designing o Hafiz Inam -ul-H aq Artist o Ayesha W aheed
 CLASSIFICATION
OF
LIVING THINGS
this unit, we will learn:
Classification of living things
Introduction of the Main Kingdoms (Bacteria, Algae, Fungi, Animals, Plants)
Classification and Characteristics of Animals (Vertebrates and Invertebrates)
Classification and Characteristics of Plants ( Flowering and Non-flowering Plants)
Classification of Flowering Plants (Monocot and Dicot Plants)
Characteristics of Monocot and Dicot Plants

Classification means sorting out things into groups on the basis of

similarities and differences among them. Figure 1.1 shows three groups of
objects. In each group, things are put together on the basis of some
similarities among them. For example, all the things of group (a) are made
of metals. The things of group (b) are books and those of group (c) are
fruits.

(a) Cutlery (b) Books (c) Fruits

Figure 1.1 Grouping of items on the basis of similarities and differences
 General Science 5

In this unit, we will study different groups of living things and compare
their characteristics.

1.1 Classification of Living Things

There are millions of living organisms in our world. Scientists have
grouped them on the basis of similarities in their characteristics. Grouping
of living organisms on the basis of similarities and differences in their
characteristics is called classification of living things.

Classification of living things is essential for making their study easier.

During classification, scientists examine the characteristics of an unfamiliar
organism and find its proper group. They also suggest name for the
organism for its identification.

You Need To Know

The bodies of all the living things are made up of very small units called cells.
The organisms whose bodies consist of single cell are called unicellular organisms.
The organisms whose bodies are made up of more than one cells are called multicellular
organisms.

1.2 The Five Kingdom System of Classification

Now-a-days, scientists classify living things into five main groups called
kingdoms. These kingdoms are named as monera, protista, fungi, animalia
and plantae. Examples of living things that belong to these kingdoms are
asunder:

Kingdom Example
Monera .......... Bacteria
Protista .......... Algae
Fungi .......... Yeast, mushrooms, etc.
Animalia .......... Animals
Plantae .......... Plants
 Classification o f Living Things

Bacteria
Bacteria are unicellular organisms (Figure 1.2). They are
found everywhere on the Earth. Some bacteria can
make their food but others live in and get food from
the bodies of other organisms or dead bodies. Most
bacteria cause diseases in animals and plants.
Figure 1.2 Bacteria
Algae
Algae are unicellular, colonial and multicellular organisms. They are found
in ponds, lakes, sea#etc. They have chlorophyll and make their own food by
photosynthesis. Chlamydomonas, Voivox and Spirogyra are the examples
of algae (Figure 1.3).

Chlamydomonas Volvox Spirogyra

Figure 1.3 Some algae
Fungi
Fungi are found as unicellular, multicellular or filamentous forms. All fungi
lack chlorophyll and cannot prepare their own food. They absorb food

,v^ ~—
-_ l
v- m

Yeast Rhizopus
*41 Mushroom
.■i

Figure 1.4 Some fungi

 General Science 5

from their surroundings. Yeasts, Rhizopus and Mushrooms, etc., are

included in kingdom Fungi (Figure 1.4). Yeasts are microscopic fungi.
Rhizopus (black bread mould) grow on moist bread and fruits. Mushrooms
(umbrella like fungi) appear on dumps of debrisand heaps of dung.
Animals
Animals are a major group of multicellular organisms. They cannot prepare
their own food. They depend on plants and otheranimalsfortheirfood.

Plants
Plants are photosynthetic, multicellular organisms. We will learn about
theirfurtherclassification under section 1.4.

1.3 Classification and Characteristics of Animals

Animals are classified into two main groups, i.e., vertebrates and
invertebrates.

Vertebrates
Vertebrates are animals which have
a backbone (Figure 1.5).

* Feel the back of your body with your fingers.

■ Do you have a backbone?
■ Are you a vertebrate or an invertebrate? j
Figure 1.5 Some vertebrates

There are about 47,000 different kinds of vertebrates on the Earth.

Vertebrates are further divided into five classes (groups), i.e., fishes,
amphibians, reptiles, birds and mammals.
Mammals
Human beings, cows, goats, horses, tigers, cats, rabbits, etc., belong to a
group of vertebrates called mammals (Figure 1.6). Mammals have hair or
fur on their bodies. Babies of the mammals are fed on the mother's milk.
The young ones in mammals generally develop inside the mother's body.
 Classification o f Living Things

Cow Goat Horse

Rabbit
Figure 1.6 Mammals

For Your Information

• The quantity of hair or fur on the bodies
of mammals depends upon the climate
of their environment. Polar bear lives in
very cold climate; hence, it has a thick
coat of fur. Elephant lives in hot climate,
Polar bear Elephant
so it does not need a thick covering of
hair or fur.
• Whale and dolphin are mammals. Blue
whale is the world's largest animal. It is
about 35 metres long and nearly 120
tonnes in weight. Indus blind dolphin or Dolphin Whale
'susu' is a river dolphin of Pakistan not
found anywhere else i n the world.
• Human, monkey, gorilla and chimpanzee
are intelligent mammals. They have highly
^ developed brain. Bat is a flying mammal.___________Monkey________________ Bat_______ J

Birds
Sparrows, crows, parrots, doves, robins, hens and pigeons, etc., belong to
the group of vertebrates called birds (Figure 1.7). Birds have feathers,
wings and beaks. They have hollow bones and air sacs, which make their
bodies very light Some birds like kiwi and ostrich cannot fly and are known
as running birds. Birds lay eggs with shells. Eggs hatch into baby birds.
 General Science 5

Activity 1.2
• Make a list of birds that you see in your surroundings.
• Examine their beaks.
^ • Whydifferentbirdshavebeaksofdifferentshapes?
J

Sparrows
Pigeon

Dove

Parrot

Robin

Figure 1.7 Birds

For Your Information

Owl is a bird with big eyes. Kiwi and ostrich are running birds. Duck is a swimming bird.
Penguin is a bird that lives on ice. Woodpecker is a bird that makes holes in trees.
Hummingbird is the smallest bird in the world. Eagle lives in tall trees or on cliffs. It often
builds nest near lake or river, so that it can dive down to catch fish for its food. Hawk is a bird
of prey.

Owl Kiwi Ostrich Duck Penguin

Woodpecker Hummingbird Eagle Hawk

 Classification of Living Things

Reptiles Do You Know?

Lizards, snakes, tortoises, crocodiles, Dinosaurs were the biggest reptiles in
alligators, etc., belong to a group of ancient times. They do not exist anymore.
vertebrates called reptiles (Figure 1.8).
Reptiles have dry, thick and scaly skin
which covers and protects their
bodies. They reproduce by laying
eggs on land. Their eggs have thick
leathery shells which prevent them
from getting dry. Most reptiles have
four limbs but snakes lack limbs.

Crocodile Alligator
Figure 1.8 Some reptiles
Amphibians
Toad, frog, salamander, etc., belong to a group of vertebrates called
amphibians (Figure 1.9). They have four limbs. Amphibians can live in
water as well as on land. They breathe through lungs or skin. They usually
have loose and wet skin. Most of them Do You Know?
spend their adult life on land and return to In winter, amphibians bury
water to lay eggs. Amphibian eggs look like themselves in the mud and sleep
beads in jelly. These are soft and do not for a long time to keep themselves
safe from cold climate.
have hard shells.
 General Science 5

Toad Frog Salamander

Figure 1.9 Some amphibians
Fishes
There are over 25,000 different kinds of fishes found all over the world
(Figure 1.10). They live in water. They have streamlined bodies well suited
to swim fast in water. Fishes have fins and tail which help them to swim.
They have stiff scales on their skin for protection. They have gills to breathe
in water. Most of the fishes reproduce by laying eggs.

Sea Trout

Rohu Rainbow Trout

Gold Fish Figure 1.10 Some fishes Butterfly Fish

Activity 1.3
Mark (L) for the animals which breathe through a pair of lungs and (G) for the animals which
breathe through gills.

| | Sheep | ) Sparrow ( | Shark [ | Lizard____________________

Invertebrates
Animals which do not have backbone are called invertebrates. There are
different kinds of invertebrates found on the Earth. Insects, snails, starfish
and worms are the examples of invertebrates.
 Classification of Living Things

Insects
Insects are well known invertebrates with jointed legs. They have
segmented bodies. Ant, butterfly, bee, cockroach, etc., are the examples of
insects (Figure 1.11). Every insect has three parts of its body: head, thorax
and abdomen. Insects have six legs (three pairs). They have hard skeleton
on the outside of their body. Outer skeleton provides support to their
bodies.
T h o ra x T h o ra x
Head

Head T h o ra x A b d o m e n

Butterfly
Cockroach
Figure 1.11 Some insects
Worms
Worms are invertebrates with soft bodies Do You Know?
having no limbs. Most of them have Some worms live in the bodies of
elongated, snake-like bodies. higheranimalsforgettingfood.

Earthworm and tapeworm are the worms whose bodies are divided into
many segments (Figure 1.12). Flatworm and roundworm are the worms
without segmented bodies.

Earthworm Tapeworm Flatworm Roundworm

Figure 1.12 Some worms

Starfish and sea anemone ,

Starfish
are the examples of marine
invertebrates.
 Activity 1.4

The w ord search below contains the nam e of anim als w hich have no backbone. These
anim als are called INVERTEBRATES. There are eight invertebrates hidden and one is
highlighted. H ig h lig h tth e others.

A K R 0 L S S T R B I P A D
u C E A R T H W 0 R M s R A
N I U E T A C R D G U A N T
A T s T N R 0 A T H I H A N
M B X S T F V G Z H N 0 M J
T L o Y K I 0 O G Y E N G E
S N A I L S E C L H I E O L
E N B C P H 0 T I 0 A Y T L
A N D T E c O I u R B I Y
V
R L X N L M Y P Z s H E T F
A G H K E I J u S E H E G I
H M C V E T B s w F E T O S
B U T T E R F L Y L E D E H
A N T A H F L A T Y 0 R M C

Can you think of more invertebrates? Write down their names.

1.4 Classification and Characteristics of Plants

Plants are mainly classified as flowering plants and non-flowering plants.

Flowering Plants
The plants that bear flow ers are called
flowering plants (Figure 1.13). Flowers are
their reproductive organs. The leaves in their
flowers are called floral leaves. The outer
green coloured floral leaves of a flower are
called sepals. Inside the sepals, there are
colourful leaves which are called petals.
Figure 1.13 A branch of a
Flowering plants develop seeds in their fruits. Rose plant
 Classification o f Living Things

Do You Know?
There is a young plant in every seed of flowering plants called embryo. Embryo bears one
or two seed leaves called cotyledons. Cotyledons often store food which is used by the
young embryo. Seeds of grasses have only one cotyledon.

CO Monocot Plants
Flowering plants whose seeds have only one cotyledon are called monocot
plants. Examples are oat, wheat rice, etc. (Figure 1.14). Their leaves have
veins which run parallel to each other. Floral leaves are usually three or
multiples of three.

Oat Wheat Rice

Figure 1.14 Some monocot plants
(ii) Dicot Plants
Flowering plants like rose, pea, bean, etc., have two cotyledons in their
seeds. They are called dicot plants. Their leaf veins are in the form of a
network. Floral leaves are usual ly fou r or five or their mu Itipie.

Rose Pea Bean

Figure 1.15 Some dicot plants
Comparison of Monocot and Dicot Plants
Part
of plant Monocot plant Dicot plant

One
cotyledon
cotyledons

Veins run
Veins form
parallel to
a network.
each other.

Flower Floral leaves

Floral leaves are
are three
four or five or
or multiple
their multiple
of three

Activity 1.5
Soak some pea seeds in water for one day.
Remove their outer covering and observe the cotyledons inside.
How many cotyledons are there?

Activity 1.6
You have studied the differences between m on ocot and d ico t plants. C onsidering the
characteristics o f plants, tick the relevant box. ______________________

Monocot □ Dicot □ Monocot □ Dicot □

 Classification o f Living Things

Monocot O Dicot □ Monocot O Dicot E

Monocot EH Dicot EH Monocot EH Dicot EH

Monocot G Dicot EH Monocot O Dicot E

Non-Flowering Plants
The plants which do not bear flowers are called non-flowering plants.
Conifers, ferns, mosses and liverworts, etc., are the examples of
non-flowering plants (Figure 1.16). Conifers have needle-like leaves. They
reproduce by seeds developed in their cones. Leaves of ferns are divided
into leaflets. Ferns reproduce by spores developed on the underside of
their leaves. Mosses and liverworts have simple stem and tiny leaves. They
reproduce by spores developed in thei r capsules.
 General Science 5

Conifer Fern Moss Liverwort

Figure 1.16 Some non-flowering plants

Activity 1.7

Complete the following chart by giving examples of the groups of plants.

-----------------------------[ P la n ts ]--------------------- 1
-(F lo w e rin g P la n ts )-

Non-Flowering Plants] [ M o n o c o t P la n ts) [ D ic o t P a n t s

Example 1 Example 1 Example 1

Example 2 Example 2 Example 2

Activity 1.8
Observe the leaf venation of five different flowering plants
from your school garden and identify them whether they are
monocot or dicot plants

Science, Technology, Society and Environment

Conifers found in the Northern areas of Pakistan are very important for us. We use their
wood for making furniture, building materials, decorative crafts, etc. It is also an important
source of pulp for paper and cellulose fibres such as rayon. The seeds of some conifers are
used as dry fruit, e.g. pine seed (chulghoza).
 Classification of Living Things

KEY POINTS

• The process of sorting out living things into different groups on the
basis of similarities and differences in their characteristics is called
classification.
• Now-a-days, scientists classify living things into five main groups
called kingdoms. These kingdoms are named as Monera, Protista,
Fungi, Animalia and Plantae.
• Bacteria are the example of kingdom Monera, Algae are the
examples of kingdom Protista, and yeast, Rhizopus, mushrooms
are the examples of kingdom Fungi.
• All the animals are included in kingdom Animalia. All the plants are
examples of kingdom Plantae.
• Two main divisions of animals are vertebrates and invertebrates.
Vertebrates are further divided into five classes, i.e., mammals,
birds, reptiles, amphibians and fish. Invertebrates include worms,
insectsand many otheranimals.
• Plants are mainly divided into two groups, i.e., flowering plants and
non-flowering plants. Flowering plants are further classified as
monocot plants and dicot plants. Non-flowering plants include
conifers, ferns, mosses and liverworts.

QUESTIONS

1.1 Encircle the correct option.

i. Lizard belongs to which of the following groups of animals:
a. amphibians b. reptiles
c. birds d. mammals
 ii. An animal with jointed legs:
a. earthworm b. cockroach
c. snake d. starfish
iii. Fish breathe through:
a. lungs b. skin
c. gills d. mouth
iv. What is true about vertebrates?
a. all have lungs b. all have gills
c. all have backbone d. all have jointed legs
v. Number of cotyledons in pea seed is:
a. one c. two
b. three d. four
vi. Ferns reproduce by:
a. seeds developed in fruit.
b. seeds developed in cones.
c. spores developed in capsules.
d. spores developed on the underside of leaves.
1.2 Give short answers.
i. Define classification of living things.
ii. Describe the need and importance of classification.
iii. What are mammals?
iv. What are insects?
v. What are cotyledons?
1.3 Give key characteristics of the following:
Birds, reptiles, amphibians, fish, worms, algae, fungi, bacteria
1.4 Differentiate between the following:
i. Vertebrates and invertebrates
ii. Flowering and non-flowering plants
iii. Monocots and dicots
1.5 What do you know about dinosaurs, whale and dolphin?
1.6 Match the pictures with the words given below:
M onocot dicot algae, fungi, insect, worm.

\
(
V J

Think-Tank

What is common in animals and fungi?

An animal has legs, skeleton and segmented body but lacks
backbone and gills. To which group of animals does it belong?
An organism lives in water and can make its food. It is not unicellular.
To which group of organisms does it belong?
 MICROORGANISMS

j
• Virus, bacteria and fungi
• Usefulness and harmfulness of microorganisms

We see living things all around us. Animals and plants are the well known
examples of living things. However, there are some groups of living things
that we cannot see with our naked eyes. These are the microorganisms.
The word "microorganism" is the combination of two words, 'micro' means
very small and 'organism' means living thing. In this unit, we shall discuss
the microorganisms.
2.1 Microorganisms
Microorganisms are the living things that we
cannot see with naked eye (Figure 2.1). They can
only be seen with the help of a microscope.
Microscope is a special type of instrument used
for producing a much larger view of very small
objects so that they can be seen clearly.
Microorganisms may be single-celled or may
have more than one cell. They are widely
distributed in the environment and are found in Figure 2.1
the air, soil, dust, foods, etc.
 Ineresting in fo rm a tio n

. Microorganisms or microbes are the oldest form of life on the Earth. Some types have

L existed for billions of years.__________________________________________________ j

2.2 Main Groups of Microorganisms

(Virus, Bacteria and Fungi)
There are many different kinds of microorganisms. They are classified on
the basis of shape, structure, feeding habit, etc. Main groups of
microorganisms are viruses, bacteria and fungi.

Viruses
Viruses are the smallest of all microorganisms (Figure 2.2). The word virus
means poison. They are always harmful for living things as they cause
diseases in humans, animals, plants and other organisms.

Polio caused by virus Shape of virus Flu caused by virus

Figure 2.2 Some viruses

Bacteria
Bacteria are single-celled microorganisms that are
present all around us. They are found in the air, water
and soil. They are of different shapes (Figure 2.4).
Some of them are harmful by causing different diseases
such as Food Poisoning, Pneumonia, Tuberculosis, etc. Food poisoning
caused by bacteria
(Figure 2.3). However, many of them are beneficial for us.
Figure 2.3
V
Different forms of bacteria
Figure 2.4

A c tiv ity 2.1

Do you know other shapes of bacteria? Draw them.

Fungi (Moulds and Yeasts)

Fungi cannot make their own food. They absorb food from the source they
are growing on. Some fungi grow and feed on dead material while others
feed on living plants and
animals. Most fungi are
h a rm le s s b u t so m e
cause diseases in plants
and humans. M oulds
and yeasts are common
examples of microscopic Mould on bread Yeast

fungi (Figure 2.5). Figure 2.5 Some fungi

 Microorganisms

Interesting Information Activity 2.2

There are more than 5,000 known Conduct a discussion about
kinds of bacteria. m icroorganisms, the ir classification,
A cup of yogurt has billions of what they do, and where they are found
bacteria. y[n the natura Ienvi ronment._________ ^

2.3 Advantages and Disadvantages of

Microorganisms
Most of the microorganisms do not cause diseases and are beneficial.
Some advantages and disadvantages of microorganisms are mentioned
below:
Advantages of Microorganisms
(i) Making foods
Some microorganisms such as bacteria and yeast are used in the
manufacture of different foods for example, yeast help in making of bread
and cheese while bacteria help in yogurt making(Figure 2.6).

Figure 2.6 Food products (bread, cheese, yogurt) manufactured with the
help of microorganisms

(ii) Help in digestion

Many bacteria live in human intestine and help in digestion of food.
(iii) Making medicines
Some fungi are used to obtain antibiotics (Figure
2.7). Antibiotics are the compounds that are
used to kill and control the growth of bacteria
which cause diseases in humans and animals.
Figure 2.7 Antibiotics derived
from fungi
Now-a-days, many types of antibiotics are used against the bacterial
diseases. The first antibiotic called "Penicillin" was obtained from a
fungus, "Penicillium".
(iv) Microorganisms as decomposers
Some microorganisms such as bacteria and fungi break down the
dead bodies into sim pler substances. These sim pler substances are
mixed in the soil for reuse by the plants and other organisms. Such
microorganisms which break down the dead bodies by natural
process are called decomposers. In this way, microorganisms recycle
the materials between living and non-living environment.
Disadvantages of microorganisms
(i) Diseases
Many of the microorganisms cause diseases in humans, animals and
plants. Some viral diseases are common cold, influenza, measles, chicken
pox, polio, hepatitis and AIDS.

Athlete's foot Ringworm Smut on corn Rust on leaf

Figure 2.8
Certain bacteria cause cholera, typhoid and food poisoning in humans.
Some fungi also cause diseases in animals and plants. Athlete's foot,
ringworm in humans and rust, smut in wheat, corn, rice and sugarcane are
fungal diseases (Figure 2.8). v .j :xjrnu

(ii) Spoilage of food

Some microorganisms spoil food by
qrowinq in it and make it unfit for human use
Figure 2.9 Spoilage of fruit by
(Figure 2.9). Examples are souring of milk by microorganisms
bacteria, the growth of mould on bread, and the rotting of fruits and
vegetables by bacteria and fungi both.

Information

Microorganisms which cause diseases are called pathogens.

Activity 2.3 Investigate

Place a wet slice of bread in a
Food gets spoiled if not stored
cabinet.
properly. Investigate a few ways
Leave it for a few days and
of storing food to keep it safe and
then observe.
fresh.
Record your observations and
discuss them with your
teacher and classmates.

2.4 Infection
The a tta ck o f d is e a se -c a u sin g
microorganisms in the body of an animal
or plant is called infection (Figure 2.10).
Infectious diseases quickly spread from
one individual to another. Figure 2.10 Infection

Some common infectious diseases

Viral diseases Bacterial diseases Fungal diseases

• Influenza Food poisoning • Athlete's foot

• Com m on cold Pneum onia • Ringworm
• Chicken pox Typhoid • Rust
• Polio Cholera • Smut
• Hepatitis Tuberculosis
AIDS
 General Science 5

Activity 2.4
Colour the box green if the infection is caused by bacteria, yellow for
viruses, and pinkforfungi.

Infection Bacteria Virus Fungi

Polio

Typhoid

Athlete's foot

Measles

Cholera

Flu

How do microorganisms enter human body?

Microorganisms can enter the human body by the following ways
(Figure 2.11):
Through air
When a person sick with flu sneezes, germs are spread in the air. These
germs can enter the lungs of another person who breathes in such an air.
Through water
Caution!
Some harmful microorganisms are
We should drink boiled water to
transferred in the human body by drinking
avoid water borne diseases.
water containing microorganisms.
Through contaminated food
C o n tam in ate d foo d co n tain s harm ful m icroo rganism s. These
microorganisms enter the body of a person who eats the contaminated food.
 Microorganisms

Through animals
Animals like mosquitoes transfer the harmful microorganisms into the
body of a person during blood sucking..
Through cuts on the skin
Scratches or cuts on the skin also provide entry points for germs. Bacteria
causing tetanus enter the body through cuts or injuries on the skin.

Figure 2.11 Microorganism enter human body through air,

contaminated food, water, insect bite, and cause infection

Ways to avoid infections

Here are some simple ways to prevent infections (Figure 2.12):
• Dirty hands are the major source of germs. Wash your hands
frequently especially before eating and after using toilet.
• Always eat healthy and fresh food. Wash fruits before eating them.
Always cover the food.
• Brush your teeth regularly after meal, before going to bed and early
in the morning.
 General Science 5

• Keep your homes, schools and surroundings clean.

• Take a bath at least once a day.
• In case of injury or cut on the skin, clean it and cover it with a
bandage and consult a doctor.
• Cutyour nails regularly.

Figure 2.12 Ways to avoid infections

 Activity 2.5
Make a poster showing a few ways to avoid infections.
Display the poster in your classroom.

Science, Technology, Society and Environment

• Antibiotics are produced from the microorganisms (fungi) grown in large containers
havinga liquid.
• Antibiotics are extracted, purified and packed for use. Antibiotics are the medicines used
to kill and control the growth of bacteria which cause diseases in humans and animals.
• Viral infections are prevented by vaccinations. If we get vaccinated against a disease, it
^ makes our body safe from that disease.________________________________________ ^

KEY POINTS

• Microorganisms are the living things which can only be seen with
the help of a microscope.
• Viruses are the smallest of all microorganisms. They are not visible
under the simple microscope. They can be seen with the help of an
electron microscope.
• Bacteria are microscopic single-celled organisms that exist all
around us. They are important because of both their harmful and
beneficial effects.
• Moulds and yeasts are the examples of microscopic fungi.
• An infection is an attack of disease causing microorganisms in the
body of an animal or plant.
• The most frequent viral infections are common cold, chicken pox,
dengue fever, hepatitis, the Acquired Immune Deficiency Syndrome
(AIDS), etc.
• Common bacterial infections include pneumonia, typhoid, cholera,
food poisoning, etc.
• Ringworm, athlete's foot, rust and smut, etc. are the common fungal
 diseases.
Microorganisms enter the human body through air, water, food,
animal bite or injuries.
We can avoid infection by:
i. taking a bath regularly and washing our hands before eating
and after using toilet.
using boiled water and fresh food.
keeping our surroundings clean.
v. using bandage overthe injuries.
v. making no contact with people suffering from flu, common
cold, chicken pox, etc.

QUESTIONS

2.1. Choose the best answer:

i. Which one of the following diseases is caused by virus:
a. AIDS b. diarrhoea
c. cholera d. ringworm
ii. Viruses can be seen with the help of:
a. naked eye b. magnifying glass
c. light microscope d. electron microscope
Tuberculosis is caused by:
a. fungi b. virus
c. bacteria d. protozoa
IV. Fungi are the organisms which:
a. absorb food from surrounding
b. ingest food.
c. depend on viruses for food.
d. can prepare their own food.
 Microorganisms

v. The first antibiotic was prepared from:

a. bacteria b. yeast
c. Pencillium d. mushroom
vi. Antibiotics are used to control the growth of:
a. bacteria b. insects
c. plants d. algae
2.2 Fill in the blanks with suitable word:
i. Polio is caused b y ------------ .
ii. Cholera and typhoid in humans are caused b y ------------ .
iii. Rust and smut are caused b y ------------ .
iv. Bacteria causing tetanus enter the body through------------ in
skin.
v. We can fin d ------------ all around us, in food, air and in our
bodies.
2.3 Give short answers:
i. What is a microorganism?
ii. Write names of two products which are made with the help
of bacteria.
iii. Where can microorganisms be found?
iv. What are the major groups of microorganisms?
v. Can microorganisms be helpful? If yes, give examples.
vi. What is infection?
vii. Name two diseases which are caused by viruses.
2.4 By which ways microorganisms can enter the human body?
Discuss briefly.
2.5 How can we avoid infections?
2.6 Describe disadvantages of microorganisms.
2.7 Write brief notes on:
i. Decomposers ii. Antibiotics
 General Science 5

Project

Read the statem ents in colum n A; identify the m icroorganism s in colum n B. M ention
w hether it is helpful or harm ful in colum n C.

Column A Column B Column C

[B a cteria l ,_________ ,
I H elp fu l 1

[ Fungi ]

[ H a rm fu l 1
[ V iru s ]

Making of yogurt

[Bacteria] ,_________ ,
I H elp fu l 1

[ Fungi |

[ H a rm fu l 1
[ V iru s 1

Decomposition of dead leaves

[B a cteria l ,_________ ,
[ H elp fu l 1

[ Fungi 1

I H a rm fu l 1
[ V iru s ]

Making of bread

Bacteria
H elpful

[ Fungi 1

H arm ful
V iru s

Rotten apple
 31 Microorganisms 1

Column A Column B Column C

Bacteria
H elpful

Fun gi

H arm ful
Viru s

Cause of chicken pox

IB acteria 1
I H elp fu l ]
/ /
^ ( If [ Fungi |

[ H a r m f u l)
I V iru s ]
v >

Making of cheese

Think-Tank

Viral infections are prevented by vaccinations. If we get vaccinated against a disease, it

makes our body safe from that disease. Discuss with your teacher:
• What are vaccines?
• How they make our body safe from diseases?

1. In the illustration above, a change has taken place over time. What kind of
microorganism has caused the change?

2. Is this change helpful or harmful for the environment?

 ENVIRONMENTAL
POLLUTION
J In this unit, we will learn:
• Pollution
• Kinds of pollution (Water, Air and Land)
• Effects of pollution
• Measures to reduce pollution
• Biodegradable and non-biodegradable materials

Things around us make our environment. Living things get food, oxygen,
water and other necessities of life from their environment. Environmental
pollution is a big challenge to life. We should make serious efforts to
reduce pollution in the environment. In this unit, we shall discuss kinds and
sources of pollution. Effects of pollution and measures to reduce pollution
also be discussed.

3.1 Pollution and Pollutants

Environment is not always as clean as it should be. The human activities are
mixing harmful substances in it. These harmful substances can be animal
wastes, industrial wastes, ash, dust and smoke, etc. The addition of
unwanted materials to the environment that make it unfit for life is called
environmental pollution. The materials which pollute the environment are
called pollutants.
 General Science 5

Kinds of Pollution
Air, water and land are the parts of environment Hence, pollution can be
divided into following kinds:
1. Air pollution 2. Water pollution 3. Land pollution
Air Pollution
Air environment is being polluted by toxic materials present in traffic
smoke and industrial smoke. These toxic materials are the major air
pollutants. Road dust and burning of fuels in homes and furnaces are also
polluting the air (Figure 3.1).

Traffic smoke Industrial smoke Burning of fuel

Figure 3.1 A ir Pollution

Activity 3.1

* Hang a clean white tissue paper in open space.

* Observe it after a day or tw o using a magnifying glass.
* Can you see any materials attached with the tissue paper?
^ Where did these materials come from?___________________________________

Water Pollution
We are adding sewage and industrial waste into rivers, canals, streams
and oceans. In this way, we are polluting the water. Highly toxic
materials present in industrial waste are the major cause of water pollution
(Figure 3.2). The germs present in the sewage from hospitals and gutters
are also water pollutants.
 Sewage discharge Polluted water
Figure 3.2
Land Pollution
We throw our domestic trash at open places on the land. This trash
includes tin cans, plastic bags, rubbish and other solid wastes which
pollute the land. Agricultural wastes, fertilizers, chemicals sprayed on
crops and solid waste from factories are the main causes of land pollution
(Figure 3.3).

Rubbish Chemical spray on crops

Figure 3.3
3.2 Effects of Pollution
i. Air pollution causes diseases of throat,
skin and eyes. Toxic air pollutants enter
the human body with inhaled air and
cause breathing difficulties, bronchitis
and serious diseases like lungs cancer
(Figure 3.4).
ii. In plants, air pollution slows down the
process of photosynthesis. It also Figure 3.4 Lungs cancer
reduces growth in plants.
 General Science 5

iii. Air pollutants released from industries

dissolve in rain water and make it acidic
(Figure 3.5). Acid rain damages trees,
buildings and life in ponds and lakes, etc.
(Figure 3.6).
iv. Polluted water affects the animals, plants
and people who use it. Germs present in Figure 3.5 Acid rain water
polluted water cause diseases like cholera,
diarrhoea, typhoid, dysentery, etc.
v. Toxic matters like mercury, lead, chromium,
arsenic etc. are present in industrial
wastes which pollute the water and land
environments. They cause serious diseases
like cancer and brain damage.
Figure 3.6 Effect of acid rain
vi. Toxic chemicals and bacteria from the
rubbish and other solid wastes when
washed into rivers and oceans pollute water
and harm the life in water (Figure 3.7).
vii.Bacteria growing on raw sewage use much
of the oxygen from water. Due to this
reason, the fish and other aquatic life do
not get enough oxygen and thus die Figure 3.7
(Figure 3.7). Effect of water pollution

viii. Oil from the tankers of a shipwreck spreads over the surface of the sea
water and damages the sea animals (Figure 3.8).

Do you know?

Running the engine o f a

m o to rv eh icle in a closed
g a r a g e can m ake a
person unconscious or
even cause death due
to c a r b o n m o n o x i d e
released in the smoke.

Figure 3.8 Oil spill and its effects

 Environmental Pollution

3.3 Measures to Reduce Pollution

Following steps can be taken to reduce pollution:
• Factories and industries should be
shifted away from the cities;
• Industrial wastes should be treated
lip *t .■
and made ineffective before releasing •ru. " *
into the atmosphere (Figure 3.9);
• Industrial waste and sewage should not Figure 3.9
be added into the fresh water of rivers Exhaust treatment plant
or other water bodies (Figure 3.10);
• Domestic rubbish and other solid
wastes should not be thrown into the
streets or open places. They must be
disposed off properly (Figure 3.11);
• Measures should be taken to:
Figure 3.10
(a) reduce the number of vehicles on Sewage ^ eatment plant
roads;
b) recycle the plastic wastes (cans, bottles and shopping bags);
c) reduce cutting of trees and forests as they absorb carbon dioxide
and other air pollutants and reduce air pollution and

Figure 3.11 Figure 3.12

Disposal of rubbish CFC-free products

d) Chloroflurocarbons(CFCs) used in air conditioners, refrigerators

or freezers if accidently released in the air will damage the
protective ozone layer beyond the atmosphere on the Earth. This
can lead to very serious consequences on human health. It is
 General Science 5

therefore important that alternate to CFC should be used to

avoid damage to our Earth's natural system (Figure 3.12).
3.4 Biodegradable and Non-Biodegradable
Materials
Waste material or pollutants can be classified as biodegradable and non-
biodegradable. The materials which are naturally decomposed into
simpler substances by natural process and mix in the soil for reuse by
plants and animals are called biodegradable materials.

Fig. 3.13 Biodegradable substances

Kitchen waste, tree leaves, grass, wood, paper, cotton, leather, feathers,
fruits, vegetables and dead organisms, etc. are the examples of
biodegradable materials (Figure 3.13).
Non-biodegradable materials cannot be decomposed into simpler forms
by natural process. Glass, ceramics, heavy metals, detergents, toxic
chemicals, styrofoam, plastic bags and other plastic things are the
examples of non-biodegradable materials (Figure 3.14).

Figure 3.14 Non-Biodegradable substances

 General Science 5

Impact of Non-Biodegradable Materials on the

Environment
Non-biodegradable wastes never decompose and remain as pollutants.
Non-biodegradable pesticides and other toxic chemicals may cause
diseases in animals and plants. Non-biodegradable materials cannot be
recycled in the environment by natural process.

Activity 3.2

Tick {/) biodegradable and cross (*) non-biodegradable material from

the pictures given below.

/m
 Environmental Pollution

Ways to Reduce the Impact of Non-Biodegradable

Materials
The three "3R" strategy (Reduce, Reuse and Recycle) is an easy way to
control pollution due to non-biodegradable wastes (Figure 3.15).
1. Reduce
We must reduce the use of natural resources to
produce plastic items and other non-biodegradable
materials. We should stop using plastic bags for
grocery, snacks and sandwiches, etc.
2. Reuse
The things which are made of non-biodegradable
materials should be used again and again for
various purposes instead of throwing them to
Figure 3.15
increase pollution. 3Rs strategy
3. Recycle
The used plastic goods, broken glass bottles, and tin cans can be recycled
easily. We should recycle them instead of throwing them as waste.
Environmental pollution is a serious threat to life and we must share our
responsibility to make our environment pollution free. You have learnt
many ways to reduce pollution. However, you can conduct the following
activities underthe guidance of yourteacher.

Activities 3.3

Create awareness in your community about

environmental pollution, effects of pollution and
minimising pollution through seminars, banners
and mutual discussions.
Develop an approach in your community to reduce
using plastic bags, and plastic bottled drinks.
Plant trees especially along roadsides.
Educate people not to throw their dom estic
rubbish and other solid wastes into the streets,
open places or drainage systems.
 Environmental Pollution

Activity 3.4

Look at the pictures and w rite on them the num ber (s) (1, 2, 3 or 4) o f the ir relevant
bins shown below.
 Science, Technology, So ciety and E nvironm ent

• Governments and non-government organizations have become active to create public

awareness about environmental pollution and developing emphasis on adopting
measures to reduce it.
• Many technologies have been introduced to control the addition of pollutants in the air,
water and land environments.

KEY POINTS
• The addition of unwanted materials to the environment that make it
unfit for life is called environmental pollution.
• The materials which pollute the environment are called pollutants.
• Three kinds of pollution are air pollution, water pollution, and land
pollution.
• Toxic materials present in traffic and industrial smoke are major air
pollutants.
• Highly toxic materials present in industrial waste and sewage from
hospitals and gutters are water pollutants.
• Domestic trash, plastic bags, agricultural wastes, fertilizers, chemical
sprays and other solid wastes are major land pollutants.
• Smoke, sewage water, industrial wastes, solid wastes and oil spills
are the sources of pollution.
• Control on pollution is highly desirable. The public and the
government must share responsibilities to control pollution.
• The materials which are decomposed into simpler substances by
natural process and mix in the soil for reuse by the plants and
animals are called biodegradable materials.
• The materials which cannot be decom posed into sim pler
substances by natural process are called non-biodegradable
materials.

QUESTIONS
3.1 Fill in the blanks.
i. is the addition of harmful materials in the
 Environmental Pollution

environment.
ii. Those harmful waste materials which are added into air, soil
and water are called as__________ .
iii. Solid wastes which will be degraded by themselves are known
as__________ .
iv. The three Rs are__________ ,__________ and__________ .
v. The substances which cause pollution are c a lle d _________ .
vi. Smoke is a source o f__________ pollution.
vii. Bacteria growing on raw sewage use much o f _______from
water.
3.2 Encircle the correct option.
i. Which of the following diseases can be caused by air
pollution?
a. lungs cancer b. diarrhoea
c. cholera d. dysentery
ii. Toxic matters like mercury, lead, chromium, arsenic, etc. are
found in:
a. freshwater pond b. sewage water
c. rainwater d. industrial waste
iii. Typhoid can be caused by the germs present in:
a. fertilizers b. pesticides
c. sewage water d. industrial waste
iv. Which of the following is non-biodegradable:
a. grass clippings b. feather
c. styrofoam d. paper
v. The cause of polluted rain water is:
a. road dust b. industrial smoke
c. watervapoursintheair d. oil spills
3.3 Give short answers.
i. What is environmental pollution?
ii. Name any three sources of pollution.
 General Science 5

iii. Name any three land pollutants.

iv. What is 3R strategy to control pollution?
3.4 Match the words of column A with the pictures of column B.
A B

( Biodegradable

Non-biodegradable)

/--------------------------------- \
Water pollution

Air pollution_____

3.5 Differentiate between biodegradable and non-biodegradable

substances.
3.6 Describe the effects of:
i. air pollution ii. water pollution
iii. land pollution
3.7 Briefly describe the ways to reduce:
i. air pollution ii. water pollution
iii. land pollution
3.8 What is the impact of non-biodegradable materials on the
environment?
 MATTER AND
CHANGES
IN ITS STATES
A this unit, we will learn:
• M atter
• Arrangem ent of particles in solids, liquids and gases
• Effects of heat on arrangem ent o f particles
• Processes involving change in states (Melting, Freezing, Boiling,
Evaporation and Condensation)
• A p plicatio n o f condensation and evaporation in nature (Water Cycle)

Things all around us are made up of matter. Matter has mass and occupies
space. Different substances are made up of different kinds of matter. The
food we eat, the w ater we drink and the air we breathe in,
all are examples of matter. In this unit we shall study properties of different
states of matter. The arrangement of particles in different states of matter,
the effect of heat on matter, and processes involved in changing the
states of matter will also be discussed.
Activity 4.1
Hold up your hand close to your mouth and breathe out through your mouth. The warm air
you feel on your hand is matter. Touch the tip of your finger to your tongue. Your fingertip
becomes wet from the saliva. Saliva is matter. Touch your hair, a fingernail, your nose and
. teeth. These parts of your body are all composed of matter.
 General Science 5

4.1 Physical States of Matter

Matter exists in three states, namely, solid, liquid and gas. Table, stone, pen
and bag are the examples of solids. Water, milk, oil, blood, etc. are the
examples of liquid. Oxygen, carbon dioxide and water vapours are
examples of gases. Other examples of solids, liquids and gases are shown
in the pictures below (Figure 4.1).

Figure 4.1

We can see and feel many solid, liquid and gaseous things around us. The
question is why solids, liquids and gases are different from each other?
This is due to the arrangement of particles present in them.
Arrangement of particles in solids, liquids and gases
Every kind of matter is composed of small particles which are in constant
random motion. Let us discuss the arrangement of these particles in three
states of matter, i.e., solids, liquids and gases (Figure 4.2).
Solids
The particles of solid substances are tightly packed with each other. These
are arranged in an order. There are strong attractive forces between them.
The particles vibrate only at their mean positions. They cannot be
compressed easily. That is why solids have fixed shape and fixed volume.
Liquids
The particles of liquid substances are very close to each other, but are not
arranged in an order. The attractive forces between them are strong but
weaker than solids. Liquids cannot be compressed easily because their
particles are quite close to each other. Their particles can move away and
 Matter and Changes in its States

towards each other and thus liquids can flow. Liquids have fixed volume
but their shape is not fixed. The liquids take the shape of the vessel in which
they are kept
Gases
The forces of attraction between the particles of gases are very small. The
distances between the gas particles are much greater than those of solids
and liquids. Gas particles move freely in all directions. They occupy all
available space. They constantly collide with each other and with the walls
of the container. In this way, they exert pressure. Gases have no fixed shape
and no fixed volume.

Arrangement of Arrangement ngement of

particles in solids particles in liquids particles in gases

Figure 4.2

Activity 4.2

• Take three cardboard pieces and cover them with white paper using transparent
insulation tape.
• Ta ke beads of different colours and use them to present as particles of matter.
• Taking help from the diagram above, paste the beads of one colour on one of the
boards and make a model showing arrangement of particles in solids.
• Make the models of liquid and gaseous states of matter in the same way on
the other boards.

Interesting information

The human body is an interesting example of states of matter. Our bodies have solids (skin,
muscles and bones), liquids (blood, saliva, acids, etc.), and gases (oxygen and carbon dioxide
^in the lungs, etc.).
 General Science 5

Do you know?

Most of the materials are commonly

found in just one or two physical
states. Water exists naturally on the
Earth in all t he t hr ee states. It
depends on temperature and other
conditions such as humidity and air Ice
Liquid water
pressure. Water often changes from
one state to another. Water vapours

4.2 Effect of Heat on the Arrangement of Particles

Properties of matter change with a change in temperature (Figure 4.3).
When heated, the particles gain energy, move faster and move away from
each other. That is why things expand on heating.

Heating Heating

Cooling Cooling

Effect of heat on arrangement of particles in solids, liquids and gases

Figure 4.3
On cooling, the particles lose energy, their motion becomes slower and
distances between them are decreased. That is why things contract on
cooling.
4.3 Processes Involving Change in States of Matter
Physical state of matter can be converted from one form to another on
heating or cooling. M elting, freezing, boiling, evaporation and
condensation are the processes involved in changing the states of matter.

Mini Exercise
1. Mercury in the bulb of a thermometer expands when placed under a person's arm
pit or tongue. Why?
^2._____ An inflated balloon placed in the Sun bursts after sometime. Why?______________
 Matter and Changes in its States

Melting
The change of solid state of matter into its liquid state due to heat is called
melting. When ice cubes melt, they change their state. Solid ice becomes
liquid water. This is due to the heat energy absorbed by the ice cubes from
surroundings.
When a solid is heated, its particles start vibrating faster. Spaces between
them increase. On continuous heating, particles of the solid substance
vibrate faster and faster. The forces of attraction between them
become weaker and they begin to Mini Exercise
move away from each other. Hence, W hat happens to ice cream w hen it
liquid state is attained by the solid. is kept out of the freezer?
Freezing
The change of liquid state of matter into solid state on cooling is called
freezing. When liquid water is kept in the freezer, it freezes. Its state is
changed. Liquid water becomes solid ice. In this process, heat energy is lost
from liquid water to surroundings. As a result, movement of particles in
liquid becomes slower and they come closer to each other. The spaces
between the particles are decreased. Finally, the liquid contracts and gets
solidified.

Activity 4.3

Take a candle and light it.

Observe and discuss what is happening.
Some of the wax melts into its liquid state (process of
melting).
The molten wax moves away from the flame and solidifies
back into its original solid state (process of freezing).
The wax melts due to the heat of the burning wick and on
cooling, it hardens again.

Boiling
If we heat a liquid continuously, the movement of its particles becomes
faster and faster. Spaces between particles are increased and attractive
 General Science 5

forces between them become weaker. Finally, the

liquid begins to change into bubbles of vapours or
gas. Heating changes the liquid state of matters
into its gaseous state, in the form of vapours. This
process is called boiling (Figure 4.4).
Figure 4.4 Boiling of water

Activity 4.4 (Demonstration by the teacher)

• Takea beakerand pour some water in it.
• Place wire gauze over a tripod stand and then place
the beaker over it as shown in the figure.
• Heat the water and observe what happens to it?
• After a few minutes, you would observe that water
starts boiling.
Cautions: (i) Never play with the burner and matches,
(ii) Do not touch boiling water.

Evaporation
The change of liquid state of
matter into its gaseous state
without boiling is called
evaporation (Figure 4.5).
Wet clothes are dried due to
evaporation.
When liquid water
evaporates, it changes its Figure 4.5 Evaporation from a lake
state. Liquid w ater goes into the
surrounding air as water vapours. Water Do you know?
can evaporate at any temperature.
Boiling of a liquid requires high
Evaporation of water takes place from temperature. Evaporation can take
the surfaces of sea, rivers, canals, lakes, place at any temperature. However,
etc. It also takes place from the leaves of ^it is rapid at highertemperatures. j
the plants and from the surface of snow.
 Matter and Changes in its States

Activity 4.5
• Take two shirts of the same stuff. Wash them with water.
• Hang one in the room and the other in the sunny place.
• Note the time of hanging of the shirts.
• Check them after every 10 minutes.
• Note the time of drying of each shirt.
Which shirt dried faster and why?
)
Condensation
The change of gaseous state of Information
matter into its liquid state is called W ater vapours in the air condense when
condensation. When a gas is cooled, they m eet a colder solid surface. You
its particles lose heat. As a result, m ay see water condensed on the glass of
their movement slows down. They ^windows on a cold day._______________ ^
come closer to each other and
attractive forces between them become stronger. Finally the gas changes
into liquid. During condensation, heat is given out to the surroundings.

• Take a glass w hich is dry from its outside.

• Fill it w ith ice cold w a te r and place it on the table.
• Look at th e o u te r su rface o f the glass.
• You w ould see tin y w a ter dro plets over the ou te r
surface o f the glass.
• W h ere have th e y com e from ?
• Did w a te rle a k o u tfro m th e g la s s ?
Is this th e condensation o f w a ter present in the air in the form o f vapours?

4.4 Role of Evaporation and Condensation in the

Water Cycle
Sea, river, lake, canal, pond, etc. are called water bodies. The transfer of
water from water bodies to the atmosphere and its return back is called
water cycle (Figure 4.6). The sun shines on water bodies, makes the water
evaporate into the atmosphere in the form of vapours. Evaporation also
takes place from plants (transpiration) and surface of snow on the
mountains. As these vapours rise up, they lose energy and condense into
water droplets. At a certain height, these water droplets gather in the air
and form clouds. The water droplets in the clouds get heavier and heavier
and the air cannot hold them anymore.

Figure 4.6 Water Cycle

The water then falls down in the form of rain and snow. The rain water
again flows to the rivers, streams, lakes, canals and sea. In this
way, water is always moving in a cycle. The processes of evaporation and
condensation are involved in the water cycle. Water goes through its
three phases (liquid, solid, gas) as it cycles in the Earth system. It
evaporates from plants as well as land and water surfaces into the
atmosphere and after condensing in clouds, returns to the Earth as rain
and snow.
4.5 Forms of Moisture in the Environment
f --------------------------------------------------------- \

• Water is always present in

the air in the form of water
v a p o u rs . W h e n th e re is
smoke and dust in the cold
climate, these water vapours
appear as fog (Figure 4.7). Figure 4.7 Fog
 Matter and Changes in its States

Early in the morning, when the

temperature falls down, the water
vapours present in the air get
together to form tiny droplets.
T h e se d ro p le ts can be seen
on leaves and flowers as dew
Figure 4.8 Dew drops
(Figure 4.8).

• Water vapours in the air are the

gaseous state of water. A t certain
height, water vapours in the air
condense to form water droplets Figu re4.9 Clouds

(liquid state) due to cold. The

presence of water droplets in the
air forms clouds (Figure4.9).

Figure 4.10
Snow on mountain
In severe winter, the water present
in the atmosphere freezes to form
snow on the m ountains and a
layer of frost on the surface of
ponds and lakes (Figures 4.10 and
4.11).
Figure 4.11 Frost
 A c tiv ity 4.7 How to make a cloud? (Demonstration by the teacher)

1. Boil water in a kettle. Pour abou t 20m L

o f boiled water into the jar. Shake the
hot w ater in the ja r so that the sides of
the ja r are heated up.

2. Put a few ice cubes on the lid and put it

o n th e ja r.

3. Take the lid off and quickly spray som e

black colour. N ow put the lid along with
the ice cubes on the to p o f the jar. W atch
the cloud form ing inside the jar. W hen
clouds are fully form ed, take the lid off
, and watch the escape o f c lo u d .

Science, Technology, Society and Environment

Evaporation produces cooling. This principle is used in the te ch n o lo g y o f m aking
refrigerators and air conditioners, etc. The com pressors in the A C and refrigerators
etc., com press the gases to change them into the ir liquid state. These liquified gases
when allow ed to evaporate, absorb energy from the surroundings and produce
cooling.

KEY POINTS

All around us are substances that are made of matter.

Matter has mass and occupies space.
Matter exists in three states, namely, solid, liquid and gas.
All matter is composed of small particles.
The arrangement of the particles determines the state of matter.
Matter can change its state when the temperature is changed.
In solid, particles are arranged in an orderly manner and close to
one another. Particles vibrate at fixed positions. Solids have a fixed
 Matter and Changes in its States

shape and volume.

• Particles are not arranged in an orderly manner in a liquid.
Particles move randomly and slowly in liquids. Liquids do not
have a fixed shape.
• In a gas, the spaces between particles are large. The particles are
far apart and are randomly arranged.
• Solids melt into liquid state on heating.
• Liquids boil on heating and change into gaseous state.
• Liquids freeze on cooling.
• Gases condense on cooling.
• Freezing is the reverse of melting.
• When liquid water evaporates, it changes its state. Liquid water
goes into the surrounding air as water vapours. Water can
evaporate at any temperature.
• Condensation is the process by which a gas or vapour changes to
liquid state at a certain temperature when it is cooled. When a gas
is cooled, the particles lose heat.

QUESTIONS

4.1 Choose the correct option:

i. Matter has:
a. no mass but occupies space
b. mass but occupies no space
c. mass and occupies space
d. no mass and occupies no space
ii. A solid has:
a. maximum spaces between the particles
b. definite shape but no definite volume
c. maximum force of attraction between particles
d. definite volume but no definite shape
 General Science 5

iii. Conversion of gas to liquid is called:

a. condensation
b. evaporation
c. freezing
d. boiling
iv. The process by which wet clothes dry up is called:
a. condensation
b. evaporation
c. freezing
d. melting
v. Matter changes from one state to another with the change in:
a. temperature b. place
c. volume d. shape
vi. Water is always present in the air as:
a. fog b. clouds
c. frost d. vapours
vii. Which of the following is opposite to boiling?
a. evaporation b. freezing
c. melting d. condensation
4.2 Fill in the blanks with suitable words.
i. When a liquid changes to a gas, this is called_______ .
ii. By adding or removing_________ , we can change the state
of matter.
iii In a ________ state, the particles are loosely held and the
matter takes the shape of the container.
iv. In a _________ state, particles are held together, and the
matter cannot easily change its shape.
v. is the term used to describe the process when
a liquid changes into a solid.
4.3 Select the process from the list given below and write it against the
phenomenon where it is involved during the change of state. The
phenomena may involve more than one processes.
Melting Freezing Boiling Evaporation Condensation
Phenomenon Process

Drying of clothes Evaporation

Formation of dew

Distillation

Preparation of ice cream

Burning of candle

Rain

Snowfall

Cooking

A ir conditioning

4.4 Answer the following questions:

i. What is matter? Mention the states of matter.
ii. Differentiate between boiling and evaporation of a liquid.
iii. When does matter change its state?
iv. How do solids differ from liquids with regard to particle
arrangement?
v. Describe what happens when a solid is heated.
vi. Why does an ice cube melt at room temperature?
vii. How are the particles arranged in three states of matter?
viii. Differentiate between evaporation and condensation.
ix. Differentiate between melting and freezing.
 FORCES
AND
MACHINES
In this unit, we will learn:
• Friction • Gravitational force
• Advantages and disadvantages of friction • Simple machines
• Methods to reduce friction • Lever and kinds of lever

We use force when we do work. We use force when we write on a paper,

open a door, pedal a bicycle or push an iron nail into the wood. We cannot
see a force but we can see its effects.
5.1 Friction
What happens when we stop
pedalling a bicycle? Why a
rolling ball stops after moving
some distance on the ground?
There is a force which opposes
the motion of the bicycle and
Pedalling a bicycle Kicking a ball
the rolling ball (Figure 5.1). Figure 5.1

A force which slows down and stops the things from moving is called
frictional force orfriction.
Friction appears when a moving object is in contact with another. It is a
 General Science 5

contact force. There is less friction when smooth surfaces such as glass and
a marble slide over each other. There is more friction when rough surfaces
such as sand paper and bricks slide over each other.

Activity 5.1

Place equal sized wooden and ice blocks side by side

on a table. Push them to slide over the surface of a
table as shown in the figure.
Which of the two blocks needs lesser force to slide
overthe table and why?

Roughness of the surfaces

increases friction. No surface is
perfectly smooth. A surface that
appears smooth has roughness
also when seen under a microscope
(Figure 5.2).

Figure 5.2: A magnified view of a smooth

Some materials are deformed surface under a microscope
(deshaped) under pressure.
D eform ed m aterials also
cause friction (Figure 5.3). So,
B ric k
roughness of surfaces and
deformations are the causes
Foam
to increase the friction.
Objects moving in liquids and
gases also face friction. Water Figure 5.3: Deformation causes friction

resistance is a force which slows the objects moving through water. Air
resistance is a force which slows the objects moving through air.
 Forces and Machines

Advantages of Friction
Many of our daily life activities such as walking, writing and stopping the
fast moving vehicles by applying brakes are due to friction.
We cannot write if there is no friction between
paper and the pencil (Figure 5.4). When we write
and rub a pencil on the paper, friction is
produced due to which carbon particles leave a
mark on the paper. Friction between our shoes
and the Earth enables us to walk or run on the
ground. When the grooves on the sole of our Figure 5.4

shoes slide on rough surface of the floor, friction is produced. It gives our
shoes the grip we need to walk (Figure 5.5). Similarly, friction between the
tyres of the vehicles and the ground enables them to stop when brakes are
applied. Birds cannot fly if there is no air resistance. The reaction of pushed
air enables the birds to fly (Figu re 5.5).

Disadvantages of Friction Fl9ure 5 5

Despite friction is very important to us, it has many disadvantages too.
Friction offers resistance to a moving object at high speed and reduces the
speed of moving objects.
 General Science 5

We know that worn out tyres of the vehicles are replaced after some
period. What is the cause of wear and tear of tyres? The answer is friction.
Similarly, if we do not grease the chain of a bicycle, the chain and the pulley
will wear out soon due to friction. The moving parts of engines and
machines which rub against each other become very hot This increases
the wastage of energy. The sole of our shoes is worn out due to friction
with the ground.
Methods to Reduce Friction
Friction can be reduced by the following methods:
1. Polishing of surfaces
Polishing of surfaces of the objects reduces the friction (Figure 5.6).
2. Using lubricants
Use of lubricant (oil or grease) between the moving parts of machines can
reduce friction (Figure 5.6).

Polishing of surface Using lubricants

Figure 5.6
3. Using rollers or wheels
Friction in rolling an object over another is much less as compared to
sliding. Therefore, rollers or wheels are used to pull a cart ora TV trolley on
the floor. They reduce friction and make our work easier.
 Forces and Machines

4. Using ball bearings

Ball bearings change sliding friction into rolling friction. They are usually
placed around an axle, so the rotation of the wheel becomes easier
(Figure 5.7).

Use of wheels Ball bearing

Figure 5.7

5. Streamlining the bodies

Cyclists use very narrow and hard tyres in their bicycles to reduce friction
with the road. They wear tight dress and bend their bodies to give
themselves a streamline shape which moves through the air easily. This
shape faces minimum air friction when moving. For example, sports cars
are always streamlined so that they can move fast. Similarly, the swimmers
also acquire streamlined shape to reduce the water friction. Aeroplanes,
ships and boats have streamlined shapes and they face less friction to
move (Figure 5.8).

Cyclist Swimmer
Figure 5.8 Streamlining bodies
 General Science 5

For your information

Skating is the movement on ice using ice skates. The metal
blades at the bottom of the shoes glide with very little friction
over the surface of ice. Edges of the blades dig into the ice and
increase the friction which helps skaters to control their
movements.
Parachutists use air friction to slow down their fall. During
downward fall, their weight and air friction, which are
opposite in direction, balance each other. This makes their
landing safe.

5.2 Gravitational Force

We know that when a ball is thrown upward it ip y *
£ • % % %
comes back to the Earth. It is easy to go down
. ' ' •>-■*V
stairs as compared to moving upstairs. A cricket V ?•- ’ -
* ■T.? ■; - fi\*■
>
f

ball thrown upward, com es downwards. -:‘T Wgm

Similarly, an apple or an orange from a tree

1
*-ri
always falls downward (Figure 5.9). Why does
everything fall down? Actually, Earth attracts all
‘TM,
* ■ *■i
1
~ r '~£n
r .
-a
4
the bodies towards itself. This force of attraction
.
is called gravitational force (force of gravity).
Figure 5.9
Gravitational force not only exists
between the Earth and other bodies but Do you know?
The gravitational force of the Earth is
also exists between all the objects
stronger at its poles than at the equator.
around us. It is a pulling force. It depends
upon the mass of the objects and the distance between their centres. The
greater the mass of an object, the greater will be gravitational force. The
larger the distance between the centres of the objects, the smaller will be
the gravitational force.
Gravitational force between small objects is too small to be noticed. It can
 Forces and Machines

easily be observed with massive objects such as the Sun, the Earth and the
other planets.
Gravitational force of the Sun pulls the Earth and other planets to orbit
around it.
It is the gravitational force of the Earth that:
(i) holds us on the surface of the Earth and stops us floating away into
the space (Figure 5.10).
(ii) keeps the moon revolving around the Earth (Figure 5.10).

Earth's gravitational force Moon revolving around the Earth

Figure 5.10

(iii) makes rain fall on the Earth (Figure 5.11).

(iv) makes the rivers flow down stream (Figure 5.11).

Rainfall River
Figure 5.11

Do you know?

The Moon's gravitational force is about six times less than that of the Earth.
V___________________________________________________ J
 General Science 5

5.3 Lever

A lever is a simple machine which turns about a fixed

point. When a force is applied at one end of the
lever, it turns about the fixed point to lift the load at
the other end (Figure 5.12).

The fixed point about which a lever turns is called its fulcrum (F). The force
which is applied on the lever is called effort (E) and the weight which is
lifted is called load (L). Scissors, pliers, claw hammer, door, and staplers,
etc., are the examples of the levers.
There are three kinds of lever based on relative positions of the fulcrum (F),
the effort (E) and the load (L).
First kind of lever
In the first kind of lever, the fulcrum is
between the effort and the load (Figure 5.13).
First kind of levers can produce large force
from a small effort. In this case the effort arm
which is the distance between effort and Figure5.i3 First kind of lever

fulcrum, is long whereas the load arm, the distance between load and
fulcrum is short. By a longer effort arm, greater force will be produced.
Scissors, pliers, lid opener, and claw hammer, etc., are the examples of the
first kind of lever (Figure 5.14).

Pliers
Scissors Claw hammer
Figure 5.14
 Forces and Machines

Second kind of lever

E ffo rt a rm

In the second kind of lever, the load is r ^ L o a d arm ^

1
between the fulcrum and the effort
(Figure 5.15).
B o ttle o p e n e r, w h e e lb a rro w , n ut

cracker, paper cutter and door, etc., are

the exam ples Of second kind Of lever Figure 5.15: Second kind of lever

(Figure 5.16).

Bottle opener
Nut cracker
Wheelbarrow
Figure 5.16

Third kind of lever

In the third kind of lever, the Effort arm

effort is between the fulcrum and the i

load (Figure 5.17).
▲
In this case the effort moves a short
Load arm
distance, whereas the load moves a
long distance.
Figure 5.17: Third kind of lever

Pair of tongs Broom Arm

Figure 5.18
 General Science 5

Pair of tongs or forceps, broom, and the human arm, etc., are the examples
of third kind of lever (Figure 5.18).

Science, Technology, Society and Environment

Today is the age of machines. Wheel was the first invention which initiated a revolution in
technology and man's life. Think about the tasks which we do using simple machines like
wedge, bottle opener, scissors, pliers, stapler, fishing rod, etc. Can we do the same tasks easily
and precisely without using machines?
V______________________________________________ J

KEY POINTS

• The force which slows down and stops the things from moving is
called friction.
• The force of attraction between any two objects is called gravitational
force.
• Lever is a simple machine which turns about a fixed point.
• There are three kinds of lever based on relative positions of load (L),
effort (E), and fulcrum (F).
• Scissors, pliers and claw hammer etc., are the examples of first kind of
lever.
• Bottle opener, nutcracker and wheelbarrow are the examples of
second kind of lever.
• Broom, fishing rod and human arm are examples of third kind of lever.
 Forces and Machines

5.1 Encircle the correct option,

i. Friction produces:
a. heat b. cooling
c. motion d. roughness
ii. Which of the following is not a way to reduce friction?
a. use of lubricant
b. smoothening the rubbing surfaces
c. increasing roughness of the surfaces
d. changing the sliding friction to rolling friction
iii. Which of the following is not a simple machine?
a. bicycle b. screw driver
c. wheel d. wedge
iv. Simple machine is a tool that:
a. gives energy to other machines
b. does only one job
c. makes the work easier
d. made of many small parts
v. The pointabout which a leverturns is called:
a. effort b. load
c. fulcrum d. weight
vi. Wheelbarrow is an example of the lever of:
a. first kind c. second kind
b. third kind d. both first and second kind
vii. Which of the following is an example of second kind of lever?
a. scissors b. bottle opener
c. fishing rod d. pliers
 General Science 5

5.2 Classify the kind of lever.

M achine Figure Kind of lever

Fishing rod

H um an arm

C-------------------

F odder m achine

Bottle op en er

Stapler
 Forces and Machines

5.3 Define (i) friction (ii) lever.

5.4 What are the causes of friction?
5.5 State the advantages and disadvantages of friction.
5.6 Suggest some methods to reduce friction.
5.7 What do the cyclists and swimmers do to reduce friction?
5.8 Why does it become dangerous to walk on a wet or polished
smooth floor?
5.9 Describe how lever makes work easier by giving examples of its uses
from everyday life.
 PROPERTIES
AND
BEHAVIOUR OF LIGHT
In this unit, we will learn:
Luminous and non-luminous objects
Transparent, opaque and translucent objects
Light travels in straight line
Shadow formation
Eclipse formation

Light is a form of energy. The Sun is the biggest source of light. Light bulbs,
flames of fire, candles, etc., are also the sources of light. Light travels in a
straight line. It can travel through different media like air, glass, water, etc. It
can also travel through vacuum. The speed of light in vacuum is
300,000,000 metre per second. Light takes about 8 minutes to reach the
Earth from the Sun.

6.1 Luminous and Non-Luminous Objects

It is our daily observation
that the objects like the
Sun, the flame of a candle
and the filament of a
lighted bulb, etc., emit
their own light (Figure
6.1). Those objects which
emit their own light are Sun Lighted bulb Candle
called luminous objects. Figure 6.1
 Properties and Behaviour of Light

For your information

Living th in g s like d eep-sea fish, g lo w ­
worm, firefly, etc., em it light to make their
b od ie s glow. Such a lig h t is p ro duced
d u rin g som e chem ical reactions in the
V^bodies o f the organism s._________________ Deep-sea fish Firefly y

The objects that do not emit their own light are called non-luminous
objects. The book in your hand, the table, the chair, the Moon, the Earth
and other planets are the examples of non-luminous objects. We see the
non-luminous objects only when the light of some other sources fall on
them and they reflect light into our eyes.

Awareness beyond the classroom

Some non-luminous substances become luminous when they are heated at high
temperature. For example, coal is non-luminous. It becomes luminous on heating. Such
luminous objects are called incandescent objects.

6.2 Transparent, Opaque and Translucent Objects

Objects can be classified as transparent, opaque and translucent. The
objects through which light can pass are called transparent objects. Glass,
water and air are the examples of transparent objects. We can see through
transparent objects, because light passes through them.
The objects through which light cannot pass are called opaque objects.
Wood, metals, concrete, ceramics and fibres are opaque objects. We
cannot see through opaque objects because light does not pass through
them.
The objects which allow some of the light to passthrough them are called
translucent objects. Frosted glass, tissue paper, etc., are the examples of
translucent objects. Things behind translucent objects cannot be seen
clearly, they look blurred. This is because light cannot pass through them
completely.
 Activity

(a) Place a torch on the table in a dark room and light

it. Place a glass plate in front o f the torch and see
/I
it from the other side.
i. Does the glass plate allow light to pass through it?
ii. W hat type o f object is the glass plate? Light through a glass
(i) transparent (ii) translucent (iii) opaque.
(b) Place a tissue paper in front o f the torch and see it
from the other side.
I. Does the tissue paper allow s as m uch light as pass
through it as the glass plate? Light through a tissue paper
ii. W hat type o f object is the tissue paper?
(i) transparent (ii) translucent (iii) opaque.
(c) N ow place a b o o k in front o f the torch and see
w hether light is passing through the b o o k or
not. W hat type o f object is the book?
^ (i) transparent (ii) translucent (iii) opaque.

6.3 Light Travels in a Straight Line

We can prove that light travels in a straight line. Let us perform an
experiment as follows:
Experiment
Take three similar cardboards and make holes in them at the same height.
Place them on a table in a straight line. Now light a candle and place it on
one side of the cardboards in such a way that the flame is exactly in front of
the holes in the cardboards as shown in Figure 6.2 given below.

Figure 6.2
 Properties and Behaviour of Light

See through the hole in the cardboard placed opposite to the candle. Do
you see the flame? Now move any one of the cardboards slightly so that
the holes are not in line and again see the flame through the hole in the
same cardboard. Do you still see the flame? You will notice that the eye will
not be able to see the flame. What does it mean? It means that light travels
in a straight line. It cannot pass through the holes which are not in line.

Activity
Take a plastic tub e and see the flam e o f a
candle through it.
N ow slightly bend the tub e and again see
th e flam e through it.
Can you see the fla m e through a bent
tu b e ? W h y does it happen?

6.4 Shadow Formation

Light travels in a straight line. When an opaque object is placed in the path
of the light, it cannot pass through the object. Hence, shadow is formed
behind the opaque object. Shadow is a region of darkness behind an
opaque object facing the source of light.

Activity
Sw itch on a table lam p in a dark room . It w ill light
up the w alls o f th e room .
Hang a sm all ball betw een th e lam p and a wall. A
dark circle (shadow) w ill appear on the wall.
This is because the ball stops th e light from
reaching th e w all in the region o f the dark circle. A shadow of a ball on the wall

Location, size and shape of shadow S c re e n

The type of the shadow L ig h te d

depends on the size of the b u lb

Dark shadow
light source, shape and size with sharp
outline
of the object and its position
from the light source.
Figure 6.3 Shadow formed by a point source of light
 General Science 5

The shadow formed by a point source (a very small source) of light is totally
dark with sharp outline (Figure 6.3).
When a light source is away from the object, the shadow formed is smaller
(Figure 6.4a). Moving the light source closer to the object makes the
shadow much bigger than the object (Figure 6.4b). The shadow resembles
the object in shape.

Shadow formation when light Shadow formation when light

source is away from the object source is close to the object
Figure 6.4 (a) (b)

6.5 Eclipse
The Earth moves around the Sun and the Moon moves around the Earth.
When the Moon, the Earth and the Sun come in a straight line, an eclipse
takes place (Figure 6.5a, b).
Solar Eclipse
When the Moon comes between the Sun and the Earth, it throws its
shadow on the Earth, which results into solar eclipse (Figure 6.5b).

A solar eclipse
Figure 6.5 (a) Solar eclipse Figure 6.5 (b)
 Properties and Behaviour of Light

Lunar Eclipse
When the Earth comes between the Sun and
the Moon, it throws its shadow on the Moon,
which results into lunar eclipse (Figure 6.6a).
)

Figure 6.6 (a) A lunar eclipse

Figure 6.6 (b) A lunar eclipse

The shadow of the Earth on the Moon is so Warning

large that it covers the full Moon. When the Never look directly at Solar
Moon is in the dark region of the Earth's eclipse, even through
sunglasses. Special type of
shadow, the people on the Earth at position X dark blue glasses should be
(as shown in the Figure 6.6(b) cannot see the used to see th e S ola r
Moon for sometime as no light falls from the eclipse. Such glasses are
jused by the welders._____ .
Sun.

Activity

• Suspend a fo o tb a ll and a sm all to y ball w ith th e help o f

strings in fro n t o f a tab le lam p in the dark room as show n
in the figure.
• Sw itch on th e lam p and observe the shadow o f the
fo otb a ll on th e to y ball. Has th e shado w o f th e fo otball
covered th e to y ball fully?
C on sider the fo o tb a ll as th e Earth and to y ball as th e M o o n
and explain the lu n a re clip se from this m odel.
 Science, Technology, So ciety and E nvironm ent

The property o f light that it travels in a straight line and casts shadow o f the objects
has been used by the scientists in developing the vast field of photography. The
con cept o f pinhole cam era becam e the basis o f the inventions o f variety of
^ nstrum ents like lens, camera, m icroscope and telescope etc.

KEY POINTS
The objects that give out their own light are called luminous objects.
• The objects that do not give out their own light are called
non-luminous objects.
• The objects which allow almost all the light to pass through them are
called transparent objects.
• The objects which do not allow light to pass through them are called
opaque objects.
• The objects which allow some of the light to pass through them are
called translucent objects. Frosted glass, tissue paper, etc., are the
examples of translucent objects.
• Light travels in a straight line. When it is blocked by an object,
shadow is formed.
• A shadow is a region of darkness behind an opaque object facing the
source of light.
• Shadows are formed and eclipses occur because light travelling in a
straight line is blocked.
• The shadow formed by a point source of light is totally dark with
sharp outline.
• A solar eclipse occurs when the Sun, the Moon and the Earth are in a
straight line and the Moon is between the Sun and the Earth.
• A lunar eclipse occurs when the Sun, the Moon and the Earth are in a
straight line and the Earth is between the Sun and the Moon.
 Properties and Behaviour of Light

QUESTIONS

6.1 Encircle the correct option.

The light from the Sun reaches the Earth in about:
a. 5 minutes. b. 8 minutes,
c. 10 minutes. d. 15miutes.
Lunareclipse occurs when:
a. the Moon comes between the Sun and the Earth.
b. the Earth comes between the Sun and the Moon.
c. the Sun comes between the Earth and the Moon.
d. the Mars comes between the Sun and the Moon.
The objects which do not allow light to pass through them are:
a. transparent b. translucent
c. luminous d. opaque
IV. The objects which allow some of the light to pass through them
are:
a. transparent b. translucent
c. luminous d. opaque
A shadow of an object is formed because the:
a. object is luminous b. object is opaque
c. object is too big d. object is transparent
V I. When light source is far away from the object, the shadow
formed is:
a. equal in size to the object.
b. smaller in size than the object.
c. bigger in size than the object.
d. double in size than the object.
General Science 5

6.2 Identify transparent, translucent and opaque objects from the

following:

Glasses Door Sun hat

m i
*

Black card Stain-glass window Plane glass window

Magnifying glass Brick wall

Tissue paper Water Sellotape

Transparent:

Translucent:

Opaque:
 Properties and Behaviour of Light

6.3 Name three examples of:

>
• luminous objects
ii. non-luminous objects
iii. transparent objects
iv. translucent objects
V. opaque objects.
6.4 The Moon is non-luminous. How do we see it?
6.5 What is shadow? Describe the location, size and shape of the
shadow.
6.6 Why are the shadows of the objects in open place formed in
different directions at different times of the day?
6.7 How can you prove that light travels in a straight line?
6.8 Explain with the help of diagrams:
a) Solareclipse
b) Lunar eclipse
 ELECTRICITY AND
MAGNETISM

J
• Electric current • Electromagnets
• Electrical circuit and its components • Earth's magnetism
• Fuse and its importance • Magnetic compass
• Static electricity

All the material objects are composed of extremely small particles called
atoms. An atom consists of further smaller particles called electrons,
protons, neutrons, etc. (Figure 7.1). Protons have positive charge on them
and are located in the central part of an atom called nucleus. Electrons
have negative charge on them and revolve around the nucleus in different
paths called orbits.

Figure 7.1 Structure of an atom

 Electricity and Magnetism

7.1 Electric Current

In some objects like copper, aluminium, silver, etc., electrons can move
from one atom to another atom within the material. These electrons are
called free electrons. They move freely in random directions in the
material. To make these electrons flow in one direction, a force is needed,
which is provided by the battery or a cell.
The flow of free electrons is called electric current.
Consider a cell as shown in Figure 7.2. If the two ends of the cell are
connected by means of a metallic wire, an electric current will start flowing
from positive end of the cell to its negative end through the wire. The
electric current in the wire can be tested by connecting a bulb in its way.
The bulb will glow due to the flow of electric current.
Electric current is measured by an instrument called ammeter (Figure 7.3).

------- --------- - - J + T h

® + '
' 2 '
-------------- ^ -------------
(a) A cell (b) Flow o f charge (current)

Figure 7.2 Figure 7.3

7.2 Electrical Circuit and its Components

The path along which electric current flows is called an electrical circuit
(Figure 7.4). Figure 7.4 shows the flow of electric current from one end of
the cell to the other end through a wire. Connecting wires, bulbs, keys or
switches, battery/cell, etc., are the components of an electric circuit
(Figure 7.5).
We observed that a complete or closed circuit is needed for electric
current to flow. When the current passes through an electrical component
such as bulb, it glows up. After passing through the bulb, the electric
current enters the battery at its negative end.
 General Science 5

C e ll

+ J

B u lb
S w itc h / K e y

Electrical circuit Components of an electric circuit

Figure 7.4 Figure 7.5

A ctivity 7.1

Take a bulb holder and fix a bulb in it.

Connect one end of a wire at negative term inal of
the battery or cell with the help o f a sticky tape.
Connect the free end o f this wire with the bulb Open circuit
through the bulb holder.
Take another piece o f wire and connect its one end
w ith the second point o f the bulb holder.
Connect the free end o f the other wire w ith positive
term inal of the cell through a key.
W hen the key is open, the bulb is OFF.
N o w close the key, the bulb will glow. Closed circuit
W hen the key is open, the circuit is not com plete
and the bulb does not glow. Such a circuit is
called open circuit.
W hen the key is closed, the circuit is com plete and the bulb will glow. Such
a circuit is called closed circuit.

7.3 Fuse and its Uses

Fuse is a safety device connected in electrical circuits. It is a thin metal wire
which allows a specific amount of current to flow through it. If the current
exceeds the limit, the fuse wire melts and breaks the circuit and we say that
the fuse has blown up. In this way, the fuse saves our electrical appliances
from any damage.
The maximum current that a fuse allows to
pass through is called its rating. Fuses of
different ratings are used for different
appliances. Now-a-days, circuit breakers
are also used at the place of fuses. They
have the same function as the fuses
(Figure 7.6). Different kinds of fuses
and circuit breaker
7.4 Static Electricity Figure 7.6

We have learnt about two types of charges, i.e., positive charge and
negative charge. Positive charge appears on an object when it loses
electrons. Negative charge appears on an object when it gains some extra
electrons. By gaining or losing electrons, an object can be charged. This is
called static electricity. The term static means at rest and electricity means
charge. Static electricity thus means the charge at rest on an object. It is
also interesting to know that the objects with like charges repel each other
and those with unlike charges attract each other (Figure 7.7).

How do static charges build up?

Rubbing of certain materials with one another creates imbalance of
positive and negative charges on them. For example, when a plastic comb
is rubbed through dry hair, electrons move from hair to the comb. Static
charges are built up on the hair (positive charge) and the comb (negative
charge). Hair having similar charges repel each other and stand erected
separately.
When a charged object is brought close to a neutral object, it repels similar
charges present on the object and attracts opposite charges on it. In this
way, charges will be induced on the neutral object. Such distribution of
 General Science 5

charges on the neutral object remains intact until we move the charged
object away from it.

A ctivity 7.2

For this activity you need the pieces of silk cloth and woolen cloth, a
laboratory stand, a piece of nylon thread, two combs and one thin
glass rod.

Tie a comb with one end

of the thread from its
middle and hang it in such
a way that it remains
nearly horizontal. Rub this
comb with the woolen
cloth and let it hang freely.
N ow rub the secon d
comb also with woolen
cloth and bring it near the
hanging comb. Observe
what happens.

• Now take the glass rod

and rub it with silk cloth.
Bring it near the hanging
comb and observe what
happens.

From your observations, can

you guess about the nature
of charge on the comb and
the glass rod?
 Electricity and Magnetism

A ctivity 7.3

Take a balloon filled with air. Rub it against you r hair (in _
+
one direction only) and bring it nearthe wall. - +
- \
z ++ VV v. •'
Your hair will be raised up and the balloon will stick H
-- 1 I I
w ith the wall. B a llo o n “
W h y does all this happen? W a ll

Lightning
Lightning is an example of static
discharge. The patches of clouds
during their movement rub against
each other. As a result, huge amount of
static charges appear on the cloud
patches. Frequent rubbing of clouds
increases the amount of static charges
on them. When two highly oppositely
Charged Clouds collide, a flash Of light Figure 7.8 Lightning

appears and a clicking sound is produced as clap of thunder (Figure 7.8).

7.5 Electromagnets
There is a close relationship between electric current and
magnetism. Let us perform an activity to understand the relationship
between electric current and magnetism.

A ctivity 7.4

Take an iron nail and w ind an insulated

cop p e r w ire around it to make a coil.

C onnect the free ends o f the coil to a cell or

battery through a key.

Keeping the key open, bring the iron clips

near the iron nail. The iron nail will not
attract the iron clips.
 General Science 5 o
N o w close the key and observe w hat happens w ith the iron clips w hen brought
near the iron nail?

They w ill be attracted by the nail and cling to it as show n in the figure.

N ow open the key again and observe what happens with the iron clips?

All the iron clips will fall from the nail. W hat d o y o u conclude from this activity?

From the above activity, we observe that when an electric current passes
through a wire wound around the nail, the nail starts to attract the iron
clips. Thus we can conclude that:
An iron nail or a rod becomes a magnet when electric current passes
through the coil wound around it. Such a magnet is called electromagnet.

An electromagnet is a temporary magnet It remains magnet as long as the

current passes through it but when the current is switched OFF it loses its
magnetic effect.
Uses of Electromagnets
Electromagnets attract the objects made of iron, nickel and cobalt They
are used widely in our daily life. For example, they are used in magnetic
locks, circuit breakers, and loud speakers, etc, Electromagnets are also
used in magnetic cranes, electric bells, electric motors etc
1. Electromagnetic Crane
Have you ever seen electromagnetic cranes
working in a scrap yard? In electromagnetic
cranes, powerful electromagnet is used for
lifting heavy iron scrap (Figure 7.9). These
cranes pick up metal scrap by switching the
m agnet ON. To release the scrap, the
electromagnet is switched OFF. Electromagnetic crane
Figure 7.9
2. Electric Bell
Electromagnet is used in the electric bell (Figure 7.10). When the switch is
turned ON, a current starts flowing through the coil around an iron rod. It
 Electricity and Magnetism

becomes electromagnet and thus attracts the elastic iron strip (called
armature) towards itself. The hammer which is attached to the armature
strikes the gong of the bell and
sound is produced. Now electric
circuit breaks and the current stops
flowing through the coil. The coil
no longer remains electromagnet,
the armature moves back and
completes the circuit again.
Electric bell
The same action is repeated and
Figure 7.10
the hammer continues to strike the
gong as long as the switch is kept
ON.

7.6 Magnetic Compass

We know that compass is an instrument
containing a freely suspended magnetic
needle which always points in North-South
direction.lt is a navigational instrument which
is used for finding directions (Figure 7.11).
Compass is also used to locate the direction of Qibla.
Let us make a simple compass by the following activity.

Activity 7.5
Magnetize a needle by rubbing it with North
pole o f a bar magnet several times in the same
direction.
Fixthe needle on a cork using a sticky tape.
Put the cork in a bowl containing water and let
it float. You will see that the cork floats i n water
in such a way that one end of the needle points
towards the north and the other towards the
south.
General Science 5

Change the position of the bowl in different directions and observe the
movement of the needle. The needle always rotates and points in north-south
direction.
Explain what causes the magnetized needle to rotate.

Science, Technology, Society and Environment

There is a key role of electricity and magnetism in the development of modern technology
and making the life comfortable. Can you imagine what would happen with technical and
social activities if there was no electricity?
It is the electromagnetism on which most of our electrical appliances like fans, electric
motors, etc. are based.

KEY POINTS

Electricity is produced by the flow of electric charge within the

materials.
The path along which electric current flows is called electrical circuit.
Fuse is a safety device connected in electric circuits. It stops the flow
of excessive electric current to pass through an electric appliance
and protects it from getting damaged.
Presence of an electric charge on the surface of an object is known
as static electricity.
Static charges remain on the objects until they are neutralized or
discharged.
When the charged object is brought close to a neutral object,
charges will be induced on the neutral object.
An iron nail or a rod becomes a magnet when electric current passes
through a coil around it . Such a magnet is called electromagnet.
Our Earth itself acts as a huge magnet.
 Electricity and Magnetism

QUESTIONS

7.1 Fill in the blanks with suitable word from the word bank.

bulb switch circuit magnet fuse charges

can move in a metal wire.

ii. A makes the current flow in a circuit.
iii. A pulls iron pieces onlv.
iv. A is used in the electric circuit for safetv.
V. Thunder clouds have opposite on them
Encircle the correct option.
i. The opposite charges:
a. attract each other b. repel each other
c. heat up each other d. have no effect on
each other
ii. Electric current is the flow of:
a. heat b. light
c. charges d. atoms
iii. To protect an appliance from damage we use:
a. switch b. fuse
c. bulb d. battery cell
iv. Which of the following is not an electromagnetic device?
a. Microphone b. Loudspeaker
c. Electric bell d. Magnetic compass
General Science 5

v. Which one is not an electrical component?

a. Microphone b. Telephone
c. Electric motor d. Magnet
vi. Which of the following is an example of static electricity?
a. Battery cell b. Lightning
c. Electromagnet d. Magnetic field
vii. The force needed for electric charge to flow in a circuit is
provided by:
a. electric switch b. electric bulb
c. electric wire d. cell
viii. Which of the following is a correct figure for a closed
circuit?

a.

b.
 ix. Which of the following is used as a safety device in an
electrical circuit?
a. Key b. Circuit breaker
c. Battery d. Ammeter
x. Which is the best material for making an electromagnet?
a. Rubber b. Glass
c. Iron d. Plastic
7.3 Name three examples of:
i. magnetic materials
ii. electromagnetic devices
7.4 Define the following:
Electric current, electrical circuit, static electricity, and
electromagnet.
7.5 Explain with the help of diagram,
i. Closed circuit. ii. Open circuit.
7.6 What is a fuse? Describe its uses.
7.7 How do static charges build up?
7.8 You are given a small bulb. Name the other components you need
to light it up.
7.9 When two clouds come closer to each other, lightning is produced.
Why?
 SOLAR SYSTEM

In this unit, we will learn:

Stars and Planets
Solar system (Sun and Planets)
Natural Satellites in solar system

The Sun and the planets are main parts of our solar system. The Sun has the
central position in the solar system while the planets and many other
objects are revolving around the Sun. The Earth is the only planet of the
solar system on which life exists. In this unit we will get a brief introduction
of the stars, planets and natural satellites.

8.1 Stars and Planets

We see several stars shining in the sky at
night (Figure 8.1). The Sun is also a star.
Have you ever thought what these stars
are? These are huge spheres of burning
gases which emit heat and light. In
scientific terminology, a huge object which
Figure 8.1 Stars in the sky at night
emits its own light is called a star.
 Solar System

In the universe, some stars are smaller while others are bigger than the
Sun. Why cannot we see the stars during daytime? This is because the Sun
is closer to the Earth as compared to the other stars and in the presence of
its bright sunlight, the light of distant stars becomes invisible.
Those objects which revolve around the Sun are called planets. Planets are
not stars because they do not shine with their own light. There are eight
planets that revolve around the Sun. Our Earth is also a planet
8.2 Solar System (The Sun and Planets)
The Sun and other planets, satellites and comets which revolve around the
Sun make our solar system.

Figure 8.2 Solar System

The Sun
Our Sun is a medium sized star emitting heat and light continuously. It is
very big as compared to the Earth. Its diameter is about 1.4 millions km,
which is about 110 times bigger than that of the Earth. The temperature of
the outer surface of the Sun is about 55,000°C, whereas the temperature
of its central part (core) is about 15,000#000°C. The Sun is composed of
about 75% hydrogen and 25% helium by mass. In the Sun's core, hydrogen
is being converted into helium. This conversion produces heat, sunlight
and other radiations.
 General Science 5

The Planets
The eight planets which revolve around the Sun are named as Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. The arrangement
and position of the planets in solar system is shown in Figure 8.2. This
figure shows that planets are at different distances from the Sun.
As the distance of each of the eight planets from the Sun is different, hence,
each one completes its cycle around the Sun in different periods. Some
information about eight planets of solar system is given in Table 8.1.
Table 8.1: Some information about eight planets
Name of Diameter Distance from the Revolution / orbit
the planet (km) Sun (million km) round the Sun
Min. Max.
M ercury 4,880 46 69.8 87.97 Earth days

Venus 12,104 107.5 108.9 224.7 Earth days

Earth 12,756 147.1 152.1 365.25 days

Mars 6,794 206.6 249.2 686.98 Earth days

Jupiter 142,984 740.6 816 11.86 Earth years

Saturn 120,536 1350 1510 29.46 Earth years

Uranus 51,118 2730 3010 84.01 Earth years

N eptune 49,532 4460 4540 164.79 Earth years

Ref: Encyclopedia of space by DK. Edition 2009

Mercury is a planet closest to the Sun having almost no atmosphere and no water.

• It is the smallest planet of the solar system. Its outer layer consists of rocks.
Mercury Beneat^the rocky layer, most of the planet comprises of iron.

D o y o u know ?
Venus is similar to the Earth in size and
mass. Its a t m o s p h e r e p r i m a r i l y Venus is a planet, not a star. However, it is
B consists of carbon dioxide which traps known as morning star and evening star.
This is because the sunlight makes it
heat (greenhouse effect) and makes it
shine brightly just before sunrise in the
Venus hotterthan Mercury. morning and after sunset in the evening.
 Solar System

Earth is the third planet from the Sun. Its atm osphere, distance from the Sun and
many other factors have made it heaven for life. The central part o f the Earth is
solid iron core w hich creates m agnetic field. It is surrounded by a thick layer of
m olten rocks called mantle. The surface of the Earth is made of water, air and
solid ground. Its atm osphere consists o f nitrogen, oxygen, carbon dioxide and
Earth other gases.

M ars is also called red planet due to its reddish colour. Its co lo u r is due
to a layer o f iron-rich dust. The planet has a central core o f iron,
surrounded by a thick layer o f rock. Its atm osphere is thinner than that
o f the Earth. M ars has water, but it is locked up as ice. Scientists think
Mars
that m any m illions o f years ago, there was Earth-like clim ate on Mars.

Jupiter is the largest planet in the solar system. It is a gas planet

m ainly com po sed o f hydrogen and helium gases. It has no real
surface. The gaseous clouds create a w eather including storms.

Jupiter

Saturn is the second largest planet in the solar

system. Like Jupiter, it is m ade up o f gases m ainly
hydrogen and helium. Saturn is encircled by thin
rings consisting o f billions o f snowballs. These
Saturn rings are over 302,000 km in diameter. Through a
telescope the planet appears beautiful due to its
rings.

A m Uranus is also a gas planet, but its com p o sition is different from
other gas planets. It contains m ethane in a ddition to hydrogen
and helium. Due to m ethane, it appears blue-green in colour.

a N eptune has a core o f m olten rock. A ro u nd the core, there is very

H cold water layer. The to p layer is m ade o f hydrogen, helium and
small am ount o f m ethane. M ethane gives it blue colour.
Neptune
 General Science 5 o
r ^
Interesting Information Do you know?

T he E arth re v o lv e s a n tic lo c k w is e ^ D ia m e te r o fm o o n is 3 4 7 6 k m . J
around th e Sun w ith th e speed o f
^about 107,244 km per hour. j

Activity 8.1

• Take a large ball, tw o small but

different sized balls, six soft beads of
different sizes, nine pieces o f threads
approxim ately equal in length, 18 small
iron/steel hooks, one round cardboard
sheet, one side o f w hich is sm ooth and
white.
• Paste w hite paper on the cardboard
sheet.
• Draw eight circles o f different diam eter
around one another on the w hite side of
the cardboard.
• Hang the cardboard with som e su p p o rt in such a w ay that its w hite side should
face the ground.
• Tie 18 hooks, one at each end o f the nine pieces o f threads.
• Join three balls and six beads separately with one end o f each thread by fixing
the h o o k into the ball or bead.
• Hang the large ball by fixing the h ook tied at second end o f its thread in the
cardboard at the central point o f the circles. It will represent the Sun in the m odel
o f the solar system.
• Follow the figure and hang the other beads and balls around the large ball
(representing the Sun) in such a w ay that they should represent the size and
position o f the eight planets in the m odel o f the solar system.__________________ ^

Do you know?

Venus, Mars, Jupiter and Saturn are the planets which can be seen w ithout
telescope. O ther planets are so far that we cannot see them w ithout telescope.

8.3 Natural Satellites in Solar System

A satellite is an object that orbits a bigger mass. The Moon is a
satellite of the Earth. Mars has two Moons. Similarly, most other planets
have satellites that orbit around them. These are natural satellites. These
natural satellites are usually termed as Moons.

Do you know?

Scientists have launched several artificial satellites into the space for space research.
Artificial satellites are sent into space with the help of rockets. The first artificial satellite
named as Sputnik-1 was launched into space by Russia on 4th October 1957. Since then
thousands of satellites have been launched into space for different purposes.

Activity 8.2

Comparison of the size of Earth, Sun and M oon

O bserve the picture that has been taken from space and answer the fo llow ing
questions:

1. W h y does the Sun lo o k sm aller than

the Earth?

2. H ow m any tim es is the diam eter o f the

Sun b ig g e rth a n th a t of the Earth?

3. H ow m any tim es is the diam eter o f the

Sun b ig g e rth a n th a t of the M o o n ?

4. H ow m any tim es is the diam eter o f the

M o o n sm allerthan the Earth?
V.
Science, Technology, Society and Environment
Geostationary satellites and polar satellites are used for studying the weather, navigation,
and communication. Satellites in high polar elliptical orbits are used for communication to
the people living close to the North Pole, as it is difficult for them to receive signals from
geostationary satellites above the equator. Low Earth orbit satellites pass over the Earth's
surface only a few hundred kilometres up. They can be used to photograph the surface of
the Earth in detail.
 General Science 5

KEY POINTS

A huge object which emits its own light is called a star. The Sun is
also a star.
Eight large material objects in the space which are not stars but
revolve around the Sun are called planets. These planets are named
as Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
An object that orbits around a planet is called a satellite. The Moon is
a satellite of the Earth.

QUESTIONS

8.1. Fill in the blanks.

I. The __is third planet from the Sun.
ii. The _is the largest planet in the solar system.
iii. Pluto is _a planet.
iv. The first artificial satellite named as was
launched into space in 1957.
V. Moon takes about davs to orbit around the Earth.
8.2 Encircle the correct option.
i. After which planet does the Neptune orbit?
a. Mars b. Uranus
c. Earth d. Mercury
ii. Before which planet does the Venus orbit?
a. Mercury b. Mars
c. Earth d. Saturn
 Solar System

Which is the biggest planet amongst the following?

a. Venus b. Mars
c. Uranus d. Earth
Which one of the following is the natural satellite of the Earth?
a. Mars b. Pluto
c. Moon d. Mercury
Which is the biggest planet of our solar system?
a. Earth b. Jupiter
c. Uranus d. Saturn
The second largest planet in the solar system is:
a. Venus b. Uranus
c. Jupiter d. Saturn
Diameter of the Earth is about:
a. 4900km b. 6800km
c. 12100km d. 12756km
The cause of blue colour of Neptune is:
a. water b. hydrogen
c. helium d. methane
Scientists think that many millions of years ago, there was
Earth-like climate on:
a. Venus c. Mars
b. Uranus d. Moon
The Earth's Moon completes one revolution around the Earth
in:
a. 27 days b. 28 days
c. 29 or 30 days d. 31 days
 General Science 5

8.3 Short answer questions:

(i) Which is the self illuminated object in the solar system?
(ii) What is a satellite?
8.4 Differentiate between the stars and planets.
8.5 Explain why the Sun bears prime importance in the solar system?
8.6 Venus is very similar to the Earth in size. Why is it unlikely to support
life?
8.7 Compare the sizes of the Earth, Sun and Moon.
8.8 Search the names of the planets given in box in the crossword.
 Glossary

GLOSSARY
Algae: The aquatic organisms with chlorophyll.
Antibiotics: Antibiotics are drugs designed to destroy bacteria.
Bacteria: Bacteria are microscopic, single-celled organisms w idely distributed in
the environment.
Biodegradable materials: Materials which are decom posed into sim pler substances.
Boiling: Changing of the liquid state of water into its gaseous state on heating.
Condensation: The process by which a gas or vapour changes to liquid state at certain
temperature upon cooling.
Decomposers: Organisms that eat the dead or decaying organic matter and break it
down into sim pler substances.
Dicots: Plants having two cotyledons in their seeds.
Eclipse: The blocking of the light of the Sun when the moon is between it and the
Earth, o rthe Earth is between it and the moon.
Effort: Force applied on lever.
Freezing: The conversion of liquid to a solid.
Friction: A force which opposes the things from moving is called friction.
Fulcrum: A point about which some thing turns.
Fungi: The organisms which do not contain chlorophyll and are the most
efficient decom posers.
Gravitational force: Attractive force between two masses.
Infection: An attackand m ultiplication of microorganism s in the body tissues.
Invertebrates: Anim als w ithout backbone.
Kingdom: A main group of living things.
Load: The w eight lifted or force which is overcome by the effort
Lunar: O f the moon.
Mass: Am ount of matter in an object.
Melting: The process of changing a solid to its liquid state.
Microorganisms: Living things which can only be seen with the aid of a microscope.
Monocots: Plants having one cotyledon in their seeds.
Non-biodegradable materials: Materials which cannot be decom posed into sim pler substances
by natural process.
Planets: Eight large objects in space orbiting the Sun.
Pollution: The contamination of environment.
Satellite: An object orbiting a bigger mass.
Shadow: A region of darkness behind an opaque object facing light in front of it.
Star: An object emitting its own heat and light.
Vertebrates: Anim als with backbone
Weight: Gravitational pull acting on an object.
 INDEX
A K Transparent objects 71
A lgae 3 Kingdom 2 V
A m phib ian 7 L Vertebrates 4
Antibio tics 21, 22 Lever 64 Virus 19
B Liquid 45 W
Bacteria 3,19 Lum inous objects 70 W orm s 10
Biodegradable 37 M
Boiling 48 M agnetic com pass 87
Birds 5 M am m als 4
C M atter 44
Classification 1, 2 M elting 48
Condensation 50 M icroorganism s 18,19
D M o n o co t plants 11
Decom posers 22 M o o n 74, 75
Dicot plants 11 N
E N on-flow ering plants
Eclipse 74. 75 13
Electric current 81 N o n-lum inous objects
Electrical circuit 81 70
Electrom agnets 85 O
Evaporation 50 O paque objects 71
F P
Fish 8 Planets 94, 95
Flowering plants 10 Pollution 32
Freezing 48 R
Friction 57 Reptiles 7
Fungi 3, 20 S
Fuse 82 Shadow form ation 73
G Sim ple machine 64
Gas 46 Solar system 92
Gravitational force 62 Solid 45
I Stars 92
Infection 23 Static electricity 83
Insects 9 T
Invertebrates 8 Translucent objects 71