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 8

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ICSE

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Physics
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Prof. Suresh Garg Neha Sharma

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New Delhi • Mumbai • Chennai • Kolkata • Bengaluru • Hyderabad • Kochi • Guwahati

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Information contained in this book has been obtained by its authors from sources believed to be reliable and is correct to
the best of their knowledge. However, the publisher and its authors shall in no event be liable for any errors, omissions or
damages arising out of use of this information and specifically disclaim any implied warranties or merchantability or fitness

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for any particular use.

Every attempt has been made to trace holders of copyright. Where the publishers have not heard from them at the
time of going to press or where, in the absence of complete information, it has not been possible to identify the sources

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of materials used, the publishers would be grateful for any information that would enable them to make appropriate
acknowledgements in future reprints/editions of this book.

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The reproduction of registered trademarks and logos and references to proprietary software or any other commercial
product in this publication are for educational purposes only. We gratefully acknowledge each individual intellectual
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property owner.

Copyright © Viva Education

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First Published 2017

Second Edition 2018; Third Edition 2019; Reprinted 2020
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All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recorded or otherwise, without the written permission of the publishers.
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4737/23, Ansari Road, Daryaganj, New Delhi 110 002

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Tel. 011-42242200, Email: [email protected]

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New Delhi • Mumbai • Chennai • Kolkata • Bengaluru • Hyderabad • Kochi • Guwahati

Ahmedabad • Indore • Jaipur • Jalandhar • Lucknow • Nagpur • Nashik • Patna • Pune • Ranchi

www.vivadigital.in
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www.vivagroupindia.com

ISBN: 978-93-87925-73-1
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Published by Viva Education, a unit of Viva Books Private Limited

Printed and bound in India by Magic International Pvt. Ltd., Noida.

` 410.00
 PREFACE
Physics is a natural science that involves the study of ma er and its mo on through space me, along

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with related concepts such as energy and force. Physics also makes significant contribu ons through
advances in new technologies. Our knowledge of Physics has developed from the observa ons,

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inves ga ons and ideas of scien sts over a long period of me.

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An ideal Physics textbook should help students to understand how observa ons, inves ga ons and
ideas have led to the scien fic facts we use today. Viva Physics ICSE ediƟon has been developed with

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this perspec ve in mind. It is a set of three books for the students of classes 6–8 wri en strictly in
accordance with the syllabus prescribed by the Inter-State Board for Anglo-Indian Educa on.

The Approach of Viva Physics ICSE ediƟon

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• Focus on concepts: Throughout the text we have a empted to emphasise strongly the ideas
of Physics. The material in almost all lessons has been arrayed into conceptual blocks and
presented in easy-to-grasp pieces, as this is the natural way to teach Physics.

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• Comprehensive and authorita ve style: Students are more likely to succeed with a text
that they enjoy reading and that gives them a sense of the wonderment that inspired their
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own instructors to enjoy Physics. For this reason, we have endeavoured to strike a balance;
an engaging and interes ng wri ng style with the level of authority expected of a Physics
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textbook.
• Modular presenta on of text: The key element of the series is our a empt to direct student
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focus towards concepts by organising the internal structure of each chapter into a series of
discrete learning modules, and ending with a summary. The concept outline that appears at
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the beginning of each chapter thus represents the conceptual skeleton of the chapter, allowing
students to readily grasp how the concepts relate to one another and to the overall theme
of the chapter. This modular presenta on makes the conceptual organisa on of the chapter
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clear, greatly enhancing student learning.

• Inclusion of visual learning: Every figure in the text is consistent in style as well as content.
This enrols visual learning as a powerful ally in the teaching process. The figures are carefully
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integrated with the explanatory text.

• Reinforcement of ideas: The most effec ve way to learn Physics is to reinforce what has
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already been taught. Keeping this in mind, the end-of-chapter EXERCISES has been greatly
expanded, offering students various assessment tools. The assessment doesn’t end there,
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however. These tools are carried over to our website www.vivadigital.in where students can
get addi onal worksheets.
• Careful edi ng: The books have gone through a scrupulous edi ng process by experienced
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editors and the authors to eliminate inaccurate informa on or misstatements.

We sincerely hope that the efforts put in by us to develop the series will benefit the users. We welcome
sugges ons and cri cal reviews by teachers which will help us to improve our future edi ons.
 Inside the Book

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Key Concepts

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Enlighten Your Mind
Conceptual skeleton Extra informa on relevant
of each chapter

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to the concept

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Curious Mind Know Your ScienƟst
Conceptually enhanced Notable contribu on

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ques ons from of scien sts in the
everyday life field of Physics
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Stop and Reflect
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Objec ve assessment Vocabulary

exercise interspersed Defini ons of important
in the text to recall words given at the end
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and review the of the chapter

concepts learnt
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Exercises
Various objec ve and
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Quick Review subjec ve ques ons

Consolidated concepts included under the
of the chapter sec ons Be Prompt,
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Short and Precise, and

At Length to assess the
learning of students
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Observe and Apply Your

Perform Learning
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Picture-based ques ons Thought-provoking

to enhance the ques ons to assess the
observa onal skills in applica on of knowledge
students and enhance thinking
skills in students
 Life Skills
Ques ons based on life
skills and values to build
Integrate Your Learning
interpersonal skills such Ques ons given to help
as crea ve thinking, students form links with

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problem-solving, team- other subject
building and teamwork

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in students

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Projects and
AcƟviƟes At a Glance
A wide variety of projects Quick revision of
and ac vi es given to the concepts given

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strengthen the knowledge at the end of the
of the concepts learnt by book
students

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Ask and Learn
Framing ques ons
a Review Your Learning
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A tool for self-
on different topic
assessment especially
to gauge the
designed for students
understanding of
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students
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Logical Thinking
AƩempt and Score Cri cal thinking
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Ques on bank given ques ons given at

at the end of the the end of the book
book to assess the to enhance logical
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overall learning of and observa onal

the concepts skills
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Teacher’s Resources
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Teacher’s Resource Pack Teacher’s App Online Support

• Detailed Lesson Plans • E-book • Answer Key
• Answer Key • Test Generator • Printable Worksheets
• Lesson Plan Template
• Glossary
 C SYLLABUS
Theme Key Concepts Learning Outcomes Suggested Transac onal Processes Suggested Learning Resources
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1. Ma er Kine c Theory of Ma er Students will be able to • Revising previous concepts learnt by children. • Samples of three states of ma er
• Three states of ma er in terms of movement of • dis nguish the three states of ma er in • Building on children’s previous learning. • A beaker
par cles terms of movement of par cles; • Demonstra ng ma er in three states. • Tripod stand with mesh
• Energy content in the three states of ma er • relate the three states of ma er with • Demonstra ng change of state, solid to liquid, liquid to gas, etc. • Burner
energy of movement of par cles in • Demonstra ng the phenomenon of mel ng and boiling.
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• Change of state in ma er using the kine c theory • Thermometer
 Boiling them; • Engaging children to undertake ac vi es related to mel ng and
• Laboratory stand
 Vaporisa on • describe the change of state using kine c boiling, condensa on and freezing and make observa ons followed
by discussion. • Naphthalene balls
 Mel ng theory
• Videos on states of ma er and
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 Fusion  Boiling • Engaging children (individually/in groups) to observe change of state;
solid to liquid, liquid to gas and record what is observed. change of state
 Evapora on  Vaporisa on
 Condensa on  Mel ng • Explaining the different terms, like boiling, mel ng, freezing,
 Sublima on  Fusion condensa on, sublima on, etc. with examples from daily life.
 Deposi on  Evapora on • Observa on of above men oned phenomena in possible classroom
 Freezing  Condensa on situa ons (using different samples)
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 Sublima on • Children observing solids and liquid (Compare and contrast the
• Change of state diagrams (using the terms
 Deposi on physical characteris cs).
men oned above)
 Freezing • Encouraging children to prepare a Comparison table of different
Integra on states based on (shape, texture and volume).
• iden fy appropriate observable
Chemistry, Geography, Technology in daily life
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parameters in experiments;
• Asking children to describe the interconversion of states using
examples like water, naphthalene balls, etc. and addi onal examples
Life Skills • collect data and make careful of all types of change of state.
Coopera on and working together, Problem-solving observa on; • Engaging children in pairs or small groups in inves ga on of the
• present the results in the form of tables; related change of state due to addi on of energy (hea ng) or cooling
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• consider results using scien fic
knowledge and communicate these. •
due to a substance.
Engaging children (individually/in groups/in pairs) in the design
of ac vi es to show that mel ng or boiling occurs at a fixed
temperature for a substance.
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2. Physical • Measurement of Density of Irregular Solids using Students will be able to • Revising previous concepts learnt by children. • Graduated cylinder
Quan es and  Eureka Can • measure density of an irregular solid; • Building on children’s previous learning. • Eureka can
Measurement  Measuring Cylinder • measure density of a liquid; • Demonstra ng the process of measurement of density of an • Graduated beaker
• Measurement of Density of Fluids • discuss the concept of floata on based
a
irregular solid. • Water
 Basic Concept on rela ve densi es of solid and liquid; • Demonstra ng the process of measurement of density of a liquid. • Objects of different densi es
 Concept of Floata on and Sinking of a • express result of measurement in proper • Engaging children in prac cal tasks involving measurement of • Liquids of different densi es
substance (relate to density) unit with proper symbol; density of an irregular solid and a liquid. • Balance to measure mass
 Comparison of densi es in the three states of
ma er
• solve simple numerical problems based
on formula of density;
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• Engaging children (in groups/pairs/individually) in an inves ga on to
find out which object floats in which liquid, given solids of different
•
•
Objects of irregular shape
Video on volume measuring devices
• compare densi es of ma er in three densi es and liquids of different densi es. This is to be followed by • Video on determina on of density
Integra on
states, solid, liquid and gas; discussion. of solid and liquid
Chemistry, Technology in daily life • make careful observa ons including • Guiding children to predict the result of the previous inves ga on
Life Skills measurements; and compare predic ons with the outcomes.
Coopera on and working together, Problem-solving • gather data using formal units;
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• make conclusions from collected data;
• make predic ons using scien fic
knowledge and effec vely
communica ng the same.
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Theme Key Concepts Learning Outcomes Suggested Transac onal Processes Suggested Learning Resources
3. Force and • Turning effect of force (moment of force): Students will be able to • Revising previous concepts learnt by children. • A nut fixed in an object
Pressure concept, defini on and calcula on • explain the turning effect of a force, with • Building on children’s previous learning. • Spanner
• Pressure examples from daily life; • Demonstra on of turning effect of force. • Doors of classroom
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 Defini on • define moment of force; • Explana on of turning effect and factors on which it depends. • Nails
 Unit • express moment of force in proper units; • Engaging children in task for calcula on of turning effect. • Hammer
 Calcula on of pressure in simple cases • solve simple numerical problems based • Demonstra on of pressure exerted by a force on an object. • Transparent glass tube or plas c
 Pressure exerted by liquids (Qualita ve only) on moment of force; • Explana on: pressure depend on the area of surface on which the pipe
 Pressure exerted by gases – Atmospheric • define pressure; force acts. • Rubber balloon
pressure (Qualita ve only) • express pressure in proper units; • Demonstra on of pressure exerted by a liquid. • Strong thread
Integra on • solve simple numerical problems based • Demonstra on of pressure exerted by a gas. • Water
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on formula for pressure; • Explana on of pressure exerted by atmosphere. • A plas c bo le with a hole bear the
Geography, Technology in daily life • describe pressure exerted by a liquid; • Engaging children in tasks to show that bo om
Life Skills • demonstrate that liquids exert pressure; (i) pressure depends on area • Rubber sucker
Coopera on and working together, Problem-solving • describe pressure exerted by a gas; (ii) liquids exert pressure
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• describe atmospheric pressure; (iii) gases exert pressure.
• express thoughts that reveal originality, • Observa on/Experimenta on/Analysis
specula on, imagina on, a personal • Student led experiments (Reasoning to be given by children
perspec ve; individually) Inves gate the effect on pressure when walking on flat
• flexibility in thinking, inven on or shoes and pointed heels on our body support system.
crea vity; For example, Children reasoning as to – Why is it easier to hammer a
• present ideas clearly and in logical order. sharp pin respec ve to a blunt pin?
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4. Energy • Concept of Work Students will be able to • Revising previous concepts learnt by children. • Video on work done in simple cases
• Unit of Work (Joule) • define work; • Building on children’s previous learning. from daily life
• Calcula on of Work done in simple cases • express work in proper unit; • Explaining concept of work done with examples from daily life. • A simple pendulum
• Kine c Energy • calculate work done in simple cases; • Calcula ng work done in simple cases and expressing result in • Video on Kine c and poten al
 Basic Concept
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• define kine c energy; proper unit. energy.
• Poten al Energy • express kine c energy in proper units; • Explaining of kine c energy and poten al energy. • Video on transforma on of energy
 Basic Concept • solve simple problems based on kine c • Explaining of gravita onal poten al energy.
 Gravita onal Poten al Energy energy; • Solving of problems on kine c and poten al energy.
• Calcula on of kine c and poten al energies • define poten al energy; • Demonstra ng kine c and poten al energy using a simple
from a set of given data (Simple problems and • define gravita onal poten al energy; pendulum.
assuming g = 10 m/s2)
• Energy transforma on in common daily life
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• solve simple problems based on
gravita onal poten al energy;
•
•
Engaging children in problem solving tasks on KE and PE.
Explaining and discussing with children energy transforma on in
situa ons • describe energy transforma on in daily daily life situa ons/ac vi es.
• Difference between Energy and power life situa on; • Explaining the difference between energy and power.
Integra on • dis nguish between energy and power; • Ci ng examples of different applica ons of conserva on of energy
• plan an experimental inves ga on or (Roller coaster, Produc on of hydroelectricity, etc.) with children
Technology in daily life
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demonstra on using Scien fic processes; making energy conversion diagrams and deduce that energy is
Life Skills • iden fy/select on the basis of a ributes. conserved.
Coopera on and working together, Problem solving

5. Light • Refrac on Students will be able to •

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Revising and revisi ng previous concepts learnt by children. • A glass slab
 Defini on • define refrac on; • Building on children’s previous learning. • A laser pencil
 Examples of Refrac on • discuss examples of refrac on; • Demonstra ng the phenomenon of refrac on. • White sheet of paper
• Curved Mirrors • describe a spherical mirror; • Engaging children in pairs, individually or small groups in ac vi es • Drawing board
 Convex • describe a concave and a convex mirror; related to refrac on. • Drawing pins
 Concave • define the terms, principal axis, centre •
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Explaining refrac on with suitable examples. • Pencil
 Reflec ng surface (Convex and Concave) and radius of curvature, focus and focal • Demonstra ng how concave and convex mirrors work. • Scale
 Uses of Curved mirrors length for a spherical mirror; • Represen ng of concave and convex mirrors through diagrams. • Eraser
 Terms related to Curved mirrors –Focus, • describe rules for making ray diagrams, • Explaining the terms, i.e., focus, principal axis, centre of curvature, • A glass tumbler with water
Principal Axis, centre of curvature, radius of for spherical mirror; radius of curvature with the help of diagrams to children. • Concave mirror
curvature • dis nguish between real and virtual • Engaging children in ac vi es related to image forma on by a • Convex mirror
 Rules for making ray diagrams of Spherical images; concave mirror using ray diagram. • Candle
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mirrors • use a ray diagram to show forma on of a • Explaining real and virtual images. • Mirror stand
 Real and Virtual Images real image by a spherical mirror; • Demonstra ng the dispersion of white light into component colours. • Candle stand
 Ray diagrams with curved mirrors where real • describe the characteris cs of a real • Match box
images are formed image formed by a spherical mirror; • Screen with stand
• Dispersion of white light into cons tuent colours • describe dispersion of white light by a • A sharp pin with stand
Integra on prism into cons tuent colours; • A prism
• display a scien fic a tude while making
Geography, Technology in daily life models;
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Life Skills • show a crea ve mind set while studying
Coopera on and working together, Problem-solving real world op cal phenomena;
• communicate logical reasoning and
explana ons effec vely using scien fic
terms.
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Theme Key Concepts Learning Outcomes Suggested Transac onal Processes Suggested Learning Resources
6. Heat Transfer • Difference between Boiling and Evapora on Students will be able to • Revising and revisi ng previous concepts learnt by children. • A flask
• Thermal Expansion • compare and contrast Boiling and • Building on children’s previous learning Demonstra ng points of • Tripod stand with mesh
 Linear Expansion Evapora on; boiling and evapora on. • Burner
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 Volume Expansion • describe thermal expansion of ma er; • Engaging children in tasks related to boiling and evapora on. • Water
 Superficial Expansion • describe, linear, area (superficial) and • Explaining the difference in boiling and evapora on. • Experimental set up to show linear
 Compare expansivity in Solids, Liquids and volume expansion; • Demonstra ng linear expansion, area expansion and volume and area thermal expansions
Gases • compare expansivity in Solids, Liquids expansion through conduc ng simple experiments for children.
 Examples and Real world applica ons • Videos on thermal expansion
and Gases; • Explaining expansion with the help of examples from daily life
Integra on • construct models based on scien fic ac vi es.
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Chemistry, Technology in daily life process;
• observe and cite mul ple physical
Life Skills
phenomena from one experiment.
Problem-solving, Cri cal thinking
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7. Sound • Pitch and Frequency Students will be able to • Revising and revisi ng previous concepts learnt by children. • A rubber band
• Pitch and frequency in rela on to working of • relate pitch and frequency; • Building on children’s previous learning. • A metal tumbler filled with water
musical instruments (wind, membrane and • understand pitch and frequency • Explaining terms related to Pitch and frequency. • A pencil
string) in rela on to working of musical • Demonstra ng the rela on between pitch and frequency. • Musical instruments
• Monotone instruments. (wind, membrane and • Demonstra ng of pitch and frequency of some common musical • Video on Pitch and loudness of
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• Loudness and amplitude string); instruments. sound
• Unit of loudness in decibels • explain monotone; • Demonstra ng monotone sound. • Video on musical instruments
• relate loudness and amplitude; • Demonstra ng the rela on between loudness and amplitude. • Tuning a guitar using a programme
Integra on
• state the unit of loudness in decibels. • Explaining units of loudness, i.e., decibel. available on the Internet
Music, Technology in daily life
© • Engaging children in tasks/ac vi es related to pitch, loudness,
Life Skills frequency and amplitude.
Coopera on and working together, Problem-solving • Engaging children in the design of musical toys.

8. Electricity • Household consump on of electric energy Students will be able to • Revising and revisi ng previous concepts learnt by children. • Household appliances with rated
(kilowa hour)
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• describe household consump on of • Building on children’s previous learning. power
• Iden fy Live wire, neutral wire and earth wire in electricity; • Calcula ng energy consump on using household electricity bills by • Household electricity bill
terms of their energy and path they travel • iden fy live wire, neutral wire and earth children. • Fuses and circuit breakers
• Safety Components (fuses/circuit breakers wire in terms of their energy and path • Helping children iden fy live, neutral and earth wires. • Balloons
(Qualita ve approach only)/ grounding) they travel; • Demonstra ng safety components and their uses. • Threads, Laboratory stands
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• Sta c Electricity • describe safety components (fuses, • Demonstra ng sta c electricity. • Video on electricity and safety
 Conserva on of charges circuit breakers); • Demonstra ng induc on and conduc on. measures
 Conduc on • describe phenomenon of sta c • Interac ve video on sta c
• Engaging children in ac vi es related to sta c electricity.
 Induc on
 Electroscope (Gold-leaf electroscope)
electricity;
• explain conserva on of charges;
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• Demonstra ng the construc on and working of an electroscope. electricity
 Lightning Conductor • Engaging children in design of a simple electroscope. • Interac ve video on ligh ng
• describe conduc on and induc on of conductor
• Ba ery as a collec on of cells connected in series • Demonstra ng the func oning of a ba ery.
charges;
• Dangers of electricity • describe construc on and working of an • Explaining a lightning conductor and its use.
Integra on electroscope;
• describe a ligh ng conductor;
required.
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• Explaining the dangers of electricity and the safety precau ons
Geography, Technology in daily life
• iden fy dangers of electricity;
Life Skills • conduct scien fic experiments keeping
Problem-solving, Cri cal thinking in mind all the parameters;
• study the impact of energy consump on
and draw conclusions from the same and
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suggest alternate approaches;
• learn the use of safety precau ons while
dealing with electrical appliances.
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 C DETAILED CONTENTS
Each chapter of the book consists of exercises in various forms
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BE PROMPT SHORT AND PRECISE AT LENGTH
• Filling in the blanks • Flowcharts • Explaining the terms
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• True or False • Giving reasons • Differen a ng between concepts
• Mul ple choice ques ons (MCQs) • Short answer ques ons • Iden fying the error(s)
• Matching the columns • Long answer ques ons
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Chapter Name Details of Contents Ac vi es Some More Assessment Tools
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1. MaƩer • MATTER 1.1 To show that molecules have very small size • Observe and Perform: Observing the images and answering
• KINETIC THEORY OF MATTER 1.2 To demonstrate the existence of space between par cles of ma er the ques ons
• MOLECULAR ARRANGEMENT 1.3 To demonstrate the process of mel ng • Apply Your Learning: Ques ons based on thinking skills
Solids, Liquids, Gases 1.4 To demonstrate the process of boiling • Life Skills: Ques ons based on life skills (problem-solving,
• CHANGES IN STATES OF MATTER EXPLANATION BY
MOLECULAR MODEL
© 1.5 To demonstrate the process of sublima on and deposi on coopera on and working together)
• Integrate Your Learning: Integra ng learning with
Mel ng/Fusion, Freezing/Solidifica on, Boiling/Vaporisa on, Chemistry, Geography and Technology in Daily Life
Condensa on, Evapora on, Sublima on, Deposi on • Projects and Ac vi es: Preparing your own water cycle,
• GRAPH SHOWING CHANGE OF STATE FOR VARIOUS PROCESSES crea ng a presenta on and crea ng a Word document
• Review Your Learning: Worksheet
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2. Physical • DENSITY 2.1 To determine the density of an irregular solid (stone) • Observe and Perform: Observing the image and answering
Units of Density 2.2 To determine the density of an irregular solid (stone) using Eureka (or the ques ons
QuanƟƟes • VESSELS FOR MEASURING VOLUME overflow) can • Apply Your Learning: Ques ons based on thinking skills
and • DETERMINATION OF DENSITY OF SOLIDS AND LIQUIDS 2.3 To determine the density of a liquid (say oil) • Life Skills: Ques ons based on life skills (problem-solving,
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Measurement Determina on of Density of a Solid, Determina on of Density of a 2.4 To compare the densi es of various substances coopera on and working together)
Liquid 2.5 To compare the densi es of two liquids • Integrate Your Learning: Integra ng learning with Chemistry
• RELATIVE DENSITY and Technology in Daily Life
Determina on of Rela ve Density of a Liquid,
a • Projects and Ac vi es: Crea ng a presenta on
• COMPARISON OF DENSITIES OF SOLIDS, LIQUIDS AND GASES • Review Your Learning: Worksheet
• APPLICATIONS OF RELATIVE DENSITY: SINKING AND FLOATING
• LAW OF FLOATATION
Principle of Floata on, Some Applica ons of Floata on
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3. Force and • FORCE 3.1 To observe that the effect of force depends on the area of contact • Observe and Perform: Observing the images and answering
Unit of Force 3.2 To show that pressure varies inversely with area of contact the ques ons
Pressure 3.3 To demonstrate that a liquid exerts pressure and it increases with the • Apply Your Learning: Ques ons based on thinking skills
• TURNING EFFECT OF FORCE
Moment of Force, Some Applica ons of Turning Effect of Force height of the liquid column • Life Skills: Ques ons based on life skills (coopera on and
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• PRESSURE 3.4 To show that liquids exert pressure on the walls of the container working together, problem-solving)
Units of Pressure, Physical Examples of Pressure (lateral pressure) • Integrate Your Learning: Integra ng learning with
• THRUST 3.5 To study the liquid pressure Geography and Technology in Daily Life
• PRESSURE EXERTED BY LIQUIDS 3.6 To show that a liquid exerts same pressure in all direc ons at a given • Projects and Ac vi es: Making a manometer and crea ng a
Factors Affec ng Liquid Pressure, Manometer, Consequences of depth presenta on
3.7 To show that the pressure exerted by a liquid is directly propor onal • Review Your Learning: Worksheet
Liquid Pressure
to its density
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• PRESSURE EXERTED BY GASES
3.8 To demonstrate that a liquid seeks its own level
Atmospheric Pressure,
3.9 To confirm the presence of atmospheric pressure
Applica ons of Atmospheric Pressure 3.10 To study the effect of atmospheric pressure
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Chapter Name Details of Contents Ac vi es Some More Assessment Tools
4. Energy • WORK 4.1 To iden fy situa ons when applied force does not displace the object • Observe and Perform: Observing the images and answering
Measurement of Work, Units of Work 4.2 To observe that mass of a body affects its kine c energy the ques ons
• ENERGY 4.3 To observe the rela on between poten al energy of a body and its • Apply Your Learning: Ques ons based on thinking skills
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Unit of Energy, Different Forms of Energy height above the earth’s surface • Life Skills: Ques ons based on life skills (problem-solving,
• MECHANICAL ENERGY AND ITS TYPES 4.4 To observe the elas c poten al energy of a compressed spring coopera on and working together)
Kine c Energy, Poten al Energy (Making a jack-in-a-box) • Integrate Your Learning: Integra ng learning with
• ENERGY TRANSFORMATION 4.5 To iden fy the energy transforma on Technology in Daily Life
• POWER • Projects and Ac vi es: Making a rubber band car and
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Unit of Power, Factors Affec ng the Power of a Source crea ng a presenta on
• DIFFERENCES BETWEEN WORK AND POWER • Review Your Learning: Worksheet
• DIFFERENCES BETWEEN ENERGY AND POWER
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5. Light • REFRACTION OF LIGHT 5.1 To study the refrac on of light through a rectangular glass slab • Observe and Perform: Observing the images and answering
Terms Related to Refrac on, Laws of Refrac on, Refrac ve Index, 5.2 To study the refrac on of light through a prism the ques ons
Unique Proper es of Refrac on, Effects of Refrac on 5.3 To demonstrate the dispersion of light through a prism • Apply Your Learning: Ques ons based on thinking skills
• REFRACTION OF LIGHT THROUGH A PARALLEL SIDED GLASS 5.4 To study the condi on of dispersion of light • Life Skills: Ques ons based on life skills (problem-solving,
SLAB 5.5 To find the focus of a concave mirror coopera on and working together)
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• REFRACTION OF LIGHT THROUGH A PRISM • Integrate Your Learning: Integra ng learning with
• DISPERSION OF LIGHT Geography and Technology in Daily Life
Forma on of Rainbow • Projects and Ac vi es: Performing a magical trick
• SPHERICAL MIRRORS • Review Your Learning: Worksheet
Terms Related to Spherical Mirrors
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• IMAGE FORMATION BY SPHERICAL MIRRORS
Rules for Drawing Ray Diagrams, Real Image and Virtual Image,
Image Forma on by a Concave Mirror, Image Forma on by a
Convex Mirror
• USES OF SPHERICAL MIRRORS
Uses of Concave Mirrors, Uses of Convex Mirrors
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6. Heat Transfer • HEAT 6.1 To study the expansion of solids • Observe and Perform: Observing the images and answering
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Transfer of Heat, Units of Heat 6.2 To study the expansion of different solids the ques ons
• EFFECTS OF HEAT 6.3 To study the expansion of water • Apply Your Learning: Ques ons based on thinking skills
Change in Temperature, Change in State of Ma er, 6.4 To study the expansion in same volumes of different liquids • Life Skills: Ques ons based on life skills (problem-solving,
Change in Dimensions 6.5
a
To demonstrate the expansion of gases cri cal thinking)
• Integrate Your Learning: Integra ng learning with Chemistry
and Technology in Daily Life
• Projects and Ac vi es: Preparing a report
• Review Your Learning: Worksheet
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7. Sound • SOUND 7.1 To demonstrate that sound is produced by vibra ng objects • Observe and Perform: Observing the images and answering
Requirements for Propaga on of Sound, Speed of Sound, Sound as 7.2 To observe that loudness depends on the amplitude of sound wave the ques ons
a Longitudinal Wave 7.3 To show that loudness depends on the amplitude of sound wave • Apply Your Learning: Ques ons based on thinking skills
• TERMS RELATED TO SOUND WAVES 7.4 To observe the effect of air column on pitch of sound (to make a jal • Life Skills: Ques ons based on life skills (coopera on and
• CHARACTERISTICS OF SOUND tarang) working together, problem-solving)
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Loudness or Intensity, Pitch and Frequency, Monotone, Quality or 7.5 To search programmes for tuning of guitar • Integrate Your Learning: Integra ng learning with Music,
Timbre 7.6 To make your own musical instrument Technology in Daily Life, Biology and History
• Projects and Ac vi es: Making a bee hummer
• Review Your Learning: Worksheet
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 C
Chapter Name Details of Contents Ac vi es Some More Assessment Tools
8. Electricity • ELECTRICAL ENERGY AND ELECTRICAL POWER 8.1 To read an electricity bill • Observe and Perform: Observing the images and answering
Electrical Energy, Electrical Power 8.2 To calculate electrical consump on of a day the ques ons
• ELECTRICITY AT HOME 8.3 To understand electric charge • Apply Your Learning: Ques ons based on thinking skills
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Household Wiring, 8.4 To understand the nature of charges • Life Skills: Ques ons based on life skills (problem-solving,
Sockets, Plugs and Switches, 8.5 To observe whether a neutral body can be charged by fric on or not cri cal thinking)
Ba ery 8.6 To differen ate between conductors and insulators with the help of • Integrate Your Learning: Integra ng learning with
• ELECTRICAL HAZARDS an electroscope Geography and Technology in Daily Life
Overloading, • Projects and Ac vi es: Making an incandescent bulb and
making an electroscope
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Short Circuit,
• Review Your Learning: Worksheet
Electric Shocks and Electrocu on
• SAFETY COMPONENTS
Electric Fuse,
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Miniature Circuit Breakers (MCBs),
Earthing (Earth Wire)
• SAFETY PRECAUTIONS AND SAFETY RULES
• CONSERVATION OF ELECTRICITY
At Home,
In School
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• STATIC ELECTRICITY
• ELECTRIC CHARGES
Origin of Charges,
The Law of Electrosta c A rac on and Repulsion
• CONSERVATION OF CHARGES
©
• CONDUCTORS AND INSULATORS
• CHARGING AN OBJECT
Charging by Fric on,
Charging by Conduc on,
Charging by Induc on
• ELECTROSCOPE
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Pith-ball Electroscope, Gold-leaf Electroscope, Charging an
Electroscope
• STATIC CHARGES IN ATMOSPHERE: LIGHTNING
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Safety Measures to be Followed during Lightning,
Lightning Conductors a
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 CONTENTS
1.

o n
MaƩer................................................................... 1

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2.

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Physical QuanƟƟes and Measurement.............. 19

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3.
Force and Pressure ............................................. 37

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4.
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Energy ................................................................. 61
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5.
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Light .................................................................... 84
©

6.
Heat Transfer .................................................... 110
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7.
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Sound................................................................ 128
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8.
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Electricity .......................................................... 144

At a Glance ............................................................................177
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Ask and Learn .......................................................................187

AƩempt and Score ................................................................189
Logical Thinking ....................................................................201
 1 Matter

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Learning Outcomes Key Concepts

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Students will be able to
• dis nguish the three states of ma er in terms of movement of par cles. • Matter

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• relate the three states of ma er with energy of movement of par cles in • Kinetic Theory of Matter
them. • Molecular Arrangement
• describe the change of state using kine c theory. • Changes in States of
Matter—Explanation by

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 Boiling
Molecular Model
 Vaporisa on
• Graph Showing Change
 Mel ng of State for Various

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 Fusion Processes
 Evapora on
 Condensa on
 Sublima on
a
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 Deposi on
 Freezing
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• iden fy appropriate observable parameters in experiments.

• collect data and make careful observa on.
• present the results in the form of tables.
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• consider results using scien fic knowledge and communicate these.

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Warm Up Activity
1. Name the three states of ma er. Give two examples of each.
2. Which of the states of ma er is the most ghtly packed?
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3. Which of the states of ma er is the most loosely packed?

4. Which of the states of ma er has
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(a) fixed volume and fixed shape? ________________

(b) undefined volume and shape? ________________
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(c) fixed volume and undefined shape? ________________

MATTER
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You have studied about ma er in class 6. Anything that has mass and occupies space is called ma er. The
whole universe is composed of ma er in different forms. Everything that we see around us like trees,
rocks, vehicles, table, humans, animals, food items and plants is ma er. It is made up of various elements

1
combined in different propor ons. An element is a substance which cannot be subdivided into two or
more simpler substances by any physical or chemical means. An atom is the smallest unit of an element
which may or may not have an independent existence but always takes part in a chemical reac on. Even
the basic unit of human body, the cell is formed of elements like hydrogen, carbon, oxygen and phosphorus
which are again made up of atoms only.

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The molecule is the smallest unit of ma er which can exist independently and retains all its physical

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and chemical proper es. Molecules can either be made of the same type of atoms like the molecules of

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oxygen(O2), nitrogen (N2) and hydrogen (H2), or different types of atoms like the water molecule (H2O)
and carbon dioxide molecule (CO2). The size of atoms and molecules is very small and cannot be seen

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with unaided eye. It is very difficult to observe them even with a powerful microscope.
In this chapter, you will study about the kine c theory of ma er which is the first sa sfactory theory
developed by scien sts to explain the behaviour of atoms and molecules. You will also learn about the

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various proper es exhibited by the three states of ma er on the basis of this theory.

KINETIC THEORY OF MATTER

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Kine c theory of ma er given in the year 1860 states that ma er is composed of a large number of small
par cles called atoms which are in constant mo on. This theory helps us to explain the behaviour of
a
ma er and how the arrangement of atoms in different ways results in the forma on of different states of
ma er. The main postulates of the kine c theory of ma er are as follows.
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1. Ma er is made up of atoms or molecules.
Molecules are the par cles that form ma er. The size of molecules is so small that it is difficult to
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see them with unaided eyes. The size of the molecules is of the order of 10–8 to 10–10 metre.
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Activity 1.1
Aim: To show that molecules have very small size
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Materials required: Potassium permanganate crystals (4–5 crystals), glass beakers (5) and water
Procedure
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• Take 3–4 crystals of potassium permanganate and dissolve them in 50 mL water in beaker A. A deep
purple coloured solu on is obtained.
• Take 10 mL of this solu on and add it in another beaker B containing 40 mL water. Due to this, the
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clear water turns purple but lighter than the previous case.
• Now take 10 mL coloured water from beaker B and add it into another beaker C containing
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40 mL water. The water in beaker C turns coloured but even lighter.

• Repeat this ac vity further for 5–6 mes.
Observa on: You will observe that even though the solu on gets lighter and lighter, the water is always
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coloured, indica ng the presence of potassium permanganate always.

Conclusion: This ac vity shows that there are millions of molecules of potassium permanganate present
in a small crystal, which kept on dividing themselves with each dilu on.

2
 2. In a gas, molecules are always in con nuous random mo on.
By random mo on, we mean that they do not move along a fixed defined path, but are in a zigzag
mo on. It is due to this zigzag mo on of the par cles of air that if we spray perfume at one corner
of the room, we can feel its fragrance in the en re room. Similarly, when we burn an incense s ck,

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its fragrance spreads to other places in the room. It is because of the zigzag mo on of the par cles
of air which carry the fragrance molecules to other parts of the room.

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3. Due to random mo on, the molecules of a fluid (gas or liquid) possess kine c energy which is a

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direct measure of the temperature (or heat content) of that substance.
When heat is supplied to a substance, its molecules move faster and hence their kine c energy

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increases. On the other hand, when the substance is cooled, molecules move slower due to loss of
heat and hence kine c energy decreases.
4. The molecules of ma er always exert an a rac ve force on each other which is known as

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intermolecular force.
It is of two types.
 Force of cohesion: The force of a rac on that exists between similar kinds of molecules is

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called force of cohesion. It is due to the cohesion force that molecules of a substance bind
together. For example, the force of a rac on between molecules within water, mercury,
wood, glass, etc. is cohesion force. a
 Force of adhesion: Even the molecules of different substances exert force of a rac on on each
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other. The force of a rac on that exists between different types of molecules is called force
of adhesion. For example, if you empty a glass containing water, you will find some drops s ll
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s cking to the glass surface. This we ng of glass is due to the adhesive force between glass
and water.
5. The distance between the molecules of a substance is called intermolecular distance. The
©

intermolecular force of a rac on is inversely propor onal to the intermolecular distance. The
force of a rac on between molecules increases, if the molecules are close to each other (i.e., less
intermolecular distance) and it decreases, if molecules are far apart.
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Activity 1.2
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Aim: To demonstrate the existence of space between par cles of ma er

Materials required: 150–200 mL measuring cylinder, glass rod, water and salt
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Procedure
• Take 100 mL water in a measuring cylinder and mark the exact level of water.
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• Dissolve some salt in it with the help of a glass rod.

Observa on: You will observe that even though salt has dissolved, the water level is s ll at the same point
as before.
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Conclusion: This ac vity shows that when salt is dissolved in water, its par cles go into the spaces present
between water molecules. Due to this, there is no change in the water level when salt is added. Therefore,
it is proved that space exists between the par cles of ma er.

3
MOLECULAR ARRANGEMENT
Molecules in different materials arrange themselves depending upon the intermolecular forces and
intermolecular distance between them. That is why ma er is classified in three states—solid, liquid and
gas. Let’s now study the arrangement of molecules in the three states of ma er based on the postulates

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of kine c theory of ma er.

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Solids

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The state of ma er which is composed of atoms packed ghtly together is known as solid. Some examples
of solids are table, chalk, books and wood.

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Characteristics of Solids
• In a solid, molecules are ghtly packed and hence the intermolecular
distance between the molecules of solids is very small.

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• Due to closeness of molecules, the intermolecular force is very strong.
• Due to strong intermolecular forces, molecules are bound together. This
is why solids have a fixed shape and size.

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• Solids have a defined volume.
• Molecules in solids do not flow, but vibrate about their fixed mean Fig. 1.1: Molecular
arrangement in a solid
posi ons. a
• As the intermolecular distance is less, solids cannot be compressed easily when pressed.
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• Due to strong molecular a rac on between the molecules, hea ng does not cause appreciable
expansion in solids. That is, solids expand very li le on hea ng.
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• Solids are hard and rigid although some like metals can be beaten into sheets.

Liquids
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Liquid is the state of ma er in which the cons tuent molecules are not very closely packed. Water,
mercury and kerosene oil are some familiar examples of liquids.
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Characteristics of Liquids
• The intermolecular distance between the molecules of liquids
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like water and mercury is more than that in solids.

• Due to more intermolecular distance, the intermolecular
a rac ons are lesser in liquids as compared to solids. Hence,
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they are loosely packed.

• As the intermolecular forces are weak, the molecules are not
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fixed at their posi on and can move freely.

• Liquids do not have a fixed shape. They take the shape of the
container they are poured in. Fig. 1.2: Molecular arrangement in
a liquid
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• Even though the intermolecular forces are weaker in liquids

than in solids, the molecules are not completely free. Thus they have a definite volume.
• Due to weak intermolecular forces, hea ng causes more expansion in liquids as compared to
solids.

4
Gases
Gas is the state of ma er in which the cons tuent molecules are very loosely packed. Hydrogen, oxygen,
nitrogen and air are some well known examples of gases.

Characteristics of Gases

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• The intermolecular distance in gases is large.

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• The intermolecular forces in gases are almost negligible, due to

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this the molecules in gases are very loosely packed.
• As the molecules exert almost negligible force of a rac on on

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each other, they move almost independent of each other.
• Gases have neither fixed shape nor fixed volume. They occupy
all of the space available to them.

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• Due to large intermolecular space, gases can be compressed to a
large extent. Gases also expand a lot on hea ng.
Fig. 1.3: Molecular arrangement
• The molecules of gases are free to move in the space available in a gas

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and show con nuous zigzag mo on throughout.

Table 1.1: Differences in Characteris cs of States of Ma er

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Solids Liquids Gases
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• The molecules in a solid • The molecules in a liquid are • The molecules in a gas are
are tightly packed, i.e., the not very tightly packed, so very loosely packed, i.e., the
intermolecular distance is very intermolecular distance is intermolecular distance is large.
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small. moderate.
• The intermolecular forces are the • The intermolecular forces are • The intermolecular forces are the
strongest in solids. moderate in liquids. weakest in gases.
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• Solids have a ixed shape and size • Liquids have a de inite volume • Gases have neither de inite shape
and a de inite volume. but not a ixed shape. nor de inite volume.
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• The molecules in a solid do not • The molecules in a liquid can • The molecules in a gas can
move, but only vibrate about their move anywhere within the move freely and are in a state of
mean position. boundary of the liquid and are not continuous random motion.
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ixed.
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Stop and Reflect

Fill in the blanks.
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1. __________ is the smallest unit of an element which may or may not have an independent existence.
2. The space between the molecules of a substance is called __________.
3. The molecules are in __________ mo on.
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4. The force of a rac on that exists between similar kinds of molecules is called __________.
5. Gases have the __________ intermolecular forces.

5
CHANGES IN STATES OF MATTER—EXPLANATION BY MOLECULAR MODEL
We know that ma er exists in three states namely—solids, liquids and gases. On supplying heat to a
substance, its molecules gain energy and they start vibra ng vigorously. This leads to the change in state
of ma er. Similarly, the energy is decreased when heat is liberated by the ma er and the molecules come

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closer. This also leads to change in state of ma er.

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The change of a substance from one physical state to another is known as change of state.
Let’s consider the example of an ice cube. Hea ng an ice

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Liquid
cube results in its expansion as excited molecules take up
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more space. If we con nue to heat, it will melt into water. n por

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sio n
Co isa
Further if we keep on supplying more heat, the water Fu tio nd tio
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a en
ific sa
will turn into steam. So, we can conclude that when we lid tio
So n
supply heat to ma er, its molecules gain energy and start

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Sublimation
vibra ng vigorously. Due to this there is a change in the Solid Gas
state of ma er. Deposition

Fig. 1.4: Interconversion of states of matter

Melting/Fusion

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Mel ng or fusion is a physical process that involves the change of state from a solid to a liquid on
absorp on of heat. No change in temperature takes place during the process of mel ng, ll the en re
a
process is complete. The temperature at which a substance changes from solid to liquid is known as the
mel ng point of that solid. During the mel ng of a solid, the heat absorbed by the body does not raise
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its temperature. For example, the mel ng point of ice is 0 °C. It means that temperature of ice remains
steady, i.e., at 0 °C un l all the ice is melted.
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Activity 1.3
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Aim: To demonstrate the process of mel ng

Materials required: An iron stand, tripod stand, thermometer, Bunsen burner, Petri dish, wire gauze and
some solid wax
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Procedure
• Take the Petri dish and put some solid wax in it.
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• Fix the thermometer in the iron stand as shown.

• Arrange the Petri dish and burner over the stand Petri dish
in such a way that the mouth of the thermometer
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is inside the solid wax in the Petri dish without

touching the base. solid wax molten
wax
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• Start hea ng the Petri dish on a low flame.

• Note the temperature when the wax starts mel ng.
• Also note the temperature when wax is fully melted.
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Observa on: You will observe that the temperature of the wax remains same un l all of it has melted.
This temperature is called the mel ng point of wax. (Mel ng point of wax is about 37 °C.)
Once the wax has melted, its temperature starts rising on further hea ng.

6
 Table 1.2: Mel ng Points of Some Substances
Substance Melting point (°C)

Ice 0

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Aluminium 660

Iron 1538

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Copper 1085

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Explanation of Melting Process by Kinetic Theory
According to the kine c theory of ma er, molecules in a solid are ghtly packed and exert very strong forces
of a rac on on each other. When a solid is heated, the molecules gain kine c energy and start vibra ng

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vigorously about their mean posi on. The vibra ons become stronger and stronger as the temperature
of the solid rises. At a specific temperature of the solid, called its mel ng point, the molecules of the solid
acquire sufficient energy to overcome the mutual forces of a rac on. When this happens they are no

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longer bound to each other and are free to move within the substance. This is the state when the solid
starts turning into a liquid. During this state, even if more heat is added to the substance its temperature
does not rise ll the en re solid turns into liquid. This happens because the supplied heat is being u lised
a
to do work against the intermolecular forces of a rac on.
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Freezing/Solidification
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Put some melted ice cubes in a freezer. The ice cubes solidify, though they might not a ain the same shape
again. Thus freezing is the opposite of mel ng. In this process, heat is liberated by a substance. When
heat energy is liberated by a substance, the molecular mo on slows down and molecules come close to
©

each other resul ng in change of state of that substance. Thus freezing or solidifica on is the process in
which a liquid changes into its solid state by libera ng heat energy. Like mel ng, freezing also takes place
at a constant temperature. The constant temperature at which this change in state takes place is known
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as the freezing point or the solidifica on point of the liquid.

Water, on cooling, changes into ice at 0 °C. The freezing points of iron and aluminium are 1538 °C and
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660 °C, respec vely. Note that the freezing points of all substances are the same as their mel ng points.

Boiling/Vaporisation
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When we heat water in a pan, we observe that a er some me water starts boiling and finally changes
into steam. Thus, there is a change in the state of water from liquid to gas. The process which involves
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the change of liquid state to its vapour state at a constant temperature is called boiling or vaporisa on.
The fixed temperature at which a liquid changes to its gaseous state is known as its boiling point or
vaporisa on point. For example, the boiling point of water is 100 °C and of iron is 2862 °C. Generally, all
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metals have high boiling points. It is because of the presence of very strong a rac ve forces between
their cons tuent par cles.

7
 Activity 1.4
Aim: To demonstrate the process of boiling
Materials required: An iron stand, tripod stand, wire gauze, thermometer, glass s rrer, beaker, Bunsen

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burner and water
Procedure

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thermometer
• Take some water in the beaker.

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glass
• Fix the thermometer in the iron stand as shown in the figure. stirrer

• Arrange the beaker and burner over the stand in such a way that the

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mouth of the thermometer is touching water inside the beaker. beaker

• Start hea ng the beaker on a low flame while s rring ll the water water
starts boiling.

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• Record the temperature when water starts boiling.
• Again, record the temperature a er some me when water starts

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escaping as steam.
Observa on: You will observe that the temperature of water remains
same un l all of it has changed into steam. This temperature is called the boiling point of water. (Boiling
a
point of water is 100 °C.)
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Table 1.3: Boiling Points of Some Substances
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Substance Boiling point (°C)

Alcohol 78
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Water 100
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Aluminium 2519

Iron 2862
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Explanation of Boiling Process by Kinetic Theory

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According to the kine c theory of ma er, molecules in a liquid do not exert very strong forces of a rac on
on each other. This is why the molecules in a liquid are loosely packed and are free to move anywhere
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within the boundary of the liquid. When a liquid is heated, the molecules gain kine c energy and start
moving vigorously inside the liquid. At a specific temperature called the boiling point of the liquid, the
molecules of the liquid acquire sufficient energy to overcome the mutual forces of a rac on and are
free to leave the surface of the liquid. This is called the gaseous state. During this state, as more heat
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is provided to the substance its temperature does not rise ll the en re liquid turns into vapour. This
is because a part of supplied heat is u lised to do work against the intermolecular forces of a rac on
causing increased separa on between them. The remaining thermal energy is stored as internal energy.

8
 Latent Heat
During the change of state of a substance, its temperature remains constant. Since the heat absorbed by
the substance cannot be recorded on a thermometer it is called latent heat which means lying hidden.
Latent heat can therefore be defined as the amount of heat required by a substance to change its state

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without any change in temperature. However, the amount of heat required to change the state of unit mass
of a substance without any change in temperature is known as specific latent heat.

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The SI unit of specific latent heat is J kg–1 and it is denoted as L.
It is of two types.

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Specific latent heat of fusion: The specific latent heat of fusion is the amount of heat required to change
a unit mass of substance from its solid state to its liquid state at its mel ng point without any change in

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temperature.
Specific latent heat of vaporisa on: The specific latent heat of vaporisa on is defined as the amount of heat
required to convert a unit mass of a substance from its liquid state to its vapour state at its boiling point
without any change in temperature.

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Condensation
Take some ice cubes in the glass and leave them at room temperature for

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some me. You will no ce some water droplets on the outer wall of the
glass. This happens because the water vapour present in air, on coming in
a
contact with the cold surface of the glass, get condensed to form water
droplets. Thus, condensa on is the process in which a substance in vapour
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or gaseous state changes to its liquid state at a constant temperature.
The constant temperature at which condensa on takes place is known
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as the condensa on point of the substance. The boiling point and the
Fig. 1.5: Condensation
condensa on point of most of the substances are equal.
Evaporation
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You must have no ced that if you put some water on the floor, it disappears a er some me. Similarly,
when you put wet clothes in the sun, they dry a er some me. This happens because water evaporates.
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The change of a substance from its liquid state to its gaseous state at any temperature below its boiling
point is called evapora on.
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During the process of evapora on, the liquid absorbs heat from the surroundings and causes the cooling
in the surroundings.
It is due to evapora on that sweat from our body evaporates by taking the heat from the body and thus
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giving a cooling sensa on to us.

You must have observed that people use earthen pots (matkas) in summers to store water. These pots work
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as natural refrigerators and help keeping water cool in them. This is because of the process of evapora on.
Water droplets ooze out into pores in the pot and get evaporated due to the heat from the surroundings and
the pot cools.
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The various factors affec ng rate of evapora on of a liquid are listed here.
• Area of the exposed surface
• Temperature of the liquid

9
 • Temperature of the surroundings
Curious Mind
• Nature of the liquid
Why does a cup of hot tea cool
• Presence of wind down over me?
• Presence of moisture in the air

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Explanation of Evaporation by Kinetic Theory

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The intermolecular forces of a rac on in liquids are not very strong and due to this molecules in a liquid

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are in a con nuous but random mo on. However, the forces are not so weak (as in gases) and pull a
molecule back inside the liquid as it reaches the surface of the liquid. However, the molecules on the

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surface acquire enough kine c energy to overcome the pull of the other molecules thus escaping and
leaving the surface of the liquid. This is the process of evapora on.
Differences between Boiling and Evaporation

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Table 1.4: Differences between Boiling and Evapora on
Boiling Evaporation

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• It is a fast process. • It is a slow process.
• It occurs at a speci ic ixed temperature called the • It occurs at all temperatures.
a
boiling point of the liquid.
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• It takes place throughout the mass of liquid. • It takes place at the surface of liquid.

• The temperature of surrounding remains constant. • It causes the fall in temperature of the surroundings.
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Sublimation
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When you heat a camphor tablet, you will observe that the tablet catches fire and changes to fumes.
It means that the camphor changes from solid state to gaseous state without changing to intermediate
liquid state. The process during which a substance changes from solid state to its gaseous state directly,
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without changing to its liquid state is called sublima on. Substances which undergo sublima on are
known as sublimates in their solid state and sublimes in their gaseous state. Substances like camphor, dry
ice and naphthalene undergo sublima on.
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Explanation of Sublimation by Kinetic Theory

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Solids like dry ice and camphor have very weak intermolecular forces of a rac on. On absorbing sufficient
amount of heat, their molecules gain energy enough to overcome the intermolecular forces and become
op

absolutely free of each other. Due to this, there occurs the direct transi on of solid to vapour form and
the process of sublima on takes place.

Deposition
C

During very cold winter days, water vapour in the atmosphere change directly to ice without first changing
into liquid. This is how snow forms in the cloud. The process by which a gas changes into its solid state,
without changing to its liquid state is called deposi on.

10
Another example of deposi on is when gaseous carbon dioxide is directly converted into solid form called
dry ice at very low temperature.

Activity 1.5

n
Aim: To demonstrate the process of sublima on and deposi on
Materials required: A few naphthalene balls, an inverted funnel, a watch glass, co on, Bunsen burner and

o
tripod stand with mesh

ti
Procedure cotton plug

• Take the naphthalene balls in a watch glass and place an inverted funnel

ca
inverted funnel over it. solidified
vapours of naphthalene
• Cover the mouth of funnel with a piece of paper or naphthalene
China dish
co on.

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naphthalene
• Now heat the watch glass with the help of a tripod stand balls
and burner. Bunsen burner
• Note your observa on.

E
• Now remove the burner and allow the system to cool
down.
• Observe the change.
Observa ons
a
iv
• On hea ng, you will observe vapour (fumes) of the naphthalene balls inside the funnel. This is the
process of sublima on.
V

• On cooling, you will observe crystals of (solid) naphthalene on the cold inner walls of the funnel. This
is the process of deposi on and the solidified naphthalene is called the sublimate.
©

GRAPH SHOWING CHANGE OF STATE FOR VARIOUS PROCESSES

ht

Fig. 1.6 shows varia on of temperature with heat for a substance depic ng various processes like mel ng,
freezing, vaporisa on and condensa on.
Let’s understand this to study the change of state of ice.
ig

Some ice at –20 °C was taken in the star ng which is represented by point A in the graph. When it was
heated, its temperature started rising and reached 0 °C, shown by point B which is the mel ng point of ice.
yr

When ice was heated further, it used the heat energy supplied to it in breaking the intermolecular forces
which hold the molecules together. This resulted in changing of the ice into water at 0 °C shown by point
op

C. Note that there is no rise in the temperature from B to C.

When more heat was supplied to this water at 0 °C, its temperature started rising again un l it reached
100 °C (point D) where the water started boiling. This is the boiling point of water (100 °C).
C

When water was heated further, it started changing into steam by using the heat energy to break the
forces of a rac on between the molecules. Therefore, the temperature remained constant from D to E.
At point E, water changed completely into steam at 100 °C.

11
When the temperature is decreased, the steam releases heat and its temperature drops ll it reaches the
boiling point. The temperature remains constant ll the en re steam condenses to water.
Further, if the water liberates energy its temperature falls down ll it reaches the freezing point. The
temperature remains constant ll the en re water freezes to ice. A er that the temperature falls down

n
on further libera on of heat.

o
Y
140 steam

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120

ca
boiling point 100 E
or boiling
condensation
80
Temperature (°C)

point

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60
water
40

E
20

B C
melting point 0
or
freezing point
melting a
iv
ice
–20 °C X
A heat
V

Fig. 1.6: Change of state for various processes

Vocabulary
©

Ma er: Anything that has mass and occupies space

Element: A substance which cannot be subdivided into two or more simpler substances by
ht

any physical or chemical change

Atom: The smallest unit of an element which may or may not have an independent
ig

existence but always takes part in a chemical reac on

Molecule: The smallest unit of ma er which can exist independently and retains all the
physical and chemical proper es of that substance
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Force of cohesion: The force of a rac on that exists between similar kinds of molecules
Force of adhesion: The force of a rac on that exists between different types of molecules
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Intermolecular distance: The distance between the molecules of a substance

Change of state: The change of a substance from one physical state to another
Mel ng or fusion: The process that involves the change of state from solid to liquid on absorp on of
C

heat
Mel ng point: The temperature at which a solid melts or changes into its liquid state
Freezing or solidifica on: The process in which a liquid changes to its solid state by libera on of heat

12
Freezing point: The temperature at which a liquid changes into its solid state
Boiling or vaporisa on: The process that involves the change of state from liquid to vapour by absorp on
of heat
Boiling point: The temperature at which a liquid changes into its gaseous state

n
Condensa on: The process in which a substance in vapour or gaseous state changes to its liquid state
Condensa on point: The temperature at which a gas changes into its liquid state

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Evapora on: The change of a substance from its liquid state to its gaseous state at any temperature

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below its boiling point
Sublima on: The process in which a substance changes from a solid state to its gaseous state,

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without changing to its liquid state
Deposi on: The process of change of a gas into its solid state without changing to its liquid state

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Quick Review
• Ma er is made up of various elements combined in different propor ons.

E
• The basic unit of human body, the cell also consists of elements like hydrogen, carbon, oxygen and
phosphorus which are made up of atoms only.
• It is difficult to see molecules even with the help of a powerful microscope.
a
• According to the kine c theory of ma er, the ma er is composed of a large number of small par cles
iv
called atoms which are in constant mo on.
• The main postulates of the kine c theory of ma er are listed below.
 Ma er is made up of atoms or molecules.
V

 The molecules are always in a con nuous random mo on.

 The molecules possess kine c energy which is a direct measure of the temperature of that
©

substance.
 The molecules of ma er always exert an a rac ve force on each other which is called the
intermolecular force. It is of two types, namely, the force of cohesion and the force of adhesion.
ht

 The intermolecular force of a rac on is inversely propor onal to the intermolecular distance.
• Solids have the smallest intermolecular distance between the par cles and the strongest
intermolecular forces of a rac on among its molecules.
ig

• The molecules of solids are bound together and therefore they have a fixed shape, size and fixed
volume.
yr

• Due to strong molecular a rac on between the molecules, the solids expand very li le on hea ng
and do not flow.
op

• The solids are hard and rigid although some solids like metals can be beaten into thin sheets.
• Liquids have the intermediate intermolecular distance between the par cles and the intermediate
intermolecular forces of a rac on among its molecules.
• The molecules of liquids are loosely packed and are not fixed at their posi on and can move freely.
C

• Liquids do not have a fixed shape and take the shape of the container they are poured in.
• Due to weak molecular a rac on between the molecules, the liquids expand on hea ng.

13
 • Gases have the highest intermolecular distance between the par cles and the weakest intermolecular
forces of a rac on among its molecules.
• The molecules of gases are very loosely packed and are not fixed at their posi on and can move

n
independent of each other and show con nuous zigzag mo on throughout.
• Gases neither have a fixed shape nor a fixed volume.

o
• Due to very weak molecular a rac on between the molecules, the gases can be compressed to a

ti
large extent, expand a lot on hea ng and are not at all rigid.
• When heat is supplied to ma er, the energy of its molecules increases and they start vibra ng

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vigorously. This results in change in the state of ma er.
• During the process of evapora on, the liquids absorb heat from the surroundings which causes a
cooling effect.

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EXERCISES

E
BE PROMPT
A. Fill in the blanks. a
1. The ma er is made up of __________.
iv
2. The state of ma er composed of atoms packed ghtly together is known as ____________.
3. When heat is liberated by ma er, the energy of its molecules __________ and they come closer.
V

4. Solids have the __________ intermolecular space of all the states of ma er.
5. The temperature at which a gas changes into its liquid state is called the __________.
©

B. State whether the following statements are true (T) or false (F). Correct the false statements.
1. Even the basic unit of human body, the cell is made up of atoms only.
2. Liquids have a fixed shape and a definite volume.
ht

3. When the heat is supplied to the ma er, its molecules gain energy and start vibra ng vigorously.
4. During the process of evapora on, the liquids release heat from the body and causes the cooling of
ig

the body.
5. Camphor is an example of sublimate.
yr

C. Choose the correct op on.

1. The process that involves the change of state from liquid to its gaseous state at any temperature
below its boiling point is called _________________.
op

(a) condensa on (b) evapora on (c) sublima on (d) mel ng

2. The size of the molecules is of the order of _________________.
(a) 10–8 to 10–12 m (b) 10–6 to 10–8 m (c) 10–8 to 10–15 m (d) 10–8 to 10–10 m
C

3. On cooling down a substance, there is a loss of heat and the kine c energy of its molecules
_________________.
(a) increases (b) decreases (c) remains the same (d) none of these

14
 4. The we ng of the glass is an example of _________________.
(a) force of cohesion (b) evapora on (c) force of adhesion (d) latent heat
5. During the change of state from solid to liquid, ____________________.
(a) heat is liberated (b) heat is absorbed
(c) temperature is increased (d) temperature is decreased

n
D. Match the columns.

o
Column A Column B

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1. Definite volume but not fixed shape (a) Wax
2. Non-rigid molecules (b) Liquid

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3. Least intermolecular space (c) Dry ice
4. Sublima on (d) Solid
5. Fusion (e) Gas

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SHORT AND PRECISE
A. Show the following in the form of flowcharts.

E
1. Interconversion of states of ma er 2. Molecular arrangement of ma er
B. Give reasons for the following statements.
1. Why do we smell hot food from a distance?
2. Why a wooden log cannot be compressed?
a
iv
3. Why there is no change in temperature during the mel ng of a solid?
4. Why does a camphor tablet get converted to fumes on hea ng?
V

5. Why is it so that the wet clothes dry a er some me when put in the sun?
C. Answer in short.
©

1. Define mel ng point.

2. What do you understand by the term solidifica on point or freezing point of a liquid?
ht

3. Explain the process of sublima on in terms of kine c theory.

4. What is deposi on?

AT LENGTH
ig

A. Explain the following terms.

yr

1. Vaporisa on or boiling point 2. Condensa on 3. Fusion or mel ng

4. Sublima on 5. Gases 6. Intermolecular distance
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B. Differen ate between the following.

1. Solid, liquid and gas 2. Boiling and evapora on 3. Fusion and solidifica on
C. Read the given paragraph on the process of mel ng. Iden fy the incorrect parts of the process.
C

Mel ng or fusion is a chemical process that involves the change of state from gaseous to liquid state on
libera on of heat. During the process of mel ng, there is a sharp change in the temperature un l the
process is complete. The temperature at which a solid melts or changes into its gaseous state is known

15
 as the freezing point. During the mel ng of a solid, the heat released by the body does not raise its
temperature. For example, the mel ng point of ice is 100 °C, so the temperature of ice remains steady
un l all the ice melts.
D. Answer in detail.

n
1. Explain the kine c theory of ma er.
2. Write a short note on the characteris cs of solids, liquids and gases.

o
3. Explain the mel ng process on the basis of kine c theory.
4. How will you show the change of state for various processes using a graph paper?

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5. Why does the temperature remain constant during the change of state of a substance?

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6. Write a short note on the factors that affect the process of evapora on.

OBSERVE AND PERFORM

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Men on the processes taking place in the pictures given below. Explain these processes.
(a) (b) (c) (d)

E
a
iv
V

APPLY YOUR LEARNING

A. Radha was using nail paint remover to remove her nail paint. While applying it on her nails, her skin in
©

contact with the nail paint remover felt cold.

Why did this happen?
B. Aman was ge ng late in the morning so his mother poured the milk in a saucer. Aman found out that
ht

it was easy to sip the hot milk from the saucer rather than the glass. What could be the reason behind
it?
ig

LIFE SKILLS
yr

A. Perform an ac vity. Put your wet clothes in sun everyday for drying for a week. Make a note and
men on the speed of the wind (mark as very high, high, moderate, low, none) in your observa on
table. Also note the me taken by the clothes to dry every day. You would observe that the clothes
op

dried in the minimum me possible on the day with the maximum wind speed. Why did this happen?
(Problem-solving)
B. Perform an experiment with your friends in groups of 3. Take an ice cube, measure its temperature
C

using the thermometer. Heat the ice ll it melts completely. Now boil the water obtained and heat it ll
it evaporates. Note the temperature throughout the ac vity. Plot a temperature versus me graph and
record your observa ons. (Coopera on and working together)

16
 INTEGRATE YOUR LEARNING

Integrate with Chemistry

Create a PowerPoint presenta on on the topic ‘Existence of Three States of Ma er.’ Insert related
informa on, images and videos using the Internet.

n
Integrate with Geography

o
Discuss with your geography teacher about the state(s) of ma er that forms the earth’s atmosphere.
Create a Word document based on your discussion and the informa on gained.

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Integrate with Technology in Daily Life

ca
Create a PowerPoint presenta on to demonstrate how the transi on of phases has been applied in the
liquid-crystal display (LCD) television that we have in our homes. Take help from Internet.

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PROJECTS AND ACTIVITIES

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Preparing Your Own Water Cycle
Requirements: A plas c bowl, a sheet of clear plas c wrap, a dry coffee mug, a large rubber band and
water
Procedure:
a
iv
• Put the bowl under the sun.
• Fill ¼th of the bowl with water.
• Keep the mug in the centre of the bowl. (Do not splash any water)
V

• Cover the bowl with the plas c wrap.

• Use the rubber band to hold the plas c wrap in its place.
• Leave the bowl and see what happens.
©

You will see that ‘mist’ formed on the plas c sheet will later change into the water drop and drips
into the mug. On removing the plas c sheet, you will find that the mug has water inside it. This is
ht

how the water cycle operates in the earth’s atmosphere.

Crea ng a Presenta on
Create a PowerPoint presenta on on the topic ‘Explana on of Boiling and Evapora on by Kine c
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Theory’. Insert related informa on, images and videos using the Internet.
Crea ng a Word Document
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Create a Word document on the topic ‘Molecular Arrangement in Three States of Ma er’. Insert related
informa on and images using the Internet.
op
C

17
Review Your Learning

A. Answer in one word.

1. The state of ma er which is hard and rigid

n
2. The smallest unit of ma er which can exist independently
3. The distance between the molecules of a substance

o
4. The temperature at which a solid melts or changes into its liquid state

ti
5. The amount of heat required by a substance to change its state of ma er without any change in
the temperature

ca
B. State whether the given statements are true (T) or false (F).
1. The temperature at which a liquid changes into its gaseous state is called the mel ng point.
2. Solids do not have a fixed shape and take the shape of the container they are poured in.

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3. During the change of state of a substance, the temperature increases abruptly.
4. The molecules possess kine c energy which is a direct measure of the temperature of that substance.
5. The liquids can be compressed to a large extent, expand a lot on hea ng and are not at all rigid.

E
C. Match the columns.
Column A Column B
1. Drying clothes in the sun
a (a) Solidifica on
iv
2. Mel ng of wax (b) Condensa on
3. Boiling of water (c) Evapora on
V

4. Dew on window pane (d) Vaporisa on

5. Freezing of ice (e) Fusion
D. Explain the following terms.
©

1. Ma er
2. Liquid
ht

3. Freezing point
4. Evapora on
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5. Vaporisa on
E. Answer the following ques ons.
yr

1. How are the force of cohesion and the force of adhesion different from each other?
2. Explain the process of boiling on the basis of kine c theory.
3. How are the intermolecular distance and intermolecular forces of a rac on related to each other?
op

4. Discuss the molecular arrangement of three states of ma er.

5. What do you understand by the change of state? What are the various interconversion processes of
states of ma er?
C

PROJECT
Prepare a model demonstra ng the forces of a rac on between solids, liquids and gases.

18
 2 Physical Quantities and
Measurement

o n
Learning Outcomes Key Concepts

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Students will be able to
• measure the density of an irregular solid. • Density

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• measure the density of a liquid. • Vessels for Measuring
Volume
• discuss the concept of floata on based on rela ve densi es of solid and
liquid. • Determination of Density
of Solids and Liquids

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• express result of measurement in proper unit with proper symbol.
• Relative Density
• solve simple numerical problems based on formula of density.
• Comparison of Densities
• compare densi es of ma er in three states: solid, liquid and gas.
of Solids, Liquids and
• make careful observa ons including measurements.

E
Gases
• gather data using formal units. • Applications of Relative
• make conclusions from collected data. Density: Sinking and

communica ng the same.

a
• make predic ons using scien fic knowledge and effec vely Floating
• Law of Floatation
iv
Warm Up Activity
V

Based on your knowledge of measurement, answer the following ques ons.

1. Define mass.
©

2. The SI unit of mass is ________. (g/kg/tonne/m)

3. The mass of an object is measured using an instrument called __________.
4. Define volume.
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5. The SI unit of volume is ______.

6. Do we have same formulae for measuring volume of different shapes?
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7. Look at the instruments given alongside.

(a) Name the instruments.
(b) For what purpose are these instruments used?
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DENSITY
op

We have already studied about the concept of density in class 7. Density of a substance is defined as the
mass per unit volume. It is that property of ma er which relates the mass and volume of a body.
We know that a body or an object having definite volume has a defined mass. If the mass of the body
C

increases, its volume also increases accordingly.

Also, it is observed that equal masses of different substances have different volumes. Similarly, equal
volumes of different substances have different masses.

19
For example, if you take 500 g co on and 500 g iron, which one of the two will occupy more volume? The
answer is co on.
Conversely, if we take same volume of co on and iron, will the two of them be of same mass? If not, then
which of the two will be heavier?

n
The answer is very simple. If taken same volume, then iron will be much heavier than co on.

o
The reason behind these two examples is that iron is denser than co on.
Density of a substance is represented as

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Mass (m)
Density () =

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Volume (V)
For example, a 1 cm3 block of wood weighs lesser than 1 cm3 block of iron. This is because the atoms in
iron are more densely (or closely) packed as compared to the atoms in wooden block. In other words,

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the density of iron is more than that of wood. The more ghtly or closely packed the molecules are in a
substance, the denser that substance is.

Units of Density

E
The density of a material is numerically the mass in its unit volume. Since the SI unit of mass is kilogram
(kg) and that of volume is cubic metre (m3), therefore the SI unit of density is kg m–3. The CGS unit of
a
density is g cm–3. The density of a material is denoted by the symbol ρ, pronounced as rho.
iv
Conversion of kg m–3 to gc m–3 and vice versa
1 kg = 1000 g
V

1 m = 100 cm
Therefore, 1 m–1 = 10–2 cm–1
©

1 m–3 = 10–6 cm–3

Thus 1 kg m–3 = 1000 g × 10–6 cm–3
ht

1 kg m–3 = 10–3 g cm–3 and 1 g cm–3 = 1000 kg m–3

So to convert 1 kg m–3 into 1 g cm–3, we divide it by 1000. Similarly, for conver ng 1 g cm–3 to 1 kg m–3 we
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mul ply it by 1000.

VESSELS FOR MEASURING VOLUME

yr

mL
We use different vessels to measure the volume of liquids. Some of the
vessels are given below.
op

1. Measuring cylinder: It is a small vessel made of glass or plas c.

It measures the capacity or volume of a liquid poured in it. It is
graduated in millilitre (mL) with its zero mark at the bo om. These
C

gradua ons increase upwards.

Measuring cylinders are available in different capaci es like 50 mL,
100 mL, 200 mL, 250 mL and 500 mL. Fig. 2.1: Measuring cylinder

20
 2. Measuring beaker: It measures fixed capacity or volume
of liquids like milk and oil, in millilitres (mL). It is made of
500 mL
glass, plas c or aluminium. It is also available in different
capaci es like 50 mL, 100 mL, 200 mL, 250 mL and 500 mL.
The capacity of a measuring beaker is marked on it.

n
3. Eureka can: A Eureka can, also called an overflow can is a

o
cylindrical glass or plas c beaker which has a side opening Fig. 2.2: Measuring beakers
present near its mouth. The volume of the can is equal to

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the volume of the liquid up to the spout.

ca
It is used to determine the volume of unknown solid spout
objects. If any object is immersed in the filled Eureka can, it
displaces an amount of water which is equal to its volume.
By finding the volume of the overflown liquid, the volume

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of the object can be determined. Fig. 2.3: Eureka can

DETERMINATION OF DENSITY OF SOLIDS AND LIQUIDS

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Determination of Density of a Solid
a
To determine the density of a solid, we need to measure its mass and volume.
(i) The mass (m) of a solid can be determined using a physical balance or beam balance.
iv
(ii) To measure the volume (V) of a solid, we proceed in either of the two ways depending upon the
shape of the solid.
V

(a) The volume of regular solids such as cube, sphere, cylinder, etc. can be calculated using the
mathema cal formulae given below.
©

• Volume of cube = (side)3 • Volume of cuboid = length × breadth × height

4
• Volume of sphere = ×(radius)3 • Volume of cylinder = (radius)2 × height
ht

(b) The volume of irregular solids such as stones, pebbles, etc. can be determined by water
displacement method.
ig

m
Finally, the density of the solid is calculated using the formula  = .
V
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Activity 2.1
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Aim: To determine the density of an irregular solid (stone)

Materials required: An irregular solid (say stone), electronic or beam balance, measuring cylinder and a
thread
C

Procedure
• First determine the mass of the stone using the beam balance. Let the mass be m.
• Take a measuring cylinder and pour some water in it. Note the ini al water level in the cylinder as V1.

21
 •
Tie the stone with a string and immerse it fully in water such that it does not touch the base of the
cylinder.
• Note the final water level in the cylinder as V2.
Observa on

n
• Mass of stone, m = 62 g (say) V2
• Ini al water level, V1 = 60 mL (as shown in the figure)

o
V1
• Water level rises on placing stone in the measuring cylinder. stone

ti
Therefore, final water level, V2 = 80 mL (as shown in the figure)
Calcula on: The difference in the level of water in the measuring

ca
cylinder (V2 – V1) gives the volume of the stone.
 Volume of stone = (V2 – V1) = (80 mL – 60 mL) = 20 mL = 20 cm3. ( 1 mL = 1 cm3)
m 62

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Density of the stone,  = = = 3.1 g cm–3
(V2 – V1) 20
Result: The density of an irregular stone is 3.1 g cm–3.

E
Activity 2.2
a
Aim: To determine the density of an irregular solid (stone) using Eureka (or overflow) can
iv
Materials required: An irregular solid (say stone), electronic or beam balance, measuring beaker, Eureka
can and a thread
V

Procedure
• First determine the mass of the stone using the beam balance. Let the
mass be m.
©

• Take a Eureka can and fill water in it up to its spout.

• Now keep a small empty measuring beaker below the spout of the can.
ht

• Tie the stone with the thread and immerse it fully in water into the Eureka
can. Make sure that it does not touch the base of the can.
• Note your observa ons.
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Observa on
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• Mass of the stone, m = 75 g (say)

• The water displaced by the stone overflows through the spout into the measuring beaker. This
volume of water gives the volume of the stone V. Suppose,
op

V = 16 mL = 16 cm3    ( 1 mL = 1 cm3)
Calcula on
m 75
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Density of the stone,  = = = 4.69 g cm–3

V 16
Result: The density of the stone is 4.69 g cm–3.

22
Determination of Density of a Liquid
To determine the density of a liquid, we need to measure its mass and volume.
(i) The mass (m) of the liquid can be determined using a beam or physical balance.
(ii) The volume (V) of the liquid can be measured using measuring cylinders or cans.

o n
Activity 2.3

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Aim: To determine the density of a liquid (say oil)
Materials required: Oil, electronic or beam balance, a beaker and a measuring cylinder

ca
Procedure
• Take an empty and dry beaker and measure its mass using a beam balance or an electronic balance.
Let the mass of the beaker be m1 gram.

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• Now take a 100 mL measuring cylinder and pour 50 mL oil into it. So the volume of the oil,
V = 50 mL = 50 cm3.
• Pour this oil into the same beaker and again measure its mass using the beam balance. The balance

E
now gives the total mass of the beaker and the oil inside it. Let this mass be m2 gram.
Calcula on
• Suppose, we found m1 = 30 g and m2 = 75 g a
Mass of the oil, m = (m2 – m1) gram = (75 g – 30 g) = 45 g
iv
•
•Now the density of the oil can be calculated as
m 45
V

density of oil,ρ = g cm–3 = = 0.9 g cm–3

V 50
Result: The density of the oil is 0.9 g cm–3.
©

RELATIVE DENSITY
ht

We now know that density is the ra o of the mass and volume of a substance. We have also learnt that
different substances have different densi es. For example, the density of copper is 8.9 g cm–3 while that
of lead is 11.3 g cm–3. For convenience, scien sts have chosen a reference substance with which the
ig

densi es of all other substances can be compared. This reference substance is water whose density at
4 °C is 1 g cm–3. The density of a substance with respect to the density of water at 4 °C is termed as rela ve
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density.
Hence, rela ve density of a substance is the ra o of the density of the substance and the density of water
op

at 4 °C. Rela ve density is also termed as specific gravity. Therefore,

(Density of substance)
Rela ve density (R.D.) =
(Density of water at 4 °C)
C

Mass
As, Density =
Volume
Mass of substance/Volume of substance
Therefore, R.D. =
Mass of water at 4 °C/Volume of water

23
If both the volumes, i.e., the substance whose density is to be compared and water are equal then the
formula becomes
Mass of substance
R.D. =
Mass of water at 4 °C
Since rela ve density is the ra o of two quan es, it has no units.

n
Rela ve density can also be used to determine the actual density of a material. As the density of water at

o
4 °C is 1 g cm–3 or 1000 kg m–3, we can obtain the actual density of the material by mul plying its rela ve
density with 1 g cm–3 or 1000 kg m–3.

ti
 Density of a substance = Rela ve density of the substance × 1 g cm–3

ca
= Rela ve density of the substance × 1000 kg m–3

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Determination of Relative Density of a Liquid
capillary
Specific gravity bo le or rela ve density bo le: The rela ve density of a tube

E
liquid can be determined with the help of a special bo le called the specific
gravity (SG) bo le or rela ve density (RD) bo le or pycnometer. It is a small stopper
glass bo le with a glass stopper. The stopper has a fine capillary tube. It
a
has a fixed capacity which is usually marked on the bo le. A er filling the
iv
bo le completely with a liquid, when stopper is inserted, the excess liquid
rises up and comes out through the capillary tube. This ensures that the
bo le contains a fixed volume of any liquid filled in it. Therefore, it is used
V

to determine the rela ve density or density of the liquids.

Procedure to Determine Rela ve Density of a Liquid Fig. 2.4: Pycnometer
©

• Take an empty, clean and dried specific gravity bo le and measure its mass with the help of a
physical or beam balance. Let the mass of the empty bo le be m1 g.
• Fill the bo le with dis lled water and insert the stopper. The excess water comes out from the
ht

bo le through the capillary tube in the stopper. Dry the bo le well from outside.
• Measure the mass of the bo le containing water with the help of physical or beam balance. Let it
ig

be m2 g.
• Now, empty and dry the bo le, and fill it with the liquid whose rela ve density is to be measured.
yr

• Insert the stopper so that extra liquid drains out through it. Clean and dry the bo le from outside.
• Measure the mass of the bo le filled with liquid. Let it be m3 g.
op

Observa on and Calcula on

Mass of empty bo le = m1
Curious Mind
Mass of bo le + dis lled water = m2
Why is it necessary to clean and
C

Mass of bo le + liquid = m3 dry the bo le before filling it with

Mass of dis lled water = (m2 – m1) the liquid whose rela ve density
has to be determined?
Mass of liquid = (m3 – m1)

24
As the volume of both the liquids is same (measured by the same bo le), the rela ve density of the liquid
can be calculated using the simplified formula, i.e.,
Mass of liquid
R.D. =
Mass of water

n
(m3 – m1)
R.D. =
(m2 – m1)

o
Note: Density of the liquid can also be calculated using the above result as

ti
(m – m1)
Density of the liquid = 3 × 1 g cm–3

ca
(m2 – m1)
Hydrometer: It is another instrument used for measuring the rela ve density of
liquids. A hydrometer is generally made of glass and has a cylindrical stem and graduated

du
scale
a bulb weighted with either mercury or lead shots to make it float upright. It
usually contains a scale inside the stem, so that the specific gravity can be read
directly. hollow glass
body

E
The liquid to test is poured in a graduated cylinder or a tall jar and the hydrometer
is lowered into the liquid un l it floats freely. The point at which the surface of weight to keep
hydrometer upright
the liquid touches the stem of the hydrometer is noted and the value on the scale
a Fig. 2.5: Hydrometer
is read.
iv
Enlighten Your Mind
V

A special type of hydrometer called lactometer is used for tes ng the purity of milk by measuring its
density. It is also used in breweries to es mate the content of alcohol.
©

Stop and Reflect

State whether the following statements are true (T) or false (F). Correct the false statements.
ht

1. The more loosely the molecules are packed, the more denser the substance is.
2. 1 kg m–3 is equal to 1000 g cm–3.
ig

3. Eureka can is also called specific gravity bo le.

4. Actual density of a substance can be determined from its rela ve density.
yr

5. Hydrometer is used for determining the density of solids.

Solved Numericals
op

1. A stone of mass 22 g is immersed completely in a measuring cylinder containing water. Due to

the mass of the stone, the water level in the cylinder rises by 17 mL. What is the density of the
stone?
C

Solu on: Mass of the stone = 22 g

As the rise in the water level gives a measure of the volume of the stone, therefore the volume
of the stone = 17 mL = 17 cm3 (1 mL = 1 cm3)

25
 m
Therefore,  =
V
22
= = 1.29 g cm–3
17

n
The density of the stone is 1.29 g cm–3.

o
2. An empty specific gravity bo le weighs 32 g in a physical balance. When it is completely filled
with water, it has a mass of 72 g. On filling it with methanol, the mass of the bo le is found to

ti
be 64 g. Calculate the rela ve density of methanol.
Solu on: Mass of the empty bo le = 32 g

ca
Mass of the bo le when filled with water = 72 g
Therefore, mass of the water in the bo le = (72 – 32) g = 40 g
Mass of the bo le when filled with methanol = 64 g

du
Therefore, mass of the methanol in the bo le = (64 – 32) g = 32 g
Mass of methanol
So, the rela ve density of methanol =

E
Mass of water
32 g
= = 0.8
40 g
The rela ve density of methanol is 0.8. a
3. The density of mercury is 13,546 kg m–3. Find its rela ve density.
iv
Density of substance
Solu on: R.D. =
Density of water at 4 °C
V

13546 kg m–3
=
1000 kg m–3
©

= 13.546
The rela ve density of mercury is 13.546.
4. Find the rela ve density of a piece of wood that has mass of 25 g and volume of 29.4 cm3.
ht

Mass
Solu on: Density =
Volume
ig

25 g
=
29.4 cm3
yr

= 0.850 g cm–3
Density of substance
We know rela ve density =
Density of water at 4 °C
op

Since the density of water = 1 g cm–3

0.850 g cm–3
R.D. =
C

1 g cm–3
= 0.850
The rela ve density of a piece of wood is 0.850.

26
 5. The mass of a ball is 125 g. What should be its volume to have a density of 0.500 g cm–3? Also
find its density in SI unit and its rela ve density.
Mass
Solu on: Density =
Volume

n
Mass
So, Volume =
Density

o
125 g
= = 250 cm3

ti
0.500 g cm–3
Density in SI unit = Density in CGS unit × 1000

ca
= 0.500 × 1000 = 500 kg m–3
Density of substance
R.D. =
Density of water at 4 °C

du
0.500
R.D. = = 0.500
1
The rela ve density of ball is 0.500.
From these examples, You will note that the density in g cm–3 and rela ve density of a material are

E
numerically same.

COMPARISON OF DENSITIES OF SOLIDS, LIQUIDS AND GASES

a
In an earlier example, we discussed that the density of a substance directly depends on how ghtly packed
iv
are the molecules in it. This is because for a given volume V of a substance A, if the molecules are ghtly
packed, it would imply more number of molecules in it and hence more mass in the given volume.
V

Similarly, if the molecules are loosely packed in the same given volume V for another substance B, then
there will be less number of molecules occupying the same space and hence less mass for the same
©

volume. This implies that substance B will have less density as compared to substance A.
As we already know, among the different states of ma er, solids are the most ghtly packed and gases are
the most loosely packed, while liquids lie in between the two. Therefore among these three, solids are
ht

usually most dense, followed by liquids and gases.

The following table shows the densi es of some common substances.
ig

Densi es of Some Solids, Liquids and Gases

Density
Substance Relative density
yr

In g cm –3
In kg m–3
Solids
Ice 0.93 930 0.93
op

Cork 0.25 250 0.25

Wood 0.7 700 0.7
Aluminium 2.7 2700 2.7
Iron 7.87 7870 7.87
C

Copper 8.9 8900 8.9

Lead 11.35 11350 11.35
Mercury 13.6 13600 13.6
Gold 19.3 19300 19.3

27
 Liquids
Water (freshwater) 1.0 1000 1.0
Ethanol 0.789 789 0.789
Cooking oil 0.92 920 0.92
Turpentine oil 0.87 870 0.87

n
Milk 1.03 1030 1.03

o
Glycerine 1.26 1260 1.26
Gases

ti
Air (293 K) 0.00127 1.207 0.00127
Hydrogen 0.00009 0.09 0.00009

ca
Helium 0.000178 0.178 0.000178

APPLICATIONS OF RELATIVE DENSITY: SINKING AND FLOATING

du
The rela ve density of a substance gives us an idea whether
Enlighten Your Mind
the substance will sink or float in water. If the rela ve density of
a substance is less than 1, it is lighter than water and hence it The density of water is found to

E
will float on water. On the other hand, a substance with rela ve change in its different forms. The
density greater than 1 implies that it is heavier than water and density of water (liquid form) is
will sink in it. For example, a piece of wood having rela ve 1 g cm–3, whereas the density of ice
a
density 0.85 floats in water, whereas even a small iron nail sinks
(solid form) is 0.93 g cm–3 and that
of steam is 0.0006 g cm–3.
iv
in water because its rela ve density is more than 1.
Depending upon the densi es of two liquids, a solid may sink in one of them while float in the other. For
V

example, a cube of ice will float on water but sink in cooking oil. If two liquids of different densi es are
poured in a vessel, then the liquid with lesser density will float over the heavier one.
Some examples are as given below.
©

• A block of aluminium when placed over water or turpen ne will sink. However when the same
block is placed over mercury, it floats. This is because the density of aluminium is more than water
ht

and turpen ne but lesser than mercury.

ρwater (= 1 g cm–3) < ρaluminium (= 2.7 g cm–3) < ρmercury (= 13.6 g cm–3)
• An iron nail sinks in glycerine
ig

Know Your Scientist

whereas a small cork will float on it.
This is because iron is denser than Archimedes (287 BCE–212 BCE) was
yr

glycerine, but cork is not. a Greek mathema cian, physicist and

astronomer. While experimen ng, he
LAW OF FLOATATION found that a body when immersed in a
op

liquid loses weight equal to the weight

The law of floata on states that when of the liquid it displaces. This was the
a body floats in a liquid, the total weight forma on of a hydrosta c principle
C

of the body is equal to the weight of the and is known as Archimedes’ principle.
liquid displaced by its immersed part. In Archimedes is popularly known for this principle. He also
short, while floa ng, invented the Archimedes’ screw to pull water out of the
ground. This device is s ll used around the world.

28
 Weight of the floa ng body = Weight of the liquid displaced by its immersed part
We can also say that the apparent weight of a floa ng body is zero, according to the law of floata on. In
a liquid of high density, a body will float with its more por on outside the liquid surface as compared to
the liquid having lower density.

n
Principle of Floatation

o
When a body is immersed in a liquid, there are two types of forces that act on it.

ti
• Weight of the body (W) ac ng ver cally downwards: This force is due to gravity and thus, it has a
tendency of sinking the body as it acts ver cally downwards.

ca
• Buoyant force (FB): This force acts ver cally upwards and has a tendency of forcing the body to
move up. The buoyant force is equal to the weight of the liquid displaced by the immersed part of
the body.

du
Three situa ons arise when a body is immersed in a liquid.
Case I: The buoyant force is smaller than the weight of the body (FB< W). FB

E
In this case, the resultant force on the body would be (W – FB) and it
acts ver cally downwards. As the resultant force is ac ng ver cally
a
downwards, the body will sink in the liquid to the bo om. This usually
takes place when the body has a density greater than the density of
W
Fig. 2.6: When FB < W, the body sinks
iv
to the bottom of the liquid.
the liquid.
FB
Case II: The buoyant force is equal to the weight of the body (FB = W).
V

In this case, the resultant force on the body would be zero as W = FB.
As the resultant force is zero, the body will float just inside the liquid
©

surface. This usually takes place when the body has a density equal to W

the density of the liquid.

Fig. 2.7: When FB = W, the body
Case III: The buoyant force is greater than the weight of the floats just below the liquid surface.
ht

body (FB > W). FB

In this case, the resultant force acts ver cally upwards. As the
ig

resultant force is ac ng upwards, the body will float par ally above
the liquid surface. The body will have only that part immersed in
the liquid by which the weight of the liquid displaced FB balances W
yr

the total weight of the body. This usually happens when the density
of the liquid is more than that of the body to immerse in it. While Fig. 2.8: When FB > W, the body floats
partially above the liquid surface.
op

floa ng, the apparent weight of the body will be zero since W = FB.
Therefore, when a body has a density greater than the density of the liquid, it will sink in the liquid but when
the density of the body is equal to or less than the density of the liquid, the body will float on the liquid.
C

Some Applications of Floatation

• Floata on of an iron ship: An iron nail sinks in the seawater as the density of iron is more than that
of water but a ship made of iron does not. Do you know why? This is because the weight of the iron

29
 nail is greater than the buoyant force of the water, therefore, the nail sinks in water. Whereas the
ship has empty spaces inside it which contain air. Due to the hollow design, the average density of
the ship is always less than that of water. This leads to the floata on of ship on the seawater.
• Floata on of man: It is easier for a man to swim in the seawater as compared to that of the river

n
water. This is because the seawater has higher density because of the salts present in it. But river
water has lesser amount of salts and hence lesser density than the seawater. Therefore, the weight

o
of the man gets balanced more easily by the immersed part of his body in seawater than that in

ti
river water.
• Floata on of ice on water: Ice floats on water with its 1/10th part outside the water and 9/10th

ca
part inside the water. This is because ice, in spite of being a solid has large number of empty spaces
between its par cles. These spaces are larger as compared to the spaces present between the
par cles of water. Therefore, the density of ice is less as compared to that of water. Hence, the

du
weight of water displaced by the 9/10th part of the ice immersed inside the water becomes equal
to the total weight of the piece of the ice.
• Submarines: Submarines are made to sink or rise to the surface of water at their will. This is

E
because a submarine is a water- ght boat and can travel under water like a normal ship. The
submarine is equipped with water tanks. When the submarine is made to dive, the tanks are filled
with water that makes the average density higher than the density of the seawater. This makes the
a
submarines sink. Whereas when the submarines are made to rise to the water surface, the water
iv
is forced out of the tanks and the average density of the submarines becomes less than the density
of the seawater. Therefore, the submarines rise up to the water surface.
V

• Icebergs: The massive ice pieces that float on the water

surface are called icebergs. As men oned earlier, the density
of ice is less than the density of water. So, these icebergs
©

are seen to float on the seawater with their major por on

submerged inside the water and only a small por on is visible
on the water surface. This makes the icebergs dangerous for
ht

the ships as the underwater ice might hit the ship and the
ship may sink.
ig

Fig. 2.9: Iceberg

• Whales: Whales have a special organ in their body which is
known as the air bladder. This gives them an advantage to sink or rise at their own will in seawater.
yr

In order to come to the surface of the water, the whales are seen to fill their air bladders with air.
Due to this, the average density of the whale decreases and they are able to rise to the surface.
These air bladders are emp ed to dive into the water as it increases the average density of the
op

whales and lets them sink.

• Balloons: A balloon filled with hydrogen gas rises up in air because the density of hydrogen is
less as compared to that of air. Therefore, the balloon experiences a buoyant force larger than its
C

weight. This makes the balloon rise up due to the resultant force ac ng ver cally upwards. This is
also true for hot air balloon rides.

30
 Activity 2.4
Aim: To compare the densi es of various substances
Materials required: Different liquids like water, turpen ne, milk, glycerine, kerosene oil, mercury (if

n
available, under teacher’s guidance) and solids like a small cork, iron nail, sheet of aluminium, copper and
lead

o
Procedure

ti
• Students have to work in groups of 5 and arrange for different materials.
• Take different liquids in different containers.

ca
• Place all the above men oned things (and more if you can) over different liquids.
• Make a record of your observa ons in the table given below.
Liquids

du
Object
Water Turpen ne Milk Glycerine Kerosene Mercury
Cork Float
Iron nail Sink

E
Aluminium
Copper

•
Lead a
Once you complete the table, compare the densi es of the different substances, i.e., both solids and
iv
liquids.
• Discuss your results with other groups and your teacher.
V

• Arrange the substances in increasing order of their densi es.

©

Activity 2.5
ht

Aim: To compare the densi es of two liquids

Materials required: Two iden cal small blocks of wood, two iden cal beakers, glycerine and water
Procedure
ig

• Take two beakers and fill one with water and B

another with glycerine. Label them as P and Q A
yr

respec vely.
• Take two iden cal blocks of wood and label
them as A and B.
op

glycerine
P Q
• Place the wooden block A on the surface of water Beaker ‘P’ Beaker ‘Q’
water kept in beaker P and the wooden block B
on the surface of glycerine kept in beaker Q.
C

Observa on: You will observe that both the wooden blocks A and B float. The block B floats with its more
por on outside the glycerine surface as compared to the block A which has less por on outside the water
surface.

31
Discussion and Conclusion: The wooden block floats in both the cases, because the density of wood is less
than the density of water as well as the density of glycerine. Further, the density of glycerine is more than
the density of water due to which the wooden block floats with its more porƟon outside the glycerine
than that of water.

o n
Vocabulary

ti
Density: Mass per unit volume
Eureka can: An overflow can having a spout present near its mouth

ca
RelaƟve Density: The raƟo of the density of a substance with respect to the density of water at 4 °C
Specific gravity boƩle: A special boƩle used for determining the relaƟve density of a liquid
Hydrometer: An instrument used for measuring the relaƟve densiƟes of liquids

du
Buoyant force: The force acƟng verƟcally upwards and has the tendency of forcing the body to move
up

E
Quick Review
• Density of maƩer is related to the mass and volume of a body. The density of a substance is defined
as the mass per unit volume. a
• The SI unit of density is kg m–3 and the CGS unit is g cm–3.
iv
• 1 g cm–3 is equal to 1000 kg m–3.
• For determining the density of a solid, the mass of the solid can be determined using a physical or
V

beam balance and the volume of the solid can be calculated using the known formulae (regular solid)
or water displacement method (irregular solid).
©

• For determining the density of a liquid, the mass of the liquid can be determined using a beam or
physical balance and the volume of the liquid can be measured using measuring cylinders or cans.
Density of substance
• RelaƟve density (R.D.) =
ht

Density of water at 4 °C
• RelaƟve density has no units.
• For determining the relaƟve density of a liquid, specific gravity boƩle and hydrometer can be used.
ig

• For a given volume V of a substance A, if the molecules are Ɵghtly packed, it means that there are
more molecules in it and hence more mass is present in the given volume.
yr

• Solids are the most dense followed by the liquids and gases.
• A substance with relaƟve density greater than 1 implies that it is heavier than water and therefore it
sinks in it.
op

• A substance with relaƟve density less than 1 implies that it is lighter than water and therefore it floats
in water.
• The law of floataƟon states that when a body floats in a liquid, the total weight of the body is equal
C

to the weight of the liquid displaced by its immersed part.

• When a body has density greater than the density of a liquid, it will sink.
• When a body has density equal to or less than the density of a liquid, it will float.

32
 EXERCISES

BE PROMPT

n
A. Fill in the blanks.

o
1. The mass per unit volume is termed as ___________.
2. The SI unit of density is ___________.

ti
3. The density of a body sinking in water is ___________ than 1000 kg m–3.
4. 1 g cm–3 = ___________ kg m–3.

ca
5. The rela ve density has ___________ units.
B. State whether the following statements are true (T) or false (F). Correct the false statements.

du
1. A substance with rela ve density more than 1 implies that it is lighter than water and therefore it
floats in the water.
2. Liquids are the most dense followed by the solids and gases.

E
3. For determining the rela ve density of a liquid, Eureka Can is used.
4. A block of aluminium floats when placed over mercury.
5. The SI unit of density is g cm–3.
C. Choose the correct op on.
a
iv
1. The correct rela on for calcula ng density is ________________.
(a) mass/volume (b) mass × volume
V

(c) volume/mass (d) 1/(volume × mass)

2. Which of the following is used to determine the volume of the unknown solids?
©

(a) Specific gravity bo le (b) Hydrometer

(c) Lactometer (d) Eureka Can
3. Which of the following will float in glycerine?
ht

(a) Iron nail (b) Aluminium bar (c) Cork (d) A copper ball
4. Rela ve density is also termed as ________________.
ig

(a) specific density (b) specific mass (c) specific gravity (d) specific weight
5. The volume of irregular solids like pebbles and stones can be determined using ________________.
(a) standard formulae (b) water displacement method
yr

(c) hydrometer (d) lactometer

D. Match the columns.
op

Column A Column B
1. Lactometer (a) Specific gravity bo le
2. Pycnometer (b) kg m–3
C

3. SI unit of density (c) Purity of milk

4. Rela ve density (d) 1 g cm–3
5. Density of water at 4°C (e) No unit

33
SHORT AND PRECISE
A. Show the following process in the form of a flowchart.
Measurement of the rela ve density of a liquid with unknown mass and volume
B. Give reasons for the following statements.

n
1. A cork floats on water surface but an iron nail sinks in it.

o
2. Ice floats on water.
3. A block of aluminium sinks in turpen ne but floats in mercury.

ti
4. 1 cm3 block of wood weighs lesser than 1 cm3 block of iron.

ca
5. The solids have the highest density.
C. Answer in short.
1. Define rela ve density.

du
2. What is a Eureka can?
3. Write the formula to determine density.
4. How will you relate rela ve density and density?

E
5. State the law of floata on.
6. Why do hydrogen filled balloons rise up in air?

AT LENGTH
A. Explain the following terms.
a
iv
1. Density 2. Rela ve density 3. Specific gravity bo le
4. Hydrometer 5. Law of floata on
V

B. Differen ate between the following.

1. Eureka can and specific gravity bo le 2. Buoyant force and weight of the body
©

3. Floa ng and sinking 4. Hydrometer and lactometer

C. Read the given passage and iden fy its incorrect parts.
ht

If the rela ve density of a substance is less than 1, it means that the substance is lighter than water and
it will sink in the water. However, a substance with rela ve density greater than 1 implies the substance
is lighter than water and will sink in it. For example, the rela ve density of water is 0.85 therefore it sinks
ig

in water whereas the rela ve density of iron is more than 1 and therefore it floats in the water. Similarly,
a cube of ice floats in the cooking oil and it floats in water.
yr

D. Answer in detail.
1. How will you determine the density of an irregular solid using Eureka can?
op

2. What happens when a body is immersed in a liquid? Discuss all the cases.
3. How can submarines and whales sink and rise to the water surface at their own will?
4. How can you make your own hydrometer? Explain in steps.
5. The mass of an iron ball is 800 g. What should be the volume of the ball if the density is 7.87 g cm–3?
C

Also find the density in the SI unit and the rela ve density.
6. An aluminium ball and a gold ball are placed over mercury. What will happen to both the balls?
(Check the densi es of the substance using the table given in the chapter.)

34
 OBSERVE AND PERFORM
Carefully observe the image and iden fy the liquids that are denser
than vegetable oil and lighter than honey. Vegetable oil

Water

n
Dish soap

o
Corn syrup

Honey

ti
ca
APPLY YOUR LEARNING

du
A. Karan was playing with the helium-filled balloon bought by his father. When he let go of the string, he
no ced that the balloon was stuck to the roof of the room. Why do you think this happened?
B. While helping her mother in the kitchen, Reena realised that of all the eggs placed in a small water
bucket some sank whereas others were floa ng in the water. What could be the reason behind it?

E
LIFE SKILLS
a
A. Vishal goes to a jewellery shop with his parents and buys a gold pendant. When he comes back home,
iv
he refers his science book and finds the density of gold to be 19.3 g cm-3. How can he determine if the
pendant he has bought is made of pure gold? (Problem-solving)
V

B. Perform an experiment with your friends in a group of 3. Take a plas c bo le filled with water and
drop a raw egg into the bo le. You will no ce that the egg sinks to the bo om. Now add a few spoons
of salt to the water and s r gently. Ask your friends to note the observa ons. Now again add two to
©

three spoons of salt. Again ask your friends to note the observa ons. See what happens and record the
observa ons in your notebook. (Coopera on and working together)
ht

INTEGRATE YOUR LEARNING

Integrate with Chemistry

ig

Find out and write the densi es and rela ve densi es of the first 20 elements of the periodic table.
Integrate with Technology in Daily Life
yr

Iden fy and list any ten objects that you use in your daily life. Calculate their densi es. State whether they
will sink in water or not.
op

PROJECTS AND ACTIVITIES

C

Crea ng a Presenta on
Create a PowerPoint presenta on explaining floata on of an iron ship, icebergs and submarines. Insert
related informa on, images and videos using the Internet.

35
Review Your Learning

A. Answer in one word.

1. The mass per unit volume

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2. A special bo le used for determining the rela ve density of a liquid
3. The ra o of the density of a substance with respect to the density of water at 4 °C

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4. The SI unit of density

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5. Quan es required for determining the density of a substance
B. State whether the given statements are true (T) or false (F).

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1. Since the solids are ghtly packed, generally they have the highest density.
2. The density of aluminium is higher than mercury.
3. The density of ice is more than the density of cooking oil.

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4. Icebergs are dangerous for ships.
5. The density of iron changes on changing its shape.
C. Match the columns.

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Column A Column B
1. Hydrogen filled balloon (a) Hydrometer
2. Iron (b)
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Floats in water
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3. Rela ve density (c) Sinks in water
4. Whales (d) Floats in air
5. Ice cube (e) Air bladders
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D. Explain the following terms.

1. Buoyant force 2. Density of solids
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3. Sinking 4. Floa ng
5. Icebergs
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E. Answer the following ques ons.

1. What do you mean by a rela ve density bo le? How can it be used for determining the density?
2. The rela ve density of aluminium is 2.7. What does this statement mean?
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3. How will you determine the density of a liquid?

4. The mass of an empty specific gravity bo le is 35 g in a physical balance. When it is completely
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filled with water, the mass changes to 75 g. Now the bo le is washed and dried and again filled with
methanol. The weight of bo le with methanol is found to be 67 g. Calculate the rela ve density of
methanol.
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5. A piece of wood has mass 26 g and volume 30.4 g cm–3. Find the rela ve density of the wood and
also tell whether the piece of wood floats or sinks in the water.
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PROJECT
Create a Word document on the topic ‘Applica ons of Density.’ Insert related informa on and images using
the Internet.

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