Page 1 As we look at our surroundings, we see a large variety of things with different shapes, sizes and textures. Everything in this universe is made up of material which scientists have named “matter”. The air we breathe, the food we eat, stones, clouds, stars, plants and animals, even a small drop of water or a particle of sand – every thing is matter. We can also see as we look around that all the things mentioned above occupy space and have mass. In other words, they have both mass* and volume**. Since early times, human beings have been trying to understand their surroundings. Early Indian philosophers classified matter in the form of five basic elements – the “Panch Tatva”– air, earth, fire, sky and water. According to them everything, living or non- living, was made up of these five basic elements. Ancient Greek philosophers had arrived at a similar classification of matter. Modern day scientists have evolved two types of classification of matter based on their physical properties and chemical nature. In this chapter we shall learn about matter based on its physical properties. Chemical aspects of matter will be taken up in subsequent chapters. 1.1 Physical Nature of Matter 1.1.1 MATTER IS MADE UP OF PARTICLES For a long time, two schools of thought prevailed regarding the nature of matter. One school believed matter to be continuous like a block of wood, whereas, the other thought that matter was made up of particles like sand. Let us perform an activity to decide about the nature of matter – is it continuous or particulate? Activity ______________1.1 • Take a 100 mL beaker. • Fill half the beaker with water and mark the level of water. • Dissolve some salt/ sugar with the help of a glass rod. • Observe any change in water level. • What do you think has happened to the salt? • Where does it disappear? • Does the level of water change? In order to answer these questions we need to use the idea that matter is made up of particles. What was there in the spoon, salt or sugar, has now spread throughout water. This is illustrated in Fig. 1.1. 1.1.2 HOW SMALL ARE THESE PARTICLES OF MATTER? Activity ______________1.2 • Take 2-3 crystals of potassium permanganate and dissolve them in 100 mL of water. Fig. 1.1: When we dissolve salt in water, the particles of salt get into the spaces between particles of water. * The SI unit of mass is kilogram (kg). ** The SI unit of volume is cubic metre (m 3 ). The common unit of measuring volume is litre (L) such that 1L = 1 dm 3 , 1L = 1000 mL, 1 mL = 1 cm 3 . 1 M M M M MATTER ATTER ATTER ATTER ATTER IN IN IN IN IN O O O O OUR UR UR UR UR S S S S SURROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS Chapter 2020-21 Page 2 As we look at our surroundings, we see a large variety of things with different shapes, sizes and textures. Everything in this universe is made up of material which scientists have named “matter”. The air we breathe, the food we eat, stones, clouds, stars, plants and animals, even a small drop of water or a particle of sand – every thing is matter. We can also see as we look around that all the things mentioned above occupy space and have mass. In other words, they have both mass* and volume**. Since early times, human beings have been trying to understand their surroundings. Early Indian philosophers classified matter in the form of five basic elements – the “Panch Tatva”– air, earth, fire, sky and water. According to them everything, living or non- living, was made up of these five basic elements. Ancient Greek philosophers had arrived at a similar classification of matter. Modern day scientists have evolved two types of classification of matter based on their physical properties and chemical nature. In this chapter we shall learn about matter based on its physical properties. Chemical aspects of matter will be taken up in subsequent chapters. 1.1 Physical Nature of Matter 1.1.1 MATTER IS MADE UP OF PARTICLES For a long time, two schools of thought prevailed regarding the nature of matter. One school believed matter to be continuous like a block of wood, whereas, the other thought that matter was made up of particles like sand. Let us perform an activity to decide about the nature of matter – is it continuous or particulate? Activity ______________1.1 • Take a 100 mL beaker. • Fill half the beaker with water and mark the level of water. • Dissolve some salt/ sugar with the help of a glass rod. • Observe any change in water level. • What do you think has happened to the salt? • Where does it disappear? • Does the level of water change? In order to answer these questions we need to use the idea that matter is made up of particles. What was there in the spoon, salt or sugar, has now spread throughout water. This is illustrated in Fig. 1.1. 1.1.2 HOW SMALL ARE THESE PARTICLES OF MATTER? Activity ______________1.2 • Take 2-3 crystals of potassium permanganate and dissolve them in 100 mL of water. Fig. 1.1: When we dissolve salt in water, the particles of salt get into the spaces between particles of water. * The SI unit of mass is kilogram (kg). ** The SI unit of volume is cubic metre (m 3 ). The common unit of measuring volume is litre (L) such that 1L = 1 dm 3 , 1L = 1000 mL, 1 mL = 1 cm 3 . 1 M M M M MATTER ATTER ATTER ATTER ATTER IN IN IN IN IN O O O O OUR UR UR UR UR S S S S SURROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS Chapter 2020-21 SCIENCE 2 • Take out approximately 10 mL of this solution and put it into 90 mL of clear water. • Take out 10 mL of this solution and put it into another 90 mL of clear water. • Keep diluting the solution like this 5 to 8 times. • Is the water still coloured ? 1.2.2 PARTICLES OF MATTER ARE CONTINUOUSLY MOVING Activity ______________ 1.3 • Put an unlit incense stick in a corner of your class. How close do you have to go near it so as to get its smell? • Now light the incense stick. What happens? Do you get the smell sitting at a distance? • Record your observations. Activity ______________ 1.4 • Take two glasses/beakers filled with water. • Put a drop of blue or red ink slowly and carefully along the sides of the first beaker and honey in the same way in the second beaker. • Leave them undisturbed in your house or in a corner of the class. • Record your observations. • What do you observe immediately after adding the ink drop? • What do you observe immediately after adding a drop of honey? • How many hours or days does it take for the colour of ink to spread evenly throughout the water? Activity ______________ 1.5 • Drop a crystal of copper sulphate or potassium permanganate into a glass of hot water and another containing cold water. Do not stir the solution. Allow the crystals to settle at the bottom. • What do you observe just above the solid crystal in the glass? • What happens as time passes? • What does this suggest about the particles of solid and liquid? • Does the rate of mixing change with temperature? Why and how? From the above three activities (1.3, 1.4 and 1.5), we can conclude the following: Fig. 1.2: Estimating how small are the particles of matter . With every dilution, though the colour becomes light, it is still visible. This experiment shows that just a few crystals of potassium permanganate can colour a large volume of water (about 1000 L). So we conclude that there must be millions of tiny particles in just one crystal of potassium permanganate, which keep on dividing themselves into smaller and smaller particles. The same activity can be done using 2 mL of Dettol instead of potassium permanganate. The smell can be detected even on repeated dilution. The particles of matter are very small – they are small beyond our imagination!!!! 1.2 Characteristics of Particles of Matter 1.2.1 PARTICLES OF MATTER HAVE SPACE BETWEEN THEM In activities 1.1 and 1.2 we saw that particles of sugar, salt, Dettol, or potassium permanganate got evenly distributed in water. Similarly, when we make tea, coffee or lemonade (nimbu paani ), particles of one type of matter get into the spaces between particles of the other. This shows that there is enough space between particles of matter. 2020-21 Page 3 As we look at our surroundings, we see a large variety of things with different shapes, sizes and textures. Everything in this universe is made up of material which scientists have named “matter”. The air we breathe, the food we eat, stones, clouds, stars, plants and animals, even a small drop of water or a particle of sand – every thing is matter. We can also see as we look around that all the things mentioned above occupy space and have mass. In other words, they have both mass* and volume**. Since early times, human beings have been trying to understand their surroundings. Early Indian philosophers classified matter in the form of five basic elements – the “Panch Tatva”– air, earth, fire, sky and water. According to them everything, living or non- living, was made up of these five basic elements. Ancient Greek philosophers had arrived at a similar classification of matter. Modern day scientists have evolved two types of classification of matter based on their physical properties and chemical nature. In this chapter we shall learn about matter based on its physical properties. Chemical aspects of matter will be taken up in subsequent chapters. 1.1 Physical Nature of Matter 1.1.1 MATTER IS MADE UP OF PARTICLES For a long time, two schools of thought prevailed regarding the nature of matter. One school believed matter to be continuous like a block of wood, whereas, the other thought that matter was made up of particles like sand. Let us perform an activity to decide about the nature of matter – is it continuous or particulate? Activity ______________1.1 • Take a 100 mL beaker. • Fill half the beaker with water and mark the level of water. • Dissolve some salt/ sugar with the help of a glass rod. • Observe any change in water level. • What do you think has happened to the salt? • Where does it disappear? • Does the level of water change? In order to answer these questions we need to use the idea that matter is made up of particles. What was there in the spoon, salt or sugar, has now spread throughout water. This is illustrated in Fig. 1.1. 1.1.2 HOW SMALL ARE THESE PARTICLES OF MATTER? Activity ______________1.2 • Take 2-3 crystals of potassium permanganate and dissolve them in 100 mL of water. Fig. 1.1: When we dissolve salt in water, the particles of salt get into the spaces between particles of water. * The SI unit of mass is kilogram (kg). ** The SI unit of volume is cubic metre (m 3 ). The common unit of measuring volume is litre (L) such that 1L = 1 dm 3 , 1L = 1000 mL, 1 mL = 1 cm 3 . 1 M M M M MATTER ATTER ATTER ATTER ATTER IN IN IN IN IN O O O O OUR UR UR UR UR S S S S SURROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS Chapter 2020-21 SCIENCE 2 • Take out approximately 10 mL of this solution and put it into 90 mL of clear water. • Take out 10 mL of this solution and put it into another 90 mL of clear water. • Keep diluting the solution like this 5 to 8 times. • Is the water still coloured ? 1.2.2 PARTICLES OF MATTER ARE CONTINUOUSLY MOVING Activity ______________ 1.3 • Put an unlit incense stick in a corner of your class. How close do you have to go near it so as to get its smell? • Now light the incense stick. What happens? Do you get the smell sitting at a distance? • Record your observations. Activity ______________ 1.4 • Take two glasses/beakers filled with water. • Put a drop of blue or red ink slowly and carefully along the sides of the first beaker and honey in the same way in the second beaker. • Leave them undisturbed in your house or in a corner of the class. • Record your observations. • What do you observe immediately after adding the ink drop? • What do you observe immediately after adding a drop of honey? • How many hours or days does it take for the colour of ink to spread evenly throughout the water? Activity ______________ 1.5 • Drop a crystal of copper sulphate or potassium permanganate into a glass of hot water and another containing cold water. Do not stir the solution. Allow the crystals to settle at the bottom. • What do you observe just above the solid crystal in the glass? • What happens as time passes? • What does this suggest about the particles of solid and liquid? • Does the rate of mixing change with temperature? Why and how? From the above three activities (1.3, 1.4 and 1.5), we can conclude the following: Fig. 1.2: Estimating how small are the particles of matter . With every dilution, though the colour becomes light, it is still visible. This experiment shows that just a few crystals of potassium permanganate can colour a large volume of water (about 1000 L). So we conclude that there must be millions of tiny particles in just one crystal of potassium permanganate, which keep on dividing themselves into smaller and smaller particles. The same activity can be done using 2 mL of Dettol instead of potassium permanganate. The smell can be detected even on repeated dilution. The particles of matter are very small – they are small beyond our imagination!!!! 1.2 Characteristics of Particles of Matter 1.2.1 PARTICLES OF MATTER HAVE SPACE BETWEEN THEM In activities 1.1 and 1.2 we saw that particles of sugar, salt, Dettol, or potassium permanganate got evenly distributed in water. Similarly, when we make tea, coffee or lemonade (nimbu paani ), particles of one type of matter get into the spaces between particles of the other. This shows that there is enough space between particles of matter. 2020-21 MATTER IN OUR SURROUNDINGS 3 • If we consider each student as a particle of matter, then in which group the particles held each other with the maximum force? Activity ______________1.7 • Take an iron nail, a piece of chalk and a rubber band. • Try breaking them by hammering, cutting or stretching. • In which of the above three substances do you think the particles are held together with greater force? Activity ______________1.8 • Take some water in a container, try cutting the surface of water with your fingers. • Were you able to cut the surface of water? • What could be the reason behind the surface of water remaining together? The above three activities (1.6, 1.7 and 1.8) suggest that particles of matter have force acting between them. This force keeps the particles together. The strength of this force of attraction varies from one kind of matter to another. uestions 1. Which of the following are matter? Chair, air, love, smell, hate, almonds, thought, cold, lemon water, smell of perfume. 2. Give reasons for the following observation: The smell of hot sizzling food reaches you several metres away, but to get the smell from cold food you have to go close. 3. A diver is able to cut through water in a swimming pool. Which property of matter does this observation show? 4. What are the characteristics of the particles of matter? Particles of matter are continuously moving, that is, they possess what we call the kinetic energy. As the temperature rises, particles move faster. So, we can say that with increase in temperature the kinetic energy of the particles also increases. In the above three activities we observe that particles of matter intermix on their own with each other. They do so by getting into the spaces between the particles. This intermixing of particles of two different types of matter on their own is called diffusion. We also observe that on heating, diffusion becomes faster. Why does this happen? 1.2.3 PARTICLES OF MATTER ATTRACT EACH OTHER Activity ______________1.6 • Play this game in the field— make four groups and form human chains as suggested: • The first group should hold each other from the back and lock arms like Idu-Mishmi dancers (Fig. 1.3). Fig. 1.3 • The second group should hold hands to form a human chain. • The third group should form a chain by touching each other with only their finger tips. • Now, the fourth group of students should run around and try to break the three human chains one by one into as many small groups as possible. • Which group was the easiest to break? Why? Q 2020-21 Page 4 As we look at our surroundings, we see a large variety of things with different shapes, sizes and textures. Everything in this universe is made up of material which scientists have named “matter”. The air we breathe, the food we eat, stones, clouds, stars, plants and animals, even a small drop of water or a particle of sand – every thing is matter. We can also see as we look around that all the things mentioned above occupy space and have mass. In other words, they have both mass* and volume**. Since early times, human beings have been trying to understand their surroundings. Early Indian philosophers classified matter in the form of five basic elements – the “Panch Tatva”– air, earth, fire, sky and water. According to them everything, living or non- living, was made up of these five basic elements. Ancient Greek philosophers had arrived at a similar classification of matter. Modern day scientists have evolved two types of classification of matter based on their physical properties and chemical nature. In this chapter we shall learn about matter based on its physical properties. Chemical aspects of matter will be taken up in subsequent chapters. 1.1 Physical Nature of Matter 1.1.1 MATTER IS MADE UP OF PARTICLES For a long time, two schools of thought prevailed regarding the nature of matter. One school believed matter to be continuous like a block of wood, whereas, the other thought that matter was made up of particles like sand. Let us perform an activity to decide about the nature of matter – is it continuous or particulate? Activity ______________1.1 • Take a 100 mL beaker. • Fill half the beaker with water and mark the level of water. • Dissolve some salt/ sugar with the help of a glass rod. • Observe any change in water level. • What do you think has happened to the salt? • Where does it disappear? • Does the level of water change? In order to answer these questions we need to use the idea that matter is made up of particles. What was there in the spoon, salt or sugar, has now spread throughout water. This is illustrated in Fig. 1.1. 1.1.2 HOW SMALL ARE THESE PARTICLES OF MATTER? Activity ______________1.2 • Take 2-3 crystals of potassium permanganate and dissolve them in 100 mL of water. Fig. 1.1: When we dissolve salt in water, the particles of salt get into the spaces between particles of water. * The SI unit of mass is kilogram (kg). ** The SI unit of volume is cubic metre (m 3 ). The common unit of measuring volume is litre (L) such that 1L = 1 dm 3 , 1L = 1000 mL, 1 mL = 1 cm 3 . 1 M M M M MATTER ATTER ATTER ATTER ATTER IN IN IN IN IN O O O O OUR UR UR UR UR S S S S SURROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS Chapter 2020-21 SCIENCE 2 • Take out approximately 10 mL of this solution and put it into 90 mL of clear water. • Take out 10 mL of this solution and put it into another 90 mL of clear water. • Keep diluting the solution like this 5 to 8 times. • Is the water still coloured ? 1.2.2 PARTICLES OF MATTER ARE CONTINUOUSLY MOVING Activity ______________ 1.3 • Put an unlit incense stick in a corner of your class. How close do you have to go near it so as to get its smell? • Now light the incense stick. What happens? Do you get the smell sitting at a distance? • Record your observations. Activity ______________ 1.4 • Take two glasses/beakers filled with water. • Put a drop of blue or red ink slowly and carefully along the sides of the first beaker and honey in the same way in the second beaker. • Leave them undisturbed in your house or in a corner of the class. • Record your observations. • What do you observe immediately after adding the ink drop? • What do you observe immediately after adding a drop of honey? • How many hours or days does it take for the colour of ink to spread evenly throughout the water? Activity ______________ 1.5 • Drop a crystal of copper sulphate or potassium permanganate into a glass of hot water and another containing cold water. Do not stir the solution. Allow the crystals to settle at the bottom. • What do you observe just above the solid crystal in the glass? • What happens as time passes? • What does this suggest about the particles of solid and liquid? • Does the rate of mixing change with temperature? Why and how? From the above three activities (1.3, 1.4 and 1.5), we can conclude the following: Fig. 1.2: Estimating how small are the particles of matter . With every dilution, though the colour becomes light, it is still visible. This experiment shows that just a few crystals of potassium permanganate can colour a large volume of water (about 1000 L). So we conclude that there must be millions of tiny particles in just one crystal of potassium permanganate, which keep on dividing themselves into smaller and smaller particles. The same activity can be done using 2 mL of Dettol instead of potassium permanganate. The smell can be detected even on repeated dilution. The particles of matter are very small – they are small beyond our imagination!!!! 1.2 Characteristics of Particles of Matter 1.2.1 PARTICLES OF MATTER HAVE SPACE BETWEEN THEM In activities 1.1 and 1.2 we saw that particles of sugar, salt, Dettol, or potassium permanganate got evenly distributed in water. Similarly, when we make tea, coffee or lemonade (nimbu paani ), particles of one type of matter get into the spaces between particles of the other. This shows that there is enough space between particles of matter. 2020-21 MATTER IN OUR SURROUNDINGS 3 • If we consider each student as a particle of matter, then in which group the particles held each other with the maximum force? Activity ______________1.7 • Take an iron nail, a piece of chalk and a rubber band. • Try breaking them by hammering, cutting or stretching. • In which of the above three substances do you think the particles are held together with greater force? Activity ______________1.8 • Take some water in a container, try cutting the surface of water with your fingers. • Were you able to cut the surface of water? • What could be the reason behind the surface of water remaining together? The above three activities (1.6, 1.7 and 1.8) suggest that particles of matter have force acting between them. This force keeps the particles together. The strength of this force of attraction varies from one kind of matter to another. uestions 1. Which of the following are matter? Chair, air, love, smell, hate, almonds, thought, cold, lemon water, smell of perfume. 2. Give reasons for the following observation: The smell of hot sizzling food reaches you several metres away, but to get the smell from cold food you have to go close. 3. A diver is able to cut through water in a swimming pool. Which property of matter does this observation show? 4. What are the characteristics of the particles of matter? Particles of matter are continuously moving, that is, they possess what we call the kinetic energy. As the temperature rises, particles move faster. So, we can say that with increase in temperature the kinetic energy of the particles also increases. In the above three activities we observe that particles of matter intermix on their own with each other. They do so by getting into the spaces between the particles. This intermixing of particles of two different types of matter on their own is called diffusion. We also observe that on heating, diffusion becomes faster. Why does this happen? 1.2.3 PARTICLES OF MATTER ATTRACT EACH OTHER Activity ______________1.6 • Play this game in the field— make four groups and form human chains as suggested: • The first group should hold each other from the back and lock arms like Idu-Mishmi dancers (Fig. 1.3). Fig. 1.3 • The second group should hold hands to form a human chain. • The third group should form a chain by touching each other with only their finger tips. • Now, the fourth group of students should run around and try to break the three human chains one by one into as many small groups as possible. • Which group was the easiest to break? Why? Q 2020-21 SCIENCE 4 1.3 States of Matter Observe different types of matter around you. What are its different states? We can see that matter around us exists in three different states– solid, liquid and gas. These states of matter arise due to the variation in the characteristics of the particles of matter. Now, let us study about the properties of these three states of matter in detail. 1.3.1 THE SOLID STATE Activity _____________ 1.9 • Collect the following articles— a pen, a book, a needle and a piece of wooden stick. • Sketch the shape of the above articles in your notebook by moving a pencil around them. • Do all these have a definite shape, distinct boundaries and a fixed volume? • What happens if they are hammered, pulled or dropped? • Are these capable of diffusing into each other? • Try compressing them by applying force. Are you able to compress them? All the above are examples of solids. We can observe that all these have a definite shape, distinct boundaries and fixed volumes, that is, have negligible compressibility. Solids have a tendency to maintain their shape when subjected to outside force. Solids may break under force but it is difficult to change their shape, so they are rigid. Consider the following: (a) What about a rubber band, can it change its shape on stretching? Is it a solid? (b) What about sugar and salt? When kept in different jars these take the shape of the jar. Are they solid? (c) What about a sponge? It is a solid yet we are able to compress it. Why? All the above are solids as: • A rubber band changes shape under force and regains the same shape when the force is removed. If excessive force is applied, it breaks. • The shape of each individual sugar or salt crystal remains fixed, whether we take it in our hand, put it in a plate or in a jar. • A sponge has minute holes, in which air is trapped, when we press it, the air is expelled out and we are able to compress it. 1.3.2 THE LIQUID STATE Activity _____________1.10 • Collect the following: (a) water, cooking oil, milk, juice, a cold drink. (b) containers of different shapes. Put a 50 mL mark on these containers using a measuring cylinder from the laboratory. • What will happen if these liquids are spilt on the floor? • Measure 50 mL of any one liquid and transfer it into different containers one by one. Does the volume remain the same? • Does the shape of the liquid remain the same ? • When you pour the liquid from one container into another, does it flow easily? We observe that liquids have no fixed shape but have a fixed volume. They take up the shape of the container in which they are kept. Liquids flow and change shape, so they are not rigid but can be called fluid. Refer to activities 1.4 and 1.5 where we saw that solids and liquids can diffuse into liquids. The gases from the atmosphere diffuse and dissolve in water. These gases, especially oxygen and carbon dioxide, are essential for the survival of aquatic animals and plants. All living creatures need to breathe for survival. The aquatic animals can breathe under water due to the presence of dissolved oxygen in water. Thus, we may conclude that solids, liquids and gases can diffuse into liquids. The rate of diffusion of liquids is 2020-21 Page 5 As we look at our surroundings, we see a large variety of things with different shapes, sizes and textures. Everything in this universe is made up of material which scientists have named “matter”. The air we breathe, the food we eat, stones, clouds, stars, plants and animals, even a small drop of water or a particle of sand – every thing is matter. We can also see as we look around that all the things mentioned above occupy space and have mass. In other words, they have both mass* and volume**. Since early times, human beings have been trying to understand their surroundings. Early Indian philosophers classified matter in the form of five basic elements – the “Panch Tatva”– air, earth, fire, sky and water. According to them everything, living or non- living, was made up of these five basic elements. Ancient Greek philosophers had arrived at a similar classification of matter. Modern day scientists have evolved two types of classification of matter based on their physical properties and chemical nature. In this chapter we shall learn about matter based on its physical properties. Chemical aspects of matter will be taken up in subsequent chapters. 1.1 Physical Nature of Matter 1.1.1 MATTER IS MADE UP OF PARTICLES For a long time, two schools of thought prevailed regarding the nature of matter. One school believed matter to be continuous like a block of wood, whereas, the other thought that matter was made up of particles like sand. Let us perform an activity to decide about the nature of matter – is it continuous or particulate? Activity ______________1.1 • Take a 100 mL beaker. • Fill half the beaker with water and mark the level of water. • Dissolve some salt/ sugar with the help of a glass rod. • Observe any change in water level. • What do you think has happened to the salt? • Where does it disappear? • Does the level of water change? In order to answer these questions we need to use the idea that matter is made up of particles. What was there in the spoon, salt or sugar, has now spread throughout water. This is illustrated in Fig. 1.1. 1.1.2 HOW SMALL ARE THESE PARTICLES OF MATTER? Activity ______________1.2 • Take 2-3 crystals of potassium permanganate and dissolve them in 100 mL of water. Fig. 1.1: When we dissolve salt in water, the particles of salt get into the spaces between particles of water. * The SI unit of mass is kilogram (kg). ** The SI unit of volume is cubic metre (m 3 ). The common unit of measuring volume is litre (L) such that 1L = 1 dm 3 , 1L = 1000 mL, 1 mL = 1 cm 3 . 1 M M M M MATTER ATTER ATTER ATTER ATTER IN IN IN IN IN O O O O OUR UR UR UR UR S S S S SURROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS URROUNDINGS Chapter 2020-21 SCIENCE 2 • Take out approximately 10 mL of this solution and put it into 90 mL of clear water. • Take out 10 mL of this solution and put it into another 90 mL of clear water. • Keep diluting the solution like this 5 to 8 times. • Is the water still coloured ? 1.2.2 PARTICLES OF MATTER ARE CONTINUOUSLY MOVING Activity ______________ 1.3 • Put an unlit incense stick in a corner of your class. How close do you have to go near it so as to get its smell? • Now light the incense stick. What happens? Do you get the smell sitting at a distance? • Record your observations. Activity ______________ 1.4 • Take two glasses/beakers filled with water. • Put a drop of blue or red ink slowly and carefully along the sides of the first beaker and honey in the same way in the second beaker. • Leave them undisturbed in your house or in a corner of the class. • Record your observations. • What do you observe immediately after adding the ink drop? • What do you observe immediately after adding a drop of honey? • How many hours or days does it take for the colour of ink to spread evenly throughout the water? Activity ______________ 1.5 • Drop a crystal of copper sulphate or potassium permanganate into a glass of hot water and another containing cold water. Do not stir the solution. Allow the crystals to settle at the bottom. • What do you observe just above the solid crystal in the glass? • What happens as time passes? • What does this suggest about the particles of solid and liquid? • Does the rate of mixing change with temperature? Why and how? From the above three activities (1.3, 1.4 and 1.5), we can conclude the following: Fig. 1.2: Estimating how small are the particles of matter . With every dilution, though the colour becomes light, it is still visible. This experiment shows that just a few crystals of potassium permanganate can colour a large volume of water (about 1000 L). So we conclude that there must be millions of tiny particles in just one crystal of potassium permanganate, which keep on dividing themselves into smaller and smaller particles. The same activity can be done using 2 mL of Dettol instead of potassium permanganate. The smell can be detected even on repeated dilution. The particles of matter are very small – they are small beyond our imagination!!!! 1.2 Characteristics of Particles of Matter 1.2.1 PARTICLES OF MATTER HAVE SPACE BETWEEN THEM In activities 1.1 and 1.2 we saw that particles of sugar, salt, Dettol, or potassium permanganate got evenly distributed in water. Similarly, when we make tea, coffee or lemonade (nimbu paani ), particles of one type of matter get into the spaces between particles of the other. This shows that there is enough space between particles of matter. 2020-21 MATTER IN OUR SURROUNDINGS 3 • If we consider each student as a particle of matter, then in which group the particles held each other with the maximum force? Activity ______________1.7 • Take an iron nail, a piece of chalk and a rubber band. • Try breaking them by hammering, cutting or stretching. • In which of the above three substances do you think the particles are held together with greater force? Activity ______________1.8 • Take some water in a container, try cutting the surface of water with your fingers. • Were you able to cut the surface of water? • What could be the reason behind the surface of water remaining together? The above three activities (1.6, 1.7 and 1.8) suggest that particles of matter have force acting between them. This force keeps the particles together. The strength of this force of attraction varies from one kind of matter to another. uestions 1. Which of the following are matter? Chair, air, love, smell, hate, almonds, thought, cold, lemon water, smell of perfume. 2. Give reasons for the following observation: The smell of hot sizzling food reaches you several metres away, but to get the smell from cold food you have to go close. 3. A diver is able to cut through water in a swimming pool. Which property of matter does this observation show? 4. What are the characteristics of the particles of matter? Particles of matter are continuously moving, that is, they possess what we call the kinetic energy. As the temperature rises, particles move faster. So, we can say that with increase in temperature the kinetic energy of the particles also increases. In the above three activities we observe that particles of matter intermix on their own with each other. They do so by getting into the spaces between the particles. This intermixing of particles of two different types of matter on their own is called diffusion. We also observe that on heating, diffusion becomes faster. Why does this happen? 1.2.3 PARTICLES OF MATTER ATTRACT EACH OTHER Activity ______________1.6 • Play this game in the field— make four groups and form human chains as suggested: • The first group should hold each other from the back and lock arms like Idu-Mishmi dancers (Fig. 1.3). Fig. 1.3 • The second group should hold hands to form a human chain. • The third group should form a chain by touching each other with only their finger tips. • Now, the fourth group of students should run around and try to break the three human chains one by one into as many small groups as possible. • Which group was the easiest to break? Why? Q 2020-21 SCIENCE 4 1.3 States of Matter Observe different types of matter around you. What are its different states? We can see that matter around us exists in three different states– solid, liquid and gas. These states of matter arise due to the variation in the characteristics of the particles of matter. Now, let us study about the properties of these three states of matter in detail. 1.3.1 THE SOLID STATE Activity _____________ 1.9 • Collect the following articles— a pen, a book, a needle and a piece of wooden stick. • Sketch the shape of the above articles in your notebook by moving a pencil around them. • Do all these have a definite shape, distinct boundaries and a fixed volume? • What happens if they are hammered, pulled or dropped? • Are these capable of diffusing into each other? • Try compressing them by applying force. Are you able to compress them? All the above are examples of solids. We can observe that all these have a definite shape, distinct boundaries and fixed volumes, that is, have negligible compressibility. Solids have a tendency to maintain their shape when subjected to outside force. Solids may break under force but it is difficult to change their shape, so they are rigid. Consider the following: (a) What about a rubber band, can it change its shape on stretching? Is it a solid? (b) What about sugar and salt? When kept in different jars these take the shape of the jar. Are they solid? (c) What about a sponge? It is a solid yet we are able to compress it. Why? All the above are solids as: • A rubber band changes shape under force and regains the same shape when the force is removed. If excessive force is applied, it breaks. • The shape of each individual sugar or salt crystal remains fixed, whether we take it in our hand, put it in a plate or in a jar. • A sponge has minute holes, in which air is trapped, when we press it, the air is expelled out and we are able to compress it. 1.3.2 THE LIQUID STATE Activity _____________1.10 • Collect the following: (a) water, cooking oil, milk, juice, a cold drink. (b) containers of different shapes. Put a 50 mL mark on these containers using a measuring cylinder from the laboratory. • What will happen if these liquids are spilt on the floor? • Measure 50 mL of any one liquid and transfer it into different containers one by one. Does the volume remain the same? • Does the shape of the liquid remain the same ? • When you pour the liquid from one container into another, does it flow easily? We observe that liquids have no fixed shape but have a fixed volume. They take up the shape of the container in which they are kept. Liquids flow and change shape, so they are not rigid but can be called fluid. Refer to activities 1.4 and 1.5 where we saw that solids and liquids can diffuse into liquids. The gases from the atmosphere diffuse and dissolve in water. These gases, especially oxygen and carbon dioxide, are essential for the survival of aquatic animals and plants. All living creatures need to breathe for survival. The aquatic animals can breathe under water due to the presence of dissolved oxygen in water. Thus, we may conclude that solids, liquids and gases can diffuse into liquids. The rate of diffusion of liquids is 2020-21 MATTER IN OUR SURROUNDINGS 5 higher than that of solids. This is due to the fact that in the liquid state, particles move freely and have greater space between each other as compared to particles in the solid state. 1.3.3 THE GASEOUS STATE Have you ever observed a balloon seller filling a large number of balloons from a single cylinder of gas? Enquire from him how many balloons is he able to fill from one cylinder. Ask him which gas does he have in the cylinder. Activity _____________1.11 • Take three 100 mL syringes and close their nozzles by rubber corks, as shown in Fig.1.4. • Remove the pistons from all the syringes. • Leaving one syringe untouched, fill water in the second and pieces of chalk in the third. • Insert the pistons back into the syringes. You may apply some vaseline on the pistons before inserting them into the syringes for their smooth movement. • Now, try to compress the content by pushing the piston in each syringe. We have observed that gases are highly compressible as compared to solids and liquids. The liquefied petroleum gas (LPG) cylinder that we get in our home for cooking or the oxygen supplied to hospitals in cylinders is compressed gas. Compressed natural gas (CNG) is used as fuel these days in vehicles. Due to its high compressibility, large volumes of a gas can be compressed into a small cylinder and transported easily. We come to know of what is being cooked in the kitchen without even entering there, by the smell that reaches our nostrils. How does this smell reach us? The particles of the aroma of food mix with the particles of air spread from the kitchen, reach us and even farther away. The smell of hot cooked food reaches us in seconds; compare this with the rate of diffusion of solids and liquids. Due to high speed of particles and large space between them, gases show the property of diffusing very fast into other gases. In the gaseous state, the particles move about randomly at high speed. Due to this random movement, the particles hit each other and also the walls of the container. The pressure exerted by the gas is because of this force exerted by gas particles per unit area on the walls of the container. Fig. 1.4 • What do you observe? In which case was the piston easily pushed in? • What do you infer from your observations? Fig.1.5: a, b and c show the magnified schematic pictures of the three states of matter. The motion of the particles can be seen and compared in the three states of matter. 2020-21Read More
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