Download Student Material - CBSE

VII
CLASS
CBSE-i
Student Material
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2,Community Center, Preet Vihar, Delhi-110 092
The CBSE-International is grateful for permission to
reproduce and/or translate copyright material used in
this publication. The acknowledgements have been
included wherever appropriate and sources from
where the material may be taken are duly mentioned.
In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible
opportunity.
All Rights of these documents are reserved. No part of
this publication may be reproduced, printed or
transmitted in any form without the prior permission
of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.
CONTENT
1)
Introduction
2)
-Activity 1
1
Transport in Lower Organisms
2
3)
-Activity 2
2
Transport in Higher Plants
3
a)
3
b)
Transport of Water and Minerals

Xylem
3
-Activity 3
4
Transpiration
c)
4)
1
5
-Activity 4, 5
5-6
Transportation of Synthesized Food
6
 Phloem
6
8
-Worksheet 1
Transport in Animals
9
a)
Circulatory System
9
b)
Components of Circulatory System
9

Heart
9

Blood
10

Blood Vessels
10
c)
Blood Circulation
11
d)
Heart Beat and Pulse
12
-Activity 6
12
-Worksheet 2
13
5)
Post Content Worksheet
15
6)
Extended Learning
19
i
Preface
The Curriculum initiated by Central Board of Secondary Education -International (CBSE-i)
is a progressive step in making the educational content and methodology more sensitive and
responsive to global needs. It signifies the emergence of a fresh thought process in imparting a
curriculum which would restore the independence of the learner to pursue the learning process
in harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of
the learners worldwide. It has about 11500 schools affiliated to it and over 158 schools situated
in more than 23 countries. The Board has always been conscious of the varying needs of the
learners and has been working towards contextualizing certain elements of the learning process
to the physical, geographical, social and cultural environment in which they are engaged. The
CBSE-i has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The
objective of the curriculum is to nurture the independence of the learner, given the fact that every
learner is unique. The learner has to understand, appreciate, protect and build on knowledge,
values, beliefs and traditional wisdom. Teachers need to facilitate the leaner to make the
necessary modifications, improvisations and additions wherever and whenever necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge
at an astonishing pace. The speed and methods of assimilating knowledge have put forth many
challenges to the educators, forcing them to rethink their approaches for knowledge processing
by their learners. In this context, it has become imperative for them to incorporate those skills
which will enable the young learners to become 'life long learners'. The ability to stay current,
to upgrade skills with emerging technologies, to understand the nuances involved in change
management and the relevant life skills have to be a part of the learning domains of the global
learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while
promoting critical and creative thinking skills, effective communication skills, interpersonal
and collaborative skills along with information and media skills. There is an inbuilt flexibility
in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas
to cater to the different pace of learners.
The CBSE introduced the CBSE-i curriculum in schools affiliated to CBSE at the international
level in 2010 at primary and secondary level in classes I and IX and subsequently in the session
2011-12 initiated the curriculum at Class II, VI and class X. The current session will take the
curriculum forward to classes III, VII and XI.
An important feature of the Senior Secondary Curriculum is its emphasis on the specialisation
in different fields of study and preparing a student for higher professional life and career at the
work place. The CBSE-i, keeping in mind, the demands of the present Global opportunities
and challenges, is offering the new curriculum in the subject of English, Physics, Chemistry,
ii
Biology, Geography, Accountancy, Business Studies, Information and Communication
Technology, and Mathematics at two levels, Mathematics-I for the students of pure sciences
and Mathematics-II for the students of Commerce and other subjects.
There are some non-evaluative components in the curriculum which would be commented
upon by the teachers and the school. The objective of this part or the core of the curriculum is
to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This
would involve trans-disciplinary linkages that would form the core of the learning process.
Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this 'Core'. The Core skills are the most significant aspects of a
learner's holistic growth and learning curve.
The International Curriculum has been designed keeping in view the foundations of the National
Curricular Framework (NCF 2005) NCERT and the experience gathered by the Board over the
last seven decades in imparting effective learning to millions of learners, many of whom are
now global citizens.
The Board does not interpret this development as an alternative to other curricula existing
at the international level, but as an exercise in providing the much needed Indian leadership
for global education at the school level. The Curriculum envisages pedagogy which would
involve building on learning experiences inside the classroom over a period of time. The Board
while addressing the issues of empowerment and capacity building of teachers believes that all
school must budget for and ensure teachers involved with CBSE-i are continuously updated.
I appreciate the sincere effort put in by Dr. Sadhana Parashar, Director (Training) CBSE, Dr.
Srijata Das, Education Officer, CBSE and the team of Officers involved in the development
and implementation of this material.
The CBSE-i website enables all stakeholders to participate in this initiative through the
discussion forums provided on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman, CBSE
iii
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad),
CBSE
Ms. Abha Adams, Consultant, Step-by-Step School,
Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators VI-VIII
Ms Aditi Mishra
Ms Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija
Ms Preeti Hans
Ms Neelima Sharma
Ms. Gayatri Khanna
Ms. Urmila Guliani
Ms. Anuradha Joshi
Mrs. Sonali Sinha Ms. Charu Maini
Dr. Usha Sharma
Prof. Chand Kiran Saluja
Dr. Meena Dhani
Ms. Vijay Laxmi Raman
Mrs. Avanita Bir
Ms. Malini Sridhar
Ms. Leela Raghavan
Dr. Rashmi Sethi
Ms. Seema Rawat
Ms. Suman Nath Bhalla
Prof Om Vikas
Material Production Groups: Classes VI-VIII
English :
Ms Neha Sharma
Ms Dipinder Kaur
Ms Sarita Ahuja
Ms Gayatri Khanna
Ms Preeti Hans
Ms Rachna Pandit
Ms Renu Anand
Ms Sheena Chhabra
Ms Veena Bhasin
Ms Trishya Mukherjee
Ms Neerada Suresh
Ms Sudha Ravi
Ms Ratna Lal
Ms Ritu Badia
Vashisth
MsVijay Laxmi
Raman
Core- Research
Ms. Renu Anand
Ms. Gayatri Khanna
Dr. N K Sehgal
Ms. Anita Sharma
Ms. Rashmi Kathuria
Ms. Neha Sharma
Ms. Neeta Rastogi
Ms. Manjushtha Bose
Ms. Varsha Manku
Dr. K L Chopra
Chemistry :
Ms. Poonam Kumar
Mendiratta
Ms. Rashmi Sharma
Ms. Kavita Kapoor
Ms. Divya Arora
Mathematics :
Ms. Deepa Gupta
Ms. Gayatri Chowhan
Ms. N Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja
Physics :
Ms. Vidhu Narayanan
Ms. Mukta Kaushik
Ms. Patarlekha Sarkar
Ms. Neelam Malik
Hindi:
Mr. Akshay Kumar Dixit
Ms. Veena Sharma
Ms. Nishi Dhanjal
Ms. Kiran Soni
Biology:
Mr. Saroj Kumar
Ms. Rashmi
Ramsinghaney
Ms. Prerna Kapoor
Ms. Seema Kapoor
Mr. Manish Panwar
Ms. Vikram Yadav
Ms. Monika Chopra
Ms. Jaspreet Kaur
Ms. Preeti Mittal
Ms. Shipra Sarcar
Ms. Leela Raghavan
CORE-SEWA
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Bhandari
Ms. Seema Chopra
Ms. Reema Arora
Ms. Neha Sharma
ICT
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Geography:
Ms Suparna Sharma
Ms Aditi Babbar
History :
Ms Leeza Dutta
Ms Kalpana Pant
Ms Ruchi Mahajan
Political Science:
Ms Kanu Chopra
Ms Shilpi Anand
Economics :
Ms. Leela Garewal
Ms Anita Yadav
CORE-Perspectives
Ms. Madhuchhanda,
RO(Innovation)
Ms. Varsha Seth,
Consultant
Ms Neha Sharma
Chief Co-ordinators: Dr. Srijata Das, EO
Co-ordinators
Ms. Sugandh Sharma,
Ms.S. Radha Mahalakshmi,
EO
E. O.
Mr. Navin Maini, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms. Neelima Sharma,
Consultant (English)
Shri R. P. Sharma,
Consultant (Science)
Dr Rashmi Sethi,
EO
Mr. R P Singh, AEO
Mr. Sanjay Sachdeva, S O
iv
Ms. Madhu Chanda,
R O (Inn)
Ms. Anjali, AEO
Teacher student support material (TSSM)
Transportation in Plants and Animals
All living organisms need to take in air, water and nutrients and eliminate waste products out of
their bodies. Oxygen from the air we breathe in is required by each cell of our body. Similarly,
water and minerals absorbed by plant roots from the soil, must reach the leaves for preparation
of food. This means, there must be some mechanism by which substances get transported
within the body of plants and animals. In this unit, we will learn how these transport systems
work in living organisms.
Activity-1
Imagine life in a city with no means of transport. What if no vehicles are allowed on road
and people are not allowed to move out of their houses? What do you think could be the
consequences?
You may arrive at the following possibilities:

Neither would food items reach the markets
nor would people be able to reach any farms
or dairies.

Some people may need medicine which may
not be made available.

City would become dirty with no garbage
collection system being operative.
As a result, the place would stink and become
unfit to live.
http://frikipaideia.wikia.com/
Conclusion: A transport system is required for survival of a community.
Similarly, body of living organisms also requires a transport system to meet various
requirements like food, water, gases and to dispose off waste generated by cells of the
body.
1
Transportation in Lower Organisms
Single celled organisms or primitive multicellular organisms are simple in body organization,
as compared to the complex organ systems found in humans, the former are considered as
lower organisms.
They do not have a proper transport system. Why?
Their body surface is in constant contact with their environments, thus nutrients and oxygen
are directly obtained from outside the cell surface by the process of diffusion. The same holds
true for small and simple plants and animals, such as algae, mosses, sponges.
Larger and more complex plants and animals require specific organs or organ systems for
transporting materials to and from cells. That is how the transport systems have evolved.
Organisms ranging from plants to animals have different nutritional requirements. Due to these
differences, various species have evolved distinct transport systems to assist their specific
needs.
Activity-2
Aim: To study the phenomenon of diffusion.
Procedure:
1.
Take a glass tumbler and fill half of it
with water.
2.
Add few crystals of potassium
permanganate to it and keep it
undisturbed.
3.
Observe the movement/ behaviour
of crystals in water.
en.wikipedia.org
Particles move from their region of higher
concentration to a region of lower concentration. This phenomenon is called diffusion.
Crystal particles added to water initially remain at one end but gradually spread and get
distributed evenly in water.
2
Transport in Higher Plants
Plants prepare their own food by the process of photosynthesis. Photosynthesis mainly occurs
in the green leaves of the plant. Water and minerals absorbed by the roots, must reach the leaves
which may be far above the ground. Also, the food prepared in leaves must get distributed to
each part of the plant. Let us discuss how the transport system in plants operates.
Transport of water and minerals
Water along with dissolved minerals, is absorbed from
soil by roots of a plant.
Plant roots have numerous fine extensions called
root hair. These help in absorbing more water as they
increase the surface area of plant roots.
Water and minerals absorbed by the roots travel up to
the leaves via tube like tissues called XYLEM.
Xylem
• Xylem vessels are like a long drainpipe.
They are made from dead hollow
cells, joined end to end without any
end wall between them, forming long
open tubes.
• Xylem vessels run from the roots of
a plant, right up through the stem and
spread out in every leaf.
• They carry water and minerals from
the roots, up to the leaves.
3
Activity-3
To Study Upward Movement of Water
Material: A shoot of any herbaceous plant with white flowers, food colour, a glass tumbler,
tap water, 3 sheets of drawing paper.
Procedure:
1.
Fill the glass tumbler about one-fourth full with
water.
2.
Add food colour to make the water a deep red.
3.
Cut across the end of the shoot.
4.
Put the shoot in a glass of colored water.
5.
Observe the flower and make a colored drawing of
it. Label the drawing Day 1.
6.
Repeat step 5 at about the same time, each day
for the next 2 days. Label the drawings Day 2 and blog.jumpslide.com
Day 3.
Results
The red color moves slowly through the stem to the flower, first following the pattern made
by the flower leaf’s veins (conducting structures) (petals) and then throughout the flower.
Reason
The flower is part of a vascular plant. Like all vascular plants, the leaves of flower
have two main vascular tubes, xylem tubes and phloem tubes. Xylem tubes transport
sap containing water and minerals upward from the roots through the plant. The xylem
tubes also provide support for the plant because their walls are thick.
Phloem tubes transport sap containing water and food manufactured in the plant’s
leaves throughout the plant. In this activity, you saw the results of colored water moving
through xylem tubes, which proves that there is a well functioning transport system in
plants.
4
Transpiration
All the water absorbed by roots is not utilized by plant. Surface of leaves have special openings
called STOMATA.
Excess water in plants evaporates through the stomatal
openings in the form of vapours and gets released into
the surrounding environment. This process is called
Transpiration.

This release of water through the leaves provide the
force required for pull of water through the xylem.
Similar to the suction pull
as we sip some drink
through a straw
 Transpiration also has a cooling effect which protects
the delicate plant surfaces from damage through excess heat.
Activity-4
To Demonstrate the process of Transpiration.
Material: A potted green plant, a small dry plastic bag, an elastic band
Procedure:
1. Place a plastic bag over a plant and tie it tightly from the
bottom with elastic band.
2.
Keep the setup near window for few hours and observe.
Observation:
Droplets of water will appear inside the bag.
Reason:
Water vapor transpired by the leaves condenses as water
droplets inside the bag.
5
Activity-5
To Prepare a Slide of Stomatal Peel.
Material: Freshly plucked Rhoeo leaf, glass slides, cover slips, glycerin, blunt forceps.
Procedure:
1.
Take a leaf of Rhoeo plant and gently scrap a
thin peel from its upper surface using needle and
a forceps.
2.
Gently hold the peel with a brush and put it into
a petridish having water so that the cells do not
get dried.
3.
Put a drop of glycerin on a glass slide and then
gently place the peel.
4.
Place the cover slip and observe under the
microscope.
Observation: Small openings will be seen scattered
among epidermal cells of leaf. These openings are
called as stomata.
Transportation of Synthesized Food
Food prepared by the leaves is carried in a soluble form through another set of tube-like
tissues called phloem. This food is required by each living cell of the plant for energy.
The process of transport of prepared food from leaves to other parts of a plant is called
translocation of solutes.
Phloem

Phloem tubes carry food made in leaves to all other parts of a plant.

These are made from living cells, joined end to end, with punctured end-plates so that
materials can flow through.

Phloem tubes carry food material in all the directions. This means, food prepared in
leaves is carried to all parts of plant, including roots, by phloem tubes. Food is stored in
different plant parts, such as carrot, radish potato, fruits. These are translocated through
phloem tissue.
6
7
Worksheet-1
1.
Identify the process by which you can smell the aroma of a baked pizza in your kitchen.
2.
______________________________________________________________________
Name the process by which unicellular and some simple multi cellular organisms meet
the requirement of oxygen or water from their surroundings.
______________________________________________________________________
3.
Define diffusion.
______________________________________________________________________
______________________________________________________________________
4.
What are the materials that need to be transported in plants?
______________________________________________________________________
5.
Name the structures that help in transportation of water and food in plants.
______________________________________________________________________
6.
Define translocation of solutes.
______________________________________________________________________
______________________________________________________________________
7.
Name the following:
8
a)
Structures present in roots that help to absorb water.
b)
_________________________________________________________________
Xylem and phloem together.
c)
_________________________________________________________________
Chemical compound that makes the wall of xylem strong.
d)
_________________________________________________________________
Structures present on leaves that help in transpiration.
_________________________________________________________________
Match structures given in Column I with functions given in Column II.
Column I
Stomata
Xylem
Root hairs
Phloem
Column II
Absorption of water
Transpiration
Transport of food
Transport of water
Synthesis of carbohydrates
8
Transport in Animals
The oxygen in the air we inhale is required by each living cell of our body. Inhaled air reaches
the lungs. How does it get transported to each part of our body?
Each cell that takes up oxygen also produces carbon dioxide as a waste product. This carbon
dioxide must be eliminated from the body. We exhale CO2 in breathing out. How does carbon
dioxide from all parts of the body reach the lungs for exhalation?
The CIRCULATORY SYSTEM in animals performs these functions.
Circulatory system
It is an organ system that helps in transporting respiratory gases, nutrients, hormones, etc.
throughout an animal’s body. The circulatory system is also responsible for collecting waste
products from different parts of the body. These are transported to the excretory organs to be
eliminated out of the body.
Components of circulatory system:
•
Heart
•
Blood
•
Blood vessels
Heart:
Heart is a muscular organ, about the size of a clenched fist. It is located in the chest cavity
slightly towards the left.
learnaboutbypass.com
health.com
Heart is divided into left and right half by a muscular septum.
It has four chambers – right auricle and right ventricle and left auricle and left
ventricle.
The function of heart is to pump blood throughout the body. It receives oxygen rich blood
from the lungs and pumps it to all parts of the body. Also, it receives carbon dioxide rich
9
blood from all parts of the body which it pumps to the lungs for removal of carbon dioxide
as we exhale or breathe out.
Blood :
Blood acts as the ‘medium’ or ‘carrier’ for transportation of substances in our body. It carries
gases (oxygen and carbon dioxide), nutrients, hormones and waste products to specific parts
of the body. Blood travels within arteries, veins and capillaries. Its movement is possible due
to pumping action of the heart.
Blood has two components: liquid part called plasma and the blood cells.
The blood cells are of three types:
•
Red blood corpuscles (RBCs), also known as erythrocytes.
•
White blood cells (WBCs), also known as leucocytes.
•
Platelets, also known as thrombocytes.
Comparison between blood cells
•
•
•
•
Red blood corpuscles
Disc shape
Contain no nucleus.
Contain haemoglobin
Helps in transportation of
respiratory gases (oxygen
and carbon dioxide)
•
•
•
•
White blood cells
Irregular in shape
Nucleus is present.
Haemoglobin is absent.
Defensive in function;
helps fight infections.
•
•
•
•
Platelets
Fragments of blood cell.
Nucleus is absent.
Haemoglobin is absent.
Helps in clotting of
blood.
Haemoglobin present in RBCs is a red coloured pigment that is responsible for transportation
of respiratory gases (oxygen and carbon dioxide).
RBC are red due to presence
of haemoglobin. In our blood
number of RBC than other
cells That is why our blood
looks red.
Explore!
Why in a diseased person,
number of WBC’s increases ?
Blood vessels:
There are three different types of blood vessels namely- arteries, veins and capillaries.
•
•
•
•
•
Arteries
Veins
Carries pure blood from heart to all • Carries impure blood from all body parts to
other body parts.
the heart.
Blood flows with great pressure.
• Blood flow is smooth.
Have thick and elastic walls.
• Have thin and inelastic walls.
Deep seated.
• Superficially located.
Do not have valves
• Have valves to prevent backflow of blood.
10
Capillaries are the smallest blood vessels. These surround
the body cells at the end of arteries and the beginning of the
veins. The thin walls of capillaries are only one cell thick.
So, substances like oxygen or nutrient molecules can easily
pass through them.
Blood circulation:
Blood circulates throughout the body due to pumping
action of the heart.
Steps involved in circulation:
a)
Carbon dioxide rich blood (shown in
blue) flows from body parts through
vena cava (the largest vein) into the
right atrium.
b)
Blood flows from right atrium into the
right ventricle.
c)
From right ventricle blood flows to the
lungs with help of pulmonary artery
for oxygenation. (Pulmonary artery
is the only artery that carries impure
blood)
d)
Oxygenated blood (shown in red)
from lungs flows into the left
atrium followed by left ventricle via
pulmonary vein.(Pulmonary vein is
the only vein that carries pure blood)
e)
The left ventricle pumps the pure
oxygen rich blood to all body parts through aorta (largest artery)
Follow the link given below to watch a simple animation on the route of blood flow
http://www.savetubevideo.com/?v=tzCIE1weHrU&feature=player_embedded
Did you know?
Human beings have
four blood groups: A, B,
AB and O. These blood
groups can be either +ve
or –ve.
Did you know?
The circulation of blood was
discovered by an English
physician, William Harvey.
11
Explore!
Which blood group is
universal donor and
universal recipient?
Let us revise the route of blood flow in our body:
From different body parts  Superior and inferior vena
cava  right atrium right ventricle  pulmonary
artery  lungs  pulmonary vein  left atrium  left
ventricle  aorta  all body parts
Heart beat and pulse:
Heart shows regular contraction and relaxation as
it pumps the blood. This rhythmic contraction and
relaxation constitutes a heartbeat.
Heart beat can be measured by using clivir.com
an instrument called Stethoscope.
In an adult, an average heart beat varies from 70-72 beats per minute.
When heart contracts, it pumps the blood into arteries. The arteries get
stretched due to pressure. When heart relaxes, the pressure in the arteries
goes down and their walls relax. The stretching and relaxing of the arteries
with each heartbeat can be felt as throbbing called pulse.
Activity-6
To listen the heart beat and study the effect of physical exercise
on it.
Material: A stethoscope from school medical room.
Procedure:
1.
Place the diaphragm of stethoscope on the chest of your class mate and ear piece into
your ears. (You can take the help of your teacher or doctor or nurse.)
2.
You will listen the lub-dub sound of beating heart.
3.
Try to count the number a heart beats in one minute.
4.
Now make your partner to run on the spot for 3-5min and then again count his heart
beat.
5.
Note the difference and suggest possible reason for the same.
12
Worksheet-2
1.
Match the following.
Column 1
i. one cell thick blood vessels
Column 2
a) White blood cells
ii. upper chambers of the heart.
b) Haemoglobin
iii.Soldiers of the body.
c) Capillaries
iv.Pigment found in red blood cells.
d) atria
2.
3.
Complete the following sentences:
a)
The right side of the heart gets _______________ blood and the left side of the
heart gets ____________ blood.
b)
The _____________ is the major artery of the heart.
c)
____________ prevents backflow of blood.
d)
The pulmonary vein carries ____________ blood from ____________ to the
heart.
e)
The only artery that carries impure blood is ______________.
f)
A doctor uses the ______________ to feel the heart beat.
g)
The heart has ______________ chambers
h)
Blood is the fluid which flows in the ______________
i)
______________ discovered the circulation of blood.
j)
______________ fight against germs.
Name the following:
a)
Deep seated blood vessels with thick muscular walls.
b)
Process by which exchange of materials take place through thin capillary
walls.
c)
Blood cells that helps in clotting.
d)
Lower chambers of the heart.
e)
Instrument used to listen heart beat.
f)
Liquid part of blood
13
4.
Mark the following statements as true or false. Rewrite the false statements correctly in
the given space.
a)
The blood is sent to all the parts of the body from the right side of the heart through
aorta.
_________________________________________________________________
b)
Blood gets its red colour due to haemoglobin present in plasma.
_________________________________________________________________
c)
White blood cells fight diseases and infections.
_________________________________________________________________
d)
The pulmonary vein carries blood from the heart to the lungs.
_________________________________________________________________
e)
Your pulse rate increases when you are cycling.
_________________________________________________________________
14
POST CONTENT WORKSHEET
1.
Choose the correct options:
a)
In plants water is transported through
(i)
(iii) Phloem
b)
Water absorption through root hair can be increased by keeping the plants
(i)
(ii) Under the fan
c)
Which cells of conducting tissues of plants are dead?
(i)
(iii) Stomata
d)
Which kind of muscle fibres is found in the human heart?
(i)
Striated
(ii) Unstriated
(iii) Cardiac
(iv) Voluntary
e)
What is lymph?
(i)
(ii) A fluid which carries material from heart to tissues
(iii) Another name for blood
(iv) A fluid with red coloured cells
f)
What happens when the atria contract?
(i)
(ii) Blood from right ventricle, flows into pulmonary artery.
(iii) Blood from pulmonary vein, enters left atrium.
(iv) Blood which is almost without oxygen, flows from right atrium to right
ventricle.
g)
Pulmonary artery carries deoxygenated blood while all other arteries carry
oxygenated blood. It is still called an artery because,
(i)
(ii) it carries blood away from heart
(iii) it transports blood towards the heart
(iv) it does not have valves
h)
How many cells are required to make a stomatal complex?
(i)
(iii) more than two
Xylem
In the shade Sieve tubes
(ii) Stomata
(iv) Root hair
(iii) In dim light
(iv) Covered with polythene bag
(ii) Tracheids
(iv) Phloem
A fluid which flows in one direction only
Blood from left ventricle, flows into aorta.
its structure is like that of a artery
one
(ii) two
(iv) less than four
15
2.
h)
Exchange of gases means –
(i)
(iii) both entry and exit
only entry
(ii) only exit
(iv) non relevant answers
What are stomata? Give their two functions.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3.
Draw a stomatal complex.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.
Does transpiration serve any useful function in plants? Explain
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5
Differentiate between xylem and phloem.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6.
Why do sponges and hydra not have blood?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
16
7.
List the functions of blood.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8.
Distinguish between artery and vein.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9.
What are the functions of the following:
Heart, vein, artery and valves
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. Name the different types of cells present in blood. Give one function of each.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
11. How do animals with no blood, transport their food?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
17
12. Draw a neat and well labeled schematic diagram of circulation of blood in human.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
13. Explain the circulation of blood in humans.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
14. Why did pulse rate increases after physical exercise?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________
15
Define heartbeat.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________
18
Extended learning
1.
Find out about different blood groups and their importance.
2.
When a person suffers from chest pain, the doctor immediately takes an ECG. Visit
a doctor and get information about ECG. You may even look up in encyclopedia or
internet.
3.
Rahul’s blood group is A, Gita’s blood group is AB and Ravi’s blood group is
O. Who can donate blood to whom in case of an emergency?
4.
You can read more on the following websites:
http://health.howstuffworks.com/human-body/systems/circulatory
http://health.howstuffworks.com/human-body/systems/circulatory/adam-200078.htm
http://health.howstuffworks.com/human-body/systems/circulatory/sound-of-heartbeat.htm
http://health.howstuffworks.com/human-body/systems/circulatory/adam-200083.htm
http://health.howstuffworks.com/human-body/systems/circulatory/adam-200081.htm
http://health.howstuffworks.com/human-body/systems/circulatory/adam-200084.htm
19
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2,Community Center, Preet Vihar, Delhi-110 092