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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