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Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 8 Unchanging Relations Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 8 Solutions Unchanging Relations

Class 6 Kerala Syllabus Maths Solutions Chapter 8 Unchanging Relations Questions and Answers

Unchanging Relations Class 6 Questions and Answers Kerala Syllabus

Unchanging Sum (Page Number 116)

Question 1.
Mentally calculate the sums below:
(i) 137 + 199
(ii) 375 + 298
(iii) 697 + 174
(iv) 1489 + 2363
Answer:
(i) 137 + 199 = 136 + 200 = 336 (1 subtracted, 1 added)
(ii) 375 + 298 = 373 + 300 = 673 (2 subtracted, 2 added)
(iii) 697 + 174 = 700 + 171 = 871 (3 added, 3 subtracted)
(iv) 1489 + 2363 = 1500 + 2352 = 3852 (11 added, 11 subtracted)

Question 2.
(i) Take any four consecutive natural numbers. Calculate the sum of the first and the last, and also the sum of the middle two numbers. Take the other four consecutive natural numbers and check. Why are the sums the same every time?
Answer:
1 + 2 + 3 + 4 → 1 + 4 = 5; 2 + 3 = 5
7 + 8 + 9 + 10 → 7 + 10 = 17; 8 + 9 = 17
10 + 11 + 12 + 13 → 10 + 13 = 23; 11 + 12 = 23
The first number and the fourth number represent the sum of the first number and the number that is 3 more than it.
The second number and the third number also mean the first number and the number that is 3 more than it.
Both sums will always be equal. (both will be the first number, add 4)
Adding 3 to 1 gives 4 (1 + 4 = 5)
Adding 1 + 2 to 1 also gives 4 (1 + 4 = 5)
Adding 3 to 10 gives 13 (10 + 13 = 23)
Adding 1 + 2 to 10 also gives 13 (10 + 13 = 23)
It can also be said like this:
If you add 3 to the first number, you get 4.
The middle numbers are the first number plus one, and the fourth number minus one.
When one number decreases by one and the next number increases by one, the total remains unchanged.

(ii) Instead of four consecutive natural numbers, take six consecutive natural numbers. The sum of the first and the last numbers is equal to which other pairs? Why is this so?
Answer:
Six consecutive natural numbers are 3, 4, 5, 6, 7, 8
3 + 8 = 4 + 7 = 5 + 6 = 11
The sixth number is five more than the first number.
Now, if we take the second and fifth numbers:
The second number is one more than the first number, and the fifth number is one less than the sixth number.
(one more than 3 is 4, one less than 8 is 7)
Next, if we take the third and fourth numbers:
The third number is two more than the first number, and the fourth number is two less than the sixth number.
(two more than 3 is 5, and two less than 8 is 6)
So, 3 + 8 = (3 + 1) + (8 – 1) that is 4 + 7 = 11
3 + 8 = (3 + 2) +(8 – 2) that is 5 + 6 = 11
Consecutive counting numbers will always follow this pattern.

(iii) What if we take five consecutive naturalnumbers?
Answer:
Five consecutive natural numbers are 1, 2, 3, 4, 5
1 + 5 = 6, 2 + 4 = 6, 3 + 3 = 6
The second number is one more than the first number, and the fourth number is one less than the fifth number.
Therefore, first number + fifth number = second number + fourth number
Now, if we take the third number:
It is two more than the first number and two less than the fifth number.
So, if we add it twice, it will be equal to the sum of the first and fifth numbers.
Example: 3 + 3 = (1 + 2) + (5 – 2) = 6

(iv) What about three consecutive natural numbers?
Answer:
Three consecutive natural numbers are 4, 5, 6
4 + 6 = 5 + 5
The middle number is one more than the first number and one less than the third number.
Therefore, the sum of the end numbers will always be twice the middle number.

Question 3.
In the calendar of any one month, mark those dates which fall on any one day of the week:

The sum of the first and last numbers is equal to the sum of which other pairs? Why?
Answer:
Let’s take the first 4 Sundays.
5, 12, 19, 26
5 + 26 = 12 + 19 = 31
The second number is 7 more than the first number, and the third number is 7 less than the fourth number.
Therefore, the sums of such pairs will not change.
When we take 5 numbers 1, 8, 15, 22, 29, the same thing happens.
The middle number is 14 less than one end number and 14 more than the other end number.
So, when it is added twice, we get the same sum as the end numbers.
Example: 1 + 29 = 8 + 22 = 15 + 15

Unchanging Difference (Page Number 118)

Question 1.
Calculate these differences in your head:
(i) 453 – 196
(ii) 388 – 189
(iii) 700 – 387
(iv) 1500 – 839
Answer:
(i) 453 – 196 = (453 + 4) – (196 + 4)
= 457 – 200
= 257

(ii) 388 – 189 = (388 + 11) – (189 + 11)
= 399 – 200
= 199

(iii) 700 – 387 = (700 + 13) – (387 + 13)
= 713 – 400
= 313

(iv) 1500 – 839 = (1500 – 1) – (839 – 1)
= 1499 – 838
= 661

(Page Numbers 119 & 120)

Question 1.
Is the difference of any two multiples of 3 again a multiple of 3? Why?
Answer:
The difference of two multiples of 3 is always a multiple of 3.
If you take (3 × one number) – (3 × another number), it can be written as 3 × (bigger number – smaller number).
Since the result is 3 multiplied by some whole number, it will always be a multiple of 3.
Example: 63 – 21
= (21 × 3) – (7 × 3)
= (21 – 7) × 3
= 14 × 3
= 42
Whenever you subtract one multiple of 3.
From another, the answer will always be a multiple of 3.

Question 2.
(i) If two numbers leave a remainder of 1 on division by 3, is their difference a multiple of 3? Why?
Answer:
The difference of two numbers that leave a remainder of 1 when divided by 3 will always be a multiple of 3.
This is because if you subtract 1 from each of those numbers, they become exact multiples of 3.
So, the remaining difference will be a multiple of 3.
3 × 10 + 1 – 3 × 7 + 1
3 × 3 + 0 = 3 × 3, multiple of 3

(ii) If two numbers leave a remainder of 2 on division by 3, is their difference a multiple of 3? Why?
Answer:
A number that leaves a remainder of 2 when divided by 3 can be written in the form 3 × 10 + 2.
Then, 3 × 10 + 2 – 3 × 4 + 2
3 × 6 + 0 = 3 × 6, multiple of 3.

Question 3.
What all things can we say if we take 4 instead of 3 in the last problem?
Answer:

• If you subtract one multiple of 4 from another multiple of 4, the result will always be a multiple of 4.
• When two numbers leave the same remainder when divided by 4, their difference will also be a multiple of 4.

Question 4.
If two numbers leave the same remainder on division by a number, what is the relation between the difference of these numbers and the dividing number?
Answer:
The difference will be the divisor multiplied by some counting number.

Unchanging Product (Page Number 123)

Question 1.
If we start with 1 and double again and again, we get the numbers 1, 2, 4, 8, 16,…
(i) Take any four consecutive numbers from these. Why is the product of the first and last numbers the same as the product of the middle two numbers?
Answer:
The second number will be the first number multiplied by two.
The third number will be the last number divided by two.
1, 2, 4, 8
1 × 8 = 2 × 4

(ii) If we take three consecutive numbers from these, what is the relation between the product of the first and last numbers and the middle number?
Answer:
The product of the first and the last numbers will be equal to the middle number multiplied by itself.
4, 8, 16
4 × 16 = 8 × 8

Question 2.
If we start with 1 and triple it again and again, we get the numbers 1, 3, 9, 27, 81,… For these, are the results of the first problem true? Why?
Answer:
That’s correct. Because the second number is the first number multiplied by 3.
The third number is the last number divided by 3.
1, 3, 9, 27, 81
1 × 27 = 3 × 9
Similarly, the second number is three times the first number.
The second number is the third number divided by 3.
3 × 27 = 9 × 9 = 81
Three multiplied by 3 is nine.
If you divide 81 by 3, you get 27.

Unchanging Quotients (Page Number 126)

Question 1.
Calculate the quotients below:
(i) 345 ÷ 15
(ii) 495 ÷ 45
(iii) 325 ÷ 25
(iv) 975 ÷ 75
(v) 875 ÷ 125
Answer:
(i) 345 ÷ 15 = 690 ÷ 30
= (69 × 10) ÷ (3 × 10)
= 69 ÷ 3
= 23

(ii) 495 ÷ 45 = 990 ÷ 90
= (99 × 10) ÷ (9 × 10)
= 99 ÷ 9
= 11

(iii) 325 ÷ 25 = 650 ÷ 50
= (65 × 10) ÷ (5 × 10)
= 65 ÷ 5
= 13

(iv) 975 ÷ 75 = 3900 ÷ 300
= (390 × 10) ÷ (30 × 10)
= 390 ÷ 30
= 13

(v) 875 ÷ 125 = 3500 ÷ 500
= (350 × 10) ÷ (50 × 10)
= 350 ÷ 50
= 7

Class 6 Maths Chapter 8 Kerala Syllabus Unchanging Relations Questions and Answers

Class 6 Maths Unchanging Relations Questions and Answers

Question 1.
Take any 4 consecutive numbers from the sequence 10, 20, 30, 40, 50, 60, …Find the pairs that give the same sum. Take any 6 numbers. Find the pairs that give the same sum. Explain why? What if we take 7 numbers?
Answer:
4 consecutive numbers are 40, 50,60, 70
40 + 70 = 50 + 60
50 is 10 more than 40, 60 is 10 less than 70.
6 consecutive numbers are 30, 40, 50, 60, 70, 80
30 + 80 = 40 + 70 = 50 + 60
40 is ten more than 30, 70 is ten less than 80.
Similarly, 50 is twenty more than 30, and 60 is twenty less than 80.
7 consecutive numbers are 10, 20, 30, 40, 50, 60, 70
10 + 70 = 20 + 60 = 30 + 50 = 40 + 40
In each case, the numbers on the two sides decrease and increase by the same amount, so the sum does not change.

Question 2.
Write 4 other multiplication expressions that are equal to 36 × 24.
Answer:
36 × 24
18 × 48
72 × 12
9 × 96
144 × 6

Question 3.
Do the following mentally:
(a) 202 + 198
Answer:
202 + 198 = (202 – 2) + (198 + 2) = 400

(b) 515 + 485
Answer:
515 + 485 = (515 – 15) + (485 + 15) = 1000

(c) 394 + 306
Answer:
394 + 306 = (394 + 6) + (306 – 6) = 700

(d) 1204 + 1296
Answer:
1204 + 1296 = (1204 – 4) + (1296 + 4) = 2500

(e) 288 – 178
Answer:
288 – 178 = (288 + 12) – (178 + 12) = 110

(f) 5000 – 1424
Answer:
5000 – 1424 = (5000 – 1) – (1424 – 1) = 3576

(g) 5012 – 3212
Answer:
5012 – 3212 = (5012 – 12) – (3212 – 12) = 1800

(h) 6008 – 1458
Answer:
6008 – 1458 = (6008 – 8) – (1458 – 8) = 4550

Question 4.
For each division problem, write 2 equivalent division problems.
(a) 160 ÷ 40
Answer:
160 ÷ 40
= 80 ÷ 20
= 40 ÷ 10
= 4 ÷ 1

(b) 144 ÷ 12
Answer:
144 ÷ 12
= 288 ÷ 24
= 72 ÷ 6
= 36 ÷ 3

(c) 500 ÷ 150
Answer:
500 ÷ 150
= 1000 ÷ 300
= 100 ÷ 30
= 10 ÷ 3

(d) 750 ÷ 25
Answer:
750 ÷ 25
= 1500 ÷ 50
= 150 ÷ 5
= 300 ÷ 10

Class 6 Maths Chapter 8 Notes Kerala Syllabus Unchanging Relations

→ The sum of two numbers is the same as the sum of the numbers got by adding a number to one of them and subtracting the same number from the other.

→ The difference of two numbers is the same as the difference of the two numbers got by adding or subtracting the same number to each of them.

→ The product of two numbers is the same as the product of the numbers got by multiplying one of them by a number and dividing the other by the same number.

→ The quotient of two numbers is the same as the quotient of these two numbers multiplied or divided by the same number.

We have been learning many types of relationships involving numbers since the lower classes. For example, the sum of two consecutive natural numbers is always an odd number. The product of two odd numbers is always an odd number. We have understood such ideas. In this unit, we explain some other relationships that remain unchanged even when the numbers change.

Unchanging Sum
A rope is 10 metres long. From it, a 2-metre piece is cut off. If we add the cut piece and the remaining piece, we get 2 + 8 = 10.
Now, if the piece cut off is 3 metres, the remaining part is 7 metres: 3 + 7 = 10
If 6 metres is cut off, the remaining part is 4 metres: 6 + 4 = 10
Thus, when the cut length changes, the remaining length also changes, but the total remains 10.

Mayookhi has 100 rupees in her money box. She took 10 rupees from it and bought a pen. How much money is left? What if she had spent 20 rupees?
In the money problems in the textbook, even if the amount spent and the amount remaining change, the total always remains 100.
10 + 90 = 100, 20 + 80 = 100, 30 + 70 = 100, and so on.

Let us look at another example. We need to draw a rectangle with a perimeter of 20 cm. To draw a rectangle, we need the length of one side, right? What should it be?
We have learned that the perimeter of a rectangle is twice the sum of its width and height.
Here, since the perimeter is 20 cm, the sum of the width and height is 10 cm.
So, if we take the width as 6 cm, the height will be 10 – 6 = 4 cm.
With the same perimeter, we can draw many other rectangles too.
Width = 1 cm, height = 9 cm, Sum = 10 cm, Perimeter = 20 cm
Width = 2 cm, height = 8 cm, Sum = 10 cm, Perimeter = 20 cm
Here, the width and height of the rectangle may change, but the total remains the same.
What did we observe here?
When the perimeter remains the same, the more the width increases, the more the height decreases.
When one piece of the rope becomes longer, the other piece becomes shorter by the same amount.
When the amount of money spent increases, the amount remaining decreases by the same amount.

Now look at another situation.
A child put 64 manchadi seeds into a box. Now he has 98 seeds left in his hand. How many seeds did he have altogether?
It is 64 + 98.
If the number put into the box decreases by one, the number left increases by one.
If the number put into the box decreases by two, the number left increases by two.
So, 64 + 98 becomes 66 + 96, which is 162.
Here, when one number increases by two and the other decreases by two, the total remains the same.
Now, consider 128 + 99.
This is safe as 127 + 100, which is 227.

How can we write 97 + 203?
(97 + 3) + (203 – 3) = 100 + 200 = 300
That is, one number increases by a certain amount, and the other number decreases by the same amount.
We can say it like this:
The sum of two numbers = (one number + a certain amount) + (the other number – the same number)
Now look at these examples.
425 + 597 = 422 + 600 (3 subtracted, 3 added) = 1022
3249 + 894 = 3243 + 900 (6 subtracted, 6 added) = 4143
395 + 876 = 400 + 871 (5 added, 5 subtracted) = 1271

Look at the numbers 5, 10, 15, 20
If you add 5 and 20, you get 25 (the end of numbers).
If you add 10 and 15, you also get 25(the middle numbers).
Why are their sums equal? Because 5 + 20 = 10 + 15
In 5 + 20, the number 5 is five less than the 10 in 10 + 15, and the number 20 is five more than the 15 in 10 + 15.
So, when one number decreases by 5 and the other number increases by 5, the total doesn’t change.
Let’s extend the sequence 5, 10, 15, 20, 25, 30.
Here, also 15 + 30 = 20 + 25
Again, one number increases by 5, and the other number decreases by 5.
So, the sum remains the same.
It can also be explained like this:
When the first number and the fourth number are added, it is the same as adding the second number and its four times.
When the second number and the third number are added, it is the same as adding twice the first number and three times the first number.
Both results are equal to five times the same number.
Similarly, take 10, 15, 20, 25: 10 + 25 = 15 + 20.
Here, 10 increases to 15 and 25 decreases to 20.
So, the sum stays the same.

In the sequence 4, 8, 12, 16, 20, 24, if you take any four consecutive numbers, will the sum of the two end numbers equal the sum of the two middle numbers? Why?
Answer:
Yes.
4, 8, 12, 16
4 + 16 = 8 + 12 = 20
If you add 4 to 4, you get 8.
If you subtract 4 from 16, you get 12.
One number increases by 4, and the other decreases by 4.
So, the total does not change.

Unchanging Difference
The age difference between two people is a relationship that never changes.
If one person is 17 years old and the other is 25 years old, the age difference now is 25 – 17 = 8 years.
After 10 years?
Difference = (25 + 10) – (17 + 10) = 35 – 27 = 8.
After 3 years?
Difference = (25 + 3) – (17 + 3) = 28 – 20 = 8 again.
What do we observe here?
When finding the difference between two numbers, if we add or subtract the same number from both the first and the second number, the difference does not change.
Examples:
195 – 98 = (195 + 2) – (98 + 2)
= 197 – 100
= 97

212 – 172 = (212 – 12) – (172 – 12)
= 200 – 160
= 40

487 – 247 = (487 + 13) – (247 + 13)
= 500 – 260
= 240

5000 – 3674 = (5000 – 1) – (3674 – 1)
= 4999 – 3673
= 1326

Now we can do this mentally:
1. 704-304
704 – 304 = (704 – 4) – (304 – 4)
= 700 – 300
= 400

2. 598 – 128
598 – 128 = (598 + 2) – (128 + 2)
= 600 – 130
= 470

3. 312 – 142
312 – 142 = (312 – 12) – (142 – 12)
= 300 – 130
= 170

4. 325 – 135
325 – 135 = (325 – 25) – (135 – 25)
= 300 – 110
= 190

5. 1524 – 324
1524 – 324 = (1524 + 26) – (324 + 26)
= 1550 – 350
= 1200

6. 4000 – 1299
4000 – 1299 = (4000 + 1) – (1299 + 1)
= 4001 – 1300
= 2701

Even and Odd Numbers
The difference between two even numbers will always be an even number. Let’s see why?
When you subtract 8 × 2 from 12 × 2, you get 4 × 2. This is an even number.
In the same way, the difference between two odd numbers is always an even number.
Here is the reason.
An odd number can be written as an even number plus one.
So, 125 – 73 can be written as (125 + 1) – (73 + 1), this difference is an even number.
This is true for any pair of odd numbers.
325 – 293 = (325 + 1) – (293 + 1) = 326 – 294; this difference is an odd number.
Let us now check the difference of multiples of 5 in the same way.
125 – 85 = (25 × 5) – (17 × 5) = (25 – 17) × 5 = 8 × 5
The difference is also a multiple of 5.
Similarly, let us check whether the difference of multiples of 9 is also a multiple of 9.
Explanation: 81 and 63 are multiples of 9
81 = 9 × 9, 63 = 7 × 9
(9 × 9) – (7 × 9) = (9 – 7) × 9 = 2 × 9, the difference is multiple of 9.

Unchanging Product
There are 36 cups. We want to arrange them in rows and columns to make a rectangle.
Possible arrangements:
9 rows and 4 columns; 9 × 4 = 36
12 rows and 3 columns; 12 × 3 = 36
18 rows and 2 columns; 18 × 2 = 36
6 rows and 6 columns; 6 × 6 = 36
Look at these examples.
Even though the numbers have changed, the product has not changed.
18 × 2 = 36
9 × 4 = 36
Look at these. What change has happened to each number?
18 became its half, which is 9.
2 became its double, which is 4
Look at the next pair, 18 × 2 = 36; 6 × 6 = 36.
Here, 18 became on third, which is 6, and 2 became three times, which is 6.
Here, also did not change.
What do we understand from this?
When two numbers are multiplied, if one number is multiplied by a certain number and the other number is divided by the same number, the product remains unchanged.
Example: 24 × 6 = 144
When 24 is multiplied by 2, we get 48.
When 6 is divided by 2, we get 3.
48 × 3 = 144 (24 × 6 = 48 × 3)
When 24 is divided by 3, the result is 8; when 6 is multiplied by 3 is 18
24 × 6 = 8 × 18 = 144
Further, 24 is divided by 12, which is 2; 6 is multiplied by 12, which is 72.
24 × 6 = 2 × 72 = 144
The result can be written like this:
24 × 6 = 48 × 3 = 8 × 18 = 2 × 72
Similarly, let us try to write some multiplication expressions equal to 72 × 40
72 × 40
36 × 80
18 × 160
9 × 320

Write some other multiplication expressions equal to the multiplication given below.
(a) 48 × 32
(b) 60 × 20
(c) 72 × 48
Answer:
(a) 48 × 32 = 24 × 64
= 12 × 128
= 6 × 256
= 3 × 512

(b) 60 × 20 = 30 × 40
= 15 × 80
= 120 × 10
= 240 × 5

(c) 72 × 48 = 36 × 96
= 18 × 192
= 9 × 384
= 144 × 24

1 × 216 and 6 × 36 are equal. Why?
Answer:
Multiplying 1 by 6 gives 6.
Dividing 216 by 6 gives 36.
If you multiply one number in 1 × 216 by 6 and divide the other number by 6, their product will still be the same as 1 × 216.

Answer:
20 × 16 = 40 × 8
42 × 30 = 7 × 180
30 × 15 = 10 × 45
55 × 3 = 11 × 15

Unchanging Quotient
If you put 5 seeds in each of 10 covers, how many seeds are needed?
5 × 10 = 50 seeds
If you put 10 seeds in each of 10 covers, how many seeds are needed?
10 × 10 = 100 seeds
If you put 20 seeds in each of 10 covers, how many seeds are needed?
20 × 10 = 200 seeds
In all these examples, there are 3 quantities: the number of seeds in one packet, the number of covers, and the total number of seeds.
Here, the number of seeds in one packet and the total number of seeds change.
The number of covers does not change.
The total number of seeds divided by the number of seeds in one packet gives the number of covers.
50 ÷ 5 = 10, 100 ÷ 10 = 10, 200 ÷ 20 = 10
Similarly, we can see the same idea in the pen problems in the textbook.
The number of pens and the total cost change.
The price per pen does not change.
40 ÷ 8 = 5, 80 ÷ 16 = 5, 50 ÷ 10 = 5, 150 ÷ 30 = 5
In the same way, in square problems too, when both numbers change in the same multiple, the quotient remains the same.
Eg: 25 ÷ 5 = 5, 50 ÷ 10 = 5, 100 ÷ 20 = 5
We also know that when we divide both numbers by the same number, the quotient does not change.
40 ÷ 10 = 4, 4 ÷ 1 = 4
Here, both numbers are divided by 10; the quotient remains the same.
This is like cancelling common factors.
40 ÷ 10 = 4 × 10 ÷ 1 × 10 = 4
75 ÷ 25 = (5 × 15) ÷ (5 × 5)
If we cancel the common factor: 15 ÷ 5
Again, cancelling the common factor: 15 ÷ 5 = 3 × 5 ÷ 1 × 5 = 3
Thus, the quotient of two numbers and the quotient of their equal multiples or equal parts will always be the same.
Eg: 16 ÷ 4 = 4
If we take the multiples of 16 and 4,
(16 × 5) ÷ (4 × 5) = 80 ÷ 20 = 4
If we take the same part of 16 and 4,
(16 ÷ 2) ÷ (4 ÷ 2) = 8 ÷ 2 = 4, quotient does not change.

Eg: If 175 is divided by 5?
175 ÷ 5 = 350 ÷ 10 = 35

Eg: 495 ÷ 15
495 ÷ 15 = 990 ÷ 30
= 99 ÷ 3
= 33

Match the ones with the same quotient.

Answer:
14 ÷ 2 = 28 ÷ 4
35 ÷ 7 = 350 ÷ 70
150 ÷ 30 = 15 ÷ 3
240 ÷ 8 = 120 ÷ 4
200 ÷ 10 = 100 ÷ 5

Students often refer to Kerala State Syllabus SCERT Class 6 Maths Solutions and Class 6 Maths Chapter 9 Lines and Angles Questions and Answers Notes Pdf to clear their doubts.

SCERT Class 6 Maths Chapter 9 Solutions Lines and Angles

Class 6 Kerala Syllabus Maths Solutions Chapter 9 Lines and Angles Questions and Answers

Lines and Angles Class 6 Questions and Answers Kerala Syllabus

When Lines Meet

In-text Questions (Page Number 130)

Question 1.
Some pictures of two lines that meet are shown below. The measure of one of the two angles made on either side is also given. Find the measure of the other angle:

Answer:
1. 100° – 80°
2. 45° – 135°
3. 30° – 150°
4. 80° – 100°
From this, we can understand that a line drawn from another line, or two Lines meet, the sum of the angles made thus will be 180°.
The sum of the two angles made when two lines meet is 180°.

Question 2.
From the following figure, what is the measurement of the third angle?

Answer:
Since the sum of three angles is 180°.
Here, the sum of two angles is 85° + 150 = 100°
Therefore, the third angle is 180° – 100 = 80°

Question 3.
Now look at the angles in the following figure.

Answer:
Sum of the three angles = 70° + 20° + 40° = 130°
So the fourth angle is 180° – 130° = 50°

When Lines Meet (Page Numbers 131-132)

Question 1.
In the picture below, what is the angle on the left?

Answer:
The sum of two angles = 50° + 25° = 15°
The third angle = 180° – 15° = 105°

Question 2.
In the picture below, what is the measure of the angle between the lines?

Answer:
Let’s check the corners of the set-squares.
From the corners which are joined, one is 45°, and the other is 60°.
So, adding these two angles, we get 60° + 45° = 105°
Therefore the middle angle = 180° – 105° = 75°

Question 3.
Among the three angles marked in the picture below, the angles on the left and right are equal. How much is each?

Answer:
As one angle is 30°, the sum of the angles of the other two angles will be 180° – 30° = 150°
Since those two angles are equal, one angle will be \(\frac {150}{2}\) = 75°

Question 4.
Of the two angles made when two lines meet, one angle is double the other. What are the measures of the two angles?
Answer:
We need to find two numbers whose sum is 180, and one number is double the other.
If those numbers are the same, then they are 90° each.
If we subtract 30° from one and add 30° from the other, we get
90° – 30° = 60°
90° + 30° = 120°
When they are added together, we get 180°.

When Lines Intersect (Page Number 134)

Question 1.
The pictures below show various pairs of intersecting lines. One of the four angles thus made is given in each picture. Calculate the other three angles and mark them in each picture:

Answer:
1. 45°, 135°, 45°, 135°
2. 120°, 60°, 120°, 60°
3. 90° each

(Page Number 136-137)

Question 1.
In the four angles made by two intersecting lines, the sum of the two angles is 100°. Calculate all four angles.
Answer:
As the sum of two angles is 100, they are opposite angles (if they are adjacent angles, their sum is 180).
As the opposite angles are equal, each of them is 50°. So one of its adjacent angles is 130°.
So the pair of adjacent angles of another angle is also 130°.
So the measurement of four angles is 50°, 130°, 50°, 130°.

Question 2.
In the four angles made by two intersecting lines, one angle is half of another. Calculate all four angles.
Answer:
Since one angle is half of another, the two angles must be adjacent (otherwise, vertically opposite angles would be equal).
The sum of adjacent angles on a straight line is 180°.
Given that one angle is half of the other, the angles must be 120° and 60°.
Therefore, the vertically opposite angles are also 120° and 60°.
So, the four angles are 120°, 60°, 120°, and 60°.

Question 3.
The two pictures below show lines passing through a point. The measures of some of the angles are given in each. Calculate the other marked angles in each:

Answer:

Non Intersecting Lines & Line and Slant (Page Number 144)

Question 1.
Find the pairs of parallel lines in the picture below and write them down:

Answer:
Similar pairs
1. A, F (F is 70° and the other angle is 110°)
2. B, D (F is 100° and the other angle is 80°)
3. C, E (Both are perpendicular)

Parallelograms (Page Number 146)

Question 1.
Draw the parallelograms shown below:

Answer:
1. Draw a line of 4 cm.
Draw angles of 70° and 110° on each side.
Mark a point at 3cm on each of these lines.
Join these points with a line.

2. Draw a line of 5 cm.
Draw an angle of 60° from the left side and 120° on the right side.
Mark a point at 3cm on each of these lines.
Join these points with a line.

3. Draw a line of 4 cm.
Draw an angle of 50° from the left side and 130° on the right side.
Mark a point at 2cm on each of these lines.
Join these points with a line.

4. Draw a line of 3 cm.
Draw an angle of 40° from the left side and 140° on the right side.
Mark a point at 3cm on each of these lines.
Join these points with a line.
This is a parallelogram with equal sides.

Class 6 Maths Chapter 9 Kerala Syllabus Lines and Angles Questions and Answers

Class 6 Maths Lines and Angles Questions and Answers

Question 1.
In each of the following figure give the angle marked as ‘?’

Answer:
(a) 140°
(b) 50°
(c) 60°

Question 2.
Write all the angles in the picture given.

Answer:
(a) (a) 60°, (b) 120°, (c) 60°
(b) (a) 50°, (b) 130°, (c) 50°
(c) (a) 70°, (b) 40°, (c) 70°, (d) 70°
(d) (a) 60°, (b) 30°, (c) 90°, (d) 60°

Question 3.
When two angles intersect each other to make an angle of 90°, what will be the other angles?
Answer:
90° each

Question 4.
In the figure, one angle is a right angle and the other two are equal.

Answer:
Angle 1 = 45°
Angle 2 = 45°

Question 5.
In the figure given, which of the angles are the same? Which of the angle having sum of 180°?

Answer:
Equal angles are a and c; b and d
Having sum 180° = a and b; c and d; a and d; b and c.

Question 6.
Draw a line of 8 cm and draw a parallel line of it at a distance of 3 cm.
Answer:

Draw a line of 8 cm. Place a scale perpendicularly and set a square on the line.
Mark a point 3cm away from the line.
Move the set square to the point marked and draw a line along the point.

Question 7.
Draw a line and draw another line having an angle of 70°. Draw a parallel line with the second line.
Answer:

Draw a line a mark a point.
Draw an angle of 70° from this point.
Similarly, mark a point on the left side.
Draw an angle of 70° from this point.

Question 8.
Draw a parallelogram of 6 cm and another side of 4 cm and having an angle of 45°.
Answer:

Draw a line of 6 cm.
Draw an angle of 45° on one side and 135° on another side.
Mark a point on 4 cm of each line.
Join the points with a line.

Question 9.
In this picture, which of them are opposite angles?

Answer:
1 and 3
2 and 4
If angle 1 is 110°, then angle 3 is also 110°.
Then the angle 2 is 70°, so angle 4 is also 70°.

In the four angles made by two intersecting lines,

• The sum of each pair of adjacent angles is 180°.
• Each pair of opposite angles is equal.

Question 10.
Look at the angles given in the picture. Which are adjacent angles and which are opposite angles?

If angle a = 100°, find the measurement of the other angles.
Answer:
Adjacent angles: a, b; b, c; c, d; a, d
Opposite angles: a, c; b, d
Angle a = 100°
Angle b = 80°
Angle c = 100°
Angle d = 80°

Question 11.
Which are equal pairs in the given figure? Which pairs have a sum of 180°?

Answer:
Equal pairs: 1 and 3; 2 and 4
Pairs having a sum of 180°:

• 1 and 2
• 2 and 3
• 3 and 4
• 1 and 4

Question 12.
From the following, find which of them are parallel lines?

Answer:
1. 2, 9
2. 3, 6
3. 4, 7
4. 5, 8

Question 13.
Draw the picture given below in your notebook, and draw parallel lines to the slanted lines.
Answer:

Question 14.
In the following figures, there is a measurement of one angle. Find the other angles without measuring.

Answer:

(A) 140°, 40°, 140°
(B) Each 90°
(C) 100°, 80°, 100°

Class 6 Maths Chapter 9 Notes Kerala Syllabus Lines and Angles

→ The sum of the two angles made when two lines meet is 180°

→ When two lines intersect, four angles are formed. If the lines are perpendicular to each other, all four are 90°.

→ If the lines are slanted, there are two small angles and two large angles; in these,

• Both the smaller angles have the same measure.
• Both the larger angles have the same measure.
• The sum of a small angle and a large angle is 180°.

→ In the four angles made by two intersecting lines,

• The sum of each pair of adjacent angles is 180°
• Each pair of opposite angles is equal

→ Lines that keep the same distance apart and will never meet are called parallel lines.

→ A quadrilateral with each pair of opposite sides parallel is called a parallelogram.

→ Any four-sided figure is called a quadrilateral.

In this chapter, we learn more about the lines and the shapes that are made by lines and angles. When these lines intersect, we get different shapes. We also learn about the lines that do not intersect and their peculiarities.

When Lines Meet
You have learned how to draw angles and measure them. Try to measure them.

How many degrees are they each?
A = ___________
B = ___________
C = ___________
D = ___________
Look at the angles given below.

The first angle is 90°, which is a right-angle triangle. In this type of angles two lines are always vertical.
The second angle is less than the right angle, which means its angle is less than 90°.
In this type angles the second line slants inside.
The third angle is greater than the right angle, which means its angle is greater than 90°.
In this type angles the second line slants outwards.
Now, let’s check some other points regarding angles.
We know that the angles are made by drawing a line and then drawing another line from one of its ends.

These types of angles are of three types.
1. If we draw a line and the second line is drawn straight up, we get a right angle.

2. Now, what if the second line is drawn slanted towards the left side?
The angle on the left side becomes smaller than 90°, and the angle on the right side becomes larger than 90°.
The amount by which the angle on the left side is less than 90° is the same amount by which the angle on the right side is greater than 90°.
That is, the sum of those two angles is 180°.

3. Now, what if the second line is drawn slanted towards the right side?
The angle on the right side becomes smaller than 90°, and the angle on the left side becomes larger than 90°.
The amount by which the angle on the right side is less than 90° is the same amount by which the angle on the left side is greater than 90°.
That is, the sum of those two angles is 180°.

So, in these types of angles, if we know one angle, we can find the other.
Look at the picture.

Since the smaller angle is 50°, the other angle will be 130°. Because when the two angles are added, their sum is 180°.
That means the smaller angle is 40° less than 90° and the bigger angle is 40° greater than 90°.

One angle is given; find the other one of the following angles.

Answer:

1. 160°
2. 90°
3. 120°
4. 145°
5. 20°
6. 50°

When Lines Intersect
Now let’s check the peculiarities of the angles formed by the lines that intersect.
When a line intersects another line, four angles are formed.

In this, if we add the first and second angle we get 180°.
Like this, which of the pairs of angles will have a sum of 180°?

1. 2 & 3
2. 3 & 4
3. 1 & 4

Let’s check the same thing with the measurement of angles.

Here, if one angle is 120°, then the adjacent angle will be 60°.
Like this, in these types of angles, two angles will have the same measurements.
Then what will be the measurements of the other angles of the following figure?
The angle on the right side of 30° is 150°.
The opposite angle of 30° is also 30°, and the bottom of 30° is 150°.

What if the line intersecting is straight downwards?

Then all the angles formed here will be 90°. So in general,
When two lines intersect, four angles are formed. If the lines are perpendicular to each other. All four are 90° angles.
If the lines are slanted, there are two small angles and two large angles; in these,

• Both the smaller angles have the same measure
• Both the larger angles have the same measure
• The sum of a small angle and a large angle is 180°

Angles that are next to each other are called adjacent angles. When two lines intersect, they form four angles, which can be paired in different ways.
Some of these pairs have the same measure. In each such pair, the angles are next to each other.
Look at the picture given below.

When two lines intersect like this, we can find one thing from this. One angle and its opposite angle are always the same.

Non-Intersecting Lines
These lines won’t meet however much we extend them, in any direction, because the distance between them is equal everywhere.
Lines like these, which keep the same distance apart and will never meet, are called parallel lines.

To draw a line parallel to another line, first draw a line.
Then draw perpendicular lines of equal length from both ends of the line, and join the endpoints of these perpendicular lines.
This new line will be parallel to the original line.
Look at this picture. Draw a line first.
Then, draw two perpendicular lines from both ends of the line using set squares or use a protractor to draw 90 ° angles.
Now mark the same distance on both the perpendicular lines.
Join the points marked on both the perpendicular lines.

To avoid lots of unwanted lines for drawing a neat parallel line like this, we can use setsquares and a scale.

First, draw a line. Now, place a scale perpendicular to the line firmly. Place a set square close to the line and scale.
Now move the set square by placing the scale firmly and draw a line above the line from the tip of the set square.
Now, if we draw a line, and we want to draw a parallel line that is 4 cm away from this line.

Draw a line first. Place a scale perpendicular to this line firmly and place a setsquare on the line which is close to the scale.
Now move the set square in the upward direction till the measurement reaches 4cm on the scale.
Now remove the scale and draw the line starting from the tip of the setsquare.
Now, what if we draw lots of perpendicular lines in a line?

None of these perpendicular line won’t meet if this extended.
Now we can understand that any perpendicular lines drawn in a line are parallel lines.

Line and Slant
Now draw a line that is perpendicular to and slanted to a line. The lines drawn now are not parallel.
We need to draw a line that is not perpendicular, but a line that is parallel to the line.

A line is drawn 60° slanted from a line. If we want to draw a line parallel to this line, we should draw another line with the same slant.
Since two lines have the same slant, they are parallel to each other.

From this we can understand that the lines which having same slant in a line are parallel to each other.

Method of Drawing
Draw a line and make an angle in a place. Draw another angle in some other place.

Now draw this picture in your notebook.
Draw a parallel line for the slanted line.
Since the angle of the slanted line is 80°, draw a line from a certain distance from this line, which has an angle of 80°, and they will be parallel to each other.

The angle on the right side is 100°, since the adjacent pair is 80° (since they are adjacent angles, and their sum will be 180°).

Parallelograms
Any four-sided figure is called a quadrilateral.
The following figures are quadrilaterals.

All of them have four sides.
1. Opposite sides are equal; it is a rectangle
2. All sides are equal; it is a square
Look at the 5th figure.
Their opposite sides are equal and parallel.
Since their corners are not straight, they are not a rectangle.

A quadrilateral with each pair of opposite sides parallel is called a parallelogram.
If two parallel lines are drawn as shown in this figure, we get a parallelogram.

We can draw a parallelogram using a protractor.

• Draw a line of 5 cm.
• Draw an angle of 50° on the left side.
• Mark a point on 3cm of this line.
• Draw an angle of 130° on the other end of the bottom line.
• Mark a point on 3cm of this line.
• Join the two points on these lines.

By changing the length of the sides and angles, we can draw this in different ways.

Draw 90° angles in between the sides and check what we get?

Answer:
Now the angles are straight and parallel, we call this a rectangle.

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Board	Kerala Board
Textbook	SCERT, Kerala
Class	SSLC Class 10
Subject	SSLC Maths
Chapter	Previous Year Question Papers, Model Papers, Sample Papers
Year of Examination	2026, 2025, 2024, 2023, 2022, 2021.
Category	Kerala Syllabus Question Papers

Class 10 Maths Previous Year Question Papers Kerala Syllabus

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Class 8 Basic Science Chapter 11 Magnetism and Electricity Question Answer Notes

Class 8 Basic Science Chapter 11 Notes Kerala Syllabus Magnetism and Electricity Question Answer

Magnetism and Electricity Class 8 Questions and Answers Notes

Let’s Assess

Question 1.
A student is trying to make a device to find direction using a magnetic needle. For this, he places the magnetic needle inside a box made of iron.
a) Will this device work properly?
b) Explain your answer.
c) What changes should be made to make this device work properly?
Answer:
a) No, the device will not work properly.

b) Iron is a magnetic material with high permeability. This means it allows the Earth’s magnetic field lines to pass through it very easily. The iron box will attract all the magnetic field lines, causing them to pass through the walls of the box instead of passing through the inside. The compass needle inside will be shielded from the Earth’s magnetic field and will not align to the North-South direction. This is called magnetic shielding.

c) The box should be made of a non-magnetic material (an insulator) that does not interfere with magnetic field lines. Examples: A box made of plastic, cardboard, wood, or aluminum.

Question 2.
AB is a bar magnet shown in the figure below. An iron rod CD is placed near its B pole.
• Which magnetic poles will be formed at the ends C and D?
• Which property of magnets does this phenomenon demonstrate?

Answer:
This is an example of Magnetic induction.

• The pole nearer to the magnet gets the opposite polarity.
• The pole farther from the magnet gets the same polarity.

Therefore:

• End C (nearer to B’s South pole) will become a North pole (N).
• End D (farther from B’s South pole) will become a South pole (S).

This phenomenon demonstrates Magnetic Induction. Magnetic Induction is the phenomenon where a magnetic substance acquires magnetism (Induced Magnetism) due to the presence of a magnet.

Question 3.
A bar magnet and a U magnet are shown in figures (a, b) each having two iron nails hanging from them.
a. Which is the correct figure in each case?
b. Explain the reason clearly.

Answer:
a.

• For the bar magnet: Figure A is correct.
• For the U-magnet: Figure B is correct.

b. Reason: The nails are magnetized by magnetic induction. When induced, the like poles (which form at the free ends of the nails) will repel each other.

In Figure A (Bar magnet): The magnet’s pole (e.g., North) induces an opposite pole (South) at the head of both nails and a like pole (North) at the tips. Since both tips are North poles, they repel each other and move apart.

In Figure B (U-magnet): The two poles of the U-magnet (N and S) are used. The nail on the N pole gets an S pole at its head and an N pole at its tip. The nail on the S pole gets an N pole at its head and an S pole at its tip. Since the free tips of the nails are now unlike poles (N and S), they will attract each other and move closer.

Question 4.
You are given a soft iron piece, a steel piece of the same size, insulated copper wire and a battery:
a. Suggest a method to make a powerful permanent magnet.
b. Suggest a method to make a temporary magnet.
Answer:
a. To make a permanent magnet, you must use the steel piece, which has high retentivity (the ability to retain magnetism).

• Method: Wrap the insulated copper wire around the steel piece many times to create a coil.
• Connect the ends of the wire to the battery and pass a strong electric current through it for some time.
• Even after the battery is disconnected, the steel will retain its magnetism.

b. To make a temporary magnet (an electromagnet), you must use the soft iron piece, which has high susceptibility (gets magnetized easily) but low retentivity (loses magnetism quickly).

• Method: Wrap the insulated copper wire around the soft iron piece.
• Connect the ends of the wire to the battery.
• The soft iron will become a strong magnet only as long as the electricity is flowing. It will lose its magnetism when the battery is disconnected.

Question 5.
In an experiment, a plastic car with an iron piece inside it, is made to run on a wooden table by sliding a strong magnet below it.
a) The experiment failed when a steel table was used. What is the reason for this?
b) If an aluminium table is used instead of steel, what will happen? Why?
Answer:
a) Reason: Magnetic Shielding.
Steel is a magnetic material (like iron). When the magnet is moved under the steel table, the steel table’s high permeability causes the magnetic field lines to pass through the table itself rather than passing above the table to reach the car. The steel table effectively shields the iron piece in the car from the magnet’s force, so the car does not move.

b) What will happen: The experiment will work.
Why: Aluminium is a non-magnetic material (like plastic or wood). It does not block or interfere with magnetic field lines. The magnetic field from the magnet will pass through the aluminium table easily and attract the iron piece in the car, making it move.

Basic Science Class 8 Chapter 11 Question Answer Kerala Syllabus

Textbook Page No : 186 & 187

Question 1.
Some situations in which magnets are used are given below. Add more situations.
Answer:

• MRI scanning machines
• Headphones and speakers
• Magnetic compass
• Electric motors
• Digital Compasses
• Electromagnets
• Maglev trains (Magnetic Levitation)

Question 2.
Some familiar magnets are given below. Complete the table.

Answer:

Textbook Page No : 188 & 189

Question 3.
What happens when the north pole of a magnet is brought near to the north Dole of another maanet?

observe the changes and complete the table.
Answer:

Activity	Observation
When the north poles are brought close to each other	Repels
When the north pole and the south pole are brought close to each other	Attracts
When the south poles are brought close to each other	Repels

Question 4.
Why is the pencil not falling down and floating in the air like this?
Answer:
The pencil is floating because of magnetic levitation. The magnetic force of repulsion between the magnets on the pencil and the magnets on the cardboard is strong enough to balance the force of gravity, causing the pencil to float in the air.

Question 5.
Can you move the pencil backward without touching it? How can it be possible?
Answer:
Yes, it’s possible. You can move the pencil by bringing another magnet near one of the floating magnets. If you bring a like pole (e.g., North pole to North pole), the repulsion will push the floating magnet and the pencil away.

Question 6.
What will happen if you bring another magnet near one side of the top magnet?
Answer:
It depends on which pole you bring close. If you bring a like pole near the top magnet, it will repel and move away. If you bring an unlike pole near it, it will attract and move towards the magnet you are holding.

Question 7.
Do you know if this special property of magnet is used in any technology?
Answer:
Maglev (Magnetic Levitation) Trains

Question 8.
What are Maglev trains?
Answer:
This is a major technology that uses magnetic levitation.

• Maglev trains are trains that run with out wheels.
• They use powerful electromagnets on the train and the track to repel each other.
• This levitates (suspends) the train above the track.
• Advantage: The absence of physical contact eliminates friction. This allows Maglev trains to reach extremely high speeds with minimal energy loss, and provides a quieter, smoother ride.

Textbook Page No : 190 & 191

Question 9.
When a bar magnet is suspended freely, in / which direction does it align?

Answer:
If a magnet can move freely, it always aligns in the north-south direction of the Earth.

Question 10.
Why does a magnetic compass always show the north-south direction?
Answer:
It is because of the influence of the Earth’s magnetic field. The Earth acts like a giant magnet with its own magnetic poles. The magnetic north pole of the Earth is near the geographic south pole, and the Earth’s magnetic south pole is near the geographic north pole.

Question 11.
How can we make an artificial magnet?
Answer:
You can make one by taking a magnetic material (like a hacksaw blade) and rubbing it with one pole of a strong magnet. You must rub it repeatedly in the same direction from one end to the other.

Textbook Page No : 192 & 193

Question 12.
How can you identify the poles of a ring magnet or a U-shaped magnet?
Answer:
You can use a magnetic compass (magnetic needle). If the north pole of the compass needle (often the red end) is repelled, that part of the magnet is a North pole. If the north pole of the compass is attracted, that part of the magnet is a South pole.

Question 13.
What is your conclusion after breaking a magnet into smaller pieces?
Answer:
No matter how small a magnet is, it will always have two poles (a north and a south pole). A magnet with only one pole (a monopole) does not exist.

Textbook Page No : 195 & 196

Question 14.
Is the distribution of magnetic field lines the same everywhere?
Answer:
No, the distribution of magnetic field lines is not the same everywhere around a magnet. The spacing of the lines indicates the strength of the magnetic field.

Question 15.
How is magnetic field strength related to magnetic field lines?
Answer:
The magnetic field is strongest where the magnetic field lines are closest together. These areas have a higher magnetic flux density.

Question 16.
What will happen to the magnetic flux if the size of the surface it passes through increases?
(Increase/ decrease)
Answer:
The magnetic flux will increase. Since magnetic flux is the total number of field lines passing perpendicular / normally through a surface, a larger surface will catch more lines.

Question 17.
Is the magnetic flux density higher at the poles of a magnet or at other places?
Answer:
The flux density is higher at the poles. The text states, “The poles of a magnet have the highest magnetic flux density.”

Question 18.
In the experiment with iron filings in a bottle (Fig 11.19), where do the filings stick the mo¬st and where do they stick the least?

Answer:
Most: The iron filings stick the most at the poles of the magnet.

Least: The filings are seen the least in the middle of the magnet, away from the poles. This happens because the magnetic field strength is greatest at the poles and gets weaker as you move away from them.

Textbook Page No : 197 & 198

Experiment (Fig. 11.20 & 11.21)

Question 19.
“Bring another pin near the free end of the first pin. Isn’t the second needle getting attracted?”
Answer:
Yes, the second pin gets attracted. This is because the first pin has become an induced magnet and can now attract other magnetic substances.

Question 20.
“Now, bring a magnetic compass near the free end of the needle. Isn’t the direction of the compass needle changing?”
Answer:
Yes, the direction of the compass needle changes. This confirms that the first pin has acquired Induced Magnetism and is acting as a magnet with defined poles.

Question 21.
“Then, carefully remove the first needle from the magnet. Does it still show magnetic properties? Write your observations in the science diary.”
Answer:
Observation: The first pin will still show some magnetic properties (attract paper clips or other pins) immediately after being removed, but this induced magnetism will be temporary and quickly weaken, depending on the material the pin is made of (e.g., iron or steel).

Question 22.
“What are the uses of magnetic induction? Discuss.”
Answer:

• Used in making electromagnets, where soft iron cores are induced to become temporary magnets.
• It is the principle by which a permanent magnet can attract non-magnetized magnetic objects (like iron nails).
• Used in magnetic separation techniques and the operation of certain electrical devices.

Question 23.
Which of these has greater susceptibility? (Soft iron/Steel)
Answer:
Soft iron.

Question 24.
Which of these has greater retentivity? (Soft iron/Steel)
Answer:
Steel

Textbook Page No : 199 & 200

Question 25.
Based on the characteristics you observed, which is more suitable for making strong temporary magnets, soft iron or steel?
Answer:
Soft iron is more suitable. Temporary magnets (electromagnets) need to acquire magnetism easily (high susceptibility) and lose it quickly (low retentivity) when the current or external field is removed.

Question 26.
When making permanent magnets, which magnetic property of steel should be utilised?
Answer:
The property of high retentivity should be utilised. Permanent magnets need to retain their magnetism for a long time.

Permeability and Experiment

Question 27.
What do you observe?
Answer:
Observation: When the iron filings are sprinkled and the plate is tapped, the filings will cluster around the magnets but will not stick to the area over the gap (the hole) in the large iron nut. The magnetic field lines are concentrated through the iron nut, bypassing the area where the air gap is.

Question 28.
Are the iron filings sticking to the area where the gap in the iron nut is present?
Answer:
No, the iron filings are not sticking to the area where the gap in the iron nut is present.

Question 29.
What conclusion do you reach?
Answer:
Conclusion: Soft iron (like the iron nut) has a higher ability than air to allow magnetic field lines to pass through it. The magnetic field lines prefer to travel through the path of least resistance, which is the soft iron, rather than the air gap.

Question 30.
Why do compass needles not show direction when placed inside a box made of soft iron?
Answer:
Explanation: Soft iron has very high permeability. When a compass is placed inside a soft iron box, the soft iron effectively diverts the Earth’s external magnetic field lines, causing them to pass through the box material instead of the air inside it. This magnetic shielding effect prevents the magnetic field from reaching the compass needle, so the needle cannot align itself with the Earth’s field and show direction.

Question 31.
Electromagnet Experiment; complete the table

Answer:

Experiment	Observation
When electricity flows, the soft iron piece and the paper clips	attracts
After removing the cell, the soft iron piece and the paper clips	does not attract

Question 32.
Based on this experiment, can you write down the different ways to increase the strength of an electromagnet?
Answer:

• Increasing the number of turns of the coil around the soft iron core.
• Increasing the current flowing through the coil (by increasing the number of cells/battery voltage).
• Increasing the cross-sectional area of the soft iron inside the coil.
• Using a core material with higher permeability (like soft iron).

Question 33.
Let’s write examples of devices that use electromagnets

Answer:

• Electric bells
• Loudspeakers
• Cranes (used to lift heavy iron objects)

Question 34.
What is the charge of the paint droplets?
Answer:

Electromagnets	Permanent Magnets
Poles can be changed	The gained magnetism can be retained for a long time
Magnetic strength can be changed/ varied (by changing the current or number of turns)	Magnetic strength cannot be increased

Class 8 Basic Science Chapter 11 Question Answer Extended Activities

Question 1.
What is the important role of neodymium magnets in electric vehicles (EVs)? How does the use of these magnets affect the vehicle’s efficiency, speed, and driving range? Collect information about this and prepare a report.
Answer:
Neodymium magnets are used to create permanent magnet synchronous motors (PMSM), which are highly efficient and powerful.

Efficiency: PMSMs with neodymium magnets are very efficient, converting a large percentage of electrical energy into mechanical energy.

Speed/Power: They allow for high power density, enabling faster acceleration and higher top speeds.

Driving Range: The high efficiency reduces energy consumption, leading to an extended driving range for the EV on a single charge.

Question 2.
Build a model of a vehicle that operates using magnetic levitation. Prepare a slide/chart explaining its working principle.
Answer:
This is a project-based activity involving building a model (e.g., a simple Maglev train model).

Working Principle (for the slide/chart): Magnetic levitation works using repulsive forces between magnets (either permanent magnets or electromagnets) to lift the vehicle above the track, eliminating friction. An electromotive force is then used to propel the vehicle forward.

Magnetism and Electricity Class 8 Notes

Class 8 Basic Science Magnetism and Electricity Notes Kerala Syllabus

Magnets are objects that can attract (ആകർഷിക്കുക) and repel (വികർഷിക്കുക) other objects. This property is called magnetism. Magnets are used in many devices.

Examples of Magnet Uses

• MRI scanning machines
• Headphones and speakers
• Magnetic compass
• Electric motors
• Maglev trains (Magnetic Levitation)

ആകർഷിക്കാനും വികർഷിക്കാനും കഴിവുള്ള വസ് തുക്കളാണ്. കാന്തങ്ങൾ. കാന്തിക ബലം ഉപയോഗി ച്ച് വസ്തുക്കളെ വായുവിൽ ഉയർത്തി നിർത്താൻ സാധിക്കും (Magnetic levitation).

Natural Magnets & Artificial Magnets

Natural Magnets (പ്രകൃതിദത്ത കാന്തങ്ങൾ)

• These are magnets that are obtained directly from nature.
• Example: Lodestone, Magnetite

Artificial Magnets (കൃത്രിമ കാന്തങ്ങൾ)

• These are magnets made by people in specific shapes, sizes, and strengths.
• They are typically made using metal alloys (ലോഹസങ്കരങ്ങൾ).

Types of Artificial Magnets
Artificial magnets are made from d materials.

• Alnico Magnets:
  These are alloys made from aluminum (Al), nickel (Ni), cobalt (Co), and iron (Fe).
• Ceramic/Ferrite Magnets
  These are made by mixing iron oxide with carbonates of elements like barium or strontium.
• Electromagnet
  This is a temporary magnet made by passing electricity through a wire coiled around a soft iron core.

General Properties of Magnets (കാന്തത്തിന്റെ പൊതുവായ സവിശേഷതകൾ)
1. Poles Exist in Pairs: Every magnet has two poles, a North pole (N) and a South pole (S). A magnet with only one pole (monopole) does not exist. If you break a magnet, each piece becomes a new, complete magnet (Each has two poles)
‘ഒരു കാന്തത്തെ എത്ര ചെറുതാക്കിയാലും, അതിന് എപ്പോഴും ഒരു ഉത്തരധ്രുവവും ദക്ഷിണധ്രുവവും ഉണ്ടായിരിക്കും. ഒരൊറ്റ ധ്രുവം (N or S) മാത്രമായി ഒരു കാന്തത്തിന് നിലനിൽക്കാൻ കഴിയില്ല.

2. Attraction & Repulsion: The fundamental law of magnetism is:

• Like poles repel ((സജാതീയ ധ്രുവങ്ങൾ വികർഷിക്കുന്നു.) (e.g., N-N or S-S).
• Unlike poles attract (വിജാതീയ ധ്രുവ ങ്ങൾ ആകർഷിക്കുന്നു) (e.g., N-S).

3. Directional Property: If a magnet is suspended freely (like being suspended by a string), it will always align itself with the Earth’s North-South direction.
ഒരു കാന്തത്തെ സ്വതന്ത്രമായി തൂക്കിയിട്ടാൽ, അത് എപ്പോഴും ഭൂമിയുടെ വടക്ക് തെക്ക് ദിശയിൽ വന്ന് നിൽക്കും. ഇതാണ് കാന്തത്തിന്റെ ദിശാസൂചക സ്വഭാവം.

Application: This is the working principle of a Magnetic Compass (വട ക്കുനോക്കിയന്ത്രം).).

• A compass is a device that uses this property.
• It contains a small magnetic needle that can rotate freely.
• This needle always points to the Earth’s North-South direction, allowing us to easily determine all other directions (East, West).

4. Magnetic Levitation: The repulsion of like poles can be used to make an object float, balancing the force of gravity (e.g., Maglev trains).

Maglev Trains

• This is a major technology that uses magnetic levitation.
• Maglev trains are trains that run without wheels.
• They use powerful electromagnets on the train and the track to repel each other.
• This levitates (suspends) the train above the track.
• Advantage: The absence of physical contact eliminates friction. This allows Maglev trains to reach extremely high speeds with minimal energy loss, and provides a quieter, smoother ride.

The Earth as a Giant Magnet (ഭൂമി ഒരു വൻകാന്തം)
The directional property of a compass works because the Earth itself acts like a big magnet, with its own magnetic field and poles.

• Cause of Earth’s Magnetism: This magnetic nature is believed to be caused by the movement of large amounts of molten iron and nickel in the Earth’s inner core.
• The “Pole-Swap”: The Earth’s magnetic poles are inverted compared to its geographic poles.
  1. The Earth’s Magnetic South Pole is located near the Geographic North Pole (the “top” of the world).
  2. The Earth’s Magnetic North Pole is located near the Geographic South Pole (the “bottom” of the world).
• How a Compass Works: A compass needle’s North pole is attracted to the Earth’s Magnetic South Pole (which is at our Geographic North). This is why a compass needle always points north!

ഭൂമി ഒരു വലിയ കാന്തമായി പ്രവർത്തിക്കുന്നു. ഭൂമിയുടെ കാന്തിക ദക്ഷിണ ധ്രുവം (Magnetic South Pole) അതിന്റെ ഭൂമിശാസ്ത്രപരമായ ഉത്ത ര ധ്രുവത്തിന് (Geographic North Pole) അടു ത്താണ്. ഒരു വടക്കുനോക്കിയന്ത്രത്തിലെ കാന്ത സൂചിയുടെ ഉത്തരധ്രുവം (N pole), ഭൂമിയുടെ ഈ കാന്തിക ദക്ഷിണ ധ്രുവത്താൽ ആകർഷിക്ക പ്പെടുന്നു. ഇതുകൊണ്ടാണ് കാന്തസൂചി എപ്പോഴും വടക്ക് ദിശയിലേക്ക് തിരിഞ്ഞുനിൽക്കുന്നത്.

Magnetisation (കാന്തവൽക്കരണം)
We can create artificial magnets using a process called magnetisation. One common way is the “single-touch” method.

Procedure (Fig. 11.12):

1. Place a hacksaw blade on a table.
2. Take a strong bar magnet. Using one pole (e.g., the North pole), rub the blade starting from one end (A) to the other end (B).
3. Lift the magnet and bring it back to end A.
4. Repeat this process several times, always rubbing in the same direction (A to B).

• Result: The hacksaw blade will become a magnet. The end where the rubbing starts (A) will become the North pole, and the end where the rubbing ends (B) will become the South pole.

• Observation (Fig. 11.13): When a magnet is broken into smaller pieces, each piece instantly becomes a new, complete magnet with its own North pole and South pole.
• Conclusion: “No matter how small a magnet is, it will always have two poles. A magnet with only one pole does not exist.” (These single poles are called ‘monopoles’).

ഒരു കാന്തത്തെ ഏത് ചെറിയ കഷണങ്ങളായി മുറിച്ചാലും, ആ ഓരോ കഷണവും ഒരു പൂർണ്ണ കാന്തമായിരിക്കും (അതിന് സ്വന്തമായി ഒരു നോ ർത്ത് പോളും സൗത്ത് പോളും ഉണ്ടാകും). ഒരു ധ്രുവം (Nor S) മാത്രമുള്ള ഒരു കാന്തത്തെ (magnetic monopole) നിർമ്മിക്കാൻ സാധ്യമല്ല.

Magnetic Field and Field Lines (കാന്തിക മണ്ഡലവും മണ്ഡലരേഖകളും)
Magnetic Field
The region around a magnet where its force can be felt is called the magnetic field.

Magnetic Field Lines (Fig. 11.16):

• Definition: These are imaginary lines used to represent the direction and strength of a magnetic field.
• Properties:
  1. They are closed loops.
  2. Outside the magnet, their direction is always from the North pole to the South pole.
  3. Where the lines are closer together (at the poles), the magnetic field is stronger.
• How to Draw Field Lines (Experiment):
  1. Place a bar magnet on a piece of paper.
  2. Place a magnetic compass near the North pole.
  3. Put a dot on the. paper where the north tip of the compass needle points.
  4. Move the compass so its south tip is at the dot you just made.
  5. Repeat this process, making new dots, until you reach the South pole.
  6. Connect the dots to draw a single magnetic field line.

ഒരു കാന്തത്തിന് ചുറ്റും അതിന്റെ ശക്തി (ആകർ ഷണ/വികർഷണ ബലം അനുഭവപ്പെടുന്ന മേഖല യാണ് കാന്തിക മണ്ഡലം (Magnetic Field), ഈ കാന്തിക മണ്ഡലത്തെ ചിത്രീകരിക്കാൻ ഉപയോഗി ക്കുന്ന സാങ്കൽപ്പിക രേഖകളാണ് കാന്തിക മണ്ഡല രേഖകൾ (Magnetic Field Lines). ഈ രേഖകൾ കാന്തത്തിന് പുറത്ത് എപ്പോഴും നോർത്ത് പോളിൽ നിന്ന് ആരംഭിച്ച് സൗത്ത് പോളിൽ അവസാനിക്കുന്നു.

Magnetic Field Strength and Magnetic Flux Density
These terms describe how strong a magnetic field is.

Magnetic Field Strenth

This is how strong the magnet’s influence is. The iron filing experiment (Fig. 11.19) shows that the magnetic field strength is greatest at the poles and gets weaker as you move away.

Magnetic Flux ((കാന്തിക ഫ്ളക്സ്))

• Definition: “The total number of magnetic field lines passing normally (perpendicularly) through a given surface”.

• If the size of the flat surface in Fig 11.18 increases, the magnetic flux passing through it will also increase.

Magnetic Flux Density (കാന്തിക ഫ്ളക്സ് ഡെൻസിറ്റി)

• Definition: “The number of magnetic field lines passing normal through a unit area…”.
• This is a measure of how concentrated or dense the field lines are.
• Key Relationship: Magnetic flux density is higher where the magnetic field strength is more. Since the field strength is greatest at the poles (where iron filings stick the most), the poles of a magnet have the highest magnetic flux density.
• മാഗ്നറ്റിക് ഫ്ളക്സ് ഒരു പ്രതലത്തിലൂടെ ലംബ മായി കടന്നുപോകുന്ന കാന്തിക മണ്ഡല രേഖക ളുടെ ആകെ എണ്ണമാണ് (Total number) ഫ്ളക്സ്.
• മാഗ്നറ്റിക് ഫ്ളക്സ് ഡെൻസിറ്റി: ഒരു നിശ്ചിത വിസ്തീർണ്ണത്തിൽ (Unit Area) എത്രമാത്രം മണ്ഡലരേഖകൾ ഉണ്ട് (അവയുടെ ‘തിക്ക്’. ‘അ ടുപ്പം’) എന്നതാണ് ഫ്ളക്സ് ഡെൻസിറ്റി.
• കാന്തത്തിന്റെ ശക്തി (Strength) ഏറ്റവും കൂടു തലുള്ളത് ധ്രുവങ്ങളിൽ (poles) ആണ്. ഇവിടെ കാന്തിക മണ്ഡലരേഖകൾ വളരെ അടുത്തടുത്താ ണ് സ്ഥിതിചെയ്യുന്നത്. അതിനാൽ, കാന്തിക ശ ക്തി എവിടെയാണോ കൂടുതൽ, അവിടെ ഫ്ളക് സ് ഡെൻസിറ്റിയും കൂടുതലായിരിക്കും.

Magnetic Induction (കാന്തിക പ്രവേശനം)

This is the phenomenon of making a temporary magnet without touching it.

• Definition: “The phenomenon of a magnetic substance (like an iron pin) acquiring magnetism due to the presence of a magnet is known as Magnetic Induction”.
• The magnetism the substance (pin) gets is called Induced Magnetism.

Polarity of Induced Magnetism:

• The polarity of the induced magnet is fixed:
  • Unlike polarity develops at the nearer end.
  • Like polarity develops at the farther end.
• Example (Fig 11.21): The permanent magnet’s North pole (N) is near the pin.

• • The head of the pin (nearer end) gets the unlike pole: South pole (S).
  • The tip of the pin (farther end) gets the like pole: North pole (N).

ഒരു കാന്തത്തിന്റെ സാന്നിധ്യം (presence) മൂലം മറ്റൊരു കാന്തിക വസ്തുവിന് (magnetic substance, e.g., ആണ്) താൽക്കാലികമായി കാന്തശ ക്തി ലഭിക്കുന്ന പ്രതിഭാസമാണ് മാഗ്നറ്റിക് ഇൻഡക്ഷൻ.

പ്രത്യേകത: കാന്തത്തിന്റെ ഏത് ധ്രുവമാണോ അടു ത്തു കൊണ്ടുവരുന്നത്, അതിന് വിപരീത ധ്രുവം (unlike pole) ആയിരിക്കും ആണിക്ക് അറ്റത്ത് ലഭി ക്കുക. ആണിക്ക് മറ്റേ അറ്റത്ത് കാന്തത്തിന്റെ അതേ ധ്രുവം (like pole) ആയിരിക്കും ലഭിക്കുക.

Properties of Magnetic Materials (Soft Iron & Steel)
Different materials react to magnetic fields differently.

• Experiment (Fig 11.22 & 11.23):

• Soft Iron (പച്ചിരുമ്പ്): Gets magnetized easily when placed near a magnet. But when the magnet is removed, it quickly loses its magnetism.
• Steel (ഉരുക്ക്): Takes more time to get magnetised. However, even after the magnet is removed, it does not lose its magnetism quickly.
  This leads to four important properties:

Susceptibility

• Definition: The ability of magnetic materials to get magnetised due to the influence of an external magnetic field.
• Soft Iron has greater susceptibility.

Retentivity

• Definition: The ability to retain the magnetism.
• Steel has greater retentivity.

Permeability

• Definition: The ability of a substance to pass magnetic field lines through it.
• Soft Iron has a high permeability.

Soft Iron VS Steel (പച്ചിരുമ്പും ഉരുക്കും)

Material	Susceptibility (പെട്ടെന്ന് കാന്തമാകും)	Retentivity (കാന്ത ശക്തി നിലനിർത്തും)	Use (ഉപയോഗം)
Soft Iron	High	Low	Temporary magnets (e.g., Electromagnets)
Steel	Low	High	Permanent magnets

Applications:

• Soft Iron is suitable for making temporary magnets (like electromagnets) because of its high susceptibility and low retentivity.
• Steel is suitable for making permanent magnets because of its high retentivity.
• Magnetic Shielding: A compass placed inside a soft iron box will not show direction because soft iron’s high permeability forces the Earth’s magnetic field lines to pass through the box rather than the in-side, shielding the compass.

Electromagnets വൈദ്യുതകാന്തങ്ങൾ

• Definition: A temporary magnet made by passing electricity through an insulated wire coiled around a soft iron core.
• Property: Only magnetic when the cur¬rent is on.
• Uses: Electric bells, loudspeakers, MRI machines.
• Increasing Strength: You can make an electromagnet stronger by:
  1. Increasing the number of turns in the coil (ചുറ്റുകളുടെ എണ്ണം കൂട്ടുക).
  2. Increasing the strength of the current (വൈദ്യുതിയുടെ ശക്തി കൂട്ടുക).
  3. Increasing the cross-sectional area of the soft iron core (പച്ചിരുമ്പിന്റെ കനം കൂട്ടുക).

ഒരു പച്ചിരുമ്പ് കോറിന് (soft iron core) ചുറ്റും കവചിത ചാലകം (insulated wire) ഉപയോഗിച്ച് വൈദ്യുതി കടത്തിവിടുമ്പോൾ നിർമ്മിക്കപ്പെടുന്ന താൽക്കാലിക കാന്തങ്ങളാണ് വൈദ്യുതകാന്തങ്ങൾ. വൈദ്യുതി നിലയ്ക്കുമ്പോൾ ഇവയുടെ കാന്തശ ക്തി നഷ്ടപ്പെടുന്നു.

Reviewing SCERT Class 8 Basic Science Solutions and Kerala Syllabus Class 8 Basic Science Chapter 10 Static Electricity Question Answer Notes Pdf can uncover gaps in understanding.

Class 8 Basic Science Chapter 10 Static Electricity Question Answer Notes

Class 8 Basic Science Chapter 10 Notes Kerala Syllabus Static Electricity Question Answer

Static Electricity Class 8 Questions and Answers Notes

Let’s Assess

Question 1.
Assume you are given an object with a positive charge. Write down a suitable method to charge a metal sphere using this.

Object	Charge to be gained	Suitable charging method
Metal sphere	Positive
Metal sphere	Negative

Answer:

Object	Charge to be gained	Suitable charging method
Metal sphere	Positive	Charging by Conduction
Metal sphere	Negative	Charging by Induction

Question 2.
At petrol pumps, the nozzle used for filling petrol is earthed. Why?
Answer:
To prevent sparks and fire.

• Reason: As petrol (a highly flammable liquid) flows quickly through the pipe and nozzle, friction can build up a significant amount of static electricity on both the nozzle and the vehicle.
• If this static charge becomes large enough, it can discharge as a spark to the car’s body.
• A spark in the presence of petrol fumes will cause a dangerous fire or explosion.
• Earthing the nozzle provides a continuous path for any static charge to flow safely into the ground, neutralizing it and preventing any sparks from forming.

Question 3.
A plastic pen can be easily charged by rubbing it on hair. However, this is not possible when a steel spoon is used instead of this. What is the reason?
Answer:
The reason is the difference between insulators and conductors.

• Plastic Pen: Plastic is an insulator). When you rub it, the static charge builds up on its surface and stays there because it cannot flow easily.
• Steel Spoon: Steel is a conductor. Your hand and body are also conductors. When you rub the steel spoon, charges are indeed separated. However, they immediately flow through the spoon, through your hand and body, and safely into the Earth.
• Because the charge cannot accumulate, the spoon remains neutral and doesn’t show any static electric effects.

Question 4.
If a positively charged metal object comes into contact with another negatively charged metal object of equal magnitude, determine the charge on both objects.
Answer:
The charge on both objects will be zero (0). They will become electrically neutral.

When the two objects touch, the excess electrons from the negatively charged object flow to the positively charged object, which has a corresponding deficit of electrons. Since the charges were of equal magnitude, this transfer perfectly balances the charges, resulting in no net charge on either object. This is called neutralization.

Question 5.
Poorly earthed lightning conductors are more harmful than beneficial. What is the reason?
Answer:
A lightning conductor is designed to attract a lightning strike by using induction at its sharp point. Its only job is to provide a safe, low-resistance path for the massive electrical charge to go directly into the Earth.

• If it is “poorly earthed” (meaning the connection to the ground is broken, loose, or not deep enough), it will still attract the lightning strike.
• However, the charge will not have a safe path to the ground. Instead, the lightning will find the next easiest path, which will be the building itself (through its metal pipes, wiring, or concrete).
• This will cause a massive surge of electricity through the building, leading to major fires, explosions, and destruction. A poorly earthed rod essentially invites the lightning to strike the building and provides no protection.

Basic Science Class 8 Chapter 10 Question Answer Kerala Syllabus

Textbook Page No : 167 & 168

Question 1.
How might the teacher have resolved the children’s doubt (about anti-static gloves)?
Answer:
The teacher would explain that the anti-static gloves are used to avoid static electricity. They prevent the static charge that accumulates on a person (e.g., from clothes rubbing) from transferring to and damaging sensitive electronic components inside devices like mobile phones.

Question 2.
Can you see the hairs being attracted to the balloon?
Answer:
Yes, the hairs are attracted to the balloon.

Question 3.
What do you observe? (Plastic pen near paper before rubbing)
Answer:
There is no observable attraction.

Question 4.
What difference do you notice? (Plastic pen near paper after rubbing)
Answer:
The pen now attracts the piece of paper.

Question 5.
Is there any change for the water stream? (Plastic scale near water before rubbing)
Answer:
No, there is no change for the water stream

Question 6.
What do you observe? (Plastic scale near water after rubbing)
Answer:
The water stream is attracted to and deflected towards the rubbed plastic scale.

Question 7.
What can you infer from the activities done so far?
Answer:
Rubbed objects gain a charge and thus gain the ability to attract other objects.

Question 8.
Table 10.1 Completion (Attracts small pieces of paper / Doesn’t attract (X))

Answer:

Question 9.
Do all objects gain the ability to attract when rubbed?
Answer:
No. Only some pairs of objects gain this ability when rubbed against each other.

Textbook Page No : 169 & 170

Question 10.
What are the main particles in an atom?
Answer:
Protons, Neutrons, and Electrons.

Question 11.
What are the main particles in the nucleus?
Answer:
Protons and Neutrons.

Question 12.
What is the charge of each of these particles?
Answer:
Protons: Positive charge (+).
Neutrons: No charge (Neutral).
Electrons: Negative charge (-).

Question 13.
Electrons revolve around the nucleus. What is the charge of electrons?
Answer:
The charge of electrons is negative (-). Electrons are the subatomic particles that revolve around the nucleus of an atom. They carry a fundamental unit of negative electric charge.

Question 14.
Table 10.2: Find the Charge
Answer:

No. of Protons	No. of Electrons	Charge (Positive/Negative/Neutral)
26	26	Neutral
26	24	Positive
17	16	Positive

Answer the questions given below based on the table
Question 15.
What is the reason for an atom to be electrically neutral?
Answer:
An atom is electrically neutral because it has an equal number of positive protons and negative electrons.

Question 16.
What is the charge obtained if the number of electrons in an atom is greater than the number of protons?
Answer:
The atom obtains a negative charge.

Question 17.
What is the charge obtained if the number of protons in an atom is greater than the number of electrons?
Answer:
The atom obtains a positive charge.

Question 18.
Table 10.3: Charging by Rubbing

Answer:

Textbook Page No : 171 & 172

Question 19.
What charge do balloons gain when rubbed with wool?
Positive / Negative
Answer:
Negative charge (Rubber gains electrons from wool).

Question 20.
What charge does the wool gain after rubbing?
Positive / Negative
Answer:
Positive. (Wool loses electrons to the balloons).

Question 21.
Is attraction or repulsion the most suitable indication to confirm the charge of an object?
Answer:
Repulsion

Question 22.
If two objects attract each other, can it be confirmed that both are charged? What if they repel?
Answer:
If they attract, it cannot be confirmed that both are charged (since a charged object attracts a neutral object). If they repel, it can be confirmed that both are charged with the same type of charge

Question 23.
Can static electricity light up a bulb?
Answer:
No. Static electricity means the charge “remains in the same place.” A light bulb needs a continuous flow of charge (electric current) to light up. A static discharge (like a small spark) is a very brief flow and is not enough to light a standard bulb.

Textbook Page No : 171

Question 24.
Complete the observation table: Answer:
Answer:

After touching the glass rod	Observations (Attraction / Repulsion)
Between the pith balls	Repulsion (Both balls gain the same charge).
Between the pith balls and glass rod	Repulsion (Both have the same charge).

Question 25.
What charge does a glass rod acquire when rubbed with a silk cloth?
Answer:
Positive charge.

Question 26.
What is the charge of the pith balls (after touching the glass rod)?
Answer:
Positive charge (They repel the positively charged rod). Yes, the pith balls were charged by contact (conduction).

Textbook Page No : 174

Question 27.
The method of charging a metal sphere using a negatively charged glass rod is shown in the picture. Observe the picture and write down the different steps.

Answer:

Step	Action	Short Result
1. Induction	Bring the negatively charged rod near the neutral sphere.	Positive charge is attracted to the near side, negative charge is repelled to the far side.
2. Earthing	Touch the far side of the sphere to the ground while the rod is still near.	Repelled negative charge flows into the Earth.
3. Remove Earthing	Remove the ground connection first.	The positive charge is trapped on the sphere.
4. Remove Rod	Remove the charged rod.	The trapped positive charge spreads evenly, leaving the sphere permanently positively charged.

Question 28.
What is the charge of the paint droplets?
Answer:
Negative (-)

Question 29.
What is the charge of the part to be painted?
Answer:
Positive

Question 30.
Why do paint droplets stick to the charged surface?
Answer:
Unlike charges attract each other.

Textbook Page No : 175 & 176

Photocopier (Fig 10.14):

Question 31.
What is the charge given to the toner particles here?
Answer:
Negative (-).

Question 32.
What causes the toner particles to stick to the drum as it rotates?
Answer:
The negative toner is attracted to the positive areas on the drum (where the image is).

Question 33.
What is the charge given to the paper?
Answer:
Negative

Question 34.
What is the charge of the paint droplets?
Answer:
Positive (+) (A stronger positive charge than the drum).

Question 35.
Why do the toner particles stick to the paper?
Answer:
The negative toner is more strongly attracted to the positively charged paper and transfers from the drum to the paper.

Question 36.
Image 10.16 (Person touching a doorknob): Discuss the reasons for small sparks.

Answer:
Friction (e.g., from walking) causes a static charge to accumulate on the person’s body. When the person touches the metallic doorknob (grounded conductor), the stored charge discharges rapidly, creating a spark as it flows to the Earth.

Question 37.
Damage to Electronic Components (Fig. 10.17)

Answer:
Yes, the rapid flow of high voltage from the human body (Electrostatic Discharge or ESD) can damage or destroy the delicate, small-scale electronic components in the circuit.

Question 38.
Charged Pen/Scale Touched to the Ground
Answer:
It will no longer attract pieces of paper. The object becomes neutralized because the Earth, being an “electron bank,” transfers electrons to or from the object.

Question 39.
Neutralization by Earthing (Fig. 10.19 a & 10.19b)

Answer:

• Negatively Charged Object (Excess Electrons): The excess electrons flow from the object to the Earth (down arrow).
• Positively Charged Object (Deficient Electrons): Electrons flow from the Earth to the object (up arrow).

Textbook Page No : 177 & 178

Child on Slide (Fig 10.20):

Question 40.
How did the charge accumulate in the hair?
Answer:
Through friction between the child’s body/hair and the plastic slide.

Question 41.
Can you suggest a method to neutralise the charge?
Answer:
Earthing. The child can touch the ground, or a metal part of the slide structure that is connected to the ground.

Question 42.
Write about the earthing mechanism in dangerous situations.
Answer:
In situations where static electricity is dangerous (e.g., handling sensitive electronics), earthing is used to neutralize accumulated charge. The Earth acts as an “electron bank” and allows any excess charge on the object/person to flow safely to the ground. This prevents a sudden, damaging Electrostatic Discharge (ESD).

Question 43.
What will happen if a negatively charged rod is placed near a metal sphere?
Answer:
A redistribution of charges takes place in the metal sphere, a process called electrostatic induction.

Textbook Page No : 179 & 180

Question 44.
The metal sphere is earthed. Now, remove the earthing and then the charged rod. Won’t the metal sphere acquire a permanent charge?
Answer:
Yes, the sphere will acquire a permanent positive charge. This is achieved by:

1. Earthing while the rod is nearby: Repelled electrons flow from the sphere into the Earth.
2. Removing the earthing (trapping the positive charge).
3. Removing the rod (allowing the positive charge to spread).

Question 45.
Write down the parts of an electroscope.
Answer:

• Metal sphere
• Glass jar
• Metallic conductor (Rod)
• Golden leaves (or Aluminum foil leaves)

Question 46.
What do you observe? What is the reason?
Answer:
The aluminum foil leaves will diverge (move apart).
Reason: The charged rod induces the same type of charge onto both leaves through induction. Since like charges repel, the leaves push each other apart.

Question 47.
Bring a neutral object nearby. Do the leaves diverge now?
Answer:
No, neutral objects cause no movement in the leaves.

Question 48.
When plate A is positively charged, observe the induction of charges in B. What if plate B is earthed?
Answer:

• Induction on B: Plate A’s positive charge attracts negative charges to the near side of B and repels positive charges to the far side of B.
• Plate B Earthed: Electrons flow up from the Earth to neutralize the repelled positive charges on plate B, trapping the net negative charge on the near side.

Question 49.
Draw the distribution of charges (Fig. 10.28).

Answer:

1. Plate A: Positively charged (+).
2. Plate B: Negatively charged (-).

Textbook Page No : 181 & 182

Question 50.
How are charges distributed on a metal surface?
Answer:

1. In electrical conductors, the charge is distributed only on the surface.
2. The amount of charge will be very high at the sharp edges (or points) of the conductor.

Question 51.
How does the cloud get charged?
Answer:
Various air currents cause friction (rubbing) between ice crystals and water droplets, leading to the accumulation of electric charges in the clouds.

Question 52.
What types of charges are accumulated in clouds?
Answer:
Both positive and negative charges.

Question 53.
Why are the objects on Earth oppositely charged?
Answer:
Due to electrostatic induction. The highly charged cloud induces an opposite charge on objects directly below it on the Earth’s surface.

Question 54.
What all can we do to protect ourselves from lightning?
Answer:

• Do not seek shelter under tall or isolated trees.
• Do not attempt to operate electrical appliances.
• Stay inside a fully enclosed building or a car.

Question 55.
Why is a positive charge induced at the sharp points of the lightning conductor when clouds are negative?
Answer:
Reason: The high concentration of charge at sharp points and the principle of induction cause the opposite charge (positive) to be strongly induced and discharged into the atmosphere.

Question 56.
What if the clouds have a positive charge?
Answer:
A negative charge will be induced at the sharp points of the lightning con¬ductor, following the rule that opposite charges are induced.

Question 57.
First Aid if a Person is Struck by Lightning
Answer:

• Lay the person flat in a well-ventilated area.
• Massage the entire body to warm it up (to help with circulation).
• Provide artificial respiration
• Apply intermittent pressure on the chest (CPR) if you are trained.
• Call for emergency medical help immediately.

Class 8 Basic Science Chapter 10 Question Answer Extended Activities

Question 1.
Seat a child on a plastic chair in such a way that both their feet do not touch the ground. Charge the chair using a woolen cloth. Let the child hold one terminal of a Neon bulb, and make another person touch the other terminal. What do you observe? Write down the observations.
Answer:
Setup: A child sits on a plastic chair (insulator) with feet off the ground (isolated from Earth). You charge the plastic chair by rubbing it with wool. This charges the child’s body by induction. (For example, if the chair becomes negative, it will repel electrons in the child’s body to their hands/head).

Observation: When the child holds one terminal of the neon bulb and another person (who is earthed/standing on the ground) touches the other terminal, the neon bulb will flash briefly.

Reason: The child has a high static charge (potential). The other person is at Earth’s potential (zero). The neon bulb creates a path for the static charge to discharge from the child, through the bulb, to the other person, and into the Earth. This tiny, quick flow of current is enough to make the neon gas inside the bulb light up for a moment.

Question 2.
Prepare and present a seminar on Van de Graff generator.
Answer:
Van de Graaff Generator

A Van de Graaff generator is a machine designed to build up an extremely high static electric charge on a large metal sphere. It works by using a moving belt to physically carry charges from a source at the bottom and deposit them onto the sphere at the top. It is famously used in science demonstrations to make a person’s hair stand on end when they touch it (for the same reason the balloon makes hair stand up, just on a much larger scale!).

Static Electricity Class 8 Notes

Class 8 Basic Science Static Electricity Notes Kerala Syllabus

Static Electricity (സ്ഥിത വൈദ്യുതി)
When you rub a balloon on dry hair, your hair is attracted to the balloon. Similarly, a plastic pen rubbed on hair can attract small pieces of paper. This ability of objects to attract after being rubbed is due to electric charge.

Static electricity is the result of an imbalance of electric charges on the surface of an object.

“If electric charge remains in the same place without being able to flow, such electricity is called static electricity.”
Example: Rubbing a balloon on dry hair causes the hair to be attracted to the balloon.
ഒരു വസ്തുവിൽ ഉണ്ടാകുന്ന വൈദ്യുത ചാർജു കൾ ഒരിടത്ത് തന്നെ തങ്ങിനിൽക്കുന്നതിനെയാണ് സ്ഥിത ർജുകൾക്ക് ആകർഷിക്കാനുള്ള കഴിവുണ്ട്. ഉദാ ഹരണത്തിന്, ഒരു പ്ലാസ്റ്റിക് പേന മുടിയിൽ ഉര സി ചെറിയ കടലാസ് കഷണങ്ങൾക്ക് അടുത്തേ ക്ക് കൊണ്ടുവരുമ്പോൾ അവ ആകർഷിക്കപ്പെടു ന്നു. ഇത് സ്ഥിത വൈദ്യുതി മൂലമാണ്.

The Atom (ആറ്റം)
All matter is made of tiny particles called atoms. The charges we observe come from the particles inside the atom.

An atom has two main parts:
1. Nucleus (the center): Contains:
Protons (have a positive charge ‘+’)
Neutrons (have no charge / are neutral)

2. Orbits (the paths around the nucleus): Contain:
Electrons (have a negative charge ‘-‘)

An object gets charged by the transfer of electrons. Protons do not move.
എല്ലാ പദാർത്ഥങ്ങളും ആറ്റങ്ങൾ എന്നറിയപ്പെടുന്ന അതിസൂക്ഷ്മ കണങ്ങളാൽ നിർമ്മിതമാണ്. ഒരു ആറ്റത്തിന്റെ കേന്ദ്രഭാഗമാണ് ന്യൂക്ലിയസ്. ഇതിൽ പോസിറ്റീവ് ചാർജുള്ള പ്രോട്ടോണുകളും (‘+’) ചാർജില്ലാത്ത ന്യൂട്രോണുകളും അടങ്ങിയിരിക്കു ന്നു. ന്യൂക്ലിയസിന് ചുറ്റുമുള്ള പാതകളിൽ നെഗ റ്റീവ് ചാർജുള്ള ഇലക്ട്രോണുകൾ (‘-‘) കറങ്ങി ക്കൊണ്ടിരിക്കുന്നു.

• Loses electrons (e-) → Positively charged
  (ഇലക്ട്രോൺ നഷ്ടപ്പെട്ടാൽ പോസിറ്റീവ് ചാർജ്).
• Gains electrons (e-) → Negatively charged
  (ഇലക്ട്രോൺ നേടിയാൽ നെഗറ്റീവ് ചാർജ്).

Electric Charge

• Electrically Neutral Object: Contains an equal number of protons and electrons (net charge is zero).
• Positively Charged Object: Has a deficiency of electrons (more protons than electrons).
• Negatively Charged Object: Has an excess of electrons (more electrons than protons).

Characteristics of Electric Charges
1. Like Charges Repel: Objects carrying the same type of charge (e.g., two positive charges or two negative charges) will push each other away.

when two balloons are rubbed with the same piece of wool, they both gain the same type of charge (negative charge, as rubber gains electrons from wool). When brought near each other, they move apart.
സജാതീയ ചാർജുകൾ (Like Charges): ഒരേത രം ചാർജുകൾ (പോസിറ്റീവും പോസിറ്റീവും, അ ല്ലെങ്കിൽ നെഗറ്റീവും നെഗറ്റീവും) പരസ്പരം വികർ ഷിക്കുന്നു. (ഉദാ: കമ്പിളിയിൽ ഉരസിയ രണ്ട് ബല ണുകൾ പരസ്പരം അകന്നുപോകുന്നു).

2. Unlike Charges Attract: Objects carrying opposite charges (one positive and one negative) will pull each other closer.
The wool (which lost electrons) is now positively charged. The balloon (which gained electrons) is negatively charged. When the wool is brought near the balloon, the balloon is attracted to it.

സജാതീയ ചാർജുകൾ (Like Charges): ഒരേത രം ചാർജുകൾ (പോസിറ്റീവും പോസിറ്റീവും, അ ല്ലെങ്കിൽ നെഗറ്റീവും നെഗറ്റീവും) പരസ്പരം വികർ ഷിക്കുന്നു. (ഉദാ: കമ്പിളിയിൽ ഉരസിയ രണ്ട് ബല ണുകൾ പരസ്പരം അകന്നുപോകുന്നു).

3. Charged Objects Attract Neutral Objects: A charged object can induce temporary charge separation in a neutral object, resulting in a net attractive force.

A charged object (like the acrylic sheet) can also attract a neutral, uncharged object (like the thermocol balls).

ചാർജുള്ള ഒരു വസ്തുവിന് ചാർജില്ലാത്ത (netural) വസ്തുക്കളെയും ആകർഷിക്കാൻ കഴിയും.

A charged object can attract a neutral object. Therefore, repulsion is the sure test to confirm if an object is charged.
ആകർഷണം (attraction) ചാർജുള്ള വസ്തു വും ചാർജില്ലാത്ത വസ്തുവും തമ്മിലും നടക്കാം. എന്നാൽ വികർഷണം (repulsion) ഒരേതരം ചാർജുള്ള വസ്തുക്കൾ തമ്മിൽ മാത്രമേ നടക്കൂ. അതിനാൽ, ചാർജ് ഉണ്ടോ എന്ന് ഉറപ്പിക്കാനുള്ള മാർഗ്ഗം വികർഷണമാണ്.

Methods of Charging (ചാർജ് ചെയ്യുന്ന രീതികൾ)

1. Charging by Friction (ഘർഷണം): Charging by rubbing two objects together (e.g., glass rod and silk).
2. Charging by Conduction (ചാലകം വഴിയുള്ള ചാർജിംഗ്)
   • “Charging by conduction is the method of charging an object by direct physical contact with a charged object.”
   • The object gets the SAME charge. (തൊടുമ്പോൾ, അതേ ചാർജ് ലഭിക്കുന്നു.)
3. Charging by Induction (പ്രവേശനം):
   • “Charging by induction is the method of charging an object without direct physical contact of a charged object.”
   • The object gets the OPPOSITE charge. (തൊടാതെ അടുത്ത് കൊണ്ടുവരുമ്പോൾ, വിപ രീത ചാർജ് ലഭിക്കുന്നു).

Applications of Static Electricity (സ്ഥിത വൈദ്യുതിയുടെ ഉപയോഗങ്ങൾ)

We can use the properties of static electricity (like charges repel, unlike charges attract) in useful ways.
A. Electrostatic Spray Painting
This method is used in workshops to paint vehicles efficiently.

□ Process:

1. The nozzle of the spray gun gives the tiny paint droplets a negative charge (-).
2. The car body (or object to be painted) is given the opposite positive charge (+).

□ Result: Because unlike charges attract, the negative paint droplets are strongly attracted to the positive car body. This method reduces paint waste and ensures the paint covers the surface evenly, even “wrapping around” edges.
‘വിപരീത ചാർജുകൾ ആകർഷിക്കും’ (Unlike charges attract) എന്ന തത്വം ഇവിടെ ഉപ യോഗിക്കുന്നു. പെയിന്റ് കണങ്ങൾക്ക് നെഗറ്റീവ് ചാർജും കാറിന് പോസിറ്റീവ് ചാർജും നൽകുന്നു. ഇത് പെയിന്റ് പാഴാകാതെ കാറിൽ കൃത്യമായി പ റ്റിപ്പിടിക്കാൻ സഹായിക്കുന്നു.

B. Photocopier Machine
Photocopiers also use static electricity to create a copy.

□ Process:

1. A special drum inside is given a positive charge (+) in the exact shape of the letters or images on the original paper.
2. The toner (a fine black powder) is given a negative charge (-).
3. The negative toner is attracted to the positive areas of the drum.
4. A sheet of paper is then given a stronger positive charge (+) than the drum.
5. The negative toner is pulled from the drum onto the paper because of this stronger attraction.
6. Finally, the paper is heated to melt the toner and make the copy permanent.

Situations where static electricity is harmful (സ്ഥിത വൈദ്യുതി ദോ ഷകരമാകുമ്പോൾ)

While useful, a sudden discharge of static electricity can be a problem.

Electric Shock : When you walk on a carpet or slide across a car seat, friction can build up a large static charge on your body. When you touch a metal doorknob or the car door, this charge suddenly discharges as a spark, giving you a small, sharp shock.

Damaging Electronics : This same sudden discharge (spark) is very dangerous for sensitive electronic components, like those inside a mobile phone or computer. A person with a static charge on their hand can permanently damage a circuit board just by touching it. This is why technicians wear antistatic gloves.
ഘർഷണം മൂലം നമ്മുടെ ശരീരത്തിൽ സ്ഥിത വൈദ്യുതിയുടെ ചാർജ് അടിഞ്ഞുകൂടാം. ഇത് ഒരു ലോഹ വസ്തുവിൽ തൊടുമ്പോൾ ഒരു ‘സ്പാ ർക്ക്’ ആയി ഡിസ്ചാർജ് ചെയ്യപ്പെടുന്നു (ഇതാണ് നമുക്ക് ചെറിയ ഷോക്ക് അടിക്കുന്നത്. ഈ ഡി സാർജ് ഇലക്ട്രോണിക് ഉപകരണങ്ങളിലേക്കാ ണെങ്കിൽ, അത് ആ ഉപകരണത്തെ നശിപ്പിക്കാൻ സാധ്യതയുണ്ട്.

Earthing (എർത്തിംഗ്) grounding
Earthing is the process of connecting a charged object to the Earth to neutralize it.

“The Earth is an electron bank. Due to its size and conductivity, the Earth can donate and receive electrons. Therefore, charged objects are neutralised when earthed.”

How it works:

• A positively charged object pulls electrons (e-) from the Earth.
• A negatively charged object pushes excess electrons (e-) to the Earth.

• Petrol pump nozzles are earthed to prevent sparks (from friction) that could cause a fire.

ചാർജുള്ള ഒരു വസ്തുവിനെ ഭൂമിയുമായി ബന്ധി പ്പിച്ച് അതിനെ നിർവീര്യമാക്കുന്ന (neturalize) പ്രക്രിയയാണ് എർത്തിംഗ്.

പോസിറ്റീവ് ചാർജുള്ള വസ്തുവിനെ എർത്ത് ചെ യുമ്പോൾ, ഭൂമിയിൽ നിന്ന് ഇലക്ട്രോണുകൾ ആ വസ്തുവിലേക്ക് പ്രവഹിച്ച് അതിനെ നിർവീര്യമാ ക്കുന്നു.

നെഗറ്റീവ് ചാർജുള്ള വസ്തുവിനെ എർത്ത് ചെ യുമ്പോൾ, ആ വസ്തുവിൽനിന്നും അധികമുള്ള ഇലക്ട്രോണുകൾ ഭൂമിയിലേക്ക് പ്രവഹിക്കുന്നു.

Charging by Induction (പ്രവേശനം വഴിയുള്ള ചാർജിംഗ്)



Process (Figs 10.22, 10.23, 10.24):

1. Step 1 : A negatively charged rod is brought near (not touching) a neutral metal sphere.
2. Step 2 : (Electrostatic Induction): The negative rod repels the free electrons (-) in the sphere, causing them to move to the far side. The side of the sphere near the rod becomes positive (+) due to a lack of electrons. This separation is called redistribution of charges.
3. Step 3: While the rod is still held nearby, the sphere is earthed. The repelled electrons get an escape path and flow from the sphere into the Earth.
4. Step 4: The earthing is removed first. The sphere is now left with an overall positive charge, which is still held near the rod.
5. Step 5: The rod is removed. The positive charges (which were crowded near the rod) now spread out evenly over the surface of the sphere.
   • The sphere has become permanently positively charged. Notice that the charge it gained is opposite to the charge of the rod used (negative rod → positive sphere).

പ്രേരണ മുഖേനയുള്ള ചാർജിംങ് : ചാർജുള്ള ഒരു വസ്തുവിനെ (rod) മറ്റൊരു വസ്തുവിന്റെ (sphere) അടുത്തേക്ക് (തൊടാതെ) കൊണ്ടുവന്ന് ചാർജ് ചെയ്യുന്ന രീതിയാണിത്.

1. നെഗറ്റീവ് ദണ്ഡ് അടുത്ത് വരുമ്പോൾ, ഗോള ത്തിലെ ഇലക്ട്രോണുകൾ വികർഷിച്ച് ദൂരേക്ക്മാറുന്നു.
2. ഈ സമയത്ത് ഗോളത്തെ എർത്ത് ചെയ്യു മ്പോൾ, ഈ ഇലക്ട്രോണുകൾ ഭൂമിയിലേക്ക് ഒഴുകിപ്പോകുന്നു.
3. ആദ്യം എർത്തിംഗ് മാറ്റുക. അതിനുശേഷം ദണ്ഡ് മാറ്റുക.
4. ഇപ്പോൾ ഗോളത്തിന് സ്ഥിരമായ പോസിറ്റീവ് ചാർജ് (ഇലക്ട്രോണുകളുടെ കുറവ് ലഭിക്കു ന്നു. ഇൻഡക്ഷൻ വഴി ലഭിക്കുന്ന ചാർജ്, ഉപ യോഗിച്ച ദണ്ഡിന്റെ ചാർജിന് വിപരീതമായി രിക്കും.

Electroscope
An electroscope is a scientific instrument used to detect the presence of electric charge on an object.

Parts (Fig 10.25): It consist’s of a metal sphere (or disc) on top, a metal rod, and two very thin, lightweight “leaves” (often gold or aluminium foil) at the bottom, all enclosed in a glass jar to protect from air currents.

How it Works (Working Principle):

1. Bring a charged object (e.g., a positively charged rod) near the top metal sphere.
2. By induction, electrons (-) from the leaves and rod are attracted upwards towards the positive rod.
3. This leaves both the leaves at the bottom with a deficit of electrons, so both leaves become positively charged.
4. Since like charges repel, the two positive leaves move apart, or “diverge”.
5. If you bring a neutral object near the electroscope, nothing happens because it does not cause the charges to separate.

ഒരു വസ്തുവിന് ചാർജുണ്ടോ എന്ന് കണ്ടെത്താനു ള്ള ഉപകരണമാണ് ഇലക്ട്രോസ്കോപ്പ്. ചാർജുള്ള ഒരു വസ്തു ഇതിന്റെ മുകളിലെ ലോഹഗോളത്തിന ടുത്ത് കൊണ്ടുവരുമ്പോൾ, ഇൻഡക്ഷൻ മൂലം താഴെയുള്ള നേർത്ത ഇലകൾക്ക് (leaves) ഒരേത രം ചാർജ് ലഭിക്കുന്നു. സജാതീയ ചാർജുകൾ വികർഷിക്കുന്നതിനാൽ (like charges repel), ഈ ഇലകൾ പരസ്പരം അകലുന്നു (diverge).

Capacitor
A capacitor is a device used for storing electric charge.


How it Works (Fig 10.27, 10.28): A simple capacitor consists of two metal plates placed very close together, separated by an insulator.

• When one plate (A) is given a charge (e.g., positive), it induces an opposite charge (negative) on the near side of the second plate (B).
• If plate B is earthed, the repelled positive charges flow to the Earth, “locking” the negative charges on plate B. This allows even more positive charge to be stored on plate A.
  • Capacitance: The ability of a capacitor to store charge is called capacitance. Its SI unit is the Farad (F).
  • Dielectric: The insulating material between the plates (like paper, air, or polyester) is called a dielectric. It helps to increase the capacitance.

വൈദ്യുത ചാർജ് സംഭരിച്ചുവെക്കാൻ (store eletcric charge) ഉപയോഗിക്കുന്ന ഒരു ഉപകരണമാ ണ് കപ്പാസിറ്റർ. ഇതിന്റെ ചാർജ് സംഭരിക്കാനുള്ള കഴിവിനെ കപ്പാസിറ്റൻസ് എന്ന് പറയുന്നു. ഇതി ന്റെ യൂണിറ്റ് ഫാരഡ് (F) ആണ്. ഫാനുകളിലും മോട്ടോറുകളിലും മറ്റ് ഇലക്ട്രോണിക് ഉപകരണങ്ങ ളിലും ഇത് വ്യാപകമായി ഉപയോഗിക്കുന്നു.

Distribution of Electric Charges ((ചാർജുകളുടെ വിതരണം))
Where do charges stay on a conductor?

1. On the Surface: In electrical conductors, charge is always distributed only on the outer surface.
2. At Sharp Edges: The amount of charge (charge density) will be much higher at the sharp edges or pointed parts of a conductor.

ഒരു ചാലകത്തിന് (conductor) ചാർജ് നൽകു മ്പോൾ, ആ ചാർജ് അതിന്റെ പ്രതലത്തിൽ (surface) മാത്രമാണ് വിതരണം ചെയ്യപ്പെടുന്നത്. ചാ ലകത്തിന്റെ കൂർത്ത അഗ്രങ്ങളിൽ (sharp edges) ചാർജിന്റെ അളവ് വളരെ കൂടുതലായിരിക്കും. (ഇടിമിന്നൽ രക്ഷാചാലകം അഥവാ lightning conductor പ്രവർത്തിക്കുന്നത് ഈ തത്വമനുസരി ച്ചാണ്).

Lightning and Lightning Conductor (ഇടിമിന്നലും രക്ഷാചാലകവും)
Lightning
Lightning is a massive-scale natural example of static electricity and electrostatic discharge.
How does lightning occur?

1. Charging the Clouds: Cloud friction generates massive static charge (+ & -).
2. Induction on Earth: Charged cloud induces opposite charge on the Earth’s surface.
3. Electric Discharge: WExcessive charge discharges through the air to the Earth as a giant spark (lightning).
1. മേഘങ്ങളിൽ ഘർഷണം (friction) മൂലം വൻതോതിൽ വൈദ്യുത ചാർജ് (പോസിറ്റീവും നെഗറ്റീവും) ഉണ്ടാകുന്നു.
2. ചാർജ് ചെയ്ത മേഘം, ഇൻഡക്ഷൻ (induction) വഴി ഭൂമിയുടെ ഉപരിതലത്തിൽ വിപരീത ചാർജ് (opposite charge) ഉണ്ടാക്കുന്നു.
3. ചാർജിന്റെ അളവ് വളരെ കൂടുമ്പോൾ, അത് വാ യുവിലൂടെ ഭൂമിയിലേക്ക് ഒരു ഭീമൻ സ്പാർക്കാ യി ഡിസാർജ് ചെയ്യുന്നു. ഇതാണ് ഇടിമിന്നൽ.
□ Charge Distribution: On a conductor, charge stays on the surface and is most concentrated at sharp points. (കുർത്ത അഗ്രങ്ങളിൽ ചാർജ് കേന്ദ്രീകരിക്കുന്നു).

Lightning Conductor (Arrester)
A metal rod installed on the top of tall buildings and connected by a thick wire to a metal plate deep in the ground.

• Function: It provides a safe, low-resistance path for the lightning strike’s current to flow directly into the Earth, protecting the structure from damage.
• Note: The charge naturally concentrates and discharges from the sharp points of the conductor, neutralizing the cloud’s charge gradually. A poorly earthed conductor is dangerous as it cannot safely handle the massive current.

Lightning Arrester vs. Lightning Conductor

• Lightning Conductor (രക്ഷാചാലകം) protects the building structure from a direct hit.
• Lightning Arrester is a different device used to protect the electrical system (like transformers at a KSEB substation, Fig 10.35) from sudden high-voltage surges caused by lightning.

Personal Safety Measures During Lightning

• Do not stand under tall, isolated trees.
• Do not touch electrical appliances or metallic objects.
• The safest places are inside a fully enclosed building or a car (the metal body acts as a Faraday cage).

First Aid for Lightning Strike

• If a person is struck, follow these steps:
• Lay the person flat in a Well-ventilated area.
• Massage the entire body to warm it up.
• Provide artificial respiration.
• Apply intermittent pressure on the chest.

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• Chapter 2 The Colours of Earth Questions and Answers
• Chapter 3 Crow Boy Questions and Answers

6th Standard English Unit 2 Question Answer Towards New Horizons

• Chapter 1 The Boy Who Harnessed the Wind Questions and Answers
• Chapter 2 The Aeroplane Questions and Answers
• Chapter 3 Mousetronaut Questions and Answers

6th Standard English Unit 3 Question Answer Embracing Differences

• Chapter 1 Six Dots Questions and Answers
• Chapter 2 Hello, I’m a Wheelchair Questions and Answers
• Chapter 3 A Friend Like Simon Questions and Answers

SCERT 6th Class English Textbook Solutions Part 2

6th Standard English Unit 4 Question Answer For Half the Sky

• Chapter 1 The Why – Why Girl Questions and Answers
• Chapter 2 The Heart of a Woman Questions and Answers
• Chapter 3 The Story of Dalda 13 Questions and Answers

6th Standard English Unit 5 Question Answer Hearth and Home

• Chapter 1 Unnikkuttan Goes to School Questions and Answers
• Chapter 2 The Boat Questions and Answers
• Chapter 3 Cousins From Across the Sea Questions and Answers

Kerala Syllabus 6th Standard English Summary

• Names and Names Summary
• The Colours of Earth Summary
• Crow Boy Summary
• The Boy Who Harnessed the Wind Summary
• The Aeroplane Summary
• Mousetronaut Summary
• Six Dots Summary
• Hello, I’m a Wheelchair Summary
• A Friend Like Simon Summary
• The Why – Why Girl Summary
• The Heart of a Woman Summary
• The Story of Dalda 13 Summary
• Unnikkuttan Goes to School Summary
• The Boat Summary
• Cousins From Across the Sea Summary

SCERT 6th Class English Textbook Solutions (Old Syllabus)

Unit 1 Rain of Love

• Chapter 1 Life with Grandfather Questions and Answers
• Chapter 2 The Little Boy and The Old Man Questions and Answers
• Chapter 3 Making a Mango Pickle Questions and Answers

Unit 2 Still We Rise

• Chapter 1 Cinderella Questions and Answers
• Chapter 2 Woman Work Questions and Answers
• Chapter 3 One Child, One Teacher, One Pen and One Book can Change the World Questions and Answers

Unit 3 Glimpses of Nature

• Chapter 1 The Mountain and The Squirrel Questions and Answers
• Chapter 2 The Rightful Inheritors of the Earth Questions and Answers
• Chapter 3 The Book of Nature Questions and Answers

Class 6 English Notes Kerala Syllabus Part 2

6th Standard English Unit 4 Question Answer Work is Worship

• Chapter 1 The Grain as Big as a Hen’s Egg Questions and Answers
• Chapter 2 Clever Carla Questions and Answers
• Chapter 3 The Ploughman Questions and Answers

6th Standard English Unit 5 Question Answer Helping Hands

• Chapter 1 The Champ Questions and Answers
• Chapter 2 A Glass of Milk Questions and Answers
• Chapter 3 If I Can Stop One Heart from Breaking Questions and Answers

6th Standard English Question Paper Kerala Syllabus

• Kerala Syllabus Class 6 English Annual Exam Question Paper 2023-24
• 6th Standard English First Term Question Paper 2022-23
• 6th Standard English Second Term Question Paper 2022-23
• 6th Standard English Annual Exam Question Paper 2022-23
• Std 6 English Annual Exam Question Paper 2021-22
• Class 6 English Annual Exam Question Paper 2018-19
• Kerala Syllabus 6th Standard English Annual Exam Question Paper 2017-18

Kerala Syllabus 6th Standard English Summary (Old Syllabus)

• Life with Grandfather Summary
• The Little Boy and The Old Man Summary
• Making a Mango Pickle Story Summary
• Cinderella Summary
• Woman Work Summary
• One Child One Teacher One Pen and One Book can Change the World Summary
• The Mountain and The Squirrel Summary
• The Rightful Inheritors of the Earth Summary
• The Book of Nature Summary
• The Grain as Big as a Hen’s Egg Summary
• Clever Carla Summary
• The Ploughman Poem Summary
• The Champ Summary
• A Glass of Milk Summary
• If I Can Stop One Heart from Breaking Summary

We hope the given Class 6 English SCERT Solutions, Kerala Syllabus 6th Standard English Question Answers will help you. If you have any queries regarding Class 6 English Notes Kerala Syllabus, 6th Standard English Textbook Pdf with Answers Part 1 and Part 2, drop a comment below and we will get back to you at the earliest.

Expert Teachers at HSSLive.Guru has created Kerala Syllabus SSLC 10th Standard Maths Textbook Solutions Guide Pdf Free Download in English Medium and Malayalam Medium of SCERT Class 10 Maths Solutions Questions and Answers, Class 10 Maths Kerala Syllabus Notes are part of Kerala Syllabus 10th Standard Textbooks Solutions. Here HSSLive.Guru has given SCERT Kerala State Board Syllabus 10th Standard Maths Textbooks Solutions Pdf of Kerala SSLC Class 10 Part 1 and 2. Students can also read Kerala SSLC Maths Model Question Papers 2025-2026.

Kerala SCERT Class 10 Maths Solutions

Class 10 Maths SCERT Solutions Kerala Syllabus English Medium

SCERT Maths Textbook Class 10 Solutions Part 1

• Class 10 Maths Chapter 1 Kerala Syllabus – Arithmetic Sequences Questions and Answers
• Class 10 Maths Chapter 2 Kerala Syllabus – Circles and Angles Questions and Answers
• Class 10 Maths Chapter 3 Kerala Syllabus – Arithmetic Sequences and Algebra Questions and Answers
• Class 10 Maths Chapter 4 Kerala Syllabus – Mathematics of Chance Questions and Answers
• Class 10 Maths Chapter 5 Kerala Syllabus – Second Degree Equations Questions and Answers
• Class 10 Maths Chapter 6 Kerala Syllabus – Trigonometry Questions and Answers
• Class 10 Maths Chapter 7 Kerala Syllabus – Coordinates Questions and Answers

10th Std Maths Textbook Solutions Part 2

• Class 10 Maths Chapter 8 Kerala Syllabus – Tangents Questions and Answers
• Class 10 Maths Chapter 9 Kerala Syllabus – Polynomials and Equations Questions and Answers
• Class 10 Maths Chapter 10 Kerala Syllabus – Circles and Lines Questions and Answers
• Class 10 Maths Chapter 11 Kerala Syllabus – Geometry and Algebra Questions and Answers
• Class 10 Maths Chapter 12 Kerala Syllabus – Solids Questions and Answers
• Class 10 Maths Chapter 13 Kerala Syllabus – Statistics Questions and Answers

Kerala SSLC Maths Important Questions and Answers

SCERT Class 10 Maths Important Questions with Answers Pdf

1. Arithmetic Sequences Extra Questions and Answers
2. Circles and Angles Extra Questions and Answers
3. Arithmetic Sequences and Algebra Extra Questions and Answers
4. Mathematics of Chance Extra Questions and Answers
5. Second Degree Equations Extra Questions and Answers
6. Trigonometry Extra Questions and Answers
7. Coordinates Extra Questions and Answers
8. Tangents Extra Questions and Answers
9. Polynomials and Equations Extra Questions and Answers
10. Circles and Lines Extra Questions and Answers
11. Geometry and Algebra Extra Questions and Answers
12. Solids Extra Questions and Answers
13. Statistics Extra Questions and Answers

Kerala Syllabus 10th Standard Maths Textbook Solutions Malayalam Medium

SCERT Class 10 Maths Solutions Malayalam Medium Part 1

• Class 10 Maths Chapter 1 Question Answer Malayalam Medium – സമാന്തരശ്രേണികൾ
• Class 10 Maths Chapter 2 Question Answer Malayalam Medium – വൃത്തങ്ങളും കോണുകളും
• Class 10 Maths Chapter 3 Question Answer Malayalam Medium – സമാന്തരശ്രേണിയും ബീജഗണിതവും
• Class 10 Maths Chapter 4 Question Answer Malayalam Medium – സാധ്യതകളുടെ ഗണിതം
• Class 10 Maths Chapter 5 Question Answer Malayalam Medium – രണ്ടാംകൃതി സമവാക്യങ്ങൾ
• Class 10 Maths Chapter 6 Question Answer Malayalam Medium – ത്രികോണമിതി
• Class 10 Maths Chapter 7 Question Answer Malayalam Medium – സൂചകസംഖ്യകൾ

10th Std Maths Textbook Solutions Malayalam Medium Part 2

• Class 10 Maths Chapter 8 Question Answer Malayalam Medium – തൊടുവരകൾ
• Class 10 Maths Chapter 9 Question Answer Malayalam Medium – ബഹുപദങ്ങളും സമവാക്യങ്ങളും
• Class 10 Maths Chapter 10 Question Answer Malayalam Medium – വൃത്തങ്ങളും വരകളും
• Class 10 Maths Chapter 11 Question Answer Malayalam Medium – ജ്യാമിതിയും ബീജഗണിതവും
• Class 10 Maths Chapter 12 Question Answer Malayalam Medium – ഘനരൂപങ്ങൾ
• Class 10 Maths Chapter 13 Question Answer Malayalam Medium – സ്ഥിതിവിവരക്കണക്ക്

Kerala SSLC Maths Important Questions Malayalam Medium

SCERT Class 10 Maths Important Questions Malayalam Medium

1. സമാന്തരശ്രേണികൾ Extra Questions
2. വൃത്തങ്ങളും കോണുകളും Extra Questions
3. സമാന്തരശ്രേണിയും ബീജഗണിതവും Extra Questions
4. സാധ്യതകളുടെ ഗണിതം Extra Questions
5. രണ്ടാംകൃതി സമവാക്യങ്ങൾ Extra Questions
6. ത്രികോണമിതി Extra Questions
7. സൂചകസംഖ്യകൾ Extra Questions
8. തൊടുവരകൾ Extra Questions
9. ബഹുപദങ്ങളും സമവാക്യങ്ങളും Extra Questions
10. വൃത്തങ്ങളും വരകളും Extra Questions
11. ജ്യാമിതിയും ബീജഗണിതവും Extra Questions
12. ഘനരൂപങ്ങൾ Extra Questions
13. സ്ഥിതിവിവരക്കണക്ക് Extra Questions

Expert Teachers at HSSLive.Guru has created Kerala Syllabus 8th Standard Social Science Notes Pdf Download English Medium and Malayalam Medium of Class 8 Social Science Notes Kerala Syllabus, Std 8 Social Science Notes Pdf Kerala State Syllabus English Medium are part of Kerala Syllabus 8th Standard Textbooks Solutions. Here we have given SCERT Class 8 Social Science Solutions Questions and Answers Notes Pdf of 8th Standard Social Science Notes English Medium Part 1 and Part 2.

Class 8 Social Science Notes Kerala Syllabus

Std 8 Social Science Notes Pdf Kerala State Syllabus English Medium

8th Std Social Science Notes Pdf English Medium Part 1

• Chapter 1 Invasion and Resistance Class 8 Notes
• Chapter 2 Towards the Emergence of the National Movement Class 8 Notes
• Chapter 3 Movements of the Earth: Rotation and Revolution Class 8 Notes
• Chapter 4 Basic Economic Problems and the Economy Class 8 Notes
• Chapter 5 Constitution of India: Rights and Duties Class 8 Notes
• Chapter 6 Resource Utilisation and Sustainability Class 8 Notes
• Chapter 7 Media and Social Reflections Class 8 Notes

SCERT Class 8 Social Science Solutions Questions and Answers Part 2

• Chapter 8 National Movement and Kerala Class 8 Notes
• Chapter 9 Democracy: Meaning and Scope Class 8 Notes
• Chapter 10 Europe on the World Map Class 8 Notes
• Chapter 11 Feudalism and the Medieval World Class 8 Notes
• Chapter 12 Agricultural Sector and Innovative Trends Class 8 Notes
• Chapter 13 Building New Nations Class 8 Notes

Social Science Notes Class 8 Kerala Syllabus (Extra Questions)

1. Invasion and Resistance Class 8 Important Questions
2. Towards the Emergence of the National Movement Class 8 Important Questions
3. Movements of the Earth: Rotation and Revolution Class 8 Important Questions
4. Basic Economic Problems and the Economy Class 8 Important Questions
5. Constitution of India: Rights and Duties Class 8 Important Questions
6. Resource Utilisation and Sustainability Class 8 Important Questions
7. Media and Social Reflections Class 8 Important Questions
8. National Movement and Kerala Class 8 Important Questions
9. Democracy: Meaning and Scope Class 8 Important Questions
10. Europe on the World Map Class 8 Important Questions
11. Feudalism and the Medieval World Class 8 Important Questions
12. Agricultural Sector and Innovative Trends Class 8 Important Questions
13. Building New Nations Class 8 Important Questions

Kerala Syllabus 8th Standard Social Science Question Paper

• 8th Standard Social Science Annual Exam Question Paper 2023-24
• 8th Standard Social Science First Term Question Paper 2022-23
• 8th Standard Social Science Second Term Question Paper 2022-23
• 8th Standard Social Science Annual Exam Question Paper 2022-23
• 8th Standard Social Science Annual Exam Question Paper 2021-22
• 8th Standard Social Science Model Question Paper Kerala Syllabus

Std 8 Social Science Notes Pdf Malayalam Medium

Kerala Syllabus 8th Standard Social Science Notes Pdf Malayalam Medium Part 1

• Chapter 1 ആദ്യകാല മനുഷ്യജീവിതം Notes
• Chapter 2 നദീതടസംസ്കാരങ്ങളിലൂടെ Notes
• Chapter 3 ഭൗമരഹസ്യങ്ങൾ തേടി Notes
• Chapter 4 നമ്മുടെ ഗവൺമെന്റ് Notes
• Chapter 5 പ്രാചീനതമിഴകം Notes
• Chapter 6 ഭൂപടങ്ങൾ വായിക്കാം Notes
• Chapter 7 സമ്പദ്ശാസ്ത്ര ചിന്തകൾ Notes

Class 8 Social Science Notes Pdf Malayalam Medium Part 2

• Chapter 8 ഗംഗാസമതലത്തിലേക്ക് Notes
• Chapter 9 മഗധ മുതൽ താനേശ്വരം വരെ Notes
• Chapter 10 ഭൂമിയുടെ പുതപ്പ് Notes
• Chapter 11 ഇന്ത്യയും സാമ്പത്തികാസൂത്രണവും Notes
• Chapter 12 ഭൂമിയിലെ ജലം Notes
• Chapter 13 പേമാരി പെയ്തിറങ്ങിയപ്പോൾ Notes
• Chapter 14 സാമൂഹ്യസംഘങ്ങളും സാമൂഹ്യനിയന്ത്രണവും Notes

8th Standard Social Science Question Paper (Malayalam Medium)

• 8th Standard Social Science First Term Question Paper 2023-24
• 8th Standard Social Science Second Term Question Paper 2023-24
• 8th Standard Social Science Annual Exam Question Paper 2023-24
• 8th Standard Social Science First Term Question Paper 2022-23
• 8th Standard Social Science Second Term Question Paper 2022-23
• 8th Standard Social Science Annual Exam Question Paper 2022-23
• 8th Standard Social Science Annual Exam Question Paper 2021-22
• 8th Standard Social Science Model Question Paper Malayalam Medium

We hope the given Kerala Syllabus 8th Standard Social Science Textbook Solutions, State Syllabus Class 8 Social Science Questions and Answers of Class 8 Social Science Notes Pdf State Syllabus will help you. If you have any queries regarding Social Science Notes Class 8 Kerala Syllabus, SCERT Class 8 Social Science Questions and Answers Part 1 & 2, drop a comment below and we will get back to you at the earliest.