Science Chemistry 2

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• We have seen that our food and clothes have so much variety in them. Not just food and clothes, there is such a vast variety of objects everywhere. We see around us, a chair, a bullock cart, a cycle, cooking utensils, books, clothes, toys, water, stones and many other objects. All these objects have different shapes, colours and uses (Fig. 4.1).
• Look around and identify objects that are round in shape. Our list may include a rubber ball, a football and a glass marble. If we include objects that are nearly round our list could also include objects like apples, oranges, and an earthen pitcher (gharha).
• Suppose we were looking for objects that are edible. We might include all the items that we have listed in Tables 1.1, 1.2 and 1.3 in Chapter 1. We might also find that some of those round shaped objects we just listed out, are also in this group.
• Let us say, we wish to make a group of objects that are made of plastics. Buckets, lunch boxes, toys, water containers, pipes and many such objects, may find a place in this group.
• There are so many ways to group objects! In the above examples we have grouped objects on the basis of their shape or the materials they are made from.
• All objects around us are made of one or more materials. These materials may be glass, metal, plastics, wood, cotton, paper, mud or soil. Can you think of more examples of materials?
• Let us collect as many objects as possible, from around us. Each of us could get some everyday objects from home and we could also collect some objects from the classroom or from outside the school. What will we have in our collection? Chalk, pencil, notebook, rubber, duster, a hammer, nail, soap, spoke of a wheel, bat, matchbox, salt, potato. We can also list objects that we can think of, but, cannot bring to the classroom. For example, wall, trees, doors, tractor, road.
• See all objects from this collection that are made from paper or wood. This way we have divided all objects into two groups. One group has the objects that are made from paper or wood while the other group has the objects that are not made of these materials. Similarly, we could separate the things that are used for preparing food.
• Let us be a little more systematic. List all objects collected, in Table 4.1. Try to identify the materials that each one is made of. It would be fun to make this a large table collecting information about as many objects as possible. It may seem difficult to find out the materials out of which some of these objects are made. In such cases, discuss with your friends, teacher and parents to identify the materials.
• Boojho wants to know, whether we found some materials that were used for making more than one type of an object.
• Table 4.2 Different types of objects that are made from the same material

  • Material
  • Objects made of these materials
• What do we find from these tables? First, we grouped objects in many different ways. We then found that objects around us are made of different materials. At times, an object is made of a single material. An object could also be made of many materials. And then again, one material could be used for making many different objects. What decides which material should be used for making any given object? It seems that we need to know more about different materials.
• Have you ever wondered why tumblers is not made with a piece of cloth? Recall our experiments with pieces of cloth in Chapter 3 and also keep in mind that we generally use a tumbler to keep a liquid. Therefore, would it not be silly, if we were to make a tumbler out of cloth (Fig 4.2)! What we need for a tumbler is glass, plastics, metal or other such material that will hold water. Similarly, it would not be wise to use paper-like materials for cooking vessels.
• Materials usually look different from each other. Wood looks very different from Iron. Iron appears different from copper or aluminium. At the same time, there may be some similarities between iron copper and aluminium that are not there in wood.
• We see then, that we choose a material to make an object depending on its properties, and the purpose for which the object is to be used.
• Collect small pieces of different materials- paper, cardboard, wood, copper wire, aluminium sheet, chalk. Do any of these appear shiny? Separate the shiny materials into a group.
• Now, observe as the teacher cuts each material into two pieces and look at the freshly cut surface (Fig. 4.3). What do you notice? Does the freshly cut surface of some of these materials appear shiny? Include these objects also in the group of shiny materials.
• Do you notice such a shine or lustre in the other materials, cut them anyway as you can? Repeat this in the class with as many materials as possible and make a list of those with and without lustre. Instead of cutting, you can rub the surface of material with sand paper to see if it has lustre.
• For a long time, these substances are insoluble in water.
• Water plays an important role in the functioning of our body because it can dissolve a large number of substances.
• Do liquids also dissolve in water?
• Collect samples of vinegar, lemon juice, mustard oil or coconut oil, kerosene or any other liquid. Take a glass tumbler. Fill it up to half with water. Add a few spoonfuls of one liquid to this and stir it well. Let it stand for five minutes. Observe whether the liquid mixes with water (Fig. 4.5). Repeat the same with other liquids, as many different liquids as are available to you. Write your observations in Table 4.4.
• Table 4.4 Solubility of some common liquids in water

  • Liquid
  • Mixes well/Does not mix
• We notice that some liquids get completely mixed with water. Some others do not mix with water and form a separate layer when kept aside for some time.
• Boojho suggests that we also check if the liquids that we used in Activity 5, mix well with some liquid other than water.
• Paheli is curious to know whether gases also dissolve in water.
• Some gases are soluble in water whereas others are not. Water, usually, has small quantities of some gases, dissolved in it. For example, oxygen gas dissolved in water is very important for the survival of animals and plants that live in water.
• While doing Activity 4, you might have noticed that the insoluble solids, separated out from water. You may have also noticed this with some liquids in Activity 5. Some of these materials that did not mix with water, floated to the surface of water. Others may have sunk to the bottom of the tumbler, right? We notice many examples of objects that float in water or sink (Fig. 4.6). Dried leaves fallen on the surface of a pond, a stone that you throw into this pond, few drops of honey that you let fall into a glass of water. What happens to all of these?
• Boojho would like you to give him five examples each, of objects that float and those that sink in water. What about testing these same materials to see if they float or sink in other liquids like oil?
• You might have played the game of hide and seek. Think of some places where you would like to hide so that you are not seen by others. Why did you choose those places? Would you have tried to hide behind a glass window? Obviously not, as your friends can see through that and spot you. Can you see through all the materials? Those substances, or materials, through which things can be seen, are called transparent (Fig 4.7). Glass, water, air and some plastics are examples of transparent materials.
• Shopkeepers usually prefer to keep biscuits, sweets and other eatables in transparent containers of glass or plastic, so that buyers can easily see these items (Fig. 4.8).
• On the other hand, there are some materials through which you are not able to see. These materials are called opaque. You cannot tell what is kept in a closed wooden box, a cardboard carton or a metal container. Wood, cardboard and metals, are examples of opaque materials.
• Do we find that we can group all materials and objects, without any confusion, as either opaque or transparent?
• Take a sheet of paper and look through it towards a lighted bulb. Make a note of your observation. Now, put 2-3 drops of oil on the paper and look through it again towards the lighted bulb. Make another note of your observation.