HEAT

DIAGRAM 1.1: FIRE TRAY DIAGRAM 1.2: STEEL WOOL AND

BATTERY

DIAGRAM 1.3: LYE AND WATER

Ex. no: 1
SOURCES OF HEAT

AIM:
To observe and experience the sources of heat.
MATERIALS REQUIRED:
Aluminium tray- 3, Isopropyl- alcohol, Paper, 9V battery, Sodium Hydroxide, 100 ml
beaker, stirring rod, Magnifying glasses-3.
PROCEDURE:

CASE1: CASE 2: Pour about a teaspoon of Iye into

Burn a piece of paper in the Touch both terminals of the a beaker half full of water and

sand tray battery to the steel wool stir. Touch the base to feel the

strands heat created by the reaction.

OBSERVATION 1 OBSERVATION 2 OBSERVATION 3

1. The paper catches fire and 1. The steel wool begins to

1. The Iye dissolves in water.
burns. glow.
2. The solution may change color
2. Smoke may be produced 2. The steel wool combusts
or temperature.
during combustion. briefly.
3. Heat is felt when touching the
3. Ash residue may remain in 3. Heat is generated during
base of the beaker.
the sand tray. combustion.
INFERENCE

Source 1: Combustion Source 2: Electric current Source 3: Chemical

reaction
The source of heat in this The source of heat in this group The source of heat in this

group is the direct application is the electrical current from group is the chemical

of an open flame (burning the battery. reaction between Lye and

paper) to the sand. The heat generated during the water.

The heat generated during the combustion of steel wool is a The heat felt when touching

combustion of paper results result of the electrical the base of the beaker is a

from the chemical reaction of resistance in the steel wool, consequence of the

paper with oxygen in the air. leading to its heating and exothermic reaction that

subsequent combustion. occurs as Iye dissolves in

water.

RESULT:
Thus the heat originating from combustion, electricity and chemical reactions were
experienced and observed.
DIAGRAM 2: BALL AND RING
APPARATUS
Ex. no: 2
THE BALL AND RING

AIM:
To observe the effect of heating and cooling on solids.
MATERIALS REQUIRED:
Ball and ring apparatus-3
Bunsen burner- 3
OBSERVATION:
Case 1: Cool Ball and Ring Fit Case 2: Heat the Ball and Attempt Case 3: Heat the Ring and Fit
to Fit Through Ring the Cool Ball Through

OBSERVATION 1 OBSERVATION 2 OBSERVATION 3

The ball easily fits through

The ball easily fits through The ball no longer fits through
the ring after heating the
the ring when both are cool. the ring when heated.
ring.

INFERENCE

INFERENCE 1 INFERENCE 2 INFERENCE 3

Heating the ring likely

Heating the ball causes it to
The fit between the cool ball causes it to expand, creating
expand, preventing it from
and ring is initially suitable. a larger opening through
fitting through the ring.
which the ball can easily fit.

RESULT
Thus the change in the fit as a result of the expansion of the materials due to
temperature changes was observed.
DIAGRAM 3.1: CASE 1 SET-UP DIAGRAM 3.2: CASE 2 SET-UP
Ex. no: 3
LIQUIDS AND GASES

AIM:
To observe the effect of heating and cooling on liquids and gases
MATERIALS REQUIRED:
Lab stand-3, Ring clamp and wire gauze- 3, Erlenmeyer flask- 3, One-holed rubber
stopper- 3, Glass tubing- 3, Cold water, Food coloring, Bunsen burner
OBSERVATION:

Case1: Glass Tube and Water Case 2: Balloon and Flask

Fill the flask with cold water and seal it Stretch a balloon over the top of the flask,
with a rubber stopper. Heat the flask and heat the flask, and observe the inflation of
observe the water level in the glass tube. the balloon.

OBSERVATION 1 OBSERVATION 2

1. Initially, the water level in the tube is 1. The balloon is initially deflated.

low. 2. As the flask is heated, the balloon

2. When the flask is heated, the water inflates.

rises in the tube. 3. Upon cooling, the balloon deflates.

3. Upon cooling, the water level in the tube

decreases.
Ex. no: 3
LIQUIDS AND GASES

INFERENCE

INFERENCE 1 INFERENCE 2

1. The rising and falling water levels in the 1. The inflation and deflation of the balloon

tube indicate the expansion and demonstrate the expansion and contraction

contraction of liquid inside the flask as it of air inside the flask upon heating and

is heated and cooled. cooling.

2. Liquid volume changes in response to 2. The balloon serves as a visual indicator of

temperature variations. changes in air pressure.

RESULT
Thus the effect of heating and cooling, causing changes in volume of the liquid and air
pressure was observed.
DIAGRAM 4.1: SET-UP 1

DIAGRAM 4.2: SET-UP 2

Ex. no: 4
CONDUCTION AND RADIATION

AIM:
To observe conduction and radiation of heat.
MATERIALS REQUIRED:
Copper rod- 3, Bunsen Burner- 3, High intensity light bulb-1, Glass pane-1.
OBSERVATION:

Case1: Metal Rod and Heating Case 2: High-Intensity Light Bulb and
Heat one end of the metal rod, and observe Glass Pane
students holding the rod horizontally. Turn on the high-intensity light bulb,
have students feel radiant heat, and pass
a glass pane between their hands and
the bulb.

OBSERVATION 1 OBSERVATION 2

1. As the heat travels down the rod, 1. Students feel radiant heat from the
students sequentially let go of the rod. high-intensity light bulb.
2. The metal rod becomes too hot to hold at 2. The radiant heat is felt even when the
the heated end. glass pane is between hands and the bulb.
3. The transfer of heat along the rod is
evident by students releasing it sequentially.
Ex. no: 4
CONDUCTION AND RADIATION

INFERENCE INFERENCE 1 INFERENCE 2

1. The students releasing the rod 1. The ability of students to feel radiant
sequentially indicates that heat conducted heat even with the glass pane between their
along the metal rod. hands suggests heat transfer through
2. Conduction is the mode of heat transfer radiation.
observed, as heat moves through the metal 2. Radiation is the mode of heat transfer
rod from the heated end to the cooler end. observed, as the high-intensity light bulb
3. The metal rod becomes hot due to the emits radiant heat that can be felt by the
conduction of heat from the heated end. students.
3. The radiant heat from the bulb travels
through space and the glass pane, affecting
the perception of heat by students.

RESULT
Thus conduction and radiation of heat through solid and space was observed.
DIAGRAM 5.1: CASE 1 SET-UP

DIAGRAM 5.2: CASE 2 SET-UP

Ex. no: 5
CONVECTION

AIM:
To observe convection of heat in liquids and gases.
MATERIALS REQUIRED:
Light source, Candle, Fish tank, 2 beakers, Jars with lid-2, Kettle, icecubes, Red and blue
food colouring.
OBSERVATION:

Case1: Jars in fish tank

Case 2: Candle and air currents
Place jars with different temperature
Light a candle, observe the flame's
water within the fish tank, then gently
characteristics, and blow on the candle.
unscrew the lids one after another.

OBSERVATION 1 OBSERVATION 2

1. The blue cool water in Jar 1 and the red 1. The candle flame exhibits a grey
hot water in Jar 2 have distinct behaviors shadow, and air currents above the flame
when the lids are unscrewed. become visible.
2. As the lids are unscrewed, there may be 2. When blowing on the candle, the flame
movement or currents observed within the flickers and may be extinguished.
fish tank.
Ex. no: 5
CONVECTION

INFERENCE

INFERENCE 1 INFERENCE 2

1. The behavior of water in Jar 1 and Jar 1. The visible air currents above the candle
2 when lids are unscrewed indicates flame suggest convection occurring due to
convection currents within the fish tank. the heating of air.
2. The convection currents in the fish 2. The convection currents above the candle
tank are likely caused by the temperature flame are a result of the heated air rising
differences between the water in the jars and cooler air moving downward to replace
and the normal temperature water in the it.
fish tank.
3. The water with higher temperature
shows convection by moving towards the
water surface

RESULT
Thus convection was observed in liquid and air due to change in temperature.
MAGNETISM
 DISCOVERY OF MAGNETS

How Magnets Were Discovered

It is said that, there was
a shepherd named Magnes,
who lived in ancient
Greece. He used to take his
herd of sheep and goats to
the nearby mountains for
grazing. He would take a
stick with him to control
his herd. The stick had a
small piece of iron
attached at one end. One
day he was surprised to
find that he had to pull
hard to free his stick from
a rock on the mountainside
. It seemed as if the stick
was being attracted by the
rock.

The rock was a natural magnet and it attracted the iron tip
of the shepherd's stick. It is said that this is how natural
magnets were discovered. Such rocks were given the name
magnetite, perhaps after the name of that shepherd.
Magnetite contains iron. Some people believe that magnetite
was first discovered at a place called Magnesia. The
substances having the property of attracting iron are now
known as magnets.

In any case, people now have discovered that certain rocks

have the
property of attracting pieces of iron. They also found that
small pieces of these rocks have some special properties.
They named these naturally occurring materials magnets.
Later on the process of making magnets from pieces of iron
was discovered. These are known as artificial magnets.
Nowadays artificial magnets are prepared in different
shapes. For example, bar magnet, horseshoe magnet,
cylindrical or a ball-ended magnet.
DIAGRAM 6: ATTRACTIVE PROPERTY OF
MAGNET
Ex. no: 6
ATTRACTIVE PROPERTY OF A MAGNET

AIM:
To observe the attractive property of a magnet

MATERIALS REQUIRED:
Magnetite-1, Steel objects, Strong magnet, Cardboard box.

OBSERVATION:

Case1: Case 2:
Case 3:
Put magnetite in a box with Gather and test materials
Lower the magnet in a pile
other rocks and use a strong that might be attracted by
of brads, tacks, or pins
magnet to locate it the magnet

OBSERVATION 1 OBSERVATION 2 OBSERVATION 3

Using a strong magnet to Testing different materials Attraction observed in

locate magnetite among other with the magnet. brads, tacks, or pins.
rocks. Magnetite was Varies depending on
attracted to the magnet. material type.
Ex. no: 6
ATTRACTIVE PROPERTY OF A MAGNET

INFERENCE

INFERENCE 1 INFERENCE 2 INFERENCE 3

1. Magnetite is attracted to 1. Various materials showed 1. Brads, tacks, or pins were

the strong magnet, enabling different responses when attracted to both ends and
its identification among other tested with the magnet, the middle of the magnet when
rocks. indicating different magnetic lowered into the pile,
properties. illustrating the magnetic
2. The observed attraction in field's influence on nearby
materials during testing objects.
suggests the presence or 2. The specific patterns of
absence of magnetic attraction in brads, tacks, or
properties in those materials. pins indicate the magnetic
field's orientation and
strength at different points
along the magnet.

RESULT
Thus the attractive property of magnet on various materials were observed.
DIAGRAM 7: POLES OF A MAGNET
Ex. no: 7
FINDING THE NORTH

AIM:
To observe and identify the poles of the magnet
MATERIALS REQUIRED:
Bar magnets-3, Large paper clips- 3, Strings 2 feet- 3, 1 map compass.
OBSERVATION:

ACTIVITY OBSERVATION

Attach a paper clip to the end of each Magnets hanging from strings rotate
string and attach the string to the and orient themselves in a north/south
ceiling. Then mount a magnet on each direction.
stirrup.
INFERENCE
INFERENCE

1. The rotation and eventual orientation of the magnets in a north/south direction indicate their
alignment with the Earth's magnetic field.
2. The behavior observed is a result of the interaction between the magnets and the Earth's
magnetic field.
3. The Earth's magnetic field influences the alignment of magnets, causing them to align along the
north/south axis.
4. This phenomenon is consistent with the magnetic properties of Earth and the behavior of
magnets in a magnetic field.
5. The experiment demonstrates the magnetic sensitivity of magnets to the Earth's magnetic field,
resulting in the observed rotation and alignment.

RESULT
Thus the poles of a magnet aligning with earth’s magnetic field was observed.
DIAGRAM 8: PROPERTIES OF MAGNET
Ex. no: 8
MAGNETIC SPRING

AIM:
To observe and experience the force of attraction and repulsion between the magnets
MATERIALS REQUIRED:
5 disc magnets, 2 bar magnets, 1 pencil with diameter slightly smaller than the disc
magnets.
OBSERVATION:
ACTIVITY OBSERVATION

Students each hold one of the magnets 1. Either a strong force attracting or
and move them towards each other. repelling the other magnet was felt.
2. Attraction or repulsion was observed
between magnets.

INFERENCE

INFERENCE

1. The observed force between the magnets is dependent on their magnetic

orientation relative to each other.
2. Attraction is observed when opposite poles (north and south) of the magnets
face each other.
3. Repulsion is observed when like poles (north and north or south and south) of
the magnets face each other.
RESULT
Thus the force of attraction and repulsion between the magnets based on their poles was
observed.
DIAGRAM 9: MAGNET LINES OF FORCE
Ex. no: 9
LINES OF FORCE

AIM:
To observe magnetic lines of force induced by a magnet
MATERIALS REQUIRED:
2- strong magnets, 1 piece of cardboard, iron filings in a salt shaker
OBSERVATION:
ACTIVITY OBSERVATION

1. Lay the magnets flat on a surface, 1. Iron filings align along the magnetic
parallel, with north-south alignment. Place field lines, forming visible patterns.
cardboard above and sprinkle iron filings 2. Visible lines of force observed between
over. the magnets with north-south alignment
2. Repeat the same with magnets aligned and vice versa
with north and south poles facing each
other.

INFERENCE:
INFERENCE

1. The alignment of iron fillings along visible patterns indicates the presence of magnetic field lines.
2. Iron fillings serve as indicators, revealing the magnetic field lines created by the magnets.
3. With north-south alignment, the observed lines of force show the direction of the magnetic field
between the magnets.
4. The patterns change when magnets are aligned with north-north/south-south, illustrating the
altered magnetic field configuration.
5. The experiment demonstrates the influence of magnetic pole alignment on the formation of
magnetic field lines.
RESULT
Thus the magnetic lines of force based on magnetic pole alignment was observed.
ELECTRICITY
 THE HISTORY OF THALES

Who was Thales?

Thales of Miletus lived in
Ancient Greece. He was the
first scientist in history.

Thales looked for patterns

in nature to explain the
way the world worked rather
than believing everything
happened only because one
of the Greek gods commanded
it. He replaced
superstitions with science.

One sunny day, Thales decided to take a stroll through the

bustling market of Miletus. As he meandered through the
lively crowd, he noticed something peculiar. A street
performer, who was entertaining the crowd with magic tricks,
accidentally discovered a fascinating phenomenon.

The performer had a small piece of amber in his hand, which

he used to attract small pieces of straw and feathers from
the ground. Thales, being the curious philosopher that he
was, approached the street performer to inquire about this
magical display.

The performer explained that he had rubbed the amber with a

piece of fur, and somehow, it gained the ability to attract
lightweight objects. Intrigued by this mysterious force,
Thales decided to experiment with it himself.
 THE HISTORY OF THALES

He acquired a piece of amber and a piece of fur from a nearby

merchant. Thales went to a quiet spot in the market, away from the
bustling crowd, and rubbed the amber vigorously with the fur. To
his amazement, when he brought the charged amber close to small
pieces of straw, they were attracted to it, just as he had
witnessed earlier.

Thales couldn't contain his excitement. He began experimenting

with different materials and observed how certain objects, when
rubbed, gained the ability to attract lightweight items. This
mysterious force fascinated him, and he realized that he had
stumbled upon something significant.

Word of Thales' discovery spread throughout Miletus, and soon, his

fellow philosophers and curious minds gathered to witness these
magical demonstrations. Thales had uncovered the enchanting world
of static electricity, a force that would continue to captivate
and intrigue scientists for centuries to come.

And so, the tale of Thales and the discovery of static electricity
became a legendary story in the history of science, highlighting
the power of curiosity and observation in unraveling the secrets
of the natural world.
DIAGRAM 10: CHARGING A ROD
Ex. no: 10
GENERATION OF STATIC ELECTRICITY

AIM:
To observe and understand the generation of static electricity.
MATERIALS REQUIRED:
1 rod or strip of polyethylene, 1 piece of woolen cloth or fur, 1 strip of paper, styrofoam
packing pellets, 1 piece of string, 1 inflated balloon.
OBSERVATION:
Case1:
Charge the rod by rubbing it with woolen cloth or fur paper. Bring the charged rod near a
strip of paper, styrofoam pellets, balloon and person’s hair

OBSERVATION 1

Attraction of paper strip, styrofoam pellets and balloon and raising of hair towards the
charged rod is observed.

INFERENCE

1. The attraction observed in the paper strip suggests the presence of static electricity on the charged
rod.
2. Styrofoam pellets are attracted to the charged rod, indicating the ability of static electricity to
influence lightweight objects.
3. The charged rod's ability to attract a piece of string or a balloon demonstrates the presence of static
electricity and its effect on objects with opposite charges.
4. The rising of a person's hair when the charged rod is brought near indicates the transfer of charge
and the repulsion of like charges in the hair.
5. The consistent attraction of various objects to the charged rod showcases the behavior of static
electricity in different scenarios.

RESULT
Thus the generation of static electricity was observed.
DIAGRAM 11: ATTRACTION
Ex. no: 11
ATTRACTIVE POWER OF STATIC ELECTRICITY

AIM:
To observe and understand the attractive power of static electricity

MATERIALS REQUIRED:
1 inflated balloon, string, 1 piece of silk, 1 piece of glass rod, water bottle. plexi glass, rice

OBSERVATION:n was observed and understood.

Case 1: Case 2: Case 3:

Tie an inflated balloon Punch a small hole in the side Make two stacks of books
hanging from the ceiling. of the plastic bottle, cover it or wood, hold Plexiglass or
Charge the rod and bring it with masking tape. Fill with glass suspended over the
near the balloon. water, elevate, and remove tape. table. Sprinkle puffed rice or
Bring charged rod near the Styrofoam underneath.
water.

OBSERVATION 1 OBSERVATION 2 OBSERVATION 3

Attraction of puffed rice or

Attraction of the balloon to Interaction between the
Styrofoam to the underside
the charged rod due to static charged rod and the water
of the glass due to static
electricity. stream due to static electricity.
electricity
Ex. no: 11
ATTRACTIVE POWER OF STATIC ELECTRICITY

INFERENCE
INFERENCE

The consistent observations of attraction between the charged rod and different objects,

such as a balloon, water stream, and lightweight materials, demonstrate the fundamental

principle of static electricity. When the rod is charged, it induces a temporary electrical

polarization in nearby objects, resulting in either attraction or repulsion based on the

charge interaction. This supports the idea that opposite charges attract, showcasing the

basic principles of electrostatic forces.

RESULT
Thus the attractive power of static electricity resulting due to polarization was observed
and understood.
DIAGRAM 12 REPULSION
Ex. no: 12
REPULSIVE POWER OF STATIC ELECTRICITY

AIM:
To observe and understand the repulsive power of static electricity

MATERIALS REQUIRED:
2 small lightweight balloons, such as those used for water balloons, string, masking tape,
1 piece of woolen cloth.

OBSERVATION:

Case 1: Inflate balloons, tie to a string forming a Y shape. Attach to ceiling.

Charge one balloon by rubbing with woolen cloth. Release and observe.

OBSERVATION

Repulsion observed between charged balloon and the uncharged balloon due to static

electricity.
Ex. no: 12
REPULSIVE POWER OF STATIC ELECTRICITY

INFERENCE:
INFERENCE

1. The charged balloon moved away from the uncharged balloon after being

released.

2. The observed repulsion suggests that the charged balloon acquired an excess of

negative charge.

3. When the charged balloon was released, the like charges (negative) on both

balloons resulted in repulsion.

4. Repulsive static electricity is demonstrated by the separation of the balloons,

indicating the presence of similar charges (negative) on the charged balloon and

the repulsion between them.

5. This experiment illustrates the fundamental principle of electrostatic repulsion,

where like charges push each other away.

RESULT
Thus the repulsive power of static electricity resulting due to polarization was observed
and understood.
DIAGRAM 13 ELECTROPHORUS
Ex. no: 13
TRANSFER OF CHARGES

AIM:
To create an instrument to transfer charges

MATERIALS REQUIRED:
1 aluminum pie pan, 1 pencil with a rubber eraser, 1 thumb tack, 1 Styrofoam plate, 1
woolen cloth

OBSERVATION:

Case 1:
Make a handle for the pie pan, rub Styrofoam with cloth, and charge the
electrophorus. Discharge by touching and recharge.

OBSERVATION 1

After charging, the pie pan adheres to the Styrofoam plate. Discharging produces a

spark when knuckles are brought near.

Ex. no: 13
TRANSFER OF CHARGES

INFERENCE
INFERENCE

1. The rubbing of the Styrofoam plate generates static electricity on the surface of the

plate.

2. The pie pan, when pushed against the charged Styrofoam, acquires a charge through

induction.

3. Adherence of the pie pan to the Styrofoam indicates the presence of static electricity

and the electrostatic force between the charged objects.

4. Discharging the electrophorus by touching produces a spark, signifying the release of

accumulated static charge.

5. The electrophorus can be recharged by simply placing it back on the Styrofoam plate,

showcasing the reusability of the electrostatic charging process.

RESULT
Thus an instrument to transfer charges was created.