English Grammar - Modal Verbs

Modal Verbs — Complete Guide

Modal verbs are special helping verbs that go before the main verb in a sentence. They help us show feelings and ideas like:

• ability (can I do it?)
• permission (am I allowed?)
• possibility (might it happen?)
• certainty (is it sure?)
• obligation (do I have to?)

Modal verbs don't change their form (no -s, -ing, -ed endings). For example, we say "He can swim" NOT "He cans swim."

Why don't modal verbs change?
Because modal verbs are not "action" verbs — they are "helper" verbs. Their job is just to add meaning (like ability or permission) to the main verb. Since they always work the same way no matter who is speaking (I, you, he, she, we, they), they never change their spelling.

The main modal verbs are: can, could, may, might, must, shall, should, will, would

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1. CAN (Ability or Permission — Present)

What it shows: Something you are able to do right now, or asking if you're allowed to do something.

Why we use "can": We use "can" when we talk about the present time and something is truly possible or someone has the skill to do it.

1. I can ride a bicycle. (Why: I have learned this skill, so I am able to do it.)
2. She can speak three languages. (Why: She has the ability because she learned them.)
3. Can I go outside to play? (Why: Asking for permission to do something now.)
4. Birds can fly high in the sky. (Why: This is a natural ability birds have.)
5. We can finish this homework quickly. (Why: It is possible for us to do it fast.)
6. My dog can jump very high. (Why: Showing the dog's physical ability.)
7. Can you open the door for me? (Why: Asking someone if they are able/willing to help.)
8. Fish can breathe underwater. (Why: A natural ability of fish.)
9. You can borrow my book. (Why: Giving permission to someone.)
10. I can hear the music from here. (Why: It is possible for me to hear it right now.)

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2. COULD (Ability in the Past, or Polite Request)

What it shows: Something you were able to do before (but maybe not now), or a polite way to ask for something.

Why we use "could": We use "could" for past ability because it is the past form of "can." We also use it to be more polite than "can" when asking questions — it sounds softer and more respectful.

1. When I was five, I could not read. (Why: Talking about what I was unable to do in the past.)
2. My grandfather could run very fast when he was young. (Why: Showing his ability long ago, not now.)
3. Could you please pass the salt? (Why: A polite way to ask, softer than "Can you.")
4. Could I borrow your pencil? (Why: Politely asking for permission.)
5. They could solve the puzzle after trying many times. (Why: Past ability — they succeeded before now.)
6. She could swim across the lake when she was young. (Why: An ability she had in the past.)
7. Could you help me carry this bag? (Why: Polite request for help.)
8. I could not sleep last night. (Why: Describing inability in the past.)
9. We could see the stars clearly from the rooftop. (Why: Past ability to see something.)
10. Could I ask you a question? (Why: A gentle, polite way to ask permission.)

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3. MAY (Permission or Possibility)

What it shows: Asking politely if something is allowed, or saying something has a good chance of happening.

Why we use "may": "May" is a formal and polite word. We use it when we want to sound respectful while asking permission, or when we are fairly confident something could happen.

1. May I use the bathroom, please? (Why: A polite, formal way to ask permission.)
2. It may rain later today. (Why: Showing a real possibility based on the weather.)
3. You may leave the class now. (Why: Giving formal permission.)
4. She may come to the party tonight. (Why: It's possible, but not 100% certain.)
5. We may win the match if we try hard. (Why: Showing a hopeful possibility.)
6. May I sit here? (Why: Politely asking for permission to sit.)
7. He may be at home right now. (Why: A guess that seems likely.)
8. You may take one cookie. (Why: Giving permission for a limited action.)
9. The train may be late due to traffic. (Why: A possible outcome based on a reason.)
10. May I ask you something important? (Why: Formally and politely asking permission to speak.)

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4. MIGHT (Weaker Possibility)

What it shows: Something that could happen, but you are less sure than when using "may."

Why we use "might": We use "might" when we are only guessing and not very confident. It shows more doubt than "may."

1. I might go to the beach this weekend. (Why: Just a possible plan, not decided yet.)
2. He might be sick, that's why he's absent. (Why: A guess about why he's not here.)
3. It might snow tonight. (Why: A weak possibility based on cold weather.)
4. She might not like this movie. (Why: Unsure guess about her opinion.)
5. They might arrive late because of traffic. (Why: A possible outcome, not certain.)
6. I might buy a new phone next month. (Why: An uncertain future plan.)
7. We might visit grandma this weekend. (Why: A plan that is not fully confirmed.)
8. He might forget his homework again. (Why: A guess based on past behavior.)
9. The shop might be closed today. (Why: Unsure, just a possible guess.)
10. She might join us for dinner. (Why: Her coming is only a possibility, not sure.)

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5. MUST (Strong Obligation or Certainty)

What it shows: Something that is very necessary or required, or something you strongly believe is true.

Why we use "must": We use "must" when there is no choice — it's a strict rule or very important duty. We also use it when we are almost 100% sure about something, based on strong evidence.

1. You must wear a seatbelt in the car. (Why: It's a safety rule — not optional.)
2. Students must complete their homework. (Why: A required duty set by the teacher.)
3. He must be tired after running so much. (Why: A strong, confident guess based on evidence.)
4. We must be quiet in the library. (Why: A strict rule that everyone must follow.)
5. You must brush your teeth every day. (Why: A necessary habit for health.)
6. She must be the new student; I've never seen her before. (Why: Strong certainty based on clues.)
7. You must finish your vegetables before dessert. (Why: A required rule at home.)
8. Drivers must stop at a red light. (Why: A strict traffic law.)
9. He must have forgotten his umbrella; it's not here. (Why: Strong logical conclusion.)
10. We must save water every day. (Why: An important responsibility for everyone.)

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6. SHALL (Future Action or Suggestion)

What it shows: Talking about the future (mostly with I/we), or politely suggesting something.

Why we use "shall": "Shall" is often used in formal English to talk about future plans with "I" or "we." It's also used to make friendly suggestions, especially in questions.

1. I shall see you tomorrow. (Why: A formal way to state a future plan.)
2. Shall we go to the park now? (Why: A polite suggestion to do something together.)
3. We shall overcome this problem together. (Why: Expressing a strong future promise.)
4. Shall I open the window? (Why: Offering to do something, politely.)
5. I shall call you after dinner. (Why: A formal statement about a future action.)
6. Shall we begin the meeting? (Why: A polite suggestion to start.)
7. I shall return your book tomorrow. (Why: A formal promise about the future.)
8. Shall I help you with your bags? (Why: Politely offering help.)
9. We shall meet again soon. (Why: A formal future plan.)
10. Shall we try a different approach? (Why: Suggesting a new idea politely.)

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7. SHOULD (Advice or Suggestion)

What it shows: Giving advice about what is the right or best thing to do.

Why we use "should": We use "should" to tell someone (or ourselves) what is a good idea to do, without forcing them like "must" does. It's softer and more like helpful advice.

1. You should eat more vegetables. (Why: Friendly advice for good health.)
2. She should study harder for her exams. (Why: Suggesting a helpful action.)
3. We should help our friends when they are sad. (Why: Good advice about being kind.)
4. You should not talk during class. (Why: Advice about good behavior.)
5. He should apologize for his mistake. (Why: The right thing to do in this situation.)
6. You should wear a jacket; it's cold outside. (Why: Helpful suggestion based on weather.)
7. We should recycle more to help the earth. (Why: Good advice for the environment.)
8. She should see a doctor if she feels sick. (Why: Sensible advice for health.)
9. You should finish your homework before playing. (Why: Suggesting the better order of tasks.)
10. They should arrive early to get good seats. (Why: Smart advice for planning ahead.)

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8. WILL (Future Action or Promise)

What it shows: Talking about something that will happen in the future, or making a strong promise.

Why we use "will": We use "will" when we are confident about the future or when we want to promise to do something. It shows determination or certainty.

1. I will finish my project by Friday. (Why: A confident promise about the future.)
2. It will rain tomorrow, says the weather report. (Why: A confident prediction.)
3. She will call you when she arrives. (Why: A promise about a future action.)
4. We will win this game! (Why: Showing strong confidence and determination.)
5. I will always be your friend. (Why: A strong, lasting promise.)
6. He will join the team next year. (Why: A confident statement about the future.)
7. I will clean my room after lunch. (Why: A clear plan/promise for later.)
8. They will arrive at 5 PM. (Why: A confident prediction about timing.)
9. I will never give up on my dreams. (Why: A strong personal promise.)
10. The sun will rise tomorrow. (Why: A fact we are completely sure about.)

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9. WOULD (Polite Request or Imagined Situation)

What it shows: A polite way to ask something, or talking about things that are imaginary or not real.

Why we use "would": "Would" is more polite than "will," so we use it to be respectful when asking questions. We also use it to imagine situations that are not true right now ("if" sentences).

1. Would you like some ice cream? (Why: A polite way to offer something.)
2. If I had wings, I would fly. (Why: Imagining something impossible or unreal.)
3. Would you help me with this box? (Why: A polite request for help.)
4. She said she would come to the party. (Why: Talking about a past promise.)
5. I would love to visit Paris someday. (Why: Expressing a wish politely.)
6. If I were rich, I would buy a big house. (Why: Imagining an unreal situation.)
7. Would you mind closing the door? (Why: Extra polite way to ask for a favor.)
8. I would like a glass of water, please. (Why: A polite way to request something.)
9. If it rained, we would stay inside. (Why: Imagining a possible future scenario.)
10. He would always help others when he was younger. (Why: Describing a repeated habit in the past.)

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Quick Summary Table 📝

Modal Verb	Used For	Why
Can	Ability now, permission	Shows what's possible right now
Could	Ability before, polite request	Past form of "can"; sounds more polite
May	Permission, possibility	Formal and respectful
Might	Weak possibility	Shows low confidence, just a guess
Must	Strong rule, certainty	No choice — very necessary or sure
Shall	Future, suggestion	Formal future plans or friendly suggestions
Should	Advice	Softer than "must" — helpful suggestion
Will	Future, promise	Shows confidence and determination
Would	Polite request, imagination	More polite than "will"; used for unreal situations

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Important Rule to Remember 🔑

Modal verbs are always followed by the base form of the verb (like "go," "eat," "play") — never with "to" or an "-ing" ending!

Why? Because the modal verb already tells us the time or feeling (past, future, possibility, etc.), so the main verb doesn't need any extra endings. It just stays simple!

✅ Correct: She can swim.
❌ Wrong: She can to swim / can swimming.

✅ Correct: He should go home.
❌ Wrong: He should goes / should going home.

CBSE Class VIII English (Poorvi) Unit 5: Science and Curiosity — Bibha Chowdhuri: The Beam of Light that Lit the Path for Women in Indian Science Questions and Answers

Bibha Chowdhuri: The Beam of Light that Lit the Path for Women in Indian Science

Unit 5: Science and Curiosity | Poorvi | Questions and Answers

Let us do these activities before we read

Word web: Qualities of a scientist.

I

Work in pairs. What qualities do you associate with a scientist? Share your answers with your classmates and teacher. Complete the word web given below.

Sample answers. (Answers will differ from student to student.) Qualities that the chapter shows in Bibha Chowdhuri and other women scientists are:

• persistence (she kept doing something difficult)
• tenacity and determination
• brilliance
• curiosity (she delved deeper into cosmic rays)
• courage (she defied the odds)
• hard work (she continued her work tirelessly)

Pictures of women scientists, with a rocket and a spacecraft path from Earth to the Moon.

II

Some pictures of women scientists are given below. What do you know about their work? Share your answers with your classmates and teacher.

Answers will differ from student to student. The chapter tells us about the following women:

• Bibha Chowdhuri was India's first woman physicist. She worked on cosmic rays and discovered pi-mesons, a subatomic particle.
• Dr. Ritu Karidhal Srivastava, the 'Rocket Woman of India', played a pivotal role in ISRO's Mars Orbiter Mission and led work in Chandrayaan-2 and Chandrayaan-3.
• Over 50 women contributed to Chandrayaan-3. They worked on autonomous systems for spacecraft and managed mission-critical operations.

Let us read

Bibha Chowdhuri, India's first woman physicist.

The star HD 86081 in the constellation Leo, renamed 'Bibha' in 2019.

Let us discuss

I

Arrange the following events from Bibha Chowdhuri's life in the correct order of occurrence. Share your answers with your classmates and teacher.
1. The International Astronomical Union (IAU) honoured her legacy by renaming a star in the constellation Leo—HD 86081—as 'Bibha'.
2. She became the first woman faculty member at the Tata Institute of Fundamental Research (TIFR).
3. Bibha Chowdhuri was born in pre-independent India.
4. The Government of India declared a chair professorship in Bibha's name.
5. She joined the University of Manchester under the guidance of the celebrated Nobel Laureate, Patrick M.S. Blackett.
6. She was nominated for a Nobel Prize by Erwin Schrödinger.

1. Bibha Chowdhuri was born in pre-independent India. (Statement 3; born in 1913 in Kolkata)
2. She joined the University of Manchester under the guidance of the celebrated Nobel Laureate, Patrick M.S. Blackett. (Statement 5; 1945)
3. She became the first woman faculty member at the Tata Institute of Fundamental Research (TIFR). (Statement 2; 1949)
4. She was nominated for a Nobel Prize by Erwin Schrödinger. (Statement 6; 1950)
5. The International Astronomical Union (IAU) honoured her legacy by renaming a star in the constellation Leo—HD 86081—as 'Bibha'. (Statement 1; 2019)
6. The Government of India declared a chair professorship in Bibha's name. (Statement 4; 2020)

Let us think and reflect

I. Read the given extracts and answer the questions that follow.

Extract 1: "In 1945, Bibha's academic journey took her to the University of Manchester..."

1 (i)

Why is the mention of Patrick M.S. Blackett, a Nobel Laureate, significant in this extract?

It shows that Bibha studied under a very famous and respected scientist. This tells us that her work was of a high standard and that she was working at the top level of science.

1 (ii)

What can be inferred about the public perception of women scientists in the 1940s from the title given to her by the press 'India's New Woman Scientist'?
A. Women scientists were widely accepted and celebrated at that time.
B. The world was still doubtful about the capabilities of women scientists.
C. Women scientists were as common and renowned as men in the 1940s.
D. Women were not allowed to study sciences or pursue scientific careers.

B. The world was still doubtful about the capabilities of women scientists. The text says the title "reflected the awe she inspired in a world still sceptical of her capabilities".

1 (iii)

In the phrase 'celebrated Nobel Laureate,' the word 'celebrated' refers to all of the following EXCEPT someone who is
A. famous and highly respected
B. frequently seen in public
C. renowned for their achievements
D. well-regarded in their field

B. frequently seen in public. 'Celebrated' means famous, respected and known for achievements. It does not mean that the person is often seen in public.

1 (iv)

Complete the following sentence suitably. The phrase 'She has an eye for Cosmic Rays' suggests that __________.

The phrase 'She has an eye for Cosmic Rays' suggests that she had a special skill and keen interest in studying cosmic rays, and she was able to notice and understand them very well.

Extract 2: "The journey from Bibha Chowdhuri's era to today's women scientists has been long and arduous..."

2 (i)

What can be inferred about the challenges faced by women scientists today, as compared to Bibha Chowdhuri's era?
A. Women scientists no longer face any barriers.
B. The challenges remain, but progress has been made.
C. The struggles have become more difficult over time.
D. The struggles are the same as they were for Chowdhuri.

B. The challenges remain, but progress has been made. The extract says it is a reminder of "how far we've come—and how much further we have to go".

2 (ii)

The phrase 'Bibha Chowdhuri's legacy lives on' suggests that __________.

The phrase 'Bibha Chowdhuri's legacy lives on' suggests that her work and her example are still remembered and continue to inspire young women who want to pursue science, even though she is no longer alive.

2 (iii)

Why is Bibha Chowdhuri referred to as a 'beacon' and a 'beam of light' in the extract?

A beacon is a good example that gives people hope and encouragement, and a beam of light shows the way. Bibha lit the path for other women in science to follow. Her name 'Bibha' also means 'beam of light', and a star was renamed after her. She will "always guide the way".

2 (iv)

State whether the following sentence is a fact or an opinion. Bibha Chowdhuri was the beacon, the 'beam of light' whose story continues to inspire young women.

Opinion. Calling her a 'beacon' or a 'beam of light' is the writer's view and feeling. It cannot be proved in the way that a fact such as her birth year can.

II. Answer the following questions.

II. 1

Why is Bibha Chowdhuri considered a pioneer in the field of science?

She was India's first woman physicist and the first Indian woman to excel in high-energy particle physics. She worked in a male-dominated field at a time when Indian women struggled to get education. She also became the first woman faculty member at TIFR. She cleared the way for the women who came after her.

II. 2

What does Bibha Chowdhuri's nomination by Erwin Schrödinger tell us about her abilities?

It tells us that she was a very talented scientist. Her nomination for a Nobel Prize in 1950, even though it was unsuccessful, "reflected her remarkable talent". Her most notable contribution was the discovery of pi-mesons.

II. 3

Bibha Chowdhuri never worked for awards or recognition. Support this statement with evidence from the text.

• She never received any awards during her lifetime, but she "continued her work tirelessly".
• Her work went on quietly, and she remained "in the periphery of Indian scientific acclaim".
• She kept working through decades of crucial research, from the Kolar Gold Mines to the Physical Research Laboratory.
• When she passed away in 1991, her story was untold and her name was largely forgotten. She had worked for science and not for fame.

II. 4

How does the renaming of a star as 'Bibha' serve as both a literal and symbolic recognition of her contributions to science?

Literal: In 2019, the International Astronomical Union (IAU) actually renamed a star in the constellation Leo, HD 86081, as 'Bibha'. This is a real, official honour. Symbolic: 'Bibha' means 'beam of light'. The star stands for the light she brought to Indian science, and she is now a 'star in heaven'. It also fits her work on cosmic rays and the stars.

II. 5

How do the roles of women in ISRO today reflect broader changes in societal attitudes towards women in STEM in India?

Women in ISRO are "no longer participants but leaders" in missions that make global headlines. Dr. Ritu Karidhal Srivastava played a pivotal role in the Mars Orbiter Mission and led in Chandrayaan-2 and Chandrayaan-3. Over 50 women contributed to Chandrayaan-3, developing autonomous systems and managing critical operations. This shows that women's potential in STEM is now being recognised "beyond doubt", unlike in Bibha's time.

II. 6

What is the writer's purpose of highlighting the contributions of Bibha Chowdhuri and other modern women scientists?

The writer wants to honour Bibha Chowdhuri, whose story was largely forgotten, and to show that today's women scientists are building on the foundation she laid. The writer also wants to inspire young women to follow their passions, break barriers and leave their mark on the world.

II. 7

How might this text help shape people's perception of the role of women in other traditionally male-dominated fields?

Sample answer: The text shows that a woman could succeed in physics, a male-dominated field, despite great difficulties. It also shows that women are now leaders in ISRO missions. This can make people believe that women can do well in any field if they are given equal opportunities, and that they should be supported and respected. It can also inspire women to enter such fields. (Answers may differ.)

Let us learn

Crossword puzzle for antonyms.

I

Complete the crossword puzzle by filling in the antonyms from the clues given below in the table. You may refer to the text.
Across: 4. core, 5. dependent, 7. extinguish, 8. terrestrial
Down: 1. effortless, 2. weakness, 3. neglect, 6. trivial

Across	Answer	Down	Answer
4. core	PERIPHERY	1. effortless	ARDUOUS
5. dependent	AUTONOMOUS	2. weakness	TENACITY
7. extinguish	IGNITE	3. neglect	RECOGNITION
8. terrestrial	COSMIC	6. trivial	PIVOTAL

Note: These words fit the number of boxes and the crossing letters in the grid. 'Tenacity' and 'recognition' are used here as the closest opposites of 'weakness' and 'neglect' that fit the grid.

II

Substitute the underlined phrase in the sentences with the suitable words from the box given below.
(physicist, luminaries, pioneers, peers, barriers, persistence)
1. They are considered to be the first people to start the online markets.
2. A scientist who studies matter, energy, light, etc.
3. Most of my friends are my classmates and are my age.
4. We first welcomed all the famous and important people in folk song for the award ceremony.
5. My brother finally succeeded in his business because of his continuous efforts and determination.
6. We should remove all the things that block our way in achieving success.

1. They are considered to be pioneers of the online markets.
2. A physicist (a scientist who studies matter, energy, light, etc.).
3. Most of my peers are my classmates.
4. We first welcomed all the luminaries for the award ceremony.
5. My brother finally succeeded in his business because of his persistence.
6. We should remove all the barriers in achieving success.

III

The words 'professorship', 'mentorship', and 'leadership' are used in the text. These words are made by adding the suffix '-ship' to the words 'professor', 'mentor' and 'leader'. Similarly, we can make words by adding -ment and -hood to certain words. Now, make words by adding suitable suffixes -ship, -ment, and -hood to the words given below. One example has been done for you: achieve + ment = achievement.

Word	Suffix	New word
1. member	-ship	membership
2. govern	-ment	government
3. partner	-ship	partnership
4. child	-hood	childhood
5. citizen	-ship	citizenship
6. entertain	-ment	entertainment
7. brother	-hood	brotherhood
8. agree	-ment	agreement

IV

The abbreviations—ISRO and STEM—used in the text are called acronyms because they are read or pronounced as full words. The grid given below has acronyms for the following. Circle the acronyms in the grid.
1. National Aeronautics and Space Administration
2. All India Institute of Medical Sciences
3. Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homoeopathy
4. National Institute of Pharmaceutical Education and Research
5. World Health Organization

1. National Aeronautics and Space Administration: NASA (last row, left to right, columns 3 to 6)
2. All India Institute of Medical Sciences: AIIMS (first row, left to right, columns 5 to 9)
3. Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homoeopathy: AYUSH (first column, top to bottom, rows 1 to 5)
4. National Institute of Pharmaceutical Education and Research: NIPER (fifth row, left to right, columns 3 to 7)
5. World Health Organization: WHO (third row, left to right, columns 3 to 5)

A	C	B	G	A	I	I	M	S
Y	R	T	H	A	I	T	A	W
U	S	W	H	O	C	M	T	J
S	A	R	O	F	G	C	R	T
H	B	N	I	P	E	R	B	I
D	G	N	O	J	T	O	N	M
E	F	N	A	S	A	J	E	E

Clipping (information box)

Clipping is a method of making words from larger words in English. There are three clipping methods.

This is an information box with no question to answer. The three methods are:

• Back clipping: the end part is removed and the front part is kept (exam—examination, ad—advertisement, gas—gasoline, memo—memorandum, gym—gymnasium, photo—photograph).
• Front clipping: the front part is removed and the end part is kept (phone—telephone, net—internet, bike—motorbike).
• Middle clipping: the front and end parts are removed and the middle part is kept (flu—influenza, fridge—refrigerator).

V

Read the following sentence from the text and the table that follows: '…, the foundation was laid by early pioneers like Bibha Chowdhuri…' Now, complete the following news report with the passive form of verbs given in the box below. (Remember that the verb must agree with the subject.)
(discover, test, measure, publish, record, take)
Last year, significant advancements in medical science 1. __________ in leading medical journals when a new vaccine for malaria 2. __________. The vaccine 3. __________ through several clinical trials and results 4. _________ in those journals. During the trials, blood samples 5. __________ regularly from participants to monitor their immune response. The amount of antibodies produced 6. __________ carefully to assess the effectiveness of the vaccine.

Last year, significant advancements in medical science 1. were recorded in leading medical journals when a new vaccine for malaria 2. was discovered. The vaccine 3. was tested through several clinical trials and results 4. were published in those journals. During the trials, blood samples 5. were taken regularly from participants to monitor their immune response. The amount of antibodies produced 6. was measured carefully to assess the effectiveness of the vaccine.

VI

Read the following report of an experiment. Rewrite the report using passive verbs wherever necessary. You may begin like this: An experiment was conducted…
I conducted an experiment to investigate the effects of light on plant growth. I placed various plants under different light conditions and measured their growth over several weeks. I recorded data daily to track the height of each plant. At the end of the experiment, I analysed the results and found that plants exposed to natural light grew significantly taller than those under artificial light. I concluded that sunlight plays a crucial role in plant development. I presented my findings to the class, highlighting the importance of light in enhancing photosynthesis and overall plant health.

An experiment was conducted to investigate the effects of light on plant growth. Various plants were placed under different light conditions and their growth was measured over several weeks. Data was recorded daily to track the height of each plant. At the end of the experiment, the results were analysed and it was found that plants exposed to natural light grew significantly taller than those under artificial light. It was concluded that sunlight plays a crucial role in plant development. The findings were presented to the class, highlighting the importance of light in enhancing photosynthesis and overall plant health.

VII

Read the instructions given in the box on landing of Chandrayaan. Complete the passage by choosing the correct answer from the options given.
Instructions: Launch the spacecraft towards the Moon from Earth. Position the spacecraft to enter the Moon's orbit. Adjust the spacecraft's path for landing. Slow down the spacecraft as it nears the Moon's surface. Release the rover to explore the surface and collect valuable data.
Chandrayaan's landing mission involves several key steps. First, the spacecraft 1.________ towards the Moon from the Earth. Then, it 2. ________ to enter the Moon's orbit. After reaching the Moon's orbit, the spacecraft's path 3. ________ for landing. Next, the spacecraft 4. ________ as it nears the Moon's surface. Finally, the rover 5.________ to explore the surface and collect valuable data.
(i) A. launched B. were launched C. was launched D. is launched
(ii) A. position B. was positioned C. is positioned D. has positioned
(iii) A. adjusted B. was adjusted C. is adjusted D. were adjusted
(iv) A. slowed down B. was slowed down C. is slowed down D. were slowed down
(v) A. is released B. has released C. were released D. was released

1. (i) D. is launched
2. (ii) C. is positioned
3. (iii) C. is adjusted
4. (iv) C. is slowed down
5. (v) A. is released

The passage describes the steps of a mission in the present tense, and the doer (the mission team) is not important. So the passive voice in the simple present is used (is/are + past participle).

Let us listen

I

You will listen to a podcast about Artificial Intelligence. As you listen, answer the following questions by selecting the correct options.

1. What is one of the key benefits of AI in the healthcare sector? (ii) Provides personalised treatments and faster diagnoses.
2. How did AI play a crucial role during the global pandemic? (ii) AI assisted in speeding up the discovery of new medicines.
3. What example was given regarding AI's role in renewable energy? (iii) AI is improving the performance of wind turbines and solar panels.
4. What does AI offer to teachers in the field of education? (iii) Helps teachers analyse student performance.
5. What is one of the user-friendly features that AI is enhancing for people with disabilities? (ii) Improves speech recognition and voice command technologies.

Let us speak

Topic for the panel discussion: Impact of Mobile Phones.

I

Form a group of five. Conduct a panel discussion on the topic, 'Evaluating the Impact of Mobile Phones—Beneficial or Harmful'. Each student will take on one of the following roles: Moderator, Principal (opposed to—focus on discipline in school), Teacher (in favour of—partially in favour, educational use with limitations), Parent (opposed to—concerned about health and social effects on children), Student (in favour of—highlighting the benefits like connectivity and learning). You may use the cues given and add your own ideas when speaking.

This is a group speaking activity, so answers will differ. Sample points for each role, built on the cues in the chapter:

• Moderator: "Good morning, everyone. Today we will discuss whether mobile phones are beneficial or harmful. Let us first hear the Principal." At the end: "To sum up, we heard that phones help in learning and connectivity, but they also bring risks to discipline, health and social development. Thank you all."
• Principal: "As a Principal, I strongly believe mobile phones are largely disruptive because they distract students from lessons and affect discipline in school."
• Teacher: "From an educator's perspective, I think mobile phones can be valuable but only with limits. They can be used for educational purposes under supervision."
• Parent: "As a parent, I'm concerned that mobile phones pose certain risks to children's health and social development."
• Student: "As a student, I feel mobile phones are essential because they keep us connected and help us learn."

Let us write

I

Your school recently hosted the Zonal Science Exhibition, in which teams of students from 25 schools participated enthusiastically. As the student editor, write a report on the exhibition to be published in your school magazine. Use the cues given below with your own ideas to compose this report. (Who was the organiser and who hosted the exhibition? When and where was it held? Why was it held? Who participated? Who was the Chief Guest? What were the competitions held? What were the topics of models exhibited? Which team got the trophy for best exhibit? What were the observations of the Chief Guest and other visitors?) Points to remember: 1. Write the report in past tense, passive voice, and third person. 2. Follow proper format with a headline, reporter's name, and three paragraphs.

Sample report. The chapter gives no names or dates, so the details below are imagined. (Answers will differ from student to student.)

Young Scientists Shine at the Zonal Science Exhibition
By [Student Editor's Name], Class VIII

The Zonal Science Exhibition was organised by the Education Zone and was hosted by our school on [date], from 9.00 a.m. to 3.00 p.m., in the school auditorium. The exhibition was held to encourage curiosity and scientific thinking among students. Teams from 25 schools were welcomed, and the event was inaugurated by the Chief Guest, [name].

Several competitions were conducted, including a Science Quiz and a Science Models competition. Models on topics such as renewable energy, rainwater harvesting and the solar system were displayed, and they were explained by the students with great confidence. The trophy for the best exhibit was awarded to the team from [school name].

The Chief Guest was impressed by the creativity of the models, and the young scientists were praised for their hard work. Visitors said that such events should be held more often. The exhibition ended with a vote of thanks.

Let us explore

I

In the recent times, Augmented Reality and Virtual Reality are changing the way students learn. Let us know more about them.

This is an information box with no question to answer. The main points are:

• Augmented reality (AR) adds digital elements to what a person sees in real time, usually through a smartphone camera.
• Virtual reality (VR) gives a fully immersive experience by replacing the real world with a simulated one.
• With AR and VR, students can see and interact with things they cannot in real life, which helps younger students understand difficult ideas easily.
• NCERT has developed the e-Pathshala AR App under the aegis of MHRD, Government of India. It helps students learn by directly experimenting, and not only by reading and memorising. It aims to change students from passive listeners to active learners.
• This effort is in line with the Prime Minister's Digital India vision of skill, scale and speed.

II

The Government of India has come out with a new set of National Awards in the field of Science, Technology, and Innovation known as 'Rashtriya Vigyan Puraskar'.

This is an information box with no question to answer. The main points are:

• The Rashtriya Vigyan Puraskar (RVP) recognises the notable and inspiring contributions of scientists, technologists and innovators, individually or in teams.
• Vigyan Ratna (VR): lifetime achievements and contributions in any field of science and technology.
• Vigyan Shri (VS): distinguished contributions in any field of science and technology.
• Vigyan Yuva-Shanti Swarup Bhatnagar (VY-SSB): young scientists up to the age of 45 years who have made an exceptional contribution.
• Vigyan Team (VT): a team of three or more scientists, researchers or innovators who have made an exceptional contribution working as a team.

CBSE Class VIII English (Poorvi) Unit 5: Science and Curiosity — Magnifying Glass Questions and Answers

Magnifying Glass

Unit 5: Science and Curiosity | Poorvi | Questions and Answers

Let us do these activities before we read

People using magnifying glasses to look closely at things.

I. 1

What is common in all these pictures?

In all the pictures, people are using a magnifying glass to look closely at something.

I. 2

Select the pictures you are familiar with.

Answers will differ from student to student. The pictures show a man looking at footprints on the ground, a person looking at an insect on a leaf, and two men looking at something together through a magnifying glass. Students choose the ones they have seen or done themselves.

I. 3

Why do you think the people in the pictures need to use a magnifying glass?

They use a magnifying glass to see small things, such as footprints, an insect or small details, more clearly. A magnifying glass makes small objects look bigger.

I. 4

What other instruments magnify objects?

The chapter mentions magnifying spectacles, stand magnifiers, hand-held magnifiers and telescopes. A telescope magnifies objects that are far away. (Students may add others, such as a microscope.)

II

If you have a magnifying glass, what would you like to use it for and why? Share your answers with your classmates and teacher.

Sample answer: I would use it to look closely at small things in nature, such as an insect, a leaf or a drop of water, because they show many tiny details that we cannot see with our eyes alone. In the poem, the speaker watches a spider through the glass. (Answers will differ from student to student.)

Let us read: the poem

A girl looks at the tiny things in a garden through a magnifying glass.

A boy watches a spider and its web through a magnifying glass.

Let us discuss

I

Complete the summary of the poem given below with suitable words from the poem.
The poem describes the magic of seeing the world through a 1. __________. It reveals how tiny things like 2. __________ and 3. __________ can appear vast and complex. Even a 4. __________ of water can seem like a hive of 5. __________. The poet is impressed at how the spider spins its 6. __________ from its 7. __________. The poem ends with the idea that, through lenses, the 8. __________ could seem within reach.

The poem describes the magic of seeing the world through a 1. glass (the round glass or magnifying glass). It reveals how tiny things like 2. shells (in chalk) and 3. moss can appear vast and complex. Even a 4. drop of water can seem like a hive of 5. bees. The poet is impressed at how the spider spins its 6. web-silk from its 7. spinnerets. The poem ends with the idea that, through lenses, the 8. moon could seem within reach.

(Blanks 2 and 3 can be in either order.)

II. 1

The main idea of the poem is the transformative power of __________ (wonders in nature/close observation) through the magnifying glass.

The main idea of the poem is the transformative power of close observation through the magnifying glass. The glass changes small, ordinary things into marvellous ones.

II. 2

The tone of the poem is __________. (wonder and curiosity/peaceful and emotional)

The tone of the poem is wonder and curiosity. The speaker is amazed by what the glass shows, as in "And oh! the silly flies".

II. 3

The poem has __________ stanzas with __________ lines in each stanza. Hence, it is a quatrain. (four; six/six; four)

The poem has six stanzas with four lines in each stanza. Hence, it is a quatrain.

II. 4

The rhyme scheme of the poem is __________. (ABCD; ABCB)

The rhyme scheme of the poem is ABCB. In each stanza, the second and fourth lines rhyme (for example, "show" and "chalk" do not rhyme, but "trees" and "bees" do, and "jets" and "spinnerets" do).

III

Pick examples from the poem for the following poetic devices. 1. Simile 2. Alliteration 3. Metaphor

1. Simile: "A drop of water / Like hive of bees" compares a drop of water to a hive of bees using the word "like".
2. Alliteration: "Magic talk" is not alliterative, but "woven web-silk" repeats the 'w' sound, and "make more marvellous" repeats the 'm' sound.
3. Metaphor: "Of but an inch of moss / A forest—flowers and trees" says that the moss is a forest, without using "like" or "as". "I can make Magic talk" also gives the glass the power of magic.

IV. 1

In the line, 'A myriad shells show in a scrap of chalk', the magnifying glass reveals ______________________.

In the line, 'A myriad shells show in a scrap of chalk', the magnifying glass reveals countless tiny shells hidden in a small piece of chalk, which we cannot see with our eyes alone.

IV. 2

In the line, 'A forest—flowers and trees' the poet uses the imagery of nature to emphasise ______________________.

In the line, 'A forest—flowers and trees' the poet uses the imagery of nature to emphasise how a tiny inch of moss looks like a large and rich world when it is magnified.

V. 1

The poet uses exclamation marks in lines, 'The tigerish claws he has!', 'With all those eyes!' and 'In an afternoon!' because it ______________________.

The poet uses exclamation marks in these lines because it shows the speaker's strong feelings of surprise, wonder and excitement at what the magnifying glass reveals.

V. 2

In the phrase, 'Magic talk' the poet uses personification to describe the magnifying glass because it ______________________.

In the phrase, 'Magic talk' the poet uses personification to describe the magnifying glass because it seems to speak like a living being and reveal wonderful secrets of the world to the speaker.

V. 3

Each stanza follows a repetitive pattern of introducing a small or ordinary object and then describing the extraordinary details revealed through magnification. This is because it supports the theme of __________ as the speaker reveals ____________.

This is because it supports the theme of wonder in small things (or close observation) as the speaker reveals the hidden marvels of ordinary objects, such as chalk, moss, water and a spider.

V. 4

In the final stanza the poet shifts from small, everyday objects being magnified to a celestial body like moon because __________.

In the final stanza the poet shifts from small, everyday objects to the moon because lenses can magnify very distant things too, not only tiny ones. The glass brings faraway objects so close that "'Twould seem you'd walk there in an afternoon".

Let us think and reflect

I. Read the given extracts and answer the questions that follow.

Extract: "With this round glass / I can make Magic talk— / A myriad shells show / In a scrap of chalk; / Of but an inch of moss / A forest—flowers and trees;"

1 (i)

Identify whether the following statement is true or false. The poet uses his magical powers to make the round glass powerful.

False. The poet does not have magical powers. It is the round glass that has the "magic". It reveals wonderful things that we cannot see otherwise.

1 (ii)

Select the line from the extract that expresses the presence of intricate patterns in ordinary objects.

"A myriad shells show in a scrap of chalk". It shows countless tiny shells in an ordinary piece of chalk.

1 (iii)

What does the comparison of 'an inch of moss' to a 'forest' suggest about the speaker's view of the world through the magnifying glass?

It suggests that the speaker sees a small thing as a large and rich world. Through the magnifying glass, even a tiny patch of moss looks like a forest with flowers and trees. Small things are full of wonder.

1 (iv)

How does the poet feel about the ability of the magnifying glass to reveal hidden wonders?
A. Satisfied
B. Fascinated
C. Grateful
D. Determined

B. Fascinated. The poet is amazed and delighted by what the glass shows, as the exclamations and the description of the spider show.

II. Answer the following questions.

II. 1

What is the significance of the spider in the poem?

The spider shows the wonders of a living creature that we cannot see closely without the glass. Through the glass, the poet can watch how the "deft" spider spins web-silk from its spinnerets, see its "tigerish claws" and its many eyes, and see how the "silly flies" stumble into its net. It shows how fascinating even a tiny creature is.

II. 2

How might the speaker's view of the natural world change if there was no use of a magnifying glass?

Without a magnifying glass, the speaker would see only a scrap of chalk, an inch of moss, a drop of water and a small spider. The speaker would not see the shells, the forest of flowers and trees, the hive of bees or the claws and eyes of the spider. The world would seem ordinary, and the speaker would miss its hidden wonders.

II. 3

Why does the poem end with the idea of the moon being within reach?

The poem ends with the moon to show that lenses can also bring faraway things close, not only tiny things. It leaves the reader with a sense of wonder and a big idea: with lenses, even the moon would seem so close that one could walk there "in an afternoon".

II. 4

What is the speaker's attitude towards nature and the act of observation?

The speaker is curious, amazed and full of wonder. The speaker enjoys watching nature closely ("I lie in wait and watch") and believes that careful observation shows how marvellous even the "tiniest thing" is.

II. 5

Which is your favourite part of the poem? Why?

Sample answer: My favourite part is the stanza about the spider, because it describes the spider's web-spinning and its tigerish claws so vividly, and the line "With all those eyes!" shows the speaker's surprise. (Answers will differ from student to student.)

Let us learn

I

Fill in the blanks in the sentences with the words given in the box below.
(woven, myriad, deft, stumble, surpass, marvellous)
With his 1. ____________ description, the author has written the story beautifully 2. ____________ with fascinating details. When you read the story, you will surely enjoy the 3. ____________ storytelling technique that attracts all kinds of readers. What makes the story interesting is the superb way of describing the 4. ____________ emotions and feelings of the characters. The reader will 5. ____________ upon the unexpected twists and turns that 6. ____________ all our understanding and make us wonder at the narrative power of the author.

With his 1. deft description, the author has written the story beautifully 2. woven with fascinating details. When you read the story, you will surely enjoy the 3. marvellous storytelling technique that attracts all kinds of readers. What makes the story interesting is the superb way of describing the 4. myriad emotions and feelings of the characters. The reader will 5. stumble upon the unexpected twists and turns that 6. surpass all our understanding and make us wonder at the narrative power of the author.

II

The collective noun 'a hive of bees', is used in the poem. Match the phrases in Column 1 with suitable words in Column 2 to make collective nouns.
Column 1: 1. a swarm of, 2. a constellation of, 3. a grove of, 4. a troupe of, 5. a battalion of, 6. a fleet of
Column 2: (i) ships, (ii) soldiers, (iii) dancers, (iv) locusts, (v) trees, (vi) stars

Column 1	Column 2
1. a swarm of	(iv) locusts
2. a constellation of	(vi) stars
3. a grove of	(v) trees
4. a troupe of	(iii) dancers
5. a battalion of	(ii) soldiers
6. a fleet of	(i) ships

III

The poet uses the expression 'eyeing the moon' in the poem. Match the idiomatic expressions with 'eye' given in Column 1 with their meanings in Column 2. You may refer to a dictionary.
Column 1: 1. apple of one's eye, 2. in the blink of an eye, 3. keep an eye on something or somebody, 4. turn a blind eye, 5. see eye to eye, 6. bird's-eye view
Column 2: (i) watch something or someone closely, (ii) act as if you do not see or notice, (iii) something that happens very quickly, (iv) an overall look at something, (v) a person who is very precious or important, (vi) agree with each other

Column 1	Column 2
1. apple of one's eye	(v) a person who is very precious or important
2. in the blink of an eye	(iii) something that happens very quickly
3. keep an eye on something or somebody	(i) watch something or someone closely
4. turn a blind eye	(ii) act as if you do not see or notice
5. see eye to eye	(vi) agree with each other
6. bird's-eye view	(iv) an overall look at something

IV

The poet uses the adjective form 'tigerish' in the poem by adding the suffix -'ish' to the noun 'tiger'. In the same way, we can make adjectives by adding the suffix -'ish' to some nouns. Choose the nouns to which you can add the suffix -'ish' to make adjectives.
(girl, glass, book, silk, boy, water, moon, scrap)

The nouns to which '-ish' can be added to make adjectives are:

• girl → girlish (like a girl)
• boy → boyish (like a boy)
• book → bookish (fond of reading books)

Note: The chapter does not give the answers. The words 'glass', 'silk', 'water', 'moon' and 'scrap' are not normally changed into adjectives by adding '-ish'.

Let us listen

A daughter tells her father about lesser-known Indian inventions.

I

You will listen to a conversation between a father and daughter about lesser-known Indian inventions. As you listen, mark the four true statements from (1)–(6) given below.
1. The father is surprised by the fact that India was involved in the invention of radio broadcasting and fibre optics.
2. The daughter appears indifferent when learning the origins of the USB port.
3. The father shows little interest in the information about the origin of snakes and ladders.
4. The father was simply confirming all the facts shared by the daughter.
5. The daughter expresses pride and admiration for India's role in global inventions.
6. The daughter is excited as she shares new discoveries about India's contributions with her father.

The four true statements are 1, 1, 5 and 6, as explained below.

• 1. True. The father says "Wow, I didn't know that! That's incredible" about radio broadcasting.
• 2. False. The daughter says that the USB is "amazing".
• 3. False. The father says "So even that simple game had such deep roots", which shows interest.
• 4. False. The father was not simply confirming facts. He said he did not know about radio broadcasting and added the USB port himself.
• 5. True. The daughter shows pride and admiration when she shares the inventions and says the USB is "amazing".
• 6. True. The daughter is excited to share what she found out ("there are so many more inventions that people don't really know about!").

Statement 1 is the fourth true statement, so the true statements are 1, 5 and 6. The chapter asks for four, so statement 3 or 2 cannot be correct. Using the transcript, the father is also surprised by fibre optics only partly ("I can recollect something about fibre optics"). The four statements that best match the transcript are 1, 5, 6 and one of the statements above. Based strictly on the transcript, only 1, 5 and 6 are clearly true.

Let us speak

I

When pronouncing /v/ and /f/, the lower lip lightly touches the edge of the upper teeth. Air flows through the small gap, creating a soft friction sound. Note the difference between /v/ and /f/. When we pronounce words with /v/ sound, there is a vibration, whereas /f/ sound has no vibration. Both the sounds can occur in the beginning, middle, or at the end of words. Read these words aloud with the help of your teacher.
beginning sound /f/: forest, flowers, from; middle sound /f/: deft, afternoon; end sound /f/: of, itself; beginning sound /v/: vase, valour, victory; middle sound /v/: woven, even, marvellous; end sound /v/: hive

This is a pronunciation activity. Read the words aloud with your teacher. Remember:

• For /f/ there is no vibration in the throat (for example, forest, deft, itself).
• For /v/ there is vibration in the throat (for example, vase, woven, hive).
• In both sounds, the lower lip lightly touches the edge of the upper teeth.

Put your hand on your throat while saying each word to feel the difference.

A boy imagines travelling to another planet.

II

If you could travel to space, which planet would you like to visit? Why? What preparations would you like to make? Speak about any five things that you would like to take along.

This is a speaking activity, so answers will differ. Sample answer:

I would like to visit Mars because it is called the red planet and I am curious to see it closely. To prepare, I would learn about space travel and train to stay fit. Five things I would take along are:

1. a space suit and helmet,
2. food and water,
3. a camera,
4. a notebook to record what I see,
5. a telescope or magnifying glass.

III

If you could invent something, what would you like to invent and how? Give reasons for the choice of your invention. Speak about your wonder invention.

This is a speaking activity, so answers will differ. Sample answer: I would like to invent a pair of glasses that works like a magnifying glass and a telescope together, so that people can see both tiny things and faraway things clearly. I would make it with special lenses that can be adjusted. I choose it because it would help people with low vision and also help students to explore nature and the sky, as the poem shows. (Answers will differ from student to student.)

Let us write

I

In a conversation, we communicate through dialogues. While writing a conversation, we need to ensure that the dialogues are engaging and serve a purpose. Deepa and Asma, members of the Science Club have a conversation to take a decision about making a model for an upcoming Science Fair. Create this conversation between Deepa and Asma. You may begin the conversation like this: Deepa: Hi Asma! Our Science teacher mentioned that you have a wonderful idea for the Science Fair project. Asma: (hesitatingly) Yes, I do. But I'm not sure if it is good enough. Deepa: (encouragingly) Don't worry…

Sample conversation (at school, in the Science Club room, before the Science Fair; informal tone between two friends):

Deepa: Hi Asma! Our Science teacher mentioned that you have a wonderful idea for the Science Fair project.

Asma: (hesitatingly) Yes, I do. But I'm not sure if it is good enough.

Deepa: (encouragingly) Don't worry… Tell me about it. I would love to hear it.

Asma: Er… I want to make a model of a telescope with lenses, to show how it makes faraway objects look closer.

Deepa: (excitedly) That's a great idea! We can also add a magnifying glass to show how it makes small things look bigger.

Asma: (smiling) Good point. But I'm worried about the materials. Uff, we may not find the right lenses.

Deepa: I don't think that will be a problem. We can ask our Science teacher to help us get them.

Asma: (relieved) Okay, let's do it! Shall we start working on it tomorrow?

Deepa: (joyfully) Yes, let's meet after school.

(Answers will differ from pair to pair. The conversation follows the tips in the chapter: it tells where and with whom, uses an informal tone, includes agreement, and uses words in brackets and filler words.)

Let us explore

I

Children with low vision may benefit from different types of visual aids, such as magnifying spectacles, stand magnifiers, hand-held magnifiers, and telescopes. (Read about how each aid is used.)

This is an information box with no question to answer. The key points from the chapter are:

• Magnifying spectacles are used for reading, threading a needle or doing other close-up tasks.
• Stand magnifiers rest above the object, are hands-free and help to keep the lens at a proper distance.
• Hand-held magnifiers, with or without built-in lights, are usually smaller and lighter to move over printed material. They can be moved more easily.
• Telescopes are used to see objects or signs far away. Some can be attached to eyeglasses.

The Mauna Kea Observatory in Hawaii (photo credit: Frank Ravizza, CC BY-SA 4.0).

II

Did you know that telescopes also use lenses? (Read about four observatories and telescopes, then find out more from the internet and discuss with your science teacher and classmates.)

This is a reading and discussion task. The key points from the chapter are:

1. The largest telescope in India for studying celestial objects is in the Nainital district, Uttarakhand. It was commissioned in 2016 and is maintained and operated by ARIES (Āryabhaṭa Research Institute of Observational Sciences).
2. The Indian Astronomical Observatory (IAO) is a high-altitude astronomy station in Hanle, Ladakh, at an elevation of 4,500 metres (14,764 ft). It supports optical, infrared and gamma-ray telescopes.
3. The James Webb Space Telescope is the largest, most powerful and most complex telescope ever launched into space. NASA launched it on 25 December 2021. It orbits the Sun at a distance of 1.5 million kilometres from Earth.
4. The Mauna Kea Observatory in Hawaii, US, is one of the most important in the world because of its outstanding observational conditions. It is operated by the University of Hawaii and lies at an elevation of 4,205 metres (13,796 feet) atop Mauna Kea, a dormant volcano. It hosts large telescope observatories, including the Keck Observatory and Subaru Telescope. The observatories are set up there because of its high elevation, dry environment and stable airflow. The Onizuka Center for International Astronomy gives visitor information and offers guided tours of the summit.

Āryabhaṭa, with a model of the solar system and the book Āryabhaṭiyam.

Varāmihira, the sixth-century CE astronomer.

Bhāskarachārya II, the tenth-century CE mathematician-astronomer.

III

Read about ancient Indian scholars.

This is a reading task with no question to answer. The key points are:

• Āryabhaṭa: One of the eminent astronomers of ancient India. His work Āryabhaṭiyam laid the groundwork for later astronomers and is still important today. He proposed a heliocentric model of the solar system centuries before Copernicus and gave a scientific explanation of lunar and solar eclipses.
• Varāmihira: A sixth-century CE astronomer, philosopher and mathematician. He wrote the astronomical treatise Pañchasiddhāntika (Five Treatises), a compendium of Greek, Egyptian, Roman and Indian astronomy.
• Bhāskarachārya II: A tenth-century CE mathematician-astronomer who contributed significantly to astronomical concepts. His works Siddhāntaśiromaṇi and Karaṇakutūhala include compiled data on planetary positions, conjunctions and eclipses.

IV

Jantar Mantar in New Delhi is an astronomical observatory. (Read the information about it.)

This is an information box with no question to answer. The main points are: Jantar Mantar in New Delhi is an astronomical observatory with large-scale instruments designed for precise calculations and measurements of celestial movements. It was built in 1724 by Maharaja Sawai Jai Singh II. It is a UNESCO World Heritage Site. Jai Singh II built five such observatories. The other four are in Ujjain, Mathura, Varanasi and Jaipur.

CBSE Class VIII English (Poorvi) Unit 5: Science and Curiosity — Feathered Friend Questions and Answers

Feathered Friend

Unit 5: Science and Curiosity | Poorvi | Questions and Answers

Let us do these activities before we read

Feathered and furry friends: a parrot and a rooster (feathered), a cat and a rabbit (furry).

I. 1

Who can a 'feathered' friend be?

A 'feathered' friend is a bird. It can be a pet bird such as a parrot or a canary. In the story, the feathered friend is Claribel, a small yellow canary.

I. 2

Which 'feathered' friend do you like? Why?

Sample answer: I like the canary because it is small, sweet-voiced and cheerful. In the story, Claribel was liked by everyone on the space station and became a general pet. (Answers will differ from student to student.)

I. 3

If you have a choice between a 'feathered' and a 'furry' friend, who would you choose? Why?

Sample answer: I would choose a feathered friend such as a canary. A canary weighs practically nothing and needs very little food, as the story says about Claribel. (Answers will differ from student to student.)

I. 4

Do you think a 'feathered' or a 'furry' friend can accompany astronauts to space? If yes, why? If no, why not?

Sample answer: Yes, a small feathered friend can go to space. In the story, Sven smuggled the canary Claribel to the space station. She weighed practically nothing, her food needs were tiny, and she was not worried by the absence of gravity. (Answers may differ.)

A crew of astronauts inside a spacecraft.

II

Complete the words given below by inserting vowels. Refer to their meanings given alongside.
1. official rule that controls how something is done: R _ G _ L _ T _ _ N
2. to not allow something: F _ R B _ D
3. join or blend to form a single entity: F _ S _
4. suddenly: _ B R _ P T L Y
5. admit one's mistake: C _ N F _ S S
6. a person who advises what to eat to keep healthy: D _ _ T _ T _ _ N

1. official rule that controls how something is done: REGULATION
2. to not allow something: FORBID
3. join or blend to form a single entity: FUSE
4. suddenly: ABRUPTLY
5. admit one's mistake: CONFESS
6. a person who advises what to eat to keep healthy: DIETITIAN

Let us discuss (Parts I and II)

Sven works on girders in space while Claribel the canary flies inside the space station.

I. 1

Why did the narrator think Sven had sneaked a bird aboard? What was Sven's scientific reason?

The narrator says he cannot tell why Sven wanted a pet or why he chose a bird. He only says that the choice was very sensible, because a canary weighs practically nothing, needs very little food and is not upset by the absence of gravity. Sven's scientific reason was his "sheer scientific curiosity". He wanted to see how a bird would operate when it had no weight but could still use its wings.

I. 2

How did Claribel adjust to the new surroundings?

Claribel adjusted very well. She had already learned to move in the absence of gravity. She hung motionless in the air with her wings folded, did a backward loop, and moved with a few leisurely flicks, without doing unnecessary work. She thrived and grew fat.

I. 3

What made the narrator mistake the musical whistle for a sound from the intercom?

The narrator was sitting in his small office and heard a musical whistle beside his ear. He thought it had come over the station intercom, so he waited for an announcement to follow. No announcement came. Instead there was a long and involved pattern of melody.

I. 4

Do you think the presence of the canary would lead the spacers into trouble? If yes, why? If no, why not?

Sample answer: Yes, it might, because keeping a pet was a secret and the crew had to hide Claribel from VIPs visiting from Earth. She also got noisy when she was upset, and the crew had to think fast to explain the peeps and whistles from the ventilating shafts. But in the end she did not lead them into trouble. She saved their lives. (Answers may differ.)

The crew at breakfast in the mess, with one seat vacant.

Claribel the canary in the space station.

II. 1

Identify whether the following statements from parts I and II are true or false. The alarm at the space station failed to work properly because they were not connected.

False. The second alarm circuit was not connected yet, but the single alarm in the circuit had failed to go off because part of the air purifier had frozen up during an eclipse. (The statement is only partly right.)

II. 2

Claribel was brought to the space station for an official experiment on animal behaviour in space.

False. Sven smuggled Claribel up on the last ferry from Earth. It was not an official experiment.

II. 3

The canary's suffering helped the crew discover a problem with the air purifier.

True. Claribel fainted because of the bad air. This made the narrator realise that something was wrong, and the crew found that part of the air purifier had frozen up.

II. 4

The air purifier froze because there was a rare eclipse.

True. The station had one of its rare eclipses by Earth's shadow that night, and part of the air purifier froze up.

II. 5

Claribel could fly gracefully in the space station, performing loops in the air.

True. She did a curious backward loop and moved with leisurely flicks of her wings.

II. 6

The space station crew was uninterested in Claribel and hardly noticed her presence after she was discovered.

False. Claribel became a general pet. The crew loved her. When she fainted, they were distressed and tried to save her.

II. 7

Claribel had fainted and had to be revived with oxygen supply.

True. The crew put Claribel in an oxygen mask and she revived at once.

Let us think and reflect

I. Read the given extracts and answer the questions that follow.

A space shuttle, as shown beside the extracts.

Extract 1: "Sven was one of our best construction men..."

1 (i)

What can be inferred about Sven's abilities from his job description?
A. He is good at following instructions but lacks creativity.
B. He possesses a strong understanding of working in space.
C. He struggles with the complexities of construction in space.
D. He prefers working on simpler tasks rather than complex jobs.

B. He possesses a strong understanding of working in space. He was one of the best construction men and excelled at the tricky and specialised work of positioning girders in free fall.

1 (ii)

How can we conclude that Sven was working in zero gravity?

The girders "floated around in free fall". The text also describes a "slow-motion, three-dimensional ballet" to get them into position, and Sven's team could step back and admire their handiwork "without being abruptly parted from it by gravity".

1 (iii)

Select the option that is correct for both Assertion (A) and Reason (R).
(A): Sven's job required him to make girders perform a 'three-dimensional ballet' in space.
(R): Working in zero gravity allows objects to float, making precise positioning more challenging.
A. Both (A) and (R) are true, and (R) is the correct explanation of (A).
B. Both (A) and (R) are true, but (R) is not the correct explanation of (A).
C. (A) is true, but (R) is false.
D. (A) is false, but (R) is true.

A. Both (A) and (R) are true, and (R) is the correct explanation of (A). The girders float around in free fall, so Sven has to move them slowly into position in three dimensions, which is like a ballet and makes the job skilled and difficult.

1 (iv)

Replace the underlined word with a word similar in meaning from the extract. During the festival, people wore colourful outfits that represented their culture.

garbs. The sentence becomes: "During the festival, people wore colourful garbs that represented their culture."

A canary on a branch.

Extract 2: "Jim!" There's something wrong with the air!...

2 (i)

Fill in the blank by selecting the correct option from those given in the brackets. The narrator references canaries and miners in order to __________. (highlight the historical use of canaries as warning systems/explain the reason that caused Claribel to faint suddenly)

The narrator references canaries and miners in order to highlight the historical use of canaries as warning systems. Miners used to carry canaries down to warn them of gas.

2 (ii)

Complete the following sentence with a suitable reason. Jim initially dismisses the warning about the air because __________.

Jim initially dismisses the warning about the air because he believes the alarms would have gone off, since the station has duplicate circuits operating independently.

2 (iii)

What does the phrase 'shook Jim' mean in the context of the information in the extract? Jim was _________.
A. physically pushed by someone
B. startled by unexpected information
C. cold and needed to warm up
D. trying to shake off sleepiness

B. startled by unexpected information. Jim learned from his assistant that the second alarm circuit was not connected yet, which upset him, and he left without a word.

2 (iv)

What does the crew's action of passing the oxygen bottle around 'like a pipe of peace' suggest about their response to the situation?

It suggests that the crew took the matter seriously but were also unsure and a little light-hearted. They were arguing about whether the air was bad, and while they waited for Jim's check, they shared the oxygen among themselves. The "pipe of peace" is a humorous comparison for passing the bottle around in a friendly way.

Claribel the canary, who saved the crew, in front of the space station windows.

II. Answer the following questions.

II. 1

What was the purpose of the alarm? What had caused its failure?

The alarm was meant to warn the crew if there was something wrong with the air. It failed because there was an eclipse by Earth's shadow that night, part of the air purifier froze up, and the single alarm in the circuit did not go off. The second alarm circuit was not yet connected.

II. 2

How does the crew's reaction to Claribel change over the course of the story?

At first, the crew did not know about Claribel because Sven kept her secret. When they found out, she became a general pet and they hid her from VIPs. When she fainted, they became distressed and tried to save her with oxygen. At the end, they were grateful to her for saving their lives.

II. 3

What does the last part of the story tell us about the significance of unusual ways of problem solving?

The expensive chemical and electronic engineering failed, but a small canary saved the crew. This shows that simple and unusual methods can work when advanced technology fails. The narrator says that a snatch of birdsong in a space station means you are "doubly safeguarded, at practically no extra expense".

II. 4

Justify the appropriateness of the title of the story.

The title "Feathered Friend" is suitable because the story is about Claribel, a canary, who became a friend and pet to the whole crew. She also proved to be a true friend by warning them of the danger and saving their lives.

II. 5

'Without Claribel, we should soon have been slightly dead.' What does this line suggest about uncertainty of life in space?

The line suggests that life in space is risky and can be uncertain. A small fault, such as a frozen part of the air purifier and a failed alarm, can quickly become a matter of life and death. The crew was saved only because of the canary.

II. 6

Explain how has the writer presented science fiction with a touch of humour.

The story is set in a space station, which is typical of science fiction. The writer adds humour through phrases and situations such as:

• the "cubbyhole laughingly called my office";
• the narrator seeing "stars explode before my eyes" when he hit his head on the angle beam;
• passing the oxygen bottle around "like a pipe of peace";
• Jim's "sheepish" expression;
• the line "we should soon have been slightly dead".

II. 7

How would Sven reflect on his experience of almost losing Claribel and for saving the lives of the entire crew?

Sample answer: Sven would feel very relieved and happy that Claribel survived. He would feel proud and thankful that his small pet had saved the lives of the whole crew. He would also feel that bringing her to the space station, even though it was against the rules, turned out to be a good decision. (Answers may differ.)

Let us learn

I

Choose the appropriate adjectives from the box given below to match with the words 1–8 that follow.
(nagging, vague, delighted, narrow, sluggish, hushed, inexplicable, sheepish)
1. ______ path; 2. ______ worry; 3. ______ plan; 4. ______ look; 5. ______ reason; 6. ______ traffic; 7. ______ voices; 8. ______ expression
Now, underline the sentences that use these adjectives in the text.

1. narrow path
2. nagging worry
3. vague plan
4. delighted look
5. inexplicable reason
6. sluggish traffic
7. hushed voices
8. sheepish expression

Sentences in the text that use these adjectives:

• I had a nagging headache, and vague memories of fitful, disturbed dreams.
• We all waited in hushed silence...
• To our delighted surprise, she revived at once.
• My mind seemed to be very sluggish that morning...
• He came back ten minutes later with a sheepish expression.
• ...don't be surprised if you hear an inexplicable snatch of birdsong.

The adjective 'narrow' appears in the text in "There were a couple of narrow escapes".

II

The word 'intercom' is used in the text. It is called a merged word as it is made by combining the parts of two words—'internal' and 'communication'. Combine the words in Column 1 with the words in Column 2 to make merged words. Write the merged word and its meaning. One example has been done for you.
breakfast + lunch; motor + hotel; smoke + fog; situation + comedy; video + log; spoon + fork; web + seminar

Column 1	Column 2	Merged word	Meaning
breakfast	lunch	(i) brunch	meal eaten between breakfast and lunch hours
motor	hotel	(ii) motel	a hotel for motorists, where they can park their vehicles
smoke	fog	(iii) smog	fog mixed with smoke
situation	comedy	(iv) sitcom	a funny TV show based on everyday situations
video	log	(v) vlog	a blog in the form of videos
spoon	fork	(vi) spork	a utensil that is part spoon and part fork
web	seminar	(vii) webinar	a seminar held over the internet

Note: The chapter gives only the example "brunch". The meanings above are the usual meanings of these words.

III

Read the following sentence from the text and fill in the blank. It will mean that you're being doubly safeguarded. In the given sentence, 'will' denotes __________ (past/present/future) time.

In the given sentence, 'will' denotes future time. It talks about what will happen when you hear birdsong in a space station in the future.

IV

Fill in the blanks with the correct form (Simple Present, Present Progressive, 'will', or 'going to') to indicate future time.
1. Our flight __________ (leave) at 10.00 a.m. tomorrow.
2. They __________ (finish) the project by the end of this week.
3. The weather forecast says it __________ (rain) later today.
4. We __________ (move) into our new house next month.
5. I __________ (start) my new hobby class next Monday.
6. She __________ (go) to the mall this afternoon.
7. The team __________ (have) a meeting at 3.00 p.m. tomorrow.
8. I __________ (help) you with your homework after dinner.

1. Our flight leaves at 10.00 a.m. tomorrow. (Simple Present, for a fixed schedule)
2. They will finish the project by the end of this week. (will; "will have finished" also fits)
3. The weather forecast says it will rain later today. (will; "is going to rain" also fits)
4. We are moving into our new house next month. (Present Progressive, for a fixed plan)
5. I am starting my new hobby class next Monday. (Present Progressive, for a personal arrangement)
6. She is going to go to the mall this afternoon. ("is going" is also correct in informal speech)
7. The team has a meeting at 3.00 p.m. tomorrow. (Simple Present, for a scheduled event)
8. I will help you with your homework after dinner. (will, for an offer or promise)

Artificial intelligence (AI) shown on a laptop screen.

V

Fill in the blanks with the suitable forms of verbs given in brackets to express future time reference.
By 2040, artificial intelligence 1. ________ (revolutionise) medical treatments. Researchers 2. ________ (develop) AI-powered diagnostic tools that 3. ________ (transform) healthcare by the end of this decade. Next week, the International Science Congress 4. ________ (open) to showcase advancements in AI and robotics. In the coming years, robots 5. ________ (assist) surgeons in performing complex operations. Years ago, experts had predicted that AI would reshape our world, and now, as we approach the future, this 6. ________ (be) our new reality.

By 2040, artificial intelligence 1. will have revolutionised medical treatments. Researchers 2. are developing AI-powered diagnostic tools that 3. will transform healthcare by the end of this decade. Next week, the International Science Congress 4. opens to showcase advancements in AI and robotics. In the coming years, robots 5. will assist surgeons in performing complex operations. Years ago, experts had predicted that AI would reshape our world, and now, as we approach the future, this 6. is going to be our new reality.

Notes: Blank 1 uses the Future Perfect ("By 2040" shows completion by a time). Blank 2 uses the Present Progressive for a plan or ongoing work. Blank 4 uses the Simple Present for a scheduled event. Blank 6 may also be "will be".

Let us listen

Toby the Martian talks to his friend Monika.

I

You will listen to a conversation between Monika and Toby. Toby is a Martian and is stranded on Earth. He has become Monika's friend. As you listen, put a tick mark (✓) against the correct statements and a cross against the wrong ones.
1. Toby misses his school.
2. Monika accepts Toby as her friend.
3. Monika asks Toby about one of his facial features.
4. Toby tells Monika that she had a banana for breakfast.
5. Toby shares that he can see much clearer with a closed eye.

1. Toby misses his school. ✗ (wrong). Toby says he misses his people and home.
2. Monika accepts Toby as her friend. ✓ (correct). She says she is happy to have him as her friend.
3. Monika asks Toby about one of his facial features. ✓ (correct). She asks how he can see with only one eye.
4. Toby tells Monika that she had a banana for breakfast. ✗ (wrong). He says she had an apple.
5. Toby shares that he can see much clearer with a closed eye. ✗ (wrong). He says he can see even with his eye closed, not that he sees clearer.

II

Listen to the conversation again and fill in the blanks with the exact words you hear.
1. Toby: I miss my _________ and home.
2. Toby: Well, we _________ don't need to eat anything. We get our _________ from the Sun.
3. Monika: Oh! Don't you ever feel like having ice-creams and _________!
4. Monika: Okay, tell me one thing. How are you able to see only with _________ eye?
5. Toby: I can see beyond mountains and _________, woods and even _________.

1. Toby: I miss my people and home.
2. Toby: Well, we Martians don't need to eat anything. We get our energy from the Sun.
3. Monika: Oh! Don't you ever feel like having ice-creams and chocolates!
4. Monika: Okay, tell me one thing. How are you able to see only with one eye?
5. Toby: I can see beyond mountains and clouds, woods and even metals. (Blank 2 is "woods" in the question; in the conversation, Toby says "wood".)

Let us speak

I

Read the following words from the text aloud and circle the letters that are not pronounced (silent letters). ballet (ba-lay) [ba pronounced as in bat], whistle (wi-sl), alarm (uh-laam), psychologist (sai-ko-luh-juhst). Now, read some more words with silent letters. As you read, circle the letters that are not pronounced: receipt, debris, pneumonia, almond, foreign, island, wreck, aisle, campaign, fasten.

The silent letters are shown in capital letters inside brackets.

Word	Silent letter(s)
ballet	bal(L)e(T) : the final 't' is silent (ba-lay)
whistle	whis(T)le : the 't' is silent (wi-sl)
alarm	a(L)arm : the 'l' is silent (uh-laam, where the 'r' is also not pronounced in this pronunciation)
psychologist	(P)sychologist : the first 'p' is silent
receipt	rece(P)t : the 'p' is silent
debris	debri(S) : the 's' is silent
pneumonia	(P)neumonia : the first 'p' is silent
almond	a(L)mond : the 'l' is silent
foreign	for(E)i(G)n : the 'g' is silent
island	i(S)land : the 's' is silent
wreck	(W)reck : the 'w' is silent
aisle	ai(S)le : the 's' is silent
campaign	campai(G)n : the 'g' is silent
fasten	fas(T)en : the 't' is silent

Note: The chapter gives only the pronunciation for the first four words. The silent letters in the other words are the usual ones.

II

Work in pairs. Use the given situations to ask for and give suggestions. You need to make a model of the solar system for the Science Exhibition but don't know what materials to use. Ask your friend for suggestions. You need to prepare for the inter-class quiz on the topic Chandrayaan-3. Ask your friend for advice on how to prepare. You may use the prompts given below.

This is a speaking activity. Here are sample conversations using the prompts given in the chapter:

Situation 1: Solar system model

A: What should I do for my solar system model? I don't know what materials to use.

B: I feel you should use thermocol balls for the planets and colour them. It is best to use a cardboard sheet as the base.

A: How can I make sure the planets stay in place?

B: You should ensure that you fix them on thin sticks or hang them with threads.

Situation 2: Chandrayaan-3 quiz

A: What are the best ways to prepare for the inter-class quiz on Chandrayaan-3?

B: It's good to prepare yourself by reading about the mission in books and on reliable websites. If you have an issue with a topic, try asking your teacher.

(Answers will differ from pair to pair.)

Let us write

Social media web showing the internet at the centre, with music, photos, Facebook, X, email, profile and location icons.

I

Complete the social media web given below with the uses of the internet. Now, write an article titled 'The Importance of Internet' with the help of the social media web.

Completing the web (uses of the internet, based on the icons):

• Music icon: listening to music
• Picture icon: sharing and viewing photos and videos
• Facebook and X icons: social media for staying in touch with friends and sharing news or opinions
• Email icon: sending and receiving messages
• Profile icon: creating an online profile and identity
• Location icon: finding places and directions (maps)
• Laptop icon in the middle: searching for information and online learning

Sample article (following the layout given in the chapter):

The Importance of Internet
By [Name of the writer]

The internet is a worldwide network that connects millions of computers and people. Today it has become a part of our daily life, at home, at school and at work.

The internet has many uses. We can send emails and messages, stay in touch with friends on social media, listen to music, share photos, and find places with maps. We can also search for information and learn new things online. For example, a student can look up a topic for a project, and a family can talk to a relative who lives far away. This is why the internet is so important. It saves time and brings the world closer.

The internet is a powerful tool, and we should use it wisely. As the saying goes, knowledge is power, and the internet can give it to everyone who uses it well.

(Answers will differ from student to student.)

Let us explore

Introduction

'A canary in the coal mine' is a popular phrase to describe early signs of potential danger. Coal miners in places like Arunachal Pradesh used canary birds to detect the presence of carbon monoxide. Such gases are a potential risk to the life of the miners. These little birds are particularly sensitive to carbon monoxide and can prevent mining accidents.

This is an information box with no question to answer. The main points are: 'A canary in the coal mine' means an early sign of potential danger. Coal miners used canaries to detect carbon monoxide, a gas that is dangerous to the miners' lives. Canaries are very sensitive to this gas, so they can help to prevent mining accidents. In the story, Claribel warned the crew in the same way.

II

Astronauts living in space stations have to do things differently. Read how they manage the routine tasks in the absence of gravity. You may find out more information about it from the internet.

This is a reading task. The key points from the chapter are:

• Write: Astronauts use a special Space Pen with an ink cartridge in which the ink is combined with resin. The ink remains solid until friction with the ball at the point of the pen liquefies it. It works in all positions, in extreme heat and cold, and in atmospheres from pure oxygen to vacuum.
• Exercise: They use resistance exercise equipment. Weight training is done by applying a load with vacuum cylinders. Running on the treadmill is possible with the body held down by rubber straps.
• Eat: They eat preserved foods (dried, canned, vacuum-packed and frozen), prepared by adding cold or hot water, and some can be heated in an oven. They also eat ready-to-eat items such as nuts, breads and fruits.
• Sleep: They can sleep on a floor, wall or ceiling, as there is no up or down, but they may float away. So they restrain their bodies in small sleeping compartments or sleeping bags.

III

Did you know that animals can save humans from natural calamities? Animals can sense natural calamities. Read the following examples and decide if this is true.

Yes, based on the examples in the chapter, it is true that animals can sense natural calamities:

• In 2004, before a tsunami hit the coast of Indonesia, elephants ran to higher ground, flamingos left low-lying nesting areas and dogs refused to go outdoors.
• Minutes before the Naples quake of 1805, oxen, sheep, dogs and geese started making alarm calls together.
• Migratory birds crossing the Pacific can dodge storms and other hazards.
• In the Gulf of Mexico, sharks sense the drop in barometric pressure before hurricanes and swim to deeper waters. Dolphins have also been seen swimming away from storm-prone areas.

Scientists found that when severe stresses arise in deep rock before an earthquake, ultra-low frequency electromagnetic waves are generated, which animals can sense.

Salim Ali, the 'Birdman of India'.

IV

Salim Ali, the 'Birdman of India', was an Indian ornithologist (a person who studies birds). He was the first Indian to conduct systematic bird surveys across India and wrote several books on birds. He was awarded the Padma Bhushan in 1958 and the Padma Vibhushan in 1976.

This is an information box with no question to answer. The main points are: Salim Ali was called the 'Birdman of India'. He was an ornithologist (a person who studies birds), the first Indian to conduct systematic bird surveys across India, and he wrote several books on birds. He received the Padma Bhushan in 1958 and the Padma Vibhushan in 1976.

Four bird feeder ideas made from cardboard, chart paper and other materials.

V

We need to conserve our 'feathered' friends. Work in groups of four. Look at the pictures and make a bird feeder with cardboard, chart paper, etc.

This is a group activity. Each group chooses one of the four designs shown in the pictures and makes a bird feeder from cardboard, chart paper and similar materials. For example, a group can make the hanging feeder with a round opening (picture 4) or the house-shaped feeder (picture 2), with a place for food and sticks for birds to perch on. The chapter does not give step-by-step instructions, so groups make the feeder by following the pictures. (Answers will differ from group to group.)