NCERT Q&A
Answers to the Pause and Ponder questions and the Revise, Reflect, Refine exercises. Numerical working is in the Numericals tab.
Pause and Ponder
PAUSE AND PONDER 1
Visit the PhET greenhouse-effect simulation and study the effect of the concentration of greenhouse gas on surface temperature.
Answer: As the concentration of greenhouse gases increases, more of the outgoing infrared heat is absorbed and re-radiated, so the surface temperature of the Earth rises. With fewer greenhouse gases the surface becomes cooler.
PAUSE AND PONDER 2
How does the cool mountain breeze benefit agriculture activity, particularly the crops and soil?
Answer: The mountain breeze regulates temperature and moisture conditions in the valley, which supports soil and crop health. The cool air flowing down at night reduces heat stress on crops and helps keep the soil moist.
PAUSE AND PONDER 3
What happens to the warm surface of water from the equator as it travels toward the poles? What impact does this movement have on the area?
Answer: The warm water gives out heat to the air and the regions on its way, and cools as it moves poleward. This warms the climate of those areas: for example, the Gulf Stream and North Atlantic Drift keep many ports in north-west Europe ice-free in winter and moderate the climate, supporting trade and human activity.
PAUSE AND PONDER 4
The CO₂ dissolved in the ocean is disturbed when the global temperature increases. What will happen to marine life?
Answer: Warmer ocean water absorbs less CO₂, and the extra CO₂ that does dissolve makes the sea water more acidic. This threatens tiny plankton, coral reefs and shell-forming organisms, and disrupts the marine food web and ecosystem.
PAUSE AND PONDER 5
What would happen to plants and animals on Earth if the biogeochemical cycles were disrupted and stopped? Explain with a few examples.
Answer: Nutrients would no longer be recycled, so life could not continue. Without the carbon cycle, plants would get no CO₂ for photosynthesis; without the nitrogen cycle, plants could not get nitrates to make proteins; without photosynthesis, oxygen would not be restored; without the water cycle there would be no rain. Animals depend on plants, so they would also die.
PAUSE AND PONDER 6
Discuss how human activities increase the concentration of greenhouse gases in the atmosphere. What would you do as an individual to reduce the emission of greenhouse gas?
Answer: Burning fossil fuels for electricity, transport and industry, and deforestation, add CO₂; farming and waste also add methane and nitrogen compounds. Individuals can save electricity, use public transport or cycle, plant trees, reduce, reuse and recycle, save water and food, and choose renewable energy such as solar.
Revise, Reflect, Refine
QUESTION 1
Choose the most appropriate option to describe the role of biogeochemical cycles in an ecosystem. (i) To provide food directly to all organisms. (ii) To recycle essential nutrients between biotic and abiotic components. (iii) To create new elements for use by living things. (iv) To remove pollutants and toxins from the organism.
Answer: (ii) To recycle essential nutrients between biotic and abiotic components.
QUESTION 2
Which is primarily responsible for warming of the Earth? (i) CO₂ absorbs solar radiation and releases it as heat. (ii) The atmosphere's tiny particles absorb incoming radiation and directly heat the Earth. (iii) The Earth's surface absorbs solar radiation, which is then re-radiated and trapped by greenhouse gases. (iv) The environment is heated only by radiation reflected by clouds.
Answer: (iii) The Earth's surface absorbs solar radiation, which is then re-radiated as infrared and trapped by greenhouse gases.
QUESTION 3
Explain how climate change affects the water cycle. Illustrate with examples.
Answer: A warmer atmosphere holds more moisture, so some areas get heavier rain (such as intensified monsoons) and others get drought. Melting glaciers add water to rivers and raise sea levels, threatening coastal cities like Mumbai and Chennai. Sudden heavy rain causes run-off and soil erosion and reduces infiltration and groundwater recharge, which makes agriculture difficult in dry months.
QUESTION 4
Describe how albedo affects the Earth's surface temperature and its climate.
Answer: Albedo is the fraction of solar radiation reflected by a surface. High albedo surfaces (snow 0.80–0.90, ice 0.50–0.70) reflect most radiation and stay cool, so polar regions are very cold. Low albedo surfaces (black soil, ocean water, dark roads) absorb more radiation and are warmer. Changes in land cover, such as forest to city, change albedo and local climate.
QUESTION 5
How are mountain and valley breezes formed? If one mountain is covered with grass and another with barren rocks, would the temperature of the two mountain breezes be different?
Answer: By day the slopes heat faster than the valley floor; the air over them becomes warm and rises, and cooler air moves up from the valley (valley breeze). After sunset the slopes lose heat faster and become cooler; the air over them becomes cold and dense and flows down into the valley (mountain breeze). Yes, they would differ: barren rock heats up and cools down more quickly, so the breeze from it at night would be colder, while the grass-covered mountain stays cooler by day (shade, transpiration) and loses heat more slowly, so its breeze would be less cold.
QUESTION 6
Which atmospheric layer is mainly responsible for weather phenomena such as winds, storms and rainfall, and what is the primary reason?
Answer: The troposphere (0–12 km). It is heated from the Earth's surface, so warm air rises (temperature falls with height), and this vertical movement of air and moisture drives winds, clouds, rain and storms.
QUESTION 7
Explain the processes involved in the nitrogen cycle. How would life on Earth be affected if nitrogen were not cycled?
Answer: Nitrogen fixation (N₂ → ammonia by Rhizobium, Azotobacter and lightning), nitrification (ammonia → nitrite by Nitrosomonas → nitrate by Nitrobacter), assimilation by plants and animals, ammonification by decomposers, and denitrification (nitrates → N₂ by Pseudomonas). If nitrogen were not cycled, plants could not obtain usable nitrogen to make proteins and nucleic acids, so plants and then animals would not survive.
QUESTION 8
What are the impacts of deforestation on the Earth's oxygen and carbon cycles? What are other consequences?
Answer: Fewer trees mean less photosynthesis, so less CO₂ is absorbed and less O₂ is released; burning or decay of cleared trees adds CO₂. Other effects: reduced transpiration and local rainfall, changed albedo, soil erosion (no roots to hold soil), habitat destruction and biodiversity loss.
QUESTION 9
Explain with a suitable diagram the path that carbon takes to go back to the atmosphere, starting from plants using CO₂.
Answer: Plants take in CO₂ and make glucose by photosynthesis. Carbon passes to animals that eat plants. It returns to the atmosphere as CO₂ by respiration of plants and animals and by decomposition of dead matter. Carbon in buried remains forms fossil fuels, which return CO₂ when burnt. The ocean also exchanges CO₂ with the air. Diagram: CO₂ in atmosphere → (photosynthesis) → plants → (eaten) → animals; arrows from plants, animals and decomposers back to CO₂ (respiration, decomposition); dead matter → fossil fuels → (combustion) → CO₂.
QUESTION 10
Why is an excess of CO₂ in the atmosphere considered undesirable even though it is required by plants?
Answer: Excess CO₂ intensifies the greenhouse effect, causing global warming, melting of glaciers and polar ice, rising sea levels, more extreme weather, and ocean acidification that threatens plankton and coral reefs. Some CO₂ is needed to keep the Earth warm, but the balance is critical.
QUESTION 11
How is heat lost from the surface of the Earth? What is its significance?
Answer: The Earth's surface absorbs sunlight and re-radiates the heat as infrared radiation. Some is trapped by greenhouse gases and some escapes to space. This balance between heat gained and lost keeps the average temperature suitable for life.
QUESTION 12
If the Earth were a flat disc instead of a sphere, how would the patterns of solar radiation and temperature be different?
Answer: On a sphere, the Sun's rays strike different latitudes at different angles, so the equator receives concentrated radiation and the poles receive spread-out radiation. On a flat disc facing the Sun, rays would strike nearly everywhere at the same angle, so heating would be much more uniform, there would be no equator-to-pole temperature difference, and the pattern of planetary winds, ocean currents and seasons driven by latitude would be very different.
QUESTION 13
Suppose there is a rise in atmospheric temperature on Earth. How would this affect the cryosphere, hydrosphere and biosphere?
Answer: Cryosphere: glaciers and polar ice melt faster. Hydrosphere: more water in rivers and oceans, sea levels rise, floods in low-lying coastal areas, changes in rainfall and monsoons, warmer and more acidic oceans. Biosphere: habitat loss for coastal and polar organisms, disturbance of ecosystems and decline in biodiversity.
QUESTION 14
Explain how the Earth's atmosphere helps in maintaining a suitable temperature for life to survive on the Earth.
Answer: The atmosphere partly absorbs incoming solar radiation (the ozone layer blocks harmful UV; clouds and gases absorb some sunlight) and traps outgoing heat: greenhouse gases (CO₂, CH₄, water vapour) absorb the infrared re-radiated from the surface and keep the Earth warm. Without it, the Earth would be too cold for life.
QUESTION 15
Describe the interrelationship between different spheres of the Earth. Illustrate with an example how these spheres function in a delicate balance.
Answer: The geosphere, hydrosphere, cryosphere, atmosphere and biosphere exchange energy and matter. Example: less snowfall in winter (cryosphere) means less water in the lake in summer (hydrosphere), so less grass grows (biosphere) for sheep. On a large scale, a warmer Arabian Sea (hydrosphere) causes more evaporation, changing monsoon rainfall (atmosphere), bringing floods or drought and affecting crops and ecosystems.