Class 8 · Science · Chapter 13 · NCERT Class 8 Science

Our Home: Earth, a Unique Life Sustaining Planet Class 8 Notes

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CLASS 8 SCIENCE · CHAPTER 13 · STUDY NOTES

Our Home: Earth, a Unique Life Sustaining Planet

Understand our home: earth, a unique life sustaining planet through short explanations, labelled models and original practice. Read one topic, explain it in your own words, then check.

01

EXPLORE

Life occupies a thin region around Earth’s surface

Distinguish the crust from the wider biosphere.

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The enlarged view shows a surface environment above solid layers. Magnification makes features easier to see; layer thicknesses, mountains and apple proportions are not all to scale.Source: NCERT Class VIII Science · Chapter 13 · chapter PDF page 2.
Crust
Earth’s thin outer rocky layer.
Biosphere
Living organisms and the regions where they live and interact with their surroundings.

Most familiar life occurs on or near Earth’s surface, including soil, water and parts of the air. Life is not restricted to bare crust alone. Compared with Earth’s size, the life-supporting surface region is very thin.

The apple-skin analogy helps us imagine relative thinness; it does not mean Earth has the same layer proportions as an apple. A satellite image may use false colours to represent measurements rather than colours human eyes would see.

Take a moment. What do you think?

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Question

Does the phrase “thin surface region” mean fish live only in solid rock?

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NCERT reference: chapter PDF pages 2, 3.

02

EXPLORE

Distance is not the only control on temperature

Compare planetary conditions rather than judging by distance alone.

Incoming sunlight and outgoing heat are different

Incoming sunlight and outgoing heat are differentOrange represents incoming sunlight. Pink represents outgoing and re-emitted infrared radiation. The greenhouse effect is not a lid stopping all heat from escaping.SunlightHeat to spaceSurfaceSome heat returned
Orange represents incoming sunlight. Pink represents outgoing and re-emitted infrared radiation. The greenhouse effect is not a lid stopping all heat from escaping.
Greenhouse effect
Warming because atmospheric gases absorb and emit some of a planet’s outgoing infrared radiation.

The planet order is Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. The first four are rocky planets; Jupiter and Saturn are gas giants, while Uranus and Neptune are ice giants.

Venus is hotter on average than Mercury despite being farther from the Sun. Its dense atmosphere produces a powerful greenhouse effect. Earth’s natural greenhouse effect helps keep it warm enough for widespread liquid water.

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Question

Why is “the closest planet must be the hottest” an incomplete rule?

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NCERT reference: chapter PDF pages 3, 4, 5.

03

EXPLORE

A habitable zone is a possibility, not proof of life

Liquid water also depends on atmospheric and surface conditions.

One useful condition among several

One useful condition among severalThe horizontal arrow means increasing distance from a star; the green band is a schematic habitable zone. Boundaries depend on the star and atmospheric assumptions. Sizes and distances are not actual solar-system scale.Possible liquid-waterzoneCloserFarther
The horizontal arrow means increasing distance from a star; the green band is a schematic habitable zone. Boundaries depend on the star and atmospheric assumptions. Sizes and distances are not actual solar-system scale.
Habitable zone
A range around a star where a planet with suitable conditions could maintain liquid water on its surface.

Earth’s distance from the Sun is one important reason it supports life. A planet’s atmosphere, pressure, temperature and history also matter. Being in a habitable zone does not automatically mean a planet is inhabited.

Scientists investigate Mars for clues to past water and possibly past life. Evidence for a once-habitable environment is not, by itself, evidence that organisms actually lived there.

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Question

A planet lies in a star’s habitable zone. Can we conclude that it has life?

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NCERT reference: chapter PDF pages 5, 6.

04

EXPLORE

Gravity helps retain an atmosphere

Do not turn “right size” into a rule that guarantees life.

Different layers have different jobs

Different layers have different jobsThe violet rays illustrate UV interacting with ozone in the atmosphere. The blue layer is exaggerated for visibility; it is not a precise altitude or thickness diagram.O₃: three oxygen atomsSome UVabsorbedAtmosphere model
Model
The violet rays illustrate UV interacting with ozone in the atmosphere. The blue layer is exaggerated for visibility; it is not a precise altitude or thickness diagram.
The violet ray ends where ultraviolet radiation is absorbed in the atmospheric model. It is not shown reflecting back. The blue outline is exaggerated for visibility, not a precise altitude or thickness diagram.
Atmosphere
The gases surrounding a planet.
Ozone
A form of oxygen with three oxygen atoms per molecule, O₃.

Gravity helps keep gases near a planet, while temperature and particle speeds affect their escape. Planet size, mass and composition matter together. Mercury has a very thin exosphere, and Mars a much thinner atmosphere than Earth.

Earth’s atmosphere provides gases, influences temperature and protects the surface. Stratospheric ozone absorbs much harmful ultraviolet radiation. This is different from the magnetic field’s effect on charged particles.

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Question

Does ozone protect us by turning into a giant magnet?

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NCERT reference: chapter PDF pages 6, 7.

05

EXPLORE

Earth’s magnetic field changes charged-particle paths

Separate charged solar particles from ordinary sunlight.

Incoming charged particles are redirected

Incoming charged particles are redirectedOrange lines are simplified paths of charged particles diverted around Earth, not light rays or the shape of every magnetic field line. The field region is not a physical shell.Magnetic-field regionCharged-particle paths
Orange lines are simplified paths of charged particles diverted around Earth, not light rays or the shape of every magnetic field line. The field region is not a physical shell.
Solar wind
A stream of charged particles from the Sun.
Magnetic field
A region in which magnetic effects act.

Motion of conducting material in Earth’s outer core produces its magnetic field. The field can redirect many incoming charged particles, working with the atmosphere to reduce their effects at the surface.

It is not a solid wall and does not block all cosmic radiation or all sunlight. The atmosphere and ozone have important protective roles too.

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Question

Does Earth’s magnetic field stop the visible sunlight needed by plants?

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NCERT reference: chapter PDF page 8.

06

EXPLORE

Air, water, land and life affect each other

Use one real connection to understand the four Earth systems.

Follow a hillside connection

Follow a hillside connectionGreen represents roots helping hold soil; orange represents possible movement of exposed soil downhill. This model connects biosphere, geosphere and hydrosphere, rather than claiming every rainfall event causes the same erosion.RainLiving rootsSoil movement
Green represents roots helping hold soil; orange represents possible movement of exposed soil downhill. This model connects biosphere, geosphere and hydrosphere, rather than claiming every rainfall event causes the same erosion.
Hydrosphere
Earth’s water, including oceans, surface water, groundwater and ice.
Geosphere
Earth’s solid materials and structure, including rocks and soils.
Geodiversity
The variety of non-living natural features and processes, such as rocks, soils and landforms.

Plants use water, carbon dioxide, light and nutrients. They also affect air, soil and water through photosynthesis, roots and water movement. Animals and decomposers link these systems further.

Cutting a forest can change habitats, soil erosion and water movement. The systems are linked, but their exact responses depend on place and scale.

Let’s look a little closer.

Go deeper: Water and life

Water covers roughly 70% of Earth’s surface and helps transport dissolved substances. Habitats range from the surface to deep oceans. An organism’s needs differ: not all life requires sunlight directly or oxygen in the same way as humans.

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Question

A hillside loses its trees. Name a possible effect linking living things, land and water.

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NCERT reference: chapter PDF pages 8, 9, 10.

07

EXPLORE

Reproduction passes on information and allows variation

Similarity does not mean every offspring is an exact copy.

Selection changes a population across generations

Selection changes a population across generationsColours distinguish inherited resistance in a simplified bacterial example. The survivor reproduces; the model does not show a blue cell deliberately transforming into an orange cell.InitialvariationSurvivorDescendantsPopulation change, nota choice
Colours distinguish inherited resistance in a simplified bacterial example. The survivor reproduces; the model does not show a blue cell deliberately transforming into an orange cell.
Reproduction
The production of new individuals, allowing populations to continue over generations.
Genetic material
Hereditary information, usually carried in DNA in living organisms.
Variation
Differences among individuals.

Offspring inherit information that helps guide development. Many features depend on both inherited information and the environment. Variation can arise through different combinations and changes in genetic material.

A useful variation can become more common over generations when it helps survival and reproduction in particular conditions. Organisms do not produce a needed feature merely by wishing or trying.

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Question

Do bacteria become resistant because they decide they need to survive an antibiotic?

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NCERT reference: chapter PDF pages 10, 11.

08

EXPLORE

One parent can produce new individuals

Use division and vegetative growth as different examples.

New growth from a viable bud

New growth from a viable budThe pointed bud, not every cut surface, can grow a shoot. The arrow represents later development under suitable conditions. A potato tuber is a modified stem, not a root or seed.Potato stem tuberGrowing budNew plant
The pointed bud, not every cut surface, can grow a shoot. The arrow represents later development under suitable conditions. A potato tuber is a modified stem, not a root or seed.
Asexual reproduction
Reproduction without fusion of gametes, often involving one parent.
Vegetative propagation
Formation of a new plant from a suitable stem, root or leaf part.

Bacteria can divide into two cells. Hydra can produce buds. Suitable stem cuttings, potato buds (“eyes”) and ginger stems can grow into new plants. Not every detached plant part can form a whole plant.

Asexual offspring are usually genetically very similar to the parent, but changes in DNA can still occur. Repairing a cut is not automatically reproduction; a new individual must result.

Go deeper: Division, buds and regeneration

Binary fission divides a single-celled organism. Budding forms an outgrowth that develops into a new individual. Some organisms can regenerate an individual from a fragment; do not assume all animals can do this or cut living animals to test it.

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Question

A potato piece with a viable eye grows a new plant. Is the eye a miniature seed?

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NCERT reference: chapter PDF pages 11, 12.

09

EXPLORE

Gametes join to begin a new individual

The egg and sperm are specialised cells.

Two gametes contribute to one cell

Two gametes contribute to one cellThe coloured centre marks represent contributions of hereditary information, not two permanent separate nuclei in a growing embryo. Cell sizes and the fertilisation sequence are schematic.SpermEggZygote
The coloured centre marks represent contributions of hereditary information, not two permanent separate nuclei in a growing embryo. Cell sizes and the fertilisation sequence are schematic.
Gamete
A specialised reproductive cell with a reduced set of chromosomes in the usual sexual life cycle.
Fertilisation
Fusion of male and female gametes.
Zygote
The cell formed by fertilisation.
Chromosome
A structure carrying DNA and hereditary information in a cell.

In animals, the gametes are sperm and egg. Each usually supplies one chromosome set, so their fusion restores the combined set rather than doubling it every generation.

Sexual reproduction combines inherited information, so offspring are not normally identical to either parent. Some plants contain both reproductive functions in one individual, so “always two separate parents” is not a universal rule.

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Question

Why does the chromosome count not simply double in every ordinary sexual generation?

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NCERT reference: chapter PDF pages 12, 13.

10

EXPLORE

Pollination comes before fertilisation

A pollen grain is not the same structure as a male gamete.

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Follow the labelled structures. Pollen originates in anthers and reaches the stigma; male gametes later travel towards an egg inside an ovule. These are different structures and different events.Source: NCERT Class VIII Science · Chapter 13 · chapter PDF page 13.
Pollination
Transfer of pollen from anther to stigma.
Ovule
A structure inside the ovary that contains an egg cell in flowering plants and can develop into a seed after fertilisation.
Seed
A structure developing from an ovule after fertilisation, containing a young plant and supporting tissues.

Anthers produce pollen grains. A pollen grain can germinate on a suitable stigma and form a tube that carries male gametes towards an ovule. One male gamete fuses with the egg to form a zygote.

After fertilisation, the ovule develops into a seed and the ovary usually develops into the fruit. A pollen grain is not itself a sperm cell, an ovule is not itself an egg, and the zygote develops into the embryo within the seed.

  1. 1

    Pollen reaches a suitable stigma: pollination.

  2. 2

    A pollen tube grows and carries male gametes.

  3. 3

    A male gamete fuses with the egg: fertilisation.

  4. 4

    The embryo develops within a seed; the ovary usually forms a fruit.

Go deeper: Seed dispersal and germination

Animals, wind and other processes can move seeds away from the parent. With suitable water, oxygen and temperature, a seed can germinate. Pollination, fertilisation, dispersal and germination are four different events.

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Question

A bee carries pollen to a stigma. Has fertilisation necessarily happened at that moment?

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NCERT reference: chapter PDF pages 5, 12, 13.

11

EXPLORE

Fertilisation and development can occur in different places

Separate where gametes join from where an embryo grows.

Compare two different questions

Compare two different questionsThe lower labels describe typical development support in these examples. The central egg is a cutaway symbol with stored food and an embryo; it is not a cell-size comparison or a claim that bird fertilisation is external.ManyfrogsBird eggMost mammalsWaterEggreservesInside mother
The lower labels describe typical development support in these examples. The central egg is a cutaway symbol with stored food and an embryo; it is not a cell-size comparison or a claim that bird fertilisation is external.
Embryo
An early developing stage of a multicellular organism after fertilisation.
External fertilisation
Gamete fusion outside the parent’s body.
Internal fertilisation
Gamete fusion inside the body.

Many fish and frogs release gametes into water for external fertilisation. Birds have internal fertilisation but lay eggs in which embryos continue developing, supported by food reserves. Development starts before laying, not only after it.

Most mammals develop their young inside the mother’s body, supported during pregnancy. Not every mammal gives live birth: egg-laying mammals are an exception. Different reproductive strategies involve different nutrition, protection and survival needs.

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Question

A bird lays eggs. Does that mean its fertilisation must be external?

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NCERT reference: chapter PDF pages 13, 14.

12

EXPLORE

Three environmental problems can reinforce each other

Explain each threat separately before linking them.

Three threats have connecting effects

Three threats have connecting effectsConnections represent interactions, such as warming changing habitats and pollution harming organisms. They do not claim that every effect travels in one fixed order or that the icons measure severity.ClimateBiodiversityPollution
Connections represent interactions, such as warming changing habitats and pollution harming organisms. They do not claim that every effect travels in one fixed order or that the icons measure severity.
Climate change
Long-term changes in climate patterns, including temperature and rainfall.
Biodiversity loss
A reduction in the variety or abundance of life at genetic, species or ecosystem levels.
Pollution
Harmful introduction of substances or other agents into the environment.

Burning fossil fuels adds greenhouse gases, strengthening warming. Habitat destruction and overuse can reduce biodiversity. Pollution can damage air, water, soil and organisms. One problem can worsen the others.

A single hot day is weather, not proof of a climate trend. Long-term observations and mechanisms are needed to understand climate change. Ozone depletion and greenhouse warming are related environmental concerns but are not the same mechanism.

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Question

Why does planting a few trees not by itself solve all three environmental threats?

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NCERT reference: chapter PDF pages 14, 15, 16.

13

EXPLORE

Solutions need action at several levels

Link a practical choice to the problem it addresses.

Give an object a longer useful life

Give an object a longer useful lifeArrows show extending use through repair rather than automatically replacing an item. Unsafe or irreparable items need suitable recycling or disposal. The first pictogram represents an item to repair, not a specific approved repair procedure.ExistingobjectSafe repairUsefulagain
Arrows show extending use through repair rather than automatically replacing an item. Unsafe or irreparable items need suitable recycling or disposal. The first pictogram represents an item to repair, not a specific approved repair procedure.
Conservation
Protecting and managing nature and resources to maintain their value and functions.

Repairing, reusing and reducing unnecessary consumption can cut waste. Careful water and energy use, habitat protection, cleaner energy and well-designed farming all contribute. Students can observe, learn and work with adults on appropriate local actions.

Governments and organisations also have major responsibilities. The Montreal Protocol addresses ozone-depleting substances. The Paris Agreement aims to hold warming well below 2 °C above pre-industrial levels while pursuing efforts to limit it to 1.5 °C; it is not simply a promise of “below 1.5 °C.”

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A school repairs desks instead of discarding and replacing all of them. Which environmental connection can this improve?

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NCERT reference: chapter PDF pages 15, 16, 18.

CHAPTER RECAP

Life occupies a thin region around Earth’s surface → Distance is not the only control on temperature → A habitable zone is a possibility, not proof of life → Gravity helps retain an atmosphere → Earth’s magnetic field changes charged-particle paths → Air, water, land and life affect each other → Reproduction passes on information and allows variation → One parent can produce new individuals → Gametes join to begin a new individual → Pollination comes before fertilisation → Fertilisation and development can occur in different places → Three environmental problems can reinforce each other → Solutions need action at several levels

Learnijoy explanations and visuals based on NCERT Class VIII Science · Chapter 13 ↗. Exploring visuals and revealing answers do not record completion.

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