ScienceClass 8The Invisible Living World: Beyond Our Naked Eye

The Invisible Living World: Beyond Our Naked Eye | Class 8 Science Notes

By ConceptScroll Team · Published on 17 July 2026 · 5 min read

The Invisible Living World: Beyond Our Naked Eye – this guide gives you a concise, exam-ready overview of The Invisible Living World: Beyond Our Naked Eye from Class 8 Science, written by ConceptScroll editors and reviewed against the latest NCERT textbook.

How Are We Connected to Microbes?

Microorganisms are present everywhere—in water, soil, air, and on food items. They can cause food to rot, as seen when fruits or vegetables develop powdery or cotton-like growths due to microbial infection. However, some foods like pickles and murabbas resist spoilage because they contain preservatives such as salt or sugar, which inhibit microbial growth. Microorganisms also live on plant surfaces and in extreme environments like hot springs and cold zones. Many microbes live inside our bodies, especially in the gut, aiding digestion. Microorganisms play a crucial role in cleaning the environment by decomposing plant and animal waste into nutrient-rich manure, a process called decomposition. Gardeners collect plant waste to make natural manure, which enriches soil fertility. Microbes also help recycle nutrients, maintaining ecological balance. Some bacteria, like Rhizobium in root nodules of legumes, fix nitrogen from the air, enhancing soil fertility naturally. Microorganisms also produce biogas by decomposing waste in oxygen-free environments, providing a renewable energy source. Scientists like Ananda Mohan Chakrabarty have harnessed microbes to solve environmental problems such as oil spill degradation. Microorganisms are also vital in food preparation processes like fermentation, used in making bread, curd, idli, and dosa.

📊 Diagram: Figure 2.9 shows a fruit with microbial growth causing spoilage. Figure 2.10 illustrates the process of decomposition and manure formation. Figure 2.11 shows dough rising due to yeast fermentation. Figure 2.12 shows root nodules of cowpea containing Rhizobium bacteria.

🧪 Activity: Activity 2.7: Composting fruit and vegetable peels to observe manure formation. Activity 2.8: Preparing dough with and without yeast to observe fermentation. Activity 2.9: Preparing curd from milk under different temperature conditions.

🔗 Connection: This section connects microbial life to environmental and human health, leading to understanding microorganisms' diversity and their role in food and environment.

Frequently asked questions

1. Various parts of a cell are given below. Write them in the appropriate places in the following diagram. Nucleus Cytoplasm Chloroplast Cell wall Cell membrane Nucleoid

The student should label the parts of the cell diagram as follows:

  • Nucleus: The control center of the cell, usually a large spherical structure.
  • Cytoplasm: The jelly-like substance filling the cell.
  • Chloroplast: Green structures present in plant cells responsible for photosynthesis.
  • Cell wall: The rigid outer layer surrounding plant, fungal, and bacterial cells.
  • Cell membrane: The thin layer just inside the cell wall that controls entry and exit of substances.
  • Nucleoid: The region in
2. Aanandi took two test tubes and marked them A and B. She put two spoonfuls of sugar solution in each of the test tubes. In test tube B, she added a spoonful of yeast. Then she attached two incompletely inflated balloons to the mouth of each test tube. She kept the set-up in a warm place, away from sunlight. (i) What do you predict will happen after 3–4 hours? She observed that the balloon attached to test tube B was inflated. What can be a possible explanation for this? (a) Water evaporated in test tube B and filled the balloon with the water vapour. (b) The warm atmosphere expanded the air inside the test tube B, which inflated the balloon. (c) Yeast produced a gas inside the test tube B which inflated the balloon. (d) Sugar reacted with warm air, which produced gas, eventually inflating the balloon. (ii) She took another test tube, 1/4 filled with lime water. She removed the balloon from test tube B in such a manner that the gas inside the balloon did not escape. She attached the balloon to the test tube with lime water and shook it well. What do you think she wants to find out?

(i) The correct answer is (c) Yeast produced a gas inside the test tube B which inflated the balloon. Explanation: Yeast ferments sugar and produces carbon dioxide gas, which inflates the balloon.

(ii) Aanandi wants to test whether the gas produced is carbon dioxide. When the gas from the balloon is shaken with lime water, if the lime water turns milky, it confirms the presence of carbon dioxide.

3. A farmer was planting wheat crops in his field. He added nitrogen-rich fertiliser to the soil to get a good yield of crops. In the neighbouring field, another farmer was growing bean crops, but she preferred not to add nitrogen fertiliser to get healthy crops. Can you think of the reasons?

Beans are legumes and have nitrogen-fixing bacteria (Rhizobium) in their root nodules that convert atmospheric nitrogen into a form usable by plants. Therefore, they do not require additional nitrogen fertiliser. Wheat crops do not have this ability and need nitrogen fertiliser to improve soil fertility and yield.

4. Snehal dug two pits, A and B, in her garden. In pit A, she put fruit and vegetable peels and mixed it with dried leaves. In pit B, she dumped the same kind of waste without mixing it with dried leaves. She covered both the pits with soil and observed after 3 weeks. What is she trying to test?

Snehal is testing the effect of mixing dried leaves with fruit and vegetable waste on the decomposition process. Mixing dried leaves provides carbon and aeration, which helps microorganisms decompose the waste faster. Pit A is expected to show faster decomposition than pit B.

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