Module 3: Atmosphere and Climate Class 8th Social Science (Understanding society India & Beyond) NCERT Solution

Atmosphere and Climate — Chapter 3 Solutions | EduGrown
Chapter 3 · Understanding Society: India and Beyond · Grade 9

🌍 Atmosphere and Climate — Complete Solutions

Step-by-step answers to every in-text activity and end-of-chapter question, with labelled diagrams, comparison tables, and interactive graphs.

1. Composition of the atmosphere
2. Layers of the atmosphere & Earth
3. Mechanism of monsoon
4. Reducing our carbon footprint

In-text Questions & Activities

Think About It · Page 39

Q.Can you imagine what would happen if there were no atmosphere?

Answer: If the Earth had no atmosphere, life as we know it would not exist. The specific effects would be:

  • No protection from the Sun’s radiation: Harmful ultraviolet rays would reach the surface directly, making it impossible for humans, animals, and plants to survive.
  • Extreme temperatures: Without the atmosphere to trap heat, days would be scorching hot and nights would be freezing cold — similar to the Moon, which has no atmosphere and swings between about 127°C in the day and -173°C at night.
  • No air to breathe: There would be no oxygen for respiration and no carbon dioxide for photosynthesis, so no living being could survive.
  • No weather or water cycle: Without water vapour, there would be no clouds, no rainfall, and no fresh water cycle.
  • No protection from meteors: Meteoroids that normally burn up in the mesosphere would strike the Earth’s surface directly.
  • No sound: Since sound needs a medium (air) to travel, the Earth would be silent.

In short, the atmosphere is the protective blanket that makes Earth a “living planet”.

Let’s Recall · Page 40

Q.How is nitrogen useful for plants?

Answer: Although nitrogen makes up 78% of the atmosphere, plants cannot use it directly in its gaseous form. Nitrogen is essential because:

  • It is a key component of chlorophyll, the green pigment that allows plants to carry out photosynthesis.
  • It is required to build proteins, amino acids, and nucleic acids (DNA/RNA), which are essential for plant growth and cell division.
  • Since plants cannot absorb nitrogen gas directly, it must first be converted into a usable form (nitrates/nitrites) through nitrogen fixation — a process carried out by nitrogen-fixing bacteria (such as Rhizobium present in the root nodules of leguminous plants), by lightning, and industrially through fertilisers.
  • Plants absorb these nitrates through their roots along with water, which is then used to synthesise proteins needed for healthy growth, leaf development, and yield.
Think About It · Page 45

Q.You might have noticed that sometimes the wind is so strong that it is difficult to walk against it. Can you think of some other times when strong winds have caused problems for you?

Answer: This is an open, experience-based question. Some common situations where strong winds cause problems include:

  • During a thunderstorm or nor’wester (kalbaisakhi), strong gusty winds can uproot trees, break branches, and blow away loose objects like umbrellas, tin roofs, or hoardings.
  • During a cyclone along the coast, very high-speed winds can damage houses, uproot electric poles, disrupt transport, and cause huge economic loss.
  • During a dust storm (loo/andhi) in north-western India in summer, strong hot winds reduce visibility, make breathing difficult, and can damage standing crops.
  • Strong winds can make it difficult to fly kites steadily, hold an umbrella, ride a bicycle or two-wheeler, or dry clothes without them blowing away.

Students should share their own real-life examples in class.

Let’s Explore · Page 46

Q.Find out other categories of wind based on speed and their common effects, and share your findings in class.

Answer: Wind speeds are classified in more detail using the Beaufort Wind Scale, which extends the categories given in Table 3.1:

Beaufort No.DescriptionSpeed (km/hr)Common effect
0Calm<1Smoke rises vertically; sea like a mirror
1Light air1–5Smoke drifts; no noticeable wind on the face
2Light breeze6–11Wind felt on face; leaves rustle
3Gentle breeze12–19Leaves and small twigs move; flags extend
4Moderate breeze20–28Raises dust and loose paper; small branches move
5Fresh breeze29–38Small trees sway; crested wavelets on water
6Strong breeze39–49Large branches sway; umbrellas hard to use
7Near gale50–61Whole trees in motion; difficult to walk against
8Gale62–74Twigs break off trees; walking is hard
9Strong gale75–88Slight structural damage; chimney pots removed
10Storm103–117*Trees uprooted; considerable structural damage
11Violent storm118–133Widespread damage
12Hurricane/Cyclone>134Devastating, catastrophic damage

*As given in the NCERT Table 3.1.

Let’s Analyse · Page 47

Q.Note down the weather report from a local newspaper for two weeks and observe the changes occurring in the weather.

Answer/Guidance: This is a two-week observation activity. Prepare a simple table like the one below and fill it daily from the newspaper or a weather app:

DateMax Temp (°C)Min Temp (°C)Humidity (%)Rainfall (mm)General condition
Day 1Sunny / Cloudy / Rainy
Day 2
Day 14

After filling this for 14 days, you will notice that weather changes from day to day (e.g., a hot day may be followed by a cooler, cloudy one), which is exactly why weather is described as the short-term, hour-to-hour and day-to-day condition of the atmosphere — unlike climate, which is the average pattern over 30+ years.

Think About It · Page 48

Q.Hindustani Classical music associates certain rāgas with specific seasons. Find out which rāgas are connected to each season with the help of your elders and teachers.

Answer: In the tradition of Hindustani Classical music, certain rāgas are believed to evoke the mood of particular seasons (Ṛtus):

Season (Ṛtu)Season periodAssociated Rāgas
Vasanta (Spring)March–AprilRaga Vasant, Bahar, Basant Bahar
Grīṣhma (Summer)May–JuneRaga Deepak, Bhairav
Varṣhā (Monsoon)July–AugustRaga Malhar (Miyan ki Malhar), Megh Malhar, Gaud Malhar
Śharad (Autumn)September–OctoberRaga Kedar, Bhairavi
Hemanta (Pre-winter)November–DecemberRaga Shree, Malkauns
Śhiśhira (Winter)January–FebruaryRaga Lalit, Bhairav

Note: Rāga–season associations vary slightly across gharanas (musical schools); students should verify local versions with their music teachers.

Let’s Explore · Page 52

Q.Describe in your own words how monsoon affects the lives of the people around you.

Sample Answer: The monsoon has a deep impact on everyday life in India:

  • Agriculture: Most farmers in my area depend entirely on monsoon rains for sowing kharif crops such as rice, maize, and cotton. A good monsoon means a good harvest and better income; a weak or delayed monsoon can lead to crop failure and financial stress for farming families.
  • Water supply: Monsoon rain fills rivers, lakes, ponds, and recharges groundwater, which is used for drinking water and irrigation throughout the year.
  • Daily life and transport: Heavy rains can waterlog roads, delay trains and flights, and make commuting difficult, but they also bring welcome relief from summer heat.
  • Festivals: Many festivals such as Teej, Onam, and harvest festivals are timed around the monsoon and post-monsoon season.
  • Health: The monsoon season can also bring waterborne and vector-borne diseases such as dengue and malaria due to waterlogging.
  • Economy: Since a large section of India’s workforce depends on agriculture, the overall economy — food prices, employment, and rural income — is closely tied to how well the monsoon performs.

(Students should personalise this answer using examples from their own region.)

Let’s Explore · Pages 53–54

Q.My Carbon Footprint — tick your daily habits, score yourself, and write your Climate Action Pledge.

Answer/Guidance: This is a self-assessment activity, so the exact score will differ for every student. Here is how to complete and interpret it:

Step 2 — Scoring: Each tick is scored as: Low impact = 1, Medium impact = 2, High impact = 3, Very high impact = 4. Since there are 4 categories (Transport, Electricity, Water, Waste/Plastics), your total score will range from a minimum of 4 (all low-impact habits) to a maximum of 14 (mostly high/very-high impact habits).

Total scoreWhat it means
4–6Low carbon footprint — you are already living quite sustainably 🌱
7–9Moderate carbon footprint — some habits can be improved
10–14High carbon footprint — several changes are needed to reduce your impact

Step 3 — Sample Climate Action Pledge (write two of your own; examples below):

  1. I will switch off lights, fans, and other electrical appliances whenever I leave a room.
  2. I will carry a reusable water bottle and cloth bag to avoid single-use plastics.
Classroom Discussion · Punjab Floods 2025 Case Study, Page 56

Q.Discussion questions based on the Punjab Floods 2025 case study.

1. To what extent did natural factors cause these floods compared to human activities?

Both played a major role, but they reinforced each other. The natural trigger was very heavy monsoon rainfall intensified by western disturbances over Punjab, Himachal Pradesh, and Jammu & Kashmir, which caused the Satluj, Beas, Ravi, and Ghaggar rivers (already flowing high) to overflow. However, the scale of damage was greatly worsened by human factors: weak/old river embankments (dhūsī bāndh) that could not hold the rising water, houses and farms built too close to riverbanks, silt build-up in rivers and dams reducing their water-carrying capacity, and late or poorly communicated flood warnings. So while heavy rainfall was the immediate cause, poor river management and encroachment turned a natural event into a large-scale disaster.

2. Do you think better planning could have reduced the damage? How?

Yes. Damage could have been significantly reduced through: (a) strengthening and regularly maintaining embankments, (b) desilting rivers and reservoirs to restore their carrying capacity, (c) strict enforcement of no-construction zones along riverbanks and floodplains, (d) early-warning systems that reach villages in time, giving people a chance to move to safety and shift belongings, and (e) pre-positioned relief teams, boats, and shelters in flood-prone districts before the monsoon season begins.

3. What are the guidelines for the management of floods according to the National Disaster Management Authority (NDMA)?

The NDMA’s flood management approach broadly includes: structural measures (embankments, dams, flood walls, channel improvement), non-structural measures (flood forecasting and warning, flood plain zoning, flood proofing of buildings), disaster preparedness (evacuation plans, relief shelters, stockpiling of relief material), community awareness and capacity building, and coordinated response involving the NDMA, State Disaster Management Authorities, and district administrations for rescue, relief, and rehabilitation. (Students may look up the latest NDMA guidelines on floods for further detail.)

4. What role can students/youth play in helping with disaster preparedness?

Students and youth can: spread awareness about flood safety in their communities, participate in school/college disaster-preparedness drills, volunteer with NGOs and NDRF-supported relief camps during emergencies, help elderly or vulnerable neighbours evacuate safely, use social media responsibly to share verified warnings (not rumours), support afforestation and river-cleaning drives to reduce future flood risk, and learn basic first-aid and rescue skills through NCC/NSS or Red Cross programmes.

Exercise: Questions and Activities

Question 1

Q1.What is atmosphere? Explain its composition with the help of a pie diagram.

Answer: The atmosphere is the blanket of air surrounding the Earth, held in place by gravity. It is a mixture of gases in various proportions that is vital for the survival of all living beings. It shields the Earth from the Sun’s harmful ultraviolet radiation, regulates the Earth’s temperature by trapping some of the Sun’s energy, and is a key part of the Earth’s weather and climate system, influencing temperature, humidity, and air pressure.

Composition: The atmosphere is made up mainly of nitrogen and oxygen, along with small amounts of other gases, water vapour, and dust particles:

Fig 3.2 Composition of the atmosphere - pie chart
Fig. 3.2 — Composition of the atmosphere (as given in the NCERT textbook)
  • Nitrogen — 78% (the most abundant gas)
  • Oxygen — 21% (essential for respiration)
  • Argon — 0.93%
  • Carbon dioxide — 0.04%
  • Others (helium, neon, krypton, xenon, ozone, hydrogen, water vapour, dust) — 0.03%

Water vapour content varies between 0.1% and 0.4% and plays a key role in cloud formation and precipitation. The composition also varies slightly with altitude.

Question 2

Q2.Draw a labelled diagram of the structure of atmosphere.

Fig 3.3 Layers of the atmosphere - labelled diagram
Fig. 3.3 — Layers of the atmosphere, from the Earth’s surface to outer space (as given in the NCERT textbook)

Answer: The atmosphere has five major layers, based on changes in temperature and density with altitude:

  1. Troposphere (0–12 km): Most important layer; temperature decreases with height; contains air we breathe, water vapour and clouds; almost all weather occurs here. Bounded above by the tropopause.
  2. Stratosphere (12–50 km): Free of clouds, ideal for aeroplanes; contains the ozone layer, which filters harmful UV radiation. Bounded above by the stratopause.
  3. Mesosphere (50–80 km): Temperature decreases with height; most meteorites burn up here. Bounded above by the mesopause.
  4. Thermosphere (80–700 km): Temperature rises rapidly as gases absorb X-rays and UV radiation; contains the ionosphere (helps radio transmission); auroras occur here.
  5. Exosphere (above 700 km): Uppermost, very thin layer; light gases like helium and hydrogen escape into space.
Question 3

Q3.Which are the four main seasons of India?

Answer: According to the Indian Meteorological Department (IMD), India has four main seasons:

1. Winter (Dec – early April) 2. Summer / Pre-monsoon (April – June/July) 3. Monsoon / Rainy (June – September) 4. Post-monsoon / Retreating monsoon (October – December)

The Himalayan states additionally experience two extra seasons — autumn and spring — owing to their more temperate climate.

Question 4

Q4.Why do you not feel the pressure of the atmosphere?

Answer: Although the air above us exerts a significant force (atmospheric pressure) on our bodies, we do not feel it because air presses on us equally from all sides — from above, below, and sideways. At the same time, the fluids and tissues inside our bodies exert an equal and opposite counter-pressure from within. Since the external atmospheric pressure and the internal body pressure balance each other out, the net force we feel is zero, and we remain unaware of the enormous weight of air pressing on us.

Question 5

Q5.In which layer of the atmosphere do aeroplanes fly and why?

Answer: Aeroplanes fly in the stratosphere (the layer extending from about 12 km to 50 km above the Earth’s surface). This is because the stratosphere is:

  • Free of clouds and weather disturbances (like rain, storms, and turbulence) since almost all weather phenomena occur in the troposphere below it — this allows for a smooth, stable flight.
  • Relatively calm and has stable air layering, which improves fuel efficiency and passenger comfort.
Question 6

Q6.Distinguish between the following:

(a) The troposphere and the stratosphere
BasisTroposphereStratosphere
ExtentFrom Earth’s surface up to ~12 kmFrom ~12 km up to ~50 km
TemperatureDecreases with increasing altitudeRemains fairly stable; rises near the top due to ozone
WeatherAlmost all weather phenomena (rain, fog, hail, clouds) occur hereFree of clouds and weather disturbances
Special featureContains the air we breathe and most water vapourContains the ozone layer, which filters the Sun’s UV radiation
Use for aviationTurbulent; not ideal for flying long distancesIdeal for aeroplanes as it is smooth and stable
(b) The south-west monsoon and the north-east monsoon
BasisSouth-west Monsoon (Summer Monsoon)North-east Monsoon (Winter Monsoon)
PeriodJune to SeptemberOctober to February
Wind directionBlows from sea to land (Indian Ocean/Arabian Sea/Bay of Bengal → land)Blows from land to sea
CauseIndian landmass heats up faster than the ocean, creating low pressure over land and high pressure over the seaIndian landmass cools faster than the ocean, creating high pressure over land and low pressure over the sea
Nature of windsMoist, moisture-laden windsCold and largely dry winds
RainfallBrings most of India’s annual rainfallMostly dry, except when winds cross the Bay of Bengal and pick up moisture, bringing rain to Tamil Nadu, Andhra Pradesh, and parts of Karnataka
Fig 3.10 Normal dates of advancing south-west monsoon
Fig. 3.10 — Advancing dates of the south-west monsoon
Fig 3.11 Normal dates of retreating monsoon
Fig. 3.11 — Normal dates of the retreating monsoon
Question 7 · Do it yourself

Q7.Table 3.3 shows the average monthly temperatures and rainfall for 10 representative stations. Convert them into ‘temperature and rainfall’ graphs, and answer 7.1–7.5 below.

Answer: Below are interactive temperature–rainfall graphs (in the same style as Fig. 3.14 for Delhi) generated for all 10 stations from Table 3.3. The line shows monthly temperature (°C, left axis) and the bars show monthly rainfall (cm, right axis).

Fig 3.14 Temperature and rainfall graph of Delhi from the textbook
Fig. 3.14 — Temperature and Rainfall of Delhi (as given in the NCERT textbook, for reference)
7.1 Re-arrange the 10 stations according to their distance from the equator (ascending latitude)
  1. Thiruvananthapuram (8°29’N)
  2. Bengaluru (12°58’N)
  3. Chennai (13°4’N)
  4. Mumbai (19°N)
  5. Nagpur (21°9’N)
  6. Kolkata (22°34’N)
  7. Shillong (24°34’N)
  8. Jodhpur (26°18’N)
  9. Delhi (29°N)
  10. Leh (34°N)
7.2 (a) Two stations with the most extreme climate

Leh (annual range ≈ 25.7°C, from −8.5°C in Jan to 17.2°C in Jul) and Jodhpur (annual range ≈ 19°C, from 14.9°C in Dec to 33.9°C in Jun) show the most extreme (largest) annual temperature ranges. Both lie far from the moderating influence of the sea — Leh is a high-altitude cold desert and Jodhpur lies in the hot Thar Desert — so they experience very hot summers/mild summers and very cold winters compared with coastal stations.

7.2 (b) Two stations influenced by the retreating monsoon

Chennai and Thiruvananthapuram — both receive their heaviest rainfall in October–November (Chennai: 30.6 cm in Oct, 35.0 cm in Nov; Thiruvananthapuram: 27.3 cm in Oct) rather than during the June–September south-west monsoon months. This rain comes from the retreating/north-east monsoon winds that pick up moisture while crossing the Bay of Bengal.

7.2 (c) The two hottest stations in the months of (i) February and (ii) June

(i) February: Thiruvananthapuram (27.3°C) and Chennai (25.7°C) are the hottest.

(ii) June: Jodhpur (33.9°C) and Delhi (33.3°C) are the hottest.

7.3 (a) Why does Shillong experience more rainfall than Kolkata?

Shillong (225.3 cm annual rainfall) receives far more rain than Kolkata (162.5 cm) because it lies on the windward side of the Khasi Hills in Meghalaya. Moist monsoon winds from the Bay of Bengal are forced to rise sharply over these hills, causing them to cool and condense rapidly — this is called orographic (relief) rainfall — producing very heavy precipitation. Kolkata, being in the flat Gangetic plains, does not have this hill-induced uplift, so it receives comparatively less rainfall.

7.3 (b) Why does Delhi receive more rainfall than Jodhpur?

Delhi (67.0 cm annual rainfall) lies closer to the main track of monsoon depressions moving along the Gangetic plains and receives moisture from both the Bay of Bengal and Arabian Sea branches of the monsoon. Jodhpur (36.6 cm), on the other hand, lies deep in the Thar Desert on the periphery of the monsoon system; by the time monsoon winds reach it, most of their moisture has already been used up, and the Aravalli hills run parallel (not perpendicular) to the monsoon winds here, so there is little orographic uplift to trigger rainfall.

7.4 (a) Why does Thiruvananthapuram have an equable climate?

Thiruvananthapuram has the smallest annual temperature range of all 10 stations (only about 2.5°C, from 26.2°C to 28.7°C) because it is a coastal city located close to the equator. The nearby Arabian Sea has a strong moderating effect — it heats up and cools down much more slowly than land — keeping temperatures fairly uniform through the year. Being near the equator, insolation also stays relatively constant across seasons.

7.4 (b) Why does Chennai have more rainfall only after the fury of the monsoon is over in most parts of the country?

Chennai lies on the east coast, on the leeward (rain-shadow) side of the Western Ghats during the south-west monsoon (June–September), so it receives relatively little rain in that period. Its main rainy season is October–December, when the retreating/north-east monsoon winds blow from the Indian landmass across the Bay of Bengal, gather moisture, and bring heavy rainfall to the Tamil Nadu coast — by which time the south-west monsoon has already withdrawn from most of the country.

7.4 (c) Why does Leh have moderate precipitation almost throughout the year?

Leh lies in the trans-Himalayan cold desert, cut off from the monsoon by the high Himalayan ranges (a rain-shadow region), so it receives very little monsoon rainfall. Instead, it receives small, fairly evenly spread amounts of precipitation (often as snow) throughout the year, mainly from winter western disturbances and minor local convective activity, rather than from a single concentrated rainy season.

7.5 Does the data show that the monsoon lends overall climatic unity to India?

Yes. Despite huge regional variation in temperature and total rainfall amounts across these 10 stations, most stations (8 out of 10) show their peak rainfall concentrated in the June–September south-west monsoon months. Even the two clear exceptions (Chennai and Thiruvananthapuram, which peak in the post-monsoon months, and Leh, which depends on western disturbances) are themselves explained by their position relative to the monsoon system. This shared dependence on a single seasonal wind system — even though its effects differ regionally — is exactly what gives India’s diverse climate an underlying rhythmic unity.

Question 8

Q8.Collect pictures of houses and clothing of people from different regions of India. Examine whether they reflect any relationship with the climatic conditions or the relief of those regions.

Answer/Guidance: This is a project-based activity. Collect pictures from newspapers, magazines, or the internet from regions such as Kerala (hot, humid, high rainfall), Rajasthan (hot desert), Kashmir (cold, snowy), and the North-East (heavy rainfall, hilly). You should observe the following relationships:

  • Sloping/thatched roofs in high-rainfall regions like Kerala, Meghalaya, and coastal areas — allow quick drainage of heavy rain.
  • Flat roofs and thick mud walls in dry regions like Rajasthan and Gujarat — flat roofs are used for storage/sleeping in dry weather, and thick walls keep interiors cool in extreme heat.
  • Sloping roofs with wooden/stone construction and small windows in the Himalayan region — sloping roofs let snow slide off, and small windows and wood help retain heat.
  • Houses on stilts in flood-prone areas of Assam and the North-East — protect against seasonal flooding.
  • Clothing: Light cotton clothes in hot regions (Rajasthan, Tamil Nadu, Kerala); heavy woollens, shawls, and layered clothing in cold regions (Kashmir, Himachal Pradesh, Ladakh); use of turbans/headgear in the desert to protect from heat, sun, and sand.

Conclusion: Traditional houses and clothing across India are strongly adapted to local climate (temperature, rainfall) and relief (plains, hills, coast, desert), showing how human life adjusts to its physical environment.

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