NCERT Solutions Class 8 Vocational Education Chapter 5 2026-27

Ans. The storage capacity should be written in litres after checking the tank label, local records or volume calculation. For example, a 10 cubic metre tank stores 10,000 litres.

1. Identify the main storage tank used by the locality, building or school.
2. Check whether its capacity is printed on the tank or written in a society record.
3. If capacity is not printed, measure or ask for its length, breadth and height.
4. Calculate volume in cubic metres when dimensions are in metres.
5. Convert cubic metres to litres by using 1 cubic metre equals 1,000 litres.
6. Record the final tank capacity with the source of information.

Ans. Daily supply should be recorded from a reliable local source and converted into litres. The answer must also mention the source and date of the information.

1. Ask the local municipal corporation, Gram Panchayat office or water supply authority for daily supply data.
2. Check whether the value is for the whole locality, one street, one building or one tank.
3. Convert the value into litres so that it matches household water-use data.
4. Record the date or year of the data because supply can change by season.
5. If exact data is not available, record the number of tankers or tank fills per day.
6. Mention the source of the data in the project file.

Ans. The number of people using the water is the dependent population. It should be taken from local records or a careful household count.

1. Find the population of the locality from municipal records, Gram Panchayat records or society records.
2. Check whether the water source serves only that locality or also nearby areas.
3. If doing a small building audit, count the number of households and average members.
4. Use this population to divide total daily supply by the number of users.
5. Do not mix two different areas unless they share the same water source.
6. Record the population figure and its source.

Ans. The locality's source may be a dam, river, well, borewell, tank or municipal pipeline. A good answer names the source and shows it on a simple map.

1. Ask the water supply office or local authority about the main source.
2. Find out whether water comes from a river, dam, canal, well, borewell or tanker.
3. Note whether there are secondary sources during summer or shortage periods.
4. Make a simple map showing the source, storage tank and delivery points.
5. If possible, mark wells, tanks and tanker filling points on the map.
6. Write the source clearly in the survey notes.

Ans. Per-household supply is total daily supply divided by households. Per-person allotment is total daily supply divided by population.

1. Collect the total water supplied to the locality in one day.
2. Find the number of households and total population using that supply.
3. For household supply, divide total daily supply by number of households.
4. For per-person allotment, divide total daily supply by total number of people.
5. Compare the result with prescribed usage when asked.
6. Write units as litres per household per day and litres per person per day.

Ans. Common challenges include low rainfall, old pipelines, leakage, power cuts, high demand and unequal distribution. The exact answer should come from the local official.

1. Prepare the question before visiting the water supply office.
2. Ask whether the locality faces shortage, pressure problems or seasonal changes.
3. Ask whether leakage, old pipes, illegal connections or electricity cuts affect supply.
4. Record the official's answer in simple words.
5. Connect the challenge with its effect on households.
6. Suggest one practical improvement if the official mentions a solvable problem.

Ans. Rainwater increases water availability by filling natural sources and recharge structures. Harvesting and storage help use it after the rainy season.

1. Find out the usual rainfall pattern in the locality or district.
2. Ask whether rainwater fills local tanks, wells, lakes, rivers or reservoirs.
3. Check if rooftops or public buildings have rainwater harvesting structures.
4. Record efforts such as recharge pits, percolation tanks or check dams.
5. Explain that stored rainwater supports use after the rainy season.
6. Mention that poor storage can allow rainwater to run off and be wasted.

Ans. Many localities have more water after monsoon and less water in summer. The answer should record the local seasonal pattern with examples.

1. Ask residents and officials about months of shortage and months of adequate supply.
2. Check whether wells, borewells or tanks dry up in summer.
3. Record whether tanker use increases in hot months.
4. Compare monsoon, winter and summer availability.
5. Mention whether demand also rises in summer due to heat.
6. Use this pattern while suggesting conservation steps.

Ans. Individuals can save water by closing taps, fixing leaks, using buckets, reusing greywater and installing flow caps or aerators.

1. Close taps while brushing, soaping utensils or washing hands.
2. Repair leaking taps, pipes and overflowing tanks quickly.
3. Use a bucket instead of a running shower when possible.
4. Reuse leftover clean water for plants or cleaning outdoor areas.
5. Install flow caps or aerators on taps where suitable.
6. Record water use so the family can notice wasteful habits.

Ans. A neighbourhood water map should show sources, storage points and delivery points with symbols and a legend.

1. Draw the main roads, lanes or blocks of the neighbourhood.
2. Mark wells, borewells, overhead tanks, community taps and tanker points.
3. Mark the direction from source to storage and then to users if known.
4. Use different symbols for each type of water point.
5. Add a legend explaining each symbol.
6. Ask an official, teacher or local resident to check the map.

Ans. Average consumption per person equals total daily household water use divided by the number of people in that household.

1. Collect total water use for each family in litres per day.
2. Record the number of people in each family.
3. For each family, divide total daily use by number of members.
4. Use a spreadsheet formula if the data is tabulated.
5. Compare the values across families to find high and low consumption.
6. Use the average to discuss whether water use is near prescribed levels.

Ans. Yes, some families may consume more than average due to appliances, leaks, gardens, vehicle washing, RO waste or longer tap use. The reason should be supported by data.

1. Calculate the average per-person consumption for all surveyed families.
2. Identify families whose value is higher than the group average.
3. Check the survey form for reasons such as washing machine use, RO waste or gardening.
4. Look for leaks, overflowing storage or long tap-running time if observed.
5. Ask whether the family has extra water needs due to occupation, animals or visitors.
6. Write the reason as a probable explanation supported by survey data.

Ans. Rainwater availability equals area in square metres multiplied by rainfall in metres. The result in cubic metres can be converted to litres.

1. Collect the area of the district, town, village or ward from a reliable source.
2. Collect rainfall data for the year from a reliable source.
3. Convert area into square metres and rainfall into metres.
4. Multiply area by rainfall to get volume in cubic metres.
5. Convert cubic metres into litres by multiplying by 1,000.
6. Mention the reference source and the year of the data.

Ans. Compare litres per person per day from your survey with the prescribed usage value. Then state whether local use is below, near or above the standard.

1. Calculate the average consumption per person per day from primary data.
2. Find the prescribed usage value from a reliable government source.
3. Use the correct category, rural or urban, for your locality.
4. Write both values in litres per person per day.
5. State whether actual consumption is lower, equal or higher.
6. Suggest one reason and one corrective step if actual use is higher.

Ans. Identify wastage by inspecting leaks and overflow. Measure it by collecting wasted water for a fixed time and calculating litres per minute.

1. Inspect taps, pipes, overhead tanks, wash areas and hand pumps.
2. Look for dripping, wet patches, overflow or continuous running water.
3. Place a bucket under the wastage point if it is safe.
4. Start a stopwatch and collect water for a fixed time.
5. Measure the volume collected and convert it to litres per minute.
6. Repeat once and record the average wastage rate.

Ans. Tap wastage can be reduced by repairing leaks, replacing worn parts, using flow caps or aerators and avoiding full-throttle tap use.

1. Check whether the tap leaks because of a loose part, damaged washer or worn o-ring.
2. Turn off the water mains before opening the tap.
3. Use proper tools such as a spanner or wrench under adult or plumber guidance.
4. Replace the washer, o-ring or jumper valve when needed.
5. Fit a flow cap or aerator to reduce flow per minute.
6. Use the tap partially instead of opening it fully when full flow is not needed.

Ans. The three principles are to hold water, slow runoff and allow percolation into the ground.

1. First, hold water in the field using contour bunds.
2. Second, reduce the speed of runoff water using structures such as small check dams.
3. Third, let water percolate into the ground using percolation tanks, recharge dams or borewell recharge.
4. Explain that underground storage has low evaporation loss.
5. Connect the method with groundwater level improvement.
6. Mention that community participation is needed for such work.

Ans. Greywater can be reused for plants, cleaning or recharge after removing impurities. It should not be used for drinking.

1. Identify greywater sources such as vegetable washing water, bath water or sink water.
2. Avoid using water that has strong chemicals, oils or too much soap.
3. Use relatively clean leftover water for watering plants or cleaning outdoor areas.
4. For larger use, pass greywater through a treatment system such as a reed bed.
5. Let suspended particles settle before filtration where possible.
6. Use treated water for suitable purposes, not for drinking.

Ans. A good answer names one initiative, describes the action and gives an estimated daily water saving.

1. Name the water-saving initiative clearly.
2. Mention where it was done, such as home, school or locality.
3. Explain the problem noticed before the initiative.
4. Describe the action taken to reduce usage.
5. Estimate how much water is saved per day if possible.
6. Write how you will continue or improve the action.

Ans. A 100-home society with four people per family adds about 400 people. Extra demand equals 400 multiplied by average litres per person per day.

1. Take number of new homes as 100.
2. Estimate four people per home as given in the activity.
3. Total additional people equals 100 multiplied by 4, which is 400.
4. Find the average consumption per person or per family from your audit data.
5. Multiply 400 people by average per-person daily consumption.
6. Add this value to current locality demand to find the increase.

Ans. A 1,000-student hostel needs 1,000 multiplied by average litres per person per day. For 100 litres per person, the need is 100,000 litres per day.

1. Take the number of additional consumers as 1,000 students.
2. Use the average consumption per person per day from survey data or prescribed usage.
3. Multiply 1,000 by the average litres per person per day.
4. Write the result in litres per day.
5. If needed, convert the result into kilolitres by dividing by 1,000.
6. Compare this with present local supply to judge the increase.

Ans. A good answer names one data-based surprise, such as a small leak wasting many litres or RO filters wasting water.

1. Review the survey, interview and wastage observations.
2. Pick one fact that was unexpected.
3. State the fact in one sentence.
4. Explain why it surprised you.
5. Connect it with water saving or better management.
6. Write one action that can respond to that finding.

Ans. Three useful learnings are to measure water use, fix leaks quickly and reuse suitable greywater.

1. First, measure water use instead of guessing it.
2. Second, repair leaks and report overflow quickly.
3. Third, reuse suitable greywater for plants or cleaning.
4. Add that taps should be opened only as much as needed.
5. Use buckets where they save water compared with running taps.
6. Share the habit with family or classmates so the saving grows.

Ans. Yes, I enjoyed the project because it used real data from my locality and showed how daily habits affect water use.

1. State whether you enjoyed the project.
2. Mention one activity you liked, such as survey, mapping, measurement or analysis.
3. Explain what you learnt from that activity.
4. Mention one difficulty if there was any.
5. Write how the project changed your view of water use.
6. Keep the answer honest and specific.

Ans. I liked collecting real water-use data. Next time, I would survey more families and record flow rates more carefully to improve accuracy.

1. Name the part you liked most, such as measuring flow rate or preparing the map.
2. Explain why that part was useful or interesting.
3. Identify one problem faced during the project.
4. Write what you would change next time.
5. Possible improvements include better survey forms, more households and clearer time records.
6. End with how the change would improve the audit result.

Ans. Tracing a river shows which areas depend on it for drinking water, farming and other needs. It also shows drought-prone, surplus-rain and dam-affected areas.

1. Find the nearest river to your locality on a map.
2. Trace the river path through adjoining districts in the state.
3. Mark dams, reservoirs or major water-use points on the river.
4. Identify drought-prone and surplus-rainfall areas along the route.
5. Think about how people use the river for drinking water, farming, industry and transport.
6. Write how changes upstream can affect people downstream.

Ans. Related jobs include environmental scientist, environmental engineer, water auditor, social worker, plumber, data analyst and water supply officer.

1. An environmental scientist studies water, pollution and ecosystems.
2. An environmental engineer designs systems for water treatment and waste reduction.
3. A water auditor measures water use and suggests savings.
4. A social worker helps communities adopt better water practices.
5. A plumber repairs leaks, pipes and taps.
6. A data analyst organises survey data and prepares charts for decisions.