Melt a Solid Into a New Shape and Only One Quantity Survives Unchanged
Recall the volume formulas for all six basic solids, add volumes when two are joined, subtract when one is carved out, use conservation of volume for melting, recasting and rising water, and convert a capacity into litres and a cost.
What stays the same when a solid is melted and made into a different shape?
Melt a metal sphere and pour it into a cone-shaped mould. The surface area changes completely. The shape changes completely. The volume does not change at all.
That single sentence solves most of the hard questions in this chapter, and it is the reason volumes behave so differently from surface areas. Material is conserved, so however you reshape it:
And it applies to far more situations than melting.
- Recasting a solid into a different solid, or into several smaller ones
- Emptying a bucket of sand into a heap on the ground
- Digging a well and spreading the earth to make a platform
- Dropping an object into water, where the water pushed up equals the object's volume
- Filling cones from a cylindrical tub of ice cream
In every one of those the method is identical: write the volume of what you started with, write the volume of what you ended with, and set them equal. The unknown is whatever the question asks for.
Joined and carved solids work by the same arithmetic as before, but with one important difference from Part 1. When two solids are glued, their volumes simply add — no correction is needed, because the interface has no volume. Volumes are easier than surface areas, and that is worth knowing: there is no equivalent here of the disappearing glued faces.
**Take where the numbers suit it**, and leave in the answer when a question says "in terms of " — which it often does, precisely because the cancels in a conservation problem.
This page covers the second part of the CBSE Class 10 Maths chapter on surface areas and volumes: the volume formulas, combined and carved solids, conservation of volume, and capacity and cost problems.
That single sentence solves most of the hard questions in this chapter, and it is the reason volumes behave so differently from surface areas. Material is conserved, so however you reshape it:
And it applies to far more situations than melting.
- Recasting a solid into a different solid, or into several smaller ones
- Emptying a bucket of sand into a heap on the ground
- Digging a well and spreading the earth to make a platform
- Dropping an object into water, where the water pushed up equals the object's volume
- Filling cones from a cylindrical tub of ice cream
In every one of those the method is identical: write the volume of what you started with, write the volume of what you ended with, and set them equal. The unknown is whatever the question asks for.
Joined and carved solids work by the same arithmetic as before, but with one important difference from Part 1. When two solids are glued, their volumes simply add — no correction is needed, because the interface has no volume. Volumes are easier than surface areas, and that is worth knowing: there is no equivalent here of the disappearing glued faces.
**Take where the numbers suit it**, and leave in the answer when a question says "in terms of " — which it often does, precisely because the cancels in a conservation problem.
This page covers the second part of the CBSE Class 10 Maths chapter on surface areas and volumes: the volume formulas, combined and carved solids, conservation of volume, and capacity and cost problems.
Formula
What are the volume formulas for the six basic solids?
Every one of them is an area multiplied by a length, with a fraction in front for the pointed and rounded ones.
**Cube of edge and cuboid of dimensions , , :**
**Cylinder of radius and height :**
**Cone of radius and vertical height :**
**Sphere of radius :**
**Hemisphere of radius :**
Notice the relation between the cylinder and the cone. A cone of the same radius and the same height as a cylinder has exactly one third its volume. So three such cones fill one cylinder, which you can verify by pouring sand from one into the other — and it is the reason for the .
And a matching relation for the sphere. A sphere of radius has the same volume as a cylinder of radius and height , and it is exactly two thirds of the volume of a cylinder of radius and height — the smallest cylinder that a sphere of that size fits inside. Two thirds, and the same fraction as a hemisphere to its cylinder.
The single most important warning: the cone's formula uses the vertical height, not the slant height. In Part 1 the curved surface needed ; here the volume needs . **If a question gives you , compute before touching the volume formula.** Using where belongs makes the volume too large, and it is the commonest error in the chapter.
Worked example — the two heights in one question. A cone has radius cm and slant height cm. Find its volume in terms of .
**Check that **: . Correct. Using instead would have given , about eight per cent too large — a wrong answer that looks entirely reasonable, which is exactly why the check matters.
One unit conversion to have ready, because capacity questions depend on it:
So a cubic metre is a million cubic centimetres, and mixing the two is what makes a capacity answer come out a thousand times wrong.
**Cube of edge and cuboid of dimensions , , :**
**Cylinder of radius and height :**
**Cone of radius and vertical height :**
**Sphere of radius :**
**Hemisphere of radius :**
Notice the relation between the cylinder and the cone. A cone of the same radius and the same height as a cylinder has exactly one third its volume. So three such cones fill one cylinder, which you can verify by pouring sand from one into the other — and it is the reason for the .
And a matching relation for the sphere. A sphere of radius has the same volume as a cylinder of radius and height , and it is exactly two thirds of the volume of a cylinder of radius and height — the smallest cylinder that a sphere of that size fits inside. Two thirds, and the same fraction as a hemisphere to its cylinder.
The single most important warning: the cone's formula uses the vertical height, not the slant height. In Part 1 the curved surface needed ; here the volume needs . **If a question gives you , compute before touching the volume formula.** Using where belongs makes the volume too large, and it is the commonest error in the chapter.
Worked example — the two heights in one question. A cone has radius cm and slant height cm. Find its volume in terms of .
**Check that **: . Correct. Using instead would have given , about eight per cent too large — a wrong answer that looks entirely reasonable, which is exactly why the check matters.
One unit conversion to have ready, because capacity questions depend on it:
So a cubic metre is a million cubic centimetres, and mixing the two is what makes a capacity answer come out a thousand times wrong.
How do you find the volume of two solids joined together?
Add the two volumes. Nothing is lost at the join, because a surface has no volume.
Worked example 1 — a cone on a hemisphere. A solid is in the shape of a cone standing on a hemisphere, both of radius cm, with the cone's height equal to its radius. Find the volume in terms of .
**An answer of exactly **, which is why the question asks for it in terms of — substituting would hide how clean the result is.
And notice the contrast with Part 1. For the surface area of this solid you had to leave out two circles; for the volume you simply add. That is the one respect in which volume questions are kinder than surface-area questions.
Worked example 2 — an ice-cream cone with a domed top. A cone of height cm and diameter cm is topped by a hemisphere of the same radius. Find its volume in terms of .
The radius is cm, so
**Keeping unevaluated was deliberate**, because the next section divides this into a cylinder's volume and the cancels.
Worked example 3 — a capsule. A capsule is a cylinder of length mm with a hemisphere of radius mm on each end. Find its volume. Take .
The two hemispheres make one sphere:
Two hemispheres making a sphere is the same shortcut as in Part 1, and it works for volumes too: .
Worked example 4 — a solid iron pole. A solid iron pole consists of a cylinder of height cm and base diameter cm, surmounted by another cylinder of height cm and radius cm. Find its volume. Take .
Lower cylinder, radius cm:
Upper cylinder, radius cm:
The two radii were different, which is the point of this example — you cannot factorise out of the two terms, so each must be computed separately. A question with a shared radius lets you factorise; one without it does not, and noticing which you have saves or costs a line.
The habit to build. Write the two volumes as separate lines with their own formulas before adding, and **keep symbolic until the end.** Combination questions are long enough that a decimal introduced early grows into a rounding error by the last line.
Worked example 1 — a cone on a hemisphere. A solid is in the shape of a cone standing on a hemisphere, both of radius cm, with the cone's height equal to its radius. Find the volume in terms of .
**An answer of exactly **, which is why the question asks for it in terms of — substituting would hide how clean the result is.
And notice the contrast with Part 1. For the surface area of this solid you had to leave out two circles; for the volume you simply add. That is the one respect in which volume questions are kinder than surface-area questions.
Worked example 2 — an ice-cream cone with a domed top. A cone of height cm and diameter cm is topped by a hemisphere of the same radius. Find its volume in terms of .
The radius is cm, so
**Keeping unevaluated was deliberate**, because the next section divides this into a cylinder's volume and the cancels.
Worked example 3 — a capsule. A capsule is a cylinder of length mm with a hemisphere of radius mm on each end. Find its volume. Take .
The two hemispheres make one sphere:
Two hemispheres making a sphere is the same shortcut as in Part 1, and it works for volumes too: .
Worked example 4 — a solid iron pole. A solid iron pole consists of a cylinder of height cm and base diameter cm, surmounted by another cylinder of height cm and radius cm. Find its volume. Take .
Lower cylinder, radius cm:
Upper cylinder, radius cm:
The two radii were different, which is the point of this example — you cannot factorise out of the two terms, so each must be computed separately. A question with a shared radius lets you factorise; one without it does not, and noticing which you have saves or costs a line.
The habit to build. Write the two volumes as separate lines with their own formulas before adding, and **keep symbolic until the end.** Combination questions are long enough that a decimal introduced early grows into a rounding error by the last line.
How do you handle a solid carved out, or an object dropped into water?
Subtract for carving; equate for displacement. In both cases the key sentence is that volume is conserved.
Worked example 1 — a cone scooped from a cylinder. A solid cylinder of radius cm and height cm has a cone of the same radius and height cm scooped out of one end. Find the volume of the remaining solid. Take .
Check the proportion. The cone occupies of the cylinder, which is right: it has of the height and of the volume for that height, and . Correct.
Worked example 2 — a sphere dropped into water. A cylindrical vessel of internal radius cm contains water. A solid sphere of radius cm is dropped in and is completely submerged. Find the rise in the water level.
The water pushed up occupies exactly the sphere's volume, and it forms a cylindrical layer of radius cm and height equal to the rise :
**The cancels**, which is why the answer is exact:
Two conditions this depends on, and both should be stated. The sphere must be fully submerged, or only part of its volume displaces water; and the vessel must not overflow, or the displaced water is lost rather than raising the level. A question that says "completely submerged" is telling you the first condition holds.
Worked example 3 — water flowing out. A vessel is an inverted cone of height cm with a top radius of cm, filled with water to the brim. Lead shots, each of radius cm, are dropped in until one fourth of the water flows out. Find the number of shots dropped.
The cone's volume:
The water that flowed out is one fourth of that, and it equals the total volume of the shots:
One shot:
The number of shots:
**The cancelled again, and the answer is a whole number — as it must be, since you cannot drop a fraction of a lead shot. A non-integer answer here means an arithmetic slip, and that is the most useful check available in this whole family of questions.
Worked example 4 — a bucket of sand into a heap.** A cylindrical bucket of height cm and radius cm is full of sand. The sand is emptied onto the ground and forms a conical heap of height cm. Find the radius and the slant height of the heap.
Volume is conserved:
Then the slant height, which needs the Pythagoras theorem:
Notice that the heap is wider than the bucket. Its radius is cm against the bucket's cm, which makes sense: a cone holds only a third as much as a cylinder of the same base and height, so to hold the same sand at a smaller height it must spread much wider. That plausibility check is worth a moment — an answer of cm would have been impossible.
Worked example 5 — one sphere into several. A solid metallic sphere of radius cm is melted and recast into three smaller spheres. Two of them have radii cm and cm. Find the radius of the third.
**Volume is conserved, and the cancels from every term**, leaving just the cubes:
Check: , and . Correct.
**Cancelling the first is what makes this a one-line problem. Whenever every solid in a conservation equation is the same type, the common factor cancels and you are left with a relation between the linear dimensions alone. Spotting that saves most of the arithmetic.
Worked example 6 — filling cones from a tub.** A cylindrical container of diameter cm and height cm is full of ice cream, which is to be filled into cones of height cm and diameter cm, each with a hemispherical top. How many such cones can be filled?
The cylinder:
Each cone with its dome, from worked example 2 of the previous section: cm³.
**The cancelled and the answer is a whole number.** Both of those are signs the working is right, and both are reasons to keep symbolic rather than substituting at the start.
Worked example 1 — a cone scooped from a cylinder. A solid cylinder of radius cm and height cm has a cone of the same radius and height cm scooped out of one end. Find the volume of the remaining solid. Take .
Check the proportion. The cone occupies of the cylinder, which is right: it has of the height and of the volume for that height, and . Correct.
Worked example 2 — a sphere dropped into water. A cylindrical vessel of internal radius cm contains water. A solid sphere of radius cm is dropped in and is completely submerged. Find the rise in the water level.
The water pushed up occupies exactly the sphere's volume, and it forms a cylindrical layer of radius cm and height equal to the rise :
**The cancels**, which is why the answer is exact:
Two conditions this depends on, and both should be stated. The sphere must be fully submerged, or only part of its volume displaces water; and the vessel must not overflow, or the displaced water is lost rather than raising the level. A question that says "completely submerged" is telling you the first condition holds.
Worked example 3 — water flowing out. A vessel is an inverted cone of height cm with a top radius of cm, filled with water to the brim. Lead shots, each of radius cm, are dropped in until one fourth of the water flows out. Find the number of shots dropped.
The cone's volume:
The water that flowed out is one fourth of that, and it equals the total volume of the shots:
One shot:
The number of shots:
**The cancelled again, and the answer is a whole number — as it must be, since you cannot drop a fraction of a lead shot. A non-integer answer here means an arithmetic slip, and that is the most useful check available in this whole family of questions.
Worked example 4 — a bucket of sand into a heap.** A cylindrical bucket of height cm and radius cm is full of sand. The sand is emptied onto the ground and forms a conical heap of height cm. Find the radius and the slant height of the heap.
Volume is conserved:
Then the slant height, which needs the Pythagoras theorem:
Notice that the heap is wider than the bucket. Its radius is cm against the bucket's cm, which makes sense: a cone holds only a third as much as a cylinder of the same base and height, so to hold the same sand at a smaller height it must spread much wider. That plausibility check is worth a moment — an answer of cm would have been impossible.
Worked example 5 — one sphere into several. A solid metallic sphere of radius cm is melted and recast into three smaller spheres. Two of them have radii cm and cm. Find the radius of the third.
**Volume is conserved, and the cancels from every term**, leaving just the cubes:
Check: , and . Correct.
**Cancelling the first is what makes this a one-line problem. Whenever every solid in a conservation equation is the same type, the common factor cancels and you are left with a relation between the linear dimensions alone. Spotting that saves most of the arithmetic.
Worked example 6 — filling cones from a tub.** A cylindrical container of diameter cm and height cm is full of ice cream, which is to be filled into cones of height cm and diameter cm, each with a hemispherical top. How many such cones can be filled?
The cylinder:
Each cone with its dome, from worked example 2 of the previous section: cm³.
**The cancelled and the answer is a whole number.** Both of those are signs the working is right, and both are reasons to keep symbolic rather than substituting at the start.
How do you turn a volume into a capacity in litres or a cost?
Compute the volume in cubic metres or cubic centimetres, convert with the litre relation, and then apply the rate. As in Part 1, the marks are in the conversion, not the formula.
Worked example 1 — a water tank. A cylindrical water tank has diameter m and height m. Find its capacity in litres, and the cost of filling it at ₹ per litres. Take .
The radius is m, so
Convert, using m³ litres:
**The rate is per litres**, so the number of units is , and
Notice the shortcut. Because the rate is per litres and m³ is litres, the cost is the volume in cubic metres times the rate. Reading the rate before converting saved a step.
Worked example 2 — a well and a platform. A well of diameter m is dug m deep, and the earth taken out is spread evenly to form a rectangular platform m by m. Find the height of the platform. Take .
The earth dug out:
**That same earth forms a cuboid of base :**
Check: m³. Correct.
Worked example 3 — a well and a circular embankment. A well of diameter m is dug m deep, and the earth is spread evenly all around it to form a circular embankment of width m. Find the height of the embankment.
The earth dug out, with radius m:
The embankment is a ring, with outer radius m and inner radius m, so its base area is
Setting the volumes equal:
**The cancelled once more. And the shape of the embankment is the step that decides the question: it is a ring, not a disc, because the well itself is still there in the middle. Using as the base area would have given m, and the error would be invisible in the working.
Worked example 4 — how many items.** How many spherical lead shots of diameter cm can be made from a solid cube of lead whose edge is cm? Take .
The cube:
One shot, of radius cm:
The number:
Check: exactly, and . A whole number, as it must be.
Worked example 5 — filling bottles from a bowl. A hemispherical bowl of internal radius cm is full of liquid, which is to be filled into cylindrical bottles of diameter cm and height cm. How many bottles are needed?
The question asks how many bottles are needed, not how many can be completely filled — and here the division is exact so the two answers agree. When such a division is not exact, read the wording carefully: "how many can be filled" wants the whole number below, while "how many are needed" wants the next one up, because a part-filled bottle is still a bottle.
The layout that protects these marks. Write the starting volume, write the volume of one piece, then divide — three lines, each markable. **And keep symbolic**, because in every conservation question it cancels, and cancelling a symbol is safer than dividing two decimals.
Worked example 1 — a water tank. A cylindrical water tank has diameter m and height m. Find its capacity in litres, and the cost of filling it at ₹ per litres. Take .
The radius is m, so
Convert, using m³ litres:
**The rate is per litres**, so the number of units is , and
Notice the shortcut. Because the rate is per litres and m³ is litres, the cost is the volume in cubic metres times the rate. Reading the rate before converting saved a step.
Worked example 2 — a well and a platform. A well of diameter m is dug m deep, and the earth taken out is spread evenly to form a rectangular platform m by m. Find the height of the platform. Take .
The earth dug out:
**That same earth forms a cuboid of base :**
Check: m³. Correct.
Worked example 3 — a well and a circular embankment. A well of diameter m is dug m deep, and the earth is spread evenly all around it to form a circular embankment of width m. Find the height of the embankment.
The earth dug out, with radius m:
The embankment is a ring, with outer radius m and inner radius m, so its base area is
Setting the volumes equal:
**The cancelled once more. And the shape of the embankment is the step that decides the question: it is a ring, not a disc, because the well itself is still there in the middle. Using as the base area would have given m, and the error would be invisible in the working.
Worked example 4 — how many items.** How many spherical lead shots of diameter cm can be made from a solid cube of lead whose edge is cm? Take .
The cube:
One shot, of radius cm:
The number:
Check: exactly, and . A whole number, as it must be.
Worked example 5 — filling bottles from a bowl. A hemispherical bowl of internal radius cm is full of liquid, which is to be filled into cylindrical bottles of diameter cm and height cm. How many bottles are needed?
The question asks how many bottles are needed, not how many can be completely filled — and here the division is exact so the two answers agree. When such a division is not exact, read the wording carefully: "how many can be filled" wants the whole number below, while "how many are needed" wants the next one up, because a part-filled bottle is still a bottle.
The layout that protects these marks. Write the starting volume, write the volume of one piece, then divide — three lines, each markable. **And keep symbolic**, because in every conservation question it cancels, and cancelling a symbol is safer than dividing two decimals.
Exam tip
Which habits keep a volume answer safe?
**Write the conservation sentence before any arithmetic, and keep symbolic until the end. Those two habits between them prevent most of the lost marks in this chapter.
- State the equation in words first**: "volume of the bucket volume of the heap"
- Add volumes for a combination — there is no correction at the join, unlike surface areas
- Subtract for a carved solid, and check the fraction removed looks sensible
- **Use the vertical height in **, never the slant height, and compute if only is given
- **Keep unevaluated. It cancels in every conservation problem
- Cancel the common factor** when all the solids are of the same type — one sphere into three spheres reduces to
- Expect a whole number when counting shots, cones or bottles; a fraction means an error
- An embankment is a ring, not a disc — subtract the inner circle
- ** m³ litres** and litre cm³
- Read the rate before converting, since it may already be per litres
- Check plausibility: a cone needs three times the base area of a cylinder to hold the same volume at the same height
The misconception to name. Volume is not conserved when a solid is cut and part of it is thrown away — only when the material is reshaped or moved. Melting, recasting, pouring, digging and displacing conserve volume; carving does not, because the carved-out part has left the solid. Reading which of the two a question describes is the first decision, and answering a carving question by equating volumes gives zero.
A second trap. Substituting the slant height into the volume formula. **In Part 1 the curved surface needed ; here the volume needs **, and the two chapters deliberately use the same solids so that the distinction has to be made consciously. Since always, the error inflates every volume it touches.
- State the equation in words first**: "volume of the bucket volume of the heap"
- Add volumes for a combination — there is no correction at the join, unlike surface areas
- Subtract for a carved solid, and check the fraction removed looks sensible
- **Use the vertical height in **, never the slant height, and compute if only is given
- **Keep unevaluated. It cancels in every conservation problem
- Cancel the common factor** when all the solids are of the same type — one sphere into three spheres reduces to
- Expect a whole number when counting shots, cones or bottles; a fraction means an error
- An embankment is a ring, not a disc — subtract the inner circle
- ** m³ litres** and litre cm³
- Read the rate before converting, since it may already be per litres
- Check plausibility: a cone needs three times the base area of a cylinder to hold the same volume at the same height
The misconception to name. Volume is not conserved when a solid is cut and part of it is thrown away — only when the material is reshaped or moved. Melting, recasting, pouring, digging and displacing conserve volume; carving does not, because the carved-out part has left the solid. Reading which of the two a question describes is the first decision, and answering a carving question by equating volumes gives zero.
A second trap. Substituting the slant height into the volume formula. **In Part 1 the curved surface needed ; here the volume needs **, and the two chapters deliberately use the same solids so that the distinction has to be made consciously. Since always, the error inflates every volume it touches.
Did you know
Why do three cones exactly fill one cylinder?
Take a hollow cone and a hollow cylinder with the same base radius and the same height. Fill the cone with sand and pour it into the cylinder. You will need exactly three coneloads to fill it, with nothing over and nothing short.
That is the in , and it is worth doing once with two paper models because it turns a remembered fraction into something you have seen.
The same experiment settles the sphere. Take a hemisphere and a cone, both of radius , and a cylinder of radius — all with height . Then:
So the cone plus the hemisphere exactly fills the cylinder. One coneload and one hemisphereload of sand, poured into a cylinder of the same radius and the same height, come exactly level with the rim. And that is precisely the combined solid of the first worked example, whose volume came out as for — the cylinder's volume.
Which explains why the answer was so clean. The cone-on-a-hemisphere toy with has exactly the volume of the cylinder that would contain it. Not an accident of the numbers, but a relation between the three solids.
The sphere version of the same result. A sphere of radius has volume , and the smallest cylinder it fits inside has radius and height , so volume . The ratio is exactly two thirds. Drop a ball into a tin that just holds it and the ball occupies two thirds of the tin — which is why packing spheres always wastes space, and why a box of oranges is never full of orange.
One practical consequence of the cone relation. A conical heap of grain of the same base and height as a cylindrical silo holds only a third as much, which is why grain is stored in cylinders and not in heaps. And it is why the sand from the bucket in this chapter spread into a heap twice as wide — the cone had to widen a great deal to make up for its .
A last observation about how these fractions are actually established. Pouring sand demonstrates them; it does not prove them. The proof needs integration, which slices the solid into thin discs and adds their volumes — and the then comes out of adding up the squares of the radii as they shrink toward the apex. Class 12 does exactly that, and when it does, this chapter's three fractions all fall out of one method.
That is the in , and it is worth doing once with two paper models because it turns a remembered fraction into something you have seen.
The same experiment settles the sphere. Take a hemisphere and a cone, both of radius , and a cylinder of radius — all with height . Then:
So the cone plus the hemisphere exactly fills the cylinder. One coneload and one hemisphereload of sand, poured into a cylinder of the same radius and the same height, come exactly level with the rim. And that is precisely the combined solid of the first worked example, whose volume came out as for — the cylinder's volume.
Which explains why the answer was so clean. The cone-on-a-hemisphere toy with has exactly the volume of the cylinder that would contain it. Not an accident of the numbers, but a relation between the three solids.
The sphere version of the same result. A sphere of radius has volume , and the smallest cylinder it fits inside has radius and height , so volume . The ratio is exactly two thirds. Drop a ball into a tin that just holds it and the ball occupies two thirds of the tin — which is why packing spheres always wastes space, and why a box of oranges is never full of orange.
One practical consequence of the cone relation. A conical heap of grain of the same base and height as a cylindrical silo holds only a third as much, which is why grain is stored in cylinders and not in heaps. And it is why the sand from the bucket in this chapter spread into a heap twice as wide — the cone had to widen a great deal to make up for its .
A last observation about how these fractions are actually established. Pouring sand demonstrates them; it does not prove them. The proof needs integration, which slices the solid into thin discs and adds their volumes — and the then comes out of adding up the squares of the radii as they shrink toward the apex. Class 12 does exactly that, and when it does, this chapter's three fractions all fall out of one method.
Exam relevance
How are volumes of combined solids used in JEE?
This is foundation work for Class 12 Application of Integrals and Application of Derivatives, and the conservation and scaling ideas here are reused in JEE and NEET alike.
Where the volume formulas lead. Class 12 derives every one of them by integration as a solid of revolution, and the cone and sphere are the standard worked examples. **The and the that you take on trust here are results of that integration, so meeting them now with a sand-pouring picture makes the derivation feel like a confirmation rather than a new fact.
Where the conservation idea leads. Class 12 Application of Derivatives sets related-rates problems built on exactly this principle: water flows into a conical tank at a constant rate, and the rate at which the level rises must be found. The equation is the same volume equation you write here, differentiated with respect to time — and setting it up correctly is the whole difficulty. JEE Main sets related rates on cones, spheres and cylinders repeatedly.
Where the optimisation questions lead. Minimise the surface area of a can of given volume, or maximise the volume of a cone inscribed in a sphere. Both begin by writing a volume formula and a constraint, which is the algebra of this chapter with a derivative applied afterwards.
Where the displacement idea leads. It is the geometric content of Archimedes' principle in Physics: the volume of fluid displaced equals the submerged volume of the object. The rise-in-water-level calculation is that principle before buoyancy is mentioned, and both JEE and NEET Physics use it in floatation problems.
Where the scaling relation leads. Volume grows as the cube of a length while surface area grows as the square, so the surface-area-to-volume ratio falls as a body gets larger. That fact is quoted in JEE Chemistry for reaction rates of powders and in NEET Biology for cell size, alveoli and heat loss in small animals. It is worth being able to state it and to give the powers.
Question types to expect. At this level: combined and carved volumes, melting and recasting, rise in water level, counting items, and capacity with cost. In competitive papers: related rates, volume optimisation under a constraint, volumes by integration, and displacement in floatation problems.
The single trap that costs marks. Using the slant height in the volume formula. The volume needs the vertical height**, and the two chapters use the same solids precisely so that you must choose. For and the volume is , not .
A second trap. Treating an embankment or a ring as a full disc. The inner circle must be subtracted, and the same omission at Class 12 appears as integrating over the wrong region when a solid has a hole through it — the washer case, where the inner radius must be subtracted too.
Board versus competitive emphasis. The CBSE paper marks the conservation statement, each volume, the equation and the unit; a competitive paper marks a rate or an optimal dimension. The transferable habit is writing the volume relation in words before writing any symbols — because in a related-rates problem that sentence is the equation you are about to differentiate, and getting it wrong makes every subsequent step useless.
Where the volume formulas lead. Class 12 derives every one of them by integration as a solid of revolution, and the cone and sphere are the standard worked examples. **The and the that you take on trust here are results of that integration, so meeting them now with a sand-pouring picture makes the derivation feel like a confirmation rather than a new fact.
Where the conservation idea leads. Class 12 Application of Derivatives sets related-rates problems built on exactly this principle: water flows into a conical tank at a constant rate, and the rate at which the level rises must be found. The equation is the same volume equation you write here, differentiated with respect to time — and setting it up correctly is the whole difficulty. JEE Main sets related rates on cones, spheres and cylinders repeatedly.
Where the optimisation questions lead. Minimise the surface area of a can of given volume, or maximise the volume of a cone inscribed in a sphere. Both begin by writing a volume formula and a constraint, which is the algebra of this chapter with a derivative applied afterwards.
Where the displacement idea leads. It is the geometric content of Archimedes' principle in Physics: the volume of fluid displaced equals the submerged volume of the object. The rise-in-water-level calculation is that principle before buoyancy is mentioned, and both JEE and NEET Physics use it in floatation problems.
Where the scaling relation leads. Volume grows as the cube of a length while surface area grows as the square, so the surface-area-to-volume ratio falls as a body gets larger. That fact is quoted in JEE Chemistry for reaction rates of powders and in NEET Biology for cell size, alveoli and heat loss in small animals. It is worth being able to state it and to give the powers.
Question types to expect. At this level: combined and carved volumes, melting and recasting, rise in water level, counting items, and capacity with cost. In competitive papers: related rates, volume optimisation under a constraint, volumes by integration, and displacement in floatation problems.
The single trap that costs marks. Using the slant height in the volume formula. The volume needs the vertical height**, and the two chapters use the same solids precisely so that you must choose. For and the volume is , not .
A second trap. Treating an embankment or a ring as a full disc. The inner circle must be subtracted, and the same omission at Class 12 appears as integrating over the wrong region when a solid has a hole through it — the washer case, where the inner radius must be subtracted too.
Board versus competitive emphasis. The CBSE paper marks the conservation statement, each volume, the equation and the unit; a competitive paper marks a rate or an optimal dimension. The transferable habit is writing the volume relation in words before writing any symbols — because in a related-rates problem that sentence is the equation you are about to differentiate, and getting it wrong makes every subsequent step useless.
Key takeaways
What must you be able to do from this part?
Four formulas, one conservation rule and one height to be careful about.
- Volume is conserved when material is melted, recast, poured, dug or displaced — but not when part is carved away and discarded
- **Cube ; cuboid ; cylinder ; cone ; sphere ; hemisphere
- Three cones fill one cylinder of the same base and height; a cone plus a hemisphere of height fills a cylinder of height
- A sphere occupies two thirds of the smallest cylinder containing it
- Use the vertical height in a volume**, and compute if the slant height is given — for , the volume is cm³
- Volumes simply add for a combination; there is no correction at the join
- **A cone on a hemisphere of radius cm with has volume exactly cm³
- A cone of height cm and diameter cm with a hemispherical top is cm³
- A cylinder of radius cm and height cm with a cm cone scooped out leaves cm³
- A sphere of radius cm in a vessel of radius cm raises the water by cm
- Lead shots of radius cm displacing one fourth of a cone of radius cm and height cm number
- A bucket of radius cm and height cm empties into a cone of height cm with radius cm** and slant height cm
- **One sphere of radius cm into three gives **, so cm — cancel the first
- **A cylinder of diameter cm and height cm fills such ice-cream cones
- m³ litres**, so a tank of radius m and height m holds litres and costs ₹ at ₹ per litres
- **A m well dug m deep gives m³**, making a m by m platform m high
- An embankment is a ring: a m well m deep with a m wide embankment gives a height of m
- **A cm lead cube makes shots** of diameter cm; a cm bowl fills bottles of diameter cm and height cm
- **Keep symbolic** — it cancels in every conservation problem, and counting answers must come out whole
The most satisfying self-test needs a cone, a cylinder and some sand. Make paper models of the same radius and height, pour one into the other, and count the coneloads — then use that count to say, without looking anything up, what fraction of the cylinder a hemisphere of the same radius and height would fill.
- Volume is conserved when material is melted, recast, poured, dug or displaced — but not when part is carved away and discarded
- **Cube ; cuboid ; cylinder ; cone ; sphere ; hemisphere
- Three cones fill one cylinder of the same base and height; a cone plus a hemisphere of height fills a cylinder of height
- A sphere occupies two thirds of the smallest cylinder containing it
- Use the vertical height in a volume**, and compute if the slant height is given — for , the volume is cm³
- Volumes simply add for a combination; there is no correction at the join
- **A cone on a hemisphere of radius cm with has volume exactly cm³
- A cone of height cm and diameter cm with a hemispherical top is cm³
- A cylinder of radius cm and height cm with a cm cone scooped out leaves cm³
- A sphere of radius cm in a vessel of radius cm raises the water by cm
- Lead shots of radius cm displacing one fourth of a cone of radius cm and height cm number
- A bucket of radius cm and height cm empties into a cone of height cm with radius cm** and slant height cm
- **One sphere of radius cm into three gives **, so cm — cancel the first
- **A cylinder of diameter cm and height cm fills such ice-cream cones
- m³ litres**, so a tank of radius m and height m holds litres and costs ₹ at ₹ per litres
- **A m well dug m deep gives m³**, making a m by m platform m high
- An embankment is a ring: a m well m deep with a m wide embankment gives a height of m
- **A cm lead cube makes shots** of diameter cm; a cm bowl fills bottles of diameter cm and height cm
- **Keep symbolic** — it cancels in every conservation problem, and counting answers must come out whole
The most satisfying self-test needs a cone, a cylinder and some sand. Make paper models of the same radius and height, pour one into the other, and count the coneloads — then use that count to say, without looking anything up, what fraction of the cylinder a hemisphere of the same radius and height would fill.