Magnet

Question 1.
Bo magnets stick to objects made of certain materials only? (Page 62)
Answer:
Yes, magnet attracts certain materials whereas some do not get attracted
towards magnet. The materials which get attracted towards a magnet are
magnetic e.g. iron, nickel, cobalt etc. The materials which are not
attracted towards a magnet are non-magnetic. In their natural states,
metals such as aluminium, brass, copper, gold, lead and silver do not
attract magnets.

Question 2.
Do all parts of a magnet attract magnetic materials equally? (Page 64)
Answer:
No, all parts of a magnet do not have equal magnetic strength. In a bar
magnet, the magnetic field around the poles is stronger than the middle
part, where the magnetic field is weaker. Also in case of horseshoe
magnet, the magnetic strength is higher near the poles.

Question 3.
Can we find a magnet with a single pole? (Page 65)
Answer:
No, any magnet has always two poles namely north and south. We cannot
make a magnet with only one pole.

Let us enhance our learning (pages 74-76)

Question 1.
Fill in the blanks
(i) Unlike poles of two magnets ______ each other, whereas like poles
______ each other.
(ii) The materials that are attracted towards a magnet are called ______.
(iii) The needle of a magnetic compass rests along the ______ direction.
(iv) A magnet always has ______ poles.
Answer:
(i) attract, repel
(ii) magnetic materials
(iii) north-south
(iv) two

Question 2.
State whether the following statements are True (T) or False (F).
(i) A magnet can be broken into pieces to obtain a single pole.
Answer:
False

ii) Similar poles of a magnet repel each other.

Answer:
True

(iii) Iron fiings mostly stick in the middle of a bar magnet when it is
brought near them.
Answer:
False

(iv) A freely suspended bar magnet always aligns with the north-south
direction.
Answer:
True

Question 3.
Column I shows different positions in which one pole of a magnet is placed
near that of the other. Column II indicates the resulting action between
them for each situation. Fill in the blanks.

Answer:

Question 4.
Atharv performed an experiment in which he took a bar magnet and rolled
it over a heap of steel U-clips
Bar magnet and heap of steel U-clips
According to you, which of the options given in Table is likely to be his
observation?

Table: Number of pins attracted by the magnet at its various positions

Answer:
From the figure, it is clear that the ends of the magnet have more iron
fillings attached to it. This is because the strength of a magnet lies more
at the ends of the magnet. Hence option (i) is correct.

Question 5.
Reshma bought three identical metal bars from the market. Out of these
bars, two were magnets and one was just a piece of iron. How will she
identify which two amongst the three could be magnets (without using
any other material)?
Answer:
Magnets both attract and repel, whereas iron only attracts. Thus,
repulsion helps to find which one is the bar and which one is the magnet.

Question 6.
You are given a magnet which does not have the poles marked. How can
you find its poles with the help of another magnet which has its poles
marked?
Answer:
To find the poles of an unmarked magnet, bring one end of the marked
magnet near one end of the unmarked magnet. If they attract, the
unmarked magnet’s end is the opposite pole (i.e., if the marked North
pole attracts, then the unmarked end is South pole). If they repel, then the
poles are similar.

Question 7.
A bar magnet has no markings to indicate its poles. How would you find
out near which end its North pole is located without using another?
Answer:
When a bar magnet is suspended freely, it always rests in north-south
directions. The end pointing towards north is called north seeking end or
the north-pole and the end pointing towards south is called south seeking
end or the south-pole of the magnet.
Question 8.
If the earth is itself a magnet, can you guess the poles of earth’s magnet
by looking at the direction of the magnetic compass?
Answer:
Yes, we can guess the poles of Earth’s magnet by looking at the direction
of the magnetic compass. The north seeking end of the compass needle
points towards the geographic North Pole of the Earth.

Question 9.
While a mechanic was repairing a gadget using a screw driver, the steel
screws kept falling down. Suggest a way to solve the problem of the
mechanic on the basis of what you ‘have learnt in this chapter.
Answer:
The mechanic needs to magnetise his screwdriver which will not just lift
the screw but hold it in place while he works.
To magnetise a screwdriver he needs a magnet. He be advised to, “place
the screwdriver on a wooden table. Then keep one end (pole) of the
magnet at one end of the metallic part of the screwdriver. Move the
magnet along the length of the metallic part of screwdriver. Lift it and
bring the same pole of magnet to the same end of screwdriver he began,
and repeat moving it over the length of the screwdriver. On repeating this
process about 30 times the screwdriver will get magnetised”

Question 10.
Two ring magnets X and Y are arranged as shown in Fig. (below). It is
observed that the magnet X does not move down further. What could be
the possible reason? Suggest a way to bring the magnet X in contact with
magnet Y, without pushing either of the magnets.

Two ring magnets

Answer:
Magnet X must be floating because the like poles are facing each other
(like poles repel each other). If we change the direction of the magnet X
by rotating it the unlike poles will face each other and the magnets will
come closer.

Question 11.
Three magnets are arranged on a table in the form of the shape shown in
Fig. (below). What is the polarity, Nor S, at the ends 1, 2, 3, 4 and 6 of the
magnets? Polarity of one end (5) is given for you.
Three bar magnets
Answer:

Point Polarity
1 N
2 S
3 N
4 S
6 S
Activity 4.1 (Page 62)

 Collect a few objects made of different materials and also a

magnet.
 Predict which of the objects will stick to the magnet. Write your
prediction in Table 4.1.
 Now hold a magnet in your hand and bring it near the objects
one by one

Observe which of the objects stick to the magnet.

Record your observations in Table 4.1.
Answer:
Table 4.1: Identifying the materials attracted by a magnet

Topics and Sub Topics in Class 6 Science Chapter 4 Sorting Materials Into
Groups:

Section
Topic Name
Name
Sorting materials into
4
groups
4.1 Objects around us
4.2 Properties of materials
Q. 1. Name five objects which can be made from wood.
Ans.
(i) Table
(ii) Chair
(iii) Doors
(iv) Boat
(v) Bed

Q.2. Select those objects from the following which shine:

Glass bowl, plastic toy, steel spoon, cotton shirt
Ans. Glass bowl and steel spoon are shining objects.

Q.3. Match the objects given below with the materials from which they
could be made. Remember, an object could be made from more than one
material and a given material could be used for making many objects.

Q. 4. State whether the statements given below are ‘true’ or ‘false’.

(i) Stone is transparent, while glass is opaque.
(ii) A notebook has lustre while eraser does not
(iii) Chalk dissolves in water.
(iv) A piece of wood floats on water.
(v) Sugar does not dissolve in water.
(vi) Oil mixes with water.
(vii) Sand settles down in water.
(viii) Vinegar dissolves in water.
Ans.
(i) False
(ii) False
(iii) False
(iv) True
(v) False
(vi) False
(vii) True
(viii) True

Q. 5. Given below are the names of some objects and materials:

Water, basket ball, orange, sugar, globe, apple and earthen pitcher Group
them as:
(a) Round shaped and other shapes
(b) Eatables and non-eatables
Ans.
(a) (i) Round shaped: Basket ball, apple, orange, globe, earthen pitcher.
(ii) Other shapes: Water, sugar.
(b) (i) Eatables: Water, orange, sugar and apple.
(ii) Non-eatables: Basket ball, globe and earthen pitcher.

Q. 6. List all the items known to you that float on water. Check and see if
they will float on an oil or kerosene.
Ans. (A) List of some items that float on water:
 1. Paper
2. Wood
3. Thin plastic sheets
4. Wax
5. Ice
6. Thermocol
7. Oil

(B) List of items that float on an oil:

1. Paper
2. Plastic sheet
3. Wax
4. Thermocol
5. Wood

(C) List of items that float on kerosene:

1. Paper
2. Thermocol
3. Thin plastic sheet

Q. 7. Find the odd one out from the following:

(a) Chair, Bed, Table, Baby, Cupboard
(b) Rose, Jasmine, Boat, Marigold, Lotus
(c) Aluminium, Iron, Copper, Silver, Sand
(d) Sugar, Salt, Sand, Copper sulphate
Ans.
(a) Baby (all others are non-living)
(b) Boat (all others are flowers)
(c) Sand (all others are metals)
(d) Sand (all others are soluble in water)

Class 6 Science Chapter 4 VERY SHORT ANSWER TYPE QUESTIONS

1. Why do we need to group materials? Give one reason.

Ans: We often group materials for our convenience. It helps to describe
their properties.

2. Suggest two bases on which we can group objects.

Ans:
(i) Material used in making the object, e.g. wood or metal/plastic.
(ii) Material of the object is soft or hard, or substance is soluble or
insoluble in water.

3. Is a substance which can be compressed soft or hard?

Ans: Soft.
4. Select a lustrous material out of the following substances:
Ans: Aluminium.

5. Which material is generally used for making pens?Wood, aluminium,

plastic, cotton
Ans:Plastic or metal.

6. Is oil soluble in water?

Ans: Oil does not dissolve in water so it is insoluble in water but floats on
the surface of water.

7. Name two objects which are made from opaque materials.

Ans: Wooden doors, blackboard/steel plate.

8. What is common between salt and sand?

Ans: Both have mass and are in solid state.

9. List three liquids which are transparent.

Ans. Water, alcohol and Acetone/Benzene.

10. Write two substances which are made from leather.

Ans: Belt and shoes.

11. Name some substances which are made from plastics.

Ans: Toys, plates, cups, buckets, baskets.

12. Which is more hard, sponge or iron?

Ans: Iron is harder than sponge.

13. Write two gases which are soluble in water.

Ans: Oxygen, Carbon dioxide.

14. Name two gases which are insoluble in water.

Ans: Hydrogen and Nitrogen.

Class 6 Science Chapter 4 SHORT ANSWER TYPE QUESTIONS

1. Write any four properties of materials.

Ans:
(a) Appearance
(b) Hardness
(c) Solubility
(d) Float or sink in water
(e) Transparency
2. Why is a tumbler not made with a piece of cloth?
Ans: We use tumblers made of glass, plastic and metal to keep a liquid.
These substances can hold a liquid.
A tumbler made of cloth cannot hold a liquid because:
(i) Cloth piece is not hard enough to hold liquids and
(ii) Cloth piece has very minute pores through which the’liquid oozes out.

3. What are the similarities between iron, copper and aluminium?

Ans:
(a) They all have lustre,
(b) They are all metals,
(c) They are hard.

4. Mention some materials which are made up of paper.

Ans: Books, notebooks, newspapers, toys, calendars, etc.

5. Why is water important for our body?

Ans: Water can dissolve a large number of substances, so it is needed by
the body. It is also major part of our body cells.

6. What is the basis for sorting materials?

Ans: Materials are grouped on the basis of similarities or dissimilarities in
their properties.

7. What is the reason for grouping materials?

Ans: Materials are grouped for our convenience to study their properties
and also observe any patterns in these properties.
9. Make a table of different types of objects that are made from the same
material.

10. Make a table and find out whether the following materials mix with
water: Vinegar, Lemon juice, Mustard oil, Coconut oil, Kerosene.

11. Metals have lustre (shine). Give reason why some metal articles
become dull and loose their shine.
Ans: Metals when exposed to air react with moisture and gases present in
it, thereby forming a dull layer of some other compound on it.

12. Kerosene, coconut oil, mustard oil do not dissolve in water, even on
shaking. They separate after sometime forming two different layer.
Explain why.
Ans: The molecules of water do not intermingle (mix) with the molecules
of oil. The space between the molecules of water is not taken by oil, so
they are immiscible in water.

13. Name a non-metal that has lustre.

Ans: Iodine.
14. Metals generally occur in solid state and are hard. Name a metal that
exists in liquid state and a metal that is soft and can be cut with knife.
Ans: Mercury is a metal that exists in liquid state. Sodium and Potassium
are soft metals and can be cut with knife.
15. Name the naturally occuring hardest substance known.
Ans: Diamond, it is made up of carbon (non-metal).
16. Why is water called a universal solvent?
Ans: Water dissolves a large number of substances in it. So it is called
universal solvent.
Class 6 Science Chapter 4 LONG ANSWER TYPE QUESTIONS
1. ‘Grouping of objects helps the shopkeeper.’ Justify the statement.
Ans: Proper grouping of objects helps shopkeeper in the following ways:
(i) He can locate the required object easily and quickly.
(ii) He can easily come to know what stocks are going to finish and he
should purchase them for his customers.

2. Describe an experiment to prove that water is transparent.

Ans: Take a beaker half-filled with clean water. Put a coin in beaker of
water.
Place the beaker undisturbed for a few minutes where enough light is
present. Now, observe the coin immersed in water from the top of the
beaker. Are you able to see the coin? You can clearly see the coin
immersed in water. This proves that water is a transparent liquid.

3. Write an experiment to show that our palm is translucent.

Ans: Cover the glass of a torch with your palm at a dark place. Switch on
the torch and observe from the other side of palm. We see that the light of
torch passes through palm but not clearly. This experiment shows that our
palm becomes translucent when a strong beam of light passes through it.

4. How can you show that some solids like sugar, salt are soluble in water
whereas solids like chalk powder and sand are not soluble in water?
Ans: Collect samples of sugar, salt, chalk powder and sand. Take four
beakers. Fill each one of them about two-third with water. Add a
teaspoonful of sugar to the first beaker, salt to the second, chalk powder
to the third and sand to the fourth. Stir the contents of each beaker with a
spoon/stirrer.
Wait for a few minutes and observe what happens to the substances
added to the’ water.
Note down your observations in the following table.

Inference:
(i) Sugar and salt are soluble in water.
(ii) Chalk powder and sand are insoluble in water.
 Living creatures
Question 1.
How would you now categorise a seed, as living or non¬living? (Page 191)
Answer:
Seed is a living thing. Seed can grow into a plant under right conditions.

Question 2.
How can the life cycle of a mosquito be disrupted? (Page 197)
Answer:
Larvicides (a substance used to kill larvae) target larvae in the breeding
habitat before they can mature into adult mosquitoes and disperse.
Larvicide treatment of breeding habitats helps reduce the adult mosquito
population in nearby areas.
Liquid larvicide products are applied directly to water using backpack
sprayers and truck or aircraft-mounted sprayers. Tablet, pellet, granular,
and briquet formulations of larvicides are also applied by mosquito
controllers to breeding areas.

Question 1.
List the similarities and differences in life cycles of plants and animals.
Answer:

Similarities in Life Cycles of Plants Differences in Life Cycles of Plants and

and Animals Animals
(i) Development Stage: Both have (i) Respiration: While both respire, the
distinct stages of development mechanisms differ; animals use lungs or
(e.g., germination, flowering in gills, plants use stomata and lenticels.
plants; egg, larva, adult in
animals).
(ii) Growth: Both plants and (ii) Growth Patterns: Plants exhibit
animals grow from a small initial indeterminate growth (can grow
stage (seed or embryo) into a throughout their life), while animals have
mature form. determinate growth (stop growing after
reaching maturity).
(iii) Reproduction: Both undergo (iii) Reproductive Structures: Animals
process to produce offspring have specialized organs for reproduction,
(seeds for plants and young ones while plants use flowers, cones, or spores.
for animals).
Question 2.
The table (See NCERT Textbook, Page 204) shows some data. Study the
data and try to find out examples appropriate for the conditions given in
the second and third columns. If you think that an example for any of the
conditions given below is not possible, explain why?
Answer:

Question 3.
You have learnt that different conditions are required for seed
germination. How can we use this knowledge for proper storage of grains
and pulses?
Answer:
To ensure proper storage of grains and pulses and prevent germination:

 Keep Dry
 Cool Storage
 Airtight Containers

Question 4.
You have learnt that a tail is present in a tadpole but it disappears as it
grows into a frog. What is the advantage of having a tail in the tadpole
stage?
Answer:

 The tail in the tadpole stage of a frog provides

 Swimming Ability: It helps the tadpole swim efficiently in water
to find food and escape predators.
 Balance and Stability: Assist in maintaining balance while
moving in water.
Question 5.
Charan says that a wooden log is non-living as it cannot move. Charu
counters it by saying that it is living because it is made of wood obtained
from trees. Give your arguments in favour or against the two statements
given by Charan and Charu.
Answer:

 Against Charan: The wooden log was once part of a living tree,
which was alive and exhibited characteristics of living beings.
 Against Charu: Once the wood is separated from the tree, it no
longer exhibits growth, reproduction, or other life processes,
making it non-living.

Question 6.
What are the similarities and distinguishing features in the life cycles of a
mosquito and a frog?
Answer:
Similarities

 Both begin life as eggs.

 Both have a larval stage (tadpole in frogs, larvae in
mosquitoes) that is aquatic.

Distinguishing Features
Mosquitoes have four stages
Egg → Larva → Pupa → Adult
Respiration: Larvae and pupae breathe through siphons.

Frog has four stages

Egg → Tadpole → Froglet → Adult
Respiration: Tadpoles have gills, adults have lungs and can respire
through their skin.

Question 7.
A plant is provided with all the conditions suitable for its growth (Fig.
below). Draw what you expect to see in the shoot and the root of the plant
after one week. Write down the reasons.

Fig: Pot kept along the ground

Answer:
Expected observations

 Shoot: Growth upwards, towards the light source.

  Root: Growth downwards, into the soil for stability and nutrient
absorption.

Reasons

 Shoots grow towards light (phototropism) for photosynthesis.

 Roots grow downwards (gravitropism) for – nutrient absorption.
 Question 8.
Tara and Vijay set up the experiment’ shown in the picture (Fig.
below). What do you think they want to find out? How will they know
if they are correct?

Experimental set-up
Answer:
Tara and Vijay are likely trying to understand how the orientation of
a seed affects the growth direction of the shoot (the green ^art
above ground) and the root (the part below ground).
 Observation: If the shoot always grows upwards (towards the light)
and the root always grows downwards (into the soil), regardless of
how the seed is placed, this shows that plants have natural
mechanisms (like phototropism and gravitropism) that guide their
growth direction.
 Question 9.
Design an experiment to check if temperature has an effect on seed
germination
Answer:
AIM: Experiment to Check the Effect of Temperature on Seed
Germination
 Materials: Identical pots, soil, seeds, thermometers, and different
tem¬perature-controlled environments (e.g., refrigerator, room
temperature, heated environment).
 Procedure
(i) Fill each pot with the same type of soil.
(ii) Plant seeds in each pot.
(iii) Place each pot in a different environment with controlled
temperatures (e.g., cold, room temperature, warm). For example,
keep one pot outside in balcony to get sunlight. Put another in
shade in the room. Keep the third one in basement or at coldest part
of the house.
(iv) Water each pot equally.
(v) Record the number of seeds germinated in each environment
daily for two weeks.
 Observation: Measure and compare the rate of germination and
growth in different temperatures.
Conclusion: Determine the optimal temperature for seed
germination based on observations.

Activities

 Activity 10.2 (Page 188)

When a seed turns into a sprout, it is said to have germinated.
Predict whether the seeds in each pot will germinate. Record your
predictions for each pot kept under different conditions in Table.

Answer:
Table: Effect of certain conditions on seed germination

Natures Treasures
Question 1.
What will happen if the Sun is not visible for a few days? (Page 216)
1. We may have to depend on artificial lighting during day time also.
2. ______________
3. ______________
Answer:
2. With no sunlight, photosynthesis would stop, but that would only kill
some of the plants—there are some larger trees that can survive for
decades without it.
3. There will be no natural light and heat hence stopping many natural
phenomenons like evaporation, transpiration, condensation etc.

Question 2.
What are the consequences of cutting a large forest area? Make a
presentation or do a role play, or write a story or a poem that shows what
could happen if we continue to cut down trees in our forests. (Page 217)
Answer:
The loss of trees and other vegetation can cause climate change,
desertification, soil erosion, flooding, increased greenhouse gases in the
atmosphere, and a lot of problems for humans
Presentation/Play/Story or Poem: Do it yourself.

Question 1.
Figure shows items related to natural resources. Match them with their
jumbled up names. Make another table and write the names of these
resources. Classify these resources as renewable or non-renewable.
Answer:

Question 2.
State whether the following statements are True [T] or False [F]. If False,
correct them.
(i) Nature has all the resources to meet human needs.
Answer:
True

(ii) Machines are a resource found in nature.

Answer:
False
Correct Statement: Machines are human-major resources.

(iii) Natural gas is a non-renewable resource.

Answer:
True

(iv) Air is a renewable resource.

Answer:
True

Question 3.
Fill in the blanks using the most appropriate option
(i) A fuel that is commonly used in two wheelers like scooters or bikes is
______________
(a) Kerosene
(b) Petrol
(c) Diesel
(d) LPG
Answer:
(b) Petrol
(ii) An example of a renewable resource is ______________
(a) Coal
(b) Water
(c) Natural gas
(d) Petrol
Answer:
(b) Water

Question 4.
Classify the following as renewable or non-renewable resources— coal,
natural gas, forests and minerals.
Answer:

Renewable Non-renewable
– Coal
– Natural gas
Forests –
– Minerals
Question 5.
Why do we say that petroleum is a non-renewable resource?
Answer:
Petroleum is considered a non-renewable resource because it takes
millions of years to form from the remains of microorganisms and plants
that get buried deep inside the Earth. Once extracted and used, it cannot
be replenished.

Question 6.
It is difficult to regrow forests. Justify this statement.
Answer:
Regrowing forests is difficult because it takes many years for trees to
mature. Additionally, the soil may become degraded, losing its nutrients
and structure due to deforestation, making it less suitable for new plant
growth. Human activities such as urban development and agriculture can
also ‘ hinder reforestation efforts.

Question 7.
Make a list of five daily activities in which you use natural resources.
Suggest ways by which you can reduce their use.
Answer:

Daily Activity Natural Resource Ways to Reduce use

Used
1. Cooking Natural gas Use solar cookers
2. Drinking water Water Use a water-efficient faucet
3. Using paper Trees (forests) Use digital documents
4. Using Coal, natural gas Use energy-efficient
electricity appliances
5. Driving a car Petroleum Use public transport or cycle
Question 8.
List four activities that are possible due’to the presence of air.
Answer:
Four activities that are possible due to presence of air
(i) Breathing
(ii) Generating electricity through wind turbines
(iii) Transportation through aeroplanes.
(iv) Flying kites

Question 9.
How can you contribute towards enhancing the green cover of your
locality? Make a list of actions to be taken.
Answer:
List of actions to be taken
(i) Encourage neighbours to grow plants in their gardens.
(ii) Collaborate with local schools to create green initiatives.
(iii) Advocate for the protection of existing trees and green spaces.
(iv) Participate in community tree planting drives.
(v) Plant trees in local parks and open spaces.

Question 10.
In the given illustration, we see that food is being cooked.

Answer the following questions:

(i) What type of energy is being used for cooking?
(ii) Name one benefit and one drawback of using this type of energy for
cooking.
Answer:
(i) Solar Energy
(ii) Benefit: Solar energy is a renewable and clean source of energy.
Hence it is environment friendly.
Drawback: Dependence on Weather: Solar energy cannot be used during
cloudy days or at night, which limits its reliability and convenience.
Question 11.
Cutting down trees on a large scale impacts the quality of the soil. Why do
you think it is so?
Answer:
Without trees, the soil can be washed away by rain, leading to the loss of
fertile topsoil. Furthermore, fallen leaves from trees decompose and add
organic matter to the soil, enhancing its fertility and structure. Cutting
down trees impacts the quality of soil because tree roots help to bind the
soil together, preventing erosion.

Question 12.
Explain two ways in which human activities pollute the air. Propose one
action which can help in reducing air pollution.
Answer:
(i) Deforestation reduces the number of trees that can abdorb carbon
dioxide, increasing the concentration of greenhouse gases.
(ii) Burning fossil fuels in vehicles and factories releases harmful
pollutants like carbon monoxide and sulphur dioxide into the air.
Action to reduce air pollution: Promote the use of public transport and
electric vehicles to decrease the number of fossil fuel-powered vehicles on
the road.

Question 13.
A family uses solar panels to generate electricity, a gas stove to cook food
and a windmill for pumping water from a well. What would happen if there
were no sunlight for a week?
Answer:
If there were no sunlight for a week, the solar panels would not be able to
generate electricity, leading the family to rely on alternative sources of
power. Additionally, the growth of plants would be affected due to the lack
of sunlight for photosynthesis.

Question 14.
Fill up the blanks using the following terms— [fossil fuels, forest, air,
petroleum, coal, water and non-renewable resource)
Answer:

Question 15.
There is an increasing demand of trees to meet the requirements of
industries and for housing. Therefore, trees are being felled. Is it justified?
Discuss and prepare a brief report.
Answer:
Trees play a crucial role in maintaining ecological balance by providing
oxygen, supporting wildlife, and preventing soil erosion. Large scale
deforestation can lead to loss of biodiversity, climate change, and
disruption of water cycles. Sustainable practices such as using alternative
materials, implementing stricter regulations on tree felling, and promoting
reforestation can help balance economic development with environmental
conservation.

Question 16.
Propose a plan to use less water in your school. What steps would you
take to make this plan happen and how would it help the environment?
Answer:
Plan to Use Less Water

 Use grey water for gardening purposes.

 Implement a rainwater harvesting system.
 Install water-efficient faucets and toilets.
Steps to Implement the Plan

 Monitor water usage regularly and set reduction targets.

 Encourage student-led initiatives for water conservation.
 Collaborate with local authorities and experts to install water
saving devices.

Environmental Benefits

 Promotes sustainability and responsible water usage within the

community.
 Decreases the energy used in water treatment and distribution.

Activities

Activity 11.3:
Let us Find Out (Page 212)
Fill the Column II and Column III in following table.

Answer:
Table: Wastage of water in your daily activities

Column I Column II Column III

Activity How is water wasted? Suggest ways to reduce

wastage of water.
1. Hand Washing your hands or face with Turning the water off saves
washing the water running uses about 4 3 litres, using only 1 litre
litres of water which cause each time you wash up,
 wastage of water. saves water.
2. Clothes are bleached, dyed with Skipping the extra use and
Washing hard chemicals in water makes the re- rise of towels can
clothes leftover chemical filled which reduce the wastage of
causes the water wastage. water.
3. When washing dishes by hand, the Fill the sink with soap and
Washing water run while rinsing can cause water and block the
utensils water wastage. faucet, this will reduce
water wastage.
4. Taking Taking shower for longer duration Taking shower for limited
shower can cause water wastage. time- period reduce water
wastage.
5. Cooking Washing vegetables and fruits for Steaming the vegetables
cooking in excessive amount and fruits reduce the
cause water wastage. wastage of water.
6. Over watering not only cause Using of drip irrigation
Gardening water wastage but also harm the method can reduce the
garden. water wastage.
7. Keeping the tap opened while Turn off the tap while
Brushing brushing teeth cause water brushing teeth reduce the
teeth wastage. water wastage.
Activity 11.6:
Let us make a list of natural resources used (Page 225)
Make a list of activities you do in your daily life and write down the natural
resources that were used directly or indirectly for each activity. In Table,
some items are already filled in. Using them as a guide, fill the remaining
blank rows.

Answer:
Natural Resource Used

Activity Natural Resource

1. Washing clothes Water
2. Making clay toys Soil
3. Collecting firewood Wood
4. Making kites Resilient Bamboo
5. Having breakfast Water
 Beyond Earth
Question 1.
Match the column:

Answer:
table-1

Question 2.
(i) Solve the following riddle.
My first alphabet is in MAN but not in CAN
My second alphabet is in ACE and also in FAN
My third alphabet is in RAT and not in CAT
My fourth alphabet is in SUN but not in FUN
I am a planet that moves around the Sun.

(ii) Make two similar riddles by yourself.

Answer:
(i) MARS
(a) My first alphabet is in VAN but not in PAN
My second alphabet is in EARTH and also in HEAVEN
My third alphabet is in ONE and not in TWO
My fourth alphabet is in SUN and also in FUN
My last alphabet is in STAR but not in RADAR
I am a planet that moves around the Sun.
Answer:
VENUS

(b) My first alphabet is in EAT but not in BAT

My second alphabet is in FAT and also in SAT
My third alphabet is in RAT and not in MAT
My fourth alphabet is in TEN and also in NET
My fifth alphabet is in HAT but not in PAT.
I am a planet that moves round the Sun.
Answer:
EARTH

Question 3.
Which of the following is not a member of our Solar System?
(i) Sirius
(ii) Comets
(iii) Asteroids
(iv) Pluto
Answer:
(i) Sirius

Question 4.
Which of the following is not a planet of the Sun?
(i) Jupiter
(ii) Pluto
(iii) Neptune
(iv) Saturn
Answer:
(ii) Pluto

Question 5.
Which is the brighter star, the Pole Star or Sirius?
Answer:
Sirius

Question 6.
An artist’s representation of the Solar System is given in Figure. Is the
order of the planets correct? If not, write the correct order in the boxes in
the figure.

Answer:
The order of the planets in the figure is not correct. The correct order from
the Sun is: Mercuiy, Venus, Earth, Mars, Jupiter, Saturn, Uranus and
Neptune.

Question 7.
A portion of night sky with stars is shown in Figure. Look carefully and
identify the groups of stars that form the patterns—the Big Dipper and the
Little Dipper. Draw lines to connect the stars for these patterns and label
them. Also, identify and label the Pole Star. You may refer to Fig. 12.4 for
help.

Answer:

Question 8.
A portion of the night sky is shown in Figure. Draw lines to connect the
stars for Orion and label the star Sirius. You may refer to Fig. 12.3.
Answer:

Question 9.
You can see stars fading away at dawn and appearing f at dusk. During
the day we do not see the stars. Explain why?
Answer:
During the day, the Sun’s bright light outshines the stars, making them
invisible to our eyes. The atmosphere scatters the sunlight, creating the
blue sky and masking the faint light of the stars.

Question 10.
During a clear night, try to observe the Big Dipper 3-4 times at , an
interval of 2 to 3 hours. Also try to locate the Pole Star each time. Does
the Big Dipper appear to move? Draw a rough sketch to illustrate this,
mentioning the time in each case.
Answer:
The Big Dipper appears to move around the Pole Star due to the rotation
of the Earth. Over a few hours, its position changes, making it seem as if it
is rotating around the Pole Star.

Illustration: Do it yourself.
Question 11.
Think about the night sky and write a poem or a story on it.
Answer:
Do it yourself.

Question 1.
Match the column:

Answer:
table-1

Question 2.
(i) Solve the following riddle.
My first alphabet is in MAN but not in CAN
My second alphabet is in ACE and also in FAN
My third alphabet is in RAT and not in CAT
My fourth alphabet is in SUN but not in FUN
I am a planet that moves around the Sun.

(ii) Make two similar riddles by yourself.

Answer:
(i) MARS
(a) My first alphabet is in VAN but not in PAN
My second alphabet is in EARTH and also in HEAVEN
My third alphabet is in ONE and not in TWO
My fourth alphabet is in SUN and also in FUN
My last alphabet is in STAR but not in RADAR
I am a planet that moves around the Sun.
Answer:
VENUS

(b) My first alphabet is in EAT but not in BAT

My second alphabet is in FAT and also in SAT
My third alphabet is in RAT and not in MAT
My fourth alphabet is in TEN and also in NET
My fifth alphabet is in HAT but not in PAT.
I am a planet that moves round the Sun.
Answer:
EARTH
Question 3.
Which of the following is not a member of our Solar System?
(i) Sirius
(ii) Comets
(iii) Asteroids
(iv) Pluto
Answer:
(i) Sirius

Question 4.
Which of the following is not a planet of the Sun?
(i) Jupiter
(ii) Pluto
(iii) Neptune
(iv) Saturn
Answer:
(ii) Pluto

Question 5.
Which is the brighter star, the Pole Star or Sirius?
Answer:
Sirius

Question 6.
An artist’s representation of the Solar System is given in Figure. Is the
order of the planets correct? If not, write the correct order in the boxes in
the figure.

Answer:
The order of the planets in the figure is not correct. The correct order from
the Sun is: Mercuiy, Venus, Earth, Mars, Jupiter, Saturn, Uranus and
Neptune.

Question 7.
A portion of night sky with stars is shown in Figure. Look carefully and
identify the groups of stars that form the patterns—the Big Dipper and the
Little Dipper. Draw lines to connect the stars for these patterns and label
them. Also, identify and label the Pole Star. You may refer to Fig. 12.4 for
help.
Answer:

Question 8.
A portion of the night sky is shown in Figure. Draw lines to connect the
stars for Orion and label the star Sirius. You may refer to Fig. 12.3.

Answer:
Question 9.
You can see stars fading away at dawn and appearing f at dusk. During
the day we do not see the stars. Explain why?
Answer:
During the day, the Sun’s bright light outshines the stars, making them
invisible to our eyes. The atmosphere scatters the sunlight, creating the
blue sky and masking the faint light of the stars.

Question 10.
During a clear night, try to observe the Big Dipper 3-4 times at , an
interval of 2 to 3 hours. Also try to locate the Pole Star each time. Does
the Big Dipper appear to move? Draw a rough sketch to illustrate this,
mentioning the time in each case.
Answer:
The Big Dipper appears to move around the Pole Star due to the rotation
of the Earth. Over a few hours, its position changes, making it seem as if it
is rotating around the Pole Star.

Illustration: Do it yourself.

Question 11.
Think about the night sky and write a poem or a story on it.
Answer:
Do it yourself.
 Temperature and its measurement

Question 1.
Can it always be correctly judged, that a person has fever, only by
touching the person? (Page 123)
Answer:

 It cannot always be correctly judged that a person has fever,

only by touching the person.
 If a person has a normal body temperature and the hand
touching that person is cold, the person will feel to be warm to
the hand. If the hand touching a person is warm, the person
with fever may be felt as at normal temperature.
For correct judgement that a person has fever or not, we must
use clinical thermometer correctly.

Question 2.
Do small children generally have slightly higher body temperatures as
compared to adults? (Page 128)
Answer:
Yes, small children usually have slightly higher body temperatures
compared to adults. This is because their bodies are working hard to grow
quickly, which makes more heat. For kids, a normal body temperature is
usually between 37.0°C and 37.5°C . For adults, it’s a bit lower, usually
between 36.1°C and 37.2°C.

Question 1.
Can it always be correctly judged, that a person has fever, only by
touching the person? (Page 123)
Answer:

 It cannot always be correctly judged that a person has fever, only by

touching the person.
 If a person has a normal body temperature and the hand touching
that person is cold, the person will feel to be warm to the hand. If the
hand touching a person is warm, the person with fever may be felt as
at normal temperature.
For correct judgement that a person has fever or not, we must use
clinical thermometer correctly.

Question 2.
Do small children generally have slightly higher body temperatures as
compared to adults? (Page 128)
Answer:
Yes, small children usually have slightly higher body temperatures
compared to adults. This is because their bodies are working hard to grow
quickly, which makes more heat. For kids, a normal body temperature is
usually between 37.0°C and 37.5°C . For adults, it’s a bit lower, usually
between 36.1°C and 37.2°C.

Question 3.
Do old people, even when healthy, generally have lower body
temperatures than young adults? (Page 128)
Answer:
Yes, even healthy older people generally have lower body temperatures
than young adults. As people age, their bodies slow down and don’t
produce as much heat. For older adults, normal body temperature is often
around 36.2°C to 36.8°C, which is slightly lower than the typical range for
younger adults.

Question 4.
Can a clinical thermometer be used for measuring the temperature of
boiling water? Or for measuring the temperature of ice? (Page 129)
Answer:
A clinical thermometer has a range of 35 °C to 42 °C. The temperature of
boiling water is 100 °C and is beyond the range of a clinical thermometer.
Also the temperature of ice is 0 °C or below, and is beyond the range of
clinical thermometer.
Therefore a clinical thermometer cannot used for measuring the
temperatures of boiling water or of ice.

Let Us Enhance Our Learning (pages 137-140)

Question 1.
The normal temperature of a healthy human being is close to
(i) 98.6 °C
(ii) 37.0 °C
(in) 32.0 °C
(iv) 27.0 °C
Answer:
(ii) 37.0 °C

Question 2.
37 °C is the same temperature as
(i) 97.4 °F
(ii) 97.6 °F
(iii) 98.4 °F
(iv) 98.6 °F
Answer:
(iv) 98.6 °F

Question 3.
Fill in the blanks:
(i) The hotness or coldness of a system is determined by its _________
(ii) The temperature of ice-cold water cannot be measured by a _________
thermometer.
(iii) The unit of temperature is degree _________
Answer:
(i) temperature
(ii) clinical
(iii) Celsius

Question 4.
The range of a laboratory thermometer is usually
(i) 10 °C to 100 °C
(ii) -10 °C to 110 °C
(iii) 32 °C to 45 °C
(iv) 35 °C to 42 °C
Answer:
(ii) -10 °C to 110 °C

Question 5.
Four students used a laboratory thermometer to measure the temperature
of water as shown in Fig. below

Who do you think followed the correct way for measuring temperature?
(i) Student 1
(ii) Student 2
(iii) Student 3
(iv) Student 4
Answer:
Student 2

Question 6.
Colour to show the red column on the drawings of thermometers (Fig.
below) as per the temperatures written below:

Answer:
Hint: In the first thermometer for 14 °C colour up to two small lines above
mark 10 (each small line indicates 2 degrees Celsius).
In the second thermometer for 17°C colour up to seven small lines above
mark 10 (each small line indicates 1 degree Celsius).

In the third thermometer colour up to fifteen small lines above mark 0 (each small line
indicates 0.5 degree Celsius). Red lines are marked alongside the respective thermometers for
information.

Question 7.
Observe the part of thermometer shown in Fig. and answer the following
questions:

(i) What type of thermometer is it?

(ii) What is the reading of the thermometer?
(in) What is the smallest value that this thermometer can measure?
Answer:
(i) The lowest mark on the thermometer is -10’ so this is a laboratory
thermometer that has a measuring range of -10 °C to 110 °C.
(ii) The reading of the thermometer is 26 °C.
(iii) There are 10 small line marks between any 10 degrees (0-10, 10-20
and so on) on the thermometer. So the thermometer can measure the
smallest value of – 10°C.
Question 8.
A laboratory thermometer is not used to measure our body temperature.
Give a reason.
Answer:
A laboratory thermometer is not used to measure human body
temperature for two reasons:
(i) The thermometer has to be kept inside our mouth while taking the
reading of temperature. The eye for reading the temperature has to be
directly in line with the level of the liquid in the thermometer. This
becomes highly inconvenient to use a laboratory thermometer for
measuring our body temperature. Clinical thermometer is removed from
the mouth and brought directly in front of our eyes to take a reading.
(ii) The smallest value of reading required for body temperature is 0.1 °C.
If small markings are made on a range (-10 to 110°C) of laboratory
thermometer the thermometer will be too long to handle for measuring
human body temperature.

Question 9.
Vaishnavi has not gone to school as she is ill. Her mother has kept a
record of her body temperature for three days as shown in Table below
Table: Body temperature record of Vaishnavi

(i) What was Vaishnavi’s highest recorded temperature?

(ii) On which day and at what time was Vaishnavi’s highest temperature
recorded?
(iii) On which day did Vaishnavi’s temperature return to normal?
Answer:
(i) 40.0 °C
(ii) Day one 7 pm
(iii) Day three

Question 10.
If you have to measure the temperature 22.5 °C, which of the following
three thermometers will you use (Fig.)? Explain.
Three thermometers
Answer:
We will use thermometer
(b) Thermometer (a) can measure the smallest value of 1°C and
thermometer (c) can measure the smallest value of 2°C as per the small
line markings on these. Only thermometer (b) has the markings on it to
measure the smallest value of 0.5°C which is necessary for measuring a
temperature of 22.5 °C.

Question 11.
The temperature shown by the thermometer in Fig. is
(i) 28.0 °C
(ii) 27.5 °C
(iii) 26.5 °C
(iv) 25.3 °C

Answer:
(ii) 27.5 °C

Question 12.
A laboratory thermometer has 50 divisions between 0°C and 100°C. What
does each division of this thermometer measure?
Answer:
2°C

Question 13.
Draw the scale of a thermometer in which the smallest dimsion reads 0.5
°C. You may draw only the portion between 10 °C and 20 °C.
Answer:

Question 14.
Someone tells you that she has a fever of 101 degrees. Does she mean it
on the Celsius scale or Fahrenheit scale?
Answer:
She means the temperature on the Fahrenheit scale. Human body
temperature does not normally go below 35 °C or above 42 °C. In the
Fahrenheit scale this range is between 95 degrees to 107.8 degrees.

Activities

Activity 7.3: Let us Observe (Page 130)

Take a laboratory thermometer and observe it carefully.

Note down the following:

Question 1.
What is the lowest temperature it can measure?_________
Answer:
The lowest temperature a laboratory thermometer can measure is
-10 °C.

Question 2.
What is the highest temperature it can measure? _________
Answer:
The highest temperature a laboratory thermometer can measure is 110
°C.
So the range of this thermometer is from-10 °C to 110 °C.

Activity 7.7: Let us Analyse (Page 134)

 Read or listen to the weather reports for a place for 10

successive days.
 Record the .maximum and minimum air temperature for each
day in Table.
 Analyse the data in the Table.

Answer:
Table: Maximum and minimum air temperature in New Delhi

Date Maximum air Minimum air

Temperature Temperature
14 July, 40 °C 34 °C
2024
15 July, 39 °C 34 °C
2024
16 July, 38 °C 31 °C
2024
17 July, 40 °C 32 °C
2024
18 July, 39 °C 31 °C
2024
19 July, 36 °C 30 °C
2024
20 July, 38 °C 30 °C
2024
21 July, 38 °C 31 °C
2024
22 July, 38 °C 31 °C
2024
23 July, 35 °C 29 °C
2024
Analysis: From the analysis of the data on temperatures we observe that:

1. The maximum and minimum temperatures keep changing day

to day.
2. The gap between the maximum and minimum temperatures in
New Delhi in these ten days varied from 5 to 8 °C.
3. The highest temperature during these 10 days in New Delhi
was noted at 40 °C.
4. The lowest temperature during these 10 days in New Delhi was
notedjat 29 °C.
5. Both maximum and minimum temperatures during these 10
days in New . Delhi were the lowest on 23 July, 2024.

Question 1.
Reflect on what you did really well in this activity. (Page 154)
Answer:
We increased the exposed area in the case of water in the plate. Water in
the bottle had lesser exposed area. It was found that water evaporates
faster as the exposed area increases.

Question 2.
What did I do well? Was I able to label all the parts of the water cycle?
Which parts of the water cycle were unclear to me? (Page 159)
Answer:
We could label some parts of water cycle. It was difficult to distinguish
between lake and river water. Also labelling ground water is difficult.

Question 1.
Which of the following best describes condensation?
(i) The conversion of water into its vapour state.
(ii) The process of water changing from a liquid into gaseous state.
(iii) The formation of clouds from tiny water droplets.

(iv) The conversion of water vapour into its liquid state.

Answer:
(iv) The conversion of water vapour into its liquid state describes
condensation.
Question 2.
Identify in which of the given processes, evaporation is very important
(i) Colouring with
(a) crayons
(b) water colours
(c) acrylic colours
(d) pencil colours

(ii) Writing on paper with

(a) pencil
(b) ink pen
(c) ball point pen
Answer:
(i) (b) water colours
(ii) (b) ink pen

Question 3.
We see green coloured plastic grass at many places these days. Space
around natural grass feels cooler than space around the plastic grass. Can
you find out why?
Answer:
Space around natural grass feels cooler because it absorbs moisture from
air.

Question 4.
Give examples of liquids other than water, which evaporate.
Answer:
Milk, oil, whisky, eye drops, sanitizer.

Question 5.
Fans move air around, creating a cooling sensation. It might seem strange
to use a fan to dry wet clothes since fans usually make things cooler, not
warmer. Normally, when water evaporates, it requires heat, not cold air.
What do you think about this?
Answer:
Fans move the air faster around clothes and help these to dry faster
because water evaporates faster.

Question 6.
Usually, when sludge is removed from drains, it is left in heaps next to the
drain for 3-4 days. Afterward, it is transported to a garden or a field where
it can be used as manure. This approach reduces transportation cost of
the sludge and enhances the safety of individuals handling it. Reflect upon
it and explain how.
Answer:
Water (moisture) from the sludge evaporates with time making it handling
and transportation easier.

Question 7.
Observe the activities in your house for a day. Identify the activities that
involve evaporation. How does understanding the process of evaporation
help us in our daily activities? ,
Answer:
We perform various activities where process of evaporation help us.
(i) We dry our clothes on a sunny and windy environment.
(ii) We can smell the food being cooked even without entering the kitchen.
(iii) Washed utensils dry up after some time.

Question 8.
How is water present in the solid state’in nature?
Answer:
Ice, snow and frost are the solid state of water present in nature.

Question 9.
Reflect on the statement “Water is our responsibility before it is our right.”
Share your thoughts.
Answer:
Only a small portion of water available on earth is fit for use by plants,
animals and humAnswer:Most of the water is available in the oceans
which we cannot use directly. We need water for drinking and many other
activities. With increasing population the availability of safe water is
decreasing. Though it is our right to get water’for our existence but at the
same time it is our responsibility to keep water bodies free from pollution.

Question 10.
The seat of a two-wheeler parked on a sunny day has become very hot.
How can you cool it down?
Answer:
To cool down the hot seat of a two-wheeler parked on a sunny day, we
can:

 Cover it with a wet cloth: Place a damp cloth or towel over the
seat. The water will absorb heat as it evaporates, cooling the
seat.
  Sprinkle water on it: Lightly sprinkle water directly on the seat.
The evaporating water will help to lower the temperature.
 Use a sunshade or cover: If available, use a sunshade or seat
cover to protect the seat from direct sunlight, which will help
keep it cooler.
 Park in the shade: If possible, move the two-wheeler to a
shaded area to reduce the seat’s exposure to direct sunlight.
 Activities
 Activity 8.6 (Page 152)
 Fill up the blank boxes in Fig. 8.5,(below) marked as A, B, C and 1,
2, 3, 4 for conversion of different states of water using the words—
liquid, freezes, evaporates, gas, condenses. Two words have been
filled for you.

Answer:

Conversion of different states of water