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AP State Syllabus AP Board 6th Class Science Solutions Chapter 12 Movement and Locomotion Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 12th Lesson Movement and Locomotion

6th Class Science 12th Lesson Movement and Locomotion Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. Joints of the bone helps in the ——–.
Answer:
movements.
2. The contraction of the ——– pulls the bones during movement.
Answer:
muscle.
3. The bones at the elbow are joined by a ——– joint.
Answer:
hinge.

Choose the correct answer.

1. The immovable joints are present in
A) Knee
B) Shoulder
C) Neck
D) Skull
Answer:

2. The hollow bones are present in
A) Cow
B) Sparrow
C) Buffalo
D) Snake
Answer:

3. The fibers join the muscles to the bones.
A) Tendon
B) Ligament
C) Cartilage
D) None
Answer:
A) Tendon

The joint response to move our head up and down and side to side is
A) Sliding joint
B) Hinge joint
C) Ball and socket joint
D) Pivot joint
Answer:
D) Pivot joint

Answer the Following Questions.

Question 1.
Write short notes on different types of joints in our body.
Answer:
1. The point where two bones meet is called a joint.
2. Joints are of two types. They are movable and immovable (fixed).
3. Movable joints are four types namely 1. Ball and socket 2. Hinge 3. Sliding 4. Pivot
joints.

1. Ball and socket: The rounded end of one bone fits into the hollow end of the other bone. Such a joint allows movement in all directions. This joint is known as the ball and socket joint. It is present at the shoulder and at the hip region.
   
2. Hinge joint: Like the hinge of a door, the joint which helps the bones to move in one direction is called a hinge joint. These are present at the elbow and knee.
   
3. Sliding joint: The joint where the bones slide over each other is called the sliding joint. It is present in the vertebral column, wrist, and ankle.
   
4. Pivot joint: The joint that joins the skull to the backbone is called the pivot or neck joint, pivot or neck joint.
   

Question 2.
What are the uses of muscles and bones?
Answer:

1. Muscles helps in the locomotion and movements of the body, they also provide shape and structure to the body.
2. Bones provide a base to muscles. They have a key role in body movements and the shape of the body.

Question 3.
Differentiate the ball and socket joint from the hinge joint.
Answer:

Question 4.
How is the body of a fish suitable for swimming?
Answer:

1. The skeleton of the fish is covered with strong muscles.
2. While swimming,-muscles make the front part of the body swing towards one side while the tail swings its body towards the opposite.
3. This creates a jerk and pushes the body forward.
4. A series of such jerks help the fish swim forward.
5. The tail fins also aid in this movement.

Question 5.
Guess who I am?
i) I am a joint that works like a joint of doors and windows.
Answer:
Hinge joint.

ii) I help to join two bones.
Answer:
Ligament.

iii) I am a joint between the upper jaw and skull.
Answer:
Fixed joint.

iv) I am a chain of small-small bones.
Answer:
Vertebral column or backbone.

v) I join the bone and muscle.
Answer:
Tendon.

Question 6.
What would happen if there are no bones and joints in our body?
Answer:
If there are no bones and joints in our body

1. we do not have a particular body shape,
2. movements and locomotions are not possible.
3. Simply we become round as mass body.

Question 7.
What would happen if there is a single bone in your fingers?
Answer:
If we have a single bone in our fingers.

1. we can’t fold the fingers.
2. we can’t catch or hold anything.
3. it becomes hard to get food.
4. we cant manage any apparatus.
5. in the evaluation, we become so backward.

Question 8.
Draw a neat and labeled diagram of the Ball and socket joint and write its location and uses.
Answer:

These joints are located in the shoulders and hip region. It is used in swinging and rotating movements.

Question 9.
How do you appreciate locomotion in birds?
Answer:
I feel wonder about flying of birds.
They have wonderful wings and attractive feathers. Birds are only creatures that fly easy to escape.
This feature also help them in long journey to migrate. I feel its beautiful if I have wings to fly.

Activities and Projects

6th Class Science Textbook Page No. 139

Question 1.
Collect information regarding joint pains from an orthopedic.
Answer:
Joint pain can be discomfort, pain or inflammation arising from any part of a joint — including cartilage, bone, ligaments, tendons or muscles. Most commonly, however, joint pain refers to arthritis or arthralgia, which is inflammation or pain from within the joint itself.

• Inflammatory foods. “Arthritis” is a general term encompassing conditions that share joint pain and inflammation ….
• Fried and processed foods …
• Lower your Ages ….
• Sugars and refined carbs ….
• Dairy products ….
• Alcohol and tobacco ….
• Salt and preservatives ….
• Corn oil
• Non-steroidal anti-inflammatory drugs called NSAIDs help relieve joint swelling, stiffness, arid pain — and are among the most commonly used pain killers for people with any type of arthritis.

Natural relief from Arthritis pain

• Weight.
• Exercise.
• Heat and cold.
• Acupuncture.
• Meditation.
• Fatty acids.
• Turmeric.
• Massage.

Question 2.
List out the activities that you performed at your home and which joints were involved in each activity.
Answer:
We cannot perform any movement without the involvement of joints. They have key role in our daily activities.
ACTIVITIES                     INVOLVED JOINTS
1. Walking                     Hinge and gliding joints
2. Running                     Hinge and gliding joints
3. Bowling                      Ball and socket joint
4. Playing                       Ball and socket, hinge, gliding, and pivot joints
5. Dancing                      Ball and socket, hinge, gliding, and pivot joints
6. Painting                      Gliding joint
7. Driving                        Hinge, gliding joints

Question 3.
Observe the whole body of a hen from the internet and make a list of different joints, bones, muscles, tendons and ligaments present in it.
Answer:

Question 4.
Try to identify the joints in the body of a goat through the internet and make a list of those joints.
Answer:

Question 5.
Collect X-ray films and identify which body part they represent and write a note on them.
Answer:

• Gliding joint: A gliding joint is a joint which allows only gliding movement.
  
  The gliding joint allows one bone to slide over the other. The gliding joint in your wrist allows you to flex your wrist. It also allows you to make very small side-to-side motions. There are also gliding joints in your ankles and backbone.
• Pivot joint: Only allows rotating movement. The joint that joins the skull to the backbone is called the pivot or neck joint.
  
• Ball-and-socket joint: The ball-shaped surface of one bone fits into the cup-like shape of another. Examples of a ball-and-socket joint include the hip and the shoulder.
  
• Hinge joint: The ends of the bones are shaped in a way that allows motion in two directions, forward and backward. Examples of hinge joints are the knees and elbows.
  
• Rib cage: Ribs are bent which joins the chest bone and the backbone together to form a box. This is called the rib cage.
  

6th Class Science 12th Lesson Movement and Locomotion Activities

Activity – 1

1. Human body and its movement (Page No. 128)
Do the following actions:

• Bowl an imaginary ball at an imaginary wicket.
• Lie down and try to rotate your leg at the hip.
• Bend your arm at the elbow and your leg at the knee.
• Stretch your arms sideways, chew some food, bend your arm to touch your shoulder with your finger and try to move other body parts as well.

Record your observations in table
Table

S.No.	Body Part	Rotates Partially/Completely	Bends (Yes/No)	Lifts (Yes/No)	Moves (Yes/No)
1.	Neck
2.	Wrist
3.	Finger
4.	Knee
5.	Ankle
6.	Toes
7.	Back
8.	Head
9.	Elbow
10.	Arm
11.	Upper Jaw

Answer:

S.No.	Body Part	Rotates Partially/Completely	Bends (Yes/No)	Lifts (Yes/No)	Moves (Yes/No)’
1.	Neck	Partially	Yes	Yes	Yes
2.	Wrist	r Partially	Yes	Yes	Yes
3.	Finger	Partially	Yes	Yes	Yes
4.	Knee	Partially	Yes	Yes	Yes
5.	Ankle	Partially	Yes	Yes	Yes
6.	Toes	Partially	Yes	Yes	Yes
7.	Back	Partially	Yes	Yes	Yes
8.	Head	Partially	Yes	Yes	Yes
9.	Elbow	Partially	Yes	Yes	Yes
10.	Arm	Partially	Yes	Yes	Yes
11.	Upper Jaw	No	No	No	No

Activity – 2

2. Let us see how animals move from one place to another. Fill in your observations in the table. (Page No. 136)

Animal	Body parts used for moving	How does the animal move
Cow	Legs
Human		Walks, Jumps,…..
Snake
Bird		Hope flies……
Insect
Fish

Answer:

Animal	Body parts used for moving	How does the animal move
Cow	Legs	Walks, runs
Human	Legs	Walks, Jumps,…..
Snake	Scales	Crawls
Bird	Legs, Wings	Hope flies……
Insect	Legs, wings	Walk, jump, fly
Fish	Fins	Swimming

AP State Syllabus AP Board 6th Class Science Solutions Chapter 11 Shadows – Images Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 11th Lesson Shadows – Images

6th Class Science 11th Lesson Shadows – Images Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. Light travels in a ——–.
Answer:
straight line.
2. A substance that gives light is known as ——–.
Answer:
light source.
3. The bouncing back of light after hitting an object is called ——–.
Answer:
reflection.
4. The color of the shadow formed by a green tree is ——–.
Answer:
Black.

Choose the correct answer.

1. Identify the transparent substance
A) Paper
B) Wood
C) Glass
D) Oil Paper
Answer:
C) Glass

2. Which of the following substance forms shadows?
A) Transparent
B) Translucent
C) Opaque
D) All the above
Answer:
C) Opaque

3. What do you need to get a shadow?
A) Light Source
B) Opaque Object
C) Screen
D) All the above
Answer:
D) All the above

Answer the Following Questions.

Question 1.
Classify the following objects into transparent, translucent, and opaque:
Cardboard, duster, polythene cover, oily paper, glass, spectacle lens, piece of chalk, ball, table, book, window glass, palm, school bag, mirror, air, water.
Which type of materials do you find more in your surroundings?
Answer:
A. Transperent Objects: glass, spectacle lens
B. Translucent Objects: polythene cover, oil paper
C. Opaque Objects: cardboard, duster, piece of chalk
I find opaque materials are more in our surroundings.

Question 2.
We can’t identify the type presence of completely transparent objects even in light. Is it correct or not? Support your answer.
Answer:
Yes, we can’t identify the presence of completely transparent objects even in Light. Because it allows light to pass through it. So we can’t find it.

Question 3.
Why can’t we see objects which are behind us?
Answer:
The reflected light behind objects of us can’t reach our eyes. So we can’t see objects which are behind us.

Question 4.
What is required to get a shadow of an opaque body?
Answer:
To get a shadow we need

1. light source
2. opaque body
3. screen.

Question 5.
Can we use a plain mirror as a rearview mirror? If not why not?
Answer:
No, we can’t use the plain mirror as a rearview mirror. Because the plain mirror can’t cover all objects behind the vehicle. So we use the concave mirror as a rearview mirror.

Question 6.
Why do we get shadows of different shapes of the same object?
Answer:

1. We get different shadows for the same object.
2. because shadow shape is changed depending upon the position of the light source
3. and angle position of the object.
4. So we may get different shadows shapes from a same object and same shadows from different objects.

Question 7.
What are the differences between a shadow and an image?
Answer:

IMAGE	SHADOW
1. Images are colour full.	1. Shadows does not have colour.
2. Image is formed due to the reflection or refraction of light.	2. Shadows are formed when opaque objects obstruct the path of light.
3. Image gives more information such as colour, structure, etc. about the object.	3. Shadow does not provide any details about the object but it gives an idea about the shape of the object.
4. An image in a plane mirror doesn’t change in size at all; it is always of the same size as that of the object.	4. Shadow size may be changed depend on light sources position.
5. An image in a mirror can be seen without a screen, whereas it is mandatory to have a screen to form a shadow.	5. A dark patch formed on a surface behind an opaque object placed in the path of light is called a shadow.

Question 8.
Malati noticed changes in the lengths of her shadows during the daytime. She had some doubts about this. What could be those doubts?
Answer:

1. Why shadows are always black?
2. Why sometimes shadows are small and large?
3. Why our shadows always follows us?
4. Can we guess the time when see the shadow?

Question 9.
How can you explain the straight-line motion of light?
Answer:

1. Observe the objects, the formation of shadows and the path of light as shown, in the figure.
2. Similarly draw the shadows for the objects given in the fig. Extend the path of light and draw a shadow on the given screen.
   
3. We have drawn arrows in the above figures assuming that light travels like rays that are straight.
4. We can predict the shapes of the shadows only when we consider that light travel as rays along a straight path.
5. In ancient days, by observing the shapes of shadows people came to an understanding that light travels in a straight line.

Question 10.
We would not be able to see any object around us if light does not get reflected. How do you appreciate this property of objects?
Answer:

1. Vision is the vital sense to organisms.
2. Its possible by light reflection.
3. I feel wonder by this phenomena that provide the vision.
4. I also feel happy by seeing beauty nature by light.

Question 11.
Where do you find reflection of light in your daily life?
Answer:

• Due to the regular reflection of light, we look at our image in the plane mirror.
• We can turn the sunlight towards dark places by the regular reflection of light with the help of a shiny surface.
• The wing and rear-view mirrors of a car are made of a convex and a plane mirror
  respectively.
• A microscope uses a mirror to reflect light to the specimen under the microscope.

Activities and Projects

6th Class Science Textbook Page No. 126

Question 1.
Hold a glass slab at one end with your hand and stand in the sunlight. See the shadows of your hand and glass slab. Explain what you observed.
Answer:

1. I find that glass slab does not form a shadow.
2. I observed the shadow of my hand.
3. It means glass slab is a transparent object and hand is opaque object.
4. My conclusion is that only opaque objects form clear shadow.
5. And transparent objects does not form shadows.

Question 2.
If we focus a coloured light on an opaque object, does the shadow of the object possess colour or not? Predict and do the experiment to verify your predictions. (Coloured light can be obtained by covering torch glass with a transparent coloured paper).
Answer:

1. In the colour light opaque objects forms shadows.
2. But they does not have any colour.
3. because shadow is the place where the light is prevented.
4. It does not effected by colour light.

Question 3.
Between an electric bulb and a tube light, which forms sharp shadows of objects? Do an experiment to find out and give the reasons.
Answer:

1. Between electric bulb and tube light electric bulb forms clear and sharp image.
2. Electric bulb is round in shape.
3. It takes more voltage and forms intensity light
4. That’s why electric bulb forms sharp and clear shadows.
5. But at the tube light shadow it is not sharp.
6. Here light source is lengthy.
7. And light fell on objects from different side.
8. So the shadow does not sharp.

Question 4.
A mirror is kept on the wall of your room. Your friend is sitting on a chair in that room. You are not visible to him in the mirror. How do you adjust your place so that you are visible to your friend in the mirror? Explain.
Answer:

1. Its simple technique to appear to my friend in mirror.
2. In mirror image formed by reflection.
3. In reflection light bounce in same angle.
4. That’s why I am visible to my friend when he is visible to me.
5. So, I adjust my place until my friend appear to me.
6. When my friend visible to me, I am also visible to my friend.

Activity – 1

1. Make your room dark by shutting the door and windows; and then put on the light. Look at any one of the objects in the room. After that, hold a plank or a writing pad in front of your face.  (Page No. 117)

i) Is the object visible to you?
Answer:
No the object can’t visible to me.

ii) Why is it not visible though there is light?
Answer:
Light can’t reach the eyes. So it is not visible.

iii) What happens when you hold a plank between the object and you?
Answer:
Plank prevent the light. So it can’t reach the eyes.

iv) What is that something coming from the object?
Answer:
Its light that causes sight sense.

v) Where does light come from?
Answer:
A substance which gives light is known as a light source.

vi) Which objects give us light?
Answer:
Objects give us light are Sun, a glowing bulb, lighted candle etc.

vii) Can you give some more examples for source of light?
Answer:
Sun, stars, torch, candle, bulb, flame, glowing worm.

viii) When did you see shadow? Is it during day time or at night?
Answer:
I saw the shadow at day time.

ix) Are shadows formed at night?
Answer:
No, generally shadows does not form at night time. We may form shadows by using light at night time.

x) Is it possible to form shadows when there is no sunlight, bulb or any other light?
Answer:
Its not possible to form shadows without light.

xi) What do we need to form a shadow?
Answer:
We need light to get the shadow of any object.

Activity – 2

2. Try to form shadows of a book, a pen, a duster, a polythene cover, and a glass plate on the wall of your classroom with the help of a torch.  (Page No. 117)
Do you find any differences in the shadow of the above objects? Do all objects form shadow?
i) Which objects form shadows?
Answer:
Book, plank, table, chair.

ii) Which objects do not form shadows?
Answer:
Glass, air, polyethene sheet.

iii) Think and write why some objects form shadows? And others do not?
Answer:
The objects which allow light does not form shadows. And which objects does don’t allow the light form the shadows. It means prevention of light forms shadows.

iv) Observe the figure. Write whether the sheet held by the boy is transparent, translucent or opaque below each of the picture?

Answer:
a) Opaque sheet b) Transparent sheet c) Translucent sheet

v) Think and guess and write in table which objects in your class room form shadows, which do not form shadows and which form an unclear objects?

Objects which form shadows.
Objects which form unclear shadows.
Objects which don’t form shadows.

Answer:

Objects which form shadows.	Benches, Chairs, Blackboard, Towel, Bicycle, Shoes
Objects which form unclear shadows.	Oil paper, Window, Glass pans (some), polythene
Objects which don’t form shadows.	Glass, Water, Petrol, Spirit, etc.

vi) Where do you find the shadow of the leaf?
Answer:
We find the shadow of the leaf on the wall.

vii) Where do you find the shadow of the lea fin the room?
Answer:
On the ceiling.

viii) Do you find the shadow of the leaf if you remove the sheet?
Answer:
No, we do not find the shadow of the leaf.

ix) What do you understand from the above activity?
Answer:
Only light and an opaque object are not enough to form the shadow of an object. In addition to these we need a screen.

x) Can you guess the object by observing its shadow?
Guess and write the names of the objects which form the shadows?

Answer:
a) Tree

b) Ball

c) Rabbit formed as shadow with fingers

d) Musical instrument

e) Bird formed as shadow with hands

xi) What do you find?
Answer:
I found shadows which are in dark colour.

xii) Are you able to guess the object correctly in all cases?
Answer:
No, it is not possible.

xiii) What can you conclude from the above activity?
Answer:
Shadows have no colour. We can’t guess the object by observing its shadow.

xiv) Can we guess the object by observing its shadow?
Answer:
No, not possible in all cases.

Activity – 3

3. Colour of a Shadow.  (Page No. 120)

Take four balls of equal size of different colours. Try to form a shadow of each ball as shown in fig. Ask your friend who is facing the screen and not able to see the balls to guess the colour of.

i) Is your friend able to guess the colour of the ball correctly?
Answer:
No, he not able to guess the colour.

ii) Is it possible to guess the colour of the object by observing it’s shadow? If not why?
Answer:
No, its not possible to guess the colour of the object by observing its shadow. Because any colour of object forms only dark shadows. A shadow is an area/where light is absent. Hence, the shadow is colourless irrespective of the colour of the object.

Activity – 4

Shape of Shadow.  (Page No. 121)

4. Observe the shadows of a book, a pen, a duster, a ball and a round plate, one by one, in sunlight While doing this, rotate the objects to change their positions and observe the changes in shadows. Try to answer the following questions on the basis of your observations:

i) Is there any similarity between the shadows of the ball and the plate? If yes, what?
Answer:
Yes, both shadows are round in shape.

ii) What change do you observe in the shadows formed when you hold the pen horizontally and then vertically?
Answer:
The pen shadow is different when you hold the pen horizontally and then vertically. When you hold the pen vertically the shadow seems as object. When you turn the pen horizontally the shadow become round in shape.

iii) What differences do you observe ip the shadows when the duster is kept in different positions by rotating it?
Answer:
I found that duster have different shadows in different positions by rotating it. Some times the shadow seems as duster and sometimes not.

iv) Why are the shapes of the shadows of the same object different when you change the position of the object?
Answer:
A. shadow is a dark area where light from a light source is blocked by an opaque object.
B. The object may have different shapes in different angles.
C. So, the shadow shape is changed.

Activity – 5

GETTING DIFFERENT SHAPES OF SHADOWS OF A SINGLE OBJECT:  (Page No. 122)

5. Take a rectangular piece of cardboard. Try to form shadows of different shapes by using it. You can do this in the sunlight or with the light from a torch. Now, answer the following questions:
i) Were you able to make a square shaped shadow?
Answer:
When I just bend the rectangular cardboard in front of light source, it forms square shaped shadow.

ii) Were you able to make a triangular shadow?
Answer:
When we gradually rotate the object towards the light source, the square shadow change into triangle.

iii) Were you able to make a circular shadow?
Answer:
No. I am not able to make a circular shadow.

iv) What are the other possible shapes?
Answer:
Rectangular, square, line, rhombus, triangle.

v) Why are we getting different shapes of shadows when the object is the same?
Answer:
Because of the straight line path followed by light rays, we can get different shaped shadows for a single object by changing its position.

Activity – 6

FUN WITH A MAGNIFYING LENS        (Page No. 123)

6. Take a magnifying lens and try to form an image of a tree on a white drawing sheet.
i) What do you observe in the image formed on the sheet?
Answer:
The image on the white drawing sheet is inverted.

ii) What difference do you notice between the images formed through the pinhole camera and through the magnifying glass?
Answer:
I notice that the image formed through the magnifying lens is clearer than that formed with a pinhole camera.

iii) Can you find any other differences or similarities between shadows arid images? Write in your note book.
Answer:
Similarity:
Shadow and image are related to light.
Without light both are not visible.

Difference:
The key difference between image and shadow is that the image is the reflection of the light rays by an object, whereas the shadow is a dark shape projected onto a surface when an opaque object obstruct the light rays.
The term image generally refers to an optical representation of a real object. A shadow is black in color while an image is colorful, and represents the real colors of the object it represents.

Activity – 7

OBSERVE THE REFLECTION  (Page No. 124)

7. Make your classroom dark by closing the doors and windows. Ask one of your friends to hold a mirror in his hand. Take a torch and cover its glass with a black paper leaving only slit in the middle. Now switch on the torch and adjust it so that light falls on the mirror in your friend’s hand. Ask your friend to adjust the mirror so that the patch of light falls on another friend standing in front of him at some distance.

i) What do you observe from the above activity?
Answer:
When light falls on any object, it rebounds back. This is called reflection.

ii) Ask your friend A to cover the mirror with a book. Now switch on the torch and focus it on the book, Can you see the patch of light on your friend? Why?
Answer:
When mirror is covered with book I can’t found patch of light on my friend. Because the surface of book is not smooth as mirror. On smooth surfaces reflection is effective.

iii) Did the light that fell on the book not get reflected?
Answer:
The light fell on the book is reflected. But its irregular reflection. Because the book surface is not smooth as mirror.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 10 Basic Electric Circuits Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 10th Lesson Basic Electric Circuits

6th Class Science 10th Lesson Basic Electric Circuits Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. The flow of electricity in a circuit is called ——–.
Answer:
current
2. A ——– helps us to allow or break the flow of electricity in a circuit.
Answer:
switch
3. Substances that allow electricity to pass through them are known as ——–.
Answer:
conductors
4. The electric bulb was invented by ——–.
Answer:
Thomas Alva Edison

Choose the correct answer.

1. In a bulb the part which gives us light is
A) Metal Base
B) Glass Chamber
C) Filament
D) Terminals
Answer:
C) Filament

2. Which of the following is an insulator?
A) Hairpin
B) Iron Nail
C) Plastic Scale
D) Pencil Lead
Answer:
C) Plastic Scale

3. The metal used in making filaments of present-day bulbs is
A) Iron
B) Copper
C) Tungsten
D) Cotton
Answer:
C) Tungsten

Answer the Following Questions.

Question 1.
What is an electric circuit? Explain with a diagram.
Answer:

1. An arrangement in which a cell and a bulb are connected by using wires is called a simple electric circuit.
   
2. A simple electric circuit is a path for the flow of electric current between cell and the bulb.

Question 2.
What are the parts of a torchlight?
Answer:
The parts of a torchlight are

1. Hollow cylindrical barrel
2. Torch cells
3. Bulb
4. Glass cover
5. Reflector
6. Switch
7. Metal spring

Question 3.
Classify the following into conductors and insulators:
Water, Plastic pen, Pencil lead, Dry cotton cloth, Wet cotton cloth, Dry wood, Wet wood.
Answer:

S.No.	Conductors	S.No.	Insulators
1	Pencil lead	4	Water
2	Wet cotton cloth	5	Plastic pen
3	Wet wood	6	Dry cotton cloth
		7       –	Dry wood

Question 4.
What will happen if the cells in a torch are arranged as shown in the following figure? Why?

Answer:

1. The bulb does not glow.
2. Because two positive terminals of the cells are connected to each other which does not provide a closed path.

Question 5.
Niharika observed an electrician repairing a street light wearing gloves on his hand. She asked him some questions. What would be those questions?
Answer:

1. Why do you wear gloves?
2. With what the gloves are made up of?
3. How do these gloves help in your work?
4. What will happen if the glows are made up of cloth instead of rubber?

Question 6.
A circuit is connected with a cell, bulb, and a switch, but the bulb is not glowing. Write all possible reasons for this.
Answer:

1. The cell used might have been totally discharged.
2. The bulb taken might have been fused.
3. The switch arranged may not be in touch with the wires as expected.
4. Any breakages in the circuit cause failure.

Question 7.
How do you test the materials given to you, to know whether they are conductors or insulators?
Answer:
Aim: To test the given materials to know whether they are conductors or insulators What you need? (Materials required): a cell (power source), a bulb, connecting wires, wooden plank or thermocol sheet, two drawing pins, and the materials provided to test.
How to do? (Procedure):

1. Connect a circuit on a wooden plank or on a thermocol sheet as shown in Fig.
   
2. Insert two drawing pins at A and B.
3. insert the given materials in the gap between A and B one after another.
4. With each insertion, check whether the bulb glows or not.

What do you see? (Observation): The bulb glows only when some materials like a safety pin, iron nail were inserted. It does not glow when the materials like paper, eraser were inserted.
What do you learn? (Result): Bulb glows only when an electric current passes through the materials. So all the materials which made the bulb glow are conductors and the remaining are insulators.

Question 8.
Draw a circuit diagram showing a cell, switch, and bulb.
Answer:

Question 9.
If you put the switch on, a light will glow, a fan will rotate, an iron box heats up etc. All these different functions will be performed by electricity. How do you feel about the comforts given by this great invention to human beings?
Answer:

1. Electricity plays a key role in modern technology.
2. Without electricity, most of the things could never work. (i.e. TV, Computer, bulb, etc…)
3. We can’t imagine our life without electricity.
4. Electricity is a gift given by scientists to human beings.
5. Electricity is a basis for new inventions.

Question 10.
List the daily activities in which we use electricity.
Answer:
Following are our daily activities in which we use electricity.

1. Electric bulb and fluorescent lights etc.
2. Washing machine and Grinder
3. Electric fan and Electric iron
4. Television and Tape recorders
5. Computers and Motors to lift water etc.

Activities and Projects

6th Class Science Textbook Page No. 115

Question 1.
In activity 4, we observed some situations where the torch bulb glows. Niharika challenged her friends that she could make the bulb not glow even with the cells kept in the proper position. What would she have done?
Answer:

1. Niharika might have put an insulator in between the two cells.
2. Or she might have used the powerless batteries.

Question 2.
Connect a circuit as shown in the given diagram.

a) Does the bulb glow? Why?
b) Draw the circuit so that the bulb glows.
c) Verify it by connecting cells and bulbs as per the circuit drawn.
Answer:
a) The bulb does not glow. As the positive terminals of the two cells are connected. So current does not flow and bulb does not glow.
b)

c) I have connected the circuit as shown in (b) and found the bulb glowing.

Question 3.
You have studied the story of Thomas Alva Edison. Write a note appreciating his efforts in inventing the bulb.
Answer:

1. Thomas Alva Edison was a famous scientist who invented the bulb.
2. He experimented with a number of different filaments.
3. His goal was to find materials that would light well and last for a long time.
4. Though he failed a number of times he worked hard continuously to get success.
5. Without an electric bulb, we can’t imagine our life.

Question 4.
Connect circuits as shown in the following figure. Write your observation in each case.

Answer:
a) The bulb does not glow as the +ve terminals of the two cells are directly connected.
b) The bulb glows as the cells are connected correctly.
c) The bulb glows and gives dim light as only one cell is connected.
d) The bulb glows brilliantly as the three cells are connected in series and more current flows in the bulb.

6th Class Science 10th Lesson Basic Electric Circuits Activities

Activity – 1

1. Let us take a torch cell and observe it. Can you describe it? (Page No. 108)
Answer:

1. The cell consists of a cylindrical metal can.
2. Its heaviness suggests that it is filled with some chemicals.
3. The protrusion on one end is due to a carbon rod in the centre.
4. At the top of the cell, a metal cap is fixed.
5. This metal cap act as the positive (+) terminal of the cell.
6. Opposite to this, the bottom of the cell (metal can) act as a negative (-) terminal of the cell.
7. The entire can is sealed.
8. Positive and negative terminals of the cell are labelled on it as + and – respectively.

Activity – 2

Simple electric circuits (Page No. 108)

2. Take four wires of different colours, say blue, green, red and yellow, each about 15 cm long. Electric wires are often covered with plastic. First, remove about two centimetres of the plastic covering, from both ends of each wire. Now attach two wires (Blue and Green) to a bulb and two wires (Red and Yellow) to a cell with a cello-tape or cell-holder as shown in Fig. 4(a). We can use a cell holder to hold the cells and wires together tightly.
Now connect the wires in different forms as shown in Fig. 4(b) to 4(g). In each case, check whether the bulb glows or not. Record your observations in Table 1.

Answer:

Connection	Does the bulb glow (Yes / No)
Fig (b)	No
Fig (c)	No
Fig (d)	Yes
Fig (e)	Yes
Fig (f)	No
Fig (g)	No

• In which case does the bulb glow? Why?
  Answer:
  The bulb glows in connections shown in Fig. 4(d) and Fig. 4(e). This is because in these connections form a closed path.
• In which case the bulb does not glow? Why?
  Answer:
  In the remaining cases means like in Figs. 4(b), 4(C), 4KO, and 4(g), bulb does not glow.
  This is because there is some gap in the path. (circuit is open)

Activity – 3

Electric Switch (Page No. 110)

3. Connect a circuit on a wooden plank or on a thermocol sheet as shown in Figure. Insert two drawing pins at A and B. Insert a safety pin in between A and B. such that one end of the pin is completely in contact with B and the other end is left free. Now observe the bulb.

• What do you notice?
  Answer:
  The bulb does not glow.
  Now touch the safety pin to pin A and observe the bulb again.
• What happens?
  Answer:
  The bulb glows.
• Why doesn’t the bulb glow when the safety pin is left free at one end?
  Answer:
  In this activity, the safety pin is used to close /open the circuit. When the safety pin is left free at one end, the circuit is open. So the bulb doesn’t glow.

Activity – 4

4. Take a torch that has two cells. Arrange the cells in the torch in as many ways as you can. In which cases does the bulb glow and in which cases it doesn’t? Draw pictures showing different positions of cells and glowing of bulb. Can you find out why the bulb glows only when cells are placed in a particular position? (Page No. 111)

Answer:
The bulb glows only in the first position. This is because in the remaining positions the circuit is being open as the cell’s terminals are not in a proper sequence. In the first position they are in proper sequence, so the circuit is closed. As a result the bulb glows.

Activity – 5

Identifying conductors and insulators (Page No. 111)

5. Take the circuit which we used in activity-3, as shown in Figure. Remove the safety pin from the drawing pins so that you have two open terminals A and B.

Insert different objects like a hair pin, safety pin, eraser, plastic scale, match stick, piece of a metal bangle, piece of a glass bangle, paper clip etc. in the gap between A and B. With each insertion, check whether the bulb glows or not. Record your observations in table 2 for each case.
Answer:

S.No.	Object	Name of the Material	Does the bulb glow (Yes/No)	Conductor/Insulator
1.	Hair pin	Metal	Yes	Conductor
2.	Pencil lead	Lead	Yes	Conductor
3.	Eraser	Rubber	No	Insulator
4.	Plastic scale	Plastic	No	Insulator
5.	Match stick	Wood	No	Insulator
6.	Divider from geometry box	Metal	Yes	Conductor
7.	Piece of paper	Paper	No	Insulator
8.	Iron nail	Iron	Yes	Conductor
9.	Piece of Metal bangle	Metal	Yes	Conductor
10.	Piece of Glass bangle	Glass	No	Insulator
11.	Paper clip	Metal	Yes	Conductor
12.	Piece of chalk	Chalk	No	Insulator
13.	Safety pin	Metal	Yes	Conductor

• If you look at table 2, after recording your observations you will find that the bulb glows in some cases and does not glow in other cases. Can you guess the reason?
  Answer:
  Bulb glows in some cases as they allow an electric current to pass through them. They are conductors.
  Bulb does not glow in other cases as they do not allow the electric current to pass through them. They are insulators.
• Can you group the objects you observed in your daily life as conductors and insulators? Make a list of objects and group them as conductors and insulators and write in table-3
  Answer:

  S.No.	Conductors	Insulators
  1	Metals	Water
  2	Iron	Air
  3	Silver	Plastic
  4	Salt water	Wood
  5	Copper	Rubber
  6	Aluminium	Paper

AP State Syllabus AP Board 6th Class Science Solutions Chapter 9 Organisms and Habitat Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 9th Lesson Organisms and Habitat

6th Class Science 9th Lesson Organisms and Habitat Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.
1. ——– is a dwelling place for plants and animals.
Answer:
Habitat
2. Soil is an ——– component of a habitat.
Answer:
Non-living

Choose the Correct Answer.
1. Which of the following is not a character ofa living thing?
A) Reproduction
B) Growth
C) Breathless
D) Excretion
Answer:
C) Breathless

2. Which of the following is a terrestrial habitat?
A) Pond
B) Garden
C) Lake
D) River
Answer:
B) Garden

Answer the Following Questions.

Question 1.
What are the common characteristics of living things?
Answer:
The living things show different specific characters.
1. Movement: – Most of the living things move from one place to another. They have the organs for movement like legs, wings, fins etc. Certain living things such as plants do not move from one place to another as they are fixed to the soil.
2. Food: – Acquiring food is also a character of living things. They acquire food for getting energy.
3. Growth: – Living things grow from time to time. Growth is a common phenomenon among them.
4. Breathing: – All living organisms inhale and exhale air from their surroundings. Many organisms have specialized organs for it. Plants have specialized organs called stomata for the exchange of gases.
5. Get rid of wastes: – Both plants and animals produce waste materials during life processes. They get rid of it by a process called Excretion.
6. Giving birth to young ones: – All living organisms give birth to young ones. Among them some animals lay eggs called Oviparous and some give birth to young ones called Viviparous. Plants produce seeds.
7. Responding to stimuli: The living things show response to stimulus in their surroundings. A change in the surroundings that make organisms respond to it is called stimulus.

Question 2.
How can you say that a tree is living even though it doesn 7 move?
Answer:

• Tree has got the following characteristics of living beings though it cannot move.
• The plant body shows growth, taking food, breathing, getting rid of wastes, response to stimuli giving birth to young ones through seeds.
• So I can say that tree is living.

Question 3.
What is a habitat? How can you say our house is a habitat?
Answer:

• A habitat is a dwelling place for plants and animals that gives them optimum conditions for life.
• We live in houses that protect us from heat, cold and rain, etc. and are a shelter for us.
• We keep some animals and birds as pets in our houses.
• We also grow some plants which give us fruits and vegetables.

Question 4.
List out the organisms living in various regions of a pond?
Answer:

Region of the pond	Organisms living in that region
Above the surface	dragonfly, mayfly and kingfisher, hovering above the pond and then resting over a bamboo pole or a stick jutting out of the surface of the pond. They get food from the surface of the pond.
On the surface	whirling beetle, pond skater, larva of mayfly and dragon­fly, Plants like pistia float on the surface completely while those like the lotus have roots going deep under. [Organisms on the surface are easily eaten up by others because there is little protection for them.] However, there is plenty of food and air. Fish usually come to the surface for food.
Pond margins	Several grasses, frogs, cranes, crabs etc. Fish usually lay eggs here.
Midwater	Great water boatman, leech and mosquito larva are found in this region. Fish and crabs also swim around this region.
Bottom of the pond	This region has plants like Hydrilla and animals like mussels, flatworms and some maggots (larvae of some insects). Light is minimum here, but food, in the form of dead and decaying matter is plenty.

Question 5.
I am a living being. I have four legs. I live in water and also on land. “Who am I? And who are there in my habitat along with me?
Answer:

• The four-legged organism which lives in water and also on land is a frog.
• Turtles will also be in the habitat of frogs.

Question 6.
What questions do you ask to know more about microorganisms?
Answer:

• What are microorganisms?
• What is the smallest microorganism?
• Can we see microorganisms with the naked eye?
• What is the instrument using for observing microorganisms?
• Are all microorganisms harmful to us?

Question 7.
How do you prove that earthworms respond to stimulus?
Answer:
Response to light by earthworm:

Aim: To observe the response of earthworm to light.
What we need: – Glass jar, Black Paper, Torch, Moist soil, Earthworm.
How to do:

• Get an earthworm from a nearby moist soil.
• Take a glass jar.
• Cover half of the glass jar with black paper, pour the moist oil in the jar and put the earthworm in the uncovered portion of the jar.
• Close the jar with a lid that contains small holes.
• Shed some light on the jar.

What do we see: – The earthworm moves to the dark portion of the jar
What do we learn: – The earthworm shows a response to the light (Stimulus).

Question 8.
Draw the diagram showing different regions of a pond.
Answer:

Question 9.
What steps do you take to keep a habitat good?
Answer:

• We should not dump the wastes in nearby ponds, lakes, rivers, and ground.
• We should not cut down the forest.
• The industries should not release wastes into air.
• We should not dump polythene covers on the soil.
• We should not burn the plastic, tires, and polythene covers.
• We should not dig bore wells indiscriminately.

Activities and Projects

6th Class Science Textbook Page No. 106

Question 1.
Collect sweet potato, bottle, salt, and water. Take a bottle full of water and add salt, then put the sweet potato inside the bottle. Observe for a few days. What happens? Note your observations. How can you prove that sweet potato is also a living thing?
Answer:

• The sweet potato bulges by absorbing saltwater.
  
• The metabolic changes continue in the potato, though removed from the parent plant.
• It forms roots and stem.
• This proves that sweet potato is also a living thing.

Question 2.
Identify the habitat in which the following live. More than one organism may be present in one habitat (use information given in the help box).
Our intestine, pond margin, kitchen, garden, tree, underground, grass,
Answer:

1. Our intestine: Bacteria, Roundworms, Hookworms
2. Pond margin: Several green types of grass, frogs, cranes, crabs, snails etc.
3. Kitchen: Cockroach, lizards, rats, ants, flies, etc.
4. Garden: Rats, bees, butterfly, ants, earthworms, garden lizard, beetles etc.
5. Tree: Birds, bees, squirrels, mosquitoes, insect larvas, ants, termites etc.
6. Underground: Snakes, rats, earthworms, snails, crabs, Termites, ants, etc.
7. Grass: Crickets, grasshopper, ants, insects, larvas, etc.

Question 3.
Observe a spider in its web and write how a spider shares its habitat.
Answer:

• The web of the spiders is made up of a special protein that solidifies to form silken threads.
• The spider spins a web to trap insects.
• When an insect accidentally flies over the web it gets stuck in the web.
• The vibrations in the web are received by the spider and it attacks on the insect.
• The spider releases some poisonous materials into the body of an insect to paralyzes it and makes the prey into liquid form.
• This liquid form of food is absorbed by the spider.
• This is how a spider shares its habitat.

Question 4.
Collect a hydrilla plant. Put it in a glass of water and observe for a week, how it grows.
Answer:

• Hydrilla is a submerged plant.
• It does not contain specialized roots.
• The leaves are very small and strap-shaped with pointed tips.
• The leaves have a distinct midrib.
• The leaves are directly attached to the stem without a petiole.
• When we put this Hydrilla in a glass of water it grows an inch in a day.
• The plant gets it food from sunlight by a process called photosynthesis.

Question 5.
Take a map of Andhra Pradesh and color the areas where mangroves grow.
Answer:
Student Activity. Ex :

Question 6.
Write your experiences with your pet dog/cat/cow etc, that shows its affection on you.
Answer:

• The animals like dogs/cat/cow are called as pet animals.
• Man domesticated these organisms in earlier days to fulfill his needs.
• He domesticated these for protection and food.
• So we should take care of our pet animals.
• In this process we clean them, we supply food and fodder to them.
• If we show concern on these organisms, they become more affectionate to us.
• So sometimes we can see the dogs licks our feet and wags its tails and sit near us. This is the way they show their affection on us.
• Our motto should be “Live and Let Live”.

Question 7.
Prepare a map that represents different habitats that exist in your school.
Answer:

Question 8.
Prepare an article to deliver a speech in Literary Association meeting on “Animals also have right to live. ”
Answer:
“Animals also have the right to live”,

• In this beautiful world, animals have as much right to live as human beings.
• In totality, the entire earth is a common property of all of us.
• It is our world and it is their world. People often ask if animals should have rights, and quite simply, the answer is “Yes !”
• Animals surely deserve to live their lives free from suffering and exploitation. Just because we are at the top of the food chain.
• Life is life and it should be valued, no matter what you are.
• Animals cannot speak for themselves and for that reason we need to protect them.
• Protecting them is something we should take pride in, it is our responsibility.
• By respecting animal rights and having consideration for animal welfare, we also support ecological balance.

6th Class Science 9th Lesson Organisms and Habitat Activities

Activity – 1

Living things & Non-living things. (Page No. 93)

1. List some living things. Don’t forget to give reasons for why you think something is living.
Answer:
Dog – it takes a breath
Tree – it has growth
Buffalo – moves with legs

i) Chairs and tables also have four legs like buffalo. But they can’t move, why?
Answer:
Chairs and tables are non-living things. So they can’t move.

ii) Trees cannot move but they can produce seeds that give birth to new plants. Are they living things?
Answer:
Yes, trees are living things, but they can’t move. Except for this (movement), it has all living characters.

iii) How do we know whether some things are living and some others are nonliving?
Answer:
Living things have some special characters like growth and breath. By these charac¬ters we find living things.

iv) Will you notice that there are many characteristics of living things?
Answer:
Yes, living things have many characters.

v) Do all living things have common characteristics that make them different from non-living things?
Answer:
Yes, all living things have common characteristics that make them different from non-living things.

vi) Do you know that you are a living being? How can you say that?
Answer:
Yes, human beings are living things, they have living characters like growth, breath, and reproduction.

Activity – 2

Compare the characteristics. (Page No. 94)

2. Some characteristics are listed in table. Compare these characteristics with plants, animals and rocks.

Answer:

i) Do plants and animals possess the same characteristics as you do?
Answer:
Yes, mostly plants and animals possess the same characteristics as me, but plants can’t move.

ii) In which way do the characteristics of plants differ from you or from other animals?
Answer:
Plants can’t move.

iii) What characteristics are the same in plants and animals?
Answer:

1. Growth
2. Movement
3. Taking food
4. Breathing
5. Getting rid of waste
6. Respond to heat
7. Respond to touch
8. Respond to light
9. Giving birth to young ones

iv) Do you agree that you are the same as other animals?
Answer:
Yes, I agree that living characters are the same as animals, but human beings are more intellectual and cultural.

v) What characteristics do you observe in rocks?
Answer:
Rocks do not have any living characters, so they are non-living things.

Activity – 3

Response to stimulus. (Page No. 95)

3. When you step on a sharp object what would you do? You will take back your feet. Is it not? Fill your responses to the stimulus in the below table.

Stimulus	Response
When you step on a sharp object
Touch a flame or fire
Touch a block of ice
See a bright light	Blink……….
Get bitten by an ant or mosquito
When you hear the word ‘ice-cream’	Mouth waters………..

Answer:

Stimulus	Response
When you step on a sharp object	I will take back my foot
Touch a flame or fire	I will withdraw my hand
Touch a block of ice	I will withdraw the touched part
See a bright light	I will blink my eyes
Get bitten by an ant or mosquito	I will scratch the place of bite
When you hear the word ‘ice-cream’	Mouth watering

i) Do all living beings possess the characteristic feature of response to stimulus.
Answer:
Yes, all living beings possess the characteristic feature of response to stimulus

ii) Do other animals also respond to stimuli like us?
Answer:
Yes, all other animals also respond to stimuli like us.

iii) Do plants respond to stimuli like animals?
Answer:
Yes, plants respond to stimuli like animals.

Activity – 4

Mimosa (Atti-Patti) (Page No. 96)

4. It is very interesting to observe a touch-me-not (Attipatti or mimosa) plant Touch it. Record your observations.
Answer:
i) How does this plant respond when you touch it?
Answer:
When we touch the mimosa, it closes its leaves.

ii) How much time does it take to return to its previous position?
Answer:
It takes nearly 15 to 20 minutes.

Activity – 5

Seeds – Living or not: (Page No. 96)

5. Seeds are produced from plants. We know that plant is a living being. Can we say that seeds are also living things? Let us discuss the characteristics of living seeds?
Answer:

i) Does a seed take in food? From where?
Answer:
Seed has stored food in it. So it does not take in food. The food store is in the endosperm, and/or in the cotyledons.

ii) Will it die if stored for a long time?
Answer:
Yes, if we preserve it carefully we can store the food for a long time.

iii) What happens when a seed is sown in soil?
Answer:
When a seed is sown in the soil it will germinate.

Activity – 6

Microorganisms in water. (Page No. 98)

6. Collect water samples from a pond, well, bore well. Keep them separately. Put a drop of water on a slide. Keep a coverslip on it. Observe under the microscope.
Draw what you have observed. Describe the shapes of the micro-organisms.

i) What type of micro-organisms do you see in water samples?
Answer:
I found different types of microorganisms some are thread-like structures and some are round.

ii) Do all water samples have the same type of microorganisms?
Answer:
No.different water samples have different types of microorganisms.

iii) Is there any water without micro-organisms?
Answer:
No all water samples have microorganisms, but few in topwater.

iv) Which water contains a larger number of micro-organisms? Why?
Answer:
Pond water has more microorganisms because it is an open-source to grow micro¬organisms.

v) What kind of micro-organisms do you find in the water from a pond and borewell?
Answer:
Pond water has more greenish microorganisms and the bore well has moving organisms.

Activity – 7

Who lives where. (Page No. 98)

7. Write the names of organisms in the box below according to where they are found. Some examples are filled to help you.

Under the ground	On the ground	In/On water	Some other place
Snake	Snake	Snake
Earthworm
	Cat	Lotus
			Sparrow (in homes)

Answer:

Under the ground	On the ground	In/On water	Some other place
Snake	Snake	Snake	Birds (tree)
Earthworm	Frog	Frog	Eagle (rocks)
Rabit	Cat	Lotus	squirrel (tree holes)
Ant	Ant	Dragon fly	Sparrow (in homes)
Rat	Squirrel	Leech	Honey bees (trees and rocks
Crab	Snail	Crab, snail	–

i) Which organisms are found mostly in your area often?
Answer:
Crows and cows are found mostly in my area often.

ii) How many organisms are present in more than one column?
Answer:
Two organisms are present in more than one column.

iii) Why did you place them there?
Answer:
They live in more than one place.

iv) In which column will you put a frog?
Answer:
I will put the frog in the second and third columns.

Activity – 8

8. Read the table and answer the following questions. (Page No. 100)

S.No.	Region of the pond	Organisms living in that region
1.	Above the surface	dragonfly, mayfly and kingfisher, hovering above the pond and then resting over a bamboo pole or a stick jutting out of the surface of the pond. They get food from the surface of the pond.
2.	On the surface	whirling beetle, pond skater, larva of mayfly and dragon­fly, Plants like pistia float on the surface completely while those like the lotus have roots going deep under. [Organisms on the surface are easily eaten up by others because there is little protection for them.] However, there is plenty of food and air. Fish usually come to the surface for food.
3.	Pond margins	Several grasses, frogs, cranes, crabs etc. Fish usually lay eggs here.
4.	Midwater	Great water boatman, leech and mosquito larva are found in this region. Fish and crabs also swim around this region.
5.	Bottom of the pond	This region has plants like Hydrilla and animals like mussels, flatworms and some maggots (larvae of some insects). Light is minimum here, but food, in the form of dead and decaying matter is plenty.

i) Name some organisms in the pond that can stay in different regions in the same pond?
Answer:
Frogs, cranes, crabs.

ii) What makes them stay in different regions in the pond?
Answer:
Their food habits and body structure makes them stay in different regions in the pond.

iii) Can different places in the pond also be called as habitat? Why? or why not?
Answer:
Yes, particular organisms are live in different places in the pond. So it be called as habitat.

iv) Is there any animal with legs in the pond?
Answer:
Yes, the frog has legs.

v) Do all animals in the pond have tails?
Answer:
No, all the animals in the pond does not have tail.

vi) Do all animals in the pond swim?
Answer:
No, crane can’t swim.

vii) What are the animals that share the surface of the pond as habitat?
Answer:
Whirling beetle, pond skater, larva of mayfly and dragonfly.

viii) Are the leaves of all plants growing in a pond, similar?
Answer:
No, the leaves of all plants growing in a pond are not similar. They are of different types. Ex : Hydrilla, Lotus.

ix) What is the difference between the leaves of a plant growing at the bottom (hydrilla) and that floating on the surface (lotus)? Try to think and write why we find such differences.
Answer:
a) The leaves of a plant growing at the bottom (hydrilla) have small tubular leaves to pass water flow.
b) Floating on the surface (lotus) plants have large leaves to grasp sunlight.

Activity – 9

Now, in the same way, let us study a plant or a tree as habitat. Birds, monkeys, squirrels, snakes, ants, spiders, caterpillars, moths, bees, wasps, small plants (mosses), mosquitoes are some organisms that you may find on a tree. Try to classify them in table based on where you find them. Add some more examples that you know. (Page No. 101)

At the base of the tree	ants, ……..
On the trunk
Between the branches	monkeys, ………
On or within the leaves

Answer:

At the base of the tree	ants, snakes, caterpillars, moths, small plants, mosquitoes.
On the trunk	ants, caterpillars, moths, mosquitoes, squirrels, bees, wasps, spiders.
Between the branches	monkeys, birds, caterpillars, squirrels, mosquitoes, bees, wasps, snakes, ants, spiders.
On or within the leaves	birds, monkeys, squirrels, snakes, ants, spiders, caterpillars, bees, small plants.

Activity – 10

10. i) Can animals that are our pets live in other places as well? (Page No. 101)
Answer:
Yes, our pets live in other places.

ii) Name the animals and also write the places where they can live.
Answer:
Dog – it lives in the streets.
Cat – it lives in the forest.
Parrots – lives on the tree.

iii) Why do only certain types of animals and plants live along with us?
Answer:
For food and shelter, some animals live along with us
For our food and needs, we cultivate some plants.

Activity – 11

11. Compare water (Aquatic) plants with land (Terrestrial) plants. (Page No. 103)
i) Collect an aquatic plant like Hydrilla or Vallisneria, also collect any terrestrial plant. Now compare the two and write your observations in the below table.

Parts	Terrestrial plant (Tulsi)	Aquatic plant (Valisneria / Hydrilla)
Stem
Leaf
Root
Others

Answer:

Parts	Terrestrial plant (Tulsi)	Aquatic plant (Valisneria / Hydrilla)
Stem	Woody, grows towards the sunlight.	Weak, less availability of sunlight.
Leaf	Grows on stem with petiole and veins	No petiole and simple leaf.
Root	Tap root is present.	Fibrous roots are present.
Others	Grown on land, terrestrial plant.	Grown in water. aquatic plant.

ii) Good Habit – Good Life:
Which habitat do you like more? Habitat – A or Habitat – B. Why?

Answer:
Habitat – A: I like more which is clean and tidy. Whereas in Habitat B there is environmental degradation which causes danger to plants and animals life.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 8 How Fabrics are Made Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 8th Lesson How Fabrics are Made

6th Class Science 8th Lesson How Fabrics are Made Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. When we burn artificial fibres it gives a ——– smell.
Answer:
Pungent
2. Fibre → ——– → Fabric.
Answer:
Yarn
3. The process of removing seeds from cotton wool is called ——–.
Answer:
ginning
4. ——– fibre is called golden fibre.
Answer:
Jute
5. An example of a natural fibre ——–.
Answer:
cotton, wool, silk

Choose the correct answer.
1. Artificial fibre is
A) Cotton
B) Wool
C) Acrylic
D) Jute
Answer:
C) Acrylic

2. An instrument for spinning
A) Needle
B) Knife
C) Spindle
D) Scissor
Answer:
C) Spindle

3. Making fabric from cotton yarn is called
A) Spinning
B) Ginning
C) Weaving
D) Cutting
Answer:
C) Weaving

4. Jute fibre is obtained from this part of a jute plant
A) Root
B) Leaves
C) Flowers
D) Stem
Answer:
D) Stem

Answer the following questions.

Question 1.
Name the things you find in your home that are made of different fibres.
Answer:
Shirt – Cotton
Swetter – Wool
Carry bag – Polythene
Raincoat – Pvc
Saree – Silk
Doormat – Coir
Umbrella – Pvc
Gunny bag – Jute

Question 2.
Yarn is stronger than fibre. Why?
Answer:

• The tiny strands like structures are called fibres.
• A single fibre can easily break up.
• But the yarn is a strand made up of multiple fibres.
• The number of fibres increases the thickness or fitness of yarn will increases.
• So the yarn is stronger than fibre.

Question 3.
Write differences between natural fabrics and artificial fabrics.
Answer:

Natural fibres	Artificial fibres
1) Those are deriving from plants and animals.	1) These are deriving from chemicals.
2) Water absorbing capacity is good.	2) Poor in water absorption.
3) Produce ash when burn.	3) Produces pungent smell.
4) Takes much time to dry.	4) Takes less time to dry.
5) These fibres are coarse and rough in nature.	5) These fibres are smooth in nature.

Question 4.
How do you get jute yarn? Write the process.
Answer:

• Jute fibre is obtained from stem of jute plant.
• The stem of the harvested plant is cut and immersed in water for some days.
• When the stem is soaked in water it becomes rotten and easy to peel.
• Then the fibres are separated from the stem and twisted in to yarn.
• By weaving of these yarn, we can make gunny bags.

Question 5.
What will happen if a raincoat is made from cotton fabric?
Answer:

• The raincoat is fully waterproof.
  (The raincoat should allow the flow of water on it without absorbing any drop of water.
• But if the raincoat is made from cotton fabric it absorbs rainwater falling on it.

Question 6.
Make a flowchart showing the process of getting fabric from the cotton plant?
Answer:

Question 7.
Siri donated cloth bags to her schoolmates on her birthday. Why should we appreciate her?
Answer:

• Siri donated cloth bags on her birthday. This can be practised by all in the world.
• Because the polythene covers take much time to decompose and pollute the soil.
• They also (polythene covers) prevent the percolation of rainwater into the ground.
• But the cloth bags decompose easily and mixes in the soil and do not cause any harm to the environment.
• So this is a good step to protect the environment.

Question 8.
Prepare some slogans to promote using natural fibre bags instead of polythene bags.
Answer:

• Stop using plastic bags
• No Plastic – Yes Fabric
• Say no to plastic bags
• Long live earth – Not Plastic
• Be a part of the solution – Not a part of pollution
• Save our planet – use reusable bags

Activities and Projects

6th Class Science Textbook Page No. 92

Question 1.
Prepare a bag using cloth. Collect pieces of fabric and make designs on your bag by using them. Display it in your school.
Answer:
The students can do this activity depending upon their skill. (Student Activity)

Question 2.
Make a scrapbook containing pictures of different types of fabric and name them.
Answer:
(Student Activity)
They can take the help of cloth shop people to identify the different fabric in naming them.

Question 3.
Discuss with your teacher or your parents and prepare a chart showing spinning mills in our state.
Answer:
The student has to collect information from internet. (Student Activity)

Question 4.
Collect news items about handloom workers and cotton growers. Analyze one news item in your own way.
Answer:
Student can do this activity depending on their skill. (Student Activity)

Question 5.
What did you do to know whether artificial fibres give a pungent smell while burning? Write the steps of your experiment.
Answer:

• Cloth pieces of different artificial fibres are taken and they are burnt one after another.
• Wool does not burn quickly.
• Fibres like Nylon. Polyester, Terylene, Rayon, when they are burnt they give out the pungent smell.
• These materials shrink while burning.

Question 6.
Observe these logos. What do they mean? Collect information about this from your school library.
Answer:

• ‘apco’ is the abbreviation of Andhra Pradesh State Handlooms Weavers Co-operative Society Limited.
  
• apco was registered in 1976.
• Co-optex is the abbreviation of the Tamilnadu Handloom Weavers Cooperative Society Limited.
• Co-optex is a pioneer marketing organization of handloom fabrics, through its network of 203 showrooms spread all over India with an annual turnover of around Rs.1000 crores established in 1935.
• The multi-hued butterfly logo is today synonymous with the quality, durability and fair trade practice of Co-Optex.

6th Class Science 8th Lesson How Fabrics are Made Activities

Activity – 1

I. List the fabric items in your house and state what type of fabric they are made of. Classify them into cotton, silk, wool, polyester, terylene, etc. (Page No. 85)
Try to enrich the list as much as you can. For identifying the fabrics, you can take the help of your elders and teachers.

S.No.	Type of Fabric	Fabric Items
1.	Cotton
2.	Silk	Kurta, Saree, …
3.	Wool
4.	Polyester
5.	Linen	Trousers,…

Answer:

S.No.	Type of Fabric	Fabric Items
1.	Cotton	Shirts, Sarees, Dresses, Dhotis, Doors curtains etc
2.	Silk	Kurtha, Sari, Ropes
3.	Wool	Sweaters, Socks
4.	Polyester	Shirts, Sarees, Dhotis, Trousers
5.	Linen	Trousers, Sarees

i) Which kind of fabric is mostly used in your house?
Answer:
Cotton and silk fabrics used mostly in my house.

ii) How can you identify the type of fabric?
Answer:
By touch and look, generally, we identify the type of fabric.

Activity – 2

Fibre. (Page No. 85)

2. Take a piece of fabric. With the help of a magnifying lens, observe how the fabric is. Pull out threads one by one from the fabric. Observe these threads.

i) What did you observe?
Answer:
The thread has small fine like structures.
Take one thread. Scratch its end. Observe it through a magnifying lens.

ii) Are you able to see the fine structure of the thread?
Answer:
Yes, it has fine structures.
Take a needle and try to insert this thread into the eye of the needle. Can you? Isn’t it difficult?

iii) Have you ever seen what people do to overcome this problem?
Answer:
Generally when we are not able to put a thread into the eye of the needle, either we twist the end of the thread or we wet the end using saliva.

Activity – 3

Characteristics of Fabrics. (Page No. 86)

3. Collect some natural and artificial fabrics and observe the following chara- cterstics. Record your observations in table.

S. No.	Character	Natural fabric	Artificial fabric
1.	Water absorbing nature
2.	Time taken to dry
3.	Smell while burning
4. ‘	Result after burning
5.	Stretching capacity of yarn
6.	Smoothness

Answer:

S. No.	Character	Natural fabric	Artificial fabric
1.	Water absorbing nature	good	poor
2.	Time taken to dry	more time	Less time
3.	Smell while burning	normal	pungent smell
4.	Result after burning	turn into ash	shrink during burning
5.	Stretching capacity of yarn	less	more
6.	Smoothness	coarse	smooth

i) Which type of fabrics are smooth in nature?
Answer:
Natural fabrics are smooth in nature.

ii) Which type of fabrics dry in a short time?
Answer:
Artificial fabrics dry in a short time.

iii) Do you find any relation between smoothness and time to dry?
Answer:
Yes, the smooth clothes take less time to dry.

iv) Which fabrics give ash when they are burnt?
Answer:
Natural fabrics give ash when they are burnt.

Activity – 4

Making Cotton Yarn. (Page No. 87)

4. Collect cotton bolls from nearby houses or cotton-growing fields.

Remove seeds from the cotton bolls and separate cotton. Take a small piece of cotton; observe it using a magnifying lens or under a microscope.
Answer:
i) What do you observe?
Answer:
I observe small hairy structures. These are the fibres of cotton.

Activity – 5

Spinning Yarn. (Page No. 87)

5. Take a cotton boll and remove the seeds from it. Take some cotton in one hand and gently start pulling out cotton by using the thumb and forefinger figure.

Continuous twisting of the fiber will make yarn. Is it strong or not?
Answer:
The yarn that we make from cotton wool is not strong enough to be used for weaving. To get strong yarn from fibre an instrument is used as wheel and spindle.

Activity – 6

How is jute yarn? (Page No. 89)

6. Collect gunny bags. Pull out the threads from the bag and observe under a magnifying lens. You will see strands of yarn. Observe how the fibre looks like? Compare these fibres with cotton fibres.
Answer:
Like cotton, jute yarn is also useful in making fabric. It is also called golden fibre. Jute fabric is not the same as cotton fabric. It is harder, stronger and rougher.

Activity – 7

Mat Making. (Page No. 90)

7. Write the produce of mat making.
Answer:
Take coconut leaves or two different colour paper strips. Cut and remove the middle vein of the leaf to get two halves. Now put these strips parallel to each other. Take one more strip and insert horizontally and alternately between the vertical strips. Finally, you will get a sheet-like structure. This is the way a mat is made. In the same manner, weave a paper sheet by using paper strips.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 7 Let us Measure Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 7th Lesson Let us Measure

6th Class Science 7th Lesson Let us Measure Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.
1. Millimetre is a unit for measuring ——–.
A. length
2. For measuring long distances we use ——– as a unit.
A. kilometre
3. The measure of the extent of a plane surface occupied by an object is called ——–.
A. area

Choose the Correct Answer.
1. The smallest distance that you can measure with a centimetre scale is [ B ]
A) Centimetre
B) Millimetre
C) Metre
D) Micro Metre
Answer:
B) Millimetre

2. Volume of solids is measured in [ C ]
A) Metres
B) Square Metres
C) Cubic Metres
D) Centimetres
Answer:
C) Cubic Metres

3. this is used to measure the area of a irregular plane surface [ B ]
A) Thread
B) Graph paper
C) Measuring Cylinder
D) Scale
Answer:
B) Graph paper

Answer the Following Questions.
1. A school hall measures 20 m in length and 15 m in breadth. Find its area.
Answer:
The length of hall (L) = 20 m
The breadth of hall (B) = 15 m
The area of hall = l × b
= 20 m × 15 m = 300 m² = 300 sq. m.

2. Ramu’s father had a rectangular plot of length 60 ft. and breadth 50 ft. He built a house occupyinglength 40 ft. ofthepoltand breadth 40 ft. and in the remaining area he planted a garden. Can you help Ramu to find out the area of his garden?
Answer:
The Area of Rectangular plot A = L1 × B1 Here L1 = 60ft, B1 = 50ft
A1 = L1 × B1 = 60ft × 50ft = 3000 square feet.
The Area of house A2 = L2 × B2 Here L2 = 40ft, B2 = 40ft A2 = L2 × B2 = 40ft × 40ft = 1600 square feet
The remaining area A3 = A1 – A2 = 3000 – 1600 = 1400s feet A3 = 14 × B2 = 40ft × 40ft = 1600 square feet
The remaining area A3 = A1 – A2 = 3000 – 1600 = 1400s feet A3 = 1400 Square feet.
So the area planned for garden = 1400 square feet.

3. What questions do you ask a mason to know how he is taking measurements while constructing the building?
Answer:

• What is the instrument used to measure the length and breadth of an area?
• How many bricks we need to build a wall?
• How much cement and sand we have to mix to prepare concrete?
• What is the instrument used to break the bricks?

4. How can you measure the thickness of a metal wire? Explain?
Answer:

• Take a metal wire and a pencil.
• Coil the metal wire around the pencil.
• Now measure the length of metal wire by using a scale.
• Divide this with coils of metal wire around pencil. Then we get the thickness of a metal wire.

5. How can you measure the length of a banana? Explain?
Answer:

• The length of a banana can measure by a common scale.
• Take a 30 cm long scale.
• Keep the banana on a scale, and note the two ends on scale.
• Remove banana and count the centimeters.

6. How can you measure the area of your palm using graph paper? Explain.
Answer:

• Take a graph paper and place your hand on it.
• Draw an outline of your palm by using a pencil.
• Remove your hand and you can find an outline of your hand on the graph paper.
• Now count the number of complete squares inside the boundary of palm:
• Then count the squares which are half or greater than half as a full square.
• The squares which are less than half are to be neglected on graph papers.
• If there are ‘n’ squares in the boundary, then the area of palm becomes ‘n’ cm²
• This process gives us the value of area of a palm.

7. A carpenter who makes wooden furniture, needs accuracy in measurements. Do you ever notice how he measures? How would you appreciate him?
Answer:

• The carpenters takes measurements with a metal tape.
• He takes measurements very accurately and nearest to a millimeters.
• As he is a practical worker he has to take correct measurment. If any wrong measure-ment is taken it will affect the furniture that he is making.
• So the carpenters put his mind and concentration on the measurements as his quality of work depends on these measurements.
• Otherwise it will be loss of time and money.

8. The distance between numbers in a clock is accurately the same. List out the things that you observe in your surroundings with accurate distance between them.
Answer:

• The distance between the kilometer stones on the road is same.
• The radius between front and back wheels of cycles, scooters is exactly same.
• The distance between wings of fan is also same etc.

Activities and Projects

6th Class Science Textbook Page No. 82

Question 1.
Measure the volume of “Kalakanda ” (sugar crystal) and piece of “Patika ” (alum). Record your measurements.
Answer:

• The volume of Kalakanda and Patika are measured by taking kerosene in the measuring cylinder.
• The measurements are recorded in the table.
  

  Name of the Student	Volume of Kalakanda	Volume of Patika
  RAMESH	30 CC	40 CC
  VENKAT	28.5 CC	42.1 CC
  GEETHA	27.6 CC	41.8 CC
  SHAHEENA	25.1 CC	42.7 CC

• All the volumes of Kalakanda measured by students are not equal.
• All the volumes of Patika measured by the students are not equal.
  There is parallax error in observing the readings by the students. So there is small variation in their readings.

Question 2.
Make a visit to panchayat office and collect information how VRO measures areas of agricultural lands in your village. Prepare a questionnaire for this.
Answer:

• Areas of agricultural lands are not measured with the measuring instruments known to us.
• They use chains and the measurement is made in links.
• As the measurements involves large distance, VRO uses chains to measure.

QUESTIONNAIRE:

• Why do not you use tape for measurement?
• What is the advantage of using a chain?
•  Do you get accurate measurement with chain?
• Can we use meter scale to measure the length of a place?
• How many links we need to measure 1 acre of land?

Question 3.
Collect any invitation card with envelope. Find out the difference between measurements of card and cover. Write down the process that you follow.
Answer:

• 1. Measurements of covers:
  Length of cover L1 = 25 cm; Breadth of cover B1 = 20 cm
• 2. Measurements of card:
  Length of card L2 = 23 cm; Breadth of card B2 = 17 cm
• The lengths and breadths of cover and card are measured with the scale.
• The card suitable fits in the cover.

Question 4.
Try to imagine the area of CD, sim card, the mobile phone then find out the area of the above by using graph paper. Compare the values of your guess with graph paper measurement. Which thing is closely related to your guess?
Answer:
Student Activity.

6th Class Science 7th Lesson Let us Measure Activities

Activity – 1

Measuring Lengths. (Page No. 71)

1. Measure the length of one side of a table using your hand-span (Fig. ).

Ask your classmates to do the same. Record the length of the table in terms of a number of handspans in the given table:

S.No.	Name of the Student	Name of Hand Spans
1.	RAMA RAO	6
2.	MAHESH	7
3.	RAJIYA	8
4.	GAYATHRI	8
5.	DAVID	9

i) Do all of you get the same number of handspans for the length of the table?
Answer:
No. I got different number of hand-spans for the length of the table.

ii) Who got more number of hand-spans?
Answer:
David got more number of hand-spans.

iii) Why is there a difference in number of hand spans, though you measured the same table?
Answer:

1. Hand spans size is differ from person to person and also from child’s to adults.
2. The students who have little hand spans take more number in measurements.

iv) Now find the length of your classroom using your foot-span. Enter your observations in terms of number of foot-spans in the given table:
Answer:

S.No.	Name of the Student	Number of Foot Spans
1.	SAI RAM	21
2.	YESUBABU	22
3.	S1THA	24
4.	RIHANA	23
5.	PAVAN	26

v) Is the number of foot-spans same when different students measure the length of the same classroom?
Answer:
No, foot spans are different.

vi) Who got the most number of foot spans? Why?
Answer:
Pavan got more number of foot spans, because whose foot span are little, so, he got more number of foot spans.

vii) Who got the least number of foot spans? Why?
Answer:
Sai Ram got least number of foot spans because he has long foot span.

Activity – 2

2. How do you measure the height of your classmate using a meter scale? (Page No. 74)
Answer:
Ask your classmate to stand with his/her back against a wall.
Make a mark on the wall exactly above his/her head.
Now measure the distance, from the floor to this mark on the wall, with a scale.
Let all other students measure this length in a similar way. Record your observations in your notebook.
i) Study carefully the measurements reported by different students. Do you all have the same readings of measurements?
Answer:
No, the measurements are different.

ii) If not, what could be the reason for the differences?
Answer:
Though the measurement was done using a standard scale, results may be close to each other but not exactly equal. The difference in reading is due to some errors in measurement.

Activity – 3

3. How do you measure the thickness of coins? (Page No. 76)
Answer:

• Take about 10 one rupee coins of the same size and place them one upon the other as shown in the figure.
  
• Measure the total thickness with a scale and then divide it by the number of coins to get the thickness of one coin.

Activity – 4

4. How do you find the length of a curved path? (Page No. 76)
Answer:

• Fix pins at the ends of curved line to be measured as shown in figure.
  
• Now tie a knot with cotton thread at the first point ‘A of the pin A and move the cotton thread along with points B, C, D, E etc.
• Care should be taken that the thread is neither too tight nor too lose and see that the thread coincides with the curve at each point while moving along the path.
• When the thread reaches the extreme end of the curved path cut it at that point.
• Remove the thread from A and then place it straight along the length of a meter scale and measure its length.
• The length of the thread is the measure of the length of the curved path.

Activity – 5

5. Can you decide which is the bigger and which is the smaller sheet by observing them? If not, what method do you adopt to decide the bigger one or smaller one? (Page No. 76)
Answer:

• Take two sheets of A4 paper and cut them in the shapes of shown in Figure.
  
• Now take some empty matchboxes of equal size and keep them on the sheet.
• Starting from one corner of the sheet, count how many matchboxes are needed to cover the entire surface of the sheet.
• Similarly repeat the process for the second sheet also and record the findings in your notebooks.
• Which sheet needs more number of matchboxes? Which is bigger in size?
• You may find that one of the sheets needs more number of matchboxes which shows that one sheet is bigger in size than the other.
• Thus, we need to measure the surface of an object to decide whether it is bigger or smaller.
• Area is the measure of the extent of plane surface occupied by an object.
• With this activity, a matchbox is taken as a unit to measure area but it is not a standard unit. We need a standard unit to measure the area.

Activity – 6

Measurement of irregular plane surface: (Page No. 78)

6. How do you find the area of an irregular plane surface (a leaf)?
Answer:

• Let us find out the area of a surface, say a banana peel or a leaf, which has an irregular shape.
• Place the leaf on graph paper. Mark the boundary of the piece of leaf on the graph paper with a pencil.
• Now remove the leaf to find the outline or boundary of the leaf on graph paper.
• Count the number of complete squares (each of 1 cm² area) inside the boundary.
• Also count those squares, inside the boundary, which are half or greater than half. Add this to the number of complete squares.
• This total number of squares inside the boundary gives the area of the leaf. If there are ‘n’ squares inside the boundary, the area of the leaf becomes n cm².
• Neglect those squares, inside the boundary, which are less than half.
• This process will gives us the value of area which is close to the actual area.

Activity – 7

7. How do you measure the volume of irregular solids using a measuring cylinder? (Page No. 80)
Answer:

• Take a measuring cylinder and fill almost half of it with water.
  Record the volume of water.
• Let us assume it is “a” cm³ (or “a” ml).
  
• Now tie a small irregular solid (stone) with a fine cotton thread.
• Put the solid gently into the water in the cylinder so that it is completely immersed in water.
• We notice that the level of water in the measuring cylinder rises as the stone displaces water equal to its own volume.
• Record the new volume of water. Let us assume that it is “b” ml.
• Now the volume of stone will be the difference between the second volume and the first volume i.e volume of the stone = (b – a) cm³.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 6 Fun with Magnets Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 6th Lesson Fun with Magnets

6th Class Science 6th Lesson Fun with Magnets Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. The materials which are attracted towards a magnet are called ——–.
Answer:
Magnetic material.
2. Paper is not a ——– material.
Answer:
magnetic
3. In the olden days, sailors used to find direction by suspending a piece of ——–.
Answer:
natural magnet with thread.
4. A magnet always has ——– poles.
Answer:
two

Choose the correct answer.

1. Which of the following object is attracted by magnet?
A) wooden piece
B) plain pins
C) eraser
D) a piece of paper
Answer:
B) plain pins

2. A freely suspended magnet always comes to rest in the direction
A) North – East
B) South – West
C) East-West
D) North-South
Answer:
D) North-South

3. Magnets lose their properties when they are
A) used
B) stored
C) heated
D) cleaned
Answer:
C) heated

Answer the Following Questions.

Question 1.
List the magnetic and non-magnetic materials in your classroom.
Answer:

S.No.	Material	Magnetic / Non-magnetic
1.	Wooden benches	Non-magnetic
2.	Two iron benches	Magnetic
‘3.	Teacher’s wooden chair	Non-magnetic
4.	Teacher’s wooden table	Non-magnetic
5.	Wooden blackboard	Non-magnetic
6.	Metal box attached to the blackboard for putting chalk pieces	Magnetic
7.	Plastic dust bin	Non-magnetic
8.	Nail in the wall for hanging maps	Magnetic

Question 2.
If you have two similar bars, one a magnet and another a piece of iron. Can you find out which one of these is a magnet? Explain the process.
Answer:

1. We will take a bar magnet. We have to identify two identical bars A and B. One as a magnet and the other as a simple bar.
2. To identify, we have to bring our magnet to both the ends of bars A and B one after another.
3. It is easy to locate the magnet. It attracts the bar magnet when pointed to its one end and repels if pointed to the other end.
4. The iron bar will be attracted by the magnet in both situations.

Question 3.
The teacher said that the Earth is a magnet. But Sreevidya has some doubts and she asked her teacher some questions. What may be the questions?
Answer:

1. Is there any big magnet present inside the Earth?
2. Who has put that magnet inside the Earth?
3. Where are the South and North poles of Earth’s magnet?
4. How is this magnet inside the earth discovered?
5. Is the magnet inside the earth there from the time of formation of the earth?
   Such questions are likely to be asked by Sreevidya.

Question 4.
Does the Earth behave as a magnet? How do you prove it?
Answer:

1. A bar magnet is placed on the table.
2. Another bar magnet is suspended very close to the first one kept on the table.
3. It is observed that the N – pole of the suspended bar magnet points towards the S – pole of the magnet placed on the table.
   
4. The S – pole of the suspended bar magnet points towards the N – pole of the bar magnet kept on the table.
5. Later the first bar magnet is removed from the table.
6. Now the suspended bar magnet aligns itself in the North-South directions of the earth.
7. This is because the earth influenced the Suspended bar magnet as the first magnet done.
8. With this, it is evident that the earth behaves as a magnet.

Question 5.
Predict which of the following materials are magnetic and non-magnetic. Test with a bar magnet and check your predictions. What do you say after testing all materials? Plastic, Iron, Stainless steel, Wood, Aluminum, Gold, Silver, Copper, Paper, Cloth.
Answer:
My predictions and tests are recorded in the table given below.

S.No.	Material	Prediction	Test with a bar magnet
1.	Plastic	Non-magnetic	Non-magnetic
2.	Iron	Magnetic	Magnetic
3.	Stainless steel	Non-magnetic	Non-magnetic
4.	Wood	Non-magnetic	Non-magnetic
5.	Aluminium	Non-magnetic	Non-magnetic
6.	Gold	Non-magnetic	Non-magnetic
7.	Silver	Non-magnetic	Non-magnetic
8.	Copper	Non-magnetic	Non-magnetic
9.	Paper	Non-magnetic	Non-magnetic
10.	Cloth	Non-magnetic	Non-magnetic

Question 6.
Draw a bar magnet and locate the poles.
Answer:

Question 7.
Surya was wonderstruck to know that Earth is a big magnet and appreciated the efforts of scientists to discover this. Do you notice any such things in magnets to appreciate? Explain.
Answer:
I found the following things in magnets to appreciate.

1. Every magnet has two poles. If we break a magnet into two pieces, each piece develops two poles and act as individual magnets.
2. A freely suspended magnet always rests in the north-south direction. This helps in identifying the directions in new places.
3. Iron nail kept near magnet act as magnet due to magnetic induction.
4. Magnetic levitation helps to run electro-magnetic trains.
5. The attraction property of magnets helps in the separation of magnetic materials from their mixtures.
6. Electrical cranes are used to lift the huge weight of magnetic materials using this attraction property.
7. Magnets are useful in various equipment such as motors, speakers, etc.

Question 8.
Mention some situations where you use magnets in your day-to-day life?
Answer:
A magnet finds its use at a number of places.

S.No.	Uses	S.No.	Uses
1.	Refrigerator doors	6.	Pin stand
2.	Some pencil boxes	7.	Fans
3.	Many toys	8.	Automobile dynamos
4.	Magnetic stickers	9.	Loud speaker
5.	Soap stand	10.	Microphones

In addition, magnets are used in audio and videotapes and computer hard disks to store information. Magnets are also used for magnetotherapy.

Activities and Projects

6th Class Science Textbook Page No. 69

Question 1.
Think and say, in which directions your house is facing? Use the compass and find out the exact direction of your house and compare it with your prediction. Similarly predict and find out in which direction you keep your head while sleeping at night, the directions you face while you are reading, eating etc.
Answer:

1. I felt my house is facing towards east.
2. By using compass I found that it is very slightly towards north east.
3. I predicted that I keep my head towards east while sleeping but found it is also very slightly towards north east.
4. I predicted that I face towards east while reading and eating also. But I found it also same as above.

Question 2.
Prepare a toy using magnets and write the procedure of preparation briefly.
Answer:

1. Secure a plastic toy car. Fix a small bar magnet in it by using tape.
2. Now, keep the car on a table and hold it in your hand.
3. Keep the N-pole of the magnet facing the S-pole of the magnet in the toy car.
4. The car moves forward as your gradually draw the magnet in your hand backwards. (∵ unlike poles of magnets attract each other)

Question 3.
Think and say where the poles will be located in a ring magnet? Try to find out its poles using a bar magnet and check your prediction.
Answer:
Prediction: Magnetic poles are located on the upper and lower surfaces of a ring magnet.
Check:

1. When I bring south pole of a bar magnet near the upper surface of the ring magnet they repel each other indicating that the upper surface of the ring magnet is its south pole.
2. When I bring south pole of a bar magnet near the lower surface of the ring magnet they attract each other indicating that the lower surface of the ring magnet is its north pole.
3. But I came to know from my teacher that there are three possibilities of having poles position basing on their mode of preparation.
   i) Upper & lower surfaces( Axial)
   
   ii) Parallel to the Height ( side by side )( Diametral)
   
   iii) Inner and outer surfaces. (Radial)
   

Question 4.
Magnetize a needle using a bar magnet. Make a compass with that needle by following the process explained in activity.
Answer:

1. Take a bar magnet and place one of its poles near to sharp edge of needle.
2. Move the bar magnet along the length of the needle till we reach the other end.
3. Then the bar magnet is lifted from the other end and brought to the same pole of the bar magnet.
4. On repeating the process for at least 20 to 30 times the needle will became magnetized.
   
5. Tape the magnetized needle to a light cork.
6. Float the cork in a glass of soap water as shown in fig.
7. The needle points in North-South direction. Thus it acts as a magnetic compass.

Question 5.
Kiran wants to prepare a toy using some magnets to make people understand the slogan “Reject bad food and accept only good food”. Can you help him to prepare the toy? If yes, how?
Answer:

1. The toy can be prepared like this.
2. Take a plate. Put good food on one side and bad food on the opposite side in the plate and label accordingly.
3. A magnet is attached at the bottom of this plate with its N-pole pointing towards good food and S-pole pointing towards bad food.
4. A magnet is fitted in the bottom of a duck where its S-pole points towards the mouth and N-pole points towards the tail of the duck.
5. When good food portion of the plate is brought closer to the duck, the duck placed in a tub of water moves towards the plate because unlike poles of the magnets attract each other.
6. When the bad food portion of the plate is brought closer to the duck, the duck moves away because like poles of the two magnets repel each other.
   

6th Class Science 6th Lesson Fun with Magnets Activities

Activity – 1

1. Take a steel glass. Put a magnet in it. Take a needle through which thread is passed. Press the thread with a finger near the eye of the needle as shown in figure 2 and raise the glass upward slowly. (Page No. 60)

i) What happens?
Answer:
The needle stand vertically up without touching the glass.

ii) Does the needle stand vertically up without touching the glass? Why does this happen?
Answer:
Yes. This is because the magnet in the glass is attracting the needle.

Activity – 2

Finding Materials attracted by Magnets. (Page No. 61)

2. Take a bar magnet, nail, jump-clip, plastic scale, a piece of glass, key, paper, iron bolt, pen, blade, pencil, knife, stainless steel spoon, piece of chalk, wood, and touch the magnet to each item. Does the magnet attract every object? Observe and record your observations duly mentioning the name of the material of which the object is made in the table.

Answer:

S.No.	Name of the object	Material of which the object is made	Attracted by Magnet (Yes / No)
1.	Jump clip	Iron	Yes
2.	Scale	Plastic	No
3.	Nail	Iron	Yes
4.	A piece of glass	Glass	No
5.	Key	Iron	Yes
6.	Paper	Paper	No
7.	Iron bolt	Iron	Yes
8.	Pen	Plastic	No
9.	Blade	Iron	Yes
10.	Pencil	Wood	No
11.	Knife	Iron	Yes
12.	Stainless steel spoon	Alloy	No
13.	Piece of chalk	Mineral of Calcium	No
14.	Wood	Wood	No

i) Which materials are attracted by a magnet?
Answer:
Nail, jump-clip, key, iron bolt, blade, knife.

ii) Which materials are not attracted by a magnet?
Answer:
Plastic scale, a piece of glass, paper, pen, pencil, stainless steel spoon, piece of chalk, wood.

iii) Give your own examples for magnetic materials.
Answer:
Iron, cobalt, nickel.

iv) Give your own examples for non-magnetic materials.
Answer:
Gold, Silver, Copper, wood, paper, plastic.

Activity – 3

3. Spread some iron fillings uniformly on a sheet of paper. Place a bar magnet below this sheet. (Page No. 62)

i) What do you observe?
Answer:
I observe that the uniformly spread iron filings come close and get concentrate at two points of the paper sheet. At some distance, I found some scattered iron filings between these two points.

ii) Does the property of attracting iron filings remain the same for all parts of a bar magnet?
Answer:
No. the ends of the bar magnet attract more iron filings than the middle part of the magnet.

iii) Do you observe any change in the pattern of iron filings spread over the sheet?
Answer:
Yes, uniformly spread iron filings changed their pattern and concentrated more at endpoints of the bar magnet. Scattered iron filings between these two points are somehow in some lines from one point to other.

Activity – 4

4. Attraction and Repulsion between Two Magnets. Take two similar magnets, place them in four different ways as shown in Figure, and record your observations. (Page No. 63)

i) What do you observe?
Answer:
I observe that magnets not only attracts but also repel each other

ii) When do the magnets attract each other?
Answer:
In the first two situations, they attract each other. That means when unlike poles come close to each other they attract.

iii) When do the magnets repel each other?
Answer:
In the last two situations, they repel each other. That means when like poles come close to each other they repels.

Activity – 5

Finding directions with a bar magnet. (Page No. 63)

5. Suspend the bar magnet freely with the help of a thread tied around its center as shown in figure.

i) Does the magnet remain stationary?
Answer:
After some time it becomes stationary.

ii) Wait for some time. What do you find now?
Answer:
I found that the magnet rests in a north-south direction.
You will notice that the magnet finally takes a position in the North-South direction. Mark the endpoints towards the North with some color. Now disturb the magnet and again wait for some time.

iii) Where does the colored portion come to rest?
Answer:
The colored portion comes to rest towards the north.

iv) Repeat this experiment at another place. What do you observe?
Answer:
I observed that the magnets always come to rest in the North-South direction.

Activity – 6

Making Magnet (Page No. 64)

6. Aim: To make a magnet
What do you need? (Materials required): Iron nail/ piece of iron. Bar magnet, pin/ iron fillings.
What to do? (Procedure):

1. Take a nail /a piece of Iron and place it on a table.
2. 
3. Now take a bar magnet and place one of its poles near one edge of the nail / piece of iron and rub from one end to another end without changing the direction of the pole of the magnet.
4. Repeat the process for 30 to 40 times.
5. Bring a pin or some iron filings near the nail / piece of iron to check whether if has become a magnet.

What do you see?(Observation): The nail/ piece of iron attract the pin / iron filings. What do you learn? (Result): Iron nail,/ piece become a magnet.

Activity – 7

Making your own Magnetic Compass. (Page No. 65)

7. Aim: To make a magnetic compass
What you need? (Materials required: magnetized needle, tape, water, detergent.
What to do? (Procedure):

1. Take a magnetized needle.
2. Attach the needle with a tape to a light cork.
3. Float the cork in a glass of water.
4. Add a little detergent to the water to help the cork float freely.

What do you see? (Observation): The magnetized needle points in North- South direction.
What do you learn? (Result): This acts as a magnetic compass.

Activity – 8

Magnetic Induction (Page No. 65)

8. Aim: To observe and understand magnetic induction.
What you need? (Materials required): safety pin, alpin, bar magnet
What to do? (Procedure):

1. Take a safety pin and bring it close to an alpin.
2. Bring the safety pin close to one pole of a bar magnet and see how it gets attached to the magnet.
3. Now bring an alpin and touch it to the safety pin.

What do you see?(Observation):

1. Safety pin does not attract the Alpin when it is not in contact with magnet.
2. But when it is in contact with a magnet it attracts the alpin.
3. From the above two cases, we notice that the safety pin acts as a magnet when it is in contact with another magnet.

What do you learn? (Result): Magnetic property is induced in the safety pin due to the bar magnet. The magnetic property possessed by a magnetic substance due to the presence of a magnet near it, is called magnetic induction.

Activity – 9

9. Finding out whether the given object is a magnet or not. (Page No. 66)
You have been given three objects of the same size, shape and colour and a bar magnet. You have to decide which one among them is a magnet, which is not a magnet but made up of magnetic material or a non-magnetic material Bring three objects one after the other close to one pole of the bar magnet and observe whether they get attracted, repelled or not attracted. Record your observation in table 2. After that bring those objects close to the other pole of the bar magnet in the same way and record your observations.

Answer:

If an object is attracted by one pole of the bar magnet and repelled by its other pole, then it is a magnet. So object -1 is magnet.
If an object is attracted by both the poles of a bar magnet and not repelled by any pole, then it is not a magnet but a magnetic substance. So object -2 is made up of magnetic material.
If an object is neither attracted by a magnet nor repelled by it, then it is a non-magnetic substance. So object – 3 is made up of non- magnetic material.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 5 Materials: Separating Methods Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 5th Lesson Materials: Separating Methods

6th Class Science 5th Lesson Materials: Separating Methods Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. Combination of more than one substance forms a ——–.
Answer:
Mixture
2. The method used to separate stones from rice is ——–.
Answer:
handpicking
3. The process in which a substance changes directly from solid to gaseous form and vice-versa is called ——–.
Answer:
Sublimation

Choose the Correct Answer.

1. Which of the following does not change its shape?
A) Solid
B) Liquid
C) Gas
D) None of these
Answer:
D) None of these

2. This method is useful for the separation of dissolved substances from a liquid
A) Sedimentation
B) Chromatography
C) Crystallization
D) Filtration
Answer:
C) Crystallization

3. Chromatography is the method used to separate
A) Mud from Water
B) Colours
C) Impurities from water
D) Husk from grains
Answer:
B) Colours

Answer the Following Questions.

Question 1.
List five things that we can make using each of the following materials:
a) glass b) metal c) plastic d) wood
Answer:
A) Five things made of glass:

1. Drinking a glass
2. Glass bowl
3. Glass paperweight
4. Glass jar
5. Glass beaker
6. Round bottomed glass flask

B) Five things made of metal:

1. Metal metre scale
2. Metal box
3. Metal sheet
4. Metal cauldron
5. Metal pan

C) Five things made of plastic:

1. Plastic chair
2. Plastic comb
3. Plastic bottle
4. Plastic cup
5. Plastic bags
6. Plastic dish

D) Five things made of wood:

1. Wooden chairs
2. Wooden doors
3. Wooden tables
4. Wooden almirah
5. Wooden sheet
6. Wooden cot
7. Wooden cup-board

Question 2.
Why is handpicking necessary after winnowing?
Answer:

1. During winnowing, only husk and light particles can be separated from grains.
2. But small stones and clay pieces will remain in the grains heap as they are heavy.
3. To remove these stones and other particles, we have to pick them by hand and separate them.
4. Hence handpicking is necessary after winnowing.

Question 3.
Which separation process is used when one component is in a mixture,
a. Heavier than the other?
b. Bigger than the other?
c. Different shape and colour from the other?
d. One is soluble in water and the other is not?
e. One floats and the other sinks in water?
Answer:
a) Winnowing
b) Sieving
c) Handpicking
d) Filteration
e) Decantation

Question 4.
Siri saw a ship travelling on a sea. She knows that iron nail sinks in water. She has many doubts. What are her doubts? Write them.
Answer:

1. Why is the ship not sinking in water though it is made up of iron?
2. Does iron float in salty water?
3. Why did such a huge body like ship not sink in sea?
4. What is the secret of ships floating in the sea?
5. What is the science behind this floating?

Question 5.
We use so many wooden items in our daily life. Is it good to use wood? What happens by excessive use of it? What is the reason? Is there any alternative for this?
Answer:

1. In fact it is good to use wooden items then the plastic items as it is biodegradable.
2. But excessive use of it may lead to deforestation as we have to cut more trees for making wooden items.
3. It may lead to several consequences such as
   i) disturbance in the water cycle,
   ii) decrease in rainfall,
   iii) decrease in the amount of oxygen in the atmosphere,
   iv) increase in carbon dioxide and pollution,
   v) imbalance in nature etc,
4. We can use items made up of bamboo instead of wood as bamboo is a type of grass and grow quickly when compared to woody trees.
5. We can also use items made up of metals as they lost longer and can be recycled.

Question 6.
How can you get your own distilled water in the laboratory?
Answer:
Aim: To get distilled water from normal water.
What do you need? (Materials required):
1. Water, 2 conical flasks, 2 one holed rubber cork, delivery tube, bunsen burner, stand.
What to do? (Procedure):

1. Fill a conical flask with water, close it with a cork having a hole.
2. Take another conical flask with a cork having a hole.
   
3. Connect both flasks with a delivery tube.
4. Now heat the flask containing water using a burner.

What do you see? (Observation): After some time, water vapour goes into the second conical flask through the delivery tube. The water vapour will slowly turn to water.
What do you learn? (Result) : This water is called a distilled water. It is free from impurities.
Thus Impurities can be removed from water by distillation get our own distilled water.

Question 7.
Draw a labelled diagram showing the experimental setup required for the sublimation of camphor?
Answer:

Question 8.
We know that a ship, even though it is made up of tonnes of iron, floats on water. How do you feel about the scientists who found the scientific principles and efforts in making a ship?
Answer:

1. The ship is so constructed that it is full of air which keeps it a float.
2. Air makes the ship lighter than the surrounding water.
3. The displaced water of the ship pushes back up against the ship holding it up.
4. The observation of the scientists who felt that the shape of the ship can hold more air to make it light made them to construct this.
5. Observation of scientists as well as putting it to practical use is very much appreciable on the part of the scientists.

Activities and Projects

6th Class Science Textbook Page No. 58

Question 1.
Drop an egg in a beaker of water. Now drop the same egg in another beaker of water in which excessive salt is added. Write your observation.
Answer:

1. When the egg is droped in a beaker of water the egg sinks in the water.
2. When the egg is droped in the beaker of water in which excessive salt is added, the egg floats in that water.
3. In the first case the density of water is less so no upward force act on the egg to float.
4. But in the later case salt water density is more then normal water, so it exerts upward force on the egg as a result egg floats.

Question 2.
Do the following activities. Write down your observations. What do you conclude.
a. Mix chalk powder in water.
b. Place a piece of candle in water.
c. Add some oil drops to a beaker of water.
Answer:
a) Chalk powder is insoluble in water and is precipitated in water.
b) The candle floats in water. The density of the candle is less than the density of water.
c) The oil drop spreads as a thin film on the water surface. The density of oil is less than the density of water.

Question 3.
Make a list of items from your kitchen like utensils, food ingredients etc. Classify them as sinks /floats and soluble/insoluble.
Answer:

S. No.	Item	Sink/Float in water	Soluble / Insoluble in water
1.	Plastic glass	float	insoluble
2.	Steel glass	sink	insoluble
3.	Sugar	sink	soluble
4.	Oil	float	insoluble
5.	Salt	sink	soluble
6.	Pan	sink	insoluble
7.	Rice	sink	insoluble
8.	Green chilli	float	insoluble

Question 4.
Is it possible to separate sugar mixed with wheat flour? If yes, how will you do it? If powdered sugar is mixed with wheat flour, how do you separate them?
Answer:

1. Yes. This can be done through the process of sieving.
2. The mixture of sugar and wheat flour is allowed to pass through a sieve.
3. The fine wheat flour passes through the sieve while sugar remains on the sieve.
4. To separate powdered sugar from wheat flour, first we have to add excess water to the mixture of powdered sugar with wheat flour.
5. As sugar is soluble in water it get dissolves in water.
6. Wheat flour is insoluble in water so it settles down.
7. Now wheat flour can be separated from sugar solution by decantation or filtration.
8. Now sugar can be obtained from sugar solution by crystallization (heating till the water evaporates leaving behind the sugar in crystalized form).

6th Class Science 5th Lesson Materials: Separating Methods Activities

Activity – 1

Finding the materials used to make different objects. (Page No. 46)

1. A list of things in a house are given in table. Name the materials from which each object is may possibly be made of:

S.No.	Object	Material
1.	t) oor	Wood, metal, rubber, paint.
2.	Towel
3.	Eraser
4.	Knife
5.	Mirror
6.	Shoes
7.	Water bottle
8.	Pot

Answer:

S.No.	Object	Material
1.	Door	Wood, metal, rubber, paint.
2.	Towel	Cotton, dye.
3.	Eraser	Synthetic rubber, synthetic soy based gum, vinyl
4.	Knife	Wood, stainless steel.
5.	Mirror	Glass, metal or wooden or plastic frame.
6.	Shoes	Leather or cotton or rubber
7.	Water bottle	Plastic or glass or fibre
8.	Pot	Clay

i) Which objects are made of one material?
Answer:

1. Pot
2. Towel (if not dyed)
3. Shoes
4. Water bottle.

ii) Which objects are made of more than one material?
Answer:

1. Door
2. Rubber
3. Knife
4. Mirror

iii) How many materials can be used for making chairs? List them.
Answer:

1. Wood
2. Iron nails
3. Plywood

Activity – 2

Finding the objects made from different materials: (Page No. 47)

2. Name as many things/objects as you can, made using the materials given in the table shown.

S. No.	Material	Things/Objects
1.	Metal	Utensils……….
2.	Plastic	Bag,……..
3.	Glass	Mirror,……….
4.	Wood	Table,……..
5.	Cotton	Cloth,………
6.	Leather	Shoes,……..
7.	Ceramic	Cup……….
8.	Rock	Idols,……….

Answer:

S. No.	Material	Things/Objects
1.	Metal	Utensils, chairs, cots, crowbar, pans
2.	Plastic	Bag, chairs, combs, tubs, buckets, covers
3.	Glass	Mirror, window pans, spectacles, paper weight, jars
4.	Wood	Table, chair, windows, doors, rafters
5.	Cotton	Cloth, sarees, covers, dress, shoes
6.	Leather	Shoes, purses, belts, suitcases, bags
7.	Ceramic	Cup, saucers, plates, plugs, tails
8.	Rock	Idols, statues, walls, paper weights, buildings

Activity – 3

Light a candle (Page No. 48)

3. You may have lit a candle with a matchstick many times, holding the burning matchstick to touch the wick of the candle until the wick catches fire. But, can you light the candle without touching the wick with a burning matchstick? Do you think this is impossible? Let us see how it can be done.
Answer:

1. A candle is taken and is lighted. The candle is lit only when the burning match stick touched its wick.
2. When the candle is burning at the bottom of the wick liquid wax can be observed.
3. White smoke is observed over the flame of the candle, when the flame is put off. This is the vapour state of wax.
4. If a burning match stick is brought near this smoke, the candle catches fire though match stick does not touch the wick.

i) Did the candle catch fire from a distance?
Answer:
Yes, It catches fire from a distance.

ii) Discuss with your friends how and why the candle got lit from a distance.
Answer:
The candle got lit from a distance because the white smoke rising from the wick is flammable. It catches fire as a result candle got lit.

iii) Does the white smoke represent candle wax in the state of gas?
Answer:
Yes, that white smoke is nothing but the wax in the gaseous state.

Activity – 4

Classification of Materials: (Page No. 49)

4. Think of different solids, liquids and gases around you and group them in the table.

Answer:

Solids	Liquids	Gases
1. Stone	Milk	Smoke
2. Ice	Water	Steam
3. Wood	Kerosene	Butane
4. Pen	Ink	Carbon dioxide
5. Coal	Oil	Coal gas
6. Salt	Sea water	Chlorine
7. Rubber	Gum paste	Iodine vapours

Discuss with your friends and find out who had the longest list. Can you list their properties? For example, liquids take the shape of the container they are put into. Write all possible properties of solids, liquids and gases in your notebook. Discuss them with your friends and teachers.
Answer:
A) Solids:

1. Solids have a definite shape.
2. Solids are incompressible.
3. Solids do not flow.

B) Liquids

1. Liquids occupy the shape of the container.
2. Liquids are incompressible.
3. Liquids can flow.

C) Gases:

1. Gases have no fixed shape.
2. Gases can be compressible.
3. Gases flow and diffuse.

Activity – 5

Sinking or Floating in Water (Page No. 50)

Let us assume that a tomato, brinjal, potato, iron nail, sponge, wood, stone, leaf, piece of chalk and paper are given to you. Predict which of them will sink or float in water. Record your predictions in table.

Prediction	Objects
Sinks	Stone …
Floats

Answer:

Prediction	Objects
Sinks	Stone, Iron nail, piece of chalk, potato.
Floats	Sponge, wood, leaf, paper, tomato, brinjal.

i) Now try to test whether your predictions are correct or wrong by dropping the above objects in a beaker of water one by one. What do you find? Record your observations in the following table.

Answer:

Object	Prediction	Finding
Stone	Sinks	Sunk
Iron nail	Sinks	Sunk
Piece of chalk	Sinks	Sunk
Tomato	Floats	Floated
Brinjal	Floats	Floated
Potato	Sinks	Sunk
Sponge	Floats	Floated
Wood	Floats	Floated
Leaf	Floats	Floated
Paper	Floats	Floated

ii) For which of these objects your prediction is wrong? Why?
Answer:
1) All my predictions proved correct.
2) I have taken good quality tomato, brinjal and potato.
Now, add a lot of salt to the water in the beaker. Try this same activity with water which is excessively salty..

iii) What do you observe?
Answer:
Some of the objects which sinks previously now began to float.

iv) Do you get the same result? Discuss.
Answer:
No, some of the objects which sink previously now began to float. This is because the density of salt water is more than that of freshwater. As the density of water increases objects with less density than this water will float.

Activity – 6

Do Iron Objects of boat (Page No. 50)

6. i) Take some water in a wide-mouthed bowl. Put an iron nail in it. What do you observe?
Answer:
The wooden nail will sink to the bottom.

ii) Put an empty iron tin in that bowl. What do you observe?
Answer:
The iron tin float on the water.

iii) Also try to observe whether a wooden piece floats on water. What happens when a wooden bowl is dipped in water?
Answer:
When a wooden bowl is dipped in water, it again floats.

iv) What do you conclude from this activity?
Answer:
Some materials in one shape will sink in water but float on water when they are in another shape. The materials that can sink can be made to float, but all the materials that float cannot be made to sink.

Activity – 7

Soluble or Insoluble in Water: (Page No. 51)

7. i) Take five beakers with water. Take small quantities of sugar, salt, chalk powder, sand and sawdust. Add each material to separate beakers and stir- Observe the changes and record your observations in the table.

S.No.	Material added	Dissolves (Yes /No)
1.	Sugar
2.	Salt
3.	Sand
4.	Saw dust
5.	Chalk powder

Answer:

S.No.	Material added	Dissolves (Yes / No)
1.	Sugar	Yes
2.	Salt	Yes
3.	Sand	No
4.	Saw dust	No.
5.	Chalk powder	No

ii) Repeat the above activity with different liquids like vinegar; lemon juice, coconut oil and kerosene and add them to water. What do you observe? Discuss.
Answer:

S. No.	Liquid added to water	Dissolves (Yes /No)	Soluble/Insoluble
1.	vinegar	Yes	Soluble
2.	lemon juice	Yes	Soluble
3.	coconut oil	No	Insoluble
4.	kerosene	No	Insoluble

iii) List out the different substances that are used to make the items given in table.

Item	Substances
Tea	Milk……….
Laddu
Lemon Juice
Concrete
Soil

Answer:

Item	Substances
Tea	Milk, Tea powder, Sugar, Elachi
Laddu	Sugar, Boondi, Elachi, Ghee
Lemon Juice	Lemon Juice, Sugar, Water
Concrete	Sand, Cement, Water, Gravel Iron
Soil	Find Sand, Humus, Gravel, Clay, Coarse Sand

iv) Complete the following table.

Answer:

Mixture	Components	Natural / Man made
Lemon water	Lemon juice, water, sugar	Man-made
Laddu	Sugar, boodi, elachi, ghee	Man-made
Concrete	Sand, cement, water, gravel	Man-made
Soil	Fine sand, humus, gravel, clay, coarse sande	Natural
Rock salt	Salt – soil – sand	Natural

Activity – 8

Sedimentation and Decantation: (Page No. 53)

8. How do you separate mud and sand from muddy water? What is sedimentation and decantation?
Answer:

1. Take a mixture of soil and water in a glass tumbler and keep it undisturbed for some time.
2. You will find that the sand and the mud particles in the soil settle down at the bottom of the glass tumbler.
   
3. These are called sediments and this process of sepa¬ration of mud and sand is called sedimentation.
4. After sedimentation, the tumbler is gently lifted.
5. The tip of the tumbler is inclined on the edge of another tumbler without disturbing the sediments.
6. The water gets separated from the sediment(mud).
7. This process is called decantation.

i) Why did mud particle settle at the bottom of the tumbler?
Answer:
Mud particles settle at the bottom of the tumbler as they are insoluble in water and heavier in weight.
Sedimentation and decantation are used in your home while cleaning rice and pulses for cooking.

ii) Think of other examples where we use this method of separation and list them.
Answer:
Example of sedimentation are: Tea leaves settling down on cup of tea, soil settling in pond water.
Example of decantation: Oil and vinegar mixture decanting in the experiment, water is poured out from cooked peas etc.

Activity – 9

9. Why can’t we filter salt from salt water? (Page No. 54)
Answer:
Take water in a beaker. Dissolve some salt in it. Filter this mixture with a filter paper.
i) Are you able to separate the salt from the salt water with a niter paper?
Answer:
We cannot separate the salt from the salt water with a filter paper.

ii) Why could you not niter the salt from salt water?

1. The pores in a filter paper are so minute that we cannot see them with naked eyes.
2. The dissolved salt particles are very minute and they pass through the filter paper.
3. So we cannot filter the salt from salt water with a filter paper.

Activity – 10

Crystallization. (Page No. 54)

10. Explain the process of Crystallization.
Answer:
Aim: To separate salt from salt water.
What you need? Salt, water, beaker, glass rod, tripod Stand, Bunsen burner, wire guage.

What to do?

1. Heat some salt water in a beaker, over a flame.
2. Stir the solution with a glass rod.
3. Continue heating till all the water in the beaker has evaporated.

What do you see? Crystals of salt remain in the beaker.
What do you learn? Salt can be separated from salt water by heating (Crystallization). Some dissolved substances can be separated from the liquids by heating. On heating water evaporates and dissolved substances will form their crystals. This method of separation is called Crystallization.

Activity – 11

Get your own Distilled Water (Page No. 55)

11. How do you prepare distilled water ? (Or) Explain the process of distilling water.
Answer:
Aim To get distilled water from normal water.
What you need?:
1. Water, 2 conical flasks, 2 one holed rubber cork, delivery tube, bunsen burner, stand.
What to do?:

1. Fill a conical flask with water, close it with a cork having a hole.
2. Take another conical flask with a cork having a hole.
   
3. Connect both flasks with a delivery tube.
4. Now heat the flask containing water using a burner.

What do you see? After some time, water vapour goes into the second conical flask through the delivery tube. The water vapour will slowly turn to water. This water is called a distilled water. It is free from impurities.
What do you learn? Impurities can be removed from water by distillation.

Activity – 12

Sublimation of camphor (Page No. 55)

12. How do you demonstrate the sublimation of camphor?
Answer:
Aim To understand the process of sublimation.
What you need? Mixture of camphor and powdered salt, china dish, funnel, cotton, stand burner.
What to do?

1. Take a mixture of camphor and powdered salt in a china dish and cover it with a funnel.
2. Close the tube of the funnel with cotton.
   
3. Place the dish on a stand and heat it with a burner.

What do you see? When camphor is heated, it transforms to gaseous form without changing into liquid leaving the salt powder in the dish. On reaching the cotton it cools, the gaseous form of camphor changes directly into a solid without going to the liquid state.
What do you learn? The process in which a substance changes directly from solid to gaseous form and vice-versa is called sublimation.

Activity – 13

A Chalk with different colours (Page No. 56)

13. How do you separate colour from a miture of colours?
Answer:

Aim : To separate colours from a mixture of colours (ink).
What you need?: stick of white chalk, ink, plate, water
What to do?:

1. Take a whole stick of white chalk.
2. Around the curved surface of the chalk put an ink mark with blue or black ink.
   
3. Now pour some water in a plate and keep the piece of chalk in the water.
4. Ensure that the water in the plate is very little and does not touch the ink mark.
5. Observe the colour patterns that form on the piece of chalk after some time.
6. Remove the chalk before the water reaches its top.

What do you see?: Different colours are formed around the chalk from the bottom to top.
What do you learn?: The ink appears to be made of a single colour but it is actually a mixture of many colours hidden in it. Those colours are separated by this method. It is an example of chromatography.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 4 Water Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 4th Lesson Water

6th Class Science 4th Lesson Water Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. The process of changing water into its vapour is called ——–.
Answer:
evaporation
2. The water cycle is also called as ——–.
Answer:
Hydrological cycle
3. No rainfall for a year or more may lead to ——– in that region.
Answer:
drought
4. Excessive rains may cause ——–.
Answer:
floods.

Choose the correct Answer.

1. The nature of sea water is
A) Salty
B) Tasteless
C) Odourless
D) Sweet
Answer:
A) Salty

2. Which of the following is not a part of water cycle?
A) Evaporation
B) Condensation
C) Rain
D) Distillation
Answer:
D) Distillation

3. Which of the following processes add water vapour to the atmosphere?
A) Solidification
B) Precipitation
C) Condensation
D) Evaporation
Answer:
D) Evaporation

Answer the following questions.

Question 1.
List out the activities in our daily life where we use water.
Answer:
We need water to perform day to day activities like
a) drinking b) toilets c) bathing d) washing clothes e) for cleaning utensils

• Water is essential for the germination of seed.
• Water is used to generate electricity.
• Water is used for irrigation in the crops.
• Water is essential for our body metabolic activities.
• Water is used in many industries.

Question 2.
How are clouds formed? Explain.
Answer:

• The process of evaporation followed by condensation causes the formation of clouds.
• On a warm day, the sun heats up the water in oceans, seas, rivers, ponds etc.
• It helps the water convert to water vapour by the process of evaporation.
• When the water vapour rises up into the atmosphere it becomes cooler.
• When water vapour reaches a higher level, it condenses due to contact with cool air and forms small drops or water droplets.
• These tiny droplets remain floating in the air at higher levels of the atmosphere and appear as clouds.

Question 3.
Which of the following days is more suitable for drying of washed clothes? Explain
why. (a) Windy day (b) Cloudy day
Answer:

• A windy day is more suitable for drying washed clothes.
• In the case of a cloudy day, the amount of moisture is high. So evaporation will occur slowly.
• On a windy day, the amount of moisture in the atmosphere is less so the rate of evaporation will be higher.
• Hence, the windy air reaches the washed clothes and makes them dry.

Question 4.
Why do we experience cloud-like smoke near our mouth while we speak during the winter season?
Answer:

• In the winter season, the atmospheric temperature is less than the body temperature.
• This causes the water vapour to condense into a fog of tiny droplets of liquid water.
• So, the water vapour in the mouth cools suddenly when it reaches the outside of the mouth.
• So that we experience cloud-like smoke near our mouth while we speak during the winter season.

Question 5.
Why does the driver of a vehicle wipe the glass inside, even if the wiper is working on the outer surface of the glass when he drives in rain?
Answer:

• The outside wiper of a vehicle wipes off the rainwater.
• The coolness of the rain causes condensation of natural moisture on the inner surface of the glass.
• Due to this condensation of moisture, it makes invisibility to the driver, to drive
• To maintain the visibility through the glass the driver wipes off the glass manually.

Question 6.
What is the water cycle? Explain its main parts briefly.
Answer:
The circulation of water between the earth surface and air is called the water cycle. !t is also called the Hydrological cycle.
There are four main stages in the water cycle.

1. Evaporation: As the sun heats up the water bodies, water becomes water vapour.
2. Condensation: As the vapour rises high levels into the air it cools and forms a cloud.
3. Precipitation: When the clouds cool the water vapour it becomes water which is heavy and falls down as rain.
4. Collection and runoff: Water collects on the earth’s surface and flows into the water bodies like lakes, ponds, oceans, rivers etc.

Question 7.
Revanth blew air from his mouth onto the mirror while he was getting ready to go to school. He observed that the image in the mirror was not clear. Do you know, why? Prepare questions to get clarity.
Answer:

• Why the image in the mirror was not clear when I blow air onto the mirror?
• Which process is responsible for this?
• Does this happen in all seasons?
• In which atmospheric conditions it happens frequently?

Question 8.
If we use water in the same way what will happen in future?
Answer:

• If we use water in the same way it causes scarcity of water in future.
• We will not be able to do various activities where water is required.
• Life is not possible on earth without water.
• It also leads to global warming.
• It is very difficult to get food and fodder.

Question 9.
How can you demonstrate condensation of water by using glass, water and pieces of ice?
Answer:
Aim: To demonstrate condensation of water.
What do we need?: A glass, water, and ice cubes.
How to do?:

• Take a glass half-filled with water.
• Wipe the glass from the outside with a cloth.
• Add some ice cubes into the water.
• Wait for one or two minutes.
• Observe the changes that take place on the outer surface of the glass.

What do we see? :

• Water drops appear on the outer surface of the glass.

What we learn?:

• The cold surface of the glass cools the air around it.
• The surrounded water vapour condenses and forms water droplets on the surface of the glass.

Question 10.
Draw the diagram showing water cycle.
Answer:

Question 11.
How do you appreciate the contribution of the water cycle in making water available for various needs of plants and animals?
Answer:

• Water is the basic need of living organisms to survive.
• Water cycle is responsible for rainfall and it contributes healthy growth of crops.
• Water cycle maintains the ecological balance of earth.
• Water cycle maintains the temperature of the earth constant.
• Water is a habitat for so many plants and animals.

Question 12.
Write your suggestions to prevent water wastage.
Answer:

• Turn off taps quickly after use.
• Reuse water directly from other sources like collected rainwater.
• Switch off the water pumping motor in time to save water.
• Check all pipes and toilets for leaks and other purposes.
• Drinking water should not be used for other purposes.
• Recycle the water by separating the pollutants.
• Follow the water management techniques such as rainwater harvesting.

Question 13.
If people are suffering due to severe floods, what would you do to help them?
Answer:
If people are suffering due to severe floods, I will help them by following the ways.

• By providing food.
• By providing the drinking water.
• By providing blankets, clothing to them.
• By providing the basic needs related to sanitary hygiene and medicines.
• By providing shelter.
• By approaching individual charity institutions and non-govt, organisations to take their help.

Activities and Projects

6th Class Science Textbook Page No. 44

Question 1.
Prepare a map of your village showing different water sources.
Answer:
(Student Activity)
Water sources differ from place to place. So, the student is advised to observe the water sources available in his or her area and prepare a map accordingly.

Question 2.
Make a pamphlet on “Don’t wastewater. ” Display it on wall magazine.
Answer:

• Our primary needs are air, water and food.
• We need water for many activities in our daily life.
• Water is a precious gift of nature.
• We can’t live a single day without water.
• In some areas, people are suffering from a lack of drinking water.
• Some areas are slowly becoming deserts due to lack of water.
• In some areas, people need to travel long distances to collect water.
• If water is scarce, it is very difficult to get food and fodder,
• Water is precious. Let us not waste even a single drop of water.
• We must preserve water not only for us but also for future generations.
• So don’t wastewater.

Question 3.
Collect information about water-related games and make a scrapbook.
Answer:
Water games are the games played in a body of water such as a swimming pool, pond, lake, river or sea.
Following are some water-related games.

1. Swimming
   
2. Jumping into water from a height
   
3. Boat competitions
   
4. Diving
   
5. Water polo
   
6. Surfing
   
7. Yachting
   

Question 4.
Justify the statement “droughts and floods are a result of actions made by man. ” Investigate your reasons.
Answer:

• Droughts and floods are a result of the actions of man.
• This is due to deforestation, wastage of water in huge amount, drilling of several borewells.
• Pollution from factories causes global warming.
• Global warming disturbs the water cycle and causes either less rainfall or too much rainfall.
• Due to the human activities mainly destroying the vegetation, causes no rain for a long period results in drought.
• In the same way human being clears the vegetation when the rain falls in that region the excess water will overflow results floods.
• Hence, we can say that droughts and floods are the results of the action of man.

Question 5.
Conduct a seminar on drought control activities.
Answer:

• If there is no rain for a long period, it may cause drought.
• It creates a water shortage that damage crops, livestock and the environment.
• To control drought, we have to follow the given activities.
  • We should control the emission of gases which causes pollution.
  • Control deforestation and encourage forestation.
  • We should promote water conservation techniques.
  • Wastewater treatment should be implemented.
  • We should follow wastewater recycling, desert landscaping.
  • We should use water judiciously to prevent water scarcity.
  • We should follow the water conservation methods.

Question 6.
Collect information from your grandparents and their experiences about the drought they experienced.
Answer:
The student is advised to collect the information from his/her grandparents and their experiences about the drought.

Activity – 1

Water and its uses: (Page No. 33)

1. Arjun used buckets of water to bathe and to wash his clothes. He said that he had used four buckets of water. Answer the following questions.
i) Is bucket a measure of the volume of water used?
Answer:
No. a Bucket is not a measure of the volume of water used.
ii) How do we measure the volume of water?
Answer:
We measure the volume of water by using the shape of the vessel containing the water.
iii) Do you know any specific unit of measurement of volume?
Answer:
Yes. Water and other liquids have a specific unit to measure the volume in litres.

Activity – 2

How much water do we use daily? (Page No. 33 & 34)
Can you estimate how much water your family uses in a day? Record your estimates in a table. How you could reduce the amount of water and write how much water can you save?
Answer:

Activity	Water used (In litres)	How much can you save?
Drinking	2 litres	No saving
Toilets	10 litres	5 litres
Bathing	30 litres	10 litres
Washing clothes	60 litres	20 litres
Other	80 litres	30 litres
Total	182 litres	65 litres

Answer (the following questions from the observations and data collected by you.
a) Approximate quantity of water used per day by a person …………………
b) Number of people in the colony/village etc. …………………..
c) Approximate quantity of water used per day in the colony/village etc.
d) Approximate quantity of water used per month in the colony/village.
e) Approximate quantity of water per year in the colony/village etc.
f) Imagine how much water is needed across the world!
Answer:
a) Approximate quantity of water used per day by a person = 182 litres
b) Number of people in the colony/village etc.
= 100 people in the colony = 5000 people in the village
c) Approximate quantity of water used per day in the colony/village.
i) In the colony = 100 x 182 = 18200 litres
ii) In the village = 5000 x 182 = 910000 litres.
d) Approximate quantity of water used per month in the colony/village.
i) In the colony = 18200 x 30 = 546000 litres.
ii) in the village = 910000 x 30 = 27300000 litres.
e) You can calculate in a similar way for the quantity of water used per year in the colony/village.
f) Same procedure is adopted to imagine the water needed across the world.

Activity – 3

How is a well dug? (Page No. 34)

3. Collect information from elders in the village about the level of water in the wells over the years and answer the following questions.
i) Is the water level constant or has it changed?
Answer:
No. The water level is not constant, in the rainy season the water level in the good increases. In the summer season, the water level decreases.

ii) How was the well dug?
Answer:

• The place where the well is to be dug is selected first.
• Workers using crowbars and spades begin to remove the soil at that place.
• The process of digging continues till the water in the underground fills in this well.
• The level of water in the well goes down in the summer as the water table in the groundwater goes down.

iii) Have you seen a bore well being dug? Write the process.
Answer:

• A bore well is a deep, narrow hole drilled into the ground.
• Water is drawn through a pipe and pump.
• The depth to be drilled should be at least 40 metres.
• Borewells are typically small in diameter ranging from 4.5-12 inches.

Activity – 4

4. i) Can you convert water into ice? Explain what should we do. (Page No. 35)
Answer:
Yes. We can convert water into ice.
Fill the ice cube box with water and kept it in the refrigerator for some time. After some time, the water converts into ice.
ii) What happens if ice is kept in the open air?
Answer:
If we kept ice in the open air it melts and converts into water.
iii) What happens when water is heated?
Answer:
When we heat water, it turns into water vapour.

Activity – 5

5. i) Spread a piece of wet cloth in the sunlight. Observe after some time. Where has the water in the wet cloth gone? (Page No. 36)
Answer:
The water in the wet cloth evaporates into the atmosphere due to the heat of the sun.
ii) Does the water in wet clothes dry up only due to sunlight or due to other reasons?
Answer:
The water in the wet clothes dry up not only due to sunlight but also wind.
iii) Where does this water go after drying up?
Answer:
The water is heated by sunlight, it gets converted to vapour and mixes with the air.
iv) Where does this water vapour go after evaporation?
Answer:
The water vapour which enters into the air through the process of evaporation forms clouds in the sky.

Activity – 6

6. Take some water in a glass. Add a piece of ice to it. Observe for a few minutes. Answer the following questions.
i) What changes do you observe on the outer surface of the glass? (Page No. 37)
Answer:
We observed the formation of small drops of water on the outer surface of the glass.
ii) Why are these drops formed?
Answer:
The water vapour which surrounds the glass gets condensed due to the low temperature of the glass outer surface.
iii) Do they form if there is no ice in the glass?
Answer:
No. It does not form any water drops if there is no ice in the glass.

Activity – 7

Drought & Water Scarcity. (Page No. 40)
7. i) What will happen if rainfall this year is less than last year?
Answer:
If rainfall this year is less than last year, it may cause less production of crop yield, depletion of water levels, water scarcity and the atmospheric temperature raises.

ii) What would happen if there was no rainfall for five years?
Answer:

• If there was no rainfall for five years its cause drought.
• All the water sources are dried up.
• There will be no vegetation, animals die due to lack of fodder.
• The soil will be getting dried and cracked.
• Drinking water scarce.

iii) What could be the possible reason for water scarcity in a particular place?
Answer:

• Water scarcity may be caused by climate change due to deforestation and pollution from industries.
• Less amount of rainfall for so many years leads to water scarcity.

iv) What problems can rise due to water scarcity in a particular place?
Answer:

• It is very difficult to get food and fodder.
• Drinking water is scarce.
• People need to travel long distances to collect water.
• Soil becomes dry, agriculture and cultivation become difficult.
• People migrate to other places in search of jobs.

Activity – 8

8. Drought affects our life: (Page No. 41)
Read the letter and answer the following questions.
Dear Firoz,
I hope you are fine there. Nowadays, we are facing severe problems due to drought. For the last five years, we have no rains. All our fields have dried and there are cracks in them’ We fail to grow any crop. My father invested money on bore wells with no results. Now we get water, after a great struggle from the bore-well which is five kilometres from our village. The days have become very bad. Several people have sold their cattle and migrated to Hyderabad and Bengaluru. My family also wants to do so. I request you to ask your parents to search for a job for my father at your place. My father may have been a well-known, rich farmer here but he is willing to do any kind of job there.

Your loving friend
Ramanna

i) What problems did Ramanna face?
Answer:

• Ramanna faced severe problems due to drought.
• Fields are dried and cannot grow a crop.
• Borewells are dried and water scarcity is there.
• People collect water from far away to their village.
• People are migrated to cities to search a job.

ii) How can Firoz help him?
Answer:
Firoz father can search a job for Ramanna’s father to escape from the crucial drought conditions.

iii) What will happen if a farmer grows a crop that required more water in drought-prone districts?
If a farmer grows a crop that required more water in a drought area,

• It leads to water scarcity.
• it increases the investment of the crop.
• it reduces the groundwater level.
• it makes it more expensive to dig deep wells.
• moreover, it is a hot condition so the crops do not give a good yield.

iv) What will happen to the source of groundwater when we constantly dug several bore wells?

• The groundwater level is decreased more and more.
• To get the water farmers to need to dig deep bore wells which are expensive.
• If it continues for some time the bore wells will be dried up.

Activity – 9

Floods a natural hazard. (Page No. 33)
Observe the picture and answer the following questions.

i) What does the picture tell us?
Answer:
It tells us about the floods.

ii) Does excessive rainfall in certain areas of our country lead to such a condition?
Answer:
Yes. Recently we saw this situation in Madras, Kerala and Mumbai.

iii) Are there any reasons that can lead to this situation?
Answer:
Climatic changes, pollution, deforestation, El Nino etc. are some factors for this situation.

iv) Have you ever faced or heard about the flood? Write about your experiences.
Answer:
Yes. I heard about the floods named Hud hud in 2014 and Tithli in 2018.

• A powerful Titli cyclone tore into coastal areas of Odisha and Andhra Pradesh with winds of up to 150 km/h.
• About 3 lakh people have been evacuated from low lying districts in Odisha.
• Roads are blocked and power supply has been lost in many areas.
• There is a shortage of drinking water in many areas.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 3 Animals and their Food Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 3rd Lesson Animals and their Food

6th Class Science 3rd Lesson Animals and their Food Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. The butterfly uses ——– to suck honey from flowers.
Answer:
Proboscis.
2. Tiger is a ——– because it eats only meat.
Answer:
carnivore.
3. Decomposers are also called ——–
Answer:
Recyclers.

Choose the correct answer.

1. The source of energy for a food chain is
A) Producers
B) Consumers
C) Sun
D) Decomposers
Answer:
C) Sun

2. Identify the omnivore from the following.
A) Lion
B) Cow
C) Dog
D) Tiger
Answer:
C) Dog

3. At which position of the food chain would you place a human being
A) Primary consumer
B) Secondary consumer
C) Tertiary consumer
D) All the above
Answer:
C) Tertiary consumer

Answer the Following Questions.

1. List some animals in your surroundings which have the same kind of food habit.
Answer:

• Cow, buffalo, goat and sheep have some kind of food habit as an herbivore depend upon the plants for food.
• Dog and cat depend upon meat, milk and curd.

2. Compare the legs and nails of a dog and hen and say why they are different?
Answer:

Dog	Hen
1. Legs of dog is longer and has four legs.	1. Legs of hen is shorter and has 2 legs.
2. The legs are muscular and strongly jointed.	2. The legs are thin them dog’s leg.
3. It has hard and slight curved nails.	3. It has thin, sharp and slightly elongated nails.
4. It uses its legs to run and catch the prey.	4. It uses legs to dig the ground to find food.
5. The nails are used for tearing the flesh.	5. Nails are useful for scratching the soil to pick up worms.

3. Name some animals which use tongue as a tool for taking in food.
Answer:
Frogs, lizards, garden lizard, chameleon, echidna use tongue as a tool for taking in food.

4. Identify which of the following statements are wrong and give reasons.
(a) All the animals living in water feed only on plants.
(b) Elephants and deer are herbivores living in the forest.
(c) Birds’ beaks are designed to suit their food habits.
(d) Sharp claws are useful for hunting.
(e) Most of the food chains end with herbivores.
Answer:
a) All the animals living in water feed only on plants.

• This statement is wrong. There are many animals living in water which eat animals.
  Ex: A blue whale in the sea eats tiny animals called krill.

b) Elephants and deer are herbivores living in the forest.

• This statement is correct as elephants and deer are herbivores living in the forest.

c) Bird’s beaks are designed to their food habits.

• This statement is correct as bird’s beaks are designed to their food habits.

d) Sharp claws are useful for hunting.

• This statement is correct.
• Sharp claws of some animals meant for tearing the flesh of prey. And also help to increase traction to run faster as in the case of cheetah.
• In some animals claws help holding the grip for running while hunting.
• In the hen the claws are helpful to scratch the soil to find worms.

e) Most of the food chains end with herbivores.

• This statement is wrong.
• The food chain starts with herbivores and ends with carnivores which are wild.

5. Write the importance of the food chain.
Answer:

• The food chain shows how energy is transferred from one living organism to another organism.
• It describes energy and nutrients move through an ecosystem.
•  It shows the relationship between producers and consumers.
• It explains the interdependence of diverse organisms in nature.

6. Arrange the following in a correct sequence and form a food chain
1. Rabbit → Carrot → Eagle → Snake
2. Human → Insect → Algae → Fish
Answer:
1. Carrot → Rabbit → Snake → Eagle
2. Algae → Insect → Fish → Human

7. If you want to understand more about food chain what questions would you like to ask?
Answer:

• What is food chain?
• How does animals and plants dependent on one another?
• How does energy flow with in an ecosystem?
• Is there any relation of food habits of animals with that of living ecosystem?
• How the nature balances the ecosystem?
• Why the food chain always starts with plants?

8. What happens if there are no decomposers on the earth?
Answer:

• Bacteria and fungi are get energy by breakdown of dead plants and animals. So, they are called decomposers.
• They help in the cycling of materials in the environment.
• If there were no decomposers the dead and waste materials remains on earth.
• The nutrients would not be replenished.
• Natural enrichment of the soil cannot takes place.
• Because of the dead organisms remain on earth, the existence of life on earth would have been impossible.

9. Draw a food chain of your choice.
Answer:

10. How can you appreciate the role of producers in a food chain?
Answer:

• Plants are known as producers, as they make their own food.
• Plants are the only organisms which provide food for all organisms in an ecosystem.
• In an ecosystem, Producers are at base of entire food chain.
• Plants not only provide the food but also oxygen to the earth.
• Plants are the precious things to continue the life on earth.

Activities and Projects

Question 1.
Go to a nearby pond where cranes are usually seen. Observe how they catch fish. Write about the process of catching fish. (Take care of yourself when you are near water places.)
Answer:

• The crane usually has been seen in lakes and the fishes are food for that.
• The long thin legs that it has helps it to move in the water without disturbing the water.
• While catching the fish it tries to move very slowly.
• So that the fishes don’t know its presence it also can stand still for a long time for hunting of fishes.
• Crane used to catch the fish with the help of their long beak.

Question 2.
Collect one or two earthworms and put them in a bottle containing wet soil. Close it with a lid that has holes. Observe how earthworms get their food. Record your observations.
Answer:
Aim: To observe the eating activity of earthworms in the wet soil.
What we want: Two earthworms, one glass bottle, wet soil.
What to do: Take a glass bottle and fill it with some wet soil.

• Now kept the two earthworms in the soil filled bottle.
• Observe them for sometime.

What do we see: We observed that the earthworms are started swallowing soil in, little quantities.
What we learned: With the above observations we concluded that the earthworms are feed on moist soil which contains nutrients.

Question 3.
Fill up the following table

Body part used to collect food	Examples
Beak	Hens,…
Tongue
Teeth
Sucker
Strong legs with claws

Answer:

Body part used to collect food	Examples
Beak	Hens, crane, parrot, eagle, humming bird.
Tongue	Lizard, frog, snake, garden lizard, chameleon, dog.
Teeth	Cat, dog, tiger, lion.
Sucker	Leech.
Strong legs with claws	Tiger, lion, dog.

Question 4.
Make your own food chain and display it in your classroom.
Answer:
Plant → Caterpillar → Chameleon → Snake → Mangoose
(This food chain can make with diagrams of those animals) (Student Activity)

Question 5.
Prepare a scrapbook of animals and separate them into carnivores, omnivores and herbivores.
Answer:
Students can collect the pictures of different animals and after dividing them into carnivores, omnivores and herbivores they can be pasted under these heads separately in the scrapbook. (Student Activity)

6th Class Science 3rd Lesson Animals and their Food Activities

Activity – 1

Some animals are listed in the given Table -1. For some the animals, the type of food they eat is also given. Fill the blanks in Table.

Name of the animal	Food the animal eats
Buffallo	Grass, oil cake, hay, grains
Cat	Small animals, Birds, Milk
Rat
Lion
Tiger
Spider
House Lizard
Cow
Human Beings
Butterfly
Crow
Others

Answer:

Name of the animal	Food the animal eats
Buffallo	Grass, oil cake, hay, grains
Cat	Small animals, Birds, Milk
Rat	Seeds, insects, small animals
Lion	Deer, jiraffee, fox etc.
Tiger	Other animals
Spider	Beetles, flies
House lizard	Worms, insects
Cow	Grass, oil cake, hay, grains.
Homan beings	Rice, eggs, milk, meat etc.
Butterfly	Nectar
Crow	Small animals, insects

Answer the following questions based on the table.
i) List the animals that depend only on plants and their products for food.
Answer:
Buffalo, cow, butterfly.

ii) List the animals that depend only on animals and their products for food.
Answer:
Cat, lion, tiger, house lizard, spider.

iii) List the animals that depend on both plants and animals for food.
Answer:
Rat, cow, crow and human beings.

Activity – 2

2. Write the parts of the body animals that are used to collect or capture food in the given table.

S. No.	Animal	Sense used in tracking food	Body parts-used in taking food
1.	Dog	Smell	Sharp teeth, Tongue
2.	Cow
3.	Hen		Beak
4.	Frog
5.	Snake
6.	Bat
7.	Lizard
8.	Vulture
9	Lion		Legs, Claws, Mouth ….
10.	Humming Bird

Answer:

S. No.	Animal	Sense used in tracking food	Body parts used in taking food
1.	Dog	Smell	Sharp teeth, tongue
2.	Cow	Smell, vision	Mouth, tongue
3.	Hen	Vision	Beak, claws
4.	Frog	Touch	Tongue
5.	Snake	Taste, Smell	Mouth, teeth
6.	Bat	Hearing	Mouth, tongue
7.	Lizard	Vision, hearing	Mouth, tongue
8.	Vulture	Vision, smell	Beak, claws
9.	Lion	Vision, hearing	Legs, claws, mouth
10.	Humming bird	Smell, taste	Beak

Answer the following questions based on the above table.
i) Do all the animals use similar parts in taking in food?
Answer:

• No. All animals do not use similar parts in taking in food.
• Ex: Cow and lizard uses mouth and tongue, whereas hen and humming bird uses beak taking in food.

ii) Name some animals which use similar parts in taking in food?
Answer:
The animals that use some parts for taking food are

1. Hen, humming bird, vulture use their beak to get food.
2. Cat and dog – use their sharp teeth to tear the food in pieces.
3. Lizard and frog – use their tdngue to capture the food.
4. Lion and tiger – uses their strong legs to run for chasing the animal, sharp claws to catch and sharp teeth to tear flesh.

iii) Compare the parts of dog to that of frog. Note down the similarities as well as differences observed by you.
Answer:
Dog uses smell sense to trick the food whereas frog have a smell organ in the roof of their mouth called the jacobsons organ. This detects food.

• Dog and frog both use the tongue in taking food.
• The dog uses its teeth and nails in capturing the food, while frog uses its sticky tongue to capture the food and swallows it.

iv) Compare the parts of hen and sparrow in eating food. Note down the similarities as well as differences you observed.
Answer:
Similarites:

• Hen and sparrow use their beaks to take the food in.
• Both are finding out their food by using the vision, as a sense.
• Hen and sparrow both feeds on grains, worms and insects.

Difference:

• Hen uses its claws to scratch the soil to find out worms whereas sparrows feed on the insects / worms which are present on plants.

v) What are the similarities between a dog and a lion in the parts involved in taking in food?
Answer:

• The dog licks with its tongue and runs fast.
• The lion hunts the other animals. It uses strong legs to run sharp claws to catch and sharp teeth to tear the flesh.
• The claws of the lion are also sharp to hold the animal.
• Dog also uses its teeth and nails in capturing its food.

vi) What are the similarities and differences between a vulture and a lion in their mode of taking in food?
Answer:

• Both lion and vulture are carnivores.
• They both have sharp vision and use their sharp claws to tear the flesh.
• Lion hunts animals staying on land.
• Vulture hunts its food by flying high in the sky.

Activity – 3

3. Look at the picture. Different birds have different beaks. Do you know why they are different?

Answer:
The beaks are different because the birds eat different kinds of food.

• So, the type of beaks depends upon their habitat, environment and food habits also.
• The beaks of birds are help to them to kill the prey, to fight, to get food and feeding their young ones. Based on their food habit the birds have different types of beaks such as strong hooked beak, hooked beak, long beak, long thin beak etc.

Activity – 4

4. i) Observe how a lizard catches its food. Write down your observations.
Answer:

• Lizard uses its visionary sense to track the food.
• Lizard concentrates its attention on the movements of the insect.
• Lizard moves so fast towards the insect.
• It catches the insect by using tongue and eats it.

ii) Find out the differences between a frog and a lizard’s way of taking in food.
Answer:

Frog	Lizard
1. Frog is carnivore as it feed on insects and worms.	1. Lizard is insectivore in nature as it feed on insects.
2. Frog senses the food through a social organ called jacobsons organ in the roof of their mouth-	2. Lizard uses its visionary sense to track the food.
3. Frog throws its sticky tongue towards an insect. The insect stuck to the tongue. Then the frog swallows it.	3. Lizard moves so fast towards the insect, and catches the insect with the tongue and eats it.

iii) How do these animals (Frog, lizard) use their tongue?
Answer:
These animals (Frog, lizard) use their tongue to capture the food.

Activity – 5

5. Observe a cow/buffalo while eating its food. Write your observations in your notebook by following the given questions.

i) How does a cow find its food?
Answer:
Cow finds its food by using the sense of smell.

ii) Note the parts of the body involved in it?
Answer:
Mouth and tongue are involved to take the food in.

iii) What mouthparts of the cow are involved in eating its food?
Answer:

• The cow uses its tongue to grasp a clump of grass.
• Teeth help to shred the grass into small pieces.

iv) Do cows have teeth? Do they have teeth on both jaws?
Answer:
Yes. Cows have teeth on both jaws. But don’t have top front teeth.

v) In what way can you justify it is herbivore?
Answer:

• Cow depends only on plant and plant products for food.
• They eat different parts of plants like green/dry grass, leaves, branches arid fruits.
• So that, we can say cow is herbivore.

vi) You may have observed cows and buffaloes sitting under the trees and moving their jaws. Do you know why they do that?
Answer:

• Cow and buffalo chew food very quickly, swallow and store it in a part of their stomach.
• After some time, they back the food material from the stomach to the mouth and chew it again leisurely.

Activity – 6

6. Observe a dog in your surroundings. How does it get its food? Write your observations by following the given questions.

i) What does it do to find food?
Answer:
The dog finds its food by smelling. Dog’s nose is a thousand times more sensitive than ours.

ii) Which parts are involved in taking in food?
Answer:
The mouth and tongue are involved in taking in food.

iii) How does a dog eat meat?
Answer:

• The dog catches another animal with its legs.
• It tears the meat using its sharp teeth.
• It eats the meat and chews it with the help of teeth and uses its tongue to swallow it.

iv) How does a dog drink water?
Answer:
The dog licks water with its tongue and drinks it.

v) Is there any difference in using its tongue when compared with a frog or a cow? Write in the space provided below.

Animal	Use of tongue
Frog
Cow
Dog

Answer:

Animal	Use of tongue
Frog	To catch the food
Cow	To swallow grass
Dog	To lick water

Activity – 7

7. Observe the picture and answer the following questions.

i) What is the source of energy in a food chain?
Answer:
Sunlight is the source of energy in a food chain.

ii) How does grasshopper get its energy?
Answer:

• In a food chain grasshopper is a primary consumer so that it depends on grass for food.
• Then grasshopper gets its energy by eating grass.

iii) What happens to the crow if the frog was removed from this food chain?
Answer:

• In this food chain frog is a secondary consumer as its feed on grasshopper.
• If the frog was removed in this food chain, the grasshopper population will be increased.
• In this food chain crow is a tertiary consumer as its feed on frogs.
• If the frog was removed from this food chain, the crows will go hungry and their population will be decreased.

iv) What is the role of mushrooms in the given picture?
Answer:

• Mushroom is a decomposer.
• Mushroom get it energy by the breakdown of dead matter.
• It helps in the cycling of materials in between producers, consumers and to the soil.