Class 6

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.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 2 Knowing About Plants Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 2nd Lesson Knowing About Plants

6th Class Science 2nd Lesson Knowing About Plants Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. Tap root system is present in ——– plants.
Answer:
dicot.
2. The bud at the tip of the stem is known as ——–.
Answer:
terminal bud.
3. Part of the leaf that helps in the exchange of gases is ——–.
Answer:
stomata.
4. Primary organs of photosynthesis are ——–
Answer:
Leaves.

Choose the correct Answer.

1. The important function of stomata is
A) Conduction
B) Transpiration
C) Photosynthesis
D) Absorption
Answer:
B) Transpiration

2. Part of plant that helps in absorption of water and minerals
A) Root
B) Stem
C) Leaf
D) Flower
Answer:
A) Root

3. Part of the stem from where leaves arise is called
A) Node
B) Bud
C) Cotyledon
D) Internodes
Answer:
A) Node

Answer the Following Questions.

Question 1.
What are the important parts of a plant?
Answer:
The important parts of a plant are: a) Roots, b) Stem, c) Leaves, e) Flower and e) Fruit.

Question 2.
How does the stem help the plant?
Answer:
The stem of a plant,

• supports the branches, leaves, flowers and fruits.
• transports water and minerals from roots to upper aerial parts of the plant.
• transports food from leaves to other parts.
• in some plants, it stores the food so that they are known as the modified stem.
  Ex. Potato, turmeric, ginger, garlic and sugarcane.

Question 3.
What is the relation between the type of root system and venation?
Answer:
The relation between the type of root system and leaf venation is,
a) The plants having tap root system has reticulate venation.
b) The plants having a fibrous root system has parallel venation.

Question 4.
Rajani said “Respiration takes place in leaves” she correct? How can you support this statement?
Answer:

1. What Rajani said is correct.
2. The leaves of plants have tiny pores on their surface, which are called stomata.
3. Stomata acts like a nose to the leaf.
4. So that exchange of gases in the leaves takes place through stomata during respiration.

Question 5.
What will happen if a plant does not have any leaves?
Answer:

• Leaves are the sites of photosynthesis for the preparation of food.
• Gaseous exchange in plants takes place through leaves by the process of respiration.
• Excess of water in the plant is removed in the form of vapours through the leaf surface.
• If the plant does not have any leaves it will not able to make its own food and cannot perform the functions of respiration and transpiration.
• Stem can perform these functions in those plants that does not have leaves.

Question 6.
How can you show that plants absorb water through their roots?
Answer:
Aim: To observe the absorption of water by root.
What you need: A carrot, a glass of water and blue ink.
What to do:

• Take a glass of water and add a few drops of blue ink to it.
• Now place a carrot in the glass.
• Leave the carrot in water for 2 or 3 days.
• Then cut the carrot in water, lengthwise and observe.

What do you see: Blue colour appears in the carrot.
What do you learn: The blue colour indicates that water moved upward in the carrot showing that root absorbs water.

Question 7.
Explain the various parts of a plant with the help of a diagram.
Answer:
The important parts of a plant are:
a) root b) stem c) leaf d) flower e) fruit
a) Root: The underground part of the main axis of the plant is the root.

• Roots absorb water and minerals from the soil.

b) Stem: The aerial part of the plant above the ground is the stem.

• It bears branches, leaves, flowers and fruits.
• It transports water, minerals and nutrients to the various parts.

c) Leaf: The flat, green portion of a plant that arises from a node is a leaf.

• It helps in photosynthesis, respiration and transpiration.

d) Flower: The bright and beautiful part of the plant.

• It is a reproductive part of a plant.

e) Fruit: It is an edible part of a plant that contains seeds.

• It developed from the flower.

Question 8.
Explain the parts of a leaf with the help of a diagram.
Answer:
The main part of a leaf is,
a) Leaf base b) Petiole c) Lamina d) Midrib e) Veins
a) Leaf base: Lower part of the leaf that joins the leaf to the stem near the node.
b) Petiole: A stalk-like/structure that connects leaf to the stem of the plant.
c) Lamina: The thin, flat, green portion of the leaf is lamina.
d) Midrib: The long vein that present in the middle of the lamina.
e) Veins: The branches arising from the midrib and spread over all the lamina.

Question 9.
John has no sufficient place around his house to grow plants. But he wants to grow vegetables like tomato or brinjal. Suggest him some ways to grow plants.
Answer:
Terrace garden, Kitchen garden, Vertical garden are some methods for growing the plants in limited space.
a) Terrace garden: It is a simple garden growing on the terrace. In this process, we use water bottles, plant pots and other waste vessels to grow the plants.
b) Kitchen garden: A garden in which plants for use in the kitchen are cultivated.
c) Vertical garden: A garden in which the plants are supported to grow vertical, especially fences, posts, walls rather than along the ground.

Activities and Projects

Question 1.
Collect any plant from your surroundings. Draw its root structure. What can you say about its root system?
Answer:

• The root system collected in the plant exhibit tap root system.
• In this plant, the main root is thick and grows straight down into the ground is Tap root.
• And the smaller roots arising from the tap root are Lateral roots.
• The root system helps the plant to penetrate into deep layers of the soil.

(OR)

• The root system collected in the plant exhibit tuberous root system.
• In this plant all roots are thin and uniform in size.
• This root system consists of a cluster of roots arising from the base of the stem.
• The root system helps the plant to hold the soil firmly and prevent soil erosion.

Question 2.
Collect the leaves of various plants and prepare a herbarium. Write a brief report on their shapes size and venation.
Answer:
Students collect different shapes and sizes of leaves.

• A Herbarium is a store house of plant specimens which are collected, dried and mounted on paper sheets.
• There are different shapes such as linear, elongated elliptical etc.
• The collected leaves showing reticulate venation and parallel venation in some plants.

Question 3.
Prepare a greeting card with dry leaves.
Answer:
The student can prepare this in a way of his choice. (Student Activity)

Question 4.
Observe a plant that has healthy green leaves and beautiful flowers. Write your feelings about the plant in your note book.
Answer:

• When we see a plant with healthy green leaves and beautiful flowers, we wonder at the glance of such point.
• The green colour of the leaves gives us good scenery and good visibility.
• Green colour is pleasant to our eyes so that it is quite healthy for our eyes.
• On seeing the healthy plant, our mind gets refreshed and tries to forget all the worries.
• The colour and beauty of the flowers makes us relax and its fragrance gives us aroma.

6th Class Science 2nd Lesson Knowing About Plants Activities

Activity – 1

1. Collect 5 or 6 different types of plants from your garden.    (Page No. 13)
a) Observe the collected plants and try to identify their parts. Take the help of fig. 1 in your text book and write your observations in Table given Let us discuss the following questions.

Answer:

Sl.No.	Name of the plant	Root Yes/No	Stem Yes/No	Leaves Yes/No	Flower Yes/No
1.	Rice	Yes	Yes	Yes	Yes
2.	Tulasi	Yes	Yes	Yes	Yes
3.	Mango	Yes	Yes	Yes	Yes
4.	Rose	Yes	Yes	Yes	Yes
5.	Neem	Yes	Yes	Yes	Yes

i) Did you find any plant which does not have roots?
Answer:
No. I don’t find any plant without roots.
ii) Are the leaves of all plants similar in size?
Answer:
No. The leaves of all the plants are not in similar in size.
iii) Is there any plant without flowers?
Answer:
Ferns, mosses and liverworts are non flowering plants.
iv) What are the common parts that you observe in all plants?
Answer:
Roots, stem, leaves and flowers are the common parts that I observed in all plants.
v) Observe the roots of the plants you collected. How are they?
Answer:
They are not alike.
vi) Do all plants have a similar type of root?
Answer:
No, they have different roots.
vii) Is there any difference?
Answer:
Yes, we can observe the differences some plants have tap root system and some have fibrous

b) Compare the roots of your sample plants with pictures fig 2 and fig 3 and write your observations in table and answer the following questions.

S.No.	Name of the plant	Type of root system
1.	Tridax plant
2.
3.
4.
5.

Answer:

S.No.	Name of the plant	Type of root system
1.	Tridax plant	Tap root system
2.	Rice	Fibrous root system
3.	Tulasi	Tap root system
4.	Mango	Tap root system
5.	Rose	Tap root system
6.	Neem	Tap root system

i) In the tap root system, how does the middle root look like?
Answer:
Middle main root become thick and has thin rootlets.
ii) Compare the middle root with the remaining roots in the tap root system?
Answer:
The middle root is thick and known as Tap root, and the remaining rootlets are thin and known as Lateral roots.
iii) Do you find any such main root in fibrous root system? How are the roots of this plant?
Answer:
No. There is no main root in fibrous root system. Here all roots are similar in size.
iv) Do you find any other differences between tap root system and fibrous root system?
Taproot system consists of Taproot and Lateral roots in different sizes whereas in fibrous root system all roots are thin and uniform in size.

Activity – 2

2. Write an activity to identify an emerging point that belong to either monocot or dicot in your science lab.  (Page No. 14)
Answer:
Aim: To observe the cotyledons of bean seeds and finger millets comparatively with their root systems.
What you need: Two paper cups, soil, bean seeds, finger millet seeds, water.
What to do?:

• Take two paper cups and fill them with fertile soil.
• Sow 2 or 3 bean seeds in a cup and few finger millets in another cup.
• Sprinkle water over them.
• After a couple of days, we will see the sprouts.
• Observe the newly emerging leaves of that sprouts.
• Take out the plants out of the soil carefully and observe their roots.

What do you see: Two leaves are emerged from the bean seed and only one leaf emerged from the finger millet seedlings. These are the cotyledons.

• Bean has two cotyledons so it is a dicot plant.
• Finger millet has one cotyledon so it is a monocot plant.
• Bean plant has tap root system whereas finger millet has fibrous root system.

What do you learn:

• Dicot plants have tap root system whereas monocot plants have fibrous System.
• So that there is a relation between the cotyledons and the root system.

Activity – 3

Water absorption by Root.   (Page No. 13)

3. How can you explain that plants absorb water through their roots?
Answer:
Aim: To observe the absorption of water by root.
What you need: A carrot, a glass of water and blue ink.
What to do: Take a glass of water and add a few drops of blue ink to it.

• Now place a carrot in the glass.
• Leave the carrot in water for 2 or 3 days.
• Then cut the carrot in water, lengthwise and observe.

What do you see: Blue colour appears in the carrot.
What do you learn: The blue colour indicates that water moved upward in the carrot showing that root absorbs water.

• Observe the figure. Which part of the plant does that boy hold to swing?
  
  Answer:
  Roots of Banyan (Aerial roots).

Activity – 4
4. How can you prove that the water absorbed by the root is carried cut through stem to all parts of the plants?
Answer:
Aim: To observe the conduction of water by a stem.

What you need: A small twig of balsam plant, a glass of water, red ink.
What to do: Take a glass of water and add a few drops of ink to it.

• Now place the small twig in the water.

What do you see: The stem turns reddish.
What do you learn: The red ink is taken and transported by the stem upwards.
Observe the given picture of a leaf and its parts.

• Where is the leaf attached to the stem?
  Answer:
  Leaf base.
• What is the flat portion of the leaf called?
  Answer:
  Lamina (or) Leaf plate.
• What do you call the small line like structure in the flat portion of the leaf?
  Answer:
  Veins.
• Which part connects leaf lamina with the stem?
  Answer:
  Petiole.

Activity – 5

Are all leaves the same?   (Page No. 17)

5. a) Observe the leaves of the plants that you collected in activity 1.

• How are they?
  Answer:
  They are thin and flattened green structures.
• Are all the leaves being same size and shape?
  Answer:
  No. The leaves are not the same size and shape.

b) Compare the leaves of the plants collected in activity 1. Write your observation in the table given. You can also draw what you see in the shape and edge columns if describing is difficult.

S.No.	Name of the plant	Leaf base Yes/No	Petiole Yes/No	Lamina Yes/No	Shape of the leaf	Edges of the leaf
1.
2.
3.
4.
5.

Answer:

S.No.	Name of the plant	Leaf base Yes/No	Petiole Yes/No	Lamina Yes/No	Shape of the leaf	Edges of the leaf
1.	Rice	Yes	No	Yes	Linear	Hairy
2.	Tulasi	Yes	Yes	Yes	Oval	Slightly toothed
3.	Mango	Yes	Yes	Yes	Oval	Smooth
4.	Rose	Yes	Yes	Yes	Oval	Sharply toothed
5.	Neem	Yes	Yes	Yes	Linear	Dentate

• What are the common parts that you observe in all the leaves?
  Answer:
  Leaf base, petiole, lamina are the common parts I observed in all the leaves.
• Do all the leaves have the same shape?
  Answer:
  No. All the leaves have not the same shape.

Activity – 6

6. Put a leaf under a white sheet of paper or a sheet in your notebook. Hold the tip of the pencil flat and rub it on the paper.        (Page No. 18)

• Did you get any impression?
  Answer:
  Yes. I get the impression of leaf.
• Is this pattern being similar to that of the leaf?
  Answer:
  Yes. It is similar to that of the leaf.

Activity – 7

Types of Venation. (Page No. 18)

7. Observe the venation of the leaves that you collected in activity 1. With the help of fig. 6 right your observations in table 4.

S.No.	Name of the Plant	Venation (Reticulate / Parallel)
1.
2.
3.
4.
5.

Answer:

S.No.	Name of the Plant	Venation (Reticulate / Parallel)
1.	Rice	Parallel venation
2.	Tulasi	Reticulate venation
3.	Mango	Reticulate venation
4.	Rose	Reticulate venation
5.	Neem	Reticulate venation

a) Now compare the results obtained in table-2 with table-4.

• What type of roots are there in plants having parallel venation in their leaves?
  Answer:
  Fibrous roots are there in plants having parallel venation in their leaves.
• What type of roots are there in plants having web-like venation in their leaves?
  Answer:
  Taproot system is there in plants having web-like venation in their leaves.
• Is there any relation between venation and root system?
  Answer:
  Yes. There is a relation between venation and the root system.
  The plants with taproot system have leaves with web-like or reticulate venation and plants with fibrous roots have parallel venation.

Activity – 8

Stomata Observation. (Page No. 19)

8. What procedure do you follow to observe the stomata in your school lab?
Answer:
Aim: To observe stomata in a leaf.

What you need: Fleshy leaf, water, microscope, slide.
What to do:

• Take a fleshy leaf.
• Peel the outer layer of the leaf and place it on a slide.
• Put a drop of water on it and observe it under a microscope.

What do you see: We find some bean-shaped parts.
What do you learn: The bean-shaped parts are stomata. Its acts like our nose.

Activity – 9

Transpiration. (Page No. 19)

9. Write an activity to explain transpiration in plants.
Answer:
Aim: To observe that excess water is removed in the form of vapours from the leaf surface.

What you need: Well-watered potted plant, polythene bags, thread.
What to do:

• Take a well-watered potted plant.
• Enclose a leafy branch of the plant in a polythene bag and tie its mouth.
• Take another polythene bag and tie its mouth without keeping any plant.
• Keep both polythene bags under the sun.

What do you see:

• We see some droplets in the polythene bag that ties on the plant.
• There are no droplets in another polythene bag.

What do you learn: Plants release excess water in the body through the stomata of the leaves.

• This process of releasing water in the form of vapour by the process called transpiration.

AP State Syllabus AP Board 6th Class Science Solutions Chapter 1 The Food we Need Textbook Questions and Answers.

AP State Syllabus 6th Class Science Solutions 1st Lesson The Food we Need

6th Class Science 1st Lesson The Food we Need Textbook Questions and Answers

Improve Your Learning

Fill in the Blanks.

1. Salt is obtained from …………..
Answer:
seawater.
2. The materials which are required to prepare food are known as …………..
Answer:
ingredients.
3. We use ………….. to preserve food for some time.
Answer:
preservatives.
4. Eating foods after the expiry date may damage our …………..
Answer:
health.

Choose the correct answer.

1. The method of preparing idly is
A) Roasting
B) Fermentation
C) Steaming
D) Boiling
Answer:
C) Steaming

2. The source of sugar is
A) Plant
B) Animal
C) Sea
D) All of these
Answer:
A) Plant

Matching.
Group-A                                           Group-B
A) Raagulu             ( )                   1. Pearl millet
B) Sajjalu                ( )                   2. Proso millet
G) Jonnalu             ( )                   3. Foxtail millet
D) Korralu              ( )                    4. Finger millet
E) Samalu               ( )                   5. Great millet
Answer:
Group-A                                              Group-B
A) Raagulu             ( 4 )                   1. Pearl millet
B) Sajjalu                ( 1 )                   2. Proso millet
G) Jonnalu             ( 5 )                   3. Foxtail millet
D) Korralu              ( 3 )                    4. Finger millet
E) Samalu               ( 2 )                   5. Great millet

Answer the following questions.

Question 1.
Write some: examples of animal and plant materials.
Answer:
Plant food materials: Grains, cereals, vegetables, leafy vegetables and fruits.
Animal food materials: Meat, egg, milk and honey.

Question 2.
Find out the ingredients of the given food items.
a) Potato curry
b) Coconut chutney
c) Gulab jamun
d) Pongal
Answer:

Sl.No	Food item	Ingredients
1.	Potato curry	Potato, onion, chillies, salt, oil.
2.	Coconut chutney	Coconut, chillies, oil, salt, tamarind.
3.	Gulab jamun	Jamun mix, water, oil, sugar, cardamom.
4.	Pongali	Rice, jaggery, water, cardamom, cashew, kismis

Question 3.
How does food get spoilt? Write its effects on human health.
Answer:

• If the food is not preserved properly, it can be attacked by germs and get spoiled.
• Eating of such spoiled food causes food poison.
• Eating such poisonous food causes abdominal pain, diarrhoea, vomiting, etc.
• And sometimes it also leads to death.

Question 4.
If you have a chance to meet a chef, what questions you will ask about preparing tasty food?
Answer:

• What is the cheapest and healthiest food to eat?
• When you are preparing the food, are you add colours to it?
• Which ingredients do you add to give an extra flavour to the food?
• In the preparation of sweets which ingredients are preferred to add taste to it?

Question 5.
Write down the process of making any food item, which you like.
Answer:

• I like the food item vegetable rice.
• Ingredients required for vegetable rice: Rice, onion, tomato, green peas, carrot, cinnamon cloves, turmeric powder, garam masala powder, chilli powder, coriander leaves, oil, ghee, salt and water.

Procedure:

• Wash rice and soak it for 10 to 15 minutes.
• Place a cooker on the flame. Pour two spoons of ghee and oil in it.
• Add cinnamon, clove and onion and heat it until it turns brown.
• Add chopped tomato, green peas, and carrot.
• Stir-and fry them for two or three minutes.
• Add soaked rice, garam masala powder, turmeric powder red chilli powder and salt.
• Stir and fry them for 2 or 3 minutes.
• Add 1 or 2 cup of water and mix well.
• Close the cooker with lid and cook over medium flame for 2 whistles.
• Turn off the flame. Let it cool at room temperature.
• Open the lid carefully and transfer it to a serving bowl and garnish with fresh coriander leaves.

Question 6.
Draw some fruits and vegetable diagrams which you like.
Answer:
Student Activity

Question 7.
Prepare slogans on “Wastage of Food”.
Answer:

• Food is precious – Don’t waste food.
• Think for those who are hungry before throwing your food into the dustbin.
• Conserve food so that no one dies out of hunger.
• Today’s wastage is tomorrow’s shortage.

Question 8.
Suppose fish / raw mango/lemons are given to you, how would you preserve them?
Answer:

6th Class Science 1st Lesson The Food we Need InText Questions and Answers

Think and Discuss

6th Class Science Textbook Page No. 9

Question 1.
Now a days, we see lot of food getting wasted in all places. Food wastage is happening in our houses, schools and other places (Hostels, Hotels…etc,.) on daily and special occasions. What are the ways to avoid wastage of food ? Discuss with your teacher.
Answer:

1. We should use up the left over food in the next day.
2. By preparing sufficient quantities of food during functions and marriages.
3. We should read the labels of the food products to know the date of manufacture and expiry.
4. Be quickly on fruits and vegetables.

Question 2.
Does everyone around you get enough food to eat? If not, why?
Answer:

1. No. So many people are not getting enough food to live.
2. Food is not produced enough to meet the needs of overgrowing population.
3. Many people are ignoring the importance of food. They are wasting the food by cooking in large quantities and throwing away during functions even in our day to day life.
4. Food is very precious – Don’t waste it.

Activities and Projects

Question 1.
Collect any wrapper of packaged food. Read the information in detail and answer the following questions.
a) When was it manufactured and how long can we use it?
b) What ingredients does it contain? name them.
Answer:
a) Name of the packaged food: Britannia 50 : 50
Date of manufacturing: 19 April 2020
How long can we use it: Best before six months from packaging
b) Ingredients it contained:

Ingredients	Value per 100g
Carbohydrates	60
Sugars	10
Protein	7
Fat	26
Mono unsaturated fatty acids	10.2
Poly unsaturated fatty acids	2.7
Cholesterol	4
Energy	502 cal

Question 2.
List out the names of some plants that grow in your village. Which parts of it are used as food?
Answer:

Plant	Part useful as food
Banana	Fruits, flowers
Mango	Fruits
Spinach	Leaves
Coriander	Leaves
Sugarcane	Stem
Onion	Stem
Rice	Seeds
Cauli flower	Flower
Mint	Leaves
Brinjal	Fruit
Gongura	Leaves
„ Carrot	Root

Question 3.
With the help of your teacher form groups of 5 or 6 students of your class. Make a fruit chat or vegetable salad and eat it. How did you feel? Write few lines about your experience.
Answer:

• With the help of our teacher all of our classmates were divided into 5 groups.
• To make a fruit salad we collected fruits like papaya, grapes, pineapple, mangoes, apple, banana and orange.
• We chopped all the fruits and mixed them in a bowl.
• We added Honey and fresh orange juice and lemon juice two or three spoons to the mixed fruits.
• Now all the contents are mixed well with spoon.
• Our friends tasted the fruit salad.
• We felt very tasty as its mixture of different fruits pieces.
• The taste of salad is sweet, sour and juicy.

Question 4.
Find out from your parents about the various methods of preserving food and write notes on it.
Answer:
I collected the different methods of preserving food from my parents, as given below.

Method of preservation	Food items
Smoking	Fish and meat
Salting	Fish, Amla
Drying	Grains, appadalu, vadiyalu
Canning	Grains
Freezing	Vegetables and fruits
Mixing	Making pickles
Adding sugar syrup	Fruits and dry fruits
Pasteurization	Milk

• Food preservation prevents the growth of the microorganisms which causes food spoilage.
• More processes designed to preserve food involve more than one food preservation method.
• Preserving fruit by turning into jam, involves boiling to reduce the moisture in the
  fruits and sugaring to prevent re-growth of organisms and canning to prevent contamination in air tight jar.

Question 5.
Collect information about the main food habits of different states of India. Refer in your school, library books and discuss with your teacher and write a report on it.
Answer:
People of different states in India have different types of food habits because of different climatic and geographical conditions, and natural vegetation.

Region /State	Food habits
Andhra Pradesh	Rice, curry, milk, idli, dosa, etc.
Telangana	Rice, curry, milk, idli, dosa, etc.
Karnataka	Jowar and wheat roti, ragi mudda, spicy curries.
Kerala	Staple food with coconut flavoured food items.
Gujarath	Thali, roti, dal, rice.
Maharashtra	Roti, kurma, pani purl.
Punjab	Roti, chapathi, kurma.
Odisha	Rice and curry.

Question 6.
Collect information regarding ‘our traditional food’ from your grandparents.
Answer:

• The cooking is very diverse due to the vast spread of the people and varied tropical regions in A.P.
• Rice, Dal, Tomato, Gongura, and Tamarind are largely used for cooking curries.
• Spicy and hot varieties such as pickles form an important part of Telugu cuisine.
• Different communities have their own variations and the rural areas still follow the centuries-old cooking habits and recipes.
• Idly, dosa, poori and curd rice with onion is the famous varieties as the breakfast dishes.
• Broad varieties of pickles are used for preserving some of the vegetables and fruits throughout the year.
• Pakodi, janthikalu, pea snacks (guggillu), bajji are used as snacks.
• Sweets and savories form an important part of Telugu culture made on festive and auspicious occasions.

6th Class Science 1st Lesson The Food we Need Activities

Activity – 1

1. Look at the following food items in the stall: (Page No. 2)

Write the names of the above food items in the table given below.

Answer:

Activity – 2

What did we eat? (Page No. 3)

2. What did you eat Yesterday? Make a list. Ask your classmates what they ate yesterday and write in the table.

S.No.	Name of the Student	Food Eaten
1.	Keerthana	Dosa, Chutney
2.
3.
4.
5.

Answer:
Yes. Yesterday I ate the following items.
a) Breakfast – Milk and egg
b) Lunch – Rice, Dal, Brinjal curry, Rasam, curd
c) Evening – Biscuits and fruits
d) Dinner- Rice, potato curry, curd.

S.No.	Name of the Student	Food Eaten
1	Keerthana	Dosa & chutney, rice, dal, vegetables, curd.
2	Ravi	Idli, chutney, rice, vegetables, egg.
3	Ashok	Chapathi, potato, rice, sambar, curd rice.
4	Ruksana	Bread, omlet, rice, tomato curry, curd.
5	Jani	Idli, coconut chutney, biryani, chicken, milk

i) Did all the students eat the same type of food?
Answer:
No. The students did not eat the same type of food.
ii) Are there any common food items in the above list?
Answer:
Yes. Rice, dal, egg, milk, vegetables, curd are the common food items in the above list.
iii) Prepare menu chart of the food served for a week during mid-day meal in your school?

Day	Menu
Monday	Rice, Sambar, egg curry, Groundnut chikki
Tuesday	Pulihora. Tomato Dal, Boiled egg
Wednesday	Vegetable rice, Kurma, Boiled egg, Groundnut chikki
Thursday	Kichidi, Tomato chutney, Boiled egg
Friday	Rice, Leafy vegetable Dal, boiled egg, Chikki
Saturday	Rice, Sambar, Sweet pongal

We take different types of food every day. But some food items like rice, dal and vegetables are common. On special occasions, we eat a variety of food items. What are the food items made of?
Answer:
On special occasions we eat a variety of food items. They are Pulihora, Pongal, Payasam, Garelu, Poornalu, Daddhojanam, Vundarallu. Pulagannam, etc.

Activity – 3

Food Ingredients. (Page No. 4)

3. List out some food items and mention the ingredients required to prepare them in the table given below.

S.No.	Food items	Required ingredients
1.
2.
3.
4.

Answer:

S.No.	Food items	Required ingredients
1.	Pulihora	Rice, Tamarind, Mustard seeds, Oil, Curry leaves, Groundnut, Salt, Turmeric powder.
2.	Tomato curry	Tomato, Onion, Chillies, Oil, Salt, Mustard seeds, Turmeric powder.
3.	Idli	Black gram, Rice rawa, Water, Salt.
4.	Aloo kurma	Potato, Oil, Salt, Chilli powder, Garam masala, Ginger and Garlic paste, Turmeric powder.

a) Some food items and its ingredients have been listed below. Write the source of each ingredient in table. (Page No. 5)

Answer:

b) Write the names of the edible parts of the plant in the table – 5.  (Page No. 6)

S.No.	Name of the Plant	Parts that we eat
1.	Mango	Fruit
2.	Mint (Pudina)
3.	Sugar Cane
4.	Potato
5.	Onion
6.	Cauliflower
7.	Groundnut
8.	Tomato
9.	Rice
10.	Greengram
11.	Cabbage
12.	Apple

Answer:

S.No.	Name of the Plant	Parts that we eat
1.	Mango	Fruit
2.	Mint (Pudina)	Leaves
3.	Sugar Cane	Stem
4.	Potato	Stem (tuber)
5.	Onion	Stem (bulb)
6.	Cauliflower	Flower
7.	Groundnut	Seeds
8.	Tomato	Fruit
9.	Rice	Seeds
10.	Greengram	Seeds
11.	Cabbage	Leaves
12.	Apple	Fruit

i) Which part of the plants do we generally eat?
Answer:
Leaves, roots, seeds and fruits of plants are generally we eat. Stems and flowers are not so widely used.

ii) Do we also use flowers as food?
Answer:
Yes, we use flowers as food. Banana flower, Cauliflower, etc.

c) Write the food items opposite to each of the process in the table – 6.  (Page No. 7)

Answer:

S.No.	Method of Preparing Food	Food Items
1.	Boiling	Rice, Dal, Eggs, Potato
2.	Steaming	Idli, Kudumu, Cake
3.	Fermentation	Bread, Jilebi, Cake
4.	Roasting	Chicken, Meat, Fish
5.	Cutting and mixing	Lemon pickle, Mango pickle
6.	Deep frying	Fish, Chicken, Potato chips, Vadiyalu, Appadalu
7.	Microwaving	Chicken tandoori, Cake, Biscuits

Activity – 4

Preparation of Upma. (Page No. 7)

Aim: To prepare upma
What yoy need (Ingredients): Upma rawa, onion, green chillies, oil, tomato, salt, water, mustard seeds, curry leaves, pan, etc.
What to do? (Procedure):

• Chop the clean vegetables into pieces.
• Place a pan on the flame.
• Pour 3 spoons of oil and add mustard seeds, onions, chillies, chopped vegetables and fry them.
• Pour sufficient water and add salt to it.
• Let it boil for sometime.

Then add rawa when the water gets boiled. Stir it well.
What do you see? (Observation) :After a few minutes it becomes thick, the tasty upma is ready.
What do you learn? Using different ingredients, we can make tasty upma.

i) Preparation of Tomato Curry:
Answer:

1. Clean all the vegetables in water and chop them into pieces.
2. Place a pan on a flame.
3. Pour three spoons of oil. When oil becomes hot, put one spoon full of mustard, black gram and jeera.
4. Then add green and red chilli pieces and put a pinch of turmeric powder.
5. Half a minute later add pieces of onion and tomato.
6. Then add some salt and close the lid. After five minutes the curry is ready.

Activity – 5

Let us store food. (Page No. 8)

5. Ask your parents the other ways of preserving the food follow and fill the table given below.

Answer:

S.No.	Types of Preservatives	Examples
1.	Adding Salt, Chilli Powder & Oil	Pickles, Chicken
2.	Adding only Salt	Fish and mango
3.	Adding Sugar Syrup	Fruits, Amla, Jams
4.	Honey	Dry fruits, Amla, Jams
5.	Freezing	Fish, Meat, Vegetables
6.	Drying under sun	Fish, Meat, Vadiyalu, Appadalu

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 12 Data Handling Unit Exercise Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 12th Lesson Handling Unit Exercise

Question 1.
Given below are the ages of 20 Students of Class VI in a School.
i) Organise the data and represent in the form of a frequency distribution table using tally marks.
ii) Find out the age having more number of students.
iii) How many students are there in 10 Years age?
iv) Find out No. of Students who are having more age.
13, 10, 11, 12, 10, 11, 11, 13, 12, 11
10, 11, 12,11, 13, 11, 10, 13, 10, 12
Solution:
i)

ii) More number of students have 11 years age.
iii) 5 students are there in 10 years age.
iv) 7 students having more age.

Question 2.
A dice was thrown 30 times and following scores were obtained

i) Prepare a frequency table of the scores.
ii) Which number obtained more times?
iii) How many times was a score greater than 4 obtained,
iv) Find the total number of times an odd number obtained.
Solution:

ii) 2 and 3 numbers obtained more times.
iii) Total numbers of times obtained greater than 4 are 22,
iv) Two times an odd number is obtained.

Question 3.
Following is the data regarding pass percentage of students in different classes.

Draw a vertical bar graph to represent the above data.
Solution:

Bar graph showing pass percentage of different classes from VI to X.

Steps of construction:

1. Draw two mutually perpendicular lines on a graph sheet – one horizontal (X-axis) and one vertical (Y-axis) mark. Number of class on the X-axis and their pass percentage on the Y-axis.
2. Take the 10 as scale on the Y-axis i.e., 1 cm = 10%
3. Calculate the lengths or heights of the bars by dividing the pass percentage with the scale.
   Class VI = 65 ÷ 10 = 6.5 cm
   Class VII = 75 ÷ 10 = 7.5 cm
   Class VIII = 85 ÷ 10 = 8.5 cm
   Class IX = 60 ÷ 10 = 6 cm
   Class X = 80 ÷ 10 = 8 cm
4. Draw rectangular vertical bars of same width (I cm) on the X-axis with their calculated heights.
   Hence, required vertical bar graph was constructed.

Question 4.
The number of Mathematics books sold by a shopkeeper on Six consecutive days is shown below.

Draw a Horizontal Bar graph to represent the above data.
Solution:

Bar graph showing the percentage of books sold In a week days.

Steps of construction:

1. Draw two mutually perpendicular lines on a graph sheet – one horizontal (X-axis) and one vertical (Y-axis).
2. Mark name of the day on the Y-axis and the number of books sold on the X-axis.
3. Take the 10 as scale on the X-axis i.e., 1cm = 5 books.
   On Monday = 65 ÷ 5 = 13 cm
   On Wednesday = 30 ÷ 5 = 6 cm
   On Friday = 70 ÷ 5 = 14 cm
   On Tuesday = 40 ÷ 5 = 8 cm
   On Thursday = 50 ÷ 5 = 10 cm
   On Saturday = 20 ÷ 5 = 4 cm
4. Calculate the lengths of the bars by dividing the number of books with the scale.
5. Draw rectangular horizontal bars of same width (1cm) on the Y-axis with their calculated lengths.
   Hence, required horizontal bar graph was constructed.

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 12 Data Handling Ex 12.3 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 12th Lesson Data Handling Ex 12.3

Question 1.
The life spans of some animals are given below:
Bear – 40 years, Camel – 50 years, Cat – 25 years, Donkey – 45 years, Goat -15 years, Horse -10 years, Elephant – 70 years.
Draw a horizontal bar graph to represent the data.
Solution:

Steps of construction:

1. Draw two mutually perpendicular lines on a graph sheet – one horizontal (X-axis) and one vertical (Y – axis).
2. Mark name of the animal on the Y-axis and their life span (Number of years) on the X-axis.
3. Take the GCD or HCF of given numbers as scale on the X-axis i.e., 1cm = 5 years.
4. Calculate lengths or heights of the bars by dividing the life spans with the scale :
   Bear = 40 ÷ 5 = 8 cm; Camel = 50 ÷ 5 = 10 cm
   Cat = 25 ÷ 5 = 5 cm; Donkey = 45 ÷ 5 = 9 cm
   Goat = 15 ÷ 5 = 3 cm; Horse = 10 ÷ 5 = 2 cm
   Elephant = 70 ÷ 5 = 14 cm
5. Draw rectangular horizontal bars of same width (1cm) on the Y-axis with their calculated heights.
   Hence, required horizontal bar graph was constructed.

Question 2.
Travelling time from Hyderabad to Thirupathi by different means of transport are- Car – 8 hours, Bus – 15 hours, Train – 12 hours, Aeroplane – 1 hour. Represent the information using a bar diagram.
Solution:

Bar graph showing travel time by different vehicles from Hyderabad to Tirupathi.

Steps of construction :

1. Draw two mutually perpendicular lines on a graph sheet – one horizontal (X-axis) and one vertical (Y-axis).
2. Mark name of the vehicle on the X-axis and their travelling time (Number of hours) on the Y-axis.
3. Take the 2 as scale on the Y-axis i.e., 1 cm = 2 hours.
4. Calculate lengths or heights of the bars by dividing the travelling time with the scale.
   Car = 8 ÷ 2 = 4 cm
   Bus = 15 ÷ 2 = 7.5 cm
   Train = 12 ÷ 2 = 6 cm
   Aeroplane = 1 ÷ 2 = 0.5 cm
5. Draw rectangular vertical bars of same width (1cm) on the X-axis, with their calculated heights.
   Hence, required vertical bar graph was constructed.

Question 3.
A survey of 120 school students was conducted to find which activity they prefer to do in their free time.

Draw a bar graph to illustrate the above data.
Solution:

Bar graph showing the students can prefer to do Activities in free time.

Steps of construction :

1. Draw two mutually perpendicular lines on a graph sheet – one horizontal (X-axis) and one vertical (Y-axis).
2. Mark name of the activity on the X-axis and the number of students on the Y-axis.
3. Take the 5 as scale on the Y-axis i.e., 1cm = 5 students.
4. Calculate length or heights of the bars by dividing the number of students-with the scale.
   Playing = 25 ÷ 5 = 5 cm
   Reading story books = 10 ÷ 5 = 2 cm
   Watching TV = 40 ÷ 5 = 8 cm
   Listening to music = 10 ÷ 5 = 2 cm
   Painting = 15 ÷ 5 = 3 cm
5. Draw rectangular vertical bars of same width (1cm) on the X-axis with their calculated heights.
   Hence, required vertical bar graph was constructed.

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 12 Data Handling Ex 12.2 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 12th Lesson Data Handling Ex 12.2

Question 1.
The number of wrist watches as manufactured by a factory in a week are as fallows.

Represent the data using a pictograph. Choose a suitable scale.
Solution:
GCD of the given numbers is 25.
So, Scale : 1 watch symbol = 25 watches.

Note:
To represent 300 watches. \(\frac{300}{25}\) = 12 symbols.
To represent 350 watches, \(\frac{350}{25}\) = 14 symbols.
To represent 250 watches, \(\frac{250}{25}\) = 10 symbols.
To represent 400 watches, \(\frac{400}{25}\) = 16 symbols.
To represent 400 watches, \(\frac{300}{25}\) = 12 symbols.
To represent 400 watches, \(\frac{275}{25}\) = 11 symbols.

Question 2.
Votes polled for various candidates in a Sarpanch election are shown below, against their symbols in the following table.

Represent the data using a pictograph. Choose a suitable scale. Answer the following questions:
(i) Which symbol got least votes?
(ii) Which symbol candidate won in the election?
Solution:
GCD or HCF of the given numbers is 50.
So, scale : 1 symbol : 50 votes
To represent 400 votes, \(\frac{400}{50}\) = 8 symbols of Sun.
To represent 550 votes, \(\frac{550}{50}\)= 11 symbols of Pot.
To represent 350 votes, \(\frac{350}{50}\)= 7 symbols of Tree.
To represent 200 votes, \(\frac{200}{50}\) = 4 symbols of Watch

i) Watch symbol got least votes than the other.
ii) Among all symbols pot symbol got more votes that is 550. So, Pot symbol candidate won in the election.

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 12 Data Handling Ex 12.1 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 12th Lesson Data Handling Ex 12.1

Question 1.
The favourite colours of 25 students in a class are given below:
Blue, Red, Green, White, Blue, Green, White, Red, Orange, Green, Blue, White, Blue, Orange, Blue, Blue, White, Red, White, White, Red, Green, Blue, Blue, White. Write a frequency distribution table using tally marks for the data. Which is the east favourite colour for the students?
Solution:

From the above distribution table least favourite colour is Orange. Because, less number of students liked Orange colour.

Question 2.
A TV channel invited a SMS poll on ‘Ban of Liquor’ giving options :
A – Complete ban
B – Partial ban
C – Continue sales
They received the following SMS, in the first hour.

Represent the data in a frequency distribution table using tally marks.
Solution:

Question 3.
Vehicles that crossed a checkpost between 10 AM and 11 AM are as follows:
car, lorry, bus, lorry, auto, lorry, lorry, bus, auto, bike, bus, lorry, lorry, jeep, lorry, bus, jeep, car, bike, bus, car, lorry, bus, lorry, bus, bike, car, jeep, bus, lorry, lorry, bus, car, car, bike, auto.
Represent the data in a frequency distribution table using tally marks.
Solution:

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 11 Perimeter and Area Unit Exercise Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 11th Lesson Perimeter and Area Unit Exercise

Question 1
Find the area of the square whose perimeter is 48 cm.
Solution:
Given perimeter of the square = 4 x s = 48 cm
Divide with 4 on both sides, \(\frac{4 \times \mathrm{s}}{4}=\frac{48}{4}\)
side (s) = 12 cm
Area of the square A = s x s = 12 x 12 = 144 sq. cm

Question 2.
If the length of a rectangle is 14cm and its perimeter is 3 times of its length. Find its area.
Solution:
Given the length of a rectangle l = 14 cm
Breadth of a rectangle b = ? cm
Perimeter of the rectangle = 2(l + b) = 3 times of length.
2(14 + b) = 3 x 14
Divide with 2 on both sides,
\(\frac{2(14+b)}{2}=\frac{3 \times 14}{2}\)
14 + b = 21
Subtract with 14 on both sides.
14 + b – 14 = 21 – 14
Breadth b = 7cm
Area of the rectangle A = l x b = 14 x 7 = 98 sq.cm

Question 3.
Find circumference of the circle whose diameter is 14 cm.
Solution:
Given the diameter of circle d = 14 cm
Circumference of the circle C = π.d
\(\frac{22}{7}\) x 14 =44 cm

Question 4.
14cm and 12cm are the length and breadth of a rectangle. If the breadth is increased by 6cm and length is decreased by 6cm, find the difference in areas.
Sol. Given length of the rectanglel = 14 cm
Breadth of the rectangle b = 12 cm
Area of the rectangle A₁ = l x b
= 14 x 12 = 168 sq. cm
If length decreased by 6 cm, then length l = 14-6 = 8 cm
If breadth increased by 6cm, then breadth b = 12 + 6 = 18 cm
Then, the area of the rectangle A2 = l x b = 8 x 18 = 144 sq. cm
Difference of the areas = A₁ – A₂ = 168 – 144 = 24 sq. cm

Question 5.
Find the perimeter of the following figures. What did you observe?

Solution:
i) Perimeter =12 cm + 8cm + 12cm + 8 cm = 40 cm
ii) Perimeter = 3cm + 2cm + 3cm + 2cm + 3cm + 2cm + 3cm + 2cm + 12cm + 8 cm = 40 cm
iii) Perimeter = 5cm + 3cm + 2cm + 3cm + 5cm + 2cm + 5cm + 3cm + 2cm + 3cm + 5cm + 2cm = 40 cm
By observing the perimeters of the above figures perimeters are same for the different shaped figures.

Question 6.
A square sheet of 8cm side was taken and made into 64 equal small squares. Find the perimeter of square sheet and also find the sum of the perimeters of all 64 small squares. What did you observe?
Solution:
Side of the square sheet s = 8cm
Perimeter of the square sheet = 4 x s = 4 x 8 = 32 cm
Side of the small square = 1cm
Perimeter of each small square = 4 x side = 4 x 1 = 4 cm
Perimeter of 64 small squares = 4 x 64 = 256 cm.
By observing sum of perimeters of all 64 small squares = 8 x perimeter of all squares.

AP State Syllabus AP Board 6th Class Maths Solutions Chapter 11 Perimeter and Area Ex 11.3 Textbook Questions and Answers.

AP State Syllabus 6th Class Maths Solutions 11th Lesson Perimeter and Area Ex 11.3

Question 1.
Find the area of the rectangle of measurements 15 cm and 8 cm as length and breadth respectively.
Solution:
Given length of the rectangle l = 15 cm
breadth of the rectangle b = 8 cm
Area of the rectangle A = l x b
= 15 x 8 = 120 sq.cm

Question 2.
Find the area of a square whose perimeter is 64 m.
Solution:
Given perimeter of a square = 4 x side = 64 m
Divide with 4 on both sides,
\(\frac{4 \times \operatorname{side}}{4}=\frac{64}{4}\)
side (s) = 16 m
Area of the square = s.s = 16xl6 = 256 sq.m

Question 3.
Perimeters of a rectangle and square are equal. If the length of the rectangle is 14 cm and the perimeter of the square is 44 cm, find the area of the rectangle.
Solution:
Given the length of the rectangle l = 14 cm
breadth of the rectangle b = ?
Perimeter of the square = 44 cm
Given perimeter of the rectangle = Perimeter of the square ‘
2(l + b) = 44
2(14 + b) = 44
Divide with 2 on both sides,
\(\frac{2(14+b)}{2}=\frac{44}{2}\)
14 + b = 22
Subtract 14 on both sides,
14 + b – 14 = 22 – 14
Breadth of the rectangle b = 8 cm
Area of the rectangle = l x b = 14 x 8 = 112 sq. cm

Question 4.
Find the perimeters and areas of the following and answer the questions.
A) A rectangle with length and breadth as 16 cm and 8 cm respectively.
B) A rectangle with length and breadth as 14 cm and 10 cm respectively.
C) A square with side 12 cm.
(i) Which of the above perimeters are equal ?
(ii) Are all these areas equal? If not, which one has the bigger area?
Solution:
A) Given length of the rectangle l =16 cm
– Breadth of the rectangle b = 8 cm
Perimeter of the rectangle P = 2(1 + b)
= 2(16 + 8) = 2×24 = 48 cm
Area of the rectangle A = l x b
= 16 x 8 = 128 sq. cm

B) Given length of the rectangle l = 14 cm
Breadth of the rectangle b = 10 cm
Perimeter of the rectangle P = 2(l + b)
= 2(14 + 10) = 2 x 24 = 48 cm
Area of the rectangle A = l x b
= 14 x 10 = 140 sq.cm

C) Given side of the square s = 12 cm
Perimeter of the square P = 4 x s = 4 x 12 = 48 cm
Area of the square A = s x s = 12 x 12 = 144 sq. cm
i) Perimeters of rectangle A and rectangle B and square are equal.
ii) No. Areas are not equal and area of the square is greater than the areas of rectangles.