TS 6th Class Science Important Questions 13th Lesson Learning How to Measure

These TS 6th Class Science Important Questions 13th Lesson Learning How to Measure will help the students to improve their time and approach.

TS 6th Class Science Important Questions 13th Lesson Learning How to Measure

Question 1.
Who created the metric system of measurement?
Answer:
The French

Question 2.
What is the Si unit of length?
Answer:
Metre.

Question 3.
Arrange the following lengths in their increasing magnitude:
1 metre, 1 centimeter, 1 kIlometer, 1 millimeter
Answer:
Increasing order of magnitude:
1 mm; 1 centimeter, 1 kilometer, 1 metre.

Question 4.
We often make an error ¡n reading a scale. What is it?
Answer:
Parallax error.

Question 5.
Mention a few conventional ways for rough measurements.
Answer:
Stride, hand – span, foot – span, cubit etc.

Question 6.
What are the fundamental units to measure the solids and liquids when you purchase from the market?
Answer:
We use grams, kilograms and quintals for measuring solids.
We use millilitres (ml) and litres for measuring liquids.

Question 7.
What do we use to measure the area according to need and requirement of the situation?
(Or)
What are the units generally used to measure the areas?
Answer:
We use m² (square metre), mm² (square millimeter), foot² (square foot), cm²
(square centimeter) etc., to measure areas according to need and requirement of the situation.

Question 8.
How can you decide the size of two sheets of unequal size – one bigger and the other smaller?
Answer:
The size of the sheet is decided by measuring its area.

Question 9.
How can we decide the correct method of measurement?
Answer:
If we use conventional methods to measure a ‘certain length’, we get different values, when different persons measure. So the method is not correct. But if we use a metre scale to measure that length, we get the same value, even when different persons measure. So this method is correct. It means, we have to use a ‘standard length’ to make measurements of lengths. So this is the correct method of measurement.

Question 10.
What precautions should we take, while using a metre scale for measuring length?
Answer:
Precautions:

• The scale should be placed exactly along the length to be measured.
• Zero point on the scale should coincide with the starting point of the length to be measured.
• Our eye must be vertically above the point of coincidence of scale where the measurement is to be taken.
• The ends of the scale should be perfect. They should not be worn out.
• The length of the object should be measured at least more than twice. The average of these readings give the correct length of the object.

Question 11.
What is a measuring cylinder? Mention some of its uses.
Answer:

• A measuring cylinder is made of glass or plastic.
• It is cylindrical in shape.
• Graduations are marked on it from bottom to top.
• Measuring cylinders with different capacities,10 ml, 50 ml, etc. are available.

Uses:

• It can be used to measure the volumes of liquids such as kerosene, milk, oils, water etc.
• We can also measure the volumes of solids. Ex : Sand, clay, Kalakanda etc.

Question 12.
Why is a metre scale used to measure the length of the cloth?
Answer:

• Metre scale is a scale of fixed length. So it is used as a standard unit for measuring.
• A cubit or a hand span is not a standard length. Because this length varies from person to person. So these conventional units can’t be used to measure lengths, accurately.

Question 13.
What happens if each country has its own scale?
Answer:
If each country has its own scale which differs from others, it leads to a lot of problems in trade and commerce between the countries. This may lead to quarrels breaking out among the countries.

Question 14.
Read the following information and prepare any two questions.
Finally in France, it was decided that a certain length of rod made of a special material (Platinum-Iridium) would be called a metre. The metre was divided into 100 equal parts and these parts were called centimetre. Each centimeter was further divided into ten equal parts called millimetre. Now we are using this as a standard measurement for length throughout the world. This original scale is (preserved in a museum in France.
Answer:

• What are the units used for measuring length?
• What is the fundamental unit of length?
• How can we use scale for measuring the things?
• When do we use units like centimetres, metres etc.?

Question 15.
What questions you would ask your teacher to clarify your doubts on standard measures of units and conventional measurements (cubit, etc.)
Answer:

• What is the importance of knowing the difference between standard units and conventional methods?
• What would happen if we use of foot and palm to measure the areas.
• What are the uses of knowing standard units of measurement?
• Do all the people use only standard units?

Question 16.
Write some examples where we use instruments to measure the lengths and some examples where we do not use any instruments, but use foot, hand-span, palms etc. to measure the length.
Answer:
Cases where we use instruments : Stitching of clothes, door curtains, land measurements, house measurements, carpentry, road measurements, plumbing, masonry etc.

Question 17.
How do you measure the height of your classmate using a meter scale?
Ans.
Method:

• He is asked to stand with his back against a wall.
• A mark is made on the wall exactly on his head.
• Now, the distance is measured from the floor to this mark on the wall, with a scale. It gives the height of that boy.

Question 18.
How can you measure the thickness of a coin?
Answer:
Method:

• Take about 10 one rupee coins of same size.
• Place them exactly one upon the other.
• The total thickness is measured with a scale.
• This total thickness is divided by the number of coins, 10.
• Then we get the thickness of a single coin.

Question 19.
How do you measure the length of a curved path?
Answer:
The length of a curved line cannot be directly measured with a metal scale. A thread is used to measure its length.

Method:

• Alpins are fixed at the ends of the curved line to be measured.
• A long thick piece of cotton thread is taken.
• A knot is tied with the thread at the first point A of the alpin A.
• The cotton thread is moved along points B, C, D and E.
• Care is taken to see that the thread coincides with the curve at each point. while moving along the line.
• When the thread reached the extreme end of the curved path, it is cut at that point.
• Now the thread is stretched along a metre scale. The length of the thread gives the length of the curved line.

Question 20.
How can you measure the area of a regular surface, using a graph paper?
Answer:
Method:

• Take a card board. Cut from it, a small rectangle of length 3 cm and breadth 2 cm.
• Place the cardboard on a centimeter graph paper.
• Draw its outline with the help of a sharp pencil.
• Remove the cardboard and mark the shape as ABCD
• Count the number of squares inside the outline. The no. of small squares is 6.
• The area of each small square = 1 cm². So the area of the rectangular card board = 6 cm²

Question 21.
How can you measure the area of a leaf surface?
Answer:

The leaf is placed on a graph paper as shown in the figure. The boundary of the leaf is marked on the graph paper with a pencil. Later the leaf is removed to find the outline or boundary of the leaf on graph paper. The number of complete squares are counted (each of 1 cm² area) inside the boundary.

The squares inside the boundary, which are half or greater than half are also counted. They are added to the number of complete squares. The total number of squares inside the boundary gives the area of the leaf. If there are n’ squares inside the boundary the area of the leaf becomes n cm².

Question 22.
Measure the length of one side of a table using your hand-span. Ask your classmates to do the same. Record the length of the table in terms of number of hand-spans in table.

Write the results you got while measuring the length of a table in your classroom. Answer the following questions.
i. Who got more number of hand-spans?
ii. Why is there a difference in number of hand-spans though you measured the same table?
Answer:

Name of the student	Number of hand-spans
Karthik	Eight
Aakash	Nine
Shravan	Ten
Ramu	Eleven
Latha	Eleven

• Ramu and Latha got more number of hand spans.
• The length of fingers are short in Ramu and Latha.

Question 23.
Answer the following:

i. How do you select a suitable instrument to measure length ?
ii. If you want to measure the thickness of an eraser, which of the instruments shown in figure is more suitable and why?
iii. Can we measure these longer distances (such as length between your house and school, between two villages or countries or cities or towns)?
iv. If not, how are these distances measured ?
v. What instruments are used ?
vi. Is there any other way to measure very large distances?

Answer:
i. The measuring instrument depends on device or material.
ii. Scale is used to measure the length and width of the eraser.
iii. We can not measure longer distances by using the instruments shown in the figure.
iv. Longer distances are measured in kilometers.
v. Longer distances are measured by distance meters or survey chains.
vi. Technology is highly developed. Now-a-days scientists, Engineers and surveyers take the help of satellites with the help of GPS (Global positioning system) to measure the longer distances.

Question 24.
Write the information you collected about foot-span measurement.
Answer the following:
i. Is the number of foot- spans same when different students measure the length of class room?
ii. Who got more number of foot – spans?
iii. Who got least number of foot – spans ? Why?
Answer:

S.No	Name of the student	Number of foot-spans
1.	Karthik	170
2.	Aakash	175
3.	Shravan	182
4.	Ramu	189
5.	Latha	189

i. No. The number of foot – spans are not same.
ii. Ramu and Latha got more number of foot – spans.
iii. Karthik got least number of foot spans. Because the length of the foot-span is larger than other students.

Question 25.
Mrs. John is constructing a house. She needs sand and enquired about prices. The supplier informed her that two tractor loads of sand costs ₹ 4000/- and one lorry load of sand costs about ₹ 4000/-.
Read the passage and answer the questions.
i. Which deal is cheaper for Mrs. John ? A lorry load or two tractor loads of sand?
ii. How can you decide which load has more quantity of sand?
Answer:
i. A lorry load is cheaper.
ii. The volume of lorry is more than the volume of tractor.

Question 26.
Draw the diagram of “measuring cylinder”. Which is used in the measuring of volume of irregular solids (bodies)?
Answer:

Question 27.
Observe the drawing chart figures given below.
Can you decide which is the bigger and which is the smaller sheet by observing them? If not what method do you adopt to decide the bigger one or smaller one?
Answer:
We cannot decide which one is bigger and which one is smaller by observing them. We will use graph to measure their area. By using graph we will decide the bigger one and smaller one of them.

Question 28.
Observe the given pictures (a) and (b) Answer the following:

i. Which figure has more area and why?
Answer: Both are same. Because the area of both the figures are same.

ii. Are all the parts in both figures equal?
Answer: Yes.

iii. What is the shape of the smaller part in each diagram?
Answer: Square shape.

iv. Is the length and breadth of each
Answer: smaller part equal?

Question 29.

1. What do you measure in this experiment?
Answer: To know the volume of irregular bodies.

2. What are the apparatus required to conduct this experiment?
Answer: Measuring jar, thread, stone, water

3. What is the relation between the volume of stone and increase in water level?
Answer: As the stone is immersed water level rises in the jar.

4. What precautions do you take while conducting this experiment?
Answer: Stone should not touch the bottom and edge of the jar.

Question 30.
How do we get benefitted by using standard units in our daily life?
Answer:
Using standard units of measurements has many advantages.

• We can get accurate lengths of items such as clothes, ropes, sheet from ships. This will satisfy everyone equally.
• Using same measurements throughout the world brings standardisation of length in every sector.
• Standard units erase confusion over measuring lengths anywhere else in the world.