Class 6 Maths Chapter 8 Notes Playing with Constructions

Class 6 Maths Notes Chapter 8 – Class 6 Playing with Constructions Notes

→ All the points of a circle are at the same distance from its center. This distance is called the radius of the circle.

→ A compass can be used to construct circles and their parts.

→ A rough diagram can be useful in planning how to construct a given figure.

→ A rectangle can be constructed given the lengths of its sides or that of one of its sides and a diagonal.

Artwork Class 6 Notes

Please observe the following figures and try drawing them freehand.

Now, arm yourself with a ruler and a compass. Let us explore if we can draw these figures with these tools and get familiar with a compass. Observe the way a compass is made. What can one draw with the compass? Explore! Do you know what curves are? They are any shapes that can be drawn on paper with a pencil and include straight lines, circles, and other figures as shown below.

Mark a point ‘P’ in your notebook. Then, mark as many points as possible, in different directions, 4 cm away from P.
Think: Imagine marking all the points of 4 cm distance from the point P. How would they look?
Try to draw it and verify if it is correct by taking some points on the curve and checking if their distances from P are indeed 4 cm.

Explore, if you have not already done so, and see if a compass can be used for this purpose.
You can start by marking a few points of distance 4 cm from P using the compass. How can this be done?

You will have to open up the compass against a ruler (see Figure) such that the distance between the tip of the compass and the pencil is 4 cm. Now, try to get the full curve.
Hint: Keep the point of the compass fixed moving only the pencil.
What is the shape of the curve? It is a circle!
Take a point on the circle. What will be its distance from P equal to 4 cm, less than 4 cm, or greater than 4 cm? Similarly, what will be the distance between P and another point on the circle? As shown in the figure, point P is called the center of the circle and the distance between the center and any point on the circle is called the radius of the circle.

Having explored the use of a compass, go ahead and recreate the images in Figure. Can you make the figures look as good as the figures shown there? Try again if you want to! Also, has the use of instruments made the construction easier? Now try constructing the following figures.

1. A Person
How will you draw this?

This figure has two components.

You might have figured out a way of drawing the first part. For drawing the second part, see this.

The challenge here is to find out where to place the tip of the compass and the radius to be taken for drawing this curve. You can fix a radius in the compass and try placing the tip of the compass in different locations to see which point works for getting the curve. Use your Estimate where to keep the tip.

2. Wavy Wave
Construct this. As the length of the central line is not specified, we can take it to be of any length.

Let us take AB to be the central line such that the length of AB is 8 cm. We write this as AB = 8 cm. Here, the first wave is drawn as a half circle.

3. Eyes
How do you draw these eyes with a compass?

For a hint, go to the end of the chapter. Make other artwork of your choice with a ruler and a compass.

Squares and Rectangles Class 6 Notes

Now, let us look at some basic figures that have straight lines in their boundary.

What shapes are these? Yes, these are our familiar squares and rectangles. But what makes them squares and rectangles?
Consider this rectangle ABCD. The points A, B, C, and D are the corners of the rectangle. Lines AB, BC, CD, and DA are its sides. Its angles are ∠A, ∠B, ∠C, and ∠D.

The blue sides AB and CD are called opposite sides, as they lie opposite to each other. Likewise, AD and BC are the other pair of opposite sides. Recall that, in a rectangle:
R1) The opposite sides are equal in length, and
R2) All the angles are 90°.
As in the case of rectangles, the corners and sides are defied for a square in the same manner.
A square satisfies the following two properties:
S1) All the sides are equal, and
S2) All the angles are 90°.

See the rectangle in Figure and the name given to it: ABCD. This rectangle can also be named in other ways: BCDA, CDAB, DABC, ADCB, DCBA, CBAD, and BADC. So, can a rectangle be named using any combination of the labels around its corners? No! For example, it cannot be named ABDC or ACBD. Can you see what names are allowed and what names are not? In a valid name, the corners occur in an order of travel around the rectangle, starting from any corner.

Rotated Squares and Rectangles
Here is a square piece of paper having all its sides equal in length and all angles equal to 90°. It is rotated as shown in the figure. Is it still a square?

Let us check if the rotated paper still satisfies the properties of a square.

• Are all the sides still equal? Yes.
• Are all the angles still 90°? Yes.

Rotating a square does not change its lengths and angles.

Therefore, this rotated figure satisfies both the properties of a square and so, it is a square. By the same reasoning, a rotated rectangle is still a rectangle.

Constructing Squares and Rectangles Class 6 Notes

Now, let us start constructing squares and rectangles. How would you construct a square with a side of 6 cm? For help, you can see the following figures. A square PQRS of sidelength 6 cm is constructed.

An Exploration in Rectangles Class 6 Notes

Construct a rectangle ABCD with AB = 7 cm and BC = 4 cm. Imagine X to be a point that can be moved anywhere along the side AD. Similarly, imagine Y to be a point that can be moved anywhere along the side of BC. Note that X can also be placed on the endpoint A or D. Similarly, Y can also be placed on the endpoint B or C.

Now, verify your guesses by placing the points X and Y on the sides and measuring how near or far they are. The distance between X and Y can be obtained by measuring the length of the line XY.

How does the minimum distance between points X and Y compare to the length of AB?
Change the positions of X and Y to check if there are other positions where they are at their nearest or farthest. You could construct multiple copies of the rectangle and try out various positions of X and Y.

How will you keep track of the lengths XY for different positions of X and Y?
Here is one way of doing it. Suppose here are some of the positions of X and Y that you have considered:
Is there a shorthand way of writing it down? In all the sentences, only the position of X, Y, and the length of XY changes.

Construct Breaking Rectangles
Construct a rectangle that can be divided into 3 identical squares as shown in the figure.

Solution: If this seems difficult, let us simplify the problem.
Explore: What about constructing a rectangle that can be divided into two identical squares? Can you try it?
It is wise to first plan and then construct. But how do we plan? Can you think of a way?
One way is to visualize the final figure by drawing a rough diagram of it.

What can we infer from this figure?
Can you identify the equal sides?
Since the two squares are identical,
AB = BC and FE = ED
Since ABEF and BCDE are squares, all the sides in each of the squares are equal. This is written as
AF = AB = BE = FE
BE = BC = CD = ED
So, all the shorter lines are equal!
A convention is followed to represent equal sides. It is done by putting a ‘|’ on the line. Refer to the rough figure. Using this analysis, can you try constructing it? Remember, all that was asked for was a rectangle that could be divided into two identical squares with no measurements imposed. To draw the rectangle ACDF, one could assign any length to AF. For example, if we assign AF = 4 cm, then what must the length of AC be?

Explore: Can the rectangle now be completed?
One could proceed by drawing AF without even measuring its length using a ruler. We could then construct a line perpendicular to AF that is long enough to contain the other side. As AB = AF, we need to somehow transfer the length of AF to get the point B. How do we do it without a ruler? Can it be done using a compass? Observe, how the length of AF is measured using a compass.

Use it to mark out points B and C, and complete the rectangle.

Construct
1. A Square within a Rectangle
Construct a rectangle of sides 8 cm and 4 cm. How will you construct a square inside, as shown in the figure, such that the center of the square is the same as the center of the rectangle?

Hint: Draw a rough figure. What will be the sidelength of the square? What will be the distance between the corners of the square and the outer rectangle?

2. Falling Squares

3. Shadings
Construct this. Choose measurements of your choice. Note that the larger 4-sided figure is a square and so are the smaller ones.

4. Square with a Hole

Observe that the circular hole is the same as the center of the square.
Hint: Think where the center of the circle should be.

5. Square with more Holes

6. Square with Curves
This is a square with 8 cm sidelengths.

Hint: Think where the tip of the compass can be placed to get all 4 arcs to bulge uniformly from each of the sides. Try it out!

Exploring Diagonals of Rectangles and Squares Class 6 Notes

Consider a rectangle PQRS. Join PR and QS. These two lines are called the diagonals of the rectangle.

Compare the lengths of the diagonals. First, predict the answer. Then construct a rectangle marking the points as shown and measure the diagonals. In rectangle PQRS, the right angles at P and R are referred to as opposite angles. The other pair of opposite angles are the right angles at Q and S.

Observe that a diagonal divides each of the pair of opposite angles into two smaller angles. In the figure, the diagonal PR divides angle R into two smaller angles which we simply call g and h. The diagonal also divides angle P into c and d. Are g and h equal? Are c and d equal? First, predict the answers, and then measure the angles. What do you observe? Identify pairs of angles that are equal.

How will you record your observations? First, identify the parameters that need to be tracked. They are the sides of the rectangle and the 8 angles formed by the two diagonals. Are there any other measurements that you would want to keep track of?

In your experimentation, did you consider the case when all four sides of the rectangle are equal? That is, did you consider the case of a square? See what happens in this special case!

Construct
1. Construct a rectangle in which one of the diagonals divides the opposite angles into 60° and 30°.
Solution
Let us start with a rough diagram.

In what order should its parts be drawn?
We will briefly sketch a possible order of construction.
Step 1

AB is drawn with an arbitrary length. What is the next point that can be located?
Step 2

Step 3: We know the line on which D lies. Draw a line through A perpendicular to AB.

Now ∠A is divided into two angles. One measures 60°. Check what the other angle is. There are at least two ways of finding the point D:

• One uses the fact that all the angles of a rectangle are right angles.
• The other uses the fact that opposite sides are equal.

Step 4
Method 1

Draw a line perpendicular to BC at C to get the point D.

Method 2

Using a compass, mark the point D such that AD = BC.
Join CD to get the required rectangle.
We have seen how to construct rectangles when their sides are given. But what do we do if a side and a diagonal is given?

2. Construct a rectangle where one of its sides is 5 cm and the length of a diagonal is 7 cm.
Solution
Let us draw a rough diagram.
Let us decide on the steps of construction.
Which line can be drawn first?

Step 1
The base CD measuring length of 5 cm can be easily constructed.

Step 2
Draw a perpendicular to line DC at the point C. Let us call this line l.

This is easy as we know that this line is perpendicular to the base. The point B should be somewhere on this line l. We know that it is a of distance 7 cm from point D.

One of the ways of marking B is by taking a ruler and trying to move it around to get a point on line l that is 7 cm from point D. However, this requires trial and error. There is another efficient method that doesn’t involve trial and error. For this, instead of trying to get that one required point of distance 7 cm from D, let us explore a way of getting all the points of distance 7 cm from D. We know what this shape is!

Step 3
Method 1

Construct a circle of radius 7 cm with point D as the center.
Can you spot the point B here? Remember that it is 7 cm away from point D and on the line l.
Consider the point at which the circle and the line intersect.
What is its distance from point D? If needed, check your figure. What do you observe?
The point where the circle intersects the line l is the required point B.

Method 2
To locate the point B, was it necessary to draw the entire circle? We can see that only the arc near the line l is needed. So, the third step can also be done as shown in the figure below.

Having marked the three points of the rectangle, we only need to complete it. Recall that we were in a similar situation in the previous problem also. We saw two methods of completing the rectangle from here. We could follow any one of those methods.

Step 4

Construct perpendiculars to DC and BC passing through D and B, respectively. The point where these lines intersect is the fourth point A. Check if ABCD is indeed a rectangle satisfying properties R1 and R2.

Points Equidistant from Two Given Points Class 6 Notes

Construct House
Recreate this figure. Note that all the lines forming the border of the house are of length 5 cm.
Solution
The first task is to identify in what sequence the lines and curve will have to be drawn.

Step 1

Can you complete the figure? Try!
We need to locate point A which is a of distance 5 cm from points B and C. You might have realized that this can be done using a ruler. However, this leads to a lot of trial and error. This construction can be further simplified. How? If you have guessed that this can be done by the use of a compass, you are right! Go ahead and explore how point A can be located without trial and error. There is a similarity between the problem of finding point A in this problem and point B at step 3 of the second solved example of the previous section.

Step 2

Draw a curve that has all its points of 5 cm from point B; the circle centered at B should be with a 5 cm radius.
Does this help in spotting point A? Construct and explore in the figure.
Point A can be located by finding the correct point on the circle that is a of distance 5 cm from point C. Again, this can be done using a ruler. But can we use a compass for this?

Step 3
Method 1
Take a radius of 5 cm in the compass and with C as the center, draw a circle.

Are you able to spot the point A? Check the figure in your notebook. What do you observe?
See the point at which both the circles intersect. How far is it from the point B?
How far is it from C? Thus, this is the point A!
Think: Was it necessary to draw two full circles to get the point A? We only needed part of both circles.

Method 2
So point A could have been obtained just by drawing arcs of radius 5 cm from points B and C.

Join A to B and A to C in straight lines. Having obtained point A, what remains is the construction of the remaining arc. How do we do it? Can we use the fact that A is a of distance 5 cm from both B and C?

Step 4
Take a 5 cm radius in the compass and from A, draw the arc touching B and C as shown in the figure.

The house is ready!

Class 6 Maths Notes

The post Playing with Constructions Class 6 Notes Maths Chapter 8 appeared first on Learn CBSE.

Class 6 Maths Chapter 9 Notes Symmetry

Class 6 Maths Notes Chapter 9 – Class 6 Symmetry Notes

→ When a figure is made up of parts that repeat in a definite pattern, we say that the figure has symmetry. We say that such a figure is symmetrical.

→ A line that cuts a plane figure into two parts that exactly overlap when folded along that line is called a line of symmetry or axis of symmetry of the figure.

→ A figure may have multiple lines of symmetry.

→ Sometimes a figure looks the same when it is rotated by an angle about a fixed point. Such an angle is called an angle of symmetry of the figure. A figure that has an angle of symmetry strictly between 0 and 360 degrees is said to have rotational symmetry. The point of the figure about which the rotation occurs is called the center of rotation.

→ A figure may have multiple angles of symmetry.

→ Some figures may have a line of symmetry but no angle of symmetry, while others may have angles of symmetry but no lines of symmetry. Some figures may have both lines of symmetry as well as angles of symmetry.

Look around you — you may find many objects that catch your attention. Some such things are shown below:

There is something beautiful about the pictures above. The flower looks the same from many different angles. What about the butterfly? No doubt, the colours are very attractive. But what else about the butterfly appeals to you?

In these pictures, it appears that some parts of the figure are repeated and these repetitions seem to occur in a definite pattern. Can you see what repeats in the beautiful rangoli figure? In the rangoli, the red petals come back onto themselves when the flower is rotated by 90˚ around the center and so do the other parts of the rangoli.

Now, can you say what figure repeats along each side of the hexagon? What is the shape of the figure that is stuck to each side? Do you recognize it? How do these shapes move as you move along the boundary of the hexagon? What about the other pictures — what is it about those structures that appeals to you and what are the patterns in those structures that repeat?

On the other hand, look at this picture of clouds. There is no such repetitive pattern. We can say that the first four figures are symmetrical. and the last one is not symmetrical. Symmetry refers to a part or parts of a figure that are repeated in some definite pattern.

What are the symmetries that you see in these beautiful structures?

Line of Symmetry Class 6 Notes

Figure (a) shows the picture of a blue triangle with a dotted line. What if you fold the triangle along the dotted line? Yes, one half of the triangle covers the other half completely. These are called mirror halves!

What about Figure (b) with the four puzzle pieces and a dotted line passing through the middle? Are they mirror halves? No, when we fold along the line, the left half does not exactly fit over the right half. A line that cuts a figure into two parts that exactly overlap when folded along that line is called a line of symmetry of the figure.

Figures with more than one line of symmetry
Does a square have only one line of symmetry?
Take a square piece of paper. By folding, find all its lines of symmetry.

Here are the different folds giving different lines of symmetry.

• Fold the paper in half vertically.
• Fold it again into half horizontally. (i.e. you have folded it twice).
• Now open out the folds.

Again fold the square into half (for a third time now), but this time along a diagonal, as shown in the figure. Again, open it.

Fold it into half (for the fourth time), but this time along the other diagonal, as shown in the figure. Open out the fold.
Is there any other way to fold the square so that the two halves overlap? How many lines of symmetry does the square shape have?
Thus, figures can have multiple lines of symmetry. The figures below also have multiple lines of symmetry. Can you find them all?

We saw that the diagonal of a square is also a line of symmetry. Let us take a rectangle that is not a square. Is its diagonal a line of symmetry?

First, see the rectangle and answer this question. Then, take a rectangular piece of paper and check if the two parts overlap by folding it along its diagonal. What do you observe?

Reflection
So far we have been saying that when we fold a figure along a line of symmetry, the two parts overlap completely. We could also say that the part of the figure on one side of the line of symmetry is reflected by the line to the other side; similarly, the part of the figure on the other side of the line of symmetry is reflected to the first side! Let us understand this by labeling some points on the figure.

The figure shows a square with its corners labeled A, B, C, and D. Let us first consider the vertical line of symmetry. When we reflect the square along this line, points B, and C on the right get reflected to the left side and occupy the positions occupied earlier by A, and D. What happens to points A, and D? A occupies the position occupied by B and D that of C!

What if we reflect along the diagonal from A to C? Where do points A, B, C, and D go? What if we reflect along the horizontal line of symmetry? A figure that has a line or lines of symmetry is thus also said to have reflection symmetry.

Generating Shapes Having Lines of Symmetry
So far we have seen symmetrical figures and asymmetrical figures. How does one generate such symmetrical figures? Let us explore this.

Ink Blot Devils
You enjoyed doing this earlier in Class 5. Take a piece of paper. Fold it in half. Open the paper and spill a few drops of ink (or paint) on one half. Now press the halves together and then open the paper again.

• What do you see?
• Is the resulting figure symmetric?
• If yes, where is the line of symmetry?
• Is there any other line along which it can be folded to produce two identical parts?
• Try making more such patterns.

Paper Folding and Cutting
Here is another way of making symmetric shapes! In these two figures, a sheet of paper is folded and a cut is made along the dotted line shown. Sketch how the paper will look when unfolded.

Do you see a line of symmetry in this figure? What is it?
Make different symmetric shapes by folding and cutting. There are more ways of folding and cutting pieces of paper to get symmetric shapes! Use thin rectangular coloured paper. Fold it several times and create some intricate patterns by cutting the paper, like the one shown here. Identify the lines of symmetry in the repeating design. Use such decorative paper cut-outs for festive occasions.

Rotational Symmetry Class 6 Notes

The paper windmill in the picture looks symmetrical but there is no line of symmetry! However you fold it, the two halves will not exactly overlap. On the other hand, if you rotate it by 90° about the red point at the center, the windmill looks the same. We say that the windmill has rotational symmetry.

When talking of rotational symmetry, there is always a fixed point about which the object is rotated. This fixed point is called the center of rotation. Will the windmill above look the same when rotated through an angle of less than 90°? No!

An angle through which a figure can be rotated to look the same is called an angle of rotational symmetry, or just an angle of symmetry, for short. For the windmill, the angles of symmetry are 90° (quarter turn), 180° (half turn), 270° (three-quarter turn) and 360° (full turn). Observe that when any figure is rotated by 360°, it comes back to its original position, so 360° is always an angle of symmetry. Thus, we see that the windmill has 4 angles of symmetry.

Do you know of any other shape that has exactly four angles of symmetry? How many angles of symmetry does a square have? How much rotation does it require to get the initial square?
We get back a square overlapping with itself after 90° of rotation. This takes point A to the position of point B, point B to the position of point C, point C to the position of point D, and point D back to the position of point A. Do you know where to mark the center of rotation?

What are the other angles of symmetry?

Example:
Find the angles of symmetry of the following strip.

Solution:
Let us rotate the strip in a clockwise direction about its center.

A rotation of 180° results in the figure above. Does this overlap with the original figure?
No. Why? Another rotation through 180° from this position gives the original shape. This figure comes back to its original shape only after one complete rotation through 360°. So we say that this figure does not have rotational symmetry.

Rotational Symmetry of Figures with Radial Arms
Consider this figure, a picture with 4 radial arms. How many angles of symmetry does it have? What are they? Note that the angle between adjacent central dotted lines is 90°. Can you change the angles between the radial arms so that the figure still has 4 angles of symmetry? Try drawing it.

To check if the figure is drawn indeed has 4 angles of symmetry, you could draw the figure on two different pieces of paper. Cut out the radial arms from one of the papers. Keep the figure on the paper fixed and rotate the cutout to check for rotational symmetry. How will you modify the figure above so that it has only two angles of symmetry? Here is one way:

We have seen figures having 4 and 2 angles of symmetry. Can we get a figure having exactly 3 angles of symmetry? Can you use radial arms for this? Let us try with 3 radial arms as in the figure below. How many angles of symmetry does it have and what are they? Here is a figure with three radial arms.

Trace and cut out a copy of this figure. By rotating the cutout over this figure determine its angles of rotation. We see that only a full turn or a rotation of 360° will bring the figure back into itself. So this figure does not have rotational symmetry as 360 degrees is its only angle of symmetry. However, can anything in the figure be changed to make it have 3 angles of symmetry?

Can it be done by changing the angles between the dotted lines? If a figure with three radial arms should have rotational symmetry, then a rotated version of it should overlap with the original. Here are rough diagrams of both of them. If these two figures must overlap, what can you tell about the angles?

Observe that ∠A must overlap ∠B, ∠B must overlap ∠C and ∠C must overlap ∠A. So, ∠A = ∠B = ∠C. What must this angle be?
We know that a full turn has 360 degrees. This is equally distributed amongst these three angles. So each angle must be 360°/3 = 120°. So, the radial arms figure with 3 arms shows rotational symmetry when the angle between the adjacent dotted lines is 120 deg. Use paper cutouts to verify this observation. Now how many angles of rotation does the figure have and what are they?

Note: The colours have been added to show the rotations.

Symmetries of a Circle
The circle is a fascinating figure. What happens when you rotate a circle clockwise about its center? It coincides with itself. It does not matter what angle you rotate it by! So, for a circle, every angle is an angle of symmetry.

Now take a point on the rim of the circle and join it to the center. Extend the segment to the diameter of the circle. Is that diameter a line of reflection symmetry? It is. Every diameter is a line of symmetry! Like wheels, we can find other objects around us having rotational symmetry. Find them. Some of them are shown below:

——————————————————————————————————————————————————-

In our daily life symmetry is a common term. When we see a figure with evenly balanced proportions, then we say that it is symmetrical.

If we can fold a picture in half such that the left and right halves match exactly, then the picture is said to have line symmetry. We can see that the two halves are mirror images of each other. If we place a mirror on the fold, then the image of one side of the picture will fall exactly on the other side of the picture. The line of the fold is called the line of symmetry. It divides the figure into two identical parts.

Making Symmetric Figures: Ink-Blot Devils
We can list a few objects from our surroundings of symmetry for these symmetric objects. Also, we can identify the lines

Figures with Two Lines of Symmetry
If we take a rectangular sheet and fold it length-wise or breadth-wise, we find that one half fits exactly over the other half. We say that a rectangle has two lines of symmetry.
Note: An isosceles triangle has only one line of symmetry.
A scalene triangle has no line of symmetry.

Figures with Multiple (Morethan Two) Lines of Symmetry
An Equilateral Triangle has three lines of symmetry whereas a circle has countless lines of symmetry.

Reflection and Symmetry
The line symmetry is closely related to mirror reflection. In mirror reflection, we have to take into account the left right changes in orientation.
Symmetry has numerous applications in our daily life.
For example, in art, architecture, textile technology, design relations, Rangoli, etc.

Class 6 Maths Notes

The post Symmetry Class 6 Notes Maths Chapter 9 appeared first on Learn CBSE.

NCERT Solutions for Class 6 are solved by experts of LearnCBSE.in in order to help students to obtain excellent marks in their board examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 6 NCERT Solutions with a detailed explanation i.e., we have solved all the questions with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 6 can easily make a grade in their board exams.

Class 6 NCERT Solutions All Subjects

• NCERT Solutions for Class 6 Maths (Ganita Prakash)
• NCERT Solutions for Class 6 Science (Curiosity)
• NCERT Solutions for Class 6 Social Science (Exploring Society: India and Beyond)
• NCERT Solutions for Class 6 English (Poorvi)
• NCERT Solutions for Class 6 Hindi (Malhar मल्हार)
• NCERT Solutions for Class 6 Sanskrit (Deepakam दीपकम्)

NCERT Solutions for Class 6

Here we have provided Updated NCERT Solutions for Class 6 for 2020 Exams. NCERT Solutions clear your concepts to the core ensuring to stay with you in the long run. These are created by experts in accordance with the CBSE curriculum. You can find 100% accurate step-by-step solutions for every question in all the latest NCERT books. Practice with these daily to perform better in boards.

Read on to find out more about

• Class 6 Maths
• Class 6 Science
• Class 6 Social Science
• Class 6 English
• Class 6 English Reading
• Class 6 English Writing
• Class 6 English Grammar
• Class 6 Hindi
• Class 6 Hindi Unseen Passages
• Class 6 Hindi Grammar
• Class 6 Hindi लेखन कौशल
• Class 6 Sanskrit

NCERT Solutions for Class 6 Maths Ganita Prakash

• Class 6 Maths Index
• Chapter 1 Patterns in Mathematics
• Chapter 2 Lines and Angles
• Chapter 3 Number Play
• Chapter 4 Data Handling and Presentation
• Chapter 5 Prime Time
• Chapter 6 Perimeter and Area
• Chapter 7 Fractions
• Chapter 8 Playing with Constructions
• Chapter 9 Symmetry
• Chapter 10 The Other Side of Zero

NCERT Solutions for Class 6 Science Curiosity

• Class 6 Science Index
• Chapter 1 The Wonderful World of Science
• Chapter 2 Diversity in the Living World
• Chapter 3 Mindful Eating: A Path to a Healthy Body
• Chapter 4 Exploring Magnets
• Chapter 5 Measurement of Length and Motion
• Chapter 6 Materials Around Us
• Chapter 7 Temperature and its Measurement
• Chapter 8 A Journey through States of Water
• Chapter 9 Methods of Separation in Everyday Life
• Chapter 10 Living Creatures: Exploring their Characteristics
• Chapter 11 Nature’s Treasures
• Chapter 12 Beyond Earth

NCERT Solutions for Class 6 Social Science Exploring Society: India and Beyond

• Class 6 Social Science Index

Theme A – India and the World: Land and the People

• Chapter 1 Locating Places on the Earth
• Chapter 2 Oceans and Continents
• Chapter 3 Landforms and Life

Theme B – Tapestry of the Past

• Chapter 4 Timeline and Sources of History
• Chapter 5 India, That is Bharat
• Chapter 6 The Beginnings of Indian Civilisation

Theme C – Our Cultural Heritage and Knowledge Traditions

• Chapter 7 India’s Cultural Roots
• Chapter 8 Unity in Diversity, or ‘Many in the One’

Theme D – Governance and Democracy

• Chapter 9 Family and Community
• Chapter 10 Grassroots Democracy Part 1: Governance
• Chapter 11 Grassroots Democracy Part 2: Local Government in Rural Areas
• Chapter 12 Grassroots Democracy Part 3: Local Government in Urban Areas

Theme E – Economic Life Around Us

• Chapter 13 The Value of Work
• Chapter 14 Economic Activities Around Us

NCERT Solutions for Class 6 English Poorvi

Unit 1 Fables and Folk Tales

• Chapter 1 A Bottle of Dew
• Chapter 2 The Raven and the Fox
• Chapter 3 Rama to the Rescue

Unit 2 Friendship

• Chapter 4 The Unlikely Best Friends
• Chapter 5 A Friend’s Prayer
• Chapter 6 The Chair

Unit 3 Nurturing Nature

• Chapter 7 Neem Baba
• Chapter 8 What a Bird Thought
• Chapter 9 Spices That Heal Us

Unit 4 Sports and Wellness

• Chapter 10 Change of Heart
• Chapter 11 The Winner
• Chapter 12 Yoga – A Way of Life

Unit 5 Culture and Tradition

• Chapter 13 Hamara Bharat-Incredible India!
• Chapter 14 The Kites
• Chapter 15 Ila Sachani: Embroidering Dreams With Her Feet
• Chapter 16 National War Memorial

CBSE Class 6 English Reading

• Unseen Passages Type I
• Unseen Passages Type II

CBSE Class 6 English Writing

• Message Writing
• Notice Writing
• Postcard Writing
• Telegram Writing
• Paragraph Writing
• Composition Based on Verbal Input
• Composition Based on Visual Input
• Letter Writing
• Application Writing

CBSE Class 6 English Grammar

• Articles
• Noun
• Pronouns and Possessive Adjectives
• Adjectives
• Agreement of Verb and Subject
• Preposition
• Verb
• Tenses
• Active and Passive Voice
• Reported Speech
• The Sentence
• The Parts of Speech
• Kinds of Noun
• Uses of Articles (A, An and The)
• Degrees of Comparison
• Modals
• Correct Use of Verbs
• Correct Uses of Prepositions
• Editing Task (Omissions)
• Editing Task (Error Correction)
• Rearrangement of Words (Jumbled Words)
• Word Power

NCERT Solutions for Class 6 Hindi Malhar मल्हार

• Class 6 Hindi Chapter 1 Question Answer मातृभूमि (कविता)
• Class 6 Hindi Chapter 2 Question Answer गोल (संस्मरण)
• Class 6 Hindi Chapter 3 Question Answer पहली बूँद (कविता)
• Class 6 Hindi Chapter 4 Question Answer हार की जीत (कहानी)
• Class 6 Hindi Chapter 5 Question Answer रहीम के दोहे (दोहे)
• Class 6 Hindi Chapter 6 Question Answer मेरी माँ (आत्मकथा)
• Class 6 Hindi Chapter 7 Question Answer जलाते चलो (कविता)
• Class 6 Hindi Chapter 8 Question Answer सत्रिया और बिहू नृत्य (निबंध)
• Class 6 Hindi Chapter 9 Question Answer मैया मैं नहिं माखन खायो (पद)
• Class 6 Hindi Chapter 10 Question Answer परीक्षा (कविता)
• Class 6 Hindi Chapter 11 Question Answer चेतक की वीरता (कविता)
• Class 6 Hindi Chapter 12 Question Answer हिंद महासागर में छोटा-सा हिंदुस्तान (यात्रा वृतांत)
• Class 6 Hindi Chapter 13 Question Answer पेड़ की बात (निबंध)

CBSE Class 6 Hindi Unseen Passages अपठित बोध

• अपठित गद्यांश
• अपठित पद्यांश

CBSE Class 6 Hindi Grammar व्याकरण

• भाषा, लिपि और व्याकरण
• वर्ण-विचार
• शब्द-विचार
• संज्ञा
• संज्ञा के विकार
• वचन
• कारक
• सर्वनाम
• विशेषण
• क्रिया
• काल
• वाच्य
• अव्यय या अविकारी शब्द
• संधि
• समास
• उपसर्ग
• प्रत्यय
• वाक्य-विचार
• विराम-चिह्न
• अशुद्ध वाक्यों का संशोधन
• मुहावरे और लोकोक्तियाँ
• शब्द-भंडार

CBSE Class 6 Hindi लेखन कौशल

• अनुच्छेद-लेखन
• पत्र-लेखन
• निबंध-लेखन

NCERT Solutions for Class 6 Sanskrit Deepakam दीपकम्

• Chapter 1 वयं वर्णमालां पठामः
• Chapter 2 एषः कः ? एषा का ? एतत् किम् ?
• Chapter 3 अहं च त्वं च
• Chapter 4 अहं प्रातः उत्तिष्ठामि
• Chapter 5 शूराः वयं धीराः वयम्
• Chapter 6 सः एव महान् चित्रकारः
• Chapter 7 अतिथिदेवो भव
• Chapter 8 बुद्धिः सर्वार्थसाधिका
• Chapter 9 यो जानाति सः पण्डितः
• Chapter 10 त्वम् आपणं गच्छ
• Chapter 11 पृथिव्यां त्रीणि रत्नानि
• Chapter 12 आलस्यं हि मनुष्याणां शरीरस्थो महान् रिपुः
• Chapter 13 सङ्ख्यागणना ननु सरला
• Chapter 14 माधवस्य प्रियम् अङ्गम्
• Chapter 15 वृक्षाः सत्पुरुषाः इव

Advantages of Solving NCERT Solutions for Class 6 from LearnCBSE.in

•  All the Class 6 NCERT Textbook Solutions provided in this page are clear and concise in nature.
• NCERT Solutions for Class 6 Books are solved in easily understandable language to help students to grasp everything on the go.
• Accessible to everyone at any time anywhere without any difficulty.
• All the questions are solved strictly based on the NCERT (CBSE) Syllabus and Books. So mastering these solutions will definitely help students to score good marks in the examination.
• NCERT Solutions for Class VI  given in this page are of free of cost.

CBSE class 6 study materials are provided for students in downloadable PDF format. These materials are free and students can access them as per their requirement. LearnCBSE provides here NCERT solutions, revision notes, syllabus, important questions, sample papers and previous year question papers for students of 6th standard, so that they can prepare for exams thoroughly and score good marks in the final examinations. All these materials are designed keeping into consideration the syllabus as per the NCERT curriculum by our subject experts and teachers. 

Class 6 is the next level for students after they have crossed their primary schooling. The solutions provided by us covers all the subjects chapters-wise and exercise-wise, so that students can get the best answers for all the questions here. Also, they can prepare for the exam by solving the question papers and sample papers to understand the paper pattern and weightage of each chapter, subject-wise. Important questions covers all the important topics which will be asked necessarily in the final exam. To have a quick revision, students can prefer to our notes where each topic is described briefly. Below are the links given for each subject material. Click on the links and prepare well.

We hope the NCERT Solutions for Class 6 provided in this page helps in your board exam preparation.

The post NCERT Solutions for Class 6 appeared first on Learn CBSE.

Class 6 Maths Chapter 10 Notes The Other Side of Zero

Class 6 Maths Notes Chapter 10 – Class 6 The Other Side of Zero Notes

→ Some numbers are less than zero. They are written with a ‘–’ sign in front of them (e.g., –2), and are called negative numbers. They lie to the left of zero on the number line.

→ The numbers …, –4, –3, –2, –1, 0, 1, 2, 3, 4, … are called integers. The numbers 1, 2, 3, 4, … are called positive integers and the numbers …, –4, –3, –2, –1 are called negative integers. Zero (0) is neither positive nor negative.

→ Every given number has another number associated to it which when added to the given number gives zero. This is called the additive inverse of the number. For example, the additive inverse of 7 is –7 and the additive inverse of –543 is 543.

→ Addition can be interpreted as Starting Position + Movement = Target Position.

→ Addition can also be interpreted as the combination of movements or increases/decreases: Movement 1 + Movement 2 = Total Movement.

→ Subtraction can be interpreted as target position – Starting position = Movement.

→ In general, we can add two numbers by following Brahma Gupta’s Rules for Addition:

• If both numbers are positive, add the numbers and the result is a positive number (e.g., 2 + 3 = 5).
• If both numbers are negative, add the numbers (without the signs), and then place a minus sign to obtain the result (–2 + (–3) = –5).
• If one number is positive and the other is negative, subtract the smaller number (without the sign) from the greater number (without the sign), and place the sign of the greater number to obtain the result (e.g., –5 + 3 = –2).
• A number plus its additive inverse is zero (e.g., 2 + (–2) = 0).
• A number plus zero gives back the same number (e.g., –2 + 0 = –2).

→ We can subtract two integers by converting the problem into an addition problem and then following the rules of addition. The subtraction of an integer is the same as the addition of its additive inverse.

→ Integers can be compared: …–3 < –2 < –1 < 0 < +1 < +2 < +3 <… Smaller numbers are to the left of larger numbers on the number line.

→ We can give meaning to positive and negative numbers by interpreting them as credits and debits. We can also interpret positive numbers as distances above a reference point like the ground level. Similarly, negative numbers can be interpreted as distances below the ground level.

→ When measuring temperatures in degrees Celsius, positive temperatures are those above the freezing point of water, and negative temperatures are those below the freezing point of water.

Recall that the very first numbers we learned about in the study of mathematics were the counting numbers 1, 2, 3, 4,..… Then we learned that there are even more numbers! For example, there is the number 0 (zero), representing nothing, which comes before 1. The number 0 has a very important history in India and now in the world. For example, around the world we learn to write numbers in the Indian number system using the digits 0 to 9, allowing us to write numbers however large or however small using just these 10 digits.

We then learned about more numbers that exist between the numbers 0, 1, 2, 3, 4, … , such as \(\frac{1}{2}\), \(\frac{3}{2}\), and \(\frac{13}{6}\). These are called fractions. But are there still more numbers? Well, 0 is an additional number that we didn’t know about earlier, and it comes before 1 and is less than 1. Are there perhaps more numbers that come before 0 and are less than 0? Phrased another way, we have seen the number line:

However, this is only a number ‘ray’, in the language we learned earlier in geometry; this ray starts at 0 and goes forever to the right. Do there exist numbers to the left of 0, so that this number ray can be completed to a true number line? That is what we will investigate in this chapter!

Bela’s Building of Fun Class 6 Notes

Children flock to Bela’s ice cream factory to see and taste her tasty ice cream. To make it even more fun for them, Bela purchased a multistoried building and filled it with attractions. She named it Bela’s Building of Fun. But this was no ordinary building!

Observe that some of the floors in the ‘Building of Fun’ are below the ground. What are the shops that you find on these floors? What is there on the ground floor? A lift is used to go up and down between the floors. It has two buttons: ‘+’ to go up and ‘–’ to go down. Can you spot the lift?

To go to the Art Centre from the Welcome Hall, you must press the ‘+’ button twice. We say that the button press is + + or + 2. To go down two floors, you must press the ‘–’ button twice, which we write as – – or –2. So if you press + 1 (i.e. if you press the ‘+’ button once), then you will go up one floor and if you press –1 (i.e., if you press the ‘–’ button once), then you will go down 1 floor.

Lift button presses and numbers:
+++ is written as +3
– – – – is written as –4

Numbering the Floors in the Building of Fun
Entry to the ‘Building of Fun’ is at the ground floor level and is called the ‘Welcome Hall’. Starting from the ground floor, you can reach the Food Court by pressing +1 and can reach the Art Centre by pressing +2. So, we can say that the Food Court is on Floor +1 and that the Art Centre is on Floor +2. Starting from the ground floor, you must press –1 to reach the Toy Store. So, the Toy Store is on Floor –1 similarly starting from the ground floor, you must press –2 to reach the Video Games shop. So, the Video Games shop is on Floor –2. The Ground floor is called Floor 0. Can you see why? Number all the floors in the Building of Fun.

Did you notice that + 3 is the floor number of the Book Store, but it is also the number of floors you move when you press + 3? Similarly, – 3 is the floor number but it is also the number of floors you go down when you press –3, i.e. when you press – – –. A number with a ‘+’ sign in front is called a positive number. A number with a ‘–’ sign in front is called a negative number.

In the ‘Building of Fun’, the floors are numbered using the ground floor, Floor 0, as a reference or starting point. The floors above the ground floor are numbered with positive numbers. To get to them from the ground floor, one must press the ‘+’ button some number of times. The floors below the ground are numbered with negative numbers. To get to them from the ground floor, one must press the ‘–’ button some number of times. Zero is neither a positive nor a negative number. We do not put a ‘+’ or ‘–’ sign in front of it.

In addition to keeping track of the Movement
Start from the Food Court and press +2 in the lift. Where will you reach?
We can describe this using an expression:
Starting floor + Movement = Target floor.
The starting floor is + 1 (Food Court) and the number of button presses is + 2. Therefore, you reach the target floor (+1) + (+2) = +3 (Book Store).

Combining Button Presses is also an Addition
Gurmit was in the Toy Store and wanted to go down two floors. But by mistake, he pressed the ‘+’ button two times. He realized his mistake and quickly pressed the ‘–’ button three times. How many floors below or above the Toy Store will Gurmit reach? Gurmit will go one floor down. We can show the movement resulting from combining button presses as an expression: (+2) + (–3) = –1.

Back to Zero!
On the ground floor, Basant is in a great hurry, and by mistake, he presses +3. What can he do to cancel it and stay on the ground floor? He can cancel it by pressing –3. That is, (+3) + (–3) = 0. We call –3 the inverse of +3. Similarly, the inverse of –3 is +3. If Basant now presses +4 and then presses –4 in the lift, where will he reach? Here is another way to think of the concept of inverse. If you are at Floor +4 and you press its inverse –4, then you are back to zero, the ground floor! If you are at Floor –2 and press its inverse +2, then you go to (–2) + (+2) = 0, again the ground floor!

Comparing Numbers using Floors
Floor +3 is lower than Floor +4. So, we write +3 < +4. We also write +4 > +3.
Should we write –3 < –4 or –4 < –3?
Floor –4 is lower than Floor –3. So, –4 < –3. It is also correct to write –3 > –4.

Notice that all negative number floors are below Floor 0. So, all negative numbers are less than 0. All the positive number floors are above Floor 0. So, all positive numbers are greater than 0.

Subtraction to Find Which Button to Press
In earlier classes, we understood the meaning of subtraction as ‘take away’. For example, “There are 10 books on the shelf. I take away 4 books. How many are left on the shelf?” We can express the answer using subtraction: 10 – 4 = 6. Or ‘Ten take away four is six. You may also be familiar with another meaning of subtraction which is related to comparison or making quantities equal. For example, consider this situation: “I have ₹ 10 with me and my sister has ₹ 6.” Now, I can ask the question: ʻHow much more money should my sister get to have the same amount as me?ʼ We can write this in two ways: 6 + ? = 10 Or 10 – 6 = ?. Here, we see the connection between ‘finding the missing number to be added’ and subtraction. For the subtraction of positive and negative numbers, we will use this meaning of subtraction as ‘making equal’ or ‘finding the missing number to be added’.

In general, when there are two unequal quantities, subtraction can indicate the change needed to make the quantities equal. Subtraction shows how much the starting quantity should change to become the target quantity. In the context of different floor levels, what is the change required to reach the Target Floor from the Starting Floor? Notice that the change needed may be positive (for an increase) or negative (for a decrease).

Your starting floor is the Art Centre and your target floor is the Sports Centre. What should be your button press? You need to go three floors up, so you should press +3. We can write this as an expression using subtraction:
Target floor – Starting floor = Movement needed.
In the above example, the starting floor is +2 (Art Centre) and the target floor is + 5. The button press to get to +5 from +2 is +3.
Therefore, (+5) – (+2) = +3.
Explanation: Recall the connection between addition and subtraction. For 3 + ? = 5, we can find the missing number using subtraction: 5 –3 = 2. That is, subtraction is the same as finding the missing number to be added. We know that the Starting floor + Movement needed = Target Floor. If the movement needed is to be found, then, Starting floor +? = Target Floor. So Target floor – Starting floor =? = Movement needed.

More Examples:
a. If the Target Floor is –1 and the Starting Floor is –2, what button should you press?
You need to go one floor up, so, you should press + 1.
Expression: (–1) – (–2) = (+1).

b. If the Target Floor is –1 and the Starting floor is +3, what button should you press?
You need to go four floors down, so, you should press –4.
Expression: (–1) – (+3) = (–4).

c. If the Target Floor is +2 and the Starting Floor is –2, what button should you press?
You need to go four floors up, so, you should press +4.
Expression: (+2) – (–2) = (+4).

Adding and Subtracting Larger Numbers
The picture shows a mine, a place where minerals are extracted by digging into the rock. The truck is at the ground level, but the minerals are present both above and below the ground level. There is a fast-moving lift that moves up and down in a mineshaft carrying people and ore.

Some of the levels are marked in the picture. The ground level is marked 0. Levels above the ground are marked by positive numbers and levels below the ground are marked by negative numbers. The number indicates how many meters above or below the ground level it is. In the mine, just like in the Building of Fun:
Starting level + Movement = Target level.
For example:
(+40) + (+60) = +100
(–90) + (–55) = –145
Target level – Starting level = Movement needed.
For example:
(+40) – (–50) = +90
(–90) – (+40) = –130

How many negative numbers are there?
Bela’s Building of Fun had only six floors above and five floors below. That is numbers –5 to + 6. In the mine above, we have numbers from –200 to +180. But we can imagine larger buildings or mineshafts. Just as positive numbers +1, +2, +3, … keep going up without an end, similarly, negative numbers –1, –2, –3, … keep going down. Positive and negative numbers, with zero, are called integers. They go both ways from 0: … –4, –3, –2, –1, 0, 1, 2, 3, 4, …

Adding, Subtracting, and Comparing any Numbers
To add and subtract even larger integers, we can imagine even larger lifts! We can imagine a lift that can extend forever upwards and forever downwards, starting from Level 0. There does not even have to be any building or mine around – just an ‘infinite lift’! We can use this imagination to add and subtract any integers we like.

For example, suppose we want to carry out the subtraction + 2000 – (–200). We can imagine a lift with 2000 levels above the ground and 200 below the ground. Recall that Target level – Starting level = Movement needed. To go from the Starting Floor of –200 to the Target Floor of +2000, we must press +2200 (+200 to get to zero, and then +2000 more after that to get to +2200). Therefore, (+2000) – (–200) = +2200. Notice that (+2000) + (+200) is also +2200.

In the above example, we saw that +2000 – (–200) = +2000 + (+200) = +2200. In other words, subtracting a negative number is the same as adding the corresponding positive number. That is, we can replace the subtraction of a negative number with the addition of a positive number!

Back to the Number Line
The ‘infinite lift’ we saw above looked very much like a number line, didn’t it? If we rotate it by 90°, it becomes a number line. It also tells us how to complete the number ray to a number line, answering the question that we had asked at the beginning of the chapter. To the left of 0 are the negative numbers –1, –2, –3, … Usually we drop the + signs on positive numbers, and simply write them as 1, 2, 3, …

Instead of traveling along the number line using a lift, we can simply imagine walking on it. To the right is the positive (forward) direction, and to the left is the negative (backward) direction. Smaller numbers are now to the left of bigger numbers, and bigger numbers are to the right of smaller numbers. So 2 < 5; –3 < 2; and –5 < –3.

If, from 5 you wish to go over to 9, how far must you travel along the number line?

You must travel in 4 steps. That is why 5 + 4 = 9.
(Remember: Starting Number + Movement = Target Number.)
The corresponding subtraction statement is 9 – 5 = 4.
(Remember: Target Number – Starting Number = Movement needed.)

Now, from 9, if you wish to go to 3, how much must you travel along the number line?

You must move 6 steps backward, i.e., you must move –6. Hence, we write 9 + (–6) = 3.
(Remember again: Starting number + Movement = Target number.)
The corresponding subtraction statement is 3 – 9 = –6.
(Remember again: Target number – Starting number = Movement needed.)

Now, from 3, if you wish to go to –2, how far must you travel?

You must travel –5 steps, i.e., 5 steps backward. Thus 3 + (–5) = –2. The corresponding subtraction statement is: –2 –3 = –5.

Using the Unmarked Number Line to Add and Subtract
Just as you can do additions, subtractions, and comparisons with small numbers using the number line above, you can also do them with large numbers by imagining an ‘infinite number line’, or drawing an ‘unmarked number line’ as follows:

This line shows only the position of zero. Other numbers are not marked. It can be convenient to use this unmarked number line to add and subtract integers. You can show, or simply imagine, the scale of the number line and the positions of numbers on it.

For example, this unmarked number line (UNL) shows the addition problem:
85 + (–60) =?

We then can visualize that 85 + (–60) = 25 The following UNL shows a subtraction problem which can also be written as a missing addend problem:
(–100) – (+ 250) = ? or 250 +? = –100.

We can then visualise that ? = –350 in this problem. In this way, you can carry out addition and subtraction problems, with positive and negative numbers, on paper or in your head using an unmarked number line.

Converting Subtraction to Addition and Addition to Subtraction
Recall that Target floor – Starting floor = Movement needed or Target floor = Starting floor + Movement needed

If we start at 2 and wish to go to –3, what is the movement needed?

First method:
Looking at the number line, we see we need to move –5 (i.e., 5 in the backward direction). Therefore, –3 – 2 = –5. The movement needed is –5.

Second method:
Break the journey from 2 to –3 into two parts.

• From 2 to 0, the movement is 0 – 2 = –2.
• From 0 to –3, the movement is – 3 – 0 = –3.

The total movement is the sum of the two movements: –3 + (–2) = –5.

Look at the two colored expressions. There is no subtraction in the second one! In this way, we can always convert subtraction to addition. the number that is being subtracted can be replaced by its inverse and then added instead. Similarly, a number that is being added can be replaced by its inverse and then subtracted. In this way, we can also always convert addition to subtraction.
Examples:
a. (+7) – (+5) = (+7) + (–5)
b. (–3) – (+8) = (–3) + (–8)
c. (+8) – (–2) = (+8) + (+2)
d. (+6) – (–9) = (+6) + (+9)

The Token Model Class 6 Notes

Using Tokens for Addition
In Bela’s Building of Fun, the lift attendant is bored. To entertain himself, he keeps a box containing lots of positive (red) and negative (black) tokens. Each time he presses the ‘+’ button, he takes a positive token from the box and puts it in his pocket. Similarly, each time he presses the ‘–’ button, he takes a negative token and puts it in his pocket. He starts on the ground floor (Floor 0) with an empty pocket. After one hour, he checks his pocket and finds 5 positive and 3 negative tokens. On which floor is he now? He must have pressed ‘+’ five times and ‘–’ 3 times and (+ 5)+(–3)= + 2. So he is at Floor + 2 now. Here is another way to do the calculation.

A positive token and a negative token cancel each other because the value of this pair of tokens together is zero. These two tokens in his pocket meant that he pressed ‘+’ once and ‘–’ once, respectively, and these cancel each other. We say that a positive and a negative token make a ʻzero pairʼ. When you remove all the zero pairs, you are left with two positive tokens, so (+5) + (–3) = +2. We can perform any such addition using tokens!

Example: Add +5 and –8.

From the picture, we see that we can remove five zero pairs, and we are then left with –3. Therefore (+5) + (–8) = –3.

Using Tokens for Subtraction
We have seen how to perform the addition of integers with positive tokens and negative tokens. We can also perform subtraction using tokens!

Example: Let us subtract: (+5) – (+4).

This is easy to do. From 5 positives take away 4 positives to see the result.

Example: Let us subtract: (–7) – (–5).

Is (– 7) – (– 5) the same as (–7) + (+5)?

Example: Let us subtract: (+5) – (+6).

Put down 5 positives. But there are not enough tokens to take out 6 positives! To get around this issue, we can put out an extra zero pair (a positive and a negative), knowing that this does not change the value of the set of tokens. Now we can take out 6 positives! See what is left:

We conclude that (+5) – (+6) = –1.

Example: +4 – (–6).
Start with 4 positives.

We have to take out 6 negatives from these. But there are not enough negatives. This is not a problem. We add some zero pairs as this does not change the value of the set of tokens. But how many zero pairs? We have to take away 6 negatives so we put down 6 zero pairs:

Now we can take away 6 negatives:

Therefore, +4 – (–6) = +10.

Integers in Other Places Class 6 Notes

Credits and Debits
Suppose you open a bank account at your local bank with the ₹ 100 that you have been saving over the last month. Your bank balance therefore starts at ₹ 100. Then you make ₹ 60 at your job the next day and you deposit it in your account. This is shown in your bank passbook as a ‘credit’. The next day you pay your electric bill of ₹ 30 using your bank account. This is shown in your bank passbook as a ‘debit’. The next day you make a major purchase for your business of ₹ 150. Again this is shown as a debit. Is this possible? Yes, some banks do allow your account balance to become negative, temporarily! Some banks also charge you an additional amount if your balance becomes negative, in the form of ‘interest’ or a ‘fee’. Your strategic large purchase the previous day allows you to make 200 rupees at your business the next day.

You can think of ‘credits’ as positive numbers and ‘debits’ as negative numbers. The total of all your credits (positive numbers) and debits (negative numbers) is your total bank account balance. This can be positive or negative! In general, it is better to try to keep a positive balance in your bank account! As you can see, positive and negative numbers along with zero are extremely useful in the world of banking and accounting.

Geographical Cross-sections
We measure the height of geographical features like mountains, plateaus, and deserts from ‘sea level’. The height at sea level is 0m. Heights above sea level are represented using positive numbers and heights below sea level are represented using negative numbers.

Temperature
During summertime, you would have heard in the news that there is a ‘heat wave’. What do you think will be the temperature during the summer when you feel very hot? In winter we have cooler or colder temperatures. What has been the maximum temperature during the summer and the minimum temperature during the winter last year in your area? Find out. When we measure temperature, we use Celsius as the unit of measure (°C). The thermometers below are showing 40°C and 15°C temperatures.

Explorations with Integers Class 6 Notes

A Hollow Integer Grid

There is something special about the numbers in these two grids. Let us explore what that is.

• Top row: 4 + (–1) + (–3) = 0, 5 + (–3) + (–5) = -3
• Bottom row: (–1) + (–1) + 2 = 0, (–8) + (–2) + 7 = -3
• Left column: 4 + (–3) + (–1) = 0, 5 + 0 + (–8) = -3
• Right column: (–3) + 1 + 2 = 0, (–5) + (–5) + 7 = -3

In each grid, the numbers in each of the two rows (the top row and the bottom row) and the numbers in each of the two columns (the leftmost column and the rightmost column) add up to give the same number. We shall call this sum the ‘border sum’. The border sum of the first grid is ‘0’.

An Amazing Grid of Numbers!
Below is a grid having some numbers. Follow the steps as shown until no number is left.

When there are no more unstruck numbers, STOP. Add the circled numbers.
In the example below, the circled numbers are –1, 9, –7, –2. If you add them, you get –1.

A Pinch of History Class 6 Notes

Like general fractions, general integers (including zero and negative numbers) were first conceived of and used in Asia, thousands of years ago, before they eventually spread across the world in more modern times. The first known instances of the use of negative numbers occurred in the context of accounting. In one of China’s most important mathematical works, The Nine Chapters on Mathematical Art (Jiuzhang Suanshu)—which was completed by the first or second century CE—positive and negative numbers were represented using red and black rods, much like the way we represented them using red and black tokens!

There was a strong culture of accountancy also in India in ancient times. The concept of credit and debit was written about extensively by Kautilya in his Arthashastra (c. 300 BCE), including the recognition that an account balance could be negative. The explicit use of negative numbers in the context of accounting is seen in several ancient Indian works, including in the Bakśhālī Manuscript from around the year 300, where a negative number was written using a special symbol placed after the number (rather than before the number as we do today).

The first general treatment of positive numbers, negative numbers, and zero – all on an equal footing as equally valid numbers on which one can perform the basic operations of addition, subtraction, multiplication, and even division–was given by Brahmagupta in his Brahma-sputa-Siddhanta in the year 628 CE. Brahmagupta gave clear and explicit rules for operations on all numbers–positive, negative, and zero–that essentially formed the modern way of understanding these numbers that we still use today! Some of Brahmagupta’s key rules for addition and subtraction of positive numbers, negative numbers, and zero are given below:

Brahmagupta’s Rules for Addition (Brahma-sphuta-Siddhanta 18.30, 628 CE):

• The sum of two positives is positive (e.g., 2 + 3 = 5).
• The sum of two negatives is negative. To add two negatives, add the numbers (without the signs), and then place a minus sign to obtain the result (e.g., (–2) + (–3) = –5).
• To add a positive number and a negative number, subtract the smaller number (without the sign) from the greater number (without the sign), and place the sign of the greater number to obtain the result (e.g., –5 + 3 = –2, 2 + (–3) = –1 and –3 + 5 = 2).
• The sum of a number and its inverse is zero (e.g., 2 + (–2) = 0).
• The sum of any number and zero is the same number (e.g., –2 + 0 = –2 and 0 + 0 = 0).

Brahmagupta’s Rules for Subtraction (Brahma-sphuta-Siddhanta 18.31-18.32):

• If a smaller positive is subtracted from a larger positive, the result is positive (e.g., 3 – 2 = 1).
• If a larger positive is subtracted from a smaller positive, the result is negative (e.g., 2 – 3 = –1).
• Subtracting a negative number is the same as adding the corresponding positive number (e.g., 2 – (–3) = 2 + 3).
• Subtracting a number from itself gives zero (e.g., 2 – 2 = 0 and – 2 – (–2) = 0).
• Subtracting zero from a number gives the same number (e.g., –2 – 0 = –2 and 0 – 0 = 0).
• Subtracting a number from zero gives the number’s inverse (e.g., 0 – (–2) = 2).

Once you understand Brahmagupta’s rules, you can do addition and subtraction with any numbers whatsoever – positive, negative, and zero! Brahmagupta was the first to describe zero as a number on an equal footing with positive numbers as well as with negative numbers, and the first to give explicit rules for performing arithmetic operations on all such numbers, positive, negative, and zero—forming what is now called a ring. It would change the way the world does mathematics. However, it took many centuries for the rest world to adopt zero and negative numbers as numbers. These numbers were transmitted to, accepted, by, and further studied by the Arab world by the 9th century, before making their way to Europe by the 13th century.

Surprisingly, negative numbers were still not accepted by many European mathematicians even in the 18th century. Lazare Carnot, a French mathematician in the 18th century, called negative numbers ‘absurd’. But over time, zero as well as negative numbers proved to be indispensable in global mathematics and science, and are now considered to be critical numbers on an equal footing with and as important as positive numbers—just as Brahmagupta had recommended and explicitly described way back in the year 628 CE! This abstraction of arithmetic rules on all numbers paved the way for the modern development of algebra, which we will learn about in future classes.

Class 6 Maths Notes

The post The Other Side of Zero Class 6 Notes Maths Chapter 10 appeared first on Learn CBSE.

Living Creatures: Exploring their Characteristics NCERT Class 6th Science Chapter 10 Question Answer

Living Creatures: Exploring their Characteristics Class 6 Questions and Answers

NCERT Solutions for Class 6 Science Chapter 10 Motion and Measurement of Distances

Topics and Sub Topics in Class 6 Science Chapter 10 Motion and Measurement of Distances:

1. Give two examples each of modes of transport used on land, water and air.
Ans:
(i) Land—Bus, truck, train.
(ii) Water—Ship, boat.
(iii) Air—Aeroplane, Helicopter.

2. Fill in the blanks:
(i) One metre is___________
(ii) Five kilometre is___________
(iii) Motion of a child on a swing is_____________ .
(iv) Motion of the needle of a sewing machine is_______________ .
(v) Motion of wheel of a bicycle is_____________ .
Ans:
(i) 100
(ii) 5000
(iii) periodic (oscillatory) motion
(iv) periodic oscillatory (v) circular.

3. Why can a pace or a footstep not be used as a standard unit of length?
Ans: Because a pace or a footstep of each and every person is not equal.

4. Arrange the following lengths in their increasing magnitude :
1 metre, 1 centimetre, 1 kilometre, 1 millimetre.
Ans: Ascending order of length:
1 millimetre < 1 centimetre < 1 metre < 1 kilometre

5. The height of a person is 1.65 m. Express it in cm and mm.
Ans:
(a) 1.65 m, as one metre = 100 cm
= 1.65 x 100 cm = 165 cm
(b)65 x 100 x 10 mm = 1650 mm.

6. The distance between Radha’s home and her school is 3250 ,m. Express this distance in km.
Ans:

7. While measuring the length of a knitting needle, the reading of the scale at one  end is 3.0 cm and at the other end is 33.1 cm. What is the length of the needle?
Ans:  Length of the needle = 33.1 cm – 3.0 cm = 30.1 cm.

8. Write the similarities and differences between the motion of a bicycle and a ceiling fan that has been switched on.
Ans:
(i) Similarity: Both the wheel of a bicycle and a ceiling fan exhibit motion on a fixed axis.
(ii) Dissimilarity: Bicycle moves forward thus executes rectilinear motion but fan does not show such motion.

9. Why could you not use an elastic measuring tape to measure distance? What would be some of the problems you would meet in telling someone about a distance you measured with an elastic tape?
Ans:  An elastic measuring tape gives incorrect length of the distance between two points.
Reasons:
(i) The length of the elastic tape varies and depends upon the force by which it is stretched.
(ii) Measurement would vary between 2 or 3 readings even when measured by the same person and by the same elastic tape.
(iii) Measurement would also vary if different persons measure the same distance.

10. Give two examples of periodic motion.
Ans:
(i) Oscillations of a pendulum.
(ii) Motion of swing/motion of earth round the sun.

Class 6 Science Chapter 10 VERY SHORT ANSWER TYPE QUESTIONS

1. Are senses reliable for accurate measurement?
Ans: Our senses are not reliable for accurate measurement.

2. Why can hand span and arm length not be used as standard units of length?
Ans: because these vary from person to person.

3. How many centimetres are there in 1 m?
Ans: 100 cm.

4. Name the measuring device which can be used for measuring the girth of a tree.
Ans: Measuring tape.

5. Give one example of linear motion.
Ans: Motion of stone falling from a certain height.

6. Give an example of circular motion.
Ans: Motion of arms of watch.

7. Name the types of motion in which a body moves along a straight path
Ans: Rectilinear or linear motion.

8.Find the length and breadth of given rectangle in mm and cm.

Ans: Using measuring scale (15 cm scale), Length AB = 3 cm and breadth BC = 2 cm.
AB = 3 x 10 = 30 mm
BC = 2 x 10 = 20 mm.

9.Give the unit for measuring the following:
(a) Distance between Delhi and Jaipur.
(b) Thickness of a coin.
(c) Length of your eraser.
(d) Length of your shoe lace.
Ans:
(a) Kilometre
(b) Millimetre
(c) Centimetre
(d) Centimetre

10. Name the device used to measure the following:
(a) Size of your shoulder.
(b) Size of your wrist.
(c) Your height.
(d) Your weight.
(e) Cloth for curtain.
(f) Circumference of round table.
Ans:
(a) Measuring tape
(b) Measuring tape
(c) Measuring tape
(d) Weighing balance
(e) Metre scale or measuring tape
(f) A long thread or measuring tape.

Class 6 Science Chapter 10 SHORT ANSWER TYPE QUESTIONS

1. State two precautions to be observed while measuring length with the help of a metre scale.
Ans:  Two precautions are:
(i) The initial point of distance must coincide with the zero reading of metre scale.
(ii) The eye should be kept in line with the point of measurement.

2. Define rest and motion.
Ans:  The objects which do not change their positions with time are said to be at rest. The objects which change their positions with time are said to be in motion.

3. Define the term standard unit.
Ans:  The unit that could be used everywhere as a basic unit of measurement is called a standard unit.

4. How can a measured length be expressed?
Ans: Each measurement has:
(i) A number describing the numerical value.
(ii) The unit in which that quantity is measured.

5. Give one example each of the following types of motion:

(a) Linear
(b) Translation
(c) Circular
(d) Periodic.
Ans:
Types of motion                  Example
(a)  Linear                                  motion of stone falling
(b)  Translatory                         buses
(c) Circular                                 ceiling fan
(d) Periodic                                pendulum of   clock

Class 6 Science Chapter 10 LONG ANSWER TYPE QUESTIONS

1. Why do we need standard unit for measurement?
Ans: We need standard unit for measurement to make our judgement more reliable and accurate. For proper dealing, measurement should be same for everybody. Thus there should be uniformity in measurement. For the sake of uniformity we need a common set of units of measurement, which are called standard units. Nowadays SI units are used in science and technology almost universally.

2. What type of motion do the following objects have?
(a) the galloping of a horse
(b) the needle of a sewing machine
(c) the movements of a mosquito
(d) the blades of an electric fan
(e) the smoke from a lighted dhoopbatti
(f) wheels of moving car.
Ans:
(a) The galloping of a horse: Linear motion.
(b) The needle of a sewing machine: Periodic motion.
(c) Movement of a mosquito: Random motion.
(d) Blade of an electric fan: Circular motion.
(e) The smoke from a lighted dhoopbatti: Random motion.
(f) Wheels of moving car: Linear motion and Rotational motion.

3. Give two examples for each of the following motions:
(i) Linear motion
(ii) Spinning motion
(iii) Oscillatory motion
(iv) Periodic motion
(v) Vibrational motion
(vi) Circular motion
(vii) Random motion
Ans:
(i) Linear motion: (a) Rolling of ball on ground, (b) Moving of bicycle on road,
(ii) Spinning motion: (a) Rotating fan, (b) Wheel of sewing machine.
(iii) Oscillatory motion: (a) Pendulum of clock, (b) Motion of a child on a swing,
(iv) Periodic motion: (a) Pendulum of clock, (b) Motion of a swing, heartbeat.
(v) Vibrational motion: (a) String of a guitar, (b) Surface of drums.
(vi) Circular motion: (a) Rotation of fan, (b) Bicycle wheel.
(vii) Random motion: (a) Motion of football players, (b) Movement of mosquito.

The post NCERT Class 6 Science Chapter 10 Question Answer Living Creatures: Exploring their Characteristics appeared first on Learn CBSE.

Nature’s Treasures NCERT Class 6th Science Chapter 4 Question Answer

Nature’s Treasures Class 6 Questions and Answers

NCERT Solutions for Class 6 Science Chapter 11 Light Shadows and Reflection

Topics and Sub Topics in Class 6 Science Chapter 11 Light Shadows and Reflection:

1. Rearrange the boxes given below to make a sentence that helps us understand opaque objects.

Ans:

2. Classify the objects or materials given below as opaque, transparent or translucent and luminous or non-luminous:
Air, water, a piece of rock, a sheet of aluminium, a mirror, a wooden board, a sheet of polythene, a CD, smoke, a sheet of plane glass, fog, a piece of red hot iron, an umbrella, a lighted fluorescent tube, a wall, a sheet of carbon paper, the fame of a gas burner, a sheet of cardboard, a lighted torch, a sheet of cellophane, a wire mesh, kerosene stove, sun, firefly, moon.
Ans:

3. Can you think of creating a shape that would give a circular shadow if held in one way and a rectangular shadow if held in another way?
Ans: Yes, there are many things which give a circular shadow if held in one way and a rectangular shadow if held in another way. For example: a cylinder, a circular disc etc.

4. In a completely dark room, if you hold up a mirror in front of you, will you see a reflection of yourself in the mirror?
Ans: No, in a completely dark room no image will be formed because there is no light in the room so no reflection of light takes place and no image will be formed.

Class 6 Science Chapter 11 VERY SHORT ANSWER TYPE QUESTIONS

1. Whether the moon is luminous or non-luminous body?
Ans: Moon is non-luminous body.

2. What is umbra?
Ans: Umbra is the dark region behind object facing light which does not receive light at all.

3. How does a light ray travel?
Ans: Light ray travels in a straight line.

4. Give one natural source of light.
Ans: Sun is a natural source of light.

5. What is shadow?
Ans: Shadow is the dark space behind an opaque object where light does not reach.

6. What is penumbra?
Ans: The less darker shadow formed penumbra.on the periphery of dark shadow is called penumbra.

Class 6 Science Chapter 11 SHORT ANSWER TYPE QUESTIONS

1. State difference between a luminous and a non-luminous body.
Ans: The bodies which emit light are called luminous bodies. Example: sun, stars, burning candle etc.
The bodies which does not emit light are called non-luminous bodies. Example: moon, earth, blackboard.

2. Why is the moon not considered as a luminous body?
Ans: Moon is non-luminous body because it shines by reflecting the sunlight falling on it.

3. What is an incandescent body? Give example.
Ans:  The bodies which emit light when heated to a very high temperature are called incandescent bodies. Example: electric bulb.

4. When does a shadow form?
Ans: Shadow is formed when light does not reach behind the opaque object kept in the path of light

5. Draw a diagram to illustrate the formation of umbra and penumbra.
Ans:

6. What are the essential conditions for the formation of shadow?
Ans:
(1) There should be an opaque material.
(2) There should be a source of light and screen.
The object must be placed in the path of light. Then shadow is formed on the screen.

7. Define reflection of light.
Ans: When light rays after striking the smooth and shiny surface return to same medium, this phenomenon is called reflection of light.

8. Write difference between shadow and image.
Ans:

9. How will you convert a glass sheet into a translucent sheet?
Ans: There are following two methods to convert glass sheet into a translucent sheet:
(i) By smearing a thin layer of oil on glass sheet.
(ii) By covering a side of sheet by butter paper.

10. What is shadow? How does the colour of an opaque object affects the colour of the shadow?
Ans: A dark outline or patch formed by an opaque object that blocks light coming from a source of light is called shadow. The colour of an opaque object does not affect the colour of the shadow.

11. Write the differences between umbra and penumbra.
Ans:

12. What do we need in order to see a shadow?
Ans: We need: (i) A source of light (ii) a screen (in) an opaque object.

13. What do you mean by scattering of light?
Ans: When a beam of light falls on a rough surface it is turned back in different directions. It is called scattering of light.

14. A and B are facing the mirror and standing in such a way that A can see B and B can see A. Explain this phenomenon.

Ans:  The light rays from A falls on the mirror and gets reflected and reaches B, the light from B falls on the mirror and reflects to reach A. The path of light is just reversed as shown.

15. ‘X’ is 20 cm away from the mirror. If he moves few steps closer to the mirror what will happen to the image

Ans: The size of the image will be same as the size of the object.

16.Write the mirror image of ‘SMART’?
Ans: THAM8

17. Have you ever seen an ambulance? It is written in the form of mirror image on vehicles. Explain why it is done so and give the mirror image of AMBULANCE.
Ans:  The mirror image of AMBULANACE is aovt/yuaMA.
It is written so on the vehicles for the people to see in their rear view mirrors, read it correctly and immediately give way to the vehicle as it carries patients who need urgent medication.

18. You have to cost the shadow of your pencil on the wall with the help of candle in a dark room. How can you obtain the shadow of same size, small size and big size of the same pencil?
Ans: (a)The shadow of the pencil will be small when the pencil is taken close to the wall and away from the candle.
(b)The shadow will be big in size when the pencil is taken closer to the candle.
(c)To get the same sized shadow as the pencil is, adjust the distance between the wall, pencil and candle at equal distances.

Class 6 Science Chapter 11 LONG ANSWER TYPE QUESTIONS

1. What is reflection of light? Explain reflection of light with the help of an activity.
Ans:  When light rays fall on a highly polished (e.g. mirror) smooth surface and return to the same medium, it is called reflection of light.
Activity to show reflection of light: This activity should be done at night or in a dark room. Ask your friend to hold a mirror in his hand at one corner of the room. Stand at another comer with a torch in your hand. Cover the glass of torch with your fingers and switch it on. There should be small gap between your fingers. Direct the beam of torch-light on to the mirror that your friend is holding. Adjust the direction of torch so that patch of light falls on your friend standing in the room. This activity shows the reflection of light also that light travels in straight line.

2. Explain the manner in which light travels with the help of an activity.
Ans: Take a comb and fix it on one side of a thermacol sheet. Fix a mirror on the other side as shown in figure. Spread a dark coloured sheet of paper between the mirror and the comb. Send a beam of light from a torch through the comb. You get a pattern of light similar to that shown in figure. This activity explains the manner in which light travels and gets reflected from a mirror.

3. Explain that light has the property of rectilinear propagation.
Ans: We take three pieces of cardboard. Place them one on the top of one another and make a hole in the middle of each cardboard by using a thick nail. Erect these cards up on the table at a short distance away from each other. Take a candle which is of the same height as the holes in the cards. Light the candle and place it in front of the cards. We see that the light of candle is visible only when the holes on cards lie in a straight line. If we disturb them the light of candle disappears. This experiment shows that light propagates in a straight line.

The post NCERT Class 6 Science Chapter 11 Question Answer Nature’s Treasures appeared first on Learn CBSE.

Beyond Earth NCERT Class 6th Science Chapter 12 Question Answer

Beyond Earth Class 6 Questions and Answers

NCERT Solutions for Class 6 Science Chapter Electricity and Circuits

Topics and Sub Topics in Class 6 Science Chapter 12 Electricity and Circuits:

NCERT Solutions for Class 6 Science Chapter 12 Electricity and Circuits

1. Fill in the blanks:
(a) A device that is used to break an electric circuit is called_______________
(b) An electric cell has___________
Ans:
(a) switch
(b) two

2. Mark ‘True’ or ‘False’ for the following statements:
(a) Electric current can flow through metals.
(b) Instead of metal wires, a jute string can be used to make a circuit.
(c) Electric current can pass through a sheet of thermocol.
Ans:
(a) True
(b) False
(c) False.

3.Explain why the bulb would not glow in the arrangement shown in fig

Ans: The bulb would not glow in the arrangement shown in figure because the one end of tester/screw driver is made up of plastic which does not allow the electric current to flow through it.

4. Complete the drawing shown in Fig. 12.9 to indicate where the free ends of the two wires should be joined to make the bulb glow.

Ans:

5. What is the purpose of using an electric switch? Name some electrical gadgets that have switches built into them.
Ans: Electric switch is used to make electric circuit open or closed for a particular appliance and hence with the help of a switch we can use an appliance according

6. Would the bulb glow after completing the circuit shown in Fig. 12.9 if instead of safety pin we use an eraser?
Ans: No, since eraser is an insulator so it does not allow the current to pass. Hence the bulb will not glow.

7. Would the bulb glow in the circuit shown in Fig. 12.11.

Ans: Yes, the electric circuit is closed so the bulb will glow.

8. Using the“conduction tester” on an object it was found that the bulb begins to glow. Is that object a conductor or an insulator? Explain.
Ans: Yes, if the object is good conductor of electricity then current will pass through conduction tester and the bulb will glow. Hence the object will be a conductor of electricity.

9. Why should an electrician use rubber gloves while repairing an electric switch at your home? Explain.
Ans: Our body is good conductor of electricity and rubber is insulator. During repairing work if the body comes in contact with current carrying wire then there will not be any accident as rubber does not allow the passage of current through it. Hence electrician uses rubber gloves while repairing an electric switch.

10. The handles of the tools like screwdrivers and pliers used by electricians for repair work usually have plastic or rubber covers on them. Can you explain why?
Ans: Plastic or rubber is an insulator which does not allow electric current to pass through it. The handles of the tools like screwdrivers and pliers used by electricians for repair have covering of plastic or rubber so that electric current may not pass through these tools to the body of the electrician to harm him.

Class 6 Science Chapter 12 VERY SHORT ANSWER TYPE QUESTIONS

1. What is the direction of flow of current in a dry cell?
Ans: . The current flows in closed circuit from +ve to -ve terminal of cell.

2. Name the +ve terminal of dry cell.
Ans:. Carbon rod with a metal cap on it.

3. Name the -ve terminal of a dry cell.
Ans:  Zinc metal plate.

4. What is dry cell?
Ans:  It is a device which converts chemical energy into electrical energy.

5. What is solar cell?
Ans: A device which converts solar energy into electrical energy.

6. What is open circuit?
Ans:  An electric circuit in which electrical contact at any point is broken is called open circuit.

7. Write one use of insulators.
Ans: Insulators are used in making switchboard, handles of testers, screw drivers.

8. What is the name of thin wire in the electric bulb?
Ans: Filament.

Class 6 Science Chapter 12 SHORT ANSWER TYPE QUESTIONS

1. Mention two advantages of a dry cell.
Ans:
1. It converts chemical energy into electrical energy.
2. It is light and small in size.

2. Draw a diagram showing the two terminals of a bulb.
Ans:

3. Draw the circuit diagram for operating a bulb with the help of a dry cell.
Ans:

4. Define conductors and insulators. Give one example of each.
Ans:  A conductor is that which easily allows the passage of current through it. Example: Aluminium or any metal.
An insulator is that which does not allow the passage of current through it. Example: Rubber.

5. Identify conductors and insulators from the following:Eraser, paper, matchstick, copper wire, pencil lead, polythene
Ans: Conductors: Copper wire, pencil lead.
Insulator. Eraser, paper, matchstick, polythene.

6. Name the scientist who invented electric cell and the scientist who invented electric bulb.
Ans: Electric cell: Alessandro Volta.
Electric bulb: Thomas Alva Edison.

7. Give one activity to prove that air is an insulator.
Ans: Take an electric circuit, keep the terminals unconnected in the air. The bulb do not glow, as air is an insulator and does not allow the current to flow through it.

8. In any electric circuit, when the switch is on and the current flows through it why do the wire, switches, bulb or devices become hot?
Ans.: This is because electric energy changes into heat energy.

9.The headlights of a car have reflectors behind the bulb. What is the function of reflectors?
Ans: The reflector helps in reflecting the light into a focussed area.

10.If you touch an electric wire carrying current you get a shock, but if on the same wire the birds sit they do not get any shock/current. Explain why?
Ans: When we hold the wire carrying current then the circuit is closed and the current flows from our body and enters earth but the birds sitting on the same wire do not get any current as the circuit is not complete. If the bird touches the earth wire, it will also die due to electric shock.

Class 6 Science Chapter 12 LONG ANSWER TYPE QUESTIONS

1.(1)What is electric circuit?
(2)How many types of electric circuit are there? Define them.
(3)Draw a diagram to show the closed circuit for switch, bulb and dry cell.
Ans:
(1)The diagram that shows the path of electric current is called electric circuit.
(2)There are two types of electric circuit:
(a) Open electric circuit
(b) Closed electric circuit
(a)Open electric circuit: The circuit in which electrical contact at any point is broken is called open electric circuit.
(b)Closed electric circuit: The circuit in which electric current flows from one terminal of a cell or battery to the other is called a closed circuit.

The post NCERT Class 6 Science Chapter 12 Question Answer Beyond Earth appeared first on Learn CBSE.

Measurement of Length and Motion NCERT Class 6th Science Chapter 4 Question Answer

Measurement of Length and Motion Class 6 Questions and Answers

NCERT Solutions for Class 6 Science Chapter 5 Separation of Substances

Topics and Sub Topics in Class 6 Science Chapter 5 Separation of Substances:

NCERT Solutions for Class 6 Science Chapter 5 Textbook Questions Solved

1. Why do we need to separate different components of a mixture? Give two examples.
Ans: Among different components of mixture there are many substances which are harmful or not useful for us. To remove these harmful or unuseful components we need to separate them. For example:
(a) Tea leaves are separated from the liquid with a strainer while preparing tea.
(b) Stone pieces from wheat, rice or pulses are picked out by hand.

2. What is winnowing? Where is it used?
Ans: Winnowing is used to separate heavier and lighter components of a mixture by wind or by blowing air. This process is used by farmers to separate lighter husk particles from heavier seeds of grain.

3. How will you separate husk or dirt particles from a given sample of pulses before cooking?
Ans: Husk or dirt particles can be separated by winnowing, being lighter they wall fly away from pulses.

4. What is Sieving? Where can it be used?
Ans. Sieving is a process by which fine particles are separated from bigger particles by using a sieve. It is used in flour mill or at construction sites. In flour mill, impurities like husks and stones are removed from wheat. Pebbles and stones are removed from sand by sieving.

5. How will you separate sand and water from their mixture?
Ans. We will separate sand and water by sedimentation and decantation method. First we leave this mixture for some time. After some time, the sand which is; heavier is settled down at the bottom. After that we wall pour water into another container and the mixture will be separated.

6. Is it possible to separate sugar mixed with wheat flour? If yes, how will you do it?
Ans. Sugar can be separated from wheat flour by sieving. Due to difference in the size of particles, sugar will stay on sieve and wheat flour will pass through it.

7. How would you obtain clear water from a sample of muddy water?
Ans. We will obtain clear water from a sample of muddy water by the process of filtration.
A filter paper is one such filter that has very fine pores in it. Figure 5.12(a, b) shows the steps involved in using a filter paper. A filter paper folded in the form of a cone is fixed in a funnel. The mixture is then poured on the filter paper. Solid particles in the mixture do not pass through it and remain on the filter.

8. Fill in the blanks:
(a) The method of separating seeds of paddy from its stalks is called .
(b) When milk, cooled after boiling, is poured onto a piece of cloth the cream (malai) is left behind on it. This process of separating cream from milk is an example of ______.
(a) Salt is obtained from sea water by the process of ____________ .
(b) Impurities settled at the bottom when muddy water was kept overnight in a bucket. The clear water was then poured off from the top. The process of separation used in this example is called ____________.
Ans.
(a) threshing
(b)filtration
(b) evaporation
(d) sedimentation and decantation

9. True or false?
(a) A mixture of milk and water can be separated by filtration.
(b) A mixture of powdered salt and sugar can be separated by the process of winnowing.
(c) Separation of sugar from tea can be done with filtration.
(d) Grain and husk can be separated with the process of decantation.
Ans.
(a) False
(b) False
(c) False
(d) False

10. Lemonade is prepared by mixing lemon juice and sugar in water. You wish to add ice to cool it. Should you add ice to the lemonade before or after dissolving sugar ? In which case would it be possible to dissolve more sugar ?
Ans. We should add ice after dissolving sugar. When the temperature is high then more sugar can be dissolved. After mixing ice it gets cool and less sugar will dissolve in it.

Class 6 Science Chapter 5 VERY SHORT ANSWER TYPE QUESTIONS

1. What is strainer?
Ans. Strainer is a kind of sieve which is used to separate a liquid from solid.

2. Name the method used to separate cream from curd.
Ans. Centrifugation.

3. How will you separate mango from a mixture of mango and apple?
Ans. By picking.

4. You are given a mixture of salt and sand. Can you separate them by picking?
Ans. No, we cannot separate them by picking.

5. Name the method used to separate the pieces of stone from grain.
Ans. Handpicking.

6. How can you separate grains from stalk?
Ans. We separate grains from stalk by threshing.

7. What types of material can we separate by using handpicking?
Ans. The materials having different size and colour can be separated by handpicking.

8. Name the other methods used to separate solid materials of different size.
Ans. Sieving.

9. Name the process used to separate heavier and lighter components of a mixture.
Ans. Winnowing.

10. Can the above stated method be used if both the components have same weight?
Ans. No, this method cannot be used.

11. What is evaporation?
Ans. The process of conversion of water into vapour is called evaporation.

12. Name the method by which we get salt from ocean water.
Ans. Evaporation.

13. Define condensation.
Ans. The process of conversion of water vapour into liquid form is called condensation.

14. Write opposite process of evaporation.
Ans. Condensation.

Class 6 Science Chapter 5 SHORT ANSWER TYPE QUESTIONS

l. What is mixture?
Ans. When two or more than two substances are mixed together in any ratio then it is called a mixture.

2. Write various methods of separation of components from their mixture.
Ans.

1. Handpicking
2. Threshing
3. Winnowing
4. Sedimentation
5. Decantation
6. Filtration
7. Evaporation
8. Condensation

3. Define the term handpicking.
Ans. The process used to separate slightly larger particles from a mixture by hand is called handpicking. For example: Stone pieces can be separated from wheat or rice by handpicking.

4. What do you mean by threshing? Where is it used?
Ans. Threshing is a process in which we separate grain from stalks. This process is used by farmer to separate gram, wheat, rice, mustard seeds in his field.

5. Write three methods of separation.
Ans. Handpicking, threshing and winnowing.

6. How will you separate oil and water from their mixture?
Ans. Oil, being lighter than water, will float on it. Two distinct layers are formed and slowly oil is allowed to flow into another container and is separated from water. Separating funnel can also be used to separate the two.

7. What is evaporation?
Ans. The process of conversion of water into vapour is called evaporation. This process takes place continuously where water is present. Common salt from sea water is obtained using this method.

8. Define winnowing.
Ans. The process is used to separate components from a mixture in which one component is heavier or lighter than other is called winnowing. Winnowing is done with the help of wind or by blowing air.

9. What do you mean by sieving? Give an example.
Ans. Sieving allows the fine flour particles to pass through the holes of the sieve while the bigger particles or impurities remain on the sieve. For example, in a flour mill, impurities like husk and stones are removed from wheat before grinding it.

10. Match the column:

Class 6 Science Chapter 5 LONG ANSWER TYPE QUESTIONS

1. What is threshing?
Ans. Threshing is a process that is used to separate grain from stalks. In this process the stalks are beaten to free the grain seeds. Sometimes threshing is done with the help of bullocks. Machines are also used to thresh large quantities of grain.

2. Describe the method to obtain salt from sea water.
Ans. Sea water contains many salts mixed in it. One of them is common salt, when sea water is allowed to stand in shallow pits, water gets evaporated by sunlight and slowly turns into water vapour. In a few days, the water evaporates completely leaving behind the solid salts. Common salt is then obtained from this mixture of salts by further purification.

3. What is decantation?
Ans. Decantation is a process, of separation of insoluble solids from liquid. The suspension of solid particles in liquid is allowed to stand for some time. The solid particles then settle down at the bottom of the container and clean water goes up. Without disturbing the settled particles the clean water is transferred into other container.

4. Where is decantation used? Give two examples.
Ans.
(i) Decantation is used to separate insoluble solids or liquid from liquid. Rain water is a mixture of mud and water. It is purified by decantation.
(ii) Oil and water also get separated by this method because oil floats up.

5. How will you prepare cheese (paneer)?
Ans. For making paneer, a few drops of lemon juice sire added to milk as it boils. This gives a mixture of particles of solid paneer and liquid. The paneer is then separated by filtering the mixture through a fine cloth or strainer.

6. Explain the method that can be used for separating the following mixture:
(i) Sand and husk
(ii) Wheat, sugar and stalk
(iii) Water and petrol
(iv) Rice and salt
(v) Sand and salt
Ans.
(i) Mixture of sand and husk: Sand and husk can be separated by the method of winnowing.
(ii) Mixture of wheat, sugar and stalk: For separating stalk from the mixture we should follow the winnowing method because milk is lighter than other two components and get separated. Wheat and sugar can be separated by sieving because they are in different sizes.
(iii) Mixture of water and petrol: Water does not dissolve in petrol. So, it can be separated by the use of separating funnel.
(iv) Mixture of rice and salt: Rice and salt can be separated by sieving.
(v) Mixture of sand and salt: Sand and salt is mixed with water, salt dissolves in water and sand can be separated solution by sedimentation and decantation followed by filtration. After that using evaporation common salt is separated.

The post NCERT Class 6 Science Chapter 5 Question Answer Measurement of Length and Motion appeared first on Learn CBSE.

Diversity in the Living World NCERT Class 6th Science Chapter 2 Question Answer

Diversity in the Living World Class 6 Questions and Answers

Let us enhance our learning (pages 31-33)

Question 1.
Here are two types of seeds. What differences do you find among the roots and leaf venation of their plants?

Answer:
Differences between wheat and kidney beans:

Question 2.
Names of some animals are given below. Group them based on their habitats. Write the names of aquatic animals in the area marked ‘A’ and terrestrial animals in the area marked ‘B’. Enter the names of animals living in both habitats in part ‘C’.

Horse, Dolphin, Frog, Sheep, Crocodile, Squirrel, Whale, Earthworm, Pigeon, Tortoise

Answer:
(A) Aquatic animals:
(i) Dolphin
(ii) Whale

(B) Terrestrial animals:
(i) Horse
(ii) Sheep
(iii) Squirrel
(iv) Earthworm
(v) Pigeon

(C) Both A and B (Amphibians)
(i) Frog
(ii) Crocodile
(iii) Tortoise

Question 3.
Manu’s mother maintains a kitchen garden. One day, she was digging out radish from the soil. She told Manu that radish is a kind of root. Examine a radish and write what type of root it is. What type of venation would you observe in the leaves of radish plant?
Answer:
Radish is a type of root known as a taproot. Taproot are thick, primary roots that grow deep into the soil other than with a conical shape.

Leaf Venation: The leaves of radish plant exhibit‘reticulate venation, which is typical of dicotyledonous plants. This venation pattern consists of a prominent central vein with smaller veins branching out, forming a network.

Question 4.
Look at the image of a mountain goat and a goat found in the plains. Point out the similarities and differences between them. What are the reasons for these differences?

Answer:
Similarities:

• Both are goats and belong to the same family.
• Herbivore diet: Both are herbivores. That is they eat plants including roots, stems, leaves etc.

Differences:

Question 5.
Group the following animals into two groups based on any feature other than those discussed in the chapter— cow, cockroach, pigeon, bat, tortoise, whale, fish; grasshopper, lizard.
Answer:
(i) Flying Animals:
(a) Pigeon
(b) Bat
(c) Cockroach
(d) Grasshopper

(ii) Non-flying Animals:
(a) Cow
(b) Tortoise
(c) Whale
(d) Fish
(e) Lizard

Question 6.
As the population grows and people want more comfortable lives, forests are being cut down to meet various needs. How can this affect our surroundings? How do you think we can address this challenge?
Answer:
Impact of Deforestation:

1. Loss of Biodiversity
2. Changes in Climate
3. Soil Erosion
4. Water Cycle Disruption
5. Decreased Air Quality.

Addressing the Challenge

• Protected Areas: Establishing more national parks and wildlife sanctuaries to protect existing forests.
• Community Involvement: Engaging local communities in forest conservation efforts. We should plant more trees near our surroundings.
• Legislation: Implementing and enforcing laws that prevent illegal logging and deforestation.

Question 7.
Analyse the flowchart. What can be examples of *A’ and ‘B’?

Answer:
Examples of ‘A’: These are plants that have reticulate venation in their leaves. Examples: Mango, Hibiscus, Rose, Chickpea (Chana), Mustard. Examples of ‘B’: These are plants that do not have reticulate venation (i.e., they have parallel venation). Examples: Wheat, Maize, Grass.

Question 8.
Raj argues with his friend Sanjay that “Gudhal (hibiscus) plant is a shrub”. What questions can Sanjay ask for clarification?
Answer:
1. What is the nature of its stem?
2. What is the height of the Gudhal (hibiscus) plant?
3. Is the stem of the Gudhal plant woody?

Question 9.
Based on the information in the table, find out examples of these plants for each group.

(a) What other similarity do plants of group A have?
(b) What other similarity do plants of group B have?
Answer:
Examples for group A and B.
1. Rose, mango, radish, carrot and hibiscus
2. Grass, wheat, onions, maize and rice etc.

(a) Similarity of Plants in Group
A: Plants in Group A (dicots) typically have leaves with reticulate venation.

(b) Similarity of Plants in Group
B: Plants in Group B (monocots) generally have leaves with parallel venation.

Question 10.
Observe the labelled part of a duck in the picture given below. What differences do you observe in the feet of the duck compared to the other birds? Which activity would the duck be able to perform using this part?

(a) Duck
(b) Pigeon
Answer:
Differences in the Feet
(a) Duck has webbed feet
(b) Pigeon does not have webbed feet: has regular bird feet with separate toes.

Activities the Duck Can Perform with Webbed Feet

• Swimming: The webbed feet help the duck to paddle through water efficiently.
• Walking on Muddy or Wet Surfaces: Webbed feet provide stability and prevent the duck from sinking.
• The webbed feet a of duck are specially adapted for swimming, allowing it to move smoothly in water.

NCERT Solutions for Class 6 Science Chapter 2 Components of Food

The topics and Sub Topics in Class 6 Science Chapter 2 Components of Food:

Class 6 Science Chapter 2 Textbook Questions Solved

1. Name the major nutrients in our food.
Ans: The major nutrients in our food are carbohydrates, proteins, fats, vitamins and minerals.
The table below shows the nutrients present in some food items:

2. Name the following:
(a) The nutrients which mainly give energy to our body.
(b) The nutrients that are needed for the growth and maintenance of our body.
(c) A vitamin required for maintaining good eyesight.
(d) A mineral that is required for keeping our bones healthy.
Ans:
(a) Carbohydrates
(b) Proteins
(c) Vitamin A
(d) Calcium

3. Name two foods each rich in:
(a) Fats
(b) Starch
(c) Dietary fibre
(d) Protein
Ans:
(a) Ghee, butter,
(b) Raw potato, rice,
(c) Spinach, cabbage, carrot, ladies finger, (any two)
(d) Milk, egg, fish, meat, pulses (any two).

4. Tick (/) the statements that are correct, cross (X) those which dire incorrect.
(a) By eating rice alone, we can fulfill nutritional requirement of our body,
(b) Deficiency diseases can be prevented by eating a balanced diet.
(c) Balanced diet for the body should contain a variety of food items.
(d) Meat alone is sufficient to provide all nutrients to the body.

5. Fill in the blanks:
(a) ________ is caused by deficiency of Vitamin D. ,
(b) Deficiency of_________ causes a disease known as beri-beri.
(c) Deficiency of Vitamin C causes a disease known as________________ .
(d) Night blindness is caused due to deficiency of_______________ in our food.
Ans:
(a) Rickets
(b) Vitamin B1
(c) Scurvy
(d) Vitamin A

Class 6 Science Chapter 2 VERY SHORT  ANSWER TYPE QUESTIONS

1. Do all meals consist of the same food items?
Ans: No, all meals do not have the same food items.

2. Why should a meal have different food items?
Ans: A meal should have different food items because our body needs different kinds of nutrients for proper functioning.

3. Do all foods contain all the required nutrients?
Ans: No, all foods do not contain sill the nutrients required by our body.

4. Name two main types of carbohydrates found in our food.
Ans:
(i) Starch                                                  (ii) Sugar

5. What are carbohydrates?
Ans: The compounds of carbon, hydrogen and oxygen which provide energy for our body are called carbohydrates.

6. What happens when two or more drops of iodine solution fall on starch substance?
Ans: The colour of the substance becomes blue-black.

7. If any food item gives blue-black colour with iodine then which nutrient is present in the food?
Ans: Starch.

8. Name two substances which provide carbohydrates.
Ans:
(i) Potato
(ii) Rice/wheat/maize/sugar

9. Name the food nutrient indicated by an oily patch on paper.
Ans:An oily patch on paper shows the presence of fat.

10. Name two energy-providing nutrients.
Ans:
(i) Carbohydrates
(ii) Fats

11. Name a nutrient which helps in repairing the damaged body cells.
Ans: Proteins.

12. Name two nutrients which protect the body from diseases.
Ans:
(i) Vitamins
(ii) Minerals

13. Name two plant food items which provide proteins.
Ans:
(i) Dal (pulses)
(ii) Soyabean

14. Name two sources of proteins provided by animals.
Ans:
(i) Milk
(ii) Eggs

15. Which type of food is called body-building food?
Ans: The food containing proteins is called body-building food.

16. Name two food items which provide fats.
Ans:
(i) Oils
(ii) Ghee

17. Name various types of vitamins.
Ans: Various types of vitamins are:

1. Vitamin A,
2. Vitamin B-complex,
3. Vitamin C,
4. Vitamin D,
5. Vitamin E,
6. Vitamin K.

18. Name a vitamin which represents a group of vitamins.
Ans: Vitamin B-complex.

19. Name two sources of Vitamin A.
Ans:
(i) Fish-oil
(ii) Milk

20. Write two sources of Vitamin B.
Ans:
(i) Liver
(ii) Beans

21. Write two sources of Vitamin C.
Ans:
(i) Orange/lime
(ii) Amla

22. Write two sources of Vitamin D.
Ans:
(i) Fish
(ii) Butter

23. What is roughage?
Ans. The food containing plant fibres which sure also known as dietary fibres is called roughage.

24. What is the main Function of roughage?
Ans: The main function of roughage is to help our body get rid of undigested food.

25. Name some food items which provide roughage.
Ans: Whole grains, fresh fruits and vegetables are the main sources of roughage.

Class 6 Science Chapter 2 SHORT ANSWER TYPE QUESTIONS

1. What are nutrients? Name major nutrients.
Ans: The components of food which are needed by our body for growth and development are called nutrients. The major nutrients are:
(i) Carbohydrates
(ii) Fats
(iii) Proteins
(iv) Vitamins
(v) Minerals

2. What are the functions of carbohydrates?
Ans: They complete the energy requirements of the body so they are called energy providing food.

3. Write test for detecting the presence of starch.
Ans: Take a piece of the food item. Put 2-3 drops of dilute iodine solution on it. If the colour of the food item becomes blue-black, then it indicates the presence of starch in the food item.
(i) Food + Iodine — Blue-black colour (starch present)
(ii)  Food + Iodine — No blue-black colour (no starch present)

4. What are the functions of proteins?
Ans: Proteins are the most important nutrient. They are called body-building food. They help in the growth and repair of damaged cells and tissues of the body. They also help our body to fight against infections. Proteins make our nails, hair and muscles.

5. How can you test presence of proteins in a given food item?
Ans:Take a small quantity of the food item. If the sample is solid, grind it. Put some part of this in a clean test tube, add 10 drops of water to it and shake the test tube. Now, with the help of a dropper, add two drops of solution of copper sulphate and 10 drops of solution of caustic soda to the test tube. Shake well and place the test tube in test tube stand for a few minutes.
Observe colour of the contents of test tube. If colour of the contents turns violet, the food item contains protein.
Note: Copper sulphate and caustic soda solutions are harmful. Handle them with care.
Food + water + copper sulphate + caustic soda → violet colour → protein is present.

6. What are fats? Name some fat-containing substances.
Ans: The energy rich sources of food are called fats. They provide energy to the body. All types of nuts, mustard seeds, milk and butter are the major sources of fat. Like carbohydrates, fats also contain carbon, hydrogen and oxygen but fats contain less oxygen than carbohydrates.

7. Write test for detecting, presence of fat.
Ans: Take small quantity of the food item. Rub it on a piece of white paper. Observe carefully, you will find that the piece of white paper shows an oily patch on it which indicates that the food item contains fat.

8. What are vitamins? Write various kinds of vitamins.
Ans: They are protective compounds with no energy value. They help in proper body­ functioning and are required by the body in very small quantities. Various kinds of vitamins are—Vitamin A, Vitamin B-complex, Vitamin C, Vitamin D, Vitamin E and Vitamin K.

9. People who eat sea-food do not suffer from Goitre. Explain.
Ans: It is so because sea-food is a rich source of Iodine and Goitre is a deficiency disease caused due to lack of Iodine.

10. Excess intake of fats is harmful for the body because it causes obesity. Would it be harmful for the body to take too much of proteins or vitamins in the diet?
Ans. Yes, excess intake of proteins and vitamins in the diet is harmful and may lead to other diseases.

11. Name the vitamin that our body prepares in the presence of sunlight.
Ans: Vitamin D.

12. Name a vitamin that is not present in milk.
Ans: Vitamin C.

13. A patient had stunted growth, swelling on face, discolouration of hair and skin disease. Doctor advised him to eat a lot of pulses, grams, egg white, milk etc. What is wrong with the patient? Explain.
Ans:  The intake of protein is not enough in his diet and all these symptoms are caused due to deficiency of proteins.

14. A small child became very thin and lean and later he became so weak that he could not move. Which nutrients should he eat so as to improve his health?
Ans: Both carbohydrates and proteins.

15. What are the functions of minerals?
Ans: Minerals are protective part of foods occurring naturally and are needed by our body in small amount. Minerals are essential for proper growth of the body and to maintain good health. They do not provide energy. Milk, salt, eggs and green leafy vegetables are the main sources of minerals.

16. Write the functions of water in our body.
Ans: Water helps our body to absorb nutrients from the food. It also helps in removing the waste from the body in the form of urine and sweat. We get water from various types of liquids, fruits and vegetables.

17. What is obesity?
Ans: When a person eats too much fat-containing foods, then the fat gets deposited in his body and he may end up suffering from a condition called obesity.

18. What are deficiency diseases?
Ans: When a person eats such a food continuously for a long time which may not contain a particular nutrient, then this condition is called deficiency of that nutrient. Deficiency of one or more nutrients can cause diseases or disorders in our body. Such type of diseases are known as deficiency diseases.

Class 6 Science Chapter 2 LONG ANSWER TYPE QUESTIONS

1. List various types of nutrients and write the functions of each.
Ans. The various types of nutrients are:
(i) Carbohydrates: They are mainly energy-providing nutrients.
(ii) Fats: They provide energy for the body. They give much more energy than carbohydrates if consumed in same amount.
(iii) Proteins: They are called body-building foods. Proteins help in the formation and repairing of body parts. Skin, hair, muscles, enzymes are made up of proteins.
(iv) Vitamins: Vitamins help in protecting our body against disease. They also protect eyes, bones, teeth and gums.
(v) Minerals: Minerals are essential for proper growth of body and to maintain good health.

2. What is a balanced diet? Write the components of balanced diet.
Ans: A diet which provides the right proportion of all the nutrients that our body needs along with roughage and water is called balanced diet. The various components of balanced diet are carbohydrates, fats, proteins, vitamins, minerals, roughage and water.

3. Prepare a chart to show various vitamins and minerals and the disorders caused by their deficiency.

The post NCERT Class 6 Science Chapter 2 Question Answer Diversity in the Living World appeared first on Learn CBSE.

Exploring Magnets NCERT Class 6th Science Chapter 4 Question Answer

Exploring Magnets Class 6 Questions and Answers

NCERT Solutions for Class 6 Science Chapter 4 Sorting Materials Into Groups

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

Q. 1. Name five objects which can be made from wood.
Ans.
(i) Table
(ii) Chair
(iii) Doors
(iv) Boat
(v) Bed

Q.2. Select those objects from the following which shine:
Glass bowl, plastic toy, steel spoon, cotton shirt
Ans. Glass bowl and steel spoon are shining objects.

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

Q. 4. State whether the statements given below are ‘true’ or ‘false’.
(i) Stone is transparent, while glass is opaque.
(ii) A notebook has lustre while eraser does not
(iii) Chalk dissolves in water.
(iv) A piece of wood floats on water.
(v) Sugar does not dissolve in water.
(vi) Oil mixes with water.
(vii) Sand settles down in water.
(viii) Vinegar dissolves in water.
Ans.
(i) False
(ii) False
(iii) False
(iv) True
(v) False
(vi) False
(vii) True
(viii) True

Q. 5. Given below are the names of some objects and materials:
Water, basket ball, orange, sugar, globe, apple and earthen pitcher Group them as:
(a) Round shaped and other shapes
(b) Eatables and non-eatables
Ans.
(a) (i) Round shaped: Basket ball, apple, orange, globe, earthen pitcher.
(ii) Other shapes: Water, sugar.
(b) (i) Eatables: Water, orange, sugar and apple.
(ii) Non-eatables: Basket ball, globe and earthen pitcher.

Q. 6. List all the items known to you that float on water. Check and see if they will float on an oil or kerosene.
Ans. (A) List of some items that float on water:

1. Paper
2. Wood
3. Thin plastic sheets
4. Wax
5. Ice
6. Thermocol
7. Oil

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

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

(C) List of items that float on kerosene:

1. Paper
2. Thermocol
3. Thin plastic sheet

Q. 7. Find the odd one out from the following:
(a) Chair, Bed, Table, Baby, Cupboard
(b) Rose, Jasmine, Boat, Marigold, Lotus
(c) Aluminium, Iron, Copper, Silver, Sand
(d) Sugar, Salt, Sand, Copper sulphate
Ans.
(a) Baby (all others are non-living)
(b) Boat (all others are flowers)
(c) Sand (all others are metals)
(d) Sand (all others are soluble in water)

Class 6 Science Chapter 4 VERY SHORT ANSWER TYPE QUESTIONS

1. Why do we need to group materials? Give one reason.
Ans: We often group materials for our convenience. It helps to describe their properties.

2. Suggest two bases on which we can group objects.
Ans:
(i) Material used in making the object, e.g. wood or metal/plastic.
(ii) Material of the object is soft or hard, or substance is soluble or insoluble in water.

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

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

5. Which material is generally used for making pens?Wood, aluminium, plastic, cotton
Ans:Plastic or metal.

6. Is oil soluble in water?
Ans: Oil does not dissolve in water so it is insoluble in water but floats on the surface of water.

7. Name two objects which are made from opaque materials.
Ans: Wooden doors, blackboard/steel plate.

8. What is common between salt and sand?
Ans: Both have mass and are in solid state.

9. List three liquids which are transparent.
Ans. Water, alcohol and Acetone/Benzene.

10. Write two substances which are made from leather.
Ans: Belt and shoes.

11. Name some substances which are made from plastics.
Ans: Toys, plates, cups, buckets, baskets.

12. Which is more hard, sponge or iron?
Ans: Iron is harder than sponge.

13. Write two gases which are soluble in water.
Ans: Oxygen, Carbon dioxide.

14. Name two gases which are insoluble in water.
Ans: Hydrogen and Nitrogen.

Class 6 Science Chapter 4 SHORT ANSWER TYPE QUESTIONS

1. Write any four properties of materials.
Ans:
(a) Appearance
(b) Hardness
(c) Solubility
(d) Float or sink in water
(e) Transparency

2. Why is a tumbler not made with a piece of cloth?
Ans: We use tumblers made of glass, plastic and metal to keep a liquid. These substances can hold a liquid.
A tumbler made of cloth cannot hold a liquid because:
(i) Cloth piece is not hard enough to hold liquids and
(ii) Cloth piece has very minute pores through which the’liquid oozes out.

3. What are the similarities between iron, copper and aluminium?
Ans:
(a) They all have lustre,
(b) They are all metals,
(c) They are hard.

4. Mention some materials which are made up of paper.
Ans: Books, notebooks, newspapers, toys, calendars, etc.

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

6. What is the basis for sorting materials?
Ans: Materials are grouped on the basis of similarities or dissimilarities in their properties.

7. What is the reason for grouping materials?
Ans: Materials are grouped for our convenience to study their properties and also observe any patterns in these properties.

9. Make a table of different types of objects that are made from the same material.

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

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

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

13. Name a non-metal that has lustre.
Ans: Iodine.

14. Metals generally occur in solid state and are hard. Name a metal that exists in liquid state and a metal that is soft and can be cut with knife.
Ans: Mercury is a metal that exists in liquid state. Sodium and Potassium are soft metals and can be cut with knife.

15. Name the naturally occuring hardest substance known.
Ans: Diamond, it is made up of carbon (non-metal).

16. Why is water called a universal solvent?
Ans: Water dissolves a large number of substances in it. So it is called universal solvent.

Class 6 Science Chapter 4 LONG ANSWER TYPE QUESTIONS

1. ‘Grouping of objects helps the shopkeeper.’ Justify the statement.
Ans: Proper grouping of objects helps shopkeeper in the following ways:
(i) He can locate the required object easily and quickly.
(ii) He can easily come to know what stocks are going to finish and he should purchase them for his customers.

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

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

4. How can you show that some solids like sugar, salt are soluble in water whereas solids like chalk powder and sand are not soluble in water?
Ans: Collect samples of sugar, salt, chalk powder and sand. Take four beakers. Fill each one of them about two-third with water. Add a teaspoonful of sugar to the first beaker, salt to the second, chalk powder to the third and sand to the fourth. Stir the contents of each beaker with a spoon/stirrer.

Wait for a few minutes and observe what happens to the substances added to the’ water.
Note down your observations in the following table.

Inference:
(i) Sugar and salt are soluble in water.
(ii) Chalk powder and sand are insoluble in water.

The post NCERT Class 6 Science Chapter 4 Question Answer Exploring Magnets appeared first on Learn CBSE.

Click here to access the best NCERT Solutions for Class 6 Sanskrit Deepakam Chapter 3 Question Answer अहं च त्वं च textbook exercise questions and answers.

अहं च त्वं च Class 6th Sanskrit Deepakam Chapter 3 Question Answer

NCERT Solutions for Class 6 Sanskrit Deepakam Chapter 3 अहं च त्वं च

वयम् अभ्यासं कुर्मः

१. उच्चैः पठन्तु अवगच्छन्तु च।

(ऊँची आवाज़ में पढ़ें और समझें )

त्वं माता, त्वं पिता त्वं बन्धुः, त्वं सखा,
त्वं विद्या, त्वं द्रविणम्, देवदेव! त्वम् एव मम सर्वम् ।
त्वमेव माता च पिता त्वमेव त्वमेव बन्धुश्च सखा त्वमेव ।
त्वमेव विद्या द्रविणं त्वमेव त्वमेव सर्वं मम देवदेव ॥
उत्तरम्:
छात्रा ! स्वयं करिष्यन्ति ।

२. उदाहरणानुगुणम् अधोलिखितेषु वाक्येषु पट्टिकातः उचितैः पदैः रिक्तस्थानानि पूरयन्तु ।

(उदाहरण के अनुसार निम्नलिखित वाक्यों में पट्टिका से उचित पद लेकर रिक्तस्थानों को पूरा करें। ).

त्वं युवां यूयं अहम् आवां वयं

यथा – हे बाल ! त्वं छात्रः असि ।
(क) …………. शिक्षकौ स्वः ।
(ख) मञ्चे ……… नर्तक्यः स्थ।
(ग) अत्र …………. अस्मि ।
(घ) सभायां ……… गायिके स्थः ।
(ङ) विद्यालये ……….. स्मः ।
(च) वैद्यालये ………….. चिकित्सका असि ।
उत्तरम्:
(क) आवां शिक्षकौ स्वः ।
(ख) मञ्चे यूयं नर्तक्यः स्थ।
(ग) अत्र अहम् अस्मि ।
(घ) सभायां युवां गायिके स्थः ।
(ङ) विद्यालये वयं स्मः ।
(च) वैद्यालये त्वं चिकित्सका असि ।

३. चित्रं दृष्ट्वा उदाहरणस्य अनुगुणं वाक्यानि लिखन्तु ।

(चित्र देखकर उदाहरण के अनुसार वाक्य लिखें )

यथा –
अहं शिक्षकः अस्मि ।
आवां शिक्षकौ स्वः ।
वयं शिक्षकाः स्मः ।

(क)

उत्तरम्:
अहं तन्त्रज्ञः अस्मि ।
आवां तन्त्रज्ञौ स्वः ।
वयं तन्त्रज्ञाः स्मः ।

(ख)

उत्तरम्:
अहं नर्तकः अस्मि ।
आवां नर्तक्यौ स्वः ।
वयं नर्तक्यः स्मः ।

(ग)

अहं चालकः अस्मि ।
आवां चालकौ स्वः ।
वयम् चालकाः स्मः ।

यथा –
अहम् आरक्षिका अस्मि ।
आवाम् आरक्षिके स्वः।
वयम् आरक्षिकाः स्मः |

(घ)

उत्तरम्:
अहं छात्रा अस्मि ।
आवां छात्रे स्वः ।
वयम् छात्राः स्मः ।

(ङ)

अहं गायिका अस्मि ।
आवाँ गायिके स्वः ।
वयं गायिकाः स्मः ।

(च)

अहम् अनुवैद्या अस्मि ।
आवां अनुवैद्ये स्वः ।
वयं अनुवैद्यः स्मः ।

यथा –
त्वं चिकित्सक: असि ।
युवां चिकित्सकौ स्थः।
यूयं चिकित्सका: स्थ

(छ)

उत्तरम्:
त्वं लेखक : असि ।
युवा लेखक स्थ: ।
यूयं लेखकाः स्थ

(ज)

उत्तरम्:
त्वं सैनिकः असि ।
युवां सैनिक स्थ
यूयं सैनिकाः स्थ

(झ)

उत्तरम्:
त्वं क्रीडकः असि ।
युवां क्रीडकौ स्थ
यूयं क्रीडकाः स्थ।

यथा –
त्वं क्रीडिका असि ।
युवां क्रीडिके स्थः ।
यूयं क्रीडिका: स्थ |

(ञ)

उत्तरम्:
त्वम् अधिवक्त्री असि ।
युवां अधिक थः ।
यूयं अधिवक्त्रयः स्था

(ट)

उत्तरम्:
त्वं छात्रा असि ।
युवा छात्रे स्थः।
यूयं छात्राः स्थ।

(ठ)

उत्तरम्:
त्वं धाविका असि ।
युवां धाविके स्थ: ।
यूयं धाविका स्थ

४. उदाहरणानुगुणं वाक्यानि परस्परं योजयन्तु।

(उदाहरण के अनुसार वाक्यों को परस्पर जोड़ें)

यथा –
त्वं बालिका असि ।
युवा बालिके थः ।
यूयं बालिका स्थ ।
उत्तरम्:

५. उदाहरणानुगुणम् उत्तराणां प्रश्ननिर्माणं कुर्वन्तु ।

(उदाहरण के अनुसार उत्तरों के प्रश्ननिर्माण करें)

यथा – चिकित्सकः कः चिकित्सक: ? त्वं क: ?
(क) त्वं तन्त्रज्ञः । ……….? ………….?
(ख) युवां बालकौ । ……….? ………….?
(ग) यूयं छात्राः । ……….? ………….?
(घ) अहं न्यायाधीशः । ……….? ………….?
(च) वयं शिक्षिकाः । ……….? ………….?
उत्तरम्:

(क) त्वं तन्त्रज्ञः । कः तन्त्रज्ञः? त्वं क:?
(ख) युवां बालकौ । कौ बालकौ ? युवां कौ?
(ग) यूयं छात्राः । के छात्राः ? यूयं के?
(घ) अहं न्यायाधीशः । कः न्यायाधीशः ? अहं कः ?
(ङ) आवां गायिके। के गायिके? गायिके के ?
(च) वयं शिक्षिकाः । काः शिक्षिकाः ? वयं का ?

योग्यताविस्तरः

(योग्यता- विस्तार)

• भवान् / भवती भवन्तौ/भवत्यौ, भवन्तः/ भवत्यः- एतेषां प्रयोगः प्रथमपुरुषस्य क्रियापदेन सह भवति । (भवान् / भवती भवन्तौ / भवत्यौ, भवन्तः । भवत्यः इनका प्रयोग प्रथमपुरुष के क्रियापद के साथ होता है।)
• त्वं युवां यूयम् एतेषां प्रयोगः मध्यमपुरुषस्य क्रियापदेन सह भवति । (त्वं, युवां, यूयम् – इनका प्रयोग मध्यमपुरुष के क्रियापद के साथ होता है।)
• अहम्, आवां वयम् एतेषां प्रयोगः उत्तमपुरुषस्य क्रियापदेन सह भवति । (अहम्, आवां वयम् – इनका प्रयोग उत्तमपुरुष के क्रियापद के साथ होता है।)

गीतम् – अहं पठामि (गीत- मैं पढ़ता हूँ)

अहं पठामि संस्कृतम् ।
अहं वदामि संस्कृतम्।
अहं लिखामि संस्कृतम् ।
सदैव सुन्दराक्षरम्।

अहं स्मरामि मातरम् ।
अहं भजामि मातरम् ।
अहं नमामि मातरम्।
सदैव भक्तिपूर्वकम्।
उत्तरम्:
छात्रा: स्वयं करिष्यन्ति ।

परियोजनाकार्यम्

(परियोजना कार्य)

• अस्मद् – युष्मद्-शब्दयोः सर्वाणि रूपाणि स्फोरकपत्रे लिखन्तु ।

(अस्मद् – युष्मद् शब्द के सभी रूप तालिका में लिखें।)

उत्तरम्:

अतिरिक्तः अभ्यासः

१. अधोलिखितानां प्रश्नानाम् उत्तराणि संस्कृतेन लिखत-

(नीचे लिखे प्रश्नों के उत्तर संस्कृत में लिखें)

(क) गौतम : किम् अस्ति ?
उत्तरम्:
गौतम : चिकित्सकः अस्ति ।

(ख) क: कृषकः अस्ति ?
उत्तरम्:
राघव: कृषकः अस्ति ।

(ग) प्रियंवदा किम् अस्ति ?
उत्तरम्:
प्रियंवदा शिक्षिका अस्ति ।

(घ) का चिकित्सिका अस्ति ?
उत्तरम्:
सुमित्रा चिकित्सिका अस्ति ।

(ङ) मेनका किम् अस्ति ?
उत्तरम्:
मेनका छात्रा अस्ति ।

२. उदाहरणानुगुणम् अधोलिखितेषु वाक्येषु पट्टिकातः उचितैः पदैः रिक्तस्थानानि पूरयन्तु-

(उदाहरण के अनुसार अधोलिखित वाक्यों में पट्टिका से उचित पद द्वारा रिक्त स्थानों को पूरा करें।)

त्वं युवाम् यूयम्
अहं आवां वयं

(क) ……. पत्रकाराः स्मः ।
(ख) ………. गायक स्वः ।
(ग) …….. सैनिकः अस्मि ।
(घ) ……… गायक: असि ।
(ङ) ………. पाचकौ स्थ
(च) ………. सैनिकाः स्था
उत्तरम्:
(क) वयं
(ख) आवां,
(ग) अहं
(घ) त्वं
(ङ) युवाम्
(च) यूयं

बहुविकल्पीय प्रश्नाः

अधोलिखितेषु विकल्पेषु समुचितम् उत्तरं चित्वा लिखत-

(निम्नलिखित विकल्पों में से समुचित उत्तर चुनकर लिखें।)

१. चिकित्सकः कः अस्ति ?
(क) गणेश:
(ख) गौतमः
(ग) भरतः
(घ) राघवः
उत्तरम्:
(ख) गौतमः

२. राधिका किम् अस्ति ?
(क) सैनिकी
(ख) चिकित्सिका
(ग) शिक्षिका
(घ) छात्रा
उत्तरम्:
(क) सैनिकी

३. ……….. सैनिकौ स्वः ।
(क) अहम्
(ख) आवां
(ग) वयम्
(घ) यूयं
उत्तरम्:
(ख) आवां

४. युवां पाचकौ …………
(क) अस्ति
(ख) स्तः
(ग) सन्ति
(घ) स्थः
उत्तरम्:
(घ) स्थः

५ …………….. पाचिका असि ।
(क) त्वं
(ख) युवाम्
(ग) यूयं
(घ) अहं
उत्तरम्:
(क) त्वं

६. वयं …….. स्मः ।
(क) नर्तकी
(ख) नर्तक्यौ
(ग) नर्तक्यः
(घ) तन्त्रज्ञा
उत्तरम्:
(ग) नर्तक्यः

७. अहम् आरक्षक: ………… ।
(क) असि
(ख) अस्ति
(ग) सन्ति
(घ) अस्मि
उत्तरम्:
(घ) अस्मि

८. ………. गायिका अस्मि ।
(क) अहं
(ख) आवां
(ग) वयं
(घ) त्वं
उत्तरम्:
(क) अहं

९. आवाम् अरक्षिके ………..
(क) अस्मि
(ख) स्वः
(ग) स्मः
(घ) स्थ
उत्तरम्:
(ख) स्वः

१०. ……… अधिवक्त्री अस्मि |
(क) त्वम्
(ख) युवां
(ग) यूयम्
(घ) अहं
उत्तरम्:
(घ) अहं

The post NCERT Class 6 Sanskrit Deepakam Chapter 3 Question Answer अहं च त्वं च appeared first on Learn CBSE.

Extra Questions for Class 6 Science: Checkout updated CBSE NCERT Class 6 Science Important Extra Questions with Answers for CBSE exam. We have included these Extra Questions Class 6 Science for extra pracitce and help with the concepts. NCERT Science Class 6 Extra Questions will build strong foundation for Class 6 science and higher clases.

Class 6 Science Important Extra Questions

Here is the list of Important Extra Questions for Class 6 Science with Answers based on latest NCERT syllabus prescribed by CBSE.

Extra Questions of Science Class 6

Important Extra Questions for Class 6 Science – Science Extra Questions Class 6

• Chapter 1 The Wonderful World of Science Class 6 Extra Questions
• Chapter 2 Diversity in the Living World Class 6 Extra Questions
• Chapter 3 Mindful Eating: A Path to a Healthy Body Class 6 Extra Questions
• Chapter 4 Exploring Magnets Class 6 Extra Questions
• Chapter 5 Measurement of Length and Motion Class 6 Extra Questions
• Chapter 6 Materials Around Us Class 6 Extra Questions
• Chapter 7 Temperature and its Measurement Class 6 Extra Questions
• Chapter 8 A Journey through States of Water Class 6 Extra Questions
• Chapter 9 Methods of Separation in Everyday Life Class 6 Extra Questions
• Chapter 10 Living Creatures: Exploring their Characteristics Class 6 Extra Questions
• Chapter 11 Nature’s Treasures Class 6 Extra Questions
• Chapter 12 Beyond Earth Class 6 Extra Questions

CBSE Class 6th Science Extra Questions (Old Syllabus)

Class 6 Extra Questions Science – Class 6th Science Extra Questions – Extra Questions Class 6 Science

• Chapter 1 Food Where Does It Come From Class 6 Extra Questions
• Chapter 2 Components of Food Class 6 Extra Questions
• Chapter 3 Fibre to Fabric Class 6 Extra Questions
• Chapter 4 Sorting Materials Into Groups Class 6 Extra Questions
• Chapter 5 Separation of Substances Class 6 Extra Questions
• Chapter 6 Changes Around Us Class 6 Extra Questions
• Chapter 7 Getting to Know Plants Class 6 Extra Questions
• Chapter 8 Body Movements Class 6 Extra Questions
• Chapter 9 The Living Organisms and Their Surroundings Class 6 Extra Questions
• Chapter 10 Motion and Measurement of Distances Class 6 Extra Questions
• Chapter 11 Light Shadows and Reflection Class 6 Extra Questions
• Chapter 12 Electricity and Circuits Class 6 Extra Questions
• Chapter 13 Fun with Magnets Class 6 Extra Questions
• Chapter 14 Water Class 6 Extra Questions
• Chapter 15 Air Around Us Class 6 Extra Questions
• Chapter 16 Garbage In Garbage Out Class 6 Extra Questions

The post Extra Questions for Class 6 Science: NCERT Class 6 Science Extra Questions appeared first on Learn CBSE.

Class 6 Science Chapter 1 Extra Questions and Answers The Wonderful World of Science

NCERT Class 6 Science Chapter 1 The Wonderful World of Science Important Extra Questions and Answers

Very Short Answer Type Questions

Question 1.
What makes Earth unique?
Answer:
Earth is unique as the only known planet supporting life, showcasing diverse ecosystems and species that thrive across different regions.

Question 2.
Why is curiosity emphasized as important in science?
Answer:
Curiosity is crucial because it drives exploration, questioning, and understanding of the natural world, essential for scientific inquiry.

Question 3.
Describe scientific discovery.
Answer:
Scientific discovery is likened to solving a continuous puzzle where each new finding adds another piece, expanding our understanding of the world.

Question 4.
Give examples that illustrate the broad scope of science.
Answer:
Examples include studying nature, phenomena like cooking and weather, and discoveries from unexpected places, showing Science’s pervasive influence.

Question 5.
Describe the process of growth in plants and animals.
Answer:
We learn from the chapter about observing transformations like seeds to plants and caterpillars to butterflies, sparking curiosity about their growth mechanisms.

Question 6.
What do you think is the role of water?
Answer:
Water is highlighted as essential for life and described through its various forms and uses, from rain and freezing to boiling and hydration.

Question 7.
What analogy is used to describe Science?
Answer: Science is likened to an endless jigsaw puzzle where each discovery adds a piece, continuously reshaping and expanding our knowledge.

Question 8.
How does the passage relate everyday problem-solving to science?
Answer:
Everyday problem-solving, like fixing a pen or troubleshooting household issues, mirrors the scientific method of observation, hypothesis, and testing.

Question 9.
What message about learning Science do you gather from the chapter?
Answer:
We are encouraged about curiosity, observation, and questioning as fundamental to learning Science, which involves continuous exploration and discovery.

Short Answer Type Questions

Question 1.
What is the purpose of science?
Answer:
The purpose of science is to understand the world we live in by observing, asking questions, and conducting experiments to uncover the secrets of the universe.

Question 2. How does Science help us understand the world?
Answer:
Science helps us understand the world by providing a systematic way of thinking and exploring. It allows us to ask questions, conduct experiments, and analyze results to gain knowledge about natural phenomena and how things work.

Question 3. Why is curiosity emphasized as crucial in science?
Answer:
Curiosity, is emphasized because it drives us to ask questions and seek answers. It fuels scientific inquiry by motivating us to explore and discover new things about our surroundings and the universe.

Question 4.
Give an example of applying the scientific method in daily life.
Answer:
An example of applying the scientific method in daily life is troubleshooting why a light bulb isn’t working. You observe the problem (the bulb doesn’t light up), form a hypothesis (the bulb might be burnt out), test the hypothesis (replace the bulb with a new one), and analyze the results (if the new bulb lights up, your hypothesis was likely correct).

Question 5.
Describe the process of scientific inquiry.
Answer:
Scientific inquiry involves several steps: observing something
interesting, asking a question about it, formulating a hypothesis (a possible answer), testing the hypothesis through experiments or further observations, analyzing the results, and drawing conclusions based on evidence.

Question 6.
What is the scope of scientific exploration?
Answer:
The scope of scientific exploration is vast and limitless. It ranges from studying our planet Earth and its ecosystems to exploring the depths of oceans, the vastness of outer space, and everything in between— such as materials, living organisms, and natural phenomena.

Question 7.
How do everyday activities connect to scientific thinking?
Answer:
Everyday activities often involve problem-solving and decision¬making processes that mirror the scientific method. Whether it’s fixing a broken item or cooking, we make observations, form hypotheses, and test them to find solutions.

Question 8.
What makes the study of science enjoyable?
Answer:
The study of science is enjoyable because it encourages curiosity, discovery and understanding. It involves exploring fascinating questions, conducting experiments, and uncovering how things work, which can be both exciting and rewarding.

Question 9.
What is the advice you learnt as young learners about learning Science?
Answer:
As young learners, the advice about learning Science is to be curious, observe keenly, ask questions (especially “why” and “how”), and explore the world around us. It encourages us to embrace challenges and see learning as a continuous journey of discovery.

Question 10.
Describe the collaborative nature of scientific work.
Answer:
Scientific work is often collaborative, with scientists from around the world working together in teams. They share ideas, data, and findings, which accelerates the pace of discovery and allows for more comprehensive understanding of complex problems and phenomena. Collaboration in science fosters creativity, peer review, and validation of research findings.

Long Answer Type Questions

Question 1.
Ho you think curiosity plays a crucial role in the study of science? If yes, give reason to substantiate your answer.
Answer:
Role of Curiosity: Curiosity is the driving force behind scientific inquiry. It motivates us to ask questions and seek answers, leading to new discoveries and a deeper understanding of the world. Without curiosity, the journey of scientific exploration would not be as engaging or fruitful. It is curiosity that sparks our interest in studying various phenomena and pushes us to find explanations for the mysteries we observe.

Question 2.
Why can Science be described as a big adventure?
Answer:
Science as a Big Adventure: Science is described as a big adventure because it involves exploring the unknown, asking questions, and making discoveries. The study of Science is an adventurous journey where we continuously Uncover new pieces of knowledge, much like solving a giant jigsaw puzzle. Each discovery leads to more questions and further exploration, making the process exciting and never- ending.

Question 3.
How does Science help us understand natural phenomena like the blooming of a flower or the shining of stars?
Answer:
Understanding Phenomena: Science helps us understand natural phenomena by providing explanations based on observation, experimentation, and analysis. Through scientific inquiry, we learn about the processes and mechanisms behind these phenomena, such as nuclear fusion in stars or the role of environmental cues in flowering.

Question 4.
Why is the Earth considered a special planet?
Answer:
Earth as a Special Planet: The Earth is considered special because it is the only known planet that supports life. The variety of plants and animals that thrive in different regions of the Earth. The unique ability of Earth to harbor life makes it a focal point of scientific study.

Question 5.
What are some of the daily life situations mentioned in the passage where Science can be applied?
Answer:
Daily Life Situations Applying Science: The passage provides examples of daily life situations where Science is applied, such as figuring out why a pen stops writing, determining why dal spills out of a cooker, identifying the source of a flat bicycle tire, and troubleshooting a non-working light bulb. These examples illustrate how the scientific method is used in everyday problem-solving, demonstrating that Science is not confined to laboratories but is an integral part of our daily lives.

Question 6.
Explain the scientific method using the example of a pen that stops writing.
Answer:
Scientific Method and Pen Example: When a pen stops writing, the scientific method involves observing the problem, asking why it happened, guessing possible reasons (hypotheses), and testing these guesses. For instance, one might guess that the ink is finished and check the refill. If the ink Ts not finished, another guess might be that the ink dried up. Testing this hypothesis could involve trying to unclog the pen. This step-by-step process of hypothesizing and testing is the essence of the scientific method.

Question 7.
How can studying Science help in solving bigger problems and mysteries of the universe?
Answer:
Solving Bigger Problems with Science: Studying Science equip us with the skills to solve larger and more complex problems by enhancing our ability to observe, analyze, and experiment. It encourages critical thinking and systematic problem-solving, which are essential for addressing global challenges, such as environmental issues, medical advancements, and technological innovations. Science provides the tools and methodologies needed to explore and understand complex phenomena and find effective solutions.

Question 8.
Why is teamwork important in scientific discovery?
Answer:
Importance of Teamwork in Science: Teamwork is crucial in scientific discovery because it allows for the pooling of knowledge, resources, and skills. Scientists often work in large teams to tackle complex problems, share diverse perspectives, and collaborate on experiments. The scientific progress is often a collective effort, and working together enhances the chances of making significant discoveries. Collaborative learning can be more enjoyable and productive too.

Question 9.
Describe the role of observation and experimentation in the scientific method.
Answer:
Observation and Experimentation: Observation and experimentation are fundamental components of the scientific method. Observation involves carefully noting and recording phenomena, while experimentation tests hypotheses through controlled and repeatable procedures. The passage illustrates this with the example of troubleshooting a pen or cooking mishaps, where careful observation leads to formulating hypotheses, and experimentation helps verify them. These steps are essential for drawing accurate conclusions and advancing scientific knowledge.

Question 10.
Why could we say that Science is everywhere around us?
Answer:
Science is Everywhere Around Us: Science is omnipresent by highlighting its application in various aspects of daily life, from cooking and repairing bicycles to understanding natural phenomena and exploring outer space. Science helps explain the behaviour of water, the growth of plants, and the materials used in everyday objects. This pervasive presence of Science underscores its relevance and importance in understanding and improving our world.

Question 11.
What steps should one follow to find answers to scientific questions?
Answer:
Steps to Find Scientific Answers: To find scientific answers, one should follow these steps: observe an interesting phenomenon, ask questions about it, formulate a hypothesis (a possible answer), test the hypothesis through experiments or further observations, and analyze the results to see if they support the hypothesis. This systematic approach helps in drawing accurate conclusions and building a body of scientific knowledge.

Class 6 Science Extra Questions

The post The Wonderful World of Science Class 6 Extra Questions and Answers Science Chapter 1 appeared first on Learn CBSE.

Click here to access the best NCERT Solutions Class 3 Hindi Veena Chapter 2 चींटी textbook exercise questions and answers.

चींटी NCERT Class 3rd Hindi Veena Chapter 2 Question Answer

चींटी Class 3 Question Answer

पाठ्यपुस्तक के प्रश्न-अभ्यास (पृष्ठ 10-12)

बातचीत के लिए

प्रश्न 1.
आपने अपने आस-पास, घर और विद्यालय में कौन-कौन से जीव-जंतु देखे हैं?
उत्तर-
तितली, कौआ, मधुमक्खी, मच्छर, बिल्ली, तोता आदि।

प्रश्न 2.
आपने सबसे छोटा कौन-सा कीट देखा और कहाँ देखा है?
उत्तर-
मैंने सबसे छोटा कीट दीमक को देखा। मैं माँ के साथ अपने घर के पास एक बगीचे में गई थी। वहीं लकड़ी में मैंने उसे देखा।

प्रश्न 3.
आपने चींटी के अतिरिक्त और कौन-कौन से श्रम करने वाले जीव देखे हैं?
उत्तर-
मधुमक्खी, तितली, चिड़िया आदि।

प्रश्न 4.
नन्ही चींटी के बारे में अपना कोई अनुभव बताइए।
उत्तर-
कुछ दिन पहले माँ रसोई में चाय बना रही थी। मैं भागकर माँ के पास गई तो उनसे टकरा गई। माँ चाय में चीनी डाल रही थी। चम्मच हाथ से छूटकर नीचे गिर गया और चीनी फैल गई। माँ ने सारी चीनी समेट कर कूड़ेदान में डाल दी और हम रसोई से बाहर चले गए। लेकिन जब वापिस आए तो देखा कि बहुत-सी चींटियाँ एक चीनी के दाने के आस-पास हैं। मैं तो घबरा ही गई थी। माँ ने समझाया कि चींटियाँ अक्सर मीठे की तरफ खिंची चली आती हैं।

कविता से आगे

प्रश्न 1.
नीचे कुछ वस्तुओं के चित्र बने हैं। बताइए, चींटियाँ किसे खाना चाहेंगी? उस पर का चिह्न बनाइए-

उत्तर-

प्रश्न 2.
निम्नलिखित पंक्तियों को पूरा कीजिए-
(क) घर को __________________________
(ख) पर्वत पर __________________________
(ग) दाना चुनकर __________________________
(घ) श्रम का राग __________________________
उत्तर-
(क) घर को खूब सजाती चींटी।
(ख) पर्वत पर चढ़ जाती चींटी।
(ग) दाना चुनकर लाती चींटी।
(घ) श्रम का राग सुनाती चींटी।

प्रश्न 3.
कविता के अनुसार चींटी हमको क्या-क्या करना सिखाती है? लिखकर बताइए-

उत्तर-

1. कभी न घबराना।
2. मेहनत करके खाना।
3. घर को खूब सजाना।
4. निरंतर आगे बढ़ते रहना।

भाषा की बात

प्रश्न 1.
कविता में चींटी को क्या-क्या कहा गया है-

उत्तर-
कलाकार   अडिग
मेहनती     पर्वतारोही

प्रश्न 2.
कितनी बार आई चींटी?
‘चींटी’ कविता में ‘चींटी’ शब्द कितनी बार आया है? इन्हें गिनें और उतनी चींटियाँ बनाकर इस पंक्ति को पूरा करें-

उत्तर-
चींटी शब्द आठ (8) बार आया है।

‘प्रश्न 3.
आइए, ‘चींटी’ कविता को आगे बढ़ाते हैं-

उत्तर-
चीनी का दाना दिख जाए
उसको लेने जाती चींटी
नन्हीं चींटी बढ़ती आगे
ज़रा नहीं घबराती है।
मेहनत का फल मीठा होता
हमको यह सिखलाती है।

प्रश्न 4.
शब्दों की तुकबंदी-

उत्तर-
दाना – गाना
धूप – कूप
कड़ी – बड़ी
राग – भाग

प्रश्न 5.
चींटी से भेंट
आपके घर के कई कोनों में चींटी आती-जाती है। एक दिन वह आपको रोककर आपसे कुछ कहती है। आपके और उसके बीच क्या-क्या बातें हुई होंगी, लिखिए-

उत्तर-
आप – नमस्ते चींटी! आज आप अकेली आई हैं?
चींटी – नहीं, सबके साथ आई हूँ।
आप – तो बाकी सब कहाँ हैं?
चींटी – बस, मेरे पीछे-पीछे ही आ रही हैं।

Class 3 Hindi Chapter 2 चींटी काव्यांशों की व्याख्या

1. हर पल चलती जाती चींटी,
श्रम का राग सुनाती चींटी।
कड़ी धूप हो या हो वर्षा,
दाना चुनकर लाती चींटी।
सचमुच कैसी कलाकार है,
घर को खूब सजाती चींटी। (पृष्ठ 9)

शब्दार्थ : श्रम – मेहनत। राग – गाना। कड़ी – बहुत/अत्यधिक।

प्रसंग – प्रस्तुत पंक्तियाँ हमारी पाठ्यपुस्तक ‘वीणा- भाग-1’ में संकलित कविता ‘चींटी’ में से ली गई है। इसके कवि प्रकाश मनु जी हैं। इसमें वे चींटी की विशेषताएँ, प्रकृति के विभिन्न रूप तथा श्रम (मेहनत ) का महत्त्व समझा रहे हैं।

व्याख्या – कवि कहते हैं कि चींटी बहुत ही मेहनती होती है। चींटी सदा चलती ही रहती है। वह हमें मेहनत करना सिखाती है। चाहे कितनी भी बारिश हो या धूप हो, वह मेहनत करके दाना चुनकर लाती है। इसके अलावा चींटी बहुत ही बढ़िया कलाकार होती है। वह अपने घर को बहुत ही सुंदर ढंग से अलग-अलग चीजों से सजाती है। इसके घर में बहुत से छोटे-छोटे भाग (कमरे) होते हैं। इनमें वह चीजें ला- लाकर रखती है, जैसे- कहीं अंडे, कहीं अनाज के दाने आदि।

2. छोटा तन पर बड़े इरादे,
नहीं कभी घबराती चींटी।
नन्हे नन्हे पैर बढ़ाकर,
पर्वत पर चढ़ जाती चींटी।
काम बड़े करके दिखलाती,
जहाँ कहीं अड़ जाती चींटी।
मेहनत ही पूजा है प्रभु की,
हमको यही सिखाती चींटी। (पृष्ठ 9)

शब्दार्थ : तन – शरीर। इरादे – होंसले। घबराती – डरती।

प्रसंग – पूर्ववत्।

व्याख्या – चींटी बहुत ही छोटी होती है पर उसके इरादे बहुत ही बड़े होते हैं। बड़ी से बड़ी चीज़ को भी उठाने से बिलकुल नहीं घबराती है। अपने शरीर से कई गुना ज्यादा भार उठा लेती है। अपने छोटे-छोटे पैरों से बड़े-बड़े पहाड़ों पर चढ़ जाती है। अनेकों बार फिसलती है किंतु एक पर्वतारोही की तरह पर्वत पर चढ़ ही जाती है। अगर ठान लेती है या अड़ जाती है तो बड़े से बड़े काम को भी कर लेती है। हमें पूरी मेहनत से अपने कार्य को करना चाहिए। कर्म (मेहनत ) करना ही भगवान की पूजा है- चींटी हमें यह सिखाती है।

Class 3 Hindi Chapter 2 चींटी कविता का सार (Summary of the Poem)

इस कविता के कवि प्रकाश मनु जी हैं। वे कहते हैं कि अगर आपने ( अपने घर, स्कूल, बाग, सड़क या ) कहीं भी चींटी को देखा होगा तो वह निरंतर चलती रहती है। चींटी हमें मेहनत का पाठ पढ़ाती है। चींटी बहुत मेहनती होती है। चाहे कितनी भी धूप हो या बारिश हो लेकिन फिर भी वह दाना चुनना नहीं छोड़ती। चींटी वास्तव में एक बहुत अद्भुत कलाकार होती है। यह अपने घर को बहुत सलीके से सजाती बनाती है। चींटी का शरीर तो बहुत छोटा होता है किंतु इसके इरादे बहुत बड़े होते हैं। अपने से दो गुना या तीन गुना भार उठा लेती है, घबराती नहीं है। छोटी-सी चींटी अपने नन्हे नन्हे पैरों से पर्वत पर चढ़ जाती है। कोई भी कैसा भी काम है उसे करके दिखलाती है। जब अड़ जाती है तो काम पूरा करके ही छोड़ती है। चींटी हमें यह सिखाती है कि हमें अपना कर्म करना चाहिए। अपना कर्म करना ही प्रभु की पूजा है। हमें मेहनत से अपने काम पूरे करने चाहिए।

• इस कविता के माध्यम से बच्चे अपने इर्द-गिर्द दिखाई देने वाले जीव-जंतुओं के संसार के बारे में जान पाएँगे।
• विशेषकर बच्चों को नन्हीं सी चींटी की स्वभावगत विशेषताओं के साथ-साथ उसकी शारीरिक संरचना का भी ज्ञान प्राप्त होगा।
• इसके अतिरिक्त अपने पर्यावरण अर्थात् प्रकृति की देन धूप, बारिश, सूरज, पर्वत आदि के बारे में भी जान सकेंगे।
• बड़ी ही सरलता एवं सुगमता से बच्चे नन्हीं चींटी के माध्यम से श्रम की महिमा को समझ पाएँगे।
• चींटी की गृह–निर्माण कला के द्वारा बच्चों को आरंभिक वास्तुकला के बारे में भी पता चलेगा।

NCERT Solutions for Class 3 Hindi Chapter 2 शेख़ीबाज़ – मक्खी (Old Syllabus)

The post NCERT Class 3 Hindi Veena Chapter 2 Question Answer चींटी appeared first on Learn CBSE.

Class 6 Science Chapter 2 Extra Questions and Answers Diversity in the Living World

NCERT Class 6 Science Chapter 2 Diversity in the Living World Important Extra Questions and Answers

Very Short Answer Type Questions

Question 1.
What are herbs?
Answer:
The small plants with soft tender, green, short stem are called herbs. Herbs hardly attain height more than 1.5 metres. Their stems are not woody and can be bent. A herb may or may not have branches, e.g., tomato, mint, paddy, etc.

Question 2.
With the help of diagrams, tabulate the differences between a shrub and a tree, based on the properties of the stem.
Answer:
Shrub:

1. More branches arise from of stem.
2. The stem is hard and thin.

Tree:

1. The branches arise from the stem.
2. The stem is hard, thick and woody.

Question 3.
Look carefully at the plants shown in Fig. and identify their type. Are they herbs, shrubs or trees? Are they similar in shape? Which category has the biggest plants and which has the smallest?

Answer:
Close look of these plants make it clear that these plants are not of the same type.
Plants (a) and (b) are small and have soft and thin stem. These are called herbs.
Plant (c) has many branches arising from the base and its stem is thin but hard. It is a shrub.
Plant (d) is tall. Its stem is thick and hard, it is a tree.

Question 4.
From the members of the various groups given below, find the odd one out.
(a) Coriander (dhania), mint (pudina), jamun, grass.
(b) Rose, mehndi, guava, morepankh.
Answer:
(a) Jamun (Jamun is a tree while others are herbs).
(b) Guava (Guava is a tree while others are shrubs).

Question 5.
You are shown three branches of a rose in Fig. (a), (b) and (c) (below). Which one will help you best to recognize the plant?

Rose: (a) A leafless branch,
(b) A branch with leaves, and
(c) A branch with leaves and flowers
(c) A branch with leaves and flowers.
Answer:
(c) A branch with leaves and flowers.

Question 6.
What are climbers and creepers? Give some examples.
Answer:
In some plants like grape vines, money plant, bean stalk, gourd plants, etc., the stem is so weak that it cannot hold it straight. They either stand up with some support or they just spread on the ground. The ones which climb up are called climbers. For example grape vines, money plant. The ones which spread on the ground are called creepers or runners. For example gourd plants.

Question 7.
Read the function of parts of a plant given below:
(a) fixes plant to the soil
(b) prepares starch
(c) takes part in reproduction
(d) supports branches and bears flowers
In the diagram given in Fig. write the names of the parts whose functions you have just read at the appropriate space.

Answer:

(a) Fixes plant to the soil – root.
(b) Prepares starch – leaf.
(c) Takes part in reproduction – flower.
(d) Supports branches and bears flowers – stem.

Question 8.
Why do animals move from one place to other?
Answer:
Animals move from one place to other:
(i) To obtain their food and shelter.
(ii) To protect themselves from enemies and unfavourable climate.

Question 9.
Name the organs of locomotion of:
(a) Man
(b) Bird
(c) Fish.
Answer:
(a) Man – Legs
(b) Bird – Wings
(c) Fish – Fins.

Question 10.
What is adaptation?
Answer:
The change in specific features or certain habits, which enables a plant or an animal to live in its surroundings is called adaptation.

Question 11.
What is habitat?
Answer:
The surrounding where organisms survive, flourish and reproduce is called a habitat.

Question 12.
What are aquatic habitats?
Answer:
Habitats of plants and animals that live in water are called aquatic habitat.

Question 13.
What are terrestrial habitats? Give examples.
Answer:
The plants and animals that live on land are said to live in terrestrial habitats. For example, forests, grasslands, deserts, coastal and mountain region.

Question 14.
What are biotic components?
Answer:
The living things such as plants and animals in a habitat are its biotic components.

Question 15.
Explain abiotic components.
Answer:
Various non-living things such as rocks, soil, air and water in a habitat constitute its abiotic components.

Question 16.
Classify the following habitats into terrestrial and aquatic types. Grassland, Pond, Ocean, Rice field (NCERT Exemplar)
Answer:
Terrestrial habitats-Grassland, Rice field
Aquatic habitats – Pond, Ocean

Question 17.
Write the adaptation in aquatic plants due to which
(a) Submerged leaves can bend in the flowing water.
(b) Leaves can float on the surface of water.
Answer:
(a) Leaves are narrow and ribbon like.
(b) Stems/stalks of leaves are long, hollow and light.

Question 18.
Mention one adaptation present in the following animals:
(a) In camels to keep their bodies away from the heat of sand.
(b) In frogs to enable them to swim.
(c) In dolphins and whales to breathe in air when they swim near the surface of water.
Answer:
(a) Long legs
(b) Webbed feet
(c) Blow holes

Question 19.
Some desert plants have very small leaves whereas some others have only spines. How does this benefit the plants?
Answer:
Some desert plants have very small leaves whereas some others have only spines. These are adaptations to dry conditions. As a result of these modifications the surface of lamina is reduced thereby reducing water loss by transpiration.

Question 20.
What are the specific features present in a deer that helps it to detect the presence of predators like lion?
Answer:
The specific features present in a deer that helps it to detect the presence of predators like lion are:
(a) Long ears to hear movement of predators.
(b) Eyes on the sides of its head which allow it to look in all directions.

Class 6 Science Extra Questions

The post Diversity in the Living World Class 6 Extra Questions and Answers Science Chapter 2 appeared first on Learn CBSE.

Click here to access the best NCERT Solutions Class 3 Hindi Veena Chapter 3 कितने पैर? textbook exercise questions and answers.

कितने पैर? NCERT Class 3rd Hindi Veena Chapter 3 Question Answer

कितने पैर? Class 3 Question Answer

पाठ्यपुस्तक के प्रश्न-अभ्यास (पृष्ठ 19-23)

बातचीत के लिए

प्रश्न 1.
कुछ अन्य जीवों के नाम बताइए, जिनका उल्लेख इस पाठ में नहीं है और साथ ही उन जीवों के पैरों की संख्या भी बताइए।
उत्तर-

• केकड़ा – इसके पैरों की संख्या 10 होती है।
• मच्छर – इसके पैरों की संख्या 06 होती है।
• मगरमच्छ – इसके पैरों की संख्या 04 होती है।
• हाथी – इसके पैरों की संख्या 04 होती है।

प्रश्न 2.
शरीर के कौन-से अंग इधर-उधर आने-जाने में सहायता करते हैं?
उत्तर-
पैर हमें इधर-उधर आने-जाने में सहायता करते हैं।

प्रश्न 3.
क्या पशु-पक्षियों और छोटे-छोटे कीटों को भी इधर-उधर जाने में पैर सहायता करते हैं?
उत्तर-
हाँ, पशु-पक्षियों और छोटे-छोटे कीटों को भी इधर-उधर जाने में पैर सहायता करते हैं।

प्रश्न 4.
केंचुए के अतिरिक्त आप कोई और जीव बता सकते हैं, जिसके पैर नहीं होते हैं?
उत्तर-
केंचुए के अतिरिक्त साँपों के पैर भी नहीं होते हैं।

प्रश्न 5.
पैरों के अतिरिक्त, हमारे शरीर में और कौन-कौन से अंग दो की संख्या में होते हैं?
उत्तर-
हाथ, कान और आँख ये सारे अंग दो की संख्या में होते हैं।

आपका पैर
अपने पैर और हाथ की बनावट को ध्यान से देखिए। आपके पैर और हाथ की बनावट में क्या समान है और क्या भिन्न है, पहचानिए और लिखिए-

उत्तर-

पाठ के भीतर

प्रश्न 1.
सही कथन के आगे (✓) का चिह्न लगाएँ-
(क) सभी जीवों के केवल दो ही पैर होते हैं।
(ख) केंचुए अपने पेट के बल सरकते हैं, क्योंकि उनके पैर नहीं होते।
(ग) दो पैर वाले जीवों को द्विपाद कहते है।
(घ) गाय, भैंस, बकरी आदि चतुष्पाद हैं।
(ङ) जीवों के पैरों की संख्या शून्य से लेकर कई सौ तक हो सकती है।
उत्तर-
(क) सभी जीवों के केवल दो ही पैर होते हैं। [✗]
(ख) केंचुए अपने पेट के बल सरकते हैं, क्योंकि उनके पैर नहीं होते। [✓]
(ग) दो पैर वाले जीवों को द्विपाद कहते है। [✓]
(घ) गाय, भैंस, बकरी आदि चतुष्पाद हैं। [✓]
(ङ) जीवों के पैरों की संख्या शून्य से लेकर कई सौ तक हो सकती है। [✓]

प्रश्न 2.
नीचे दी गई तालिका में पैरों की संख्या के अनुसार जीवों के नाम लिखिए-

उत्तर-

आठ से अधिक पैर वाले – कनखजूरा।

प्रश्न 3.
कैसे रखें पैरों का ध्यान
अपने सहपाठियों से चर्चा करें कि हम अपने पैरों का ध्यान कैसे रख सकते हैं-

उत्तर-
(क) नाखूनों को नियमित रूप से काटना चाहिए।
(ख) बाहर जाते समय पैरों में जूते या चप्पल पहनने चाहिए।
(ग) बाहर से आने के बाद पैरों को अच्छे से धोना चाहिए।
(घ) अपने पैरों को रात को धोकर कोई भी अच्छी-सी क्रीम या तेल लगाना चाहिए ताकि पैर मुलायम रहें।

भाषा की बात
‘चार पैर वाले जीवों को चतुष्पाद कहते हैं।’ चतुष्पाद का प्रचलित शब्द चौपाया है, जिसका अर्थ है-चार पैर वाला।

प्रश्र्न 1.
इसी प्रकार, चार की संख्या बताने वाले कुछ और शब्द खोजकर लिखिए-

उत्तर-

प्रश्न 2.
नीचे दिए गए उदाहरण के अनुसार तालिका पूरी कीजिए-

उत्तर-

सोचिए और लिखिए
कल्पना कीजिए कि एक दिन किसी स्थान पर कनखजूरा, केंचुआ, चिड़िया और आप एक साथ मिलते हैं। कनखजूरा अपने पैरों की बात शुरू करता है। सोचकर लिखिए कि आप सब के बीच क्या-क्या बातें होंगी।

उत्तर-

पहेली से पहले

प्रश्न 1.
आपने देखा कि एक खेत में कुछ भैंसें चर रही हैं। आपने गिना तो उनके कुल मिलाकर बत्तीस (३२) पैर निकले। बताइए कितनी भैंसें हैं?
उत्तर-

32 ÷ 4 = 8 (कुल आठ भैंसें हैं।)
[आपने कुल बत्तीस पैर देखे और आप जानते हैं कि एक भैंस के चार पैर होते हैं। अब आप 32 को 4 से भाग दे देंगे तो आप जान जाएँगे कि कुल आठ (08) भैंसे हैं।]

प्रश्न 2.
आपने देखा कि एक स्थान पर कई मकड़ियाँ चल रही हैं। आपने गिनकर देखा तो फिर से कुल बत्तीस (३२) पैर निकले। बताइए कितनी मकड़ियाँ हैं?
उत्तर-

32 ÷ 8 = 4 (कुल चार मकड़ियाँ हैं।)
[आपने कुल बत्तीस पैर देखे और आपको पता है कि एक मकड़ी के आठ पैर होते हैं। अब आप बत्तीस (32) को आठ (08) से भाग दे देंगे तो आप जान जाएँगे कि कुल 4 मकड़ियाँ हैं।]

प्रश्न 3.
अब, एक और स्थान पर आपने देखा कि कई चींटियाँ और मकड़ियाँ चल रही हैं। आपने गिनकर देखा कि उनके कुल मिलाकर चौंतीस (३४) पैर हैं। बताइए कितनी चींटियाँ और कितनी मकड़ियाँ हैं?
उत्तर-

34 – कुल पैर = कुल चीटियाँ = 3
= कुल मकड़ियाँ = 2
आइए उत्तर समझें- एक चींटी के कुल पैर 6 होते हैं। हमने 6 को 3 से गुणा किया तो 18 आया (6 × 3 = 18)।
अब 18 को हम 34 में से घटा देंगे तो 16 बचेगा (34 – 18 = 16)।
अब हमें पता है कि एक मकड़ी के कुल आठ पैर होते हैं।
तो हमने 8 को दो गुना किया और उत्तर आया = 16 (8 × 2 = 16) यानि कुल 2 मकड़ियाँ।

बूझो तो जानें

प्रश्न 1.
लालटेन ले पंखों में,
उड़े अँधेरी रात में।
जलती बाती बिना तेल के,
ठंड और बरसात में।
उत्तर-
जुगनू।

प्रश्न 2.
तीतर के दो आगे तीतर, तीतर के दो पीछे तीतर।
आगे तीतर, पीछे तीतर, बोलो कितने तीतर?
उत्तर-
तीन।

Class 3 Hindi Chapter 3 कितने पैर? कविता का सार (Summary of the Chapter)

यह पाठ मञ्जुल भार्गव जी द्वारा लिखा गया है। इस पाठ से बच्चे जीव जगत का ज्ञान प्राप्त करेंगे। इसमें एक अध्यापिका व बच्चों का वार्तालाप है। अध्यापिका बच्चों को बताती हैं कि आज वे जीवों के पैरों की संख्या की बात करेंगे। वे बताती हैं कि जीवों के पैरों की संख्या शून्य से लेकर कई सौ तक हो सकती हैं। फिर वे बच्चों से प्रश्न करती हैं कि क्या कोई ऐसा जीव बता सकता है जिसके पैर नहीं होते? इस पर एक विद्यार्थी जिसका नाम श्याम है वह बताता है कि उसने बरसात में केंचुए देखे हैं जिनके पैर नहीं होते हैं, वे अपने पेट के बल सरकते हैं।

ऐसे ही फिर अध्यापिका दो पैरों वाले जीवों की बात करती हैं। वे बच्चों को बताती हैं कि इनके दो पैर होते हैं इसलिए इन्हें द्विपाद भी कहते हैं। मनुष्य भी द्विपाद होते हैं। फिर वे बच्चों से पूछती हैं कि वे अगर किसी अन्य द्विपाद के बारे में जानते हैं तो बताएँ। इस पर रमेश कहता है कि सभी चिड़ियाँ द्विपाद होती हैं। अध्यापिका कहती हैं कि उसने बिलकुल सही उत्तर दिया है। फिर वे पशुओं की बात करती हैं जिनके दो पैर होते हैं। उनके पूछने पर सविता नाम की लड़की बताती है कि उसकी माँ ने उसे बताया था कि आस्ट्रेलिया नाम के देश में एक द्विपाद पशु रहता है जो कूद-कूदकर चलता है।

उसकी माँ ने उसे उस पशु का चित्र भी दिखाया था किंतु सविता तो उसका नाम भूल गई है। इस पर रजनी नाम की एक अन्य विद्यार्थी कहती है कि उसने भी पुस्तकालय की एक पुस्तक में इस पशु के बारे में पढ़ा था। इस पशु को कंगारू कहते हैं। इसके पेट पर एक थैली होती है जिसमें यह अपने बच्चे को रखता है। अध्यापिका बच्चों को कंगारू के बारे में और बताते हुए कहती हैं कि वह तेजी से दो पैरों पर चलता है लेकिन जब धीरे चलता है तो चार पैरों पर चलता है इसलिए इसे चतुष्पाद भी कहते हैं।

कभी-कभी आगे बढ़ने के लिए यह अपनी पूँछ का भी उपयोग करता है, इसलिए इसे पंचपाद भी कहते हैं। फिर वे कहती हैं कि अधिकतर पशुओं के चार पैर ही होते हैं, जैसे- गाय, भैंस उनके ऐसा बोलते ही बच्चे भी चार पैर वाले पशुओं के नाम बोलने लग जाते हैं। समीर कुत्ता, बिल्ली और घोड़ा बोलता है तो वीणा बकरी, गधा और बंदर का नाम लेती है। रफ़िया भी मेंढक, उद्धबिलाव, घड़ियाल बताती है। रमेश शेर और चीता बोलता है और बिपिन ज़ेबरा और जिराफ़ के बारे में बोलता है। अध्यापिका उन्हें शाबाशी देती हैं। वे कहती हैं कि अब वे सब अलग-अलग कीटों के पैरों के बारे में जानेंगे। वे बच्चों से पूछती हैं कि चींटी या चींटे को तो देखा ही होगा। क्या कोई बता सकता है कि उनके कितने पैर होते हैं? इस पर मीना बताती है कि उसे चींटों को देखने में बहुत मज़ा आता है और उसने कई बार इनके पैर गिने हैं जो कि छह होते हैं।

अध्यापिका प्रसन्न हो जाती है और बताती है कि इसी प्रकार मक्खी और भँवरे के भी छह पैर होते हैं। इस पर रमेश और सिमरन भी तितली और झींगुर का नाम लेते हैं। फिर अध्यापिका उनसे छह से अधिक पैर वाले कीट के विषय में पूछती हैं। रमेश हँसकर मकड़ी बोलता है । सविता भी उसकी हाँ में हाँ मिलाकर बताती है कि जब मकड़ी जाले पर चलती है तब उसके आठ पैर दिखाई देते हैं। अध्यापिका कक्षा में बताती हैं कि अब वे उन्हें ऐसे कीट के बारे में बताएँगी जिसके तीस (30) से लेकर तीन सौ बयासी (382) तक पैर हो सकते हैं अर्थात् पंद्रह (15) जोड़ी से लेकर एक सौ इक्यानवे (191) जोड़ी तक पैर हो सकते हैं।

इसका नाम कनखजूरा होता है। वे पूछती हैं कि क्या किसी ने इसे देखा है? सभी नहीं में उत्तर देते हैं। तब वे बताती हैं कि कनखजूरा अक्सर सीलन और अँधेरे वाले स्थानों पर मिलता है। घरों में इनका मिलना कठिन होता है। यह गीले पेड़ों के तनों में अंदर या गीली घास या पत्तों के ढेर के नीचे मिलता है। फिर वे कहती हैं कि सोचने वाली बात यह है कि इतने सारे पैरों वाला कनखजूरा चलता कैसे होगा?

शब्दार्थ : शून्य – जीरो। बरसात – बारिश का मौसम। द्विपाद-दो पैर वाले। आस्ट्रेलिया – एक देश का नाम। पुस्तकालय – जहाँ अनेकों पुस्तकें रखी जाती हैं। चतुष्पाद – चार पैर वाला। पंचपाद – पाँच पैर वाला। अतिरिक्त – अलावा।

• इस पाठ के माध्यम से बच्चे जीव जगत के रुचिपूर्ण संसार के बारे में जान पाएँगे।
• भिन्न-भिन्न पशु-पक्षियों के पैरों की संख्या के अतिरिक्त उनकी कुछ स्वभावगत विशेषताएँ भी जान सकेंगे।
• बच्चों को भारत के अतिरिक्त दूसरे देशों का भी ज्ञान प्राप्त होगा, जैसे-आस्ट्रेलिया आदि।
• इस पाठ के ज़रिए बच्चों को हिंदी – गणना भी बड़ी ही सरलता व सुगमता से सिखाई जा सकती है। उनको अंक-ज्ञान भी इसके द्वारा बढ़ेगा।
• अभ्यास में दी गई पहेलियाँ उनके मन जिज्ञासा भर देगी।
• बच्चे अपने आस-पास के परिवेश, पुस्तकालय, जीव-जंतुओं, मौसम-ज्ञान तथा हिंदी भाषा के नए-नए शब्दों को भी सीख पाएँगे।

NCERT Solutions for Class 3 Hindi Chapter 3 चांद वाली अम्मा (Old Syllabus)

The post NCERT Class 3 Hindi Veena Chapter 3 Question Answer कितने पैर? appeared first on Learn CBSE.

Class 6 Science Chapter 3 Extra Questions and Answers Mindful Eating: A Path to a Healthy Body

NCERT Class 6 Science Chapter 3 Mindful Eating: A Path to a Healthy Body Important Extra Questions and Answers

What do we Eat Class 6 Extra Questions

Question 1.
What is food?
Answer:
Food is a basic requirement for all living organisms. It provides energy for carrying out all the daily activities.

Question 2.
Mention whether following culinary practices are traditional/modern,
(a) Chulha
(b) Sil-batta
(c) Electrical grinder
(d) Modern gas stove
Answer:
(a) Chulha: Traditional culinary practice
(b) Sil-batta (stone grinder): Traditional culinary practice
(c) Electrical grinder: Modern culinary practice
(d) Modern gas stove: Modern culinary practice

Question 3.
Explain the importance of food for living organisms.
Answer:
Importance of food is:

1. It provides energy to do various activities.
2. It helps in growth.
3. It helps to repair and replace damaged parts of the body.
4. It protects us from infections and diseases.

Question 4.
How do you know that you are hungry?
Answer:
We can feel the urge to eat in our stomach when we are hungry.

Question 5.
Why is there diversity in food in different states of India?
Answer:
There is diversity in food in different states of India because of diversity in soil, climate, culture, traditions, ethnic groups and occupations.

Question 6.
What are the significant differences between traditional and modern culinary practices?
Answer:
Earlier, most cooking was done using a chulha. Nowadays, most of us cook using a modern gas stove. Earlier, most grinding was done manually using a sil-batta. These days, we use an electrical grinder for ease of grinding.

Question 7.
Do you think that all living beings need the same kind of food?
Answer:
No, all living beings do not need same kind of food.

Question 8.
What do you call the habit of an individual to eat a particular type of food items commonly?
Answer:
Food habit.

Question 9.
Compare your food habits. with food habits of your friend who lives in Tamil Nadu.
Answer:
My food habit: Chapatti, pulses, lassi, rice, vegetables, mustard oil. Food habit of my friend: Idli, dosa, sambhar, vada, rasam, upma and coconut oil, etc.

What are the Components of Food Class 6 Extra Questions          

Question 1.
Name the major nutrients in our food.
Answer:
The major nutrients in our food are Carbohydrates, Proteins, Fats, Vitamins, Minerals and dietary fibers

Question 2.
Name the food materials which contain fat.
Answer:
The food materials which contain fat are:

• Ghee
• Butter
• Oil

Question 3.
What are nutrients?
Answer:
The components of food that are necessary for growth and development of our body are called nutrients.

Question 4.
What is nutrition?
Answer:
The process of taking nutrients from our food for the growth and development of body and to obtain energy is known as nutrition.

Question 5.
Name two nutrients which protect the body from diseases.
Answer:
The two nutrients which protect the body from diseases are vitamins and minerals.

Question 6.
Why do you think a marathon runner drinks glucose water during and after a race?
Answer:
Glucose provides instant energy. Glucose is an example of a carbohydrate. Carbohydrates are one of the primary sources of energy in our diet.

Question 7.
What is dietary fiber?
Answer:
Dietary fibers are the plant deprived food that cannot be completely broken down by the human digestive system. For example- vegetables, fruits, whole grain oats etc.

Question 8.
Name the food rich in proteins.
Answer:
The food rich in proteins are pulses, beans, peas, nuts, chicken, fish, milk, cheese etc.

Question 9.
Why should we eat cooked food?
Answer:
We should eat cooked food because by cooking we can kill harmful germs and make it germless. Cooked food can be easily digested and absorbed by our body. Cooking also improves the taste of food.

Question 10.
Define deficiency diseases.
Answer:
A disease caused by the lack of an element in the diet like vitamin or mineral is known as a deficiency disease. For example- scurvy, rickets etc.

Question 11.
What are the symptoms of carbohydrate deficiency?
Answer:
The symptoms of deficiency of carbohydrates are:

• Nausea
• Fatigue
• Dehydration
• Lack of energy and stamina etc.

Question 12. What is dehydration?
Answer:
Dehydration is the condition when your body loses more fluid than you take in. Basically, excess loss of water from the body leads to dehydration.

Question 13.
Why should a meal have different food items?
Answer:
A meal should have different food items because our body needs different kinds of nutrients for proper functioning.

Question 14.
Which type of food is called body-building food?
Answer:
The food containing proteins is called body-building food.

Question 15.
People who eat seafood do not suffer from Goitre Explain.
Answer:
It is so because sea-food is a rich source of Iodine and Goitre is a deficiency disease caused due to lack of Iodine.

Question 16.
Write the functions of water in our body.
Answer:
Water helps our body to absorb nutrients from the food. It also helps in removing the waste from the body in the form of urine and sweat. We get water from various types of liquids, fruits and vegetables. ‘

Question 17.
What is goitre?
Answer:
Swelling at the front of the neck is a symptom of a disease called goitre, which is caused by deficiency of iodine.

Question 18.
Name any 2 vitamins, their sources and deficiency diseases caused by them.
Answer:
The two vitamins are:
Vitamin C:
It is needed by the body to fight diseases. Deficiency of vitamin C can cause scurvy, a disease that is characterized by bleeding gums, skin spots and swelling in joints. Foods rich in vitamin C sources are amla, guava, Citrus fruits, etc.

Vitamin A:
It is important for normal vision, growth and a healthy immune system. The deficiency of vitamin A can cause night blindness, poor vision. Foods rich in vitamin !\ sources are papaya, carrot, milk, mango, etc.

Question 19.
Which of the following food items does not provide any nutrient? Milk, Water, Orange juice, Tomato soup.
Answer:
Water does not provide any nutrient.

How to test Different Components of Food Class 6 Extra Questions

Question 1.
How will you test for starch in a food sample?
Answer:

• Take a small quantity of food samples.
• Then add 2-3 drops of iodine solution to it.
• The appearance of a blue-black color indicates that the food sample contains starch.

Question 2.
What happens when two or more drops of iodine solution fall on starch substance?
Answer:
The color of the substance becomes blue-black.

Question 3.
If any food item gives blue- black color with iodine then which nutrient is present in the food?
Answer:
Starch.

Question 4.
How can you test presence of proteins in a given food item?
Answer:
Take a small quantity of the food item. If the sample is solid, grind it. Put some part of this in a clean test tube, add 10 drops of water to it and shake the test tube. Now, with the help of a dropper, add two drops of solution of copper sulphate and 10 drops of solution of caustic soda to the test tube. Shake well and place the test tube in test tube stand for a few minutes. Observe color of the contents of test tube. If color of the contents turns violet, the food item contains protein.
Food + water + copper sulphate + caustic soda → violet color → protein is present.

Question 5.
Write test for detecting, presence of fat.
Answer:
Take small quantity of the food item. Rub it on a piece of white paper. Observe carefully, you will find that the piece of white paper shows an oily patch on it which indicates that the food item contains fat.

Balanced Diet Class 6 Extra Questions

Question 1.
What is a balanced diet? Write the components of balanced diet.
Answer:
A diet which provides the right proportion of all the nutrients that our body needs along with roughage and water is called balanced diet. The various components of balanced diet are carbohydrates, fats, proteins, vitamins, minerals, roughage and water.

Question 2.
What is junk food?
Answer:
Some foods have high calories due to high sugar and fat content. Moreover, they contain very low amounts of proteins, minerals, vitamins, and dietary fibers. These foods are called junk foods. For example : Pizza, burger, chips and cold drinks etc.

Question 3.
What are the health risks of consuming junk food?
Answer:
Junk food tends to be high in calories, unhealthy fats, sugars, and sodium, while lacking essential nutrients. Regular consumption can lead to weight gain, increased risk of heart disease, diabetes, and other health problems.

Question 4.
Can junk food be consumed occasionally?
Answer:
Occasional consumption of junk food is generally okay as part of a balanced diet. However, it should be limited to avoid its negative health effects.

Millets: Nutrition-Rich Cereals Class 6 Extra Questions

Question 1.
What are millets?
Answer:
Millets dre small-seeded grains that belong to the grass family. They are widely grown around the world and are known for their nutritional benefits.

Question 2.
What are the nutritional benefits of millets?
Answer:
They are good sources of vitamins, minerals like iron and calcium, and dietary fibers as well. That is the
reason they are also called nutri-cereals.

Question 3.
How can millets be used in cooking?
Answer:
Millets can be cooked similar to rice and used in various dishes such as porridge, salads, and even baked goods like bread and cookies.

Food miles: from Farm to our Plate Class 6 Extra Questions

Question 1.
What are food miles?
Answer:
Food miles refer to the distance food travels from where it is grown or produced to where it is consumed.

Question 2.
How do food miles affect the environment?
Answer:
Food miles contribute to carbon emissions and pollution from transportation vehicles, impacting air quality and contributing to climate change.

Question 3.
What are some ways to reduce food miles?
Answer:
Buying locally grown or produced food, supporting farmers markets, and choosing seasonal produce are ways to reduce food miles.

Question 4.
Give an example of a food item with high food miles and one with low food miles.
Answer:

1. High food miles example: Fresh strawberries imported from another continent.
2. Low food miles example: Apples grown in a nearby orchard and sold at a local farmers’ market.

Question 5.
What are some examples of foods that are typically imported from other countries?
Answer:
Examples may include tropical fruits like bananas or mangoes, coffee, tea, and certain spices.

Question 6.
With the help of a flowchart, show various contributors involved when we eat a chapati.
Answer:

Question 7.
Make flowchart for the preparation of honey.
Answer:

Question 8.
Make flowchart for the preparation of ghee.
Answer:

Class 6 Science Extra Questions

The post Mindful Eating: A Path to a Healthy Body Class 6 Extra Questions and Answers Science Chapter 3 appeared first on Learn CBSE.

Class 6 Science Chapter 4 Extra Questions and Answers Exploring Magnets

NCERT Class 6 Science Chapter 4 Exploring Magnets Important Extra Questions and Answers

Magnetic and Non-magnetic, Materials Class 6 Extra Questions

Very Short Answer Type Questions

Question 1.
What are magnetic materials (substances)?
Answer:
Materials which get attracted by the magnet are called magnetic materials (substances).

Question 2.
What are non magnetic substances?
Answer:
Substances which are not attracted by magnet are called non¬magnetic substances.

Question 3.
Write the names of some non magnetic substances.
Answer:
Rubber, Cotton, Plastic, Wood, Button, Cloth, etc.

Question 4.
Name the first magnet.
Answer:
Lodestone.

Question 5.
What is lodestone?
Answer:
Lodestone is a type of iron. It bears the properties of magnet.

Short Answer Type Questions

Question 1.
Make a list of given substances into two groups magnetic and non magnetic.
Key, Wood, Glass, Alpin, Chalk, Pencil, Nail, Cup of tea, Book, Rubber, Needle, Fork.
Answer:
Magnetic substances:
Key, alpin, nail, needle, fork (because all these stick to the magnet)

Non-magnetic substances
Wood, glass, chalk, pencil, cup of tea, book, rubber, (none of these sticks to the magnet)

Question 2.
What are the properties of a magnet?
Answer:

1. It attracts iron pieces towards itself.
2. It always aligns itself in the same direction, if left to rotate freely.
3. It is composed of oxides of iron (Fe₃O₄).

Question 3.
What are soft and hard magnetic materials?
Answer:
Soft iron is called soft magnetic material because it loses its magnetism easily. Soft iron is used in making electromagnets. Steel is called a ‘hard’ magnetic material because it does not lose its magnetism so easily. It is used to make permanent magnets.

Question 4.
How will you test that ‘tea dust3 is not adulterated with iron powder?
Answer:
We will test that ‘tea dust’ is not adulterated with iron powder by using magnet. If it has iron powder they will stick onto the magnet.

Long Answer Type Questions

Question 1.
Four identical iron bars were dipped in a heap of iron filings one by one. Fig. shows the amount of iron filings sticking to each of them.

(a) Which of the iron bar is likely to be the strongest magnet?
(b) Which of the iron bars is not a magnet? Justify your answer.
Answer:
(a) A
(b) B because there are no iron filings sticking to it.

Question 2.
Suggest an arrangement to store a U shaped magnet. How is this different from storing a pair of bar magnets?
Answer:
U shaped magnet: One metal plate is placed across the two poles of the U shaped magnet.

Bar magnet : Use two metal plates and one wooden block, arrange them as shown in the figure.

Poles of Magnet Class 6 Extra Questions

Very Short Answer Type Questions

Question 1.
Fill in the blanks:
1. When a suspended magnet comes to rest, one pole always points towards the ______
2.  And the other pole always points towards the ______
Answer:

1.  North
2. South

Question 2.
How many poles are there in a magnet?
Answer:
There are two poles in a magnet, north-pole and south-pole.

Question 3.
To which part of the magnet do the most of the iron filings (or pins) stick?
Answer:
Most of the iron filings (or pins) stick to the poles, i.e., north and south poles. At these poles of magnet, magnetic effect is maximum.

Question 4.
To which part of the magnet do none or only a few iron filings (or pins) stick?
Answer:
Minimum number of iron filings stick to the middle part of the magnet. Magnet has its magnetic effect least in this part (middle part).

Question 5.
Are both poles of a magnet similar?
Answer:
No, the two poles of a magnet are not similar (alike). Both have different tendency. The pole that points towards the north is called north-pole while the pole pointing always towards the south is called south-pole.

Question 6.
Which is the north-pole of a bar magnet?
Answer:
It is the tip of a bar magnet which points towards the north direction.

Question 7.
Which is the south-pole of a bar magnet?
Answer:
It is the tip of a bar magnet that points towards the south direction.

Short Answer Type Questions

Question 1.
Why does a freely suspended magnet always rest in north-south direction ?
Answer: A freely suspended magnet always rest in north-south direction because the north-pole of the magnet lies in the geographic north direction and the south pole of the magnet lies in the geographic south direction. So it aligns itself in N-S direction.

Question 2.
Can we isolate north-pole or south-pole?
Answer:
No, we cannot isolate north- pole of a magnet from its south-pole or vice versa. If you break a bar magnet into two halves, you will not get a single north or south pole but two magnets each with its north and south-poles.

Question 3.
What happens when a pole of a bar magnet say its north-pole is marked with a chalk and suspended freely? What do you observe on rotating the bar magnet?
Answer:
The marked pole comes to rest in north direction. On rotating, after some time, it again comes to rest in north direction.

Long Answer Type Questions

Question 1.
Do magnetic poles exist separately like charges? Explain.
Answer:
Magnetic poles do not exist separately like positive and negative charges. This means that it is not possible to isolate a north pole of a magnet from its south pole by cutting the magnet from the middle. Whenever a bar magnet is cut into two halves, we get two new magnets, each with its north and south poles. This will continue indefinitely even if extremely small pieces of bar magnets are obtained. Thus magnetic poles always exist in pairs.

Question 2.
Where are the poles of a ring magnet? How will you find this?

Answer:
Ring type or circular magnet also has two poles. Its exterior and interior parts act like different poles.
To find out the nature of the two poles, we suspend circular magnet with a piece of thread. We bring another magnet near it. Both attract each other. It clearly concludes that one surface of the circular magnet is attracted but the other surface is repelled by the same pole of the other magnet.

Question 3.
Mark the north-poles of two bar magnets and bring the poles of the magnets near each other, and note down your observations in table.
Answer:

Question 4.
What will happen to the magnet when we cut it into two pieces?
Answer:
When we cut a bar magnet into two pieces, both these pieces act as magnets and we get two magnets (Fig.).

Question 5
1. A toy car has a bar magnet laid hidden inside its body along its length. Using another magnet how will you find out which pole of the magnet is facing the front of the car?
2. You are provided with two identical metal bars. One out of the two is a magnet. Suggest two ways to identify the magnet.
Answer:

1. If the front of the toy car gets attracted to the north pole of the given magnet then it is the south pole of the bar magnet hidden inside the car. On the other hand, if it repels, then it  has a north pole in front.
2. Two ways to identify the magnet are:
   • By suspending the metal bars
   • By attracting iron filings.

Finding Directions Class 6 Extra Questions

Very Short Answer Type Questions

Question 1.
In which direction does freely suspended magnet rest?
Answer:
A freely suspended magnet always points in the north-south direction.

Question 2.
How do the shipmen find the direction even when north pointing pole star is not visible?
Answer:
Shipmen during navigation can find the “direction with the help of magnetic needle.

Short Answer Type Questions

Question 1.
Why is compass needle kept in a closed glass vessel?
Answer:
Compass needle is a small and thin magnet used to find the direction. If it is kept in open, it may deflect in any direction due to pressure exerted by air. So to know right direction, it is kept covered by glass covering.

Question 2.
Does the compass needle point in different directions?
Answer:
The compass needle has a magnetic needle closed in a glass covering. The needle can rotate on its pin pointed base. Its red marked end always indicates towards the north direction. It always rests in north-south directions. We use it to find out the direction.

Question 3.
Hang a bar magnet with a thread on a stand and rotate the base of stand. What will happen?
Answer:
The direction of bar magnet is not changed as we rotate the stand. It is because a freely suspended magnet comes to rest in particular direction, i.e., north-south directions.

Long Answer Type Questions

Question 1.
Fig. shows a magnetic compass. What will happen to the position of its needle if you bring a bar magnet near it? Draw a diagram to show the effect on the needle on bringing the bar magnet near it. Also draw the diagram to show the effect when the other end of the bar magnet is brought near it.

Answer:
The magnetic needle of the compass will get deflected.

Attraction and repulsion between magnets Class 6 Extra Questions

Very Short Answer Type Questions

Question 1.
What happens when similar poles come close to each other?
Answer:
They repel each other.

Question 2.
When do two magnets attract each other?
Answer:
Two magnets attract each other when their unlike (opposite) poles come close to each other.

Question 3.
What do you mean by magnetic field?
Answer:
The region around the magnet where its magnetic influence can be felt is called the magnetic field of the magnet.

Short Answer Type Questions

Question 1.
Three identical iron bars are kept on a table. Two out of three bars are magnets. In one of the magnet the North-South poles are marked. How will you find out which of the other two bars is a magnet? Identify the poles of this magnet.
Answer:
The magnet with known poles will attract and repeat two ends of a magnet and attend both the ends of an ordinary bar. (Test for repulsion).

Question 2.
Boojho kept a magnet close to an ordinary iron bar. He observed that the Iron bar attracts a pin as shown in Fig.

What inference could he draw from this observation? Explain.
Answer:
The inference he could draw from this observation that the magnetic properties are induced into the iron bar and it acts like a magnet.

Question 3.
A bar magnet is cut into two pieces A and B, from the middle, as shown in Fig.

Will the two pieces act as individual magnets? Mark the poles of these two pieces. Suggest an actimty to verify your answer.
Answer:
Yes, by the test of repulsion.

Long Answer Type Questions

Question 1.
How can you show that unlike poles attract each other while like poles repel each other?
Answer:
Suspend a magnet on a stand with the help of a string. Now it rests in N-S directions. Take another magnet which has been marked NTS on it and bring N-pole of this magnet near the N-pole of the suspended magnet. You will find that the suspended magnet rotates and moves away showing that like poles repel each other. The same can be repeated by bringing south-pole of one magnet near south-pole of suspended magnet.

Now you must have found that during the above experiment, south-pole comes towards north-pole and vice versa. It can be repeated by bringing south-pole near a north-pole and north-pole near south-pole of suspended magnet. You will find that unlike poles attract each other.

Question 2.
Bhawana witnessed an interesting game at the fair. A duck was floating in a tub. When a plate containing some grains of rice was brought close to the duck, the duck moved towards the plate. But, when a plate containing some pebbles was brought close to; the duck, it moved away from the plate. Explain how this could have been possible.
Answer:
This game is based on the plate containing rice which may have magnet attached to its bottom. The magnet is fitted in such a way that its north-pole points towards rice grains, while south- pole indicates towards pebbles. A magnet (bar magnet) may also be fitted in the bottom of the duck, where south-pole points towards mouth and north-pole towards tail of the duck.

When the rice portion of the plate is brought closer to the duck, the duck moves towards rice grains because unlike poles of two magnets attract each other. In second situation, same (like) poles repel each other. So the duck moves away.

Fun with Magnets Class 6 Extra Questions

Very Short Answer Type Questions

Question 1.
Why should we not beat or hammer a magnet?
Answer:
By heating or hammering a magnet may loose its magnetic property. It is thus advised not to bear or hammer a magnet.

Question 2.
Why magnets should be kept away from mobiles, computer and compact disks (CDs)?
Answer:
Televisions, mobiles, CD, computers and many more devices are made up of magnetic materials and magnets in it. If you bring a magnet closer to it then it will spoil these devices.

Short Answer Type Questions

Question 1. Mention some important precautions to handle magnets.
Answer:

1. Do not heat
2. Do not hammer
3. Do not drop

Question 2.
It was observed that a pencil sharpener gets attracted by the poles of a magnet, although its body is made of plastic. Name a material that might have been used to make some part of it.
Answer:
The blade of a pencil sharpener is made of iron which is a magnetic , material. Due to this a pencil sharpener gets attracted towards the poles of a magnet.

Question 3.
What is the correct way of storing a bar magnet? Also support your answer with diagram.
Answer:
Bar magnet: Two-bar magnets should be placed inside a wooden box so that:
(a) the poles of two magnets lie opposite to each other.
(b) a wooden piece should be kept between the two magnets.

Long Answer Type Question

Question 1.
What are the precautions need to be taken while handling a magnet
Answer:
When heated, hammered or dropped from a height, magnets tend to lose their properties. They become weak if they are not stored properly and hence:

• Bar magnets should be stored in pairs separated by a small block of wood and their unlike poles facing the same side with a soft iron across their ends.
• A piece of iron should be kept across the poles in case of a horse shoe magnet.
• Magnets should be kept away from computers, mobiles, televisions etc.
• Magnets should be handled with care and they should be stored properly.

Class 6 Science Extra Questions

The post Exploring Magnets Class 6 Extra Questions and Answers Science Chapter 4 appeared first on Learn CBSE.

Class 6 Science Chapter 5 Extra Questions and Answers Measurement of Length and Motion

NCERT Class 6 Science Chapter 5 Measurement of Length and Motion Important Extra Questions and Answers

Very Short Answer Type Questions

Question 1.
What is the SI unit of length?
Answer:
Metre

Question 2.
How many centimetres are there in a metre?
Answer:
100

Question 3.
How many millimetres are there in a centimetre?
Answer:
10

Question 4.
What body part do you and your friends use to measure the table?
Answer:
Handspan

Question 5.
What flexible tool can be used to measure the girth of a tree?
Answer:
Tape

Question 6.
What is the unit used to measure long distances between different cities?
Answer:
Kilometre

Question 7.
What type of motion is exhibited by a swing?
Answer:
Oscillatory

Question 8.
What is the smallest value that can be measured using a typical 15-cm scale?
Answer:
Millimetre

Question 9.
Which ancient Indian unit of measurement is mentioned as still being used by traditional craftspeople?
Answer:
Angula

Question 10.
What is the reference point used by a traveller to determine how close she/he is to Delhi?
Answer:
Delhi

Short Answer Type Questions

Question 1.
Why do people use standard units of measurement instead of body parts?
Answer:
People use standard units of measurement instead of body parts, because body parts vary in size from person to person, leading to inconsistent measurements. Standard units ensure that measurements are uniform and accurate regardless of who performs the measurement.

Question 2.
What is the significance of the metre in the International System of Units?
Answer:
The metre is an important International System of Units as it is the base unit of length. It provides a consistent standard for measuring length, which is essential for scientific and everyday measurements.

Question 3.
How can you measure the
length of a Curved line accurately?
Answer:
To measure the length of a curved line accurately, you can use a flexible measuring tape or a thread. Place the thread along the curve, then measure the length of the thread against a straight scale.

Question 4.
Explain the concept of a reference point in measuring distance.
Answer:
A reference point is a fixed object or location used to describe the position of another object. It helps in determining distances and positions accurately by providing a consistent point of comparison.

Question 5.
How does the position of the eye affect the accuracy of measuring with a scale?
Answer:
The position of the eye affects the accuracy of measuring with a scale because if the eye is not directly above the measurement mark, it can cause a parallax error. This error occurs when the measurement is viewed from an angle, leading to an incorrect reading.

Question 6.
Why are flexible measuring tapes preferred for measuring the girth of objects?
Answer:
Flexible measuring tapes are preferred for measuring the girth of objects because they can easily wrap around curved surfaces. This flexibility allows for accurate measurements of objects with irregular shapes.

Question 7.
What do you and your friends discover when you compare the handspans?
Answer:
We discover that our handspans are different in size, leading to varying measurements of the same object. This highlights the inconsistency of using body parts for measurement and the need for standard units.

Question 8.
How is oscillatory motion different from linear and circular motion?
Answer:
Oscillatory motion is different from linear and circular motion in that it involves an object moving to and fro about a fixed position. Linear motion involves movement along a straight path, while circular motion involves movement along a circular path.

Question 9.
Describe the process of measuring an object using a scale with broken ends.
Answer:
To measure an object using a scale with broken ends, you can start from a full mark on the scale instead of the zero mark. Measure the length from this point and subtract the initial reading to get the correct length.

Question 10.
How can you measure the distance between two places using a bicycle?
Answer:
To measure the distance between two places using a bicycle, attach a flexible metal strip to the wheel spoke to count the number of rotations. Measure the circumference of the wheel, multiply it by the number of rotations, and calculate the total distance travelled.

Question 11.
The photograph given as Fig. shows a section of a grill made up of straight and curved iron bars. How would you measure the length of the bars of this section, so that the payment could be made to the contractor?

Answer:
The length can be measured using a thread which can be further measured with the help of a scale.

Question 12.
Three students measured the length of a corridor and reported their measurements. The values of their measurements were different. What could be the reason for difference in their measurements? (Mention any three)
Answer:
Some of the reasons for difference in their measurement could be:

1. Different measuring devices were used.
2. The smallest length that could be measured by different devices may be different.
3. Measurement may not be along the shortest length in all three cases.
4. The end of the corridor may not be easily accessible.

Long Answer Type Questions

Question 1.
Why is it important to use standard units of measurement in everyday life?
Answer:
It is important to use standard units of measurement in everyday life to ensure consistency, accuracy, and reliability. Standard units allow for clear communication and comparison of measurements, which is important in fields such as science, engineering, and trade. Without standard units, measurements would vary widely depending on the person taking the measurements. It leads to confusion and errors.

Question 2.
How the measurements using body parts to measure length were considered inconsistent?
Answer:
It was observed that using body parts to measure length was inconsistent by comparing the handspans, foot spans or strides etc.. Each person’s handspan resulted in a different measurement, demonstrating that body parts vary in size from person to person. This observation highlighted the need for standard units.

Question 3.
Describe the process of using a thread to measure the length of a curved line.
Answer:
To measure the length of a curved line using a thread, we first place the thread along the entire length of the curve, ensuring it follows the shape precisely. After marking the endpoints on the thread, we straighten the thread and measure it against a straight ruler or measuring tape. This method gives accurate measurement of curves, which cannot be measured with rigid straight scales.

Question 4.
Explain the significance of the International System of Units (SI) and its impact on global measurements.
Answer:
The International System of Units (SI) is significant because it provides a standard set of measurement units used globally, facilitating international trade, scientific studies, and technological development. By using SI units, countries can ensure that measurements are consistent and comparable, reducing misunderstandings and errors. The SI system includes base units like the metre (for length), kilogram (for weight), and second (for time), which are fundamental to various scientific and practical applications.

Question 5.
Write the correct techniques for measuring length accurately. Explain why are they important?
Answer:
Correct techniques for measuring length include placing the scale in contact with the object, aligning the scale properly along the object’s length, and positioning the eye directly above the measurement mark to avoid parallax errors. These techniques are important to ensure accuracy and consistency in measurements. For example, measuring a pencil with a broken scale requires starting from a full mark and subtracting the initial reading to obtain the correct length.

Question 6.
Discuss the historical units of measurement used in India and their relevance in modem times.
Answer:
Historical measurement units used in India, such as angula (finger width) and dhanusa (bow length), played a significant role in ancient architecture, town planning, and trade. These units are mentioned in ancient literature and are still used by traditional craftspeople like carpenters and tailors. Understanding these units provides insight into India’s rich history of measurement and how it has evolved to incorporate modern standard units.

Question 7.
How does the concept of a reference point help in accurately describing the position of an object?
Answer:
The concept of a reference point is important for accurately describing the position of an object because it provides a fixed location from which measurements can be made. For example, when we see kilometre stones indicating distances from D6lhi, Delhi acts as the reference point. Without a reference point, it would be difficult to determine precise locations and distances, which is essential for navigation, construction, and various scientific studies.

Question 8.
Describe an activity that demonstrates the difference between using body parts and standard units for measurement.
Answer:
An activity to demonstrate the difference between using body parts and standard units for measurement involves measuring the length of a classroom table using both methods. First, students can use their handspans and record the results, which will likely vary due to differences in hand size. Then, using a standard measuring tape or ruler, they can measure the table again, showing that standard units provide consistent and reliable measurements regardless of the measurer.

Class 6 Science Extra Questions

The post Measurement of Length and Motion Class 6 Extra Questions and Answers Science Chapter 5 appeared first on Learn CBSE.

Click here to access the best NCERT Solutions for Class 6 Sanskrit Deepakam Chapter 5 Question Answer शूराः वयं धीराः वयम् textbook exercise questions and answers.

शूराः वयं धीराः वयम् Class 6th Sanskrit Deepakam Chapter 5 Question Answer

NCERT Solutions for Class 6 Sanskrit Deepakam Chapter 5 शूराः वयं धीराः वयम्

१. एतत् सम्पूर्णं गीतं सस्वरं गायन्तु लिखन्तु, कण्ठस्थं च कुर्वन्तु ।

२. पाठस्य आधारेण प्रश्नानाम् उत्तराणि एकपदेन लिखन्तु ।

(क) शूराः के?
उत्तरम्:
भारतीयाः/ वयम्

(ख) वयं कीदृशमानसाः स्मः ?
उत्तरम्:
दृढ़मानसाः

(ग) वयं कीदृशचिन्तकाः स्मः ?
उत्तरम्:
शुभचिन्तकाः

(घ) वयं कुत्र अतिनिश्चलाः स्मः ?
उत्तरम्:
विजये

(ङ) वयं विजयार्थिनः कुत्र याम: ?
उत्तरम्:
समराङ्गणम्।

३. उदाहरणानुसारम् अधोलिखितानां पदानां वचनपरिवर्तनं कुर्वन्तु ।

(क) शूराः वयम् = ‘शूरः “अहम्’
वीराः वयम् – …………..।
उत्तरम्:
वीर: अहम् ।

(ख) ………….. = बलशालिनः
…………. जयगामिनः ।
उत्तरम्:
बलशाली
जयगामी ।

(ग) दृढमानसाः = ……………..
प्रियसाहसा: = …………..।
उत्तरम्:
दृढ़मानसः
प्रियसाहसः ।

(घ) ……….. = अतिभावुकाः
शुभचिन्तका: = …………….।
उत्तरम्:
अतिभावुकः
शुभचिन्तक:

(ङ) धनकामना = ……………
वञ्चना = ……………।
उत्तरम्:
धनकामना:
वञ्चनाः।

(च) ………… = वर्चस्वलाः
………… अतिनिश्चलाः ।
उत्तरम्:
वर्चस्वल
अतिनिश्चलः ।

४. ‘क’ स्तम्भेन सह ‘ख’ स्तम्भस्य उचितं मेलनं कृत्वा रिक्तस्थाने लिखन्तु ।

उत्तरम्:
(क) गतभीतयो धृतनीतयो दृढशक्तयो निखिलाः ।
(ख) यामो वयं समराङ्गणं विजयार्थिनो बालाः ।
(ग) जगदीश हे ! परमेश हे! सकलेश हे भगवन् ।
(घ) जय मङ्गलं परमोज्ज्वलं नो देहि परमात्मन् ।
(ङ) जनसेवकाः अतिभावुकाः शुभचिन्तकाः नियतम् ।
(च) ऊर्जस्वला वर्चस्वला अतिनिश्चला विजये।

५. उदाहरणानुसारम् अधोलिखितानां पदानां वचनपरिवर्तनं कुर्वन्तु ।

एकवचनम् – बहुवचनम्
यथा – शूरः – शूरा:
(क) धीरः – …………
(ख) ……….. – वीराः
(ग) जनसेवकः – ……….
(घ) ……….. – धनकामना:
(ङ) निखिल: – ……….
(च) ……….. – बाला:
उत्तरम्:
(क) धीर: – धीराः
(ख) वीरः – वीराः
(ग) जनसेवक: – जनसेवकाः
(घ) धनकामना – धनकामनाः
(ङ) निखिल: – निखिलाः
(च) बालः – बाला:

६. उदाहरणं दृष्ट्वा अधोलिखितानि पदानि परस्परं संयोज्य वाक्यानि रचयन्तु ।

‘क’ – ‘ख’
(क) छात्र: पठामि
(ख) छात्रौ पठसि
(ग) छात्राः पठति
(घ) अहम् पठन्ति
(ङ) आवाम् पठथः
(च) वयम् पठथ
(छ) त्वम् पठतः
(ज) युवाम् पठामः
(झ) यूयम् पठाव:
उत्तरम्:
(क) छात्रः पठति ।
(ख) छात्रौ पठतः ।
(ग) छात्राः पठन्ति ।
(घ) अहम् पठामि ।
(ङ) आवाम् पठावः ।
(च) वयम् पठामः ।
(छ) त्वम् पठसि ।
(ज) युवाम् पठथः ।
(झ) यूयम् पठथ |

७. कोष्ठकात् उचितं पदं स्वीकृत्य रिक्तस्थाने लिखन्तु ।

यथा – तद्, स्त्रीलिङ्गम् प्रथमा विभक्तिः एकवचनम् – ……… सा (एषा / अहम् / सा)
(क) अस्मद् प्रथमा विभक्तिः, एकवचनम् – ………. वयम् / त्वम् / अहम्)
उत्तरम्:
अहम्

(ख) युष्मद्, प्रथमा विभक्तिः, द्विवचनम् – ……….. (त्वम्/स: /युवाम्)
उत्तरम्:
युवाम्

(ग) तद्, पुंलिङ्गम्, प्रथमा विभक्तिः, बहुवचम् – ……… (एष: /ते/सा)
उत्तरम्:
ते

(घ) एतद्, नपुंसकलिङ्गम् प्रथमा विभक्तिः बहुवचनम् – …….. (एतानि / वयम् / तत्)
उत्तरम्:
एतानि

(ङ) एतद्, स्त्रीलिङ्गम् प्रथमा विभक्तिः, एकवचनम् – ……… (अहम् / एषा / एतत्)
उत्तरम्:
एषा

(च) तद्, स्त्रीलिङ्गम् प्रथमा विभक्तिः द्विवचनम् – ……… (ते / अहम् / एषा)
उत्तरम्:
ते

८. उदाहरणमनुसृत्य उचितेन पदेन रिक्तस्थानं पूरयन्तु।
यथा – नायिका नृत्यति । (नृत्)

(क) बालक: ………….। (लिख)
(ख) छात्रौ …………… | (क्रीड्)
(ग) अहम् ………… । (गच्छ)
(घ) कविः ………. । (पश्य्)
(ङ) महिला ………… । (वद्)
(च) देवा: ……….. । (आगच्छ्)
(छ) फलानि ……. । (पत्)
(ज) गृहिण्यः …….. । (उपविश्)
उत्तरम्-
(क) बालकः लिखति ।
(ख) छात्रौ क्रीडतः ।
(ग) अहम् गच्छामि।
(घ) कविः पश्यति ।
(ङ) महिलाः वदन्ति ।
(च) देवाः आगच्छन्ति ।
(छ) फलानि पतन्ति ।
(ज) गृहिण्यः उपविशन्ति ।

योग्यताविस्तरः

१. गीतस्य रचनाकारः ।

अस्य गीतस्य रचनाकार: श्रीधरः भास्करः वर्णेकर : अस्ति । एषः सुप्रसिद्धः आधुनिकः कविः अस्ति ।
वर्णेकरमहोदयस्य जन्म महाराष्ट्र राज्ये नागपुरनगरे अभवत् । एषः अनेकानि काव्यानि नाटकानि गीतानि च रचितवान् । वर्णेकरमहोदयः राष्ट्रपतिपुरस्कारेण अपि सम्मानितः अस्ति ।

हिंदी अर्थ – इस गीत के रचनाकार श्रीधर भास्कर वर्णेकर हैं। यह सुप्रसिद्ध आधुनिक कवि हैं। वर्णेकर महोदय का जन्म महाराष्ट्र के नागपुर नगर में हुआ। इन्होंने अनेक काव्य, नाटक और गीत लिखें। वर्णेकर महोदय राष्ट्रपति पुरस्कार से भी सम्मानित हैं।

२. अधोलिखितानि शब्दरूपाणि पठन्तु अवगच्छन्तु स्मरन्तु च ।

tableeee 1

३. महापुरुषाणां राष्ट्रनायकानां च चित्राणि अधः सन्ति । एते शूराः वीराः धीराः च
आसन् । गीते लिखितान् सर्वान् भावान् एतेषां महापुरुषाणां जीवने वयं पश्यामः ।

हिंदी अर्थ – महापुरुषों और राष्ट्रनायकों के नाम दिए गए हैं। ये शूर वीर और धीर थे। गीत में लिखे सभी भाव इन महापुरुषों के जीवन में हम देखते हैं। जैसे- शङ्कराचार्य, शिवाजी महाराज, स्वामी दयानन्द सरस्वती मदनमोहन मालवीय, रानी लक्ष्मीबाई, स्वामी विवेकानन्द, महर्षि अरविन्द, सुभाषचंद्र बोस, ए. पीजे. अब्दुल कलाम ।

४. एतत् स्तोत्रं ध्यानेन पठन्तु, अवगच्छन्तु स्मरन्तु च।
भारतवर्षस्य केषाञ्चन धीराणां वीराणां कासाञ्चन वीराङ्गनानां च नामोल्लेख: अधोदत्तेषु श्लोकेषु अस्ति । एतान् श्लोकान् सस्वरं गायन्तु स्मरन्तु च।

अरुन्धत्यनसूया च सावित्री जानकी सती ।
द्रौपदी कण्णगी गार्गी मीरा दुर्गावती तथा ।।
लक्ष्मीरहल्या चन्नम्मा रुद्रमाम्बा सुविक्रमा |
निवेदिता सारदा च प्रणम्याः मातृदेवताः ।
अगस्त्यः कम्बुकौण्डिन्यौ राजेन्द्रश्चोलवंशजः ।
अशोकः पुष्यमित्रश्च खारवेलः सुनीतिमान् ।
रामकृष्णो दयानन्दो रवीन्द्रो राममोहनः ।
रामतीर्थोऽरविन्दश्च विवेकानन्द उद्यशाः ।

छात्राः सस्वरं गायन्तु ।

परियोजनाकार्यम्

१. अधः प्रदत्तेषु महापुरुषेषु एकस्य लघुजीवनवृतं लिखन्तु । स्वामी विवेकानन्दः / शिवाजि / राणाप्रतापः
उत्तरम्:
२. अस्मिन् पाठे प्रयुक्तानां प्रथमाविभक्तेः बहुवचनान्त-पदानां सङ्ग्रहणं कुर्वन्तु ।
दशशब्दानां वाक्ये प्रयोगम् अपि कुर्वन्तु ।
उत्तरम्:

३. अन्यत् संस्कृतदेशभक्तिगीतम् अन्विष्य तस्य सामूहिकं वाचनं कुर्वन्तु ।
उत्तरम्:
स्वामी विवेकानन्दः
स्वामिविवेकानन्दस्य बाल्यकालस्य नाम ‘नरेन्द्रनाथ: आसीत् । तस्य जन्म जनवरिमासे द्वादश दिनांके 1863 ख्रिस्ताब्दे कोलकातानगरे अभवत् । तस्य मातुः नाम ‘भुवनेश्वरी देवी’ आसीत् । तस्य पिता विश्वनाथदत्तः प्रतिष्ठितः अभिभावकः आसीत् । नरेन्द्रनाथः बाल्यकालात् एव कुशाग्रबुद्धि:, मल्लक्रीडायाम् पारंगत: धार्मिकः च आसीत् । तस्य आध्यात्मिक गुरुः रामकृष्णपरमहंसः आसीत् । ‘उत्तिष्ठत जाग्रत प्राप्य वरान् निबोधत’ इति वेदान्तवाणीं सः प्रचारितवान् ।

देशवासिनां दुर्दशां पराधीनतां च दृष्ट्वा तस्य मनः अति दुखितः अभवत् । अमेरिकादेशे शिकागोनगरे अखिलविश्वधार्मिकसम्मेलने भाषणं कृत्वा अयं परमां प्रसिद्धिम् अलभत् । अयं युगपुरुषः अस्माकं देशे संसारे च प्रातः स्मरणीयः अस्ति ।

२. प्रथमा विभक्तेः बहुवचनान्तं पदानां वाक्य प्रयोगम्-

(i) शूराः – भारतीयाः शूराः सन्ति ।
(ii) वीराः – वीराः युद्धे पराजिताः न भवन्ति ।
(iii) वयम् – वयम् देशभक्ताः स्मः ।
(iv) भारतीयाः – भारतीयाः स्नेहशीलाः भवन्ति ।
(v) गुणशालिनः – वयम् गुणशालिनः स्मः ।
(vi) जनसेवकाः – जनसेवकाः सेवां कुर्वन्ति ।
(vii) शुभचिन्तकाः – महापुरुषाः शुभचिन्तकाः भवन्ति ।
(viii) बाला: – बालाः क्रीडाक्षेत्रे खेलन्ति ।
(ix) अतिनिश्चला: – वयम् अतिनिश्चलाः स्मः ।
(x) गतभीतयः भारतीयाः गतभीतयः सन्ति ।

३. देशभक्तिगीतम्-

अमृतस्य पुत्राः वयं
सबलं सदायं नो हृदयम्
गतमितिहासं पुनरुन्नेतुम्
युवसंघटनं नवमिह कर्तुम्।।
भारतकीर्ति दिशि दिशि नेतुं
दृढ़संकल्पा विपदि विजेतुम् ।।
ऋषिसन्देशं जगति नयेम
सत्त्वशालिनो मनसि भवेम ।
कष्टिसमुद्रं सपदि
तेरेम चालितकार्यम् नहि त्यजेम ||

पठित-अवबोधनम्|

१. अधोलिखितं श्लोकं पठित्वा प्रश्नान् उत्तरत-

धनकामना सुखवासना न च वञ्चना हृदये ।
ऊर्जस्वला वर्चस्वला अतिनिश्चला विजये ।।

प्रश्ना:-

I. एकपदेन उत्तरत-

(i) वञ्चना कुत्र न भवेत् ?
उत्तरम्:
हृदये

(ii) कस्य कामना न भवेत् ?
उत्तरम्:
धनस्य

(iii) अतिनिश्चलाः कुत्र भवेत् ?
उत्तरम्:
विजये

(iv) सुखस्य वासना कुत्र न भवेत् ?
उत्तरम्:
हृदये

II. पूर्णवाक्येन उत्तरत-
(i) विजये कीदृशाः भवेयुः ?
उत्तरम्:
विजये ऊर्जस्वला वर्चस्वला अतिनिश्चला भवेयुः ।

III. निर्देशानुसारं उत्तरत-

(i) ‘हृदये’ इत्यत्र का विभक्तिः ?
(क) प्रथमा
(ख) सप्तमी
(ग) तृतीया
(घ) द्वितीया
उत्तरम्:
(ख) सप्तमी

(ii) ‘कपट:’ इति पदस्य पर्यायः कः ?
(क) विजये
(ख) कामना
(ग) वञ्चना
(घ) निश्चला
उत्तरम्:
(ग) वञ्चना

२. अधोलिखितश्लोकस्य अन्वयं मञ्जूषायाः पदैः कुरुत |

गतभीतयो धृतनीतयो दृढ़शक्तयो निखिला ।
यामो वयं समराङ्गणं विजयार्थिनो बालाः ||

अन्वयः – …….. (i) ……….. धृतनीतयो निखिला दृढ़शक्तयो …….. (ii)…… विजयार्थिनो ………… (iii) …… समराङ्गण ……………. (iv) …………।
मञ्जूषा:- यामः बालाः, गतभीतयो, वयम्

उत्तरम्:
गतभीतयो धृतनीतयो निखिला दृढ़शक्तयो वयम् विजयार्थिनो बालाः समराङ्गणं यामः ।

३. रेखांकितपदानि आधृत्य प्रश्ननिर्माणं कुरुत-
(i) वयम् समराङ्गणं गच्छामः ।
(ii) शूराः वीराः वयम् ।
(iii) वयम् जनसेवकाः स्मः ।
(iv) धनस्य कामना न भवेत् ।
(v) दृढ़मानसाः वयम् स्मः ।
उत्तरम्:
(i) के समराङ्गणं गच्छामः ?
(ii) शूराः वीरा के ?
(iii) वयम् के स्म: ?
(iv) कस्य कामना न भवेत् ?
(v) कीदृशाः वयम् स्म: ?

४. पर्यायपदैः सह मेलनं कुरुत-

उत्तरम्:

The post NCERT Class 6 Sanskrit Deepakam Chapter 5 Question Answer शूराः वयं धीराः वयम् appeared first on Learn CBSE.