6

Standard

Science Around Us
Practice Book for Students
Central Board of Secondary Education
In collaboration with
 Preface

Dear Teachers

The Central Board of Secondary Education, in its ongoing journey to improve the quality of
education, has developed the present set of resource books of Science for Classes 6-10 titled
Science Around Us - Practice Book for Students. These workbooks, focusing on key scientific
competencies, have been developed by CBSE in collaboration with ThinkTac.

The resolve of the National Education Policy (2020) to make education more meaningful and
relevant finds expression in the Board’s continuous endeavour to shift focus from rote learning
to development of competencies. Development of competencies would equip students with
key 21st century skills as envisioned by NEP (2020).

The practice books present a series of questions organised as themes, mapped to concepts
from the curriculum of the respective class. Each theme has multiple case studies describing a
real-life situation. The questions following the cases require students to recall and apply
concepts learnt in the curriculum. Implicit in it is the ability to interpret scientific data and draw
inferences. As students engage with this resource material, they would not only strengthen
scientific skills and competencies but also appreciate the relevance and applications of the
concepts studied in the natural contexts. The workbooks are designed to help learners develop
the ability to translate a real life problem as a science problem, recall and apply scientific
processes and tools, interpret the results and draw inferences. Dialogue and collaboration with
peers and teachers as students work on the theme would facilitate a deeper understanding.

Most real-life situations involve multiple concepts, often across academic subjects and
classes. As the workbooks are based on exploration of real-life scenarios, a few questions may
be from the curriculum of a lower or higher class. Adequate background information is provided
in such cases.

We welcome feedback for further improvement.

Team CBSE

Science Around Us - VI (Science) 2

About CBSE
The Central Board of Secondary Education (CBSE) is a national Board under the Ministry of
Education, Govt. of India. The Board has more than 28,000 schools affiliated to it in India and
overseas. These include the Kendriya Vidyalayas, the Jawahar Navodaya Vidyalayas, Central
Tibetan Schools, schools run/aided by the State Governments and private independent
schools. The Board’s main objective is to foster a conducive environment in schools that
encourages quality education and focuses on the holistic development of children. Through
progressive and innovative pedagogies, relevant to the various contexts in India, the CBSE
motivates schools and teachers to adopt child-centric enquiry-based techniques that allow
children to achieve academic excellence.

About ThinkTac
ThinkTac is a social enterprise that integrates experiential learning and 21st century skill
development into the academic curriculum to empower a learner to build skills that enables
her/him to excel in life. ThinkTac offers STEM learning programmes, integrated with I – X grade
curriculum and 21st century competencies offering material kits, resources and teacher
empowerment to schools.

The programmes are built on a foundation of hands-on activities - built using simple,
repurposed materials offering incredible scope for building, rebuilding and tinkering, which
fosters creative, problem-solvers of tomorrow. This supports children to create, experiment,
tinker, innovate and learn, mastering concepts and developing competencies needed to thrive
in the 21st century, enabling them to choose their life purpose.
You can access activity content at www.TACtivity.org and www.youtube.com/thinktac.

Copyright © 2022 by CBSE and ThinkTac

This book is licensed under the Creative Commons Attribution CC-BY-NC License and may not
be used for any commercial purpose.

Science Around Us - VI (Science) 3

 Acknowledgements

Advisory Inputs
Ms. Nidhi Chhibber, IAS, Chairperson, Central Board of Secondary Education.

Guidance and Support

Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education.

Co-ordination
Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.

Content Development
Dr. Procheta Mallik, Principal Scientist, ThinkTac
Sh. Vishal Bhatt, VP, Products, ThinkTac
Sh. Rajesh S, Educator & Content Developer, ThinkTac
Ms. Deepa Aditya, Educator & Content Developer, ThinkTac
Ms. Saisudha Hejmadi, Educator & Content Developer, ThinkTac
Ms. Rashi Agarwal, Educator & Content Developer, ThinkTac
Sh. Ravi Rangan, CEO, ThinkTac
Ms. Sushma Aradhya, Associate Editor, ThinkTac

Content Review
Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.
Dr. Molina Sewal, Sanskriti School, New Delhi
Ms. Manju Batra, Suncity School Sector 54, Gurugram
Ms. A P Shreelatha, Bal Bharati Public School Brij Vihar Ghaziabad

Graphic Design
Sh. Vinoth Kumar, Lead Graphic Designer, ThinkTac
Ms. Ayesha Dutta, Graphic Designer, ThinkTac
Sh. Soumyadeep Mondal, Graphic Designer, ThinkTac

Science Around Us - VI (Science) 4

 Contents

Preface....................................................................................................... 2
Acknowledgements.................................................................................... 4
Theme 1: Sorting Materials into Groups..................................................... 6
Theme 2: Separation of Substances.......................................................... 16
Theme 3: Getting to know Plants............................................................... 25
Theme 4 : Body Movements...................................................................... 35
Theme 5: Living Organisms and their Surroundings.................................. 45
Theme 6: Light, Shadows and Reflections................................................. 54
Theme 7: Fun with Magnets....................................................................... 63
Answer Keys.............................................................................................. 73

Science Around Us - VI (Science) 5

 Theme 1: Sorting Materials into Groups

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.
Sorting different objects into groups based on their properties
Different properties of materials - appearance, hardness, solubility in water, sinks
in or floats on water, transparency
Why do we need to sort materials/objects into groups?

Waste Management

In April 2023, the United Nations said that the population of India will very soon cross that
of China. As the number of people in the country increases, we need to produce more to
meet the needs of people. Do we use everything which is produced? What happens to the
items we produce but cannot use or cannot use more than once? We often call these items
which are not useful for humans as waste. For example, if you buy 1 kg of rice or a packet
of biscuits or a bathing soap, what all do you use? Each of these may have been packed
in a waterproof wrapper so that the item inside does not get spoilt before it reaches your
home. What can you do with the wrapper? Also, what if the rice or the biscuits spoil after a
few days? The food items get consumed by other animals but the plastic wrapper may
have to be reused or carefully disposed of depending on the type of plastic.

Fig. 1.1, Waste segregation bins, image by irmaktoktas via BeStepe Bloggers

Science Around Us - VI (Science) 6

 Accordingly, the waste can be placed in one of these three categories (1) Biodegradable
(e.g., rotten food or vegetable/fruit peels, which can be consumed by other animals), (2)
Recyclable (e.g., paper, wood or plastic bottles, which get processed to produce another
useful product), or (3) Reject (e.g., diapers, sanitary napkins, plastic with metal strips which
cannot be used any further)

If the waste we produce is not managed properly, it can harm the environment as well as
the health of living things, including humans. In 2016, the Union Ministry of Environment,
Forests and Climate Change in India released important guidelines to manage waste.
Keeping this in mind, each household has to segregate the waste as organic or
biodegradable waste (usually put in green dustbins), dry recyclable waste (usually put in
blue bins) and domestic hazardous waste or reject waste (usually put in red bins). In this
way, some of the waste can be composted to make manure, while some are recycled, and
others are dumped in landfills. Hence, segregating waste has proved beneficial as specific
types can be used for particular purposes, preventing them from getting mixed in landfills.

Case Study A - Rock Sugar

Rock sugar, also known as Misri, is a type of sugar in the form of large chunks. It is used
for cooking and as candies for children. A chunk of rock sugar takes a longer time to
dissolve in water compared to an equal amount of normal sugar. If it is crushed into powder
before adding to water, it dissolves faster.

Fig. 1.2, Rock Sugar, image via pxhere.com

Rashmi entered the kitchen to make her favourite lemonade. Every time she makes
lemonade, she adds a fixed amount of sugar to sweeten it. But this time, the sugar
container was empty and she could not locate the box in which her mother stores sugar (to
refill the container). While searching, she found rock sugar in another container. She
decided to crush a chunk of rock sugar and use it for her lemonade.

Science Around Us - VI (Science) 7

 Question 1
Which of the following statements (a - d) are not the valid reasons for Rashmi to crush the
rock sugar chunks? (More than one option can be correct)
Rashmi decided to crush a rock sugar chunk so that she could _________________
a. make more glasses of lemonade using the same chunk, in 5 minutes .

b. dissolve it in water. Any object can be dissolved in water by crushing

Answer
it into powder
c. dissolve it faster in water and thus prepare the lemonade quickly
d. dissolve the entire amount of rock sugar in water quickly. It was not
possible without crushing, as the chunks were of different sizes

Question 2
The rock sugar used by Shwetha was colourless. She added the crushed rock sugar into
a glass of water, as shown below.

Fig. 1.3, Rock sugar and water

After dissolving the rock sugar, the glass of water will look like:

a. b. c. d.

Answer

Science Around Us - VI (Science) 8

 Question 3
Some of the items commonly found in a kitchen are given below. Sort them into two
groups, as indicated in Table 1.1.

Soluble in Water Not Soluble in Water

Table 1.1

Rock Sugar
Rashmi is looking for ways to crush the rock sugar. She knew that her mother uses a metal
tool the size of a fist. But she doesn't know where it was kept. She finds the following items,
which were of a similar size in her house.

Tennis ball Hammer (metal) Small coconut

Science Around Us - VI (Science) 9

 Potato Oil can (plastic) Stone

Table 1.2

Question 4
Write the names of all the objects in Table 1.2 that Rashmi can use to crush the rock sugar.
Answer

Question 5
All of the following statements are true. However, only one statement is the correct reason
for “why Rashmi's mother uses an iron sickle to break a coconut?”. Identify the correct
reason.

a. Edge of the iron sickle is shiny

b. Iron is harder than the coconut shell Answer
c. Iron sinks in water but coconut floats
d. Iron sickle is man-made, and coconut is natural

Science Around Us - VI (Science) 10

 Case Study B - Cartesian Diver
Arun made an exciting toy using the following materials.

A dropper

A strip of graph sheet with

A bottle full of water
numbers written on it
Ring magnets

The steps followed by Arun to make the toy are given below:

Step 1: Cut and remove the Step 2: Insert a ring magnet as Step 3: Attach the graph sheet
longer end of the dropper and shown. This set-up is called strip using tape
take only the bulb ‘diver’

Step 4: Fill water in the diver till Step 5: Take a bottle, filled with Play: Press the bottle
the 1 cm mark water upto the brim, and place
the diver inside it. After placing
the diver, make sure the water
level inside the bottle is upto its
brim and tighten the cap.

Science Around Us - VI (Science) 11

 Before pressing When pressed

Question 6
i. The state of the diver before pressing - ___________ (sinks/ floats)
ii. The state of the diver after pressing - ___________ (sinks/ floats)

Question 7
Arun made the following observation without pressing the bottle. He had kept the water
level inside the diver constant at 1 cm.

# Number of Magnets Sinks/Floats

1 0 Floats

2 1 Floats

3 2 Sinks

4 3 Sinks

Table 1.3

i. Using the data in Table 1.3, which of the following questions can be answered?
a. How to make an empty diver sink in water?
b. What should be the water level inside the diver to make it sink without pressing?
c. How many magnets are needed to make the diver sink if the water level inside the
diver is at 1 cm?

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 ii. Based on the data in Table 1.3, which of the following will definitely sink in water?
(An empty diver in the following options refers to a diver without water inside and with no
magnet attached)
a. only a ring magnet
b. only an empty diver Answer
c. both a ring magnet and an empty diver
d. neither a ring magnet nor an empty diver

Question 8
i. Which of these bottles cannot be used to make a “Cartesian Diver” toy? (More than one
answer can be correct)
a. A transparent bottle made of glass
b. A transparent bottle made of plastic Answer
c. An opaque bottle made of glass
d. An opaque bottle made of plastic

ii. Choose one option that you have selected as an answer for the previous question and
explain why that bottle can’t be used?
Answer

Case Study C - Waste Segregation

The act of separating dry waste and wet waste is called waste segregation. Dry waste
refers to the waste made of wood, glass, metal, plastic or related products. Wet waste
typically refers to organic waste such as leftover food, fruit and vegetable peels, leaves,
etc.
Two major benefits of waste segregation are 1. Dry waste can be reused or recycled
depending on the material. 2. Wet waste can be used as compost.
So, it is a good practice to always segregate the waste that we generate.
Generally, it is not possible to reuse or recycle a portion of the dry waste collected from
different sources. Such waste is dumped in a landfill site. More the waste generated, more

Science Around Us - VI (Science) 13

 the land area needed to dump it. If the waste is segregated properly, the amount of waste
that gets dumped on land reduces significantly. This will reduce air and water pollution as
well.

Fig. 1.4, A mountain of garbage, dumped on a land site. Image by 22Kartika via wikimedia commons

Question 9
The above article describes the sorting of waste materials into two groups. What property
of the waste material is considered for the sorting? Explain your answer in a few words.

Answer

Question 10
Explain the advantages of segregating the material into dry and wet waste, in your own
words.

Answer

Science Around Us - VI (Science) 14

 Food For Thought
Choose how you would complete the following statement from the options given below.

Filling more and more landfill sites with garbage is ______________________________

a. fine as long as they are away from where people live

b. fine because we can’t do anything about it Answer
c. not fine, but individuals cannot do anything to reduce it
d. not fine, and we can each contribute to reduce it by segregating
the waste we produce

Exploration Pathway

The density of an object is nothing but the ratio of its mass to its volume. In a fluid, objects that are less dense than
the fluid will float whereas those denser than the fluid will sink. In this TACtivity, a dropper is attached to a magnet
and then inserted into a plastic bottle filled to the brim with water and closed tightly shut. The dropper assembly
should initially float at the top of the bottle. When you squeeze the bottle, the dropper should start to sink! How
and why?

Cartesian Diver

Science Around Us - VI (Science) 15

 Theme 2: Separation of Substances

Prior Knowledge

It is recommended that you revise the following topics before you start working on this unit.
Methods of separation - handpicking, threshing, winnowing, sieving,
sedimentation, decantation and filtration, evaporation and condensation
Use of more than one method of separation
Saturated solution

Mixture Separation

Salt is an essential ingredient while cooking food. Of all the other ingredients in a dish, salt
stands out as it is the primary ingredient that enhances a dish’s taste. Our body also
requires a small quantity of salt every day to maintain the water and mineral content in the
body and to contract and relax muscles. So, how do you think salt is made? What is the
source of salt? Where do you find salt?

Salt is present in sea water, and it is separated from the sea water through a separation
process called evaporation. Evaporation is a separation method where the soluble solid is
separated from a solvent in a mixture. The sea water is collected in shallow ponds, and the
water is allowed to evaporate in bright sunlight. After evaporation, the salt left behind is
cleaned, packed, and sold to retail outlets. India is the world’s third largest salt producer
after America and China. Gujarat is the largest producer of salt in India, followed by Tamil
Nadu, Maharashtra and Andhra Pradesh.

Fig. 2.1, Salt evaporation ponds in Tamil Nadu; Image by Jean-Pierre

Dalbéra via Wikimedia Commons

Science Around Us - VI (Science) 16

 If you notice, we separate various things in our daily life. While making tea, we strain the
boiled concoction of water, sugar, tea leaves and milk to get a refreshing cup of tea. Water
purifiers filter water to remove impurities and make it fit for drinking. Earlier, rice and dal
were cleaned by handpicking tiny stones mixed with them before being cooked.

We separate substances in a mixture to remove the impurities or non-useful substances

from the useful substances. Based on the physical properties of the substances in a
mixture, various methods of separation, such as handpicking, winnowing, filtration, sieving,
evaporation, etc., can be used. Did you know that painting uses the evaporation separation
method to separate the colours from the solvent? Paint comprises colour pigments and a
solvent. When we paint a surface, the solvent evaporates, leaving behind the colour
pigment. Let us explore the different separation methods through the case studies
presented here.

Case Study A - Processing of Cocoa

Chocolate, made from the cocoa tree, was once considered food for the Gods by the
Mayans in ancient Central America. It has now become a household confectionery item
stored in the cold temperatures of the modern refrigerator. To go from raw material (cocoa
seeds that are found in the pods of the cocoa trees) to a full bar of chocolate takes various
steps that are very labour intensive (see Fig. 2.2).

Fig. 2.2, Processing steps, cocoa to chocolate

Fig. 2.3 to 2.8 shows some of the main stages in the processing of cocoa to make
chocolates. There are other stages like adding flavour, sugar, etc., which are not
considered here.

Science Around Us - VI (Science) 17

 Fig. 2.3, Cocoa harvesting; Image Fig. 2.4, Cocoa seed drying; Fig. 2.5, Cocoa nibs; Image by
by CHRISTONALDO via Image by KokoDZ via LI1324 via Wikimedia Commons
Wikimedia Commons Wikimedia Commons

Fig. 2.6, Grinding the clean nibs; Fig. 2.7, Tempering cocoa Fig. 2.8, Moulding the chocolate to
Image by Delphine Hourlay powder; Image by Roozitaa via required shape and size; Image by
via pexels.com Wikimedia Commons Narek75 via Wikimedia Commons

Question 1
In winnowing, air blows across the roasted cocoa beans and separates the hull (outer
covering) from the cracked cocoa beans, also called nibs. Which property of the hull and
nib is important for winnowing to be successful?
a. Difference in size .

b. Difference in weight Answer

c. Difference in shape
d. Difference in colour

Question 2
When the cocoa beans are kept to dry in the Sun, we assume that __________ is the
process that will dry the beans.

Science Around Us - VI (Science) 18

 a. evaporation .

b. condensation Answer
c. sedimentation
d. decantation

Question 3
Avani purchased a packet of hot chocolate powder, which had cocoa powder, milk powder
and sugar as the ingredients. She wanted to have a cup of hot chocolate milk for herself,
but there were cream chunks in the milk. Which method below is more suitable for
separating the cream chunks from the milk?
a. Winnowing .

b. Threshing Answer
c. Decantation
d. Filtration

Question 4
As seen in the processing of cocoa, in real life different separation techniques are used
while processing the raw material to get a useful product. Match each of the given
processes to the appropriate separation technique.

Process Separation Technique

1. Separating small insects, pebbles and A. Sieving

broken grains from pulses, rice or wheat.
2. Separating small stones from sand in a B. Filtration
construction site.
3. Separating the wheat grain from its C. Threshing
husk.
4. Removing the brown skin husk from D. Handpicking
roasted peanut.

5. Water is made to pass through different E. Winnowing

layers of gravel, sand, charcoal etc to
obtain pure water.

Science Around Us - VI (Science) 19

 Answer
1-

2-

3-

4-

5-

Case Study B - Solubility

Consider a simple experiment, as explained in Step 1 to Step 6 below, to explore the
solubility of salt.

Step 1: Using a dropper, add Step 2: Prepare a measuring cup Step 3: Add salt till the solution
10 ml of water to a test tube by closing one end of a 1.4 cm becomes saturated (around 7
long fat straw. When this cup is cups will be needed).
filled with salt up to the brim, it
would carry around 0.5 g of salt.

Step 4: Add another cup of salt Step 5: Heat the solution over Step 6: Mark the level of salt
and mark the level of the salt that a flame after heating
remains in the test tube

Science Around Us - VI (Science) 20

 Question 5
Observe the solubility experiment completely and predict what would happen if you go on
adding salt after Step 3. There can be more than one correct answer.
a. All the salt will dissolve if it is given enough time.
b. After some time, all the salt will settle down at the bottom of the test
tube. Answer
c. No more salt can be dissolved, because the solution in Step 3 is
saturated.
d. By increasing the temperature, some more quantity of salt can be
dissolved in the solution.

Question 6
Urmila performed the solubility experiment and she found out that there is no change in the
volume of the water till the end of Step 3. What can you infer based on this information?
a. There are spaces between the particles of matter.
b. It is a special property of salt (only) that it does not increase the
volume of water when it is mixed in water. Answer
c. Water evaporates when salt is added. For each particle of salt added
to water, an equal amount of water evaporates.
d. Since salt is added to water, the volume will change. There is an error
in Urmila's observation.

Question 7
Urmila wanted to find other ways to dissolve more salt. Which of the following will work?
Select all that apply.
a. Keeping the test tube in cold water. .

b. Keeping the test tube in hot water. Answer

c. Keeping the solution undisturbed for more time.
d. Adding some more water to the solution.

Science Around Us - VI (Science) 21

 Question 8
Urmila tried to repeat the solubility experiment, given in Case Study B, with sand. She
notices that the sand is immediately settling at the bottom of the test tube. Hence, instead
of heating the test tube, she decides to separate the sand and water. Can she separate it?
If so, which method do you suggest for separation? Justify your answer.

Answer

Case Study C - Salt & Sugar

While reading more about the solubility of salt and sugar, Urmila read that in half a litre of
water at 20°C, around 1000 g (80 tablespoons) of sugar gets dissolved. In the same
quantity of water at the same temperature, only around 180 g (10 tablespoons) of salt gets
dissolved. Based on this information, predict and answer the questions below when Urmila
conducts the solubility experiment by following the steps given below.

Step 1: Take 200 mL of water in two containers - A and B

Step 2: Mix one tablespoon of sugar in Container A and one tablespoon of salt in
Container B
Step 3: Add more sugar and salt to the respective containers till you get a saturated
solution of each

Question 9
i. Which solution will become saturated first?
a. Solution in Container A .
Answer
b. Solution in Container B
c. Both will be saturated after adding 3 tablespoons of salt/sugar
d. Neither solution will ever get saturated

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 ii. What can you conclude about the solubility of salt and sugar in water at a given
temperature?
a. Sugar is more soluble than salt .
Answer
b. Salt is more soluble than sugar
c. Both are equally soluble
d. Neither is soluble in water

Question 10
Validate the set of assertions and the reason statement with reference to the information
given in Case Study C.
Assertion(A): The same quantity of water can dissolve different amounts of different
substances.
Reason(R): Solubility does not depend on the nature of the substance that is being
dissolved. It depends only on the temperature.
Select the correct answer option.

a. A is correct but R is wrong .

b. A is wrong but R is correct Answer

c. Both A and R are correct but R is not the correct reason for A
d. Both A and R are correct and R is the correct reason for A

Exploration Pathway

Different solvents have varying solubilities for different solutes. Here, we test the solubility of common
salt in water at varying temperatures and the impact of stirring.

Matter - Solubility

A physical change relates to the change in shape, size, appearance or state of a substance, with its
chemical composition remaining the same. Mixture separation into its constituent compounds can be
achieved via physical changes, although they may not usually be able to separate compounds into the
respective chemical elements or simpler compounds. In this TACtivity, we explore reversible physical
changes in Copper Sulphate and other chemicals.
Explore
Physical Change

Science Around Us - VI (Science) 23

 A centrifuge is a device that uses rapidly spinning containers to separate substances based on their
density. The apparent centrifugal force pushes the denser materials to the extreme ends of the
container while the less dense materials remain nearer the centre.
In this remarkable creation of Prof. Manu Prakash from Stanford University, we make a "centrifuge",
using just cardboard, cotton thread, vials and a button. With one's own hands, one can wind the thread
and spin the cardboard at about 3000-4000 rpm, and easily separate certain colloidal mixtures, such
DIY Centrifuge as muddy water and even blood!

There are various methods to separate a mixture of solids. This TACtivity explores the common
methods of separation - sublimation, sedimentation, decantation, filtration and evaporation.

Sublimation, Filtration
and Evaporation

Distillation is the process of separating the components or substances from a liquid mixture by using
selective boiling and condensation. In this TACtivity, we create our own distillation set-up with plastic
bottles and a straw to extract propanol mixed with water.

DIY Distillation

There are two main categories of mixtures: homogeneous mixtures and heterogeneous mixtures. In a
homogeneous mixture, all the substances are evenly distributed throughout the mixture (saltwater, air,
blood). In a heterogeneous mixture, the substances are not evenly distributed (chocolate chip cookies,
pizza, rocks). We explore a few interesting properties of these two types of mixtures in this TACtivity.

Mixture - Types

Science Around Us - VI (Science) 24

 Theme 3: Getting to know Plants

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.
Classification of plants
Venation
Transpiration
Food preparation in leaves
Root system

Coloured Carrots

Smriti is a vivacious 10-year-old who loves helping her parents in gardening. A few weeks
ago, they had sown some carrot seeds, and Smriti was overjoyed to see the shoot
emerging from the soil. A few months later, it was time to harvest them, and they were
thrilled to see the home-grown carrots. At this point, her mother shared some interesting
facts about carrots.

Carrots were grown as early as 2000-3000 BC in

Central Asia. They were originally purple, red, white,
yellow and black in colour and were grown for their
seeds and aromatic leaves. In the 8th century, the
carrot plant was first introduced to Spain. Then, the
plant made inroads in Europe, West Asia and India by
the 10th century, with the carrots being purple in colour.
The orange carrot was believed to have grown for the
first time in the 17th century by the Dutch. The carrot
plants have pigments called carotenoids, which are
responsible for their different colours. The orange
carrots are orange on the outside and the inside.
However, the purple carrots could be either orange,
Fig. 3.1, Coloured carrots, image by Stephen
red or white on the inside. Ausmus via pixnio.com

Science Around Us - VI (Science) 25

 Smriti was surprised to know that carrots were of different colours as she had seen only the
orange ones. This got her thinking about other coloured vegetables and fruits and the role
of the different parts of the plant in producing them.

Case Study A - Integrated farming

You may have noticed that we get fresh mangoes in India during the summer season.
Similarly, we have seasons for grapes, apples, etc. Some plants can be harvested
(collected and eaten/sold) once a week, some once a month and some once a year. This
makes it difficult for farmers to earn money on a regular basis if they grow only one plant.
Hence they often grow multiple types of plants and also have livestock (e.g. dairy, poultry,
meat, etc.) on their farm. This is called integrated farming, which not only helps the farmer
get regular income but also helps prevent diseases and reduces the effect of serious
weather conditions. For example, some plants will be impacted more by drought/floods and
some may be less impacted; when we grow different crops next to each other, the distance
between similar plants is more and this makes it harder for pests to attack the same type
of plant.

We usually have a variety of plants in integrated farming, including herbs, shrubs and trees
of different kinds. Given below are pictures of plants on a farm following integrated farming,
along with their descriptions.

Ginger Brinjal Watermelon

Approximate height - 60 cm Approximate height - 120 cm Spreads on the ground
Stem - soft and thin Stem - hard and thin Stem - soft and thin

Pumpkin Chilli Bitter gourd

Spreads on the ground Approximate height - 120 cm Found on other support
Stem - soft and thin Stem - hard and thin Stem - soft and thin

Science Around Us - VI (Science) 26

 Cocoa Areca nut Pepper
Approximate height - 6 m Approximate height - 20 m Found on areca nut trees
Stem - hard and thick Stem - hard and large Stem - Hard and thin
(chocolate is made from cocoa beans)

Turmeric Lady’s finger (Bhindi) Mango

Approximate height - 60 cm Approximate height - 150 cm Approximate height - 12 m
Stem - soft and thin Stem - hard and thin Stem - hard and very large

Question 1
Identify the herbs, shrubs and trees in the above images of plants found in the farm. Write
the names of the plants under the appropriate category in the table.

Science Around Us - VI (Science) 27

 Herbs Shrubs Trees

Table 3.1

Question 2
Given below is a statement that is true.
Statement: The pepper plant is a climber.
What evidence can you see in the pepper plant image to prove that the statement is true?
Answer

Question 3
In the table below, list all the creepers and climbers among the plants given in the images
above.

Creepers Climbers

Table 3.2

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 Case Study B - Experiment with the Leaves
You can make an interesting observation on leaves, using just a polythene bag and a
rubber band or a thread.

Step 1: Identify a healthy leaf on a plant, which is Step 2: Cover the leaf with a transparent
normally exposed to bright sunlight polythene bag

Step 3: Secure the polythene bag with a rubber Step 4: Observe after three hours
band

Question 4
Which of the following processes can be verified through the above experiment?
a. Absorption of water by the plants through leaves
b. Transpiration in plants Answer
c. Plants releasing oxygen through leaves
d. Preparation of food by the leaves through photosynthesis

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 Question 5
What is observed in the above experiment which is clear evidence of your answer in
Question 4? In which step is that evidence seen?
Answer

Question 6
Which of the following properties of the polythene bag used in the above experiment helps
you see the evidence asked about in Question 4?
a. The polythene bag is flexible
b. The polythene bag is thin Answer
c. The polythene bag is transparent
d. The polythene bag is light in weight

Case Study C - Ashwini’s Exploration:

Ashwini goes for a nature walk with her parents. They visit a small forest and a farm
outside their hometown. During the trip, Ashwini wants to explore different plants. She
collected the following leaves.

Plant 1 Plant 2

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 Plant 3 Plant 4

Plant 5 Plant 6

Question 7
Identify the venation in the leaves of the different plants collected by Ashwini and classify
the plants into categories A and B, as described below. Indicate your classification by
writing the plant number (mentioned above) in the appropriate column of Table 3.3.
A. Plants whose leaves have reticulate venation. .

B. Plants whose leaves have parallel venation. Answer

Reticulate Venation Parallel Venation

Table 3.3

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 Question 8
Which of the following questions can be answered based on the classification of plants you
have done in Table 3.3? (More than one answer can be correct)
a. How many leaves have parallel and reticulate venation?
b. How many plants have a tap root system? Answer
c. How many plants have a fibrous root system?
d. How many plants bear fruit?

Question 9
Identify one plant each with a fibrous root system and a tap root system from the plants
whose leaves are shown above and mention the plant number in the box.
Answer

Question 10
Fig. 3.2 shows an image of another leaf collected by Ashwini. Draw arrows from the midrib
and the veins to the appropriate name box, as it is done for the petiole.

Fig. 3.2, Image of a leaf

Case Study D - Potato plant

A potato plant stores food mainly in the form of starch in the underground stem (potato).
The food is prepared by the leaves, using sunlight, water and carbon dioxide. In this
process, oxygen is released in the atmosphere. The food from the leaf travels downward
and gets stored in the stem. Water required for photosynthesis is absorbed by the roots
and travels upward along with some minerals absorbed by the roots. Some amount of
water is released into the atmosphere through transpiration.

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 Fig. 3.3, A potato plant

Question 11
In Fig 3.3, you will notice three labels - A, B, and C - and two solid arrows (pink and red) -
D and E. These labels are also mentioned in Column L of Table 3.4. Match them with the
appropriate process in Column R. An example is given for Region C.

L R

A Water and minerals are absorbed at this part

B Water and minerals travels through the stem in this direction
C Food is prepared here
D Sunlight is received for the photosynthesis
(Pink arrow)

E Food travels through the stem in this direction

(Red arrow)

Table 3.4

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 Exploration Pathway

Transpiration is one of the natural processes vital for a plant's survival. Without transpiration, a plant
will not be able to suck up water from the roots to reach every nook and corner of the plant. In this
simple experiment, we observe the effects of transpiration by covering a few leaves of a living plant
with an airtight transparent polythene bag.

Plant Life - Transpiration

Observing the veins on different kinds of leaves is a great way to not only appreciate how water and
nutrients are transported in plants, but is also an effective tool in identifying plants and their types. In
this TACtivity, you use your own DIY Microscope to observe leaf venations on all kinds of leaves.

Microscope -
Leaf Venation

Science Around Us - VI (Science) 34

 Theme 4 : Body Movements

Prior Knowledge

It is recommended that you revise the following topics before you start working on this unit.
Different organisms move differently.
The inability to move a particular part of the skeleton leads to abnormal or no
movement.
In order to move, bones, muscles, tendons and the brain must work in a
co-ordinated manner.

Blink and Flex

Movement comes naturally to most of us. Sometimes we move without even thinking about
it. You are blinking and flexing all the time. It happens naturally but it is a complex process.
Blinking is when you close and open your eyes quickly. It helps to keep your eyes clean
and healthy. But blinking is not as simple as it seems. It is controlled by the fastest muscle
in your body, which can move in less than a blink of an eye!

What about flexing? Bodybuilders aren’t the only ones

who flex their muscles. You are flexing when you
tighten and relax your muscles. It helps you move and
balance your body. It might sound easy, but most of us
took nearly 8 months to be able to sit without support.
Sitting without support requires us to flex muscles in
our upper body. If you want to move any part of your
body, you need to flex. Flexing isn’t just for
bodybuilders. We all do it.

Does your body move unconsciously in other ways?

How?
Fig. 4.1, A body builder

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 Case Study A: curious case of flightless birds

Flightless birds are birds that cannot fly but can move in many other ways, like running,
swimming, or diving. Why can’t they fly? These birds have evolved to adapt to new places
where flying was not useful or necessary. Ostriches, emus, cassowaries, kiwis, and
penguins are examples of flightless birds.

How are their bodies different?

In birds that can fly, flight muscles help large

wings to move up and down. These muscles
are attached to a ridge in the chest bone
called the keel.

In flightless birds, the keel is absent. Without

the keel, their flight muscles are not strong
enough to fly. Penguins are flightless birds
that have retained their keel because their
wings have become flippers, and their flight
muscles support their flippers when they dive
into the water.

Most flightless birds have smaller wings.

Some have long legs and strong feet that
help them run fast or kick hard. Ostriches can
run up to 70 kilometres per hour (as fast as a
Fig. 4.2, Skeleton of a bird that can fly with a keel shown
car on a highway) and cassowaries can kick in blue. For flightless birds, such bone doesn’t exist.
with enough force to injure or kill a human. Image by toony & svetiste via wikimedia.org

Flightless birds are amazing animals that show how evolution can produce different solu-
tions to similar problems.

Fig. 4.3, Penguins and Ostriches. Image by Freepik.com

Science Around Us - VI (Science) 36

 Question 1
Which of the following is not a valid reason for why flightless birds can’t fly?
a. They have small wings
b. They have long legs Answer
c. They don’t have a keel near their chest
d. They have evolved to adapt to places where flying is not necessary

Question 2
Dodos were flightless birds that are now extinct. Here are three facts we know about
dodos:

Fig. 4.4, A dodo reimagined. Image from Freepik.com

1. Dodos could run fairly fast.

2. They used their wings for balance and to show off to other birds.
3. They lived on the land. They could not swim.

Based on this information, fill in the blanks for the statements below:
Dodos do not have ___________ .

a. feathers
b. a beak Answer
c. a keel
d. strong legs

Question 3
Both penguins and ducks have webbed feet and keels with flight muscles. However, ducks
can fly while penguins cannot. Which of the following statements explains why penguins
retained their flight muscles even though they cannot fly?

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 a. The flight muscles help the penguins maintain balance.
b. The flight muscles are used to swim under the water.
Answer
c. The flight muscles make penguins look big, which helps scare away
predators.
d. The flight muscles were left over from a time when penguins could fly
but do not serve any purpose now.

Question 4
Both these statements are true:
Statement A: Ostriches can run very fast
Statement B: Ostriches have large feet and strong legs that
help them grip the ground and push forward.

Fig. 4.5, Ostrich feet Image from freepik.com

How are these two statements related?

a. Statement A and B are not related to each other

b. Statement A explains why Statement B is true Answer
c. Statement B explains why Statement A is true
d. Statement A and B both mean the same thing

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 Case Study B - How to kick a football

Do you like playing football? Think of the moment when you

kick the ball. Your leg has many parts, mainly the bones,
joints and muscles, all of which work together to make you
kick.

Your leg has the following three main joints:

The hip joint - This is like a ball in a cup. It can move in
many directions. The hip joint connects your thigh bone to
your hip bone. The muscle on your rear end helps you Fig. 4.6, Boy kicking a football.
straighten and turn your hip joint when you kick a ball. Image from freepik.com

Knee joint - This is like a door hinge. It can only move one way, like opening and closing
a door. The knee joint connects your thigh bone to your shin bone and calf bone. The
muscle on the front of your thigh helps you bend your hip joint and straighten your knee
joint when you kick a ball.

Ankle joint - This is like a sliding puzzle. It can only slide or glide on flat surfaces. The
ankle joint connects your shin and calf bone to your ankle bone. The muscle on your calf
helps you point your ankle joint when you kick a ball.

To kick a ball, these parts work together in a special order. First, the hip joint straightens
and turns outward, while the knee joint bends and gets ready to swing forward. Then, the
knee joint straightens quickly and strongly, while the ankle joint bends and points the toes
downward. Finally, the foot hits the ball and makes it fly.

Question 5
Label the joints in the skeleton and select the correct order in which the joints move when
someone kicks a football.

Fig. 4.7, Skeleton. Image from freepik.com

Science Around Us - VI (Science) 39

 a. 1, 2, 3
b. 3, 2, 1 Answer
c. 2, 1, 3
d. 3, 1, 2

Question 6
In cricket, when a fielder throws a ball towards the wickets, the joints in the arm work in the
same way as how leg joints work together to kick a football. Label which joint moves first,
second and third in the skeleton when the player throws a ball. Write the corresponding
number in the circles.

Fig. 4.8, Skeleton of a fielder. Image

from freepik.com

Case Study C - Body Joints - Ball Socket

We can make a ball-and-socket joint using simple materials like a couple of balls, an
aluminium strip, and a pencil.

Step 1: Take an aluminium strip Step 2: Take a thin foam piece of Step 3: Take two plastic balls of
of size 9.5 cm x 2.5 cm. Bend it size 8 cm x 2.5 cm, and stick it to 35 mm diameter. Make a hole in
to a U-shape the inner walls of the U-shaped any one of the balls using scissors
aluminium strip. and insert one end of the pencil in
the hole and glue it in place.

Science Around Us - VI (Science) 40

 Step 4: Cut the other ball as Step 5: Cut and remove the neck Step 6: Insert the ball-pencil
shown and paste it inside the part of a medium size balloon. set-up inside the socket set-up.
U-shaped strip to get the socket Insert the ball-pencil set-up into Secure the aluminium strip using
set-up. the balloon, such that the balloon rubber bands such that it holds
forms a layer over the ball. Cut the ball-pencil set-up firmly in place.
and remove the extra portion of
the balloon, if any.

Question 7
Instead of a ball, if a pyramid or a cube was used, the model would look as shown below.

Fig. 4.9, A pyramid socket and cube socket model

Compare the above models with the model made using a ball. Which of the following
statements explains why a ball and socket is better than a pyramid and socket or a cube
and socket, in a joint? More than one statement may be correct.

a. Pyramid and cube-shaped objects have different sizes compared to

a ball
b. A ball can move smoothly inside the socket allowing greater range of
motion, unlike the pyramid and cube Answer
c. A ball-and-socket model is chosen by nature, and we should not
change it
d. A pyramid and cube touch the socket in only a few places. Hence, the
joint will be weak compared to a ball-and-socket.

Science Around Us - VI (Science) 41

 Question 8
In Fig. 4.10 and 4.11, you will notice that a hinge model and a ball-socket model are placed
near the shoulder of a man standing with one arm stretched forward.

Fig. 4.10, The shoulder Fig. 4.11, The shoulder

as a hinge joint as a ball socket joint

In Fig 4.12, the possible zones to which the man can move his arm are named A, B, C and
D.

Fig. 4.12, Zones for hand movement

If the shoulder was a hinge joint (placed as shown in Fig. 4.10), which of the zones can he
move his stretched arm to?
Also,
Since the shoulder is a ball-and-socket joint, which of the zones can he move his stretched
arm to?
Circle the zones for the respective joints.

Science Around Us - VI (Science) 42

 Hinge joint: A B C D

Ball-Socket joint: A B C D

Question 9
Whether in machines or on the human body, joints allow for a variety of movements. Which
of the following objects uses the same joint as a ball-and-socket joint created in the case
study above?
c.

a. b.

Fig. 4.13, Sliding doors Fig. 4.14, Microwave door Fig. 4.15, Camera tripod

Exploration Pathway

A ball-socket joint has one bone with a rounded surface that moves within a depression on another
bone, allowing maximum freedom of movement amongst all joints. Using simple materials like a
couple of balls, an aluminium strip, and a pencil, we make a ball-and-socket joint to represent certain
joints in our skeletal system.

Body Joints - Ball Socket

The goniometer is an instrument that either measures an angle or allows an object to be rotated to
a precise angular position. Let us create one with just cardboard, a template and a small piece of
binding wire to measure the various angles of our many body joints!

Goniometer Model

Science Around Us - VI (Science) 43

 It may look simple to the eye, as most beautiful things do, but the functioning of a bird's wings is
quite complex indeed. Here, using everyday materials like straws and toothpicks, we make a lovely
model to demonstrate the movements of a bird's wings, which allow it to move upwards (and propel
forwards) when the wings flap downwards. However, when the wings are upwards, a bird doesn't
need the reverse to happen! And this model shows exactly how ingenious evolution has been in
designing the flying gait of birds and other airborne creatures!
Body Joints - Wing Folding

Science Around Us - VI (Science) 44

 Theme 5: Living Organisms and their Surroundings

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
theme.
Habitats and adaptations
Terrestrial and aquatic habitats
Characteristics of organisms

The Curious Case of the Frozen Frog

When Maithili’s father had to travel to Canada for work, Maithili had to go with him. Her
father had warned her that places close to the North Pole, like Northern Canada or Russia,
can get very cold in the winter.

One Sunday afternoon, her father called her

out to the garden and pointed at a grey rock
in the middle of the snow on the ground.
“It’s a rock,” she said, a little irritated that she
had to come out in the cold for a rock.
“Look again”, he said, bending down to look
closer.
So, Maithili looked at the rock closely and
realised it was a frog.
“Papa, has that frog frozen to death?”
Fig. 5.1, A Canadian Wood Frog; Image by W-van via
Wikimedia Commons

Maithili’s father told her that the frog, a wood frog, was not dead. Frogs cannot regulate
their body temperature to keep themselves warm during extreme cold. So these frogs
adapt to winters by freezing the body functions that require energy - like breathing and the
beating of the heart. During the spring, the temperatures rise, melting the ice in the frog's
body and bringing it back to life.
The curious case of the frozen frog made Maithili think about how all animals and plants
must adapt to their surroundings to survive and live comfortably.

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 Case Study A - Peppered moth
In the late 1800s, cities in Northern England were very polluted. It was the peak of the
Industrial Revolution when many machines, like the steam engine, had been invented.
These machines were powered by burning coal, which left cities dark and smoky. Fine
black powder covered everything.

Around this time, biologists noticed something odd happening to peppered moths. In the
dirty, industrial cities of England, most peppered moths were black, while in the cleaner air
in the rural areas, peppered moths were white.

Fig. 5.2, White-bodied peppered moths; Image by Chiswick Fig. 5.3, Black-bodied peppered moths; Image by
Chap via Wikimedia Commons Chiswick Chap via Wikimedia Commons

Many years later, England had stricter laws to reduce pollution, and industrial cities
became cleaner. The air was clearer, and black ash or soot no longer covered the things in
the cities. Within a short time, the population of black peppered moths reduced, and the
population of white moths increased.

Question 1

Fig. 5.4, A black-coloured and a white-coloured moth on a pollution-free tree;

Image by Martinowsky via Wikimedia Commons

Science Around Us - VI (Science) 46

 Look at the picture in Fig. 5.4. Can you see a white and a black peppered moth? Which one
do you think is more visible and easier to spot? Give a reason for your answer.

Answer

Question 2
Below are some facts that we know about peppered moths:
Fact 1: Peppered moths feed on light-grey-coloured barks of trees.
Fact 2: Birds eat peppered moths
Given the above facts, which of the following statements is false?
a. In industrial cities, black peppered moths were easily visible on tree
trunks, and the birds ate them.
b. In industrial cities, black peppered moths were not easily visible on Answer
tree trunks, and the birds did not eat them.
c. In villages, white peppered moths were not easily visible on tree
trunks, and the birds did not eat them.
d. In villages, black peppered moths were easily visible on tree trunks,
and the birds ate them.

Question 3
Refer to the graph in Fig. 5.5 and select the correct options to complete sentences 1 and
2.

Fig. 5.5, Change in Peppered Moth Population over 10 years during the Industrial Revolution in England;
Graph recreated from the source ib.bioninja.com.au

Science Around Us - VI (Science) 47

 1. Around the ________ (2nd/5th/7th) year, the population of light-coloured and
black-coloured moths was nearly equal.
2. An increase in the number of black-coloured moths indicates that the pollution levels
in the cities were improving. _________(True/False).

Case Study B - Nervous System - Reflex Actions

In the following activity, we are examining reflex actions. A reflex action is an involuntary
and instant reaction to some action on the body.

Fig. 5.6, Ask a friend to stretch his/her left hand. Place a pen Fig. 5.7, After 5 seconds, quickly pick up the pen. You will
in their hand for 5 seconds. notice that their hand is in the same position as before.

Fig. 5.8, Next, place heavy books on your friend’s hand for Fig. 5.9, , After 5 seconds, quickly lift the books off their hand.
5 seconds. Note the position of his/her hand. You will notice that their hand moves upwards involuntarily.

Science Around Us - VI (Science) 48

 Question 4
Which of the following characteristics of living beings does the above experiment
demonstrate?
a. All living things move
b. All living things breathe Answer
c. All living things are sensitive to stimuli
d. All living things grow

Question 5
In the activity, Nervous System - Reflex Actions, why was a pen placed on the palm first
and then the heavy books?
a. To show that the hand responds only to a detectable change in the
weight acting on it.
b. To show that the pen is lighter than the books. Answer
c. To show that the hands push the heavy books upwards to prevent
them from falling.
d. To show the object's geometrical size (length, width and height) is the
stimulus.

Question 6
If we accidentally touch a hot vessel, our hand immediately moves away from it without
thinking about it. Thinking that heat is a stimulus for living things, Ahmad thought of testing
whether his money plant is living or non-living. When he brought a burning candle near the
plant, nothing happened. Based on the observation, he concluded that plants are
non-living.

i. What is your opinion on Ahmad’s conclusion? Is he correct?

a. Yes, his conclusion is correct. Answer
b. No, his conclusion is incorrect.

ii. Which of the following supports your answer in part i? Select all that apply.
a. Not all living things respond to a particular type of stimulus
b. Living things respond differently to the same stimulus Answer
c. All living things respond to a stimulus in similar ways
d. Heat is not a stimulus for plants

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 Case Study C - Why do Cities have so Many Pigeons?

The only birds that have managed to thrive even in the most densely populated and highly
polluted cities are pigeons, when all other species have slowly vanished. Though some
people in the cities dislike these extraordinary creatures for damaging their AC units and
pooping all over their balconies, pigeons have had an intricate relationship with humans for
thousands of years. They originally lived on tall and rocky seaside cliffs and built their nests
there, unlike most other birds that nest on trees.
Thousands of years ago, people started domesticating and breeding pigeons for food,
sending messages across large distances, and even for sports. Living closely alongside
humans made the urban landscape a perfect habitat for them.

Question 7
Which of the following do you think did NOT contribute to making cities a perfect habitat for
pigeons?
a. Ability to survive on human food waste
b. Having to spend less time searching for food and more time to
Answer
reproduce
c. Availability of nesting places similar to their native habitat
d. Reduced visibility due to increased air pollution

Question 8
Birds' beaks come in varied shapes and sizes depending on their favourite food. The shape
of the beak depends on the type of food eaten by the birds. In Table 5.1, there are three
different types of beaks shown. Try to infer their functions and match a suitable food type
with each beak and write your answer in the space provided.

Science Around Us - VI (Science) 50

 Beak Shape Food

1. Long, thin, needle-like beak; Image via A. Octopus, squid and cuttlefish;
pxhere.com Image via pixnio.com

2. Large, strong beak; Image by Mike's Birds B. Grain Image

via Wikimedia Commons via pxhere.com

3. Short, cone-shaped beak; Image by C. Flower nectar; Image via

hedera.baltica via Wikimedia Commons maxpixel.net

Table 5.1, Beak shape and food eaten

Answer
1-

2-
3-

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 Question 9
You have read that the long legs of camels help keep their bodies away from the heated
sand. A few birds that feed on aquatic vegetation and small fish found in shallow waters
also have long legs that prevent birds’ wings from getting wet. What other purpose does
this common feature serve in camels and birds like cranes? (More than one answer may
be correct).
a. Walking on soft and uneven ground where the feet tend to sink .

b. Finding food at large heights from the ground Answer

c. Running at high speeds
d. Notice food from long distances

Exploration Pathway

Reflex action is an involuntary and nearly instantaneous movement in response to a stimulus. A reflex
is made possible by neural pathways called reflex arcs which can act on an impulse before that
impulse reaches the brain. In this TACtivity, we will do some activities to experience reflex action.

Nervous System -
Reflex Action

Through evolution, animals have adapted in myriad ways, to survive and thrive in their habitats. One
of the more fascinating adaptations is that of the hooves/feet of mammals. Here, we make models
of camel and horse feet with a simple set of materials, and observe how they behave differently in a
bed of sand.

Camel Foot Model

Photosynthesis is the ability of plants to use the Sun's energy, water and atmospheric carbon dioxide
to produce food and oxygen. In this TACtivity, we submerge small leaf disc pieces in a syringe filled
with sodium bicarbonate solution, which is exposed to sunlight. The solution-filled leaves initially
sink; however, as photosynthesis proceeds, oxygen is released into the interior of the leaf, which
changes the buoyancy of the leaf disc - causing it to rise.

Plant Life -
Photosynthesis

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 Germination is the process of a seed developing into a new plant and depends on the amount of water,
air, temperature and sunlight supplied to it. Water plays an important role for seeds to germinate. In
this TACtivity, we compare the germination rate of different seeds when fully submerged in water,
partially submerged in water and exposed to air without water.

Plant Life - Germination

Science Around Us - VI (Science) 53

 Theme 6: Light, Shadows and Reflections

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.
Transparent, opaque and translucent objects
Shadows and how they are formed?
Mirrors and reflections

Using Light and Shadow in Art

Fig. 6.1, Idealised Portrait of the Mughal Empress Nur Jahan Fig. 6.2, Portrait of a Maharashtrian lady by Raja
(1577-1645) by unknown artist via Wikimedia Commons Ravi Varma via Wikimedia Commons

Observe both the classic paintings made by Indian artists found in a museum. Which of the
two paintings is more realistic? Most would agree that the portrait in Fig. 6.2 looks more
real than the one in Fig. 6.1.
To figure out why, let us examine the arms of Nur Jahan in Fig. 6.1 and compare it to the
arms of the Maharashtrian lady in Fig. 6.2. While Nur Jahan’s arms look flat and two
dimensional, the Maharashtrian lady’s arm looks curved. If you look at your own arm, you
will notice that the side of the arm facing a light source, like a window or light bulb, will be
brighter, while the side of your arm facing away from the light will be in a shadow. The
painter of the Maharashtrian lady, Raja Ravi Varma, has recreated this same effect of light
and shadow.
Understanding lighting and the effects of shadows in nature allows artists to create very
realistic artwork. In Fig. 6.2, we can see that light is shining on the lady from the right-hand
side and hence the left-hand side of her arm, face and body are in the shadow.
Science Around Us - VI (Science) 54
 Case Study A - Glass in architecture
Architects design houses, and as they plan the layout of a house, they have to think about
where to place windows on a wall and how big they should be. Windows allow sunlight and
fresh air to enter a room. Different types of glass are used in windows, like the one which
completely allows the light to come through, the one which partially allows the light (frosted
glass) in, or even some special types of glass (one-way glass), which allow you to see
outside from the inside but a person from the outside can see only reflections and not see
anything inside.
Nirmala is an architect. Now, she has to decide on the kinds of glass windows, based on
the client's requirement that all rooms receive a lot of natural light and at the same time
privacy should be taken care of. She considers all the available glass types: clear glass,
frosted glass and one-way reflective glass.

Fig. 6.3, Clear glass, frosted glass, one-way reflective glass; Image by Saalebaer via Wikimedia Commmoons

Question 1
Out of the three types of glass, help Nirmala to choose the appropriate type of glass for
each of the rooms mentioned below.
i. Small windows in the bathroom
ii. Large kitchen windows where the resident wants to grow Sun-loving vegetables along
the window
iii. Large skylight above a common area, but the neighbouring apartment building is
much higher than their building
iv. A door-sized sliding window in the living room which faces their private garden

Science Around Us - VI (Science) 55

 Write the type of glass to be chosen in the space provided.

Answer
i.

ii.

iii.

iv.

Question 2
After a few days of stay, Nirmal’s client complained that although her living room has big
windows, it is only well-lit in the mornings. In the afternoons and evenings, the room
becomes dark. What could be the reason for this? Select all that apply.
a. The window is facing eastwards
b. The window is facing westwards
c. As the day progresses, more and more light is absorbed by the plants Answer
in her garden and very little sunlight is reflected into the room
d. The luminous object is moving from the garden side to the opposite
side of the room

Case Study B - Box Periscope Model

A periscope is a tubular optical instrument, containing mirrors, used to observe objects,
which have minimal visibility and are not in the direct line of sight of the observer. The
mirrors placed at an angle, facing each other, at the opposite ends of a tube enables an
object to get reflected between the ends. This allows the observer to see the reflected
object at the other end. When large, underwater operated military vessels have to visually
detect targets or threats on the surface of the water, they use a periscope.
Anita made a simple periscope (see Fig. 6.4), using two mirror pieces, cardboard and a
template for making a periscope.

Science Around Us - VI (Science) 56

 Fig. 6.4, Box Periscope Model and its diagram

Question 3
Select the properties of light that are made use of in constructing a periscope. Select all
that apply.
a. Light travels faster than sound
b. Light travels in a straight line Answer
c. Light bounces off reflective material
d. White light can be split into different colours

Question 4
If Anita fixes two mirrors to a curved tube, as shown in Fig. 6.5, which of the following do
we have to do in combination for the device to work like a periscope? Note that the mirrors
at A and D are at 45° with the horizontal/vertical.

Fig. 6.5, Periscope model using pipe and mirrors

Science Around Us - VI (Science) 57

 I. Nothing at all .

II. Mirror at B parallel to mirror at A

III. Mirror at C parallel to mirror at D
IV. Mirror at B perpendicular to mirror at A
V. Mirror at C perpendicular to mirror at D

Choose the correct answer.

a. I .

b. II and V Answer
c. III and IV
d. IV and V

Question 5
i. Validate the given assertion and the reason statements related to the periscope model.
Assertion (A): In a box periscope model, both the mirrors are fixed at 45° to the walls of
the box so that one faces the object and the other faces the observer and also both the
mirrors are facing each other.
Reason (R): A mirror changes the direction of light that falls on it.
Select the correct option.
a. A is false and R is true .

b. A is true and R is false Answer

c. Both A and R are false
d. Both A and R are true

ii. What happens if the mirrors are arranged at 90°, one directly facing the object and the
other directly facing the observer, instead of 45°?
a. The viewer will see a very elongated object .

b. The viewer will see a very small object Answer

c. The viewer will not be able to see any object; instead s/he will see
her/his own reflection
d. There is no change in the image being seen

Science Around Us - VI (Science) 58

 Case Study C - Pinhole Camera
Anita was trying out different variations in the periscope model, like changing the mirror
angle, using a pipe instead of cardboard, etc. Suddenly she had a thought: what if she does
some variations on the pinhole camera model, which she had made earlier? She thinks of
replacing the tracing paper with some other material. She even thinks of making multiple
holes instead of a single hole.

Fig. 6.6, Box Pinhole Camera

Question 6
i. Do you think it is possible to replace the tracing paper in the pinhole camera?
a. Yes, she can use any other transparent clear plastic sheet
b. Yes, she can use any translucent sheet, like butter paper that is used
in baking Answer
c. Yes, she can use the same material that is used for making the outer
part of the pinhole camera
d. No, she cannot just change the tracing paper. She should even
change the shape and size of the hole based on the material she
replaces

ii. What do you think is the role of the tracing paper in a pinhole camera?
a. It acts as a source of light
b. It acts as an object Answer
c. It acts as a screen
d. It acts as an enclosure to the box structure

Science Around Us - VI (Science) 59

 Question 7
Anita thinks of having multiple holes in the pinhole camera model. Predict the number of
images formed with 5 holes.
a. Pinhole camera always forms only one image
b. No image is formed because more light enters through multiple holes Answer
c. With 5 holes, 5 images will be formed
d. It cannot be predicted, as the number of images formed depends on
the object size

Case Study D - Shadow effect in drawing

Suraj goes to drawing classes and now he is learning about shadow effects in drawing 3-D
pictures. He has learnt that shadows help to locate the position of the object in space and
its surroundings by influencing the perception of the viewer. The combination of shadow
and shading gives the sense of three dimensions and the object that is drawn seems to
pop out from the paper. It also adds to the illusion of depth in a drawing.

Question 8
Fig. 6.8 shows a drawing done by Suraj. By looking at the shadow in the drawing, can you
identify the direction of the light source in this picture?

Fig. 6.8, 3-D drawing with shadow effect

a. P - Top left side

b. Q - Middle right side Answer
c. R - Bottom right side
d. S - Centre bottom side

Science Around Us - VI (Science) 60

 Question 9
As a part of his homework, Suraj was told to draw only the shadow of a few objects which
he likes to sketch. He collected things required to cast shadows of his animal toys on a
cardboard screen. Identify the correct sequence in which he should arrange the things
required to obtain the shadows.

a. Light source should be placed in between the toys and the screen
b. Toys should be placed behind the screen and the light source should
be in front of the screen Answer
c. The screen and the light source should be on the same side of the toy
so that the screen gets the reflected light from the toy
d. Toys should be placed in between the screen and the light source

Question 10
After arranging the toys, the light source and the screen, Suraj observed that the shadow
cast on the screen was too small for him to observe and sketch. What can he do to adjust
the size of the shadow? More than one answer can be correct.

a. Size of the shadow depends on the size of the object. Hence he

cannot change it
b. He can move the toy towards the light source to get a bigger shadow Answer
c. He can move the toy towards the screen to get a bigger shadow
d. He can bring the screen closer to the light source to get a bigger
shadow
e. He can move the screen away from the object to get a bigger shadow

Exploration Pathway

Have you ever noticed that shadows sometimes have sharp edges and sometimes look blurred? What
is the difference and why is this? When a light source is fully blocked out, the shadow is distinctly dark;
this is called the Umbra. However, if a light source is only partially obscured, the shadow can look like
any shade of grey,
thereby giving you a blurry impression; this is called the Penumbra. In this simple TACtivity, you use
household materials to make an experiment where you can observe both these phenomena and make
Light - Umbra measurements to elucidate your understanding of shadows.
Penumbra

Science Around Us - VI (Science) 61

 A pinhole camera is a simple camera without a lens but with a tiny aperture. When light passes
through this tiny aperture, it projects an image of the object being observed through the aperture. In
this TACtivity, we will make a pinhole camera using chart paper, butter paper, and tape to see lovely
inverted images.

Box Pinhole Camera

A periscope is a tubular optical instrument, containing mirrors, used to observe objects which have
minimal visibility and are not in the direct line of sight of the observer. The mirrors placed at an angle,
facing each other, at the opposite ends of a tube enables an object to get reflected between the ends.
This allows the observer to see the reflected object at the other end. In this TACtivity, we will make a
periscope using a cardboard sheet and a template. Once the periscope is ready, you can change the
angles of both the mirrors and predict the distance based on the laws of reflection.
Box Periscope Model

Light travels in a straight line. This is called rectilinear propagation of light. In this TACtivity, we use
cardboard pieces and a candle to understand the property of light - Rectilinear Propagation.

Light - Rectilinear
Propagation

Other than a source of light, every object we see is visible because it reflects light. But a mirror also
reflects light. Why don't all objects then look or behave like a mirror? In this TACtivity, you make your
own mirrors, using glass slides and 3 different kinds of "reflecting" material. Can you see your own
reflection on a stone? What if you polish that stone?

DIY Mirror

Science Around Us - VI (Science) 62

 Theme 7: Fun with Magnets

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.
Magnets and magnetic materials.
Attraction and repulsion between poles of a magnet.
Magnetising a magnetic object.
Effect on magnetic strength of temperature and size of the magnet.

Earth - A Huge Magnet

Earth acts like a giant magnet, with its north and south magnetic poles. The Earth's
magnetic field influences the behaviour of compass needles, helping navigation. Materials
like iron can align with this field, becoming magnets. This natural magnetic field is crucial
for various processes, and it plays a role in both everyday items like compasses and more
advanced technologies.
In ancient times, people relied on stars, the Moon and the Sun to determine the time and
the cardinal directions. Over the years, the invention of the magnetic compass made it
easy for travellers to deduce direction. The compass was modelled with a needle
correlated with the Earth’s magnetic field to point towards the North. Today, most of the
navigation is done with GPS or Global Positioning Systems with apps such as Google
maps.

Fig. 7.1a, The Earth as a giant bar Fig. 7.1b, Sea turtle; Image by Frank_am_Main
magnet; Image by Zureks via animalsasia.org
via commons.wikimedia.org
Science Around Us - VI (Science) 63
 Some animals and birds have organs that can detect magnetic fields and utilise them for
navigation. Such organs are called magnetoreceptors; a few examples of such animals
can be found in various animal groups, such as fish, amphibians, reptiles, birds, and
mammals etc. Scientists have discovered that sea turtles can detect the Earth’s magnetic
field to navigate in water. Young turtles travel along their migratory path, which could span
the entire ocean and many decades. However, when they become adults, the females
eventually return to the beach where they were born to lay their eggs, by using the Earth’s
magnetic field.
With such widespread prevalence of magnets, let us explore some more applications of
magnets to understand how and where they are used.

Case Study A - Magnetic materials

In 2009, Indian researchers discovered the presence of lodestone (a naturally magnetised
mineral) in the village of Kurihundi, in Karnataka. To map the exact regions within which the
mineral is present, they formed a small team of volunteers and gave them a magnet
detecting device. The device had a long stick and a disc attached to one end, which gets
pulled towards a magnet.

Fig. 7.2, Magnet detecting stick

Lalit curiously observed the material from which the end of the magnet detecting stick is
made. To come up with an answer, he did a simple exploration to test different objects and
noted the details, as given in Table 7.1.

Science Around Us - VI (Science) 64

 Object Attracted by the magnet The object is made with

Utensils in Lalit’s Yes Iron, carbon (small amount),

kitchen nickel (small amount)

Dumbell Yes Iron

Bucket No Aluminium

A special purpose cup No Silver

₹10 coin No Nickel, brass, silver

Table 7.1, Objects explored by Lalit

Question 1
Based on the information given in Table 7.1, think about the elements that are present in
magnetic objects. Which of the following materials can be used to make the end of the stick
facing toward the ground to use as a magnet detector?
I. Iron
II. Aluminium
III. Silver
IV. Carbon
Choose the correct answer from the options given below:
a. I, II and III
b. I and II Answer
c. Only I
d. II and III

Question 2
One of the volunteers at Kurihundi found two different objects (A and B), which pulled his
stick. When A and B were brought together, they both got pulled towards each other as
well. What can be said about the nature of these objects?
a. Both the objects must be magnetic
b. Only one of the objects is magnetic Answer
c. They can be either magnetic or made of copper
d. Both the objects must be made of the same material, either
copper or iron.
Science Around Us - VI (Science) 65
 Case Study B - Jumping Frog
In magnetic levitation, an object is made to suspend above
another object by means of magnetic repulsion, and without
any support. To observe magnetic levitation, you can perform a
simple, fun experiment. All you need is a straw, a few ring M3
magnets, a piece of foam and a cartoon that you want to
M2
levitate, drawn on a piece of paper. Fix the straw in the foam
M1
piece and stick your drawing to one of the magnets. Now slide
three magnets down the straw such that the like poles of two
consecutive magnets face each other. The final arrangement
will look like that shown in Fig. 7.3. For reference, we number Fig. 7.3, Jumping Frog model
the magnets M1, M2 and M3, starting from the bottom. We use
2-3 ring magnets combined together to make each of these
stronger magnets: M1, M2 and M3.

Question 3
To make sure that the magnets float (levitate), which among the following can be the
combination of poles at the upward-facing sides of M1, M2 and M3, respectively? Select all
that apply.

Fig. 7.4, Arrangement of poles in the jumping frog model

a. N-S-N
b. N-N-N or S-S-S Answer
c. N-S-S
d. S-N-S

Science Around Us - VI (Science) 66

 Question 4
Heating weakens the strength of magnets, and at around 80°C, most magnets get
demagnetised. Suppose the magnets in our experiment are heated to 50°C and then
passed through the straw such that the poles face the same sides as before. Predict what
could happen to the distance between the set of magnets after heating?

2.0 cm

1.5 cm

1.3 cm

Fig. 7.5, Distance between the magnets in the jumping frog model

a. Decreases but not to zero

b. Increases Answer
c. Remains the same
d. Becomes zero, i.e., all the magnets stack up together

Case Study C - Magnetising an iron nail

Jimmy studied magnets in school and got an idea of making his own magic toy. He thought
of making small cardboard boats, which would drift upon placing in water even if the water
is completely stationary. The trick was to attach magnets to the bottom of each boat. The
magnets would exert force on one another and make the boats move.
However, there was one problem. Jimmy had only one bar magnet. So the next day in
school he shared his idea and the problem with his teacher. The teacher taught Jimmy how
he can turn an iron nail into a magnet. All he had to do was rub the magnet repeatedly on
the nail in the same direction, as shown in Fig. 7.6.

Science Around Us - VI (Science) 67

 Fig. 7.6, Magnetising an iron nail

Fig. 7.7 shows the boats prepared by Jimmy.

Fig. 7.7, Jimmy’s boats

Question 5
How can Jimmy test that the nail is magnetised before attaching it to the boat?

a. Test it with one more iron nail, both the iron nails will repel.
b. Test it with another magnet, both the ends of the iron nail are
attracted to the north pole of the magnet.
Answer
c. Test it with another magnet, neither end of the nail gets attracted to
the north pole of the magnet.
d. Test it with another magnet, one end of the nail is pulled towards the
south pole of the magnet and the other end is pushed away from it.

Question 6
When Jimmy pushed Boat A towards Boat B (in the direction of the arrow), Boat B started
moving away. Identify the north pole of the magnetised nail.

Science Around Us - VI (Science) 68

 a. End P of the nail
b. End Q of the nail Answer
c. It has only the south pole since Boat B is moving away from Boat A.
d. Entire nail from P to Q is the north pole

Question 7
i. Jimmy’s permanent magnet accidentally breaks into two equal pieces, as shown in Fig.
7.8. Jimmy sticks one piece to Boat A and makes the following observations:
I. When the boats are placed in the same orientation as shown in Fig. 7.7, they move
away from each other.
II. If Boat B is flipped by 180 degrees such that the end Q of the nail faces Boat A, the
boats move towards each other.

Fig. 7.8, Unbroken magnet

Based on the observations, identify the correct representation of the broken pieces, without
changing their orientation. Note: The north pole is represented by red and the south pole is
represented by blue.

A. B.

C. D.

Answer

Science Around Us - VI (Science) 69

 ii. Can Jimmy test the magnetic pole of these broken pieces using any of the items below?
[More than one answer may be correct]
a. Iron nail (non-magnetised)
b. Magnetised iron nail used on Boat B Answer
c. Compass
d. Iron filings

Question 8
Jimmy experimented with the magnets and made two assertions.
Assertion 1 (A1): A bar magnet can be used to find all the directions (East, West, South,
North) at any place.
Assertion 2 (A2): A freely suspended magnet always aligns in the N-S direction.
Choose the correct option.
a. Both A1 and A2 are true
b. A1 is true but A2 is false Answer
c. A1 is false but A2 is true
d. Both A1 and A2 are false

Question 9
Jimmy found a horseshoe magnet and a compass in his science experiments kit. He took
the compass near the magnet and noted the directions indicated. Identify the correct
representation of the needle when held close to the magnet. (Note that the red end of the
compass needle points in the north direction)

Fig. 7.9, Horseshoe magnet and magnetic compass from the science kit

Science Around Us - VI (Science) 70

 A. B.

C. D.

Exploration Pathway

The process of making a substance temporarily or permanently magnetic is called Magnetisation. This
can be done in different ways like rubbing a magnet on the substance or by winding a copper wire around
a substance and passing current through it. As a part of this TACtivity, you would be magnetising and
demagnetising a few household items.
Magnetise and
Demagnetise

The Earth happens to have its own magnetic field; in other words, it is a giant magnet in itself, because it
has a rotating magnetic core. It is one of the reasons life exists on Earth, as the magnetic field provides a
protective zone around the Earth preventing dangerous high energy particles penetrating our atmosphere
and affecting our cells. In this TACtivity, we make a compass of our own, using magnets and a freely
rotating cardboard disc, to determine the orientation of the Earth's magnetic field.
DIY Compass (Disc)

Magnets are among the most fascinating things in nature. They are fun to play with and play an important
role in our day-to-day lives. They can attract or repel each other, depending on their orientation. In this
TACtivity, we use foam pieces, a skewer and toothpicks to make a stand to hang one magnet. The other
magnet is fixed on the pen, such that it prevents the pen from falling. Adding a colourful fan on top of the
pen makes the pen rotate when there is a light breeze from the top or side.

Magnetic Pen Stand

Science Around Us - VI (Science) 71

 In this Tactivity, we are testing the magnetic strength of the ring and bar magnet with respect to a bar
magnet.

Magnetism - Strength

Insert ring magnets in a stiff straw such that every pair of magnets is repelling both the pairs on either side
of it. Place a frog at the top and enjoy seeing it jump as you push the upper magnets downwards.

Magnetic -
Jumping Frog

Science Around Us - VI (Science) 72

 Answer Keys - 6th Standard
(Science)

Science Around Us
Practice Book for Students
Central Board of Secondary Education
In collaboration with

Science Around Us - VI (Science) 73

 Theme 1: Sorting Materials into Groups

Question 1

b. dissolve it in water. Any object can be dissolved in water by crushing it into powder

Question 2

Option d

Question 3

Soluble in Water Not Soluble in Water

Honey Oil
Rock sugar Mustard Seeds
Salt Rice (raw)

Jaggery Pepper
Sugar

Question 4

Hammer, Small coconut, Stone

Question 5

b. Iron is harder than the coconut shell

Question 6

i. floats
ii. sinks

Science Around Us - VI (Science) 74

 Question 7

i. c. How many magnets are needed to make the diver sink if the water level inside the
diver is at 1 cm?
ii. only a ring magnet

Question 8

i. a. A transparent bottle made of glass

c. An opaque bottle made of glass
d. An opaque bottle made of plastic
ii. a. A transparent bottle made of glass - because glass is hard and there will be no effect
on the diver or water when you press it from the outside, because the glass won’t
squeeze
c. An opaque bottle made of glass - because we can’t see the diver sinking and because
it’s made of glass, same reasoning as above
d. An opaque bottle made of plastic - because we can’t see the diver sinking

Question 9

The property is dry or wet. By dry waste, we mean waste made of wood, glass, metals,
plastic and related products and wet waste means organic wastes like leftover food, fruits
& vegetable peels, leaves, etc.

Question 10

1. We can reuse or recycle the dry waste

2. We can use wet waste as compost
3. If waste is aggregated properly, less land is needed to dump the waste that can’t be
reused or recycled

Science Around Us - VI (Science) 75

 Theme 2: Separation of Substances

Question 1

b. Difference in weight

Question 2

a. evaporation

Question 3

d. Filtration

Question 4

1 - D, 2 - A, 3 - C, 4 - E, 5 - B

Question 5

c. No more salt can be dissolved, because the solution in step 3 is saturated.

d. By increasing the temperature, some more quantity of salt can be dissolved in the
solution.

Question 6

a. There are spaces between the particles of matter.

Question 7

b. Keeping the test tube in hot water.

d. Adding some more water to the solution.

Science Around Us - VI (Science) 76

 Question 8

Yes, she can separate it by decantation or filtration using an appropriate filter. This is
possible because the sand will not dissolve in water and the particle size of sand is different
from that of water. So the heavier (denser) sand particles will settle down in decantation
and being bigger in size, will not pass through the pores of the sieve used in filtration.
Note: This still leaves wet sand, i.e. some amount of water is still mixed with the sand. That
can only be separated by evaporation, and if we want to collect that water, then we need to
condense it.

Question 9

i. b. Solution in Container B
ii. a. Sugar is more soluble than salt.

Question 10

a. A is correct but R is wrong

Science Around Us - VI (Science) 77

 Theme 3: Getting to know Plants

Question 1

Herbs Shrubs Trees

Ginger Brinjal Cocoa

Turmeric Chilli Arecanut
Lady’s finger (Bhindi) Mango

Question 2

In the image the pepper plant is found to be ‘climbing’ on the arecanut tree trunk.

Question 3

Creepers Climbers

Watermelon Bitter gourd

Pumpkin Pepper

Question 4

b. Transpiration in plants

Question 5

Evidence - water droplets on the polythene bag in Step 4.

Question 6

c. The polythene bag is transparent

Science Around Us - VI (Science) 78

 Question 7

Reticulate Venation Parallel Venation

Plant 1 Plant 3
Plant 2 Plant 4

Plant 5 Plant 6

Question 8

a. How many leaves have parallel and reticulate venation?

b. How many plants have a tap root system?
c. How many plants have a fibrous root system?

Question 9

Tap root - Plant 1, 2 or 5

Fibrous root - Plant 3, 4 or 6

Question 10

Science Around Us - VI (Science) 79

 Question 11

Science Around Us - VI (Science) 80

 Theme 4: Body Movements

Question 1

b. They have long legs

Question 2

c. A keel

Question 3

b. The flight muscles are used to swim under the water

Question 4

c. Statement B explains why Statement A is true

Question 5

1. Hip, 2. Knee, 3. Ankle

a. 1, 2, 3

Question 6

1. Shoulder, 2. Elbow, 3. Wrist

Question 7

b. A ball can move smoothly inside the socket allowing greater range of motion, unlike the
pyramid and cube
d. A pyramid and cube touch the socket in only a few places. Hence, the joint will be weak
compared to a ball and socket.

Science Around Us - VI (Science) 81

 Question 8

Hinge joint: A C
Ball-Socket joint: A B C D

Question 9

c. Camera tripod

Science Around Us - VI (Science) 82

 Theme 5: Living Organisms and their Surroundings

Question 1

Black peppered moths are easily noticeable because of the good contrast with the
background.

Question 2

a. In industrial cities, black peppered moths were easily visible on tree trunks, and the birds
ate them.

Question 3

a. 5th
b. False

Question 4

c. All living things are sensitive to stimuli.

Question 5

a. To show that the hand responds only to a detectable change in the weight acting on it.

Question 6

i. b. No, his conclusion is incorrect.

ii. a. Not all living things respond to a particular type of stimulus
b. Living things respond differently to the same stimulus

Question 7

d. Reduced visibility due to increased air pollution

Science Around Us - VI (Science) 83

 Question 8

1 - C, 2 - A, 3 - B

Question 9

a. Walking on soft and uneven ground where the feet tend to sink
b. Finding food at large heights from the ground
d. Notice food from long distances

Science Around Us - VI (Science) 84

 Theme 6: Light, Shadows and Reflections

Question 1

i. Frosted glass
ii. Clear glass
iii. One-way glass
iv. Clear glass

Question 2

a. The window is facing eastwards

d. The luminous object is moving from the garden side to the opposite side of the room

Question 3

b. Light travels in a straight line

c. Light bounces off reflective material

Question 4

d. IV and V

Question 5

i. d. Both A and R are true

ii. c. The viewer will not be able to see any object; instead s/he will see her/his own
reflection

Question 6

i. b. Yes, she can use any translucent sheet like butter paper that is used in baking
ii. c. It acts as a screen

Science Around Us - VI (Science) 85

 Question 7

c. With 5 holes, 5 images will be formed

Question 8

b. Q - Middle right side

Question 9

d. Toys should be placed in between the screen and the light source

Question 10

b. He can move the toy towards the light source to get a bigger shadow
e. He can move the screen away from the object to get a bigger shadow

Science Around Us - VI (Science) 86

 Theme 7: Fun with Magnets

Question 1

c. Only I

Question 2

a. Both the objects must be magnetic

Question 3

a. N-S-N
d. S-N-S

Question 4

a. Decreases but not to zero

Question 5

d. Test it with another magnet, one end of the nail is pulled towards the South pole of the
magnet and the other end is pushed away from it.

Question 6

b. End Q of the nail

Question 7

i. C
ii. b. Magnetised iron nail used on boat B
c. Compass

Science Around Us - VI (Science) 87

 Question 8

a. Both A1 and A2 are true

Explanation: A freely suspended magnet will always align along the north-south direction,
with its north pole pointing towards the northern pole of the Earth. If we know which is the
north pole of the given magnet, we can find out the north and south direction of the given
place. And hence also find out the east and west directions of that place.

Question 9

B
Explanation:
In all four images the compass is kept near the north pole of the horseshoe magnet. In that
situation, the south pole of the compass needle will be attracted by the north pole of the
horseshoe magnet. This is shown in option B. So, option B is the correct answer.
Option A is wrong because it shows that neither of the poles of the compass needle is
attracted by the north pole of the horseshoe magnet.
Option C is wrong because it shows that neither of the poles of the compass needle is
attracted by the north pole of the horseshoe magnet.
Option D is wrong because it shows that the north pole of the compass needle is attracted
by the north pole of the horseshoe magnet.

Science Around Us - VI (Science) 88

 6

Features

10

Vishal Bhat has a masters from IIT Delhi and is the co-founder and Chief Learning Officer at ThinkTac

Dr. Procheta Mallik has a PhD from Glasgow and is the co-founder and Principal Scientist at ThinkTac

Science Around Us - VI (Science) 98

www.facebook.com/thinktac www.TACtivity.org www.youtube.com//thinktac