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The comprehensive approach in SCERT Class 6 Basic Science Textbook Solutions Chapter 5 Association of Substances Important Questions ensure conceptual clarity.

Association of Substances Extra Questions and Answers Class 6 Basic Science Chapter 5 Kerala Syllabus

Association of Substances Class 10 Important Questions

Question 1.
a) It is prescribed to “Shake well before use” outside the bottles of medicine given to small children having fever. Give reason.
b) Glucose solution and bottles of medicine given to patients are mixtures. How do they differ from each other?
Answer:
a) Substances present in bottle are heterogeneous mixtures. They settle down at the bottom. We shake the bottle well to get same properties throughout all its parts.

b) Glucose solution is a homogeneous mixture. The particles present in glucose solution are not visible. Bottle of medicine is a heterogeneous mixture in which particles are visible clearly.

Question 2.
a) What is a molecule?
b) Arrangement of molecules in solids, liquids and gases are shown below. Identify the states A, B and C.

c) Substances in w hich state of matter has a definite shape. Why?
d) Gases can spread fast. Why?
Answer:
a) Molecule is the smallest particle of a substance having all its properties. All substances are made up of molecules.

b) A : liquid state, B : gaseous state, C : solid state

c) In solids, molecules are closely packed and the attraction between molecules are very strong. So solids have a definite shape.

d) Gases have a lot of space between the molecules and does not have strong force of attraction between them. They can move freely in all directions quickly. Hence gases can spread fast.

Question 3.
Identify whether the statements given below are true or false. Also correct the false statements.
a) Buttermilk is a homogeneous mixture.
b) Gold jewels are a kind of solution.
c) All mixtures are solutions.
d) Sand mixed with iron dust can be separated by blowing air.
Answer:
a) False. Buttermilk is a heterogeneous mixture.
b) True.
c) False. All mixtures are not solutions. Solutions are homogeneous mixtures.
d) False. Sand mixed with iron dust can be separated by using a magnet.

Question 4.
Some solutions are given below. Categorise them appropriately.
(Vinegar, copper sulphate solution, ammonia solution, soda water, soap solution, dilute acid, tap water, sanitizer, salt solution)
Answer:

Solid-liquid solution	Liquid-liquid solution	Gas-liquid solution
• Salt solution • Copper sulphate solution • Soap solution	• Vinegar • Dilute acid • Sanitizer	• Soda water • Ammonia solution • Tap water

Question 5.
Analyse the different substances given below. Choose the appropriate ones and complete the concept map.

Homogeneous mixtures, Water, Sugar solution. Concrete, Mixtures, Fruit salad. Soda water. Oxygen

Answer:
a) Water
b) Oxygen
c) Mixtures
d) Homogeneous mixtures
e) Sugar solution
f) Soda water
g) Concrete
h) Fruit salad

Question 6.
Analyse the components of air shown below and answer the questions given below.

Gas	Quantity
Nitrogen	78%
Carbon dioxide	0.04%
Oxygen	21%
Others	0.96%

a) Which component of air is seen in large quantity?
b) Which component of air is used up by plants during photosynthesis?
c) Air is said to be a mixture. Why?
d) Point out a situation that adversely effects the equilibrium of components of air?
Answer:
a) Nitrogen (78%)
b) Carbon dioxide
c) Air has more than one substance such as nitrogen, oxygen, carbon dioxide etc and is said to be a mixture.
d) Burning plastics’causes mixing of toxic substances with air.

Question 7.
a) What is meant by homogeneous mixture and heterogeneous mixture?
b) Categorize the following mixtures into homogeneous mixtures and heterogeneous mixtures.

Salt solution, Gold jewels, Pickle powder. Ayurvedic medicines, Vinegar, Washing powder

Answer:
a) The mixture that shows the same properties throughout all its parts is called a homogeneous mixture. The mixture that shows different properties in different parts is called a heterogeneous mixture.

b) Homogeneous mixtures: Salt solution, Gold jewels, Vinegar.
Heterogeneous mixtures: Pickle powder, Ayurvedic medicines, Washing powder.

Question 8.
Analyse the table given below and complete the table appropriately

Substance	Components involved	Pure substance/Mixture
Copper sulphate solution	a)	b)
Hot water	c)	d)
Aluminium	e)	f)
Soda water	g)	h)

Answer:
a) Copper sulphate, water
b) Mixture
c) Water
d) Pure substance
e) Aluminium
f) Pure substance
g) Carbon dioxide, water
h) Mixture

Question 9.
Note the illustration showing the molecules in different substances and answer the following questions.

a) Which of the above represents pure substances?
b) Which of the above represents mixtures?
c) What is the basis of your findings?
Answer:
a) Pure substances are P and S
b) Mixtures are Q and R
c) Pure substances are substances made up of same type of molecules.
Mixtures have different types of molecules in them.

Question 10.
Complete the table related to the methods of separation of mixtures.

Situations	Method of separation	Associated property of components
Separating salt from seawater	a)	Water changes to vapour
Separating tea leaves from tea	b)	c)
Separating chaff from paddy	d)	Difference in weight of the components
Separating Iron powder from sand.	e)	f)

Answer:
a) Evaporation
b) Filtration
c) Difference in size of the components
d) Winnowing
e) Separation using magnet
f) Attraction of iron by a magnet

The comprehensive approach in SCERT Class 6 Basic Science Textbook Solutions Chapter 4 Flowering and Fruiting Important Questions ensure conceptual clarity.

Flowering and Fruiting Extra Questions and Answers Class 6 Basic Science Chapter 4 Kerala Syllabus

Flowering and Fruiting Class 10 Important Questions

Question 1.
‘Calyx, Corolla, Androecium and Gynoecium are the four main parts seen in a flower. A flower with all these four parts is a complete flower.’
a) Draw and label these 4 four parts in a flower.
b) Do all plants flower?
c) Give some examples of non-flowering plants.
Answer:
a)
a) No
b) Cycas, Pine, Ferns and algae

Question 2.
Observe the picture given below and answer the following questions.

a) Differentiate between the androecium and the gynoecium of a flower.
b) ‘Fruits and seeds are produced from flowers through reproduction.’ What are the benefits of flowering in plants?
Answer:
a) Androecium is the male reproductive organ of a flower, which is composed of stamens. Stamens have parts called fdaments and anthers. Pollen grains are present in the anther chambers. Pollen grains contain male gametes.
Gynoecium is the female reproductive part of a flower. It is composed of carpels. The carpel consists of stigma, style and ovary. The egg or female gamete is found within the ovule in the ovary.

b) Benefits of flowering in plants:

• Fruit is formed from a flower.
• Helps in seed production
• Helps in the development of new plants.

Question 3.
a) Flowers are attractive and appear in different colours and shapes, why?
b) Are gardens the only place where we find flowers?
Answer:
a) Flowers are attractive and appear in different colours and shapes to attract pollinators who help in pollen transfer.
b) No, flowers grow on land, in the ocean, in lakes and rivers, on mountain tops and in the desert.

Question 4.
‘A flower with all four parts, such as Calyx, Corolla, Androecium and Gynoecium, is called a complete flower.’
a) Are all flowers alike? In what respects are they different?
b) Mention the names of flowers you know?
Answer:
a) No, not all flowers are alike. They differ in number of petals, colour, size, shape and fragrance.
b) Hibiscus, Jasmine, Rose, Marigold.

Question 5.
A) You are provided with a Hibiscus flower. The teacher asked you to label the different parts of the hibiscus flower. Draw and Label.

B) Do all the flowers have the same parts?
Answer:
A)
B) No, some flowers have both male and female parts in a single flower while some have separate male and female parts.

Question 6.
Observe the figure of the carpel of a flower given below.

(a) Name and label the parts indicated as (a), (b), (c), and (d) in the figure.
(b) Where does pollen grains found?
(c) Where is the female gamete seen?
Answer:
a)
(b) Pollen grains are found inside the anther chambers
(c) The egg or female gamete is found within the ovule in the ovary.

Question 7.
Observe the table given below.

Flower	Observation
Tomato	Androecium and gynoecium are found in the same flower.
Papaya	Androecium and gynoecium are found in different flowers on the same plant.

(a) What are unisexual flowers?
(b) Differentiate between Dioecious and Monoecious Plants.
(c) Is the flower of brinjal unisexual or bisexual? Why?
Answer:
(a) Flowers that possess either an androecium or a gynoecium are called unisexual flowers.

(b) If the male and female flowers are found in different plants, such plants are called dioecious plants. Examples of dioecious plants are date palm, nutmeg and papaya.
Monoecious plants have both male and female flowers in the same plant. Cucumber, pumpkin, ash gourd, snake gourd, coconut, etc. are monoecious plants.

(c) Brinjal flowers are bisexual because they contain both male and female reproductive organs within the same flower. Specifically, they have both stamens (male) and pistils (female).

Question 8.
A list of plants is given in the box below.

Maize, Coconut, Papaya, Pumpkin, Date palm. Watermelon, Cycas, Lady’s finger, Tomato, Cucumber, Kiwi

Classify these plants as plants with both the sex organs are found in the same plant and on different plants. Give them suitable headings too.
Answer:

Monoecious plants	Dioecious plants
Maize Coconut Pumpkin Watermelon Lady’s finger Tomato Cucumber	Papaya Date palm Cycas Kiwi

Question 9.
What is a male flower? Give examples?
Answer:
Flowers that have only androecium are called male flowers.
Eg: Pumpkin, cucumber, bittergourd.

Question 10.
The names of some flowers are given below. Classify them into unisexual and bisexual flowers. What inferences can be drawn by examining the table?

Oleander, pumpkin, bittergourd, rose, hibiscus, clitoria, sunflower, mango, hibiscus, snake gourd, watermelon and papaya.

Answer:

Unisexual flowers	Bisexual flowers
Pumpkin Bittergourd Snakegourd Watermelon Papaya	Oleander Rose Hibiscus Sunflower Mango

From this table, we can understand that,
→ Some plants have androecium and gynoecium in the same flower and are called bisexual flowers.
→ While some plants have androecium and gynoecium in separate flowers are called unisexual flowers.

Question 11.

a) Observe the Figure. These are two hibiscus plants. What are the ways in which pollination may occur in these plants?
b) In which plants does the pollination occur through the wind?
c) Draw and label the parts of the Gynoecium.
Answer:
a) In Hibiscus, pollination can occur through two ways, self-pollination and cross-pollination. The figure indicates cross-pollination.

b) Paddy, Wheat, Maize, Sugarcane

c)

Question 12.
Observe the pictures given below.

a) In which among the given plants does self-pollination not take place?
b) Justify your findings.
c) Self-pollination takes place in two ways. Explain them.
Answer:
a) Nutmeg

b) Nutmeg is a dioecious plant, i.e., the male and female reproductive organs are on separate trees.

c) Self-pollination occurs in two primary ways: autogamy and geitonogamy. Autogamy involves pollen transfer from the anther to the stigma of the same flower, while geitonogamy involves pollen transfer between different flowers on the same plant.

Question 13.
Parts like petals, androecium, etc., wither and fail down after fertilisation. The pedicel. Thalamus and calyx become stronger. Explain the reason.
Answer:
The function of petals to attract pollinating agents, and the function of the androecium is to produce and store pollen grains. So they go off after fertilisation. Pedicel grows stronger to support the fruit. The thalamus becomes stronger, on which the ovary develops into a fruit. The calyx is present in some plants, which grows strong to support the fruit.

Question 14.
A) What do you mean by fertilisation?
B) Where does fertilisation take place?
Answer:
A) Fertilisation is the fusion of a male gamete with the female gamete (egg). Fruit is formed in the plants after fertilisation.
B) Fertilisation takes place in the ovary of the gynoecium.

Question 15.
Write whether the following statements are true or false.
A) In cashew, the fruit develops from the pedicel.
B) In apple and saberjelly, fruits develop from the ovary.
C) Only cross-pollination occurs in unisexual plants.
D) Only cross-pollination occurs in bisexual plants.
Answer:
A) Correct
B) False. In Apple and Saberjelly Fruits developed from thalamus.
C) Correct
D) False. Both self-pollination and cross-pollination occurs in bisexual plants.

Question 16.
Observe the given statements about different types of fruits.

• Jackfruit and custard apple are multiple fruits • Lady’s finger and grapes are simple fruits • Tomato and custard apple are aggregate fruits • Jackfruit and blackberry are multiple fruits

a) Find out the right one from the above statements.
b) Write down the peculiarities of simple fruits, aggregate fruits and multiple fruits.
c) Find out the odd one out.
1. Apple
2. Cashew apple
3. Safarjal
4. Jackfruit
Answer:
a) Lady’s finger and grapes are simple fruits, Jackfruit and blackberry are multiple fruits

b)

Fruits	Peculiarities
Simple fruits	Fruit that is formed from a single flower
Aggregate fruits	A fruit that develops from a single flower with multiple ovaries
Multiple fruits.	Fruits formed from an inflorescence are combined together to a single fruit.

Question 17.
A. Complete the concept map given below.

B. Write any one difference between aggregate fruit and multiple fruit.
Answer:
A. a) Tomato,
b) Mango,
c) Custard apple,
d) Aggregate fruit,
e) Multiple fruit,
f) Pineapple,
g) Cashew,
h) Apple

B. Aggregate fruits are fruits that develop from a single flower with multiple ovaries. Fruits formed from an inflorescence that are combined together into a single fruit are called multiple fruits.

Question 18.
Observe the pictures

A. What types of fruits are shown in pictures 1 and 3? What are their peculiarities?
B. Name another fruit similar to the picture (2).

The ovary of a flower develops into fruit and the ovule into seed.

C. Explain the above statement based on the picture (2).
Answer:
A. Picture 1- Multiple fruits, Picture 3 – Simple fruit
Fruits formed from an inflorescence that are combined together into a single fruit are called multiple fruits, and a fruit that is formed from a single flower is called a simple fruit.

B. Apple (Pseudo fruit)

C. Picture 2 (Cashew) indicates a pseudo fruit. In normal flowers, the ovary develops into fruit. Sometimes, parts of the flower other than the ovary also become fruit. These are pseudo-fruits.

Question 19.
a) Observe the figures given below and complete the table.

Fruits types	Examples
Simple fruits	Mango	…….(a)…….
Aggregate fruit	…….(b)…….	Custard apple
Multiple fruit	Pineapple	…….(c)…….
Pseudo fruit	…….(d)…….	Apple

What happens to the following parts when a flower becomes a fruit?
i. Androecium
ii. Ovary
iii. Sepals
iv. Ovule
Answer:
a) (a) Tomato,
(b) Strawberry,
(c) Mulberry,
(d) Chamba

b) Androecium – Dries up and is shed
Ovary – Develops into a fruit.
Sepals – Persistent (remain attached to the developing fruit) or, in some cases, shed off.
Ovule – Develops into a seed

Question 20.
There are so many benefits from flowers.
(a) What is floriculture?
(b) List some benefits of floriculture.
(c) Give some examples of commercially grown flowering plants.
Answer:
(a) Flower farming or floriculture is the process of developing, growing and nurturing flowering and ornamental plants commercially.

(b) Benefits of floriculture:

• Used for spiritual rituals and pujas
• Used for decorations
• Food and medicinal resources
• Manufacturing of perfumes and dyes
• Gardening and landscaping
• Job opportunities and economic growth

(c) Rose, Anthurium, Orchid, Chrysanthemum, Jasmine, Lotus, Vanilla, etc.

The comprehensive approach in SCERT Class 6 Basic Science Textbook Solutions Chapter 3 Let’s Stand Straight Important Questions ensure conceptual clarity.

Let’s Stand Straight Extra Questions and Answers Class 6 Basic Science Chapter 3 Kerala Syllabus

Let’s Stand Straight Class 10 Important Questions

Question 1.
How do skeletons help animals?
Answer:

• Provide shape and strength to the body.
• Help in movement.

Question 2.
What will happen if there is no skeleton?
Answer:
There would be no structures or shape to the body, and the individual would be unable to walk and run.

Question 3.
Why do birds have lighter skeletons compared to many other animals?
Answer:
Birds have lighter skeletons because their bones contain air cavities (empty spaces filled with air), which helps them fly.

Question 4.
Can you identify the animals to which these skeletons belong? Write down your answers.

Answer:
a) Hen
b) Lizard
c) Cow

Question 5.
Choose the correct statements from the following:
a. Birds have lighter skeletons compared to many other animals
b. Birds have air cavities in the bones
c. Birds have no air cavities
d. Birds have a harder skeleton
Answer:
a. Birds have lighter skeletons compared to many other animals,
b. Birds have air cavities in the bones

Question 6.
Choose the correct number of bones and complete the table
[33, 32, 22, 24]

Skull	(a)
Ribs	(b)
Vertebral column	(c)
In each hand	(d)

Answer:
(a) 22
(b) 24
(c) 33
(d) 32

Question 7.
Bones give shape and strength to our body. They also help in movement
a) Complete the table below.

Ribs	12 Pairs bend to form like a cage	(i)
Vertebral Column	(ii)	Helps to maintain an erect posture and facilitates body movement.
Bones in the hand	Small bones are joined in fingers. Long bones are seen in the arm and forearm.	(iii)
Bones in the leg	Big thigh bones.	(iv)

b) Which is the biggest bone in the human body
Answer:
a) (i) Protects internal organs like the heart and lungs.
(ii) Made up of 33 small bones called vertebrae, arranged one above the other.
(iii) Helps to grasp and handle objects
(iv) Supports the weight of the body and enables locomotion (walking, running jumping, etc.)

b) Femur is the largest bone in human body.

Question 8.
Observe the picture.

A) Identify and write the bones marked a, b and c
B) Write the function of any two bones labelled in the skeleton.
C) The movable bone in the skull ……………………..
Answer:
A) a) Skull
b) Ribs cage
c) Femur

B) Skull: Protect the brain from injury
Ribs cage: Protects internal organs such as the heart and lungs.

C) Lower jawbone

Question 9.
It’s of different body parts, and their characteristics are listed below. Read them. Arrange the table in the correct order.

Body parts	Joints	Characteristics
Knee	Pivot joint	Can be moved in many directions
Neck	Ball and socket joint	Can be moved in only one direction
Shoulder Joint	Hinge joint	Can be moved in both directions

Answer:

Body parts	Joints	Characteristics
Knee	Hinge joint	Can be moved in only one direction
Neck	Pivot joint	Can be moved in both directions
Shoulder Joint	Ball and socket joint	Can be moved in many directions

Question 10.
Look at the picture of the joint

a) Identify the joint?
b) Write the procedure and material needed for making a model of this joint by using easily available objects.
c) Write the body parts in which the ball and socket joint is seen. Write their features?
Answer:
a) Ball and socket joint

b) Materials: 2 ice cream balls (big – 1, small – 1), Wooden scale – 2, Nuts and bolts – 2

Cut off a small part of the big ice cream ball in such a way that the small ice cream ball remains fitted inside it. Fix the two ice cream balls on the wooden scales using nuts and bolts, as shown in the picture. Hold the scale with the large ice cream ball in one hand and try rotating the scale with the small ice cream ball, It resembles the movement of the shoulder.

c) Shoulder joints, Hip joints
• The joint, with the maximum freedom of movement.
• The rounded end of one bone rotates in the cavity of another bone.

Question 11.
a) Identify the parts of the human skeleton given below

b) (i) Which parts of the skeleton protect the internal organs like the heart, brain, and spinal cord?
(ii) Write the peculiarity of any one part of the skeleton.
c) Which is the biggest bone in the human body
d) Which is the smallest bone in the human body
Answer:
a) Vertebral Column

b) (i) Skull: Protects the brain.
Rib Cage: Protects the heart and lungs.
Vertebral Column: Protects the spinal cord.
(ii) Ribs enfold and protect the heart, lungs, and some major blood vessels.
Ribs are strong and flexible

c) Femur is the largest bone

d) Stapes is the smallest bone in our body.

Question 12.
a) Which among the substances given below can be used to make a model of a pivot joint?

Powder tin, small ball, Lids, Head of a doll, Hinges

b) What will be the difficulties faced by us if there are no joints in our body?
c) Write the body parts in which Pivot joints is seen. Write their features.
Answer:
a) Powder tin, Head of a doll
b) We wouldn’t be able to bend, twist, or move any part of our body.
c) Neck
The bone that moves forward, backwards and side to side in another bone

Question 13.
Some activities are given below.
a) Rotates the arm in a circle.
b) Bending the knee to sit down
c) Turning the neck to look in both directions.

A) Write the names of the joints that help perform the activities listed above.
B) hat can we do before taking a person with a fracture to the hospital?
Answer:
A) a) Ball and socket joint
b) Hinge Joint
c) Pivot Joint

B)

• Don’t move the injured part
• Use a splint
• Apply Ice
• Seek medical help immediately.

Question 14.
Observe the Picture

A) W rite down the name of the major organ protected inside the skull.
B) How many bones are there in the Adult human body?
C) How many bones are there in Skull?
D) What are the main parts of Human skeleton
Answer:
A) Brain
B) 206
C) 22
D) The skull, vertebral column, ribs, rib cage, bones of the arms and legs, and hipbones together form the human skeleton.

Question 15.
A) What are cartilages?
B) Where are cartilages found in the human body?
Answer:
A) Cartilages are flexible parts that provide support and strength to the body, like bones. They are softer than bones and are found in both the human body and the bodies of other animals.

B) Primarily, cartilages are found in the ears, nose, elbows, knees, ankles, trachea and the discs between the vertebrae.

Question 16.
Write the necessity of wearing a helmet while travelling on two-wheelers.
Answer:
Reduce injuries

• Protect your head
• Protect your eyes and face from wind, dust, bugs, and little stones.

Question 17.
Which activity is not to be given to a person whose vertebral column is injured?
i. Protect the body part without movement
ii. Carry him on the shoulder
iii. Make him lie on a broad wood plank
Answer:
ii. Carry him on the shoulder

Question 18.
Your friend fell down during 9 football game and fractured his arm.

a) What first aid should be provided to someone with a fracture?
b) Why do we use the metal rod for fixing a fractured bone?
c) What nutrients and nutrient-rich foods should the child eat for strong bones, as advised by the doctor?
Answer:
a) Immobilise the Injured Area

• Bandage the injured part using a splint.
• Apply Cold (Ice Pack)
• A person with a bone fracture should be taken to the hospital immediately after receiving first aid.

b) It helps the bones to stay stable and heal quickly.

c) Calcium: The primary mineral component of bones, essential for bone formation and strength. Milk, yogurt, cheese, paneer, ragi, etc.
Vitamin D: Fatty fish, egg yolks, fortified milk, fortified cereals, and exposure to sunlight (the body produces Vitamin D when skin is exposed to sunlight).
Protein: provides the framework (collagen) onto which calcium and other minerals are deposited. Lean meats (chicken, fish), eggs, dairy products, pulses, etc.

Question 19.
A) What is a fracture?
B) How can a fracture be identified?
C) How many types of fractures are there? What are they?
Answer:
A) A fracture is the breaking or cracking of a bone.

B)

• Pain in the injured area.
• Difficulty in moving the injured part.
• Differences when compared with similar parts.

C)

• Fractures can occur in three ways.
• Simple Fracture: This is when a bone cracks, breaks, or dislocates but doesn’t pierce through the skin.
• Compound Fracture: The bone breaks and pierces through the skin and muscles, often causing open wounds.
• Complicated Fracture: This is a type of compound fracture where the broken bone injures nearby internal organs.

Question 20.
Observe the picture

Classify the given organisms based on their skeletons.

(i)	Exoskeleton
(ii)	(iii)
Fish	(iv)

Answer:
(i) Endoskeleton
(ii) House Lizards
(iii) Beetle
(iv) Snail

Question 21.
Observe the pictures

a) What is the difference between the skeletons of a cockroach and Lizard?
b) What are the similarities between endoskeleton and exoskeleton?
Answer:
a) Cockroaches have an exoskeleton, and lizards possess an endoskeleton.
b) Both skeletons provide structural support.
Both exoskeletons and endoskeletons allow animals to move about and protect their internal organs.

Question 22.
Classify the following organisms into those having an Endoskeleton, an Exoskeleton and both.

Cockroach, Lizard, Turtle, Crocodile, Hen, Snail, Prawns, Crab, Centipede, Beetle, Birds, Cow, Cat, Dog

Answer:

Organism With an Endoskeleton	Organism with an Exoskeleton	An organism having both an exoskeleton and an endoskeleton
Lizard	Cockroach	Turtle
Hen	Snail	Crocodile
Birds	Prawns
Cow	Crab
Cat	Centipede
Dog	Beetle

Question 23.
Analyze the pictures and answer the following questions:

a) Name the type of skeleton present in this snail and centipede.
b) Name the organism that has both exoskeleton and endoskeleton.
c) How does the outer skeleton benefit the organisms
Answer:
a) Exoskeleton
b) Turtle
c) They help to protect and give shape to their body and offer protection from enemies.

Reviewing Std 6 Basic Science Notes Pdf English Medium and Kerala Syllabus Class 6 Basic Science Chapter 5 Association of Substances Question Answer SCERT Solutions Notes Pdf can uncover gaps in understanding.

Class 6 Basic Science Chapter 5 Association of Substances Question Answer Notes

Basic Science Class 6 Chapter 5 Question Answer Notes Association of Substances

Association of Substances Class 6 Questions and Answers Notes

Let Us Assess

Question 1.
A drink is prepared by mixing salt and sugar to soda water.
a) What are the components of this mixture?
b) Is this drink a homogeneous or heterogeneous mixture?
Answer:
a) Salt, sugar, carbon dioxide, water
b) Homogeneous mixture

Question 2.
One spoon of salt is added to a glass of water. There is undissolved salt in the glass. What should be done to make it a homogenous mixture?
Answer:
Stir the solution well – this helps the salt dissolve completely in water and becomes a homogenous mixture.

Question 3.
Examine the following statements about iron, brass, gold ornament, bronze, carbon dioxide and aluminium. Tick (✓) the correct ones among these.
a) All these are not pure substances.
b) Brass, Iron and bronze are metallic mixtures.
c) Gold ornament is a mixture.
d) Carbon dioxide and aluminium are pure substances.
Answer:
a) ✓
b) ✓
c) ✓
d) ✓

Basic Science Class 6 Chapter 5 Question Answer Kerala Syllabus

Question 1.
About what snack is the boy talking about? Find out the different items seen in this snack?
Answer:
Groundnut, fried gram, peanut, sweet balls, chips, cashew etc.
New substances are produced by mixing different items not only for preparing food, but also in the fileds of agriculture, health, construction etc.

Question 2.
What are the substances used to make concrete?
Answer:
Cement, sand, gravel and water

Question 3.
Which are the household biowastes used to make compost?
Answer:
Vegetable peels, food waste, meat or fish waste, cow dung, dry leaves etc.

Question 4.
What are the peculiarities of concrete, compost and mixture?
Answer:
They are made by mixing more than one substance.

Question 5.
Which are the ingredients usually used in salad and mango pickle?
Answer:
Salad: Onion, tomato, salt, carrot, cucumber, chilli, curd etc
Mango pickle: Mango, Salt, pickle powder, garlic, vinegar etc.

Mixtures A mixture is a combination of more than one substance

Question 6.
Analysing the above table, answer the following questions
a. Do all the ingredients in the mixtures you have prepared belong to the same state of matter?
Answer:
No. They belong to different states of matter.

b. Which are the mixtures in which a solid is dissolved in a liquid?
Answer:
Salt water, sugar solution, potassium permanganate solution, Blue vitriol.

c. Are there any mixtures of two solids?
Answer:
Rava-salt mixture, Bengal gram-paddy mixture, Iron-chalk mixture, Iron-salt mixture, Rava-sugar mixture.

d. Which are the mixtures with more than one solid dissolved in a liquid?
Answer:
Potassium permanganate and salt dissolved in water, Potassium permanganate and blue vitriol dissolved in water.
Now let’s find out more about mixtures

e. Mixtures in which all components are visible
Answer:
Chalk powder in water. Iron powder mixed with chalk powder, iron powder mixed with salt.

f. Mixtures in which all components are not visible
Answer:
Salt solution, sugar solution, Blue vitriol, potassium permanganate solution.

Solutions Solutions are formed by dissolving a solute in a solvent. Solute is a substance that dissolves in a solvent. Solvent is the substance in which other materials get dissolved. It is more in quantity. Solute + Solvent → Solution

Question 7.
Find more examples for solutions and discuss their components.

Answer:

Solid-liquid solution	Liquid-liquid solution	Gas-liquid solution	Gas-gas solution
• Potassium permanganate solution • Blue vitriol • Salt solution • Sugar solution • Baking soda solution • Soap solution	• Vinegar • Dilute acid • Alcohol and water • Kerosene and petrol • Sanitizer • Gasoline	• Soda water • Liquor ammonia (Ammonia solution) • Crude oil • Tap water • Hydrochloric acid	• Air • LPG • Water gas • Producer gas • Welding gas • Biogas

Experiment
Take equal quantities of water in glasses of same size. Prepare the following and observe.
Mixture 1 Water with sugar dissolved in it
Mixture 2 Salt solution
Mixture 3 Water mixed with chalk powder

Question 8.
Examine the mixtures you have prepared and discuss the following
a. Are these mixtures alike?
Answer:
No They are not alike.

b. What are the similarities between sugar solution and salt solution?
Answer:
The particles present in them are not visible. The particles do not settle down at the bottom.

c. What is the difference between water mixed with chalk powder and salt solution?

Answer:

• The particles present in water mixed with chalk powder are visible clearly. The particles settle down at the bottom.
• The particles present in salt solution are not visible. The particles do not settle down at the bottom.

Experiment
Ake sugar solution in a glass. Take the same amount of water and sugar in a similar glass and keep it unstirred. Using a straw, carefully taste from different parts of the water with dissolved sugar and the unstirred mixture of sugar and water. Record the differences in taste in the table below.

Question 9.
Analy se the above table and answer the following
a. Is the sweetness the same everywhere in the well-stirred sugar solution?
Answer:
Yes, sweetness is the same everywhere in the well-stirred sugar solution.

b. What about the taste of the solution taken from different parts of the unstirred sugar solution?
Answer:
Taste of the solution taken from different parts of the unstirred sugar solution is different.

c. Aren’t the components the same in both? Yet what could be the reason for the difference in taste?
Answer:
Yes, the components are the same in both mixtures.
The amount of dissolved sugar is not the same everywhere. Hence the taste is different in different parts.
The water with dissolved sugar is a homogeneous mixture and the water with undissolved sugar is a heterogeneous mixture.

Homogeneous Mixtures and Heterogeneous Mixtures The mixture that shows the same properties throughout all its parts is called a homogeneous mixture. The mixture that shows different properties in different parts is called a heterogeneous mixture.

Question 10.
Examine the following issues based on the concepts you have understood.
a. Are the mixtures with dissolved salt and that with undissolved salt the same? How are they different?
Answer:
No, The water with dissolved sugar is a homogeneous mixture and the water with undissolved sugar is a heterogeneous mixture.

b. Is the mixture of chalk powder and w ater, homogeneous or heterogeneous? Why?
Answer:
The chalk powder mixed with water is a heterogeneous mixture because it shows different properties in different parts.

c. Are compost, concrete mix and the edible mixture, homogenous or heterogeneous? Why? Discuss.
Answer:
They are heterogeneous mixtures because they show different properties in different parts.

Question 11.
Classify the mixtures you have prepared so far into homogeneous mixtures and heterogeneous mixtures and write them in the table below.

Answer:

Homogeneous mixtures	Heterogeneous mixtures
• Salt solution • Sugar solution • Blue vitriol • Vinegar • Soda water • Soap solution • Potassium permanganate solution	• Rava mixed with sugar • Rava mixed with salt • Rava mixed with iron  powder • Sugar mixed with iron powder • Salt mixed with sugar • Iron-chalk mixture • Iron-salt mixture

Question 12.
All solutions are mixtures, but not all mixtures are solutions. Why?
Answer:
A mixture is a combination of more than one substance. All solutions are homogeneous mixtures. But all mixtures are not homogeneous in nature. So all mixtures are not solutions.

Question 13.
Which components of air are being used in activities such as respiration and photosynthesis?
Answer:
During respiration, oxygen is taken in by animals, humans and carbon dioxide is given out.
During photosynthesis, carbon dioxide is used up by the plants and oxygen is given out.

Question 14.
What will happen if the level of carbon dioxide increases and that of oxygen decreases in air? Discuss.

Answer:
If the level of carbon dioxide increases in air, it increases the level of atmospheric temperature.
If the level of oxygen decreases in air, it causes threat to the existence of living organisms.
The smoke produced by burning plastic contains various toxic substances. If these substances get mixed with air, it will affect the equilibrium of air and can have adverse effects on the health of living beings including humans.

Hide and Seek of a Solute
Sugar solution has both water and sugar. But we cannot see the sugar once it is dissolved in water. Let’s find out what happened to sugar.
Materials required: Large plastic jar (1 litre), gravel (500 g), green gram 100 g, Rava 100 g.

Activity
Put the gravel in a plastic jar and shake it well. Using a marker pen, mark the level of gravel on the outer surface of the jar. Add some green gram to this and stir the jar. Write the measurement in the table. Then put some Rava in the plastic jar and shake it well. Record the observations in the table below.

Activity	Height of gravel in the jar
After shaking and pressing the gravel in the jar	16 cm
After adding the green gram in the jar and shaking it	16 cm
After adding the rava in the jar and shaking it well	16 cm

Question 15.
Analyse the table above and answer the following
a. Does the level of the gravel inside the jar change after adding green gram and rava and shaking them down? Why?
Answer:
No change in the level of gravel. Because green gram and rava occupies the space between the gravel pieces.

b. Where have the green grams settled?
Answer:
The green grams have settled in the spaces between the gravel pieces inside the jar.

c. Where have the rava grains settled?
Answer:
The rava grains have settled in the spaces between the green grams and the gravel pieces inside the jar.

d. When rava and green gram are added to the gravel in the jar and shaken, was there any difference in the total space required for all the three?
Answer:
No change in the total space required.

e. How can green gram stay along with gravel and rava grains settle in between the two?
Answer:
Rava grains are even smaller than green gram, so they can settle in the tiny spaces between both the gravel and green gram.

In this experiment, we can see two substances occupying the space between the gravel pieces. The same thing happen when substances dissolve in water. When sugar dissolves in water, the smaller sugar particles occupies the empty spaces between the particles of water. By tasting the sugar solution obtained by dissolving sugar in water we can understand the presence of sugar in it.

Question 16.
Explain the following in terms of arrangement of molecules.
a. In which state of matter are the molecules the closest?
Answer:
In solid state

b. In which state of matter are the molecules the farthest?
Answer:
In gaseous state

c. Why do solids have a definite shape while gases and liquids don’t have?
Answer:
In solids, molecules are closely packed and the attraction between molecules are very strong. So solids have a definite shape. Compared to solids, molecules of liquids and gases are far apart and does not have strong force of attraction between the molecules. Hence liquids and gases does not have a definite shape.

d. Why are liquids able to flow?
Answer:
The molecules of liquids does not have strong force of attraction between them. The molecules in liquids are loosely packed and can slide over each other. That’s why liquids can flow.

e. How can gases spread fast?
Answer:
Gases have a lot of space between the molecules and does not have strong force of attraction between them. They can move freely in all directions quickly. Hence gases can spread fast.

f. Solids cannot flow or spread. Why?
Answer:
In solids, the molecules are closely packed and have strong force of attraction between them. They have very little space between the molecules and move very slowly. Hence, solids cannot flow or spread like gases.

Atoms Atoms are smaller particles than molecules. Molecules are made up of atoms. A water molecule is formed by combining two hydrogen atoms and one oxygen atom. A sugar molecule consists of 12 carbon atoms, 22 hydrogen 3 atoms and 11 oxygen atoms.

Question 17.
Note the illustration showing the molecules in different substances and answer the following

a. How many types of molecules are there in Substance A?
Answer:
Only one type of molecule

b. What about B?
Answer:
Two types of molecules

c. Which substances have different types of molecules?
Answer:
B and C

d. Which substances have the same type of molecules?
Answer:
A and D

Pure substances Pure substances are substances made up of same type of molecules. Mixtures will have different molecules in them.

e. From the above illustrations of substances A, B, C and D, identify pure substances and mixtures.
Answer:
Pure substances: A and D
Mixtures: B and C

f. Are mixtures pure substances? Why? Discuss.
Answer:
Mixtures have different types of molecules in them. So they are not pure substances.

g. Water without any impurities is a pure substance. Why?
Answer:
Water is a substance made up of same type of molecules. So water without any impurities is a pure substance.
Other examples of pure substances include Iron, copper, carbon, oxygen, hydrogen, carbon dioxide etc.

Question 18.
Classify the following substances as pure substances and mixtures and complete the table appropriately.
Answer:

Substance	Molecules involved	Pure substance/ Mixture
Porridge	Water, salt and other substances	Mixture
Pencil graphite	Graphite	Pure substance
Sugar	Sugar	Pure substance
Soda water	Carbon dioxide, water	Mixture
Buttermilk	Water, salt and other substances	Mixture
Pure water	Water	Pure substance
Potassium permanganate	Potassium permanganate	Pure substance
Gold jewels	Gold, silver and copper	Mixture
Gold	Gold	Pure substance

Question 19.
Find more examples for pure substances and mixtures and complete the table.

Answer:

Question 20.
How can we separate the components from the following mixtures?
a. Rice mixed with stones
b. A mixture of sand and iron powder
Answer:
a. Picking up
b. Separation using magnet

Question 21.
Which are the components of these two mixtures?
Answer:
a. Rice mixed with stones: Rice, stone
b. A mixture of sand and iron powder: Sand, iron powder

Question 22.
Examine the following questions and answer them.
a. Do rice and stone have same colour? Do they have same shape and size?
Answer:
Rice and stone do not have same colour, shape or size.

b. The components of which of these mixtures can be separated by hand?
Answer:
The components of rice mixed with stones.

c. If the stones have the same size and colour that of rice, would it be possible to separate them by
hand?
Answer:
Not possible

d. Can iron dust be seperate from sand?
Answer:
Not possible

e. Can iron powder be separated from sand by making use of any other property of iron powder?
Answer:
By using magnet, iron powder be separated from sand.

f. Which properties of the components do we make use of in these two methods of separation?
Answer:
Colour, shape, size, magnetic property

g. Find out more instances of separating components in the same way and list them in the table below.

Answer:

Picking up	Separation using magnet
• Separating stones from rice • Separating stones from green gram • Separating fallen leaves from grass	• Separating iron dust from sand • Separating iron objects from scrap materials • Separating iron screws from plastic bits

The properties of the components are made use of in the process of their separation.

Question 23.
Discuss the different types of separation used in the following situations. Find out the properties of the components utilized in each situation.
a. How do we separate tea dust from tea?
Answer:
By Filtration.
Property: Difference in the size of the components.

b. How are small stones removed from rice while washing it before cooking?
Answer:
By hand picking
Property: Difference in shape, colour and size of the components.

c. Which are the ways by which muddy water can be purified?
Answer:
Sedimentation, decantation and filtration
Property: Difference in weight and size of the components.

d. How are gravel and other waste materials separated from the sand used for construction works?
Answer:
Sieving
Property: Difference in the size of the components.

Question 24.
There are even more methods of separation. Observe the pictures.
Analyse each image. Using the clues, find the methods for separating the components. Tabulate them.


Answer:

Situations	Method of separation
Salt is separated from seawater collected in salt fields.	Evaporation
Butter is separated from curd.	Churning
Iron powder is separated from sand.	Separation using magnet
Paddy and chaff are separated.	Winnowing

Question 25.
Front the table, identify the context that utilises the change of state of matter for the separation of dissolved component.
Answer:
Salt is separated from seawater collected in salt fields Here water!liquid) changes into water vapour(gas).

Question 26.
How is the process of separating butter from curd different from others?
Answer:
Butter is separated by rotating the curd very fast in a chumer.

Question 27.
Which situation makes use of the magnetic property of the component for separation?
Answer:
Iron powder is separated from sand.

Question 28.
Which property is used to separate chaff from paddy?
Answer:
Difference in weight of the components.

In short, the method of separation varies according to the nature of the components. We should be able to make new substances when needed and also make use of the different methods of separation in our daily life.

Class 6 Basic Science Chapter 5 Question Answer Extended Activities

Question 1.
Let’s make an overflow jar.
Pour some coconut oil in a glass tumbler filled with water and observe. How can we separate a mixture of oil and water?
Shall we make a device for this! Draw an outline for this purpose and discuss your idea in the group. What materials can be used for this? List them out.

How can these be used for making this device? Think about it in groups and find a suitable method. Present it in class and modify. Make the device. Write a note on this method of preparation in your Science Diary. Using this device, separate the oil from water.
Answer:
Oil and water can be separated using a device called a separating funnel.

• Oil floats on water because it is lighter.
• We can use a bottle with a tap or small hole at the bottom.
• Let the oil and water settle.
• Then open the tap and let water flow out first.
• Close the tap when oil reaches the tap.

Materials needed:

• A transparent plastic bottle
• A small tap or pipe (for the bottom)
• A stand to hold the bottle
• Oil and water mixture

We made a simple device to separate oil and water. Oil floats on water. We used a bottle with a tap to let the water out first. This helped us separate the two liquids easily.

Question 2.
Prepare a note on natural drinks consumed during summer, their method of preparation and present it in the class.
Answer:
Natural drinks like lemon juice, coconut water, etc are healthy and provides cooling in summer. They are easy to make at home using natural ingredients.
Ingredients needed for making Lemon Juice: Lemon, Water, Sugar and salt Method:

• Squeeze one lemon in a glass of water.
• Add sugar and a pinch of salt.
• Stir well and serve with ice cubes.

Association of Substances Notes Pdf

Association of Substances Class 6 Notes Kerala Syllabus

• A mixture is a combination of more than one substance.
• Solutions are formed by dissolving a solute in a solvent.
  Solute + Solvent → Solution
• The mixture that shows the same properties throughout all its parts is called a homogeneous mixture.
• The mixture that shows different properties in different parts is called a heterogeneous mixture.
• Molecule is the smallest particle of a substance having all its properties. All substances are made up of molecules.
• Molecules are made up of atoms.
• Pure substances are substances made up of same type of molecules. Mixtures will have different molecules in them.
• We use different methods for separating different mixtures.
  Eg: Picking up, Separation using magnet, Sedimentation, Decantation, Filtration, Evaporation, Winnowing, Churning etc.
• The properties of the components of mixture are made use of in the process of their separation.
• The method of separation varies according to the nature of the components such as difference in shape, colour, size and weight of the components.

INTRODUCTION

We use a variety of substances in our daily life. We can see a wide variety of substances around us. Some substances are made up of same type of molecules. They are pure substances. Some substances are made up of different types molecules. They are mixtures. This chapter gives an idea about the arrangement of molecules in different states of matter and the special features of each state in detail. In this chapter we will leam about the types of mixtures, their characteristics and the different methods used to separate components of a mixture. It helps us to make new substances when needed and to make use of the different methods of separation to lead our daily life in a better way.

Let’s make Mixtures
Materials required : Water, salt, sugar, chalk powder, lemon, blue vitriol, potassium permanganate, iron powder, rava, green gram, bengal gram, paddy, transparent vessels, glass tumblers, small vessels and spoons

Mixture prepared	Components
Lime juice	Lemon, sugar, water
Salt solution	Salt, water
Rava-salt mixture	Rava, salt
Potassium permanganate solution	Potassium permanganate, water
Bengal gram-paddy mixture	Bengal gram, paddy
Blue vitriol (a solution of copper sulphate in water)	Copper sulphate, water
Iron-chalk mixture	Iron powder, chalk powder
Iron-salt mixture	Iron powder, salt
Sugar solution	Sugar, water
Rava-sugar mixture	Rava, sugar
Potassium permanganate and salt dissolved in water	Potassium permanganate, salt, water
Potassium permanganate and blue vitriol dissolved in water	Potassium permanganate, blue vitriol, water

Mixtures in Daily Life

• Most of the food items that we eat are mixtures. Various mixtures are included in our food for a healthy life.
• The air we breathe is a mixture.
  The components of air are shown below.

Gas	Quantity
Nitrogen	78%
Carbon dioxide	0.04%
Oxygen	21%
Others	0.96%

Air is a mixture because it contains various components such as nitrogen, oxygen, carbon dioxide and other gases. These components in air should be maintained in the same quantity

BUILDING BLOCKS OF MATTER
We cannot directly see the sugar particles in the sugar solution. But the sweetness of sugar is present everywhere in the solution.
Sugar is hiding in water as very small granules. The properties of sugar are given below.
Colour : White, Taste : Sweet, State : Solid
Crush a little sugar. Take a small granule of it and examine. It is seen that the granule possess all the above features.

Let’s see how sugar grains can be made even smaller, and still retain all the properties of sugar.
Materials required: Sugar, small hammer, microscope, slide, cover slip, brush.

Activity
Take some sugar in a paper, keep it on a firm surface and crush it with a hammer. Take the smallest granule from it and it tastes sweet.

Pick one of these small granules of sugar with a brush and place it on a slide and observe under a microscope. Then the small granule appear big. It could be made even smaller again. The smallest sugar granule that cannot be seen with an ordinary microscope also shows all the properties of sugar.
Such small particles are molecules. All substances are made up of their molecules. A molecule will have all the properties of that substance.
Look at the illustration.

Smallest particle of sugar having all its properties

Now you have understood what the molecule of a substance is and how small it is.

Molecule Molecule is the smallest particle of a substance having all its properties. All substances are made up of molecules.

Sugar retains its sweetness equally everywhere in the solution though it is invisible in sugar solutions. The sugar molecules in sugar solution spread throughout the water. Hence sugar solution is a homogeneous mixture.

Molecules Near and Far
Matter has solid, liquid and gaseous states. Check the illustration given below to know how the molecules are arranged in solids, liquids and gases around us.

PURE SUBSTANCES
A mixture is a combination of more than one substance. So there will be more than one type of molecule in a mixture.

SEPARATING MIXTURES
Mixtures are the combination of more than one substance.

Reviewing Std 6 Basic Science Notes Pdf English Medium and Kerala Syllabus Class 6 Basic Science Chapter 4 Flowering and Fruiting Question Answer SCERT Solutions Notes Pdf can uncover gaps in understanding.

Class 6 Basic Science Chapter 4 Flowering and Fruiting Question Answer Notes

Basic Science Class 6 Chapter 4 Question Answer Notes Flowering and Fruiting

Flowering and Fruiting Class 6 Questions and Answers Notes

Let Us Assess

Question 1.
Compare the flowers and fruits of mango, banana and jackfruit plants and write the differences.
Answer:
Mango, banana, and jackfruit flowers and fruits differ significantly in appearance and structure.

Plants	Mango	Banana	Jackfruit
Flowers	Small,    fragrant, yellowish Bisexual flowers that grow in clusters.	Emerge at the end of a bunch of developing bananas, often with a large, maroon-purple bract (a covering sheath). Unisexual flowers	Small, yellow flowers that are borne on the tree trunk or branches. Unisexual flowers
Fruits	Fleshy fruit with a single seed, Simple fruit	A berry, often seedless or with tiny seeds. False fruit	A multiple fruit, meaning it develops from many flowers fused together.

Question 2.
Which of the following statements regarding coconut is NOT true?
a) It is a monoecious plant.
b) Coconut has separate male and female flowers.
c) Coconuts are produced from female flowers. .
d) Androecium and gynoecium are present in the same flower.
Answer:
b) Coconut has separate male and female flowers.

Question 3.
Draw and match the correct ones.

Answer:

Basic Science Class 6 Chapter 4 Question Answer Kerala Syllabus

Question 1.
‘Teacher, do all flowers produce fruits?’ Have you noticed the children’s doubt? What is your opinion?
Answer:
No. Not all flowers produce fruit.

Question 2.
Some of the flowers seen around you are given in the picture below. Which of these flowers can you identify? Identify the flowers in the picture along with your friends and note them.

Answer:
Mukkutti, Thumba, Thottavadi (Mimosa), Kanikkonna

• All flowers are not similar. • They are different in different ways, such as their colour, fragrance, type of inflorescence, number of petals, etc.

Question 3.
Observe the flowers around you. Identify their diversity and complete the list given below.

Answer:

Name	Colour	Fragrance	Single flower/ inflorescence	No. of petals
Rose	Red	Have smell	Single flower	Many petals
Jasmin	White	Have smell	Single flower	Five (Many in some varieties)
Hibiscus	White, pink, red, orange, yellow, purple, and even shades of blue	No specific smell	Single flower	Many
Thechi (Ixora)	Red	subtle, sweet fragrance	Single flower	Four

Question 4.
Do flowers have only petals? Are there no other parts? Observe them. Are the parts the same in all the flowers you have observed?
Answer:
A flower has different parts. According to plant type, parts differ:

Question 5.
Visit your school garden and find out which plants are non-flowering and record it.
Answer:
Ferns, Mosses, Conifers, Cycads, Horsetails, etc. (You can find more from your garden…)

Question 6.
What are the benefits of flowering in plants?
Answer:

• Fruit is formed from a flower.
• Helps in seed production
• Helps in the development of new plants.

Question 7.
Which are the parts of a stamen?
Answer:
A stamen consists of a filament and an anther.

Question 8.
Where are pollen grains found?
Answer:
Pollen grains are found inside the anther chambers

Question 9.
Which are the parts of the carpel?
Answer:
A carpel consists of stigma, style, and ovary. Ovules can be seen inside the ovary.

Question 10.
Where is the female gamete seen?
Answer:
The egg or female gamete is found within the ovule in the ovary.

Question 11.
Given below is a picture showing the longitudinal section of a shoe flower. Label the parts on it.

Answer:

Question 12.
Can a flower have more than one ovary? What is your guess?
Answer:
Yes. Some flowers can have more than one ovary (multiple ovaries).
E.g., Champak, lotus, custard apple and Polyalthia (multiple ovaries in a single flower).

Question 13.
Are the flowers of pumpkin unisexual? Discuss and write in the Science Diary.
Answer:
Yes, the flowers of pumpkin plants are unisexual. This means that a single pumpkin plant will produce two different kinds of flowers: Male flowers (These flowers contain only the male reproductive parts (stamens) and female flowers (These flowers contain only the female reproductive parts (pistil/carpel).

Question 14.
Is the lady’s finger flower unisexual or bisexual? Why? Discuss and record the assumptions in the Science Diary.
Answer:
The lady’s finger flower (also known as okra) is bisexual. This means that each individual lady’s finger flower contains both the male reproductive parts (stamens, which produce pollen) and the female reproductive parts (pistil/carpel, which contains the ovary and develops into the fruit).

Question 15.
Observe the flowers around you and find out the unisexual and bisexual flowers. Write your findings in your Science Diary. Present in the class.
Answer:

Unisexual Flowers	Bisexual Flowers
Bitter gourd	Shoe flower
Papaya	Brinjal
Cucumber	Tomato

Question 16.
Discuss which type of flowers is more common among the ones you have observed, unisexual or bisexual?
Answer:
Bisexual flowers are far more common than unisexual flowers among flowering plants. The vast majority of flowering plant species (around 90%) bear bisexual flowers. These flowers are often referred to as “perfect” because they contain both male (stamens) and female (pistil) reproductive organs within the same flower. Having both reproductive parts in one flower can be very efficient for self-pollination, or even for cross-pollination when a single pollinator visit can pick up and deliver pollen.

Question 17.
Shouldn’t the male gamete and the egg fuse for the flower to produce a seed? How is this possible?
Answer:
Yes, the fusion of a male gamete (sperm) with the egg cell is essential for seed formation in flowering plants. This process is possible through Double fertilisation in flowering plants.

Question 18.
Don’t the pollen grains need to reach the stigma of the gynoecium for the male gamete and the egg to fuse? How does this happen?
Answer:
Yes, pollen grains must reach the stigma of the gynoecium for fertilisation to occur. This process is called pollination.

Question 19.
Observe the given pictures.

What are the reasons for insects and birds getting attracted to flowers? Write down your guess.
Answer:
Insects and birds are primarily attracted to flowers for food and, in the case of insects, for breeding purposes. Flowers provide them with nectar and pollen, which serve as sources of nutrition. For insects, flowers also offer a place to lay their eggs. Additionally, the bright colours, patterns, and scents of flowers play a crucial role in attracting them.

Question 20.
How do flowers benefit when insects collect honey from the flowers? Do they help to pollinate flowers? Discuss.
Answer:
Flowers benefit from bees collecting nectar because it facilitates pollination, a crucial process for plant reproduction. Bees, in turn, gain a vital food source (nectar and pollen) from the flowers. When bees move from flower to flower collecting pollen, they also deposit pollen grains onto the flowers, thereby pollinating them.

Question 21.
What factors help in pollination?
Answer:
Pollination is facilitated by both abiotic (non-living) and biotic (living) factors. Abiotic factors include wind and water. Biotic factors include insects, birds, and other animals.

Question 22.
Are insects and birds the only pollinators? Besides living beings, which are the other pollinators? Observe the pictures below and identify the pollinators.

No, insects and birds are not the only pollinators. While they are important, other living creatures, such as bats, butterflies, moths, and even some mammals, also play a role. Additionally, non-living factors like wind and water can also be pollinators.
From the pictures given above,
Black pepper – Pollination is facilitated by water
Rice – Pollination is facilitated by wind

Question 23.
Do plants pollinated in this way require factors such as colour, nectar, and fragrance to attract pollinators? Record your assumptions in the Science Diary.
Answer:
No, plants pollinated by water and wind typically do not require any factors like bright colours, nectar, and fragrance to attract pollinators.

Question 24.
Which are the pollinators you have come to know about so far?
Answer:
Insects, bees, wasps, flies, butterflies, moths, wind and water.

Question 25.
In the figures you have observed, in which flowers does self-pollination take place? In which flower does cross-pollination take place? Find and write.

Answer:
Figure 1 – Self-pollination. It occurs in flowers that are bisexual and have both male and female reproductive parts. Here, self-pollination happens between the same flower.
Figure 2 – Self-pollination, happens between two flowers of the same plant.
Figure 3 – Cross-pollination, happens between two different flowers of different plants.

Question 26.
Analyse the given statements regarding pollination. Put (✓) a mark against the correct one.
Answer:

• In dioecious plants, only cross-pollination takes place. (✓)
• In monoecious plants, only cross-pollination takes place
• Both self-pollination and cross-pollination take place in bisexual flowers. (✓)

Question 27.
What happens to the pollen grain after pollination?
Answer:
After pollination, the pollen grain grows down through the style towards the ovary in the form of a tube, (pollen tube).

Question 28.
How does the male gamete reach the ovary?
Answer:
The male gamete reaches the ovary through the pollen tube and fuses with the egg.

Question 29.
What is fertilisation?
Answer:
The process of fusion of the male gamete and the egg in the ovary to form a zygote is called fertilisation.

Question 30.
By what name is the fertilised egg known?
Answer:
The fertilised egg is known as a zygote

Question 31.
The picture shows the changes in the tomato flower after fertilisation. Analyse the pictures and find out the changes that occur to the parts mentioned below. Discuss and write.

Answer:
Petals – Withers off
Sepals – Persistent (remain attached to the developing fruit)
Pedicel – Remains and becomes part of the fruit stalk.
Ovary – Develops into fruit
Androecium – Dries up and is shed.

After fertilisation, the zygote develops into an embryo, the ovule becomes a seed, and the ovary develops into a fruit.

Question 32.
Haven’t you realised that if a flower has more than one ovary, it will produce more than one fruit?
Answer:
Yes. Flowers with multiple ovaries can produce multiple fruits.

Question 33.
Find more examples of aggregate fruits and write them in your Science Diary.
Answer:
Raspberries, blackberries, and strawberries.

Question 34.
Do all the fruits that we see develop from ovaries? How’ about a cashew fruit? Observe the pictures.
Which part of the cashew looks like a fruit? How is cashew different from other fruits? Discuss.

Answer:
No, not all fruits develop solely from the ovary. While most fruits do, some, like the cashew and apple, are considered “false fruits” or “Pseudo fruits” because parts of the flower other than the ovary contribute to their development. In cashews, the fleshy, pear-shaped structure we often see is not the true fruit; the true fruit is the kidney-shaped nut that grows at the end of this structure. In Cashew, the pedicel develops into a fruit.

• In normal flowers, the ovary develops into fruit. • Sometimes, parts of the flower other than the ovary also become fruit. These are pseudo-fruits. • In cashew the pedicel develops into fruits. • In apple and saberjelly, the thalamus grows and becomes fruit. They are also called pseudo-fruits.

Question 35.
Classify and tabulate the following fruits and present them in the class.
Mango, Pineapple, Papaya, Custard apple, Cashew apple, Strawberry, Guava, Rose apple, Polyalthia fruit, Apple, Breadfruit.

Answer:

Simple fruit	Aggregate fruit	Multiple fruit	Pseudo fruit
Mango	Custard apple.	Jackfruit	Cashew
Guava	Strawberry	Pine apple	Apple
Papaya	Polyalthia fruit	Breadfruit.	Rose apple

Question 36.
How to a flower benefit us? Are they useful only in pleasing our eyes? Complete the word sun given below. Discuss the uses of flowers, make notes and present it in the class.

Answer:

Question 37.
Isn’t it profitable to grow flowers commercially?
Answer:
Yes, commercial flower farming can be profitable, but it depends on several factors.

• Flower farming or floriculture is the process of developing, growing and nurturing flowering and ornamental plants commercially. • Flowers are not merely wonderful sights that refresh our eyes, but they also have many other benefits as well. • The main function of flowers is to produce seeds and maintain the generation of plants. Let us conserve plants and flowers.

Question 38.
What are the benefits of farming flowers? Discuss.
Answer:

Question 39.
Which are the commercially grown flowering plants?
Answer:

Class 6 Basic Science Chapter 4 Question Answer Extended Activities

Question 1.
Collect different kinds of flowers from your surroundings and prepare a flower carpet or organise a flower show in the class.
Answer:
Here are some hints to make your flower show a success, tailored for your location and the likely types of flowers you’ll find:
Hints for Display & Arrangement of Flowers:
a) Vary Heights and Textures: Encourage participants to use flowers of different sizes and shapes to create visual interest. Tall flowers at the back, shorter ones in front.

b) Colour Harmony & Contrast:

• Monochromatic: All shades of one colour (e.g., different reds of hibiscus).
• Complementary: Colours opposite on the colour wheel (e.g., orange marigolds with blue flowers if you find them).
• Analogous: Colours next to each other on the colour wheel (e.g., red, orange, yellow).

c) Creative “Vases” / Containers:

• Recycled Items: Old glass bottles, plastic containers, coconut shells (polished, if possible!), tin cans (decorated). This promotes eco-friendliness.
• Natural Elements: Bamboo sections, hollowed-out gourds.
• Simple is Best: Sometimes, a single beautiful flower in a simple bottle is more impactful than a crowded arrangement.

d) Storytelling with Flowers: Encourage students to give their arrangements a “title” or tell a short story about where they found the flowers or what inspired their arrangement. This adds a personal touch.

e) Small Details Matter: A few pebbles at the bottom of a clear vase, a ribbon tied around a container, or even a small drawing next to the display can enhance its appeal.

Question 2.
Flowers can be dried and preserved just like leaves in a herbarium. Select suitable flowers. Press them by keeping it inside a paper or book. Keep the flowers for about two weeks inside the paper. Display it in class.
Answer:
Drying and preserving flowers is a fantastic way to appreciate their beauty over time, and it teaches a bit about botany too.

Here are some types of flowers common in our area that press well, and why:

1. Hibiscus (Chemparathi): Petals are relatively thin and often separate easily. They come in vibrant colours (red, pink, white, yellow).
2. Bougainvillaea: The colourful “bracts” (which look like petals) are very thin and papery, making them ideal for pressing.
3. Jasmine: Small, delicate, and often single-layered. They flatten very well.
4. Ixora (Thechi): The small individual flowers are good for pressing. You can press whole clusters if they are thin enough, or separate individual blooms.
5. Marigold (Genda): While the large, fluffy ones can be challenging, the smaller, single-layered marigolds or individual petals from larger ones press well and retain their yellow/orange colours.
6. Ferns and Small Leaves: These are excellent for adding greenery and textural contrast to your pressed flower display, just like in a herbarium.

Flowering and Fruiting Notes Pdf

Flowering and Fruiting Class 6 Notes Kerala Syllabus

• All flowers are not similar. They differ in various ways, such as their colour, fragrance, type of inflorescence, and number of petals, among others.
• A flower has different parts. According to plant type, parts differ.
• Calyx, Corolla, Androecium and Gynoecium are the four main parts seen in a flower. A flower with all these four parts is a complete flower.
• There are flowering plants as well as non-flowering plants in the plant world. Cycas, Pine, Ferns, etc., are some of the non-flowering plants.
• Fruit is formed from the flower, and a new plant arises from the seed within the fruit.
• Fruits and seeds are produced from flowers through reproduction.
• Flowers that possess either an androecium or a gynoecium are unisexual flowers. Bisexual flowers have both androecium and gynoecium in the same flower.
• If the male and female flowers are found in different plants, such plants are called dioecious plants. Monoecious plants have both male and female flowers in the same plant.
• The transfer of pollen grains from the anther to the stigma is considered pollination. Insects and birds play a crucial role in the process of pollination. These are pollinators.
• Transfer of pollen grains to the stigma of the same flower or the stigma of another flower of the same plant is self-pollination. Cross-pollination is the transfer of pollen grains from one flower to the stigma of a flower of another plant of the same species.
• The process of fusion of the male gamete and the egg to form a zygote is called fertilisation.
• After fertilisation, the zygote develops into an embryo, the ovule becomes a seed, and the ovary develops into a fruit.
• A simple fruit is a fruit that is formed from a single flower.
• A fruit that develops from a single flower with multiple ovaries is called an aggregate fruit.
• Fruits formed from an inflorescence are combined together to a single fruit. Such fruits are called multiple fruits.
• The inflorescence is defined as the arrangement of a cluster of flowers on a floral axis. .
• Sometimes, parts of the flower other than the ovary also become fruit. These are pseudo-fruits.
• Flower farming or floriculture is the process of developing, growing and nurturing flowering and ornamental plants commercially.

INTRODUCTION

Have you ever wondered how our favourite fruits like mangoes, apples, or even a tiny tomato come to be? It all starts with something beautiful and amazing: flowers!

In this chapter, we will explore the wonderful world of flowering and fruiting. We’ll learn how a tiny little bud transforms into a colourful flower, what the different parts of that flower are, and how that flower, in turn, helps to create the delicious fruits and seeds we see all around us. It’s a fascinating journey that plants undertake to ensure new plants can grow, and it’s crucial for all the living things on Earth, including us.

PARTS OF FLOWERS

Parts	Functions
Pedicel	Attaches the flower to the stem.
Thalamus	Provides a seat for other parts of the flower.
Calyx	Formed of sepals. Protects the flower bud by covering it.
Corolla	Formed of petals. Gives beauty and charm to the flower
Androecium	Formed of stamens. The male reproductive part of the flower.
Gynoecium	The female reproductive part of the flower. Gynoecium consists of one or more carpels.

LET’S OBSERVE AND LEARN
Aim: To observe each part of the flower closely.
Material required: Different types of flowers, a hand lens, forceps and a sheet of white paper.
Procedure:

• Observe each flower with a hand lens.
• Carefully separate the parts of a flower you have observed and display it on a sheet of paper.
• Prepare a longitudinal section of gynoecium with the help of your teacher and observe it using a hand lens.
  Observation: You can see the four parts, namely sepals, petals, androecium and gynoecium, in the flower.

Complete Flower Calyx, Corolla, Androecium and Gynoecium are the four main parts seen in a flower. A flower with all these four parts is a complete flower.

PROJECT
Observe the different types of flowers in your home and school. Record the observations in the table below.

Assumptions:
Most of the flowers we see in our surroundings are complete flowers. But some lack certain parts. The shape and size of the pedicel and thalamus are different in each flower. Sepals, petals, stamens and carpels are present, but their number varies in different ranges.

NON-FLOWERING PLANTS

• All plants do not have flowers.
• There are flowering plants as well as non-flowering plants in the plant world.
• Cycas, Pine, Ferns, etc., are some of the non-flowering plants.
• Apart from these, small plants like algae also do not have flowers.

FRUIT AND SEED

• Fruit is formed from the flower, and a new plant arises from the seed within the fruit.
• Fruits and seeds are produced from flowers through reproduction.

Androecium:
• The male reproductive organ of a flower, which is composed of stamens. Stamens have parts called filaments and anthers. Pollen grains are present in the anther chambers. Pollen grains contain male gametes.

Gynoecium:
• Gynoecium is the female reproductive part of a flower. It is composed of carpels. The carpel consists of stigma, style and ovary. The egg or female gamete is found within the ovule in the ovary.

MALE AND FEMALE FLOWERS
ACTIVITY:
Aim: To find out whether androecium and gynoecium are found within the same flower in all the flowers you have observed.
Materials required: Flowers of lady’s finger and pumpkin, hand lens
Procedure: Observe the flowers of lady’s finger and the pumpkin using a hand lens and find out their androecium and gynoecium.

Observation:

Flower	Observation
Lady’s finger	Androecium and gynoecium are found in the same flower.
Pumpkin	Androecium and gynoecium are found in different flowers on the same plant.

Conclusion: In some flowers, the androecium and gynoecium are found in the same flower. But there are plants in which the androecium and gynoecium are seen in separate flowers.

Unisexual and Bisexual Flowers • Flowers that possess either an androecium or a gynoecium are unisexual flowers. • Bisexual flowers have both androecium and gynoecium in the same flower. • Male flowers are flowers with androecium only. • Female flowers are flowers with gynoecium only.

MALE AND FEMALE PLANTS
• There are plants with only male flowers and plants with only female flowers around us.
• Plants with only male flowers are called male plants, and plants with female flowers only are called female plants.

Dioecious and Monoecious Plants • If the male flowers and female flowers are found in different plants, such plants are called dioecious plants. Examples of dioecious plants are date palm, malabar tamarind, nutmeg and papaya. • Monoecious plants have both male and female flowers in the same plant. Cucumber, pumpkin, ash gourd, snake gourd, coconut etc. are monoecious plants

FRIENDS OF FLOWERS (POLLINATION)

Pollination • The transfer of pollen grains from the anther to the stigma is considered pollination. • Insects and birds help in the process of pollination. These are pollinators.

SELF-POLLINATION AND CROSS-POLLINATION

• Transfer of pollen grains to the stigma of the same flower or the stigma of another flower of the same plant is self-pollination.
• Cross-pollination is the transfer of pollen grains from one flower to the stigma of a flower of another plant of the same species.

FERTILISATION

• After pollination, the pollen grain grows down through the style towards the ovary in the form of a tube.
• The male gamete reaches the ovary through this tube and fuses with the egg.
• The process of fusion of the male gamete and the egg to form a zygote is called fertilisation.

FRUITS

• The ovary of a flower develops into fruit after fertilisation.
• There exists a relation between the number of ovaries in flowers and the number of fruits produced.
• If a flower has a single ovary, then it produces a single fruit. E.g., Bitter gourd
• Like bitter gourd’s flower, the flowers of mango, lady’s finger, pea, papaya, etc., also have only one ovary.
• Asimple fruit is a fruit that is formed from a single flower.E.g., Apple, banana, cherry pear, plum, tomato
• A fruit that develops from a single flower with multiple ovaries is called an aggregate fruit. E.g., Custard apple.

INFLORESCENCE

• The inflorescence is defined as the arrangement of a duster of flowers on a floral axis.
• The fruits formed from the inflorescences of the mango tree and the banana plant are seen as separate fruits.
• But fruits formed from the inflorescence of a jackfruit tree combine to form a single fruit.
• Fruits formed from an inflorescence are combined together to a single fruit. Such fruits are called multiple fruits.
• Pineapple, wild jackfruit and breadfruit are examples of multiple fruits.

Reviewing Std 6 Basic Science Notes Pdf English Medium and Kerala Syllabus Class 6 Basic Science Chapter 3 Let’s Stand Straight Question Answer SCERT Solutions Notes Pdf can uncover gaps in understanding.

Class 6 Basic Science Chapter 3 Let’s Stand Straight Question Answer Notes

Basic Science Class 6 Chapter 3 Question Answer Notes Let’s Stand Straight

Let’s Stand Straight Class 6 Questions and Answers Notes

Let Us Assess

Question 1.
Which of the following is not a function of the skeleton?
a. Give shape
b. Gives stability
c. Provides protection
d. Gives energy
Answer:
d. Gives energy

Question 2.
Draw and match the correct ones.

Answer:
Ball and Socket Joint → The round end of one bone rotates in the cavity of another bone.
Hinge Joint → Can move only to one side.
Pivot Joint → One bone rotates on the other to both sides.

Question 3.
Which food items should be included in a healthy diet for strong bones?
Answer:
Calcium: Found in dairy products like milk, yoghurt.
Protein: Important for bones, and found in meat, poultry, fish, eggs, dairy, and beans.
Magnesium: Found in leafy green vegetables, nuts, seeds, whole grains, and cheese.

Question 4.
Your friend fell down during a football game and fractured his arm. What first aid would you give?
Answer:

• Keep it Still (Use a Splint)
• Put Something Cold on It.
• Get help immediately

Basic Science Class 6 Chapter 3 Question Answer Kerala Syllabus

Question 1.
Are all fishes the same? How are they different from each other?
Answer:
Size
Colour

Question 2.
Shall we make a model of a fish? What materials are required for this?
Answer:
Materials Required:

• Fabric
• Buttons or beads (for eyes)
• Midribs of a coconut palm
• Glue or thread

Steps to Make the Fish Model:
Fish Model :1

• Gut two pieces of fabric in the shape of a fish, each the size of your palm.
• Decorate the fabric fish by sticking buttons or beads as its eyes.

Question 3.
Now, hold the tail portion of the fish and try to make it stand upright. Does the fish stand straight?
Answer:
No

Fish Model: 2

• Cut the midribs of coconut palms and join them together to create the shapes shown in the picture. Use glue or thread to secure them.
• Stick the fish-shaped fabric pieces onto both sides of the palm rib structure.

Question 4.
Hold this fish by its tail portion and make it stand straight. Didn’t you succeed? What could be the reason for this? Discuss.
Answer:
Yes
The coconut palm ribs are like bones for fabric fish. They are stiff and strong. When you put these ribs inside the soft fabric fish, they give it a strong “skeleton”. This “skeleton” helps the fish stay firm and not flop over, so it can stand up straight when you hold its tail.

Question 5.
What differences did you observe between the fish made only with fabric and the fish made with fabric and palm ribs?

Answer:

Fish made with fabrics	Fish made with fabrics and palm ribs
• Does not stand straight • Lacks rigidity.	• Stands straight • The palm ribs provide a rigid internal support structure.

Question 6.
a) Fabric pieces ere used ¡n both instances. Then why is it that only the second fish you made stood
straight?
Answer:
Palm ribs were used to make the second fish.

b) Palm ribs were used to make the second fish. What could be the reason for that?
Answer:
To give a shape
To give support
To provide stiffness

Question 7.
You must have observed real fish
a) When you eat fish, don’t you see the fish bones inside it?
Answer:
Yes

b) Don’t they resemble the part made with palm ribs in the fish you had made? Observe the picture and find out.

Answer:
Yes

c) Do only fish have such parts
Answer:
All living things have such parts

This internal framework, made of bones, is called the skeleton. The skeleton’s primary role is to provide shape and support to the body of an animal, preventing it from collapsing and allowing it to stand and move.

Question 8.
a) Observe the pictures given below. These are the skeletons of various animals. Can you identify the animals to which these skeletons belong? Write down your answers.

Answer:
Bat
Cow or Ox
Lizard

b) How could you identify the animal by observing the skeleton?
Ans:
Each animal’s skeleton has a distinct form that is characteristic of its species.

Question 9.
Skeletons have weight, then how are birds able to fly?
Answer:
Birds have air cavities (empty spaces filled with air) in their bones.

• This makes their skeleton lighter compared to other organisms.
• This adaptation helps birds to fly.

Question 10.
Penguins cannot fly. Why is it that some birds cannot fly? Write your findings in the Science Diary.
Answer:

• The body is too Heavy
• Very small wings
• The body shape is not suitable for flying.

Question 11.
Find out and list the birds that can’t fly.
Answer:
Emus, Kiwis, Ostriches, Cassowary, Kakapo, Penguins

Question 12.
Which parts have long bones?
Answer:
Arms and legs

Question 13.
Where are the short bones found?
Answer:
Short bones are found in the wrists and ankles.

Question 14.
Examine which bone moves while chewing food.
Answer:
Lower jaw bones

Question 15.
Write down the name of the major organ protected inside the skull.
Answer:
The major organ protected inside the skull is the brain. Skull also provides protection to sensory organs such as the eyes, ears, nose, and tongue.

Question 16.
Observe the picture of the skull to understand the importance given by the human body places on protecting the brain.
Answer:

• The skull is made of strong bone to protect the brain from injury.
• It covers the brain fully from all sides.
• Small openings are provided only for nerves and blood vessels. .
• It acts like a helmet for the brain.

Question 17.
Can you explain the need for wearing helmets while riding two-wheelers? Discuss in the class and write it in your Science Diary.
Answer:

• Protection Against Head and Brain Injuries
• Protection for Face and Jaw.
• Enhanced Visibility and Awareness.
• Reduced Risk of Serious Injury.

Question 18.
Where is our vertebral column found?
Answer:
Our vertebral column, also known as the spine or backbone, is found in the back of our body.

Question 19.
Where are the ribs located?
Answer:
The ribs are located in the chest cavity, forming a cage-like structure called the rib cage.

Question 20.
Answer the following questions and write them in your science diary
a) How many bones are there in the skull?
Answer:
22

b) Among the bones in the skull, which one is capable of movement?
Answer:
Lower Jawbone.

c) How many vertebrae are there in the vertebral column?
Answer:
33

d) Which is the protective covering of the spinal cord?
Answer:
Vertebral column

e) What is the main function of the vertebral column?
Answer:
Supports the body, allows movement, and protects the spinal cord.

f) Which bones protect the heart and lungs?
Answer:
Rib cage

g) Which are the major organs protected by the skull?
Answer:
Brain and Sensory organs

BONES IN ARMS AND LEGS

Question 21.
How many bones are there in each human arm?
Answer:
Each human arm has 32 bones.

Question 22.
How many bones are there in each human leg?
Answer:
Each human leg has 31 bones.

Question 23.
Which is the longest bone in the Human body ,
Answer:
Femur

Question 24.
Do the arms have more mobility than the legs ?
Answer:
Yes, arms have more mobility than legs primarily due to the design of the shoulder joint compared to the hip joint, and their different primary functions.

Question 25.
Humans have the ability to stand on two legs. Bones in the legs are stronger than those in the arms. Why is it so?
Answer:

• Humans stand and walk using their legs.
• Legs support the entire weight of the body.
• To carry this weight, leg bones need to be very strong.
• Arms do not carry body weight, so their bones are lighter.
• Strong leg bones help in balance, walking, and running

Question 26.
Why does the number of bones in the human body decrease from about 300 at birth to 206 in adulthood?
Answer:
At birth, our body has about 300 bones. As we reach adulthood, many of these bones fuse together, reducing the total number to 206.

Question 27.
Calculate the total number of bones in the human body.

Answer:

Part of the body	Number of bones	Part of the body	Number of Bones
Vertebral column	33	Sternum	1
Both arms	64	Ribs	24
Both legs	62	Skull	22
Total			206

Question 28.
Bones are responsible for the production of blood cells and the storage of minerals. Consolidate the functions of bones and write them in your Science Diary.
Answer:

• The skeleton gives shape to the body
• Provide Support
• Protection
• Bones help in movement

Question 29.
Let’s do an activity.
Take thin pipes used for wiring and put it on your fingers as shown in figure. Now, try writing in a book with that hand using a pen. Are you able to write? What is the reason?

Answer:
No, the main reason is that the thin pipes act like splints or casts on your fingers.

• Prevents Bending at Joints
• Reduce flexibility
• Loss of Grip strength and control

Question 30.
What if all the bones in our body were just a single bone? What difficulties would we face?
Answer:

• No Bending or Moving
• No protection for organs
• No shape

We are able to move our bones because we have joints.

Question 31.
Complete the table and discuss the location and characteristics of hinge joints.

Answer:

Joints	Part of the Body	Characteristic
Hinge Joint	Elbow, Knee, Fingers, Toes	Like hinges, these can be moved in only one direction

Question 32.
a) Let’s create a model of a hinge joint.
To make a hinge joint, make separate pieces of cardboard or multiwood in the shapes of the parts of a hand, as shown in the picture. How can these two parts be joined? Write in your Science Diary how these parts can be joined using a hinge to make it movable.

Answer:
Align the pieces: Place the two cardboard/multiwood pieces next to each other, with the ends you want to join. Imagine them as the upper arm and forearm meeting at the elbow.

• Position the hinge: Place the hinge over the joint where the two pieces meet.

• Attach the hinge: If using multiwood, you would typically use small screws to attach each side of the hinge to its respective multiwood piece. If using cardboard, you would use strong adhesive, like hot glue or super glue, to firmly attach each leaf of the hinge to the cardboard pieces. You might also reinforce it with tape if needed.

Once the hinge is securely attached to both pieces, they will be able to move around the hinge’s central pin, mimicking the bending motion of a hinge joint in the body, like an elbow or a knee.

b) What are the similarities between the movement of the elbow and that of the model of the hand?
Answer:
The biggest similarity is that both can only move in one direction, like a door.

BALL AND SOCKET JOINT
Question 33.
Is the movement of the shoulder joint similar to that of the elbow and knee?
Answer:
No, the movement of the shoulder joint is not similar to that of the elbow and knee joints.

Question 34.
Try moving your arms sideways. Can’t the shoulder joint be moved in all directions? How is this possible?
Answer:
This is possible because the shoulder joint is a special type of joint called a Ball and Socket Joint.

• The ball and socket joint is the joint with maximum freedom of movement.
• It is arranged in such a way that the round end of one bone (ball) is able to rotate in the cavity (socket) of another bone.
• Therefore, it is called the ball-and-socket joint. This type of joint is found in the shoulder and hip.

Question 35.
Identify the areas in our body where ball-and-socket joints are found. Complete the table and write it in your science diary

Answer:

Joint	Part of the Body	Characteristics
Ball and Socket Joint	Shoulder, Hip	The joint with the maximum freedom of movement. The rounded end of one bone rotates in the cavity of another bone.

Let’s create a model of the ball-and-socket joint.
Make use of the materials provided for that.
Materials: 2 ice cream balls (big – 1, small – 1), Wooden scale – 2, Nuts and bolts – 2 each
Cut off a small part of the big ice cream ball in such a way that the small ice cream ball remains fitted inside it. Fix the two ice cream balls on the wooden scales using nuts and bolts, as shown’in the picture. Hold the scale with the large ice cream ball in one hand and try rotating the scale with the small ice cream ball. It resembles the movement of the shoulder.

Question 36.
What is the peculiarity of the neck joint? How much can it be rotated?
Answer:
It is possible to move it forward, backwards, towards the left, and right. This type of joint is called a pivot joint.

Observe the table showing the body parts where pivot joints are found and their characteristics.

Let’s make a model of the pivot joint.
To make a model of the pivot joint, take a powder tin. Fix the head of a doll on the lid of the powder tin to make a model of the pivot joint. Just as we turn our neck sideways, the doll’s neck can also be turned.

Question 37.
List out the three types of Joints in our body and their characteristics in the table.
Answer:

Type of joints	Characteristics
Hinge joint	Movement only in one direction (e.g., Elbow, Knee, Fingers)
Ball and socket joint	The joint with the maximum freedom of movement. The rounded end of one bone rotates in the cavity of another bone.(e.g., Shoulder, Hip)
Pivot Joint	A bone that moves forward, backwards and side-to-side in another bone, (e.g., Neck)

Question 38.
Look at the child’s right arm in the picture. What happened. Why is it necessary to keep it bound in such a way?

Answer:
The Right arm of the child has a fracture.

• To immobilize the arm
• To support the arm
• To Protect the arm from further injury
• To Reduce pain

Question 39.
Prepare a note on different types of fractures and present it before the class.
Answer:

• Simple Fracture: This is when a bone cracks, breaks, or dislocates but doesn’t pierce through the skin.
• Compound Fracture: The bone breaks and pierces through the skin and muscles, often causing open wounds.
• Complicated Fracture: This is a type of compound fracture where the broken bone injures nearby internal organs.

Question 40.
How can we understand if there is a fracture?
Answer:
Pain in the injured area.
Difficulty in moving the injured part.
Differences when compared with similar parts.
If these symptoms are present, administer first aid immediately.

X-Ray • X-rays were discovered in 1895. • The discoverer was Wilhelm Conrad Rontgen, • X-rays have the property of being able to pass through muscles but not through bones.

Question 41.
What is the first aid that should be provided to someone with a fracture?
Answer:

• Immobilize the Injured Area
• Bandage the injured part using a splint.
• Apply cold (Ice Pack) .
• A person with a bone fracture should be taken to the hospital immediately after giving first aid.

Question 42.
a) What happens if the fractured part is moved or shaken?
b) How can we keep it immobilised?
Answer:
a) Movement directly irritates the broken bone ends and surrounding injured tissues, resulting in severe pain.

b) Use a Splint: A splint helps to hold the injured part still and prevents movement at the fracture site, as well as at the joints above and below it.

• The splint should be made with a strong plate of wood, metal or plastic. Do not try to move the injured part.

Question 43.
Why do we use a metal rod to fix a fractured bone?
Answer:
Usually, the fractured part is properly joined and fixed by screwing on metal rods. This helps the bones stay stable and heal quickly.

Knee replacement is a surgical procedure to replace a diseased or worn-out knee bone with an artificial one made of ceramic, metal, and plastic. ■ Wear and tear of the knee caused by weight gain and decreased bone calcium. ■ Knee pain is associated with ageing.

Question 44.
List the nutrients and nutrient-rich foods that are necessary for the health of bones and teeth.

Answer:

Nutrients for healthy bones and teeth	Nutrient-rich foods
Calcium	Dairy products (milk, yoghurt, cheese), leafy green vegetables, sardines, and fortified cereals.
Vitamin D	Fatty fish, fortified milk and cereals, egg yolks, and sun exposure
Magnesium	Leafy green vegetables, nuts, seeds, legumes, whole grains, dark chocolate
Protein	Meat, poultry, fish, eggs, dairy, legumes, nuts, seeds
Zinc	Meat, shellfish, legumes, nuts, seeds, whole grains, dairy

Milk and eggs are served in your school because they are essential for the health of your bones.

BONES INSIDE THE EAR • Our ear has three parts. The middle ear contains three small bones: ■ Malleus ■ Incus ■ Stapes • These bones are capable of vibration. We hear sounds because of the vibrations they produce. • When these bones vibrate, sound is transmitted from the outer ear to the inner ear. • The stapes is the smallest bone in the human body. • The femur is the largest bone in the human body.

Question 45.
Which animal is seen in the picture? Have you observed where its skeleton is situated?

Answer:
Yes, for a snail, its skeleton is situated on the outside of its body. This is called an exoskeleton, which is the shell you see.

Question 46.
All the animals listed below have a skeleton outside their bodies. Identify and write their names.

Answer:
Beetle, prawns, cockroach, centipede, and crab

Question 47.
How does the outer skeleton benefit these organisms?
Answer:
They help to protect and give shape to their body and offer protection from enemies.

Question 48.
Can both exoskeleton and endoskeleton be found in the same organism?
Answer:
Animals like turtles, crocodiles and alligators have both endoskeleton and exoskeleton.

Question 49.
Classify some familiar organisms into those having an endoskeleton, an exoskeleton, and both.

Answer:

Organism with endoskeleton	Organism with exoskeleton	Organism having both exoskeleton and endoskeleton
Human, Fish, Birds, Dog, Cow, Snake	Cockroach, Crab, Prawn, Snail, Beetle, Centipede	Crocodile/Alligator, Turtle

Exoskeleton: ■ Most invertebrates have an exoskeleton. ■ Insects represent the largest number of living beings with exoskeletons. ■ Organisms with an endoskeleton can also have parts similar to an exoskeleton. Examples include the scales of fish and reptiles, feathers of birds, hair, nails, horns, and hooves of animals.

Class 6 Basic Science Chapter 3 Question Answer Extended Activities

Question 1.
Haven’t you ever seen a variety of insects and beetles with colorful exoskeletons? Collect pictures of such organisms and prepare a digital album.
Answer:
To prepare a digital album, use a search engine like Google Images. You can search for things like:

• Colourful insects with an exoskeleton
• Jewel beetles
• Rainbow insects
• Dragonflies

Add descriptions: For each picture, write down the name of the insect and maybe one interesting fact about its exoskeleton.

Question 2.
Observe animals and see how they can move their body parts.
Answer:

Animals	Movement of their body part
Humans	Use our legs to walk, run, and jump, and our arms to grab things. Our fingers are very flexible, allowing us to write and pick up small objects with ease. Our neck allows us to turn our head to look around.
Dogs/Cats	They walk and run on four legs. Their tails can wag side-to-side or up and down. They can bend their backs to stretch or pounce.
Birds	They use their wings to fly and their legs to walk, hop, or perch on branches. Their necks are very flexible, allowing them to preen their feathers.
Fish	They move through water by swishing their tails from side to side and using their fins for balance and steering.
Snakes	They don’t have legs, but they move by wiggling their entire body from side to side or by pushing off surfaces with their scales.
Insects	They use their legs to walk, run, or climb. Some have wings to fly. Their antennae can move to sense and detect smells.

Question 3.
Let’s construct a pivot joint.
Take a wooden block measuring 15 cm. Secure it to a table using a screw, as shown in the picture, so that it can be turned in any desired direction. Fix the stoppers -A and B on both sides above and below the ends of the piece of wood as shown in the figure. Try turning the wooden block. Don’t you see a movement similar to that of a pivot joint?

Answer:
This activity is a great way to understand a pivot joint.

This movement is very similar to how a pivot joint works in our body (like in your neck). Your head can turn from side to side, but it doesn’t spin all the way around like a propeller. The wooden block model shows how one part (the block) can rotate or pivot around another part (the screw fixed to the table) within certain limits.

Let’s Stand Straight Notes Pdf

Let’s Stand Straight Class 6 Notes Kerala Syllabus

• The skeletal system is the framework that gives living things their shape, support, and protection.
• The human skeleton is made up of key components: the skull, vertebral column (spine), ribs (forming the rib cage), and the bones of the arms and legs, and hipbones.
• Bones provide rigidity and shape to the body
• At birth, humans have about 300 bones, which fuse to 206 bones in adulthood.
• Bones are crucial for blood cell production and mineral storage.
• Skull: Made of 22 bones, it protects the brain and sensory organs (eyes, ears, nose, tongue). Only the lower jawbone is movable. Wearing a helmet is crucial for protecting the skull and brain from injury.
• Vertebral Column (Spine/Backbone): Consists of 33 vertebrae. It provides support for standing and walking and protects the spinal cord.
• Ribs: There are 12 pairs of ribs that form the rib cage. They protect vital organs, such as the heart, lungs, and major blood vessels.
• Arm and Leg Bones: Each arm has 32 bones, and each leg has 31 bones.
• The femur (thigh bone) is the longest bone in the human body.
• Leg bones are stronger than arm bones because they support the entire body weight for standing and movement.
• The stapes in the ear is the smallest bone in the human body.
• Cartilages are flexible tissues, softer than bones, found in areas like the bars, nose, and between vertebrae, providing support and strength.
• Joints are where two or more bones meet, enabling movement. Without joints, our body would be a single, immovable bone
  • Hinge Joint: Allows movement in one direction (like a door hinge). Found in the elbow, knee, fingers, and toes.
  • Ball and Socket Joint: Offers the maximum freedom of movement (a rounded bone end rotates in a cavity). Found in the shoulder and hip.
  • Pivot Joint: Allows for rotational movement around a single axis. Found in the neck, allowing head movement forward, backwards, and side-to-side.
• A fracture is a bone breaking or cracking.
• First aid for a fracture: Immobilise the injured area (e.g., using a splint) to prevent further damage and reduce pain, and then seek immediate medical attention.
• Bone Health: Requires nutrients like Calcium, Vitamin D, Magnesium, Protein, and Zinc. Foods like dairy, leafy greens, fatty fish, nuts, and seeds are beneficial.
• Endoskeleton: Skeleton present inside the body. Exoskeleton: Skeleton present outside the body.
• Some animals, like snails, beetles, prawns, crabs, millipedes, and cockroaches, have skeletons on the outside of their bodies called exoskeletons.
• Exoskeletons provide protection and shape and offer defence against enemies.
• Animals like turtles and crocodiles have both an endoskeleton (internal) and an exoskeleton (external).
• Even animals with endoskeletons can have external features similar to exoskeletons, such as fish scales, bird feathers, and animal hair, nails, and hooves.

INTRODUCTION

This chapter explores the skeletal system, the framework that provides shape, support, and protection to living things. We will learn about the human skeleton, including key components- such as the skull and spine, and understand how joints enable movement. Additionally, we will discover animals with external skeletons, such as snails and crabs.

Haven’t you noticed that there are different kinds of fish in the water bodies near your school or home? It might also have many varieties of colourful fish. A picture of a pond is given below. See how beautiful the fish in it are! Observe each fish carefully.

SKELETON
The skeleton is the framework of bones that provides support and shape to the body and protects certain internal organs.

BONES ARE INSIDE US TOO
We also have bones inside our body. When you touch and examine different parts of your body, like your hands, legs, fingers, and head, you’ll notice that all bones are not the same.

THE HUMAN SKELETON
The skull, vertebral column, ribs, rib cage, bones of the arms and legs, and hipbones together form the human skeleton.

SKULL
The skull is made up of 22 bones.

HELMET: THE SHIELD OF LIFE
Pay attention to the news report:

VERTEBRAL COLUMN

• The vertebral column is a series of bones that help the body stand straight and move.
• The bones in the vertebral column are called vertebrae.
• The vertebral column consists of 33 vertebrae.
• The spinal cord, which is an important part of the nervous system, passes through the vertebral column.
• It acts as a protective shield for the spinal cord.
• If the vertebral column is severely damaged, it will be difficult to stand or walk.

RIBS

• There are 12 pairs of ribs in the human body.
• The ribs enfold and protect the heart, lungs, and some major blood vessels.
• The ribs are connected to the vertebral column at the back and to the sternum in front.

CARTILAGES

• Cartilages are flexible parts that provide support and strength to the body, like bones.
• They are softer than bones and are found in both the human body and the bodies of other animals.
• Primarily, cartilages are found in the ears, nose, elbows, knees, ankles, trachea and the discs between the vertebrae.

JOINTS
A joint is the part where two or more bones meet. There are different types of joints in the human body. Some joints are movable, and some are immovable.

The picture of the bones in the human hand (Figure 1) and a model made of cardboard (Figure 2) are provided below. Carefully observe the figures and identify the differences between the two figures in relation to the movement of the hand.

Figure 1: Has Joints, can bend, very flexible
Figure 2: No Joints, cannot bend, very stiff.

HINGE JOINT
The bones in the elbow and knee can be moved only in one direction. This type of joint, found in the elbow and knee, is called a hinge joint.

PIVOT JOINT
A pivot joint is a type of joint in the body that allows for rotational movement around a single axis.

FRACTURE
A fracture is the breaking or cracking of a bone. Fractures can occur in three ways, such as a simple fracture, a compound fracture, or a complicated fracture.

EXOSKELETON AND ENDOSKELETON

Snails, some types of beetles, mussels and crabs have thick outer covers. Organisms such as millipedes, centipedes, cockroaches, and prawns have relatively thin shells. Such coverings outside the body are called an exoskeleton.

Animals such as cats, frogs, mice, cows and humans have skeletons inside their body. This is the endoskeleton.

WONDERS FROM EXOSKELETON
All of these are made from the exoskeletons of various dead organisms.

Make crafts using these types of exoskeletons of mussels, clams and conchs available around you and display them at home and in the class.

The comprehensive approach in SCERT Class 6 Basic Science Textbook Solutions Chapter 1 Food for Health Important Questions ensure conceptual clarity.

Food for Health Extra Questions and Answers Class 6 Basic Science Chapter 1 Kerala Syllabus

Food for Health Class 10 Important Questions

Question 1.
A) Complete the below given table by writing the major nutrients present in each food items.

Food item	Nutrients
Rice
Fish
Oil
Fruits and vegetables

B) Which is the food item that constitutes the major part of your diet? Why do you include this item in higher quantity?
C) Carbohydrates are present plenty in cereals and tubers. In what form it is present in them?

Answer:
A)

Food item	Nutrients
Rice	Carbohydrate
Fish	Protein
Oil	Fat
Fruits and vegetables	Vitamins and minerals

B) Rice. Rice contains more carbohydrates, which provide more energy to our body to work.
C) In the form of starch

Question 2.
A) Which is the test used to identify the presence of starch in food. Explain.
B) Complete the given table.

Food item	Colour formed on adding iodine	Inference
Ash gourd
Wheat flour
Potato
Egg
Tapioca
Milk

Answer:
A) Iodine test. The iodine test is used to find out the presence of starch in food. Two or three drops of diluted iodine solution is added to the test tube /beaker in which the food item is taken, which is to be checked for the presence of starch. A deep blue colour is formed when starch reacts with iodine solution.

B)

Food item	Colour formed on adding iodine	Inference
Ash gourd	No colour change	Absence of starch
Wheat flour	Light blue colour	Presence of starch
Potato	Deep blue colour	Presence of starch
Egg	No colour change	Absence of starch
Tapioca	Deep blue colour	Presence of starch
Milk	No colour change	Absence of starch

Question 3.
A) Which among the following food items will you include in your diet if you avoid rice for a day. Why? Egg, Banana, Tapioca, milk
B) Which nutrient provides energy in the absence of carbohydrates?
C) Write if the following statements are true or false. Correct the false statement.
i. Vitamins A, D, E and K are water-soluble.
ii. Vitamin B and C are water-soluble
Answer:
A) Tapioca, because it contains plenty of Carbohydrates which provides energy to our body.

B) Protein

C) i. False. Vitamin A, D, E and K are fat soluble
ii. True

Question 4.
A) How can we detect the presence of fat in food item?
B) Complete the table given below.

Vitamins	Soluble in fat	Soluble in water	Benefits to our body
a) A
b) B
c) C
d) D
e) E
k) K

Answer:
A) Materials Required: A white paper, the food item that we want to test,
Procedure: Rub the food item on a paper. Let it dry in the sun and observe. If the paper is oily even after it is dried, we may conclude that the food contains fat.

Inference: Oily patches show the presence of fat in food items.

B)

Vitamins	Soluble in fat	Soluble in water	Benefits to our body
a) A	Yes	No	Maintains the health of eyes, skin and hair
b) B	No	Yes	Maintains the health of brain, nerves, heart and skin
c) C	No	Yes	For the health of teeth, gum, blood vessels and for immunity
d) D	Yes	No	For the health of bones and teeth and for immunity.
e) E	Yes	No	For proper functioning of nerves
k) K	Yes	No	For blood clotting when wounds occur

Question 5.
A) Jesna include fat in her diet in order to get vitamins. Is she correct. Why?
B) What is the advantage of supplying green gram as part of the mid day meal in school?
C) …………………… colour is formed when starch reacts with iodine solution.
Answer:
A) Jesna is correct because certain vitamins dissolve only in Fat. To get these vitamins, it is essential to include fat in our diet.

B) Green gram has a high amount of protein content, which is required for the health of muscles, hair and skin. They also provide energy. Therefore, green gram is supplied as part of the mid-day meal in schools.

C) Deep blue colour.

Question 6.
A) What do you mean by proteins? What are its functions?
B) Arathy does not like Fish, Eggs, Nuts, Meat, etc. The lower intake of these food items will lead to a deficiency of which nutrient?
C) Name the diseases caused by the deficiency of this nutrient?
Answer:
A) Protein is a nutrient essential for growth and body building. Protein is required for the health of muscles, hair and skin. It also provides energy.

B) Fish, eggs, nuts and meat contain protein. The lower intake of these food items will lead to the deficiency of protein.

C) The deficiency of protein leads to diseases like kwashiorkor and marasmus.

Question 7.
A) Write down the name of any one deficiency disease of the following minerals and vitamins?
Vitamin A, B, C, D, Iron and iodine
B) Which vitamin helps in the clotting of blood in wounds?
C) The Vitamin that is synthesized in the body from sunlight.
Answer:
A) Vitamin A – Night blindness
Vitamin B – Mouth Ulcer
Vitamin C – Scurvy
Vitamin D – Rickets
Iron – Anaemia
Iodine – Goitre

B) Vitamin K

C) Vitamin D

Question 8.
A) The symptoms found in some children who participated in the medical camp are given below.
Child 1 -Paleness
Child 2 – Low vision in dim light
Child 3 – Wound in mouth
Child 4 – Swelling in the throat
Observe the symptoms of diseases of children mentioned above. Complete the table which shows deficiency diseases and deficient nutrients in each child.

Child 1	Deficiency diseases	Nutrient
	Anaemia	Iron
Child 2
Child 3
Child 4

B) Write the food items to be included in the diet of a child suffering from night blindness. (Annual 2024)
Answer:
A) Child 2 – Night blindness, Vitamin A
Child 3 – Mouth sores (mouth ulcer), Vitamin B
Child 4 – Goitre, Iodine

B) A child suffering from night blindness should include food items rich in vitamin A, like fish, leafy vegetables, egg, milk products, amaranthus, moringa leaves, carrots, etc., in their diet.

Question 9.
The opinion of a child is given below.
“Cholesterol affects our health badly. So I decided to avoid food containing cholesterol completely ”
A) Write the need for including food items containing fat in our diet.
B) It is not good to have fatty food more. Why?
C) Which among the following turn to blue when they are added with iodine.

Milk, tapioca, egg, rice water

1) Milk, tapioca
2) Tapioca, rice water
3) Tapioca, egg
4) All (Term II, 2024)
Answer:
A) Certain vitamins dissolve only in Fat. To get these vitamins, it is essential to include fat in our diet.

B) Fatty foods and fried items contain a high amount of fat in it. High intake of these items increases the level of cholesterol in our blood. If there is excess cholesterol in the blood, it gets deposited in the inner wall of blood vessels and prevents blood flow. This may cause fatal diseases like stroke and heart failure.

C) Tapioca and rice water turn blue when they are added with iodine.

Question 10.
A)
Why did the teacher disagree to the student’s opinion?
B) What are the problems of increasing the fat level in food?
C) Some habits to control the fat level in body are given below. Analyse these statements and identify the correct one.

1. Exercise daily. 2. Avoid fried food items. 3. Take protein-rich diet. 4. Take only carbohydrate-rich food regularly (Term II, 2023)

Answer:
A) Even though too much fat leads to cholesterol and cardiac diseases, fats help us to absorb vitamins. That is, certain vitamins dissolve only in Fat. To get these vitamins, it is essential to include fat in our diet. So, one could not completely avoid fat in their day. A small amount of fat is to be included in the diet. That is why the teacher disagreed with the student’s opinion.

B) Fatty foods and fried items contain a high amount of fat in it. High intake of these items increases the level of cholesterol in our blood. If there is excess cholesterol in the blood, it gets deposited in the inner wall of blood vessels and prevents blood flow. This may cause fatal diseases like stroke and heart failure.

C)

1. Exercise daily
2. Avoid fried food items

Question 11.
A) Most of the students were detected with night blindness in a medical camp conducted in a school. The doctor said that this problem can be cured through food. List out the food items suggested by the doctor.
B) Which vitamin is lost when the food is cooked, keeping the vessel open?
C) Ramu used plenty of milk and seafood in his diet. But the doctor found that he has a calcium deficiency. Find out the reason behind this problem from the following.
1. Insufficient intake of water.
2. Insufficient intake of Vitamin C-rich food.
3. Insufficient exposure to sunlight.
4. Insufficient intake of protein-rich food. (Term II, 2023)
Answer:
A) Night blindness is caused due to deficiency of Vitamin A. The food items rich in vitamin A, like carrots, fish, milk products, amaranthus, moringa leaves, egg, and spinach, are suggested by the doctor.

B) Vitamin C is lost when the food is cooked, keeping the vessel open.

C) Insufficient exposure to sunlight.

Question 12.
Vegetable Production and Consumption.
A study report that the consumption of vegetables in the diet of people is decreasing while the activities to increase the vegetable production are going on.
Vegetable consumption is decreasing.
Diseases are increasing
Nutrition deficiency diseases are on the rise in the country. The new generation is averse to eating vegetables.
– Have you read the newspaper reports given above.
A. Conducting an interview with a doctor to know more about deficiency diseases. Prepare a questionnaire for this purpose.
B. Iron is a mineral that is abundant in leafy vegetables. Name an iron deficiency disease? (Term II, 2022)
Answer:
A. Questions for questionnaire:
a) How-do deficiency diseases occur?
b) Is there any disease caused by over nutrition?
c) Which are the nutrition deficiency diseases?
d) What do you mean by nutrient deficiency diseases?
e) Name a disease caused by the deficiency of iodine.

B. Anaemia

Question 13.
Check the list of food items.
A. Arrange the food items in the table given below.
Wheat, vegetables, tapioca, rice, cashew nuts, sunflower oil, coconut oil, leafy vegetable meat, ghee, groundnut, palm oil, potatoes, green gram, fruits, bran of cereals.

Nutrients
Carbohydrate	Protein	…………………..	Fat
Tapioca	…………………..	Fruits	…………………..
…………………..	…………………..	…………………..	…………………..
…………………..	…………………..	…………………..	…………………..
…………………..	…………………..	…………………..	…………………..

A. Protein is the major nutrient that helps for the development and growth of the body. Name the disease caused by the deficiency of protein.
Answer:

Nutrients
Carbohydrate	Protein	Vitamins and minerals	Fat
Tapioca	Cashew nuts	Fruits	Sunflower oil
Wheat	Meat	Leafy vegetables	Coconut oil
Rice	Ground nut	Bran of cereals	Ghee
Potatoes	Green gram	Vegetables	Palm oil

B. Kwashiorkor

Question 14.
A) What do you mean by non-nutrient components?
B) Write two examples of non-nutrient components.
C) How do fibres help our body?
D) What are the problems caused by the excessive intake of food made of maida flour which contains very little fibre?
Answer:
A) Non-nutrient components are those with no nutritional value and no energy or calories, which are necessary only in small quantities for the body.

B) Water and fibres

C) Fibres provide no nutrients to the body. They facilitate digestion and egestion of faeces through the large intestine.

D) The problems are:

• It leads to an increased risk of w eight gain
• Risk of obesity
• Constipation and digestive problems
• Risk of raising cholesterol

Question 15.
A) Water is a non-nutrient component, but it is very important for our body. Why?
B) How will you get all the nutrients to your body?
C) Complete the illustration, adding more information.

Answer:
A) We know that about 70% of our body is comprised of water. Water is essential for physiological activities like digestion, circulation and excretion.

B) A person who eats a healthy, balanced diet that includes proteins, vitamins, minerals, fats, carbohydrates, and water will get the nutrients they need.

C)

Question 16.
A) Observe the food chart prepared by three students. Whose food chart is more balanced why?

Time	Anil	Mini	Sinan
Morning	Idli Sambar Milk	Porotta Egg Curry Milk	Idli Chutney
Noon	Rice Peas Curry Amaranthus Fish	Rice Chicken Curry Sambar	Rice Fish Curry
Night	Banana Chapati Vegetable Kuruma	Chapati Potato Curry	Chapati Egg Curry

B) Complete the given chart of a balanced diet.

Answer:
A) Anil’s food chart is more balanced because Anil included the food items that contain nutrients needed for our body in the correct proportion. But Mini and Sinan’s food chart doesn’t contain any fruits.

B)

Question 17.
A) Arrange the nutrients given below based on the quantity in which they are required from higher amount to lower (Proteins, carbohydrates, fats, minerals).

B)
Analyse the two statements. What is your inference?
C) Veena’s mother always cover the vessel while cooking vegetables. Why?
Answer:
A) Carbohydrates → protein → minerals → fat (The proportion of these nutrients will vary according to the age of the people, gender, and their health status. This answer is based on the pie chart from the SCERT class 6 textbook page no. 22).

B) Vitamins and minerals are nutrients that are inevitable for proper health and the smooth functioning of physiological activities. They are required only in small quantities. Fruits and vegetables are the storehouses of vitamins and minerals. They help us protect against some diseases and help us stay healthy.

C) Fruits and vegetables contain vitamin C in them. When they are cooked, the vitamin C in them dissolves in steam. It goes out of the vessel with the steam. So it is better to cover the vessel while cooking them.

Question 18.
A) Check whether true or false
a) Vitamin A and B are water-soluble
b) Vitamin A and D are water-soluble
c) Vitamin B and C are water-soluble
d) Vitamin B and D are water-soluble
B) Infants who have not started taking food items are exposed to mild sunlight for a short time. Why?
C) Is it advisable to wash vegetables after chopping them? Why?
Answer:
A) a) False
b) False
c) True
d) False

B) Because vitamin D is synthesised in the body from sunlight. So, infants who have not started taking food items are exposed to mild sunlight to get Vitamin D.

C) No, it is not advisable to wash vegetables after chopping them. Fruits and vegetables are rich in vitamins and minerals. Certain vitamins are soluble in water. When we wash vegetables after chopping them, they lose vitamins.

Question 19.
A) What are some food items that provide water to our body?
B) What is the significance of having fruits and vegetables?
C) Do you think that we have to take all types of food in equal quantities?
D) Choose which habit is to be avoided to prevent loss of nutrients in food.
a) Covering the vessel while cooking.
b) Washing vegetables after cutting them.
c) Consuming fruits and vegetables fresh.
Answer:
A) Cucumber, oranges, watermelon, tomatoes and spinach.

B) Vitamins and minerals are nutrients that are inevitable for proper health and the smooth functioning of physiological activities. They are required in small quantities. Fruits and vegetables are the storehouses of vitamins and minerals, and they contain fibres which help in digestion.

C) No, we should include the food items that contain all the nutrient components in adequate quantities and correct proportions.

D) b) Washing vegetables after cutting them.

Reviewing Std 6 Basic Science Notes Pdf English Medium and Kerala Syllabus Class 6 Basic Science Chapter 2 Marvel of the Magnetic Realm Question Answer SCERT Solutions Notes Pdf can uncover gaps in understanding.

Class 6 Basic Science Chapter 2 Marvel of the Magnetic Realm Question Answer Notes

Basic Science Class 6 Chapter 2 Question Answer Notes Marvel of the Magnetic Realm

Marvel of the Magnetic Realm Class 6 Questions and Answers Notes

Let Us Assess

Question 1.
Which of the following is a magnetic substance?
a) Paper
b) Iron nail
c) Wood
d) Copper wire
Answer:
Iron nail

Question 2.
Find the correct statements.
a) A disc magnet has one pole.
b) Like poles of magnets attract.
c) The magnetic power is low at the middle part of a bar magnet.
d) Rubber is a non-magnetic substance.
Answer:
c) The magnetic power is low at the middle part of a bar magnet.
d) Rubber is a non-magnetic substance.

Question 3.
During carpentry work at home, some iron nails have fallen into the sawdust. Can you suggest an easy method to separate these nails?
Answer:
Separating Iron Nails from Sawdust
To easily separate iron nails from sawdust, just use a magnet.
Hold a magnet over the sawdust. The iron nails will stick to the magnet, leaving the sawdust behind. You can wrap the magnet in a plastic bag first to make it easier to remove the nails after ward.

Question 4.
The mark indicating the pole of a magnet is missing. Suggest some methods to find out the poles?
Answer:
1. Use a Compass:
Place the magnet near a compass.
The compass needle’s North (N) end will point towards the magnet’s South (S) pole.
The compass needle’s South (S) end will point towards the magnet’s North (N) pole.
(Remember: Opposite poles attract.)

2. Float or Suspend it:

• Tie a thread around the middle of the magnet and hang it freely (like a pendulum).
• Alternatively, place the magnet on a small piece of Styrofoam and float it in a bowl of water.
• Allow the magnet to settle. One end will naturally point roughly towards the Earth’s geographic North (which is actually near the Earth’s magnetic South pole). This end is the North (N) pole of your magnet. The other end is the South (S) pole

Question 5.
Observe the figures. In which situations do attraction occur? In which situations do repulsion occur?

Answer:
a) Attraction
b) Repulsion
c) Attraction
d) No attraction or repulsion
e) Repulsion
f) No attraction or repulsion

Question 6.
The key of a vehicle has fallen into the crack of a slab on the road. It can’t be taken out with hands. You can see the key through the crack of the slabs. Can you suggest a method to get the key without removing the slab?
Answer:
Method: Improvised Magnet Retriever Materials Needed:
1. A strong magnet: The stronger, the better. You might find one from:

• A large speaker (if you have an old one to dismantle)
• A refrigerator magnet (some are quite strong)
• A magnet from a science kit
• A strong Neodymium magnet (if available)

2. A sturdy stick or rod: Something long enough to reach into the crack, like a broom handle, a strong branch, or a thin piece of wood/metal pipe.

3. Strong tape or string: Duct tape, electrical tape, or a strong piece of twine/rope.

Procedure:

1. Attach the Magnet: Securely tape or tie the strong magnet to one end of the stick/rod. Make sure it’s firmly attached and won’t fall off when you try to lift the key.
2. Lower and Locate: Carefully lower the magnet-tipped stick into the crack, guiding it towards the visible key.
3. Attract the Key: Once the magnet is close enough to the key, the magnetic force will attract the key, causing it to stick to the magnet.
4. Retrieve: Slowly and steadily lift the stick out of the crack, bringing the key along with it.

Why this works (in the context of magnetism):

• Vehicle keys are typically made of ferromagnetic materials (like steel), which are attracted to magnets.
• The magnetic field of the strong magnet extends through the air in the crack to pull on the key.
• By attaching the magnet to a stick, you can extend your reach to the key without needing to physically enter the narrow crack or remove the heavy slab

Basic Science Class 6 Chapter 2 Question Answer Kerala Syllabus

MAGNETIC AND NON-MAGNETIC SUBSTANCES

Question 1.
Observe the images. Aren’t these objects familiar to you? Write down what they are.
Answer:
The First one is a pencil box.
Second one – Handbag
Third one – Mobile phone case (Magnetic)

Question 2.
When these things are closed, why do they stick together so easily? Haven’t you noticed this? What could be the reason for this?
Answer:
There are tiny magnets inside the lid and base would pull them together.

Question 3.
What will happen if you bring a pin near the closing parts of these objects? Can you guess why they stick together so easily? Discuss.
Answer:
If the object uses magnets to close, and you bring a pin near the closing parts, the pin will stick to them. You might even see the pin jump a little towards the closing part and cling on. This is because most pins are made of metal that magnets are attracted to.

Question 4.
There may be a magnet in your house too. Do you have magnets in your Science Kit? Where did you collect them from?
Answer:
We can collect it from the following:

• Refrigerator Magnets: These are the most common household magnets.
• Old Toys: Many toys (like magnetic building blocks, train sets, or action figures with movable parts) contain small magnets.
• Closures: Some cupboard doors, purse clasps, or even pencil boxes use small magnets for closing.
• Speakers: Old headphones or speakers contain strong magnets.
• Hardware Stores/Science Stores: You can buy magnets specifically for experiments.

Question 5.
Take a magnet from the Science Kit. Attach a steel gem clip to it. Does the clip fall if you release your hand? Add another clip to it. Let’s see how many clips can be hung up like this.
Answer:
No, the clip will not fall if you release your hand. The magnet will hold onto the steel clip very tightly.

Question 6.
Shall we have a competition? Take the following materials from your Science Kit.
• Magnet
• Gem clips
• Safety pin
• Nail

First, take the gem clips and the magnet. Then, arrange them one below the other, as shown in the figure above. Try to make a chain. Who made the longest chain? How many gem clips are there in the chain?
Don’t we usually have different kinds of beads in a chain? Similarly, here, what if we use gem clips of different colours, pins, nails, etc.? Check who has made the most beautiful chain.
Answer:
You would hold the magnet, attach one gem clip to it. Then, you would attach another gem clip to the first one, letting it hang. Continue adding gem clips one by one, watching the chain grow.
The person with the strongest magnet will likely be able to make the longest chain.
The exact number of gem clips would vary depending on the strength of the magnet used. A small fridge magnet might hold 3 – 5 clips, while a stronger bar magnet might hold 10 – 20 Or even more.

Instead of just one type of gem clip, we could use:

• Gem clips of different colours (if available).
• Small steel pins.
• Small iron or steel nails.
• Tiny washers or screws (if they are magnetic).

Question 7.
Shall we perform a magic in class?
Materials required:
• A paper with a picture of a butterfly
• Safety pin
• Magnet
• Chart paper
Cut out the picture of a butterfly. Attach a safety pin to the back of the picture so that it remains hidden. Place it on a chart paper. Try moving a magnet below the chart paper.

a) Doesn’t the butterfly move as you move the magnet?
Answer:
Yes, it absolutely does. As you move the magnet under the chart paper, the butterfly will appear to glide and move magically on top of the paper, following the path of the magnet.

b) What happens when you take away the magnet?
Answer:
When you remove the magnet, the butterfly will stop moving and remain stationary in its final position. It will no longer be attracted or moved.

Question 8.
Let’s draw a picture using a magnet. What materials do we need to draw this picture?
• A paper plate
• Acrylic paint/fabric paint/poster colour (two or three colours)
• Small metal balls (used in bicycles) or gem clips
• Magnet
Let’s start painting. Put some drops of different colour paint at various parts of the plate. Place four or five small metal balls on the plate. Move the magnet underneath the plate.

a) What do you observe?
Answer:
The balls moving over the paint create some patterns. When you move the magnet under the plate, its field pulls the metal objects along.
Will a magnet attract all objects? Let’s do an experiment.

Question 9.
Which are the objects attracted by a magnet? Take the available items from the Science Kit and do the activity. Tabulate your findings.
Answer:

Attracted by magnet	Not attracted by magnet
• Screwdriver • Paper clips • Coins • Washer/Flat metal ring • Nail/Screw (white, top middle) • Metal part of the clothespin	• Eraser • Green LEGO brick • Wooden stick/popsicle stick • Nut/Seed (brown oval object) • Rubber band • frame/stencil (brown, with holes) • Orange fish toy • Yellow sponge • Green plastic clothespin • Magnifying glass • Clear plastic/glass dome

 

Magnetic Substances and Non-Magnetic Substances Magnetic substances are those that are attracted by a magnet. Iron, nickel, cobalt etc., are magnetic substances. Non-magnetic substances are those which are not attracted by a magnet. Paper, plastic, gold, wood, etc., are non-magnetic substances.

Question 10.
Examine more objects and classify them as magnetic substances and non-magnetic substances.
Answer:

Magnetic substances	Non-magnetic substances
Nail Steel Nickel Coins Gem clip Needle	Paper Plastic Cloth Wooden piece Rubber band Thermocol Glass Jute

Question 11.
Bring the tip of a magnet near some pins. Then bring the middle part of the magnet near the pins. Which part of the magnet attracts more pins?
Answer:
When bringing a magnet near pins, it is observed that the tips (poles) of the magnet attract significantly more pins compared to the middle part of the magnet, which attracts very few, if any.

Question 12.
Let’s do one more activity to make this more clear. What are the materials we need?
• A Bar magnet wrapped in paper
• Iron filings
a) Bring the wrapped bar magnet close to the iron filings. Won’t the iron filings stick to it?’
Answer:
Yes, the iron filings will definitely stick to the magnet, especially when the magnet is brought close enough.

b) We wrapped the magnet in paper to make it easier to remove the iron filings from the magnet. Do the iron filings stick to all parts of the magnet in the same way?
Answer:
No, the iron filings will not stick to all parts of the magnet in the same way. You will observe that a much larger quantity of iron filings cluster around the ends (poles) of the magnet, while very few will stick to the middle section.

c) Does any part of the magnet have more iron filings?
Answer:
Absolutely. The poles of the bar magnet (the two ends) will have significantly more iron filings clinging to them.

d) Why does this happen? Discuss
Answer:
This phenomenon occurs because the magnetic field is strongest at the poles of a magnet and weakest in the middle.

Magnetic Poles Usually, the force of attraction of a magnet is stronger at its ends. These ends with stronger force of attraction are called the magnetic poles. Every magnet has two poles.

Does a Magnet Exert Force?’
Question 13.
Place a magnet on a table. Keep a pin a little away from the tip of the magnet. Slowly move the pin closer to the magnet. What happens to the pin when it comes closer to the magnet? Did this happen due to the force exerted by the magnet? Discuss.
Answer:
As you slowly move the pin closer to the magnet, you will observe that when it reaches a certain distance from the magnet’s tip, the pin will suddenly jump or snap towards the magnet and stick to it. This phenomenon happens directly due to the magnetic force exerted by the magnet.

Magnetic Field The force exerted by a magnet is called magnetic force. A magnetic field is the region around a magnet where magnetic force is experienced. Magnetic field is invisible.

Question 14.
Let’s do an experiment. What materials do we need?
• A rectangular glass sheet
• A magnet
• Iron filings
Arrange the rectangular glass sheet between the books as shown in the figure.

Place a bar magnet under the glass sheet and sprinkle iron filings on the upper side of the glass sheet. Gently tap the glass sheet if necessary.
a) What did you observe?
Answer:
We can see that the iron filings arranged in a specific pattern. This arrangement indicates the magnetic field lines. This is a part of the magnetic field.

b) Draw the magnetic field lines you have observed.
Answer:

There are magnetic field lines in the magnetic field. Both of them are invisible.

Question 15.
Get a magnet from the loud speaker of an old music system. Old speakers can also be found in shops that collect scrap items. Do the given activity in groups. Tie the magnet wrapped with a thick paper to a rope and drag it through the soil for some time. Then check the magnet.

a) Are there any substances stuck to the paper due to the attraction of the magnet?
Answer:
You will likely find small, dark, metallic-looking particles stuck to the paper (and thus attracted by the magnet). These particles will resemble tiny grains of sand but will be clearly distinct from the regular soil.

b) What is the reason for this?
Answer:
The reason for these substances sticking to the paper (and the magnet) is that soil often contains small amounts of iron (or iron compounds like magnetite) or other magnetic minerals.

c) Based on this experiment, can you suggest a method to separate iron from a mixture of soil and iron?
Answer:
Method: Using a Magnet to Separate Iron from Soil.

1. Spread it out: Lay the mixture of soil and iron thinly on a flat surface (like a table or a tray).
2. Magnet magic: Hold a strong magnet just above the mixture and slowly move it over the surface.
3. Collect the iron: The tiny iron pieces will jump up and stick to the magnet.
4. Clean the magnet: Move the magnet (with the iron stuck to it) to an empty bowl. Then, remove the iron from the magnet (e.g., by sliding a piece of paper over the magnet to drop the iron into the bowl).
5. Repeat: You can repeat step 2 – 4 a few times to collect all the iron.

Question 16.
Do all magnets have the same shape? Examine the magnets in your Science Kit and the laboratory. Are they all the same?
Answer:
No, not all magnets have the same shape.

Question 17.
All those shown in the figures given below are different types of magnets.
How do they differ in their shape? Compare them.

Are they named according to their shape?
Answer:
Horse Shoe Magnet: This is a classic “U” shape, similar to a horseshoe. Its poles (N and S) are brought close together, concentrating the magnetic field in the gap.
Bar Magnet: A straight, rectangular prism. It has poles at its ends.
Cylindrical Magnet: A straight, cylindrical shape, with poles at its circular ends. .
Magnetic Needle: A thin, elongated, pointed shape, often balanced to allow free rotation (like in a compass). Its poles are at the ends.
Oval Magnet: An elongated, oval-shaped prism.
U Magnet: Very similar to the “horseshoe magnet” in its U-shape, often used interchangeably, emphasising the letter ‘U’ form.
Disc Magnet: A flat, circular shape, like a coin. Its poles are typically on its flat faces.
Ring Magnet: A flat, circular shape with a hole in the centre, resembling a washer. Its poles are also typically on its flat faces.
These magnets are named according to their shape.

Question 18.
We have understood that a magnet has two poles. Do these poles have any other special features? Let’s examine.
Materials required:
• Stand
• Thread
• Bar magnet

a) Tie a thread in the middle of the bar magnet and suspend it freely as shown in the figure. When the magnet comes to rest, which direction do the poles point to?
Answer:
When a bar magnet is suspended freely, it will always come to rest pointing in a specific direction. One end of the magnet will point towards the Earth’s North geographical direction, and the other end will point towards the Earth’s South geographical direction.
So, it points to the north-south direction.

b) Change the direction of the magnet and examine again. Does it return to the same direction as before?
Answer:
If you push the magnet, it will swing. But it will always come back to point North and South again.

c) Based on this activity, name the magnetic poles.
Answer:
Based on this activity, the magnetic poles are named as follows:

• The end of the magnet that points towards the Earth’s North geographical direction is called the North pole of the magnet.
• The end of the magnet that points towards the Earth’s South geographical direction is called the South pole of the magnet.

d) Repeat the activity from different places.
Answer:
If we repeat this activity from different places, the result will be the same: the freely suspended magnet will consistently align itself in the north-south direction at different places.

Magnetic Poles The pole of the magnet that points towards the Earth’s North is the North Pole of the magnet, and the pole that points towards the Earth’s South is the South Pole of the magnet. They are denoted by the letters N and S respectively. To indicate the North pole of a bar magnet, a special mark is given. Usually, a white spot is used to mark the north pole.

 

Question 19.
In the past people who travelled across the sea and desert used many methods to find the direction. They used to depend on the Pole Star and other constellations for this. After identifying the special property of magnets, finding directions became easier. Which property of the magnet did they make use of? Discuss with your friends.
Answer:
The special property of magnets that people used to find direction is:
The property that a freely suspended magnet always points in the North-South direction.
This is often called the directional property of a magnet.

A magnetic compass is a device which uses a magnet to determine the direction.

MAKING A MAGNETIC COMPASS
Materials we need:

• Magnet
• Needle
• Thread
• Cork

Thread the needle. Hold the thread and rub the needle from one end to the other end with a magnet for about 50 times in the same direction. The needle is threaded for holding it conveniently and for safety.

Take a small cork. After removing the thread, pierce the needle into the cork as shown in the figure. Otherwise, you can glue the needle to the top of the cork.

Place this cork in a bowl of water. Observe the direction of the needle on the cork. We can see that the needle points in the North – South direction. We can also see that the needle returns to its original position if we change the direction of cork. We can make use of this device to find direction.

Question 20.
Take a magnet and suspend it freely. Place another bar magnet in the East-West direction below this magnet. To which direction does the suspended magnet point now? Try changing the direction of the suspended magnet. Does it again come back to the East-West direction? Discuss the reason.
Answer:
A hanging magnet naturally points North-South.
If you put another magnet East-West below, the hanging magnet will change direction, pulled by the lower magnet. If you push it, it will not go back to East-West unless the bottom magnet is super strong. It always points where the strongest magnetic pull is from both magnets and Earth.
This activity beautifully demonstrates the fundamental principle of how a compass works and the Earth’s natural magnetism.

Question 21.
Let’s do an experiment.
Take two bar magnets with their poles marked. Place one magnet on a table.
Place one pole of the other magnet on different parts of the magnet on the table. At which regions do they attract?
At which regions do they repel?
Repeat the activity by changing the poles. When the same poles are brought together, do they attract or repel?
What about unlike poles?
Arrange the magnets as shown in the figure and record the observations. Share the observations with your friends. Record it in your Science Diary.
Answer:

Attraction and Repulsion The same poles of different magnets are called like poles, and their different poles are called unlike poles. Like poles repel and unlike poles attract.

Question 22.
Place the magnets in the following manner. In each case, do their poles attract or repel? Discuss the reason.

Answer:
Figure 1: The magnets will repel each other.
Reason: In Figure 1, like poles are facing each other (N-N and S-S). Like magnetic poles always push each other away.
Figure 2: The magnets will attract each other.
Reason: In Figure 2, opposite poles are facing each other (S-N and N-S). Opposite magnetic poles always pull towards each other.

Question 23.
Do magnets vary in their magnetic force? Let’s do an experiment to test the strength of magnets. Materials required: Bottle, sand, two pieces of half-inch PVC pipe (50 cm, 15 cm), \(\frac{1}{2}\) inch elbow pipe, blade, thread, scale, double-sided tape.
Procedure: Take sand in the bottle and insert the long PVC pipe into the sand and fix it. Fix the short PVC pipe to the top of the long pipe using the elbow pipe. Place the bottle on the table. Place the scale near the bottle as shown in the figure. Stick the scale with the double-sided tape to prevent it from moving. Suspend a blade from the short PVC pipe as shown. Slowly bring a magnet from the far end of the scale towards the blade. When attraction is felt on the blade, note the position of the magnet with the help of the scale. Repeat the experiment using different magnets.

a) Record the observations in the table.

Answer:
(Readings are given according to the experiment done using the magnets we had. Readings can vary as the magnets)

Magnet	The position of magnet when magnetic force is felt on the blade (Scale reading)
Magnet – 1	5 cm in the scale
Magnet – 2	7 cm in the scale
Magnet – 3	9 cm in the scale
Magnet – 4	11 cm in the scale
Magnet – 5	15 cm in the scale

b) Of the magnets you have examined, which magnet has the highest magnetic force? Analyse the scale reading and find out.
Answer:
The magnet that attracts the blade from the greatest distance (the highest scale reading) is the strongest magnet. The magnet that needs to be brought closest to the blade (the lowest scale reading) is the weakest.

Question 24.
What are the daily life situations where magnets are used? Discuss with the help of the figure.

Answer:

• Screwdriver
• Electric bell
• Electric crane
• Magnetic holder
• Toys
• Generator
• Loudspeaker
• Earphone

Question 25.
Find more situations where magnets are being used. Write them in your Science Diary.
Answer:

• MRI scan machine
• Magnetic strips in credit/debit cards
• Maglev train
• Electric Fan
• Cycle dynamo

Class 6 Basic Science Chapter 2 Question Answer Extended Activities

Question 1.
Finding Directions
Using the compass you have made, determine the directions of the kitchen, front door, dining table, bedroom, etc. of your home with respect to your position. Discuss your experiences with your friends.
Answer:
Hints are given below

• Find North: Use your compass from a central spot in your home.
• Determine Directions: Look at each room/object (kitchen, door, etc.) from that spot and use the compass to figure out its direction (e.g., “Kitchen is East”).
• Discuss Experiences: Share with friends any surprises, challenges (like metal interference), or confirmations about your home’s layout.

Question 2.
Iron-Picking Puppet
Take a puppet and make a slit on its palm. Glue a small magnet inside it. Make sure it is not visible from outside. Bring the puppet’s hand closer to a pile of objects made of different materials. It will only pick iron objects. Take your puppet to the class and demonstrate.

Answer:
Iron-Picking Puppet
Purpose: Show magnets only attract iron (and steel).
Setup: Hide a small magnet inside a puppet’s palm.
Demonstration: Bring the puppet’s hand to a mix of iron and non-iron objects. The puppet will only pick up the iron ones, proving magnets are selective.

Question 3.
Jumping Frog
Fix a stick vertically on a stand. Place two ring magnets over the stick with its like poles near each other as shown in the figure. Can you bring them closer? Why? This principle of repulsion is used in Maglev Trains. Stick an image of a frog on the upper ring magnet. Press the upper ring and release. What do you see? Make such interesting devices and demonstrate them in your class.

Answer:
Observation:

• You can push them closer, but you’ll feel a strong push back.
• When you press the top magnet down and release, the frog jumps up.
  Why it happens: Like poles repel. This magnetic push acts like an invisible spring, making the frog jump.
  Real-world link: This is the same idea used in Maglev Trains to make them float.
  Making and Demonstrating Other Devices:
  You can use the principles of attraction and repulsion to create many other simple magnetic devices for
  demonstration:
• Floating Paper Clip: Suspend a paper clip from a thread and hold a magnet above it so it floats without touching the magnet.
• Magnetic Pendulum: A suspended magnet swinging back and forth, interacting with another fixed magnet below.
• Magnetic Car Race: Two toy cars with magnets on them. Push them using repulsion or pull them using attraction.
  These demonstrations are excellent for illustrating the invisible forces of magnetism in a fun and engaging way.

Question 4.
Magnetic Force Through Liquids
Does magnetic force pass through liquids? Do an activity to understand this. Take equal amounts of water, kerosene coconut oil and palm oil in four identical, small glass vessels respectively. Put three or four pins in each vessel. Cover the glass vessel with a square glass sheet. Move a bar magnet over the glass sheet as shown in the figure. Record your observation and discuss in your class.

Answer:
Observations (Expected):
In all four cases, you will observe that the pins at the bottom of the vessels will move and follow the magnet as you move it over the glass sheet. The magnetic force will attract the pins, regardless of the liquid they are submerged in.

Discussion in Class (Reason):

• Magnetic fields are not obstructed by non-magnetic materials. Liquids like water, kerosene, coconut oil, and palm oil are non-magnetic materials. This means they do not interfere with or block the magnetic field produced by the bar magnet.
• The magnetic force (the invisible magnetic field) passes right through the non-magnetic liquid and the non-magnetic glass sheet to act on the ferromagnetic pins at the bottom.
• This experiment demonstrates that magnetic force can pass through liquids, just as it can pass through air, paper, wood, or thin plastic. The presence of these non-magnetic mediums does not diminish the magnetic attraction.

Marvel of the Magnetic Realm Notes Pdf

Marvel of the Magnetic Realm Class 6 Notes Kerala Syllabus

• Magnetic substances are those that are attracted by a magnet. Iron, nickel, cobalt etc., are magnetic substances. Non-magnetic substances are those which are not attracted by a magnet. Paper, plastic, gold, wood, etc., are non-magnetic substances.
• Usually, the force of attraction of a magnet is stronger at its ends. These ends with stronger force of attraction are called the magnetic poles. Every magnet has two poles.
• The force exerted by a magnet is called magnetic force. A magnetic field is the region around a magnet where magnetic force is experienced. Magnetic field is invisible.
• There are different types of magnets namely Horse shoe magnet, Bar magnet, Cylindrical magnet, Magnetic needle, Oval magnet, U magnet, Disc magnet, Ring magnet.
• The pole of the magnet that points towards the Earth’s North is the North Pole of the magnet, and the pole that points towards the Earth’s South is the South Pole of the magnet. They are denoted by the letters N and S respectively. To indicate the North pole of a bar magnet, a special mark is given. Usually, a white spot is used to mark the north pole.
• A magnetic compass is a device which uses a magnet to determine the direction.
• A freely suspended magnet always rests in the North-South direction. This is the directional property of a magnet.
• The Earth acts as a magnet. This geo magnet has a magnetic field. The poles of the Earth’s magnet are in the North-South direction. The North Pole of the Earth is the South Pole of the geo magnet. The South Pole of the Earth is the North Pole of the geo magnet. That’s why a freely suspended magnet always points in the North-South direction.
• The same poles of different magnets are called like poles, and their different poles are called unlike poles. Like poles repel and unlike poles attract.
• When electricity passes through a copper wire, a magnetic field is created around it and the nail becomes a magnet. This is an electromagnet. Its magnetic power is temporary. When the electric current is cut off, the electromagnet loses its magnetic power.
• General properties of a magnet
  • A magnet attracts magnetic substances,
  • A magnet has two poles,
  • Always Points North-South
  • Like Poles repel, Unlike Poles attract
  • Magnets are having different shapes. They are named according their shapes

INTRODUCTION

This chapter includes distinguishing magnetic and non-magnetic substances; understanding magnetic poles, the invisible magnetic field, and its field lines. It includes exploration of magnetic substances in soil, different types of magnets, and the function of a magnetic compass. Key concepts, such as attraction and repulsion, are covered, alongside permanent and temporary magnets, as well as the various magnets found in daily life.

MAGNETIC SUBSTANCES IN SOIL
Are there magnetic substances in the soil of the school ground and its surroundings? Let’s conduct an activity to find out.

NORTH-SOUTH DIRECTION
A freely suspended magnet always rests in the North-South direction. This is the directional property of a magnet.

ATTRACTION AND REPULSION

Geo Magnet The Earth acts as a magnet. This geo magnet has a magnetic field. The poles of the Earth’s magnet are in the North-South direction. The North Pole of the Earth is the South Pole of the geo magnet. The South Pole of the Earth is the North Pole of the geo magnet. That’s why a freely suspended magnet always points in the North-South direction.

MAGNET
GENERAL PROPERTIES OF A MAGNET

• A magnet attracts magnetic substances.
• A magnet has two poles.
• When suspended freely magnets always points in the North-South direction.
• Like Poles repel, Unlike Poles attract
• Magnets are having different shapes. They are named according their shapes.

THE HISTORY OF MAGNET
About 2500 years ago, there was a place called Magnesia in Greece and there lived a shepherd named Magnus. One day, he was resting, keeping his iron-tipped staff on a rock. After resting when he tried to pick up his staff from the rock, the shepherd had a strange experience. Hearing this, all the villagers rushed to the spot.
Observe the illustration related to the subsequent incidents.

Analyse this incident in relation to the properties of a magnet.
Later, scientists discovered the real reason behind this. Such rocks would not only attract the shepherd’s staff but also all other magnetic substances. In memory of the shepherd, these rocks were called magnets. There are mountains having such rocks with magnetic power in many places on Earth. These rocks known as Lodestones, are natural magnets.

PERMANENT MAGNET AND TEMPORARY MAGNET
When magnetic materials are placed in a magnetic field, they acquire magnetic properties. When the magnetic field is removed, they lose their magnetic power. The gem clip, nail and pin behave as temporary magnets. The natural magnet, Lodestone, and various other magnets you became familiar with are also permanent magnets. The magnetic property of permanent magnets persists for a long time.

DON’T WEAKEN ME!
The magnetic force decreases over time. Given picture below illustrates the reasons.

TO RETAIN MAGNETIC FORCE
If magnets are dumped together carelessly, they quickly lose their magnetic force. This can be solved by storing the magnets properly.

Methods for storing Bar magnets:

• Bar magnets are stored in pairs
• Unlike poles should be on same side
• A non-magnetic substance should be placed between two bar magnets.
• Place a magnetic substance (Stopper) on the tips of the magnet.

Methods for storing U-magnets:

• U Magnet can be kept alone.
• A magnetic substance is placed by connecting the poles.

ELECTROMAGNET
We can make a magnet using electricity.
Materials we need

• 9V battery, connector
• Insulated copper wire
• Soft iron nail
• Pins

Wind the insulated copper wire around an iron nail as shown in the figure.

Make sure to have many coils. Remove the insulation from both ends of the copper wire. Connect these ends to the battery using a connector. Bring the tip of the nail close to a few pins. We can see that the iron nail will attract the pins. If we disconnect the battery, the iron nail will lose its magnetic power.

Electromagnet When electricity passes through a copper wire, a magnetic field is created around it and the nail becomes a magnet. This is an electromagnet. Its magnetic power is temporary. When the electric current is cut off, the electromagnet loses its magnetic power.

Expert Teachers at HSSLive.Guru has created Kerala Syllabus Std 6 Basic Science Notes Pdf Malayalam Medium English Medium of SCERT Class 6 Basic Science Notes Textbook Solutions, Basic Science Class 6 Question Answer are part of Kerala Syllabus 6th Standard Textbooks Solutions. Here we have given Basic Science Class 6 Kerala Syllabus Notes Pdf of SCERT Class 6 Basic Science Solutions.

SCERT Class 6 Basic Science Notes Textbook Solutions

Basic Science Class 6 Question Answer Solutions

Basic Science Class 6 Kerala Syllabus Notes Pdf Part 1

• Class 6 Basic Science Chapter 1 Question Answer – Food for Health Class 6 Notes
• Class 6 Basic Science Chapter 2 Question Answer – Marvel of the Magnetic Realm Class 6 Notes
• Class 6 Basic Science Chapter 3 Question Answer – Let’s Stand Straight Class 6 Notes
• Class 6 Basic Science Chapter 4 Question Answer – Flowering and Fruiting Class 6 Notes
• Class 6 Basic Science Chapter 5 Question Answer – Association of Substances Class 6 Notes

Basic Science for Class 6 Questions and Answers Part 2

• Class 6 Basic Science Chapter 6 Question Answer – Living in Harmony Class 6 Notes
• Class 6 Basic Science Chapter 7 Question Answer – Attraction and Repulsion Class 6 Notes
• Class 6 Basic Science Chapter 8 Question Answer – Moon and Stars Class 6 Notes
• Class 6 Basic Science Chapter 9 Question Answer – Mix and Separate Class 6 Notes
• Class 6 Basic Science Chapter 10 Question Answer – For Shape and Strength Class 6 Notes

SCERT Class 6 Basic Science Solutions (Extra Questions)

1. Food for Health Class 6 Important Questions
2. Marvel of the Magnetic Realm Class 6 Important Questions
3. Let’s Stand Straight Class 6 Important Questions
4. Flowering and Fruiting Class 6 Important Questions
5. Association of Substances Class 6 Important Questions

Class 6 Basic Science Previous Year Question Papers English Medium

• 6th Standard Basic Science First Term Question Paper 2022-23
• 6th Standard Basic Science Second Term Question Paper 2022-23
• 6th Standard Basic Science Annual Exam Question Paper 2022-23
• 6th Standard Basic Science Annual Exam Question Paper 2021-22

Kerala Syllabus 6th Standard Basic Science Question Paper English Medium

• 6th Standard Basic Science Model Question Paper Set 1
• Class 6 Basic Science Model Question Paper Set 2

Std 6 Basic Science Notes Pdf Malayalam Medium

SCERT Class 6 Basic Science Solutions Malayalam Medium Part 1

• Class 6 Basic Science Chapter 1 Malayalam Medium – ജീവന്റെ ചെപ്പുകൾ
• Class 6 Basic Science Chapter 2 Malayalam Medium – മാറ്റത്തിന്റെ പൊരുൾ
• Class 6 Basic Science Chapter 3 Malayalam Medium – പൂവില്‍നിന്ന് പൂവിലേക്ക്
• Class 6 Basic Science Chapter 4 Malayalam Medium – ചലനത്തിനൊപ്പം
• Class 6 Basic Science Chapter 5 Malayalam Medium – ആഹാരം ആരോഗ്യത്തിന്

Std 6 Basic Science Notes Pdf Malayalam Medium Part 2

• Class 6 Basic Science Chapter 6 Malayalam Medium – ഒന്നിച്ചു നിലനിൽക്കാം
• Class 6 Basic Science Chapter 7 Malayalam Medium – ആകർഷിച്ചും വികർഷിച്ചും
• Class 6 Basic Science Chapter 8 Malayalam Medium – തിങ്കളും താരങ്ങളും
• Class 6 Basic Science Chapter 9 Malayalam Medium – ചേർക്കാം പിരിക്കാം
• Class 6 Basic Science Chapter 10 Malayalam Medium – രൂപത്തിനും ബലത്തിനും

Class 6 Basic Science Previous Year Question Papers Malayalam Medium

• Basic Science Class 6 First Term Question Paper 2023-24
• Basic Science Class 6 Second Term Question Paper 2023-24
• Basic Science Class 6 Annual Exam Question Paper 2023-24
• Basic Science Class 6 Annual Exam Question Paper 2021-22

6th Standard Basic Science Question Paper Malayalam Medium

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We hope the given Std 6 Basic Science Notes Pdf English Medium Kerala Syllabus of Basic Science for Class 6 Questions and Answers, SCERT Class 6 Basic Science Solutions will help you. If you have any queries regarding Kerala Syllabus 6th Standard Basic Science Notes Pdf of 6th Class Basic Science Notes, drop a comment below and we will get back to you at the earliest.

Students can use Malayalam Adisthana Padavali Class 6 Solutions and വെള്ളം പൊങ്ങുമ്പോൾ Vellam Pongumbol Summary in Malayalam to grasp the key points of a lengthy text.

Class 6 Malayalam Vellam Pongumbol Summary

Vellam Pongumbol Summary in Malayalam

വെള്ളം പൊങ്ങുമ്പോൾ Summary in Malayalam

എഴുത്തുകാരനെ പരിചയപ്പെടാം

പുലിക്കോട്ടിൽ ഹൈദർ

മാപ്പിളപ്പാട്ടുകളും കത്തുപാട്ടുകളും ധാരാളം രചിച്ച പ്രശസ്തനായ മാപ്പിള സാഹിത്യകാരനാണ് പുലിക്കോട്ടിൽ ഹൈദർ. സാധാരണക്കാർക്ക് മനസ്സിലാകുന്ന വിധത്തിൽ ലളിതമായ രീതിയിലാണ് അദ്ദേഹം മാപ്പിളപ്പാട്ട് രചിച്ചത്. മാപ്പിളപ്പാട്ട് ശാഖയിലെ കുഞ്ചൻ നമ്പ്യാരെന്നും ഇദ്ദേഹത്തെ വിശേഷിപ്പിക്കുന്നു. ഇസ്ലാമിക ചരിത്രവും പേർഷ്യൻ കഥകളും ഇതിവൃത്തമാക്കിയിരുന്ന കാലത്ത് കേരളത്തിലെ ജനകീയ പ്രശ്നങ്ങൾ വിഷയമാക്കിയാണു ഇദ്ദേഹം പാട്ടുകളെഴുതിയത്.

മലബാറിലുടനീളമുണ്ടായ വെള്ളപ്പൊക്കത്തെ കുറിച്ച് അദ്ദേഹം രചിച്ച കൃതിയാണ് വെള്ളപ്പൊക്കമാല. ഇത് കൂടാതെ മലബാറിലെ കവികളെ കുറിച്ച് അദ്ദേഹമിങ്ങനെ എഴുതി. 1940 കളിൽ സമകാലീനരായ കവികളുടെ പേരുകൾ കോർത്തെഴുതിയ ഒരു ഗാനത്തിലെ ചില ഭാഗങ്ങൾ.

“മലബാറിലെ മാപ്പിളകവികൾ
ഊരിലിക്കാലം പെരുത്ത്
പാട്ട് കെട്ടുന്നോരാം
ഉണ്ടതിൽ ഒന്നാമനാം കമ്മുട്ടി മരക്കാരാം
പേര് വീരാനെന്നൊരുത്തൻ
നല്ലളത്തുണ്ടോലോ
പേശുവാൻ കുറ്റിപ്പുലാനും കെസ്സ് കെട്ടുംമ്പോലോ
പോലെ ഏതോ പോക്കരെ മോനവറാൻ കുട്ടി
പോതറവറുട്ടിയും പള്ളിക്കലയമോട്ടി
ഏല് തെറ്റിടാതരിയകോട്ടുയെ തന്നരാജി
യത്തിലുണ്ണി മമ്മതും പുവ്വത്തിയും ലാഹാജി
മാലവേലക്കാരിലാരും മേലയല്ലാകൊണ്ട്
വെട്ടിമോ യിൻകുട്ടി വൈദ്യരെ മോനൊന്നുണ്ട്
ബോലുവാൻ മമ്മാലിഹാജിയും മതിവുണ്ടാക്കാൻ
പൊന്നവരാണെന്ന് കേൾക്കുന്നിക്കിളിമൊല്ലാക്ക
കാളികാവിലുണ്ടൊരുത്തൻ കേട്ടുഞാൻ ഇന്നാള്
കാപ്പിലുണ്ടാലൊ സൈതാലിക്കുട്ടി എന്നൊരാള്
കേൾക്കുവിൻ പിന്നെ മലയാളത്തിലൊക്കെകേളി
കേട്ടിടുന്ന പാട്ട് കാരനാണ് തോട്ടപ്പാളി.”

പുലിക്കോട്ട് ഹൈദരിന്റെ പേരിൽ മലപ്പുറം ജില്ലയിലെ വണ്ടൂരിൽ സ്മാരകം സ്ഥാപിക്കാനുള്ള നടപടികൾ പുരോഗമിച്ചുവരുന്നു.

പാഠസംഗ്രഹം

‘വെള്ളം പൊങ്ങുമ്പോൾ’ – ദുരന്തത്തിന്റെ ഓർമ്മപ്പാട്ട്
‘വെള്ളം പൊങ്ങുമ്പോൾ’ എന്ന ഈ പാഠഭാഗം, കേരളത്തിലെ മഴക്കാല ദുരന്താനുഭവങ്ങൾ വർണ്ണിച്ചെടുക്കുന്ന ഒരു മാപ്പിള പാട്ട് ശൈലിയിലുള്ള നാടൻ ഗാനമാണെന്നു പറയാം. പ്രളയസമയത്ത് പ്രകൃതിയിലുണ്ടാകുന്ന വ്യതിയാനങ്ങളും മനുഷ്യജീവിതത്തിൽ അതുണ്ടാക്കുന്ന ആഘാതങ്ങളും ഈ പാട്ടിലൂടെ ചിത്രീകരിക്കുന്നു.

പാട്ടിന്റെ ഇശലായ ‘വീണ് ബഹർതന്നിലവൻ’ എന്ന സംഗീത രീതിയിൽ ആലപിക്കേണ്ട ഈ ഗാനം, കേരളം മുഴുവൻ വെള്ളപ്പൊക്കത്തിലാഴുന്ന ഭീഷണി ദൃശ്യങ്ങളിലൂടെ നമ്മ കടത്തിക്കൊണ്ടുപോകുന്നു. അട്ടപ്പാടിയിൽ തുടങ്ങി കൊല്ലം വരെയുള്ള പ്രദേശങ്ങളിലായി പെയ്തിറങ്ങുന്ന കനത്ത മഴയും പുഴകളും കടലുകളും പൊങ്ങി കയറുന്ന ദുരിതാ വസ്ഥയും പ്രതിപാദിക്കുന്നു.

പാട്ടിൽ വിവിധ സ്ഥലങ്ങളിലെ വെള്ളപ്പൊക്ക ഭീഷണി പ്രാദേശികമായി വിവരിച്ചിരിക്കുന്നു – കാക്കൻമലയിൽ നിന്നു വരുന്ന പാമ്പുകൾ, ആന മുതലകളെ പോലെ സംവേദന മില്ലാതെ പെരുമാറുന്ന പ്രകൃതി ദുരന്തങ്ങൾ, കുരുക്കി കളഞ്ഞ നദികൾ, മൂടിപ്പറക്കുന്ന കടൽ തീരങ്ങൾ ഇവയൊക്കെ ചേർന്ന് മനുഷ്യജീവിതത്തെ വിഴുങ്ങുന്ന പ്രളയത്തെ ശക്തമായി അനാവരണം ചെയ്യുന്നു.

ഈ പാട്ട് പ്രകൃതിദുരന്തങ്ങളിൽപ്പെട്ട മനുഷ്യരുടെ ഹൃദയവേദനയും അവസ്ഥയുടെ ഗുരുത്വബോധവും പ്രാധാന്യത്തോടെ എത്തിച്ചേരുന്നു. പഴയ കാലങ്ങളിൽ കാനനങ്ങളിലും ഗ്രാമങ്ങളിലും ആളുകൾ അനുഭവിച്ച ദുരിതം, വാചാലതയില്ലാതെ പക്ഷേ വേദനയോടെ പാടുന്ന തനിമയുള്ള ഈ പാട്ടിൽ ശബ്ദമാകുന്നു.

ഈ പാഠപശ്ചാത്തലത്തിൽ കണ്ട് നാം മനസ്സിലാക്കേണ്ടത്, പാട്ടുകൾ കേവലം വിനോദം മാത്രമല്ല, ദുരന്തങ്ങളെ രേഖപ്പെടുത്തുന്ന ചരിത്രസാക്ഷ്യങ്ങളും ആകാമെന്നതാണ്.
താഴെ വെള്ളം പൊങ്ങുമ്പോൾ’ എന്ന പാഠഭാഗത്തിന്റെ അടിസ്ഥാനത്തിൽ നൽകിയ ചോദ്യങ്ങൾക്ക് ഓരോന്നായി വിശദമായ ഉത്തരം നൽകിയിരിക്കുന്നു.

കൂടുതൽ അറിവിന്
അർത്ഥം

ഇശൽ = മാപ്പിളപ്പാട്ടിന്റെ സംഗീതരൂപം; രാഗത്തിന്റേതായ ഈണം
ബഹർ = ഇശലിന്റെ താളചാരുത; മാപ്പിളപ്പാട്ടുകളിലെ സംഗീതശൈലി
കൂണ്ടിടിഞ്ഞ് = തടിയിലോ പിടിയിലോ ഉണ്ടായിരുന്ന നിയന്ത്രണം നഷ്ടപ്പെട്ടത്
ആളപായം = മനുഷ്യന്റെ നാശം; ജീവഹാനി
കൂറുവാൻ = വലിയ നാശം വരുത്തുന്ന കാറ്റോ മഴയോ ഉള്ള പ്രകൃതിദുരന്തം
ജബൽ = മല; (അറബിഭാഷയിൽ ‘ജബൽ’ എന്നത് പർവതം എന്നാണ്)
അണ്ടപോലെ = അപ്രതീക്ഷിതമായി
നാടുകാണി = പ്രദേശത്തെക്കുറിച്ച് വിവരം വഹിക്കുന്ന ഒറ്റവാക്ക്; ഭൂമിശാസ്ത്രപരമായ വിവരചിഹ്നം
കേറ്റിട = പൊങ്ങിപ്പൊട്ടി തീരത്തടിച്ച വെള്ളം
മോറി ഊറ്റിയ വിധം = കലങ്ങി ഒഴുകിയ രീതിയിൽ; ത്വരിതമായി നിറഞ്ഞൊഴുകിയത്
തൊല്ലാ = ദുരന്തം; വല്യ പ്രതിസന്ധി