Measurement of Length and Motion — Mastery

Q1. In the opening story, why does Deepa's mother ask the shopkeeper for cloth using a metal measuring rod, but ask the tailor to add char angula using fingers?

• A. The shopkeeper does not own a measuring tape
• B. The shopkeeper sells cloth only in angula
• C. Fingers are more accurate than a metal rod
• D. Standard units are used for buying the cloth, while a traditional unit is used for adjusting the fit

Q2. Several objects with ruled markings that could be scales have been excavated from sites of which ancient Indian civilisation, according to the chapter?

• A. Vijayanagara Empire
• B. Mauryan Empire
• C. Mughal Empire
• D. Harappan Civilisation

Q3. Hardeep says, 'My grandmother measures cloth by the length of her arm.' This is best described as

• A. Use of an SI unit
• B. Use of a measuring tape
• C. Use of a kilometre stone
• D. Use of a body-part unit

Q4. Tasneem wants to make her own metre scale and is choosing between plywood, paper, cloth, stretchable rubber and steel. Which material should she NOT use, and why?

• A. Plywood, because it is too hard
• B. Paper, because it cannot be cut
• C. Stretchable rubber, because its length changes when it is pulled
• D. Steel, because it is too cold

Q5. Express 3.25 m in centimetres.

• A. 32.5 cm
• B. 0.0325 cm
• C. 3250 cm
• D. 325 cm

Q6. According to the 'Do you know?' box, how do visually challenged students measure lengths?

• A. They use only handspans
• B. They listen to a measuring app
• C. They guess the length
• D. They use scales with raised markings that can be felt by touch

Q7. Asha's scale's zero mark is broken. She aligns one end of a stick with the 2.5 cm mark and reads the other end as 14.0 cm. What is the length of the stick?

• A. 16.5 cm
• B. 14.0 cm
• C. 11.5 cm
• D. 2.5 cm

Q8. Anish's family fixes string lights along the curved arches of their veranda for Diwali. Which method should they use to estimate the required length of the string?

• A. Lay a thread along the arch, straighten it and measure with a metre scale
• B. Measure with a 15-cm scale held above the arch
• C. Count the number of bulbs
• D. Add up the heights of the pillars

Q9. Question 6 of 'Let us enhance our learning' asks the student to measure the length of the curved part of the base of a tumbler. The most accurate method is to

• A. Look at the tumbler and estimate
• B. Wrap a thread around the base, mark the overlap, straighten it, then measure with a scale
• C. Trace a square around it
• D. Multiply the height of the tumbler by 3

Q10. Hardeep and his friends are drawing lines with chuna powder for a Kabaddi court. Deepa suggests, 'Let us first decide a point on the ground from which we measure distances.' She is choosing a

• A. Reference point
• B. Starting whistle
• C. Centre line
• D. Toss point

Q11. Two kilometre stones near a town read 'Lucknow 50 km' and 'Lucknow 60 km' respectively. With Lucknow as the reference, the second stone is

• A. 10 km closer to Lucknow than the first
• B. At the same distance as the first
• C. 10 km farther from Lucknow than the first
• D. 110 km from Lucknow

Q12. The chapter's 'Think it over' box asks: a ship sails at a constant speed in a straight line on a calm sea, with no window. Can a passenger inside decide whether the ship is moving or stationary?

• A. Yes, by jumping in the cabin
• B. Yes, by feeling the air
• C. No, because constant speed means no motion
• D. No, because there is no external reference point visible to her

Q13. In a moving bus, Deepa concludes that the passengers next to her are at rest. From the chapter, this conclusion is

• A. Wrong, because the bus is moving
• B. Right, because they are all asleep
• C. Right, because their position is not changing with respect to her (or the bus)
• D. Wrong, because constant speed is not at rest

Q14. Ravi pushes a heavy wooden box across the floor of his room in a straight line. The motion of the box is

• A. Circular motion
• B. Oscillatory motion
• C. Linear motion
• D. Periodic motion

Q15. During a Republic Day parade, Class 6 students walk straight ahead in a column. Their motion is best described as

• A. Linear motion
• B. Circular motion
• C. Oscillatory motion
• D. Random motion

Q16. Children riding a merry-go-round in a fair near Asha's village move along a closed loop again and again. Their motion is

• A. Circular and periodic
• B. Linear and periodic
• C. Oscillatory only
• D. Random and aperiodic

Q17. A rollercoaster track has a long straight slope from A to B, a vertical loop from B to E, and a straight exit from E to F. Which classification of the ball's motion is correct?

• A. A to B oscillatory; B to E linear; E to F circular
• B. A to B linear; B to E circular; E to F linear
• C. A to B circular; B to E linear; E to F oscillatory
• D. All three portions linear

Q18. In the children's park of Fig. 5.18, the swing has been classified under which type of motion in Table 5.4?

• A. Oscillatory motion
• B. Linear motion
• C. Circular motion
• D. Random motion

Q19. A child slides down a straight slide in the children's park. The motion of the child on the slide is best classified as

• A. Linear motion
• B. Circular motion
• C. Oscillatory motion
• D. Periodic motion

Q20. Priya stands against a wall and her father marks her height every three months. The most suitable single instrument to use is

• A. A 15-cm scale
• B. A handspan
• C. A flexible measuring tape or metre scale
• D. A stopwatch

Q21. Question 8 of 'Let us enhance our learning' asks: estimate how many coins, placed end to end along the length of a notebook, are needed to cover its full length. What does this activity train the student to do?

• A. Convert km to m
• B. Measure the thickness of a coin in cm directly
• C. Identify the type of motion of a coin
• D. Connect the size of a small object to a longer length using estimation, then verify by direct measurement

Q22. In the 'Learning further' activity, students collect fallen leaves of the same tree and measure each leaf's length and breadth. They find that the leaves vary in length and breadth even though they came from the same tree. The main learning point is that

• A. All leaves on a tree are exactly identical
• B. Measurement is only useful for non-living objects
• C. Even leaves from the same tree show natural variation in length and breadth
• D. Only the longest leaf needs to be measured

Q23. Hardeep attaches a flexible metal strip to the spoke of his bicycle's front wheel so that it strikes the frame each time the wheel rotates, producing a sound. He rides slowly and counts 40 sounds. The boundary of the wheel measures 2 m. The distance he travelled is

• A. 20 m
• B. 42 m
• C. 200 m
• D. 80 m

Q24. A Class 6 teacher in Patna wants her students to feel why a standard unit of length is needed. Which classroom strategy is most effective?

• A. Ask each student to measure the same table with their handspan and compare the numbers in groups
• B. Show a video of an Olympic 100 m race
• C. Make students memorise 1 m = 100 cm
• D. Have students read aloud the SI definition of metre

Q25. Ravi notices that his students place the very edge of the 15-cm scale (not the 0 mark) at one end of the object, and then read the value at the other end as the length. According to the chapter, this gives a wrong reading because

• A. There is usually a small gap between the edge of the scale and its 0 mark
• B. The scale must always be placed perpendicular to the object
• C. The eye should be at the edge, not the tip
• D. The 0 mark is not a real number

Q26. A student claims, 'A larger unit is always a better unit for measuring length.' Which response best corrects this misconception, based on the chapter?

• A. Larger units always give larger numbers, which are easier to read
• B. The unit must be chosen to suit the size of the object — km for road distances, mm for a coin's thickness
• C. Only the metre is a valid unit
• D. Larger units are never used in everyday life

Q27. If 1 km = 1000 m, then 0.5 km is equal to

• A. 5000 m
• B. 5 m
• C. 50 m
• D. 500 m

Q28. Asha measures the curved boundary of a leaf with a thread and then straightens the thread on a 15-cm scale, which reads 13.6 cm. Expressed in millimetres, the boundary's length is

• A. 1.36 mm
• B. 136 mm
• C. 13.6 mm
• D. 1360 mm

Q29. Padma measures her pencil and writes the result as just '12' without any unit. According to the chapter, this is

• A. Correct, because the number alone is enough
• B. Correct, because the unit is always centimetre
• C. Wrong, because the symbol must come before the number
• D. Wrong, because every length must be expressed with both a number and a unit

Q30. Question 13 of 'Let us enhance our learning' asks students to design a card game on conversion of units of length. The main pedagogical purpose of such a game is to

• A. Replace the textbook completely
• B. Test handwriting in science class
• C. Teach the rules of cricket
• D. Practise km-m-cm-mm conversions through repeated playful use