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Q1. Consider these statements about the scientific method as presented in the chapter:
I. After testing, if the first guess is wrong, the inquiry must stop.
II. The same observation can lead to more than one guess that is tested one by one.
III. Analysing the result decides whether the guess actually answers the question.
Which are correct?
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Q2. A Class 6 student writes the following diary entry:
‘I noticed my plant's leaves drooping. I wondered why. I guessed it was not getting enough water. I poured a measured glass into the pot and watched the leaves over the day. By evening they had perked up, so my guess seemed right.’
Which step of the scientific method is missing from this entry?
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Q3. Assertion (A): Science is more than a collection of facts to be memorised.
Reason (R): The chapter defines science as a way of thinking, observing and doing things to understand the world.
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Q4. Assertion (A): Scientific knowledge that we hold today can change in the future.
Reason (R): In the chapter's jigsaw-puzzle image, sometimes a piece is found to be in the wrong place and is moved.
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Q5. A teacher shows students an ice cube and asks them first to predict whether it will melt faster on a metal plate or a wooden plate, then to observe and explain their result. This Predict–Observe–Explain strategy is closest to which steps of the chapter's scientific method?
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Q6. A Class 6 student says, ‘Science is just learning the names and facts in this book.’ According to the chapter, the most accurate teacher response is to
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Q7. Reshma keeps asking ‘why?’ in class. According to the chapter's spirit, the teacher should
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Q8. Consider these statements based on the chapter:
I. We apply the scientific method only when we sit down to do an experiment.
II. Many daily-life situations involve us using the scientific method, often without realising it.
III. Learning science strengthens our capability to use this method for bigger problems.
Which are correct?
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Q9. Consider these claims about what Class 6 Curiosity will explore:
I. The book will look at Earth as the only planet known to support life.
II. The book restricts its questions to objects found on Earth.
III. The book invites questions on the Sun, the Moon and the millions of stars.
Which are correct?
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Q10. A teacher in Rampur wants her Class 6 students to behave most like the ‘scientist’ described in this chapter on the first day. The single best opening activity is
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Q11. Assertion (A): Class 6 students arrive at the science classroom with many guesses about the world already in their heads.
Reason (R): The chapter says we have been finding answers to many of our questions even without realising it, since childhood.
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Q12. Consider these statements about how science is done, based on the chapter:
I. Science is rarely done alone.
II. Working in groups in a school project is the opposite of how scientists work.
III. Discovering things together is more fun than working alone.
Which are correct?
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Q13. Which classroom activity best matches the chapter's phrase ‘to uncover the secrets of the universe’?
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Q14. Consider these statements about the chapter's closing message:
I. The chapter compares science to children joyfully enjoying the rain.
II. The chapter asks students to stop wondering once they finish Class 6.
III. The chapter expects students to find answers to all their questions within Grade 6.
Which are correct?
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Q15. Activity 1.3 asks students to write down a ‘why?’ question they have and how they would try to find its answer. Which assessment focus best matches the chapter's intent for this activity?
