Mastery

The Wonderful World of Science — Mastery

30 questions 30 min Full-chapter mastery

Q1. According to the chapter, the main purpose of doing science is to
- A. Win prizes in school exams
- B. Build expensive machines
- C. Understand the world we live in and uncover the secrets of the universe
- D. Replace traditional knowledge
Q2. The chapter describes science chiefly as
- A. A one-time experiment
- B. A list of textbook chapters
- C. A step-by-step process for finding answers to our questions
- D. A talent only a few people possess
Q3. According to the chapter, the most important thing needed to ‘ask questions, explore the world and try to understand how things work’ is
- A. Expensive equipment
- B. A famous teacher
- C. Curiosity
- D. Long memory
Q4. The chapter says that when we become curious, we start posing questions of which kind?
- A. Only ‘what?’ questions
- B. Only ‘when?’ questions
- C. ‘How?’ and ‘why?’ questions
- D. Only ‘who?’ questions
Q5. According to the chapter, to learn science well, two things must come together first
- A. Memorising and revising
- B. Buying a costly book and a calculator
- C. Being curious and observing the surroundings keenly
- D. Sitting quietly and waiting for instructions
Q6. The chapter writes that whether we study tiny grains of sand or massive mountains, a leaf of grass or a vast forest, there is always
- A. A risk of failure
- B. An expense involved
- C. Something new and exciting to discover
- D. A need for permission
Q7. The chapter says the most wonderful thing about science is that it is
- A. Inside a single book
- B. Older than human civilisation
- C. Reserved for the brightest students
- D. Everywhere — from the depths of the ocean to the vastness of outer space
Q8. Priya's mother roasts the rava till it turns golden before adding water for upma. Priya notices this. According to the chapter's view of science, this kitchen moment is
- A. Outside the domain of science
- B. Something only chefs need to know
- C. Worth ignoring because it is daily routine
- D. Within the domain of science — kitchens are mentioned as places where groundbreaking observations can come from
Q9. Ravi notices on the school playground that a kicked football curves in the air. Per the chapter, what is the correct first response from his teacher?
- A. Tell Ravi the playground is not the place for science questions
- B. Promise to answer after the unit test
- C. Ask Ravi to first finish revising the chapter
- D. Encourage the observation — the chapter names the playground among places where groundbreaking discoveries can come from
Q10. Why does the chapter say there is no limit to what we can discover in science?
- A. Because the textbook is very thick
- B. Because Class 6 lasts a whole year
- C. Because schools never close
- D. Because every new piece of knowledge leads to more questions and more things to find out
Q11. ‘As we discover more and more, we start realising that these ideas are all connected.’ This sentence from the chapter best supports which classroom practice?
- A. Teaching every chapter as a stand-alone topic
- B. Avoiding any mention of one chapter while teaching another
- C. Keeping subjects strictly separate from each other
- D. Linking chapters to one another and to everyday life
Q12. Which of these is given in the chapter as an example of the variety of life on Earth that the book will explore?
- A. A seed growing into a plant
- B. A train moving on a track
- C. A lamp lighting a room
- D. A computer running a program
Q13. The chapter mentions a caterpillar turning into a butterfly to invite which question?
- A. Why are butterflies colourful?
- B. How long does a butterfly live?
- C. Where do butterflies migrate?
- D. How do plants and animals grow and develop?
Q14. Why does the chapter bring up the food and cuisines of India?
- A. To list the most expensive dishes
- B. To teach students cooking recipes
- C. To compare Indian and foreign food
- D. To raise the question of what food is made of and how we find that out
Q15. The chapter says that finding out how hot something is can be important, and gives which everyday example?
- A. The body during fever
- B. A football during a match
- C. A wooden cricket bat
- D. A glass of milk at breakfast
Q16. In the pen example, what is the very first question the student asks themselves?
- A. Is this pen costly?
- B. When did I buy this pen?
- C. Who used my pen?
- D. Why did my pen stop writing?
Q17. In the pen example, after finding the ink refill is NOT empty, the chapter's next guess is that
- A. The pen has been switched with another
- B. The ink may have dried up
- C. The nib has rusted
- D. The pen needs to be re-bought
Q18. The chapter uses the pen example mainly to make the student realise that
- A. All pens leak ink
- B. They have, without knowing, already been using the scientific method in daily life
- C. Pens are not reliable
- D. Only adults should use pens
Q19. Activity 1.2 asks each student to describe a daily-life situation in which someone followed the scientific method. Which student response best fits the activity's spirit?
- A. ‘In my neighbour's pressure cooker the dal spilled, and she guessed too much water and tried less water next time.’
- B. ‘Yesterday it rained in Mumbai.’
- C. ‘My favourite cricketer scored a century.’
- D. ‘The school bell rings at 9 am every day.’
Q20. ‘It is always more fun to discover things together.’ This line in the chapter points to
- A. The competitive nature of science
- B. The collaborative and joyful nature of doing science
- C. The need for awards in science
- D. The view that science is only for adults
Q21. Reading the chapter, which one of the following best captures what science IS, according to it?
- A. Memorising facts and figures
- B. A step-by-step process for finding answers, driven by curiosity
- C. A collection of difficult words
- D. An activity only meant for laboratories
Q22. Which of these natural questions does the chapter raise about water?
- A. Why and how does it rain?
- B. Why does river water flow in one direction?
- C. Why does sea water look blue?
- D. Why do glaciers melt over centuries?
Q23. The chapter lists ‘tiny grains of sand or massive mountains, a leaf of grass or a vast forest’ together to make the point that
- A. Only mountains and forests are worth studying
- B. Science is worth doing at every scale, from very small to very large
- C. Tiny things are too small for Class 6
- D. Forests and mountains are far from cities
Q24. If, in the chapter's jigsaw image, ‘every new piece of knowledge leads to more questions’, which of the following is the MOST important attitude for a Class 6 science learner?
- A. To feel that one already knows enough
- B. To accept that learning is finished after the textbook ends
- C. To stay curious and keep asking new questions even after a topic is taught
- D. To stop questioning so that the teacher can move on
Q25. Activity 1.1 asks: ‘Write about a similar problem that you tried to solve. What steps did you take?’ Which Class 6 student's entry best matches the activity's intent?
- A. ‘My cycle's chain came off. I guessed it was loose, fitted it back on, and pedalled — it worked.’
- B. ‘I like riding my cycle.’
- C. ‘Cycles have two wheels.’
- D. ‘My friend has a red cycle.’
Q26. Two teachers introduce the scientific method to Class 6: Teacher A writes the five steps on the board and asks students to copy and memorise them. Teacher B asks students to recall one home or street situation from yesterday and walk it through the five steps with a partner. Which approach better matches the chapter's intent, and why?
- A. Teacher A, because memorising the steps comes first
- B. Teacher B, because the chapter shows the method through everyday situations and stresses joyful, observation-led learning
- C. Both equally, because the steps are the same
- D. Neither, because the method needs a laboratory
Q27. After Activities 1.1, 1.2 and 1.3, a teacher must decide how to assess. Which choice is MOST in line with this chapter's view of science?
- A. Mark students only on whether their final answer happens to be the same as the textbook's
- B. Mark students on the inquiry steps they used — observation, question, guess, test, analysis — even if the final answer is partial
- C. Give equal marks to everyone to avoid disappointment
- D. Skip assessment because Class 6 is too early
Q28. Based on this chapter, the role a Class 6 science teacher should adopt is BEST described as
- A. An authority who hands down all answers
- B. A facilitator who helps students observe, wonder, guess, test and analyse
- C. An examiner who only sets question papers
- D. A storyteller who relates anecdotes about scientists
Q29. On the first day of Class 6 Science, which introduction is MOST aligned with the chapter ‘The Wonderful World of Science’?
- A. Read the syllabus out loud and warn about the year-end exam
- B. Ask each student to share one thing they have wondered about, and connect it to the chapter's five-step method
- C. Begin with a hard chapter to set discipline
- D. Spend the period giving the names of famous scientists
Q30. The chapter pairs the ‘depths of the ocean’ with the ‘vastness of outer space’ chiefly to suggest that
- A. Astronauts and divers earn the most
- B. Only adults can study these places
- C. Schools should organise trips to both
- D. Science extends from the very deep to the very far — it is found everywhere

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