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Q1. The chapter says each chapter 'encourages you to ask questions, explore, do hands-on experiments, and think like a scientist.' Which lesson plan element best operationalises this for a Class 7 unit?
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Q2. Asha tells her Class 7 students, 'You are explorers making small discoveries for yourselves.' Which idea from Chapter 1 is she drawing on?
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Q3. The opening chapter of Class 7 Curiosity is best described as supporting which teaching approach as the default for the year?
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Q4. A Class 7 student says, 'Science is just a list of facts in the textbook that we need to remember for the exam.' Based on Chapter 1, the most effective teacher response is to
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Q5. If a teacher uses Chapter 1's framing for a year, the role most consistent with the chapter is that of a
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Q6. When evaluating student responses to Activity 1.1, which assessment rubric is most consistent with the chapter's spirit?
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Q7. Activity 1.1 instructs students to ask 'more interesting, and not obvious' questions. Which student question for the answer '42' best fits this instruction?
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Q8. The chapter's worked example for 'just make it half!' lists possible source-situations including
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Q9. In Activity 1.1, one of the printed answers is 'Because the cat's teeth were crooked.' A creative student question that fits this answer could be
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Q10. Apart from 'Because the cat's teeth were crooked', which of the following answers is also printed in Activity 1.1?
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Q11. Among the 'deeper questions' the chapter sets for Grade 7, which one is named first?
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Q12. The chapter raises the question 'Why do events happen the way they do?' as part of
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Q13. Riya hypothesises that ice melts faster in a warm room than in a cool room. Her experiment confirms her hypothesis. Based on Chapter 1, she should next
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Q14. When the chapter asks 'Do plants also breathe? How?', the pedagogical purpose is to
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Q15. The chapter says that over the time life has evolved on Earth, it has figured out how to perform life processes in a way that is
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Q16. While previewing the topic of time, the chapter says we know time from
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Q17. Besides 'how do we measure time?', the chapter also asks
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Q18. The chapter says light is useful in many ways, but most naturally, it helps us
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Q19. Today we have developed many ways to generate light — so that we can
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Q20. Apart from telling the time, the chapter mentions another everyday use of light and shadows
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Q21. Among the motions the chapter lists, the Moon
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Q22. The chapter says, to understand day and night and eclipses, we need to know that the Earth
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Q23. After listing the motions of the Earth and Moon, the chapter draws attention to
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Q24. After previewing the Earth, Moon and Sun, the chapter says, 'Isn't it amazing that we humans can wonder about the wonderful world we live in?' This reflective line is meant to
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Q25. Inspired by the chapter, Class 7 students of a school in Rampur decide to track water use in their kitchens for a week and design simple changes. This project most directly reflects the chapter's idea that
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Q26. Activities outside the textbook are said to help students understand the environment and
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Q27. Reading Chapter 1 alongside a visit to Jantar Mantar in Jaipur, a Class 7 student notices that the giant sundial uses the same principle as the early humans the chapter describes. The principle is
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Q28. Consider these statements about how the book's chapters relate:
I. Each chapter is a self-contained island.
II. Physics, chemistry, biology and earth-science chapters share common ways of thinking.
III. An idea from one chapter can re-appear in another.
Which are correct?
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Q29. The chapter promises that, by going through its activities, the student will become someone who makes
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Q30. An end-of-year reflection asks Class 7 students to identify the best summary of how the chapter views activities and experiments. Which option is most accurate to the chapter?
