Exploring the Investigative World of Science — Quiz

Q1. The chapter says investigation in science means more than looking at something. It means we can now

• A. Only memorise definitions
• B. Read many storybooks about scientists
• C. Ask more focused questions and design simple experiments to answer them
• D. Wait for the teacher to give the answer

Q2. The chapter lists three habits that turn a student into an investigator. They are

• A. Memorise quickly, copy carefully, and repeat answers
• B. Observe carefully, experiment thoughtfully, and explain clearly
• C. Read fast, write fast, and finish first
• D. Listen quietly, sit still, and avoid questions

Q3. The chapter says young investigators will explore puzzles ranging from everyday life like 'Why does dough rise?' to bigger mysteries like

• A. Why do clocks tick?
• B. Why is the rose red?
• C. Is the world getting warmer?
• D. Why is mango sweet?

Q4. Together, the root and the kite symbols of Class 8 Curiosity invite students to

• A. Choose either careful observation or creative thinking
• B. Stay grounded in real observations while letting ideas soar towards new horizons
• C. Avoid imagination and stick only to textbook facts
• D. Imagine freely without bothering about observations

Q5. The root symbol on the left-hand pages stands for a foundation of knowledge that keeps us connected to

• A. Foreign syllabi only
• B. The latest digital tools
• C. Our environment, traditions and our cultural and natural heritage
• D. Our school timetable

Q6. About microbes the chapter previews, which statement matches the text?

• A. All microbes are helpful to humans
• B. All microbes are harmful to humans
• C. Some microbes help us (digesting food, making medicines) while others can cause infections
• D. Microbes are too small to affect humans at all

Q7. Ravi asks his teacher how the body stays healthy. According to the chapter preview, the teacher should mention all four of these together

• A. Nutritious food, exercise, medicines and vaccines
• B. Only medicines
• C. Only exercise
• D. Only vaccines

Q8. Priya sees a motor inside an electric fan and asks which effect of electric current makes it run. The chapter would say

• A. The heating effect
• B. The magnetic effect
• C. The cooling effect
• D. The chemical effect

Q9. After watching electricity do work, the chapter says we move on to study forces — starting with those that make objects

• A. Speed up, slow down, or change direction
• B. Glow brightly
• C. Become invisible
• D. Become heavier

Q10. The chapter uses 'a ball thrown up in the air falls back to the ground' as an example to motivate the study of

• A. The heating effect of electric current
• B. Forces acting on objects
• C. Particles in solids and gases
• D. Mirror reflection

Q11. Per the chapter preview, 'mixtures' are best described as combinations that

• A. Can be separated only by chemical reactions
• B. Cannot ever be separated
• C. Are pure substances
• D. Can be separated physically

Q12. Sugar dissolving in tea to make it sweet is used in the chapter as an example to introduce the idea of a

• A. Pure element
• B. Compound formed by bonding
• C. Solution
• D. Chemical reaction

Q13. Looking at her face in a shiny metal spoon, Priya sees a strange-looking image. The chapter would link this everyday observation to the bending or reflection of

• A. Sound
• B. Light
• C. Heat
• D. Electric current

Q14. Why do we see different phases of the Moon each night, according to the chapter?

• A. The Moon glows on its own and changes brightness
• B. Clouds cover different parts of the Moon
• C. A slightly different part of the Moon is illuminated each night, depending on the relative positions of Earth, Moon and Sun
• D. The Moon's actual shape changes every day

Q15. The chapter says Earth is 'just right' for life mainly because

• A. It is the largest planet in the solar system
• B. It lies at the perfect distance from the Sun where water remains liquid and has an atmosphere providing oxygen
• C. It is closest to the Moon
• D. It has the most metals