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Class - VI

CHAPTER - 3FIBRE TO FABRIC

Assessment Technique - Individual Work sheet

Objectives:- To enable the students to:

• Learn the process of making yarn from fibres.

• Learn how the fabric from yarn is made ?

• Understand the terms:- spinning, weaving, ginning, knitting.

• Understand applications above processes in making fabrics.

Approximate time:- 15 Minutes

Procedure:- The teacher may :-

• Explain how the fibres are converted to yarn for making fabric.

• Let the students know are various ways by which fabrics are made from yarns. The two main processes are weaving and knitting.

• Make the students know about the terms:.

loom, cotton, bolls, ginning etc.

Assessment Parameters:- 1 Mark for every correct answer.

MM 10 Time allowed 10 Min.

STUDENTS WORK SHEET

(i) Name the fruit of cotton plant. ..................................................................

(ii) Define ginning. ....................................................................................

(iii) Name the term used to convert yarn from the fibres. .........................................

(iv) What are two hand operated devices used for spinning. ......................................

(v) How spinning is done ? State briefly.............................................................

(vi) Write the name of process of arranging two sets of yarns together to make a fabric. ..............................................

(vii) How the weaving of thin yarn to fabric is done ................................................

(viii) Write how the knitting is done ? .................................................................

(ix) Differentiate between weaving and knitting. ..................................................

(x) From which part of the plant Jute fibre is obtained ? ...................................... .......................................................................................................

Suggestive Remediations :-

Some students may not understand the difference of fibre and yarn and how the knitting and weaving is done with the yarn. They may the encouraged to visit a hearby handloom or power loom unit to observe the process.

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Class - VI

CHAPTER - 3FIBRE TO FABRIC

Assessment Techniques :- M.C.Q

Task : INDIVIDUAL


• Aware that there is a variety of clothing materials or fabric such as cotton, silk, wool & Polyster.

• Learn that fibres are natural or artifecial/synthetic.

• Understand the sources of natural fibres.

Time:- 10 minutes

Procedure:- You may :

• Explain that fabric is made up of variety of fibres i.e cotton, silk, wool and polyester.

• Fabrics are made from yarns. which in turn made from fibres.

• Tell them that fibres are natural or synthetic while nylon and polyester are some examples of synthetic fibres.

• Give explanation that fibres like cotton, Jute are obtained from plant where as silk and wool obtained from animals.


STUDENT WORK SHEET

Choose the correct option in the following questions

Q.1 The fabric is made up of: 4

a) Cotton b) Silk

c) Wool d) above all

Q.2 The natural fibres are obtained from:-

a) Plants

b) Animals

c) Plants and animals bolls

d) Neither from plants nor animals

Q.3 Example of synthetic fibre is:-

a) Cotton b) Silk

c) Polyester d) Jute

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Q.4 Example of natural fibres is:-

a) Polyester b) Nylon

b) Acrylic c) Silk

Q.5 Wool and silk are obtained from

a) Plants

b) animals

c) Plants and animals both

d) Chemical substances.

Q.6 Nylon & Polyester obtained from:

a) Plants b) Animals

c) Both d) From chemical substances

Q.7 Observe the following

a) Natural fibre b) Syntholic fibre

i) Cotton ii) Nylon

iii) Silk iv) Polyester

Choose the correct match out of the above:

a) A - ii, iii b) A - i, iv

c) B - ii, iv d) B - iii, ii


A few students may ask the difference between two types of fibre in respect to their constitution. For this the teacher can do an activity to know about the fibre that when they are burnt show them various fibres on burning leave different type of materials.

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Class - VI

CHAPTER - 6 CHANGES AROUND US

Assessment Technique M.C.Q


• Learn different types of changes.

• Understand clearly difference between two types of changes.

• Create some common examples.

• Observe and try to understand the type of changes takes place around us.

Task :- Individual

Procedure:- You may give the following informations to the students. :

• Reversible changes are changes that can be carried out in the reverse direction

• Irreversible changes are changes that cannnot be carried out in the reverse direction.

• A change in which no new substance is formed is called physical change. Most physical changes are reversible.

• A change where a new substance with different properties is formed is called chemical changes. Most chemical changes are permanent and irreversibl.

• In most reversible changes the internal structure of substance involved does not change.


STUDENT WORK SHEET

Choose the correct option in the following questions :

Q.1 Which of these is a physical and irreversible change. :

(a) Burning of paper

(b) Evaporation of water

(c) Breaking of glass tumbler

(d) Lighting of an electric bulb.

Q.2 Which of these is a physical and reversible change.:

(a) Heating of iron and sulphur to form iron sulphide.

(b) Melting of ice to form water

(c) Weathering of rocks

(d) Cooking of rice.

Q.3 Which of these is a reversible change.

(a) Milk turning into curd

(b) Burning of wax

(c) Melting of wax

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(d) rusting of iron

Q.4 Which of these is an irreversible change.

(a) Melting of ice

(b) Melting of wax

(c) boiling or water

(d) burning of wax.

Q.5 Chemical changes are :

(a) Always irreversible

(b) Mostly irreversible

(c) Always reversible

(d) Mostly reversible

Q.6 In a physical change

(a) The molecules of the substance does not change.

(b) The molecules of the substance changes.

(c) Atoms forming the molecules undergo changes.

(d) No substances are formed.

Q.7 Most physical changes are :

(a) Irreversible

(b) Reversible

(c) Both

(d) None

Q.8 Dissolving salt in water is :

(a) Physical change

(b) Chemical change

(c) Both

(d) None

Q.9 If two substance are brought in contact, it will result in

(a) A physical change only

(b) A chemical change only

(c) Either a physical change or chemical change depending on the conditions.

(d) A chemical change if they are heated together otherwise a physical change.

Q.10 Growth of plant and animal is :

(a) A physical change

(b) A chemical change

(c) Neither a physical change nor a chemical change since it is a life process.

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Class - VI

CHAPTER - 6 CHANGES AROUND US

Assessment Technique : Demonstration based worksheet

Objectives:- • To know the various conditions favourable of metals.

• Find the method to prevent the corrosion.

• To know that both O2 and H2O are necessary for the corrosion.

Task :- Individual Worksheet

Procedure :-

The teacher will give a demonstration to show the conditions required to corrode the metal. For this teacher set up the apparatus and will ask the questions.

Assessment parameters :-

Q 1 carries 1 mark.

Q2, 3 & 4 carry 2 marks each.

Q5 carries 3 marks.

Student's worksheet :-

Q. 1 :- In which test tube the metal get corrode?

Q. 2 :- Name any two metals which get corrode when comes in contact with air and water.

Q.3 :- Why in second test tube and the third test tube, the metal did not corrode?

Q.4 :- Name the techniques by which you prevent to corrode the precious metals.

Q.5 :- What is galvanization? What are its benefits? Why the pipes in our home for water

delivery do not corrode?

Suggestive Remediation :-

Some students may feel difficulty to explain that why in the second and third test tube, the metal did not corrode. It may be explained by the teacher at the time of demonstration.

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Class - VI

CHAPTER - 4

SORTING MATERIALS INTO GROUPS

Assessment Technique Date based worksheet

Objectives:- After studying the data based work sheet, students will be able to —

• Aware that objects around us are made up of a large variety of materials.

• Understand that a given material could be used to make a large number of objects.

• Enable to know that an object could be made of a single material or many different types of materials.

• Enhance their differentiation skill.


Procedure :- The following information may be given to the students.

• There are so many ways to sorting materials/ objects into groups.

• All objects around are made of one or more materials, there materials may be glass, metal, plastics, wood, cotton, paper, mud or soil etc.

• The students may be asked to conduct a survey of their home and surroundings. Prepare a list of these various materials. They may further be asked to classify these objects and materials as they are made of and different types of objects that are made from the same materials.

• Record data in table as given below. :

Table 1 Table 2

Object Materials they are made of Material Objects made of thesematerial

ask students to prepare a survey report.

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STUDENT'S WORKSHEET

Time 2-3 days

Aim of Survey :- To Classify the objects and materials commonly used at home or outside as they are made of.

Formate of the report :-

1. Aim of the Survey.

2. Introduction with Purpose.

3. Method used for survey.

4. Information.

5. Introduction with Purpose.

6. Conclusion.

7. Reference.

Assessment Parameter :-

Area of assessment Value Points

• Presentation 1

• Date collecting and reporting 2

• Analysis 1

• Viva 1

Suggestive Remediation :-

The purpose of the task is to connect the class room learning to the things / materials outside school. It is possible that some of the of the students are not able to distinguish between the material used of which the object made of, they may be helped to do so by explaining in right direction

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Class - VI

CHAPTER - 4SORTING MATERIALS INTO GROUPS

Assessment Technique:- Demonstration based Individual work sheet

Objectives:- After demonstration students enable to —

• Enhance observation skill.

• Aware that different types of materials have different properties.

• Understand that materials are grouped together on the basis of similarities in their properties.

• Draw inference from the observation that some materials of which the objects made of are soluble / insoluble, float / sink, transparencies, appearance etc.

• Learn the practical skill.

Task:- Individual work sheet

Procedure:- You may give demonstration for sorting objects on the basis of properties of the materials used discussed in Section 4.2 on Page 28 of class VI, NCERT, Science Text Book. Demonstration as given in the activities 3,4, 5 and 6 may be used.

After demonstration following information may be given to the students:-

Objects can be classified / grouped on the basis of --

• Appearance - lusturous & hardness.

• Soluble / Insoluble - solids & liquid,

• Transparencies - transparent, translucent & opaque.

Assessment Parameters:-

Q. No. 1 carries 5 Marks.

Q. No. 2 Carries 5 Marks.

Q. No. 3 Carries 10 Marks.

STUDENT'S WORK SHEET

Time:- Approximate 20 minutes.

Q.1 Fill in the blank.

a. Material to make an object depend on its .............. and the ................. for which the object to be used.

b. Freshly cut surface of some materials like aluminium sheet, wood etc. appears ..........

c. Salts and sugar are ................ in water.

d. Separate layer of ................ with water is observed when they are mixed together.

e. An oil paper, through which objects can not be seen called ............ .

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Q.2 State whether the statements given below are true or false.

i. Stone is transparent, while glass is opaque.

ii. A note book has lusture while eraser does not.

iii. Chalk dissolves in water.

iv. A piece of wood floats on water.

v. Oil mixes with water.

Q.3 Answer the Questions.:

a. What happens when surface of material is rubbed with sand paper. ........................

b. Which solid sample substances are in soluble in water : Sugar, Chalk powder, salt, sand & saw dust. ........................................................................................

c. Can we look through the oil spread paper towards the lighted bulb? If not why?...........

d. On what basis the objects are goruped/sorted. Name two. ...............................

e. Why the appearance of some metals is dull before rubbing them.

.......................................................................................................


Students may ask why such grouping is useful, they may be told that dividing materials in groups makes it convenient to study their properties & also the pattern of their properties.

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Class - VI

SEPARATION OF COMPONENTS OF MIXTURE

Assessment Technique :- Riddles


• Learn different techniques of separation of components of mixture.

Task:- Individual

Procedure:- Teacher may give the worksheet to the students after the completion of the topic.


STUDENT WORK SHEET

Instructions : Solve the following Riddles.

1. I am a machine

Used to separate stalks and grain

Identify me

If You have brain

2. I separate heavier or light components

Using wind or blowing air

Identify me as a process

The game is very fair

3. I help to separate - Pebbles and sand

stone and wheat and floor and bran

I am the process to remove impurities

When they are of different sizes

4. I am a process

to convert steam into water

I am some what opposite to evaporation,

Identify me with no tension

5. I am a method of separation

separate insoluble particles from solution

Who am I Identify

You will get promotion

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Class - VI

CHAPTER - 6 SEPARATION OF SUBSTANCES

STUDENT WORKSHEET

Time : 10 minutes

Assessment Parameter:- INDIVIDUAL

Instruction:- Complete the following cross word puzzle using the Hints given below:

Hints:

ACROSS

3. The process of settling down HEAVIER COMPONENT After adding water (13)

4. The Process of conversion of water into its vapours (11)

7. The process used to separate grain from stalks (9)

8. The method of separating slightly larger sized impurities from the grains (11)

9. The method of separating tea leaes from prepared tea (10)

Down:

1. The process used to separate grain from flour (7)

2. The process of conversion of water vapours into its liquid form (12)

3. A salt solution where no more salt can be dissolved is known as -------- solution (9)

5. Milk or curd is churned to separate .......... from it (6)

6. The method to separate Heavier & lighter components of a mixture by wind or by blowing air (9)

1 2

3

4

5

6

7

8

9

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Class - VI

CHAPTER - 14WATER

Assessment technique: M.C.Q


• Under stand the sense of rain water harvesting.

• Learn how havested water is useful directly or by replenishing the water bodies.

• Know the techniques of water harvesting.

Task:- Individual

Procedure:- The teacher may give the following information to the students:

• The meaning of rain water harvesting is a way of increasing the availability of water by collecting rain water & storing it for later use.

• The basic idea behind rain water harvesting is "Catch water where it falls".

• Manage to collect rain water instead of its flow into drains, river or ponds.

• Two techniques of rain water harvesting is —

Rooftop rain water harvesting & to send rain water directly into the ground.

• Collected water will recharge the ground water

Assessment Parameters:- 1 Mark each.

STUDENT WORK SHEET

Q.1 Water harvesting means

a. take bath in rain water b. drink rain water

c. storage of rain water d. Let rain water to flow into drain

Q.2 Roof top rain water harvesting means collection of rain water from roof top to a storage tank through a

a. bucket b. pipe

c. tumbler d. all of the above

Q.3 The basic idea behind rain water harvesting is

a. "Catch water where it falls" b. 'leave water to go in drains'

c. drink water where it falls. d. none of the above

Q.4 Excessive rains may cause

a. Drought b. flood

c. water cycle d. cloud formation

Q.5. The process of water changing into its vapours is called :

a. condensation b. filtration

c. evaporation d. Sublimation

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Some students may not understand the concept of rain water harvesting they should be cleared giving more examples from daily life.

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Class VI Science Chapter – 10, Motion & Measurement of distances

Sample Worksheet

Marks

Answer the following question:- 2x5 =10

1. Name the S.I Unit of length. ____________________________________________________________________________ 2. Mention one device to measure length ____________________________________________________________________________ 3. Write one important precaution to be taken, while measuring length with the help of a meter scale. _____________________________________________________________________________ 4. Can length of hand or a cubit be used as the standard unit of length? _____________________________________________________________________________ 5. The height of a person is 1.52m. Express it in mm. 1x6 = 6 ______________________________________________________________________________ Classify the following into different types of motion

1. Motion of a potter wheel ________________________________

2. A falling stone _________________________________________

3. Motion of a pendulum ___________________________________

4. Wheel in a moving bullock cart ____________________________

5. Motion of hands of soldier while marching ___________________

6. Motion of earth _________________________________________

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Match the column:

Column I Column II

(a) Metre (i) Non standard unit of length

(b) Yard (ii) Unit to measure small distance

(c) Millimetre (iii) S.I. Unit of length

(d) Hand span (iv) Unit to measure long distances

(e) Kilometre (v) Standard unit of length

Answer the following – 3x2 = 6

1. How will you use a thread to measure the circumference of 5 rupee coin?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. If you are swirling a stone around you, will the distance of stone from your hand remain the same.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Class VI Science Chapter – 11, Light, Shadows & reflection

Sample Worksheet

Fill in the blanks 1x 10= 10

1. Object like the sun that give out or emit light of their own are called ______________ Object.

2. Stars are ________________ sources of light.

3. Light travels in _______________________ line.

4. Images are very different from ______________________.

5. Mirror shows clear images by ______________________________.

6. _________________ are formed when an opaque object comes in the path of light

7. ___________________ objects do not allow light to pass through them.

8. Regular reflection is possible only from ______________________ surface.

9. A pinhole camera is based on the property of light travelling in ______________________ lines.

10. Polished surfaces produce ____________________ reflection which causes glare in our eyes.

Write True or False against each of the following statement 1x10= 10

1. The moon is a natural source of light.

2. Bouncing back of light from shining surfaces is called refraction.

3. In lateral inversion, image because inverted.

4. We can see clearly through transparent as well as translucent objects.

5. To get a shadow, we need both a sources of light and an opaque object.

6. The image formed by a plane mirror is a erect image.

7. Light travels in straight line.

8. The torch bulb is an object that gives light of its own.

9. During the night, the sun allows us to see objects.

10. light helps us to see objects.

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Class VI Science Chapter – 12, Electricity and Circuits

Sample Worksheet

Solve the crossword given below –

Across

1. The dry cell which is a compact and portable form of an improved voltaic cell.

6. The metal of the container of a dry cell having a paste of ammonium chloride inside it.

9. A closed loop in which an electric current can flow.

10. The first electric cell designed by Volta around the year 1800.

Down

2. The flow of electricity in a conductor.

3. The type of circuit in which switch is ‘ON’ position.

4. The type of circuit in which switch is ‘OFF’ position.

5. Material that (easily) let electric current to flow through it.

7. Material that does not let electric current to flow through it.

8. An essential part of an electric circuit to control the flow of electric current.

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Class VI

Motion and Measurement of Distance

Chapter : 10

Part A :Moving Things, people & Ideas,

Extended learning Activity:

1. List situations with various motion and identify the type of motion

2. List objects having more than one type of motion

3. List objects having periodic motion

4. Make Card Board scale of 15 cm

Group Activity

1. Measure the length & breadth of your class room in number of foot steps. Measure the length of

your foot step from meter scale & hence measure the length & breadth of your class room in

metres.

2. Make a model of clock using card board & pins

3. Using balls of different sizes on Thermocolor Mount Board, show the motions of sun, moon and

earth

Class VI

How things work

Activity for Extended Learning -

1. Make a model of torch using bulb or LED, Dry cell, wire, switch and card board.

2. Using tester, bulb, switch & wire show that some objects are conductors and other are insulators

and list those objects

3. Make list of magnetic & non-magnetic substances after checking them yourself

Group Activity:

1. With magnet, iron pieces or iron filings locate poles of a magnet

2. With two magnets & thread observe how do magnets behave when brought close to each other

3. With Bar magnet and thread observe whether a freely suspended magnet always aligns in a

particular direction.

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Chapter : Natural Phenomena

Class VI

Activity for extended learning

1. Pour ice in a glass of water and observe and note down what happens on the sides of the glass.

2. Observe what happens if hot food is closed in a metallic lunch box

3. Using candle/Torch, white paper, card board box & Black paper, identify the various materials in

terms of transparent, translucent & opaque

Group activity:

1. Using thermocole, mount board & colors make a model of water cycle

2. make a model of pinhole camera

3. make shadows on the wall of your room using your hands

4. measure your shadow in the moving, daylight, evening and at night and find the difference of length

between your shadow and image as seen using mirror.

28

Chapter : 1FOOD - Where does it come from

Activities for CCE

Activitiy : 1

Select some dishes (food items) eaten by your friends during lunch or dinner and find out the ingredients used in making these food items. With this information, make a table of the ingredients used in making the food items as shown here -

Once you fill up this table you will find that many ingredients are common in different dishes. Talk to your classmates about this. Although, most of the ingredients we buy from the market, but the question is, what is the source of these ingredients? Discuss in groups and make presentation.

Activity : 2

Make a list of five plants where two parts of the same plant are used as food.

Sl. No. Dish (food item) Ingredients

1.

2.

3.

4.

5.

6.

Chapati / roti

Boiled rice

Kheer

Wheat flour (atta), water

Rice, water

Sl. No. Plant Edible Part

1.

2.

3.

4.

5.

Class - VI

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Activity : 3

Take one sprouted gram seed and a lentil seed. Peel off the tester (covering). Separate two cotyledons. Observe little growth of plumule and root. Draw diagram of open up cotyledons in the space given below.

Activity : 4

Match the following.

What about human beings, are we carnivores. herbivores or omnivores? Human beings are omnivores because they eat plants as well as animals.

Worksheet for CCE

1. Fill in the blanks :

a. Lion is a carnivore because it eats only _________________.

b. Crow is an ______________because it eats meat and grains.

c. Butter and cheese are made up from____________, which is an animal product.

d. Squirrel eats only grains and nuts, it is a ______________.

e. ____________ are reared for honey.

Gram Lentil

Sl. No. Animal Food eaten

1.

2.

3.

4.

5.

6.

7.

Cow

Tiger

Spider

Human beings

Butterfly

Rat

Monkey

Insects

Plant and animal products

Grains

Banana

Grass

Nectar

Animals

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2. Give one word answer:

a. Name given to bee-farming.

b. One stem that has food stored in it.

c. Name given to sweet juice collected by honeybees.

d. The process of making food by green plants.

3. Match the following:

A B

a. Carnivores are plant products

b. Humans are animal products

c. Carrot, radish, lettuce omnivores

d. Chicken curry, kababs eat other animals

4. Tick { √ ) the correct option:

a. Omnivores are the animals who eat-

i. Plants only ii .Meat only

iii. Plants and meat iv. None of these

b. Which of these food ingredients we do not get from plants or animals?

i. Milk ii. Honey

iii. Salt iv. Rice

c. Worms, insects and grains are eaten by-

i. Cows ii. Frogs

iii. Crows iv. Squirrels

d. Grass, gram and grains are not eaten by-

i. Cow ii. Horse

iii. Goat iv. Lizard

5. Answer in short:

a. What is a food menu?

b. What are food ingredients?

c. What is apiary?

d. Name five milk products.

e. Name the sources from where we get the ingredients of food.

Suggestive Projects

1. Take a wall map of India and trace the outline of the country. Transfer the tracing on a full size

drawing sheet. Using this large outline as a base, paste pictures of different food items of different

states on the map according to the location of the state.

2. Make a chart showing herbivores and carnivores. You can use pictures and paste them or draw

them if you can.

3. Think and plan out how you can avoid food wastage at home. Group discussion and presentation.

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Milk

(Underground Modified stem/root)

/ Honey32

Lesson : 2

COMPONENTS OF FOOD

Class VIActivity :1

Fill in the shown table

Sl. No. Food Starch Protein fat

1. Milk X

2. Raw potato

3. Dry coconut X X

4. Raw Dal

5. Vegetable Slice

6. Fruit Slice

7. Egg White

8. Groundnut

9. Boiled Rice

10. Bread

11. Chapati

12. Wheat-flour

Worksheet for assesment


2. Give one word answer :

33

3. Match the following :

4. State True or False for the following stataements :

5. Tick ( ) the correct option :

34

6. Answer in short :

7. Answer in detail :

Discuss in groups and prepare presentations :

1. Why is it important to include roughage in our diet ?

2. Why are minerals and vitamins called protective food ?.

35

Chapter : 7

Getting to Know Plants

Worksheet

Sl. No. Name of Vegetable Food stored in

Stem

In the table given below, indicate if stem or the root is storing food

Ginger

Carrot

Onion

Potato

Raddish

Turnip

Sweet Potato

1.

2.

3.

4.

5.

6.

7.


3. Differentiate between the following :


A B

36

5. State True or False for the following statements :


ii Roots

iv Budsiii Stems

i Leaves

37


8. Answer in detail :

e.

f.

38

Activity 1

Draw following diagrams in the given spaces

Reticulate leaf vention Parallel leaf vention

Activity 2

Take on China rose flower. Study, draw and label different parts of flower. Fill the detailsbelow. (Teacher can give different flowers also)

Colour -

Calyx (Number and colour) -

Corolla -(Number and colour)

Stamens -

Pistil -

39

Class - VII

CHAPTER - 3

FIBRE TO FABRIC

Assessment Technique MCQ

Objectives:- To enable the students to

• Learn about different type of fibres.

• Know the animals that yield wool and silk.

• Understand the processing of wool and silk.

Task Individual

Procedure:- Students may be given the following information :

• Fibres obtained from plant are called plant fibre and from animals are called animal fibre and both are natural fibre.

• Sheep, goat, yak, and other animals like 'Llama' and 'Alpace' are wool yielding animals.

• Processing or Wool involved shearing, scouring, sorting, drying, dying and combing.

• Rearing of silkworm for silk is 'sericulture'.

• Life cycle of silk worm includes egg, larva, pupa and adult.

• Tasar, Muga, Era, kosa, Mulberry etc are varieties of silk.

• Taking out thread from cocoon is reeling of silk.


STUDENT WORK SHEET

Choose the best correct option in the following questions :

(i) Which of these is not a natural fibre?

a. Leather b. Jute

c. Wool d. Cotton

(ii) Which of these fabrics will you choose to wear in hot and humid condition.

a. Silk b. Nylon

c. Wool d. Cotton

(iii) Which of these do you think traps the most air.

a. Nylon b. Cotton

c. Polyester d. Wool

(iv) Rearing of silk worm for the production of silk is

a. Apiculture b. Sericulture

c. Siliculture d. Pisciculture

(v) Which of these is the leading producer of wool today.

a. Germany b. Newzealand

c. Australia d. USA

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(vi) 'Llama' and 'Alpaca' found in south Africa is also used for obtaining.

a. Wool b. Fodder

c. both d. None

(vii) The fleece of the sheep along with the thin layer of skin is removed from its body which is called.

a. Scouring b. Shearing

c. Sorting d. Combing

(viii) In which stage of the life cycle of silk moth forms silk fibres.

a. Egg b. Larva

c. Pupa d. Adult

(ix) Which one is not a variety of silk.

a. Tasar b. Chiffon

c. Kosa d. Mooga

(x) The process of taking out thread from the cocoon for use as silk is called

a. reeling b. Weaving

c. Rolling d. spinning.


Some students may feel difficulty to give correct answer, teacher should help them to explain matter again.

41

Class - VII

CHAPTER - 3

FIBRE TO FABRIC

Assessment Technique Data based worksheet

Objectives:- To enable the students to :

• Learn about some Indian breed of sheep.

• Know the native states where breed of some quality wool is presnet.

• Enhance data analysing skill.

Task: Individual

Procedure:- Teacher may give following information to the students :

• Sheep are reared in many parts of our country for wool

• Certain breed of sheep have thick coat of hair on their body which yields good quality wool in large quantities.

• These sheep are 'selectively bred'.


STUDENT WORK SHEET

A table related to Indian breeds of sheep and quality of wool from which obtained may be given to the students.

S. No. Name of breed Quality of wool State where found

1. Lohi Good quality wool Rajasthan, Punjab

2. Rampur bushair Brown fleece Uttar Pradesh,

Himanchal Pradesh

3. Nali Carpet Wool Rajasthan, Haryana, Punjab

4. Bakharwal For Woolen Shawl Jammu and Kashmir

5. Marwari Coarse Wool Gujrat

6. Patanwadi For hosiery Gujrat

Answer the following questions on the basis of given table :

Q.1 Which breed of sheep is good for woolen shawls?

................................................................................................................

Q.2 For hosiery purpose which breed is best?

................................................................................................................

Q.3 Which quality of wool is obtained from Marwari variety of sheep?

................................................................................................................

42

Q.4 Name two states where Lohi breed is found.

................................................................................................................

Q.5 Carpet wool is obtained from which variety of sheep.

................................................................................................................

Q.6 'Brown fleece' is obtained from which variety of sheep.

................................................................................................................

Q.7 'Marwari' and 'Patanwadi' variety of breed is found in which state.

................................................................................................................

Q.8 'Uttar Pradesh' and 'Himanchal Pradesh' is native place of which variety.

................................................................................................................

Q.9 Name two important breed of sheep.

................................................................................................................

Q.10 Write the name of the breed which is most and least important.

................................................................................................................


Some students may not be able to understand analyse the table. They may be given sufficient practice for the same. Names of breed may be learnt by repeating the name many times.

43

Class - VII

CHAPTER - 5

ACIDS, BASES & SALTS

Assessment Technique Activity based worksheet


• Enhance their observation skill.

• Learn the practical skill of developing practical material.

• Learn that house hold materials (like turmeric_ can be used as indicators.

Task In groups

Procedure/Direction

The teacher may give following instructions in the class and let the students perform the given activity in groups.

• Make turmeric paper strips as per instructions given in activity 5.2 of NCERT book Class VII.

• Test the solutions with these strips, given in table 5.3 of NCERT Book & write your observations.

Assessment Parameters

• Performance of Activity 2 marks

• Observation table 4 marks

• Q No. 2 to 5 1 mark each.

WORK SHEET

Q.1 (i) After performing activity complete the given table :

S. No. Test Solution Effect on turmeric solutions Remarks

1. Lemon Juice

2. Orange Juice

3. Vinegar

4. Milk of magnesia

5. Baking soda

6. Lime water

7. Sugar

8. Common salt

Fill in the blanks

44

Class - VII

CHAPTER - 5

ACIDS, BASIS AND SALTS

FIBRE TO FABRIC

Assessment Technique Demonstration based worksheet


• Enhance observation skill of students.

• Learn the practical skill of handling chemicals.

• Acid and base neutralise each other's properties.

• A salt and water are the products of a neuralisation reaction.

• Neutralisation reactions are part of our every day life.

Task Individual worksheet

Procedure:- Activity No. 5.5 of NCERT science text book, may be demonstrated. The following information may be given to the students :

• Phenolphthalein is a synthetic indicator which gives pink colour with a base solution.

• Phenolphthalein gives no colour with an acid.

• The reaction between an acid and a base in known as neutralisation reaction.

• Salt and water are the products of a neutralisation reaction.

• Solutions in test tubes A, B and C are diR Hcl, diR NaOH and phenolphthalein respectively.

Assessment Parameters:- 1 Mark for every correct answer. 1x10

STUDENT WORK SHEET

Q.1 (i) What is the solution in test tube A?

.......................................................................................................

(ii) What is the solution in test tube 'B'.

.......................................................................................................

(iii) What is the solution in test tube 'C'.

.......................................................................................................

(iv) What change did you observe when some drops of 'C' solution was added to test tube 'A'?

.......................................................................................................

(v) Which colour did you observe where solution 'B'. was added drop by drop to acidic solution?

.......................................................................................................

45

(vi) What is the nature of solution when it is of pink colour?

.......................................................................................................

(vii) What happend when one more drop of diR Hcl (A) was added to pink solution.

.......................................................................................................

(viii) Name the reaction which takes place when an acidic solution is mixed with a basic solution in suitable, amount?

.......................................................................................................

(ix) What products are formed after a neuralisation reaction.

.......................................................................................................

(x) Why does test tube become hot when base was added to acid.

.......................................................................................................


Teacher is advised to prepare 4 to 5 set of test tubes of neutral solution produced so that all students of class could feel the hot ness of test tube with the help of volunteer students.

Students sitting on last bench may not be able to observe pink colour properly. Teacher can show it by moving up to last bench.

46

Class - VII

CHAPTER - 3

ACIDS, BASES & SALTS

Assessment Technique : Riddles

Objectives:- To enable the students to-

• Understand that acids are sour in taste and base are bitter in taste.

• Learn that base are soapy in touch but acids are not soapy in touch.

• Appreciate that some substances show different colours with acid and bases and are called Indicators.

Task :- Individual

Procedure:- The teacher may furnish the following information to the students—

• Acids are sour in taste and base are bitter in taste.

• Acids are non soapy in touch and base are soapy in touch.

• There are some substances that show different colours with acid and base and they are called as indicators, such as—

vLetmus show red colour with acid and blue colour with base.

vTurmeric show reddish brown colour with Base.

vChina Rose extract show magenta colour with acid and green colour with Base.


STUDENT WORK SHEET

Approximate Time : 10 Minutes

Instruction : Give the appropriate answer for the Ridder below — "Bujho To Jane"

Q.1 I Show 'Red' colour with Acid

But no change with Base

I am prepared from a symbiotic plant

Ab Tum Bujho Mera Naam

Q.2 I am China Rose Indicator,

Yahan Dekho Test Tube Ke Ander,

Look at my Beat and grace,

What colour do I show with Base,

Q.3 I am Princess of the Kitchen

An Antibiotic and Antiseptic

Show Reddish Brown colour with soap

But with acid there is no hope

47

Q.4 I am Bitter and Soapy in Touch,

Turns Red Litmus Blue

Identify my nature,

Using all these clues.

Q.5 When stomach produces more Acid,

You use me as an antacid,

I am your friend in Kitchen'

And also used in Fermentation

Q.6 I am sour but not soapy

And turn Blue litmus Red

Identify my nature

or just go to bed.

Q.7 I am a product of,

Acid - Base Reaction,

Neither Sour nor bitter

Can you identify my nature

Q.8 I am colourless with

Acid but Pink with Base

I am an Indicator

Identify me and get grace

Q.9 I am a base

and CO turns me milky2

used for soil treatment

Identify, even if it is tricky

Q.10 Sour in taste

I am Amla Juice

What colour will I show

With drops of litmus

48

Class - VII

CHAPTER - 3

ACID, BASE AND SALT

Assessment Technique : Cross Word Puzzle

Objectives:- To enable the student to —

• learn that acids are sour in taste and base are bitter in taste.

• appreciate that different acids present in different substances such as accetic acid in vinegar.

• recognize that some substances show different colours with acid and base.

• appreciate the change in colour with litmus and phenolphtalein.

• know that lime water is the hydroxide of calcium.

Task:- Individual

Procedure:- • Teacher may give this crossword puzzle work sheet to the students after teaching the lesson.



Some students may not be able to complete the cross word puzzle, they may be helped.

If required, the teacher may use pictures to help the students to guess the correct term or correct change.

1

2

3

4 5 6

7 8

9

49

HINTS:

Across : Drown :

2. A substance that is 1. What is the colour of phenolphalein

sour in taste (4) with a base (4)

3. Colour of the solution of 2. Name of Acid Present in vinegar (6, 4)

soap and litmus (4)

7. Name of the Acid present 4. General name of product of neutralization

in curd (6, 4) reaction (4)

9. Colour of the solution 5. Taste of a 'base' (6)

of Lemon juice and litmus (3) 6. Plants from which litmus is extracted (7)

8. Lime water is the hydroxide of (7)

50

Class - VII

CHAPTER - 6

PHYSICAL AND CHEMICAL CHANGES

Assessment Technique : Activity based worksheet


• Compare among various types of changes we observe around us.

• Improve the observational skill.

• Know the physical changes.

• Know the chemical changes.


Procedure :- Teacher may well inform the students about

• The shape, size, colour and state of the substances are the physical character of the substance.

• The changes in the physical character of any the changes are reversible.

• The changes in which new substances, with different properties is called chemical changes most chemical changes are permanent and irreversible.

STUDENT WORK SHEET

Students perform the activity and will record the result in the table given below —

Activity Change in Change in Evolving of Reversible/ Physical/

done odour colour gases Irreversible Chemical Change

Dissolving ofsugar in water

Burning of paper

Heating of waxReaction of iron nails withCuSO4 Soln

Reaction of lemonJuice withNaHCO3

Assessment Parameter : Performance of Activity - 3 Observation of Table -2

Answer the Qs. on the basis of table (1x5=5)

Q.1 Dissolving of sugar in water is reversible or irreversible

................................................................................................................

51

Class - VII

CHAPTER - 3

PHYSICAL AND CHEMICAL CHANGES

Assessment technique : Demonstration based worksheet

Objectives :- After demonstration based worksheet student enable to -

· Enhance the observations skill

· Know the Changes occur during the reaction.

· Know the Chemical nature of the new substance so formed.

· Know the use of litmus soln. for detecting acid or base.

Task: Individual worksheet

Procedure :- Activity 6.6 in the NCERT Science text book for class VII may be demonstrated and the following information may be given to the students :

· Magnesium is a very reactive metal.

· It reacts with O and gives a very bright flame of white colour.2

· The new substance so formed is different from the magnesium.

· The new substance so formed is basic in mature as it turns red litmus to blue.

Student's worksheet :-

Duration - 20 minutes 2x5=10 Marks

Answer the following question based on the demonstration.

Q.1 Why magnesium ribbon should be cleaned before heating?

Q.2 What is the Colour of the flame?

Q.3 What is the colour of the residue after burning completed?

Q.4 What change is seen in the red litmus soln. after reaction with the residue

52

Students Worksheet

Approximate Time

Instructions: Complete the given crossword puzzle using the 'Hints' Given below.

Hints: Down:

Across:

3. Dissolving sugar in water is a _____ Change (8)

5. Colour of Iron sulphate solution(4)

6. Colour of copper sulphate solutions (6)

7. Oxide of which element releases when vinegar reacts with Baking soda (6)

8. The brown substance on Iron Plate, kept in a wet open place. (4)

9. When carbon dioxide is passed thought lime water. The Colour appeared is _________ (5)

1 2

3 4

5

6

7

8

9

53

Down :

1. Rusting is a _______ change (8)

2. Common Name of sodium bicarbonate (6,4)

5. The Process of depositing a layer of zine on iron. (13)

54

Class - VII

CHAPTER - 6

Physical and Chemical Changes

Assessment technique : Riddles

Objectives :- To enable the student to-

· Classify different change as Physical or chemical change

· Appreciate that a new substance is formed in chemical change

· Appreciate that Rusting is an example of chemical change

· Know that depositing Zn or Iron is called as Galvanization and the process is used to prevent Rusting

Task: Individual

Approximate Time: 05 Minutes

Procedure :

Teacher may pass the following information to the students-

· A change in which no new substance is formed is called as Physical Change

· A change in which a new substance is formed is called in which as a chemical change

· Rusting is also an example of chemical change

· Rusting destroys the Iron so it should be prevented.

· Rusting may be prevented using greese, oil or galvanisation.

· Galvanisation is the process of depositing zinc on Iron.

Assessment Parameter : 1 Mark for each correct answer.

Student WorkSheet

Approximate Time: 05 Minutes

Instruction: Answer the following Riddles.

1. When Co is passed through limewater,

it turns milky white

Is the Physical or Chemical Chnage

Tell me Mr. Bright

2. When Iron Plate is in air and water,

it turns Brown

What type of change it is

Tell me Ms. with Crown

55

3. A new box on the floor,

has a deposit of zinc on Iron

Name the process used for plating

Or I will blow a Syron

4. The pipes of Iron-bright and shining

used to carry water,

Why the Pipes are galvanized,

tell me with a laughter

5. Rice to Dosa

Maida to samosa

What type of change is this

Tell me Mr. or Miss

56

Class VII

CHAPTER 16 - Water - a precious resource

Assessment technique : Individual Work Sheet

( Diagram based )

Objectives :- To enable the students to-

· identify the diagram of a water Cycle.

· recognise the different process involved in the water Cycle.

Task: Individual Work

Approximate Time :- 10 minutes

Procedure:

· The student will be given a worksheet of diagram that has the various Process involved in water Cycle shown by numbers only.

· You may tell them the name of Process involved in the water Cycle.

Student Work Sheet

Time : 10 Minutes

Look at the diagram carefully and answer the Question which follows :

Q.1 Which phenomenon is shown is diagram. [1]

Q.2 Label the area marked 1-7 in the diagram.

1. ..................

2. ..................

3. ..................

4. ..................

5. ..................

6. ..................

7. ..................

Q.3 When does the water falling as shown in the diagram going finally ?

......................................................................................................... [1]

Q.4 Write the Understand able/meaning ful word the given jumbled form: [0.5x2=1]

a) Is pratntaoinr .....................

b) Atooniaer up .....................

Suggestive remediation :- Student may ask the explantation of various phenomenon/Process occuring in the water Cycle, therefore, teacher may give some idea about them keeping the level of standard in the mind.

57

Student work sheet

Time: 2-3 days.

Aim of survey :- To identify the causes of water shortage in your area and surroundings

For mate of report.

1. Aim of the survey :

2. Introduction (With Purpose) :

3. Method used for survey :

4. Information :

5. Interpretation of dots :

6. Conclusion :

7. Reference :

Assessment Parameter

Area of Assessment Value Points

1. Presentation 1

2. Data Collecting and 2

reporting

3. Analysis 1

4. Viva 1

Suggestive remediations :- The purpose of this activity is to Bring awerness among them about this value of the precious resource - water & hence they may think to save & how it can replenished.

58

Class - VII

CHAPTER - 16 WATER - A PRECIOUS RESOURCE

Assessment technique : Cross works Puzzle

Objectives :- To enable the students to-

· Appreciate that water Cycle is the process that maintain the amount of water.

· Know that water slowly seeps into ground through infiltration.

· Know that the upper limit of Ground water is known as water table

· learn that the place where ground water is stored between layers of hard rock below the water table in known as Aquifer.

· Appreciate the technique of water harvesting as a process of recharging the ground water.

· Appreciate the process of Drip Irrigation.

Task: Individual

Approximate Time :- 10 minutes

Procedure:

· Teacher may give the worksheet to the students after completing the topic.

Assessment Parameter : 1 mark for each correct answers

59

Students Worksheet

Approximate Time

Instructions: Complete the given crossword puzzle using the 'Hints' Given below.

1

6

7

9

2

3

5

8

10

4

60

Hints:

Across:

2. International year of fresh water (4)

6. The process of seeping of water in to the ground (12)

7. World water Day (2.5)

8. Solid form of water (3)

9. The upper limit of Ground water is known as water _________ (5)

10. The water found below the water table is ________ water (6)

Down:

1. The place where Ground water is stored between layers of hard rock below the watertable (7)

3. The process which maintain the amount of water (5,5)

4. Method used by farmers to water the plants by making use of narrow tubing which deliver water directly at the base of plant (4, 10)

5. The process of recharging the Ground water using rain water (5, 10)

61

CLASS - VII

CHAPTER - 18 WASTE WATER STORY

Assessment Technique Activity based worksheet


• Know the Various process used in water treatment plant.

• Know about substances which causes water pollution.

• Know how disinfection of water is done.

• Aware the student for better management of water resources.

Task: In groups

Procedure:- Teacher may give following information to the student before performing the activity.

• Human excreta bio waste products, oil, nitrogenous waste, fruits and vegetable peels are organic waste.

• Pesticides, Herbicides, nitrates, phosphate, metal etc. are the inorganic waste.

• Bacteria are also present in water, responsible for Cholera, typhoid etc.

• Other micro organisms responsible for dysentery and diamrroea, is also present in waste water.

• Take some impure water, smell it.

• Pass the air for some hour in it.

• Filter this with a funnel having filter paper, layer of sand, fine crushed stone and semi crushed stone.

• Filter this aerated water again and again till the pure water is obtained.

• Add Chlorine tablet in the filtered water and smell it.

• Activity No 18.4 may be consulted of the chapter of class VII NCERT.

Assessment Parameters:- Performance of Activity 2 Marks

Q. No 1 to 6 Carry 1 Mark each

Q. No 7 carry 2 marks

62

STUDENT WORK SHEET

Q.1 What Changes is observed after the aeration of water?

.............................................................................................................. .

Q.2 Is the smell of water change after aeration ?

.............................................................................................................. .

Q.3 What type of impurities was removed after filtration by sand?

.............................................................................................................. .

Q.4 Was the Colour of impure water disappeared after treating with Chlorine?

.............................................................................................................. .

Q.5 Is the Chlorine has its own smell? Among the impure water and the chlorinated water, which you dislike more ?

.............................................................................................................. .

Q.6 What are the steps involved during the treatment of polluted water.

.............................................................................................................. .

Q.7 Name two organic and in organic impurities present in the polluted water.

.............................................................................................................. .


Some students may not be able to perform activity neatly. Teacher should help them to do care fully.

63

Class - VII


Assessment technique Multiple Choice Questions

Task : Individual


• Learn about wastewater, their treatment and disposal.

• Understand basic process of treatment.

• Explain different factor & which are responsible for Contamination of water and some healthy habits to Keep environment Clean.

Time:- 10 minutes

Procedure:- Teacher may

• Explain that used water is waste water and it can be reused.

• Wastewater is treated in sewage treatment Plant which reduces pollutants in it.

• Give detail explanations for the treatment process and the way to minimise the waste.

Assessment Parameters:- 1 Mark for each correct answer.

STUDENT WORK SHEET

Choose the correct option in the following questions :

Q.1 World water day is observed on

(a) 5th June (b) 14th Aug (c) 22nd M arch (d) 16th September

Q.2 Treatment of wastewater involves

(a) Physical process

(b) Chemical process

(c) Biological Process

(d) All the above

Q.3 Untreated human excreta is a health hazard it may cause

(a) water pollution

(b) liquid waste

(c) both

(d) None

Q.4 Sewage is a.

(a) Solid waste

(b) liquid waste

(c) Semisolid waste

(d) None

Q.5 In treatment process solid like feces settle at the bottom and are removed with a scraper which is called

(a) Sludge (b) Sewage (c) purification (d) Sewerage

64

Q.6 Air is pumped into the clarified water to help aerobic bacteria to grow, process is called.

(a) Disinfection (b) aeration (c) Purification (d) Bacterial Culture

Q.7 Defecating in the open is

(a) Safe disposal of faecel matter

(b) Healthy habit

(c) Good for direct manuring

(d) Unhygienic and Unsanitary Condition.

Q.8 Low cost on-site sanitation can be adopted where

(a) Sewerage system present.

(b) Sewage system not available.

(c) Both the situation available

(d) None

Q.9 One should not scatter litter anywhere. If there is no dustbin in sight.

(a) Carry the litter home and throw in the dustbin

(b) Should not bother/care for that

(c) Left as it is’ where used.

(d) Should throw so that other may not see.

Q.10 Increasing scarcity of fresh water is not due to.

(a) Population growth

(b) Plantation

(c) Industrial development

(d) Mismanagement pollution.


1. The concept in which students give wrong answer are not able to make a fair Judgement. need to be taught again.

2. Students may have a misconception of using the words sewage sewer and sewerage.

3. Some students might find it difficult to understand the aeration Aerobic and Anaerobic factor.

65

Class - VII


Assessment Technique: Trip/Excursion

OBJECTIVES:

• Appreciate the technique of waste water treatment through the visit to water Treatment Plant.

• Develop interest in out of school activities and learning.

• Broaden their understanding and observation skills

• Enhance knowledge through extended learning.

Task:- Individual

Approximate Time :-1 Day/6 hours

Procedure :

Teacher may plan a visit to same waste water Treatment Plant. Students may be explained the working in Waste Water Treatment Plant.

Then teacher may pass this student worksheet to the students.

Assessment Critena:- 1 Mark for each correct answer.

STUDENT WORK SHEET

Name:________________ Class/Section_________________

Time: 10 Minutes

Instruction– answer the Questions asked below:-

1. Name the site you have visited.

___________________________________________________

2. What is Sewage?

___________________________________________________

3. From where did the sewage come to the Plant?

___________________________________________________

4. What do you mean by sewerage?

___________________________________________________

5. What are contaminants?

___________________________________________________

6. Why the wastewater is passed through bar screens?

___________________________________________________

7. Why then water is slowly passed through grit and sand removal tank.

___________________________________________________

To enable the students to-

66

Class VII Science

Chapter – 13, Fun with magnets Sample Worksheet

Tick ( √) the right answer in each of the following

1. A magnet will attract

(a) the iron clips (b) a piece of cloth

(c) a pencil (d) all the above

2. The ‘attractive power’ of a rectangular bar magnet is maximum

(a) only at its left end (b) only at its right end

(c) at its both ends (d) all along its length

3. The two ends of a bar magnet are called the

(a) roads (b) poles

(c) backs (d) ends

4. A magnet ‘A’ attracts another metal piece ‘B’ . Then

(a) B is necessarily a magnet

(b) B is necessarily unmagnetised

(c) B may be insulator

(d) B may either be a magnet or an unmagnetised iron piece.

5. On hammering, magnetic property

(a) Increases (b) no change

(c) loses

6. Magnetite contains

(a) Iron (b) Aluminum

(c) Copper (d) Gold

7. A magnet X repels another metal piece Y. Then

(a) Y is necessarily a magnet

(b) Y is necessarily unmagnetised

(c) Y may either be a magnet or an unmagnetised iron piece

(d) Y is necessarily an aluminium piece

8. A device used to know the directions is

(a) speedometer (b) Compass

(c) Cell (d) Battery

67

9. Materials that are attracted towards magnet are called

(a) Magnetic Substance (b) Non magnetic substance

(c) Metals (d) Non metals

10. A freely suspended magnet always aligns in

(a) N-S direction (b) S-N direction

(c) E-W direction (d) W-E direction

68

Class VII Science Chapter – 13, Motion and time

Sample Worksheet

Fill in the blanks-

1. Time between one ______________ and the next ______________ was called a day.

2. The distance covered by an object in a unit time is called its______________

3. In a simple pendulum, the metallic ball suspended by thread is called its. __________

4. The symbols of all units are written in ________________

5. ______________ of a pendulum depends on its length.

6. Motion of objects can be presented in pictorial form by their ______________ graph

7. A _____________ is one billionth of a second

8. Odometer measure the _________________ travelled by a Vihicle

9. One microsecond is ______________ of a second.

10. The distance- time graph for the motion of an object running with a constant speed is a

__________

Answer the following

1. Which instrument is used to measure the speed of moving vehicles?

________________________________________________________________________________

2. Define the time period of a simple pendulum.

________________________________________________________________________________

3. Name some ancient clocks which our ancestors used

________________________________________________________________________________

4. What is the characteristic of distance- time graph for the motion of an object moving with constant speed.

________________________________________________________________________________ 69

5. What is the characteristic of the distance- time graph for an object standing on the side of a road.

_____________________________________________________________________________

6. Fig. shows the distance time graph for the motion of two vehicles A & B. Which one of them is

moving faster?

Distance A

B

Time

______________________________________________________________________________________

70

Class VII Science Chapter – 14, Electric Current & its effects

Sample Worksheet

1. Draw the symbols to represent the following components of electrical circuits-

(a) Connecting wire ___________________________

(b) Switch in ‘off’ position ___________________________

(c) Bulb ___________________________

(d) Cell ___________________________

(e) Battery ___________________________

(f) Switch in ‘On’ position ___________________________

2. In the circuit shown in the following figure:

A B C

(a) Would any of the bulb glow when the switch is in the ‘OFF’ position?

_____________________________________________________________________________

(b) What will be the order in which the bulbs A,B and C will glow when switch is moved to the ‘ON’

Posit8ion?

______________________________________________________________________________

3. Define a battery

______________________________________________________________________________

4. What are the two types of current?

______________________________________________________________________________

5. Mention the use of MCBs.

71

______________________________________________________________________________

6. List some devices based on the magnetic effect of electric current.

_______________________________________________________________________________

7. What will happen if we touch a lighted electric bulb?

________________________________________________________________________________

8. On which effect of electric current electric heater is based on?

________________________________________________________________________________

9. What is meant by a closed circuit?

________________________________________________________________________________

10. What is the advantage of CFLS over an ordinary electric bulbs.

________________________________________________________________________________

72

Class VII Science Chapter – 15, Light

Sample Worksheet

Answer the following-

1. Do you know, what happens when light falls on a polished or a shiny substance / surface?

____________________________________________________________________________

2. Does the mirror change the direction of light that falls on it?

_____________________________________________________________________________

3. Did you find any relation between the distance of the image from the mirror and that of the object

in front of it?

________________________________________________________________________________

4. Give one use of each of a concave and a convex mirror.

________________________________________________________________________________

5. Which type of a lens always form a virtual image?

________________________________________________________________________________

6. Draw the following-

(1) Concave mirror

(2) Convex Mirror

(3) Convex lens

(4) Concave lens

73

Match the following

Column A Column B

(a) A plane Mirror (i) used a magnifying glass

(b) A convex mirror (ii) can form image of objects spread over a large area.

(c) A convex lens (iii) used by dentists to see enlarged image of teeth

(d) A concave mirror (iv) the image in erect and of the same size as the object.

(e) A concave lens (v) the image is erect and smaller in size than the object

74

Class VII

Chapter 4

Heat

Activity for Extended learning

Quiz

1. Why to dip the thermometer in liquid before use?

2. Why thermometer is kept under the tongue?

3. Whether body temperature can be measured by keeping the thermometer at some place other than

the mouth?

4. What is the unit of temperature?

5. How much is the body temperature normally?

Activity

1. Make a paper spiral and hang it with a thread slightly above the lighted candle. Observe what

happens.

2. Take a piece of card board and make a scale on it so that one division measures.

(a) 0.1cm (b) 0.2cm

3. Fix a few small wax pieces on pair of tongs in a line at small distance away from each other.

Now heat it with the help of candle & observe what happens. Record observation.

4. Heat water in a small pan. Collect some articles such as plastic scale, pencil, divider, spoon made of

steel, piece of wood, piece of tyre tube. Dip one end of each of these articles in hot water for five

minutes. Observe and enter your observations in observation table.

Group Activity (for project)

1. Go to a veterinary doctor and find out the normal temperature of domestic animals and birds. Make

a chart of observation.

2. Take two identical steel glasses. Paint the outer surface of one black and other white. Poure equal

amount of water in each & leave them in mid day sun for about an hour. Measure the temperature

of water in both the glasses. Now keep out of them in shade. After 10 minutes note down the

temperature in both the glasses.

75

CLASS VII

CHAPTER 8

Winds, Storms and Cyclones

Activity

1. Tie two paper sheets on a thread opposite & near to each other. Blow in between the two sheets.

What happens- note down.

2. Take two empty plastic water bottles of same size Stretch balloon on the neck of each bottle. Keep

one bottle in the sun and other in the shade for 20 minutes & observe the change in the shape of

both balloons.

3. Take used plastic syringe without needle. Now cut a small piece of potato and insert in the mouth of

syringe, now push the syringe and see the effect of air pressure on the piece o f potato.

Group Activity

1. Make large no of very small pieces of newspaper and keep them near a table fan. Also put some

sand with paper pieces, now count the number of paper pieces blown by varying the speed of table

fan. What happens to sand

[note- sit at the side of the fan & not in front of fan]

2. Make anemo meter using

4 used paper, ice cream cups,

2strips of mount board (20cm long & 2cm wide) stapler, sketch pen, sharper pencil with eraser at

one end.

Fit the two strips over one another making + sign.

Now fix the cups at the ends of the strips so that they face in the same direction. Colour the outer

surface of one cup with sketch pen. Push a pin through the centre of the strip and attach the above

arrangement to the eraser of the pencil. Count the number of rotations per minute at different times

of the day and at different places and note-the observations in a Table form.

76

Class VII

Chapter 13

Motion an time


Activity

1. Using empty plastic water bottles make sand clock.

2. Using empty plastic water bottle make water clock.

3. Measure the length of your school ground with your foot steps and plot the graph between number

of foot sleeps and time taken. Measure the distance covered in one foot step and then calculate your

speed also.

Group activity

1. Take a bamboo stick and fix it in the play ground Measure the length of the shadow at different

times of the day.

2. Go with your friends to visit a park to ride a swing. Make the swing oscillate without anyone sitting

on it find its time period. Seeing that there are no jerks in the motion of the swing Now ask one of

your friends to sit on the swing. Push him once and then let it swing naturally. Again measure the

time period. Now two friends can sit on the swing and again note down the time period for same

number of oscillation.

Excursion: Visit Jantar Mantar to see the sun Dial. Prepare a report with Photographs.

Chapter 14

Class VII

Electric Current and its Effects

Extended learning Activity:.

Activity

1. Make working model of an electromagnet

2. Make a list of appliances on

(a) Heating effect of electric current.

(b) Magnetic effect of electric current also make diagram or paste the picture of each of these

appliances.

3. Wrap electric wire on four nails with 20, 40, 60, 80 turns respectively connect them one by one to a

battery of two cells and bring it near the box of alpins. Count the number of pins attracted in each

case. 77

Class VII

Chapter-15

Light


Activity

1. Observe image of your face on :

(a) A clean steel plate

(b) Steel spoon from one side

(c) Steel spoon from other side.

Write what type of images you have found

2. Take chess board or make it yourself using mount board. Fix a plane mirror vertically in the middle

of this board. By shifting the object at various places, note down the distance between the object

and mirror and image formed.

3. Observe the image of all alphabet letters in the plane mirror.

4. Take a circular card board and paint seven rainbow colors on it. Fix it on the eraser of the pencil

with the help of pin. Now rotate it continuously and observe it.

Project

1. Try this in the morning or evening. Stand with your back towards the sun. Take water pipe used in

the garden; make a fine spray in front of you. What do you observe?

2. Note down the character of the image formed when a lighted candle is placed in front of

(a) Concave mirror

(b) Convex mirror

At different distance.

Excursion: Visit National Science Centre Pragati Maidan. Pepare a report.

78

1. Fill In the blanks:

a. Green plants are able to prepare their own food in the presence of ———————.

b. Organisms that do not make their own food are called _______ organisms.

c- Plants that make their own food but take water and minerals from the hostplant are called _______________ parasites.

d. ________ plants feed on small insects.e- ________ in green plants is necessary for photosynthesis.

2. Differentiate between the following: a. Autotrophs and hetrotrophs

b. Partial parasite and total parasite

c. Herbivores and carnivores

3. Give one word answer: " a. Structure in cells that contain chlorophyll, b. The gas used by plants for the synthesis of starch.c. A mutually beneficial relationship between two living organisms.

d. Living organism that cannot make their own food.e. The ultimate source of all the energy needs of our body.f. Non-green plants that live on dead and decaying plants and animals.

4. Match the following:A B

a. Autotrophs venus flytrap b. Saprophyte lichens c. Insectivorous cuscuta d. Variegated leaves fungi e. Parasite green plants f. Symbionts coleus

5. Answer in short:

a. What is the difference between autotrophs and heterotrophs?b. How are saprophytes different from parasites?c. What is symbiotic nutrition?

CLASS VII

Chapter :1 Plants and their Nutrition Worksheet for CCE

79

Projects for : Formative Assesment

1. Visit a garden preferably in the month of August or September and observe the trees. Try to

find different kinds of fungi growing on the dead branches or bark of trees. Carefully collect these

fungi and bring them to school. With the help of your teacher, try to find their names.

2. Collect pictures of plants such as saprophyte, symbionts, insectivorous plants. P a s t e t h e s e

pictures on a chart and label them.

3. Green plants not only give food but also provide oxygen and remove carbon d i o x i d e .

Think about the importance of green plants. Next time when you see someone destroying a green plant,

explain to him/her the importance of green plants.

4 Do these activities and write a project report-

a. To test the presence of starch in a leaf.Take a green leaf from a healthy plant. Boil the leaf for approximately 5 minutes so that it becomes soft.

Now, place this boiled leaf in a test tube containing alcohol. Place the test tube containing alcohol with

the leaf in the beaker containing warm water and remove the chlorophyll present in the leaf to make it

colourless. Wash the leaf in warm water to remove any alcohol adhering to it. Place the bleached leaf on

a white tile and add a little iodine to it. You will observe that some parts of the leaf have turned blue-black.

The part turning blue-biack contains starch in it as starch changes its color to blue-black on addition of

iodine to it.

b. To show that carbon dioxide is necessary for photosynthesis.Take a healthy potted plant. Put some potassium hydroxide in a conical flask. Place the flask in such a

way, with the help of a stand, that a leaf can be easily inserted into it, still being attached to the plant.

Seal the flask using a cork. Place this setup in sunlight for a few hours. The potassium hydroxide

present in the flask removes carbon dioxide from the air present in the jar. Remove the leaf that was

inserted in the conical flask and subject it to starch test as in activity 3. It will be observed that the leaf

does not show the presence of starch. Hence, it is clear that carbon dioxide is necessary for the process

of photosynthesis.

80

Wroksheet

1, Fill in the blanks:

a The process of chewing food eaten beforehand is called ________

b. ________ involves the intake of food.

c. Saliva contains an enzyme ptyalin that digests ________

d. Bile is a digestive juice secreted by the ________

e. The largest part of the compound stomach is called _______

2. Differentiate between the following:

a. Ingestion and egestion

b. Digestion and assimilation

c. Holophytic and holozoic mode of nutrition

d. Omasum and abomasum


a. The long tube with a large number of finger like projections.

b. Breaking down of food into simple soluble form in the body.

c. Cavity in unicellular animals in which food is present.

d. The process of using the absorbed food for producing energy.

e. Hardest substance in the human body.

f. The semi-digested food in ruminants that is chewed again.

g. The structure that has taste buds.


A B

a. Holophytic ruminants

b. Pseudopodia four in number

c. Alimentary canal green plants

d. Canines digestive canal

e. Regurgitation amoeba

Projects for Formative Assesment

1. Find out about the food habits of animals such as frog, lizard, snake. spider and make

chart to show their food habits.

2. Make a well labelled chart showing the human digesive system. On one side this chart, make

a box containing the figures of the four types of teeth.81

NUTRITION

Quiz - ( Rapid fire oral questions)

1. Name the tissue that helps transporting prepared food material in plants ?

2. Name the cell organelle where photosynthesis occur in plant .

3. Which colour of light does not take part in photosynthesis ?

4. What is the role of light in photosynthesis ?

5. Which mode of heterotrophic nutrition is found in cuscuta ( amar-bel ) ?

6. Which acid is secreted by digestive glands in the stomach ?

7. Name the end product of protein digestion ?

8. Name the fine finger like projections in small intestine that help absorption of

digested food .

Worksheet - I

Complete the following statements -

1. The watery material that makes passage in the mouth wet is ---------------- and it is

secreted by ----------------------- .

2. ------------------ is the broadest and ---------------------- is the longest part of our

alimentary canal .

3. After digestion ----------------- is the only food material that is not absorbed directly

in to blood .

4. The raw material of photosynthesis are ---------------- and ------------------ and the first

prepared food material is --------------------- .

5. Ruminant animals are identified by the name of one of their four stomachs called ----------- .

82

Worksheet - 2

Study the given figure of alimentary canal of man and answer the following questions –

1. Name the largest gland of our body ?

2. Which digestive gland pours enzymes in

the intestine ?

3. In which part of alimentary canal , water is

absorbed to solidify the undigested food ?

4. Name the part of alimentary canal where

lots of bacteria live and help digestion in

man .

5. Which part of alimentary canal is

responsible for acidity problem in man ?

Group discussion - ( Topic )

!. Light is a source of energy in photosynthesis .

2. Journey of milk through alimentary canal .

Seminar / Symposium - ( Topic )

1. Why modes of nutrition are different in various organisms ?

Group activity - Role play ( Topic )

1. Junk food

83

PROJECTS

I. Visit a health centre/ hospital and find out the various diseases related to the digestive system from a doctor. Ask the doctor the following questions pertaining to the various diseases.

a. Symptoms of the various diseases b. The causative agent of the disease/ cause of the disease c. How do the causative agent enter our body d. Preventive and control measures to be taken for these diseases

Record the information collected by you in a tabular form on a chart paper.

II. SURVEY:

Find out in your locality the number of children who have suffered from diseases related to the digestive system in the last three months. Record your observation in a tabular form.

NAME OF THE CHILD

NAME OF THE DISEASE SUFFERRED

CAUSATIVE AGENT

MODE OF ENTRY OF THE CAUSATIVE AGENT

CONTROL IN FUTURE HOW CAN YOU PREVENT THE DISEASE

84

CHAPTER 10 : RESPIRATION

Class VII

Worksheet - 1

Please tick ( True / False )

1. Cartilaginous rings in the throat protect it from collapsing . ( True / False )

2. When alveoli are filled with air , oxygen goes from blood in to the lungs . ( True /

False )

3. The type of respiration which releases more energy is aerobic . ( True / False )

4. Hectic activity in the muscles of our body results formation of ethanol that causes

cramps . ( True / False )

5. Oxygen concentration is more in air than in water therefore a fish will get more of

oxygen ,if kept in air . ( True / False )

Worksheet - 2

Fill in the blanks -

1. When lung air is exhaled in to lime water , it turns ------------------- .

2. Movement of -------------- and rib cage results lung palpitation .

3. The end products of aerobic respiration are ------------------- and ------------------ and

---------------- .

4. In lungs , oxygen and CO2 exchange take place between --------------- and ----------- .

5. Body holes (openings) in cockroach are called ------------------ .

Worksheet-3

Choose the correct word / phrase to complete the statement .

1. Products of fermentation in yeast are -------------------- . (ethanol / lactic acid / CO2 /

energy / water )

2. Role of fine hairs in the nostrils is ----------------- . ( absorption / filtration / passage )

3. The rate of breathing in fishes is ------------------- than human . ( slow / faster )

4. In plants , exchange of oxygen and CO2 takes place through ---------------- . ( root

hair / stomata / epidermis )

5. During expansion of chest , inhalation takes place and air ---------------- ( comes in / goes

out .

85


1. Oxygen requirement by micro Vs macro organisms .

2. Various products of aerobic respiration at different stages of the process .


1. Respiratory disorders and their control.

Group activity -

1. Compare breathing rate of the group members involved in different activities ( at rest /

playing / studying / jogging / racing / climbing stairs etc. ) and write your obsrvatio in

Tabular form.

86

PROJECTS

I. STRESS AND BREATHING RATE:

One problem everyone suffers from is stress. Test how much stress affects your respiration rate with this experiment.

Materials required: chairs, a CD player, a few music CDs and a stop watch

• Select 5 of your friends from different age groups. You can also include your father/ mother/ brother/sister.

• Ask them to sit comfortably on a chair and count the number of breathes they take in 30 seconds. Multiply this number by 2 to get their respiration rates per minute.

• Play a CD of relaxing music and ask them to close their eyes and think of something relaxing. Wait five minutes then check their breathing rate.

• Change the CD to aggressive, dissonant music and ask them to think of something stressful. Wait five minutes and check their breathing rate.

• Graph your results and then explain why you think the respiration rates changed the way they did.

II. POSTURAL BREATHING:

This experiment tests how different postures change breathing rate.

Materials required: Chairs and a stop watch

• Select 5 of your friends from different age groups. You can also include your father/ mother/ brother/sister.

• Ask them to sit comfortably on a chair in one pose. Count the number of breathes they take in 30 seconds. Multiply this number by 2 to get their respiration rates per minute. This is their control breathing rate per minute.

• Now ask them to change their posture. Make them sit upright with their shoulders, back and butt pushed back into the seat. In the next pose, you can have them bend over at the waist as far as they can go. Ask them to stand up and lean against the wall. Try having them hold one leg up. Test their respiration rates for each pose.

• Graph the changes and offer an explanation for any differences.

87


1. Oxygen requirement by micro Vs macro organisms .

2. Various products of aerobic respiration at different stages of the process .


1. Respiratory disorders and their control.

Group activity -

1. Compare breathing rate of the group members involved in different activities ( at rest /

playing / studying / jogging / racing / climbing stairs etc. ) and write your obsrvatio in

Tabular form.

88

TRANSPORTATION IN ANIMALS AND PLANTS

Class VII

Worksheet -1

( Multiple Choice Question ) ( M C Q )

1. The thickest chamber of the heart is -

(a) Left ventricle (b) Right atrium

(c) Right ventricle (d) Left atrium

2. During contraction of ventricles ,blood goes from right ventricle in to -

(a) Pulmonary artery (b) Aorta

(c) Lower vena cava (d) Pulmonary vein

3. The component of blood responsible for its clotting is -

(a) W B C (b) Platelets

(c) R B C (d) Plasma

4. The prepared food in plants is translocated through -

(a) Sieve tube and xylem tubes (b) Companion cells and xylem

(c) Sieve tube and companion cells (d) Xylem only

5. The water and minerals are translocated from root to leaves through the tissue –

(a) Phloem (b) Parenchyma

(c) Xylem (d) Epidermis

89

Worksheet-2

Please put a tick mark ( True / False)

1. Ureters pour urine into urethra . ( True /False )

2. During respiration , plants give out oxygen as a waste product . ( True /False )

3. Leaves are the organs of excretion in plants . ( True /False )

4. Urea and uric acid are nitrogenous wastes of our body . ( True /False )

5. Resins and gums are continuously excreted from the plant body . ( True /False )

Worksheet - 3

Study the given figure of human heart and answer the following questions -

1. Which is the most muscular chamber

of the heart ?

2. Which vein carries deoxygenated blood

of right ventricle to lung ?

3. From where does deoxygenated blood

come in to right atrium ?

4. What prevents blood to go back from

left ventricle to the left atrium ?

5. Which is the thick , broad and largest

artery ?

Worksheet - 4

Fill in the blanks -

1. Arteries end up as ------------------- which recollect and become veins .

2. In dengue fever , reduced platelets result -------------------- .

3. In plants , chief source of nitrogen and phosphorus is -------------------- .

4. The instrument used by doctors to measure heart beat is -------------------- .

5. If pulse rate of a child is 80 per minute , his heart beat rate will be ----------- per minute .

90

Worksheet - 5

Choose the correct word / phrase to complete the statement –

1. Urine is collected in the --------------------- . ( ureter / urinary bladder / urethra )

2. an important waste component of urine in nature is ---------------- . ( sugar /

nitrogenous compound / water )

3. The location of kidneys is in ------------------- . ( chest cavity / abdominal cavity )

4. In plants both oxygen and CO2 are the excretory products of the respective processes

of ------------------- and ------------------- . ( transpiration / respiration / photosynthesis )

5. The process which keeps plant body cool is -------------------- . ( respiration / photosynthesis

/ transpiration )


1. Heart simply pumps blood whether oxygenated or deoxygenated .

2. Arteries and veins both carry oxygenated as well as deoxygenated blood .


1. Visible and non visible organs of excretion and their products .

2. Plants use leaves and roots to give out waste products .


1. During evolution , change from two chambered heart to four chambered heart show

improvement in its working .

Group activity -

1. Compare the pulse rate of the group members involved in different activities ( at rest

/ playing / studying / jogging / racing / climbing stairs etc.)

Group activity - ( Role play )

1. Students representing blood , lung and parts of heart as they move in and out of heart

presented by verbal story telling or narration .

91

PROJECTS

I. The aim of this project is to find out how much water evaporates from the plants depending on the type of the plant and environmental conditions.

MATERIALS REQUIRED: Plastic bags of different sizes, tape, test tube or glass to collect water.

• Carefully put the plastic bags over a few leaves or small branch (if you are comparing different plants make sure that the size of the leaves and their amount in the bag is the same).

• Wrap the bag tightly around the branch with a tape. • Observe the bag every 4 hours. Record your observation for 12 hours. • At the end of 12 hours collect the water from each bag in separate test

tubes or small glass. You can measure this water lost by the plant.This is the amount of water lost by the plant by transpiration.

• Record your observation in a tabular form. • Interpret your results. • You can repeat this experiment in the night to find out if there is a

difference in the amount of water lost by the plants in the day and night. CCE:

1. The student may be asked to write the way he/ she has done the experiment. He/ she may be evaluated on the way the experiment was done (correct or some error was there in conducting the experiment)

2. Observations were taken every after 4 hours 3. Recording of the observation—presentation of the observation, whether nicely

presented in a tabular form or just written without any heading etc. 4. Interpretation of the result

92

Project -2

On a thermocol make the structure of the human heart showing the internal details. You can make use of colors, straw pipes etc. to make the structure of the heart. CCE:

1. CORRECT STRUCTURE 2. CORRECT LABELLING 3. PRESENTATION 4. NEATNESS

Project-3

Visit a doctor and find out the various blood groups. Ask him about the relevance of the various blood groups. Which one of these is a universal donor and what has to be kept in mind during blood transfusion. CCE: After doing this activity the students may be given an objective type test on blood groups. Questions like:

1. Universal donor is people with----------blood group 2. List any two points that one has to keep in mind before a blood transfusion. 3. Why a person with blood group A cannot be given blood group B? 4. ADD MORE QUESTIONS OF SIMILAR TYPES TO THE WORKSHEET.

I. In a tabular form record the haemoglobin content of at least 5 of your friends.

Make sure you include some girls and some boys in your survey. Now visit a doctor and find out if their haemoglobin content is normal /low/high. Is the normal haemoglobin content for boys and girls the same? You can ask the doctor to find the answer.

CCE: After activity IV. Some easy questions may be given in the form of fill in the blanks, multiple type questions etc. and the student evaluated. For example:

1. What is the ideal haemoglobin content for girls and boys of your age? 2. What is haemoglobin? 3. Why is haemoglobin important for us? 4. AND MANY MORE QUESTIONS/ FILL IN THE BLANKS ETC. CAN BE ADDED

93

CLASS VIIChapter 12

Reproduction in Plants

1. Fill in the blanks:

a. The cell divides into two in the process of_______________________________________

b. The process in which the plant body breaks into fragments is called__________________

c. Small spherical thick-walled cell produced for the purpose of vegetative propagation is

termed as_______________

d. ____________pollination takes place between the _____________________and

_______________of the same flower.

e. The offspring produced as a result of_____________ pollination is exactly similar to

the parent.


a. Single cell formed by the fusion of male and female gamete.

b. Which flower have both male and female organs?

c. Name the process of fusion of male cells and egg cells.

d. Name the male reproductive organ in plants.

e. A structure present in ovary that forms seed on maturation.


A B

a. Bulb potato

b. Eyes xanthium

c. Wind onion

d. Hooks pollination

4. State True or False for the following statements:

a. In plants, male and female reproductive organs are always

found on separate plants.

b. The reproductive part of the plant is its stem,

c. Self pollination is better than cross pollination.

Worksheet for CCE

94

e.

Suggestive Projects :

96



CHAPTER 17

Forest : Our Lifeline

Worksheet for CEE


4. State True or False for the following statements :

97



7. Answer in Detail :

with Diagram.

Think and answer :

1. Suppose, all forests on the earth disappear, what would be its consequences ?

2. How is clearing of forests responsible for global warming ?

Suggesive Projects :

1. With the help of your teacher, collect pictures of various types of forests and stick them in tour scrapbook, write the name of the places also.

2. Do these activities and write a project report - a. Make a list of various products that we get from forest. b. Elaborate the idea of messaging through mobiles to save papers.

98

Class - VIII

CHAPTER - 3SYNTHETIC FIBERS AND PLASTICS

Assessment Technique:- M.C.Q.

Task:- Individual

Objectives:- To enable the students to —

• Be aware with different kind of synthetic fibers

• Understand that synthetic fibers are man made fibers which are manufactured by using chemicals.

• Learn different characteristics of synthetic fibers.

Procedure:- You may give following information to the students

• Natural fibers are of plant and animal origin where as synthetic fibers are made from chemicals.

• Characteristics of different synthetic fibres like Rayon, nylon polyester, acrylic.

• Uses different synthetic fibers.

Assessment Parameters:-

1 Mark for each Question

Students worksheet

STUDENT WORK SHEET

Q.1 A synthetic fibre used for making light weight sails is

a. Nylon b. Polyester c. Rayon d. None of the above

Q.2 Which of the following is called as artificial silk

a. Rayon b. polythene c. Polyester d. Acrylic

Q.3 A synthetic fibre acrylic is most commonly used for making.

a. Sarees b. Ropes c. Sweaters & shawls d. Parachutes

Q.4 Terylene is a popular form of

a. Polyester b. Nylon c. Rayon d. Acrylic

Q.5 A polyester fibre commonly used for making bottles and Jass is—

a. Polycot b. Tlrylene c. PET d. Polywool

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Q.6 Synthetic fibers are more popular than natural fibers because of they

a. have good elasticity & durability b. do not wrinkle

c. are affordable d. all of the above

Q.7 Raw materials for manufacturing synthetic fibers are Generally obtained from.

a. Plants b. animals c. Rocks d. Petrochemicals

Q.8 Out of the following fibres which is more strong.

a. Cotton b. Wool c. silk d. Nylon

Q.9 Following are the some properties shown by natural and synthetic fabrics.

i. Soak Less water

ii. Soak more water

iii. Dry fastly

iv. Dry slowly

A synthetic fibre will show which properties

a. i & iii b. i & iv c. ii & iii d. iii & iv

Q.10 Synthetic clothes are not advised to wear while :

i. Sitting in a Restaurant

ii. Working in an

iii. Working in Office kitchen or laboratory

iv. Watching a movie in the theater.

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