{"id":16428,"date":"2023-07-15T14:25:09","date_gmt":"2023-07-15T08:55:09","guid":{"rendered":"https:\/\/tsboardsolutions.in\/?p=16428"},"modified":"2023-07-15T14:25:09","modified_gmt":"2023-07-15T08:55:09","slug":"ts-board-6th-class-science-important-questions-13th-lesson","status":"publish","type":"post","link":"https:\/\/tsboardsolutions.in\/ts-board-6th-class-science-important-questions-13th-lesson\/","title":{"rendered":"TS Board 6th Class Science Important Questions 13th Lesson Learning How to Measure"},"content":{"rendered":"
These TS 6th Class Science Important Questions<\/a> 13th Lesson Learning How to Measure are crafted to align with the curriculum, ensuring students are well-prepared for assessments.<\/p>\n Question 1. Question 2. <\/p>\n Question 3. Question 4. Question 5. Question 6. <\/p>\n Question 7. Question 8. Question 9. Question 10. Question 11. Uses:<\/p>\n <\/p>\n Question 12. Question 13. Question 14. Question 15. Question 16. Question 17. Question 18. <\/p>\n Question 19. Question 20. <\/p>\n Question 21. The squares inside the boundary, which are half or greater than half are also counted. They are added to the number of complete squares. The total number of squares inside the boundary gives the area of the leaf. If there are n\u2019 squares inside the boundary the area of the leaf becomes n cm2<\/sup>.<\/p>\n Question 22. Write the results you got while measuring the length of a table in your classroom. Answer the following questions. Question 23. (i) How do you select a suitable instrument to measure length ? Question 24. (i) No. The number of foot \u2013 spans are not same. <\/p>\n Question 25. Question 26. Question 27. Question 28. (ii) Are all the parts in both figures equal? <\/p>\n (iii) What is the shape of the smaller part in each diagram? (iv) Is the length and breadth of each Question 29.<\/p>\n 2. What are the apparatus required to conduct this experiment? 3. What is the relation between the volume of stone and increase in water level? 4. What precautions do you take while conducting this experiment? <\/p>\n Question 30. These TS 6th Class Science Important Questions 13th Lesson Learning How to Measure are crafted to align with the curriculum, ensuring students are well-prepared for assessments. TS 6th Class Science Important Questions 13th Lesson Learning How to Measure Question 1. Who created the metric system of measurement? Answer: The French Question 2. What is the … Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/posts\/16428"}],"collection":[{"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/comments?post=16428"}],"version-history":[{"count":5,"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/posts\/16428\/revisions"}],"predecessor-version":[{"id":16442,"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/posts\/16428\/revisions\/16442"}],"wp:attachment":[{"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/media?parent=16428"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/categories?post=16428"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tsboardsolutions.in\/wp-json\/wp\/v2\/tags?post=16428"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}TS 6th Class Science Important Questions 13th Lesson Learning How to Measure<\/h2>\n
\nWho created the metric system of measurement?
\nAnswer:
\nThe French<\/p>\n
\nWhat is the Si unit of length?
\nAnswer:
\nMetre.<\/p>\n
\nArrange the following lengths in their increasing magnitude:
\n1 metre, 1 centimeter, 1 kIlometer, 1 millimeter
\nAnswer:
\nIncreasing order of magnitude:
\n1 mm; 1 centimeter, 1 kilometer, 1 metre.<\/p>\n
\nWe often make an error \u00a1n reading a scale. What is it?
\nAnswer:
\nParallax error.<\/p>\n
\nMention a few conventional ways for rough measurements.
\nAnswer:
\nStride, hand \u2013 span, foot \u2013 span, cubit etc.<\/p>\n
\nWhat are the fundamental units to measure the solids and liquids when you purchase from the market?
\nAnswer:
\nWe use grams, kilograms and quintals for measuring solids.
\nWe use millilitres (ml) and litres for measuring liquids.<\/p>\n
\nWhat do we use to measure the area according to need and requirement of the situation?
\n(Or)
\nWhat are the units generally used to measure the areas?
\nAnswer:
\nWe use m2<\/sup>\u00a0(square metre), mm2<\/sup>\u00a0(square millimeter), foot2<\/sup>\u00a0(square foot), cm2<\/sup>
\n(square centimeter) etc., to measure areas according to need and requirement of the situation.<\/p>\n
\nHow can you decide the size of two sheets of unequal size \u2013 one bigger and the other smaller?
\nAnswer:
\nThe size of the sheet is decided by measuring its area.<\/p>\n
\nHow can we decide the correct method of measurement?
\nAnswer:
\nIf we use conventional methods to measure a \u2018certain length\u2019, we get different values, when different persons measure. So the method is not correct. But if we use a metre scale to measure that length, we get the same value, even when different persons measure. So this method is correct. It means, we have to use a \u2018standard length\u2019 to make measurements of lengths. So this is the correct method of measurement.<\/p>\n
\nWhat precautions should we take, while using a metre scale for measuring length?
\nAnswer:
\nPrecautions:<\/p>\n\n
\nWhat is a measuring cylinder? Mention some of its uses.
\nAnswer:<\/p>\n\n
\n
\nWhy is a metre scale used to measure the length of the cloth?
\nAnswer:<\/p>\n\n
\nWhat happens if each country has its own scale?
\nAnswer:
\nIf each country has its own scale which differs from others, it leads to a lot of problems in trade and commerce between the countries. This may lead to quarrels breaking out among the countries.<\/p>\n
\nRead the following information and prepare any two questions.
\nFinally in France, it was decided that a certain length of rod made of a special material (Platinum-Iridium) would be called a metre. The metre was divided into 100 equal parts and these parts were called centimetre. Each centimeter was further divided into ten equal parts called millimetre. Now we are using this as a standard measurement for length throughout the world. This original scale is (preserved in a museum in France.
\nAnswer:<\/p>\n\n
\nWhat questions you would ask your teacher to clarify your doubts on standard measures of units and conventional measurements (cubit, etc.)
\nAnswer:<\/p>\n\n
\nWrite some examples where we use instruments to measure the lengths and some examples where we do not use any instruments, but use foot, hand-span, palms etc. to measure the length.
\nAnswer:
\nCases where we use instruments : Stitching of clothes, door curtains, land measurements, house measurements, carpentry, road measurements, plumbing, masonry etc.<\/p>\n
\nHow do you measure the height of your classmate using a meter scale?
\nAnswer:
\nMethod:<\/p>\n\n
\nHow can you measure the thickness of a coin?
\nAnswer:
\nMethod:<\/p>\n\n
\nHow do you measure the length of a curved path?
\nAnswer:
\nThe length of a curved line cannot be directly measured with a metal scale. A thread is used to measure its length.
\n
\nMethod:<\/p>\n\n
\nHow can you measure the area of a regular surface, using a graph paper?
\nAnswer:
\nMethod:<\/p>\n\n
\nHow can you measure the area of a leaf surface?
\nAnswer:
\n
\nThe leaf is placed on a graph paper as shown in the figure. The boundary of the leaf is marked on the graph paper with a pencil. Later the leaf is removed to find the outline or boundary of the leaf on graph paper. The number of complete squares are counted (each of 1 cm2<\/sup>\u00a0area) inside the boundary.<\/p>\n
\nMeasure the length of one side of a table using your hand-span. Ask your classmates to do the same. Record the length of the table in terms of number of hand-spans in table.
\n<\/p>\n
\n(i) Who got more number of hand-spans?
\n(ii) Why is there a difference in number of hand-spans though you measured the same table?
\nAnswer:<\/p>\n\n\n
\n Name of the student<\/td>\n Number of hand-spans<\/td>\n<\/tr>\n \n Karthik<\/td>\n Eight<\/td>\n<\/tr>\n \n Aakash<\/td>\n Nine<\/td>\n<\/tr>\n \n Shravan<\/td>\n Ten<\/td>\n<\/tr>\n \n Ramu<\/td>\n Eleven<\/td>\n<\/tr>\n \n Latha<\/td>\n Eleven<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n
\nAnswer the following:<\/p>\n
\n(ii) If you want to measure the thickness of an eraser, which of the instruments shown in figure is more suitable and why?
\n(iii) Can we measure these longer distances (such as length between your house and school, between two villages or countries or cities or towns)?
\n(iv) If not, how are these distances measured ?
\n(v) What instruments are used ?
\n(vi) Is there any other way to measure very large distances?
\n
\nAnswer:
\n(i) The measuring instrument depends on device or material.
\n(ii) Scale is used to measure the length and width of the eraser.
\n(iii) We can not measure longer distances by using the instruments shown in the figure.
\n(iv) Longer distances are measured in kilometers.
\n(v) Longer distances are measured by distance meters or survey chains.
\n(vi) Technology is highly developed. Now-a-days scientists, Engineers and surveyers take the help of satellites with the help of GPS (Global positioning system) to measure the longer distances.<\/p>\n
\nWrite the information you collected about foot-span measurement.
\nAnswer the following:
\n(i) Is the number of foot- spans same when different students measure the length of class room?
\n(ii) Who got more number of foot \u2013 spans?
\n(iii) Who got least number of foot \u2013 spans ? Why?
\nAnswer:<\/p>\n\n\n
\n S.No<\/td>\n Name of the student<\/td>\n Number of foot-spans<\/td>\n<\/tr>\n \n 1.<\/td>\n Karthik<\/td>\n 170<\/td>\n<\/tr>\n \n 2.<\/td>\n Aakash<\/td>\n 175<\/td>\n<\/tr>\n \n 3.<\/td>\n Shravan<\/td>\n 182<\/td>\n<\/tr>\n \n 4.<\/td>\n Ramu<\/td>\n 189<\/td>\n<\/tr>\n \n 5.<\/td>\n Latha<\/td>\n 189<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n(ii) Ramu and Latha got more number of foot \u2013 spans.
\n(iii) Karthik got least number of foot spans. Because the length of the foot-span is larger than other students.<\/p>\n
\nMrs. John is constructing a house. She needs sand and enquired about prices. The supplier informed her that two tractor loads of sand costs \u20b9 4000\/- and one lorry load of sand costs about \u20b9 4000\/-.
\nRead the passage and answer the questions.
\n(i) Which deal is cheaper for Mrs. John ? A lorry load or two tractor loads of sand?
\n(ii) How can you decide which load has more quantity of sand?
\nAnswer:
\n(i) A lorry load is cheaper.
\n(ii) The volume of lorry is more than the volume of tractor.<\/p>\n
\nDraw the diagram of \u201cmeasuring cylinder\u201d. Which is used in the measuring of volume of irregular solids (bodies)?
\nAnswer:
\n<\/p>\n
\nObserve the drawing chart figures given below.
\nCan you decide which is the bigger and which is the smaller sheet\u00a0by observing them? If not what method do you adopt to decide the bigger one or smaller one?
\nAnswer:
\nWe cannot decide which one is bigger and which one is smaller by observing them. We will use graph to measure their area. By using graph we will decide the bigger one and smaller one of them.
\n<\/p>\n
\nObserve the given pictures (a) and (b) Answer the following:
\n
\n(i) Which figure has more area and why?
\nAnswer:
\nBoth are same. Because the area of both the figures are same.<\/p>\n
\nAnswer:
\nYes.<\/p>\n
\nAnswer:
\nSquare shape.<\/p>\n
\nAnswer:
\nsmaller part equal?<\/p>\n
\n1. What do you measure in this experiment?
\nAnswer:
\nTo know the volume of irregular bodies.<\/p>\n
\nAnswer:
\nMeasuring jar, thread, stone, water<\/p>\n
\nAnswer:
\nAs the stone is immersed water level rises in the jar.<\/p>\n
\nAnswer:
\nStone should not touch the bottom and edge of the jar.<\/p>\n
\nHow do we get benefitted by using standard units in our daily life?
\nAnswer:
\nUsing standard units of measurements has many advantages.<\/p>\n\n