{"id":24090,"date":"2021-06-09T10:52:12","date_gmt":"2021-06-09T05:22:12","guid":{"rendered":"https:\/\/mcq-questions.com\/?p=24090"},"modified":"2022-03-02T10:38:25","modified_gmt":"2022-03-02T05:08:25","slug":"ncert-solutions-for-class-6-science-chapter-10","status":"publish","type":"post","link":"https:\/\/mcq-questions.com\/ncert-solutions-for-class-6-science-chapter-10\/","title":{"rendered":"NCERT Solutions for Class 6 Science Chapter 10 Motion and Measurement of Distances"},"content":{"rendered":"

These NCERT Solutions for Class 6 Science<\/a> Chapter 10 Motion and Measurement of Distances Questions and Answers are prepared by our highly skilled subject experts to help students while preparing for their exams.<\/p>\n

Motion and Measurement of Distances NCERT Solutions for Class 6 Science Chapter 10<\/h2>\n

Class 6 Science Chapter 10 Motion and Measurement of Distances Textbook Exercise Questions and Answers<\/h3>\n

Question 1.
\nGive two examples each of modes of transport used on land, water and air.
\nAnswer:
\nMode of transport on land: Buses, railways
\nMode of transport in water: Boats, ships Modes of transport in air: Airplanes, gas balloons.<\/p>\n

Question 2.
\nFill in the blanks:
\na. One metre is ……………… cm.
\nb. Five kilometre is ……………… m.
\nc. Motion of a child on a swing is ………………
\nd. Motion of the needle of a sewing machine is ………………
\ne. Motion of wheel of a bicycle is ………………
\nAnswer:
\na. 100
\nb. 5000
\nc. oscillatory motion
\nd. periodic motion
\ne. circular motion<\/p>\n

Question 3.
\nWhy can a pace or a footstep not be used as a standard unit of length?
\nAnswer:
\nThe pace or a footstep has different lengths for different persons. So they cannot be used as a standard unit of length.<\/p>\n

Question 4.
\nArrange the following lengths in their increasing magnitude:
\n1 metre, 1 centimetre, 1 kilometre, 1 millimetre.
\nAnswer:
\n1 millimetre > 1 centimetre > 1 metre > 1 kilometre<\/p>\n

\"NCERT<\/p>\n

Question 5.
\nThe height of a person is 1,65 m. Express it into cm and mm.
\nAnswer:
\na. 165 cm, as one metre = 100 cm
\n= 1.65 \u00d7 100 cm = 165 cm
\nb. 1.65 \u00d7 100 \u00d7 10 mm = 1650 mm<\/p>\n

Question 6.
\nThe distance between Radha\u2019s home and her school is 3250 m. Express this distance into km.
\nAnswer:
\nAs one km = 1000 m
\nSo, 3250 m = 3250\/1000 km = 3.250 km<\/p>\n

Question 7.
\nWhile measuring the length of a knitting needle, the reading of the scale at one end is 3.0 cm and at the other end is 33.1 cm. What is the length of the needle?
\nAnswer:
\nLength of needle = 33.1 cm – 3.0 cm = 30.1 cm.<\/p>\n

Question 8.
\nWrite the similarities and differences between the motion of a bicycle and a ceiling fan that has been switched on.
\nAnswer:
\nThe motion of a bicycle and a ceiling fan are in circular motion. Thus both show similar motion. But the ceiling fan moves without changing its position while the bicycle moves with changing its position with time. This shows dissimilarities between two motions.<\/p>\n

\"NCERT<\/p>\n

Question 9.
\nWhy would you not like to use a measuring tape made of an elastic material like rubber to measure distance? What would be some of the problems you would meet in telling someone about a distance you measured with such a tape?
\nAnswer:
\nElastic material will not give accurate measurement because its stretches in length and reduces in size when not stretched. While telling the measurement taken with an elastic tape, we have to tell whether the tape was stretched and by how much, which is very difficult.<\/p>\n

Question 10.
\nGive two examples of periodic motion.
\nAnswer:
\nThe motion of pendulum of clock and the motion of child on a swing are the two examples of periodic motion.<\/p>\n

NCERT Extended Learning Activities And Projects<\/span><\/p>\n

Question 1.
\nDraw a map of your classroom. Roll a ball on the floor. In your map mark the points where the ball started and where it stopped. Show’ also the path it moved along. Did the ball move along a straight line?
\nHint: The ball will move in a straight line unless a force is applied on it.<\/p>\n

Question 2.
\nUsing string and a scale, let each student measure the length of his\/her foot. Prepare a bar graph of the foot length measurements that have been obtained for the whole class.
\nHint: Do it yourself.<\/p>\n

Activity 1<\/span><\/p>\n

Objective: To measure the length of a table using hand span.
\nMaterials Required: A table.
\nProcedure:<\/p>\n