Practice questions
Q1Which statement best describes the nature of science for a Class 6-8 science classroom?
A Science is a fixed list of definitions that students must memorise exactly.
B Science is evidence-based inquiry in which learners observe, test, reason, and communicate.
C Science means accepting every textbook line without asking questions.
D Science is mainly a collection of difficult terms used after an experiment.
Explanation Science teaching should present knowledge as evidence-based inquiry, not as a closed set of statements. Memorisation, passive acceptance, and isolated terminology miss observation, testing, reasoning, and communication, which are central to NCERT middle-stage science learning.
Q2Which sequence best represents the scientific method for a Class 6-8 science investigation?
A Memorise definition, copy diagram, take test, write conclusion
B Observe, ask a question, frame a hypothesis, test with evidence, infer and communicate
C State final law, give examples, ask students to underline terms, assign homework
D Collect materials, finish the activity quickly, announce marks, move to the next topic
Explanation The scientific method is a flexible cycle in which learners move from observation to a question, then test a hypothesis using evidence and communicate an inference. The other options either begin with a final answer, reduce learning to copying, or skip reasoning after the activity.
Q3A teacher asks students, "Does wind affect the rate of evaporation?" Which setup follows a fair test?
A Use different amounts of water in different plates and place one near a fan
B Use equal water in identical plates, keep one near a fan and one away, and compare loss after the same time
C Use one wide plate in sunlight and one narrow bowl in shade
D Ask students to guess the answer and then read the definition of evaporation
Explanation A fair test changes only one factor at a time, so the effect of wind can be inferred from evidence. The other setups change several factors or avoid experimentation, so their results would not support a clear conclusion.
Q4For a risky heating activity, which sequence best keeps the lesson child-centred without unsafe handling?
A Teacher demonstration with prediction, safe viewing, evidence recording, and discussion
B Let every child heat material independently without a safety rule
C Skip the phenomenon and ask children to memorise the lab precautions only
D Show a video silently and give no prediction or follow-up question
Explanation A demonstration can be child-centred when safety is load-bearing. The teacher keeps control of heating, but children predict, observe, record, and explain the evidence rather than merely watching.
Q5Match the theorist with the most suitable science-classroom action.
A Piaget - remove concrete material; Bruner - avoid diagrams; Vygotsky - no peer help
B Piaget - peer scoring; Bruner - punishment drill; Vygotsky - silent copying
C Piaget - concrete operations; Bruner - action to picture to symbol; Vygotsky - scaffolded fair test
D Piaget - rote definition; Bruner - final exam only; Vygotsky - individual isolation
Explanation This match-list checks whether the candidate can convert theorist names into teaching action. A Class 6-8 science lesson may use concrete objects, then drawings, then symbols, with prompts inside the learner's next learning zone.
More questions
6Match the teaching aid with the main science process it can best support in Class 6-8.
AMagnet to measuring time; thermometer to sorting magnetic objects; mirror to recording temperature
BMagnet to classification; thermometer to measurement; mirror to observation of reflection
CMagnet to drawing only; thermometer to storytelling only; mirror to memorising only
DMagnet to proving every metal is magnetic; thermometer to proving heat has colour; mirror to proving light has weight
7In the classroom cycle of scientific method, which step should come immediately after careful observation but before testing an idea?
AFinalising the inference
BForming a testable hypothesis
CWriting the final communication
DStarting remedial teaching
8Consider these two statements about communicating results in the scientific method.
Statement 1: Students should state what they observed and why they reached a conclusion.
Statement 2: Communication means only writing the textbook definition in neat handwriting.
ABoth statements are correct
BBoth statements are incorrect
CStatement 1 is correct and Statement 2 is incorrect
DStatement 1 is incorrect and Statement 2 is correct
9Arrange the usual classroom cycle of a scientific method activity in a suitable order.
AHypothesis, communication, observation, inference, experimentation
BExperimentation, observation, communication, hypothesis, inference
CObservation, hypothesis, experimentation, inference, communication
DCommunication, inference, experimentation, hypothesis, observation
10Assertion: Free play with magnets is automatically a complete inquiry lesson. Reason: Children are active whenever they touch teaching material. Choose the best answer.
ABoth assertion and reason are true, and the reason explains the assertion.
BThe assertion is false, but the reason has a partly true idea.
CThe assertion is true, but the reason is completely unrelated.
DBoth assertion and reason are false in every classroom situation.
11A teacher begins a lesson on condensation by asking Asha's group to compare droplets on a cold steel tumbler and a clay cup before naming the term. Which science-pedagogy principle is strongest here?
AObservation and evidence should precede formal terminology.
BDefinitions should always be dictated before any activity.
CThe clay cup should be removed because it is local material.
DThe teacher should avoid discussion until the chapter is complete.
12Which statements correctly describe observation in the scientific method?
1. Observation includes careful seeing, measuring, and recording.
2. Observation should be used only after the final explanation is memorised.
3. Observation can help students revise an earlier idea.
A1 only
B1 and 2 only
C2 and 3 only
D1 and 3 only
13A teacher begins a lesson on droplets outside a cold steel tumbler. Which first step best matches inquiry-based science teaching?
AAsk learners to observe the tumbler surface carefully and state what they notice.
BWrite the definition first and tell learners to copy it in their notebooks.
CSkip the demonstration because the concept can be completed faster through lecture.
DTell the class the conclusion and then ask them to repeat the conclusion together.
14Consider the two statements about observation in a Class 6-8 science lesson. Statement I: Observation may include measuring and recording, not only seeing. Statement II: Observation should usually be written after the final explanation is memorised. Which option is correct?
ABoth Statement I and Statement II are correct.
BBoth Statement I and Statement II are incorrect.
CStatement I is incorrect, but Statement II is correct.
DStatement I is correct, but Statement II is incorrect.
15In science teaching, which description best defines a teaching aid?
AA material that makes a concept visible, measurable, comparable, or discussable
BA decorative object used to make the science room look attractive
CA complete substitute for teacher questioning and learner observation
DAny costly laboratory equipment brought from outside the school
