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NCERT MOST IMPORTANT QUESTIONS CLASS – 12 | PSYCHOLOGY IMPORTANT QUESTIONS | CHAPTER-9 | DEVELOPING PSYCHOLOGICAL SKILL | EDUGROWN |

In This Post we are providing CHAPTER 9 DEVELOPING PSYCHOLOGICAL SKILL NCERT MOST IMPORTANT QUESTIONS for Class 12 PSYCHOLOGY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter

NCERT MOST IMPORTANT QUESTIONS ON DEVELOPING PSYCHOLOGICAL SKILL

1. What competencies are required for becoming an effective psychologist?

Answer

The competencies which are required for becoming an effective psychologist fall into three
broad sections:
(i) General Skills: These skills are generic in nature and are needed by all psychologists irrespective of their field of specialisation. These skills are essential for all professional psychologists, whether they are working in the field of clinical and health psychology, industrial/organisational, social, educational, or in environmental settings, or are acting as consultants. These skills include personal as well as intellectual skills. It is expected that it will not be proper to provide any form of professional training (in clinical or organisational fields) to students who do not possess these skills.

(ii) Observational Skills: A great deal of what psychologists as researchers and practitioners do in the
field is to pay attention, watch and listen carefully. They use all the senses, noticing what is seen, heard, smelt, tasted, or touched. A psychologist, thus, is like an instrument that absorbs all sources of information from the environment.

(iii) Specific Skills: These skills are core/basic to the field of psychological service. For example, psychologists working in clinical settings need to be trained in various techniques of therapeutic interventions, psychological assessment, and counselling. Similarly, organisational psychologists working in the organisational context need to have skills in assessment, facilitation and consultation, behavioural skills to bring about individual, group, team and organisational development besides research skills, etc. Though, specific skills and competencies are required for a very specialised professional functioning, nonetheless, all skill sets do overlap quite a bit.

2. What are the generic skills needed by all psychologists?

Answer

The list of generic skills needed by all psychologists are:
(i) Interpersonal Skills: ability to listen and be empathic, to develop respect for/interest in others cultures, experiences, values, points of view, goals and desires, fears, openness to receive feedback, etc. These skills are expressed verbally and/or non-verbally.
(ii) Cognitive Skills: ability to solve problems, engage in critical thinking and organised reasoning, and having intellectual curiosity and flexibility.
(iii) Affective Skills: emotional control and balance, tolerance/understanding of interpersonal
conflict, tolerance of ambiguity and uncertainty.
(iv) Personality/Attitude: desire to help others, openness to new ideas, honesty/integrity/value ethical behaviour, personal courage.
(v) Expressive Skills: ability to communicate one’s ideas, feelings and information in verbal, non-verbal, and written forms.
(vi) Reflective Skills: ability to examine and consider one’s own motives, attitudes, behaviours and ability to be sensitive to one’s own behaviour or others.
(vii) Personal Skills: personal organisation, personal hygiene, time management, and
appropriate dress

3. Define communication. Which component of the communication process is most important? Justify your answer with relevant examples.

Answer

Communication is a process that helps in transmitting meaning from one person to another. It is a conscious or unconscious, intentional or unintentional process in which feelings and ideas are expressed as verbal and/or non-verbal messages that are sent, received, and comprehended.
One important component of communication is speaking with the use of language. Language involves use of symbols which package meaning within them. To be effective, a communicator must know how to use language appropriately. Because language is symbolic, it is necessary to be as clear and precise as possible when using words. Communication takes place within a context. So one needs to consider the other’s frame of reference, that is, the context used by the sender to say something. Also whether s/he shares your interpretation. If not, it is important to adjust your vocabulary level and choice of words to fit the level of the listener. Remember that slang expressions, words unique to a culture or region, and euphemism can sometimes become obstacles in good communication.

4. Describe the set of competencies that must be kept in mind while administering a psychological test.

Answer

The set of competencies that must be kept in mind while administering a psychological test are as follows:
(i) Ability to select and implement multiple methods and means of evaluation in ways that are responsive to, and respectful of diverse individuals, couples, families, and groups.
(ii) Ability to utilise systematic approaches to gather data required for taking decisions.
(iii) Knowledge of psychometric issues and bases of assessment methods.
(iv) Knowledge of issues related to integration of different data sources.
(v) Ability to integrate assessment data from different sources for diagnostic purposes.
(vi) Ability to formulate and apply diagnoses; to understand strengths and limitations of current diagnostic approaches.
(vii) Capacity for effective use of supervision to implement and enhance skills

5. What is the typical format of a counselling interview?

Answer

The format of a counselling interview is as follows:
(i) Opening of the Interview: The opening of interview involves establishing rapport between two communicators. The purpose is to make the interviewee comfortable. Generally, the interviewer starts the conversation and does most of the talking at the outset. This serves two functions, i.e. it establishes the goal of interview, and gives the interviewee time to become comfortable with the situation and the interviewer.
(ii) Body of the Interview: The body of the interview is the heart of the process. In this stage, the interviewer asks questions in an attempt to generate information and data that are required for the purpose.
(iii) Sequence of Questions: To accomplish the purpose of an interview, the interviewer prepares a set of questions, also called a schedule, for different domains, or categories s/he wants to cover. To do this, the interviewer must first decide on the domains/categories under which information is to be generated. For example, in the questions used in job interview, the interviewer selected several categories such as nature of the organisation last worked for, satisfaction with the past job, views on
product, etc. These categories and the questions within them are framed ranging from easy-to-answer to difficult-to-answer. Questions are also formulated to assess facts as well as subjective assessment

6. What do you understand by the term counselling? Explain the characteristics of an effective counsellor.

Answer

Counselling provides a system for planning the interview, analysing the counsellor’s and client’s behaviour, and determining the developmental impact on the client. In this section, we will discuss skills, concepts, and methods that are designed to help develop concrete competencies. A counsellor is most often interested in building an understanding of the clients problem by focusing on what
understanding the client has of her/his problem and how s/he feels about it. The actual or objective facts of the problems are considered less important, and it is considered more important to work on the feelings and their acknowledgement by the clients. The focus is more on the person and how s/he defines the problem.

The following elements about counselling are common to the major theoretical approaches to counselling:
(i) Counselling involves responding to the feelings, thoughts, and actions of the clients.
(ii) Counselling involves a basic acceptance of the client’s perceptions and feelings, without using any evaluative standards.
(iii) Confidentiality and privacy constitute essential ingredients in the counselling setting. Physical facilities that preserve this quality are important.
(iv) Counselling is voluntary. It takes place when a client approaches a counsellor. A counsellor never uses any kind of coercion for obtaining information.
(v) Counsellors and clients both transmit and receive verbal and non-verbal messages during the process. Therefore, awareness and sensitivity to the nature of the message is an important prerequisite for a counsellor’s effectiveness.

7. To be an effective counsellor, it is mandatory that s/he undergoes professional training. Do you agree with this statement? Give reasons in support of your arguments.

7.What competencies are required for becoming an effective psychologist?
Answer.

For becoming an effective psychologists, following competences are essential:
(а)General Skills (b) Observational Skills (c) Specific Skills
(a)General Skills:
•General skills are essential for all professional psychologists.
•These skills include personal as well as intellectual skills.
•Once ensuring that a student has these skills subsequent training in his/her area of specializations to him/her intellectual and personal skill are as follows:
Interpersonal Skills: Ability to listen and be empathic. It may be verbal or non-verbal.
•Cognitive:
— Ability to solve problems — Having curiosity and flexibility
•Affective Skills:
— Openness to ideas — Agreeableness — Honesty
•Expressive skills: Ability to communicate in verbal and non-verbal form.
•Reflective Skills:
— Intrapersonal intelligence —Ability to examine own motives,attitude and behaviour.
•Personal skills:
— Personal hygiene — Time management
(b)Observational Skills:
Psychologists should have training in objectives and systematic observation.
•They should have skill to observe various aspects of surrounding including people and varying events.
•Psychologists should engage in observing people and their actions with following precautions:
— Patience. — Optimistic curiosity.
— Respecting clients privacy.
— Awareness of people reactions, emotions and motivation.
— Training good questions which could be answered during observation.
(c)If the psychologist wants to work in a specialized field then professional training in specific skill development is essential.
The main specific skills are as follows:
(a) communication skills (b) Psychological testing skill
(c) Interviewing skill (d) Counselling skill

8.Define communication. Which component of the communication process is most important? Justify your answer with relevant examples.
Answer.

Communication is a conscious or unconscious, intentional or unintentional process in which feelings and ideas are expressed as verbal and/or non-verbal messages that are sent, received and comprehended.
Component of the Communication:
The mort important component of communication is speaking with the use of language.
•Language involves use of vocabulary which includes words by symbols.
•Communicator must know how to use words appropriately in organized and understandable form.
•It is necessary to be clear and precise.
•Communication takes place within a context and needs to consider the other’s frame of reference.
•It is important for the speaker to adjust his vocabulary level and choice of words to
fit the level of the listener.
•Slang expressions, words unique to a culture, euphemism can become obstacles in good communication.
•Listening may appear as a passive behaviour, as it involves silence. But this is far from true.
•Listening requires a person to be attentive, patient, non-judgmental and have the capacity to analyze and respond.
•It is an active process.
•Hearing and listening are not the same, hearing is biological mechanism. It involves reception of a message through sensory channels.

9.Describe the set of competencies that must be kept in mind while administering a psychological test.
Answer.

•Developing the skills of psychological testing is important since tests are important tools used for the assessment of individuals for various purposes. Proper training is required for administration, scoring and interpretation of tests.
•Psychologists study individuals, differences based on factors such as occupation, age, gender, education, culture, etc.
•While using psychological test, following factors must be kept in mind:
1.An attitude of objectivity 2. Scientific orientation
3. Standardised Interpretation must be kept in mind. For example, in organizational and personnel work, in business and industry, where specialized tests are used to select individuals for specific jobs, it is essential to use actual performance records or ratings as a criterion for establishing validity of a test.
•Suppose the personnel department wants to know whether a certain psychological test can help it to identify potentiality of best stenographers.
•It must be established that the test differentiates among employees of several performance levels.
•It should be found the performance on the job of a newly employed worker selected on the basis of test indeed matches with his/her test scores.

10.What is the typical format of a counselling interview?
Answer

. Interview refers to purposeful conversation through face-to-face interactions.
•It follows a basic question-answer format.
•First, the objectives of the interview are set.
•The interviewer then prepares on interview format.
•There is a basic format which is followed, regardless of the interview’s purpose; i.e., an interview has three stages:
— Opening — The body — The closing
A.Opening of the Interview:
1. In involves establishing report between the two communicators, so that the interview becomes comfortable.
2. Generally, the interviewer starts the conversation and does most of the talking at the outset. This serves two functions:
(a)It establishes the goal of the interview
(b)It gives the interviewee time to become comfortable with the situation and the interviewer.
B. Body of the Interview:
1.This is the heart of the process.
2.In this stage, the interviewer asks questions in an attempt to generate information and data that are required to fulfil/required for the purpose.
Sequence of Questions:
To accomplish the purpose of an interview, the interviewer prepares set of questions – called a schedule for different domains or categories he/she wants to cover.
1.To form the schedule, the interviewer must first decide on the domain/categories under which information is to be generated. For example for questions used in job interview (box 9.5), the interviewer selected various categories such as not use’ of the organization last worked for, satisfaction with the past job, views on product etc.
2.These domains/categories and the questions within them are formed ranging from easy to answer to difficult to answer.
C. Closing of the Interview:
While closing the interview, the interviewer should:
1.Summarise what she/he has been able to gather.
2.Give a chance to the interviewee to ask questions or offer comments. One ‘ should end witfc a discussion of the next step to be taken.

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NCERT MOST IMPORTANT QUESTIONS CLASS – 12 | PSYCHOLOGY IMPORTANT QUESTIONS | CHAPTER-8 | PSYCHOLOGY AND LIFE | EDUGROWN |

In This Post we are providing CHAPTER 8 PSYCHOLOGY AND LIFE NCERT MOST IMPORTANT QUESTIONS for Class 12 PSYCHOLOGY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter

NCERT MOST IMPORTANT QUESTIONS ON PSYCHOLOGY AND LIFE

1: How is creativity related to intelligence? Differentiate between creativity tests and intelligence tests.

Ans: Imagination starts developing in early childhood and expressed through physical activities. Variations in potential for creativity heredity and environment like motivation, commitment, family support, peer influences, training, and opportunity.

Terman, 1920, all creative people are intelligent, may not be high IQ, But all gifted people may not be creative. Therefore, intelligence by itself does not ensure creativity.
Creative tests to assess variations- open ended; freedom to use ones imagination and express it in original ways; divergent thinking; ability to see new relationships; guess causes and consequences; put things in a new perspective.
Intelligence tests are closed ended; convergent thinking; assesses memory, logical reasoning, accuracy, perceptual ability, clear thinking. No scope for originality, spontaneity, imagination.

2: Describe Lazarus’ general model of stress appraisal.

Ans: • Based on Cognitive theory of stress as given by Lazarus et al.

Depends on how the stressful event is interpreted or appraised.
Primary appraisal- positive, negative and neutral
Secondary appraisal- They are subjective and depend on:

o Past experiences. o Controllable- sense of self confidence and self-efficacy

o Type of stressor- environmental, social or psychological

o Dimensions of the stressor- intensity, duration, complexity predictability o Person characteristics- physiological, psychological, cultural

o Resources- physical, personal and social

3: What is addictive behaviour? Name any two frequently abused substances and describe their consequences.

Ans: – Addictive behaviour involves excessive intake of high calorie food resulting in extreme obesity or involving the abuse of substances such as alcohol or cocaine. ·

– Disorders relating to maladaptive behaviours resulting from regular and consistent use of the substance involved are included under substance related and addictive disorders ·

– These alter the way people think, feel and behave.

4: What are some of the measures suggested by WHO to prevent suicide? What are the approaches that are useful in strengthening positive self-esteem in children?

Ans: Some measures suggested by WHO include:

limiting access to the means of suicide
reporting of suicide by media in a responsible way • bringing in alcohol-related policies
early identification, treatment and care of people at risk
training health workers in assessing and managing for suicide
care for people who attempted suicide and providing community support

To foster positive self-esteem in children the following approaches can be useful:

accentuating positive life experiences to develop positive identity. This increases confidence in self.
providing opportunities for development of physical, social and vocational
establishing a trustful communication.
goals for the students should be specific, measurable, achievable, relevant

5: A big percentage of the population lives below the poverty line in India. As a responsible student, suggest steps to reduce poverty

Ans: Brief explanation of any 4 of the points given below: ·

– breaking poverty cycle by helping attain self-sufficiency ·

– helping poor take responsibility ·

– providing educational and employment opportunities ·

– measures for improving mental health ·

– steps for empowering the poor ·

– any other relevant point

6 Marks Questions

6: What are anxiety disorders? Explain its types.

Ans: Anxiety disorders is a combination of the following symptoms: rapid heart rate, shortness of breath, diarrhoea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors.

-Types of anxiety disorders:

Generalised anxiety disorder-consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hyper vigilance, motor tension, as a result of which the person is unable to relax, is restless, and visibly shaky and tense.
Panic disorder-consists of recurrent anxiety attacks in which the person experiences intense terror. A panic attack denotes an abrupt surge of intense anxiety; occur in an unpredictable manner. The clinical features include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.
Phobias-irrational fears related to specific objects, people, or situations. Phobias can be grouped into three main types, i.e. specific phobias, social phobias, and agoraphobia.
Obsessive-compulsive disorderare unable to control their preoccupation with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular act or series of acts that affect their ability to carry out normal activities. obsessive behaviour is the inability to stop thinking and compulsive behaviour is the need to perform certain behaviours over and over again.
Post- traumatic stress disorder –include recurrent dreams, flashbacks, impaired concentration, and emotional numbing

7: Identify the causes belying any international conflict which is causing distress to humanity. As a psychologist, what strategies would you suggest to resolve this conflict?

Ans: Identify the conflict; Mention the causes- poverty, fighting for resources, religion,etc

– Some of these strategies to resolve conflicts are:

Introduction of superordinate goals :Like Sherif’s study showed that by introducing superordinate goals, inter-group conflict can be reduced. Altering perceptions : Conflicts can also be reduced by altering perceptions and reactions through persuasion, educational and media appeals, and portrayal of groups differently in society.
Increasing intergroup contacts :This can be done by involving groups in conflict on neutral grounds through community projects and events. The idea is to bring them together so that they become more appreciative of each others stand.
Respect for other group’s norms : It has been noticed that a number of communal riots between different groups have taken place because of such insensitivity

8: Why do conflicts arise between groups and how can they be resolved?

Ans: Conflict is a process in which either an individual or a group perceives that others have opposing interests, and both try to contradict each other; intense feeling of We and they.

Major reasons of conflict: lack of communication; relative deprivation; believe in the superiority of ones party over the other; feeling of being poorly regarded by others; Desire for retaliation; biased perception; people in a group are more aggressive; perceived inequity.

Resolution of conflict: Introduction of super ordinate goals; Altering perception Redrawing group boundaries; Increasing intergroup contacts; Negotiations; Structural solutions; Respect for other group norms.

9: Explain mental disorders from the perspective of any three psychological models.

Ans: 1. Psychodynamic model –Abnormal symptoms are viewed as the result of conflicts between these forces. This model was first formulated by Freud who believed that three central forces shape personality- intrapsychic conflict— instinctual needs, drives and impulses (id), rational thinking (ego), and moral standards (superego).

Behavioural model.This model states that both normal and abnormal behaviours are learned and psychological disorders are the result of learning maladaptive ways of behaving. Learning can take place by classical conditioning (temporal association in which two events repeatedly occur close together in time), operant conditioning (behaviour is followed by a reward), and social learning (learning by imitating others’ behaviour).
Cognitive model.People may hold assumptions and attitudes about themselves that are irrational and inaccurate. People may also repeatedly think in illogical ways and make overgeneralizations, that is, they may draw broad, negative conclusions on the basis of a single insignificant event.
Humanistic-existential model, which focuses on broader aspects of human existence. Humanists believe that human beings are born with a natural tendency to be friendly, cooperative and constructive, and are driven to selfactualise, i.e. to fulfil this potential for goodness and growth. Existentialists believe that from birth we have total freedom to give meaning to our existence or to avoid that responsibility. Those who shirk from this responsibility would live empty, inauthentic, and dysfunctional lives.

10: Is there a consistency between attitude and behavior? Explain.

Ans: Attitude and behaviour are consistent when

the attitude is strong, and occupies a central place in the attitude system,
the person is aware of her/his attitude,
there is very little or no external pressure for the person to behave in a particular way. For example, when there is no group pressure to follow a particular norm,
the person’s behaviour is not being watched or evaluated by others, and
the person thinks that the behaviour would have a positive consequence, and therefore, intends to engage in that behaviour.
when behaviour decides the attitude. For example, when somebody indulges in a behaviour, it may lead to change in attitude.

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Chapter -2 Components of Food | Class 6th | NCERT Science Solutions | EDUGROWN

Here students can get info about NCERT Solutions for Class 6 Science so that they can get to know the answers to the questions in case they are not able to find it. You can find the best Class 6th Science NCERT Solutions explained in conformance with the CBSE curriculum for Class 6.

NCERT Solutions for Class 6 Science Chapter 2 Components of Food

Class 6 Science Chapter 2 Textbook Questions Solved

1. Name the major nutrients in our food.
Ans: The major nutrients in our food are carbohydrates, proteins, fats, vitamins and minerals.
The table below shows the nutrients present in some food items:

2. Name the following:
(a) The nutrients which mainly give energy to our body.
(b) The nutrients that are needed for the growth and maintenance of our body.
(c) A vitamin required for maintaining good eyesight.
(d) A mineral that is required for keeping our bones healthy.
Ans:
(a) Carbohydrates
(b) Proteins
(c) Vitamin A
(d) Calcium

3. Name two foods each rich in:
(a) Fats
(b) Starch
(c) Dietary fibre
(d) Protein
Ans:
(a) Ghee, butter,
(b) Raw potato, rice,
(c) Spinach, cabbage, carrot, ladies finger, (any two)
(d) Milk, egg, fish, meat, pulses (any two).

4. Tick (/) the statements that are correct, cross (X) those which dire incorrect.
(a) By eating rice alone, we can fulfill nutritional requirement of our body,
(b) Deficiency diseases can be prevented by eating a balanced diet.
(c) Balanced diet for the body should contain a variety of food items.
(d) Meat alone is sufficient to provide all nutrients to the body.

5. Fill in the blanks:
(a) ________ is caused by deficiency of Vitamin D. ,
(b) Deficiency of_________ causes a disease known as beri-beri.
(c) Deficiency of Vitamin C causes a disease known as________________ .
(d) Night blindness is caused due to deficiency of_______________ in our food.
Ans:
(a) Rickets
(b) Vitamin B1
(c) Scurvy
(d) Vitamin A

EXTRA QUESTIONS for Class 6 Science Chapter 2

Class 6 Science Chapter 2 VERY SHORT ANSWER TYPE QUESTIONS

1. Do all meals consist of the same food items?
Ans: No, all meals do not have the same food items.

2. Why should a meal have different food items?
Ans: A meal should have different food items because our body needs different kinds of nutrients for proper functioning.

3. Do all foods contain all the required nutrients?
Ans: No, all foods do not contain sill the nutrients required by our body.

4. Name two main types of carbohydrates found in our food.
Ans:
(i) Starch (ii) Sugar

5. What are carbohydrates?
Ans: The compounds of carbon, hydrogen and oxygen which provide energy for our body are called carbohydrates.

6. What happens when two or more drops of iodine solution fall on starch substance?
Ans: The colour of the substance becomes blue-black.

7. If any food item gives blue-black colour with iodine then which nutrient is present in the food?
Ans: Starch.

8. Name two substances which provide carbohydrates.
Ans:
(i) Potato
(ii) Rice/wheat/maize/sugar

9. Name the food nutrient indicated by an oily patch on paper.
Ans:An oily patch on paper shows the presence of fat.

10. Name two energy-providing nutrients.
Ans:
(i) Carbohydrates
(ii) Fats

11. Name a nutrient which helps in repairing the damaged body cells.
Ans: Proteins.

12. Name two nutrients which protect the body from diseases.
Ans:
(i) Vitamins
(ii) Minerals

13. Name two plant food items which provide proteins.
Ans:
(i) Dal (pulses)
(ii) Soyabean

14. Name two sources of proteins provided by animals.
Ans:
(i) Milk
(ii) Eggs

15. Which type of food is called body-building food?
Ans: The food containing proteins is called body-building food.

16. Name two food items which provide fats.
Ans:
(i) Oils
(ii) Ghee

17. Name various types of vitamins.
Ans: Various types of vitamins are:

Vitamin A,
Vitamin B-complex,
Vitamin C,
Vitamin D,
Vitamin E,
Vitamin K.

18. Name a vitamin which represents a group of vitamins.
Ans: Vitamin B-complex.

19. Name two sources of Vitamin A.
Ans:
(i) Fish-oil
(ii) Milk

20. Write two sources of Vitamin B.
Ans:
(i) Liver
(ii) Beans

21. Write two sources of Vitamin C.
Ans:
(i) Orange/lime
(ii) Amla

22. Write two sources of Vitamin D.
Ans:
(i) Fish
(ii) Butter

23. What is roughage?
Ans. The food containing plant fibres which sure also known as dietary fibres is called roughage.

24. What is the main Function of roughage?
Ans: The main function of roughage is to help our body get rid of undigested food.

25. Name some food items which provide roughage.
Ans: Whole grains, fresh fruits and vegetables are the main sources of roughage.

Class 6 Science Chapter 2 SHORT ANSWER TYPE QUESTIONS

1. What are nutrients? Name major nutrients.
Ans: The components of food which are needed by our body for growth and development are called nutrients. The major nutrients are:
(i) Carbohydrates
(ii) Fats
(iii) Proteins
(iv) Vitamins
(v) Minerals

2. What are the functions of carbohydrates?
Ans: They complete the energy requirements of the body so they are called energy providing food.

3. Write test for detecting the presence of starch.
Ans: Take a piece of the food item. Put 2-3 drops of dilute iodine solution on it. If the colour of the food item becomes blue-black, then it indicates the presence of starch in the food item.
(i) Food + Iodine — Blue-black colour (starch present)
(ii) Food + Iodine — No blue-black colour (no starch present)

4. What are the functions of proteins?
Ans: Proteins are the most important nutrient. They are called body-building food. They help in the growth and repair of damaged cells and tissues of the body. They also help our body to fight against infections. Proteins make our nails, hair and muscles.

5. How can you test presence of proteins in a given food item?
Ans:Take a small quantity of the food item. If the sample is solid, grind it. Put some part of this in a clean test tube, add 10 drops of water to it and shake the test tube. Now, with the help of a dropper, add two drops of solution of copper sulphate and 10 drops of solution of caustic soda to the test tube. Shake well and place the test tube in test tube stand for a few minutes.
Observe colour of the contents of test tube. If colour of the contents turns violet, the food item contains protein.
Note: Copper sulphate and caustic soda solutions are harmful. Handle them with care.
Food + water + copper sulphate + caustic soda → violet colour → protein is present.

6. What are fats? Name some fat-containing substances.
Ans: The energy rich sources of food are called fats. They provide energy to the body. All types of nuts, mustard seeds, milk and butter are the major sources of fat. Like carbohydrates, fats also contain carbon, hydrogen and oxygen but fats contain less oxygen than carbohydrates.

7. Write test for detecting, presence of fat.
Ans: Take small quantity of the food item. Rub it on a piece of white paper. Observe carefully, you will find that the piece of white paper shows an oily patch on it which indicates that the food item contains fat.

8. What are vitamins? Write various kinds of vitamins.
Ans: They are protective compounds with no energy value. They help in proper body functioning and are required by the body in very small quantities. Various kinds of vitamins are—Vitamin A, Vitamin B-complex, Vitamin C, Vitamin D, Vitamin E and Vitamin K.

9. People who eat sea-food do not suffer from Goitre. Explain.
Ans: It is so because sea-food is a rich source of Iodine and Goitre is a deficiency disease caused due to lack of Iodine.

10. Excess intake of fats is harmful for the body because it causes obesity. Would it be harmful for the body to take too much of proteins or vitamins in the diet?
Ans. Yes, excess intake of proteins and vitamins in the diet is harmful and may lead to other diseases.

11. Name the vitamin that our body prepares in the presence of sunlight.
Ans: Vitamin D.

12. Name a vitamin that is not present in milk.
Ans: Vitamin C.

13. A patient had stunted growth, swelling on face, discolouration of hair and skin disease. Doctor advised him to eat a lot of pulses, grams, egg white, milk etc. What is wrong with the patient? Explain.
Ans: The intake of protein is not enough in his diet and all these symptoms are caused due to deficiency of proteins.

14. A small child became very thin and lean and later he became so weak that he could not move. Which nutrients should he eat so as to improve his health?
Ans: Both carbohydrates and proteins.

15. What are the functions of minerals?
Ans: Minerals are protective part of foods occurring naturally and are needed by our body in small amount. Minerals are essential for proper growth of the body and to maintain good health. They do not provide energy. Milk, salt, eggs and green leafy vegetables are the main sources of minerals.

16. Write the functions of water in our body.
Ans: Water helps our body to absorb nutrients from the food. It also helps in removing the waste from the body in the form of urine and sweat. We get water from various types of liquids, fruits and vegetables.

17. What is obesity?
Ans: When a person eats too much fat-containing foods, then the fat gets deposited in his body and he may end up suffering from a condition called obesity.

18. What are deficiency diseases?
Ans: When a person eats such a food continuously for a long time which may not contain a particular nutrient, then this condition is called deficiency of that nutrient. Deficiency of one or more nutrients can cause diseases or disorders in our body. Such type of diseases are known as deficiency diseases.

Class 6 Science Chapter 2 LONG ANSWER TYPE QUESTIONS

1. List various types of nutrients and write the functions of each.
Ans. The various types of nutrients are:
(i) Carbohydrates: They are mainly energy-providing nutrients.
(ii) Fats: They provide energy for the body. They give much more energy than carbohydrates if consumed in same amount.
(iii) Proteins: They are called body-building foods. Proteins help in the formation and repairing of body parts. Skin, hair, muscles, enzymes are made up of proteins.
(iv) Vitamins: Vitamins help in protecting our body against disease. They also protect eyes, bones, teeth and gums.
(v) Minerals: Minerals are essential for proper growth of body and to maintain good health.

2. What is a balanced diet? Write the components of balanced diet.
Ans: A diet which provides the right proportion of all the nutrients that our body needs along with roughage and water is called balanced diet. The various components of balanced diet are carbohydrates, fats, proteins, vitamins, minerals, roughage and water.

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Chapter -1 Food: Where Does It Come From? | Class 6TH | NCERT Science Solutions | EDUGROWN

NCERT Solutions for Class 6 Science Chapter 1 Food Where Does It Come From

Class 6 Science Chapter 1 Textbook Questions Solved

Q. 1. Do you find that all living beings need the same kind of food?
Ans. No, all living beings do not need same kind of food.

Q.2. Name five plants and their parts that we eat.
Ans. The names of five plants and their parts that we eat are:
(i) Paddy: seeds
(ii) Wheat: seeds
(iii) Mustard plant: seeds and leaves
(iv) Brinjal plant: fruits
(v) Potato plant: stems

Q. 3. Match the items given in column A with those in column B.

Q. 4. Fill up the blanks with the words given:
herbivore, plant, milk, sugarcane, carnivore.
(a) Tiger is a__________ because it eats only meat.
(b) Deer eats only plant products and so is called______________ .
(c) Parrot eats only__________
(d) The_________ that we drink, which comes from cows, buffaloes and goats is
an animal product.
(e) We get sugar from___________ .
Ans. (a) carnivore (b) herbivore (c) plant
(d) milk (e) sugarcane

Extra Questions for Class 6 Science Chapter 1

Class 6 Science Chapter 1 VERY SHORT ANSWER TYPE QUESTIONS

Q. 1. Give two examples where two or more parts of a single plant are used as food.
Ans. Mustard — seeds and leaves,
Pumpkin — fruit and flowers.

Q.2. Name any one plant that grows in water and is eaten as food.
Ans. Lotus — Stem of lotus is eaten as food.

Q.3. Suggest any three ways you can think of to avoid wastage of food.
Ans. (i) Avoid leaving food uneaten in meals.
(ii) “Eat to live” and not “live to eat” — excess eating should be avoided.
(iii) Raw food like pulses, grains should be stored properly.

Q.4. Name two sugar producing plants.
Ans. (a) Sugarcane (b) Sugarbeet.

Q.5. Name a non-green plant that we eat.
Ans. Mushroom.

Q.6. What do you call the habit of an individual to eat a particular type of food items commonly?
Ans. Food habit.

Q.7. Compare your food habits with food habits of your friend who lives in Tamil Nadu.
Ans. My food habit: Chapatti, pulses, lassi, rice, vegetables, mustard oil.
Food habit of my friend: Idli, dosa, sambhar, bara, rasam, upma and coconut oil, etc.

Q.8. What items are used to prepare cooked rice?
Ans. Raw rice and water.

Q.9. Study the ingredients of various food items. Do they have some common food ingredients?
Ans. Yes, they have some common ingredients like: water, salt and oil or ghee.

Q.10. What are the two common sources of most of the ingredients of food items?
Ans. (i) Plants (ii) Animals

Q.11. Name the three products each provided by plants and animals.
Ans. Plant products: Grains, cereals and vegetables.
Animal products: Milk, egg and meat.

Q.12. Name three edible (eatable) parts of plants.
Ans. (i) Roots (ii) Fmits (iii) Leaves

Q.13. Which part of the plants do we eat generally?
Ans. We generally eat fruits of many plants.

Q. 14. Which type of seeds give more energy, sprouted seeds or normal seeds?
Ans. Sprouted seeds give more energy than normal seeds.

Q.15. What is honey?
Ans. A sweet substance (liquid) prepared by bees from the riectar, i.e., sweet juice collected from flowers is called honey.

Q.16. Where would you place human beings on the basis of food that they eat?
Ans. Omnivores.

Class 6 Science Chapter 1 SHORT ANSWER TYPE QUESTIONS

Q.l. What is food?
Ans. The eatable substances eaten by humans and other animals to get energy for various activities for growth and development is called food.

Q.2. Why should we eat cooked food?
Ans. We should eat cooked food because by cooking we can kill harmful germs and make it germless. Cooked food can be easily digested and absorbed by our body. Cooking also improves the taste of food.

Q.3. Explain the importance of food for living organisms.
Ans. Importance of food is:
(i) It provides energy to do various activities.
(ii) It helps in growth.
(iii) It helps to repair and replace damaged parts of the body.
(iv) It protects us from infections and diseases.

Q.4. Explain the various sources of food items and ingredients with the help of examples.
Ans. There are mainly two sources of ingredients of various food items:
(i) Plants: Plants provide us fruits, vegetables, pulses, grains, cereals, etc.
(ii) Animals: Animals provide us milk, eggs, meat etc.

Q.5. Define the term herbivores.
Ans. The animals which eat only plants or plant products are called herbivores. For example, cow, goat and buffalo.

Q.6. What are carnivores? Explain with examples.
Ans. The-animals which eat other animals are called carnivores. For example, lion and tiger. Carnivores generally eat herbivores and other carnivores.

Q.7. Define the term omnivores.
Ans. The animals which eat both the plants and animals are called omnivores. For example, cat, dog and human beings.

Class 6 Science Chapter 1 LONG ANSWER TYPE QUESTIONS

Q. 1. With the help of a flow chart show various contributors involved when we eat a chapatti.

Q.2. Make flow charts for the preparation of honey and ghee.
Ans. Preparation of honey:

Q. 3. Differentiate between herbivores, carnivores and omnivores. Give two examples of each

Q. 4. (i) Name the different parts of a banana plant that are used as food.
(ii) Animal food we get from water resources.
(iii) Four fruits which we eat as vegetables.
Ans. (i) Flower, fruit and stem of banana.
(ii) Fish, prawn, lobustar and crabes.
(iii) Fruits of tomato, brinjal, Ladyfinger (bhindi), cucumber (Loki).

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Chapter-14 Practical Geometry | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths: One of the most important and interesting things to keep in mind is that these solutions available are totally free of cost. This also includes all the solutions to the exercises that are given in the textbook. NCERT solutions for class 6 maths gives you chapter-wise solutions to each and every question. This can help you solve even the tougher with ease.

It is always good to have a strong foundation in order to build a good building. This also is true in class when you are still learning the basics of maths. NCERT solutions for class 6 maths provides you the exact opportunity to build a strong foundation in this subject. Below is an overview of each and every chapter covered in the NCERT textbook.

NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry

NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry Ex 14.1

Ex 14.1 Class 6 Maths Question 1.
Draw a circle of radius 3.2 cm.
Solution:
Steps of Construction:

1. Mark a point 0 on the paper.
2. Open the compasses for the required radius 3.2 cm.

Keep the steel end of the compasses fixed at the point O and rotate the pencil end at 3.2 cm distance from O till it returns to the starting point P.
Then, the figure so obtained is the required circle.

Ex 14.1 Class 6 Maths Question 2.
With the same centre O, draw two circles of radii 4 cm and 2.5 cm.
Solution:
Steps of Construction:

Mark a point 0 on the paper.
Open the compasses for the radii 4 cm/2.5 cm (tumwise).
Keep the steel end of the compasses fixed at the point 0 and rotate the pencil end at 4 cm/2.5 cm (turnwise)distance from O till it returns to their starting points respectively.
The circles obtained are the required circles.
Note: Circles with the same centre are called concentric circles.

Ex 14.1 Class 6 Maths Question 3.
Draw a circle and any two ofits diameters. If you join the ends of these diameters, what is the figure obtained? What figure is obtained if the diameters are perpendicular to each other? How do you check your answer?
Solution:
Steps of Construction:

Draw a circle with O as centre of any radius.
Draw any two diameters AOB and COD.
Join AC, CB, BD and DA.
Clearly, the figure ACBD is a rectangle.
When the diameter AOB and COD are perpendicular to each other:

Then, figure obtained on joining AC, CB, BD and DA is a square ACBD.

Ex 14.1 Class 6 Maths Question 4.
Draw any circle and mark points A, B and C such that:
(a) A is on the circle.
(b) B is in the interior of the circle.
(c) C is in the exterior of the circle.
Solution:
Steps of Construction:

1. Draw a circle with O as centre of any radius.
2. Mark point
(a) A on the circle,
(b) B in the interior of the circle, and
(c) C in the exterior of the circle.

Ex 14.1 Class 6 Maths Question 5.
Let A, B be the centres of two circles of equal radii; draw them so that each one of them passes through the centre of the other. Let them intersect at C and D.
Examine whether AB and CD are at right angles.
Solution:
Steps of Construction:

Mark points A and Bona paper such that AB = radii (i.e., 3 cm, say).
With A as centre draw a circle of any radius (say, 3 cm).
With B as centre draw a circle of radius 3 cm as shown.
Let these circles intersect at C and D.
Clearly, on measuring we find ∠AMC = 90°, so AB ⊥ CD.

NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry Ex 14.2

Ex 14.2 Class 6 Maths Question 1.
Draw a line segment of length 7.3 cm, using a ruler.
Solution:
Steps of Construction:

1. Mark a point A on the plane of the paper and place the ruler so that zero mark of the ruler is at A.

Mark with pencil a point B against the mark on the ruler which indicates 7.3 cm.
Join points A and B by moving the tip of the pencil against the straight edge of the ruler.
The line segment AB so obtained is the required line segment.

Ex 14.2 Class 6 Maths Question 2.
Construct a line segment of length 5.6 cm using ruler and compasses.
Solution:
Steps of Construction:

Mark a point A on the plane of the paper and draw a line, say l, passing through it.
Place the steel end of the compasses at zero mark on the ruler and open out it such that the pencil end on the mark indicates 5.6 cm.
Transfer the compasses as it is to the line l so that the steel end is on A.
With the pencil end make a small stroke on l so as to cut it at B.
The segment AB so obtained is the required line segment.

Ex 14.2 Class 6 Maths Question 3.
Construct AB¯¯¯¯¯¯¯¯ of length 7.8 cm. From this, cut off AC¯¯¯¯¯¯¯¯ of length 4.7 cm. Measure BC¯¯¯¯¯¯¯¯.
Solution:
Steps of Construction:

Draw a line segment AB of length 7.8 cm.
Using compasses find a point C on the line segment AB so that segment AC = 4.7 cm.
On measuring BC, we find that BC = 3.1 cm.

Ex 14.2 Class 6 Maths Question 4.
Given AB¯¯¯¯¯¯¯¯ of length 3.9 cm, construct PQ¯¯¯¯¯¯¯¯ such that the length of PQ¯¯¯¯¯¯¯¯ is twice that of AB¯¯¯¯¯¯¯¯. Verify by measurement.

Solution:
Steps of Construction:

Draw a line l and mark a point P on it.
Using compasses find a point X so that PX(= AB) = 3.9 cm on the line l.
Using compasses find a point Q so that XQ = 3.9 cm on the line l.
Thus, PQ = PX + XQ = 3.9 cm + 3.9 cm
= 2(3.9 cm) = 2AB.

Ex 14.2 Class 6 Maths Question 5.
Given AB¯¯¯¯¯¯¯¯ of length 7.3 cm and CD¯¯¯¯¯¯¯¯ of length 3.4 cm, construct a line segment XY¯¯¯¯¯¯¯¯ such that the length of XY¯¯¯¯¯¯¯¯ is equal to the difference between the lengths of AB¯¯¯¯¯¯¯¯ and CD¯¯¯¯¯¯¯¯. Verify by measurement
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 12

Draw line segments AB = 7.3 cm and CD = 3.4 cm.
Draw a line l and mark a point X on it.
Using compasses find a point P on the line l so that segment XP = segment AB (i.e., 7.3 cm).
Using compasses find a point Y so that the segment PY = segment CD (i.e., 3.4 cm). The segment XY so obtained is the required segment, because XY = OP -PY – AB -CD.

NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry Ex 14.3

Ex 14.3 Class 6 Maths Question 1.
Draw any line segment PQ¯¯¯¯¯¯¯¯. Without measuring PQ¯¯¯¯¯¯¯¯, construct a copy of PQ¯¯¯¯¯¯¯¯.
Solution:
Steps of Construction:
Let PQ be the given line segment and l be a given line.
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 13

Mark a point 0 on the line l.
Open out the compasses and adjust so that the steel end is on A and the pencil end is A on B.
Transfer the compasses to the line l without disturbing their opening so that the steel end is on 0.
With the pencil end make a small stroke on the line l to cut it at the point P.
Then, the fine segment OP so obtained = the given line segment AB.

Ex 14.3 Class 6 Maths Question 2.
Given some line segment AB¯¯¯¯¯¯¯¯, whose length you do not know, construct PQ¯¯¯¯¯¯¯¯ such that the length of PQ¯¯¯¯¯¯¯¯ is twice that of AB¯¯¯¯¯¯¯¯.
Solution:
Steps of Construction:
Let AB be the given line segment.

Draw any line l and make a point 0 on it.
Open out the compasses in such way that the steel end is on A and the pencil end is on B.
Transfer the compasses without disturbing their opening to the line l so that the steel end is on O.
With the pencil end make a small stroke on -the line l to cut it at the point P.
Repeat the steps 3 and 4 with same opening having P as the initial point and Q as the terminal point.
Then, the segment OQ = OP + PQ = AB + AB= 2 AB.

NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry Ex 14.4

Ex 14.4 Class 6 Maths Question 1.
Draw any line segment AB¯¯¯¯¯¯¯¯,. Mark any point M on it. Through M, draw a perpendicular to AB¯¯¯¯¯¯¯¯,. (use ruler and compasses)
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 14

Draw a line segment AB, and mark any point M on it.
With centre M and any radius, cut off MX and MY of equal lengths on both sides of M.
With centre X and any radius > MX, draw an arc.
With centre Y and the same radius draw another arc, cutting the previously drawn arc at P
Join MP
Then, the segment PM so obtained is the required perpendicular.
Ex 14.4 Class 6 Maths Question 2.
Draw any line segment PQ¯¯¯¯¯¯¯¯,. Take any point R not on it. Through R, draw a perpendicular to PQ¯¯¯¯¯¯¯¯,. (use ruler and set-square)
Solution:
Steps of Construction:

Let PQ be the line and R is any point not lying on PQ.
Place the set-square so that the base AB of the set-square lies exactly on the line PQ.
Hold the set-square fixed and place a ruler so that its edge position lies along the side AC of the set-square.
Holding the ruler fixed, slide the set-square along the ruler till the point R coincides with the point B of the set-square.
Keeping the set-square fixed in this position, draw a line RT along the edge BC of the set-square through R.
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 15
Thus, RT is the required perpendicular line to the line PQ passing through R.
Ex 14.4 Class 6 Maths Question 3.
Draw a line l and a point X on it. Through X, draw a line segment XY¯¯¯¯¯¯¯¯ perpendicular to l. Now draw a perpendicular to XY at Y. (use ruler and compasses)
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 16

Draw a line l and mark any point X on it. ,
With centre X and any radius, cut off XA = XB on both sides of X.
With centre A and any radius > XA, draw an arc.
With centre B and the same radius draw another arc, cutting the previously drawn arc at Y.
Join XY. Then XY is perpendicular to line 1.
By proceeding as above draw a perpendicular YZ to XY.

NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry Ex 14.5

Ex 14.5 Class 6 Maths Question 1.
Draw AB¯¯¯¯¯¯¯¯ of length 7.3 cm and find its axis of symmetry.
Solution:
Steps of Construction:

Draw a line segment AB = 7.3 cm.
With centre A and radius > 12 AB, draw arcs one on each side of AB.
With centre B and the same radius as before, draw arcs cutting the previously drawn arcs at C and D respectively.
Join CD intersecting AB at M. Then M bisects the line segment AB as shown.

The line segment so obtained is the required axis of symmetry.

Ex 14.5 Class 6 Maths Question 2.
Draw a line segment of length 9.5 cm and construct its perpendicular bisector.
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 18

Draw a line segment AB = 9.5 cm.
With centre A and radius > 12 AB, draw arcs one on each side of AB. . A
With centre B and the same radius as before, draw arcs cutting the previously drawn arcs at C and D respectively.
Join CD. Then the line segment CD is the required perpendicular bisector of AB.

Ex 14.5 Class 6 Maths Question 3.
Draw the perpendicular bisector of XY¯¯¯¯¯¯¯¯ whose length is 10.3 cm.
(a) Take any point P on the bisector drawn. Examine whether PX = PY.
(b) If M is the mid-point of XY¯¯¯¯¯¯¯¯ , what can you say about the lengths MX and XY?
Solution:
Steps of Construction:

Draw a line segment XY =10.3 cm.
With centre X and radius > 12 XY, draw arcs one on each side of XY.
With centre Y and the same radius as before, draw arcs cutting the previously drawn arcs at A and B respectively.
oin .AB intersecting XY at M. Then, AB is the perpendicular bisector of XY.
(a) Mark any point P on AB, the perpendicular bisector. On measuring, we find that PX = PY.
(b) Since M is the mid-point of the segment XY. Therefore,
MX = 12XY = 12 x 10.3 cm
= 5.15 cm

Ex 14.5 Class 6 Maths Question 4.
Draw a line segment of length 12.8 cm. Using compasses, divide it into four equal parts. Verify by actual measurement.
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 20

Draw a line segment AB = 12.8 cm.
With centre A and radius > 12 AB, draw arcs one on each side of AB.
With centre B and the same radius as before, draw arcs cutting the previously drawn arcs at C and D respectively.
Join CD intersecting AB at M.
Further find the mid-points M₁ and M₂ of AM and MB respectively proceeding in the same way qs-before.
∴ AM₁ = M₁M = MM₂ = M₂B, On measuring, we find that each part = 3.2 cm.

Ex 14.5 Class 6 Maths Question 5.
With PQ¯¯¯¯¯¯¯¯ of length 6.1 cm as diameter draw a circle.
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 21

Draw a line segment PQ = 6.1 cm.
Bisect the segment PQ by drawing its perpendicular bisector. Let M be its mid-point.
M as centre and radius = MP draw a circle.
The circle so obtained is the required circle.

Ex 14.5 Class 6 Maths Question 6.
Draw a circle with centre C and radius 3.4 cm. Draw any chord AB¯¯¯¯¯¯¯¯. Construct the perpendicular bisector of AB¯¯¯¯¯¯¯¯ and examine if it passes through C.
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 22

Mark a point C on the plane of a paper.
With C as centre and radius 3.4 cm, draw a circle.
Let AB be any chord to this circle.
Draw PQ, the perpendicular bisector of chord AB.
Clearly, this perpendicular bisector passes through C, the centre of the circle.

Ex 14.5 Class 6 Maths Question 7.
Repeat Question 6, if AB happens to he a diameter.
Solution:
If AB happens to be a diameter then C will be the mid-point of the diameter AB.

Ex 14.5 Class 6 Maths Question 8.
Draw a circle of radius 4 cm. Draw any two of its chords. Construct the perpendicular bisectors of these chords. Where do they meet?
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 23

Mark a point O on the plane of paper.
With O as centre, draw a circle of radius 4 cm.
Let AB and CD be any two chords of this circle.
Draw PQ and RS the perpendicular bisectors of chords AB and CD respectively.
Clearly, these perpendicular bisectors pass through 0, the centre of the circle.

Ex 14.5 Class 6 Maths Question 9.
Draw any angle with vertex O. Take a point A on one of its arms and B on another such that OA = OB. Draw the perpendicular bisectors of OA¯¯¯¯¯¯¯¯ and OB¯¯¯¯¯¯¯¯ . Let them meet at P. Is PA = PB?
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 24

Draw any angle XOY.
Take a point A on OX and a point B on OY such that OA = OB.
Draw CD and EF, the perpendicular bisectors of OA and OB respectively. Let them meet at P.
On measuring, we find that PA = PB.

NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry Ex 14.1

Ex 14.6 Class 6 Maths Question 1.
Draw ZPOQ of measure 75° and find its line of symmetry.
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 25

Draw a ray OP.
Draw ∠POR = 60° and ∠POS = 90°.
Draw OQ, the bisector of ∠ROS.
Then,

Ex 14.6 Class 6 Maths Question 2.
Draw an angle of measure 147° and construct its bisector.
Solution:
Steps of Construction:

Draw a ray OA.
Place the protractor on OA such that its centre falls on the initial point O and 0 -180 line lies along OA.
Mark a point B on the paper against the mark of 147° on the protractor.
Remove the protractor and draw OB. Then, the ∠AOB so obtained is the required angle such that ZAOB = 147°.

To construct its bisector:

With centre O and a convenient radius draw an arc cutting sides OA and OB at P and Q respectively.
With centre P and radius > 12 PQ, draw an arc.
With centre Q and the same radius, as in the previous step, draw another arc intersecting the arc drawn in the previous step at R.
Join OR and produce it to form ray OC.
Then, the ∠AOC so obtained is the bisector of ∠AOB.

Ex 14.6 Class 6 Maths Question 3.
Draw a right angle and construct its bisector.
Solution:
Steps of Construction:

To draw an angle of 90°:

Draw a ray OA.
With O as centre and any convenient radius, draw an arc cutting at P.
With P as centre and same radius, draw an arc cutting the arc of step 2 at Q.
With Q as centre and the same radius as in steps 2 and 3, draw an arc cutting the arc drawn in step 3 at R.
With Q as centre and the same radius, draw an arc.
With R as centre and the same radius, draw an arc cutting the arc drawn in step 5 at B.

To draw its bisector:

With P as centre and radius > 12 PT, draw an arc in the interior of ∠AOC.
With T as centre and the same radius, an in step 1, draw another arc intersecting the arc in step 1 at D.
Join OD and produce it to any point E.
Then, ∠AOE so obtained is the bisector of ∠AOC.

Ex 14.6 Class 6 Maths Question 4.
Draw an angle of measure 153° and divide it into four equal parts.
Solution:
Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 29

With the help of the protractor, draw ∠AOB = 153°.
With centre O and any convenient radius, draw an arc cutting OA and OB at P and Q respectively.
With centre P and radius > 12 PQ, draw an arc in the interior of ∠AOB.
With centre Q and the same radius, as in step 3, draw another arc intersecting the arc in step 3 at B₁.
Join OB₁ and produce it to any point C.
Then, ∠AOC = 12 x ∠AOB i.e., bisector of ∠AOB.
Draw OD, the bisector of ∠AOC. Then ∠AOD = ∠DOC.
Draw OE, the bisector of ∠COB. Then, ∠COE = ∠COB.
Combining these results, we have
∠AOD = ∠DOC = ∠COE = ∠EOB.
Thus, ∠AOB is divided into four equal parts by the rays OD,OC and OE.

Ex 14.6 Class 6 Maths Question 5.
Construct with ruler and compasses, angles of following measures:
(a) 60°
(b) 30°
(c) 90°
(d) 45°
(f) 135°
Solution:
(a) Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 30

Draw a ray OA.
With centre O and any radius, draw an arc PQ with the help of compasses, cutting the ray at P.
With centre P and the same radius draw an arc cutting the arc PQ at R.
Join OR and produce it to obtain ray OB.
Then, ∠AOB so obtained is of 60°.

(b) Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 31

Draw a ray OA.
With centre O any radius draw an arc PT with the help of compasses, cutting ray OA at P.
With centre P and the same radius draw an arc cutting the arc PT at Q.
Join OQ and produce it to obtain ray OB.
Then, ∠AOB = 60°.
With centre P and radius > 12 PQ, draw an arc in the interior of ∠AOB.
With centre Q and the same radius, as in step 5, draw another arc intersecting the arc in step 5 at R.
Join OR and produce it on any point C.
Then, ∠AOC = 30°

(c) Step of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 32

Draw a ray OA.
With O as centre and any convenient radius, draw an arc cutting at P.
With P as centre and same radius, draw an arc cutting the arc of step 2 at Q.
With Q as centre and the same radius as in steps 2 and 3, draw an arc cutting the arc drawn in step 3 at R.
With Q as centre and the same radius, draw an arc.
With R as centre and the same radius, draw an arc cutting the arc drawn in step 5 at B.
Join O to B and produce it to any point C.
Then, ∠AOC =90°

(d) Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 33

Draw a ray OA.
With O as centre and any convenient radius, draw an arc cutting OA at P.
With P as centre and the same radius draw an arc cutting the first arc at Q.
With Q as centre and the same radius, draw an cutting the arc drawn in step 2 at R.
Join AR and produce it to any point C.
Then, ∠AOC so obtained is of 120°.

(e) Steps of Construction:

Draw ∠AOC = 90° by following the steps given in part (iii) above,
Draw OE, the bisector of ∠AOC.

Then, ∠AOD so obtained is the required angle of 45°.

(f) Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 35

Draw ∠AOC = 120°
∠AOB =150°.
Draw OD, bisector of ∠COB.
Then,

Steps of Construction:
NCERT Solutions for Class 6 Maths Chapter 14 Practical Geometry 37

Draw a line AB and mark a point O on it.
With centre O and any convenient radius draw a semi-circle cutting OA and OB at P and Q respectively.
With Q as centre and same radius, draw an arc cutting the semi-circle as R.
With R as centre and same radius, draw an arc cutting the semi-circle of step 2 at S.
With R as centre and same radius draw an arc.
With S as centre and same radius draw an arc cutting the arc drawn in step 5 at T. Join OT and produce it to D such that ∠BOD – ∠AOD = 90°.
Draw OE, the bisector of ∠AOD.

Ex 14.6 Class 6 Maths Question 6.
Draw an angle of measure 45° and bisect it.
Solution:
Steps of Construction:

Draw ∠AOB = 90° by the steps given in question 5 (c).
Draw OC, the bisector of ∠AOB. Then, ∠AOC = 45°.
Draw OD, the bisector of ∠AOC. Then, ∠AOD = ∠DOC.

Ex 14.6 Class 6 Maths Question 7.
Draw an angle of measure 135° and bisect it.
Solution:
Steps of Construction:

Draw ∠EOB = 135° by the steps given in question 5 (f).
Draw OF, the bisector of ∠EOB.
Then, ∠BOF = ∠FOE.

Ex 14.6 Class 6 Maths Question 8.
Draw an angle of 70°. Make a copy of it using only a straight edge and compasses.
Solution:
Steps of Construction:

Draw an angle 70° with protractor, i. e. ∠POQ = 70°
Draw a ray AB¯¯¯¯¯¯¯¯
Place the compasses at O and draw an arc to cut the ray of ∠POQ at I and M.
Use the same compasses, setting to draw an arc with A as centre, cutting AB at X.
Set your compasses setting to the length LM with the same radius.
Place the compasses pointer at X and draw the arc to cut the arc drawn earlier at Y.
Join A7.
Thus, ∠YAX =70°

Ex 14.6 Class 6 Maths Question 9.
Draw an angle of 40° copy its supplementary angle.
Solution:
Steps of construction:

Draw an angle of 40° with the help of protractor, naming ∠ AOB.
Draw a line PQ.
Take any point M on PQ.
Place the compasses at O and draw an arc to cut the rays of ∠ AOB at L and N.
Use the same compasses setting to draw an arc O as centre, cutting MQ at X.
Place the compasses at X and draw the arc to cut the arc drawn earlier Y.
Join MY.
Thus, ∠QMY = 40° and ∠PMY is supplementary of it.

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NCERT MOST IMPORTANT QUESTIONS CLASS – 12 | PSYCHOLOGY IMPORTANT QUESTIONS | CHAPTER-7 | SOCIAL INFLUENCE AND GROUP PROCESSESS | EDUGROWN |

In This Post we are providing CHAPTER 7 SOCIAL INFLUENCE AND GROUP PROCESSESS NCERT MOST IMPORTANT QUESTIONS for Class 12 PSYCHOLOGY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter

NCERT MOST IMPORTANT QUESTIONS ON SOCIAL INFLUENCE AND GROUP PROCESSESS

1. Compare and contrast formal and informal groups, and in groups and outgroups.

Answer

Formal and Informal Groups
These groups differ in the degree to which the functions of the group are stated explicitly and formally. The functions of a formal group are explicitly stated as in the case of an office organisation. The roles to be performed by group members are stated in an explicit manner. The formal and informal groups differ on the basis of structure. The formation of formal groups is based on some specific rules or laws and members have definite roles. There are a set of norms which help in establishing order. A university is an example of a formal group. On the other hand, the formation of informal groups is not based on rules or laws and there is close relationship among members.

Ingroup and Outgroup
Just as individuals compare themselves with others in terms of similarities and differences with respect to what they have and what others have, individuals also compare the group they belong to with groups of which they are not a member. The term ‘ingroup’ refers to one’s own group, and ‘outgroup’ refers to another group. For ingroup members, we use the word ‘we’ while for outgroup members, the word ‘they’ is used. By using the words they and we, one is categorising people as
similar or different. It has been found that persons in the ingroup are generally supposed to be similar, are viewed favourably, and have desirable traits. Members of the outgroup are viewed differently and are often perceived negatively in comparison to the ingroup members. Perceptions of ingroup and outgroup affect our social lives.

2. Are you a member of a certain group? Discuss what motivated you to join that group.

Answer

Yes, I am a member of a certain group.These are the factors which motivated me to join that group:
(i) Security : When we are alone, we feel insecure. Groups reduce this insecurity. Being with people gives a sense of comfort, and protection. As a result, people feel stronger, and are less vulnerable to threats.
(ii) Status : When we are members of a group that is perceived to be important by others, we feel recognised and experience a sense of power. Suppose your school wins in an inter-institutional debate competition, you feel proud and think that you are better than others.
(iii) Self-esteem : Groups provide feelings of self-worth and establish a positive social identity. Being a member of prestigious groups enhances one’s self-concept.
(iv) Satisfaction of one’s psychological and social needs : Groups satisfy one’s social and psychological needs such as sense of belongingness, giving and receiving attention, love, and power through a group.
(v) Goal achievement : Groups help in achieving such goals which cannot be attained individually. There is power in the majority.
(vi) Provide knowledge and information : Group membership provides knowledge and information and thus broadens our view. As individuals, we may not have all the required information. Groups supplement this information and knowledge.

3. How does Tuckman’s stage model help you to understand the formation of groups?

Answer

Groups usually go through different stages of formation, conflict, stabilisation, performance, and dismissal. Tuckman’s stage model suggested that groups pass through five developmental sequences which are forming, storming, norming, performing and adjourning.
(i) Forming stage: When group members first meet, there is a great deal of uncertainty about the group, the goal, and how it is to be achieved. People try to know each other and assess whether they will fit in. There is excitement as well as apprehensions.
(ii) Storming stage: It is a stage of intragroup conflict which is referred to as storming. In this stage, there is conflict among members about how the target of the group is to be achieved, who is to control the group and its resources, and who is to perform what task. When this stage is complete, some sort of hierarchy of leadership in the group develops and a clear vision as to how to achieve the group goal.
(iii) Norming stage: This storming stage is followed by norming. Group members by this time develop norms related to group behaviour. This leads to development of a positive group identity.
(iv) performing stage: It is the fourth stage. By this time, the structure of the group has evolved and is accepted by group members. The group moves towards achieving the group goal. For some groups, this may be the last stage of group development.
(v) Adjourning stage: For some groups, for example, in the case of an organising committee for a school function, there may be last stage and group comes to an end. In this stage, once the function
is over, the group may be disbanded.

4. How do groups influence our behaviour?

Answer

Groups and individuals exert influence on us which may force us to change our behaviours in a particular direction. Group influence our behaviour by the method of ‘social influence’ which means getting influenced by the imagined presence of other people. Throughout the day we may encounter a
number of situations where others have tried to influence our and make us think in ways they want.Social influence is a part of our life. In some situations, social influence on us is very strong as a result of which we tend to do things which we otherwise would have not done. On other occasions, we are able to defy influence of others and may even influence them to adopt our own viewpoint
There are three important group influence processes, i.e. conformity, compliance and obedience.
(i) Conformity: It means behaving according to the group norm, i.e. the expectations of other group members. Persons who do not conform (called ‘deviants’ or ‘non-conformists’) get noticed more than those who do conform.
(ii) Compliance: In this, there are external conditions that force the individual to accept the influence of the significant other. Compliance also refers to behaving in a particular way in response to a request made by someone. It could take place even without a norm
(iii) Obedience: A distinguishing feature of obedience is that such behaviour is a response to a person in authority. The presence of an authority figure immediately makes this behaviour different from conformity. For instance, you may stop talking loudly in the classroom when the teacher asks you
to keep quiet, but not when your classmate tells you to do the same thing.

5. How can you reduce social loafing in groups? Think of any two incidents of social loafing in school. How did you overcome it?

Answer

It has been found that individuals work less hard in a group than they do when performing alone. This
points to a phenomenon referred to as ‘social loafing’. Social loafing is a reduction in individual effort when working on a collective task, i.e. one in which outputs are pooled with those of other group members. An example of such a task is the game of tug-of-war. It is not possible for
us to identify how much force each member of the team has been exerting. Such situations give opportunities to group members to relax and become a free rider.
This phenomenon has been demonstrated in many experiments by Latane and his associates who asked group of male students to clap or cheer as loudly as possible as they (experimenters) were interested in knowing how much noise people make in social settings. They varied the group size; individuals were either alone, or in groups of two, four and six. The results of the study showed that although the total amount of noise rose up, as size increased, the amount of noise produced by each participant dropped. In other words, each participant put in less
effort as the group size increased. Reasons for the occurrence of social loafing:
(i) Group members feel less responsible for the overall task being performed and therefore exert less effort.
(ii) Motivation of members decreases because they realise that their contributions will not be evaluated on individual basis.https://b9ce6b68e5900a017d56c6b5a379a7ad.safeframe.googlesyndication.com/safeframe/1-0-38/html/container.html(iii) The performance of the group is not to be compared with other groups.
(iv) There is an improper coordination (or no coordination) among members.
(v) Belonging to the same group is not important for members. It is only an aggregate of individuals.

Two incidents of social loafing in school:
(i) Some students work very less in group projects and works.
(ii) Sometimes during sports competition, some students practice very less and thus this affect the whole team.
It may be reduced by:
(i) Making the efforts of each person identifiable.
(ii) Increasing the pressure to work hard (making group members committed to successful task performance).
(iii) Increasing the apparent importance or value of a task.
(iv) Making people feel that their individual contribution is important.
(v) Strengthening group cohesiveness which increases the motivation for successful group outcome.

6. How often do you show conformity in your behaviour? What are the determinants of conformity?

Answer

Conformity in your behavior means behaving according to the group norm, i.e. the expectations of other group members. Conformity in behavior can be shown by the following examples. Some of your friends come to you with a letter of protest against a rule that has been recently announced, i.e. banning use of mobile phones in the school. Personally you believe that the rule is very sensible and should be enforced. But you also know that if you do not sign the letter. Thus, I have to behave according to the group norm.
Determinants of conformity are size of the group, Size of the minority, nature of the task, public or private expression of behaviour and personality.
(i) Size of the group: Conformity is greater when the group is small than when the group is large. It
is easier for a deviant member (one who does not conform) to be noticed in a small group. However, in a large group, if there is strong agreement among most of the members, this makes the majority
stronger, and therefore, the norm is also stronger. In such a case, the minority member(s) would be more likely to conform because the group pressure would be stronger.
(ii) Size of the minority : Suppose the subject finds that after some rounds of judgment of the lines, there is another participant who starts agreeing with the subject’s answer. When the dissenting
or deviating minority size increases, the likelihood of conformity decreases. In fact, it may increase the number of dissenters or non-conformists in the group.
(iii) Nature of the task: In Asch’s experiment, the task required an answer that could be verified, and could be correct or incorrect. Suppose the task involves giving an opinion about some topic. In
such a case, there is no correct or incorrect answer then conformity would be less likely in the second situation.
(iv) Public or private expression of behaviour: In the Asch technique, the group members are asked to give their answers publicly, i.e. all members know who has given which response. However, there can be other situations in which the behaviour of members is private. Less conformity is found under private expression than it is seen under public expression.
(v) Personality: The conditions described above show how the features of the situation are important in determining the degree of conformity shown. We also find that some individuals have a conforming personality. Such persons have a tendency to change their behaviour according to what others say or do in most situations.

7. Why do people obey even when they know that their behaviour may be harming others? Explain.

Answer

People obey even when they know that their behaviour may be harming others because if we disobey, some punishment might follow. Sometimes, it is because we believe that persons in authority must be obeyed.
Several reasons for this are:
(i) People obey because they feel that they are not responsible for their own actions, they are simply carrying out orders from the authority.
(ii) Authority generally possesses symbols of status (e.g., uniform, title) which people find difficult to resist.
(iii) Authority gradually increases commands from lesser to greater levels and initial obedience binds the followers for commitment. Once you obey small orders, slowly there is an escalation of commitment for the person who is in authority and one starts obeying bigger orders.
(iv) Many times, events are moving at such a fast speed, for example in a riot situation, that one has no time to think, just obey orders from above.

8. What are the benefits of cooperation?

Answer

When groups work together to achieve shared goals, we call it cooperation. The rewards in
cooperative situations are group rewards and not individual rewards.
Benefits of coopoeration:
(i) People work together and hence work load on each individual is less.
(ii) Each individual can attain the goal only if other members of the group also attain the goal.
(iii) In cooperative groups, there is more coordination and acceptance for each other’s ideas.
(iv) members became more friendly and can excel easily in groups.
(v) Members are more active towards communication, interaction and discussions.

9. How is one’s identity formed?

Answer

One’s self-definition of who s/he is which may include both personal attributes, e.g. hard working, happy-go-lucky, or attributes which you share with others, e.g. girl or boy is known as social identity.
One’s self identity is formed by oneself as a unique individual, and social identities derived from groups we perceive ourselves to be members of.
Although some aspects of our identity are determined by physical characteristics, one may acquire other aspects as a consequence of our interaction with others in society. Sometimes we perceive ourselves as unique individuals and at other times we perceive ourselves as members of groups. Both are equally valid expressions of self. The extent to which we define ourselves either at personal or at social levels is flexible. From our own experience, we would realise that identification with social groups can have a great deal of importance for your self-concept. feel so because of our social identity as an Indian. Social identity is, thus, that aspect of our self-concept which is based
on our group membership. Social identity places us, i.e. tells us what and where we are in the larger social context, and thus helps us to locate ourselves in society.

10. What are some of the causes of intergroup conflict? Think of any international conflict. Reflect on the human price of this conflict.

Answer

Some of the major reasons for group conflicts are:
(i) Lack of communication and faulty communication by both parties. This kind of communication leads to suspicion, i.e. there is a lack of trust. Hence, conflict results.
(ii) Another reason for intergroup conflict is relative deprivation. It arises when members of a group compare themselves with members of another group, and perceive that they do not have what they desire to have, which the other group has. In other words, they feel that they are not doing well in comparison to other groups. This may lead to feelings of deprivation and discontentment, which may trigger off conflict.
(iii) Another cause of conflict is one party’s belief that it is better than the other, and what it is saying should be done. When this does not happen, both parties start accusing each other. One may often witness a tendency to magnify even smaller differences, thereby conflict gets escalated because every member wants to respect the norms of her/his group.
(iv) A feeling that the other group does not respect the norms of my group, and actually violates those norms because of a malevolent intent.
(v) Desire for retaliation for some harm done in the past could be another reason for conflict.
(vi) Biased perceptions are at the root of most conflicts. As already mentioned earlier, feelings of ‘they’ and ‘we’ lead to biased perceptions.
(vii) Research has shown that when acting in groups, people are more competitive as well as more aggressive than when they are on their own. Groups compete over scarce resources, both material resources, e.g. territory, and money as well as social resources, e.g. respect and esteem.

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Chapter-13 Symmetry | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths Chapter 13 Symmetry

NCERT Solutions for Class 6 Maths Chapter 13 Symmetry Ex 13.1

Ex 13.1 Class 6 Maths Question 1.
List any four symmetrical objects from your home or school.
Solution:
List of four symmetrical objects from home or school are
(i) An electric tube
(ii) A glass
(iii) An electric bulb
(iv) A fan

Ex 13.1 Class 6 Maths Question 2.
For the given figure, which one is the mirror line, l₁ or l₂
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 1
Solution:
From the given figure, clearly l₂ is the mirror line.

Ex 13.1 Class 6 Maths Question 3.
Identify the shapes given below. Check whether they are symmetric or not. Draw the line of symmetry as well.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 2
Solution:
Figures (a), (b), (d), (e) and (f) are symmetrical and their line of symmetry is shown as a dotted line.

Ex 13.1 Class 6 Maths Question 4.
Copy the following on a squared paper. A square paper is what you would have used in your arithmetic notebook in earlier classes. Then complete them such that the dotted line is the line of symmetry.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 4
Solution:
Keeping the dotted line as the line of symmetry and completing the figure, we have

Ex 13.1 Class 6 Maths Question 5.
In the figure, l is the line of symmetry. Complete the diagram to make it symmetric.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 6
Solution:
Complete diagram is as under:

Ex 13.1 Class 6 Maths Question 6.
In the figure, l is the line of symmetry. Draw the image of the triangle and complete the diagram so that it becomes symmetric.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 8

Solution:
The image of the triangle is shown such that the complete diagram becomes symmetric.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 9

NCERT Solutions for Class 6 Maths Chapter 13 Symmetry Ex 13.2

Ex 13.2 Class 6 Maths Question 1.
Find the number of lines of symmetry for each of the following shapes.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 10
Solution:
Each one of the given figures are symmetrical about the dotted line(s) drawn. The number lines of symmetry are indicated against each figure:

Ex 13.2 Class 6 Maths Question 2.
Copy the triangle in each of the following figures on squared paper. In each case, draw the line(s) of symmetry, if any and identify the type of triangle. (Some of you may like to trace the figures and try paper-folding first!)
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 13
Solution:
(a), (b) and (d) are isosceles triangles, (c) is a right angled isosceles triangle. Their line(s) of symmetry marked with dotted line(s) in each case as under:

Ex 13.2 Class 6 Maths Question 3.
Complete the following table :
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 15
Solution:
Complete table with rough figures duly filled is as under:

Ex 13.2 Class 6 Maths Question 4.
Can you draw a triangle which has
(a) exactly one. line of symmetry?
(b) exactly two lines of symmetry?
(c) exactly three lines of symmetry?
(d) no lines of symmetry? Sketch a rough figure in each case.
Solution:
(a) Yes, it is an isosceles triangle. Its rough sketch is as shown.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 18
(b) No.
(c) Yes, it is an equilateral triangle. Its rough sketch is as shown.

(d) Yes, it is a scalene triangle. Its rough sketch is as shown.

Ex 13.2 Class 6 Maths Question 5.
On a squared paper, sketch the following:
(a) A triangle with a horizontal line of symmetry but no vertical line of symmetry.
(b) A quadrilateral with both horizontal and vertical lines of symmetry.
(c) A quadrilateral with a horizontal line of symmetry but no vertical line of symmetry.
(d) A hexagon with exactly two lines of symmetry.
(e) A hexagon with six lines of symmetry.
Solution:
Sketches of the required figure with their line(s) of symmetry are shown as under:
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 21

Ex 13.2 Class 6 Maths Question 6.
Trace each figure and draw the lines of symmetry, if any:
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 22
Solution:
The line(s) of symmetry of the given figures are shown as dotted lines as under:

Ex 13.2 Class 6 Maths Question 7.
Consider the letters of English alphabets, A to Z.
List among them the letters which have

(a) vertical lines of symmetry (like A)
(b) horizontal lines of symmetry (like B)
(c) no lines of symmetry (like Q)
Solution:
The English alphabets A to Z having
(a) vertical lines of symmetry (like A) are
A, H, I, M, O, T, U, V, W, X and Y.
(b) horizontal lines of symmetry (like B) are
B, C, D, E, H, I, K, O and X.
(c) no lines of symmetry (like Q) are G, J, L, P, Q, R, S and Z.

Ex 13.2 Class 6 Maths Question 8.
Given here are figures of a few folded sheets and designs drawn about the fold. In each case, draw a rough diagram of the complete figure that would be seen when the design is cut off.
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 26
Solution:
The rough diagram of the complete figure that would be seen when the design is cut off is as under:

NCERT Solutions for Class 6 Maths Chapter 13 Symmetry Ex 13.3

Ex 13.3 Class 6 Maths Question 1.
Find the number of lines of symmetry in each of the following shapes: .
How will you check your answers?
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 28
Solution:
By drawing the line(s) of symmetry, we find that the number of line(s) possessed by them are

Ex 13.3 Class 6 Maths Question 2.
Copy the following drawing on squared paper. Complete each one of them such that the resulting figure has two dotted lines as two lines of symmetry:
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 30
How did you go about completing the picture?
Solution:
Completing the figures using the given line(s) of symmetry. The completed figures are as under:

Ex 13.3 Class 6 Maths Question 3.
In each figure alongside, a letter of the alphabet is shown along with a vertical line. Take the mirror image of the letter in the given line. Find which letters look the same after reflection (i.e. which letters look the same in the image) and which do not. Can you guess why?
NCERT Solutions for Class 6 Maths Chapter 13 Symmetry 32
Try for O E M N P H L T S V X
Solution:
Taking the mirror image of the letters A and B in the given line. These will look as shown.

Clearly, A after reflection looks same but B does not.
It is due to the reason that the shape is preserved but sense is not.
Out of the given letters:
O, M, H, T, V, and X look as before after reflection, whereas E, P, N, L, and S does not.

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Chapter-12 Ratio and Proportion | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion

NCERT Solutions for Class 6 Maths Chapter 12 Algebra Ex 12.1

Ex 12.1 Class 6 Maths Question 1.
There are 20 girls and 15 boys in a class,
(a) What is the ratio of number of girls to the number of boys?
(b) What is the ratio of number of girls to the total number of students in the class?
Solution:
We have,
Number of girls = 20
Number of boys =15
Number of students in the class = (20 + 15) = 35.
(a) Ratio of number of girls to the number of boys
=20 : 15 = 4 : 3
[Dividing the first and second term by their H.C.F. = 5]

(b) Ratio of number of girls to the total number of students
= 20 : 35
= 4 : 7
[Dividing the first and second term by their H.C.F = 5]

Ex 12.1 Class 6 Maths Question 2.
Out of 30 students in a class, 6 like football, 12 like cricket and remaining like tennis. Find the ratio of:
(a) Number of students liking football to number of students liking tennis.
(b) Number of students liking cricket to total number of students.
Solution:
We have,
Total number of students = 30
Number of students who like football = 6
Number of students who like cricket = 12
Number of students who like tennis = 30 – (6 +12)
= 30 – 18 = 12
(a) Ratio of number of students liking football to the number of students liking tennis
= 6 : 12 = 1 : 2
[Dividing the first and second term by their H.C.F. = 6]

(b) Ratio of number of students liking cricket to total number of students
= 12 : 30
= 2 : 5
[Dividing the first and second term by their H.C.F. = 6]

Ex 12.1 Class 6 Maths Question 3.
See the figure and find the ratio of:

(a) Number of triangles to the number of circles inside the rectangle.
(b) Number of square to all the figures inside the rectangle.
(c) Number of circles to all the figures inside the rectangle.
Solution:
From the given figure, we have
Number of triangle =3
Number of circles =2
Number of square =2
Total number of figures = 3+ 2 + 2 = 7
(a) Ratio of the number of triangles to the number of circles = 3 : 2
(b) Ratio of the number of squares to all the figures =2 : 7
(c) Ratio of the number of .circles it) all the figures = 2 : 7

Ex 12.1 Class 6 Maths Question 4.
Distance travelled by Hamid and Akhtar in an hour are 9 km and 12 km. Find the ratio of speed of Hamid to the speed of Akhtar.
Solution:
We know that,
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 2
∴ Ratio of the speed of Hamid to the speed of Akhtar
= 9 : 12
= 3 : 4
[Dividing the first term and the second term by their H.C.F. = 3

Ex 12.1 Class 6 Maths Question 5.
Fill in the following blanks:
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 3
Solution:

These are equivalent fractions.

Ex 12.1 Class 6 Maths Question 6.
Find the ratio of the following:
(a) 81 to 108
(b) 98 to 63
(c) 33 km to 121 km
(d) 30 minutes to 45 minutes.
Solution:
(a) 81 to 108 = 81 : 108 = 3 : 4
[Dividing the first and second terms by their H.C.F. = 27]
(b) 98 to 63 = 98 : 63
= 14 : 9
[Dividing the first and the second terms by their H.C.F-= 7]
(c) 33 km to 121 km = 33 : 121
= 3 : 11
[Dividing the first and the second terms by their H.C.F. =11]
(d) 30 minutes to 45 minutes = 30 : 45
= 2:3
[Dividing the first and the second terms by their H.C.F. = 15]

Ex 12.1 Class 6 Maths Question 7.
Find the ratio of the following:
(a) 30 minutes to 1.5 hours
(b) 40 cm to 1.5 m
(c) 55 paise to ₹1
(d) 500 ml to 2 litres
Solution:
(a) 30 minutes to 1.5 hours = 30 minutes: 1.5 x 60 minutes
[∵ 1 hour = 60 minutes]
= 30 min : 90 min = 30 :90 = 1:3
[Dividing the first and the second terms by their H.C.F = 30]

(b) 40 cm to 1.5 m = 40 cm : 1.5 x 100 cm [∵ 1 m = 100 cm]
= 40 cm : 150 cm
= 40 :150 = 4:15
[Dividing the first and the second terms by their H.C.F. = 10]

(c) 55 paise to ₹ 1 = 55 paise : 100 paise [∵ ₹ 1 =100 paise]
= 55 : 100
= 11 : 20
[Dividing the first and the second terms by their H.C.F = 5]

(d) 500 ml to 2 litres = 500 ml: 2 x 1000 ml [∵ 1 litre = 1000 ml]
= 500 : 2000
= 1 : 4
[Dividing the first term and the second terms by their H.C.F = 500]

Ex 12.1 Class 6 Maths Question 8.
In a year, Seema earns ? 1,50,000 and saves ? 50,000. Find the ratio of:
(a) Money that Seema earns to the money she saves.
(b) Money that she saves to the money she spends.
Solution:
Seema’s income = ₹150000
Seema’s savings = ₹ 50000
Seema’s expenditure = ₹ 150000 – ₹ 50000
= ₹ 100000
(a) Ratio of Seema’s earnings to her savings
= ₹ 150000 : ₹ 50000
= 150000 : 50000
= 3 : 1
[Dividing the first term and the second term by their H.C.F = 50000]

(b) Ratio of Seema’s savings to her expenditure
= ₹ 50000 : ₹ 100000
= 50000 : 100000 = 1 : 2
[Dividing the first term and the second term by their H.C.F. = 50000]

Ex 12.1 Class 6 Maths Question 9.
There are 102 teachers in a school of 3300 students. Find the ratio of the number of teachers to the number of students.
Solution:
We have,
Number of teachers =102
Number of students = 3300
∴ Ratio of the number of teachers to the number of students
= 102 : 3300
= 17 : 550
[Dividing the first term and the second term by their H.C.F = 6]

Ex 12.1 Class 6 Maths Question 10.
In a college out of 4320 students, 2300 are girls. Find the ratio of:
(a) Number of girls to the total number of students.
(b) Number of boys to the number of girls.
(c) Number of boys to the total number of students.
Solution:
We have,
Total number of students = 4320
Number of girls = 2300
∴ Number of boys = (4320 – 2300) = 2020
(a) Ratio of number of girls to the total number of students
= 2300 : 4320
= 115 : 216
[Dividing the first term and the second term by their H.C.F = 20]

(b) Ratio of number of boys to number of girls
= 2020 : 2300
= 101 : 115
[Dividing the first term and the second term by their H.C.F = 20]

(c) Ratio of number of boys to the total number of students
= 2020 : 4320
= 101 : 216
[Dividing the first term and the second term by their H.C.F. = 20]

Ex 12.1 Class 6 Maths Question 11.
Out of 1800 students in a school, 750 opted basketball, 800 opted cricket and remaining opted table tennis. If a student can opt only one game, find the ratio of:
(a) Number of students who opted basketball to the number of students who opted table tennis.
(b) Number of students who opted cricket to the number of students opting basketball.
(c) Number of students who opted basketball to the total number of students.
Solution:
We have,
Total number of students = 1800
Number of students who opted basketball = 750
Number of students who opted cricket = 800
∴ Number of students who opted table tennis
= 1800 – (750 + 800)
= 1800 – 1550 = 250
(a) Ratio of number of students opting basketball to number of students opting table tennis
= 750 : 250
= 3 : 1
[Dividing the first term and the second term by their H.C.F. = 250]

(b) Ratio of number of students opting cricket to number of students opting basketball
= 800 : 750
= 16 : 15
[Dividing the first term and the second term by their H.C.F. = 50]

(c) Ratio of number of students opting basketball to the total number of students
= 750 : 1800
= 5 : 12
[Dividing the first term and the second term by their H.C.F = 150]

Ex 12.1 Class 6 Maths Question 12.
Cost of a dozen pens is ? 180 and cost of 8 ball pens is ? 56. Find the ratio of the cost of a pen to the cost of a ball pen.
Solution:
In order to compare the cost of pen with that of ball pen, we must first find the cost of the same quantity of each of them.
Let us find the cost of one item of each.
Cost of 1 dozen i.e., 12 pens
= ₹ 180
∴ Cost of 1 pen = ₹ 180 -12 = ₹ 15
Cost of 8 ball pens = ₹ 56
∴ Cost of 1 ball pen = ₹ 56 – 8 = ₹ 7
∴ Ratio of the cost of a pen to the cost of a ball pen
= Cost of 1 pen : Cost of 1 ball pen
= ₹ 15 : ₹ 7 = 15 : 7.

Ex 12.1 Class 6 Maths Question 13.
Consider the statement: Ratio of breadth and length of a hall is 2:5.
Complete the following table that shows some possible breadths and lengths of the hall.
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 5
Solution:

Ex 12.1 Class 6 Maths Question 14.
Divide 20 pens between Sheela and Sangeeta in the ratio of 3:2.
Solution:
Sum of the terms of the ratio = (3 + 2) = 5
Total number of pens = 20
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 8

Ex 12.1 Class 6 Maths Question 15.
Mother wants to divide ? 36 between her daughters Shreya and Bhoomika in the ratio of their ages. If age of Shreya is 15 years and age of Bhoomika is 12 years, find how much Shreya and Bhoomika will get.
Solution:
Shreya’s age : Bhoomika’s age =15 : 12
= 5 : 4
[Dividing the 1st and the 2nd term by their H.C.F = 3]
Since mother wants to divide ₹ 36 between Shreya and Bhoomika in the ratio of their ages. So, the money will be divided in the ratio 5 : 4.
Sum of the terms of the ratio = (5 + 4) = 9
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 9

Ex 12.1 Class 6 Maths Question 16.
Present age of father is 42 years and that of his son is 14 years. Find the ratio of:
(a) Present age of father to the present age of son.
(b) Age of the father to the age of son, when son was 12 years old.
(c) Age of father after 10 years to the age of son after 10 years. Age of father to the age of son when father was 30 years old.
Solution:
We have,
Present age of father = 42 years
Present age pf son = 14 years.
(a) Ratio of present age of father to the present age of son
= 42 years : 14 years
= 42 : 14
= 3 : 1
[Dividing the first term and the second terms by their H.C.F. = 14]

(b) When son’s age is 12 years (i.e., 2 years ago). Then, father’s age
= (42 – 2) = 40 years.
Required ratio = 40 years : 12 years = 40 :12
= 10 : 3
[Dividing the first term and the second terms by their H.C.F = 4]

(c) After 10 years:
Father’s age = (42+10) years = 52 years
Son’s age = (14 +10) years = 24 years
∴ Required ratio = 52 years : 24 years
= 52 : 24
= 13 : 6
[Dividing the first term and the second terms by their H.C.F = 4]

(d) When father’s age is 30 years (i.e., 12 years age), then son’s age
= (14 -12) years = 2 years.
∴ Required ratio = 30 years : 2 years
= 30 : 2
= 15 : 1
[Dividing the first term and the second terms by their H.C.F = 2]

NCERT Solutions for Class 6 Maths Chapter 12 Algebra Ex 12.2

Ex 12.2 Class 6 Maths Question 1.
Determine if the following are in proportion:
(a) 15, 45, 40, 120
(b) 33, 121, 9, 96
(c) 24, 28, 36, 48
(d) 32, 48, 70, 210
(e) 4, 6, 8, 12
(f) 33, 44, 75, 100
Solution:
We have,
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 10

Ex 12.2 Class 6 Maths Question 2.
Write True (T) or False (F) against each of the following statements:
(a) 16: 24:: 20: 30
(b) 21 : 6 :: 35 : 10
(c) 12 : 18 :: 28 : 12
(d) 8 : 9 :: 24 : 27
(e) 5.2 : 3.9 :: 3 : 4
(f) 0.9 : 0.36 :: 10 : 4
Solution:
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 13

Ex 12.2 Class 6 Maths Question 3.
Are the foUowing statements true?
(a) 40 persons : 200 persons =₹ 15 : ₹ 75
(b) 7.5 litres : 15 litres = 5 kg : 10 kg
(c) 99 kg: 45 kg = ₹ 44 : ₹ 20
(d) 32 m : 64 m = 6 sec : 12 sec
(e) 45 km : 60 km = 12 hours : 15 hours,
Solution:
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 14

Ex 12.2 Class 6 Maths Question 4.
Determine if the following ratios form a proportion. Also, write the middle terms and extreme terms where the ratios form a proportion.
(a) 25 cm : 1 m and ₹ 40: ₹ 160
(b) 39 litres : 65 litres and 6 bottles : 10 bottles
(c) 2 kg : 80 kg and 25 g : 625 g
(d) 200 ml: 2.5 litre and ₹ 4 : ₹ 50.
Solution:
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 16

NCERT Solutions for Class 6 Maths Chapter 12 Algebra Ex 12.3

Question 1.
If the cost of 7 m of cloth is X 294, find the cost of 5 m of cloth.
Solution:
Cost of 7 m of cloth = ₹ 294
∴ Cost of 1 m of cloth = ₹ (294 7)
= ₹ 42
∴ Cost of 5 m of cloth = ₹ (42 x 5)
= ₹ 210.
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 18

Question 2.
Ekta earns X1500 in 10 days. How much will she earn in 30 days?
Solution:
Ekta’s earning of 10 days = ₹ 1500
Ekta’s earning of 1 day = ₹ (1500 ÷ 10)
= ₹ 150
∴ Ekta’s earning of 30 days = ₹ (150 x 30)
= ₹ 4500

Question 3.
If it has rained 276 mm in the last 3 days, how many cm of rain will fall in one full week (7 days) ? Assume that the rain continues to fall at the same rate.
Solution:
Rainfall in 3 days = 276 mm
∴ Rainfall in 1 day = (276 + 3) mm = 92 mm
Rainfall in 1 week (i.e., 7 days) = (92 x 7) mm
= 644 mm.
In cm, rainfall in one full week = 644 x 110 cm [1 m = 110 cm]
= 64.4 cm

Question 4.
Cost of 5 kg of wheat is ? 30.50.
(a) What will be the cost of 8 kg of wheat?
(b) What quantity of wheat can be purchased in ₹ 61?
Solution:
(a) Cost of 5 kg of wheat = ₹ 30.50
∴ Cost of 1 kg of wheat = ₹ (30.50 ÷ 5) = ₹ 6.10
∴ Cost of 8 kg of wheat = ₹ (6,10 x8) = ₹ 48.80
(b) For ₹ 30.50, wheat purchased= 5 kg
For ₹ 1, wheat purchased = (5 ÷30.50) kg
NCERT Solutions for Class 6 Maths Chapter 12 Ratio and Proportion 19
Question 5.
The temperature dropped 15 degree celsius in the last 30 days. If the rate of temperature drop remains the same, how many degrees will the temperature drop in the next ten days?
Solution:
In 30 days, drop in temperature =15 degrees
∴ In 1 day, drop in temperature = 1530 degree = 12 degree
∴ In the next 10 days, drop in temperature = (12×10) degree = 5 degrees.

Question 6.
Shaina pays ? 7500 as rent for 3 months. How much does she has to pay for a whole year, if the rent per month remains same?
Solution:
Rent payment for 3 months = ₹ 7500
∴ Rent payment for 1 month = ₹ (7500 + 3) = ₹ 2500
∴ Rent payment for 1 year i.e., 12 months
= ₹ (2500 x 12) = ₹ 30000.

Question 7.
Cost of 4 dozens of bananas is ₹ 60. How many bananas can be purchased for ₹ 12.50?
Solution:
For ₹ 60, number of bananas purchased = 4 dozens i.e., 48
∴ For ₹ 1, number of bananas purchased = 4860=45
∴ For ₹ 12.50, number of bananas purchased = (45×12.50)
= 4 x 2.50 = 10.

Question 8.
The weight of 72 books is 9 kg. What is the weight of 40 such books?
Solution:
Weight of 72 books = 9 kg
∴ Weight of 1 book = 972 kg = 18kg
∴ Weight of 40 books = (18×40) = 5 kg.

Question 9.
A truck requires 108 litres of diesel for covering a distance of 594 km. How much diesel will be required by the truck to cover a distance of 1650 km?
Solution:
For 594 km, diesel required = 108 litres
∴ For 1 km, diesel required = (108594) litres = (211) litres
∴ For 1650 km, diesel required = (211×1650) litres
= (2 x 150) litres = 300 litres.

Question 10.
Raju purchases 10 pens for ^₹ 150 and Manish buys 7 pens for ₹ 84. Can you say who got the pens cheaper?
Solution:
In case of Raju:
Cost of 10 pens = ₹ 150
∴ Cost of 1 pen = ₹ (15010) = ₹ 15
In case of Manish :
Cost of 7 pens = ₹ 84
∴ Cost of 1 pen = ₹ (847) = ₹ 12
Since 12 < 15 ∴ Manish got the pen cheaper. Question 11. Anish made 42 runs in 6 overs and Anup made 63 runs in 7 overs. Who made more runs per over? Solution: In case of Anish: Runs made in 6 overs = 42 Runs made in 1 over = (426) = 7 In case of Anup: Runs made in 7 overs = 63 Runs made in 1 over = (637) = 9 Since 9 >7
∴ Anup made more runs per over.

Priyanka0 comments

NCERT MOST IMPORTANT QUESTIONS CLASS – 12 | PSYCHOLOGY IMPORTANT QUESTIONS | CHAPTER-6 | ATTITUDE AND SOCIAL COGNITION | EDUGROWN |

In This Post we are providing CHAPTER 6 ATTITUDE AND SOCIAL COGNITION NCERT MOST IMPORTANT QUESTIONS for Class 12 PSYCHOLOGY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter

NCERT MOST IMPORTANT QUESTIONS ON ATTITUDE AND SOCIAL COGNITION

1.Define attitude. Discuss the components of an attitude.
Ans. Attitudes are state of the mind, set of views or thoughts or ideas regarding some topic which have an evaluative feature (positive, negative or neutral). These are relatively stable predispositions. .
Various components of an attitude are as follows:
(i)The thought component is referred to as the cognitive aspect of attitude.
(ii)The emotional component is known as the affective aspect.
(iii)The tendency to act is called the behavioural (conative) aspect.
These three aspects have been referred to as the A-B-C (affective-behavioural-cognitive)components of attitude. Attitudes are themselves not a tendency to behave or act in certain ways. They are part of cognition, along with an emotional component which cannot be observed from outside.

2.Are attitudes learnt? Explain how?
Ans. By enlarge attitudes are learnt. They are formed on the basis of learning.
Formation of Attitudes: The term ‘attitude formation’ refers to the movement we make from having no attitude toward an object to having a positive or negative attitude. There are some factors which contribute to the formation of attitudes:
1.Learning: The attitudes are acquired through learning. Many of our views are acquired in situations in which we interact with others or merely observe their behaviour.
-Classical Conditioning/Leaming by Association:
•A basic form of learning in which one stimulus, initially neutral, acquires the capacity to evoke reactions through repeated pairing with another stimulus.
•Player often develop a strong liking for the bat by which they made good runs. Many students start liking a subject if they like the teacher.
-Instrumental Conditioning/Leaming Altitude by Reward and Punishment: A basic form of learning in which responses that lead to positive outcomes or that permit avoidance of negative outcomes are strengthened.
•It applies to the situations when people learn attitudes which are systematically rewarded by significant others, such as parents, teachers or friends.
-Observational Learning: A basic form of learning in which individuals acquire new forms of behaviour or through observing others.
•Children are keen observers and learn a whole lot of things from their parents and other family members.
•They learn many attitudes about other ethnic groups, neighbours and idealize simply by observing the behaviours of adults.
2.Learning through Exposure to Information:
•Many attitudes are learnt in a social context without physical presence of others. Print media, electronic media, biographies of self-actualized people facilitate attitude formations.
3.Learning Attitudes through Group or Cultural Norms:
•Norms are unwritten rules of behaviour. Gradually these norms may become part of our social cognition, in the form of attitudes, e.g., offering money, sweets, fruits and flowers in a place of worship is a normative behaviour in various religions. People imitate such behaviour shown by others as socially approved and develop positive attitude towards it.

3.What are the factors that influence the formation of an attitude?
Ans. The following factors provide the context for the learning of attitude through various processes:
(i) Family and School Environment: parents and other family-members play a significant role in attitude formation. Learning of attitudes within the family and school usually takes place by association, through rewards and punishment and through modelling.
(ii)Reference Groups: Attitudes towards political, religious and social groups, occupations, national and other issues are often developed through reference groups. Reference groups indicate to an individual the norms regarding acceptable behaviour and ways of thinking. Various institutions, religion, culture and communities are form of reference groups.
(iii) Personal Experiences: Many attitudes are formed, not in the family environment or through reference groups, but through direct personal experiences which bring about a drastic change in our attitude towards people and our own life.
(iv) Media Related Influences: Technological advances have made audio-visual media and internet as very powerful sources for attitude formation. School textbooks also influence attitude formation. The media can be used to create consumerist attitude. The media can exert both good and bad influences on attitudes.

4. Is behaviour always a reflection of one’s attitude? Explain with a relevant example.
Ans. An individual’s attitude may not always be exhibited through behaviour. Likewise one’s actual behaviour may be contrary to one’s attitude towards a particular topic. Psychologists have found that there would be consistency between attitude and behaviour when:
(i)The attitude is strong and occupies a central place in the attitude system.
(ii)The person is aware of his/her attitudes.
(iii)Person’s behaviour is not being watched or evaluated by others.
(iv)Person thinks that the behaviour would have a positive consequences.
Richard La Piere, an American social psychologist, conducted the following study. He asked a Chinese couple to travel across the United States, and stay in different hotels. Only once during these occasions they were refused service by one of the hotels. La Piere sent out questionnaires to managers of hotels and tourist homes in the same areas where the Chinese couple had travelled asking them if they would give accommodation to Chinese guest. A very large percentage said that they would not do so. This response showed a negative attitude towards the Chinese, which was inconsistent with the positive behaviour that was actually shown towards the travelling Chinese couple. Attitudes may not always predict actual pattern of one’s behaviour.

5.Highlight the importance of schemas in social cognition.
Ans.•Social schemas (schemata) are mental structure.
•They function as a framework to process social information. These schemas lead to emergence of prototypes.
•Prototypes are concepts which have most of the defining features of a concept, class or family.
•These are best representatives of the population.
•Various stereotypes emerge from these schemas. In other words stereotypes are category-based schemas.

6. Differentiate between prejudice and stereotype.
Ans. Prejudices are negative attitude.
•These are bias about others.
•Prejudices are baseless and false.
•It refers to biased attitude formed about an individual or a group of people.
•These are usually negative.
•It has three components, i.e., A-B-C-
(a) Affective (Emotional i.e dislike or hatred).
(b)Behavioural (i.e., discrimination).
(c)Cognitive (Believes, i.e., stereotypes).
Stereotypes are cognitive component of prejudice. It is strongly influenced by the processing of incoming social information.
•These are over-generalized beliefs, e.g., girls are talkative.
•Stereotypes are category based schemas.
•These may be positive or negative or neutral.
•Stereotype has no emotional blending.
•From stereotypes, prejudices may emerge very easily.
•Stereotypes are usually formed for the groups.
•Stereotypes are pre conceived notions.

7. Prejudice can exist without discrimination and vice-versa. Comment.
Ans. Prejudices can exist without being shown in the form of discrimination. Similarly,
discrimination can be shown without prejudice.
•Wherever prejudice and discrimination exist, conflicts are very likely to arise between groups within the same society.
•We all witnessed many instances of discrimination, with and without prejudice, based on gender, religion, community, caste, physical handicap, and illnesses such as AIDS.
•Moreover, in many cases, discriminatory behaviour can be curbed by law. But, the cognitive and emotional components of prejudice are more difficult to change.

8. Describe the important factors that influence impression formation.
Ans. Impression formation is a process by which impression about others is converting into more or less induring cognitions or thoughts about them.In short, impression formation is a process through which we draw quick conclusion/ inferences regarding others.
Factors facilitating Impression Formation:
•Nature of the phenomena (familiar or unfamiliar).
•Personality traits of the perceiver.
•Social schemas stored in the mind of perceiver.
•Situational factors.
The process of impression formation consists of the following three sub-processes:
•Selection: We take into account only some bits of information about the target person.
•Organization: the selected information is combined in a systematic way.
•Inference: We draw a conclusion about what kind of person the target is.
Some specific qualities, that influence impression formation, are:
•The information presented first has a stronger effect than the information presented at the end. This is called the primacy effect.
•We have a tendency to think that a target person who has one set of positive qualities must also be having other specific positives that are associated with first set. This is known as halo effect, e.g., if we think that a person is ‘tidy’ then we are likely to think that this person must also be hard/working.
•Whatever information comes at the end may have a stronger influence on impression formation. This is known as the recency effect.

9.Explain how the attribution made by an ‘actor’ would be different from that of an ‘observer’.
Ans. Actor observer phenomena refers to the tendency to attribute our own behaviour mainly to situational causes but the behaviour of others mainly to internal (dispositional) cause.
A distinction is found between the attribution that a person makes for actorrole and observer-role.
Person makes attribution for his/her own positive and negative experiences, it is actor role and the attribution made for another person’s positive and negative experience is observer-role.
For example, if we get good marks, we will attribute it to our own ability and hard work (actor-role, internal attribution for a positive experience). If we get bad marks, we will say we were unlucky or test was difficult (actor-role, external attribution for negative experience).
On the other hand, if our classmate gets good marks, we will attribute his/her success to good luck or easy test (observer-role, external attribution for positive experience). If same classmate gets bad marks, we are likely to feel that his/her failure was because of low ability or due to lack of effort (observer-role, internal attribution for a negative experience).
The reason for the difference between the actor and observer roles is that people want to have a nice image of themselves, as compared to others.

10.How does social facilitation take place?
Ans. • It is form of group influence.
•Social facilitation refers to a concept that performance on specific task is influenced by the mere presence of others.
•Norman Triplett observed that individuals show better performance in presence of others, than when they are performing the same task alone.
Better performance in presence of others is because the person experiences arousal, which makes the person react in a more intense manner.
The arousal is because the person feels he or she is being evaluated. Cottrell called this idea evaluation apprehension. The person will be praised if performance is good (reward); is criticised if performance is bad (punishment). We wish to get praise and avoid criticism, therefore we try to perform well and avoid criticism.
As in case of complex task, the person may be afraid of making mistakes. And the fear of criticism or punishment is stronger.
If the others present are also performing same task, this is called a situation of co-action. When task is simple or a familiar one, performance is better under co-action than when the person is alone.
Task performing can be facilitated and improved or inhibited and worsened by the presence of others. If we are working together in a larger group, the less effort each member puts in. This phenomena is called social loafing, based on diffusion of responsibility. Diffusion of responsibility can also be frequently seen in situations where people are expected to help.

Rohit0 comments

Chapter-11 Algebra | Class 6th | NCERT Maths Solutions | Edugrown

NCERT Solutions for Class 6 Maths Chapter 11 Algebra

NCERT Solutions for Class 6 Maths Chapter 11 Algebra Ex 11.1

Ex 11.1 Class 6 Maths Question 1.
Find the rule, which gives the number of matchsticks required to make the following matchstick patterns. Use a variable to write the rule.
(a) A pattern of letter T as

(b) A pattern of letter Z as

(c) A pattern of letter U as

(d) A pattern of letter V as

(e) A pattern of letter E as

(f) A pattern of letter S as

(g) A pattern of letter A as

Solution:
(a) For T:

Clearly, to make one T, we use 2 matchsticks as shown in the figure. Rule is given as
“Number of matchsticks required = 2n”, where n can take any value 1, 2, 3, …
(b) For Z :

Clearly, to make one Z, we use 3 matchsticks as shown in the figure. Rule is given as
“Number of matchsticks required = 3 n”, where n can take any value 1, 2, 3, …
(c) For U :

Clearly, to make one U, we use 3 matchsticks as shown in the figure. Rule is given as
“Number of matchsticks required = 3n”, where rt can take any value 1, 2, 3, …
(d) For V :

Clearly, to make one V, we use 2 matchsticks as shown in the figure. Rule is given as
“Number of matchsticks required = 2n”, where n can take any value 1, 2,3,…
(e) For E :

Clearly, to make one E, we use 5 matchsticks as shown in the figure. Rule is given as
“Number of matchsticks required = 5n”, where n can take any value 1, 2, 3, …
(f) For S :

Clearly, to make one S, we use 5 matchsticks as shown in the figure. Rule is given as
“Number of matchsticks required = 5n”, where n can take any value 1, 2, 3, …
(g) For A :

Clearly, to make one A, we use 6 matchsticks as shown in the figure. Rule is given as
“Number of matchsticks required = 6 n”, where n can take any value 1, 2, 3, …

Ex 11.1 Class 6 Maths Question 2.
We already know the rule for the pattern of letters L, C and F. Some of the letters from Q. 1 (given above) give us the same rule as that given by L. Which are these? Why does this happen?
Solution:
(a) and (d) parts of Q. 1. give the same rule as for L. It happens as the same number of matchsticks are being used in these cases.

Ex 11.1 Class 6 Maths Question 3.
Cadets are marching in a parade. There are 5 cadets in a row. What is the rule, which gives the number of cadets, given the number of rows? (Use n for the number of rows.)
Solution:
Since, there are 5 cadets in a row and number of rows are n
∴ Rule is given as
Number of cadets in the parade = 5n

Ex 11.1 Class 6 Maths Question 4.
If there are 50 mangoes in a box, how will you write the total number of mangoes in terms of the number of boxes? (Use b for the number of boxes.)
Solution:
Since, there are 50 mangoes in a box and b is the number of boxes.
∴ Total number of mangoes = 50b

Ex 11.1 Class 6 Maths Question 5.
The teacher distributes 5 pencils per student. Can you tell how many pencils are needed, given the number of students? (Use s for the number of students.)
Solution:
Since, there are s number of students and each student having 5 pencils.
∴ Total number of pencils needed = 5n

Ex 11.1 Class 6 Maths Question 6.
A bird flies 1 kilometre in one minute. Can you express the distance covered by the bird in terms of its flying time in minutes? (Use t for flying time in minutes.)
Solution:
Since, a bird flies at 1 kilometre in one minute. If it flies for t minutes. Total distance covered by bird in t minutes = 1 x t km = t km

Ex 11.1 Class 6 Maths Question 7.
Radha is drawing a dot Rangoli (a beautiful pattern of lines joining dots with chalk powder. She has 9 dots in a row. How many dots will her Rangoli have for r rows? How many dots are there if there are 8 rows? If there are 10 rows?
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 15

Solution:
Since, a row contains 9 dots.
Therefore, number of dots in r rows = 9 r.
Number of dots in 8 rows = 9 x 8 = 72
and, number of dots in 10 rows = 9 x 10 = 90

Ex 11.1 Class 6 Maths Question 8.
Leela is Radha’s younger sister. Leela is 4 years younger than Radha. Can you write Leela’s age in terms of Radha’s age? Take Radha’s age to be x years.
Solution:
Let Radha’a age be x years. Since Radha’s younger sister Leela is 4 years younger than Radha.
∴ Leela’s age = (x – 4) year

Ex 11.1 Class 6 Maths Question 9.
Mother has made laddus. She gives some laddus to gilests and family members; still 5 laddus remain. If the number of laddus mother gave away is l, how many laddus did she make?
Solution:
Number of laddus given to guests and family members = l
Number of laddus left over = 5
Number of laddus made by mother = 1 + 5

Ex 11.1 Class 6 Maths Question 10.
Oranges are to be transferred from larger boxes into smaller boxes. When a large box is emptied, the oranges from it fill two smaller boxes and still 10 oranges remain outside. If the number of oranges in a small box are taken to be x, what is the number of oranges in the larger box?
Solution:
Number of oranges in the larger box
= 2 x Number of oranges iR small box + oranges left over
= 2x +10
where x is. the number of oranges in the small box.

Ex 11.1 Class 6 Maths Question 11.
(a) Look at the following matchstick pattern of squares (see figure). The squares are not separate. Two neighbouring squares have a common matchstick. Observe the pattern and find the rule that gives the number of matchsticks in terms of the number of squares.

(b) Figure gives a matchstick pattern of triangles. As in Exercise 11(a) above, find the general rule that gives the number of matchsticks in terms of the number of triangles.
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 17
Solution:
(a) Clearly, from the figure:

Thus, rule is as under:
Number of matchsticks = 3x +1, where x is the number of squares,
(b) Clearly, from the figure :

Thus, rule is as under: ,
Number of matchsticks = 2x +1, where x is the number of triangles.

NCERT Solutions for Class 6 Maths Chapter 11 Algebra Ex 11.2

Ex 11.2 Class 6 Maths Question 1.
The side of an equilateral triangle is shown by l. Express the perimeter of the equilateral triangle using l.
Solution:
If P represents the perimeter of an equilateral triangle of side l, then P = l + l + l= 3 x l

Ex 11.2 Class 6 Maths Question 2.
The side of a regular hexagon (see figure) is denoted by l. Express the perimeter of the hexagon using l.
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 20

Solution:
If P represents the perimeter of a regular hexagon of side l, then P = l + l + l + l + l + l = 6 x l.

Ex 11.2 Class 6 Maths Question 3.
A cube is a three-dimensional figure as shown in figure. It has six faces and all of them are identical squares. The length of an edge of the cube is given by l. Find the formula for the total length of the edges of a cube.
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 21
Solution:
Since all the 12 edges of a cube are of same length, l. Then, their total length = 12 x l.

Ex 11.2 Class 6 Maths Question 4.
The diameter of a circle is a line, which joins two points on the circle and also passes through the centre of the circle. (In the adjoining figure AB is a diameter of the circle;
C is its centre). Express the diameter of the circle (d) in terms of its radius (r).
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 22
Solution:
Diameter AB = AC + CB
If d represents the diameter of the circle and r is the radius of circle, then
d = CP + CP [∵ CP = r]
d = r + r = 2r

Ex 11.2 Class 6 Maths Question 5.
To find sum of three numbers 14, 27 and 13, we can have two ways.
(a) We may first add 14 and 27 to get 41 and then add 13 to it to get the total sum 54 or
(b) We may add 27 and 13 to get 40 and then add 14 to get the sum 54.
Thus, (14 + 27) + 13 = 14 + (27 + 13).
This can be done for any three numbers. This property is known as the associativity of addition of numbers. Express this property which we have already studied in the chapter on Whole Numbers, in a general way, by using variables a, b and c.
Solution:
The given properly is stated as
For 3 variables a, b and c, we have
(a + b) + c = a + (b + c)

NCERT Solutions for Class 6 Maths Chapter 11 Algebra Ex 11.3

Ex 11.3 Class 6 Maths Question 1.
Make up as many expressions with numbers (no variables) as you can from three numbers 5, 7 and 8. Every number should be used not more than once. Use only addition, subtraction and multiplication.
Solution:
Some possible expressions using three numbers 5, 7 and 8 are
(i) 5 + (8 – 7)
(ii) 5 -(8 – 7)
(iii) 5 +(8 + 7)
(iv) (5 + 8)+ 7
(v) 5 x 8 + 7
(vi) 5 x 7 + 8
(vii) 5 x 8 – 7
(viii) 5 x 7 – 8
(ix) 5 x (8 – 7)
(x) 5 x (8 + 7)
(xi) 8 x (7 – 5)
(xii) 8 x (7 + 5) etc.

Ex 11.3 Class 6 Maths Question 2.
Which out of the following are expressions with numbers only?
(a) y + 3
(b) (7 x 20) – 8z
(c) 5(21 – 7) + 7 x 2
(d) 5
(e) 3x
(f) 5 – 5n
(g) (7 x 20) (5 x 10) – 45 + p
Solution:
(c) and (d) are expressions with numbers only.

Ex 11.3 Class 6 Maths Question 3.
Identify the operations (addition, subtraction, division, multiplication) in forming the following expressions and tell how the expressions have been formed:
(a) z +1, z – 1 y +17, y -17
(b) 17y, y17, 5z
(c) 2y +17, 2y -17
(d) 7m, -7m + 3, -7m – 3
Solution:
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 23

Ex 11.3 Class 6 Maths Question 4.
Give expressions for the following cases:
(a) 7 added to p
(b) 7 subtracted from p
(c) p multiplied by 7
(d) p divided by 7
(e) 7 subtracted from -m
(f) -p multiplied by 5
(g) -p divided by 5
(h) p multiplied by -5
Solution:
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 24

Ex 11.3 Class 6 Maths Question 5.
Give expressions in the following cases:
(a) 11 added to 2m
(b) 11 subtracted from 2m
(c) 5 times y to which 3 is added
(d) 5 times y from which 3 is subtracted
(e) y is multiplied by -8
(f) y is multiplied by -8 and then 5 is added to the result
(g) y is multiplied by 5 and the result is subtracted from 16
(h) y is multiplied by -5 and the result is added to 16
Solution:
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 25

Ex 11.3 Class 6 Maths Question 6.
(a) Form expressions using t and 4. Use not more than one number operation. Every expression must have t in it.
(b) Form expressions using y, 2 and 7. Every expression must have y in it. Use only two number operations. These should be different.
Solution:
(a) Possible expressions using t and 4 are
t + 4, t – 4, 4t and t4.
(b) Possible expressions using y, 2 and 7 (having only two different number operations) are
2y + 7, 2y – 7, 7y + 2, 7y – 2, y2 + 7, y2 – 7, y7+2 and y7 – 2.

NCERT Solutions for Class 6 Maths Chapter 11 Algebra Ex 11.4

Ex 11.4 Class 6 Maths Question 1.
Answer the following:
(a) Take Sarita’s present age to be y years

What will be her age 5 years from now?
What was her age 3 years back?
Sarita’s grandfather is 6 times her age. What is the age of her grandfather?
Grandmother is 2 years younger than grandfather. What is grandmother’s age?
Sarita’s father’s age is 5 years more than 3 times Sarita’s age. What is her father’s age?

(b) The length of a rectangular hall is 4 metres less than 3 times the breadth of the hall. What is the length, if the breadth is b metres?
(c) A rectangular box has height h cm. Its length is 5 times the height and breadth is 10 cm less than the length. Express the length and the breadth of the box in terms of the height.
(d) Meena, Beena and Leena are climbing the steps io the hill top. Meena is at step s, Beena is 8 steps ahead and Leena 7 steps behind. Where are Beena and Meena? The total number of steps to the hill top is 10 less than 4 times what Meena has reached. Express the total number of steps using s.
(e) A bus travels at v km per hour. It is going from L>aspur to Beespur. After the bus has travelled 5 hours, Beespuris still 20 km away. What is the distance from Daspur to Beespur? Express it using v.
Solution:
(a) Let Santa’s present age be y years.

Her age 5 years from now = (y + 5) years.
Her age 3 years back = (y – 3) years.
Since Sarita’s grandfather’s age is 6 times that of Sarita’s age.
∴ Her grandfather’s age = 6y years.
Since grandmother is 2 years younger than grandfather. Therefore,
Grandmother’s age = (6 y – 2) years.
Since Sarita’s father’s age is 5 years more than 3 times Sarita’s age.
Therefore, her father’s age = (3y + 5) years.

(b) Let the breadth of the hall be b metres
Since its length is 4 metres less than 3 times the breadth of the hall.
∴ Length of the hall = (3b – 4) metres
(c) Let the height of the rectangular box = h cm
It is given that its length is 5 times the height and breadth is 10 cm less than the length. Therefore,
Its length = 5h cm
and, breadth = (5h-10) cm
(d) Let Meena be at step s while climbing the steps to the hill top.
Since Beena is 8 steps ahead and Leena 7 steps behind Meena.
∴ Beena is at step (s + 8) and Leena is at step (s – 7)
Also, the total number of steps to the hill top is 10 less than 4 times what Meena has reached. .
∴ Total number of steps to the hill top = 4s-10
(e) Speed of the bus = v km per hour
Distance travelled by the bus in 5 hours = 5v km
According to question,
Distance from Daspur to Beespur
= Distance travelled by bus in 5 hours +20 km
= 5km +20 km = (5v +20) km.

Ex 11.4 Class 6 Maths Question 2.
Change the following statements using expressions into statements in ordinary language.
(For example, Given Salim scores r runs in a cricket match, Nalin scores (r +15) runs. In ordinary language-Nalin scores 15 runs more than Salim.)
(a) A notebook costs ₹ p.A book costs ₹ 3p.
(b) Tony puts q marbles on the table. He has 8 q marbles in his box.
(c) Our class has n students. The school has 20n students.
(d) Jaggu is z years old. His uncle is 4z years old and his aunt is (4z – 3) years old.
(e) In an arrangement of dots there are r rows. Each row contains 5 dots.
Solution:
(a) A book costs 3 times the cost of a notebook.
(b) Tony’s box contains 8 times the marbles on the table.
(c) Total number of students in the school is 20 times that of our class.
(d) Jaggu’s uncle is 4 times older than Jaggu and Jaggu’s aunt is 3 years younger than his uncle.
(e) The number of dots in a row is 5 times the number of rows.

Ex 11.4 Class 6 Maths Question 3.
(a) Given, Munnu’s age %p be x years, can you guess what (x – 2) may show?
Can you guess what (x + 4) may show? What (3x + 7) may show?
(b) Given Sara’s age today to be y years. Think of her age in the future or in the past. What will the following expression indicate?
y + 7, y-3, y + 412, y – 212.
(c) Given n students in the class like football, what may 2n show? What may n2 show?
Solution:
(a) (x – 2) may show the age of his younger sister.
(x + 4) may show the age of his elder brother.
(3x + 7) may show the age of his grandfather.
(b) The expressions (y + 7), (y + 412) may indicate Sara’s age in future.
The expressions (y – 3), (y – 212) may indicate Sara’s past age.
(c) The expression 2n may show the number of students who like hockey. The expression n2 may show the number of students who like basketball.

NCERT Solutions for Class 6 Maths Chapter 11 Algebra Ex 11.5

Ex 11.5 Class 6 Maths Question 1.
State which of the following are equations (with a variable). Give reason for your answer. Identify the variable from the equations with a variable.
(a) 17 = x + 7
(b) (t – 7) > 5
(c) 42 = 2
(d) 7 x 3 – 19 = 8
(e) 5 x 4 – 8 = 2x
(f) x – 2 = 0
(g) 2m < 30
(h) 2n + 1 = 11
(i) 7 = (11 x 5) – (12 x 4)
(j) 7 = 11 x 2 + p
(k) 20 = 5y
(l) 3q2 < 5
(m) z + 12 > 24
(n) 20 – (10 – 5) = 3 x 5
(o) 7 – x = 5
Solution:
(a) An equation, equation with variable (x).
(b) Not an equation (as have no = sign).
(c) An equation, equation with numbers.
(d) An equation, equation with numbers.
(e) An equation, equation with variable (x).
(f) An equation, equation with variable (x).
(g) Not an equation (as have no = sign).
(h) An equation, equation with variable (n).
(i) An equation, equation with numbers.
(j) An equation, equation with variable (p).
(k) An equation, equation with variable (y).
(l) Not an equation (as have no = sign).
(m) Not an equation (as have no = sign),
(n) An equation, equation with numbers.
(o) An equation, equation with variable (x).

Ex 11.5 Class 6 Maths Question 2.
Complete the entries in the third column of the table.
Solution:
The table duly completed is as under :
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 26

Ex 11.5 Class 6 Maths Question 3.
Pick out the solution from the values given in the bracket next to each equation. Show that the other values do not satisfy the equation.
(a) 5m = 60 (10, 5, 12, 15)
(b) n + 12 = 20 (12, 8, 20, 0)
(c) p – 5 = 5 (7, 2, 10, 14)
(d) q2 = 7 (4, -2, 8, 0)
(e) r – 4 = 0 (4, -4, 8, 0)
(f) x + 4 = 2 (-2, 0, 2, 4)
Solution:
(a) Given equation is 5m = 60.
For m=10: 5m = 5 x 10 = 50 ≠ 60. So, m=10 does not satisfy the given equation.
For m = 5 5m = 5 x 5 = 25 ≠ 60. So, m = 5 does not satisfy the given equation.
For m=12: 5m = 5 x 12 = 60. So, m=12 does not satisfy the given equation.
Thus, n = 12 is its solution.
For m = 15 5m = 5 x 15 = 75 ≠ 60. So, m = 15 does not satisfy the given equation.

(b) Given equation is n +12 = 20.
For n=12: n +12 = 12 + 12 = 24 ≠ 20. So, n = 12 does not satisfy the the given equation.
For n = 8: n +12 = 8 + 12 = 20. So, n = 8 satisfies the given equation.
Thus, n = 8 is its solution.
For n = 20: n + 12 = 20 + 12 = 32 ≠ 20. So, n = 20 does not satisfy the given equation.
For n = 0: n + 12 = 0 + 12 = 12 ≠ 20. So, n = 0 does not satisfy the given equation.

(c) Given equation is p – 5 = 5.
For p = 0: p – 5 = 0 – 5 = -5 ≠ 5. So, p = 0 does not satisfy the given equation.
For p = 10: p – 5 = 10 – 5 = 5. So, p = 10 satisfies the given equation.
Thus, its solution is p = 10.
For p = 5: p – 5 = 5 – 5 = 0≠ 5. So, p = 5 does not satisfy the given equation.
For p = -5: p – 5 = -5 – 5 = -10 ≠ 5. So, p = -5 does not satisfy the given equation.

(d) Given equation is q2 = 7.
For q = 7: q2 = 72 ≠ 7. So, q = 7 does not satisfy the given equation.
For q = 2: q2 = 22 = 1 ≠ 7. So, q = 2 does not satisfy the given equation.
For q = 10: q2 = 102 = 5 ≠ 7. So, q = 10 does not satisfy the given equation.
For q = 14: q2 = 142 = 7. So, q = 14 satisfies the given equation. Thus, q = 14 is its solution.

(e) Given equation is r – 4 = 0.
For r = 4: r – 4 = 4 – 4 = 0. So, r = 4 satisfies the given equation. Thus, r = 4 is its solution.
For r = -4: r – 4 = -4 – 4 = 8 ≠ 0. So, r = -4 does not satisfy the given equation.
For r = 8: r – 4 = 8 – 4 = 4 ≠ 0. So, r-8 does not satisfy the given equation.
For r = 0: r – 4 = 0 – 4 = -4 ≠ 0. So, r = 0 does hot satisfy thh given equation.

(f) Given equation is x + 4 = 2.
For x = -2: x + 4 = -2 + 4 = 2. So, x = -2 satisfies the given equation.
Thus, x = -2 is its solution.
For x = 0: x + 4 = 0 + 4 = 4 ≠ 2. So,- x =0 does not satisfy the given equation.
For x=2: x + 4= 2 + 4= 6 ≠ 2. So, x = 2 does not satisfy the given equation.
For x = 4: x + 4 = 4 + 4= 8 ≠ 2. So, x = 4 does not satisfy the given equation.

Ex 11.5 Class 6 Maths Question 4.
Question (a)
Complete the table and by inspection of the table find the solution to the equation m +10 = 16.
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 27
Solution:
Completing the table, we have

By inspection of the above table, we find that m = 6 satisfies the equation m+10 = 16. So, m = 6 is its solution.

Question (b)
Complete the table and by inspection of the table find the solution to the equation 51 = 35.
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 29
Solution:

By inspection of the above table, we find that t = 7 satisfies the equation 5t = 35. So, t = 7 is its solution.

Question (c)
Complete the table and find the solution of the equation z3 = 4 using the table.
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 31
Solution:
Completing the table, we have

By inspection of the above table, we find that t=12 satisfies the equation z3 = 4. So, t = 12 is its solution.

Question (d)
Complete the table and find the solution to .the equation m – 7 = 3.
NCERT Solutions for Class 6 Maths Chapter 11 Algebra 34
Solution:
Completing the table, we have

By inspection of the above table, we find that m = 10 satisfies the equation m – 7 = 3. So, m = 10 is its solution.

Ex 11.5 Class 6 Maths Question 5.
Solve the following riddles, you may yourself construct such riddles.
Who am I?

(i) Go round a square
Counting every comer Thrice and no more!
Add the count to me
To get exactly thirty four!
(ii) For each day of the week
Make an upcount from me
If you make no mistake
You will get twenty three!
(iii) I am a special number
Take away from me a six!
A whole cricket team
You will still be able to fix!
(iv) Tell me who I am
I shall give a pretty clue!
You will get me hack
If you take me out of twenty two!
Solution:
(i) Let I be denoted by x. There are 4 comers of a square.
On counting each comer thrice, we get 3 x 4 = 12
As per problem:
x + 12 = 34 ⇒ x +12 – 12 = 34 – 12
⇒ x + 0 = 22 ⇒ x = 22
Thus, I am 22.

(ii) According to the question:
x + 7 =23
x + 7 – 7 = 23 – 7
⇒ x + 0 =16 ⇒ x =16

(iii) Let the special number be x. Then, according to the problem, we have
x – 6 = 11 [ In a cricket team, no. of players =11]
⇒ x – 6 + 6 = 11 + 6
⇒ x + 0 = 17 ⇒ x = 17
Thus, the special number is 17.

(iv) Let I be denoted by x.
According to the question:
22 – x = x
⇒ 22 – x + x = x + x
⇒ 22 + 0 =2x
⇒ 2x = 22 ⇒ 2x2=222
⇒ x =11
Thus, I am 11.

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