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6th Grade Science: Unit 2

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Electricity | Term 2 Unit 2 | 6th Science - Questions Answers | 6th Science : Term 2 Unit 2 : Electricity

Chapter: 6th science : term 2 unit 2 : electricity, questions answers.

I. Choose the appropriate answer

1. The device which converts chemical energy into electrical energy is

b. solar cell

d. television

Answer: c. cell

2. Electricity is produced in

a. transformer

b. power station

c. electric wire

Answer: b. power station

3. Choose the symbol for battery

4. In which among the following circuits does the bulb glow?

5. ______ is a good conductor

Answer: a. silver

II. Fill in the blanks

1.   Conductor  are the materials which allow electric current to pass through them.

2. Flow of electricity through a closed circuit is  current .

3.  Switch  is the device used to close or open an electric circuit.

4. The long perpendicular line in the electrical symbol represents its  positive  terminal.

5. The combination of two or more cells is called a  battery .

III. True or False. If False, give the correct statement

1. In a parallel circuit, the electricity has more than one path.  [True]

2. To make a battery of two cells, the negative terminal of one cell is connected to the negative terminal of the other cell.  [False]

To make a battery of two cells, the negative terminal of one cell is connected to the positive terminal of the other cell.

3. The switch is used to close or open an electric circuit.  [True]

4. Pure water is a good conductor of electricity.  [False]

Pure water is a bad conductor of electricity

5. Secondary cell can be used only once.  [False]

Secondary cells can be recharged and used again and again.

IV Match the following

V. Arrange in sequence

Answer: A CELL IS A DEVICE THAT CONVERTS CHEMICAL ENERGY INTO ELECTRICAL ENERGY

VI. Give very short answer

1. In the given circuit diagram, which of the given switch(s) should be closed. So that only the bulb A glows.

Answer: K 1 & K 2

2. Assertion (A) : It is very easy for our body to receive electric shock.

Reason (R) : Human body is a good conductor of electricity.

a. Both A and R are correct and R is the correct explanation for A.

b. A is correct, but R is not the correct explanation for A.

c. A is wrong but R is correct.

d. Both A and R are correct and R is not the correct explanation for A.

Answer: a. Both A and R are correct and R is the correct explanation for A.

3. Can you produce electricity from lemon?

Yes, lemon juice should be used as electrolyte. A copper plate and a zinc plate should be made electrodes. By connecting them with a wire we get electricity passing from +ve copper to -ve zinc.

4. Identify the conductor from the following figures.

5. What type of circuit is there in a torch light?

Series Circuit

6. Circle the odd one out. Give reason for your choice.

Switch, Bulb, Battery, Generator.

Switch, Bulb, Battery, ( Generator ).

Switch, bulb and battery are parts of series circuit Generator does not find a place in it.

VII. Give short answer

1. Draw the circuit diagram for series connection.

2. Can the cell used in the clock gives us an electric shock? Justify your answer.

The cell used in the clock does not give us an electric shock. This is because of low voltage current in the cell. So it does not give us shock.

3. Silver is a good conductor but it is not preferred for making electric wires. Why?

Silver is a good conductor but it is very expensive. So it is not preferred for making electric wires. We use aluminum or copper wires which are good conductors and are very cheap when compared to silver.

VIII. Answer in detail

1. What is the source of electricity? Explain the various power stations in India?

Any device from which electricity is produced is called the source of electricity.

• Thermal Power Stations are in Neyveli and Ennore.

• Hydel Power Stations are in Mettur and Papanasam.

• Atomic Power Stations are in Kalpakkam and Koodankulam.

• Windmills are in plenty in Aralvaimozhi and Kayatharu.

The following are some of the power stations in India.

1) Kishanganga Hydroelectric Plant

2) Solal Hydroelectric Power Station

3) Tarapur Atomic Power Station

4) Nabinagar Thermal Power Project

5) Kaiga Atomic Power Station

6) Mundra Thermal Power Station, Gujarat

7) Rajasthan Atomic Power Station

8) Barauni Thermal Power Station

9) Gujarat Solar Park

10) Vindhyachal Thermal Power Station, Madhya Pradesh.  

2. Tabulate the different components of an electric circuit and their respective symbols.

An electric circuit is the continuous or unbroken closed path along which electric current flows from the positive terminal to the negative terminal of the battery. A circuit generally has:

a) A cell or a battery - a source of electric current

b) Connecting wires - for carrying current

c) A bulb - a device that consumes the electricity

d) A key or a switch - this may be connected anywhere along the circuit to stop or allow the flow of current.

3. Write short notes on conductors and insulators.

The materials which allow electric charges to pass through them are called conductors.

Examples: Copper, iron, aluminum, impure water, earth etc.

Insulators (Non-Conductors) The materials which do not allow electric charges to pass through them are called insulators or non- conductors. Examples : plastic, glass, wood, rubber, china clay, ebonite etc.,

IX. Question based on Higher Order Thinking Skills

1. Rahul wants to make an electric circuit. He has a bulb, two wires, a safety pin and a piece of copper. He does not have any electric cell or battery. Suddenly he gets some idea. He uses a lemon instead of a battery and makes a circuit. Will the bulb glow?

Yes, the bulb will glow. The safety pin and the piece of copper should be inserted into the lemon as electrodes. Copper is the +ve terminal and the pin is the -ve terminal. They should be connected to a bulb with two wires. The lemon juice acts as electrolyte and current passes from copper to the pin. As a result the bulb glows.

X. Search ten words in the given word grid and classify them as conductors and insulators

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How can containers keep stuff from warming up or cooling down?

Unit summary.

What keeps different cups or containers from warming up or cooling down? Students begin this 6th grade science unit by experimenting whether a new plastic cup sold by a store keeps a drink colder for longer than the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other.

In this 6th grade science unit, students investigate the different cup features they conjecture to explain the phenomenon, starting with the lid. They model how matter can enter or exit the cup via evaporation. However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students find two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.

Simulations

This simulation allows students to make observations about the structure and movement of particles in a gas. It is used in Lesson 11 of Unit 6.2.

This simulation allows students to make observations about the structure and movement of particles in a liquid. It is used in Lesson 11 of Unit 6.2.

This simulation allows students to make observations about how particle motion changes as the overall temperature of a liquid changes. It is used in Lesson 11 of Unit 6.2.

This simulation explores the relationship between particle kinetic energies during particle collisions. It is used in Lesson 13 of Unit 6.2.

This simulation shows conduction of thermal energy within and between solids, based on the kinetic energy of particles, and collisions between neighboring particles. It is used in Lesson 13 of Unit 6.2. This simulation differs from the “reduced” version in that it has expanded controls over the variables.

This simulation shows conduction of thermal energy within and between solids, based on the kinetic energy of particles, and collisions between neighboring particles. It is used in Lesson 13 of Unit 6.2.

This simulation explores the relationship between the temperature of a gas, the motion of the particles in the gas and the changes in the kinetic energies of particles during collisions. It is used in Lesson 12 and Lesson 13 of unit 6.2.

Unit Examples

Additional unit information.

This 6th grade science unit on thermal energy builds toward the following NGSS Performance Expectations (PEs):

• MS-PS1-4*: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
• MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer
• MS-PS3-4 : Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample
• MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
• MS-PS4-2* : Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
• MS-ETS1-4 : Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

*These performance expectations are developed across multiple units. This unit reinforces or works toward these NGSS PEs that students should have previously developed or will develop more fully in future units. In the OpenSciEd Scope and Sequence, PS4-2 is first built in Unit 6.1. In this new context of particle models and energy transfer, students learn more about how absorption of light occurs at the particle level. This unit begins to address changes in state that are part of PS1-4; then changes in state are more fully developed in the next unit, 6.3, on water cycling. In 6.3, students learn that evaporation and condensation occur when energy is added or removed from the substance.

The 6th grade science unit on thermal energy expands students’ understanding of particle models and energy transfer, which include these Grade 6–8 DCI elements:

PS1.A: Structure and Properties of Matter

• Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS‑PS1‑4)
• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS‑PS1‑4)
• The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS‑PS1‑4)

PS3.A: Definitions of Energy

• The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS‑PS1‑4)
• Temperature is not a measure of energy; the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (secondary to MS‑PS1‑4)
• Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS‑PS3‑3), (MS‑PS3‑4)

PS3.B: Conservation of Energy and Energy Transfer

• When the kinetic energy of an object changes, there is inevitably some other change in energy at the same time. (MS‑PS3‑5)
• The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS‑PS3‑4)
• Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS‑PS3‑3)

PS4.B: Electromagnetic Radiation

• When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. (MS‑PS4‑2)

ETS1.A: Defining and Delimiting an Engineering Problem

• The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS‑PS3‑3)

ETS1.B: Developing Possible Solutions

• A solution needs to be tested and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS‑PS3‑3)

*There is a strike through part of the DCI elements that are not developed in this unit. In the OpenSciEd Scope and Sequence, students will develop an understanding of changes in state, particularly as they relate to pressure, in OpenSciEd Unit 6.3, and frequency (color) of light in OpenSciEd Unit 8.4. The placement of this OpenSciEd Unit 6.2 and associated units are shown in the OpenSciEd Scope and Sequence . 

• Developing & Using Models
• Planning & Carrying Out Investigations
• Analyzing & Interpreting Data
• Constructing Explanations & Designing Solutions
• Engaging in Argument from Evidence
• Systems & System Models
• Energy & Matter
• Structure & Function

Beginning in Lesson 4 and throughout the unit, students focus on pooling and then averaging test results and building an understanding of temperature as a measure of average particle movement. They take measurements in the tenth or hundredth in decimal points, and must consider negative and positive numbers as they mass systems. Prerequisite math concepts that may be helpful include:

• CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths.
• CCSS.Math.Content.5.NBT.A.4 Use place value understanding to round decimals to any place.
• CCSS.Math.Content.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
• CCSS.MATH.CONTENT.6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

Calculating a mean of a data set is a target idea in 6th-grade CCMS. Prior to Lesson 4 in this unit, talk to your grade’s math teacher to find out when students will learn how to calculate the mean of a numerical data set in math class this year. If they have worked on this already, ask the math teacher for an example data set they worked with and any suggested modification to your anchor chart for calculating a mean. If students haven’t yet worked through any examples in their math classes, then the pooled temperature data in this lesson will be an example you save to refer to in future lessons in concert with this anchor chart. Also ask the math teacher if students have worked with using negative numbers to represent quantities in the real world. This will inform your decision about how to represent temperature changes in the pooled class data table.

This is the second unit in 6th grade in the OpenSciEd Middle School Scope and Sequence and it focuses on thermal energy. Given this placement, several modifications would need to be made if teaching this unit earlier or later in the middle school curriculum. These include:

• If taught before OpenSciEd Unit 6.1, supplemental teaching of light interactions with matter, such as reflection and transmission, would need to be added. These ideas are fundamental to the model students need to build of energy transfer through particle collisions.
• If taught before OpenSciEd Unit 6.1 or at the start of the school year, supplemental teaching of classroom norms, setting up the Driving Question Board, and asking open-ended and testable questions would need to be added. (These supports are built into 6.1.)
• If taught later in the OpenSciEd sequence after other engineering design challenges, modify the cup design challenge so that students are more involved in defining the problem and determining the criteria and constraints. Currently, Unit 6.2 is students’ first introduction to engineering design in the OpenSciEd 6–8th grade sequence. Therefore it is more scaffolded than it would need to be if the unit were taught much later in the middle school curriculum.
• Lindsey Mohan, Unit Lead, BSCS Science Learning
• Zoe Buck Bracey, Writer, BSCS Science Learning
• Emily Harris, Writer, BSCS Science Learning
• Ari Jamshidi, Writer, Stanford University
• Abe Lo, Writer, BSCS Science Learning
• Michael Novak, Writer & Reviewer, Northwestern University
• Tracey Ramirez, Writer, Charles A. Center at UT-Austin
• Dawn Novak, Pilot teacher, Maple School 
• Tyler Scaletta, Pilot teacher, North Shore Country Day School
• Katie Van Horne, Assessment Specialist
• David Fortus, Unit Advisory Chair, Weizmann Institute of Science

BSCS Science Learning

• Kate Herman, Copyeditor, Independent Contractor
• Stacey Luce, Editorial Production Lead
• Valerie Maltese, Marketing Specialist & Project Coordinator
• Alyssa Markle, Project Coordinator
• Chris Moraine, Multimedia Graphic Designer

This unit was adapted from  Energy: How can we design a device to warm something up? , originally co-developed by San Francisco Unified School District and SCALE at Stanford University 2017–2018. Used with permission. Energy: How can we design a device to warm something up? was developed with funding from Lucas Education Research, part of the George Lucas Education Foundation.

An integral component of OpenSciEd’s  development process is external validation of alignment to the Next Generation Science Standards by NextGenScience’s Science Peer Review Panel using the EQuIP Rubric for Science . We are proud that this unit has earned the highest score available and has been awarded the  NGSS Design Badge . You can find additional information about the EQuIP rubric and the peer review process at the  nextgenscience.org  website.

Kit Materials

The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

Professional Learning

Each OpenSciEd unit has a set of professional learning materials, including agendas, slides, and videos.

Unit Standards

This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence:

NGSS Design Badge Awarded: Jul 13, 2020 Awarded To: OpenSciEd Unit 6.2: How Can Containers Keep Stuff From Warming Up or Cooling Down? VERIFY

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UP Class 6th Science

Class 6 science (up), unit 1: science in daily life, unit 2: substances and groups of substances, unit 3: separation of substances, unit 4: changes in the neighbourhood, unit 5: fiber to fabric, unit 6: living world, unit 7: adaptations in organisms, unit 8: structure and functions of animals, unit 9: food and health, unit 10: health and hygiene, unit 11: measurement, unit 12: speed, unit 13: work and energy, unit 14: light, unit 15: air, unit 16: water, unit 17: computer.

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NCERT Solutions for Class 6 Science

Ncert solutions for class 6 science updated for 2023-24 free pdf.

NCERT Solutions for Class 6 Science are provided here to help you clear all your doubts and boost your exam preparations. These NCERT Class 6 science solutions are very easy to comprehend and help you understand all the basic concepts in a much better way. These Science NCERT Solutions Class 6 provide chapter-wise and exercise-based solutions to all the topics in the NCERT Class 6 Science Book .

Chapter-wise NCERT solution for Class 6 Science

The CBSE Class 6 Science NCERT Solutions contains a total of 16 chapters. The answers to all these chapters are provided in the links mentioned below:

The following chapters have been removed from the NCERT Class 6 Science textbook 2023-24.

Food: Where Does It Come From?

Fibre to Fabric

Changes Around Us

Garbage In, Garbage Out

NCERT Solutions Class 6 Science All Chapters Brief

Chapter 1: food: where does it come from.

Food: Where Does it Come from? Students will learn about the different varieties of foods and their sources. This chapter also teaches about plant and animal products as food , categorisation of food based on the source of the food they eat.

Also, access the following resources for Class 6 Chapter 1 Food: Where Does it Come from? at BYJU’S:

• Food: Where Does it Come From? Class 6 Notes – Chapter 1
• NCERT Exemplar Solutions for Class 6 Science Chapter 1 – Food: Where Does It Come from?

Chapter 2: Components of Food

This chapter deals with the components of food , constituents of different food items, tests to identify starch, protein and fat. This chapter will impart knowledge on the effect of different nutrients on our body and the meaning of a balanced diet. After studying these NCERT Solutions, students will be able to attain knowledge of deficiency diseases.

Also, access the following resources for Class 6 Chapter 2 Components of Food, at BYJU’S:

• Components of Food Class 6 notes – Chapter 2
• NCERT Exemplar Solutions for Class 6 Science Chapter 2 – Components of Food

Chapter 3: Fibre to Fabric

Chapter 3 has topics related to a variety of fabrics, fibres, plant fibres and spinning of cotton yarn. After studying this chapter, students will be able to get crucial insights into the process of making fabric from yarn, together with the historical aspects of clothing.

Also, access the following resources for Class 6 Chapter 3 Fibre to Fabric, at BYJU’S:

• Fibre to Fabric Class 6 Notes – Chapter 3
• NCERT Exemplar Solutions for Class 6 Science Chapter 3 – Fibre to Fabric

Chapter 4: Sorting Materials into Groups

Sorting Materials into Groups will help students to know the objects around us, their properties, which include appearance, hardness, solubility , buoyancy and transparency.

Also, access the following resources for Class 6 Chapter 4 Sorting Materials into Groups, at BYJU’S:

• Sorting Materials into Groups Class 6 notes – Chapter 4
• NCERT Exemplar Solutions for Class 6 Science Chapter 4 – Sorting Materials and Groups

Chapter 5: Separation of Substances

Separation of Substances will teach us separation methods such as handpicking, threshing, winnowing, sieving, sedimentation , decantation and filtration and evaporation. Students will also get a brief knowledge of the solubility and saturation of solubility in this chapter.

Also, access the following resources for Class 6 Chapter 5 Separation of Substances, at BYJU’S:

• Separation of Substances Class 6 Notes – Chapter 5
• NCERT Exemplar Solutions for Class 6 Science Chapter 5 – Separation of Substances

Chapter 6: Changes Around Us

NCERT Solutions for Class 6 Science Chapter 6, Changes Around Us, will help you in perceiving the reversible and irreversible nature of changes together with the ways of bringing changes around us that we encounter daily.

Also, access the following resources for Class 6 Chapter 6 Changes Around Us, at BYJU’S:

• Changes Around Us Class 6 Notes – Chapter 6
• NCERT Exemplar Solutions for Class 6 Science Chapter 6 – Changes Around Us

Chapter 7: Getting to Know Plants

Getting to Know Plants is an interesting chapter that sheds light on herbs, shrubs and trees. This chapter introduces you to the stem, leaf, root and flower. This chapter has many activities that will help you to get knowledge of plants and their parts.

Also, access the following resources for Class 6 Chapter 7 Getting to Know Plants, at BYJU’S:

• Getting to Know Plants Class 6 Notes – Chapter 7
• NCERT Exemplar Solutions for Class 6 Science Chapter 7 – Getting to Know Plants

Chapter 8: Body Movements

Body Movements will acquaint us with the human body and its movements, which includes a brief introduction of ball and socket joints, pivotal joints , hinge joints, and fixed joints. This chapter also has topics related to the gait of animals, with examples of earthworms, snails, birds, fish and snakes.

Also, access the following resources for Class 6 Chapter 8 Body Movements, at BYJU’S:

• Body Movements Class 6 Notes – Chapter 8
• NCERT Exemplar Solutions for Class 6 Science Chapter 8 – Body Movements

Chapter 9: The Living Organisms and Their Surroundings

The Living Organisms — Characteristics and Habitats will help you grasp topics including surroundings that organisms live in, habitat and adaptation, different types of habitats and characteristics of living organisms.

Also, access the following resources for Class 6 Chapter 9 The Living Organisms and their Surroundings, at BYJU’S:

• The Living Organisms – Characteristics and Habitats Class 6 Notes – Chapter 9
• NCERT Exemplar Solutions for Class 6 Science Chapter 9 – The Living Organisms and Their Surroundings

Chapter 10: Motion and Measurement of Distances

Motion and Measurement of Distances is a very basic chapter that deals with transport, measurements, standard units of measurement , length measurement, measurement of the length of a curved line, movement of things around us and types of motions.

Also, access the following resources for Class 6 Chapter 10 Motion and Measurement of Distances, at BYJU’S:

• Motion and Measurement of Distances Class 6 Notes – Chapter 10
• NCERT Exemplar Solutions for Class 6 Science Chapter 10 – Motion and Measurement of Distances

Chapter 11: Light, Shadows and Reflections

NCERT Solutions for Chapter 11, Light, Shadows and Reflections, will help you understand concepts such as opacity, the meaning of shadows, pinhole camera and its construction. This chapter also includes topics of mirrors and reflections, which is very important to understand thoroughly.

Also, access the following resources for Class 6 Chapter 11 Light, Shadows and Reflections, at BYJU’S:

• Light, Shadows and Reflections Class 6 Notes – Chapter 11
• NCERT Exemplar Solutions for Class 6 Science Chapter 11 – Light

Chapter 12: Electricity and Circuits

Electricity and Circuits is an interesting chapter that teaches you about the electric cell, a bulb connected to an electric cell, meaning and construction of electric circuits, switches, conductors and insulators and their significance.

Also, access the following resources for Class 6 Chapter 12 Electricity and Circuits at BYJU’S:

• Electricity and Circuits Class 6 Notes – Chapter 12
• NCERT Exemplar Solutions for Class 6 Science Chapter 12 – Electricity and Circuits

Chapter 13: Fun with Magnets

Fun with magnets will communicate the topics related to the discovery of magnets , magnetic and non-magnetic materials, poles of magnets, how to find directions using a magnet, making of magnets and concepts of attraction and repulsion between magnets.

Also, access the following resources for Class 6 Chapter 13 Fun with Magnets, at BYJU’S:

• Fun with Magnets Class 6 Notes – Chapter 13
• NCERT Exemplar Solutions for Class 6 Science Chapter 13 – Fun with Magnets

Chapter 14: Water

Water is a very important chapter for it covers concepts like usage of water, sources of water, the meaning of water cycle, the formation of clouds, effects of heavy rainfall, drought, conservation of water and rainwater harvesting .

Also, access the following resources for Class 6 Chapter 14 Water, at BYJU’S:

• Water Class 6 Notes – Chapter 14
• NCERT Exemplar Solutions for Class 6 Science Chapter 14 – Water

Chapter 15: Air Around Us

Chapter 15, Air Around Us, conveys the presence of air around us along with constituents of air, the availability of oxygen to animals and plants living in water and soil and the recycling of oxygen in the atmosphere.

Also, access the following resources for Class 6 Chapter 15 Air Around Us, at BYJU’S:

• Air Around Us Class 6 Notes – Chapter 15
• NCERT Exemplar Solutions for Class 6 Science Chapter 15 – Air Around Us

Chapter 16: Garbage In, Garbage Out

Garbage In, Garbage Out will put forward an understanding of dealing with garbage. This chapter briefs you about the vermicomposting , garbage disposal, recycling of paper and plastics, and problems caused due to plastic.

Also, access the following resources for Class 6 Chapter 16 Garbage In, Garbage Out, at BYJU’S:

• Garbage In, Garbage Out Class 6 Notes – Chapter 16
• NCERT Exemplar Solutions for Class 6 Science Chapter 16 – Garbage In, Garbage Out

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