“Science 2015 Paper”

Q1: Explain three states of matter based on molecular theory.

According to molecular theory, matter is composed of tiny particles called molecules constantly in motion. The three
states of matter—solid, liquid, and gas—can be explained based on these molecules' arrangement, motion, and
interaction. Let's explore each state:

1. Solid:

In a solid, the molecules are tightly packed and held together by strong intermolecular forces. The motion of the
molecules is limited to vibrations around fixed positions. This gives solids a definite shape and volume. The
intermolecular forces are strong enough to maintain the structural integrity of the solid. Examples of solids include
ice, wood, and metals.

2. Liquid:

In a liquid, the molecules are still near each other but are not as tightly packed as in a solid. The intermolecular forces
are weaker compared to solids, allowing the molecules to move more freely. They can slide past each other while
maintaining some degree of cohesion. Liquids have a definite volume but take the shape of their container. Examples
of liquids include water, oil, and alcohol.

3. Gas:

In a gas, the molecules are widely spaced and have weak intermolecular forces. The motion of the molecules is rapid
and chaotic. They move freely in all directions, colliding with each other and the walls of their container. Gases do
not have a definite shape or volume and expand to fill the entire available space. Examples of gases include air,
helium, and carbon dioxide.

Q2: Explain why we use the system of classification and how it is applied.

We use a system of classification to organize and categorize information, objects, or organisms based on their
similarities and differences. It helps us make sense of the vast diversity and complexity of the world around us. The
primary goals of classification are to establish order, facilitate understanding, and enable effective communication.

In biology classification systems are applied to different types of data. Here is an example:

1. Biological Classification:

In biology, the classification system, known as taxonomy, is used to categorize and name living organisms. It organizes
them into hierarchical groups based on shared characteristics. The system starts with broad categories like kingdoms
and gradually narrows down to species. This classification helps scientists identify, study, and understand different
species, their relationships, and their evolutionary history.
Q3: State and explain Newton’s three laws of motion by giving examples from everyday life.

The laws of motion were first described by Sir Isaac Newton in 1687. They describe the relationship between a body
and the forces acting upon it, and its motion in response to those forces. The three laws are:

1. Newton's First Law of Motion (Law of Inertia):

"An object at rest tends to stay at rest, and an object in motion tends to stay in motion with the same speed and in
the same direction unless acted upon by an external force."

This law essentially states that objects will continue their current state of motion unless a force acts upon them. For
example:

- When a car suddenly stops, passengers inside the car continue to move forward due to their inertia.

- When a tablecloth is quickly pulled out from under a set of dishes, the dishes tend to stay in place due to their
inertia.

2. Newton's Second Law of Motion (Law of Acceleration):

"The acceleration of an object is directly proportional to the net force acting on it and inversely proportional to its
mass. The direction of the acceleration is in the direction of the net force."

This law describes how an object's motion changes when a force is applied to it. It can be mathematically expressed
as F = ma, where F represents the net force, m is the object's mass, and a is the resulting acceleration. Examples
include:

- Pushing a heavier shopping cart requires more force to accelerate it compared to a lighter cart.

- Kicking a football with greater force causes it to accelerate faster than when kicked with less force.

3. Newton's Third Law of Motion (Law of Action-Reaction):

"For every action, there is an equal and opposite reaction."

According to this law, when one object exerts a force on another object, the second object exerts an equal but
opposite force on the first object. Some examples include:

- When you row a boat, you push against the water with the oars, and the water pushes back, propelling the boat
forward.

- If you blow up a balloon and let it go, the air rushing out of the balloon pushes it in the opposite direction.
Q4: Elaborate the diversity of living things. How evolution has resulted in diversity among living things.

The diversity of living things means the many different types of organisms and ecosystems found on Earth. Evolution
is the process that has led to this diversity.

1. Variation: Living things have different traits because of genetic differences, like mutations and genetic mixing.
These differences can result in variations in physical characteristics and behaviors among individuals of the same
species.

2. Natural Selection: In nature, organisms face challenges like finding food and avoiding predators. Some individuals
have traits that make them better suited to survive and have more offspring. These advantageous traits become
more common over time because those with them are more likely to pass them on.

3. Genetic Inheritance: When organisms reproduce, they pass their genetic information to their offspring. Traits that
helped their parents survive and reproduce are also passed on. This leads to the accumulation of beneficial traits in a
population.

Through these processes, evolution has created the wide variety of living things we see today. Different species have
adapted to different environments, developed unique features and behaviors, and evolved in distinct ways to survive
and reproduce.

Q5: What is Weathering? Explain how weathering and erosion reshape landforms.

Weathering is the process by which rocks are broken down into smaller pieces by elements like wind, rain, or
temperature. It occurs when rocks are exposed to these natural forces, causing them to weaken, crack, and
eventually disintegrate.

On the other hand, erosion is the process of carrying away the fragmented rock material by the agents of wind,
water, or ice. It involves the transportation and removal of the weathered particles from one place to another.

Weathering and erosion work together to reshape landforms. Weathering is the process by which rocks are broken
down into smaller pieces. Erosion is the process by which those pieces are carried away by wind, water, or
ice. Together, these processes can create many different types of landforms.

For example, weathering can cause rocks to break down into smaller pieces. Over time, these pieces can be carried
away by wind or water. This can create valleys or canyons. Erosion can also create new landforms. For example, when
a river erodes the land around it, it can create a river valley.
Q6: What is an echo system? Describe factors that limit or support the growth of the population within the echo
system.

An ecosystem is a community of living organisms, including plants, animals, and microorganisms, interacting with
each other and their physical environment. It encompasses both the biological and physical components of a
particular area, such as a forest, lake, or desert.

The growth of a population within an ecosystem is influenced by various factors. These factors can be categorized as
either limiting or supporting factors. Let's explore them:

1. Limiting Factors:

1. Availability of Resources: Populations are limited by the availability of essential resources like food, water,
shelter, and space. If these resources are scarce or insufficient to meet the needs of the population, it can
lead to competition and a subsequent decrease in population growth.

2. Predation: The presence of predators can limit the growth of prey populations. Predators feed on other
organisms, which can control the size of the prey population.

3. Disease and Parasitism: Infectious diseases and parasites can spread within a population, reducing individual
fitness and overall population growth.

4. Climate and Weather: Extreme weather events, such as droughts, floods, or severe temperature
fluctuations, can adversely affect populations by disrupting their habitat, reducing food availability, and
causing direct mortality.

2. Supporting Factors:

1. Availability of Resources: Sufficient and accessible resources support population growth. An abundance of
food, water, and suitable habitats allows individuals to thrive, reproduce, and increase their population size.

2. Reproductive Rate: The reproductive capacity of a population determines its growth potential. High
reproductive rates, shorter generation times, and successful reproduction contribute to population growth.

3. Immigration: The influx of individuals from other areas can increase the population size and genetic diversity,
supporting growth.

4. Biotic Interactions: Positive interactions between species, such as mutualism (both species benefit) or
commensalism (one species benefits, the other is unaffected), can support population growth by providing
advantages like increased food availability or protection from predators.
Q7: Write short notes on any one of the following:

1. World by Biomes.
2. World by Climate Zones.

1. World by Biomes:

Biomes are big areas with different weather, plants, and animals. They are grouped based on factors like
temperature, rain, soil, and land shape. Here are some types of biomes you can find around the world:

1. Tropical Rainforest: Hot and rainy areas near the middle of the Earth. They have lots of trees and animals.
2. Desert: Dry places with not much rain. They can be really hot or really cold. Examples are the big sandy
deserts like the Sahara or Mojave.
3. Temperate Forest: Places with mild weather and good rainfall. They have trees that lose their leaves, like oak
or maple. Many animals call these forests home.
4. Grassland: Areas where grasses grow more than trees. They have moderate rain and are home to animals
like bison and antelope.
5. Tundra: Very cold places with short summers. The ground is frozen most of the time, and there isn't much
plant life. Animals like polar bears and reindeer live there.

2. World by Climate Zones:

Climate zones are regions with similar long-term weather patterns and conditions. Here are some important climate
zones you should know:

1. Tropical Zone: Places near the middle of the Earth that are hot all year round. They have rainforests,
savannas, and deserts.
2. Subtropical Zone: Areas between the tropics and the cooler parts of the world. They have warm to hot
weather and some rain. Examples are the southern parts of Florida and Australia.
3. Temperate Zone: Regions with different seasons and moderate temperatures. They include places like the
East Coast of the United States and much of Europe.
4. Boreal Zone: Cold areas with short summers and long, cold winters. They are mostly covered in forests with
trees like pines. You can find them in the northern parts of North America, Europe, and Asia.
5. Polar Zone: Very cold places near the Earth's poles. They stay cold throughout the year. The Arctic and
Antarctic regions are part of this zone.
 “Science 2013 Paper”

Q1: Enlist the physical properties used during the process of change of state of matter.

These are the physical properties involved in the process of changing states of matter.

1. Temperature: Temperature is how hot or cold something is. When you heat something, it can change from one
state to another. For example, if you heat a solid, it can turn into a liquid, and if you heat a liquid, it can turn into a
gas.

2. Melting Point: The melting point is the temperature at which solid changes into a liquid. Each substance has its
special temperature at which it melts. When something reaches its melting point, it starts to melt and becomes a
liquid.

3. Freezing Point: The freezing point is the temperature at which a liquid changes into a solid. Like the melting point,
each substance has its freezing point. When something gets cold enough, it starts to freeze and becomes a solid.

4. Boiling Point: Boiling point is the temperature at which a liquid changes into a gas. Just like the other points, each
substance has its boiling point. When you heat a liquid to its boiling point, it starts to boil and turns into a gas.

5. Condensation Point: The condensation point is the temperature at which a gas changes into a liquid. It's the
opposite of the boiling point. When gas gets cold enough, it starts to cool down and becomes a liquid.

6. Sublimation: Sublimation is when a solid directly changes into a gas without becoming a liquid in between. Some
substances can do this. For example, dry ice (solid carbon dioxide) can turn into a gas without melting into a liquid
first.

Q2: What is the difference between weather and season? What causes seasons to change?

Weather means what the air outside is like each day. It includes things like how hot or cold it is, if it's raining or
sunny, how much wind there is, and if there are any clouds. Weather can change quickly and is different in different
places.

Seasons are longer periods when the weather tends to be similar. There are four main seasons: spring, summer,
autumn (or fall), and winter. Each season has its characteristics and usually lasts a few months.

Seasons change because of how the Earth moves around the Sun. The Earth is tilted, which means it's leaning a little
bit as it goes around the Sun. When one part of the Earth is tilted toward the Sun, it gets more direct sunlight and
becomes warmer. That's when we have summer. When that part of the Earth is tilted away from the Sun, it gets less
direct sunlight and becomes colder. That's when we have winter. Spring and autumn happen in between, as the Earth
is not tilted too much toward or away from the Sun.
Q3: Why are fewer people dying from infectious diseases today than in your grand parent’s generations?

People are dying less from infectious diseases today compared to their grandparents' time for a few reasons:

1. Vaccines: We have vaccines that protect against many infectious diseases. Vaccines help prevent these diseases or
make them less severe if someone does get sick.

2. Hygiene: We have better ways of keeping things clean now. We have clean water to drink, and we know more
about how to get rid of waste properly.

3. Medicines: We have medicines like antibiotics that can kill the germs that cause some infections. We also have
medicines that can help treat viral infections.

4. Watching Out for Diseases: We now have systems in place to keep an eye on diseases and control their spread.
Governments and health organizations work together to find and stop outbreaks of diseases.

5. Education and Awareness: People now have more information about infectious diseases. They know about
vaccines, how to stay clean, and what to do if they or someone they know gets sick.

Q4: What is Darwin's theory of evolution?

Darwin's theory of evolution, called natural selection, explains how species change and adapt over time.

According to Darwin, all species come from a common ancestor. Over generations, small changes happen in
individuals. These changes can be passed on to their babies.

In a group of living things, there are usually more babies born than the environment can support. This means there is
competition for resources like food, water, and homes. Not all babies can survive because there isn't enough for
everyone.

Here's the important part: Darwin said that individuals with helpful changes have a better chance of surviving and
having babies. These helpful changes are called "advantages" or "good traits." They help individuals survive and have
more babies.

Over time, these helpful changes add up and become more common in the group. This makes the whole group better
suited for their environment. Sometimes, these changes are so big that a new species forms and is different from the
original group.
Q5: Why do things fall to the ground when you drop them? How does distance affect the gravitational forces
between two objects?

Things fall to the ground when you drop them because of the force of gravity. Gravity is a fundamental force in
nature that attracts objects with mass toward each other. When you release an object, such as dropping it from a
height, the force of gravity pulls it downward towards the center of the Earth.

The force of gravity between two objects depends on two factors: the masses of the objects and the distance
between them. According to Newton's law of universal gravitation, the force of gravity is directly proportional to the
product of the masses of the two objects and inversely proportional to the square of the distance between their
centers.

Mathematically, the gravitational force (F) between two objects can be expressed as:

F = G * (m1 * m2) / r^2

Where:

- F is the gravitational force

- G is the gravitational constant (a universal constant)

- m1 and m2 are the masses of the two objects

- r is the distance between the centers of the two objects

As the distance between two objects increases, the gravitational force between them decreases. In other words, the
force gets weaker as the objects move farther apart. This inverse square relationship means that doubling the
distance between the objects will result in only one-fourth (1/2^2) of the original gravitational force.

Q6: What are clouds? When does it rain?

Clouds are visible masses or collections of tiny water droplets or ice crystals that float in the Earth's atmosphere.
They form when warm air rises and cools, causing the water vapor present in the air to condense into visible droplets
or crystals.

Clouds rain when the tiny water droplets in the clouds come together and become heavy. When they become too
heavy, they fall from the clouds as raindrops. This usually happens when the air in the clouds cools down and the
water droplets join together. The raindrops then fall to the ground due to gravity, causing rain.
 • Section C:

Q1(i): Construct a food web with four links and also enlists four names of each, herbivores, carnivores, and
omnivores.

Food web with four links: -

Grass (Producer) → 1. Grasshoppers (Primary Consumer) → 2. Mouse (Secondary Consumer) → 3. Snakes (Tertiary
Consumer) → 4. Eagles (Quaternary Consumer)

Here are four names of each, herbivores, carnivores and omnivores: -

Herbivores: Deer, Cow, Rabbit, Giraffe

Carnivores: Lion, Tiger, Wolf, Cheetah

Omnivores: Humans, Bears, Pigs, Raccoons

Q1(ii): Design Thirty (30) minutes of activity to teach “Basic needs and interdependencies of living things”.

The ILSOs to achieve are;

i) Examine how organism in an ecosystem is interconnected with other organisms and

also with non-living components of their environment.
ii) Identify the components needed for life to exist.

Introduction (10 minutes):

1. Begin by introducing the topic of basic needs and interdependencies of living things.

2. Engage the students in a discussion about what they think living things need to survive and thrive. Write their
responses on poster paper or whiteboard.

3. Present the ILSOs (Instructional Learning Outcomes) to the students, ensuring they understand the goals of the
activity.

Activity: Interconnected Organisms and Identifying Life Components (15 minutes):

1. Show pictures or illustrations of different organisms (plants, animals, and microorganisms) on a laptop or projector,
or display them in the classroom.

2. Divide the students into small groups.

3. Assign each group one organism.

4. Instruct each group to discuss and identify how their assigned organism is interconnected with other organisms
and non-living components in its environment.

5. Additionally, ask each group to independently identify and list the components they believe are essential for their
organism's survival. Encourage them to think about the organism's specific needs and interactions.

6. Each group can create a mind map or diagram on the large poster paper or whiteboard, illustrating the
connections, dependencies, and the identified components needed for life.

7. After the discussion, invite each group to present their findings to the class.

8. During the presentations, ask each group to explain how their organism relies on the identified components for
survival and why those components are essential.

Conclusion (5 minutes):

Summarize the key points of the lesson and ask students to share what they have learned about the basic needs and
interdependencies of living things.
Q2(i): Which of the following method/approach is most suitable to teach “Physical properties of matter” and how?

Method/Approach:

1. Inquiry approach
2. Demonstration approach
3. Problem-solving method
4. Lecture method

The best method to teach "Physical properties of matter" from the options given is the “Demonstration approach”. In
this approach, the teacher shows or demonstrates different properties of matter to the students.

Here's how it works:

1. Preparation: The teacher gets ready with materials and experiments to show the properties of matter, like density
or solubility.

2. Engaging students: The teacher asks interesting questions to get students thinking about the topic and excited to
learn.

3. Demonstration: The teacher does experiments in front of the students, explaining each step and what's
happening. They use examples to make it easier to understand.

4. Observations and Discussions: Students watch and take notes during the demonstrations. The teacher asks
questions to get students to talk about what they see and understand.

5. Reinforcement and Application: After the demonstrations, the teacher helps students connect what they learned
to real-life situations. They might give activities or experiments for students to try on their own.

Q2(ii): How would you teach “Newton’s law of motion” by inductive method in elementary grade? Device a strategy.

This is how I will teach “Newton's law of motion” by the inductive method in elementary grade:

1. Start with an activity that demonstrates Newton's first law of motion.

For example, you can ask students to roll a ball on a flat surface and observe what happens when the ball stop rolling.
You can also ask them to predict what will happen if they roll the ball on a surface that is not flat. This will help
students understand the concept of inertia.

2. Ask students to describe what they observed and what they think caused the ball to stop rolling. Encourage them
to use their own words and ideas.

3. Use their observations and ideas to introduce Newton's first law of motion. Explain that an object at rest will
remain at rest and an object in motion will remain in motion with a constant velocity unless acted upon by an
unbalanced force.

4. Repeat the process for Newton's second and third laws of motion. For example, you can ask students to push or
pull objects of different masses and observe what happens. You can also ask them to describe what happens when
two objects collide.

5. Encourage students to ask questions and investigate further. For example, you can ask them to design experiments
to test their ideas or solve problems related to Newton's laws of motion.

6. Use real-life examples to help students understand the laws of motion. For example, you can ask them to observe
the motion of objects around them and explain how Newton's laws of motion apply. You can also use videos or
animations to help them visualize these concepts.

7. Finally, assess student learning by asking them questions or giving them quizzes related to Newton's laws of
motion.
 “Science 2012 Paper”
Encircle the most appropriate response:

1. A windmill uses ________ to produce electricity.

a. Solar
b. Kinetic energy
c. Potential energy
d. Wind energy
2. __________ is the ultimate source of all forms of energy on Earth.
a. Moon
b. Fossil fuels
c. Sun
d. Wind
3. All bodies due to their mass are capable of attracting (Pulling) other masses. This attraction is called_______.
a. Magnetic attraction
b. Gravitational attraction
c. Molecular attraction
d. None of them
4. ______ is the energy possessed by the body by virtue of its state of motion.
a. Potential energy
b. Kinetic energy
c. Sound energy
d. Electrical energy
5. Which are the following is the luminous body.
a. Moon
b. Earth
c. Sun
d. Venus
6. Environment includes __________
a. Living things
b. Non-living things
c. Atmosphere
d. Both (a) and (b)
7. Water found as a ___________
a. Liquid
b. Gas
c. Solid
d. All of them
8. Any undesirable change in the environment is called _________
a. Pollution
b. Vaccination
c. Disease
d. Global warming
9. Every place on earth takes _______ time to spin around.
a. 24 hours
b. 30 days
c. 365 days
d. All of them
10. When the water in dams falls from a great height it gains
a. Kinetic energy
b. Potential energy
c. Molecular energy d. Electrical energy
Q1: How are rocks broken down into smaller pieces?

Rocks are broken down into smaller pieces through a process called mechanical weathering, also known as physical
weathering. This process involves various physical mechanisms such as temperature changes, freezing and thawing
cycles, abrasion, and impact. Over time, these actions cause rocks to crack, fracture, and break into smaller
fragments.

Q2: Why is water important for the rock cycle?

Water is important for the rock cycle because it helps break down rocks and carries away the small pieces and
dissolved minerals. When water interacts with rocks, it causes chemical reactions that break down the rock and
dissolve some of its minerals. The water then moves through the Earth's crust, taking the dissolved minerals with it.
Eventually, when the water evaporates, these minerals are left behind and form new rocks. So, water helps to break
down rocks and transport their minerals, leading to the formation of different types of rocks in the rock cycle.

Q3: Explain why

i. In hot countries houses are often painted white.

ii. On a hot summer day, the inside of the white car is cooler than the inside of the black car.
iii. Aluminium foil helps keep food warm.

i. The reason why houses are painted white in hot countries is because white is not a great absorber of
heat. Instead, white reflects heat. When the heat waves come toward the roof of the house, the white
paint reflects some of this heat. This helps to keep the house cooler than it would be if it were painted a
darker colour that would absorb more heat.

ii. The reason why the inside of the white car is cooler than the inside of the black car on a hot summer day
is because white reflects sunlight and heat while black absorbs it. When sunlight hits an object, it is
either absorbed or reflected. Darker colours absorb more light and heat than lighter colours. This means
that when sunlight hits a black car, more of the light and heat is absorbed by the car's surface, making it
hotter inside.

iii. Aluminium foil has reflective properties and acts as a barrier to light and oxygen. As a result, the foil
reflects the thermal energy back to the food, maintaining the inherent aroma, moisture, and flavour of
the food. To keep food warm using aluminium foil, it is essential to maintain a gap between the hot food
and the layer of foil.
Q4: Suggest why:

i. The base of the sauce pen is made of metal

ii. The handle of the sauce pen is made of plastic

i. The base of the saucepan is made of metal because it is a good conductor of heat and can distribute heat
evenly across the surface of the pan. This helps to cook food evenly and quickly.
ii. The reason why most saucepan handles are made of plastic is due to their insulating properties. Plastic
handles do not conduct heat well, keeping them cooler for longer periods of time while cooking.

Q5: Name the parts of the cell.

1. Nucleus: It contains the cell's genetic material, including DNA, and serves as the control center of the cell.

2. Endoplasmic Reticulum (ER): It is involved in the synthesis of proteins and lipids.

3. Cytoplasm: The jelly-like substance that fills the cell and surrounds the organelles.

4. Golgi Apparatus: It processes, sorts, and modifies proteins and lipids produced in the ER and packages them
into vesicles for transport.

5. Mitochondria: These organelles are responsible for generating energy in the form of ATP through cellular
respiration.

6. Ribosomes: They are responsible for protein synthesis.

7. Lysosomes: These organelles contain digestive enzymes and break down waste materials, cellular debris, and
foreign substances.

8. DNA: This is a molecule that carries genetic instructions in cells.

9. Cell Membrane: It forms the outer boundary of the cell and controls the movement of substances into and out
of the cell.
Q6: What is a light year?

light travels at a constant speed of approximately 299,792 kilometers per second (about 186,282 miles per
second) in a vacuum. A light year is a distance travelled by light in one year, about 9.46 trillion kilometers (5.88
trillion miles). It serves as a unit for vast astronomical distances, indicating how long it takes for light to travel
between two points. When we observe objects in space, we are seeing them as they appeared in the past
because their light takes time to reach us. Light years provide a practical way to express these immense
distances.

Q7: What name is given to the change of state?

a) A liquid to a gas
b) A solid to a liquid
c) A gas to a liquid
d) A liquid to a solid

The name was given to the change of state from:

a) A liquid to a gas is “vaporization” or “evaporation”.

b) A solid to a liquid is “melting”.

c) A gas to a liquid is “condensation”.

d) A liquid to a solid is “freezing”.

• Section C:

Q1: How endothermic reaction is different from the exothermic reaction?

Endothermic and exothermic reactions are two types of chemical reactions that differ based on the direction of
heat flow:

1. Endothermic reaction: In an endothermic reaction, heat is absorbed from the surroundings, resulting in a
decrease in the temperature of the surroundings. The energy required for the reaction comes from the
environment, making the reaction feel cold. Examples of endothermic reactions include the process of
photosynthesis and the reaction between citric acid and baking soda in a cold pack.

2. Exothermic reaction: In contrast, an exothermic reaction releases heat into the surroundings, resulting in an
increase in the temperature of the surroundings. The energy released during the reaction comes out into the
environment, making the reaction feel warm or hot. Examples of exothermic reactions include combustion
reactions (burning of fuels) and many chemical reactions used for energy generation.
Q2: Explain the difference between breathing and respiration.

Breathing and respiration are two different processes. Breathing is a physical process that involves inhaling and
exhaling air through the lungs.

Respiration is a chemical process that involves the exchange of gases between the lungs, blood, and body cells. It
is the process by which cells use oxygen to convert glucose into energy.

Other differences between breathing and respiration include:

1. Breathing is a process of taking oxygen into the lungs, while respiration is taking the oxygen from the lungs into
the bloodstream or to the cells.

2. Breathing happens in the lungs and respiration takes place in the cells.

3. Energy is not produced during breathing, and energy is produced in respiration.

Q3: How does heat travel by convection? Why do you think convection cannot happen in solids?

Heat travels by convection when a fluid (liquid or gas) is heated and then travels away from the source, carrying
the heat with it. This is why hot air rises and cool air sinks.

Convection cannot happen in solids because the particles in a solid are tightly packed together and cannot move
around freely like the particles in a liquid or gas.

An example of convection in everyday life is boiling water. When you heat water on a stove, the heat causes the
water at the bottom of the pot to become hot and less dense. This hot water rises to the top of the pot, while
cooler water sinks to the bottom. This creates a circular motion that helps distribute the heat throughout the
pot.

Q4: Explain different uses of artificial satellites.

Artificial satellites are human-made objects that orbit the Earth and other planets in the Solar System. They are
used for various purposes such as:

1. Communication: Satellites help us talk to people far away by sending signals for things like TV, phone calls, and
the Internet.

2. Weather Forecasting: Satellites help us predict the weather by taking pictures of clouds and collecting
information about temperature, rain, and wind.

3. Navigation: Satellites help us find our way by telling us where we are on Earth. They make GPS work, so we can
find directions and know our location.

4. Earth Observation: Satellites take pictures and collect data about the Earth's surface, like forests, cities, and
oceans. This helps us study the environment, track changes, and plan cities better.

5. Scientific Research: Satellites help scientists study space and learn more about things like planets, stars, and
the universe.
Q5: How the body uses energy?

The body uses energy in various ways to perform its functions and sustain life such as:

1. Basic Functions: Energy helps our body do important things like breathing, circulating blood, and keeping our
organs working properly.

2. Physical Activity: When we move or do exercise, our body needs energy to make our muscles work and allow us to
do things like walking, running, and playing sports.

3. Metabolism: Energy is used when our body breaks down the food we eat and turns it into energy that our cells can
use. This energy helps our body do its jobs, like repairing tissues, making hormones, and keeping our immune system
strong.

4. Brain Function: Our brain needs a lot of energy to help us think, concentrate, and do tasks that require thinking. It
uses energy to stay active and do its job properly.

5. Digestion and Absorption: Energy is used when our body digests the food we eat and absorbs the nutrients from it.
This helps us get the energy we need to function and stay healthy.

6. Growth and Development: Energy is important for kids and teenagers because it helps them grow, develop their
muscles and bones, and become stronger.

Q6: How will you teach the “Law of conservation of mass and energy” at the elementary level? Design an activity.

Title: The Law of Conservation of Mass and Energy

Objective:

Students will understand and demonstrate the Law of Conservation of Mass and Energy by observing and
participating in the Balloon Rockets and Balloon Inflation activities.

Materials:

Balloons - String - Drinking straws – Tape – Scissors – paper –Vinegar - Baking soda – spoon - Plastic bottles.

Procedure:

Introduction (10 minutes):

1. Begin the lesson by asking students if they know what energy and mass are. Write their responses on the board.

2. Explain that energy is the ability to do work or make things happen, while mass is the amount of matter in an
object.

3. Introduce the Law of Conservation of Mass and Energy, explaining that it states that mass and energy cannot be
created or destroyed, only changed from one form to another.

Activity Explanation (5 minutes):

Tell students that they will be participating in two activities, Balloon Rockets, and Balloon Inflation, to explore and
observe the concepts of conservation of mass and energy.
Activity Demonstrations Balloon Rocket (20 minutes):

1. Inflate a balloon, tape a straw to its side, and attach a lightweight material to the straw.
2. Hold the balloon by the neck, pointing the straw in the direction of the string.
3. Release the neck of the balloon, allowing the air to rush out and propel the balloon rocket along the string.
4. Discuss the observations made during the demonstration, emphasizing the transformation of potential energy
into kinetic energy.

Explanation:

• Balloon Rockets use the energy stored in an inflated balloon to make it move. The Law of Conservation of
Energy tells us that energy cannot be created or destroyed, only changed. In this activity, the potential
energy in the balloon is converted into kinetic energy, showing the conservation of energy.

Activity Demonstration Balloon Inflation (20 minutes):

1. Take a plastic bottle.

2. Pour a small amount of vinegar into the bottle.
3. Carefully pour the baking soda into the balloon.
4. Stretch the neck of the balloon over the bottle opening.
5. Hold the balloon up, allowing the baking soda to fall into the bottle and react with the vinegar, producing carbon
dioxide gas.
6. Observe as the gas inflates the balloon.

Explanation:

• Balloon Inflation shows the Law of Conservation of Mass, which states that mass cannot be created or
destroyed, only rearranged. When vinegar and baking soda react inside a balloon, they produce gas that fills
the balloon. The mass of the gas plus the initial substances remains the same, demonstrating mass
conservation.

Conclusion (5 minutes):

Recap the key points covered in the lesson, emphasizing the concepts of conservation of mass and energy.
 “Science 2018 Paper”
Q1: Why do we use the system of classification and how are system of classification applied?

Repeated question.

Q2: Discuss how the movement of the earth’s lithospheric plates causes the formation of mountain and ocean basis.

The movement of Earth's lithospheric plates causes the formation of mountains and ocean basins. When two plates
collide, they can create mountains. The rocks at the edges of the plates get compressed and pushed upwards,
forming tall and rugged mountain ranges.

On the other hand, when two plates separate, they create ocean basins. As the plates move apart, magma rises from
the Earth's mantle and fills the gap. The magma cools and solidifies, forming a new oceanic crust. Over time, this
process creates a depression or basin in the ocean floor.

In summary, plate movement can lead to the formation of mountains when plates collide and push rocks upwards,
and the creation of ocean basins when plates separate and new crust forms in the resulting gap.

Q3: Define the law of motion. Discuss in detail any one of them.

Repeated question.

Q4: Design an activity with an inquiry-based approach to teach “Earthquake” in elementary grade.

Title: Exploring Earthquakes: An Inquiry-Based Activity

Objective: To introduce elementary-grade students to the concept of earthquakes and develop their understanding
through an inquiry-based approach.

Materials Needed:

1. Large world map or globe

2. Small toy buildings or blocks

3. Clay

4. Optional: Videos, books, or online resources about earthquakes

Activity Steps:

1. Introduction (10 minutes):

a) Begin by engaging students in a discussion about natural disasters they may have heard of, such as
earthquakes. Ask what they know about earthquakes.
b) Introduce the concept of earthquakes by explaining that they are a natural occurrence caused by the shifting
of tectonic plates beneath the Earth's surface. Highlight that earthquakes can cause shaking, destruction, and
sometimes tsunamis.
c) Show videos or use online resources to demonstrate real-life footage of earthquakes.
d) Set the inquiry question for the activity: "How do earthquakes occur, and what are their effects?"

2. Setting the Context (10 minutes):

a. Show a world map or globe to help students understand the Earth's structure and the location of tectonic plate
boundaries.

b. Discuss major earthquake-prone regions and explain that earthquakes can happen anywhere but are more
common along plate boundaries.

c. Share some real-life examples of significant earthquakes and their effects.

3. Hands-on Activity - Building Stability (20 minutes):

a) Divide students into small groups.

b) Provide each group with small toy buildings or blocks and clay.
c) Instruct the groups to use the clay to create a stable base for their buildings and secure them firmly to
simulate a solid foundation.
d) After the structures are built, have students test their stability by gently shaking the table or surface they are
on. Observe and record the results.

4. Data Collection and Analysis (10 minutes):

1. Guide students in recording their observations and findings. Encourage them to discuss the effects of shaking
on their structures.
2. Facilitate a class discussion to share and compare the different approaches students used to make their
buildings more stable.
3. Lead students to understand that building stability is essential to minimize damage during earthquakes.

5. Conclusion and Reflection (10 minutes):

a) Summarize the key points discussed during the activity and address any remaining questions.
b) Engage students in a reflection by asking what they have learned about earthquakes, building stability, and
the impact of earthquakes on structures and people's lives.

Q5: Differentiate between physical and chemical properties of matter.

Q6: What method would you adopt to teach the topic “states of matter” in elementary grades? Develop a
comprehensive lesson plan.

Lesson: States of Matter

Objective: By the end of this lesson, students will be able to:

1. Define the three states of matter: solid, liquid, and gas.

2. Identify examples of each state of matter.

3. Understand the concept of changes between states of matter.

Materials:

1. Chart paper or whiteboard

2. Markers

3. Three jars or containers labelled "solid," "liquid," and "gas"

4. Various objects representing each state of matter (e.g., ice cube, water, balloon)

Introduction (5 minutes):

1. Begin by asking students if they have ever seen water turning into ice or liquid wax turning into a gas (like when a
candle melts).
2. Explain that matter can exist in different forms called "states of matter."
3. Write the words "Solid," "Liquid," and "Gas" on the chart paper or whiteboard.

Discussion (10 minutes): Discuss each state of matter and its characteristics:

1. Solid: A state of matter with a fixed shape and volume. Particles are tightly packed and vibrate in place.
2. Liquid: A state of matter that flows and takes the shape of its container. Particles are close together but can move
past one another.
3. Gas: A state of matter that expands to fill its container. Particles are far apart and move freely.

Activity: Sort the States (15 minutes):

1. Show the students the three labelled jars or containers.

2. Display a variety of objects (e.g., ice cube, water, balloon) and ask the students to predict which jar each object
belongs in.
3. Have students take turns placing the objects in the correct jar, explaining their choices.
4. Discuss any objects that may be challenging to categorize and explain the reasons for their placement.

Demonstration: Changing States (15 minutes):

1. Choose one object that can change its state (e.g., ice cube).

2. Start with the solid state and place the ice cube in the "solid" jar.

3. Heat the ice cube in front of the class and observe as it melts into water.

4. Pour the water into the "liquid" jar.

5. Continue heating the water until it boils and observe as it turns into steam.

6. Place the steam or balloon representing steam in the "gas" jar.

7. Discuss the changes the students observed and reinforce the concept of states of matter changing with
temperature.
Conclusion and Recap (10 minutes):

1. Summarize the lesson by reviewing the three states of matter and their characteristics.

2. Ask students to give examples of each state of matter.

3. Discuss real-life applications of different states of matter (e.g., ice cream melting, boiling water for cooking).

Assessment (5 minutes):

1. Hand out a worksheet with pictures of various objects.

2. Ask students to identify the state of matter for each object (solid, liquid, or gas).
 “Science 2016 Paper”
Q1: Give various definitions of science and discuss the nature and scope of science at the elementary level.

Various Definitions of Science:

1. Science is the systematic study of the natural world through observation, experimentation, and logical reasoning,
aimed at discovering and understanding the underlying principles and mechanisms governing the universe.

2. Science is a way of acquiring knowledge and understanding about the world around us, based on evidence, facts,
and logical thinking.

3. Science is a systematic and organized body of knowledge that encompasses a wide range of disciplines, including
physics, chemistry, biology, astronomy, and more.

Nature of Science at the Elementary Level:

1. Inquiry-based Learning: Elementary science focuses on curiosity, questions, and hands-on exploration. Students
observe, ask questions, predict, experiment, and draw conclusions.

2. Exploration and Discovery: Science encourages exploring and discovering the world. Students observe their
surroundings, explain what they see, and develop critical thinking and problem-solving skills.

3. Conceptual Understanding: Elementary science builds a foundation of basic scientific concepts. Students learn
about matter, machines, ecosystems, weather, and space, helping them understand the natural world.

Scope of Science at the Elementary Level:

1. Scientific Inquiry: Kids learn the scientific method, which means observing things, asking questions, doing
experiments, and figuring out what it all means.

2. Life Sciences: They study living things like plants, animals, and people. They learn about how they grow, where
they live, what they eat, and how they change over time.

3. Earth and Space Sciences: They learn about our planet, like mountains, weather, and natural resources. They also
study the solar system, the sun, the moon, the stars, and how the Earth moves.

Q2: What are the basic needs of living things? Explain the concept of symbiotic relationships.

There are five basic needs of all living things. They are

Sunlight:

This is probably the most important need for all living organisms because it is the source of all energy. It also provides
heat for plants and animals.

Water:

Water is the medium in which living cells and tissue work. Water is also a living environment for many plants and
animals.

Air:

Air is made up of several gases, but the two most important gases are Oxygen and Carbon dioxide. Without oxygen,
animals will die, and without carbon dioxide, plants cannot survive.
Food (nutrients):

Living things need energy for function. Energy is needed to grow, reproduce, move, and to work. Think of what will
happen if you stayed for three days without food.

A Habitat with the Right Temperature:

Too cold or too hot? Every living organism needs the ideal temperature to survive either on land or in water.

Symbiotic relationship:

Symbiosis is a relationship or interaction between two or more species that share a common habitat. Mutualism,
Commensalism, and Parasitism are the three types of behaviors seen in symbiotic interactions.

1. Mutualism: Mutualism occurs when both creatures involved benefit from each other.

2. Commensalism: Only one organism benefits from commensalism, whereas the other is neither benefited nor
injured.

3. Parasitism: Parasitic relationships benefit one creature while harming the other.

An example of a symbiotic relationship is Lichens.

Q3: Discuss the terms “Evolution” and “Diversity”. Describe the importance of teaching diversity in elementary
grades.

Evolution is the biological process that describes how living organisms have changed over time. It involves
genetic variation, genetic mutations, and natural selection. Through these mechanisms, species adapt and
develop new traits that enhance their survival and reproduction in specific environments. Evolution is a
fundamental concept in biology and provides a framework for understanding the diversity of life on Earth and the
relationships between different species.

Diversity refers to the variety of life forms on Earth. It is the result of evolution and adaptation over millions of
years. The diversity of life on Earth is a result of the interactions between organisms and their environments and
the consequences of these interactions over long periods of time.

Teaching biological diversity in elementary grades is important because it helps children understand and
appreciate the variety of life forms on Earth. It also helps children learn about different ecosystems and how they
function. By teaching biological diversity in elementary grades, children can learn to respect and appreciate the
natural world around them. This can help to foster a sense of stewardship for the environment later in life.
Q4: What is the matter? Discuss some of the physical properties of matter.

Matter can be defined as anything that takes up space and has mass. It refers to the physical substance that
makes up the world around us, including everything we can see, touch, and interact with. Matter is composed of
tiny particles called atoms and molecules, which come together to form various materials and objects. It exists in
different states, such as solid, liquid, or gas.

Physical properties of matter are characteristics that can be observed or measured without changing the
composition or identity of the substance. Here are some common physical properties of matter:

1. Mass: Mass is the measure of the amount of matter in an object.

2. Volume: Volume is the amount of space occupied by matter.

3. Density: Density is the ratio of mass to volume and describes how compact or concentrated matter is.

4. Shape: Matter can exist in different shapes, such as solid, liquid, or gas.

5. Melting and boiling points: These are the temperatures at which matter undergoes changes in state. The
melting point is the temperature at which a solid changes to a liquid, and the boiling point is the temperature at
which a liquid changes to a gas.

6. Conductivity: Conductivity refers to a material's ability to conduct heat or electricity.

Q5: Explain the concept of “Motion” and discuss the laws of motion with examples.

Motion is the act of an object changing its position over time. It involves the concepts of displacement (change in
position), velocity (speed and direction of motion), and acceleration (rate of change of velocity). Forces can cause
objects to start moving, stop moving, or change their direction. Understanding motion helps us describe and
predict how objects move in the world.

Repeated question.
Q6: What are vegetation and climate zones? Describe their importance on earth.

Vegetation refers to the plant life in a particular area. It includes all types of plants, from small ones like moss
and grass to larger ones like trees. Vegetation is important for providing habitats, regulating temperature and
rainfall, and supporting ecosystems. It varies depending on factors like climate and geography.

Climate zones are regions with similar long-term weather patterns and conditions. Here are some important
climate zones you should know:

1. Tropical Zone: Places near the middle of the Earth that are hot all year round. They have rainforests,
savannas, and deserts.
2. Subtropical Zone: Areas between the tropics and the cooler parts of the world. They have warm to hot
weather and some rain. Examples are the southern parts of Florida and Australia.
3. Temperate Zone: Regions with different seasons and moderate temperatures. They include places like the
East Coast of the United States and much of Europe.
4. Boreal Zone: Cold areas with short summers and long, cold winters. They are mostly covered in forests with
trees like pines. You can find them in the northern parts of North America, Europe, and Asia.
5. Polar Zone: Very cold places near the Earth's poles. They stay cold throughout the year. The Arctic and
Antarctic regions are part of this zone.

Vegetation and climate zones are important on Earth because they:

1. Support biodiversity, providing habitats for various species.

2. Act as carbon sinks, absorbing and storing carbon dioxide to mitigate climate change.

3. Provide ecosystem services like regulating water cycles and maintaining water quality.

4. Influence local and regional climate patterns, moderating temperatures and promoting rainfall.

5. Have cultural and economic value, supplying resources and sustaining indigenous cultures.

Q7: Write notes on any two of the following:

1. Eco-system
2. Earthquakes
3. Science Models

1. Ecosystem: An ecosystem is a community of living and non-living things that work together. Ecosystems have
no particular size. An ecosystem can be as large as a desert or as small as a tree. The living things in an
ecosystem are called biotic factors. Biotic factors include plants, animals, and other organisms. Non-living
things in an ecosystem are called abiotic factors. Abiotic factors include sunlight, temperature, moisture,
wind or water currents, soil type, and nutrient availability.

2. Earthquakes: An earthquake is a sudden shaking of the ground caused by the passage of seismic waves
through Earth’s rocks. Earthquakes occur most often along geologic faults, narrow zones where rock masses
move in relation to one another.

3. Science Models: A scientific model is a representation of an idea, an object, a process or a system that is
used to describe and explain phenomena that cannot be experienced directly.
 “Science 2017 Paper”

Q1: Define science. What are its branches? Discuss any three of them.

Definition of Science: Science is the systematic study of the natural world through observation, experimentation, and
logical reasoning, aimed at discovering and understanding the underlying principles and mechanisms governing the
universe.

Science can be categorized into three branches:

1. Natural Sciences: Study the natural world and include physics, chemistry, biology, earth sciences, and astronomy.

2. Social Sciences: Investigate human society and behavior, including disciplines like sociology, psychology,
anthropology, economics, and political science.

3. Formal Sciences: Focus on formal systems and abstract concepts, including mathematics, computer science, and
logic.

Discussing any three of them:

Physics: Physics is the scientific study of matter, energy, and their interactions, seeking to understand the
fundamental laws that govern the universe, from the smallest particles to the vastness of space and time.

Psychology: Psychology is the scientific exploration of the human mind and behavior, examining thoughts, emotions,
and actions to understand how individuals perceive, think, and interact with the world around them.

Computer Science: Computer Science is the field that encompasses the study of computers and computational
systems, including the design and development of software, algorithms, and hardware, to enable problem-solving
and information processing for a wide range of applications.

Q2: How will you identify the effects of human activities and naturally occurring changes on the ecosystem? Describe
any two.

Human activities and naturally occurring changes can have significant effects on ecosystems. The changes caused by
human activities have consequences for the biotic and abiotic parts of ecosystems. Here are two ways to identify the
effects of human activities and naturally occurring changes on the eco-system:

1. Observation: One way to identify the effects of human activities and naturally occurring changes on the ecosystem
is through observation. Scientists observe changes in the environment such as changes in temperature, rainfall
patterns, and the presence or absence of certain species. They also observe changes in human activities such as
deforestation, pollution, and land use changes.

2. Data collection: Another way to identify the effects of human activities and naturally occurring changes on the
ecosystem is through data collection. Scientists collect data on various aspects of the environment such as
temperature, rainfall patterns, soil quality, and air quality. They also collect data on human activities such as land use
changes, pollution levels, and resource consumption.
Q3: Describe a chemical reaction in the context of a rearrangement of atoms and also in the context of the formation
of a new substance.

Chemical reactions involve the rearrangement of atoms, leading to the formation of new substances. In a chemical
reaction, the atoms of the starting substances, known as reactants, rearrange their connections to form new
substances called products. This rearrangement occurs due to the breaking and formation of chemical bonds
between atoms.

Let's consider a simple example:

CH₄ + 2O₂ → CO₂ + 2H₂O

Reactants:

- Methane (CH₄)

- Oxygen (O₂)

Rearrangement of atoms:

1. 1 carbon atom from methane combines with 2 oxygen atoms from oxygen gas to form 1 carbon dioxide
molecule (CO₂).
2. The carbon-oxygen bonds in carbon dioxide differ from the carbon-hydrogen bonds in methane.
3. The remaining 2 oxygen atoms combine with the 4 hydrogen atoms from methane to form 2 water molecules
(H₂O).
4. The hydrogen-oxygen bonds in water differ from the carbon-hydrogen and oxygen-oxygen bonds in methane
and oxygen gas, respectively.

Formation of new substances:

1. Methane and oxygen are consumed.

2. Carbon dioxide (CO₂) and water (H₂O) are produced.
3. The properties of the products differ from those of the reactants.
4. The combustion of methane releases energy (exothermic reaction).

Q4: Describe factors that limit or support the growth of populations within an ecosystem.

Repeated question.

Q5: How will you teach “Diversity and Adaptation” in Elementary schools?

Lesson Plan: Diversity and Adaptation in Elementary Schools

Objective: Students will understand the concepts of diversity and adaptation and their importance in the natural
world. They will explore various examples of diversity and adaptation and engage in an activity to reinforce their
understanding.

Materials:

1. Visual aids (pictures or videos) depicting examples of diversity and adaptation in plants, animals, and human
communities
2. A large chart paper.
3. Markers.
4. Labels for different adaptations, such as camouflage, mimicry, poison, sharp claws, strong teeth and long necks.
 Introduction (20 minutes)
1. Begin the lesson by engaging students in a discussion about what diversity means. Encourage them to share
their ideas and examples of diverse things they are familiar with (e.g., different types of animals, plants,
people from various cultures, etc.).
2. Explain that diversity refers to the presence of a variety of things or differences among individuals or groups.
3. Present visual aids showing examples of diverse plants and animals (e.g., different species, colors, sizes,
adaptations).
4. Facilitate a class discussion around the importance of diversity in nature, highlighting how it helps maintain
balance, promotes resilience, and allows for the survival of different species.
5. Introduce the concept of adaptation as the ability of organisms to adjust to their environment to survive and
thrive.
6. Introduce examples of adaptation in plants and animals through visual aids (e.g., camouflaging, migration,
specialized body parts).
7. Engage students in a discussion about why adaptation is important for the survival of different species and
how it helps them meet their basic needs (e.g., food, shelter, protection).

Activity 1: Diversity of Animals

Procedure:

1. Gather pictures or illustrations of different animals.

2. Draw a large chart paper or whiteboard with the title "Animal Diversity."

3. Divide the students into groups of 3-4.

4. Give each group a set of pictures or illustrations of animals.

5. Have the students sort the animals according to different characteristics, such as size, color, shape, habitat,
diet, or behavior.

6. Once the students have sorted the animals, have them write the names of the animals in each group on the
chart paper or whiteboard.

7. Have each group share their findings with the class.

Activity 2: Adaptations of Animals

Procedure:

1. Gather pictures or illustrations of different animals.

2. Make labels for different adaptations, such as camouflage, mimicry, poison, sharp claws, strong teeth and
long necks.

3. Divide the students into groups of 3-4.

4. Give each group a set of pictures or illustrations of animals and a set of labels for the different adaptations.

5. Have the students sort the animals according to their adaptations.

6. Once the students have sorted the animals, have them discuss how the adaptations of each animal help it
survives in its particular environment.

7. Have the students share their findings with the class.

Conclusion (5 minutes): Recap the main concepts of diversity and adaptation covered in the lesson.
Q6: Discuss the relationships among force, mass, and motion of an object or system.

The relationships among force, mass, and motion of an object or system are described by Newton's laws of motion.
These laws provide fundamental principles that govern the behavior of objects and systems in response to external
forces.

• Newton's first law of motion states that an object will remain at rest or in motion with constant velocity
unless acted upon by an external force. This is known as the law of inertia.

• Newton's second law of motion states that the acceleration of an object is directly proportional to the net
force acting on it and inversely proportional to its mass. This is often expressed in the equation F = ma, where
F is the force, m is the mass, and a is the acceleration.

• Newton's third law of motion states that for every action, there is an equal and opposite reaction. This
means that when one object exerts a force on another object, the second object exerts an equal and
opposite force on the first object.

The relationships among force, mass, and motion can be seen in everyday life, such as when you kick a soccer
ball, drive a car, or jump up in the air.

Q7: Explain why we use classification systems and how classification systems are applied.

Repeated question.

Q8: State the Difference between any two:

i. Earthquake and Volcano

ii. Weather and season
iii. Chemical and Physical properties

Difference between Earthquake and Volcano:

Earthquake Volcano

1. Cause: Sudden release of energy in the Earth's crust 1. Cause: Movement and eruption of molten rock
due to tectonic plate movements. (magma) from beneath the Earth's surface.

2. Nature of the Event: Involves shaking or trembling of 2. Nature of the Event: Involves the eruption of magma,
the Earth's surface. gases, and materials onto the Earth's surface or into the
atmosphere.
3. Energy Release: Energy is released in the form of
seismic waves that propagate through the Earth. 3. Energy Release: Energy is released in the form of
heat, magma, volcanic gases, and volcanic ash.
4. Location: This can occur anywhere on the Earth's
surface, commonly associated with tectonic plate 4. Location: Found near plate boundaries or hotspots
boundaries. where tectonic or volcanic activity is high.

5. Frequency and Duration: These can occur frequently 5. Frequency and Duration: Less frequent compared to
but are usually short in duration. earthquakes, but eruptions can last for days, weeks, or
even months.
6. Effects: Causes structural damage, landslides,
tsunamis, and other secondary hazards. 6. Effects: Produces lava flows, ash clouds, pyroclastic
flows, lahars, and other volcanic phenomena.
Difference between Weather and Season:

Weather Season
• Weather is about what's happening outside • Seasons are about the different times of the
right now, like if it's sunny, rainy, or windy. year and the weather patterns they bring.

• It can change quickly from day to day or even • Each season lasts for a few months and has its
within the same day. own typical weather.

• Things like temperature, humidity, wind, rain, • Seasons are determined by things like how the
and clouds are part of the weather. Earth tilts and moves around the sun.

• Weather can be hard to predict, but we have • They have consistent patterns, so we know
weather forecasts to give us an idea of what to what kind of weather to expect during each
expect. season.

• Weather affects our daily activities, like • Seasons affect things like what crops can be
deciding what to wear or planning outdoor grown, what clothes we wear, and what
events. activities we do.

Difference between Chemical and Physical properties:

Repeated question.