NCERT Solutions for Class 6 Science Curiosity Chapter 8 A Journey through States of Water

NCERT Solutions for Class 6 Science Curiosity Chapter 8 A Journey through States of Water are designed to help students understand concepts in a clear and simple way. These solutions follow the latest NCERT syllabus and explain every question step by step, making learning easy for Class 6 students. Each answer is written in simple language so learners can grasp ideas quickly and improve their exam preparation. Practicing Class 6 Science Curiosity Chapter 8 questions and answers helps students build strong basics, improve confidence, and score better marks. These solutions are also useful for revision, homework help, and quick concept clarity before tests.

The study of how living organisms move is one of the most fascinating aspects of biology. In the new NCERT Curiosity curriculum, mastering the class 6 science chapter 8 question answer set is essential for understanding the complex mechanisms of the human body and the diverse movement styles found in the animal kingdom. Chapter 8, "Body Movements," introduces students to the internal framework of bones, the flexibility of joints, and the coordination of muscles.

By engaging with the NCERT Solutions for science class 6 chapter 8,students  can gain a clear understanding of how different joints like the ball and socket or the hinge joint allow us to perform everyday tasks. These NCERT solutions provide a detailed breakdown of the chapter's core concepts, ensuring that students are well-prepared for their assessments while adhering strictly to the NCERT guidelines.

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Class 6 Science Curiosity Chapter 8 Questions and Answers

Check below for complete and accurate solutions to all the questions from Chapter 8. These answers are created to help you revise quickly and prepare confidently for your class tests and school exams. 

Activity 8.1: Let us observe

Put an ice cube in a cup, leave it on the table and observe. Ice gets converted into water.

What can you conclude from the observations?

Answer: 

Observation:  When we put an ice cube in a cup and leave it on the table for some time, it slowly melts and changes into water.

Conclusion:  From this observation, we can conclude that ice (solid form of water) melts and changes into liquid water when the temperature increases. This shows a change in the state of water from solid to liquid, which is called melting.

Activity 8.2: Let us investigate 

Take a tablespoon of water on a steel plate as shown in Fig. 8.1. I think the water has been absorbed by the soil on the playground. What do you think about it? Reprint 2025-26 A Journey through States of Water 145

Observe whether water seeps through to the other side of the plate or not.

 Keep observing this at regular intervals until the water completely disappears.

Answer:

Observation:  When we place a tablespoon of water on a steel plate, we see that the water does not seep through to the other side because the plate is solid and waterproof. After some time, the water slowly disappears.

What do you think happened to the water?
The water did not get absorbed like it does in soil. Instead, it evaporated into the air.

Conclusion:  This activity shows that water can change from liquid to gas without being absorbed. The process by which water slowly disappears into the air is called evaporation. It happens faster when the surface area is larger and when the temperature is higher.

Activity 8.3: Let us experiment 

Take cold water in a glass tumbler.

 Add a few ice cubes into it as shown in Fig. 8.2.

Leave it undisturbed for five minutes and observe it.

Record your observations and the questions that arise in your mind in Table 8.1.

You can also touch the outer surface of the glass tumbler to feel if there is any change.

Answer: 

Steps:

• Cold water is taken in a glass tumbler.

• A few ice cubes are added to it.

• The glass is left undisturbed for 5 minutes.

• We observe what happens on and around the outer surface of the glass.

Table 8.1: Observations and Questions

Conclusion: The water droplets on the outside of the glass did not come from inside the tumbler. They came from the water vapor present in the air, which condensed on the cold surface of the glass. This activity helps us understand the process of condensation, where water vapor (gas) changes into liquid when it touches a cold surface.

Activity 8.4: Let us measure

Aavi and Thirav conduct an activity to find evidence for their reasons. You can also conduct the activity by following the steps given below.

Record your data in Table 8.2.

Take a glass tumbler half-filled with water containing a few ice cubes. Cover it with a small steel plate. Weigh it on a digital weighing balance. 

Observe the reading on the balance and record the weight after every five minutes. 

Continue observing for 30 minutes. Record your observations in Table 8.2. Predict what will happen to the mass of cold water kept on the digital weighing balance. Will it increase or decrease or remain the same?

Answer: 

In this experiment, you:

• Take a glass tumbler half-filled with cold water and ice cubes.

• Cover it with a small steel plate.

• Weigh the entire setup on a digital weighing balance.

• Record the weight at every 5-minute interval for 30 minutes.

• Observe and predict how the mass changes over time.

Prediction: The mass will increase over time.

Why?
As time passes, water vapor from the air condenses on the cold steel plate and glass. This added water increases the overall mass.

Sample Table 8.2: Measurement of Mass in Condensation Experiment

Note: These values are just an example and may vary in real conditions.

Conclusion: The mass of the tumbler increased because of condensation. Water vapor in the air changed into liquid water when it came in contact with the cold surface. This experiment gives proof that condensation adds water to the container, increasing its mass.

Activity 8.5: Let us identify

Put an ice cube in one container and transfer it to another container of different shape. What changes do you notice in the shape of the ice cube?

Record your observations in Table 8.3.

Pour water from one container to another container of a different shape.

Observe how water behaves compared to the ice cube and make a record. Did you notice how water flows from one container to the other? What happens to its shape? 

 Pour water on a clean surface and observe how it spreads. 

When water gets converted into water vapour, how does this water vapour spread? Compare this with the spreading behaviour of water. 

Answer: 

This activity helps us compare the three states of water: ice (solid), water (liquid), and water vapour (gas).

Observations:

• When you put an ice cube in another container, it does not change shape because solids have a fixed shape.

• When you pour water into another container, it takes the shape of that container. Water flows easily from one container to another.

• When you pour water on a surface, it spreads a little, depending on the surface.

• Water vapour (gas) spreads out in all directions in the air and is not visible.

Table 8.3: Compare Different States of Water

Conclusion: This activity shows that solids, liquids, and gases have different physical properties. Solids have a fixed shape, liquids take the shape of the container and flow, while gases spread freely and fill any space available.

Activity 8.6: Let us complete the diagram

Fill up the blank boxes in Fig. 8.5 marked as A, B, C and 1, 2, 3, 4 for conversion of different states of water using the words given in the box. Two words have been filled for you.

Answer: 

Completed Diagram:

Activity 8.7: Let us investigate 

Take water in a small cap of a bottle (you may use sanitiser in place of water). 

 Take the same amount of water in a plate. The exposed area of water in the bottle cap and the plate are different. 

 Keep both of them near each other. 

Record the time taken for the water to completely evaporate in each case in Table 8.4.

 

 

Answer: 

This experiment helps us observe how the surface area affects the rate of evaporation.

Steps:

1. Take a small amount of water in a bottle cap.

2. Take the same amount of water in a plate.

3. Place both near each other in the same environment.

4. Observe and record the time taken for water to completely evaporate in each container.

Expected Result:

Water in the plate evaporates faster than the water in the bottle cap.

Reason: The plate has a larger exposed surface area, which allows more water molecules to escape into the air.

Table 8.4: Time Taken for Evaporation

Note: Actual times will vary depending on temperature, humidity, and airflow. The values above are just examples.

Conclusion: This activity shows that larger surface areas lead to faster evaporation. This is an important concept in understanding natural processes like drying clothes or formation of clouds.

Activity 8.8: Let us explore 

Take identical caps of two bottles. 

Pour equal amount of water in each of the cap. 

Place one of the cap in sunlight and keep the other in shade as shown in Fig. 8.6.

Observe the two caps of bottles after every 15 minutes. 

Record the time taken for the water to completely evaporate in each case. You can also repeat this activity on a windy or a rainy day, and record your observations. 

What conclusions can you draw from Activity 8.8 and other similar experiences? 

Water evaporates faster from the cap kept in sunlight compared to the cap kept in shade. It is a common observation that clothes dry faster on a hot sunny day. Do clothes dry faster or slower on a windy day? It is once again a common observation that clothes dry faster on a windy day. With the increase in the movement of air, water evaporates faster.

It is also a common observation that clothes dry slowly on a rainy day. On a rainy day, water evaporates slowly. If the amount of water in the air is already high (more humidity), water evaporates slowly.

Answer: 

This activity helps you understand how temperature, sunlight, and air movement affect the rate of evaporation.

 Steps Followed:

1. Take two identical bottle caps.

2. Pour the same amount of water into each.

3. Place one cap in sunlight and the other in shade.

4. Observe every 15 minutes.

5. Record the time taken for water to fully evaporate in each.

6. Repeat on a windy or rainy day to compare results.

Expected Observations:

Conclusions from the Activity:

• Water evaporates faster in sunlight than in shade.

• Windy conditions increase evaporation. That’s why clothes dry faster on a windy day.

• Rainy days slow down evaporation because the air is already filled with moisture (high humidity).

• To dry clothes faster on a rainy day, you can:

• Use a fan to increase air movement,

• Hang clothes indoors near a window or under a fan, or

• Use a hair dryer or heater carefully.

Activity 8.9: Let us make a model

Take two earthen pots of different sizes. 

Fill the bottom of the larger pot with a layer of sand. 

Place the smaller pot into the centre of the larger one as shown in Fig. 8.7.

Fill the gap between the pots with more sand. 

Pour water in the sand area.

Place a lid or wet jute sack to cover the top of the smaller pot. 

 You can also make a drawing of the pot-in-pot cooler once it is ready.

 

Answer: 

This activity demonstrates a traditional cooling method using the principle of evaporation.

Materials Needed:

• 2 earthen pots (one small, one large)

• Sand

• Water

• A lid or wet jute sack

 Steps:

1. Place a layer of sand at the bottom of the larger earthen pot.

2. Put the smaller pot inside the larger one, centered.

3. Fill the space between the two pots with sand.

4. Pour water into the sand (not into the inner pot).

5. Cover the mouth of the smaller pot with a lid or wet cloth/jute sack.

 What Happens:

• The water in the sand starts evaporating.

• As it evaporates, it draws heat from the inner pot, making it cooler

• This method is called evaporative cooling.

• The small pot acts like a natural refrigerator—a method used in rural areas to keep water or food cool.

Scientific Principle:

• Evaporation takes away heat from the surroundings.

• When water in the sand evaporates, it absorbs heat from the inner pot, cooling it down.

 Optional Task:

Draw a labeled diagram of the pot-in-pot cooler, showing:

• Large pot

• Small pot

• Sand layer

• Water in sand

• Lid or wet cloth

Conclusion: This model shows how evaporation can be used for cooling without electricity, making it a sustainable and eco-friendly method to preserve food and water in hot areas.

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Activity 8.10: Let us engage in a group activity

Close the lid tightly. Now quickly squeeze and release the bottle continuously for about 2–3 minutes. Observe the space above the water in the bottle.

Repeat the same activity after adding a small burnt piece of newspaper into the water.  What will you observe?

 In this case, you will observe some haziness (clouds) above the water in the bottle. 

The burnt newspaper provides very small invisible dust particles, around which water vapour condenses and forms clouds. 

Answer:

This activity demonstrates a traditional method of cooling using the principle of evaporation. In this model, we place a small earthen pot inside a larger one, filling the space between them with sand.

Water is then poured into the sand, and the top of the small pot is covered with a lid or wet cloth. As the water in the sand evaporates, it takes away heat from the inner pot, making it cooler.

This process is known as evaporative cooling. It helps in keeping water and food cool without using electricity. Such pot-in-pot coolers are used in rural areas as a natural refrigerator. This activity shows how evaporation can be used in an eco-friendly way to lower temperature and preserve items.

Activity 8.11: Let us understand the process

Label Fig. 8.9 using arrows shown and the words given in the box to show where water is stored, how water changes its state and where it moves. 

Answer: 

Labels for the Diagram (Top to Bottom & Left to Right):

1.  Ocean – bottom-left large water body

2.  Evaporation – upward arrows from ocean (water turning into vapor)

3. Cloud – formed from water vapor (middle/top)

4.  Condensation – vapor turning into clouds (around cloud area)

5.  Rain – arrows showing rainfall from cloud

6. Snow – rain turning into snow in cold mountain areas (right mountain)

7. Lake – small water body in the middle land area

8. River – narrow water channel flowing from mountain to ocean

9. Groundwater – water seeping underground (downward arrows into soil)

Let Us Enhance Our Learning (Pages 161-162)

Question 1. Which of the following best describes condensation?
(i) The conversion of water into its vapour state.
(ii) The process of water changing from a liquid into gaseous state.
(iii) The formation of clouds from tiny water droplets.
(iv) The conversion of water vapour into its liquid state.

Answer:
(iv) The conversion of water vapour into its liquid state is called condensation.

Question 2.
Identify in which of the given processes, evaporation is very important-
(i) Colouring with
(a) crayons
(b) water colours
(c) acrylic colours
(d) pencil colour
Answer:
(b) water colours

(ii) Writing on paper with
(a) pencil
(b) ink pen
(c) ball point pen
Answer:
(b) ink pen

Question 3.
We see green coloured plastic grass at many places these days. Space around natural grass feels cooler than space around the plastic grass. Can you find out why?
Answer:

Natural grass helps keep the surroundings cooler because it releases water into the air through a process called transpiration. This water evaporates, which absorbs heat and cools the area. On the other hand, plastic grass does not release any water and instead absorbs heat from the sun, making the surrounding area warmer. This is why space around natural grass feels cooler compared to space around plastic grass.

Question 4.
Give examples of liquids other than water, which evaporate.
Answer:
Some liquids other than water that evaporate are milk, oil, alcohol (like whisky), eye drops, and sanitizer. All these liquids can turn into vapour when left in the open, though they may evaporate at different speeds.

Question 5.
Fans move air around, creating a cooling sensation. It might seem strange to use a fan to dry wet clothes since fans usually make things cooler, not warmer. Normally, when water evaporates, it requires heat, not cold air. What do you think about this?
Answer:
Even though fans make things cooler, they help dry wet clothes faster by increasing the rate of evaporation. When air moves across the surface of wet clothes, it carries away the water vapour, making it easier for more water to evaporate. This moving air also reduces the humidity around the clothes, which allows more water to escape as vapour. So, a fan helps in drying clothes quickly, even without adding heat.

Question 6.
Usually, when sludge is removed from drains, it is left in heaps next to the drain for 3–4 days. Afterward, it is transported to a garden or a field where it can be used as manure. This approach reduces transportation cost of the sludge and enhances the safety of individuals handling it. Reflect upon it and explain how.
Answer:
Sludge contains a lot of moisture when it is freshly removed. Leaving it in heaps for a few days allows water to evaporate, making the sludge lighter and less messy. This makes it easier and safer to handle, and reduces the cost of transporting it, as dry sludge weighs less than wet sludge.

Question 7.
Observe the activities in your house for a day. Identify the activities that involve evaporation. How does understanding the process of evaporation help us in our daily activities?
Answer:
Examples of evaporation in daily life include:

• Drying wet clothes after washing

• Sweat drying from our skin, which helps cool our body

• Water drying from floors or utensils

• Perfume or sanitizer disappearing after being applied

Understanding evaporation helps us know why and how things dry, how to speed up drying using sunlight or a fan, and also how to stay cool in hot weather. It also helps in saving energy and water in many household tasks.

Question 8.
How is water present in the solid state in nature?
Answer:
Water in the solid state is found as ice and snow. It occurs naturally on the peaks of mountains, in glaciers, and in the polar regions like Antarctica and the Arctic, where temperatures are very low.

Question 9.
Reflect on the statement “Water is our responsibility before it is our right.” Share your thoughts.
Answer:
Only a small portion of water on Earth is fit for use by humans, animals, and plants. Most of the water is in oceans, which is salty and not directly usable. With growing population and pollution, clean water is becoming scarce.

While it is our right to have access to water, it is also our responsibility to use it wisely and protect water bodies from pollution. Saving and caring for water ensures that future generations can also enjoy this precious resource.

Question 10.
The seat of a two-wheeler parked on a sunny day has become very hot. How can you cool it down?
Answer:
To cool down the hot seat:

• First, move the two-wheeler into a shaded area.

• Then, place a wet cloth or handkerchief on the seat. As water from the cloth evaporates, it will absorb heat and cool the seat.

• Alternatively, you can pour a small amount of water on the seat and let it evaporate or wipe it with a damp cloth to reduce the heat.

This method works because evaporation takes away heat, leading to cooling.

The Human Skeleton: Our Internal Framework

The human body is supported by a hard, internal structure known as the skeleton. According to the class 6 science chapter 8 question answer curriculum, the skeleton is not just a rigid frame; it is a dynamic system made of bones and cartilage that protects our internal organs and enables movement.

The skeleton includes several critical components:

• The Skull: Protects the most sensitive organ, the brain.

• The Rib Cage: A cone-shaped structure that protects the heart and lungs.

• The Backbone (Spine): Consists of many small bones called vertebrae, allowing us to bend and twist.

• The Shoulder and Pelvic Bones: These provide support and points of attachment for our limbs.

A key distinction mentioned in the text is between bones and cartilage. While bones are hard and inflexible, cartilage is a softer, flexible part of the skeleton found in places like the upper part of the ear and at the joints. Understanding these differences is a fundamental part of the class 6 science chapter 8 question answer in hindi and English versions of the study material.

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Types of Joints and Their Functions

Movement in the human body occurs at "joints," which are the places where two bones meet. The class 6 science chapter 8 question answer section categorizes these joints based on the range of motion they allow:

1. Ball and Socket Joint: Found at the shoulder and hip, this joint allows movement in all directions. It consists of a rounded end of one bone fitting into a cavity (socket) of another.

2. Pivotal Joint: This joint allows our head to move forward, backward, and turn to the left or right. It is located where our neck joins the head.

3. Hinge Joint: Similar to the hinges of a door, this joint allows movement only in a back-and-forth direction. Examples include the elbows and knees.

4. Fixed Joints: Some bones in our head are joined together at fixed joints. These bones cannot move, such as the joints in the upper jaw and the rest of the skull.

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Muscles and Coordination in Movement

Bones cannot move on their own; they require the help of muscles. The class 6 science chapter 8 science text explains that muscles work in pairs to move a bone. When one muscle contracts (becomes shorter, stiffer, and thicker), it pulls the bone in its direction. During this process, the partner muscle relaxes. To move the bone back in the opposite direction, the relaxed muscle contracts while the first muscle relaxes.

This "pulling" mechanism is a crucial concept. A muscle can only pull; it cannot push. Therefore, two muscles are always required to work together to move a single bone. This coordination is a frequent topic in the class 6 science chapter 8 question answer pdf notes, as it explains the mechanical efficiency of our limbs.

"Gait of Animals": How Different Creatures Move

Humans are not the only ones with specialized movement. The "Gait of Animals" section explores how creatures move based on their specific physical structures:

Original Framing: Movement as a "Biological Conversation"

A unique way to view the concepts in Chapter 8 is to see movement as a "Biological Conversation" between the nervous system, muscles, and bones. Often, we think of movement as a simple action, but the text reveals it is a complex dialogue. The bones provide the "topic" (the structure), the joints provide the "language" (the range of motion), and the muscles provide the "voice" (the force). This framing helps students understand that if any part of this conversation is interrupted—such as a stiff joint or a strained muscle—the "speech" of our body becomes limited. Viewing the body this way encourages students to see physical health as maintaining the clarity of this internal communication.

Read More: CBSE Class 6 Syllabus and Exam Pattern

Benefits of PW Class 6 Science Study Material

To help students master the complexities of human and animal anatomy, PW Class 6 Study Material is a structured and efficient learning resource .

• Detailed Revision Notes: Simplified explanations of skeletal structures and joint mechanics.

• Interactive NCERT Solutions: Clear walkthroughs for all textbook questions and perfect class 6 science chapter 8 questions and answers.

• Anatomy Diagrams: High-quality visual aids to help identify bones and muscle pairs.

• Practice Papers: Designed to test knowledge on the "Gait of Animals" and human skeletal functions.

• Expert Faculty Lectures: Video tutorials that demonstrate how muscles contract and relax in pairs.

NCERT Solutions for Class 6 Science Curiosity Chapter 8 FAQs

1. What is a ball and socket joint?

A ball and socket joint is a type of joint where the rounded end of one bone fits into the hollow space (socket) of another bone. It allows movement in all directions, such as in our shoulders and hips.

2. How do muscles help in the movement of bones?

Muscles work in pairs. When one muscle contracts, it pulls the bone. To move the bone back, the other muscle of the pair contracts while the first one relaxes. A muscle can only pull; it cannot push.

3. What is the role of the rib cage in the human body?

The rib cage is a bony structure that joins the chest bone and the backbone together to form a box. Its primary role is to protect essential internal organs like the heart and the lungs.

4. How does an earthworm move without bones?

An earthworm moves by alternating contractions and relaxations of its body muscles. It uses tiny hair-like bristles called setae to grip the ground while moving its body segments forward.

5. What is a "streamlined" body shape in fish?

A streamlined shape is one where the head and tail are smaller than the middle portion of the body. This shape reduces resistance in water, allowing fish to swim quickly and efficiently.