Class 6 Science Chapter- 2 Diversity in the Living World Questions and Answers New Updated NCERT Solutions

Class 6 Science Chapter- 2 Diversity in the Living World Questions and Answers New Updated NCERT Solutions 

‘Let us enhance our learning’ pg no: 31

Question: 1. Here are two types of seeds. What differences do you find among the roots and leaf venation of their plants? (a) Wheat (b) Kidney beans 

Answer: Answer: 1. Roots

– Wheat:

Type of Root: Wheat plants have a fibrous root system.

Characteristics: The roots are thin and spread out in a network close to the surface of the soil. This type of root system helps in stabilizing the plant and efficiently absorbing moisture and nutrients from the upper layers of the soil.

– Kidney Beans:

Type of Root: Kidney beans have a taproot system.

Characteristics: The taproot is a single, thick root that grows deep into the soil, with smaller lateral roots branching off. This allows the plant to access water and nutrients from deeper soil layers, making it more resilient in drier conditions.

2. Leaf Venation

– Wheat:

Type of Venation: Wheat leaves exhibit parallel venation.

Characteristics: In parallel venation, the veins run parallel to each other along the length of the leaf. This structure is common in monocotyledons (monocots) like wheat, which helps in providing strength and flexibility to the leaf.

– Kidney Beans:

Type of Venation: Kidney bean leaves show reticulate venation.

Characteristics: Reticulate venation features a network of interconnecting veins, creating a web-like pattern. This is typical of dicotyledons (dicots) like kidney beans, which allows for efficient transport of nutrients and water throughout the leaf.

– Summary

In summary, wheat has a fibrous root system and parallel leaf venation, while kidney beans possess a taproot system and reticulate leaf venation. These differences reflect their adaptations to their respective environments and growth habits.

Question: 2. Names of some animals are given below. Group them based on their habitats. Write the names of aquatic animals in the area marked ‘A’ and terrestrial animals in the area marked ‘B’. Enter the names of animals living in both habitats in part ‘C’. 

Horse, Dolphin, Frog, Sheep, Crocodile, Squirrel, Whale, Earthworm, Pigeon, Tortoise 

Answer: To categorize the given animals according to their habitats, we can classify them into three groups: aquatic animals, terrestrial animals, and animals that live in both habitats.

A. Aquatic Animals

1. Dolphin

2. Whale

3. Fish

4. Whale

5. Octopus

B. Terrestrial Animals

1. Horse

2. Sheep

3. Squirrel

4. Pigeon

5. Earthworm

C. Animals Living in Both Habitats

1. Frog (lives both in water and on land)

2. Tortoise (spends time in water and on land)

3. Snake 

4. Crocodile

5. Hippopotamus

Question: 3. Manu’s mother maintains a kitchen garden. One day, she was digging out radish from the soil. She told Manu that radish is a kind of root. Examine a radish and write what type of root it is. What type of venation would you observe in the leaves of radish plant? 

Answer: Type of Root:- 

– Radish: The radish is classified as a taproot.

– Characteristics: It has a thick, fleshy main root that grows deep into the soil, with smaller lateral roots branching off from it. This structure allows the radish plant to store nutrients and water, making it resilient in various soil conditions.

Type of Leaf Venation:- 

– Leaf Venation of Radish: The leaves of the radish plant exhibit reticulate venation.

– Characteristics: In reticulate venation, the veins form a network or web-like pattern, which is typical of dicotyledonous plants. This type of venation helps in efficient transport of nutrients and water throughout the leaf, supporting its overall growth and function.

Summary

In summary, the radish has a taproot system that allows it to thrive in the soil, and its leaves display reticulate venation, which is characteristic of dicot plants. This combination of root and leaf structure contributes to the plant’s ability to grow and survive effectively.

Question: 4. Look at the image of a mountain goat and a goat found in the plains. Point out the similarities and differences between them. What are the reasons for these differences? 

(a) Mountain Goat  (b) Goat found.

Answer: When comparing a mountain goat and a goat found in the plains, we can identify several similarities and differences based on their physical characteristics and adaptations to their respective environments.

– Similarities :-

1. Species: Both belong to the same family (Bovidae) and are classified as goats.

2. Diet: Both mountain goats and plains goats are herbivores, primarily feeding on grasses, shrubs, and other vegetation.

3. Social Behavior: Both types of goats often live in groups, which helps them protect each other from predators.

Differences :-

Reasons for Differences

– Adaptation to Environment: The mountain goat is adapted to live in steep, rocky areas where it needs strong, muscular legs and specialized hooves to maintain balance and grip. Its thick fur helps it survive in cold temperatures.

– Habitat Requirements: Plains goats, on the other hand, are adapted to open, flat areas where they require less insulation and can move easily across softer ground. Their body structure is more suited for grazing in grasslands rather than climbing steep terrains.

– Predation and Survival: The physical traits of each goat type help them evade predators in their specific habitats. Mountain goats can escape from predators by climbing steep cliffs, while plains goats can quickly run across open fields.

Pg no: 32

Question: 5. in the plains Group the following animals into two groups based on any feature other than those discussed in the chapter— cow, cockroach, pigeon, bat, tortoise, whale, fish, grasshopper, lizard. 

Answer: To group the animals listed (cow, cockroach, pigeon, bat, tortoise, whale, fish, grasshopper, lizard) into two categories based on a feature other than those discussed in the chapter, we can consider whether the animals are mammals or non-mammals.

Group 1: Mammals

• Cow: A domesticated mammal that provides milk.
• Pigeon: A bird that is often classified under mammals due to its warm-blooded nature, but it is primarily a bird.
• Bat: A flying mammal known for its echolocation abilities.
• Whale: A large marine mammal that breathes air and gives live birth.
• Tortoise: While primarily a reptile, it is often included in discussions about mammals due to its warm-blooded relatives.

Group 2: Non-Mammals

• Cockroach: An insect that is known for its resilience and adaptability.
• Fish: An aquatic animal that breathes through gills and lays eggs.
• Grasshopper: An insect known for its jumping ability and presence in grasslands.
• Lizard: A reptile that is cold-blooded and often found in warm climates.

Summary of Grouping

• Mammals: Cow, Bat, Whale
• Non-Mammals: Cockroach, Fish, Grasshopper, Lizard

Question: 6. As the population grows and people want more comfortable lives, forests are being cut down to meet various needs. How can this affect our surroundings? How do you think we can address this challenge? 

Answer: As the population increases, the demand for land and resources also rises, leading to the cutting down of forests. This deforestation can have several significant effects on our surroundings:

– Effects of Deforestation:-

1. Loss of Biodiversity: Forests are home to a vast number of species of plants and animals. Cutting down trees leads to habitat destruction, which can result in the extinction of various species.

2. Climate Change:  Trees play a crucial role in absorbing carbon dioxide. Their removal contributes to higher levels of greenhouse gases in the atmosphere, exacerbating global warming.

3. Soil Erosion:  Tree roots help hold the soil together. Without them, soil can easily erode, leading to loss of fertile land and increased sedimentation in rivers and streams.

4. Disruption of Water Cycle: Forests contribute to the water cycle by facilitating rainfall. Deforestation can lead to changes in local weather patterns, resulting in droughts or floods.

5. Impact on Indigenous Communities:  Many indigenous communities rely on forests for their livelihoods, culture, and identity. Deforestation can displace these communities and disrupt their way of life.

– Addressing the Challenge:

To mitigate the effects of deforestation, several strategies can be implemented:-

1. Afforestation and Reforestation:  Planting trees in deforested areas can help restore ecosystems and improve biodiversity.

2. Sustainable Forestry Practices:  Implementing practices that allow for the harvesting of trees without compromising the health of the forest can help maintain ecological balance.

3. Community Awareness and Involvement: Educating communities about the importance of forests and involving them in conservation efforts can lead to more sustainable practices.

4. Government Policies:  Enforcing laws that protect forests and regulate land use can help prevent illegal logging and promote conservation.

5. Alternative Resources:  Encouraging the use of alternative materials and resources can reduce the pressure on forests. For example, using recycled materials can lessen the need for new timber.

6. Promoting Eco-Tourism: Eco-tourism can provide economic benefits to local communities while promoting the conservation of natural resources.

– By implementing these strategies, we can work towards a more sustainable relationship with our environment, ensuring that forests continue to thrive and provide essential services for future generations.

Question: 7. Analyse the flowchart. What can be examples of ‘A’ and ‘B’? 

Answer: In the context of the flowchart mentioned in your question, we can categorize plants and animals based on specific features. Here’s how we can analyze it: 

1. Example of ‘A’ (Plants)

Dicotyledonous Plants: These are plants that have seeds with two cotyledons.

Examples: 

– Kidney Beans: The seeds split into two parts, each part being a cotyledon.

– Hibiscus: This plant has reticulate venation in its leaves and a taproot system.

2. Example of ‘B’ (Plants)

Monocotyledonous Plants: These are plants that have seeds with a single cotyledon.

Examples: 

– Wheat: The seed has one cotyledon and typically exhibits parallel venation in its leaves.

– Maize (Corn): Similar to wheat, it has a single cotyledon and shows parallel leaf venation.

Summary of Grouping:

– Group A: Dicotyledons (e.g., Kidney Beans, Hibiscus)

– Group B: Monocotyledons (e.g., Wheat, Maize)

Question: 8. Raj argues with his friend Sanjay that “Gudhal (hibiscus) plant is a shrub.” What questions can Sanjay ask for clarification? 

Answer: In the discussion between Raj and Sanjay regarding whether the hibiscus plant (Gudhal) is classified as a shrub, Sanjay can ask the following questions for clarification:

1. What is the definition of a shrub?

– This question helps establish a clear understanding of what characteristics define a shrub, such as height, branching patterns, and stem type.

2. How tall is the hibiscus plant compared to other plants?

– Sanjay can inquire about the typical height of hibiscus plants to determine if they fall within the height range of shrubs, which are generally shorter than trees but taller than herbs.

3. What type of stem does the hibiscus plant have?

– This question focuses on the nature of the stem (hard or soft, woody or herbaceous) to assess if it aligns with the characteristics of shrubs.

4. How does the branching pattern of the hibiscus plant compare to that of other shrubs? 

– Sanjay can ask about where the branches arise on the stem and how they are structured, as shrubs typically have multiple stems that branch close to the ground.

5. Are there any other plants that are classified as shrubs that are similar to hibiscus?

– This question encourages Raj to think of examples of other shrubs and compare their features with those of the hibiscus plant.

6. What are the common uses or characteristics of the hibiscus plant that might support its classification as a shrub?

– Sanjay can ask about the uses of hibiscus in gardens or landscaping, which may reinforce its classification as a shrub.

7. Can hibiscus plants vary in size, and if so, how does that affect their classification?

– This question addresses the variability in hibiscus plant sizes and whether that influences their classification as shrubs.

Page no: 33

Question: 9. Based on the information in the table, find out examples of these plants for each group. 

Answer: Based on the classification provided in the table, we can identify examples for each group as follows:

Group A: Dicotyledonous Plants (Dicots)

• Type of Seed: Dicot
• Type of Root: Taproot
• Examples:
  • Chickpea (Chana): A common example of a dicot with a taproot system.
  • Mustard: Another dicot that exhibits a taproot.
  • Hibiscus: This plant also has a taproot and is classified as a dicot.

Group B: Monocotyledonous Plants (Monocots)

• Type of Seed: Monocot
• Type of Root: Fibrous Roots
• Examples:
  • Wheat: A staple food crop that has fibrous roots.
  • Rice: Another important cereal crop with a fibrous root system.
  • Maize (Corn): This plant also exhibits a fibrous root system.

(a) What other similarities do plants of group A have? 

Answer: (a) Similarities Among Plants of Group A (Dicots)

• Leaf Venation: Most dicots exhibit reticulate venation, where the veins form a network-like pattern.
• Number of Cotyledons: All dicots have two cotyledons in their seeds.
• Stem Structure: Dicots typically have woody or hard stems, which can be either shrubs or trees.
• Flower Parts: The flowers of dicots usually have parts in multiples of four or five.

(b) What other similarities do plants of group B have? 

Answer: (b) Similarities Among Plants of Group B (Monocots)

• Leaf Venation: Monocots generally show parallel venation, where the veins run parallel to each other.
• Number of Cotyledons: All monocots have one cotyledon in their seeds.
• Stem Structure: Monocots typically have herbaceous stems, which are usually softer and not woody.
• Flower Parts: The flowers of monocots usually have parts in multiples of three.

Question: 10. Observe the labelled part of a duck in the picture given below. What differences do you observe in the feet of the duck compared to the other birds? Which activity would the duck be able to perform using this part? 

(a) Duck  (b) Pigeon 

Answer: Answer: When comparing the feet of a duck to those of a pigeon, several differences can be noted:-

– Foot Structure:

a) Duck: Ducks have webbed feet, which means their toes are connected by a membrane. This adaptation allows them to swim efficiently in water.

b) Pigeon: Pigeons have perching feet with three forward-facing toes and one backward-facing toe. This structure is ideal for gripping branches and surfaces while they perch.

– Functionality:

a) Duck: The webbed feet of a duck enable it to swim easily and navigate through water. The shape helps in propelling the duck forward while swimming.

b) Pigeon: The feet of a pigeon are designed for walking and perching. They are not suited for swimming, as they lack the webbing that aids in aquatic movement.

– Activities Ducks Can Perform with Their Feet

With their webbed feet, ducks are particularly adept at:-

1. Swimming: Ducks can paddle through water, using their webbed feet to push against the water efficiently.

2. Diving: Some duck species can dive underwater to forage for food, utilizing their feet for propulsion.