NCERT Solutions for Class 6 Science Curiosity Chapter 5 PDF Download

NCERT Solutions for Class 6 Science Curiosity Chapter 5 Measurement of Length and Motion provide clear and simple answers to help students understand important concepts like motion, distance, and measurement units.

These solutions explain how to use different standard units such as metres, kilometres, centimetres, and millimetres for measuring various lengths. With real-life examples and easy-to-follow explanations, students learn how motion is related to change in position with respect to time and reference points.

These solutions are helpful for quick revision and building a strong foundation in science for Class 6 learners. This chapter aligns with the updated exam pattern and syllabus prescribed by NCERT, ensuring students are well-prepared for their assessments.

NCERT Solutions for Class 6 Science Curiosity Chapter 5 Measurement of Length and Motion

We see many objects around us, some stay still, and some move from one place to another. In this chapter, you will learn how to measure the length of objects using standard tools like a ruler or measuring tape, and understand how motion means a change in position over time.

You will explore different types of motion, such as linear motion (straight path), circular motion (round path), and oscillatory motion (back and forth movement). The chapter also teaches you how to use the correct units of length like millimetres, centimetres, metres, and kilometres based on the size of the object.

NCERT Class 6 Science Chapter 5 Question Answer

Check below for complete and accurate solutions to all the questions from Chapter 5. These answers are designed to help you revise quickly and prepare confidently for your class tests and school exams.

Question 1.Would it be convenient to use the unit metre to measure larger lengths, such as the length of a railway track between two cities, or to measure smaller lengths, such as the thickness of a page of a book? (Page 83)

Answer: No, it wouldn’t be convenient. If we use metre to measure a long distance like the length of a railway track, the number will become very large and hard to handle. So, we use kilometres for long distances.
Similarly, if we use metre to measure small things like the thickness of a page, the number becomes a very small fraction, which is also inconvenient. So, we use millimetres for such small lengths.
For medium lengths like the length of a room, using metres is suitable and convenient.

Question 2. What do such kilometre stones indicate? How could Padma conclude that she was getting closer to her destination? (See fig. NCERT Textbook, Page 89) (Page 89)

Answer: Kilometre stones show how much distance is left to reach a certain place or city.
Padma saw one kilometre stone saying Delhi is 70 km away, and later saw another saying Delhi is 60 km away. This told her that she was moving and getting closer to Delhi because the distance was decreasing.

Question 3. Does this mean that the position of Padma, with respect to the reference point, is changing with time? When does the position of an object change with respect to a reference point? Does it change when an object is moving? (Page 89)

Answer: Yes, Padma’s position is changing with time in relation to the reference point (Delhi).
The position of an object changes with respect to a reference point when it is moving.
Since Padma saw that the distance to Delhi kept decreasing, it means she was in motion and changing her position over time with respect to Delhi.

Let us enhance our learning (pages 97-99)

Question 1.Some lengths are given in Column I of the following Table. Some units are given in Column II. Match the lengths with the units suitable for measuring those lengths.

Answer:

Question 2. Read the following statements and mark True (T) or False (F) against each.
(i) The motion of a car moving on a straight road is an example of linear motion.

Answer: True

(ii) Any object which is changing its position with respect to a reference point with time is said to be in motion.
Answer: True

(iii) 1 km = 100 cm
Answer: False

Question 3. Which of the following is not a standard unit of measuring length?
(i) millimetre
(ii) centimetre
(iii) kilometre
(iv) handspan

Answer: (iv) handspan

Question 4. Search for the different scales or measuring tapes at your home and school. Find out the smallest value that can be measured using each of these scales. Record your observations in a tabular form.

Answer:

Question 5.Suppose the distance between your school and home is 1.5 km. Express it in metres.

Answer: 

∵ 1 km = 1000 metres

∴ 1.5 km = 1.5 × 1000

= 1500 metres

Question 6.Take a tumbler or a bottle. Measure the length of the curved part of the base of glass or bottle and record it.

 Answer: To measure the curved part of the base, take a piece of string or a flexible measuring tape and wrap it around the base of the tumbler or bottle. Once you’ve marked the length, measure the string with a ruler. This will give you the circumference (curved length) of the base.

For example, if the string measures 22 cm, then the curved part of the base is 22 cm.

Question 7. Measure the height of your friend and express it in
(i) metres
(ii) centimetres and
(iii) millimetres.
Answer:
Hint: Measure the height using a metre scale and express it in:

• Metres (e.g., 1.4 m)

• Centimetres (e.g., 140 cm)

• Millimetres (e.g., 1400 mm)

Question 8.You are given a coin. Estimate how many coins are required to be placed one after the other lengthwise, without leaving any gap between them, to cover the whole length of the chosen side of a notebook. Verify your estimate by measuring the same side of the notebook and the size of the coin using a 15-cm scale.

Answer: Hint: Measure the diameter of the coin and the length of the notebook. Divide the length of the notebook by the diameter of the coin to estimate the number of coins required. Say the diameter of the coin is 2 cm and the length of the notebook is 18 cm. Then 

18/2  = 9 coins can be placed side to side along the length of the notebook. Verify by placing the coins end-to-end and measuring again.

Question 9. Give two examples each for linear, circular and oscillatory motion.
Answer:

• Linear motion:

1. A car moving on a straight road

2. An eraser dropping straight down

• Circular motion

1. A merry-go-round

2. A stone tied to a thread and whirled in a circle

• Oscillatory motion:

1. A swinging pendulum

2. A metal strip that vibrates when pressed and released

Question 10. Observe different objects around you. It is easier to express the lengths of some objects in mm, some in cm and some in m. Make a list of three objects in each category and enter them in the following Table.
Sizes of objects around us

Answer: Classify objects by the convenience of measuring in mm, cm, and m:

 Question 11. A rollercoaster track is made in the shape shown in Fig. A ball starts from point A and escapes through point F. Identify the types of motion of the ball on the rollercoaster and corresponding portions of the track.

Rollercoaster track
Answer:
Portions of the track and corresponding types of motion:

• A to B: Linear motion

• B to C: Circular motion (loop)

• C to D to E: Circular motion

• E to F: Linear motion

Question 12. Tasneem wants to make a metre scale by herself. She considers the following materials for it – plywood, paper, cloth, stretchable rubber and steel. Which of these should she not use and why?

 Answer: Tasneem should not use stretchable rubber because it can stretch and change its length. This would result in inaccurate measurements.
Materials like plywood, paper, cloth, and steel are better because they do not stretch easily and can keep a fixed length, making them suitable for measuring.

Question 13. Think, design and develop a card game on conversion of units of length to play with your friends.

 Answer: Design a card game where each card shows a length with a unit, like "5000 mm", "3 m", or "2 km".
Create matching cards with their equivalent conversions, such as:

• "100 cm" matches with "1 m"

• "1000 m" matches with "1 km"
  Players take turns picking a card and matching it with its correct conversion. The player who makes the most matches wins. This helps in learning unit conversions while having fun!

Activities

Activity 5.1: Let Us Measure (Page 86)

• Select some objects around you, such as a comb, a pen, a pencil, and an eraser to measure their lengths.

• Measure their lengths one by one using a metre scale and note down the measurements in Table 5.2.

Answer:
Measuring lengths

Activity 5.2: Let Us Explore (Page 90)

• Look around and prepare a list of five objects that are in motion and five objects that are at rest.

• Record your observations in Table 5.3.

• Think about how you decided whether an object was in motion or at rest.

Write your explanation (justification) in Table 5.3.

Observing things around you
Answer:

Answer – 

Activity 5.7: Let us Identify (Page 94)

• Look at the picture of a children’s park (Fig.) or visit a children’s park.

• Observe different kinds of motions. Classify them as linear, circular or oscillatory motion.

• List them in Table 5.4. Give your justification for why you put each in a certain category.

Answer – Table 5.4: Types of Motion Observed in a Children’s Park

 NCERT Solutions for Class 6 Science Curiosity Chapter 5 PDF Download

Students can download the NCERT Solutions for Class 6 Science Curiosity Chapter 5  Measurement of Length and Motion in PDF format from the link provided below.

These solutions are created to make learning easier, assist with exam preparation, and support quick last-minute revision. Every question from the textbook, including all activities and exercises, is solved with clear steps and explanations.

Benefits of Using NCERT Complete Solutions for Class 6 Science Curiosity Chapter 5

Below are key benefits of using the NCERT Complete Solutions for Chapter 5:

• All answers are written in simple, student-friendly language to help learners understand topics like motion, measurement units, and types of motion.

• The solutions strictly follow the latest CBSE syllabus and textbook guidelines, making them dependable for school assessments and daily studies.

• Covers every part of the chapter including in-text activities, practical examples, and end-of-chapter questions like unit conversions and motion classification.

• Encourages concept-based learning by explaining real-life applications of measurements and motion—helping students connect theory with observation.

• Prepares students for activity-based questions and helps build a strong base in science through step-by-step guidance and illustrations where needed.