CBSE Class 7 Science Chapter 01 The Ever Evolving World Of Science MCQs Set 02

Answer: (A) It falls as rain and later trickles down into the ground

Explanation:
The passage traces water rising from the seas as vapour, later falling back as rain, and eventually seeping into the ground far away. This links the idea of heat flow to a natural cycle rather than a one-time event.

Answer: (A) Metals and non-metals

Explanation:
Testing which materials allow a lamp to glow is used as a stepping stone toward sorting substances into metals and non-metals based on their properties.

Answer: (A) Creating a more sustainable world

Explanation:
Understanding how human activity connects to nature and society is presented as leading toward sustainability, not just personal achievement or convenience.

Answer: (A) How fast does something happen

Explanation:
Right after discussing clocks and shadows, the text wonders not just about tracking time but about the pace at which events occur.

Answer: (A) They gradually lead to a deeper understanding of the world

Explanation:
"Stepping stones" here is a figure of speech, not a literal object — it signals that small hands-on experiences build up, step by step, toward richer understanding of our surroundings.

Answer: (A) Curiosity to discover things along with a sense of responsibility toward the world

Explanation:
Being called an explorer isn't just about making discoveries — the text pairs this with noticing how human actions affect nature and society, tying curiosity to responsibility.

Answer: (A) Physics, chemistry, biology and earth sciences

Explanation:
The introduction explicitly says the book moves across physics and chemistry to biology and earth sciences, showing how these are interconnected rather than isolated subjects.

Answer: (A) Being heated

Explanation:
The text directly links heating to a quicker rate of change, using this as a bridge to introduce the topic of heat flow that follows in the book.

Answer: (A) To find out whether the spoon conducts electricity and belongs to metals

Explanation:
This simple circuit experiment is described as a way of discovering which materials let a lamp glow, leading directly into classifying substances as metals or non-metals.

Answer: (A) Posing open-ended questions to spark curiosity instead of giving direct answers

Explanation:
No answers are given here at all — the questions are left hanging deliberately, mirroring the book's broader style of inviting readers to wonder rather than simply telling them facts.

Answer: (A) That discovery in science never really stops or gets fully completed

Explanation:
Calling discovery 'ongoing' signals that scientific understanding keeps developing, with one finding often opening the door to further questions rather than closing the topic.

Answer: (A) How things work, why events happen as they do, and what patterns we can learn from nature

Explanation:
These three questions are given as the deeper style of inquiry Grade 7 aims for, moving beyond simple fact-collection toward understanding mechanisms and patterns.

Answer: (A) Effects such as day and night or eclipses that these movements create on Earth

Explanation:
Consequences here point to outcomes like the day-night cycle and eclipses, which the chapter says depend on how these three bodies move relative to one another.

Answer: (A) Each chapter builds upon knowledge gained from earlier ones

Explanation:
The introduction states plainly that each chapter builds on what students already know, reinforcing the idea that learning is cumulative rather than a set of disconnected topics.

Answer: (A) Reversible and irreversible changes

Explanation:
Right after mentioning metals and non-metals, the text pivots to a torch battery running out, using that as the entry point into changes that can or cannot be reversed.

Answer: (A) By developing many methods to generate artificial light

Explanation:
The chapter notes that people have developed numerous ways of generating light, allowing something as ordinary as reading a book at night even without sunshine.

Answer: (A) To show there's no single correct question and encourage imaginative thinking

Explanation:
The activity's whole point is that many different questions can lead to the same answer.
• The example about 'just make it half' shows several unrelated situations fitting one answer.
• Odd or funny answers push students to stretch their imagination rather than guess one 'correct' question.
• This reinforces the chapter's message that curious thinking matters more than finding a single right response.

Answer: (A) Ideas from one area of science can inspire or connect to discoveries in another

Explanation:
Being interconnected means a question or idea from, say, chemistry can lead somewhere unexpected in biology or physics — the chapters may look separate, but the underlying ideas overlap and build on each other.

Answer: (B) The water moves slowly and gradually in a thin, gentle flow

Explanation:
'Trickling' describes a slow, gentle seeping motion, which fits how rainwater gradually makes its way into the ground rather than rushing through it.

Answer: (B) The changes happening in growing human and animal bodies

Explanation:
The text moves from the hidden changes in water to the visible changes in our own bodies, pointing out that just like water, living things go through processes of change as they grow, especially during middle school.

Answer: (B) Highlight that everyday objects around us have different properties worth questioning

Explanation:
The picture draws attention to something ordinary — a basket of fruits — to make the point that daily objects around us hide interesting properties and questions we usually never stop to ask.

Answer: (B) To inspire a sense of wonder and appreciation for scientific curiosity

Explanation:
Rather than closing on a technical note, the author steps back to celebrate curiosity itself, reminding readers that simply being able to wonder about the universe is remarkable in itself.

Answer: (B) A picture of runners racing on a track

Explanation:
The runners sprinting across a track appear right where the text wonders how fast something happens, visually tying the idea of pace to a familiar scene of a race.

Answer: (A) They must create imaginative questions that would fit given answers

Explanation:
Normally a student is handed a question and hunts for the answer, but this activity flips that process: the answer is already given, such as '42' or 'Don't panic, I have my towel', and the learner has to imagine a fitting, creative question behind it.