CBSE Class 8 Science Chapter 01 Exploring The Investigative World Of Science MCQs Set 02

Answer: (B) The skill to design and conduct investigations to find new facts themselves

Explanation:
The chapter explicitly states that the goal is not just to learn new facts but 'to learn how to find new facts.' This shift emphasizes developing investigative skills rather than passive knowledge acquisition.

Answer: (B) Using circles of dough with the same thickness and dropping them in the same way while varying only the oil temperature

Explanation:
• The chapter advises changing only one thing at a time while keeping other conditions the same
• This approach allows scientists to isolate the effect of a single variable
• The example given specifically mentions using same-thickness dough circles and identical dropping methods when testing oil temperature effects

Answer: (B) They slowly change and evolve based on new evidence

Explanation:
The chapter notes that in Grade 7, students 'learnt that science is always evolving—that each answer opens new questions, and how our ideas can slowly change as we explore deeper.' This reflects the dynamic nature of scientific understanding.

Answer: (B) To represent the balance between grounded observations and creative thinking in scientific investigation

Explanation:
The root symbolizes the solid foundation of careful observation, while the kite represents ideas soaring toward new horizons. Together they embody the principle that 'investigation in science works best only when we balance the solid ground of careful observation with the freedom of creative thinking.'

Answer: (B) The chapter acknowledges this phenomenon is not really completely understood by scientists today

Explanation:
The text specifically states 'even this simple everyday observation—of a puri puffing—is not really completely understood by scientists today!' This demonstrates that even common phenomena can remain partially mysterious and worthy of investigation.

Answer: (B) A small difference in pressure results in gentle breezes, while stronger pressure differences lead to strong winds and cyclones

Explanation:
The chapter explains that understanding pressure—how force is distributed over an object—helps explain air movement. It directly states that 'A small difference in pressure can result in a gentle breeze while a stronger pressure difference can lead to strong winds, and sometimes even cyclones.'

Answer: (B) Careful observations of sunrises, sunsets, and lunar cycles

Explanation:
The chapter states that 'Watching the periodic cycles of the Moon's phases allowed humans to come up with the first calendars. By combining careful observations of sunrises, sunsets, and lunar cycles, various calendars came into being.' This demonstrates how observation of natural phenomena led to practical applications.

Answer: (B) Understanding how particles combine or mix enables understanding how solutions form

Explanation:
The chapter explains the sequence explicitly: 'Once we know how particles combine or mix, we can then understand solutions—for example, how sugar dissolves in tea to make it sweet.' This shows that particle-level understanding provides the foundation for understanding larger-scale phenomena.

Answer: (C) The state of matter (solid, liquid, or gas)

Explanation:
The chapter explains that 'In materials that are solid these particles cannot move much, while in gases they can move around freely.' This distinction between states of matter directly explains the different particle behaviors observed.

Answer: (B) Simple investigations using everyday objects like kitchen items can be genuine scientific exploration

Explanation:
The chapter emphasizes that 'science is everywhere! You don't need a fancy laboratory to do simple experiments. Even your kitchen at home is a wonderful place to observe and ask questions.' This democratizes scientific inquiry and makes it accessible to all students.

Answer: (B) Humans can cause small changes in Earth's temperature that disrupt climate patterns

Explanation:
The chapter states that 'human activities on the planet can cause small changes in the temperature of the Earth, disrupting climate patterns, with dangerous consequences.' It also emphasizes that humans are 'the ones influencing Earth's climate' and therefore have both responsibility and capacity to address these challenges.

Answer: (B) Both polished mirrors and rough surfaces reflect light

Explanation:
The chapter clarifies that 'It's not just a polished mirror that reflects light, rough surfaces reflect light as well, and so does the Moon.' This expands the concept of reflection beyond ideal smooth surfaces.

Answer: (A) Asking questions, then observing, then experimenting, then interpreting observations

Explanation:
The chapter walks through the process systematically: first asking scientific questions about what changes the puffing behavior, then identifying controllable variables and observable outcomes, then discussing how to conduct experiments while changing only one variable at a time. This represents the logical flow of scientific investigation.

Answer: (B) Rough surfaces of the Moon reflect sunlight just as rough surfaces can reflect any light

Explanation:
Following from the chapter's general principle about reflection, it notes that 'rough surfaces reflect light as well, and so does the Moon.' Combined with the explanation of lunar phases resulting from the relative positions of Earth, Moon, and Sun, this shows the Moon reflects sunlight rather than producing its own.

Answer: (B) Every living being depends on and responds to air, water, sunlight, and other organisms forming ecosystems

Explanation:
The chapter states that 'Every living being—from tiniest insect to the largest whale, from blades of grasses to tall trees—depends on and responds to the air, water, sunlight, and other organisms around them forming the ecosystems that support life on our planet.' This establishes the fundamental interconnectedness of life and environment.

Answer: (A) Starting with wonder, then asking simple questions, then designing focused experiments with controlled variables

Explanation:
The chapter traces a path where students begin with curiosity and wonder, then learn to ask focused questions, and finally design ways to experiment systematically while controlling variables. This represents an evolution from the simple inquiry of earlier grades toward the more structured investigative approach of Grade 8.

Answer: (B) Everyday environments like a kitchen are suitable places for conducting scientific observations and experiments

Explanation:
The chapter emphasizes that students need not restrict scientific work to formal laboratories. The puri example demonstrates how phenomena observable in a home kitchen can become the basis for systematic scientific investigation using the same principles applied in any formal setting.

Answer: (B) The way particles can move within different materials explains observable differences in how those materials behave

Explanation:
• In solids, particles cannot move much and are fixed in place
• In gases, particles move freely around
• This fundamental difference in particle behavior explains why materials have different observable properties and respond differently to external conditions like heat or pressure.

Answer: (B) Organizing materials into categories like elements, compounds, and mixtures based on their composition

Explanation:
The chapter specifically defines classification by composition: elements are pure substances, compounds contain two or more elements bonded together, and mixtures can be separated physically. This organized way of thinking about what materials are made of is central to scientific understanding.

Answer: (B) It demonstrates that while investigating the effect of one factor like oil temperature, other conditions like dough thickness and dropping method should remain constant

Explanation:
The chapter explicitly advises that when testing how different oil temperatures affect puffing, one should use dough circles of the same thickness and drop them the same way. This principle—varying one factor while holding others steady—is fundamental to drawing meaningful conclusions from experiments.

Answer: (B) After completing one set of experiments and observations, scientists naturally think of additional questions to explore further

Explanation:
The chapter notes that after investigating how puris puff, one might ask whether fresh dough differs from stored dough, or what happens if a hole is pricked before frying. These new inquiries naturally arise from initial observations, showing how scientific understanding evolves through cycles of questioning and investigation.

Answer: (B) Its perfect distance from the Sun where water remains liquid, plus an atmosphere providing oxygen and protection from harmful rays

Explanation:
The chapter specifically states that Earth's distance from the Sun allows water to remain in liquid form, and its atmosphere both provides breathable oxygen and shields life from harmful ultraviolet radiation. These are presented as the key conditions making Earth uniquely suited for life.

Answer: (B) Human activities can cause temperature changes that disrupt climate patterns, but humans also possess the scientific knowledge to understand and address these changes

Explanation:
At the heart of both problem and solution is human action. The chapter emphasizes that while human activities influence Earth's climate in potentially dangerous ways, we also have the capacity to use scientific principles for observation, measurement, and experimentation to guide our actions toward protecting the delicate balance of life.

Answer: (B) Scientific investigation requires both grounding in careful, accurate observation and allowing imagination to generate new questions and hypotheses

Explanation:
The root and kite symbols represent this balance: the root symbolizes deep, solid foundation in careful observation grounded in reality, while the kite represents curiosity taking flight toward unknown frontiers. Effective science requires both rigorous observation and creative exploration working together.

Answer: (B) Recording observations like sensory details—whether oil splatters, smells, or smokes—provides complete information about what happens during the experiment

Explanation:
The chapter advises keeping notes of everything sensed during an experiment: Did the oil splatter? What smell or smoke emerged? Such detailed records capture the full picture of what occurred, not just the main outcome, enabling deeper understanding and better follow-up questions.