School Science Health & Physical Education 6

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur Nova Science and Technology -6 1

2 Nova Science and Technology -6 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur Nova Science and Technology -6 3

4 Nova Science and Technology -6 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

and Technology

Grade

6

Editor Author

Chinta Mani Panthee Subodh Kumar Upadhyaya

M.Sc. Ph.D. Scholar M.Sc. Ph.D.

and Technology

Publisher and Distributor: Grade

Oasis Publication Pvt. Ltd. 6

Tel: 00977-1-4313205

Editor:
Chinta Mani Panthee

Author:
Subodh Kumar Upadhyaya

Language Editors:
Romharsh Panthi

Jagadish Pokhrel

Edition:
First : 2078

Copyright 
Author and Editor

Computer layout:
Oasis Desktop Group

Printed in Nepal

Preface

Oasis School Science and Technology for Grade 6 is an attempt to make learning process a
joyful experience. This textbook has been written in strict conformity with the latest syllabus
prescribed by the Curriculum Development Centre, Sano Thimi, Bhaktapur, Nepal. This
book has been designed to help students develop their conceptual thinking and scientific
skills. I think this book is an excellent introduction to experimentation and practical
application of Science. I hope it will greatly facilitate teaching learning process in an easy
and enjoyable manner.

The beauty of this textbook lies in having high resolution pictures, attractive layout, and
clear illustrations with lucid language. It emphasizes concept building rather than merely
focusing on providing and collecting information without critical thinking. I expect this
book will assist students to make them eager and quizzical learners that reinforces their
conceptual learning in the classroom. Besides the learning process of the students, this book
will help in teaching process of the teachers. Each unit of this book presents subject matter
in an interesting, understandable and enjoyable manner. The exercise at the end of each unit
includes a variety of questions to facilitate the integration of various concepts taught. Above
all, I sincerely believe that this book will be helpful in overall understanding of Science in
an interesting manner.

It is not a hidden fact that modern era is the era of science and technology. Science is a part
of the world we live in and an avenue to the technology. A good textbook in science should
assist the learners to realize different activities and events around us that encourages them
for further discovery and innovation interestingly. I strongly believe that students should
enjoy science and this book will be a means of enjoying and learning science in the modern
era of science and technology.

I wish to express my sincere gratitude to Mr. Surendra Karki, Managing Director of Oasis
Publication Pvt. Ltd. for publishing this book. Similarly, my hearty thanks go to Ramesh
Bhattarai for layout. Thanks are due to Mr. Surendra Mishra, Mr. Navneesh Prasad Yadav,
Mr. Ram Maharjan, Mr. R. C. Neupane, Mr. Ujjwol Bhomi, Mr. Shivendra Karki and Mr.
Binod Kumar Yadav for their valuable help during the preparation of the book. I gratefully
acknowledge teachers across the country as well as my well-wishers for their inspiration and
support during the preparation and publication of the book.

In my opinion, the real judges of a book are the teachers concerned and the students for
whom it is meant. Despite all my efforts, there might be textual as well as technical errors.
Therefore, constructive suggestions for rectification and improvement of the book would be
gratefully acknowledged and incorporated in further editions.

Author

Kathmandu, Nepal.

Table of Contents

Unit Lesson Page No.
1. 1.1 Scientific Learning 1-20
2 7
1.2 Measurement 21-51
3. Information and Communication Technology 22
2.1 Technology 31
4. 2.2 Use of Smartphone and Computer in Our Daily Life 33
5. 2.3 Computer 52-82
6. Organisms and Their Structure 52
3.1 Adaptation of Organisms 65
7. 3.2 Classification of Animals on the Basis of Food 69
3.3 Vertebrates 75
8. 3.4 Flowering and Non-flowering Plants 83-103
9. Biodiversity and Environment 84
10 4.1 Environment and Its Balance 93
11. 4.2 Ecosystem 104-118
Life Processes 119-140
Force and Motion 120
6.1 Force and Motion 125
6.2 Rest and Motion 130
6.3 Introduction to the Simple Machine 141-189
Energy in Our Daily Life 141
7.1 Energy 154
7.2 Heat 164
7.3 Light 178
7.4 Sound 190-220
Electricity and Magnetism 190
8.1 Magnetism
206
8.2. Electricity 221-237
Matter 223
9.1 Mixture 238-254
Materials Used in Daily Life 239
10.1 Some Useful Chemicals 246
10.2 Metals and Non-metals 255-284
Earth and Space 256
11.1 Soil 267
11.2 Internal Structure of the Earth 273
11.3 Solar System

1 SLceiaernntiinfigcUnit Estimated Teaching Periods:

Theory Practical
8 2

Topics in Their Order according to CDC Curriculum

1. Introduction to scientific learning process
2. Basic skills and steps
3. Introduction to measurement
2. Importance of measurement in scientific learning
3. Local and standard units of measurement
4. Comparison between local and standard units of measurement
5. Multiples and submultiples of units

Learning outcomes

At the end of this unit, students will be able to:
1. Define and appreciate the scientific learning process.
2. Show the importance of units in measurement.
3. Show the importance of local and standard units of measurement.
4. Recognise and use multiples and submultiples of units.

Key terms of the unit

Science: Science is a systematic study of anything in nature, as well as events,
conditions and natural phenomena.

Measurement: The comparison of an unknown physical quantity with a known
standard quantity of the same kind is called measurement.

Physical quantities: The quantities which can be measured directly or indirectly
using physical devices are called physical quantities.

Non-physical quantities: Those abstract things which cannot be measured by
using different types of physical devices are called non-physical quantities.

Unit: A unit is the standard reference quantity with respect to which we measure
other physical quantities of the same kind.

Oasis School Science and Technology -6 1

Local system of measurement: The system of measurement which is used by
the local people in a certain part of the world is called local system of
measurement.

Standard units: The units of measurement which are the same throughout the
world and accepted by the most of people are called standard units.

MKS system: The system of measurement in which length is measured in
metre (m), mass is measured in kilogram (kg), and time is measured in second
is called MKS system.

CGS system: The system of measurement in which length is measured in
centimetre (cm), mass is measured in gram (g) and time is measured in second
(s) is called CGS system.

FPS system: The system of measurement in which length is measured in foot
(ft), mass is measured in pound (lb) and time is measured in second (s) is called
FPS system.

SI units: The system of units which was introduced by the International
Convention of Scientists held in France in the year 1960 AD, and which is
accepted all over the world is called system of SI units.

Mass: The quantity of matter contained in a body is called its mass.

Length: The total distance between any two points is called length.

Time: The interval between any two events is called time.

Temperature: The degree of hotness or coldness of a body is called temperature.

Area: Area is the total surface covered by an object

Volume: The total space occupied by a substance is called volume of that
substance.

1.1 Scientific Learning

What is science? How is it studied? How is learning science different from
learning other subjects?

Science is a systematic study of anything around us that can be observed and
measured, such as an object, an event, a condition or a natural phenomenon. The
study of science needs scientific learning skills. Observing, classifying, measuring,
comparing, evaluating, analysing and concluding are the basic skills needed for
learning science. Scientific learning requires us to use our sense organs to observe

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things, events, conditions and phenomena. After making observations, we ask
questions, guess hypothetical answers, design experiments to test our guesswork,
collect data from the experiments, analyse the data and arrive at a logical
conclusion. The conclusion drawn from this process leads to scientific theories.

Scientific learning, therefore, is a continuous process involving a number of steps
starting from observation of objects, facts and events to arriving at a conclusion
about them.

Activity

Place your classmates in different groups. Collect objects that are easily found
in the classroom. For example, you can look for a rubber cork, a ball pen cap, a
pencil, an egg, an apple, an orange, a mango, a steel spoon, a thumb pin, a
needle, an eraser, a sharpener, a marble, a pebble, a piece of wood, a piece of
glass, a plastic spoon, a button, a toothpick, a paper clip, a coin, a blade, dice,
grapes, tomatoes, potatoes and chilly. Make a prediction about each of these
objects as to whether it floats or sinks in water. Carry out your experiments and
fill in a table as shown below with your results:

Object Prediction Experimental result Conclusion

Eraser Floats in water Sinks in water It is heavier than water.

Think about the following questions to hone your budding science skills.
a. Are your predictions and experimental results the same for all objects?
b. Not all objects sink in water. Why?
c. What kinds of object sink in water?
d. What kinds of object float on water?
e. Can you give more examples of sinking and floating objects?

Steps of a scientific learning process

There are seven steps of a scientific learning process that we need to complete:

1. Make an observation

Observation is the first step of the scientific learning process. It helps us to be
curious. For example, what would you do if an apple fell near you? You would
probably be happy to eat it. But, the great scientist, Sir Isaac Newton, wondered
with a question for himself: why did the apple fall down and not go up? Such a

Oasis School Science and Technology -6 3

keen observation creates a curiosity, and curiosity is the source of learning,
innovation and invention.

2. Ask questions

Asking the right question is more important than finding hasty answers to
problems. Questions help us make a guesswork or hypothesise about possible
answers. For example, Sir Isaac Newton's question, why an apple would fall on
the ground rather than going up in the sky led him to the idea of gravity.

3. Make a hypothesis and predict answers based on it

Depending on the questions that arise in our mind, we can make one hypothesis
or more. All hypotheses may not be right. These hypotheses can be tested with
experiments. Our hypotheses may fail. A hypothesis is just a possible answer to
a problem or question. The hypothesis depends on our prior knowledge and
observation. For example:

Observation and related question Hypothesis
What happens when an ice cube melts?
1. The volume of water remains the
same.

2. The volume of water increases.

3. The volume of water decreases.

Activity

A plant grown in a darkroom has pale
yellow leaves. Make multiple hypotheses
about this phenomena.

Fig.: plant with pale yellow leaf
in dark room

4. Conduct experiments to test the prediction based on hypothesis

In this step, we conduct experiments to test our hypotheses. We should be careful
in designing the experiments to make sure the results we get will be valid and
reliable. For example, to test a hypothesis about a wilted plant, we can grow two
plants in identical moisture conditions. After that, to arrive at our conclusion, we
keep a potted plant in the dark and another in an open space while observing the
two plants over a few days.

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5. Collect data

In this step, after we conduct the experiments and make observations, we collect
the data with care. For example, we may want to find the volume of the ice cube,
as mentioned above, by the liquid displacement method. The ice cube is kept in
a closed container and allowed to melt. Finally, the volume of water obtained
from the melted ice is measured by using a measuring cylinder.

6. Analyse and conclude

In this step, we analyse the data and draw our conclusion based on the results.
For example, we get to see that the volume of water obtained from the melted ice,
as measured by a measuring cylinder, is less than the volume obtained from the
liquid displacement method.

Activity

On observation, we notice that a banana stored in a refrigerator goes bad.
We make the following hypotheses:

1. The refrigerator is not working.

2. A banana goes bad faster at cold temperatures.

Design and perform experiments to test these hypotheses at your home. Share
in the class how you drew the conclusion.

7. Communicate

This is the final step in the scientific learning process. Here we prepare a final
report in a standard format and communicate the results to others.

Activity

Put some rice and water in a rice cooker and press the button. Observe what
happens over the next 10 minutes.

Steps Activities
Observation
The water is not getting warm. Rice won’t be cooked.
Ask questions (Please do not put your fingers in water when the
rice cooker is switched on.)

Why is the rice not cooked? What has gone wrong
here?

Oasis School Science and Technology -6 5

Hypotheses Power cable may be damaged.

Power socket may be broken.

Test the hypothesis To check if the power cable is damaged, change the
power cable and press the switch again.

To check if the power socket is broken, connect the
rice cooker to another working power socket.

Collect information, If changing the power cable fixes the problem, the

reflect on the results first hypothesis was correct. If changing the power

and make a cable does not fix the problem, the hypothesis was

conclusion not correct. So, we need to conduct experiments to

test the second hypothesis and go on until we fix the

problem.

Communication Share the findings of your experiments with others.

Fig.: rice cooker connected to power socket

Activity

Cut an onion. Does this burn your eyes? Do you have tears welling up? Are you
crying because you felt bad for the onion? Or, is it some chemicals burning your
eyes? What happens if you cut the onion inside water?
Use your scientific learning process skills to conclude why our eyes burn while
cutting the onion.

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1.2 Measurement

We make different measurements in our daily life. For example, a carpenter
measures the length of wood, a milkman measures the volume of milk, a
goldsmith measures the mass of gold and a tailor measures the length of cloth.
We measure things for knowing how large or small they are in size or amount.
For example, we often measure the length, mass, time, area, volume and
temperature in our daily lives. We measure different things in different ways. To
measure a physical quantity, we compare that quantity with a known standard
quantity of the same kind. The comparison of an unknown physical quantity
with a known standard quantity of the same kind is called measurement.

a carpenter measuring the length a milkman measuring the volume a tailor measuring the length
of cloth
of wood of milk

Physical quantities and non-physical quantities

Quantities such as length, mass, time, area, volume, speed and temperature are
measurable quantities. They can be measured in terms of the known standard
quantities of the same kind with devices designed for such purposes. These
quantities are called physical quantities. Thus, the quantities which can be
measured directly or indirectly by using physical devices are called physical
quantities.

However, love, respect, pain, happiness, anger, rudeness, pride, hate, stupidity,
loyalty, etc. are abstract things. They cannot be measured. Abstract things that
we cannot know for sure and cannot measure by using any physical device are
called non-physical quantities.

Fact file

Measurable quantities are physical quantities and non-measurable quantities
are non-physical quantities.

Oasis School Science and Technology -6 7

Units of measurement

While measuring a mass, we compare an unknown mass with a known mass of
a kilogram, or kg. Then, for example, we say that the mass is 5 kg. Here, “kg” is
a unit of mass. Similarly, while measuring the length of a body, we compare an
unknown length with a known length of a standard scale, metre rod or measuring
tape. Here, the units of known mass, scale or metre rod are the measuring units.
Thus, a unit is the standard reference quantity with respect to which we measure
other physical quantities of the same kind. There are two types of units. They are
local units and standard units.

Local units of measurement

Before the development of the scientific system of measurement, people used
their outstretched palm, cubit (forearm), foot, etc. to measure the length. Similarly,
mana, pathi, muri, dharni, sher, pau, etc. were used to measure the mass. Ghadi,
pala, etc. were used to measure the time. These units varied from person to person
and place to place. People of different parts of the world still use these units of
measurement. They are called local units of measurement. Thus, the system of
measurement used by the local people in a certain part of the world is called the
local system of measurement.

outstretched palm cubit foot mana pathi

Activity

Measure the length of a desk using your stretched palm. Ask your friends to
measure the same length by the same method.
1. Do you get the same values? What is the reason behind what you observed?

2. What is your conclusion from this activity?

Limitations of local measurement system
i. Local units do not give accurate and reliable measurements.

ii. People may not know about all types of local units throughout the world.

8 Oasis School Science and Technology -6

iii. Doing trade and business in different parts of the world will be difficult
with local units of measurement.

Standard units of measurement

The measurement of a physical quantity with local units, as we discussed above,
is not reliable for all. Local units are not the same throughout the world. For an
easy, effective and uniform measurement across the world, the measuring units
must be the same. They should not vary from place to place and person to person.
So, scientists have introduced some standard units for uniformity in measurement
of physical quantities. Examples are metre (m), kilogram (kg) and second (s).
These units are accepted by most of the people throughout the world. Therefore,
the units of measurement which are the same throughout the world and accepted
by most of people are called standard units.

Reason to remember

Why are standard units of measurement better than the local units of
measurement?

Standard units of measurement are better than the local units of measurement
because the standard units are the same throughout the world. They are valid
and acceptable for all the people.

Table: Some physical quantities and their standard units

S.N. Physical quantities Standard units Symbols
metre m
1. Length kg
s
2. Mass kilogram K
A
3. Time second
Mol
4. Temperature kelvin Cd

5. Electric current ampere

6. Amount of substance mole

7. Luminous intensity candela

Oasis School Science and Technology -6 9

Standard systems of measurement

In the world, there are some recognised as well as accepted systems of
measurement called the standard systems of measurement. They are the MKS
system, FPS system, CGS system and SI system. The physical quantity measured
in these systems is the same throughout the world.

MKS System
The system of measurement in which the length is measured in metre (m), mass
is measured in kilogram (kg), and time is measured in second is called the MKS
system. It is also also called the metric system of measurement.

CGS System

The system of measurement in which the length is measured in centimetre (cm),
mass is measured in gram (g) and time is measured in second (s) is called the
CGS system. It is also called the French system of measurement.

FPS System

The system of measurement in which the length is measured in foot (ft), mass is
measured in pound (lb) and time is measured in second (s) is called the FPS
system. It is also called the British system of measurement.

SI (International system of measurement)

As we discussed before, different standard systems of measurement have their
own units. So, SI units (System International d’Unites) of measurement was
developed to use the the same standard units everywhere. Thus, the system of
units introduced by the International Convention of Scientists in France in the
year 1960 AD, now accepted all over the world, is called the system of SI units. It
extended the MKS system by adding to it four basic units of measurement for
measuring temperature, electric current, amount of substance and luminous
intensity.

Reason to remember

SI units of measurement are also called the improved and extended version
of MKS system. Why?

SI units of measurement are called the improved and extended version of MKS
system because the system has added four more units of measurement along
with the three units of the MKS system.

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Measurement of mass and its unit

The quantity of matter contained in a body is called its mass. In the MKS system,
mass is measured in kilogram (kg). It is also measured in milligram (mg), gram
(g), quintal, metric ton, etc. Generally, a beam balance is used to measure the
mass of a body. Some shopkeepers use an ordinary grocer’s balance for weighing
sugar, rice, pulses, vegetables, fruits, etc. Goldsmiths and scientists use a physical
balance because it is more sensitive and accurate.

beam balance grocer’s balance physical balance

Multiples and sub-multiples of kilogram

The SI unit of mass is kilogram (kg). But the mass of very light objects is measured
in milligram (mg), centigram (cg), decigram (dg), gram (g), decagram (dag) and
hectogram (hg). These units are called sub-multiples of kilogram (kg). Thus, the
fractions of a kilogram which are used to measure the smaller masses are called
sub-multiples of kilogram.

Relations of sub-multiples of kilogram

10 milligrams (mg) = 1 centigram (cg)

10 centigrams (cg) = 1 decigram (dg)

10 decigrams (dg) = 1 gram (g)

10 grams (g) = 1 decagram (dag)

10 decagrams (dag) = 1 hectogram (hg)

10 hectograms (hg) = 1 kilogram (kg)

To measure a large quantity of mass, we use quintal, ton, metric ton, etc. These
units are called multiples of kilogram. Thus, the units bigger than kilogram which
are used to measure the larger masses are called multiples of kilogram.

100 kilograms (kg) = 1 quintal

10 quintals = 1 metric ton

Oasis School Science and Technology -6 11

Activity

Objective: To measure the mass of your book, notebook, calculator, tiffin
box, pen, pencil, etc. by using the beam balance.

Procedure: Take a beam balance and keep it in a balanced condition. Take
standard labels of weights like kilogram, gram and milligram. Measure the
mass of your book, notebook, calculator, tiffin box, pen, pencil, etc. by using the
beam balance. Note down the mass of each object in your practical notebook.

Example 1: Convert 5.5 kg into grams.
Solution:

Here, mass = 5.5 kg

We know that 1 kg = 1000 g

Therefore, 5.5 kg = 5.5×1000

= 5500 g

There are 5500 grams in 5.5 kg mass.

Example 2: Convert 5500 kg into tonnes.

Solution:

Here, mass = 5500 kg

We know that 1 tonne = 1000 kg

Therefore, 5500 kg = 5500
1000

= 5.5 tonnes

Measurement of length and its unit

How long is your pen? How far is your school? How much is your height? The
answer to each of these questions is nothing but a distance between two points.
Thus, the distance between any two points is called length. Height, breadth,
thickness, depth, distance, etc. are all measures of length.

In the SI system, length is measured in metre (m). It is also measured in millimetre
(mm), centimetre (cm), kilometre (km), mile, inch, foot, etc.

Scale, metre rod, measuring tape, etc. are used for measuring the length. Scale is
used to measure short distances like length of a book, pen, pencil, eraser, etc. A

12 Oasis School Science and Technology -6

metre rod is used for measuring longer distances such as the length of cloth and
height of a person. Similarly, the measuring tape is used for measuring very long
distances such as the length of school building and length of the playground.

scale metre rod measuring tape

Multiples and sub-multiples of metre

The lengths of a book, pencil, pen, eraser, duster, etc. are shorter than a metre. We
use smaller units to measure such distances, for example, millimetre (mm),
centimetre (cm), decimetre (dm), etc. These smaller units are called sub-multiples
of metre. Thus, the units smaller than metre which are used to measure shorter
distances are called sub-multiples of metre.

To measure long distances such as the length of roads, rivers, distance between
two districts, boundary of a country, distance between two cities, etc. we use
units bigger than the metre: decametre (dam), hectometre (hm), kilometre (km),
etc. These are called multiples of metre. Thus, the units bigger than metre which
are used to measure long distances are called multiples of metre.

Relations of multiples and sub-multiples of metre

10 millimetres (mm) = 1 centimetre (cm)

10 centimetres (cm) = 1 decimetre (dm)

10 decimetres (dm) = 1 metre (m)

10 metres (m) = 1 decametre (dam)

10 decametres (dam) = 1 hectometre (hm)

10 hectometres (hm) = 1 kilometre (km)

Activity

Measure the length of a book, a pencil, a pen, an eraser, a duster and a tiffin box. Also
find the height of your friend and the length of the classroom. Convert the units into
different multiples and sub-multiples of a metre and fill in the given table.

Oasis School Science and Technology -6 13

Measurement

Name of objects millimetres (mm) centimetres (cm) metres (m)

Length of book

Length of pencil

Height of your friend

Length of class room

Measurement of time and its unit

Suppose you go to school at 10 AM and return home at 4 PM. The total duration
of your stay at school is 6 hours. This 6-hour interval between two events, going
to school and returning home, is your school time. Thus, the interval between
any two events is called time. The SI unit of time is second (s). Time is measured
in second, minute, hour, day, week, month, year, etc. Different types of clocks
such as a pendulum clock, quartz clock, mechanical clock and wristwatch are
used for measuring the time.

pendulum clock mechanical clock wristwatch

Multiple and sub-multiples of second

Short durations of time spent in blinking eyes, taking food, studying at school,
sleeping, etc., are measured in second, minute or hour. Similarly, longer durations
of time are measured in day, week, month and year. However, a very long
duration of time is measured in decade, century, millenium, etc. The fractions of
a second which are used to measure the shorter time intervals are called
sub-multiples of a second. For example; milli-second, micro-second, nano-second,
etc. Similarly, the units bigger than a second which are used to measure longer
time intervals are called multiples of a second.

14 Oasis School Science and Technology -6

Relations of multiples and sub-multiples of time
60 seconds = 1 minute
60 minutes = 1 hour
24 hours = 1 day
7 days = 1 week
365 days = 1 year

Activity

Objective: To measure time taken for common daily activities

Estimate the time it takes for some common daily tasks such as brushing the teeth,
taking the breakfast, reaching school from home, etc. Now, measure the time
durations using a clock. Compare your estimates of time and the actual measurements
of time spent in the daily activities.

Example 1: Convert your school time (6 hours) into seconds.

Solution: School time (6 hours) = 6 × 60 minutes

= 6 × 60 × 60 = 21,600 seconds

Example 2: Convert one day into seconds.

Solution: 1 day = 24 hours

= 24 × 60 minutes [1 hour = 60 minutes]

= 24 × 60 × 60 seconds [1 minute = 60 seconds]

= 86400 seconds

Fact file

Each of the 86400 parts of a day equals one second of time.

Measurement of temperature and its unit

Boiling water is hot. Ice is cold. The hotness and coldness of an object is called
heat. The amount of heat present in a body of matter is expressed in temperature.
Thus, the degree of hotness or coldness of a body is called temperature.
Temperature is measured with a thermometer. Temperature is measured in units
of degree Celsius (oC), degree Fahrenheit (oF) and kelvin (K). Its SI unit is 'kelvin'.
We use oF to measure our body temperature using a clinical thermometer or
digital thermometer.

Oasis School Science and Technology -6 15

Laboratory thermometer and clinical thermometer are two common types of
thermometers.

mercury thermometer digital thermometer thermal gun

Fact file

Normal human body temperature is 98.6 oF (i.e. 37 oC).

Activity

Take a digital thermometer and measure your body temperatures in the early
morning, afternoon and evening. Compare these readings.

Measurement of areas and its unit

Take a math book and a geometry box. Put them on your exercise book separately.
Outline them using a pencil. Which outline is bigger? The surfaces shown in the
outlines are areas. Thus, the area is the surface covered by an object. It measures
the expanse of surface covered by the body. The SI unit of area is square metres
(m2). It is also measured in square kilometres, square centimetres, etc. Area of a
regular plane surface can be determined by using a formula as shown below.

Object Shape of the base Formula

2m 2m

2m Area of a rectangular object
1m 1m = length (l) × breadth(b)

16 Oasis School Science and Technology -6

Volume and its unit

Say, we have a glass, a cup and a jug. The glass can contain more water than the
cup. Similarly, the jug can contain more water than the glass. Here, the amount
of water present in these containers is called volume. Volume is the measure of
the space occupied by a substance. Thus, the total space occupied by a substance
is called the volume of that substance. The SI unit of volume is cubic metre (m3).
It is also measured in cubic centimetres, mililitres, litres, etc.

Fig. different types of devices to measure volume of liquid

Relations among different units of volume

1 litre (lt) = 1000 millilitre (ml)

1 litre (lt) = 1000 cubic centimetre (cc) (1m l = 1 cc)

1 cubic metre = 1000 litre

Volume of a regular shaped object can be calculated by using a formula as shown
below.

Shape Formula Volume

2m Volume of a cube V = 2 × 2 × 2 = 23
2m = side × side × side V = 8 m3
2m = l3

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Summary

1. Measurement is the comparison of an unknown physical quantity with a
known standard quantity of the same kind.

2. The quantities which can be measured directly or indirectly using physical
devices are called physical quantities.

3. Abstract things which cannot be measured by using physical devices are
called non-physical quantities.

4. A unit is the standard reference quantity with respect to which we measure
other physical quantities of the same kind.

5. The system of measurement which is used by the local people in a certain
part of the world is called a local system of measurement.

6. The units of measurement which are the same all over the world and accepted
by most of the people are called standard units.

7. The system of units which was introduced by the International Convention
of Scientists held in France in the year 1960 AD and is accepted all over the
world is called system of SI units.

8. The quantity of matter contained in a body is called its mass. In MKS system,
mass is measured in kilogram (kg).

9. The distance between any two points is called length. Height, breadth,
thickness, depth, distance, etc. are measures of length.

10. The interval between any two events is called time. The SI unit of time is
second (s).

11. The degree of hotness or coldness of a body is called temperature.
Temperature is measured in units called degree Celsius (oC), degree
Fahrenheit (oF) and kelvin (K). Its SI unit is 'kelvin'.

12. Area is the surface covered by an object. The SI unit of area is square etres
(m2).

13. The space occupied by a substance is called volume of that substance. The SI
unit of volume is cubic metre (m3).

18 Oasis School Science and Technology -6

Exercise

1. Choose the best answer from the given alternatives.
a. Which is the SI unit of length?

(i) metre (ii) cubit (iii) centimetre (iv) kilometre

b. The quantities which can be measured are called ……………………

(i) physical quantity (ii) non-physical quantity

(iii) abstract quantity (iv) all

c. The device which is used to measure time is called a .....……………

(i) beam balance (ii) ruler (iii) metre rod (iv) clock

d. Which of the following systems of measurement is the least reliable?

(i) Local system (ii) MKS system (iii) CGS system (iv) FPS system

e. Which of the following is not related to the MKS unit of length?

(i) metre (ii) mile (iii) centimetre (iv) kilometre

2. Tick (√) the correct statement and cross (×) the incorrect one.

a. SI units of measurement are not reliable.

b. Non-physical quantities are non-measurable.

c. A metre rod is used for measuring length.

d. A digital balance is used to measure mass.

e. 84,600 seconds make a day.

3. Fill in the blanks with appropriate words.
a. The measurable quantities are called ………………

b. The SI unit of temperature is ………………

c. The full form of SI is ………………

d. The standard unit for measuring the mass is ………………

e. ………………is used for measuring the length.

4. Write down the full form of:

(i) SI (ii) FPS (iii) CGS (iv) MKS

Oasis School Science and Technology -6 19

5. Differentiate between:
a. Local units and standard unit
b. MKS system and CGS system
c. CGS system and FPS system

6. Answer the following questions.
a. What is measurement? Describe its importance in brief.
b. Define physical and non-physical quantities. Give two examples of
each.
c. Write any two demerits of local system of measurement.
d. What is unit? Describe different units of measurement?
e. What is length? Write down its SI unit and two devices for measuring
length.
f. Define mass. What is its SI unit?
g. What is time? Write down its SI unit.
h. What are area and volume? Write down their SI units.

7. Identify the given measuring devices and write one utility of each:

8. Convert the following:
(a) 15kg into g (b) 20m into cm (c) 1 year into second

20 Oasis School Science and Technology -6

Information andUnit Estimated Teaching Periods:

Theory Practical

2 Communication 20 10
Technology

Topics in Their Order according to CDC Curriculum

1. Local (simple) and modern technologies with examples
2. Use of mobile phone and computer in our daily life
3. Parts of computer
4. General use of word processor table, spreadsheet and presentation software

Learning outcomes

At the end of this unit, students will be able to:
1. Define local technology and modern technology with examples.
2. Relate the use of the mobile phone and computer to our daily life.
3. Understand laptop, desktop, tablet, iPad and smart phone as a computer.
4. Identify parts of a computer.
5. Use word processor table, spreadsheet and presentation software.

Introduction

We use technologies in different areas of our life. Think of the tools we use in
communication, information, transportation, development, agriculture, medicine,
education, industry, research, science, entertainment, home, office, school, college
and market, for example. Different technologies have been developed for use in
these areas over a long period of time. Old technologies are gradually modified
or dumped so new ones take their place to meet the changing needs of people.

Nowadays, manual technologies are being replaced by digital technologies. After
the development of computer, machines are increasingly being used to do much

Oasis School Science and Technology -6 21

of the early manual work. Computers have changed everything in our daily life.
They have become basic tools of use in every area. Thanks to the worldwide
network of computers and developement of the information and communication
technology (ICT), online learning from home has been possible for students and
teachers. ICT is the integration of technological tools that are used to communicate,
create, store, disseminate and manage information.

2.1 Technology

Key terms of the unit

ICT: ICT is the integration of technological tools that are used to communicate,
create, store, disseminate and manage information.
Technology: Technology refers to the construction and use of tools that make
practical life easier.
Simple technology: Construction and use of simple tools from the available
resources to make our work easier and faster is called simple technology.
Modern technology: Modern technology is the construction of efficient tools
and their use to make our work easier, faster, and convenient.

Technology refers to the application of machine, knowledge and skill to do a
particular work. It developed along with the human civilization. Its origin and
development depended on the knowledge and skills of the people over a long
period of time. Our ancestors began to build tools from resources they had with
them. They found new ways of using resources and gave rise to newer technologies.
This trend of invention, discovery, modification and replacement of technologies
is going on even today. It will be there in the future as well.
Technology refers to the construction and use of tools that make practical life
easier. On the basis of knowledge, skills and tools used, technology can be
classified as simple and modern.

22 Oasis School Science and Technology -6

Simple technology
Activity

Identify the given pictures and discuss their use.

Basic knowledge and technique are needed to design and construct simple tools.
Simple technology means making simple tools with the available knowledge and
resources and using them to help us do our work with ease and speed. KODALO
(spade) and HALO (plough), for example, are two simple tools developed for
digging the field with hand and with oxen respectively. The spade and plough
are simple technologies. Similarly, we can see people using HASIYA (sickle) to
harvest paddy in the farm or cut grass in the meadows.
Traditional knowledge and materials are the main resources used to make simple
technologies that are still in use. Some people of Nepal are better known than
others for their special knack for building these simple tools. Use of simple
technology is found in agriculture, food and beverage (GUNDRUK, SINKI,
wine), construction, pottery (GAMALA, DIYO, GAGRI), metal-wares (KARUWA,
anti, bowls, CHARES plates), fabrics (RADI, PAKHI), etc.

Oasis School Science and Technology -6 23

Observe simple technologies in your surroundings. How do people design the
tools to do their work? What kind of resources do they use? Present your
findings in the classroom.

Modern technology
Activity

Look at the given pictures carefully. Discuss their use. What kinds of simple
technologies are replaced by them?

Modification of simple technologies and invention of new technologies are
common everywhere. On most occasions, new technologies are getting more
efficient to help us do our jobs. We always prefer to use efficient tools that are
easy to handle while we perform our work. Modern technology means the
construction and use of efficient tools to make our work easier, faster, and more
convenient. For example, the induction stove, rice cooker, gas stove, ROTI maker,
electric iron, electric heater, air conditioner (AC), refrigerator, etc. are examples
of modern technology.

Activity

Observe the modern technologies found in your home, school, and surroundings.
What are their uses? How are they used? Take note of the tools and present
your views about them in your class.

24 Oasis School Science and Technology -6

Technology (simple and modern) in agricultural practices

Activity

Name the simple technologies used in agriculture which have been replaced
by modern technologies.

Simple technology in agriculture Corresponding modern technology

Ploughing with 'HALO' Ploughing with harrow pulled by a

tractor

In farming, tilling field with a wooden plough (HALO) takes time and needs
more manual effort to be applied by hands. It is a simple technology. In remote
areas of Nepal, simple technologies are still commonly used in agriculture.
KUTO, KODALO, PHARUWA, and plough, used for preparing fields and farms,
are simple technological tools. In many places, these simple tools are being
replaced by modern technological tools. Nowadays, farmers are using the harrow
pulled by a tractor to plough their fields. Crop harvesting and threshing machines
are some other examples of modern technologies used in agriculture. Modern
technology makes our work easier, faster, and more convenient. It saves our time,
labor, and cost.

ploughing ploughing by tractor threshing

manual harvesting doko, sickle wooden mallet

Oasis School Science and Technology -6 25

Technology (simple and modern) in dehulling, grinding and oiling

Activity

Work in pairs to find which simple technologies in dehulling, grinding and
oiling are being replaced by modern technologies.

Simple technology Corresponding modern technology

Grinding with 'SILAUTO AND Grinding with a mixture grinding
LOHORO' machine

DHIKI is a long and heavy beam with a pivot used for de-husking rice by
pounding on the paddy grains. This traditional rice husking method involved a
simple technology. Similarly, JANTO is a manual grinding mill made up of two
round slabs of stone, with one slab rotating on top of the other and crushing the
grain placed in between. Making JANTO and grinding grains with it are acts of
using simple technologies. PANI GHATTA is a traditional mill based on a simple
technology that uses stored water energy to power its rotation. Grinding of
wheat, maize, millet, etc. in PANI GHATTA is an example use of simple
technology. Simple technologies are used to extract oil by crushing mustard
(LAHI), CHIURI, etc. with a tool called KOLU, which is still prevalent in remote
areas lacking electric power supply.

silauto dhiki amilo peleko
pani ghatta
janto kolu

26 Oasis School Science and Technology -6

Simple technologies for grinding, husking and oiling are being replaced by
modern tools and machines powered by electricity. People go to rice mills for
husking and flour mills for grinding. Extraction of oil by using KOLU is being
replaced by electric oil extraction mills and machines.

Technology (simple and modern) in transportation

Bicycles, scooters, motorbikes, cars, trucks, buses, rope ways (cable cars),
aeroplanes, etc. are some examples of modern technologies of transportation.
Our ancestors had invented the means of transportation of their time that were
based on simple technologies. Some simple means of transportation are still in
use: wooden boats, bullock carts, TUIN, etc..

Simple and modern technology in various sectors

Activity

Work in groups to find simple technologies in different sectors that are being
replaced by modern technologies.

Work How people used to do it How people do it at present?
Chopping logs earlier?

Axe Chainsaw

Technological changes have occurred in various sectors. In construction, modern
houses, buildings, bridges, etc. are being built with the use of modern technologies.
Manual hand mixing of cement, gravel, and water is an example use of a simple
technology to make a concrete mixture. Nowadays, this technology is being
replaced by a mixture machine. Similarly, carpenters used to make furniture with
the use of manual tools like saw, wood drill bits, etc. Nowadays, they use modern
technological tools, which run on electricity, to make the furniture.

Oasis School Science and Technology -6 27

Summary

1. We need technology to make our work more efficient. Technology refers to
the construction and use of tools that make practical life easier.

2. Construction of simple tools from the available resources and their use to
make our work easier and faster is called simple technology.

3. Construction of more efficient tools and their use to make our work easier,
faster, and convenient is modern technology.

4. Construction and use of plough (HALO), KUTO, KODALO, etc. are examples
of simple technologies in agriculture.

5. Construction and use of DHIKI, JANTO, SILAUTA and LOHORO, etc. are
examples of simple technologies used in dehulling and grinding.

6. Simple technology-based tools are being replaced by modern technological
tools in various sectors.

Exercise

1. Fill in the blanks with appropriate words.
(simple, rice mill, simple technology, JANTO, modern technology, grinding,

modern)
a. Construction of tools from local resources and their use to make our

work easier have to do with …………. .
b. Use of …………… for ………… is a simple technology.
c. Threshing paddy crop with a thresher is an example of ……. in

agriculture.
d. …… technology makes work easier and more cost-efficient than …..

technology.
e. Dehulling in a ……….. is the use of modern technology.

2. Write True for the correct and False for the incorrect statements.
a. Ploughing with a harrow pulled by a tractor is faster than ploughing
with HALO.
b. Harvesting crop with sickle (HASIYA) is a modern technology.

28 Oasis School Science and Technology -6

c. Simple technology for grinding, husking and oiling is beingreplaced by
modern technology powered by electricity.
d. Potters make earthen pots by using modern technology.
e. Use of telephone is a simple technology in communication.

3. Select the best answer from the given alternatives.

a. Which of the given tools does not belong to modern technology in the

kitchen? ii. mixture grinder
i. induction stove iv. chulesi
iii. refrigerator

b. Identify matching sets of modern technological tools in a particular
sector from the given tools.

i. iron, smart phone, bus, iron.

ii. iPad, tablet, smartphone, laptop.

iii. aeroplane, scooter, motorbike, PC.

iv. grinder, scanner, projector, printer.

c. Identify suitable technological shifts from the given options.

i. Ploughing fields with a plough rather than harrow pulled by a two-

wheeler tractor
ii. Chopping wooden logs with an axe rather than a chainsaw
iii. Dehulling in a rice mill rather than in a DHIKI
iv. Cooking in an improved stove rather than in a rice cooker
d. What is the reason that makes DHIKI a simple technological tool?
i. It doesn't have iron body
ii. It is not based on scientific principle
iii. Husking with DHIKI takes time
iv. It is made from wood to make husking easier
e. Which one belongs to modern technology?
i. Crop harvesting with a sickle

ii. Carrying load on a bullock cart

iii. Cooking rice in a rice cooker

iv. Making breads using 'BELANA CHAUKI'.

Oasis School Science and Technology -6 29

4. Match the following: i. flour mill
halo

kolu ii. rice mill

belana chauki iii. roti maker

dhiki iv. harrow

pani ghatta v. electric oiling machine

5. Write any two differences between:
a. Simple technology and Modern technology

b. PANI GHATTA and Flour mill

c. Wooden boat and motor boat
6. Answer the following questions.

a. Define technology.

b. Give two examples each of simple technology and modern technology

used in agriculture.
c. Why is ploughing field with a harrow pulled by a tractor called a modern

technology?

d. Suggest some ways your friend can use to modify some simple
technologies used in his kitchen into modern technologies.

e. Use of SILAUTO and LOHORO for grinding does not add on electric
bill but using a mixture grinder does. Why do people still prefer to use
the mixture grinder?

f. Write two reasons why people want to grind their wheat grains in flour
mills rather than with JANTO.

g. Use of modern technology must be promoted in the agricultural sector.
Justify this statement with examples.

7. Write an essay on use of technology in our daily life.



30 Oasis School Science and Technology -6

2.2 Use of Smartphone and Computer

in Our Daily Life

Activity

In your classroom, discuss the use of smart phones and computers in our
daily life. Fill in a table with information as shown below:

Device Used at/by Uses
Computer
Home
Smartphone School

The users of smartphone and computer are growing rapidly. People use these
devices to surf the internet and stay connected with others around the globe on
social media platforms. They communicate, watch, listen and read while using
the social media. Computers have a large display area on screen. This makes
them good for office use. Most of the computer-based tasks, however, can also be
done with a smartphone. People prefer smartphones for their personal use.

Use of smartphone in daily life

A smartphone is a device that combines cellular and mobile computing functions
into one unit. It has advanced functions like a personal computer. Smartphones
are becoming essential parts of our daily life. Alarm clock, calendar, calculator,
FM radio, etc. are some common features available on smartphones. Use of
smartphones has increased with the advances made in internet technology to suit
mobile users. Some uses of smartphones are given below:

1. Communication: People use their smartphones for sending and receiving
voice and video calls and emails, or chatting and sharing documents, etc.

2. Internet surfing: Searching for information on the internet, reading news,
etc. can be done on smartphones.

3. Educational use: Smartphones are important educational tools, too. Students
can attend their virtual classes and access learning materials through
smartphones connected with the internet.

4. Entertainment: Audio or video applications on smartphones provide an
array of entertainment options to their users. People can choose from these
options and play music or mobile games, as they like.

Oasis School Science and Technology -6 31

5. Banking and business: Mobile banking is another important use of
smartphones. If a smartphone is connected to the internet, one can access
his/her bank account via the smartphone easily and safely at any time. Online
buying and selling, online payments, etc. are done through the internet
connected to smartphones.

6. Storage: Smartphones these days also have a vast storage capacity to store
important data (documents, photos, etc.).

Use of computer in daily life

Activity

What are the different places where computers are used (desktop/laptop)?
Discuss in your class with your friends and fill in a table as shown below:

Place Use
In school
To keep students’ records, to prepare results, to calculate
monthly bills, etc.

Computers are used everywhere these days. We get to see them in homes, schools,
offices, banks, hospitals, media centers, security agencies, entertainment centers,
etc. A computer performs tasks quickly and reliably. It can keep a lot of information
safely stored its hard drives. Initially, the computer was invented for calculations
and accounting purposes.

Computers are now modernising our traditional education system. Their
increasing use has changed the very teaching and learning process.

Things to remember while using smartphones and computers:

Activity

You may have heard about the possible risks to people arising due to their
wrong handling of computers and smartphones. Discuss what can go wrong in
handling these gadgets, the possible effects of the wrong practices and correct
ways of handling them. Note these down in a table as shown below:

Wrong practices Possible effects Correct ways
Staring at a screen over a long period

32 Oasis School Science and Technology -6

Use of computers and smartphones in our daily life, without any bad impact on
our physical and mental health, is important. Some of the important things to be
considered while using smartphones and computers are given below:

1. Maintain a proper distance from the screen of your computer or smartphone.
Vision problem is linked with continuous viewing of digital screens for a
long period. People with long screen exposure have had complaints of
headache, strained eyes, blurred vision, dry eyes, burning sensation, etc. Not
blinking eyes when looking at the digital screens can cause dry eyes. Blinking
moistens our eyes and prevents eye strain, dryness and irritation.

2. Avoid prolonged computer and smartphone use. Prolonged use of digital
devices can affect mental cognition, mood and overall behaviour. It also
makes it difficult for people to fall asleep in time.

3. One must take care to adjust the brightness of the digital screen. Both high
and low levels of brightness create stress on our eye muscles.

4. Improper posture while working on computers for a long period of time
causes back pain. Adjust the height of computer screen for looking on it and
level of keyboard for comfortable typing.

2.3 Computer

Key terms of the unit

Computer: Computer is an electronic device that accepts input data and
processes it to give output data.

IPO principle: A computer works on the IPO (Input-Process-Output) principle.
It processes the given information to give output according to the input.

Input device: The device through which data and instructions enter a computer
is called input device.

Data processing: Getting desired information by modifying or processing the
input data is called data processing.

Output: Outputis the result after processing data accepted by computer in the
form of input.

Output devices: Output devices are the components of a computer that present
processed data to the user.

Computer memory: Computer memory  is any physical device capable of
storing information temporarily, or permanently.

Oasis School Science and Technology -6 33

Software: A set of instruction given to a computer is called program and a set
of program is called software.
Hardware: Physical parts of a computer are called hardware.
Word processor: Word processor is a computer program that allows users to
create, edit and format documents like letters, forms, tables, reports, handouts,
etc.
Multimedia: Multimedia is a combination of text, graphic, audio, and video in
an animated form for getting knowledge/information.
Spreadsheet: A spreadsheet is a computer application with a grid of columns
and rows for organization, analysis and storage of data in tabular form.

The word 'computer' is derived from the Latin word 'computare' which means to
calculate. Computers work with the help of programs. Users provide raw data as
input to the computers. These data get processed under controlled set of
instructions (i.e. program) and presented as a result (i.e. output). This result
remains saved in memory for future use. Thus, a computer is an electronic device
that accepts input data and processes the input to give the output data.

Working principle of a computer

Activity

Visit the computer lab of your school. Open a computer and give it commands
from its keyboard to add numbers by pressing the corresponding buttons (take
help of your teacher, if you need). Observe the computer working for you.
When you press the buttons, your input data are transferred through wires to
the central processing unit (CPU). After processing, the data from CPU move to
the monitor through wires for display. Immediately, the sum appears as an
output on the computer screen.

34 Oasis School Science and Technology -6

A computer works on the IPO (Input-Process-Output) principle. It processes the
given information to give output according to the input.

Input Process Output

Storage

1. Input (I): In this phase, the raw data to be processed enter a computer. Input
is an instruction given to a computer. Input is added by means of input
devices. The keyboard, mouse, microphone, web camera, scanner, etc. are
examples of input devices. The device through which data and instructions
enter a computer is called an input device.

2. Process (P): Processing is the transformation of input data into a more
meaningful form. This phase of getting the desired information by modifying
or processing the input data is called data processing. It is done in the Central
Processing Unit (CPU). The CPU is the brain of a computer. CPU, Graphics
Card, Sound Card, etc. are examples of processing devices in the computer.

3. Output (O): Output appears after the data is processed by a computer in its
Central Processing Unit (CPU). Output is the result the computer gives after
processing the data it had received in the form of input. Output can appear
on computer screen as a number, character, picture, etc. or as a printed page.
Output devices are the components of a computer that present processed
data to the user. Display screen, speaker, printer, projector, etc. are some
examples of output devices.

Memory and storage device

Computer memory is any physical device capable of storing information
temporarily, or permanently. RAM (Random Access Memory) is a temporary
storage unit to store the working data. ROM (Read-Only Memory) is a permanent
storage unit. Permanent storage devices allow a computer to keep data
permanently stored in them for future use. Hard disk drive (HDD) is a memory
unit connected to computers. Computer programs are stored in HDD. Pen drive,
Compact Disk (CD), digital versatile disk (DVD), etc. are examples of external
storage units for data exchange with computers.

Oasis School Science and Technology -6 35

hard disk pen drive ram CD/DVD

Components of a computer

Software and hardware are the basic components of a computer. A computer
cannot run on its own without software.

1. Software: A computer needs a set of instructions that it understands in order
to make a hardware work for us. The set of instructions given to a computer
is called a program. A set of programs is called a software application. For
example, 'Windows' is a system software to run the computer. Microsoft
word is a software application to prepare documents.

2. Hardware: Physical parts of a computer are called hardware. Hardware
components can be categorised as input devices, processing devices, memory
and storage devices, and output devices.

Activity

Visit your school's computer lab to observe different computer parts. Discuss
their uses. Fill the information in a table as shown below.

S.N. Computer part Use Type of device
1 CPU Data processing Processing device
2 Printer Output device

Differences between hardware and software

Hardware Software

It is a physical part of a computer to It is a set of instructions that tells computer

run the software. to work under user commands.

Hardware can be touched and seen. Software cannot be touched.

36 Oasis School Science and Technology -6

Types of computer

Early desktop computers were designed for regular use at a single location.
Nowadays, technological modifications have made computers portable. People
carry computers with them by hands or in pockets. Computers can be classified
on the basis of their portability and mobile computing features.

Non-portable computers Portable computers Mobile computers

Main features: Main features: Main features:

i. Heavier and larger in i. Light in weight and i. Cellphone added to
size small in size small sized computers

ii. Need of constant ii. Can be easily fit in a ii. Consist of all basic
electric power supply or briefcase building blocks of a
battery backup to use computer

iii. Requires a large room iii. Can be used even when iii. Also work on the
space as they are fixed to
sit on a desk power supply is cutoff principle of IPO.

Office Applications: Word processor, PowerPoint Presentation, Spreadsheets

A. Word processor

We need a word processor to create a new document, type a text, format the text,
insert an image, chart or table, save the document on computer's hard disk, and
get a printout of the document. A word processor is a computer program that
allows users to create, edit and format documents such as letters, forms, tables,
reports, handouts, etc. Microsoft Word, Google Docs, WPS word, etc. are examples
of a word processor.

Activity

Open Microsoft Word on your computer. Observe the elements of the Microsoft
Word interface. Create a new document and save the file with your name on the
computer's hard disk. Close Microsoft Word and reopen the file from the saved
location.

Oasis School Science and Technology -6 37

Steps to create a new document

i. Press the power button to run your computer. Click on start ( ) and type
'word' from the keyboard. It displays a box with a word file icon at the top

ii. Click on 'word'. A word start screen with a number of options appears on
computer screen. Click on blank document to create a new document.

Steps to save and close a word document
The following are the steps to save a file:
i) Click on the file tab on menu bar.

ii) Click on save option to save a document for the first time.

38 Oasis School Science and Technology -6

Fact file

We can directly click on save button ( ) on quick access toolbar to save a
document. Select 'Save As' to save an already saved document with a new
name.
iii) Select a location from the list displayed or click Browse to find the file storage

location in your computer's hard disk. Type the file name with which you
want to save it. Finally, click on save.
iv) To close your document, click on the cross sign ( ) at upper right corner of
the app window.

Steps to open a word file

When you want to reopen the document you will need to know the location of
the file where you had saved it earlier.
i) Click on the file menu and select open. It opens a dialog box.
ii) Click on the location of your file (e.g. Desktop) or click on browse to select the

location.
iii) Select the file to be opened by clicking on it. After that click on open.

Text formatting in a word document

We can customize the appearance of text on our document. Changes in position
of the text, font size, font family, font colour, margin selection, etc. are some of
the common customization features in word documents.
1. Steps to change font colour, font family and font-size of the selected text
We need to select the text before its customization. Place the cursor before the

first character of the text. Drag through the text you want to select. Text gets
highlighted on its selection.

Oasis School Science and Technology -6 39

Click on Home tab. Click the drop-down arrow ( ) on the 'font colour
command', 'font command', and 'font size command' for respective
customization.

2. Steps to use Bold, Italic and Underline commands
Select the text first. Click on Home Tab. Look at the font group, then click on

Bold, Italic, or Underline command.

3. Steps to change text alignment
First, select the text. Click on Home tab. Look at the paragraph group, then

click on one of the four alignment options- Align Text Left ( ), Center ( ),
Align Text Right ( ), Justify ( ).

4. Cut, Copy, and Paste a text in word document
We need to select a text before giving the cut and copy commands.
i) Cut: click cut ( ) in clipboard group or press Ctrl+X from the keyboard.
ii) Copy: click copy ( ) in clipboard group, or Press Ctrl+C from the keyboard.
iii) Paste: Click on destination location and select paste ( ) in clipboard group,

or click on destination, then press Ctrl+V from keyboard.

Working with tables in a word document

A table consists of rows and columns. The intersection of rows and columns is
called a cell of a table.

40 Oasis School Science and Technology -6

1. Steps to insert a Table
i) Open a word document. Place the cursor where you want to insert the table.

ii) Click on insert tab and click on table icon. It displays a grid popup. Move
mouse pointer over cells and click to select the number of rows and columns
from the grid.

2. Working with table layout

Activity

Insert a table with the given format in your word document.

S.N. Name Class Height Weight

1 6
2 6
3 6

3. Select cells, rows, columns, and whole table
Drag across the cells to select the cells. Another way, click on a cell of your

table. Click on Table Layout tab. Click on select to get the drop-down list.
Select a command from the list. Click inside the table to get 4 headed arrows
( ) on the upper left corner of the table. Click on the arrows to select the
whole table.

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4. Steps to insert a new row or a new column
i) Click on a cell of a table above/below or left/right of which you want to

insert a row/column.
ii) Click on Table Layout Tab. Look at rows & columns group. Click on one

of the four insert left ( ), insert right ( ), insert above ( ), and insert
below ( ).
5. Steps to delete rows or columns in a table
i) Click on a cell of the row that you want to delete. Click on the Table Layout
Tab.
ii) Click on the delete icon. Select an option from the delete options seen in the
list.

6. Steps to merge cells of a table

i) Select the cells to be merged by dragging across them. Click on the Table
Layout tab.

ii) Look at the merge group. Click on the merge cells. Alternatively, it can be
done with right-click on the selected cells. Select merge cells option from the
list to merge the selected cells.

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