JANDKNCERT - Free NCERT Solutions
English | Melody VII
JANDKNCERT – provides free solutions
for most of the ncert books. In the library of JANDKNCERT, you will find almost
all kinds of study material. In this post, you will find the summary, questions
and answers to the lesson ‘The Invention of Vita-Wonk’, taken from the recently introduced English for JK
UT students, Melody VII. It is actually a Honeycomb version of ncert that has
already been introduced in other states of the Country. Some of the chapters
are already been added to the English Tulip Series of Class 7th and you can
check these chapters by clicking this link https://www.jandkncert.com/p/free-ncert-solutions-for-class-7th_43.html. Here we will try to
provide easy solutions for the chapters given in this Melody VII or
Honeycomb. Read the lesson from the Textbook of English Melody VII of JK
or download the same as the Honeycomb series from the
ncert website.
Unit 8
Summary | Questions | Answers
|
Lesson 8. Fire: Friend and Foe
Short Summary
"Fire: Friend and Foe" is a non-fiction book that explores the dual nature of fire—its benefits as a friend and its destructive potential as a foe. The book delves into the historical, cultural, and scientific aspects of fire, highlighting how it has been harnessed for various human needs, such as cooking and warmth, while also examining the devastating effects of uncontrolled wildfires and accidents. Through a blend of informative content and engaging storytelling, the book provides insights into the complex relationship between humans and fire, emphasizing the importance of understanding and managing this elemental force.
Comprehension Check
(Page 118)
Question
1. Mark the correct answer in each of the following.
(i)
Early man was frightened of
(a)
lightning and volcanoes.
(b)
the damage caused by them.
(c)
fire.
Answer:
(c) fire.
(ii)
What is fire?
(a)
Fire is energy.
(b)
Fire is heat and light.
(c)
Fire is the result of a chemical reaction.
Answer:
(c)
Fire is the result of a chemical reaction.
Question
2. From the boxes given below choose the one with the correct order of the
following sentences.
(i)
That is fire.
(ii)
A chemical reaction takes place.
(iii)
Energy in the form of heat and light is released.
(iv)
Oxygen combines with carbon and hydrogen.
(i) (ii) (iii) (iv),
(ii) (iii) (i) (iv)
(iv) (iii) (ii) (i),
(iv) (ii) (iii) (i)
Answer:
(iv) (ii) (iii) (i)
Working with the Text
Answer
the following questions.
Question
1. What do you understand by the ‘flash point’ of a fuel?
Answer:
The
temperature at which the fuel begins to burn is called the ‘Flash point’ of a
fuel.
Question
2.
(i)
What are some common uses of fire?
Answer:
Fire
is used to cook our food. It is used to warm our homes in winter. It is used to
generate electricity.
(ii)
In what sense is it a “bad master”?
Answer:
Fire
is said to be bad master when it gets out of control, because it destroys
everything that comes in its way.
Question 3. Match items in Column A with those in Column B.
|
A |
B |
|
(i)
fuel (ii)
oxygen (iii)
heat |
–
lighted matchstick –
air –
coal –
burning coal – wood –
cooking gas |
Answer:
|
A |
B |
|
(i)
fuel (ii)
oxygen (iii)
heat |
–
cooking gas –
air – burning coal |
Question 4. What are the three main ways in which a fire can be controlled or put out?
Answer:
Three
main ways in which a fire can be controlled or put out are:
(i)
First way of putting out a fire is to take away the fuel from the fire, because
no burning takes place without fuel.
(ii)
The second way of putting out a fire is to prevent oxygen from reaching it,
because oxygen helps things to burn.
(iii)
The third way to put out a fire is to remove the heat, which means to bring down
its temperature. It can be done by spraying water on fire or using fire extinguishers.
Question
5. Match the items in Box A with those in Box B
Box
A
|
(i) To burn paper or a piece of wood, (ii) Small fires can be put out (iii) When water is spread on fire, (iv) A carbon dioxide extinguisher is
the best thing (v) Space left between buildings |
Box
B
|
- it absorbs heat from the burning
material and - lowers the temperature. - reduces the risk of fire. - with a damp blanket. - we heat it before it catches fire. - to put out an electrical fire. |
Answer:
|
Box A |
Box
B |
|
(i)
To burn paper or a piece of wood, |
-
we heat it before it catches fire. |
|
(ii)
Small fires can be put out |
-
with a damp blanket. |
|
(iii)
When water is spread on fire, |
- it absorbs heat from the burning material and
lowers the temperature. |
|
(iv)
A carbon dioxide extinguisher is the best thing |
- to put out an electrical fire. |
|
(v)
Space left between buildings |
-
reduces the risk of fire. |
Question
6. Why does a burning candle go out when you blow on it?
Answer:
Blowing
on a burning candle removes the hot air around the flame bringing down its
temperature below the flash point, and the candle goes out.
Question
7. Spraying water is not a good way of putting out an oil fire or an electrical
fire. Why not?
Answer:
Putting
out an oil fire by spraying water is very dangerous because water is heavier and
flows more quickly than oil, it will carry the burning oil with it and spread more fire.
Similarly,
if water is sprayed to put out an electrical fire, the current will pass through
the water which may cause the death of the person because water is a good
conductor of electricity.
Question
8. What are some of the things you should do to prevent a fire at home and in
the school?
Answer:
Preventing fires at
home and in school is crucial for the safety of individuals and property. Here
are some general fire prevention tips for both environments:
At Home:
1. Install Smoke
Alarms: Ensure smoke alarms are installed on each floor of your home,
especially near bedrooms. Test them regularly and replace batteries at least
once a year.
2. Create Escape
Routes: Develop and practice a family fire escape plan. Identify primary and
secondary escape routes from each room, and establish a meeting point outside.
3. Kitchen Safety:
Never leave cooking unattended, and keep flammable items away from the stove.
Install a fire extinguisher in the kitchen.
4. Electrical Safety:
Avoid overloading outlets, and replace damaged cords or appliances. Turn off
and unplug devices when not in use.
5. Candle Safety: Use
candles in safe holders and never leave them unattended. Keep them away from
flammable materials.
6. Heating Safety: Keep
portable heaters away from flammable materials, and have your heating system
inspected regularly.
7. Smoking Safety: If
you smoke, do it outside, and use deep, sturdy ashtrays. Ensure cigarette butts
are fully extinguished.
8. Matches and
Lighters: Store matches and lighters out of reach of children.
At School:
1. Fire Drills: Conduct
regular fire drills to ensure that students and staff are familiar with
evacuation procedures.
2. Emergency Exits:
Keep emergency exits clear and well-marked. Ensure that doors and windows can
be easily opened in case of an emergency.
3. Electrical Safety:
Regularly inspect and maintain electrical systems. Avoid overloading circuits
and use appliances and equipment that comply with safety standards.
4. Fire Extinguishers
and Sprinklers: Ensure that fire extinguishers and sprinkler systems are in
good working condition and comply with safety regulations.
5. Storage Safety:
Store flammable materials in designated areas away from heat sources.
6. Kitchen Safety: If
the school has a kitchen, implement safety measures similar to those in a home
kitchen. Train staff on safe cooking practices.
7. Equipment
Maintenance: Regularly service and maintain heating, ventilation, and air
conditioning (HVAC) systems.
8. No Smoking Policies:
Enforce strict no-smoking policies within school buildings and on school
grounds.
When implemented
consistently, these measures contribute to a safer environment by reducing the
risk of fires and ensuring a prompt and organised response in an emergency.
Working with Language
1. Read the following
sentences.
To burn paper or a
piece of wood, we heat it before it catches fire. We generally do it with a
lighted match. Every fuel has a particular temperature at which it burns.
The verbs in italics
are in the simple present tense. When we use it, we are not thinking only about
the present. We use it to say that something happens all the time or repeatedly,
or that something is true in general.
Find ten examples of
verbs in the simple present tense in the text ‘Fire: Friend and Foe’ and write
them down here. Do not include any passive verbs.
Answer:
Combines,
Calls,
Catches, bursts, Comes, Absorbs, Means, Cuts,
Blows, Heat
2.
Fill in the blanks in the sentences below with words from the box. You may use
a word more than once.
|
Carbon, cause, fire, smother |
(i)
Gandhiji’s life was devoted to the ______________ of justice and fair play.
(ii)
Have you insured your house against ______________?
(iii)
Diamond is nothing but ______________ in its pure form.
(iv)
If you put too much coal on the fire at once you will ______________ it.
(v)
Smoking is said to be the main ______________ of heart disease.
(vi)
When asked by an ambitious writer whether he should put some ______________ into
his stories, Somerset Maugham murmured, “No, the other way round”.
(vii)
She is a ______________ copy of her mother.
(viii)
It is often difficult to ______________ a yawn when you listen to a long speech
on the value of time.
Answer:
(i)
Gandhiji’s life was devoted to the cause of justice and fair
play.
(ii)
Have you insured your house against fire?
(iii)
Diamond is nothing but carbon in its pure form.
(iv)
If you put too much coal on the fire at once you will smother it.
(v)
Smoking is said to be the main cause of heart disease.
(vi)
When asked by an ambitious writer whether he should put some fire
into his stories, Somerset Maugham murmured, “No, the other way round”.
(vii)
She is a carbon copy of her mother.
(viii)
It is often difficult to smother a yawn when you listen to a long
speech on the value of time.
3.
One word is italicised in each sentence. Find its opposite in the box and fill
in the blanks.
|
Spending, shut, destroy, subtract,
increase |
(i)
You were required to keep all the doors open, not ______________
(ii)
PUPIL: What mark did I get in yesterday’s Maths test?
TEACHER:
You got what you get when you add five and five and ______________ ten
from the total.
(iii)
Run four kilometres a day to preserve your health. Run a lot more to ______________
it.
(iv)
If a doctor advises a lean and lanky patient to reduce his weight
further, be sure he is doing it to ______________ his income.
(v)
The world is too much with us; late and soon, Getting and ______________
we lay waste our powers. (Wordsworth)
Answer:
(i)
You were required to keep all the doors open, not shut
(ii)
PUPIL: What mark did I get in yesterday’s Maths test?
TEACHER:
You got what you get when you add five and five and subtract
ten from the total.
(iii)
Run four kilometres a day to preserve your health. Run a lot more to destroy
it.
(iv)
If a doctor advises a lean and lanky patient to reduce his weight
further, be sure he is doing it to increase his income.
(v)
The world is too much with us; late and soon, Getting and spending
we lay waste our powers. (Wordsworth)
4.
Use the words given in the box to fill in the blanks in the sentences below.
|
Across, along, past, through |
(i)
The cat chased the mouse ______________ the lawn.
(ii)
We were not allowed to cross the frontier. So, we drove ______________ it as
far as we could and came back happy.
(iii)
The horse went ______________ the winning post and had to be stopped with
difficulty.
(iv)
It is not difficult to see ______________ your plan. Anyone can see your
motive.
(v)
Go ______________ the yellow line, then turn left. You will reach the post
office in five minutes.
Answer:
(i)
The cat chased the mouse across the lawn.
(ii)
We were not allowed to cross the frontier. So, we drove along it
as far as we could and came back happy.
(iii)
The horse went past the winning post and had to be stopped with
difficulty.
(iv)
It is not difficult to see through your plan. Anyone can see your
motive.
(v)
Go along the yellow line, then turn left. You will reach the post
office in five minutes.
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