CHAPTER 1

INTRODUCTION
1.1

BACKGROUND OF THE STUDY

Activity-based learning (ABL) as defined by Prince (2004) is a learning method in which

students are engaged in the learning processes. In Activity-based learning (ABL) teaching
method, in the words of Harfield, Davies, Hede, Panko Kenley (2007) students actively
participate in the learning experience rather than sit as passive listeners. Learning activities if
based on real life experience help learners to transform knowledge or information into their
personal knowledge which they can apply in different situations (Edward, 2001). Harfield,
Davies, Hede, Panko and Kenley (2007) by quoting Prince (2004) say that active learning
method is different from traditional method of teaching on two points. First, active role of
students and second, collaboration among students. Suydam, Marilyn and Higgins (1977) define
activity based learning as the learning process in which student is actively involved in doing or
in seeing something done.
According to them Activity Based teaching (ABT) method frequently involves the use
of manipulative materials. Meaningful learning, according as Churchill (2003) quotes Jonassen
and Churchill (2003) engages activity. According to Churchill (2003), ABL helps learners to
construct mental models that allow for 'higher-order' performance such as applied problem
solving and transfer of information and skills.
In ABL the learner examines learning requirements and thinks how to solve a problem in
hand. The students do not learn about the content. Rather they learn about the process to solve
the problem. As they go towards the solution of the problem, they also learn about the content
(Churchill 2003). Effective teaching learning process is not possible without students
1

motivation. Hake (1998) argues that students motivation by engaging them in interactiveactivities is an effective and useful method for teaching complex concepts. He highlights the
importance of different activities related to the concepts being presented.
Activity-based learning (ABL) theory is a cognitive-learning theory which is basically a
constructivist learning theory (Hein, 1991, Stlein 2009). According to constructivist view of
learning each person constructs their own knowledge and learning process based on previous
experience. This theory asserts that learning takes place when psychological environment of an
individual interacts with a particular structure. For construction students it is imperative to have
variety of activities in an active classrooms (Abdelhamid, 2003, Murray, Donohoe and Goodhew,
2004 ). Active classrooms are basic requirements for construction education (Betts and Liow ,
1993, Panko et al,2005).Traditional teaching methods are not suitable for tactile learning because
tactile learning needs direct experience and involve manipulation of materials (Kolb, 1984).
According to constructivism, teachers cannot transfer their knowledge to the students (Domin
2007). For meaningful learning to be taken place, learners require to experience an event. Hull
(1999) noted rightly that The majority of students in our schools are unable to make
connections between what they are learning and how that knowledge will be used. One of the
reasons is that we do not contextualize our teaching/learning process. ABL is helpful to
contextualize the students learning. In an active-learning classroom students are active learners
not the passive receivers.
According to Stlein (2009) this approach provides a way to integrate learning within
students knowledge, and, by exposing them to a variety of activities, helps them learn how to
learn. He describes ABL as a successful teaching model in the field of science. These
activities, if carried out in an effective manner, develop skills like Team-working,

Communication , Design , Leadership, Project management , Research , Problem-solving

,Reflection and Life-long learning in the learners. These activities, if based on the real life
experiences, can help students to apply the same in their practical life and hence prepare students
for future life. In activity based teaching /learning environment, the teacher is a facilitator,
motivator, guide and a coach not a sage on the stage (Stolen 2009)). There is a famous saying of
Confucius about the success of the students learning that is given below.

1.2

STATEMENT OF THE PROBLEM

The present research is conducted on An experimental study on activity based learning

versus traditional learning at secondary level in district Swabi.

1.3

OBJECTIVES OF THE STUDY

The objectives of the study were:

1. To investigate the effectiveness of activity based teaching.
2. To compare the activity based teaching and traditional teaching regarding students
achievements

1.4

RESEARCH HYPOTHESES
1. There is no significant difference in the achievement scores of the students of control
group and experimental group in pre-test.
2. There is no significant difference in the achievement scores of the students of control and
experimental group on post-test in the domain of knowledge.
3. There is no significant difference in the achievement scores of the students of control and
experimental group on post-test in the domain of comprehension.
4. There is no significant difference in the achievement scores of the students of control and
experimental group on post-test in the domain of application.
5. There is no significant difference in the achievement scores of the students of control and
experimental group on post-test in the domain of analysis

6. There is no significant difference in the achievement scores of the students of control and
experimental group on post-test in the domain of synthesis.

1.5

SIGNIFICANCE OF THE STUDY

The study has significance in improving teaching strategies of teachers. This research

study will be fruitful for improving students academic achievement. The result of study conveys
the message to policy makers to prepare contents according to the mental level of the students.

1.6

DELIMITATION OF THE STUDY

Due to certain constrains study was delimited to government high school of district

Swabi

CHAPTER 2
4

REVIEW OF RELATED LITERATURE

2.1

INTRODUCTION

Activity-based learning or ABL describes a range of pedagogical approaches to teaching. Its

core premises include the requirement that learning should be based on doing some hands-on
experiments and activities. The idea of activity-based learning is rooted in the common notion
that children are active learners rather than passive recipients of information. If child is provided
the opportunity to explore by their own and provided an optimum learning environment then the
learning becomes joyful and long-lasting.

2.2

HISTORY OF ACTIVITY BASED LEARNING

Activity-based learning started sometime in 1944 around World War II when a British
man David Horsburgh came to India and finally decided to settle down there. He was an
innovative thinker and charismatic leader. He started teaching in Rishi Valley School. He joined
the British Council and worked in Chennai and Bangalore for many years. After his voluntary
retirement, he located a 7-acre (28,000 m2) site in Kolar District and opened his school, Neel
Bagh. Neel Bagh was based on an innovative idea of Horsburgh and known for its creative
methods in teaching well-planned learning materials. With his wife Doreen and his son Nicholas,
Horsburgh developed a diverse curriculum, which included music, carpentry, sewing, masonry,
gardening, as well as the usual school subjects, English, mathematics, Sanskrit, and Telugu.
These pedagogic materials were systematically planned, with sketches and drawings and an
occasional touch of humour. Later Horsburgh created a magnificent library in Neel Baugh that
was accessible to teachers and students. This initiative of Horsburgh was later proved to be one
of the pioneer and milestones in ABL. In modern time ABL is the method of education followed

in the Corporation schools of Chennai, from 2003, as an effort to provide special schools for
children who had been freed from bonded labour

2.3

PHILOSOPHY OF ACTIVITY BASED LEARNING

The philosophy of ABL finds its antecedents in the common notion that learning can be

best when it is initiated by the surrounding environment and motivated by providing optimum
opportunities to learn. A fearless and freedom to express environment always adds to best
learning outcomes

2.4

CHARACTERISTICS OF ACTIVITY BASED LEARNING

The key feature of the ABL method is that it uses child-friendly educational aids to foster selflearning and allows a child to study according to his/her aptitude and skill. Under the system, the
curriculum is divided into small units, each a group of Self Learning Materials (SLM)
comprising attractively designed study cards for English, Tamil, maths, science and Social
Science. When a child finishes a group of cards, he completes one "milestone". Activities in each
milestone include games, rhymes, drawing, and songs to teach a letter or a word, form a
sentence, do maths and science, or understand a concept. The child takes up an Exam Card only
after completing all the milestones in a subject. If a child is absent one day, he/she continues
from where he/she left unlike in the old system where the children had to learn on their own what
they missed out on
There are mixed findings of different researches about the effectiveness of ABL. Suydan,
Marilyn and Higgins (1977) reached on the conclusion that ABL in elementary mathematics is
more effective than traditional method of teaching. According to Brophy (1995) students learn
concepts in-depth if these concepts are learnt in a different context which may include classroom
lecture, laboratory experiments, textbook readings etc. Moreover, they can apply this knowledge
6

in novel situations in a better way. To familiarize students with scientific knowledge is one of the
aims of science teaching (Carey&Smith,1993) so they can apply this knowledge in problem
solving situations. Science is more than collecting and manipulating data or memorizing
knowledge. According to National Research Council(1996),it is a process of inquiry that
requires asking questions, observing, data exploration and data manipulation. It requires learning
to apply and generalize scientific knowledge. Creating such learning environment requires
engaging learners in different activities. Active engagement in learning activities develops
conceptual understanding and motivates students to seek further information(Brophy,1995).

Hake (1998) found that ABL significantly improves conceptual understanding of the
students in a physics class. Magno et al. (2005) reached on the conclusion that the classes
receiving the PBL activity on memory had significantly higher performance accuracy in the test
and had higher attitude as compared with the other classes who received instruction through
traditional method .While conducting research on teaching experimental economics for high
schools, Brockand Lopus(2004)concluded that ABL do a good job of satisfying the conditions
sufficient for economic experiments. Teo & Wong (2000) view that traditional teaching
approaches do not encourage learners to associate with previously acquired knowledge.
On

the

other

hand,

Boud

&

Feletti

(1999)

remarked

that

activities -based learning encourage students to learn how to learn through different activities
and real-life problems. Effectiveness of ABL to facilitate self-directed learning and problemsolving skills is well documented in medical education (Barrows and Tamblyn, 1980; Schmidt,
1983), in higher education and K12 education settings (Barrows, 2000; Dochy et al., 2003;
Gallagher etal.,1992; Hmelo-Silver, 2004; Hmelo et al., 2000; Torp and Sage, 2002; Williams
andHmelo,1998).Hussain, et al. (2011) reached on the conclusion about the effect of activity7

based learning(ABL)that ABL is more effective to teach physics at secondary level as compared
to traditional method of teaching. However, Lieux, (2001) and Zumbach et al. (2004) found no
significant difference in knowledge acquisition between students who learned through ABL
method and whole arned through traditional method of teaching. Doucet et al. (1998) and Blake
et al.(2000)found that students who were taught through ABL performed significantly better on
both basic and clinical sciences.
Verhoeven et al.s (1998) partially while Dochy et al. (2003) completely agreed with
their findings. Berkson (1993) and Colliver (2000) could not find any evidence to maintain the
superiority of ABL method over traditional method of teaching. Gallagher and Stepien, (1996)
found no significant difference on short-term retention assessment between students of ABL
and traditional students. Norman and Schmidt,( 1992) cited Dochy et al., (2003) and Mrtenson
et al.(1985) that , on long term retention assessments students of ABL performed better than
traditional students. Hung, Jonassen, and Liu (2008) referred Eisensteadt et al. (1990) that
traditional students retained more than ABL students in the recall test conducted immediately
.However, retention rate of traditional student declined fast as compare to ABL students. In
higher order thinking skills, ABL students performed significantly better than traditional students
in one of the study conducted by Polan coetal.(2004) to investigate the impact of ABL on
students academic achievement in Science.
Shelton and Smith(1998) conducted a research study on biomedical students and found
better performance of the biomedical students of ABL in the achievement test than their
counterparts. In a study, Gallagher et al.(1992) noted remarkable improvement in the results of
ABL students than their counterpart sand viewed that ABL is an effective method of developing
problem-solving processes and skills Hung, Jonassen and Liu (2008) mentioned that ABL has

positive impact on students abilities to apply basic science knowledge and transfer problemsolving

skills

in

real-world

professional

or

personal

situations. Suydam, Marilyn and Higgins(1977) and Shepherd (1998) reported same kind of
results.
Coulson and Osborne (1984), Blumberg and Michael (1992), Norman and Schmidt (1992), Ryan
(1993), Dwyer (1993), Dolmans and Schmidt (1994), Woods (1993), van den Hurk et al. (1999)
Schmidt and van der Molen ( 2001) and Schmidt et al.( 2006) reached on the similar conclusion
about the impact of ABL. Kaufman and Mann, (1996) noted students believe about ABL to be
more effective to enhancing of information management skills, Caplow et al.( 1997) to enrich
their learning of basic science information, Martin et al.( 1998) to promote their learning to
deal with complex situations, Dean(1999) to enhance their confidence in judging alternatives
for solving problems, Lieux ( 2001) to develop thinking and problem-solving skills , Schmidt
and vander Molen( 2001) and Schmidt et al.( 2006) to improving interpersonal and
professional skills, and advancing self-directed learning, higher level thinking. Thornton (2001)
remarks in Teaching Physics Concepts with Activity-based Learning that activity-based
learning, greatly improves students learning and understanding of scientific concepts. Choo
(2007) noted the positive impact of ABL approach on the students as well as teachers in a
vocational institution.
The literature review that follows describes the need for statistics education reform, and
implementation of active learning techniques, and specific reform oriented suggestions for
teaching statistics. Finally, the existing statistics education literature is examined for previous
studies that compare the tactics of using active learning methods versus lecture.

The literature was searched using terms such as statistics, teaching statistics, statistics
education reform, active learning, activities versus lectures, group work, statistics without
lecture, workshop statistics, teaching statistics with activities, statistical reasoning, and GAISE.
The reference lists of articles were used to discover more articles. The archives for the last five
years of the Journal of Statistics Education were searched manually.
Why Are Reform Needed? Introductory statistics courses are often considered difficult
and confusing by students (e.g. see Batanero et al., 2004a; Cobb & Moore, 1997; delMas,
Gareld, & Chance, 1999; delMas et al., 2007;
Gal, 2004; Gareld & Ben-Zvi, 2007). Many students do not understand the basic
concepts, and their limited understanding may be shallow and fragmented (Chance, delMas, &
Gareld, 2004; delMas et al., 1999; Gareld & Ben-Zvi, 2007; Moore, 1997). Students are often
able to come to a correct solution without understanding the statistical concepts behind the
procedure (Gareld, 1994; Meletiou-Mavrotheris et al., 2007). Reforms in statistics education are
intended to enable students to emerge from a statistics course statistically literate, with reasoning
abilities they can accurately apply to statistical situations, and the ability to apply statistical
methods correctly (Gareld & Chance, 2000).
Students Need to be Actively Engaged in the Learning Process Traditionally, teachers are
the authority in the classroom, delivering the knowledge to their students and controlling what
the students learned. The reform movement focuses on the student. Learning comes by the
student's activities, with the teacher acting as a guide and facilitator (Gareld, 1995; Moore, 1997,
2005). As Moore a-rmed, Students are not empty vessels to be called with knowledge poured in
by teachers; they inevitably construct their own knowledge by combining their present
experiences with their existing conceptions(1997, pp. 124-125).

10

As Gerald (1995) asserted, learning is more than remembering information. Explaining to

students the correct method to solve a problem does not always facilitate learning. Moore
described the result of traditional teaching with lectures:
The result is often a formal knowledge of facts and procedures divorced from intuition
and from the student's knowledge of other subjects. Formal knowledge is fragilestudents cannot
solve problems formulated in unfamiliar ways and cannot apply the facts and procedures they
have learned to higher-order tasks such as analyzing openended situations and solving problems
that require several steps and selection from a wide body of available procedures. That is,
teaching as information transfer tends to leave students with an algorithmic rather than a
conceptual understanding. (2005, p. 1)
Many Students Find Statistics Challenging Statistics has historically been difficult for
many students, especially at the college and university level. Students are often confused by
statistical ideas (delMas et al., 1999). Results in statistics and probability are often
counterintuitive (Batanero et al., 2004a). Two of the main topics of statistics, probability and
statistical inference, are notoriously challenging for students.
Cobb and Moore (1997) attested that probability is one of the hardest mathematical
concepts to grasp (Gal, 2004). Students tend to have di-culties comprehending statistical
inference, along with the underlying concept of sampling distributions (delMas et al., 1999,
2007; Gal, 2004).
Much of the material covered in an introductory statistics course is new to students. Even
when a math prerequisite is established for the course, students come from a variety of
mathematical backgrounds with a assortment of mathematical skills and attitudes. Commonly,

11

students dislike or even fear mathematics. Students in math classes often express a dislike for
story problems, and statistics by nature involves many story problems.
In addition, difficulties arise from the state of statistics education at the post secondary
level. Many instructors teaching statistics at the college and university level are not statisticians.
The majority are mathematicians, but many are from other departments (Gareld, 2002). The few
instructors who are actually statisticians often teach large classes of up to 500 students
(Geraeld,2002). Difference Between Mathematics and Statistics
A common viewpoint is that statistics is part of the mathematics discipline. Indeed, many
statistics courses are taught by mathematicians. Nevertheless, many statisticians and educators
hold the conviction that statistics is not merely a sub-branch of mathematics, but is more
akin to physics or engineering (Cobb & Moore, 1997; Gareld, 2003) in that statistics is its own
eld that uses mathematics. A statistics problem may require mathematics, but it also involves
generating data, exploring data, choosing an appropriate statistical model or test, and analyzing
data. In addition, statistics requires a dierent type of reasoning than mathematics does (Gareld,
2003).
An obvious difference between mathematics and statistics is that statistics is based in
context (delMas, 2004). Mathematics can deal with numbers stripped of any context. In statistics,
the context of the numbers can be crucial; solutions to statistical problems need to be
communicated in context (Cobb & Moore, 1997; Gareld, 2003).
Perhaps the most distinct difference between mathematics and statistics is in the nature of
Mathematics is deterministic; questions ordinarily have a single correct solution. While on the
other hand, statistics is based on variability and uncertainty (Gareld, 2003). This difference

12

commonly leads to confusion among students who enter a statistics course after a long
mathematical career.
Because mathematics commonly has only one correct answer to a problem, statistics
teachers trained in mathematics often focus on a procedural approach to statistics (Nicholson &
Darnton, 2003). As a result, students can often give a correct answer to a statistical question
without understanding the underlying statistical concepts (Gareld, 1994; Meletiou-Mavrotheris et
al., 2007). Even when students are asked to write a conclusion or interpret their ndings, it is
possible to do so in one sentence, parroting back memorized and formulaic interpretations,
without statistical understanding.
Statistical Concepts can be Abstract Many concepts introduced in statistics are unfamiliar
and abstract in their mathematical nature (delMas, 2004). The abstract nature of statistical
concepts commonly proves challenging for students. For example, standard deviation is often
introduced as a formula without an explicit connection to a concrete idea; students often ask,

2.5

What can I do with it? or What does it really mean?

As another example, consider a p-value. Students typically desire a concrete

interpretation of the p-value such as the common, but false, notion that a p-value is the
probability that the null hypothesis is true (Schneiter, 2008). The theoretically correct, but very
abstract, interpretation may feel like circular logic.
Statistics Deals with Variability and Uncertainty Statistical content is based on variability
and uncertainty (Cobb & Moore, 1997; Gereld, 2003). Students are used to deterministic answers
in mathematics, making it frustrating when they can not get a rm answer in statistics. In statistics,
there is always a possibility of an error and everything is related to probabilities. Students often

13

express the ideas, How can I be sure? or We can not tell if our answer is correct, so what is the
point?

CHAPTER 3
14

METHOD AND PROCEDURE

3.1

NATURE OF RESEARCH
The researcher used Pre-test - Post-test Control Group Design for this study which

involves two groups, experimental and control. In this design both randomly formed groups
(control & experimental) are pre tested and after treatment, post tested. Pre-test and post-test are
same for both the groups. It is a strong experimental design in which all sources of internal
invalidity are controlled due to random assignment, pre-test and the presence of control group.

3.2

POPULATION
All the students of secondary schools of district Swabi, studying chemistry subject at the

9th grade, constituted the population.

3.3

SAMPLE
Government High School district Swabi was selected as sample school. Fifty students

were randomly selected as sample for this study. Control and experimental groups were
randomly formed from the sample (twenty five students in each group).

3.4

INSTRUMENTS
MCQs type written tests were developed for the collection of data. Pre-test was

developed from the first five chapters of 9th grade Chemistry of keeping Blooms taxonomy in
view. Out of 50 questions, ten (10) of knowledge, ten (10) of comprehension, ten (10) of
application, ten (10) of analysis, and ten (10) questions of synthesis were constructed. Post-test
was constructed from the last five chapters of the same textbook whereas the distribution of the
questions remained same for each domain as in the pre-test.

3.5

DATA ANALYSIS
Data was analyzed through the t.test.

15

CHAPTER 4
PRESENTATION AND ANALYSIS OF DATA
The preceding chapter discussed the methodology and research techniques used in collecting and
analyzing the data in order to realize the purpose of this study. This chapter presents the results,
analysis and their interpretation in accordance with the research questions. The information
collected from the observations is presented first, followed by the information from the reading
tests. Thereafter, possible interventions emanating from this study are suggested to remedy.

16

17

18

19

CHAPTER 5
FINDINGS, CONCLUSION AND RECOMMENDATION
5.1

FINDINGS
1. The calculated t-values are less than the table values. It is clear from the results shown
above in the Table 1. That there is no significant difference between the mean scores of
the experimental and control group in the cognitive domains of knowledge,
comprehension, application, analysis and synthesis. Hence, It is concluded that both the
experimental and control groups were the same in the cognitive skills before the
treatment.

2. The calculated t-value is less than the table value (calculated t=1.00 and table
value=2.01). Hence, it is concluded that there is no significant difference in the
achievement of the students of experimental group and control group in the domain of
knowledge.
3. As the calculated t-value is less than the table value (calculated t=1.09 and table
value=2.01), there is no significant difference in the achievement of the students of
experimental group and control group in the domain of comprehension
4. The calculated t-value is greater than the table value (calculated t=3.60 and table
value=2.01). It is clear from the result shown above in the Table 4. That there is
significant difference between the mean scores of the experimental and control group
which means that there is significant difference in the achievement of the students of
experimental group and control group in the domain of application. Hence, It is
20

concluded that activity-based teaching method is more effective than the traditional
method of teaching to develop higher order thinking skill (application).

5. The calculated t-value is greater than the table value (calculated t=3.06 and table
value=2.01). Hence, it is concluded that activity-based teaching method is more effective
than the traditional method of teaching in developing analyzing ability in students.

6. The calculated t-value is greater than the table value (calculated t=4.18 and table
value=2.01). It is clear from the result shown above in the Table 6. that there is significant
difference between the mean scores of the experimental and control group. Hence, It is
concluded that activity-based teaching method is more effective than the traditional
method of teaching to develop Synthesizing ability

5.2

CONCLUSION
1. From the results shown above it was concluded that there was a positive impact of
activity- based teaching in developing cognitive skills in the students of chemistry at
secondary level. ABL method of teaching is more effective for the development of higher
order thinking skills in the students.
2. These results are supported by the findings of Hung, Jonassen and Liu(2008) , Suydam,
Marilyn and Higgins(1977) , Coulson and Osborne (1984), Blumberg and Michael
(1992), Gallagher et al.(1992),Norman and Schmidt (1992), Ryan (1993), Dwyer (1993),
Dolmans and Schmidt(1994),Woods(1993), Shepherd (1998), van den Hurk et al. (1999)
Schmidt and van der Molen (2001) and Schmidtet al.( 2006),Martin et al.
( 1998,Dean(1999),Lieux ( 2001,Thornton (2001),Schmidt and vander Molen ( 2001) and
Schmidt et al.( 2006).
21

3. Although the mean scores of Experimental Group, in the domain of knowledge and
comprehension, is greater than control group, there is no significant difference found
between the mean scores of both the groups which means that ABL is more effective for
higher order thinking skills (application, synthesis and analysis)than lower or der thinking
skills (knowledge, comprehension). Gallagher and Stepien, (1996),Lieux,(2001 )and
Zumba chetal.(2004) reached on the same conclusion regarding the effectiveness of ABL.

5.3

RECOMMENDATIONS

Following recommendations are made on the basis of the results obtained from the analysis of
the-data:
1. The role of Activity- Based Learning (ABL) is well acknowledged in the literature to
develop higher order thinking skills. As this study is consistent with past findings, it is
therefore, recommended that ABT should be adopted at secondary level to teach science in
Pakistan.
2. The study may be replicated in all science disciplines.
3. The study may be replicated to compare the ABT with other methods of teaching to find
out the relative effectiveness of the different methods with ABT.
4. The study should be replicated in all grades from elementary to university level

22

23

24

25

Appendix-A
Choose the appropriate answer from the given alternatives. Each carries equal marks.
26

1 The main cause of air pollution is _______________

a. Burning of fuels
b. Forests
c. Fertilizers
d. Garbage
2 Which of the following are non-degradable materials?
a. Dead animals b. Dead plants
c. Plastics
d. Bread
3 Which of the following produces harmful gasses?
a. Plants
b. Animals
c. Bacteria
c. Motor vehicles
4 Which of the following things are biodegradables?
a. Cans
b. Glass
c. Dead plants
d. Electricity wires
5 All physical objects are made up of ______________
a. Solid
b. Liquid
c. Gas
d. None of these
6 Matter is anything which occupies ________ and has _________
a. Mass, Volume b. Volume, Mass
c. Mass, Size
d. All of above
7 Matter exist in ________ states.
a. 1
b. 2
c. 3
d. 4
8 A solid has a fixed _______________
a. Shape
b. Mass
c. Volume
d. Both a and b
9 In solid molecules are ____________________ packed together.
a. Less closely
b. Closely
c. Packed loosely d. Non of these
10 Molecules of solid are ______________to move.
a. Not able
b. Able
c. Easily packed d. None of these
11 Gold is an example of ______________.
a. Solid
b. Liquid
c. Gas
d. Palsma
12 A liquid has a definite ______________ but not have fixed.
a. shape, Volumeb. Volume, Shape
c. Volume, Volume
d. Shape, Shape
13 The liquids plows ______________.
a. Steadly b.Easily
c. Weakly d. an of above.
14 There are ______________ force of attraction as compared to solid in
liquids.
27

a. Strong b. Same
c. Weak
d. Won of them
15 Participles of gas are paked ______________.
a. Strangely
b. Lossely
c. Little lossely
d. Non of above
16 Force of attraction are very ______________as compared to that of solid
and liquid.
a. loosely b. Weak
c. Strong
d. Non of these.
17 Wood is example of ______________.
a. Solid
b. Plasma
c. Gas
d. Non of them
18 Milk is example of ______________.
a. Solid
b. Plasma
c. Gas
d. Non of them
19 Oxygen is example of ______________.
a. All of below
b. Liquid
c. Gas
d. Solid
20 Carbon dioxide is example of ____________
a. Solid
b.
b. Plasma
c. Liquid
d. Non of them.
21 Iron is example of ____________.
a. Solid
d. Liquid
c. Gas
d. Plasma
22 Honey is example of ____________.
a. Plasma b. Gas
c. Liquid
d. Solid
23 When solid is heated its particles get more ____________.
a. Heated b. Energy
c. Charged d. Non of these
24 Solid ____________ on heating.
a. Melts
b. Expands
c. Vigorous d. Non of these.
25 On heating solid changes into ____________.
a. Plasma b. Liquid
c. Gas
d. All of above
26 When water more heated to the holing point converts to ____________.
a. Vapours b. Steam
c. Water Vapours d. All of above
27 Ice _____________ changes into water .
a. Weakly b. Slowly
c. Loosely d. Steadily
28

28 Melting point of ice is _____________.

a. 1000C
b. 10000C
c. 0.000010C
d. non of above.
29 Freezing pong of water is _____________.
a.00C b. 1000C
c. 10000C d. All of above.
30 When liquid change to gas this process called _____________.
A. Melting Point b. Freezing Point
c. Condensation Process
d. Non of them.

29