Chapter 15

What did the woodcutter blow on first thing in the morning?

Why were the woodcutter's hands becoming numb?

Who observed the woodcutter in the forest?

What did the woodcutter build to cook his lunch?

Why did the woodcutter blow on the firewood?

What did the woodcutter put in the handi to cook?

How did the woodcutter cool the hot potato before eating?

Why did Mian Balishtiye tremble and back away at the end?

Who is the author of this story?

What physical property of breath allows it to warm or cool objects?

In the activities, how can you feel whether your breath is warm or cool?

What happens to moisture in warm breath when it hits a cold mirror?

During the chest measurement activity, what difference do you observe after deep breathing?

How many breaths per minute would you expect to increase after doing 30 jumps?

What is the purpose of the paper “snake” experiment?

Which direction does the snake move when hot air rises?

Why does the paper snake rotate anti-clockwise under a fan?

Which activity helps you understand condensation?

What type of sound is produced when you make a paper whistle?

Which of these materials can make the loudest whistle?

What phenomenon explains why we blow on dal, roti, and rice to cool them?

In ‘Think and Tell', why is folding cloth multiple times important before blowing on it?

Which body system's activity is heard with a stethoscope?

Why does your breathing rate increase after physical activity?

Which of these is NOT one of the ‘Do This' questions in the chapter?

What does the phrase ‘blow hot, blow cold' illustrate in everyday life?

Which grammatical tense is used when the woodcutter describes his routine?

Identify an example of onomatopoeia in the chapter's narration or activities.

What lesson can children learn from the woodcutter's actions?

Which activity helps understand the loudness of different whistles?

Why is it useful to fold a cloth multiple times before blowing on it in the activity?

What sensation did the woodcutter feel in his fingers before blowing on them?

Which surface is used in the condensation activity?

What happens to chest measurement after exhaling fully?

Which of the following is a correct sequence in the ‘Make a paper whistle' activity?

What does Mian Balishtiye's reaction teach about first impressions?

Which activity in the chapter involves counting?

Why is damp wood harder to burn without blowing on it?

What question does Mian Balishtiye ask the first time he approaches the woodcutter?

Which of these is NOT part of the ‘Think and Tell' section?

What lesson about heat transfer is demonstrated by blowing on hot food?

How does the story use contrast between hot and cold?

Which experiment would best show that breath can be cooler than ambient air?

What did children record when measuring their chest during breathing exercises?

Which sense is primarily used in the ‘Blow in Different Ways' activity?

What structural feature distinguishes the story part from the activity sections?

How would you explain why breath from your mouth feels different at varying distances?

Which key term is defined as the metal pot used for cooking in the story?

What question could test understanding of convection from the chapter?

Which activity combines art and science in the chapter?

How does the story illustrate the principle of equilibrium in temperature?