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Four students are looking at a map of India with scale of 1 cm = 100 km. Student 1: Let's draw a large scale map our colony now. Student 2: Why do you feel we need a large paper to draw our colony? A small one is enough. Student 3: Large scale does not mean large paper. We need to change the scale. Let's make it 1 cm = 500 km. Student 4: No no, since we only need to draw our colony, a centimeter can show much less distance. Arrange the four students in increasing order of the conceptual clarity (i.e. from least clear to most clear)

Four students are looking at a map of India with scale of 1 cm = 100 km. Student 1: Let's draw a large scale map our colony now. Student 2: Why do you feel we need a large paper to draw our colony? A small one is enough. Student 3: Large scale does not mean large paper. We need to change the scale. Let's make it 1 cm = 500 km. Student 4: No no, since we only need to draw our colony, a centimeter can show much less distance. Arrange the four students in increasing order of the conceptual clarity (i.e. from least clear to most clear) Correct Answer <span style="">2 &lt; 3 &lt; 1 &lt; 4</span>

Students are taught map skills to develop spatial understanding and scaling skills. For students to able be to understand a map and draw a map, certain prerequisite skills are required without they will not be able to get the map and draw a map. 

 Key Points

  • First of all the child needs to understand that large -sizes sheets are required to depict a map properly. A very small sheet of paper will not include everything that has to be depicted through a map.
  • The students need to be aware of the scaling system like how much they should do the scale up to denote a particular distance.
  • For showing a whole colony students need to depict various houses, roads, etc. in it. So, depicting it on a very small scale will not serve the purpose. Hence they must use appropriate distance for the scale.

Important Points​Conceptual knowledge\understanding- It is referred to as the knowledge of the concepts, principles, and theories that the students learn in the class mainly through reading, writing, and experiencing.The four students in increasing order of the conceptual clarity.

  • Student 2: Why do you feel we need a large paper to draw our colony? A small one is enough.
  • Student 3: Large scale does not mean large paper. We need to change the scale. Let's make it 1 cm = 500 km.
  • Student 1: Let's draw a large-scale map of our colony now.
  • Student 4: No no, since we only need to draw our colony, a centimeter can show much less distance.

Thus, it is concluded that 2 < 3 < 1 < 4 is the correct answer.

Related Questions

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Standing Committee for Environment and Conservation, International Buddhist Confederation (IBC). She was in New Delhi to participate in the IBCs governing
council meeting, December 10-11, 2017. “We started an awareness campaign in the year 2005-2006 with H H The Dalai Lama when we learnt that tiger skins were
being traded in China and Tibet. At that time, I was not a Buddhist; I wrote to the Dalai Lama asking him to say that this is harmful and he wrote back to say, “We
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Standing Committee for Environment and Conservation, International Buddhist Confederation (IBC). She was in New Delhi to participate in the IBCs governing
council meeting, December 10-11, 2017. “We started an awareness campaign in the year 2005-2006 with H H The Dalai Lama when we learnt that tiger skins were
being traded in China and Tibet. At that time, I was not a Buddhist; I wrote to the Dalai Lama asking him to say that this is harmful and he wrote back to say, “We
will stop this.” He used very strong words during the Kalachakra in 2006, when he said, If he sees people wearing fur and skins, he doesnt feel like living. This sent
huge shock waves in the Himalayan community. Within six months, in Lhasa, people ripped the fur trim of their tubba, the traditional Tibetan dress. The messenger was ideal and the audience was receptive,” says Maas who is a conservationist. She has studied the battered foxs behavioral ecology in Serengeti,Africa. She heads the endangered species conservation at the Nature and Biodiversity Conservation Union (NABU) International Foundation for Nature, Berlin. “I metSamdhong Rinpoche, The Karmapa, HH the Dalai Lama and Geshe Lhakdor and I thought, if by being a Buddhist, you become like this, I am going for it, “says Maas, who led the IBC initiative for including the Buddhist perspective to the global discourse on climate change by presenting the statement, The Time to Act is Now: aBuddhist Declaration on Climate Change, at COP21 in Paris. “It was for the first time in the history of Buddhism that leaders of different sanghas came together to take a stand on anything! The statement lists a couple ofimportant things: the first is that we amass things that we dont need; there is overpopulation; we need to live with contentment and deal with each other and theenvironment with love and compassion,” elaborates Maas. She is an ardent advocate of a vegan diet because “consuming meat and milk globally contributes more toclimate change than all "transport in the world.” Turning vegetarian or vegan usually requires complete change of perspective before one gives up eating their favorite food. What are the Buddhist ways to bringabout this kind of change at the individual level? “To change our behavior, Buddhism is an ideal vehicle; it made me a more contented person,” says Maas, who grewup in Germany, as a sausage chomping, meat-loving individual. She says, “If I can change, so can anybody”. Why is Ms. Barbara an ardent follower of vegan diet?
Ms. Rose asks her class, "What would happen if humans decided to keep a single clock for the whole world, without separate time zones?" Four students respond as follows: Student 1: Longitudes would no longer be of use. Student 2: The seasons in different parts of the world would change. Student 3 : All parts of the world would have day and night together. Student 4: For some countries, morning would be at 5 'o clock, for some at 7 'o clock and so on. Arrange the 4 students in INCREASING order of conceptual clarity.
A passage is given with five questions following it. Read the passage carefully and select the best answer to each question out of the given fouralternatives. Teaching about compassion and empathy in schools can help deal with problems of climate change and environmental degradation,” says Barbara Maas, secretary,
Standing Committee for Environment and Conservation, International Buddhist Confederation (IBC). She was in New Delhi to participate in the IBCs governing
council meeting, December 10-11, 2017. “We started an awareness campaign in the year 2005-2006 with H H The Dalai Lama when we learnt that tiger skins were
being traded in China and Tibet. At that time, I was not a Buddhist; I wrote to the Dalai Lama asking him to say that this is harmful and he wrote back to say, “We
will stop this.” He used very strong words during the Kalachakra in 2006, when he said, If he sees people wearing fur and skins, he doesnt feel like living. This sent
huge shock waves in the Himalayan community. Within six months, in Lhasa, people ripped the fur trim of their tubba, the traditional Tibetan dress. The messenger was ideal and the audience was receptive,” says Maas who is a conservationist. She has studied the battered foxs behavioral ecology in Serengeti,Africa. She heads the endangered species conservation at the Nature and Biodiversity Conservation Union (NABU) International Foundation for Nature, Berlin. “I metSamdhong Rinpoche, The Karmapa, HH the Dalai Lama and Geshe Lhakdor and I thought, if by being a Buddhist, you become like this, I am going for it, “says Maas, who led the IBC initiative for including the Buddhist perspective to the global discourse on climate change by presenting the statement, The Time to Act is Now: aBuddhist Declaration on Climate Change, at COP21 in Paris. “It was for the first time in the history of Buddhism that leaders of different sanghas came together to take a stand on anything! The statement lists a couple ofimportant things: the first is that we amass things that we dont need; there is overpopulation; we need to live with contentment and deal with each other and theenvironment with love and compassion,” elaborates Maas. She is an ardent advocate of a vegan diet because “consuming meat and milk globally contributes more toclimate change than all "transport in the world.” Turning vegetarian or vegan usually requires complete change of perspective before one gives up eating their favorite food. What are the Buddhist ways to bringabout this kind of change at the individual level? “To change our behavior, Buddhism is an ideal vehicle; it made me a more contented person,” says Maas, who grewup in Germany, as a sausage chomping, meat-loving individual. She says, “If I can change, so can anybody”. According to the passage, what do you infer from ''The messenger was ideal and the audience was receptive''?
After a field visit to the mall, Economics teacher Ms. Rabia overhears three of her Standard VIII students: Student 1: Malls are public facilities. After all, everyone is allowed to enter them. Student 2: No, no, malls are run by private companies. They make a profit out of them. Student 3: That is true. But if they are profitable, why doesn't the government run them? Help the teacher arrange the students in INCREASING order of conceptual clarity.
Read the passage carefully and choose the best answer to each question out of the four alternatives and click the button corresponding to it.
Ants have been living on the earth for more than 100 million years and can be found almost anywhere on the planet. It is estimated that there are about 20000 different species of ants. For this reason ants have been called Earth's most successful species. If you watch ants for any length of time you will see that they really do communicate with each other and very effectively too. Ants communicate by touching each other with their antennae. Ants also use chemicals called pheromones to leave scent trails for other ants to follow. Ants build many different types of homes. Many ants build simple little mounds out of dirt or sand. Other ants use small sticks mixed with dirt and sand to make a stronger mound that offers protection from rain. Western Harvester ants make a small mound on top, but then tunnels up to 15 feet straight down to hibernate during winter. Ant mounds consist of many chambers connected by tunnels. Different chambers are used for nurseries, food storage, and resting places for the worker ants. Some ants live in wood like termites. Army ants don't make a home at all but travel in a large groups searching for food. Ants are social insects which means they live in large colonies or groups. Some colonies consist of millions of ants. There are three types of ants in each species, the queen, the sterile female workers and males. The male ants only serve one purpose, to mate with future queen ants and do not live very long. The queen grows to adulthood, mates, and then spends rest of her life laying eggs. A colony may have only one queen, or there may be many queens depending on the species. Ants go through four stages of development: egg, larva, pupa and adult.
Why are ants called the 'Earth's' most successful species?