--- title: "NCERT Solutions Class 6 Science Diversity in the Living World" url: https://www.swavid.com/science/class/6/chapter/diversity-in-the-living-world/ncert-solutions dateModified: 2026-10-07T15:58:31+00:00 --- # NCERT Solutions Class 6 Science Diversity in the Living World This chapter's questions cover the diversity of plants and animals, their classification based on physical features, habitats, and adaptations. Free PDF (16 pages): https://www.swavid.com/api/seo/pdf/ncert/science/class-6/swavid-ncert-solutions-class-6-science-chapter-2-diversity-in-the-living-world-0e5dd4c6c5.pdf ## In-text questions ### Question 1 *3 marks · Short answer* Have you ever observed different plants and animals around you? Share and discuss your observations with your friends and teacher. **Solution** 1. Yes, we observe various plants like grasses, bushes, and large trees around us. 2. We also observe different animals such as birds, insects, and mammals like cows and dogs. 3. These living organisms show a wide variety in their shapes, sizes, and features. **Answer:** We observe a wide variety of plants and animals in our surroundings, differing in size, shape, and features. > Common mistake: Listing only animals and forgetting to mention plants. ### Question 2 *3 marks · Short answer* What similarities and differences did you find among the plants that you observed? **Solution** 1. Similarities: All plants have roots, stems, leaves, and most bear flowers. 2. Differences in height: Plants can be tall, medium, or short. 3. Differences in stems and leaves: Some have hard and thick stems while others have soft and green stems, along with varying leaf shapes and venation. **Answer:** Plants share common parts like roots, stems, and leaves, but differ in height, stem hardness, leaf shape, and flower characteristics. > Common mistake: Not categorizing the differences clearly into height, stem, and leaves. ### Question 3 *3 marks · Short answer* What are the similarities and differences among the animals that you have observed and recorded in Table 2.2? **Solution** 1. Similarities: All animals need food, move from place to place, and live in specific surroundings. 2. Differences in habitat: Some animals live on land, some live on trees, and some live in water. 3. Differences in food and movement: Animals consume a diverse range of foods and exhibit a variety of movements like flying, walking, and crawling using different body parts. **Answer:** Animals are similar in requiring food and movement, but differ in their habitats, food habits, and ways of moving around. > Common mistake: Ignoring the differences in movement and habitat. ### Question 4 *3 marks · Short answer* What are your observations about the various plants and animals that have been drawn? **Solution** 1. The drawings show a wide variety of plants and animals that students have closely observed in nature. 2. They highlight the diversity in shapes, sizes, and features of living things. 3. They demonstrate that different students notice and appreciate different organisms in their environment. **Answer:** The drawings illustrate a great diversity of plants and animals, showing variations in their forms, features, and habitats. > Common mistake: Writing about drawing skills instead of the biological observations. ### Question 5 *2 marks · Very short answer* How many different plants and animals did the entire class draw on the blackboard? **Solution** 1. The entire class draws a large number of different plants and animals on the blackboard, reflecting the local variety of life. **Answer:** The entire class draws many different varieties of plants and animals. > Common mistake: Stating an exact numerical count instead of a general large number. ### Question 6 *2 marks · Very short answer* Do you think that there may be many more varieties of plants and animals other than those drawn on the board? **Solution** 1. Yes, there are many more varieties of plants and animals in nature than those drawn by the class on the board. **Answer:** Yes, there are many more varieties of plants and animals existing in nature. > Common mistake: Answering 'no' without understanding the vastness of biodiversity. ### Question 7 *3 marks · Short answer* Can you think of more such examples? This shows that plants and animals are dependent on each other. **Solution** 1. 1. Plants and animals depend on each other for their survival in nature. 2. 2. Animals get oxygen, food, and shelter from plants, such as trees providing homes to birds. 3. 3. In return, animals help plants by spreading seeds after eating fruits and adding nutrients to the soil. **Answer:** Plants and animals depend on each other for food, shelter, oxygen, and seed dispersal. > Common mistake: Only writing about how animals depend on plants while ignoring how plants depend on animals. ### Question 8 *3 marks · Short answer* What do you think are the reasons behind it? Different students might have chosen different common features for the grouping. **Solution** 1. 1. Different students choose different common features because there are many ways to observe and classify things. 2. 2. Some students may group plants based on height, while others may use the presence or absence of flowers. 3. 3. Similarly, animals can be grouped based on their eating habits, where they live, or how they move. **Answer:** Different students choose different features for grouping based on the specific similarities and differences they observe. > Common mistake: Stating that only one correct feature exists for grouping. ### Question 9 *3 marks · Short answer* What differences do you observe among herbs, shrubs, and trees? How can you group plants as herbs, shrubs, and trees based on the data entered in Table 2.3? **Solution** 1. 1. Herbs are small plants with soft, green, and thin stems. 2. 2. Shrubs are medium-sized plants with hard, thin, woody stems that branch close to the ground. 3. 3. Trees are tall plants with hard, thick, brown, and woody stems whose branches start higher up on the stem. **Answer:** Plants are grouped into herbs, shrubs, and trees based on their height, nature of stem, and branching pattern. > Common mistake: Confusing the branching patterns of shrubs and trees. ### Question 10 *2 marks · Very short answer* What can be other features on the basis of which you can group plants? **Solution** 1. 1. Plants can also be grouped based on features like leaf venation, type of roots, type of seeds, and presence of flowers. **Answer:** Plants can be grouped based on features such as leaf venation, root types, seed structure, and flowers. > Common mistake: Mentioning only stem and height. ### Question 11 *3 marks · Short answer* What differences do you see in the veins of leaves shown in Fig. 2.4a and Fig. 2.4b? **Solution** 1. 1. The pattern of veins on a leaf is called venation. 2. 2. In Fig. 2.4a (hibiscus leaf), the veins form a net-like pattern on both sides of a thick middle vein, which is called reticulate venation. 3. 3. In Fig. 2.4b (banana leaf) and Fig. 2.4c, the veins run parallel to each other, which is called parallel venation. **Answer:** Hibiscus leaves show a net-like reticulate venation, whereas banana and grass leaves show parallel venation. > Common mistake: Mixing up reticulate and parallel venation descriptions. ### Question 12 *2 marks · Very short answer* Do you think that plants can be grouped on the basis of venation present in their leaves? **Solution** 1. 1. Yes, plants can be grouped based on the venation present in their leaves into those with reticulate venation and those with parallel venation. **Answer:** Yes, plants can be grouped into those with reticulate venation and those with parallel venation. > Common mistake: Saying plants cannot be grouped by leaves. ### Question 13 *3 marks · Short answer* What are the similarities and differences in the roots of the plants collected by you? What differences do you see in the roots of plants shown in Fig. 2.5a and Fig. 2.5b? **Solution** 1. The roots of the mustard plant in Fig. 2.5a consist of one main root called a taproot with small side roots arising from it. 2. The roots of the grass plant in Fig. 2.5b appear as a bunch of similar-sized thin roots arising from the base of the stem, called fibrous roots. 3. Thus, the similarity is that all plants have roots to anchor them, while the difference lies in their structure: taproot system versus fibrous root system. **Answer:** The mustard plant has a taproot system with one main root and side roots, whereas the grass plant has a fibrous root system with a bunch of similar-sized thin roots arising from the base of the stem. > Common mistake: Confusing taproot with fibrous root structure. ### Question 14 *3 marks · Short answer* Does your collection include any other grasses? What kind of roots do they have? **Solution** 1. Grasses and similar plants are collected during the nature walk as part of observing plant diversity. 2. Upon observing their roots, it is found that all grasses have a similar root structure. 3. They possess fibrous roots, which appear as a bunch of thin, similar-sized roots arising from the base of the stem. **Answer:** Yes, other grasses have fibrous roots consisting of a bunch of similar-sized thin roots arising from the base of the stem. > Common mistake: Assuming all plants have taproots. ### Question 15 *3 marks · Short answer* Is there any relation between the type of leaf venation and the type of root of the same plant? How do we find this out? **Solution** 1. Yes, there is a general relation between the type of leaf venation and the type of root in a plant. 2. This is found out by observing the roots and leaf venation of various saplings and plants, as done in Activity 2.7. 3. By recording these observations in a table, we can analyze and relate the patterns of leaf venation with the root system. **Answer:** Yes, there is a relation between leaf venation and root type, which is discovered by observing and recording the features of roots and leaves of various plants. > Common mistake: Stating there is no connection between plant parts without observation. ### Question 16 *3 marks · Short answer* Do you observe any relation between the leaf venation and types of root in these plants? **Solution** 1. Yes, observations show a clear pattern relating leaf venation and root types in plants. 2. Plants with reticulate venation in their leaves generally possess a taproot system. 3. Plants with parallel venation in their leaves generally possess a fibrous root system. **Answer:** Yes, plants with reticulate venation generally have taproots, while plants with parallel venation generally have fibrous roots. > Common mistake: Mixing up reticulate venation with fibrous roots. ### Question 17 *2 marks · Very short answer* Do other plants with reticulate venation have taproots too? **Solution** 1. Generally, plants that exhibit reticulate venation in their leaves possess a taproot system, such as hibiscus, sadabahar, and chickpea. **Answer:** Yes, generally other plants with reticulate venation have taproots. > Common mistake: Saying all plants without exception follow this rule. ### Question 18 *2 marks · Very short answer* Do other plants with parallel venation have fibrous roots too? **Solution** 1. Generally, plants that exhibit parallel venation in their leaves possess a fibrous root system, such as lemongrass and wheat. **Answer:** Yes, generally other plants with parallel venation have fibrous roots. > Common mistake: Confusing parallel venation with taproot systems. ### Question 19 *3 marks · Short answer* Is there any relation among the seed of a plant, types of root and leaf venation? Are all seeds similar? **Solution** 1. Not all seeds are similar; seeds differ in size, shape, and the number of cotyledons. 2. Plants with reticulate venation in their leaves generally have taproots. 3. Plants with parallel venation in their leaves generally have fibrous roots. **Answer:** Seeds vary in structure, and there is a direct relation: plants with reticulate venation have taproots, while those with parallel venation have fibrous roots. > Common mistake: Thinking all seeds and root systems are identical. ### Question 20 *2 marks · Very short answer* Are they similar or different? **Solution** 1. When the seed coat is removed, chickpea seeds split into two parts called cotyledons. 2. Maize seeds have a single thin part, making them different in structure from chickpea seeds. **Answer:** They are different; chickpea seeds have two cotyledons while maize seeds have a single cotyledon. > Common mistake: Stating that all seeds have the same internal structure. ### Question 21 *3 marks · Short answer* What relation do you observe among leaf venation, root types and the number of cotyledons in seeds of a plant? **Solution** 1. Dicot plants have seeds with two cotyledons, reticulate venation in their leaves, and a taproot system. 2. Monocot plants have seeds with a single cotyledon, parallel venation in their leaves, and a fibrous root system. 3. Thus, a clear correlation exists among seed type, leaf venation, and root system. **Answer:** Dicot plants have reticulate venation and taproots, whereas monocot plants have parallel venation and fibrous roots. > Common mistake: Confusing monocot and dicot features. ### Question 22 *2 marks · Very short answer* What features can you think of to group them? **Solution** 1. Animals can be grouped based on features such as their eating habits, places where they live, and the way they move around. 2. Other features like body coverings, colour, and physical structure can also be used. **Answer:** Animals can be grouped based on features like eating habits, habitat, type of movement, and body structure. > Common mistake: Limiting animal grouping to only one feature. ### Question 23 *3 marks · Short answer* Which body parts are used by the animals in the poster you created and those in Fig. 2.7 for movement? **Solution** 1. Animals use a variety of body parts for movement from one place to another. 2. Insects and land animals like ants and goats use legs to walk, run, or jump. 3. Birds use wings and legs to fly and walk, while aquatic animals like fish use fins to swim. **Answer:** Animals use body parts such as legs, wings, and fins for movement. > Common mistake: Assuming all animals use the same body parts for movement. ### Question 24 *3 marks · Short answer* What conclusions can you draw from the data given in Table 2.5? **Solution** 1. Different animals exhibit different types of movement such as flying, running, crawling, walking, or hopping. 2. They use different body parts like legs, wings, and fins to move. 3. Grouping animals based on their movements helps in understanding their diversity. **Answer:** Different animals show varied types of movement and use distinct body parts like legs, wings, and fins to move. > Common mistake: Forgetting to mention the relation between movement type and body parts. ### Question 25 *2 marks · Very short answer* How can we group animals based on their movements? **Solution** 1. Animals can be grouped based on the types of movement they exhibit, such as flying, running, crawling, walking, hopping, or jumping. 2. They can also be grouped according to the specific body parts they use for movement, such as legs, wings, or fins. **Answer:** Animals can be grouped based on their types of movement (like walking, flying, swimming) and the body parts used for movement (like legs, wings, fins). > Common mistake: Only mentioning body parts without stating the type of movement. ### Question 26 *2 marks · Very short answer* Does the movement of these animals depend upon their surroundings? **Solution** 1. Yes, the movement of animals depends upon their surroundings. 2. For example, animals living in water have streamlined bodies and fins to swim, while land animals use legs to walk or run on the ground. **Answer:** Yes, animal movement depends on their surroundings, as aquatic animals use fins for swimming in water and terrestrial animals use legs for walking on land. > Common mistake: Stating only 'yes' without giving examples like fish and goats. ### Question 27 *3 marks · Short answer* What are your observations regarding plants and animals found in various regions? Discuss your observations with your classmates. **Solution** 1. The plants and animals found in one kind of region are different from those found in another kind of region. 2. Deserts have plants with thick, fleshy stems like cactus and animals like camels that can tolerate extreme heat and water scarcity. 3. Mountains in cold regions have conical trees like deodar with sloping branches to let snow slide off easily. **Answer:** Plants and animals vary by region based on environmental conditions; for example, deserts have cacti and camels, while mountains have deodar trees. > Common mistake: Writing general observations without specific regional examples from the textbook. ### Question 28 *3 marks · Short answer* What are the differences you observe between them? What advantages do these differences provide to these camels? **Solution** 1. Hot desert camels have long legs with wide hooves and one hump, whereas cold desert camels have shorter legs, two humps, and long hair from head to neck. 2. Long legs and wide hooves help hot desert camels walk on sandy soil without sinking, while short legs help cold desert camels walk easily in mountainous regions. 3. The single hump stores food for hot deserts, while two humps and long hair help cold desert camels survive food scarcity and freezing winters. **Answer:** Hot desert camels have long legs and wide hooves to avoid sinking in sand with one hump, while cold desert camels have shorter legs for mountains, two humps, and long hair for cold winters. > Common mistake: Confusing the number of humps and leg lengths between hot and cold desert camels. ### Question 29 *3 marks · Short answer* What other features can help camels to survive in the desert? **Solution** 1. Camels excrete small amounts of urine and their dung is very dry. 2. They do not sweat and thus lose very little water from their bodies. 3. These features allow camels to survive for many days without drinking water in the desert. **Answer:** Camels survive in the desert by excreting small amounts of urine, passing dry dung, and not sweating, which prevents water loss from their bodies. > Common mistake: Forgetting to mention lack of sweating and dry excreta as water-conserving mechanisms. ### Question 30 *2 marks · Very short answer* What are the different ways in which you can group plants and animals based on their habitats? **Solution** 1. Plants and animals can be grouped based on their habitats into those that live on land and those that live in water. 2. Organisms living on land are said to be in terrestrial habitats, while those living in water are in aquatic habitats. **Answer:** Plants and animals can be grouped based on their habitats into terrestrial (living on land) and aquatic (living in water) groups. > Common mistake: Listing specific habitats like deserts and forests instead of the broad habitat categories. ### Question 31 *3 marks · Short answer* What would happen if the habitat of a plant or an animal is damaged? What would happen if a goat does not get grass to eat? Can a fish survive without water? **Solution** 1. Damage to habitats results in loss of homes, food, and other resources for plants and animals, leading to the loss of biodiversity. 2. If a goat does not get grass to eat, it will not get proper food and nutrition, which can threaten its survival. 3. No, a fish cannot survive without water because its body (including streamlined shape and fins) is specially adapted to live and breathe dissolved oxygen in an aquatic habitat. **Answer:** Habitat damage leads to loss of homes and food causing loss of biodiversity; a goat cannot survive without food, and a fish cannot survive without water. > Common mistake: Students often write general answers instead of referring specifically to food, shelter, and the specific adaptations of fish and goats. ### Question 32 *3 marks · Short answer* Find out about the sacred groves in your region. **Solution** 1. Sacred groves are undisturbed patches of forests protected by local communities where no one is allowed to harm animals or cut trees. 2. They serve as a community-protected treasure of biodiversity, preserving numerous plant and animal species including medicinal plants. 3. Examples vary by region, such as sacred groves found in the Western Ghats, Rajasthan, and other parts of India. **Answer:** Sacred groves are undisturbed, community-protected forest patches rich in biodiversity, acting as safe havens for native plants and animals. > Common mistake: Confusing sacred groves with normal reserved forests managed solely by the government. ## Let us enhance our learning ### Question 1 *3 marks · Short answer* Here are two types of seeds. What differences do you find among the roots and leaf venation of their plants? **Solution** 1. Wheat is a monocot seed and has fibrous roots with parallel venation in its leaves. 2. Kidney beans are dicot seeds and have taproots with reticulate venation in their leaves. 3. Thus, monocots possess fibrous roots and parallel venation, while dicots possess taproots and reticulate venation. **Answer:** Wheat has fibrous roots and parallel venation, while kidney beans have taproots and reticulate venation. > Common mistake: Confusing monocot and dicot features regarding roots and venation. ### Question 2 *3 marks · Short answer* Names of some animals are given below. Group them based on their habitats. Write the names of aquatic animals in the area marked 'A' and terrestrial animals in the area marked 'B'. Enter the names of animals living in both habitats in part 'C'. Horse, Dolphin, Frog, Sheep, Crocodile, Squirrel, Whale, Earthworm, Pigeon, Tortoise **Solution** 1. Aquatic animals (A): Dolphin, Whale. 2. Terrestrial animals (B): Horse, Sheep, Squirrel, Earthworm, Pigeon. 3. Animals living in both habitats (C - Amphibians/aquatic-terrestrial): Frog, Crocodile, Tortoise. **Answer:** A: Dolphin, Whale; B: Horse, Sheep, Squirrel, Earthworm, Pigeon; C: Frog, Crocodile, Tortoise. > Common mistake: Placing amphibians or semi-aquatic animals like crocodiles and tortoises only in water. ### Question 3 *3 marks · Short answer* Manu's mother maintains a kitchen garden. One day, she was digging out radish from the soil. She told Manu that radish is a kind of root. Examine a radish and write what type of root it is. What type of venation would you observe in the leaves of radish plant? **Solution** 1. A radish is a modified taproot. 2. Plants with taproots generally have reticulate venation in their leaves. 3. Therefore, the leaves of a radish plant would exhibit reticulate venation. **Answer:** Radish is a taproot and its leaves show reticulate venation. > Common mistake: Mistaking taproots for fibrous roots or predicting parallel venation. ### Question 4 *3 marks · Short answer* Look at the image of a mountain goat and a goat found in the plains. Point out the similarities and differences between them. What are the reasons for these differences? **Solution** 1. Similarities: Both are goats with similar basic body structures, four legs, and hooves. 2. Differences: Mountain goats have thicker fur and shorter legs suited for rocky slopes, whereas plain goats have shorter coats and are adapted to flat terrain. 3. Reason: These differences are adaptations that help them survive and move easily in their respective habitats. **Answer:** Both share basic goat features, but differ in fur thickness and leg structure due to habitat adaptations. > Common mistake: Forgetting to mention that the structural differences are adaptations to the environment. ### Question 5 *3 marks · Short answer* Group the following animals into two groups based on any feature other than those discussed in the chapter—cow, cockroach, pigeon, bat, tortoise, whale, fish, grasshopper, lizard. **Solution** 1. Group 1 (Animals with wings/ability to fly): Pigeon, Bat, Grasshopper, Cockroach. 2. Group 2 (Animals without wings): Cow, Tortoise, Whale, Fish, Lizard. 3. Animals can be grouped using various alternative features such as presence or absence of wings. **Answer:** Group 1 (with wings): Pigeon, Bat, Grasshopper, Cockroach; Group 2 (without wings): Cow, Tortoise, Whale, Fish, Lizard. > Common mistake: Using habitat or food habits instead of a different feature as requested. ### Question 6 *3 marks · Short answer* As the population grows and people want more comfortable lives, forests are being cut down to meet various needs. How can this affect our surroundings? How do you think we can address this challenge? **Solution** 1. Cutting down forests leads to loss of natural habitats, resulting in the loss of homes, food, and resources for plants and animals, causing a decline in biodiversity. 2. We can address this challenge by protecting existing forests, stopping illegal tree cutting, and planting new trees. 3. Initiatives like creating protected areas and wildlife projects also help conserve biodiversity. **Answer:** Deforestation causes loss of habitats and biodiversity, which can be addressed through afforestation and creating protected areas. > Common mistake: Failing to connect habitat destruction directly to loss of biodiversity. ### Question 7 *3 marks · Short answer* Analyse the flowchart. What can be examples of 'A' and 'B'? **Solution** 1. The flowchart classifies plants based on whether they have leaves and the type of venation in their leaves. 2. Box 'A' is reached through 'Yes' for having leaves and 'Yes' for having reticulate venation, which is characteristic of dicot plants like hibiscus or mustard. 3. Box 'B' is reached through 'No' for having leaves (or plants like non-leafy parts/certain plants) or parallel venation (depending on branch), representing plants with parallel venation or non-reticulate leaves such as grass or banana. **Answer:** Example for A: Hibiscus or mustard plant; Example for B: Grass or banana plant. > Common mistake: Confusing reticulate venation with parallel venation. ### Question 8 *3 marks · Short answer* Raj argues with his friend Sanjay that "Gudhal (hibiscus) plant is a shrub." What questions can Sanjay ask for clarification? **Solution** 1. A shrub is defined as a plant that is not as tall as a tree, with many brown woody stems that start branching very close to the ground, and stems that are hard but thin. 2. Sanjay can ask about the height of the plant, whether it is taller than him or medium-sized. 3. Sanjay can also ask about the nature of the stem and where its branches start arising from the stem. **Answer:** Sanjay can ask about the height, nature of the stem (hard and thin), and whether branches arise close to the ground. > Common mistake: Confusing shrubs with herbs which have soft and green stems. ### Question 9 *3 marks · Short answer* Based on the information in the table, find out examples of these plants for each group. (a) What other similarities do plants of group A have? (b) What other similarities do plants of group B have? **Part (a)** 1. Group A plants have seeds with two cotyledons (dicots) and possess taproots along with reticulate venation. 2. Therefore, other similarities include having reticulate leaf venation and seeds with two cotyledons. Answer (a): Plants of group A have reticulate venation in their leaves and two cotyledons in their seeds. **Part (b)** 1. Group B plants have seeds with a single cotyledon (monocots) and possess fibrous roots along with parallel venation. 2. Therefore, other similarities include having parallel leaf venation and seeds with a single cotyledon. Answer (b): Plants of group B have parallel venation in their leaves and a single cotyledon in their seeds. **Answer:** Group A plants have reticulate venation and two cotyledons; Group B plants have parallel venation and a single cotyledon. > Common mistake: Mixing up monocot and dicot features. ### Question 10 *3 marks · Short answer* Observe the labelled part of a duck in the picture given below. What differences do you observe in the feet of the duck compared to the other birds? Which activity would the duck be able to perform using this part? **Solution** 1. The feet of a duck have webbed skin between the toes, unlike other birds like pigeons which have separate toes for walking and perching. 2. Webbed feet act like paddles in water. 3. Using its webbed feet, the duck is able to swim easily in water. **Answer:** Ducks have webbed feet which are different from other birds and help them to swim in water. > Common mistake: Forgetting to mention the specific activity of swimming enabled by webbed feet. ## Frequently asked questions ### How many questions are there in the NCERT Solutions for Class 6 Science Chapter 2? There are a total of 42 questions in this chapter based on the new NCERT book for the 2026-27 session. This includes 32 in-text questions and 10 questions in the 'Let us enhance our learning' section. SwaVid provides complete step-by-step solutions for all of them on this page. ### Which major topics are covered in the SwaVid solutions for this chapter? The solutions cover key concepts such as biodiversity in different regions, plant classification into herbs, shrubs, and trees, and animal adaptations in hot and cold deserts. Other topics include animal movement, seed comparisons, and methods of biological classification. ### What are the hardest question types in this chapter and how do I approach them? Flowchart analysis and multi-part reasoning questions regarding plant features and animal adaptations are often considered the hardest. To approach them, break down the given characteristics step-by-step and relate them to specific habitats or structural traits. ### How should I write my answers to secure full marks in Class 6 Science exams? You should structure your answers clearly by defining key scientific terms first followed by relevant examples. Referring to the detailed explanations provided in SwaVid's free PDF on this page will help you learn the exact presentation style required. ### Is the free PDF for Chapter 2 Diversity in the Living World available on SwaVid? Yes, the free PDF containing comprehensive solutions for this chapter is available right on this page. You can easily download it to study offline and prepare thoroughly for your school assessments. ## Related pages - [Class 6 Science chapters](https://www.swavid.com/science/class/6) Solutions written by SwaVid, a personal AI tutor for Class 6 to 10 Maths and Science. Practise this chapter free: https://www.swavid.com/start/student