The Making of a Scientist-By– Robert W.

Peterson -
Notes

RTC

EXTRACT BASED QUESTIONS

(A) “I didn’t get any real results,” he said. “But I went ahead and showed that I had tried the

experiment. This time I won.” The next year his science fair project was testing the theory that

viceroy butterflies copy monarchs. The theory was that viceroys look like monarchs because

monarchs don’t taste good to birds. Viceroys, on the other hand, do taste good to birds. So, the

more they look like monarchs, the less likely they are to become a bird’s dinner. Ebright’s

project was to see whether, in fact, birds would eat monarchs. He found that a starling would not

eat ordinary bird food. It would eat all the monarchs it could get.

i Choose the option listing Ebright’s qualities as depicted by the above extract.

1. persevering

2. visionary

3. determined

4. liberal

5. conceited

a) 1, 2

b) 3, 5

c) 1, 3

d) 4, 5

ii According to the dictionary, ‘fair’ as a noun, shows the following meanings. Choose the

option that lists the meaning similar to the usage to that in the extract.

a) A gathering of stalls and amusements for public entertainment.

b) A competitive exhibition showcasing projects or ideas.

c) A periodic gathering for the sale of goods.

d) An annual exhibition of livestock, agricultural products, etc., held by a town, county, or state.
iii Choose the option that is true for the two statements given about the information in the

extract.

Statement 1- Starling feeds on viceroys.

Statement 2- Starling does not eat seeds and insects.

a) Both statements are clearly mentioned in the extract.

b) Statement 1 cannot be clearly inferred from the text and statement 2 is true.

c) Statement 1 is false and statement 2 cannot be clearly inferred from the extract.

d) Both statements need to be inferred from the given extract.

iv Choose the statements that are TRUE for the given extract contextually.

1. Ebright didn’t get any results for the experiment he conducted on butterflies.

2. Monarchs tasted awfully to the birds.

3. Ebright wanted to explore the possibility of monarchs getting eaten by birds.

4. He wanted to prove that viceroys are lookalikes of monarchs.

a) 1, 2

b) 2, 3

c) 1, 3

d) 2, 4

v Four friends bring their pets to a pet show. Choose the option that mentions the friend

with a starling as a pet.

Friend 1 has a turtle named Missy.

Friend 2 has a dragonfly named Majesty.

Friend 3 has a rabbit named Molly.

Friend 4 has a bird named Mitch.

a) Friend 1

b) Friend 2

c) Friend 3

d) Friend 4
ANSWERS: i. c ii. b iii. c iv. b v. d

Character Sketch of Richard Ebright

Richard Ebright had a multifaceted, versatile personality. He was a man of science, but he also had
a knack for sports and other extracurricular activities. Ebright showed a keen interest in science from
a young age, especially in the area of molecular biology. In grade eight, he conducted an experiment
to identify the virus that caused the deaths of monarch butterflies. Ebright persisted in wanting to
become a scientist despite encountering many obstacles and disappointments. He put in a lot of
effort to overcome challenges, whether it was finding financing for his study or surviving the
competitive educational environment. He was a dedicated researcher who used molecular biology
to shed light on the secrets of the natural world. He developed his theory of living cells while he was
just twenty-four years old.

Character Sketch of Richard Ebright’s Mother--------Richard Ebright’s Mother was a dedicated,

encouraging, and supporting person. She is a single mother who raised Richard by herself after losing
her husband when he was just nine years old. Despite the difficulties of being a single parent, she
always placed a high priority on his intellectual and educational advancement. She recognized his
love for science and went out of her way to provide him with the resources and opportunities to
pursue his interests. She frequently accompanied him to the library and even bought for him
equipment including a telescope, a microscope, cameras, mounting materials, etc that would be
helpful in many ways. She encouraged Richard to set high standards for himself and instilled in him
the value of hard work and perseverance. She had a significant role in making Richard what he was.

Character Sketch of Dr Urquhart------------Dr. Urquhart is a brilliant scientist with a sharp mind and
a passion for his work. He has a strict teaching method and demands the best performance from his
students. He is also known for being a strict and demanding teacher who does not put up with any
kind of disinterest or lack of effort on the part of his students. He is a great mentor as well, offering
advice and assistance to his students inside and outside of the classroom. Despite his frightening
exterior, Dr. Urquhart is genuinely devoted to his students’ success and is willing to go to great
measures to support them. Early on, he recognizes Richard’s potential and adopts him, encouraging
him to follow his passion for science.

Character Sketch of Mr Weiherer---------It is said that Mr. Weiherer is a passionate and committed
educator who genuinely cares about his students’ success. His passion for science inspires his
students to passionately explore their scientific interests. He is an unconventional educator who
disapproves of repetition and rote learning. To make learning interesting and enjoyable, he frequently
incorporates experiments and real-world examples into the classroom. Instead, he places a strong
emphasis on comprehending the underlying concepts and ideas. His approachable nature and
friendly demeanour make it simple for students to come to him with questions and concerns. He had
a significant influence on Richard Ebright. He appreciates Richard’s extraordinary ability and gives
him the tools and resources he needs to succeed.

SAQ
1)Justify the opinion that Ebright's early successes were essential for his later achievements in
science. (The Making of a Scientist) 3

Ans. Early successes played a crucial role in shaping his future accomplishments in science. These
initial wins served as powerful motivators, providing validation of his talent and opening doors for
further growth. They instilled confidence in his abilities, reinforced his passion for scientific
exploration, and nurtured a competitive drive that pushed him to excel. Ultimately, these formative
achievements laid the foundation for his trajectory as a distinguished scientist, paving the way for
his ongoing success in the field.

2) What are the qualities that go into the making of a scientist?

Answer: According to the author, three key ingredients make a scientist – a first-rate mind, curiosity
and the will to perform the best and win for the right reasons. Richard Ebright was a bright student, a
champion debater, a public speaker, a good canoeist and an all-around outdoors person. He was
also an expert photographer, particularly of nature and scientific exhibits. He was a competitive
person blessed with a curious mind and had all the necessary qualities to become a successful
scientist which finally led him to his theory on the life of cells.

3 What lesson did Ebright learn when he could not win a prize at the science fair?

Answer: When Ebright could not win a prize at the science fair, he learnt that winners do real
experiment, they don’t simply display slides. Then he started conducting experiments. It was
definitely a stepping stone towards his success. His competitive nature, his extra efforts and the will
to win for the right reasons made him a successful scientist.

LAQ

1) Richard Ebright displayed a well-rounded personality. Do you agree? Elucidate in the context
of the given text.

Ans- Richard Ebright was a remarkably well-rounded individual, whose talents and interests
spanned across various domains. His early fascination with science was evident when, by
second grade, he had collected and classified all twenty-five species of butterflies around
his hometown. His passion for exploration extended beyond butterflies to collecting coins,
fossils, and rocks, showcasing his deep curiosity about the natural world. These hobbies
were not just pastimes but an expression of his inquisitive mind, which sought to understand
and categorize the environment around him.
However, Ebright's capabilities were not limited to the realm of science. He was an active
participant in his school's oratory club and Model United Nations, where he honed his skills
as a debater and public speaker. His involvement in these activities reflected his strong
communication abilities and his interest in global issues. Moreover, he had a keen eye for
photography, capturing the beauty of nature, which further demonstrated his appreciation
for the world beyond scientific inquiry. His engagement in diverse activities, ranging from
intellectual pursuits to artistic expression, highlighted his multifaceted personality.
Ebright's drive to excel in all his endeavors was fueled by a competitive spirit, yet it was not
rooted in a desire to simply outdo others. He aimed to push his own limits and achieve his
best, whether in academic competitions, debates, or outdoor activities like canoeing. His
love for the outdoors complemented his scientific curiosity, as he was an enthusiastic
adventurer, always ready to explore new terrains. This blend of intellectual prowess, artistic
appreciation, and physical activity revealed a well-rounded individual who thrived in multiple
arenas, showcasing the breadth and depth of his talents.