KVS PRT Mock Test - 3 - KVS PGT/TGT/PRT MCQ

The correct option to complete the analogy is:

A: Glorify

Explanation:

- Venerate and Worship both refer to showing great respect and admiration, often in a religious context.

- Similarly, Extol and Glorify both mean to praise highly, often in a way that expresses admiration or respect.

So, the analogy can be understood as: Venerating is to Worshiping as Extoling is to Glorifying.

The statement implies that inflation rates have attained levels that has been never seen before. The sentence is in present perfect tense which is indicated by the use of ‘have’. The blank will take a verb in the past participle form which means 'to attain a certain level'. Among the given options, only the word ‘reached’ fits in the given blank.

This eliminates all other options.

Meanings of the given words:

Heightened: make or become more intense.

Reached: attain or extend to (a specified point, level, or condition).

Standard: a level of quality or attainment.

Hence, the correct option is B.

'बढ़ा चढ़ाकर बात करना' वाक्यांश के लिए उचित मुहावरा “नमक मिर्च लगाना” होगा।

नमक मिर्च लगाना का वाक्य प्रयोग-

तुमने उसे क्या कहा था और उसने तो पुरे गाव मे उसे नमक मिर्च लगाकर फैला दिया।

अंधा बांटे रेवड़ी, फिर - फिर अपनों को दे लोकोक्ति का सही अर्थ वाला विकल्प न्याय रहित आदमी अपने ही लोगों को लाभ पहुंचाता है होगा।

• वाक्य प्रयोग - आज कल नेताओ का अपने प्रिय जनो को ही लाभ पहुँचाना अँधा, अंधा बांटे रेवड़ी, फिर - फिर अपनों को दे जैसा हो गया है।

Key Pointsअन्य विकल्पों का विश्लेषण -

From Statement 1:

We have, S visits the zoo immediately before Q, who visits on Friday.

Two persons visit between S and V.

From the statement, we cant find who visits zoo on sunday.

From Statement 2:

We have, only two people visits zoo after R.

V visits zoo two days before R.

Three people visits zoo between V and Q.

 From the statement, Q visits the zoo on Sunday.

Hence option D is correct.

The Right to Education Act (RTE) Act:

The RTE Act of the Parliament of India was enacted on 4 August 2009 and came into force on 1 April 2010. This act is also known as the Right of Children to Free and Compulsory Education Act because of its provision of, “the fundamental right of every child between the ages of 6 to 14 with specifies minimum norms in elementary schools.”

School Development Plan:- 

The School Development Plan (SDP) is a strategic plan for improvement. It should bring together, in a clear and simple way, the school's priorities, the main measures it will take to raise standards, the resources dedicated to these, and the key outcomes and targets it intends to achieve.

• ​Every School Management Committee constituted under subsection (1) of section 21 shall prepare a School Development Plan every year in such manner as may be prescribed.
• The School Management Committee shall prepare a School Development Plan at least three months before the end of the financial year in which it is first constituted under the Act.
• Monitor that teachers are not burdened with non-academic duties other than those specified in section 27. No teacher shall be deployed for any non-educational purposes other than the decennial population census, disaster relief duties, or duties relating to elections to the local authority or the state legislatures or parliament, as the case may be.
•  Assess financial requirements and needs of the RTE Act 2009, including for providing special training facility specified in section 4. Entitlements of children such as free textbooks and uniforms, and any other additional requirement for fulfilling the responsibilities of the school under Act.  
• The School Development Plan shall be signed by the Chairperson or vice-chairperson and convenor of the School Management Committee and submitted to the local authority before the end of the financial year in which it is prepared.
• Subcommittees and subgroups with co-opted members for effective implementation & monitoring of the School Development Plan may be formed as requested/needed by the SMC preferably with parents. HM, teachers, children, educationalists, BRTEs, Local Engineers, elected representatives, Civil Society members supporting the school.

Thus, it is concluded that As per the RTE Act, 2009, the school management committee responsibility is to prepare a school development plan.

School is an agency for formal education that has its own structure and organization. It is governed by rules and regulations prescribed by the state. 

• It is a place designed to provide an adequate learning environment for an effective teaching-learning process. It a miniature society where children learn by interacting with their environment.

Key Points

Role of school in achieving the aims of education:

• Preserving knowledge, values, customs, etc.

• Acting as an instrument for cultural change.
• Suggesting ways and means to social development.
• Socializing children for performing their future roles.
• Preserving and transmitting our cultural heritage.
• developing the whole child to his maximum potential.
• Making children literate and developing human resources.
• Helping learners in acquiring values, norms, beliefs, and traditions.
• Inculcating informal cues about social roles in learners through interaction.
• Providing ample opportunities to learners to foster their own learning strategies.

Hence, it could be concluded that developing ill-feeling among students due to casteism is incorrect regarding the role of school in achieving the aims of education.

Developmental disorder-

• It is also known as Childhood Disorders or Developmental Disabilities that originate in childhood.
• It includes a complex group of disorders having serious impairment in different areas.
• It involves the physical impairment, intellectual disabilities, speech disorders, and medical condition.
• Developmental disorders may range from mild to severe and impact the development of the child in a significant way.

Key Points

NOTE:

• Post-traumatic stress- Post-Traumatic Stress Disorder (PTSD) is a psychiatric condition developed as an aftermath of severe trauma often involving violence and demolition. In PTSD, the victim cannot get rid of the memory of the traumatic experience. 

Thus from above-mentioned points, it is clear that post-traumatic stress is not a developmental disorder. 

The term "Disability" is, generally speaking, a kind of absence or lack of one or more capacities that the majority of human beings possess and without which our physical or mental activities are restricted partially or totally. 

‘Locomotor Disability’ refers to a person’s inability to execute distinctive activities associated with the movement of self and manipulation of objects resulting from affliction of the musculoskeletal and/or nervous system.

Key Points

• It is related to the disability of bones, joints, and muscles thus causing problems that may be partial or complete to performing normal functions/activities which a human being is normally able to do like talking, walking, hearing, seeing, and so on.
• It also makes the child unable to grasp an object and to raise both arms without any difficulties.
• Disability of the bones, joints, or muscles leads to substantial restriction of the movement of the limbs or a usual form of cerebral palsy.
• Some common conditions giving raise to locomotor disability could be poliomyelitis, cerebral palsy, amputation, injuries to the spine, head, soft tissues, fractures, muscular dystrophies, etc.

Hence we can say that Provision of classes on the ground floor is important for the learners who suffer from locomotor disabilities. Important Points Some common conditions that can cause locomotor disability are

• Soft Tissues
• Muscular Dystrophies
• Dwarfism
• Spinal Injuries
• Injuries of Head
• Amputation
• Fractures

Hint

• Dysgraphia: Dysgraphia is a disability in which student faces difficulties related to writing, they can not write properly.
• Dyslexia: It is a Reading disability, which is not due to mental retardation, brain damage, or a lack of intelligence. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language.
• The term 'visual impairment' is used to refer to not only those who are blind but also those who have low vision. In the teaching-learning process,  visually impaired children suffer from an issue with sight or vision but when they are facilitated with the right training and tools, they develop a good literacy ability.

The guidance covers the whole process of education which starts from the birth of the child. As individuals need help throughout their lives, it is not wrong to say that guidance is needed from cradle to grave. Key Points

• The term guidance is related to all types of education – formal, non-formal, vocational, etc. wherein the aim is to help the individual to adjust to his/her environment effectively. It can also be said that guidance is given to individuals in making appropriate choices and adjustment
• Guidance can be imparted individually as well as in groups.
• Group guidance is guiding the individual in a group situation. It is suitable for certain kinds of guidance activities like information about careers or orienting new entrants about the school. Here individual guidance will be a mere waste of time and other resources involved in undertaking the activity.
• Counselling is for all. Especially in the school situation counselling is meant for all the students and not only for those who are facing problems or other
  exceptional students. 

Hence, we can conclude that the statement "Guidance can be given individually as well as in a group" is true.

There is no doubt that social media has become an essential part of adolescents' everyday life. Whether it is about posting on Instagram, Facebook, etc., or messaging their friends on social media apps.

• Social media has its own positive and negative effects but the impact of social media on adolescents can be consequential.
• Social media have a diverse effect on young teenagers, they may develop different health issues such as physical health problems or psychological and mental health issues.
• Also, social media may expose teenagers to peer pressure, cyberbullying, online harassment footprints, Facebook depression, sleep disorder, anxiety, or increased mental health risk. 

Key Points

• Cyberbullying or Online harassment is defined as bullying or harassing someone using electronic means like social media platforms. It has become more and more common, especially among adolescents. 
• The American Academy of Pediatrics (AAP) has given the existence of Facebook depression in 2011. They defined Facebook depression as “Depression that develops when preteens and teens spend a great deal of time on social media sites, such as Facebook, and then begin to exhibit classic symptoms of depression.”
• Cyberbullying, Online harassment, and Facebook depression have become an international health concern among adolescents.
• The physical effects on adolescents suffering from cyberbullying, online harassment, or Facebook depression include sleeping problems, headaches, etc.
• The psychological effect can be devastating for adolescents. Psychological effects include anxiety, stress, depression, or self-harm which may lead to serious acts such as suicidal thoughts. 
• They may experience negative emotions such as sadness, anger, or embarrassment. They may also feel alone or isolated.

Hence, from the above-mentioned points, we can conclude that Cyber bullying, Online harassment footprints, and Facebook depression present challenges to the physical and psychological well-being of adolescents. 

Social constructivism is a learning theory propounded by Lev Vygotsky in 1968. The theory states that language and culture are the frameworks through which humans experience, communicate, and understand reality.

• He emphasizes social contexts of learning and the construction of knowledge through social interaction. Vygotsky recognizes that learning always occurs and cannot be separated from a social context.

Key Points

• If a teacher wants to design the teaching-learning process in her classroom on Lev Vygotsky's principles then he can design teaching-learning experiences based on social context like reciprocal learning, participatory learning, collaborative learning, peer group learning, etc. ​
• Reciprocal teaching: Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting.
• Collaborative learning: Collaborative learning is rooted in Lev Vygotsky’s idea of the Zone of Proximal Development. Here, learners rely on one another to accomplish tasks that they otherwise wouldn’t be able to complete individually.
• Cooperative learning: Vygotsky suggested that educators should use cooperative learning to enhance child cognitive development, where peers teach each other and the less proficient children will benefit from more accomplished and skilled peers. In cooperative learning teacher closely observes the students' attempts at learning.
• ​According to Vygotsky, Scaffolding provides a special type of help that assists learners to move toward new concepts, skills, or understandings. The teacher should provide scaffolding when needed.

Hint 

• According to Lev Vygotsky, the best way to assess a child's learning is to talk and interact with the child. He does not believe in formal standardized tests to assess children.

Hence, we can conclude that if a teacher wants to design the teaching-learning processes in her classroom on Lev-Vygotsky’s social constructivism principles, she should avoid the use of formal standardized tests to assess learning.​​

Effects of imitation: Superficially, imitation is merely copying the behaviour of a model. A closer examination of the responses involved, suggests that there are three categories of imitative behaviour: the modelling effect, the inhibitory dis-inhibitory effect, and the eliciting effect.

• The modelling effect involves acquiring new behaviour as a result of observing a model.
• The inhibitory effect is concerned with suppression of deviant behaviour of the model usually as a result of seeing the model punished for engaging in the same behaviour.
• The dis-inhibitory effect is the opposite of it. It occurs when a child observes the model engaged in the previously learnt deviant behaviour being rewarded for it.
• The eliciting effect is related to responses of the model not to his/her behavioural characteristics per states. An illustration of the eliciting effect is the mass behaviour. In any sporting event, one person’s clapping or booing might elicit similar behaviour from others in the crowd. Sometimes, many in the crowd do not know why they behaved in the way they imitated.

Hence, we conclude that the above situation is of eliciting effect.

Case study methods involve an in-depth study, longitudinal examination of a single subject or event and it may be descriptive or explanatory.

• A case study is not different from a survey method, but instead of collecting data about a few factors from a large number of units, the researcher makes a depth and intensive study of a single subject. 
• The case study attempts to explain holistically the dynamics of certain historical periods of a particular social unit.
• According to F.L. Whitney, “Case study is a complete analysis and report of the status of an individual subject with respect as a rule to specific phases of his total personality.”

Key Points  The following steps are used in the conduct of a case study:

• Step 1. Determining the present status of the case or cases 
• Step 2. Identifying the most probable antecedents of the case or cases
• Step 3. Verification of Antecedents/Hypotheses 
• Step 4. Diagnosis and Remedial Measures
• Step 5. Follow-up of the case or cases

Step 1. Determining the present status of the case or cases: The first step is to determine the present status of the case or cases through direct observation.

• Collection of descriptive information which enables to determine the present status of the unit selected for the study.
• In addition to a physical examination of the case or cases, a psychological evaluation is required to determine the general ability level, etc.
• For example, to make a case study of a ‘slow learner’, the first thing to do is to determine the present status of the child by assessing his physique and cognitive factors through direct observation and psychological tests.

Thus, it can be inferred that Determining the present status of the case is the first step that should be taken to make a case study of a "slow learner".

Important Points Step 2. Identifying the most probable antecedents of the case or cases: Determining the most probable antecedents of the case or cases is the next important step.

• This information helps in formulating a workable hypothesis or a set of hypotheses.
• Gathering the information and examining the circumstances leading to the current status and also listing the possible causes or problems in the present situation.
• For example, in the case of ‘slow learner’ cited in Step 1, the researcher may formulate a hypothesis that the occurrence of slow learning behavior in the child is due to an unhealthy environment, bad study habits, and poor teaching in the school.

Step 3. Verification of Antecedents/Hypotheses: The case is then checked for the presence or absence of the antecedents supposed to apply to the situation under study.

• Collect specific evidence about each of the hypotheses from the background information gathered. Since the behavior is varying, the investigator is not able to come up with a single solution for the breakdown of the situation.
• This involves a multi-method approach, which includes observation, history of the case, interview, etc.

Step 4. Diagnosis and Remedial Measures: After the verification of the antecedents or hypothesis, the next step is directed towards the diagnosis of the causes and suggesting remedial measures in the light of the causes.

• After the existing situation, some corrective or improvement program should follow to check what effect the change has brought about.

Step 5. Follow-up of the case or cases: The last step of the case study is the follow-up of the case (es) to study the impact of remedial measures.

• If the impact is positive, the diagnosis is taken to be correct.

Additional Information There are four types of case studies which are

• illustrative Case Studies: These are primarily descriptive studies. They typically utilize one or two instances of an event to show what a situation is like.
  • Illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question.
• Exploratory (or pilot) Case Studies: This type of case studies performed before implementing a large-scale investigation.
  • Their basic function is to help identify questions and select types of measurement before the main investigation.
  • The primary pitfall of this type of study is that initial findings may seem convincing enough to be released prematurely as conclusions.
• Cumulative Case Studies: These serve to aggregate information from several sites collected at different times.
  • The idea behind these studies is the collection of past studies will allow for greater generalization without additional cost or time being expended on new, possibly repetitive studies.
• Critical Instance Case Studies: These examine one or more sites for either the purpose of examining a situation of unique interest with little to no interest in generalisability, or to call into question or challenge a highly generalized or universal assertion.
  • This method is useful for answering cause and effect questions. 

The teacher and head of the institution play the most important role in the administration of the institution. The teacher and head of the institution create such conditions in the educational institutions so that both the teacher and the student of the institution can do creative and creative work.

Key Points

• Teachers and the head of the institution - each other are collaborators.
• The teacher and the head of the institution both work for the development of the student.
• The teacher and the head of the institution create the timetable and distribute the teaching subjects and classes.
• The teacher and the head of the institution prepare the school's annual budget, seeking and utilizing financial grants.
• The teacher and the head of the institution both maintain school discipline.

Hence, we can conclude that teacher and head of the institution - each other are collaborators.

Learning Disability is an umbrella term that encompasses a variety of specific kinds of learning problems. It arises from neurological differences in brain structures and functions which affects the way one receives and processes information.

Key Points

A Few of the Common Learning Disabilities:

1. Auditory Processing Disorder (APD): It is also known as Central Auditory Processing Disorder, which affects how sound travels unimpeded through the ear is processed and interpreted by children’s brain. Children with this disorder cannot recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. Children suffering from this disorder are unable to block out background noise or to tell where the sound is coming from.

• A student with APD may also have Language Processing Disorder (LPD), which is a specific type of APD in which students find it difficult to attach meaning to sound groups that form words, sentences and stories. These disorders can, in turn, affect expressive (what someone says) and receptive (understanding what was said) language as well. 

1. Dyslexia: It is a specific language-based learning disability that affects reading and related language-based processing skills. The severity of it can differ in each individual and can affect reading comprehension, decoding, fluency, word order, etc. It is sometimes referred to as a Language-based Learning Disability.
2. Nonverbal Learning disability (NVLD): A disorder characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Children having this disorder may struggle with interpreting non-verbal cues such as facial expressions or body language and may also have poor coordination.
3. Visual Motor/Visual Perceptual Deficit:  A disorder that affects the ability to perceive visually processed knowledge. It affects the understanding of information that a child sees. Such as the ability to draw or copy. It refers to a reduced ability to make sense of information taken in through the eyes.

Hence, as can be seen from the given points, Language Processing Disorder is a specific type of learning disability in which there is
difficulty attaching meaning to sound groups that form words, sentences and stories.

Fundamental literacy refers to the skills and strategies involved in reading, speaking, writing, and interpreting thoughts. Numeracy is the ability to reason and apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental arithmetical operations like addition, subtraction, multiplication, and division. 

• Foundational Literacy and Numeracy are one of the major themes of the NEP 2020.

Key Points

•  The Economic Advisory Council to the Prime minister (EAC-PM) released a report on the state of Foundational Literacy and Numeracy in India on 16th December 2021.
• The report has been prepared by the Institute for Competitiveness.
• It highlights the importance of early education years in the overall development of a child.
• It further highlights the role of the National Education Policy, 2020.
• As per NEP 2020, “the highest priority of the education system will be to achieve universal foundational literacy and numeracy in primary school by 2025".
• The rest of this Policy will become relevant for our students only if this most basic learning requirement (i.e., reading, writing, and arithmetic at the foundational level) is first achieved.

Thus, it is concluded that in December 2021, Economic Advisory Council to the Prime minister (EAC-PM) released a report on the state of Foundational Literacy and Numeracy in India.

Preparing a good timetable is really a complicated piece of work because a number of factors and conditions that change from school to school i determine it. Its construction, therefore, requires thorough concentration and perseverance of mind. While constructing a good timetable, important principles should always be kept in view.

Key PointsPrinciples of Timetable Construction: The element of fatigue:

• Fatigue, in reality, is the state of inability to continue work after a prolonged activity of certain parts of the body. Fatigue weakens attention and perception and diminishes the power of insight and initiation. Hence the work rate is also diminished.
• In school, some subjects are more fatiguing than others. They involve heavy mental strain and effort. Such subjects should be taught during the early hours when the brain is fresh.
• It has been noted psychologically that the second and third periods on a school day are the best when the work curve reaches its highest point. Similarly, the second and the third days of the week are the best when momentum is the highest.
• Monday is only the warming up day and Saturday is perhaps the worst. So subjects like English, regional languages, and Mathematics should be taught during the best periods of the day.
• Similarly, subjects like arts, crafts, writing, science practicals and manual work, etc., that require less energy should be pursued in the last periods.
• Lastly, the duration of periods must change according to age, physical condition, and season. In summer, periods should be of shorter duration as compared to winter.
• Similarly, in the case of primary classes, periods should not be very long. Small children get fatigued very soon and, so they need frequent changes in activities and occupations.  

Hence, it is clear that according to the 'element of fatigue' principle of timetable construction, subjects like arts, crafts, writing, science practicals, and manual work, etc., should be pursued in the last period.

The correct answer is, 'He has visited Goa, Shimla, and Manali.'

Key Points

• Let's first discuss the use of commas.
• Commas are used to separate list items.
  • Example: bread, milk, and cheese
• When you have a list that contains more than two elements, use commas to separate them.

  • Julie loves ice cream, books, and kittens. (Correct)

  • Julie loves ice cream, books and kittens. (Correct)​

Note- The comma before the and in a list of three or more items is optional. See below under Serial Comma for more information.
According to the above-given information, only option 2 is correct.

Additional Information

• Let's see the use of some punctuation marks:

Hinglish

• चलो पहले comma के उपयोग पर चर्चा करते हैं।
• Commas का उपयोग सूची आइटमों को अलग करने के लिए किया जाता है।
  • Example: bread, milk, and cheese
• लेकिन इसका उपयोग केवल तब किया जाता है जब सूची में कम से कम तीन आइटम हों। दो वस्तुओं को and/or से अलग किया जाता है, इसलिए comma की आवश्यकता नहीं है।

• वह शब्द जिनसे हमें भावना का बोध होता हो, उन शब्दों को भाववाचक संज्ञा कहा जाता है।

Important Points

• हिंदी भाषा में क्रिया पदों को बदल कर भी भाववाचक संज्ञा बनाई जा सकती है।
• मिठास , बुढ़ापा , गरीबी, आजादी , साहस , वीरता।

Additional Information

दिए गए विकल्पों में से विकल्प 2 विद्वता शब्द विशेषण से बानी भाववाचक संज्ञा है अन्य विकल्प असंगत है।

Key Points

Additional Information

‘सुनाना’ सही उत्तर है। अन्य विकल्प असंगत हैं।

Key Points

• ‘सुनाना’ शब्द प्रेरणार्थक क्रिया है।
• ‘सुनाना’ शब्द प्रथम प्रेरणार्थक क्रिया है, जिसका मूल रूप सुनना है।

Additional Information

अनीता गीत गा रही है। वाक्य का काल अपूर्ण वर्तमान काल है।
Key Points

• अपूर्ण वर्तमान काल - क्रिया के जिस रूप से कार्य के होते रहने का बोध होता है।
• उदाहरण - राम पढ़ रहा है।

Additional Informationअन्य उदाहरण -

सही उत्तर स्थावर है।

Key Points

• जंगम का विलोम शब्द – स्थावर, स्थिर, जड़
  • वाक्य प्रयोग -
• जंगम – जंगम प्रवृत्ति का मनुष्य एक जगह ठहर नहीं सकता।
• स्थावर – धीरे-धीरे उसका व्यक्तित्व पत्थर की तरह स्थावर बन गया।
• स्थिर – वह एक जगह स्थिर ठहर नहीं सकता।
  • अन्य विकल्प -

Additional Information

Given:

{1 + 7 + (16 ÷ 8 ÷ 2)} + {(6 × 22 + 6) × 2/√36}

Concept Used:

The concept of VBODMAS is used

1. V - Vinculum, 2. B- Bracket, O- Of, D- Divide, M- Multiply, A- Add, S- Subtract

Calculations:

⇒ {1 + 7 + (16 ÷ 8 ÷ 2)} + {(6 × 22 + 6) × 2/√36}

First, we have to solve this ()

⇒ {1 + 7 + (2 ÷ 2)} + {(6 × 4 + 6) × 2/6}.

⇒ {1 + 7 + 1} + {(24 + 6) × 2/6}.

⇒ {1 + 7 + 1} + {(30) × 2/6}.

Now, we have to solve this {}

⇒ 9 + 5 x 2

⇒ 9 + 10

⇒ 19

Hence, The value of the equation is 19

Given:

Avi and Barun can complete a work in 24 days and 36 days, respectively.

They worked together for 4 days after which Barun was replaced by Chetan

And the remaining work was completed by Avi and Chetan in the next 4 days.

Concept used:

Efficiency = (Total work / Total time taken)

Efficiency = work done in a single day

Calculation:

Let total work is 72 units ( LCM of 24 and 36)

The efficiency of Avi = 72/24

⇒ 3 units

The efficiency of Barun = 72/36

⇒ 2 units

So Avi + Barun together do in one day 3 + 2 = 5 units

So they do in 4 days 5 × 4 = 20 units

Remaining 72 - 20 = 52 units done by Avi + Chetan in 4 days

The efficiency of Avi + Chetan = 52/4

⇒ 13 units

So the efficiency of Chetan = 13 - 3

⇒ 10 unit

5/9 of total work = 72 × 5/9

⇒ 40 units
So, Chetan takes 40 / 10 = 4 days to do 5/9 of the total work.

Chetan alone completed 5/9 of the same work in 4 days.

Option 4 is not correct.

Key Points

Additional Information

• Earth Core:
  • The innermost layer of the earth is known as the core.
  • It is divided into the inner core and the outer core.
  • It comprises a high concentration of nickel and iron.
  • The outer core:
    • The outer core, surrounding the inner core, lies between 2900 km and 5100 km below the earth’s surface.
    • The outer core is composed of iron mixed with nickel (nife) and trace amounts of lighter elements.
  • The Inner Core:
    • The inner core extends from the centre of the earth to 5100 km below the earth’s surface.
    • The inner core is generally believed to be composed primarily of iron (80%) and some nickel (nife).
    • Since this layer can transmit shear waves (transverse seismic waves), it is solid. (When P-waves strike the outer core inner core boundary, they give rise to S-waves).
• The mantle is the widest section of the Earth. Its thickness is approximately 2,900 km.
  • The mantle is mainly made up of semi-molten rock known as magma.
  • The rock is hard in the upper part of the mantle, but lower down the rock is softer and begins to melt.
  • The mantle is located directly under the Sima
• The crust is the outer layer where we live.
  • The thickness is around 0-60 km.
  • It is a solid rock layer divided into two types:
    1. Continental crust covers the land
    2. Oceanic crust covers water
• Sima is an antiquated blended term for the lower layer of Earth's crust. This layer is made of rocks rich in magnesium silicate minerals.
• Sial refers to the composition of the upper layer of Earth's crust, namely rocks rich in aluminium silicate minerals.
• A rock is any naturally occurring solid mass or aggregate of minerals or mineraloid matter.
• A mineral is a compound with a fairly well-defined chemical composition and a specific crystal structure that occurs naturally in pure form.

Concept:

• The major nutrients in our food are named carbohydrates, proteins, fats, vitamins and minerals.
• In addition, food contains dietary fibres and water which are also needed by our body.
• Carbohydrates and fats are energy giving compounds.

Explanation:

Proteins:

• Proteins are needed for the growth and repair of our bodies.
• Food containing proteins are called bodybuilding food.
• Proteins are large biomolecules having a long chain of amino acids which are organic compounds made up of carbon, hydrogen, nitrogen, oxygen, or sulfur.
• They perform various functions within an organism like catalyzing metabolic reactions.
• Protein can be animal-based or plant-based.
• Meat products, poultry products, fish and seafood, eggs, dairy products such as milk, legumes, and beans are rich sources of protein.

Additional Information

Carbohydrate and fats: ​

• Foods containing fats and carbohydrates are also called ‘energy-giving foods’.
• Examples: rice, oil, wheat, sugar, ghee and butter.

Vitamins and Minerals:

• They are needed by the body in small quantities to protect our bodies from diseases.
• They are protective food.