OSSTET Science (CBZ) Mock Test - 3 - OTET MCQ

ସଠିକ୍ ଉତ୍ତର ହେଉଛି- ଉପମା

Key Points

• ଶରୀର ସୌନ୍ଦର୍ଯ୍ୟ ବିଧାନରେ ବିଭିନ୍ନ ପ୍ରକାର ଆଭୂଷଣର ଭୂମିକା ଯେପରି ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ, ଭାଷାକୁ ସୁନ୍ଦର ତଥା ମନହୋର କରିବା କ୍ଷେତ୍ରରେ ଅଳଙ୍କାରର ଭୂମିକା ତତୋଧିକ ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ।
• ବ୍ୟାକରଣ ଶାସ୍ତ୍ରରେ ଅଳଙ୍କାରର ପରିଭାଷା ସମ୍ପର୍କରେ କୁହାଯାଇଛି- ଅଳଂକରୋତି ଇତି ଅଳଙ୍କାରଃ । ଅର୍ଥାତ ଯାହା ସୁଶୋଭିତ କରେ, ତାହା ଅଳଙ୍କାର ।
• ଅଳଙ୍କାରବାଦୀଙ୍କ ମତରେ ଅଳଙ୍କାର ଦ୍ବାରା କାବ୍ୟ ଶୋଭାର ଅଧିକାରୀ ହେବା ସଙ୍ଗେ ସଙ୍ଗେ ଚତ୍ମକାରସମ୍ପନ୍ନ ମଧ୍ୟ ହୋଇଥାଏ ।
• ସୌନ୍ଦର୍ଯ୍ୟର ଅନ୍ୟନାମ ମଧ୍ୟ ଅଳଙ୍କାର ବୋଲି ବାମନ ତାଙ୍କ 'କାବ୍ୟାଳଙ୍କାର ସୂତ୍ରବୃତ୍ତିରେ' କହଛନ୍ତି ।

ଯଥାର୍ଥତା:

• ‘‘ତାରା ପୁଞ୍ଜେ ଯଥା ଶୋଭେ ହରିତାଳୀ,ପୁଳିନ ତେସନ ଶୁଭ୍ର - ଶକ୍ତିଶାଳୀ ’ ପଦଟି ଉପମା ଅଳଙ୍କାରର ଅନ୍ତର୍ଭୁକ୍ତ ।
• ସମାନ ଧର୍ମାକ୍ରାନ୍ତ ଭିନ୍ନ ଭିନ୍ନ ଜାତୀୟ ଦୁଇଟି ବସ୍ତୁର ସାଦୃଶ୍ୟ କଥିତ ହେଲେ ଉପମା ଅଳଙ୍କାର ହୋଇଥାଏ ।
• ଉପମାର ଚାରୋଟି ଅଙ୍ଗ ରହିଛି- ଉପମେୟ, ଉପମାନ, ସାଧାରଣ ଧର୍ମ ଓ ଉପମାବାଚକ ଶବ୍ଦ ।
• ଯେଉଁ ବସ୍ତୁକୁ ବର୍ଣ୍ଣନା ବା ତୁଳନା ତାହା ଉପମେୟ । ଯେଉଁ ପ୍ରସିଦ୍ଧ ବସ୍ତୁ ସହିତ ତୁଳନା କରାଯାଏ ତାହା ଉପମାନ ।
• ଯେଉଁ ସମାନ ଗୁଣ, କ୍ରିୟା ଆଦିର ସମାନତା କାରଣରୁ ଉପମାନ ଉପମେୟ ସହିତ କରାଯାଇଥାଏ, ତାହାକୁ ସାଧାରଣ ଧର୍ମ କୁହାଯାଏ ।
• ଉପମାନ ଓ ଉପମେୟର ସାଦୃଶ୍ୟ କଥନ କରୁଥିବା ଶବ୍ଦଗୁଡିକୁ ଉପମାବାଚକ ଶବ୍ଦ କୁହାଯାଏ ।

Additional Information

• ଉପମା ଅଳଙ୍କାର ବିଭିନ୍ନ ପ୍ରକାର ରହିଛି । ଯଥା- ପୂର୍ଣ୍ଣୋପମା, ଲୁପ୍ତୋପମା ଓ ମାଳୋପମା ପ୍ରଧାନ ।
• ଏହି କାବ୍ୟରେ ପରି ଉହ୍ୟ ରହିଥିବାରୁ ଲୁପ୍ତୋପମା ଅଳଙ୍କାର ହୋଇଛି ।

ସଠିକ୍ ଉତ୍ତର ହେଉଛି- ଉନ୍ନତି ଉପରେ ଉନ୍ନତି

Key Points

• ପଦ ବା ପଦ ସମଷ୍ଟିର ମୌଳିକ ଅର୍ଥ ବ୍ୟତିରକେ ଅନ୍ୟ ଅର୍ଥରେ ବ୍ୟବହାରକୁ ରୂଢି ପ୍ରୟୋଗ କୁହାଯାଏ ।
• ଅର୍ଥ ଓ ରୂପ ଦୃଷ୍ଟିରୁ ରୂଢି ଏକ ବାକ୍ୟାଂଶ ହେଲେ ହେଁ, ଏହାର ମଧ୍ୟରେ ଗୋଟିଏ ପ୍ରଚ୍ଛନ୍ନ ଭାବର ପରିପୂର୍ଣ୍ଣ ପ୍ରକାଶ ସମ୍ଭବ ହୋଇଥାଏ ।
• ରୂଢିର ବ୍ୟୁତ୍ପତ୍ତିଗତ ଅର୍ଥ ହେଉଛି ପ୍ରସିଦ୍ଧି ସମ୍ପନ୍ନ ।
• ତେଣୁ ଲୋକଭଙ୍ଗୀର ଏକ ବିଶିଷ୍ଟ ରୀତିସିଦ୍ଧ ଶବ୍ଦ ଚାତୁରୀକୁ ମଧ୍ୟ ରୂଢି କୁହାଯାଇପାରେ ।
• ଯୁକ୍ତିସିଦ୍ଧ ବା ବୈୟାକରଣିକ ଗଠନରୀତି ଅପେକ୍ଷା ଲୌକିକ ବ୍ୟବହାର ଉପରେ ଏହାର ସାର୍ଥକତା ମୁଖ୍ୟତଃ ନିର୍ଭର କରିଥାଏ ।

ଯଥାର୍ଥତା:

• ପାଲିଙ୍କି ଉପରେ ପାଟଛତା ର ଅର୍ଥ ହେଉଛି - ଉନ୍ନତି ଉପରେ ଉନ୍ନତି ।
• ଯଥା- ରବିବାବୁଙ୍କର ଦୁଇଟା ସ୍ପଞ୍ଜ ଆଇରନ୍ କାରଖାନା ଥିଲା। ଏବେ ଆଉ ଏକ ପ୍ଲାଷ୍ଟିକ ପାଇପ କାରଖାନା ବସାଇଲେ। ଯାହା କହନ୍ତି, ତାଙ୍କର ଏବେ ପାଲିଙ୍କି ଉପରେ ପାଟଛତା।

Additional Information

• ରୂଢି ଅନୁଭୂତିଲବ୍ଧ ଏକ ପ୍ରତ୍ୟକ୍ଷଜ୍ଞାନ, ଯଦିଓ ଏହାର ପ୍ରକାଶଭଙ୍ଗୀ ପରୋକ୍ଷ ରୀତିକୁ ଅବଲମ୍ବନ କରିଥାଏ।
• ବିଶେଷ୍ୟ, ବିଶେଷଣ ଓ କ୍ରିୟାପଦର ଗୁରୁତ୍ବ ଅନୁଯାୟୀ ଓଡିଆ ଭାଷାରେ ପ୍ରଚଳିତ ରୂଢିକୁ ତିନିଭାଗରେ ବିଭକ୍ତ କରାଯାଇଥାଏ । ଯଥା- କ୍ରିୟାଯୁକ୍ତ ରୂଢି, କ୍ରିୟାହୀନ ରୂଢି, ତୁଳନାତ୍ମକ ରୂଢି ।

ସଠିକ୍ ଉତ୍ତର ହେଉଛି-ଆମର ପାରମ୍ପରିକ ମନୋବୃତ୍ତିକୁ

Key Points

• ଗୋଟିଏ ଗଣତାନ୍ତ୍ରିକ ସମାଜରେ ସାହିତ୍ୟର ସାମାଜିକ ଦାୟିତ୍ୱ ଅନସ୍ୱୀକାର୍ଯ୍ୟ ।
• ପାଠ୍ୟ-ପୁସ୍ତକ ଜାତୀୟକରଣ ପରେ ପ୍ରାଇଜ୍‌ ସିଲାବସ୍‌ରୁ ବାହାରି ପଦାକୁ ଆସି ପାରି ନ ଥିବା ଆମ ସାହିତ୍ୟ ମଲାଣି କି ବଞ୍ଚିଛି ତଦନ୍ତ କରିବାପାଇଁ ଏକ କମିଶନ ବସିବା ଦରକାର ପଡୁଛି।
• ପ୍ରକୃତିର ଅତ୍ୟାଚାରରୁ ଲୋକଙ୍କୁ ରକ୍ଷା କରିବାର ବିଜ୍ଞାନ ଅଭ୍ୟୁଦୟର ଗୋଟିଏ କାରଣ। ବିଜ୍ଞାନର ଅଭ୍ୟୁଦୟ ଓ ଗଣତନ୍ତ୍ର ବିକାଶ ସମ୍ବନ୍ଧଯୁକ୍ତ ବୋଲି ପ୍ରମାଣ କରିବା ହୁଏତ କଷ୍ଟକର ।
• ବିଜ୍ଞାନ ପ୍ରତି ଆମର ଦୃଷ୍ଟିକୋଣ ହେଲା ଗୋଟିଏ ଆଚ୍ଛଦ ପରି ବିଜ୍ଞାନ ଆମପାଇଁ ମୂଲଲାଗୁ ।

ଯଥାର୍ଥତା:

• ପ୍ରତି ନୂତନ ଯୁଗ ମଣିଷପାଇଁ ନୂଆ ସତ୍ୟ, ଜୀବନର ନୂଆ ରୂପ ନୂଆ ଅର୍ଥ, ନୂଆ ଯନ୍ତ୍ରଣାର ସମ୍ବାବନା ନେଇ ଆସେ । ମଣିଷକୁ ଚ୍ୟାଲେଞ୍ଜ କରି ଆସେ ।
• ତା'ର ଆହ୍ଵାନକୁ କର୍ଣ୍ଣପାତ ନ କରି ଆମେ ଅତୀତର ଜୀବନ୍ୟାସପାଇଁ ତନ୍ତ୍ରସାଧନା କରୁଛୁ । ପ୍ରତି ନୂତନ ଯୂଗରେ ମଣିଷ ଅନେକ ରାଜ୍ୟ ହରାଏ, ପୁଣି ଅନେକ ନୂଆ ରାଜ୍ୟ ଜିଣିନିଏ ।
• ମାତ୍ର ଯେଉଁ ସ୍ତମ୍ଭମାନଙ୍କ ଉପରେ ଆଧୁନିକ ସମାଜ ପ୍ରତିଷ୍ଠିତ ଯେଉଁ ସେନାପତିଙ୍କ ସାହାଯ୍ୟରେ ଆମେ ନୂତନ ରାଜ୍ୟ ଜିଣନ୍ତୁ, ସେମାନଙ୍କୁ ଆମେ କେଉଁ ଦୃଷ୍ଟିରେ ଦେଖୁ ?

ସଠିକ ଉତ୍ତର ହେଉଛି- ପୂଜାସ୍ପଦKey Points

• ଆମ ଭାଷାରେ ବ୍ୟବହୃତ ଅନେକ ଶବ୍ଦର ଠିକ ରୂପ ଆମେ ଜାଣୁନାହିଁ । ଠିକ ରୂପେ ନଲେଖିଲେ ଭାଷା ଅଶୁଦ୍ଧ ହୁଏ ।
• ଶବ୍ଦଗୁଡିକ ବ୍ୟବହାର ସମୟରେ କେତେକ ସାଧାରଣ ଅଶୁଦ୍ଧି ପରିଲକ୍ଷିତ ହୁଏ ।
• ଅଶୁଦ୍ଧି ସାଧାରଣତଃ ବଚନଗତ, ଲିଙ୍ଗଗତ, ବିଶେଷ୍ୟ ଓ ବିଶେଷଣଗତ, ଣତ୍ବ ବିଧିଗତ, ଷତ୍ବ ବିଧିଗତ, ସନ୍ଧିଗତ, ସମାସଗତ, କୃଦନ୍ତ, ତଦ୍ଧିତ ବିଧିଗତ ଓ ବନାନଗତ ଅଶୁଦ୍ଧି ଦେଖାଯାଏ ।

ଯଥାର୍ଥତା:

• ଉପରୋକ୍ତ ପଦ ମଧ୍ୟରେ ପୂଜାସ୍ପଦ ଶୁଦ୍ଧରୂପ ଅଟେ ।
• ଅନ୍ୟସମସ୍ତ ବିକଳ୍ପରେ ଅଶୁଦ୍ଧି ରହିଛି ।
• ଅନ୍ୟ ବିକଳ୍ପ ଗୁଡ଼ିକର ଶୁଦ୍ଧ ରୂପଟି ହେଉଛି:
  • ସମ୍ଭ୍ରାନ୍ତ ଶାଳୀ-ସମ୍ଭ୍ରନ୍ତଶାଳୀ
  • ଭୂବନେଶ୍ୱର-ଭୁବନେଶ୍ୱର
  • ଉର୍ଦ୍ଧ - ଊର୍ଦ୍ଧ୍ବ

Additional Information

• ଶୁଦ୍ଧ କଥନ, ଲିଖନ ଓ ପଠନ ଏକ କଳା । ଏହା ସଂସ୍କୃତି ସମ୍ପନ୍ନ ବ୍ୟକ୍ତିତ୍ବର ପରିଚାୟକ ।
• ବ୍ୟାକରଣଜ୍ଞାନର ଅଭାବ, ଅଶୁଦ୍ଧ ଉଚ୍ଚାରଣ ଓ ଅନ୍ୟାନ୍ୟ ଆନୁଷଙ୍ଗିକ କାରଣରୁ ବ୍ୟକ୍ତି ଅଶୁଦ୍ଧ ଶବ୍ଦର ପ୍ରୟୋଗ କରିଥାଏ । ବ୍ୟାକରଣ ଦୃଷ୍ଟିରୁ ଅଶୁଦ୍ଧ ଶବ୍ଦର ବ୍ୟବହାର ତ୍ରୁଟିଯୁକ୍ତ ।
• ତେଣୁ ଶୁଦ୍ଧ ଶବ୍ଦର ବ୍ୟବହାର ସମସ୍ତଙ୍କର କରଣୀୟ ।
• ଆମ ଭାଷାରେ ବ୍ୟବହୃତ ଅନେକ ଶବ୍ଦର ଠିକ ରୂପ ଆମେ ଜାଣୁନାହିଁ । ଠିକ ରୂପେ ନଲେଖିଲେ ଭାଷା ଅଶୁଦ୍ଧ ହୁଏ ।
• ଶବ୍ଦଗୁଡିକ ବ୍ୟବହାର ସମୟରେ କେତେକ ସାଧାରଣ ଅଶୁଦ୍ଧି ପରିଲକ୍ଷିତ ହୁଏ ।
• ଅଶୁଦ୍ଧି ସାଧାରଣତଃ ବଚନଗତ, ଲିଙ୍ଗଗତ, ବିଶେଷ୍ୟ ଓ ବିଶେଷଣଗତ, ଣତ୍ବ ବିଧିଗତ, ଷତ୍ବ ବିଧିଗତ, ସନ୍ଧିଗତ, ସମାସଗତ, କୃଦନ୍ତ, ତଦ୍ଧିତ ବିଧିଗତ ଓ ବନାନଗତ ଅଶୁଦ୍ଧି ଦେଖାଯାଏ ।

The correct answer is "Several neem trees can be seen along the road to Connaught Place."Key Points

• There are a few things to keep in mind before changing a sentence from active to passive voice.
• The object in the active voice becomes the subject in the passive voice.
• In the given sentence, "several neem trees" is the object which becomes the subject in passive voice.
• The main verb "see"(V₁) in active voice changes to "seen"(V₃) in passive voice.
• The subject in the active voice can be omitted in the passive voice as the action received by the object is highlighted
• In the given sentence, "you" is omitted.
• The structure of passive voice sentence is: Object+ auxiliary verb "be"+ main verb(past participle) +by + agent.
• In the given sentence, we will use the auxiliary verb "be" before the main verb in the past participle form "seen"

The correct sentence is: Several neem trees can be seen along the road to Connaught Place.
Hence, the correct answer is option C.

The correct answer is "I would have helped".

Key Points

• The given sentence is conditional and describes a hypothetical situation in the past.
• It follows the 'third conditional' pattern, which is used to express situations that could have happened in the past but didn't.
• The third conditional is formed with 'if' + past perfect in the condition clause, and 'would have' + past participle in the result clause.
• Therefore, the correct answer is "Option 3".

Additional Information

• 'I would help' and 'I will help' express future actions which is not consistent with the past scenario described in the sentence.
• 'I shall have helped' is an example of future perfect tense and is used to talk about actions that will finish in the future. This does not fit the past hypothetical nature of the situation.

The correct answer is "as magnificent".

Key Points

• Directly from the text, the white tiger is described by the writer as a "magnificent animal."
• There is no mention in the passage of the white tiger being harmful, ferocious, or lovable, making those options incorrect.
• Therefore, the correct answer is "Option 3".

Additional Information

• The terms 'harmful' and 'ferocious' (option 1 and 2) could potentially be attributes of any tiger, but they are not specifically mentioned in this passage.
• 'Lovable' (option 4) is also not mentioned, and it is a subjective term that depends on individual interpretations and feelings toward white tigers.

The correct answer is - "gain something by one's own effort"

Key Points

• From the given option, the most appropriate answer is "gain something by one's own effort".
• Line from the passage is "They have the ability to acquire knowledge by continuous practice "
• Acquire means to obtain or buy something.
  • Eg. We acquire knowledge by reading books.
• Thus, Option 3 is correct option.

Concept:
Bohr's atomic model.

• The electrons revolve around the nucleus in circular orbits with discrete energy, i.e, the energy is quantized.
• The radius of the orbits is also fixed and depends on the principal quantum number n.
• When electrons are supplied with energy, they jump to higher orbitals.
• The angular momentum of the electrons is quantized and given by

mvr = nh/2π

• The frequency of light ν required to transition of an electron that differs in energy by

 ΔE isequal to =  ΔE/h = = v  where hν'' and hν' is the energy of higher and lower orbitals respectively.

• The Energy of an electron in a stationary orbit is given by:

En = -RH Z²/n²
Explanation:
The principal quantum number n and size of orbitals :

• This quantum number designated as ' n ' gives the number of major energy shells or orbit to which an electron belongs.
• It can have any positive whole number values excluding zero.
• The number ' n ' thus can have infinite positive values.
• The value of ' n ' represents the shells that are designated by capital letters K, L, M, N.
• The principal quantum number determines the distance of the electron from the nucleus.
• A lower value of ' n ' represents that the electron is nearer to the nucleus.
• On increasing the value of ' n ', the size of the orbital will also increase then.

Thus, ' n ' represents the size of the orbits.
Hence, the Principal quantum number determines the size of the orbital.Additional Information

The correct answer is option A, i.e. Fluorine.

• Fluorine is the most electronegative element.
• As we move right in a period, the electronegativity keeps increasing up to the halogens.
• This is because the number of electrons keeps increasing in the same valence shell so hold of the nucleus on the electrons is tight.
• And as we move down in a group, the electronegativity decreases. This is due to the fact that the number of shells keeps increasing down the group so the hold of the nucleus on the valence electron(s) keeps decreasing.
• Since Flourine is the first member of the halogen family (the rightmost group before noble gases), therefore it is the most electronegative element.

Concept:

• There are 3 types of life cycles in plants: 1. Haplontic 2. Diplontic and 3. Diplohaplontic.

1. ​Haplontic: In this cycle haploid is the prominent stage. Only the zygote represents the diploid stage. Zygotic meiosis is there in this type of life cycle in which meiosis arises in the zygote just after karyogamy, resulting in haploid cells formation from a diploid cell. Examples are Chlamydomonas, Ulothrix, Spirogyra, Dinoflagellates, and most fungi.
2. Diplontic: In this cycle diploid is the prominent stage. Genetic meiosis is there in which meiosis arises in the cells of diploid individuals for the formation of haploid gametes. Examples are Cladophora, animals, Acetabularia, and some fungi.
3. Diplo-haplontic and haplo-diplontic: In this cycle, both the haploid phase and diploid stage are present. Sporadic meiosis takes place in this cycle. Examples are Ulva, pteridophytes, some fungi, and land plants.

Explanation:

Option A: Chlamydomonas – CORRECT

• Chlamydomonas shows the haplontic life cycle in which zygotic meiosis takes place.
• Hence, this option is correct.

Option B: Marchantia – INCORRECT

• Marchantia shows the haplodiplontic life cycle in which sporadic meiosis takes place.
• Hence, this option is incorrect.

Option C: Fucus – INCORRECT

• Focus shows a diplontic life cycle in which genetic meiosis takes place.
• Hence, this option is incorrect.

Option D: Funaria – INCORRECT

• Funaria shows the haplodiplontic life cycle in which sporadic meiosis takes place.
• Hence, this option is incorrect.

So, the correct answer is option A.

Key Points

• The inheritance of flower colour in the dog flower (snapdragon or Antirrhinum sp.) is a good example of incomplete dominance.
• In a cross between true-breeding red-flowered (RR) and true-breeding white-flowered plants (rr), the F1 (Rr) was pink.
• When the F1 was self-pollinated the F2 resulted in the following ratio 1 (RR) Red: 2 (Rr) Pink: 1 (rr) White.
• Here the genotype ratios were exactly as we would expect in any mendelian monohybrid cross, but the phenotype ratios had changed from the 3:1 dominant: recessive ratio.
• This happened because the R was not completely dominant over r and this made it possible to distinguish Rr as pink from RR (red) and rr (white).

Additional Information

Key Points

• Mutation is defined as a change in the nucleotide sequence of an organism's genome (DNA).
• Point mutation is a type of mutation which arises due to change in a single base pair of DNA.
• It is caused by the substitution of a base pair with another, which changes the codon in the mRNA.
• The change in codon can have 3 effects:
  • Silent mutation - The altered codon codes for the same amino acid, causing no change in the phenotype.
  • Missense mutation - The altered codon codes for a different amino acid, causing a change in the phenotype.
  • Nonsense mutation - The alteration of codon is such that it reads as a stop signal.
• Sickle-cell anaemia is caused by a point mutation that causes a substitution of amino acid.

Important Points

• The β-globin chain of haemoglobin (Hb) has Glutamic acid at the 6th position of its peptide chain.
• This Glutamic acid (Glu) is substituted by Valine (Val) due to the point mutation.
• A single base pair of A-T in the normal Hb gene (Hb^A) is replaced by T-A in the mutated gene Hb^S.
• So the codon in the mRNA changes from GAG to GUG.
• This results in the substitution of the amino acid from Glutamic acid to Valine.

Additional Information

• Sickle cell anaemia is a genetic disorder that affects the red blood cells (RBCs) of the body.
• The shape of the RBCs changes from biconcave disc to an elongated sickle-like shape.
• This effect does not allow enough oxygen to be carried to different organs for normal functioning.
• It is common in African population.

The correct answer is oppositely

Key Points

• Ion Formation: Atoms can become ions by losing or gaining electrons to attain a more stable state, often matching the electron configuration of a noble gas.
• Ionic Bonding: This involves the transfer of electrons from a metal atom to a non-metal atom, resulting in the creation of oppositely charged ions which attract each other.
• Coulombic Attraction: The force of attraction between particles with opposite charges (i.e., cations and anions).
• Crystal Lattice Structure: An ionic compound forms a solid crystalline lattice structure because of the strong mutual attraction between cations and anions.
• Ionic compounds are created when atoms of different charges form a bond.
• A common example is sodium chloride (NaCl), which is formed when a sodium (Na) atom donates an electron to a chlorine (Cl) atom.
• This results in a positively charged sodium ion (Na⁺) and a negatively charged chloride ion (Cl^-).
• These ions, now carrying opposite charges (thus satisfying option 1), attract each other due to Coulombic (electrostatic) forces, forming an ionic bond.

The ions arrange themselves in a crystal lattice structure, a stable and energetically favorable arrangement of ions that maximizes the balance between attractive and repulsive forces. Each ion is surrounded by ions of the opposite charge, leading to a solid crystalline compound that exhibits the properties of an ionic compound, such as high melting and boiling points.

Additional Information

• Ionic compounds are not made up of equally charged ions. They consist of oppositely charged ions (cations and anions).
• While ionic compounds contain negatively charged ions (anions), they also contain positively charged ions (cations). It is not solely composed of negative ions.
• Ionic compounds contain positively charged ions (cations), but they also consist of negatively charged ions (anions), and hence, it’s not made up of positive ions alone.

Conclusion:-

So, the Ionic compounds consist of oppositely charge ions.

Concept:

• The excretory system in humans comprises kidneys, one pair of ureters, a urinary bladder, and a urethra.
• In humans, kidneys are the major excretory organ.
• Kidneys are reddish bean-shaped structures present in pairs in the abdominal cavity.
• It helps in the filtration of the blood and the elimination of nitrogenous waste from the body.
• The structural and functional unit of kidneys is called the nephron.
• A nephron is made up of a Malpighian body (Bowman's capsule + Glomerulus), Proximal Convoluted Tubule (PCT), Henle's loop, Distal Convoluted Tubule (DCT), and Collecting tubule.

Explanation:

• Option 1: Neck of nephron - INCORRECT
  • ​The neck of the nephron refers to the transitional segment of the tubule that is present between the Bowman's capsule and the proximal convoluted tubule (PCT).
  • The neck of the nephron is lined by flattened cells.
  • It shows the presence of actin-like filaments.
• Option 2: Wall of Bowman's capsule - CORRECT
  • Each nephron begins with the Bowman's capsule. It is a cup-shaped dilated double-walled structure.
  • It encloses a glomerulus which is a capillary knot.
  • The outer wall of the Bowman's capsule is made up of squamous epithelium.
  • The inner wall of the Bowman's capsule has specialized cells called podocytes. These cells have foot-like appendages.
• Option 3: Outer wall of the loop of Henle - INCORRECT
  • The loop of Henle is a U-shaped segment that is present in the cortex region of the kidney.
  • The walls of the Loop of Henle are made up of simple squamous epithelium.
• ​​Option 4: Wall of vasa recta - INCORRECT
  • Vasa recta ​refer to the capillary network that supplies blood to the medullary region of the kidney.
  • The walls of the vasa recta are made up of endothelium.

So the correct answer is option 2 (Wall of Bowman's capsule).

Concept:

• Metabolic activities result in the accumulation of nitrogenous wastes in the body. These wastes need to be eliminated from the body.
• The process by which nitrogenous wastes are removed from the body is called excretion.
• In general, the waste that needs to be removed from the body includes undigested food, carbon dioxide, water, excess salts, vitamins, hormones, and ions such as Na⁺, K⁺, Cl^-, phosphate, sulfate, etc.
• Undigested food material is removed from the body through the anus.
• Carbon dioxide and water in the form of water vapor are expelled through expiration.
• The remaining excess water, nitrogenous waste, hormones, vitamins, etc. are eliminated from the animal body through the excretory system.

Explanation:​

• Metabolic activities like protein metabolism and nucleic acid metabolism results in the production of nitrogenous waste in the animal body.
• Ammonia, urea, and uric acid are the three major types of nitrogenous waste excreted by animals.
• Gases such as carbon dioxide are expelled by the lungs through the process of expiration.
• Ammonia is formed in the body as a result of the catabolism of amino acids.
• Ammonia being highly toxic needs to be eliminated from the body as soon as it is formed. The excretion of ammonia from the body requires a large quantity of water that is available for organisms like tadpoles, many bony fishes, etc.
• However, animals like mammals including humans, do not have access to sufficient amounts of water to eliminate ammonia from their bodies.
• In such animals, ammonia is first converted into a lesser toxic form called urea. Urea requires a lesser amount of water for its elimination.
• This conversion of ammonia to urea takes place in the liver through the Ornithine cycle (Urea cycle).

​Ornithine Cycle -

• ​The ornithine cycle is also known as the Krebs-Henseleit cycle.
• The basic process of urea formation through the Ornithine cycle is as follows:

1. In the liver, the amino acid arginine is broken down by the enzyme arginase to produce urea and ornithine.
2. Ornithine so formed combines with one molecule of ammonia and carbon dioxide to produce citrulline.
3. Citrulline then combines with another molecule of ammonia to form arginine.
4. Arginine again breaks down by the action of arginase to produce urea and ornithine.
5. Thus the cycle repeats. At each cycle, one molecule of urea is formed.

​

So from the above-given information, the correct answer is option 4 (Urea).

Additional Information

• Gluconeogenesis is a pathway through which glucose is synthesized from non-carbohydrate substrates like amino acids.
• Urine is produced in the nephrons of the kidneys by ultrafiltration of blood.
• Vitamin A is synthesized from ß carotene.

Concept:

• The reproductive system in females comprises a pair of ovaries, a pair of fallopian tubes, a uterus and a vagina.
• Ovaries are the gonads in which the female gamete ova/eggs are produced.
• Stages of Follicular growth in the ovary:
  • Females are born with more than two million primordial follicles in the ovaries. It consists of oocytes surrounded by flat granulosa cells.
  • The oocytes in primordial follicles are arrested at the prophase stage of cell division (1st meiotic division).
  • When stimulated, the oocytes enlarge and the follicular cells divide and the next stage of follicular development i.e. primary follicles develop.
  • Primary follicles have two layers of follicular cells surrounding the oocyte.
  • The primary follicle develops into a secondary follicle.
  • The secondary follicles are larger with more follicular cells. It also shows the accumulation of follicular fluid in the intracellular spaces.
  • The secondary follicle develops into the next stage of follicular growth i.e. the tertiary follicle. It is also referred to as the Graafian follicle.
  • The first meiotic division is completed and the secondary oocyte is formed.
  • The second meiotic division begins giving rise to an ovum (with the maximum amount of cytoplasm of the two daughter cells) and a polar body at the end of the division.

Explanation:

• Option 1: Corpus luteum - INCORRECT
  • ​The corpus luteum is the endocrine structure that is formed from the follicular cells once the secondary oocyte is expelled from the Graafian follicle.
  • It secretes the hormone progesterone.
  • Progesterone secreted by the corpus luteum helps maintain the pregnancy during the first 12 weeks of pregnancy.
• Option 2: Corpus albicans - INCORRECT
  • Corpus albicans is a scar tissue that is left on the surface of the ovary. It is the remnant of ovulation.
  • It is formed in the absence of fertilization.
  • If fertilization does not take place, the corpus luteum degenerates into the scar tissue called corpus albicans.
• Option 3: Antrum - CORRECT
  • The antrum is the fluid-filled cavity present in the Graafian follicle.
  • This cavity comprises a fluid that provides the environment essential for the growing oocyte.
• Option 4: Germ hill - INCORRECT
  • The cells that surround the primary oocyte in the Graafian follicle are referred to as germ hill.

So the correct answer is option 3 (Antrum).

Concept:

• Evolution can be defined as the changes that appear in the heritable traits of a living organism over successive generations.
• The diversity seen in the different species of organisms is due to evolution.
• Several theories have been put forward to explain the origin of life on earth. These theories encompass all the changes that have taken place and the factors that contributed to such changes.
• Lamarckism, Darwinism, the Modern Synthetic Theory of Evolution, etc. are some of the theories explaining the origin of life on earth.

Explanation:

Lederberg Replica Experiment -

• ​Joshua Lederberg along with Esther carried out experiments to show that mutations are random and are not directed.
• Their study material was bacteria that were grown on isolated colonies on plates.
• The colonies of the original plates were transferred to new plates by stamping.
• Stamping involves using a cloth to pick up a colony and deposit it on a new plate.
• From their experiment, they hypothesized that antibiotic resistance in bacteria against a particular antibiotic is inherent in them.
• This means that the resistance to the antibiotics was present in the bacteria before the exposure to the antibiotics not as a result of the exposure.​
• He observed that on a plate washed with an antibiotic like penicillin, the colonies continue to grow irrespective of the fact that they were never exposed to penicillin before.
• This proved that antibiotic resistance in bacteria did not evolve on exposure to the antibiotic. Instead, it was already present inside the bacteria.
• This experiment helps to explain Darwin's theory.
• According to Darwin's theory, an organism like bacteria have the built-in ability to adapt to a certain environment, and this ability is not developed upon exposure to that environment.

So from the above-given information, the correct answer is option 3 (Darwin's theory).

Learning is a continuous process that does not has an end. A continuous learner can construct a lot of knowledge that is needed for him in the future. Learning is based on personal and environmental factors. Learning takes place in a spiral manner. Key Points

• Errors committed by students play the role of the source of information for the teacher to understand the cognitive abilities and learning difficulties of students to design teaching strategies accordingly.
• Errors made by students are not only useful for assessment but also indicate the level of understanding of the children.
• Explaining the reason for errors in children and giving chance to them for rectifying the errors results in authentic learning.
• Misconceptions of students can be identified and cleared by the teacher based on errors made by the students.

Hence the statement errors and mistakes are irrelevant in the process of learning is wrong.

Audio-visual aids are instructional tools that combine auditory and visual elements to enhance the learning experience, facilitating better comprehension and retention of information. Examples include multimedia presentations, videos, charts, and diagrams used to supplement verbal communication in educational or informative settings.

Key Points Audio-visual aids are crucial in education and communication, as they enhance understanding by catering to diverse learning styles and improving retention through multisensory engagement. They facilitate more effective presentations, making complex concepts accessible and promoting a dynamic, interactive learning environment.

• Enhanced Comprehension: Audio-visual aids, such as videos and presentations, provide a visual and auditory dimension to learning, helping to clarify complex concepts and making them easier to understand.
• Multisensory Engagement: Integrating both sound and visuals engages multiple senses, creating a multisensory learning experience. This approach appeals to a broader range of learning styles, increasing the chances of effective comprehension.
• Retention of Information: Studies suggest that the combination of audio and visual stimuli can lead to better retention of information. Learners are more likely to remember content when it is presented through both auditory and visual channels.
• Increased Motivation:: The dynamic nature of audio-visual aids often sparks interest and curiosity. Learners are more motivated to engage with lessons that incorporate visually appealing graphics, animations, and relevant audio elements.
• Real-world Context: Audio-visual aids can bring real-world scenarios into the learning environment, helping learners to see practical applications of theoretical knowledge. This connection to the real world enhances the relevance of the content.
• Facilitation of Complex Topics: Concepts that are challenging to explain through text alone can be simplified and made more accessible with audio-visual aids. For example, intricate processes, historical events, or scientific phenomena can be demonstrated visually and explained verbally.
• Versatility and Accessibility: Audio-visual aids are versatile and can be used in various educational settings, from traditional classrooms to online platforms. This accessibility makes them valuable tools for reaching a diverse audience and accommodating different learning environments.

Thus, it is concluded that the Audio-visual aids make learning easy, interesting, and effective.

Constructivism is a learning theory rooted in cognitive psychology that emphasizes the active role of learners in constructing their understanding of knowledge. It is not only a pedagogical approach but also a broader philosophical stance on how individuals acquire, process, and organize information.

Key Points Constructivism aligns with cognitive psychology by emphasizing that learning involves mental processes such as perception, memory, and problem-solving. It views learners as active participants who construct their knowledge by organizing and interpreting information based on their existing cognitive structures. This theory has influenced educational practices, promoting student-centered learning, project-based approaches, and a focus on understanding over rote memorization.

• Active Learning Process: Constructivism posits that learning is an active process where individuals actively construct their understanding of the world. It's not merely the absorption of information but the creation of knowledge through mental processes.
• Prior Knowledge and Experience: Learners bring their existing knowledge and experiences into new learning situations. Constructivism recognizes that these prior mental frameworks influence how new information is understood and integrated.
• Social Interaction: Social interaction is a cornerstone of constructivism. Learning is enhanced through collaboration, discussions, and interactions with peers, teachers, or the environment. Social engagement contributes to the construction of knowledge.
• Zone of Proximal Development (ZPD): Lev Vygotsky's Zone of Proximal Development is integrated into constructivism. This concept refers to the range of tasks that a learner can perform with the help of a more knowledgeable person. It emphasizes the importance of guided instruction.
• Real-World Application: Constructivism stresses the significance of connecting learning to real-world contexts. Lessons and activities are designed to have practical applications, making the knowledge relevant and meaningful to learners.
• Reflection and Metacognition: Learners are encouraged to reflect on their thinking processes and engage in metacognition—thinking about how they think. This reflective practice deepens understanding and promotes awareness of one's learning strategies.
• Teacher as Facilitator: In a constructivist approach, the teacher assumes the role of a facilitator rather than a lecturer. Instead of delivering information passively, the teacher guides and supports learners, creating an environment that fosters active exploration and inquiry.

Thus, it is concluded that Constructivism is a learning theory based on cognitive Psychology.

Additional Information

B.F. Skinner was a behaviorist psychologist known for his theory of operant conditioning, emphasizing the role of reinforcement in shaping behavior. He believed that language development in children occurs through imitation of the linguistic environment and reinforcement of verbal behaviors. Skinner's work has had a significant impact on the understanding of learning and behavior in psychology.

Key Points B.F. Skinner's theory posits that children learn language through imitation of the linguistic environment and reinforcement of their verbal behaviors. This theory places a strong emphasis on observable behaviors and their consequences in shaping the acquisition and development of language skills. B.F. Skinner's theory of language development in children emphasizes the role of imitation and reinforcement.

• Operant Conditioning:
  • Skinner was a proponent of operant conditioning, a learning process where behaviors are strengthened or weakened by the consequences that follow them.
  • In the context of language development, children are seen as engaging in verbal behavior that is subject to the principles of operant conditioning.
• Imitation:
  • According to Skinner, children learn language primarily through imitation. They observe the speech of those around them, particularly their parents and caregivers, and mimic the sounds, words, and phrases they hear.
  • Imitation is considered a crucial mechanism for acquiring both the structure and content of language.
• Reinforcement:
  • Skinner argued that language acquisition is reinforced through the consequences of verbal behavior. Positive reinforcement strengthens the likelihood of a behavior being repeated, while negative reinforcement reduces the likelihood of a behavior being repeated.
  • In the context of language, positive reinforcement could include praise, approval, or other positive reactions when a child produces language correctly. Negative reinforcement might involve the removal of something aversive, like a correction or disapproval when language is used incorrectly.
• Shaping and Chaining:
  • Skinner proposed that language development occurs through a process of shaping and chaining. Shaping involves reinforcing closer and closer approximations to the desired behavior (language in this case).
  • Chaining refers to the linking together of individual responses into a complex behavior. In the context of language, this could mean combining words into phrases and sentences.
• Environment as a Determinant:
  • Skinner emphasized the importance of the environment in shaping language. He believed that the linguistic environment, particularly the responses of caregivers, plays a critical role in the development of language skills.
• Critique and Limitations:
  • Skinner's theory has faced criticism for oversimplifying the complexity of language acquisition. Critics argue that it does not adequately account for the innate cognitive abilities and creative aspects involved in language development.
  • The theory also raises questions about the diversity and novelty of language that children produce, which may not always be a direct result of imitation and reinforcement.

Thus, it is concluded that according to B.F. Skinner's language development in children takes place as an outcome of imitation and reinforcement.

E.L. Thorndike (Edward Lee Thorndike) was an influential American psychologist and educational theorist known for his pioneering work in behaviorism and connectionism. His "law of effect" and experiments on animal learning, including puzzle box experiments, significantly contributed to the understanding of learning processes.

Key Points E.L. Thorndike was a pioneering figure in psychology and education, known for his work in behaviorism, and connectionism, and his influential experiments on animal learning. His ideas shaped the early understanding of learning processes and had a lasting impact on the fields of psychology and education.

• Contributions to Psychology:
  • Behaviorism: Thorndike is often associated with the early school of behaviorism. His work laid the foundation for understanding learning as a process influenced by stimuli and responses.
  • Connectionism: Thorndike's "law of effect" is a fundamental concept in connectionism, emphasizing the importance of the consequences of behavior in learning. Positive outcomes strengthen associations, while negative outcomes weaken them.
• Animal Learning Experiments:
  • "Animal Learning" (1898): Thorndike's book "Animal Learning" is a significant work in the field. It presented the results of his experiments with animals, particularly cats, and laid the groundwork for his theories on learning.
  • Puzzle Box Experiments: Thorndike conducted experiments using puzzle boxes to study animal learning. Cats were placed in boxes with mechanisms requiring specific actions to escape. Thorndike observed how the cats learned to perform the necessary actions through trial and error.
• Educational Psychology:
  • Law of Effect in Education: Thorndike's work extended to educational psychology. His law of effect influenced the development of instructional methods, emphasizing the importance of positive reinforcement in teaching and learning.
  • Theory of Transfer: Thorndike also contributed to the theory of transfer, suggesting that skills learned in one context could be transferred to another.
• Later Career: Thorndike held academic positions at various institutions, including Teachers College, and Columbia University.
• Legacy: Thorndike's work had a lasting impact on the fields of psychology and education. His ideas, particularly on behaviorism and learning, influenced subsequent generations of psychologists and educators.
• Honors: Thorndike received various honors and awards for his contributions to psychology and education.

Thus, it is concluded that E.L. Thorndike is the author of "Animal Learning" published in 1898.

Additional Information

Measuring retention involves assessing the ability to recall, recognize, or relearn information over time. Common methods include recall, where individuals retrieve information without cues, recognition, where they identify information from a set of options, and relearning, which evaluates how quickly forgotten information can be regained, indicating the degree of retention. The process provides insights into memory durability and the effectiveness of learning experiences.

Key Points The method of Construction is not a commonly acknowledged term in the field of measuring retention. Standard methods include recall, relearning, and recognition, each providing insights into different aspects of memory and retention. If the term "Method of Construction" is used in a specific educational or psychological context, it would be necessary to refer to the specific literature or source for a more precise understanding. The Method of Construction is not typically recognized as a specific method for measuring retention in the context of memory or learning.

• Method of Recall:
  • This method involves retrieving information from memory without any cues or hints.
  • For example, recalling a list of items or details learned earlier without any prompts.
• Method of Construction (Not a Standard Term):
  • The term "Method of Construction" is not a widely recognized or established method in the field of memory or educational psychology.
  • It may be possible that the term is used in a specific context or by certain authors, but it doesn't represent a standard approach to measuring retention.
• Method of Relearning:
  • This method assesses how much faster or more efficiently information is reacquired after it has been initially learned and then forgotten.
  • It measures the savings in time or effort during the relearning process.
• Method of Recognition:
  • Recognition involves identifying information among a set of options or stimuli.
  • For example, multiple-choice questions assess recognition as individuals choose the correct answer from a list.

Thus, it is concluded that the Method of Construction is not a way of measuring retention.

Associating numbers with physical quantities and events is the process of measuring. The sciences, engineering, building, and other technological professions, as well as practically all daily activities, all depend on measurement.

Key Points

• Comparing an unknown amount to a known quantity that is assumed to be one is what is meant by measurement. Measurement of any physical quantity involves comparison with a certain basic, arbitrarily chosen, internationally accepted reference standard called unit.
• The result of a measurement of a physical quantity is expressed by a number (or numerical measure) accompanied by a unit.
• To assign a precise "quantitative value" is to measure.
• Assigning symbols to observations in a meaningful and consistent way is the process of measurement.
• Measurement is the process of allocating symbols to a phenomenon's dimensions in order to as exactly characterize the phenomenon's condition as feasible.

Hence, it is concluded that the results of measurements are always expressed in numbers.

National Council of Educational Research and Training, commonly known as NCERT, is an autonomous constitutional body established on 1st September 1961 to assist the government on academic matters.

Key Points The functions of NCERT are as follows:-

• Writing textbooks for schools.
• Financing research in school education.
• Advising government on education policies.
• To disseminate improved educational techniques and practices in schools.
• Improving qualitative standards of school education.
• Providing guidance and counseling services on large scale.
• Arranging pre-service and in-service training at a higher level.

Hence, it is concluded that one important function of NCERT is to disseminate improved educational techniques and practices in schools.

A rubric is an assessment tool that clearly indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades.

Key Points Each of the following three elements makes up a rubric:

• Criteria: The performance qualities (e.g., thesis statement, organization, evidence)
• Degrees of performance: how closely a student should adhere to a set standard (e.g., exceeded expectations, met expectations, did not meet expectations)
• Descriptors: detailed explanations connected to each criterion and performance level. the attributes connected to each dimension (e.g., Bibliography contains very little information, All relevant information is included)

• Clarify hazy, ambiguous objectives.
• Make sure the pupils know what you expect of them.
• Used as both a self-evaluation device or external evaluation device
• Encourage improved academic achievement.
• Score more quickly and easily.
• Improve the consistency, impartiality, and accuracy of scoring.
• Increase student feedback.
• Lessen disputes with pupils.

Grades are typically awarded for tasks like projects, assignments, tests, and more, but they can also be given based on behavior. Grading is a process of classifying students into different categories on the basis of pre-defined standards and representing each category by a specific letter.

Key Points

• Relative grading or norm-referenced grading is the process of assigning letter grades to students on the basis of ranking them on their relative level of achievement in a particular group. It asserts a fixed grading proportion of learners at different grade points.
• In this method of grading, a decision is made in advance about approximately what percentage or proportion of students would be awarded a particular letter grade on the basis of developing valid grading of their relative performance.

Thus, we conclude that relative grading methods grades are provided on the basis of the relative position (ranks) of the students in their class or group.

Abraham Maslow developed the theory of the hierarchy of needs with five motives, which suggests that individual needs exist in a hierarchy consisting of physiological needs, security needs, belongingness needs, esteem needs, and self-actualization needs. Key Points

• Physiological needs are the most basic needs for food, water, and other factors necessary for survival.
• Security needs include needs for safety in one’s physical environment, stability, and freedom from emotional distress.
• Belongingness needs to relate to desires for friendship, love, and acceptance within a given community of individuals.
• Esteem needs are those associated with obtaining the respect of one’s self and others.
• Finally, self-actualization needs are those corresponding to the achievement of one’s own potential, the exercising and testing of one’s creative capacities, and, in general, becoming the best person one can possibly be.

Thus, it is concluded that an example of physiological motives is Food.

Puberty is the stage of life during which you become biologically and sexually mature. Puberty is often talked about as a period of turbulence and trials because the child begins to develop a sex drive, experience mood swings, develop relationships with people of the same and/or opposite gender, and face different kinds of pressure at home at school.

Key Points

• The word 'puberty' is derived from the Latin word pubertas, meaning adulthood.
• Puberty happens to all individuals – boys and girls. It is the period of 13-19 years of age.
• The body not only grows in size but the features that distinguish boys and girls also develop during these years.
• For a brief period of two or three years, both boys and girls experience what is referred to as a growth spurt.

Thus, it is concluded that The word "puberty" is derived from the Latin word Pubertas.