Uttarakhand D.El.Ed Mock Test - 2 - UTET MCQ

Let's analyze the path taken by A and the distances involved:

1. A moves towards B's house: A starts moving north towards B's house which is 4 km away.
2. A covers three-fourth of the distance: He covers 4 × 3/4 = 3 km towards the north.
3. A takes a left turn: At this point, A is 1 km away from B's house (since he has covered 3 km out of 4 km). He then takes a left turn, which would be towards the west and runs 2 km.

Now, A is 1 km south of B's house and 2 km west of a direct line north from B’s house. To find the distance from point P (A's new location) to B's house, we use the Pythagorean theorem:

Thus, A would need to cover a distance of: B: √5km  

From the following common explanation, we can conclude that only one person lives above N.
Hence, Option B is correct.
Final Arrangement:

Common Explanation:
References:
K lives on the 5^th floor.
J lives three floors above K.
One person lives between Q and J.
Q lives three floors above I.
Inferences:
From the above references, we get the following cases:

References:
One person lives between J and N.
The number of persons living between Q and K is equal to the number of persons living between N and S.
S doesn’t live on a perfect square-numbered floor.
Inferences: 
From the above references we get the following arrangement:

References:
One person lives between I and H.
The number of persons living below H is equal to the number of persons living above S.
The number of persons living between I and N is one less than the number of persons living below J.
Inferences:
From the above references, case 2 gets eliminated because the number of persons living below H is equal to the number of persons living above S.
So, the final arrangement:

Q is shorter than only T.
S is shorter than P and R. 
T > Q > R/P > R/P > S
Hence, option B is correct.

From the common explanation, we get the immediate neighbour of P and M is Q.

Hence, Option C is correct.

Final Arrangement:

Common Explanation:

References:

M is sitting fourth to the right of N.

P is sitting second to the left of N.

Inferences:

From the above reference, we get the following arrangements:

References:

Q is sitting third to the right of S.

Inferences:

From the above reference, we get two different cases:

Case 1:

Case 2:

References:

S is not sitting beside P.

T is sitting second to the left of O.

O is not sitting beside M.

Inferences:

So, from this case 1 will be eliminated as S is not sitting beside P.

Thus, the final arrangement,

Statements I and II can be represented as venn diagrams in the following ways:

As ‘Female birds lay eggs’, so ‘All birds lay eggs’ is incorrect.

Conclusion ‘Hens are Birds’ may or may not be true as can be seen from the Venn diagrams.

Conclusion ‘Some chickens are not hens’ is also not definitely true as can be seen from the third Venn diagram.

Hence, option (d).

According to given question,
A → @ , C → # , D → $ , E → % , G → = , H → ^ , K → & , L → * , M → α , N → β , O → γ , S → δ
Replace the each capital from given relationship for ^ γ α @ =%, We will get
^ → H
γ → O
α → M
@ → A
=→ G
% → E
Hence , the required answer will be HOMAGE.

Logic: Addition of alphabet positional value × 2 = Code

‘MOST’ is written as ‘134’

⇒ M(13) + O(15) + S(19) + T(20) = 67 × 2 = 134

And,

‘FUR’ is written as ‘90’

⇒ F(6) + U(21) + R(18) = 45 × 2 = 90

Similarly,

‘SUCCESS’ be written as '?'

⇒ S(19) + U(21) + C(3) + C(3) + E(5) + S(19) + S(19) = 89 × 2 = 178

Hence, the correct answer is "178".

In the given alphabet, last but one letter of alphabet is Y.

10th letter to the left of Y is O

8th letter to the right of O is W

Let A, B, C represent their respective weights. Then, we have:

A + B + C = (45 x 3) = 135 .... (i)

A + B = (40 x 2) = 80 .... (ii)

B + C = (43 x 2) = 86 ....(iii)

Adding (ii) and (iii), we get: A + 2B + C = 166 .... (iv)

Subtracting (i) from (iv), we get : B = 31.

 B's weight = 31 kg.

Initial distance = 25 dog leaps
Per-minute dog makes 5 dog leaps and cat makes 6 cat leaps = 3 dog leaps
⇒  Relative speed = 2 dog leaps / minutes
⇒  An initial distance of 25 dog leaps would get covered in 12.5 minutes.

So Option D is correct

(A+B)'s one day's work = 1/3 part
(A+B) works 2 days together = 2/3 part
Remaining work = 1−2/3 = 1/3 part

1/3 part of work is completed by A in two days
Hence, one day's work of A = 1/6
Then, one day's work of B = 1/3−1/6 = 1/6
So, B alone can complete the whole work in 6 days.

Simple Interest = PRT / 100
Here P = Principal, R = Rate of interest and T = time period
Hence, Simple Interest ∝ T
Required Ratio = (Simple Interest for 5 years) / (Simple Interest for 15 years)
⇒ T₁/ T₂ = 5 / 15
⇒ 1 / 3 = 1 : 3

A loss of 25% means a cost price of 100 corresponding to a selling price of 75. CP as a percentage of the SP would then be 133.33%

Cost price = ₹ 1000, selling price = 0.9 of 1200 = 1080.

Volume of the sphere = Volume of the wire (cylinder)

⇒ h = 24,300 cm = 243 metres

Solving quadratically, we have option (b) as the root of this equation.

Inclusive Education means education for all children in school as It refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

Key Points

• It values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• Inclusive education improves the quality and making provisions of education for all. Inclusive education welcomes and celebrates diversity.
• It provides a provision to include disabled children along with normal children in a regular classroom environment.
• It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Important Points

Benefits of Inclusive Education include:

• Developing moral and ethical principles.
• Increasing communication and social skills.
• To uncover and minimize barriers to learning.
• Increasing acceptance and appreciation of diversity.
• Fostering the potential of every child to grow and bloom.
• Addressing the diverse learning needs of every student.
• Valuing all learners equally and encouraging them to learn.
• To change attitudes, behaviours, teaching methods, curricula and environments.
• To promote constantly the local cultures and content of various communities of the society.
• Removing discrimination and providing adequate resources.
• Making adequate seating arrangements as per the child's requirement.

Thus it is clear that all of the above is true.

A curriculum is a structured series of intended learning outcomes. This explanation emphasizes that learning outcomes and not learning experiences constitute the curriculum. These outcomes are linked with objectives. Key Points

• The curriculum is the heart of schooling, the education process. All resources available at school e.g. the school building, equipment, and various varieties of instructional materials including books in the library exist for just one purpose - for supporting the effective implementation of the curriculum
• The components of a curriculum design are: purpose -i.e. aims, goals, and objectives, design of subject matter, implementation of the learning experience, and evaluation approaches
• The curriculum is thus a list of planned learning experiences offered to the students under the direction of the school, in other words, the curriculum is a blueprint of experiences that have been planned for the students.

Hence, we can conclude that Designing school infrastructure is not an aspect of the curriculum.

The National Policy on ICT in school education (2012) of India defines ICTs as “all devices, tools, content, resources, forums, and services, digital and those that can be converted into or delivered through digital forms, which can be deployed for realizing the goals of teaching-learning, enhancing access to and reach of resources, the building of capacities, as well as management of the educational system”.

Key Points

• ICT promotes high-order thinking and reasoning skills.
• ICT enables the use of innovative educational resources.
• ICT plays a very important role in gathering the attention of the students in one place.
• ICT can provide supportive or facilitative approaches in the classroom.
• ICT can play a major role in promoting pedagogy for the facilitation of effective and efficient learning.
• ICT can be used extensively to help the learner make the sense of the tasks assigned and learn what is required.

Hence, we can conclude that ICT promotes high-order thinking and reasoning skills.

Gender Schema theory is a cognitive-based theory which was introduced by Sandra Bem in 1981. The use of the information processing approach to explain how gender development occurs is called the Gender Schema Theory.

Key Points Gender schema theory:

• It emphasizes the child as an active processor of information and that the gender schemas that guide thinking also influence children's behavior.
• The crucial power of gender schema theory is in the understanding it provides about the continuation and strength of gender beliefs.
• Further, research shows that gender schemas guides children's preferences, toy choices, and play partner choices.

Thus we all these references we can consider that gender schema theory explains that how children learns the gender roles.

Hint

• The psychosexual stages of development is proposed by Sigmund Freud.

• Development occurs when there are orderly and progressive changes in a human being due to maturation and experience while growth refers to structural and physiological changes, development is concerned with growth as well as those changes in behaviour which result from the environmental situation.
• Growth is a ceaseless change measurable in teams of weight, height and size. Growth may or may not bring in development.

Key Points

According to the Principle of development direction-

• The direction of development is ‘cephalo–caudal’ as well as ‘proximodistal’ direction.
• The direction of development is from head to limbs i.e, in longitudinal axis called ‘cephalo-caudal and from the centre to the periphery called ‘proximodistal’.
• The child gains control over its head first, then arms and legs. Likewise, the child learns to control large muscles first and does finer movements with smaller muscles. This means the child develops the ability to control arms first and only then can control fingers and so on.

Thus from above-mentioned points, it is clear that the direction of development in longitudinal axis called cephalo-caudal.

Additional Information

There are nine principles of growth and development-

• The development follows a pattern
• Principle of development direction
• Continuous Development
• Rate of growth and development is not uniform
• Principle of individual difference
• Development proceeds from general to specific responses
• Principle of integration
• Principle of interrelationship
• Predictability

The 86^th amendment to the Constitution of India in 2002 provided the right to education as a fundamental right.

• A new article 21A was added which made the right to education a fundamental right for children between 6-14 years.
• Changes in Article 45 of the Directive Principle of State Policies were made.
• It made education for all children below 6 years a Directive Principle of State Policies(DPSP).

Hence, it could be concluded that through 86^th Amendment of the Constitution education has become a fundamental right.
Additional Information

Inclusive Education can be defined as an approach that seeks to address the learning needs of all children, adults, and youth with a specific focus on those who were vulnerable to marginalization and exclusion. It is not an experiment to be tested but a value to be followed. All children, irrespective of their caste, creed, religion, disability have the fundamental right to education as they are the future citizens of India.

The student-centred approach in an Inclusive education:

• Equity and equal opportunities for all.
• Well constructed educational plan.
• Use of multilingualism as a resource.
• Use of specific pedagogical strategies.
• Sensitization towards individual differences.

Key Points

Inclusive Education means meeting individual differences in the general classroom as It refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

• It values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• Inclusive education improves the quality and making provisions of education for all.
• Inclusive education welcomes and celebrates diversity.
• It addresses the need to provide education to children with any kind of impairment.
• It provides a provision to include disabled children along with normal children in a regular classroom environment.
• It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Therefore, The philosophy of inclusion is built on the premise that all students should be valued for their unique abilities.

Art Education is a primary pathway to learning, a journey of discovery of the meaning of teaching for aesthetic experience. Art is an expression of ideas created by human imagination, skill, and invention. Art education is the area of learning that is based upon:

• The visual, tangible art
• The performing arts

Key Points
An artist uses paper, canvas, clay, metal, paint, etc. which can be molded or transformed to create some physical or art object. It includes:

• drawing,
• painting,
• sculpture,

Important Point
Importance of Visual Art education in school's curriculum
Learning to See and Observe and then represent: Sight is an important part of the visual art curriculum. It provides a sensorial experience that lasts longer as more than one sense organ is involved in learning.

• Students need encouragement to observe details in their surroundings and explore the relationships between objects and their environment.
• When a child draws an image after observation of an actual object or through some imagination the concept becomes more meaningful to the child as the creation develops an in-depth analysis for meaning in the visual images.
• The child learns gradually. The first activity with crayons, pencil scribbling. This is a fine display of their motor skills results and is their first masterpiece.

Hint
The following are the activities conducting Drama

• compose a few short melodies
• write a short script
• make puppet characters for the musical
• design a puppet stage
• make any needed props
• Create promotional materials.

Hence, we can conclude that to give sensorial experience is the need and importance of visual art education in the school's curriculum.

Visual learners have specific characteristics that make their learning method unique. In school, visual learners typically:

• Remember what they read rather than what they hear
• Prefer reading a story rather than listening to it
• Learn from seeing things written out on a chalkboard
• Use diagrams and charts to understand ideas and concepts

Important Points

• To engage a visual learner in the classroom, you’ll have to include elements like maps, diagrams, and imagery.
• If you have a projector, try to include relevant images to go along with the course content.
• In geography and history, maps are helpful, while for mathematics and logic, go with diagrams.
• Visual learners like diagrams, drawing out concepts, charts, and processes.
• They learn by looking at visual concepts, creating them, and watching other people create them.
• Visual learners might be creative in their application and find things like colors and shapes useful.

Hence, we can conclude that all of these is the correct answer.

The teaching-learning process in school management involves the process where the teacher teaches the student and students learn and understand the lessons that were being taught in the class. School management makes sure that the teaching-learning process is smoothly carried out with efficient results.

Key Points

• The first step in the teaching-learning process of school management is to set a goal.
• Goal setting step involves setting the goals that need to be implemented and fulfilled.
• Executing step involves the implementation of goals.
• Planning is one of the initial steps that involves formulating the basics and laying the groundwork.
• The review involves overlooking the process and ensuring that the teaching-learning process goes smoothly.

Thus, it can be concluded that the first step in the teaching-learning process in school management is goal setting.

Teaching aids are objects (such as flashcards, pictures, or maps) or devices (such as a DVD or computer) used by a teacher to enhance or enliven classroom instruction. They could be audiovisual teaching aids such as videos and guest lectures or tactile like 3D models. In today's era, traditional classroom teaching is shifted to online teaching, and therefore, digital tools are used as teaching aids. Teaching Aids help in teaching-learning programs. It helps the teacher to present effectively and students to learn and retain the concepts better and for a longer duration.
Key Points
Aural aids:

• Aural aids are known as audio aids
• Aural aids relating to the ear or to the sense of hearing aural sensations.
• These mainly stimulate the hearing sense of the learner. This includes telephonic conversations, audio discs/tapes, gramophone records, radio broadcasts.
• The materials or devices which call upon the auditory senses and thus help the individuals to learn through listening e.g. Radio broadcasts, Cassette and CD player.

Refers to this image:

Note:

• Audio-Visual Aids: The devices which require the auditory as well as visual senses and helping the students to learn through listening as well as viewing. Examples of such aids are television, films, and computer-assisted instruction.
• Visual Aids: The aids which call upon the visual senses and thus help the learners to learn through viewing. The important and under this head are Blackboard, Charts, Pictures, Graphs, Models, Film strips, Slides, puppet, flashcards, games, etc.

Hence, we can conclude that teaching aids that involve only the sense of hearing are called aural aids.