Uttarakhand D.El.Ed Mock Test - 4 - UTET MCQ

The absence of snow at Mount Fuji can significantly disrupt the ecosystem, as many plant and animal species depend on seasonal changes for their life cycles. Snow plays a crucial role in maintaining water levels and temperature regulation in the environment. Without the seasonal snowcap, the delicate balance of flora and fauna may be affected, demonstrating how climate changes can have far-reaching consequences on local ecosystems.

The SVTGs cover a wide range of animal species, including large and small ruminants, poultry, pigs, camels, equines, mithuns, and yaks. This comprehensive scope ensures that various animal health needs are addressed, making the guidelines applicable to diverse veterinary practices across India. The inclusion of multiple species allows veterinarians to provide tailored treatments for specific health issues.

The ITBP was established primarily for deployment along the India-China border, serving as a specialized mountain force. Since its inception in 1962, it has evolved to take on various roles, including internal security duties and high-altitude rescue operations. This versatility showcases the ITBP's importance in both border security and disaster response in rugged terrains.

World Environment Day commemorates the first day of the Stockholm Conference on the Human Environment, which was held in 1972. This event marked a pivotal moment in the global movement for environmental protection and has since evolved into a platform for raising awareness and promoting action for environmental issues worldwide.

As we know that the mirror image always be opposite the original image across the given line. It will become opposite to the given line .As shown in given below .
Hence , option C is required answer .

On the basis of above given question , we have
The mirror image always be opposite the original image across the given line MN. It will become opposite to the given line .As shown in given below .
Hence , required answer is option C.

P is in South-West of Y.

From the following common explanation, we can conclude that “H” lives on the bottommost floor.
Hence, Option D 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:

From the final arrangement, we get ‘A’ is exactly behind of P, so if exchanges its position with O, then A will sit exactly behind of O.
Hence, Option D is correct.
References:
O sits 3^rd to the right of N.
One who sits just behind O is to the immediate right of E.
Inferences:
From the above reference, we get the following cases:

References:
B is neither at any of the extreme ends nor sits exactly behind O.
The number of people sitting between C and E, is the same as the number of people sitting between E and B.
Inferences:
From the above reference, we get the following cases:

References:
D doesn’t sit at any of the extreme ends.
P sits on a seat which is exactly ahead of A.
M is not exactly ahead of E.
Inferences:
From the above reference, we get the following cases:
Case 1: Position of D cannot be fixed, thus this case is eliminated.
​​​​​​​
Case 2: We get the final arrangement as below:

Reasoning:

• From the given statements, we know that both cars and fans are subsets of cats.
• However, there's no direct relationship established between cars and fans.
• We cannot conclude that all cars are fans (conclusion 1).
• Similarly, we cannot definitively say that some fans are cars (conclusion 2).

Therefore, neither conclusion follows logically from the given statements.

Answer: (D) Neither (1) nor (2) follows

From the common explanation, we can conclude that L is the nephew or niece of K.
Hence, Option C is correct.
Final Arrangement :

Common Explanation :
References :
P @ Q means P is father of Q
P # Q means P is mother of a Q
P $ Q means P is brother of a Q
P © Q means P is sister of a Q
P % Q means P is son of Q
P * Q means P is daughter of Q
Inferences :
We need to keep the respective codes given above in mind
References :
J @ P * M, P © K © Q @ L, P # N % R, Q $ K, O # L
Inferences :
From the above references, we can conclude the following:
J @ P means J is the father of P
P © K means P is the sister of K
K © Q means K is the sister of Q
Q @ L means Q is the father of L
P # N means P is the mother of N
N % R means N is the son of R
Q $ K means Q is the brother of K
O # L means O is the mother of L
Thus, the final arrangement as follows:
​​​​​​​

According to the question,
Sunita is taller than Seema and Renu.
1. Sunita > Seema/Renu.
Renu is shorter than Radha and Gauri
2. Renu < Radha/Gauri.
Bina is taller than Radha.
3. Bina > Radha.
Bina shorter than Sunita.
4. Bina < Sunita.
Sunita is not the tallest and Renu is not the shortest.
5. Sunita (not tallest)
6. Renu (not Shortest)
On arranging the above data, we get
from 3 and 4,
7. Sunita > Bina > Radha
from 7 and 1,
8. Sunita > Bina > Radha > Renu/Seema.
from 8 , 5 and 6.
? Gauri > Sunita > Bina > Radha > Renu > Seema.
Third

Let's break this down by analyzing each pair of letters:

1. CE

   • C is the 3rd letter of the alphabet.
   • E is the 5th letter of the alphabet.

2. GI

   • G is the 7th letter of the alphabet.
   • I is the 9th letter of the alphabet.

3. KM

   • K is the 11th letter of the alphabet.
   • M is the 13th letter of the alphabet.

4. OQ

   • O is the 15th letter of the alphabet.
   • Q is the 17th letter of the alphabet.

Observe the pattern in the differences between the letters in each pair:

• For CE (3, 5), the next pair is GI (7, 9). The difference between 7 and 3 is 4, and 9 and 5 is 4.
• For GI (7, 9), the next pair is KM (11, 13). The difference between 11 and 7 is 4, and 13 and 9 is 4.
• For KM (11, 13), the next pair is OQ (15, 17). The difference between 15 and 11 is 4, and 17 and 13 is 4.

This shows a pattern where each letter in the next pair is 4 letters ahead of the corresponding letter in the previous pair.

Using this pattern, find the letters after OQ:

• O is the 15th letter. Adding 4 gives us 19, which is S.
• Q is the 17th letter. Adding 4 gives us 21, which is U.

So, the missing term after OQ should be SU.

Therefore, the correct answer is: C. SU

A,B,C,D,E,F,G,H,I,J,K,L,M,Z,Y,X,W,V,U,T,S,R,Q,P,O,N
According to the arrangement 
Ninth letter from the right end = V
Tenth letter to left of V = H.

Whatever is the sign between two consecutive integers starting from 1 to 100, it will be odd. So, we are getting 50 sets of odd numbers. Now, whatever calculation we do among 50 odd numbers, result will always be even. So, A will win always.

Eight hours for a 600 km journey, when 120 km is done by train and 480 km by car.

It takes 20 minutes more if 200 km is done by train and 400 km by car.

Formula used:

Speed = Distance/Time

Calculation:

Let the speed of the train be x km/h

And the speed of the car be y km/h

⇒ 120/x + 480/y = 8

⇒ 120(1/x + 4/y) = 8

⇒ 1/x + 4/y = 1/15     ...i)

In the second condition

⇒ Total time = 8 + 20/60 = 25/3 hr

∴  200/x + 400/y = 25/3

⇒ 200(1/x + 2/y) = 25/3

⇒ 1/x + 2/y = 1/24     ...ii)

After solving equation (i) and (ii)

(By substracting equation 2 from equation 1)

⇒ x = 60 km/h

⇒ y = 80 km/h

Ratio of the speed of train and car is

⇒ 60 : 80

⇒ 3 : 4

∴ The ratio of the speed of train and car is 3 : 4.

CP = 69/1.15 = 60. Thus, the required SP for 20%
profit = 1.2 x 60 = 72.

Let hypotenuse = x cm
Then, by Pythagoras theorem:
x² = (48020)² + (36015)²
x ⇒ 60025 cm

The count of the event will be given by: The number of all 2 digit integers - the number of all 2 digit integers divisible by 7

Diversity refers to the range of identities that exist in a group of people. Common identity categories referenced when discussing diversity include race, class, gender, religion and sexual orientation.

Important Points

Diversity in education represents a broad range of ideas and initiatives to create learning environments that are safe, inclusive and equitable for as many identities as possible.

• Recognizing, fostering and developing sensitivity to the needs of people in various identity categories are primary aims of educational diversity.

Teaching for diversity refers to acknowledging a range of differences in the classroom.

Hint
Diversity in the classroom is defined as:

• Recognizing that all the people are unique in their own way

our diverse differences consist mainly of:

1. ​Disability- physical and /or cognitive
2. race
3. cultural background
4. gender and sexuality
5. religious
6. socioeconomic status

• there has always been diversity in the classroom, but today it is important to embrace it and make positive use of it.

Key Points

• To enable students think independently, the first thing they must do is a self-analysis of what they want, what they are doing, what is better to them etc.
• By self-monitoring students gain confidence, become independent, and progress effectively in the process of learning.
• By self-analysis they can figure out their mistakes and correct on their own.

As per the provisions of the RTE Act 2009, every school should have a School Management Committee (SMC) responsible for constructing school development plans.
Key Points
SMC's goal is to bring the school and community closer together, it is mainly composed of parents, teachers, and elected representatives. It is a decentralized unit of School Management for Planning, Monitoring, and other decision-making matters.

• According to the Rajasthan Right of Children to Free and Compulsory Education Rules 2010, the SMC shall have an Executive Committee as a functional entity for the day-to-day operation of the school.
• Executive Committee means the smaller functional unit of the School Management Committee for day-to-day Management of the School.
• The members who serve as chairperson/vice chairperson and secretary of the school management committee should also serve at the same post in the executive committee.
• The chairperson / vice-chairperson shall be from amongst the parents and the headmaster of the school shall be the member secretary.

Thus, it can be inferred that the Chairperson/vice chairperson and member secretary of the executive committee all are the same as the school management committee.
Additional Information

The correct answer is Television.

Concept:

• A teaching aid is anything that a teacher uses to help teach or make a lesson more interesting for students.
• Teaching aids come in any form.
• Pictures, videos, charts, flashcards, and objects such as three-dimensional models or educational toys are the most common.

Key Points

Audio aids:

• Audio aids are materials or devices that use the auditory senses to help people learn by listening, such as radio broadcasts, cassette players, and CD players.

Visual aids:

• These are aids that use the visual senses to help learners learn by viewing.
• Important examples include Blackboard, Charts, Pictures, Graphs, Models, Film Strips, Slides, etc.

Audio-Visual Aids:

• Devices that require both the auditory and visual senses and assist students in learning by listening and viewing.
• Television, films, and computer-assisted instruction are examples of such aids.

Teaching aids are tools, which are used by teachers to help learners to learn concepts with ease and efficiency. Teaching aids have been in existence in our educational system since ancient times. The role of teaching aids in the classroom is to make learning real, practical, and fun for children. Teachers use of teaching aids to illustrate or reinforce a skill, fact, or idea. Teaching aids also help in bringing novelty and freshness in classroom teaching as it relieves learners from anxiety, fear, and boredom.

• The main purpose of teaching aids is to optimize the learning outcomes of students. Learning outcomes are highly dependent on the learning experience given in the classroom using teaching-learning materials. A teacher uses it to make teaching-learning effective. It also helps learners achieve learning outcomes after classroom teaching and learning.

Some of the reasons to use teaching aids in the classroom are of various types as described below:

• Motivate learners – Capturing attention is the first step to any learning and TLMs help in capturing the attention of learners in the classroom. Once motivated to look at TLMs, the children are curious to learn new things. TLMs provide a variety of stimuli, which helps in making classroom teaching most effective.
• Help in longer retention of information – The more the number of sensory channels involved in interacting with TLMs, the longer will be the retention of information. Therefore, the learning will be effective and will last long.
• Facilitate holistic learning – Learning objectives to be achieved through classroom teaching is in all domains- cognitive, affective, and psychomotor. Therefore, to achieve varied objectives, varied learning experiences need to be provided, which can be done through the use of TLMs.
• Help in organizing classroom teaching –As a teacher you need to organize learning experiences, making them as realistic as possible. You can use visual or verbal TLMs to present accurate data in a sequentially organized manner. This helps the teacher to verbal and visual communication in the classroom. Thus, you may use TLMs to overcome shortcomings in verbal or visual communication.

Learning is the process by which skills, attitudes, knowledge, and concepts are acquired, understood, applied, and extended. All human beings, whether grown-ups or children engage in the process of learning, either consciously, subconsciously. It is important to understand that while we learn some ideas and concepts through instruction or teaching, we also learn through our feelings and experiencesKey Points

• Learning with understanding is facilitated when new and existing knowledge is structured around the major concepts and principles of the discipline. Learners use what they already know to construct new understandings.
• The central role played by prior knowledge in the ability to gain new knowledge and understanding has important implications for the preparation of students in the years preceding the advanced study.
• The use of instructional strategies that encourage conceptual understanding is an effective way to increase students’ interest and enhance their confidence about their abilities to learn a particular subject.

Additional Information

• Memorization is defined as a technique for learning that involves repeating pieces of information over and over. It is merely an ability to reproduce knowledge without knowing its meaning.
• Misconception is a thought process that goes in the wrong direction due to a lack of complete information or just ignorance.
• Rigidity is often called cognitive inflexibility or rigid thinking patterns. It is a tendency to be inflexible.

Hence, we can conclude that Understanding factor can not affect the concepts of the learners while learning.

School management is the process of managing different aspects of education and school. The special committees are responsible for overviewing and handling things regarding the schools, such as curriculum management, funding, etc.

Key Points

• Monitoring is the aspect of school management, which involves checking and adjusting targets that comes under school management.
• Targets could be related to the school curriculum, teachings, funding, execution of education, etc.
• School committee are responsible for monitoring the said targets.
• School management also involves managing things regarding the behaviour of students, teachers, etc.
• The monitoring aspect is necessary as it gives the idea of what is going on and where improvement is required or things are lacking.
• Monitoring helps to plan future targets better.

Additional Information

• Evaluation is the process of checking whether said targets are fulfilled appropriately or not.
• Execution is the step where the designed targets are implemented.
• Planning is the initial step of school management which involves discussing and formulating the targets.

Thus, it can be concluded that checking and adjusting targets comes under the monitoring phase of school management.

School management is the process of managing different aspects of education and school. School committee and authorities are responsible for school management and it involves things like over-viewing students' performance, curriculum management, etc.

Key Points

• The major aims of school management are to get profit from experience, manage social change, and propagate science.
• Schools are responsible for making the student equip in various life domains, along with educational knowledge.
• The experience gained during school from various aspects such as activities, sports, competitions, etc. are valuable and should be profitable in future.
• Social change is a vital aspect of life and effectively dealing with social changes is necessary for living. Hence, schools should make students aware of social change, its importance, and how to deal with them.
• Propagating science is another necessary aim of school management. It involves making science available and reachable to students. Helping students to learn, understand, and implement science in real life is necessary.

Thus, it can be concluded that all the above are correct.

Teaching-learning materials (TLMs) are tools used by teachers to help learners learn concepts with ease and efficiency. TLMs have been in existence in our educational system since ancient times.

• The role of TLMs in the classroom is to make learning real, practical and fun for children. Teachers use TLMs to illustrate or reinforce a skill, fact or idea.
• TLMs also help in bringing novelty and freshness in classroom teaching as it relieves learners from anxiety, fear and boredom. Teaching-learning materials provide a range of learning experiences to learners from direct to indirect.

Key Points
Teachers should guide and facilitate students to construct simple TLMs themselves. Students should be divided into groups and each group be assigned the task of design and development of TLMs. As a teacher, you may adopt many strategies in motivating students.
In an activity aids, the learner directly involves through participation and direct experience. These type of teaching aids are really of great value as they put students in the role of an active constructor of knowledge. Following are some important activity teaching aids, listed below:-

• Field Trip
• Demonstration
• Experiments
• Dramatization

Thus, it is clear that an overhead projector is not an activity aids related to teaching-learning materials.
Additional Information
Overhead Projector (OHP) helps in displaying still visual material as a projection on a screen. It is a simple projector which is very easy to operate and therefore, popular among teacher. It is better than using a chalkboard as it helps teachers talk and show visuals simultaneously. As a teacher, you can observe the reaction of students and interact with them. It also helps in saving time as you can use these visuals/transparencies again and again. OHP does not require a darkened room and is easy to handle and transport from one classroom to another.