Uttarakhand D.El.Ed Mock Test - 6 - UTET MCQ

The French Revolution began on July 14, 1789, with the Storming of the Bastille, a notorious prison in Paris. This event symbolized the people's uprising against the monarchy and sparked a wave of revolution across France.

The economic instability in Japan during the early 20th century, characterized by the Great Depression and widespread poverty, provided fertile ground for the rise of militarism. The military was seen as a solution to restore national pride and secure resources.

The Melbourne Cricket Ground (MCG) is located in Melbourne, Australia. It is the largest stadium in Australia and is primarily used for cricket matches, as well as other sporting and entertainment events.

The Maha Vir Chakra is the gallantry award equivalent to the Param Vir Chakra but is awarded for acts of bravery in the Navy.

The Dada Saheb Phalke Award was instituted in 1969 on the occasion of Dadasaheb Phalke's 50th death anniversary as a tribute to his immense contributions to Indian cinema.

If an object, on a free fall from a certain height, reaches the ground in 1 second, its velocity on the impact with the ground 9.8 m/s.

The Uttarakhand government has initiated action against alleged Love Jihad and Land Jihad due to rising concerns over demographic changes in the state. This reflects a growing sensitivity regarding religious conversions and their perceived impact on local demographics.

The Chief Minister inaugurated several projects focused on women's empowerment, including infrastructure development and welfare programs. These initiatives are designed to enhance economic upliftment and safety for women, showcasing the government's commitment to gender equality and community development.

The increasing intensity of rainfall in the Indian Himalayas raises the risk of landslides. The region's geomorphological features, such as steep slopes and the nature of the soil, contribute to this vulnerability. Landslides can cause significant damage to infrastructure and pose risks to human life, making this a critical concern for disaster management.

The rally at Gandhi Park was held to commemorate the 92nd anniversary of the Tilari agitation, which was a significant historical protest against oppressive forestry policies. This event reflects the ongoing struggle of workers and residents against the challenges posed by anti-encroachment drives initiated by civic bodies, highlighting the intersection of historical memory and current social issues.

By mirroring the options

• If South-east becomes North and North East becomes West, therefore, the whole figure moves through 135º. Hence, West will be South-East.
• See, Actual figure is rotating 135º anticlockwise.
• So, When West will be rotated by same degree anticlockwise. It will hold the place of south-East.

From the following common explanation, we get except Ekta all were born in even years.
Hence, Option A is correct.
 

Final Arrangement:

Common Explanation:
References:
Ten people were born in ten different years from 1994 to 2003.
Inferences:
So, we need to arrange as follows to accommodate the information stated in the reference:

References:
Ekta was born in a year which is a multiple of 5.
Two people were born between Ekta and Raj.
Sagar was born immediately after Ekta.
Inferences:
From the above references, we get the following cases:

References:
Four people were between Hari and Raj.
Maahi was born immediately before Hari.
Inferences:
From the above references, we get the following cases:

According to the given conditions, Maahi was born immediately before Hari. Thus case 3 is not valid.
References:
Three people were born between Prem and Sagar.
Mahesh was born after Prem.
Inferences:
From the above references, we get the following cases:

According to the given conditions, three people were between Prem and Sagar. Thus case 2 is not valid.
References:
David was born after Tejas but before Maya.
Inferences:
From the above references, we get the final arrangement:

From the final arrangement, we get T faces Q.
Hence, Option C is correct.
References:
Q sits second to the right of P.
Inferences:
From the above reference, we get two different cases:
In case 1, P sits at the corner or in the middle of the side of the table.

References:
R is not an immediate neighbor of P.
R faces inside.
R sits third to the left of W.
Inferences:
From the above references, we get different cases for R, in case 1(a) in which R faces P and in case 1(b) R faces Q.

References:
T sits third to the left of U.
V sits second to the left of U.
Inferences:
So, from this case 1(b) and case 2 will be eliminated as there is no possible place for V in these cases after placing U and T. Hence, we get our final arrangement in which S sits on the immediate left of P and V sits on the immediate right of R.
Final arrangement:

So Option E is correct

FAT = 6 + 1 + 20 = 27

Original number - 7 6 5 3 4 2 1 8

Hence, required digit = 6

x/4 = one fourth of the no
120y/100 = another no = 6y/5
% = [(x/4 * 6y/5)*100] / xy
= 600/20 = 30%

 4⁹⁶/6, We can write it in this form
(6 - 2)⁹⁶/6
Now, Remainder will depend only the powers of -2. So,
(-2)⁹⁶/6, It is same as
([-2]⁴)²⁴/6, it is same as
(16)²⁴/6
Now,
(16 * 16 * 16 * 16..... 24 times)/6
On dividing individually 16 we always get a remainder 4.
So,
(4 * 4 * 4 * 4............ 24 times)/6.
Hence, Required Remainder = 4.
NOTE: When 4 has even number of powers, it will always give remainder 4 on dividing by 6.

Since P to R is double the distance of P to Q,
Therefore, it is evident that the time taken from P to R and back would be double the time taken from P to Q and back (i.e. double of 6.5 hours = 13 hours).

Since going from P to R takes 9 hours, coming back from R to P would take 4 hours i.e. 13- 9 = 4

So Option A is correct

Lalloo is unfortunate that the friend is moving away from him.

(Because the friend moves in same direction as Lalloo).

relative speed= 20- 15= 5,kmph. distance= 200 m.

Thus, Lalloo will meet his friend when he gains 200 m over him.

=> time required = distance / speed = 0.2/5 = 1/25 hrs.

=>Distance travelled by the friend in 1/25 hrs. (when Lalloo catches up him)

=> Time x Speed = 1/25 x 15 = 3/5 km = 600 m.

By the rule of tangents, we get:

⇒ 12² = (x + 7)x
⇒ 144 = x² + 7x
⇒ x² + 7x – 144 = 0
⇒ x² +16x – 9x –144 = 0
⇒ x(x + 16) – 9(x + 16) = 0
⇒ x = 9 or –16

–16 can’t be the length, hence this value is discarded. Thus, x = 9

Drama is a great way to develop these skills. The drama involves imaginative transformation and reflection on experiences and helps students expand their ability to act out thoughts in their minds. This skill is necessary for organizing thoughts and problem-solving situations in everyday life. There are two types of drama:

1. Linear drama methods – these are designed with a clear beginning, middle, and end.
2. Process-oriented drama (also referred to as ‘holistic drama’ or simply ‘process drama’) is open-ended, only with a skeletal structure of activities designed to evolve based on participants’ input throughout the lesson.

Key Points The core techniques used by teachers through the linear drama approach to facilitate their student’s learning are discussed here:

Side-coaching:

• In this technique, the teacher facilitates the learning of skills without stopping the action of the lesson.
• These skills help the learner gain more awareness of the drama, the character, and the plot. It also helps the learner develop a certain metacognitive awareness of what she is doing while enacting a certain part.

Spotlighting:

• This technique allows participants to informally view other participants’ work, take inspiration from other ideas, and safely share moments of work in progress.
• The idea of using the ‘spotlight’ technique is to help learners learn from others' expressions or techniques.

Sharing:

• Sharing is similar to spotlighting as far as the experience is concerned, but the only difference is that spotlighting happens during the process of drama while sharing happens at the end of the performance.
• While using this technique the facilitator is able to integrate reflective questions into the drama learning experience.

Storytelling:

• Although stories are integral to every drama, using the technique of storytelling is what makes a character unique in the drama.
• When a learner is using the art of storytelling in drama she is able to bring life into the character and ‘get into the skin’ of the character. She is able to make the whole experience of the drama vivid for the audience.

Hence, we can conclude that while using Sharing technique the facilitator is able to integrate reflective questions into the drama learning experience that happens at the end of the drama.

Problem-solving skills help students determine the source of a problem and find an effective solution. These are skills that help students identify and solve problems effectively and efficiently. Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. So, a teacher should develop problem-solving skills in students.

• Some problem-solving skills include- Active listening, Analysis, Research, Use of analogies, Creativity, Communication, Dependability, Establishing cause and effect of the problem, Decision making, Team-building, etc.

Key Points
Some basic characteristics of problem-solving skills are:

• These skills don't have rigidity.
• It helps the learners to engage in their learning effectively because learners can get the roots of the concepts.
• Learners practices different activities, teamwork, and group discussions to improve their skills.
• Learners use different ways to gain problem-solving skills, their thoughts are divergent.
• Different methods/functions are used by the teachers as well as learners, there is no fixedness in these skills.
• It makes students' minds creative and logical, by using different ways of solving problems.
• Hence we can conclude that problem-solving techniques always improve a child's cognition and never make them mentally retarded.

Additional Information
These are the steps to solve the problem:

• Identification of problem -We have to identify the problem before solving it.
• Analyzing the problem- After the identification of the problem, we have to analyze the problem, so that we can figure out which, methods and steps we have to use to solve it.
• Evaluating- After analyzing the problem, the evaluation of the correct step is required.
• Implementation- Once the Evaluation is completed execute the steps if the result doesn't come, again start by analyzing the problem.
• It is important to the identification of the problem and ideas which we are going to follow to solve our problems rather than find the solution in the whole problem-solving technique.

Socialization is considered as the passing of culture from one generation to the next. During the process of socialization, children learn about their family traditions from their elders and preserve them and pass them on to the next generation as they grow older. Socialization helps children to learn and perform the different roles and responsibilities which they have learnt from their elders.

Key Points

Steps in the socialization process:

• Development of social attitudes- Children must like people and social activities in order to become socialized. If they do, they will successfully adjust to society and become recognized as members of the social group they identify with.
• Learning to behave in socially approved ways- Since every social group has certain expectations for how its members should behave. Children must not only understand what this acceptable behaviour is but they must also model it in their own behaviour in order to become socialized.
• Learning to play approved social roles- Every social group has established norms of behaviour that are expected from members. For example, there are approved roles for parents and children as well as for teachers and students.

Hence, we conclude that all of the given options are the steps of the socialization process.

Moral Development means learning to spot differences between right and wrong, proper and improper. It is a theory that focuses on how children develop morality and moral reasoning.

Key Points

• It emphasizes ethical as well as sociocultural issues.
• If a person is acting ethically, they are acting morally and with good intentions.
• The consequences of those actions are generally positive; however, if a person acts unethically, they can cause severe problems that affect society.
• For example, an unethical action could be lying to someone or doing something illegal for personal gain. In these cases, there are often negative consequences for both parties involved.
• Socio-traditional issues - deals with uniformity in the regulation of social conduct.

Hence, we can conclude that option II is correct.
Important Points
Kohlberg's theory consists of six stages of Moral Development:

• Level 1. Preconventional Morality:

  • ​Stage 1 (Obedience and Punishment)- People at this stage see rules as fixed and absolute.
  • Stage 2 (Individualism and Exchange)- children account for individual points of view and judge actions based on how they serve individual needs.

• Level 2. Conventional Morality:

  • ​Stage 3 (Developing Good Interpersonal Relationships): Often referred to as the "good boy-good girl" orientation, this stage of the interpersonal relationship of moral development is focused on living up to social expectations and roles.
  • Stage 4 (Maintaining Social Order): This stage is focused on ensuring that social order is maintained.

• Level 3. Postconventional Morality:

  • ​Stage 5 (Social Contract and Individual Rights): The ideas of a social contract and individual rights cause people in the next stage to begin to account for the differing values, opinions, and beliefs of other people.
  • Stage 6 (Universal Principles): Kohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning.

Intelligence is the ability to think about those things which do not exist in this universe or we can say that intelligence is the way by which we think about abstract ideas and information.

There are some important points related to the first intelligence test given below-

• In 1904, the French Government appointed Alfred Binet to develop a measure to identify children with notably below-average intelligence for their age, so that special education can be given to them.
• With this objective, in 1905 Binet with the help of Theodore Simon developed the first intelligence test, which is popularly known as the first Binet - Simon scale.
• The first intelligence test was developed by Alfred Binet.
• Binet Simon scale becomes the basis for modern IQ testing by this we calculate the IQ of any person which is calculated in numbers only.
• Frist Intelligence Test was done in France, in 1905.

Thus,it is concluded that First intelligence test was done in France in 1905.

Intelligence refers to the capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations.

• There are many theories related to intelligence. These theories are propounded by eminent psychologists to provide a framework to understand different aspects of human intelligence.

Key Points

• The theory of Multiple Intelligence which consists of eight different kinds of intelligence is propounded by an American psychologist 'Howard Gardner'.

This theory emphasizes that:

• intelligence is of several kinds rather than dominated by a general factor.
• intelligence can't be tied to a single domain as each individual has his/her own abilities.
• how cultures shape the potential of the human using Intelligence as a multi-dimensional set of complex abilities.

Important Points
Types of intelligence suggested by Howard Gardner in this theory:

Hence, it could be concluded that Howard Gardner is the father of the 'Theory of multiple intelligence'.
Additional Information