DSSSB TGT Mathematics Mock Test - 4 - DSSSB TGT/PGT/PRT MCQ

• Rating Scale: Rating scale is a tool used to measure the presence or absence of a characteristic or trait. It allows individuals to rate themselves based on a set of criteria.


• Interview: Interviews can also be used to assess the presence or absence of a trait by asking specific questions related to that trait and observing the individual's responses.


• Anecdotal Record: Anecdotal records involve observing and documenting specific behaviors or traits of an individual over time, which can help in determining the presence or absence of a characteristic.


• None of these: This option is incorrect as all the other options (Rating Scale, Interview, Anecdotal Record) can be used to indicate the presence or absence of a characteristic or trait.

• Intellectual: This value corresponds to the pursuit of knowledge and understanding for its own sake, without any practical application.


• Utilitarian: This value focuses on the usefulness and practical applications of knowledge, aiming to solve real-world problems.


• Aesthetic: This value emphasizes the beauty, elegance, and creativity in the works of mathematicians, appreciating them as works of art.

• When one appreciates the works of mathematicians, they are more likely to be driven by the aesthetic value.


• Mathematical concepts and theorems are often admired for their elegance and beauty, similar to appreciating a piece of art.


• While there may be intellectual and utilitarian aspects to understanding mathematics, the act of appreciating the works of mathematicians typically aligns more with the aesthetic value.

• Therefore, the value that corresponds to appreciating the works of mathematicians is Aesthetic.

• Understanding the RCEM Approach: RCEM stands for Requirements, Constraints, Environment, and Management. It is a systematic approach used in engineering and project management to analyze and prioritize various aspects of a project.


• Correct Order in RCEM Approach: The correct order in the RCEM approach is to first identify the requirements, then consider the constraints, analyze the environment, and finally address the management aspects of the project.


• Given Options: The options provided do not align with the RCEM approach. None of the options follow the correct sequence of Requirements, Constraints, Environment, and Management.


• Conclusion: Based on the RCEM approach, none of the given options (A, B, C) are correct. Therefore, the correct answer is option D - None of them.

• Analysis is the process of breaking down complex problems into simpler components to understand them better.


• It involves examining data, facts, and information to draw conclusions and make informed decisions.


• Analysis is essential in scientific research, business strategy, and problem-solving in various fields.

• Synthesis is the process of combining different elements or ideas to create a new whole.


• It involves integrating information from various sources to form a coherent and comprehensive understanding.


• Synthesis is crucial in innovation, creativity, and critical thinking to generate new insights and solutions.

• Deduction is the process of reasoning from general principles to specific conclusions.


• It involves applying logical rules and principles to derive specific outcomes from general principles.


• Deduction is commonly used in mathematics, philosophy, and formal logic to establish valid arguments.

• A laboratory is a controlled environment where experiments and observations are conducted to test hypotheses and theories.


• It provides scientists, researchers, and students with a space to conduct hands-on experiments and gather empirical data.


• Laboratories are essential in scientific research, education, and innovation to explore and understand the natural world.

• The method based on real thinking, experiments, and inspection is Laboratory.


• A laboratory allows for hands-on experimentation, observation, and data collection to validate hypotheses and theories.


• It is a controlled environment where scientific methods are applied to investigate and understand natural phenomena.

• Suitable subject matter: Textbooks are specifically designed to cover the required subject matter in a structured and comprehensive way. Teachers use textbooks to ensure that they are covering the appropriate topics and concepts in their lessons.



• Reference material: Textbooks serve as a valuable reference tool for teachers. They can consult the textbook for additional information, explanations, examples, or illustrations to enhance their teaching methods and clarify concepts for students.



• Assigning homework: Textbooks often contain exercises, questions, and assignments that teachers can assign as homework to reinforce learning, practice skills, and assess student understanding. Teachers use textbooks to create homework assignments that are relevant to the material covered in class.



• All of the above: By using the textbook, teachers can fulfill their need for suitable subject matter, reference material, and assigning homework. Textbooks play a crucial role in the teaching process by providing a structured framework for lesson planning, teaching resources, and assessment tools.

• Understanding Human Behavior: The modern theory of human organization focuses on understanding human behavior in organizational settings. This theory helps teachers understand how students behave in the classroom and how to effectively manage and motivate them.



• Emphasis on Collaboration: Modern theory emphasizes collaboration and teamwork in organizations. Teachers can incorporate group projects, discussions, and peer learning activities to promote collaboration among students.



• Flexibility and Adaptability: This theory highlights the importance of being flexible and adaptable in changing environments. Teachers can adapt their teaching techniques based on the needs and learning styles of their students.



• Encouraging Innovation: Modern theory encourages innovation and creativity in organizations. Teachers can foster creativity in the classroom by allowing students to think critically, solve problems creatively, and explore new ideas.



• Effective Communication: Communication is key in modern organizations. Teachers can improve communication with their students by using various methods such as active listening, feedback, and clear instructions.

• Classification: Prognosis involves classifying students based on their performance, behavior, or other criteria to ensure proper management and organization.



• Promotion and Gradation of Students: Prognosis plays a crucial role in determining which students are eligible for promotion to the next grade or level based on their academic performance and other factors. It also involves grading students to assess their progress and achievements.



• Selection: Prognosis is involved in the selection process for various programs, courses, or activities within an educational institution. It helps in identifying suitable candidates based on specific criteria.



• All the Above: The administrative functions of prognosis encompass classification, promotion and gradation of students, and selection processes, making it a comprehensive tool for managing and organizing educational data and activities.

• Classification helps in organizing students into appropriate categories for better management and understanding.



• Promotion and gradation of students ensure that students are progressing academically and are awarded based on their performance.



• Selection process helps in choosing the right candidates for different programs or opportunities, ensuring a fair and transparent selection process.



• By performing all these functions, prognosis streamlines administrative tasks, enhances decision-making processes, and ensures efficiency in educational institutions.

• Definition: The scientific method is a systematic approach to research that involves formulating a hypothesis, conducting experiments to test the hypothesis, analyzing the data, and drawing conclusions based on the evidence gathered.


• Key Steps: The scientific method typically involves the following steps:
  
  
  
  1. Observation: The process starts with observing a phenomenon or asking a question about a natural occurrence.
  
  
  2. Hypothesis: Based on the observation, a hypothesis is formulated, which is a tentative explanation for the phenomenon.
  
  
  3. Experimentation: Experiments are designed and conducted to test the hypothesis. Data is collected and analyzed to draw conclusions.
  
  
  4. Analysis: The data collected from experiments is analyzed to determine if it supports or refutes the hypothesis.
  
  
  5. Conclusion: Based on the analysis of the data, a conclusion is drawn regarding the validity of the hypothesis.
  
  
  
  

• Induction: Induction is a logical process where observations are used to make generalizations or predictions. It involves moving from specific instances to general principles.


• Deduction: Deduction is a logical process where general principles are applied to specific instances to arrive at conclusions. It involves moving from general principles to specific instances.


• Application to Scientific Method: In the scientific method, both induction and deduction are used. Induction is often used in the initial stages of formulating hypotheses based on observations, while deduction is used in designing experiments and drawing conclusions based on data analysis.

• Correct Answer: The correct answer is B: Project.


• Explanation: In the context of the scientific method, the term "project" may refer to a research project or experiment designed to test a hypothesis. Conducting a project involves planning, executing experiments, and analyzing data to draw conclusions based on scientific principles.


• Relation to Scientific Method: The scientific method involves a systematic approach to research, which includes formulating hypotheses, conducting experiments (projects), and analyzing data to draw conclusions. Therefore, the method based on the scientific method is often implemented through research projects.

• Criterion-Referenced Test (C.R.T.): In this type of test, a criterion or standard is set, and the performance of the test-taker is evaluated based on how well they meet that criterion. The focus is on whether the test-taker has achieved a specific level of knowledge or skill.



• Norm-Referenced Test (N.R.T.): In this type of test, the performance of the test-taker is evaluated in relation to the performance of a group of test-takers. The scores are usually reported in percentiles, showing how the test-taker's performance compares to others in the group.



• No Criterion Test: In this type of test, no specific criterion or standard is set for evaluating the performance of the test-taker. The focus is on assessing the test-taker's performance without comparing it to a specific criterion or group.

The type of test in which no criterion is necessary is No Criterion Test (N.R.T.).

• Teacher-made: These tests are created by individual teachers or educators to assess student learning within a specific classroom or school setting. They are tailored to the curriculum and learning objectives of that particular course.



• Standardized: These tests are developed by testing organizations and are administered to students on a larger scale. They are designed to be consistent and uniform across different test takers and are often used for comparisons between students or schools.



• Both: Some achievement tests can be a combination of teacher-made and standardized elements, depending on the purpose and context of the assessment. This allows for a more comprehensive evaluation of student learning.

• Achievement tests provide valuable information about student progress and learning outcomes.



• They help teachers identify areas of strength and weakness in student performance, allowing for targeted instruction and support.



• These tests also play a role in accountability measures for schools and educational systems, helping to assess the effectiveness of teaching practices and curriculum implementation.



• By using a combination of teacher-made and standardized tests, educators can gain a more comprehensive understanding of student achievement and make informed decisions about instructional strategies.

• Achievement tests, whether teacher-made, standardized, or a combination of both, are essential tools for assessing student learning and guiding educational practices.



• By understanding the different types of achievement tests and their purposes, educators can effectively use these assessments to support student success and improve overall academic outcomes.

tan 18°

are three coplanar vectors 


5n -5 = 0
n = 1

as we know that 

length of the interval

= 1-0 =1

f(x) = 4sin²x +1
We know that 
-1 < sin x < 1
⇒ sin²x <1

statement 1. given f(x) = 
function defined in 1 ≤ x ≤ ∞
The function is polynomial , so it is continous and differentiable in its domain [1, ∞] - [2]

= 6-4 =2
f(2)= 2-2 =0  ∴LHL ≠RHL
statement 2:

therefore the function is differentiable at x = 1.5

The slope of the line 2x + 3y + 1 = 0 is equal to the slope of a line passing through (-1, 2) as they are parallel 
∴m= -2/3 
Now the equation of the straight line passing through (-1, 2) with slope -2/3 is

sin x increases on the interval 

cos x decreases on the interval 

Let B =x₁,y₁
And c =x_2,y₂
As E is the mid point of BC

We know that ,if D,E,F are the mid point of sides 
AB,BC and CA of a ∆ABC then centroid of ∆ABC = centroid of ∆DEF

Given that 

Given that 
f(x) =cos x
Let f(x) =y = cos x
then  cos^-1 y = x, where -1 ≤ y ≤ 1, 0 ≤ x ≤ π

LHL = RHL 
∴ f(x) is continous at x = 2.99

Adding equations (i) and (ii)

2I = 0
I = 0

Statement I : f(x) = |x|

from the graph , the curve has sharp turn at x =0
Therefore ,the function f(x) = |x| is not differentiable only 
x=0, it is differentiable at x = 1
statement2:f(x) = e^x

Therefore f(x) = e^x  is differentiable at x =1.

differential equational xdy -ydx = y²

= x = Cy.

• Direction cosines of a straight line are the cosines of the angles that the line makes with the positive x, y, and z-axes.


• The direction cosines are denoted by l, m, and n for the x, y, and z-axes respectively.

• Here, the direction cosines are ⟨0, 1, 0⟩.


• This means that the line makes an angle of 90 degrees with the x-axis (cosine of 0), 0 degrees with the y-axis (cosine of 1), and 90 degrees with the z-axis (cosine of 0).

• Since the direction cosines are ⟨0, 1, 0⟩, the line is parallel to the y-axis.


• When the direction cosine corresponding to an axis is 1, it indicates that the line is parallel to that axis.

• Therefore, the straight line with direction cosines ⟨0, 1, 0⟩ is parallel to the y-axis.


• Hence, the correct answer is Option B: parallel to y-axis.