OSSTET Science (CBZ) Mock Test - 2 - OTET MCQ

3) ​ଦେଶଜ ସଠିକ୍‍ ଉତ୍ତର

ଯଥାର୍ଥତା :

• ଏକ ବା ଏକାଧିକ ବର୍ଣ୍ଣ ମିଶି କୌଣସି ଅର୍ଥ ପ୍ରକାଶ କରୁଥିଲେ ତାକୁ ଶବ୍ଦ କୁହାଯାଏ
• ଯେଉଁ ଶବ୍ଦଗୁଡିକ ଲୋକମାନଙ୍କ ମୁହଁରୁ ଆପେ ଆପେ ବାହାରି ଆସିଥାଏ, ତାକୁ 3) ​ଦେଶଜ କହନ୍ତି
• ​ଦେଶଜ = ଦେଶ ରୁ ଜାତ ବା ଲୋକମୁଖରୁ ଜାତ

Additional Information

• ଶବ୍ଦକୁ ଧାରା ରେ 4 ଭାଗରେ ବିଭକ୍ତ କରାଯାଇଛି
• ତତ୍‍ସମ , ତଦ୍‍ଭବ , ଦେଶଜ , ବୈଦେଶିକ
• ଗଠନ ଦୃଷ୍ଟିରୁ ଏହାକୁ 2 ଭାଗରେ ବିଭକ୍ତ କରାଯାଇଛି
• ମୌଳିକ ଓ ବ୍ୟୁତ୍ପନ୍ନ

2) ଅମାନ୍ୟ କରିବା ସଠିକ୍‍ ଉତ୍ତର

ଯଥାର୍ଥତା :

କୌଣସି ଶବ୍ଦ ନିଜ ଅର୍ଥ ଛାଡି , ଅନ୍ୟ ଶବ୍ଦ ସହ ମିଶି ସ୍ୱତନ୍ତ୍ର ଅର୍ଥ ପ୍ରକାଶ କରେ ତାହାକୁ 'ରୂଢି' କୁହାଯାଏ

ପ୍ରଥମେ ବିକଳ୍ପ ଅର୍ଥ ଗୁଡିକର ରୂଢି ଜାଣିବା -

1. ସୁନାମ ଅର୍ଜନ କରିବା - ନାଁ କରିବା
2. ଅମାନ୍ୟ କରିବା - ତଳେ ପକାଇବା
3. ଛୋଟ କଥାକୁ ବଡ କରିବା - ତିଳ କୁ ତାଳ କରିବା
4. ଯଶ ରଖିବା - ନାଁ ରଖିବା

ତେଣୁ ତଳେ ପକାଇବା -ଏହି ରୂଢିର ଅର୍ଥ 2) ଅମାନ୍ୟ କରିବାAdditional Information

• ଓଡିଆ ଭାଷାରେ ପ୍ରଚଳିତ ରୂଢି 3 ପ୍ରକାରର ହୋଇଥାଏ
• କ୍ରିୟାହୀନ , କ୍ରିୟାଯୁକ୍ତ , ତୁଳନାତ୍ମକ

ସଠିକ୍ ଉତ୍ତର ହେଉଛି- ଦୁଇଟି ବସ୍ତୁର ପାରସ୍ପରିକ ଆକର୍ଷଣର ନିୟମ

Key Points

• ଦତ୍ତ ଅନୁଚ୍ଛେଦରେ ଲିଖିତ ଯେ; ତାଙ୍କର (ନିଉଟନ୍‌ଙ୍କର)ସର୍ବାପେକ୍ଷା ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ନିୟମଟି ଥୁଲା ଦୁଇଟି ବସ୍ତୁର ପାରସ୍ପରିକ ଆକର୍ଷଣର ନିୟମ, ଯାହା ପୃଥ‌ିବୀର ବସ୍ତୁଗୁଡ଼ିକ ଛଡ଼ା ଆକାଶୀୟ ପିଣ୍ଡ ସୂର୍ଯ୍ୟ ଓ ଚନ୍ଦ୍ରଙ୍କ ଗତିପଥ ନିର୍ଦ୍ଧାରଣ କ୍ଷେତ୍ରରେ ମଧ୍ୟ ପ୍ରୟୋଗ କରାଗଲା ।
• ଏଥିରୁ ସ୍ପଷ୍ଟ ଯେ ନିଉଟନ୍‌ଙ୍କ ସର୍ବାପେକ୍ଷା ଗୁରୁତ୍ଵପୂର୍ଣ ନିୟମଟି ଦୁଇଟି ବସ୍ତୁର ପାରସ୍ପରିକ ଆକର୍ଷଣର ନିୟମ ଅଟେ ।

ଦ୍ୱିତିୟ ବିଭକ୍ତି ସଠିକ୍‍ ଉତ୍ତର ।

Key Points ଯଥାର୍ଥତା :

• ଏକ ବା ଏକାଧିକ ବର୍ଣ୍ଣ ମିଶି କୌଣସି ଅର୍ଥ ପ୍ରକାଶ କରୁଥିଲେ ତାକୁ ଶବ୍ଦ କୁହାଯାଏ
• ଏକ ବା ଏକାଧିକ ପଦ ମିଳିତ ହୋଇ ମନର ଭାବକୁ ସଂପୂର୍ଣ୍ଣ ରୂପେ ପ୍ରକାଶ କଲେ ବାକ୍ୟ ହୁଏ
• ଭିନ୍ନ ଭିନ୍ନ ଅର୍ଥରେ ଶବ୍ଦ ସହିତ ଯେଉଁ ସବୁ ପ୍ରତ୍ୟୟ ଯୋଗକରାଯାଇ ନୂତନ ଶବ୍ଦ ଗଠନ କରାଯାଏ , ସେହି ପ୍ରତ୍ୟୟ ଗୁଡିକୁ ତଦ୍ଧିତ ପ୍ରତ୍ୟୟ କୁହାଯାଏ
• ଯେଉଁ ସବୁ ବର୍ଣ୍ଣ ବା ବର୍ଣ୍ଣସମଷ୍ଟି ଦ୍ୱାରା ସଂଖ୍ୟା ଓ କାରକ ସୂଚିତ ହୁଏ , ତାହାକୁ ବିଭକ୍ତି କୁହାଯାଏ
• ବିଭକ୍ତି = ବି-ଉପସର୍ଗ + ଭଜ୍‍ ଧାତୁ + ତି ପ୍ରତ୍ୟୟ - ଯାହାର ଅର୍ଥ ବିଭାଗ / ବଣ୍ଟନ କରିବା
• ଲୋକମାନେ ମାଛ ଧରୁଛନ୍ତି - ଏଠାରେ ମାଛ କର୍ମବାଚ୍ୟରେ ବିଭକ୍ତି ହୋଇଛି
• କର୍ମବାଚ୍ୟରେ 2ୟା ବିଭକ୍ତି ହୁଏ
• ତେଣୁ ଏଠାରେ ପୁତ୍ରର 2) ୨ୟା ବିଭକ୍ତି ଯୁକ୍ତ

Additional Information

ବିଭକ୍ତି 7 ଭାଗରେ ବିଭକ୍ତ
1ମା , 2ୟା , 3ୟା , 4ର୍ଥୀ , 5ମୀ , 6ଷ୍ଠୀ , 7ମୀ
୨ୟା ବିଭକ୍ତି କର୍ମବାଚ୍ୟରେ , ଧିକ୍ ଯୋଗେ , ଅତ୍ୟନ୍ତ ସଂଯୋଗ /ବ୍ୟାପ୍ତି ଅର୍ଥ / କାଳବାଚକ ଶବ୍ଦର , ନିକଟାର୍ଥକ୍/ଦୂରାର୍ଥକ ଶବ୍ଦ ଯୋଗେ , ଅନୁସାରେ ଅର୍ଥ ବୁଝାଇବାପାଇଁ , ବୀପ୍‍ସା/ଦ୍ୱିରୁକ୍ତି ବୁଝାଇବା ପାଇଁ , କର୍ମବାଚ୍ୟ ଓ ଭାବବାଚ୍ୟରେ କର୍ତ୍ତାର , ମୂଲ୍ୟ ଅର୍ଥରେ , ଉପଯୁକ୍ତ ଓ ତୁଳନା ଅର୍ଥରେ ହୁଏ

ସଠିକ୍ ଉତ୍ତର ହେଉଛି- ଅନୁସନ୍ଧାନ

Key Points

• ଯେଉଁ ନିୟମରେ 'ସ' ସ୍ଥାନରେ 'ଷ' ହୁଏ ତାକୁ 'ଷବିଧି ବା ଷତ୍ବବିଧି' କୁହାଯାଏ ।
• ଅ, ଆ ଭିନ୍ନ ସ୍ବରବର୍ଣ୍ଣ ପରେ 'ସ' ଥିଲେ ତାହା 'ଷ' ହୁଏ । ମଝିରେ 'କ ଓ ର' ଥିଲେ ମଧ୍ୟ ହୁଏ । ଯଥା- ଅନୁଷ୍ଠାନ, ଜିଗୀଷା, ପ୍ରତିଷ୍ଠା, ଶୁଶ୍ରୂଷା ଇତ୍ୟାଦି ।
• ସାତ୍ ପ୍ରତ୍ୟୟ ସମ୍ବନ୍ଧୀୟ 'ସ ଷ' ହୁଏନାହିଁ । ଯଥା- ଅଗ୍ନିସାତ୍, ଧୂଳିସାତ୍ ।
• କେତେକ ଶବ୍ଦରେ ସ୍ବାଭାବିକ 'ଷ' ଥାଏ । ଯଥା- ଅଶେଷ, ଆଷାଢ, ଦୂଷଣ, ପାଷାଣ ଇତ୍ୟାଦି ।
• ଏକ ପଦରେ ର କାର ପରସ୍ଥିତ 'ସ ଷ' ହୁଏ । ଯଥା- କୃଷକ, କୃଷ୍ଣ, ତୃଷ୍ଣା ଇତ୍ୟାଦି ।
• ସାଧାରଣତଃ ଦେଶଜ ଓ ବୈଦେଶିକ ଶବ୍ଦରେ 'ସ ଷ' ହୁଏନାହିଁ । ଯଥା- ଇସାରା, ରୋସନି, କୋସିସ୍ ଇତ୍ୟାଦି ।

ଯଥାର୍ଥତା

• ଷତ୍ବ ନିୟମର ବ୍ୟତିକ୍ରମରେ ଅନେକ ଶବ୍ଦ ସୃଷ୍ଟି ହୋଇଥାନ୍ତି ।
• ସେଗୁଡିକ ହେଲା- ଅନୁସନ୍ଧାନ, ଅନୁସରଣ, ଅଭିସାର, ନିସର୍ଗ, ନିସ୍ତାର, ନୈସର୍ଗିକ, ପରିସର, ବିସର୍ଗ, ବିସର୍ଜନ, ବିସୂଚିକା, ବିସ୍ତାର, ବିସ୍ମରଣ, ବିସ୍ତୃତି ଇତ୍ୟାଦି ।
• କିନ୍ତୁ କେମେଷ୍ଟ୍ରି, ବାରିଷ୍ଟର, ମାଜିଷ୍ଟ୍ରେଟ, ଷ୍ଟେସନ ପ୍ରଭୃତି ଇଂରାଜୀ ଶବ୍ଦରେ ଷର ବ୍ୟବହାର ହୋଇଥାଏ ।

The correct answer is Starvation.Key Points

• The word starvation means a condition of severe suffering due to a lack of nutrition.
• The poem tells us the story of a careless cricket who was busy in singing and never thought about his future.
• The word starvation has been used in the poem to describe the cricket who did not find anything to eat.

Thus, 'option C' is the correct answer.

The correct answer is "We were taught grammar by our Headmaster."

Key Points

• The passive voice is created by using the appropriate form of the verb 'be' (am, is, are, were, was, be, being, been) and the past participle of the action verb.
• In the given sentence, the verb is in the simple past tense.
• So, the correct verb in passive voice would be 'were taught'.
• Option 2 correctly transforms the sentence into passive voice while maintaining the original tense.
• Therefore, the correct answer is "Option 2".

Additional Information

• Option 1 uses 'are', so it changes the tense to present, which doesn't match the original sentence.
• Option 3 is not correctly constructed. The common way to form passive sentences is 'object + was/were + past participle + by + subject'.
• Option 4 uses 'were being', so it changes the tense to past continuous, which is incorrect.

The correct answer is - "Robes of a new-born child"

Key Points

• From the given options, the most appropriate answer is "Robes of a new-born child".
• Refer to the 4th line of the poem "We weave the robes of a new-born child.".
• It is clearly mentioned that weaver weaves robes of the new-born child.
• Thus, Option 1 is correct option.

The correct answer is - "serious"

Key Points

• From the correct answer is "serious"
• Solemn means sincere, not kidding or joking.
  • Eg. Gandhi always spoke in a solemn or thoughtful manner.
• Word used in Poem "Weavers, weaving solemn and still,"
• Above lines means weavers weave seriously in a very calm manner.
• Thus, Option 4 is correct option.

The correct answer is - "was worried"

Key Points

• From the given alternatives, the most appropriate answer is "was worried".
• Option 2 makes sentence vague as it will say king become tired.
• Option 4 is wrong as it contains base form of verb weary(which means tired) with was (past tense).
• Option 1 is wrong because it makes the sentence active and the given sentence is in Passive Voice.
• Passive Voice needs 3rd form of Verb ( Worried).
• Thus, Option 3 is correct answer.

Concept:

• An ore is a body of rock that contains a high enough concentration of a metallic or non-metallic resource.
• Ores are extracted from the earth via mining and then treated to extract valuable minerals from them.

Explanation:

Slag:

• Slag is a product of Flux and impurity.
• Slag is a waste matter separated from metal during smelting and other metallurgical and combustion processes from impurities in the metals.
• The iron and silica are examples of slag that is removed during copper and lead smelting.
• In steel-making furnaces, during the separation of the molten steel from impurities produced steel slag.
• Slags are divided into two parts blast furnace slag and metallurgical slag.
• The slag consists mostly of mixed oxides of elements such as silicon, sulfur, phosphorus, and aluminium.​​

Flux:

• These are the substances used to remove impurities such as slag in metallurgical processes.
• Common examples of flux are silica, dolomite, lime, borax, fluorite, etc.

Gangue:

• Gangue can be described as the unwanted or worthless material impurities that surround an ore.
• Gangue is mixed with minerals in ores and needs to be separated.
• The separation of gangue from minerals is achieved via mineral processing.
• Mineral processing is a complicated process and often depends on the nature of minerals.

Hence, The terms gangue, slag and flux are related to smelting.

Additional Information

Roasting:

• Roasting is the process in which the ore is heated below its melting point in presence of air to oxidise the impurities.

Calcination:

• In calcination, the ore is heated above its melting point in the absence of air or very a limited amount of oxygen supply.

Smelting:

• Smelting is a process of applying heat to ore and extracting a base metal.

Poling:

• Poling is a method used to purify metals that have oxidized impurities

The correct answer is Equivalent and Molecular weight of NaCl is 58.5

Key Points

• Equivalent weight - The weight of the substance that contains or reacts with 1.0078 g of hydrogen or 8 g of oxygen, or 35.45 g of chlorine.
• Molecular weight - Molecular mass is the sum of atomic masses of the elements present in a molecule. It is obtained by multiplying the atomic mass of each element by the number of its atoms and adding them together.

Important Points

• Salt (NaCl), sodium chloride, mineral substance of great importance to human and animal health, as well as to industry. The mineral form halite, or rock salt, is sometimes called common salt to distinguish it from a class of chemical compounds called salts.

The correct answer is tracheids.

Concept:

• Gymnosperms are vascular plants having naked seeds.
• The gymnosperms are characterized by the presence of tracheids as their major conducting tissue.
• Gymnosperms lack xylem vessels as well as companion cells but have tracheids for water transport.
• They have a vascular system for the transport of food and water.

Explanation:

• The water-conducting tissue generally present in gymnosperm is tracheids.
• Tracheids are long and elongated vascular tissue of the xylem with blunt ends and tapered lignified cell walls.
• These are elongated dead cells and do not contain protoplasts.
• The tracheids contain pits, that are either simple or bordered.
• In gymnosperms and pteridophytes, these bordered pits make the way for the conduction of water and mineral salts.
• Tracheids are the most important water-conducting elements in gymnosperms and pteridophytes.

Additional InformationVessels:

• Vessel is a long cylindrical tube-like structure made up of many cells called vessel members, each with lignified walls and a large central cavity.
• The vessel cells are also devoid of protoplasm.
• Vessels are the primary water-conducting elements in angiosperms, but they are absent in pteridophytes and gymnosperms.

Sieve tube

• Sieve tube elements are specialized cells that are important for the function of the phloem, a highly organized tissue that transports organic compounds produced during photosynthesis.
• The sieve tube elements transport nutrients from the leaves to the rest of the plant and it is the conducting element of the phloem.

Xylem fibres

• These fibres have lignified cell walls.
• Xylem fibres are known as supportive functional tissue because they provide additional mechanical support.

The correct answer is the reduction of carbon-di-oxide.
Concept:

• Photosynthesis is the process by which all green plants, some bacteria, and some protists (Euglena) use energy from sunlight to produce sugar, which through cellular respiration produces ATP, the fuel used by all living organisms.
• Photosynthesis occurs in the chloroplast of the cell.
• The reaction of Photosynthesis is commonly written as:
  • 6CO₂ + 6H₂O → C₆H₁₂O₆ + 6O₂.
• The process of Photosynthesis takes place in two steps:
  • Light Reaction (Photochemical phase)
  • Dark Reaction (Biosynthetic phase)

Explanation:
Light Reaction:

• Light Reaction takes place only in the presence of light.
• The light reaction takes place in the thylakoid membranes.
• Light is absorbed in the light reaction, and energy is used to drive electrons from water to generate NADPH and protons across the membrane.
• The following major events occur during the light reaction of photosynthesis:
• Photolysis of water:
  • In this water splits into protons, electrons and oxygen and produces NADPH and ATP.
• Photophosphorylation:
  • Photophosphorylation is the process through which, ATP is synthesized from ADP and inorganic phosphate (P) by the cell organelles (like mitochondria and chloroplast).
• Reduction of NADP:
  • NADP is a reduced in the photosynthesis light reactions that is consumed in the Calvin cycle and used in many other anabolic reactions in both plants and animals.

Additional InformationDifference between Light reaction and Dark reaction:

The correct answer is Cytokinin.

Key Points

• Cytokinin is a category of plant growth substances that promote cell division, organ formation, delays senescence, promotes lateral bud development, enhances cell expansion in cotyledon leaves, promote chloroplast development.
  • These hormones are responsible for cell proliferation and differentiation, but also affect apical dominance, axillary bud growth, and leaf senescence.
  • The chemical name of cytokinin is zeatin purine.
  • Cytokinin is produced in the root apical meristems and travels upward with water and travels up the stem through the xylem.
  • Cytokinin is the hormone that is vital for cell proliferation and differentiation.

Additional Information

• Auxin promotes cell elongation, apical dominance, root initiation, parthenocarpy and prevents abscission.
  • Auxin promotes cell division and meristem maintenance and also plays an important role in the establishment of cellular patterning.
• Gibberellin promotes stem elongation, seed germination, breaks dormancy, promotes elongation of internodes, and induces parthenocarpy.
• Oestrogen is one of the main female sex hormones. While both women and men produce oestrogen, it plays a bigger role in women's bodies.
  • Oestrogen is produced by your hormonal (endocrine) system and moves through the bloodstream.
  • In the female body, oestrogen is needed for puberty.

The correct answer is option A.KeyPoints
Adaptive Radiation

• The process of evolution of different species in a given geographical area starting from a point and literally radiating to other areas of geography is called adaptive radiation. Hence, option A is correct.
• Adaptive radiations are best exemplified in closely related groups that have evolved in a relatively short time.
• A striking example is a radiation, beginning in the Paleogene Period (beginning 66 million years ago), of basal mammalian stock into forms adapted to running, leaping, climbing, swimming, and flying.
• Other examples include Australian marsupials, cichlid fish, and Darwin’s finches (also known as Galapagos finches).
• The phenomenon of adaptive radiation was first observed by Darwin when he travelled to a place called Galapagos Island.
• There he observed that there were finches with different types of beaks. So, he concluded that all of these finches radiated on the same island from a single ancestor Finch.
• All of these finches developed beaks according to the kind of food available to them.
• Hence, they evolved from conventional seed-eating finches to vegetarian and insectivorous finches.
• They later came to be known as Darwin’s finches.

​

The correct answer is option C.Key Points

• The heart in Eutherians is compartmentalized into four chambers.
• These chambers are two upper atria or auricles and two bottom ventricles.
• The right side of the heart receives deoxygenated blood while the left side pumps oxygenated blood to the body tissues.
• The vena cavae drain the deoxygenated blood collected from the tissues into the right ventricle.
• This blood flows into the right atrium.
• The pulmonary arteries carry the deoxygenated blood into the lungs for oxygenation.
• The oxygenated blood is carried into the left atrium via the pulmonary veins.
• The oxygenated blood flows into the left ventricle from where the aorta re-distributes it to the body tissues.
• The openings of the atria into their respective ventricles as well as into the major blood vessels arising from them is regulated by the presence of folds called valves.
• These regulate the correct directionality of blood flow as well as prevent the backflow of blood into the previous chamber.
• The four heart valves, which keep blood flowing in the right direction, are the mitral, tricuspid, pulmonary and aortic valves.
• Each valve has flaps (leaflets) that open and close once per heartbeat.

Important Points

• The tricuspid valve is present at the junction of the right atrium and the right ventricle.
• It is also called the right atrioventricular valve.
• It is called tricuspid due to the three folds or cusps in its structure.
• In cases of deformities, the tricuspid valve undergoes regurgitation whereby the blood flow is reversed into the auricle.
• This results from deformative expansion of the right auricle and can lead to permanent heart damage.

The correct answer is Option 3 i.e. Robert Whittaker.

The Five-Kingdom classification was proposed by Robert H. Whittaker in 1969. This classification system divides all life forms into five broad categories. Each kingdom is distinct in terms of its cellular composition and organization, mode of nutrition, reproduction, and phylogenetic relationships (their evolutionary history).

The five kingdoms are as follows:-

• Monera: This kingdom includes unicellular, prokaryotic organisms, which means they lack a true nucleus and other membrane-bound organelles. It comprises all bacteria, including both eubacteria and archaebacteria. Some members of this kingdom are autotrophic, usually through photosynthesis, but most are heterotrophic.
• Protista: This kingdom is a diverse group of eukaryotic microorganisms, including amoebas, algae, protozoa, and slime molds. Many are unicellular, but some, like certain types of algae, are multicellular. Protists exhibit various nutritional modes, including photosynthesis, absorption, and ingestion.
• Fungi: The kingdom Fungi is composed of eukaryotic, usually multicellular, heterotrophic organisms. They obtain nutrients by absorption, secreting digestive enzymes into their surroundings and then absorbing the broken-down organic materials. Examples include molds, yeasts, and mushrooms.
• Plantae: This kingdom encompasses all plants, which are multicellular, eukaryotic organisms that are typically autotrophic, using photosynthesis to produce their own food from sunlight, water, and carbon dioxide. They have cell walls composed of cellulose.
• Animalia: The kingdom Animalia includes all animals. These organisms are multicellular, eukaryotic, and heterotrophic, obtaining nutrients by ingestion of other organisms. They do not have cell walls and often have bodies differentiated into tissues, including nervous tissue and muscle tissue for locomotion.

Additional InformationCarl Linnaeus (1707–1778): Linnaeus is best known for developing the system of binomial nomenclature, the formal system of naming species. This system is universally used to name organisms with a generic name and a specific name, such as Homo sapiens for humans. Linnaeus is also remembered for his work in ecology and for developing a hierarchical classification system that includes seven levels: kingdom, class, order, family, genus, species, and variety.

Ernst Haeckel (1834–1919): Haeckel is best known for popularizing the work of Charles Darwin. Haeckel also added significantly to the field of biological classification by introducing new terminology including "phylum" and "ecology." He was the first to divide the animal kingdom into unicellular and multicellular organisms, known as Protista and Metazoa, respectively

Thomas Hunt Morgan (1866–1945) is best known for his discoveries concerning the role of chromosomes in heredity. Morgan carried out his primary body of work in genetics using the fruit fly Drosophila melanogaster. He chose this species due to its short generation time, high fertility rate, and easily distinguishable genetic traits.

Key achievements and contributions from Morgan:

• Demonstration of Sex-Linkage: Morgan noticed that certain traits (like the white-eye mutation he first discovered) were linked to the sex of the individual. This led him to the hypothesis that the gene responsible for these traits was on the "sex chromosome," which we now know as the X chromosome.
• Concept of Linkage and Crossing Over: Morgan and his associates found that traits can be linked (i.e., they tend to be inherited together), indicating that the genes for these traits are on the same chromosome. This discovery led to the idea of gene mapping, the process of determining the relative positions of genes on a chromosome.

Conclusion- R.H.Whittaker gave the five Kingdom classifications of living organisms.

Concept:

• Stoichiometry of the reaction deals with the number of moles of each reactant that involves in the formation of the product.
• therefore the reactant relationship is explained in terms of moles.

Calculation

The given balanced chemical equation:

Na2CO3 + 2HCl → 2NaCl + CO2 + H2O

From this equation, 1 mol of Na2CO3 reacts with 2 moles of HCl.

Given

• 25 ml of 0.05 N Na2CO3 solution.
• V₁ will be 25 ml and N₁ will be 0.05N
• The volume V₂ of HCl is 50 ml.
• The normality of HCl can be calculated by using the below formula:
• N₁V₁ = N₂V₂
  0.05 N x 25 ml = 50 ml x N₂
  N₂ = (0.05 x 25) / 50
  N₂ = 0.025 N

Hence, the concentration of HCl is 0.025 N.

Concept:

• Cell division is defined as the process by which the mother cell divides into two daughter cells.
• There are two types of cell divisions: Mitosis and Meiosis
• Mitosis:
  • Chromosomes are duplicated and distributed equally among the daughter cells.
  • The phases of mitosis are Prophase, Metaphase, Anaphase and Telophase.
  • The nuclear division is followed by cytoplasm division or cytokinesis.
• Meiosis: Chromosome numbers are halved from diploid (2n) to haploid (n) number resulting in four haploid daughter cells.
• Meiosis takes place in two stages: Meiosis I and Meiosis II.

1. Meiosis I
   • It is the first cell division of meiosis that produces two haploid cells from a diploid cell.​
   • There are four stages in Meiosis I: prophase I, metaphase I, anaphase I, and telophase I.
2. Meiosis II
   • It is the second stage of meiosis. During this stage, the cell division is completed and at the end, four haploid cells are formed.
   • There are four stages in Meiosis II: prophase II, metaphase II, anaphase II, and telophase II

• ​Similar to mitosis, in meiosis as well nuclear division is followed by cytokinesis. ​

Explanation:

• Option 1: Pairing of homologous chromosomes - CORRECT
  • The pairing of homologous chromosomes is a characteristic feature of meiosis.
  • During the zygotene sub-stage of Prophase I of meiosis, the pairing of homologous chromosomes takes place.
  • The pairing of homologous chromosomes is absent in mitosis.

​

• Option 2: Separation of duplicated strand - INCORRECT
  • ​Separation of the duplicated strand occurs during the anaphase.
  • In both meiosis and mitosis, the chromosomes start moving away from the equatorial plate into two groups during anaphase.
• Option 3: Cytokinesis - INCORRECT
  • ​The division of the cytoplasm into the daughter cells is called cytokinesis.
  • Cytokinesis is a common stage seen in both mitosis and meiosis.
• Option 4: Disappearance of nucleolus - INCORRECT
  • The disappearance of the nucleolus occurs during the prophase stage of cell division.
  • It occurs in both mitosis and meiosis.

So the correct answer is option 1 (Pairing of homologous chromosomes).

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students' development.

• CCE was introduced by the Central Board of Secondary Education (CBSE) in India to evaluate the student’s development in all aspects throughout the academic year on a continuous basis.
• The objective of CCE is to make evaluation an integral part of learning through diagnostic and remedial teaching.
• CCE helps in improving student’s performance by identifying his/her learning difficulties at regular time intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.

CCE describes two different types of evaluations which include summative and formative assessment/evaluation.

• "Summative Evaluation", commonly known as "Assessment of Learning" is a type of evaluation which:

  • measures, certifies, and reports the level of students' learning by assessing them at the end of the term.
  • produces an accurate description of students' potential and achievement to promote them to the next grades.

• "Formative evaluation", commonly known as "Assessment for Learning" is a type of evaluation which:

  • monitor the child's progress throughout the teaching-learning process and improves students' academic achievements.
  • diagnoses and removes the learning difficulties of students with appropriate strategies.

Hence, it becomes clear that Continuous and Comprehensive Evaluation includes both formative and summative assessments using a wide variety of strategies.

Exceptional children are those who deviate from the normal population and need special education services to meet their needs. It includes children who are gifted, backward, creative, learning disabled, etc.

• A gifted child is the one who displays consistently remarkable performance in various physical or cognitive aspects and exhibits superiority in general intelligence levels.

Characteristics of Gifted Child:

• Exhibit verbal proficiency, have a high energy level, high curiosity.
• Learn quickly and easily have the ability to abstract and reason critically see relationships between ideas and events.
• Separate classes and enrichment programs can be used for gifted children to satisfy and utilize their intelligence.

Important Points

There are different kinds of method to identify gifted children some of them includes:

• Observation: Observation refers to the act of observing something carefully. It is used to identify gifted children by observing them while asking, drawing, discussing, and behaving individually as well as in groups.
• Intelligence test: Intelligence test is a test designed to determine the relative mental capacity of a person. It identifies gifted children by measuring their intelligence.
• Personality test: These tests are designed to reveal those central aspects of the personality of gifted children that lie in the unconscious mind of an individual.

Hence, it could be concluded that all of the above methods are relevant for identifying gifted children.

The term problematic child stands for that type of child who shows an abnormality in their behavior i.e., the problem in adjusting to their environment.

• The children whose basic needs are not gratified to the extent of causing serious adjustment problems to themselves and the environment become maladjusted and disturbed.
• The other reasons can be their lack of required maturity and understanding for coping with the needs of the environment.

Key Points

• Problematic child falls easy victims to many behavioral problems like nail-biting, thumb-sucking, stealing, lying, depression, pulling or stretching of hairs, negativism, fear of specific objects or things, etc.
• These types of children generally are not capable of adjusting themselves to their environment. Their improper behavioral patterns, frequent quarreling, and fighting make them distant from the peers and other members of their family.
• These children do not feel comfortable in initiating interaction with others and have excessive fear and anxiety. His peers become biased toward them and discriminate against them and start neglecting them.
• These children show more uncontrolled, intensive, and irrational emotions which makes them mentally unstable. They show every emotion like fear, disgust, anger, jealousy, joy, shame, anxiety, envy, hope, etc. in excess or very minimal.
• These children have an inferiority complex and have a very short attention span due to which they are not able to concentrate on their studies. So, they have a lack of interest in the study.

Hence, it could be concluded that Socially adjusted is not a true quality related to a Problem Child.

Edward L. Thorndike, an influential psychologist, was a pioneer in behaviorism, known for his work in learning theory and the law of effect, which states that behaviors followed by positive consequences are more likely to be repeated. His research laid the foundation for educational psychology, emphasizing the importance of reinforcement and the connection between stimulus and response in the learning process. Thorndike's contributions significantly influenced the development of modern psychology and education.

Key Points Edward L. Thorndike, a pioneering psychologist in the field of education and behaviorism, contributed significantly to the understanding of intelligence. His views on intelligence are encapsulated in the idea that intelligence is the power of good responses from the point of view of truth or fact.

• Behaviorist Perspective: Thorndike was a prominent figure in the behaviorist school of thought, which emphasized observable behaviors as the primary focus of psychological study. This perspective sought to understand learning through the analysis of responses to stimuli.
• Definition of Intelligence: Thorndike's definition of intelligence is grounded in the context of behavior and responses. He saw intelligence as the ability to produce appropriate, effective, and correct responses in a given situation.
• Power of Good Responses: Thorndike emphasized the idea that intelligence involves the capacity to generate responses that are considered good or appropriate. These responses should align with the truth or facts relevant to a specific problem or situation.
• Adaptation to Environment: Thorndike viewed intelligence as the ability to adapt to one's environment successfully. A person with higher intelligence, according to Thorndike, is more capable of making accurate responses that lead to successful problem-solving and goal attainment.
• Problem-Solving and Learning: Thorndike's concept of intelligence is closely linked to problem-solving. He believed that individuals with higher intelligence are better equipped to solve problems efficiently and effectively, demonstrating the power of good responses.
• Practical Intelligence: Thorndike's definition of intelligence goes beyond abstract reasoning and academic knowledge. It encompasses practical intelligence, emphasizing the ability to navigate real-world challenges and situations through effective responses.
• Trial-and-Error Learning: Thorndike's research, particularly his work on learning in animals, contributed to the development of the theory of trial-and-error learning. He observed that organisms learn through a process of making responses and adjusting based on the consequences, supporting his view of intelligence as effective responding.
• Educational Implications: Thorndike's ideas influenced educational practices, emphasizing the importance of designing learning experiences that promote effective responses and problem-solving skills. His work laid the foundation for behaviorist approaches to education and instructional design.

Thus, it is concluded that Thorndike said that intelligence in general was the power of good responses from the point of view of truth or fact.

A portfolio is a purposeful collection of works, projects, or artifacts that showcase an individual's skills, achievements, and experiences. It serves as a comprehensive and dynamic representation of one's capabilities and is often used for assessment, reflection, and presentation in academic, professional, or creative contexts.

Key Points

• Students get the opportunity to exhibit their talent: Portfolios indeed provide a platform for students to showcase their talents. Students can include various works, projects, or activities that highlight their skills and accomplishments.
• It makes learners more self-reflective: Portfolios encourage self-reflection. As students compile their work, they reflect on their learning journey, strengths, areas for improvement, and the progress they've made over time.
• Both teacher and student collaborate in evaluating student progress: Collaboration in the evaluation process is a key feature of portfolios. Teachers and students can work together to assess the contents of the portfolio, discuss achievements, and set goals for improvement.
• It is a tool that indicates marking criteria: This statement is incorrect. Portfolios are often designed to be flexible and may not always have rigid marking criteria. The assessment of a portfolio can involve subjective judgment and may vary based on the educational goals, context, and the type of portfolio.

In summary, while portfolios offer opportunities for self-expression, self-reflection, and collaborative evaluation, they may not always adhere to strict and clear marking criteria. The assessment in portfolios is often more holistic, considering the diverse nature of the showcased work and the individualized learning goals of the student.

Thus, it is concluded that it is a tool that indicates marking criteria are incorrect as referred to portfolio.

Additional InformationImportance of Portfolio:

• Holistic Assessment: Portfolios provide a comprehensive view of students' skills, knowledge, and progress across various tasks and activities.
• Individualized Reflection: Students can curate their portfolios, fostering self-reflection and awareness of their learning journey and areas for improvement.
• Authentic Representation: Portfolios include real-world examples, offering authentic evidence of students' capabilities and application of knowledge.
• Effective Communication: Portfolios serve as a communication tool, facilitating discussions among teachers, students, and parents about achievements, growth, and future goals.

The concept of a resource in education is broad and dynamic, encompassing a diverse array of tools and elements that contribute to the fulfillment of educational objectives. The strategic use of resources is fundamental in creating an enriching and supportive learning environment for individuals pursuing knowledge and skill development.

Key Points In the context of education and various other fields, a resource is broadly defined as any tool, asset, or material that can be utilized to aid in achieving a specific goal or purpose. Resources come in various forms, and their effectiveness often depends on how well they are harnessed to support the intended objectives.

• Educational Resources: In education, resources encompass a wide range of materials, tools, and support systems designed to facilitate learning and enhance understanding. This includes textbooks, multimedia presentations, educational technology, classroom facilities, and even human resources such as teachers and mentors.
• Types of Resources:
  • Human Resources: The knowledge, skills, and expertise of individuals involved in the educational process, such as teachers, administrators, and support staff.
  • Material Resources: Tangible items like textbooks, laboratory equipment, computers, and other physical tools used in the learning environment.
  • Technological Resources: Educational software, online platforms, and digital tools that leverage technology to enhance the learning experience.
  • Financial Resources: Funding and budget allocations for educational programs, infrastructure development, and the purchase of materials and technology.
• Facilitating Learning Objectives: Resources play a crucial role in achieving educational aims by providing the necessary support and tools for effective instruction. For example, a well-designed textbook can serve as a resource to convey information, while educational technology can offer interactive and dynamic learning experiences.
• Adaptability: Resources should be adaptable to different learning styles and preferences. For instance, visual aids may cater to visual learners, while hands-on activities can benefit kinesthetic learners.
• Efficiency and Effectiveness: The judicious use of resources ensures that educational objectives are met efficiently and effectively. This may involve selecting the most suitable materials, utilizing technology appropriately, and leveraging human resources to create a conducive learning environment.
• Continuous Improvement: Regular assessment and evaluation of the effectiveness of resources allow for continuous improvement in the educational process. This may involve updating materials, incorporating new technologies, or refining instructional strategies based on feedback and outcomes.

Thus, it is concluded that the resource means something that can be used to help achieve an aim.

F.J. Kelly, in 1915, was a pioneer in introducing multiple-choice items for assessments, revolutionizing testing methodologies. His work aimed to enhance the efficiency, objectivity, and standardization of large-scale assessments across diverse content areas in education. Kelly's contributions laid the groundwork for the widespread adoption of multiple-choice testing in educational and industrial contexts.

Key Points F.J. Kelly is credited with being one of the pioneers in the use of multiple-choice items for assessment. Here are some points explaining the historical context and contributions of F.J. Kelly in the development of multiple-choice tests:

• Introduction of Multiple-Choice Items:
  • F.J. Kelly introduced the concept of multiple-choice items as a method of assessment in 1915.
  • This assessment format involved presenting test-takers with a question or statement and providing several possible answer choices, with the test-taker selecting the correct one.
• Purpose of Multiple-Choice Tests:
  • The introduction of multiple-choice tests aimed to efficiently and objectively assess a large number of individuals.
  • This format was particularly useful for assessing knowledge and understanding across diverse content areas.
• Advantages of Multiple-Choice Testing:
  • Multiple-choice tests offered several advantages, including ease of administration, scoring, and objectivity.
  • They allowed for the assessment of a wide range of content in a relatively short amount of time, making them practical for large-scale testing situations.
• Standardization and Reliability:
  • The use of multiple-choice items contributed to the standardization of assessments, ensuring that all test-takers faced the same format and conditions.
  • The scoring process was also standardized, enhancing reliability in the evaluation of test results.
• Efficiency in Education and Industry: The efficiency of multiple-choice tests made them valuable not only in educational settings but also in industrial and employment contexts, where large-scale assessments were often needed.
• Impact on Educational Assessment Practices: F.J. Kelly's work significantly influenced the evolution of educational assessment practices, leading to the widespread adoption of multiple-choice items in various educational levels and disciplines.

Thus, it is concluded that F.J. Kelly was the first to use multiple choice items for assessment in 1915.

Additional Information

Teaching-learning materials (TLM) refer to resources and aids designed to facilitate the teaching and learning process. These materials can include visual aids, multimedia presentations, textbooks, charts, models, and other educational tools. TLMs are used to enhance comprehension, engagement, and overall effectiveness in conveying educational content.

Key Points The careful selection of Teaching-Learning Materials based on teaching objectives is essential for creating a meaningful and effective learning experience. It not only supports the achievement of educational goals but also enhances student engagement, understanding, and skill development.

The importance of selecting Teaching-Learning Materials (TLM) based on the objectives of teaching:

• Alignment with Educational Goals: TLM should directly align with the educational objectives or learning outcomes set for a particular lesson or curriculum. This ensures that the materials contribute effectively to the attainment of desired learning outcomes.
• Enhancing Conceptual Clarity: TLM selected under teaching objectives should aid in enhancing conceptual clarity. They should facilitate a better understanding of abstract or complex concepts, making learning more accessible to students.
• Catering to Diverse Learning Styles: Different students have varied learning preferences and styles. TLM selected based on teaching objectives can cater to diverse learning styles, providing a well-rounded learning experience that accommodates visual, auditory, and kinesthetic learners.
• Promoting Active Engagement: TLM should be dynamic and interactive, encouraging students to actively participate in the learning process. When chosen in line with teaching objectives, these materials can stimulate curiosity, critical thinking, and student engagement.
• Addressing Skill Development: Learning objectives often include the development of specific skills. TLM should be selected to support the acquisition of these skills, whether they are cognitive, practical, or social skills. For example, language objectives may be supported by multimedia resources.
• Adaptability to Classroom Context: TLM should be suitable for the specific classroom context, taking into consideration factors like class size, available technology, and physical space. The selection should align with the teaching environment to ensure effective utilization.
• Cost-Effectiveness and Accessibility: While cost is not the primary factor, it's essential to consider the financial aspects. TLM selected based on teaching objectives should strike a balance between effectiveness and cost, ensuring that they are accessible and feasible within the available budget.

Thus, it is concluded that the TLM should be selected according to the objectives of teaching.

Development is a process by which an individual grows and changes throughout the life cycle. Or it refers to qualitative changes that begin at conception and continue through the life span. e.g. ability to sit, stand, walk, learn to talk, etc.

Key Points

• Without heredity, no one can be born, and without the right environment, genes cannot develop. Since the time of creation, an individual has inherited characteristics, and some external factors also begin to affect him.
• The environment is nothing more than the whole of a person's living circumstances. The environment of a person psychologically refers to all the stimuli that a person encounters from conception to death.
  • ​Some hereditary traits bring a change from one individual to another. We observe an individual's height, size, shape, and color of hair, the shape of the face, nose, hand, and legs so to say the entire structure of the body is determined by his/her heredity qualities.
  • The environment brings individual differences in behavior, activities, attitude, style of life characteristics, personality, and so on.
• Environment and genetics interact to shape human development. Both heredity and environment affect the children's growth patterns.

Stakeholders are important in education because a team effort increases the chances of success in reaching educational goals

Key Points

• In education, the term stakeholder typically refers to anyone who is invested in the welfare and success of a school and its students, including administrators, teachers, staff members, students, parents, families, community members, local business leaders, and elected officials such as school board members, city councilors, and state representatives.
• In a word, stakeholders have a “stake” in the school and its students, meaning that they have personal, professional, civic, or financial interests or concerns.

Thus, we conclude that the stakeholders of education are students, parents, and teachers.