Super TET Mock Test - 7 - Super TET MCQ

संज्ञा या विशेषण से बनने वाली क्रिया को 'नाम धातु' कहते है। अन्य सभी विकल्प गलत है।

Key Points

Additional Information

विशेष:

"मालिक नौकर से काम करवाता है।” वाक्य में प्रेरणार्थक क्रिया है।

• जिस क्रिया से ज्ञान हो कि कर्ता स्वयं कार्य को न करके किसी अन्य को कार्य करने की प्रेरणा देता है वह प्रेरणार्थक क्रिया कहलाती है।
• जैसे - माता पिता अपने बच्चो के कार्य करवाते है।

Hint

प्रेरणार्थक क्रिया के उदाहरण

• वह सबसे चालान भरवाता है.
• महेश बच्चों को रुलाता है.
• गीता बच्चों को हिंदी पढ़ाती है.
• सुरेश आज नौकर से गाड़ी धुलवाना।
• आज तुम विजय से चाय बनवाना।

Key Pointsअन्य विकल्प

'अरुणिमा' शब्द में प्रत्यय है - 'इमा'

• अरुण + इमा = अरुणिमा
• 'अरुण' मूलशब्द और 'इमा' प्रत्यय।
• अर्थ: लालिमा, लाली, सुर्ख़ी।

Key Points

• प्रत्यय शब्द के अंत में जुड़ता है।

Additional Information कुछ महत्वपूर्ण प्रत्यय शब्द:-

• इमा - गरिमा, लघिमा, लालिमा।
• अक - लेखक, पाठक, कारक, गायक।
• इया - छलिया, जड़िया, बढ़िया, घटिया।
• अन - पालन, सहन, नयन, चरण।
• आई - लड़ाई, सिलाई, पढ़ाई, चढ़ाई।
• इत - पठित, व्यथित, फलित, पुष्पित।

'तुम्हारा घर बहुत सुंदर है।' वाक्य के रेखांकित पद में संबंधकारक कारक प्रत्यय है।

• सम्बन्ध कारक:
  • संज्ञा अथवा सर्वनाम के जिस रूप से एक वस्तु का सम्बन्ध दूसरी वस्तु से जाना जाये, उसे सम्बन्ध कारक कहते हैं।
  • इसकी मुख्य पहचान है – ’का’, ’की’, के।
    • सम्बन्ध कारक का उदाहरण –
    • राहुल की किताब मेज पर है।

Key Pointsकारक:-
किसी भी क्रिया को करने वाले को कारक कहा जाता है अर्थात् जिसके द्वारा क्रिया को पूर्ण किया जाता है, उन्हें कारक कहा जाता है।‌

कारक के भेद

1. कर्ता कारक
2. कर्म कारक
3. करण कारक
4. सम्प्रदान कारक
5. अपादान कारक
6. सम्बन्ध कारक
7. अधिकरण कारक
8. संबोधन कारक

Additional Information

प्रश्न का अर्थ- समय पर जलपान से क्या होता है?

स्पष्टीकरण- श्लोकांश में उल्लिखित है-

'केवलं जलपानेन समये स्याद्यथासुखम्।

न तथामृतपानेन व्यतीते समये भवेत्।।'

अर्थात् 'समय पर हुआ जलपान से ही सुख प्राप्ति होती है। अमृत पान में व्यतीत समय भी उतना आनंद नहीं देता।

इसलिए उचित पर्याय 'सुखम्' है।

Additional Information

कठिन शब्द -

• स्याद्यथासुखम् - स्याद् + यथा + सुखम् - जैसा सुख होना चाहिए
• तथामृतपानेन - तथा + अमृतपानेन - वैसा अमृत पीने से

‘श्रीमद्भगवद्गीता’ महाभारत के भीष्मपर्व में युद्ध के पूर्व कृष्ण द्वारा अर्जुन को दिया गया उपदेश है। जो कुल ‘अठारह (18)’ अध्याय में वर्णित है।

Additional Information

विशेष:- महाभारत में अठारह संख्या अत्यंत महत्वपूर्ण है-

• महाभारत के अद्ध्यायों की संख्या- 18
• युद्ध के दिनों की सन्ख्या- 18
• श्रीमद्भगवद्गीता के अद्ध्यायों की संख्या- 18
• उपगीता के अद्ध्यायों की संख्या- 18

अतः स्पष्ट है कि ‘श्रीमद्भगवद्गीता’ में कुल ‘अठारह (18)’ अध्याय में वर्णित है।

तत्पुरुषः – ‘प्रायेण उत्तरपदार्थप्रधानः तत्पुरुषः’ अर्थात् जिस समास में उत्तर पद का अर्थ प्रधान होता है, उसे तत्पुरुष समास कहते हैं।

उदाहरण -

• रामाश्रितः – रामम् आश्रितः
• अनर्थः – न अर्थः
• राजपुत्रः – राज्ञः पुत्रः

समास विग्रह:– शीतलम् जलम्

सूत्र - तत्पुरुषः समानाधिकरणः कर्मधारयः।

• नियम - ऐसा तत्पुरुष समास, जिसमें प्रथम शब्द दूसरे शब्द का विशेषण हो, वहाँ कर्मधारय तत्पुरुष समास होता है। यह तत्पुरुष समास का ही भेद है।
• इस नियमानुसार उपर्युक्त समास में ‘शीतलम् (ठण्डा)’ यह ‘जलम् (जल)’ का विशेषण है।
• समास में यदि पूर्वपद विशेषण और उत्तरपद विशेष्य हो, तो उसे विशेषण पूर्वपद कर्मधारय कहते हैं।

अतः ‘शीतलजलम्’ कर्मधारय तत्पुरुष समास होता है।

Hint

• ज्ञानविज्ञानयोः → ज्ञानस्य च विज्ञानस्य च = इसका अर्थ होता है 'ज्ञान और विज्ञान का'। दोनों पद प्रधान होने से यह द्वन्द्व समास होता है।
• अनुकूलम् - कूलम् अनुसृत्य = इसका अर्थ कुल के अनुसार' होता है। अतः यह अव्ययीभाव होता है।
• हरिहरौ - हरिः च हरः च = इसका अर्थ 'विष्णु और शङ्कर दोनों' ऐसे होगा। दोनों पद प्रधान होने से यह द्वन्द्व समास होता है।

Additional Information

‘समसनं समासम्’ संक्षिप्त करना ही समास होता है अर्थात् दो या दो से अधिक पदों के विभक्ति, समुच्चय बोधक च आदि को संक्षेप करके एक पद बनाने को समास कहते है- ‘अनेकाषां पदानां एकपदी भवनं समासः।’ इसमें पूर्व और उत्तर दो पद होते हैं। यथा-

• पित्रा युक्तः = पितृयुक्तः
• यूपाय दारु = यूपदारु
• माता च पिता च = पितरौ

समास भेद:- प्रायः समास के पाँच प्रकार बताये गए हैं-

(1) केवलसमास:- ‘विशेषसंज्ञाविनिर्मुक्तः केवल समासः’ अर्थात् विशेष संज्ञा रहित जहाँ केवल समास हो। जैसे:-

• पूर्वं भूतः = भूतपूर्वः

(2) अव्ययीभाव:- ‘प्रायेण पूर्वपदार्थप्रधानोऽव्ययीभावो’ अर्थात् जहाँ पूर्व पद प्रधान हो तथा अव्यय हो। जैसे:-

• मतिम् अनतिक्रम्य = यथामति

(3) तत्पुरुष:- ‘उत्तरपदार्थप्रधानस्तत्पुरुषः’ अर्थात् जहाँ उत्तरपद प्रधान हो दोनों पद में अलग-अलग और कभी-कभी समान विभक्ति होती है तथा पूर्वपद के विभक्ति का लोप होता है।

तत्पुरुष समास के भेद:- इसके दो भेद होते हैं-

1) व्याधिकरण तत्पुरुष:- इसके सात प्रकार होते हैं-

द्वितीया तत्पुरुष:- श्रित, अतीत, आगतादि शब्द यदि उत्तरपद हो तो द्वितीया तत्पुरुष समास होता है। जैसे:-

• कृष्णं श्रितः = कृष्णश्रित
• दुःखम् अतीत = दुःखातीत
• सुखाद् अपेतः = सुखापेतः।

तृतीया तत्पुरुष:- हीन, विद्ध आदि शब्द यदि उत्तरपद हो तो तृतीया तत्पुरुष समास होता है। जैसे:-

• सर्पेण दष्टः = सर्पदष्टः
• शरेण विद्धः = शरविद्धः
• विद्यया हीनः = विद्याहीनः।

चतुर्थी तत्पुरुष:- बलि, अर्थ, तदर्थ आदि शब्द यदि उत्तरपद हो तो चतुर्थी तत्पुरुष समास होता है। जैसे:-

• भूताय बलिः = भूतबलिः
• स्नानाय इदम् = स्नानार्थम्
• तस्मै इदम् = तदर्थम्।

पञ्चमी तत्पुरुष:- भय, मुक्त, पतित आदि शब्द यदि उत्तरपद हो तो पञ्चमी तत्पुरुष समास होता है। जैसे:-

• चौरद् भयम् = चौरभयम्
• रोगात् मुक्तः = रोगमुक्तः
• स्वर्गात् पतितः = स्वर्गपतितः

षष्ठी तत्पुरुष:- जब समस्त पद में दोनों पद एक दुसरे से सम्बन्धित हो तो षष्ठी तत्पुरुष होता है। जैसे-

• राज्ञः पुरुषः = राजपुरुषः
• गङ्गायाः जलम् = गङ्गाजलम्

सप्तमी तत्पुरुष:- शौण्ड, चतुर, कुशल आदि शब्द यदि उत्तरपद हो तो सप्तमी तत्पुरुष समास होता है। जैसे:-

• सभायां पण्डितः = सभापण्डितः
• कर्मणि कुशलः = कर्मकुशलः

नञ् तत्पुरुष:- जहाँ पूर्वपद अ, अन् अथवा न हो वहाँ नञ् तत्पुरुष समास होता है। जैसे:-

• न ज्ञानम् = अज्ञानम्
• न आदि = अनादि
• न आस्तिक = अनास्तिक

2) समानाधिकरण तत्पुरुष:- इसके दो भेद होते हैं-

कर्मधारय:- विशेषण-विशेष्य तथा उपमानोपमेय पदों का परस्पर समास हो तो कर्मधारय समास होता है। जैसे:-

• नीलम् उत्पलम् = नीलोत्पलम्
• शीतलजलम् = शीतलम् जलम्
• चन्द्र इव मुखम् = चन्द्रमुखम्

द्विगु:- जब विशेषण संख्यावाची हो तो द्विगु समास होता है। जैसे:-

• त्रयाणां भुवनानां समाहारः = त्रिभुवनम्
• सप्तानां दिनानां समाहारः = सप्तदिनम्

(4) द्वन्द्व:- ‘उभयपदार्थप्रधानो द्वन्द्वः’ जहाँ दोनों पद प्रधान हो। इसके विग्रह में च जुडता है। जैसे:- माता च पिता च = पितरौ

• हरिः च हरः च = हरिहरौ

इसके तीन प्रकार हैं-

1. इतरेतर द्वन्द्व
2. एकशेष द्वन्द्व
3. समाहार द्वन्द्व

(5) बहुव्रीहि:- ‘अन्यपदार्थप्रधानो बहुव्रीहिः’ जहाँ अन्य पद प्रधान हो। जैसे:-

• पीतम् अम्बरं यस्य सः = पीताम्बरः (हरिः)

• लम्बः उदरः यस्य सः = लम्बोदरः (गणेशः)

The length of the circular track would be equal to the circumference of the circle. In 2 minutes
thus, the cyclist covers 3.14 × 200 = 628 meters (using the formula for the circumference of a
circle).
Thus, the cyclist’s speed would be 628/2 = 314 meters/minute.

Let the first number be x.
Therefore, the other four numbers will be x+1, x+2, x+3 and  x+4.
Now, according to the question,

Therefore, the numbers will be 12, 13, 14, 15 and 16.
Hence, the mean of the smallest and the largest numbers,
m = (12+16)/2
= 28/2
= 14.

 a = -3 and a(2) = 4
a = -3
d = 4 - a = 4 - (-3) = 7
a(21)=a + (21-1) x d
= -3 + (20) x 7
= -3 + 140
= 137

Primary level students learn more by observing pictures and specimens. Thus, they are most effective in teaching primary level students. Pictures and specimens are important visual tools which facilitate learning.

The communication ability of a teacher helps her to establish a rapport with the students. A teacher who is a good communicator can understand the dilemma of students, and can effectively solve their problems.

 The teaching method is a way to put theory in practice with the help of principles, pedagogy, and management strategies. It helps the teachers to plan and present the lesson coherently. There are different kinds of teaching-learning methods that make learning a fruitful process.

• Infancy refers to the first year or the early period of a child's development in which the child grows rapidly after birth. It is a crucial period of development in which the child learns to sit, crawl, stand, etc.

Key PointsGood teaching methods for the infancy stage include:

Hence it could be concluded that all of them are good teaching methods for the infancy stage.

Moral development refers to the process through which children develop the standards of right and wrong within their society, based on social and cultural norms, and laws.

• Piaget conceptualizes moral development as a constructivist process, whereby the interplay of action and thought builds moral concepts.

Key Points

Piaget (1932) suggested two main types of moral thinking:

Heteronomous morality (5-9 yrs)

• The stage of heteronomous morality is also known as moral realism
• Morality is imposed from the outside.
• Children regard morality as obeying other people's rules and laws, which cannot be changed.
• They accept that all rules are made by some authority figure (e.g. parents, teacher, God) and that breaking the rules will lead to immediate and severe punishment.

Autonomous Morality (9-10 yrs)

Hence, from the above explanations, it can be concluded that Mukesh is in the heteronomous stage of Piaget’s stages of moral development.

Additional Information 

• Individualism, purpose, and exchange: It is the second stage of Kohlberg's theory. At this stage, the right action consists of that which instrumentally satisfies one's own needs and occasionally the needs of others.
• Social contract: It is the fifth stage of Kohlberg's theory. Behavior is driven by a balance of social order and individual rights.

Socialisation is a life long process of inheriting norms, customs and philosophies from prevailing environment . It provides an individual with the necessary skills and habits that help him/her get accustomed to the given social environment.

"Motivation is the art of creating interest in the student.” Motivation is that internal force, which is the result of their stimulation, through which the child is active and controlled in the direction of certain behavior, it always keeps the students active by creating curiosity in them to learn.

Pradip Kumar Das, Chairman and Managing Director, Indian Renewable Energy Development Agency Limited (IREDA) participated in the 26th edition of the World Energy Congress held in Rotterdam, Netherlands. He also said that India ranks fourth globally in renewable energy installed capacity.      

Cumbum Valley, known as the “Grapes City of South India,” is known for Panneer Thratchai grapes, comprising 85% of India’s production. Introduced in 1832 by a French priest, these grapes thrive year-round, unlike elsewhere. Recognized for its rapid growth and early maturity, it earned a Geographical Indication tag in 2023. Cumbum Valley’s grapes, rich in nutrients, are used for wine, spirits, and more. Its location in Tamil Nadu’s Western Ghats adds to its allure.

G Ram Mohan Rao has been appointed as the Executive Director (ED) of SEBI for a term of three years, where he will be responsible for overseeing the investigation and internal inspection departments, strengthening SEBI's commitment to market integrity.

Renu Sud Karnad has been appointed as the chairperson and independent director of PayU Payments Private Ltd. Her extensive experience, including her tenure at HDFC Bank, highlights PayU's strategy of leveraging seasoned leadership to navigate the evolving fintech landscape.

The correct answer is Todar Mal.

• As Akbar's finance minister, Raja Todar Mal has implemented a new revenue system called zabt, and a tax system called dahshala.
  • He took a careful survey of crop yields and cultivated prices for a ten-year 1570–1580 era. 
  • On this basis, the tax has been set in cash on each harvest.
  • Each province was divided into income circles with its own tax rates and an individual crop schedule.
  • There was a prevalence of this method where the Mughal administration could survey the land and keep careful records.

Important Points 

• The Akbar territory was divided into 15 Subahs for the revenue system, further subdivided into a total of 187 Sarkars across 15 subahs, and those 197 sarkars (sirkar) were subdivided into a total of 3367 Mahals or Pargana.

P, Q, R, S, T, V, W, and Z are sitting around a circle facing at the centre not necessarily in this same order.

i) T is second to the right of R who is third to the right of P.

Mistake Points

Who is used for the second person in a connecting statement.

For example: 

T is second to the right of R who is third to the right of P.

Here, who is used for R and not for T.

ii) S is second to the left of P and fourth to the right of Q.

iii) V who is not an immediate neighbour of P. (This means V cannot sit immediate left or right of P).

iv) Z is third to the right of V 

Thus we can see S is immediate left of Z.

Hence, the correct answer is "Option 3".

The command FD 60 instructs the turtle to move forward.

• The turtle will move 60 steps in a straight line.
• This action is equivalent to moving forward on a grid or canvas.

It is important to note that this command does not involve turning or changing direction; it simply propels the turtle in its current direction.

David Ausubel: 'David Paul Ausubel was an American psychologist. He gives contributionsto the fields of educational psychology, cognitive science, and science education learning.

• David Ausubel gave the theory of Receptive Learning (RL) or Meaningful Verbal Learning (MVL) and advance organizer.
• David Ausubel published the famous book'Educational Psychology: Cognitive View' in 1968.
• According to Ausubel, a meaningful learning process pre-supposes two things:
  • the learning task is potentially meaningful or that it can be related substantively to the learner’s cognitive structure, and
  • the learner manifests a corresponding set to relate it

Additional Information

• Self-Efficacy in Changing Societies book by Albert Badura.
• The psychology of the child book by Jean Piaget.
• Verbal Behaviour book by B.F. Skinner.

Hence, we can conclude that David Ausubel the famous psychologist has the book 'Educational Psychology: Cognitive View'.

Progressivism is an educational movement started by John Dewey.

• Itsays that students learn through their own experiences.
• Progressivism revolves around the students' needs, including teaching students to be good citizens as well as good learners, a concept known as focusing on the whole child.
• The Progressiveeducationphilosophy was established in America (the mid-1920s - mid-1950s).
• Progressivists believe thateducationshould focus on the whole child, rather than on the content or the teacher.
• This educational philosophy stresses that students should test ideas through active experimentation.
• Learning is rooted in the questions of learners that arise through experiencing the world.

Hence,The proponent of Educational Progressivism was John Dewey.

Educational psychology isa branch of modern psychology that isconcerned with the learning processes and psychological problems associated with the teaching and training of students. It is the scientific study of human behavior in the educational situation and concerned with the factors, principles, concepts, methods, and techniques which relates to the various aspect of learners' growth and development.

Important Points

Educational psychology has contributed considerably to the creation of a teaching-learning environment. It helpsin the following ways:​

• Educational psychology has contributed considerably to the creation of the modern system of education.
• It has helped teachers and administrators to develop an impartial and democratic attitude towards learners and helps them into integrated personalities.
• It helps toknow about the learner, in fostering the classroom environment, about individual differences,
• It helps to identify children with special needs, tackle classroom problems, skills & interest in teaching, effective methods of teaching, the influence of heredity & environment on the child, the mental health of the child, the procedure of curriculum-making, guidance & counseling, assessment & evaluation, in maintaining positive creative discipline, educational psychology & research, in facilitating context, socialization in classroom and professional growth, changing attitude and innovative thinking of teachers. Hence it helps in all-around development.

Hence, we can conclude that it helps in all-around development.

BenjaminBloomdeveloped ataxonomyor classification of educational objectives. These objectives were divided into three domains: cognitive, affective, and psychomotor.In real life behavior from all three domains occurs simultaneously. For example, when students arewriting (psychomotor), they are also remembering or recalling (cognitive), and they are likely to have some emotions or feelings (affection)towards the task.

The Cognitive Domain:

• ​​It is also known as the thinking domain.
• Initially, the six basic objectives inBloom’staxonomyare knowledge, comprehension, application, analysis, synthesis, and evaluation.
• These objectives are considered as a hierarchy, each skill building on those below, but this is not entirely accurate.
• In 2001, a group of educational researchers published the first major revision of the cognitivetaxonomy. These are as follows:
  1. Remembering: Remembering or recognizing something without necessarily understanding, using, or changing it.
  2. Understanding:Understanding the material being communicated without necessarily relating it to anything else.
  3. Applying: Using a general concept or abstract rule to solve a particular problem.
  4. Analyzing: Breaking something down into its parts.
  5. Evaluating: Judging the value of materials or methods as they might be applied in a particular situation.
  6. Creating: Creating something new by combining different ideas using critical thinking.
• Remembering, understanding, and applying are considered as thelower level objectives while analyzing, evaluating, and creating are considered high-level objectives.
• The six processes of remembering, understanding, applying, analyzing, evaluating, and creating acting on four kinds of knowledge—factual, conceptual, procedural, and metacognitive.

​​

Hence, from the given points, it is clear If a learner can use an abstraction a rule, a principle or an idea in particular and concrete situations, then he has reached the level ofapplication.

The Affective Domain:

• It is also known as the domain of emotional response.
• These objectives aim to develop certain interests, attitudes, appreciation, and values among pupils.
• At the lowest level, a student simply pays attention to a certain idea. At the highest level, the student adopts an idea or a value and acts consistently with that idea.
• The affective domain has five basic objectives:
  1. Receiving: Being aware of or attending to something in the environment.
  2. Responding: Showing some new behavior as a result of experience.
  3. Valuing: Showing some definite involvement or commitment.
  4. Organization: Integrating a new value into your general set of values, giving it some ranking among your general priorities.
  5. Characterization by value: Acting consistently with the new value.

The Psychomotor Domain:

• ​​In this domain, learning depends on the mastery of physical skill.
• It includes demonstrative skills and performing specific tasks,for example, writing, reading, making illustrations, diagrams, and maps, etc.
• This domain has not however received the attention and development of the cognitive and affective domains.

WHO defines Life Skills as "the abilities for adaptive and positive behavior that enable the individuals to deal effectively with the demands and challenges of everyday life".

• Here 'adaptive' means that a person is flexible in approach and can adjust in different circumstances
• Here 'positive behavior' implies that a person is forward-looking and even in challenging situations, can find a ray of hope.
• It includes:
  • functional academics, intelligence, communication, social behavior, informed decisions, solve problems,
  • thinks creatively and critically, communicates effectively,
  • builds healthy relationships,
  • empathizes with others,
  • copes with challenges, and
  • manages their lives healthily and productively, etc.

NOTE:

• Life skills refer to a wide range of personal activities across the home but home living can not be counted as a life skill.

Hence, we can conclude that Adaptive Skill Areas include all of the following except Home Living.

Schedules of Reinforcement:The effects of reinforcement depend heavily on the schedule according to which reinforcers are delivered. The two major types of reinforcement schedules are continuous and intermittent.

Key Points

• Continuous reinforcement: A continuous reinforcement schedule reinforces the desired behaviour each and every time it is demonstrated.
• Intermittent or partial reinforcement: Intermittent or partial reinforcement, on the other hand, not every instance of the desired behaviour is reinforced, but reinforcement is given often enough to make the behaviour worth repeating.Intermittent partial schedules are based on time (interval) or the number of behavioural events (ratio), and whether that interval or ratio is fixed or variable.

Important Points

• Fixed interval schedule – Reinforcement is given after uniform time intervals. For example, being paid the salary on a monthly basis.
• Fixed ratio schedule – Reinforcement is given after a fixed number of responses. For example, being paid on a piece work basis or being given a day off after serving a specific number of customers.
• Variable interval schedule – Reinforcement is given after varying time intervals. For example, randomly timed unannounced visits to a company office by the audit staff or getting promotions after undefined time intervals.
• Variable ratio schedule – Reinforcement is given after a varying (unpredictable) number of responses. In a variable ratio schedule, the point of extinction comes very slowly.For example, making a variable number of calls to a potential customer for securing a sale.

Hence, we conclude thattype of reinforcement that produces the slowest rate of extinction is​Variable ratio reinforcement.