Super TET Mock Test - 7 - Super TET MCQ

सही उत्तर है - ‘अनिश्चयवाचक’।

• ‘कोई आदमी आया है’ - इस वाक्य में अनिश्यवाचक सार्वनामिक​ विशेषण है।
• यहाँ ‘कोई’ शब्द प्रयुक्त हुआ है। अतः ‘कोई’ शब्द अनिश्चयवाचक सार्वनामिक विशेषण की श्रेणी में आएगा।

Key Pointsअनिश्चयवाचक सार्वनामिक विशेषण​ :

जब वाक्य में संज्ञा से पहले ‘कोई’ और ‘कुछ’ जैसे सर्वनाम शब्द आते हैं एवं विशेषण की तरह संज्ञा शब्द की विशेषता बताते हैं,
तो हम इन्हें अनिश्चयवाचक सार्वनामिक विशेषण कहते हैं।
उदाहरण :

• मुझे कुछ चीज़ खानी है।
• कोई आदमी मुझे आता हुआ दिख रहा है।

Important Points

अन्य विकल्प :

​निश्चयवाचक सार्वनामिक विशेषण :

• यदि किसी वाक्य में संज्ञा से पहले 'यह' अथवा 'वह' सर्वनाम जुड़कर उसकी विशेषता बताए तो उन्हें निश्चयवाचक सार्वनामिक विशेषण कहते हैं।
  उदाहरण:
• यह पुस्तक मेरी है।
• वह लड़का है।

प्रश्नवाचक विशेषण :

• ऐसे शब्द जिनका संज्ञा या सर्वनाम में जानने के लिए प्रयोग होता है, जैसे कौन, क्या आदि वे शब्द प्रश्नवाचक विशेषण कहलाते हैं।
  उदाहरण:
• तुम कौन सी वस्तु के बारे में बात कर रहे हो?
• विकास के साथ कहाँ गए थे तुम?

संबंधवाचक विशेषण :

• जब विशेषण शब्दों का प्रयोग करके किसी एक वस्तु या व्यक्ति का संबंध दूसरी वस्तु या व्यक्ति के साथ बताया जाए, तो वह संबंधवाचक विशेषण कहलाता है।
  उदाहरण:
• ज्वालामुखियों की भीतरी सतह ज्यादा गरम होती है।
• पेट हमारे शरीर का अंदरूनी हिस्सा है।

Additional Information

• विशेषण की परिभाषा:
  • विशेषण संज्ञा या सर्वनाम के रूप गुण, संख्या, मात्रा, परिमाण, आदि के विशेषता बताते हैं।

हिंदी में विशेषण 4 प्रकार के होते हैं :-

• गुणवाचक विशेषण
• परिमाणवाचक विशेषण
• संख्यावाचक विशेषण
• सार्वनामिक विशेषण

दिए गए विकल्पों में से विकल्प 3 "कोई नौकर" सही है। अन्य विकल्प सही नहीं हैं।

Key Points

• ऐसे सर्वनाम शब्द जो संज्ञा से पहले प्रयोग होकर उस संज्ञा शब्द की विशेषता बतलाते है, उन शब्दों को सार्वनामिक विशेषण कहते हैं।
  • जैसे:- कोई नौकर यहाँ से नहीं जाएगा।
• इस वाक्य से यह साफ हो जाता है कि कोई नौकर वाक्य सार्वनामिक विशेषण है।

Additional Information

मारुति - मारुत + ई विकल्प में मूल शब्द एवं प्रत्यय का विभाजन दोषपूर्ण है।

Key Points

• 'मारुति = मारुत + इ'
• मारुति शब्‍द में 'मारुत' मूल शब्‍द और 'इ' प्रत्‍यय है।
• मारुत का अर्थ- पवन, वायु।
• प्रत्यय -वे शब्द जो दूसरे शब्द के अंत में जुड़कर उनका अर्थ बदल दें।
• उदाहरण - लेख+अक =लेखक

Additional Informationअन्य उदाहरण -

पाणिनि शब्द के निर्माण में प्रत्यय का प्रयोग नहीं हुआ है।

• पाणिनि मे सार्थक शब्दों का विग्रह नहीं होगा इसी कारण से पाणिनि शब्द मे प्रत्यय का प्रयोग नहीं होगा।

Key Pointsअन्य विकल्पों का विश्लेषण -

• बालक = बाल + क (बाल मूल शब्द तथा क प्रत्यय है)
• कर्मठ = कर्म + ठ (कर्म मूल शब्द तथा ठ प्रत्यय है)
• कर्कश = कर्क + श (कर्क मूल शब्द तथा श प्रत्यय है)

Additional Informationप्रत्यय - ‘प्रत्यय’ दो शब्दों से बना है– प्रति + अय। ‘प्रति’ का अर्थ है ‘साथ में, पर बाद में; जबकि ‘अय’ का अर्थ ‘चलने वाला’ है।

ऐसे शब्दांश जो किसी शब्द के बाद लगकर (शब्द के अंत में जुड़कर) उस शब्द के अर्थ को बदल देते हैंऔर नए अर्थ का बोध कराते है, प्रत्यय कहलाते है।

The correct answer is Option 3, i.e., ‘mild’.
The word ‘acerbic’ means ‘to be critical or sarcastic in tone or mood.’ The word ‘mild’ has an opposite meaning of ‘gentle in tone’. Hence, the correct option is Option 3.

An "ulterior motive" refers to a desire that is kept concealed by displaying some other cause.
Example- The ulterior motive of the conspirators was revealed during the investigation. 
Vendetta means to have a prolonged fight or unsolved issue with someone that hinders positive growth.
Propaganda is basically the spreading of news that is untrue, mostly done in order to fulfill political objectives.
Grudge means to have a constant feeling of ill will or resentment for someone/something resulting from a past insult or injury.
Ulterior motive stands for the hidden motive that is present in the things done in public sight. It can be compared to collusion.

​The disease is caused by the yellow fever virus and is spread by the bite of an infected female mosquito. It infects only humans, other primates, and several species of mosquitoes. 

For each rational number x, one and only one of the following statements holds:
(i) x > 0
(ii) x = 0
(iii) x < 0
Therefore, all of the above options are incorrect.

The given number is 5671
When we reverse the given number, then we will get = 1765
Similarly, We have the difference between them as
5671 − 1765 = 3906.

Let the two Trains pass after x hours,

then for Calcutta mail, we have

Distance travelled in x hours = 48x kms

Distance travelled after passing Bombay mail = 

Now, For Bombay Mail, we have

Distance travelled in x hours = 576Km

Symmetry:- The state of having two halves that match each other exactly in size, shape, etc.
The imaginary line or axis along which you can fold a figure to obtain the symmetrical halves is called the line of symmetry.
Calculation:

∴ Isosceles trapezium has one line of symmetry.

Total population of the village = 1320
Number of males in the village = (2/3) x 1320 = 880
Number of females in the village = 1320 - 880 = 440
Number of males who are farmers = (3/4) x 880 = 660
Number of females who are farmers (1/4) x 440 = 110
Therefore,
Total number of farmers in the village = 660 + 110 = 770

Role-play is one of the types of method of instruction in the field of addition that meets these needs like; individuals take on the roles of other people and act out the others feelings, thoughts, and behaviour by assuming or dictating as same as others.

Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. The general instructional objective in the 'application' domain includes construction of charts and graphs by the student.

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.

After completing a particular unit or topic, a teacher generally conducts a test to assess the achievements of children. After the assessment, he finds that some of the students have done very well while few may not have achieved all the expected learning outcomes. Now he tries to find out the causes behind this. It is very essential to find out the particular area or concept where the difficulty lies or where he finds major gaps in learning. To analyze these areas of learning, a Teacher made test is applied. this test is the basis of effective and responsive teaching, thus it leads to improved quality of learning.

Key Points

• The test refers to what a person has acquired or achieved after the specific training or instruction has been imparted. Thus, tests are used to measure what a pupil has learned. There are two categories of tests: teacher-made tests and standardized tests.
  • The teacher-made tests are used in classroom teaching-learning situations. The practice of using standardized achievement tests in the daily teaching-learning process is very rare.
  • The tests used in the annual secondary school certificate examination in all secondary schools of your state are examples of standardized tests.​

Need and Utility of Teacher-made Test: this test is an individually driven task and reflects the fact that each child is different. These tests are designed to analyze an individual’s performance and provide information on the causes of learning difficulty. The major function of investigation is to facilitate the optimum development of every student by helping the teacher determine the nature of learning difficulties.

Important Points

The Common Types of Evaluation are:

• Placement Evaluation: It is conducted at the beginning of the teaching-learning process to analyze the entry behavior of learners. It helps teachers to organize teaching activities according to the previous knowledge of learners. Example- Various entrance exams.
• ​​Formative Evaluation: The purpose of this evaluation is to provide feedback regarding the students' progress by finding out the learning gaps as well as to provide the teacher feedback regarding the efficiency of the teaching methods so that the teaching can be improved. Example- Class tests, quiz, debate, discussions, role plays, etc..
• Diagnostic Evaluation: A diagnostic evaluation helps in revealing an individual's weaknesses and strengths in a certain course of study. It is concerned with the persistent or recurring learning difficulties that are left unsolved by the formative evaluation. The main aim of the diagnostic evaluation is to determine the causes of learning problems and to formulate a plan for remedial action. Example- Feedback forms and ratings.
• Summative Evaluation: It is conducted at the end of the term, course, or program of teaching. E.g, the term-end examination. The purpose of this kind of evaluation is to grade, rank, classify, compare and promote the students. Example-  Final exams, half-yearly exams, etc.

Additional InformationCharacteristics of The teacher-made tests (TMAT)

• It is designed to measure the acquired knowledge of the students or their proficiency in certain skills.
• It is capable of measuring the cognitive and non-cognitive outcomes of the educational process.
• It is used to detect how much and what knowledge has the child received.
• These are prepared by the teacher.
• These are not governed rigidly by such processes.
• These are designed according to the content and objectives of a particular unit of study.
• The teacher can test the intellectual curiosity, creativity, and imagination of students through the test.

Therefore, we may say now Teacher made tests have more utility in formative assessment.

Unit Test is set after a particular unit is taught during a regular course of teaching to test pupils’ assimilation and mastery of that particular unit.

Key Points

• Unit test leads to desirable study habits since they give the pupils knowledge of their progress.
• Unit tests in the most important tool of formative evaluation.
• Pupil's performance on different items of a unit test reveals to the teacher their strengths and weaknesses.
• The unit tests provide continual feedback information to pupils and teachers as their effectiveness as they proceed through the instructional sequence.
• They can be oral, written, and practical. It depends on the teacher what he wants to assess among students. 
• They can be teacher-made or standardized tests and can be helpful in assessing the acquired knowledge of students.
• The teacher can make unit tests in the form of essay tests and objective-type tests. It depends on the type of quality he wants to test.
• For example, if the teacher wants to test the comprehension of students regarding a specific concept then he will give an essay test or if he wants to test the knowledge and understanding of concepts, he may give objective tests.

Hence, from the above-mentioned points, we can conclude that all of the above are correct.

Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.

• TBLT is not a new approach to language teaching. For example, Prabhu used a task-based approach in secondary classrooms in India as early as 1979.
• TBLT emerged as a result of applied linguists’ and language teachers’ dissatisfaction with traditional methods in which language was predominantly taught explicitly and decontextualized as a system of rules and elements such as grammar and vocabulary. There were concerns that these approaches were inconsistent with how people really learn a language.
• Learners were exposed to uncommon language examples and were expected to produce error-free language at a very early stage. Traditional methods of teaching often resulted in learners’ knowing the rules but not knowing when or how to apply them in context.
• In natural processes of language learning, such as children learning their first language or adult immigrants learning a second language outside of school, individuals do not, for the most part, learn language rules. Instead, they learn how to use the language to communicate their intended message and to exchange and understand ideas, thoughts, and feelings.
• Task-Based Language Teaching is primarily a student-centred approach. It originated from the Communicative Approach but has since developed its own distinct principles.
• It seeks to develop student's interlanguage through providing a task and then using language to solve it.

Hence, we conclude that TBLT stands for ​Task-Based Language Teaching.

Google has partnered with the Election Commission of India (ECI) to provide authoritative information on voting processes for the upcoming general elections. Through Google Search and YouTube videos, voters can access critical details on registration, voting, and candidate information, aiding in informed decision-making.

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.      

Mr. Vikas Sheel, a seasoned bureaucrat, has been appointed as the Executive Director of the Asian Development Bank (ADB) in Manila, reflecting India's commitment to international development.

• The National Quantum Mission was approved recently by the Union Cabinet. Its aim is to seed, nurture and scale scientific and industrial research and development and create an innovative ecosystem in quantum technology.
• The Centre has approved Rs 6,003 crore for the National Quantum Mission, to fund scientific and industrial research development in quantum technology.

The correct answer is BR Ambedkar.

Key Points

• Dr. Bhim Rao Ambedkar was the Chairman of the Drafting Committee set up by the Constituent Assembly to prepare a draft of the Constitution of India in 1947.
• Other members of the Drafting Committee: Alladi Krishnaswamy Ayyar, N Gopalaswami, KM Munshi, Md. Saadulla, BL Mitter, DP Khaitan
• Dr. BR Ambedkar is known as the ‘Father of Constitution of India’.
• Facts about Constituent Assembly –
  • President: Dr Rajendra Prasad
  • Vice President: Harendra Coomar Mookerjee (later appointed as Governor of West Bengal)
  • Constitutional Advisor: BN Rau (later appointed as Judge in ICJ, The Hague)
• The Constituent Assembly formed 22 committees of which 10 were on procedural affairs and 12 were on substantive affairs.

Dhinidhi Desinghu achieved the 'Best India Time' in the girl's 100m Freestyle event at the 11th Asian Group Aquatics Championships in the Philippines. She set a new Indian record of 57.33 seconds, surpassing the previous record set by Kenisha Gupta.

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 the Helium nucleus.

• Helium nucleus was the source of alpha particles in the Rutherford scattering experiment.
• Ernest Rutherford, a British scientist conducted an experiment and proposed the atomic structure of elements.

Key Points

• Rutherford conducted an experiment by bombarding a thin sheet of gold with α-particles.
• He then analysed the trajectory of these particles after their interaction with the gold foil.
• Since very few α-particles were deflected back, and only a few α-particles had nearly 180^o angle of deflection.
• Hence he concluded that the volume occupied by the positively charged particles in an atom is very small as compared to the total volume of an atom.

Four friends W, X, Y and Z are students of Class 10th.

i) W and X are good in Hindi but poor in English.

ii) W and Y are good in Science but poor in Mathematics.

iii) Y and Z are good in English but poor in Social Studies.

iv) Z and X are good in Mathematics as well as in Science.

Thus we can see Z is good in English, Mathematics, and Science but poor in Social Studies.

Hence, the correct answer is "Z".

The pattern followed is:
Given series:

1. There is a rotation of 90º clockwise in next each step.
2. One similar figure is added next to each step.
The figure which will come next is,

Hence, the correct answer is "Option 3".

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.