KVS TGT Math Mock Test - 10 - KVS PGT/TGT/PRT MCQ

• Reckless or rash means "acting or done without considering the possible results".
• Courageous: not deterred by danger or pain; brave.
• Bold: (of a person, action, or idea) showing a willingness to take risks; confident and courageous.
• Daring: causing outrage or surprise by being boldly unconventional.

Hence Correct Answer is Option B

Teetotaller means a person who never drinks alcohol.

सही उत्तर 'धनात्मक' है।

• दिए गए विकल्पों में, 'ॠणात्मक' शब्द का विलोम शब्द 'धनात्मक' है।
• ॠणात्मक का अर्थ: नकारात्मक, अभावात्मक।
• धनात्मक का अर्थ: सकारात्मक।

Key Points

अन्य विकल्पों का विश्लेषण:

Additional Information

• विलोमार्थक शब्द/ विलोम: 'विलोम’ शब्द का अर्थ है- उल्टा या विपरीत।
• समान परिस्थितियों में एक दूसरे का विपरीत अर्थ देने वाले शब्द एक-दूसरे के विलोमार्थक शब्द होते हैं।

Five sessions were conducted during a critical period marked by communal riots and the partitioning of the country.

The greenhouse effect involves the trapping of heat by greenhouse gases like carbon dioxide, methane, and ozone.

Camp Nou, located in Barcelona, Spain, is the home stadium of FC Barcelona, one of the most successful football clubs in the world. It is one of the largest football stadiums globally and has a massive seating capacity.

As the result of Race is Fatigue similarly the result of Fast is Hunger.

SMPS stands for Switch Mode Power Supply.
Switch Mode Power Supply (SMPS) is a type of power supply that efficiently converts electrical power from one form to another. It is widely used in electronic devices and appliances.
Key points about SMPS:
- Efficiency: SMPS is known for its high efficiency compared to other types of power supplies. It can convert electrical power with minimal energy loss, making it more energy-efficient and cost-effective.
- Switching Circuit: SMPS uses a switching circuit to regulate the output voltage. This circuit rapidly switches the input voltage on and off, creating a high-frequency waveform.
- Transformer: SMPS includes a transformer that steps up or steps down the voltage as required. This allows the power supply to deliver the desired voltage level to the load.
- Rectification: SMPS uses rectification to convert the AC voltage from the input source to a DC voltage. This is achieved through diodes or other rectifying devices.
- Filtering: SMPS incorporates filtering components such as capacitors and inductors to smooth out the output voltage and minimize ripple.
- Advantages: SMPS offers several advantages, including smaller size, lighter weight, higher efficiency, and better voltage regulation compared to traditional linear power supplies.
- Applications: SMPS is widely used in a variety of electronic devices and equipment, including computers, televisions, mobile phones, routers, and power adapters.
In conclusion, SMPS stands for Switch Mode Power Supply, which is a highly efficient power supply that converts electrical power using a switching circuit, transformer, and rectification. It offers numerous advantages and is widely used in various electronic applications.

Social comparison theory was developed in 1954 by psychologist Leon Festinger. Social comparison theory is the idea that individuals determine their own social and personal worth based on how they stack up against others.
Key Points

The hypothesis of Social Comparison theory:

• The social comparison process involves people coming to know themselves by evaluating their own attitudes, abilities, and traits in comparison with others.
• There are two kinds of social comparison namely upward social comparison and downward social comparison or we can say it "top and bottom comparison".
• Upward Social or Top Comparison
  • This takes place when we compare ourselves with those who we believe are better than us.
  • These upward comparisons often focus on the desire to improve our current status or level of ability.
  • We might compare ourselves to someone better off and look for ways that we can achieve similar results.
• Downward or Bottom Social Comparison
  • This takes place when we compare ourselves to others who are worse off than us.
  • Such downward comparisons are often centered on making ourselves feel better about our abilities or traits.

Hence, the social comparison theory's hypothesis imply Top and bottom comparison.

The term ‘interactivity’ is being used in different contexts. It can be said that, interactivity is the index of the control and the level of participation of the individuals in communication process and makes them accountable for their learning. It plays an essential part in constructivist learning.

Key PointsLet's understand more about this approach. The basic characteristics of constructivism, to which most constructivists agree, are:

• Knowledge is an active meaning making process, in which learners construct their own meaning. It is not something which is imposed by the teacher on the learner.
• Learners have their own ideas about a situation, which may be incomplete but they play an important role in building meaning and understanding the situation.
• Learner’s social and cultural background has its significant impact on learners’ ideas.
• Learners construct their knowledge through interaction, perception and experience.
• Active learning is a situation where children construct their knowledge by their active engagement in learning process. It is in contrast to objectivist, where knowledge was supplied by teacher or more learned person to a young learner or less knowledgeable person.
• Learning does not mean only passive receiving or acquiring of information or only listening.
• The teacher should understand that knowledge transmission is not knowledge creation.
• The teacher should provide a learning environment where learners actively create their meaning and develop their understanding through their active engagement in various contexts.
• A learning environment promoting participation, cooperation, collaboration for construction of knowledge is basically an active learning environment.
• There are strategies like simulations, role-playing, multimedia supported learning environments, games, intentional learning environments, storytelling, case studies, dialogues, scaffolding, learning by design, group cooperation, collaborative learning, etc., which promotes active learning. 

Therefore, it can be concluded that it is interactive role of the learners which encourages them to become more accountable for their own learning

A Learner is a person who is eager to learn something practical, theoretical, skilful activity, in the field of mental, physical, academic, social, or emotional levels. The learner can learn by themselves with the guidance of seniors and interacting with the environment but the curiosity and zeal to learn is the reason for learning takes place.

Key PointsLearner characteristics on the basis of thinking styles:

There are different thinking styles of learners, which are mentioned below.

Reflective thinkers:

• View new information with respect to the subject.
• Relate new information to past experiences.
• Always ask ‘why?’
• Examine their feelings about what they are learning.

Creative thinkers:

• Like to play with new information.
• Always ask ‘why?’
• Create their own solutions and shortcuts.

Practical thinkers:

• Always look for factual information.
• Seek the simplest and the most efficient way to do their work.
• Not satisfied until they know how to apply their new skills to their job or other interest.

Conceptual thinkers:

• Accept new information only after seeing the big picture.
• Want to know how things work, not just the final outcome.
• Learn the concepts that are presented but also want to know the related concepts that may not have been included.

Thus, the characteristics of a reflective thinking learner are:

1. Always ask ‘why?'

3. Relate new information to past experiences.

5. Examine their feelings about what they are learning.

School self-evaluation builds on and develops the process of school development planning. It is a way of working that contributes to both the permanent and developmental sections of the school plan.

Key Points

• Through school self-evaluation, schools reflect on and review their day-to-day practices and their policies, with a particular focus on teaching and learning.
• It provides all schools, including DEIS schools, with an internal process for developing and progressing action planning for improvement.
• School self-evaluation involves reflective inquiry leading to action planning for improvement that is informed by evidence gathered within each school’s unique context.
• The process enables schools to use this evidence to identify meaningful and specific targets and actions for improvement that focus on teaching and learning practices and outcomes.
• It enables them to create and implement improvement plans, to measure their progress, and to identify their achievements. 

Hence, it is clear that through school self-evaluation, schools reflect on and review their day-to-day practices and their policies, with a particular focus on teaching and learning.

Additional Information

• School improvement is a system-wide application of behavioral science knowledge to the planned development and reinforcement of the school strategies, structures and processes for improving its effectiveness.
• A school development plan is a long-term plan aimed at improving teaching and learning at the school. The plan exhibits and highlights the main components that the school wants to improve and how those improvements are to be achieved.
• School External evaluations, in particular whole-school evaluations, take note of schools’ identified priorities and assess their teaching and learning practices.

Instructional leadership developed during the effective schools' movement of the 1980s. Conventionally understood, the headteacher was viewed as the source of educational expertise.

• Her role was to manage all the functions directly related to teaching and learning. Management discussions mostly related to regular school routines and activities with bearing on instruction which constituted the core of the headteacher's tasks.

Key Points

Leithwood and Duke (1999) examining research on the roles and responsibilities of school leaders identified the following distinct areas:

• Instructional: influencing the work of teachers in a way that will improve student achievement.
• Transformational: increasing the commitments and capacities of the school staff.
• Moral: influencing others by appealing to notions of right and wrong.
• Participative: involving other members of the school community.
• Contingent: adapting their behavior to fit the situation.

Hence, it is clear that 'It influences the work of teachers in a way that will improve student achievement.' is true in the context of instructional leadership.

The term school-based assessment may be defined as an assessment that facilitates the attainment of competencies specified in terms of learning outcomes in a holistic manner during the teaching-learning process. It is embedded in the teaching and learning process within the broader educational philosophy of ‘"assessment for learning". It includes the assessment of school students by school teachers in the schools. 

• Integrate teaching-learning and assessment
• It covers co-curricular, scholastic and non-scholastic aspects.
• Child-centred and activity-based pedagogy
• Focus on (learning-outcome based) competency development rather than content memorisation
• Broadening the scope of assessment by way of including selfassessment, peer-assessment besides teacher assessment
• Non-threatening, stress-free and enhanced participation/interaction
• Focus on the assessment of/and/as learning rather than an evaluation of achievement
• Reposing faith in the teacher and the system
• Enhancing self-confidence in children

Hence, we conclude that school-based assessment does not merely focus on the co-curricular aspect.

The curriculum is derived from the Latin word currere which means to run away.

• According to Crow and Crow, "The curriculum includes all the learners' experience in or outside school that is included in a program which has been devised to help him developmentally, emotionally, socially, spiritually and morally”.

Key Points Benefits of parents and community in the curriculum are:

• When parents and the community are involved in the development of the curriculum, the same curriculum becomes easy and interesting.
• When there is communication between parents and teachers, the rate of students absent in class decreases.
• The performance of students in academics is increasing.
• It helps to improve and regulate the behavior of children in the classroom.
• Community and parent involvement helps in creating curriculum and learning materials that reflect the daily lives of children in society.
• A good connection with the school lets parents understands the curriculum better.
• Parents' involvement leads to the success of the students.
• It helps to increase the confidence of students.
• Community participation in the curriculum helps to identify the problems and address them.
• Participation in the community leads to ensuring sustainability and helps to promote the education of girls.

Thus, it is concluded that both statements are correct.         

The School Calendar is a timetable of another kind. Preparing and organizing a school calendar is one of the most important tasks of a school Head. It is a well-planned school calendar that brings in the School Head's vision, knowledge, experience, and capability to make the entire school pulsating with life.

Key Points

• In a school calendar, there need not be all dates. In addition to the dates a programme is charted against dates. e.g. 17th Jan. to 25th Jan: Sports festival will be celebrated, 6th Jan: Prize distribution ceremony.
• Dates for special lectures, workshops, seminars, funfairs, sports festivals, cultural activities, parent-teacher association meetings, camps, staff meetings, science fairs, exhibitions, projects to be taken up during the year, etc. are also mentioned.
• In a school calendar, dates for probable examinations, curricular and co-curricular activities of the year are mentioned, which helps teachers as well as students to preplan the activities in advance. 

Hence, it is clear that a school calendar doesn't include information about rooms and playgrounds being used in certain periods, and classes engaged in games.

Hint

• The school timetable is a chart that indicates all the activities undertaken in a school. It shows hours of work, rooms being used in certain periods, class engaged in games, playground being used, etc.

Area of the sector
⇒ Area of the sector
⇒ Area of the shaded region = 462 sq. cm

Answer: (a) 3x²-3√2x+1

Explanation: Sum of zeroes = α + β =√2

Product of zeroes = α β = 1/3

∴ If α and β are zeroes of any quadratic polynomial, then the polynomial is;

x²–(α+β)x +αβ

= x² –(√2)x + (1/3)

= 3x²-3√2x+1

We have 2 find (1/α + 1/β)

now 1/α + 1/β = (α + β)/ α β (taking LCM)

now by the given poly. we get

(α + β) = -b/a = 7/5

α β = c/a = 2/5

so, (α + β)/ α β = (7/5) / (2/5)

= 7/2

So, 1/α + 1/β = (α + β)/ α β = 7/2

Hence, 1/α + 1/β = 7/2

Kenya has 1 million child labour.

Given equation is (x² + 1)² - x² = 0
⇒ x⁴ + 1 + 2x² - x² = 0 [∵ (a + b)² = a² + b² + 2ab]
⇒ x⁴ + x² + 1 = 0
Let x² = y
∴ (x²)² + x² + 1 = 0
y² + y + 1 = 0
On comparing with ay² + by + c = 0, we get
a = 1, b = 1 and c = 1
Discriminant, D = b² - 4ac
= (1)² - 4(1)(1)
= 1 - 4 = -3
Since, D < 0
∴ y² + y + 1 = 0 i.e., x⁴ + x² + 1 = 0 or (x² + 1)² - x² = 0 has no real roots.

Suppose be all twelevth terms = x
Mean = Terms / Observation
19 . 25 = x / 12
x = 19.25 × 12
x = 231 .00

Now let thirteenth term will be y
Mean = 20
So, 20 = x + y / 13
20 = 231 + y / 13
20 × 13 = 231 + x
260 = 231 + x
260 - 231 = x
29 = x

 

The sequence is an arithmetic sequence

The nth term of an AP is given by:

APn = a + d(n - 1)

a = first term = 7

d = common ratio = 13 - 7 = 6 or 19 - 13 = 6 or 25 - 19 = 6

205 = 7 + 6(n - 1)

6(n - 1) = 198

n - 1 = 33

n = 34

The sequence has 34 terms.

Progressions with equal common difference are known as Arithmetic Progression.

Explanation here:a²x²−3abx+2b² = 0
⇒ a²x²−2abx−abx+2b² = 0
⇒ ax(ax−2b)−b(ax−2b) = 0
⇒ (ax−b)(ax−2b) = 0
⇒ x−b = 0and ax−2b = 0