KVS TGT Math Mock Test - 7 - KVS PGT/TGT/PRT MCQ

Answer: B. Horse

• Cats have paws as their feet.


• Horses have hooves as their feet.


• Both paws and hooves are the lower part of the limbs in these respective animals.


• Therefore, the correct analogy is Paw : Cat :: Hoof : Horse.

(जब - तब) मिश्र वाक्य का योजक चिन्ह है

सही उत्तर वाचाल है।

Key Points

• 'मूक' का विलोम शब्द वाचाल है।
• मूक का अर्थ- गूँगा, मूक वाणी।
• वाचाल का अर्थ- वाक्पटु।

अन्य विकल्प -

• बड़ा - छोटा
• घृणा - प्रेम
• अचर - चर

'उत्थान' का विलोम शब्द पतन है।

उत्थान का विलोम पतन होता है।

• उत्थान का अर्थ - उठना
• पतन का अर्थ - गिरना

Key Pointsअन्य विकल्प -

• पातन का अर्थ होता है - नीचे ढकेलने की क्रिया या भाव
• पाटन का अर्थ होता है - छेदने की क्रिया
• पतान का कुछ अर्थ नहीं होता है।

Additional Informationविलोम के उदाहरण -

• मूक - वाचाल
• सम्पन्न - विपन्न
• सम्मुख - विमुख
• मितव्ययी - अपव्ययी
• स्मरण - विस्मरण
• नीरस - सरस
• पक्ष - प्रतिपक्ष
• ज्योति - तम
• अथ - इति

Peers influence us as children and they still do so today as children learn to interact with their age mates, develop interests and skills appropriate to their age, and share concerns and feelings.

Key Points The peer group becomes more significant during adolescence for the following reasons:

• The conflicts and issues that everyone faces are the same.
• According to popular opinion, their peers comprehend them better than their parents do.
• Adolescence is the time when the person learns how to communicate with people of the other sex. The peer group provides this opportunity for interaction.
• It's commonly referred to as the "peer culture" that all adolescents feel is crucial for them to act, speak, walk, dress, and generally behave in the same way as their peer group.

Thus, we can conclude that Both A and B are true.

Stage theories of development divide the development process of a child into various stages according to the age of the child from newborn to becoming a grown-up.

• The development process occurs multi-dimensionally in various stages and different proportions like for a newborn child the physical growth is more significant than the mental growth and as we grow older mental growth rate increases. 
• The development of the child occurs in different stages. Each stage has certain unique characteristics. There are individual differences in the rate of growth and development.
• Therefore, the age limit for different stages should be regarded as just approximate. All children pass through these stages of development at or around the age levels suggested for them

Key Points

• The continuous-discontinuous issue addresses how developmental events manifest a smooth progression across the life stages (continuity) or a series of distinct stages (discontinuity).
• Discontinuity approach considers development as occurring in distinct and abrupt changes, with an emphasis on qualitative experiences that are different at each stage.
• The discontinuity approach gives rise to “stage theories”, where development is illustrated with a metaphor of "climbing the stairs" where each step signifies an advanced way of functioning than the previous step.
• This suggests that the individual undergoes rapid changes as they step up to a different developmental stage, where change is considered to be sudden rather than gradual. 

Thus, it is concluded that a stage theory of development explicitly emphasizes the principle of discontinuity of development.

Hint

• Proponents of continuous development claim that development is gradual and cumulative; that each development event builds upon later development, such that later development can be predicted from the ‘happenings’ in earlier life stages. These changes are considered to be quantitative in nature, with a focus on the ‘amount’ of a trait that an individual has.
• An example of continuous development includes the instances of physical growth, such as height. Also, healthy peer relationships in adolescence can be traced back to healthy parent-child relationships. 

Disability: A disability is defined as any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being.

Key PointsThe Rights of Persons with Disabilities Act, 2016 makes five broad categories of disabilities. Under each of these categories various disabilities are further described. The Act has made a provision to include any other category as may be notified by the Government of India. This Act defines disability as follows:

1.  Physical disability
   • Locomotor disability
   • Visual impairment
   • Hearing impairment
   • Speech and language disability
2. Intellectual disability
3. Mental behavior
4. Disability caused due to:
   • chronic neurological conditions
   • blood disorder
5. Multiple disability

Important Points

Visual impairment:

• “blindness” means a condition where a person has any of the following conditions, after best correction –
  •  Total absence of sight; or
  •  Visual acuity less than 3/60 or less than 10/200 (Snellen) in the better eye with best possible correction; or
  •  Limitation of the field of vision subtending an angle of less than 10 degree.
• “low-vision” means a condition where a person has any of the following conditions, namely –
  •  Visual acuity not exceeding 6/18 or less than 20/60 upto 3/ 60 or upto 10/200 (Snellen) in the better eye with best possible corrections; or
  •  Limitation of the field of vision subtending an angle of less than 40 degree up to 10 degree.

Thus, in Indian context, (According to RPWD Act, 2016) if the field of vision of a person is less than 40 degree but up to 10 degree, then the person is considered as having low vision

In Constructivist teaching-learning, we promote learning for the construction of knowledge by learners themselves.  

• Learning for construction of knowledge is the basic presumption of constructivism. 
• The emphasis is on such a learning environment where children can construct their own knowledge, develop their capacities and remain an active learner. 

Piaget’s Cognitive Constructivism-

• Piaget has a firm belief that learning is a constructive process. 
• Piaget emphasized an active learner who can observe, act, modify, manipulate, transform and construct own meaning of an object or event.
• In Piaget’s constructivism, a child’s language was an ecocentric and nonsocial speech

Vygotsky’s Social Constructivism-

• Vygotsky is known as the proposer of social constructivism. Social Constructivism approach talks about the importance of social interaction and context in learning. He believes that learning is social in nature.
• it emphasized on social context; knowledge is mutually built and constructed. 
• Vygotsky is of the view that teacher should provide an environment to children to construct knowledge with peers and teacher i.e. co-construction of knowledge.
• for Vygotsky, children use a lot of private speech not only from social communication but also to plan, guide and regulate their behaviour in self-regulatory fashion. 

Thus it is clear that in a constructivist classroom as envisioned by Piaget and Vygotsky, the teacher provides an opportunity for the students to engage in inquiry and problem-solving. Such that they construct their knowledge through organization, observation, adaptation and by the help of peers. 

Human development is a complex process and involves a scientific study of both the qualitative and quantitative ways in which individuals change over time.  Key Points

• Social development refers to the development of an individual in such a way that she/he becomes a useful member of society.
• Social development is the process of learning to conform to group standards.
• Marie goes to school, she meets and interacts with the other children of her age and with the teachers.
• She affects these people and is affected by them in some way or the other. This kind of development, i.e. to notice others, is known as social development.
• The social qualities and behavior of the teachers and schoolmates etc. have a great role in the socialization of the child. 
• Following are the abilities of a socially adjusted which help him/her to strike a successful relationship with society:
  • willingness to cooperate with others;
  • ability to tolerate the views of others;
  • to have respect for various social groups;
  • ability to adjust with people and make friends;
  • developing a sense of belongingness and enjoying social acceptance. 

Thus, from the above-mentioned points, it is clear that kind of development, i.e. to notice others, is known as social development.

Learning takes place in many ways. The simplest kind of learning is called conditioning. Two types of conditioning have been identified. The first one is called classical conditioning, and the second instrumental/operant conditioning.

Key Points

Instrumental/operant conditioning:

• This type of conditioning was first investigated by B.F. Skinner.
• Skinner studied the occurrence of voluntary responses when an organism operates in the environment. He called them operants.
• Operants are those behaviors or responses, which are emitted by animals and human beings voluntarily and are under their control.
• The term operant is used because the organism operates on the environment.
• Conditioning of operant behavior is called operant conditioning.

Important Points

SKINNER’S EXPERIMENT WITH RAT         

• Skinner developed a special apparatus known as a skinner’s box.
• This box has a grid floor, a system of light, or sound produced at the time of delivery of a pellet of food, in the food cup, on the pressing of the lever.
• Skinner placed a hungry rat in the box.
• In this experiment, pressure on the bar in a certain way, by the rat could result in the production of a click and emergence of a food pellet.
• The rat was rewarded for each proper pressing of the lever.
• The rat repeated this process and ultimately learned to press the lever desired by the experimenter.

Hence, it could be concluded that 'Operant conditioning' theory was propounded by Skinner.Additional Information

• Ivan Pavlov, a Russian psychologist has propounded the 'Theory of Classical Conditioning' which emphasizes that learning as a habit formation is based on the principle of association and substitution.
• E. L. Thorndike, an American psychologist has propounded the Stimulus-Response Theory (S-R Theory). In his theory, he emphasizes that learning is the result of associations forming between stimulus and responses.
• Wolfgang Kohler, a German psychologist, is associated with the ‘Theory of Insightful learning’. In his theory, he has proposed the term ‘Insight’ that doesn't take place with trial & error, rather than it is a sudden reorganization of experience.

We have to find the value of

Let radius of the circle berunits.
∴ Area of the circle = Circumference of the circle 

A number with terminal decimal expansions have the denominator  in the form,
2^m 5ⁿ where m & n ∈ W.
The number 
Which the denominator is in the form,
 with m = 2 , n = 3.
Hence, it has terminal decimal expansion.

17/16 cannot be the probability of an event because probability of an event cannot be greater than 1.

As AB = AC so angle ACB = angle(ABC) as angles opposite to equal sides r equal.

In triangle PBC and Triangle QCB we see that:
i) PB = QC (given)
ii) angle(PBC) = (angle)QCB (proved earliar)
iii) BC = BC (common)

So, triangle PBC is congruent to triangle QCB by SAS axiom of congruency.

cos²θ = 3(cot²θ-cos²θ)
4cos²θ = 3cot²θ
4=3(1/sin²θ)
sin²θ = 3/4
sinθ = √3/2
θ = 60

We have given that 
p-1,p+3 , 3p-1 are in A.P 

we have to find p= ? 

solution :- 
we know that : 
if a,b,c are in AP 
then 2b = a + c 

here 
=> 2(p+3) = { (p-1) + ( 3p -1) } 

=> 2p +6 = 4p -2 

=> 2p = 8 

=> p = 4

Explanation:

Given Information:
- Two zeros of the cubic polynomial are 0.
- Therefore, the cubic polynomial can be written as ax^3 + bx^2 + cx + d = a(x - 0)(x - 0)(x - k) = ax^3 - akx^2 = ax^3.

Finding the value of c:
- Since the coefficient of the linear term in the polynomial is c, and two of the zeros are given to be 0, the sum of the zeros is 0 + 0 + k = -b/a.
- As k represents the remaining zero, this implies that k = -b/a.
- Since the sum of the zeros of a cubic polynomial is -b/a, the value of c cannot be determined from the given information.
- Therefore, the correct answer is c.​​​​

A zero polynomial is a polynomial in which all the coefficients are 0.

Let the polynomials highest power variable be x^n as per the above statement x^n = 0 

Now, The degree of the zero polynomial is log0 which is undefined. 

Hence. The degree of zero polynomial is undefined.

Let p(x) = 2x² − k
Since, (2x+5) is a factor of p(x), then by factor 
theorem,

The product of a non-zero rational number and an irrational number is always irrational.

Explanation:

• A rational number is a number that can be expressed as a fraction a/b ​, where a and b are integers and b≠0
• An irrational number cannot be expressed as a simple fraction and has a non-repeating, non-terminating decimal expansion.

When a non-zero rational number is multiplied by an irrational number, the product cannot be expressed as a simple fraction, and the non-terminating, non-repeating nature of the irrational number is preserved in the product, making the result irrational.

Answer: 1 (Always irrational)

In right triangle ABC,

Hence, the the height of the pole is 10 m.

Zeroes of f(x) = x² − 4x − 5 are obtained by solving:
x² − 4x − 5 = 0, which implies 
x² − 5x + x − 5 = 0 or, x(x − 5) + 1(x − 5) = 0 
which means x = 5 or x = −1 
Thus the assertion is correct. 
However, the reason is incorrect. 
The numbers given are not the zeroes  of x² − 4x + 7