Uttarakhand D.El.Ed Mock Test - 6 - UTET MCQ

The spread of Indian culture and civilization to other parts of Asia was significant as it led to the spread of various aspects of Indian culture, such as languages, religions, art, architecture, philosophy, beliefs, customs, and manners. Indian political adventurers even established Hindu kingdoms in some parts of South East Asia, which were free from the control of the mother country but were brought under her cultural influence.

When a team advances to the next round of a tournament without playing, it is referred to as receiving a "bye."

Hockey is considered the National Game of India. It has a rich history and has brought numerous laurels to the country on the international stage.

Benzene (C_6 H_6 ) is casue of bone marrow failure.

A must include the definite article before US dollar—the US dollar. B has two errors: 'perceived as a monetary unit" and it's vs its. C has two errors: since 1920's is incorrect, it should be corrected to since the 1920s—the is necessary and no apostrophe for the plural of years.

The primary goal of the new rule mandating that vehicles in Uttarakhand carry garbage bags is to promote responsible tourism and preserve the state's pristine environment. This initiative reflects a growing awareness of environmental issues and the need to maintain cleanliness in popular tourist areas, which are often affected by littering. Encouraging tourists to dispose of waste properly contributes to the conservation of Uttarakhand's natural beauty.

From the information given in the question we get the following arrangement:

We can see that point S is in south west direction with respect to point P.
Hence, Option A is correct.

From the common explanation, we can say that there are at least 16 boys sitting in the row.
Hence, Option B is correct.
Final Arrangement:

Common Explanation:
References:
Only two boys sit to the left of J.
Eight boys sit between R and J.
Only three boys sit between R and M.
Inferences:
From the above references, we get two different cases:

References:
P sits fourth to the right of R.
O sits third to the left of M.
Inferences:
So, from this case 2 will be eliminated as P sits fourth to the right of R.

References:
Only three boys sit between O and H.
T sits third to the right of M.
V sits fourth to the right of O.
More than 12 boys sit between P and H.
More than seven boys sit between P and J.
Inferences:
From the above reference, we get the final arrangement:

So Option E is correct

So Option A is correct

From Statement 1:
A’s rank is five ranks below H's rank, whose rank is 19^th from the bottom.

Here, A’s rank is 10^th from the top.
From Statement 2:
A’s rank is seven ranks above F's rank, whose rank is 11^th from the bottom.

Here, A’s rank is 6^th from the top.
Hence option C is correct.

Checking Statement I:

Akhil > Chetan > Ekta/Bina

But we don't know whether Dinesh or Chetan is the second tallest.

Hence data in statement I is not sufficient to answer the question.

Checking Statement II:

Akhil > Dinesh/Chetan> Dinesh/Chetan > Bina > Ekta

But we don't know whether either Dinesh or Chetan is the second tallest.

Hence data in statement II is not sufficient to answer the question.

Checking both statements I and II:

Akhil > Dinesh/Chetan> Dinesh/Chetan > Bina > Ekta

Still, we cannot determine the second tallest person.

Hence data in both statements I and II is not sufficient to answer the question.

Hence, Option D is correct.

'L() M ÷ N' means M is mother of L, N is sister of M.

Hence, M and N are both sisters.

We can break it down by observing the pattern in each letter:

1. First letters (s, r, q, p, ?):

   • s (19th letter) to r (18th letter): -1 position
   • r (18th letter) to q (17th letter): -1 position
   • q (17th letter) to p (16th letter): -1 position
   • Continuing the pattern, p (16th letter) to the next letter would be o (15th letter).

2. Second letters (h, i, j, k, ?):

   • h (8th letter) to i (9th letter): +1 position
   • i (9th letter) to j (10th letter): +1 position
   • j (10th letter) to k (11th letter): +1 position
   • Continuing the pattern, k (11th letter) to the next letter would be l (12th letter).

3. Third letters (g, f, e, d, ?):

   • g (7th letter) to f (6th letter): -1 position
   • f (6th letter) to e (5th letter): -1 position
   • e (5th letter) to d (4th letter): -1 position
   • Continuing the pattern, d (4th letter) to the next letter would be c (3rd letter).

Thus, the missing term is olc.

The correct answer is B: olc.

x/4 = one fourth of the no
120y/100 = another no = 6y/5
% = [(x/4 * 6y/5)*100] / xy
= 600/20 = 30%

 4⁹⁶/6

We can write it in this form
(6 - 2)⁹⁶/6
Now, the Remainder will depend only on the powers of -2. So,
(-2)⁹⁶/6, It is same as
([-2]⁴)²⁴/6, it is the same as
(16)²⁴/6
Now,
(16 * 16 * 16 * 16..... 24 times)/6
On dividing 16 individually, we always get a remainder 4.
So,
(4 * 4 * 4 * 4............ 24 times)/6.
Hence, Required Remainder = 4
NOTE: When 4 has even number of powers, it will always give remainder 4 on dividing by 6.

Let salary = 20,000 + k (experience)
If experience = 2 years
Salary = 50,000
50,000 = 20,000 + k(2)
⇒ k = 15,000
So, for 5 years of experience, salary will be:
20,000 + 15,000(5)
= 95,000

Let outer radius = R; then inner radius = r = R – 7
2πR = 220 ⇒ R = 35 m;
r = 35 – 7 = 28 m
Area of track = π R² – πr² ⇒ p(R² – r²)
= 1386 m²

E. L. Thorndike, an American psychologist, the profounder of "Trial & Error Theory" has developed three primary laws and eight supplementary laws of learning that leads to development.

These primary laws are:

Important Points

Thorndike's Supplementary law (also known as minor laws to education):

• Law of Multiple Responding: It refers to different types of responses often occurs initially to a stimulus, then reaching to the correct response.
• Law of Disposition: It refers to the condition of a learner that influences learning.
• Law of Partial Activity: According to this law, the learner performs many activities on the basis of trial and error to solve a problem. He uses his insight and solves the problem with the help of partial activities.
• Law of Assimilation: It is the tendency to respond automatically as responded in the past.
• Law of Associative Shifting: Successfully applying the same response until a new situation comes (For example to apply the same formula in similar questions).

Hence, we conclude that the Law of Multiple Responding is a supplementary law of learning propounded by Thorndike.

Important PointsGender bias: Gender bias is the tendency to prefer one gender over another. It is a form of unconscious bias, or implicit bias, which occurs when one individual unconsciously attributes certain attitudes and stereotypes to another person or group of people. These ascribed behaviors affect how the individual understands and engages with others.

Some examples of gender-biased statements:

• Being a girl, how can you be so untidy in your work?
• After all, he is a boy. He can get away with it!
• Boys will shift the furniture out of the room and then let the girls clean up the room.

Additional Information

Ways to remove gender bias:

• Promoting Gender Equality by the Government.
• Trying to keep the number of boys and girls equal in the class at the secondary and higher secondary level.
• Do not discriminate between boys and girls in the family by the parents or teacher.
• Putting boys and girls in roles as opposed to stereotypical roles.

Example: Grandfather stitching shirt buttons, housekeeping by Grandma.

When all genders are given equal priority and attention, then the situation is free from gender bias. It is necessary for both boys and girls to perform well in all subjects including mathematics, in this statement both genders are being given preference and there is no discrimination, so this statement is not an example of gender bias. Hence, we can conclude that statement made by a teacher is NOT gender-biased is "it is important for both boys and girls to do well in all subjects including mathematics."

A standardized test is a test that requires all students to answer the same question at the same time and to score in a consistent manner, which makes it possible to compare their performance.

Important Points

• The question is asking about the critiques of standardized tests which include the demerits or say limitations of such types of tests.
• According to the options given, one of the critiques of standardized tests is that they represent largely the mainstream culture and are therefore biased.
• As these tests are unfair and discriminatory against students with special needs.
• These are designed for a larger operational situation crossing the barriers of a classroom which means that they can be administered to large populations.
• They give a clear picture of a child's ability as they are prepared by test experts to assess the child's abilities.
• It fails to develop critical and creative thinking among students.
• The language of such tests is easy to moderate so that each child can understand the questions and can answer them accordingly.
• In fact, researchers have found that high standardized scores have little correlation with memory, attention, and processing speed.
• ​It fails to recognize the importance of individual achievement and instead uses a conventional approach to learning that ignores students' individual interests and abilities.

​Hence, we can conclude that one of the critiques of standardized tests has been that they represent largely the mainstream culture and are therefore biased.​

Creativity is the most advanced thought process that involves goal-directed thinking which is unusual, novel, and useful.

• Problem Solving is the thought process involved in a person’s effort to remove obstacles in the way to achieving the goal. Both creativity and problem solving are advanced cognitive abilities.

Key Points​The brainstorming method was developed by Alex F. Osborn. It is the oldest and best-known technique for stimulating creative thinking. ​It is the most fruitful exercise to solve complex and critical problems.​

• Within the given time, the student must create ideas using critical thinking which focuses on applying reasoning and logic to new or unfamiliar situations, ideas, and opinions.
• Problems that demand creative or innovative solutions can be presented by the teacher to the students for brainstorming.
• Students present, share and analyze their understanding and look at any issues from different angles and others' points of view to solve the problem related to the concept.
• It helps to achieve the higher order of cognitive objectives as it just demands the active participation of the child in the learning process by making them think and note the ideas in their own style. i.e. It is based on psychological principles.
• It makes students able to take others' perspectives as in brainstorming, many creative minds work together and apply their diverse thinking patterns to generate creative ideas on a particular topic.

Hence, the Brainstorming strategy is a group creativity method for solving a specific problem by gathering a list of ideas.

Hint

• Mastery learning strategy aims at the development of competitive learning among the students.
• Problem-solving strategy begins with an obstacle or difference between the original or initial state and the goal or end state. The goal is desired by the person/s or operator/s in the situation and has some properties defined by the operator, defined by some rules, to convert the problem state into the goal state.
• Heuristic strategy is also named the 'discovery method' that helps in the development of a scientific attitude in the learner. It develops self-confidence, originality, independence, judgment, and thinking power in the learner.

Problem-solving skills help students determine the source of a problem and find an effective solution. These are skills that help students identify and solve problems effectively and efficiently. Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. So, a teacher should develop problem-solving skills in students.

• Some problem-solving skills include- Active listening, Analysis, Research, Use of analogies, Creativity, Communication, Dependability, Establishing cause and effect of the problem, Decision making, Team-building, etc.

Key Points
Some basic characteristics of problem-solving skills are:

• These skills don't have rigidity.
• It helps the learners to engage in their learning effectively because learners can get the roots of the concepts.
• Learners practices different activities, teamwork, and group discussions to improve their skills.
• Learners use different ways to gain problem-solving skills, their thoughts are divergent.
• Different methods/functions are used by the teachers as well as learners, there is no fixedness in these skills.
• It makes students' minds creative and logical, by using different ways of solving problems.
• Hence we can conclude that problem-solving techniques always improve a child's cognition and never make them mentally retarded.

Additional Information
These are the steps to solve the problem:

• Identification of problem -We have to identify the problem before solving it.
• Analyzing the problem- After the identification of the problem, we have to analyze the problem, so that we can figure out which, methods and steps we have to use to solve it.
• Evaluating- After analyzing the problem, the evaluation of the correct step is required.
• Implementation- Once the Evaluation is completed execute the steps if the result doesn't come, again start by analyzing the problem.
• It is important to the identification of the problem and ideas which we are going to follow to solve our problems rather than find the solution in the whole problem-solving technique.

Learner or child-centered approach to education means planning and transacting curriculum in the classroom in a way that allows for flexibility in pace and style of learning to keep in mind that children in a classroom are widely different. It, therefore, suggests an approach to teaching different from the existing practice of having a uniform curriculum, uniform learning material and activities, uniform time, and uniform instructional and evaluation strategies for the whole class.

Key Points Roles of teachers in child-centered education:

• The teacher will be a friend, facilitator, guide, or intervener for the learners, so that learners can share everything easily and make their performance better.
• create a conducive learning environment for every child through planned activities.
• The teacher should provide opportunities to all the learners as per their needs and interest so that they can learn effectively.
• The teacher should have to connect with the soul of learners and tries to facilitate a socio-constructivist manner of learning.
• Both children and teachers participate as learners in a friendly atmosphere.
• Instead of one-way communication, the teacher involves students at every stage of the teaching-learning process and uses interactive styles of communication to facilitate his/her learning potential.

Thus by all these references, we can consider that the teacher understands the child and the process of learning in a socio-constructivist manner in a child-centered classroom.

Hint

• A rigid and standardized curriculum is not a characteristic of child-centered classrooms, classroom environment should be free for all the learners so that they can learn conceptually.
• Assessment of the learners is not on the basis of rank, marks, it is just done in a formative way to find the learning gaps of the learners.

Intelligence is the ability to think about those things which do not exist in this universe or we can say that intelligence is the way by which we think about abstract ideas and information.

There are some important points related to the first intelligence test given below-

• In 1904, the French Government appointed Alfred Binet to develop a measure to identify children with notably below-average intelligence for their age, so that special education can be given to them.
• With this objective, in 1905 Binet with the help of Theodore Simon developed the first intelligence test, which is popularly known as the first Binet - Simon scale.
• The first intelligence test was developed by Alfred Binet.
• Binet Simon scale becomes the basis for modern IQ testing by this we calculate the IQ of any person which is calculated in numbers only.
• Frist Intelligence Test was done in France, in 1905.

Thus,it is concluded that First intelligence test was done in France in 1905.

Gender refers to the "socially constructed qualities" of women, men, girls, and boys. It covers the standards, behaviors, and roles that come with being a woman, man, girl, or boy as well as interpersonal interactions.

• Gender construction defines the ideas about gender that are developed and transmitted through the various institutions of our society, like the family, religion, and school.

Key Points

• Gender differences refer to the typical gender disparities impacted by a culture's views and practices that are unique to that culture.
• These are the psychological or behavioral differences between males and females that result from a complex interplay of biological, developmental, and cultural influences.
• For example, Men tend to be more violent and aggressive and women are empathetic. In many areas, including jobs, communication, and interpersonal interactions gender differences are evident.
• People often think that there is no need of education for girls. Women in some communities, still think that girls need to spend time for household chores after marriage and do not prefer to send girl child for higher education.

Hence, we conclude that gender differences are psychological or behavioral differences between males and females.

Hint

• Gender difference is not an individual practice and has nothing to do with having a sense of peace and purpose as it is influenced by culture and society.
• Gender difference is not related to discrimination on the basis of economic condition, ethnicity and race.

Thinking skill is a skill of manipulating information to draw a conclusion or to generate ideas. It is a higher cognitive skill that allows beings to produce thought.

Thinking is:

• a form of information processing.
• the base of all cognitive activities.

• an organized and goal-directed process.

Important Points

Open-ended questions promotes thinking skills in the students as it encourages a deep style of thinking and:

• discourages one-word answers.

• provides detailed qualitative information.

• requires an answer with a proper explanation.

• promotes divergent thinking, creativity, and ingenuity.

Hence, it could be concluded that open-ended questions promotes thinking skills in the students.

Additional Information

• Closed answer type questions:
  • allow a learner to choose one answer from a limited list of possible answers.
  • require one-word answer thus minimize the subjective inference and judgment.
• Divergent thinking:
  • It refers to a way of solving problems by more than one approach.
  • It is a creative process that includes brainstorming, imagination, and out of the box thinking in it.

The term School-Based Assessment (SBA) may be defined as:

• Assessment that facilitates the attainment of competencies specified in terms of learning outcomes in a holistic manner during the teaching-learning process.
• Assessment is embedded in the teaching and learning process within the broader educational philosophy of ‘assessment for learning.
• Assessment of school students by school teachers in the schools.

Key Points Following are the features of School-based assessment:-

• Integrate teaching-learning and assessment.
• No load on teachers of documentation- recording, reporting.
• Child-centred and activity-based pedagogy.
• It focuses on the continuous development of skills and competencies.
• Non-threatening, stress-free, and enhanced participation/ interaction.
• Focus on assessment of/and/as learning rather than an evaluation of achievement.
• This form of assessment is performed at the school level by teachers and educators, It is based on the curriculum.
• The purpose of the SBA is to empower the teachers to improve the learning levels of the students.
• It helps in improving the social, physical, emotional, and intellectual development of children.
• Focused on continuously developing the skills and competencies of the children, diagnosing the deficiencies, and taking the appropriate remedial measure.

Thus, it is concluded that all the statements above are correct.

The human mind is a beautiful creation of god and is the most powerful tool in the world. It has the power to create, innovate, change and even destroy things in the world. The power of the mind has allowed humans to become the superior species.

• It is the virtue of the mind that we have the capability of creating our own thought process. As each individual presents their viewpoint, it is obvious that people will have a conflict of opinions amongst each other. This creates the ideology of conceptions and misconceptions.

Key Points

• Alternative conceptions are generated as a concept is understood from different aspects, while the misconception is a thought process that goes in the wrong direction due to a lack of complete information or just ignorance.
• Formation of alternative conceptions and misconceptions is very natural among children as well as adults because it is a natural thought process and no two minds can think alike exactly.
• A teacher should definitely attend to these alternative conceptions and misconceptions as they are significant in process of teaching-learning because they are very helpful; in developing critical thinking. Without this, a child would not be able to put forward one's own views and would end up mugging things.
• Alternative conceptions about misconceptions are not always baseless rather these represent children's intuitive ideas about the world around them​ as it shows their thinking and they can think and put forward their views.

Thus, it is concluded that alternative conceptions and misconceptions formed by students should be highly discouraged by the teacher statement is NOT correct in this context

Hint

• ​Alternative conceptions and misconceptions formed by students should not be discouraged by the teacher. Rather they should be encouraged, guided, and directed to develop a positive critical thinking environment.