CTET Previous Year Question Paper - 2 Set P (Jan - 2024) | CTET Previous Year Question Papers - CTET & State TET PDF Download

 Page 1


SAS-24-II
PAPER-II / ¬?‡Ÿ-¬òÊ-II
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 80 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 80 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is P.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics and Science (Q.Nos. 31-90)
Part-III :   Social Studies/Social Science (Q.Nos. 31-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Candidates have to do questions 31 to 90 EITHER from Part-II (Mathematics
and Science) OR from Part-III (Social Studies/Social Science) as filled by
the candidates in their online application form.
7. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of P Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
8. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
9. Rough work should be done only in the space provided in the T est Booklet
for the same.
10. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
1 1. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-II!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U P „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà ? Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-III :  ‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ¬/UË?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¬?‡Ÿ 31 ‚? 90 ÿÊ ÃÊ? ÷ʪ-II (ªÁáÊà ? Á?ôÊÊŸ) ÿÊ ÷ʪ-III
(‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ) ‚? ?§/UŸ? „Ò¥–  ¡Ò‚Ê Á?§ ¬/UË?ÊÊÕ˸ Ÿ?
•¬Ÿ? •ÊÚŸ‹Êߟ •Ê??ŒŸ ¬òÊ ??¥ ÷/UÊ „Ò¥–
7. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ P ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
8. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
9. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
10. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
11. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
P
Page 2


SAS-24-II
PAPER-II / ¬?‡Ÿ-¬òÊ-II
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 80 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 80 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is P.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics and Science (Q.Nos. 31-90)
Part-III :   Social Studies/Social Science (Q.Nos. 31-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Candidates have to do questions 31 to 90 EITHER from Part-II (Mathematics
and Science) OR from Part-III (Social Studies/Social Science) as filled by
the candidates in their online application form.
7. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of P Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
8. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
9. Rough work should be done only in the space provided in the T est Booklet
for the same.
10. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
1 1. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-II!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U P „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà ? Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-III :  ‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ¬/UË?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¬?‡Ÿ 31 ‚? 90 ÿÊ ÃÊ? ÷ʪ-II (ªÁáÊà ? Á?ôÊÊŸ) ÿÊ ÷ʪ-III
(‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ) ‚? ?§/UŸ? „Ò¥–  ¡Ò‚Ê Á?§ ¬/UË?ÊÊÕ˸ Ÿ?
•¬Ÿ? •ÊÚŸ‹Êߟ •Ê??ŒŸ ¬òÊ ??¥ ÷/UÊ „Ò¥–
7. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ P ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
8. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
9. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
10. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
11. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
P
P-II  !SAS-24-II! P
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos. 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Jean Piaget believed that knowledge is :
(1) a visible behavioural change that can be measured with reliability.
(2) constructed by the child rather than being passed passively from the environment.
(3) innate and given rather than acquired through interactions.
(4) co-constructed in interactions with more knowledgeable others.
¡ËŸ Á¬ÿÊ¡? ?§Ê ?ÊŸŸÊ ÕÊ Á?§ ôÊÊŸ „Ò —
(1) 8?§ ŒÎ‡ÿ vÿ?„Ê/U ¬Á/U?øŸ „Ò Á¡‚? Á?‡?‚ŸËÿÃÊ ??§ ‚ÊÕ ?Ê¬Ê ¡Ê ‚?§ÃÊ „Ò–
(2) ¬ÿʸ?/UáÊ ‚? ÁŸÁc??§ÿ M§¬ ‚? ¬ÊÁ/Uà „Ê?Ÿ? ??§ ’¡Êÿ ’ìÊ? mÊ/UÊ ÁŸÁ?¸Ã Á?§ÿÊ ¡ÊÃÊ „Ò–
(3) •¥Ã—Á??§ÿÊ•Ê?¥ ??§ ?Êäÿ? ‚? ¬?Ê# ?§/UŸ? ??§ ’¡Êÿ ¡ã?¡Êà •ÊÒ/U ÁŒÿÊ „È•Ê „Ê?ÃÊ „Ò–
(4) •Áœ?§ ¡ÊŸ?§Ê/U •ãÿ ‹Ê?ªÊ?¥ ??§ ‚ÊÕ ’ÊÃøËà ‚? ‚„-ÁŸÁ?¸Ã „Ê?ÃÊ „Ò–
2. Which of the following statements about adolescence is not correct ?
(1) Children across different cultures  usher in and experience adolescence in a similar manner.
(2) Adolescence is a social construction.
(3) Adolescence is generally considered to begin with puberty - the process that leads to sexual
maturity and the ability to reproduce.
(4) Adolescence is developmental transition between childhood and adulthood entailing physical,
cognitive and psychosocial changes.
Á?§‡ÊÊ?/UÊ?SÕÊ ??§ ’Ê/?U ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò?
(1) Á?Á÷ÛÊ ‚¥S?ΧÁÃÿÊ?¥ ??§ ’ìÊ? 8?§ ‚?ÊŸ Ã/UË??§ ‚? Á?§‡ÊÊ?/UÊ?SÕÊ ??¥ ¬???‡Ê ?§/UÃ? „Ò¥ •ÊÒ/U ß‚? •ŸÈ÷? ?§/UÃ? „Ò¥–
(2) Á?§‡ÊÊ?/UÊ?SÕÊ 8?§ ‚Ê?ÊÁ¡?§ /UøŸÊ „Ò–
(3) Á?§‡ÊÊ?/UÊ?SÕÊ ?§Ê? •Ê?ÃÊÒ/U ¬/U ÿÊÒ?Ÿ ?§Ê? ‡ÊÈM§ ?§/UŸ? ??§ Á‹8 ?ÊŸÊ ¡ÊÃÊ „Ò - ÿ„  8?§ 8?‚Ë ¬?Á??§ÿÊ „Ò ¡Ê? ÿÊÒŸ ¬Á/U¬Ä?ÃÊ
•ÊÒ/U ¬ÈŸL§à¬ÊŒŸ ?§Ë ?Ê?ÃÊ ?§Ë •Ê?/U ‹? ¡ÊÃË „Ò–
(4) Á?§‡ÊÊ?/UÊ?SÕÊ ’ø¬Ÿ •ÊÒ/U ?ÿS?§ÃÊ ??§ ’Ëø Á??§Ê‚Êà??§ ‚¥??§?áÊ „Ò Á¡‚??¥ ‡ÊÊ/UËÁ/U?§, ‚¥ôÊÊŸÊà??§ •ÊÒ/U ?ŸÊ?‚Ê?ÊÁ¡?§
¬Á/U?øŸ „Ê?Ã? „Ò¥–
3. Which of the following describes a mastery goal orientation ?
(1) focus on avoiding failure or punishment for fear of humiliation.
(2) focus on achieving a certain level of performance for competing with others.
(3) focus on improving ones’ skills and understanding of a task.
(4) focus on achieving a high grade for receiving external rewards.
ÁŸêŸ ??¥ ‚? ?§ÊÒŸ ‚Ê 8?§ ?„Ê/Uà ‹?ÿ •Á÷Á?ãÿÊ‚ ?§Ê ?áʸŸ ?§/UÃÊ „Ò?
(1) •¬?ÊŸ ??§ «U/U ‚? •‚»§‹ÃÊ ÿÊ ‚¡Ê ‚? ’øŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(2) ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ?§/UŸ? ??§ Á‹8 8?§ ÁŸÁ‡øà SÃ/U ??§ ¬?Œ‡Ê¸Ÿ ?§Ê? ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(3) Á?§‚Ë ?§Êÿ¸ ??§ Á‹8 •¬ŸË ?§Ê҇ʋ •ÊÒ/U ‚?¤Ê ?§Ê? ‚ÈœÊ/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(4) ’Ê„/UË ¬È/US?§Ê/U ¬?Ê# ?§/UŸ? ??§ Á‹8 ©ìÊ ª??«U ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
Page 3


SAS-24-II
PAPER-II / ¬?‡Ÿ-¬òÊ-II
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 80 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 80 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is P.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics and Science (Q.Nos. 31-90)
Part-III :   Social Studies/Social Science (Q.Nos. 31-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Candidates have to do questions 31 to 90 EITHER from Part-II (Mathematics
and Science) OR from Part-III (Social Studies/Social Science) as filled by
the candidates in their online application form.
7. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of P Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
8. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
9. Rough work should be done only in the space provided in the T est Booklet
for the same.
10. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
1 1. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-II!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U P „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà ? Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-III :  ‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ¬/UË?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¬?‡Ÿ 31 ‚? 90 ÿÊ ÃÊ? ÷ʪ-II (ªÁáÊà ? Á?ôÊÊŸ) ÿÊ ÷ʪ-III
(‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ) ‚? ?§/UŸ? „Ò¥–  ¡Ò‚Ê Á?§ ¬/UË?ÊÊÕ˸ Ÿ?
•¬Ÿ? •ÊÚŸ‹Êߟ •Ê??ŒŸ ¬òÊ ??¥ ÷/UÊ „Ò¥–
7. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ P ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
8. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
9. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
10. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
11. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
P
P-II  !SAS-24-II! P
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos. 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Jean Piaget believed that knowledge is :
(1) a visible behavioural change that can be measured with reliability.
(2) constructed by the child rather than being passed passively from the environment.
(3) innate and given rather than acquired through interactions.
(4) co-constructed in interactions with more knowledgeable others.
¡ËŸ Á¬ÿÊ¡? ?§Ê ?ÊŸŸÊ ÕÊ Á?§ ôÊÊŸ „Ò —
(1) 8?§ ŒÎ‡ÿ vÿ?„Ê/U ¬Á/U?øŸ „Ò Á¡‚? Á?‡?‚ŸËÿÃÊ ??§ ‚ÊÕ ?Ê¬Ê ¡Ê ‚?§ÃÊ „Ò–
(2) ¬ÿʸ?/UáÊ ‚? ÁŸÁc??§ÿ M§¬ ‚? ¬ÊÁ/Uà „Ê?Ÿ? ??§ ’¡Êÿ ’ìÊ? mÊ/UÊ ÁŸÁ?¸Ã Á?§ÿÊ ¡ÊÃÊ „Ò–
(3) •¥Ã—Á??§ÿÊ•Ê?¥ ??§ ?Êäÿ? ‚? ¬?Ê# ?§/UŸ? ??§ ’¡Êÿ ¡ã?¡Êà •ÊÒ/U ÁŒÿÊ „È•Ê „Ê?ÃÊ „Ò–
(4) •Áœ?§ ¡ÊŸ?§Ê/U •ãÿ ‹Ê?ªÊ?¥ ??§ ‚ÊÕ ’ÊÃøËà ‚? ‚„-ÁŸÁ?¸Ã „Ê?ÃÊ „Ò–
2. Which of the following statements about adolescence is not correct ?
(1) Children across different cultures  usher in and experience adolescence in a similar manner.
(2) Adolescence is a social construction.
(3) Adolescence is generally considered to begin with puberty - the process that leads to sexual
maturity and the ability to reproduce.
(4) Adolescence is developmental transition between childhood and adulthood entailing physical,
cognitive and psychosocial changes.
Á?§‡ÊÊ?/UÊ?SÕÊ ??§ ’Ê/?U ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò?
(1) Á?Á÷ÛÊ ‚¥S?ΧÁÃÿÊ?¥ ??§ ’ìÊ? 8?§ ‚?ÊŸ Ã/UË??§ ‚? Á?§‡ÊÊ?/UÊ?SÕÊ ??¥ ¬???‡Ê ?§/UÃ? „Ò¥ •ÊÒ/U ß‚? •ŸÈ÷? ?§/UÃ? „Ò¥–
(2) Á?§‡ÊÊ?/UÊ?SÕÊ 8?§ ‚Ê?ÊÁ¡?§ /UøŸÊ „Ò–
(3) Á?§‡ÊÊ?/UÊ?SÕÊ ?§Ê? •Ê?ÃÊÒ/U ¬/U ÿÊÒ?Ÿ ?§Ê? ‡ÊÈM§ ?§/UŸ? ??§ Á‹8 ?ÊŸÊ ¡ÊÃÊ „Ò - ÿ„  8?§ 8?‚Ë ¬?Á??§ÿÊ „Ò ¡Ê? ÿÊÒŸ ¬Á/U¬Ä?ÃÊ
•ÊÒ/U ¬ÈŸL§à¬ÊŒŸ ?§Ë ?Ê?ÃÊ ?§Ë •Ê?/U ‹? ¡ÊÃË „Ò–
(4) Á?§‡ÊÊ?/UÊ?SÕÊ ’ø¬Ÿ •ÊÒ/U ?ÿS?§ÃÊ ??§ ’Ëø Á??§Ê‚Êà??§ ‚¥??§?áÊ „Ò Á¡‚??¥ ‡ÊÊ/UËÁ/U?§, ‚¥ôÊÊŸÊà??§ •ÊÒ/U ?ŸÊ?‚Ê?ÊÁ¡?§
¬Á/U?øŸ „Ê?Ã? „Ò¥–
3. Which of the following describes a mastery goal orientation ?
(1) focus on avoiding failure or punishment for fear of humiliation.
(2) focus on achieving a certain level of performance for competing with others.
(3) focus on improving ones’ skills and understanding of a task.
(4) focus on achieving a high grade for receiving external rewards.
ÁŸêŸ ??¥ ‚? ?§ÊÒŸ ‚Ê 8?§ ?„Ê/Uà ‹?ÿ •Á÷Á?ãÿÊ‚ ?§Ê ?áʸŸ ?§/UÃÊ „Ò?
(1) •¬?ÊŸ ??§ «U/U ‚? •‚»§‹ÃÊ ÿÊ ‚¡Ê ‚? ’øŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(2) ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ?§/UŸ? ??§ Á‹8 8?§ ÁŸÁ‡øà SÃ/U ??§ ¬?Œ‡Ê¸Ÿ ?§Ê? ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(3) Á?§‚Ë ?§Êÿ¸ ??§ Á‹8 •¬ŸË ?§Ê҇ʋ •ÊÒ/U ‚?¤Ê ?§Ê? ‚ÈœÊ/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(4) ’Ê„/UË ¬È/US?§Ê/U ¬?Ê# ?§/UŸ? ??§ Á‹8 ©ìÊ ª??«U ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
P-II  !SAS-24-II! P
3
4. Which of the following best describes the role of the teacher in progressive education ?
(1) The teacher lets the children learn independently and does not interfere in their learning.
(2) The teacher is the primary source of knowledge and authority in the classroom.
(3) The teacher provides diverse materials for children to experiment and provides scaffolding
as and when required.
(4) The teacher is responsible for ensuring strict adherence to curriculum standards.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ‚ËpŸ? Œ?ÃÊ „Ò •ÊÒ/U ©Ÿ??§ ‚ËpŸ? ??¥ „SÃ?Ê?¬ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) Á‡Ê?Ê?§ ?§?ÊÊ ??¥ ôÊÊŸ •ÊÒ/U ¬?ÊÁœ?§Ê/U ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ò–
(3) Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ê? ¬?ÿÊ?ª ?§/UŸ? ??§ Á‹8 Á?Á?œ ‚Ê?ª?Ë ¬?ŒÊŸ ?§/UÃÊ „Ò •ÊÒ/U •Ê?‡ÿ?§ÃÊ ¬«?Ÿ? ¬/U •Ê‹ê’Ÿ ¬?ŒÊŸ ?§/UÃÊ
„Ò–
(4) Á‡Ê?Ê?§ ¬Ê?Køÿʸ ?ÊŸ?§Ê?¥ ?§Ê ?§«?Ê߸ ‚? ¬Ê‹Ÿ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 Á¡ê??ŒÊ/U „Ò–
5. According to Jean Piaget the ability to use symbols for symbols such as letting the letter X stand for
an unknown numeral develops during __________ and enables the children to learn _________.
(1) formal operational stage; conservation and seriation
(2) concrete  operational stage; algebra and calculus
(3) concrete operational stage; conservation and seriation
(4) formal operational stage; algebra and calculus
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U Áøã„Ê?¥ ??§ Á‹8 Áøã„Ê?¥ ?§Ê ¬?ÿÊ?ª ?§/UŸ? ?§Ë ?Ê?ÃÊ ¡Ò‚? Á?§ •?Ê/U X ?§Ê? •ôÊÊà •¥?§ ??§ Á‹8 ?ÊŸŸ? ?§Ë
?Ê?ÃÊ __________ ??§ ŒÊÒ/UÊŸ Á??§Á‚à „Ê?ÃË „Ò •ÊÒ/U Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? __________ ‚ËpŸ? ??¥ ‚?Ê? ’ŸÊÃË „Ò–
(1) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ; ‚¥/U?ÊáÊ •ÊÒ/U ??§?’hÃÊ
(2) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ; ’Ë¡ªÁáÊà •ÊÒ/U ªáÊŸÊ
(3) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ; ‚¥/U?ÊáÊ •ÊÒ/U ??§?’hÃÊ
(4) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ; ’Ë¡ªÁáÊà •ÊÒ/U ªáÊŸÊ
6. Which of the following is an example of a question that requires students to analyze information ?
(1) Who is the protagonist of “To Kill a Mockingbird”?
(2) What is the plot of the novel “To Kill a Mockingbird” ?
(3) What is the theme of the novel “To Kill a Mockingbird”?
(4) How does the author use symbolism in “To Kill a Mockingbird”?
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê 8?§ 8?‚? ¬?‡Ÿ ?§Ê ©ŒÊ„/UáÊ „Ò Á¡‚??¥ ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ?§Ê Á?‡‹?·áÊ ?§/UŸ? ?§Ë •Ê?‡ÿ?§ÃÊ „Ê?ÃË
„Ò?
(1) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ?§Ê ŸÊÿ?§ ?§ÊÒŸ „Ò?
(2) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ©¬ãÿÊ‚ ?§Ê ?§ÕÊŸ?§ ÄÿÊ „Ò?
(3) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ©¬ãÿÊ‚ ?§Ê Á?·ÿ ÄÿÊ „Ò?
(4) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ??¥ ‹?p?§ ¬?ÃË?§?ÊŒ ?§Ê ©¬ÿÊ?ª ?Ò§‚? ?§/UÃ? „Ò¥?
Page 4


SAS-24-II
PAPER-II / ¬?‡Ÿ-¬òÊ-II
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 80 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 80 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is P.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics and Science (Q.Nos. 31-90)
Part-III :   Social Studies/Social Science (Q.Nos. 31-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Candidates have to do questions 31 to 90 EITHER from Part-II (Mathematics
and Science) OR from Part-III (Social Studies/Social Science) as filled by
the candidates in their online application form.
7. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of P Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
8. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
9. Rough work should be done only in the space provided in the T est Booklet
for the same.
10. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
1 1. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-II!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U P „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà ? Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-III :  ‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ¬/UË?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¬?‡Ÿ 31 ‚? 90 ÿÊ ÃÊ? ÷ʪ-II (ªÁáÊà ? Á?ôÊÊŸ) ÿÊ ÷ʪ-III
(‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ) ‚? ?§/UŸ? „Ò¥–  ¡Ò‚Ê Á?§ ¬/UË?ÊÊÕ˸ Ÿ?
•¬Ÿ? •ÊÚŸ‹Êߟ •Ê??ŒŸ ¬òÊ ??¥ ÷/UÊ „Ò¥–
7. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ P ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
8. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
9. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
10. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
11. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
P
P-II  !SAS-24-II! P
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos. 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Jean Piaget believed that knowledge is :
(1) a visible behavioural change that can be measured with reliability.
(2) constructed by the child rather than being passed passively from the environment.
(3) innate and given rather than acquired through interactions.
(4) co-constructed in interactions with more knowledgeable others.
¡ËŸ Á¬ÿÊ¡? ?§Ê ?ÊŸŸÊ ÕÊ Á?§ ôÊÊŸ „Ò —
(1) 8?§ ŒÎ‡ÿ vÿ?„Ê/U ¬Á/U?øŸ „Ò Á¡‚? Á?‡?‚ŸËÿÃÊ ??§ ‚ÊÕ ?Ê¬Ê ¡Ê ‚?§ÃÊ „Ò–
(2) ¬ÿʸ?/UáÊ ‚? ÁŸÁc??§ÿ M§¬ ‚? ¬ÊÁ/Uà „Ê?Ÿ? ??§ ’¡Êÿ ’ìÊ? mÊ/UÊ ÁŸÁ?¸Ã Á?§ÿÊ ¡ÊÃÊ „Ò–
(3) •¥Ã—Á??§ÿÊ•Ê?¥ ??§ ?Êäÿ? ‚? ¬?Ê# ?§/UŸ? ??§ ’¡Êÿ ¡ã?¡Êà •ÊÒ/U ÁŒÿÊ „È•Ê „Ê?ÃÊ „Ò–
(4) •Áœ?§ ¡ÊŸ?§Ê/U •ãÿ ‹Ê?ªÊ?¥ ??§ ‚ÊÕ ’ÊÃøËà ‚? ‚„-ÁŸÁ?¸Ã „Ê?ÃÊ „Ò–
2. Which of the following statements about adolescence is not correct ?
(1) Children across different cultures  usher in and experience adolescence in a similar manner.
(2) Adolescence is a social construction.
(3) Adolescence is generally considered to begin with puberty - the process that leads to sexual
maturity and the ability to reproduce.
(4) Adolescence is developmental transition between childhood and adulthood entailing physical,
cognitive and psychosocial changes.
Á?§‡ÊÊ?/UÊ?SÕÊ ??§ ’Ê/?U ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò?
(1) Á?Á÷ÛÊ ‚¥S?ΧÁÃÿÊ?¥ ??§ ’ìÊ? 8?§ ‚?ÊŸ Ã/UË??§ ‚? Á?§‡ÊÊ?/UÊ?SÕÊ ??¥ ¬???‡Ê ?§/UÃ? „Ò¥ •ÊÒ/U ß‚? •ŸÈ÷? ?§/UÃ? „Ò¥–
(2) Á?§‡ÊÊ?/UÊ?SÕÊ 8?§ ‚Ê?ÊÁ¡?§ /UøŸÊ „Ò–
(3) Á?§‡ÊÊ?/UÊ?SÕÊ ?§Ê? •Ê?ÃÊÒ/U ¬/U ÿÊÒ?Ÿ ?§Ê? ‡ÊÈM§ ?§/UŸ? ??§ Á‹8 ?ÊŸÊ ¡ÊÃÊ „Ò - ÿ„  8?§ 8?‚Ë ¬?Á??§ÿÊ „Ò ¡Ê? ÿÊÒŸ ¬Á/U¬Ä?ÃÊ
•ÊÒ/U ¬ÈŸL§à¬ÊŒŸ ?§Ë ?Ê?ÃÊ ?§Ë •Ê?/U ‹? ¡ÊÃË „Ò–
(4) Á?§‡ÊÊ?/UÊ?SÕÊ ’ø¬Ÿ •ÊÒ/U ?ÿS?§ÃÊ ??§ ’Ëø Á??§Ê‚Êà??§ ‚¥??§?áÊ „Ò Á¡‚??¥ ‡ÊÊ/UËÁ/U?§, ‚¥ôÊÊŸÊà??§ •ÊÒ/U ?ŸÊ?‚Ê?ÊÁ¡?§
¬Á/U?øŸ „Ê?Ã? „Ò¥–
3. Which of the following describes a mastery goal orientation ?
(1) focus on avoiding failure or punishment for fear of humiliation.
(2) focus on achieving a certain level of performance for competing with others.
(3) focus on improving ones’ skills and understanding of a task.
(4) focus on achieving a high grade for receiving external rewards.
ÁŸêŸ ??¥ ‚? ?§ÊÒŸ ‚Ê 8?§ ?„Ê/Uà ‹?ÿ •Á÷Á?ãÿÊ‚ ?§Ê ?áʸŸ ?§/UÃÊ „Ò?
(1) •¬?ÊŸ ??§ «U/U ‚? •‚»§‹ÃÊ ÿÊ ‚¡Ê ‚? ’øŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(2) ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ?§/UŸ? ??§ Á‹8 8?§ ÁŸÁ‡øà SÃ/U ??§ ¬?Œ‡Ê¸Ÿ ?§Ê? ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(3) Á?§‚Ë ?§Êÿ¸ ??§ Á‹8 •¬ŸË ?§Ê҇ʋ •ÊÒ/U ‚?¤Ê ?§Ê? ‚ÈœÊ/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(4) ’Ê„/UË ¬È/US?§Ê/U ¬?Ê# ?§/UŸ? ??§ Á‹8 ©ìÊ ª??«U ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
P-II  !SAS-24-II! P
3
4. Which of the following best describes the role of the teacher in progressive education ?
(1) The teacher lets the children learn independently and does not interfere in their learning.
(2) The teacher is the primary source of knowledge and authority in the classroom.
(3) The teacher provides diverse materials for children to experiment and provides scaffolding
as and when required.
(4) The teacher is responsible for ensuring strict adherence to curriculum standards.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ‚ËpŸ? Œ?ÃÊ „Ò •ÊÒ/U ©Ÿ??§ ‚ËpŸ? ??¥ „SÃ?Ê?¬ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) Á‡Ê?Ê?§ ?§?ÊÊ ??¥ ôÊÊŸ •ÊÒ/U ¬?ÊÁœ?§Ê/U ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ò–
(3) Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ê? ¬?ÿÊ?ª ?§/UŸ? ??§ Á‹8 Á?Á?œ ‚Ê?ª?Ë ¬?ŒÊŸ ?§/UÃÊ „Ò •ÊÒ/U •Ê?‡ÿ?§ÃÊ ¬«?Ÿ? ¬/U •Ê‹ê’Ÿ ¬?ŒÊŸ ?§/UÃÊ
„Ò–
(4) Á‡Ê?Ê?§ ¬Ê?Køÿʸ ?ÊŸ?§Ê?¥ ?§Ê ?§«?Ê߸ ‚? ¬Ê‹Ÿ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 Á¡ê??ŒÊ/U „Ò–
5. According to Jean Piaget the ability to use symbols for symbols such as letting the letter X stand for
an unknown numeral develops during __________ and enables the children to learn _________.
(1) formal operational stage; conservation and seriation
(2) concrete  operational stage; algebra and calculus
(3) concrete operational stage; conservation and seriation
(4) formal operational stage; algebra and calculus
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U Áøã„Ê?¥ ??§ Á‹8 Áøã„Ê?¥ ?§Ê ¬?ÿÊ?ª ?§/UŸ? ?§Ë ?Ê?ÃÊ ¡Ò‚? Á?§ •?Ê/U X ?§Ê? •ôÊÊà •¥?§ ??§ Á‹8 ?ÊŸŸ? ?§Ë
?Ê?ÃÊ __________ ??§ ŒÊÒ/UÊŸ Á??§Á‚à „Ê?ÃË „Ò •ÊÒ/U Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? __________ ‚ËpŸ? ??¥ ‚?Ê? ’ŸÊÃË „Ò–
(1) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ; ‚¥/U?ÊáÊ •ÊÒ/U ??§?’hÃÊ
(2) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ; ’Ë¡ªÁáÊà •ÊÒ/U ªáÊŸÊ
(3) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ; ‚¥/U?ÊáÊ •ÊÒ/U ??§?’hÃÊ
(4) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ; ’Ë¡ªÁáÊà •ÊÒ/U ªáÊŸÊ
6. Which of the following is an example of a question that requires students to analyze information ?
(1) Who is the protagonist of “To Kill a Mockingbird”?
(2) What is the plot of the novel “To Kill a Mockingbird” ?
(3) What is the theme of the novel “To Kill a Mockingbird”?
(4) How does the author use symbolism in “To Kill a Mockingbird”?
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê 8?§ 8?‚? ¬?‡Ÿ ?§Ê ©ŒÊ„/UáÊ „Ò Á¡‚??¥ ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ?§Ê Á?‡‹?·áÊ ?§/UŸ? ?§Ë •Ê?‡ÿ?§ÃÊ „Ê?ÃË
„Ò?
(1) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ?§Ê ŸÊÿ?§ ?§ÊÒŸ „Ò?
(2) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ©¬ãÿÊ‚ ?§Ê ?§ÕÊŸ?§ ÄÿÊ „Ò?
(3) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ©¬ãÿÊ‚ ?§Ê Á?·ÿ ÄÿÊ „Ò?
(4) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ??¥ ‹?p?§ ¬?ÃË?§?ÊŒ ?§Ê ©¬ÿÊ?ª ?Ò§‚? ?§/UÃ? „Ò¥?
P-II  !SAS-24-II! P
4
7. Assertion (A) :
Students are more likely to do well and stay in school if they have emotional attachment to their
school and believe that they matter.
Reason (R) :
Emotions play a significant role in learning.
Choose the correct option :
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) —
¿UÊòÊÊ?¥ ??§ •ë¿UÊ ¬?Œ‡Ê¸Ÿ ?§/UŸ? •ÊÒ/U S?ͧ‹ ??¥ ’Ÿ? /U„Ÿ? ?§Ë •Áœ?§ ‚¥÷Ê?ŸÊ „Ò ÿÁŒ ©Ÿ?§Ê? •¬Ÿ? S?ͧ‹ ‚? ÷Ê?ŸÊà??§ ‹ªÊ? „Ò
•ÊÒ/U ?? ?ÊŸÃ? „Ò¥ Á?§ ©Ÿ?§Ê „Ê?ŸÊ ?ÊÿŸ? /UpÃÊ „Ò–
?§Ê/UáÊ (R) —
÷Ê?ŸÊ8° ‚ËpŸ? ??¥ ?„à?¬Íáʸ ÷ÍÁ??§Ê ÁŸ÷ÊÃË „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§ŸU (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
8. Asking Critical questions such as “how much and in what ways are various gender represented in
textbooks and media” would encourage :
(1) Discouraging gender role flexibility (2) Questioning gender stereotypes
(3) Strengthening gender constancy (4) Reinforcing gender identity
““¬Ê?K¬ÈSÃ?§Ê?¥ •ÊÒ/U ?ËÁ«UÿÊ ??¥ Á?Á÷ÛÊ ¡?¥«U/U ?§Ê ¬?ÁÃÁŸÁœà? Á?§ÃŸÊ •ÊÒ/U Á?§‚ Ã/UË??§ ‚? Á?§ÿÊ ¡ÊÃÊ „Ò”” ¡Ò‚? ?„à?¬Íáʸ ¬?‡Ÿ
¬Í¿UŸ? ‚? Á?§‚?§Ê? ¬?Ê?à‚Ê„Ÿ Á?‹?ªÊ?
(1) ¡?¥«U/U ÷ÍÁ??§Ê ?§Ë ŸêÿÃÊ ??§ „ÃÊ?à‚ÊÁ„à ?§Ê? (2) ¡?¥«U/U M§Á…?ÿÊ?¥ ¬/U ‚?Ê‹ ©?UÊŸÊ
(3) ¡?¥«U/U ÁSÕ/UÃÊ ?§Ê? ?¡’Íà ?§/UŸÊ (4) ¡?¥«U/U ¬„øÊŸ ?§Ê? ?¡’Íà ?§/UŸÊ
9. In order to address the individual differences among learners, a teacher should :
(1) implement a rigid and uniform curriculum for all learners
(2) acknowledge differences as abnormal and kind of deficit
(3) be indifferent towards individual differences
(4) consider differences as obvious feature of human diversity
Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ??§ ’Ëø vÿÁÄêà Á÷ÛÊÃÊ•Ê?¥ ?§Ê? ‚¥’Ê?ÁœÃ ?§/UŸ? ??§ Á‹8 8?§ Á‡Ê?Ê?§ ?§Ê? —
(1) ‚÷Ë Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 8?§ •Ÿêÿ •ÊÒ/U ‚?ÊŸ ¬Ê?˜Uÿ??§? ‹ÊªÍ ?§/UŸÊ øÊÁ„8
(2) ?Ã÷?ŒÊ?¥ ?§Ê? •‚Ê?Êãÿ •ÊÒ/U 8?§ ¬??§Ê/U ?§Ë ?§?Ë ??§ M§¬ ??¥ S?Ë?§Ê/U ?§/UŸÊ øÊÁ„8
(3) vÿÁÄêà Á÷ÛÊÃÊ•Ê?¥ ?§Ê? Ÿ$¡/U-•¥ŒÊ$¡ ?§/UŸÊ øÊÁ„8
(4) Á÷ÛÊÃÊ•Ê?¥ ?§Ê? ?ÊŸ? Á?Á?œÃÊ ?§Ë ¬?àÿ?Ê Á?‡Ê?·ÃÊ ??§ M§¬ ??¥ ?ÊŸŸÊ øÊÁ„8
Page 5


SAS-24-II
PAPER-II / ¬?‡Ÿ-¬òÊ-II
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 80 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 80 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the Answer Sheet.
4. The CODE for this Booklet is P.  Make sure that the CODE printed on
Side-2 of the Answer Sheet is the same as that on this Booklet.  Also ensure
that your T est Booklet No. and Answer Sheet No. are the same.  In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the T est Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics and Science (Q.Nos. 31-90)
Part-III :   Social Studies/Social Science (Q.Nos. 31-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Candidates have to do questions 31 to 90 EITHER from Part-II (Mathematics
and Science) OR from Part-III (Social Studies/Social Science) as filled by
the candidates in their online application form.
7. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of P Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
8. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
9. Rough work should be done only in the space provided in the T est Booklet
for the same.
10. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
1 1. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SAS-24-II!
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ ‹ªÊŸ? ??§ Á‹8
??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U P „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë ‚ÈÁŸÁ‡øà ?§/U
‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ
„Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§
?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà ? Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-III :  ‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ (¬?‡Ÿ ‚¥. 31-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ¬/UË?ÊÊÁÕ¸ÿÊ?¥ ?§Ê? ¬?‡Ÿ 31 ‚? 90 ÿÊ ÃÊ? ÷ʪ-II (ªÁáÊà ? Á?ôÊÊŸ) ÿÊ ÷ʪ-III
(‚Ê?ÊÁ¡?§ •äÿÿŸ/‚Ê?ÊÁ¡?§ Á?ôÊÊŸ) ‚? ?§/UŸ? „Ò¥–  ¡Ò‚Ê Á?§ ¬/UË?ÊÊÕ˸ Ÿ?
•¬Ÿ? •ÊÚŸ‹Êߟ •Ê??ŒŸ ¬òÊ ??¥ ÷/UÊ „Ò¥–
7. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ P ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
8. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
9. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
10. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
11. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
P
P-II  !SAS-24-II! P
2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos. 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Jean Piaget believed that knowledge is :
(1) a visible behavioural change that can be measured with reliability.
(2) constructed by the child rather than being passed passively from the environment.
(3) innate and given rather than acquired through interactions.
(4) co-constructed in interactions with more knowledgeable others.
¡ËŸ Á¬ÿÊ¡? ?§Ê ?ÊŸŸÊ ÕÊ Á?§ ôÊÊŸ „Ò —
(1) 8?§ ŒÎ‡ÿ vÿ?„Ê/U ¬Á/U?øŸ „Ò Á¡‚? Á?‡?‚ŸËÿÃÊ ??§ ‚ÊÕ ?Ê¬Ê ¡Ê ‚?§ÃÊ „Ò–
(2) ¬ÿʸ?/UáÊ ‚? ÁŸÁc??§ÿ M§¬ ‚? ¬ÊÁ/Uà „Ê?Ÿ? ??§ ’¡Êÿ ’ìÊ? mÊ/UÊ ÁŸÁ?¸Ã Á?§ÿÊ ¡ÊÃÊ „Ò–
(3) •¥Ã—Á??§ÿÊ•Ê?¥ ??§ ?Êäÿ? ‚? ¬?Ê# ?§/UŸ? ??§ ’¡Êÿ ¡ã?¡Êà •ÊÒ/U ÁŒÿÊ „È•Ê „Ê?ÃÊ „Ò–
(4) •Áœ?§ ¡ÊŸ?§Ê/U •ãÿ ‹Ê?ªÊ?¥ ??§ ‚ÊÕ ’ÊÃøËà ‚? ‚„-ÁŸÁ?¸Ã „Ê?ÃÊ „Ò–
2. Which of the following statements about adolescence is not correct ?
(1) Children across different cultures  usher in and experience adolescence in a similar manner.
(2) Adolescence is a social construction.
(3) Adolescence is generally considered to begin with puberty - the process that leads to sexual
maturity and the ability to reproduce.
(4) Adolescence is developmental transition between childhood and adulthood entailing physical,
cognitive and psychosocial changes.
Á?§‡ÊÊ?/UÊ?SÕÊ ??§ ’Ê/?U ??¥ ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò?
(1) Á?Á÷ÛÊ ‚¥S?ΧÁÃÿÊ?¥ ??§ ’ìÊ? 8?§ ‚?ÊŸ Ã/UË??§ ‚? Á?§‡ÊÊ?/UÊ?SÕÊ ??¥ ¬???‡Ê ?§/UÃ? „Ò¥ •ÊÒ/U ß‚? •ŸÈ÷? ?§/UÃ? „Ò¥–
(2) Á?§‡ÊÊ?/UÊ?SÕÊ 8?§ ‚Ê?ÊÁ¡?§ /UøŸÊ „Ò–
(3) Á?§‡ÊÊ?/UÊ?SÕÊ ?§Ê? •Ê?ÃÊÒ/U ¬/U ÿÊÒ?Ÿ ?§Ê? ‡ÊÈM§ ?§/UŸ? ??§ Á‹8 ?ÊŸÊ ¡ÊÃÊ „Ò - ÿ„  8?§ 8?‚Ë ¬?Á??§ÿÊ „Ò ¡Ê? ÿÊÒŸ ¬Á/U¬Ä?ÃÊ
•ÊÒ/U ¬ÈŸL§à¬ÊŒŸ ?§Ë ?Ê?ÃÊ ?§Ë •Ê?/U ‹? ¡ÊÃË „Ò–
(4) Á?§‡ÊÊ?/UÊ?SÕÊ ’ø¬Ÿ •ÊÒ/U ?ÿS?§ÃÊ ??§ ’Ëø Á??§Ê‚Êà??§ ‚¥??§?áÊ „Ò Á¡‚??¥ ‡ÊÊ/UËÁ/U?§, ‚¥ôÊÊŸÊà??§ •ÊÒ/U ?ŸÊ?‚Ê?ÊÁ¡?§
¬Á/U?øŸ „Ê?Ã? „Ò¥–
3. Which of the following describes a mastery goal orientation ?
(1) focus on avoiding failure or punishment for fear of humiliation.
(2) focus on achieving a certain level of performance for competing with others.
(3) focus on improving ones’ skills and understanding of a task.
(4) focus on achieving a high grade for receiving external rewards.
ÁŸêŸ ??¥ ‚? ?§ÊÒŸ ‚Ê 8?§ ?„Ê/Uà ‹?ÿ •Á÷Á?ãÿÊ‚ ?§Ê ?áʸŸ ?§/UÃÊ „Ò?
(1) •¬?ÊŸ ??§ «U/U ‚? •‚»§‹ÃÊ ÿÊ ‚¡Ê ‚? ’øŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(2) ŒÍ‚/UÊ?¥ ??§ ‚ÊÕ ¬?ÁÃS¬œÊ¸ ?§/UŸ? ??§ Á‹8 8?§ ÁŸÁ‡øà SÃ/U ??§ ¬?Œ‡Ê¸Ÿ ?§Ê? ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(3) Á?§‚Ë ?§Êÿ¸ ??§ Á‹8 •¬ŸË ?§Ê҇ʋ •ÊÒ/U ‚?¤Ê ?§Ê? ‚ÈœÊ/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
(4) ’Ê„/UË ¬È/US?§Ê/U ¬?Ê# ?§/UŸ? ??§ Á‹8 ©ìÊ ª??«U ¬?Ê# ?§/UŸ? ¬/U äÿÊŸ Œ?ŸÊ–
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4. Which of the following best describes the role of the teacher in progressive education ?
(1) The teacher lets the children learn independently and does not interfere in their learning.
(2) The teacher is the primary source of knowledge and authority in the classroom.
(3) The teacher provides diverse materials for children to experiment and provides scaffolding
as and when required.
(4) The teacher is responsible for ensuring strict adherence to curriculum standards.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ¬?ªÁÇÊË‹ Á‡Ê?ÊÊ ??¥ Á‡Ê?Ê?§ ?§Ë ÷ÍÁ??§Ê ?§Ê ‚’‚? •ë¿UÊ ?áʸŸ ?§/UÃÊ „Ò?
(1) Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ê? S?Ã¥òÊ M§¬ ‚? ‚ËpŸ? Œ?ÃÊ „Ò •ÊÒ/U ©Ÿ??§ ‚ËpŸ? ??¥ „SÃ?Ê?¬ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(2) Á‡Ê?Ê?§ ?§?ÊÊ ??¥ ôÊÊŸ •ÊÒ/U ¬?ÊÁœ?§Ê/U ?§Ê ¬?ÊÕÁ??§ dÊ?à „Ò–
(3) Á‡Ê?Ê?§ ’ìÊÊ?¥ ?§Ê? ¬?ÿÊ?ª ?§/UŸ? ??§ Á‹8 Á?Á?œ ‚Ê?ª?Ë ¬?ŒÊŸ ?§/UÃÊ „Ò •ÊÒ/U •Ê?‡ÿ?§ÃÊ ¬«?Ÿ? ¬/U •Ê‹ê’Ÿ ¬?ŒÊŸ ?§/UÃÊ
„Ò–
(4) Á‡Ê?Ê?§ ¬Ê?Køÿʸ ?ÊŸ?§Ê?¥ ?§Ê ?§«?Ê߸ ‚? ¬Ê‹Ÿ ‚ÈÁŸÁ‡øà ?§/UŸ? ??§ Á‹8 Á¡ê??ŒÊ/U „Ò–
5. According to Jean Piaget the ability to use symbols for symbols such as letting the letter X stand for
an unknown numeral develops during __________ and enables the children to learn _________.
(1) formal operational stage; conservation and seriation
(2) concrete  operational stage; algebra and calculus
(3) concrete operational stage; conservation and seriation
(4) formal operational stage; algebra and calculus
¡ËŸ Á¬ÿÊ¡? ??§ •ŸÈ‚Ê/U Áøã„Ê?¥ ??§ Á‹8 Áøã„Ê?¥ ?§Ê ¬?ÿÊ?ª ?§/UŸ? ?§Ë ?Ê?ÃÊ ¡Ò‚? Á?§ •?Ê/U X ?§Ê? •ôÊÊà •¥?§ ??§ Á‹8 ?ÊŸŸ? ?§Ë
?Ê?ÃÊ __________ ??§ ŒÊÒ/UÊŸ Á??§Á‚à „Ê?ÃË „Ò •ÊÒ/U Á?lÊÁÕ¸ÿÊ?¥ ?§Ê? __________ ‚ËpŸ? ??¥ ‚?Ê? ’ŸÊÃË „Ò–
(1) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ; ‚¥/U?ÊáÊ •ÊÒ/U ??§?’hÃÊ
(2) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ; ’Ë¡ªÁáÊà •ÊÒ/U ªáÊŸÊ
(3) ?Íø ‚¥Á??§ÿÊà??§ •?SÕÊ; ‚¥/U?ÊáÊ •ÊÒ/U ??§?’hÃÊ
(4) •ÊÒ¬øÊÁ/U?§ ‚¥Á??§ÿÊà??§ •?SÕÊ; ’Ë¡ªÁáÊà •ÊÒ/U ªáÊŸÊ
6. Which of the following is an example of a question that requires students to analyze information ?
(1) Who is the protagonist of “To Kill a Mockingbird”?
(2) What is the plot of the novel “To Kill a Mockingbird” ?
(3) What is the theme of the novel “To Kill a Mockingbird”?
(4) How does the author use symbolism in “To Kill a Mockingbird”?
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê 8?§ 8?‚? ¬?‡Ÿ ?§Ê ©ŒÊ„/UáÊ „Ò Á¡‚??¥ ¿UÊòÊÊ?¥ ?§Ê? ¡ÊŸ?§Ê/UË ?§Ê Á?‡‹?·áÊ ?§/UŸ? ?§Ë •Ê?‡ÿ?§ÃÊ „Ê?ÃË
„Ò?
(1) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ?§Ê ŸÊÿ?§ ?§ÊÒŸ „Ò?
(2) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ©¬ãÿÊ‚ ?§Ê ?§ÕÊŸ?§ ÄÿÊ „Ò?
(3) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ©¬ãÿÊ‚ ?§Ê Á?·ÿ ÄÿÊ „Ò?
(4) ““˜ÍU Á?§‹ 8 ?ÊÚÁ?¥§ª’«¸U”” ??¥ ‹?p?§ ¬?ÃË?§?ÊŒ ?§Ê ©¬ÿÊ?ª ?Ò§‚? ?§/UÃ? „Ò¥?
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7. Assertion (A) :
Students are more likely to do well and stay in school if they have emotional attachment to their
school and believe that they matter.
Reason (R) :
Emotions play a significant role in learning.
Choose the correct option :
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) —
¿UÊòÊÊ?¥ ??§ •ë¿UÊ ¬?Œ‡Ê¸Ÿ ?§/UŸ? •ÊÒ/U S?ͧ‹ ??¥ ’Ÿ? /U„Ÿ? ?§Ë •Áœ?§ ‚¥÷Ê?ŸÊ „Ò ÿÁŒ ©Ÿ?§Ê? •¬Ÿ? S?ͧ‹ ‚? ÷Ê?ŸÊà??§ ‹ªÊ? „Ò
•ÊÒ/U ?? ?ÊŸÃ? „Ò¥ Á?§ ©Ÿ?§Ê „Ê?ŸÊ ?ÊÿŸ? /UpÃÊ „Ò–
?§Ê/UáÊ (R) —
÷Ê?ŸÊ8° ‚ËpŸ? ??¥ ?„à?¬Íáʸ ÷ÍÁ??§Ê ÁŸ÷ÊÃË „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§ŸU (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
8. Asking Critical questions such as “how much and in what ways are various gender represented in
textbooks and media” would encourage :
(1) Discouraging gender role flexibility (2) Questioning gender stereotypes
(3) Strengthening gender constancy (4) Reinforcing gender identity
““¬Ê?K¬ÈSÃ?§Ê?¥ •ÊÒ/U ?ËÁ«UÿÊ ??¥ Á?Á÷ÛÊ ¡?¥«U/U ?§Ê ¬?ÁÃÁŸÁœà? Á?§ÃŸÊ •ÊÒ/U Á?§‚ Ã/UË??§ ‚? Á?§ÿÊ ¡ÊÃÊ „Ò”” ¡Ò‚? ?„à?¬Íáʸ ¬?‡Ÿ
¬Í¿UŸ? ‚? Á?§‚?§Ê? ¬?Ê?à‚Ê„Ÿ Á?‹?ªÊ?
(1) ¡?¥«U/U ÷ÍÁ??§Ê ?§Ë ŸêÿÃÊ ??§ „ÃÊ?à‚ÊÁ„à ?§Ê? (2) ¡?¥«U/U M§Á…?ÿÊ?¥ ¬/U ‚?Ê‹ ©?UÊŸÊ
(3) ¡?¥«U/U ÁSÕ/UÃÊ ?§Ê? ?¡’Íà ?§/UŸÊ (4) ¡?¥«U/U ¬„øÊŸ ?§Ê? ?¡’Íà ?§/UŸÊ
9. In order to address the individual differences among learners, a teacher should :
(1) implement a rigid and uniform curriculum for all learners
(2) acknowledge differences as abnormal and kind of deficit
(3) be indifferent towards individual differences
(4) consider differences as obvious feature of human diversity
Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ??§ ’Ëø vÿÁÄêà Á÷ÛÊÃÊ•Ê?¥ ?§Ê? ‚¥’Ê?ÁœÃ ?§/UŸ? ??§ Á‹8 8?§ Á‡Ê?Ê?§ ?§Ê? —
(1) ‚÷Ë Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 8?§ •Ÿêÿ •ÊÒ/U ‚?ÊŸ ¬Ê?˜Uÿ??§? ‹ÊªÍ ?§/UŸÊ øÊÁ„8
(2) ?Ã÷?ŒÊ?¥ ?§Ê? •‚Ê?Êãÿ •ÊÒ/U 8?§ ¬??§Ê/U ?§Ë ?§?Ë ??§ M§¬ ??¥ S?Ë?§Ê/U ?§/UŸÊ øÊÁ„8
(3) vÿÁÄêà Á÷ÛÊÃÊ•Ê?¥ ?§Ê? Ÿ$¡/U-•¥ŒÊ$¡ ?§/UŸÊ øÊÁ„8
(4) Á÷ÛÊÃÊ•Ê?¥ ?§Ê? ?ÊŸ? Á?Á?œÃÊ ?§Ë ¬?àÿ?Ê Á?‡Ê?·ÃÊ ??§ M§¬ ??¥ ?ÊŸŸÊ øÊÁ„8
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10. In a progressive classroom assessment is :
(1) Normative (2) Dynamic (3) Objective (4) Summative
8?§ ¬?ªÁÇÊË‹ ?§?ÊÊ ??¥ •Ê?§‹Ÿ _______
(1) ?ÊŸ?§ ‚¥ŒÁ÷¸Ã „Ê?ÃÊ „Ò– (2) ªÁÇÊË‹ „Ê?ÃÊ „Ò– (3) ?SÃÈÁŸc?U „Ê?ÃÊ „Ò– (4) ÿÊ?ªÊà??§ „Ê?ÃÊ „Ò–
11. Alok shows the following behaviours : Holds head in an awkward position when reading; squinting
and rubbing the eye frequently; redness/swelling of eyes; confusing letters.  These can be symptoms
of potential :
(1) Communication disorder (2) Visual problems
(3) Language comprehension problems (4) Autistic spectrum disorder
•Ê‹Ê??§ ÁŸêŸÁ‹Ápà vÿ?„Ê/U ÁŒpÊÃÊ „Ò — ¬…?Ã? ‚?ÿ Á‚/U ?§Ê? •¡Ë’ ÁSÕÁà ??¥ ¬?§«?ŸÊ; •Ê°p ?§Ê? ’Ê/U-’Ê/U ?Í¥ŒŸÊ •ÊÒ/U
/Uª«?ŸÊ; •Ê°pÊ?¥ ?§Ë ‹Ê‹Ë/‚Í¡Ÿ; •?Ê/ ¬„øÊŸ ??¥ ÷?Á?à „Ê?ŸÊU– ÿ„ Á?§‚??§ ‚¥÷ÊÁ?à ‹?ÊáÊ „Ê? ‚?§Ã? „Ò¥?
(1) ‚¥øÊ/U ‚¥’¥œË Á??§Ê/U (2) ŒÎÁC ‚¥’¥œË ‚?SÿÊ8°
(3) ÷Ê·Ê ?§Ë ‚?¤Ê ?§Ë ‚?SÿÊ (4) S?‹ËŸÃÊ Á??§Ê/U
12. Assertion (A) :
There is no objectively definable moment when a child enters middle childhood or adolescence.
Reason (R) :
Development is continuous in nature.
Choose the correct option.
(1) Both (A) and (R) are false.
(2) Both (A) and (R) are true and (R) is the correct explanation of (A).
(3) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(4) (A) is true but (R) is false.
•Á÷?§ÕŸ (A) —
?„ ?§Ê?߸ ©g?‡ÿÊà??§U ÁŸÁ‡øà ?ÊáÊ Ÿ„Ë¥ „Ê?ÃÊ ¡’ ?§Ê?߸ ’ìÊÊ ?äÿ ’ÊÀÿÊ?SÕÊ ÿÊ Á?§‡ÊÊ?/UÊ?SÕÊ ??¥ ¬???‡Ê ?§/UÃÊ „Ò–
?§Ê/UáÊ (R) —
Á??§Ê‚, ¬??ΧÁà ??¥ ÁŸ/¥UÃ/U „Ê?ÃÊ /U„ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥–
(1) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§ŸU (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
(4) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–