KVS PGT Exam Physics Mock Test - 2 Free Online Test 2026

पीयूष शब्द दूध का पर्यायवाची है।

पीयूष

• पुल्लिंग
  • अमृत, सुधा।

दूध का पर्यायवाची शब्द-

• दुग्ध, गोरस, क्षीर, दोहज, पय, पीयूष, स्तन्य।

पीयूष के पर्यायवाची-

• अमिय, अमी, अमृत, सुधा, सोम
• आबेहयात, देवान्न, देवाहार, जीवनोदक।

जल के पर्यायवाची-

• वारि, पानी, नीर, सलिल, तोय, उदक
• अंबु, जीवन, पय, अमृत, मेघपुष्प।

घृत का पर्यायवाची-

• घी, अमृत, नवनीत।

हलाहल का पर्यायवाची

• गरल, कालकूट, माहुर, विष, जहर

सही उत्तर है - ‘अचल’।

• पृथ्वी का पर्यायवाची शब्द अचल नहीं होगा।
• अन्य विकल्प इला, अचला और अवनि पृथ्वी के पर्यायवाची शब्द है।

Key Points

• पृथ्वी के अन्य पर्यायवाची शब्द : महि, मेदिनी, धरा, रसा, वसुन्धरा, विकेशी, क्षमा, धरती, धरणी आदि।​
• अचल के पर्यायवाची शब्द : भूधर, महीधर, नगपति, शिखर, अद्री, तुंग, धरणीधर, पर्वत, पहाड़, गिरी आदि।

Additional Informationसमानार्थी शब्द:

• वे शब्द जिनका अर्थ एक समान होता हैं समानार्थी शब्द कहलाते हैं।
  समानर्थी शब्द को हम पर्यायवाची शब्द भी कहते है। ‘पर्याय’ का अर्थ है ‘समान’ तथा ‘वाची’ का अर्थ है ‘बोले जाने वाले’ अर्थात
  समान बोले जाने वाले शब्दों को हम पर्यायवाची शब्द या समानार्थी शब्द कहते है।

पर्यायवाची शब्द के उदाहरण :

• पत्नी- भार्या, दारा, अर्धांगनी, वामा, गृहिणी, बहू, वधू, कलत्र, प्राणप्रिया।
• दोस्त- बन्धु, मित्र, साथी, यार, सखा, हितैषी, अंतरंग।
• बसंत- ऋतुराज, ऋतुपति ,मधुमास ,कुसुमाकर।

• मुनि के पर्यायवाची शब्द - साधू, संत, मनीषी, महात्मा, ऋषि।
• मैना के पर्यायवाची - सारी, सारिका, त्रिलोचना, मधुरालाषा, कलहप्रिया।

Additional Information

Manganese is one of the important raw materials used for smelting iron ore.

Important Points

• Manganese is used for making alloys.
• It is used in manufacturing of enamel, dry cell batteries, plastics, chemicals and glasses.
• It requires almost 10 kg of manganese to manufacture one tonne of steel.
• Odisha is the largest producer of manganese in India with multiple mines located over the iron ore belt of India.
• Some of the major mines are Bonai, Kendujhar, Sundergarh, Gangpur, Koraput, Kalahandi, and Bolanger.
• After Odisha, Karnataka, Maharashtra, Telangana, Goa, and Jharkhand lies in the list of manganese producer in India.
• In 2000-2001, Odisha produced one-third of the country's total production.

Thus, we can conclude that Odisha is the largest producer of manganese.

The correct answer is Alauddin Khilji.

Key Points

• Alauddin Khilji:
  • Alauddin Khilji was the second ruler of the Khalji Dynasty.
  • He ruled from 1296 to1316.​
  • He conquered nearly the regions which include Gujrat, Chittor, Ranthambhor, Malwa, Ujjain, etc.
  • He acquires the title "Sikander-i-Sani".
  • He was the first Sultan to conquer South India.

Additional Information

• Iltutmish:
  • ​He was the real founder of the Delhi sultanate.
  • He ruled from 1211 to 1236 AD.
  • He introduces the Iqta system and made it hereditary.
• Babur:
  • ​He was the founder of the Mughal Empire in India.
  • He ruled from 1526 to 1530 AD.
  • Baburnama, also known as Tuzk-e Babri is the biography of Babur written by him.
  • Humayun was the son of Babur.

• Muhammad bin Tughluq:
  • ​Muhammad bin Tughluq was the Sultan of Delhi from 1325 to 1351.
  • He was the founder of the Tughluq dynasty.
  • He was proficient in many Indian languages.
  • He introduced the copper currency system.

The correct answer is Odisha.

Key Points

• The Tropic of Cancer is an imaginary line north from the Equator at an angle of 23.50 degrees.
• Tropic of Cancer passes through 16 countries, 3 continents, and 6 water bodies.
• It passes through 8 Indian states.
  

Additional Information

The logic follows here is:

(Number)2 : (Number)3 :: (Number)2 : (?)3

49 : 343

(7)2 : (7)3

Similarly,

121 : ?

(11)2 : (11)3 

121 : 1331

? = 1331

Hence, the correct answer is "1331".

The description is as follows:

Hence, ‘COW’ is the odd one out.

Planning for the effective use of ICTs in education necessitates understanding the potential of technology to meet different educational objectives and, consequently, deciding which of these objectives to pursue.

• This decision affects the choice of technologies and the modalities of use.

Key Points

Following are the four objectives that may be enhanced by ICTs:

1. expanding access to all levels of education;
2. improving the quality of education;
3. enhancing lifelong learning; and
4. facilitating nonformal education

Hence, we can conclude that all of the above are the objectives of ICT.

A school curriculum is a complete set of organized experiences in the school. It includes aims, objectives, teaching content, teaching strategies, and all teaching-learning aids to cater totality of students' experiences that occur in the educational process.

Key Points Area of curriculum includes both internal and external activities of a school. The school curriculum emphasizes upon:

• making learning an integrated process.
• nurturing learners' holistic development.
• improving the totality of students' experience.
• promoting inclusive education to all learners.
• providing ample opportunities for all-around development.

Hence, it could be concluded that curriculum is used to express the totality of the learning experiences that the pupil receives through manifold activities in the school.

Important Points

The sequential order of curriculum development:

• Assessment of needs.

• Formulation of objectives.

• Selection of texts/learning experiences.

• Evaluation of the curriculum.

Additional Information

• Syllabus:
  • It covers the list of topics and units to be covered while teaching a specific subject over a period of time.
  • It does not include co-curricular or any recreational activities.
• Lesson Plan:
  • It refers to the outline of the lesson prepared by the teacher to bring forward the lesson in a coherent way.
  • The lesson plan is to create an objective, that is, a statement of purpose for the whole lesson.

NEP 2020 recommends the use of the mother tongue or local language as the medium of instruction for foundational education.

Curriculum development is mainly concerned with the design of plans for actual teaching-learning situations.

• It is based upon broad goals and identifies ways to translate those goals into a coordinated and coherent program of learning experiences.

Key Points Curriculum components:

• Curriculum refers to the knowledge and skills students are expected to learn, which includes the learning standards they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.
• Curricula often include the following components, among others:

1. Guidance for teacher(s) using the curriculum;
2. A scope and sequence for each level that provides a big picture view of the curriculum and describes the instructional units to be taught: "This is a year at glance" so also called a year plan, where the institution or school heads give a plan for the whole sum of the curriculum.
3. Unit Plan: A series of instructional units that delve into more detail than the big picture overview in the scope and sequence; and
4. Lesson plan: Sequenced and coordinated lesson plans that make up instructional units.

Hence, it can be concluded that the year plan consists of the whole sum of the curriculum.

Failure may be thought of as the antithesis of success since it is the state or circumstance of failing to achieve a desired or intended goal.

Key Points Child is failed because:-

• Every child's needs are not met by the educational system.
• Teaching is not done in a meaningful way
• Proper guidance is not given to the child
• The interests of the child are not taken into consideration.

Hence, it is concluded that when the child fails, means system is failed.

The aim of Early Childhood Care and Education is to facilitate the optimum development of the child’s full potential and lay the foundation for all-around development and lifelong learning. While parents and home have the main responsibility for the welfare of the child, a strong partnership between the community and the ECCE centers is important for the well-being of the child and in achieving the following objectives.

Key Points

• A National Curricular and Pedagogical Framework for early childhood education for children up to the age of 8 will be developed by NCERT, in two parts, namely, a sub-framework for 0-3 years, and a sub-framework for 3-8 years.
• The overall aim of ECCE will be to attain optimal outcomes in the domains of physical and motor development, cognitive development, socio-emotional-ethical development, cultural/artistic development, and the development of communication and early language, literacy, and numeracy.
• Enable a sound foundation for the physical and motor development of each child- as per each child’s potential
• Imbibe good nutrition routines, health habits, hygiene practices, and self-help skills
• Enable children to effectively communicate and foster both receptive and expressive language
• Promote the development and integration of the senses
• Enhance the development of pro-social skills, social competence, and emotional well-being.
• Develop a sense of aesthetic appreciation and stimulate creative learning processes.

Thus, it is concluded that NCERT developed the National Curricular and Pedagogical Framework for ECCE.

Teaching Learning Materials (TLMs):

• These are a set of tools that facilitate learning by providing the required input that meets the objectives.
• It consists of a variety of resources that are used by a teacher to teach the concepts outlined in the curriculum, and by the learner in learning and deriving knowledge out of the course.

Universal Design of Learning is an educational framework that implies providing teaching-learning materials in accessible formats to diverse learners.

It is a dynamic side of education which benefit the learners by:

• planning the class curriculum effectively.

• developing a flexible learning environment.

• improving accessibility to ample opportunities.

• providing a variety of strategies and resources.

Note: Universal Humanistic Approach of teaching allows students for social personal development and gives importance to learner's thoughts, feelings, and emotions in overall development.

Hence, providing teaching-learning materials in accessible formats to the diverse learners implies Universal Design of Learning.

The triarchic theory of intelligence is also called the three forms of intelligence. Based on this theory, research on human intelligence take a more cognitive approach. 
Sternberg explained only three types of intelligence: Componential or analytical sub theory, Experiential or creative sub theory, and Contextual or practical sub theory. 
Hence, the correct answer is, 'Social.'

Mental health is a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.

Key Points 

Mentally healthy persons possess the following characteristics:

• Ability to adjust: This ability enables them to understand every new situation to adopt themselves and to adjust well. It also helps to develop interpersonal relationships and to deal positively with all.
• Capacity of self-evaluation: This ability makes them able to evaluate themselves from various perspectives.
• Self-confidence: This ability makes them able to accept and trust themselves and makes learners feel very confident in all areas.
• Emotional Maturity: This ability helps them to inform and communicate moral judgments and decisions.
• Critical thinking: This ability makes them able to analyze information with an objective perspective.
• Decision making: This is an ability that helps them to constructively take decisions by gathering relevant information.
• Acceptance of reality: This is the ability to understand reality and accept it accordingly.
• Problem-solving: This ability enables them to find constructive solutions to our problems in day-to-day life.

Hence, through mental health, a person can adjust very well.

 The word "Education" is derived from the Latin words "Educare" and "educere". Educare refers to "to bring up or "to nourish", whereas the word 'educere" means "to bring forth" or "to drag out". 

Key Points 

Non-formal education is an organized system of education that includes a centralized body for operating the system, programs offered to a variety of clientele groups, curriculum and its transaction process, evaluation, and certification. This type of education is provided through the distance education system. Distance Education, Open and Distance Learning, Online Education, etc. provide non-formal education. The non-formal education system is also called an alternative system of education. 

• In a Non-formal education system, there is flexibility in terms of time schedule, classes, duration of the program, examinations, etc.
• This in spirit fulfills the objectives of lifelong and continuous education.
• Non-formal education has certain goals and objectives of the programs.
• It offers learners learning experiences that it intends to provide to them.
• The non-formal education system is flexible in terms of completing an academic program. 
• Curriculums and courses of study are formulated keeping in view the learning needs of the learners.
• The non-formal education curriculum is mostly customized and individualized as it caters to the needs of out-of-school children as well as the persons who are already in different professions.
• The teaching-learning process is generally learner-oriented and flexible in nature.
• Assessment of learning outcomes is also carried out in non-formal education system
•  No need for regular classes, even the courses can be offered through the distance education system.
•  There is flexibility in the duration of the program and its completion.

Thus, it is concluded that "Correspondence learning”, “distance learning” and “open systems”, are a part of Non-formal education.

Additional Information 

International means the world, its countries, people, and system. International understanding means what we know and understand the people, systems, and other processes of the world and learn from them.

• International understanding is a feeling that the person is not only a member of a country but also of the world, this is a sense of world citizenship that enables individuals to hold a global perspective instead of a local or national perspective.

Objectives of International understanding are:

• To create brotherhood and peace.
• To prevent world wars.
• To promote human welfare.
• To maintain one's sovereignty, mutual understanding, and interdependence.
• International understanding is necessary to create a more humanistic environment in the field of education.

Key Points

The aims of education in promoting international understanding:

• The student's understanding largely depends on the competence of the education, knowledge, understanding, attitude, interest, critical thinking, and so on.
• Whatever satisfactory the curriculum and method may be unless the teachers have the adequate knowledge skills and sincerity for utilizing them, no objective can be achieved.
• Education imparts the facts and information about various nations or countries effectively. It can form suitable habits and create positive attitudes in students for the growth of internationalism.
• The education aims to evaluate the beliefs of the students and can modify them but can't force them to accept that belief.
• Accepting things forcefully and believing as it is, should not be the aim of education or teaching.
• The teacher should be imaginative and resourceful to make the best use of various occasions and opportunities in the schools for developing international understanding.
• Different co-curricular activities are to be organized by teachers for giving actual experiences in life situations.
• Dramatization, debate, discussion, exhibition, etc. on the theme will bring home the realities of world unity.
• So education should play an important role to eradicate poverty, ignorance, and prejudice among the people to promote the sense of "we feeling", brotherhood and cooperation.
• Above all awareness about the necessity of international peace and understanding in this Nuclear age.

Hence, we can say the education of international understanding does not focus on creating hatred about anything but aims at students' role as world citizens, creating brotherhood, peace, and justice for all equally.

Given:
Mass of each block, m=2 kg

Three identical blocks → Total mass, M =3m=6 kg

Pulling force, F=10.2 N

Surface is frictionless.

Since the force pulls all three blocks,

Only block C is being pulled by the tension in the string between B and C.

So using F = ma:

When any body or particle moves in circular orbit centripetal force acts on it and to move the object centripetal acceleration is necessary. So, when a satellite moves in circular orbit the centripetal acceleration is provided by the gravitational attraction of the earth.

Potential = high potential - low potential
so our high potential is 90V and low potential is 10V,
potential = 90-(-10)=100V

Radiation is the fastest mode of transfer of heat, because radiation travels at the speed of light, which is very quick. The slowest mode of transfer of heat is conduction because it takes place from particle to particle.

l=500sin(100πt)
⟹ω=100π
ω=2πf
⟹2πf=100π
f=50Hz
 

Charge: q=10 C

Distance: r = 8 cm = 0.08 m

Coulomb constant: k = 9 × 10⁹

^Formula: 

Area under F-t curve = change in momentum = 2 x (-2) + 1 x 4 = -4 + 4 = 0  

A cloth covers a table. Some dishes are kept on it. The cloth can be pulled out without dislodging the dishes from the table. This phenomenon can be seen when the cloth is pulled very quickly. It is explained by the principle of inertia, not by Newton's Third Law of Motion. Inertia is the tendency of an object to resist changes in its state of motion, which is why the dishes tend to stay in place when the cloth is pulled out quickly.

Explanation:Equal vectors are vectors that have the same magnitude and the same direction. Equal vectors may start at different positions.

Answer: Option C - 293 m.

Use v = √(2gh) for the speed after free fall. Here g = 9.8 m s^-2 and the free-fall distance is 50 m.

Substituting gives v = √(2 × 9.8 × 50) = √980 ≈ 31.305 m s^-1.

Let s be the distance from the parachute-opening point to the ground. With deceleration a = -2 m s^-2 and final speed at ground v_f = 3 m s^-1, apply v_f² = v² + 2 a s.

Substituting the numbers: 3² = 980 + 2(-2) s, so 9 = 980 - 4 s.

Therefore s = (980 - 9)/4 = 971/4 = 242.75 m.

Total height = free-fall distance + s = 50 + 242.75 = 292.75 ≈ 293 m. Hence option C is correct.