KVS PGT Physics Mock Test - 8 - KVS PGT/TGT/PRT MCQ

'Back to square one' means to come back to the point where something was initially started.  Option 3 is thus absolutely correct.
Example- After the failure of the machine prototype, the team was back to square one.

सही उत्तर "सामने" है।

• दिए गए विकल्पों में, 'सामने' शब्द 'समुच्चयबोधक अव्यय' नहीं है।
• 'सामने' शब्द 'सम्बन्धबोधक अव्यय' है।
• अन्य उदाहरण:

Key Points

• वे शब्द जिनमे लिंग, कारक, वचन, पुरुष आदि के कारण कोई विकार/ परिवर्तन उत्पन्न नहीं होता है, अव्यय शब्द कहलाते है।
• जैसे – आज, कब, इधर, किन्तु आदि।
• अव्यय के पांच भेद हैं –

सही उत्तर 'कारणवाचक' है।

Mistake Pointsसमुच्चयबोधक के भेद-

समुच्चयबोधक अव्यय के 2 भेद होते हैं- (i) समानाधिकरण, (ii) व्यधिकरण
व्यधिकरण के भेद

व्यधिकरण के 4 भेद होते हैं-

• (a) कारणवाचक/हेतुबोधक - क्योंकि, जोकि, इसलिए कि आदि।
• (b) उद्देश्यवाचक- कि, जो, ताकि, इसलिए कि आदि।
• (c) संकेतवाचक- जो-तो, यदि-तो, यद्यपि-तथापि, चाहे-परन्तु, कि आदि।
• (d) स्वरूपवाचक- कि, जो, अर्थात, याने, मानो आदि।

Key Points

• "वह लाचार है, क्योंकि वह अंधा है।" इस वाक्य में कारणवाचक अव्यय है।
• प्रस्तुत वाक्य में कारण बताया जा रहा है कि वह अँधा है इसलिए लाचार है।
• यहाँ 'क्योंकि' कारणवाचक अव्यय है।
• ऐसे शब्द जिसमें लिंग , वचन , पुरुष , कारक आदि के कारण कोई विकार नहीं आता अव्यय कहलाते हैं। यह सदैव अपरिवर्तित , अविकारी एवं अव्यय रहते हैं। इनका मूल रूप स्थिर रहता है , वह कभी बदलता नहीं है जैसे – इधर, किंतु, क्योंकि, जब, तक, इसलिए आदि।

Additional Information

अव्यय के चार भेद माने जाते हैं-

• क्रिया विशेषण
• संबंधबोधक
• समुच्चयबोधक
• विस्मयादिबोधक

Important Pointsअन्य विकल्प -

• संकेतवाचक - जो अव्यय संकेत या शर्त एक वाक्य में बताकर दूसरे वाक्य में उसका फल संकेतित करें, उन्हें संकेतवाचक कहते हैं।
• उदाहरण- मैं वहाँ इसलिए गया था ताकि पुस्तक ले आऊँ।
• परिणामवाचक - ऐसे अविकारी शब्द जो हमें क्रिया के क्रिया के परिमाण या उसकी मात्र, संख्या के बारे में बताते हैं वे शब्द परिमाणवाचक क्रियाविशेषण कहलाते हैं।
• जैसे: तुम्हे अधिक खाना चाहिए।
• संबंधवाचक - वे शब्द जो संज्ञा/सर्वनाम को अन्य संज्ञा/सर्वनाम के साथ संबंध का बोध कराते हैं उसे संबंधबोधक अव्यय कहते हैं।
• जैसे- किताबें टेबल पर हैं, उसके बिना मेरा काम नहीं चलता

The correct answer is Ethanol + Methanol​.

• Ethanol + Methanol​ is denatured alcohol.
• Denatured alcohol is ethanol that has additives to make it poisonous, bad-tasting, foul-smelling, or nauseating to discourage its recreational consumption.
• The term denatured alcohol refers to alcohol products adulterated with toxic and/or bad tasting additives (e.g., methanol, benzene, pyridine, castor oil, gasoline, isopropyl alcohol, and acetone), making it unsuitable for human consumption.
• The most common additive used is methanol (5–10%), giving rise to the term methylated spirits. Denatured alcohol is used as a lower-cost solvent or fuel for home-scale or industrial use.

Key Points

• Denatured alcohol is ethanol or grain alcohol that contains additional chemicals called denaturants that make it unfit for human consumption.
• Denatured alcohol is fine for some types of lab work and as an ingredient in certain products, but it's not safe to drink.
• Ethanol is an organic chemical compound. It is simple alcohol with the chemical formula C₂H₆O.
• Its formula can be also written as CH₃−CH₂−OH or C₂H₅OH and is often abbreviated as EtOH.

Additional Information

• Alcohol (ethanol or ethyl alcohol) is the ingredient found in beer, wine, and spirits that causes drunkenness.
• Alcohol is formed when yeast ferments (breaks down without oxygen) the sugars in different food. 

The correct answer is Todar Mal.

• As Akbar's finance minister, Raja Todar Mal has implemented a new revenue system called zabt, and a tax system called dahshala.
  • He took a careful survey of crop yields and cultivated prices for a ten-year 1570–1580 era. 
  • On this basis, the tax has been set in cash on each harvest.
  • Each province was divided into income circles with its own tax rates and an individual crop schedule.
  • There was a prevalence of this method where the Mughal administration could survey the land and keep careful records.

Important Points 

• The Akbar territory was divided into 15 Subahs for the revenue system, further subdivided into a total of 187 Sarkars across 15 subahs, and those 197 sarkars (sirkar) were subdivided into a total of 3367 Mahals or Pargana.

At the State level, the Council of Ministers is the executive body of the state that assists the Governor in the administration.

Important Points

The Council of Ministers consists of the Chief Minister and other ministers.

• The Chief Minister is appointed by the Governor while the other members of the council are appointed by the Governor on the advice of the Chief Minister.
• The Council of Ministers takes the policy decisions and advises the Governor on important issues.
• The council submits bills to the Assembly and initiates them.
• It gives directions to partner states and institutions of the community.
• It considers the budget of the community.
• It controls the finance of the state.
• It makes the rules and regulations for the staff.
• It submits the annual progress reports and makes the agenda of the meetings.
• It establishes the Sectorial Committees.

Thus, it is clear that the Governor appoints the Council of Ministers of a State. 

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 student's experiences that occur in the educational process.

• The Latin root explains 'Curriculum' as a comprehensive course of study to be undertaken by an educational institution and the Sanskrit equivalent emphasizes the sequence of content and processes to be followed.

Key Points 
Curriculum Implementation: 

• Implementation of the curriculum requires coordination among the various activities related to it.
• Implementation would be effective if the infrastructure facilities are adequate, teaching-learning material is provided and teachers are trained.
• It demands unanimity in thought and action on the part of the educational planners and administrators. 
• For curriculum implementation to be meaningful, the physical infrastructure in schools and trained teachers should be available as per requirement.
• Teachers determine to a large extent how the curriculum is executed in the classroom. Their role is defined in respect of curriculum transaction and evaluation.
• It is believed that teaching-learning would be more effective if the teacher is involved in the process of curriculum development.

Thus, it may be argued from the preceding that teachers, resources, and schools influence curriculum implementation, but the media does not.

Important Points 
Implementation involves the following activities: 

• Development of syllabus
• Preparation of textbooks
• Development of student support materials 
• Orientation and training of teachers and administrative staff.

Peer assessment is a set of activities through which individuals make judgments about the work of others. It provides a structured learning process for students to critique and provide feedback to each other on their work.

Key Points

• Peer assessment help students by organizing their learning by talking and interacting with their classmates.
• Learn how to give and receive constructive, specific feedback based on clear criteria.
• Empower students to take responsibility for and manage their own learning. 
• Enable students to learn to assess and give others constructive feedback to develop lifelong assessment skills. 
•  It helps students develop lifelong skills in assessing and providing feedback to others, and also equips them with skills to self-assess and improve their own work.
• Enhance students' learning through knowledge diffusion and exchange of ideas. 
• Motivate students to engage with course material more deeply. 

Thus, it is concluded that the peer assessment help students by organizing their learning by talking and interacting with their classmates, and learning how to give and receive constructive, specific feedback based on clear criteria.

The first six years of life are critical years of human life since the rate of development in these years is more rapid than at any other stage of development. Early Childhood Care and Education (ECCE) makes a positive contribution to children’s long-term development and learning by facilitating an enabling and stimulating environment in these foundation stages of lifelong learning. 

Important Points

• The National ECCE Policy visualizes nurturance and promotion of holistic development and active learning capacity of all children below 6 years of age by promoting free, universal, inclusive, equitable, joyful, and contextualized opportunities for laying the foundation and attaining full potential.
• The vision for an Indian child reflects our beliefs about children and childhood and what is possible and desirable for human life at the individual and societal levels. While putting forward a shared image of a child, full of potential, it is accepted that children differ in their strengths and capabilities, there is diversity in views about childhood and children, and that not all children have the same opportunities to develop their potential. 
• It views children as happy, healthy, and confident; each child with a unique identity, grounded in their individual strengths and capacities; and with respect for their unique social, linguistic, and cultural heritage and diversity.

Thus, it is concluded that the ‘National Early Childhood Care and Education (ECCE) Policy aims to promote optimal development and active learning capacity of children below six years of age.

This Framework is firmly focussed on the needs of the child and should lead to improved child care and a developmentally appropriate environment for children, leading to a positive impact on the quality of learning and increased attainment of learning outcomes for children participating in ECCE programs. 

Important Points

The National ECCE Curriculum Framework comprises broadly three sections.

• Section I consists of an introduction, vision for an Indian child, rationale, and theoretical foundation for ECCE. The objectives of early childhood education; pedagogical bases and principles of early learning are laid out.
• Section II comprises details of the goals for different domains of development, i.e. physical, language, cognitive, socio-emotional, and creative and aesthetic appreciation, to be fostered to ensure holistic development of children under six years. It comprises suggested developmentally appropriate practices for different age groups.
• Section III focuses on implementation details such as principles of program planning, stages of program planning, the role of parents and caregivers/ECCE teachers, essential play materials and assessment procedure, etc. 

Hence, we can conclude that the National ECCE Curriculum Framework comprises broadly three sections.

The term ECCE comprises of three key terms:- ‘Early Childhood’, ‘Care’, and ‘Education’. Early childhood is the period from birth to six years. The importance of ECCE has been recognized globally as well. It started in 1989 with the 'United Nations Convention on the Rights of the Child' (UNCRC) which is an international agreement for child rights. It intended to protect and promote the wellbeing of children in terms of their survival, health, education and protection.

Key Points The 'World Conference on Education for All' held in Jomtien, Thailand in 1990 emphasized that ‘learning begins at birth’ and promoted early care and education as a must that needs to be provided through the involvement of families and communities. 

• In addition, the 'World Education Forum' held in Dakar, Senegal in April 2000 also reiterated the importance of ECCE. It reaffirmed that education is a fundamental human right, and set objectives for achieving 'Education For All' (EFA) goals to ensure basic education for all children.
• 'World Education Forum' held in 2015 at Incheon, Republic of Korea, set up the goal for sustainable development recognizing the important role of education as a main driver of development by 2030. The Sustainable Development Goal 4 targets that, “by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education, so that they are ready for primary education”.

Hence, we conclude that for the first time, in the global context, the ECCE got recognition with ​United Nations Convention on the Rights of the Child.

Development is the change brought up by the process of learning and maturation. It is the product of both heredity and the environment of an individual.

• It includes all the qualitative changes in an individual over a period of time by the process of learning and maturation.
• It refers to the overall changes in an individual in various dimensions- physical, mental, social, emotional, and so on.

Key Points

The changes brought up by the process of development and growth in an individual tend to follow some well-defined principles. These are known as the principles of development and growth.

• Development is cumulative: The children will go through the same stages of development in the same order but not with the same speed because of the existence of individual differences. In the development of learning a language first the children will develop the listening skills and then the speaking skills. But some children will develop listening skills faster than others because of individual differences and only after that, they will acquire speaking skills in the same order as others. Hence, development is cumulative.
• Principle of continuity: It starts from the womb and continues till death. It is a continuous life-long process.
• The rate of growth and development is not uniform: It proceeds more rapidly in the early years of life but slows down in the later years of childhood and again there is a sudden rise in the speed of growth and development during puberty but it is not maintained for a long time.
• Principle of individual differences: Each individual grows at his own unique pace because of the wide individual differences that exist among the children with respect to their growth and development.
• Uniformity of pattern: The development does not proceed at a uniform rate but it does follow a definite sequence or pattern and is somewhat uniform i.e., the child learns saying "papa" to greet every man he meets, but it's only afterwards he uses it for his father only. Hence, it follows a pattern.
• Development proceeds from general to specific responses: The child's responses are of the general sort before they become specific. The general activity precedes the specific activity i.e., the Child moves his hands first randomly and then starts using his fingers specifically and takes complete control of his hand movements.
• Principle of integration: Some specific responses or part movements are combined in the later process of learning or development to form a whole. It is the integration of parts to the whole and its parts as well as the specific and general responses that make a child develop satisfactorily in the various dimensions of his growth and development.
• Principle of interrelation: The growth and development in various dimensions like social, mental, physical, emotional, etc. are related to each other and interdependent. The growth and development in any one dimension affect the growth and development of the child in other dimensions as well.
• Development is predictable: By studying the present rate of growth and development of a child we can predict the range within which his mature development is going to fall.
• Principle of developmental direction: The development is cephalic caudal (in the direction of the longitudinal axis, head to foot) and as well as proximodistal (proceeds from the centre to the periphery, inward to outward, control of large muscles first then smaller ones). The control over the finger comes after the control of arm and hand is an example of proximodistal tendency.
• Development is spiral, not linear: The child does not develop at a constant pace but he makes advancement on stage and then takes a rest in the following period to consolidate his development. So, he turns back and then moves forward again like a spiral. 
• Growth and development is a joint product of both heredity and environment: Both heredity and environment directly or indirectly influence the process of growth and development in any dimension at all times.

Hence, we conclude that development is cumulative.

Psychomotor activity is defined as motor/physical activity that is secondary to or dependent on a psychic component and is mostly non-goal-directed.

• It refers to the function of muscles and the origination of movements in the body under the conscious control of mental activity. It is demonstrated by motor skills such as movement, coordination, manipulation, dexterity, grace, strength, and speed. 

Key Points

•  As children grow from infancy into middle childhood, they gain better control over her large or gross muscles, which enables her to control gross movements, involving large areas of the body, e.g. walking, running, jumping, etc.
• Later, the child gains control over her smaller muscles, which enables her to obtain skills such as throwing and catching balls, writing, sewing, etc.
• A child will therefore walk before she can run, throw the ball before she is able to catch it, and scribble before she is able to write.

Hint

• Thinking is the mental process of manipulating information to draw a conclusion or to generate ideas.
• It is a higher cognitive function that allows beings to produce thought and works as a base for all cognitive activities or processes.

Hence, it becomes clear that 'Thinking' is not a psycho-motor activity.

Lev Vygotsky is a Russian Psychologist who proposed the theory of Socio-cultural development. In this theory, Vygotsky emphasizes the role of society and culture in the development of the child. According to him, there are three main needs for the development of the child and these are- Social interaction, Culture, and Language.

Key PointsVygotsky also proposed three basic needs of students during learning, these are: ZPD (zone of proximal development), Scaffolding, MKO (more knowledgeable others)

• Scaffolding: Scaffolding is the term, given by Vygotsky, in which he proposed that the temporary help given by the teachers, family, friends, etc. to the children in his learning. 
• Thus we can conclude that according to Vygotsky, scaffold children’s thinking is a primary role of the teacher.

Important Points

• ZPD (zone of proximal development):  The difference between the learning of a child by self and the learning of a child with the help of others(society, culture, etc).
• MKO (more knowledgeable others)- Vygotsky defined the “More Knowledgeable Other” (MKO) as anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept, or process. MKO could be teachers, parents, tutors, and even peers.

Hint

•  Learning should not be based on memorization. Memorization makes negative impact on student's learning.

Additional Information  According to Vygotsky, there are three main factors that affect the learning of the child and these are- Social interaction, Culture, and Language:

• Social interaction: ​​Children try to interact with people.
  • Example: Peer groups, family members, etc.
• Culture: ​Children adopt the culture by interaction. 
• Language: Children can easily intimate their primary language through interaction or communication.

The force acting on this line is proportional to the length of this line. If l is the length of imaginary line and F the total force on either side of the line then,
F∝l
⇒ F=Sl
Or, surface tension, S=force/length
From this expression, Surface tension can be defined as the force acting per unit length of an imaginary line drawn on the liquid surface, the direction of force being perpendicular to this line and tangential to the liquid surface.it is denoted by S and it is a scalar quantity. 

Correct Answer :- C

Explanation : Magnetic Moment = Magnetization × Volume

Side of cube = 20 cm

= 0.2 m

= 500 × 0.2 × 0.2 × 0.2

= 4Am²

• A physical quantity is a physical property of a phenomenon, body, or substance, that can be quantified by measurement.
• A physical quantity can be expressed as the combination of a magnitude expressed by a number – usually a real number – and a unit.
• All these given above can be expressed as explained so these are physical quantity.

The work done by a conservative force is equal to zero when the force is applied perpendicular to the displacement. In this case, the force acts against the direction of motion, resulting in negative work done. As conservative forces are path-independent, the negative work done cancels out the positive work done in other parts of the path, resulting in a net work of zero.

Weight of the block is 20N thus maximum friction that can act is 0.4 x 20 = 8N
But as the external force acting, F = 2.8N < 8N,
We get f = F = 2.8N

Since the opening or closing the switch does not affect the current through G, it means that in both the cases there is no current passing through S. Thus potential at A is equal to potential at B and it is the case of balanced wheatstone bridge..

I_P = I_Q and I_R = I_G

Angular momentum is conserved.
I1w1 = I2w2
I2 = (2/5)I1
I1(40) = (2/5)I1w2
w2 = 100 rpm

Potential energy of a spring is proportional to the square of the difference of the springs length and its original length, hence whether it is compressed or stretched the potential the potential energy will eventually increase only.

Magnification in microscope is  m=− lD/f₀​​f_e
where, l is length of tube and D is least distance for clear vision
f_0​ is focal length of objective
fe​ is the focal length of the eyepiece.
So, as l increases m increases.
Hence, the magnifying power of a microscope increases with increase in tube length.
 

Case 1 : Magnetic field at M due to PQ and QR is

Case 2 : When wire QS is joined.
H₂ = (Magnetic field at M due to PQ) + (magnetic field at M due to QR) + (Magnetic field at M due to QS)

NOTE : The magnetic field due to an infinitely long wire carrying current at a distance R from the end point is half that at a distance R from the middle point.

From the Question,

• Emf (E) = 2 V

• Internal Resistance (r) = 0.2 Ω

• Resistance (R) = 7.4 Ω

Three cells of 2V and 0.2 each are connected in series.

Consider two cells connected to each other.

The total potential difference would be :

Total Potential Difference in a cell is given as :

V=E-IR

Thus,

⇒E-Ir=E1-Ir₁+E₂+Ir₂

⇒E_eq=E₁+E₂ and r_eq=r₁+r₂

Therefore,

For three cells each of emf 2V,

E=2+2+2=6V

For three cells with internal resistance 0.2 Ω,

R=.02+.02+.02=0.6 Ω

We know that,

I=E/r+R

Implies,

 I=6/0.6+7.4

I=6/8

 I=0.75A

On smooth inclined plane:
Acceleration of the body = g sin θ If s be the distance travelled, then

Beyond the elastic limit, if still some force is applied to the body, at first the body deforms completely and when it can’t deform more, it starts to break into pieces. Now when the plastic range is small, on less extent of applied external force the body would break. And we know such objects are called brittle.