KVS TGT Math Mock Test - 10 - KVS PGT/TGT/PRT MCQ

Teetotaller means a person who never drinks alcohol.

The Green Revolution was launched in 1965-66, with the Philippines and Mexico serving as models. S. Swaminathan played a crucial role in bringing the High Yielding Varieties (HYV) developed by Norman Borlaug to India. The primary objectives were to manage food crises, achieve self-sufficiency in food production, modernize agriculture, and develop an agro-industry interface.

The Shanti Swarup Bhatnagar Prize for Science and Technology, also known as the Shanti Swarup Bhatnagar Award, is given for outstanding contributions to science. This prestigious award is presented annually by the Council of Scientific and Industrial Research (CSIR) to recognize Indian scientists for their exceptional and innovative research work in various scientific disciplines. The award aims to promote excellence in scientific research and encourage further advancements in the field of science and technology in India.

Jawaharlal Nehru, India's first Prime Minister, penned the illuminating book Discovery of India, providing a comprehensive perspective on the country's history, culture, and philosophy.

Five sessions were conducted during a critical period marked by communal riots and the partitioning of the country.

The greenhouse effect involves the trapping of heat by greenhouse gases like carbon dioxide, methane, and ozone.

The correct syntax in Excel is option A: `=IF(LogicalTest, TrueResult, FalseResult)`. Here's a detailed explanation:
IF Function in Excel:
The IF function in Excel is used to perform logical tests and return different values based on the result of the test. It follows the syntax: `=IF(LogicalTest, TrueResult, FalseResult)`, where:
- `LogicalTest` is the condition that is being evaluated.
- `TrueResult` is the value or expression that is returned if the logical test is true.
- `FalseResult` is the value or expression that is returned if the logical test is false.
Explanation of the Given Syntax:
The correct syntax in Excel is option A: `=IF(LogicalTest, TrueResult, FalseResult)`. Let's break it down:
- `IF`: This is the function name that indicates we are using the IF function in Excel.
- `LogicalTest`: This is the condition that is being evaluated. It can be a comparison, a formula, or any expression that returns a logical value (TRUE or FALSE).
- `TrueResult`: This is the value or expression that is returned if the logical test is true. It can be a number, text, formula, or reference to a cell or range.
- `FalseResult`: This is the value or expression that is returned if the logical test is false. It can also be a number, text, formula, or reference to a cell or range.
Incorrect Syntax:
Let's also explain why the other options are incorrect:
- Option B: `=IF(LogicalTest, (TrueResult, FalseResult)`: This syntax is incorrect because the TrueResult and FalseResult are enclosed in parentheses without separating them using a comma.
- Option C: `=IF(LogicalTest, TrueResult) (LogicalTest, FalseResult)`: This syntax is incorrect because it separates the TrueResult and FalseResult into separate IF functions without using the comma to separate the arguments within the IF function.
- Option D: `=IF(LogicalTest,True Result), IF (LogicalTest,   FalseResult)`: This syntax is incorrect because it separates the TrueResult and FalseResult into two separate IF functions, but there is an unnecessary comma in True Result and an unnecessary space before FalseResult.
Therefore, the correct syntax in Excel is option A: `=IF(LogicalTest, TrueResult, FalseResult)`.

B. F. Skinner experiments on operant conditioning won him worldwide fame. Skinner defined operant conditioning as the process of learning that elicits operant behaviour.  Operant conditioning can be defined as a principle of learning in which behavior is maintained or changed through its positive or negative consequences. The basic principles of operant conditioning are that when a behavior occurs and is followed by reinforcement, it is more likely to occur again in the future. 

Reinforcement is a major condition required for learning to take place. In the process of reinforcement, an organism/learner is presented with a particular stimulus (i.e. reinforcer) before and after it elicits desired responses. The organism will tend to repeat the responses for which reinforcement is given and to discontinue responses for which it is not. 

Reinforcements are broadly into two types:

• Positive and negative reinforcement:

1. As in classical conditioning, reinforcements can be positive and negative in operant conditioning also.
2. Positive reinforcers are those pleasurable consequences of behavior that make the behavior more probable. An example is praise from the teacher after being able to tell the square root of 169.
3. Negative reinforcers are those unpleasurable consequences of not producing the target behavior that makes the behavior more probable. For example, the teacher asks you the square root of 169 and looks with fiery eyes at you. He will continue to do it till you give the correct answer. By producing the desired response, you terminate the look - the negative reinforcer.

• Primary and secondary reinforcement:

1. Reinforcements may be primary – that is concerned with our basic needs. Or it can be secondary or conditioned, acquiring its reinforcement value only through association with the primary reinforcer.
2. Food is a primary reinforcer. But if you make me work for money or sweet words, you are using the secondary or conditioned reinforcer.
3. We can neither eat nor drink nor sleep money, yet we are all reinforced by money because of its symbolic value through association.

From the above, we can conclude that In Skinner’s theory, reinforcement is given to the learner when his response is 100% correct. 

Piaget’s views indicate that there is no knowledge that is pre-existing in the world such that it can be ‘taught to a child. Nor does knowledge comes innately (on its own) to the child. Knowledge develops when she acts in the world. His theory also helps in understanding how children ‘construct’ knowledge. Thus, it is also known as a theory in ‘Constructivism.

Key Points

Cognitive development is the process in which cognition (thinking) develops. It is the orderly development of mental and intellectual processes, like logical thinking, making sense of new ideas, solving the problem and the like, that takes place over a period of time.

Therefore teachers ideally would engage in- following for cognitive development in child- 

• facilitates learning by creating opportunities for the children to engage with the world around them and act on it, this enables children to make sense of the world around them and constructs knowledge.
• the teacher is visualized to be a facilitator of children’s learning. The main role of the teacher is understood as being enabling children to construct knowledge. 
• observing and engaging with children
• communicating with and relating to children
• understanding their socio-cultural contexts, their paces, styles of learning, and their interests
• developing in themselves the capacity for self-analysis, self-evaluation, adaptability, flexibility, creativity and innovation
• engage with subject content, examine disciplinary knowledge and social realities, relate subject matter with the social milieu of learners 

Here it is clear that according to the theory of cognitive development given by Piaget no because the teacher supports and facilitates the active explorations of the children this statement is not correct because the teacher supports and facilitates the active explorations of the children.

Important Points

 According to Piaget, there are four stages of cognitive development:

• Stage I - The Sensory-Motor Stage (birth to 2 years)
• Stage II - The Pre-Operational Stage (2 to 7 years)
• Stage III - The Concrete-Operational Stage (7 to 12 years) and
• Stage IV - The Formal Operational Stage

There are three different levels of teaching and teaching takes place at three levels progressively- memory level of teaching, understanding level of teaching, and reflective level of teaching. Teachers must keep in mind the developmental stage of the learners so that desired educational objectives can be achieved.

1. Memory level of teaching (MLT): Least thoughtful teaching

• It is the initial stage of teaching.
• It involves the habit of rote memorization. In such type of act, memory plays a key role.
• The teacher presents factual information before the learner. The learner tries to recall and memorize these facts with the least involvement of his/her thinking and reasoning power. It represents the involvement of the least thoughtful behavior.
• The evaluation includes oral, written, and essay-type examinations.

2. Understanding level of teaching (ULT): thoughtful teaching

• Understanding something is to perceive the meaning, grasp the idea, and comprehend the meaning.
• It focuses on the mastery of the subject.
• The teaching at the understanding level is of a higher quality than the one at the memory level.
• At this level of teaching, the teacher explains the student about the relationship between principles and facts and teaches them how these principles can be applied.
• The learner becomes more capable to think, present the facts in a more logical manner, analyze them properly, drawing inferences.
• The learner and the teacher are actively involved and protect personal interests and attitudes in this level of teaching.
• The evaluation includes both essay and objective type questions.

3. Reflective level of teaching (ULT): Most thoughtful level

• It is a problem-centric approach to teaching.
• Teaching at the reflective level represents the highest level of the teaching activities that can be carried out in the most thoughtful modes of operation providing the desirable quality of teaching situation and experience to the learner for utilizing and enhancing their cognitive abilities to the maximum.
• At this level, the student is made to face a real problematic situation. The student by understanding the situation and using his critical abilities succeeds in solving the problem.
• At this level, the emphasis is laid on identifying the problem, defining it, and finding a solution to it. The student’s original thinking and creative-abilities develop at this level.
• At this level, the learning environment is child-centric, where the learners have the authority to deal with the problem independently.
• The aim is to develop the reflective power of learners so that they can solve problems of their lives by reasoning, logic, and imagination and lead successful and happy lives.

Hence, At the reflective level of teaching the classroom environment is required to be sufficiently ‘open and independent’.

The correct answer is Memory level

We have different levels of teaching that are

1. Memory level of teaching
2. Understanding level
3. Reflective level.
4. Autonomous development level

Key Points

•  Memory level of teaching
  • It is the first and thoughtless level of teaching. It is concerned with memory or mental ability that exists in all living beings.
  • It is the lowest level of teaching.
  • At this level, the thinking ability does not play any role. students only cram the facts, information, formulas, and laws that are taught to them. the teaching is nothing but learning the subject matter by rote.
  • The main focus is laid on capturing and systematic presentation of ideas and information.

Additional Information

• Understanding level
  • The teaching at the understanding level is of a higher quality than the one at the memory level.
  • It is more useful and thoughtful from the point of view of mental capabilities.
  • At this level of teaching, the teacher explains the student the relationship between principles and facts and teach them how these principles can be applied.
  • The memory level teaching barrier is essential to be crossed for this level of teaching.
• Reflective level
  • The introspective level of teaching is also known as the reflective level.
  • This is the most advanced level of the teaching-learning method.
  • This is because teaching does not end until the students have grasped the idea.
  • This is a more advanced stage in which the learner advances one step further through the concept to comprehend the concept’s multiple dimensions
• Autonomous development level 
  • The is student-centered.
  • It is little or no leadership, direction, coercion, prescription, or imposition of student thought or behavior by a teacher to promote self-feelings leading to a sense of freedom
  • Autonomous learning is also called self-directed learning

​Hence we can conclude that the correct answer is memory level.

The term ‘interactivity’ is being used in different contexts. It can be said that, interactivity is the index of the control and the level of participation of the individuals in communication process and makes them accountable for their learning. It plays an essential part in constructivist learning.

Key PointsLet's understand more about this approach. The basic characteristics of constructivism, to which most constructivists agree, are:

• Knowledge is an active meaning making process, in which learners construct their own meaning. It is not something which is imposed by the teacher on the learner.
• Learners have their own ideas about a situation, which may be incomplete but they play an important role in building meaning and understanding the situation.
• Learner’s social and cultural background has its significant impact on learners’ ideas.
• Learners construct their knowledge through interaction, perception and experience.
• Active learning is a situation where children construct their knowledge by their active engagement in learning process. It is in contrast to objectivist, where knowledge was supplied by teacher or more learned person to a young learner or less knowledgeable person.
• Learning does not mean only passive receiving or acquiring of information or only listening.
• The teacher should understand that knowledge transmission is not knowledge creation.
• The teacher should provide a learning environment where learners actively create their meaning and develop their understanding through their active engagement in various contexts.
• A learning environment promoting participation, cooperation, collaboration for construction of knowledge is basically an active learning environment.
• There are strategies like simulations, role-playing, multimedia supported learning environments, games, intentional learning environments, storytelling, case studies, dialogues, scaffolding, learning by design, group cooperation, collaborative learning, etc., which promotes active learning. 

Therefore, it can be concluded that it is interactive role of the learners which encourages them to become more accountable for their own learning

When the NCF was not proposed, learning was a source of burden and stress on children and their parents. It was evidence of a deep distortion in educational aims and quality. To correct this distortion, the NCF proposes five guiding principles for curriculum development:

1. connecting knowledge to life outside the school;
2. ensuring that learning shifts away from rote methods;
3. enriching the curriculum so that it goes beyond textbooks;
4. making examinations more flexible and integrating them with classroom life; and
5. nurturing an overriding identity informed by caring concerns within the democratic polity of the country

Hence, we can conclude that Creating a conducive atmosphere is NOT a guiding principle for curriculum development proposed by NCF.

An exploratory survey method is an approach that looks at research issues that haven't been thoroughly investigated before.

Key Points

• The exploratory survey is qualitative which becomes useful in formulating hypotheses or testing hypotheses and theories.
• In this type of research, the assumption is that the researcher has little or no knowledge of the problem or situation under study or is unfamiliar with the structure of the group under study.
• It is a tentative and relatively unstructured investigation of a few people who are similar in many respects to those we intend to study as part of the main investigation. 
• It raises curiosity and stimulates the thinking of the learner and helps in identifying specific issues that may be worthy of inclusion in the study.
• It helps in understanding the way the concepts are understood differently by different people.

School self-evaluation builds on and develops the process of school development planning. It is a way of working that contributes to both the permanent and developmental sections of the school plan.

Key Points

• Through school self-evaluation, schools reflect on and review their day-to-day practices and their policies, with a particular focus on teaching and learning.
• It provides all schools, including DEIS schools, with an internal process for developing and progressing action planning for improvement.
• School self-evaluation involves reflective inquiry leading to action planning for improvement that is informed by evidence gathered within each school’s unique context.
• The process enables schools to use this evidence to identify meaningful and specific targets and actions for improvement that focus on teaching and learning practices and outcomes.
• It enables them to create and implement improvement plans, to measure their progress, and to identify their achievements. 

Hence, it is clear that through school self-evaluation, schools reflect on and review their day-to-day practices and their policies, with a particular focus on teaching and learning.

Additional Information

• School improvement is a system-wide application of behavioral science knowledge to the planned development and reinforcement of the school strategies, structures and processes for improving its effectiveness.
• A school development plan is a long-term plan aimed at improving teaching and learning at the school. The plan exhibits and highlights the main components that the school wants to improve and how those improvements are to be achieved.
• School External evaluations, in particular whole-school evaluations, take note of schools’ identified priorities and assess their teaching and learning practices.

Instructional leadership developed during the effective schools' movement of the 1980s. Conventionally understood, the headteacher was viewed as the source of educational expertise.

• Her role was to manage all the functions directly related to teaching and learning. Management discussions mostly related to regular school routines and activities with bearing on instruction which constituted the core of the headteacher's tasks.

Key Points

Leithwood and Duke (1999) examining research on the roles and responsibilities of school leaders identified the following distinct areas:

• Instructional: influencing the work of teachers in a way that will improve student achievement.
• Transformational: increasing the commitments and capacities of the school staff.
• Moral: influencing others by appealing to notions of right and wrong.
• Participative: involving other members of the school community.
• Contingent: adapting their behavior to fit the situation.

Hence, it is clear that 'It influences the work of teachers in a way that will improve student achievement.' is true in the context of instructional leadership.

Learning Disability is an umbrella term that encompasses a variety of specific kinds of learning problems. It arises from neurological differences in brain structures and functions which affects the way one receives and processes information.

Key Points

A Few of the Common Learning Disabilities:

1. Auditory Processing Disorder (APD): It is also known as Central Auditory Processing Disorder, which affects how sound travels unimpeded through the ear is processed and interpreted by children’s brain. Children with this disorder cannot recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. Children suffering from this disorder are unable to block out background noise or to tell where the sound is coming from.

• A student with APD may also have Language Processing Disorder (LPD), which is a specific type of APD in which students find it difficult to attach meaning to sound groups that form words, sentences and stories. These disorders can, in turn, affect expressive (what someone says) and receptive (understanding what was said) language as well. 

1. Dyslexia: It is a specific language-based learning disability that affects reading and related language-based processing skills. The severity of it can differ in each individual and can affect reading comprehension, decoding, fluency, word order, etc. It is sometimes referred to as a Language-based Learning Disability.
2. Nonverbal Learning disability (NVLD): A disorder characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Children having this disorder may struggle with interpreting non-verbal cues such as facial expressions or body language and may also have poor coordination.
3. Visual Motor/Visual Perceptual Deficit:  A disorder that affects the ability to perceive visually processed knowledge. It affects the understanding of information that a child sees. Such as the ability to draw or copy. It refers to a reduced ability to make sense of information taken in through the eyes.

Hence, as can be seen from the given points, Language Processing Disorder is a specific type of learning disability in which there is
difficulty attaching meaning to sound groups that form words, sentences and stories.

Inclusive Education is an approach to educating all children who are at risk for neglect in the education system. It expects that all learners learn together through access to common educational provisions.

• The crucial people in the system are the parents, community, teachers, administrators, and policymakers. All these people have to be supportive of the diverse needs of children. It should be seen as an experience rather than a problem. These children should be provided assistance in order to have effective learning.

Key Points

Types of disabilities:

• Gifted: Options for educating gifted children include early admission to school, acceleration, and enrichment of the curriculum. Some gifted children may have trouble in social adjustment and may also show emotional disturbances. They may also feel boredom with the regular curriculum. Giving them easy questions is not the preferred solution to their problem.
• Autism: This is characterized by sustained impairment in comprehending and responding to social cues, aberrant language development, and usage, and restricted, stereotypical behavioral patterns. Individuals with Autism vary widely in symptom expression, cognitive level, and adaptive abilities. The sudden change in the classroom environment may cause various types of issues.
• Dysgraphia: It is a type of disorder that is neurological and is characterized by problems in writing. It makes students unable to draw or write anything specific. Students cannot draw fine diagrams, hence, this technique is inefficient for them.
• Speech impairment: Speech impairments are characterized by difficulty in producing normal speech patterns. These disorders include speed sound disorders/articulation disorders, voice disorders, fluency disorders, etc. Showing patience and giving ample time to students to respond will helps the students to receive and express the sounds.

Hence, Speech impairment: Show patience and give ample time to respond is a correctly matched pair of appropriate accommodation strategy for inclusion of students with the specified disability

We know that sin 60 =√3/2 and cos 30 = √3/2.
Therefore , Sin 60/cos 30= (√3/2)/(√3/2) = 1

Using the result, HCF × LCM = Product of two natural numbers ⇒ the other number =  product of two no. = LCM *HCF
Let unknown no. = X
>> X * 27 = 9*459
X = 9*459/27
X = 153

So X= 

So option B is correct answer. 

Total number of balls in the bag=9+4+7=20 balls
No. of favourable outcomes=not getting blue ball= getting either the red ball or green ball=9+7=16
Probability of not getting blue ball = no. of favourable outcomes/total number of outcomes=16/20=4/5

Number of outcomes where sum is greater than 8

= 4 + 3 + 2 + 1

= 10

Probability that sum of two numbers is greater than 8

= 10/36

= 5/18

We have one and only even prime number which is 2. So no. of favourable outcomes= 0  and total no. of outcomes=17
Probability of getting 2 =0 this means that 2 cannot occur .

Side of a square circumscribing a circle of radius a cm = diameter of circle = 2a cm
∴ Perimeter of the square = 4 x 2a = 8a cm

2*2-k=-3*1(by putting the value of X and y)
4-k=-3
4+3=k
k=7

Mean = Mode + 3/2 [Median – Mode]
Mean= Mode+3/2 Median-3/2Mode
2 Mean=2 Mode+3 Median-3 Mode
3 Median=2 Mean + Mode
So C is the correct answer.

2ACB=AOB
ACB=40
CAB+ACB+ABC=180
CAB=180-70
CAB=110
since,OA=OB(radius)
OAB=OBA

AOB+OAB+OBA=180
2OBA=100
OBA=50

CAO=CAB-OBA=110-5O
CAO=60^o

60°+ QSR=180°[co interior angles]

QSR=120°

RFE=QSR

So,RFE=120°