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

सही उत्तर है - "तिरोभाव" l
Key Points

• 'आविर्भाव’ का उपयुक्त विलोम शब्द है - 'तिरोभाव' l
  • आविर्भाव शब्द का अर्थ है - प्रकट होना l
  • तिरोभाव शब्द का अर्थ है - अदृश्य हो जाना, अदर्शन।
  • अन्य विकल्प :- प्रकटीकरण, उद्वेलन, समभाव - 'आविर्भाव' शब्द के उचित विलोम शब्द नहीं है l

Additional Information

• जो शब्द एक दूसरे के विपरीतार्थक हो, या उल्टा अर्थ बताते हैं, विलोम शब्द कहलाते हैं l
  • उदाहरण :- अच्छा – बुरा अंकुश – निरंकुश अकाल – सुकाल

'जीभ' का पर्यायवाची है- 'रसना'

• जीभ का अन्य पर्यायवाची शब्द - जिह्वा, रसज्ञा, चंचला।

Mistake Points

• वचन का पर्यायवाची शब्द - शब्द, वाक्य, वाणी, बोली, आश्वासन, वादा, प्रण, प्रतिज्ञा।
• ध्वनि का पर्यायवाची शब्द - नाद, रव, स्वर, ताल, आवाज।
• जीव का पर्यायवाची शब्द - रूह, प्राण, आत्मा, जीवात्मा।

Key Points

• जो शब्द समान अर्थ के कारण किसी दूसरे शब्द की जगह ले लेते हैं उन्हें पर्यायवाची शब्द कहते हैं।

Additional Informationकुछ महत्वपूर्ण पर्यायवाची शब्द:-

• सर्प - साँप, अहि, भुजंग, विषधर, व्याल, फणी, उरग, पन्नग, नाग।
• सिंह - शेर, वनराज, शार्दूल, मृगराज, व्याघ्र, पंचमुख, मृगेंद्र, केशरी, केहरी, केशी, महावीर।
• पक्षी - विहंग, विहग, खग, पखेरू, परिंदा, चिड़िया, शकुंत, अंडज, पतंग, द्विज।
• अश्व - घोड़ा, हय, तुरंग, वाजी, घोटक, सैंधव, तुरंग।
• मेघ - बादल, जलधर, पयोद, पयोधर, घन।
• इंद्र - पुरंदर, शक्र, शचिपति, सुरपति, देवराज, मघवा, देवेश
• कर्ण - सूर्यपुत्र, राधेय, कौन्तेय, अंगराज, सूतपुत्र।
• चंद्रमा - सुधाकर, शशांक, रजनीपति ,निशानाथ ,सुधांशु।

The seven key priorities listed in the Union Budget 2023-24 are Inclusive Development, Reaching the Last Mile, Infrastructure and Investment, Unleashing the Potential, Green Growth, Youth Power, and Financial Sector.

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

Hence, option B is correct.

A few social skills are described and listed here. These have to be sought after while teaching children along with the other objectives in class. 

Key Points

• Sharing space and equipment with others
• Waiting for one’s turn respecting others practised and achieved along with the teaching/practising motor skills
• Social skills “Follow rules and respect decision” may be practised when students frame the rules or understand them very well.
• Stay on task even in the absence of a teacher.
• Be the first person to congratulate the winners and thank everyone for giving you the game.
• Accept responsibility to bring/return equipment/stores; acts as a leader, follower official/umpire-to play a role.
• Take defeat and victory in a stride with calm.
• Appreciate good performance.
• Act safely but take reasonable risks

Important Points

• Observing how the child interacts with peers in team tasks or others is the most effective way to assess a child's social skills by the teacher.
• Intelligence tests or objective type tests would check the cognitive level of students rather than social skills.
• Observing the child when she solves the problems will give you insight into the child's understanding level or whether the learning objectives have been achieved.

Hence, Observing how the child interacts with peers in team tasks or others is the most effective way to assess a child's social skills by the teacher.

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

Teaching involves a practised activity, just like any other career. The teacher has the dual responsibility of imparting knowledge and eradicating any opposition to it through her instruction. Let's understand the three levels of teaching here in brief

Key Points 

Memory: At this stage, the objective of teaching is to impart information or knowledge to the learner. It is given by Professor Herbert

• This knowledge or information is factual in nature learned through memorization or rote learning.
• this stage aims at enabling the student to train memory faculty
• To retain the learning material in memory storage. 
• To reproduce and recognize the learned information, when required. 
• The teacher plays a very dominating, active and authoritarian role.
• The instructional material is delivered the teacher and the learner has to memorize it in a mechanical manner.

Understanding: It comes in between the memory level and reflective level. This stage teaching involves a moderate level thoughtful behaviour. It is a pre-requisite for the reflective level teaching-learning which requires the use of higher mental processes. It is given by Morrison.

• Here, the mental development of the learner is at higher level than that of memory level. 
• Classroom environment is more lively and encouraging as compared to that of the memory level teaching-learning.
• The learners are kindly to grasp and comprehend a wider range of contents, elements, facts, concepts as compared to their previous stage of learning.
• The new generalizations and principles are found and learned by using induction. The learner also tries to develop depth in between conceptual examples that are positive and those that are negative.
• Interest and attention of the learners is easily caught up as contents have their meaning and inter-relationships. 
• he teacher has to evaluate the ability to comprehend, grasp, analyze, synthesize, discriminate and generalize; and the insight to apply the generalized principle further.

Reflection: This level of teaching presents the highest level of teaching-learning activity. It is given by Hunt.

• It shows that reflective level teaching does not depend upon memorization, understanding of concepts and their application only.
• it demands the use of higher mental processes such as reasoning, thinking, imagination, analyzing concepts, ideas and thoughts; and other body of knowledge critically, and finding out the facts, revising and reviewing them to determine the reliability of facts.
• This could be done through retesting, revaluating the found out facts/results independently and to draw their own conclusions.
• Reflective level teaching provides opportunities of self-learning for the learner.
• All these activities involve the use of higher mental abilities.
• These abilities are there in the learner which he has acquired during the developmental stages of his personality.
• Instructional programmes make use of these abilities in teaching-learning situations and provide opportunities for their optimum development in the congenial environment of school. 

Therefore, it can be concluded that it is understanding level in which the student the chance to distinguish in depth between conceptual examples that are positive and those that are negative.

Classroom management is the organizational function that requires teachers to perform various tasks like planning, organizing, coordinating, directing, controlling, etc. Seeking the cooperation of students is the best tool for effective classroom management.

Key Points

•  Maintaining students' attention, motivation, and involvement is the goal of good classroom management.
• As a result, the emphasis is on activities that foster a positive, productive and enabling learning environment.
• Here, the students always create a problem in the class so it's better to assign them small projects to keep them engaged and try to learn new things.
• This will boost their creativity and thinking skills.
• The teacher will continuously monitor them for better learning.

Thus, it is concluded that Observe them continuously by assigning them small projects is a good effort.

A Learner is a person who is eager to learn something practical, theoretical, skilful activity, in the field of mental, physical, academic, social, or emotional levels. The learner can learn by themselves with the guidance of seniors and interacting with the environment but the curiosity and zeal to learn is the reason for learning takes place.

Key PointsLearner characteristics on the basis of thinking styles:

There are different thinking styles of learners, which are mentioned below.

Reflective thinkers:

• View new information with respect to the subject.
• Relate new information to past experiences.
• Always ask ‘why?’
• Examine their feelings about what they are learning.

Creative thinkers:

• Like to play with new information.
• Always ask ‘why?’
• Create their own solutions and shortcuts.

Practical thinkers:

• Always look for factual information.
• Seek the simplest and the most efficient way to do their work.
• Not satisfied until they know how to apply their new skills to their job or other interest.

Conceptual thinkers:

• Accept new information only after seeing the big picture.
• Want to know how things work, not just the final outcome.
• Learn the concepts that are presented but also want to know the related concepts that may not have been included.

Thus, the characteristics of a reflective thinking learner are:

1. Always ask ‘why?'

3. Relate new information to past experiences.

5. Examine their feelings about what they are 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.

Physically challenged children refer to children who are suffering from locomotor and neurological disabilities and these disabilities hinder them from living a normal life.

Key Points 

• It is the responsibility of a teacher never to demotivate the physically challenged children and always encourage them to take part in different learning activities.
• The teacher will sensitize adult students toward helping disabled children in performing tasks is appropriate as this statement acknowledges the presence of children with physical disabilities in the classroom and indicates that the teacher is taking steps to ensure that they receive appropriate support and assistance from their peers and adults.

Hence, we can conclude that the teacher will sensitize adult students toward helping disabled children perform tasks that would be most appropriate.

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.

National Education Policy (NEP) mentions various timelines for important themes and activities.

Key Points

• For training of teachers, NEP emphasizes continuous professional development (CPD) for improvement of skills of teachers and learning the latest innovations and advances in their professions through multiple modes, including in the form of local, regional, state, national, and international workshops as well as online teacher development modules.
• Each teacher is expected to participate in at least 50 hours of CPD opportunities every year for their own professional development, driven by their own interest, covering the latest pedagogies regarding foundational literacy and numeracy, formative and adaptive assessment of learning outcomes, competency-based learning, and related pedagogies, such as experiential learning, arts-integrated, sports-integrated, and storytelling-based approaches, etc.

Therefore, for continuous professional development and self-improvement, every teacher is supposed to at least devote 50 hrs every year.

Key PointsVarious factors affecting learning:

• Learning Environment: For education in school to be effective, the environment needs to be conducive to learning, allowing the pupils' space and time to interact with the learning and teaching process. Creating and maintaining stimulating learning environments can be achieved through effective classroom organisation, interactive and whole school displays and a climate of innovation.
• Learning and maturation: Maturation is related to the process of growth. It describes changes that are relatively independent of the environmental influence and are assumed to be closely related to the influence of heredity. Learning on the other hand is shaped primarily by an individual’s interaction with the immediate environment. For example, beginning to walk depends on the maturation of certain muscle groups and on increasing control over their movements (maturational developments).
• Readiness to learn: Mental readiness of the pupil is essential for learning. For example, in the case of language learning, it is not expected from a child to learn difficult words and sentences at an early stage of learning. Similarly for physical activities like typewriting, dancing etc. requires physical readiness of the pupil. Effective learning takes place when the pupil is ready to learn. Hence, to determine readiness, you need to have some knowledge of children’s emotional and intellectual development.
• Learning and Motivation: Motivation refers to the force originated or generated in the individual which sustains, directs and controls the activities of the pupil till the goal is achieved. There are two types of motivation- intrinsic motivation (motivation from inside) and extrinsic motivation (motivation from external rewards). 

Hence, stimulating learning environment can be created in the above-mentioned ways.

The curriculum is derived from the Latin word currere which means to run away.

• According to Crow and Crow, "The curriculum includes all the learners' experience in or outside school that is included in a program which has been devised to help him developmentally, emotionally, socially, spiritually and morally”.

Key Points Benefits of parents and community in the curriculum are:

• When parents and the community are involved in the development of the curriculum, the same curriculum becomes easy and interesting.
• When there is communication between parents and teachers, the rate of students absent in class decreases.
• The performance of students in academics is increasing.
• It helps to improve and regulate the behavior of children in the classroom.
• Community and parent involvement helps in creating curriculum and learning materials that reflect the daily lives of children in society.
• A good connection with the school lets parents understands the curriculum better.
• Parents' involvement leads to the success of the students.
• It helps to increase the confidence of students.
• Community participation in the curriculum helps to identify the problems and address them.
• Participation in the community leads to ensuring sustainability and helps to promote the education of girls.

Thus, it is concluded that both statements are correct.         

Both velocity and acceleration are in the downward direction. Thus, they will be considered negative as they are vectors and the upward direction is positive.

Animal feed includes: A. roughage, which is largely fibre,and B. concentrates,which are low in fibre and contains relatively high levels of proteins and other nutrients. Cattle balanced rations containing all nutrition in proportionate amount, besides such nutritions food material, certain feed additives containing micronutrients promote the health and milk output of dairy  animals.

Velocity acquired by the two bodies falling from rest through a distance his given as v = 

Given that :

Apparent weight is lessened by buoyancy, which occurs when an object is immersed in a fluid (a liquid or a gas). For example, an object immersed in water weighs less, according to a spring balance, than the same object in air. The apparent weight of a floating object is zero.

If a round, green seeded pea plant  is crossed with wrinkled, yellow seeded pea plant, the seeds produced in F1 generation are round and yellow.

Plaster of Paris is a popular material in sculpting and art due to its quick drying time. Artists appreciate the fact that it can be molded into various shapes and textures and dries rapidly, making it a convenient choice for creating intricate designs. This characteristic allows artists to work efficiently and bring their creative visions to life in a timely manner.

Intervarietal hybridization is the process in which parents involved in hybridization belong to the same species but different varieties. For example, crossing of two varieties of wheat or other crops. Interspecific hybrids are bred by mating two species, normally from within the same genus but different species.

Plasma, which constitutes 55% of blood fluid, is mostly water (92% by volume), and contains proteins, glucose, mineral ions, hormones, carbon dioxide (plasma being the main medium for excretory product transportation), and blood cells themselves.

Speed of sound = 344m/s. time taken to hear echo = 0.1s. 2×distance0.1s. 2×distance = speed×time. 2×d =344×0.1 = 34.4 m. d = 17.2m.

Statements (i), (ii) and (iii) are correct.

Natural resource is a gift of nature which is very useful to mankind.

Chlorenchyma and Aerenchyma
Chlorenchyma and aerenchyma are both modified or specialized types of plant tissue.
Chlorenchyma:
- Chlorenchyma is a type of parenchyma tissue that contains chloroplasts, which are responsible for photosynthesis.
- It is found primarily in the leaves of plants.
- Chlorenchyma cells are loosely packed with large intercellular spaces to allow for efficient gas exchange.
- The cells have thin cell walls and a large central vacuole.
- Chlorenchyma tissue provides support and participates in photosynthesis, producing energy-rich carbohydrates for the plant.
Aerenchyma:
- Aerenchyma is also a type of parenchyma tissue but with large air spaces.
- It is found in aquatic plants or plants growing in waterlogged soils.
- Aerenchyma tissue provides buoyancy to the plant and allows for the exchange of gases between the plant's roots and the surrounding water or soil.
- The large air spaces in aerenchyma tissue help in oxygen diffusion to the submerged plant parts, preventing suffocation.
- Aerenchyma tissue also aids in the transportation of nutrients and water within the plant.
Conclusion:
- Chlorenchyma and aerenchyma are both modified forms of parenchyma tissue with specific adaptations to fulfill different functions in plants.
- Chlorenchyma is involved in photosynthesis, while aerenchyma is important for aeration and buoyancy in aquatic plants.

The colloidal system constituting the liquid as the dispersed phase and the solid as the dispersion medium is known as gel. There are some sols that have a high concentration of dispersed solid and change spontaneously into semi solid form on cooling. These are known as gels and the process is known as gelatin