Uttarakhand D.El.Ed Mock Test - 9 - UTET MCQ

Alfred Wegener proposed the theory of Continental Drift, which later contributed to the development of the theory of Plate Tectonics.

Somatotrophin is produced by the anterior pituitary. It is a peptide hormone that induces growth, cell reproduction and regeneration. 

By the relation in different temperature scales 

(C-0)/5=(F-32)/9=(K-273)/5=(R-0)/4 

We can calculate that temperature which differ by 10° on the Fahrenheit scale. 

The Uttarakhand government plans to provide a fixed honorarium of Rs 80 for each destitute bovine adopted by residents. This initiative aims to encourage the care and shelter of abandoned animals, addressing both animal welfare and public health concerns in the state.

On the basis of above given question , we can see that
The mirror image always be opposite the original image across the given line. It will become opposite to the given line .As shown in figure .
Hence , option A is required answer .

From the common explanation, we can see that O is in south west direction with respect to E.
Hence, Option A is correct.
Common Explanation:
References:
E is 12cm north of M, which is 10cm to the west of T.
Z is 10cm east of T.
O is 20cm west of N, which is 5cm south of T.
S is to the north of Z.
H is to the south of Z.
N is to the west of H.
S is to the east of E.
Inferences:
From the above statement, we get the final figure below:

To find out how far Jenny is from her original point, we will break down her journey step by step:

1. North: Jenny walks 2.5 km north.
2. West: She turns and walks 2 km west.
3. South: She turns again and walks 1.5 km south.
4. East: Finally, she turns and walks 2 km east.

Now, let's analyze her final position relative to the start:

• North-South movement: Jenny initially walked 2.5 km north, then 1.5 km south, resulting in a net movement of 2.5 − 1.5 = 1.0 km north.
• East-West movement: She walked 2 km west and then 2 km east. This means she ended up exactly where she started in terms of east-west movement, as these cancel each other out.

So, Jenny's final position is 1.0 km north of her starting point. Thus, she is: D: 1 km

Following the common explanation, we get “C scored 28 runs in the match”.
Hence option D is correct.
Final arrangement:

Common explanation:
References:
1. Runs of B are more than 28.
2. F scored more runs than B.
3. The difference between the score of B and G is 6.
4. The score of A is not a multiple of 4.
5. C scored 16 runs more than D.
Inferences:
From the above references, we get the following arrangement:

From the following common explanation, we can conclude that four persons live below K, who lives three floors below J.
Hence, option D is correct.
Final Arrangement:

Common Explanation:
References:
K lives on the 5^th floor.
J lives three floors above K.
One person lives between Q and J.
Q lives three floors above I.
Inferences:
From the above references, we get the following cases:

References:
One person lives between J and N.
The number of persons living between Q and K is equal to the number of persons living between N and S.
S doesn’t live on a perfect square-numbered floor.
Inferences: 
From the above references we get the following arrangement:

References:
One person lives between I and H.
The number of persons living below H is equal to the number of persons living above S.
The number of persons living between I and N is one less than the number of persons living below J.
Inferences:
From the above references, case 2 gets eliminated because the number of persons living below H is equal to the number of persons living above S.
So, the final arrangement:

Given Statements:

I. No F is N.

II. All N are L.

The least possible Venn diagram for the given statement is:

Conclusions:

I. All F are L - False (Because, All N are L and no F is N, so those part of N that is L will be definitely not F).

II. All N are F - False (Because, No F is N).

III. Some L are N - True (Because, All N are L so, some L are N is definitely true).

So, Only conclusion III follows.

Hence, the correct answer is "Option 2".

Checking → statement I:

References:

Point A is 3km north of library.

Point C is 3km North of Point B.

Point D is 3km East of point C.

Inferences:

From the above references, we can conclude that instruction about college is missing in statement I.

So, we can’t determine the direction between library and college.

Thus, statement I alone is not sufficient to answer the question

Checking → Statement II:

References:

College is 7km North of point F.

Point D is 6km North of point E.

Library is 7km west of point E.

Point F is 4km East of point E.

Inferences:

From the above references, we can conclude the following.

We can conclude that library is to the South West direction with respect to college.

Thus, statement II alone is sufficient to answer the question.

Hence, option B is correct.

A woman shall draw water from a 'well' but a 'well' is called 'island' . So, the woman will draw water from an 'island'.

Hence, option B is correct.

J may have two son one daughter or one son two daughter.

We can split the sequence into two alternating patterns:

1. First pattern (Z, W, T, Q, ?):

   • Z (26th letter), W (23rd letter), T (20th letter), Q (17th letter).
   • The pattern is decreasing by 3 letters each time.
   • Following this pattern, the next letter after Q (17th) is N (14th letter).

2. Second pattern (S, O, K, G, ?):

   • S (19th letter), O (15th letter), K (11th letter), G (7th letter).
   • The pattern is decreasing by 4 letters each time.
   • Following this pattern, the next letter after G (7th) is C (3rd letter).

Thus, the missing terms are N and C.

The correct answer is A: N, C.

Outer diameter = do = 4.5 cm 
Inner diameter = di = 4 cm 


Weight of the pipe  

= 187 gm

Intelligence is the ability to acquire new skills and use the existing knowledge to complete a task or deal with a situation.
Key Points
Spatial intelligence: Spatial intelligence would be most used when trying to navigate through traffic. This intelligence is related to one’s ability to manipulate and use visual images or mental images. Navigators, pilots, architects, and painters have high spatial intelligence.
Additional Information
​Naturalistic intelligence: Naturalistic intelligence is the ability to recognize and understand the various forms in nature.
Interpersonal intelligence: Your ability to understand other person’s behavior, motive, and feelings. People high on this intelligence use their understanding of other people to develop a comfortable bond with other people. Counselors, politicians, teachers, social workers are high on interpersonal intelligence.
Emotional intelligence: It is the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.
Hence, we can conclude that Spatial intelligence would be most used when trying to navigate through traffic.

The concepts of id, ego, and superego are proposed by 'Sigmund Freud in his 'Psychoanalytic Theory of Personality'. Freud used these three concepts to describe the three parts of the human personality and to explain the way the human mind works.

According to Freud, human personality is made up of three major systems: the id, ego, and superego. These three systems work together cooperatively and constitute a well-organized personality in a person and enable the person to interact with the external environment.

Key Points

Let's Understand in Brief:

• The ID:
  • It is the unconscious part of the human personality that works to fulfil basic desires.
  • It is based on the pleasure principle which aspires to the satisfaction of antisocial desires.
  • It is the basic personality component that is present since birth and seeks to satisfy sexual wishes.
• The Ego:
  • It looks for rules and morals and resides in the unconscious mind.
  • The Ego always postpones the desire and discharges the tension until it gets the desired object.
  • It is that aspect of personality, which strives to be logical and reasonable and to cope with the world of reality. The ego is responsible for giving us a reality check and helping us accept reality.
• The Super-Ego:
  • It is the moral part of the personality, which is known as conscience too. It stands for perfection, rather than pleasure.
  • It acts as a balance between id and ego, it tries to figure out a solution which does not hurt either the id or ego.
  • The Super-Ego develops in the child’s mind as a result of its response to the rewards and punishment adopted by the parents.

Thus from the above-mentioned points, it is clear that ego helps in dealing with reality.

Motivation can be defined as the process of activating, maintaining, and directing behavior towards a particular goal. The process is usually terminated once the desired goal is attained by the person. There are two types of motivation extrinsic and intrinsic motivation.

Key Points

• Undertaking a given task may be motivated by the promise of a prize or some other kind of gain which is external to the task. Thus, the task is instrumental in receiving or gaining access to the external reward.
• In all such situations, the locus of control is external to the person who is asked to undertake the activity. Such situations characterize the kind of motivation which is extrinsic.
• Examples:
  • Social rewards like praise, appreciation, etc.
  • Token rewards such as things like chocolates, pencils, etc.
  • Activity rewards like playing, going to the park, etc.

Thus, it is concluded that rewards like social, token, activity are examples of extrinsic motivation.

Hint

• Self-motivation is the motivation for oneself. People are always self-motivated to be active in their responsibilities.
• A bribe is an act of giving someone money or something else of value often illegally.
• Intrinsic motivation: The locus of control is inside the person. A person’s involvement in the task is spontaneous and the task itself acts as its own reward. This situation represents intrinsic motivation such as a child’s play, reading an interesting novel, writing a poem, or a story.

Education is a basic human right of all. It is not only a way of imparting knowledge but also an instrument of empowering disadvantaged groups and sections in society. Women, as you know, have suffered centuries-long deprivation both within households as well as in society. This has necessitated making efforts for their well-being, and thereby initiate the process of their empowerment. Education is the first step to begin this process.

Key Points

• The purpose of providing education to women is to-
  • Enable women to think critically, identify their strength and take conscious, informed decisions.
  • Empower them to play a positive role in their own and the nation’s development.
  • Enhance their self-image
• Education of girls and women has been central to the National Policy on Education (NPE). The NPE 1968, while emphasizing on Equalisation of Educational Opportunity recognizes that “the education of girls should receive emphasis, not only on grounds of social justice but also because it accelerates social transformation”
• It is also one of the first policy documents in the country to take a strong pro-women stance. The NPE 1986 acknowledges that inequalities in gender relations have to be addressed as a necessary precondition of equality in education, and makes a commitment to the promotion of education as an agent of basic change in the status of women. The link between education and women’s empowerment was posited as being central to an equity-oriented education policy.
• The need for transformation of social attitudes as the basic condition for improved participation of girls has been recognized.
• Women contribute substantially to the economic resources of a family both by way of services rendered and wages earned. Yet development projects are meant mainly for men, and only social welfare schemes cater mainly to women.

Thus from the above-mentioned points, it is clear that the education of girls needs to be given priority because girls can lead to social change.

Memory is the capacity to retain information in the mind and use that information for various purposes. Remembering is a part of memory.

Key Points

The different methods can teachers use to help children remember new things all the time -

• Estimating
• Classification
• Association
• Engaging in concrete activities
• Organizing the information
• Creating visual cues

Hence we conclude that estimation and classification are different methods to help children remember new things all the time.

Individual differences are characteristic of all living organisms. Differences run crisscross in all directions. The most easily observed differences are physical and developmental. You observe variations in individuals of the same age in height, weight, and body build; some grow faster while some are slow in growth. Some are tall, others are shorts, some are black, some are white; some are fat, some others are thin; some like music, others do not; some are made and submissive, others are aggressive, etc. The list is endless. Another important area for individual differences is behavior. There could be infinite differences in the behavior of individuals, but the study of personality, intelligence, and attitudes have been the main focus of scientific study by psychologists.
Important Points
Factors affecting Individual Differences:

• Heredity: Biological inheritance is determined by chromosomes and genes. You all have studied that females have twenty-three pairs of chromosomes. Males have twenty-two pairs plus two singles represented as X Y, the X and Y are called sex chromosomes because our sex depends upon XX or XY combinations.
  • Sets of chromosomes from different persons, of the same sex look very much alike but actually, they differ a lot internally. These differences are most pronounced in unrelated individuals.
  • The heredity basis of individual differences lies in an almost unlimited variety of possible gene combinations that may occur.
  • No two siblings get identical heredity, as they do not get the same genes from their parents. Fraternal twins or dizygotic, born to the same parents, at the same time, are different from each other because of different pairs of germ cells.
• Environment: The environmental influences are those which act upon the organism, at the earlier stages of development within the mother’s womb and later external environment which operates from the time of birth.
  • The social-psychological environment in which the child is born provides social heritage.
  • The customs, socio-economic status, family environment, interaction amongst the family members and later peers, and school environment cause a variety of conditions to determine individual differences.
• Gender bias: Individual differences are also due to gender bias.
  • It is an unfair idea about the personal attributes and traits of males and females.
  • It is a tendency of differentiating people as men and women based on their gender.
  • It refers to a generalized view or characteristics that ought to be possessed by women and men.

Hence, we can conclude that all of the above factors affecting the differences in an individual.

Achievement Test: Teachers teach and help the learners to learn. The learning that takes place is assessed or evaluated not only for the learner's benefit but also for the teacher to evaluate his/her own work.

• Achievement refers to what a person has acquired or achieved after the specific training or instruction has been imparted. Thus, achievement tests are the tools to measure what a student has achieved after the specific instruction in a class.
• Further, it is a good indicator of intellectual power i.e. it shows the mental capacity or in other words, it shows the cognitive and cogitative powers of the learners. Also, if a student shows good performance consistently on different achievement test it means he/she have acquired the knowledge.

Key Points
Purpose of Achievement Tests:

1. To measure whether students possess the pre-requisite skills needed to succeed in a unit or course or to what extent students have already achieved the objectives of the planned instruction (Placement Evaluation)
2. To monitor students’ learning progress and to provide ongoing feedback to students and teacher about the success of the teaching-learning process (Formative Evaluation)
3. To identify students’ learning difficulties in any areas of learning, to investigate the causes of the learning difficulties, and to provide adequate remedial instruction to maintain the gap of learning. Though every achievement test has some diagnostic value, to diagnose the learning difficulties in detail, one cannot totally rely upon an achievement test. For this, the teacher has to prepare a diagnostic test which is fundamentally different from preparing an achievement test (Diagnostic evaluation followed by remedial teaching)
4. To assign grades and certify the students after any semester, year, or entire program (Summative evaluation).

Thus from the above-mentioned points, it is clear that an achievement test is done to assess the learning outcome measured in terms of skill and knowledge developed from a learning event.

Multilingualism is generally understood to mean knowledge of more languages than a native language.Key Points

• It is commonly known that young toddlers acquire and comprehend complex ideas more rapidly in their mother tongue or home language.
• Usually, the mother tongue is also the language spoken at home.
• However, in multilingual households, it is possible for certain family members to speak a home language that is distinct from their mother tongue or the local vernacular.
• The home language, mother tongue, local language, or regional language should, wherever feasible, be used as the primary language of teaching until at least Grade 5, and ideally until Grade 8 and beyond. After that, wherever feasible, the native or local language will be taught in school.
• Children will be exposed to many languages from the Foundational Stage onwards, with a focus on the mother tongue, since research demonstrates that children learn languages exceptionally fast between the ages of 2 and 8 and that multilingualism has significant cognitive benefits for young pupils so it is an asset in the classroom.

Hence, National Education Policy 2020 considers multilingualism as an asset in the classrooms.

"Socialization" is the process through which a person learns to fit in with a group or society and behave in a way that is acceptable to the group or society. The process of socialization is a lifelong process that starts at birth and concludes with death.

The process of socialization is described as taking place in two stages, primary and secondary.

• The primary stage refers to a child's socialization between infancy and childhood when they are exposed to the most intense cultural learning.
• The secondary stage of socialization refers to the time in late childhood and adolescence when the child receives instruction in official or institutional settings, such as school.

Key Points
Adolescence:

• Adolescence is a stage of transition. Adolescence is a period of development that lasts from ages 12 to 19 and is characterized by rapid socialization, emotional, mental, and behavioral changes, as well as rapid physical growth.
• Adolescents need to establish a sense of belonging in society and identify their position within it.
• The socialization process involves integrating the adolescent into society.
• This socialization process strengthens the feeling of personal identity, and the emergence of personal identity aids the teenager in navigating expectations, norms, and standards.

Hence, we can conclude that the most rapid and significant socialization occurs in adolescence.
Additional Information

Vygotsky is known as the proposer of social constructivism. The Social Constructivism approach talks about the importance of social interaction and context in learning. He believes that learning is social. Through interactions, children shared their views and make their meaning.

• Vygotsky is of the view that teachers should provide an environment for children to construct knowledge with peers and teachers i.e. co-construction of knowledge.

Key PointsScaffolding: Scaffolding can be defined in simpler terms as “a technique to provide the right kind of support in the right amount at right time to increase a child’s competence.”

• Scaffolding is a technique to provide the right kind of support in the right amount at right time to increase a child’s competence.
• It helps a learner to move from a Zone of Actual Development to a Zone of Proximal Development and finally reach to Zone of Desired Development, with the help of a more experienced person like peers, elders in the family, or teachers.
• When a teacher starts supporting the learner initially for learning, and gradually reduces the support till the learner reaches a situation, where s/he can develop his/ her meaning and understanding independently. The teacher is scaffolding the learner.

Thus, support for learning in problem-solving which allows the student to grow in independence as a learner is known as scaffolding.

Additional information Zone of Proximal Development (ZPD):

• Vygotsky’s idea of the Zone of Proximal Development (ZPD) has explained the role of interaction in learning.
• It is an area where a child cannot solve a problem alone but can do it successfully if an opportunity to interact with a more experienced peer is given.

Lev Vygotsky, a Russian psychologist, proposed a theory of cognitive development known as ‘Socio-Cultural Theory. He believed that children gain knowledge through social and cultural experiences.

• When the child is having interactions with peers and adults, they learn the values, beliefs, customs, and language of their culture. As per his socio-cultural theory, development takes place due to the intermingling of culture, social interaction, and language.

Key Points
According to Vygotsky, 'zone of proximal development or 'ZPD' refers to the:

• the gap between what the child can do independently and with assistance.
• difference between what a learner can do on his/her own and what he/she can do with someone's help.
• range of tasks too difficult for the child to do alone, but possible with the help of adults and more skilled peer.
• distance between learners' actual development level and his/her level of development under someone's guidance.

Therefore, it is concluded that in Lev Vygotsky's theory, the above-mentioned phenomenon highlights Zone of Proximal Development.

Additional Information

• Reinforcement refers to the action which is used to increase the occurrence of acceptable behaviour.
• Maturation is interpreted as a relatively permanent change in an individual, such as cognitive, emotional, or physical, that occurs as a result of biological aging, regardless of personal experience.
• The term symbolism is derived from the word Latin word ‘symbolum’, meaning the symbol of faith. Symbolism began as a literary concept, but it was later identified by the younger generation of painters (visual artists).

Intelligence is referred as the ability to perceive information and retain it as knowledge for applying it towards adaptive behaviors in the environment. It is also described as individual’s capacity for self-awareness, understanding and problem solving.

Key Points

• Intelligence is a product of both heredity (nature) and environment (nurture).
• There is considerable evidence that both nature and nurture play a role in intelligence.
• Heredity sets a range within which an individual’s intellectual development is shaped by the environment.
• Heredity consists of genetic materials and codes that we inherit from our parents.
• Environment consists of the socio-cultural conditions and experiences of people in the course of their lives.

Hence, we can conclude that Intelligence is a product of both heredity and environment.

Gender refers to the socially constructed differences between men and women. It refers to the masculine and feminine qualities, behavior, roles, and responsibilities that society upholds. Gender can be changed / re-oriented.

• A stereotype is a simplified and/or standardized conception or image with specific meaning, often held in common by people about another group. A stereotype can be a conventional and oversimplified conception, opinion, or image, based on the assumption that there are attributes that members of the other group hold in common.
• Gender stereotype is an oversimplified and unfair belief or idea that groups of people have particular characteristics or that all people in a group are the same.

Key Points
Gender stereotyping can be challenged by following these ways:

• Treating the girls and the boys equally.
• Gave the same and equal opportunity to all the students without making any difference between them.
• Promoting discussions about gender as a social construct.
• Promoting flexibility in the classroom.
• Flexibility in language always uses gender-neutral languages.
• Presenting Non-stereotypical sex roles, such as a girl riding the bike, or a boy cooking in a kitchen.
• Gender should not be biologically defined.
• Engagement of every student in all the activities without distinguishing them.
• The sitting arrangement of all the boys and girls should not be separated.

So by all these references, we can conclude that use of gender neutral language and discussing gender as a social construct rather than being biologically determined would challenge gender stereotyping.​

Assessment is educational evaluation, the systematic way of collecting information and reading the work of class which is used to guide and improve students' performance in terms of learning and development.

• There are several methods that teachers use to evaluate the learning progress and skills of students or the need for any academic assistance. It actually determines whether or not the goals of education are met.

Key Points

Formative Assessment (Assessment for Learning) :

• It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.
• It helps teachers to identify problem-facing areas and to understand the learning needs of students to ensure their academic growth.
• It is considered an Informal Method of assessment that incorporates assessment into the daily process of teaching-learning.
• In this assessment, teachers give constructive qualitative feedback to facilitate learning by using several methods such as peer and self-assessment.

Hence, it is clear that to ensure 'assessment for learning' rather than 'assessment of learning' a teacher should incorporate assessment into the daily process of teaching-learning.

Additional Information
Summative Assessment (Assessment of Learning):

• It evaluates student learning by comparing it against some standard or level.
• It ‘Sums-up’ how much a student has learned over a period of time.
• The main objective is to rank, grade, classify and compare students periodically that indicate their level of performance.
• It is considered a Formal method of Assessment as it is conducted at a specific time.
• Example: Mid-term Exams, unit tests, final projects, semester exams, etc.

Assessment as Learning:

• When learners are asked to assess their performance on their own, they use various assessment techniques and strategies to assess themselves.
• This practice helps learners to identify their knowledge gaps, adopt appropriate learning strategies and use assessment as a tool for new learning.
• It encourages students to take responsibility for their own learning. It requires students to ask questions about their learning.
• It encourages peer assessment, self-assessment, and reflection.