TET cum TRT

SGT – 24-01-2019 (S1)

1. One of the following instrument is used to measure humidity in air

1. Thermometer

2. Hygrometer 3. Barometer

4. Hydrometer

� ç¿ì+~ y�{ìýË >±*ýË ��sÁÝÔáqT ¿=\T#áT³Å£� �|�jîÖ>·|�&û |�]¿£sÁ+

1. <�̧s��MT³sY

2. �VÕ²ç>ÃMT³sY

3. u²sÃMT³sY

4. �VÕ²ç&ÃMT³sY

2. The capital of Portugal

1. Lima

2. Lounda

3. Lusaka

4. Lisbon

bþsÁTÌ>·ýÙ jîTT¿£Ø s�È<ó��

1. *eT

2. ý�+&�

3. \TkÍ¿±

4. *d�ÒH�

3. The person who acted as the President of USA for a long period

1. Franklin Roosevelt

2. Theodore Roosevelt

3. Woodrow Wilson

4. Dwight Eisenhower

USA n<ó�«Å£���>± BsÁ鿱\+ |�� #ûd¾q y�sÁT

1. çb�Í+¿ì¢H� sÁÖCÙyîýÙ¼

2. ~¸jîÖ&�sY sÁÖCÙyîýÙ¼

3. �ç&à $\àH�

4. &îíÇ{Ù ×�dH�V�²ÃesY

4. The correct chronological order of the persons who worked as the Presidents of India

1. R. Venkatraman, Fakhruddin Ali Ahmmed, V.V. Giri, K.R. Narayanan

2. K.R. Narayanan, R. Venkatraman, V.V. Giri, Fakhruddin Ali Ahmmed

3. Fakhruddin Ali Ahmmed, V.V. Giri, K.R. Narayanan, R. Venkatraman

4. V.V.Giri, Fakhruddin Ali Ahmmed, R.Venkatraman, K.R. Narayanan

ç¿ì+~ y�]ýË uó²sÁÔá<ûXø n<ó�«Å£��\T ¿±\ç¿£eÖqTkÍsÁ+ d�]jî®Tq ç¿£eT+

1. R. yî+¿£ç{²eTH�, |��¿£�BÝH� �© nV�²eT�<�, V.V. Ð], K.R. H�s�jáTDH�

2. K.R. H�s�jáTDH�, R. yî+¿£ç{²eTH�, V.V. Ð], |��¿£�BÝH� �* nV�²eT�<�

3. |��¿£�BÝH� �© nV�²eT�<�, V.V. Ð], K.R. H�s�jáTDH�, R. yî+¿£ç{²eTH�

4. V.V. Ð], |��¿£�BÝH� �* nV�²eT�<�, R. yî+¿£ç{²eTH�,

K.R. H�s�jáTDH�

5. The longest Road cum Rail Bridge in India constructed on this river

1. Godavari

2. Tungabhadra

3. Brahmaputra

4. Yamuna

uó²sÁÔá<ûXø|�Ú nÔá«+Ôá bõ&�yîÕq sÃ&� ¿£+ ÂsÕýÙ ç_&�̈ � q~�|Õ �]�+#á�&�+~

1. >Ã<�e]

2. ÔáT+>·uó�ç<�

3. ç�V�²�|�ÚçÔá

4. jáTeTTq

6. ‘Khushi Scheme’ of Odisha is intended for

1. adolescent girls of government and other than government schools of 6 to 12 classes.

2. adolescent girls of government and government aided schools of 6 to 12 classes

3. women of all ages 4. agricultural women labour

ÿ&�cÍ s�h+ýË »KTwÓµ |�<�̧¿£eTT M] ¿Ãd�+

1. ç|�uó�TÔáÇ, ç|�uó�TÔûÇÔásÁ bÍsÄÁXæ\ýË¢� 6 qT+&� 12 ÔásÁ>·ÔáT\

¿�eÖsÁTýÉÕq u²*¿£\Å£�

2. ç|�uó�TÔáÇ, ç|�uó�TÔáÇ ç<�e« d�V�äjáT bÍsÄÁXæ\ýË� 6 qT+&� 12e ÔásÁ>·Ü

¿�eÖsÁTýÉÕq u²*¿£\Å£�

3. n�� ejáTd�Tà\ eTV¾²Þø\Å£�

4. eTV¾²Þ² e«ekÍjáT Å£L©\Å£�

7. International Rice Research Institute’s South Asia Regional Centre is located at

1. Varanasi

2. New Delhi

3. Bengaluru

4. Chennai

�+³¹s�w�qýÙ ÂsÕdt ¯�dsYÌ �H�d¾¼³Ö«{Ù jîTT¿£Ø kåÔY @w¾jáÖ ¯ÈqýÙ �d+³sY

�#á̳ ¿£\<�T

1. y�sÁD²d¾

2. q֫&�

3. uÉ+>·ÞøSsÁT

4. #îHîÕ�

8. As a mark of 150th year, invention of this sweet food item, a postal stamp was released in the year 2018

1. Gulabjamoon

2. Badamkheer

3. Basundi

4. Rasagulla

� r|¾ �V�äsÁ+ ¿£qT>=q�&� 150 d�+eÔáàsÁeTT\T |�P]ï nsTTq d�+<�s�ÒÛ�¿ì

>·TsÁTï>± ÿ¿£ bþd�¼\T kͼ+|�Ú 2018e d�+eÔáàsÁ+ýË $&�T<�\ #ûjáT�&�+~.

1. >·Tý²uÙC²+

2. u²<�+FsY

3. u²d�T+~

4. sÁd�>·Tý²¢

9. POSCO act is concerned to the law, to

1. protect girls under the age of 18

2. protect boys under the age of 18

3. protect both boys and girls under the age of 18 years (Gender-neutral law)

4. protect both men and women between the age of 20-30 years (Gender-neutral law)

POSCO #á³¼+ M]¿ì d�+�+~ó+ºq~

1. 18 d�+eÔáàs�\ýË|�Ú u²*¿£\Å£� sÁ¿£�D ¿£*Î+#áT³Å£�

2. 18 d�+eÔáàs�\ýË|�Ú u²\TsÁÅ£� sÁ¿£�D ¿£*Î+#áT³Å£�

3. 18 d�+eÔáàsÁeTT\ýË|�Ú u²\TsÁ, u²*¿£\Å£� sÁ¿£�D ¿£*Îd�Tï+~

(*+>· Ôá³d�� #á³¼+)

4. 20 qT+&� 30 d�+eÔáàsÁeTT\ |�ÚsÁTw�§\T, çdÓï\Å£� sÁ¿£�D ¿£*Îd�Tï+~

(*+>· Ôá³d�� #á³¼+)

10. “The Aapda Prabandan Puraskar” on disaster management was introduced by Government of India on the name of

1. Sardar Vallabhbhai Patel

2. Chatrapathi Sivaji

3. Jhansi Lakshmi Bai

4. Subhash Chandra Bose

uó²sÁÔá ç|�uó�TÔáÇ+#û ç|�¿£�Ü yîÕ|�̄ Ô�«\ jáÖÈeÖq«eTT�|Õ »»�|�<� ç|��+<ó�H�

|�ÚsÁkÍØsYµµ M] �|sÁT MT<� ç|�yûXø�|³¼�&�q~

1. d�s�ÆsY e\¢uóÙuó²jYT |�fñýÙ

2. #óáçÔá|�Ü ¥y�J

3. sÁa²úà \¿¡ëu²sTT

4. d�Tuó²wt #á+ç<�uËdt

11. Expansion form of MSP is

1. Minimum Sale Price

2. Minimum Support Price

3. Maximum Support Price

4. Maximum Sale Price

MSP $d�ïsÁD sÁÖ|�+

1. ¿£úd� $ç¿£jáT <ó�sÁ

2. ¿£úd� eT<�ÝÔáT <ó�sÁ

3. >·]w�¼ eT<�ÝÔáT <ó�sÁ

4. >·]w�¼ $ç¿£jáT <ó�sÁ

12. The 26th National Children’s Science Congress - 2018 was held at

1. Guwahati

2. Mysore

3. Bhubaneswar

4. Bhopal

26e C²rjáT u²\\ �dÕH�à ¿±+çÂ>dt 2018 �#á̳ È]Ð+~

1. >�V�²Ü

2. yîT®d�ÖsY

3. uó�TeHûXøÇsY

4. uóËbÍýÙ

13. ‘e-Drishti’ software is being used by this central ministry

1. Finance

2. Home

3. Civil aviation

4. Railways

»�`<��w¾¼µ kÍ|�t¼yûsY �|�jîÖÐd�Tïq� ¹¿+ç<� eT+çÜÔáÇXæK

1. �]�¿£XæK

2. V�²Ã+XæK

3. båsÁ$eÖqjáÖq XæK

4. ÂsÕýñÇ XæK

14. Sri Ram Nath Kovind took oath as 14th President of India on

l s�+H�<�̧ ¿Ã$+<� uó²sÁÔá<ûXø 14e s�h|�Ü>± ç|�eÖD dÓÇ¿±sÁ+ #ûd¾q sÃE

1. 24 July 2017

2. 25 July 2017

3. 24 July 2016

4. 25 July 2016

15. The name of the new shape of human epithelial cell invented by scientists is

1. Scutoid

2. Trapezoid

3. Rhomboid

4. Cuboid

XægyûÔáï\#û ¿£qT>=q�&�q eÖqe �|�¿£Þ²¿£DeTT jîTT¿£Ø ¿=Ôáï �¿±sÁ+ �|sÁT

1. d�ÖØ{²sTT&�

2. ç{²|¾C²sTT&�

3. s�+u²sTT&�

4. Å£L«u²sTT&�

16. Steam Engine was invented by

1. Simon Binet

2. Edward Teller

3. Sir Joseph Swan

4. James Watt

�$] jáT+çÔáeTTqT ¿£qT>=�q y�sÁT

1. �dÕeTH� ;Hî

2. m&�ÇsY¦ fÉ\¢sY

3. d�sY CË�d|�t kÍÇH�

4. Cñy�Tà y�{Ù

17. Indian Military Academy was established in the year

�+&�jáTH� $T\³¯ n¿±&�$T kÍ�|¾+#á�&�q d�+eÔáàsÁ+

1. 1902

2. 1912

3. 1922

4. 1932

18. On the eve of 2562nd Buddha Jayanthi, the International Buddhist conference held in Lumbini on

1. 30th April, 2018

2. 30th December, 2018

3. 22nd August, 2018

4. 22nd October, 2018

2562e �T<�Æ ÈjáT+Ü� |�ÚsÁd�Ø]+#áT¿=� \T+_�ýË n+Ôás�¨rjáT u�<�Æ

d�eÖyûXø+ È]Ðq ÔûB

1. 30 @ç|¾ýÙ, 2018

2. 30 &��d+�sÁT, 2018

3. 22 �>·w�§¼, 2018

4. 22 n¿Ã¼�sÁT, 2018

19. 29th June is observed as

1. National Technology Day

2. National Statistics Day

3. World Environment Day

4. World Oceans Day

pH� 29 ÔûB� � ~q+>± bÍ{ìkÍïsÁT

1. C²rjáT fÉ¿±�\J ~q+

2. C²rjáT >·D²+¿±\ ~q+

3. ç|�|�+#á |�s�«esÁD ~q+

4. ç|�|�+#á eTV�äd�eTTç<�\ ~q+

20. The author of the book “India : Another Millenium”

1. Dr. Rajendra Prasad

2. Romila Thapar

3. M.K. Dhar

4. Harish Damodaran

»»�+&�jáÖ : nq<�sY $T©�jáT+µµ ç>·+<�̧ sÁ#ásTTÔá

1. &�öö s�Cñ+ç<� ç|�kÍ<�

2. s=$Tý² <¸�|�sY

3. jáT+.¿. <ó�sY

4. V�²¯XÙ <�yîÖ<�sÁH�

21. The first Education Committee / Commission prior to Independence was

1. Sadler Commission

2. Hunter Commission

3. Hartog Committee

4. Sargent Committee

kÍÇÔá+çÔ�«�¿ì |�PsÁÇ+ yîTT<�{ì $<�« ¿£$T{¡ / ¿£MTw�H�

1. Xæ&�¢sY ¿£MTw�H�

2. V�²+³sY ¿£MTw�H�

3. V�²s�¼>´ ¿£$T{¡

4. kÍÂs¨+{Ù ¿£$T{¡

22. The part of the body that is not affected in Hypertension is

1. Blood Vessels

2. Coronary Artery

3. Kidneys

4. Bones

n~ó¿£ sÁ¿£ïbþ³TÅ£� >·T]¿±� Xø̄ sÁ+ýË� uó²>·eTT

1. sÁ¿£ïH�Þ²\T

2. ¿£sÃq] <ó�eT�

3. eTÖçÔá|¾+&�\T

4. meTT¿£\T

23. The total number of players in a team for volley ball match is

1. 6 Main Players 4 Substitute Players

2. 6 Main Players 5 Substitute Players

3. 6 Main Players 6 Substitute Players

4. 6 Main Players 7 Substitute Players

y�©u²ýÙ eÖ«#YÅ£�, ÿ¿£ ȳT¼ýË �+&�e\d¾q yîTTÔáï+ �³>±Þøß d�+K«

1. 6 >·TsÁT ç|�<ó�q �³>±Þø�ß 4 >·TsÁT d�uÙd¾¼³Ö«{Ù �³>±Þø�ß

2. 6 >·TsÁT ç|�<ó�q �³>±Þø�ß 5 >·TsÁT d�uÙd¾¼³Ö«{Ù �³>±Þø�ß

3. 6 >·TsÁT ç|�<ó�q �³>±Þø�ß 6 >·TsÁT d�uÙd¾¼³Ö«{Ù �³>±Þø�ß

4. 6 >·TsÁT ç|�<ó�q �³>±Þø�ß 7 >·TsÁT d�uÙd¾¼³Ö«{Ù �³>±Þø�ß

24. According to RTE Act - 2009, “Child” means a male or a female child of this age

1. 0 - 5 Years

2. 5 - 15 Years

3. 0 - 14 Years

4. 6 - 14 Years

RTE #á³¼+`2009 ç|�¿±sÁ+, »»_&�¦µµ nq>± � ejáTd�TàýË�

eT>· ýñ¿£ �&� _&�¦

1. 0 ` 5 d�+eÔáàsÁeTT\T

2. 5 ` 15 d�+eÔáàsÁeTT\T

3. 0 ` 14 d�+eÔáàsÁeTT\T

4. 6 ` 14 d�+eÔáàsÁeTT\T

25. The organisation which conducts research on Teacher Education and publishes those results in the form of modules and handover to teaching community is

�bÍ<ó�«jáT $<�«Å£� d�+�+~ó+ºq |�]XË<ó�q\T �sÁÇV¾²+º, � |��*Ô�\qT

¿£sÁB|¾¿£\T>± �bÍ<ó�«jáT ýË¿±�¿ì n+~+#áT d�+d��

1. CBSE

2. NCTE

3. CIET

4. CCRT

26. In World’s population, the percentage of India’s population is (as per census of 1991-2011)

ç|�|�+#á ÈH�uó²ýË uó²sÁÔá<ûXø ÈH�uó² XæÔá+ (1991`2011 ÈH�uó²

>·D²+¿±\ ç|�¿±sÁ+)

1. 10

2. 20

3. 16

4. 25

27. To enhance skills of students in Vocational Education, this Commission has strongly recommended to start Multipurpose Schools

1. Secondary Education Commission - 1952 - 53

2. Indian Education Commission - 1964 - 66

3. Committee on Emotional Integration - 1961

4. University Commission - 1948

e�Üï $<�«ýË $<�«sÁT�\ HîÕ|�ÚD«Ôá �|+#á&��¿ì �V�QÞ²sÁ� kÍ<ó�¿£ bÍsÄÁXæ\\qT

çbÍsÁ+_ó+#�\� d¾b�ÍsÁTà #ûd¾q ¿£MTw�H�

1. �d¿£+&�̄ $<�« ¿£MTw�H� ` 1952 ` 53

2. uó²sÁrjáT $<�« ¿£MTw�H� ` 1964 ` 66

3. uó²ed�yîT®¿£«Ô� ¿£$T{¡ ` 1961

4. $XøÇ $<�«\jáT ¿£MTw�H� ` 1948

28. The theory of play which was advocated by Stanley Hall is

1. The Instinct practice theory of play

2. The Surplus Energy theory of play

3. The Recapitulation theory of play

4. The Recreation theory of play

kͼú¢ V�äýÙ d�Öº+ºq �³ d¾<�Æ+Ôá+

1. kÍÇuó²$¿£ n\y�³T d¾<�Æ+Ôá+

2. n~ó¿£ Xø¿ìï d¾<�Æ+Ôá+

3. y�sÁd�ÔáÇ d¾<�Æ+Ôá+

4. $HÃ<� d¾<�Æ+Ôá+

29. According to the rules and regulations of Government, the land required to establish a primary school is

1. ¼ acre

2. ½ acre

3. ¾ acre

4. 1 acre

ç|�uó�TÔáÇ �jáTeT ��+<ó�q\ ç|�¿±sÁ+, ÿ¿£ çbÍ<�̧$T¿£ bÍsÄÁXæ\ kÍ�|�qÅ£�

ned�sÁyîT®q uó�Ö$T

1. ¼ m¿£sÁ+ 2. ½ m¿£sÁ+

3. ¾ m¿£sÁ+

4. 1 m¿£sÁ+

30. The foreign agencies which provided financial assistance to DPEP were

&�|¾�|¾ ¿ì �]�¿£ d�V�äjáÖ�� n+<�Cñd¾q $<ûo d�+d��\T

1. ODA, World Bank, UNDP

2. UNO, UNICEF, UNESCO

3. FAO, ODA, UNO

4. World Bank, UNICEF, UNESCO

31. This contains the blue print or instructions for the development of physical and psychological attributes

1. DNA

2. chromosomes

3. nucleus

4. genes

uó�Ü¿£ eT]jáTT eÖqd¾¿£ n_óe�~Æ ¿=sÁÅ£� �~ �Ö¢ç|¾+{Ù (ýñ¿£) d�Ö#áq\T

¿£*Ð �q�~

1. &�.mH�.m

2. ç¿ÃyîÖCËeTT\T

3. qÖ«¿ì¢jáTdt

4. ÈqT«eÚ\T

32. Gender wise differences in the expression of emotions in the

children start in this stage

1. Early infancy 2. Infancy 3. Late infancy 4. Early Adolescence

*+>·|�sÁ+>± |¾\¢\ �<ûÇ>· ç|�¿£³qýË uñ<ó�\T � <�XøýË çbÍsÁ+uó�eTeÚÔ�sTT

1. |�PsÁÇu²\«<�Xø

2. XèÕXøe<�Xø

3. �ÔáïsÁu²\«<�Xø

4. |�PsÁÇ¿�eÖsÁ<�Xø

33. The psychologist who proved the influence of heredity on human behavior

1. Murray

2. Francis Galton

3. Kretschmer

4. McDougall

eTqTw�« ç|�esÁïq�|Õ nqTe+¥¿£Ôá ç|�uó²y��� �TTEeÚ #ûd¾q eÖqd¾¿£ Xæçd�ïyûÔáï

1. eTTç¹s

2. çb�Í�àdt >±\¼H�

3. ç¿ìwteTsY

4. yîT¿ù&Ã>·ýÙ

34. Primary mental abilities proposed by Thurstone are

<�̧sYd�¼H� ç|�ÜbÍ~+ºq çbÍ<�̧$T¿£ eÖqd¾¿£ kÍeTs��«\T

1. 7

2. 8

3. 9

4. 10

35. A child’s first word combinations which omit unnecessary words is called

1. cooing

2. babbling

3. telegraphic speech

4. under generalization

nqed�sÁ|�Ú |�<�\T Ô=*Ðd�Öï |¾\¢y�&� yîTT<�{ì |�<�d�yûT�ÞøqeTTqT �ý²

|¾\TkÍïsÁT

1. Å£LsTT+>´

2. eTT<�TÝ|�\TÅ£�\T

3. fÉ*ç>±|�¾¿ù dÓÎ#Y

4. kÍ<ó�sÁD¡¿£sÁD²�¿ì ~>·Te kÍ�sTT

36. The child’s capacity to use mental imagery and symbols develops

during

1. Sensory motor stage

2. Preoperational stage

3. Concrete operational stage

4. Formal operational stage

|¾\¢y�&�T eÖqd¾¿£ ºçÔ�\T eT]jáTT d�+¹¿Ô�\qT �|�jîÖÐ+#û kÍeTsÁ�«eTT

� <�XøýË n_óe�~Æ #î+<�TÔáT+~

1. �+ç~jáT #�\¿£<�Xø

2. |�PsÁÇ ç|�#�\¿£<�Xø

3. eTÖsÁï ç|�#�\¿£<�Xø

4. neTÖsÁï ç|�#�\¿£<�Xø

37. What children are already able to do and what they are quite ready to accomplish by themselves is termed as

1. dialectical thinking

2. scaffolding

3. Zone of proximal development

4. pedagogy

|¾\¢\T �+ÔáÅ£� eTT+<û$T #ûjáT>·\sà eT]jáTT <��� y�sÁ+Ôá³y�¹s

#ûjáTT³Å£� d�+d¾<�ÝeTT>± �H��sÁHû~,

1. >·ÜÔ�]Ø¿£ �ýË#ááq

2. kÍsÁTe

3. $¿±d� kÍMT|�« eT+&�\eTT

4. n<ó�«jáTqeTT

38. The process of directing and focusing certain psychological

resources to enhance perception, performance and mental experience is called

1. Attention

2. Perception

3. Sensation

4. Observation

�+ç~jáT C²ãqeTT, �#ásÁD eT]jáTT eÖqd¾¿£ nqTuó�y�\qT �|+bõ+~+#áT³Å£�

¿=�� eÖqd¾¿£ d�+�+<ó� eqsÁT\yîÕ|�Ú <��w¾¼eT[ß+#áT eT]jáTT ¹¿+çB¿£]+#áT

|�<�ÝÜ

1. ne<ó�qeTT

2. ç|�Ôá«¿£�+

3. d�+yû<�q

4. |�]o\q

39. A 15 year old mentally retarded girl’s mental age is 9 years. She is

1. Mildly retarded

2. Moderately retarded

3. Severely retarded

4. Profoundly retarded

15 d�+eÔáàsÁeTT\ �T~ÆeÖ+<�«eTTq� neÖ�sTT eÖqd¾¿£ ejáTd�Tà

9 d�+eÔáàs�ýÉÕq, �yîTÅ£�

1. d�Ç\Î �T~ÆeÖ+<�«Ôá ¿£\<�T

2. $TÔá �T~ÆeÖ+<�«Ôá ¿£\<�T

3. rçe �T~ÆeÖ+<�«Ôá ¿£\<�T

4. d�+|�PsÁ� �T~ÆeÖ+<�«Ôá ¿£\<�T

40. According to Gardner, there are actually seven intelligences instead

of just one. The one that is most like an ability assessed by traditional IQ tests is

1. Musical

2. Kinesthetic

3. Linguistic

4. Intrapersonal

>±Âs¦qsY ç|�¿±sÁeTT y�d�ïy��¿ì ÿ¹¿ÿ¿£Ø ç|�Èã ¿±Å£�+&� @&�TsÁ¿±\ ç|�Èã\T

�H��sTT y��ýË kÍ+ç|�<�jáT¿£ ç|�C²ã\_Ý |�̄ ¿£�\ <�Çs� ¿=\Te>·*¹>

kÍeTsÁ�«eTTqT bþ*q~

1. d�+^Ôá d�+�+<ó�eTT

2. >·Ü d�+yû<�qeTT

3. uó²cÍ d�+�+~óÔáeTT

4. e«¿£ï+ÔásÁZÔáeTT

41. This test measures a person’s potential for acquiring some skill, not necessarily how well that person presently performs related tasks

1. Achievement test

2. Interest test

3. Job analysis test

4. Aptitude test

� eÖ|�q+ýË � |�̄ ¿£� e«¿ìï @<à ÿ¿£ HîÕ|�ÚD²«�� ¿£*Ð �+&û kÍeTs��«��

eÖ|�q+ #ûd�Tï+~. ç|�d�TïÔá+ � HîÕ|�ÚD²«�¿ì d�+�+~ó+ºq |�qT\qT m+Ôá u²>±

#ûd�TïH��&�Hû $w�jáÖ�� n+Ôá>± |�]>·DqýË�¿ì rd�T¿Ãe\d¾q ned�sÁ+ ýñ<�T

1. kÍ<ó�H� |�̄ ¿£�

2. n_ósÁTº |�̄ ¿£�

3. C²uÙ nH�*d¾dt |�̄ ¿£�

4. d�V�²ÈkÍeTsÁ�« |�̄ ¿£�

42. The second stage of Kohlberg’s stages of moral development

1. The stage of obedience for avoiding punishment 2. The stage of conforming to obtain rewards and favours in

return 3. The stage of maintaining mutual relations and approval of

others. 4. Stage of confirming to the universal ethical principles and the

call of one’s conscience.

¿ÃýÙ�sYZ HîÕÜ¿£ $¿±d� d¾<�Æ+Ôá<�Xø\ýË Âs+&�e <�Xø

1. $<óûjáTÔá ¥¿£�D <�Xø

2. d�V�²Èd�+ÔÃw� nqTd�sÁD, kÍ<ó�HÃ|�jîÖ>· <�Xø

3. eT+º u²\T� úÜ

4. e«¿ìï>·Ôá d�ÖçÔ�\T, n+Ôás�Ôá� <�Xø

43. Learning is the process of change in behavior due to Experience and Training – this definition is given by

1. Hilgard & Hunter

2. Crow & Crow

3. Gardner Murphy

4. Henry P. Smitth

»nuó�«d�q+ n+fñ nqTuó�e+, ¥¿£�D <�Çs� ç|�esÁïqýË eÖsÁTÎ È]¹> #ásÁ«µ`n�

�sÁǺ+ºqy�sÁT

1. V¾²ýÙ>±sY¦ Ê V�²+³sY

2. ç¿Ã Ê ç¿Ã

3. >±Âs¦qsY eT¯ÎÛ

4. �V²çú |¾. d¾�ÔY

44. The statement that best describes forgetting as characterized by

Ebbinghaus’s forgetting curve is

1. We forget at a constant rate 2. We forget slowly at first and then more rapidly as time goes

on 3. We forget rapidly at first and then more slowly as time goes

on 4. We never really forget

m_Ò+>´V�ädt $d�� �Ü eç¿£¹sK#û �bÍ~+|��&�q $d�� �Ü� #á¿£Ø>± esÁ�q #û�d

ç|�e#áqeTT

1. ÿ¿£ d¾�sÁyîT®q ¹s³TÔà eTqeTT eT]ÌbþÔ�eTT

2. eTqeTT eTT+<�T �<�qeTT>± eT]ÌbþsTT, ¿±\+>·&�#û ¿=BÝ

yû>·+>± eT]ÌbþÔ�eTT

3. eTqeTT eTT+<�T yû>·eTT>± eT]ÌbþsTT, ¿±\+>·&�#û ¿=BÝ

�<�qeTT>± eT]ÌbþÔ�eTT

4. eTqeTT �ÈeTT>± m|�ð&�Ö eT]ÌbþeTT

45. Many amnesiacs demonstrate this memory even though their explicit memory is extremely impaired

1. declarative memory

2. conscious memory

3. implicit memory

4. semantic memory

nMT�w¾jáT>·\ #�\eT+~, y�] d�Îw�¼yîT®q C²ã|�¿£Xø¿ìï u²>± eT+<�Ð+ºq|�Î{ì¿¡

� d�� �Ü� ç|�<�]ôkÍïsÁT

1. ç|�¿£{ìÔá d�� �Ü

2. #ûÔáq d�� �Ü

3. ne«¿£ï d�� �Ü

4. �deÖ+{ì¿ù d�� �Ü

46. The following is not a proper intervention in school to the ADHD

students

1. Comparing with other boy / girl

2. Giving some rewards

3. Saying good boy / girl

4. Writing positive comments in their notebook

@¿±ç>·Ôá ýË|�eTTq� $<�«]�¿ì bÍsÄÁXæ\ýË �³Te+{ì CË¿£«eTT d�ÂsÕq~ ¿±<�T

1. �ÔásÁ nu²ÒsTT / neÖ�sTTÔÃ bþ\Ì&�+

2. �V�QeTÔáT*eÇ&�+

3. eT+º u²\T&�T / u²*¿£ n� #î|�γ+

4. y�]HóT |�Úd�￱\ýË d�¿±s�Ôá�¿£ ¿±yîT+³T¢ çy�jáT&�+

47. The following is not a criticism of the behavioural approach to personality

1. Over dependence on research on animals

2. Neglect of biological factors

3. Use of extensive empirical research

4. Providing fragmented view of personality

�~, eTÖ]ïeTÔáÇeTT jîTT¿£Ø ç|�esÁïH� �|�>·eTeTT�|Õ $eTsÁô¿±�~

1. È+ÔáTeÚ\�|Õ #û�d |�]XË<ó�q\�|Õ mÅ£�Øe �<ó�sÁ|�&�³+

2. CÉÕ$¿£ ¿±sÁD²\qT |�{ì¼+#áT¿Ã¿£ bþeÚ³

3. nqTuó�y�<ó�sÁ |�]XË<ó�qqT $d�ï �ÔáeTT>± y�&�T³

4. eTÖ]ïeTÔ�Ç�� ºq� ºq� uó²>±\T>± #áÖ�d ne¿±Xø+ ¿£*Î+#áT³

48. The approach to personality that is least deterministic is

1. humanistic approach

2. psychoanalytic approach

3. social learning approach

4. behavioural approach

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1. eÖqeÔ� �|�>·eTeTT

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3. kÍ+|�¾T¿£ nuó�«d�q �|�>·eTeTT

4. ç|�esÁïH� �|�>·eTeTT

49. Burying socially unacceptable thoughts and impulses from conscious mind into unconscious mind is called

1. repression

2. regression

3. reaction formation

4. rationalization

kÍeÖ�¿£+>± nq+^¿±sÁ �ýË#áq\T eT]jáTT ç|�#Ã<�q\T #ûÔáqeTT qT+&�

n#ûÔáqeTTýË�¿ì Hî{ì¼yûjáTT³qT �ý² |¾\TkÍïsÁT

1. <�eTq+

2. ÜsÃ>·eTq+

3. #ásÁ« @sÁÎ&�T³

4. �V²ÔáT¿¡¿£sÁD+

50. This psychologist is not a ‘Neo Freudian’

1. Adler

2. Jung

3. Erickson

4. Maslow

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1. n&�¢sY

2. È+>´

3. m]¿ùd�H�

4. eÖkþ¢

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(n) yûT �|&�Hî!

(�) çbÍDeTT*+ÔáHî

(�) |�³T¼q"�Ö]

(�) bþeÚ#áTq�yû

1. �, n, �, �

2. �, n, �, �

3. n, �, �, �

4. �, n, �, �

52. »eTÖsÁT�&�Tµ nHû |�<��¿ì eÚ«ÔáÎÜï

1. $Xâw�eTT>± <ûÇw¾+#áTy�&�T

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3. yîÖV�²eTTqT u¤+<�Ty�&�T

4. eT*qeTT>± È]+#áTy�&�T

53. »�&�|¾\¢\T eTT>·TZ\ýË >=_ÒÞøßqT �|&�Ô�sÁTµ

` � y�¿£«+ýË� $uó�Å£�ï\qT >·T]ï+#á+&�

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4. È¿±ÔY

56. »d�çÔáÎesÁïq+�Tµ nHû |�<�+ýË� d�eÖd�+

1. |�+#áMT ÔáÔáTÎsÁTw�+

2. $Xâw�D �ÔáïsÁ|�<� ¿£sÁ�<ó�sÁjáT+

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4. Ô=\¿£] È\T¢\T, �TTÔáTeÚ\T

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4. n`eÑ �`jáTÑ �`\Ñ �`sÁ

60. »»ú u¤eT�qT �|³T¼¿Ã¹syîÖµµ ` n� MsÁT M]Ôà nH��sÁT.

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2. Xø]�\, d�TúÔáÔÃ

3. d�TúÔá, Xø]�\ÔÃ

4. <�TsÁZjáT«, d�TúÔáÔÃ

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62. »ºçÔá+ #áÖ&�+&�, Ô�ÔáÅ£� eTqe&�¿ì eT<ó�« È]Ðq d�+uó²w�D }V¾²+º

s�jáT+&�µ ` n� n&�>·&�+ � $<�«ç|�eÖD+

1. dÓÇjáTsÁ#áq

2. d��ÈH�Ôá�¿£Ôá

3. çbÍCÉÅ£�¼|��

4. |�<�C²\+

63. »|�³T¼>=eT�µ nHû C²rjáÖ�� � nsÁ�+ýË y�&�Ô�sÁT.

1. �<ó�sÁyîT®q~

2. |�³T¼¿Ãy�*àq ¿=eT�

3. |�³T¼<�\ ¿£*Ð �+&�&�+

4. |�³T¼�³¼&�+

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n+#áT*� <�{ì ;ó¿£sÁ+>± $sÁT#áTÅ£�|�&�TÔÃ+~µµ

� ¹>jáT bÍ<�ýË¢� n\+¿±sÁ+

1. ns��+ÔásÁH�«d�+

2. <��cͼ+Ôá+

3. sÁÖ|�¿£+

4. �çÔûο£�

65. »¿ìÅ£�sÁT y=&�T#áTµ nHû |�<��¿ì |�s�«jáT|�<�\T

1. ¿ìÔá¿ìÔá\T�|³T¼, d�+ÔÃw�|�sÁ#á³+

2. e+º+#áT, yîÖd�+#ûjáTT

3. |Ó&�+#áT, >±jáT|�sÁ#áT

4. Xæ+Ôá|�sÁ#áT, V�äsTT�#áTÌ

66. »y�iTµ nHû |�<��¿ì nsÁ�+

1. ¿ì+~¿ì |�&�T

2. qÖsÁT³

3. e+#áT³

4. d�q�>± ¿Ãd¾q ÔÃ\T

67. »y�d¾µ nHû |�<��¿ì H�H�s��\T

1. ¿¡]ï, |�]eTÞøeTT

2. �\+, >·TsÁTï

3. ¿¡]ï, uóñ<�eTT

4. �~󿣫eTT, �y�d�eTT

68. »neT�Ôá+µ nHû |�<�+ýË �q� �d�sÁZ >·D+

1. »sÁµ >·D+

2. »eTµ >·D+

3. »jáTµ >·D+

4. »d�µ >·D+

69. »>·TXøÇ+µ bÍsÄÁ+ýË Xø¿£³¹s|��qT �#áÌ]+#áýñ� bÍçÔá

1. #îq�&�T

2. Üq�&�T

3. >·Tq�&�T

4. |�sÁeÖq+<�jáT«

70. »yîTT¿ÕØ e+>·�~ eÖHîÕ e+>·TÔáT+<�µ ` nHû kÍyîTÔáqT � nsÁ�+ýË y�&�Ô�sÁT

1. ¿£cͼýË¢ �q� y�]�|Õ eTsà ¿£w�¼+ eºÌ|�&�&�+

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3. ÔóýË çXø<�Æ>± yîTT¿£Ø\T �|+#á&�+

4. y�«jáÖeT+ jîTT¿£Ø ned�sÁ+ Ôî\Î&�+

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#î+~q ç|�e�Üï y�<�+. � y�<��¿ì #î+~q y�sÁT

1. �Ö¢+|�ÓýÙ¦

2. �dÕeTH� bͳsY

3. V�A³H�

4. nýÉH� >±]¦qýÙ

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qT+&� �ÔásÁ uó²w�\ýË¿ì eÖsÁÌ&�+, nqTy�<�\T #ûjáT&�+µ. B�¿ì

d�+�+~ó+ºq kÍeTsÁ�«+

1. uó²cÍ+Xæ\�|Õ |�³T¼

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3. sÁkÍqTuó�ÖÜ

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#î+~q |�̄ ¿£�\T

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3. ¿£Þ²Ôá�¿£ kÍeTsÁ�« |�̄ ¿£�\T

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úeÚ �|s=ØHû |�]uó²w�

1. <ó�Ç� d�ÇjáT+ <ëÔá¿£Ôá (Phonetic motivation)

2. y�«¿£sÁD <ëÔá¿£Ôá (Grammatical motivation )

3. nsÁ�<ëÔá¿£Ôá (Semantic motivation)

4. H�H�sÁ�¿£Ôá (Polysemy)

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� esÁZ+y�]¹¿ ne>·ÔáeTòÔáT+~. �{ì¼ uó²w�

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3. |�ÜÔáuó²w�

4. esÁZuó²w�

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�&�T¿=Hû ¿=�� �³\ >·Ö]Ì y�]¿ì $e]kÍï&�T. � C²ãq+

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81. The novel ‘David Copperfield’ was written by:

1. Charles Dickens

2. Lewis Carroll

3. Emily Bronte

4. Hawthorne

82. Choose the drama written by Angela Marsons.

1. In Servitude.

2. In Her Shadow

3. The Middle Child

4. The Girlfriend

83. The sonnet, ‘Those Winter Sundays’ was written by:

1. Gerard Manley Hopkins

2. Robert Hayden

3. Richard Wilbur

4. Robert Frost

84. ‘The Turbid Ebb and Flow of Misery’ was the literary work of:

1. Parker

2. Bertrand Russell

3. George Bernard

4. Margaret Sanger

85. In a story the character who solves a problem or achieves a purpose is called :

1. a reader

2. an author

3. an alien

4. a protagonist

86. An autobiography is written:

1. from the reader’s point of view

2. from the third person point of view

3. from the first person point of view

4. from the critic’s point of view.

87. ………. computers are useful in every walk of life.

Choose the correct article that fits the blank.

1. A

2. An

3. The

4. No article is needed.

88. What ……….. story this is!

Choose the correct expression that fits the blank.

1. a interesting

2. an interested

3. an interesting

4. a interested

89. I have laid her …… deep obligation by helping her in distress. Choose the correct preposition that fits the blank.

1. with

2. under

3. by

4. over

90. This medicine is good ………… headache.

Choose the correct preposition that fits the blank.

1. at

2. with

3. on

4. for

91. While a great writer, he is a great teacher.

Choose the part of speech of the word, ‘while’

1. a noun

2. a verb

3. a conjunction

4. an adverb

92. Choose the suffix that can be used to form a noun from an adjective.

1. - ness

2. - ful

3. - ous

4. - able

93. Choose the simple sentence among the following.

1. I finished my dinner and went out for a walk.

2. You must run away at once to escape being caught.

3. He is very rich, but still he is very unhappy.

4. He must work very hard or he will not win the first prize.

94. The child did not see the giant coming.

Choose the interrogative sentence of the above sentence.

1. What did the child saw coming?

2. Didn’t the child see the giant coming?

3. Didn’t the child saw the giant coming?

4. Did the child not saw the giant coming?

95. Choose the sentence that indicates an action that has just been completed.

1. I have already watched that movie.

2. I shall watch that movie.

3. I do watch that movie.

4. I watched the movie ten days ago.

96. They ………. in this factory for ten years when they were dismissed.

Choose the correct form of the verb that fits the blank grammatically.

1. were working

2. had been working

3. has been working

4. have been working

97. By this time tomorrow I ……………… Madras.

Choose the correct tense form that fits the blank.

1. will be reached

2. will have been reach

3. will reach

4. will have reached

98. Choose the word with ‘stress’ on the first syllable.

1. society

2. ascent

3. important

4. leadership

99. Choose the word that has the sound /ɔɪ/.

1. tie

2. toy

3. tray

4. tree

100. Choose the word in which the letter ‘b’ is silent.

1. bright

2. tomb

3. brought

4. debut

101. King James’ version of the Bible helped in

1. stabilizing the English Language.

2. diluting the English Language.

3. destabilizing the English Language.

4. strengthening the Indo-European family of languages.

102. National Curriculum Framework 2005 proposed

1. Teacher Centred Education.

2. Materials as the Centre of Education.

3. Child Centred Education.

4. to encourage rote learning.

103. In the word, ‘yes’, / j / is

1. a voiced, palatal and semi-vowel sound.

2. a voiced, glottal and nasal sound.

3. a voiced, dental and fricative sound.

4. an unvoiced, glottal and fricative sound.

104. Identify the factor that doesn’t help learners read faster.

1. reading silently

2. anticipating the meaning

3. reading the text in groups of words at a time.

4. going back and forth in reading.

105. One of the advantages of Direct Method is

1. Learners acquire vocabulary in an easy way because the target language is translated into their mother tongue.

2. Language items are acquired naturally and hence learners speak and write in English easily.

3. Understanding, interpreting, assimilating too is easy as the text is translated into native language.

4. Grammar is taught prescriptively.

106. The teacher asks a girl to do certain actions. She says these sentences while the girl does as she says.

· Radha is at the door. · Radha is beside me. · Radha is walking along the wall. · Radha is sitting under the table. · Radha is sitting on the mat.

In this activity the teacher is introducing;

1. articles

2. reported speech

3. prepositions

4. passive voice

107. Identify the false statement

1. All objectives of framing a curriculum should be observable.

2. All objectives of framing a curriculum should be ambiguous.

3. All objectives of framing a curriculum should be measurable.

4. All objectives of framing a curriculum should be practical.

108. The basic principle of B.F. Skinner’s operant conditioning is that any learning is strengthened when it is supported by

1. encouragement and hope.

2. feedback and reinforcement.

3. rehearsals and innovations

4. practice and analysis

109. A child constructs knowledge while engaged in the process of learning. So, the learners should

1. be encouraged to give answers that are given in guides and question banks.

2. be encouraged to mimic others words.

3. be encouraged to answer from rote memory.

4. be encouraged to answer in their own words.

110. The correct choice or option among the alternatives provided in a multiple choice test item is called.

1. key

2. stem

3. distractor

4. question

111. A man buys a cycle for ̀ 1400 and sold it at a loss of 15% then the selling price of the cycle is

ÿ¿£ e«¿ìï ÿ¿£ �dÕ¿ìýÙqT ` 1400 Å£� ¿=�, neT�&�+ <�Çs� 15% qw�¼+ bõ+~q

� �dÕ¿ìýÙ n$T�qyî\

1. ` 1090

2. ` 1160

3. ` 1190

4. ` 1202

112. The difference between compound interest and simple interest on ` 2000 for 2 years at 8% p.a.

` 2000 \�|Õ 2 d�+öö\ýË 8% e&�¦¹s³T #=|�ðq njûT« #áç¿£e&�¦ eT]jáTT

u²sÁTe&�¦\ Ôû&�

1. ` 10.80

2. ` 11.20

3. ` 11.70

4. ` 12.80

113. The smallest number when divided by 35, 56 and 91 leaves a remainder 7 is

35, 56 eT]jáTT 91 \#û uó²Ð+#á>± 7 Xâw�+ e#áTÌ nÜ ºq� d�+K«

1. 5651

2. 3647

3. 4647

4. 2747

114. The ascending order of the following

38

, 38%, 0.0038, 0.308

38

, 38%, 0.0038, 0.308 \qT �sÃV�²D ç¿£eT+ýË s�jáT>±

1. 38%, 0.308, 0.0038, 38

2. 38

, 0.0038, 0.308, 38%

3. 0.0038, 0.308, 38

, 38%

4. 0.0038, 38%, 0.308, 38

115. If a : b = 5 : 9 and b : c = 4 : 7 then a : b : c is

a : b = 5 : 9 eT]jáTT b : c = 4 : 7 nsTTq a : b : c $\Te

1. 5 : 4 : 7

2. 5 : 36 : 28

3. 20 : 36 : 35

4. 20 : 36 : 63

116. The salary of a person was reduced by 10%. Then the percentage that should be raised to get his original salary is

ÿ¿£ e«¿ìï JÔá+ýË 10% ÔáÐZ+#�sÁT. nÔáqT eTsÁý² eTT+<�T rd�TÅ£�q�

JÔáeTTqÅ£� s�e&��¿ì �|+#áe\d¾q~ XæÔá+ýË

1. 10%

2. 1119

%

3. 1125

%

4. 1212

%

117. 1 = 1 = 13

3+5 = 8 = 23

7+9+11 = 27 = 33

…………………. Observe the pattern

The sum of 43 + 45 + …… + 55 is

�|Õ ç¿£eÖ�� |�]o*+º 43 G 45 G ........ G 55 yîTTÔáï+

1. 63

2. 73

3. 83

4. 93

118. The sum of integers which are divisible by 5 from 50 to 125 is

50 qT+&� 125 esÁÅ£� >·\ 5 #û uó²Ð+#á�&û d�+K«\ yîTTÔáï+

1. 6250

2. 6075

3. 2800

4. 1400

119.

The median class of the above frequency distribution

�|Õ båq'|�Úq« $uó²Èq+ jîTT¿£Ø eT<ó�«>·Ôá ÔásÁ>·Ü

1. 20 – 30

2. 30 – 40

3. 40 – 50

4. 50 – 60

120. The mean of ‘n’ observations x1, x2, x3, ….. xn is x . If each observation is multiplied by ‘P’ then the mean of the new observation is x1, x2, x3, ….. xn nqT ‘n’ |�]o\q\ d�>·³T x eT]jáTT ç|�r |�]o\qqT

‘P’ #û >·TDì+#á>± @sÁÎ&û ¿=Ôáï |�]o\q\ d�>·³T

1. x + P

2. P x×

3. xP

4. x

Class ÔásÁ>·Ü 0-10 10-20 20-30 30-40 40-50 50-60

Frequency båq'|�Úq«+ 3 9 15 30 18 5

121. The length of a rectangle is twice of its breadth. If its perimeter is 48cm then area of the rectangle is (in cm2)

ÿ¿£ BsÁé#áÔáTsÁçd�eTT jîTT¿£Ø bõ&�eÚ, <�� yî&�\Tο£+fñ Âs+&�T Âs³T¢. <��

#áT³T¼¿=\Ôá 48 �d+.MT nsTTq � BsÁé#áÔáTsÁçd� yîÕXæ\«eTT (�d+.MT2)

1. 148

2. 138

3. 128

4. 126

122. 2 25 12 6P x xy y= - - ; 2 210 8 17Q x xy y= + + ; 2 22 3R x xy y= - + + then ( )Q R P- + is equal to

2 25 12 6P x xy y= - - ; 2 210 8 17Q x xy y= + + ; 2 22 3R x xy y= - + +nsTTq ( )Q R P- + d�eÖqyîT®q~

1. 2 27 18 10x xy y- +

2. 2 217 10x xy y- +

3. 2 25 7 13x xy y+ +

4. 2 217 7 10x xy y- +

123. A metal cuboid of dimensions 22cm × 15cm × 7.5cm was melted and cast into a cylinder of height 14cm then its radius (in cm)

ÿ¿£ ýËV�²|�Ú BsÁé|��TqeTT 22 �d+.MT I 15 �d+.MT I 7.5 �d+.MT

¿=\Ôá\qT ¿£*ÐeÚ+~. <��� ¿£]Ð+º 14 �d+.MT mÔáTï>·\ ÿ¿£ d�Ö�|�eTT>±

#ûd¾q <�� y�«kÍsÁ�eTT (�d+.MT.\ýË)

1. 2.5

2. 10

3. 2.8

4. 7.5

124. The curved surface area of a cylinder is 2200 cm2. If its base radius is 3.5cm then height of the cylinder is (in cm)

ÿ¿£ d�Ö�|�eTT jîTT¿£Ø ç|�¿£ØÔá\ yîÕXæ\«eTT 2200 �d+.MT2 <�� uó�Öy�«kÍsÁ�eTT

3.5 �d+.MT nsTTq � d�Ö�|�eTT jîTT¿£Ø mÔáTï (�d+.MT.\ýË)

1. 55

2. 105

3. 100

4. 102

125. An exterior angle of a triangle is 105o and its two interior opposite angles are equal then each equal angle is (in degrees)

ÿ¿£ çÜuó�TÈeTT jîTT¿£Ø u²V�²«¿ÃDeTT 105o eT]jáTT <��¿ì m<�TsÁT>± eÚ+&û

n+ÔásÁ ¿ÃD²\T d�eÖqyîT®q ç|�Ü d�eÖq|�Ú ¿ÃDeTT (&�ç^\ýË)

1. 3712

2. 5212

3. 7212

4. 75o

126. The angles of a triangle are ( )2 ox , ( )3 5 ox + and ( )4 14 ox - then the three angles are

ÿ¿£ çÜuó�TÈ ¿ÃD²\T ( )2 ox , ( )3 5 ox + eT]jáTT ( )4 14 ox - nsTTq

� eTÖ&�T ¿ÃD²\T

1. 42o, 68o, 70o

2. 38o, 52o, 90o

3. 50o, 48o, 92o

4. 30o, 60o, 90o

127. If the circumference of a circle is 264 cm then its area is (in cm2)

ÿ¿£ e�ÔáïeTT jîTT¿£Ø uó�Ö|�]~ó 264 �d+.MT nsTTq <�� yîÕXæ\«eTT (�d+.MT2)

1. 5544

2. 4545

3. 5036

4. 4436

128. The angles of a triangle are arranged in ascender order. If the difference between any two consecutive angles is 10° then one of the angle is

ÿ¿£ çÜuó�TÈeTT jîTT¿£Ø ¿ÃD²\T �sÃV�²D ç¿£eTeTTýË ¿£\eÚ. y�{ìýË @Âs+&�T

esÁTd� ¿ÃD²\ eT<ó�« uóñ<�+ 10 nsTTq � ¿ÃD²\ýË ÿ¿£{ì

1. 55°

2. 85°

3. 70°

4. 40°

129. If a = 3 and b = 2 then the value of 1 1 a

a bæ ö+ç ÷è ø

is

a = 3 eT]jáTT b = 2 nsTTq 1 1 a

a bæ ö+ç ÷è ø

jîTT¿£Ø $\Te

1. 216156

2. 135316

3. 125216

4. 105116

130. If ( )( )

2

53 3

9 3 3 27 1273 2

nn n´ ´ -=

´ then the value of ‘n’ is

( )( )

2

53 3

9 3 3 27 1273 2

nn n´ ´ -=

´ nsTTq ‘n’ jîTT¿£Ø $\Te

1. 4

2. 3

3. 9

4. 10

131. As per the definition given by Aristotle, Mathematics is

1. The science of indirect measurement

2. The science of quantity

3. The science that draws necessary conclusions

4. The mirror of civilisation

n]kͼ{ìýÙ �sÁǺ+ºq ç|�¿±sÁeTT, >·DìÔá+ n+fñ 1. |�sÿ£� eÖ|�q XægeTT

2. |�]eÖD XægeTT

3. ned�sÁyîT®q �s��sÁD\qT s��fñ¼ XægeTT

4. H�>·]¿£ÔáÅ£� n<�Ý+ e+{ì~

132. “The arts like drawing, painting, music and sculpture that we enjoy are based on Mathematics” – This relates to the value

1. Artistic value

2. Utilitarian value

3. Preparatory value

4. Disciplinary value

»»eTqÅ£� �q+<��� ¿£*Ð+#û ºçÔáýñKq+, sÁ+>·T\TyûjáT&�+, d�+^Ôá+, ¥\ο£Þø

yîTT<�ýÉÕq ¿£Þø\ú� >·DìÔ�<ó�sÁyûTµµ ` �~ � $\Te\Å£� #î+~q~ 1. ¿£Þ²Ôá�¿£ $\Te

2. ç|�jîÖÈH�Ôá�¿£ $\Te

3. d�H��V�²¿£ $\Te

4. ç¿£eT¥¿£�D $\Te

133. The specification “the learner develops speed and accuracy in computing the area of a triangle” – comes under this objective.

1. Knowledge

2. Understanding

3. Application

4. Skill

nuó²«d�Å£�&�T çÜuó�TÈyîÕXæý²«�� >·Dì+#á&�+ýË yû>±��, ¿£ºÌÔáÔ�Ç��

�|+bõ+~+#áTÅ£�+{²&�Tµµ ` nqTq~ � \¿£�«eTTqÅ£� #î+~q d�ÎwÓ¼¿£sÁDeTT. 1. C²ãqeTT

2. ne>±V�²q

3. $�jîÖ>·eTT

4. HîÕ|�ÚD«eTT

134. In this teaching method one has to proceeds from “Conclusion to Hypothesis” and “Unknown to Known facts”

1. Inductive method

2. Deductive method

3. Analytic method

4. Synthetic method

»»kÍs�+XøeTT qT+º <�Ô�ï+XøeTTqÅ£�µµ eT]jáTT »»Ôî*jáT� $w�jáÖ\ qT+º

Ôî*d¾q $w�jáÖ\Å£�µµ nqTd�]+#áT uË<ó�H� |�<�ÆÜ 1. �>·eTq |�<�ÆÜ

2. �>·eTq |�<�ÆÜ

3. $Xâ¢w�D |�<�ÆÜ

4. d�+Xâ¢w�D |�<�ÆÜ

135. One of the demerits of ‘Deductive Method” is

1. Enhances speed and efficiency in solving problems

2. Short and time saving

3. More importance is given to memory than understanding

4. The deductive reasonings are universally applicable

¿ì+~ y��ýË »»�>·eTq |�<�Æܵµ ýË� ÿ¿£ <Ãw�eTT 1. d�eTd�«\ kÍ<ó�H� kÍeTs��«��, yû>±�� �|+bõ+~+#áTqT.

2. d�+¿ì�|�ïyîT®q~ eT]jáTT d�eTjáÖ�� bõ<�T|�Ú#ûd�Tï+~.

3. ne>±V�²q¿£H�� d�� �Ü¿ì mÅ£�Øe çbÍ<ó�q«+ �eÇ�&�TqT.

4. �>·eTq |�<�ÆÜýË� Ô�]Ø¿£ n+Xæ\T kÍsÁÇÈúq+

136. “Addition and Subtraction of decimal numbers” can be taught easily by using the following material from Maths Kit (O.B.B. Kit)

1. Domino cards

2. Abacus

3. Cuisenaire steps

4. Napier strips

>·DìÔá �|{ì¿£ (O.B.B. Kit) q+<�* � kÍeÖçÐqT|�jîÖÐ+º »»<�Xæ+Xø

d�+K«\ d�+¿£\qeTT eT]jáTT e«e¿£\qeTTµµ qT d�T\uó�+>± uË~ó+#áe#áTÌqT. 1. &�$THÃ ¿±sÁT¦\T

2. |�Pd�\ #áç³+

3. Å£L«�dHîsTTsY |�{¡¼\T

4. Hû|¾jáTsY |�{¡¼\T

137. One of the following values that does not belong to the principle of curriculum construction

1. Principle of disciplinary value

2. Principle of cultural value

3. Principle of child centeredness value

4. Principle of logical order value

ç¿ì+~ y��ýË ¿£]Å£�\+ �s��D d�ÖçÔáeTT\Å£� #î+<�� $\Te 1. ç¿£eT¥¿£�D² $\Te d�ÖçÔáeTT

2. kÍ+d�Ø �Ü¿£ $\Te d�ÖçÔáeTT

3. ¥Xø�¹¿+çB¿£�Ôá d�ÖçÔáeTT

4. Ô�]Ø¿£ ç¿£eT+ d�ÖçÔáeTT

138. “Preparation and Recapitulation” are the first and last steps of this approach of lesson plan

1. Morrison’s approach

2. R.C.E.M. approach

3. Herbartian approach

4. Blooms approach

»»d�H��V�²eTT eT]jáTT |�Úq]ÇeTsÁôµµ nqTq$ bÍsÄÁ«|�<�̧¿£+ýË� yîTT<�{ì eT]jáTT

ºe] kþbÍH�\T>± >·\ qeTÖH� 1. yîÖ]d�H� qeTÖH�

2. �sY.d¾.�.my�T. qeTÖH�

3. �V²sÁÒ¹s¼]jáTH� qeTÖH�

4. �Ö¢y�Tà qeTÖH�

139. One of the following type of questions is ‘selecting a right answer type of question’.

1. Master list form

2. One word answer form

3. Completion form

4. Association form

ç¿ì+~ y��ýË »d�]jî®Tq d�eÖ<ó�qeTT m+|¾¿£ #ûd�T¿=Hû ç|�Xæ�sÁ¿£eTTµ 1. eÖd�¼sY *dt¼ sÁÖ|�eTT

2. ÿ¹¿ |�<�+ýË d�eÖ<ó�H���#ûÌ ç|�Xæ�sÁÖ|�eTT

3. |�PsÁD sÁÖ|�eTT

4. d�+d�sÁZ sÁÖ|�eTT

140. The Academic Standard to be tested through this test item is “Write the smallest five digit number formed by 6, 8, 5, 9 and 3”

1. Reasoning - Proof

2. Communication

3. Connection

4. Representation - Visualisation

»»6, 8, 5, 9 eT]jáTT 3 \Ôà @sÁÎ&�T nÜ ºq� ×<�T n+¿\ d�+K«qT

s�jáT+&�.µµ ` B� <�Çs� |�̄ ¿ì�+#á>·\ $<�«ç|�eÖDeTT. 1. ¿±sÁD²\T #î|�Î&�+ ` �sÁÖ|�D\T #ûjáT&�+

2. e«¿£ï|�sÁ#á&�+

3. nqTd�+<ó�qeTT

4. çbÍÜ�<ó�«|�sÁ#á&�eTT ` <��o«¿£sÁDeTT

141. A particle moves in a circle of radius ‘S’. Then the ratio of distance to displacement of the particle in half of its revolution is

ÿ¿£ ¿£D+ ‘S’ y�«kÍsÁ�+ >·\ e�Ô�￱sÁ eÖsÁZ+ýË ÜsÁT>·TÔáT+~. nsTTq ÿ¿£

nsÁ�çuó�eTD²�¿ì <�ÖsÁ+, kÍ�qçuó�+Xø+\ �w�ÎÜï

1. p : 1

2. p : 2

3. 2p : 3

4. : 22p

142. The angle of reflection when a ray of light is incident on a convex mirror along its principle axis is

ÿ¿£ ¿±+Ü¿ìsÁD+ Å£�+u󲿱sÁ <�sÁÎD+ ç|�<ó�H�¿£�+ yî+�&� <�sÁÎD+�|Õ |�Ôáq+

#î+~q, |�s�esÁïq ¿ÃD+ $\Te

1. 0°

2. 30°

3. 60°

4. 90°

143. If the wattage of an electrical bulb increases, then

1. it consumes less electricity and gives more light.

2. it consumes less electricity and gives less light.

3. it consumes more electricity and gives more light.

4. it consumes more electricity and gives less light.

ÿ¿£ $<�T«ÔY �\TÒ jîTT¿£Ø »y�fñ�µ � �|+ºq, 1. n~ ÔáÅ£�Øe $<�T«ÔYqT $�jîÖÐ+#áT¿=�, mÅ£�Øe ¿±+Ü�d�Tï+~.

2. n~ ÔáÅ£�Øe $<�T«ÔYqT $�jîÖÐ+#áT¿=�, ÔáÅ£�Øe ¿±+Ü�d�Tï+~.

3. n~ mÅ£�Øe $<�T«ÔYqT $�jîÖÐ+#áT¿=�, mÅ£�Øe ¿±+Ü�d�Tï+~.

4. n~ mÅ£�Øe $<�T«ÔYqT $�jîÖÐ+#áT¿=�, ÔáÅ£�Øe ¿±+Ü�d�Tï+~.

144. The type of solar eclipse that can be observed only when partially shaded outer region of shadow cast by moon touches the earth

1. Total solar eclipse

2. Partial solar eclipse

3. Annular solar eclipse

4. Hybrid solar eclipse

#á+ç<�T� e\q @sÁÎ&û ú&�jîTT¿£Ø n+#áTuó²>·+ýË �+&û |�\T#á� ú&� uó�Ö$T�|Õ

|�&�q|�ð&�T @sÁÎ&û d�ÖsÁ«ç>·V�²D+ 1. d�+|�PsÁ� d�ÖsÁ«ç>·V�²D+

2. bÍ¿ì�¿£ d�ÖsÁ«ç>·V�²D+

3. e\jáÖ¿±sÁ d�ÖsÁ«ç>·V�²D+

4. $TçXøeT d�ÖsÁ«ç>·V�²D+

145. If sound wave is moving in solids, the amplitude can be described in terms of

1. displacement of particles

2. pressure of particles

3. density of particles

4. volume of particles

<ó�Ç� ÔásÁ+>·+ |��Tq|�<�s��\ýË ç|�jáÖDìd�Tïq�|�ð&�T, ¿£+|�q |�]$TÜ�

� n+Xø+ �<ó�sÁ+>± $e]kÍïsÁT 1. ¿£D²\ jîTT¿£Ø kÍ�qçuó�+Xø+

2. ¿£D²\ jîTT¿£Ø |Ó&�q+

3. ¿£D²\ jîTT¿£Ø kÍ+ç<�Ôá

4. ¿£D²\ jîTT¿£Ø |��Tq|�]eÖD+

146. x CO2 + y H2O → C6H12O6 + z O2

To make the equation balanced the values of x, y, z are respectively.

x CO2 + y H2O → C6H12O6 + z O2

x, y, z \ � $\Te\Å£� �|Õ d�MT¿£sÁD+ d�eTÔáT\« d�MT¿£sÁDeTT neÚÔáT+~.

1. 6, 3, 2

2. 6, 2, 3

3. 6, 6, 6

4. 3, 6, 6

147. Nature of the gas formed when Sulphur is burnt in air.

1. an acidic oxide

2. a basic oxide

3. it does not dissolve in water

4. amphoteric oxide

d�\ÎÛsYqT >±*ýË eT+&�+ºq|�Ú&�T @sÁÎ&�q y�jáTTeÚ jîTT¿£Ø d�Çuó²e+ 1. ÿ¿£ �eT¢ �¿Õà&�

2. ÿ¿£ ¿�±sÁ �¿Õà&�

3. ú{ìýË ¿£sÁ>·<�T

4. �+b�õfÉ]¿ù �¿Õà&�

148. The suitable and easy method to separate immiscible mixture like chloroform and water is

1. Evaporation

2. Separating funnel

3. Fractional distillation

4. Sublimation

¿Ã¢sÃb�Í+ eT]jáTT úsÁT e+{ì n$TçXøD¡jáT $TçXøeÖ�� yûsÁT #ûjáT&��¿ì

nqTyîÕq, d�T\TyîÕq |�<�ÆÜ 1. uó²wÓÎuó�eq+

2. yûs�γT >·s�³T

3. n+¥¿£ �dÇ<�q+

4. �ÔáÎÔáq+

149. This reaction is a chemical combination as well as an exothermic reaction

� #ásÁ« sÁkÍjáTq d�+jîÖ>·eTT eT]jáTT �w��yîÖ#á¿£ #ásÁ«

1. Ca CO3 → CaO + CO2

2. NaCl + AgNO3 → AgCl + NaNO3

3. Fe + CuSO4 → FeSO4 + Cu

4. CaO + H2O → Ca (OH)2

150. One of the following represents ‘1 mole’

1. 16 g. of ‘O’ atoms

2. 16 g. of ‘O2’ molecules

3. 8 g. of ‘O’ atoms

4. 8 g. of ‘O2’ molecules

ç¿ì+~ y��ýË »ÿ¿£ yîÖýÙµ qT d�Öº+#û~ 1. 16 ç>±. ‘O’ |�sÁeÖDTeÚ\T

2. 16 ç>±. ‘O2’ nDTeÚ\T

3. 8 ç>±. ‘O’ |�sÁeÖDTeÚ\T

4. 8 ç>±. ‘O2’ nDTeÚ\T

151. The changes that are observed during “Inspiration” and “Expiration” in lungs respectively are

1. Internal pressure decreases - internal pressure increases

2. Internal pressure increases - internal pressure decreases

3. Internal pressure decreases - internal pressure decreases

4. Internal pressure increases - internal pressure increases

}|¾]ÜÔáTï\ýË »»�#�ÌÛÇd�+µµ eT]jáTT »»�XæÇd�+µµ ç|�ç¿ìjáT\+<�T È]¹>

eÖsÁTÎ\T esÁd�>±

1. ýË|�* |Ó&�q+ Ôá>·TZqT ` ýË|�* |Ó&�q+ �|sÁT>·TqT

2. ýË|�* |Ó&�q+ �|sÁT>·TqT ` ýË|�* |Ó&�q+ Ôá>·TZqT

3. ýË|�* |Ó&�q+ Ôá>·TZqT ` ýË|�* |Ó&�q+ Ôá>·TZqT

4. ýË|�* |Ó&�q+ �|sÁT>·TqT ` ýË|�* |Ó&�q+ �|sÁT>·TqT

152. Identify the organs where fixed joint and hinge joint are located in our body

1. shoulder, neck

2. upper jaw & head, elbow

3. lower jaw & head, shoulder

4. knee, neck

eTq <ûV�²+ýË ¿£<�\� ¿¡\T, eT&�Ôá�+<�T ¿¡\T >·\ nejáTy�\qT >·T]ï+#á+&�

1. uó�TÈ+, yîT&�

2. �|Õ <�e&� Ê Ôá\, eTT+CñsTT

3. ç¿ì+~ <�e&� Ê Ôá\, uó�TÈ+

4. yîÖ¿±\T, yîT&�

153. The organisms that show bilateral symmetry, triploblastic nature with segmentation are

1. Leeches

2. Mussels

3. Round worms

4. Sea urchins

~ÇbÍsÁôÇ kåw�÷e+, çÜd�ï]Ôá \¿£�D+ÔÃbͳT K+&�ÔájáTTÔá <ûV�²+

¿£*ÐeÚq� JeÚ\T

1. È\>·\T

2. �*Ì|�Î\T

3. @*¿£ bÍeTT\T

4. dÓ �]ÌH�\T

154. The muscular structure that adjusts the size of ‘pupil’ according to the intensity of light is

1. Ciliary muscle

2. Suspensor ligament

3. Iris

4. Ligaments & muscles

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�s��DeTT

1. XèÕ*¿±eTjáT ¿£+&�s�\T

2. ne\+_Ôá kÍ�jáTTeÚ\T

3. ¿£+{ìbÍ|�

4. kÍ�jáTTeÚ\T eT]jáTT ¿£+&�s�\T

155. The scientist who pointed out the dangerous effects of pesticides on microscopic plants and animals in her book is

1. Rachel Carson

2. Juliot Curei

3. Mary Anning

4. Rosalind

d�Ö¿£��yîT®q yîTT¿£Ø\T eT]jáTT È+ÔáTeÚ\�|Õ ¿¡³¿£H�XøqT\T ç|�eÖ<�¿£sÁyîT®q

ç|�uó²y��� #áÖ|�ÚÔ�jáT� Ôáq ç>·+<�̧eTTýË d�Öº+ºq XægyûÔáï

1. ¹s#áýÙ ¿±sÁàH�

2. p*jáT{٠ţL«]

3. yûT¯ m��+>´

4. sÃkÍ*+&�

156. The animals that use their teeth to filter food from water are

1. Crane & Frog

2. Fish & Duck

3. Fish & Lizard

4. Frog & Duck

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�|�jîÖÐ+#áT¿=qTq$

1. ¿=+>· Ê ¿£|�Î

2. #û|� Ê u²ÔáT

3. #û|� Ê �*¢

4. ¿£|�Î Ê u²ÔáT

157. Nerve fibres originated from Sacculus and Utriculus are unite to form

1. Cochlear nerve

2. Vestibular nerve

3. Auditory nerve

4. Optic nerve

kÍÅ£�«\dt eT]jáTT jáTTç{ìÅ£�«\dt\ qT+&� �jáT\T<û]q H�&� Ôá+ÔáTeÚ\T ¿£\d¾

@sÁÎ&�Tq~

1. ¿£s��esÁïH�&�

2. �|{쿱H�&�

3. çXøeDH�&�

4. <��¿ùH�&�

158. Ravi’s blood group is “A”, Ravi’s father’s blood group is “O”. In an emergency the blood groups that can be transfused to both of them are

sÁ$ sÁ¿£ïesÁZ+ »»Aµµ, sÁ$ Ôá+ç&� sÁ¿£ïesÁZ+ »»Oµµ nÔá«ed�sÁ d�eTjáT+ýË sÁ$¿ì,

sÁ$Ôá+ç&�¿ì sÁ¿£ï<�q+ ned�sÁyîT®q#à m¿ìØ+#á<�Ðq sÁ¿£ï es�Z\T

Ravi Ravi’s Father

1. “A”, “O” “O”

2. “AB” “AB”

3. “B”, “O” “A”

4. “B” “B”, “O”

159. The enzymes secreted by pancreas are

1. Amylase, Sucrase, Lipase

2. Trypsin, Amylase, Lipase

3. Lipase, Pepsin, Ptyalin

4. Pepsin, Lipase, Sucrase

¿Ã¢eT+ çd�$+#û m+CÉÕeTT\T

1. nyîT®ýñCÙ, d�T繿CÙ, ýÉÕ�|CÙ

2. ç{ì|¾àH�, nyîT®ýñCÙ, ýÉÕ�|CÙ

3. ýÉÕ�|CÙ, �||¾àH�, ³jáT*H�

4. �||¾àH�, ýÉÕ�|CÙ, d�T繿CÙ

160. The valves that are located at right side of the human heart

1. Tricuspid valve & Pulmonary valve

2. Tricuspid valve & Systemic valve

3. Bicuspid valve & Systemic valve

4. Mitral valve & Pulmonary valve

eÖqeÚ� V�²�<�jáT+ýË Å£�&� bÍsÁôÇ+ yîÕ|�Ú >·\ ¿£y�{²\T

1. nç>·çÔájáT ¿£y�³+ Ê |�Ú|�Úd� <ó�eT� ¿£y�³+

2. nç>·çÔájáT ¿£y�³+ Ê eTV�ä<ó�eT� ¿£y�³+

3. nç>·<�ÇjáT ¿£y�³+ Ê eTV�ä<ó�eT� ¿£y�³+

4. $Tç³ýÙ ¿£y�³+ Ê |�Ú|�Úd� <ó�eT� ¿£y�³+

161. Elliptical orbits are introduced in the place of circular orbits in heliocentric theory by

1. Copernicus

2. Tycho Brahe

3. Isaac Newton

4. Kepler

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¿£¿£�«\qT ç|�yûXø �|{ì¼qy�sÁT

1. ¿Ã|�]�¿£dt

2. fÉ®UË çuñV¾²

3. ×C²¿ù qÖ«³H�

4. ¿|�¢sY

162. ‘Galvanometer’ was discovered by

1. Ampere

2. Volt

3. Gorge Ohm

4. Faraday

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1. �+|¾jáTsY

2. yÃýÙ¼

3. C²]¨ zy�T

4. b�ÍsÁ&û

163. An objective in the Cognitive domain is

1. precision

2. receiving

3. responding

4. evaluation

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1. d�T�¥ÔáÔáÇ+

2. ç>·V¾²+#áT³

3. ç|�Üd�Î+<�q

4. eTÖý²«+¿£qeTT

164. “The method that gives greater emphasis on training in scientific method than on acquiring knowledge” is

1. Heuristic method

2. Historical method

3. Project method

4. Lecture cum Demonstration method

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çbÍeTTK«Ôá�#ûÌ |�<�ÆÜ

1. nHûÇw�D |�<�ÆÜ

2. #�]çÔá¿£ |�<�ÆÜ

3. ç|�¿£\Îq |�<�ÆÜ

4. �|�H�«d� ç|�<�sÁôq |�<�ÆÜ

165. The disadvantage of programmed instruction is

1. effective for information learning

2. stable form of instruction

3. an expensive form of instruction

4. allows for differences in rate of learning

¿±sÁ«ç¿£eTjáTTÔá nuó�«d�q |�]$TÜ

1. d�eÖ#�s��� HûsÁTÌ¿=qT³Å£� �|�jîÖ>·|�&�TÔáT+~

2. ¥¿£�D�#áT̳ţ� �\¿£&îÕq sÁÖ|�eTT

3. ¥¿£�D�#áT̳ţ� KsÁTÌÔà ţL&�q~

4. nuó�«d�qýË� e«Ô�«kÍ\Å£� nqTeTÜ�d�Tï+~

166. Examples of a direct learning experience in the following are

1. preparing models individually

2. study of electromagnetic waves

3. listening to radio recordings

4. watching T.V films

ç¿ì+~ �<�V�²sÁD\ýË ç|�Ôá«¿£� nqTuó�y���#ûÌ$

1. d�Ç+Ôá+>± qeTÖH�\T ÔájáÖsÁT #ûjáTT³

2. $<�T«<�jáTkÍØ+Ôá ÔásÁ+>±\ n<ó�«jáTqeTT

3. ¹s&�jîÖ ]¿±]¦+>·T $qT³

4. {ì.$. q+<�T d¾�eÖ\T #áÖ#áT³

167. In ‘Edgar Dale’s Cone of experiences’ demonstrations are more abstract than.

1. dramatised experiences

2. contrived experiences

3. direct purposeful experiences

4. radio recording

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1. H�³¿¡¿£sÁD nqTuó�y�\T

2. d�e]+#á�&�q nqTuó�y�\T

3. ç|�Ôá«¿£� ç|�jîÖÈH�Ôá�¿£ nqTuó�y�\T

4. ¹s&�jîÖ ]¿±]¦+>´

168. In the science laboratory ‘Phosphorous’ should always be kept in

1. water

2. kerosene

3. dark brown glass bottles

4. dry climate

�dÕH�à ç|�jîÖ>·Xæ\ýË uó²d�Çs��� m\¢|�ð&�Ö B�ýË �+#�*

1. úsÁT

2. ¿ìsÁd�H�sTT\T

3. eTT<�TsÁT >Ã<ó�TeT sÁ+>·T >±E ;¿£sÁT¢

4. bõ&� y�Ô�esÁD+

169. The most important criterion for judging an exhibit in a science fair as recommended by NCERT.

1. use of scientific method in the preparation of the exhibit

2. originality and resourcefulness

3. thoroughness

4. dramatic value

NCERT y�] ç|�ÜbÍ<�q\ ç|�¿±sÁ+ �dÕH�à �|�sTTsY q+<�T ç|�<�]ô+|��&�q ÿ¿£

ç|�<�sÁôqqT H�«jáT�sÁ�jáTeTT #ûjáTT eTTK«yîT®q çbÍÜ|�~¿£

1. ç|�<�sÁôq ed�TïeÚ ÔájáÖsÁT #ûjáTT³jáT+<�T �$T&� �q� yîÕC²ã�¿£ |�<�ÆÜ

2. d�V�²ÈÔáÇeTT eT]jáTT d�+<�sÃÒÛºÔáeTT

3. d�eTç>·Ôá

4. H�³¿¡¿£sÁD $\Te

170. An example for a qualitative technique

1. aptitude test

2. intelligence test

3. achievement test

4. rating scale

>·TD²Ôá�¿£ $<ó�qeTTqÅ£� �<�V�²sÁD

1. d�V�²È kÍeTsÁ�« |�̄ ¿£�

2. ç|�C²ã |�̄ ¿£�

3. kÍ<ó�H� |�̄ ¿£�

4. �s�ÆsÁD eÖ|��

171. The woman who belongs to Chichowli village in Madhya Pradesh was honoured with ‘Sulabh Sanitation Award’ by Central Government was

1. Sarojinibai

2. Sarithabai

3. Anitabai

4. Kavithabai

¹¿+ç<�ç|�uó�TÔáÇ+ qT+º »d�T\uóÙ Xæ�fñw�H�µ ny�sÁT¦ bõ+~q eT<ó�«ç|�<ûXÙýË�

º#ê* ç>±eTeTTqÅ£� #î+~q eTV¾²Þø

1. d�sÃ��u²sTT

2. d�]Ô�u²sTT

3. n�Ô�u²sTT

4. ¿£$Ô�u²sTT

172. Suppose there is a State with MLA seats of 368 the number of seats needed for getting majority to form the government for a party is …

ÿ¿£ s�çw�¼+ýË� Xæd�qd�uó�ýË 368 d�uó�T«\TH��sÁ� nqTÅ£�+fñ ç|�uó�TÔáÇeTTqT

@s�γT#ûjáT{²�¿ì ÔáÐq yîTC²]{¡ s�y�\+fñ ÿ¿£ bÍ ¼̄ ¿£úd�+ bõ+<�e\d¾q

dÓ³¢ d�+K«

1. 184

2. 188

3. 189

4. 185

173. ‘Joothan’ was the autobiography of

1. Omprakash Valmiki

2. Dr. B. R. Ambedkar

3. Jyotirao Govindrao Phule

4. Sri Narayana Guru

»pÔáH�µ dÓÇjáT#á]çÔá � ç¿ì+~ y�]~

1. z+ç|�¿±XÙ y�©�¿ì

2. &�¿£¼sY _.�sY. n+uñ<�ØsY

3. CË«Üs�eÚ >Ã$+<�s�eÚ |��Pýñ

4. l H�s�jáTD >·TsÁT

174. The Portuguese traveller who visited Vijayanagara Kingdom during Sri Krishnadeva Raya’s period was

1. Nicolo Conti

2. Abdul Razzak

3. Domingo Paes

4. Nuniz

l¿£�w��<ûes�jáT\ ¿±\+ýË $ÈjáTq>·s��� d�+<�]ô+ºq bþsÁTÌ^d�T jáÖçÜÅ£�&�T

1. �¿ÃýË ¿Ã+{ì

2. n�TÝýÙ sÁC²¿ù

3. &Ã$T+>´ �|sTTCÙ

4. qÖ«�CÙ

175. The third stage in paper making process

1. Cutting

2. Spreading the pulp

3. Chipping

4. Pressing, drying and rolling

¿±ÐÔá+ ÔájáÖ¯ ç|�ç¿ìjáTýË� eTÖ&�e <�Xø

1. ¿£{ì+>´

2. >·TE¨qT |�sÁ#á&�+

3. eTT¿£Ø\T #ûjáT&�+

4. ÿÔáï&�+, �sÁuɳ¼&�+, #áT³¼&�+

176. One of the following is related with current account deposit

1. Maximum of four withdrawals in a month

2. Maximum balance should not exceed 50,000 rupees

3. The total of debits by cash withdrawals and transfers will not exceed 10,000 rupees in a month

4. Bank does not pay any interest on money deposited

¿ì+~ y��ýË ¿£Âs+³T U²Ô�Å£� d�+�+~ó+ºq n+Xø+

1. Hî\Å£� H�\T>·T kÍsÁT¢ q>·<�T rd�T¿Ãe&�+ nqTeTÜ+#á�&�TÔáT+~.

2. ¿£úd� �\Ç @uóÉÕyû\ sÁÖbÍjáT\Å£� $T+º �+&�s�<�T

3. q>·<�T sÁÖ|�+ýË>±�, �ÔásÁ �~©\ sÁÖ|�+ýË>±� rd�TÅ£�q� yîTTÔáï+

|�~yû\ sÁÖbÍjáT\T $T+º �+&�Å£L&�<�T

4. U²Ô�ýË �q� yîTTÔáï+�|Õ u²«+Å£� m³Te+{ì e&�¦ #î*¢+#á<�T.

177. The second highest state in Lok Sabha seats

1. Uttar Pradesh

2. Maharashtra

3. Andhra Pradesh

4. Karnataka

nÔá«~ó¿£ ýË¿ùd�uó� kÍ�H�\T ¿£*ÐjáTTq� s�çcͼ\ýË Âs+&�e~

1. �ÔáïsÁç|�<ûXÙ

2. eTV�äs�çw�¼

3. �+ç<ó�ç|�<ûXÙ

4. ¿£s��³¿£

178. If the insolation received at the equator (0°degrees) is 100 units then the insolation received at 45° are

1. 50 units

2. 40 units

3. 75 units

4. 20 units

uó�ÖeT<ó�«¹sK (0° &�ç^\T) e<�Ý 100 jáTÖ�³¢ d�ÖsÁ«|�Ú³+ #û]q³¢sTTÔû,

45° e<�Ý n+<û d�ÖsÁ«|�Ú³+

1. 50 jáTÖ�³T¢

2. 40 jáTÖ�³T¢

3. 75 jáTÖ�³T¢

4. 20 jáTÖ�³T¢

179. Who was seeking an answer to the question “How can we get rid of the cycle of birth and death in this World”?

1. Gautama Buddha

2. Makhkhali Goshala

3. Vardhamana Mahavira

4. Ajita Keshkambalin

»»� ç|�|�+#á+ýË |�Ú³T¼¿£̀ #�eÚ nHû #áç¿£�+<ó�+ qT+º $yîÖ#áq+ mý²?µµ nHû

ç|�Xø�Å£� d�eÖ<ó�q+ ¿Ãd�+ nHûÇw¾+ºqy�sÁT

1. >�ÔáeT �T<�TÝ&�T

2. eT¿£Ø* >ÃXæ\

3. esÁ�eÖq eTV�äMsÁT&�T

4. n�Ôá ¹¿Xø¿£+�*H�

180. The African country which was not under any colonial power

1. Nigeria

2. Congo

3. Libya

4. Ethiopia

@ kÍçeÖÈ«y�<� <ûXø+ jîTT¿£Ø �Bóq+ýË ýñ� �ç|�¾¿± <ûXø+

1. HîÕJ]jáÖ

2. ¿±+>Ã

3. *_jáÖ

4. �~̧jîÖ|¾jáÖ

181. Cylindrical map of the Earth was prepared by

1. Roger Bacon

2. Gerhardus Mercator

3. Nicolaus Copernicus

4. Ptolemy

uó�Ö$T jîTT¿£Ø d�ÖïbÍ¿±sÁ |�³+qT ÔájáÖsÁT#ûd¾qy�sÁT

1. sÃÈsY u²¿±H�

2. Â>s�½sÁ¦dt yîT¹sسsY

3. �¿Ã\dt ¿Ã|�]�¿£dt

4. {Ë\MT

182. Three - fifths of workers that are going to the West Asia belong to these States

1. Kerala, Tamil Nadu, Andhra Pradesh

2. Maharashtra, Gujarat, Karnataka

3. Bihar, Uttar Pradesh, Punjab

4. Madhya Pradesh, Rajasthan, Haryana

|�¥ÌeT �d¾jáÖÅ£� e\d� yîÞø�ßÔáTq� ¿±]�Å£�\ýË nsTT~+³ eTT>·TZsÁT

� s�çcͼ\Å£� #î+~qy�sÁT

1. ¹¿sÁÞø, Ôá$TÞøH�&�T, �+ç<ó�ç|�<ûXÙ

2. eTV�äs�çw�¼, >·TÈs�ÔY, ¿£s��³¿£

3. ;V�äsY, �ÔáïsÁç|�<ûXÙ, |�+C²uÙ

4. eT<ó�«ç|�<ûXÙ, s�ÈkÍ�H�, V�²s�«H�

183. By 15th August 1947, this princely state has not agreed to sign the Instrument of Accession with India.

1. Mysore

2. Travancore

3. Hyderabad

4. Benares

1947 �>·d�T¼ 15 H�{ì¿ì uó²sÁÔá<ûXø+ýË $©q ÿ|�Î+<�+�|Õ d�+Ôá¿£+ #ûjáT�

d�+k�q+

1. yîT®d�ÖsÁT

2. ç{²eH�¿ÃsY

3. �VÕ²<�s�u²<�T

4. uÉH�sÁdt

184. India had a conflict with this country on Aksai – Chin area at Ladakh region

1. Pakistan

2. China

3. Bhutan

4. Bangladesh

\&�UÙ çbÍ+Ôá+ýË� n¿±àsTT`ºH� çbÍ+Ôá+ >·T]+º uó²sÁÔá<ûXæ�¿ì � <ûXø+ÔÃ

$y�<�+ @sÁÎ&�+~

1. bÍ¿ìkÍïH�

2. #îÕH�

3. uó�Ö{²H�

4. �+>±¢<ûXÙ

185. The period of transition from hot wet condition to dry winter condition in India

1. September - October

2. October - November

3. November - December

4. December - January

uó²sÁÔá<ûXø+ýË yû&�$T �|sÁT>·TÔáTq� Hî\\T qT+&� bõ&�>± �+&û #á* |�]d¾�ÔáT\

eT<ó�« � ç¿ì+~ Hî\\T d�+~ó¿±\+>± �+{²sTT.

1. �d�|¼+�sY ` n¿Ã¼�sY

2. n¿Ã¼�sY ` qe+�sY

3. qe+�sY ` &��d+�sY

4. &��d+�sY ` Èqe]

186. The third phase of Disaster Management

1. Rehabilitation and Reconstruction

2. Emergency response and Relief

3. Mitigation

4. Preparedness

$|�ÔáTï �sÁÇV�²D <�Xø\ýË eTÖ&�e~

1. |�Úqs�y�d�+ eT]jáTT |�Úq]�s��D+

2. nÔá«ed�sÁ d�Î+<�q, d�V�äjáT+

3. qw�¼�y�sÁD

4. d�+d¾<�ÆÔá

187. In 1908, the British sentenced this famous Indian freedom fighter to 6 years of exile from India

1. Bipin Chandra pal

2. Gopala Krishna Gokhale

3. Lokmanya Tilak

4. Lala Lajapat Rai

1908 ýË ç_{ìw�§ ç|�uó�TÔáÇ+ � ç|�U²«Ôá uó²sÁÔá kÍÇÔá+çÔá« d�eTsÁjîÖ<ó�T&�¿ì

uó²sÁÔá<ûXø+qT+&� �sÁT d�+eÔáàs�\ <ûXø �V¾²w�ØsÁD ¥¿£� $~ó+º+~.

1. _|¾H� #á+ç<�bÍýÙ

2. >ÃbÍ\¿£�w�� >ÃKýñ

3. ýË¿£eÖq« Ü\¿ù

4. ý²ý² \È|�Üs�jYT

188. The first Labour Minister of India and the first Health Minister of India respectively are

1. Sardar Vallabhbhai Patel and Dr. John Mathai

2. Rajkumari Amrit Kaur and Jairamdas Daulatram

3. Jagjivan Ram and Dr. John Mathai

4. Jagjivan Ram and Rajkumari Amrit Kaur

uó²sÁÔá<ûXø yîTT<�{ì ¿±]�¿£ eT+çÜ eT]jáTT yîTT<�{ì �sÃ>·«XæU²eT+çÜ esÁTd�>±

1. d�s�ÆsY e\¢uó�uó²jYT |�fñýÙ eT]jáTT &�. C²H� eT<�̧jYT

2. s�CÙÅ£�eÖ] nç$TÔY¿�sY eT]jáTT CÉÕs�+<�dt <ê\ÔYs�+

3. È ¨̂eH�s�+ eT]jáTT &�. C²H� eT<¸�jYT

4. È ¨̂eH�s�+ eT]jáTT s�CÙÅ£�eÖ] nç$TÔY ¿�sY

189. This book contains the story of Bhakta Kannappa

1. Periyapuranam

2. Kathopanishad

3. Buddhacharitha

4. Jataka Stories

uó�¿£ï¿£q�|�Î ¿£<�̧ � ç>·+<ó�+ýË �+~.

1. �|]jáT|�Ús�D+

2. ¿£sÄÃ|��w�ÔáTï

3. �T<�Ý#á]Ôá+

4. C²Ôá¿£ ¿£<̧�\T

190. According to this fundamental right “no child below the age of 14 shall be employed in factories or mines”

1. Right to Freedom

2. Right to constitutional Remedies

3. Right to Equality

4. Right against Exploitation

� V�²Å£�Ø ç¿ì+<� »»14 d�+eÔáàs�\ýË|�Ú u²\\qT ¿£s��>±s�\T, >·qT\ýË

�|³T¼¿Ãe³+ ��w<ó�+µµ

1. kÍÇÔá+çÔá|�Ú V�²Å£�Ø

2. s�C²«+>· |�]V�äsÁ|�Ú V�²Å£�Ø

3. d�eÖqÔáÇ|�Ú V�²Å£�Ø

4. |Ó&�H��� �sÃ~ó+#û V�²Å£�Ø

191. In the development of present Social Studies text books, the following philosophical concepts are not considered.

1. Scope for meaningful learning, questioning by students.

2. Scope for self evaluation, continuous comprehensive evaluation.

3. Linking with other subjects, integrated approach.

4. Disciplinary centred approach, lack of scope for teacher-pupil discussion.

ç|�d�TïÔá kÍ+|�¾T¿£Xæçd�ï bÍsÄÁ«|�Úd�￱\ sÁÖ|�¿£\ÎqýË ¿ì+~ Ô�ÜÇ¿£ uó²eq\qT

|�]>·DqýË�¿ì rd�T¿Ãýñ<�T. 1. nsÁ�e+ÔáyîT®q nuó�«d�H��¿ì, $<�«sÁT�\T ç|�¥�+#áT³Å£� ne¿±Xø+

2. dÓÇjáT eTÖý²«+¿£H��¿ì, �sÁ+ÔásÁ d�eTç>· eTÖý²«+¿£q+qÅ£� ne¿±Xø+

3. �ÔásÁ d�uÉ̈Å£�¼\Ôà nqTd�+<ó�q+, d�$T�[Ôá $<ó�qeTT

4. ç|�Ôû«¿£ $w�jáT+ ¹¿+ç~Ôá �|�>·eT+, �bÍ<ó�«jáTT\T`$<�«sÁT�\ eT<ó�«

#ásÁÌÅ£� ne¿±Xø+ ýñÅ£�+&�T³

192. The purpose of box item questions, given in the middle of the lessons in Social Science lessons is

1. to provide scope for thinking beyond the text.

2. to give important key concepts for rote memory.

3. to give scope for easy completion of lesson.

4. to provide scope for teacher centered teaching processes.

kÍ+|�¾T¿£Xæçd�ï bÍsÄ�«+Xæ\ýË eT<ó�« eT<ó�« u²¿ùà\ýË �ºÌq ç|�Xø�\

�<ûÝXø«eTT 1. $w�jáTeTT / bÍsÄ�«+Xø+ jîTT¿£Ø |�]~ó� <�{ì �ý˺+#áT³Å£�

ne¿±Xø+ ¿£*Î+#áT³

2. �{¡¼|�³T¼³Å£� ne¿±Xø+ ¿£*Î+#û eTTK«yîT®q uó²eq\T �#áT̳ţ�

3. bÍsÄ�«+Xæ\qT d�T\uó�+>± |�P]ï#ûjáTT³Å£� ne¿±Xø+ ¿£*Î+#áT³Å£�

4. �bÍ<ó�«jáT ¹¿+ç~Ôá uË<ó�H� ç|�ç¿ìjáT\Å£� ne¿±Xø+ ¿£*Î+#áT³Å£�

193. This learning approach provides space for students to question, explore, create, discuss and to reflect in learning the concepts in Social Studies.

1. Debate based approach

2. Inquiry based approach

3. Discussion based approach

4. Deductive based approach

$<�«sÁT�\T kÍ+|�¾T¿£Xæçd�ï+ýË� uó²eq\qT nuó�«d¾+#áTq|�Ú&�T, y�{ì >·T]+º

ç|�¥�+#áT³Å£�, nHûÇw¾+#áT³Å£�, d��w¾¼+#áT³Å£�, #á]Ì+#áT³Å£� eT]jáTT

ç|�Üd�Î+~+#áT³Å£� � �|�>·eTeTTýË kÍ�qeTT+³T+~. 1. y�<� ` d�+y�<� �<ó�sÁ �|�>·eT+

2. $#�sÁD²<ó�sÁ �|�>·eT+

3. #ás�Ì<ó�sÁ �|�>·eT+

4. �>·eTH�<ó�sÁ �|�>·eT+

194. A student is able to predict the result, citing the illustrations and

explaining the consequences of ‘water pollution’. These indicators are related to this competency

1. Appreciation

2. Conceptual understanding

3. Information skills

4. Attitudes

ÿ¿£ $<�«]� »ú{ì ¿±\Tw�«+µ >·T]+ºq |��*Ô�\qT }V¾²+#á³+, <��cͼ+Ô�\qT

�|s=Øq³+, |�]D²eÖ\ >·T]+º $e]+#á>·\T>·TÔáTH��&�T. �$ � kÍeTs��«�¿ì

d�+�+~ó+ºq d�Öº¿£\T 1. ç|�Xø+d�

2. $w�jáÖe>±V�²q

3. d�eÖ#�sÁ HîÕ|�ÚD²«\T

4. yîÕKsÁT\T

195. “The Social Studies programme is defined as the study of man and his interaction with his Social and Physical Environment in the past, present and emerging future” was stated by

1. J. F. Forrester

2. C. W. Harris

3. J.U. Michaelis

4. E. B. Wesley

»»kÍ+|�¾T¿£Xæçd�ïeTq>± eÖqeÚ� >·T]+º eT]jáTT uó�ÖÔá, esÁïeÖq, uó�$w�«ÔY

¿±ý²ýË¢ eT]jáTT nÔá�#áT³Ö¼ >·\ kÍ+|�¾T¿£, uó�Ü¿£ |�]d�s�\Ôà nÔá�

ç|�Ü#ásÁ«\ >·T]+º n<ó�«jáTq+ #û�d~µµ n� �|s=Øq�y�sÁT.

1. CÉ. m|�t. b�ÍÂsd�¼sY

2. d¾.&��T¢«. V�ä¯dt

3. CÉ.jáTT. yîT®¹¿ýÙà

4. �. _. yîdÓ¢

196. To teach human values and social values at micro level as a part of the Social Studies at Primary level was suggested by

1. Yashpal Committee

2. Mudhaliar Commission

3. Kothari Commission

4. NCF - 2005

kÍ+|�¾T¿£Xæçd�ï+ýË uó²>·+>± çbÍ<¸�$T¿£ kÍ�sTTýË eÖqeÔ� $\Te\T, kÍ+|�¾T¿£

$\Te\qT d�Ö¿£��kÍ�sTTýË uË~ó+#�\� d�Öº+ºq~ 1. jáTXÙbÍýÙ ¿£$T{¡

2. yîTT<�*jáÖsY ¿£MTw�H�

3. ¿=sÄ�] ¿£MTw�H�

4. bH�.d¾.m|�t ` 2005

197. By using the resources like computers, networking and online services in teaching Social Studies this value can be developed among students.

1. Cultural value

2. Aesthetic value

3. Creative value

4. Experimental value

kÍ+|�¾T¿£Xæçd�ï uË<ó�qýË ¿£+|�P³sÁT¢, d�eÖ#�sÁ e«ed��, �H�ýÉÕH� �de\ e+{ì

eqsÁT\qT �|�jîÖÐ+º uË~ó+#áT³ <�Çs� $<�«sÁT�\ýË � $\TeqT

�|+bõ+~+#áe#áTÌqT 1. kÍ+d�Ø �Ü¿£ $\Te

2. kå+<�s�«Ôá�¿£ $\Te

3. d��ÈH�Ôá�¿£ $\Te

4. ç|�jîÖ>±Ôá�¿£ $\Te

198. Identify the false statement among the following

1. Planning a lesson gives confidence.

2. Lesson plan takes more time to teach a lesson.

3. Needless repetition can be avoided by planning a lesson.

4. By writing lesson plan we can reach specific objectives.

¿ì+~ y��ýË d�]¿±� ç|�e#áH��� >·T]ï+#áTeTT. 1. bÍsÄÁ«|�<�̧¿£+ ÔájáÖ¯ �Ôá�$XæÇkÍ�� ¿£\T>·Cñd�Tï+~.

2. bÍsÄÁ«|�<�̧¿£+ ÔájáÖ¯ e\q uË<ó�q mÅ£�Øe d�eTjáT+ rd�TÅ£�+³T+~.

3. bÍsÄÁ«|�<�̧¿£+ ÔájáÖ¯ <�Çs� nqed�sÁ|�Ú |�Úqs�e�Ô��� �y�]+#áe#áTÌ.

4. bÍsÄÁ«|�<�̧¿£+ ÔájáÖ¯ e\¢ �]Ýw�¼ \¿�±«\qT #ûsÁT¿Ãe#áTÌ.

199. Based on this aspect, student’s participation and reflection is being measured in formative assessment of Social Studies

1. Reading the book and review on it

2. Report writing

3. Preparation of new problems

4. Reflection on contemporary issues

kÍ+|�¾T¿£Xæg �s��D²Ôá�¿£ eTÖý²«+¿£qeTTýË � n+XøeTT �<ó�sÁ+>±

$<�«]� jîTT¿£Ø uó²>·kÍÇeT«eTT, ç|�Üd�Î+<�q\qT eÖ|�q+ #ûjáT&�+

ÈsÁT>·TÔáT+~. 1. |�Úd�ï¿£ |�sÄÁq+, d�MT¿£�

2. �yû~¿£ çy�jáT³+

3. qÖÔáq d�eTd�«\ ÔájáÖ¯

4. d�eT¿±©q n+Xæ\�|Õ ç|�Üd�Î+<�q

200. Identify the statement which is not related to the advantages of Social Studies room. It

1. helps to clarify the doubts through discussions and questions

2. provide space to conduct the review meeting with School Complex teachers by the Headmaster

3. encourages to conduct the Science and Social melas.

4. is useful to conduct school level quiz, essay writing competitions

¿ì+~ y��ýË kÍ+|�¾T¿£Xæçd�ï >·~ ç|�jîÖÈH�\Ôà d�+�+<ó�eTT ýñ� ç|�e#áH���

>·T]ï+#áTeTT. kÍ+|�¾T¿£Xæçd�ï >·~ 1. #ásÁÌ\T, ç|�Xø�\ <�Çs� nqTeÖH�\qT �e�Üï #ûd�T¿=qT³Å£�

ÔÃ&�Î&�TÔáT+~

2. ç|�<ó�HÃbÍ<ó�«jáTT&�T d�ÖØýÙ ¿±+�|¢¿ùà �bÍ<ó�«jáTT\Ôà d�MT¿�±

d�eÖyûXø+ �sÁÇV¾²+#áT³Å£� ÔÃ&�Î&�TÔáT+~.

3. $C²ãq, kÍ+|�¾T¿£ yûTÞ²\T �sÁÇV¾²+#áT³qT çbþÔáàV¾²d�Tï+~

4. bÍsÄÁXæ\ kÍ�sTT ¿ìÇCÙ, y�«d�sÁ#áq bþ{¡\ �sÁÇV�²DÅ£� ÔÃ&�Î&�TÔáT+~.