DSSSB PRT Mock Test - 2 - DSSSB TGT/PGT/PRT MCQ

In the given coding system, we have:

Thus, the code for FARM is 13, 3, 25, 27.
Hence, option D is correct.

The average weight of A, B, C and D = 68 kg
The average weight of A, B, C, D and E = 70 kg
So the answer = 70 × 5 – 68 × 4 = 78 kg
Hence, Option A is correct.

Using Rule 1 :
1st number × 2nd number = L.C. M. × H.C.F,
We have,
First number × second number = LCM × HCF

The LCM of two consecutive numbers is their product always.

Slant height =

The correct anwer is B as profit percent of Company Y in 1997 = 35.
Let the income of Company Y in 1997 be Rs. x crores.
Then, 35 =
x - 220
x 100         x = 297.
220
Income of Company Y in 1997
= Rs. 297 crores.

The correct answer is C 
Let the incomes in 2000 of Companies X and Y be 3x and 4x respectively.
And let the expenditures in 2000 of Companies X and Y be E1 and E2 respectively.
Then, for Company X we have:
65 =[( 3x - E1 )/E1]×100 =>65/100 = (3x/E1) - 1 
=> E1 = 3x×( 100/165 ) .... (i)
For Company Y we have:
50 = [(4x - E2 )/E2]x 100 =>50/100= (4x/E1) - 1 => E2 = 4x×( 100/150 ) .... (ii)
From (i) and (ii), we get:
E1/E2=[3x ×(100/165)]/[4x×(100/150)]
E1/E2=15/22 (required ratio)

Answer:

Option A: never

Explanation:

• My sister usually drives to work with a friend, which means she often has someone with her.
• The sentence says she "_______ drives alone," so we are looking for a word that indicates she rarely or does not drive alone.
• Option A, "never," implies that she does not drive alone at all, which matches the context of the sentence.

The cotton gin is a device for removing the seeds from cotton fiber. Such machines have been around for centuries. Eli Whitney's machine of 1794, however, was the first to clean short-staple cotton, and a single device could produce up to fifty pounds of cleaned cotton in a day.

According to the given context, it is clear that we are talking about the workers who are working tirelessly to finish an order since very little time is there for the company to get over with it.
 
A steal: A bargain that is very inexpensive 
 
Against the clock: Rushed and short on time 
 
All and sundry: Without making any distinction 
 
Add fuel to the fire: Whenever something is done in order to make a bad situation worse 
 
According to the given context, we can use option B in the blank here to express that the workers in the company are working very fast and tirelessly to deliver the order on time.

This makes option B the correct choice among the given options.

सुधार करना 

मुहावरा - रास्ते पर लाना 

वाक्य - इस बिगड़े बच्चे को कोई कोई रास्ते पर ला दे तो एहसान मानूँगी।

जिसकी उतर गई लोई उसका क्या करेगा कोई- लोकोक्ति का सही अर्थ वाला विकल्प निर्लज्ज को किसी की परवाह नहीं होती होगा।

• वाक्य प्रयोग :- जब लोगों ने उसे बिरादरी से ख़ारिज कर दिया है अब वह खुलेआम आवारागर्दी कर रहा है सही कहा जाता है कि 'जिसकी उतर गई लोई तो क्या करेगा कोई’।

Key Points अन्य विकल्पों का विश्लेषण -

Additional Informationलोकोक्ति :- किसी विशेष स्थान पर प्रसिद्ध हो जाने वाले वाक्य को ‘लोकोक्ति’ कहते हैं।

• जब कोई पूरा कथन किसी प्रसंग विशेष में उद्धत किया जाता है तो लोकोक्ति कहलाता है। इसी को कहावत भी कहते है।
• लोकोक्ति शब्द दो शब्दों से मिलकर बना हैं – लोक + उक्ति = लोकोक्ति
• अर्थात ऐसी उक्ति जो किसी क्षेत्र विशेष में किसी विशेष अर्थ की ओर संकेत करती हैं लोकोक्ति कहलाती हैं। लोकोक्तियों को कहावत, सुक्ति आदि नामों से जाना जाता हैं।

विकल्प घी के दिए जलाना सही है।

• घी के दिए जलाना
  • अर्थ: खुशियाँ मनाना
  • वाक्य प्रयोग: भगवान श्रीराम के अयोध्या लौटने पर प्रजा ने घी के दिए जलाए थे।

Additional Information

• घाव पर नमक छिड़कन
  • अर्थ: दुखी को और दुखी करना
  • वाक्य प्रयोग : वह अनुत्तीर्ण होने के कारण पहले दुखी है, तुम जली – कटी सुनाकर उसके घाव पर नमक छिड़क रहे हो।
• घोड़े बेचकर सोना
  • अर्थ : निश्चित होना
  • वाक्य प्रयोग: दिन-भर थकने के बाद मजदूर रात को घोड़े बेचकर सोते हैं।
• चाँद पर थूकना
  • अर्थ:निर्दोष पर दोष लगाना
  • वाक्य प्रयोग: अरे, उस संत-महात्मा पर व्यभिचार का आरोप लगाना चाँद पर थूकना है ।

• अन्य उदाहरण
• झोली भरना
  • अर्थ – भरपूर प्राप्त होना
• टाँग अड़ाना
  • अर्थ – अड़चन डालना
• टका सा जबाब देना
  • अर्थ – साफ़ इनकार करना
• टस से मस न होना
  • अर्थ – कुछ भी प्रभाव न पड़ना
• टोपी उछालना
  • अर्थ – निरादर करना

The psycho-motor domain refers to the domain of learning that involves physical movement and coordination, as well as the development of cognitive and emotional processes related to movement.

Key Points

• The kind of skills developed in this domain is primarily physical and perceptual-motor skills. This can include fine motor skills, such as hand-eye coordination and finger dexterity, as well as gross motor skills, such as balance, agility, and strength.
• Perceptual-motor skills involve the integration of sensory information with motor output, such as the ability to visually track a moving object and coordinate one's body movements accordingly. These skills are essential for activities that require physical coordination, such as playing sports, playing musical instruments, painting, and drawing.
• While cognitive and emotional skills may play a role in the psycho-motor domain, they are not the primary focus of this domain. Instead, the focus is on the development of physical skills that support overall physical health and well-being.

Thus, it is concluded that Physical and perceptual-motor skills are developed in the psycho-motor domain.

Temperament refers to emotional dispositions such as the prevailing mood or mood pattern of an individual. It determines the intensity and speed of reactions to a situation.

Key Points

• Difficult children: These children are often intense and may have strong emotional reactions to events or changes in their environment.
  • They have an irregular routine, may be difficult to soothe, and may require more attention and care.
  • They may be fussy, difficult to feed, and require more time to fall asleep and wake up.
  • They may also have a negative mood, be easily frustrated, and have difficulty regulating their emotions.

Thus, it is concluded that Difficult children have intense reactions, irregular routines, and a negative mood.

Additional Information

• Active children: These children have a high level of activity and energy. They are often curious, and explorative, and enjoy physical play.
• Slow-to-warm-up children: These children are shy or cautious and require time to adjust to new situations. They have a low activity level and are generally mild in their responses.
• Easy children: These children are generally calm, adaptable, and have regular routines. They are typically approachable and react positively to new situations and people.

The cognitive domain refers to a category of learning objectives that pertain to intellectual abilities and mental skills that people use to process, analyze, and apply information.

Key Points

• Evaluation is a cognitive skill that is essential for making informed decisions and improving outcomes.
• It involves making judgments about the value or quality of something based on criteria or standards.
• The goal of evaluation is to make informed judgments that lead to better decision-making and improved outcomes. In education, evaluation is used to measure student learning and progress and to identify areas where additional support or intervention may be needed.

Thus, it is concluded that evaluation is the correct answer.

Additional Information

• Analysis refers to the cognitive skill of breaking down complex information into smaller parts to better understand it.
• Synthesis refers to the cognitive skill of combining different parts or ideas to create something new or original.
• Comprehension refers to the cognitive skill of understanding the meaning of information or ideas.

The action mechanism in the context of gross motor skills refers to the coordinated use of large muscle groups to perform physical activities and movements that involve the whole body. Gross motor skills are fundamental abilities that enable individuals to control and coordinate their body movements for activities such as crawling, walking, running, jumping, throwing, and balancing.

Key Points

• Fine-tuning precise and intricate movements (I): This description aligns more with fine motor skills, which involve smaller muscle groups and precision in movements. Gross motor skills, on the other hand, involve larger muscle groups and are associated with more generalized movements.

• Involving large muscle groups for coordinated physical activities (II): This accurately defines the action mechanism of gross motor skills. These skills involve the use of larger muscles for activities that require coordination, balance, and control of the body.

Thus, Only II defines the action mechanism.

Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development'. He has made a systematic study of moral development in his theory that is categorized into 3 levels and 6 stages.

Important Points

Refer to the table to be familiar with all the levels of Kohlberg's theory.

Hence, it could be concluded that according to Kohlberg's theory of moral development & his various stages, Ego-centric judgement is not a level proposed by him.

Key Points
Jean Piaget’s Theory of Cognitive Development:

• Jean Piaget observed his children and their process of making sense of the world around them and developed a model of how the mind processes new information encountered.
• According to him, cognitive structures are the basic mental pattern people use to process any information.

Piaget explained that children progress through four stages. The Four Stages of Cognitive Development are as follows:-

Hence, from the above diagram, it becomes clear that the age of the preoperational stage in Piaget's theory is two to seven years.

The "Sociocultural theory" was proposed by Lev Vygotsky, a Soviet psychologist. This theory proposes that social interaction is important in the development of a learner's cognitive abilities.

Key PointsLev Vygotsky's theory of sociocultural development:

• ​The sociocultural approach to learning advocated by Lev Vygotsky emphasizes the role of cultural tools in the development of cognitive abilities.
• The fundamental determinant of cognitive development and learning is culture. It has a big impact on Child's intellectual development and how they see the world.
• Learning occurs as a result of the child's engagement with the culture. The way children interact with others and the culture shapes their mental abilities.
• Different cultures are important in molding a child's talents and behaviors as well as serving as a tool for intellectual adaptation.
• The idea of children participating in socio-cultural activities with the guidance of more trained partners was central to Vygotsky's theory.

Hence, we conclude that Lev Vygotsky's theory mainly focuses on explaining the role of cultural tools in cognitive development.

A language family is a set of languages deriving from a common ancestor. Languages in a language's family have the same phonology, morphology, and syntax.

• India has a rich heritage of languages and literature. Through the centuries many languages were born.

Key Points

The Indian languages belong to four language families:

• ​Dravidian: In the south of India, languages from the Dravidian family are predominant, like Malayalam, Tamil, Kannada, Toda, Telugu, Kodagri, and Badaga.
• Indo-Aryan:
  • It covers the widest area of the country and is spoken by the largest proportion of its population, especially in the North, East, and West.
  • The root language of this family is Sanskrit and its principal spoken languages include Hindi, Bengali, Nepali, Bihari, Pahari, Gujarati, Bhili, Rajasthani, Konkani, Marathi, Dogri, Odia, Assamese, and Punjabi.
• Tibeto-Burman: In Arunachal Pradesh, Assam, Sikkim, and the Himalayan regions of Jammu and Kashmir languages from the Tibeto-Burman family are used.
• Austro-Asiatic: The population in Meghalaya and some parts of Orissa and Bihar uses Austro-Asiatic languages, like Santhali, Munda, Bhandari, Koku, Ho, and Savara.

Hence, it is clear that Munda, Mundari, Santhali does NOT belong to the Indo-Aryan language family.

The correct answer is "option 4".

CONCEPT:

• A supercomputer is a computer that gives a high level of performance as compared to any general-purpose computer.
• The performance of a supercomputer is commonly measured in Floating-Point Operations Per Second (FLOPS).

Option 1:

The Cray-2 is a supercomputer with four vector processors made by Cray Research starting in 1985. At 1.9 GFLOPS peak performance, it was the fastest machine in the world when it was released, replacing the Cray X-MP in that spot. It was, in turn, replaced in that spot by the Cray Y-MP in 1988.

Option 2:

Tianhe-2 or TH-2 is a 33.86-petaflops supercomputer located in the National Supercomputer Center in Guangzhou, China. It was developed by a team of 1,300 scientists and engineers.

Option 3:

Cray X-MP was a supercomputer designed, built and sold by Cray Research. It was announced in 1982 as the "cleaned up" successor to the 1975 Cray-1, and was the world's fastest computer from 1983 to 1985 with a quad-processor system performance of 800 MFLOPS. In 1985 Bell Labs purchased a Cray X-MP/24 for $10.5 million along with eight DD-49 1.2 GB drives for an additional $1 million. They received $1.5 million of trade-in credit for their Cray-1

Children seem to pass through a series of more or less fixed ‘stages’, as they acquire language. The age at which different children reach each stage can vary considerably, however, the order of ‘stages’ remains the same.

Key PointsTwo-word Stage:

• By about one and a half years, a child generally has an active vocabulary of some 50 words and starts putting together words in two-word utterances.
• The first two-word utterances also express the same kind of meaning as those of the one-word stage like duudh nahii, khaanaa nahii (negation), duudh katam (something finishes) and ball dedo (asking for something).
• New kinds of meanings begin to appear later in this stage– mummii khaanaa(mummy I want roti), jiijii maaraa(jiji hit me), ghuumii jaana(I want to go out), paapaa fona(papa’s phone), duduu piinaa(I want milk).
• At this stage children’s utterances begin to resemble the structures of sentences in the languages used around them. This speech is also referred to as telegraphic speech as it very closely resembles telegraph messages which only have content words i.e. words like doodh, mummii, khaanaa, paapaa, etc that carry meaning and does not use little words like ne, ko, hai, etc as well as word endings like yaan, on, iiyan for plural or rahe for continuous tense.
• In this stage children also start imitating, taking sentences said by adults and uttering them. For example, the child will say papa jaa for papa jaa rahe hai and ghuumii jaa for hum ghuumne jaa rahe hai.

Hence, it is clear that only II is correct.

Hint

• Babbling: At about 6 months, when a child is generally sitting up, they progress to babbling. Here they start producing a wider variety of vowels and consonants which are mostly in the form of single consonant-vowel clusters like ‘gi-gi-gi’, ‘ka-kaka’, ‘ma-ma-ma’, ‘pa-pa-pa’, ‘mi-mi-mi’ etc.
• At around nine to ten months there is a variation in the combinations such as ‘ba-ba-ga-ga’ which become more complex like ‘mim-mim-mai-yaaaaa’ over the next few months; these express emotions and emphasis and include attempted imitations.

Mathematics is a science that deals with logical reasoning, quantitative calculation, practices of counting describing shapes, abstraction of subject matter, etc. Mathematics plays a vital role in daily life.

• A mathematical game is a game whose rules, strategies, and outcomes are defined by clear mathematical parameters. Often, such games have simple rules and match procedures, such as Tic-tac-toe and Dots and Box

Important PointsFollowing are the merits of mathematical games:-

• Children also learn with concrete materials and games and can make sense of the formal knowledge given to them in school through such learning experiences. Their concrete ideas become abstract while learning through mathematical games.
• Games provide 'hands-on' interactive tasks for both school and home. Learning is done in an open environment outside the boundaries of the four walls.
• Games provide opportunities for building self-concept and developing positive attitudes towards mathematics, by reducing the fear of failure and error. The harmful effects of fear, anger, hatred, etc., can be easily guided.
• Games can allow children to operate at different levels of thinking.
• Children can learn many basic mathematical concepts through games.

Thus, it is concluded that all the above options are the merits of mathematical games.

National Curriculum Framework (NCF) 2005 outlines a detailed scheme for social sciences. Social sciences encompass diverse concerns of society and include a wide range of content drawn from history, geography, political science, economics, sociology and anthropology.

The social science curriculum till now has emphasized developmental issues. “These are important but not sufficient for understanding the normative dimension, like issues of equality, justice, and dignity in society and polity. The role of individuals in contributing to this ‘development’ has often been overemphasized”, writes NCF (2005).

Note:

• At the upper primary stage, History will take into account developments in different parts of India, with sections on events or developments in other parts of the world.
• Geography can help develop a balanced perspective related to issues concerning the environment, resources and development at different levels, from local to global.
• In Political Science, students will be introduced to the formation and functioning of governments at local, state and central levels and the democratic processes of participation.
• The economics component will enable students to observe economic institutions like the family, the market and the state. There will also be a section that will indicate a multidisciplinary approach to these themes (NCF, 2005).

Hence, we conclude that, as per NCF, at the upper primary stage, History will take into account developments in different parts of India, with sections on events or developments in other parts of the world.

Much of human learning is a function of imitating and observing the behaviour and action of others and these are also the main processes through which children acquire new experiences and behaviour. Imitation is copying or reproducing others’ actions or behaviours. One does not imitate everybody one comes across. One chooses consciously or otherwise a person for imitating some of his/her behaviours or actions that attract him/her. As a teacher, you do in the classroom/school to use imitation for enabling young students to acquire positive and socially desirable behaviour.

• Try to be a model for imitation by your students. Demonstrate positive aspects of your behaviour to your students. A teacher’s positive practices like cleanliness, punctuality, truthfulness, and fairness to all have an immense impact on the students to imitate. Nevertheless, do not expose your weaknesses to your students.
• While teaching history, social science, literature and telling stories to children, always highlight the positive aspects of the important characters for imitation by the students.
• When any student imitates positive behaviour, try to recognize it and provide verbal praise encouraging him/her to repeat it.

Hence, we conclude that both the above statements are correct.

The cooperative learning model was developed to achieve at least three important instructional goals: academic achievement, acceptance of diversity and social skill development (through teamwork). This is a specific small group approach that incorporates democratic processes, individual accountability, equal opportunity and group rewards. A number of types of cooperative learning activities and models are frequently used in today’s classroom such as student teams achievement divisions, jigsaw and group investigation. Guidelines for Using Cooperative Learning:

• Limit group size to three to five students.
• Compose groups heterogeneously by mixing students considering academic achievement, sex and race.
• Give each student in the group a specific role, responsibility or task that contributes to the success of group.
• Use cooperative learning as a supplemental activity for review, enrichment or practice, allowing student in the group to help one another master material. Groups can also complete projects such as reports, presentations, experiments and artwork.
• Consider room arrangement, task materials and time frame as you plan cooperative activities.
• Grade individual students’ contributions.
• Consider providing a group reward to students in the group.
• Vary group composition so that no student feels labelled by being in a ‘slow’ group and all students have an opportunity during the school year to work with every other student in the class.
• For cooperating learning groups to function effectively, collaborative social skills must be taught, modelled and reinforced regularly.

Hence, we conclude that all the guidelines must a teacher follow for using Cooperative learning method in the classroom.

Assessment is considered as a part of the teaching-learning process and is often categorized as assessment of learning, assessment for learning, and assessment as learning.

Key PointsAssessment for learning: Assessment for learning is practiced by teachers during their teaching-learning process. Its main objective is to improve teaching and enhance learning by facilitating learners. It takes place along with the teaching-learning process in the classroom. It is more frequent and mostly unstructured, also referred to as ‘formative assessment’. Assessment for learning:

• Reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark;
• Includes clear goals for the learning activity;
• Provides effective feedback that motivates the learner and can lead to improvement;
• Reflects a belief that all students can improve.

Important Points Characteristics of Formative assessment:

• It gives regular feedback and a chance for students to reflect on their performance, take advice and improve upon it.
• It helps teachers to plan better and provide supportive, non - evaluative feedback to students.
• It is a type of evaluation that refers to monitoring the child's progress throughout the teaching-learning process.
• It identifies the learning difficulties of students and deficiencies of the teaching process during the instructional procedure.
• It continuously monitors students' progress in a non-threatening environment and enhances students' learning experiences.

Additional Information

• Assessment of learning: It basically focuses on learners’ achievement against some predefined outcomes and standards. Sometimes, it is referred to as summative assessment. Generally, teachers undertake this type of assessment at the end of a Unit or term, or semester in order to grade or rank the learners.
• 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 strategy and use assessment as tool for new learning

Thus, options (i), (ii), (iii) are correct.

Inclusive Education: An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students.

Key Points

"Every child has the right to quality education and learning." UNICEF lays stress on including each and every child.

• Inclusive education is the most effective way to give all children a fair chance to go to learn and develop the skills they need to thrive.
• Inclusive education means all children are in the same classrooms, in the same schools.
• It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities but speakers of minority languages too.
• Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.
• Inclusion is cost-effective.
• Inclusion for Social Cohesion.

Hence, from the above points, it can be concluded that inclusion means the inclusion of each and every child in the classroom irrespective of caste, colour, gender, and disability.