DSSSB PRT Mock Test - 8 - DSSSB TGT/PGT/PRT MCQ

The answer is B: Eagle.

Explanation:
Kiwi, Emu, and Ostrich:
- These are all flightless birds.
- They belong to a group of birds called ratites, which have flat breastbones without a keel.
- They are generally large, ground-dwelling birds that rely on running for defense and movement.
Eagle:
- Eagles are powerful birds of prey.
- They have strong wings and are capable of flight.
- They belong to the family Accipitridae, which includes hawks, kites, and harriers.
Conclusion: The word that is different from the rest is B: Eagle, because it is a bird of prey capable of flight, while the others are flightless birds.

According to question,
A's weight is twice as much as of B.
1. A = 2B.
B's weight is four and half times as much as of C.
2. B = 4.5C
C's weight is half times as much as of D.
3. C = D/2.
D's weight is half as much as of E.
4. D = E/2.
E weight is less than A but more than C.
5. A > E > C
from 1 and 2
6. A = 2B = 9C
from 6 and 3
7. A = 2B = 9C = 4.5D
from 7 and 4
8. A = 2B = 9C = 4.5D = 2.25E
so from 8 and 5
A > B > E > D > C
E is heavier than D and C.

The Symbol table is as follows:

1) Rajiv is the brother of Atul.

2) Atul is the son of Sonia.

Implies, Rajiv is also the son of Sonia.

3) Sonia is the sister of Sunil.

Implies, Sunil is the maternal uncle of Rajiv and Atul.

Hence, Rajiv is the "son" of Sonia.

• Seal, Fish, and Lion are all vertebrates (they have a backbone).
• Scorpion is an invertebrate (it has an exoskeleton, no backbone).
• All others are also generally larger animals, while the scorpion is much smaller and from a different biological classification (arthropod).

Therefore, Correct Answer -Option A

Pedro Sánchez successfully navigated a closely contested parliamentary election, securing his re-election as the Prime Minister of Spain. His victory was influenced by a controversial amnesty deal for Catalonian separatists.

Vatican City is the smallest independent state in the world, both in terms of land area and population. It is the spiritual and administrative center of the Roman Catholic Church.

Let the number of students in Section C = X
The combined number of students in sections A and B = 200 – X
X × 104 + (200 – X) × 80 = 200 × 95
104X + 16000 – 80X = 19000
3000 = 24X
125 = X
Hence, Option D is correct.

Let 3889 + 12.952 - x = 3854.002.

Then x = (3889 + 12.952) - 3854.002

= 3901.952 - 3854.002

= 47.95.

We can say that ,
The above given sentence is given in Passive Voice :-
Use structure “subject + auxiliary + past participle + by + object”
Your shoes need to be cleaned properly .
Thus , required answer will be option C .

The passage mentions that industries once impervious to change are now reshaped by digital solutions, indicating significant changes in traditional industries due to DT.

दिये गए विकल्पों में सही विकल्प बगीचा हैं।

Key Points

• माधवदास की कोठी के सामने बगीचा था। 
• संदर्भ पंक्ति:- माधवदास ने अपनी संगमरमर की नयी कोठी बनवाई है l उसके सामने बहुत सुहावना बगीचा भी लगवाया है l 

Additional Information

• बगीचा शब्द में उर्दू प्रत्यय हैं ।
• बगीचा - बग + ईचा।  
• प्रत्यय:- शब्द के उपरांत जिस शब्द का प्रयोग किया जाता है वह प्रत्यय है।

सही उत्तर "मैं" है।

• दिए गए विकल्पों में, 'मैं' शब्द निपात का उदाहरण नहीं है।
• 'मैं' शब्द 'उत्तम पुरुष सर्वनाम' है।
• किसी भी बात पर अधिक भार देने के लिए जिन शब्दों का प्रयोग किया जाता है निपात कहलाता है।
• जैसे- भी, तो, तक, केवल, ही, मात्र आदि।

Key Points

अन्य विकल्पों का विश्लेषण:

उदाहरण:

• राधा ने मुझसे बात तक नहीं की।
• कल से मैं भी आपके साथ स्कूल आऊंगा।
• राम को आज रात रुकना ही पड़ सकता है।
• उपरोक्त उदाहरणों में तक, ही, भी शब्द वाक्यों को बल दे रहे हैं।

Important Points

• वे शब्द जिनमे लिंग, कारक, वचन, पुरुष आदि के कारण कोई विकार/ परिवर्तन उत्पन्न नहीं होता है, अव्यय शब्द कहलाते है।
• जैसे – आज, कब, इधर, किन्तु आदि।
• अव्यय के पांच भेद हैं –

Additional Information

• ​संज्ञा के स्थान पर प्रयुक्त होने वाले शब्दों कोसर्वनामकहते हैं।
• जैसे - मैं, वह, वे, उन्हें, अपने तुम, हम आदि।

• पुरुषवाचक सर्वनाम के प्रकार:
  • हिंदी में पुरुषवाचक सर्वनाम तीन प्रकार के होते है:
  • उत्तम पुरुष सर्वनाम- जिस सर्वनाम का प्रयोग वक्ता/बोलने वाला लिखने वाला खुद के बारे में बताने के लिए करता है।
  • जैसे: मैं, मुझे, मुझको, मेरा, मेरी, हमारी, हम, हमारा, हमें आदि।
  • मध्यम पुरुष सर्वनाम- जिस सर्वनाम का प्रयोग वक्ता सुनने वाले व्यक्ति के लिए करता है।
  • जैसे: तुम, तुमको, तुझे, तू, आप, आपने आदि।
  • अन्य पुरुष सर्वनाम- जिस सर्वनाम का प्रयोग वक्ता किसी तीसरे व्यक्ति के बारे में बताने के लिए करता है, तब इस सर्वनाम का प्रयोग होता है।
  • जैसे: यह, वह, ये, वे, आदि।

बस छूट गई होगी वाक्य के काल का सही विकल्प संदिग्ध भूतकाल होगा।

• संदिग्ध भूतकाल - इसमें यह सन्देह बना रहता है कि भूतकाल में कार्य पूरा हुआ या नही।

Key Pointsअन्य विकल्पों का विश्लेषण -

Additional Informationकाल - क्रिया के जिस रूप से कार्य करने या होने के समय का ज्ञान होता है उसे ‘काल’ कहते है।

काल तीन प्रकार होते है

• वर्तमान काल।
• भूतकाल।
• भविष्यत काल।

दिये गए ‘आगंतुक’ शब्द का उचित उत्तर विकल्प 4 ‘वामांगिनी’ है, अन्य विकल्प असंगत उत्तर है।

Key Points

• वामांगिनी शब्द का अर्थ पत्नी, भार्या।
• पर्यायवाची : जीवनसंगिनी, जीवन-संगिनी, भार्या, सहचरी, संगिनी, प्रियतमा, कान्ता, कांता, वधू, मेहरी, दारा, वामांगी।

Additional Information

बल-वल इसका सही उत्तर विकल्प 3 ताकत-मेघ​ है। अन्य विकल्प इसके अनुचित हैं।
Key Points

• बल का अर्थ – ताकत
• वल का अर्थ – मेघ

Additional Information

सही उत्तर 'सेना' है।

Additional Information

• दिए गए विकल्पों में से 'अनी' का सही पर्यायवाची शब्द 'सेना' होगा।
• अनी के अन्य पर्यायवाची शब्द- कटक, दल, फौज, चमू, अनीकिनी।

अन्य विकल्प:

• स्वादिष्ट के पर्यायवाची - मजेदार, सुस्वादु।
• दुष्ट के पर्यायवाची - पापी, नीच, दुर्जन, अधम, खल, पामर।
• सेतु के पर्यायवाची - गर्डर, धराई, धरण।

Key Points

• एक ही अर्थ में प्रयुक्त होने वाले शब्द जो बनावट में भले ही अलग हों, पर्यायवाची या समानार्थी शब्द कहलाते हैं।

Jean Piaget, a Swiss psychologist, is famous for his work on child development. He made a systematic study of cognitive development in his theory that is categorized into four stages.

Key Points

• Equilibration is a key concept in Piaget's theory of cognitive development.
• It refers to the process of achieving a balance or equilibrium between assimilation and accommodation to maintain cognitive stability while still allowing for cognitive growth and development.
• According to Piaget, individuals are constantly trying to make sense of new experiences and information by either assimilating it into existing mental structures or accommodating it by modifying or creating new ones.
• Piaget believed that this process of equilibration is an important mechanism for cognitive development, as it allows individuals to maintain cognitive stability while also allowing for growth and change.

Hence, it is concluded that Equilibration is the correct answer.

Additional Information

• Schemas refer to mental structures or frameworks that organize knowledge and help individuals make sense of their experiences.
• Organization is the process of grouping and categorizing information into coherent and meaningful patterns.
• Adaptation refers to the process by which individuals adjust to new information and experiences by either assimilating it into existing schemas or accommodating it by modifying or creating new schemas.

The affective domain is one of the three domains of educational objectives, as proposed by educational psychologist Benjamin Bloom.

Key Points

• Affective domain is concerned with the attitudes, interests, and values that students develop as they progress through their education.
• In this domain, the focus is on personal development and affective growth.
• This involves changes in the students' attitudes, beliefs, and emotions, and the development of appreciation and adequate adjustment needed for effective learning.
• The affective domain is related to the social and emotional aspects of learning and is seen as essential for holistic development.

Thus, it is concluded that The correct answer is II.

Hint Learning related to intellectual knowledge, skills, and abilities is more closely related to the cognitive domain of educational objectives.

Horizontal decalage is a term that was first introduced by Swiss psychologist Jean Piaget to describe the developmental phenomenon in which children do not master cognitive abilities at the same time, even if the abilities are closely related.

Key Points

• Horizontal decalage highlights the importance of understanding individual differences in cognitive development. Educators and parents need to recognize that each child develops at their own pace and in their own way.
• However, research has shown that children do not necessarily progress through the stages in a strict, linear fashion. Instead, they may exhibit mastery of certain cognitive abilities before others, even if the abilities are related. This phenomenon is known as horizontal decalage.
• A child who understands the concept of conservation of liquid but not conservation of mass is an example of horizontal decalage because the two cognitive abilities (conservation of liquid and conservation of mass) are closely related, but the child has not mastered both abilities at the same time.

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

Key Points Following are the factors that can affect brain development:-

• Genetics: A person's genetic makeup plays a significant role in brain development. Genetic factors can influence aspects of brain structure and function, including susceptibility to certain neurological conditions or cognitive abilities.
• Environment: The environment in which a person grows up, including the quality of early childhood experiences, exposure to toxins, access to education, and social interactions, can have a profound impact on brain development. Positive and stimulating environments can promote healthy brain development, while adverse or stressful environments can hinder it.
• Nutrition: Adequate nutrition, especially during critical developmental periods such as pregnancy and early childhood, is essential for proper brain development. Nutritional deficiencies or malnutrition can have negative effects on brain structure and function.

Thus, it is concluded that I, II and III is the correct answer.

Inhibition is an important concept that plays a role in both the brain and behavior and helps to regulate and control our actions.

Key Points

• Inhibition refers to the process of preventing or limiting a particular action or activity. It can occur in various contexts, including in the brain and nervous system, where it involves the suppression or modulation of neural activity.
• Inhibition can serve to balance and regulate neural activity and is involved in many different brain functions, such as attention, decision-making, and movement control.
• Inhibition can also be a psychological process where an individual deliberately refrains from engaging in a behavior or action.

Hence, it is concluded that Only II is the correct answer.

Heinz's dilemma was first presented by Lawrence Kohlberg, a psychologist known for his research on moral development.

Key Points

• The dilemma goes like this: Heinz's wife is dying of cancer and needs a specific medicine that he cannot afford. The pharmacist who has the medicine is charging ten times its production cost. Heinz can only raise half of the money he needs, and the pharmacist refuses to lower the price. Should Heinz steal the medicine?
• Heinz's dilemma highlights the conflict that can arise between personal ethics and societal expectations.
• Heinz believes that it is his ethical duty to save his wife, but societal expectations dictate that he should not steal.
• The dilemma challenges individuals to consider how they weigh their personal values against societal norms and expectations when making ethical decisions.

Thus, it is concluded that Heinz's dilemma is a classic ethical thought experiment that explores the tension between personal ethics and societal expectations.

Swiss psychologist Jean Piaget, In the theory of cognitive development, Piaget discusses the four distinct, universal stages, each characterised by increasingly sophisticated and abstract levels of thoughts. These stages always occur in the same order, and each builds on what has been learned in the previous stage.

• Sensorimotor stage (Birth- 2 years)
• Pre-operational stage (2-7 years)
• Concrete operational stage (7-11 years)
• Formal operational stage (11+ years)

Key Points

• Sensorimotor stage-
  • Knowledge-based on sensory-motor activities
  • No mental image or symbol
  • The gradual development of the concept of object permanence
• Pre-operational stage-
  • Formation of mental images
  • Symbols and words are used to represent the world.
  • Limited ways of thinking and egocentric thought
  • Pre-conceptional and Intuitive Period
• Formal operational stage-
  • Thinking logically in abstract situations also
  • Engaging in hypothetical and deductive reasoning.
  • Increase in capacity to process information
• Concrete operational stage-
  • Conservation of number, quantity, volume, area etc.
  • Understand reversibility or the undoing of some physical changes by reversing the change
  • Logical thinking limited to real and concrete situations
    child overcomes his/her ‘egocentric’ way of thinking.

Important Points

• Piaget’s Preoperational cognitive development stage is the Intuitive Thought sub-stage, which spans ages 4-7 years. Children in this substage of development learn by asking questions such as, “Why?” and “How come?”
• Piaget labelled this “intuitive thought” because he believed that children at this stage tend to be so certain of their knowledge and understanding that they are unaware of how they gained this knowledge in the first place. These children show “Centration”. They focus on one characteristic of the object and base their decisions or judgment on that only.
• Children in, the pre-conceptual stage always, thinks that changing the shape or arrangement of objects changes their amount.

Thus from the above-mentioned points, it is clear that none of the above is related to Piaget's theory.

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

• Cognitive development tells a teacher how the child thinks, makes sense of the world and how this thinking evolves.
• A teacher who would have an understanding of this process would be able to appreciate how the learning needs of children of different ages are different from each other.

Key Points​Piaget's cognitive development theory - Jean Piaget, a Swiss psychologist proposed a theory of cognitive development that helps us in understanding a child’s cognitive development.

• Piaget believes cognitive development follows a similar pattern with specific capabilities emerging at specific times. Cognitive development also occurs in stages with each stage being qualitatively different from the other.
• According to Piaget, there are four stages of cognitive development:
  • Stage I - The Sensory-Motor Stage (birth to 2 years)
  • Stage II - The Pre-Operational Stage (2 to 7 years)
  • Stage III - The Concrete-Operational Stage (7 to 12 years)
  • Stage IV -The Formal Operational Stage.
• During the Sensory-motor stage, the cognitive abilities develop and during the preoperational stage, a child starts developing skills that enable the child to interact with the environment which includes symbolic language development.
• The child during this stage engages in what is called as 'symbolic play', that is, a wooden box is considered as a car, a round ring as a steering wheel and a stick a gun! That is, during play an object takes the place of or represents something else in the child's mind.

Thus, it is concluded that Piaget's cognitive development theory advocates that cognitive development precedes symbolic language development in a child.

Hint

• Lev Vygotsky, a Russian psychologist and a contemporary of Jean Piaget proposed a theory of cognitive development known as ‘Socio-Cultural Theory’. The society and culture of the children play a vital role in the development of their cognition.
• Erik Erikson’s theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of social experience across the whole lifespan.
• Bandura's social learning theory -The social-cognitive approach to personality recognises the role of the person as an agent with the ability to choose the course of action within a given social environment.

NCF-2005 or National Curriculum Framework 2005 is the fourth National Curriculum Framework published in 2005. Prior to this, NCF was published in the years 1975, 1988, and 2000.

• National Curriculum Framework aims to present clear outcomes that children understand and are able to accomplish.

Key Points

• According to NCF-2005, the association of learning with fear, discipline and stress than enjoyment and satisfaction is detrimental to learning.
• These associations will reduce the motivation to learn and will do more harm than good.
• Associating learning with fear, discipline, and stress will result in temporary results that will extinguish soon.
• Associating learning with enjoyment and satisfaction will result in better performance and increased motivation.
• The concept of learning by association was given by Ivan Pavlov, who conditioned a dog to associate a bell sound with meat powder.
• Associating positive factors with learning results in positive outcomes.

Thus, it can be concluded that according to NCF-2005, the association of learning with fear, discipline, and stress rather than enjoyment and satisfaction is detrimental to learning.

Active listening skills is a highly important skill that is useful in personal and professional life. Also, active listening skills are important for interpersonal relationships.

• Listening skills involve patiently listening to what other is saying, interpreting it, and responding to it.

Key Points

• The teacher improves the listening skill in the classroom through a tape recorder.
• Teachers can present recordings in the classroom and can ask students to patiently listen to them.
• Questions can be asked from those recordings. It will help children pay more attention to the recording to actively listen to it.
• Classroom activities can be organized based on those recordings, which will be fun and improve listening skills at the same time.
• Improved listening skills also help in the development of other positive traits, like empathy.
• The teacher can also ask for feedback on the recording. It will also improve attention and listening skills.
• Improved listening skills can be assessed through the responses of children.

Thus, it can be concluded that teacher improves their listening skill in the classroom through a tape recorder.

A standardized test is a type of assessment that measures the learning of an individual, where every individual gets the same test and the same grading system in a predetermined way.

• Standardized tests are far better than and fairer than non-standardized tests.

Key Point

• The preparation of a standardized test is based on objective-based teaching.
• Objectives are predetermined and cover the range of content that needs to be taught in the lesson.
• Objectives make sure that every child receives the same knowledge in the same manner.
• It reduces the chances of bias or someone being left out.
• Objective-based teaching involves systematic teaching where knowledge can be shared in many ways to help children understand it.
• Objective-based teaching has specific goals that the teacher tries to fulfil.

Additional Information

• Content-based teaching involves teaching students directly the content of the lessons, with or without predetermined planning.

Thus, it can be concluded that the preparation of a standardized test is based on objective-based teaching.

Key Points

• Assertion:- This assertion is true. Including project works, group tasks, discussions, and debates among students in the teaching-learning process is a recognized and effective pedagogical approach. These methods encourage active participation, critical thinking, collaboration, and communication skills among students.
• Reason (R) states: Learning is independent of the socio-cultural context of students. This reason is false. Learning is strongly influenced by the socio-cultural context of students. Culture, background, values, and social interactions play a significant role in shaping how students perceive and understand information. Different cultures may have unique ways of interpreting concepts, and students' prior experiences impact their learning styles and preferences. Recognizing and respecting socio-cultural contexts is important for effective teaching and learning.

Thus, it is concluded that (A) is true but (R) is false.

Evaluation is done to assess or evaluate someone's performance in a specified field. It is a component of assessment in education. The teacher does the evaluation of the student's performance do analysis and to get an idea of the achievement of a student.

• Co-scholastic activities are those activities that are usually outside the normal classroom and do not provide any academic grades. They supplement the classroom curriculum and complement the learning.​

Key Points

Co-scholastic areas include dance, painting, art and craft, drama, sculpture, music, and other forms of visual and performing arts, work education, and morals. All these co-scholastic areas can be evaluated by observing how a child is performing, improving, using innovation and his own abilities.

• All these activities help a teacher to identify the inner talents of a child. The teachers are also able to test the decision-making and problem-solving abilities of a child while evaluating his co-scholastic areas.
• The teacher uses the various methods of evaluation to evaluate the co-scholastic areas:
  • Observation method - The teacher observes the mental processes, physical activity, and his way of behaving while performing.
  • Reinforcement method - The teacher provides feedback to the students and reinforces them to improve their skills and abilities. It includes peer appraisal where the achievements are being appraised by their peers.
  • Competition method - The teacher conducts a small competition to assess their skills and abilities and reward the winning students. It helps a student to self - appraise his own achievement and talents which will push him for further improvement.

Hence, it could be concluded that the all above-mentioned evaluation techniques can be used for the assessment of pupils' growth in co-scholastic areas.