SUBJECT CODE SUBJECT PAPER

GENERAL PAPER ON TEACHING I

A-00-01 AND RESEARCH APTITUDE

QUESTION BOOKLET HALL TICKET NUMBER QUESTION BOOKLET

SERIES NUMBER

C OMR SHEET NUMBER

DURATION MAXIMUM MARKS NUMBER OF PAGES NUMBER OF QUESTIONS

1 HOUR 15 MINUTES 100 24 60
This is to certify that, the entries made in the above portion are correctly written and verified.

Candidates Signature Name and Signature of Invigilator

Instructions for the Candidates A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
1. Write your Hall Ticket Number in the space provided on the top of 1. D ç³#r ò³O ¿êVæü…ÌZ CÐèþÓºyìþ¯èþ çܦ˅ÌZ Ò$ çà̌ý sìýMðüsŒý ¯èþ…ºÆæÿ$ Æ>Äæý$…yìþ.
this page. 2. D {ç³Ôèý² ç³{™èþÐèþ$$ AÆæÿÐðþO (60) ºçßýâñýO_eMæü {ç³Ôèý²Ë¯èþ$ MæüÍW E…¨. Ðésìý ¯èþ$…yìþ A¿æýÅǦ
2. This paper consists of sixty (60) multiple-choice type of questions, HÐðþO¯é Äæý*¿ñýO (50) {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯é˯èþ$ Væü$Ç¢…^éÍ. A¿æýÅǦ Äæý*¿ñýO {ç³Ôèý²ËMæü¯é²
out of which the candidate would be required to answer any fifty (50) GMæü$PÐèþ {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯éË$ Væü$Ç¢…_¯èþrÏÆÿ$$™óþ Ððþ$$§æþsìý Äæý*¿ñýO {ç³Ôèý²ËMæü$ Væü$Ç¢…_¯èþ
questions. In the event of the candidate attempting more than
fifty questions, the first fifty questions attempted by the candidate
çÜÐèþ*«§é¯éÌôý Ðèþ$*ÌêŅMæü¯èþ… ^óþÄæý$ºyæþ™éÆÿ$$.
would be evaluated. 3. ç³È„æü {´ëÆæÿ…¿æýÐèþ$$¯èþ D {ç³Ôé²ç³{™èþÐèþ$$ Ò$Mæü$ CÐèþÓºyæþ$™èþ$…¨. Ððþ$$§æþsìý I§æþ$
3. At the commencement of examination, the question booklet will °Ñ$çÙÐèþ$$ËÌZ D {ç³Ôé²ç³{™èþÐèþ$$¯èþ$ ™ðþÇ_ Mìü…§æþ ™ðþÍí³¯èþ A…Ôé˯èþ$ ™èþç³µ°çÜÇV>
be given to you. In the first 5 minutes, you are requested to çÜÇ^èþ*çÜ$Mø…yìþ.
open the booklet and compulsorily examine it as below : (i) D {ç³Ôèý² ç³{™èþÐèþ$$¯èþ$ ^èþ*yæþyé°Mìü MæüÐèþƊÿõ³h A…^èþ$¯èþ E¯èþ² M>W™èþç³# ïÜË$¯èþ$
(i) To have access to the Question Booklet, tear off the paper _…^èþ…yìþ. íÜtMæüPƊÿ ïÜË$Ìôý° Ðèþ$ÇÄæý$$ C¨ÐèþÆæÿMóü ™ðþÇ_ E¯èþ² {ç³Ôé²ç³{™èþÐèþ$$¯èþ$
seal on the edge of this cover page. Do not accept a booklet Ò$Ææÿ$ A…XMæüDž^èþÐèþ§æþ$ª.
without sticker-seal and do not accept an open booklet.
(ii) Tally the number of pages and number of questions in (ii) MæüÐèþÆæÿ$ õ³h ò³O Ðèþ$${¨…_¯èþ çÜÐèþ*^éÆæÿ… {ç³M>Ææÿ… D {ç³Ôèý²ç³{™èþÐèþ$$ÌZ° õ³iË
the booklet with the information printed on the cover ç܅Qůèþ$ Ðèþ$ÇÄæý$$ {ç³Ôèý²Ë ç܅Qůèþ$ çÜÇ^èþ*çÜ$Mø…yìþ. õ³iË ç܅QÅMæü$
page. Faulty booklets due to pages/questions missing ç܅º…«¨…_ V>± Ìôý§é çÜ*_…_¯èþ ç܅QÅÌZ {ç³Ôèý²Ë$ ÌôýMæü´ùÐèþ#r Ìôý§é °f{糆
or duplicate or not in serial order or any other M>Mæü´ùÐèþ#r Ìôý§é {ç³Ôèý²Ë$ {MæüÐèþ$糧æþ®†ÌZ ÌôýMæü´ùÐèþ#r Ìôý§é HÐðþO¯é ™óþyéË$…yæþ$r
discrepancy should be got replaced immediately by a Ðèþ…sìý §øçÙç³NǙèþÐðþ$O¯èþ {ç³Ôèý² ç³{™é°² Ððþ…r¯óþ Ððþ$$§æþsìý I§æþ$ °Ñ$ÚëÌZÏ ç³È„>
correct booklet from the invigilator within the period ³ç ÆæÿÅÐóþ„æüMæü$°Mìü †ÇW C_aÐóþÜí §é°Mìü º§æþ$Ë$V> Üç ÇV>Y E¯èþ² {ç³Ôèý²ç³{™é°² ¡çÜ$Mø…yìþ.
of 5 minutes. Afterwards, neither the Question Booklet ™èþ§æþ¯èþ…™èþÆæÿ… {ç³Ôèý²ç³{™èþÐèþ$$ Ðèþ*Ææÿaºyæþ§æþ$ A§æþ¯èþç³# çÜÐèþ$Äæý$… CÐèþÓºyæþ§æþ$.
will be replaced nor any extra time will be given.
(iii) After this verification is over, the Test Booklet Number (iii) ò³O Ñ«§þæ …V> Ü ç Ç^èþ*çÜ$Mö¯èþ² ™èþÆ>әèþ {ç³Ôé²ç³{™èþ… ç܅Qůèþ$ OMR ³ç {™èþÐèþ$$ ò³O
should be entered in the OMR Sheet and the OMR Sheet A§óþÑ«§þæ …V> OMR ³ç {™èþÐèþ$$ Üç …Qůèþ$ D {ç³Ôé²ç³{™èþÐèþ$$ ò³O °ÇªÙç t Üç ˦ …ÌZ Æ>Äæý$ÐèþÌñý¯èþ$.
Number should be entered on this Test Booklet. 4. {糆 {ç³Ôèý²Mæü$ ¯éË$Væü$ {糙éÅÐèþ*²Äæý$ {糆çܵ…§æþ¯èþË$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D)
4. Each item has four alternative responses marked (A), (B), (C) Ë$V> CÐèþÓºyézÆÿ$$. {糆{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {糆çܵ…§æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü…§æþ ™ðþÍí³¯èþ Ñ«§æþ…V>
and (D). You have to darken the circle as indicated below on the OMR ç³{™èþÐèþ$$ÌZ {糆 {ç³Ôé² ç܅QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþ–™é¢ÌZÏ çÜÆðÿO¯èþ
correct response against each item. {糆çܵ…§æþ¯èþ¯èþ$ çÜ*_…^óþ Ðèþ–™é¢°² »ê̌ý ´ëÆÿ$$…sŒý ò³¯Œþ™ø Mìü…§æþ ™ðþÍí³¯èþ Ñ«§æþ…V>
Example : A B C D ç³NDž^éÍ.
where (C) is the correct response. E§éçßýÆæÿ×ý : A B C D
5. Your responses to the items are to be indicated in the OMR Answer (C) çÜÆðÿO¯èþ {糆çܵ…§æþ¯èþ AÆÿ$$™óþ
Sheet given to you. If you mark at any place other than in the 5. {ç³Ôèý²ËMæü$ {糆çܵ…§æþ¯èþ˯èþ$ D {ç³Ôèý²ç³{™èþÐèþ$$™ø CÐèþÓºyìþ¯èþ OMR ç³{™èþÐèþ$$ ò³O¯èþ
circle in the Answer Sheet, it will not be evaluated. CÐèþÓºyìþ¯èþ Ðèþ–™é¢ÌZϯóþ ç³NDž_ Væü$Ç¢…^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{™èþ…ò³O ÐóþÆöMæü ^ør
6. Read instructions given inside carefully. Væü$Ç¢õÜ¢ Ò$ {糆çܵ…§æþ¯èþ Ðèþ$*ÌêŅMæü¯èþ… ^óþÄæý$ºyæþ§æþ$.
7. Rough Work is to be done in the end of this booklet.
8. If you write your name or put any mark on any part of the OMR 6. {ç³Ôèý² ç³{™èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væü™èþ¢V> ^èþ§æþÐèþ…yìþ.
Answer Sheet, except for the space allotted for the relevant 7. _™èþ$¢ç³°° {ç³Ôèý²ç³{™èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ RêäçܦËÐèþ$$ÌZ ^óþÄæý*Í.
entries, which may disclose your identity, you will render yourself 8. OMR ç³{™èþÐèþ$$ ò³O °È~™èþ çܦ˅ÌZ çÜ*_…^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ ™èþí³µ…_ C™èþÆæÿ çܦ˅ÌZ
liable to disqualification. Ò$ Væü$Ç¢…ç³#¯èþ$ ™ðþÍõ³ Ñ«§æþ…V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ… V>± Ìôý§é C™èþÆæÿ _à²Ë¯èþ$ ò³rtyæþ…
9. The candidate must handover the OMR Answer Sheet to the V>± ^óþíܯèþrÏÆÿ$$™óþ Ò$ A¯èþÆæÿá™èþMæü$ Ò$Æóÿ »ê«§æþ$ÅËÐèþ#™éÆæÿ$.
invigilators at the end of the examination compulsorily and 9. ç³È„æü ç³NÆæÿ¢Æÿ$$¯èþ ™èþÆ>әèþ Ò$ OMR ç³{™é°² ™èþç³µ°çÜÇV> ç³È„æü ç³ÆæÿÅÐóþ„æüMæü$yìþMìü CÐéÓÍ.
must not carry it with you outside the Examination Hall. The Ðésìý° ³ç Ȅæü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýMÏ üæ *yæþ§æþ$. ³ç Ȅæü ³ç NÆæÿÆ¢ ÿ$$¯èþ ™èþÆæÿ$Ðé™èþ A¿æýÅÆæÿ$¦Ë$
candidate is allowed to take away the carbon copy of OMR {ç³Ôèý² ³ç {™é°², OMR ç³{™èþ… Äñý$$MæüP M>Ææÿ¾¯Œþ M>ï³° ¡çÜ$Mæü$ÐðþâæýÏÐèþ^èþ$a.
Sheet and used Question paper booklet at the end of the
examination. 10. ±Í/¯èþËÏ Ææÿ…Væü$ »ê̌ý ´ëÆÿ$$…sŒý ò³¯Œþ Ðèþ*{™èþÐóþ$ Eç³Äñý*W…^éÍ.
10. Use only Blue/Black Ball point pen. 11. ÌêVæüÇ£æþЌþ$ sôýº$̌ýÞ, M>ÅÍMæü$ÅÌôýrƊÿË$, GË[M>t°MŠü ç³ÇMæüÆ>Ë$ Ððþ$$§æþËVæü$¯èþÑ ç³È„æüVæü¨ÌZ
11. Use of any calculator or log table etc., is prohibited. Eç³Äñý*W…^èþyæþ… °õÙ«§æþ….
12. There is no negative marks for incorrect answers. 12. ™èþ糚 çÜÐèþ*«§é¯éËMæü$ Ðèþ*Ææÿ$PË ™èþWY…ç³# Ìôý§æþ$.
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GENERAL PAPER ON TEACHING AND RESEARCH APTITUDE
»Z«§æþ¯é Ðèþ$ÇÄæý$$ ç܅ÔZ«§æþ¯é ÝëÐèþ$Ææÿ¦ Å ÝëÐèþ*¯èþÅ ç³{†Mæü
Paper – I
õ³ç³ÆŠÿ – I
1. India launched National Green Tribunal 1. M>Ë$çÙÅM>ÆæÿMæü$Ë$ ¯èþÙç t ³ç ÇàÆæÿ… ^ðþÍυ^èþyé°Mìü ¿êÆæÿ™èþ§óþÔèý…
to make polluters pay damages, in the gê¡Äæý$ çßýǙèþ {糙óþÅMæü ¯éÅÄæý$Ý릯鰲 H ç܅Ðèþ™èþÞÆæÿ…ÌZ
year :
{´ëÆæÿ…À…_…¨ ?
(A) 2008
(A) 2008
(B) 2009
(B) 2009
(C) 2010
(C) 2010
(D) 2011
(D) 2011
2. At what stage of an ecological succession,
an ecosystem exhibits total
photosynthesis equal to respiration ? 2. iÐéÐèþÆæÿ×ý A¯èþ${MæüÐèþ$… (ecological succession)
Äñý$$MæüP H §æþÔèýÌZ iÐéÐèþÆæÿ×ý ÐèþÅÐèþÜç ,¦ Ððþ$$™èþ…¢ ÔéÓçÜ{MìüÄæý$Mæü$
(A) Pioneer
Üç Ðèþ*¯èþÐðþ$O¯þè MìüÆæÿ×ýf¯èþÅ Üç …Äñý*Væü{MìüÄæý$¯èþ$ {糧æþÇØçÜ$¢…¨ ?
(B) Climax
(A) ³ç Äñý$$±ÆŠÿ
(C) Virgin
(B) MðüÐϕ þè *MŠüÞ
(D) Mid-Seral (C) ÐèþÇj¯þŒ
3. Which of the following is false? Consider (D) Ñ$yŠþ-òÜÆæÿ̌ý
the following statements.

(A) Using of Information and 3. Mìü…§æþ CÐèþÓºyìþ¯èþ ÐésìýÌZ ICT Mìü Üç …º…«¨…_ AçܙèþÅÐóþ$§ø
Communication Technology (ICT) for Væü$Ç¢…^èþ…yìþ.
learning promotes fast communication
(A) A¿æýÅçܯèþÌZ ICT Eç³Äñý*Væü… ÐèþËÏ ¿êÐèþ {ç³ÝëÆæÿ…
(B) Information and Communication
Technology (ICT) promotes
ÐóþVæüÐèþ…™èþÐèþ$Ðèþ#™èþ$…¨
cooperative learning for students (B) ѧéÅÆæ ÿ $¦ Ì ZÏ ICT ç Ü ç ß ýM>Ææ ÿ A¿æ ý Åç Ü ¯é°²
(C) Information and Communication ò³…´÷…¨çÜ$¢…¨
Technology (ICT) promotes student
privacy (C) ICT ѧéÅǦ HM>…™é°² ò³…^èþ$™èþ$…¨

(D) Plagiarism cannot be prevented (D) ICT Eç³Äñý*W…_ {Væü…£æþ ^úÆ>Å°² °ÐéDž^èþÌôýÐèþ$$

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4. Value based education can be inculcated 4. Mìü…¨ ÐésìýÌZ H Ñ«§é¯éË §éÓÆæÿ ѧéÅÆæÿ$¦ËMæü$ ÑË$Ðèþ
among the students through the following B«§éǙèþ ѧæþůèþ$ »Z«¨…^èþÐèþ^èþ$a
initiatives
i. Mæüv¯èþÐðþ$O¯èþ °Äæý$Ðèþ*Ë$, º…«§æþ¯éË$ Ðèþ$ÇÄæý$$
i. Making pupil’s behaviour conformist
§æþ…yæþ¯èþË$ Ñ«¨…_ ѧéÅÆæÿ$¦Ë {ç³ÐèþÆæÿ¯¢ þè ¯èþ$ {MæüÐèþ$º§æþ…®
by imposing the strict rules,
regulations and punishment ^óþÄæý$yæþ… §éÓÆ>

ii. By creating an external authority to ii. »êçßýÅ A«¨M>Æ>°² HÆ>µr$ ^óþÜí ѧéÅÆæÿ$¦Ë$ Ðèþ$ÇÄæý$$
monitor the behaviour of the students E´ë«§éÅÄæý$$Ë {ç³ÐèþÆæÿ¯¢ þè ¯èþ$ ³ç ÆæÿÅÐóþ„ìü…^èþyæþ… §éÓÆ>
and teachers
iii. ѧéÅÆæ ÿ $¦ Ë Mæ ü $ õÜÓ^è þ e¯è þ $ ç Ü ÓÄæ ý $… {ç ³ †ç ³ †¢ °
iii. Providing freedom and autonomy to
the students and effective Mæ ü ÍW…^è þ yæ þ …™ø ´ër$ {ç ³ ¿êÐè þ Ðè þ …™è þ Ðð þ $O ¯ è þ
socialization and discussion Ýë…íœ$MîüMæüÆæÿ×ý… Ðèþ$ÇÄæý$$ ^èþÆæÿaË §éÓÆ>
iv. Encouraging the students to have iv. ѧéÅÆæÿ$¦Ë$ ™èþÐèþ$ Ðèþ$*Ç¢Ðþè $™èþÓ Ðèþ$ÇÄæý$$ Ðóþ$«§øç³Ææÿ
proper role models for their personal
ÑM>Ýë°Mð ü O B§æ þ Ææ ÿ ØÐè þ ÅMæ ü $¢ Ë ¯è þ $ Mæ ü ÍW E…yó þ Ìê
and intellectual development
{´ù™èþÞíßý…^èþyæþ… §éÓÆ>
(A) i, ii, iii are correct
(A) i, ii, iii çÜÆðÿO¯èþÑ
(B) i, ii, iii and iv are correct
(B) i, ii, iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(C) iii and iv are correct
(C) iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(D) i and iii are correct
(D) i Ðèþ$ÇÄæý$$ iii çÜÆðÿO¯èþÑ
5. My reaction to the statement: “A good
teacher is essentially a good researcher” 5. "Ðè þ $…_ E´ë« § éÅÄæ ý $$yæ þ $ ™è þ ç ³ µ°ç Ü ÇV> Ðè þ $…_
Is that this is ³ç ÇÔZ«§þæ Mæü$yìþV> E…sêyæþ$' A¯óþ ¯é {糆çܵ…§æþ¯èþ A¯óþ¨
(A) My firm belief (A) ¯é {ç³V>Éæþ ÑÔéÓçÜÐèþ$$
(B) Something I find difficult to agree (B) Üç Ðèþ$ƅ^èþyé°Mìü ¯éMæü$ MæüÙç …t V> A°í³…^óþ ÑçÙÄæý$…
(C) Something which I accept only as an (C) MóüÐèþ˅ JMæü AÀ{´ëÄæý$…V> Ðèþ*{™èþÐóþ$ ¯óþ¯èþ$ A…XMæüDž^óþ
opinion ÑçÙÄæý$…
(D) Only a hypothesis (D) MóüÐèþ˅ JMæü ³ç ÇMæü˵¯èþ

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6. Sin Qua Non of good research is 6. Äñý*VæüÅÐðþ$O¯èþ ç³ÇÔZ«§æþ¯èþMæü$ iÐèþ¯éyìþ H¨ ?

(A) A set of well documented hypothesis (A) »êV> Ææÿ_…_¯èþ ³ç ÇMæü˵¯èþË Üç Ðèþ$$§éÄæý$…
(B) A good research supervisor (B) Äñý*Væü$Åyðþ¯O þè ³ç ÇÔZ«§þæ Mæü ³ç ÆæÿÅÐóþ„æüMæü$yæþ$
(C) Adequate library facilities
(C) ^éͯèþ°² {Væü…£éËÄæý$ ÝûMæüÆ>ÅË$
(D) Äñý*VæüÅÐðþ$O¯þè ³ç ÇÔZ«§þæ Mæü Üç Ðèþ$çÜÅ
(D) A good research problem

7. What will be the number in place of the 7. Mìü…§æþ CÐèþÓºyìþ¯èþ Üç …QÅË ÐèþÆæÿ$çÜÌZ {ç³Ôé²ÆæÿM¦ üæ Væü$Ææÿ$¢ (?) ò³sìý¯t þè
question mark (?) in the following number ^ør E…yæþÐèþËíܯèþ ç܅QÅ H¨ ?
series?
5 9 ? 29 54 103
5 9 ? 29 54 103

(A) 15 (A) 15

(B) 16 (B) 16

(C) 14 (C) 14
(D) 13 (D) 13
8. In this question, there are three statements
followed by four conclusions. You have to 8. D {ç³Ôèý²ÌZ Ðèþ$*yæþ$ {ç³Ðèþ^èþ¯éË ™èþÆ>әèþ ¯éË$Væü$
take the three given statements to be true Ðèþ$$W…ç³#Ë$ E¯é²Æÿ$$. Ý뫧éÆæÿ×ý…V> ™ðþÍíܯèþ °gêËMæü$
even if they seem to be at variance from À¯èþ²…V> E¯é²Mæü*yé B Ðèþ$*yæþ$ {ç³Ðèþ^èþ¯é˯èþ$ çܙèþÅÐóþ$
commonly known facts and then decide
which of the given conclusions logically
A¯èþ$Mö° ¨Væü$Ðèþ¯èþ C_a¯èþ ¯éË$Væü$ Ðèþ$$W…ç³#ÌZÏ H¨
follows from the three statements ™éÇPMæü…V> B Ðèþ$*yæþ$ {ç³Ðèþ^èþ¯é˯èþ$ A¯èþ$çÜÇçÜ$¢…§ø
disregarding commonly known facts. °ÆæÿÆ~ ÿ$$…^èþ…yìþ.
Statements : All tables are chairs. No
chair is book. Some books are flowers.
{ç³Ðèþ^èþ¯éË$ : A°² ºËÏË$ Mæü$ÈaË$, H Mæü$Èa ³ç #çÜM¢ üæ … M>§æþ$,
Mö°² ç³#çÜ¢M>Ë$ ç³#ÚëµË$
Which of the following conclusions is
definitely true ? Mìü…§æþ ™ðþÍí³¯èþ H Ðèþ$$W…ç³# Q_a™èþ…V> çܙèþÅÐèþ$$ ?
(A) No flower is chair (A) H ç³#çÙµÐèþ$* Mæü$Èa M>§æþ$
(B) No flower is table (B) H ³ç #çÙµÐèþ$* ºËÏ M>§æþ$
(C) Some chairs are not table (C) Mö°² Mæü$ÈaË$ ºËÏ M>§æþ$
(D) No book is table (D) H ç³#çÜ¢MæüÐèþ$* ºËÏ M>§æþ$

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9. An effective teaching means all of the 9. çÜÐèþ$Ææÿ¦Ðèþ…™èþÐðþ$O¯èþ »Z«§æþ¯èþ A¯èþV> Mìü…§æþ ™ðþÍí³¯èþÐèþ±², JMæüsì
following except
™èþ³ç µ
(A) a teacher teaches with enthusiasm (A) JMæü E´ë«§éÅÄæý$$yæþ$ Mæü$™èþ*çßý˅V> »Z«¨…^èþyæþ…
(B) a teacher aims at diagnosing the (B) JMæü E´ë«§éÅÄæý$$yæþ$ ™èþ¯èþ ѧéÅÆæÿ$¦Ë ´÷Ææÿ´ërϯèþ$
mistakes of his students
°Æ>®Æÿæ ×ý ^óþõÜ §« þó ÅÄæý$… MæüÍW E…yæþyæþ…
(C) a teacher puts emphasis more on (C) JMæü E´ë«§éÅÄæý$$yæþ$ ™èþÆæÿVæü†° °Äæý$…{†…^èþyæþ…Mæü…sôý
teaching than on class control
»Z«§æþ¯èþ ò³O GMæü$PÐèþ {´ë«§é¯èþŅ MæüÍW E…yæþyæþ…
(D) a teacher is interested in making the
subject matter understand rather on
(D) JMæü E´ë«§éÅÄæý$$yæþ$ ´ëu>Ë {MæüÐèþ*°² ³ç NÇ¢^þó Äæý$yæþ…
completing the course Mæü…sôý ÑçÙÄæý*°² AÆæÿ¦… ^óþÆÿ$$…^èþyæþ… ò³O BçÜMìü¢
^èþ*ç³yæþ…
10. The most appropriate meaning of learning
is 10. A¿æýÅçܯèþMæü$ »êV> Üç Ðèþ$$_™èþÐðþ$O¯þè AÆæÿ…¦ Mìü…¨ ÐésìýÌZ H¨ ?
(A) Inculcation of knowledge
(A) gêq¯é°² E糧óþՅ^èþyæþ…
(B) Modification of behaviour
(B) {ç³ÐèþÆæÿ¯¢ é Ðèþ*Ææÿ$µ
(C) Personal adjustment (C) ÐèþÅMìüV¢ üæ ™èþ Üç Ææÿ$ª»êr$
(D) Acquisition of skills (D) ¯ðþ³çO #×êÅ˯èþ$ Üç Ðèþ$$´ëÇj…^èþyæþ…
11. In a weight reduction experiment, an
overweight individual was given what the
11. ºÆæÿ$Ðèþ#¯èþ$ ™èþWY…^óþ JMæü {ç³Äñý*Væü…ÌZ ³ç ÇÔZ«§þæ Mæü$yæþ$, †¯é˯óþ
researcher called a new type of diet tablet MøÇMæü¯èþ$ °Æø«¨…^óþ Mö™èþÆ¢ ÿæ MæüÐðþ$O¯þè BàÆæÿ Ðèþ*{™èþ A° ^ðþ³í µ
that would help curb the desire to eat. In GMæü$PÐèþ ºÆæÿ$Ðèþ#¯èþ² ÐèþÅMìüM¢ üì C^éayæþ$. °gê°Mìü A¨ ´ëË´÷yìþ°
fact the tablet contained powdered milk ,
MæüÍW E¯èþ² Ðèþ*{™èþ. M>° B ÐèþÅMìü¢ B Ðèþ*{™èþ¯èþ$ ¡çÜ$MøÐèþyé°²
but ever since the individual started taking
the tablet, he has reported that his desire {´ëÆæÿ…À…_¯èþç³µsìý ¯èþ$…yìþ BàÆ>°² †¯é˯óþ MøÇMæü
to eat has decreased. This illustrates the ™èþWY…§æþ° ™ðþÍ´ëyæþ$. D §æþ–Úët…™èþ… Mìü…¨ ÐésìýÌZ §óþ°°
™ðþÍgôýÄæý$çÜ$¢…¨ ?
(A) Curvilinear relationship
(A) Ðèþ{MæüÆóÿTÄæý$ Ü ç …º…«§þæ …
(B) Effect of extraneous variables
(B) »êçßýÅ ^èþÆæÿÆ>Ôèý$Ë {糿êÐèþ…
(C) A natural experiment (C) JMæü Ü ç ßç ýf {ç³Äñý*Væü…
(D) Placebo effect (D) ´ëÏòÜ»Ÿ (Placebo) {糿êÐèþ…

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12. Communication will be effective if it is 12. Mìü…¨ ÐésìýÌZ §óþ°ÐèþËÏ ¿êÐèþ {ç³Üç Ææÿ×ý {糿êÐèþÐèþ…™èþ…V>
E…r$…¨ ?
(A) Delivered slowly and clearly
(A) ¯ðþÐèþ$èV> Ü ç µçمt V> A…¨…_¯èþ¨
(B) Delivered using appropriate media (B) Ü ç Æðÿ¯O þè Ðèþ*«§þæ ÅÐèþ*°² Eç³Äñý*W…_ A…¨…_¯èþ¨
(C) Received as intended by the sender (C) ³ ç …í³…_¯èþÐéÆæÿ$ A¯èþ$Mö¯èþ² §é°² Üï ÓMæüDž^èþVæüËVæüyæþ…
(D) Ððþ…r¯óþ Ü ï ÓMæüDž^èþyæþ…
(D) Received immediately
13. Mìü…§æþ CÐèþÓºyìþ¯èþ »Z«§æþ¯é Ýù´ë¯é˯èþ$ ™éÇPMæü {MæüÐèþ$…ÌZ
13. Arrange the following steps of teaching in AÐèþ$Ææÿa…yìþ.
logical sequence :
1. ³ç NÆæÿÓ gêq¯þè …™ø {ç³Üç $¢™þè gêq¯é°²
1. Relating the present knowledge with Üç …º…«©MæüDž^èþyæþ…
previous knowledge
2. Ðèþ$*ÌêŅMæü¯èþ…
2. Evaluation
3. ç³#¯èþ@ »Z«§æþ¯èþ
3. Re-teaching
4. ˄>ÅË Ææÿ*ç³Mæü˵¯èþ
4. Formulating objectives
5. ÝëÐèþ${W° {糧æþÇ؅^èþyæþ…
5. Presentation of materials
(A) 1, 2, 3, 4, 5
(A) 1, 2, 3, 4, 5
(B) 2, 1, 3, 4, 5
(B) 2, 1, 3, 4, 5
(C) 5, 4, 3, 1, 2
(C) 5, 4, 3, 1, 2
(D) 4, 1, 5, 2, 3
(D) 4, 1, 5, 2, 3

14. The research that aims at immediate

14. Ððþ…r¯óþ A¯èþ$ÐèþÆæÿ¯¢ þè … ^óþÄæý$yé°Mìü E§óþÕª …_¯èþ ³ç ÇÔZ«§þæ ¯èþ
application is H¨ ?

(A) Action Research (A) ^èþÆ>řèþÃMæü ³ç ÇÔZ«§þæ ¯èþ

(B) Empirical Research (B) A¯èþ$¿æýÐé™èþÃMæü ³ç ÇÔZ«§þæ ¯èþ

(C) Conceptual Research (C) ¿êÐèþ¯é™èþÃMæü ³ç ÇÔZ«§þæ ¯èþ

(D) Fundamental Research (D) Ðèþ˜ÍMæü ³ç ÇÔZ«§þæ ¯èþ

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15. The most polluted places in India are 15. ¿êÆæÿ™èþ §óþÔèý…ÌZ »êV> MæüË$íٙèþÐðþ$O¯èþ çܦÌêË$ HÑ ?
(A) Gwalior and Bhopal (A) V>ÓÍÄæý$Ɗÿ Ðèþ$ÇÄæý$$ ¿Z´ë̌ý
(B) Vapi and Sukinda (B) Ðéí³ Ðèþ$ÇÄæý$$ çÜ$Mìü…§é
(C) Ranchi and Nasik (C) Æ>…_ Ðèþ$ÇÄæý$$ ¯éíÜMŠü
(D) Surat and Rampur
(D) Ü ç *Ææÿ™Œþ Ðèþ$ÇÄæý$$ Æ>…ç³NƊÿ
16. Which is the correct order of the degree of 16. Mìü…§æþ CÐèþÓºyìþ¯èþ Æ>âæýÏ Äñý$$MæüP Õ¤ËÐèþ$Äôý$Å Ýë¦Æÿ$$ {ç³M>Ææÿ…
weathering of the following rocks ? çÜÆðÿO¯èþ ÐèþÆæÿ$çÜ{MæüÐèþ$… H¨ ?
(A) Dunite > Basalt > Granite > Rhyolite (A) yæþ$ůðþOsŒý > ºÝë̌ýt > {V>¯ðþOsŒý > ÇÄñý*ÌñýOsŒý
(B) Basalt >Dunite> Granite > Rhyolite
(B) ºÝë̌ýt > yæþ$ůðþOsŒý > {V>¯ðþOsŒý > ÇÄñý*ÌñýOsŒý
(C) Granite > Basalt >Dunite > Rhyolite
(C) {V>¯ðþOsŒý > ºÝë̌ýt > yæþ$ůðþOsŒý > ÇÄñý*ÌñýOsŒý
(D) Rhyolite > Granite >Dunite> Basalt
(D) ÇÄñý*ÌñýOsŒý > {V>¯ðþOsŒý > yæþ$ůðþOsŒý > ºÝë̌ýt
Directions (Q. 17–21) : Study the following
Mìü…§æþ CÐèþÓºyìþ¯èþ ÐèþËÄæý$ç³sê°² gê{Væü™èþ¢V> ^èþ¨Ñ 17 ç¯èþ$…yìþ 21
pie-chart carefully to answer these questions. ÐèþÆæÿMæü$ VæüË {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯éË$ Væü$Ç¢…^èþ…yìþ. (BÆæÿ$ ÑÑ«§æþ
(Percentagewise Distribution of teachers who çÜ»ñýjMæü$tË$ »Z«¨…^óþ E´ë«§éÅÄæý$$Ë$ Ôé™èþ… ÐéÈV> 糅í³×îý
teach six different subjects) ^óþÄæý$ºyézÆÿæ $)
Total number of Teachers = 1800 Ððþ$$™èþ…¢ E´ë«§éÅÄæý$$Ë Üç …QÅ = 1800
Percentage of Teachers E´ë«§éÅÄæý$$Ë Ôé™èþ…

17. What is the difference between the total 17. C…XÏÙç $, ¿o†MæüÔéÝëˆË¯èþ$ Æðÿ…yìþ…sìý° »Z«¨…^óþ Ððþ$$™èþ…¢
number of teachers who teach English and
Physics together and the total number of E´ë«§éÅÄæý$$Ë$ Væü×ìý™èþÔéç܅ˆ , iÐèþÔéÝëˆË¯èþ$ Æðÿ…yìþ…sìý°
teachers who teach Mathematics and »Z«¨…^óþ Ððþ$$™èþ¢… E´ë«§éÅÄæý$$Ë Ðèþ$«§æþÅ ¿ôý§æþ… G…™èþ ?
Biology together ?

(A) 16 (B) 26 (A) 16 (B) 26

(C) 28 (D) 18 (C) 28 (D) 18

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18. What is the ratio of the number of teachers
who teach Mathematics to the number of 18. Væü×ìý™èþÔéÝ눰² »Z«¨…^óþ E´ë«§éÅÄæý$$Ë$ Ðèþ$ÇÄæý$$
teachers who teach Hindi ? íßý…©° »Z«¨…^óþ E´ë«§éÅÄæý$$Ë Ðèþ$«§æþÅ °çÙµ†¢ G…™èþ ?
(A) 10: 7 (B) 17: 13
(A) 10: 7
(C) 17: 26 (D) None of these
(B) 17: 13
19. If the percentage of Mathematics teachers
is increased by 50 per cent and the (C) 17: 26
percentage of Hindi teachers decreased
by 25 per cent then what will be the total (D) ò³ÐO ésìýÌZ H© M>§æþ$
number of Mathematics and Hindi
teachers together ? 19. Væü×ìý™èþÔéÝ눰² »Z«¨…^óþ E´ë«§éÅÄæý$$˯èþ$ 50 Ôé™èþ… ò³…_
(A) 946
ßí ý…©° »Z«¨…^óþ E´ë«§éÅÄæý$$˯èþ$ 25 Ôé™èþ… ™èþWYõÜ¢
A糚yæþ$ Væü×ìý™èþÔéç܈…, íßý…© Æðÿ…yìþ…sìý° »Z«¨…^óþ
(B) 843 E´ë«§éÅÄæý$$Ë ç܅QÅ G…™èþÐèþ#™èþ$…¨ ?
(C) 1046 (A) 946

(D) None of these (B) 843

(C) 1046
20. If two-ninths of the teachers who teach
Physics are female, then the number of (D) ò³O ÐésìýÌZ H© M>§æþ$
male Physics teachers is approximately
what percentage of the total number of
teachers who teach Chemistry ? 20. ¿o†MæüÔéÝ눰² »Z«¨…^óþ E´ë«§éÅÄæý$$ÌZÏ Ðèþ Ðèþ…™èþ$
(A) 97 Ðèþ$…¨ Ðèþ$íßýâæýÌñýO™óþ, ¿o†MæüÔéÝ눰² »Z«¨…^óþ ç³#Ææÿ$çÙ
E´ë«§éÅÄæý$$Ë$, ÆæÿÝëÄæý$¯èþ ÔéÝ눰² »Z«¨…^óþ Ððþ$$™èþ…¢
(B) 92 E´ë«§éÅÄæý$$ÌZÏ çÜ$Ðèþ*Ææÿ$V> G…™èþ Ôé™èþ… ?
(A) 97
(C) 94
(B) 92
(D) 99 (C) 94
(D) 99
21. What is the total number of teachers
teaching Chemistry, English and Biology ? 21. ÆæÿÝëÄæý$¯èþÔéç܈…, C…XÏçÙ$ Ðèþ$ÇÄæý$$ iÐèþÔéÝëˆË¯èþ$
»Z«¨…^óþ Ððþ$$™èþ¢… E´ë«§éÅÄæý$$Ë ç܅QÅ G…™èþ ?
(A) 1,172
(A) 1,172
(B) 872
(B) 872
(C) 972 (C) 972
(D) 990 (D) 990

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Read the following passage and answer the Mìü…§æþ CÐèþÓºyìþ¯èþ ´ëuæÿÅ¿êV>°² ^èþ¨Ñ 22 ¯èþ$…yìþ 25 ÐèþÆæÿMæü$ VæüË
questions that follow (Question No. 22 to 25). {ç³Ôèý²ËMæü$ Üç Ðèþ*«§é¯é˯èþ$ Væü$Ç¢…^èþ…yìþ.
Talent is a force not a tool. Talent is neither good {糆¿æý A¯óþ¨ JMæü ºËÐóþ$M>° Eç³MæüÆæÿ×ý… M>§æþ$. {糆¿æý A¯óþ¨ ^ðþyæþ©z
nor bad. Being multi-talented is a very mixed M>§æþ$ Ðèþ$…_© M>§æþ$. ºçßý$âæý {糆¿æý MæüÍW E…yæþyæþ… A¯óþ¨
blessing. For some people, it is a curse. Ability Ñ${Ôè ý Ðè þ $Ðð þ $O ¯ è þ Ðè þ Ææ ÿ …. Mö…§æ þ Ç Ñç Ù Äæ ý $…ÌZ C¨ Ôéç ³ …V>
or performance is the result of complex ³ç Ç×ýÑ$çÜ$¢…¨. Üç Ðèþ$Ææÿ™¦ þè Ìôý§é °Ú뵧æþ¯èþ (performance) A¯óþ¨
interaction between various parts of the mind/ Ðèþ$¯èþÜç $/ÔèýÈÆæÿ ÐèþÅÐèþÜç ̦ Z° ÑÑ«§þæ ¿êV>Ë Ðèþ$«§þæ Å fÇVóü Üç …„ìüÙç t ^èþÆ>Å
body system. Some parts of the ability are due {糆^èþÆæÿÅË çœÍ™èþ…. {糆¿æýÌZ° Mö°² A…ÔéË$ ´ùçÙ×ý §éÓÆ>
to “nurture”. The most important of these HÆæÿµyæþ™éÆÿ$$. Cr$Ðèþ…sìý ³ç ÇçÜÆæÿ M>ÆæÿM>ÌZÏ ^éÌê Ðèþ$$QÅÐðþ$O…¨
environmental factors is knowledge in one form JMæü Ææÿ*糅 M>Mæü´ù™óþ C…Mø Ææÿ*糅ÌZ° gêq¯èþ…. {糆¿æýMæü$
or another. Nature is the basis of talent. B«§éÆæÿ¿æý*™èþÐðþ$O…¨ {ç³Mæü–†.
We all know, understand and operate on more Ðèþ$¯èþ… ™ðþË$çÜ$MøÐèþyæþ…, AÐèþV>çßý¯èþ ^óþçÜ$MøÐèþyæþ… Ðèþ$ÇÄæý$$
levels than just the conscious. Talents or ÐèþÅÐèþßç ýDž^èþyæþ… MóüÐèþ˅ ^óþ™èþ¯èþ Ýë¦Æÿ$$ÌZM>Mæü §é°Mìü E¯èþ²™èþ Ýë¦Æÿ$$ÌZ
Aptitudes are unlearned abilities-gut-level and ^óþÝë¢Ðèþ$$. {糆¿æýË$ Ìôý§é çÜçßýfÝëÐèþ$Æ>¦ÅË$ A¯óþÑ A¿æýÅí܅^èþ°
non-conscious ways of operating. Some people ÝëÐèþ$Æ>¦üÅÌôý M>Mæü E™éÞçßýÝë¦Æÿ$$ÌZ Ðèþ$ÇÄæý$$ A^óþ™èþ¯èþ Ýë¦Æÿ$$ÌZ
call them knacks. Aptitudes have major impact ÐèþÅÐèþçßýDž^èþºyæþ™éÆÿ$$. Mö…§æþÆæÿ$ Ðésìý° MúÔèýÌêË$ A…sêÆæÿ$.
not just on performance, but on our individual ç Ü ç ß ýfÝëÐè þ $Æ>¦ Š˯ó þ Ñ Mó ü Ðè þ ˅ Ðè þ $¯è þ °Ú뵧æ þ ¯è þ Ëò³O ¯ ó þ M>Mæ ü
and unique states of being. They are a big part Ðèþ$¯èþ…ÐðþOÄæý$Mìü¢Mæü…V> {糙óþÅMæü…V> E…yæþyæþ… ò³O¯èþ Mæü*yé {糫§é¯èþ
of the reason “One man’s meat is another man’s {糿êÐé°² ^èþ*í³Ýë¢Æÿ$$. AÑ ""JMæü Ðèþ$°íÙMìü ¯èþ_a…¨ C…MöMæü Ðèþ$°íÙMìü
poison”. ¯èþ^èþa§æþ$'' A¯óþ ™èþÆæÿP…ÌZ ¿êVæü… AÐèþ#™éÆÿ$$.
Most people know for more than they realise GMæü$PÐèþ Ðèþ$…¨Mìü ™éÐèþ$$ Væü$Ç¢…_¯èþ MúÔèýÌêË$, {糆¿æýË Mæü…sôý
about knacks and talents. People usually know GMæü$PÐèþV> ™ðþË$çÜ$. ™éÐèþ$$ Äæý*…{†Mæü…V> E…sêÆ>, °ÆóÿÔª ýè ¿êÐé°²
if they are mechanical, have a sequence of MæüÍW E¯é²Æ>, ¿êçÙ˯èþ$ ¯óþÆæÿ$aMøVæüËÆ> ³ç ȟýÞ¯èþ$ B¯èþ…¨Ýë¢Æ> Ìôý§é
direction, pickup language enjoy puzzles or are ™èþÐèþ$ ^óþ™èþ$˙ø çÜÇV>Y ^óþÝë¢Æ> A¯óþ ÑçÙÄæý*Ë$ {ç³fËMæü$
good with their hands. Anyone who has Ý뫧éÆæÿ×ý…V> ™ðþË$çÜ$. H ÐèþÅMìü¢ AÆÿ$$¯é C™èþÆæÿ$˯èþ$ °ÆæÿÓíßý…^èþyæþ…
managed or trained people has seen the clear Ìôý§é C™èþÆæÿ$ËMæü$ Մæü×ý CÐèþÓyæþ… ^óþÜí ¯èþÐéÆæÿ$ A¿æýÅí܅^èþ° ÝëÐèþ$Æ>¦ ÅË
impact of learned abilities. In any area, some Üç µçÙÐt þð $O¯þè {糿êÐé°² ^èþ*õÜ E…sêÆæÿ$. H Ææÿ…Væü…ÌZ AÆÿ$$¯é Mö…§æþÆæÿ$
folks take to it like ducks to water. Once trained ÐèþÅMæü$¢Ë$ »ê™èþ$¯èþ$ ±âæýÌÏ ZMìü ¡çÜ$Mðüãϯþè r$ÏV> Üç ß ç ýf {糆¿æý¯èþ$ MæüÍW
they stay ahead of the crowd. Others sweat to E…sêÆæÿ$. JMæü ÝëÇ ÒâæýMÏ üæ $ Մæü×ý CõÜ¢ Ñ$Væü™é Væü$…ç³#Mæü…sôý Ðèþ$$…§æþ$V>
keep up or fail miserably. E…sêÆæÿ$. Ñ$Væü™éÐéâæý$Ï ¯óþÆæÿ$aMøÐèþyé°Mìü ^èþÐèþ$rË$ MæüMæü$P™èþ*
Strong talents do not equal high performance. §æþ$ÆæÿÂÆæÿ…V> ÑçœËÐèþ$Ðèþ#™éÆæÿ$. ÔèýMìü¢Ðèþ…™èþÐðþ$O¯èþ {糆¿æýË$ E¯èþ²™èþ
Having the right knacks or talents provides a °Ú뵧æþ¯èþMæü$ Üç Ðèþ*¯èþ… M>§æþ$. Üç Æðÿ¯O þè MúÔèýÌêË$ {糆¿æýË$ MæüÍW E…yæþyæþ…
head start and on-going advantage. They are A¯óþ¨ {´ëÆæÿ…¿æý §æþÔèýÌZ {ç³Äñý*f¯èþMæüÆæÿ…V> E…yæþyæþÐóþ$ M>Mæü ™èþ§æþ¯èþ…™èþÆæÿ…
not useful without knowledge and motivation. Mæü*yé {ç³Äñý*f¯èþMæüÆæÿ…V> E…r$…¨. gêq¯þè Ðèþ$$, {õ³Ææÿ×ý ÌôýMæü$…sôý
Aptitudes have to be trained in order to be used AÑ Eç³Äñý*VæüMæüÆæÿ…V> E…yæþÐèþ#. Üç ÇV>Y Eç³Äñý*W…^èþyé°Mìü Üç ßç ýf
well. Peak performance occurs when one has ÝëÐèþ$Æ>¦üÅËMæü$ Մæü×ý CÐéÓÍ. A™èþ$ůèþ²™èþ °Ú뵧æþ¯èþ A¯óþ¨ JMæü ÐèþÅMìüÌ¢ Z
the right combination of talents, knowledge, HÆæÿµyæþyé°Mìü {糆¿æýË$, gêq¯èþ…, {õ³Ææÿ×ý, AÐèþM>Ôèý…, «§ðþOÆæÿŅ,
motivation, opportunity, courage, luck, tools and A§æþ–çÙt…, Eç³MæüÆæÿ×êË$ ™èþ¨™èþÆæÿ A…ÔéË$ çÜÆðÿO¯èþ Ñ${ÔèýÐèþ$…ÌZ
X factors. E…yéÍ.

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22. Peak performance occurs when one has 22. JMæü ÐèþÅMìü¢ÌZ Mìü…¨ CÐèþÓºyìþ¯èþ Ðésìý çÜÆðÿO¯èþ Ñ${ÔèýÐèþ$… ÐèþËÏ
the right combination of
1. Talents
A™èþ$ůèþ²™èþ °Ú뵧æþ¯èþ HÆæÿµyæþ$™èþ$…¨.
2. Knowledge 1. {糆¿æýË$ 2. gêq¯þè …
3. Opportunity 3. AÐèþM>Ôèý… 4. {õ³Ææÿ×ý
4. Motivation
ò³O¯èþ ™ðþÍí³¯èþ ÐésìýÌZ ´ùíم糺yóþÑ HÑ ?
Of the above the aspects that are nurtured
are (A) 1 Ðèþ$ÇÄæý$$ 2 (B) 2 Ðèþ$ÇÄæý$$ 3
(A) 1 and 2 (B) 2 and 3 (C) 2 Ðèþ$ÇÄæý$$ 4 (D) 1 Ðèþ$ÇÄæý$$ 3
(C) 2 and 4 (D) 1 and 3
23. çÜçßýf ÝëÐèþ$Æ>¦ ÅË$ A¯óþÑ
23. Aptitudes are
1. {糆¿æýË$
1. Talents
2. MúÔèýÌêË$
2. Knacks
3. °Ú뵧æþ¯èþ
3. Performance
4. Unlearned abilities 4. A¿æýÅí܅^èþ° ÝëÐèþ$Æ>¦ ÅË$

(A) 1 2 4 (B) 2 3 4 (A) 1 2 4 (B) 2 3 4

(C) 1 2 3 (D) 1 3 4 (C) 1 2 3 (D) 1 3 4

24. “One man’s meat is another man’s 24. “JMæüÇMìü ¯èþ_a…¨ C…MöMæüÇMìü ¯èþ^èþa§æþ$” A¯óþ¨ Mìü…¨ ÐésìýÌZ
poison”. In this statement we are referring §óþ°° çÜ*_çÜ$¢…¨ ?
to
(A) The food habits of a person (A) JMæüÇ BàÆæÿ AËÐérϯþè $
(B) The likes and dislikes of a person (B) JMæü ÐèþÅMìü¢ CÚëtÆÿ$$ÚëtË$
(C) The relative importance of people’s
talents (C) ÐèþÅMæü$¢Ë {糆¿æýË Äñý$$MæüP Ýëõ³„æü {´ë«§é¯èþřèþ
(D) None of the above (D) ò³ÐO þó Ò M>§æþ$
25. A child always opening the “crossword
puzzles page in a newspaper” is an 25. JMæü »êË$yæþ$ G糚yæþ* ""¨¯èþ³ç {†MæüÌZ° Væüâæý¯Ï þè $yìþMæür$t õ³i°
analogy for ™ðþÆæÿÐèþyæþ…'' A¯óþ¨ Mìü…¨ ÐésìýÌZ §óþ°Mìü ´ùÍMæü MæüÍW E…¨
(A) Some folks take to it like ducks to
(A) Mö…§æþÆæÿ$ ÐèþÅMæü$¢Ë$ »ê™èþ$¯èþ$ ±âæýÌÏ ZMìü ¡çÜ$Mæü$Ððþãϯþè r$ÏV>
water
E…sêÆæÿ$
(B) One man’s meat is another man’s
poison (B) JMæüÇMìü ¯èþ_a…¨ C…MöMæüÇMìü ¯èþ^èþa§æþ$
(C) Both A and B (C) A Ðèþ$ÇÄæý$$ B Æðÿ…yæþ*
(D) None of the above (D) ò³O ÐésìýÌZ H© M>§æþ$

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26. Coal mine workers are prone to be victims 26. »ŸVæü$YVæü¯èþ$ÌZÏ ç³°^óþõÜ {ÔéÑ$Mæü$Ë$ Mìü…¨ ÐésìýÌZ H ÐéÅ«¨Mìü
of the following disease
Væü$ÆæÿÄôý$Å AÐèþM>Ôèý… E…¨ ?
(A) Pneumonoconisis
(A) ¯èþ$ÅÐðþ*¯öMö°íÜ܋
(B) Byssinosis
(B) »ñýÜíO ¯øíÜ܋
(C) Asbestos
(C) A‹Ü»ñýÝët܋
(D) Silicosis (D) Üí ÍMøíÜ܋
27. Assertion (A) : The challenge that the
27. °Õa™èþÐéMæüŅ (A) : {ç ³ gêÝëÓÐè þ $Å ç ³ Ç« ¨ ÌZ Æ>fŅ
Indian state is facing
today is how to achieve
Ðè þ $ÇÄæ ý $$ ´ûÆæ ÿ ç Ü Ðè þ *gêË
an equivalence between Ðè þ $« § æ þ Å ç Ü Ðè þ $™è þ $ÌêÅ°² GÌê
the state and the civil Ý뫨…^èþyæþÐèþ$¯óþ¨ ¯óþsìý ¿êÆæÿ™èþ§óþÔèý…
society within a
G§æþ$ÆöP…r$¯èþ² Üç ÐéË$ ?
democratic frame work.
M>Ææÿ×ý… (R) : ¯óþÆæÿ³ç NǙèþ Æ>fMîüÄæý*Ë$, Æ>fMîüÄæý$
Reason (R) : Criminalization of politics,
political corruption and Aѱ† Ðè þ $ÇÄæ ý $$ Mæ ü $ËÐè þ $™è þ
communal violence stand í ß ý…ç Ü Ë$ ÑË$Ðè þ Ë B« § éǙè þ
in the way of creating a Æ>fMî ü Äæ ý $ ç Ü …ç Ü P­ – †°
value-based political
Üç –íمt ^èþyæþ…ÌZ Ayæþ$zV> E¯é²Æÿ$$.
culture.

(A) A Ðèþ$ÇÄæý$$ R Æðÿ…yæþ* Ü

ç ™èþŅ, R, A Äñý$$MæüP Üç Æðÿ¯O þè
(A) Both A and R are true and R is the
correct explanation of A ÑÐèþÆæÿ×ý.

(B) Both A and R are true, but R is not the (B) A Ðèþ$ÇÄæý$$ R Æðÿ…yæþ* çܙèþŅ, M>° R, A Äñý$$MæüP

correct explanation of A Üç Æðÿ¯O þè ÑÐèþÆæÿ×ý M>§æþ$

(C) A is true, but R is false (C) A Ü
ç ™èþÅÐèþ$$, M>° R AçܙèþÅÐèþ$$

(D) A is false, but R is true (D) A AçܙèþÅÐèþ$$, M>° R Ü

ç ™èþÅÐèþ$$

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28. Match the List-I with List-II and select the 28. ç³sìýMt üæ -I ¯ç þè $ ³ç sìýMt üæ -II ™ø f™èþ³ç Ç_ Mìü…§æþ C_a¯èþ ÐésìýÌZ Üç Æðÿ¯O þè
correct answer from the code given below
çÜÐèþ*«§é¯é°² Væü$Ç¢…^èþ…yìþ
List – I List – II
ç³sìýtMæü-I ç³sìýtMæü-II
1. World Environment Day i. September 8
1. {ç³³ç …^èþ ³ç Æ>ÅÐèþÆæÿ×ý ¨¯èþ… i. òÜò³t…ºÆŠÿ 8
2. World Population Day ii. December 10
2. {ç³³ç …^èþ f¯é¿ê¨¯èþ… ii. yìþò܅ºÆŠÿ 10
3. International Literacy Day iii. July 11
3. A…™èþÆ>j¡Äæý$ A„æüÆ>çÜř騯èþ… iii. kÌñýO 11
4. International Human Rights Day iv. June 5
4. A…™èþÆ>j¡Äæý$ Ðèþ*¯èþÐèþ ßç ýMæü$PË ¨¯èþ… iv. l¯Œþ 5
(A) 1-iii, 2- i, 3- iv 4-ii
(A) 1-iii, 2- i, 3- iv 4-ii
(B) 1-ii, 2-iii, 3- iv 4-i
(B) 1-ii, 2-iii, 3- iv 4-i
(C) 1-iii, 2-iv, 3- ii, 4-i
(C) 1-iii, 2-iv, 3- ii, 4-i
(D) 1-iv, 2-iii, 3-i 4-ii
(D) 1-iv, 2-iii, 3-i 4-ii
29. The minimum thickness to be used in
biodegradable carry bags should be
29. iÐèþÔðýO¤ËŅ ^ðþ…§óþ ^óþ†ç܅^èþ$ËMæü$ Eç³Äñý*W…^èþÐèþËíܯèþ
(A) 5 microns Mæü±çÜ Ðèþ$…§æþ… H¨ ?
(B) 10 microns (A) 5 Ððþ$O{M>¯èþ$Ï

(C) 15 microns (B) 10 Ððþ$O{M>¯èþ$Ï

(D) 20 microns (C) 15 Ððþ$O{M>¯èþ$Ï

30. Which of the following is not an ethical (D) 20 Ððþ$O{M>¯èþ$Ï

guideline for conducting research with
humans ? 30. Ðèþ*¯èþÐèþ#˙ø ³ç ÇÔZ«§þæ ¯èþ °ÆæÿÓíßý…^èþyé°Mìü Üç …º…«¨…_ Mìü…¨
(A) Getting informed consent of the ÐésìýÌZ H¨ ¯ðþO†Mæü Ðèþ*ÆæÿY§æþÆæÿØMæü çÜ*{™èþ… M>§æþ$ ?
participant
(A) ¿êVæüÝëÓÑ$Mìü Ü ç Ðèþ*^éÆ>°² C_a A…XM>Ææÿ… ´÷…§æþyæþ…
(B) Telling participants that they must
continue until study has been (B) A«§þæ ÅÄæý$¯èþ… ³ç NÆæÿÄ¢ ýô $§éMæü ¿êVæüÝëÓÐèþ$$Ë$ ™èþ³ç µMæü$…yé
completed Mö¯èþÝëV>Ë° ^ðþ³ç µyæþ…
(C) Keeping participant’s identity
(C) ¿êVæüÝëÓÐèþ$$Ë Væü$Ç¢…³ ç #¯èþ$ Agêq™þè …V> E…^èþyæþ…
anonymous
(D) Telling participants that they are free (D) ¿êVæüÝëÓÐèþ$$Ë$ G糚yðþ¯O é ÑÆæÿÑ$…^èþ$MøÐèþ^èþ$a A°
to withdraw at any time ^ðþ³ç µyæþ…

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31. In a row of forty-five girls facing South, D 31. §æþ„ìü×ý… Ððþ³çO # ^èþ*çÜ*¢ JMæü ÐèþÆæÿ$çÜÌZ E¯èþ² 45 Ðèþ$…¨ »êÍMæüÌZÏ,
is sixteenth from the right end. There are D A¯óþ »êÍMæü Mæü$yìþÐðþ³ çO # _ÐèþÆæÿ¯èþ$…yìþ 16 Ðèþ Ý릯þè …ÌZ E…¨.
8 girls between D and B. What is B’s D A¯óþ »êÍMæüMæü$ Ðèþ$ÇÄæý$$ B A¯óþ »êÍMæü Ðèþ$«§æþÅ 8 Ðèþ$…¨
position from the left end of the row ? »êÍMæüË$ E¯é²Ææÿ$. AÆÿ$$™óþ ÐèþÆæÿ$çÜÌZ GyæþÐèþ$Ððþ³çO # _ÐèþÆæÿ
(A) Twenty-first ¯èþ$…yìþ B Äñý$$MæüP Ý릯èþ… G…™èþ ?
(B) Ninth (A) 21 Ðèþ
(C) Twentieth (B) 9 Ðèþ
(D) Data Inadequate (C) 20 Ðèþ
32. The main purpose of the first degree in our (D) Ü ç Ðèþ*^éÆæÿ… ^éͯèþ…™èþ Ìôý§æþ$
Universities should be to
32. Ðèþ$¯èþ ÑÔèýÓѧéÅËÄæý*ÌZÏ Ððþ$$§æþsìýç³sêt Äñý$$MæüP {糫§é¯èþ
(A) Bring students to frontiers of E§óþÔª ýè Ņ
knowledge and from there should be
research (A) ѧéÅÆæÿ$¦Ë¯èþ$ gêq¯þè Ü ç Ççßý§æþ$ªËMæü$ ™ðþ_a Ar$¯èþ$…_
³ç ÇÔZ«§þæ ¯èþMæü$
(B) Equip students with necessary
competencies for different work (B) ÑÑ« § æ þ ç ³ ° A¯è þ $¿æ ý ÐéËMæ ü $ AÐè þ ç Ü Ææ ÿ Ðè þ $Äô ý $Å
experiences ÝëÐèþ$Æ>¦ Å˯èþ$ A…¨…^èþyæþ…
(C) Prepare students for social service (C) ѧéÅÆæÿ$¦Ë¯èþ$ çÜÐèþ*fõÜÐèþMæü$ ™èþÄæý*Ææÿ$ ^óþíÜ gêq¯èþ…
and bring them to the threshold of Ðèþ$$…WrMæü$ ™óþÐèþyæþ…
knowledge (D) ѧéÅÆæ ÿ $¦ Ë ¯è þ $ ç ³ ÇÔZ« § æ þ ¯é ç Ü Çç ß ý§æ þ $ª Ë Mæ ü $ ™ð þ _a
(D) Bring to the frontiers of research from
Ar$¯èþ$…_ AÐèþÜç ÆæÿÐðþ$O¯þè gêq¯é°² A…¨ÐèþÓyæþ…
there necessary equipment of
knowledge 33. Mìü…§æþ C_a¯èþ ÐésìýÌZ H¨ Ôéï܈Äæý$ 糧æþ®† Äñý$$MæüP ˄æü×ý…
M>§æþ$ ?
33. Which of the following is not a (A) ÑçÙÄæý$°çٙt þè (Objectivity)
characteristic of Scientific method ? (B) Ü ç Ç^èþ*yæþyæþ… (Verification)
(A) Objectivity (B) Verification (C) FàMæü˵¯èþ^óþÄæý$yæþ… (Speculation)
(C) Speculation (D) Predictability (D) ³ ç NÆ>Ó¯èþ$Ðóþ$Äæý$… (Predictability)
34. In a certain code DREAMING is written as 34. JMæ ü ç Ü …Mó ü ™è þ ¿êç Ù ÌZ DREAMING A¯ó þ ç ³ §æ þ …
BFSEFMHL. How is SELECTED written BFSEFMHL V> Æ>Äæý$ºyìþ…¨. A§óþ ç܅Móü™èþ¿êçÙÌZ
in that code ? SELECTED A¯óþ 糧鰲 GÌê Æ>Äæý*Í ?

(A) FMFTCDSB (A) FMFTCDSB

(B) FMFTEFUD (B) FMFTEFUD

(C) EKDRCDSB (C) EKDRCDSB

(D) EKDREFUD (D) EKDREFUD

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35. In a certain code BRING is written as 35. JMæü ç܅Móü™èþ ¿êçÙÌZ BRING A¯óþ 糧æþ… ‘53@©2’ V>
‘53@©2’ and GUIDE is written as Ðè þ $ÇÄæ ý $$ GUIDE A¯ó þ ç ³ §æ þ … ‘2$@76’ V>
‘2$@76’. How is GINGER written in that Æ>Äæý$ºyézÆÿ$$. A§óþ Üç …Móü™èþ ¿êçÙÌZ GINGER A¯óþ
code ? 糧鰲 GÌê Æ>Äæý*Í ?
(A) 2 © @253
(A) 2 © @253
(B) 2@ © 263
(B) 2@ © 263
(C) 2@ © 753
(C) 2@ © 753
(D) 2@ © $53
(D) 2@ © $53
36. A solar cell is basically a
36. ÝûÆæÿMæü×ý… A¯óþ¨ JMæü
(A) p-type semiconductor
(A) p ÆæÿMæüç³# AÆæÿ® ÐéçßýMæü…
(B) n-type semiconductor
(B) n ÆæÿMæüç³# AÆæÿ® ÐéçßýMæü…
(C) p-n-diode
(C) p-n-¨Ó«§þæ –Ñ
(D) p.n.p transistor
(D) p.n.p {sê°ÞçÜÆt ÿŠ
37. Direction to Q. No. 37 : The following
question is followed by two arguments 37. çÜ*^èþ¯èþ : 37 Ðèþ {ç³Ôèý²Mæü$ ¨Væü$Ðèþ¯èþ Æðÿ…yæþ$ Ðé§æþ¯èþË$
I and II. You have to decide which I Ðèþ$ÇÄæý$$ II CÐèþÓºyézÆÿ$$. H Ðé§æþ¯èþ çÜÆðÿO…§ø Ò$Ææÿ$
argument is strong ?
°ÆæÿÆ~ ÿ$$…^éÍ ?
Should the opinion polls predicting
outcome of elections before the elections
G˄æü¯èþÏMæü$ Ðèþ$$…§óþ B G˄æü¯èþÏ çœÍ™é˯èþ$ Ðèþ$$…§æþ$V>¯óþ
be banned in India ?
A…^èþ¯é ÐóþõÜ °ç³#×êÀ{´ëÄæý*˯èþ$ ÐðþËÏyìþ…^èþyé°²
¿êÆæÿ™èþ§óþÔèý…ÌZ °õÙ¨« …^éÌê ?
Argument I : Yes, the outcome of opinion
polls may influence the Ðé§æþ¯èþ I : AÐèþ#¯èþ$, °ç³#×êÀ{´ëÄæý*Ë çœÍ™èþ…
voting pattern. Ðøsìý…VŠü Üç Ææÿã° {糿êљèþ… ^óþÜç $¢…¨
Argument II : No, such polls are Ðé§æþ¯èþ II : M>§æþ$, Ar$Ðèþ…sìý G˄æü¯Œþ °ç³#×êÀ{´ëÄæý*Ë$
conducted all over the {ç³³ç …^èþÐèþ$…™èþsê °ÆæÿÓíßý…^èþºyæþ$™èþ$¯èþ²Ðóþ
world.
(A) Ðé§æþ¯èþ I ºË…V> E¯èþ²¨
(A) Argument I is strong
(B) Ðé§æþ¯èþ II ºË…V> E¯èþ²¨
(B) Argument II is strong
(C) Both arguments are strong (C) Æðÿ…yæþ$ Ðé§æþ¯èþË* ºË…V> E¯èþ²Ñ
(D) Neither I nor II is strong (D) Ðé§æþ¯èþË$ I,II ÌZÏ H© ºË…V> Ìôý§æþ$

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38. Put in descending order as per content of 38. M>Ææÿ¾¯Œþ ³ç §éÆæÿ…¦ B«§éÆæÿ…V> Mìü…§æþ C_a¯èþ Ðésìý° AÐèþÆøçßý×ý
Carbon. {MæüÐèþ$…ÌZ AÐèþ$Ææÿa…yìþ
1. Peat 1. ³ ï sŒý
2. Lignite 2. ÍVðüO ²sŒý
3. Bituminous Coal 3. ¼r$ÅÑ$¯èþÜ ‹
4. Anthracite 4. A…{™èþòÜs O ýŒ
(A) 4, 2, 3, 1 (B) 1, 2, 3, 4 (A) 4, 2, 3, 1 (B) 1, 2, 3, 4
(C) 3, 4, 2, 1 (D) 4, 3, 2, 1 (C) 3, 4, 2, 1 (D) 4, 3, 2, 1

39. Which one of the following is true about 39. ¿êÆæÿ™èþ Æ>fřèþ…{™èþ… (Indian Polity) Mæü$ ç܅º…«¨…_
the Indian Polity ? Mìü…§æþ CÐèþÓºyìþ¯èþ ÐésìýÌZ H¨ çܙèþÅÐèþ$$ ?
(A) It is a true Federation (A) C¨ JMæü Äæý$«§éÆæÿ¦ Ü ç Ðèþ*QÅ
(B) It is a Confederation (B) C¨ JMæü Mæü*rÑ$
(C) It is Quasi – federal (C) C¨ JMæü AÆæÿ® – çÜÐèþ*QÅ
(D) It is a Unitary State (D) C¨ JMæü Móü…{©Mæü–™èþ Æ>fÅÐèþ$$

40. Three of the following four are alike in a 40. Mìü…§æþ CÐèþÓºyìþ¯èþ ¯éË$W…sìýÌZ Ðèþ$*yæþ$ JMæü Ñ«§þæ …V> JMóüÌê
certain way and so form a group. Which is E…yìþ JMæü çÜÐèþ$*à°² HÆæÿµÆæÿ$Ýë¢Æÿ$$. ÒsìýÌZ H¨ B
the one that does not belong to that group ? Üç Ðèþ$*à°Mìü ^ðþ…§æþ°¨ ?
(A) Tabala (A) ™èþºÌê
(B) Flute (B) ³í Ëϯþè {VøÑ
(C) Music (C) Üç …X™èþ…
(D) Piano (D) ³í Äæý*¯ø
41. Which of the following will come in the 41. Mìü…§æþ CÐèþÓºyìþ¯èþ ÐésìýÌZ {ç³Ôèý² Væü$Ææÿ$¢ (?) E¯èþ²^ør
place of question mark ? Æ>ÐèþËí܅¨ H¨ ?
HIZ JYK XLM NOW ? HIZ JYK XLM NOW ?

(A) PQV (A) PQV

(B) QRV (B) QRV

(C) QWR (C) QWR

(D) PVQ (D) PVQ

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42. Assertion (A) : CFCs destroy ozone 42. °Õa™èþÐéMæüŅ (A) : [Ýët s Zí Ü ¹Äæ ý $Ɗ ÿ ÌZ° KgZ¯Œ þ
molecules in stratosphere A×ý$Ðèþ#˯èþ$ CFCË$
Reason (R) : CFCs have very high ¯èþՅç³gôýÝë¢Æÿ$$.
global warming potential
M>Ææÿ×ý… (R) : CFC Ë$ ¿æý*Vøâê°² ÐóþyðþMìüP…^óþ
(A) Both (A) and (R) are true ÝëÐèþ$Æ>¦üÅ°² ^éÌê GMæü$PÐèþV> MæüÍW
E¯é²Æÿ$$.
(B) Both (A) and (R) true but (R) is not the
correct explanation of (A) (A) (A) Ðèþ$ÇÄæý$$ (R) Æðÿ…yæþ* Ü
ç ™èþÅÐèþ$$
(C) (A) is true (R) is false (B) (A) Ðèþ$ÇÄæý$$ (R) Æðÿ…yæþ* çܙèþÅÐóþ$ M>± (R), (A)
Äñý$$MæüP çÜÆðÿO¯èþ ÑÔóýÏçÙ×ý M>§æþ$
(D) (A) is false (R) is true
(C) (A) Üç ™èþÅÐèþ$$ (R) AçܙèþÅÐèþ$$
43. Which of the following is also known as (D) (A) AçܙèþÅÐèþ$$ (R) Ü ç ™èþÅÐèþ$$
Top Slip ?
43. Mìü…¨ ÐésìýÌZ §óþ°² sꋳ íÜϋ³ A° Mæü*yé í³Ë$Ýë¢Ææÿ$ ?
(A) Simlipal National Park
(A) Üí Ñ$Ï´ë̌ý gê¡Äæý$ E§éůèþÐèþ¯èþ…
(B) Periyar Wildlife Sanctuary
(B) ò³ÇÄæý*Ɗÿ Ðèþ¯èþÅ{´ë×ìý Üç …Ææÿ„æü×ý Móü…{§æþ…
(C) Manjira Wildlife Sanctuary
(C) Ðèþ$…iÆ> Ðèþ¯èþÅ{´ë×ìý Üç …Ææÿ„æü×ý Móü…{§æþ…
(D) Indira Gandhi Wildlife Sanctuary and
National Park (D) C…¨Æ>V>…«© Ðèþ¯èþÅ{´ë×ìý Üç …Ææÿ„æü×ê Móü…{§æþ… Ðèþ$ÇÄæý$$
gê¡Äæý$ E§éůèþÐèþ¯èþ…
44. The most essential step in the research
process that determines every step that 44. ³ç ÇÔZ«§þæ ¯èþÌZ° {糆Ýù´ë¯é°² °Æ>®Ç…^óþ »êV> AÐèþÔèýÅMæüÐðþ$O¯þè
follows is to Ýù´ë¯èþ… H¨ ?
(A) Decide whether qualitative or (A) Væü$×ê™èþÃMæü Ìôý§é ç³ÇÐèþ*×ê™èþÃMæü 糧æþ®™èþ$ÌZÏ §óþ°°
quantitative methods are to be used Eç³Äñý*W…^éÌZ °ÆæÿÆ~ ÿ$$…^èþyæþ…
(B) Review the literature in order to (B) çÜÐèþ${Væügêq¯é°² ™ðþË$çÜ$MøÐèþyé°Mìü Ýëíßý™éÅ°²
acquaint oneself with comprehensive Üç Ò$„ìü…^èþyæþ…
knowledge

(C) Have a clear idea about the methods

(C) çÜÐèþ*^éÆæÿ õÜMæüÆæÿ×ê 糧æþ®™èþ$Ë Væü$Dž_ çܵçÙtÐðþ$O¯èþ
of analysing data and drafting a plan
BÌZ^è þ ¯è þ Mæ ü ÍW E…yæ þ yæ þ … Ðè þ $ÇÄæ ý $$ §é°²
to achieve it Ý뫨…^èþyé°Mìü ³ç £æþM>°² Ææÿ_…^èþyæþ…
(D) Formulation of the problem with its (D) çÜÐèþ$çÜůèþ$ §é° Äñý$$MæüP ˄>ÅË$, ç³ÇMæü˵¯èþË$,
objectives, hypotheses, variables and ^è þ Ææ ÿ Æ>Ôè ý $Ë$ Ðè þ $ÇÄæ ý $$ ç ³ ÇÑ$™è þ $Ë ç ³ Ææ ÿ …V>
limitations Ææÿ*´÷…¨…^èþyæþ…

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45. What is a statistical inference? 45. Ýë…QÅMæü Fçßý A¯èþV>¯óþÑ$ ?
(A) Reaching conclusions from a sample (A) JMæü {糆^èþÄæý$¯èþ… ¯èþ$…yìþ °ÆæÿÄ~ ýæ *˯èþ$ ^óþÄæý$yæþ…
(B) Analysing statistical data (B) Ýë…QÅMæü Üç Ðèþ*^éÆ>°² ÑÔóýÙíÏ …^èþyæþ…
(C) Applying statistical method (C) Ýë…QÅMæü ³ç §æþ™® þè $˯èþ$ A¯èþ$ÐèþÆæÿ¯¢ þè … ^óþÄæý$yæþ…
(D) Developing statistical theories (D) Ýë…QÅMæü Üí §é®…™é˯èþ$ AÀÐèþ–¨® ^óþÄæý$yæþ…
46. A good piece of research is the outcome 46. JMæü Äñý*VæüÅÐðþ$O¯þè ³ç ÇÔZ«§þæ ¯èþ A¯óþ¨ Mìü…¨ ÐésìýÌZ §óþ° œç ͙èþ… ?
of
(A) çÜÑ$íÙt {ç³Äæý$™èþ²…
(A) Collective effort
(B) Ðóþ$«§ø{ç³Ðèþ*×ý…
(B) A touch of genius
(C) õ³Æö…¨¯èþ ³ç ÇÔZ«§þæ ¯é Üç …çܦ
(C) A reputed research institute
(D) çÜ$°Õ™èþ Ðèþ$ÇÄæý$$ ÑÔóýÏçÙ×êÄæý$$™èþ Ðèþ$¯èþçÜ$Þ
(D) A penetrating and analytical mind
47. "ÑçÜ­¢ –™èþ º…«§æþ¯èþ…' (Broad Band) Äñý$$MæüP ÐóþVæü… Mìü…¨
47. Broad Band has a speed more than ÐésìýÌZ §óþ°Mæü…sôý GMæü$PÐèþV> E…r$…¨ ?
(A) 256 KB/sec (A) 256 KB/òÜMæü…yŠþ
(B) 512 KB/sec (B) 512 KB/òÜMæü…yŠþ

(C) 1024 KB/sec (C) 1024 KB/òÜMæü…yŠþ

(D) ò³ÐO þó Ò M>§æþ$
(D) None of these
48. ÌêrÈÌZ JMæü Ñ$ÍÄæý$¯Œþ yéËÆæÿ$Ï Ò$Ææÿ$ VðüË$^èþ$Mö¯é²Ææÿ°
48. You got a mail telling you that you won
Ò$Mæü$ ç܅§óþÔèý… (mail) ÐèþõÜ¢
one million dollars in a lottery.

(A) It is time to celebrate and respond to

(A) A¨ Ò$Ææÿ$ Ðóþyæþ$Mæü ^óþçÜ$Mæü$¯óþ çÜÐèþ$Äæý$… A¯èþ$Mö°
the mail.
B Üç …§óþÔé°Mìü Ò$Ææÿ$ {糆çܵ…¨…^éÍ

(B) Forward the mail to your friend

(B) B ç܅§óþÔé°² Ò$ õܲíßý™èþ$°Mìü 糅´ëÍ

(C) Suspect it could be tricking you and

(C) A¨ Ñ$Ðèþ$ÃͲ Ðèþ…_…^óþ Üç …§óþÔèý… A° A¯èþ$Ðèþ*°…_
report it as Spam ÝëµÐŒþ$ (Spam) V> ¿êх^éÍ

(D) No action (D) H ^èþÆ>Å Ìôý§æþ$

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49. ENIAC is acronym for 49. ENIAC A¯óþ¨ Mìü…¨ ÐésìýÌZ §óþ° Äñý$$MæüP Ü
ç …„ìü³ç ¢ ³ç §æþ… ?
(A) Electronic Numeric Integrator and (A) GË[M>t°MŠü ¯èþ*ÅÐèþ$ÇMŠü C…sìý{VóürƊÿ A…yŠþ M>̌ýMæü$ÅÌôýrƊÿ
Calculator
(B) GË[M>t°MŠü ¯èþ…ºÆŠÿ C…rƊÿ^óþ…gŒý A{yæþ܋ MøyŠþ
(B) Electronic Number Interchange
Address Code (C) GË[M>t°MŠü ¯èþ*ÅÐèþ$ÇMŠü C…rƊÿM>Ќþ$ A…yŠþ M>̌ýMæü$ÅÌôýrƊÿ
(C) Electronic Numeric Intercom and
Calculator
(D) GË[MìüMt üæ ̌ý ¯èþ*ÅÐèþ$ÇMæǚý C…sìý{VóürƊÿ A…yŠþ M>̌ýMæü$ÅÌôýrƊÿ

(D) Electrical Numerical Integrator and 50. "A…™èþÆ>jËMæü…' Ðèþ$ÇÄæý$$ "{ç³³ç …^èþ ÐéÅç³¢ gêËMæü…' A¯óþÑ
Calculator
(A) Æðÿ…yæþ* JMæüsôý
50. Internet and World Wide Web are
(B) A…™èþÆ>jËMæü… A¯óþ¨ {ç³³ç …^èþ ÐéÅç³¢ gêËMæü…ÌZ ¿êVæü…
(A) One and the same
(C) {ç³³ç …^èþ ÐéÅç³¢ gêËMæü… A¯óþ¨ A…™èþÆ>jËMæü…ÌZ ¿êVæü…
(B) Internet is part of World Wide Web
(D) ò³O ÐésìýÌZ H© M>§æþ$
(C) World Wide Web is part of the Internet

(D) None of these 51. Mìü…§æþ ™ðþÍí³¯èþ ÐésìýÌZ §óþ° B«§éÆæÿ…V> JMæü E´ë«§éÅÄæý$$°
Ðèþ–†¢ ¯ðþOç³#×ýŅ A…^èþ¯éÐóþÄæý$Ðèþ^èþ$a ?
51. The professionalism of a teacher can be
tested in terms (A) Ðèþ–†¢ç³rÏ {ﳆ
(A) Love towards the profession (B) »Z«§þæ ¯é ÝëÐèþ$Ææÿ¦ Ņ
(B) Competency to teach (C) Ðèþ–†¢³ç Ææÿ ¯ðþ†O Mæü™èþ¯èþ$ ´ësìý…^èþyæþ…
(C) Observance of professional ethics
(D) ÌZ™ðþO¯èþ ÑçÙÄæý$ ç³Çgêq¯èþ…
(D) In-depth knowledge of subject
52. ^èþ…{§æþ{Væüçßý×ý… HÆæÿµyìþ¯èþ糚yæþ$ ^èþ…{§æþ$yæþ$, ¿æý*Ñ$
52. What is the relative position of moon, earth, Ðèþ$ÇÄæý$$ çÜ*Ææÿ$Å° Äñý$$MæüP Ýëõ³„æü Ý릯éË$ HÑ ?
and the sun during a lunar-eclipse ?
(A) Üç *Ææÿ$Åyæþ$ ^èþ…{§æþ$yæþ$ Üç …Äñý*Væü…V> E…sêÆÿ$$
(A) The sun and moon are in conjunction
(B) Üç *Ææÿ$Åyæþ$ ^èþ…{§æþ$yæþ$ ÐèþņÆóÿMæü ¨ÔèýÌZ E…sêÆÿ$$
(B) The sun and moon are opposite

(C) The three make an equilateral triangle

(C) Ðèþ$*yæþ* Üç Ðèþ$»êçßý${†¿æý$gê°² HÆæÿµÆæÿ$Ýë¢Æÿ$$

(D) The line joining the earth and sun, and (D) ¿æý*Ñ$° çÜ*Ææÿ$Å°² MæüÍõ³ ÆóÿQ Ðèþ$ÇÄæý$$ ¿æý*Ñ$°
earth and moon make right angle ^èþ…{§æþ$°² MæüÍõ³ ÆóÿQ ˅º Mø×ê°² HÆæÿµÆæÿ$Ýë¢Æÿ$$

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53. Which one of the following is the usual 53. ÔéïÜĈ ýæ $ ³ç ÇÖ˯èþÌZ° Ý뫧éÆæÿ×ý ÐèþÆæÿ$çÜ{MæüÐèþ$… Mìü…¨ ÐésìýÌZ
sequence of scientific enquiry? H¨ ?
(A) Observation – Verification – (A) ³ç ÇÖ˯èþ – Üç Ç^èþ*yæþyæþ… – ³ç ÇMæü˵¯èþ ^óþÄæý$yæþ… –
Hypothesizing – Theorizing Üí §é®…¡MæüÆæÿ×ý
(B) Experimentation – Observation – (B) {ç³Äñý*Væü…^óþÄæý$yæþ… – ³ç ÇÖ˯èþ – Üç Ç^èþ*yæþyæþ… –
Verification – Hypothesizing ³ç ÇMæü˵¯èþ^óþÄæý$yæþ…
(C) Observation – Hypothesizing – (C) ³ç ÇÖ˯èþ – ³ç ÇMæü˵¯èþ ^óþÄæý$yæþ… – {ç³Äñý*Væü…^óþÄæý$yæþ…
Experimentation – Theorizing –Ü í §é®…¡MæüÆæÿ×ý
(D) Theorizing – Observation – (D) íܧ鮅¡MæüÆæÿ×ý – ³ç ÇÖ˯èþ – {ç³Äñý*Væü…^óþÄæý$yæþ… –
Experimentation – Hypothesizing ³ç ÇMæü˵¯èþ^óþÄæý$yæþ…
54. The Education Department invites projects 54. Ò$ Äñý$$MæüP Üç »ñýMj üæ $tMüæ $ Üç …º…«¨…_¯èþ »Z«§þæ ¯é Üç Ðèþ$çÜÅË ò³¯O þè
or action research on instructional {´ëgñýMæü$t˯èþ$ Ìôý§é ^èþÆ>řèþÃMæü ç³ÇÔZ«§æþ¯èþ ^óþÄæý$ÐèþËí܅¨V>
problems related to your subject of
specialisation. How will you react to this ?
ѧéÅÔéQ ¯èþ$…yìþ Ò$Mæü$ BàÓ¯èþ… ÐèþõÜ¢ Ò$Ææÿ$ GÌê
Üç µ…¨Ýë¢Æÿæ $ ?
(A) Prepare a project in case I have
experienced a genuine complex (A) ¯éMæü$ °M>ÆæÿÞÆÿ$$¯èþ Üç …MìüÙçÏ t Üç Ðèþ$çÜÅ A¯èþ$¿æýÐèþ…ÌZMìü ÐèþõÜ¢
problem JMæü {´ëgñýMæü$t¯þè $ ™èþÄæý*Ææÿ$^óþÝ뢯þè $
(B) Prepare a project on any problem that
might be faced by a large number of
(B) ò³§æþª ç܅QÅÌZ E´ë«§éÅÄæý$$Ë$ G§æþ$ÆöP¯èþ² H§ðþO¯é
teachers çÜÐèþ$çÜÅ ò³O JMæü {´ëgñýMæü$t ™èþÄæý*Ææÿ$^óþÝ뢯èþ$
(C) Prepare a project with the intention of (C) Væü$Ç¢…ç³# ´÷…§é˯óþ BÌZ^èþ¯èþ™ø JMæü {´ëgñýMæü$t¯èþ$
getting recognition
™èþÄæý*Ææÿ$ ^óþÝ뢯þè $
(D) Prepare a project in case an award is
declared (D) JMæü AÐéÆæÿ$z {ç³Mæüsìý…_¯èþrÏÆÿ$$™óþ JMæü {´ëgñýMæü$t
™èþÄæý*Ææÿ$^óþÝ뢯þè $
55. Which of the following is the main
objective of teaching ? 55. Mìü…¨ ÐésìýÌZ H¨ {糫§é¯èþ »Z«§æþ¯é ˄æüüŅ ?
(A) To develop thinking power of students
(A) ѧéÅÆæÿ$¦ÌZÏ BÌZ_…^óþ ÔèýMìü°¢ ò³…´÷…¨…^èþyæþ…
(B) To give information related to the
syllabus
(B) ´ëuæÿÅ{ç³×êãMæüMæü$ Üç …º…«¨…_¯èþ Üç Ðèþ*^éÆ>°² CÐèþÓyæþ…

(C) Prepare the students for examination (C) ѧéÅÆæÿ$¦Ë¯èþ$ ³ç ȄæüMæü$ Üç ¯èþ²§æþ…® ^óþÄæý$yæþ…
(D) Help the students for getting jobs (D) ѧéÅÆæÿ$¦Ë$ E§øÅV>Ë$ ´÷…§æþyé°Mìü Üç àÄæý$ç³yæþyæþ…

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56. The National Policy on Education, 1986 56. gê¡Äæý$ ѧéÅÑ«§é¯èþ…, 1986 §óþ°° E§éƒsýì …_…¨
has emphasized on
i. ѧéÅ ÑMóü…{©MæüÆæÿ×ý
i. Decentralisation of Education
ii. ÑÔèýÓѧéÅËÄæý*ÌZÏ ïÜÓÄæý$ò³r$tºyìþ MøÆæÿ$Þ˯èþ$
ii. Introduction of self-financing courses
{ç³ÐóþÔèýò³rtyþæ …
in Universities

iii. Vocational Education

iii. E´ë«¨ ѧæþÅ

iv. Increasing employability for University iv. gêq ¯ é°² ¯ð þ O ç ³ #×êÅ˯è þ …¨…_ ÑÔè ý ÓѧéÅËÄæ ý $
Graduates by providing knowledge ³ç rt¿ýæ {§æþ$Ë E§øÅVæü ÝëÐèþ$Æ>¦ Å˯èþ$ ò³…^èþyæþ…
and skills
(A) i, ii, iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(A) i, ii, iii and iv are correct
(B) i, ii, iii çÜÆðÿO¯èþÑ
(B) i, ii, iii are correct
(C) ii Ðèþ$ÇÄæý$$ iii çÜÆðÿO¯èþÑ
(C) ii and iii are correct
(D) iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(D) iii and iv are correct
57. Móü…{©Äæý$ ѧéÅç܅çÜ¦Ë ({ç³ÐóþÔéÌZÏ ÇfÆóÿÓçÙ¯èþ$Ï) ^èþrt…
57. Central Educational Institutions
(Reservation in Admissions) Act was
H Üç …Ðèþ™èþÞÆæÿ…ÌZ Ôéçܯèþ… ^óþÄæý$ºyìþ…¨ ?
passed in the year
(A) 2004
(A) 2004
(B) 2005
(B) 2005
(C) 2006
(C) 2006
(D) 2007
(D) 2007
58. M, K Äñý$$MæüP Ýù§æþÆæÿ$yæþ$. T, M Äñý$$MæüP Ýù§æþÇ.
58. M is brother of K. T is sister of M. J is brother J, T Äñý$$MæüP Ýù§æþÆæÿ$yæþ$. H, J Äñý$$MæüP ™èþ…{yìþ. AÆÿ$$™óþ
of T. H is father of J . Then how is K K, H ™ø GÌê…sìý Ü ç …º…«§þæ … MæüÍW¯èþÐéÆæÿ$?
related to H?

(A) Niece
(A) Ðóþ$¯èþMøyæþË$

(B) Son or Daughter (B) Mæü$Ðèþ*Ææÿ$yæþ$ Ìôý§é Mæü$Ðèþ*Æðÿ¢

(C) Brother (C) Ýù§æþÆæÿ$yæþ$

(D) Sister (D) Ýù§æþÇ

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59. Study the following information to answer 59. Mìü…¨ C_a¯èþ çÜÐèþ*^éÆ>°² ^èþ¨Ñ ¨Væü$Ðèþ¯èþ C_a¯èþ {ç³Ôèý²Mæü$
the given question: Üç Ðèþ*«§é¯é°² Væü$Ç¢…^èþ…yìþ.
P, Q, R, S, T, V and W are sitting in a straight P, Q, R, S, T, V Ðèþ$ÇÄæý$$ W A¯óþ ÐèþÅMæü$¢Ë$ E™èþ¢Ææÿ…

line facing north but not necessarily in the ÐðþOç³# ^èþ*çÜ*¢ çÜÆæÿâæýÆóÿQÌZ Mæü*Ææÿ$a¯é²Ææÿ$ M>± ò³O¯èþ C_a¯èþ
same order. R sits third to the left of W. ÐèþÆæÿ$çÜ {MæüÐèþ$…ÌZ Ðèþ*{™èþ… M>§æþ$. R A¯óþ ÐèþÅMìü¢ W Mæü$ GyæþÐèþ$
Neither R nor W sits at extreme ends of the {ç³MæüP¯èþ Ðèþ$*yæþÐèþ Ý릯þè …ÌZ Mæü*Æöa¯é²yæþ$. R A¯óþ ÐèþÅMìü¢ V>°
line. Only one person sits between R and W A¯óþ ÐèþÅMìü¢ V>± B ÐèþÆæÿ$çÜÌZ H ÐðþOç³#¯é _rt_ÐèþÆæÿ

T. S is not an immediate neighbour of either Mæü*ÆøaÌôý§æþ$. R Ðèþ$ÇÄæý$$ T Ðèþ$«§þæ ůèþ JMóü ÐèþÅMìü¢ Mæü*Ææÿ$a¯é²yæþ$.
R or W. Two people sit between T and P. S A¯óþ ÐèþÅMìü¢ R Mæü$ Ìôý§é W Mæü$ {ç³MæüP¯óþ Mæü*ÆøaÌôý§æþ$.

Q is an immediate neighbour of S. Who T Ðèþ$ÇÄæý$$ P Ðèþ$«§þæ ůèþ C§æþƪ ÿæ $ ÐèþÅMæü$¢Ë$ Mæü*Ææÿ$a¯é²Ææÿ$.

Q, S Mæü$ {ç³MæüP¯óþ Mæü*Ææÿ$a¯é²yæþ$.
amongst the following sits exactly between
R and T ? {Mìü…¨ ÐéÇÌZ GÐèþÆæÿ$ R Ðèþ$ÇÄæý$$ T Mæü$ çÜÇV>Y Ðèþ$«§æþůèþ
Mæü*Ææÿ$a¯é²Ææÿ$ ?
(A) P
(A) P
(B) Q
(B) Q
(C) V
(C) V
(D) S
(D) S

60. The major part of air pollution load lies in 60. ÐéÄæý$$ M>Ë$çÙŅ Äñý$$MæüP {糫§é¯èþ¿êVæü… Mìü…¨ ÐésìýÌZ
H BÐèþÆæÿ×ý…ÌZ E…r$…¨ ?
(A) Troposphere
(A) {sZ´ùíܹÄæý$Ɗÿ
(B) Stratosphere
(B) [ÝëtsZíܹÄæý$Ɗÿ
(C) Thermosphere
(C) £æþÆøÃíܹÄæý$Ɗÿ
(D) Ionosphere (D) BÄæý$¯øíܹÄæý$Ɗÿ
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Space for Rough Work

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