CTET Paper 1 - 28th Jan 2023 (English-Hindi-Sanskrit) (Previous Year Paper)

Domains of development are different aspects of human growth and learning that can be observed and studied. They typically include areas such as cognitive development, language development, moral development, physical development, social development, and emotional development, among others.

Key Points

Out of the provided options, the one that predominantly investigates how individuals reason about their actions and the actions of others is "Moral development." 

• Moral development: This domain is centered around the development of moral reasoning, ethical decision-making, and understanding right and wrong. It explores how individuals form their values and principles, develop empathy, and reason through moral dilemmas.

Important Points

• Language development: This domain primarily deals with how individuals acquire and use language skills such as speaking, listening, reading, and writing.
• Physical development: This domain primarily refers to the growth and changes in an individual's body and physical abilities. It involves the study of motor skills, physical milestones, and overall changes in the body throughout the lifespan
• Cultural development: This option is not a traditional domain of development. However, it may refer to the study of how cultures evolve, including their beliefs, values, customs, and practices.

In conclusion, moral development is the domain of development that primarily attempts to study the nature of reasoning of individuals about their actions and behaviors and those of others. It delves into how individuals form their moral compass and make ethical decisions.

The principle of development that states that development takes place from head to toe is the cephalocaudal principle. 

Key PointsDevelopment proceeds in a specific direction:

• This principle refers to the concept of cephalocaudal development, which means that during early development, growth and motor control tend to occur first in the head region and then gradually progress downward to the lower body parts.
• For example, infants gain control over their head and neck before they can control their arms, and they can control their arms before they can fully control their legs and feet.

Hint

The other principles of development are:

• Principle of predictability: Development follows a predictable sequence, although the rate of development may vary across children.
• Principle of maturation and learning: Development is a product of both maturation (biological growth) and learning (experience).
• Principle of integration: Development is an integrated process, meaning that different aspects of development (e.g., physical, cognitive, social-emotional) are interrelated.

The correct option is 1. Both (A) and (R) are true and (R) is the correct explanation of (A).

Key Points

• Assertion (A) states that parents should be involved in discussions on childhood care. This is because parents are the primary caregivers for their children and they have a unique understanding of their child's needs and development. They are also the ones who are responsible for creating the family atmosphere, which can have a significant impact on a child's development.
• Reason (R) states that a child's development is influenced by family's atmosphere. This is because the family atmosphere provides the context in which a child learns and grows. The family atmosphere can be supportive and nurturing, or it can be stressful and chaotic. The type of family atmosphere that a child experiences can have a significant impact on their physical, cognitive, social, and emotional development.

Therefore, both (A) and (R) are true and (R) is the correct explanation of (A).

According to Jean Piaget's theory of cognitive development, the concept of class inclusion is attained by children during the Concrete operational stage.

Key Points

• In Jean Piaget's theory of cognitive development, the concrete operational stage is the third stage, which typically occurs between the ages of 7 and 11 years.
• During this stage, children develop the ability to think logically about concrete objects and events.
• They also begin to understand the concept of class inclusion, which is the ability to understand that a larger group includes smaller groups within it.

Important Points

• In contrast, the sensorimotor stage is the first stage, which typically occurs from birth to 2 years of age. During this stage, children develop the ability to use their senses and motor skills to explore the world around them. They do not yet have the ability to think logically or to understand abstract concepts.
• The preoperational stage is the second stage, which typically occurs from 2 to 7 years of age. During this stage, children develop the ability to think symbolically and to use language. However, they still have difficulty with logical reasoning, such as the concept of class inclusion.
• The formal operational stage is the fourth and final stage, which typically occurs from 11 years of age onward. During this stage, children develop the ability to think abstractly and to use logic to solve problems. They also become interested in hypothetical and theoretical ideas.

Therefore, the concept of class inclusion is attained by children during the concrete operational stage.

According to Jean Piaget's theory of cognitive development, most children can think hypothetically during the Formal operational stage.

Key Points

• In Jean Piaget's theory of cognitive development, the formal operational stage is the fourth and final stage, which typically occurs from 11 years of age onward.
• During this stage, children develop the ability to think abstractly and to use logic to solve problems.
• They also become interested in hypothetical and theoretical ideas.

Important Points

• In contrast, the sensorimotor stage is the first stage, which typically occurs from birth to 2 years of age. During this stage, children develop the ability to use their senses and motor skills to explore the world around them. They do not yet have the ability to think abstractly or to understand hypothetical concepts.
• The preoperational stage is the second stage, which typically occurs from 2 to 7 years of age. During this stage, children develop the ability to think symbolically and to use language. However, they still have difficulty with abstract thinking and hypothetical reasoning.
• The concrete operational stage is the third stage, which typically occurs between the ages of 7 and 11 years. During this stage, children develop the ability to think logically about concrete objects and events. However, they still have difficulty with abstract thinking and hypothetical reasoning.

Therefore, the formal operational stage is the stage at which most children can think hypothetically.

Lev Vygotsky's zone of proximal development (ZPD) is the area between what a learner can do independently and what they can do with assistance.

Key Points

Scaffolding is a teaching strategy that provides learners with the support they need to complete a task that is just beyond their current abilities. This support can be in the form of hints, prompts, or modeling.

• Scaffolding, on the other hand, is a supportive and effective way to help students achieve their ZPD. It allows students to learn new skills and concepts while still feeling challenged and motivated.
• It can be used in any subject area and at any grade level. It is a versatile and effective teaching strategy that can help students achieve their ZPD.

Important Points

Here are some examples of scaffolding:

• Providing hints and prompts: A teacher might provide a student with hints or prompts to help them solve a problem. For example, a teacher might say, "What do you know about this problem?" or "What information do you need to solve this problem?"
• Modeling: A teacher might model a task for a student to help them understand how to do it. For example, a teacher might show a student how to solve a math problem or how to write a paragraph.
• Breaking down a task into smaller steps: A teacher might break down a task into smaller steps to help a student complete it. For example, a teacher might break down a reading comprehension task into steps such as identifying the main idea, finding supporting details, and drawing conclusions.

Hint

Punishment, rewards, and negative feedback are not effective strategies for helping students achieve their ZPD.

• Punishment can discourage students from taking risks and trying new things.
• Rewards can be motivating, but they can also lead to students relying on external rewards rather than internal motivation.
• Negative feedback can be harmful to students' self-esteem and can discourage them from learning.

Hence, we can conclude that as per Lev Vygotsky’s ideas, a teacher should help students to achieve zone of proximal development by providing scaffolding.

Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development. He believed that children learn through social interaction and that cultural tools, such as language, play a central role in this process.

Key Points

Vygotsky's theory is based on the idea that children's cognitive development is influenced by their culture and the social interactions they have with others.

• He argued that children learn by interacting with more knowledgeable others, such as parents, teachers, and peers. These interactions provide children with the opportunity to learn new skills and concepts, as well as the language and tools they need to think and learn.
• Vygotsky's theory has had a significant impact on the field of education. It has led to the development of new teaching methods that focus on social interaction and the use of cultural tools.
• For example, scaffolding is a teaching strategy that is based on Vygotsky's theory. Scaffolding involves providing learners with the support they need to complete a task that is just beyond their current abilities. This support can be in the form of hints, prompts, or modeling.

Important Points

The use of cultural tools is also an important part of Vygotsky's theory. Cultural tools can include language, symbols, and tools. These tools provide children with the means to think and learn.

• For example, language allows children to communicate with others and to share their thoughts and ideas.
• Symbols allow children to represent objects and concepts in their minds. And tools allow children to interact with the world around them and to solve problems.

Therefore, Vygotsky emphasized the use of cultural tools for advancing cognitive development among children.

Lawrence Kohlberg was an American psychologist who proposed a theory of moral development among children. His theory is based on the idea that moral development is a progressive process that occurs in stages.

Key Points

Kohlberg's theory of moral development has been influential in the field of psychology and education. It has been used to develop new teaching methods and to assess children's moral development.

Kohlberg identified six stages of moral development, which he grouped into three levels: preconventional, conventional, and postconventional.

• Preconventional level: In the preconventional level, children's moral reasoning is based on rewards and punishments. They believe that right and wrong are determined by what will get them rewarded or punished.
• Conventional level: In the conventional level, children's moral reasoning is based on the expectations of others. They believe that right and wrong are determined by what is expected of them by their parents, teachers, and other authority figures.
• Postconventional level: In the postconventional level, children's moral reasoning is based on their own personal values and principles. They believe that right and wrong are determined by what they believe is fair and just.

Important Points 

The other psychologists you mentioned did not propose a theory of moral development among children.

• Konrad Lorenz was an Austrian ethologist who studied animal behavior.
• Sigmund Freud was an Austrian neurologist who developed a theory of personality development.
• Erik Erikson was a German-American developmental psychologist who proposed a theory of psychosocial development.

Hence, we can conclude that Kohlberg proposed the theory of moral development among children.

Activity-based teaching-learning is a child-centered approach to teaching, but it does not mean that the teacher does not play a role. The teacher still plays an important role in designing, facilitating, and assessing the learning.

Key Points

• Assertion (A) states that activity-based teaching-learning is considered child-centered. This is true because activity-based teaching-learning focuses on the child's interests and learning styles. It allows children to learn by doing, which is a more active and engaging way of learning.
• Reason (R) states that teacher do not play any role in teaching-learning process. This is false. The teacher still plays an important role in activity-based teaching-learning. The teacher is responsible for designing the activities, providing guidance, and assessing the learning.

Therefore, (A) is true but (R) is false. The teacher does play a role in activity-based teaching-learning, but they do not play the traditional role of the sage on the stage. The teacher is more of a facilitator or guide, helping the children to learn by doing.

The theory of multiple intelligences states that intelligence can be of different types, and that individuals have different strengths and weaknesses in these different areas. The theory was proposed by Howard Gardner in 1983, and it has been influential in education and psychology.

Key Points

The theory of multiple intelligences challenges the traditional view of intelligence as a single, general ability. Instead, it suggests that intelligence is a complex and multifaceted construct. Individuals may have different strengths and weaknesses in different areas of intelligence, and they may learn and express themselves in different ways.

The theory of multiple intelligences identifies eight different intelligences:

• Linguistic intelligence: This is the ability to use language effectively, both verbally and in writing.
• Logical-mathematical intelligence: This is the ability to think logically and solve problems using numbers and patterns.
• Spatial intelligence: This is the ability to think in images and see the world in three dimensions.
• Bodily-kinesthetic intelligence: This is the ability to use one's body to solve problems and express oneself.
• Musical intelligence: This is the ability to understand and create music.
• Interpersonal intelligence: This is the ability to understand and interact effectively with other people.
• Intrapersonal intelligence: This is the ability to understand oneself and one's own thoughts and feelings.
• Naturalist intelligence: This is the ability to understand and appreciate the natural world.

Hence, we can conclude that the theory of multiple intelligence states that intelligence can be of different types.

Lev Vygotsky viewed language as a cultural tool which facilitates learning.

• He believed that language is essential for cognitive development and that it plays a central role in the learning process.
• Vygotsky argued that language allows children to communicate with others, to share their thoughts and ideas, and to learn from others. He also argued that language helps children to think more effectively and to solve problems.

Key Points

Vygotsky's view of language is in contrast to the view of some other psychologists, such as Jean Piaget, who believed that language is a product of cognitive development.

• Piaget argued that children learn to use language after they have already developed the ability to think logically. Vygotsky, on the other hand, argued that language and thought are interdependent and that they develop together.
• Vygotsky's views on language have had a significant impact on the field of education. They have led to the development of new teaching methods that focus on the use of language in the learning process. For example, scaffolding is a teaching strategy that is based on Vygotsky's theory.
• Scaffolding involves providing learners with the support they need to complete a task that is just beyond their current abilities. This support can be in the form of hints, prompts, or modeling.
• Scaffolding is an effective teaching strategy because it allows learners to use language to solve problems and to learn from others. It also helps learners to develop their own language skills.

Hence, we can conclude that Lev Vygotsky viewed language as a cultural tool which facilitates learning.

Gender stereotyping is the practice of assigning certain characteristics, behaviors, and roles to people based on their sex. For example, the idea that blue is for boys and pink is for girls is a gender stereotype.

Key Points

• Buying blue-colored clothes for boys and pink-colored clothes for girls reinforces the idea that there are certain colors that are appropriate for boys and girls.
• This can limit children's choices and make them feel like they have to conform to gender stereotypes.

Important Points

• Genetic characteristics of boys and girls are determined by their genes. These characteristics include things like physical appearance, body type, and reproductive organs. Gender, on the other hand, is a social construct. It is the set of expectations and roles that society assigns to people based on their sex.
• Gender fluidity is the idea that gender is not fixed and that people can move between different genders. This is in contrast to the traditional view of gender, which sees it as a binary (either male or female).
• Sex selection is the practice of choosing the sex of a child before they are born. This can be done through a variety of methods, including in vitro fertilization (IVF) and preimplantation genetic diagnosis (PGD).

So, buying blue-colored clothes for boys and pink-colored clothes for girls promotes gender stereotyping.

Individual differences in learning are inevitable.

Some students learn more quickly than others, and some students learn in different ways. As a teacher, it is important to be aware of these differences and to adapt your teaching accordingly.

Key Points

Following a uniform way of teaching will not be effective in addressing individual differences in learning. Instead, Sarita should incorporate a variety of experiences in her teaching.

• This could include using different teaching methods, providing different types of learning materials, and giving students opportunities to learn in different ways.
• For example, Sarita could give some students a hands-on activity to do, while others could work on a group project. She could also provide students with different types of learning materials, such as books, articles, and videos. By incorporating a variety of experiences in her teaching, Sarita can help all of her students learn effectively.

Hint

Making very strict rules for the students to follow is not an effective way to address individual differences in learning.

• This could actually make it more difficult for some students to learn. Instead, Sarita should focus on creating a supportive and encouraging learning environment.
• This will help all of her students feel comfortable taking risks and trying new things.

Not being concerned about these difficulties is not an option. As a teacher, it is important to be aware of the challenges that individual differences in learning can pose.

• However, it is also important to be confident that you can address these challenges effectively.

Hence, we can conclude that by incorporating a variety of experiences in her teaching and creating a supportive and encouraging learning environment, Sarita can help all of her students learn effectively.

Assessment is the process of gathering information about student learning. This information can be used to make decisions about instruction, to identify students who need additional support, and to track student progress over time.

Key Points

• Assessment should be used to help students learn, not to label them or to segregate them from their peers.
• It should be used to identify students who need additional support, so that they can get the help they need to succeed.
• And it should be used to track student progress over time, so that teachers can see how students are learning and make adjustments to their instruction as needed.

Important Points

Here are some of the benefits of using assessment to understand student learning progress:

• It can help teachers identify students who are struggling and need additional support.
• It can help teachers track student progress over time and make adjustments to their instruction as needed.
• It can help teachers identify areas where the curriculum needs to be improved.
• It can help parents and guardians understand their child's learning progress.

Hint

• Labeling of students, same ability-based grouping of students, and detention of students who score low are not the main purposes of assessment.
• These practices can be harmful to students and can have a negative impact on their learning.

Hence, we can conclude that understanding learning progress of students should be the main purpose of assessment.

The shift from 'Assessment of Learning' to 'Assessment for Learning' involves a change in perspective where assessment is not just used as a tool to measure what a student has learned (i.e., as an endpoint), but is used as part of the learning process itself.

Key Points

• 'Assessment for learning' is a form of formative assessment where feedback is used to adjust teaching and learning activities to improve student achievement.
• It often involves students in self and peer-assessment tasks so they can develop an understanding of the assessment criteria, reflect on their own work, and become active participants in their own learning process.

Important Points

The other options do not reflect the correct transition when students are involved in the assessment process:

• Formative assessment to Summative assessment: Formative assessment is ongoing and used to provide feedback for learning, while summative assessment occurs at the end of a learning period to evaluate learning.
• Comprehensive assessment to Non-comprehensive assessment: Comprehensive assessment refers to assessing a broad range of ability or understanding, which does not directly relate to whether students are involved in the assessment process or not.
• Continuous assessment to Non-continuous assessment: Continuous assessment refers to regular evaluations of student progress, which does not directly relate to whether students are involved in the assessment process or not.

Hence, we can conclude that involving students in the process of assessment shifts the nature of assessment from Assessment of learning’ to ‘Assessment for learning’.

Key Points

The following are ways a teacher can support the inclusion of disadvantaged groups in the classroom:

• Foster a sense of belonging among all students. This means creating a classroom environment where all students feel welcome, respected, and valued. Teachers can do this by being mindful of their language and actions, and by creating opportunities for students to learn about and celebrate each other's cultures.
• Be aware of the challenges that disadvantaged students may face. This includes challenges such as poverty, lack of access to resources, and discrimination. Teachers can be aware of these challenges by talking to students, their families, and other professionals.
• Provide differentiated instruction. This means tailoring instruction to the individual needs of each student. This can be done by providing different levels of support, using different teaching methods, and providing different types of resources.
• Collaborate with other professionals. This includes working with school counselors, social workers, and other educators who can provide support to disadvantaged students.

Important Points

The following are not ways a teacher can support the inclusion of disadvantaged groups in the classroom: 

• Highlight students' weaknesses in front of the class. This can make students feel ashamed and embarrassed, and it can damage their self-esteem.
• Teach these students in a separate section. This can stigmatize students and make them feel like they don't belong.
• Use a standardized curriculum for all students. This may not be appropriate for all students, and it can disadvantage students who come from different backgrounds.

Hence, we can conclude that in order support inclusion of belonging to disadvantaged groups, a teacher should foster sense of belonging among all students.

Each student is unique, and it is essential to communicate with the student and their support network to gain insights into their specific needs and preferences. By implementing several strategies, teachers can create an inclusive and supportive learning environment for students with visual impairments.

Key Points

To promote the inclusion of students with visual impairments, a teacher should consider the following strategies:

• Verbal explanation: When presenting information, ensure that it is verbally explained in a clear and concise manner. Use descriptive language to provide a detailed understanding of concepts, events, or visual elements.
• Use tactile materials: Incorporate tactile materials or manipulatives whenever possible. These can help students with visual impairments to explore and understand objects, shapes, and structures through touch.
• Provide audio descriptions: When using visual aids, such as charts or diagrams, provide audio descriptions to accompany them. This allows students with visual impairments to comprehend the content along with their peers.
• Provide accessible resources: Ensure that instructional materials, including texts and documents, are provided in accessible formats. This may include braille, large print, or electronic formats compatible with screen readers or other assistive technologies.
• Foster collaboration: Encourage peer collaboration and cooperative learning activities. This provides opportunities for students with visual impairments to work with their classmates, share knowledge, and learn from different perspectives.
• Facilitate orientation and mobility: Assist students with visual impairments in becoming familiar with the physical layout of the classroom and school. Provide orientation and mobility training to help them navigate the environment independently and safely.
• Collaborate with support professionals: Work closely with specialists, such as orientation and mobility instructors, vision teachers, or therapists, to better understand the individual needs of students with visual impairments and implement appropriate strategies in the classroom.

Hence, we can conclude that to promote inclusion of a students with visual impairment a teacher should verbally explain the information.

The characteristic feature of a specific learning disability ‘Dyslexia’ is difficulty in comprehension of text.

Key Points

• Dyslexia is a learning disability that affects a person's ability to read, write, and spell.
• People with dyslexia often have difficulty decoding words, which means they have trouble figuring out how to sound out words.
• This can make it difficult for them to read fluently and comprehend what they are reading.
• Dyslexia does not affect a person's intelligence or ability to learn.
• People with dyslexia can be very intelligent and successful, but they may need extra help in learning to read and write.

Important Points

Here are some other characteristic features of dyslexia:

• Difficulty with phonological awareness, which is the ability to hear and understand the sounds of language.
• Difficulty with decoding words, which is the ability to figure out how to sound out words.
• Difficulty with fluency, which is the ability to read smoothly and effortlessly.
• Difficulty with spelling.
• Difficulty with written expression.

Hence, we can conclude that the characteristic feature of a specific learning disability ‘Dyslexia’ is difficulty in comprehension of text.

Children belonging to deprived groups often have different learning needs than other children.

Key Points

• They may need more time to learn new concepts, or they may need to learn in a different way.
• Providing flexibility in choosing subjects allows these children to focus on the subjects that they are most interested in and that they are most likely to succeed in.

Important Points

Here are some other facilities that can be provided in schools to help children belonging to deprived groups:

• Smaller class sizes: This allows teachers to give more individual attention to each child.
• Extra tutoring: This can help children who are struggling with certain subjects.
• Counseling services: This can help children who are dealing with emotional or behavioral problems.
• After-school programs: This can provide children with a safe and supervised place to go after school.
• Summer programs: This can help children stay engaged in learning during the summer months.

Hence, we can conclude that by providing these facilities, schools can help children belonging to deprived groups succeed in school and in life.

It is important to respect Twinkle's choice of hand preference. There is no evidence that being left-handed is a sign of any kind of learning disability or other problem. In fact, many left-handed people are very successful in school and in life.

Key Points

It is important to remember that being left-handed is a normal variation in human beings.

• There is nothing wrong with being left-handed, and there is no need to try to change it.
• The best thing to do is to allow Twinkle to exercise her choice of hand preference and to provide her with the same opportunities as other children.

Important Points

Here are some additional tips for teachers of left-handed children:

• Be aware of the challenges that left-handed children may face. For example, left-handed children may have difficulty using scissors or writing in spiral-bound notebooks.
• Be flexible with your expectations. Left-handed children may need more time to complete tasks, or they may need to use different materials.
• Provide left-handed friendly materials. This could include left-handed scissors, spiral-bound notebooks with the rings on the left side, and keyboards with the keys arranged in a different order.
• Be patient and understanding. Left-handed children may make mistakes that right-handed children don't make. It's important to be patient and understanding with them.

Hence, we can conclude that if Twinkle writes with her left hand, then her teacher should allow her to exercise her choice.

Key Points

Assertion (A) states that a teacher should encourage students to work in groups and promote discussions with peers. This is because learning is a social process. When students work together, they can share their ideas and learn from each other. They can also learn how to collaborate and solve problems together.

Reason (R) states that learning is a social process. This means that people learn best when they are interacting with others. When students work in groups, they are able to interact with each other and learn from each other. This is why it is important for teachers to encourage students to work in groups and promote discussions with peers.

Important Points

• The statement "Both (A) and (R) are true and (R) is the correct explanation of (A)" means that both the assertion and the reason are true, and the reason provides a correct explanation for the assertion.
• In this case, the assertion is that a teacher should encourage students to work in groups and promote discussions with peers, and the reason is that learning is a social process.
• The reason provides a correct explanation for the assertion because it explains why it is important for students to work in groups and promote discussions with peers.

Hence, we can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

Examples, non-examples, and analogies are all effective ways to promote effective and meaningful learning.

Key Points

• Examples help students to understand new concepts by providing them with concrete examples of what the concept means.
• Non-examples help students to understand new concepts by providing them with examples of what the concept does not mean.
• Analogies help students to understand new concepts by comparing them to something that they already know.

Important Points

Here are some additional tips for promoting effective and meaningful learning:

• Make the learning relevant to the students' interests. Students are more likely to be engaged in learning if they can see how it is relevant to their own lives.
• Use active learning techniques. Active learning techniques involve students doing something rather than just listening to the teacher talk. This could involve hands-on activities, group work, or problem-solving exercises.
• Provide feedback. Students need feedback in order to know how they are doing and to make sure that they are understanding the material. Feedback can be given in a variety of ways, such as through quizzes, tests, or individual conferences with the teacher.

Hint

• Negative reinforcement, on the other hand, is not an effective way to promote effective and meaningful learning. Negative reinforcement is a type of operant conditioning that involves removing an unpleasant stimulus in order to increase a desired behavior.

Hence, we can conclude that (i), (ii) and (iii) should be used to promote effective and meaningful learning.

Constructivism is a learning theory that states that learning is an active process in which learners construct their own knowledge by interacting with the environment.

Key Points

• In a constructivist classroom, learning is conceptualized as a result of active interaction with the environment.
• This means that learners are encouraged to explore, experiment, and collaborate with others in order to construct their own knowledge.

Important PointsHere are some additional characteristics of constructivist classrooms:

• Students are encouraged to ask questions and explore their own interests.
• Students are given opportunities to work collaboratively with others.
• Students are encouraged to reflect on their own learning.
• The teacher acts as a facilitator and guide, rather than as an expert.

By creating a constructivist classroom, teachers can help students to become active learners who are able to construct their own knowledge and apply it to the real world.

Creative visual metaphors and analogies can help students to remember information for longer durations because they make the information more memorable.

• When students see a creative visual metaphor or analogy, they are more likely to remember the information that is being represented.
• This is because the metaphor or analogy provides a new way of thinking about the information, which can make it easier to remember.

Important Points Here are some other strategies that can help students to remember information for longer durations:

• Repetition: Repetition is one of the most effective ways to remember information. The more times students see or hear information, the more likely they are to remember it.
• Mnemonic devices: Mnemonic devices are memory aids that can help students to remember information. There are many different types of mnemonic devices, such as acronyms, acrostics, and rhymes.
• Visualization: Visualization is another effective way to remember information. When students visualize information, they are more likely to remember it because they are creating a mental image of the information.

Hence, we can conclude that by using these strategies, students can help themselves to remember information for longer durations.

Encouraging students to complete a task anyhow does not promote problem-solving abilities. In fact, it can discourage students from thinking critically about the problem and from developing effective problem-solving strategies.

Key Points

• Motivating students to understand the problem properly, is important because it helps students to identify the key elements of the problem and to develop a plan for solving it.
• Encouraging them to see different perspectives of the problem, is important because it helps students to think outside the box and to come up with creative solutions.
• Helping them to develop the habit of doing systematic work, is important because it helps students to break down problems into smaller, more manageable steps.

Hence, we can conclude that teachers can help students to develop strong problem-solving abilities.

Errors made by students are an opportunity for teachers to learn more about the students' understanding of the material and to identify any learning gaps that may need to be addressed.

• By finding out the learning gaps that are causing errors, teachers can then provide targeted instruction to help students correct their mistakes and learn the material more effectively.

 Important Points

Here are some additional tips for helping students to learn from their errors:

• Provide feedback. When students make errors, it is important to provide them with feedback so that they can understand what they did wrong and how they can correct their mistakes.
• Be patient and understanding. It is important to be patient and understanding with students when they make errors. Mistakes are a natural part of learning, and students should not be punished for making them.
• Provide opportunities for practice. Once students have been given feedback on their errors, it is important to provide them with opportunities to practice the material so that they can correct their mistakes and learn the material more effectively.

Hence, we can conclude that teachers can help students to learn from their errors and become more effective learners.

Cognition and emotions are closely connected, with each influencing the other. Our thoughts and cognitive processes impact our emotions, and vice versa.

Key Points

Emotions can affect our thinking, decision-making, and problem-solving abilities, while our cognitive processes can influence our emotional responses to particular situations.

• Our thoughts and feelings influence each other in a number of ways.
• For example, our emotions can influence how we perceive and interpret information, and our thoughts can influence how we feel emotionally.

Hence, we can conclude that cognition and emotions are interrelated to each other.

Key Points

Learned helplessness is a condition in which a person gives up trying to achieve a goal because they have learned that they are not capable of achieving it.

This can happen when a person repeatedly fails at a task and attributes their failures to their own lack of ability.

• In the case of the student who considers his lack of ability as the reason for repeated failures, he is likely to develop a sense of learned helplessness.
• This means that he will be more likely to give up on tasks in the future, even if he is capable of achieving them.

Hence, we can conclude that teachers can help students who are struggling with learned helplessness to develop a more positive outlook and to achieve their goals.

The NEP 2020 is a significant departure from the previous education policy, which was more exam-centric. The NEP 2020 is designed to prepare students for the challenges of the 21^st century, and it emphasizes the importance of critical thinking, problem-solving, and creativity.

Key Points

The National Education Policy 2020 (NEP 2020) emphasizes on the following:

• Multidisciplinary education: The NEP 2020 emphasizes on multidisciplinary education, which means that students will be exposed to a variety of subjects and disciplines. This will help them to develop a holistic understanding of the world and to become more well-rounded individuals.
• Flexible curriculum: The NEP 2020 also emphasizes on a flexible curriculum, which means that students will have more choice in the subjects that they study. This will allow them to pursue their interests and to develop their skills in areas that they are passionate about.
• Formative assessment: The NEP 2020 emphasizes on formative assessment, which means that students will be assessed on their progress throughout the year, rather than just at the end of the year. This will help teachers to provide timely feedback to students and to help them to improve their learning.
• Learning-centric pedagogy: The NEP 2020 emphasizes on learning-centric pedagogy, which means that the focus will be on student learning, rather than on teaching. This will allow students to take more ownership of their learning and to become more engaged in the learning process.

Hence, we can conclude that National Education Policy 2020 emphasis on multidisciplinary education.

Malnutrition is a condition in which a person does not have enough nutrients to maintain a healthy body. This can lead to a number of problems, including impaired cognitive function. Studies have shown that children who are malnourished are more likely to have learning difficulties.

Important Points

Here are some tips for helping children who are malnourished to learn:

• Make sure that they are getting enough nutrients. This may involve providing them with supplements or making sure that they are eating a healthy diet.
• Provide them with opportunities to learn and explore. This will help them to develop their cognitive skills and to learn new things.
• Be patient and understanding. Learning may be more difficult for children who are malnourished, so it is important to be patient and understanding.

Hence, we can conclude that teachers and parents can help children who are malnourished to learn and succeed.

Explanation:

Sum of two even numbers and two odd numbers is: Always even

Sum of two even numbers is always even number, (4 + 6) = 10 even number 

Sum of two numbers is also an even number, (5 + 7) = 12 even number

∴ The correct answer is Always even

Calculation:

The original cake is cut into 4 equal parts, so each part is 1/4 of the original cake.

Again, One of these parts is divided into two equal parts, so each of the new parts is 1/8 of the original cake

Now, If one of these new parts is divided into 4 equal parts, then each of the smallest parts is 1/32 of the original cake

∴ The correct answer is 1/32 of the cake

Calculation:

To find the largest number that has both colors, we need to identify the common multiples of 8 and 9 (1 to 100) and see which one is the largest.

LCM of (8, 9) = 72, which is largest between 1 to 100 

∴  the largest number in the rectangular array that has both yellow and green shading is 72

Concept used:

In a 3 x 3 magic square, the sum of the numbers in each row, column, and diagonal is the same.

Calculation:

To find this sum, we can calculate the total sum of all the numbers from 3 to 11 and then divide it by 3 

The numbers to use are: 3, 4, 5, 6, 7, 8, 9, 10, 11

Total sum = 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 + 11 = 63

So, the sum of each row in the 3x3 magic square = 63 / 3 = 21

∴ The correct answer is 21

Given:

x + y = 110, x - y = 100

Calculation:

⇒ x + y = 110  ------(1)

⇒ x - y = 100   --------(2)

On solving equation :

⇒ 2x = 210

⇒ x = 105 and y = 5

∴ The correct answer is option 2.

Concept used:

If the sum of all the digits of any number is divisible by 9, then the number also divisible by 9

Calculation:

From the given options, option 2 is 216315 : (2 + 1 + 6 + 3 + 1 + 5) = 18 which is divisible by 9

So, the number 216315 is divisible by 9

∴ The correct answer is 216315

Calculation:

In the letter "H," there are four right angles formed by the horizontal and vertical lines intersecting. 

So, the sum of all angles formed in the letter "H" is: = 4 × 90° = 360°

And we know that sum of all interior angles of a quadrilateral is 360°

∴ The correct answer is sum of interior angles of a quadrilateral.

Calculation:

At 9:00 am, the hour hand is pointing directly at the 9 on the clock, and the minute hand is pointing at the 12.

Here, hour hand is ⊥ to minute hand, so the distance between their tips is the hypotenuse,

Now, distance between the tips = √(4² + 3²) = √25 = 5 cm

∴ The correct answer is 5 cm

Concept used:

Rotational symmetry is that a figure can be rotated by a certain angle and still appear the same as the original figure.

Calculation:

According to the question, the figure looks same after rotation, so she learns rotational symmetry

∴ The correct answer is option 1

Calculation:

From 08 - 08 - 2007 to 08 - 08 - 2021 is 14 years,

Now from 08 - 08 - 2021 to 08 - 07 - 2022 is 11 month

Again from 08 - 07 - 2022 to 31 - 07 - 2022 is 23 days

So, total duration is 14 years 11 months 23 days

∴ The correct answer is option 3

Calculation:

Units consumed in July 2022 = Reading in July 2022 - Reading in June 2022 

= 345 units - 263 units  = 82 units

Now, let's break down the charges:

For the first 50 units: 50 units × Rs. 4/unit = Rs. 200. The remaining units consumed = 82 units - 50 units = 32 units.

For the next 32 units: 32 units × Rs. 5/unit = Rs. 160.

So, the total electricity charges for July 2022 = Rs. 200 + Rs. 160 = Rs.

360.

Given:

Toy-car costs ​Rs. 35.00

Banana costs ​Rs. 2.50

Notebook costs ​Rs. 25.00

Glass of lemon juice costs ​Rs. 12.50

Calculation:

By going through the option,

Option 1 ⇒ 1 × 25 + 2.50 × 1 + 2 × 12.50 = 52.5

Option 2 ⇒ 1 × 35 + 2 × 2.50 + 1 × 25 = 65

Option 3 ⇒ 1 × 25 + 2 × 2.50 + 1 × 12.50 = 42.50 

Option 4 ⇒ 2 × 25 + 1 × 2.50 = 52.5

∴ The correct answer is option 3.

Formula Used:

Area of rectangle =  length × width

Area of Square = side × side

Area of circle = πr², where r = radius

Area of right angle triangle = Area of a right triangle = 1/2 × base × height.

Calculation:

Area of rectangle = 3 × 4 = 12 units.

Area of Square = 3² = 9 unit

Area of circle = 2 × 22/7 × 2 = 12.57 units

Area of right angle triangle = 1/2 × 3 × 4 = 6 unit

∴ The correct answer is circle.

Calculation:

According to question,

6, 1, 2, 8, 5, 0, 5, 5, 1, 9, 7, 8, 5, 0, 0, 8, 3, 8, 10, 10, 3, 4, 7, 8, 9, 8, 0, 2 

Marks more than or equal to 5 : 

⇒ 6, 8, 5, 5, 5, 9, 7, 8, 5, 8, 8, 10, 10, 7, 8, 9, 8 

∴ The correct answer is 17.

Calculation:

Logic : Here the series is of odd number.

So, by following the logic we get,

⇒ 1 + 3 + 5 + 7 + 9 = 25

∴ The correct answer is 25.

Mathematical thinking refers to the cognitive processes involved in understanding, analyzing, and solving mathematical problems. 

Key Points 

• According to the National Curriculum Framework (NCF) 2005, the focus of mathematics education goes beyond rote memorization and emphasizes developing mathematical thinking skills.
• The one that best aligns with this concept is ability to explain mathematical procedures as it requires a deeper understanding of the underlying concepts.
• This involves not only knowing the steps involved in solving a problem but also comprehending why those steps are taken and being able to articulate them effectively.

Therefore, ability to explain mathematical procedures aligns most closely with the concept of mathematical thinking as emphasized in the National Curriculum Framework, 2005.

Hint

• Ability to give exact definition of mathematical concepts: While understanding definitions is important, NCF 2005 emphasizes going beyond just memorization and fostering a deeper understanding of the concepts and their applications.
• Ability to recall the correct formulae/facts: NCF 2005 de-emphasizes rote memorization and prioritizes understanding the underlying principles and how to apply them.
• Ability to calculate fast: NCF 2005 acknowledges computational skills but emphasizes them as a tool for problem-solving, not the sole focus of mathematical thinking.

Assigning only the most difficult problems could be discouraging and overwhelming for students who are already struggling.

Key Points

• They may not have developed the necessary foundational skills to tackle these problems, which could further damage their confidence and motivation.
• This approach can be overwhelming and demotivating, especially if they lack the foundational knowledge required for these challenges.
• Difficulty without appropriate scaffolding can lead to frustration and can perpetuate a negative self-concept around math ability.
• Instead of fostering a sense of accomplishment and progress, it may heighten the perception of math as an insurmountable obstacle.

Hence, it can be concluded that assigning only the most difficult problem is  not suitable for students with low achievement in mathematics.

Cardinality refers to the size of a set and corresponds to the number of elements in the set.

Key Points

• In this context, the child is understanding that regardless of what the objects are (dots, sticks, marbles), the quantity of five remains constant.
• This is a fundamental concept in early number sense and it helps children understand that the number "five" represents a quantity or set size, regardless of what is being counted.

Hence, it can be concluded that cardinality is the correct answer.

NIPUN Bharat Mission" (National Initiative for Proficiency in Reading with Understanding and Numeracy), launched by the Indian government, aims to ensure that every child attains foundational literacy and numeracy by the end of Grade 3.

Key Points

• Point A suggests fostering a classroom environment that encourages exploration and visualization of mathematical concepts.
• This strategy aids in developing a conceptual understanding of mathematics rather than rote learning, fostering critical thinking and creativity.
• Point B underscores the importance of real-life problem solving.
• This helps students to connect theoretical concepts with practical applications, enhancing their problem-solving skills and making the learning process more engaging and relevant.
• Point C emphasizes the instruction in local language, which is fundamental in early years of learning.
• Using the child's mother tongue in instruction ensures better understanding, as children are generally more comfortable and fluent in their local language. This promotes clearer communication and comprehension, facilitating effective learning.

Hence, it can be concluded that option 2 is the corrcet answer.

"Instrumental Understanding," a term coined by Richard Skemp in the field of mathematics education.

Key Points

• Instrumental Understanding involves the mastery of procedures and algorithms for solving mathematical problems, without necessarily comprehending why these procedures work.
• The teacher, Daljeet, in your scenario, exemplifies this approach by emphasizing the use of standard algorithms for adding fractions.
• She provides her students with ample practice problems and expects them to apply the algorithm correctly.
• This approach can be effective for getting the correct answer, but it might not foster a deep, conceptual understanding of why the algorithm works.
• An over-reliance on instrumental understanding can limit the development of problem-solving skills, hinder transfer of knowledge to novel situations, and reduce mathematical creativity and flexibility.
• While instrumental understanding is part of mathematical competence, it should ideally be complemented with relational understanding for comprehensive mathematics education.

Hence, it can be concluded that option 2 is the correct answer.

Rote learning generally involves memorizing facts or procedures without necessarily understanding the underlying concepts, often seen as contrary to the goals of modern math education, which emphasize understanding, problem-solving, and reasoning.

Key Points

• Rote learning involves memorizing information without necessarily understanding the underlying concepts or principles.
• The goal of integrating art in mathematics is to make abstract concepts more tangible, promoting deep understanding and critical thinking, not to facilitate memorization.
• Using art can help students visualize mathematical concepts, establish connections to real-world contexts, and foster creativity and problem-solving skills.
• Furthermore, the integration of art in education is seen as a way to encourage active learning, where students construct their understanding through exploration and application, rather than simply memorizing formulas or procedures.

Hence, it can be concluded that option 4 is the correct answer.

Using everyday materials in a math kit can help make abstract mathematical concepts more tangible and relatable for primary students. Items like coins, buttons, or measuring cups can be used to teach counting, addition, subtraction, or fractions, for example.

Key Points

• These materials can help students see the relevance of math in their daily lives, thereby enhancing their understanding and interest in the subject.
• They also offer a cost-effective way to create hands-on learning experiences.
• For instance, items like buttons or pieces of fruit can illustrate counting, sorting, or simple arithmetic operations. Measuring cups can demonstrate concepts of volume or fractions.
• Board games can introduce probability and strategic thinking.
• By seeing and manipulating these familiar objects, students can more readily grasp mathematical principles and see their relevance in daily life, which aids in understanding and retention.
• This practical, real-world connection fosters engagement and brings the abstract world of mathematics to life.

Hence, it can be concluded that option 1 is the correct answer.

"Visualization, Analysis, Relationships, Formal Deduction," correctly represents the sequence of the Van Hiele model for geometric thinking.

Key Points

• Visualization: This is the initial level where students recognize and name geometric shapes based on their overall appearance without understanding the properties that define these shapes.
• Analysis: Students progress to understanding specific properties of geometric shapes, such as the number of sides or angles, and can classify shapes based on these properties.
• Relationships (Informal Deduction): At this level, students begin to perceive and understand the relationships between properties and shapes, forming informal arguments and justifications.
• Formal Deduction: This is the highest level where students can understand and construct formal geometric proofs, applying axiomatic systems and understanding how theorems are interconnected.

Hence, it can be concluded that option 1 is the correct answer.

"Fractions," is the mathematical concept associated with the terminologies 'Area models', 'Length or Measurement models', and 'Set models'.

Key Points In the teaching of fractions:

1. Area models: This method visualizes fractions by dividing shapes, like rectangles or circles, into equal parts. For instance, shading three out of four equal parts of a square would represent 3/4.
2. Length or Measurement models: Fractions are represented using a number line or a ruler. This demonstrates how a whole length can be divided into equal parts, emphasizing the concept of fractions as measures of length.
3. Set models: This method demonstrates fractions through groups or sets of objects. If a set contains ten items and two are selected, this represents a fraction of 2/10.

Hence, it can be concluded that option 4 is the correct answer.

"Directing students to pose problems that have a unique, precise, and correct answer," is the least related to the statement about posing meaningful problems according to the National Curriculum Framework, 2005.

Key Points

• Mathematics education today goes beyond finding the single correct answer.
• It emphasizes developing critical thinking, problem-solving abilities, and a deep understanding of underlying concepts.
• When students are encouraged to pose and solve problems that have multiple viable solutions or approaches, it fosters creativity and flexibility in thinking.
• It also allows for exploration of various mathematical concepts from different angles.
• A focus on problems with unique, precise solutions may limit these learning opportunities, making this approach less aligned with contemporary pedagogical practices in mathematics education.

Hence, it can be concluded that option 3 is the correct answer.

"Enhancing the learning of all by celebrating students’ diversity," most appropriately represents the principle of equality in mathematics education.

Key Points

• Equality in education means ensuring that all students, regardless of their backgrounds or abilities, have the same opportunities to learn and succeed.
• This involves recognizing and valuing diversity among students, using differentiated teaching methods to meet varying needs, and fostering an inclusive learning environment.
• While the other options may relate to different aspects of mathematics education, they do not directly address the principle of equality.
• For instance, while the use of ICT can potentially enhance learning, it doesn't guarantee equality, especially if some students lack access to the necessary technology.
• Similarly, while teaching mathematics as a compulsory subject to class XII ensures exposure to the subject, it doesn't ensure that all students have equal opportunities to succeed.

Hence, it can be concluded that option 1 is the correct answer.

Place value is a fundamental concept in mathematics, crucial for understanding the decimal number system.

Key Points

• In this scenario, the child's error suggests confusion about the placement of digits.
• Manipulatives like base-10 blocks, which include individual units, rods of 10, flats of 100, and cubes of 1000, can provide a concrete, visual way to demonstrate this concept.
• Using these tools, a teacher can show that "Thirty Eight" comprises three 'tens' (30) and eight 'ones' (8), equating to the number 38, not 308.
• This hands-on approach allows the child to visually and physically distinguish between the tens and ones places, reinforcing their understanding of place value in a more meaningful and lasting way.

Hence, it can be concluded that "Use manipulatives to strengthen the concept of place value," is a highly effective strategy for addressing the child's misunderstanding of writing "Thirty Eight" as "308".

Hukum Singh, Ram Avtar, and V.P. Singh are likely the authors of the book “A Handbook for Designing Mathematics Laboratory in Schools” published by NCERT in 2005.

Key Points

• This book represents a significant effort to provide a comprehensive guide for setting up a mathematics laboratory in schools.
• The authors, being seasoned educators and experts in their field, leverage their collective experience and knowledge to provide practical and implementable advice.
• This handbook includes valuable insights into the layout, equipment, and pedagogical techniques best suited for a mathematics laboratory.
• By providing a practical, step-by-step guide, the authors have made a substantial contribution to improving mathematics education, enabling schools to better engage students and provide hands-on learning experiences.

Hence, it can be concluded that option 3 is the correct answer.

"Useful for secondary classes only" is not a characteristic of open-ended questions in mathematics.

Key Points

• Open-ended questions can be effective at all levels of education, not just in secondary classes.
• They are designed to stimulate critical thinking, and are adaptable for students at various stages of understanding.
• These types of questions can have multiple answers, can involve trial and error processes, and are known for their ability to develop problem-solving skills.
• They provide students with the opportunity to explain their thinking and reasoning, which encourages a deeper understanding of mathematical concepts.

Hence, it can be concluded that option 1 is the correct answer.

"Next level of learning is a prerequisite for the lower level of learning for a particular domain." This statement is inaccurate in terms of Bloom’s Taxonomy for mathematics, or indeed for any subject.

Key Points

• The model posits a hierarchical structure of learning, where lower levels form the foundation upon which more complex learning is built.
• To clarify, the basic level of knowledge comprehension forms a prerequisite for application, which in turn forms a prerequisite for analysis, then synthesis, and finally evaluation.
• In other words, a student must master recall and understanding before they can apply that knowledge, and so on up the taxonomy.

Therefore, contrary to option 4, the lower levels of learning precede, not follow, the higher ones.

The correct answer is A and B.

Key Points

• Step wells are also known as bavdis.
• These are traditional systems of storage and conservation of rainwater.
• They were widely used in India as community resources.
• The wells were constructed in such a way that steps went down several steps deep into the earth, allowing people to access the water at the bottom.
• Statement A is correct as step wells were indeed used for storage and conservation of rainwater.
• They were built to collect and store rainwater during the monsoon season, which could then be used throughout the year.
• Statement B is also correct as step wells were considered community resources.
• They were built and maintained by the community and were used by everyone in the village or town.
• In some cases, step wells were even used for social gatherings and events.
• Statement C, however, is incorrect.
• While it is true that step wells had steps going down several levels, people were not allowed to draw water up from the well using pulleys.
• Instead, the water was drawn up using a system of buckets and ropes.
• People would lower the bucket into the well, fill it with water, and then use the rope to pull it back up to the surface.
• Therefore, the correct statements are A and B, making option 2 the correct answer.

The correct answer is Fern.

 Key Points

• Plants that grow without seeds are called cryptogams, and ferns are one example of such plants.
• Ferns reproduce through spores, which are released from the underside of their leaves.
• Unlike flowering plants, ferns do not produce flowers or fruits.
• Other examples of cryptogams include mosses, liverworts, and algae.
• Therefore, the correct answer is option 3 - Fern.

Additional Information

• Cryptogams is attributed to the group of flowerless and seedless plants.
• They have covert sex organs and reproduce by spores.
• The three types of cryptogams are thallophyte, bryophyte, and pteridophyte.
• Ferns and their companions are categorized as pteridophytes.
• The second-largest group of plants in India's flora are ferns and their relatives.

The correct answer is Jharkhand.

Key Points

• Santhali and Kuduk languages are spoken in the state of Jharkhand in India.
• Jharkhand is located in the eastern part of India and was formed in the year 2000.
• Santhali is the most widely spoken language in Jharkhand, followed by Hindi and Bengali.
• Kuduk is a minority language spoken by the Kuduk community in Jharkhand.
• The Constitution of India recognizes 22 languages as the official languages of the country, including Hindi, Bengali, Telugu, and Tamil.

Additional Information

The correct answer is Slash and burn agriculture.

 Key Points

• Jhum cultivation is also known as slash and burn agriculture, where land is cleared by burning the vegetation and then crops are grown on the nutrient-rich ash.
• This type of cultivation is mainly practiced by indigenous communities in tropical regions with poor soil quality.
• It is a traditional and sustainable form of farming that allows the land to regenerate over time.
• Jhum cultivation does not involve the use of chemical fertilizers or pesticides and relies on natural resources for farming.
• However, overuse of this method can lead to deforestation and soil degradation.

Additional Information

• Jhum cultivation is prevalent in countries like India, Bangladesh, Myanmar, and parts of Southeast Asia.
• The term 'Jhum' is derived from the Assamese language, where it means "shifting cultivation".
• This method of farming has been a part of the traditional livelihoods of indigenous communities for centuries and is deeply connected to their culture and way of life.
• Organic agriculture:
• An agricultural practice known as organic farming makes use of organic fertilizers such as composted manure, green manure, and bone meal.
• It emphasizes methods like companion planting and crop rotation.
• Crop rotation:
• It is the process of planting several crops in succession on the same piece of land.
• It is done in order to enhance soil health, maximize nutrient content, and reduce insect and weed load.

The correct answer is Tailorbird.

Key Points

• The riddle refers to a bird with a special beak that is used like a needle to stitch leaves and make a home.
• The name of this bird is Tailorbird, which is known for its unique sewing abilities.
• Tailorbirds belong to the family of birds called Cisticolidae and are found in Asia.
• They are small in size and have distinctive markings on their feathers.
• Tailorbirds are known for their melodious songs and are often kept as pets in some parts of the world.

Additional Information

• The beak of a Tailorbird is curved and pointed, which helps them to pierce through leaves and stitch them together.
• They use spider silk or plant fibers to stitch their nests, which are usually shaped like a pouch and hang from branches.
• Indian Robin:
• The vibrant black Indian Robin has a white patch on its wing and rusty red on the root of its cocked tail.
• Its nest is a grassy pad with roots and trash within that is covered in feather or hair.
• Sunbird:
• Sunbirds often have long, thin beaks and are vividly colored.
• Sunbirds eat nectar and insects for food.
• While some species construct open nests, others construct closed nests.
• Weaver bird:
• A little bird belonging to the Ploceidae family is the weaver bird.
• Every species builds a dome-shaped nest, sometimes with a long entrance tunnel.

The correct answer is Bats.

Key Points

• Chiropterophily is a type of pollination that is carried out by bats.
• Bats are attracted to flowers that are often white or pale in color and emit a strong odor at night.
• During pollination, bats transfer pollen from the male parts of one flower to the female parts of another flower.
• This type of pollination is important for the survival of many plant species, especially those that are found in tropical and desert regions.
• Chiropterophily is a relatively rare form of pollination compared to other methods such as entomophily (pollination by insects) and anemophily (pollination by wind).

Additional Information

• The word "chiropterophily" comes from the Greek word "Chiroptera" meaning "hand-winged" (referring to bats) and "philia" meaning "love of".
• Bats are important pollinators for many fruits such as bananas, guavas, and mangoes, as well as for plants that are used to make tequila and other alcoholic beverages.
• The act of birds pollinating flowering plants is known as ornithophily or bird pollination.
• Pollination carried out by squirrels is called pollination by agents.
• Entomophily is a type of plant pollination in which insects, especially bees, Lepidoptera (butterflies and moths), flies, and beetles, spread pollen.

The correct answer is Jamdani.

Key Points

• Jamdani is a traditional weaving technique from West Bengal that creates intricate patterns on cotton and silk fabrics.
• It is believed to have originated in Dhaka, now the capital of Bangladesh.
• It was brought to West Bengal by Mughal emperors.
• The process involves weaving the design into the fabric rather than embroidering it on top, resulting in a lightweight and breathable fabric.
• Jamdani sarees are highly prized and often worn by brides during weddings and other special occasions.

Additional Information

• Jamdani is also known as "Dhakai Jamdani" or simply "Dhakai" due to its origins in Dhaka.
• The art of Jamdani weaving was recognized by UNESCO as an Intangible Cultural Heritage of Humanity in 2013.
• Chikankari:
• An ancient form of needlework from Lucknow, India, is called chikankari.
• Chikankari uses wire or thread.
• Patola:
• A double-ikat woven sari known as a patola is often composed of silk.
• It is made in Patan, Gujarat, India.
• Pochampalli:
• Pochampalli ikat is a saree.
• It is produced in Telangana State, India, in the Bhoodan Pochampally neighborhood of Yadadri Bhuvanagiri district.

The correct answer is B and C only.

Key Points

• Statement A is wrong: A three-month-old baby elephant generally weighs less than one quintal is wrong because A three-month-old baby elephant generally weighs 200 Kg.
• Statement B is correct: Elephants do not rest very much. They sleep for only two to four hours in the day because they love to play in mud and water.
• Statement C is correct: An Elephant herd mainly has females and baby elephants. The oldest female is the leader of the herd because Elephant herds are fascinating social structures led by the matriarch, the oldest and wisest female in the group.
• Statement D is wrong: A herd may have 20 to 25 female elephants and young ones. Male elephants live in the herd until they are 8-10 because A herd may have 10-12 female elephants and baby elephants and males live in the herd till they are 14-15 years old.

Additional Information

• Elephants are the largest land animals on Earth.
• Elephants are highly social animals and live in matriarchal herds.
• Elephants communicate through a variety of vocalizations such as trumpeting, rumbling, and growling.
• Elephants are classified as endangered species due to habitat loss, human-wildlife conflict, and poaching for their ivory tusks.

The correct is Jodhpur, Jaisalmer, Bikaner, and Udaipur.

Key Points

• The correct option is option 4, which includes the cities of Jodhpur, Jaisalmer, Bikaner, and Udaipur.
• Johad is a traditional water conservation system in India, which involves building small earthen dams to collect rainwater and recharge groundwater.
• Stepwells are also traditional water conservation systems, which are wells or ponds with steps leading down to the water level, allowing for easy access to water even during droughts.
• Lakes are natural or man-made bodies of water that can also serve as a source of water conservation and management.
• Rajasthan, the state where three out of four cities mentioned in option 4 are located, is known for its arid climate and water scarcity, making traditional water conservation systems crucial for the survival of communities in the region.

The correct answer is Javelin Throw.

Key Points

• Neeraj Chopra is a champion Olympian who plays Javelin Throw.
• Javelin Throw is a track and field event where athletes throw a spear-like implement as far as possible.
• Neeraj Chopra won a gold medal in Javelin Throw at the 2018 Asian Games with a throw of 88.06 meters.
• He also won a gold medal in Javelin Throw at the 2018 Commonwealth Games with a throw of 86.47 meters.
• Neeraj Chopra is the first Indian athlete to win a gold medal in Javelin Throw at the Commonwealth Games.
• He is considered one of India's brightest prospects for a medal at the 2021 Tokyo Olympics. Therefore, the correct option is 1) Javelin Throw.

The correct answer is Meghalaya.

Key Points

• The pitcher (Nepenthes) is a carnivorous plant that traps and eats frogs, insects, and even mice.
• It is found in various countries, including India, Indonesia, Malaysia, and the Philippines.
• In India, the plant is found in the state of Meghalaya, located in the country's northeastern region.
• The plant's leaves are modified into pitcher-shaped structures that are filled with digestive fluids to dissolve and absorb the trapped prey.
• Meghalaya is known for its rich biodiversity, with numerous species of plants and animals found in the state's forests and national parks.

The correct answer is Only B and C.

Key Points

• A hemoglobin level of 12 gm/dL is within the normal range for adult men, which is usually between 12-16 gm/dL.
• Therefore, Ravi is not anemic, as his hemoglobin levels are not below the normal range.
• Haemoglobin is a protein in red blood cells that carries oxygen throughout the body.
• Anaemia occurs when a deficiency of red blood cells or hemoglobin leads to symptoms such as fatigue, weakness, and shortness of breath.
• -It is important to note that while Ravi's hemoglobin levels are normal, other factors, such as his red blood cell count or iron levels, may still affect his overall health.

The correct answer is Saina Nehwal: Badminton.

Key Points

• Saina Nehwal is a professional badminton player from India and has won several international tournaments.
• Sania Mirza is a professional tennis player from India and has also won several international tournaments.
• P.T. Usha is a former Indian track and field athlete who has won several medals at the Asian Games and the Commonwealth Games.
• K. Malleshwari is a former Indian weightlifter who won a bronze medal at the 2000 Summer Olympics in Sydney, becoming the first Indian woman to win an Olympic medal.

Additional Information

• Saina Nehwal was ranked world no. 1 in the women's singles category by the Badminton World Federation in 2015.
• P.T. Usha is also known as the "Payyoli Express" and is considered one of the greatest athletes in Indian history.

The correct answer is Argentina.

Key Points

• This is because Argentina is located on the opposite side of the Earth from India, so it is midnight in Argentina when it is mid-day in India.
• The keywords mentioned in the question are "Earth" and"Sun," which are fundamental to our understanding of astronomy and the solar system.
• Ancient astronomers first discovered that the Earth is round and revolves around the Sun, which has been confirmed through centuries of scientific observation and experimentation.
• Understanding the relationship between the Earth and the Sun is essential for predicting weather patterns, tides, and other natural phenomena.

The correct answer is Bastion.

Key Points

• Bastions are structures that protrude from the wall of a building or fortification and are typically round or semi-circular in shape.
• They were originally designed to provide defensive advantages, allowing soldiers to fire upon attackers from a higher vantage point.
• Bastions were commonly used in medieval and Renaissance-era architecture, particularly in fortresses and castles.
• In addition to their defensive function, bastions could be used for decorative purposes, adding visual interest and complexity to a building's facade.
• The term "bastion" can also be used metaphorically to refer to a person or thing that provides strong support or defense.

The thematic approach in EVS helps students develop a broader perspective and fosters critical thinking skills as they analyze and reflect upon the complex issues related to the environment.

Key Points

• The EVS (Environmental Studies) curriculum follows a thematic approach because it aims to provide students with an integrated and holistic understanding of environmental topics.
• The thematic approach focuses on exploring topics through interconnected themes, allowing students to make connections between different aspects of the environment and develop a deeper understanding of the subject matter.
• By organizing the curriculum thematically, students can explore various dimensions of environmental studies, such as ecosystems, biodiversity, pollution, sustainability, and human interactions with the environment.
• This approach encourages students to view these topics in a comprehensive manner and understand the interrelationships between them.

Thus, it is concluded that option 1 is the correct answer.

The primary objective of EVS is to develop environmental literacy and awareness among individuals, enabling them to make informed decisions and take responsible actions towards environmental conservation and sustainability.

Key Points

• Multidisciplinary: Environmental Studies draws knowledge and perspectives from various disciplines, including natural sciences, social sciences, humanities, and even applied sciences. It integrates insights from these different disciplines to provide a comprehensive understanding of environmental issues. This multidisciplinary approach allows for a more comprehensive analysis and consideration of diverse aspects related to the environment.
• Integrated: Environmental Studies seeks to integrate knowledge and concepts from different disciplines to develop a holistic understanding of environmental issues. It recognizes the interconnections and interdependencies between ecological, social, economic, and cultural factors and emphasizes the need to address environmental problems through integrated approaches.

Thus, it is concluded that the nature of Environmental Studies is indeed described as both multidisciplinary and integrated.

A portfolio is a compilation of selected and representative pieces of work that showcase a child's achievements, progress, and growth in a specific area or over a specific time period.

Key Points

• It typically includes the child's best work, demonstrating their skills, creativity, and learning outcomes.
• The purpose of a portfolio is to provide a comprehensive overview of the child's abilities, strengths, and areas for improvement.
• It serves as a reflection of the child's learning journey and can be used for assessment, evaluation, and sharing with parents, teachers, or others interested in the child's development.

Thus, it is concluded that Portfolio is a collection of the best work done by a child in a particular duration.

Key Points

• In the syllabus of EVS (Environmental Studies), the child's understanding of the world gradually extends, starting from their immediate self.
• The curriculum typically begins by focusing on the child's immediate environment, including their own self, family, and immediate surroundings.
• This allows the child to develop a strong foundation of knowledge and understanding about themselves and their immediate context.
• Once the child has developed a basic understanding of themselves and their immediate environment, the EVS syllabus then progresses to expand their knowledge to include their neighborhood, community, and gradually the broader world.

Thus, it is concluded that the syllabus of EVS gradually extends the child’s understanding of his/her world beginning from immediate self.

Key Points 

• Children are expected to acquire awareness about their immediate surroundings through lived experiences. They learn about various themes related to daily life, such as their family, neighborhood, community, and natural environment. The curriculum encourages children to explore and engage with their immediate surroundings, promoting hands-on learning experiences.
• Nurturing natural curiosity and creativity for immediate surroundings is also aligned with the goals of the EVS curriculum. It encourages children to develop a sense of wonder and curiosity about their environment, fostering their creativity and exploration.
• Developing sensitivity for natural, physical, and human resources in the immediate environments, is another key aspect of the EVS curriculum. Children are encouraged to develop an understanding of the resources present in their surroundings, both natural and human-made, and to develop a sense of responsibility and care for them.

Thus, it is concluded that A, B and C is the correct answer.

The combination of these experiences can greatly enhance an EVS learner's knowledge, skills, and environmental awareness.

Key Points

• Contextual Experience: Contextual experiences involve learning within specific contexts or situations. They help learners understand the relevance of environmental concepts, issues, and solutions in real-life settings. This can be achieved through field trips, visits to nature reserves, or engaging with local communities to gain a deeper understanding of environmental challenges.
• Contrived Experience: Contrived experiences refer to intentionally created situations or scenarios designed to facilitate learning. These experiences may involve simulations, role-playing exercises, or mock experiments that allow learners to explore environmental concepts, systems, or problems in a controlled setting. They provide a safe environment for experimentation and observation, encouraging active learning and critical thinking.
• Real-life Experience: Real-life experiences involve firsthand encounters with the natural environment, ecological systems, and environmental issues. These experiences can include activities such as nature walks, outdoor expeditions, participation in conservation projects, or engaging in environmental initiatives. Real-life experiences offer learners opportunities to directly interact with their surroundings, fostering a sense of environmental stewardship and enhancing their understanding of ecological processes.

Thus, it is concluded that A, B, and C is the correct answer.

Environmental Studies (EVS) is an interdisciplinary subject that focuses on the study of the environment and its various aspects.

Key Points

• EVS is taught from grade III to V: In the Indian education system, Environmental Studies (EVS) is introduced as a separate subject starting from grade III and continues until grade V. During these years, students are exposed to various environmental concepts, issues, and practices to develop an understanding of the natural world, ecology, conservation, and sustainable development.
• In grades I and II, the skills of EVS are embedded in the curriculum of Math and Language: In the early years of education (grades I and II), the formal subject of EVS is not explicitly taught as a separate subject. However, the skills and basic concepts related to EVS are integrated into the curriculum of other subjects, particularly Mathematics and Language. For example, students may learn about numbers and counting in the context of counting trees or animals, or they may learn about plants and animals through stories and language exercises.
• NCERT syllabus of EVS classifies the topics into themes and sub-themes along with their possible connections: The National Council of Educational Research and Training (NCERT) is responsible for developing educational resources and syllabi in India. The EVS syllabus developed by NCERT classifies the topics into different themes and sub-themes, along with their possible connections. This classification helps in organizing the curriculum in a structured manner, ensuring that related topics are grouped together.

Thus, it is concluded that A, B and C is the correct answer.

Teachers teaching EVS should aim to develop a multidisciplinary perspective in learners to understand environmental issues.

 Key Points

• This means encouraging learners to approach environmental problems from various disciplines, integrating knowledge and concepts from different subjects such as biology, geography, chemistry, physics, and social sciences.
• By considering multiple perspectives, learners can develop a more comprehensive understanding of environmental issues, analyzing them from scientific, social, economic, and cultural angles.
• This multidisciplinary approach helps learners gain a holistic understanding of the complexities of environmental problems and facilitates the development of effective and sustainable solutions.

Thus, it is concluded that multidisciplinary perspective is the correct answer.

Observation activities in EVS play a crucial role in helping learners develop a deeper understanding of the environment.

Key Points

• To enable children to seek information to extend children's learning: Observation activities in EVS encourage children to actively seek information about the environment. By observing their surroundings and asking questions, children can gather information and deepen their understanding of the natural world. This helps in extending their learning and developing a broader knowledge base.
• To enable children to nurture natural curiosity to extend children's learning: Observation activities in EVS foster children's natural curiosity and inquisitiveness. Through observing and exploring the environment, children develop a sense of wonder and a desire to learn more. Nurturing this curiosity can lead to further exploration, investigation, and discovery, thereby extending their learning experiences.

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

Continuous and Comprehensive Evaluation is an educational assessment method that focuses on providing continuous feedback and monitoring students' progress throughout their learning journey. 

Key Points

• CCE provides information about the changes in the levels of students from time to time: Continuous and Comprehensive Evaluation (CCE) is an assessment approach that focuses on gathering information about students' progress, skills, and understanding over time. It involves collecting data through various assessment methods such as tests, projects, observations, and interactive activities.
• CCE is informing children about how they can progress in their learning process: CCE aims to inform children about their progress and guide them on how they can further enhance their learning. It involves providing constructive feedback, identifying strengths and weaknesses, and suggesting strategies or interventions to support their learning journey.

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

Attitude is the most important aspect for an EVS teacher to develop among students towards environment conservation.

Key Points

• Developing a positive and responsible attitude towards the environment is crucial for promoting environmental conservation.
• An EVS teacher should strive to instill in students a sense of concern, empathy, and responsibility towards the natural world.
• This involves fostering attitudes of appreciation, stewardship, and a desire to take action for the preservation and sustainable use of resources.

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

Key Points

• Tashi should try to explain the terms "glucose," "acid," and "acidity" in the local language of the children and discuss their experiences.
• This approach helps make the concepts more relatable and understandable to the children by using language and examples they are familiar with.
• By discussing their experiences and connecting the concepts to real-life situations, Tashi can facilitate a better understanding of these terms among the children.

Thus, it is concluded that Option 3 is the correct answer.

Environmental Studies encompasses a combination experiential learning and experimental learning. These different forms of learning work together to provide a comprehensive understanding of the environment, fostering a deeper connection, and promoting active engagement with environmental issues.

Key Points

• Experiential: Experiential learning is highly relevant to Environmental Studies. It involves learning through direct experiences and interactions with the environment. This can include field trips, outdoor activities, nature walks, and hands-on projects. Experiential learning enables students to connect with nature, observe environmental phenomena firsthand, and develop a deep appreciation for the environment.
• Experimental: Experimental learning is another valuable approach in Environmental Studies. It involves conducting experiments, investigations, and research to explore environmental concepts and phenomena. This hands-on approach allows students to develop scientific inquiry skills, gather data, analyze results, and draw conclusions about the environment.

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

The EVS (Environmental Studies) curriculum should stress upon a combination of the following elements:

Key Points

• Process: The EVS curriculum should emphasize the process of learning rather than just focusing on content. This involves developing critical thinking skills, inquiry-based learning, and problem-solving abilities, and encouraging students to explore and discover knowledge about the environment.
• Application: The curriculum should place significant importance on the application of knowledge and skills acquired in real-life situations. Students should be encouraged to apply their understanding of environmental concepts to practical scenarios, such as conservation projects, environmental sustainability initiatives, and community engagement.

Thus, it is concluded that B and D is the correct answer.

Observation skill refers to the ability to carefully perceive and gather information through direct observation.

 Key Points

• In the context of the puppet show on farmers' life, students will have the opportunity to observe the various aspects of farmers' lives and activities portrayed through the puppet show. They can observe the actions, interactions, tools, practices, and emotions depicted by the puppets to gain a deeper understanding of the life and challenges faced by farmers.
• Observation skill is essential for students to develop a keen eye for detail, make accurate observations, and gather information from their surroundings.
• By observing the puppet show, students can enhance their observation skills, leading to a better understanding of the content being presented and fostering a deeper connection with the topic of farmers' lives.

Thus, it is concluded that observation skill is the correct answer.

The correct answer is 'Noun.'

Key Points

• The phrase "take charge (of something)" means to accept responsibility for something and have control over it.
• (Phrase "take charge (of something)" का अर्थ है किसी चीज़ की ज़िम्मेदारी स्वीकार करना और उस पर नियंत्रण रखना।)
• Example: She took charge of the project and ensured it was finished on time.
• A "noun" can be used as the subject of a sentence, or in another capacity as an object.
• ​In para 2, "charge" is used as a noun to show responsibility for controlling or caring for something.
• Therefore, the correct answer is Option 3.​

Additional Information

• Adverb: An adverb is a word used to modify a verb, adjective, or another adverb. An adverb usually modifies by telling how, when, where, why, under what conditions, or to what degree.
• Adjective: We use adjectives to describe nouns. Most adjectives can be used in front of a noun.
• Verb: As the heart of sentences and clauses, verbs show what the subject is doing or feeling, even if they're just existing. Verbs are also the only type of word that's absolutely necessary to make a sentence.

The correct answer is 'Adjective.'

Key Points

• The word "endangered" is an adjective which means in danger of being harmed, lost, unsuccessful, etc.
• ("Endangered" शब्द एक विशेषण है जिसका अर्थ है नुकसान होने का खतरा, खो जाना, असफल होना आदि।)
• Example: Many people believe it is right to try to protect endangered species from extinction.
• ​Adjectives are words that describe the qualities or states of being of nouns.
• In this expression, the word "endangered" is used to describe the state of the animal "Hangul."
• So, the word "endangered" is an adjective.
• Therefore, the correct answer is Option 1.​

Additional Information 

• Verb: As the heart of sentences and clauses, verbs show what the subject is doing or feeling, even if they're just existing. Verbs are also the only type of word that's absolutely necessary to make a sentence.
• Noun: A noun is a word that names something, such as a person, place, thing, or idea. In a sentence, nouns can play the role of subject, direct object, indirect object, subject complement, object complement, appositive, or modifier.
• Adverb: An adverb is a word used to modify a verb, adjective, or another adverb. An adverb usually modifies by telling how, when, where, why, under what conditions, or to what degree.

The correct answer is 'Influence.'

Key Points

• The phrase "make an impact" means to impress, influence or cause others to take notice.
• (Phrase "make an impact" का अर्थ दूसरों को प्रभावित करना, प्रभावित करना या नोटिस लेने के लिए प्रेरित करना है।)
• Example: I was pleased to make an impact.
• ​In para 2, "influence" is used as a verb to show an effect or change in how someone or something develops, behaves, or thinks.
• Therefore, the correct answer is Option 2.​

Additional Information

• Let us see the meanings of the other options:
• Credible (Adjective): able to be believed or trusted
• Lobbied (Verb): to try to persuade a politician, the government, or an official group that a particular thing should or should not happen, or that a law should be changed
• Charge (Noun): responsibility for controlling or caring for something

The correct answer is 'Protection.'

Key Points

• The word "destruction" is a noun which means the action of destroying something. (विनाश-क्रिया, विध्वंस)
• Example: The war brought death and destruction to the city.
• Protection means the act of keeping somebody/something safe so that he/she/it is not harmed or damaged. (सुरक्षा, हिफ़ाज़त)
• Example: We need your protection.
• So, the opposite of the word "destruction" is "Protection."
• Therefore, the correct answer is Option 4.​

Additional Information

• Let us see the meanings of the other words:
• Contribution: something that you give, especially money or help, or do together with other people. (धन या सहायता के रूप में अंशदान)
• Credible: that you can believe. (विश्‍वसनीय; विश्‍वास करने योग्‍य)
• Powerful: having a lot of control or influence over other people. (शक्तिशाली, प्रभावशाली, असरदार)

The correct answer is '(B) and (C) are correct, (A) is incorrect​.'

Key Points

• Let us explore the last sentence of the second paragraph:
• "Some of the world's most credible wildlife experts have taken out time to help groom the most promising among these tiger warriors in their future role at the frontline of the tiger's defense.​"
• ​This sentence suggests that the most promising of these tiger warriors have been given the attention of some of the most reputable wildlife experts in the world in preparation for their future position at the forefront of the tiger's defence.
• So, the statement (A) is incorrect.
• Let us explore the first and second sentences of the second paragraph:
• "The organization does not believe that children must wait to become adults before taking charge of their destinies. They are encouraged to make their voices heard, to write to powerful decision-makers and influence their own families and communities."
• ​These sentences suggest that the group does not think that kids should wait until they are adults to take control of their futures. They are urged to speak out, write to influential decision-makers, and have an impact on their own families and communities.
• So, the statement (B) is correct.
• Let us explore the last sentence of the first paragraph:
• "Their rationale is simple, "We cannot save the tiger without saving its forests. If we do this, we are saving India's purest water sources".​"
• ​This sentence suggests that "We cannot save the tiger without saving its forests," is their straightforward justification. We are preserving India's finest water sources if we take this action.
• So, the statement (C) is correct.
• Therefore, the correct answer is Option 1.​

Additional Information

• The meaning of the word "rationale" is the principles or reasons which explain a particular decision, course of action, belief, etc. (विशिष्‍ट निर्णय, कार्रवाई, धारणा आदि के आधारवर्ती सिद्घांत या तर्क)
• Example: What is the rationale behind these new exams?

The correct answer is 'Public rallies and film shows​.'

Key Points

• Let's have a look at the first sentence of the last paragraph:
• "Public rallies, signature campaigns, petition sheets, photo exhibitions, celebration of eco days, like World Environment Day are some activities undertaken to heighten the cause."
• From the passage, it can be concluded that activities which heighten the cause of tigers include Public rallies and film shows.
• Therefore, the correct answer is Option 2.​

The correct answer is 'school children​.'

Key Points

• Let's have a look at the first sentence of the first paragraph:
• "Kids for Tigers is an environmental educational programme for schools across India launched in 2000 which aims to bring out the vital connection between the survival of the tiger and ecological security of the Indian subcontinent.​"
• From the passage, it can be concluded that ‘Kids for Tigers’ is a programme for school children.
• Therefore, the correct answer is Option 4.​

Additional Information

• Program vs Programme:
• In American English, program is the correct spelling.
• In Australian and Canadian English, program is the more common spelling.
• In British English, programme is the preferred spelling, although program is often used in computing contexts.

The correct answer is 'be ignorant about the cause of tigers.'

Key Points

• Let us explore the first sentence of the first paragraph:
• "Kids for Tigers is an environmental educational programme for schools across India launched in 2000 which aims to bring out the vital connection between the survival of the tiger and ecological security of the Indian subcontinent."
• ​This sentence suggests that Kids for Tigers is an environmental education campaign for schools all over India that was started in 2000 with the goal of highlighting the critical link between the tiger's existence and the ecological stability of the Indian subcontinent.
• So, the option (1) is incorrect.
• Let us explore the second sentence of the first paragraph:
• "Through 'edutainment' workshops, tiger fests, nature walks, film shows and tiger information kits, Kids for Tigers seeks to increase awareness among children about India's biodiversity and sensitize them to the fact that saving tigers and their forests will also secure our water supply and help save ourselves."
• ​This sentence suggests that through 'edutainment' workshops, tiger festivals, nature hikes, film screenings and tiger information kits, Kids for Tigers aims to raise children's awareness of India's biodiversity and to instill in them the idea that protecting tigers and their forests will also protect our water supply and contribute to our own survival.
• So, the option (2) is correct.
• Let us explore the last paragraph:
• "Public rallies, signature campaigns, petition sheets, photo exhibitions, celebration of eco days, like World Environment Day are some activities undertaken to heighten the cause. The aim is to increase the reach across the country. Even though there are no tigers in Kashmir, work is being done to spread awareness about the endangered Hangul, the State animal."
• ​This sentence suggests that activities undertaken to heighten the cause include public rallies, signature drives, petition sheets, photo exhibits, and celebrations of eco days, such as World Environment Day. The objective is to expand the reach across the nation. Even though Kashmir is devoid of tigers, efforts are being made to raise awareness about the endangered Hangul, the country's official animal.
• So, the options (3) and (4) are incorrect.
• The passage states that according to the writer, Environment Day activities are not undertaken by children to be ignorant about the cause of tigers.
• Therefore, the correct answer is Option 2.​

Additional Information

• The meaning of the word "devoid" is not having a particular quality; without something. (से विहीन; से रहित)
• Example: He seems to be devoid of any feelings for his parents.

The correct answer is 'To increase awareness.'

Key Points

• The meaning of the word "heighten" is to become or to make something greater or stronger. (अधिक बड़ा या सशक्त हो जाना या बढ़ाना) 
• Example: Film-makers use slow motion to heighten the effect of significant moments.
• The meaning of the word "cause" is a socially valuable principle, awareness that is strongly supported by some people. (एक सामाजिक रूप से मूल्यवान सिद्धांत जिसका कुछ लोगों द्वारा पुरजोर समर्थन किया जाता है)
• Example: The medicine was prescribed without good cause.
• The expression ‘to heighten the cause’ means to make awareness stronger.
• Therefore, in the expression ‘to heighten the cause’, the writer intends to convey an "increase in awareness."
• Therefore, the correct answer is Option 3.​

Additional Information

• Let us see the synonym of the given words:
• Awareness: Consciousness
• Heighten: Intensify
• Scope: Range

The correct answer is 'Summary.'

Key Points

• The word "synopsis" is a noun which means a summary of a piece of writing, a play, etc. (किसी खेल, नाटक आदि का सार या संक्षेप; रूपरेखा)
• Example: How to use synopsis in a sentence?
• Summary means a short description of the main ideas or points of something but without any details. (किसी (अवतरण) का सार-संक्षेप)
• Example: I want a summary of this meeting.
• So, the word "synopsis" means "Summary."
• Therefore, the correct answer is Option 3.​

Additional Information 

• Let us see the meanings of the other words:
• Debate: a formal argument or discussion of a question at a public meeting or in Parliament. (वाद-विवाद, बहस (सार्वजनिक सभा, संसद आदि में))
• Narration: the action or process of narrating a story. (कथा वर्णन, विवरण)
• Deliberation: discussion or thinking about something in detail. (विस्‍तृत विचार-विमर्श)