CTET Paper 1 - 29th Dec 2022 (English-Hindi) (Previous Year Paper)

Motor skills refer to the ability to perform purposeful movements using the body's muscles and coordination. 

Key Points

Motor Skills involve the integration of sensory information, muscle strength, balance, and coordination to execute various physical actions. Motor skills can be categorized into two main types:

Gross Motor Skills:

• Gross motor skills involve the use of larger muscle groups and the coordination of the whole body.
• These skills are related to activities such as walking, running, jumping, climbing, throwing, kicking, and balancing.
• Gross motor skills are crucial for overall body movement and physical activities.

Fine Motor Skills:

• Fine motor skills involve the coordination and control of smaller muscles, usually in the hands, fingers, and wrists.
• These skills are related to activities such as writing, drawing, cutting with scissors, tying shoelaces, buttoning clothes, and using utensils.
• Fine motor skills enable precise and dexterous movements required for tasks that involve the manipulation of smaller objects.

Hence, We can conclude that Kicking a football toward the pole is an example of gross motor skill.

Child development refers to the progressive and sequential process through which children acquire and refine various skills, abilities, and capacities.

Key Points

• The Proximodistal principle of development is a pattern of growth and development that occurs during early childhood.
• It refers to the general sequence in which development progresses from the center or core of the body towards the extremities or outward.
• According to the Proximodistal principle, children tend to gain control and coordination over their central body parts before they develop control over their peripheral body parts.
• Gross motor skills, which involve larger muscle groups and whole-body movements, develop earlier than fine motor skills, which involve smaller muscle groups and precise movements.

Hence, We can conclude that the Development of children proceeds from the Centre to the Extremities according to the Proximodistal principle of development.

Socialization refers to the process through which individuals acquire the knowledge, values, norms, behaviors, and social skills that are necessary to function effectively in society.

Key Points

• Primary socialization specifically refers to the initial phase of socialization that occurs during early childhood, typically within the family or immediate caregiver-child relationship.
• It is considered the foundational stage of socialization and plays a fundamental role in shaping an individual's beliefs, attitudes, values, and behaviors.
• In primary socialization, the family has a significant influence on a child's socialization process.
• Family members, especially parents or caregivers, serve as the child's first models and primary sources of socialization.
• Family teaches social norms, values, language, and basic social skills.

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

The preoperational stage is the second stage in Jean Piaget's theory of cognitive development, which spans from approximately 2 to 7 years of age.

Key PointsHere are some key characteristics of the preoperational stage:

• Symbolic Representation: Children in this stage develop the ability to mentally represent objects, actions, and ideas using symbols.
• Egocentrism: Egocentrism refers to the tendency of young children to view the world from their own perspective and struggle to understand the viewpoints of others.
• Centration: Children at this stage tend to focus on only one aspect of a situation or object and ignore other relevant factors.
• Lack of Conservation: Conservation refers to the understanding that certain properties of objects (such as quantity, mass, or volume) remain the same despite changes in their appearance or arrangement.
• Irreversibility: Children in this stage have difficulty mentally reversing or undoing an action. They struggle with understanding that a transformation can be reversed to return to the original state.
• Animism: Children often attribute lifelike qualities, intentions, and emotions to inanimate objects. They may believe that objects have thoughts, feelings, and intentions similar to humans.
• Intuitive Reasoning: Preoperational children rely heavily on intuition and perceptions rather than logical reasoning. Their understanding is driven by what makes intuitive sense to them, rather than adhering to formal logic or abstract reasoning.

Hence, We can conclude that Symbolic representation should be taught to children in the age group 3-6 years.

The Concrete-operational stage is the third stage in Jean Piaget's theory of cognitive development, which describes the development of children's thinking abilities. This stage typically occurs between the ages of 7 and 11 years, although the exact timing can vary from child to child.

Key Points

Some key characteristics of the Concrete-operational stage include:

• Conservation: Children in this stage understand the concept of conservation, which is the idea that certain properties of objects remain the same despite changes in appearance.
• Reversibility: Children can mentally reverse actions and understand that processes can be undone. They can mentally trace their steps back to the starting point.
• Classification and Seriation: Children develop the ability to classify objects into different categories based on common characteristics. They can also understand the concept of seriation, which involves ordering objects along a quantitative dimension (e.g., arranging objects by size or length).
• Decentering: Children in this stage become less egocentric and can consider multiple aspects of a problem or situation simultaneously. They can take into account different perspectives and viewpoints, which leads to more flexible thinking.
• Conservation of Number, Mass, Volume, and Weight: Children acquire the ability to understand and conserve these properties. They recognize that the quantity of a substance remains the same even if it is rearranged or transformed.
• Problem-solving skills: Children become more skilled at solving concrete problems that involve real objects or situations. They can use logical thinking, such as trial and error or systematic reasoning, to reach solutions.

Hence, We can conclude that in the Concrete-operational stage can most children organize things/objects into categories.

In Jean Piaget's cognitive theory, a schema refers to a cognitive framework or mental structure that helps individuals organize and interpret incoming information from the environment.

Key Points

• Schemas in Piaget's cognitive theory are cognitive frameworks or mental structures that individuals use to organize and interpret their experiences.
• A schema can be thought of as a cognitive blueprint or a mental framework that represents a person's understanding of a particular concept, object, event, or situation.
• It is a way for individuals to organize and make sense of their experiences and the world around them.
• Schemas develop through the process of adaptation, which involves two complementary processes: assimilation and accommodation.
• Mental schemas, also known as cognitive schemas or symbolic schemas, involve more abstract and mental representations of concepts, ideas, or events.
• Mental schemas play a crucial role in later stages of cognitive development, such as the Preoperational and Concrete-operational stages.

Hence, We can conclude that Schema was used by Jean Piaget to describe cognitive mental concepts.

The Pre-conventional level is the first level in Kohlberg's theory and is typically observed in young children and some individuals in adolescence. This level is characterized by a focus on self-interest and obedience to avoid punishment or gain rewards.

Key Points

Within the Pre-conventional level, there are two stages:

Stage 1: Obedience and Punishment Orientation -

• At this stage, individuals make moral judgments based on avoiding punishment.
• They see rules as fixed and absolute and follow them to prevent negative consequences.

Stage 2: Individualism and Exchange -

• Individuals view morality as a means of personal gain and operate according to the principle of reciprocity.
• Moral judgments are based on what is personally beneficial and fair in terms of an exchange of favors.
• They believe in fairness in the sense of "you scratch my back, and I'll scratch yours."

Therefore, if Rajini judges her friend's actions based on a "tit for tat" mentality, seeking fairness and expecting reciprocal behavior, she is demonstrating the characteristics of a Pre-conventional level of moral development according to Lawrence Kohlberg.

Scaffolding is the support given during the learning process which is tailored to the needs of the student to help the student achieve his/her learning goals.

Key Points

• Scaffolding is a teaching strategy that was first proposed by psychologist Jerome Bruner, and it's based on Vygotsky's concept of the Zone of Proximal Development (ZPD).
• Scaffolding is a teaching method that involves providing support to students as they learn new concepts, gradually reducing the support as the student becomes more competent.
• Presenting a half-solved problem can help students understand the process and steps involved in solving the problem, and then they can apply these steps to solve the remaining part of the problem on their own.
• This method can help students develop problem-solving skills and confidence.

Hence, We can conclude that When students face difficulty in solving a given problem, a teacher should scaffold students by presenting half-solved questions to them.

Lev Vygotsky, a Soviet psychologist, is best known for his sociocultural theory of cognitive development.

Key Points

• Vygotsky proposed that learning and development are a shared process that occurs between an individual and the social and cultural context they are in.
• Vygotsky emphasized the role of cultural tools, such as language and symbols, in cognitive development.
• These tools are used to communicate and learn from others in the social environment.

Hence, We can conclude that the correct match is Lev Vygotsky with the Cultural tools.

Additional Information

• Howard Gardner is known for his theory of multiple intelligences. The 'g' factor, or general intelligence, is a concept proposed by Charles Spearman, not Gardner.
• Jean Piaget is known for his theory of cognitive development. The concept of scaffolding was proposed by Jerome Bruner, building on Vygotsky's work.
• Lawrence Kohlberg is known for his stages of moral development. Emotional maturity is not a concept specifically associated with Kohlberg's work.

John Dewey proposed the concept of 'Progressive Education' which emphasizes that learning takes place only through a 'hands-on' approach so the students must interact with their environment to adapt and learn.

Key Points

• A progressive classroom is a part of progressive education that believes in the capability and potential of every child.
• Progressive education emphasizes enhancing the skills and understanding of the learners by engaging with the contents and experiences.
• In a progressive classroom, learners play an active part in their learning as in a progressive classroom ample opportunities are provided to learners for the construction of knowledge.
• It emphasizes enhancing the skills and understanding of the learners by engaging with the contents and experiences.
• It promotes 'learning by doing' to make children self-reliant and productive to use their knowledge and talents effectively.
• A progressive classroom ensures the active participation of students by working in a group and applying practical knowledge to complete an activity.

Hence, We can conclude that a progressive classroom promotes the urge for knowledge construction.

According to Howard Gardner, intelligence is not a single, static IQ score, but rather a dynamic collection of skills and abilities that an individual can have in varying degrees.

Key Points

Here are the eight types of intelligence that Gardner initially identified:

• Linguistic intelligence: This involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.
• Logical-mathematical intelligence: This consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.
• Musical intelligence: This involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.
• Bodily-kinesthetic intelligence: This entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.
• Spatial intelligence: This involves the potential to recognize and use the patterns of wide space and more confined areas.
• Interpersonal intelligence: This is concerned with the capacity to understand the intentions, motivations, and desires of other people. It allows people to work effectively with others.
• Intrapersonal intelligence: This entails the capacity to understand oneself, and to appreciate one's feelings, fears, and motivations.
• Naturalist intelligence: This involves the ability to recognize, categorize and draw upon certain features of the environment.

Hence, We can Madhulika is good at dancing and performing yoga. According to Howard Gardner, she has high levels of Bodily-kinesthetic intelligence.

Gender bias refers to the tendency to prefer one gender over another. 

Key Points

• Gender Bias is a form of discrimination and it involves treating individuals differently in their daily life or work, based solely on their gender.
• This bias can be conscious or unconscious, and it can have significant impacts on social interactions, job opportunities, and educational experiences.
• In the context of a classroom, gender bias can manifest in various ways. It could be in the form of differential treatment, where teachers unconsciously favor one gender over another in terms of participation, attention, and expectations.
• It could also be reflected in the curriculum or instructional materials that might stereotype or exclude certain genders.
• In the scenario, the teacher is giving more opportunities to boys to ask their doubts and questions. This represents a form of gender bias, as the teacher is favoring boys over girls in classroom participation.

Hence, We can conclude that during a question-answer session, a teacher is giving more opportunities to boys for asking their doubts and questions. This directly represents Gender Bias.

Individual differences refer to the distinct variations among people in terms of their behavior, cognition, personality, or physical makeup. 

Key Points

• Heredity refers to the genetic traits passed down from parents to their offspring.
• These genetic factors can influence a variety of characteristics, including cognitive abilities, personality traits, and learning styles.
• For example, some individuals might naturally have a faster processing speed or a greater working memory capacity, which could allow them to learn new information more quickly.
• Environment includes all the external factors that an individual is exposed to, from their physical surroundings to their cultural and social experiences. Environmental factors can greatly influence the learning pace.
• For instance, a supportive and stimulating learning environment can enhance learning, while a stressful or distracting environment can hinder it.
• Individual differences in learning pace can be attributed to both heredity and environment.

Therefore, it's a combination of both heredity and environment that determines an individual's learning pace.

Assessment in education is the process of gathering, interpreting, recording, and using information about students' responses to an educational task. 

Key Points

• Assessment for learning, also known as formative assessment, is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.
• It's not just about the teacher assessing the student; it also involves students assessing their own learning.
• This can help students understand their own learning goals and progress, develop self-regulation skills, and become more engaged and motivated learners.
• Assessment should not be done only through standardized tests. Other forms of assessment, such as formative assessments, performance assessments, and authentic assessments, can provide a more comprehensive and nuanced understanding of student learning.
• Formative assessment does not occur only at the end of instruction. Instead, it is an ongoing process that takes place throughout the instruction.
• Criteria-referenced tests do not use 'norms' as the typical level for performance comparison. Instead, they compare a student's performance against a specific set of criteria or learning standards.

Hence, We can conclude that the ‘Assessment for learning involves self-assessment by students also' is correct in the context of Assessment.

Critical thinking is characterized by a questioning attitude, open-mindedness, and a willingness to challenge assumptions and consider alternative perspectives.

Key Points

• In order to promote critical thinking among students, a teacher should present open-ended questions requiring divergent thinking.
• Open-ended questions encourage students to think deeply, analyze information, and consider multiple perspectives.
• These types of questions do not have a single "right" answer and allow for a range of responses and interpretations.
• By asking open-ended questions, teachers can promote divergent thinking, which is the ability to generate multiple solutions or ideas in response to a problem or question.
• Problems from real-life contexts can be useful in promoting critical thinking, but they should be presented in a way that encourages divergent thinking rather than convergent thinking.

​Hence, We can conclude that in order to assess critical thinking among students, Open-ended questions requiring divergent thinking should be chosen by a teacher.

Inclusive education is a type of education that values and respects the diversity of all students, regardless of their background, abilities, or learning styles.

Key PointsInclusive education requires teachers and schools to be flexible and adaptable in their teaching methods, and to provide all students with the support they need to succeed.

Standardized curriculum, promotion of stereotypes, and inaccessible infrastructure are all barriers to inclusive education.

• Standardized curriculum can be a barrier because it often does not meet the needs of all students.
• Promotion of stereotypes can be a barrier because it can lead to students feeling excluded or marginalized.
• Inaccessible infrastructure can be a barrier because it can make it difficult for students with disabilities to participate in school activities.

Hence, Inclusive education is important because it allows all students to reach their full potential. It requires consideration of diversity.

Key Points 

Assertion (A) is true, 

• To address the needs of students from disadvantaged groups, a teacher should know about their socio-cultural context.
• This is because students from disadvantaged groups may face different challenges in the classroom than students from more advantaged groups.
• For example, students from low-income families may not have access to the same resources as students from high-income families, and students from minority groups may face discrimination. By understanding the socio-cultural context of their students, teachers can better support them and help them to succeed.

Reason (R) is false, 

• As curriculum should not be designed keeping the "average" student in mind.
• This is because there is no such thing as an "average" student. Every student is unique and has their own strengths and weaknesses.
• Curriculum should be designed to meet the needs of all students, regardless of their background or ability level.

Hence, it can be concluded that assertion (A) is true, but reason (R) is false.

Dyslexia is a specific learning disability that affects a person's ability to read, write, and spell. It is not a sensory, behavioral, or motor disability.

Key Points

• Specific learning disabilities are neurological disorders that affect a person's ability to learn in one or more specific areas, such as reading, writing, or math.
• These disorders are not caused by intellectual disability, vision or hearing problems, or environmental factors.
• Dyslexia is the most common specific learning disability. It is estimated that 1 in 5 people has dyslexia.
• Dyslexia is not a disease or a condition that can be cured. However, there are effective treatments that can help people with dyslexia learn to read, write, and spell.

Hence, it can be concluded that Dyslexia is a specific learning disability.

Impaired communication is a common characteristic of autism spectrum disorder (ASD).

Key Points People with ASD may have difficulty communicating with others in a number of ways, including:

• Expressing themselves: People with ASD may have difficulty expressing their thoughts and feelings. They may use simple language, or they may have difficulty finding the words they need to say what they want to say.
• Understanding others: People with ASD may have difficulty understanding what others are saying. They may miss social cues, or they may misinterpret what others are saying.
• Initiating communication: People with ASD may have difficulty initiating conversations. They may be shy or withdrawn, or they may not know how to start a conversation.
• Responding to communication: People with ASD may have difficulty responding to communication. They may not answer questions, or they may take a long time to respond.

Hence, it can be concluded that Impaired communication is a typical characteristic of Autism disorder.

Key PointsWhen teachers give tasks of graded difficulty, they are able to meet the needs of all learners in the class. This means that some learners will be challenged, while others will be able to succeed. Here are some examples of how teachers can give tasks of graded difficulty: 

• Differentiate the content: Teachers can differentiate the content of a lesson by providing different levels of difficulty for different learners. For example, some learners may be able to complete a more challenging task, while others may need a simpler task.
• Differentiate the process: Teachers can differentiate the process of a lesson by providing different ways for learners to complete a task. For example, some learners may prefer to work independently, while others may prefer to work in groups.
• Differentiate the product: Teachers can differentiate the product of a lesson by providing different ways for learners to demonstrate their learning. For example, some learners may prefer to write a paper, while others may prefer to create a presentation.

Additional Information

• Giving standardized instructions does not take into account the different learning styles of students. Some students learn best by listening, while others learn best by seeing or doing.
• Attending only to the needs of common learners means that students with different abilities will not be getting the support they need. This can lead to students falling behind or feeling frustrated.
• Ignoring learners with different needs is not fair to those students and can lead to them falling behind. It is important to provide all students with the support they need to succeed.

Hence, it can be concluded that the needs of learners of different abilities in a class can be catered by giving tasks of graded difficulty.

Learning is more meaningful when content is presented in an organized manner. This means that the content should be presented in a way that makes sense to the learner.

Key Points

The content should be broken down into smaller chunks, and each chunk should be explained in a clear and concise way. The content should also be related to the learner's prior knowledge and experiences. When content is presented in an organized manner, it is easier for the learner to understand and remember.

Additional Information

• Decontextualized content is content that is presented without any context. This can make it difficult for the learner to understand the meaning of the content.
• Irrelevant content is content that is not related to the learner's interests or needs. This can make it difficult for the learner to stay motivated and engaged in the learning process.
• Very abstract content is content that is difficult to understand because it is not concrete or specific. This can make it difficult for the learner to grasp the meaning of the content.

Hence, it can be concluded that Learning is more meaningful when content is presented in organized manner.

The teacher should explore student’s reasoning behind those misconceptions. This will help her to understand where the misconceptions are coming from and how to address them effectively.

Key Points By exploring students' reasoning, the teacher can gain insights into their thought processes, identify the specific misconceptions they hold, and understand why they may have developed those misconceptions. Here are some specific steps that the teacher can take:

• Ask students to share their understanding of the concept: This can be done in a whole-class discussion, in small groups, or through individual interviews.
• Listen carefully to students' explanations: Pay attention to the specific reasons why they believe what they do.
• Identify the misconceptions: Once teacher have a good understanding of students' reasoning, they can begin to identify the specific misconceptions that they hold.
• Address the misconceptions: There are a number of ways to address misconceptions. Teachers can provide students with additional information, correct their misconceptions directly, or help them to develop their own understanding of the concept.

Additional InformationBy exploring the reasons behind students' misconceptions, teachers can help them to develop a more accurate and complete understanding of the concept.

• Rejecting misconceptions straightaway can make students feel defensive and less likely to share their ideas in the future.
• Instructing students to rote memorize correct information does not address the underlying reasons for the misconceptions.
• Eliminating misconceptions using negative reinforcement can be counterproductive and can lead to students feeling anxious and stressed.

Hence, it can be concluded that the teacher should response to the above situation by exploring student’s reasoning behind those misconceptions

When teaching a concept to students, it is important to consider their readiness to learn, their socio-cultural context, and their preferred learning styles.

Key Points

• Readiness to learn among students: Understanding the readiness of students to learn a particular concept is important. Adapting the instruction to match the students' readiness level ensures that they can effectively engage with and build upon their existing knowledge.
• Socio-cultural context of students: Recognizing the socio-cultural context of students is crucial for effective teaching. Students bring their unique cultural backgrounds, experiences, and perspectives to the learning environment.
• Preferred learning styles of students: Considering students' preferred learning styles can help tailor instruction to meet their individual needs and preferences.

Therefore, all of the mentioned considerations should be taken into account while teaching a concept to students.

Ramesh provides opportunities to children to build new knowledge and understanding through explorations, experiments and various practical activities while teaching science subjects. He wants to promote scientific reasoning and logical thinking.

Key Points

• Scientific reasoning is the process of using evidence to draw conclusions and make decisions. It involves asking questions, gathering information, and evaluating the evidence to form a conclusion.
• Logical thinking is the ability to think clearly and rationally. It involves using facts and evidence to form conclusions and make decisions.

Ramesh wants to promote scientific reasoning and logical thinking because he believes that these are essential skills for children to develop. He believes that children need to be able to think critically and solve problems in order to be successful in life.

Additional Information 

• Rote memorization is the process of learning something by repeating it over and over again. It is not an effective way of learning because it does not involve understanding the material.
• Passive imitation is the process of copying someone else's actions or behavior without understanding why they are doing it. It is not an effective way of learning because it does not involve critical thinking or problem solving.

Hence, it can be concluded that Ramesh wants to promote scientific reasoning and logical thinking.

A lecture is a one-way communication method in which the teacher talks to the students and the students listen.

Key Points 

• Lecture method of teaching does not allow students to participate actively in the learning process. Students are not able to ask questions, share their ideas, or work collaboratively with other students.
• In enquiry, students are given a problem to solve and they work independently or in groups to find the solution.
• In discussions, students share their ideas and opinions on a topic.
• In discovery, students learn by doing. They are given hands-on activities to help them understand the material.
• Active learning methods are more effective than lecture methods because they allow students to be more engaged in the learning process. Students are more likely to remember and understand the material when they are actively involved in the learning process.

Hence, it can be concluded that Lecture method adopted by teacher underestimates active role of students in learning process

Intrinsic motivation refers to the internal desire or enjoyment that drives individuals to engage in an activity for its inherent satisfaction. 

Key Points

• Assertion (A) is true because intrinsic motivation is the drive to do something because it is interesting, challenging, or enjoyable. It is the opposite of extrinsic motivation, which is the drive to do something because of external rewards or punishments.
• Reason (R) is false because teachers should promote intrinsic motivation instead of extrinsic motivation. Intrinsic motivation is more effective because it leads to more learning, creativity, and problem-solving. Extrinsic motivation can lead to cheating, shortcuts, and a lack of interest in learning.

Additional InformationThere are a number of ways that teachers can promote intrinsic motivation in their students.

• They can provide students with choices and opportunities for autonomy
• They can create a learning environment that is challenging and stimulating
• They can provide positive feedback that focuses on the student's effort and progress.

Hence, it can be concluded that Intrisic motivation motivates a child to act voluntarily for his own inner pleasure. Therefore, The teacher should promote intrinsic motivation among students.

Functional fixedness is a mental block that prevents people from seeing new uses for familiar objects. 

Key Points

• Functional fixedness is a cognitive bias that limits problem-solving by restricting the individual's perception of an object or concept to its typical or traditional function.
• It can be a barrier to effective problem-solving because it limits the number of possible solutions that people can consider.
• For example, if you are trying to open a jar of pickles and you don't have a jar opener, you might be tempted to use a butter knife. However, if you are suffering from functional fixedness, you might not think of using the butter knife as a makeshift jar opener.

Additional Information 

• Divergent thinking, focused attention, and analogical thinking are all important skills for effective problem-solving. However, functional fixedness can be a major barrier to finding solutions to problems.
• By overcoming functional fixedness, people can increase their chances of finding creative and effective solutions to problems.

Hence, it can be concluded that Effective problem-solving requires elimination of functional fixedness.

Learned helplessness is a condition in which a person believes that they are unable to control their own outcomes.

Key PointsLearned helplessness can lead to a number of negative consequences, including:

• Depression
• Anxiety
• Low self-esteem
• Avoidance of challenges
• A sense of hopelessness

In the above scenario, the student believes that they are unable to control their own outcomes because they believe that their ability is fixed and not impacted by efforts. This belief can lead to the student experiencing a number of negative consequences, such as depression, anxiety, low self-esteem, avoidance of challenges, and a sense of hopelessness.

Additional Information 

• Brain plasticity is the ability of the brain to change and adapt. This can happen in response to learning, experience, and injury.
• High self-esteem is a person's positive evaluation of themselves.
• Sense of belonging is the feeling of being accepted and valued by others.

While brain plasticity, high self-esteem, and sense of belonging can all be helpful in overcoming learned helplessness, they are not the direct cause of learned helplessness.

Concepts should be presented in a way which activates their previous knowledge and schemas. This means connecting the new information to what the students already know. 

Key Points

 When introducing new concepts, it is beneficial to connect the new information to what students already know. By activating their prior knowledge and schemas, students can make meaningful connections, build upon existing understanding, and integrate the new information into their mental frameworks. Concepts in a way that activates students' previous knowledge and schemas:

• Start by asking students what they already know about the topic. This will help you to assess their prior knowledge and to tailor your presentation accordingly.
• Use analogies and metaphors to help students to understand new concepts.
• Provide examples and illustrations to help students to visualize new concepts.
• Encourage students to ask questions and to participate in discussions.
• Provide opportunities for students to practice what they have learned.

Hence, it can be concluded that Concepts should be presented in a way which activates their previous knowledge and schemas.

Declarative knowledge is a type of knowledge that refers to facts or information that can be stated in words. It is the opposite of procedural knowledge, which refers to knowledge of how to do something.

Key Points 

• Declarative knowledge is mainly about knowing ‘what’ and ‘which’ aspects of knowledge. It is about knowing facts and concepts. For example, knowing that the capital of France is Paris is a declarative knowledge.
• It explains understanding about use of strategies. Procedural knowledge is about knowing how to do something. For example, knowing how to ride a bike is a procedural knowledge.
• Declarative knowledge is also important for learning new things. When you learn something new, you are essentially adding new declarative knowledge to your memory. This new knowledge can then be used to help you to solve problems and to make decisions.

Hence, it can be concluded that Declarative knowledge is mainly about knowing ‘what’ and ‘which’ aspects of knowledge.

Calculations:

Total Books in library = 5690

According  to the Question 

425 books were issued to students 

5690 - 425 = 5265

273 new books were deposited in the library 

5265 +  273 = 5538 books 

Hence, The Correct Option is 3.

Calculation:

Total number of \(\frac{1}{12}\) are there in \(\frac{1}{3}\) = \(\frac{1}{3}\) ÷ \(\frac{1}{12}\)

⇒ \(\frac{1}{3}\) ÷ \(\frac{1}{12}\) 

⇒ 4

∴ The required answer will be 4.

Calculations:

Following choices are: 46, 51, 60, 42 

1) 46 - The sum of digits is 10, not 6, so it can't be this.

2) 51 - The tens digit isn't double the ones digit, so it can't be this.

3) 60 - This exceeds the upper limit of less than 6 tens, so it can't be this.

4) 42 - This fits all conditions: it's more than half of 80, between 40 and 60, the sum of digits (4+2) is 6, and the tens digit is double the ones digit (4 is double of 2).

Hence, The Correct answer is 42.

Calculations:

The factors of 96 are: 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, and 96. 

Sum of the Factors is:

1 + 2 + 3 + 4 + 6 + 8 + 12 + 16 + 24 + 32 + 48 + 96 = 252

Hence, The Correct option is 3.

According to the options:

1. 5.9853 × 10³ = 5985.3

2. 6.595 × 10⁴ = 65950

3. 3.43 × 10⁵ = 343000

4. 7.004 × 10³ = 7004

∴ The smallest number among these four is 5.9853 × 10³.

Calculations:

176 ÷ 3 = 58 remainder 2

The remainder is 2.

We need to find which of the following divisions will give a remainder greater than 2.

1. 173 ÷ 5 gives the remainder of 3

2. 174 ÷ 4 gives the remainder of 2

3. 175 ÷ 3 gives the remainder of  1

4. 176 ÷ 2 gives the remainder of 0

From these calculations, only 173 ÷ 5 gives a remainder of 3, greater than the remainder when 176 is divided by 3. 

Hence, the correct answer is option 1.

Calculations:

A rectangle looks exactly the same when rotated by 180 degrees around its center.

This is because the rectangle has two axes of symmetry, both passing through the center: one along the length and the other along the width. 

Hence, The Correct option is 3.

Calculation:

A rhombus has 2 lines of symmetry which cut it into two identical parts.

Both the lines of symmetry in a rhombus are from its diagonals. So, it can be said the rhombus lines of symmetry are both diagonals.

Hence, The Correct option 2.

Concept use:

Acute Angle: An acute angle is one that is less than 90 degrees

Obtuse Angle: An obtuse angle is greater than 90 degrees and less than 180 degrees.

Right Angle: A right angle is always equal to 90 degrees.

Calculation:

Medha measures three angles as 108º, 75º, and 90º in her notebook. 

 if she categorizes these angles then 108° is an Obtuse angle, 75° is an Acute Angle and 90° is a Right Angle.

Hence, The Correct option is 1.

Concept use:

The perimeter of Square = 4a, where a is the side of the square

Area of Square = a², where a is the side of the square 

Calculations:

Now, perimeter of square = perimeter of rectangle

So perimeter of square = 20 cm

Since a square has all sides equal, each side of the square =  20 cm / 4 = 5 cm.

The area of a square= a², where a is the side of the square 

the area of the square will be 5 cm ×  5 cm = 25 cm²

Hence, the correct answer is option 2.

Calculations:

We need to calculate the time difference between the departure and arrival times for each train. The time durations are calculated in 24-hour format.

Train 1:

Departure from Patna at 17:42 and arrival at Kolkata at 3:32 (the next day)

Time taken by Train 1 = (24:00 - 17:42) + 3:32 = 6:18 (previous day) + 3:32 (next day) = 9 hours and 50 minutes.

Train 2:

Departure from Patna at 20:45 and arrival at Kolkata at 5:15 (the next day)

Time taken by Train 2 = (24:00 - 20:45) + 5:15 = 3:15 (previous day) + 5:15 (next day) = 8 hours and 30 minutes.

Train 3:

Departure from Patna at 21:10 and arrival at Kolkata at 6:55 (the next day)

Time taken by Train 3 = (24:00 - 21:10) + 6:55 = 2:50 (previous day) + 6:55 (next day) = 9 hours and 45 minutes.

Hence, Train 2 takes a minimum time of 8 hours and 30 minutes to reach Kolkata from Patna.

Concept use:

1 meter = 100 centimeters

1 kilometer = 1000 meters

Calculations:

800 cm = 800/100 m = 8 m

80 m = 80 m 

8 km = 8 × 1000 m = 8000 m

⇒ 8 m + 80 m + 8000 m = 8088 m

So, 800 cm + 80 m + 8 km equals 8088 m.

Hence, The Correct Option is 4.

Calculations:

 1 L = 1000 mL ⇒  263 L = 263000 mL. 

Hence, the total amount of oil is 263000 mL + 520 mL = 263520 mL. 

If this is distributed evenly into 45 containers, each container will contain 263520 mL / 45 = 5856 mL of oil. 

So, if we want to find out how much oil is in 25 such containers, we multiply the amount in one container by 25:

5856 mL × 25 = 146400 mL

Hence, 25 such containers would contain 146400 mL or 146.4 L of oil.

Calculation:

1) Cardamom’s price (per kg) is five times of cumin’s price (per kg).

⇒ 950 (Cardamom price) is 5 ×  190 (Cumin price), so this statement is correct.

2) Coriander’s price (per kg) is almost half of clove’s price (per kg).

 ⇒  270 (Coriander price) is almost half of 550 (Clove's price), so this statement is correct.

3) Clove’s price (per kg) is exact three times of cumin’s price (per kg).

⇒  550 (Clove's price) is not three times 190 (Cumin's price).

Three times 190 is 570. So, this statement is incorrect.

4) Clove’s price (per kg) is only ` 70 costlier than price of black pepper ( per kg).

⇒  550 (Clove's price) is indeed 70 more than 480 (Black pepper's price), so this statement is correct.

Hence, The Correct option is 3.

Calculation:

The pattern shows that when 1, 11, and 111 are squared, the number of digits in the result is 1, 3, and 5, respectively.

Therefore, the number of digits in the square of a number composed of n '1's is 2n - 1.

Given 11111 (where n = 5), when we square it, the number of digits in the result should be 2 × 5 - 1 = 9.

Hence, 11111 × 11111 should have 9 digits.

Heuristics, in the context of problem-solving, are strategies or rules of thumb that individuals use to approach and solve problems.

Key Points

• They are often based on past experiences and can be effective in guiding problem-solving processes.
• While heuristics may not guarantee a correct solution in every instance, they can still be valuable tools for tackling complex and novel problems.
• In a mathematics classroom, heuristics can play a crucial role in helping students navigate challenging mathematical concepts and solve complex problems.
• By using heuristics, students can develop problem-solving skills, think critically, and become more resourceful when faced with unfamiliar or intricate mathematical situations.
• When faced with complex novel problems, heuristics can provide a starting point or a framework for students to explore and analyze the problem.
• They can serve as a guide for breaking down the problem into smaller, more manageable parts or for identifying patterns and connections within the problem.
• Heuristics can also help students make educated guesses, test hypotheses, and iterate through potential solutions, which can be especially valuable when dealing with complex problems that may not have a straightforward solution path.

Hence, it can be concluded that the least appropriate use of heuristics in a mathematics classroom cannot be used in complex novel problems.

By bringing a model of a city made of geometric shapes to the classroom, the teacher intends to help students see the connections between mathematical concepts and their applications in different disciplines and everyday situations.

Key Points

• This activity allows students to relate geometry to real-life scenarios, such as urban planning, architecture, and design.
• By exploring the model, students can identify and analyze various geometric shapes present in the city model, such as squares, rectangles, circles, and triangles.
• Through this hands-on experience, they can understand how these shapes are utilized in creating buildings, roads, parks, and other urban elements.
• Linking mathematical concepts to other disciplines and daily life situations helps students see the practical relevance of geometry and how it is employed in various fields.
• It broadens their understanding of mathematics beyond the classroom and encourages them to apply mathematical thinking and problem-solving skills in real-world contexts.

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

The National Curriculum Framework, 2005 emphasizes the development of mathematical thinking and reasoning skills in students.

Key Points

• It aims to go beyond rote learning and focus on nurturing the ability to think critically, solve problems, and apply mathematical concepts to real-life situations.
• Mathematisation refers to the process of integrating mathematical thinking into various aspects of a child's thought processes.
• It involves helping students develop a mathematical perspective and approach to analyzing and solving problems, not just in mathematics but also in other domains.
• By fostering mathematisation, the curriculum aims to enable students to view the world through a mathematical lens, making connections between mathematical concepts and their applications in different contexts.
• This goal emphasizes the development of mathematical literacy and the ability to use mathematics as a tool for understanding and reasoning.

Hence, it can be concluded that the main goal of mathematics education according to the National Curriculum Framework, 2005 is the mathematisation of a child’s thought processes.

This task promotes critical thinking by challenging students to analyze the problem, consider multiple solutions, and apply their knowledge of mathematical concepts to arrive at the correct answers.

Key Points

• It encourages them to think creatively, make connections, and explore different strategies to find all possible solutions.
• Draw all possible rectangles with an area of 18 cm² - requires students to engage in critical thinking by exploring different possibilities and applying their understanding of rectangles and their properties.
• By asking students to draw all possible rectangles with a specific area, they need to consider various combinations of length and width that can result in an area of 18 cm².
• To solve this problem, students will need to think critically about the factors of 18 and how they can be arranged to form different rectangles.
• They will need to consider both whole number dimensions (such as 6 cm x 3 cm) and fractional dimensions (such as 9 cm x 2 cm).

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

Children may find it challenging to interpret and understand the specific terms and phrases used in word problems.

Key Points

• The language used in mathematics can be abstract and different from the language they encounter in their daily lives.
• This discrepancy between mathematical language and everyday language can create a barrier for young learners when attempting to comprehend and solve word problems.
• When primary-grade learners are presented with a word problem, they express a need for the specific operation to be indicated before they can solve it.
• This indicates a struggle with understanding the mathematical language used in the problems.
• Mathematical language often consists of specialized vocabulary, symbols, and terminology that may not be part of children's everyday language.

Hence it can be concluded that Children find mathematical language to be too technical and not reinforced though their everyday language is the correct answer.

This error indicates a misunderstanding or misapplication of the rule for subtracting numbers.

Key Points

• In subtraction, the general rule is to subtract the digit in the corresponding place value of the subtrahend (the number being subtracted) from the digit in the minuend (the number from which the subtraction is being done).
• The student mistakenly applied the rule of subtracting the smaller digit from the larger digit, which is incorrect in this context.
• The misconception of subtracting the smaller digit from the larger digit might stem from a lack of understanding of place value and the concept of borrowing or regrouping when necessary.
• This suggests that the student may need further instruction and practice to reinforce the correct procedure and conceptual understanding of subtraction.
• It's important for the teacher to identify and address any misconceptions early on and provide targeted support to help the student develop a solid foundation in subtraction.

Hence, it can be concluded that the most appropriate for the given situation is that The child has incorrectly used the rule of subtracting the smaller digit from the bigger digit.

The statements made by the child, such as "I have 3 pencils," "I have 5 coloured pens," and "I have 1 sister," indicate the quantity or count of items.

Key Points

• Cardinal numbers are used to represent the quantity or number of objects in a set. They are the numbers used for counting and answering the question "How many?"
• In this case, the child is expressing the number of pencils, coloured pens, and sisters they have, which aligns with the concept of cardinal numbers.
• Cardinal numbers are used to denote quantities and are essential in understanding and representing numerical values.
• By using cardinal numbers, the child is indicating a numerical value or quantity associated with each item they possess.
• They are not referring to the order or position of the items (ordinal numbers) or assigning labels or categories (nominal numbers). Instead, they are directly stating the count or quantity of each item.

Hence, it can be concluded that the child is referring to cardinal numbers.

By following the sequence of collecting, sorting, organizing, and representing, data analysts can systematically analyze the data and derive meaningful insights.

Key Points

• Collecting: The first step in data analysis is to collect the relevant data. This involves gathering information from various sources, such as surveys, experiments, observations, or existing datasets.
• Sorting: Once the data is collected, the next step is to sort it. Sorting involves arranging the data in a systematic and structured manner. It may involve organizing the data based on specific variables or categories.
• Organizing: After sorting the data, the next step is to organize it. Organizing the data involves structuring it in a way that facilitates analysis and understanding.
• Representing: Once the data is collected, sorted, and organized, the final step is to represent it visually or through other means.

Hence, it can be concluded that option 3, "Collecting, sorting, organizing, and representing," accurately captures the logical sequence to be followed in data analysis, ensuring a systematic approach to make sense of the collected data and derive valuable conclusions.

Presents concepts in an interactive and contextual manner" and " Includes more solved examples and activity-based assessment," are the most important features of a good mathematics textbook for primary classes.

Key Points

• Presenting concepts in an interactive and contextual manner is essential for a good mathematics textbook for primary classes.
• Young learners benefit greatly from hands-on, engaging learning experiences that relate to their everyday lives.
• Interactive learning encourages active participation, critical thinking, and problem-solving skills development.
• Including a sufficient number of solved examples in the textbook is crucial for students to understand the problem-solving process and develop their skills.
• Solved examples provide step-by-step explanations, guiding students through problem-solving techniques.
• They help students grasp the underlying concepts and build confidence in their abilities to solve similar problems independently.
• Activity-based assessment complements the learning process by providing opportunities for students to apply their knowledge and skills in practical situations.

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

The NEP 2020 emphasizes the importance of foundational literacy and numeracy as the critical building blocks for learning.

Key Points

• It recognizes that without a strong foundation in reading, writing, and basic numeracy skills, students may struggle to comprehend and engage with more complex concepts across different subject areas.
• Foundational literacy refers to the ability to read, write, and comprehend written text effectively. It includes developing phonemic awareness, vocabulary, fluency, and comprehension skills.
• Numeracy, on the other hand, encompasses basic numerical skills such as counting, number recognition, understanding quantities, and basic operations.
• The NEP 2020 highlights the need for early intervention and dedicated efforts to ensure that all students, particularly those in the early years of schooling, acquire strong foundational literacy and numeracy skills.
• It recognizes that these skills are essential for lifelong learning, critical thinking, and overall cognitive development.

Hence, it can be concluded that According to the National Education Policy (NEP) 2020, Foundational literacy and numeracy is an urgent and necessary prerequisite to learning.

Open-ended questions encourage students to think critically, analyze problems from different perspectives, and come up with their own solutions.

Key Points

• These types of questions do not have a single correct answer and allow for multiple approaches and interpretations.
• By engaging with open-ended questions, students are encouraged to explore mathematical concepts, apply problem-solving strategies, and develop their reasoning and logical thinking abilities.
• Open-ended questions promote higher-order thinking skills, such as analyzing, evaluating, and creating, as students are required to justify their answers, provide explanations, and consider different possibilities.
• They encourage students to think beyond rote memorization and apply their understanding of mathematical concepts to real-world situations.

Hence, it can be concluded that the Use of open-ended questions  is most appropriate for developing children’s reasoning and logical thinking abilities in mathematics

Person A expresses concern about forgetting what they learned, indicating a possible lack of understanding in their previous learning experiences. Person B mentions relying on memorizing rules, facts, and procedures to pass examinations, suggesting a focus on rote learning without deep comprehension.

Key Points

• In the given situation, it is evident that both individuals had experiences in their childhood where they were encouraged to learn mathematics through rote memorization without truly understanding the underlying concepts.
• Person A expresses fear and a lack of confidence, indicating that their previous learning experience might have been focused on memorizing procedures rather than building a strong conceptual foundation.
• Person B mentions relying on memorizing rules, facts, and procedures to pass examinations, suggesting a similar pattern of learning.
• This approach, devoid of true understanding, can hinder their ability to teach mathematics effectively.
• To become competent mathematics teachers, both individuals would need to reflect on their learning experiences and work towards developing a deeper conceptual understanding of the subject.

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

In a child-centred mathematics classroom, the teacher plays a facilitative role, providing opportunities for students to actively engage with mathematical concepts.

Key Points

• Bringing in a variety of concrete materials and manipulatives is a key feature of this approach. These materials can include objects like blocks, counters, geometric shapes, measuring tools, and other hands-on resources.
• By using concrete materials, students can manipulate and interact with the objects, enabling them to visualize and explore mathematical concepts.
• This hands-on approach helps in developing a deeper understanding of numbers, operations, patterns, and spatial relationships.
• Through exploratory activities, students can make connections between concrete experiences and abstract mathematical ideas.
• They can develop their problem-solving skills, critical thinking abilities, and mathematical reasoning. Students are encouraged to work collaboratively, communicate their mathematical thinking, and justify their strategies.

Hence, it can be concluded that A teacher brings in a variety of concrete materials and manipulatives in a classroom for students to use them for various explorations in ‘numbers is a feature of a child-centred mathematics classroom according to National Curriculum Framework, 2005.

The National Curriculum Framework emphasizes the importance of inclusivity and catering to the diverse needs of students in a mathematics classroom.

Key Points

• The role of a mathematics teacher goes beyond simply solving textbook questions or preparing students for competitive examinations.
• Instead, the focus is on creating an inclusive learning environment where all students are actively engaged and encouraged to participate.
• A mathematics teacher should challenge and support talented students by providing them with opportunities for enrichment and extension activities.
• This ensures that they are appropriately challenged and can further develop their mathematical abilities.
• The teacher should also ensure the participation of all children, including those who may struggle with the subject.
• The teacher should employ various teaching strategies, instructional materials, and differentiated approaches to make mathematics accessible and engaging for every student.

Hence, it can be concluded that According to National Curriculum Framework, 2005, a mathematics teacher is expected to challenge the talented while ensuring the participation of all children in a mathematics classroom

By asking the student to explain their answer, the teacher can gain insights into the student's thought processes and identify any misconceptions or misunderstandings.

Key Points

• It allows the teacher to assess the student's understanding of subtraction with tens and hundreds and determine if there are any gaps in their knowledge.
• In the given situation, the student promptly responded with the answer "0 (zero)" to the question "Subtract 5 tens from 5 hundred."
• Rather than immediately assuming that the teacher made a mistake or providing additional practice problems, it is important for the teacher to understand the student's reasoning behind the response.
• This approach is crucial for effective teaching and addressing misconceptions.
• The teacher can provide targeted feedback, correct any misunderstandings, and guide the student towards the correct understanding of subtraction involving tens and hundreds.
• It promotes a dialogue between the teacher and the student, encouraging critical thinking and reasoning skills.

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

Cheraw dance is the traditional dance form of Mizoram.

Explanation:

• It consists of usually six to eight people holding a pair of bamboo staves onto another bamboo positioned horizontally on the ground.
• It is an attractive hub during festive occasions.
• In 2010, A Guinness World Record was made in which the highest number of Cheraw dancers performed at the same time.
• It is also recognized as the oldest dance form of Mizoram.
• Cheraw is performed by six to eight people holding a pair of bamboo staves on another horizontally placed bamboo on the ground on special occasions such as when there is a bumper harvest of a crop.
• Gongs and drums are used as musical instruments in the Cheraw dance.
• Cheraw is one of the traditional and oldest dances of Mizoram.
• It also recognized as the oldest dance form of Mizoram.
• It is also known as the Bamboo dance.
• It is one of the most famous dances in Mizoram, and a centre of attraction during festive occasions.

Important Points

Note : Khuallam, Sarlamkai, Chheihlam and Mizo are other Traditional Dances of Mizoram.

Additional Information 

• Dumhal is performed in Jammu and Kashmir by the Wattal tribe.
• Dumhal dancer wears a colorful costume while the men wear a tall conical hat.
• Khuallam dance is known as "Dance of the Guests" and it is mainly performed during the ceremony called "Khuangchawi".
• Gambhira is a famous folk dance of West Bengal, especially of the Malda district.

The Correct answer is:  A, B and C

Concept:

• Khejedli or Khejarli is a village in the Jodhpur district of Rajasthan.
• The name of the town is derived from Khejadi trees that were once abundant in the village.

 Key Points

About Khejadi tree:

• Its scientific name is Prosopis cineraria.
• It is known by different names across India.
• Example: Shami in Maharastra & Uttar Pradesh, Jammi in Telangana, Khijro in Gujarat, Khejri in Rajasthan, Janti in Haryana, and Jand in Punjab.
• It is a species of flowering tree in the pea family, Fabaceae.
• The Khejadi tree is found mainly in desert areas.
• It can grow without much water.
• Its bark is used for making medicines.
• People cook and eat its fruits.
• Its wood is such that it is not affected by insects.
• Animals in the area eat the leaves of the Khejadi.

​Therefore,

A. This tree is found mainly in desert areas: Correct

B. It does not need much water to grow: Correct 

C. Its bark is used to make medicines and its wood is not affected by insects: Correct

D. Its trunk can store water and the people use a thin pipe to drink it: Incorrect (It's for Desert Oak)

E. It is not a shady tree: Incorrect (It provides shade) 

Additional Information 

About the Khejadli village:

• In the Khejadli village, no tree is cut and no animal is harmed.
• The people of Khejadli village take the responsibility of protecting the Khejadi trees upon themselves as a part of their culture.
• The people of Khejadli village are well known for their revolt against the king, who has ordered the felling down of these Khejadi trees for wood.
• The people hugged the trees and did not let them go and died saving them.
• Even today, the people of this area, called Bishnois, continue to protect plants and animals.
• Even though in the middle of the desert, this area is green and animals roam freely without fear.

Petroleum products are derived from crude oil and are widely used in various industries. Among the options, wax, coal tar, and grease are all petroleum products. Wax is commonly used in candles, polishes, and coatings, while coal tar is utilized in road construction and medicinal applications. Grease, a lubricant, is used to reduce friction in machinery. These products are obtained through the refining process of crude oil and are integral to industrial and everyday applications. Their versatility highlights the importance of petroleum in modern life.

Concept:

Direction is divided into 8 sections, 4 cardinal directions, and 4 ordinal directions.

• The four cardinal directions are the directions north, east, south, and west, commonly denoted by their initials N, E, S, and W.
• East and west are perpendiculars (at right angles) to north and south.
• East is in the clockwise direction of rotation from north and west is directly opposite east.
• The ordinal directions are north-east (NE), south-east (SE), south-west (SW), and north-west (NW).
• NE, SE, SW, and NW lie in between the cardinal directions north and east, south and east, south and west, and north and west respectively.

Diagram:

Thus, with respect to the court, the advocate's house is in the South–East  direction.

Concept:  

• Speed = Distance/Time
• Average Speed = (Total distance covered / Total time taken)

Given:

• Date and Time of Departure from Valsad: 12^th Sep at 17:30 hours
• Date and Time of Arrival at Nagercoil: 14^th Sep at 5:00 hours
• Distance between Valsad and Nagercoil: 2059 km

Calculation:

• Total time taken = 35 hours 30 minutes = 35.5 hrs
• Average Speed = 2059 km/ 35.5 hrs = 58 km/hr

Thus, the average speed of the train is 58 km/hr

The initiatives focused on cleaning the Ganga include the National Mission for Clean Ganga and the Ganga Action Plan. The National Mission for Clean Ganga is a flagship program aimed at rejuvenating and conserving the river through pollution abatement, sustainable development, and public awareness. The Ganga Action Plan, initiated earlier, was one of the first efforts to address pollution and improve water quality. Both programs play a crucial role in ensuring ecological balance and protecting the cultural and environmental significance of the river. These missions emphasize community participation and technological solutions to achieve their goals effectively.

The correct answer is Arunachal Pradesh and Puducherry.

Key Points

• There are currently 28 states and 8 union territories in India.
• Manipur is a northeast state in India.
• Union territories are federal territories governed directly by the Central Government of India.
• The President of India appoints an administrator or lieutenant governor for each Union Territory.
• Union Territories in India are:

1. National Capital Territory of Delhi.
2. Andaman and Nicobar Islands.
3. Dadra and Nagar Haveli and Daman and Diu.
4. Chandigarh.
5. Lakshadweep.
6. Ladakh.
7. Puducherry.
8. Jammu and Kashmir

• Delhi, Jammu and Kashmir and Puducherry were given partial statehood among 8 union territories.
• These three union territories have their own locally elected legislative assembly and government.
• Ladakh became the union territory of India on 31^st October 2019
• Ladakh is the largest union territory of India.
• Also called Little Tibet.
• Current Lieutenant Governor: Radha Krishna Mathur.
• Lakshadweep is the smallest Union Territory of India.
• Formed on 1^st November 1956.
• Adopting the official name as Lakshadweep in 1973.
• Administrator: Praful Patel
• The union territories of Daman and Diu and Dadra and Nagar Haveli merged into a single union territory known as Dadra and Nagar Haveli and Daman and Diu on 26^th January 2020.

The correct answer is Andhra Pradesh, Odisha, Tamil Nadu.

Concept:

• India is a country of vast geographical expanse.
• In the north, it is bound by the lofty Himalayas.
• The Arabian Sea in the west.
• The Bay of Bengal in the east.
• The Indian Ocean in the south.

Explanation:

Indian States / Union Territories with the coast on the Bay of Bengal:

• West Bengal.
• Odisha.
• Andhra Pradesh.
• Tamil Nadu.
• Puducherry.
• Andaman and Nicobar Islands.

Additional Information 

Indian States / Union Territories with the coast on the Arabian Sea:

• Gujarat.
• Maharashtra.
• Goa.
• Daman and Diu.
• Karnataka.
• Kerela.
• Lakshwadeep.
• Dadra and Nagar Haveli.

The correct answer is Uttar Pradesh, Chhattisgarh, Maharashtra.

Key Points

Madhya Pradesh:

• It borders the states of Uttar Pradesh to the northeast, Chhattisgarh to the southeast, Maharashtra to the south, Gujarat to the west, and Rajasthan to the northwest.
• Madhya Pradesh is the second largest Indian state by area and the fifth largest state by population with over 75 million residents.
• Before 2000, Chattisgarh was a part of Madhya Pradesh.
• The total area of the state is 308,252 km2.

Additional Information 

• Madhya Pradesh is called as the "Heart of India."
• Capital of Madhya Pradesh- Bhopal
• Largest City of Madhya Pradesh- Indore

​

Concept:

• Various diseases are caused by animals or are transmitted by them to humans.

Explanation:

Dengue:

• Dengue is carried by the female mosquito Aedes.
• Its symptoms are nausea, vomiting, aches and pains, rash.
• Whereas, vomiting blood, bleeding from the nose or gums are symptoms of severe dengue.
• It can be prevented by the cleanliness and preventing oneself from mosquito bites.
• It can be cured by taking paracetamol, drinking fluids.

Malaria:

• Malaria spreads only by the disease-carrying mosquitoes.
• The vector of malaria is the female anopheles mosquito.
• Malaria spreads only when a female mosquito that has bitten a malaria patient bites another person.
• A blood test is done to check if a person has malaria or not.
• People with malaria get a fever with chills, sweating, headache, nausea and rigours.
• Malaria is caused by protozoan Plasmodium.
• In early times, the dried and powdered bark of the Cinchona tree was used to make medicine for malaria.
• Earlier people used to boil the bark powder and strain the water which was given to patients.
• Now tablets are made from this in the form of quinine, chloroquine is given to patients.

​Thus, Dengue, Malaria are the diseases spread by mosquitoes.

Additional Information 

Some common communicable diseases are:

Ecosystem:

• An ecosystem forms the basic building block of an environment.
• It consists of both biotic and abiotic components and their continuous interactions with each other.

Factors of a ecosystem:

Biotic Factor: 

• It includes producers, consumers and decomposers.
• All living things have a direct or indirect influence on other organisms in an environment.
• Example: plants, animals, humans, microorganisms etc.

Abiotic Factor: 

• All the inorganic components of the ecosystem, non-living physical and chemical composition of nature are abiotic components.
• Example: land, stones, temperature, water, humus (organic waste), air etc.

Thus, an ecosystem consists of both living organisms and physical factors of an area.

Explanation:

• Karnataka - kathak - Incorrect (kathak is from Uttar Pradesh)
• Assam - Buiya - Incorrect. (Buiya is from Arunachal Pradesh)
• Tamil Nadu - Lavani - Incorrect (Lavani is from Maharastra)
• Andhra Pradesh - Kuchipudi - Correct

Important Points 

At present officially there are 9 classical dances in India.

• Bharatanatyam, from Tamil Nadu.
• Kathak, from Uttar Pradesh.
• Kathakali, from Kerala.
• Kuchipudi, from Andhra Pradesh.
• Odissi, from Odisha.
• Sattriya, from Assam.
• Manipuri, from Manipur.
• Mohiniyattam, from Kerala.
• Chhau dance of Eastern India - Orissa, Jharkhand, and West Bengal

Additional Information 

The Indian States and Folk Dances

• Andhra Pradesh- Kuchipudi, Bhamakalpam, Lambadi, Dhimsa, Kolattam, Butta Bommalu.
• Assam- Bihu, Bichhua, Natpuja, Maharas, Kaligopal, Bagurumba, Naga dance, Khel Gopal, Tabal Chongli, Canoe, Jhumura Hobjanai
• Bihar- Jata-Jatin, Bakho-Bakhain, Panwariya, Sama Chakwa, Bidesia.
• Gujarat- Garba, Dandiya Ras, Tippani Juriun, Bhavai.
• Haryana- Jhumar, Phag, Daph, Dhamal, Loor, Gugga, Khor, Gagor.
• Himachal Pradesh- Jhora, Jhali, Chharhi, Dhaman, Chhapeli, Mahasu, Nati, Dangi.
• Jammu and Kashmir- Rauf, Hikat, Mandjas, Kud Dandi Nach, Damali.
• Karnataka- Yakshagan, Huttari, Suggi, Kunitha, Karga, Lambi.
• Kerala- Kathakali (Classical), Ottamthullal, Mohiniattam, Kaikottikali.
• Maharashtra- Lavani, Nakata, Koli, Lezim, Gafa, Dahikala Dasavtar or Bohada.
• Odisha- Odissi (Classical), Savari, Ghumara, Painka, Munari, Chhau.
• West Bengal- Kathi, Gambhira, Dhali, Jatra, Baul, Marasia, Mahal, Keertan.
• Punjab- Bhangra, Giddha, Daff, Dhaman, Bhand, Naqual.
• Rajasthan- Ghumar, Chakri, Ganagor, Jhulan Leela, Jhuma, Suisini, Ghapal, Kalbeliya.
• Tamil Nadu- Bharatanatyam, Kumi, Kolattam, Kavadi.
• Uttar Pradesh- Nautanki, Raslila, Kajri, Jhora, Chappeli, Jaita.
• Uttarakhand- Garhwali, Kumayuni, Kajari, Jhora, Raslila, Chappeli.
• Goa- Tarangamel, Koli, Dekhni, Fugdi, Shigmo, Ghode, Modni, Samayi nrutya, Jagar, Ranmale, Gonph, Tonnya mell.
• Madhya Pradesh Jawara, Matki, Aada, Khada Nach, Phulpati, Grida Dance, Selalarki, Selabhadoni, Maanch.
• Chhattisgarh Gaur Maria, Panthi, Raut Nacha, Pandwani, Vedamati, Kapalik, Bharthari Charit, Chandaini.
• Jharkhand Alkap, Karma Munda, Agni, Jhumar, Janani Jhumar, Mardana Jhumar, Paika, Phagua,Hunta Dance, Mundari Dance, Sarhul, Barao, Jhitka, Danga, Domkach, Ghora Naach.
• Arunachal Pradesh Buiya, Chalo, Wancho, Pasi Kongki, Ponung, Popir, Bardo Chham.
• Manipur Dol Cholam, Thang Ta, Lai Haraoba, Pung Cholom, Khamba Thaibi, Nupa Dance, Raslila, Khubak Ishei, Lhou  Sha.
• Meghalaya Ka Shad Suk Mynsiem, Nongkrem, Laho.
• Mizoram Cheraw Dance, Khuallam, Chailam, Sawlakin, Chawnglaizawn, Zangtalam, Par Lam, Sarlamkai/Solakia, Tlanglam.
• Nagaland Rangma, Bamboo Dance, Zeliang, Nsuirolians, Gethinglim, Temangnetin, Hetaleulee.
• Tripura Hojagiri.
• Sikkim Chu Faat Dance, Sikmari, Singhi Chaam or the Snow Lion Dance, Yak Chaam, Denzong Gnenha, Tashi Yangku Dance, Khukuri Naach, Chutkey Naach, Maruni Dance.

​The correct answer is N2 (Nitrogen) 

Explanation:

Greenhouse Effect: Solar energy trapped by the earth's atmosphere and radiate it slowly so as to cover our earth with a warm blanket. This is the natural process of the greenhouse effect on earth to maintain its temperature and makes the earth perfect for life.

Greenhouse gases are carbon dioxide, other greenhouse gases are methane, water vapor, nitrous oxide, CFCs, and ozone. 

Values of radiation absorbed by the greenhouse gases are as follow:

Values of radiation absorbed by the greenhouse gases are as follow:

The major greenhouse gases are From the above table, it is clear that carbon dioxide absorbs the maximum radiation in the earth’s atmosphere

• Water vapor - causes about 36% - 70% of the greenhouse effect
• Carbon dioxide (CO2) causes 9 - 26%
• Methane (CH4) causes 4 - 9%
• Ozone (O3)
• Nitrous Oxide
• Chlorofluorocarbons (CFCs)

Important Points 

• Global warming: If the amount of greenhouse gases crosses by delicate proportion, the natural greenhouse balance may get disturbed and there is a continuous rise in temperature of the earth by trapping the solar heat continuously. This creates the overall effect of Global warming.

The Montreal Protocol, signed in 1987, is an international agreement aimed at reducing the production and consumption of substances that deplete the ozone layer, such as chlorofluorocarbons (CFCs) and halons. This landmark agreement has been instrumental in mitigating the harmful effects of ozone depletion, which protects life on Earth by absorbing the sun's harmful ultraviolet radiation. The protocol has been widely successful, with global cooperation leading to significant reductions in ozone-depleting substances. It is considered one of the most effective environmental treaties, contributing to the gradual recovery of the ozone layer.

Diagnostic tests are designed to identify the strengths and weaknesses of students in a particular subject or area of study. In the context of EVS, these tests can provide valuable insights into the student's understanding, knowledge, and skills related to environmental concepts.

Key Points

• A diagnostic test allows the teacher to assess learners' problems during the EVS teaching-learning process. It helps identify the areas where students are struggling, misconceptions they may hold, or gaps in their understanding. This information enables teachers to tailor their instruction and provide targeted interventions to address these challenges effectively.
• Assessing the pace of learning of students is important to understand how quickly or slowly students are progressing in their understanding of EVS concepts. It helps the teacher determine if the pace is appropriate and if any adjustments need to be made to accommodate the needs of individual students or the entire class.

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

Confusion Points

• The board has provided the answer to this question as 3^rd option, but the most appropriate answer to this question is option 4.
• Diagnostic tests can offer valuable insights into learners' strengths and weaknesses, their primary purpose is not to predict future performance.

Formative assessment is an ongoing process that helps both teachers and students monitor learning progress and make necessary adjustments to improve learning outcomes.

Key Points In the context of EVS at the primary stage, the following statements describe the components of formative assessment:

• Giving feedback to teachers regarding the effectiveness of their teaching: Formative assessment involves providing feedback to teachers on their instructional strategies, methods, and materials used in the teaching of EVS. This feedback helps teachers reflect on their practices and make improvements to enhance the learning experience for students.
• Identification of deficiencies in teaching: Formative assessment allows for the identification of any deficiencies in teaching, such as gaps in content coverage, instructional methods, or classroom management. By recognizing these deficiencies, teachers can address them and refine their teaching approaches to better meet the needs of students.
• Identification of learning gaps of students: Formative assessment helps in identifying the learning gaps of students, which refers to areas where students are struggling or have not yet mastered specific concepts or skills. This information allows teachers to provide targeted interventions, individualized support, and differentiated instruction to address these gaps and promote student learning.

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

Hint Monthly report cards typically reflect the summative assessment results, which provide an overall evaluation of students' performance at the end of a specific period.

Non-projected teaching aids are instructional materials that do not require any external projection or display equipment.

Key Points

• Non-projected teaching aids  are typically physical objects that can be held, shown, or referred to during teaching. Examples of non-projected teaching aids include charts, posters, models, flashcards, real objects, and diagrams.
• Projected teaching aids require a projector or similar equipment to display images or information. Examples of projected teaching aids include slides, film strips, and an epidiascope.

Hence, it is concluded that chart is a non-projected teaching aid.

Role play is an interactive and participatory activity in which individuals or groups act out specific roles or scenarios. It is commonly used as an educational tool to enhance learning, understanding, and engagement in various subjects or topics.

Key Points

• The purpose of the role play is to create awareness among students about the importance of conserving water.
• By actively participating in the role play, students can better understand the significance of water conservation and the impact it has on future generations.
• Role plays are an effective way to engage students, encourage empathy, and deepen their understanding of real-world issues like water conservation.

Thus, it is concluded that he wanted to sensitize students on the need of conserving water for future generations is the purpose of organizing this role play by Rohan in his classroom.

The curriculum of Environmental Studies (EVS) is designed to provide students with knowledge, skills, and attitudes related to the environment and sustainability.

Key Points

• The socio-constructivist perspective emphasizes the social and interactive aspects of learning, emphasizing the importance of collaboration, discussion, and shared experiences in constructing knowledge and understanding.
• It recognizes that learning is a social process that occurs through interaction with others and the environment.
• In the context of EVS, this perspective acknowledges the interconnectedness of humans and their environment. It emphasizes active engagement, hands-on experiences, and problem-solving activities that enable students to explore and understand environmental concepts and issues through real-life contexts.
• The socio-constructivist approach in EVS encourages students to actively participate in group discussions, engage in cooperative learning activities, and take part in projects that promote collaboration and critical thinking.

Thus, it is concluded that the curriculum of Environmental Studies (EVS) is framed with a socio-constructivist perspective of learning.

EVS is an interdisciplinary subject that focuses on understanding the environment, its components, and the interactions between humans and their surroundings.

Key Points

• The teacher should avoid discouraging students from asking questions while transacting EVS themes in the class.
• This ensures an inclusive and interactive learning environment where students actively participate and contribute to their own learning.
• Encouraging students to ask questions is crucial for fostering curiosity, critical thinking, and engagement in the learning process.
• By asking questions, students can seek clarification, explore different perspectives, and deepen their understanding of the EVS themes being taught.
• It also provides an opportunity for the teacher to assess students' comprehension, address misconceptions, and facilitate meaningful discussions.
• Role play, the Use of puppets, and Group work, are generally encouraged in EVS classrooms.

Thus, it is concluded that Discouraging students to ask questions should be avoided by the teacher while transacting the EVS themes in the class.

EVS is an interdisciplinary subject that focuses on understanding the environment, its components, and the interactions between humans and their surroundings.

Key Points

• The themes and subthemes in the EVS syllabus are selected to provide a common interface of issues that integrate knowledge from various disciplines such as science, social sciences, and environmental education.
• This approach allows students to understand and analyze environmental issues holistically, considering scientific, social, and environmental aspects.
• By integrating these different perspectives, students can develop a comprehensive understanding of the interconnectedness of environmental issues with scientific concepts, social dynamics, and their immediate environment.
• This approach encourages interdisciplinary thinking, critical analysis, and a broader understanding of the complexity of environmental problems.

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

Confusion Points

• The board has provided the answer to this question as option 4^th.
• Both options 1 and 4 are relevant, but option 1 captures the broader perspective of EVS as an interdisciplinary subject that encompasses science, social sciences, and environmental education.

In Environmental Studies (EVS), themes refer to broad categories or topics that are covered in the curriculum. These themes are designed to explore different aspects of the environment, human interaction with the environment, and sustainable practices.

Key Points

• The theme of Shelter in the context of EVS typically encompasses topics related to housing, living conditions, and the impact of natural disasters on human settlements.
• Within this theme, subthemes such as disaster management, rehabilitation, and post-disaster mental well-being could be explored.
• When individuals face the trauma of losing their homes due to disasters, providing appropriate shelter and addressing their mental well-being becomes crucial.
• Understanding the psychological impact of such traumatic events and evaluating counseling suggestions to support the affected individuals aligns with the Shelter theme.

Thus, it is concluded that the theme/subtheme that could be related to the competency of evaluating suggestions regarding counseling and mental well-being for people who have faced disaster and the trauma of losing one's home is Shelter.

There are various strategies that can be employed for effective teaching and learning in Environmental Studies (EVS).

Key Points

• Surveys and discussions can be an effective strategy for teaching about water wastage and conservation in EVS.
• This approach allows students to actively participate in the learning process, engage with real-world scenarios, and critically analyze the issue.
• By conducting surveys, students can gather data on water usage patterns, identify areas of wastage, and assess the water conservation practices in their community or school.
• This hands-on approach helps students develop research skills, collect and analyze data, and gain a deeper understanding of the issue.

Thus, it is concluded that the most appropriate strategy for teaching wastage of water and its conservation in EVS can be surveys and discussions.

EVS aims to create awareness about environmental issues, promote sustainable practices, and develop a sense of responsibility towards the environment.

Key Points

• Contextual experience refers to learning in meaningful and relevant contexts that are connected to the learners' lives and experiences.
• It involves relating environmental concepts and issues to the learners' immediate environment, community, and personal experiences.
• Contextual experience helps learners see the relevance and significance of environmental issues, fosters a sense of ownership and responsibility towards the environment, and promotes the application of knowledge and skills in real-life situations.

Thus, it is concluded that the experience that is extremely important for learners to develop a holistic understanding of the environment is Contextual experience.

Hint

• An inclusive experience is important in creating an inclusive learning environment, it may not specifically address the holistic understanding of the environment.
• Abstract experience is not as effective in developing a holistic understanding as it focuses on theoretical or conceptual knowledge without real-world application.
• Global to local experiences focus on examining environmental issues and concepts across different scales, but they may not encompass all aspects of the environment or consider the social, economic, and cultural factors that influence environmental sustainability.

A collaboration assessment rubric typically includes criteria and descriptors to evaluate students' collaboration skills during group work.

Key PointsFollowing are the dimensions that should be part of the collaboration:- 

• Participation: This dimension assesses the active involvement of the student in the group work, including contributing ideas, sharing responsibilities, and actively participating in discussions and activities.
• Leadership: This dimension assesses the ability of a student to take on a leadership role within the group, such as guiding discussions, organizing tasks, and facilitating effective communication and coordination among group members.

Cooperation: This dimension assesses how well a student collaborates with others, including being respectful, listening to others' ideas, offering support and assistance, and working together towards achieving common objectives.

Important PointsDissociation refers to the act of detaching oneself or distancing oneself from a group or activity. It is not a desirable characteristic when assessing collaboration during group work.

Thus, it is concluded that Dissociation dimension should not be part of the collaboration.

Encouraging children to recite or sing folk songs provides ample opportunities to address the socio-emotional aspects along with cognitive development while celebrating a festival related to the theme of water.

Key Points

• Encouraging children to recite or sing folk songs related to water during the festival allows for the integration of socio-emotional and cognitive aspects.
• This activity provides an opportunity for children to express their emotions, connect with their cultural heritage, and develop a sense of belonging and identity.
• Singing or reciting folk songs also enhances language skills, memory, and cognitive development.
• While experiments, interviews, and surveys can be valuable for cognitive development and acquiring knowledge about water, they may not directly address the socio-emotional aspects of celebrating a festival.

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

There can be various challenges or problems encountered in teaching and learning Environmental Studies (EVS).

 Key Points

• Group discussions are effective in breaking subject boundaries in EVS because they encourage interdisciplinary thinking and the integration of knowledge from various subjects.
• In a group discussion, students can share their perspectives, insights, and ideas on a particular problem or concern, drawing from their understanding of multiple subjects such as science, social sciences, and environmental education.
• By engaging in group discussions, students can explore different dimensions of the problem, consider diverse viewpoints, and make connections between different subjects.

Thus, it is concluded that Group Discussions will be effective in breaking ‘subject boundaries’ related to a problem or a concern in EVS.

Process skills refer to a set of cognitive and practical skills that students develop and apply during the process of learning and problem-solving.

Key Points

• Conducting experiments in EVS class involves making careful observations of the phenomena or materials being studied.
• Through the process of conducting experiments, students actively observe and analyze the variables, changes, and outcomes, which helps them develop their observation skills.
• Observation skills are crucial in EVS as they enable students to gather data, make accurate observations of the natural world, and draw conclusions based on evidence.
• By honing their observation skills, students can enhance their ability to notice patterns, make connections, and develop a deeper understanding of the concepts and processes being studied in EVS.

Thus, it is concluded that Observation skill will be developed by conducting experiments in EVS class.

In EVS, it is important to foster critical thinking, inquiry, and exploration.

Key Points

• Emphasizing only the "right answers" can limit students' creativity, curiosity, and ability to think independently.
• EVS encourages students to explore different perspectives, consider multiple solutions, and engage in discussions and debates.
• By avoiding the emphasis on the right answers, the teacher creates an environment that encourages students to express their ideas, take risks, and learn from their mistakes.
• This approach promotes a deeper understanding of the subject matter, encourages divergent thinking, and fosters the development of problem-solving skills.
• Group discussion, school-based assessment, and visits to community places are valuable strategies and activities in EVS that should not be avoided. They promote active engagement, collaboration, and experiential learning, which are key components of effective EVS education.

Thus, it is concluded that Emphasis on the right answers by the students should be avoided by the teacher while transacting the EVS themes in the class.

The correct answer is 'highlight the problems created by municipal waste.'

Key Points

• The report focuses on the issues caused by municipal waste, particularly regarding their disposal in landfills and the subsequent pollution, as indicated by phrases like "large share of municipal waste can be prevented from getting dumped at landfills" and "cities are struggling to get rid of mountains of municipal wastes."
• While the report does mention the recommendation of taxes for dumping municipal waste in landfills, it is not the main purpose of the report, thereby eliminating option 2.
• The report does not explicitly point to any failure by either civil society or municipal bodies, thus eliminating options 1 and 4.

Therefore, the correct answer is Option 3.

The correct answer is '35%'

Key Points

• The percentage of dry waste in the total solid waste generated daily in India is given as 35% in the passage.
• This is explicitly mentioned in the text: "Currently, India generates approximately 1.4 lakh tonnes of solid waste daily and 35% of this is dry waste."
• The other percentages, 46%, 32%, and 3% are not mentioned in the context of dry waste, thus eliminating options 1, 3, and 4.
• Therefore, the correct answer is Option 2.

The correct answer is 'leads to loss of valued resources.'

Key Points

• The passage explicitly states that "disposing of recyclables in landfills/dump sites not only leads to loss of valued resources but also causes environment pollution."
• The passage does not claim that the dumping of recyclables is the only cause of airborne diseases, nor does it specify that it pollutes nearby water bodies or causes fires. Therefore, options 1, 2, and 4 can be eliminated.
• Therefore, the correct answer is Option 3.

The correct answer is 'plastic.'

Key Points

• The passage specifically mentions that "a major share of the dry waste is plastic." Thus, plastic is the major constituent of dry waste, according to the report.
• The passage does not mention concrete, metals, or food waste as the major components of dry waste, so options 1, 3, and 4 can be ruled out.
• Therefore, the correct answer is Option 2.

The correct answer is 'Currently, India generates 1.4 tonnes of waste daily.'

Key Points

• The passage indicates that "Currently, India generates approximately 1.4 lakh tonnes of solid waste daily", not 1.4 tonnes. This significant discrepancy marks the statement as false.
• The other statements are supported by the text, as the report does recommend a tax on dumping waste, suggests that waste treatment can create massive employment opportunities, and states that a significant portion of plastic waste is not recycled.

Therefore, the correct answer is Option 2.

The correct answer is 'Stopped'

Key Points

• The term 'prevented' as used in the passage refers to stopping or inhibiting something from happening, in this case, the dumping of waste in landfills.
• While all the options (shunned, stopped, avoided, discouraged) have somewhat similar meanings, 'stopped' is the closest in meaning to 'prevented' in this context.

Therefore, the correct answer is Option 2.

Additional InformationShunned means persistently avoided, ignored, or rejected.

The correct answer is 'Drop'.

Key Points

• The term 'spurt' as used in the passage implies a sudden increase or burst of activity or growth. Therefore, the antonym or word opposite in meaning would be something that indicates a decrease or decline.
• The term 'drop' directly suggests a decrease or decline, making it the appropriate antonym for 'spurt' in this context.
• 'Failure', 'loss', and 'increase' do not directly oppose the meaning of 'spurt', thus eliminating options 1, 2, and 4.

Therefore, the correct answer is Option 3.

The correct answer is Adjective.

Key Points

• The word 'complete' in the phrase "The ministry has recommended complete ban" is used to modify the noun 'ban', describing the extent or degree of the ban.
• Thus, 'complete' is acting as an adjective.
• Adjectives modify or describe nouns and pronouns. They can be attributive (occurring before the noun) or predicative (occurring after the noun).
• An adverb modifies a verb, adjective, or another adverb, a noun refers to a person, place, thing, or idea, and a pronoun replaces a noun.

Therefore, the correct answer is Option 2.

The correct answer is '(b)'

Key Points

• The error lies in the part '(b)'. The correct phrase should be 'less than' instead of 'fewer than'.
• We use 'fewer' for countable nouns and 'less' for uncountable nouns.
• Since 'litres of clean potable water' is an uncountable noun, 'less than' is the appropriate phrase to use.
• The other parts of the sentence (a, c, and d) are grammatically correct and free of errors.

Therefore, the correct answer is Option 3.