CTET Paper 2 Maths & Science 31st Dec 2021 (English-Hindi-Sanskrit) (Previous Year Paper)

Development describes the growth of humans throughout their lifespan, from conception to death. It refers to development as patterns of change over time. It does not just involve the biological and physical aspects of growth, but also the cognitive and social aspects associated with development. Very broadly the stages of development may be categorized into two main types: 

• Prenatal development: The development of a person begins much before his/her birth and the stage of development before birth is the prenatal development stage.
• Postnatal development: Postnatal development refers to all the stages that follow after birth till the very end of life. It has 4 stages of development of a child these are:
• Infancy
• Early childhood
• Later childhood
• Adolescence

Key Points Adolescence: Adolescence literally means 'to grow to maturity. It is an intermediary stage between childhood and adulthood characteristically possessing qualities of both stages, although not fully in either of them. The age range is from 12-19 years. It is the threshold to adulthood. There are rapid physical changes taking place including sexual maturity which is attained during adolescence.

Characteristics of Adolescence age of development:

• Coming to terms with one's own body and accepting the changes.
• Achieving new and more mature relations with age-mates of both sexes.
• Selecting and training for a career.
• Options of their friends and peer groups are more suitable for them instead for their family.
• Desiring, accepting, and achieving socially responsible behavior.
• Achieving emotional and economic independence.
• Gaining self-identity.
• An important change that takes place during adolescence is sexual maturity which occurs at the property.

Important Points

• Infancy period: During this stage, adjusting to the new non-uterine environment becomes the major goal or focus in the life of the neonate. Adjusting to room temperature. Breathing independently, sucking and swallowing the milk, eliminating body, and waste are prime areas that the newborn needs to master.
• Early childhood period: The period from birth to six years is a time for rapid development. In this stage, the absence of experience and deprivation can be detrimental to growth. Care and stimulation are critical during early childhood or the first three years.
• Later childhood: During this stage children develop marked negativism and because of their desire for independence seldom obey their parents. The child begins going to school and learns the rudiments of knowledge essential for successful adult life. The peer group assumes great significance and children of this age 'crowd together, thus earning the name gang age'.

The term 'development' refers to a progressive series of changes that occur in an orderly, predictable pattern as a result of maturation and experience. There is a natural arrangement of changes in the individuals, and each change is dependent upon the preceding ones, and also affects the following ones. The changes within the development are called 'progressive' because they enable an individual to adapt to and adjust to his/her environment - physical, social, emotional, etc.  

Key Points According to Woodworth, "Development is the product of heredity and environment".

• Providing a relevant environment according to the interest of the student enhances the performance of the students.
• If the parents of students encourage them, then they are well motivated and try to give their best.
• In the given Question parents provide the books because their Son is interested in reading so that he can get an advanced reading level as per his age.

Hence we can conclude that **Development is a result of the interaction between heredity and the environment.**​

Hint

• ​Proximodistal: The development moves from the centerline of the body outward towards the distant or peripheral parts referred to as 'proximodistal' or 'near to far'.
• The middle part of the body develops quicker than the outer part of the body.​
• ​Cephalocaudal: Development of the upper portions of the body precedes the development of the lower portions. The Cephalocaudal tendency exhibits that the development proceeds in the longitudinal direction. This is known as the 'cephalocaudal' or "head to toe" sequence. 
• That is the reason why the child first gains control overhead before s/he starts walking.
• Path of development is common in some contexts such as body growth, but in the case of skill gaining, activity, and activeness path of development varies from person to person.

Development describes the growth of humans throughout their lifespan, from conception to death. It refers to development as patterns of change over time. It does not just involve the biological and physical aspects of growth, but also the cognitive and social aspects associated with development. Basically, the development of a child is considered in five stages-

• Pre-natal period (conception period)
• Infancy period (0 to 2 years)
• Early childhood period (2 to 6 years)
• Later childhood (7 to 11 years)
• Adolescence ( 12 to 19 years)

Key Points  Adolescence: Adolescence literally means 'to grow to maturity. It is an intermediary stage between childhood and adulthood characteristically possessing qualities of both stages, although not fully in either of them. The age range is from 12-19 years.

 It is the threshold to adulthood. There are rapid physical changes taking place including sexual maturity which is attained during adolescence. Consequently, there are also psychological and social changes. Adolescence is a crucial stage for the person.

Characteristics of Adolescence age of development:

• Desiring, accepting, and achieving socially responsible behavior.
• Achieving emotional and economic independence.
• According to Erikson, adolescence is known as an Identity crisis, in this stage teenagers actively search for identity.
• Gaining self-identity.
• Abstract thinking, Critical thinking, divergent thinking, and hypo-deductive thinking approaches come in the students.
• An important change that takes place during adolescence is sexual maturity which occurs at the property.
• So by all these references, we can conclude that the establishment of independence, development of identity, and abstract thinking are the characteristics of the age of adolescence.

Important Points

• Infancy period: During this stage, adjusting to the new non-uterine environment becomes the major goal or focus in the life of the neonate. Adjusting to room temperature. Breathing independently, sucking and swallowing the milk, eliminating body, and waste are prime areas that the newborn needs to master.
• Early childhood period: The period from birth to six years is a time for rapid development. In this stage, the absence of experience and deprivation can be detrimental to growth. Care and stimulation are critical during early childhood or the first three years.
• Later childhood: During this stage children develop marked negativism and because of their desire for independence seldom obey their parents. The child begins going to school and learns the rudiments of knowledge essential for successful adult life. The peer group assumes great significance and children of this age 'crowd together, thus earning the name gang age'.

The process of learning to internalize the values and norms into itself or the mode of learning to live in society is called the process of socialization. It may be defined more comprehensively as a life-long process of inculcation whereby an individual learns the principles, values, and symbols of the social system in which he participates and the expression of those values and norms in the roles he enacts.

Key Points There are many sources of socialization such as School, College, Friends, Society, Neighbourhood, Religion, Caste, Media, newspapers, Meetings, Events, etc.

• Media: Media is the source in which observational skills are considered, media such as Television, magazines, Mobile phone, reality shows, newspapers, etc.
• Educational institutions: In educational institutions students socialized by learning various subjects,  interacting in different activities, Peer groups, teachers, textbooks, TLMs, etc.
• Neighbourhood: Children learn many skills by interacting with their neighbourhood, Neighbours play an important role in the socialization of the child.
• Religion: Religion makes child socially active, it gives them knowledge about religions, and Gods, and make them familiar with them.

Thus**, socialization is a complex process in which several agencies influence children during various times in their lifespan is a correct statement.**

Important Points  Some important characteristics of socialization:

• It is a lifelong process.
• The roles a person enacts are the expressions of his social nature.
• The nature of what one communicates in society is determined by the influence of one's interaction with society.

Additional Information Socialization can be classified into two broad groups:

• Primary socialization
• Secondary socialization.
• Primary socialization- Inculcation of norms and values within the family is called primary socialization. Here children want to know themselves and try to find their identity and learn the daily routine tasks of humans.
• Example: Family.
• Secondary socialization- The process of imbibing norms, values, and behaviour patterns of school may be called secondary socialization.
• Example: Church, School, Media, etc.

Piaget's theory of moral reasoning: Jean Piaget, a Swiss psychologist, explored how children developed moral reasoning. He rejected the idea that children learn and internalize the rules and morals of society by being given the rules and forced to adhere to them. Through his research on how children formed their judgments about moral behavior, he recognized that children learn morality best by having to deal with others in groups. 

Key PointsAccording to the Piaget's theory of moral reasoning:

• Piaget found two main differences in how children thought about moral behavior. Very young children's thinking is based on how actions affected them or what the results of action were. For example, young children will say that when trying to reach a forbidden cookie jar, breaking 10 cups is worse than breaking one.
• They also recognize the sanctity of rules.
• The child’s moral reasoning is closely linked to the decline in egocentrism and growth.
• Piaget felt that the best moral learning came from these cooperative decision-making and problem-solving events. He also believed that children developed moral reasoning quickly by using the cognitive-developmental approaches and at an early age.
• Piaget called this "moral realism with objective responsibility." It explains why young children are concerned with outcomes rather than intentions.
• A morality based on cooperation and mutual understanding, the child’s conception of rules changes from their being absolutely fixed to their being mutually agreed upon.
• Older children look at the motives behind actions rather than the consequences of actions. They are also able to examine rules, determining whether they are fair or not, and apply these rules and their modifications to situations requiring negotiation, assuring that everyone affected by the rules is treated fairly.
• Hence by all these references, we can conclude that Piaget uses cognitive-developmental approaches to explain moral reasoning.

Jean Piaget made a systematic study of cognitive development among children of different age groups and he categorized it into different developmental stages. Jean Piaget, Theory of Cognitive Development, proposes that the development of the child is done in various stages. Piaget thought that the development of a child regarding thoughts, learning, and cognition is done by age.

Key Points Beliefs of Jean Piaget:

• Cognitive development is much more than the addition of new facts and ideas to an existing store of information.  According to Piaget, our thinking processes change radically, though slowly, from birth to maturity because we constantly strive to make sense of the world.
• Piaget thinks that children's activity constructs their understanding of the world, and as much they engaged in activities as much they can understand the world.
• Piaget believes that the curriculum should be developed on the bases of creativity, and activities, by which children can learn the concepts of the problem.
• Children develop an understanding of interaction with the surrounding environment.
• Piaget identifies four factors namely biological maturation, active exploration, social experiences, and equilibration that interact to influence thinking.
• Learning should be done in the interest and needs of the children, there is no place for rewards and punishment to be given.
• So by all these references, we can conclude that the mentioned statement in the question is given by Jean Piaget.

Hint

Additional Information  ​Piaget identified four factors that influence the development of a child-

• Maturation- Child growing up and biological processes change the thinking pattern.
• Activity- Children tend to act on the environment as they explore, test, and observe.
• Social experiences- Children learn from others through transmission.
• Equilibration-  The tendency to search for balance between the basic tendencies in thinking.

Lev Vygotsky is a Russian Psychologist who proposed the theory of Socio-cultural development. In this theory, Vygotsky emphasizes the role of society and culture in the development of the child. According to him, there are three main needs for the development of the child and these are- Social interaction, Culture, and Language.

Key Points  Vygotsky also proposed three basic needs of students during learning, these are:

• ZPD (zone of proximal development):  The difference between the learning of a child by self and the learning of a child with the help of others(society, culture, etc).
• Scaffolding: Scaffolding is the term, given by Vygotsky, in which he proposed that the temporary help given by the teachers, family, friends, etc. to the children in his learning.
• MKO (more knowledgeable others)- Vygotsky defined the “More Knowledgeable Other” (MKO) as anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept, or process. MKO could be teachers, parents, tutors, and even peers.
• All these three types of needs during learning are based on cooperative learning, scaffolding, and assisted learning (MKO). Hence we can conclude that Expository learning was discouraged by Lev Vygotsky in the context of the teaching-learning process.​

Hint

• Expository teaching is a lecture presentation or telling strategy used during instruction. The teacher is in control of presenting the subject matter and directs the students through the lesson.
• Lev Vygotsky totally opposes lecture-based teaching methods.

Additional Information  According to Vygotsky, there are three main factors that affect the learning of the child and these are- Social interaction, Culture, and Language:

• Social interaction: ​​Children try to interact with people.
• Example: Peer groups, family members, etc.
• Culture: ​Children adopt the culture by interaction.
• Language: Children can easily intimate their primary language through interaction or communication.

Lev Vygotsky is a Russian Psychologist who proposed the theory of Socio-cultural development. In this theory, Vygotsky emphasizes the role of society and culture in the development of the child. According to him, there are three main needs for the development of the child and these are- Social interaction, Culture, and Language.

Key Points Lev Vygotsky also proposes three types of speech in the development of children as social speech, private speech, silent speech.

Lev Vygotsky refers to the use of language for self-regulation as private speech. Vygotsky believed that children are active seekers of knowledge, but he felt, it was a collaborative effort of the child and the socio-cultural environment.

• According to Vygotsky, children use private speech for self-guidance, self-direction, and self-regulation.
• With age, however, private speech becomes transformed into silent inner speech or verbal thought.
• The origin of private speech is traced to social interaction between the child and more mature members of society.
• Thus we can conclude that Meethi is doing private speech because she is saying it aloud for herself.

Important Points

• Social Speech: In no way is this speech related to intellect or thinking. In this stage, a child uses speech to control the behavior of others. A child uses speech to express simple thoughts and emotions such as crying, laughter and shouting. This speech begins when a child is about 2 years or above.
• Private Speech: Private speech is speech spoken to oneself for communication, self-guidance, and self-regulation of behavior. It is between the ages of two and seven that children can be observed engaging in private speech. Although it is audible, it is neither intended for nor directed at others.
• Silent/Inner Speech: This is a speech in which the use of words or word images in thinking without audible or visible speaking. The ability of this type of speech comes when a child is about 7 years or above.
• Egocentric speech consists of repeating words and syllables for the pleasure of monologue (talking to oneself) and of collective monologue (two or more talking at each other with no communication).

The gradual formation of an individual's concepts of right and wrong, conscience, ethical and religious values, social attitudes, and behavior is called moral development.​ The theory of a child's moral development is proposed by Lawrence Kohlberg in 1958. he describes the theory on 3 different levels and these 3 levels are further classified into 6 stages.

• Pre conventional level:
• Stage-1 Punishment-obedience orientation.
• Stage-2 Instrumental-exchange orientation.
• Conventional level:
• Stage:3 Good-boy-nice-girl orientation
• Stage-4 Law and order orientation.
• Postconventional Level:
• Stage-5 Social-contract situation
• Stage-6 Universal-ethical-principles orientation.​

Key Points

Post conventional level: At this level, there is a clear effort to define moral values and principles that have validity and application apart from the authority of the groups or persons.

• Stage 6: The Universal Ethical Principle Orientation: Right is defined by the decision of the conscience in accordance with self-chosen ethical principles appealing to logical comprehensiveness, universality, and consistency. These are universal principles of justice, reciprocity, quality of human rights, and respect for the dignity of human beings as individual persons.
• So **we can conclude that right action by self-chosen ethical principles of conscience is included in the Universal-ethical-principles orientation stage of Kohlberg's moral development theory.**​

Important Points

• Stage-I: The Punishment and Obedience Orientation: The physical consequences of an action determine whether the action is good or bad regardless of the human value or the meaning of these consequences. Avoidance of punishment and deference to power are valued in their own right, not in terms of respect for the underlying moral order.
• Stage-2: Instrumental Relativist Orientation: Right action consists of that which instrumentally satisfies one's own needs and occasionally the needs of others.
• Stage 3: Good boy - Nice Girl Orientation: Good behavior is that which pleases or helps others and is approved by them. Behavior at this stage is frequently judged by intentions - "he means well", becomes important for the first time. One earns approval by being good to others.
• Stage 4: The Law and Order Orientation: There is an orientation towards authority, fixed rules, and maintenance of social order. Right behavior consists of doing one's duty, showing respect for established or lawful authority, and maintaining given social order for its own sake.
• Stage 5: The Social Contract, Legalistic Orientation:  in terms of general individual rights and standards that have been critically examined and agreed upon by the whole society

A progressive classroom is a part of progressive education that believes in the capability and potential of every child. 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. 

Cooperative learning is a synchronized process in which students attempt to learn something together. They work as a team which develops the team spirit and feeling of collaboration.

Key Points Characteristics of Progressive education:

• Progressive education emphasizes enhancing the skills and understanding of the learners by engaging with the content and experiences.
• Education for society and democracy.
• It emphasizes Collaborative and cooperative learning.
• Learning as opposed to rote knowledge.
• De-emphasize textbooks, and emphasize multiple resources.
• In a progressive classroom, a teacher facilitates the children to work in groups to achieve a common learning task. This will promote cooperative learning among students.
• Progressive education is based on learning by doing. Everything learned by the children should be related to their curriculum and activities.
• Emphasis on problem-solving and critical thinking.
• Flexible timetable and seating arrangement.Emphasis on lifelong learning and social skills.
• Integrated curriculum focused on thematic units.
• So by all these references, we can conclude that progressive education facilitates cooperative learning.

Hint

• Competition: Competition is the process that makes an environment where every individual shows their performance and compete each other.
• Rivalry: The rivalry between the jealousy leads to resentment, jealousy, etc.
• Frustration: Frustration: Frustration is a common emotional response to opposition, related to anger, annoyance, and disappointment. Frustration arises from the perceived resistance to the fulfillment of an individual's will or goal and is likely to increase when a will or goal is denied or blocked.

Howard Gardner proposed a theory of multiple intelligence. Gardner defines intelligence as "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.

Key Points Howard Gardner's theory of multiple intelligences proposes that people are not born with all of the intelligence they will ever have. It includes eight types of intelligence

• Linguistic Intelligence:- This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically, and as a means to remember information.
• For Example, word games, reading, stories/poetry
• Logical-mathematical Intelligence:- This intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.
• For Example, logic games and puzzles, mysteries, experiments, etc
• Musical Intelligence:- This intelligence involves skill in the performance, composition, and appreciation of musical patterns.
• For example, music, speaking rhythmically, music, instruments, etc.
• Thus we can conclude that Linguistic, Logico-mathematical, and Musical are the intelligence of the multiple intelligence theory proposed by Howard Gardner.​

Important PointsOther intelligence of Multiple intelligence theory are:

• Visual-spatial: Learners think about physical space and their surrounding environments.
• For example puzzles, maps, charts, videos, etc. In this class, students use a graphic organizer to map out the differences between facts and opinions.
• Bodily Kinaesthetic: Learners use the body effectively and have body awareness. In this class, students are using their body parts to show their expressions to pronounce the new words and perform various actions in activities.
• For example movement, role-playing, hands-on learning, and using real objects.
• Interpersonal Intelligence: In Interpersonal Intelligence, Learners understand people’s moods and intentions.
• Example: interacting with others, group activities, writing, etc.
• Intrapersonal: Learners understand themselves and their own goals.
• For Example independent learning, creative materials, and private time.
• Naturalistic:  Learners can identify plants, animals, etc.
• For example, animals, nature, being outside, gardening, etc.

Hint

Gender refers to the socially constructed differences between men and women. It refers to the masculine and feminine qualities, behavior, roles, and responsibilities that society upholds. Gender can be changed / re-oriented.

Gender stereotype is an oversimplified and unfair belief or idea that groups of people have particular characteristics or that all people in a group are the same.

Key Points Gender stereotypes can be reduced by-

• Engagement of every student in all the activities without distinguishing them.
• The sitting arrangement of all the boys and girls should not be separated.
• Promoting flexibility in the classroom.
• Promoting Non-stereotypical sex roles, such as a girl riding the bike, or a boy cooking in a kitchen.
• Treating the girls and the boys equally.
• Avoid generic utterances for girls and boys that only girls can cook food, make arts, etc.
• Gave the same and equal opportunity to all the students without making any difference between them.
• So by all these references, we can conclude that avoiding the generic utterance for boys and girls can reduce gender stereotyping.

Hint

• "Joint endeavors with children of other genders" can not be avoided it makes flexibility in gender gaps.
• "Engaged in no stereotypical activities" also can not be avoided it also makes flexibility in gender stereotyping.

John Dewey, an American philosopher has 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 teacher should always cater (accept) to the individual differences of the children in the class.
• individual differences can be defined as personal characteristics that distinguish learners from each other in the teaching and learning processes.
• The main goal of progressive education is to get students to have a hands-on learning experience, i.e. learn by doing. Also known as experiential learning, this method sees active participation by students in hands-on projects.
• Hence by all the above references, we can conclude that Both (A) and (R) are false.

 Important Points Key features of progressive education: 

• Focusing on learning by doing: This includes working on hands-on projects thereby paving the way for experiential learning, aka learning by experience.
• Integrated curriculum: This is a curriculum that covers a broad spectrum of themes.
• Problem-solving and critical thinking: They are the cornerstones of progressive education; the whole idea is to have students take on problems and solve them thus helping them hone their critical thinking.

The progress card of all students for school-based assessment, which is communicated by schools to parents, will be completely redesigned by States/UTs under guidance from the proposed National Assessment Centre, NCERT, and SCERTs.

Key Points

• The progress card will be a holistic, 360-degree, multidimensional report that reflects in great detail the progress as well as the uniqueness of each learner in the cognitive, affective, and psychomotor domains.
• It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning, quizzes, role plays, group work, portfolios, etc., along with teacher assessment.
• The holistic progress card will form an important link between home and school and will be accompanied by parent-teacher meetings in order to actively involve parents in their children’s holistic education and development.

Thus, it is concluded that In the context of assessment, 360-degree multi-dimensional report card for students has been proposed in National Education Policy (NEP) 2020.

Critical thinking means one looks at the available evidence and evaluates it. It is not possible to find an answer to a question just on the basis of the opinions of one’s friends and family which may be quite misleading. Instead, it is important to consider all possible evidence: data gathered through primary research, information available in existing research, and perspectives of different experts and stakeholders.

• For example, if the government has to consider how to prepare for an epidemic.

Key Points Characteristics of critical thinking:

• It encourages divergent thinking among the students, student covers all the possible aspects related to solving the problem.
• Direct involvement of the students in the problem related to critical problems.
• Critical thinking develops the logic to solve the problem so that a student can learn conceptually by critical thinking.
• Solutions for the problem are taken out by a complete analysis of its pros and cons.
• Critical problems are not factual they are based on concepts that can be solved by thinking critically.
• The learner reaches the solution by involvement in different aspects, such as searching, finding, etc.
• So that we can say that "What could be the various reasons for the shortage of food?"  this question is critical thinking based, this can be solved when all the positive-negative aspects cover logically.

Hint

• 'What is the formula for (a + b)2?' is a simple mathematical-based problem, it requires abstract thinking.
• "Write the chemical formula of methane." this is a factual question and critical thinking is never based on facts so this is an irrelevant option.
• 'What is the depositional feature of a glacier called?', this is also a fact-based problem, this type of question is the example of the Question-Answer method of the teaching-learning process given by Aristotle.

Learning Disability: It is a neurological disorder that prevents a person from learning a skill and using it effectively. Generally, it occurs in childhood and is characterized by difficulty with certain skills such as reading, writing, speaking, etc.

Dyslexia: It is a Reading disability, which is not due to mental retardation, brain damage, or a lack of intelligence. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language.

Key Points Dyslexia should be avoided by applying the following -

• Make the environment of the classroom accessible for the student in that they can enjoy their learning with their interest.
• By providing opportunities for reading and writing at individual pace as per their capability.
• Engaged the students suffering from dyslexia in different types of activities among other students.
• Using Multisensory pedagogical approaches.
• Allow voice recorder instead of note-making in the classroom.
• Teachers should allow printed material for learning instead of handwritten.
• Using different types of pedagogical approaches as per the student's abilities.
• By setting individualized goals.
• Using different teaching-learning materials makes the curriculum relevant to the students.
• So by all these references, we can conclude that Dyslexia can not be avoided by strict behavior on handwritten work.

Additional Information  Some Other Common Learning Disabilities in Children:

Learning Disability: It is a neurological disorder that prevents a person from learning a skill and using it effectively. Generally, it occurs in childhood and is characterized by difficulty with certain skills such as reading, writing, speaking, etc.

Key Points

 Attention deficit hyperactivity disorder(ADHD) is a brain disorder that affects how you pay attention, sit, still, and control your behaviour. 

• It happens in children and teens and can continue into adulthood.
• Children with ADHD may have trouble paying attention and controlling impulsive behaviours.
• ADHD is the most commonly diagnosed mental disorder in children.
• So by all these references, we can conclude that ADHD is marked by a low span of attention, impulsiveness, and a low tolerance for frustration.

Important Points The main symptoms of ADHD include the following: 

• Physical movement: Lack of muscle coordination, so a person who is ADHD-disabled can not move easily.
• ​Inattention: Short attention span for age (difficulty sustaining attention) Difficulty listening to others.
• Impulsivity: Has difficulty waiting for his or her turn in school and/or social games, Takes frequent risks, and often without thinking before acting.
• Hyperactivity: Has difficulty remaining in his/her seat even when it is expected, Fidgets with hands or squirms when in his or her seat; fidgets excessively.

Additional Information Some Other Common Learning Disabilities in Children:

An intellectual disability that is also known as mental retardation (M.R.) is the most common disability found among children with special needs. It is considered a substantial limitation in present functioning.

• It starts before the age of 18, the intellectual functioning level of a child becomes below average and that can be measured by the standardized tests used for measuring the intelligence quotient.

Key Points Characteristics of intellectual disability:

• People with intellectual disabilities can and do learn new skills, but they learn them more slowly.
• People have Limited interests.
• People face limitations in particular areas of higher-level skills such as organization, time planning, abstract reasoning, problem-solving, long or short-term memory, and attention.
• Faces lack muscular coordination.
• The main symptom is difficulty thinking and understanding.
• Neurologically-based processing problems.
• So, by all these references we can conclude that limitations both in reasoning, learning, problem-solving and adaptive behavior including social and practical skills are the characteristic of intellectual disability.

Hint

• The term 'visual impairment' is used to refer to not only those who are blind but also those who have low vision.
• Hearing impairment is defined as the inability of an individual to hear sounds appropriately or suitably.
• Locomotor Disability refers to a person’s inability to execute distinctive activities associated with the movement of self and manipulation of objects resulting from affliction of the musculoskeletal and/or nervous system.

Inclusion in education means education for all children in school as it refers to the inclusion of all children in the education system, regardless of their differences and disabilities. The main objective of inclusive education is to educate and help them in learning every child not label them by different names.

Key Points Characteristics of inclusive education: 

• Inclusive education means all children are learning under the same roof.
• It means real learning opportunities for groups who have traditionally been excluded-children with disabilities.
• Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.
• It aims for education for all.
• Inclusive education promotes students' engagement in various activities, societies, etc.
• The fundamental principle of the inclusive school is that all children should learn together.
• Inclusive education means creating effective classrooms where the educational needs of all children are addressed irrespective of ability or disability.

Hence, we can conclude that both (A) and (R) are false.

Important Points Role of the teacher in inclusive classrooms:

1. Accepting children with disabilities.
2. Developing a positive attitude between normal and disabled children.
3. Placing the children in the classroom in proper places so that they feel comfortable and are benefiting from the classroom interaction.
4. Removing architectural barriers wherever possible so that children with disabilities move independently.
5. Involving the children with disabilities in almost all the activities of the classroom.
6. Preparations of teaching aids/adaptation of teaching aids that will help the children with disabilities learn.

Creativity is the ability to come up with or generate creative ideas and possibilities. It involves thinking in new and original ways to reach a solution.

Key PointsCharacteristics of creativity:

• Creativity involves divergent thinking and is not restricted by any pre-established rules.
• The mind of creative learners must have complete freedom (flexibility) to wander around to create a new idea.
• Creativity promotes fluency in work, the creative learners work more efficiently and fast than others.
• Creativity involves the production of novel and original ideas or solutions to problems.
• Creativity is a cognitive ability to produce something original by offering a fresh perspective.
• It is related to divergent thinking which refers to a way of solving problems with more than one approach.
• Creativity thus refers to the originality and uniqueness of ideas or solutions that did not previously exist.

Thus, by all these references we can conclude that convergent thinking is not an important factor in creativity.

Hint

• Originality: refers to the uniqueness or novelty of ideas. It is the ability to produce ideas that are unusual, statistically infrequent, and not obvious.
• Convergent thinking: Convergent thinking is the type of thinking that focuses on coming up with a single, well-established answer to a problem. It is oriented toward deriving the single best, or most often the correct answer to a question.
• Fluency: refers to how rapidly a person comes up with ideas. It can be in respect of words, ideas, expressions,s or associations.
• Flexibility: refers to the ability to produce a large variety of ideas such as thinking of varied uses of a particular object.

Socio-constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large.

Socio-constructivist frame: Students have also to include the social and cultural settings, in which they learn and which also have an impact on students as they change their ideas. From this perspective, sometimes referred to as ‘situated cognition, the cultural and the social background of students, use of language, and how meaning is derived from various contexts play a role in the students’.

Key Points Characteristics of Socio-constructivist classroom:

• Elicit students’ existing ideas, including any alternative conceptions.
• Encourage students to take responsibility for their own learning, and this includes reflecting on their own thinking and learning processes.
• Rote memorization, learning based on recalling, and repetition are not allowed in a socio-constructivist classroom,
• Different methods and techniques are used for the teaching-learning process.
• It allows learners to foster their own strategy of learning to perform an activity.
• There are many ways to gain knowledge such as TLMs, newspapers, Peers, teachers, textbooks, folktales, etc.
• The classroom should be child-centered, not teacher-centered so that students are allowed to ask questions freely.
• It emphasizes collaboration with others for learning, work, performance, problem-solving, etc.
• So by all these references were can conclude that newspapers, Peers, teachers, textbooks, and folktales, all are important sources to gain knowledge in a socio-constructivist classroom.​

Important Points

• Social-constructivist classroom gives primacy to:
• peer tutoring.
• group activity.
• Challenging environment.
• Emphasis on students to think divergently and critically.
• cooperative learning among the students.

Learning is a process of continual adaptation to the environment and assimilation and accommodation of new information and knowledge to fit in with pre-existing knowledge structures. It is a process by which behavior is either modified or changed through experience or training. 

• Active learning is a situation where children construct their knowledge by their active engagement in the learning process. It is in contrast to objectivism, where knowledge was supplied by a teacher or a more learned person to a young learner or less knowledgeable person.

Key Points Active learning involves the following:

• Active learning is a student-centered approach in which students are considered the center of the class.
• ensuring active engagements of learners in various contexts, such as questioning and inquiry.
• providing the opportunities for learners to foster their own strategy of learning.
• allowing students to make some decisions about what and how to learn.
• making learners able to share ideas and create a learning community.
• making engagement of the students in reflections and applications.
• promoting participation, cooperation, and collaboration for the construction of knowledge.
• The presentation of facts, so often introduced through straight lecture, is deemphasized in favor of class discussion, problem-solving, cooperative learning, and writing exercises
• Other examples of active learning techniques include role-playing, case studies, group projects, debate, classroom discussion, inquiry, and questioning.
• **​Thus we can conclude that the engagement of the students in such activities as Questioning, discussions, reflection, application, and inquiry helps them to learn actively.**​

Important Points

​Benefits of Active learning :

• Active learning helps students to become 'lifelong learners.
• Active learning encourages success.
• Active learning is engaging and intellectually exciting.
• Improves critical thinking

Hence, we can conclude that all the elements are equally important for the active learning process. (debate, questioning, reflection, application, discussion, and inquiry)

Additional Information

• Debate: Debating is an excellent tool to encourage higher-order and critical thinking skills. It teaches students to structure and organize their thoughts while also developing their analytical and research skills.
• Questioning: Effective questioning involves using questions in the classroom to open conversations, inspire deeper intellectual thought, and promote student-to-student interaction. Effective questions focus on eliciting the process, i.e. the 'how' and 'why,' in a student's response.
• Reflection: Reflection is about students becoming aware of their thinking processes, and being able to make those transparent to others.
• Application: It refers to an educational approach whereby students learn by engaging in the direct application of skills, theories, and models.
• Discussion: Discussion-based teaching is an instructional approach that prioritizes learner acquisition of knowledge, skills, and attitudes through discourse rather than passive approaches that focus on lecture, reading, or viewing.
• Inquiry: It is a form of active learning that starts by posing questions, problems, or scenarios.

Learning is a continuous life-long process that is not inherited but can begin right from birth by providing constant interaction and stimulation received from the physical, social, and cultural environment and it does not stop till the end.

Discovery learning: Discovery learning is the type of learning in which students can learn by finding the correct approach for the problem through their cognition.

• Example: Finding the types of plants while going on a visit.

Key Points Characteristics of Discovery learning:

• Discovery learning helps students to think critically.
• Children learn through observing things and then make a synthesis about the problem.
• It is based on child-centered learning instead of teacher-centered.
• There are a lot of resources to gain knowledge in discovery learning because they are free to move in the knowledge-rich environment.
• Discovery learning helps to make commands of the problem conceptually.
• Discovery learning improves the skills of the students and makes their thinking divergent.
• It de-emphasis rote learning or learning based on memorization.
• Discovery learning is mostly based on activities, experiments, and critical thinking.
• Students can learn by making guesses or concepts through their cognition.
• Hence we can say that discovery learning has maximum freedom to construct knowledge within a resource-rich environment.

Important Points

• Expository teaching is a lecture presentation or telling strategy used during instruction. The teacher is in control of presenting the subject matter and directs the students through the lesson.
• Text-book centered learning: Text-book centered learning is that type of learning in which teachers teach only whatever is mentioned in the textbook, they do not engage their students in different activities, it de-emphasis learning by doing.
• Behaviouristic teaching : Behaviorists look at learning as an aspect that if a teacher motivates students, and provides them reinforcement, and rewards, then they will automatically learn the behavior they have to perform

Misconceptions or Alternative conceptions refer to a wrong or inaccurate idea that takes place due to the mismatch in previously assimilated and the newly accommodated knowledge. 

• Alternative conceptions in students' life are playing important role in the teaching-learning process. They are necessary for the learning process to give insight into students' thinking.

Key PointsAlternative conceptions: 

• The ideas that children and adults use to explain various scientific concepts which do not match with the generally accepted scientific explanation of those concepts.
• Intuitive means having the ability to understand or know something without any direct evidence or reasoning process. So learner with misconception represents intuitive theories.
• These concepts are a normal part of learning.
• Through this process, the teacher recognizes that children are capable of thinking and their thinking is different from that of adults.

Hence, we can conclude that alternative conceptions just represent their previous knowledge or intuitive theories.

Important Points  Education Implication:

• Teachers must accept that alternative conceptions exist and respect them.
• teachers should not rely solely on lectures.
• labs or hands-on activities.
• demonstrations can work.

Hint

• Alternative conceptions are not purely illogical students present them by their cognitive according to their thinking about the problem.
• The teacher should not ignore students' views toward the problem whether their views are irrelevant to the concept. The teacher should pay respect to all the views of the students.

Learning is a continuous life-long process that is not inherited but can begin right from birth by providing constant interaction and stimulation received from the physical, social, and cultural environment and it does not stop till the end.

Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.

Key PointsCharacteristics of the collaborative learning approach:

• It emphasizes direct or face-to-face coordination.
• collaborative learning refers to a situation in which two or more people learn or attempt to learn together in a group.
• Positive interdependence.
• There are many varieties of learning in collaborative learning such as activities, teamwork, group discussions, etc.
• Individual and group accountability.
• Adolescents provide many opportunities in the classroom to share their views and have much involvement in group discussions.
• A heterogeneous group of mixed abilities.
• in collaborative learning, a Group-oriented reward system should be implemented.
• Group learning to master academic materials.
• So, we can conclude that collaborative learning provides many opportunities for adolescents to share their views in multiple ways.

Conceptual understanding is the understanding in which learners get the knowledge of the roots of the problem. Conceptual learning is easy to get if a learner has any prior experience in the related problem because experience (old ideas) helps them to get the concept (new ideas) in the best manner. 

• Schemas: A schema is a packet of knowledge. that we have stored for a particular thing or object. basically, they are different packets for every different concept.

Key Points  A teachers should always try to build conceptual learning among the student, some of the ways to build concepts are:

• Make the child's thinking progressive, cultured, and civilized.
• Stimulating such methods which help in developing students' thinking process to analyze and integrate facts.
• By establishing the inter-relation between the previous knowledge of the students and the concepts (Schemas).
• A teacher should always hear the student's point of view.
• In conceptual understanding, knowledge is constructed by the learners on the basis of their prior experiences.
• Provide children opportunities for sharing ideas and encourage discussion.
• Categorizing, naming, and sporting activities,

Hence, we can conclude that presenting content that challenges the student's previous knowledge and requires a modification of schemas leads to a conceptual understanding.

Important Points Characteristics of Conceptual learning:

• Conceptual learning makes learners thought processes divergent, by which students can think about all the possible positive and negative aspects related to the problem.
• It opposes rote memorization.
• It improves the analysis and observational skills of the learners.
• The path of conceptual learning is from simple to complex, first students have to learn simple concepts, and then they have to learn complex concepts on the basis of simple concepts.
• Conceptual learners always think divergently, they cover all the possible ways to solve the problem,

Incremental belief: It motivates people to learn and develop their abilities well. It is a decision-making approach. incremental beliefs are given by Charles E. Lindblom. 

Key Points​

• For effective learning to take place, a teacher should activate incremental belief of ability among children as individuals with incremental as opposed to entity beliefs differ in motivational orientation and behavioral pattern.
• Incremental beliefs are the ones that encourage people to develop their abilities. This encouragement helps the learners to work on their abilities which in turn helps them in learning new things as they progress.
• Hence by all these, we can conclude that incremental beliefs imply meaningful efforts to achieve success.

Important Points Other Characteristics of incremental beliefs are:

• It was completely against and critical of Simon's Rational model.
• The actual process of decision-making is entirely different from the theoretical one.
• It includes continuously building out from the current situation, step by step.
• It means continuing the existing programs and policies with little modification.
• Also known as, BRANCH TECHNIQUE.​​

Hint

• Entity belief of ability among students, sense of competition among students, and sense of inferiority among students should not activate while teaching because this will not lead to effective learning rather it could hinder the learning process.

Constructivism: Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment. Constructivist views learning as the result of mental construction. It is created or constructed by the experiencing individual. It is not impersonal or absolute.

Key Points In a constructivist classroom, however, the materials would be used by the children as an aid for them to explore the world and discover ideas through contexts that they relate to. This alternative was presented as the constructivist view of learning. Two essentials of this model of learning are the active participation of the child and the role of the teacher as a facilitator and encourager.  

• Learners are active participant in constructivist classrooms.
• A constructivist classroom always promotes group work and collaborative and cooperative learning.
• Tasks in the constructivist classroom are moderately difficult, which can be done by the involvement of all the learners.
• It doesn't promote rote learning or memorization.
• Learners of constructivist classrooms, learn by interacting with others.
• Thus we can conclude that group work and moderately difficult tasks are the features of the constructivist classroom.​

Hint

• Constructivist classrooms would not include repetitive tasks. the learners want to engage in various tasks with curiosity in constructivist classrooms.
• Recalling based, memorization based tasks should be avoided in socio-constructivist classrooms, the learners want to engage actively in their work.

Emotions play an essential role in an individual's life. Emotion is a psychological state with four components, a positive or negative subjective experience, bodily arousal, the activation of specific mental processes and stored information, and characteristic overt behavior”.

• Example: A parent might display emotions of happiness as their child receives a gold medal.

Key Points There are many types of emotions some of these are- Anxiety, Pride Happiness, Sadness, Frustration, Boredom, Fear, Anger, Shame, etc.

 Pride: Pride is an emotional response or attitude to something with an intimate connection to oneself, due to its perceived value.

• It is an emotion that encourages students to put effort into learning.
• This emotion is experienced by students while achieving goals, success, etc.
• This emotion necessarily requires a sense of self and the ability to reflect on one’s actions.

 Anger is an emotion characterized by antagonism toward someone or something you feel has deliberately done you wrong. Anger is the synonym of angriness which is emotion. So, anger is relation to emotion. 

• This emotion comes when students fail in something, having something irrelevant or not according to them.

Hence by all these, we can conclude that a student experiences pride while success and anger while failure.

Additional Information Some of the other emotions which are seen in daily life are:

• Hope: Hope is an emotion characterized by positive feelings about the immediate or long-term future. Often hope is coupled with high motivation, optimism, and a generally elevated mood.
• Frustration: Frustration is a common emotional response to opposition, related to anger, annoyance, and disappointment. Frustration arises from the perceived resistance to the fulfillment of an individual's will or goal and is likely to increase when a will or goal is denied or blocked.
• Pleasure: Pleasure or happiness is a positive emotion that gives satisfaction to the person who experiences it. Pleasure is the reaction to the satisfaction of a need or the attainment of a goal. When we are happy we smile and laugh and there is a clear expression of satisfaction on our faces.
• Anxiety: Anxiety is a state of painful discomfort in the mind. During anxiety, a vague fear or apprehension occurs. You may feel anxious if you don’t know the exact cause.
• Enjoyment: A feeling of taking pleasure in what is going on around you, especially in situations like a leisure activity or social gathering.
• Boredom: ​The state of feeling disinterested in one's surroundings, having nothing to do, or feeling that life is dull.
• ​Fear: Fear is caused by situations that are perceived as physically threatening. The situations that produce fear change with age. During early childhood, we are afraid of strange objects and persons, loss of support, darkness and devils, etc. During adolescence, fears are mostly social in nature.
• Affection: It is a pleasant emotional reaction directed towards a person, an animal, or an object. It is built up as a result of the pleasant experience. The most primitive basis of affection is associated with the warmth of the mother’s body, and being fondled and cuddled.

Conceptual learning: Conceptual learning is that type of learning in which the learner covers all the aspects related to the problem, they get the logic behind the problems by analyzing, observing, etc.​

Key Points Teaching strategies to be followed when teaching a new concept to the middle-grade students:

• While teaching any concept, the teacher should first know the level of previously acquired knowledge of students.
• The teacher should relate the theoretical knowledge with practicality and its applications in real life as this will enable them to know the relevance of the learned concept.
• The teacher should teach the simple concepts first so that students will get confidence in their learning and then gradually the difficult concepts should be taught by using effective teaching techniques.
• The teacher should always choose the way of teaching from concrete concepts to real, abstract, and complex concepts.
• The teaching must be done from known to unknown concepts.

​Hence, we can conclude that connecting a new concept with the previous knowledge of the child will help in better understanding.

Hint

• Teachers should not emphasize rote learning or learning based on memorization, teachers should emphasize conceptual or meaningful learning.
• Students learn more by engagement in the environment, and by social interaction, so teachers should provide the opportunity to the student to engage in society, social activities, etc.

Calculation:

To find the least number which must be subtracted from a number to obtain a perfect square, we use the Division method.

The least number is the remainder obtained after the division method

Hence, 279 is the least number that should be subtracted from 893304 to get a perfect square.

Alternate Method

√893304 = 945.14

Since we are asked what should be subtracted from 893304 to get a perfect square

So, 945² = 893025

∴ The number to be subtracted = 893304 - 893025 = 279

Hence, 279 is the least number that should be subtracted from 893304 to get a perfect square.

Explanation:

Case (i): Sum of two prime numbers is always a prime number.

Suppose the two prime numbers are 5 and 7

⇒ 5 + 7 = 12, which is not a prime number

Thus, case (i) is false. 

Case (ii): A composite number can be odd.

Some composite numbers are 4, 6, 8, 9, 10, 12, 14, 15, ....

So, the composite number can be both even or odd.

Thus, case (ii) is true. 

Case (iii): '2' is the only even prime number.

After 2, all the prime numbers are odd.

Thus, case (iii) is true.

Case (iv): '1' is the smallest prime number.

A prime number is a number that has two factors, 1 and itself.

But, 1 does not have two factors. 

∴ 1 is not a prime number.

Thus, case (iv) is false.

Hence, (ii) and (iii) are true.

Calculation:

To find the number of groups of the largest equal size, we need to find the HCF of 18 and 24. 

⇒ 18 = 2 × 3 × 3

And, 24 = 2 × 2 × 2 × 3

So, HCF (18, 24) = 2 × 3 = 6

Hence, the number of groups of the largest equal size in which these students can be divided for their practical work is 6.

Concept:

a^-1 = 1/a

Calculation:

${\left[ {{{\left( {\frac{1}{3}} \right)}^{ - 2}} - {{\left( {\frac{1}{4}} \right)}^{ - 1}}} \right]^{ - 2}}$

⇒ [3² - 4]^-2 

⇒ (9 - 4)^-2

⇒ 5^-2

$\Rightarrow {\frac{1}{5^{2}}}$

$\Rightarrow {\frac{1}{25}}$

Calculation:

(1.5 × 10⁶) + (3.4 × 10⁷)

⇒ [1.5 + 3.4 × 10] × 10⁶ 

⇒ [1.5 + 34] × 10⁶   

⇒ 35.5 × 10⁶ 

⇒ 3.55 × 10⁷

On comparing it with p × 10ⁿ, we get

p = 3.55 and n = 7

So, (2p + n) = (2 × 3.55 + 7)

⇒ 7.1 + 7

⇒ 14.1 

Hence, the required value is 14.1.

Formula used:

Interior angle + Exterior angle = 180°

Calculation:

Let the ratio of exterior angle and interior angle of a regular polygon is 1x : 4x

Interior angle + Exterior angle = 180°

⇒ x + 4x = 180°

⇒ x = 36°

∴ Exterior angle = 36°

⇒ n = 360°/exterior angle, where n is the number of sides

∴  n = 360°/36° = 10

Explanation:

A regular octagon has 8 lines of symmetry as it has 8 sides.

Every regular polygon has as many lines of symmetry as the number of sides.

Hence, both assertion and reason are true.

Explanation:

Case (i): All rectangles are squares.

All squares are rectangles but all rectangles are not squares. 

Thus, (i) is false.

Case (ii): All rhombuses are parallelograms.

A quadrilateral with two sets of parallel sides is referred to as a parallelogram. Every rhombus is a parallelogram because its opposite sides are all parallel.

Thus, (ii) is true.

Case (iii): All squares are not parallelograms

Quadrilaterals having two sets of parallel sides are known as parallelograms. Since squares must have two sets of sides that are parallel, all squares are parallelograms.

Thus, (iii) is false.

Case (iv): All squares are trapeziums.

All the squares are trapezium because all squares have pairs of parallel sides. A trapezium is a quadrilateral in which the pair of opposite sides are parallel.

Thus, (iv) is true.

Hence, (ii) and (iv) are correct.

Concept:

Probability = Number of possible outcomes/Total number of outcomes 

Calculation:

Composite numbers from 1 to 25 are {4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24, 25} = 15

Total number of slips = 25

∴ Probability of getting a composite number = 15/25 = 3/5

Hence, the required probability is ${\frac{3}{5}}$.

Concept:

• Mean = Sum of observations/Total number of observations
• Median = [(n/2)th term + [(n/2) + 1]th term]/2, if n is even
• Mode = highest frequency data value
• Range = Highest value - Lowest value

Calculation:

On arranging the given data in ascending order, we get

1, 2, 2, 3, 4, 4, 4, 8, 9, 13

So, Mean = (1 + 2 + 2 + 3 + 4 + 4 + 4 + 8 + 9 + 13)/10 = 50/10 = 5

Here, n = 10 (even)

Median = [(10/2)^th term + [(10/2) + 1]^th term]/2 

⇒ [5^th term + 6^th term]/2

⇒ (4 + 4)/2

⇒ 4

Mode = 4 

Range = 13 - 1 = 12

So, mean of mean, median, mode, and range = (5 + 4 + 4 + 12)/4 = 6.25

Hence, the required answer is 6.25.

Concept:

Volume of cylinder = πr²h

Calculation:

Suppose the length and radius of the cylinder are h and r respectively. Also, let the radius of the new cylinder be R.

New length = 16h

According to the question, volume of both the cylinders is same

⇒ πr²h = πR² × 16h

⇒ R² = r²/16

⇒ R = r/4

Hence, the radius of the new rod will become ${\frac{1}{4}}$ times of the original rod.

Concept;

• Perimeter of square = 4a
• Area of square = a²
• Circumference of closed semi-circle = πr + 2r
• Area of semi-circle = Half of πr²

Calculation:

We have,

Perimeter of square = 144 cm

⇒ 4a = 144

⇒ a = 36

So, area of square = a² = 36² = 1296 cm²

Now, Circumference of semi-circle = 144 cm

⇒ πr + 2r = 144 

⇒ r(22/7 + 2) = 144

⇒ r = 144 × 7/36

⇒ r = 28 cm

So, area of semi-circle = $\frac{1}{2}\times\frac{22}{7}\times 28 \times28$

⇒ 1232 cm²  

Thus, ratio = 1296/1232 = 81/77

⇒ 81 : 77

Hence, the required ratio is 81 : 77.

Given:

Area of trapezium = 512 cm² 

Non-parallel sides are 17 cm and 23 cm long.

Distance between the parallel sides = 16 cm

Concept:

Area of trapezium = (Sum of parallel sides × Distance between them)/2

Calculation:

We know that,

Area of trapezium = (Sum of parallel sides × Distance between them)/2

⇒ 512 = (Sum of parallel sides × 16)/2

⇒ Sum of parallel sides = 512/8 = 64 cm

Now, we have

Perimeter of trapezium = Sum of parallel sides + Sum of non-parallel sides

⇒ 64 + 17 + 23

⇒ 104 cm

Hence, the perimeter of the trapezium is 104 cm.

Calculation:

12 sheets weigh 40 grams.

So, 1 sheet would weigh: 40/12 grams 

We have work for $3 \frac{1}{2}$kg.

In terms of fraction, it would be $\frac{7}{2}$ kg

As we know, 1 kg = 1000 g

Therefore, 7/2 kg = $\frac{7}{2} × 1000$ = 3,500g 

So, now in order to find out how many sheets would weigh 3,500 g, we need to:

3500 × 12/40 = 1050 

Hence, the correct answer is 1,050 sheets.

Concept:

• (a - b)² = a² + b² - 2ab
• (a - b)(a + b) = a² - b²

Calculation:

25x2 – 4y2 + 28yz – 49z2

⇒ 25x2 – (4y2 - 28yz + 49z2) 

⇒ 25x2 – {(2y)2 - 2 × 2 × 7yz + (7z)2} 

⇒ 25x2 – (2y - 7z)2  

⇒ (5x)2 – (2y - 7z)2  

⇒ (5x - 2y + 7z)(5x + 2y - 7z)

Hence, the correct answer is (5x + 2y – 7z)(5x – 2y + 7z).

Concept:

(a - b)² = a² + b² - 2ab

Calculation:

$3m-\frac{1}{3m} = 3$

Squaring both the side, we get:

9m² + $\frac{1}{9m^2}$ - 2 × 3m × $\frac{1}{3m}$ = 9

9m2 + $\frac{1}{9m^2}$ - 2 = 9

9m2 + $\frac{1}{9m^2}$ = 11

Multiplying both the sides by $\frac{1}{9}$, we get:

$\frac{1}{9} ×$( 9m2 + $\frac{1}{9m^2}$) = $\frac{1}{9} ×$ 11

We get:

m² + $\frac{1}{81m^2}$= $\frac{11}{9}$

m2 + $\frac{1}{81m^2}$= $1\frac{2}{9}$

Hence, the correct answer is m2 + $\frac{1}{81m^2}$= $1\frac{2}{9}$

Concept:

a2 - b2 = (a + b)(a - b)

Calculation:

We have: 49 – x2 – y2 + 2xy

⇒ 49 - (x² + y² - 2xy)

⇒ 49 - (x - y)²

⇒ 7² - (x - y)²             

⇒ (7 + (x - y)) (7 - (x - y)) 

⇒ (7 + x - y)(7 - x + y)

Hence, the answer is (7 + x - y)(7 - x + y).

Calculation:

$\frac{{3x - 4}}{3} + \frac{{2x + 1}}{2} = x + \frac{7}{6}$

$⇒ \frac{{2(3x - 4)+3(2x + 1)}}{6} = x + \frac{7}{6}$

$⇒ \frac{{6x - 8+6x + 3}}{6} = x + \frac{7}{6}$

$⇒ \frac{{12x - 5 }}{6} = x + \frac{7}{6}$

$⇒ \frac{{12x - 5 -6x}}{6} = \frac{7}{6}$

⇒ 6x - 5 = 7

⇒ 6x = 12

⇒ x = 2

Now, $\frac{{5x - 1}}{4}=\frac{{5\times 2 - 1}}{4}$

$\Rightarrow \frac{{9}}{4}$

Concept:

The altitude of an equilateral triangle also acts as a perpendicular bisector. So, BD = DC.

Calculation:

Since AD is the altitude of an equilateral triangle. 

∴ AD² = AC² - DC²

⇒ AD² = BC² - (BC/2)²      (∵ BD = DC)

⇒ AD2 = BC2 - BC²/4

⇒ 4AD2 = 4BC2 - BC2

⇒ 4AD² = 3BC²

Concept:

• If two angles form a linear pair, the angles are supplementary, whose measures add up to 180°.
• Angles opposite to equal sides are equal.
• The exterior angle theorem states that the measure of an exterior angle is equal to the sum of the measures of the two remote interior angles of the triangle.

Calculation:

Here, ∠ABE + ∠ABD = 180°      (∵ Linear pair)

⇒ ∠ABD = 180° - 120° 

⇒ ∠ABD = 60° 

Since, AB = AD

⇒ ∠ABD = ∠ADB = 60°      (∵ Angles opposite to equal sides are equal)

Now, ∠ADB = ∠ACD + ∠DAC      (∵ Exterior angle theorem)

⇒ 60° = 25° + ∠DAC

⇒ ∠DAC = 60° - 25° = 35° 

Hence, ∠CAD = 35°

Mathematics is a subject that has relevance to day-to-day life. Teachers have a great role in this regard.

• As we know, apart from teaching mathematical facts, teachers should help children to develop the skill of utilizing Mathematics and seeing things in a mathematical way.
• Mathematics is not for acquiring good grades, rather, it is for helping children to be able to deduce mathematical interpretations of the circumstances and judge through mathematical thinking.

Key Points Mathematisation refers to the act of interpreting or expressing mathematically or the state of being considered or explained mathematically.

• In other words, mathematization is nothing but converting a given situation in a more specific way using numerals, symbols, and mathematical facts satisfying the given conditions with the help of logic. Logic is the backbone of the mathematization of any given situation.
• The teaching-learning of mathematics stresses much of developing the skill of mathematization.
• It is expected that children should expand the horizon of cognition by incorporating abilities that help them manage situations mathematically.
• Here, children should make use of the knowledge, facts, and principles of Mathematics to arrive at a judgment. This is referred to as the mathematization of the mind.

Hence, the mathematization of a child's thinking is the correct answer.

A decimal number is one in which the whole number and fractional parts are separated by a decimal point. For example- 5.69 is a decimal number.

Key PointsApproximation in mathematics is finding a number that is nearest or closest but not exactly equal to a number. it assesses the students' ability to compare two decimal numbers.

• In the above question, the possible decimal numbers that can be formed by using digits 6,3,2, and 9 are- 62.39, 63.29, 69.23, 69.32, 62.93, 63.92, etc.
• But, the decimal number that is closest to 64 will be only 63.92
• Hence, there can be only one possible answer to this question i.e. 63.92.
• The response of student B was correct that by rearranging the digits again, we can get a number closer to 64.

Hence, we conclude that the correct options are (a) and (d).

The discussion method involves an open-ended, collaborative exchange of ideas between a teacher and students or between students with the goal of improving students thinking, learning problem-solving, understanding, or literary appreciation.

Key Points

• Features of an effective classroom discussion-
• Clarifies misconceptions- Once the teacher completely comprehends what the student is trying to say, the teacher can devise an appropriate response to keep the conversation on track and clear misconceptions of children.
• Learner's centered- A discussion is said to be effective if learners are at the center of the learning process and the teacher acts as a guide.
• It allows children to share their points of view and encourages members with conflicting views to speak up.
• Children prefer activities that allow them to practice and that involve discussion more than reading and writing. Discussion helps in developing mathematical thinking and increases children's interest in mathematics by creating a fear-free attitude.

Hence, it is clear from the above points that the features of effective classroom discussion are a and c.

A mathematics laboratory is a place where students can learn and explore mathematical topics while also verifying mathematical facts and theorems using different activities.

Key Points

• Role of mathematics laboratory-
• It helps in developing the habit of discovery and self-study.
• It helps in developing the habit of thinking, reasoning, and problem-solving in children while children also enjoy and remain active in the laboratory.
• The laboratory provides the opportunity for creative and practical work.
• The laboratory method is based on the principle of "learning by doing" so that the students take interest in their work.
• It encourages project-based learning where students work in groups.

Hence, we conclude that the most appropriate statement related to mathematics laboratory is that it is helpful in developing the habit of thinking, reasoning, and problem-solving.

Learning mathematics is a pleasurable experience. It is regarded by children as a difficult, uninteresting, and frightening subject. A majority of students experience failure as a result of mathematics, and a small percentage of gifted, talented kids, experience disappointment as a result of mathematics. If we do not give opportunity for children to enjoy learning mathematics and use their creative ability they will eventually come to dislike the subject.

Key Points

• Causes of mathematics anxiety
• Low achievement in the examination-  It has been proven that poorer academic achievement results in greater anxiety among students.
• Nature of mathematics- The main reason behind mathematics anxiety in students is the abstract nature of mathematics. When symbols are handled without understanding, many children experience boredom, confusion, and detachment from the subject.
• Teaching-learning experience in the classroom- Students are more anxious about mathematics in schools where strong discipline is maintained in a course covering strict adherence to text without enabling children to think and pick alternate ways to solve mathematical problems.

Hence, we conclude that gender differences cannot be considered as one of the reasons for mathematics anxiety in students.

HintGender is a social construct. It is a socially and culturally constructed framework that gives meaning to what it is to be a man or a woman in a certain society. Anxiety in mathematics has nothing to do with the gender of the student.​​

Problem-solving is a concept that refers to mathematical problems that have the ability to present intellectual difficulties for improving children's mathematical understanding and growth.

Key Points

• The problem-solving approach in the mathematics classroom-
• According to NCF 2005, ​the problem-solving approach is based on the principle that mathematics is essentially about reasoning rather than memorization. Problem-solving allows children to build conceptual understanding and describe the process used to arrive at solutions.
• The problem-solving method allows children to think critically, offer their own original ideas, and communicate mathematically with their peers.
• The problem-solving approach encourages children to believe in their ability to think mathematically. They will see how they can use the arithmetic they are learning to solve a problem.

Hence, it is clear from the above points that the national curriculum framework 2005 stresses adopting problem-solving as an approach to teaching mathematics because problem-solving is related to conceptual understanding.

Hint The National curriculum framework (NCF 2005) is one of the 4 national curriculum frameworks published in 1975, 1988, 2002, and, 2005 by the National Council of educational research and training (NCERT) in India.

A word problem is a mathematical exercise in which important background information about the problem is conveyed in everyday language rather than mathematical notation.

Key Points A fraction is used to express a part or portion of the whole thing. It represents the equal parts of the whole.

Importance of word problem on a fraction-

• ​Students use word problems to bridge their informal understanding of quantities and actions on quantities to new fractions and decimal ideas.
• Fractions are important because they indicate how much of whole you require, possess, or desire. In baking, fractions are used to determine how much of an ingredient to use.
• It helps children understand the nature of numbers and their interactions.

Hence, we conclude that the correct options are (a) and (b).

A constructivist classroom is associated with the constructivist approach to education which prioritizes collaborative learning by engaging students in conversations and projects.

• In a constructivist classroom, students are expected to actively participate in developing their assessment plan with the teacher.

Key Points

Features of a constructivists classroom:

• It emphasizes collaboration with others while learning such as peer-learning, group activities, etc.
• It provides an opportunity for children to work at their own speed.
• Teachers in constructivist classrooms, connect concepts and problems with real-life situations and set up settings for students to challenge their own and each other's preconceptions.
• Through social engagement, learners are seen as builders of meaning and creators of knowledge.
• It encourages children to participate actively and fosters peer learning.
• Children should be encouraged to ask questions in the classroom.
• It encourages children to develop their own learning strategy for completing a task.

Hence, we conclude that the features of a constructivist classroom are b and c.

Teaching strategies are approaches used by teachers to deliver course information in a way that keeps students engaged and allows them to practice a variety of skills.

Key PointsLow achievers are the students who have low innate academic ability.

Teaching strategies for low achievers-

• Using student-centered activities- Using activities will help children develop the ability to solve problems and build on their own knowledge for higher-level processes.
• Low achievers require extra attention so teachers should provide extra time for clearing the concepts.
• Set smaller targets- As a teacher, it's important to know what's possible for the children and to set goals accordingly. Teachers should provide less number of questions in a single work session.
• Praise and reward- Motivation works wonders for low achievers. It is important to recognize even the smallest victory and provide rewards for each milestone in order to encourage them to continue learning.

Hence, we conclude that the strategy which is not suitable for teaching lower fevers in mathematics is giving miscellaneous questions from textbooks to solve.

• Whereas teachers should not provide miscellaneous questions from textbooks to weak students as it will discourage them from learning.

Central tendency-It is a statistical measure that represents the single value of the whole distribution or data set. Its goal is to accurately describe all of the data in the distribution.

The common measures of central tendency are the arithmetic mean, median, and mode.

Key Points

• Mean- The average value of the data set is represented by the mean. The sum of all the values in the data set divided by the number of values can be determined. It is commonly known as the arithmetic mean.
• It is used to calculate the average in many diverse fields such as economics, anthropology, history, etc.
• Mean = Sum of observations / Total number of observations

Hence, we conclude that mean will be appropriate to find out the average income of the village.

Additional Information

​Concept:

• Sound is generated due to oscillations of objects Ex: the vocal cord in our throat
• In this vibrating molecules transfer energy to the neighboring molecule for transmission.
• It is also known as a pressure wave as it forms alternate high and low-pressure regions.
• It is a longitudinal wave as particles oscillate parallel to the direction of propagation.

Explanation: 

• Liquids have stronger interaction with neighboring atoms than gas.
• The wave travels due to the transfer of energy to a neighboring atom.
• Due to stronger interactions longitudinal wave travels faster in liquid than in gas.

v_solids > v_liquids > v_gases   

Where v - speed of sound. 

• As we know water is a liquid state and air is a gaseous state so the sound will travel faster in water than air.
• Rigidity is the property of solids, not liquids (liquid's property is fluidity).
• Sound travels faster in rigid or stiff materials which do not deform easily.
• For this reason speed of sound in steel is more.
• From the above description, it is clear that the rigidity of the medium impact the speed of sound.
• The speed of sound is greater in water than in air.
• Both statements are correct but B is not a correct explanation for A.

Additional Information

• Speed of sound in different mediums.

 

Mistake Points As, per the official answer key option 1 is correct but, as per the solution and question statement option, 2 is the correct one.

Concept:

Digestion: 

• ​it is the complex process of turning the food we eat into nutrients, which the body uses for energy, growth and cell repair needed to survive.
• It also involves creating water to be excreted.

​​​The alimentary gland consists of:

• Mouth
• Buccal cavity
• pharynx
• Oesophagus
• Stomach
• Small intestine
• Large intestine
• Rectum
• Anus

Explanation:

Small intestine:

• It is the site of complete digestion.
• Carbohydrates, protein, and fat are broken down here.
• It receives secretions from the liver and pancreas.
• Fats are present in the intestine in the form of large globules.
• Bile salts break them into smaller globules.
• The walls of the small intestine contain glands that secrete intestinal juice.
• Intestinal enzymes then convert:
• Proteins to amino acids
• Complex carbohydrates to glucose
• Fats to fatty acids and glycerol
• Villi present on the surface increase area for absorption.

Thus, complete digestion of fats takes place in the small intestine.

Important Points

Additional Information

Mouth: 

• The digestive process starts in your mouth when you chew.
• The mouth is also called the buccal cavity or the oral cavity.
• In the human digestive system mouth is the upper end of the beginning of the alimentary canal, which leads to the pharynx and the oesophagus.
• In humans, both the mouth or the buccal cavity and the nasal cavity are separated by the palate.
• The buccal cavity mainly comprises the primary organ of the digestive system including the teeth, tongue, and salivary glands.
• Your salivary glands make saliva, a digestive juice, which moistens food so it moves more easily into your stomach.
• Saliva also has an enzyme that begins to break down starches in your food.

Stomach:

• The stomach is a muscular hollow organ.
• It takes in food from the oesophagus (gullet or food pipe), mixes it, breaks it down, and then passes it on to the small intestine in small portions.
• The stomach stores the food for 4-5 hours.
• Hydrochloric acid is the major acid present in the stomach.
• Gastric juice is made up of digestive enzymes and acids.
• The food mixes thoroughly with the acidic gastric juice of the stomach by the churning movements of its muscular wall and is called the chyme.
• The hydrochloric acid in the gastric juice breaks down the food.
• So the process of digestion is very quick inside the stomach.

Large intestine: 

• ​It is wider and shorter than the small intestine.
• It is about 1.5 meters in length.
• It has the following parts, caecum, colon, rectum, anal canal and anus.
• Its function is to absorb water and some salts from the undigested food material.
• Symbiotic bacteria E. coli resides in human colon and feeds on protein in the chyle and breaks them into amino acids and then are absorbed in blood.

The correct answer is Proteins.

Explanation:

• Caterpillars (silkworms) secrete fibre made of protein that hardens when exposed to air and becomes silk fibre.
• The silkworm completely covers itself in silk fibres, which is known as a cocoon, and is then processed to obtain silk fibres.
• The following steps must be taken for extracting silk from the cocoons:
• Step 1: Silk fibres are extracted from a pile of cocoons. The cocoons are either kept in the sun, boiled, or exposed to steam. The silk fibres separate. Reeling the silk refers to the process of extracting threads from a cocoon for use as silk.
• Step 2: Reeling is done using special machines that unwind the silk threads or fibres from the cocoon.
• Step 3: Weavers weave silk cloth from silk threads that have been spun from silk fibres.

Additional Information

• Silkworms are the larvae of silk moths that feed mostly on mulberry leaves.
• The scientific name of silkworm is Bombyx mori.

The correct answer is anaerobic respiration takes place and lactic acid, and energy are produced.

Explanation:

• The demand for energy is high during heavy exercises, such as fast running, cycling, long-distance walking, or heavy weight lifting. However, the supply of oxygen to produce energy is limited.
• Anaerobic respiration occurs in muscle cells to fulfil the demand for energy.

Glucose →  Lactic acid + energy

• The cramps occur when muscle cells respire anaerobically.
• Lactic acid is formed as a result of the partial breakdown of glucose.
• Muscle cramps are caused by lactic acid accumulation.
• We get relief after a hot water bath or a massage.
• A hot water bath or massage improves blood circulation.
• As a result, the oxygen supply to the muscle cells increases.
• When the supply of oxygen increases, the lactic acid completely breakdown into carbon dioxide and water.

. It is because anaerobic respiration takes place and lactic acid, and energy are produced.we gets muscles cramp.

Additional Information

• Aerobic respiration of glucose takes place in the mitochondria and produces CO₂ and H₂O along with energy in the form of ATP.
• Anaerobic respiration of glucose in the cytosol and produces less energy along with:
• Alcohol and CO₂ in yeast fermentation.
• Lactic acid in animal muscle cells.

The correct answer is Arteries have thick elastic walls without valves inside, blood flows under high pressure, carry blood away from the heart to various parts of the body.

Explanation:

• Arteries are blood vessels that carry blood away from the heart to various organs of the body.
• The arteries are the first blood vessels through which the heart pumps blood through, they experience the highest blood pressure, so they have thick elastic walls to withstand the high pressure.
• To provide a smooth flow of blood through your body, these large arteries expand when blood pressure rises and recoil when the heart relaxes between beats.
• Arteries do not have valves as their walls are highly muscular.
• Valves, in particular, are the forms that are present in veins to ensure that the blood flows only in one direction.

Additional Information

The correct answer is Kidney → ureter → urinary bladder → urethra.

Explanation:

• The human excretory system consists of a pair of kidneys, two ureters, a urinary bladder, and a urethra.
• The kidney initiates the formation of urine, and the urethra facilitates urine excretion.
• Humans are ureotelic, and excretion occurs in the form of urea, resulting in less loss of body water.
• Kidneys are reddish brown, bean-shaped structures. An adult human kidney measures 10-12cm in length, 5-7cm in width, and 2-3cm in thickness, with an average weight of 120-170gm.
• Through nephrons (tiny filtering units), the kidneys remove waste products called urea, as well as extra water and ions from the blood to form urine.
• The nephron is the functional unit of kidney.
• The pelvis of kidney is continued as a ureter. Ureter is a long and muscular tube.
• Ureter carries urine from the kidneys to the bladder.
• In the pelvic cavity, there is a thin-walled, pear-shaped, white transparent sac called the urinary bladder.
• It temporarily stores the urine.
• The urethra is a membranous tube that arises from the urinary bladder. It conducts urine to the exterior.
• The actual path of urine in the human body is Kidney → ureter → urinary bladder → urethra.

Concept: 

• The speed of an object is given by the distance covered by an object per unit of time.

$Speed=\frac{distance}{time}$

Explanation:

• The train starts at 22:15 hrs on 6.10.2021 after 1hr 45 mins next day started.
• On 9.10.2021 train reached after 2 days at station B at 4:15 hrs.
• If we add this extra time on the 6th and 9th we will get it as

4hrs 15 mins + 1hr 45 mins = 6 hrs

• Therefore the total time required to reach station B is 2 days and 6 hrs.

Time(T) = (2 × 24) + 6 hrs = 48 + 6 = 54 hrs

• The distance between stations A and B is 1890 km.
• Since the train travels from A to B covers the distance of 1890 km in 54 hours.
• The speed of the train is given by
• v =$\frac{1890}{54} \frac{km}{hr}$
• v = 35 km/hr

The correct statements are  Only A and B.

Explanation:

Convex mirror: It is also known as a diverging mirror. 

• As it diverts all incident rays parallel to the principal axis.
• it appears as if it is focused on the focal point on another side.

• Every image formed by a convex mirror is reduced in size i.e. it forms diminished images.
• As a convex mirror diverges all incident rays it won't intersect on the side where an object is placed.
• It intersects and forms an image on another side of the mirror.
• A convex mirror always forms a virtual and diminished image (Correct)

POSITION AND NATURE OF IMAGE FOR CONVEX MIRROR

Convex lens:

• A simple microscope is just a single lens used to magnify an object.
• The convex lens Is used as a simple microscope.

• As we can see in the figure image obtained is on the same side of the object therefore it is virtual.
• The obtained image is similar to an object (not inverted) therefore it is an upright image.
• Image form by any real object is virtual(not real).

POSITION AND NATURE OF IMAGE FOR CONVEX LENS

Concave mirror:

• It is also known as a converging mirror
• If a curved glass is painted from the outside, then the inner part becomes reflecting called a concave mirror.
• A concave mirror as it collects all reflecting rays at one point.
• A concave mirror can form real and inverted and diminished images

​

POSITION AND NATURE OF IMAGE FOR CONCAVE MIRROR

​Concave lens:

• A concave lens is also known as a diverging lens.
• It diverges all the incident rays traveling parallel to the optical axis.
• It appears as it focused on another side of the lens due to the intersection of imaginary rays.
• Every image formed by a concave lens is reduced in size compared to an object.
• Therefore concave lenses always form virtual and diminished images. (Correct)

POSITION AND NATURE OF IMAGE FOR CONCAVE LENS

• Image is formed on the same side as an object or another side depending on the position of an object.
• Image form due to concave mirror can be real or virtual.
• The size of the image formed depends on the position of an object.

The correct answer is only C and D.

Explanation:

• Statement A is incorrect:
• Biodiversity cannot refer to only fauna because animals depend on the flora for food.
• Animals need a producer in the ecosystem to survive.
• Statement B is incorrect:
• The total number of individuals of a particular species in a given area is called species population.
• Only one species does not show any diversity in that area.
• Statement C is correct:
• Biodiversity refers to the different kinds of species of flora and fauna present in the given area.
• The term 'biodiversity' was given by Edward Wilson.
• Statement D is correct:
• Ecologists believe that communities with more species tend to be more stable than those with less species.
• Forests are hotspots for biodiversity. They are biodiversity-rich areas that are also the most threatened due to high levels of exploitation and human intervention.

Additional Information

• Biodiversity is divided into three levels:
• Genetic diversity - It is the measure of variation in genetic information contained in the organisms.
• Species diversity - It is a measure of the variety of species and their relative abundance present within a region.
• Ecological diversity -  It is a measure of the diversity at community and ecosystem levels.

The correct answer is B, D (incorrect statement).

Explanation:

• Statement A is correct:
• An organism consists of one or more cells, accordingly there are two types of organisms, i.e., unicellular (composed of single cell) and multicellular (composed of many cells). Unicellular organisms are capable of self-sustaining existence and carrying out essential life functions.
• The cells vary in their shapes. They may be polygonal, disc-like, amoeboid, thread-like, cuboid or irregular.
• The shape of cell is always related and vary with the function they perform.

​

• Statement B is incorrect:
• ​Cell membrane is present in all cells to separate the cellular components from the environmental components.
• Plant cells have both cell membrane and cell wall.
• Statement C is correct:
• Most bacteria have a cell wall. However, there are a few exceptions.
• They typically have one of two types: a gram-positive cell wall or a gram-negative cell wall.
• In addition to providing overall cell strength, the bacterial cell wall serves several other functions. It also aids in the maintenance of cell shape, which is essential for the cell's ability to grow, obtain nutrients, reproduce and move.

​

                                                 

• Statement D is incorrect:
• Neurons are the longest cells in the body.
• A neuron is a microscopic structure composed of the three parts: Cell body, Dendrites and Axon.
• They do not exhibit spindle shape.
• Nerve cells are the long branched cells.

The correct answer is respiration takes place during night day whereas photosynthetic during day time.

Concept:

• Photosynthesis is the process through which green plants synthesize or prepare carbohydrates or food from sunlight, carbon dioxide, and water.
• Photosynthesis is a reduction process that involves the reduction of carbon dioxide to carbohydrates.
• In the presence of light, green plants fix carbon dioxide to complex molecules like carbohydrates.
• Chlorophyll is a green pigment that is found in the leaves of plants. It helps plants to absorb sunlight energy.
• This energy is used to prepare food by combining carbon dioxide and water.
• Water vapour released from the plant leaf through the stomatal opening is known as transpiration. This does not occur in the photosynthesis process.
• Plants with chlorophyll pigments may perform photosynthesis by absorbing light energy. The conversion of light energy to chemical energy occurs during the photosynthesis process.
• The splitting of water molecules into hydrogen and oxygen is known as photo-oxidation.

Explanation:

• Plants require O₂ for respiration and also release CO₂.
• During the respiration process, oxygen is used, and carbon dioxide, water, and energy are released as byproducts.
• Plants respire continuously, both during the day and at night.
• Photosynthesis comprises of a light-dependent reaction followed by a light-independent reaction (dark reaction).
• Since the light-dependent reaction cannot start without sunlight, photosynthesis takes place during the day only.
• During the day, both photosynthesis and respiration take place, but at night, only respiration takes place.

Thus, respiration takes place during night day whereas photosynthesis during day time is the correct answer.

The correct answer is Only C and D.

Concept:

• Any condition which interferes with the normal functioning of the body and causes disorder of the mind or body is called a disease.
• Diseases are of 2 types:
• Infectious diseases: These are easily transmitted from one infected person to the other.
• Non- infectious diseases: These are not transmitted from one person to the other.
• Infectious diseases are classified on the basis of pathogen:
• Bacterial diseases: e.g., Typhoid, Tuberculosis, pneumonia, diptheria, bacterial dysentery.
• Viral diseases: e.g., Influenza, polio, Chickenpox
• Protozoan diseases: e.g., Malaria, ameobiasis
• Fungal diseases: e.g., Ringworm
• Helminthic diseases: e.g., Ascariasis, filariasis, taeniasis

Explanation:

• Statement A is incorrect:
• Dysentery is an infectious disease that causes bloody diarrhoea in the intestines. It can be caused by a parasite or a bacterial infection.
• The bacteria from the genus Shigella are usually the cause of dysentery, which is known as shigellosis.
• Malaria is a protozoan disease spread by mosquitos that affect humans and other animals.
• It is caused by a protozoan Plasmodium ( Plasmodium vivax, Plasmodium malariae, and Plasmodium falciparum).
• Statement B is incorrect:
• Typhoid is a bacterial disease.
• It is caused by the pathogenic bacterium Salmonella typhi.
• It usually enters the small intestine and then travels to other organs via the bloodstream.
• Tuberculosis (TB) is an infectious bacterial disease.
• It is caused by a bacterium known as Mycobacterium tuberculosis.
• Statement C is correct:
• Influenza is a viral disease.
• Influenza viruses infect the nose, throat, and lungs, causing the disease.
• Influenza is commonly known as the flu.
• Chickenpox is a viral disease.
• The varicella-zoster virus causes chickenpox infection.
• It is contagious through direct contact with the rash.
• Statement D is correct:
• Polio is a viral disease.
• It causes paralysis by affecting the nervous system.
• It spreads through direct contact with infected individuals.
• Cough is a viral disease.
• A respiratory tract infection, such as a cold or flu, is the most common cause of a cough.

The correct answer is Sodium meta bisulphite and sodium benzoate.

Explanation:

• Food preservatives are chemicals that are added to food to protect it from microbes that could contaminate or rot it.
• They keep food looking and tasting fresh while protecting it from contamination.
• However, many of the preservatives used today are chemical in nature and may have harmful side effects.
• The most common chemicals used to inhibit the growth of microorganisms are salts and edible oils. As a result, they are referred to as preservatives.
• To prevent microbes from attacking pickles, we add salt or acid preservatives.
• These are also used to prevent spoilage in jams and squashes.
• Common preservatives include sodium benzoate and sodium metabisulphite.
• Sodium benzoate is used as a food preservative because of its anti-fungal properties. This chemical compound enters each cell and balances the pH of the food, effectively increasing the acidity of the food and assisting in food preservation.
• Many pharmaceutical formulations contain sodium metabisulphite as an antioxidant. It is widely used as a preservative and disinfectant in food.

Additional Information

• Sodium bicarbonate - It is also known as baking soda and is used as a leavening agent and as an antacid.
• Tartaric acid - It is used as an acidulant for sour confectionary and lime-flavoured beverages.
• Sodium sulphate - It is also called sulphate of soda and is used as an ingredient for glass, detergents and many other chemicals.

Concept:

• Contact force: Force exerted by one object on another by physical contact.
• There is no field required for contact force. 
• Examples: friction, air resistance, etc.
• Non-contact force:  Force exerted by one object on another from distance or without any physical contact.
• There is always a field required for non-contact force. 
• ​Examples: Gravitational, magnetic, etc.

​Explanation:

• There are many types of force divided into two groups contact force and Non-contact(distance) force.

• From the above table, we know that gravitational, electrostatic, and magnetic forces are non-contact forces.

Concept:

• Pressure: The force per unit area is called pressure. It is denoted by P.
• The SI unit of pressure is the pascal (Pa).
• It is a scalar quantity because the pressure acts in all directions at a point inside a gas.
• The basic formula for pressure is given by:

${\rm{Pressure (P)}} = \frac{{{\rm{Force (F)}}}}{{{\rm{Area (A)}}}}$

Explanation:

• The basic formula for pressure is given by:

$\Rightarrow {\rm{Pressure (P)}} = \frac{{{\rm{Force (F)}}}}{{{\rm{Area (A)}}}}$

• As we know, the SI unit of Force is Newton, and the unit of area is meter2, then the SI unit of pressure is:

$\Rightarrow {\rm{Pressure (P)}} = \frac{N}{m^2}=Nm^{-2}$

Additional Information

• The SI unit of Torque (τ) is Newton.meter or N.m.
• The SI unit of surface tension is Newton/meter (N/m).

Concept: 

• Normally atoms have equal no of electrons and protons, so they are neutral.
• When we rub any neutral object on another object, electrons in it move from one surface to another.
• The surface that loose electron becomes positively charged.
• The surface that gains electrons becomes negatively charged.
• As electrons have a negative charge.

Explanation: 

• Initially, polythene tube, as well as woolen cloth, is neutral.
• When a polythene tube is rubbed with a woolen cloth,
• Electrons transfer from the woolen cloth to the polythene tube surface.

​

• As extra electrons are added to the polythene tube surface it will become negatively charged.
• Woolen cloth lost few electrons so it'll become positively charged.

Mistake Points

• When we rub any neutral object on another object, they do not produce new charges.
• The charge is conserved in a process it just transfers from one place to another.

Concept: 

• When light rays strike on any surface it reflects, refracts, or transmit depending on the property of the surface.
• If the surface is smooth light rays will reflect back.
• One of the surfaces of a mirror is polished and coated with silver nitrate.

 

• Plane mirrors form only virtual and erect images.
• The focal length of the plane mirror is infinity as its radius of curvature is infinity.

​Explanation: 

• The mirror reflects light falling on it.
• The angle of incidence is formed by incident ray and normal(perpendicular drawn) to the surface as shown in the above diagram.
• For plane mirror angle of incidence and reflection is equal.

θi = θr  

• The incident ray makes an angle of 40° with the reflecting surface.
• The angle of incidence is given by
• θi = 90° - 40° = 50°
• As the angle of incidence and reflection is same (θi = θr = 50°)
• The angle between the incident ray and the corresponding reflected ray is given by

θ = θi + θr   

θ = 50° + 50° =100°  

• The angle between the incident ray and the corresponding reflected ray is 100°.

Venus is the second planet from the Sun and is Earth’s closest planetary neighbor. It’s one of the four inner, terrestrial (or rocky) planets, and it’s often called Earth’s twin because it’s similar in size and density.

Key PointsAssertion (A) - Venus shows phases like the moon to from earth when observed from earth

• Galileo Galilei's observations that Venus appeared in phases
• This is similar to those of Earth's Moon
• The phases of Venus are the variations of lighting seen on the planet's surface, similar to lunar phases.
• The first recorded observations of them are thought to have been telescopic observations by Galileo Galilei in 1610.

Hence, the assertion is correct.

Reason (R1) - Venus has a cloudy atmosphere that reflects sunlight

• The atmosphere of the venus is full of the greenhouse gas carbon dioxide, and it has clouds of sulfuric acid.
• The atmosphere traps heat, making it feel like a furnace on the surface.
• It’s so hot on Venus, the metal lead would melt.
• Since the planet has an atmosphere it can be seen at new in a telescope by the halo of light refracted around the planet.

Hence, this statement is correct.

Reason (R2) - Venus rotates on its axis from east to west.

• Venus rotates on its axis backward, compared to most of the other planets in the solar system.
• Venus wanders only a limited distance east or west of the sun
• This means that, on Venus, the Sun rises in the west and sets in the east, opposite to what we experience on Earth.
• Venus prepares to pass between the Earth and the sun it appears as a thinning crescent.

Therefore, the phases of Venus are similar to the Moon because Venus rotates from East to West opposite of Earth. 

So the correct answer is R1 and R2 are true but R2 is the correct explanation for A

Concept : 

• The marble floor is a better conductor of heat as compared to the wooden floor.
• Thermal conductivity: The rate at which heat is transferred from one body to another.
• Thermal insulator: This opposes the transfer of heat.​

Explanation:

• On a cold morning, our body temperature is greater than the surrounding atmosphere.
• Heat flows from higher temperature to lower temperature.
• Therefore while walking barefooted on the marble floor heat from our body flows towards the marble floor.
• We feel the marble floor colder.
• Whereas wood is a thermal insulator it opposes the heat flow.

• We feel the marble floor is cold as compared to the wooden floor. It is because the marble floor is a good conductor of heat than the wooden floor.

Concept: 

• Constituents of petroleum are derived from crude oil.
• Crude oil is processed in a refinery where different types of products are obtained from it.
• Gasoline(Petrol) is a product that is majorly obtained from petroleum.

 

Explanation: 

• Many types of fuels and other products are obtained from it.​

• Lubricating oil, paraffin wax, bitumen are the products obtained from petroleum.

Alternate Method

Elimination method: Check which of them is not constituents of petroleum.

• Rayon: It is a synthetic fibre made from regenerated cellulose.
• Rayon is made from the wood pulp of trees or plants such as eucalyptus, cotton, bamboo, soy, etc
• Caustic soda: It is made by passing electricity through the brine.
• Where brine is a highly concentrated solution of NaCl(common salt) in water(H₂O).
• Options 1, 3, and 4 are eliminated because they contain rayon or caustic soda in answer.

Scientific study is an interdisciplinary area of study that aims to place scientific knowledge in larger social, historical, and philosophical contexts.

Key Points

Characteristics of scientific studies-

• It involves observation and a high level of skepticism about what is observed because cognitive preconceptions might affect how the observation is interpreted.
• It involves making hypothetical explanations, deriving predictions from the hypothesis, and carrying out the experiments.
• Sensory data or the data obtained through the senses of sight, hearing, smell, taste, and touch is the foundation of science. Scientific knowledge is founded on verifiable facts that can be verified by other observers who can witness, weigh or measure the same phenomena. But, scientific studies do not solely rely on sensorial data.
• Scientific studies aim at verification/ falsification of theory observation and controlled experiment.

Hence, we conclude that the statement that is never true concerning scientific studies is that it relies only on sensorial data as the ultimate evidence.

The use of reason, the ability to make sense of things, and the application of logic to establish and verify truth are defined as rational thinking.

 Key PointsHow to develop rational thinking-

• ​Using cause-effect relationships- The cause-effect relationship is understanding the relationship between the cause and effect of an event. Children see cause and effect relationships every day, whether they recognise them or not. Teachers who emphasise cause and effect relationships help students learn to think critically.
• Encouraging project-based learning- Teachers should encourage project-based learning in children to help them build rational thinking.
• Using controversial issues- Controversial issues focus students' attention, increase motivation, and produce a higher level of rational thinking.
• Encouraging scepticism- scepticism is about asking the right question of ourselves and others to gain understanding. Scepticism helps in developing rational thinking.
• Consulting literature- Literature can help in developing rational thinking by knowing about the skills needed to get through difficult situations and consider all viewpoints.

Hence, we conclude that rational thinking cannot be developed by avoiding controversial issues. Controversial issues need to be discussed in the class to develop rational thinking.

The scientific method refers to systematic observation, measurement, hypothesis formation, experimentation, testing of hypothesis, and its modification.

Key Points

• Meaning of the scientific method 
• Making hypothetical explanations, drawing predictions as logical consequences from the hypothesis, and then carrying out experiments or empirical observation based on those predictions are all part of the scientific method.
• Though the scientific method is frequently presented as a set of steps, it is actually a collection of universal principles. Not all steps occur in every scientific investigation, and they do not necessarily occur in the same order.
• Although methodologies differ from one field of investigation to another, the basic mechanism remains the same.

Hence, we conclude that the scientific method is a combination of thought processes that do not necessarily occur in a certain sequence.

Science process skills are described as the methods employed by scientists during their work, and the competencies demonstrated in solving scientific problems. Some of the science process skills are observing, experimenting, classifying, inferring, predicting, etc

Key PointsInferring means making an educated guess about an object or event based on previously obtained data or information.

• It is an interpretation or an explanation of an observation. Our senses are used to make the observation. In order to make an inference, we must connect what we see to existing knowledge and fresh information absorbed through our senses.
• An inference can be made from more than one observation, and it is not just a guess.
• Inferences can lead to hypotheses.

Hence, we conclude that 'inferring' means generating explanations for valid observations.

In our increasingly diverse and multicultural society, it is more crucial than ever for teachers to implement culturally responsive instructions in the classroom. And diversity is just not about color and ethnicity, it includes students of various religions socioeconomic backgrounds, sexual orientations, gender, and language backgrounds.

Key Points

Strategies for encouraging students from diverse backgrounds-

• Include examples of people that represent different ethnicities, shapes, sizes, abilities, clothing, and varied cultural backgrounds in your explanations.
• There should be no discrimination between students. The teacher should have equal expectations from each student and provide equal educational opportunities to all.
• The teacher should use concrete concepts in the classroom whenever possible. These concepts must relate the knowledge being imparted to the daily life experiences of the children.
• The teacher should emphasize the contributions of people from all cultures to the enterprise of science.

Hence, we conclude that the strategy which will not be appropriate for encouraging students from diverse backgrounds is having high expectations from scientifically talented students while having moderate expectations from those who lack scientific aptitude.

Hint

• Inclusive education refers to a learning environment that promotes the full personal, academic, and professional development of all students irrespective of race, class, color gender, disability, and language.

Assessment refers to the process of acquiring data to better understand the strengths and weaknesses of a student's learning.

Key Points

 Methods to assess students' conceptual learning-

• Concept inventory test- It is a method to assess conceptual knowledge and spot potential misunderstandings. The multiple-choice question format, offering a choice between a correct selection and common misconceptions can be used to assess students' conceptual comprehension in a variety of ways.
• Listening carefully to the students- By listening carefully to the student's responses the teacher will be able to gain insight into the children's understanding of a concept.
• Providing feedback- Feedback is information provided on the amount value quality or importance of things being just or measured. Feedback in the assessment and learning process helps children in improving their performance.

Hence, we conclude that ensuring timely submission of assignments by students does not help assess students' conceptual understanding of science. Assignment submission cannot determine the student's knowledge or understanding of the concept.

Collaborative learning occurs when two or more students work together to accomplish an activity, discuss a question, or collaborate on a task.

Key PointsGroup composition refers to the group's ability, accomplishment levels, gender city, age, and other qualities.

Group composition for collaborative learning- Homogeneous and heterogeneous grouping are the two main collaborative learning group compositions.

• Homogeneous groupings- In homogeneous groups, children are grouped according to their abilities, genders, etc. in a way that each student in a group has the same level of criteria considered for grouping.
• It helps all students in the classroom stay on the same page as their classmates.
• Heterogeneous groupings- In heterogeneous groups students have a variety of ability levels, talents, capabilities, etc. to complete a single activity.
• Heterogeneous groups are more productive than homogeneous as it helps children to learn from each other's differences and actively interact with diverse individuals by sharing their unique abilities and interests.
• Heterogeneous small groups provide many opportunities to think about and reply to different responses fellow learners bring to the question raised.

Hence, we conclude that group composition which facilitates collaborative learning effectively needs to be heterogeneous and small.

Discussion methods are a variety of open-ended, collaborative exchanges of ideas between a teacher and students or between students with the goal of improving students' thinking, learning, problem-solving, understanding, or literally appreciation.

Key Points

Importance of discussion in the classroom:

• It is an oral method similar to the question-answer method. Students' ability to think and communicate can be developed.
• Leadership and communication skills both can be improved. It also aids in the development of children's creative abilities.
• The student's attitude and enthusiasm for learning can be elicited.
• Classroom discussion can help you achieve higher-level cognitive and effective goals.
• It helps the teacher in understanding and assessing students thinking.
• It shifts the authority from the teacher or textbook to the children.

Hence, we conclude that the teacher should tell students to discuss and give reasons why it is not safe to drink water from the river directly.

The word remedial teaching as the name suggests refers to teaching or instructional activities aimed at assisting children in overcoming common or specialized difficulties or learning challenges through diagnostic testing or other methods.

Key PointsEvaluation is a systematic process of gathering, analyzing, and interpreting data to evaluate how well students are meeting instructional goals.

• Diagnostic evaluation- It is a comprehensive evaluation that gives teachers and students information about their strengths and weaknesses. It is specifically designed to help students overcome their learning issues.
• It improves students' accomplishment levels through remedial instruction, making teaching and learning more relevant.
• It is used to locate and identify the areas of learning difficulty.
• It helps make suggestions about remedial teaching.
• It is a set of remedial lessons that are employed in guidance and counseling.
• It is used by the teachers to design lessons and curricula.

Hence, we conclude that diagnostic evaluation would help make suggestions about remedial teaching to learners.

Additional Information

Seed refers to an embryonic plant that is protected by an outer covering. It is the small, hard part of the plant which helps in growing new plants.

Key Points

The teacher can conduct a seed germination experiment to explain to children that seeds are alive. ​ The teacher's response to the student's observation should be-

• The seeds have life. There is an embryo inside each seed. If the seed is stored in good conditions, the embryo will be protected until it is placed in moist soil or water.
• Seeds can die if they are not properly cared for if they are exposed to extreme heat, cold, or moisture. But under suitable conditions, they are just dormant(resting).
• Seeds are dormant and they need to be activated to grow, they require light as well as humidity and warmth to grow.

Hence, we conclude that the teacher's response to children's observation should be that the seeds are alive because they have the potential for displaying all the properties of life when placed in an appropriate environment.

The correct answer is 'A March 8-14 had more than 2.51 lakh count cases is true but R This was the lowest weekly count in more than six months is false.'

Key Points 

• Refer to the lines from the passage:
• ​**'1. India experienced a 15% drop in fresh Covid - 19 cases detected in the week ending Sunday, the lowest weekly count in more than six months with Kerala numbers declining by a steep 21%. The country reported over 2.14 lakh new cases in the week (September 13-19), down from 2.51 lakh in the previous seven days. This was the lowest number of cases reported in **27 weeks since March 8-14 (for weeks ending Sunday).'
• Upon the perusal of the above lines, it can be concluded that it is given that 2.14 new cases in the week (September 13-19) are down from 2.51 lakh in the previous seven days means it can be inferred that March 8-14 has more than 2.51 lakh count cases. So, A is correct.
• R is false as more than 2.51 lakh counted cases is not the lowest weekly count in more than six months instead 2.14 lakh new cases in the week (September 13-19) is the lowest weekly count in more than six months. So, it can't be considered true.

Hence, option 3) A March 8-14 had more than 2.51 lakh count cases are true but R This was the lowest weekly count in more than six months is false is the correct answer.

The correct answer is 'Kerala.'

Key Points 

• Refer to the lines from the passage:
• '3. Meanwhile, on Sunday, India reported 30,814 fresh cases, nearly the same as the number on the previous day (31,242) as Kerala logged 19,653 new infections. The state had recorded 19,352 cases the previous day.'
• 4. There were 295 deaths from the virus with Kerala reporting 152 fatalities, Maharashtra 49, Tamil Nadu 27, Karnataka 16, and Bengal 11.'
• Upon the perusal of the above lines, it can be concluded that Kerala reporting 152 fatalities means death and is the maximum death recorded recently.

Hence, option 1) Kerala is the correct answer.

The correct answer is 'Both (A) There has been a sharp decline in Covid cases in Kerala and (B) This resulted in a sharp decrease in cases of infection in India are true and (B) is a direct result of (A).'

Key Points 

• Refer to the lines from the passage:
• **'**1. India experienced a 15% drop in fresh Covid - 19 cases detected in the week ending Sunday, the lowest weekly count in more than six months with Kerala numbers declining by a steep 21%.'
• '2. The sharp fall in all India infections was mainly due to numbers dropping in Kerala, which still accounts for 62% of all cases in the country during this week.'
• Upon the perusal of the above lines, it can be concluded that there is a sharp decline in Covid cases in Kerala and this resulted in a sharp fall in cases of infection in India.

Hence, option 4) Both A and B are true and B is a direct result of A is the correct answer.

The correct answer is 'Paragraph 1.'

Key Points 

• Refer to the lines from the passage:
• '1. India experienced a 15% drop in fresh Covid - 19 cases detected in the week ending Sunday, the lowest weekly count in more than six months with Kerala numbers declining by a steep 21%. The country reported over 2.14 lakh new cases in the week (September 13-19), down from 2.51 lakh in the previous seven days. This was the lowest number of cases reported in 27 weeks since March 8-14 (for weeks ending Sunday).'
• Upon the perusal of the above lines, it can be concluded that the time range of September 13-14 is included in paragraph 1 and here the Covid pandemic was on a decline from 2.51 lakh in previous days to 2.14 lakh new cases.

Hence, option 1) Paragraph 1 is the correct answer.

The correct answer is 'Maharashtra, Tamil Nadu, Karnataka, Bengal.'

Key Points 

• Refer to the line from the passage:
• ​**'4. There were 295 deaths from the virus with Kerala reporting 152 fatalities, Maharashtra 49, Tamil Nadu 27, Karnataka 16, and **Bengal 11.'
• Upon the perusal of the above lines, it can be concluded that decreasing order with reference to the 295 deaths given in the options starting from Maharashtra highest 49, Tamil Nadu 27 second-highest, Karnataka third highest and the lowest is Bengal which is 11. So, decreasing order is sorted from highest to lowest. So, this is the correct order for the given questions.

Hence, option 3) Maharashtra, Tamil Nadu, Karnataka, and Bengal is the correct answer.

The correct answer is 'no of deaths caused by the pandemic Covid-19.'

Key Points 

• Refer to the lines from the passage:
• '1. India experienced a 15% drop in fresh Covid - 19 cases detected in the week ending Sunday, the lowest weekly count in more than six months with Kerala numbers declining by a steep 21%.'
• Upon the perusal of the above lines, it can be concluded that the context of the weekly count is about the number of deaths caused by the pandemic Covid-19. The complete passage also talks about the Covid-19 so with this we can also easily eliminate the other options as there is nothing said about road accidents and pedestrian deaths.

Hence, option 1) no of deaths caused by the pandemic Covid-19 is the correct answer.

The correct answer is 'Some deadly virus.'

Key Points 

• Refer to the lines from the passage:
• '2. The sharp fall in all India infections was mainly due to numbers dropping in Kerala, which still accounts for 62% of all cases in the country during this week. Two weeks earlier, Kerala's weekly case count had crossed 2 lakhs, as the latest wave of the pandemic in the state peaked; cases continued to decline in Maharashtra while Mizoram and Tamil Nadu registered a rise in infections during the week.'
• '4. There were 295 deaths from the virus with Kerala reporting 152 fatalities, Maharashtra 49, Tamil Nadu 27, Karnataka 16, and Bengal 11.'
• Upon the perusal of the above lines, the pandemic means a disease that spreads over a whole country or whole world and which affects humans. As per the complete passage and from the above lines as well we are talking about the Covid-19 which is a deadly virus as it is a virus which had killed many people. So, we can say that death caused globally due to some deadly virus means Covid-19 comes under the category- of a pandemic.

Hence, option 3) Some deadly virus is the correct answer.

The correct answer is 'verb.'

Key Points 

• The verb is a part of speech that is used to indicate that something happens or exists.
• ​Example: Bring, be, do.
• Refer to the lines from the passage:
• 'Two weeks earlier, Kerala's weekly case count had crossed 2 lakhs, as the latest wave of the pandemic in the state peaked; cases continued to decline in Maharashtra while Mizoram and Tamil Nadu registered a rise in infections during the week.'
• Upon the perusal of the above lines, it can be concluded that the "verb" is peaked as it tells something is happening i.e. the latest wave of the pandemic in the state peaked means is at the highest point or value.

Hence, option 4) verb is the correct answer.

Additional Information 

• Adverb: It adds *more information about a place, time, manner, cause, or degree to a verb, an adjective, a phrase, or another adverb.*​​​​​​
• Example:  Speaks arrogantly, very deeply.
• An adjective is a part of speech that modifies a noun or a pronoun.
• Example: What a pale girl Swarnima is?
• A noun is a part of speech that is a name of a thing, a place, or a person.
• Example: Slovakia.

The correct answer is 'a sharp fall.'

Key Points 

• Refer to the lines from the passage:
• '1. India experienced a 15% drop in fresh Covid - 19 cases detected in the week ending Sunday, the lowest weekly count in more than six months with Kerala numbers declining by a steep 21%.'
• '2. The sharp fall in all India infections was mainly due to numbers dropping in Kerala, which still accounts for 62% of all cases in the country during this week.'
• Steep: rising or falling quickly; at a sharp angle, precipitous, sheer, abrupt, bluff, and vertiginous.
• ​Example: Ranika clambers up to the top of the steep mountain and over the rocks.
• Upon the perusal of the above lines, there is a steep 21% decline in numbers there is no gradual decline means a slow decline in numbers, neither just a decrease in numbers, and neither the numbers disappear. Only a short fall is the correct answer as shown clearly in para 2 as well.

Hence, option 4) a short fall is a correct answer.

The correct answer is ‘paper boats.’

Key Points

• This stanza has been extracted from the poem ‘Rain in Summer’ written by H.W. Longfellow.
• Here, the mimic fleets refer to the imitated paper boats made by small children.
• In this stanza, the poet tells us that small boys coming back from school are full of excitement. They sail their paper boats in the wet streets and play in the pool of water.

Thus, the correct answer is ‘Option 3.’

The correct answer is ‘a and d are correct and not c.’

Key Points

• The pool of water is called treacherous as it ruins the fun of young boys by drowning the mimic fleets (paper boats) made by small school boys.
• So, option a is true.
• The imitated boats couldn’t cross the pool as it swept them away.
• So, Option d is also true.
• So, the correct answer is ‘Option 4.’

Additional Information

• The poem ‘Rain in Summer’ is written by Henry Wadsworth Longfellow.
• In this poem, the poet expresses the excitement and happiness when the rain comes after a long summer time.

The correct answer is ‘the pool flows into an ocean.’

Key Points

Let’s look at the given options:

• Option 1 - The pool flows into an ocean is true as the puddle of water finally merges into the ocean.
• Option 2 - The ocean is calm and peaceful is false. According to the poem, it is whirling and full of turbulence.
• Option 3 - The rain is compared to a leopard’s spotted hide is false as the paper boats drowning in the whirling water are compared to the leopard hidden in a spot.
• Option 4 - The school is in an oasis is false.

Thus, the correct answer is Option 1.

The correct answer is ‘a skillful use of nature imagery.’ 

Key Points

• Nature imagery is the vivid description of nature, animals, landscapes etc. that helps the reader visualize or engage in a literary work profoundly.
• The phrase ‘leopard’s tawny and spotted hide’ means the orange-brown color and the patchy skin of the leopard that helps it in hiding itself.
• Thus, the author has skillfully used nature imagery in this phrase.

So, the correct answer is Option 4.