CTET Paper 2 Maths & Science 5th Jan 2022 (English-Hindi) (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.

Key Points There are some principles of development, one of these principles is:

• Principle of Interrelation: The development of an individual is reflected through the balanced interrelation of all the aspects of life. Development in any aspect affects the other aspect also.
• According to the principle of inter-relation, children's cognitive development depends on their physical health, abilities, and disabilities.
• If the child is undernourished then it can affect his mental health, cognitive abilities, his performance, etc.
• Hence by this principle, we can conclude that all the aspects related to development are interrelated and affect each other.

Important Points Development is of basically six types and these are:

• Physical development: Physical development is the development that covers the growth and development of the personal body of the children.
• Social development: Social development is related to the contexts which explain behaviors, relations, bonding, etc.
• Emotional development: Emotional development is the development of the child which expresses the feelings of the child, such as happiness, sadness, etc.
• Language development: This is a development in which a child can learn how to read, write, speak, etc.
• Moral development: Children can decide about their rights and wrong.
• Cognitive development: Development of child intellect, thinking process, imaginations, etc.

Additional Information Other principles of development are:

• Principle of Continuity: Development follows the principle of continuity which starts with conception and ends with death. It is a never-ending process in life.

• Principle of Individual Differences: It says that every individual is unique in himself/herself as the heredity and environmental factors make him/her different from others.

• Principle of Generality to Specificity:  The development process starts with general responses shown by the child as s/he passes through the later stages s/ he starts exhibiting specific behaviors.

• Principle of Interaction: The principle of interaction suggests that an individual is the product of heredity and environment. In other words, the interaction takes place within and outside forces of the child.

• Principle of Differentiation in Rate: Differentiation in the rate indicates that individuals differ in the rate of development. There is a difference in the rate of development in girls and boys like girls grow faster than the boys at the early stage of development.

• Principle of Integration: The principle of Integration refers to the integration of various aspects of development like physical, mental, emotional, social, and moral.

• Principle of Predictability: Development is predictable i.e. with the help of the uniformity of the pattern and sequence of development, we can predict the behavior to a great extent of a child in one or more aspects in a particular stage of her/his growth and development.

• Principle of Sequentiality: It states that every individual although exhibit difference in change, they follow the same sequence of change.

The term ‘development’ refers to qualitative changes in an individual such as changes in personality or other mental and emotional aspects. However, very often growth and development are used interchangeably. The process of development continues even after the individual has attained physical maturity (growth). The individual is continuously changing as he/she interacts with the environment.

Key PointsOne of the principle of development:

• Principle of Sequentiality: It states that every individual although exhibit difference in change, they follow the same sequence of change. These sequences are of two types: (1) Proximodistal and (2) Cephalocaudal.
• This principle shows that the process of development is the same in all children.
• Example: Child first learns to crawl then walk, Learn first how to stand then walk, first learn alphabets then read books, Children first babble then learn talking, First hold things by using full hand then only by fingers.
• Hence we can consider that the development of the child follows development is sequential.

Important Points

• The Cephalocaudal tendency exhibits that the development proceeds in the longitudinal direction i.e. from head to foot. That is the reason why the child first gains control overhead before s/he starts walking.
• Proximodistal tendency proceeds from the near to the distant and from parts of the body near the center develop first then the extremities. Therefore the child in the earlier stage of development exercises on the fundamental muscles rather than the smaller muscles or fine motor skills.

Additional Information There are some principles of development, which show the features of development, these are:

• Principle of Continuity: Development follows the principle of continuity which starts with conception and ends with death. It is a never-ending process in life.
• Principle of Individual Differences: It says that every individual is unique in himself/herself as the heredity and environmental factors make him/her different from others.
• Principle of Generality to Specificity:  The development process starts with general responses shown by the child as s/he passes through the later stages s/ he starts exhibiting specific behaviors.
• Principle of Interrelation: The development of an individual is reflected through the balanced interrelation of all the aspects of life. Development in any aspect affects the other aspect also.
• Principle of Interaction: The principle of interaction suggests that an individual is the product of heredity and environment. In other words, the interaction takes place within and outside forces of the child.
• Principle of Differentiation in Rate: Differentiation in the rate indicates that individuals differ in the rate of development. There is a difference in the rate of development in girls and boys like girls grow faster than the boys at the early stage of development.
• Principle of Integration: The principle of Integration refers to the integration of various aspects of development like physical, mental, emotional, social, and moral.
• Principle of Predictability: Development is predictable i.e. with the help of the uniformity of the pattern and sequence of development, we can predict the behavior to a great extent of a child in one or more aspects in a particular stage of her/his growth and development.

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 Some important characteristics of socialization:

• It is a lifelong process, it occurs throughout life.
• The roles a person enacts are the expressions of his social nature.
• Socialization is not a learner process, a learner should have to cover multiple aspects.
• The learner learns social values much by direct involvement in the social cultures, society, groups, etc.
• The norms of society are gained by directly/informally involvement in society, this process is much better than learning through formal agencies.
• The nature of what one communicates in society is determined by the influence of one's interaction with society.
• **Hence Thus by all these references, we can say that option 4 "Both (A) and (R) are false." is correct.**​

Important Points Socialization may 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, toilet training, etc.
• Secondary socialization- The process of imbibing norms, values, and behavior patterns of school may be called secondary socialization.
• Example: Church, School, Media, etc.

Cognitive Development Theory- Jean Piaget said that a child's power to reflect and discover the reality of life not only depends on the child's maturity level or on his or her experience but on the interaction of both.

Key Points According to Piaget

• He strongly believes that children are little scientists and they actively construct their understanding or interact with the environment.
• There is no knowledge that is pre-existing in the world such that it can be ‘taught’ to a child. Nor does knowledge comes innately (on its own) to the child. Knowledge develops when a child acts in the world.
• His theory also helps in understanding how children ‘construct’ knowledge. Thus, it is also known as a theory in ‘Constructivism’.
• Jean Piaget stressed that children actively construct their understanding of the world. The information does not simply enter their minds from the environment.
• As children grow, additional information is acquired and they adapt their thinking to include new ideas, as this improves their understanding of the world.
• Hence by all these references, we can conclude that environment plays an important to constructing the knowledge proposed by Jean Piaget.

Important Points Jean Piaget made a systematic study of cognitive development among children of different age groups and he categorized it into different developmental stages. These stages are-

• Sensory-motor stage (0 to 2 years)
• Pre-operational stage (2 to 6 years)
• Concrete operational stage (6 to 11 years)
• Formal Operational stage (11+ years to adolescence).
• Sensory-motor stage - This is a stage of the child from just after birth to two years. In this stage-
• Senses are teachers.
• Reflex action shows in children.
• Intimate behavior by the child is shown.
• Pre-operational stage - This is a stage of the child from two years to 6 years. In this stage, there are many changes are shown in the child such as-
• ​Language development starts.
• Irreversibility in a child.
• Egocentrism
• Animism​
• Concrete operational stage- There are many changes found in the child during the concrete operation stage (6 to 11 years) such as:
• Reversibility: Reversibility comes in a child, he/she can change their views by thinking diversely.
• Logics mapping: Logical mapping begins in a child so they analyze the problem, then think critically about it then comes to conclusion.
• Formal Operational Stage- According to Jean Piaget, this is a stage for a child who belongs from the age group of 11 years till adolescence. Changes are as-
• Hypothetical- deductive logic begins.
• Divergent/Convergent thinking.
• Creative thinking.

Cognitive Development Theory- Jean Piaget said that a child's power to reflect and discover the reality of life not only depends on the child's maturity level or on his or her experience but on the interaction of both.

Key PointsJean Piaget made a systematic study of cognitive development among children of different age groups and he categorized it into different developmental stages. These stages are- Sensory-motor stage (0 to 2 years), Pre-operational stage (2 to 6 years), Concrete operational stage (6 to 11 years), and Formal Operational stage (11+ years to adolescence).

• Formal Operational Stage- According to Jean Piaget, this is a stage for a child who belongs from the age group of 11 years till adolescence. Changes are as-
• Hypothetical- deductive logic begins.
• Divergent/Convergent thinking.
• Creative thinking.

Hence, we can conclude that in the Formal Operational Stage of cognitive development can children 'operate on operations' and perform hypothetico-deductive thinking.

Important Points Other stages of Jean Piaget Cognitive development theory are:

• Sensory-motor stage - This is a stage of the child from just after birth to two years. In this stage-
• Senses are teachers.
• Reflex action shows in children.
• Intimate behavior by the child is shown.
• Pre-operational stage - This is a stage of the child from two years to 6 years. In this stage, there are many changes are shown in the child such as-
• ​Language development starts.
• Irreversibility in a child.
• Egocentrism
• Animism​
• Concrete operational stage- There are many changes found in the child during the concrete operation stage (6 to 11 years) such as:
• Reversibility: Reversibility comes in a child, he/she can change their views by thinking diversely.
• Logics mapping: Logical mapping begins in a child so they analyze the problem, then think critically about it then comes to conclusion.

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 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.

So we can conclude that Vygotsky proposed the concept of cultural tools in his theory of cognitive development.

Hint​

• Adaptation: Adaptation is one schema that describes how people learn and understand new information. This is given by Jean Piaget in his theory of cognitive development.
• ​Example: a child seeing a dog and learning what it is.
• Maturation: One of the most important influences on the way we make sense of the world is maturation, the unfolding of the biological changes that are genetically programmed. Parents and teachers have little impact on this aspect of cognitive development, except to be sure that children get the nourishment and care they need to be healthy.

Additional Information 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.

Jean Piaget and Lev Vygotsky both are constructivists. Jean Piaget gave the theory of "Cognitive Development" and Lev Vygotsky gave the theory of "Social and Cultural  Development". 

KeypointsThe major difference between Piaget's's and Vygotsky's Theories is given below:

Hence, we can say that one of the major differences in the theories of Jean Piaget and Lev Vygotsky is Vygotsky emphasized the role of culture in cognitive development.

Additional Information

1. The book**, "Language and Thought"** is written by Lev Vygotsky.

Lawrence Kohlberg, an American psychologist, has propounded the Theory of Moral Development. He has made a systematic study of moral development in his theory that is categorized into 3 levels (Pre-conventional, Conventional, Post Conventional) and 6 stages.

• Carol Gilligan was one of Kohlberg's research assistants. She believed that Kohlberg's theory was inherently biased against women. Gilligan is an important psychologist who focuses on gender differences and particular moral problems.
• Gilligan felt that women went through the same three stages of development developed by Kohlberg, but that women reasoned differently than men on moral issues due to having different perspectives on moral issues.

Key Points

• According to Gilligan, the women’s point of view on moral development involves caring which shows its effect on human relationships which she termed as "ethics of care".
• Men prioritize "ethics of justice" where morality is centered on abstract principles and rules that can be applied equally to everyone. Meanwhile, women prioritize an "ethics of care," where morality is centered on interpersonal relationships and moral judgment is based on the context of an issue.
• She argues that the difference between men and women is the product of social influences and gender conditioning. She emphasizes that women's ways of thinking are often undervalued compared to men.
• Hence we can conclude that Carol Gilligan critiqued Lawrence Kohlberg's theory of moral development by arguing that men have the morality of Justice while women have the morality of Care.

Important Points Three levels of moral development by Kohlberg are Pre- Conventional, Conventional, Post conventional.

• Pre- Conventional Level: At this level, the child is not responsive to cultural rules and labels of good and bad, right or wrong but interprets these labels in terms of physical or hedonistic consequences of actions or in terms of physical powers of those who communicate the rules and labels. This level is further sub-divided into two stages.
• Conventional Level: At this level maintaining the expectations of the individual, family, group, or nation is perceived as of value in its own right regardless of the immediate and obvious consequences. The attitude is not only of personal expectations and social order but of loyalty to it of actively maintaining, supporting, and justifying the order, and identifying oneself with persons or groups involved in it.
• 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.

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.

• 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.

Key Points

• Linguistic Intelligence refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way. Individuals with high verbal/linguistic intelligence are very good at using words and language to express themselves, articulate things, and create.
• Spatial Intelligence is the capacity to perceive, understand and use spatial and visual information effectively. Such people are good at spatial orientation, forming visual images and patterns. 
• Example: Architect, Designer, Builder, etc.
• Bodily-kinesthetic intelligence is the ability to use and control one’s body movements and actions. Dancers and sports persons are usually high in such intelligence.
• Naturalistic Intelligence is the ability to recognize and understand the various patterns in nature. It includes sensitivity to nature with all its features including flora, fauna, and biodiversity. Gardner has added this eighth type of intelligence to his original seven bits of intelligence.

Hence by all these references we can conclude that Architect is an example of spatial intelligence in multiple intelligence theory.

Important Points The other four intelligence is given by Howard Gardner are:

• Interpersonal Intelligence refers to the ability to understand others and social interactions. They can understand the emotions and the perspectives of others and relate well to others. They can establish good interpersonal relationships with others. They have good and effective communication skills.
• Intrapersonal Intelligence is the ability to understand oneself and know one’s thoughts, emotions, feelings, motives, and desires, and how these influence their behavior.
• Logical-mathematical intelligence is the ability to use logical reasoning and mathematical ability. Individuals high in this intelligence have good abstract reasoning, critical thinking, and good in dealing with numbers. This type of intelligence correlates well with the traditional notion of intelligence. Scientists, engineers, physicists, and economists are people with high logical-mathematical intelligence.
• Musical Intelligence is the ability to use rhythms, sounds, and patterns to create, compose and perform music. It involves sensitivity to music, and the ability to recognize and manipulate musical patterns. People with high musical intelligence are likely to be singers.

National Education Policy 2020- According to NEP 2020, A good educational institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where a wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are available to all students.

Key Points

• NEP 2020 considers multilingualism an asset because learning multiple languages enhances cognitive flexibility, improves comprehension, and supports a richer understanding of concepts.
• It also helps children connect learning with their home language, making education more inclusive and meaningful.

Hence we can conclude that National Education Policy 2020 considers multilingualism as an asset in the classrooms.

Child-centered education- Child-centered approach means planning and transacting curriculum in the classroom in a way that allows for flexibility in pace and style of learning to keep in mind that children in a classroom are widely different. 

• Child-centered education assessment: It involves the active engagement of the students in setting goals for their development, and learning, and monitoring the progress towards those goals.

Key Points​Child-centered education:- 

• The teacher is a facilitator, the role of the teacher is to guide the learner to take part actively in the classroom learning
• The classroom approach should be based on the learner's needs and schools should make the curriculum flexible.
• Assessment in child-centered education is considered an integral part of the process of learning as it facilitates the learner and instructor for better grasping of a particular topic.
• Under inclusive education, child-centered education should be done according to the mental level of the child because in an Inclusive class the learner of diverse background comes together, and study with normal students in the same class in the same school and in the same environment.
• As diverse learners are present in the class, the teacher should follow the approach according to the mental ability of the students, so all students participate in learning actively.

Hence, from the above statements we can conclude that in child centered education we can asess the child in terms of his\her growth and developments towards the particular goals. so the assessment in child centered education is considered as an important part of learning.

Additional Information

• Importance of child centered education 
• It focuses on all around development
• Flexible curriculum
• Varied methods of teaching
• Varied tasks
• Varied learning time.
• In child-centered classroom
• Child is an active participant
• Environment must be joyful, cheerful
• Safe and secure environment
• Activities based classroom
• All round development of child.

Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions.

National Education Policy 2020-

According to NEP 2020, A good educational institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where a wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are available to all students.

Key PointsSome important fundamental principles of the NEP 2020 are- 

• Full equity and inclusion as the cornerstone of all educational decisions to ensure that all students are able to thrive in the education system.
• It includes the overall development of the leader, it covers all three aspects as Cognitive domain, affective domain, and psychomotor domain.
• Emphasis on conceptual understanding rather than rote learning and learning-for-exams.
• Promoting self-assessment and the peer assessment done by the student in the classroom.
• Respect for diversity and respect for the local context in all curriculum, pedagogy, and policy, always keeping in mind that education is a concurrent subject.
• Establishment of the linkage of the concepts with the environment or we can say that the linkage of the school with the home.
• Promoting multilingualism and the power of language in teaching and learning.
• Creativity and critical thinking encourage logical decision-making and innovation.
• It emphasizes group work as well as individual work, NEP 2020 links the study to the curriculum.

Hence by all these references, we can say that the Relatable and meaningful curriculum proposes for retention of students from socio-economically disadvantaged groups.

Middle school: Middle schools are those school that is from grade six to grade eight. Students who passed out from class fifth took admission in class sixth in a middle school.

• Students of middle school are in the later childhood or in the adolescence stage of development.

Key Points A teacher of the middle school:

• Teacher in a classroom tries to make up the mind of the students in the middle classroom because this is the best age to gain concepts.
• A teacher should use different techniques to teach students according to their needs by which they can easily get the concept behind the problems.
• The teaching of the students should be based on their basic needs of the students such as their interest, their abilities, capacities, emotions, etc.
• Provide equal opportunities to all the learners whether they are girls or boys.

Thus by all these references, we can say that if it is observed that boys often raise their hands to answer more than girls and tend to dominate classroom discussions. In such a context, the teacher should analyze the students and their own pedagogy to deliver the concepts.

Important Points Gender differences can be cured by using these methods:

• Providing equal opportunity to all the students.
• Flexible sitting plan in the classroom.
• Treat boys and girls as equal.
• Remove stereotype thoughts from our minds.

The meaning of "progressive education" depends on the meaning assigned to the word 'progress'. Progress implies movement and movement involves changes in some direction. 'progressive education, is that body of educational thought nourished in the fertile mind of John Dewey. 

• According to John Dewey, “Education is reconstruction or reorganization of experience which adds to the meaning of experience and which increases the ability to direct the course of subsequent experiences.”

Key Points Characteristics of progressive learning:

• The child already has acquired some experiences from his/her interaction with the environment
• Education plays a role in reconstructing these experiences in the required direction in order to add meaning to those experiences
• ‘Reconstruction of experience’ by themselves results in knowledge which further helps in understanding subsequent knowledge through subsequent experiences.
• Experiment-based activities are the main feature of progressive education children can learn through direct interaction with things, and learn conceptually.
• The values, ideals, goals, mores, traditions, and the culture of a society are inculcated in a child through education in order to make him/her an effective member of the society.

Hence we can conclude that experimental learning can help the students in progressive education.

Hint

• In progressive education, children should always learn for knowledge not just for exams.
• The nature of the classroom should be child-centered instead of teacher-centered. Child should be the center of the progressive classroom.

Thinking is the basis of all cognitive activities or processes and is unique to human beings. It involves the manipulation and analysis of information received from the environment. There are different kinds of thinking styles which include creative, logical, concrete thinking, etc.

Higher order thinking skills: These type of questions are usually asked to make the learners think " out of the box",i.e. Divergently.

• To answer these, the students must need to think Creatively, Critically and Logically.
• Only the knowledge is not enough to students have to put some effort into their cognitive levels.​

Key Points Importance of HOTS questions 

• Hypothetical thinking: Hypothetical thinking is the ability to think scientifically through generating predictions, or hypotheses, about the world to answer questions.
• Reversal thinking: It is a type of thinking which excepts students to look at another face of the question, and make understand the concepts.
• Higher level thinking questions are open ended questions that encourage learners to explore.

Hence, What differences do you find between private and public health services in your area and why? Is a question to test higher order thinking skills.

Additional Information Evaluation: It is a process that examines the student's level of knowledge.

The Rights of Persons with Disabilities Act, of 2016  makes five broad categories of disabilities. Under each of these categories, various disabilities are further described. The Act has made a provision to include any other category as may be notified by the Government of India.

• The Rights of Persons with Disabilities Act has been enacted in 2016. It is an act that ensures equal opportunities for people who suffer from 40% of disabilities.
• “Person with a disability” means a person with a long-term physical, mental, intellectual, or sensory impairment which, in interaction with barriers, hinders his full and effective participation in society equally with others.

Key PointsAccording to the concept of inclusive education all students have an equal right to learn under the same roof, whether they are disabled or creative. Thus these are the following methods that should provide the best opportunity for learners having disabilities:

• The teacher should provide various learning techniques for all the learners who have needs so that they can learn their concepts meaningfully.
• The curriculum of the classroom should be flexible, with no compulsory courses for the learners, and their learning should be done in their native language only.
• Provides respected TLMs to students who face disabilities.
• Provide Braille textbooks for learners who have visual Impairment.

Thus we can conclude that compulsory 2 and 3 language courses should not be implemented in the inclusive classroom including for children with disability.

Important Points Important rights provided for in the UN Convention on the Rights of Disabled Persons, 2016 include the following.

• Right to the prevention of discrimination which ensures the living of disabled persons independently and their full participation in all aspects of life.
• Right to education, at all levels, regardless of age, without discrimination and on the basis of equal opportunity.
• Right to health, emphasizing the respect for physical and mental integrity on an equal basis with others for disabled persons.
• Right to participate, fully and equally, in the community, education, and all aspects of life including political and public life, cultural life, leisure, and sports.

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.

Diverse learning : It covers a range of learning styles, abilities, backgrounds, and communities to which the children belong too.

Key Points Barriers in the way of education to Diverse learning:

1. Labeling and ranking of students in multiple ways: Labelling and ranking students in any way will reduce their confidence or motivation to do learning.
2. Classroom management: It will become difficult for the teacher to manage the classroom if the diversity on its peak. If the students belong to different states then that can cause language barriers also.
3. Socio-Cultural barrier: In school students belong to different cultures and backgrounds and values. It is very important for teachers to respect every community and celebrate every festival of every culture so that they feel connected with each other and with the teacher too.

Hence, To address the diverse learning needs of the students Labeling and ranking of students in multiple ways is a barrier.

Hint

• The teacher should have provided various ways of learning by engaging the learners in multiple activities so that they can learn meaningfully.

Learning Disability is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and mathematical abilities.

Key Points

• Reading, writing, and math are not the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
• Dysphasia is a speech and language disorder, which is characterized by impairment in the ability to express by speech, write or use signs to communicate, the ability to comprehend spoken or written language is also impaired.
• It is the partial loss of language. It is the impaired ability that affects the ability to understand or use spoken words. It is caused due to brain damage and diseases and can be cured by providing language and speech therapy.

Thus we can conclude that a learning disability "Dysphasia" directly affects communication skills and comprehension abilities.

Hint

• Dysphoria is a state of generalized unhappiness, restlessness, dissatisfaction, or frustration.
• Dyscalculia is a term referring to a wide range of lifelong learning disabilities involving Maths. It includes all types of maths problems ranging from an inability to understand the meaning of numbers, to an inability to apply mathematical principles to solve problems.
• Dysgraphia is a type of intellectual disability that impacts the writing abilities of learners.  It is a deficiency that affects the ability to write coherently. children will have difficulty in writing their ideas in well-structured form and in thinking and writing at the same time.

Learning Disability is an umbrella term that encompasses a variety of specific kinds of learning problems. Children with learning disabilities experience difficulty in learning and using certain skills namely reading, writing, listening, etc.

Key PointsDysgraphia is a type of intellectual disability that impacts the writing abilities of learners. 

• It is a deficiency that affects the ability to write coherently. children will have difficulty in writing their ideas in well-structured form and in thinking and writing at the same time.
• It affects not just the language learning or spelling-related skills but also the children would face problems in writing numbers and letters.
• The children will not be able to form the numbers and letters in proper shape, sequence, and in proper organized lines or sets.
• It mainly affects the person's coordination of verbal and written aspects of numbers which can be seen in his writing i.e., words, letters, numbers, and alphabets are neither properly formed nor well structured.
• Using recording-based gadgets such as recorders, and laptops can help them to record the lessons and learn them by listening to the recording.
• Using visual patterns in mathematics can help in overcoming difficulties experienced by dysgraphic children.
• For example, using concrete patterns, tiles, or blocks can be helpful in bringing the coordination between what the child thinks and what he writes.
• Thus by all these references, we can say that person has a "Dysgraphia" learning disability, and have writing-related problems so in the inclusive classroom students should be allowed a laptop or recorder in class. So that they can learn by recording the lesson.

Creativity is the phenomenon whereby imaginative and original ideas are turned into reality. It is a cognitive ability to produce something novel by offering a fresh perspective.

• Creativity refers to the ability to identify or prepare original and divergent solutions to problems as creativity is related to the concept of 'divergent thinking​

Key PointsCharacteristics of creative children:

• Perceive relation between impossible things.
• Children person single tasks in different ways by using their divergent skills.
• Think quickly and solve problems in a novel way.
• Creativity has a high sense of curiosity to learn new lessons.
• Convert imaginative and original ideas into reality.
• Creative learners have problem-solving skills, they can solve the problem in different ways.
• Try new things and risk failure in executing innovative ideas.
• Use divergent and out-of-the-box thinking in different situations.
• So that we can conclude that Creative learners can not have a low curiosity to learn new lessons.

Middle school: Middle schools are those school that is from grade six to grade eight. Students who passed out from class fifth took admission in class sixth in a middle school.

• Middle school students are in the later childhood or the adolescence stage of development.

Key PointsA teacher of the middle school:

• Teacher in a classroom tries to make up the mind of the students in the middle classroom because this is the best age to gain concepts.
• A teacher should use different techniques to teach students by which they can easily get the concept behind the problems.
• The curriculum should be based on the needs and the interest of the learner, so that learner can learn well.
• The teaching of the students should be based on their basic needs, such as their interests, abilities, capacities, emotions, etc.
• Thus we can conclude that in middle school. teacher should be open to making adaptations as per learners' needs.

Hint

• Ignoring diversity can make rigidity in the curriculum, also the learning is not based on individual needs.
• Teachers should have to focus equally on all the students, either weak or intelligent.
• Assessment should be diagnostic or formative, it should be based on marks.

Teaching’ means “impart knowledge or skill, give instruction or lessons, instill and inspire with”. By analyzing this meaning, we can say that teaching is an activity that facilitates learning. The teacher is a facilitator who tries to satisfy the educational needs of the learners in such a manner that they play an important and positive role in the upliftment of society.

Key PointsBrainstorming is a technique for generating ideas and sharing information in order to solve a specific commercial or technical challenge in which participants are encouraged to think freely. Brainstorming is a group exercise in which each member expresses their first thoughts.

• Brainstorming allows teams to swiftly develop a huge number of ideas that may then be improved and combined to achieve the perfect answer.
• Brainstorming is a group creative process that involves obtaining a list of ideas from the group's members in order to come up with a solution to a particular problem.
• Brainstorming is a problem-solving technique that allows pupils to practice or improve higher-order thinking abilities. Encourages original thinking.
• Brainstorming helps kids to think creatively (outside of the box), and all students are encouraged to contribute their ideas, no matter how "out there" they may appear.

Teachers use different methods of teaching for the learners, they also gave examples related to the topic, sometimes they only focus on the concept without giving any example, then this type of teaching is called non-examples-based teaching.

Characteristics of non-examples while teaching a concept:

• Non-examples gave when the concept is related to the existing knowledge of the students or their experiences so that they can relate the concept by themselves to the real world.
• This method is used when the teacher should have to focus on a concept more than its related applications, or related problems because the concept can enhance the clarity of learning the concept.
• Non-examples are used while having misconceptions related to the topics, they provide the core knowledge of the concept by which flexibility came in learning and reduces misconceptions.

Thus by all these references, we can conclude that (A) is true but (R) is false.

Additional Information

• Example: The term many of us are probably familiar with is an example. In education, examples represent an idea or concept that a teacher is trying to teach their students.
• Non-example: Nonexamples are, as you can tell, the opposite of examples. Where examples provide an instance of similarity, non-examples provide an instance of contrast.

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.

Key Points Failure of the students in achieving goals can be cured by using these methods by the teachers:

• No rigidity in the curriculum and the environment of the school.
• Formative assessment should be done by the teacher from time to time for finding the learning gaps of the students.
• Providing different teaching-learning methods to all the students so that they can learn and connect their concepts in multiple ways.
• Views failure of the students and provide required help to the students so that they can learn conceptually and will not face failure again.
• Using different pedagogical techniques, a teacher can help the students from failing to achieve goals.

Thus by all these references, we can conclude that a teacher can reduce the failure of the students by viewing failure as a part of the developmental process of learning

Important Points Learning of students should be done in a fun and interactive manner so that they enjoy the syllabus and don't think of study as a burden. These are some methods that can make the learning of the students interesting:

1. Storytelling method
2. Playful activities
3. Daily life examples connection
4. Hands-on activities
5. Experiment based​

Additional Information

• Teaching should not be instruction-based and complaint-based, because these activities may increase the fear in children's minds, which may form a negative impact on their lives.

Knowledge is a highly organized intellectual product of humans that includes personal experience, skills, understanding of the different contexts in which we operate our activities, assimilation of all these, and recording all this in a form that could be communicated to others. 

Key Points Declarative Knowledge

• The learning of declarative knowledge can either be meaningful or rote.
• Meaningful learning refers to learning concepts, procedures, or ideas from sources. The "meaning" in meaningful learning, comes from the learners' ability to relate new knowledge to old knowledge already in memory.
• Rote learning refers to mastering disconnected or arbitrary learning material. The learning tasks such as lists of States and their capitals, the order of color in the rainbow, Formulas, or vocabulary are examples of rote learning.
• Hence we can consider, What is the formula for calculating 'volume'? is a question to assess the declarative knowledge of the students.

Additional Information Explicit Knowledge:

• Explicit knowledge is that expressed to others, orally, or in a recorded form.
• It is of the mind which is objective, theoretical, and digital.

 Procedural Knowledge:

• It tells us how to do things.
• It is essentially skill-based; it however does not have the high rigor of declarative knowledge.
• Procedural knowledge goes hand in hand with appropriate competencies in a particular area.
• It is largely based on the performance of the right action in the correct sequence.

Cognition is the mental processing of information, which is the function of the human mind that allows perceptions to grow into conceptions. When we have control over our own cognitive functions that are termed metacognition.

Key Points The required skills to develop metacognition abilities among the students are:

• taking conscious control of learning
• planning and selecting strategies
• monitoring the progress of learning
• correcting errors
• analyzing and evaluating the effectiveness of learning strategies.
• changing learning behaviors and strategies when necessary.
• Hence by all these references, we can conclude that rote learning is not a helpful way to develop metacognition skills.

Hint

• Rote memorization is defined as memorization by repetition, often without an understanding of the reasoning or relationships involved in the material that is learned.

Important Points Characteristics of metacognitive capabilities:

• Metacognition makes students' thoughts divergent and gives them control over their own functionalities.
• A teacher should have to promote the development of the metacognition of the students through different activities, experiments, and hand-on-performances.
• Metacognitive strategies include Self-correction as it refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.
• Metacognitive capabilities as a way to access the process and learning. The metacognitive strategies provided teachers with concrete actions and thought processes to reflect upon.
• If a student is able to think about their thinking/way of thinking, it is much more beneficial for their learning, they can improve their learning by changing their thoughts.
• It deals with the individual's awareness of the self as a knower and processor of information.
• It is strategic or reflective knowledge about how to go about solving problems, and cognitive tasks, including contextual and conditional knowledge and knowledge of self.
• Metacognitive knowledge is directed towards achieving the learning outcome.

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 Characteristics of constructivist learning:

• Learners construct their knowledge through interaction, perception, and experience.
• Learners build their knowledge through previous experiences or knowledge.
• Learner constructs their knowledge by being directly involved in the concept in an active manner.
• Learning is not standardized for all the students, it depends on the individual need, abilities, and capacities.
• It emphasizes collaboration with others for learning and ensures the active involvement of learners and promotes peer tutoring.
• Learner constructs their learning by engaging in different activities, group discussions, teamwork, etc.

Thus, the interactive and active can be considered the correct approach to constructing the knowledge.

Hint

• If the learners are passive and dependent then they never construct their own knowledge, because they are also dependent on something/someone.
• Learners' plans are well organized to construct their concepts well, they organized their plan by using divergent thoughts not only in a single direction.

Problem-solving skills help students determine the source of a problem and find an effective solution. These are skills that help students identify and solve problems effectively and efficiently. Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. So, a teacher should develop problem-solving skills in students.

Key Points These are the steps to solve the problem:

• Identification of problem -We have to identify the problem before solving it.
• Once the problem is identified the learners make schema related to the problem to solve it properly.
• Analyzing the problem-  After the identification of the problem, we have to analyze the problem, so that we can figure out which, methods and steps we have to use to solve it.
• Evaluating-  After analyzing the problem, focusing on the relevant information about the problem, and the evaluation of the correct step is required.
• Implementation- Once the Evaluation is completed execute the steps if the result doesn't come, again start by analyzing the problem.
• It is important to the identification of the problem and ideas which we are going to follow to solve our problems rather than find the solution in the whole problem-solving technique.

Thus to solve a problem learners should use divergent thinking and find out the multiple ways by which the problem can be solved.

Hint

• Following or getting stuck on a single way to cater to a problem is not the best way to solve the problem, students should have to focus on multiple possible ways to solve the same problem.

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

• misconceptions 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 Points Misconceptions in student's life are:

• a significant step in the teaching-learning process.
• helping the teacher to be aware of learners' learning styles, and to cater to them according to their needs.
• Very normal among children in the learning process because it is a natural thought process and no two minds can think alike exactly.
• Misconceptions are the formation of ideas by the previous knowledge and experiences of the learners, it is a part of the teaching-learning process.
• The misconception is an important topic among teachers because it can shape how students learn. It helps the teacher to be aware of learners' learning styles and to cater to them according to their needs.
• Thus we can consider that Naïve ideas and understanding having their roots in one's past experiences is one of the ways that a learner gets misconceptions.

Hint

• The misconception is not a high-order thinking skill, it is just a basic part of the teaching-learning process.
• These are not neurological deficits, these can be reduced by clearing the concepts.

Important Points Views of teachers towards misconceptions should:

• Teachers should not ignore students' misconceptions rather they should identify misconceptions and try to clear them by examples, various methods of teaching, etc.
• Use various techniques such as discovery learning, which helps students to identify and correct their misconceptions.
• The teacher should have to provide opportunities related to the concepts so that student can understand their mistakes point and can fix them.
• Summative assignments that ask students to explain their reasoning are useful for detecting students' misconceptions.
• Teachers should provide a forum for students to confront their misconceptions and should help students reconstruct and internalize their knowledge.

Achievement goal theory proposes that individuals hold a set of beliefs, emotions, perceptions, and attributions that informs the way they approach achievement activities. Goal orientation is defined as the reasons individuals engage in achievement-related activities.

• Goal orientation theory is a social-cognitive theory that tries to find the correlation between goals and goal motivation.

Three types of goal orientations were identified:

• Approach-oriented mastery goals
• performance approach, and
• Avoidance-oriented performance goals

Key Points Performance goals: Individuals who are performance-oriented are interested in competition. They use other students as comparing points. The main focus is on outperforming others.

• Students with Avoidance-oriented performance goals are concerned with avoiding failure in front of others. They are extrinsically motivated by a fear of poor performance.
• Example: Taking extra classes for a subject to achieve the first rank in class, working hard to not get outperformed by others.

Thus we can conclude that Students with performance-avoidance goals focus on the fear of failing.

Additional Information

• Approach-oriented mastery goals are defined as a focus on mastering new skills, trying to gain increased understanding, and improving competence. Students adopting mastery goals define success in terms of improvement and learning.
• Example: Doing a worksheet to improve one's competence in the domain of particular interest.
• Performance-approach goals show mixed patterns across studies. The performance approach goal has been found to correlate with positive factors such as high performance.
• Example: Preparing for a test to win the cash prize.

Motivation: The term motivation has been derived from the Latin word ‘movere’, which means ‘to move. “the factors that direct and energize the behavior of humans and other organisms”.

Key Points Characteristics of motivation:

• Motivation gives the capability the students to cater to the problems.
• With the help of motivation, students have much focus on goals.
• Internal set of motivation motivated the learners to engage in the same activity again and again, and this ability comes from the results of the tasks as success and failure.
• Motivation always supports the students in their learning individually.
• The teacher should have to motivate their students so that they can be fully goal-oriented.
• If the student can handle the task perfectly then the ability to control motivates him to engage in such types of tasks.
• Motivation is the panacea for demotivated students or those who have capabilities but don't perform well.

Thus we can say that an internal and controllable set of attributions on success or failure on a task is likely to cause an increase in students' motivation and attempts to engage in similar tasks in the future.

Important Points Basically motivation is of two types:

• Extrinsic motivation refers to the performance of an activity in order to attain an outcome and comes from outside of the individual. 
• Example: Motivation by parents, teachers, society, peer groups, etc.
• Intrinsic motivation refers to motivation that is driven by an interest in the task itself and exists within the individual. 
• Example: Motivation by self, motivation by curiosity, etc.

Given:

${\left[ {{{\left( { - \frac{5}{6}} \right)}^{ - 5}}} \right]^3}$

Calculation:

${\left[ {{{\left( { - \frac{5}{6}} \right)}^{ - 5}}} \right]^3}$

⇒ (-5/6)^-15

⇒ (-1)^-15 (5/6)^-15

⇒ (-1) × (5/6)^-15

⇒ (-5/6)^-15

Hence, the correct option is 4.

Given: 

Find the sum of the HCF and LCM of 12, 15 and 45

Concept:

H.C.F/G.C.F: (Highest Common Factor / Greatest Common Factor). H.C.F of two or more numbers is the greatest number which divides each number exactly.

<br>

 L.C.M.: (Lowest common multiple). The least number exactly divisible by each one of the given numbers is called least common multiple.

Calculation:

12 = 3 × 2 × 2

15 = 3 × 5

45 = 3 × 3 × 5

∴ H.C.F  of 12, 15, 45 = 3 

and L.C.M  of 12, 15 , 45 = 3 × 3 × 5 × 2 × 2 = 180 

∴ The sum of H.C.F and L.C.M  of 12, 15 and 45 = 180 + 3 = 183 

Hence, Option 1 is correct.

Given: 

The number =  (233 + 373)

Concept used: 

use unit digit multiplication.

Calculation:

Here,   

The unit digit of (23)3  = 7  ; (3 × 3 × 3 = 27)

The unit digit in (37)3 = 3  ; (7 × 7 × 7 = 343)

∴ The unit digit in whole number = 7 + 3 = 10 = 0

∴ Option 3 is correct.

Given:

2**$\frac{1}{3}$** ÷ $\frac{3}{5}$

Calculation:

2**$\frac{1}{3}$** ÷ $\frac{3}{5}$

⇒ 7/3 ÷ 3/5 

⇒ 35/9 

Now, 

The Reciprocal of 35/9 is 9/35.

∴ The correct Option is 4

Shortcut Trick

Find the nearest perfect square just below 5935.

We know that 70² = 4900 and 80² = 6400.

Testing 77²: 77 × 77 = 5929.

Difference = 5935 − 5929 = 6.

∴ The correct answer is 6.

Alternate Method

Given: Number = 5935

Formula Used: Long division method for square roots to find the remainder.

⇒ Group the digits of 5935 from right: 59 and 35.

⇒ Find the largest square ≤ 59: 7 × 7 = 49.

⇒ Remainder = 10; Bring down 35 → 1035.

⇒ Double the quotient (7 × 2 = 14); Find digit x such that 14x × x ≤ 1035.

⇒ 147 × 7 = 1029.

⇒ Remainder = 1035 − 1029 = 6.

∴ The correct answer is 6.

Additional Information

Perfect Square Properties

A perfect square never ends with the digits 2, 3, 7, or 8 at the unit place.

Subtraction vs Addition

To find the number to be subtracted, use the remainder of the square root long division. To find the number to be added, find (root+1)² − original number.

Square of Numbers ending in 5

For a number ending in 5, the square is (n × (n+1)) followed by 25. Example: 75² = (7×8)25 = 5625.

Given:

$\frac{5y}{2} = \frac{25}{4}$

20y = 50 

y = 5/2

∴ 3y2 + 2y = 

= 3(25/4) + 2(5/2)

= 75/4 + 5 

= 95/4 = 23$\frac{3}{4}$

Hence, the value of 3y2 + 2y  is 23$\frac{3}{4}$

Given: 

Principal = Rs 20000

Rate = 8 ${{1} \over 2}$%

Time = 1 ${{1} \over 4}$years

Calculation: 

                           20000 /-

    1st yr                                    2nd year

20000×(17/200) = 1700     20000×(17/200) = 1700  

                                            1700×(17/200) = 144.5

C.I = 1700 for 1st year + (1700+144.5) for 1/4 year

C.I = 1700 + (1844.5) × (1/4) = 2161.125

∴ Option (1) is the closest to this value. 

Alternate Method

Concept used:

⇒ Compound Interest = P( 1 + R / 100)T - P

Here, P = Principal, R = rate , T = time

Calculation:

⇒  Compound Interest = 20000 (1 + 17 / 200)^{5 / 4} - 20000

⇒  Compound Interest = 20000 × 1.10 - 20000

⇒  Compound Interest = 2147.111 ~ Rs 2147

∴ Option 1 is correct.

Given:

 x2 + y2, y2 + z2, z2 + x2  and 4xy + 4yz + 4zx

Concept:

(a + b + c)² = a² + b² + c² + 2ab + 2bc + 2ca 

Calculation: 

According to the Question

x2 + y2 + y2 + z2 + z2 + x2 + 4xy + 4yz + 4zx

⇒ 2x² + 2y² + 2z² + 4xy + 4yz + 4zx 

⇒ 2(x² + y² + z²+ 2xy + 2yz + 2zx)

⇒ 2(x + y + z)² 

∴ option 1 is correct

Calculation:

(x + y)(2x - 3y + z) - (2x - 3y)z

⇒ 2x² - 3xy + zx + 2xy -3y² + zy - 2xz + 3yz

⇒ 2x² - 3y² - xy - xz + 4yz

∴ The correct option is 1.

Given:

3x^m - 5x + 7 is a binomial for what value of m 

Concept used: 

A polynomial equation with two terms usually joined by a plus or minus sign is called a binomial.  example : 3x + 2 , 4x² + 2x 

Calculation:

for m = 0

3 - 5x + 7 ⇒ 10 - 5x is a binomial 

for m = 1 

3x - 5x + 7 

⇒ -2x + 7 is a binomial 

for m = 2 

3x² - 5x + 7 is not a binomial 

∴ m = 0, 1 the given expression is binomial 

∴ option 2 is correct.

Shortcut Trick

Let the angle be x.

The sum of its complement (90° − x) and supplement (180° − x) is given as 140°.

Direct equation: 270° − 2x = 140°

⇒ 2x = 270° − 140° = 130°.

We need to find the value of 2x − 10°.

Required value = 130° − 10° = 120°.

∴ The correct answer is 120°.

Alternate Method

Given: The sum of the complement and supplement of angle x is 140°.

Formula Used:

1. Complementary angle of x = 90° − x
2. Supplementary angle of x = 180° − x

Calculations:

⇒ (90° − x) + (180° − x) = 140°

⇒ 270° − 2x = 140°

⇒ 2x = 270° − 140°

⇒ 2x = 130°

⇒ x = 130° ÷ 2 = 65°

Now, calculate the value of 2x − 10°:

⇒ Value = 2(65°) − 10°

⇒ Value = 130° − 10°

⇒ Value = 120°

∴ The correct answer is 120°.

Additional Information

Complementary Angles

Two angles are called complementary if their sum is exactly 90°. For an angle x, the complement is (90° − x).

Supplementary Angles

Two angles are called supplementary if their sum is exactly 180°. For an angle x, the supplement is (180° − x).

Relation Property

For any angle, the difference between its supplement and its complement is always a constant value of 90°.

Shortcut Trick

Concept Used:

Two triangles are congruent by the SAS (Side-Angle-Side) criterion if two corresponding sides and the included angle are equal.

In ΔABC and ΔPRQ,

BC = QR = 3 cm

AC = PQ = 3.5 cm

∠C = ∠Q = 48°

∴ By the SAS congruence criterion, ΔABC ≅ ΔPRQ.

Therefore, the corresponding vertices are:

A ↔ P, B ↔ R and C ↔ Q.

∴ ΔABC ≅ ΔPRQ

Alternate Method

Given:

In Δ ABC: BC = 3 cm, AC = 3.5 cm, ∠C = 48°

In Δ PQR: QR = 3 cm, PQ = 3.5 cm, ∠Q = 48°

Formula Used:

SAS (Side-Angle-Side) Congruence Rule: Two triangles are congruent if two sides and the included angle of one triangle are equal to the corresponding two sides and the included angle of the other triangle.

              

Calculations:

Comparing Δ ABC and Δ PRQ:

⇒ Side AC = PQ = 3.5 cm (Given)

⇒ Included Angle ∠C = ∠Q = 48° (Given)

⇒ Side BC = QR = 3 cm (Given)

⇒ By SAS congruence criterion, the triangles are congruent.

⇒ Mapping the vertices based on equal sides and angles:

⇒ Vertex C corresponds to Q.

⇒ Vertex A corresponds to P (since AC = PQ).

⇒ Vertex B corresponds to R (since BC = QR).

⇒ Therefore, Δ ABC ≅ Δ PRQ.

∴ The correct answer is Δ ABC ≅ Δ PRQ.

Additional Information

SAS Congruence Rule

Triangles are congruent if two sides and the included angle of one are equal to the corresponding parts of the other.

Vertex Correspondence

The order of vertices in a congruence statement (e.g., ABC ≅ PRQ) must strictly follow the matching vertices and sides.

CPCT Rule

Corresponding Parts of Congruent Triangles are equal, meaning once congruence is proved, all other matching angles and sides are also equal.

Given: 

E is the number of edges

F is the number of faces and

V is the number of vertices of a square pyramid.

Concept used: 

Square pyramid is a pyramid, in geometry, that has a square base and lateral faces. A pyramid is a polyhedron that has a base and 3 or greater triangular faces meet at a point above the base.

Calculation: 

In square pyramid, 

Number of faces = 5 (4 congruent triangles, 1 square)

Number of edges = 8 

Number of vertices = 5 

⇒  2E - F + 2V = 2 × 8 - 5 + 2 × 5 = 21

∴ Option 1 is correct.

GIven: 

Angles of a quadrilateral are in the ratio 3: 5 : 3: 4

Concept used:

The Sum of angles of the Quadrilateral is 360° 

Calculation:

Let the Angles of the Quadrilateral are 3x, 4x, 5x, 3x

∴ 3x + 4x + 5x + 3x = 360° 

⇒ 15x = 360° 

⇒ x = 24° 

∴ the angles of the quadrilaterals are 72° , 72° , 120° , 96° 

Hence, The greatest angle of Quadrilateral is 120° 

∴ 40° more than the greatest angleof the quadrilateral is 120°  + 40°  = 160° 

Hence, option 4 is correct

Given: 

In a triangle ABC,

D is the mid-point of side BC such that AD = CD.

⇒ ∠B = 37°

Concept used: 

Sum of all angles of triangle = 180º 

In isosceles triangle, angles opposite to the equal sides of an isosceles  triangle are equal.

Calculation: 

In a triangle ABC,

D is the mid-point of side BC.

BD = DC

AD = CD ( given)

∴ BD = AD 

⇒ ∠B = 37°

BD = AD ;  ∠DBA =  ∠BAD

⇒  ∠BAD = 37º 

DC = AD ;  ∠DCA =  ∠DAC = x ( let) 

Sum of all angles of triangle = 180º

⇒  ∠BAC +  ∠ACB +  ∠CBA = 180º

⇒ 37º + x + x + 37º = 180º

⇒ 2x = 180º - 74º = 106º

⇒ x = 53º

⇒ ∠C = 53º 

∴ Option 1 is correct.

Given: 

Sides of triangle = 24cm, 25cm, 7cm.

Length of rectangle = 14 cm 

Area of rectangle = area of triangle

Concept used: 

Area of triangle = 1 / 2 × base × height 

Perimeter of rectangle = 2 ( l + b) 

⇒ l, b is the length and breadth of the rectangle respectively.

Calculation: 

We see clearly the triangle is right angled triangle.

(Hypotenuse)² = (base)² + (perpendicular)²

(25)² = (24)² + (7)²

Area of triangle = 1 / 2 × 24 × 7

⇒ 84 cm²

Area of rectangle = area of triangle

⇒l × b = 84 cm²

⇒ 14 cm × b = 84 cm2

⇒ b = 6 cm

Perimeter of rectangle = 2 × ( 14 + 6) cm = 40 cm

∴ Option 4 is correct.

Given: 

Area of a circular field = 616m²

Cost of fencing the field = Rs. 5 per meter

Concept used: 

Area of circle = πr² 

Circumference of circle = 2πr 

Calculation: 

Area of circular cylinder = 616 m²

⇒ πr² = 616 m²

⇒ 22 / 7 × r² = 616 m²

⇒ r² = 196 

⇒ r = 14 m

Circumference of circle = 2πr

⇒ 2 × 22/7 × 14 = 88 m

Cost of fencing per meter = Rs. 5 

Total cost of fencing the field = 88 × 5 

⇒ Rs. 440

∴ Option 2 is correct.

Given: 

Perimeter of base of a right circular cylinder = 44 cm

Height = 8 cm

Concept used: 

Perimeter of the base of right circular cylinder = 2πr

Volume of the right circular cylinder = πr² h 

r : radius of right circular cylinder 

h : height of right circular cylinder

Calculation:

Perimeter of base of right circular cylinder = 44 cm

⇒ 2πr = 44 cm

⇒ 2 × 22 / 7 × r = 44 cm

⇒ r = 7 cm

Volume of cylinder = πr²h 

⇒ 22 / 7 × 7 × 7 × 8 

⇒ 1232 cm³

∴ Option 2 is correct.

Given: 

x is mode.

y is median.

z is range 

The given data:- 20, 11, 14, 8, 7, 18, 20, 27, 23, 53, 42, 15.

Concept used:

Mode = mode is the value which occurs the maximum number of times in the given data.

Median :-

Firstly arrange data in ascending or descending order.

⇒ (n / 2^th)  term ;  when n is odd.

⇒Average of (n / 2)^th Term and \ (n / 2 + 1)^th term ; when n is even. 

n : number of terms in given data. 

Range = Maximum value - minimum value

Calculation: 

Firstly arrange the given data in ascending order,

⇒ 7, 8, 11, 14, 15, 18, 20, 20, 23, 27, 42, 53 

Mode = 20

Median :- 

Here, n = 12 (even)

Median =average of (12 / 2)^th  and (12 / 2 + 1)^th term 

⇒ Average of 6^th and 7^th term = (18 + 20) / 2 = 19

Range = maximum data - minimum data = 53 - 7 = 46

Here x = 20 , y = 19, z = 46 

⇒ (2x + y - z) = (2 × 20 + 19 - 46) = 13

∴ Option 2 is correct.

Given: 

The numbers given:- 29 to 48.

Concept used: 

Probability of an event A = Number of favourable outcomes / Total number of events in the sample space. 

Calculation:

The numbers are:-

⇒ 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48.

Total numbers = 20

Prime numbers = 29, 31, 37, 41, 43, 47

Numbers are not prime = 30, 32, 33, 34, 35, 36, 38, 39, 40, 42, 44, 45, 46, 48

Total number which are not prime = 14

Probability (not prime) = 14/20

⇒ 7/10

∴ Option 2 is correct.

According to NCF the objective of teaching mathematics is not just making the students remember the formulas and recall, reproduce the formulas when it is required for them to solve a problem. But it is mathematicians of concepts where the children are involved in thinking and problem solving to arrive at the solutions. 

Key PointsIn the above example, It is observed that learners easily grasp the identity (a + b)2, while they find it difficult to use the identity  (a + b)3 as:

• The students are only able to grasp  (a + b)2 but not (a + b)3because they have just remembered and memorized the Identity (a + b)2
• They have not understood the concept of the multiplication of algebraic identities properly in an authentic way.
• Because the same method of multiplication is applicable for both the identities (a + b)2 and (a + b)3.
• If the students had grasped the concept of multiplication of algebraic identities they would have understood both the identities equally.
• Since they have just memories of the Identity  (a + b)2 because it is easy so they are not able to deduce the identity  (a + b)3.

Hence the students are not able to grasp  (a + b)2  because they have not understood the concept of multiplication of algebraic expressions.​ 

Additional Information

• On the other hand, the remaining reasons regarding the failure of students to grasp the Identity (a + b)3 are wrong because the actual reason is a lack of construction of knowledge regarding the multiplication of algebraic expressions.

In mathematics or logic, an axiom is an unprovable rule or first principle accepted as true because it is self-evident or particularly useful. “Nothing can both be and not be at the same time and in the same respect” is an example of an axiom. 

Key PointsCharacteristics of an axiom-

• These are the assumptions that are obvious universal truths, they are not proven.
• These are mathematical truths that cannot be proved or disproved.
• Any axiom is a statement that serves as a starting point from which other statements are logically derived.
• Axiom is a rule or a statement that is accepted as true without proof.

Hence option 2 is the correct one. 

Additional InformationOn the other hand, all the remaining options are wrong as they indicate that axioms are algebraic identities, only definitions and similar to theorems which are not true.

The inductive method is one of the most used teaching methods where first many examples are observed and in case the same result is obtained in every example then a generalization or a rule is made and followed. Here the concepts move from concrete to abstract. 

Key Points

• In the inductive method, the students progress from known to unknown and simple to complex.
• In the inductive method, a generalization is formed at last or in the final stage when the examples taken by the students give the same expected results.
• As in the above example also the children were made to draw many triangles by the teacher using a ruler.
• Later the students were asked to measure the sum of angles in every triangle using a protractor.
• The students on the conclusion that the sum of all the interior angles of every triangle is 180 approximately so finally, they made a generalization that the sum of the interior angle of a triangle is always 180.

Hence the method followed above is an example of the inductive method. 

Additional Information

A concept map is a visual way to organize information and to record links between known mathematical concepts and procedures, both within and between topics. 

Key PointsFeatures of concept map in mathematics:

• Concept maps are visual representations students create to connect ideas, concepts, and terms.
• Students can use them to organize the information they already know and to incorporate new learning with this prior knowledge.
• These are diagrammatic representations of the relationship between various concepts and sub-concepts.
• Concept maps help the teacher to see how students understand the content.
• A concept map is a visual tool that helps to dig into an idea in detail. This diagram pushes you to explore subtopics, understand relationships, and organize your thoughts in a logical and systematic way.

​Hence "It is a diagrammatic representation of the relationship between various concepts and sub-concepts"  describes a concept map in reference to mathematical teaching.

 Additional InformationOn the other hand, all the definitions are given of a concept map are either not appropriate or the definition is related to the usage of maps in other subjects not in mathematics.

Children don't come to school with blank minds or knowledge. They already have a lot of knowledge through their daily life experiences, they come to school as first-generation learners but they know, particularly about the topic related to their daily life experiences. 

Key Points

• Math computation skills comprise what many people refer to as basic arithmetic: addition, subtraction, multiplication, and division.
• In math, conversion is the process of changing the value of one form to another for example inches to millimeters, or liters to gallons.
• Daily wage workers daily compute their work and wages they got and check if they got the correct amount for the work they have done.
• They also use conversion to calculate the exact measurement of things like bricks and stones to check if they would fit in a place or not.
• Being in that environment children also get to know and familiarize themselves with these skills.

Hence children coming to school as first-generation learners from a background of daily wagers may have rich understanding and mathematical skills of computation and conversion from their lived experiences.

 Additional Information

On the other hand, all the other options are wrong as it is indicated that these children and not fit for learning and they can learn only through memorization which is not true.

Mathematics anxiety or fear is developed in students when they feel uncomfortable or uneasy understanding the methods and approaches in the world in solving problems and arriving at the appropriate solution. If not addressed immediately the fear of mathematics may grow in the student as he gets promoted from one Grade to another and finally, the student would never want to opt for mathematics in his future as a subject. 

Key PointsMathematics fear may arise in the students due to many reasons like:

• Students do not have an understanding of basic concepts of mathematics which made to confusion in understanding the advanced concepts.
• Students getting forced to follow the single and only method given in the textbook to arrive at the solution.
• Students constantly get feared or threatened about the assessment and what will happen if they don't get 100% on the paper test.
• Teachers play a significant role in invoking interest in mathematics in children, and conversely, they may also contribute to the fear by penalizing students for committing errors.
• Assessment which calculates only the textbook knowledge and memorization knowledge of students for grade and marks.

Hence option D is the correct one. 

Additional Information

On the other hand, being low IQ, natural things are not the correct and appropriate reasons for the mathematical fear in the children but teachers play a significant role in it.

The math lab provides an opportunity for the students to discover mathematics through doing. Many of the activities present a problem or a challenge, with the possibility of generating further challenges and problems. 

Key PointsFeatures of a mathematics laboratory:

• A mathematics laboratory is a place where anybody can experiment and explore teaching and learning material. It is a place where one can find a collection of games, puzzles, etc.
• It is a space for learning mathematics through play way activities and discovery methods with the help of different types, of multi-sensory aids, objects, and community resources.
• The activities create interest among students or in anybody who wants to explore and test some of their ideas, and beliefs about mathematics.
• A mathematics laboratory is a place to enjoy mathematics through informal exploration. It is a place where anyone can generate problems and struggle to get an answer.
• It provides an opportunity for students to understand and internalize basic mathematical concepts through concrete objects and situations.

Hence option 1 is the correct one. 

Additional InformationOn the other hand, remaining all options are wrong as they don't indicate and point toward the true need and purpose of the math laboratories in the schools.

The tangram is a dissection puzzle consisting of seven flat polygons, called tans, which are put together to form shapes. The objective is to replicate a pattern generally found in a puzzle book using all seven pieces without overlap. 

Key Points

Need and purpose of tangram

• Tangrams can be used for introducing geometrical ideas to elementary school children where they can gain a stronger grasp of spatial relationships.
• Students can develop an understanding of how geometric shapes can be decomposed.
• Students can be familiarized with different geometrical shapes and their properties.
• Tangrams can be used to develop problem-solving and logical thinking skills, and perceptual reasoning (nonverbal thinking skills).
• Students will also understand visual-spatial awareness, creativity, and many mathematical concepts such as congruency, symmetry, area, perimeter, and geometry.

Hence Tangrams can be used for introducing geometrical ideas to elementary school children.

Additional Information

According to the National Curriculum Framework (NCF) 2005, the main goal of Mathematics education in schools is the 'mathematization' of a child's thinking. Clarity of thought and pursuing assumptions to logical conclusions are central to the mathematical enterprise. 

Key Points The goal of teaching mathematics at the upper primary level according to NCF (2005):

• Mathematization of the thought process of learner.
• Avoid rote memorization and take students towards understanding and knowledge construction.
• Introduction and building base to higher conceptualization in mathematics.
• Building interlinkages between numbers, space, and operations.
• Making assessments as a part of learning and as a tool for identifying the learning difficulties of students.

 Additional Information

• ​Helping bright students to pass competitive exams is not a goal of NCF because all students are treated equally and provided with the learning resources according to their understanding, building basic concepts in slow learners is more important than helping bright students to pass competitive exams.

Hence Helping bright students to pass competitive exams is not a goal of NCF 2005.

In mathematics, many concepts are integrated and interrelated with each other. This is also the nature of mathematics that the concepts in it are interconnected and share the same strategy or the understanding sense which makes the students understand both the concepts within no time. 

Key PointsThe task given above by the teacher can be used as an integrated assessment activity after teaching integers and Data handling as:

• In the task, both integers and also arrangement of data are involved.
• When the students look at and organize the data in the form of a table they get to know about the data handling.
• And when they look at the temperature values which are both positive and negative they get familiarized with the topic integers.
• Collectively the teacher gets a chance to assess the students in both data handling and also integers.

​Hence the task given above by the teacher can be used as an integrated assessment activity after teaching integers and Data handling.

 Additional InformationOn the other hand, all the other options are false as they indicate the task to be used for the introduction of concepts or as a misleading tool for students which is not true.

Concept:

Human circulatory system:

• The organ system of human beings or other organisms which is responsible for the transport of materials inside the body is called the circulatory system.
• Our circulatory system consists of a muscular pumping organ called the heart, arteries, veins, capillaries, and blood.
• The heart has two atria and two ventricles.
• The heart acts as a pump to push out blood.
• The arteries, veins, and capillaries act as tubes or pipes through which blood flows. These tubes which carry blood are called blood vessels.
• Arteries carry oxygenated blood away from the heart except the pulmonary artery carries deoxygenated blood.
• Veins carry deoxygenated blood away from the heart except the pulmonary veins carry oxygenated blood.

Explanation:

The blood vessels carrying the blood from the body towards the heart are called veins.

• ​Veins carry CO₂-rich blood from all parts of the body back to the heart. Hence, statement A is correct.

Veins have thin walls whereas arteries have thick elastic walls. Hence, statement B is incorrect.

Veins have valves to ensure blood flows only towards the heart. Hence, statement C is correct.

• ​The one-way valves in veins prevent the blood from flowing backwards & and help to force the blood to move towards the heart.

Thus, the correct statements are A and C.

Additional Information

Open circulatory system:

• In an open circulatory system, the blood is not enclosed in the blood vessels and bathes the organs and tissues directly
• there is no distinction between blood and interstitial fluid
• Ex. Spiders, cockroaches, and prawns

Closed circulatory system:

• the heart pumps blood through vessels that are separate from the interstitial fluid of the body
• The blood vessels are found throughout the body and form the plumbing circuit of the body.
• Ex. Rabbit, Lion, Whale

 Important Points

For double circulation, there are 2 circulatory pathways: 

• Systematic circulation
• Pulmonary circulation

Systematic circulation 

• It carries oxygenated blood from the heart to all parts of the body through a complex system of arteries and capillaries.
• It also carries deoxygenated blood from these organs back to the heart through veins.

Pulmonary circulation 

• After the heart receives the deoxygenated blood from different parts of the body, it pumps blood to the lungs for expelling the CO2 and collecting oxygen.
• After that, the oxygenated blood is sent back to the heart for systematic circulation.

Concept:

• Reactivity series is the arrangement of metals with oxygen in a vertical column in order of decreasing reactivities.
• The most reactive metal is placed on the top while the least reactive metal is placed at the bottom.

• Displacement Reaction:
• The reaction in which a more reactive metal displaces a less reactive metal from its salt solution is called a displacement reaction.
• Examples: CuSO4 + Fe → FeSO4 + Cu

Explanation:

• According to the reactivity series of metals, aluminum is placed above zinc so, zinc is the least reactive than aluminum. Hence, option 1 is incorrect.
• Copper can not displace iron from ferrous sulfate solution because copper is less reactive than iron as iron is placed above the copper in reactivity series of metals. Hence, option 2 is incorrect.
• Iron can displace copper from copper sulfate solution because iron is more reactive than copper but cannot displace aluminum from aluminum sulfate solution as copper is less reactive than aluminum. Hence, option 3 is correct.
• ​CuSO4 + Fe → FeSO4 + Cu
• Aluminum can displace iron from ferrous sulfate solution as aluminum is more reactive than iron.
• ​Fe₂SO₄ + 2Al→ Al₂SO₄ + 2Fe

Thus, the correct answer is Iron can displace copper from copper sulfate solution but cannot displace aluminum from aluminum sulfate solution.

Additional Information

Double Displacement Reaction: 

• The reaction in which two compounds react by an exchange of ions to form new compounds is called a double displacement reaction.
• Examples: BaCl2 + Na2SO4  →   BaSO4 + 2Nacl

Neutralization Reaction:

• The chemical reaction is in which an acid and a base react together to form a salt and water as a product.
• Example: HCl + NaOH  →   NaCl + H2O

Combination Reaction:

• A reaction in which two or more substances combine to form a single substance is called a combination reaction.
• Example: 2H2 + O2 →   2H2O

Concept:

• The order of the planets in the solar system starting nearest the sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.

​

• All the planets orbit the sun in a counter-clockwise direction and rotate on their axis west to east, except Venus and Uranus.
• Venus and Uranus rotate clockwise east to west while Uranus rolls on its side as it orbits the sun.
• The orbital period of Venus is 225 days.

Explanation:

Uranus is the outermost planet of the solar system that rotates from east to west, in a direction opposite to that of earth.

• It is tipped over on its side with the axial tilt of 98o.
• So, it has a highly tilted rotational axis.
• As a result, in its orbital motion, it appears to roll on its side.
• The orbital period of Uranus s 84 years. It has 27 moons.
• Venus is the hottest planet in the solar system.
• It spins on its axis from east to west.
• Its rotation period is 243 days.
• Its revolution period is 224.7 days.

Therefore, the correct answer is Venus and Uranus.

 Additional Information

The Earth has 2 types of motion:

• Rotation
• Revolution

Rotation of Earth:

• Rotation of earth refers to the spinning of the earth around its axis.
• The Earth's axis of rotation is tilted by **23.5^o **and perpendicular to the plane of Earth's orbit.
• The earth rotates in an anti-clockwise direction from west to east.
• The Earth takes 24 hours to complete a rotation with respect to the sun.
• The earth's rotation creates the diurnal cycle of day and night, temperature and humidity changes.
• The earth causes tides in the oceans and seas.
• The speed of rotation also affects the movements of the wind.

Revolution of Earth:

• The revolution of Earth refers to the movement of the earth around the sun in a fixed path.
• The earth takes a full year i.e, 365 days for one complete revolution around the sun,
• The earth revolves from west to east in an anti-clockwise direction.
• The revolution speed of the earth is 30 km/s.
• The earth's revolution causes a change in seasons.
• Revolution helps in the location of the Tropic of cancer and Tropic of Capricorn.

Concept:

• The digestive system of the human consists of an alimentary canal and associated digestive glands.
• The alimentary canal consists of the mouth, buccal cavity, pharynx, esophagus, stomach, small intestine, large intestine, rectum, and anus.
• The accessory digestive glands include the salivary gland, the liver, and the pancreas.
• Saliva contains a starch digestive enzyme called salivary amylase.
• The food is passed through the pharynx which is further carried down through the esophagus by peristalsis into the stomach.
• In the stomach mainly protein digestion takes place.
• Then the food enters the duodenum portion of the small intestine and is acted on by the pancreatic juice, bile, and finally by the enzymes in the succus entericus so that the digestion of carbohydrates, proteins, and fats is completed.
• The undigested food enters the caecum of the large intestine.
• The undigested waste materials are finally egested out through the anus.

Explanation:

• The human saliva contains a digestive enzyme called salivary amylase or ptyalin which digests the starch present in the food into maltose sugar.
• So, the digestion of starch (carbohydrates) begins in the mouth itself.
• Since the food remains in the mouth only for a short time, the digestion of food remains incomplete in the mouth.
• Thus, if the saliva is lacking salivary amylase in humans the process of conversion of starch into sugars will be hampered in the oral cavity.
• Whereas, Gastric lipase enzymes convert emulsified fats into glycerol and fatty acids while proteolytic enzyme converts proteins into amino acids.
• Absorption of vitamins takes place in the small intestine.

Therefore, the correct answer is the Conversion of starch into sugars.

Additional Information

The various steps of nutrition in human beings:

• Ingestion
• Digestion
• Absorption
• Assimilation
• Egestion

Concept:

Dispersion of light:

• The phenomenon in which white light passes through a glass prism, it splits into its seven constituent colours, VIBGYOR is called dispersion of light.
• The band of the coloured components of a light beam is called its spectrum.

Explanation:

• Rainbow is caused by the dispersion of sunlight by tiny water droplets or raindrops present in the atmosphere after rain.
• Each water droplet acts as a small prism.
• They refract and disperse the incident of sunlight, then reflect it internally, and finally refract it again when it comes out of the raindrop.
• Due to the dispersion of light and total internal reflection, different colours reach the observer's eye.
• The colour soap bubbles are produced due to the dispersion of light.
• The soap bubble acts as a prism and then reflects internally, and finally refracts again when white light is incident on the bubbles.
• The process of dispersion of light can be seen when the light gets on the surface of shining marble.
• ​The shining marbles act as a prism, and they refract and disperse the incident of sunlight, then reflect it internally, and finally refract it again to see the different colours.
• CD is made up of pits arranged in the form of spiral tracks.
• when white light is incident on the pits of CD, each pit diffracts the light in all directions and it acts as a diffraction grating.

Thus, the correct answer is (a), (c), (d).

Concept:

Friction:

• The property of the solid surface that opposes the motion of another solid object on its surface is called friction.
• There are 2 types of friction: Static and Kinetic friction.
• Mathematically, F = μN

Static Friction:

• All the solid surface wants to keep the solid object on its surface at rest. This phenomenon is called static friction.
• The force required to keep the object at its surface at rest is called statical frictional force.

Kinetic Friction:

• Kinetic friction is the tendency of the solid surface to oppose the motion of any moving object at its surface.
• This is also known as sliding friction.
• The force applied at the surface to oppose the motion of the moving object is called kinetic frictional force.

Rolling friction:

• It is the friction that acts on objects when they are rolling over a surface.
• This friction is weaker than sliding and static friction.

Explanation:

• Static friction, sliding, and rolling friction are the resistances experienced by stationary, moving, and rolling objects respectively.
• When an object is at rest, the surfaces interlock well, therefore friction is more. Hence, static friction is more and strongest than sliding and rolling friction.
• During sliding, contact points do not get enough time to get interlocked, therefore friction is less.
• On the other hand, rolling friction provides the least resistance because the contact time and contact area between two surfaces are the least.
• Therefore, static friction is more & strongest form of frictional force followed by the sliding friction which is less & weaker than static but more & stronger than rolling friction.
• ​μstatic > μsliding >  μrolling

Thus, the correct answer is Sliding friction is more than the rolling friction but less than the static friction.

Concept:

• Sound: A sound is a form of energy that produces the sensation of hearing in our ears.

Amplitude:

• Amplitude is the measure of compression or rarefaction of particles of a medium through which sound is traveling.
• The higher the amplitude, the louder the sound.
• The amplitude A is related to loudness as loudness ∝ A2

Frequency:

• Frequency refers to the rate of vibration of sound.
• The pitch of a sound is decided by the measure of frequency.
• The higher the frequency, the shriller the sound.
• Frequency measured in Hertz (Hz).

Explanation:

• The loudness and softness of a sound wave is the sensation that depends upon its amplitude.
• Since the loudness depends on amplitude. So, to change a feeble sound to a loud sound students should increase the amplitude of the sound because the large amplitude produces a loud sound whereas the small amplitude produces a feeble sound.

 

Therefore, the correct answer is the amplitude of the sound.

The correct option is the Cell membrane, cytoplasm, nucleus, or vacuole.

Concept:

• The cell is the fundamental and organizational unit of life.
• The cell is the Latin word for ' a little room'.
• Cells were 1st discovered by Robert Hooke.

Explanation:

Cell membrane:

• The cell membrane is also known as the plasma membrane.
• It is the membrane found in all cells that separate the interior of the cell from the outside environment.
• Cells are enclosed by a plasma membrane composed of lipids and proteins.
• The cell membrane is present in both animal cells and plant cells.

Cell wall:

• The cell wall is the outer covering of the cell.
• It surrounds the plasma membrane of plant cells & provides strength and protection against mechanical and osmotic stress.
• The cell wall is present in only plant cells not in animal cells.
• The cell wall is made up of chitin, and cellulose.

Cytoplasm:

• Cytoplasm provides support to the internal structure of the cell organelles and maintains the shape of the cell.
• The cytoplasm is present in both animal cells and plant cells.

Nucleus:

• The nucleus controls & regulates the growth and metabolism of the cells.
• It carries the genes that contain hereditary information.
• Nucleoli are small bodies present within the nucleus.
• The nucleus is present in both animal cells and plant cells.

Vacuole:

• A vacuole is a membrane-bound cell organelle.
• In animal cells, vacuoles are absent or present in small in size to help sequester waste products.
• In-plant cells, vacuoles are present large which helps in maintaining water balance.

Chloroplast:

• Chloroplast is a green-colored plastid that traps solar energy & utilizes it to manufacture plant food.
• Chloroplast is present in only plant cells not in animal cells.

Animal Cell

Therefore, the Cell membrane, cytoplasm, nucleus, and vacuole represent a set of cell organelles found in an animal cell.

Key PointsDifference between Animal cells & plant cells.

Plant Cell

Explanation:

• Ozone is a gas that is present naturally within the Earth's atmosphere
• A layer of ozone is present in the stratosphere of the Earth's surface and prevents it from reaching the Earth's surface.
• It protects us from the harmful UV rays of the sun.
• It absorbs 97-99% of the sun's medium frequency UV light.
• Ozone is formed from diatomic oxygen.
• The UV radiation splits apart molecular oxygen into free oxygen atoms [O] also called nascent oxygen at higher levels of an atmosphere because of the higher energy of UV radiation.
• These oxygen atoms combine with molecular oxygen to form ozone.
• O₂   →  (UV)   O + O
• O + O₂ ⇔ (UV) O₃
• Breaking down Ozone into oxygen is a chemical change. So, ozone is different from molecular oxygen.
• O₃ → O₂ + [O]

A. Ozone is formed at a higher level of the atmosphere by the action of UV rays on oxygen - True

B. It protects us from the harmful UV radiations which come from the sun.-True

C. Ozone is not different from oxygen - False

D. Breaking down Ozone into oxygen is not considered a chemical change - False

Therefore, from the above discussion, the correct answer is A, B. 

Key Points

• Ozone layer thickness is measured in Dobson units.
• Ozone hole refers to the depletion of the protective ozone layer in the upper atmosphere over the earth's polar region.
• Chlorofluorocarbons [CFCs] are mainly responsible for the depletion of the ozone layer.
• Montreal Protocol was signed in 1987 for the protection of ozone layer depletion.

The Correct answer is:  A and D

 Key Points

• Biodiversity is the variety of life found in place on Earth or the total variety of life on earth.
• It refers to the number and variety of living organisms such as various species of flora and fauna found within a particular area.
• It is the sum total of diversity that exists at all levels of biological organization.
• It is studied at 3 levels:
• Genetic biodiversity
• Species biodiversity
• Ecosystem biodiversity
• Most of all life forms are found within densely forested areas and the ecological roles they perform especially in the Amazon rainforest, and Mata Atlantic forest.
• Forests and woodlands harbor immense terrestrial and aquatic biodiversity.

Therefore, the correct answer is A and D.

Additional Information 

• Population refers to the total number of individual species found in a given area at a given time.
• Species richness is a function of the area of a region.
• ​The species-area relationship is generally a rectangular hyperbolic function.
• Species diversity is generally highest in the tropics and decreases toward the poles.

Explanation:

• Petrochemicals are substances or chemicals obtained by refining and processing petroleum or natural gas.
• Examples- plastics, pesticides, rubbers, detergents, etc.
• Based on chemical structure, petrochemical are classified into
• ​Olefins
• Aromatic
• Synthetic gas
• Diesel, petrol, and kerosene are petroleum products, not petrochemical.
• Rayon is a regenerated cellulosic fiber, not petrochemicals.
• Polyester is petrochemical but bitumen is an unrefined petroleum product.
• Therefore, detergents, lubricating oil, and coal tar are petrochemicals. These are made up of refining petroleum products.

Thus, the correct answer is detergents, lubricating oil, and coal tar.

Concept:

Pressure:

• Pressure refers to the force applied perpendicular to the surface of an object per unit area over which that force is distributed.
• The SI unit is the pascal (pa).
• The formula for pressure is:
• P = F / A

Explanation:

• The pressure is dependent on the area over which the force is acting.
• The pressure can be decreased or increased without any change in the force.
• The force applied is constant if the surface becomes smaller, the pressure increases, and vice versa.
• Force is also known as thrust.

Therefore, we can say that in the three different cases, the brick exerts the same thrust but different pressure.

Concept:

• There are two modes of reproduction in plants;
• Sexual and Asexual
• The sexual mode of reproduction takes place through flowers by transfer of pollen grains.
• The asexual mode of reproduction takes place includes budding, spore formation, fragmentation, etc

Explanation:

Stamens:

• The stamen is the male reproductive organ of the flower.
• It is having 2 parts:
• Anthers - It is a two-lobed structure that contains microsporangia for the production of pollen grains.
• Filaments - It is a long stalk-like structure that connects the base of the flower with an anther.

Pistils:

• The pistils are the female reproductive organ of the flower.
• They are usually located in the centre of the flower.
• It is having 3 parts;
• Stigma- It is the sticky knob at the top of the pistils where pollen germinates.
• Style- It is a long tube-like structure. Stigma is attached to the style of the pistil. 
• The style leads to the ovary that contains the female egg cells called ovules.
• Ovary- It is the enlarged basal portion of the pistil where ovules are produced.

Therefore, the correct match is option 3.

Key Points

• Petals are the coloured part of the flowers that give them a unique shape.
• Sepals are leaf-like structures attached to the outside of the flower,

Additional Information

• Pollination refers to the transfer of pollen grains from the anther of a stamen to the stigma of a carpel.
• Pollination is done by insects, wind, water, and birds.
• It occurs in 2 ways:
• Self-pollination
• cross-pollination
• Self-pollination refers to the transfer from the anther of a flower to the stigma of the same or genetically similar flowers on the same plant.
• Examples of self-pollinating plants are peanuts, wheat, rice, tomato, etc.
• Cross-pollination refers to the transfer from the anther of a flower on one plant to the stigma of the flower on another plant.
• Examples of cross-pollinating plants are grasses, maple trees, etc.

Concept:

• The digestive system of the human consists of an alimentary canal and associated digestive glands.
• The alimentary canal consists of the mouth, buccal cavity, pharynx, esophagus, stomach, small intestine, large intestine, rectum, and anus.
• The accessory digestive glands include the salivary gland, the liver, and the pancreas.
• Saliva contains a starch digestive enzyme called salivary amylase.
• The food is passed through the pharynx which is further carried down through the esophagus by peristalsis into the stomach.
• In the stomach mainly protein digestion takes place.
• Then the food enters the duodenum portion of the small intestine and is acted on by the pancreatic juice, bile, and finally by the enzymes in the succus entericus so that the digestion of carbohydrates, proteins, and fats is completed.
• The undigested food enters the caecum of the large intestine.
• The undigested waste materials are finally egested out through the anus.

Explanation:

• The gastric juice contains three substances that are HCl, pepsin, and mucous.
• Mucous is a gel barrier secreted by epithelial cells and glandular cells in the stomach wall.
• Thus, the mucous protects the inner lining of the stomach from hydrochloric acid.

Therefore, the correct answer is mucous.

Key Points

• HCl converts the medium of food from alkali to acidic which also enables pepsin to do its work.
• Pepsin helps in breaking down the digestion of protein in the stomach.

Concept:

Roots:

• Roots are the underground structure that helps in the absorption and conduction of water & minerals.
• It also provides anchorage to the plant parts, storage of reserve food materials, and synthesizing of plant growth regulators.
• Roots are mainly 2 types:
• Taproots
• Fibrous roots.
• Taproots bear lateral roots of several orders that are referred to as. The primary roots secondary, tertiary, etc. The primary roots & their branches constitute taproots.
• They are dicots.
• Examples- Mustard
• Fibrous roots originate from the base of the stem.
• They are monocots
• ​Examples- wheat.

Venation:

• Venation is the arrangement of veins & the veinlets in the lamina of the leaf.
• When the veinlets form a network then the venation is known as reticulate.
• When the veins run parallel to each other within a lamina, the venation is called parallel.

Explanation:

• ​Plants having leaves with the parallel venation have fibrous roots while plants having leaves with reticulate venation have taproots.
• Thus, the grass is a monocot having parallel venation & fibrous roots.

Therefore, the correct answer is Fibrous roots and parallel venation.

Concept:

• The most reactive metal is placed on the top while the least reactive metal is placed at the bottom.

Explanation:

• Metals like Sodium & potassium are highly reactive metals.
• They even readily react with oxygen present in the air and catch fire.
• Their reaction is also highly exothermic with even cold water.
• To prevent the exothermic reaction, these sodium & potassium metals are kept in kerosene
• Kerosene helps to cut off this reaction of the metal with oxygen in the air.
• Phosphorus is a very reactive non-metal.
• It catches fire if exposed to air.
• To prevent the contact of phosphorus with oxygen present in the air, it is stored in water.

Therefore**, the correct answer is Sodium is stored in kerosene whereas phosphorous is stored in water**

Concept:

• Corrosion refers to the eating up of metals by the action of air, moisture, or a chemical on their surface.
• The corrosion of iron is called rusting.

Explanation:

• Since copper metal is low in the reactivity series, therefore corrosion of copper metal is very slow.
• When a copper object remains in damp air for a considerable time, then copper reacts slowly with the carbon dioxide and water of air to form a green coating of basic carbon carbonate on the surface of the object.
• That green coating of basic carbon carbonate is a mixture of copper carbonate and copper hydroxide. [CuCO₃.Cu(OH)₂].
• The corroded copper vessels can be cleaned with a dilute acid solution. Then this solution makes the copper vessels look shiny, and red-brown again.

Thus, the correct answer is copper carbonate + copper hydroxide.

Concept:

Crop rotation:

• Crop rotation is the practice of planting different crops alternatively on the same plot or area of land.
• It is useful in preventing insect pests, soil diseases,  and weed problems.
• It helps to improve soil fertility.
• Types of crop rotation:
• 1-year rotation
• 2 years rotation
• 3 years rotation

Deep ploughing:

• It helps to give better control of many perennial and annual weeds.
• It also breaks the hard-crusted upper layer of soil.

Irrigation:

• The artificial water supply to the crops or the cultivated fields is called irrigation.
• Methods of Irrigation;
• Flood irrigation
• Basin irrigation
• Furrow irrigation
• Sprinkler irrigation

Manure:

• Manure is a natural substance that contains a small number of essential plant nutrients.
• Two types:
• Green manures
• Compost manures

Fertilizers:

• Fertilizers are the sources of plant nutrients, manufactured commercially from chemicals.
• They are 4 types:
• Nitrogenous fertilizers
• Phosphatic fertilizers
• Potassic fertilizers
• Complex fertilizer

Explanation:

• All plants need nitrogen, phosphorus, and potassium (NPK) to grow.
• Fertilizers and manures contain plant nutrients such as NPK.
• These NPK increase the fertility of the soil.
• These components are applied to the soil or the plant to improve growth and productivity.
• Manures add a great amount of organic matter in the form of humus to the soil.
• They both help in replenishing the exhausted soil with rich sources of organic nutrients.
• Crop rotation also helps to improve or enrich soil fertility and provides healthy productivity.

Therefore, crop rotation, adding manures, and adding fertilizers, these activities help to enrich or replenish the soil with nutrients.

Concept:

Rabi crops:

• Rabi crops are the crops of the winter season.
• The sowing of rabi crops takes place at the starting of winter, October to December, and the crop is harvested from March to April.
• Examples- Wheat, potato, gram, mustard, barley, etc.

Explanation:

• Gram, Mustard, Pea, and Wheat are a set of rabi crops as these are the crops of the winter season.
• In option 2 Paddy, and soybeans are Kharif crops. Hence, option 2 is an incorrect set.
• In option 3 groundnuts are Kharif crops. Hence, option 3 is an incorrect set.
• In option 4 paddy and maize are Kharif crops. Hence, option 4 is an incorrect set.

Thus, the correct set of rabi crops is Gram, Mustard, Pea, and Wheat.

Additional InformationKharif Crops:

• The sowing of Kharif crops takes place at the starting of the southwest monsoon from June to July, and the crop is harvested from September to October.
• Examples- Rice, maize, jawar, pulses, etc.

Zaid Crops:

• These crops are sown in the summer season which includes mainly vegetables.
• Examples - watermelon, cucumber, bitter gourd, etc

Concept:

Average Speed:

• Average speed refers to the total distance travelled by the object in a particular time interval.
• SI unit is meter per second (m/s).

Mathematically,

• Average speed = Total distance covered / total time taken

Calculation:

Given,

Speed of car = v₁ & v₂

Let the 1st distance =d / 2 

Next half distance = d / 2

Time taken,

⇒ t₁ = (d/2)  / v₁ = d/2v₁

⇒ t₂ = (d/2)  / v₂ = d/2v₂

We know that,

Average speed (V) = (Total distance covered / total time taken)

⇒ V = d / t₁ + t₂

⇒ V = d / (d/2v1) + (d/2v2)

⇒  V = d / (d/2) ( 1/v₁ + 1/v₂)

⇒ V = 2 / [v₁+v₂]

⇒ V = $\frac{{{2v_1}{v_2}}}{{{v_1} + {v_2}}}$

Thus, the average speed is 2v1v2/(v1+v2)

Water is one of the precious resources in nature. Conservation and using water according to our needs and saving water for future generations so that they will not face any water problems should be taught to the students in their initial stage itself. The requirement and essentiality of water in various means should be explained to the students so that they can conserve water in their daily life too. 

Key PointsThe objective of the teacher asking questions is to sensitize the learners on the judicious use of water as:

• Students will not consider water to be so important because they have no water problem and they are getting sufficient and plenty of water in their homes to fulfill their needs.
• Once they listen to the question what will happen if we don't get water for a week makes them think about the importance of water.
• They realize that many of our needs like drinking, washing clothes, bathing, and cooking will not be possible without sufficient water.
• They may conclude that water should be used according to the need and access amount of water should be conserved so that this situation of not having water for a week never arrives.

Hence the objective of the teacher to ask the question was to sensitize the students toward the judicious use of water. 

Additional Information

• On the other hand, all the options or wrong as checking the general awareness of water, promoting imagination in the students, and assessing the students about water was not the objective of the teacher asking that question.

A law in science is a generalized rule to explain a body of observations in the form of a verbal or mathematical statement. Scientific laws (also known as natural laws) imply a cause and effect between the observed elements and must always apply under the same conditions. 

Key PointsNature of scientific laws:

• In order to be scientific law, a statement must describe some aspect of the universe and be based on repeated experimental evidence.
• A ‘Law’ is a science that is factual, predictive, and unchanging.
• Scientific laws may be stated in words, but many are expressed as mathematical equations.
• A  ‘Law’ is science is a universally observable fact.
• A ‘Law’ is a science that has no explanation or exceptions when it is framed.

A scientific law can't be changed or replaced after extensive research because these laws are already proven ones with proper evidence so these are universally observable facts and can't be changed replaced.

Hence option a is wrong regarding scientific laws.

Activities should be given by the teachers regularly in the science classroom because it makes students stay active in the classroom. Moreover, they explore, experiment, and then learn the concepts but not just by memorizing them 

Key Points

• In this activity, observation skills can be promoted properly because as the students have a lot of materials they should carefully observe the nature of the material and its relation to the conduction of electricity and the need to be consistent in observing every material thoroughly so that two or three materials in the list may have same properties and same nature.
• Formulating hypotheses will also be promoted using this activity because once the children complete observation they formulate hypotheses regarding the nature of the materials and their ability to conduct electricity. When all the hypotheses are formulated then checking each hypothesis by experiment the students finalize which object is good at conducting the electricity.
• Finally, the students can classify the objects according to their nature of conducting electricity where nails and other iron relating objects can be classified as good conductors of electricity, and paper and plastic can be classified as bad conductors of electricity.

Hence A, D, and B can be promoted using this activity.

 Additional Information

Inquiry or discovery-based teaching-learning approach is where students explore the concepts in various ways, investigate and enhance their thinking capacity and do not stick to only the knowledge of textbook. They also get scope and freedom to progress and think in their ways. 

Key PointsApproaches involved in the inquiry or discovery-based learning:

• Rote memorization is avoided, and new ideas, creativity, and divergent thinking are promoted.
• The teacher encourages children to investigate their ideas.
• The teacher encourages children to challenge each other’s conceptualization.
• The environment of the teacher is less and the teacher just acts as a facilitator and facilitates the children only if they need to provide the full scope to think critically and investigate.
• The teacher insists on developing conclusions based on evidence.
• On the other hand, the teacher providing steps for experimenting will not make children progress in their ways because they are restricted to follow the steps given by the teacher where inquiry and divergent thinking may not be possible.

Hence option 4 is not a descriptor of inquiry teaching in science.

Science is a kind of subject that just depends on the understanding and construction of knowledge. Any student belonging to any gender or any community can construct his knowledge in science if he has a proper understanding and interest to learn science. Other than this there are no other conditions for a student to learn and understand science in a better way like belonging to a particular community etc. 

Key Points

• Assertion A  gender players and important role in achievement in science is totally wrong because there is no relation between achievement in science and gender people belonging to any gender can achieve a lot in science if they are interested and skilled enough to understand the concepts clearly and experiment according to it. Finally arrive at the conclusion and assess it.
• Reasoning R the information processing strategies are different for boys and girls is also wrong because the curriculum and syllabus of science are equal for every student in the class and also the information processing for the teaching strategies are also same and our design according to the cognitive abilities and learning difficulties of the students but not according to the gender or any other means.

Hence Both (A) and (R) are incorrect.

Children indeed come with many concepts and understanding in their minds before they come to school which may or may not be related to science concepts. Some students come with an understanding that Earth is rotating on the two horns of a bull as discussed in their family are their elders which is not true according to science. 

Key PointsThe nature of these alternative concepts:

• This concept is strongly built in the minds of the children and it is difficult to delete those concepts from the minds of students and the teacher has to work a lot on it.
• These concepts are stable in the minds of children as they have been taught by their elders or others.
• These are also influenced by the observable phenomenon as the students form this concept in their minds as they observe or they are guided to observe a particular phenomenon before registering the concept in their mind.
• These concepts also tend to follow a similar pattern of development in children regarding various science topics.

Hence the statement about this alternate concept that they can be changed easily is least appropriate and not a characteristic of these alternate conceptions.

Observation and inference both are different.

• Observation is considered to be acquiring information through any of the sensors by experimenting and exploring various factors related to the concept. Observation can be seen or heard or felt by the observer and it can be recorded also.
• The inference is like a conclusion that is based on observation but it can't be directly seen are experienced through any of the senses. The inference is drawn when the expected or positive result is obtained from the observation and it is considered a generalization.

Key Points

• In the above example, the first statement red litmus turns blue is an observation as the student observed with his eyes when he puts the red litmus into slaked lime and it turns blue.
• The statement, red litmus turns blue in a base is also an observation because the student already knows that slaked lime is a base and when he puts red litmus into that base he can observe that the red litmus is turning into the blue.
• But the statement slaked lime is basic is not an observation but it is an inference because the student cannot directly see that slaked lime is basic but he can conclude or make a generalization regarding this by the information obtained through the experiment like when the student puts the red litmus into slaked lime it has turned blue so he can conclude that slaked lime is a base because of all bases on red litmus into blue.

The statement A & C are observations and the statement B is an inference

Open-ended questions of the type of questions that do not have a fixed answer or a fixed method to arrive at the solution. These questions provide full scope for the students to explore the various concepts and enhance their thinking capacity. 

Key PointsAdvantages of open-ended questions:

• This improves creativity and divergent thinking capacity in the children.
• Rote memorization is avoided as the questions do not have a fixed answer which can be memorized and recalled by the students.
• These questions give students a lot of scopes and freedom to explore in their ways and solved the method with which they are comfortable.
• Authentic and meaningful full learning happens as the students understand the concepts in their way and go beyond the textbook knowledge.
• In the above questions, the question of what would happen if all the petroleum reserves on the earth are exhausted is an example of an open-ended question because it allows the student to think deeply and every student comes with a different and creative answers according to their understanding.

 Additional Information

• On the other hand, all the reminding questions in the other options or close-ended because they have one fixed answer and more the students can find the answer for these questions in the textbook itself and no need to think or explore the concept.

A science exhibition is a competitive event, hosted by schools worldwide. The distinguishing characteristic of a science fair is that project entries employ the scientific method to test a hypothesis. Science fairs are not exhibits or mere displays of projects. 

Key PointsAdvantages of science exhibitions:

• Promote interest in Science and Technology among the younger generation.
• Develop creativity in children to make them develop innovative and new projects and exhibits.
• Encourage scientific and technological creativity among students and inculcate a sense of pride in their talent.
• Exhibitions encourage students to think critically, solve challenging problems, and develop skills such as oral communication, public speaking, research, teamwork, planning, self-sufficiency, goal setting, or technological and online literacy.

Hence exhibitions promote creativity in children 

Additional Information

There will be individual differences in every class of the students. The teacher should consider these individual differences in designing learning strategies and also the assessment strategies to assess the children. Designing the same assessment strategies for all the children in an inclusive classroom does not justify the true objective of the assessment. 

Key Points

• Assertion a is correct because the teacher should use differentiated assessment strategies in an inclusive classroom because each student has certain disabilities or learning difficulties in an inclusive classroom he or she should be assessed according to the unique strategy designed for that particular student only.
• Reason R1 is the correct explanation because assessing every student differently in an inclusive classroom allows all the students to express their understanding of concepts as per their cognitive abilities and capacity.
• Reason R 2 is not a correct explanation because it indicates that designing different assessment strategies for children in an inclusive classroom will give rise to issues of subjectivity which is not true.

Hence (A) is correct and (R1) is the correct explanation of (A)

The correct answer is Both A and R are true and R is the correct explanation of A

Key Points

• Assertion (A) : After vaccination, the immune system recognizes and fights off the viruses and bacteria they target - True
• Reasoning (R) : Vaccines work by training and preparing the body's natural defences - the immune system - to recognize and fight off the viruses and bacteria they target - True
• From the first line of the first paragraph in the passage, it is clear that the vaccines work on the same reasoning mentioned in the question.
  

Therefore, it can be concluded that the correct answer is option 2)*.*​

Additional Information

• Comprehension questions can be answered easily by:
• Reading the passage carefully.
• Identifying the purpose of the passage.
• Going through the questions correctly and comprehend the correct meaning.

The correct answer is The vaccine has been found to protect against getting seriously ill or dying

Key Points

• Let's refer to the following line of the passage:
• "Vaccines provide a high degree of protection against getting seriously ill and dying from the disease, although no vaccine is 100% effective."
• From the above sentence, it is clear that the necessary criteria for efficacy is to shield a person against getting seriously ill or dying.

Therefore, it can be concluded that the correct answer is option 3)*.*​

Additional Information

• Comprehension questions can be answered easily by:
• Reading the passage carefully.
• Identifying the purpose of the passage.
• Going through the questions correctly and comprehend the correct meaning.

The correct answer is acute

Key Points 

• Chronic generally means '(a disease or a problem) that continues for a long time ( (रोग या समस्‍या) पुरानी, चिरकालिक )'
• Ex: Ms. Richa is suffering from a chronic heart disease.
• ​Marked option 'acute' means 'disease, that appears suddenly and lasts for a short amount of time ( समापनीय रोग या समस्‍या )'
• Ex: The doctor advised not to worry as the patient was diagnosed with an acute illness only.
• Here, the reference is to the amount of time for which the disease is continuing.
• It's clear that 'Chronic' and 'Acute' are opposite in meaning.
  

Therefore the correct answer is option 1).

Additional Information 

• Let's look at the meaning of other options:
• Terminable: able to be terminated; coming to an end after a certain time ( समापनीय )
• Curable: (used about a disease) that can be made better ( (रोग) जिसका इलाज हो सके )
• Incurable: that cannot be cured or made better ( जिसका इलाज या जिसमें सुधार न हो सके; असाध्‍य )

The correct answer is Both (a) and (b) are true

Key Points

• Let's refer to the following lines of the passage:
• "Children and adolescents tend to have milder infection as compared to adults, so unless they are part of a group at higher risk of severe COVID-19, it is less urgent to vaccinate them than older people."
• "The COVID-19 vaccines are safe for most people 18 years and older, including those with pre-existing conditions of any kind, like auto-immune disorders, hypertension, diabetes, asthma, pulmonary, liver and kidney disease, as well as chronic infections that are stable and controlled."

Therefore, it can be inferred that the correct answer is option 3)*.*​

Additional Information

• Comprehension questions can be answered easily by:
• Reading the passage carefully.
• Identifying the purpose of the passage.
• Going through the questions correctly with correct implied meaning.

The correct answer is B & C

Key Points

• Let's refer to the following lines of the passage:
• "Children and adolescents tend to have milder infection as compared to adults, so unless they are part of a group at higher risk of severe COVID-19, it is less urgent to vaccinate them than older people."
• "The COVID-19 vaccines are safe for most people 18 years and older, including those with pre-existing conditions of any kind, like auto-immune disorders, hypertension, diabetes, asthma, pulmonary, liver and kidney disease, as well as chronic infections that are stable and controlled."

Therefore, it can be inferred that the correct answer is option 2)*.*​

Additional Information

• Comprehension questions can be answered easily by:
• Reading the passage carefully.
• Identifying the purpose of the passage.
• Going through the questions correctly with correct implied meaning.

The correct answer is (a) is false and (b) and (c) are true

Key Points

• Let's refer to the following lines of the passage:
• "After vaccination, in most cases, minor side effects: Arm soreness, Mild fever, Tiredness, Headaches, Muscle or joint aches, indicate that a person's body is building protection to COVID-19 infection."
• "

Children and adolescents tend to have milder infection as compared to adults, so unless they are part of a group at higher risk of severe COVID-19, it is less urgent to vaccinate them than older people."

Therefore, it can be inferred that the correct answer is option 3)*.*​

Additional Information

• Comprehension questions can be answered easily by:
• Reading the passage carefully.
• Identifying the purpose of the passage.
• Going through the questions correctly with correct implied meaning.

The correct answer is A and D are true

Key Points

• Let's refer to the second line of the third paragraph of the passage:
• "Contact your care provider if there is redness or tenderness (pain) where you got the shot increases after 24 hours, or if side effects do not go away after a COVID-19 vaccine, you should not receive additional doses of the vaccine."

 

Thus, it can be inferred that the correct answer is option 3)*.*​

Additional Information

• Comprehension questions can be answered easily by:
• Reading the passage carefully.
• Identifying the purpose of the passage.
• Going through the questions correctly with correct implied meaning.

The correct answer is assessed.

Key Points 

• Evaluated generally means 'to study the facts and then form an opinion about something ( तथ्‍यों के आधार पर मूल्‍यांकन करना )'
• Ex: Ms. Srishti evaluates the performance of the new recruits.
• ​Marked option 'assess' means 'to judge or form an opinion about something ( राय बनाना, आँकना )'
• Ex: Its too early to assess the effect of rise in the minimum support price (MSP) of kharif crops.
• It's clear that 'Evaluate' and 'Assess' are same in meaning.
  

Therefore, the correct answer is option 2).

Additional Information 

• Let's look at the meaning of other options:
• Indicate: to show that something is probably true or exists ( किसी बात के संभवतः सत्‍य या अस्‍तित्‍व में होने का संकेत करना )
• Describe: to say what somebody/something is like, or what happened ( किसी व्‍यक्ति या वस्‍तु या घटना का वर्णन करना )
• Reveal: to make something known that was secret or unknown before ( (गुप्‍त या अज्ञात वस्‍तु को) प्रकट करना, रहस्‍य खोल लेना )

The correct answer is adverb.

Key Points 

• Off is generally used as an adverb or a preposition in a sentence to indicate separation or disconnection.
• ​As an adverb, off shows separation or disconnection with the verb.
• Ex: He waived and drove off.
• ​As a preposition,
• ​Ex: She got off the train at the next terminal.
• Here, it is used as an adverb as it indicates separation with the verb, fight used in the sentence.

 

Therefore, the correct answer is option 2).

 Additional Information

• Adjective: a word that tells you more about a noun*, for example beautiful, smooth, etc.* ( संज्ञा की विशेषता बताने वाला शब्‍द; विशेषण )
• Adverb: a word that adds more information about a place, time, manner, cause or degree to a verb, an adjective, a phrase, or another adverb*, for example 'runs slowly', 'works hard', etc.* ( समय, स्थान, कारण आदि के संबंध में अधिक जानकारी देने या क्रिया, विशेषण, वाक्यांश या अन्य क्रियाविशेषण की श्रेणी को दर्शानेवाला शब्द; क्रियाविशेषण )
• Preposition: a word or phrase that is used before a noun or pronoun to show place, time, direction, etc. for example in, for, to, etc. ( स्‍थान, समय, दिशा आदि के संकेत के लिए संज्ञा या सर्वनाम से पहले प्रयुक्त शब्‍द या वाक्‍यांश )
• Conjunction: a word that is used for joining other words, phrases or sentences for example for, and, but, or etc. ( शब्दों, वाक्यों, वाक्यांशों को जोड़नेवाला शब्द )

The correct answer is 'Defiant'.

Key Points

• The poem ends in a defiant sense.
• Defiant means not willing to accept criticism or disapproval.
• As we see in the poem grass grows even after repeated grafting.
• Similarly, the desire of a woman to express or expose cannot be suppressed.
• The dominant society may stop it time and again but but still she will keep moving forward.
• Therefore, we can say that here the poetess has a complete defiance for the Dominant Society.

 

Hence, the correct answer is option 3.

The correct answer is 'Submissive women'.

Key Points

• The poem refers that as the grass is cut and thrown down, so the defeated are suppressed.
• The poet is trying to tell us that defeat makes way for the bigger or stronger.
• The lost grass is cut and dropped on the ground. Leftover straw makes way for a sturdier machine.
• Similarly, women who keep holding back make way for the dominant society.
• Therefore, we can say that Submissive women will join the 'oppressors'.

 

Hence, the correct answer is option 3.

The correct answer is 'revolutionary violence'.

Key Points

• The poem refers that the poem's promise lies in revolutionary violence.
• ​The dominant society stifles all attempts to come before him.
• A woman's feelings and emotions, which are suppressed by the dominant section of the society, arise again and again.
• Then women raise their voice for freedom and agitate for it.
• Hence, we can say thae women have to take revolutionary steps against the dominant society to move forward.

 

Hence, the correct answer is option 3.

The correct answer is 'Refrain and simile'.

Key Points

• The phrase "the grass is like me" acts as a refrain because it is repeated multiple times throughout the poem for emphasis.
• It also helps to create a rhythmic pattern. This repetition grabs the reader's attention and leaves a lasting impression.
• The titular name is also a simile because it directly compares the speaker to the grass using the word "like".
• Therefore, the correct answer is Option 3.

The correct answer is 'Grass is personified'.

Key Points

• In this poem 'It lifts its head' literally it means to straighten up after being flattened.
• But metaphorically it means to survive and establish one’s identity again.
• Here head means women and grass is personified with women.
• The way the grass is cut repeatedly, in the same way women are stopped from moving forward.
• Just as the grass rises and grows again after being crushed, this grass personifies those women who walk forward with their heads raised and those who are trying to be crushed.

 

Hence, the correct answer is option 2.

The correct answer is 'Women with voice'.

Key Points

• In the poem the phrase 'patched down' refers to those women who are suppressed for raising their voices.
• The painful burning result of the courage shown by the women.
• The poetess means that the defeated are suppressed just as the grass is cut and thrown down.
• Women who keep holding back make way for the dominant society.

Hence, the correct answer is option 2.

Language teaching refers to a process whereby a child gains communicative comprehension or fluency over a language. It involves practice by learners where facilitation is provided by a teacher. To develop language, it is important for a child to learn new words to increase their vocabulary.

Key Points

• Word mapping allows pupils to create a concept map or a visual organizer that will promote understanding of a new word/concept.
• It will help pupils to visualize the relationships between words and their possible meanings allowing them to think about the word in several ways.
• Teachers can use it for explicit vocabulary instruction or as a classroom assessment learning tool because they provide teachers with a quick look at students' vocabulary knowledge.

Hence, from the above points, we can conclude that in the above-mentioned situation, the teacher is doing word mapping.

Additional Information

• Brainstorming: The brainstorming method is developed by Alex F. Osborn. It is the oldest and best-known technique for stimulating creative thinking. It is the most fruitful exercise to solve complex and critical problems.
• Free association: It is a process of writing in which there is a free flow of ideas and thoughts that can be helpful in writing.

India is a multilingual country with numerous languages and dialects. There are approximately 1652 languages and dialects that belong to the five different language families in the country.

Key Points 

• Mother-tongue is a language that a person has been exposed to from birth. The first language of a child is part of the personal, social, and cultural identity.
• When learners come to school for the first time they come with their mother tongue as it is acquired unconsciously and does not require any formal instruction.
• In the primary classes, it is recommended that children should be taught in their mother tongue because it enables children to comprehend well and understand the new concepts easily.
• The teacher could use the mother tongue of learners by allowing them to use any language they wish to use and the teacher him/herself should speak in the common language.
• Encouraging learners to communicate and express themselves in their mother tongue ensures that all learners could feel accepted and valued with whatever language, social and cultural background he/she comes from.

Hence, it is clear that in the primary classes, it is recommended that children should be taught in their mother tongue because it enables children to comprehend well.

Communicative competence refers to a learner's ability to use language to communicate successfully. This competence can be oral, written, or even nonverbal.

Key Points

• Communicative competence is a subset of functional grammar that emphasizes learning grammar through meaningful communication. It ensures fluency and appropriateness in authentic communication.
• It is an inclusive term that refers to possessing the knowledge of the language as well as the skill to use the language in real-life situations for fulfilling communicative needs.
• It includes the ability to use grammatical structures in different situations to convey and interpret messages and negotiate meanings. It makes learners confident to communicate by getting involved in real communication.​

Thus, it is concluded that communicative competence allows students to learn grammar through meaningful communication.

Metalinguistic awareness refers to an individual's ability to go beyond the literal meaning of language and manipulate language forms.

Key Points

• Metalinguistic awareness is defined as one's ability to consciously, think, and talk about language and its nature.
• It refers to an awareness that a language is not just the symbols of that language, but it can go beyond the meaning.
• It is an awareness that language is rule-based and its structure can be manipulated, you can write things in many different ways.

Thus, it is concluded that Subhash has the ability to think and talk about languages, so he has metalinguistic awareness.

Additional Information

• Phonemic awareness enables the child to notice word boundaries, blend letters to create words, and later split the words.
• Perceptual skills minimize the gap between our perceptions and the actual facts.

A Paragraph is a collection of sentences that helps you fulfill your thesis. A paragraph should be clearly written and specific and it should not wander or make irrelevant remarks. It is a group of sentences or a single sentence that forms a unit.

Key Points 

• A paragraph in English will be considered good if it presents ideas in a coherent way as a paragraph is not the number of sentences that constitute a paragraph but the unity and coherence of ideas among these sentences.
• The components of a paragraph are the controlling idea or topic sentence, explanation of the controlling idea, examples used in the explanation, explanation of the example, completion of the paragraph’s idea, and transition into the next paragraph.
• A paragraph may carry the summary of the topic as in the introduction or the conclusion or elucidation of the main point. In other words, a paragraph can introduce a thesis statement, explain specific details, persuade or argue present points for or against an issue.

Hence, it is clear that a paragraph in English will be considered good if it presents ideas in a coherent way.

Cooperative language learning refers to a heterogeneous group of learning where students work collaboratively to achieve learning outcomes. It develops critical thinking, brainstorming, communication, and lifelong learning skills.

Key Points

Principles of cooperative language learning:

• Social skills: Social skills like Leadership, Decision-making, Trust-building, Communication, and Conflict-management skills must be developed among the students for better outcomes.
• Individual accountability: Individual accountability is seen in co-operative learning as here students work collaboratively but each member is also accountable for his/her share of work to achieve the expected goal.
• Positive interdependence: Each group member’s efforts are required and indispensable for group success. Each group member has a unique contribution to make to the joint effort because of his or her resources and/ or role and task responsibilities.
• Group formation: Group Formation is an important step to design effective collaborative learning activities. Through the adequate selection of individuals in a group, it is possible to create environments that foster robust learning and intellectual growth.

Hence, it could be concluded that Positive interdependence, Group formation, Individual accountability, and Social skills are the principles of cooperative language learning.