Environmental Studies PYQs

The correct answer is Eight Union Territories

Key Points

India

• India is a federal union comprising 28 states and 8 union territories, for a total of 36 entities.
• The states and union territories are further subdivided into districts and smaller administrative divisions.
• India is the 7^th largest country in the world.
• It is the second-most populous country in the world (after China).
• Along with this, its maximum length from north to south is 3, 214 km. The maximum width from east to west is 2,933 km. is.
• Currently, after the partition of Jammu and Kashmir, there are 28 states and 8 union territories in India, which is now a union territory along with Ladakh.
• India is the seventh-largest country in the world,
• With this, India is the second-largest country in terms of population.
• The largest country in terms of population is India.

Total Union Territories:

1. Andaman and Nicobar
2. Chandigarh
3. Daman and Diu and  Dadar and Nagar Haveli
4. Delhi
5. Jammu and Kashmir
6. Ladakh
7. Lakshadweep
8. Puducherry

• The Union territories of Dadra and Nagar Haveli and Daman & Diu were combined as one single union territory on 26^th January 2020.
• On 31^st October 2019, Jammu and Kashmir was removed from its status as a state and converted into a union territory.
• Ladakh was separated from Jammu and Kashmir and was created as a separate Union Territory.

The Correct Answer is: Reptile, Mammal, Bird, Insect

Concept:

• Every animal is different from the others.
• Meanwhile, every animal shares some common characteristics with each other.

 Key Points

Additional Information

Indian robin:

• It makes its nest on the roadside between stones or grasslands.
• It is covered with twigs, cotton, and wool.

Explanation:

• Snakes can't hear to snake charmer's music but will respond only by feel the vibrations produced by the instrument.
• They do not have external ears.
• They only feel the vibrations on the ground.

​Thus, the correct answer is the vibrations produced by the Been are transmitted through ground

Additional Information

About Snakes:

• Of the many kinds of snakes found in our country, only four types of snakes are poisonous.
• They are Cobra, Common Krait, Russel’s Viper (Duboiya), Saw-scaled Viper (Afai).
• A snake has two hollow teeth (fangs).
• When it bites, the poison enters the person's body through the fangs.
• There is a medicine for snake bites.
• The medicine is made from the snake's poison and is available in all government hospitals.

Concept :

Disease: 

• A disease is a condition that negatively affects the normal functioning of the cells, tissues, and organs.
• It can be caused by germs, lack of a healthy diet, or may even be genetic.

Deficiency disease: 

A disease that is caused by the lack of essential nutrients or dietary elements such as vitamins and minerals in the human body.

Anaemia:

• Anaemia is a condition where the level of haemoglobin in an individual drops down to less than the 5^th percentile of the age. The individual in this case lacks healthy red blood cells to carry out the adequate oxygen in our body.
• Anaemia disease is a result of a deficiency of Iron.
• In the blood of the patient suffering from anaemia, the haemoglobin level goes down to a below-average level.
• The anaemic patient always feels weak and tired.

Explanation:

• The clinic pathology report is a medical report that consists of certain analyses done in the lab about the body organ, blood, or tissue stability report. The specimen is analyzed by a specialist who performs the procedure (medical provider) and writes a report for the same (pathologist).
• Normal haemoglobin concentration of male children (11-18 years old) is  12.7 - 17.7g/dL and in females its 12 - 15 g/dL.​

Key Points

We know that,

• Male child (11-18 years old) - 12.7 - 17.7g/dL.
• Female child (11-18 years old) - 12 - 15 g/dL. ​

So, it can be observed from the above data that

X - Anaemic

Y- Non- Anaemic

Concept:

• Every region has a different house.
• The type of house depends on the climatic conditions in the region.
• Houses are built specially to suit the needs of the people.

Explanation:

Description of houses of different places:

Key Points

Thus, the correct answer is A - V, B - II, C - IV, D - III.

Additional Information

Kashmir:

• Houses are made from stone cuts and kept one on top of the other and coated with mud.
• Some old houses have a special type of window which comes out of the wall. It is called 'dab'.
• In Srinagar, the 'Donga' houseboat can be seen in Dal Lake and the Jhelum river.
• From the inside, it is just like a house with different rooms.

Inclusion in education refers to all children having equal access to education and learning opportunities.

Key Points

Activities for inclusion-

• The teaching methodology, assessment, and evaluation procedures should also be made flexible.
• The environment of the school must be barrier-free and adapted to accommodate all children with diverse needs.
• It should allow children to develop friendships with their peers and feel less social tension about their backgrounds and culture.
• Activities should be planned to ensure learning cooperation and sharing. Age appropriateness of activities is to be ensured by the teacher.
• The teacher should conduct a discussion about the similarities and differences in practices in each child's home it will develop self-esteem and he will not feel isolated in the classroom.

Hence, we conclude that the best activity for inclusion is having a discussion in the class about the similarities and differences in practices in each child's home.

Video conferencing refers to an online meeting in which two or more individuals participate in a live audio-visual conversation. Participants can see, here communicate to each other in real-time no matter where they live in the world.

Key Points

• Features of video conferencing app-
• Virtual background- The Virtual Background feature allows you to display an image or video as your background. This feature requires a green screen to detect the difference between you and your background.
• GIF in the chat - This feature of video conferencing has recently become important in the communication industry. Furthermore, while employing there are no language hurdles to consider. It helps to communicate without speaking. In most circumstances, a GIF can summarise exactly what you are trying to say much more quickly than words can.
• Mute button- The mute button on the video conferencing app turns off the microphone. It means that you can still hear the participants but they won't be able to hear you.
• Audio call- This feature enables people on multiple phones to connect on the same call. Each individual can hear or speak with everyone else on the line.

Hence, we conclude that GIFs in the chat can best demonstrate how communication can be done without speaking.

The constructivist approach to education prioritizes collaborative learning by engaging students in conversations and projects. It encourages students to create knowledge through experience rather than merely passing it on from teacher to student.

Key Points

• Drawing the outlines of different types of leaves after plucking them from a nearby garden. This activity involves hands-on exploration (plucking leaves), observation, and the creation of representations (drawing outlines), allowing students to actively engage with the material and construct their understanding of different types of leaves.
• The constructivist approach values experiences that encourage learners to actively participate in the learning process and make connections based on their observations and reflections.

Hence, we conclude that the activity that most closely aligns with the constructivist approach is "drawing the outlines of different types of leaves after plucking them from a nearby garden."

Active learning is a technique of teaching that involves students actively engaged with course material through conversations, problem-solving, role plays, and other ways.

Key PointsCharacteristics of active-learning tasks:

• Active learning tasks help students to interact with the material in a way that encourages creative thinking.
• It encourages students to establish a connection between their existing knowledge and new concepts, allowing them to reflect on their understanding.
• Active learning tasks encourage children to make their ideas explicit which helps teachers to assess students' learning.
• It provides students with the opportunity to have first-hand experience.

Hence, we conclude that students adding their thoughts on a mind map drawn on the blackboard about the different types of work that people do is an example of students engaging in active learning because it encourages children to produce thoughts and reflect on their understanding. While the other 3 activities do not encourage children to express their thoughts and exchange ideas.

Authentic tasks are defined as the tasks in which students are able to apply their knowledge or abilities to real-world situations. It is designed to assess their ability to apply knowledge and skills.

Key PointsConducting a fireless cooking fair in school-

• Students will learn collaboration, culinary skills, and appreciation for the hard work that goes into cooking through this activity.
• This activity will also provide a platform for children to demonstrate their abilities and discover new interests.
• It encourages children's creativity, thinking, and problem-solving skills and also fosters basic skills like measuring, counting, and following instructions.
• This activity will help children learn and gain a lot of knowledge about fruits, vegetables, and cooking utensils.
• This activity is a child-centered method as it encourages children to be actively involved in the learning process.

Hence, we conclude that conducting a "fireless cooking" fair in the school where children make and sell food is an example of an authentic task with respect to a lesson on cooking as it encourages children to apply their knowledge to the real-world situation.

HintDemonstration by the teacher, asking students to make a list of dishes, and creating a class garden will not help children understand the cooking process as they are not actively involved in the learning process. these activities do not allow children to learn through experience.

Every person in society is different and has different feelings and different opinions regarding various topics, so it is important to understand each other's feelings while we interact with different people in society.

Key Points

• Understanding others' feelings play an important role in the life of everyone who is living in society.
• As a social animal understanding their feelings are important for living in society because any misunderstanding may lead to an imbalance in the relationships.
• Cooperation is a must characteristic to be developed in each person of the society, for this understanding of feelings is needed.
• Understanding others' feelings and behaving accordingly may lead to healthy relations in the society which again leads to a progression of each society in the country in many ways.
• All the people we interact with are not the same, everyone has their perceptions, so being sensitive to their feelings builds a healthy society.

​Hence option 1 best explains the scope of learning this chapter in EVS.

Additional Information

On the other hand, all the other options also explain the scope of feelings in the society but not effectively as option 1 does so they are considered as least effective answers than option 1.

Globe is a model of earth which represents earth along with various physical features like continents, oceans, mountains, etc. It has two types of imaginary lines latitudes and longitudes, which help in pointing out the exact location. 

Key PointsThe example "why do you use a graph book with lines, to plot points in geometry?" would help Uzaira and Shahmir understand these lines better because

• They would know that the lines on the globe are imaginary and they will not be really on the earth.
• They get to about the purpose of those lines.
• They can relate that as we use a graph book with lines, to plot points in geometry exactly, in the same way, that imaginary lines are used to plot the exact location of a place on the earth.
• They can conclude that these lines make the task of finding routes from one place to another place even if they are not real.

​Hence the question "why do you use a graph book with lines, to plot points in geometry?" would help Uzaira and Shahmir understand these lines better.

Additional Information

1. White line: White lines running in the middle of the road indicate that you must not change lanes and should stay in the lane you are already in.
2. A Grid is a setting on your camera that shows lines/grids, so you will be able to assess the proportions of your subject.
3. Ruled paper in the notebook (or lined paper) is writing paper printed with lines as a guide for handwriting.

Historic monuments are fixed assets that are identifiable because of particular historic, national, regional, local, religious, or symbolic significance; they are usually accessible to the general public, and visitors.

 Key Points

"Students will classify the different materials used in building the Golkonda Fort based on their purpose"  is a specific, measurable and attainable learning objective because:

• Students should know the different materials used in building monuments.
• They should also know the purpose of why a particular material is used for building a particular monument.
• They should have a basic idea about the properties of various materials.
• They should classify the different materials used in building different monuments based on their purpose.
• This measures the meaningful learning of students on a specific topic.

Hence "Students will classify the different materials used in building the Golkonda Fort based on their purpose"  is a specific, measurable, and attainable learning objective, 

Additional Information

On the other hand, all the other options are wrong as they are general objectives regarding the topic of historic monuments. They don't assess the specific competencies the children should possess after learning the topic.

Resources are to be used wisely so that they should be sufficient for current generations and also for the upcoming generations. One such way of using the available resources wisely is 'using alternative resources' for resources that are limited in quantity.

 Key Points

Examples

• Using solar energy in place of electrical energy.
• Using wind energy to produce electricity.
• Drying Clothes in sun rather than using a washing machine.
• Using firewood to conserve gas.
• Using cow dung cakes as an alternate resource for coal.

​Hence Asking students to list down different materials that are sticky, even as they work on their projects would most help students engage in the idea of 'using alternative resources' for resources that are limited in quantity as they can use other sticky materials in the place of glue.

 Additional Information

On the other hand, displaying the poster, maintaining a register, and adding water to the glue may conserve glue but don't achieve the objective of 'using alternative resources' for resources that are limited in quantity so all these are wrong with this objective's perspective.

Experimentation is carrying out an activity using different objects to determine the correct result and arrive at a conclusion on the question that arose. 

Key Points

Understanding which liquid flows quicker by adding a drop of each on a plate and tilting it can be an example of arriving at a specific conclusion using experimentation because

• Many liquids will be taken.
• A drop of each liquid will be dropped on a plate.
• Then when the plate is tilted the liquids start flowing.
• The liquids like water and juice flow faster than the liquids like syrup and paint.
• Then the students can automatically conclude that the liquid with less viscosity will flow faster as compared with other liquids.

​Hence understanding which liquid flows quicker by adding a drop of each on a plate and tilting it can be an example of arriving at a specific conclusion using experimentation.

 Additional Information

On the other hand, all the other options don't explain the arrival at a specific conclusion using experimentation because just a phenomenon is explained in this experiment but no conclusion is specified after the experiment.

Students learn best when knowledge is built based on their previous experiences. When taught through real-life experiences children relate the knowledge they gain to their daily life. 

Key Points

Showing students a hat, a raincoat, and a sweater, and asking them which of these they have used is most relevant as a 'hook' or 'opening', for introducing the topic of 'seasons' because children can recall the experiences of their real-life and relate why we use different clothes at different times.

• Students arrive at the topic seasons from the hat, raincoat, and sweater.
• Here known to unknown and basic to advance strategy is used.
• They get curious about the season's topic because it is being introduced to them by showing students a hat, a raincoat, and a sweater which they are already familiar with.

​Hence show students a hat, a raincoat, and a sweater, and ask them which of these they have used for introducing the topic of 'seasons'.

Additional Information

On the other hand, all the other options are less effective as they don't concentrate on the previous knowledge of the student through which a new topic can be introduced with ease.

Key PointsCommunicable diseases: These diseases are caused by certain infectious agents which may be bacteria or viruses. These are capable of being transmitted from person to person or from the environment to person.

• Examples: Typhoid, Cholera, Tuberculosis, Covid 19.
• These diseases are spread by 
• When we touch a person or come in direct contact with the skin.
• A spray of droplets of saliva or secretion of a diseased person.​​
• Communicable diseases are also transmitted indirectly in the following ways that are popularly known as ‘5Fs’— flies, fingers, fomites (material capable of carrying infections, like towels, handkerchiefs, etc.), food, and fluid.

The non–communicable diseases may occur due to genetic and lifestyle factors. When these are caused by an unhealthy lifestyle, these diseases are also called lifestyle diseases.

• Examples: diabetes, hypertension, heart diseases, stroke, and cancer.
• These don't spread to one another through physical contact or any other means.

Since covid is a communicable disease use masks to prevent the spread of covid but not to prevent the spread of diabetes since it is a noncommunicable one.

Hence option 1 is the correct one. Rest options are not aimed to differentiate between communicable and noncommunicable diseases.

Virtual Reality (VR) is a computer-generated environment with scenes and objects that appear to be real, making the user feel they are immersed in their surroundings. This environment is perceived through a device known as a Virtual Reality headset or helmet.

 Key Points

This technology is best suited for this purpose because:

• Students get the experience of really visiting the heritage sights.
• The architecture of the heritage sights can be seen closely and understood by the students through virtual reality.
• Students will be able to remember the concept for a long time and also apply the knowledge.
• Learners will be able to distinguish the architecture and other features of heritage sights which they have to see from the ones which they have not seen.
• Students get the best learning experience.

​Hence virtual reality is best suits to teach students about different world heritage sites and understand their architecture, historical background, etc. better.

 Additional Information

Food preservation can be defined as the process of treating and handling food in such a way as to stop or greatly slow down spoilage and prevent foodborne illness while maintaining nutritional value, texture and flavour.

• Chips is a small, thin, crisp, usually salty pieces of food typically prepared by frying, baking, or drying. which stays in edible condition without spoiling.

Examples:

• Potato chips
• Banana chips
• Corn chips etc.

Key Points

• Potatoes or bananas get spoiled or rotten over time if they are left as it is.
• So ample amounts of preservatives are added to keep them edible for a long time in the form of chips.
• Preservatives are any of numerous chemical additives used to prevent or retard spoilage caused by chemical changes, such as oxidation or the growth of fungus.
• So potatoes and bananas stay for a long time in the form of chips in edible condition without getting affected due to physical conditions.

Hence chips are best suited to teach this concept of food preservation.

Additional Information

• Buttermilk and curd can not be preserved for a very long time just like chips even if we add preservatives to it.
• Unripe mango needs no preservative to store till a limited time.

A barber is a person who cots the hair of the people living in the society for money. His livelihood and the fulfillment of his needs depend on the people.

Key PointsBarber is an example of the interdependence of organisms in the environment.

• Barber depends on customers to run his shop.
• Without them, he can't earn his livelihood.
• People also depend on barbers to cut their hair.
• Without him, it would be difficult for them to cut their hair.
• So barbers and people are interdependent.

Hence a barber is the best example to teach the idea of the interdependence of things in the environment, using examples from the community. 

Additional Information