SUBJECT CODE SUBJECT
GENERAL PAPER ON TEACHING
A-00-01 AND RESEARCH APTITUDE
QUESTION BOOKLET HALL TICKET NUMBER
SERIES
C OMR SHEET NUMBER
DURATION MAXIMUM MARKS
1 HOUR 15 MINUTES 100
This is to certify that, the entries made in the above portion are correctly written and verified.
Candidates Signature
Instructions for the Candidates
1. Write your Hall Ticket Number in the space provided on the top of
this page.
2. This paper consists of sixty (60) multiple-choice type of questions,
out of which the candidate would be required to answer any fifty (50)
questions. In the event of the candidate attempting more than
fifty questions, the first fifty questions attempted by the candidate
would be evaluated.
3. At the commencement of examination, the question booklet will
be given to you. In the first 5 minutes, you are requested to
open the booklet and compulsorily examine it as below :
(i) To have access to the Question Booklet, tear off the paper
seal on the edge of this cover page. Do not accept a booklet
without sticker-seal and do not accept an open booklet.
(ii) Tally the number of pages and number of questions in
the booklet with the information printed on the cover
page. Faulty booklets due to pages/questions missing
or duplicate or not in serial order or any other
discrepancy should be got replaced immediately by a
correct booklet from the invigilator within the period
of 5 minutes. Afterwards, neither the Question Booklet
will be replaced nor any extra time will be given.
(iii) After this verification is over, the Test Booklet Number
should be entered in the OMR Sheet and the OMR Sheet
Number should be entered on this Test Booklet.
4. Each item has four alternative responses marked (A), (B), (C)
and (D). You have to darken the circle as indicated below on the
correct response against each item.
Example : A B C D ç³NDž^éÍ.
where (C) is the correct response.
5. Your responses to the items are to be indicated in the OMR Answer
Sheet given to you. If you mark at any place other than in the
circle in the Answer Sheet, it will not be evaluated.
6. Read instructions given inside carefully.
7. Rough Work is to be done in the end of this booklet.
8. If you write your name or put any mark on any part of the OMR
Answer Sheet, except for the space allotted for the relevant
entries, which may disclose your identity, you will render yourself
liable to disqualification.
9. The candidate must handover the OMR Answer Sheet to the
invigilators at the end of the examination compulsorily and
must not carry it with you outside the Examination Hall. The
candidate is allowed to take away the carbon copy of OMR
Sheet and used Question paper booklet at the end of the
examination.
10. Use only Blue/Black Ball point pen.
11. Use of any calculator or log table etc., is prohibited.
12. There is no negative marks for incorrect answers.
I 1
PAPER
I
QUESTION BOOKLET
NUMBER
NUMBER OF PAGES NUMBER OF QUESTIONS
24 60
Name and Signature of Invigilator
A¿æýÅÆæÿ$¦ËMæü$ çÜ*^èþ¯èþË$
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°Ñ$çÙÐèþ$$ËÌZ D {ç³Ôé²ç³{™èþÐèþ$$¯èþ$ ™ðþÇ_ Mìü…§æþ ™ðþÍí³¯èþ A…Ôé˯èþ$ ™èþç³µ°çÜÇV>
çÜÇ^èþ*çÜ$Mø…yìþ.
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_…^èþ…yìþ. íÜtMæüPƊÿ ïÜË$Ìôý° Ðèþ$ÇÄæý$$ C¨ÐèþÆæÿMóü ™ðþÇ_ E¯èþ² {ç³Ôé²ç³{™èþÐèþ$$¯èþ$
Ò$Ææÿ$ A…XMæüDž^èþÐèþ§æþ$ª.
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³ç ÆæÿÅÐóþ„æüMæü$°Mìü †ÇW C_aÐóþÜí §é°Mìü º§æþ$Ë$V> Üç ÇV>Y E¯èþ² {ç³Ôèý²ç³{™é°² ¡çÜ$Mø…yìþ.
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(iii) ò³O Ñ«§þæ …V> Ü ç Ç^èþ*çÜ$Mö¯èþ² ™èþÆ>әèþ {ç³Ôé²ç³{™èþ… ç܅Qůèþ$ OMR ³ç {™èþÐèþ$$ ò³O
A§óþÑ«§þæ …V> OMR ³ç {™èþÐèþ$$ Üç …Qůèþ$ D {ç³Ôé²ç³{™èþÐèþ$$ ò³O °ÇªÙç t Üç ˦ …ÌZ Æ>Äæý$ÐèþÌñý¯èþ$.
4. {糆 {ç³Ôèý²Mæü$ ¯éË$Væü$ {糙éÅÐèþ*²Äæý$ {糆çܵ…§æþ¯èþË$ (A), (B), (C) Ðèþ$ÇÄæý$$ (D)
Ë$V> CÐèþÓºyézÆÿ$$. {糆{ç³Ôèý²Mæü$ çÜÆðÿO¯èþ {糆çܵ…§æþ¯èþ¯èþ$ G¯èþ$²Mö° Mìü…§æþ ™ðþÍí³¯èþ Ñ«§æþ…V>
OMR ç³{™èþÐèþ$$ÌZ {糆 {ç³Ôé² ç܅QÅMæü$ CÐèþÓºyìþ¯èþ ¯éË$Væü$ Ðèþ–™é¢ÌZÏ çÜÆðÿO¯èþ
{糆çܵ…§æþ¯èþ¯èþ$ çÜ*_…^óþ Ðèþ–™é¢°² »ê̌ý ´ëÆÿ$$…sŒý ò³¯Œþ™ø Mìü…§æþ ™ðþÍí³¯èþ Ñ«§æþ…V>
E§éçßýÆæÿ×ý : A B C D
(C) çÜÆðÿO¯èþ {糆çܵ…§æþ¯èþ AÆÿ$$™óþ
5. {ç³Ôèý²ËMæü$ {糆çܵ…§æþ¯èþ˯èþ$ D {ç³Ôèý²ç³{™èþÐèþ$$™ø CÐèþÓºyìþ¯èþ OMR ç³{™èþÐèþ$$ ò³O¯èþ
CÐèþÓºyìþ¯èþ Ðèþ–™é¢ÌZϯóþ ç³NDž_ Væü$Ç¢…^éÍ. AÌêM>Mæü çÜÐèþ*«§é¯èþ ç³{™èþ…ò³O ÐóþÆöMæü ^ør
Væü$Ç¢õÜ¢ Ò$ {糆çܵ…§æþ¯èþ Ðèþ$*ÌêŅMæü¯èþ… ^óþÄæý$ºyæþ§æþ$.
6. {ç³Ôèý² ç³{™èþÐèþ$$ ÌZç³Ë C_a¯èþ çÜ*^èþ¯èþ˯èþ$ gê{Væü™èþ¢V> ^èþ§æþÐèþ…yìþ.
7. _™èþ$¢ç³°° {ç³Ôèý²ç³{™èþÐèþ$$ _ÐèþÆæÿ C_a¯èþ RêäçܦËÐèþ$$ÌZ ^óþÄæý*Í.
8. OMR ç³{™èþÐèþ$$ ò³O °È~™èþ çܦ˅ÌZ çÜ*_…^èþÐèþËíܯèþ ÑÐèþÆ>Ë$ ™èþí³µ…_ C™èþÆæÿ çܦ˅ÌZ
Ò$ Væü$Ç¢…ç³#¯èþ$ ™ðþÍõ³ Ñ«§æþ…V> Ò$ õ³Ææÿ$ Æ>Äæý$yæþ… V>± Ìôý§é C™èþÆæÿ _à²Ë¯èþ$ ò³rtyæþ…
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Ðésìý° ³ç Ȅæü Væü¨ ºÄæý$rMæü$ ¡çÜ$Mæü$ÐðþâæýMÏ üæ *yæþ§æþ$. ³ç Ȅæü ³ç NÆæÿÆ¢ ÿ$$¯èþ ™èþÆæÿ$Ðé™èþ A¿æýÅÆæÿ$¦Ë$
{ç³Ôèý² ³ç {™é°², OMR ç³{™èþ… Äñý$$MæüP M>Ææÿ¾¯Œþ M>ï³° ¡çÜ$Mæü$ÐðþâæýÏÐèþ^èþ$a.
10. ±Í/¯èþËÏ Ææÿ…Væü$ »ê̌ý ´ëÆÿ$$…sŒý ò³¯Œþ Ðèþ*{™èþÐóþ$ Eç³Äñý*W…^éÍ.
11. ÌêVæüÇ£æþЌþ$ sôýº$̌ýÞ, M>ÅÍMæü$ÅÌôýrƊÿË$, GË[M>t°MŠü ç³ÇMæüÆ>Ë$ Ððþ$$§æþËVæü$¯èþÑ ç³È„æüVæü¨ÌZ
Eç³Äñý*W…^èþyæþ… °õÙ«§æþ….
12. ™èþ糚 çÜÐèþ*«§é¯éËMæü$ Ðèþ*Ææÿ$PË ™èþWY…ç³# Ìôý§æþ$.
A-00-01
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I 2 A-00-01
*A0001* C
GENERAL PAPER ON TEACHING AND RESEARCH APTITUDE
»Z«§æþ¯é Ðèþ$ÇÄæý$$ ç܅ÔZ«§æþ¯é ÝëÐèþ$Ææÿ¦ Å ÝëÐèþ*¯èþÅ ç³{†Mæü
Paper – I
õ³ç³ÆŠÿ – I
1. India launched National Green Tribunal 1. M>Ë$çÙÅM>ÆæÿMæü$Ë$ ¯èþÙç t ³ç ÇàÆæÿ… ^ðþÍυ^èþyé°Mìü ¿êÆæÿ™èþ§óþÔèý…
to make polluters pay damages, in the gê¡Äæý$ çßýǙèþ {糙óþÅMæü ¯éÅÄæý$Ý릯鰲 H ç܅Ðèþ™èþÞÆæÿ…ÌZ
year :
{´ëÆæÿ…À…_…¨ ?
(A) 2008
(A) 2008
(B) 2009
(B) 2009
(C) 2010
(C) 2010
(D) 2011
(D) 2011
2. At what stage of an ecological succession,
an ecosystem exhibits total
photosynthesis equal to respiration ? 2. iÐéÐèþÆæÿ×ý A¯èþ${MæüÐèþ$… (ecological succession)
Äñý$$MæüP H §æþÔèýÌZ iÐéÐèþÆæÿ×ý ÐèþÅÐèþÜç ,¦ Ððþ$$™èþ…¢ ÔéÓçÜ{MìüÄæý$Mæü$
(A) Pioneer
Üç Ðèþ*¯èþÐðþ$O¯þè MìüÆæÿ×ýf¯èþÅ Üç …Äñý*Væü{MìüÄæý$¯èþ$ {糧æþÇØçÜ$¢…¨ ?
(B) Climax
(A) ³ç Äñý$$±ÆŠÿ
(C) Virgin
(B) MðüÐϕ þè *MŠüÞ
(D) Mid-Seral (C) ÐèþÇj¯þŒ
3. Which of the following is false? Consider (D) Ñ$yŠþ-òÜÆæÿ̌ý
the following statements.

(A) Using of Information and 3. Mìü…§æþ CÐèþÓºyìþ¯èþ ÐésìýÌZ ICT Mìü Üç …º…«¨…_ AçܙèþÅÐóþ$§ø
Communication Technology (ICT) for Væü$Ç¢…^èþ…yìþ.
learning promotes fast communication
(A) A¿æýÅçܯèþÌZ ICT Eç³Äñý*Væü… ÐèþËÏ ¿êÐèþ {ç³ÝëÆæÿ…
(B) Information and Communication
Technology (ICT) promotes
ÐóþVæüÐèþ…™èþÐèþ$Ðèþ#™èþ$…¨
cooperative learning for students (B) ѧéÅÆæ ÿ $¦ Ì ZÏ ICT ç Ü ç ß ýM>Ææ ÿ A¿æ ý Åç Ü ¯é°²
(C) Information and Communication ò³…´÷…¨çÜ$¢…¨
Technology (ICT) promotes student
privacy (C) ICT ѧéÅǦ HM>…™é°² ò³…^èþ$™èþ$…¨

(D) Plagiarism cannot be prevented (D) ICT Eç³Äñý*W…_ {Væü…£æþ ^úÆ>Å°² °ÐéDž^èþÌôýÐèþ$$

I 3 A-00-01
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4. Value based education can be inculcated
among the students through the following
initiatives
i. Making pupil’s behaviour conformist
by imposing the strict rules,
regulations and punishment
ii. By creating an external authority to
monitor the behaviour of the students
and teachers
iii. Providing freedom and autonomy to
the students and effective
socialization and discussion
iv. Encouraging the students to have
proper role models for their personal
and intellectual development
(A) i, ii, iii are correct
(B) i, ii, iii and iv are correct
(C) iii and iv are correct
(D) i and iii are correct
5. My reaction to the statement: “A good
teacher is essentially a good researcher”
Is that this is
(A) My firm belief
(B) Something I find difficult to agree
(C) Something which I accept only as an
opinion
(D) Only a hypothesis
I 4
4. Mìü…¨ ÐésìýÌZ H Ñ«§é¯éË §éÓÆæÿ ѧéÅÆæÿ$¦ËMæü$ ÑË$Ðèþ
B«§éǙèþ ѧæþůèþ$ »Z«¨…^èþÐèþ^èþ$a
i. Mæüv¯èþÐðþ$O¯èþ °Äæý$Ðèþ*Ë$, º…«§æþ¯éË$ Ðèþ$ÇÄæý$$
§æþ…yæþ¯èþË$ Ñ«¨…_ ѧéÅÆæÿ$¦Ë {ç³ÐèþÆæÿ¯¢ þè ¯èþ$ {MæüÐèþ$º§æþ…®
^óþÄæý$yæþ… §éÓÆ>
ii. »êçßýÅ A«¨M>Æ>°² HÆ>µr$ ^óþÜí ѧéÅÆæÿ$¦Ë$ Ðèþ$ÇÄæý$$
E´ë«§éÅÄæý$$Ë {ç³ÐèþÆæÿ¯¢ þè ¯èþ$ ³ç ÆæÿÅÐóþ„ìü…^èþyæþ… §éÓÆ>
iii. ѧéÅÆæ ÿ $¦ Ë Mæ ü $ õÜÓ^è þ e¯è þ $ ç Ü ÓÄæ ý $… {ç ³ †ç ³ †¢ °
Mæ ü ÍW…^è þ yæ þ …™ø ´ër$ {ç ³ ¿êÐè þ Ðè þ …™è þ Ðð þ $O ¯ è þ
Ýë…íœ$MîüMæüÆæÿ×ý… Ðèþ$ÇÄæý$$ ^èþÆæÿaË §éÓÆ>
iv. ѧéÅÆæÿ$¦Ë$ ™èþÐèþ$ Ðèþ$*Ç¢Ðþè $™èþÓ Ðèþ$ÇÄæý$$ Ðóþ$«§øç³Ææÿ
ÑM>Ýë°Mð ü O B§æ þ Ææ ÿ ØÐè þ ÅMæ ü $¢ Ë ¯è þ $ Mæ ü ÍW E…yó þ Ìê
{´ù™èþÞíßý…^èþyæþ… §éÓÆ>
(A) i, ii, iii çÜÆðÿO¯èþÑ
(B) i, ii, iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(C) iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(D) i Ðèþ$ÇÄæý$$ iii çÜÆðÿO¯èþÑ
5. "Ðè þ $…_ E´ë« § éÅÄæ ý $$yæ þ $ ™è þ ç ³ µ°ç Ü ÇV> Ðè þ $…_
³ç ÇÔZ«§þæ Mæü$yìþV> E…sêyæþ$' A¯óþ ¯é {糆çܵ…§æþ¯èþ A¯óþ¨
(A) ¯é {ç³V>Éæþ ÑÔéÓçÜÐèþ$$
(B) Üç Ðèþ$ƅ^èþyé°Mìü ¯éMæü$ MæüÙç …t V> A°í³…^óþ ÑçÙÄæý$…
(C) MóüÐèþ˅ JMæü AÀ{´ëÄæý$…V> Ðèþ*{™èþÐóþ$ ¯óþ¯èþ$ A…XMæüDž^óþ
ÑçÙÄæý$…
(D) MóüÐèþ˅ JMæü ³ç ÇMæü˵¯èþ
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6. Sin Qua Non of good research is 6. Äñý*VæüÅÐðþ$O¯èþ ç³ÇÔZ«§æþ¯èþMæü$ iÐèþ¯éyìþ H¨ ?

(A) A set of well documented hypothesis (A) »êV> Ææÿ_…_¯èþ ³ç ÇMæü˵¯èþË Üç Ðèþ$$§éÄæý$…
(B) A good research supervisor (B) Äñý*Væü$Åyðþ¯O þè ³ç ÇÔZ«§þæ Mæü ³ç ÆæÿÅÐóþ„æüMæü$yæþ$
(C) Adequate library facilities
(C) ^éͯèþ°² {Væü…£éËÄæý$ ÝûMæüÆ>ÅË$
(D) Äñý*VæüÅÐðþ$O¯þè ³ç ÇÔZ«§þæ Mæü Üç Ðèþ$çÜÅ
(D) A good research problem

7. What will be the number in place of the 7. Mìü…§æþ CÐèþÓºyìþ¯èþ Üç …QÅË ÐèþÆæÿ$çÜÌZ {ç³Ôé²ÆæÿM¦ üæ Væü$Ææÿ$¢ (?) ò³sìý¯t þè
question mark (?) in the following number ^ør E…yæþÐèþËíܯèþ ç܅QÅ H¨ ?
series?
5 9 ? 29 54 103
5 9 ? 29 54 103

(A) 15 (A) 15

(B) 16 (B) 16

(C) 14 (C) 14
(D) 13 (D) 13
8. In this question, there are three statements
followed by four conclusions. You have to 8. D {ç³Ôèý²ÌZ Ðèþ$*yæþ$ {ç³Ðèþ^èþ¯éË ™èþÆ>әèþ ¯éË$Væü$
take the three given statements to be true Ðèþ$$W…ç³#Ë$ E¯é²Æÿ$$. Ý뫧éÆæÿ×ý…V> ™ðþÍíܯèþ °gêËMæü$
even if they seem to be at variance from À¯èþ²…V> E¯é²Mæü*yé B Ðèþ$*yæþ$ {ç³Ðèþ^èþ¯é˯èþ$ çܙèþÅÐóþ$
commonly known facts and then decide
which of the given conclusions logically
A¯èþ$Mö° ¨Væü$Ðèþ¯èþ C_a¯èþ ¯éË$Væü$ Ðèþ$$W…ç³#ÌZÏ H¨
follows from the three statements ™éÇPMæü…V> B Ðèþ$*yæþ$ {ç³Ðèþ^èþ¯é˯èþ$ A¯èþ$çÜÇçÜ$¢…§ø
disregarding commonly known facts. °ÆæÿÆ~ ÿ$$…^èþ…yìþ.
Statements : All tables are chairs. No
chair is book. Some books are flowers.
{ç³Ðèþ^èþ¯éË$ : A°² ºËÏË$ Mæü$ÈaË$, H Mæü$Èa ³ç #çÜM¢ üæ … M>§æþ$,
Mö°² ç³#çÜ¢M>Ë$ ç³#ÚëµË$
Which of the following conclusions is
definitely true ? Mìü…§æþ ™ðþÍí³¯èþ H Ðèþ$$W…ç³# Q_a™èþ…V> çܙèþÅÐèþ$$ ?
(A) No flower is chair (A) H ç³#çÙµÐèþ$* Mæü$Èa M>§æþ$
(B) No flower is table (B) H ³ç #çÙµÐèþ$* ºËÏ M>§æþ$
(C) Some chairs are not table (C) Mö°² Mæü$ÈaË$ ºËÏ M>§æþ$
(D) No book is table (D) H ç³#çÜ¢MæüÐèþ$* ºËÏ M>§æþ$

I 5 A-00-01
C *A0001*
9. An effective teaching means all of the 9.
following except
(A) a teacher teaches with enthusiasm
(B) a teacher aims at diagnosing the
mistakes of his students
(C) a teacher puts emphasis more on
teaching than on class control
(D) a teacher is interested in making the
subject matter understand rather on
completing the course
10. The most appropriate meaning of learning
is 10.
(A) Inculcation of knowledge
(B) Modification of behaviour
(C) Personal adjustment
(D) Acquisition of skills
11. In a weight reduction experiment, an
overweight individual was given what the
11.
researcher called a new type of diet tablet
that would help curb the desire to eat. In
fact the tablet contained powdered milk ,
but ever since the individual started taking
the tablet, he has reported that his desire
to eat has decreased. This illustrates the
(A) Curvilinear relationship
(B) Effect of extraneous variables
(C) A natural experiment
(D) Placebo effect
I 6
çÜÐèþ$Ææÿ¦Ðèþ…™èþÐðþ$O¯èþ »Z«§æþ¯èþ A¯èþV> Mìü…§æþ ™ðþÍí³¯èþÐèþ±², JMæüsì
™èþ³ç µ
(A) JMæü E´ë«§éÅÄæý$$yæþ$ Mæü$™èþ*çßý˅V> »Z«¨…^èþyæþ…
(B) JMæü E´ë«§éÅÄæý$$yæþ$ ™èþ¯èþ ѧéÅÆæÿ$¦Ë ´÷Ææÿ´ërϯèþ$
°Æ>®Æÿæ ×ý ^óþõÜ §« þó ÅÄæý$… MæüÍW E…yæþyæþ…
(C) JMæü E´ë«§éÅÄæý$$yæþ$ ™èþÆæÿVæü†° °Äæý$…{†…^èþyæþ…Mæü…sôý
»Z«§æþ¯èþ ò³O GMæü$PÐèþ {´ë«§é¯èþŅ MæüÍW E…yæþyæþ…
(D) JMæü E´ë«§éÅÄæý$$yæþ$ ´ëu>Ë {MæüÐèþ*°² ³ç NÇ¢^þó Äæý$yæþ…
Mæü…sôý ÑçÙÄæý*°² AÆæÿ¦… ^óþÆÿ$$…^èþyæþ… ò³O BçÜMìü¢
^èþ*ç³yæþ…
A¿æýÅçܯèþMæü$ »êV> Üç Ðèþ$$_™èþÐðþ$O¯þè AÆæÿ…¦ Mìü…¨ ÐésìýÌZ H¨ ?
(A) gêq¯é°² E糧óþՅ^èþyæþ…
(B) {ç³ÐèþÆæÿ¯¢ é Ðèþ*Ææÿ$µ
(C) ÐèþÅMìüV¢ üæ ™èþ Üç Ææÿ$ª»êr$
(D) ¯ðþ³çO #×êÅ˯èþ$ Üç Ðèþ$$´ëÇj…^èþyæþ…
ºÆæÿ$Ðèþ#¯èþ$ ™èþWY…^óþ JMæü {ç³Äñý*Væü…ÌZ ³ç ÇÔZ«§þæ Mæü$yæþ$, †¯é˯óþ
MøÇMæü¯èþ$ °Æø«¨…^óþ Mö™èþÆ¢ ÿæ MæüÐðþ$O¯þè BàÆæÿ Ðèþ*{™èþ A° ^ðþ³í µ
GMæü$PÐèþ ºÆæÿ$Ðèþ#¯èþ² ÐèþÅMìüM¢ üì C^éayæþ$. °gê°Mìü A¨ ´ëË´÷yìþ°
MæüÍW E¯èþ² Ðèþ*{™èþ. M>° B ÐèþÅMìü¢ B Ðèþ*{™èþ¯èþ$ ¡çÜ$MøÐèþyé°²
{´ëÆæÿ…À…_¯èþç³µsìý ¯èþ$…yìþ BàÆ>°² †¯é˯óþ MøÇMæü
™èþWY…§æþ° ™ðþÍ´ëyæþ$. D §æþ–Úët…™èþ… Mìü…¨ ÐésìýÌZ §óþ°°
™ðþÍgôýÄæý$çÜ$¢…¨ ?
(A) Ðèþ{MæüÆóÿTÄæý$ Ü ç …º…«§þæ …
(B) »êçßýÅ ^èþÆæÿÆ>Ôèý$Ë {糿êÐèþ…
(C) JMæü Ü ç ßç ýf {ç³Äñý*Væü…
(D) ´ëÏòÜ»Ÿ (Placebo) {糿êÐèþ…
A-00-01
*A0001* C
12. Communication will be effective if it is 12. Mìü…¨ ÐésìýÌZ §óþ°ÐèþËÏ ¿êÐèþ {ç³Üç Ææÿ×ý {糿êÐèþÐèþ…™èþ…V>
E…r$…¨ ?
(A) Delivered slowly and clearly
(A) ¯ðþÐèþ$èV> Ü ç µçمt V> A…¨…_¯èþ¨
(B) Delivered using appropriate media (B) Ü ç Æðÿ¯O þè Ðèþ*«§þæ ÅÐèþ*°² Eç³Äñý*W…_ A…¨…_¯èþ¨
(C) Received as intended by the sender (C) ³ ç …í³…_¯èþÐéÆæÿ$ A¯èþ$Mö¯èþ² §é°² Üï ÓMæüDž^èþVæüËVæüyæþ…
(D) Ððþ…r¯óþ Ü ï ÓMæüDž^èþyæþ…
(D) Received immediately
13. Mìü…§æþ CÐèþÓºyìþ¯èþ »Z«§æþ¯é Ýù´ë¯é˯èþ$ ™éÇPMæü {MæüÐèþ$…ÌZ
13. Arrange the following steps of teaching in AÐèþ$Ææÿa…yìþ.
logical sequence :
1. ³ç NÆæÿÓ gêq¯þè …™ø {ç³Üç $¢™þè gêq¯é°²
1. Relating the present knowledge with Üç …º…«©MæüDž^èþyæþ…
previous knowledge
2. Ðèþ$*ÌêŅMæü¯èþ…
2. Evaluation
3. ç³#¯èþ@ »Z«§æþ¯èþ
3. Re-teaching
4. ˄>ÅË Ææÿ*ç³Mæü˵¯èþ
4. Formulating objectives
5. ÝëÐèþ${W° {糧æþÇ؅^èþyæþ…
5. Presentation of materials
(A) 1, 2, 3, 4, 5
(A) 1, 2, 3, 4, 5
(B) 2, 1, 3, 4, 5
(B) 2, 1, 3, 4, 5
(C) 5, 4, 3, 1, 2
(C) 5, 4, 3, 1, 2
(D) 4, 1, 5, 2, 3
(D) 4, 1, 5, 2, 3

14. The research that aims at immediate

14. Ððþ…r¯óþ A¯èþ$ÐèþÆæÿ¯¢ þè … ^óþÄæý$yé°Mìü E§óþÕª …_¯èþ ³ç ÇÔZ«§þæ ¯èþ
application is H¨ ?

(A) Action Research (A) ^èþÆ>řèþÃMæü ³ç ÇÔZ«§þæ ¯èþ

(B) Empirical Research (B) A¯èþ$¿æýÐé™èþÃMæü ³ç ÇÔZ«§þæ ¯èþ

(C) Conceptual Research (C) ¿êÐèþ¯é™èþÃMæü ³ç ÇÔZ«§þæ ¯èþ

(D) Fundamental Research (D) Ðèþ˜ÍMæü ³ç ÇÔZ«§þæ ¯èþ

I 7 A-00-01
C *A0001*
15. The most polluted places in India are
(A) Gwalior and Bhopal
(B) Vapi and Sukinda
(C) Ranchi and Nasik
(D) Surat and Rampur
16. Which is the correct order of the degree of
weathering of the following rocks ?
(A) Dunite > Basalt > Granite > Rhyolite
(B) Basalt >Dunite> Granite > Rhyolite
(C) Granite > Basalt >Dunite > Rhyolite
(D) Rhyolite > Granite >Dunite> Basalt
Directions (Q. 17–21) : Study the following
pie-chart carefully to answer these questions.
(Percentagewise Distribution of teachers who
teach six different subjects)
Total number of Teachers = 1800
Percentage of Teachers
17. What is the difference between the total
number of teachers who teach English and
Physics together and the total number of
teachers who teach Mathematics and
Biology together ?
(A) 16 (B) 26
(C) 28 (D) 18
I 8
15. ¿êÆæÿ™èþ §óþÔèý…ÌZ »êV> MæüË$íٙèþÐðþ$O¯èþ çܦÌêË$ HÑ ?
(A) V>ÓÍÄæý$Ɗÿ Ðèþ$ÇÄæý$$ ¿Z´ë̌ý
(B) Ðéí³ Ðèþ$ÇÄæý$$ çÜ$Mìü…§é
(C) Æ>…_ Ðèþ$ÇÄæý$$ ¯éíÜMŠü
(D) Ü ç *Ææÿ™Œþ Ðèþ$ÇÄæý$$ Æ>…ç³NƊÿ
16. Mìü…§æþ CÐèþÓºyìþ¯èþ Æ>âæýÏ Äñý$$MæüP Õ¤ËÐèþ$Äôý$Å Ýë¦Æÿ$$ {ç³M>Ææÿ…
çÜÆðÿO¯èþ ÐèþÆæÿ$çÜ{MæüÐèþ$… H¨ ?
(A) yæþ$ůðþOsŒý > ºÝë̌ýt > {V>¯ðþOsŒý > ÇÄñý*ÌñýOsŒý
(B) ºÝë̌ýt > yæþ$ůðþOsŒý > {V>¯ðþOsŒý > ÇÄñý*ÌñýOsŒý
(C) {V>¯ðþOsŒý > ºÝë̌ýt > yæþ$ůðþOsŒý > ÇÄñý*ÌñýOsŒý
(D) ÇÄñý*ÌñýOsŒý > {V>¯ðþOsŒý > yæþ$ůðþOsŒý > ºÝë̌ýt
Mìü…§æþ CÐèþÓºyìþ¯èþ ÐèþËÄæý$ç³sê°² gê{Væü™èþ¢V> ^èþ¨Ñ 17 ç¯èþ$…yìþ 21
ÐèþÆæÿMæü$ VæüË {ç³Ôèý²ËMæü$ çÜÐèþ*«§é¯éË$ Væü$Ç¢…^èþ…yìþ. (BÆæÿ$ ÑÑ«§æþ
çÜ»ñýjMæü$tË$ »Z«¨…^óþ E´ë«§éÅÄæý$$Ë$ Ôé™èþ… ÐéÈV> 糅í³×îý
^óþÄæý$ºyézÆÿæ $)
Ððþ$$™èþ…¢ E´ë«§éÅÄæý$$Ë Üç …QÅ = 1800
E´ë«§éÅÄæý$$Ë Ôé™èþ…
17. C…XÏÙç $, ¿o†MæüÔéÝëˆË¯èþ$ Æðÿ…yìþ…sìý° »Z«¨…^óþ Ððþ$$™èþ…¢
E´ë«§éÅÄæý$$Ë$ Væü×ìý™èþÔéç܅ˆ , iÐèþÔéÝëˆË¯èþ$ Æðÿ…yìþ…sìý°
»Z«¨…^óþ Ððþ$$™èþ¢… E´ë«§éÅÄæý$$Ë Ðèþ$«§æþÅ ¿ôý§æþ… G…™èþ ?
(A) 16 (B) 26
(C) 28 (D) 18
A-00-01
*A0001* C
18. What is the ratio of the number of teachers
who teach Mathematics to the number of 18. Væü×ìý™èþÔéÝ눰² »Z«¨…^óþ E´ë«§éÅÄæý$$Ë$ Ðèþ$ÇÄæý$$
teachers who teach Hindi ? íßý…©° »Z«¨…^óþ E´ë«§éÅÄæý$$Ë Ðèþ$«§æþÅ °çÙµ†¢ G…™èþ ?
(A) 10: 7 (B) 17: 13
(A) 10: 7
(C) 17: 26 (D) None of these
(B) 17: 13
19. If the percentage of Mathematics teachers
is increased by 50 per cent and the (C) 17: 26
percentage of Hindi teachers decreased
by 25 per cent then what will be the total (D) ò³ÐO ésìýÌZ H© M>§æþ$
number of Mathematics and Hindi
teachers together ? 19. Væü×ìý™èþÔéÝ눰² »Z«¨…^óþ E´ë«§éÅÄæý$$˯èþ$ 50 Ôé™èþ… ò³…_
(A) 946
ßí ý…©° »Z«¨…^óþ E´ë«§éÅÄæý$$˯èþ$ 25 Ôé™èþ… ™èþWYõÜ¢
A糚yæþ$ Væü×ìý™èþÔéç܈…, íßý…© Æðÿ…yìþ…sìý° »Z«¨…^óþ
(B) 843 E´ë«§éÅÄæý$$Ë ç܅QÅ G…™èþÐèþ#™èþ$…¨ ?
(C) 1046 (A) 946

(D) None of these (B) 843

(C) 1046
20. If two-ninths of the teachers who teach
Physics are female, then the number of (D) ò³O ÐésìýÌZ H© M>§æþ$
male Physics teachers is approximately
what percentage of the total number of
teachers who teach Chemistry ? 20. ¿o†MæüÔéÝ눰² »Z«¨…^óþ E´ë«§éÅÄæý$$ÌZÏ Ðèþ Ðèþ…™èþ$
(A) 97 Ðèþ$…¨ Ðèþ$íßýâæýÌñýO™óþ, ¿o†MæüÔéÝ눰² »Z«¨…^óþ ç³#Ææÿ$çÙ
E´ë«§éÅÄæý$$Ë$, ÆæÿÝëÄæý$¯èþ ÔéÝ눰² »Z«¨…^óþ Ððþ$$™èþ…¢
(B) 92 E´ë«§éÅÄæý$$ÌZÏ çÜ$Ðèþ*Ææÿ$V> G…™èþ Ôé™èþ… ?
(A) 97
(C) 94
(B) 92
(D) 99 (C) 94
(D) 99
21. What is the total number of teachers
teaching Chemistry, English and Biology ? 21. ÆæÿÝëÄæý$¯èþÔéç܈…, C…XÏçÙ$ Ðèþ$ÇÄæý$$ iÐèþÔéÝëˆË¯èþ$
»Z«¨…^óþ Ððþ$$™èþ¢… E´ë«§éÅÄæý$$Ë ç܅QÅ G…™èþ ?
(A) 1,172
(A) 1,172
(B) 872
(B) 872
(C) 972 (C) 972
(D) 990 (D) 990

I 9 A-00-01
C *A0001*
Read the following passage and answer the
questions that follow (Question No. 22 to 25).
Talent is a force not a tool. Talent is neither good
nor bad. Being multi-talented is a very mixed
blessing. For some people, it is a curse. Ability
or performance is the result of complex
interaction between various parts of the mind/
body system. Some parts of the ability are due
to “nurture”. The most important of these
environmental factors is knowledge in one form
or another. Nature is the basis of talent.
We all know, understand and operate on more
levels than just the conscious. Talents or
Aptitudes are unlearned abilities-gut-level and
non-conscious ways of operating. Some people
call them knacks. Aptitudes have major impact
not just on performance, but on our individual
and unique states of being. They are a big part
of the reason “One man’s meat is another man’s
poison”.
Most people know for more than they realise
about knacks and talents. People usually know
if they are mechanical, have a sequence of
direction, pickup language enjoy puzzles or are
good with their hands. Anyone who has
managed or trained people has seen the clear
impact of learned abilities. In any area, some
folks take to it like ducks to water. Once trained
they stay ahead of the crowd. Others sweat to
keep up or fail miserably.
Strong talents do not equal high performance.
Having the right knacks or talents provides a
head start and on-going advantage. They are
not useful without knowledge and motivation.
Aptitudes have to be trained in order to be used
well. Peak performance occurs when one has
the right combination of talents, knowledge,
motivation, opportunity, courage, luck, tools and
X factors.
I 10
Mìü…§æþ CÐèþÓºyìþ¯èþ ´ëuæÿÅ¿êV>°² ^èþ¨Ñ 22 ¯èþ$…yìþ 25 ÐèþÆæÿMæü$ VæüË
{ç³Ôèý²ËMæü$ Üç Ðèþ*«§é¯é˯èþ$ Væü$Ç¢…^èþ…yìþ.
{糆¿æý A¯óþ¨ JMæü ºËÐóþ$M>° Eç³MæüÆæÿ×ý… M>§æþ$. {糆¿æý A¯óþ¨ ^ðþyæþ©z
M>§æþ$ Ðèþ$…_© M>§æþ$. ºçßý$âæý {糆¿æý MæüÍW E…yæþyæþ… A¯óþ¨
Ñ${Ôè ý Ðè þ $Ðð þ $O ¯ è þ Ðè þ Ææ ÿ …. Mö…§æ þ Ç Ñç Ù Äæ ý $…ÌZ C¨ Ôéç ³ …V>
³ç Ç×ýÑ$çÜ$¢…¨. Üç Ðèþ$Ææÿ™¦ þè Ìôý§é °Ú뵧æþ¯èþ (performance) A¯óþ¨
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{糆^èþÆæÿÅË çœÍ™èþ…. {糆¿æýÌZ° Mö°² A…ÔéË$ ´ùçÙ×ý §éÓÆ>
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JMæü Ææÿ*糅 M>Mæü´ù™óþ C…Mø Ææÿ*糅ÌZ° gêq¯èþ…. {糆¿æýMæü$
B«§éÆæÿ¿æý*™èþÐðþ$O…¨ {ç³Mæü–†.
Ðèþ$¯èþ… ™ðþË$çÜ$MøÐèþyæþ…, AÐèþV>çßý¯èþ ^óþçÜ$MøÐèþyæþ… Ðèþ$ÇÄæý$$
ÐèþÅÐèþßç ýDž^èþyæþ… MóüÐèþ˅ ^óþ™èþ¯èþ Ýë¦Æÿ$$ÌZM>Mæü §é°Mìü E¯èþ²™èþ Ýë¦Æÿ$$ÌZ
^óþÝë¢Ðèþ$$. {糆¿æýË$ Ìôý§é çÜçßýfÝëÐèþ$Æ>¦ÅË$ A¯óþÑ A¿æýÅí܅^èþ°
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ç Ü ç ß ýfÝëÐè þ $Æ>¦ Š˯ó þ Ñ Mó ü Ðè þ ˅ Ðè þ $¯è þ °Ú뵧æ þ ¯è þ Ëò³O ¯ ó þ M>Mæ ü
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{糿êÐé°² ^èþ*í³Ýë¢Æÿ$$. AÑ ""JMæü Ðèþ$°íÙMìü ¯èþ_a…¨ C…MöMæü Ðèþ$°íÙMìü
¯èþ^èþa§æþ$'' A¯óþ ™èþÆæÿP…ÌZ ¿êVæü… AÐèþ#™éÆÿ$$.
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™èþÐèþ$ ^óþ™èþ$˙ø çÜÇV>Y ^óþÝë¢Æ> A¯óþ ÑçÙÄæý*Ë$ {ç³fËMæü$
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E…sêÆæÿ$. JMæü ÝëÇ ÒâæýMÏ üæ $ Մæü×ý CõÜ¢ Ñ$Væü™é Væü$…ç³#Mæü…sôý Ðèþ$$…§æþ$V>
E…sêÆæÿ$. Ñ$Væü™éÐéâæý$Ï ¯óþÆæÿ$aMøÐèþyé°Mìü ^èþÐèþ$rË$ MæüMæü$P™èþ*
§æþ$ÆæÿÂÆæÿ…V> ÑçœËÐèþ$Ðèþ#™éÆæÿ$. ÔèýMìü¢Ðèþ…™èþÐðþ$O¯èþ {糆¿æýË$ E¯èþ²™èþ
°Ú뵧æþ¯èþMæü$ Üç Ðèþ*¯èþ… M>§æþ$. Üç Æðÿ¯O þè MúÔèýÌêË$ {糆¿æýË$ MæüÍW E…yæþyæþ…
A¯óþ¨ {´ëÆæÿ…¿æý §æþÔèýÌZ {ç³Äñý*f¯èþMæüÆæÿ…V> E…yæþyæþÐóþ$ M>Mæü ™èþ§æþ¯èþ…™èþÆæÿ…
Mæü*yé {ç³Äñý*f¯èþMæüÆæÿ…V> E…r$…¨. gêq¯þè Ðèþ$$, {õ³Ææÿ×ý ÌôýMæü$…sôý
AÑ Eç³Äñý*VæüMæüÆæÿ…V> E…yæþÐèþ#. Üç ÇV>Y Eç³Äñý*W…^èþyé°Mìü Üç ßç ýf
ÝëÐèþ$Æ>¦üÅËMæü$ Մæü×ý CÐéÓÍ. A™èþ$ůèþ²™èþ °Ú뵧æþ¯èþ A¯óþ¨ JMæü ÐèþÅMìüÌ¢ Z
HÆæÿµyæþyé°Mìü {糆¿æýË$, gêq¯èþ…, {õ³Ææÿ×ý, AÐèþM>Ôèý…, «§ðþOÆæÿŅ,
A§æþ–çÙt…, Eç³MæüÆæÿ×êË$ ™èþ¨™èþÆæÿ A…ÔéË$ çÜÆðÿO¯èþ Ñ${ÔèýÐèþ$…ÌZ
E…yéÍ.
A-00-01
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22. Peak performance occurs when one has 22. JMæü ÐèþÅMìü¢ÌZ Mìü…¨ CÐèþÓºyìþ¯èþ Ðésìý çÜÆðÿO¯èþ Ñ${ÔèýÐèþ$… ÐèþËÏ
the right combination of
1. Talents
A™èþ$ůèþ²™èþ °Ú뵧æþ¯èþ HÆæÿµyæþ$™èþ$…¨.
2. Knowledge 1. {糆¿æýË$ 2. gêq¯þè …
3. Opportunity 3. AÐèþM>Ôèý… 4. {õ³Ææÿ×ý
4. Motivation
ò³O¯èþ ™ðþÍí³¯èþ ÐésìýÌZ ´ùíم糺yóþÑ HÑ ?
Of the above the aspects that are nurtured
are (A) 1 Ðèþ$ÇÄæý$$ 2 (B) 2 Ðèþ$ÇÄæý$$ 3
(A) 1 and 2 (B) 2 and 3 (C) 2 Ðèþ$ÇÄæý$$ 4 (D) 1 Ðèþ$ÇÄæý$$ 3
(C) 2 and 4 (D) 1 and 3
23. çÜçßýf ÝëÐèþ$Æ>¦ ÅË$ A¯óþÑ
23. Aptitudes are
1. {糆¿æýË$
1. Talents
2. MúÔèýÌêË$
2. Knacks
3. °Ú뵧æþ¯èþ
3. Performance
4. Unlearned abilities 4. A¿æýÅí܅^èþ° ÝëÐèþ$Æ>¦ ÅË$

(A) 1 2 4 (B) 2 3 4 (A) 1 2 4 (B) 2 3 4

(C) 1 2 3 (D) 1 3 4 (C) 1 2 3 (D) 1 3 4

24. “One man’s meat is another man’s 24. “JMæüÇMìü ¯èþ_a…¨ C…MöMæüÇMìü ¯èþ^èþa§æþ$” A¯óþ¨ Mìü…¨ ÐésìýÌZ
poison”. In this statement we are referring §óþ°° çÜ*_çÜ$¢…¨ ?
to
(A) The food habits of a person (A) JMæüÇ BàÆæÿ AËÐérϯþè $
(B) The likes and dislikes of a person (B) JMæü ÐèþÅMìü¢ CÚëtÆÿ$$ÚëtË$
(C) The relative importance of people’s
talents (C) ÐèþÅMæü$¢Ë {糆¿æýË Äñý$$MæüP Ýëõ³„æü {´ë«§é¯èþřèþ
(D) None of the above (D) ò³ÐO þó Ò M>§æþ$
25. A child always opening the “crossword
puzzles page in a newspaper” is an 25. JMæü »êË$yæþ$ G糚yæþ* ""¨¯èþ³ç {†MæüÌZ° Væüâæý¯Ï þè $yìþMæür$t õ³i°
analogy for ™ðþÆæÿÐèþyæþ…'' A¯óþ¨ Mìü…¨ ÐésìýÌZ §óþ°Mìü ´ùÍMæü MæüÍW E…¨
(A) Some folks take to it like ducks to
(A) Mö…§æþÆæÿ$ ÐèþÅMæü$¢Ë$ »ê™èþ$¯èþ$ ±âæýÌÏ ZMìü ¡çÜ$Mæü$Ððþãϯþè r$ÏV>
water
E…sêÆæÿ$
(B) One man’s meat is another man’s
poison (B) JMæüÇMìü ¯èþ_a…¨ C…MöMæüÇMìü ¯èþ^èþa§æþ$
(C) Both A and B (C) A Ðèþ$ÇÄæý$$ B Æðÿ…yæþ*
(D) None of the above (D) ò³O ÐésìýÌZ H© M>§æþ$

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26. Coal mine workers are prone to be victims 26. »ŸVæü$YVæü¯èþ$ÌZÏ ç³°^óþõÜ {ÔéÑ$Mæü$Ë$ Mìü…¨ ÐésìýÌZ H ÐéÅ«¨Mìü
of the following disease
Væü$ÆæÿÄôý$Å AÐèþM>Ôèý… E…¨ ?
(A) Pneumonoconisis
(A) ¯èþ$ÅÐðþ*¯öMö°íÜ܋
(B) Byssinosis
(B) »ñýÜíO ¯øíÜ܋
(C) Asbestos
(C) A‹Ü»ñýÝët܋
(D) Silicosis (D) Üí ÍMøíÜ܋
27. Assertion (A) : The challenge that the
27. °Õa™èþÐéMæüŅ (A) : {ç ³ gêÝëÓÐè þ $Å ç ³ Ç« ¨ ÌZ Æ>fŅ
Indian state is facing
today is how to achieve
Ðè þ $ÇÄæ ý $$ ´ûÆæ ÿ ç Ü Ðè þ *gêË
an equivalence between Ðè þ $« § æ þ Å ç Ü Ðè þ $™è þ $ÌêÅ°² GÌê
the state and the civil Ý뫨…^èþyæþÐèþ$¯óþ¨ ¯óþsìý ¿êÆæÿ™èþ§óþÔèý…
society within a
G§æþ$ÆöP…r$¯èþ² Üç ÐéË$ ?
democratic frame work.
M>Ææÿ×ý… (R) : ¯óþÆæÿ³ç NǙèþ Æ>fMîüÄæý*Ë$, Æ>fMîüÄæý$
Reason (R) : Criminalization of politics,
political corruption and Aѱ† Ðè þ $ÇÄæ ý $$ Mæ ü $ËÐè þ $™è þ
communal violence stand í ß ý…ç Ü Ë$ ÑË$Ðè þ Ë B« § éǙè þ
in the way of creating a Æ>fMî ü Äæ ý $ ç Ü …ç Ü P­ – †°
value-based political
Üç –íمt ^èþyæþ…ÌZ Ayæþ$zV> E¯é²Æÿ$$.
culture.

(A) A Ðèþ$ÇÄæý$$ R Æðÿ…yæþ* Ü

ç ™èþŅ, R, A Äñý$$MæüP Üç Æðÿ¯O þè
(A) Both A and R are true and R is the
correct explanation of A ÑÐèþÆæÿ×ý.

(B) Both A and R are true, but R is not the (B) A Ðèþ$ÇÄæý$$ R Æðÿ…yæþ* çܙèþŅ, M>° R, A Äñý$$MæüP

correct explanation of A Üç Æðÿ¯O þè ÑÐèþÆæÿ×ý M>§æþ$

(C) A is true, but R is false (C) A Ü
ç ™èþÅÐèþ$$, M>° R AçܙèþÅÐèþ$$

(D) A is false, but R is true (D) A AçܙèþÅÐèþ$$, M>° R Ü

ç ™èþÅÐèþ$$

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28. Match the List-I with List-II and select the 28. ç³sìýMt üæ -I ¯ç þè $ ³ç sìýMt üæ -II ™ø f™èþ³ç Ç_ Mìü…§æþ C_a¯èþ ÐésìýÌZ Üç Æðÿ¯O þè
correct answer from the code given below
çÜÐèþ*«§é¯é°² Væü$Ç¢…^èþ…yìþ
List – I List – II
ç³sìýtMæü-I ç³sìýtMæü-II
1. World Environment Day i. September 8
1. {ç³³ç …^èþ ³ç Æ>ÅÐèþÆæÿ×ý ¨¯èþ… i. òÜò³t…ºÆŠÿ 8
2. World Population Day ii. December 10
2. {ç³³ç …^èþ f¯é¿ê¨¯èþ… ii. yìþò܅ºÆŠÿ 10
3. International Literacy Day iii. July 11
3. A…™èþÆ>j¡Äæý$ A„æüÆ>çÜř騯èþ… iii. kÌñýO 11
4. International Human Rights Day iv. June 5
4. A…™èþÆ>j¡Äæý$ Ðèþ*¯èþÐèþ ßç ýMæü$PË ¨¯èþ… iv. l¯Œþ 5
(A) 1-iii, 2- i, 3- iv 4-ii
(A) 1-iii, 2- i, 3- iv 4-ii
(B) 1-ii, 2-iii, 3- iv 4-i
(B) 1-ii, 2-iii, 3- iv 4-i
(C) 1-iii, 2-iv, 3- ii, 4-i
(C) 1-iii, 2-iv, 3- ii, 4-i
(D) 1-iv, 2-iii, 3-i 4-ii
(D) 1-iv, 2-iii, 3-i 4-ii
29. The minimum thickness to be used in
biodegradable carry bags should be
29. iÐèþÔðýO¤ËŅ ^ðþ…§óþ ^óþ†ç܅^èþ$ËMæü$ Eç³Äñý*W…^èþÐèþËíܯèþ
(A) 5 microns Mæü±çÜ Ðèþ$…§æþ… H¨ ?
(B) 10 microns (A) 5 Ððþ$O{M>¯èþ$Ï

(C) 15 microns (B) 10 Ððþ$O{M>¯èþ$Ï

(D) 20 microns (C) 15 Ððþ$O{M>¯èþ$Ï

30. Which of the following is not an ethical (D) 20 Ððþ$O{M>¯èþ$Ï

guideline for conducting research with
humans ?
(A) Getting informed consent of the
participant
(B) Telling participants that they must
continue until study has been
completed
(C) Keeping participant’s
anonymous
(D) Telling participants that they are free
to withdraw at any time
30. Ðèþ*¯èþÐèþ#˙ø ³ç ÇÔZ«§þæ ¯èþ °ÆæÿÓíßý…^èþyé°Mìü Üç …º…«¨…_ Mìü…¨
ÐésìýÌZ H¨ ¯ðþO†Mæü Ðèþ*ÆæÿY§æþÆæÿØMæü çÜ*{™èþ… M>§æþ$ ?
(A) ¿êVæüÝëÓÑ$Mìü Ü ç Ðèþ*^éÆ>°² C_a A…XM>Ææÿ… ´÷…§æþyæþ…
(B) A«§þæ ÅÄæý$¯èþ… ³ç NÆæÿÄ¢ ýô $§éMæü ¿êVæüÝëÓÐèþ$$Ë$ ™èþ³ç µMæü$…yé
Mö¯èþÝëV>Ë° ^ðþ³ç µyæþ…
identity
(C) ¿êVæüÝëÓÐèþ$$Ë Væü$Ç¢…³ ç #¯èþ$ Agêq™þè …V> E…^èþyæþ…
(D) ¿êVæüÝëÓÐèþ$$Ë$ G糚yðþ¯O é ÑÆæÿÑ$…^èþ$MøÐèþ^èþ$a A°
^ðþ³ç µyæþ…

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31. In a row of forty-five girls facing South, D
is sixteenth from the right end. There are
8 girls between D and B. What is B’s
position from the left end of the row ?
(A) Twenty-first
(B) Ninth
(C) Twentieth
(D) Data Inadequate
32. The main purpose of the first degree in our
Universities should be to
(A) Bring students to frontiers of
knowledge and from there should be
research
(B) Equip students with necessary
competencies for different work
experiences
(C) Prepare students for social service
and bring them to the threshold of
knowledge
(D) Bring to the frontiers of research from
there necessary equipment of
knowledge
33. Which of the following is not a
characteristic of Scientific method ?
(A) Objectivity (B) Verification
(C) Speculation (D) Predictability
34. In a certain code DREAMING is written as
BFSEFMHL. How is SELECTED written
in that code ?
(A) FMFTCDSB
(B) FMFTEFUD
(C) EKDRCDSB
(D) EKDREFUD
I 14
31. §æþ„ìü×ý… Ððþ³çO # ^èþ*çÜ*¢ JMæü ÐèþÆæÿ$çÜÌZ E¯èþ² 45 Ðèþ$…¨ »êÍMæüÌZÏ,
D A¯óþ »êÍMæü Mæü$yìþÐðþ³ çO # _ÐèþÆæÿ¯èþ$…yìþ 16 Ðèþ Ý릯þè …ÌZ E…¨.
D A¯óþ »êÍMæüMæü$ Ðèþ$ÇÄæý$$ B A¯óþ »êÍMæü Ðèþ$«§æþÅ 8 Ðèþ$…¨
»êÍMæüË$ E¯é²Ææÿ$. AÆÿ$$™óþ ÐèþÆæÿ$çÜÌZ GyæþÐèþ$Ððþ³çO # _ÐèþÆæÿ
¯èþ$…yìþ B Äñý$$MæüP Ý릯èþ… G…™èþ ?
(A) 21 Ðèþ
(B) 9 Ðèþ
(C) 20 Ðèþ
(D) Ü ç Ðèþ*^éÆæÿ… ^éͯèþ…™èþ Ìôý§æþ$
32. Ðèþ$¯èþ ÑÔèýÓѧéÅËÄæý*ÌZÏ Ððþ$$§æþsìýç³sêt Äñý$$MæüP {糫§é¯èþ
E§óþÔª ýè Ņ
(A) ѧéÅÆæÿ$¦Ë¯èþ$ gêq¯þè Ü ç Ççßý§æþ$ªËMæü$ ™ðþ_a Ar$¯èþ$…_
³ç ÇÔZ«§þæ ¯èþMæü$
(B) ÑÑ« § æ þ ç ³ ° A¯è þ $¿æ ý ÐéËMæ ü $ AÐè þ ç Ü Ææ ÿ Ðè þ $Äô ý $Å
ÝëÐèþ$Æ>¦ Å˯èþ$ A…¨…^èþyæþ…
(C) ѧéÅÆæÿ$¦Ë¯èþ$ çÜÐèþ*fõÜÐèþMæü$ ™èþÄæý*Ææÿ$ ^óþíÜ gêq¯èþ…
Ðèþ$$…WrMæü$ ™óþÐèþyæþ…
(D) ѧéÅÆæ ÿ $¦ Ë ¯è þ $ ç ³ ÇÔZ« § æ þ ¯é ç Ü Çç ß ý§æ þ $ª Ë Mæ ü $ ™ð þ _a
Ar$¯èþ$…_ AÐèþÜç ÆæÿÐðþ$O¯þè gêq¯é°² A…¨ÐèþÓyæþ…
33. Mìü…§æþ C_a¯èþ ÐésìýÌZ H¨ Ôéï܈Äæý$ 糧æþ®† Äñý$$MæüP ˄æü×ý…
M>§æþ$ ?
(A) ÑçÙÄæý$°çٙt þè (Objectivity)
(B) Ü ç Ç^èþ*yæþyæþ… (Verification)
(C) FàMæü˵¯èþ^óþÄæý$yæþ… (Speculation)
(D) ³ ç NÆ>Ó¯èþ$Ðóþ$Äæý$… (Predictability)
34. JMæ ü ç Ü …Mó ü ™è þ ¿êç Ù ÌZ DREAMING A¯ó þ ç ³ §æ þ …
BFSEFMHL V> Æ>Äæý$ºyìþ…¨. A§óþ ç܅Móü™èþ¿êçÙÌZ
SELECTED A¯óþ 糧鰲 GÌê Æ>Äæý*Í ?
(A) FMFTCDSB
(B) FMFTEFUD
(C) EKDRCDSB
(D) EKDREFUD
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35. In a certain code BRING is written as 35. JMæü ç܅Móü™èþ ¿êçÙÌZ BRING A¯óþ 糧æþ… ‘53@©2’ V>
‘53@©2’ and GUIDE is written as Ðè þ $ÇÄæ ý $$ GUIDE A¯ó þ ç ³ §æ þ … ‘2$@76’ V>
‘2$@76’. How is GINGER written in that Æ>Äæý$ºyézÆÿ$$. A§óþ Üç …Móü™èþ ¿êçÙÌZ GINGER A¯óþ
code ? 糧鰲 GÌê Æ>Äæý*Í ?
(A) 2 © @253
(A) 2 © @253
(B) 2@ © 263
(B) 2@ © 263
(C) 2@ © 753
(C) 2@ © 753
(D) 2@ © $53
(D) 2@ © $53
36. A solar cell is basically a
36. ÝûÆæÿMæü×ý… A¯óþ¨ JMæü
(A) p-type semiconductor
(A) p ÆæÿMæüç³# AÆæÿ® ÐéçßýMæü…
(B) n-type semiconductor
(B) n ÆæÿMæüç³# AÆæÿ® ÐéçßýMæü…
(C) p-n-diode
(C) p-n-¨Ó«§þæ –Ñ
(D) p.n.p transistor
(D) p.n.p {sê°ÞçÜÆt ÿŠ
37. Direction to Q. No. 37 : The following
question is followed by two arguments 37. çÜ*^èþ¯èþ : 37 Ðèþ {ç³Ôèý²Mæü$ ¨Væü$Ðèþ¯èþ Æðÿ…yæþ$ Ðé§æþ¯èþË$
I and II. You have to decide which I Ðèþ$ÇÄæý$$ II CÐèþÓºyézÆÿ$$. H Ðé§æþ¯èþ çÜÆðÿO…§ø Ò$Ææÿ$
argument is strong ?
°ÆæÿÆ~ ÿ$$…^éÍ ?
Should the opinion polls predicting
outcome of elections before the elections
G˄æü¯èþÏMæü$ Ðèþ$$…§óþ B G˄æü¯èþÏ çœÍ™é˯èþ$ Ðèþ$$…§æþ$V>¯óþ
be banned in India ?
A…^èþ¯é ÐóþõÜ °ç³#×êÀ{´ëÄæý*˯èþ$ ÐðþËÏyìþ…^èþyé°²
¿êÆæÿ™èþ§óþÔèý…ÌZ °õÙ¨« …^éÌê ?
Argument I : Yes, the outcome of opinion
polls may influence the Ðé§æþ¯èþ I : AÐèþ#¯èþ$, °ç³#×êÀ{´ëÄæý*Ë çœÍ™èþ…
voting pattern. Ðøsìý…VŠü Üç Ææÿã° {糿êљèþ… ^óþÜç $¢…¨
Argument II : No, such polls are Ðé§æþ¯èþ II : M>§æþ$, Ar$Ðèþ…sìý G˄æü¯Œþ °ç³#×êÀ{´ëÄæý*Ë$
conducted all over the {ç³³ç …^èþÐèþ$…™èþsê °ÆæÿÓíßý…^èþºyæþ$™èþ$¯èþ²Ðóþ
world.
(A) Ðé§æþ¯èþ I ºË…V> E¯èþ²¨
(A) Argument I is strong
(B) Ðé§æþ¯èþ II ºË…V> E¯èþ²¨
(B) Argument II is strong
(C) Both arguments are strong (C) Æðÿ…yæþ$ Ðé§æþ¯èþË* ºË…V> E¯èþ²Ñ
(D) Neither I nor II is strong (D) Ðé§æþ¯èþË$ I,II ÌZÏ H© ºË…V> Ìôý§æþ$

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38. Put in descending order as per content of 38. M>Ææÿ¾¯Œþ ³ç §éÆæÿ…¦ B«§éÆæÿ…V> Mìü…§æþ C_a¯èþ Ðésìý° AÐèþÆøçßý×ý
Carbon. {MæüÐèþ$…ÌZ AÐèþ$Ææÿa…yìþ
1. Peat 1. ³ ï sŒý
2. Lignite 2. ÍVðüO ²sŒý
3. Bituminous Coal 3. ¼r$ÅÑ$¯èþÜ ‹
4. Anthracite 4. A…{™èþòÜs O ýŒ
(A) 4, 2, 3, 1 (B) 1, 2, 3, 4 (A) 4, 2, 3, 1 (B) 1, 2, 3, 4
(C) 3, 4, 2, 1 (D) 4, 3, 2, 1 (C) 3, 4, 2, 1 (D) 4, 3, 2, 1

39. Which one of the following is true about 39. ¿êÆæÿ™èþ Æ>fřèþ…{™èþ… (Indian Polity) Mæü$ ç܅º…«¨…_
the Indian Polity ? Mìü…§æþ CÐèþÓºyìþ¯èþ ÐésìýÌZ H¨ çܙèþÅÐèþ$$ ?
(A) It is a true Federation (A) C¨ JMæü Äæý$«§éÆæÿ¦ Ü ç Ðèþ*QÅ
(B) It is a Confederation (B) C¨ JMæü Mæü*rÑ$
(C) It is Quasi – federal (C) C¨ JMæü AÆæÿ® – çÜÐèþ*QÅ
(D) It is a Unitary State (D) C¨ JMæü Móü…{©Mæü–™èþ Æ>fÅÐèþ$$

40. Three of the following four are alike in a 40. Mìü…§æþ CÐèþÓºyìþ¯èþ ¯éË$W…sìýÌZ Ðèþ$*yæþ$ JMæü Ñ«§þæ …V> JMóüÌê
certain way and so form a group. Which is E…yìþ JMæü çÜÐèþ$*à°² HÆæÿµÆæÿ$Ýë¢Æÿ$$. ÒsìýÌZ H¨ B
the one that does not belong to that group ? Üç Ðèþ$*à°Mìü ^ðþ…§æþ°¨ ?
(A) Tabala (A) ™èþºÌê
(B) Flute (B) ³í Ëϯþè {VøÑ
(C) Music (C) Üç …X™èþ…
(D) Piano (D) ³í Äæý*¯ø
41. Which of the following will come in the 41. Mìü…§æþ CÐèþÓºyìþ¯èþ ÐésìýÌZ {ç³Ôèý² Væü$Ææÿ$¢ (?) E¯èþ²^ør
place of question mark ? Æ>ÐèþËí܅¨ H¨ ?
HIZ JYK XLM NOW ? HIZ JYK XLM NOW ?

(A) PQV (A) PQV

(B) QRV (B) QRV

(C) QWR (C) QWR

(D) PVQ (D) PVQ

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42. Assertion (A) : CFCs destroy ozone 42. °Õa™èþÐéMæüŅ (A) : [Ýët s Zí Ü ¹Äæ ý $Ɗ ÿ ÌZ° KgZ¯Œ þ
molecules in stratosphere A×ý$Ðèþ#˯èþ$ CFCË$
Reason (R) : CFCs have very high ¯èþՅç³gôýÝë¢Æÿ$$.
global warming potential
M>Ææÿ×ý… (R) : CFC Ë$ ¿æý*Vøâê°² ÐóþyðþMìüP…^óþ
(A) Both (A) and (R) are true ÝëÐèþ$Æ>¦üÅ°² ^éÌê GMæü$PÐèþV> MæüÍW
E¯é²Æÿ$$.
(B) Both (A) and (R) true but (R) is not the
correct explanation of (A) (A) (A) Ðèþ$ÇÄæý$$ (R) Æðÿ…yæþ* Ü
ç ™èþÅÐèþ$$
(C) (A) is true (R) is false (B) (A) Ðèþ$ÇÄæý$$ (R) Æðÿ…yæþ* çܙèþÅÐóþ$ M>± (R), (A)
Äñý$$MæüP çÜÆðÿO¯èþ ÑÔóýÏçÙ×ý M>§æþ$
(D) (A) is false (R) is true
(C) (A) Üç ™èþÅÐèþ$$ (R) AçܙèþÅÐèþ$$
43. Which of the following is also known as (D) (A) AçܙèþÅÐèþ$$ (R) Ü ç ™èþÅÐèþ$$
Top Slip ?
43. Mìü…¨ ÐésìýÌZ §óþ°² sꋳ íÜϋ³ A° Mæü*yé í³Ë$Ýë¢Ææÿ$ ?
(A) Simlipal National Park
(A) Üí Ñ$Ï´ë̌ý gê¡Äæý$ E§éůèþÐèþ¯èþ…
(B) Periyar Wildlife Sanctuary
(B) ò³ÇÄæý*Ɗÿ Ðèþ¯èþÅ{´ë×ìý Üç …Ææÿ„æü×ý Móü…{§æþ…
(C) Manjira Wildlife Sanctuary
(C) Ðèþ$…iÆ> Ðèþ¯èþÅ{´ë×ìý Üç …Ææÿ„æü×ý Móü…{§æþ…
(D) Indira Gandhi Wildlife Sanctuary and
National Park (D) C…¨Æ>V>…«© Ðèþ¯èþÅ{´ë×ìý Üç …Ææÿ„æü×ê Móü…{§æþ… Ðèþ$ÇÄæý$$
gê¡Äæý$ E§éůèþÐèþ¯èþ…
44. The most essential step in the research
process that determines every step that 44. ³ç ÇÔZ«§þæ ¯èþÌZ° {糆Ýù´ë¯é°² °Æ>®Ç…^óþ »êV> AÐèþÔèýÅMæüÐðþ$O¯þè
follows is to Ýù´ë¯èþ… H¨ ?
(A) Decide whether qualitative or (A) Væü$×ê™èþÃMæü Ìôý§é ç³ÇÐèþ*×ê™èþÃMæü 糧æþ®™èþ$ÌZÏ §óþ°°
quantitative methods are to be used Eç³Äñý*W…^éÌZ °ÆæÿÆ~ ÿ$$…^èþyæþ…
(B) Review the literature in order to (B) çÜÐèþ${Væügêq¯é°² ™ðþË$çÜ$MøÐèþyé°Mìü Ýëíßý™éÅ°²
acquaint oneself with comprehensive Üç Ò$„ìü…^èþyæþ…
knowledge

(C) Have a clear idea about the methods

of analysing data and drafting a plan
to achieve it
(D) Formulation of the problem with its
objectives, hypotheses, variables and
limitations
(C) çÜÐèþ*^éÆæÿ õÜMæüÆæÿ×ê 糧æþ®™èþ$Ë Væü$Dž_ çܵçÙtÐðþ$O¯èþ
BÌZ^è þ ¯è þ Mæ ü ÍW E…yæ þ yæ þ … Ðè þ $ÇÄæ ý $$ §é°²
Ý뫨…^èþyé°Mìü ³ç £æþM>°² Ææÿ_…^èþyæþ…
(D) çÜÐèþ$çÜůèþ$ §é° Äñý$$MæüP ˄>ÅË$, ç³ÇMæü˵¯èþË$,
^è þ Ææ ÿ Æ>Ôè ý $Ë$ Ðè þ $ÇÄæ ý $$ ç ³ ÇÑ$™è þ $Ë ç ³ Ææ ÿ …V>
Ææÿ*´÷…¨…^èþyæþ…

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45. What is a statistical inference? 45. Ýë…QÅMæü Fçßý A¯èþV>¯óþÑ$ ?
(A) Reaching conclusions from a sample (A) JMæü {糆^èþÄæý$¯èþ… ¯èþ$…yìþ °ÆæÿÄ~ ýæ *˯èþ$ ^óþÄæý$yæþ…
(B) Analysing statistical data (B) Ýë…QÅMæü Üç Ðèþ*^éÆ>°² ÑÔóýÙíÏ …^èþyæþ…
(C) Applying statistical method (C) Ýë…QÅMæü ³ç §æþ™® þè $˯èþ$ A¯èþ$ÐèþÆæÿ¯¢ þè … ^óþÄæý$yæþ…
(D) Developing statistical theories (D) Ýë…QÅMæü Üí §é®…™é˯èþ$ AÀÐèþ–¨® ^óþÄæý$yæþ…
46. A good piece of research is the outcome 46. JMæü Äñý*VæüÅÐðþ$O¯þè ³ç ÇÔZ«§þæ ¯èþ A¯óþ¨ Mìü…¨ ÐésìýÌZ §óþ° œç ͙èþ… ?
of
(A) çÜÑ$íÙt {ç³Äæý$™èþ²…
(A) Collective effort
(B) Ðóþ$«§ø{ç³Ðèþ*×ý…
(B) A touch of genius
(C) õ³Æö…¨¯èþ ³ç ÇÔZ«§þæ ¯é Üç …çܦ
(C) A reputed research institute
(D) çÜ$°Õ™èþ Ðèþ$ÇÄæý$$ ÑÔóýÏçÙ×êÄæý$$™èþ Ðèþ$¯èþçÜ$Þ
(D) A penetrating and analytical mind
47. "ÑçÜ­¢ –™èþ º…«§æþ¯èþ…' (Broad Band) Äñý$$MæüP ÐóþVæü… Mìü…¨
47. Broad Band has a speed more than ÐésìýÌZ §óþ°Mæü…sôý GMæü$PÐèþV> E…r$…¨ ?
(A) 256 KB/sec (A) 256 KB/òÜMæü…yŠþ
(B) 512 KB/sec (B) 512 KB/òÜMæü…yŠþ

(C) 1024 KB/sec (C) 1024 KB/òÜMæü…yŠþ

(D) ò³ÐO þó Ò M>§æþ$
(D) None of these
48. ÌêrÈÌZ JMæü Ñ$ÍÄæý$¯Œþ yéËÆæÿ$Ï Ò$Ææÿ$ VðüË$^èþ$Mö¯é²Ææÿ°
48. You got a mail telling you that you won
Ò$Mæü$ ç܅§óþÔèý… (mail) ÐèþõÜ¢
one million dollars in a lottery.

(A) It is time to celebrate and respond to

(A) A¨ Ò$Ææÿ$ Ðóþyæþ$Mæü ^óþçÜ$Mæü$¯óþ çÜÐèþ$Äæý$… A¯èþ$Mö°
the mail.
B Üç …§óþÔé°Mìü Ò$Ææÿ$ {糆çܵ…¨…^éÍ

(B) Forward the mail to your friend

(B) B ç܅§óþÔé°² Ò$ õܲíßý™èþ$°Mìü 糅´ëÍ

(C) Suspect it could be tricking you and

(C) A¨ Ñ$Ðèþ$ÃͲ Ðèþ…_…^óþ Üç …§óþÔèý… A° A¯èþ$Ðèþ*°…_
report it as Spam ÝëµÐŒþ$ (Spam) V> ¿êх^éÍ

(D) No action (D) H ^èþÆ>Å Ìôý§æþ$

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49. ENIAC is acronym for 49. ENIAC A¯óþ¨ Mìü…¨ ÐésìýÌZ §óþ° Äñý$$MæüP Ü
ç …„ìü³ç ¢ ³ç §æþ… ?
(A) Electronic Numeric Integrator and (A) GË[M>t°MŠü ¯èþ*ÅÐèþ$ÇMŠü C…sìý{VóürƊÿ A…yŠþ M>̌ýMæü$ÅÌôýrƊÿ
Calculator
(B) GË[M>t°MŠü ¯èþ…ºÆŠÿ C…rƊÿ^óþ…gŒý A{yæþ܋ MøyŠþ
(B) Electronic Number Interchange
Address Code (C) GË[M>t°MŠü ¯èþ*ÅÐèþ$ÇMŠü C…rƊÿM>Ќþ$ A…yŠþ M>̌ýMæü$ÅÌôýrƊÿ
(C) Electronic Numeric Intercom and
Calculator
(D) GË[MìüMt üæ ̌ý ¯èþ*ÅÐèþ$ÇMæǚý C…sìý{VóürƊÿ A…yŠþ M>̌ýMæü$ÅÌôýrƊÿ

(D) Electrical Numerical Integrator and 50. "A…™èþÆ>jËMæü…' Ðèþ$ÇÄæý$$ "{ç³³ç …^èþ ÐéÅç³¢ gêËMæü…' A¯óþÑ
Calculator
(A) Æðÿ…yæþ* JMæüsôý
50. Internet and World Wide Web are
(B) A…™èþÆ>jËMæü… A¯óþ¨ {ç³³ç …^èþ ÐéÅç³¢ gêËMæü…ÌZ ¿êVæü…
(A) One and the same
(C) {ç³³ç …^èþ ÐéÅç³¢ gêËMæü… A¯óþ¨ A…™èþÆ>jËMæü…ÌZ ¿êVæü…
(B) Internet is part of World Wide Web
(D) ò³O ÐésìýÌZ H© M>§æþ$
(C) World Wide Web is part of the Internet

(D) None of these 51. Mìü…§æþ ™ðþÍí³¯èþ ÐésìýÌZ §óþ° B«§éÆæÿ…V> JMæü E´ë«§éÅÄæý$$°
Ðèþ–†¢ ¯ðþOç³#×ýŅ A…^èþ¯éÐóþÄæý$Ðèþ^èþ$a ?
51. The professionalism of a teacher can be
tested in terms (A) Ðèþ–†¢ç³rÏ {ﳆ
(A) Love towards the profession (B) »Z«§þæ ¯é ÝëÐèþ$Ææÿ¦ Ņ
(B) Competency to teach (C) Ðèþ–†¢³ç Ææÿ ¯ðþ†O Mæü™èþ¯èþ$ ´ësìý…^èþyæþ…
(C) Observance of professional ethics
(D) ÌZ™ðþO¯èþ ÑçÙÄæý$ ç³Çgêq¯èþ…
(D) In-depth knowledge of subject
52. ^èþ…{§æþ{Væüçßý×ý… HÆæÿµyìþ¯èþ糚yæþ$ ^èþ…{§æþ$yæþ$, ¿æý*Ñ$
52. What is the relative position of moon, earth, Ðèþ$ÇÄæý$$ çÜ*Ææÿ$Å° Äñý$$MæüP Ýëõ³„æü Ý릯éË$ HÑ ?
and the sun during a lunar-eclipse ?
(A) Üç *Ææÿ$Åyæþ$ ^èþ…{§æþ$yæþ$ Üç …Äñý*Væü…V> E…sêÆÿ$$
(A) The sun and moon are in conjunction
(B) Üç *Ææÿ$Åyæþ$ ^èþ…{§æþ$yæþ$ ÐèþņÆóÿMæü ¨ÔèýÌZ E…sêÆÿ$$
(B) The sun and moon are opposite

(C) The three make an equilateral triangle

(C) Ðèþ$*yæþ* Üç Ðèþ$»êçßý${†¿æý$gê°² HÆæÿµÆæÿ$Ýë¢Æÿ$$

(D) The line joining the earth and sun, and (D) ¿æý*Ñ$° çÜ*Ææÿ$Å°² MæüÍõ³ ÆóÿQ Ðèþ$ÇÄæý$$ ¿æý*Ñ$°
earth and moon make right angle ^èþ…{§æþ$°² MæüÍõ³ ÆóÿQ ˅º Mø×ê°² HÆæÿµÆæÿ$Ýë¢Æÿ$$

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53. Which one of the following is the usual
sequence of scientific enquiry?
(A) Observation – Verification
Hypothesizing – Theorizing
(B) Experimentation – Observation –
Verification – Hypothesizing
(C) Observation – Hypothesizing –
Experimentation – Theorizing
(D) Theorizing – Observation –
Experimentation – Hypothesizing
54. The Education Department invites projects
or action research on instructional
problems related to your subject of
specialisation. How will you react to this ?
(A) Prepare a project in case I have
experienced a genuine complex
problem
(B) Prepare a project on any problem that
might be faced by a large number of
teachers
(C) Prepare a project with the intention of
getting recognition
(D) Prepare a project in case an award is
declared
55. Which of the following is the main
objective of teaching ?
(A) To develop thinking power of students
(B) To give information related to the
syllabus
(C) Prepare the students for examination
(D) Help the students for getting jobs
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53. ÔéïÜĈ ýæ $ ³ç ÇÖ˯èþÌZ° Ý뫧éÆæÿ×ý ÐèþÆæÿ$çÜ{MæüÐèþ$… Mìü…¨ ÐésìýÌZ
H¨ ?
– (A) ³ç ÇÖ˯èþ – Üç Ç^èþ*yæþyæþ… – ³ç ÇMæü˵¯èþ ^óþÄæý$yæþ… –
Üí §é®…¡MæüÆæÿ×ý
(B) {ç³Äñý*Væü…^óþÄæý$yæþ… – ³ç ÇÖ˯èþ – Üç Ç^èþ*yæþyæþ… –
³ç ÇMæü˵¯èþ^óþÄæý$yæþ…
(C) ³ç ÇÖ˯èþ – ³ç ÇMæü˵¯èþ ^óþÄæý$yæþ… – {ç³Äñý*Væü…^óþÄæý$yæþ…
–Ü í §é®…¡MæüÆæÿ×ý
(D) íܧ鮅¡MæüÆæÿ×ý – ³ç ÇÖ˯èþ – {ç³Äñý*Væü…^óþÄæý$yæþ… –
³ç ÇMæü˵¯èþ^óþÄæý$yæþ…
54. Ò$ Äñý$$MæüP Üç »ñýMj üæ $tMüæ $ Üç …º…«¨…_¯èþ »Z«§þæ ¯é Üç Ðèþ$çÜÅË ò³¯O þè
{´ëgñýMæü$t˯èþ$ Ìôý§é ^èþÆ>řèþÃMæü ç³ÇÔZ«§æþ¯èþ ^óþÄæý$ÐèþËí܅¨V>
ѧéÅÔéQ ¯èþ$…yìþ Ò$Mæü$ BàÓ¯èþ… ÐèþõÜ¢ Ò$Ææÿ$ GÌê
Üç µ…¨Ýë¢Æÿæ $ ?
(A) ¯éMæü$ °M>ÆæÿÞÆÿ$$¯èþ Üç …MìüÙçÏ t Üç Ðèþ$çÜÅ A¯èþ$¿æýÐèþ…ÌZMìü ÐèþõÜ¢
JMæü {´ëgñýMæü$t¯þè $ ™èþÄæý*Ææÿ$^óþÝ뢯þè $
(B) ò³§æþª ç܅QÅÌZ E´ë«§éÅÄæý$$Ë$ G§æþ$ÆöP¯èþ² H§ðþO¯é
çÜÐèþ$çÜÅ ò³O JMæü {´ëgñýMæü$t ™èþÄæý*Ææÿ$^óþÝ뢯èþ$
(C) Væü$Ç¢…ç³# ´÷…§é˯óþ BÌZ^èþ¯èþ™ø JMæü {´ëgñýMæü$t¯èþ$
™èþÄæý*Ææÿ$ ^óþÝ뢯þè $
(D) JMæü AÐéÆæÿ$z {ç³Mæüsìý…_¯èþrÏÆÿ$$™óþ JMæü {´ëgñýMæü$t
™èþÄæý*Ææÿ$^óþÝ뢯þè $
55. Mìü…¨ ÐésìýÌZ H¨ {糫§é¯èþ »Z«§æþ¯é ˄æüüŅ ?
(A) ѧéÅÆæÿ$¦ÌZÏ BÌZ_…^óþ ÔèýMìü°¢ ò³…´÷…¨…^èþyæþ…
(B) ´ëuæÿÅ{ç³×êãMæüMæü$ Üç …º…«¨…_¯èþ Üç Ðèþ*^éÆ>°² CÐèþÓyæþ…
(C) ѧéÅÆæÿ$¦Ë¯èþ$ ³ç ȄæüMæü$ Üç ¯èþ²§æþ…® ^óþÄæý$yæþ…
(D) ѧéÅÆæÿ$¦Ë$ E§øÅV>Ë$ ´÷…§æþyé°Mìü Üç àÄæý$ç³yæþyæþ…
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56. The National Policy on Education, 1986 56. gê¡Äæý$ ѧéÅÑ«§é¯èþ…, 1986 §óþ°° E§éƒsýì …_…¨
has emphasized on
i. ѧéÅ ÑMóü…{©MæüÆæÿ×ý
i. Decentralisation of Education
ii. ÑÔèýÓѧéÅËÄæý*ÌZÏ ïÜÓÄæý$ò³r$tºyìþ MøÆæÿ$Þ˯èþ$
ii. Introduction of self-financing courses
{ç³ÐóþÔèýò³rtyþæ …
in Universities

iii. Vocational Education

iii. E´ë«¨ ѧæþÅ

iv. Increasing employability for University iv. gêq ¯ é°² ¯ð þ O ç ³ #×êÅ˯è þ …¨…_ ÑÔè ý ÓѧéÅËÄæ ý $
Graduates by providing knowledge ³ç rt¿ýæ {§æþ$Ë E§øÅVæü ÝëÐèþ$Æ>¦ Å˯èþ$ ò³…^èþyæþ…
and skills
(A) i, ii, iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(A) i, ii, iii and iv are correct
(B) i, ii, iii çÜÆðÿO¯èþÑ
(B) i, ii, iii are correct
(C) ii Ðèþ$ÇÄæý$$ iii çÜÆðÿO¯èþÑ
(C) ii and iii are correct
(D) iii Ðèþ$ÇÄæý$$ iv çÜÆðÿO¯èþÑ
(D) iii and iv are correct
57. Móü…{©Äæý$ ѧéÅç܅çÜ¦Ë ({ç³ÐóþÔéÌZÏ ÇfÆóÿÓçÙ¯èþ$Ï) ^èþrt…
57. Central Educational Institutions
(Reservation in Admissions) Act was
H Üç …Ðèþ™èþÞÆæÿ…ÌZ Ôéçܯèþ… ^óþÄæý$ºyìþ…¨ ?
passed in the year
(A) 2004
(A) 2004
(B) 2005
(B) 2005
(C) 2006
(C) 2006
(D) 2007
(D) 2007
58. M, K Äñý$$MæüP Ýù§æþÆæÿ$yæþ$. T, M Äñý$$MæüP Ýù§æþÇ.
58. M is brother of K. T is sister of M. J is brother J, T Äñý$$MæüP Ýù§æþÆæÿ$yæþ$. H, J Äñý$$MæüP ™èþ…{yìþ. AÆÿ$$™óþ
of T. H is father of J . Then how is K K, H ™ø GÌê…sìý Ü ç …º…«§þæ … MæüÍW¯èþÐéÆæÿ$?
related to H?

(A) Niece
(A) Ðóþ$¯èþMøyæþË$

(B) Son or Daughter (B) Mæü$Ðèþ*Ææÿ$yæþ$ Ìôý§é Mæü$Ðèþ*Æðÿ¢

(C) Brother (C) Ýù§æþÆæÿ$yæþ$

(D) Sister (D) Ýù§æþÇ

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59. Study the following information to answer 59. Mìü…¨ C_a¯èþ çÜÐèþ*^éÆ>°² ^èþ¨Ñ ¨Væü$Ðèþ¯èþ C_a¯èþ {ç³Ôèý²Mæü$
the given question: Üç Ðèþ*«§é¯é°² Væü$Ç¢…^èþ…yìþ.
P, Q, R, S, T, V and W are sitting in a straight P, Q, R, S, T, V Ðèþ$ÇÄæý$$ W A¯óþ ÐèþÅMæü$¢Ë$ E™èþ¢Ææÿ…

line facing north but not necessarily in the ÐðþOç³# ^èþ*çÜ*¢ çÜÆæÿâæýÆóÿQÌZ Mæü*Ææÿ$a¯é²Ææÿ$ M>± ò³O¯èþ C_a¯èþ
same order. R sits third to the left of W. ÐèþÆæÿ$çÜ {MæüÐèþ$…ÌZ Ðèþ*{™èþ… M>§æþ$. R A¯óþ ÐèþÅMìü¢ W Mæü$ GyæþÐèþ$
Neither R nor W sits at extreme ends of the {ç³MæüP¯èþ Ðèþ$*yæþÐèþ Ý릯þè …ÌZ Mæü*Æöa¯é²yæþ$. R A¯óþ ÐèþÅMìü¢ V>°
line. Only one person sits between R and W A¯óþ ÐèþÅMìü¢ V>± B ÐèþÆæÿ$çÜÌZ H ÐðþOç³#¯é _rt_ÐèþÆæÿ

T. S is not an immediate neighbour of either Mæü*ÆøaÌôý§æþ$. R Ðèþ$ÇÄæý$$ T Ðèþ$«§þæ ůèþ JMóü ÐèþÅMìü¢ Mæü*Ææÿ$a¯é²yæþ$.
R or W. Two people sit between T and P. S A¯óþ ÐèþÅMìü¢ R Mæü$ Ìôý§é W Mæü$ {ç³MæüP¯óþ Mæü*ÆøaÌôý§æþ$.

Q is an immediate neighbour of S. Who T Ðèþ$ÇÄæý$$ P Ðèþ$«§þæ ůèþ C§æþƪ ÿæ $ ÐèþÅMæü$¢Ë$ Mæü*Ææÿ$a¯é²Ææÿ$.

Q, S Mæü$ {ç³MæüP¯óþ Mæü*Ææÿ$a¯é²yæþ$.
amongst the following sits exactly between
R and T ? {Mìü…¨ ÐéÇÌZ GÐèþÆæÿ$ R Ðèþ$ÇÄæý$$ T Mæü$ çÜÇV>Y Ðèþ$«§æþůèþ
Mæü*Ææÿ$a¯é²Ææÿ$ ?
(A) P
(A) P
(B) Q
(B) Q
(C) V
(C) V
(D) S
(D) S

60. The major part of air pollution load lies in 60. ÐéÄæý$$ M>Ë$çÙŅ Äñý$$MæüP {糫§é¯èþ¿êVæü… Mìü…¨ ÐésìýÌZ
H BÐèþÆæÿ×ý…ÌZ E…r$…¨ ?
(A) Troposphere
(A) {sZ´ùíܹÄæý$Ɗÿ
(B) Stratosphere
(B) [ÝëtsZíܹÄæý$Ɗÿ
(C) Thermosphere
(C) £æþÆøÃíܹÄæý$Ɗÿ
(D) Ionosphere (D) BÄæý$¯øíܹÄæý$Ɗÿ
___________________

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Space for Rough Work

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Space for Rough Work

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