AglaSem Career

JP-2 Test Booklet No.

1rilarr ~ msr:rr
This booklet contains 64 pages. PAPER IT 1~--q:f II T:;ooklet !f::e
~~~64~t MAINTESTBOOKLET/~~~ ~
Do notoP'n tbl• T~t
I
Booklot until you " ' """' to do ro,
~ llflarr ~'fiT OOf ~ ;;t ~ -;;r.r ~~ "~" ;;mr 1
, . '· I
Read carefully the Instructions on the Back Cover ofthis Test Booklet.
~ llflarr ~ cl> fimi;f a:n<WJT "QT fur~ 'fiT ~ lt lit 1
INSTRUCTIONS FOR CANDIDATES
I. The OMR Answer Sheet is inside this Test Booklet. When 1. OMR ':ffi' 'l'> W • ~ ~ 3R< <lliT %" I "''f .mqq;f
you are directed to open the Test Booklet, take out the
Answer Sheet and fill in the particulars on Side-1 and
"*
1R'lm ~ ~ <m ~. m';ffi' 'l'> ~ <R
"!'0-1 1{ii "!'0-2 tf{ 'tZIR ~ ~ -;fut/Ciiffi <ffi;r ~ ~ ~
Side-2 carefully with blue/black ball point pen only.
~,Z I
f
2. The test is of 2 hours duration and consists of 150
questions. There is no negative marking. 2. • qi't ~ 2 +tfZ' %" 1{ii • -q' 150 ~ t I~
3. Use Blue I Black Ball Point I' en only for writing particulars ~~'lit%- I
on this page I marking responses in the Answer Sheet. w 'l'6' tf{ ~ ~ ~ 1{ii ';ffi' 'l'> tf{ f.:mFr "W1R -ij;'
3
4. The CODE for this Booklet is P. Make sure that the CODE ·
printed on Side-2 of the Answer Sheet is the same as that on ~ ~ -;ful/Ciiffi oifM ~ ~ <nT lf'Wr q;t I
W ~ <nT ~ i P. <W ~ <R <'f f<fi W ~

f<f;. m
this booklet. Also ensure that your Test Booklet No. and 4.
Answer Sheet No. are the same. ln. case of discrepancy, the q;r mm-, ';ffi' 'l'> -ij;' ~-2 tf{ ~ mm-
~ fl:!<;rm t 1 <W 1ft
candidate should immediately report the matter to the ~. <R <'l ~ ~ ~ ';ffi' 'l'> ~
lnvigilator for replacement of both the Test Booklet and the fl:«;ffi t 1 31'R' <W l1R ~ ~ ~~~ ¢
Answer Sheet.
':ffi' 'l'> i'R -ij;' ~ ~ q;T qBf ~ ClWit I
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting
of 150 Objective Type Questions, each carrying I mark : 5. W . ~ 1l -qtq. 'IT'T I, II, III, IV ~ V t, ~ 150
Part-1 : Child Development and Pedagogy (Q. I to Q. 30) ~~t.-m~1~<nr%":
Part-II : Mathematics and Science (Q. 31 to Q. 90) 'WT-1 : <m'f ~ " ~ ('A. 1 ~ 'A. 30)
Part-Ill: Social Studies/ Social Science (Q. 31 to Q. 90) 'WT- II : ~ <r fuw-1 ('A. 31 ~ If. 90)
Part-IV : Language I- (English/Hindi) (Q. 91 to Q. 120)
'WT-Ill: ~ ~1<114if"l<t> fuw-1 ('A. 31 ~If. 90)
Part-Y : Languageii-(English/Hindi) (Q. 121 to Q. 150)
6. Candidates have to do questions 31 to 90 EITHJ!:R from 'IT'T-IV : "11"!T I - (alJI;;f'r I W<i\) ('A. 91 ~'A. !20)
'IT'T-V : "11"!T II - ( alJI;;f'r I W<i\) ('A. 121 ~ 'A. 150)

7.
Part-II (Mathematics and Science) OR from Part III (Social
Studies/Social Science)
Part-lY contains 30 questions for Language-! and Part-Y
6. ~ "* m
~ 31 ~ 9o '!IT 'IT'T-11 ~"~'!IT
'IT'T-III (tll"'lf"l<t> 31!21<R~ ~ ~ ~ t I
contains 30 questions for Language-I!. In this Test Booklet, ?. 'IT'T-IV 1l "ll"!T-1 -ij;' ~ 30 ~ ~ 'IT'T-V 1l "ll"!T-11 -ij;' ~
only questions pertaining to English and Hindi language have
been given. In case the language/s you have opted for as 30 ~ ~ ~ t I W . ~ -q' ~ alJI;;f'r Cf ~
Language-! and/or Language-11 is a _language other "11"!T ~ ~ ~ ~ ~ t I ~ \lro-1 afu'ttrr \lro-11 ll
than English or Hindi, please ask for a Test Booklet ~ID<f"q.{\ ..,foqro(l'h aiJh.fl miA'\~ 3R'!lmt'm~
that contains questions ·on that language. The ~\lro~tRTIHT~'IiltT~ IfuR \lroan~w.fl
languages being answered must tally with the
languages opted for in your Application Form.
-ij;'~ anq~~t~ ~'Q>f..t~ oqroan~ ~ l1f
8. Candidates are required to attempt questions in ~'G!Fft~l
Part-Y (Language-H) in :o language other than the 8. 'Wam:ii 'IWT- v (\lro-11) ~- oqro~ ~~ oqro'foliilf
one chosen as .Language-I (in Part-IV) from the list of ~ID<T \lro-1 ('IWT-IV) ll ~ llf oqro~f1R &f t
languages. 9. ""'<fiTit • ~ -q w ~ -ij;' ~ ~ Tit 1liT<'f\ ~
9. Rough work should be done only in the space provided in the tR'<titl
Test Booklet for the same.
10. The answers are to be recorded on the OMR Answer Sheet
I 0. 'tl":ft ':ffi' ~ OMR ':ffi' 'l'> tf{ 'it ~ q;t I 3f'R '3'ilT
only. Mark your responses carefully. No whitener is allowed ~~<rt 1 ';ffi'~~m~<nrm
for changing answers. Rf..;d I

Name of the Candtdate (tn Capttals):

~q;r ;wr ('It~~: -----------------,-------
Roll Number: in figures _ _ _ _ _ _ _.:.__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
~ : ;iq:;'f -q
: inwords _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~-------------------
: ~-q
Centre of Examination (in Capitals) :_ _ _ _ _ _ _- ; - - - - - - - - - - - - - - - - - - - - - - - -
·~('It~~: (,
Candidate's Signature''-----·------- Invigilator's Signature:--------'------
~-ij;'mTW: ~-ij;'mTW.:
Facsimile signature stamp of

;ntre fllifiilliillllllllllllllll p
 AglaSem Career

(2)

PART -I I 'qT1"f'- I
CIDLD DEVELOPMENT AND PEDAGOGY /iffi"l' fclC61'E't Cf~
Directions : Answer the following questions by
selecting the most appropriate option.
f.1ffl . mm- 3#rrr ~ ~ f.tAfc;rfigrt rrRf
~~~ ..

1. Which one of the following is a 1. f.1"'1ft'tf&d -q ~ ~-m ~ ~ ttt

critique of theory of multiple ~ H•thi:C"'I't ?
intelligences ?
(1) Multiple intelligence are only the
(1) ~m ·~· ~-;;IT~~ll
~ll~~~l
'talents' present in intelligence as
a whole. (2) ~ ~ q;f 3l1RT ~ q;f
(2) Multiple intdligence provides ~ lfl1GG~ croffi t I
students to discover their (3) ~ O<IIClt\IRifi ~ -q't -3il<4'<<lifii11 ~
propensities. ~~~tl
(3) It overemphasises practical
(4) ~ ~ ~ q;f fot("l':f'("j tit
intelligence.
~~t~l
(4) It cannot be supported by
empirical evidence at all.

. 2. Which one of the following pair is 2. f.t¥01f("lf&d -q ~ ~ ~ ~ cf; ~ ~<1ft

least likely to be a correct match ? .~mm~t?
(1) Children enter in - Chomsky (1) ~'l1J'!!!Tc!>Gfltll - ~
the world with
~w.rc!>wr
certain
knowledge about ~<fi«tt I
language
(2) 'l1f!!!T 3ff\ fcr'tlrnrri'l1 - C4 ~~· nli4l'l
(2) Language and ·- .Vygotsky
lfeyN;;r~
thought are
initially two tl
different activities
(3) Language IS· -- Piaget (3) 'l:(Jqf fcRnr 1R" 31Jmfu; - ~
contingent on tl
thought
(4) Language IS a - (4). 'i1f!!!T C41('11q<(Oilf ~· - OlT.~.
B.F. Skinner
stimuli in d'(~lqifi t I ~
enviomment

3. Features assigned du10_ to social roles 3. flli11f"1ifi ~ cf; cm-ar "''' ~

and not due to biological endowment ..n<~a~uf.1Cf> ~ cfi cm-ar ~ 11f
are called ~~16G(1f~ ifil\("llffl f I
(1) Gender role attitudes (1). ~~~
(2) Gender role strain (2) ~~-e;orrq
(3) Gender-role stereotype (3) ~ ~ W<$"1<>&1'11
(4) Gender role diagnosticity
(4) ~~ ol"IR'f>l
 AglaSem Career

(3) p
'4. Which of the following will be most· 4. r~ .... rMf&H .q. ~ qft;:r_m an~ q:;t
appropriate to maximise learning ? an~mcf;'fmr~~3funt?

.,
(1) Teacher should identify her (1) ~ CfiT 3N-ft fi~HI\'ilCfl mviT
cognitive style as well as of her ~ ~-~ am~ <1ft
students' cognitive style. 4~1'11\'ilCfl <1ft ~ mvrr m
(2) Individual difference in students
should be smoothened by pairing (2) ~ .q ~<lf<ffiCfl M;:;mr CfiT m
similar students. "ORFi~~~~~~
~~~tl
(3) Teacher should focus on only one
(3) ~ 1lftuwr ffi ~ ~ ~
learning style to bring optimum
~~~mviTlR~~
result.
Cfi«<T t I
(4) Students of similar cultural (4) m ~i~Cfl ~ ~ ~
background should be kept in the ~ {(<!> CffliT .q w;rr • • lffi
same class to avoid difference in $pr :« ORlT ~ ~ I
opinion.

S. All of the following promote S. cf;' ~frtfhm f.:t...,fMf&i1 lf\ft

assessment as learning except ~cf;'~'lt ~q:;f~~f l
(1) telling students to take internal (1) ~ CfiT ~ ~"dqltlO( ~ *'
feedback. ~~I
(2) generating a safe environment for (2) 31CfW~ ~ ~*'~~
students to take chances. ~ Cllolq{UI CfiT Rmur ~ I
(3) tell students to reflect on the topic
taught.
(3) ~ ~ fcrtl<r 1R lFFf q;r;l *' ~
~CfiT~I
(4) testing students as frequently as c4) f-;m;ft ~ m~ CfiT WTRfT<'
possible. ~WIT I

6. When a cook tastes a, food during 6. ~ ~ "€~AT ~ ~ ~ q:;f

';;:101'
cooking it may be akin to ~tm~ cf;'~t ,
(1) Assessment ofh:aming (1) ~CfiT~
(2) Assessment for learnil).g (2) ·~*'~~
(3) Assessment as learning (3) ~*'~.q~
(4) Assessment and learning (4) ~ aftnfus-rr

7. Differentiated instruction is 7. <iii1'!Q'!Cfl ~t

(1) using a variety of groupings to (1) ~ <1ft ¢j(q!(<lCfli11aTI q:;l ~
meet student needs. q;r;l *' ~ ~'it\lCfl{U( *' fclfcrtl ~
CfiT~~ I
(2) doing something different for
(2) ~.q~~~~~
every student in the class.
3Wrl~ I
(3) disorderly or undisciplined (3) ¢l<XlClf-12!o ~ ~ ~
student activity. ~
(4) using groups that never change. (4) ~~CfiT~"'T~m~
 AglaSem Career

p (4)
8. In a culturally and linguistically 8. <tii"'f~Rti.fl ~ ~ ~~ ~ 'i.flm
diverse classroom, before deciding .q 'W f"1fh111 'Cflr.f ~ ~ fct; fumefi
whether a student comes under ~ fum_wf .q amrr t ~ ~. ~
special ~ducation category, a teacher fm;cn 'i.flT 'Cflr.IT ~-
should
. ( 1) l1ffil'-firnT coT ~
t~fa:tfc111 ~ q;r;:rr
(1) Not involve parents as parents • ~ ~-qrn 3N-1T ~ ~
have their own work tl
(2)

(3)
(4)
'Evaluate
mother
disability
student
language
on
to

Use specialised psychologists

her/his
establish

Segregate the 1;hi.Jd to neutralise

(2)

(3)
(4)
.I
3lWffiT ~ 'i.flR ~ liffl ~
cnT ~ 'CfiT 'if<lii.fl'1 q;r;:rr

~ "l'1lfq;~llf1<li 'Cf>T~
cU(11q{On<l ~ cnT awqrcft ORR ~
environmental factor. ~ ~ cnT 3Wf1T q;{'t.lr. I

9. Learning disabilities may occur due to 9. f"1""1fc1f&l1 .q ~

~ "''RIR<t11 ~ $
all of the following exreJ!! ·. q;mrr3lf~~~m-~t-
(1) Teachers way of teaching (1) ~cnlftmur-~
(2) Prenatal use of alcohol (2) ~ ~ liffl 'liT iffiT lfur-~
(3) Mental Retardation (3) .-je:<gf.;,sol
(4) Meningitis during infancy (4) :t1~1qCfll('1 ~Wl<r Kmrit ~

10. An inclusive school reflects on all the 10. ~ <t1q1<:MI fClwM<:i $ "''fi1R<t11
following questions except : f"''to1fc1f&l1 ~~'Q'flFR<fmn't I
(I) Do we believe that all students (1) q<IT lll1 ~ fcw.mr ~ t fcf;- "fl'l:fT
can learn ~r4hft{g ~ t?
(2) Do,we work in teams to plan and
(2) . q<IT lll1 ~ 1:Jftcffi cnT "$Rr
deliver learning enabling
Of'1'R afu' ~ ~ 'i.flR ~ ft;ro: ~
.q~~h
environment
(3) ~~~~<R~~
(3) Do we properly segregate special
~<P<R~~~~~~
children from normal to provide
~ ~ 3Wf1T 'Cfi<iH?
better care
(4) q<IT ~ ~ ·CfiT ~
(4) Do we adopt strategies catering 31 ICl 'ttl Cfll11aTI coT l<f 'i.flR ~ ft;ro:
for the diverse needs of students ~~t?

11. Gifted students are 11. ~m~Tefi ___ f I

( 1) Convergent thinkers (1) ~~
(2) Divergent thinkers . (2) ~~
(3) Extrovert (3) ~
(4) Very hard working (4) OISI1"~
 AglaSem Career

(5) p

12. The shaded area represent students in 12. t91<1if4><'1 lfl;r ~ ~ .q Tor
a normal distribution who fall fua:nf~ q;l ~ cnrnT t '\ill .q
armt

(1) Atcr=O (1) cr=OlR

(2) Between 2cr-3cr (2) 2cr-3cr ~ofrq
(3) After 3cr (3) 3cr <t" G!K
(4) Between cr-2cr (4) cr-2~ ~ofrq

13. Which one of the following pair would 13. fur Tf(f ~ q;l ~ ~ "' 'fi;r(r
be most appropriatl) choice to f~Afl1fui<'11l~~-m ~~uq;~
complete the following s1entence ? ~m?
Children faster when they ~ ~ Tor Tlffifcff~ .q -mfl«;r ~ t -;;fi
are involved in the activities that seem -~f. '<'1Gfct~ _~f I
tobe_~-- (1) ~-~"If~;~
(1) Forget; useful in a classroom (2) ~ m ~.cnr:r ~ ~;
(2). Recall; linked with their llf<ll("lOI{UI
classwork only (3) ~i'!¥f<:1Cfl ~ ~ ~; ~
(3) Memorise; culturally neutral (4) CII'R1f"4Cfl~lf~;R
· (4) Learn; useful in real life

14. CBSE prescribed group activities for 14. m.Gft.~.t ma:nr~ "' 'fi;r(r cqfcfi1•1<'1
students in place of activities for Tlffifcff~ "' ~ 'q'f 'fli'ift\i!f) Tlffifcff~
individual students. The idea behind ·~'hi~qmft f I ~~<f;-.fuf~
doing so could be 6l~t
(1) to overcome the negative (1) cqfcffi•IH ~ ~ 1lfu 'iCfll<lfl"iCfl
emotional response to individual fi~'lli'""""Cfl llfl1fSI><113!T ~ ~ ;;IT
competition which may generalise ~ ~ lR ~1"'11"4'l'f'H ~ ~
across learning. tl
(2) to make · it easy for teachers to (2) ~~~~lRWW"If
observe groups instead of aiCIMlCfl'i rnr ~ ~ CfiT<f CifiT ~
individual students. 'OR'R~~ I
(3) to rationalise the: time available (3) fq~lt>141 ~ 11m ~ ~ CifiT
with schools most of which do not lllfiPICfl ORRT ~~ ~ ~
have ~nough time for individual ~11m oqfcffi•IH ~ ~ ~
activities. ~~~mm1
(4) to reduce the infrastructural cost (4) ~ cit ~ 't'1'ITfii CifiT 'Cfll1
of the activity. 'CJl8T I
 AglaSem Career

p (6)
15. The conclusion 'Children can learn 15. ·~ ~ .q: ~ "nf ~+tlt'iCf> ~
violent behaviour depicted in movies' '<t>h:fllSl~t ··~f.lwri f.:r"'1fc"'fuit'1.q:
may be derived on the basis of the ~ f<fffi il'11~~ rf.:r<t> am fcnlr "nf 'C6N w
work done by whi.ch of the following anmfuur ~t?
psychologist ?
(1) ~~. •Msr~Cb
(1) Edward L. Thorndike
(2) J.B. Watson
(2) ;;t..rr. ~
(3) Albert Bandura (3) ~~
(4) Jean Piaget (4) ;z/R~

16. Students observe fashion shows and 16. fmmft ~ m~ ~ ~ 'Cf)f

try to imitate models. This kind of ~ ~<tl ~ 'C6fff f I~ Jrcm'
imitation may be called ~~~ ~iiiT~t I
· ( 1) Primary simulation (1) lll"lf"lCb ~
(2) Secondary simulation (2) Tftur~
(3) Social learning (3) flr14rMCb ~-
(4) Generalisation (4) fll"irr4\Cb{DI

17. If students repeatedly make errors 17. ~ furi 'Q10 ~ ~ H1 11t'11( •rHfrr<~l
during a lesson, a teacher should 'C6fff t't'll ~~
(1) make changes m instruction, (1) ~, q;r<f, ~-~3N<U~'Cf>1
O!lCW!IT #~ ~· I

.I
tasks, timetable or seating
arrangements. (2) 'QTO C!il ¥ ~ ~ ffitt ~ ~
(2) leave the lesson for the time being • ~ ¥ ~ ~~Cil"Q"fl' ~
and come: back to it after some
time. (3) ~ q;r;f ~ ~ Cf>1 ~
(3) identifY the erring students and m • ~ ~ ont -q '!I'T"iWt ~
talk to principal about them. O!ffi q;r.rr. I .
(4) . ·make erring stu.dents stand outside (4) ~ q;r;f ~ ~ C!il ~­
the classroom. 'Cb&1~~'W~~ • I

18. Following are some techniques to 1s; ~ arft'1Rcm f'1"'1fc"'f&t'1 ~

manage anxiety due to an t'1<t>41~ t \itT 'Q'{\an ~ 'C6TtVT ~ cm;ft ~
approaching E~xamination; except
~ v'1fi'fi'ft t 1
· (1) familiarising with the pattern of
(1) w.f-"q;f Cf>1 ~ ~ ~ 't!MRr
question paper.
~
(2) thinking too much ·about the
result. (2) -qfturp:r ~ ont 'iforwr ~ ~
(3) seeking support. (3) ~ 'tW{f q;r.rr
(4) empha$ising strengths. (4) fCifitl"611aTI lR' WI' ~

19. Bloom's taxonomy is a hierarchical 19. ~ <tT ~<m1'11..0 <tT Q&l"jSfiMCb

organisation of _ _ _ _, ~tl
(1) achievement goals (1) ~m<IT
(2) curricular declarations (2) %~."1i!"'l m-~.:m
(3) reading skills (3) l:lo.f~
(4) cognitive objectives (4) <H:trl"flfl'lCb ~
 AglaSem Career

(7) p
20. A, B and' C are three students 20. ar, q, ~nff.l furi t 'ill ~ ~ t 1
·studying ·English. 'A' finds it .
interesting -and thinks it will be
'31"' q;l ~ ~ ~ WRIT t aTtr ~
helpful for her in future. 'B' studies ~tfcn~~~.q~-mr I
English as she wants to secure first 'q' ~~~t ~~~.q
rank in the class. 'C' studies it as she
is primarily concerned to secure ~~'mt({CfiVIT~ t I '~' ~
passing grades. The 1~oals of A, B and ~~~t~~~
C respectively are fl'ilct>F! ~ ~ ~ M
'
'mt(f CfiVIT t I
( 1) Mastery, Performance, 31", qaftr~cf;~~: f I
Performance A voidance
{2) Performance, Performance (1) ~.~.~-·
A voidance, Mastery
{3) Performance Avoidance, Mastery, (2) ~.~-·.~
Performance
(3) ~-·,~.~
(4) Mastery, Performance Avoidance,
Performance (4) ~.~-·.~

21. Even though this was clearly in 21. ·mifcn ~ ~ ~ ~ ~ ~

violation of his safety needs, Captain <IIICI:t<lct>i'1131T cfi ~ 1l m, ~ ~
Vikram Batra died fighting in the ~ attR ~q;l ~ cf;~ Cfll'!fih.''l
Kargil War while ·protecting his
<foif 1f -qlt TTl:[ I ~: ~ - - -
country. He might have
m/df 1
(1) sought novel experience.
(1) • ~.citmcit~
(2) achieved self-actualisation. (2) 3Wtl-~ cit m&r
(3) ignored his belongingness needs. (3) am ~ ~ 611cP(4Cfl('11aTI cit
(4) wanted to earn a good name to his
family. <4) •
am 1lRcnr ~ -=wr cit &nfu_m&f

·22. Extinction of a response is more 22. sditfin<~• cnr fc:«;tlq ~ f-1'"1R:if&!'1 1l ~

ilifficult following · ~~ an~'Cflftr-:f t? .
{1) partial reinforcement (1) ~~
(2) continuous reinforcement (2) f.ltnr~
(3) punishment (3) ~
(4) verbal reproach (4) ~ 'l1ffi;:rr

23. Mastery orientation can be 23. <fi am f-1y;o•i'1• an'Olia"<<H1 q;y

encouraged by JOI)ffil~ wfcfi<rr -m "ff<fiffi t 1
(1) focusing on students' individual (1) ~ ~ C4f<k1•1M ~ 1R ewr
effort. ~~
{2) comparing students' successes (2) ~ cit~ cit lR'W 'WRT
with each other. ~
(3) assigning lot of practice material (3) '~-'Cf>Tlt ~ ~ .q ~ ~ 3rRmf
as home assignments. mtrnt~
(4) taking unexpected tests. (4) ~~~
 AglaSem Career

p (8)
24. Which one ofthefollowing is correctly 24. f.:p:;:r lt ~ ~ ~ ~ t?
match~d?

( 1) Physical - Environment (1) '?IF(lRCfi fcrCfiR:r - CII\11CI<OI

Development
(2) Cognitive - Maturation (2) +i~l"'l('qCfi fcrCfiR:r - qf{qqq\11
Development
(3) Social - Environment (3) fil'"ilf"lCfi fcrCfim" - CII\11CI'(OI
Development

(4) Emotional - Maturation

Development

25. All the following facts indicate that a 25. ~--

cfi 31f<'1fhfi1 f-11001f&~fm<1 ~ ('f&f

child is emotionally and socially fit in ~ ~ t fcf; ~ cnarr .q: fic1•n«"~Cfi

a class except
al1ntl"'lfu1Cfi ~~ ft"'t<ilfJ1<'1 t
(I) develop good relationships with (1) ~ ~ cf; wr ~ ~ q;r
peers
fcrCfiR:r
(2) concentrate on and persist with (2) TJ;4lffi'{oi cmT ~ ~ ~ "CfiBT
challenging tasks
31k ~ <;0¢111'{~Cfi ~w-IT
(3) manage both anger and joy
(3) sW.r ~ trrt ~ q;f wncft ~ ~
effectively
~"CfiBT
(4) concentrate persistently on
(4) ~ ~ cf; wr Mfo<ilfl1111 ~
competition with peers
'i¢\11 '{~Cfi ~ ~ "CfiBT

26. . Which of the following statements .26. f.:p:;:r .q: ~ 'Cfit.:f m ~ ~ cfi ~ .q:
support role of environment in the ~qft ~<nl'~'fmrrt?.
development of a child ? (1) ~ fuwiT ~311 q;r ~ ~
(I) Some students quickly process ~ ~ ~ ~ q;m cf; 31-'<i fuwiT
information while others in the "Qm ~ <fir llffi I
same class do not.
(2) fQm;fi ~ C::l?l!fa-;41 ~ ~ ~
(2) There has been a steady increase
in students' average performance
Wm ~ ~ c);- 31tmr ~ ~

on IQ tests in last few decades. WITffir <f.s rt t I

(3) Correlation · between IQs of (3) QCfifll41'1 ~ ~ ~ ~­
identical twins raised in different -qjffi ~ om ~ s* t ~ ~­
. homes is as high as.0.75. ~ 0.75 cf;"ffi'IR~t I
( 4) Physically fit <:hildren are often
(4) l?lli.lRCfi ~ ~ ~ .~ ~
found to be morally good.
~~~~~"fffit I
 AglaSem Career

(9) p

27. Socialisation includes cultural 27. 'H'iiJICfi<UI .q 'Hf.:llf&~i'1 t - 'Hi't<fiF"Cfi

transmission and *nvrafu' I
( 1) discourages rebellion. (1) fc:ts;)Q;<If CliT f•H5ffilffi?1 'Cfi'\-!T
(2) development of individual (2) ~ 4 f<ti1 Cf) 04f<ti1 ~ fucf;m
personality.
(3) ~ CliT ~ .q 'H'"ll<ilf"f(j 'Cfi'\-!T
(3) fits children into labels.
(4) :H~'IIi''""ICfi~~~
(4) provides emotional support.

28. A teacher shows two identical glasses 28. 1ffi' mf~ Gl t:<t>'HLIH fTi<;rmT 'Cfll ~
filled with an equal amount of juice in '4l«fi t'ill ~ ctl ~ 1=ffifT ~ ~~ f I
them. She empties them in two <w ~ Gl f1Ff f1TI;rmT .q ~ qmft t
different glasses one of which is taller ~~lffi~tafu'~~t I "<W
and the other one is wider. She asks ~ 'Cfll '3'('1' mm ctt ~ ~ <f> fffir
her class to identify which glass would dt~~~t~~~
have more juice in it. Students reply
~tfct>~mm'll~~t 1
that the taller glass has more juice.
mf~cf;~'Cfll Cfifcs"11$t I
Her students have diflictllty in· dealing
with (1) fl'"ll<il"1'1
(1) Accommodation (2) . 61t"(<tfs;?11
(2) · Egocentrism (3) fc:t<ts;ICfi<OI
(3) Decentring (4) ~(Reversibility)
(4) Reversibility

29. Karnail Singh does not pay income 29. ~ ffw ~ Cfit<iaug1 fM1' ~ cf;
tax despite legal procedures and ~~~~ 1cr~tfct>cr
expenses. He thinks that he cannot 1ffi' ~ mcm- 'Cfll ~ ~ '{~'ill
support a corrupt govern~ent which
spends millions .of rupees in building
ai"''ICI!IG!Cfi -muT <f> ~ 'Q'f ~. mm
~ '4l«fi t I cf ~: Cfill\<'1iil \ <f> ~
1
unnecessary dams. He is probably in fu"Cfim ctl f~~H~ ll t?
which state of Kohlberg's stages of
. moral development (1) qho•J?1
(1) Conventional (2) ~-q{y{JII(1
(2) Post Conventional (3) ~-q{q<JII(1
(3) Pre Conventional ·
(4) 1ffi-Y{Y<I'1('1 (Para Conventional)
(4) Para Conventional ·

30. Intelligence theory incorporates the 30. 'ill ~ ~ ~ ll 'Hf.:llf<'1i'1 'iHfflCfi

mental processes involved in ~an c*« 'Q'fr-~ afu' ~am fffir
intelligence (i.e. meta-components)
'ill~~~ ric*« fl"1"11i'i41
and the varied forms that intelligence
can take (i.e. creative intelligence) of.a> 'Cfll vrrfl«;r Cli«rr t, <w t
(1) Spearman's 'g' factor (1) '(11'i<H~'1 'CfiT '';;:fi' 'CfiRCfi'
(2) Sternberg's triarchic theory of
intelligence (2) ~ 'CfiT '1fo&4'111 'CfiT f:«tr ~
(3) Savant theory of intelligence (3) ~'Cf)T~~
(4) ~ Thurstone's pnmary mental
abilities
 AglaSem Career

p (10)
. Candidates have to do questions 31 to 90 rlfl~ q;7 J1R' 31 ?f90 <IT nT
'l/TTT- II {TTfUfrr <!f
EITHER from Part - II (Mathematics and femR} <IT 'l/TTT _ III (ffllllfJ:tq; ~ 1 Hflfi!J:iq;
Science) OR from Pa11 - III (Social Studies I femR) ?f qw1 f 1
Social Science).

PART-11/~-11

MATHEMATICS AND SCIENCE I 41 fU h'1 Cf fcnt H

31. The number of integers less than -3 31. -3~mtlw-s~~~<tt~t
but greater than -8 is (1) 2 (2) 3
(1) 2 (2) 3 (3) 4 (4) 6
(3) 4 (4) 6

32. The distance between two places is 12 32. Gl ~ cf> ~ ctft ~ 12 ~ t I~

km. A map scalt~ is 1 : 25000. The "11'1f.i:l51 qrr~ 1 : 25000 t I "11'1fil51 W
distance between the two places on the
map, in em, is FGT~<f>~ctft~. ~1l. t
(1) 24 (2) 36 (1) 24 (2) 36
(3) 48 _(4) . 60
(3) 48 (4) 60

33. .
The reciprocal ·-3
of·g- x (-7) is -3 (-7) t
13 33. S X 13 qjf~
104 -104
(1) 21 (2) 21 104 -104
(1) 21 (2) 21
21 -21
(3) 104 (4) 104 21 -21
(3) 104 (4) 104
34. The number of vertices in a
34. fif>m GI~CfiHCfl
cf> 30 f1fi;:nt ~ 12 'Cfi'H'Cf>
polyhedron which has 30 edges and 12
faces is f I ~ GI~CfiHCfl <f>.m ctft ~ t
(1) 12 (2) 15 (1) 12 (2) 15
(3) 20 (4) 24 20.
(3) (4) 24
35. When half of a number is .increased 35. ~fif>m~cf>amt1l 15 ·~~
by 15, the result is 39. The sum of mqfhnq 39 t 1 <41'RI~Cfl ~ cf> aiCfiT
digits of the original number is qrr~t
(1) 6 (2) 7 (1) 6 (2) 7
(3) 9 (4) 12 (3) 9 (4)· 12
SPACE FOR ROUGH WORK /l'Qi~~~~
 AglaSem Career

(11) p
36. In M»QT, PQ =PT. The points Rand 36, M»QT ll, PQ = PT t I ~ R afu' S ~
S are on QT such that PR = PS. If QT 'QT~Wf>"R'ffcn PR = PS I~ t
LPTS = 62° and L.RPS = 34°, then LPTS = 62° nw LRPS = 34° ~. nT
measure of LQPR is LQPR Cfll mq t
(1) 11° (2) 13° (1) 11° (2) 13°
(3) 15° (4) 17° (3) 15° (4) 17°

37. If for MBC and M>EF, the 37. ~ MBC afu' M>EF ~ CAB ~
correspondence CAB ~ EDF gives EDF ~ ~ fiC!l'IM ~. nT f.p:::r ll ~
a congruence, then which of the ~-m~ ;rtf t?
followng is not true ~·
(1) AC =DE (2) AB =EF
(1) AC=DE (2) AB=EF
(3) LA= LD (4) LB= LF
(3) LA=LD (4) LB=LF

38. 40% of (1 00 - 20% of 300) is equid to 38. (100 - 300 ~ 20%) ~ 40% <m<R"t
(1) 16 (2) 20 (1) 16 (2) 20
(3) 64 (4) 140 (3) 64 (4) 140

39. HCF of two numbers is 28 and their 39. G1-mman ~ ~ fi'li4C!thfi (HCF) 28
LCM is 336. If om~ number is 112, nw ~ ~ fi'li4C!til (LCM) 336
then the other number is
t I ~~-mm 112 ~. nl~ -mmt
(1) 56 (2) 70
(1) 56 (2) 70
(3) 84 (4) '98
(3). 84 (4) 98

2 .
40. If 3 x = 0.6 and 0.02 y = 1, then the 40. ~ 32 X = 0.6 afu' 0.02 y = 1 t. c;.f
value ofx +y- 1 is x+ y-1 ~lfR't
(1) 0.92 (2) 1.1 (1) 0.92 (2) 1.1
(3) 49.1 (4) 50.9 (3) 49.1 (4) 50.9
 AglaSem Career

p (12)
x-2
41. If Y= x + , y :t: 1, then x equals
1

~ Y21 (1) ~ (2) Y21

(1) (2) 1-y y-1
1-y y-1
L::_y Y.::.l L::_y
(3) Y.::.l (4) (3)
y+1 (4)
1-y
y+1 1-y

42. A square andl a circle have equal 42. ~ crrT afu- ~ ¥ cf> ~ ¢fmR" t I
perimeters. Tine ratio of the area of crrtcf>~ctil¥<f>~-tt~t
the square to the area ofthe circle is
(1) 1:1 (2) 1:4 (I) 1: 1 (2) I :4

(3) 1t : 2 (4) 1t : 4 (3) 1t : 2 (4) 1t : 4

43. ABCD is a square with AB = 43. ABCD ~ crrT t fum1t AB

(x + 16) em and BC = (3x) em. The (x + 16) "@ft nm BC = (3x) "@ft t I crrt
perimeter (in em) of the square is <til~ <*ft ll) t
(1) 16 (2) 24 (1) 16 (2) 24
(3) 32 (4) 96 (3) 32 (4) 96

44. The mean of 10 numbers is 0. If 72 44. ~ msc:rrm CfiT 11TUl' o t 1 ~ ~ msc:rrm

and -12 are included in these 'll 72 afu- -12 afu- flfa'lf.:'1i'1 ~ ~ ~.
numbers, the new mean will be or~ 11TUl' mrrr
(1) 0 (2) 5 (1) 0 (2) 5
(3) 6 (4) 60 (3) 6 (4) 60

45. The circumference of the base of a 45. ~ ct&lqTI"\;q ~ cf> amm- ~ 'Qftfq
right circular cylinder is 44 em and 44 "@ftnm~~ Is "@fit 1~
its height is 15 cni: 'f.he volume
2
(in cm3) of·the cylinder is (u~e 1t = ~) CfiT am«R <*ft31l) t (1t ~ 2~ ~)
(1) 770 (2) 1155 (I) 770 (2) 1155

(3) 1540 (4) 2310 (3) 1540 (4) 2310

SPACE FOR ROUGH WORK 1~<6T<f c);~~

 AglaSem Career

(13) p

46. A class VII teachet wants to discuss 46. q;arr VII cf; ~ q;arr # f-1'"1ft'1f&i1
the foUowing problem in the class : ~ 'Ql'~'Cfir.IT~ t:
"A square is divided into four
congruent rectangles. The perimeter
'"l!"i em <fiT "ii'R" ftCil'I'H'l 1l aw«rr
~%<IT~ t I~ aw:ffi ~
of each rectangle is 40 units. What is
the perimeter of given square ?" ·~ t: 4o ~ 1 fur T'l'q em~
~~t?"
Key Mathematical concepts required
to solve this problem is ~ ~ ~ m-r
~ cf; 'fi;r(r 31i<W4<1'i
(i) Area of square· and rectangle, ~ •if01ffi<4 fi<ti("Q"'11 t
perimeter of square and rectangle (1) qTf 3fu" 3WIO C!iT ~. qTf 3fu"
and definition of square and 3WIO C!iT ~. qTf 3fu" 3WIO qft
rectangle ~
(2) Meaning of the terms square, (2) 'CPt, 3WIO, '8ClhH4, ~ ~
rectangle, congruent, perimeter, etc.
~~~1c:wft C!iT ~
(3) Area of rectangle, perimeter of
square (3) 3WIO C!iT ~. qTf C!iT ~
(4) Formation of algebraic equation to (4) WWIT q:;f ~ '<fi'R ~ fuQ' ofl"1 11fD lffi"'
solve the problem. Wil<:f>< oI

47. Algebra is introduced in the middle 47. ~ q;arran .q. <il\il•lf01i1 ~%<IT
classes. According to Piagets' theory ~ t
I ~ cf; fi~Hiti'l<ti fclq;m cf;
of cognitive development, it is ~cf;~~~'Ql'JI\il•ifUii1 ~
appropriate to introduce algebra at
this stage as ~'3funt.~
(1) the child is at sensorimotor stage <1) ~ ~il<:.l'lfli<:f>«rr 1R t 3fu" orso
and can understand with the help -mt t:«14Ri11(1CI>l ~ ~ cw ~
oflots of manipulatives. "8'Cf>i''T t I
(2) the child is: at pre-operational
stage and can understand abstract (2) ~· ~-~fsti"'I~Cf>. «ft 1R t 3fu"
concepts. ~ ~Cf>("'H IQ~ "8'Cf>i''T t I
(3) the child is at concrete-operational (3) qurr 'If[ ~fsti"'I~Cf> «ft 1R t ·3fu" 'Cff.\'
stage and he can understand and
conceptualize concrete ~ ~ C!iT f.:r4tur '<ti'R ~ '[RT
experiences by creating ·logical ljft ~ q:;f ~ "8'Cf>i''T t I
structure.
6ll q'ql R(f) ~fstili I~ (f) 1R t
*.
( 4) qurr "q'<(Uj'
(4) the child is at formal operational
stage and is fully mature to grasp 3fu" ~ ~Cf>01'11an q:;f ~ '<ti'R
the abstract concepts. fuQ''['lf~~~t I

SPACE FOR ROUGH WORK I '{'qj'cnr<f <fi'ft;n:r~

 AglaSem Career

p (14)

48. Mr. Sharma was assessing the 48. .'Sft ~ ;t ~ w fmm'~ ~ ~

~ ~~~'Q'lii'CI)~~~=
students' work on exponents. One of
the response sheet was as follows :
(a) 23 X 25 = 28
(b) 3 2 X 4 2 = (12)4
(b) 3 2 X 4l = (12)4
(c) 33 + 35 = 3-2
(c) 33 +35 =3-2

(d) 720 + 714 = 76 (d) 720 + 714 = 76

(e) ~+1~6=(~f (e) 93+ 186=(~f

On the basis of this response sheet ~ ~-'Q'lii'CI) ~ amm- w .'Sft ~
Mr. Sharma can make the following
Pl'"1f<wlf&C'1 fGafuiT t~t:
observations :
(1) Child has understood the laws of <1) GfT.'qf ~ ~ f.:!<!1:r wm T(<IT t afu-
exponents and can apply them 11ffi ~~ ~ ~ Cfir ~
well.
tl
(2) Child has understood the laws of
exponents but has made clerical
(2) GfT.'qf ~ ~ f.:!<!1:r wm T(<IT t
errors. ~~~-~Ci>1f I

(3) Child has understood the laws of (3) GfT.'qf ~ ~ f.:!<!1:r wm T(<IT t
exponents but has not practised
~ ~ ql ~:m ~ 'l1T1T cmi
the questions involving division of
two numbers. ~'~'if~~~ I

(4) Child has understood the law of (4) ~ 3W-lff ~ ~t ~~it

exponents for the cases where the ~ ~ f.l<rqT q;~- wm T(<IT t ~
base is same and has missed the ·
concept for the case where the
·~ 3W-lff 3lWT t -~ ~ it
'("iCfi{'IHI q;)- ~ ~ t I
base is different.

SPACE FOR ROUGH WORK /lln~ cl;fmr~

 AglaSem Career

Q~ p
49.
'
According to Van Hiele level of
Geometric thought the five levels of
49. cR ifi;J cf; \RUf.:tJliOI fcRm" cf; ~
~ \I<Uf'.:tJlq ~ cf; -qfq ~ f -·
*'
geometric understanding are- ~. f~O?MEIUI, i:iio11Q:qlnifi ~.
visualization, analysis, informal 31~Q'qiR<t> ~ atR- ~ (rigour) I
deduction, formal deduction and C6W VII cf;fuam?.l<IT q;T ~ q;T ~
rigour. Students of class Vll are asked
to classify the quadrilaterals Fct~1"'"':an cf; aw.TR"lff ~ ~ cf;~
according to their properties. These em ~ 1 ~ ~ <R-ifi;f \i<Oii>ftJlq
students are at _ _ level of Van fcRm"cf; ~lfff I
Hiele Geometrical thought. (1) ~
( 1) Visualization (2) fGl'i'MqOJ
(2) Analysis
(3) 3l -1l qT.IIRct> f.:rrT1::R
(3) Informal Deduction
(4) 3fiqT.IIRct> ~
(4) Formal Deduction·

50. A · task assigned to the class Vlll 50. C6W VIII q;T f"'"'1fMf&o ~W:n'~:
student is as follows : ~ ~ orcmr 50 W:ft x 65 W:ft en'\
An open box is to be made out of a MfM<t> 'O?ft?: ~GAT t I ~ en'\ ~ atR-
· metallic sheet of 50· em x 65 em. ~Sf;lm: 30 W:ft atR'15 Wfl t I~
Length and breadth of the box is ct\~~~t?~~'Cf>T
30 .em and 15 em respectively. What is
~1ft~~ I
the possible height of the· box ? Also
find the volume of this box. '1046~ en'\ 31ln:i<tm ~ t 1
This task refer to (1) f.fi:;r ~ :8~HI({'ICf> lllrr, ~ <m"
(1) lower level cognitive demand as it 3li41'14>('1Cf>J (Cf1Gil4'5) $' 3lT4('R $'
requires the lmowledge of ~$'~em mrr crnrr ~
formulae of volume of cuboid.
(2) f.fi:;r ~ ~~J'11({'1Cf> lllrr, ~
(2) lower level of cognitive demand
as there is no connection between flf4ff<:11'1 ;8ct>(>'ti'1131T ~ 31/Cl'i'<IC!>
concepts involved and procedure mwrr $' 1Wr <~>rhiom ~ ~
·required. (3) ~ ~ ~~1'11({'1Cf> lllrr, ~
(3) higher level of cognitive demand 3l1W ~ ~ 3fu' ~ ~
as the problem can be solved by ~$-oifq~~~~
making diagrams and connections 'Cf)f ~ ~ 'i!T "("l'Cf)i'1T ~
between many possible situations.
(4) higher level of cognitive demand (4) ~ ~ ~~HI({'ICf> lllrr, ~ <m"
as it requires the use of conceptual ~Cf>(>'ti'1J('i:JCf) ~ $' ~ em mrr
understanding that 'underline the crnrr ~ ~ q;J<t Cl>T'!jp 'Cf>'R em
procedure to wmplete the task. ~ Rfui; ~
SPACE FOR ROUGH WORK /llnm c6'~~
 AglaSem Career

p 0~
51. Mr. Nadeem gave the following task 51. .l!fi·~~afu"Cfilur~~cnllfl'
to his class, after completing the topic

on lines and angles :

Speak for 2 minutes on the following

wm Cfmt Sir Pn<1fMf&i1 ~(figure)
figures using your knowledge about
W2fi:RG~:
lines and angles :

.
E F

~~---7- J H
J H G
~~t
This task is
(1) ~~~,~~~~
(1) Reflective in nature, can be used
~M"'T~tr
to pass time.

(2) ~ ~ &1"'14<Cfi, <il•lr!"101Cfi ~

(2) Exploratory in nature, can be used
c);~~M"'T~t I
for summative assessments.

(3) ~ ~ '&\41!"101Cfi ~c);~

(3) Reflective as well can be used for

formative assessment. ~M"'T~t1

(4) Communicating and can (4) ~ ~ Cffi'IT ~ ~ ~ c);

encourage Mathematical Talk iri ~ ~-~ ~ ~ ff q;'f

the classroom durit].g free time. !Oilff!lfi;(1 CR ~ t I

SPACE FOR ROUGH WORK/~Cfi'l'<fc1;-'fi;nr~

 AglaSem Career

(17) p

52. A child of class Vll defined the 52. <narr VII CfiT ~ ~ ~ ~ 311m:f <fiT
rectangle as follows : ~<fiffiTt:

"Rectangle is a quadrilateral whose "311m:f ~ t fimcfi fcicR1M ~JlfiMlli

opposite sides are parallel and equal." 'ti"i 1"1 ii•H 31tr~ t I"
The definition reflects that the child ~~~tf<fi'~

(1) cannot recognize the shape. (1) •em~mmm 1

(2) do not know the c:orrect properties (2) • q,1 -mr ~m em m

of the shape. "'RRT I

{3) knows the properties of the shape, {3) ~ q,1 ~m em ;;n;rnr t

but repeated some properties in
~ -qftqrqr -q ~ ~m em
definition.
·Cfi«ll~ I
(4) knows some; properties, but
(4) ~ fCII?l<111'11Q "'RRT ~ ~ -qftqrqr
missed some important to
complete the definition.
em ~ ~ -q ~ t:{(\'\'i5( 1al ~~

t;T~ I

53. · A very common · error observed 53. tcifq.~ c);' <WT .q ~ otS" mqp;f ~
in addition of linear expression is t: 5y+3 = Sy
5y+3=8y.

This type of error is termed as

( 1) Clerical error
(1) ~~

(2) Conceptual error (2) fi Cfi01'111''qttl ~

(3) l'!cht:(Oiq{Cf) ~
(3) Procedural error
(4) <i'IIY<CM ~
(4) Careless error

SPACE FOR ROUGH WORK I rq;-<fil'¢ c):;fmr~

 AglaSem Career

p (18)

54. Read the following question from the . 54. ~ VI ctf ~-~ ~ f-1""1R-Ifu111
class VI text-book : ~~:
"Prabal deposited t 5,000 in a_ bank at ·~ -:t 5% Jffir Cf!i ctt « ~ GZmr w~
the rate of 5% interest per annum.
ll f 5,000 \ifl1l' ~ I ~ Cf'i Gi1G ~
After 2 years he withdrew the money
f 3,500 ~ cm;ft ~ ~ cfi ~
to purchase the study table for
~ I ~ anR 'Q'm' qTif 'flfu cnT 3Rf
t 3,500. He deposited! the money left ·
~ Cf!i cfi ~ 5% Jffir Cf!i GZmf « w \ifl1l'
with him again at the rate of 5%
qm ~ I ~ Cf!i Gi1G ~ ~ 'flfu 'lli'Gi
interest per annum for another two
~?"
years. How much llimount will he
receive after two years ?" ~ ~ cfi ~ ~ tmm~ 1l ~-m
What values can be inculcated in ~ fclcnf.a11 ~~~t?
students through this question ? {1) {1411C:Hf
(1) Honesty
(2) . ~ q,l- Of'«<i ~ a:ftt ~ fl"l$1<::1<
(2) Habit of saving money and ~~~
spending it wisely
(3) f.!tar
(3) Sincerity
(4) Simplicity and helping others (4) ~ a:ftt ~ q,l- ~ q;r-rr

55. Following is a problem from text-book 55. f-1""1f("'f&l1 ~ ~ t \ill~ VI~~

of class VI: TTtt:
"Express the following statement ·~~cfi~~ fo1""1R-If&l1 ~
through linear expression : <nl3lf~~:
Neha has 7 more toffees than Megha. ~ cf;'Q'm' ~ ctt WAf ll7 ~ ~
If Megha has x toffees, how many
f I~~ cfi 'Q'm' X ifqft f'ffi ~ <fi 'Q'm'
toffees does Neha have ?"
~~m?"
Which competence of Bloom's
cognitive domain is referred -in the ~~ll~<fifl'i11'11~Cb ~qft~
above question ? !fll«flctf am-~~~ t?
(1) Knowledge (1) m-='J
(2) Comprehension (2) ~
(3) Analysis (3) f"li<M~ui
(4) Synthesis (4) fi~<Jl~ol

SPACE FOR ROUGH WORK I 'tQ;'m cfiful:r~

 AglaSem Career

(19) p

56. If p = 3 2000 + 3-2000 and q = 3 2000 _ 56. ~p = 32000 + 3-2000 ~q = 32000 -

3-2000, then the value of p 2 - q 2 is 3-2000 ~. nil' p2 - q2 C6T lfR t
(1) (2) 2 (1) 1 (2) 2
(3) 3 (4) 4 (3) 3 (4) 4

57. The square of 9 is divided by the cube 57. 9 cf; Cf1T <liT 125 cf; ~ ~ 'fiTT ~ 'Q"f
toot of 125. The remainder is ~t
(1) 1 (2) 2 (1) 1 (2) 2
(3) 3 (4) 4 (3) 3 (4) 4

58. The value of~~ is 58. ~16~ <6TlfR't

(1) 16 (2) 8 (1) 16 (2) 8

(3) sV2 (4) 16--./2 (3) sV2 (4) 16--./2

59. One-half of 1.2 x 1030 is 59. 1.2 x 1030 <6Tanmt

(1) 6.0 X 1030 {2) 6.0 X 1029 (1) 6.0 X 1030 (2) 6.0 X 10 29

(3) o.6 x 53o (4) 1.2 X 10 15 (3) o.6 x 530 (4) 1.2 X 10 15

223911 4 223911 4 .
60. If 3' 30• 15 10'
and 5 are written in 60. ~ 3' 30' 10'
15 ~ 5 <liT amTt1 ~ 1{
ascending order, then the fraction in TI=mn ;;mr. -~hit.:,hfl~ \itT f'IA" m. <f6 t
the middle most will be
(1)
23
(2) -4
(1)
23
(2) -4 , 30 5
30 5
2 11 2 11
(3) (4) (3) (4)
3 15 3 15

SPACE FOR ROUGH WORK /llli~~~~

 AglaSem Career

p (20)
61.
'

The steps required for the conversion 61. •Hn$EH cf;-~q;T~.q QRCikli'1 ~cl;-
of kitchen garbage into manure are ~~.~-mY Sf;lf.q~ ~~tnr t.
given below in a jumbled form. t:
(A) Put the garbage in the pit. (A) ~q;TT1f.q~ I
(B) Cover the bottom of the pit with (B) TTf cit nffi .q ~ cit '4«f f~i§ICfl't
sand. ~~I
(C) Cover the pit loosely with grass (C) TTf <fiT 'Elm ~ -m- cl;- i!Tht ~
or a gunny bag. ~~I
(D) Add worms. (D) a11f.q~~ 1
The correct sequence of these steps is: 'f"f ~<fiT -mY Sf;lf t :
(1) (B), (A), (C), (D) (1) (B), (A), (C), (D)
(2) (B), (C), (A), (D) (2) (B), (C), (A), (D)
(3) (B), (A), (D), (C)
(3) (B), (A), (D), (C)
(4) (B), (D), (A), (C)
(4) (B), (D), (A), (C)

62. Two organisms are best friends and 62. ~~~ ~fq;rt afu-w:r-w:r m
live together. One provides shelter, t 1~ ~ ~ arrcm:f, ~ nm ~~
water and nutrients while the other ~ <fmrrt, ~~ ~<Rli'IT~
prepares and provides food. Such an ~ 'fmrr t I ~ cf;-l'« JlCfiTf cf;- ~
association of organisms is termed as <.fiT~t
(1) Autotrophy (1) 'fqq'jiSfUI
(2) Parasitism (2) q{"'l<il1'11 .
(3) Heterotrophy (3) f<M"'4JISfUI
(4) Symbiosis
(4) 'H (\ "11 ct "1

63. In the alimentary canal. the swallowed

1 63. a:nm- ;::m;r ('qTT.R -;wit) .q ~ TfiU ~
· food moves downwards because of ~cit ~Tffi:r<fmrrt, ~
(1) the contraction of muscles in the (1) trm 1"ffi ~ em m- em -QWit
~q;«frt I
wall of food pipe.
(2) the fl?w of fluid material taken
(2) ~ .~ -wr fWrr TTm lffi'f m
~mor~1
with the food.
(3) ~WI"Wffif~ I
(3) gravitational pull. (4) ~-"TZ -;;fm ~ ·cor -;frtT "lR ~
(4) force provided by the muscular ~.WI"~ q;«fT ~ I
tongue.

64. Frogs and earthworms breathe 64: ~nm~~aNo'ft~~~

through their skin because of which ~ t ~ qm'Uf t fct;- 'f"f ~ ~ cit
the skin of both the organisms is ~~t
(1) dry and rough (1) ~T!;cfw
(2) dry and slimy (2) ~T!;cf~
(3) moist and rough (3) aml-T!;cf~
(4) moist and slimy (4) ;mtT!;cf~
 AglaSem Career

• (21) p

65. While going for a picnic a student 65. N<t>f-i<t> 1R' \iffit ~ M tmr ~ <mrr
noted the reading on the odometer on ~ ~ ~o:R1 c1; a~):shfk< '<.fiT 41o"'i<t>
"
the bus after every 10 minutes till the ~ 10 f1:r-:rG ~ ~ ~ I affi .q
end of the journey. Later on he ~ ~ 41q_"'i<61 cnT ~ GWft mruft .q
recorded the readin1~ in a table shown ft;mrr:
below:
~(AM) "":shfk< '<.fiT .
· Time(AM) Odometer
reading (km)
41q_"'i<t> (km)
8.00 78752 8.00 78752
8.10 78758 8.10 78758
8.20 78768 8.20 78768
8.30 . 78780 8.30 78780
8.40 78791 8.40 78791
8.50 78800 8.50 78800
9.00 78806
9.00 78806
The average speed of the bus in the
entire journey in metres per second
was
(1) 15 (2) 18 (I) 15 (2) 18
(3) 30 (4) 54
(3) -30 {4) 54

66. You are provided with a concave 66. ~~~~.~~$.

.mirror, a concave lens, a convex ~~~~~~$fu<n'TJ<IT
mirror and a comvex lens. To obtain t I~ ~ '<.fiT fcrclf~ JOifl"'f<il~ ~
an enlarged image of an object you
~cl;~am~~~t~m
can use either
(1) concave lens or .convex lens (!) ~"ffij ~~"ffij

(2) concave mirror or convex mirror (2) .3lC!Iffi' ~ ~ ~ ~

(3) concave mirror or concave lens (3) 3lCIIffi' ~ ~ 3lCIIffi' "ffi1
(4) concave mirror or convex lens
(4) 3lCIIffi' ~ 3f2ic!T ~ "ffi1

67. Select from the following a set of 67. f-1'"1fMf<sh'1 .q ~ ~ ~ '<.fiT 't'1'i"il4
Kharif Crops : fl:
(1) Cotton, paddy, pea, linseed (I) Cfit!rn, 'lffi, ~. 3lffiiT
(2) Paddy, maize, cotton, soyabean (2) 'lffi, ~. Cfit!rn, ~1<wil'1
(3) Gram, mustard, groundnut, wheat (3) T:RT, m-m. ~. ~
'~
(4) Maize, paddy, li_nseed, soyabean (4) ~. 'lffi, ¢1~~~.
' 0
'lil"'liSIH
 AglaSem Career

p (22)
68. Study the following statements about 68. -q;m;fi ~ w &~ Qi1<m cfi Jrlrrcf cfi ~
the effects of weeds on tbe crop 'll~furTTtr~CfiT·~~:
plants:
(A) .q -q;m;ft ~ cti ~ <f,a "at
(A) They help crop plants to grow
healthily. '!1t\i~i11 <fiffl f I
(B) They interfere in harvesting. (B) .q~llomtr~<fifflf I
(C) They affect plant growth. (C) .q ~ cti ¢a<iil ~ <fiffl f I
(D) They compete 1.vith crop plants for (D) .q -q;m;ft ~ ~ 'ffiYI", ~. ~
water, nutrients, space and light. ~~cfi~m<fifflt 1
The correct statements are : ~"'!'Iii q;?.R t :
(1) (C) and (D) only (1) ~(C)~(D)
(2) (D) only (2) ~(D)
(3) (B), (C) and (D) (3) (B), (C)~ (D)
(4) (A), (B) and (D) (4) (A), (B)~ (D)

69. When we add aluminium foil to 69. ~ ~ fllfs<~"i t\i$~1<H11$s cfi i'fl\m "OR
freshly prepared sodium hydroxide ~~"at q~f·N"i cti "Q;;:ft ~
solution a gas is produced. Which of
the following correctly states the
t, "ffi ~ ~ ~ "t\Tffl t I ~ fur Tltr
property of this gas ? ~ 1l ~ ~-m q;?.R ~ ~ ~1]111T CfiT
(1) Colourless and odourless gas "'!'Iii 'Cf1JR ~ t ?
which extinguishes a burning (1) ~~~~"ll~ll!ftm
match stick. ·q,hft"ffi q;f ~ tft I t
(2) Colourless and odourless gas
(2) ~ ~ ~ ~ "'T ~
which promotes burning of a
candle. ~ *"
~ -q wr:rnr Cfmll
(3) · Brown coloured pungent smelling tl
gas. (3 > m~Pi~ c.m;fT ~ trr cit ~
(4) Colourless and odourless gas (4) ~~-~~;;TI~~-
which produces a 'pop' sound
qft mffi ~ ffi 1R '11"P:r' ~
. when a burning match stick is
brought near it. ~Cfml'tt I

70. Aqueous solution of which of the 70. ~fur TTtr at1CH1i$:S1 .q ~ ~ ~

following oxides will change the ~;:fu;f~CfiftTT~~~?
colour of blue litmus to red ? "'
(1) ~ 3l1Cffil~'5
(1) Copper oxide
(2) Iron oxide (2) ~ 3l1Cffil~'5
(3) Magnesium oxide (3) . ~''1lf:(l<iG 3l1Cffii~:S
(4) ·Sulphur dioxide (4) ~~

71. Which of the following· is a pair of 11. A'"'lfc:'1f&i1 1l ~ ~-m ~ ~ ~

exhaustible natural resources ? JOIICfiMC6 ~ CfiT <f1M t?
(1) Coal and soil (1) ~~~
(2) Petroleum and water (2) tl?lf~<jq ~ ;;wr
(3) Minerals and wildlife (3) ~ ~ Cl""''"l'tCI
(4) Natural gas and sun-light (4) 111'1'fl1<6 ~ ~ ~ Cf;j" ~
 AglaSem Career

(23) p
72. Which of the following statements is 72. ~ ttfl:tfl"lt cl; ~ .q ~ ~
true about endemic species ? ~ll~<nt.:f-m~~ t?
(1) They ~re not affected by the
destruction of their habitat.
c1) ~ 3ll"Cirn ~
1A'l1JCr ~ ~ I
*" mq:;r ~ '!R coTt
.
(2) They are found only in zoos and (2) ~ ~ filf$411'H) ~ ctH~fi1Cf>
botanical gardens. ~ "ll-cn<fr "'Tffi I t
(3) They are found exclusivety in (3) ~ ~ ~ 3ll"Cirn 1l tt -cn<fr "~Till
specific habitat. tl
{4) Endemic spec1es can never (4) ~ ~ ~ mtiCf>Giq""1
become endangered. ~m"f!Cf>ffi1

73. Which of the followiDig pairs is related 73. ~~TT\f~ll~cnt.:f-m~~

to the inheritance of <:haracters ? ctft ~l'l<iillct>t'11 ~mit'Ut'l"t?
( 1) Chromosomes and genes (1) ltll"ilfll4 (TIT® WIT~
(2) lfll4lfil4 WIT 41$GlCf>lf~41
(2) Chromosomes and mitochondria
(3) C!ilfuCf>T ~WIT~ m
(3) Cell membrane and cell wall
(4) C!ilfuCf>T ~ WIT CR"ihl011 R {Wff
(4) . Cell membrane and chloroplast
~

74. Out of the different combinations of

terms given below, the correct
74. ~· ~ TT\f 'QGT ""'"fcri''IA" :«.n'"""'i ~
~ ct>)F$ict>l cl; ~ 'QGT CfiT cnt.:f-m
*
combination of terms with reference :«.n'31"1 ~ t?
to an animal cell is (1) ~ ~. C!ilfuCf>T~.
(1) Nucleus, plastid, cell membrane, C!ilfuCf>T m
cell wall
(2) ~ lfll4lfil4 (TIT®, {i$oilfll4,
(2) Nucleus, chromosome, ribosome,
C!ilfuCf>T m
cell wall
(3) C!ilfuCf>T ~. lfll"ilfll4, <I$<Stlfil4_
(3) Cell membrane, · ~hromosome,
41$2.lCf>lf~41
ribosome, mitochondria
(4). ·Cell membrane, ribosome, (4) C!ilfuCf>T ~. {i$oilfll4, cMl{l011R
chloroplast, mitochondria (t~fh1C1ctCf>) , 41$2.lCf>lf~41

75. Consider the following sets of 75. ~ ~ TT\f "'31""1""1" ~ mit'Ut'l" 'QGT""'" fl'!...~ql
reproductive terms wfcr<rrf~
(A) Sperm, oviduct, egg, uterus (A) ~. a~oa<urn41. anra-, ~
· (B) Ovulation, egg, oviduct, uterus (B) 31Uslrt'l'i, anTiS", <ilUsCliftrfl, ~
(C) · Sperm, testis, spermduct, p_enis (C) ~. 'f"'UT, !ij5fi10]"1f<'1Cf>l, fm;f
(D) Menstruation, egg,. oviduct, uterus· (D) lfi¥'!1Cl, anTiS", 310JSCliftrfl, ~
The sets of correct combination are : ~~ 't1<4IJ1"1 cl; fl'!-..~<4 t:
(1) (A), (B) and (C) (1) (A), (B) WIT (C)
(2) (B), (C) and (D) · (2) (B), (C) WIT (D)
(3) (C), (D) and (A) I (3) (C), (D) WIT (A)
(4) (A), (B) and (D) (4) (A), (B) WIT (D)
 AglaSem Career

p (24)
76. . Which of the following elements must
be available in water for the
76. ~
f.:t""''~futi't
*' .q.
411<41"'\'1'!01 *'
~ ~ .q.
~ ~ ~ qft 3Q('10!4i'fl
metamorphosis of tadpoles ? "11<111<441 t?
(1) Chlorine (2) Bromine
(1) ~ (2) ~
(3) Sulphur (4) Iodine
(3) ~ (4) ~

77. Which one of the following is not the 77. R""''fc."'f&i't .q. ~ ~-m ~ llll!lf'141 ~
objective of teaching of Science at wf<.mR'-~'4>1'~::!]! t?
upper primary stage ? (1) ~ ~ 3fu' ~-~ ~ q;r
(1) Developing questJ.onmg and mrn-~
enquiring skills (2) ('1Cf');flcti) ~ .a#im ~
(2) Acquiring technological skills
(3) mpl1Uf ~ .a#im ~
(3) Acquiring process skills
(4) Acquiring scientific literacy (4) ~~11f"11i~.a#im~

78. National Curriculum Framework 78. ~ QIQ,_<4i4<4l qft '10\Q~&I (2005) ~ ~

(NCF) strongly recommends that om:r '4>1' ~ ~ ~ t fct; ~
Science education at ·upper primary Jlll!lft:~41 ~wf<.mR'~<lil
stage should (1) ~ 'Cf'>f 11fo<ilr1ct1 ~an <1>
(1) prepare students for competitive ~~~~I
examinations.
(2) help students to be emotionally (2) l;i~lfi('4Cf') ~
~-ctl)-~~1
* ~ ~ 'If
balanced.
(3) help students to acquire . (3) WTuRr ~ .a#im ~'If~
computational skills. -ctl)-~~1
(4) follow constructivistic approach
for teaching and learning of the (4) . ~ ~-ftm!R <1;' ~ <"tHICIIGl
subject. 61WP1q;f ~~ I

79. 'Cognitive validity' of Science 79. ~ llll!lft:~41 ~ w fcim;r_Qid<4i4<4t Cfft

'fifll"" l(i:l41 ch«w qft ~ liltr t fcl;
curriculum at uppper primary stage
requires that it should
(1) be age appropriate and within the
(1) ~- ~ -ctl)- 31Tii -ctl)- ~
~ 3fu' m oW.H-~ ..,ft ~
*
*'~~~~
reach of students' understanding
level.
(2) convey scientific~lly correct
(2) ~ &~lf"1Cf'> ~
-mwmm~1
00 ~-'Cf«J *
content. (3) ~ ~ -ctl)- ~
(3) nurture the natural curiosity and w.mr-m 3fu' ~'J111fl4Cf'>lil 'Cf'>f ~
creativity of the learners. ~~I
(4) enable the students to appreciate {4) ~~'Cf'>f~<!ln:rGRRT~
how · the concepts of Science fcf; ~ mw-n 'Cf')'{ ~ fcf; ~ <1;- ~
evolve with time. mr-=r -ctl)- lJCf'><:'<I11Q fc:lm fiW fc:tCf'>f-81'1
m-mt 1

f.:t""''fc."'futnll ~ ~-m &:tuf.:t41 ~ ~

80. · Which one of the following does not
reflect the personality attribute of a
person having scientific temper ?
80.
'&lfcfi1'
cn«fT?
*' ~rcfi'1iiil-fcl:t1~"~ <liT ~ ~
(1) Seeking evidence· ( 1) w:nur 1iTrRr
(2) Biased opinion (2) ~~
(3) Rational thinking (3) i'lt' Wrc; f¥ffi;r
(4) Openmindedness (4) ~'ffiif
 AglaSem Career

(25) p
81. NCERT Science textbooks for upper · 81. ~ swaf"'C6 ~ <fit '<6'1:1ITaiT <fit
primary classes include large number lf'.m.t.arn-.il. <fit~*~~-«
of daily life related questions which ~qn ~~ <f; w-f vnfl«;r fc61r -rnr
have been left unanswered. This has f~-gM-;:nfl~~t I~~
been done so that ~~t•
(1) teachers have: a good pool of {1) ~ ~ ft;w ~ ~ Wff ~
questions for assessment purpose. ~~-~~~
(2) students can send these questions {2) ~ ~ ~ CliT ~~IRCfl ~ Wff
to scientists to get the answer. ~~~mti'!'CR~ I
(3) teachers can use these questions (3) ~ ~-Cfil<t <f; ft;w ~ ~ 'CflT
for home assignment. wWTCR~I
(4) students can seek answer to these <4> ~ fclM;;r -mm
Cb1 ~ q;ffl R
questions by ~xploring different ~ ~ ~'31'R' mti1 CR ~ I
resources.

82. While teaching the correct method of 82. 'C6'I:IIT VIII CfiT ctffif..:t<6<'1 1!1Jilq1z~ ~ 'C6T
reading a clinical thermometer to -mt <ffTC6T ~ ~ ~ amfT ~ cmwft
class VIII students, Neha mentions the F""'"'1f~f&l'1 ;;)ftClll<4<6 ~ q;r ~
following necessary precautions to be
taken:
'C6«ft t:
( 1) Thermometer should be washed (1) <l"ll4lc< q;f m ~~ afu' ~ ~
with hot water. before and after TTJt 'l:lfft ~ ~ ~ I
use. {2) l!l"'J4l<::< q;f ~ ~ ~ ~ qft
(2) Do not hold the thermometer by ('f{'qi'~ ~ ~ ~ I
the bulb while taking the reading.
(3) Ensure that before use, the
{3) <l"ll..r~c< 'CflT m <liB ~ ~ ~
'(J;Rf.t<~H <R "R ~ ~ ~ mr
mercury level in the thermometer
is below 35 °C. 35°C~Cfil'f~l
(4) Read the thermometer keeping the {4) l!l4hi"ic< ~~mrCliT~'hsrr~
level of mercury along the line of mr -q ffi<R -qo;:r cR" 1
sight.
~l1""«'<6t.=r-m ~lClt~l;:ft ~-tT'I<'f'l'1'
Which one of the above precautions
has been mentioned wrongly by the ~t?
teacher?

83. The section on 'activities and projects' 83. 'C6'I:IIT VIII <f; fffir lf'.m.f_arn-.il. 'qTQ<f_

included in the exercises· of NCERT

Science textbooks for class Vlll
~ <f; ~ ·~tl" ~
qR"'l\11'11' 1WT~'C6T~~t
* "

primarily aims at
(1) enhancing indepth understanding of (1) ~ 'tiC6("<1'11aU qft ~ ~ q;f
the basic concepts. ~I

(2) keeping the students engaged (2) ~ -q ~ q;f cirm -n9'1T

during vacations.
{3) l'll<tlriCfl ~ -q ~ 'CflT
(3) assessing the students on practical
~CR"'T I
skills.
(4) providing opportunitY to students {4) ~-fcwnr ~ ft;w ~ q;f
for extended learning. ~~CRRTI
 AglaSem Career

p (Z6)
84. Major. objective of organisation of .
Science Exhibitions is to
84. fcmr.:r-~ ~<fil~~t*'
(1) ~ q;y lli41Pict> ~ c1> anmr
( 1) grade students on practical skills. -qr~(
(2) provide opportunity to students to
(2) ~ c1; ~ ~ ~ c1; ~
compete with others.
~q;)~~CRRT I
(3) provide opportunity to students to
(3) ~ 'q"1'11i'ilCf> ~ q;r ~ ~
showcase their creative ideas.
c1;~~q;)~~
(4) provide opportunity to students to
CRRT I
enhance their academic
performance. (4) ~~~q;)~c1;~
~q;)~~CRRT I

85. Four candidates appearing in an 85. fcmFr fm;cn c1; ~ c1; fmr ~ ~
interview for the post of science crn;J ~ ~~ q;y ·~ 3fu' ~ mr
teacher were asked to give a
wm« ~· ~ W ~ VIII c1;
demonstration lesson to class VIII
students on the topic 'Pressure
~ q;f ~ ~ 1ffir ~ c1; fmr
exerted by liquids · and gases'. em~ lf~-f~~mrf~­
. Following different approaches were f~~<fil <ii'j)QIM"'' ~~:
followed by different candidates :
(1) I(<II•N{_c -qr 3llW <m ~ ~
(1) Detailed explanation of related
~ ~Cf>("<f'113U ..m ~ ~
concepts with the help of diagram
q;r.rr I
on the blackboard.
(2) Use of charts for _explanation of (2) fuN;;r fict>("<f'113U q;) ~ ~ c1;
different concepts. , ~ -mt q;r m q;r.rr 1

(3) Organisation of hands-on student (3) t\'R14{Cf> ~-~ c1; orre; 'if'tiT
activities followed up with q;r ~ q;r.rr I
discussions.
(4) iXll&lH cl; ~ ~-~ ~ -qr
(4) Greater focus on . classroom
questions during the lecture. ~ ewr ~ q;r.rr 1

Which one of the above approaches ~ 3QI•i"'l ll ~ ~q;f~cl;fmr

will be most effective for teaching of ~uct>JNfcft ~mt?
the topic?

86. Tlie technique of 'classroom 86.. fcmr.:r-fVmvl ll ·~-~ ~· ctt

questioning' in teaching of Science
can be more effectively used for
(1Cf>;::fict> <fiT *'
fmr JN1Cft ~ ~
wWT~\iiT~f
(1) ensuring levels of learning
(1) ~ q;r m <!lf~f?<'tlct ~
(2) developing problem solving skills
(2) ww:rr ~ ~ q;r fqCf>m ~
(3) maintaining discipline in the Class
(3) ~ ll ¢l'f<""'H <~;:rnn<S;t
(4) promoting creativity and
innovativeness (4) ~l1:cf ~"1"11i'ilCf>i'11 q;)~~
 AglaSem Career

(27) p
87. Given below are the steps to test the 87. ' ~ ~ .q mtR qft 34f~fu ~ 'Q"ftllfOT
presence of proteins in a food item. ~t-~~~mrTJlft ~~~
These steps are not in correct -~~#~tl
sequence.
(A) ~ ~ ~ ~ 1WT 4HSI'1t'fl #
(A) Take a small quantity of food
~ ~ 10 ~ 'iiM ~ afu"
item in a test tube, add 10 drops
4HS1'1Ml ~ ftHi$~ I
of water to it and shake it.
(B) 'Q"ftllfOT fcf;lr ~ cmvf ~ ~ ~
(B) Make the paste or powder of the
food to be tested. 'QT3Sf arercn~~ 1

(C) Add 10 drops of caustic soda (C) 4HS1'1Ml # 10 ~ Cfllf-RCfl ~

solution to the test tube and ~ qft ~ afu" ~mfu
shake well. ~I
(D) Add 2 drops of copper sulphate (D) ~2~~~~qft
to it. f~HI$~ I
The correct sequence of these steps is l'1' "'EffU'1T ~ ~ ~ t :
(1) (A), (B), (D), (C) (1) (A), (B), (D), (C)
(2) (B), (A), (D), (C) (2) (B), (A), (D), (C)
(3) (B), (A), (C), (D) (3) (B), (A), (C), (D)
(4) (D), (B), (A}, (C) (4) (D), (B), (A), (C)

88. Which of the following terms 88. ~ mr TJlf 'ctlt.l-~ 'QG ~~ t-l!'m
. constitute the female part of a flower ?
1WT~"«eefaP.fi'~ t?
(1) Stigma, ovary and stamen
(1) qfuq;m, ~ ~ ~
(2) Stigma, ovary and style
(2) qfuq;m, ~~qfuq;r
(3) Stamen, ovaty and style
(3) ~.~~~
(4) Stamen, petals and sepals
(4) ~.~~~

89. Bow many muscles work together to 89. ~ ~~T'!fu~~t-~

move a bone? ~·~ fq(i'ICfl~. ~ ~ ~
(1) Two 'Cfl«ftt?
(2) Four (1) ey
(2) 'q'R'
(3) Six
(3) ~-
(4) Number is not fixed. (4) mszrr~~t,

90. Choose the set that represents only the 90, ~ flij-..il<i ~'ii<R'~\ill~ 3t1CI'm
biotic component of a habitat. eli" ~ ~ aw:rcn ~ f.:t'C<\40 I Cfifffi
(1). Sand, turtle, crab, rocks tl
(2) Insects, frog, fish, aquatic plants (1) om;, ~3TI, ~. ~
(2) Cfl\c:, ~. lW'ffi, ~-~
(3) Tiger, deer, grass, soil (3) Gfltf, -rnur, tmr, ~
(4) Insects, water, aq~;~atic plants, fish (4) ctts ~. ~-~. lW'ffi
 AglaSem Career

p (28)

Candidates have to do questions 31 to 90

EITHER from Part - ll (Mathematics and
WtdeT<If q;T JIR 31 #' 90 "'nt
(1Tfimr cr ~ <lT 'JITTT- III (ffiX(f'{:;jq;
'JITTT- II
aral7R'
I
Scimce) OR from Part - III (Social Studies I
Social Science).
1 t/11//Mi:h fcmFI} #' m
f I

PART-ill/mrf-ill

SOCIAL STUDIES I SOCIAL SCIENCE (fll"''ifJ1Gfl ~I fll"''lf\iiCf) fctt~H)

31. According to Arthashastra, during 31. atelO?IIflil·~ ~ 4\4Cf>IH ll ~-~
Mauryan period North-West was _ _ cfifi;nr~ err 1
important for (1) q;qrn
(1) Cotton (2) m.=rr~~~
(2) Gold and precious stones
(3) ~ ~ 'ffiGfT
(3) Silver and copper
(4) ~
(4) Blanket

32. Amphorae was a 32. ~~ errl

(1) coin of Italy ( 1) ~ q;r fuqq;r
(2)' red glazed pottery (2) ~ il'iCf)C::J{ <rff;r .
(3)
(4)
tall double handled jar
perforated pot
(3) ~~ m i'Rtfi ~ wrr "'T{
(4) f0S::ifffi <rff;r
33. Pepper was as valued in Roman 33. m ft 11011~ .q 'Cf>Tffi ~ qft ~ 1Urr e:rt
Empire that as it was called %~ cfr'Ofl'q'~~~ I
(1) Black magic ( 1) C!i1ffi ~
(2) Black charm .
(2) C!i1ffi ~
(3) Black stone
(3) C!i1ffi ~
(4) Black gold
c4) C!i1ffi m.=rr
34. Persian wheel, spinning wheel and 34. ~. ~ ~ 311'4<ilflil1 q;r ~lfcl&fll.
firearms were invented during
(1) Pre-historic period
ll'S3IT err I
(1) !OII~fot:lfl Cfm>f
(2) Ancient period
(2) '!OIT'f.iT;:r Cfm>f
(3) Medieval period
(3) ~Cfm>f
(4) Modem period
(4) ~Cfm>f
35. A Sanskrit Prashasti has been found 35. f~'"1f~f&i'1 .q ~ fcnft' ~ cfi ~ qft
in praise of which of the following ~ -q ~~ Jmfu=f 'qTliT TJ'lfr t?
Delhi Sultans ? (1) ~Mjctf'"I:CI
(1) Iltutmish (2} ~
(2) Balban
(3) <l1HJdl\l'1 ~
(3) Alauddin Khalji
(4) ~~
(4) Firoz Tughlaq

36. Hiranya-garbha ritual was performed 36. fu•o<~•l-4~~~\iffirren'

(1) when a king won a territory. c1) ~ l1:Cf>' ~ fcfim ~ ;;furrrr m 1 em
(2) to declare the king as Kshatriya (2) ~CfiT·m!Tm~~~~
even if he was not one by birth.
cw-;;r;:q~ •""~'~ 1
(3) before hunting a deer. (3) mq;rfuCf>lt~~~ 1
(4) for the birth of male child. (4) 1j;f ~ -;;r;:q cl; ~ I
 AglaSem Career

(29) p

37. During the Chola period associations 37. ~ 'Cfi'TM ·.q. &41 q 1fhn cJ; ~. cnt
of traders were known as ~ \ifl'ffi m 1

(1) Gramam (1) 1:l11m

(2) Shrenis (2) ~

(3) Nagaram (3) ~

(4) Sabha
(4) w:rr

38. Nath literature i!i associated with 38. ~~~~t

(1) Bengali (1) -.jrm;ft ~

(2) Assamese (2) arnm~

(3) Odiya (3) ~~

(4) ~~
(4) Maithili

39. Khan Abdul Gaffar Khan started a 39. '&IFf~~ '&IFf;{~-~

powerful non-violent movement in ~ Jffi:r ll qtf4:1:tquffi ~ ::lli~)&H
North-West Frontier Province, known
as
(1). Wl-~~
(1) Ram-Rahim Movement
(2) f&W11~11 ~
(2) Khilafat Movement
(3) ~ f@<il'il"'l'll< ~
(3) Khudai-KhidmatgarMovement

(4) Pakhtun Movement (4) ~~

40. After the Congress Resolution 40. ~am mftn ·~ ~· (1929) cJ;
(1929) to fight for Purna-Swaraj, ~m Cfft !H1'11CI"11 cf; o:rTG cnl
'Independence Day' was. observed on ''('CitbiHI fcrc;m• ~TJ<n' I

(1) 15 August 1930 (i) 15 .3Vf«f 1930

(2) 26 January 1930 (2) 26~ 1930

(3) 1 ~1930
(3) 1 January 1930
(4) 2~ 1930
(4) 2 October 1930
 AglaSem Career

p (30)
41. Big Bear is an example of 41. f.proiM"~d~I~~Ui t
(1) Milky way (1) 6l1Cfll'il' i• II Cl>T
(2) Constellation (2) ~cpf
(3) Star (3) ORfcpf
(4) Galaxy (4) ~cpf

42. Only one side of 1the moon is visible 42. ~~~·q)f~~-tt mTTmmt
from the earth because ~t.~
(1) other side of the moon is towards (!) ~ CfiT ~ 'I1JlT ~ fe:;:r ~ ~
the earth only during the day time. ~qfraffi"~t I
(2) other side of the moon is towards (2) ~ CfiT ~ 'I1JlT ~ 3l1WWlT tnT
the earth only on the New Moon ~qfraffi"~t I
(Amavashya).
(3) ~tnT~~~ am-~
(3) time taken by the moon to move
~ # ~ 3l1H are qr <pR #
around the earth and to complete
WlR~WRITt I
one spin is same.
(4) ~ <PT 3l1H are 11r ~ ~
(4) it takes the moon one light year to
complete one spin.
~ # ~ >I'Cfl'M qq WRIT I t
43. The earth moves on its axis 43. ~~arew~t
(1) from West to East (1) ~~~qfr3ffi"
(2) from North to South (2) ~ ~ cfuur qfr am-
(3) from East to West (3) ~~~qfraffi-
(4) from South to North (4) cfuur~~qi'raffi-

44. As we move from Eastern Hemisphere 44. ~-~ ~ ~ Tffi;n;t ~ ~ Tffi;n;t

to Western Hemisphere the :size of
longitudes
t.
~ .mr~ ~iiil"fi~ mm
<tiT 31'TCtm"
(1) ~"'ffiTt I
(1) mcreases
(2) t:R:m "'ffiT t I
(2) decreases
(3) wrRWITt I
(3) remains same
(4) first increases then decreases (4) ~ ~ . "'ffiT t ftor t:R:m "'ffiT
tl

45. The Earth Day is 45. ~-f<A <ti~MII'11 t

(1) The time during which the sun
(J) ~~WI>~~qr~~
shines on a specific place on the
·~qr~tl
earth.
(2) The measure of standard time at (2) ~ cpr 11RCfl'~ I
Greenwich.
(3) ~ rnr 3l1H are 11r ~ .-.t fWrr
(3) Period of rotation of the earth TT<rr~ I
around its axis.
(4) Period of revolution of the earth (4) ~rnr~~~affi-~#
around the sun. fWrr TT<rr ~ I
 AglaSem Career

(31) p

46. On equinox, direct rays of the sun fall 46. ~<f>Wr ~ ctr mm fcnfol~ t-
on (1) q;<fd"lm W
( 1) Tropic of Cancer
(2) ~tmw
(2) Equator
(3) lfCR"t"lSTW
(3) Tropic of Capricorn
(4) ~<fnW
(4) ·Arctic Circle

47. There are many harbours and ports in 47. <i12:i"1iflcti qi_\l't11'H # ~ ~.IJI<f 'lfci
Atlantic Ocean because lfi'Rt,~.
(1) There is large: volume of sea trade (1) ~:n. 3l1W:Cfir ~ ~ cf> oiTT:r \1RT
between the U.S.A. and Europe. -qr;rr ll ~ o!j]1:11HTOT ~ I
(2) Fishery industry is flourishing in (2) 3Ri"1ifccti 14~1'81 1 1< ll lffi<1 "3l!lTrf
the Atlantic Ocean. fctctif-811 ~ I
(3) The coastline of the Atlantic (3) 3i2:Mifc:ct> 14~1'81'1< Cfft nc tm ~
Ocean is highly indented.
~~I
(4) The coastline . of the Atlantic
(4) 3i2:C"1ifc:ct> 14~1'81'1< qft ~ ~
Ocean is very shallow.
fffirnl~l

48. Which is the world's longest mountain 48. ~ ctr -mm "i"1lGft ~ ~ <iit.=r-m
range? t?
( 1) The Himalayas (1) ~
(2) The Rocky (2) ~
(3) The Andes (3) ~
(4) The Alps (4) ~

49. In India Tropical Rain Forests are 49. 'I{R(f 1l aw lct>flili~ cr«ri q.:r -q]"(f ~if"
found in
(1) ~~"4
(1) Madhya Pradesh
(2) Himachal Pradesh (2) ~~"4

(3) Andaman & Nicobar Islands (3) ~-f'"l<t>lciil< s.'l4w{l\l "4

(4) Rajasthan
(4) {1"1<('\qH ll

50. During the retreating monsoon 5o. ~~<f>~ant~dt

period, the moisture laden winds blow
from ( 1) mit ~ *:R qft :am-
(1) Valley to plains
(2) ~ ~ ~ qft :am-
(2) Land to sea
(3) ~~~qft am-
(3) Sea to land
(4) 1:IOlr ~ *:R qft am-
(4) Plateau to plains
 AglaSem Career

p (32)

51. Which of the·. following is called 51. f-"1"1ft'1i&l'1 .q ~ ~ ~ cl; ~ ~

'lungs' ofthe earth ? ~t?
(1) Tropical evergreen forest of
Brazil.
(2) Tropical deciduous forest of (2) l1'tZf ~ cf- 3ISO!Cflfc~tfl<:r ~
Central America. q.:r
(3) Temperate evergreen forest of
China.
(4) Temperate deciduous forest of
Chile.

52. Which is the largest river basin in the 52. fc1rcr q;J mm am~ -affi:R ~ m t?
world? (1) *rr~~
(1) Ganga river basin
(2) ~~~
(2) Nile river basin
(3) Mississippi river basin (3) Pn:ilf-H4l ~ ~
(4) Amazon river basin (4) ~~~

53. What is 'Maloca'? 53. ·~ CFnt?

(1) ~~
(1) A tribe
(2) ~Wffi"'PT<K
(2) A house type
(3) ~q.<f~
(3) A wild animal
(4) ~ q;r f.:rcmft'
(4) A resident ofMalacca

54. Using resources carefully and giving 54. ~ q;J '!'11'1chl'1i'{J<fl ~ 'Cflr-rr.i'fm

them time to get renewed is called ~ '1cfl<fl'! Oj cl; ~ ~ ~. - -

Cf)~\"'ifll t I
(1) Resource conservation
(1) ~~
(2) Sustainable development
(2) @!'1ql1Sj0n4 fi:rCf'lR:r
· (3) Resource management
(3) ~~
(4) Development management (4) fi:rCflR:r ~

55. Shelter belt is a method of 55. wet~ qft~ftri'qt I

(1) water conservation· (1) ~~
(2) soil formation (2) ~ f.:mtur
(3) plantation (3) OWTR1
(4) soil conservation
(4) ~-~·
 AglaSem Career

(33) p

56. Bhimbetka in Madhya Pradesh is a 56. lllll' ~ 1l ~ \llqa:IG<f>i '%" _ __

(1) Palaeolithic site q'!F!~~t I

(1) ':{{lql"'ifuJCfi
· (2) Neolithic site
(2) '1CJqi"'ITUICfi
(3) Megalithic site
(3) "ltilqi"'ITUICf>
(4) Mesolithic site
(4) ~qJ"'ifuJCfi

57. Which of the three Gods were 57. ~ 'Cf>WI' .q 'Cf>t.1 ~ 'ffi;::f ~ &ltl<f>'!
especially important in the Rigvedic ~ei?
period?
( 1) ~. fu'ror ifilT ~
(1) Rudra, Vishnu and Indra
(2) ,mr.,, ~ i'MT m.r
(2) Agni, Indra and Soma
(3) ~, CRiUT i'MT ~
(3) Indra, Varun and Rudra
(4) Agni, Indra and Vishnu (4) ,mr.,, ~ i'MT fu'ror

58. Sanskrit is considered to be a part of 58. ~ q;1 f;m ~-~ CfiT #;m" liT-'IT
the family of languages known as ~t-m ~t
(1) Indo-Aryan .(1) ~-3Wt
(2). Indo-Greek (2) ~-<fiR

(3) Indo-European (3) ~-~

(4) Indo-Arabian (4) ~-~

59. At which place it was a general 59. ~ m w ~ q;1 '9W: '3'iR" ctt am:
practice to lay the dead with head fu'f~~Ch'11"11 ~ m?
towards North ?
(1) ~<jjJ:jl OCI
(1) Inamgaon
(2) ~
· (2) Burzahom
(3) ~
(3) Mehargarh
(4) Bhimbetka (4) ...n4~C:Cfil

60. The Buddha described the thirst of 60. or-a am ~ait cr ~ait ctt ~ q;t
desires and cravings as f-'lHf&~f&H ll ~ Cf"'T 'OTi'1l"<lT TI"''T ?

(1) Pipasa (1) ~

(2) Trishna (2) Qmrr

(3) Tanha (3) (RT

(4) Teevra Ichcha (Strong desire) (4) ~fur~

 AglaSem Career

p (34)
61. ~ctt~~-«
61. Branding of product·
(1) ~~~;;m:ff~ I
(1) makes it more saleable.
(2) ~.q~¢~~~
(2) differentiates it from other
f'Rqmrr~ I
products in the market.
(3) ~~*"~~OR~
(3) makes it more attractive for tl
customer.
(4) ~~q;f~~lff~
(4) gives customer rebate on MRP. fm;ffit~l

62. Which part of the Indian Constitution

is often referred to as the 'Conscience'
of the Constitution ?

(1) The part dealing with the

Directive Principles.

(2) The part dealing with the

(3) ~ "'lffi, 311~-tl\'1 ~ ~
Fundamental Rights.
~~crt*"~ 3lTWUT ;ftffi ~
(3) The prut dealing with the
~m-
reservation policy for SCs, STs
andOBCs. (4) ~ qft !H~IcHI

(4) The Preamble ofthe.Cpnstitution.

63. How many members can be 63. R mn ~ ~ iifm;f ~ '1'11::ftn ~ ·

nominated to the Lok Sabha ? ~t?

(1) None

(2) Two (2) ~

(3) Four (3) 'qJr

(4) Twelve (4) GfiW

 AglaSem Career

(35) . p

64. A judge gives decision on a case 64. ~%m ~"tR"f.:rofqt'lft

(1) on the basis of argument (1) ~~.awm-'!R

(2) . on the basis offee paid (2) ~~~~.awm-'IR

(3) on the basis of evidence (3) ~~.awm-'!R

(4) on the basis of police inquiry (4) ~ Ht\q',lCfliH ~ .awm-'!R

65. Which of the following cult bas 65. f.:tJ;Otfilf&l1 ll ~ ~ '$:f 'tR" ::;uR cmfl
distinctive tribal influence ? JNTEf -qfu;ri'affi ~ t ?

{1) · Cult of Venkateshwara (1) c!Cfll'<Cl'l ~

(2) Cult of Jagannath (2) ~~

.
(3) Cult ofVishwanath (3) fctN"il~ ~

(4) Cult of Amamath · (4) ~~

66. . Diseases like diarrhoea, dysentery,· 66. ~. ~. t-;rr ~ oflql~<if 'CflT ~ '\i{f
cholera can be prevented through ~t
(1) education·ofhealth and hygiene (1) ~~~mr
(2) better health care facilities (2) ~~WrmaTI~mT
(3) providing safe drinking water (3) ~~~~CRJCR
(4) providing cheap medicines (4) .m~~~

67. More often discussions on government 67. mcm- ~ ~ 'Cfll<iT <it ~ 31<ftff
and .its functioning lead to extreme ~ ~ <it "ffi'qi ~ '\ii"Rft t. atn:
views, therefore teacher should
~'Cfll ~%'Cf6
(1) avoid any debate or discussion on {1) W 'Qr fcnm ~=fh,;ITG-~ ~ T:Rii
it. ~~I
(2) criticise the way government (2) m<l>lr~~-~q,l ~'Cflt I
functions. · (3) ~ flfsti"lol (Judicial activism)

(3) argue for judicial activism ~~~~I

(4) a4~'<11fl"'Cf> ~'* <tt WRT 1l ~
(4) organise more objective
Cl«J)f-1""3 3Rf:~aTI 'Cf>T ~
interactions as compared to
'Cfltl
didactive views.
 AglaSem Career

p (36)
68. The views of social scientists vary the 68. f"'l .... firi!&C1 if ~ f<fffi ~ ~ f<mlf~ cr
most on which of the following agents fcf>:ttiR4'i!f.:6:ttM ~ ·~ cr Jrc[ffi w
regarding their · impact on the 31m"~~ if~ f~~tf-'141 ~ ~
behaviour and attitudes of children
and adolescents ?

(1) ~
(1) Family

(2) fctem1<1
(2) School

(3) Television (3) 2Hifct"1'1

(4) Peer (4) ~

69. Which of the following is the most

appropriate way to increase the time
fcmR ~ if fumf~ q;r ~~
spent on academic activities by the
Ttfufcri'~ w ~ -ry-q ~ q;l ~ ~
students in a Social Science class ?
fmr~t?
(1) Assigning homework three times
a week.

(2) Assigning individual projects on

(2) "'1'<1 fc!1sr<IT _l:lt, ~ 1:!t "'q'T:Jf cnB ~
new topics before discussing the
.1Tffi, ~ ~ q;f 3Will-3Will
topic in class.

(3) Incorporating lots of new material

in a lecture to be delivered to (3) m ~ ~ ~ ~ "'T ~ <41&11'1
sustain interest.
if~~ .am~~ -rer-rr 1

(4) Proper lesson pl~nning and

(4) ~'TIC~ q ~ ~ <);-
abiding by the time schedule for
. every activity. ~ R<ffi Wl<r C!iT ~ I
 AglaSem Career

(37) p

70. A student was interested in studying 70. ~ irefT 'l~T«'ITln~·f.l'q;l am Cfm 11 li'1 Cfif 'If
problems faced by Indian soldiers ~ ct>fu"11$~'j cfi~lf~f I erg"~
during the Kargil War. She interviews ~ 'Cf)T ~ *ft t ~ ~ Cfif 'If
several soldiers who took part in tlie . ~ ~ m 1 'f'f ~ <6T f"1""ff'-"'f&H
Kargil War. These soldiers can be
'If "tt ~ lfRT 'ill~ t?
considered
(1) Tftur -mn
(1) Secondary sources
(2) Primary sources
(2) ~1'4f~"' -mn
(3) cH<RJfCict> Of<IR ~ C!TR
(3) Actual narrators
(4) ~-mn
(4) Internal sources

71. A teacher wants to give a case study to 71. ~ ~ ~ VII cfi m

<6T Tt6"1'
st~dents of class-VII. Which of the ~ (case study) cfi fffir J:TC6tuT ~
following topics would be most ~ t I f"1""ff'-"'f~i'1 'If 'tt mRf ~
appropriate ? 'Cf>t.fm61TTT?
(1) Earthquake
(1) ~
(2) Major crops oflndia
(2) ~qft~~
(3) Minerals found in India
(3) 'iffi(f # ~ ""l'R C!lR ~
(4) Structure of the earth
(4) ~qft~

72. Valuing observable facts over 12. "tf''lcf c~; '¥AT 'If ~ aM1 Cf)"1 ~
a<01 f<fi'1ct>
individual preferences .in deriving . nutT q;f ~ 'If -mr Wfq;; f"1ct>li'1"11
deduction is called f"1'"1f'-"'f~Hlf'tt~ Cf>~Mii'11 t?
(1) · Reasoning . ( 1) '('fC\;;rr .
(2) Free association
(2) lfffi-Wm
(3) Egocentrism (3) 3lli"""~f~(11
(4) Social brainstorming
(4) 'HI"''If"Jc:p ~~

73. To show land use in different 73. fcri''IA ~'If ~ ~ q;f ~ cl; fffir
countries of the world, which of the f"1""ff'-"'f&i'1 'If -tt 'Cf>t.f-m fmm'-~
following would be a suitable teaching
~m?
aid ?
(1) Flow chart
(1) wrrw
(2) ijC1'11i"""Cfi 'CITt
(2) Comparative chart
(3) ~-tw 'CITt
(3) Timeline chart
(4) $1~
(4) Venn diagram
 AglaSem Career

p (38)
74. A teacher writes instructional 74. '!'f)~ arq;:ft Wcr-~ .q 'fmf lM
objective for his/her lesson plan as em <fi l«R <fi ~ <fiT i1ffi ~
. 'Students will be able to give reasons 3f'j~~l"11(4!1ifi ~ ~~ I lfr t
for the downfall of Mauryan Dynasty'. ~~~ampTT?
This objective will come under (1) ~
(1) Knowledge (2) ~
(2) Understanding
(3) ~
(3) Application
(4) fi~<'i"101
(4) Synthesis

75. All of'the following are characteristics 75. f.:t'"'1~f&n # ~. cfi atfi!l~<m
of creative thinking except : ~ "t"1'11(4!1ifi ~cf; an~f I
(1) Ability to always produce right· (1) ~ ll<IT ~ cf; ~ 00 ~-~
answers to problems posed "3W~ci;wwf
(2) Synthesise . from a variety of
(2) ~ ~ ~ fi~<'i"101
sources
(3) ~ ~ ~ ~ q;r;t tQ
(3) Flexib,le and imaginative way to
approach a problem
ifi<"G'11~n(YI cr ~ m- q;r ~
(4) Purposeful, reflective judgement (4) ~ cr fcr"'H~n(YI ~ ~- ctft
wrnr
76. During Social Science class, students 76. '!'f) <ai•ufJiifi ~
# ~utudl lfr
ftmR
begin to discuss whether a mobile ~ atTN ctmt f fct; fif€1 1('1<4 cf; f.fifi?:
tower should be allowed to install in i1ld41$M ~ 'M1"FfT ~ fc6" "1tf I '!'f)
the proxiDlity of their school or not. A m;rT d t fc6" ~ ~ f-iifiM4 ernwrr
student says that the radiations from
the tower would make students sick.
f~fcf>~Ui msrran 'fiT~~~ I "l!ifi'
~mmdtfcti"~ MI'CIIflllW'fi"
Another student says, I heard this on
the news that mobile towers do not
fc6" iil!41$M ~~'fiT afum" "1tf Cfmt
make people sick. As a teacher you f I ~fVrf!flifil<fiomlatN
would o> ~.an~. ~ ~"' ifil<ll(YI<l
(1) Encourage students to organise a "' ~ ~ .~ "' ~ lilffurno
dhama (protest) outside the office · ~I ,
of local administration.
(2) ~.an~-~ W!ifu -qr ~ ~
(2) Motivate students to collect q;r;lci;~~~~~
evidences. that will help them
W!ifu q;r Cl~"ita ~<fir~ I
assess the situation objectively.
(3) Organise a structured debate on
(3) ·~ ~ -qr q;m # ~ fir<Ht{{lifi
~ Cf;T ~ ifi'(cUq•f) I
this topic in the class.
(4) Organise an election to know the (4) ~ W!ifu ~ ;;rr;R "' ~
q;m -q
support in favour and against. ;.w~#~ <I><CIIq•fl I
 AglaSem Career

(39)· p

77. At the upper primary stage, according 77. ~ Qiq_<N<Il ~ 2005 cf> ~~
to NCF-2005, the content of Social ml!lf'1<t• ~ w fll"'ifJtct> fcfflR Cfl1
Studies will draw its content from which fCltii<ICi'f<'! f-1"'1f&~f€1i1 .q ~ f<f;;:f ~ ~ ffi
ofthe following subjects ? "'"RT~?
. (1) History, Civics and Geography (I) ~.~~cr~
(2) History, Geography, Political (2) ~.~.~~q
Science and Economics ~
(3) Environmental Science, History, (3) q(l\Cj{Oj ~' ~' ~ ~
Civics and Geography
q~
(4) Disaster Management, History, (4) ~~. ~. ~~q
Political Science and Values
Education
'"{('<N'(Cf> m
78. For which of the following a time-line 78. f-1"'1f&~f€1i1 it -«
%fl" ~ it ~-00
would be best suited for ? mm~~?
(1) to give summary of a dynasty. ( 1) . f~;inr,rcm cnr ~ "lffiJf ~ if 1

(2) To explain achievements of· a (2) M ~ q,1 ~ q,1 01lT&IT

ruler. ~if I
(3) · To compare two dynasties. (3) ~~qlt~~it I
(4) To teach ancient history. ( 4) ~ 'lffiO ~ ftmul' if I

79. Locating a place on the map is 79. "'Hf'i!:4WQ~'Cf>l-wRn:imunt.

assoCiated with
(1) w-:r'#
(1) Knowledge
(2) ~'#
(2) Comprehension
(3) ~'#
(3) Application
(4) ~'#
(4) Skill .

80. Children have little exposure to laws, 80. ~'<fiT~~ -.rsn q;lf ~ m t.
therefore, while discussing laws, it is ~~wqfhOii:it ~~ ~
important that teacher should "'t\'ii'il'{\Jl tf<f>fmrcn

(1) explain all the aspects of laws (1) ~~~~aTI~~"Cf>t I

very clearly. (2) . ~ ~ '# ~-'#-~
(2) giVe as many examples from ~~I
fa~iliar context. (3) ~~~'#~~qlt
(3) discuss about juvenile laws only. ~~I

(4) create fear regarding -laws. (4) "Cf>J¥~mtf~~q;t I

 AglaSem Career

p (40)
81. A Social Science teacher must employ 81. ~ ffl•nf"'Cfi fcmR" ctT fufarcnr am~~
which of the following methods for ~~·ld~·,~f-1'"'1Wtrual1lf~~­
being effective ?
mM~~lfMt<ft~.-?
(1) · Increase engagement of students
by thought provoking and (1) fctiiHlfl"'Cfi cr ~ ~ ilRT
interesting activities. ~q;r~c);-"llfu~
(2) Increase the knowledge of ~I
students by taking tests on every
(2) ~ ~ CfiT • ~ "€m!TaTI
Monday.
q;r ~ cr;t:r C!iBT I
(3) Award grades in a lax manner to
boost the confidence of slow (3) mt~~~cf>~cm
learners. ~~m?;~nt~~ 1

(4) Assign pr(ljects to be done at (4) lWIT-flrnr CfiT ~ ctt m -q flf"'4f~l1

home so as to involve parents in
'<fiB~~ qfN"1'11 ~ I
the studies of theit ward.

82. In a discussion on Constitution, it is 82. flfatll"'l 'Q'f ~ "Cfi"fff ~ ~· "'~'tii!'fll t

important that it is discussed in fcti~ ~ qffi~lf~q:; qfh:lll4lfctT ~
historical context so that students "l1'1fct> msr "~''''!<'iCfi n 'fit" f.ti :
become aware that :
(I) ~qft~'llmf-qt I
(1) democracy has its roots in India.
(2) republics flourished m ancient (2) ~ 'l1ffif -q lJ'URi:r ~-~ m ~ 1
India.
(3) aqf-1~'<1 "' ~ m q;r lfl" w
(3) anti-colonial struggle had its llro~~ I
major influence.
(4) ~ ~ ~ q;r "fiORl ~
(4) Indian Constitution is the oldest in
the world. ~~I

83. Outcome oriented student learning - 83. ffl"'lf-i~Cfi fcmR" lT 4RUII"' amufu:r fmmfi
model in Social Science will focus ari'WT"'" ~ Pi'"'1f(i1~(1 lT ~ ~ 'Q'f
primarily on whiclil of the following? JW!If>ICfi nlf'Q'f~Wrr?
(1) Group activities, excursions and (1) "fllW ~. -w:rur ~ ~
summative assessments
.~.
(2) Complete coverage of course,
(2) ~r -q 41~4st>"' q;r ~ ~
information centred teaching and
summative assessments
~. ~ ~ fimul· q
~~
(3) Learning objectives, learning
activities, formative and (3) ~~~~
' ,
summative assessments
(4) Aims of education, new teaching (4)
method, board exam
 AglaSem Career

(41} p
84. The content of Social Science should 84. ~ fcmR ~-Cffii <liT ~ ~
aimat ~fcn

(1) making students familiar with (1) ~ <tiT m-er -q m qrffi ~m ~

happenings in the world around. ~ <.RCil<rr ~ I
(2) raising students awareness (2) ~ <tiT ~ fll'"llf"lct> ~ CfiT
through critically exploring and
3l1Mlil'11i""lCf> ~ ~ '3"1' -qr w-1
questioning of familiar social
'30l'Cf>\ "11'1 ¥Cf> ORT<IT ~ I
reality.
(3) ~ ll {I "?1 <m I qft 'qJCRT 'Cf>T fcrci;rn
(3) inculcating nationalism m
students. fcf;<rr~ ·I

(4) imparting knowledge. about

(4) fqCf>f*!ct m ~ 0Tit ll "lHCf>l'l.l ~
· developed countries. ~I

85. In a pluralistic society like ours, it is 85. m~ fttftt!Qril'{"l ~#~-~

important that textbooks should be l« ~qft -g1;ft ~fcn
such that
(1) ~~ctil~~"RR~
(1) they reflect government views to ~ ~ <i~q:,]on <tiT ~tfnfcilfkilct
make children a good citizen.
'Cf>tl
(2) controversial issues are avoided. (2) ~ fc:tc:ufc;ct ~ ~ 'i! w1
(3) all regions and social groups be (3) ~ &rn ~ fll'"llf"l<t> w¢ CfiT &Rt
able to relate to them. ~m1
(4) different textbooks are available (4) 31WT-31WT &rn ~ ~ 31WT-31WT
for different regions. ~-~~I

86. According to NCF 2005, the aim of 86. ~ Ql<!_~il~l ~ 2005, ftl'ilfJtCf)
education in Social Science should be f<mR ~ .q. ~ ~ mam?.1<1T q;y
enable student to f.:t"'if<"\f&ri .q. "« ~ ~ ~ fucr ~
~t?
(1) Criticise political decisions
(1) '(1"14Rlct> Rut<:IT em-~
(2) Analyse socio-political reality (2) 'HI'"llf"1Cfl-{1'>14foct> Cli'RlfCICflctl CfiT
fc:t¥<-itifol
(3) Retention of information on socio-
political situation in the country
(3) ~ em- fli'"llf"lct>-m4foCfl W1fu ~
~ll~'Cf>T~
(4) Present knowledge about socio (4) <1"1-lfo<t> cr fll'"llf"l<t> f*!Olil'fi'i ~ ~
political principles in a lucid and -q m'1' <tiT fl {("'ct'"l fclfu ~ m:qct' 'Cf>r-11'
concise way so that students -~~~~~
remember them easily: ~Cl>C~~ I
 AglaSem Career

p (42)
87. The Civil Rights Movement was 87. lf.ll. ~ .-q PII'I~Cfl an~ atl><itM
started in the U.S.A. to ~TT<rrerr

. (I) ' demand for fundamental fights for (1) ~-~ ~ ~ ~

African-Americans. ~ C!ft l=ITrf ~ I
(2) demand for equal fights and end (2) w:rR ~ ~ ~ ~ q;f WW<f
to racial discrimination. coR C!ft l=ITrf ~ I
(3) demand for voting rights for (3) ~* ~ ~ ~ C!ft l=ITrr
women. ~I
(4) demand for social security for old. (4) ~ ~ ~ ftl"''lf"1Cfi ~· C!ft l=ITrr
~I

88. How a Chief Minister is chosen ? 88. '!t.O!Oioi:ft CfiT Tf'1<' ~mort ?
(1) By the President of the party (I) ~ -q ~ m1<f coR qrffi "t11iT ~
which has got majority in the ~am

(2)
election.
By the MiA's of the party which
(2) ~
~~am
-q ~ m1<f coR qrffi "t11iT *"
has got majority in the election.
(3) ~*"~llr~~~
(3) · By the President of India on the .
advice of the Prime Minister. am
(4) -rrcRr C!ft ~ 1lr ~ ~ ~­
(4) By the President of India on the
recommendation of the Governor. am

89. Which of the following s_!Iows gender 89. f-1Af<"tfuil'1 -q ~ "Cflt.:r-m fM•If!_("'Cfl ~
stereotyping ? ~~t?
(I) Girls are more talented than boys. {1) M:SfCfl<li~~~~~tl
(2) Girls can do only household {2) M:SfCfl<li ~ tR ~ cnTii-~ "Cfi\
works. · ~tl
(3) Girls can do all type of works (3) M:SfCfl<li 6-f m q;r<:jl em q;r ~ t
which a boy can do. iill.~~"Cflr~t I

(4) Girls should get equal opportunity

as boys ..
(4) M:sfct><il
f-iwR-1
em ~ *" WTR arc:rw

90. In a democracy the media plays a very 90. MlCfirl~ -q ~~ ~ "if''\'i4'{ul ~

f.:rlmft ~.,...,..
important role in
(I) providing news and discussing
events taking place in the country
(I) ~
afu-
31ft mm-
~ ~ qrffi ~-m 1lr
*" ;;nt -q ~ B
"'tfClt
and the world. Cf>R"Jf I

(2) advertising goods so that. people (2) <rni* q;r ~ coR -q • ffiTT
can buy goods of their choice. ~ ~ C!ft <rnl* q;f ~ ~ I
(3) telecasting cricket events so that (3) ~ ~ ~ q;r ~ q;r-:rr
mfc!;-ffirrt:~r~~~~ I
(4)
people can watch sitting at home.
providing many · types of (4) fcTfl:R wm
q;r-:rr I
*" "'1'11("1'1 C!ft ~ ~
entertainment materials.
 AglaSem Career

(43) p

Candidates should answer questions

from the following Part only if they
have opted for ENGLISH as
LANGUAGE- I .

. ~ f~k1f<1f{Sf(1 cqrrr·~ ~ ~ dfH

&?ctM ~- ~ ~ d~l·~ \=11~1 - I cpr
fq Cf)~ ah)\tfi TfiT mI
 AglaSem Career

p (44)
PART-IV
LANGUAGE-I
ENGLISH

Directions : Read the given passage and 91. In the mode suggested by Sir Tim,
answer the questions that follow (Q. Nos. 91 to teachers may self-evaluate and self-
99) by selecting the most appropriate option : reflect
(1) using technology
Renowned educationalist Sir Tim (2) without technology
Brighouse, observed that an outstanding school (3) through a students' survey
has four factors that are visible. "Teachers talk (4) interviewing each other
about teaching, teachers observe each other's
practice, teachers plan, organize and evaluate
92. 'Teachers talk about teaching' means
their work together rather than separately, and that they
that teachers teach each other." (1) make some suggestions
He continues : "One of the reasons I like (2) discuss their own practices
that is that you can immediately see ways in (3) criticize one another
which you could make it more likely that
(4) freely change opinions
teachers talk about teaching."
Sir Tim then encouraged schools to focus on
93. 'Low effort but high impact' in this
activities .that were low effort but high impact, contextimplies that schools
describing them as "butterflies". Some ( 1) pay teachers a lower salary
. examples he gave included rotating staff (2) extract more work for the same
meetings around different classrooms with the pay
host, at the start, describing the room layout (3) decrease the work load and salary
and displays, or discussing other teaching ·(4) create opportunities within the
techniques ·and approaches. With modem system for development
technology teachers could observe their own.
lessons and then. when viewing them back,
94. In this extract, it is observed that
decide whether they want to shar:e them with a
technology supports teachers to
mentor.
(1) improve students
The role of mentoring was vital and
suggested that more schools could send (2) conduct meetings for teachers
teachers out in small groups to learn from (3) follow-up/remediation activities
colleagues in other schools. for students.
He said : "If this were widespread (4) self-diagnose their practices
practice, if people were to attend to their
butterflies, the outcome in terms of teacher
95. Here, 'visible' means
morale and teacher satisfaction would be
(1) seen (2) obvious
positive. We all agree that professional
development is the vital ingredient". (3) ~ppealing (4) bright
 AglaSem Career

(45) p

96. 'Rotating staff. meetings in the class · . You're growing so fast it sends me a whirl,
rooms' permits teachers to With misty eyes I ask, Where's my little girl?
(1) be informal with each other I know sometimes to you I seem harsh and so
(2) miss some of them unfair,

(3) share their own practices with But ope day you will see, I taught you well
others because I care.

(4) keep busy all the time The next few years will so quickly fly,
With laughter and joy, mixed with a few tears
to cry.
97. A synonym for the word,
As you begin your growth to womanhood, this
'counselling', from.the passage is
fact you must know,
( 1) describing (2) mentoring
You'll always be my source of pride, no matter
(3) discussing (4) teaching where you go.
You must stand up tall and proud, within you
98. The talk by Sir Tim is about the feel no fear, .
( 1) teachers who dress like butterflies.
For all you dreams and goals, sit before you
(2) visiting schools to socialise. very near.
(3) knowledge teachers gain for job With God's love in your heart and the world by
growth.
its tail,
(4) schools who control their
teachers. You'll always be my winner, and victory will
prevail.
For you this poem was written, with help from
99. "Butterflies" here refer to
above,
( 1) the dress code
To tell you in a rhythm of your Mother's
(2) a practice of staff interaction
heartfelt love !
(3) changing schools
KayTheese
(4) going to classes in rotation
100. 'Do you know how much you mean to
me ?' is a question.
Directions : Read the given poem and answer (1) rhetorical (2) restrictive
the questions that follow (Q . Nos. 100 to 105) (3) convergent (4) divergent
by selecting the most appropriate option :
101. An antonym for the word 'harsh' is
As I Watch You Grow (1) severe (2) mild
(3) gr1m (4) clashing
Do you know how much you me~n to me·?
As you grow into what you will be. 102. In the expression 'It sends me a
You came from within, from just beneath my whirl', 'it' refers to
heart (1) travelling far
(2) growing up
It's there you'll always be though your own
(3) new experiences
life will now start.
(4) the real world
 AglaSem Career

p (46)
103. . To 'sta~d up tall' is . 107. Exemplar for homonym would be

(I) growing up healthy . (1) aisle/isle

(2) be taillike the boys (2) beer/bear

(3) stale/stall
(3) being fearless
(4) stock/stoke
(4) getting ambitious

108. Which is a lexical word?

104. The phrase 'the world by its tail'
(1) love (2) IS
means to
(3) the (4) might
(1) be a good follower

(2) overcome challenges

109. While learning about the passive voice
(3) · face one's enemies form, students learn about
(4) to avoid challenges (I) use of'by'
(2) position of verbs

105. The poem addresses a (3) position of nouns

(4) use of verb form
(I) friend (2) daughter

(3) mother (4) girl

110. Students can leave the school
premises at 12.30 pm.
Directions : Answer the following questions
Students ought to leave the school
by selecting the most appropriate option :
premises at 12.30 pm.

The two given statements can be

106. A person sitting behind you in a differentiated by drawing students'
cinema starts talking on the mobile ·attention to the
phone and you want to tell him/her to
stop. Choose how you will make the ( 1) differences in the arrangement of
request. words

{1) "Stop talking so loudly !" (2) meaning conveyed by the

(2) "Please don't use the mobile modals/verb modifiers
phone inside the theatre."
(3) the roles of the subject and object
(3) "<;::an't you not use the mobile in both sentences
phone; please ?"
(4) absence of change in the verb
(4) "Could you possibly stop usmg
·,form ·
the mobile phone here ?"
 AglaSem Career

(47) p

111. Which learning domain constitutes 115. While writing, 'ellipses' is a

higher order thinking ? (1) phrasal verbs
(1) remembering (2) semantic linker
(3) adjectival form
(2) understanding (4) prepositional phrase
(3) application
116. If a longer piece of writing is brief,
(4) evaluation
complete, in the third person, without
digressions and emotional overtones
and logically arranged, it is a
112. The process of word formation ( 1) classified advertisement
consists of (2) memorandum
(3) report
(1) compounding and\ affixes (4) newspaper article
(2) opposites and meaning 117. The politician had been making
(3) verbs and nouns promises long before election time. The
statement is in the tense.
(4) using synonyms or euphemisms (1) past continuous
(2) present perfect
(3) present perfect continuous
(4) past perfect continuous
113. When reading, to 'decode' means to

(1) an action used in ICT 118. 'Gender sensitization' in the school

curriculum implies
(2) solving a complex puzzle (1) children should be differentiated
as boys and girls
(3) to analyse and understand (2) sex · education from primary
school onwards
(4) understanding a foreign language (3) respectful approach towards
defining gender roles
(4) promote co-education m high
114. Speaker 1 :'We had an enjoyable school.
hOliday this winter.
119. Identify where the collective form is
Speaker 2 Where did you go ? an error: A
(1) host of angels
Speaker 1 Where ? (2) congress of baboons
Speaker 2 Yes, which place did you (3) clutch of ducks
(4) shoal offish
visit?

During the assessment of students' 120. An exemplar of a question to 'funnel'

speaking-listening skiDs; mark/s or restrict a respondent's answer is
(1) "What do you think ~f the
would be deducted during this
weather?"
exchange for (2) "How many books are there ?"
(1) Speaker! (2) Speaker II (3) "Tell me about your most recent
holiday."
. (3) Both (4} Neither (4) "What are your goals ?"
 AglaSem Career

p (48)

Candidates should answer questions

from the following Part only if they
have opted for HJND I · as
LANGUAGE- I.

-~ f~kifMPsHi <qJTT ~ ~ ~ a=tH

4?01c?f ~ ~ ~ d~l~ 1041~1 - I Cf;f
fqCf?(A~ ~ ~ m- 1
 AglaSem Career

(49) p

'ql1'f- IV

~-1

~
f.roT : ~ ~ 11\( -rrom cnT ~ ~ "3"Rm 92. ~cf;~
~~: (1) w:rr~~~~~~
~~~fum? <F~T%fumq;r~? ~ tl
~%~~ ~~~%~-1W9T (2) ~ -q 31WT-31WT ~ m-m% 1
m ? ~ ¥" w i'\"lif1il«;; ;;:ff "ffi;:iT m~ ~
l"f'l- I ~ ~ 'l>f -;:rrq %'t
Cf>IO<llfl"i<tl ~ fffi9
.(3) w:rr~~~~GR"

~ ~ t 'I &fCf>f 31W1" ~% fc!; ~ ~tl

~-fW9T ~ ~ % I "3~ ;;;or ~ ~ (4) ri~C!ft~~ ~-q

fffiiD m- mtf> ~ fcp ~ ~ ~ ~ ;;ft-q., <!ft tf~t I
fum 'l>T mr t 1 ~ fiR" ~ <rr. '>IT llR 'ff.:rr •
fc!; ~ ~ ~-1W9T m ~ ~ % 1
~% 1 ~ttR-~fc!;mcnrCf%1~ 1 93. ~CfiTfutm~<f>~mm~~

~ t fcp fum~-&;·~ cf; Wl ~

~t? ..
cnT m-ffi ~ 'l>T fcrcf;m t I~ m<fT rt fi<IT . (1) ~_-mcf;~~"fmf I

'cnT~q;r-;:rrqfumt I ~~'ffi~~t (2) ~ cnT ~:m cf; 31¥!K ~

;;;or trl1 ~ "lR ~ fc!; qft;,_qft;, m ~ qft;,_qft;,
~I
mWcNr cf>wr ~ -s:m t? ~m'lr -q ~ ~
lH-~ -q qft;,_qft;, -m ~ m<IT rt t? (3) ~ C!ft Wffif &lllffi:m, ~:m cnT
-;;n;Rcf;~~~ I .
~ ~ ""lf." ~ fcp "11-"11 ~ ~ -q 3lT"lT %
~trl'f~W I ~~cnTW-W'<t>r~ (4) ~em~ 1

fcp q(\ <FIT t ? ~ .'IK"ii ~ <FIT t ? afu- ~­

qft;, -m ~ fi<:IT cnr ~ ~ ~ ~ -wR
94. ~ ~ ll futm cnr Cfft;{_m ftr;affi ~
~-s:mtl
t?
(1) .ri~~~·~~
~tl

(2)
..
· ~ cnT c);cwr 31W ~ t.:rr I
(2) w:rr ~ -q ~"lf'fl1<t> ~ m-m t 1
(3) ~~~~-qtf~
tl
(4) ~ -q ~ fi<:IT cpl.l!4ifi!(1
~I (4) w-m~~~t1
 AglaSem Career

p (50)
95. ·~ranc;l'<n q;f w-w Cfif ~ ft6' ~ 'lRt f.rm :;ffcf <n TTt ~, "tt>T ~. ~ N
t ?' ~ 1l •QgiiR' fit;qr lfiT <mn ~ ~Cf)f~~:

~t ~ Cf)f ~-~ '!lWi ~.

(1) -4 ~ ~ ~-~ FfCf ~.

~ 'TffiT fcti 31fr.r-GITUT llmrr,
(2) ~
ll'IQ" qft am-am~.
(3)" iff
Cl'ir OR fTm fTTt fc:Rnt ~ !
(4) ~

1oo. ·trR-~ ~mmt

96. ·~~~..~rrt?·~t (1 ) ~ Jltt>R" c); fc:Rnt
(2) ~fc:Rnt
(1) ~
(3) ~ ~~~lltfc:Rnt
(2) "'ltf>i(l('qtf)
(4) ~fc:Rnt
(3) !IHctl'<ltt>

(4) fi~f.\Cll'<ltt> 101. 41\ii<M • ';f arir.f-if!VT ~ ~

~~
(1) 3l1Rr ~ ~ 'tf)'{"1T ~ ~ I
97. ·mrr'al·w~m-wltiif~
(2) ~~~~~~
(1) mlRtt>" (3) Cl'ir fTm;rr ~ ~ I
(2) :mflfltt> (4) 3l1RT • qft TJRm ~· ~
~~I
(3) l(IIRlRtt>

(4) l(IIIRRtt>
102. ··~ ltiif~~t
(1) ~~
98. ~ .., ~ mflffir -gAr am- ~ (2). ~

~ (3) Cli1fu;<r
(4) ~
(I) ql;:IT WIR t I

<2> ql;:ITll~ amrmt 1 103. ·~-'\iftf' ltiiff

(3) ql;:IT q"ll"liilltft t I . (1) ~~-<j"J
(2) ~~-<j"J
(4) ql;:IT ll ~."GIS" afur t I
(3) fqq~]t'tleltt> ~-<j"J
,"._
.... (4) ~~-<j"J
99. ~·~-~~~mmt·.
.' 104. ''Q'Tir 'ifi'r~ltiift
<1> ~m
(1) !1(4~'<l'd
(2) ~m
(2) 3ltlfq'
(3) mmm (3) "'1nf
(4) f.mrrm (4) ~
 AglaSem Career

.(51) p

109. · ~ Qld,<l'il<li ctt '!<"Qhsii 2oos cfi ~

~-m cneR -mft t?
(1) ~ ~ ~ qft ~-oef)~

(2) 3'ffi('lf q;f . mt•~·

(2) ~-~~m~aA~<tft
(3) ~ atnrf<f C!iT ~3#-ij,ft~~t I
(3) ~~awRi\"~~ t I
(4) ~ afu" 3'ffi('lf <Iii (4) l'lll!lf"''Cfl «R" '!R ~ tfmR_ft:mrR -q
~~'!R<m~-1

110. 'qllU-~<fi~ll'Cf>t.f-m"CfllR-ml t?
106. ~ $411!0111:1<6 ~lff~. ·~~cf; (1) WRf, GIT&rr, ~ afu" fffi9:;:rr ~
SPl1 ~ m-@ "!ffi t I
GflG'Q'g"~t~~
{2) ~afu"~~~t I
(1) ~*"mn"3'1'R"'~~ 1
(3) ~ afu" ~ C!ftm -q q# ~
(2) ~311R~-ij~~\~ I ~tl
(3) fcmTff 11TCi qft ~ <IT q;fcrcrr ~ (4) w:ft ~ ~-¢ *" "f!1'lr
~I affl:~~tl

(4) ~am~·~mnhrr~~~
111. ~~~lff~<tt~-~
l1' ~ ~ ctt fuuf~"' n.RTm cfi
101. ~""' 'Q'g"~ ftfi ·~ .m <fi~ ~ ~""'~~'Q'g"t
ftmftqft~~t'~~~ (1) ~ q;f w:ft WW <tft liHmfr<~Cfi
qft ann:f~tf"Cfmrr t? . forma# ll ~ ~ I
(1) ~ aw.ft ~ -q orr-~ t ~<It (2) fciN;;r m <tft '81f~5fr<~Cfi forma# <tft
~-~ ~ wm -qffi 1 ~ ~a:IT ~ ~ ~ q;r
31c!m"~ I
(2) ~ ~ ~ ~ 1l rn-a~ *"cmur
-:;r~.·:> (:{f .fciN;;r '81fc:fr<ICfi forma# *" ~
~ORT~tl
{iHICfiRt ~ ~ "Cfi"<RT I
(3) ~ <tft ~ aJqf{qqq molt I (4) ~-~ Rmur qft 1:f{lro 'fiT ~
(4) ~ <tft ~ *" mff ~ CfiT 'i~6f>JUI ~I

~Cf>lOi\11 ~ ~ mctf t I
I '
112. ~ attRt ~ 'CfiT <I'm"~ ll ~ "'1ffi t
~ Q<l\Ci<(UI 1ff ~ cnfcffir-'QTO 'C6T
108. ·~ctt <nm' ll <6glf.:j~1
'Cfi'T<f 'Cfi«ft t I ~ 'C6T ~ t
{1) "l"il("1"1 <PT~t I (1) ~q;f~qft~~~ 31WT
(2) ~-~<PT~l110t I ~~I
(3) fciN;;r m <tft ~ tirii"11Q afu" {2) ~q;f*:R-ij~q;r 31c!m"~ I

fmR-~ qft ~ ~ mol . (3) *:R *" ~I 'flf<i Cfl c@ICI <oI *" "f!1'lr

tl ~~~~q;f~q;r
31c!m"~ I
(4) ~-~*"~q;r~~
.
. . (4). 311R ~-~ -q- ~ q;r
tl ~~I
 AglaSem Career

p (52)
113. 'ql1U 'fl ~ -m- cf> ¢f1G ii(\TCI'{IIl 117. ffc:1 'ql1U c); 1Woi-1:r.f tl 3lN ~ lWoi <fiT
~m~ ~qcfi~ lfRff t?
(1) ~ "# 'Q11{f ~ " ' 3l1mt 'll( (1) fCI:iJO!ofi c6" fcmR 3l)r Clft;r "# ~ m
. ~"' ~ "# ~-fuom h
~I
(2) ~Cb1~~1
(2) ~q;)·~q;r~ I
(3) ~cl>~q;f~·~
(3) ~ q;)· ffi<Jiffi ~ ~ I
~I
(4) ~ q;r Tf: Tf: ~ ~ 1
<4) ~ ;t ~ 'll( ~ cnm iif1fur q;r
croR ~ 31WT ~ "# ~ ~ I a:rrq
114. ~tliH<4 'fl ~~ amrcn ~ CfiT fmtuT
iiflfur ~ -3N-IT ~ ~ I
( 1) ;;lfc~HilT~ ~ <ii«tr ~ I . .

(2) 3flq; 'WaU "'~ "'~ q;f

118. ~c);~-- c); q;mJf ~
~tn~l
'q11U~f I
(3) ~or 3lk·~ ~ q;r
m:ITr <ii«tT ~ I (1) ~~

(4) O!liCli'\IUCfl ~ ~ I (2). 'W-~~

(3) 'W-~~

115. 'q11U-fmtur <1ft ·~-ftnw tl · (4) oq Ict><fU ICfi f.:!<p:IT c6f ~ H Cfil'tl "# ift
(1) ~q;r~~mm~ 1
119. 'q11U-fmtur tl ~ t
(2) ·~-~· Cb1 ~ ~ q;r
( 1) lTR<P ~ -qr om
f.:!11tur mm ~· 1
. (2) Mact!Cll<fl <;_!lzCfJJU(
(3) ~ ~ ~ Cb1 <!#
(3) fcmq 3ll<il:t<tCfi<11 CITR ~ ~ ~
"''ICl't<lCfi<il ~ I
i'Fi~
(4) ~ Cb1 fcrfcfl:T ~a:IT "'~·~ (4) qff;ft~~
~ -qr om~ ;;mrr ~ 1

120. ~ atiC4li<4CflHI ~ ~ <1ft 'ql1U CfiT

116. 'ql1U tl hl"if(iiq;) ~ CfiT fl<ilt~ ~~~

~3C:Il\'!Of lr (1) ~ w.i-~ ll fcmq ~ ~

~I
(1) ~ q;f 3ltR ~-llla- ~ ~
cl>~q;g;rr
(2) ~ ~ atq, t-f q;r "!l'm1 ~
.~I
(2) ~
(3) ~ ~ 3lk -w:rra:rr q;r ~
(3) ~ cl>~ f~lSIClHI ~~I

(4) ~-·*rr (4) ~Wr~'l1!Cf~~ I

 AglaSem Career

(53) p

Candidate·s should answer .. questions

from the following Part only if they
have opted for ENGLISH as
. LANGUAGE- II.

wm- ~ cqrrr ct ~ ct dfl{

cf5ctM ~ ~ ·~ d'""QI~ 1"11tSII - II Cf5T
r~Cf?(YCI ai!lztt TfiT m- 1 ,:f<F; · ;,~- r:

.
 AglaSem Career

p (54)
PART-V
LANGUAGE-II
ENGLISH

Directions : Read the given passage and 121. The themes of Ravi Verma's famous
answer the questions that follow (Q. Nos. 121
paintings were
to 129) by selecting the most appropriate
(1) deities
option:
(2) animals and habitats

Raja Ravi Verma was the Indian King (3) natural scenery
and painter whose paintings .brought a (4) female figures
momentous turn in Indian art. His works on
great Indian epics Ramayana and Mahabharata 122. He was especially able ro access
brought the omnipresent deities to the
historical documents in the possession
surroundings of earthy world. This showed
of
, excellent fusion of Indian traditional art with
(1) national museums that curate
European realism. These paintings influenced
them
future generation artists and also influenced the
(2) certain individuals
literature and films. His representation of
{3) families who inherited them
mythological characters has become a part of
the Indian imagination of the Classics. His style (4) his family members in Kilimanoor
is criticized for being too gaudy and
sentimental. 123. As he matured in his craft, Ravi

Ravi Verma was born on April.29th, 1848 in Verma's·skills were influenced by

Kilimanoor Palace in Kerala. Ravi Verma was ( 1) Italian artists
brought up in an environment of "art and (2) Indian cinema
culture. At the age of seven he started painting
(3) Ancient manuscripts
the figures of animals, acts and scenes from
(4) None of these
daily life on the wall with charcoal. As he grew
up, he was exposed to the famous paintings of
Italian painters. Here he was using indigenous 124. 'His style is criticized for being too
paints made from leaves, flowers. He enhanced gaudy and sentimental' means that his
his creativity by listening to the music of work was characterized by
veterans, watching Kathakali, a folk dance (1) pale colours and sad atmosphere
form, going through the manuscripts preserved
(2) unrealistic images
in ancient families and listening to the artistic
interpretation of the epics. (3) lacking intellectual and emotional
Raja Ravi Verma is most remembered for his depth·
paintings of bea_utifully sari-clad worrien, who (4) strong colours and emotionally
were depicted as graceful and shapely. appealing
 AglaSem Career

(55) p

125. In the extract, 'artistic interpretation of Directions : Read the given passage and
the epics' means he was interested in answer the questions that follow (Q. Nos. 130
to 135) by selecting the most appropriate
(1) popular writing of his time.
option:
(2) . untque rendering of old
mythologies. The scene presented by a community of bees is
(3) standard interpretation of the the more astonishing, the more we become
Indian epics. acquainted with its details. Each hive is a
commonwealth, of which the queen is
(4) unusual and rare myths found in
nominally the head, receiving the greatest
legends.
honour and care from her industrious subjects.
With a greater wisdom than can be claimed by
126. Find a word in the passage which is men, these creatures allow no disputes about
the opposite of 'minimized' the succession to the throne to induce them to
injure each other; but they require the parties
( 1) influenced (2) criticized
themselves individually to settle the . quarrel
(3) .exposed (4) enhanced between each other, without prolonged
interference with the duties of the hive. Indeed,
they may be said with truth to have adopted the
127. The article is alan
advice : "Let those who make the quarrels, be
(1) fiction the only ones to fight."
Only one queen is permitted to hold office in
(2) essay
the community at a time; but while herclaims
(3) biography are undisputed, she is treated with singular
(4) autobiography respect and affection. Indeed, her presence, and
the prospy_ct of a future generation, appear the
chief motives of the insects to exert
i.i'~E .IT>.)
128. The focus is on the subject's themselves.
association with
(1) sculpture 130. The writer's observation that the bees
(2) painting 'settle the quarrel between each other,
(3) music without prolonged interference with the
(4) dance (Kathakali) duties of the hive' suggests that he/she
is

129. A synonym for 'omnipresent' is ., .. ''(i) pointing a bee character

· (1) conspicuous (2) observing the traits of worker bees
(2) . universal (3) appreciating the queen bee
(3) . partly invisible (4) condemning the behaviour of ill-
(4) magnificent tempered human beings
 AglaSem Career

p (56)
131. 'The prospect of a future generation,' Directions·: Select the most appropriate option
suggests that the writer is in (Q. Nos. 136 to 150) :
his/her outlook.
(1) ambivalent
136. Compounding is
(2) nationalistic
(1) stringing together older words like
(3) sympathetic the formation of earthquake from
(4) appreciative earth and quake.
(2) removing seeming affixes from
existing words, such as forming
132. 'The parties' in this context means
edit from editor.
(1) participants (3) joining parts of two or more older
(2) political organisation words, such as forming smog,
(3) individuals which comes from smoke and fog.
(4) forming new words from existing
(4) bees
ones by adding affixes to them, ·
like shame + less + ness -+
133. The queen bee has a position which shamelessness
gives her from her
subordinates. 137. Constructivism is a theory where
(1) disregard but affection students
(1) study a variety of dissimilar
(2) aggressive defensiveness
samples and draw a well founded
(3) exceptional reverence and conclusion.
devotion (2) form their own understanding and
(4) caring support and indulgence knowledge of the world, through
experiencing things and reflecting
on those experiences.
134. 'To exert themselves' means the bees
(3) are facilitated by the teacher and
are use a variety of media to research
(1) having influence and create their own theories.
(2) quite aggressive (4) construct their own learning aids,
thereby · gaining hands-on
(3) busy toiling
experience.
(4) very exhausted

138. E-learning refers to

135. 'Each hive is a commonwealth ' means (1) acquisition of the mother tongue
the hive is (2) learning English language as the
over-crowded first language.
(1)
(3) use of electronic media and
(2) has a queen
information and communication
(3) self-governing technologies
(4) without a leader (4) a language course for foreign
languages
 AglaSem Career

(57) p

139. Examples of irregular verbs are 146. A self-contained unit of a discourse in

writing dealing with a particular point
(1) break - broke
or idea is
(2) train - trainer (1) an essay
(3) walk - walked (2) a poem
(4) happy - happier (3) a paragraph
(4) a statement
140. A subject-centered approach is where
learning experiences are organized 147. The following is a conditional sentence
around (1) I have to go to work.
( 1) students' interests (2) lfthe sea is stormy, the waves are
(2) teacher's subject competency high.
(3) course content (3) Shut the door.
(4) It's a sunny day, isn't it?
(4) educational technology
141. Standardized assessment means
_ _ _ assessment. 148. Communication technology that
(1) formative (2) summative enable sharing of educational
resources within an institution
(3) frequent (4) alternative
(1) internet
142. In the word 'flower', the phonetic (2) intranet
transcription is (3) telephone
(1) /fleur/ (2) /fl::eur/ (4) audio-video cassette
(3) /flauer/ (4) /flour/

149. Encouraging the student to love the

143. The Gathering skill while reading is
world and to imagine a peaceful
( 1) note-taking future; and caring for the student and
(2) note-making encouraging the student to care for
(3) puzzling out others is education.
(4) analysis ( 1) distance
(2) academic
144. Multiple choice items consist of a
(3) values
( 1) set of questions
(2) options to choose questions (4) vocational
(3) sequence of grammatical errors
(4) stem and a set of options 150. A communication technique that
requires the listener to feed back what
145. Abilities for adaptive and positive they have heard in their own words, to
behaviour that enable students to delll confirm the understanding of both
effectively with everyday· demands parties, is listening.
and challenges are (1) active
( 1) multiple inti::lligences (2) appreciative
(2) learning domains ~

(3) informative
(3) life skills
(4) learning methods (4) passtve
 AglaSem Career

p ' (~8)

Candidates should answer questions

from the following Part only if they
have opted for· HINDI as
LANGUi\GE- II.

~ f;:p•41f(1nS(ff_.~ ct ~ ct atH
~CIM ~ ~ ~· 3~l~ \UtH - II Cffi
fqcn~ ~ TfiT mI .
 AglaSem Career

(59) p

cqyrr_v
~-II

~
m : ;ft'<f ~ "111{ -rmm q;1 ~ m ~
121. ~ ~ ~ ~ <t>4-il" m 'Q"''" 3RT?.f
~<fiT~~: . 'CfR'fft?
(1) ~f.:roffi~t I
~ '8~&lf"ll qft 'W'RT -miTt~~
(2) ~~~t I
~~~~~t ~~~~~
(3) ~mH~qft~~-rnft I
'I1U WT'I'Cf mm t ~ $t ~: an ;;m:rr t 1
(4) ~c;us~"ll~t I
~ q;f f;ro' ~ Tfifrr ~ ~ ~

~t. ~~t~~~~w.rrtcre 122. ~~'Cf>T~ mcr~t~

3fu" WFIT .q ~ OR1GRT ~ m~ 1 ~~ (1) ~ .q $t, ~. ~ffi&Jf"ll 3fu"
t11~Cf>t11 rr.ft" ~ I
~ ~ ~ ~ foRT ~ cmur ~ <rr fq;r
~ q;f ~ ~ ~ w
ClllfdfCI<t> qft ~ ~ qm;qf-!Cf>" *
cmur ,. ~
. ..
(2)
3lRT~ I
'qlCf

am m;IT ~~ $t ~ t.rr. ~ ~ ~. (3) ~ ~ CfiRUIT w iT ~

~q;f~~~l
~ ~qqif"lo <rr &o Cfir-IT ~ m 3fu" ~
(4) ~ll3l1Wl"-~ttl=rr~ I
t ~~~f.:roffiaNR~WmH~t. ~

~~~1ft TR'10 Cfilli ~ qft ~ ~ ~ t I

123. ~ ~ .qr ctT T~TG .q t1 m <fiT wf~WJ
~t.~
~ow~ ~~t~~~-am­
( 1) '41 ~ ~ ~ liT9' "Cf>«ft -miT
am ~<fiT fu<t>rr ttt "'l"ff t 1~ mH ~ ~ tJ
~t. ~~~~"ffirifw~~~ (2) ~ '41 iT ~ ~-~ "Cf>«ft
q;Jt ~-~ ~ ffl, ~-Q:m ~ .q ~~
· -mftt I

(3) '4J~l00Wmqftfi~t I
~ OW <fiT '4'ilT fi::rffirr t I ~ 3N-'ft '4J qft ~ ll
(4) '4l~~"llwmmt 1
~. ~3fu"~~t ll{ffif~~.q

~~~il~wrqft~TTRifmm 124. ~-m ~-~ ~ ~-~ ~ f1Fr

t 1 ~~~'ERT"llwornr~~<ii4"
. t?
(1) ~. ~. 3l'I1TCiJ"
~ ~ ~ ~ ~ ~ 1R ~<fiT 3l'I1TCiJ"
(2)
3fu" ~ ~ ~ mt(f OR "ffif t 3fu" ~
(3)
q;f ~ CfiRUIT ~ &o ttl=rr ~ t I
(4) ~. 3l1Wt, ~
 AglaSem Career

p (60).
12s. ,~, ~~m'Cil'ffivroxrt ~ tfT %-, om ~ 1't oml Wf ~ t I <\T Cfif"f

(1) -;fur ~ t fcn wr-f c:nT w-rr ¥9 ~ fcn ~em ~

(2) ~ ~I ~-;t~1p~itWrr~~fcn~
~. ~ em ~ C!'lR co1 omr 'l:2iR ~ ~r
~
1
(3)
~~Cf>'T~tl
(4) . ~

wr-f co1 q;c;rr ~ ~ mm "'T -m ~ 1 wl

126. ~<fifi;n:rHr f<l!ll"'UI vroxrt OffiRf t fcn ~ ~ ~ t, ~ ~ oiffi >!fuw11·
(1) M it~~~ ~ I wiT O!TI"1l-q' ~ "l1f-1 Wf ~ ~
(2) ~ ~·~nmm(i it ~ ~ ~ 1 ~ ;m;ncrr wr-f ~
(3) w-1 ~ cf> ofRr ~ ~, ~ "1Hct>Hi, ~ ~
(4) ~ w-1 .q't J:I'I11Cf ~ ~ I

121. ~ <fl ~ an<fiQCfi m mn:r· ertt 129. ~ artnti'tl<-114 #<t<IT ~·b

~t\ill
(1) 'IWlUT -q: ~ ~ t, C41111<114 -q: ~
(1) ~~~tl
t.l
(2) ~rsm~r.mt 1
(2) 'IWlUT ~ ~ mm-, C4111l<114 ~
(3) ~~t I mm-~ 1

(4) ~~01¥~RT ~lfCffi~IIC'1l ~t I (3) 'IWlUT -q: ~ ~ mm- ~. C4111l<114

llwr.rr ~~m~t 1

(4) 'IWlUT ~ mm- t C4111l<:114 ~ mm-

128. Fc:lt~iM<'I'i # ~ ~ ftTo:rr %m q;mJT ~ ~~
Cl'ir-IT

(1) ~~I ~ : ·130. ~ ~ ~ qft;;.m m<:r ~

(2) ~cp'f~q;r~~ I 'CfmiTt?
(3) 3WWTCf>l<nr~fu ~ I · (1) ~
(4) ~~I (2) ~ "1HCf>Hl
(3) ~~w-1
~: ;:fN~~~CfiT ~~~ (4) <r·~
~q;r~~:
<!R' ~ wR .*" Wl-Wl .wmt .qr t, ~
131. ~cfi ~Cf<IT ql\f<l'{ul t?
cm1l<114 .qr ~ t mon#~~ co1 ~ ~
(1) Wf1T
~-wrr~ ~~'IWlUTm~~~~.
(f) '1:2iR~Wf.IT
lfti C4111l<114 ~~~ t I wR cf> ~ ~
~ .q't ~ ~ I off.& c);- 11m Cffi" ~ ~ f;R:ffi (3) '1:2iR~~~~~

.. em- wiT rt omU q;r ~ f-1Cfli<1Cfl< f i ~ q;f (4) ~~w;:rr

 AglaSem Career

~) p

132. 'wR~~~~ 1fi~t I' 137; Cll$'""""'~ ~ oqm_~ qft ~ ll ~

C{lCF.I't 'qt"~fcr:nt?
(1) !01~'1<".11i1Cf> (1) ~~Tff
(2) ~ c2) *~ p:llf"'' Cf) .mr:~ trr
(3) ~f-'1~il41i"iiCf> (3) ~-ptrr
(4) ~ (4) ~~Tff

133. W~-~ oT amtom ___ t I C{1CF.I'

138. oqm'Cfft~-~~~~~~-;;tt
~~~'qt"~ amrrrr
(1) ~~I
(1) ~ (2) ~Mli
(2) ~~*~I
(3) ~ (4) ~"Uti
(3) ~ * ~-· * ~ OR
~I
134. ·~ "Cf>Tmq-~t
(4) a:lf-'1<".11~11: ~ ~ -}ffi;-mo ~ 1
(1) 'T'f+w
'(2) ~.+w 139. oqm~~~"CfR"ft~
(3) 'T'f+31P$ (1) ~Cii't~cr;rfrnrrt I
(4) ~+ 3lT+W (2) 'I1J1SIT-a-1 qR4Cf<:1111 q;f ~ t I

(3) ~t I

135. ~~llif.a'Cfft 'Cf>t.f-m q~fCI'{ui . - (4) , fmc~;" Cli't q;t:fi em ~ t I

"Cf>T~t?

( 1) ~ ~flct>Pi!G: q;r ~% I 140. ~ tm"~~ <fiT~~~

(2) ~-~ffc~>nrrr~·~t 1
"Cf>r.tT ~ t?
(1) ~-~
(3) ~ fcrnm" q;f qtf 10[~ -;;m:if t I
(2) ~
(4) ~~~~~tl
(3) ~
(4) ~~

f.mr:~~~PI
136. -qo;:r ~ ~ arl''!Umf t
141. CiOIICfi~Oi * ~ ~~ cnl ~ qft
~"Cf)J~

(1) ~-~Cii't~ ( 1) ~ * ~ ll ~ ''IT'11"T.Il~ I

(2) ~ q;f 1WIT (2) ~ -q<ffi' m11ri't ll ~ "'Rl ~ I
(3) ~q;f~ (3) fOI{;t~M ~~"'RR~ I
(4) ~~ (4) ~atcnTcr;r~~ I
 AglaSem Career

p .(62)
142. ~ll~q;f~~: 146. ~<il'!'fi~Uj~~~f ~~~
c); fi;nrm ~ I (1) T'ffi:~t I
(1) ~ cf>~-~ 1:fOOur (2) alifWcf;~~~~t I
(2) ~ Cfft 'qj1Sff~ m Cfft &l11ffi" (3) T*;:~tl
(3) ~ *"~ :~ c);1:f00ur (4) ~tl

(4) ~ Cfft ~~ *"m\-~

147. ~-~cf>~ ll anqcl;fi;nr ql\'i€4\{u\ t
(1) ~ mr 1f~<l'il11 ~--w:WT ~ 1
143. ~-fiwul cf> ~ # 'Cfit.:r-m ~ ~
t? (2) ~~~-~~~

~-fOOur ~~ ~ ~ q;fu;, (3) ~ mr ~f$l$1Cfi ~--w:Wr ~ 1

(1)
~ "CflT ~<!Pr WlT ~ I (4) ~ ~ fcR:mr ~ ~-Cfi"l1t ~ I

(2) ·~ ~-fOOur ~ ~
d·t3tFRHl<l t-m-r ~ "CflT -w:Wr 148. ~ ~IIQf'ICfi ~ w Cfit.:r m ~-fiwul
~tl q;y~~t?

(3) ~-fOOur <l ft:Ri1T 'CflT ~ ~ (1) R;;ft ~ *" amTR' ~ ~ "Cf)f

Wll"!RT. I ~"1•Wi1<'1 -w:WT I

,,.
(4) 1Ml1 ~-am Cfft ~ ftrffi<r ~ cf> (2) ~ *" ~ 'CflT ~ Cfft &l11ffi" "Cf)f

~~ W<n c); ~ 3l;;f.:f'cf> ~ ffi?: ~I

~ <'111'1161{01 ~ t 1. (3) ~' <:11<t>1fCffi<i'i 3ltt ~ "Cf)f

~ -w:Wr ~ Cfft Wifu "Cf)f

~I
144. ~ Cfft ~ ll ~ 3fCiim" 1Ffi" :riCfi\'<1'11 I
(4) q;fu;, ~c);~~ I
<RW m cf> fi;rQ- atMTT-3Will ~an cf>
~~t ~~~~hmilt?
149. - - c); <~tf!'IR'*I f"'"'1f<"'f&(1 410C4sM
(1) ~'Cflf~~c);~ I "
'tWII+il fit><OIICfiMIQ ~ ~ ll 't1l\14<fi
(2) ~ Cfft ~311 Cfft "11'1CfiR'l ~
~~tl
~*"~I ~·
(1)
(3) ~<PT~~*"~I
(2) ~-ClUR
(4) fOOur 'CflT 3lfuCfi' ~ cr &FR11'11'{ul
'll'IOl 'CflT ~ ~
(3)
GR'Rcf;Wro: I
(4) 7ftff

145. 'f.SfoJ iNl<W <tif''tiotu fct;ri t ? 150. ~~-~q;y~t

(1) 'QO"f-3WlffiT ~ (1) Gl<"''{ciCfi ~ I
(2) ~-3WlffiT~ (2) ~~"t.rr I
(3) TfURT ~ 3WlffiT ~ (3) qrq.f 3l'l<l'rn I

(4) <ITffi ~ 3WlffiT ~ (4) TJlllfu' ~ ~ I

 AglaSem Career

(63) p

SPACE FOR ROUGH WORK

llli"~cfr~~
 AglaSem Career

(64)
READ CAREFULLY THE FOLLOWING f"1'"1f&tf&l'1 ~ ~~"qj:
INSTRUCTIONS:
1. Out of the four alternatives for each question, only 1. ~~~~~~'<lT{~#~w~~~
one circle for the correct answer is to be darkened OMR ~<r:i~~-21K~~<plcorit~(9"W
completely with Blue/Black Ball Point Pen on Side-2
;fu;f~ ofu;r ~t.:r ~ ~ 1~mr~ ~ ~
of the OMRAnswer Sheet. The answer once marked
is not liable to be changed. ~<i"IG~ ore:ffi ~ ~ ~ i I
2. The candidates should ensure that the Answer Sheet 2. . ~ '!jf1filili1 q;t~~~<r:icor~::r~~~
is not folded. Do not make any stray marks on the
liT CfiTt 3A f.rnR ::r wrr(t I ~ ~ 3iilfi4i'li
Answer Sheet. Do not write your Roll No. anywhere
else except in the specified space in the Answer Sheet. ~<r:i#mtful~~~ ~::r~ I
3. Handle the Test Booklet and Answer Sheet with care, 3. m ~ ~ ~ '1:i "'liT ~H'{cl'li wWr 'fit, ~
as under no circumstances (except for discrepancy
in Test Booklet Code or Number and Answer Sheet
fcnit '111 qf{fo~l?&1 .q ~. ~ ~ ~ '1:i *"
Code or Number), another set will be provided. ~ <rr ~ .q f1Rm cit~ cor~~ llfu:rr
4. The candidates will write the correct Test Booklet ~~~CRT<fr~ I
Code and Number as given in the Test Booklet I 4. ·~l~<r:i#~~·~~q
Answer Sheet in the Attendance Sheet.
~cor~m~~~-<r:i#~ 1
5. Candidates are not .allowed to carry any textual
- -- material, printed or written, bits of papers, pager, 5. ~am m ~~#~em-* fucrr<r fcnit

•I 6.
mobile phone, electronic device or any other material
except the Admit Ca:rd inside the examination hall/
room.
Each candidate must show on demand his I her
Admission Card to the Invigilator. 6.
mcit~~, ~<!TiH~fMf!Sit1, CfilTT'ifcit~,
~. ~'1iR, ~<'l<t<;;lf1'h ~<rrfcnit .aA m
cit~ cor~ ;;;r;t <rr ~ q;B cit~~ t 1

~ ;;;r;t liT~~. ~cor :oN-IT ~-m

~
2
~
7. No candidate, without special permission of the
Superintendent or In vigilator, should leave his I her
~I

- ~
~
seat. 7. ~<rr~citfcmq ~~f.RrC!ilt~
8. The candidates should not leave the Examination Hall :oN-IT~ ::f Wit I
without handing over their Answer Sheet to the 8. ~~cor 3l'RT·~ '1:i ~ f.Rr ~ ~-<r:i
· Invigilator on duty and sign the Attendance Sheet
twice. Cases where a candidate has not signed the llr~~fcmf.Rr~·~~~ I
Attendance Sheet a second time will be deemed not ~ fcnit ~ ;f ~ mr ~-<r:i liT~~
to have handed over the Answer Sheet and dealt Fcmm~11RT~~~~<r:i::r@~t •
with as an unfair means case: The candidates are
also required to put their left hand THUMB ~ ~ ml:Ff "'liT lWW!T 11RT ~ 1~ami\ aw.r
impression in the space provided in the Attendance OI'Tifw.r ~ ~q;J f.:mR ~-mf tl fur Tllf~
Sheet. w·~wrrifl
9. Use ofElectronic I Manual Calculator is prohibited.
9. ~<"i<t<;;1f1<t> I l\~illfMi1 4R<t><"''li "'liT~~ i I
10. The candidates are govem<?d by all Rules and
Regulations of the Board with regard to their conduct 10. ·-~# ~*~~<ITt*<OOf.r<rl:it~
~am f.1qfl:R; t 1~ ~ *.00 llfl'l<'ij "'liT

#.
in the Examination Hall. All cases ofunfair means will
b.e dealt with as per Rules and Regulations of the
~ -.rrt~f.r<rl:it ~ ~ ~ ~mr 1
Board.
il. No part of the Test Booklet and Answer Sheet shall 11. fcnitt~Tffif ~ ·~<r:i "'liT Cfi!t'l11lT .3WI1T
be detached under any circumstances. ::r'Cfit I
12. On completion of the test, the candidate must hand
over the Answer Sheet to the Irivigilator in the
12. . ~aulf'PA6HW, ~ami\~ I~~ lf lfi
Room I Hall. The candidates are allowed to take ~ mt ~-RillflCn C6T ~ ~ ~ 1 mfm'P.fl
away this Test Booklet with them. ~ mer PI Wli1T ~ <M ~ ;;rr wri t 1