TET Cum TRT

SGT – 24-01-2019 (S2)

1. In Tibet, Brahmaputra River is called as

1. Dihang
2. Debang
3. Lohit
4. Tsangpo

ç‹VŸ²ˆ|ŸÚçÔá q~“ {ìuÉ{ÙýË ‚ý² |¾\TkÍïsÁT

1. ~VŸä+>´
2. ~‹+>´
3. ýËV¾²ÔY
4. Ԑà+>´bþ

2. This monsoon winds that bring rainfall to most parts of India

1. The South –West monsoon
2. The North – East monsoon
3. The Winter monsoon
4. The Spring monsoon

uó²sÁÔá<ûXø+ýË #ý² çbÍ+Ԑ\Å£” nÔá«~ó¿£ esÁübÍԐ“•#ûÌ sÁTÔáT|ŸeH\T

1. HîÕsÁTÜ sÁTÔáT|ŸeH\T
2. ‡Xæq« sÁTÔáT|ŸeH\T
3. oԐ¿±\ sÁTÔáT|ŸeH\T
4. edŸ+Ô῱\ sÁTÔáT|ŸeH\T
3. The song “Jana Gana Mana” composed originally in

1. Hindi
2. Bengali
3. Gujarati
4. Marati

»»Èq >·D eTqµµ ^Ôá+ yîTT<Š³>± ‡ uó²wŸýË dŸÇsÁ|ŸsÁ#á‹&+~

1. V¾²+B
2. uÉ+>±*
3. >·TÈsr
4. eTs¯Ä

4. India’s first Bio-fuel powered flight was tested between these two
cities successfully

1. Mumbai, Thane
2. Dehradun, Delhi
3. Bhuvaneswar, Kolkata
4. Bengaluru, Chennai

uó²sÁÔá<ûXø|ŸÚ yîTT<Š{ì Je ‚+<óŠq $eÖq+ ‡ Âs+&ƒT q>·s\ eT<óŠ«

$ÈjáTe+Ôá+>± |Ÿ¯¿ìŒ+#á‹&+~.
1. eTT+usTT, <¸‘Hû
2. &îçVŸä&ƒÖHŽ, &󍩢
3. uó„TeHûXøÇsY, ¿ÃýÙ¿£Ô
4. uÉ+>·ÞøSsÁT, #îHîÕ •
5. This country is the second largest producer of fish in the world in
2015-16.

1. Sri Lanka
2. Australia
3. India
4. England

2015`16 dŸ+eÔáàsÁeTTýË #û|Ÿ\ –ÔáÎÜïýË ç|Ÿ|Ÿ+#á+ýË ~ÇrjáT k͜q+ýË

>·\ <ûXø+
1. ço\+¿£
2. €çd¼*jáÖ
3. uó²sÁÔá<ûXø+
4. ‚+>·¢+&Ž

6. The Head office of the Kendra Sahitya Academy is located at

1. New Delhi
2. Kolkatta
3. Mumbai
4. Bengaluru

¹¿+ç<Š kÍV¾²Ôá« n¿±&ƒ$T ç|Ÿ<ó‘q ¿±s«\jáTeTT ‚#á̳ ¿£\<ŠT

1. q֫ &󍩢
2. ¿ÃýÙ¿£Ô
3. eTT+u²sTT
4. uÉ+>·ÞøSsÁT
7. Hindustan Petroleum Corporation Limited (HPCL) has established
two refineries in these cities

1. Mumbai and Kolkata

2. Mumbai and Pune
3. Mumbai and Thuthukudi
4. Mumbai and Visakhapatnam

V¾²+<ŠÖk͜HŽ ™|ç{Ë*jáT+ ¿±sÃιswŸHŽ *$TfÉ&Ž ‡ q>·s\ýË #áeTTsÁTXø—~Æ

¿£sˆ>±s\qT Hî\¿=*Î+~
1. eTT+u²sTT eT]jáTT ¿£\¿£Ôï
2. eTT+u²sTT eT]jáTT |ŸPH
3. eTT+u²sTT eT]jáTT ÔáTÔáTïÅ£L&
4. eTT+u²sTT eT]jáTT $XæK|Ÿ³•+

8. The expanded form of ‘LED’ is

1. Light Existing Diode

2. Light Enlarging Diode
3. Light Expanding Diode
4. Light Emitting Diode

‘LED’ $dŸï Ôá sÁÖ|Ÿ+

1. ýÉÕ{Ù mШd¾¼+>´ &ƒjîÖ&Ž
2. ýÉÕ{Ù mHŽý²]¨+>´ &ƒjîÖ&Ž
3. ýÉÕ{Ù m¿±à Î+&+>´ &ƒjîÖ&Ž
4. ýÉÕ{Ù m$T{ì+>´ &ƒjîÖ&Ž
9. The author of the book ‘‘Wake up India’’ was

1. Sarojini Naidu
2. Vijaya Lakshmi Pandit
3. Annie Besant
4. Indira Gandhi

»»yû¿ù n|t ‚+&jÖá µµ ç>·+<¸¿Š s£ ïÁ

1. dŸsÛú HjáTT&ƒT
2. $ÈjáT\¿ìŒ ˆ |Ÿ+&{Ù
3. nú _™d+{Ù
4. ‚+~s >±+Bó

10. In the 64th National Film Awards - 2016, the Winner of the best
actress award was
1. Zaira Wasim
2. Surabhi C.M
3. Latha
4. Anushka

64 e C²rjáT #á\qºçÔá nysÁT¦\T - 2016 ýË –ÔáïeT q{ì nysÁT¦qT

Â>\TÌÅ£”q•~
1. CÉÕs edÓ+
2. dŸTsÁ_ó d¾.m+.
3. \Ôá
4. nqTwŸØ
11. Andaman and Nicobar island group is located at

1. Bay of Bengal
2. Arabian Sea
3. Indian Ocean
4. Red Sea

n+&ƒeÖHŽ “¿Ãu²sY BÇ|Ÿ dŸeTT<‘jáT+ ‚¿£Ø&ƒ ¿£\<ŠT

1. ‹+>±Þ²U²Ôá+
2. n¹s_jáÖ dŸeTTç<Š+
3. V¾²+<ŠÖ eTVŸädŸeTTç<Š+
4. mçsÁdŸeTTç<Š+

12. This Greek Ambassador visited the court of Chandragupta Maurya

1. Deimachus
2. Dionysius
3. Heliodorus
4. Megasthenese

#á+ç<Š>·T|Ÿï eTòsÁT«“ €k͜H“• dŸ+<Š]ô+ºq ç^Å£” sjáTu²]

1. &îÕeT¿£dt
2. &jîÖHîÕd¾jáTdt
3. VÓ²*jîÖ&ÃsÁdt
4. yîT>·dŸïúdt
13. The founder of ‘Brahmo Samaj’ was

1. Dayanand Saraswati
2. Swami Vivekananda
3. Raja Rammohan Roy
4. Swami Sahajananda

»ç‹VŸ²ˆdŸeÖȵ k͜|ŸÅ£”&ƒT
1. <ŠjáÖq+<Š dŸsÁdŸÇÜ
2. kÍÇ$T $yû¿±q+<Š
3. sC² syîֈVŸ²HŽ sjYT
4. kÍÇ$T dŸVŸ²C²q+<Š

14. Children’s Film Society, India (CFSI) was established in

º\H¦ àŽ |˜ý¾ و kõ™dÕ{,ì ‚+&jÖá (CFSI) çbÍsÁ+_ó+#á‹&q dŸ+eÔáàsÁ+

1. 1952
2. 1955
3. 1949
4. 1960

15. ‘The National Child Labour Policy’ was approved by the Cabinet in
the year

»~ HûwŸqýÙ #îÕýÙ¦ ýñ‹sY bÍ\dÓµ ¹¿_Hî{Ù#û €yîÖ~+#á‹&q dŸ+eÔáàsÁ+

1. 1987
2. 1986
3. 1985
4. 1984
16. The Madras Atomic power station is located at

1. Nagapattinam
2. Tirunalveli
3. Kalpakkam
4. Tiruchirapalli

eTç<‘dŸT nDT $<ŠT«ÔY ¹¿+ç<Š+ ‚¿£Ø&ƒ ¿£\<ŠT

1. H>·|Ÿ³•+
2. ÜsÁTqýñÇ*
3. ¿£\ο£Ø+
4. ÜsÁTºs|Ÿ*¢

17. Human Body converts beta carotene into

1. Vitamin - A
2. Vitamin - E
3. Vitamin - K
4. Vitamin - C

eÖqe Xø¯sÁ+ ;{² ¿sÃ{ìHŽqT ‡ $<óŠ+>± eÖsÁTÌqT

1. $³$THŽ ` m
2. $³$THŽ ` ‚
3. $³$THŽ ` ¿Â
4. $³$THŽ ` d¾
18. The famous Hill station ‘Darjeeling’ is located in this state

1. Sikkim
2. West Bengal
3. Uttarakhand
4. Himachala Pradesh

ç|ŸU²«Ôá yûdŸ$ $&~ »&†]¨*+>´µ ‡ sçwŸ¼+ýË –+~.

1. d¾¿ìØ+
2. |Ÿ¥ÌeTuÉ+>±ýÙ
3. –ÔáïsK+&Ž
4. V¾²eÖ#áýç|Ÿ<ûXÙ

19. On September 2018, the Indian Finance Ministry launched this

mobile app to provide guidance to the common people to locate a
banking infrastructure

1. M Parivahan
2. Start up India
3. Jan Dhan Darshak
4. Digi Sevak

u²«+¿ì+>´ ‚HŽçb˜ÍçdŸ¼¿£ÌsYqT ¿£qT>=qT³Å£” kÍeÖq« ç|ŸÈ\Å£” eÖsÁZ<ŠsÁôq+

n+~+#á&†“¿ì ™d™|¼+‹sÁT 2018q uó²sÁÔá €]œ¿£ eT+çÜÔáÇXæK#û
çbÍsÁ+_ó+#á‹&q yîTTuÉÕýÙ jáÖ|t,
1. m+ |Ÿ]yVŸ²HŽ
2. kͼsÁ¼|t ‚+&jáÖ
3. ÈHŽ<HŠó Ž <ŠsüÁ ¿ù
4. &› de¿ù
20. This country will host the 2021 Men’s World Boxing championship

1. Canada
2. India
3. Belgium
4. France

2021ýË ç|Ÿ|Ÿ+#á u²¿ìà+>´ #ó+|¾jáTHŽw¾|t bþ{¡\Å£” €Ü<óŠ«+ ‚#ûÌ <ûXø+

1. ¿q&†
2. uó²sÁÔá<ûXø+
3. uÉ*¨jáT+
4. çb˜ÍqTà

21. During Islamic period, child’s education was started with this
festival

1. Madarasa
2. Bismillah
3. Maktab
4. Pabbazza

‚kÍ¢+¿±\+ýË ‡ –Ôáàe+Ôà u²\T& $<‘«uó²«dŸ+ çbÍsÁ+_ó+#á‹&û~.

1. eT<ŠsÁkÍ
2. _d¾ˆý²¢
3. eT¿±ïuÙ
4. |Ÿ‹ÒȨ
22. NCTE has set up its Western Regional office at

1. Bhopal
2. Mumbai
3. Pune
4. Gwaliar

NCTE Ôáq |Ÿ¥ÌeT çbÍ+rjáT ¿±s«\já֓• ‚¿£Ø&ƒ @sÎ³T #ûdŸT¿=+~.

1. uóËbÍýÙ
2. eTT+u²sTT
3. |ŸPDÉ
4. >±Ç*jáTsY

23. National Talent Search Examination is conducted and scholarships

are given to the selected students by this institute

C²rjáT k͜sTTýË XæçdŸï$C²ãq ç|ŸÜuó²bͳe |Ÿ¯¿£Œq” “sÁÇV¾²+º m+|¾¿£ #ûd¾q

$<‘«sÁTœ\Å£” –|Ÿ¿±sÁ yûÔáH*#ûÌ dŸ+dŸœ
1. CIET
2. NCTE
3. NCERT
4. CCRT

24. The intelligence quotient of mildly retarded students is

dŸÇ\Î ‹T~Æ eÖ+<Š«Ôá >·\ $<‘«sÁTœ\ ç|ŸC²ã\_Æ

1. 36 - 51
2. 84 - 99
3. 68 - 83
4. 52 - 67
25. The modern theory of play which is dependent on human behaviour
and nature is

1. The self expression theory of play

2. The recreation theory of play
3. The instinct practice theory of play
4. The recapitulation theory of play

eÖqeړ ç|ŸesÁïq MT<Š, dŸÇuó²e+ MT<Š €<ó‘sÁ|Ÿ&q €<óŠT“¿£ €³\ d¾<‘Æ+Ôá+

1. eTHÃ_óçbÍjáT d¾<‘Æ+Ôá+
2. $HÃ<Š d¾<‘Æ+Ôá+
3. kÍÇuó²$¿£ n\y³T d¾<‘Æ+Ôá+
4. ysÁdŸÔáÇ d¾<‘Æ+Ôá+

26. As per WHO “Psychological abilities for adaptive and positive

behaviour that enables individuals to deal effectively with the
demands and challenges of everyday life” are

1. Computational Skills
2. Life Skills
3. Vocational Skills
4. Physical Skills

&ƒ‹T¢. ™V²#Y. z. (WHO) ç|Ÿ¿±sÁ+ »»sÃEy] J$Ôá+ý˓ nedŸs\qT,

dŸyÞøßqT dŸeTsÁœe+Ôá+>± m<ŠTs=Ø+Hû+<ŠTÅ£” e«Å£”ï\Å£” ¿±y*àq
nqT>·TD«ÔáqT, kÍqTÅ£L\ ç|ŸesÁïqqT ™|+bõ+~+#û eÖqd¾¿£ kÍeTsœ«\Tµµ `
1. >·Dq HîÕ|ŸÚD²«\T
2. Jeq HîÕ|ŸÚD²«\T
3. eÜï HîÕ|ŸÚD²«\T
4. Xæ¯sÁ¿£ HîÕ|ŸÚD²«\T
27. As on 2011, the World’s population (in billions)

2011 H{ì¿ì ç|Ÿ|Ÿ+#á ÈHuó² (_*jáTq¢ýË)

1. 6
2. 7
3. 8
4. 5

28. The formation of School Management Committee is mandatory as

per this section of RTE-2009

RTE`2009 jîTT¿£Ø #á³¼+ý˓ ‡ ™d¿£ŒHŽ ç|Ÿ¿±sÁ+ bÍsÄÁXæ\\ýË bÍsÄÁXæ\

jáÖÈeÖq« ¿£$T{¡ @sÎ³T Ôá|Ο “dŸ]
1. 09
2. 18
3. 21
4. 25

29. To eliminate gender discrimination, SSA devised a special plan and

implemented through NPEGEL for the classes

*+>·$e¿£ÔŒ qá T Ô=\Ð+#áT³Å£” dŸsÇÁ ¥¿£Œ n_ójÖá HŽ ‡ Ôás>Á Ô· Tá \ u²*¿£\Å£”

ç|ŸÔ«û ¿£ ç|ŸD²[¿£ ÔájÖá sÁT#ûdTŸ ¿=“ #û|{Ÿ ìq¼ ç|ŸÔ«û ¿£ ¿±sÁ«ç¿£eTyûT NPEGEL
1. 1-5
2. 1-8
3. 6 - 10
4. 1-7
30. In order to provide equal educational facilities from Kashmir to
Kanyakumari, the very important suggestion of Kothari Commission
is to introduce

1. Common School System

2. Common Schools for SCs and STs
3. Common Schools for Meritorious Rural Children
4. Common Schools for Meritorious Girls

¿±oˆsY qT+& ¿£H«Å£”eÖ] esÁÅ£” dŸeÖq $<‘«e¿±Xæ\T ¿£*Î+#áT³¿=sÁÅ£”

‡ $<óŠyîT®q bÍsÄÁXæ\ e«edŸœqT @sÎ³T#ûjáÖ\Hû~ ¿=sĐ] ¿£MTwŸHŽ jîTT¿£Ø
nÔá«+Ôá ç|Ÿ<ó‘qyîT®q dŸÖ#áq.
1. ÿ¹¿ $<óŠyîT®q bÍsÄÁXæ\ e«edŸœ
2. mdt.d¾., bdt.{ì.\Å£” ÿ¹¿ $<óŠyîT®q bÍsÄÁXæ\\T
3. ç|ŸÜuó„>·\ ç>±MTD u²\\Å£” ÿ¹¿$<óŠyîT®q bÍsÄÁXæ\\T
4. ç|ŸÜuó„>·\ u²*¿£\Å£” ÿ¹¿$<óŠyîT®q bÍsÄÁXæ\\T

31. Anitha, aged 7 years knows that if a clay ball is made into a play toy,
it still contains the same amount of clay. This, according to Piaget is
1. spatial thinking
2. conservative thinking
3. assimilation
4. seriation

‹+¿£eTqT• ‹+ܓ ÿ¿£ €³u¤eTˆý² eT\ºq|ŸÎ{ì¿¡ n~ n+Ôû |Ÿ]eÖD+

>·\ ‹+¿£eTqT•qT ¿£*Ð –+³T+<Š“ 7 dŸ+eÔáàs\ n“ÔáÅ£” Ôî\TdŸT. |¾jáÖCÉ
ç|Ÿ¿±sÁ+ ‚~
1. çbÍ<û¥¿£ €ýË#áq
2. kÍ+ç|Ÿ<‘jáT¿£ €ýË#áq
3. nqT>·TD«Ôá
4. ç¿£eT‹<ŠÆyîT®q neTsÁTÎ
32. Much of our intellectual potential develops by the age of
1. 6 years
2. 10 years
3. 14 years
4. 20 years

eTq eÖqd¾¿£ Xø¿ìï #ý²esÁÅ£” ‡ ejáTdŸTàÅ£” n_óe~Æ #î+<ŠTÔáT+~.

1. 6 dŸ+eÔáàsÁeTT\T
2. 10 dŸ+eÔáàsÁeTT\T
3. 14 dŸ+eÔáàsÁeTT\T
4. 20 dŸ+eÔáàsÁeTT\T

33. There is an inborn mechanism that enables children to infer

linguistic rules from the language they hear. This is proposed by
1. Chomsky
2. Vigotsky
3. Pavlov
4. Piaget

|¾\¢\T, ysÁT $q• uó²wŸ qT+& uó²wŸÅ£” dŸ+‹+~ó+ºq “jáTeÖ\qT

nqT$TÜ #ûjáTT³Å£” M\T>± y]ýË ÿ¿£ n+ÔásÁZÔá “sˆDeTT+³T+<Š“
ç|ŸÜbÍ~+ºqysÁT
1. #óyŽTdÓØ
2. yîÕ>Ã{ÙdÓØ
3. bÍyŽýËyŽ
4. |¾jáÖCÉ
34. A child is unable to consider any point of view other than its own.
Piaget called this characteristic of young children’s thought as
1. allocentrism
2. egocentrism
3. object permanence
4. conservation

|¾\¢y&ƒT, Ôáq n_óçbÍjáTeTT Ôá|ŸÎ yû¹sy{ì“ |Ÿ]>·Dqý˓¿ì rdŸT¿Ãýñ&ƒT.

ºq• |¾\¢\ ‡ €ýË#áH \¿£ŒD͓• |¾jáÖCÉ ‚ý² |¾*#&ƒT.
1. €ýË¢™d+ç{ìÈyŽT
2. nVŸ²+¹¿+ç<Šy<Š+
3. edŸTï d¾œsÁÔáÇ+
4. |Ÿ]sÁ¿£ŒD uó²eeTT

35. Child who says ‘goed’ for the past tense of the verb ‘go’ is doing
1. Over generalization
2. Under generalization
3. Syntax mistake
4. Phonetic mistake

|¾\¢y&ƒT »>õ nHû |Ÿ<‘“¿ì uó„ÖÔ῱\+ »>Ã&Žµ n“ #î|¾Îq, nÔá&ƒT #ûdŸTïq•~

1. k͜sTT¿ì $T+ºq kÍ<ó‘sÁD¡¿£sÁD+
2. kÍ<ó‘sÁD¡¿£sÁD²“¿ì ~>·Te k͜sTT
3. y¿£« |Ÿ]#ûÌÛ<Š Ôá|Ÿð
4. uó²cÍ<óŠÇqT\Å£” dŸ+‹+~ó+ºq Ôá|Ÿð
36. The theory that was not related to emotions is
1. James Lange theory
2. Cannon Bard theory
3. Schachter- Singer and Lazarus theory
4. Maslow theory

ç¿ì+~ y“ýË uó²yÃ<ûÇ>±\Å£” dŸ+‹+~ó+#ᓠd¾<‘Æ+ÔáeTT

1. CñyŽTà ý²+Â> d¾<‘Æ+ÔáeTT
2. ¿±qHŽ u²sY¦ d¾<‘Æ+ÔáeTT
3. kÍØ#ásY ` d¾+>·sY ` ý²ÈsÁdt d¾<‘Æ+ÔáeTT
4. eÖkþ¢ d¾<‘Æ+ÔáeTT

37. According to Rogers, the one that is not a characteristic of a self

actualizing person is
1. Spontaneity, simplicity and naturalness
2. Detachment and needs privacy
3. Autonomy, independence of culture and environment
4. Disregard for danger

sÃÈsYà ç|Ÿ¿±sÁeTT ‚~ dÓÇjáT ydŸMï ¿£sD

Á + ¿£*Ðq e«¿ìï \¿£D
Œ eTT ¿±<ŠT
1. nç|ŸjTá Ôá•Ôá, dŸsÞÁ Ôø á eT]jáTT dŸV²Ÿ ÈÔáÇ+
2. yûsÁT>± eT]jáTT @¿±+Ôá+>± –+&†\qT¿Ãe&ƒ+
3. dŸÇjáT+ç|ŸÜ|ŸÜï, dŸ+dŸØ Ü eT]jáTT |Ÿs«esÁD dÇ#áÌÛ
4. nbÍjá֓• \¿£Œ«™|³¼¿£bþe&ƒ+
38. The stage of psychosexual development of Freud that
corresponds with Erickson’s psychosocial development
stage of ‘Role identity vs Role confusion’ is
1. Anal stage
2. Phallic stage
3. Latency stage
4. Genital stage

b]¿ùdŸHŽ eTHÃkÍ+|˜¾T¿£ $¿±dŸ <ŠXø\ýË »bÍçÔá >·T]ï+|ŸÚ ` bÍçÔá dŸ+~>·Æ+µ

nHû <ŠXø çb˜ÍsTT&Ž jîTT¿£Ø ‡ <ŠXøÔà dŸ+‹+~óÔá+>± –+³T+~.
1. €dŸq<ŠXø
2. ¥Xø•<ŠXø
3. >·T|Ÿï<ŠXø
4. ÈqH+>±\<ŠXø

39. The IQ of slow learners is

“<‘q nuó²«dŸÅ£”\ IQ
1. 70 ` 89
2. 90 ` 109
3. 50 ` 69
4. 30 ` 49
40. The Psychologist who proposed ‘group factor theory’ is
1. L. L. Thurstone
2. E. L. Thorndike
3. Charles Spearman
4. Alfred Binet

»kÍeTÖV¾²¿£ ¿±sÁ¿£ d¾<Ƒ+Ԑ“•µ ç|ŸÜbÍ~+ºq eTHÃ$C²ãq XæçdŸïEã&ƒT

1. býÙ. býÙ. <¸sŠ dY ŸH¼ Ž
2. ‚. mýÙ. <¸‘sÁ•&îÕ¿ù
3. #óÂs¢dt d¾ÎjáTsYeTHŽ
4. €ýÙç™|˜&Ž _Hî

41. Generally children obey ‘self regulation’ while demonstrating

emotions in this stage
1. Early Adolescence
2. Early Childhood
3. Late Childhood
4. Babyhood

‡ <ŠXøýË |¾\¢\T –<ûÇ>±\qT ç|Ÿ<Š]ô+#á&ƒ+ýË kÍ<ó‘sÁD+>± dÓÇjáTç¿£eT‹<ŠÝÔáqT

bÍ{ìkÍïsÁT
1. |ŸPsÁÇ ¿šeÖsÁ<ŠXø
2. |ŸPsÁÇ u²\«<ŠXø
3. –ÔáïsÁ u²\«<ŠXø
4. XèÕXøeeTT
42. The capacity to perceive emotions and to link them to one’s
thinking is
1. Emotional intelligence
2. Social intelligence
3. Musical intelligence
4. Creative intelligence

–<ûÇ>±\qT ne>·Ôá+ #ûd¾¿=“ y““ Ôáq €ýË#áqÅ£” nqTdŸ+<ó‘q+

#ûjáTT³jûT
1. –<ûÇ>· ç|ŸÈã
2. kÍ+|˜¾T¿£ ç|ŸÈã
3. dŸ+^Ôá ç|ŸÈã
4. dŸÈHÔሿ£ ç|ŸÈã

43. If a weak student is presented with a chocolate for every fourth

pass mark scored, this schedule of reinforcement is
1. Fixed ratio Reinforcement
2. Variable ratio Reinforcement
3. Fixed interval Reinforcement
4. Variable interval Reinforcement

#á<ŠTeÚýË yîqT¿£‹&q $<‘«]œ¿ì 4e kÍ] bÍdteÖsYØ >·&+ºq ç|ŸÜkÍ] #Â¿¢{Ù

‹VŸQeÖq+>± ‚ºÌq, ‚~ ‡sÁ¿£|ŸÚ |ŸÚqsÁÒ\qeTT
1. d¾œsÁ “wŸÎÜï |ŸÚqsÁÒ\q+
2. #ásÁo\ |ŸÚqsÁÒ\q+
3. d¾œsÁ¿±\ e«e~ó |ŸÚqsÁÒ\q+
4. nd¾œsÁ¿±\ e«e~ó |ŸÚqsÁÒ\q+
44. Albert Bandura, is a psychologist who
1. was the first to describe species specific learning tendencies
2. was the founder of behaviorism
3. pioneered the study of classical conditioning
4. Pioneered the study of observational learning

eTHÃ$C²ãqXæçdŸïyûÔáï €ýًsY¼ ‹+<ŠÖsÁ,

1. C²Ü ç|ŸÔû«¿£ nuó„«dŸq <óÃsÁDT\qT $e]+ºq y]ýË ç|Ÿ<¸ŠeTT&ƒT
2. ç|ŸesÁïH y<‘“¿ì €<ŠT«&ƒT
3. kÍ+ç|Ÿ<‘jáT¿£ “‹+<óŠqÅ£” dŸ+‹+~ó+ºq n<óŠ«jáTH\T #ûd¾qy]ýË
yîTT<Š{ìysÁT
4. |Ÿ]o\HÔሿ£ nuó„«dŸqÅ£” dŸ+‹+~ó+ºq n<óŠ«jáTH\qT #ûd¾q y]ýË
yîTT<Š{ìysÁT

45. ‘Maintenance Rehearsal’ is related to

1. Rote memory
2. Active memory
3. Short term memory
4. Sensory memory

»yîTsTT+{ìHîHŽà ]VŸäsÁàýÙµ B“¿ì dŸ+‹+~ó+ºq~

1. ‹{¡¼ dŸˆ Ü
2. ç¿ìjÖá Ôሿ£ dŸˆ Ü
3. dŸÇ\ο±*¿£ dŸˆ Ü
4. dŸ+yû<Šq dŸˆ Ü
46. ‘Pseudo forgetting’ is information loss due to ineffective
1. encoding
2. retrieval
3. storage
4. recognition

»$T<ó‘« $dŸˆ Üµ nqTq~ B“ýË ndŸeTsÁœÔá e\¢ dŸeÖ#s“• ¿ÃýËÎe&ƒyûT

1. bHŽ¿Ã&+>´
2. C²ã|Ÿ¿£+ Ôî#áTÌ¿=qT³
3. uó„ç<Š|ŸsÁT#áT³
4. >·T]ï+#áT³

47. Ram strives to excel in studies while Gopi tries to achieve muscular
perfection. In terms of Adler’s framework, their behavior indicates
1. Feelings of inferiority
2. Fictional finalism
3. Social interest
4. Style of life

seTT, #á<ŠTeÚýË sDì+#áT³Å£” ç|ŸjáTÔá•eTT #ûdŸTï+fñ, >Ã|¾ |Ÿ]|ŸPsÁ’

¿£+&ƒsÁ|ŸÚw¾¼ ¿=sÁÅ£” kÍ<óŠq #ûdŸTïH•&ƒT. n&ƒ¢sY ç|˜yŽTesYØ ç|Ÿ¿±sÁeTT y]
ç|ŸesÁïq dŸÖº+#áTq~
1. qÖ«qԐ uó²y\T
2. |˜¿¾ ü£ qýÙ ™|q՘ *È+
3. kÍ+|˜¾T¿£ n_ósÁTº
4. Jeq XèÕ*
48. Today’s children are expected success in school, to compete in
sports and to meet parents’ emotional needs. As a result, children
experience more
1. Stress
2. Resilience
3. Social capital
4. Separation anxiety

‡ ¿±\+ýË |¾\¢\T bÍsÄÁXæ\ýË $ÈjáT+ kÍ~ó+#\“, €³\ýË bþ{¡|Ÿ&†\“,

Ôá*¢<Š+ç&ƒT\ –<ûÇ>· nedŸs\T rsÌ\“ €¥dŸTïH•sÁT. B“ |˜Ÿ*Ôá+>± |¾\¢\T
mÅ£”Øe>± nqTuó„$+#û~.
1. ÿÜï&
2. kÍÇdŸœXø¿ìï
3. kÍ+|˜¾T¿£ ™|³T¼‹&
4. yûsÁT#ûjáT‹&ƒ³+ e\q y«Å£”\Ôá

49. Sangeeta, a 20 year old woman always behaves like a 2 year old girl,
the defense mechanism - here is
1. Compensation
2. Fantasy
3. Displacement
4. Regression

20 dŸ+eÔáàs\ ejáTdŸTàq• dŸ+^Ôá m|Ÿð&ƒÖ 2 dŸ+eÔáàs\ ejáTdŸTq•

neֈsTTý²>· ç|Ÿe]ïdŸTï+³T+~. ‚~ ‡ sÁ¿£ŒD Ôá+çÔáeTT
1. |Ÿ]VŸäsÁ+
2. ™dÕÇsÁ¿£\Îq
3. $k͜|Ÿq
4. ç|ŸÜ>·eTq+
50. As per Kretschmer’s classification, pycnic personality type of people
are
1. Short and fat
2. Proportionate body build
3. Dwarfs
4. Tall and lean

ç¿wŸˆsY e¯Z¿£sÁD ç|Ÿ¿±sÁeTT »|ÓesÁ ¿±jáTT\Tµ nHû eTÖ]ïeTÔáÇ sÁ¿£eTT>·\

eTqTwŸ§«\T
1. bõ{ì¼ eT]jáTT ý²eÚ
2. Xø¯sÁ <‘sÁT&óƒ«+ ÔáÐq ¯ÜýË –+&ûysÁT
3. eTsÁT>·TE¨\T
4. bõ&ƒeÚ eT]jáTT dŸq•eTT
51. »|Ÿ³¼D+, q>·sÁ+, |ŸÚsÁ+µ nqT |Ÿs«jáT |Ÿ<‘\T >·\ eÖ³
1. |ŸÚ³uóñ<Šq+
2. H>·]¿£+
3. båsÁV¾²Ôá+
4. |ŸsĐq|ŸÚsÁ+

52. »»|Ÿ+&ÔáT&ƒT, ‹T<óŠç>·VŸ²+, yû\Tεµ nqT HHsœ\T >·\ eÖ³

1. $uó„T&ƒT
2. ‹T<óŠT&ƒT
3. >·TsÁT&ƒT
4. #á<ŠTe]
53. »bÍsysÁeTTµ nqT |Ÿ<ŠeTTqÅ£” eÚ«ÔáÎÜï
1. eTsÁDeTT ýñ“ esÁeTT >·\~
2. ÔîsÁ#|ŸÔà |ŸjáT“+#áTq~
3. rsÁeTT ÿsÁjáTT#áT ç|Ÿ¿±¥+#áTq~
4. nbÍsÁyîT®q rsÁeTT >·\~

54. »|Ÿ]|˜ŸTµ nqT eֳţ” dŸeÖHsÁœ¿£+

1. |Ÿ]Â>
2. ¿Ã{>Ã&ƒ
3. ¿£+<Š¿£+
4. |˜ŸTsÁˆeTT

55. È+|˜ŸÖ\ Xæçd¾ï bÍçÔá <‘Çs Ôî\T>·T uó²wŸ jîTT¿£Ø >=|ŸÎÔáH“• Ôî*jáTCÉ|¾Îq
sÁ#ásTTÔá
1. bÍqT>·+{ì \¿¡Œ ˆqsÁd¾+VŸäseÚ
2. º\¿£eT]ï \¿¡Œ ˆqsÁd+¾ VŸ²+
3. >·TsÁC²&ƒ nbÍÎseÚ
4. eTT“eÖDì¿£«+ qsÁd¾+VŸäseÚ

56. »»dŸÔá«+uÉ|ŸÚÎ&ƒT <Š|ŸÎ&û“jáTT, <ŠTs#sÁT+&ƒT>±&û“ jáTò

ºÔá«+uñeTsÁ&û“, <ŠTsÁ̈qT\>Ãw¾¼ .........µµ n+³Ö eÖqeÚ&û eÖ<óŠeÚ&ƒ+³Ö
#î|¾Îq~ ` ‡jáTq sÁ#áq
1. jáT<¸‘yÅ£”Ø\ nq•eTjáT« ` dŸ¹sÇXøÇsÁ XøÔá¿£+
2. <óŠÖsÁ̈{ì ` l ¿±ÞøVŸ²dÓïXøÇsÁ XøÔá¿£+
3. ¿£+#ásÁ¢ >Ã|Ÿq• ` <‘XøsÁB¸ XøÔá¿£+
4. @qT>·T \¿£Œ ˆD¿£$ ` dŸTuó²w¾Ôá sÁԐ•e[
57. ¿£qT|Ÿ]ï esÁ\¿£Œ ˆeTˆ kÍV¾²Ôá«¿£w¾¿ì >·T]ï+|ŸÚ>± €yîTÅ£” \_ó+ºq |ŸÚsÁkÍØsÁ+
1. $XøÇ$<‘«\jáT dŸÇsÁ’|ŸÔá¿£+
2. >·VŸ²\¿ìŒ ˆ dŸÇsÁ|’ ԟ ¿á +£
3. |Ÿ]wŸÔáTï y] dŸÇsÁ’¿£+¿£D+
4. >·VŸ²\¿ìŒ ˆ |ŸÚsÁkÍØsÁ+

58. »$q&ƒ+, eÖ{²¢&ƒ&ƒ+, #áÖ&ƒ³+, |Ÿ]o*+#á&ƒ+, çXø<ŠÆ#áÖ|Ÿ&ƒ+µ e+{ì

Jeq HîÕ|ŸÚD²«\qT Ôî*jáTCÉ|¾Îq ԐÜïÇÅ£”&ƒT
1. s<󑿣wŸ’HŽ
2. n‹TÝýÙ¿£ý²+
3. ›&ƒT¦ ¿£wŸ’eTÖ]ï
4. sÁeTDeTVŸ²]ü

59. »»‚#áT̵µ nqT ç|ŸÔá«jáT+ ‡ nsÁœ¿£ y¿£«+ýË ¿£“|¾dŸTï+~.

1. $<óŠ«sÁœ¿£+
2. kÍeTsœ«sÁœ¿£+
3. “w<ó‘sÁœ¿£+
4. nqTeTÔá«sÁœ¿£+

60. uó²sÁrjáT<óŠsÁˆ+ n“• eTԐ\qT n+^¿£]dŸTï+<Š“, >šsÁ$dŸTï+<Š“, n“•

eTԐ\Ö dŸÔ«\ú, neú• uó„>·e+ÔáT“ #ûsÁT¿Ãe&†“¿ì ÔÃ&ƒÎ&ƒTԐjáT“
ç|Ÿ|Ÿ+#“¿ì #{ì#î|¾Îq eTVŸ²újáTT&ƒT
1. $yû¿±q+<ŠT&ƒT
2. seT¿£wŸ’ |ŸsÁeTVŸ²+dŸ
3. #îÕÔáq« eTVŸäç|Ÿuó„T
4. €~Xø+¿£s#sÁ«
61. »y«dŸT&ƒT Ôá|ŸdŸTà #ûXæ&ƒTµ ` ‡ y¿£«+ýË »Ôá|ŸdŸTൠnqT eÖ³
1. HeTy#á¿£+
2. $XâwŸD+
3. ç¿ìjáT
4. ne«jáT+

62. bÍsÄÁ«uó²>±\qT ç|Ÿç¿ìjáT\Ôà ÈÔá|ŸsÁÌ+&.

(n) Je>·&jáÖs\T (jáT) e#áq ¿£$Ôá
(€) dŸ+dŸØsÁD (sÁ) H{ì¿£
(‚) >·TXøÇ+ (\) ysï y«K«
(‡) ç|ŸÜÈã (e) y«dŸ+
1. n`\Ñ €`eÑ ‚`jáTÑ ‡`sÁ
2. n`eÑ €`\Ñ ‚`sÁÑ ‡`jáT
3. n`eÑ €`sÁÑ ‚`\Ñ ‡`jáT
4. n`jáTÑ €`eÑ ‚`\Ñ ‡`sÁ

63. »lH<¸ŠT&ƒT >=|ŸÎ¿£$, dÓÔájáT« neÖjáTÅ£”&ƒT, eÖ }sÁT seT|ŸÎµ

nqT y¿±«\T
1. ¿£sÁˆDìy¿±«\T
2. ç|ŸÔá«¿£Œy¿±«\T
3. ç¿ìjáÖsÁV¾²Ôáy¿±«\T
4. |Ÿsÿ£Œ y¿±«\T
64. »@sÁT ` @{ì, }sÁT ` }], ¿±\T ` ¿±*µ ‡ |Ÿ<‘ýË¢“ Âs+&à |Ÿ<Š+
ºesÁ #û]q$ ` y«¿£sÁD |Ÿ]uó²wŸýË
1. $uó„Å£”ï\T
2. –|Ÿ<óŠ\T
3. –|Ÿ|ŸÔáTï\T
4. –|Ÿ$uó„Å£”ï\T

65. »eTVŸ²Ãq•ÔáeTT, eTVŸ²]üµ nqT eÖ³ýË¢“ dŸ+~ó $XâwŸeTT

1. >·TDdŸ+~ó
2. dŸesÁ’BsÁédŸ+~ó
3. e~ÆdŸ+~ó
4. jáTD²<ûXødŸ+~ó

66. »»ÿ¿±H=¿£“ #á*Ý¿±e& ` H=¿£&ƒ&ƒ¿ì+º<‘#áT, H=¿£&=¿£ &ƒ~yû

i=¿£&<Š“ ..........µµ nqT |Ÿ<Š« |Ÿ+Å£”ïýË¢“ n\+¿±sÁ+
1. eÔáï«qTçbÍkÍ\+¿±sÁ+
2. #óû¿±qTçbÍkÍ\+¿±sÁ+
3. n+Ԑ«qTçbÍkÍ\+¿±sÁ+
4. kÍeÖH«\+¿±sÁ+
67. ¿ì+~ |Ÿ<Š«bÍ<‘\qT dŸÂsÕq ç¿£eT+ýË neTsÁÌ+&.
(n) <‘Ôáq yîTT|ŸÎ>± ~]ÐqHŽ >·\T>·THŽ >·&ƒT¿¡]ï uó²sÁÔá
(€) ¿Œ±ˆÔá* ¿£{ì¼ uó²>·«eTTqT >·\Z>· Xæ+Ü dŸeTT<ŠÆ]+|Ÿeýñ
(‚) C²Ü ¥sÁdŸTà HîÜï¿=“ ¿Œ±ˆÔá\ M~ó“ >šsÁyq VŸQ+
(‡) s! ÔásÁTD$Tˆ<û eTsÁ\s<ŠTdŸTMT! >·Ô῱\yîTTq•&ƒTHŽ
1. ‚, €, n, ‡
2. ‚, n, €, ‡
3. ‚, ‡, n, €
4. ‚, €, ‡, n

68. uó„ÔáT«+&†Ôá&ƒT eTÖ&ƒT ýË¿£eTT\ýË uÉ+bõ+<ŠT dŸ¹sÇXøÇs!

‡ |Ÿ<Š«bÍ<Š+ý˓ jáTÜ n¿£ŒsÁ+
1. eTT
2. bõ+
3. uÉ+
4. ýË

69. »»‹T~ÆVÓ²qT&ƒTµµ nqT dŸeÖdŸ |Ÿ<‘“¿ì $ç>·VŸ²y¿£«+

1. ‹T~Æ e\q VÓ²qT&ƒT
2. ‹T~Æq VÓ²qT&ƒT
3. ‹T~ÆýË VÓ²qT&ƒT
4. ‹T~Æ#ûÔá VÓ²qT&ƒT
70. y¿£«+ý˓ |Ÿ<‘\ eT<óŠ« dŸ+‹+<󑓕 @sÁÎsÁ#û$
1. ç|ŸÜ|Ÿ<ÿ±ï\T
2. –|ŸdŸsÁZ\T
3. $uó„Å£”ï\T
4. dŸeTdŸï |Ÿ<‘\T

71. uó²wŸqT ÈqkÍeÖq«+ uó²$+#û rsÁT

1. uó²eç|Ÿ¿£³H kÍ<óŠq+
2. sÁkþ<ŠjáT kÍ<óŠq+
3. “sÁÖ|ŸD kÍ<óŠq+
4. nsÁœ kÍ<óŠq+

72. n\ÎdŸ+U²«¿£ esZ\y]¿ì uó²cÍ $wŸjáT¿£ dÇ#ÌÛVŸ²Å£”ØqT ç|ŸkÍ~+ºq

eTq sC²«+>·+ý˓ n~ó¿£sÁD+
1. 346
2. 348
3. 350
4. 334

73. uó²cÍ_óe~Æ ¿±sÁ«ç¿£eÖýË¢ uó²>·+>± bÍsÄÁXæ\ýË¢ “sÁÇV¾²dŸTïq• ¿±sÁ«ç¿£eÖ\T

1. nuó„«dŸH_óe~Æ ¿±sÁ«ç¿£eÖ\T ` uó²cÍyûTÞ²\T
2. $<‘«sÁTœ\ n\y³¢qT r]Ì~<ŠTÝ ¿±sÁ«ç¿£eÖ\T
3. yûT<óÃeT<¸ŠH\T, ` #ásÃÌ|Ÿ#ásÁÌ\T
4. kÍe֛¿¡¿£sÁD+ ` Å£”³T+‹ ¿±sÁ«ç¿£eÖ\T
74. »dŸeÖÈ+, dŸ+dŸØ Ü, uó²wŸµ nHû eTÖ&ƒT
1. $_óH•+Xæ\T
2. dŸeTHsÁœ uË<󊿣 n+Xæ\T
3. nHýË#áújáÖ\T
4. |ŸsÁdŸÎs<ó‘]Ôá n+Xæ\T

75. P. Gurry nqT $<‘«yûÔáï qqTdŸ]+º <óŠÇqT\ $“jîÖ>·+, n+~+#á<Š\ºq

dŸeÖ#sÁ $“eTjá֓¿ì –|ŸjîÖÐ+#û uó²cÍsÁÖ|Ÿ+, e«¿ìïԐÇ\T nqTq$
B“¿ì ÔÃ&ƒÎ&ƒÔsTT.
1. $<‘«sÁTœ\Å£” eÖ{²¢&ƒ³+ýË ¥¿£ŒD ‚#áT̳ţ”
2. $<‘«sÁTœ\Å£” $qT³ýË ¥¿£ŒD ‚#áT̳ţ”
3. $<‘«sÁTœ\Ôà #ásÁÌ\T ÈsÁT|ŸÚ³Å£”
4. $<‘«sÁTœ\Å£” kÍV¾²Ôá« $XâcÍ\qT |Ÿ]#ájáT+#ûjáTT³Å£”
76. bÍsÄÁXæ\ýË ÿ¿£ ¿£*ÎÔá ç>±eT dŸuó„qT, ÿ¿£ kÍsÁdŸÇÔá dŸ+|˜ŸÖ“• @sÎ³T#ûdï
€ ¿±sÁ«ç¿£eÖ\T
1. dŸVŸ²bÍsÄÁ« ¿±sÁ«ç¿£eÖ\T
2. bÍsÄÁ« ¿±sÁ«ç¿£eÖ\T
3. eTò*¿£ ¿±sÁ«ç¿£eÖ\T
4. €<ŠsÁD ¿±sÁ«ç¿£eÖ\T
77. ‚+{ì™|sÁ{ì Ôó, bÍsÁTØ, <ûy\jáT+, Ïý²¢\qT e]’dŸÖï y«kÍ\T
sjáTeTqT³ý˓ |Ÿ<ŠÆÜ
1. nqT¿£sÁD |Ÿ<ŠÆÜ
2. n_óesÁ’q |Ÿ<ŠÆÜ
3. dŸÖœ\ |Ÿ<ŠÆÜ
4. $Xâ¢wŸD |Ÿ<ŠÆÜ
78. »uó„$wŸ«ÔáTïqT esÁïeÖq+ý˓¿ì rdŸT¿=“eºÌ <‘“¿ÃdŸ+ bͳT|Ÿ&ƒT³jûT
ç|ŸD²[¿£µ nq•ysÁT
1. ™dÕeTHŽsdt
2. <¸‘eTdtçuÉÕ{Ù
3. mýÉHŽ ç¿Ã
4. ný²HŽ ýÉÕ¿HŽ

79. eTÖý²«+¿£q+ýË uó²>·+>± $<‘«sÁTœ\ ç|ŸesÁïH<óŠ«jáTq $<ó‘HýË¢ ÿ¿£{ì

1. $\Te\ eT~+|ŸÚ
2. n_ósÁTº XË<óŠq
3. dŸÈq XË<óŠq
4. |Ÿ]o\qeTT

80. »eTò*¿£+>± eÖqeÚ\+Ԑ ÿ¿£fñ. ysÁT eÖ{²¢&û uó²wŸ\ú• dŸeÖqyûTµ nq•

uó²cÍXæçdŸïyûÔáï
1. #ûÅ£L] seÖseÚ
2. uó„ç~sE ¿£wŸ’eTÖ]ï
3. ‹Ö<ŠsE s<󑿣wŸ’
4. bþsÁ+¿ì <Š¿ìŒD²eTÖ]ï

81. Choose the literary work done by Lewis Carroll.

1. Alice’s Adventures in Wonderland

2. The Scarlet Letter
3. Wuthering Heights
4. Jane Eyre
82. The author of the play ‘The Other Sister’, is:

1. Shakespeare
2. Helen Phifer
3. Elle Croft
4. Oscar Wilde

83. The sonnet, ‘Bread and Music’ was written by:

1. Wallace Stevens
2. D. H. Lawrence
3. Conrad Aiken
4. T.S. Eliot

84. ‘The plumber’ is the literary work of:

1. Anthony Trollope
2. Mark Twain
3. James Thurber
4. Henry David Thoreau

85. A good story begins with a hook. ‘Hook’ means:

1. something that grabs the reader’s attention

2. something that diverts the reader’s attention
3. something that decreases the reader’s interest
4. something that makes the reader unconscious
86. The following is considered to be a public exposure of the private
self.

1. A description of a flower
2. An essay on social evils
3. An autobiography
4. A report on a cricket match

87. Her first defeat was an early lesson in ……….. humanity.

Choose the correct article that fits the blank.

1. a
2. an
3. the
4. No article is needed.

88. Choose the phrase in which no article is needed.

1. piece of butter
2. lot of money
3. great deal of money
4. beauty and truth

89. You must reconcile yourself ………. a life of hardship and poverty.
Choose the correct preposition that fits the blank.

1. at
2. in
3. to
4. by
90. He blamed his teacher ………. his failure.
Choose the correct preposition that fits the context given above.

1. about
2. in
3. with
4. for

91. She has done the little she could do.

Choose the part of speech of the word, ‘little’.

1. a noun
2. an adverb
3. an adjective
4. a pronoun

92. Choose the list of words without nouns.

1. family, realized, joy, me

2. long, impressed, them, bought
3. next, academic, year, uncle
4. announce, taste, beauty, payment

93. Choose the compound sentence among the following.

1. He was pleased that he had won the first prize.

2. What he spoke on that occasion was unworthy of him.
3. Walk quickly, else you will not be healthy.
4. Do not treat me as if I were a child.
94. Look how tall that tree has grown.
The above sentence is:

1. an imperative sentence
2. a WH question
3. a positive statement
4. a negative imperative sentence

95. Choose the sentence in present perfect tense

1. She has had a serious headache for three days.

2. She had brought a new car.
3. She would have bought a new car.
4. She could have bought a new car.

96. She said that she ………. there since 1980.

Choose the correct form of the verb that fits the blank
grammatically.

1. have been living

2. has been living
3. had been living
4. was living

97. We …………. English for five years now.

Choose the correct tense form that fits the blank.

1. has been studying

2. have been studying
3. have been studied
4. have studied
98. Choose the word with correct syllabic division.

1. bea. uti. ful

2. beau. ti. ful
3. be. au. ti. ful
4. b. ea. u. ti. ful

99. Choose the word having the sound of /'fɪə/.

1. fire
2. fear
3. fair
4. feel

100. Choose the word with two silent letters.

1. doubt
2. tremble
3. scheme
4. tongue

101. Chaucer belonged to

1. Modern English Period

2. Middle English Period
3. Old English Period
4. Indian English Period
102. Regional Institute of English South India is situated in

1. Hyderabad
2. Goa
3. Pondicherry
4. Bangalore

103. In the word, ‘run’, / r / is

1. a voiced, post-alveolar and plosive sound.

2. a voiced, post-alveolar and fricative sound.
3. a voiced, post-alveolar and nasal sound.
4. an unvoiced, post-alveolar and lateral sound.

104. Identify the activity which is not a ‘skimming’ strategy of reading.

1. A student reads the title of the book to anticipate the content.

2. A reader reads the first and the last paragraphs of a text to
understand the main theme of the content.
3. A lawyer reads a case carefully to argue in the court.
4. A student looked at the illustrations and the caption to get the
main idea in the text.

105. Identify the feature of Direct Method.

1. Classroom activities are carried out only in the target

language.
2. Grammar is taught prescriptively.
3. Use of mother tongue.
4. Translation of sentences or texts.
106. The teacher writes the heights of some of the students in the class.
After that, she elicits responses to questions such as.

· Who is the tallest girl in the class?

· Which girl is as tall as Rani?
· Which girl is taller than Neha?
· Is Neha taller than Seema?

In the above activity the teacher is introducing

1. Degrees of comparision
2. Passive voice
3. Reported speech
4. Conditional clause

107. Identify the guiding principle that was not there in NCF 2005

1. Connecting knowledge to life outside

2. Child must be an active participant
3. Learning should be interesting and enjoyable.
4. Encourage rote learning methods.

108. Match the verbs used to write objectives for the skills while writing
a lesson plan.
Verbs used to write objectives Skills
i. define A) synthesis
ii. show B) analysis
iii. differentiate C) knowledge
iv. combine D) application

1. i – C, ii – D, iii – A, iv - B
2. i – A, ii – B, iii – C, iv - D
3. i – A, ii – B, iii – D, iv - C
4. i – C, ii – D, iii – B, iv - A
109. A discourse is a

1. book that gives the meanings of words.

2. guide that contains translated texts.
3. study of meaningful language units larger than a sentence.
4. grammar element learnt before learning a language.

110. The ability to use learned material in new and concrete situations is
called.

1. understanding
2. analysis
3. application
4. synthesis

111. A book was sold for ` 27.50 with a gain of 10%. If it was sold for
` 24.50 then the loss or gain percentage is
ÿ¿£ |ŸÚdŸï¿£eTTqT ` 27.50 qÅ£” neTˆ&ƒ+ <‘Çs 10% ý²uó„+ bõ+<îqT. <‘““
` 24.50 n$Tˆq e#áTÌ ý²uó„+ ýñ<‘ qwŸ¼XæÔáeTT

1. 1% gain
2. 2% gain
3. 1% loss
4. 2% loss
112. The simple interest is equal to 25% of the principle and the rate of
interest is equal to number of years then the rate of interest is
kÍ<ó‘sÁD e&ž¦ ndŸ\TýË 25%¿ì dŸeÖq+ eT]jáTT e&ž¦ ¹s³T ¿±ý²“¿ì
dŸeÖq+. nsTTq e&ž¦ ¹s³T
1. 5%
2. 10%
3. 20%
4. 25%

é13 1 ì 5 æ 3 1 ö üù
113. The simplification of the expression 37 - 8 ê + í - ç - ÷ ýú
ë 4 2 î 2 è 4 2 ø þû
is
é13 1 ì 5 æ 3 1 ö üù
37 - 8 ê + í - ç - ÷ ýú dŸÖ¿¡ˆŒ ¿£]+#á>±
ë 4 2 î 2 è 4 2 ø þû

1. –2
2. 2
3. –3
4. 3

114. The sum of two numbers is 1575470. If one number is ten thousand
less than the other number then the smaller number is

Âs+&ƒT dŸ+K«\ yîTTÔáï+ 1575470. n+<ŠTýË ÿ¿£{ì Âs+&ƒe <‘“¿£H• |Ÿ~yû\T

ÔáÅ£”ØyîÕq n+<ŠTýË ºq•dŸ+K«
1. 1565470
2. 792735
3. 782735
4. 787735
115. Two numbers are in the ratio 1 : 2. If 7 is added to both, their ratio
changes to 3 : 5 then the greatest number is

Âs+&ƒT dŸ+K«\ “wŸÎÜï 1 : 2. y{ì¿ì 7 ¿£\T|Ÿ>± “wŸÎÜï 3 : 5 >± eÖ]q

y{ìýË >·]wŸ÷ dŸ+K«
1. 10
2. 12
3. 14
4. 28

116. The population of a town increased from 1,75,000 to 2,62,500 in a

decade then the average increased percentage per year is

<ŠXæ‹Ý ¿±\+ýË ÿ¿£ |Ÿ³¼D ÈHuó² 1,75,000 qT+& 2,62,500 Å£”

™|]Ðq~. nsTTq dŸ+eÔáàs“¿ì ™|]Ðq dŸsdŸ] XæÔá+
1. 4.37%
2. 5%
3. 6%
4. 8.75%

117. The smallest number by which 2560 is to be multiplied so that the

product is perfect cube

2560 |Ÿ]|ŸPsÁ’ |˜ŸTq+>± eÖsÁT³Å£” >·TDì+#áe\d¾q ¿£“wŸ÷ dŸ+K«

1. 5
2. 10
3. 15
4. 25
118. The digit in the units place of a number if it is divided by 5 and 2
leaves the remainders 3 and 1 respectively is
5 eT]jáTT 2 \#û uó²Ð+#áTq|ŸÚ&ƒT esÁTdŸ>± XâwŸ+ 3 eT]jáTT 1 e#ûÌ
dŸ+K«ýË ÿ¿£³¢ k͜q+ýË –+&û n+¿
1. 9
2. 7
3. 3
4. 1

119. x 1 2 3 4 5 6
f 45 25 19 8 2 1

The mean of the above frequency distribution when ‘x’ is the mid
value of class intervals and ‘f’ is the frequency

‘x’ ÔásÁ>·Ü n+ÔásÁeTT eT<óŠ«$\Te, ‘f’ ÔásÁ>·Ü båq'|ŸÚq«eTsTTq|ŸÚ&ƒT

™|Õ båq'|ŸÚq« $uó²Èq+ jîTT¿£Ø n+¿£eT<óŠ«eT+
1. 4
2. 3
3. 2
4. 1
120. The median value of the following observations is
520, 20, 340, 190, 35, 800, 1210, 50, 80 is
ç¿ì+~ |Ÿ]o\q\ eT<óŠ«>·Ôá $\Te
520, 20, 340, 190, 35, 800, 1210, 50, 80

1. 1210
2. 520
3. 190
4. 35

121. If three angles in a triangle are in the ratio of 4 : 5 : 1 then the

greatest angle is

ÿ¿£ çÜuóT„ ÈeTT jîTT¿£Ø ¿ÃD²\ “wŸÎÜï 4 : 5 : 1 nsTTq n+<Š* $T¿ìØ*

™|<ŠÝ¿ÃDeTT
o
1. 72
o
2. 104
o
3. 90
o
4. 63
122. In a parallelogram ABCD, the bisectors
of the consecutive angles ÐA and ÐB
intersect at P then ÐAPB is equal to (in
degrees)

ABCD dŸeÖ+ÔásÁ #áÔáTsÁTÒÛÈeTTýË ç|Ÿ¿£Ø ¿ÃD²\T ÐA eT]jáTT ÐB \

dŸeT~ÇK+&ƒq ¹sK\T P e<ŠÝ K+&+#áTÅ£”+fñ ÐAPB ¿ì dŸeÖqyîT®q~
(&ç^\ýË)
o
1. 180
o
2. 90
o
3. 270
o
4. 360

123. If the perimeter of an equilateral triangle is 156 cm then

its height is (in cm)

ÿ¿£ dŸeTu²VŸQ çÜuó„TÈeTT jîTT¿£Ø #áT³T¼¿=\Ôá 156 ™d+.MT nsTTq

<‘“ mÔáTï (™d+.MT.\ýË)

1. 56 3

2. 16 3

3. 65 3

4. 26 3
124. If two interior angles on the same side of a transversal intersecting
two parallel lines are in the ratio 1 : 5 then the smaller angle is
(in degrees)

Âs+&ƒT dŸeÖ+ÔásÁ ¹sK\qT K+&+#û ÜsÁ«ç¹>KÅ£” ÿ¹¿yîÕ|ŸÚq >·\ Âs+&ƒT

n+ÔásÁ¿ÃD²\T 1 : 5 “wŸÎÜïýË eÚq• n+<Š* ºq•¿ÃDeTT (&ç^\ýË)
1. 25
2. 30
3. 45
4. 60

x 1 x 1
125. If - = + then the value of x is
2 4 3 2

x 1 x 1
- = + nsTTq x jîTT¿£Ø $\Te
2 4 3 2

-7
1.
2
8
2.
3
9
3.
2
4. 0
 2
é 1 1 ù
126. a = 2, b = 3 then the value of ê -3 + -2 ú is equal to
ëa b û
2
é 1 1 ù
a = 2, b = 3 nsTTq êë a + jîTT¿£Ø $\TeÅ£” dŸeÖqyîT®q~
-3
b -2 úû
1. 289
2. 176
3. 140
4. 135

127. The curved surface area of a cylinder is 1848 cm2. If its height is
21cm then radius of a cylinder is (in cm)
2
ÿ¿£ dŸÖœ|ŸeTT jîTT¿£Ø ç|Ÿ¿£ØÔá\ yîÕXæ\«eTT 1848 ™d+.MT . <‘“ mÔáTï
21 ™d+.MT nsTTq € dŸÖœ|ŸeTT jîTT¿£Ø y«kÍsÁœeTT (™d+.MT.\ýË)
1. 14
2. 27
3. 12
4. 21

128. In the adjacent figure the side of the square is

given as 14cm. The area of the shaded region is
(in sq. cms)
ç|Ÿ¿£Ø |Ÿ³eTTq+<ŠT #áÔáTsÁçdŸeTT jîTT¿£Ø uó„TÈeTT
14 ™d+.MT >± ‚eNj&+~. nsTTq w&Ž #ûjáT‹&q çbÍ+Ôá yîÕXæ\«eTT
(#á.™d+.MT.\ýË)
1. 21
2. 42
3. 48
4. 196
129. The perimeters of a rectangle and a square are same. If the length
and breadth of the rectangle are 35cm and 25cm respectively, then
area of the square is (in cm2)
ÿ¿£ BsÁé#áÔáTçdŸeTT eT]jáTT #áÔáTsÁçkÍ\ #áT³T¼¿=\Ôá\T dŸeÖqeTT.
BsÁé#áÔáTsÁçdŸeTT jîTT¿£Ø bõ&ƒeÚ eT]jáTT yî&ƒ\TÎ\T esÁTdŸ>± 35 ™d+.MT
2
eT]jáTT 25 ™d+.MT nsTTq #áÔáTsÁçdŸeTT jîTT¿£Ø yîÕXæ\«eTT (™d+.MT \ýË)
1. 806
2. 850
3. 900
4. 968

130. If A = x2 – 2xy + 5x + 4; B = 5x – 4 and C = 2xy – x2 then

(A + C) × B is equal to

A = x2 – 2xy + 5x + 4; B = 5x – 4 eT]jáTT C = 2xy – x2 nsTTq

(A + C) × B Å£” dŸeÖqyîT®q~
1. 25x2 – 16
2. 25x2 – 4
3. 4x2 – 25
4. 25x2 + 16
131. “Mathematics is science of numbers, quantities and measurements”
– This is defined by
1. Benjamin Pierces
2. Bell
3. Benjamin Franklin
4. Bacon

»»dŸ+K«, s¥, eÖ|ŸH\ $C²ãqyûT >·DìÔá+µµ ` n“ “sÁǺ+ºqysÁT

1. uÉ+›eTHŽ |¾jáTsYà
2. uÉýÙ
3. uÉ+›eTHŽ çb˜Í+¿ì¢HŽ
4. uñ¿£HŽ

132. “The knowledge of Mathematics is needed for collecting the

details of census, land, number of students in the school, natural
resources etc” – the value related to this is
1. Preparatory value
2. Information value
3. Disciplinary value
4. Cultural value

»»ÈHuó² ýÉ¿£Ø\T, uó„Ö$es\T, bÍsÄÁXæ\ý˓ $<‘«sÁTœ\ dŸ+K«, dŸVŸ²È

dŸ+|Ÿ<ŠÅ£” dŸ+‹+~ó+ºq $es\T d¿£]+#áT³Å£” >·DìÔáC²ãq+ nedŸsÁ+µµ
` ‚~ ‡ $\TeÅ£” dŸ+‹+~ó+ºq~
1. dŸH•VŸ²¿£ $\Te
2. dŸeÖ#sÁ $\Te
3. ç¿£eT¥¿£ŒD $\Te
4. kÍ+dŸØ Ü¿£ $\Te
133. “Translation, interpretation and extrapolation” are the levels
of this objective
1. Knowledge
2. Understanding
3. Application
4. Skill

‡ \¿£Œ«eTTýË nqTy<Š+, y«U²«q+ eT]jáTT ‹V¾²¹sÇXøH\Tµµ

nqT k͜sTT\T –H•sTT
1. C²ãqeTT
2. ne>±VŸ²q
3. $“jîÖ>·eTT
4. HîÕ|ŸÚD«eTT

134. One of the following teaching method involves the maxims of

teaching like “learning by doing”, “learning by observation” and
“concrete to abstract”
1. Inductive method
2. Problem solving method
3. Analytic method
4. Laboratory method

»»#ûjáT&ƒ+ <‘Çs nuó„«d¾+#á&ƒ+µµ, »»|Ÿ]o\q <‘Çs nuó„«d¾+#á&ƒ+µµ eT]jáTT

»»eTÖsÁïeTT qT+& neTÖsï“¿ìµµ nqT uË<óŠH “jáTeÖ\qT nqTdŸ]+#áT
uË<óŠH |Ÿ<ŠÆÜ
1. €>·eTq |Ÿ<ŠÆÜ
2. dŸeTkÍ« |Ÿ]cÍØsÁ |Ÿ<ŠÆÜ
3. $Xâ¢wŸD |Ÿ<ŠÆÜ
4. ç|ŸjîÖ>·Xæ\ |Ÿ<ŠÆÜ
135. One of the following is the merit of “Synthetic Method”

1. Students doubts will not be clarified

2. No scope for total understanding
3. Home work is likely to become heavy
4. Concise method

¿ì+~ y“ýË »»dŸ+Xâ¢wŸD |Ÿ<ŠÆܵµ jîTT¿£Ø ÿ¿£ –|ŸjîÖ>·eTT

1. $<‘«sÁTœ\Å£” ¿£*¹> dŸ+<ûVŸä\T “eÜï ¿±eÚ.
2. dŸ+|ŸPsÁ’ ne>±VŸ²qÅ£” #óT ýñ<ŠT.
3. ‚+{ì|Ÿ“ Å£L&† mÅ£”Øe>± –+³T+~.
4. dŸ+¿ìŒ|Ÿï |Ÿ<ŠÆÜ

136. “Repeated addition is a multiplication” can be shown easily by using

one of the following material
1. Geo board
2. Peg board
3. Cuisenaire strips
4. Napier strips

ç¿ì+~ y“ýË ‡ kÍeTçÐ <‘Çs »»>·TD¿±sÁ+ n+fñ |ŸÚqseÔá dŸ+¿£\q+µµ qT

dŸT\uó„+>± #áÖ|Ÿ>·\eTT
1. ›jîÖ uËsÁT¦
2. ™|>´ uËsÁT¦
3. Å£”«™dHîsTTsY |Ÿ{¡¼\T
4. Hû|¾jáTsY |Ÿ{¡¼\T
137. The concepts of ‘symmetry’ are taught completely in 6th class
– this type of curriculum organization is
1. Concentric method
2. Topical method
3. Spiral method
4. Logical, Psychological method

»»kåwŸ÷e+µµ qÅ£” dŸ+‹+~ó+ºq n“• uó²eq\T 6e ÔásÁ>·ÜýËHû |ŸP]ï>±

uË~ó+#áTq³T¢+&û ¿£]Å£”\+ “sÁÇVŸ²D $<ó‘qeTT
1. @¿£¹¿+ç<Š |Ÿ<ŠÆÜ
2. o]ü¿± |Ÿ<ÜƊ
3. dŸ]Î\ |Ÿ<ŠÆÜ
4. Ԑ]Ø¿£, eTHÃyîÕC²ã“¿£ |Ÿ<ŠÆÜ

138. Highest score was allotted to the following aspect in assessing the
mathematics textbook as per Hunter’s score card
1. Subject matter
2. Style of language
3. Text book get up & price
4. Exercises given in the text book

VŸ²+³sYà >·Dq¿±sÁT¦ €<ó‘sÁ+>± >·DìÔá bÍsÄÁ«|ŸÚdŸï¿±“• eT~+|ŸÚ #ûjáTTq|ŸÚ&ƒT,

ç¿ì+~ y“ýË nÔá«~ó¿£ >·Dq ¹¿{²sTT+#á‹&q n+XøeTT
1. $wŸjáTeTT
2. uó²cÍXèÕ*
3. |ŸÚdŸï¿£+jîTT¿£Ø uó Ü¿£sÁÖ|Ÿ+ eT]jáTT <óŠsÁ
4. |ŸÚdŸï¿£+ýË ‚ºÌq nuó²«kÍ\T
139. “Expected behaviour outcomes, communication strategy and real
learning outcomes” are the steps of this approach.
1. Morrison’s Approach
2. Blooms evaluation based approach
3. R.C.E.M. approach
4. Herbartian approach

‡ qeTÖHq+<ŠT »»€¥+ºq ç|ŸesÁïH |˜Ÿ*Ԑ\T, dŸeÖ#s“• n+~+#û

eP«VŸ²+, ydŸïe nuó„«dŸq |˜Ÿ*Ԑ\Tµµ nqTq$ kþbÍH\T>± –H•sTT.
1. yîÖ]dŸHŽ qeTÖH
2. ‹Ö¢yŽTà eTÖý²«+¿£H<ó‘sÁ qeTÖH
3. €sY.d¾.‚.myŽT. qeTÖH
4. ™V²sÁÒ¹s¼]jáTHŽ qeTÖH

140. One of the advantages of essay type tests

1. Encourages rote memory

2. Difficulty of uniform scoring
3. Easy to prepare and administer the tests
4. Encourages selective learning

y«dŸsÁÖ|Ÿ |Ÿ¯¿£Œ\ e\q ¿£\T>·T ç|ŸjîÖÈqeTT

1. ‹{¡¼|Ÿ³T¼ $<ó‘H“• çbþÔáàV¾²+#áTqT.
2. dŸeÖq+>± eÖsÁTØ*eÇ&ƒ+ q+<ŠT dŸeTdŸ«.
3. |Ÿ¯¿£Œ|ŸçÔá+ ÔájáÖsÁT#ûjáT&ƒ+, |Ÿ¯¿£Œ “sÁÇV¾²+#á&ƒ+ dŸT\TeÚ.
4. ¿=“•+{ìHû m+|¾¿£#ûd¾ nuó„«d¾+#áT³qT çbþÔáàV¾²+#áTqT.
141. To get a real, diminished image by a concave mirror, the object must
be kept

1. at focus of the mirror

2. at centre of curvature of the mirror
3. beyond centre of curvature of the mirror
4. between centre of curvature and focus of the mirror

“È eT]jáTT ºq•<îÕq ç|ŸÜ_+‹eTTqT bõ+<ŠT³Å£” |ŸÚ{²¿±sÁ <ŠsÁÎDeTT

eTT+<ŠT edŸTïeÚqT –+#áe\d¾q k͜qeTT
1. <ŠsÁÎD H_ó e<ŠÝ
2. <ŠsÁÎD e翣Ԑ¹¿+ç<Š+ e<ŠÝ
3. <ŠsÁÎD e翣Ԑ¹¿+ç<Š+ neÔá\
4. <ŠsÁÎD H_ó eT]jáTT e翣Ԑ¹¿+ç<Š+ eT<óŠ«

142. A man is moving along a circular path and completes 20 rotations in

40 minutes and finally reaches the starting point. Then the
displacement of the man is (in meters)
ÿ¿£ eT“w¾ eÔï¿±sÁ eÖsÁZ+ #áT³Ö¼ ÜsÁT>·TÔáÖ 40 “$TcÍ\ýË 20
çuó„eTD²\T |ŸP]ï#ûd¾ yîTT<Š{ì k͜H“¿ì #ûsÁTÅ£”H•&ƒT. nsTTq nÔáqT
bõ+~q k͜qçuó„+Xø+ (MT³sÁ¢ýË)
1. 2
2. 1200
3. 800
4. 0
143. The intensity of smallest audible sound is 0 dB, then the intensity of
sound 100 times more powerful than total silence is

eTqÅ£” $“|¾+#û nÜÔáÅ£”Øe rçeÔá >·\ <óŠÇ“ »0µ dB nsTTq XøSq«k͜sTT¿ì

100 Âs³T¢ mÅ£”Øe>± $“|¾+#û <óŠÇ“rçeÔá
1. 10 dB
2. 100 dB
3. 1000 dB
4. 20 dB

144. A bulb is glowing with certain intensity when connected to a battery

of 3V. When 3 more such batteries with the same voltage are
connected in parallel, then

1. the intensity increases by 3 times

2. the intensity decreases by 3 times
3. no change in its intensity
4. the intensity increases by 4 times

3V \ u²«³¯¿ì ¿£\T|Ÿ‹&q ÿ¿£ ‹\TÒ ¿=+Ôá rçeÔáÔà yî\T>·TÔáT+~. n+Ôû

yÃýñ¼› >·\ eTsà 3 u²«³¯\qT dŸeÖ+ÔásÁ+>± ¿£\T|Ÿ>± ‹\TÒ yî*¹> rçeÔá
1. 3 Âs³T¢ ™|sÁT>·TÔáT+~
2. 3 Âs³T¢ Ôá>·TZÔáT+~
3. eÖsÁ<ŠT
4. 4 Âs³T¢ ™|sÁT>·TÔáT+~
145. Planets that have no natural satellites are

1. Mercury, Venus
2. Mercury, Mars
3. Venus, Mars
4. Mars, Uranus

dŸV²Ÿ È –|Ÿç>·VäŸ \T ýñ“ ç>·VäŸ \T

1. ‹T<óTŠ &ƒT, Xø—çÅ£”&ƒT
2. ‹T<óŠT&ƒT, Å£”E&ƒT
3. Xø—çÅ£”&ƒT, Å£”E&ƒT
4. Å£”E&ƒT, jáTT¹sqdt

146. C + O2 → CO2, the mass of Oxygen required for the complete

combustion of 3g. of Carbon is

1. 8 g.
2. 16 g.
3. 4 g.
4. 4.5 g.

C + O2 → CO2 nqT sÁkÍjáTq #ásÁ«ýË 3ç>±. ¿±sÁÒHŽ |ŸP]ï>± <ŠVŸ²q+

#î+<‘\+fñ ¿±e\d¾q €¿ìàÈHŽ ç<Še«s¥
1. 8 ç>±.
2. 16 ç>±.
3. 4 ç>±.
4. 4.5 ç>±.
147. The correct statement regarding ‘Coaltar’.

1. It is a pure form of Carbon.

2. Naphthalene balls are obtained from it.
3. It is the component of coke.
4. It is not a mixture of different substances.

¿ÃýÙԐsÁTÅ£” dŸ+‹+~ó+º dŸÂsÕq y¿£«+

1. ‚~ ¿±sÁÒHŽ jîTT¿£Ø dŸÇ#áÌÛyîT®q sÁÖ|Ÿ+.
2. B“qT+& H|˜Ÿï©HŽ –+&ƒ\T ÔájáÖsÁeÚԐsTT.
3. ‚~ ¿Ã¿ù jîTT¿£Ø n+ouóք ÔáeTT.
4. ‚~ $$<óŠ |Ÿ<‘sœ\ $TçXøeT+ ¿±<ŠT.

148. The substance used as a remedy for irritation in stomach is

1. Caustic soda
2. Milk of magnesia
3. Sodium Carbonate
4. Aluminium Chloride

¿£&ƒT|ŸÚýË eT+³ qT+& –|ŸXøeTq+ bõ+<Š&†“¿ì y&û |Ÿ<‘sÁœ+

1. ¿±d¾¼¿ù kþ&†
2. $TýÙØ €|˜t yîT^•w¾jáÖ
3. kþ&jáT+ ¿±s=ÒHû{Ù
4. n\Ö«$T“jáT+ ¿Ã¢ÂsÕ&Ž
149. The ascending order of reactivities of the metals Copper (Cu),
Iron (Fe), Zinc (Zn) is

sÐ (Cu), ‚qTeTT (Fe), ›+¿ù (Zn) \ #ás«o\Ôá\ýË €sÃVŸ²Dç¿£eT+

1. Cu < Zn < Fe
2. Cu < Fe < Zn
3. Zn < Fe < Cu
4. Fe < Zn < Cu

150. The suitable method for separation of Ethyl Alcohol (bp 78oC) and
water (bp 100oC) mixture is (where the difference in boiling points
is low)

1. Separating funnel
2. Crystallisation
3. Simple distillation
4. Fractional distillation

‚<¸îÕýÙ €\ØVŸäýÙ (bp 78oC) eT]jáTT úsÁT (bp 100oC) \ $TçXøe֓•

yûsÁT#ûjáT&†“¿ì dŸÂsÕq |Ÿ<ŠÆÜ (‚¿£Ø&ƒ eT]¹> –cþ’ç>·Ôá\ýË Ôû&† dŸÇ\Î+)
1. yûsÎ³T >·s³T
2. dŸÎÛ{ì¿¡¿£sÁD+
3. kÍ<ó‘sÁD dÇ<Šq+
4. n+¥¿£ dÇ<Šq+
151. Pressure exertion in glomerulus is due to

1. Narrowness of afferent Arteriole

2. Fine passages between Podocytes
3. Narrowness of efferent Arteriole
4. Narrowness of efferent Venule

sÁ¿£ï¹¿XøH[¿± >·T#áÌÛ+ýË |Ó&ƒq+ ™|sÁT>·T³Å£” ¿±sÁD+

1. dŸq•“ HÞø+ >·\ n_óyV¾² <óŠeT“¿£
2. bþ&ÙdÕ³¢ eT<óŠ« >·\ dŸÖ¿£ŒˆsÁ+ç<ó‘\T
3. dŸq•“ HÞø+ >·\ n|ŸyV¾² <óŠeT“¿£
4. dŸq•“ HÞø+ >·\ n|ŸyV¾² d¾]¿£

152. Identify both reflex action and instinct behaviour that occur in a
single incident

1. Following the first moving object they meet

2. Sensation to the touch of sharpened object
3. Choosing mates of opposite sex for reproduction
4. Students leaving the ground when school bell rings

ÿ¹¿ dŸ+<ŠsÁÒÛ+ýË È]¹> ç|Ÿr¿±sÁ#ásÁ«qT eT]jáTT dŸVŸ²C²Ôá ç|ŸeÜï“ >·T]ï+#á+&

1. ¿£<ŠT\TÔáTq•~ @<îÕH yîTT<Š{ìkÍ] ¿£“|¾dï <‘“yîq¹¿ yîÞøß&ƒ+
2. yîTTq<û*q edŸTïeÚqT Ԑ¿ìq|ŸÚ&ƒT ¿£*¹> ç|ŸÜdŸÎ+<Šq
3. dŸ+ԐHÃÔáÎÜï ¿ÃdŸ+ _óq• *+>· JeÚ\qT mqT•¿Ãe&ƒ+
4. ‹&>·+³ çyîÖ>·>±Hû $<‘«sÁTœ\T yîT®<‘H“• e<Š* yîÞøß&ƒ+
153. “Hemanth” takes care of having water soluble and fat soluble
vitamins in his food. Identify fat soluble vitamin and water soluble
vitamin respectively from the following.

1. Folic acid and Ascorbic acid

2. Biotin and Calciferol
3. Tocoferol and Phylloquinone
4. Retinol and Pyridoxine

»»V²eT+ÔYµµ Ôáq €VŸäsÁ+ýË ú{ìýË ¿£]¹> eT]jáTT ç¿=eÚÇýË¢ ¿£]¹> $³$TqT¢

–+&ûý² #áÖdŸTÅ£”+{²&ƒT. ‡ ç¿ì+~ y“ýË ¿=eÚÇýË ¿£*¹> $³$THŽqT
eT]jáTT ú{ìýË ¿£]>¹ $³$THŽqT esÁTdŸ>± >·T]ï+#á+&.
1. b˜þ*¿ù €eT¢+ eT]jáTT €kÍØ]Ò¿ù €eT¢+
2. ‹jîÖ{ìHŽ eT]jáTT ¿±*à™|˜sýÙ
3. {˿Ù|˜sýÙ eT]jáTT |˜¾ýË¢¿ìÇHÃHŽ
4. Âs{ìHýÙ eT]jáTT ™|Õ]&†¿ìàHŽ

154. It is a specific character of ‘Rods’

1. They detect objects in low intensity of light

2. They identify colours in bright light
3. They find fine distinctions for colour vision
4. They give us sharpest vision

‚~ »»<Š+&†\µµ jîTT¿£Ø ç|ŸÔ«û ¿£ \¿£D

Π+
1. nÜ ÔáÅ£”Øe ¿±+ÜýË edŸTïeÚ\qT >·T]ï+#á&ƒ+
2. ¿±+Üe+ÔáyîT®q yî\TÔáTsÁTýË sÁ+>·T*• >·T]ï+#á&ƒ+
3. sÁ+>·TýË¢“ ç|ŸÔû«¿£Ôá*• >·T]ï+#á&ƒ+
4. <Šw¾¼ dŸÎwŸ¼+>± –+&ûý² #ûjáT&ƒ+
155. The aim of conducting experiment by using different soil samples,
plastic funnel, filter paper, water, measuring jar and dropper is to
study

1. The moisture content of soil

2. The percolation rate of soil
3. Different mineral salts in the soil
4. The substances present in the soil

yû¹sÇsÁT eT{ì¼ qeTÖH\T, bÍ¢d¾¼¿ù >·s³T, e&ƒbþÔá ¿±ÐÔá+, úsÁT, ¿=\C²&,

ç&†|ŸsY\qT –|ŸjîÖÐ+º “sÁÇV¾²+#û ç|ŸjîÖ>·+ <‘Çs Ôî\TdŸT¿Ã>·*¹>~
1. eT{ì¼ýË ÔûeTXæÔá+
2. eT{ì¼ jîTT¿£Ø ú{ì“ |Ó\TÌÅ£”Hû dŸÇuó²e+
3. eT{ì¼ý˓ K“È \eD²\T
4. eT{ì¼ýË –+&û |Ÿ<‘sœ\T

156. The book “Principles of Geology” was written by

1. August Weisman
2. Charles Hufnagal
3. Charles Lyell
4. Charles Darwin

»»ç|¾“à|ŸýÙà €|˜t ›jáÖ\›µµ ç>·+<¸Š sÁ#sá TTÔá

1. n>·dt¼ MdteÖHŽ
2. #Âs¢dt VŸ²|˜tq>·ýÙ
3. #Âs¢dt ýÉÕýÙ
4. #Âs¢dt &†]ÇHŽ
157. Lack of smooth endoplasmic reticulum in vertebrate liver cells leads
to this consequence

1. Protein synthesis does not occur

2. Digestive juices does not secrete
3. Fats does not synthesize
4. Detoxification does not occur

dŸ¿£XâsÁT¿±\ ¿±ýñjáT ¿£D²\ýË qTqT|ŸÚ n+Ôᯨe ç<Še«C²\+ ýË|¾dï

1. çbõ{¡q¢ dŸ+Xâ¢wŸD ÈsÁ>·<ŠT
2. JsÁ’sÁkÍ\ –ÔáÎÜï ÈsÁ>·<ŠT
3. ç¿=eÚÇ\ dŸ+Xâ¢wŸD ÈsÁ>·<ŠT
4. $wŸ|Ÿ<‘sœ\ “¯ÇsÁ«+ ÈsÁ>·<ŠT
158. Fill the table with correct set of A & B.

Endocrine gland Hormone secreted

Ovary A
B Luteinising hormone
1. A : Prolactin, B : Pancrease
2. A : Progesterone, B : Pituitary
3. A : Adrenalin, B : Adrenal
4. A : Thyroxine, B : Thymus

dŸs qÕ y““ A & B \ qT+& mqT•¿=“ ç¿ì+~ |Ÿ{켿£qT |ŸP]+#á+&.

$HÞø ç>·+~¸ |sÁT $&ƒT<Š\#ûd VŸäsÈqT
çdÓï ;È¿ÃXø+ A
B \Ö«{ìH›Õî +>´ VŸäsÈHŽ
1. A : çbõý²¿ìH¼ ,Ž B : ¿Ã¢eT+
2. A : çbõCÉd¾¼sHŽ, B : |¾³T«³¯
3. A : nç&q*HŽ, B : nç&qýÙ
4. A : <î̧ s
Õ ¿ìàHŽ, B : <î̧ÕeTdt
159. Cuscuta reflexa absorbs food through

1. Anchoring roots
2. Haustoria
3. Aerial roots
4. Lenticells

¿£dTŸ Ø«{² s ™|¿¢˜ ±à M“ <‘Çs €VŸäs“• ç>·V¾²dŸTï+~.

1. n+³TyûsÁT¢
2. #áÖwŸ¿±\T
3. yjáTT>·Ôá yûsÁT¢
4. ýÉ+{ì¿£D²\T

160. The Alkaloid used for Schizophrenia is

1. Thein
2. Morphine
3. Reserpine
4. Atropine

‡ €\Øý²sTT&Ž dÓØCËç|˜Ó“jáÖqT “y]dŸTï+~.

1. ~¸sTTHŽ
2. eÖ¯ÎÛHŽ
3. ]dŸÂsÎíHŽ
4. nç{Ë|¾HŽ
161. One of the basic processes of Science is

1. experimenting
2. formulating hypothesis
3. quantifying
4. controlling variables

$C²ãqXæg eTò*¿£ ç|Ÿç¿ìjTá \ýË ‚~ ÿ¿£{.ì

1. ç|ŸjîÖ>±\T #ûjáT³+
2. |Ÿ]¿£\Îq\T #ûjáT&ƒ+
3. |Ÿ]eÖD¡¿£]+#á&ƒ+
4. #ás+Xæ\qT “jáT+çÜ+#á&ƒ+

162. The processes distillation and sublimation were described by this

ancient Indian Scientist.

1. Varahamihira
2. Charaka
3. Dhanwantari
4. Nagarjuna

&d¾¼ýñwŸHŽ, dŸ_¢yûTwŸHŽ ç|Ÿç¿ìjáT\qT >·T]+º $e]+ºq uó²sÁrjáT |ŸÚsÔáq

XægyûÔáï
1. esVŸ²$TV¾²sÁ
2. #ásÁ¿£
3. <óŠqÇ+Ôá]
4. H>±sÁT¨q
163. The topic radioactivity, carbon dating can best be taught correlating
these subjects

1. mathematics, biology
2. economics, mathematics
3. geography, mathematics
4. biology, civics

¹s&jîÖ @¿ì¼${¡, ¿±sÁÒHŽ &û{ì+>´ bÍsĐ«+Xæ\qT eTTK«+>± ‡ dŸuÉ̈Å£”¼\ÔÃ

nqTdŸ+<ó‘q+ #ûd¾ uË~ó+#áe#áTÌ
1. >·DìÔá+, JeXæg+
2. €]œ¿£Xæg+, >·DìÔá+
3. C²ç>·|˜Ó, >·DìÔá+
4. JeXæg+, båsÁXæg+

164. The specification that relates to the objective ‘understanding’ is

1. gives reasons
2. generalises
3. detects errors
4. analysis

ne>±VŸ²q \¿Œ±«“¿ì dŸ+‹+~ó+ºq dŸÎwÓ¼¿£sÁD

1. ¿±sÁD²\T Ôî\Î&ƒ+
2. kÍ<ó‘sÁD¡¿£]+#á&ƒ+
3. ýËbÍ\qT ¿£“™|³¼&ƒ+
4. $Xâ¢wŸD
165. In the teaching process, movement, gestures and pausing are the
component behaviours of

1. skill of illustration with examples

2. skill of explaining
3. skill of probing questions
4. skill of stimulus variation

uË<óŠH ç|Ÿç¿ìjáTýË ¿£<Š*¿£\T, VŸäeuó²y\T, $seT$TeÇ&ƒ+ nHû$ ç¿ì+~

uó²>·+ý˓ ç|ŸesÁïq\T
1. –<‘VŸ²sÁD\Ôà $e]+#û HîÕ|ŸÚD«+
2. $esÁD Hî|Õ ÚŸ D«+
3. ç|Ÿ¥•+#û HîÕ|ŸÚD«+
4. –BÝ|ŸH yîÕ$<óŠ« HîÕ|ŸÚD«+

166. “A project is a bit of real life introduced in the school” – This

definition of project method is given by

1. Stevenson
2. Bellard
3. Kilpatrick
4. Armstrong

»»“Ôá«J$Ôá+ýË ¿=+Ôá uó²>±“• bÍsÄÁXæ\ýË ç|ŸyûXø ™|³¼&ƒyûT ç|Ÿ¿£\Îqµµ n“

çbÍCÉÅ£”¼ |Ÿ<ŠÆÜ >·T]+º Ôî*ÎqysÁT
1. dÓ¼yîHŽdŸHŽ
2. uÉý²¢sY¦
3. ¿ìýÙbÍç{ì¿ù
4. €sYˆçkͼ+>´
167. This does not reflect in the proforma of an “year plan” for science
teaching

1. number of science periods per each unit

2. objectives to be achieved in each unit
3. names of the units to be completed month wise
4. number of special holidays.

™dÕHŽà »»y]ü¿£ |Ÿ<¸Š¿£µµ |Ÿ{켿£ýË ç|ŸÜ_+_+#á“~

1. ÿ¿£ jáT֓{Ù q+<ŠT –+&ƒe\d¾q ™dÕHŽà |Ó]jáT&ƒ¢ dŸ+K«
2. ç|ŸÜ jáT֓{Ù q+<ŠT kÍ~ó+#áe\d¾q \¿Œ±«\T
3. Hî\y¯>± |ŸP]ï #ûjáÖ*àq jáT֓³¢ |sÁT¢
4. ç|ŸÔû«¿£ ™d\eÚ\ dŸ+K«

168. Items like specimen jars, glass-troughs, test tubes should be entered
in this laboratory register

1. permanent stock register

2. consumable stock register
3. breakable stock register
4. issue register

™dÎd¾eTHŽ C²sYà, >±EÔ=fɼ, |Ÿ¯¿£Œ H[¿£\ e+{ì edŸTïeÚ\qT ç|ŸjîÖ>·Xæ\ý˓

‡ ]›dŸ¼sYq+<ŠT qyîÖ<ŠT #ûjáÖ*
1. XæXøÇÔá edŸTïeÚ\ ]›dŸ¼sY
2. y&û edŸTïeÚ\ ]›dŸ¼sY
3. |ŸÐýñ edŸTïeÚ\ ]›dŸ¼sY
4. ‚wŸO« ]›dŸ¼sY
169. The component which is not included in the ‘Vogel evaluation
Scale’ for the analysis of a science textbook.

1. assignments
2. content
3. author’s qualifications
4. illustrations

™dÕqTà bÍsÄÁ«|ŸÚdŸï¿£ eTÖý²«+¿£qýË »yÃÂ>ýÙ eTÖý²«+¿£q eÖ|Ÿ“µ q+<ŠT

|Ÿ]>·Dý˓¿ì rdŸT¿=q“ n+Xø+
1. n™dÕHŽyîT+³T¢
2. $wŸjáTeTT
3. sÁ#ásTTÔá nsÁ½Ôá\T
4. –<‘VŸ²sÁD\T

170. If a student gets same score when the same test is given at different
times, then the test is said to be

1. valid
2. reliable
3. economical
4. utility

ÿ¿£ $<‘«]œ¿ì ÿ¹¿ |Ÿ¯¿£ŒqT $$<óŠ dŸ+<ŠsÒÛ\ýË ™|{ì¼q|ŸÎ{ì¿¡ ÿ¹¿ eÖsÁTØ\T

eºÌq#à € |Ÿ¯¿£ŒÅ£” >·\~
1. dŸç|ŸeÖDÔá
2. $XøÇdŸújáTÔá
3. KsÁTÌ ÔáÅ£”Øe
4. W|ŸjÖî п£Ôá
171. The article that contains Fundamental duties in the Indian
Constitution
uó²sÁÔá sC²«+>·+ý˓ çbÍ<¸Š$T¿£ $<óŠT\T ‡ €]¼¿£ýÙýË bõ+<ŠT|ŸsÁ#á‹&q$
1. 45 (A)
2. 31 (A)
3. 52 (A)
4. 51 (A)

172. A big canal was built from the rivers of this state to bring water to
Thar Desert region
1. Gujarat
2. Punjab
3. Madhya Pradesh
4. Uttar Pradesh

<ó‘sY m&†] çbÍ+Ԑ“¿ì úsÁT rdŸTÅ£”se&†“¿ì ‡ sçwŸ¼eTTý˓ q<ŠT\ qT+&

™|<ŠÝ ¿±\Te “]ˆ+#sÁT.
1. >·TÈsÔY
2. |Ÿ+C²‹T
3. eT<óŠ«ç|Ÿ<ûXÙ
4. –ÔáïsÁç|Ÿ<ûXÙ
173. Eastern Ghats are spread across the following states

1. Tamil Nadu and Andhra Pradesh

2. Karnataka and Goa
3. Maharashtra and Goa
4. Kerala and Karnataka

ÔáÖsÁTÎ ¿£qTeT\T ‡ sçwŸ¼eTT\ýË $dŸï]+º –H•sTT.

1. Ôá$TÞøH&ƒT eT]jáTT €+ç<óŠç|Ÿ<ûXÙ
2. ¿£s’³¿£ eT]jáTT >Ãy
3. eTVŸäsçwŸ¼ eT]jáTT >Ãy
4. ¿¹ sÁÞø eT]jáTT ¿£s’³¿£

174. The ocean which greatly influences the climate of Europe continent
is

1. The Arctic Ocean

2. The Atlantic Ocean
3. The Pacific Ocean
4. The Indian Ocean

‡ dŸeTTç<Š+ jáTÖsÁ|t, oÔÃwŸ’d¾œÜ™|Õq n~ó¿£ ç|Ÿuó²e+ #áÖ|ŸÚÔáT+~.

1. €]Ø{ì¿ù eTVŸädŸeTTç<Š+
2. n{²¢+{ì¿ù eTVŸädŸeTTç<Š+
3. |Ÿd¾|˜¾¿ù eTVŸädŸeTTç<Š+
4. V¾²+<ŠÖ eTVŸädŸeTTç<Š+
175. The Book “Kitab al-Hind” was written by

1. Mahmud Ghazni
2. Mahmud Ghori
3. Al-Biruni
4. Abul Fazl

»»¿ìԐuÙ nýÙ V¾²+<Žµµ nHû ç>·+<¸ŠeTT sÁº+ºqysÁT

1. eTVŸ²eTˆ<Ž >·È“
2. eTVŸ²eTˆ<Ž |˜ŸTË]
3. nýÙ_sÁÖú
4. n‹TýÙ |˜Ÿ›ýÙ

176. The colour used to locate boundaries and hills in the maps
respectively are

1. Black, light grey

2. Light grey, Black
3. Black, Brown
4. White, Black

dŸ]VŸ²<ŠTÝ\T eT]jáTT ¿=+&ƒ\qT |Ÿ³eTTýË dŸÖº+#áT³Å£” –|ŸjîÖÐ+#áT

sÁ+>·T\T esÁTdŸ>±
1. q\T|ŸÚ, ýñÔá ‹Ö&<Š sÁ+>·T
2. ýñÔá ‹Ö&<Š sÁ+>·T, q\T|ŸÚ
3. q\T|ŸÚ, >Ã<óŠTeT sÁ+>·T
4. Ôî\T|ŸÚ, q\T|ŸÚ
177. Diamond mines are located in these places of Guntur and
Ananthapuram districts respectively

1. Kollur, Vajrakaroor
2. Vajrakaroor, Kolluru
3. Garikapadu, Tadipatri
4. Amaravati, Tadipatri

>·T+³ÖsÁT, nq+Ôá|ŸÚsÁ+ ›ý²¢\ýË eçC²\ >·qT\T >·\ çbÍ+Ԑ\T esÁTdŸ>±

1. ¿=\Ö¢sTÁ , eçÈ¿£sÖÁ sY
2. eçÈ¿£sÁÖsY, ¿=\Ö¢sÁT
3. >·]¿ìbÍ&ƒT, Ԑ&|ŸçÜ
4. neTseÜ, Ԑ&|ŸçÜ

178. Gandhiji asked the Indian people to observe this day as a day of
“humiliation and prayer”

1. 4th April 1918

2. 3rd March 1942
3. 6th April 1920
4. 6th April 1919

‡ ÔûBq »»çbÍsÁœq, >šsÁeuó„+>· ~q+µµ>± “sÁÇV¾²+#áeT“ uó²sÁÔá ç|ŸÈ\qT

>±+BóJ ¿ÃssÁT
1. @ç|¾ýÙ 4, 1918
2. eÖ]Ì 3, 1942
3. @ç|¾ýÙ 6, 1920
4. @ç|¾ýÙ 6, 1919
179. The first person who donated land and the first person who received
land during the Bhoodan movement respectively are

1. Vedire Ramachandra Reddy, Maisaiah

2. Kadiri Rama Gopala Reddy, Maisaiah
3. Visnuri Ramachandra Reddy, Polaiah
4. Maisaiah, Vedire Ramachandra Reddy

uó„Ö<‘q –<Š«eT ¿±\+ýË yîTT³¼yîTT<Š³>± uó„Ö<‘q+ #ûd¾q e«¿ìï, eT]jáTT

bõ+~q e«¿ìï esÁTdŸ>±
1. yî~Âs seT#á+ç<‘Âs&¦, yîT®dŸjáT«
2. ¿£~] seT>ÃbÍ\Âs&¦ , yîT®dŸjáT«
3. $dŸÖ•] seT#á+ç<‘Âs&¦, bþ\jáT«
4. yîT®dŸjáT«, yî~Âs seT#á+ç<‘Âs&¦

180. The tribal exhibition in this place helps us to know about tribal
traditions and culture

1. Tirupathi
2. Visakhapatnam
3. Srisailam
4. Rampachodavaram

‚#á̳>·\ ç|Ÿ<ŠsÁôqXæ\ Ð]Èq dŸ+dŸØ Ü, kÍ+ç|Ÿ<‘jáÖ\T Ôî\TdŸT¿Ãe&†“¿ì

–|ŸjîÖ>·|Ÿ&ƒTÔáT+~
1. ÜsÁT|ŸÜ
2. $XæK|Ÿ³¼D+
3. lXèÕ\+
4. sÁ+|Ÿ#Ã&ƒesÁ+
181. Number of seats won by Congress Party in the first Lok Sabha
elections -1952

1952ýË È]Ðq yîTT<Š{ì ýË¿ùdŸuó„ m“•¿£\ýË ¿±+Â>dt bͯ¼ Â>*ºq dÓ³T¢

1. 372
2. 352
3. 384
4. 364

182. The construction of Qutubminar was started and completed by these

persons respectively

1. Iltutmish, Qutubuddin Aibak

2. Shajahan, Qutubuddin Aibak
3. Qutubuddin Aibak, Iltutmish
4. Qutubuddin Aibak, Shajahan

Å£”ÔáTuÙ$THsY “sˆDeTT çbÍsÁ+_ó+ºqysÁT eT]jáTT |ŸP]ï#ûd¾qysÁT esÁTdŸ>±

1. ‚ýÙ³T{Ù$Twt, Å£”ÔáT‹TBÝHŽ ׋¿ù
2. cÍÈVŸäHŽ, Å£”ÔáT‹TBÝHŽ ׋¿ù
3. Å£”ÔáT‹TBÝHŽ ׋¿ù, ‚ýÙ³T{Ù$Twt
4. Å£”ÔáT‹TBÝHŽ ׋¿ù, cÍÈVŸäHŽ
183. The book “Satyartha Prakash” was written by

1. Swami Vivekananda
2. Swami Dayananda Saraswathi
3. Raja Rammohan Roy
4. Pandita Ramabai Saraswathi

»»dŸÔ«sÁœç|Ÿ¿±XÙµµ nHû |ŸÚdŸï¿£eTTqT sÁº+ºqysÁT

1. kÍÇ$T $yû¿±q+<Š
2. kÍÇ$T <ŠjáÖq+<Š dŸsÁdŸÇÜ
3. sC² s+yîÖVŸ²HŽ sjYT
4. |Ÿ+&Ôá sÁeÖu²sTT dŸsÁdŸÇÜ

184. As per 2011 census the State that has highest sex ratio in India

1. Andhra Pradesh
2. Tamil Nadu
3. Uttar Pradesh
4. Kerala

2011 ÈHuó² ýÉ¿£Ø\ ç|Ÿ¿±sÁ+ uó²sÁÔá<ûXø+ýË nÔá«~ó¿£ *+>· “wŸÎÜï >·\ sçwŸ¼+
1. €+ç<óŠç|Ÿ<ûXÙ
2. Ôá$TÞøH&ƒT
3. –ÔáïsÁ ç|Ÿ<ûXÙ
4. ¹¿sÁÞø
185. The Western Coast of India extends from …… to ……

1. Rann of Kutch - Tiruvananthapuram

2. Rann of Kutch - Kanya Kumari
3. Mahanadi delta - Kavery delta
4. Kavery delta - Rann of Kutch

uó²sÁÔá<ûXø |Ÿ&ƒeT{ì rsÁyîT®<‘q+ $dŸï]+ºjáTTq• çbÍ+Ôá+

1. sDY €|˜t ¿£#Y qT+& ÜsÁTeq+Ôá|ŸÚsÁ+ esÁÅ£”
2. sDY €|˜t ¿£#Y qT+& ¿£H«Å£”eÖ] esÁÅ£”
3. eTVŸäq~ &îý²¼ qT+& ¿±yû] &îý²¼ esÁÅ£”
4. ¿±yû] &îý²¼ qT+& sDY €|˜t ¿£#Y esÁÅ£”

186. In 1965, when Lal Bahadur Shastri was the Prime Minister of India,
Pakistan was under the military dictatorship of

1. Musharraf
2. Zulfikar Ali Bhutto
3. General Yahya Khan
4. General Ayub Khan

1965 dŸ+eÔáàsÁ+ýË uó²sÁÔá<ûX擿ì ý²ýًVŸ²<ŠÖsY Xæçd¾ï ç|Ÿ<ó‘qeT+çÜ>± –q•

dŸeTjáT+ýË bÍ¿ìkÍïHŽqT |Ÿ]bÍ*+ºq ™dՓ¿£ “jáT+Ôá ....
1. eTTcÍsÁ|˜t
2. EýÙ|¿¾˜ s£ Y €© uóT„ {˼
3. ÈqsÁýÙ jáTVt²jáÖ U²HŽ
4. ÈqsÁýÙ njáTÖuÙ U²HŽ
187. “Centre for Science and Environment”, New Delhi was founded by

1. Medha Patkar
2. Sundar Lal Bahuguna
3. Anil Kumar Agarwal
4. Vandana Siva

»»$C²ãqXæçdŸï eT]jáTT |Ÿs«esÁD ¹¿+ç<Š+µµ, qÖ«&󍩢 (™d+³sY |˜ŸsY ™dÕHŽà n+&Ž

m“ÇsHŽyîT+{Ù) k͜|¾+ºqysÁT
1. yûT<¸‘ bͳØsY
2. dŸT+<ŠsYý²ýÙ ‹VŸQ>·TD
3. n“ý٠ţ”eÖsY n>·sÇýÙ
4. e+<ŠH¥e

188. This is the cold local wind in the Andes region

1. Yoma
2. Puna
3. Simmon
4. Norwester

€+&ždt çbÍ+Ôá+ý˓ k͜“¿£ oÔá\ |ŸeH\T

1. jîÖeÖ
2. |ŸP«H
3. ™dÕeTÖHŽ
4. HÂsÇdŸ¼sY
189. The American President who formulated that no European power
would be allowed to build colonies in the American continents and
USA will not interfere in the affairs of Europe or colonies in other
continents is

1. James Munroe
2. Abraham Lincoln
3. Roosevelt
4. Woodrow Wilson

nyîT]¿± K+&†\ýË jáTÖsÁ|t <ûXæ\T @M e\dŸ çbÍ+Ԑ\qT

@sÁÎsÁ#áT¿ÃÅ£L&ƒ<Šú, n+<ŠTÅ£” ç|ŸÜ>± ‚ÔásÁ K+&†\ýË jáTÖsÁ|t e«eVŸäsýË¢
¿±ú, e\dŸ çbÍ+ԐýË¢ ¿±“ nyîT]¿± CË¿£«+ #ûdŸT¿Ã<ŠT n“ ç|ŸÜbÍ~+ºq
nyîT]¿± n<óŠ«Å£Œ”&ƒT
1. CñyŽTà eTçHÃ
2. nç‹VŸ²+*+¿£HŽ
3. sÁÖCÙyîýÙ¼
4. –ç&Ã$\àHŽ

190. In Arab, ‘Arab Spring’ - the revolutionary waves of demonstrations,

protests and wars commenced in this year
nsÁ‹TÒýË “sÁdŸq\T, ç|Ÿ<ŠsÁôq\T, jáTT<‘Ý\ $|Ÿ¢e ÔásÁ+>·+ ` »nsÁ‹TÒ edŸ+Ôá+µ
çbÍsÁ+uó„yîT®q dŸ+eÔáàsÁ+
1. 2005
2. 2010
3. 2009
4. 2004
191. ‘Making conclusions by taking a decision’ is related to this step of
Inquiry process

1. Explore
2. Create
3. Discuss
4. Reflect

»ÿ¿£ “sÁ’já֓¿ì eºÌ eTTÐ+|ŸÚ #ûjáTT³µ nqTq~ $#sÁD ç|Ÿç¿ìjáTý˓

‡ kþbÍqeTTqÅ£” dŸ+‹+~ó+ºq~
1. nHûÇw¾+#áT³
2. dŸw¾¼+#áT³
3. #á]Ì+#áT³
4. ç|ŸÜdŸÎ+~+#áT³

192. A social studies teacher organised drama competitions on the topic

‘our festivals’ to the students. This task is intended to develop the
following value among pupils

1. Democratic value
2. Cultural value
3. Disciplinary value
4. Vocational value

ÿ¿£ kÍ+|˜¾T¿£XæçdŸï –bÍ<ó‘«jáTT&ƒT $<‘«sÁTœ\Å£” »eTq|Ÿ+&ƒT>·\Tµ nqT n+Xø+™|Õ

H³¿£ bþ{¡\T “sÁÇV¾²+#áT³ <‘Çs $<‘«sÁTœ\ýË ™|+bõ+~+#áT $\Te
1. ç|ŸC²kÍÇ$T¿£ $\Te
2. kÍ+dŸØ Ü¿£ $\Te
3. ç¿£eT¥¿£ŒD² $\Te
4. eÜï|ŸsÁ $\Te
193. ‘A student is able to prepare a short note on his/her district physical
features by observing a map and by translating symbols into words’.
This relates to the achievement of this objective.
1. Knowledge
2. Attitude
3. Understanding
4. Application

»ÿ¿£ $<‘«]œ, ÿ¿£ |Ÿ{²“• |Ÿ]o*+º n+<ŠTý˓ >·TsÁTï\ €<ó‘sÁ+>± Ôáq ›ý²¢
uó Ü¿£ dŸÇsÁÖ|Ÿ+™|Õ ÿ¿£ cÍsY¼HÃ{Ù ÔájáÖsÁT #ûjáT>·*>±&ƒTµ. ‚~ ‡ \¿£Œ«kÍ<óŠqqT
dŸÖºdŸTï+~.
1. C²ãq+
2. yîÕK]
3. ne>±VŸ²q
4. $“jîÖ>·+

194. The following statement is not a use of text book. The present Social
Science text books allow students
1. to ask questions in the class room.
2. to share their experiences in the class room.
3. to discuss freely in the class room.
4. to memorise all the concepts.

ç¿ì+~ y“ýË ÿ¿£{ì bÍsÄÁ«|ŸÚdŸï¿±\ –|ŸjîÖ>·eTT ¿±<ŠT.... ç|ŸdŸTïÔá

kÍ+|˜¾T¿£XæçdŸï bÍsÄÁ«|ŸÚdŸï¿£+ $<‘«sÁTœ\Å£”
1. ÔásÁ>·Ü >·~ýË ç|Ÿ¥•+#áT³Å£” –|ŸjîÖ>·|Ÿ&ƒTÔáT+~.
2. ÔásÁ>·Ü >·~ýË ÔáeT nqTuó„y\qT |Ÿ+#áT¿=qT³Å£”
–|ŸjîÖ>·|Ÿ&ƒTÔáT+~.
3. ÔásÁ>·Ü >·~ýË dÇ#áÌÛ>± #á]Ì+#áT³Å£” –|ŸjîÖ>·|Ÿ&ƒTÔáT+~.
4. uó²eq\“•+{ì“ ¿£+sÄÁdŸï+ #ûjáTT³Å£” –|ŸjîÖ>·|Ÿ&ƒTÔáT+~.
195. Before starting the topic ‘gender equality’, a Social Studies teacher
initiated discussion with the students in the class room on ‘how the
sons and daughters are treated by their parents in their homes’. In
this situation the teacher utilized this maxim
1. Known to unknown
2. Complex to simple
3. Difficult to easy
4. Distance to immediate

ÿ¿£ kÍ+|˜¾T¿£XæçdŸï –bÍ<ó‘«jáTT&ƒT, »çdÓï |ŸÚsÁTwŸ dŸeÖqÔáÇ+µ, nqT bÍsĐ«+Xø+

uË~ó+#á&†“¿ì eTT+<ŠT, $<‘«sÁTœ\Ôà »ÔáeT ‚+&ƒ¢ýË Ôá*¢<Š+ç&ƒT\T Å£”eÖsÁT\qT,
Å£”eÖÂsï\qT @$<óŠ+>± #áÖdŸTïH•sÁTµ n“ ÔásÁ>·Ü >·~ýË #ásÁÌ çbÍsÁ+_ó+#&ƒT.
‡ dŸ“•yûXø+ýË € –bÍ<ó‘«jáTT&ƒT –|ŸjîÖÐ+ºq uË<óŠHdŸÖçÔá+
1. Ôî*d¾q <‘“qT+& Ôî*jáT“ <‘“¿ì
2. dŸ+¿ì¢wŸ¼yîT®q y{ìqT+& dŸsÁÞøÔáÅ£”
3. ¿ì¢wŸ¼yîT®q y{ìqT+& dŸT\uó„yîT®qy{ì¿ì
4. dŸT<ŠÖsÁ+ qT+& dŸMT|Ÿ+qÅ£”
196. “If you become a village Sarpanch, what measures do you take to
increase ground water level in your village?” – This question is
related to this academic standard

1. Conceptual Understanding
2. Reflection on Contemporary issues and Questioning
3. Appreciation and Sensitivity
4. Information skills

»»MT¹s ÿ¿£ ç>±eT dŸsÁÎ+#Y nsTTÔû, MT ç>±eT+ýË uó„Ö>·sÁÒÛÈ\ k͜sTT“

™|+#á&†“¿ì mý²+{ì #ásÁ«\T #û|Ÿ&ƒÔsÁT?µµ nqT ç|ŸXø• ‡ $<‘«ç|ŸeÖD²“¿ì
dŸ+‹+~ó+ºq~
1. $wŸjáÖe>±VŸ²q
2. dŸeT¿±©q n+Xæ\™|Õ ç|ŸÜdŸÎ+~+#áT³, ç|Ÿ¥•+#áT³
3. ç|ŸXø+dŸ, dŸT“•ÔáÔáÇ+
4. dŸeÖ#sÁ HîÕ|ŸÚD²«\T

197. ‘Political Map’ and the slogan ‘Beti Bachao - Beti Padao’ are
respectively

1. Visual symbol, Verbal symbol

2. Verbal symbol, Visual symbol
3. Both are Visual symbols
4. Both are Verbal symbols

»sÈ¿¡jáT |Ÿ³+µ eT]jáTT »uñ{¡ ‹#yÃ`uñ{¡ |Ÿ&†yõ nqT “H<‘\T esÁTdŸ>±

1. <ŠXø« dŸ+¿¹ Ôá+, Xø‹Ý dŸ+¿¹ Ôá+
2. Xø‹Ý dŸ+¹¿Ôá+, <ŠXø« dŸ+¹¿Ôá+
3. Âs+&ƒÖ <ŠXø« dŸ+¹¿Ô\T
4. Âs+&ƒÖ Xø‹Ý dŸ+¹¿Ô\T
198. A Social Studies teacher exhibited dramatization skill in the class
room as a part of ‘teaching-learning process’. The skill possessed by
the teacher is

1. Teaching skill
2. Communication / expressive skill
3. Executive skill
4. Teaching learning material preparation skill

uË<óŠHuó„«dŸqýË uó²>·+>± ÿ¿£ kÍ+|˜¾T¿£XæçdŸï –bÍ<ó‘«jáTT&ƒT, ÔásÁ>·Ü >·~ýË

H³¿¡¿£sÁD HîÕ|ŸÚD²«“• ç|Ÿ<Š]ô+#&ƒT. nÔá&ƒT ¿£*Ð –q• HîÕ|ŸÚD«+
1. uË<óŠH HîÕ|ŸÚD«+
2. uó²ee«¿¡ï¿£sÁD HîÕ|ŸÚD«+
3. ¿±sÁ«“sÁÇVŸ²D HîÕ|ŸÚD«+
4. uË<óŠHuó„«dŸq kÍeÖçÐ ÔájáÖ¯ HîÕ|ŸÚD«+

199. This is not one of the criteria of a good lesson / period plan

1. Instructional objectives should be mentioned clearly.

2. There shall be linkage between present and previous topics.
3. Methods can be selected according to interest of the teacher.
4. Activities suitable to the teaching of the topic and utilization
of teaching learning material should be mentioned.

eT+º bÍsÄÁ« / |Ó]jáT&Ž |Ÿ<¸Š¿±“¿ì –+&ƒe\d¾q \¿£ŒD²\ýË ÿ¿£{ì ¿±“~

1. uË<óŠH\¿Œ±«\qT dŸÎwŸ¼+>± |s=ØH*.
2. |ŸPsÁÇ eT]jáTT ç|ŸdŸTïÔá bÍsĐ«+Xæ\ eT<óŠ« dŸ+‹+<óŠ+ –+&†*.
3. –bÍ<ó‘«jáTT&ƒT, Ôáq €dŸ¿ìï ç|Ÿ¿±sÁ+ |Ÿ<ŠÆÔáT\qT m+|¾¿£ #ûjáTe#áTÌ.
4. bÍsĐ«+X擕 uË~ó+#áT³Å£” nqTyîÕq ¿£Ô«\T, $“jîÖÐ+#û uË<óŠH
kÍeÖçГ |s=ØH*.
200. “In Social Science subject, curricular themes that are selected shall
move from simple to complex, immediate to distance are
consolidated in a balanced manner”. This is mentioned by
1. National Curriculum Frame work – 1988
2. National Curriculum Frame work – 2005
3. Acharya Rama Murthy Committee report - 1990
4. National Curriculum Frame work (School Education) – 2000

»»kÍ+|˜¾T¿£XæçdŸï $<‘«ç|ŸD²[¿£Å£” m+|¾¿£#ûd ‚ÜeÔï\T dŸsÁÞøÔá qT+& ¿ì¢wŸ¼ÔáÅ£”,

dŸMT|Ÿ+ qT+& dŸT<ŠÖs“¿ì <‘]rd $<óŠ+>± dŸ+ÔáT*Ôá ¯ÜýË
ç¿Ã&ž¿£]+#á‹&†*.µµ ` n“ |s=ؓq~
1. C²rjáT $<‘«ç|ŸD²[¿± #áç³+ ` 1988
2. C²rjáT $<‘«ç|ŸD²[¿± #áç³+ ` 2005
3. €#sÁ« seTeTÖ]ï ¿£$T{¡ “yû~¿£ ` 1990
4. C²rjáT $<‘«ç|ŸD²[¿± #áç³+ (bÍsÄÁXæ\ $<Š«) ` 2000