Karnataka D.El.Ed 2nd year Question Paper 2022 Science

D.El.Ed
Question
Paper

ÊÜÞ¨ÜÄ EñܤÃÜWÜÙÜá
MODEL ANSWERS
ÓÜíPæàñÜ ÓÜíTæ : 458-EK
Code No. : 458-EK
w.GÇ….Cw. ©Ì£à¿á ÊÜÐÜì
D.El.Ed. SECOND YEAR
IbfPÜ ËÐÜ¿á ― ËþÝ®Ü
Optional Subject ― SCIENCE
PܮܰvÜ ÊÜáñÜᤠCíXÉÐ… ÊÜÞ«ÜÂÊÜá
Kannada & English Medium
©®ÝíPÜ : 14. 07. 2022 ] [ WÜÄÐÜu AíPÜWÜÙÜá : 60
Date : 14. 07. 2022 ] [ Max. Marks : 60
PܮܰvÜ ÊÜÞ«ÜÂÊÜá
»ÝWÜ I
ŸÖÜá&BÁáR¿á EñܤÃÜWÜÙÜá ±ÜÅ£Áãí¨Üá ÓÜÄ EñܤÃÜPæR Jí¨æãí¨Üá AíPܨÜíñæ
1 × 10 = 10
1. (A) ±ÜÅΰÓÜáÊÜâ¨Üá

2. (C) EÐÜ¡ ÊÜáñÜᤠJñܤvÜ

3. (B) I ÊÜáñÜᤠIII

4. (D) PÜÃÜX¨Ü BÊÜáÉg®ÜPÜ

5. (B) ÊÜÞ×£Àáí¨Ü ÓÜíŸí«ÜWÜÙÜ®Üá° ±Üñæ¤ÖÜaÜácÊÜâ¨Üá

6. (A) PæÃæ

7. (C) I, II ÊÜáñÜᤠIII

D.El.Ed. – II [ Turn over

458-EK 2

8. (D) ÃæàTÝ ÓÜíZoPÜWÜÙÜá

9. (A) ±ÜÃÝWÜÓܳÍÜì, ¯ÍæàaÜ®Ü, »ÜãÅ|, ¹àg

10. (B) ÖæàÚPæ ÊÜáñÜᤠÓÜÊÜá¥Üì®æ GÃÜvÜã ÓÜÄ¿ÞX¨æ. ÓÜÊÜá¥Üì®æ¿áá ÖæàÚPæWæ ÓÜÊÜáígÓÜÊÝX¨æ

»ÝWÜ II
D PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá ±ÜÅÍæ°WÜÚWæ ÓÜíü±Ü¤ÊÝX EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ
A«Üì ±ÜâoPæR ËáàÃÜ©ÃÜÈ 2 × 5 = 10

11. ÊæçþݯPÜ A®æÌàÐÜOæ PæÙÜX®Ü ±ÜÅQÅÁáWÜÙÜ®Üá° AÊÜÆí¹Ô¨æ

 ±ÜÅΰÓÜáÊÜâ¨Üá

 ÊæçþݯPÜ ñܯTæWÜÙÜ®Üá° Ë®ÝÂÓÜ ÊÜÞw ®ÜvæÓÜáÊÜâ¨Üá

 ÓÜãPܤ E±ÜPÜÃÜ|WÜÙÜá ÊÜáñÜᤠÊÜÞWæãàì±Ý¿áWÜÙÜ®Üá° ŸÙÜÓÜáÊÜâ¨Üá

 ÊÜ|ì®æ, ËÊÜÃÜOæ ÊÝÂTÝ娆 ÊÜáñÜᤠFÖæWÜÙÜá

 ÓÝûÝ«ÝÄñÜ ËÊÜÃÜOæWÜÙÜ ÓÜíÊÜÖÜ®Ü

¿ÞÊÜâ¨Ý¨ÜÃÜã ÓÜãPܤÊÝ¨Ü ®ÝÆáR AíÍÜWÜÙÜ®Üá° ±ÜÄWÜ~ÓÜáÊÜâ¨Üá ½×4=2

12. Z®Ü ÊÜÓÜá¤Ë®Ü ÊæáàÇ澄 PÜ|WÜÙÜá ¿á¥æàaÜf ÍÜQ¤¿á®Üá° ±Üvæ¨ÜáPæãívÜá A¯ÆÊÝX Ÿ¨ÜÇÝÊÜOæ
Öæãí¨ÜáñܤÊæ.

E¨Ý. ÊÜááPܤÊÝX PܱÜäìÃÜÊÜ®Üá° ñæÃæ©vÜáÊÜâ¨Üá.

13. ÊÜÞWÜì¨ÜÎìñÜ A®æÌàÐÜOÝ Ë«Ý®Ü¨Ü ±ÜÅÊÜááS ÆûÜ|WÜÙÜá

 PÜÈPÝ ¶ÜÈñÜWÜÙÜ®Üá° ÎûÜPÜÃÜá ¯˜ìÄÓÜáÊÜÃÜá.

 ¯WÜ©±Üwst ËÐÜ¿áÊÜ®Üᰠ˨ݦìWÜÙÜá A®æÌàÑÓÜáÊÜÃÜá.

D.El.Ed. – II

3 458-EK

 ˨ݦìWÜÙÜ AËÐÝRÃÜWÜÚWæ ÎûÜPÜÃÜá ÊÜÞWÜì¨ÜÍÜì®Ü ¯àvÜáÊÜÃÜá.
 ÓÜÊÜáÓÝ«ÝÄñÜ, PÝ¿Þì«ÝÄñÜ ÊÜáñÜᤠPæÆÓÜPæR ÓÜíŸí˜Ô¨Ü A®Üá»ÜÊÜWÜÙÜ A®ÜÌ¿á©í¨Ü
£ÙÜáÊÜÚPæ ±Üâ®ÜìŸÆ®Ü.
ÓÜãPܤÊÝ¨Ü AíÍÜWÜÙÜ®Üá° ±ÜÄWÜ~ÓÜáÊÜâ¨Üá ½×4=2

14. ¯àÄ®Ü ÓÜíÃÜûÜOæ ±ÝsÜPæR ˨ݦìWÜÙÜ®Üá° ñæãvÜXÔPæãÙÜÛÆá aÜoáÊÜqPæ 5E ÊÜÞ¨ÜÄ
¿ÞÊÜâ¨Ý¨ÜÃÜã ÓÜãPܤ aÜoáÊÜqPæ¿á®Üá° ±ÜÄWÜ~ÓÜáÊÜâ¨Üá 1×2=2

15. ÊæçþÝ­PÜ Ô¨ÝœíñÜ

 ±ÜÅPÜꣿá PæÆÊÜâ ËaÝÃÜWÜÙÜ ÊݱÜPÜÊÝ¨Ü ËÊÜÃÜOæ Öæãí©¨Ü᪠ÓÝûÜ$ÂWÜÚí¨Ü
¸æíŸÈÓÜƳvÜáñܤ¨æ.

 ËàüÓÜÇÝWÜ¨Ü ÓÝÌ»ÝËPÜ Ë¨ÜÂÊÜÞ®Ü¨Ü ŸWæY FÖæ ÊÜÞvÜáÊÜâ¨Üá.

 ËàûÜOæ ÊÜáñÜᤠ±ÜÅÁãàWÜWÜÚí¨Ü ¯ÃÜíñÜÃÜÊÝX ¨ÜêyܱÜwÓÜƳvÜáñܤ¨æ.

 ÓÝûÜ$ÂWÜÙÜ B«ÝÃÜ¨Ü ÊæáàÇæ AÊÜâWÜÙÜ®Üá° ±ÜıÜPÜÌWæãÚÓÜáÊÜâ¨Üá.

E¨Ý. : ¨ÜÅÊÜ嬆 ±ÜÃÜÊÜÞ|á ԨݪíñÜ.

ÊæçþݯPÜ ¯¿áÊÜá

 ±ÜÅPÜꣿá ˨ÜÂÊÜÞ®ÜPæR ÓÜíŸí«Ü±Üor ÓÝÊÜÞ¯ÂàPÜÃÜ|ÊÜ®Üá° ÊæçþݯPÜ ¯¿áÊÜáÊÜâ
ËÊÜÄÓÜáñܤ¨æ.

 ÓÜËáàPÜÃÜ|¨Ü ÊÜáãÆPÜ ±ÜÅ£¯˜ÓÜÇÝWÜáñܤ¨æ.

 ±Üâ®ÜÃÝÊÜ£ìñÜ ±ÜÅÁãàWÜWÜÙÜ ÊÜáãÆPÜ ±ÜÄàûæWæ JÙÜWÝWÜáñܤ¨æ.

 ÓÝÌ»ÝËPÜ Ë¨ÜÂÊÜÞ®ÜÊÜ®Üá° ¯SÃÜÊÝX F×ÓÜáñܤ¨æ.

 »ÜËÐܨÜÈÉ®Ü ËàûÜOæWÜÚí¨Ü ÊÜÞ±ÜìwÓÜáÊÜ ÓÝ«ÜÂñæWÜÚÊæ.
E¨Ý. : ®ÜãÂo®…®Ü WÜáÃÜáñÝÌPÜ|ì| ŸÆ¨Ü ¯¿áÊÜá.
¿ÞÊÜâ¨Ý¨ÜÃÜã ®ÝÆáR ÓÜãPܤ AíÍÜWÜÙÜ®Üá° ±ÜÄWÜ~ÓÜáÊÜâ¨Üá ½×4=2

D.El.Ed. – II [ Turn over

458-EK 4

16. EñܤÊÜá ÓÜí±Ü®Üã¾Æ BÁáR¿á AíÍÜWÜÙÜá

 ÓÜíŸí˜ñÜ A«Ý¿áÊÜ®Üᰠ˨ݦìWÜÙÜá ÓÜáÆ»ÜÊÝX WÜÅ×ÓÜáÊÜíñæ ÊÜÞvܸæàPÜá.

 PÜÈPݦìWÜÙÜ ±ÜÅÍæ°WÜÚWæ EñܤÄÓÜáÊÜí£ÃܸæàPÜá.

 A«Ý¿áÊÜ®Üá° PÜÈ¿áÆá A¼±æÅàÃÜOæ Öæãí¨ÜáÊÜíñæ ÊÜÞvÜáÊÜâ¨Üá.

 PÜÈPݦì¿á®Üá° PÜÈPæ¿áÈÉ ñæãvÜXÓܸæàPÜá.

 PÜÈPݦì¿áÈÉ ÓÜíŸí˜ñÜ PèÍÜÆWÜÙÜ®Üá° ÖæbcÓܸæàPÜá.

 PÜÈPݦì¿áá ÓÜí±Ü®Üã¾ÆWÜÙÜ®Üá° ®æãàvÜáÊÜ ÊÜáñÜᤠÓÜêiÓÜáÊÜ APÝíûæ¿ á®Üá°
hÝWÜêñÜWæãÚÓܸæàPÜá.

¿ÞÊÜâ¨Ý¨ÜÃÜã ®ÝÆáR ÓÜãPܤ AíÍÜWÜÙÜ®Üá° ±ÜÄWÜ~ÓÜáÊÜâ¨Üá ½×4=2

17. ÓÜÖÜPÝÄ ÊÜáñÜᤠÓÜÖÜÁãàX PÜÈPæWæ ±ÜÅÊÜááS AíÍÜWÜÙÜá





 ®Üá° ¯ÊÜìÖÜOæ¿áÈÉ



¿ÞÊÜâ¨Ý¨ÜÃÜã ®ÝÆáR ÓÜãPܤ AíÍÜWÜÙÜ®Üá° ±ÜÄWÜ~ÓÜáÊÜâ¨Üá ½×4=2

18. Ÿá©œÊÜáí¥Ü®Ü ˫ݮܨÜÈÉ ÎûÜPÜÃÜ ±ÝñÜÅ







D.El.Ed. – II

5 458-EK

 ¿á®Üá°

 WÜÙÝX



ÓÜãPܤÊÝ¨Ü ®ÝÆáR AíÍÜWÜÙÜ ±ÜÄWÜ|®æ ½×4=2

»ÝWÜ III
D PæÙÜX®Ü ±ÜÅ£ ±ÜÅÍæ°WÜã (a) A¥ÜÊÝ (b) BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ Jí¨ÜPæR EñܤÄÔ.
±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ Jí¨Üá ±Üâo ËáàÃܨÜíñæ EñܤÄÔ 5 × 8 = 40

19. a) ËþÝ®Ü ÊÜáñÜᤠñÜíñÜÅþÝ®Ü A¼ÊÜê©œ¿áá ÓÜÊÜÞg¨Ü PæÙÜX®Ü ûæàñÜÅ A¼ÊÜê©œWæ ¯ÜäÃÜPÜÊÝX¨æ

 ÓÜíÊÜÖÜ®Ü

 ÓÝÄWæ ÊÜÂÊÜÓæ§

 BÖÝÃÜ

 BÃæãàWÜÂ ÓèPÜ¿áì

 ÎûÜ|

ÓÜíü±Ü¤ ËÊÜÃÜOæ ±ÜÄWÜ~Ô CñÜÃæ ¿ÞÊÜâ¨æà ûæàñÜÅ 1×5=5

b) ËþݬÜPæR ÓÜíŸí˜Ô¨Ü ÊÜåèÆÂWÜÙÜá

 PÜáñÜãÖÜÆÊÜ®Üá° ±æäàÑÓÜáÊÜâ¨Üá.

 ÓÜêg®ÜÎàÆñæ ÊÜáñÜᤠPÜƳ®ÝÍÜQ¤¿á®Üá° Óܮݾ¯ÓÜáñܤ¨æ.

 ÓÜí¨æàÖÜWÜÙÜá, ÓÜíÍÜ¿áWÜÙÜá ÊÜáñÜᤠA˜PÝÃÜ ±ÜÅΰÓÜáÊÜâ¨Ü®Üá° Eñæ¤àiÓÜáñܤ¨æ.

D.El.Ed. – II [ Turn over

458-EK 6

 ÓÜÖÜ»ÝXñÜÌÊÜ®Üá° ±æäÅàñÝÕ×ÓÜáñܤ¨æ.

 ±Üoár ×w¨Üá PæÆÓÜ ÓݘÓÜáÊÜâ¨Üá.

 ±ÝÅÊÜÞ~PÜñæ ÊÜáñÜᤠ¨ÜêyÜñæ¿á®Üá° ±ÜıÝÈÓÜáÊÜâ¨Üá.

 ÊÜááPܤ ÊÜá®ÜÔÕÃÜáÊÜâ¨Üá.

ÓÜíü±Ü¤ ËÊÜÃÜOæ AÊÜÍÜÂPÜ 1×5=5

20. a) ±ÝÅ~ gWÜñÜᤠ±ÝsÜPæR ûæàñÜÅ ±ÜÅÊÝÓÜ

 ûæàñÜÅ ±ÜÅÊÝÓÜ BÁáR ÊÜáñÜᤠÓÜíZo®æ

 ûæàñÜÅ ±ÜÅÊÝÓÜPæR ±ÜäÊÜìԨܜñæ 1½ × 2 = 3

ûæàñÜÅ ±ÜÅÊÝÓÜ©í¨Ü A¼ÊÜê©œ±ÜwÓÜŸÖÜá¨Ý¨Ü ±ÜÅQÅ¿Þ PèÍÜÆWÜÙÜá. 1×2=2

b) ±ÜÅÁãàWÜWÜÙÜ ÊÜáãÆPÜ Ë¨Ý¦ìWÜÙÜÈÉ A¼ÊÜê©œ¯ÜwÓÜŸÖÜá¨Ý¨Ü ¯ÜÅQÅ¿Þ PèÍÜÆWÜÙÜá

 ËàüÓÜáËPæ

 £àÊÜÞì¯ÓÜáËPæ

 ±ÝÅPÜƳ®æ ÃÜbÓÜáÊÜâ¨Üá

 ±ÜÅÍæ°WÜÙÜ®Üá° PæàÙÜáÊÜâ¨Üá

 A®æÌàÐÜOæWÜÙÜ®Üá° ÁãàiÓÜáÊÜâ¨Üá

 ±ÜÄOÝÊÜáPÝÄ¿Þ¨Ü ÓÜíÊÜÖÜ®Ü ½×6=3

¿ÞÊÜâ¨Ý¨ÜÃÜã GÃÜvÜPæR ËÊÜÃÜOæ 1×2=2

D.El.Ed. – II

7 458-EK

21. a) ËaÝÃÜOÝ ñÜÃܸæ࣠ÊÜÞ¨ÜÄ¿á I¨Üá ÖÜíñÜWÜÙÜá

I /

II

III
ÓÝÊÜÞ®ÜÂ

IV

 ÓÜÃÜÙÜ ÃæàTÝñܾPÜ PÝ¿áìPÝÃÜ|

 ԨݜíñÜ A¥ÜÊÝ WÜá|ÆûÜ|WÜÙÜá

 A®ÜÌ¿á

 ÓݨÜêÍÜÂ

V

AÊÜÍÜÂPÜ 1×5=5

b)

I ¿á

II

III 1×3=3

1×2=2

D.El.Ed. – II [ Turn over

458-EK 8

22. a) Jí¨Üá ËþÝ®Ü ±ÝsÜPæR 5E ÊÜÞ¨ÜÄ¿á aÜoáÊÜqPæ¿Þ«ÝÄñÜ ±ÝsÜÁãàg®æ

 ñæãvÜXÔPæãÙÜáÛËPæ

 ±ÜÄÍæãà˜ÓÜáËPæ

 ËÊÜÃÜOæ

 ËÓܤÃÜOæ

 ÊÜåèÆÂÊÜޱܮÜ

±ÝsÜÁãàg®æ ñÜ¿ÞÄÔ 1×5=5

b) ËþÝ®Ü PÜÈPæ¿á ÊÜáPÜRÙÜ ÊæçË«Ü AÊÜÍÜÂPÜñæ¿á®Üá° ±ÜäÃæçÓÜÆá ÓÜÆÖæWÜÙÜá

 Êæç˫ܱÜä|ì ËþÝ®Ü A®Üá»ÜÊÜWÜÙÜ®Üá° J¨ÜXÓÜáÊÜâ¨Üá

 GÇÝÉ ÊÜáPÜRÚWÜã ˼®Ü° WÜáÄWÜÙÜ®Üá° ¯àw.

 ËþÝ®Ü ÓÜí±Ü®Üã¾Æ ÓÝÊÜáXÅWÜÙÜ®Üá° J¨ÜXÓÜáÊÜâ¨Üá.

 ˨ݦìWÜÚWæ ñÜÊÜᾨæà ÓÜÌíñÜ aÜoáÊÜqPæ BÁáR ÊÜÞvÜÆá AÊÜPÝÍÜ.

 ÓÜ|¡ WÜáí±Üâ aÜoáÊÜqPæWæ ÖæaÜác ÓÜÊÜá¿á.

 ÓÜÖÝ¿á ¸æàPæ®Üá°ÊÜ ÊÜáPÜRÙæãí©Wæ BXYí¨ÝWæ ÊÜÞñÜ®ÝvÜᣤÄ.

 ñÜÃÜWÜ£PæãàOæ¿áÈÉ ICT ÊÜÞ«ÜÂÊÜáÊÜ®Üá° ŸÙÜÔ.

ÓÜãPܤÊÝ¨Ü I¨Üá AíÍÜWÜÙÜ®Üá° ±ÜÄWÜ~Ô 1×5=5

D.El.Ed. – II

9 458-EK

23. a) ÃÜaÜ®ÝÊÝ¨Ü¨Ü ÊÜÞWÜì¨ÜÎì ñÜñÜÌWÜÙÜá

 ˨ݦìWÜÙÜ ±ÜäÊÜìþݮܨæãí©Wæ ñæãvÜWÜáÊÜâ¨Üá.

 ±ÝÅ¥ÜËáPÜ ±ÜÄPÜƳ®æWÜÙÜ ÓÜáñܤ PÜÈPæ¿á®Üá° ÃÜbÓÜáÊÜâ¨Üá.

 ˨ݦìWÜÙÜ ¨ÜêÑr¿á AíÍÜWÜÚWæ ÊÜá®Ü°Oæ Pæãoár PæàÙÜáÊÜâ¨Üá.

 ¸æãà«Ü®æ¿á Óܯ°ÊæàÍÜ Ë¨Ý¦ìWÜÙÜ PÜÈPæ¿á®Üá° ÊÜåèÇÝÂíQÓÜáÊÜâ¨Üá.

 ÓÜÌ¿áí ÊæáàÈÌaÝÃÜOæ¿á®Üá° ±æäÅàñÝÕ×ÓÜáÊÜâ¨Üá.

ÓÜãPܤÊÝ¨Ü ËÊÜÃÜOæ ¯àvÜáÊÜâ¨Üá 1×5=5

b) ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜá aèPÜoár ( NCF ) 2005 ÃÜ A®ÜÌ¿á ±ÝÅ¥ÜËáPÜ ÍÝÇÝ ÖÜíñܨÜÈÉ
ËþÝ®Ü ¸æãà«Ü®æ¿á WÜáÄ ÊÜáñÜᤠE¨æªàÍÜWÜÙÜá

 A¥ÜÊÝ
¿áá
 ¨Ü

 I£ÖÝÔPÜ ÖÝWÜã

 ËþÝ®ÜÊÜ®Üá°

 WÜÙÜ ÓÜíŸí«Ü
±ÜÅÍÜíÎÓÜáÊÜâ¨Üá.

 HPÜñæ, ÓÜíÃÜûÜOÝ ÊÜåèÆÂWÜÙÜ®Üá°
¸æÙæÓÜáÊÜâ¨Üá.


ÓÜãPܤ AíÍÜWÜÙÜ®Üá° ±ÜÄWÜ~ÓÜáÊÜâ¨Üá 1×5=5

D.El.Ed. – II [ Turn over

458-EK 10

24. a) BÁáR¿á ±ÝsÜPæR ÓÜí±Ü®Üã¾ÆWÜÙÜá

 ÓÜí±Ü®Üã¾ÆWÜÙÜ BÁáR ÓÜãPܤÊÝ¨Ü 3 AíÍÜWÜÙÜá

 ÓÜí±Ü®Üã¾ÆWÜÙÜ ŸÙÜPæ 3+2=5

b) E®Ü°ñÜ ±ÝÅ¥ÜËáPÜ ÍÝÇÝ VII ®æà ñÜÃÜWÜ£ ±ÜsܱÜâÓܤPÜÊÜ®Üá° ËÊÜáÍÝìñܾPÜÊÝX
ËÍæÉàÑÓÜáÊÜâ¨Üá















ÓÜãPܤÊÝ¨Ü I¨Üá AíÍÜWÜÙÜ ÓÜíü±Ü¤ ËÊÜÃÜOæ 1×5=5

25. a) ˨ݦìWÜÙÜ PÜÈPæ¿á®Üá° ¯ÃÜíñÜÃÜÊÝX ¯¿áí£ÅÓÜáñݤ ÖÝWÜã ¸æãà«Ü®Ý Ë«Ý®ÜPæR
×ÊÜÞ¾×£¿á®Üá° ±Üvæ¿ááñݤ ˨ݦìWÜÙÜ PÜÈPæ¿á®Üá° EñܤÊÜáWæãÚÓÜáÊÜâ¨Üá. 1

ÃÜã±ÜOÝñܾPÜ ÊÜåèÇÝÂíPÜ®Ü ñÜíñÜÅWÜÙÜá

 ±ÜÅÍæ°WÜÙÜá ÊÜáñÜᤠEñܤÃÜWÜÙÜá

D.El.Ed. – II

11 458-EK

 K.W.L. PæãàÐÜrPÜ

 ñܱÜÎàÆá ±Üqr

 ÃÜã¹ÅP…Õ

 PÝ¿áìÖÝÙæWÜÙÜá

ÓÜãPܤÊÝ¨Ü ®ÝÆáR ñÜíñÜÅWÜÙÜ®Üá° ±ÜÄWÜ~Ô 1×4=4

b) ¨ÜÅÊÜÂ¨Ü Ô§£WÜÙÜá ±ÝsÜPæR A®ÜÌÀáPæ E¨æªàÍÜPÜR¬ÜáWÜá|ÊÝX GÃÜvÜá ŸÖÜá&BÁáR ¯ÜÅÍæ®WÜÙÜá

±ÜÅÍÝ°PÝívÜ ÖÝWÜã BÁáRWÜÙÜá

±ÜÅ£ ŸÖÜá&BÁáR ±ÜÅÍæ°Wæ 2½ × 2 = 5

26. a) ÓÝí±ÜŨÝÀáPÜ ±ÜÅÍæ° ÊÜáñÜᤠEñܤÃÜ ÓÝ«Ü®ÜÊÝX¨Ü᪠˨ݦì¿áá BÄÓÜÆá A¥ÜÊÝ
WÜáÃÜá£ÓÜÆá Ԩܜ ±ÜÅ£QÅÁáWÜÙÜá Æ»ÜÂËÃÜáÊÜâ©ÆÉ Ë¨Ý¦ì¿áá PæãqrÃÜáÊÜ ±ÜÅÍæ°Wæ ñܮܰ
ÓÜÌíñÜ ±Ü¨ÜÓÜí±ÜñÜᤠÊÜáñÜᤠŸÃÜÖÝ PèÍÜÆÊÜ®Üá° ŸÙÜÔ EñܤÃÜ ÃÜbÓܸæàPÜá. 1×1

ñܱÜÎàÆá ±Üqr

1. PÝ¿áìÊÜ®Üá° ¯©ìÐÜrÊÝX ÊÜáñÜᤠÓÜí±Üä|ìÊÝX Öè¨Üá CÆÉ
ÊÝÂTݯԨæ.

2. ÍæÅà~àPÜêñÜ ÊÜÞWÜì¨ÜÎìWÜÙÜá ÖÝWÜã PÜãÆíPÜáÍÜÊÝ¨Ü Öè¨Üá CÆÉ
¯¨ÜÍÜì®ÜWÜÆ®Üá° ¯àvÜÇÝX¨æ.

3. ˨ݦìWÜÙÜá BÄÓÜÆá BÁáR ±ÜÅÍæ°WÜÙÜá CÆÉ. Öè¨Üá CÆÉ

4. AíPÜWÜÚPæ ÓܳÐÜr ÊÜáñÜᤠÓÜÊÜá±ÜìPÜÊÝX¨æ. Öè¨Üá CÆÉ

1×4

D.El.Ed. – II [ Turn over

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(b) ¯ÜÅŸí«Ü ÊÜÞ¨ÜÄ ¯ÜÅÍæ®WÜÚWæ ÓÜÊÜáWÜÅ ÃÜã¹ÅP…Õ

±ÜÅ£QÅÁá ÊÜޮܨÜívÜ ¨Ühæì

ÊÜÞ¨ÜÄà¿á / ÓܳÐÜr bíñÜ®æ PÝÃÜ~àPÜêñÜ FÖæWÜÙÜá. 11
A®ÜáPÜÃÜ~à¿á

ÁãàWÜ / ¨ÜûÜ ÊÜááS ±ÜÅQÅÁáWÜÙÜ WÜÅ×Pæ, J±Ü³ŸÖÜá¨Ý¨Ü 10
£àÊÜÞì®ÜWÜÙÜá.

ÓÜ|¡&±Üâor ®Üã®ÜÂñæWÜÙÜá PÝ¿áì±Üä|ìÊÝX¨æ ËÊÜÃÜOæ¿áÈÉ ¨ÜÌí¨ÜÌ, AÓܳÐÜrñæ 8

ÓÜÊÜޮܫݮÜPÜÃÜÊÝX¨æ BÃÜí»Ü aæ®Ý°X¨ÜªÃÜã ÊÜááS AíÍÜWÜÙÜÈÉ Çæãà±Ü˨æ. 6

±Üä|ì ÊÜÞwÃÜáÊÜâ©ÆÉ ËÊÜÃÜOæ ÊÜáñÜᤠ¯WÜ©ñÜ PÝ¿áìWÜÙÜÈÉ AÓܳÐÜrñæ. 4

±ÜÄOÝÊÜáPÝıÝÅÃÜí»Ü ÊÜááPݤ¿áÊÜâ ¯WÜ©ñÜ PÝ¿áìÊÜ®Üá° ±ÜÅ£¶ÜÈÓÜᣤÆÉ. 2
ÊÜÞvÜ©ÃÜáÊÜâ¨Üá

±ÜÅ¿áñÜ° ±ÜvÜ©ÃÜáÊÜâ¨Üá ¯WÜ©ñÜ PÝ¿áì ±ÝÅÃÜí¼ÓÜ©ÃÜáÊÜâ¨Üá. 0

¿ÞÊÜä¨Ý¨ÜÃÜã I¨Üá ±ÜÅ£QÅÁá 1×5

D.El.Ed. – II

13 458-EK

( English Version )

PART – I

Multiple choice questions. All the questions are compulsory : 1  10 = 10

1. (A) Questioning

2. (C) Temperature and Pressure

3. (B) I and III

4. (D) Dissolved oxygen

5. (B) Identifying trends on relationships from information

6. (A) Pond

7. (C) I, II and III

8. (D) Graphic organizers

9. (A) Pollination, Fertilization, Embryo, Seed

10. (B) Statement and Reason both are correct. Reason is relevant to the
Statement

PART – II

Answer any five of the following questions, each answer not exceeding
half a page. 2  5 = 10

11. Scientific Inquiry attitude depends on :

 Questioning

 Designing and conducting a scientific investigation

 Using appropriate tools and techniques

 Developing description, explanation and prediction

 Communicating procedures for investigation.

( Any four relevant points )

12. Sublimation occurs when the surface particles of a solid gain enough
energy that they form a gas.

Example : When camphor is left in the open.

D.El.Ed.-II [ Turn over

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13. Key features of guided discovery method are :

 Teacher specifies the learning outcomes

 Students explore the given content

 Teacher facilitates and guides explorations

 Understanding is reinforced through application in problem-oriented,

task-based and work-related experiences.

( consider relevant points ) ½ 4 =2
14. For the topic "conservation of water" Engaging activities by 5E model.

( Any relevant point is to be considered ) 12=2

15. Scientific Theory :

 A theory specifies the relationship between events

 Explain the occurrence of events and predicting future events

 Comprehensive explanation of some aspects of nature

 Supported by a vast body of evidence that have been repeatedly

confirmed through observation and experiments

 Used to make prediction about natural events.

Ex: Atomic theory

Scientific Law :

 Describe a generalization about some phenomena of nature

 Laws can be represented as an equation

 Law is subjected to rigorous testing by variety of experiments

 Accurately predict natural phenomena

 Law to be overturned by future observations

Ex. Newton's law of gravitational force.

( Consider any four relevant points ) ½ 4 =2

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16. Criteria for selecting good resources :

 It should make the concerned topic easier to be grasped by the

student

 It answers some of the teacher's questions

 It should cause more questions to arise in the mind

 It should engage the learner

 It should enhance the related skills in the learner

 It should awaken desire in the learner

 Motivation to learn the topic is enhanced.

( Consider any four points ) ½ 4 =2
17. Collaborative and co-operative learning involves :

 Students working together in small group

 Learning tasks that are designed for group work

 Emphasis on interdependence while maintaining individual

accountability and participation

 The teacher in a facilitative role.

( Consider any four points ) ½ 4 =2
18. Teacher's role in Brainstorming :

 Introduce a problem or issue to the group

 Appoint a recorder

 Present ground rules

 Establish a time limit

 Assist group to generate ideas

 Decide how to evaluate responses.

( Consider any four relevant points ) ½ 4 =2

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PART – III
There is an alternative question for each of the following. Answer
either (a) or (b) of them, each answer not exceeding one page.
8  5 = 40

19. (a) The advancement in science and technology leads to progress in
society in following fields :

 Communication

 Transportation

 Food

 Health care

 Education.

( Brief explanation, consider any other relevant fields ) 1×5=5

OR

(b) Science is a social activity that reflects the values as follows :

 Fostering curiosity

 Rewarding creativity and imagination

 Encouraging skepticism and questioning authority

 Promoting co-operation

 Being persistent

 Maintaining honesty and integrity

 Being open-minded.

( Brief explanation needed ) 15=5

20. (a) For the topic 'Animal Kingdom' :

 Field trip selection and organizing

 Preparation for the field trip. 1½  2 = 3

Process skills developed by field trip. 12=2

=5
OR

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(b) Process skills develop among students through experiments :
 Observing

 Inferring
 Hypothetizing
 Raising questions
 Devising investigations
 Communicating effectively. ½6=3
( Explain any two ) 12=2
=5
21. (a) Syntax of Inquiry training model :
Phase-I : Encounter with the discrepant event/puzzling event
Phase-II : Data gathering — verify the nature of objects, events and
properties
Phase-III: Experimentation — isolate relevant variables hypothetise
and test, final casual relationship

Phase-IV: Formulation of Explanation

 Simple linear causation

 Theory of properties

 Application

 Analogy

Phase-V : Analysis of inquiry process.

( Brief explanation needed ) 15=5

OR

(b) Bruner's concept Attainment model stages :
Phase -I : Presentation of data and identification of concept
Phase -II : Testing attainment of the concept
Phase - III : Analysis of thinking strategies. 13=3
( Brief explanation of the stages ) 12=2
=5

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22. (a) 5E Model — Activity based lesson plan for a science topic 5E model :
 Engage
 Explore
 Explain
 Elaborate
 Evaluate.
( Preparation of lesson plan ) 15=5
OR
(b) Suggestions for meeting diverse needs of children for learning science
:
 Wide variety science experiments to meet the needs of all
children
 Provide range of goals for children with disabilities
 Adapt science resources for particular needs of children
 Allow students to select their own activities
 Give more time for small group activities
 Interact frequently with children
 Use ICI mediation in classroom. 15=5
( Consider any five relevant points )
23. (a) Guiding principles of constructivism :
 Engaging with students prior understanding
 Structuring learning around primary concepts
 Seeking and valuing student's points of view
 Assessing student learning in the content of teaching
 Promoting self-monitoring.
( Brief explanation needed ) 15=5
OR
(b) According to NCF-2005 aims and objectives of teaching science :
 Know the facts and principles of science and its application
 Acquire the skills and understand the methods and processes
 Develop a historical and developmental perspective of science
 Relate to the environment local as well as global
 Acquire the requisite theoretical knowledge and practical
technological skills
 Nurture the natural curiosity
 Inscribe the values of honesty, integrity and co-operation
 Cultivate scientific transfer.
( Relevant points to be considered ) 15=5
24. (a) Resources for selected science topic :
 Selection of suitable resources ( 3 components )
 Utilization of resources. 3+2=5
OR

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19 458-EK

(b) Critical analysis of higher primary school 7th standard textbook :
 Language used
 Clarity, appropriateness, quality, presentation and
attractiveness of illustrations
 Flow of concepts
 Suggested activities that are relative to do
 Exercise at the end
 Relationship between picture and text
 General layout of the book, the price and quality of print.
( List of any five aspects in brief ) 15=5
25. (a) The teacher monitors the students' learning in an ongoing manner in
order to get feedback into teaching method and enhance students'
learning. 1
Strategies for science learning assessment :
 Questions and answers
 K.W.L grid
 Checklist
 Rubrics
 Worksheets.
( Consider any four ) 14=4
OR
(b) For a science topic "States of Matter" two multiple choice questions
under the objective "Applying" :
 Question stem and set of choice
( for each MCQ ) 2½  2 = 5
26. (a) The traditional "Question and Answer" tools, where no readymade
responses are available for the students to tick off. Instead the
student has to use his own vocabulary and writing skills to frame an
answer to the given question. 1
Checklist :
1. The task is defined completely and specifically Yes No
2. There are explicit directions such as the Yes No
length, grading time to complete
3. There are no optional questions Yes No
4. Scoring is clear and appropriate Yes No
5. The language including vocabulary Yes No
14=4
OR

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(b) Holistic Rubrics for Assessing Essay questions :
Response Criteria Rating
Exemplary Clarity of thought complete, shows 11
creativity
Competent Draws acceptable inferences and 10
conclusions
Minor flaws Completes the assignment but explanation 8
unclear
Nearly Begins successfully 6
satisfactory misuse of scientific learner
Fails to Assignment and explanation are unclear 4
complete
Unable to Product does not reflect the assignment 2
begin
effectively
No attempt Does not begin assignment 0
( Any five responses ) 15=5

D.El.Ed.-II