AP TET 2024 Question Paper II Maths Science
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AP TET 2024 Question Paper II Maths Science – Text
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Page 1
APTET – Paper- II A – 2024
(02.03.24_S2_M&S_EM&TM)
1. At what stage does self concept begin?
1. Infancy
2. Early childhood
3. Late childhood
4. Puberty
Ôáuó²eq @ <XøýË çbÍsÁ+uóeTeÚÔáT+~?
1. XèXÕ eø <Xø
2. |PsÁÇ u²\«<Xø
3. ÔáïsÁ u²\«<Xø
4. jáTeÇHsÁ+uó <Xø
2. Who wrote the book of “Principles of Psychology”.
1. William James
2. J.B. Watson
3. Rousseau
4. Plato
»»ç|¾à|ÚýÙà |t dÕ¿±\µµ ç>·+<ó ¿£sïÁ mesÁT?
1. $*jáT+CñyTà
2. J.B. y³àH
3. sÁÖkþ
4. bÍ¢{Ë
(02.03.24_S2_M&S_EM&TM)
1. At what stage does self concept begin?
1. Infancy
2. Early childhood
3. Late childhood
4. Puberty
Ôáuó²eq @ <XøýË çbÍsÁ+uóeTeÚÔáT+~?
1. XèXÕ eø <Xø
2. |PsÁÇ u²\«<Xø
3. ÔáïsÁ u²\«<Xø
4. jáTeÇHsÁ+uó <Xø
2. Who wrote the book of “Principles of Psychology”.
1. William James
2. J.B. Watson
3. Rousseau
4. Plato
»»ç|¾à|ÚýÙà |t dÕ¿±\µµ ç>·+<ó ¿£sïÁ mesÁT?
1. $*jáT+CñyTà
2. J.B. y³àH
3. sÁÖkþ
4. bÍ¢{Ë
Page 2
3. The person who experimented on language development
1. Piaget
2. Kohlberg
3. Chamsky
4. Rogers
uó²cÍ $¿±d+|Õ ç|jÖî >±\T #ûdq¾ ysÁT
1. |¾jáÖCñ
2. ¿ÃýÙsYZ
3. #yTà¿¡
4. sÃÈsYà
4. Forced forgetting of painful things is known as
1. Oppression
2. Identification
3. Projection
4. Repression
u²<óq T ¿£*Ð+#û |]d¾Ô
Tá \qT ç|jTá Ôá |PsÁÇ¿£eTT>± eTsÁºbþe&
@eT+{²sÁT?
1. nDºyûÔá
2. Ô<r¿£sD Á +
3. ç|¿¹ | D eTT
4. <e TqeTT
1. Piaget
2. Kohlberg
3. Chamsky
4. Rogers
uó²cÍ $¿±d+|Õ ç|jÖî >±\T #ûdq¾ ysÁT
1. |¾jáÖCñ
2. ¿ÃýÙsYZ
3. #yTà¿¡
4. sÃÈsYà
4. Forced forgetting of painful things is known as
1. Oppression
2. Identification
3. Projection
4. Repression
u²<óq T ¿£*Ð+#û |]d¾Ô
Tá \qT ç|jTá Ôá |PsÁÇ¿£eTT>± eTsÁºbþe&
@eT+{²sÁT?
1. nDºyûÔá
2. Ô<r¿£sD Á +
3. ç|¿¹ | D eTT
4. <e TqeTT
Page 3
5. Which of the following follows the principle of pleasure
1. id
2. ego
3. super ego
4. consciousness
ç¿ì+~ y{ìýË @~ q+< dÖçÔ bÍ{ìdT +ï ~.
1. nºÔáTï
2. nV²+
3. n<ó«V²+
4. #ûÔáq+
6. It needs to be taken up after teaching
1. Assessment for learning
2. Continuous comprehensive evaluation
3. Thinking Assessment
4. Assessment for interest
uË<óHq+ÔásÁ+ B #û|³¼e\d¾q nedsÁ+ +~.
1. nuó« dq ¿=sÁÅ£ n+#áH
2. sÁ+ÔásÁ deTç>· eTÖý²«+¿£q+
3. ýË#áq n+#áH
4. n_ósTÁ º ¿=sÁÅ£ n+#áH
1. id
2. ego
3. super ego
4. consciousness
ç¿ì+~ y{ìýË @~ q+< dÖçÔ bÍ{ìdT +ï ~.
1. nºÔáTï
2. nV²+
3. n<ó«V²+
4. #ûÔáq+
6. It needs to be taken up after teaching
1. Assessment for learning
2. Continuous comprehensive evaluation
3. Thinking Assessment
4. Assessment for interest
uË<óHq+ÔásÁ+ B #û|³¼e\d¾q nedsÁ+ +~.
1. nuó« dq ¿=sÁÅ£ n+#áH
2. sÁ+ÔásÁ deTç>· eTÖý²«+¿£q+
3. ýË#áq n+#áH
4. n_ósTÁ º ¿=sÁÅ£ n+#áH
Page 4
7. Which type of Defence mechanism is Day dreaming
1. Repression
2. Fantasy
3. Compensation
4. Regression
|>{
· ì ¿£\\T ¿£q&+ @ sÁ¿¿£ £ Ôá+çÔá+
1. <eTq+
2. dÇís¿Á \£ Îq
3. |]VäsÁeTT
4. ç|Ü>·eTq+
8. According to Right To Education act, teachers can lose their
job after how many years if they don’t get the proper
qualification
1. 1 year
2. 2 years
3. 5 years
4. 7 years
$<«V²Å£Ø #á³+¼ ç|¿±sÁ+ bÍ<ó«jáTT\T ÔáÐq $<«sÁ½Ôá
bõ+<Å£+fñ m d+eÔáàsÁeTT\ ÔásÁTyÔá <ë>± ¿ÃýËÎÔsÁT
1. 1 d+eÔáÎsÁ+
2. 2 d+eÔáàs\T
3. 5 d+eÔáàs\T
4. 7 d+eÔáàs\T
1. Repression
2. Fantasy
3. Compensation
4. Regression
|>{
· ì ¿£\\T ¿£q&+ @ sÁ¿¿£ £ Ôá+çÔá+
1. <eTq+
2. dÇís¿Á \£ Îq
3. |]VäsÁeTT
4. ç|Ü>·eTq+
8. According to Right To Education act, teachers can lose their
job after how many years if they don’t get the proper
qualification
1. 1 year
2. 2 years
3. 5 years
4. 7 years
$<«V²Å£Ø #á³+¼ ç|¿±sÁ+ bÍ<ó«jáTT\T ÔáÐq $<«sÁ½Ôá
bõ+<Å£+fñ m d+eÔáàsÁeTT\ ÔásÁTyÔá <ë>± ¿ÃýËÎÔsÁT
1. 1 d+eÔáÎsÁ+
2. 2 d+eÔáàs\T
3. 5 d+eÔáàs\T
4. 7 d+eÔáàs\T
Page 5
9. A boy named Gopi had been sitting in the last row. He came to
the front row when the maths teacher started writing on he
blackboard. What type of vision the boy must have had?
1. Short sight
2. Long sight
3. Blindness
4. Partial blindness
>Ã|¾nHû $<«] ºe] esÁTdýË Å£LsÁTÌ H&T. 8e ÔásÁ>·Ü >·DìÔá
bÍ<ó«jáTT&T uËsÁTM¦ T< ýÉ¿Ø£ \T #ûdT +ï &>± nÔáqT eTT+<T
esÁTdýË¿ì eºÌ Å£LsÁTÌ uËsÁT¦qT #áÖ&kÍÂ>qT. nÔáÅ£q <w¾¼
mý²+{ì~
1. çV²dÇ<w¾¼
2. BsÁé <w¾¼
3. n+<óÔ Çá eTT
4. bÍ¿ì¿ £ n+<óÔ Çá eTT
10. A student named Lokesh scored good marks in Statistics and
evinced keen interest and passion towards that subject. The
reason could be
1. IQ factor
2. G-factor
3. S-factor
4. SG factor
ý˹¿wt nHû $<«] kÍ+K«¿£Xædï+ýË eT+ºeÖsÁTØ\T Ôî#áTÌ¿=H&T.
BÔÃbͳT Xæd+ï |³¢ rçe n_ósTÁ º d¿ïì #áÖ|&¿ì ¿±sÁD+
1. IQ ¿±sÁ¿£+
2. G-¿±sÁ¿£+
3. S-¿±sÁ¿+
£
4. SG ¿±sÁ¿+ £
the front row when the maths teacher started writing on he
blackboard. What type of vision the boy must have had?
1. Short sight
2. Long sight
3. Blindness
4. Partial blindness
>Ã|¾nHû $<«] ºe] esÁTdýË Å£LsÁTÌ H&T. 8e ÔásÁ>·Ü >·DìÔá
bÍ<ó«jáTT&T uËsÁTM¦ T< ýÉ¿Ø£ \T #ûdT +ï &>± nÔáqT eTT+<T
esÁTdýË¿ì eºÌ Å£LsÁTÌ uËsÁT¦qT #áÖ&kÍÂ>qT. nÔáÅ£q <w¾¼
mý²+{ì~
1. çV²dÇ<w¾¼
2. BsÁé <w¾¼
3. n+<óÔ Çá eTT
4. bÍ¿ì¿ £ n+<óÔ Çá eTT
10. A student named Lokesh scored good marks in Statistics and
evinced keen interest and passion towards that subject. The
reason could be
1. IQ factor
2. G-factor
3. S-factor
4. SG factor
ý˹¿wt nHû $<«] kÍ+K«¿£Xædï+ýË eT+ºeÖsÁTØ\T Ôî#áTÌ¿=H&T.
BÔÃbͳT Xæd+ï |³¢ rçe n_ósTÁ º d¿ïì #áÖ|&¿ì ¿±sÁD+
1. IQ ¿±sÁ¿£+
2. G-¿±sÁ¿£+
3. S-¿±sÁ¿+
£
4. SG ¿±sÁ¿+ £
Page 6
11. Which is a convenient method of study to find out the attitudes
and interests of teachers on new education subjects
1. Survey method
2. Observational method
3. Interview method
4. Experimental method
qÖÔáq $<« d++~óÔá $wjÖá \ |Õ bÍ<ó«jáTT\ yîKÕ sÁT\T,
n_ósTÁ #áT\T Ôî\TdT¿Ãe&¿ì kå¿£s«Á e+ÔáyTî q® n<ó«jáTq |<Ü
Æ
1. ds¹ Ç |<Ü
Æ
2. |]o\q |<ÆÜ
3. |]|#áÌÛ |<Ü Ý
4. ç|jÖî >· |<Ü Ý
12. A student named Sathish notices that his neighbor Raju is
working abroad. If Sathish gets inspired by Raju, this
motivation comes under
1. Natural motivation
2. Artificial motivation
3. intrinsic motivation
4. extrinsic motivation
drwt nHû $<«], |¿Øì +{ì sE $<ûXæ\ýË <ë>·+ #ûdT +ï &&
>·eT+º ÔáqT Å£L& çXø<>Æ ± #á~$ |Õ¿ì sy\qT¿Ãe&+
1. dV² È ç|sÁD
2. ¿£çÜeT ç|sÁD
3. n+ÔásÁZÔá ç|sÁD
4. u²V²« ç|sÁD
and interests of teachers on new education subjects
1. Survey method
2. Observational method
3. Interview method
4. Experimental method
qÖÔáq $<« d++~óÔá $wjÖá \ |Õ bÍ<ó«jáTT\ yîKÕ sÁT\T,
n_ósTÁ #áT\T Ôî\TdT¿Ãe&¿ì kå¿£s«Á e+ÔáyTî q® n<ó«jáTq |<Ü
Æ
1. ds¹ Ç |<Ü
Æ
2. |]o\q |<ÆÜ
3. |]|#áÌÛ |<Ü Ý
4. ç|jÖî >· |<Ü Ý
12. A student named Sathish notices that his neighbor Raju is
working abroad. If Sathish gets inspired by Raju, this
motivation comes under
1. Natural motivation
2. Artificial motivation
3. intrinsic motivation
4. extrinsic motivation
drwt nHû $<«], |¿Øì +{ì sE $<ûXæ\ýË <ë>·+ #ûdT +ï &&
>·eT+º ÔáqT Å£L& çXø<>Æ ± #á~$ |Õ¿ì sy\qT¿Ãe&+
1. dV² È ç|sÁD
2. ¿£çÜeT ç|sÁD
3. n+ÔásÁZÔá ç|sÁD
4. u²V²« ç|sÁD
Page 7
13. This memory is present in the children’s byhearting of
Mathematical tables
1. Rote memory
2. Logical memory
3. Active memory
4. Passive memory
|¾\\¢ T >·DìÔ+á ýË, m¿±Ø\T ¿£+sÄdÁ + |³¼&+ ýË
dÜ +³T+~.
1. {¡¼ì dÜ
2. Ô]Ø¿£ dÜ
3. ç¿ìjÖá Ôá¿£ dÜ
4. çw¾ØjáÖÔá¿£ dÜ
14. In pre-childhood girls seek father’s love and affection and
mother as enemy or competitor. This phenomenon is called
1. Oediplus complex
2. Electra complex
3. super complex
4. Idia complex
|PsÁÇ u²\«<Xýø Ë neÖsTT\T Ôá+ç& ç|eT, nqTs>±\qT,
n_óeÖH ¿ÃsÁT¿=+{²sÁT. Ôá*¢ M]¿ì ç|Ô«á ]. B ç¿ì+~ $<ó+ >±
n+{²sÁT.
1. &|d t ¿±+|¢¿àù
2. m\翱¼ ¿±+|¢¿àù
3. dÖ|sY ¿±+|¢¿ùà
4. ~jáÖ ¿±+|¢¿àù
Mathematical tables
1. Rote memory
2. Logical memory
3. Active memory
4. Passive memory
|¾\\¢ T >·DìÔ+á ýË, m¿±Ø\T ¿£+sÄdÁ + |³¼&+ ýË
dÜ +³T+~.
1. {¡¼ì dÜ
2. Ô]Ø¿£ dÜ
3. ç¿ìjÖá Ôá¿£ dÜ
4. çw¾ØjáÖÔá¿£ dÜ
14. In pre-childhood girls seek father’s love and affection and
mother as enemy or competitor. This phenomenon is called
1. Oediplus complex
2. Electra complex
3. super complex
4. Idia complex
|PsÁÇ u²\«<Xýø Ë neÖsTT\T Ôá+ç& ç|eT, nqTs>±\qT,
n_óeÖH ¿ÃsÁT¿=+{²sÁT. Ôá*¢ M]¿ì ç|Ô«á ]. B ç¿ì+~ $<ó+ >±
n+{²sÁT.
1. &|d t ¿±+|¢¿àù
2. m\翱¼ ¿±+|¢¿àù
3. dÖ|sY ¿±+|¢¿ùà
4. ~jáÖ ¿±+|¢¿àù
Page 8
15. A teacher sitting in the classroom, is observing the students
who are playing in the playground. This kind of observation is
called
1. Non participant observation
2. Controlled observation
3. Participant observation
4. Natural observation
³ d\ +ýË &T¿=+³Tq $<«sÁT\ qT Ôás>Á Ü
· >·~ ýË|\ qT+º
bÍ<ó«jáTT&T >·eT+#á&+ @ |]o\q ç¿ì+<¿ì edT+ï ~.
1. nd+#á]Ôá |]o\q
2. jáT+çÜÔá |]o\q
3. d+#á]Ôá |]o\q
4. dV² È |]o\q
16. Annual examination comes under this evaluation
1. Error diagnostic evaluation
2. Summary evaluation
3. Formative evaluation
4. Continuous evaluation
y]ü¿£ |¯¿£\T eTÖý²«+¿£q+ ç¿ì+~¿ì ekÍïsTT
1. ýË|sÆsD Á eTÖý²«+¿£q+
2. d+ç>·V² D eTÖý²«+¿£q+
3. sÁÖ|D eTÖý²«+¿£q+
4. sÁ+ÔásÁ eTÖý²«+¿£q+
who are playing in the playground. This kind of observation is
called
1. Non participant observation
2. Controlled observation
3. Participant observation
4. Natural observation
³ d\ +ýË &T¿=+³Tq $<«sÁT\ qT Ôás>Á Ü
· >·~ ýË|\ qT+º
bÍ<ó«jáTT&T >·eT+#á&+ @ |]o\q ç¿ì+<¿ì edT+ï ~.
1. nd+#á]Ôá |]o\q
2. jáT+çÜÔá |]o\q
3. d+#á]Ôá |]o\q
4. dV² È |]o\q
16. Annual examination comes under this evaluation
1. Error diagnostic evaluation
2. Summary evaluation
3. Formative evaluation
4. Continuous evaluation
y]ü¿£ |¯¿£\T eTÖý²«+¿£q+ ç¿ì+~¿ì ekÍïsTT
1. ýË|sÆsD Á eTÖý²«+¿£q+
2. d+ç>·V² D eTÖý²«+¿£q+
3. sÁÖ|D eTÖý²«+¿£q+
4. sÁ+ÔásÁ eTÖý²«+¿£q+
Page 9
17. Who is the founder of non-directive counselling
1. Allport
2. Carl Rogers
3. Williamson
4. William Jones
n¹sÝ¥Ôá eT+çÔáD² sÁÖbõ+~+ºqysÁT
1. ýÙbþsY¼
2. ¿±sY¢sÃÈsYà
3. $*jáTyTdH
4. $*jáT+ CËHà
18. Verbal Tests can be used for
1. Illiterates
2. Children
3. Literates
4. Adults
Xæ_Ý¿£ |¯¿£\ T M]¿ì |jÖî Ð+#áe#áTÌqT.
1. sÁ¿£sdT«\¿ì
2. |¾\¢\¿ì
3. n¿£sdT«\¿ì
4. ejîÖÈqT\¿ì
1. Allport
2. Carl Rogers
3. Williamson
4. William Jones
n¹sÝ¥Ôá eT+çÔáD² sÁÖbõ+~+ºqysÁT
1. ýÙbþsY¼
2. ¿±sY¢sÃÈsYà
3. $*jáTyTdH
4. $*jáT+ CËHà
18. Verbal Tests can be used for
1. Illiterates
2. Children
3. Literates
4. Adults
Xæ_Ý¿£ |¯¿£\ T M]¿ì |jÖî Ð+#áe#áTÌqT.
1. sÁ¿£sdT«\¿ì
2. |¾\¢\¿ì
3. n¿£sdT«\¿ì
4. ejîÖÈqT\¿ì
Page 10
19. A combination of specific knowledge, skills and responses a
person shows is called
1. Attitude
2. Aptitude
3. Interest
4. Concentration
ÿ¿£ e«¿ìýï Ë ]Ýw¼yTî q® C²ãqeTT, Hî|Õ Ú D«eTT ç|ÜdÎ+<q\
deTT<jáÖ @eT+{²sÁT.
1. yîKÕ ]
2. dV²È kÍeTsÁÆ«+
3. n_ósÁTº
4. @¿±ç>·Ôá
20. 95% of the knowledge we have is acquired through these two
sensory organs
1. Skin - nose
2. Ear – nose
3. Eye – nose
4. Eye – ear
eTqÅ£ d+çbÍ|¾ï+#û C²ãq+ýË 95% C²ãH+û ç~jáÖ\ <Çs
\_ó+#áTqT.
1. #ásÁ+`eTTÅ£Ø
2. #î$`eTTÅ£Ø
3. ¿£qT`eTTÅ£Ø
4. ¿£qT`#î$
person shows is called
1. Attitude
2. Aptitude
3. Interest
4. Concentration
ÿ¿£ e«¿ìýï Ë ]Ýw¼yTî q® C²ãqeTT, Hî|Õ Ú D«eTT ç|ÜdÎ+<q\
deTT<jáÖ @eT+{²sÁT.
1. yîKÕ ]
2. dV²È kÍeTsÁÆ«+
3. n_ósÁTº
4. @¿±ç>·Ôá
20. 95% of the knowledge we have is acquired through these two
sensory organs
1. Skin - nose
2. Ear – nose
3. Eye – nose
4. Eye – ear
eTqÅ£ d+çbÍ|¾ï+#û C²ãq+ýË 95% C²ãH+û ç~jáÖ\ <Çs
\_ó+#áTqT.
1. #ásÁ+`eTTÅ£Ø
2. #î$`eTTÅ£Ø
3. ¿£qT`eTTÅ£Ø
4. ¿£qT`#î$
Page 11
21. Self- paced learning is possible with this
1. Activity based Learning
2. Programmed Learning
3. Whole classroom teaching
4. Grouped Learning
dÇjáT+ yû>+· ÔÃ nuó« d¾+#áT³ BÔÃ kÍ<ó« eTeÚÔáT+~.
1. ¿£Ô«<ósÁ nuó« dq+
2. ¿±sÁ«ç¿£eTjáTTÔá nuó« dq+
3. yîTTÔáï+ ÔásÁ>·Ü uË<óq
4. _óq deTT<jáÖ\ nuó«dq+
22. Who created sociocultural theory that gave rise to cognitive
constructivism
1. Vygotsky
2. Bruner
3. Skinner
4. Kohler
C²ãq sD²Ôá¿£ y<¿ì }Ôá$TºÌq kÍ+|T¾ ¿£ kÍ+dØÜ¿£
d¾<Æ+Ô sÁÖbõ+~+ºq ysÁT
1. yîÕ>Ã{ÙdÓØ
2. çÖqsY
3. d¾ØqsY
4. ¿=V²\sY
1. Activity based Learning
2. Programmed Learning
3. Whole classroom teaching
4. Grouped Learning
dÇjáT+ yû>+· ÔÃ nuó« d¾+#áT³ BÔÃ kÍ<ó« eTeÚÔáT+~.
1. ¿£Ô«<ósÁ nuó« dq+
2. ¿±sÁ«ç¿£eTjáTTÔá nuó« dq+
3. yîTTÔáï+ ÔásÁ>·Ü uË<óq
4. _óq deTT<jáÖ\ nuó«dq+
22. Who created sociocultural theory that gave rise to cognitive
constructivism
1. Vygotsky
2. Bruner
3. Skinner
4. Kohler
C²ãq sD²Ôá¿£ y<¿ì }Ôá$TºÌq kÍ+|T¾ ¿£ kÍ+dØÜ¿£
d¾<Æ+Ô sÁÖbõ+~+ºq ysÁT
1. yîÕ>Ã{ÙdÓØ
2. çÖqsY
3. d¾ØqsY
4. ¿=V²\sY
Page 12
23. Bhanumati does not want to take the birthday gift brought by
her father and also does not want to give it to her sister. Which
type of conflict is this
1. Approach-Approach
2. Avoidance-Avoidance
3. Approach-Avoidance
4. Duel-Approach-Avoidance
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24. The term “projection” was first used by
1. Carl Roger
2. Vygotsky
3. W.G. Allport
4. Sigmund Freud
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her father and also does not want to give it to her sister. Which
type of conflict is this
1. Approach-Approach
2. Avoidance-Avoidance
3. Approach-Avoidance
4. Duel-Approach-Avoidance
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24. The term “projection” was first used by
1. Carl Roger
2. Vygotsky
3. W.G. Allport
4. Sigmund Freud
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Page 13
25. The type of useful thinking which helps to discover new things
1. Imaginative thinking
2. Associative thinking
3. Directed thinking
4. Non-directed thinking
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4. n¹sÆ¥Ôá ýË#áq
26. Rubin was the first psychologist who explained the following
Law of perceptual organization
1. Law of proximity
2. Law of similarity
3. Law of closure
4. Figure ground relation ship
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2. kÍeT« jáTeT+
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1. Imaginative thinking
2. Associative thinking
3. Directed thinking
4. Non-directed thinking
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3. ¹sÆ¥Ôá ýË#áq
4. n¹sÆ¥Ôá ýË#áq
26. Rubin was the first psychologist who explained the following
Law of perceptual organization
1. Law of proximity
2. Law of similarity
3. Law of closure
4. Figure ground relation ship
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2. kÍeT« jáTeT+
3. |PsÁD jáTeT+
4. ¿£Ü ` ¿¹ ç Ôá d++<ó+
Page 14
27. Who created the theory of moral development
1. Piaget
2. Vygotsky
3. Willam James
4. Kohlberg
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4. ¿ÃýÙsYZ
28. A classroom belongs to this type
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2. Non formal group
3. Gang
4. Unorganized group
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1. Piaget
2. Vygotsky
3. Willam James
4. Kohlberg
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4. ¿ÃýÙsYZ
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3. Gang
4. Unorganized group
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Page 15
29. The main aim of pedagogy is
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2. Completing all things
3. Providing written knowledge
4. Promoting learning
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30. An Average intelligent person’s IQ is
d>³
· T ç|C²ã e+ÔáT\ ç|C²ã \_Ý
1. 190-110
2. 70-90
3. 150-70
4. 110-130
1. Completing the syllabus in time
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30. An Average intelligent person’s IQ is
d>³
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1. 190-110
2. 70-90
3. 150-70
4. 110-130
Page 16
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Page 17
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Page 18
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Page 19
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Page 20
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Page 21
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4. >·
48. u²>± #á~$Ôû eÖsÁTØ\T ekÍïsTT. ~ @ sÁ¿y£ Tî q® y¿£«+
1. #û<s ¿Á £ y¿£«+
2. n|«sÁ¿ £ y¿£«+
3. ¿±ïÇsÁ¿£ y¿£«+
4. XøçÔás¿Á £ y¿£«+
49. »»Xø¥<ósY |sÁTÂ>Üï, n\d¾bþjáÖ&Tµµ d+¥¢w¼ y¿±«
kÍeÖq« y¿£«eTT\T>± eÖ]dï
1. Xø¥<ós Y |sTÁ >Â Ôï&T . Xø¥<ós Y n\d¾bþjáÖ&T
2. Xø¥<ós Y |sTÁ >Â Ôáï¿£ n\d¾bþýñ<T
3. Xø¥<ós Y |sTÁ >Â &TÔáÖ n\d¾bþjáÖ&T
4. Xø¥<ós Y |sTÁ >Â Ôáýï <ñ T . Xø¥<ós Y n\d¾bþjáÖ&T
50. »»Ô=* Ôî\T>·T H³¿£+µµ
1. ¿£H«Xø\Ø+
2. ç|Ô|sÁTçBjáT+
3. eT+ȯ eT<óT ¿£¯jáT+
4. esÁ$ç¿£jTá +
Page 22
51. |ÚsD, ÜVäkÍ\ qT+& ºq ¿£<q¸ T rdT¿= esÁq \ÔÃ
dÇÔá+çÔá ¿±e«+>± sÁº+#û~.
1. nqTy<+
2. ç|+<ó+
3. ýñK
4. |Ó]¿Ä £
52. »»eTqT#á]çÔáµµ ¿£$
1. n\¢kÍ |<Ýq
2. q+~ ÜeTq
3. <óÖsÁ̈{ì
4. eÖ<jTá « >±] eT\¢q
53. 10e n¿£s +Á jáTÜ kÍq+>± q |<« +
1. eTÔûïuó+
2. #á+|¿e£ Ö\
3. XæsÁÖÝ\+
4. ÔáÎ\eÖ\
54. @<jÖá MT <jÖá eÖMT< ýñ<T
sTT+Ôá d|Ú+#áT³ ~ MTÅ£ Ôá>T· H!
~
1. <ds deTjáT+ýË $<«sÁT\T bÍ&ûysÁT
2. d+翱+Ü deTjáT+ýË $<«sÁT\ T bÍ&ûysÁT
3. >±~ deTjáT+ýË $<«sÁT\ T bÍ&ûysÁT
4. ç¿ìd dt d+<sÒÁ +Û >± $<«sÁT\ T bÍ&ûysÁT
dÇÔá+çÔá ¿±e«+>± sÁº+#û~.
1. nqTy<+
2. ç|+<ó+
3. ýñK
4. |Ó]¿Ä £
52. »»eTqT#á]çÔáµµ ¿£$
1. n\¢kÍ |<Ýq
2. q+~ ÜeTq
3. <óÖsÁ̈{ì
4. eÖ<jTá « >±] eT\¢q
53. 10e n¿£s +Á jáTÜ kÍq+>± q |<« +
1. eTÔûïuó+
2. #á+|¿e£ Ö\
3. XæsÁÖÝ\+
4. ÔáÎ\eÖ\
54. @<jÖá MT <jÖá eÖMT< ýñ<T
sTT+Ôá d|Ú+#áT³ ~ MTÅ£ Ôá>T· H!
~
1. <ds deTjáT+ýË $<«sÁT\T bÍ&ûysÁT
2. d+翱+Ü deTjáT+ýË $<«sÁT\ T bÍ&ûysÁT
3. >±~ deTjáT+ýË $<«sÁT\ T bÍ&ûysÁT
4. ç¿ìd dt d+<sÒÁ +Û >± $<«sÁT\ T bÍ&ûysÁT
Page 23
55. dÖçÔá+ýË #î|¾Îq y«¿£sÁD ¿±sÁ«+ È]Ðq sÁÖ|+,
ÈsÁ>· sÁÖ|+ s +&Ö +fñ n~
1. yîeÕ Tqd«+
2. yîXÕ wâ ¿¾ +£
3. yî¿Õ *£ ο£+
4. yî¿Õ £ Ôá+
56. ÔqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæq nH&T.
y¿±« ç|Ô«á ¿£ ¿£<¸q +ýË¿ì eÖ]dï
1. »»nÔáqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûjáTýñ<Tµµ
n nH&T.
2. »»úeÚ sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæqTµµ n nH&T.
3. »»HûqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæqTµµ n nH&T.
4. »»ÔáqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæqµµ nH&T.
57. H jîTT¿£Ø #á]çÔá ` deÖd|< +
1. Ôáq #á]çÔá
2. nÔá #á]çÔá
3. ú #á]çÔá
4. H #á]çÔá
58. ç¿ì+~ yýË e«Ü¹s¿±sÁ¿£ ç¿ìjÖá |<+
1. #û]
2. #ûsÁTÔáÖ
3. #û]Ôû
4. #ûs¿Á £
ÈsÁ>· sÁÖ|+ s +&Ö +fñ n~
1. yîeÕ Tqd«+
2. yîXÕ wâ ¿¾ +£
3. yî¿Õ *£ ο£+
4. yî¿Õ £ Ôá+
56. ÔqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæq nH&T.
y¿±« ç|Ô«á ¿£ ¿£<¸q +ýË¿ì eÖ]dï
1. »»nÔáqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûjáTýñ<Tµµ
n nH&T.
2. »»úeÚ sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæqTµµ n nH&T.
3. »»HûqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæqTµµ n nH&T.
4. »»ÔáqT sçÜ n+Ô bõý²\ýË C²>±sÁ+ #ûXæqµµ nH&T.
57. H jîTT¿£Ø #á]çÔá ` deÖd|< +
1. Ôáq #á]çÔá
2. nÔá #á]çÔá
3. ú #á]çÔá
4. H #á]çÔá
58. ç¿ì+~ yýË e«Ü¹s¿±sÁ¿£ ç¿ìjÖá |<+
1. #û]
2. #ûsÁTÔáÖ
3. #û]Ôû
4. #ûs¿Á £
Page 24
59. »ç|<e¸ T |ÚsÁTwÅ£ µ d++~ó+ºq dsÇÁ HeT|<\T
1. HûqT ` yûTeTT
2. úeÚ ` HûqT
3. MTsÁT ` yûTeTT
4. nÔá&T ` yîT
60. d¾>T· |Z & T ÔáÖ H eTT+<T \&=<T.Ý ~ @ sÁ¿y£ Tî q® y¿£«+
1. XøÌjáÖsÁ¿£ y¿£«+
2. w<ósÁ¿£ y¿£«+
3. osÁsÁ¿£ y¿£«+
4. d+uó²eqsÁ¿£ y¿£«+
1. HûqT ` yûTeTT
2. úeÚ ` HûqT
3. MTsÁT ` yûTeTT
4. nÔá&T ` yîT
60. d¾>T· |Z & T ÔáÖ H eTT+<T \&=<T.Ý ~ @ sÁ¿y£ Tî q® y¿£«+
1. XøÌjáÖsÁ¿£ y¿£«+
2. w<ósÁ¿£ y¿£«+
3. osÁsÁ¿£ y¿£«+
4. d+uó²eqsÁ¿£ y¿£«+
Page 25
61. You may go if you like to.
The above expression can be used
1. to apologize
2. to grant permission
3. to take permission
4. to refuse permission
62. Someone says ‘sorry’ for stepping on your foot. How would
you respond?
Choose your response from the following.
1. That’s all right
2. Too bad
3. I do not feel anything
4. It’s all my fault
63. Choose the option that is a key element of a news report.
1. emotionally charged language
2. sensationalism
3. lengthy anecdotes
4. clarity and conciseness
64. Choose the option that is NOT a tip for writing a description.
1. use vague language
2. focus on details
3. consider the readers
4. organize language
The above expression can be used
1. to apologize
2. to grant permission
3. to take permission
4. to refuse permission
62. Someone says ‘sorry’ for stepping on your foot. How would
you respond?
Choose your response from the following.
1. That’s all right
2. Too bad
3. I do not feel anything
4. It’s all my fault
63. Choose the option that is a key element of a news report.
1. emotionally charged language
2. sensationalism
3. lengthy anecdotes
4. clarity and conciseness
64. Choose the option that is NOT a tip for writing a description.
1. use vague language
2. focus on details
3. consider the readers
4. organize language
Page 26
65. Choose the correctly punctuated sentence.
1. “Where are you going Dog?” the wolf asked.
2. “Where are you going, Dog?” the wolf asked.
3. “Where are you going Dog the wolf asked?”
4. Where are you going, Dog? The wolf asked.
66. Radha(A) as well as Kamala(B) have gone(C) to Delhi(D)
Choose the option that has a grammatical error.
1. A
2. B
3. C
4. D
67. The death of the bullock was ______ fortunate.
Choose the appropriate prefix to use before the word
‘fortunate’.
1. ill
2. mis
3. un
4. im
68. The word performance has stress on:
1. the second syllable
2. the first syllable
3. the second and third syllables
4. the third syllable
1. “Where are you going Dog?” the wolf asked.
2. “Where are you going, Dog?” the wolf asked.
3. “Where are you going Dog the wolf asked?”
4. Where are you going, Dog? The wolf asked.
66. Radha(A) as well as Kamala(B) have gone(C) to Delhi(D)
Choose the option that has a grammatical error.
1. A
2. B
3. C
4. D
67. The death of the bullock was ______ fortunate.
Choose the appropriate prefix to use before the word
‘fortunate’.
1. ill
2. mis
3. un
4. im
68. The word performance has stress on:
1. the second syllable
2. the first syllable
3. the second and third syllables
4. the third syllable
Page 27
69. Choose the meaning of the idiom “lion’s share”
1. The greatest work
2. major part or portion
3. a lion without fur
4. a lion with a lot of fur
70. If you want to go out, I will _______ the children for you.
Choose the correct phrase that fits the blank.
1. look up
2. look out
3. look after
4. look into
71. Choose the correctly spelt word
1. Percussionist
2. Percusionist
3. Parcusionist
4. Percussionst
72. Choose the option that can be used as a one word substitute for
“a person who can do anything for money”
1. teetotaler
2. theist
3. polyglot
4. mercenary
73. The covetous old fellow, with a spade and the old crone, with
a hoe, began to dig.
Choose the synonym of the word ‘covetous’.
1. handsome
2. greedy
3. liberal
4. altruistic
1. The greatest work
2. major part or portion
3. a lion without fur
4. a lion with a lot of fur
70. If you want to go out, I will _______ the children for you.
Choose the correct phrase that fits the blank.
1. look up
2. look out
3. look after
4. look into
71. Choose the correctly spelt word
1. Percussionist
2. Percusionist
3. Parcusionist
4. Percussionst
72. Choose the option that can be used as a one word substitute for
“a person who can do anything for money”
1. teetotaler
2. theist
3. polyglot
4. mercenary
73. The covetous old fellow, with a spade and the old crone, with
a hoe, began to dig.
Choose the synonym of the word ‘covetous’.
1. handsome
2. greedy
3. liberal
4. altruistic
Page 28
74. The environment was very ‘pristine’.
Choose the right pair of opposite words of the word ‘pristine’
1. stale - mint
2. fresh - spoiled
3. impure - untidy
4. defiled - undamaged
75. Choose the correct sentence from the following.
1. Books are good friends.
2. The books are the good the friends
3. The books are a good friends
4. Books are good the friends.
76. The accident sadly resulted _______ the death of an old
woman.
Choose the preposition that fits the blank.
1. with
2. over
3. at
4. in
77. We asked her how it had _______.
Choose the word that completes the meaning of the sentence
grammatically.
1. to been happened
2. happens
3. happening
4. happened
Choose the right pair of opposite words of the word ‘pristine’
1. stale - mint
2. fresh - spoiled
3. impure - untidy
4. defiled - undamaged
75. Choose the correct sentence from the following.
1. Books are good friends.
2. The books are the good the friends
3. The books are a good friends
4. Books are good the friends.
76. The accident sadly resulted _______ the death of an old
woman.
Choose the preposition that fits the blank.
1. with
2. over
3. at
4. in
77. We asked her how it had _______.
Choose the word that completes the meaning of the sentence
grammatically.
1. to been happened
2. happens
3. happening
4. happened
Page 29
78. Choose the sentence that describes some action in future.
1. The great man is going to spend his old age in his
native town.
2. Why are you turning on the radio?
3. I have already bought it.
4. She is playing tennis now.
79. David asked his colleague, “Where will you go this summer?”
Choose the reported speech of the sentence above.
1. David told his colleague that he would go that summer.
2. David said to his colleague whether he would go that
summer.
3. David asked his colleague where he would go that
summer.
4. David asked his colleagues if they would go that
summer?
80. In yesterday’s competition the prizes _____ by the principal.
Choose the option that completes the sentence meaningfully.
1. were given away
2. are giving away
3. have given
4. will be give
81. There ______ no milk in the refrigerator.
Choose the verb that fits the blank.
1. have
2. were
3. is
4. are
1. The great man is going to spend his old age in his
native town.
2. Why are you turning on the radio?
3. I have already bought it.
4. She is playing tennis now.
79. David asked his colleague, “Where will you go this summer?”
Choose the reported speech of the sentence above.
1. David told his colleague that he would go that summer.
2. David said to his colleague whether he would go that
summer.
3. David asked his colleague where he would go that
summer.
4. David asked his colleagues if they would go that
summer?
80. In yesterday’s competition the prizes _____ by the principal.
Choose the option that completes the sentence meaningfully.
1. were given away
2. are giving away
3. have given
4. will be give
81. There ______ no milk in the refrigerator.
Choose the verb that fits the blank.
1. have
2. were
3. is
4. are
Page 30
82. Choose the sentence with an adverbial clause from the
following.
1. Come when you like.
2. He confessed that he was guilty.
3. He cried as if he were in deep pain.
4. I know a boy whose father serves in the army
83. Mrs. Slater rose briskly at length in a business – like tone.
In the above sentence, ‘business – like’ is:
1. a compound noun
2. a compound adjective
3. a compound verb
4. a participle preposition
84. Choose the word that is not an adjective.
1. greedy
2. honest
3. sensitive
4. bureau
85. He came from a poor but educated family.
This sentence is an example of:
1. a simple sentence
2. a complex sentence
3. a compound sentence
4. a compound complex sentence
following.
1. Come when you like.
2. He confessed that he was guilty.
3. He cried as if he were in deep pain.
4. I know a boy whose father serves in the army
83. Mrs. Slater rose briskly at length in a business – like tone.
In the above sentence, ‘business – like’ is:
1. a compound noun
2. a compound adjective
3. a compound verb
4. a participle preposition
84. Choose the word that is not an adjective.
1. greedy
2. honest
3. sensitive
4. bureau
85. He came from a poor but educated family.
This sentence is an example of:
1. a simple sentence
2. a complex sentence
3. a compound sentence
4. a compound complex sentence
Page 31
86. It’s such an interesting city ___ we’re going to visit it again.
Choose the linker that fits the blank.
1. that
2. although
3. though
4. in spite of
87. I’ve always been terribly fond _____ you.
Choose the preposition that fits the blank.
1. with
2. of
3. at
4. by
88. The film will be released next week.
The above sentence indicates:
1. offer
2. obligation
3. futurity
4. advice
89. Read the following passage.
Mahabharata is one of the greatest epics of our literature. It
answers all questions, relating to political social etc if we give
a proper interpretation. It is so popular that it has been
translated into many languages of the world.
One of the main qualities of the Mahabharata epic is :
1. It lacks of popularity in global culture
2. It focuses solely on political matters
3. It has the ability to address various aspects of life,
including political and social issues
4. The availability of its translations are limited
Choose the linker that fits the blank.
1. that
2. although
3. though
4. in spite of
87. I’ve always been terribly fond _____ you.
Choose the preposition that fits the blank.
1. with
2. of
3. at
4. by
88. The film will be released next week.
The above sentence indicates:
1. offer
2. obligation
3. futurity
4. advice
89. Read the following passage.
Mahabharata is one of the greatest epics of our literature. It
answers all questions, relating to political social etc if we give
a proper interpretation. It is so popular that it has been
translated into many languages of the world.
One of the main qualities of the Mahabharata epic is :
1. It lacks of popularity in global culture
2. It focuses solely on political matters
3. It has the ability to address various aspects of life,
including political and social issues
4. The availability of its translations are limited
Page 32
90. Read the following passage
Mahabharata is one of the greatest epics of our literature. It
answers all questions, relating to political social etc if we give
a proper interpretation. It is so popular that it has been
translated into many languages of the world.
Mahabharata is a ______ of answers to all questions.
Choose the correct option.
1. collection
2. encyclopedia
3. store house
4. compendium
Mahabharata is one of the greatest epics of our literature. It
answers all questions, relating to political social etc if we give
a proper interpretation. It is so popular that it has been
translated into many languages of the world.
Mahabharata is a ______ of answers to all questions.
Choose the correct option.
1. collection
2. encyclopedia
3. store house
4. compendium
Page 33
91. The smallest Prime number is
nܺq ç|<óq d+U«
1. 0
2. 1
3. 2
4. 3
92. For an integer ‘a’, a ´ 1 = a = 1´ a . This is
1. Inverse property
2. Identity property
3. Commutative property
4. Associative property
@<û |PsÁd+K« ‘a’ Å£ a ´1 = a = 1´ a nsTTq
1. $ýËeT <ós Á +
2. ÔáÔáàeT <ósÁ+
3. $eTjáT <ós Á +
4. dV² #ásÁ <ós Á +
nܺq ç|<óq d+U«
1. 0
2. 1
3. 2
4. 3
92. For an integer ‘a’, a ´ 1 = a = 1´ a . This is
1. Inverse property
2. Identity property
3. Commutative property
4. Associative property
@<û |PsÁd+K« ‘a’ Å£ a ´1 = a = 1´ a nsTTq
1. $ýËeT <ós Á +
2. ÔáÔáàeT <ósÁ+
3. $eTjáT <ós Á +
4. dV² #ásÁ <ós Á +
Page 34
93. The rational number that doesn’t have a reciprocal
(Multiplicative Inverse)
eÚ«çÔáØeT+ (>·TD¿±sÁ $ýËeT+) ýñ n¿£sÁDj
¡ Tá d+K«
1. 0
2. -1
3. 1
4. 2024
94. Suppose ‘a’ and ‘b’ are positive real numbers. Then
(a + b ) (a - b ) =
‘a’eT]jáTT ‘b’\T <óq
ydeï d+K«\qTÅ£+fñ,
(a + b ) (a - b ) =
1. a-b
2. a2 - b
3. a - b2
4. a2 - b
95. If F = { x: x is a date of February 2024} then n(F) =
F ={ x: x nHû~ 2024 |¾çe] Hî\ýË Ô¯KT}nsTTq n(F) =
1. 28
2. 29
3. 30
4. 31
(Multiplicative Inverse)
eÚ«çÔáØeT+ (>·TD¿±sÁ $ýËeT+) ýñ n¿£sÁDj
¡ Tá d+K«
1. 0
2. -1
3. 1
4. 2024
94. Suppose ‘a’ and ‘b’ are positive real numbers. Then
(a + b ) (a - b ) =
‘a’eT]jáTT ‘b’\T <óq
ydeï d+K«\qTÅ£+fñ,
(a + b ) (a - b ) =
1. a-b
2. a2 - b
3. a - b2
4. a2 - b
95. If F = { x: x is a date of February 2024} then n(F) =
F ={ x: x nHû~ 2024 |¾çe] Hî\ýË Ô¯KT}nsTTq n(F) =
1. 28
2. 29
3. 30
4. 31
Page 35
96. Selling price of a toy car is ` 540. If the Profit made by
shopkeeper is 20%, then cost price is
u¤eT¿±sÁT n$Tq yî\ ` 540. <T¿±D<sÁT&¿ì eºÌq ý²uó+
20% nsTTq u¤eT¿±sÁT ¿=q yî\
1. ` 648
2. ` 520
3. ` 500
4. ` 450
97. In general, which of the following is collected by shopkeeper
but not given to the government
1. Profit
2. Sales Tax (ST)
3. Value Added Tax (VAT)
4. Goods& Services Tax (GST)
kÍ<ósÁD+>±, ç¿ì+~ yýË B <T¿±D<sÁT&T edÖ\T
#ûdq¾ |Î{ì¿¡ ç|uTó ÔÇ¿ì #î*+¢ #á&T
1. ý²uó+
2. neT¿£|Ú |qT (ST)
3. $\Te <ó]Ôá |qT (VAT)
4. edTeï Ú\T eT]jáTT de\ |qT (GST)
shopkeeper is 20%, then cost price is
u¤eT¿±sÁT n$Tq yî\ ` 540. <T¿±D<sÁT&¿ì eºÌq ý²uó+
20% nsTTq u¤eT¿±sÁT ¿=q yî\
1. ` 648
2. ` 520
3. ` 500
4. ` 450
97. In general, which of the following is collected by shopkeeper
but not given to the government
1. Profit
2. Sales Tax (ST)
3. Value Added Tax (VAT)
4. Goods& Services Tax (GST)
kÍ<ósÁD+>±, ç¿ì+~ yýË B <T¿±D<sÁT&T edÖ\T
#ûdq¾ |Î{ì¿¡ ç|uTó ÔÇ¿ì #î*+¢ #á&T
1. ý²uó+
2. neT¿£|Ú |qT (ST)
3. $\Te <ó]Ôá |qT (VAT)
4. edTeï Ú\T eT]jáTT de\ |qT (GST)
Page 36
98. In which of the following case making a polygon is not
possible
1. with five matchsticks
2. with four matchsticks
3. with three matchsticks
4. with two matchsticks
ç¿ì+~ @ d+<sÒÁ +Û ýË VQuóT ÔájÖá sÁT #ûjTá ³+ kÍ<ó« +
¿±<T.
1. ×<T nÐZ|Ú \¢\T
2. H\T>·T nÐZ|Ú \¢\T
3. eTÖ&T nÐZ|Ú \¢\T
4. s +&T nÐZ|Ú \¢\T
99. The sum of exterior angles of a regular polygon
ÿ¿£ ç¿£eT VQuóT jîTT¿£Ø u²V²« ¿ÃD²\ yîTTÔá+ï
1. 90°
2. 180°
3. 360°
4. 400°
possible
1. with five matchsticks
2. with four matchsticks
3. with three matchsticks
4. with two matchsticks
ç¿ì+~ @ d+<sÒÁ +Û ýË VQuóT ÔájÖá sÁT #ûjTá ³+ kÍ<ó« +
¿±<T.
1. ×<T nÐZ|Ú \¢\T
2. H\T>·T nÐZ|Ú \¢\T
3. eTÖ&T nÐZ|Ú \¢\T
4. s +&T nÐZ|Ú \¢\T
99. The sum of exterior angles of a regular polygon
ÿ¿£ ç¿£eT VQuóT jîTT¿£Ø u²V²« ¿ÃD²\ yîTTÔá+ï
1. 90°
2. 180°
3. 360°
4. 400°
Page 37
100. A quadrilateral having only equal sides in length
1. Rectangle
2. Square
3. Rhombus
4. Kite
uóT C²\ bõ&eÚ\T eÖçÔáyTû deÖq+>± ¿£*Ðq #áÔTá sÁTÒÛÈ+
1. BsÁé#áÔáTsÁçd+
2. #áÔáTsÁçd+
3. deT#áÔTá sÁçd+
4. >±*|³+
101. The angle between a tangent to a circle and the radius drawn at
the point of contact is
ÿ¿£ eÔáï dÎsÁôs¹ KÅ£, dÎsÁô_+<TeÚ >·T+& ^ºq y«kÍs¿ì eT<ó«
>·\ ¿ÃD+
1. 30°
2. 45°
3. 60°
4. 90°
1. Rectangle
2. Square
3. Rhombus
4. Kite
uóT C²\ bõ&eÚ\T eÖçÔáyTû deÖq+>± ¿£*Ðq #áÔTá sÁTÒÛÈ+
1. BsÁé#áÔáTsÁçd+
2. #áÔáTsÁçd+
3. deT#áÔTá sÁçd+
4. >±*|³+
101. The angle between a tangent to a circle and the radius drawn at
the point of contact is
ÿ¿£ eÔáï dÎsÁôs¹ KÅ£, dÎsÁô_+<TeÚ >·T+& ^ºq y«kÍs¿ì eT<ó«
>·\ ¿ÃD+
1. 30°
2. 45°
3. 60°
4. 90°
Page 38
102. Formula to find median for a grouped data
e¯Z¿£ Ôá <Ôï+Xø+ jîTT¿£Ø eT<ó« >·Ô+á ¿£qT>=qT³Å£ dÖçÔá+
é f1 - f 0 ù
1. l+ê ´ hú
ë 2 f1 - f 0 - f 2 û
én ù
ê 2 - cf ú
2. l+ê ´ hú
ê f ú
ë û
éå f u ù
3. a + ê i i ´ hú
ë å fi û
å f i xi
4.
å fi
103. A bar graph is represented by rectangular bars of
1. uniform widths
2. uniform lengths
3. uniform heights
4. uniform values
ÿ¿£ ¿£MT s¹ U² ºçÔá+ýË BsÁé#Ô
á Tá sÁçkÍ¿±sÁ ¿£MT\T
1. @¿£¯Ü yî&\ TÎýË +{²sTT
2. @¿£¯Ü bõ&eÚýË +{²sTT
3. @¿£¯Ü mÔáTýï Ë +{²sTT
4. @¿£¯Ü $\Te\Ôà +{²sTT
e¯Z¿£ Ôá <Ôï+Xø+ jîTT¿£Ø eT<ó« >·Ô+á ¿£qT>=qT³Å£ dÖçÔá+
é f1 - f 0 ù
1. l+ê ´ hú
ë 2 f1 - f 0 - f 2 û
én ù
ê 2 - cf ú
2. l+ê ´ hú
ê f ú
ë û
éå f u ù
3. a + ê i i ´ hú
ë å fi û
å f i xi
4.
å fi
103. A bar graph is represented by rectangular bars of
1. uniform widths
2. uniform lengths
3. uniform heights
4. uniform values
ÿ¿£ ¿£MT s¹ U² ºçÔá+ýË BsÁé#Ô
á Tá sÁçkÍ¿±sÁ ¿£MT\T
1. @¿£¯Ü yî&\ TÎýË +{²sTT
2. @¿£¯Ü bõ&eÚýË +{²sTT
3. @¿£¯Ü mÔáTýï Ë +{²sTT
4. @¿£¯Ü $\Te\Ôà +{²sTT
Page 39
104. »2024µ is an example for
1. Multinomial
2. Trinomial
3. Binomial
4. Monomial
»2024µ nqTq~ <û¿ì <V²sÁD
1. VQÞø|~
2. çÜ|~
3. ~Ç|~
4. @¿£|~
105. If x + y + z = 0 then x 3 + y3 + z 3 =
x + y + z = 0 nsTTÔû x 3 + y3 + z 3 =
1. 0
2. 1
3. xyz
4. 3xyz
106. To get the imaginary roots of a quadratic equation
ax 2 + bx + c = 0
esÁZdMT¿£sÁD+ ax + bx + c = 0 Å£ ¿£*ÎÔáeTÖý²\T bõ+<\+fñ
2
1. b2 = 4ac
2. b2 – 4ac = 0
3. b2 – 4ac > 0
4. b2 – 4ac < 0
1. Multinomial
2. Trinomial
3. Binomial
4. Monomial
»2024µ nqTq~ <û¿ì <V²sÁD
1. VQÞø|~
2. çÜ|~
3. ~Ç|~
4. @¿£|~
105. If x + y + z = 0 then x 3 + y3 + z 3 =
x + y + z = 0 nsTTÔû x 3 + y3 + z 3 =
1. 0
2. 1
3. xyz
4. 3xyz
106. To get the imaginary roots of a quadratic equation
ax 2 + bx + c = 0
esÁZdMT¿£sÁD+ ax + bx + c = 0 Å£ ¿£*ÎÔáeTÖý²\T bõ+<\+fñ
2
1. b2 = 4ac
2. b2 – 4ac = 0
3. b2 – 4ac > 0
4. b2 – 4ac < 0
Page 40
107. Formula for total surface area of a Hemisphere
nsÁ> ÃÞø d+|PsÁÔ
\á yîXÕ æ\«+qÅ£ dÖçÔá+
1. 2π r 2 sq.units
2. 3π r 2 sq.units
2 2
3. π r sq.units
3
4 2
4. π r sq.units
3
108. The area of a rhombus is 240 cm2 and one of the diagonals is
16 cm. Then the other diagonal
ÿ¿£ s+dt yîXÕ æ\«+ 240 #á.d+.MT. eT]jáTT < ¿£sÁeTT\ýË
ÿ¿£< bõ&eÚ 16 d+.MT. nsTTq Âs+&e ¿£sÁeTT bõ&eÚ
1. 15
2. 16
3. 30
4. 32
109. Area of the right angle triangle whose sides are 13cm, 12cm
and 5cm.
13 d+.MT , 12 d+.MT eT]jáTT 5 d+.MT uóT C²\T>± ¿£*qZ \+
¿ÃD çÜuóT È yîXÕ æ\«+
1. 30cm2
2. 60cm2
3. 75cm2
4. 78cm2
nsÁ> ÃÞø d+|PsÁÔ
\á yîXÕ æ\«+qÅ£ dÖçÔá+
1. 2π r 2 sq.units
2. 3π r 2 sq.units
2 2
3. π r sq.units
3
4 2
4. π r sq.units
3
108. The area of a rhombus is 240 cm2 and one of the diagonals is
16 cm. Then the other diagonal
ÿ¿£ s+dt yîXÕ æ\«+ 240 #á.d+.MT. eT]jáTT < ¿£sÁeTT\ýË
ÿ¿£< bõ&eÚ 16 d+.MT. nsTTq Âs+&e ¿£sÁeTT bõ&eÚ
1. 15
2. 16
3. 30
4. 32
109. Area of the right angle triangle whose sides are 13cm, 12cm
and 5cm.
13 d+.MT , 12 d+.MT eT]jáTT 5 d+.MT uóT C²\T>± ¿£*qZ \+
¿ÃD çÜuóT È yîXÕ æ\«+
1. 30cm2
2. 60cm2
3. 75cm2
4. 78cm2
Page 41
110. The probability for drawing out a red king from a deck of
cards
ÿ¿£ |¿£eTT¿£Ø\ ¿£³¼ qT+& msÁT|Ú sÁ+>·T sEqT rjáTT d+uó²e«Ôá
1
1.
13
1
2.
26
2
3.
13
2
4.
26
111. Distance between points ( - 4,0) and (6,0)
( - 4,0) (6,0) _+<TeÚ\ eT<ó« <ÖsÁ+
1. 2
2. 4
3. 6
4. 10
cards
ÿ¿£ |¿£eTT¿£Ø\ ¿£³¼ qT+& msÁT|Ú sÁ+>·T sEqT rjáTT d+uó²e«Ôá
1
1.
13
1
2.
26
2
3.
13
2
4.
26
111. Distance between points ( - 4,0) and (6,0)
( - 4,0) (6,0) _+<TeÚ\ eT<ó« <ÖsÁ+
1. 2
2. 4
3. 6
4. 10
Page 42
112. The area of a triangle formed by the points A (5,2) B (4,7)
C(7, - 4)
1. 1 Square unit
2. 2 Square units
3. 4 Square units
4. 16 Square units
_+<TeÚ\T A (5,2) B (4,7) C(7, - 4)\T osü\T>± >·\
çÜuóTÈ yîÕXæ\«+
1. 1 #á<sÁ|Ú jáTÖ{Ù
2. 2 #á<s |Á Ú jáTÖ³T¢
3. 4 #á<s |Á Ú jáTÖ³T¢
4. 16 #á<s |Á Ú jáTÖ³T¢
113. If A, B and C are interior angles of a triangle ABC, then
B+C
Sin
2
A, B eT]jáTT C \T çÜuóT È+ ABC ýË n+ÔásZÁ Ôá ¿ÃD²ýÉÔ
Õ û
B+C
Sin
2
A
1. Sin
2
B+C
2. Cos
2
A
3. Cos
2
B-C
4. Sin
2
C(7, - 4)
1. 1 Square unit
2. 2 Square units
3. 4 Square units
4. 16 Square units
_+<TeÚ\T A (5,2) B (4,7) C(7, - 4)\T osü\T>± >·\
çÜuóTÈ yîÕXæ\«+
1. 1 #á<sÁ|Ú jáTÖ{Ù
2. 2 #á<s |Á Ú jáTÖ³T¢
3. 4 #á<s |Á Ú jáTÖ³T¢
4. 16 #á<s |Á Ú jáTÖ³T¢
113. If A, B and C are interior angles of a triangle ABC, then
B+C
Sin
2
A, B eT]jáTT C \T çÜuóT È+ ABC ýË n+ÔásZÁ Ôá ¿ÃD²ýÉÔ
Õ û
B+C
Sin
2
A
1. Sin
2
B+C
2. Cos
2
A
3. Cos
2
B-C
4. Sin
2
Page 43
114. If 3 tan A = 4, then Cos A
3 tan A R 4 nsTTÔû Cos A
3
1.
5
4
2.
5
4
3.
3
3
4.
4
115. When there was no mathematical or scientific material
available, this Indian scientist managed to measure the time
taken for the Earth’s rotation as 23 hours 56 mints and 4.1
seconds
1. Bhaskaracharya
2. Aryabhatta
3. Brahma Guptha
4. S. Ramanujan
>·DÔ ì Xá ædï |]¿£s\T n+<Tu²³TýË ýñ ¿±\+ýËHû uóÖ çuóeTD²¿ì
|f¼ñ ¿±\+ 23 >·+³\ 56 $TcÍ\ 4.1 d¿£qT¢>± >·D+ì ºq uó²sÁrjáT
>·DìÔáXædïyûÔáï
1. uó²dØs#sÁ«
2. sÁ«uó³¼
3. çV²>·T|ï
4. S. seÖqTÈH
3 tan A R 4 nsTTÔû Cos A
3
1.
5
4
2.
5
4
3.
3
3
4.
4
115. When there was no mathematical or scientific material
available, this Indian scientist managed to measure the time
taken for the Earth’s rotation as 23 hours 56 mints and 4.1
seconds
1. Bhaskaracharya
2. Aryabhatta
3. Brahma Guptha
4. S. Ramanujan
>·DÔ ì Xá ædï |]¿£s\T n+<Tu²³TýË ýñ ¿±\+ýËHû uóÖ çuóeTD²¿ì
|f¼ñ ¿±\+ 23 >·+³\ 56 $TcÍ\ 4.1 d¿£qT¢>± >·D+ì ºq uó²sÁrjáT
>·DìÔáXædïyûÔáï
1. uó²dØs#sÁ«
2. sÁ«uó³¼
3. çV²>·T|ï
4. S. seÖqTÈH
Page 44
116. In proving a theorem, a student moved from the given data to
conclusion by applying known concepts, formulae in a
sequential way. His approach is
1. Inductive
2. Deductive
3. Analytical
4. Synthetic
d¾<Æ+Ôá sÁÖ|DýË ÿ¿£ $<«] <Ôï+Xø+ qT+& kÍs+Xø+qÅ£
>·Ô+á ýË Ôî*d¾q uó²eq\T, dÖçÔ\qT kþbÍqç¿£eT+ýË
nqTe]ï+#áTÅ£+³Ö sÁÖ|¾+#&T. nÔá |>e· T+
1. >·eTq
2. >·eTq
3. $Xâ¢wD
4. d+Xâ¢wD
117. The source word for Heuristic method is “Heurisko”
(which means I found). This is a
1. German word
2. Latin word
3. Greek word
4. Arabic word
nHûÇwD² |<ÝÜ ýñ¿£ VQ«]d¾¼¿ù |<ÝÜ¿ì eTÖý²<ósÁyîT®q »»VQ«]kþصµ
(nq>± HûqT ¿£qT>=HqT) nHû~ ÿ¿£
1. ÈsÁH |<+
2. ý²{ìH |<+
3. ç^Å£ |<+
4. nsÁ_¿ù |<+
conclusion by applying known concepts, formulae in a
sequential way. His approach is
1. Inductive
2. Deductive
3. Analytical
4. Synthetic
d¾<Æ+Ôá sÁÖ|DýË ÿ¿£ $<«] <Ôï+Xø+ qT+& kÍs+Xø+qÅ£
>·Ô+á ýË Ôî*d¾q uó²eq\T, dÖçÔ\qT kþbÍqç¿£eT+ýË
nqTe]ï+#áTÅ£+³Ö sÁÖ|¾+#&T. nÔá |>e· T+
1. >·eTq
2. >·eTq
3. $Xâ¢wD
4. d+Xâ¢wD
117. The source word for Heuristic method is “Heurisko”
(which means I found). This is a
1. German word
2. Latin word
3. Greek word
4. Arabic word
nHûÇwD² |<ÝÜ ýñ¿£ VQ«]d¾¼¿ù |<ÝÜ¿ì eTÖý²<ósÁyîT®q »»VQ«]kþصµ
(nq>± HûqT ¿£qT>=HqT) nHû~ ÿ¿£
1. ÈsÁH |<+
2. ý²{ìH |<+
3. ç^Å£ |<+
4. nsÁ_¿ù |<+
Page 45
118. When we move from top to bottom in Edgar Dale’s cone of
experience, Direct experience will
1. Increase
2. Decrease
3. No change
4. Constantly decrease
m&Zs&Y ýû Ù nqTuóe Xø+Å£eÚýË |Õ qT+& ç¿ì+<Å£ yîÞßâ ¿=BÝ ç|Ô«á ¿£
nqTuóe +
1. |sÁT>·TÔáT+~
2. Ôá>·TZÔáT+~
3. @ eÖsÁTÎ +&<T
4. d¾s +Á >± Ôá>T· Ô
Z Tá +~
119. According to Marry Potter & Virgil Mallory the Intelligent
Quotient of ‘Slow learners’ in Mathematics is
yûT¯ bõ³¼sY eT]jáTT $]¨ýÙ $Tý²¢]\ ç|¿±sÁ+ >·DÔ
ì +á ýË
»eT+< nuó²«dÅ£ \µ ç|C²ã\_Ý
1. >140
2. 120 - 140
3. 90 - 120
4. < 90
experience, Direct experience will
1. Increase
2. Decrease
3. No change
4. Constantly decrease
m&Zs&Y ýû Ù nqTuóe Xø+Å£eÚýË |Õ qT+& ç¿ì+<Å£ yîÞßâ ¿=BÝ ç|Ô«á ¿£
nqTuóe +
1. |sÁT>·TÔáT+~
2. Ôá>·TZÔáT+~
3. @ eÖsÁTÎ +&<T
4. d¾s +Á >± Ôá>T· Ô
Z Tá +~
119. According to Marry Potter & Virgil Mallory the Intelligent
Quotient of ‘Slow learners’ in Mathematics is
yûT¯ bõ³¼sY eT]jáTT $]¨ýÙ $Tý²¢]\ ç|¿±sÁ+ >·DÔ
ì +á ýË
»eT+< nuó²«dÅ£ \µ ç|C²ã\_Ý
1. >140
2. 120 - 140
3. 90 - 120
4. < 90
Page 46
120. The Evaluation for estimating the field in which the student
will flourish in future is
1. Summative Evaluation
2. Formative Evaluation
3. Prognostic Evaluation
4. Diagnostic Evaluation
$<«] uó$ w«ÔáTýï Ë @sÁ+>·+ýË nsTTÔû deTsÁeÆ +Ôá+>± m<>>· \· &Ã
n+#áH yûd¾ #î|Î eTÖý²«+¿£q+
1. d+¿£\HÔá¿£ eTÖý²«+¿£q+
2. sD²Ôá¿£ eTÖý²«+¿£q+
3. çbÍ>·T¿ì¿ï £ eTÖý²«+¿£q+
4. ýË|sÆsD
Á eTÖý²«+¿£q+
will flourish in future is
1. Summative Evaluation
2. Formative Evaluation
3. Prognostic Evaluation
4. Diagnostic Evaluation
$<«] uó$ w«ÔáTýï Ë @sÁ+>·+ýË nsTTÔû deTsÁeÆ +Ôá+>± m<>>· \· &Ã
n+#áH yûd¾ #î|Î eTÖý²«+¿£q+
1. d+¿£\HÔá¿£ eTÖý²«+¿£q+
2. sD²Ôá¿£ eTÖý²«+¿£q+
3. çbÍ>·T¿ì¿ï £ eTÖý²«+¿£q+
4. ýË|sÆsD
Á eTÖý²«+¿£q+
Page 47
121. While measuring the length of a knitting needle, the reading of
the scale at one end is 3.0 cm and at the other end is 33.1 cm
then the length of needle is
1. 30.1 m
2. 33.1 cm
3. 30.1 cm
4. 3m
ÿ¿£ n*¢¿£ dÖ~ bõ&eÚqT ¿=*#û³|ð&T dØ\T jîTT¿£Ø ÿ¿£ ºe]
¯&+>´ 3.0 d+.MT., eTs=¿£ ºe] ¯&+>´ 33.1 d+.MT. nsTTq
dÖ~ bõ&eÚ
1. 30.1 MT.
2. 33.1 d+.MT.
3. 30.1 d+.MT.
4. 3 MT.
122. The correct increasing order of types of frictional forces
1. Rolling, Sliding, Static
2. Rolling, Static, Sliding
3. Static, Sliding, Rolling
4. Static, Rolling, Sliding
|T sÁD
ü \ sÁ¿±\ ds qÕ sÃV²D ç¿£eT+
1. <=sÁT&¢ T , C²sÁT&T, dÕÜ ¿£
2. <=sÁT&¢ T , dÕÜ Æ ¿£, C²sÁT&T
3. dÕÜ Æ ¿£, C²sÁT&T, <=sÁT&¢ T
4. dÕÜ ¿£, <=sÁT&¢ T , C²sÁT&T
the scale at one end is 3.0 cm and at the other end is 33.1 cm
then the length of needle is
1. 30.1 m
2. 33.1 cm
3. 30.1 cm
4. 3m
ÿ¿£ n*¢¿£ dÖ~ bõ&eÚqT ¿=*#û³|ð&T dØ\T jîTT¿£Ø ÿ¿£ ºe]
¯&+>´ 3.0 d+.MT., eTs=¿£ ºe] ¯&+>´ 33.1 d+.MT. nsTTq
dÖ~ bõ&eÚ
1. 30.1 MT.
2. 33.1 d+.MT.
3. 30.1 d+.MT.
4. 3 MT.
122. The correct increasing order of types of frictional forces
1. Rolling, Sliding, Static
2. Rolling, Static, Sliding
3. Static, Sliding, Rolling
4. Static, Rolling, Sliding
|T sÁD
ü \ sÁ¿±\ ds qÕ sÃV²D ç¿£eT+
1. <=sÁT&¢ T , C²sÁT&T, dÕÜ ¿£
2. <=sÁT&¢ T , dÕÜ Æ ¿£, C²sÁT&T
3. dÕÜ Æ ¿£, C²sÁT&T, <=sÁT&¢ T
4. dÕÜ ¿£, <=sÁT&¢ T , C²sÁT&T
Page 48
123. An object of mass 12 kg is at a certain height above the ground and
the potential energy of the object is 480 J. Then the height at which
the object is with respect to the ground (Given g = 10ms –2)
1. 12 m
2. 12 cm
3. 4 cm
4. 4m
12 ¿ì.ç>±. ç<e«s¥ >·\ edTeï Ú uóÖ $T |Õ qT+& ¿=+Ôá mÔáTýï Ë +~.
edTeï Ú jîTT¿£Ø d¾Ü
Xø¿ïì 480 J nsTTÔû uóÖ $T qT+& edTeï Ú
jîTT¿£Ø mÔáTï (g = 10 MT.d–2)
1. 12 MT.
2. 12 d+.MT.
3. 4 d+.MT.
4. 4 MT.
the potential energy of the object is 480 J. Then the height at which
the object is with respect to the ground (Given g = 10ms –2)
1. 12 m
2. 12 cm
3. 4 cm
4. 4m
12 ¿ì.ç>±. ç<e«s¥ >·\ edTeï Ú uóÖ $T |Õ qT+& ¿=+Ôá mÔáTýï Ë +~.
edTeï Ú jîTT¿£Ø d¾Ü
Xø¿ïì 480 J nsTTÔû uóÖ $T qT+& edTeï Ú
jîTT¿£Ø mÔáTï (g = 10 MT.d–2)
1. 12 MT.
2. 12 d+.MT.
3. 4 d+.MT.
4. 4 MT.
Page 49
124. The correct match of groups (X) and (Y)
Group (X) Group (Y)
i. temperature a. J Kg.K
ii. heat b. J
iii. latent heat c. K
iv. specific heat d. J Kg
(X) eT]jáTT (Y) ç>·Ö|Ú\ d]jî®Tq ÈÔá
ç>·Ö|t (X) ç>·Ö|t (Y)
i. cþç>·Ôá a. J Kg.K
ii. we
TT b. J
iii. >·Tbþïwe
TT c. K
iv. $¥cþ¼we
TT d. J Kg
1. i – a, ii – b, iii – c, iv – d
2. i – c, ii – b, iii – d, iv – a
3. i – b, ii – a, iii – d, iv – c
4. i – c, ii – d, iii – b, iv – a
Group (X) Group (Y)
i. temperature a. J Kg.K
ii. heat b. J
iii. latent heat c. K
iv. specific heat d. J Kg
(X) eT]jáTT (Y) ç>·Ö|Ú\ d]jî®Tq ÈÔá
ç>·Ö|t (X) ç>·Ö|t (Y)
i. cþç>·Ôá a. J Kg.K
ii. we
TT b. J
iii. >·Tbþïwe
TT c. K
iv. $¥cþ¼we
TT d. J Kg
1. i – a, ii – b, iii – c, iv – d
2. i – c, ii – b, iii – d, iv – a
3. i – b, ii – a, iii – d, iv – c
4. i – c, ii – d, iii – b, iv – a
Page 50
125. A charge is moved from a point M to a point N. The work
done to move unit charge during this process is called
1. Potential at M
2. Potential at N
3. Potential difference between M and N
4. Electric current from M to N
ÿ¿£ yûXæ M _+<TeÚ qT+& N _+<TeÚÅ£ ¿£~*+#sÁT. $<ó+ >±
ç|eÖD yûXæ ¿£<\Ì&¿ì #ûdq¾ | ý² n+{²sÁT.
1. M e<Ý bõfÉjü Tá ýÙ
2. N e<Ý bõfÉj ü Tá ýÙ
3. M eT]jáTT N \ eT<ó« bõfÉj ü Tá ýÙ uó<ñ +
4. M qT+& N Å£ ç|eV¾²+#û $<T«ÔY
126. One of the following cannot be charged easily by friction
1. A plastic scale
2. A copper rod
3. An inflated balloon
4. A woolen cloth
ç¿ì+~ y{ìýË |T sÁD
ü <Çs Ôû*¿£>± yû¥Ôá+ #ûjTá ýñ~.
1. bÍ¢d¿¼¾ ù dØ\T
2. sÐ ¿£&¦
3. }~q uÉ\ÖH
4. eçd+ï
done to move unit charge during this process is called
1. Potential at M
2. Potential at N
3. Potential difference between M and N
4. Electric current from M to N
ÿ¿£ yûXæ M _+<TeÚ qT+& N _+<TeÚÅ£ ¿£~*+#sÁT. $<ó+ >±
ç|eÖD yûXæ ¿£<\Ì&¿ì #ûdq¾ | ý² n+{²sÁT.
1. M e<Ý bõfÉjü Tá ýÙ
2. N e<Ý bõfÉj ü Tá ýÙ
3. M eT]jáTT N \ eT<ó« bõfÉj ü Tá ýÙ uó<ñ +
4. M qT+& N Å£ ç|eV¾²+#û $<T«ÔY
126. One of the following cannot be charged easily by friction
1. A plastic scale
2. A copper rod
3. An inflated balloon
4. A woolen cloth
ç¿ì+~ y{ìýË |T sÁD
ü <Çs Ôû*¿£>± yû¥Ôá+ #ûjTá ýñ~.
1. bÍ¢d¿¼¾ ù dØ\T
2. sÐ ¿£&¦
3. }~q uÉ\ÖH
4. eçd+ï
Page 51
127. The percentage of Acetic Acid mixed in water to use it as a
preservative like Vinegar
|<sÆ\qT \Ç#ûd yî>·sYý² y&û+<TÅ£ ú{ìÔÃ ¿£*|
md¾{¿ì ù eT¢ XæÔá+
1. 5 – 8%
2. 10 – 15%
3. 15 – 20%
4. 100%
128. The formula unit mass of CaCl2
CaCl2 jîTT¿£Ø bÍsÁTý² jáTÖ{Ù ç<e«s¥
1. 58.5 u
2. 16 u
3. 23 u
4. 111 u
129. The incorrect statement among the following about the trends
in periodic properties when going from left to right across the
periods of the periodic table
1. The metallic nature of elements decreases
2. The number of valence electrons increases
3. The atoms lose their electrons more easily
4. The acidic nature of oxides increases
¿ì+~ y{ìýË, nesÁqï |{¿¼ì £ýË |Ó]jáT&¢ jáT+<T m&eT qT+& Å£&¿ì
yîÞßâ ³|ð&T, esÁqï <ós \ dsÁ[ýË d]¿±~
1. eTÖ\¿±\ ýËV² dÇuó²e+ Ôá>T· ÔZ Tá +~
2. yû\úà m\翱¼qT\ d+K« |sÁT>·TÔáT+~
3. |seÁ ÖDTeÚ\T dT\uó+ >± ÔáeT m\翱¼qT\qT ¿ÃýËÎÔsTT
4. ¿àÕ &\ eT¢ÔÇá + |sÁT>·TÔáT+~
preservative like Vinegar
|<sÆ\qT \Ç#ûd yî>·sYý² y&û+<TÅ£ ú{ìÔÃ ¿£*|
md¾{¿ì ù eT¢ XæÔá+
1. 5 – 8%
2. 10 – 15%
3. 15 – 20%
4. 100%
128. The formula unit mass of CaCl2
CaCl2 jîTT¿£Ø bÍsÁTý² jáTÖ{Ù ç<e«s¥
1. 58.5 u
2. 16 u
3. 23 u
4. 111 u
129. The incorrect statement among the following about the trends
in periodic properties when going from left to right across the
periods of the periodic table
1. The metallic nature of elements decreases
2. The number of valence electrons increases
3. The atoms lose their electrons more easily
4. The acidic nature of oxides increases
¿ì+~ y{ìýË, nesÁqï |{¿¼ì £ýË |Ó]jáT&¢ jáT+<T m&eT qT+& Å£&¿ì
yîÞßâ ³|ð&T, esÁqï <ós \ dsÁ[ýË d]¿±~
1. eTÖ\¿±\ ýËV² dÇuó²e+ Ôá>T· ÔZ Tá +~
2. yû\úà m\翱¼qT\ d+K« |sÁT>·TÔáT+~
3. |seÁ ÖDTeÚ\T dT\uó+ >± ÔáeT m\翱¼qT\qT ¿ÃýËÎÔsTT
4. ¿àÕ &\ eT¢ÔÇá + |sÁT>·TÔáT+~
Page 52
130. The correct matches of column – I and column – II
Column – I Column – II
i. Produce ringing sound a. Conductivity
ii. Can be drawn into wires b. Ductility
iii. Can be beaten into sheets c. Sonority
iv. Transfer heat from one d. Malleability
point to another point
esÁTd I, II \ýË n+Xæ\ d]jî®Tq ÈÔá\T
esÁTd ` I esÁTd ` II
i. <óÇ ÔáÎÜï #ûjTá T³ a. yV²¿£Ôá
ii. r>·\T>± kÍ>·BjáTT³ b. Ô+ÔáeÔá
ii. s
¹ Å£\T>± #ûjTá T³ c. <óÇ >·TD+
iv. cÍ ÿ¿£ _+<TeÚ qT+&
eTs=¿£ _+<TeÚÅ£ ç|kÍsÁ+ #ûjTá T³ d. dïsÁD¡jáTÔá
1. i – b, ii – c, iii – a, iv – d
2. i – c, ii – b, iii – d, iv – a
3. i – d, ii – c, iii – b, iv – a
4. i – c, ii – d, iii – b, iv – a
Column – I Column – II
i. Produce ringing sound a. Conductivity
ii. Can be drawn into wires b. Ductility
iii. Can be beaten into sheets c. Sonority
iv. Transfer heat from one d. Malleability
point to another point
esÁTd I, II \ýË n+Xæ\ d]jî®Tq ÈÔá\T
esÁTd ` I esÁTd ` II
i. <óÇ ÔáÎÜï #ûjTá T³ a. yV²¿£Ôá
ii. r>·\T>± kÍ>·BjáTT³ b. Ô+ÔáeÔá
ii. s
¹ Å£\T>± #ûjTá T³ c. <óÇ >·TD+
iv. cÍ ÿ¿£ _+<TeÚ qT+&
eTs=¿£ _+<TeÚÅ£ ç|kÍsÁ+ #ûjTá T³ d. dïsÁD¡jáTÔá
1. i – b, ii – c, iii – a, iv – d
2. i – c, ii – b, iii – d, iv – a
3. i – d, ii – c, iii – b, iv – a
4. i – c, ii – d, iii – b, iv – a
Page 53
131. This is an almost pure form of Carbon
1. Coke
2. Coal tar
3. Petrol
4. Natural gas
¿±sÁÒH jîTT¿£Ø <<|Ú dÇ#áÌyÛ Tî q® sÁÖ|+
1. ¿Ã¿ù
2. ¿ÃýÙ ÔsÁT
3. |ç{ËýÙ
4. dV² È yjáTTeÚ
1. Coke
2. Coal tar
3. Petrol
4. Natural gas
¿±sÁÒH jîTT¿£Ø <<|Ú dÇ#áÌyÛ Tî q® sÁÖ|+
1. ¿Ã¿ù
2. ¿ÃýÙ ÔsÁT
3. |ç{ËýÙ
4. dV² È yjáTTeÚ
Page 54
132. The correct matches of groups I and II
Group (I) Group (II)
i. Plaster of Paris a. CaOCl2
ii. Gypsum b. NaHCO3
1
iii. Bleaching powder c. CaSO4 H 2O
2
iv. Baking soda d. CaSO4 2H 2O
>·Öç|t I, II \ýË n+Xæ\ d]jîT® q ÈÔá\T
ç>·Ö|t (I) ç>·Ö|t (II)
i. bÍ¢d¼sY |t bÍ«]dt a. CaOCl 2
ii. |à+ b. NaHCO 3
1
ii. ;¢º+>´ bå&sY c. CaSO4 H 2O
2
iv. uñ¿+
ì >´ kþ& d. CaSO4 2H 2O
1. i – c, ii – d, iii – a, iv – b
2. i – a, ii – c, iii – b, iv – d
3. i – d, ii – c, iii – a, iv – b
4. i – c, ii – b, iii – a, iv – d
Group (I) Group (II)
i. Plaster of Paris a. CaOCl2
ii. Gypsum b. NaHCO3
1
iii. Bleaching powder c. CaSO4 H 2O
2
iv. Baking soda d. CaSO4 2H 2O
>·Öç|t I, II \ýË n+Xæ\ d]jîT® q ÈÔá\T
ç>·Ö|t (I) ç>·Ö|t (II)
i. bÍ¢d¼sY |t bÍ«]dt a. CaOCl 2
ii. |à+ b. NaHCO 3
1
ii. ;¢º+>´ bå&sY c. CaSO4 H 2O
2
iv. uñ¿+
ì >´ kþ& d. CaSO4 2H 2O
1. i – c, ii – d, iii – a, iv – b
2. i – a, ii – c, iii – b, iv – d
3. i – d, ii – c, iii – a, iv – b
4. i – c, ii – b, iii – a, iv – d
Page 55
133. Correct match among the following
Group A Group B
i) Jelly fish a) Pseudo coelom
ii) Ascaris b) Gastro vascular cavity
iii) Star fish c) Closed type of circulatory
system
iv) Snail d) Open type of circulatory
system
ç¿ì+~ y{ìýË d]>±Z ÈÔá #ûjTá &q~
deTÖV²+ A deTÖV²+ B
i) CÉ©¢ #û| a) $T<ó«Xø¯sÁ Å£V²sÁ+
ii) @*¿£bÍeTT b) ÈsÄs
Á Á ç|ds D
Á Å£V²sÁ+
iii) deTTç< q¿£ç Ôá+ c) d+eÔá sÁ¿ï£ ç|ds DÁ e«ed
iv) qÔáï d) $eÔá sÁ¿ï£ ç|ds DÁ e«ed
1. i-b, ii-a, iii-d, iv-c
2. i-a, ii-b, iii-d, iv-c
3. i-a, ii-b, iii-c, iv-d
4. i-b, ii-a, iii-c, iv-d
Group A Group B
i) Jelly fish a) Pseudo coelom
ii) Ascaris b) Gastro vascular cavity
iii) Star fish c) Closed type of circulatory
system
iv) Snail d) Open type of circulatory
system
ç¿ì+~ y{ìýË d]>±Z ÈÔá #ûjTá &q~
deTÖV²+ A deTÖV²+ B
i) CÉ©¢ #û| a) $T<ó«Xø¯sÁ Å£V²sÁ+
ii) @*¿£bÍeTT b) ÈsÄs
Á Á ç|ds D
Á Å£V²sÁ+
iii) deTTç< q¿£ç Ôá+ c) d+eÔá sÁ¿ï£ ç|ds DÁ e«ed
iv) qÔáï d) $eÔá sÁ¿ï£ ç|ds DÁ e«ed
1. i-b, ii-a, iii-d, iv-c
2. i-a, ii-b, iii-d, iv-c
3. i-a, ii-b, iii-c, iv-d
4. i-b, ii-a, iii-c, iv-d
Page 56
134. Forests are called green lungs of the earth. This is because
1. They have green coloured pigment that helps in
respiration.
2. They prepare food for all organisms on earth.
3. They perform transpiration and release water vapour
into air.
4. They maintain the balance of oxygen and carbon
dioxide in the atmosphere.
n&eÚ\qT uóÖ $T jîTT¿£Ø Å£|#Ìá }|¾]ÜÔáT\ï T n+{²sÁT.
m+<T¿£+fñ
1. $ XæÇdç¿ìjTá Å£ |jÖî >·|& û Å£|#Ìá esÁ¿ ± ¿£*Ð HsTT.
2. $ uóÖ$T|Õ q JeÚ\+{ì ¿=sÁÅ£ Väs ÔájáÖsÁT#ûkÍïsTT.
3. $ uó²cþÎÔû࿱ È]|¾, ú{ì $] >±*ýË¿ì $&T<\ #ûkÍïsTT.
4. yÔesÁD+ýË ¿ìàÈH eT]jáTT ¿±sÁÒH &îÕ Â¿àÕ &\
deTÔáT\«ÔáqT ¿±bÍ&ÔsTT.
135. The theory of “Inheritance of acquired characters” was
proposed by
1. Charles Darwin
2. Alfred Russel Wallace
3. Jean Baptist Lamarck
4. August Weismann
»»]¨Ôá >·TD²\ nqTe+¥¿£Ôáµµ d¾<Æ+Ô ç|ÜbÍ~+ºq~.
1. #óÂsd¢ t &]ÇH
2. ýÙç|& sÁdàýÙ yýÉdt
3. JH u²|¾¼dt¼ ý²eÖsYØ
4. >·dd¼ t MdteÖH
1. They have green coloured pigment that helps in
respiration.
2. They prepare food for all organisms on earth.
3. They perform transpiration and release water vapour
into air.
4. They maintain the balance of oxygen and carbon
dioxide in the atmosphere.
n&eÚ\qT uóÖ $T jîTT¿£Ø Å£|#Ìá }|¾]ÜÔáT\ï T n+{²sÁT.
m+<T¿£+fñ
1. $ XæÇdç¿ìjTá Å£ |jÖî >·|& û Å£|#Ìá esÁ¿ ± ¿£*Ð HsTT.
2. $ uóÖ$T|Õ q JeÚ\+{ì ¿=sÁÅ£ Väs ÔájáÖsÁT#ûkÍïsTT.
3. $ uó²cþÎÔû࿱ È]|¾, ú{ì $] >±*ýË¿ì $&T<\ #ûkÍïsTT.
4. yÔesÁD+ýË ¿ìàÈH eT]jáTT ¿±sÁÒH &îÕ Â¿àÕ &\
deTÔáT\«ÔáqT ¿±bÍ&ÔsTT.
135. The theory of “Inheritance of acquired characters” was
proposed by
1. Charles Darwin
2. Alfred Russel Wallace
3. Jean Baptist Lamarck
4. August Weismann
»»]¨Ôá >·TD²\ nqTe+¥¿£Ôáµµ d¾<Æ+Ô ç|ÜbÍ~+ºq~.
1. #óÂsd¢ t &]ÇH
2. ýÙç|& sÁdàýÙ yýÉdt
3. JH u²|¾¼dt¼ ý²eÖsYØ
4. >·dd¼ t MdteÖH
Page 57
136. A gram plant have
1. fibrous roots and parallel venation
2. tap root and reticulate venation
3. fibrous roots and reticulate venation
4. taproot and parallel venation
ÿ¿£ Xøq>· yîTT¿£Ø M{ì ¿£*Ð +&TqT.
1. >·TTsÁT yûsTÁ ¢ eT]jáTT deÖ+ÔásÁ Hî\ y«|q+
2. Ôá*¢ yûsTÁ eT]jáTT C²ý²¿±sÁ Hî\ y«|q+
3. >·TTsÁT yûsTÁ ¢ eT]jáTT C²ý²¿±sÁ Hî\ y«|q+
4. Ôá*¢ yûsTÁ eT]jáTT deÖ+ÔásÁ Hî\ y«|q+
137. Assertion (A): Protein rich diet will result in higher levels of
urea in the urine.
Reason (R): Proteins get deaminated in the liver.
Choose the correct answer.
1. A correct; R incorrect.
2. A incorrect; R correct
3. A and R both correct; R is the correct explanation for A.
4. A and R both correct; R is not the correct explanation for A.
ç|¿£³q (A) : n~ó¿£ eÖ+d¿£ ÔáT\ï T q Väs rdTÅ£+fñ
eTÖçÔá+ýË jáTÖ]jáÖ mÅ£Øe>± @sÁÎ&TÔáT+~.
¿±sÁD+ (R) : çbõ{¡H\ T ¿±ýñjTá +ýË &nyîTH® wû H Å £ >·TsÔsTT.
dÂsÕq deÖ<óH >·T]ï+#á+&.
1. A dÂsÕq~; R ds
 qÕ ~ ¿±<T.
2. A ds qÕ ~ ¿±<T; R dÂsÕq~.
3. A eT]jáTTR Âs+&Ö dÂsÕqyû; R nHû~ A Å£ ds qÕ $esÁD.
4. AeT]jáTT R Âs+&Ö dÂsÕqyû; R nHû~ A Å£ ds qÕ $esÁD ¿±<T.
1. fibrous roots and parallel venation
2. tap root and reticulate venation
3. fibrous roots and reticulate venation
4. taproot and parallel venation
ÿ¿£ Xøq>· yîTT¿£Ø M{ì ¿£*Ð +&TqT.
1. >·TTsÁT yûsTÁ ¢ eT]jáTT deÖ+ÔásÁ Hî\ y«|q+
2. Ôá*¢ yûsTÁ eT]jáTT C²ý²¿±sÁ Hî\ y«|q+
3. >·TTsÁT yûsTÁ ¢ eT]jáTT C²ý²¿±sÁ Hî\ y«|q+
4. Ôá*¢ yûsTÁ eT]jáTT deÖ+ÔásÁ Hî\ y«|q+
137. Assertion (A): Protein rich diet will result in higher levels of
urea in the urine.
Reason (R): Proteins get deaminated in the liver.
Choose the correct answer.
1. A correct; R incorrect.
2. A incorrect; R correct
3. A and R both correct; R is the correct explanation for A.
4. A and R both correct; R is not the correct explanation for A.
ç|¿£³q (A) : n~ó¿£ eÖ+d¿£ ÔáT\ï T q Väs rdTÅ£+fñ
eTÖçÔá+ýË jáTÖ]jáÖ mÅ£Øe>± @sÁÎ&TÔáT+~.
¿±sÁD+ (R) : çbõ{¡H\ T ¿±ýñjTá +ýË &nyîTH® wû H Å £ >·TsÔsTT.
dÂsÕq deÖ<óH >·T]ï+#á+&.
1. A dÂsÕq~; R ds
 qÕ ~ ¿±<T.
2. A ds qÕ ~ ¿±<T; R dÂsÕq~.
3. A eT]jáTTR Âs+&Ö dÂsÕqyû; R nHû~ A Å£ ds qÕ $esÁD.
4. AeT]jáTT R Âs+&Ö dÂsÕqyû; R nHû~ A Å£ ds qÕ $esÁD ¿±<T.
Page 58
138. This is NOT a green-house gas
1. Sulphur dioxide
2. Methane
3. Nitrous oxide
4. Water vapour
V²]Ôá >·V² yjáTTeÚ ¿±~
1. d\ÎÛsY &îÕ Â¿àÕ &
2. MT<û̧H
3. HîçÕ ³dt ¿àÕ &
4. ú{ì$]
139. Incorrect match among the following
1. simple squamous epithelium – kidney tubules
2. stratified squamous epithelium - skin
3. cuboidal epithelium –ducts of salivary glands
4. columnar epithelium – inner lining of intestine
ç¿ì+~ y{ìýË ds qÕ ÈÔá ¿±~
1. dsÞÁ ø Xø\Ø\ |¿Þ£ ² ¿£DC²\+ ` eTÖçÔáH[¿£\T
2. d]ï Ôá Xø\Ø\ |¿Þ£ ² ¿£DC²\+ ` #ásÁ +
3. |T H¿±sÁ |¿Þ£ ² ¿£DC²\+ ` ý²ý²È\ ç>·+<óT \ HÞ²\T
4. d+ u󲿱sÁ |¿Þ£ ² ¿£DC²\+ ` |>·T ýË|* bõsÁ
1. Sulphur dioxide
2. Methane
3. Nitrous oxide
4. Water vapour
V²]Ôá >·V² yjáTTeÚ ¿±~
1. d\ÎÛsY &îÕ Â¿àÕ &
2. MT<û̧H
3. HîçÕ ³dt ¿àÕ &
4. ú{ì$]
139. Incorrect match among the following
1. simple squamous epithelium – kidney tubules
2. stratified squamous epithelium - skin
3. cuboidal epithelium –ducts of salivary glands
4. columnar epithelium – inner lining of intestine
ç¿ì+~ y{ìýË ds qÕ ÈÔá ¿±~
1. dsÞÁ ø Xø\Ø\ |¿Þ£ ² ¿£DC²\+ ` eTÖçÔáH[¿£\T
2. d]ï Ôá Xø\Ø\ |¿Þ£ ² ¿£DC²\+ ` #ásÁ +
3. |T H¿±sÁ |¿Þ£ ² ¿£DC²\+ ` ý²ý²È\ ç>·+<óT \ HÞ²\T
4. d+ u󲿱sÁ |¿Þ£ ² ¿£DC²\+ ` |>·T ýË|* bõsÁ
Page 59
140. The nerve that controls the movement of muscles in the jaw
1. 5th cranial nerve
2. 10th cranial nerve
3. 2nd cranial nerve
4. 8th cranial nerve
<e&ýË ¿£+&s\ ¿£<*¿£qT jáT+çÜ+#û H&
1. 5e ¿£bÍ\ H&
2. 10e ¿£bÍ\ H&
3. 2e ¿£bÍ\ H&
4. 8e ¿£bÍ\ H&
141. Incorrect statement regarding flying birds
1. The bones of their hind limbs are typical for walking
and perching.
2. Their bones are solid and strong.
3. Their breast bones are modified to hold muscles of
flight.
4. Their bony parts of the forelimbs are modified as
wings.
m>·s>Á *· >¹ |Å£ \ >·T]+º d]¿± y¿£«+
1. M{ì yîqT¿£ ¿±Þøß meTT¿£\T q&e&¿ì, ¿=eT\|Õ
\&&¿ì nqTÅ£L\+>± +{²sTT.
2. M{ì meTT¿£\T <&ó+ >±, \+>± +{²sTT.
3. m>·s&Á ¿ì |jÖî >·|& û ¿£+&s\qT |{¼ì +#á&¿ì
nqTeÚ>± #óÜ meTT¿£\T eÖsÁTÎ#î+~ +{²sTT.
4. eTT+<] ¿±Þøß meTT¿£ uó²>±\T s ¿£Ø\T>± eÖsÁTÎ#î+~
+{²sTT.
1. 5th cranial nerve
2. 10th cranial nerve
3. 2nd cranial nerve
4. 8th cranial nerve
<e&ýË ¿£+&s\ ¿£<*¿£qT jáT+çÜ+#û H&
1. 5e ¿£bÍ\ H&
2. 10e ¿£bÍ\ H&
3. 2e ¿£bÍ\ H&
4. 8e ¿£bÍ\ H&
141. Incorrect statement regarding flying birds
1. The bones of their hind limbs are typical for walking
and perching.
2. Their bones are solid and strong.
3. Their breast bones are modified to hold muscles of
flight.
4. Their bony parts of the forelimbs are modified as
wings.
m>·s>Á *· >¹ |Å£ \ >·T]+º d]¿± y¿£«+
1. M{ì yîqT¿£ ¿±Þøß meTT¿£\T q&e&¿ì, ¿=eT\|Õ
\&&¿ì nqTÅ£L\+>± +{²sTT.
2. M{ì meTT¿£\T <&ó+ >±, \+>± +{²sTT.
3. m>·s&Á ¿ì |jÖî >·|& û ¿£+&s\qT |{¼ì +#á&¿ì
nqTeÚ>± #óÜ meTT¿£\T eÖsÁTÎ#î+~ +{²sTT.
4. eTT+<] ¿±Þøß meTT¿£ uó²>±\T s ¿£Ø\T>± eÖsÁTÎ#î+~
+{²sTT.
Page 60
142. The high yielding variety of honey bees used in commercial
honey production
1. Apis cerana indica
2. Apis dorsata
3. Apis florae
4. Apis mellifera
yDìÈ«|sÁyTî q® ÔûHî ÔáÎÜïýË n~ó¿£ ~>·T& ¿Ãd+ |jÖî Ð+#û
ÔûH{
î >¡ \· sÁ¿+£
1. m|¾dt d¾sH +&¿±
2. m|¾dt &ÃsÁà{²
3. m|¾dt bþ]¢ jáÖ
4. m|¾dt yîT*¢|s
143. Polio drops (vaccine) contain
1. antibodies against polio virus
2. antibiotics against polio virus
3. dead or weakened polio virus
4. drugs against polio virus
bþ*jîÖ #áT¿£Ø\T ({¡¿±) ¿£*Ð +&û~
1. bþ*jîÖ yîÕsÁdtÔà bþs&û ç|Ü sÁ¿£¿±\T
2. bþ*jîÖ yîÕsÁdtÔà bþs&û dÖ¿£ëJe HXø¿±\T
3. #ábþsTTq ýñ< \VÓ²q|s#Á á &q bþ*jîÖ yîsÕ Ádt
4. bþ*jîÖ yîÕsÁdtÔÃ bþs&û eT+<T\T
honey production
1. Apis cerana indica
2. Apis dorsata
3. Apis florae
4. Apis mellifera
yDìÈ«|sÁyTî q® ÔûHî ÔáÎÜïýË n~ó¿£ ~>·T& ¿Ãd+ |jÖî Ð+#û
ÔûH{
î >¡ \· sÁ¿+£
1. m|¾dt d¾sH +&¿±
2. m|¾dt &ÃsÁà{²
3. m|¾dt bþ]¢ jáÖ
4. m|¾dt yîT*¢|s
143. Polio drops (vaccine) contain
1. antibodies against polio virus
2. antibiotics against polio virus
3. dead or weakened polio virus
4. drugs against polio virus
bþ*jîÖ #áT¿£Ø\T ({¡¿±) ¿£*Ð +&û~
1. bþ*jîÖ yîÕsÁdtÔà bþs&û ç|Ü sÁ¿£¿±\T
2. bþ*jîÖ yîÕsÁdtÔà bþs&û dÖ¿£ëJe HXø¿±\T
3. #ábþsTTq ýñ< \VÓ²q|s#Á á &q bþ*jîÖ yîsÕ Ádt
4. bþ*jîÖ yîÕsÁdtÔÃ bþs&û eT+<T\T
Page 61
144. The element required by plants to synthesis proteins
1. Potassium
2. Magnesium
3. Nitrogen
4. Phosphorus
yîTT¿£Ø\T eÖ+d¿£ ÔáT\ï qT ÔájÖá sÁT #ûdT ¿Ãe&¿ì
¿±e*d¾q eTÖ\¿£+
1. bõ{²w¾jáT+
2. yîT^w¾jTá +
3. qçÔáÈ
4. uó²dÇsÁ+
1. Potassium
2. Magnesium
3. Nitrogen
4. Phosphorus
yîTT¿£Ø\T eÖ+d¿£ ÔáT\ï qT ÔájÖá sÁT #ûdT ¿Ãe&¿ì
¿±e*d¾q eTÖ\¿£+
1. bõ{²w¾jáT+
2. yîT^w¾jTá +
3. qçÔáÈ
4. uó²dÇsÁ+
Page 62
145. This constitutes a set of facts.
1. Theory
2. Hypothesis
3. Law
4. Concept
~ ÿ¿£ jáT<sÆ\ deTÖVä @sÁÎsÁTdT+ï ~.
1. d¾<Æ+Ôá+
2. |]¿£\Îq
3. jáTeTeTT
4. uó²eq
146. The curriculum approach / method in which a firm command
on a subject is formed and the students feel satisfied that they
have learned the whole subject
1. Concentric Approach
2. Topical Approach
3. Psychological method
4. Logical order method
ÿ¿£ $wjTá +|Õ <ó &yTî q® qeT¿£+ @sÁÎ&, $<«sÁT\ T |P]ï $wjÖá
HûsTÁ Ì¿=HeTq Ôá|¾ï ¿£*>¹ bÍsÄ«Á ç|D²[¿£ $<óq+ / |<Ü Æ
1. @¿£¿¹ +ç<¿£ $<óq+
2. o]ü¿£ $<óq+
3. eTHÃyîCÕ ²ã¿£ |<Ü Ý
4. Ô]Ø¿£ ç¿£eT|<Ü Ý
1. Theory
2. Hypothesis
3. Law
4. Concept
~ ÿ¿£ jáT<sÆ\ deTÖVä @sÁÎsÁTdT+ï ~.
1. d¾<Æ+Ôá+
2. |]¿£\Îq
3. jáTeTeTT
4. uó²eq
146. The curriculum approach / method in which a firm command
on a subject is formed and the students feel satisfied that they
have learned the whole subject
1. Concentric Approach
2. Topical Approach
3. Psychological method
4. Logical order method
ÿ¿£ $wjTá +|Õ <ó &yTî q® qeT¿£+ @sÁÎ&, $<«sÁT\ T |P]ï $wjÖá
HûsTÁ Ì¿=HeTq Ôá|¾ï ¿£*>¹ bÍsÄ«Á ç|D²[¿£ $<óq+ / |<Ü Æ
1. @¿£¿¹ +ç<¿£ $<óq+
2. o]ü¿£ $<óq+
3. eTHÃyîCÕ ²ã¿£ |<Ü Ý
4. Ô]Ø¿£ ç¿£eT|<Ü Ý
Page 63
147. As per the recommendations of All India Science Teachers
Association, the area required for each student in every
laboratory is
1. 100 sq. ft
2. 15 sq. ft
3. 60 sq. ft
4. 30 sq. ft
nÏ\ uó²sÁÔá $C²ãqXæçdï bÍ<ó«jáT d+|T + y] d¾bÍ sÁTà\ yûTsÁÅ£ ,
ç|Ü ç|jÖî >·Xæ\ýË ÿ¿ÃØ $<«]¿ì +&e\d¾q d\+
1. 100 #á.n
2. 15 #á.n
3. 60 #á.n
4. 30 #á.n
Association, the area required for each student in every
laboratory is
1. 100 sq. ft
2. 15 sq. ft
3. 60 sq. ft
4. 30 sq. ft
nÏ\ uó²sÁÔá $C²ãqXæçdï bÍ<ó«jáT d+|T + y] d¾bÍ sÁTà\ yûTsÁÅ£ ,
ç|Ü ç|jÖî >·Xæ\ýË ÿ¿ÃØ $<«]¿ì +&e\d¾q d\+
1. 100 #á.n
2. 15 #á.n
3. 60 #á.n
4. 30 #á.n
Page 64
148. The words ‘genus’ and ‘species’ were first used by
1. Carolus Linnaeus
2. Aristotle
3. Empledocles
4. Socrates
»»Jqdtµµ eT]jáTT »»dÓÎwÓdtµµ nHû |<\qT yîTT<³>± |jîÖÐ+ºq e«¿ìï
1. ¿£sÃ\dt *HûjáTdt
2. n]kͼ{ìýÙ
3. m+|¾&¢ ÿd¢ t
4. kþç¿£{d¡ t
149. The fifth step in the Herbert’s period plan
1. Presentation
2. Association
3. Generalization
4. Application
V²sÒsY¼ |Ó]jáT& |<¸¿£+ýË ×<e kþbÍq+
1. $wjTá $XøB¿£sD Á +
2. d+dsÁeZ TT
3. kÍ<ósÁD¡¿£sÁD+
4. nqÇjáT+
1. Carolus Linnaeus
2. Aristotle
3. Empledocles
4. Socrates
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1. ¿£sÃ\dt *HûjáTdt
2. n]kͼ{ìýÙ
3. m+|¾&¢ ÿd¢ t
4. kþç¿£{d¡ t
149. The fifth step in the Herbert’s period plan
1. Presentation
2. Association
3. Generalization
4. Application
V²sÒsY¼ |Ó]jáT& |<¸¿£+ýË ×<e kþbÍq+
1. $wjTá $XøB¿£sD Á +
2. d+dsÁeZ TT
3. kÍ<ósÁD¡¿£sÁD+
4. nqÇjáT+
Page 65
150. This is not a key aspect of the Andhra Pradesh State
Curriculum Frame Work – 2011(APSCF – 2011)
1. The abilities of the children should always be kept in
mind in relation to learning.
2. Relating knowledge to life outside school.
3. Giving priority to assessment of learned content rather
than assessment of learning process.
4. Integrating the exams into classroom life to make it
more consistent.
+ç<óç|<ûXÙ sh bÍsÄÁ«ç|D²[¿± #áç³+ ` 2011 (APSCF – 2011)
jîTT¿£Ø ¿¡\¿£ dÖçÔá+ ¿±~
1. nuó« dqÅ£ d++~ó+º |¾\\¢ Xø¿ïì kÍeTsÆ«\qT
m\¢yÞû øý² <w¾ý¼ Ë +#áT¿Ãe&+
2. C²ãH bÍsÄXÁ æ\ yî\T|* J$Ôá+Ôà nqTd+<óq+ #ûjTá &+
3. nuó« dq ç|ç¿ìjTá jîTT¿£Ø n+#áH ¿£+fñ HûsTÁ ÌÅ£q
bÍsÄ«+Xæ\ n+#áHÅ£ mÅ£Øe çbÍ<óq«Ôá eÇ&+
4. |¯¿£\ qT eT]+Ôá nqT>·TD«+>± Ôás>Á Ü · >·~ J$Ôá+ÔÃ
@¿¡¿£ Ôá+ #ûjTá &+
Curriculum Frame Work – 2011(APSCF – 2011)
1. The abilities of the children should always be kept in
mind in relation to learning.
2. Relating knowledge to life outside school.
3. Giving priority to assessment of learned content rather
than assessment of learning process.
4. Integrating the exams into classroom life to make it
more consistent.
+ç<óç|<ûXÙ sh bÍsÄÁ«ç|D²[¿± #áç³+ ` 2011 (APSCF – 2011)
jîTT¿£Ø ¿¡\¿£ dÖçÔá+ ¿±~
1. nuó« dqÅ£ d++~ó+º |¾\\¢ Xø¿ïì kÍeTsÆ«\qT
m\¢yÞû øý² <w¾ý¼ Ë +#áT¿Ãe&+
2. C²ãH bÍsÄXÁ æ\ yî\T|* J$Ôá+Ôà nqTd+<óq+ #ûjTá &+
3. nuó« dq ç|ç¿ìjTá jîTT¿£Ø n+#áH ¿£+fñ HûsTÁ ÌÅ£q
bÍsÄ«+Xæ\ n+#áHÅ£ mÅ£Øe çbÍ<óq«Ôá eÇ&+
4. |¯¿£\ qT eT]+Ôá nqT>·TD«+>± Ôás>Á Ü · >·~ J$Ôá+ÔÃ
@¿¡¿£ Ôá+ #ûjTá &+
Document Details
| Board / Org | Andhra Pradesh Exams |
| Exam | Andhra Pradesh Teacher Eligibility Test |
| Type | Question Paper |
| Pages | 65 |
| Updated | 22 Jul 2026 |