MCQOPTIONS
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MCQOPTIONS
This section includes 437 Mcqs, each offering curated multiple-choice questions to sharpen your Teaching knowledge and support exam preparation. Choose a topic below to get started.
| 251. |
While teaching the topic on 'Air', an EVS teacher wanted to demonstrate that air has weight and occupies space. Her colleague suggested the following four different activities for this purpose to her. (CTET Jan 2012) I. Place an empty inverter beaker on the surface of the water and start pressing it down. II. Such the juice through a straw. III. Blow air in a balloon. IV. Tie two inflated balloons to a rod and establish equilibrium. Then, puncture one of the balloons. Which of the above activities will lead to demonstrating the desired result? |
| A. | I and II |
| B. | I and IV |
| C. | II and IV |
| D. | I and III |
| Answer» C. II and IV | |
| 252. |
Simple experiments and demonstrations can be performed in the EVS class (CTET June 2011) |
| A. | to discuss ideas, record and analyse observations on the basis of questions raised by students |
| B. | to control the students to ensure discipline in the class |
| C. | to enable children to learn on their own and sharpen their observation skills |
| D. | to follow what is being done in the senior classes |
| Answer» D. to follow what is being done in the senior classes | |
| 253. |
As an EVS teacher, you plan to take the students to the zoo. Which of the following activities would you not allow the students to undertake? (CTET June 2011) |
| A. | Take along lots of eatables for the animals at the zoo |
| B. | Try to find out the food taken up by different animals at the zoo |
| C. | Collect photographs of the animals they expect to see at the zoo |
| D. | Take their drawing books along with them to draw what they see at the zoo |
| Answer» D. Take their drawing books along with them to draw what they see at the zoo | |
| 254. |
A school planned an educational trip for Class V students to Rajasthan. What would be your expectation from the children during the visit? (CTET June 2011) |
| A. | They should note down their questions, if any, and ask the parents after reaching home |
| B. | They should observe everything without asking questions about it |
| C. | They should enjoy themselves |
| D. | They should observe keenly, make notes and share observations with other students and the teachers |
| Answer» E. | |
| 255. |
Group project work helps in developing |
| A. | competition among learners to excel in academics solving |
| B. | good memory in the young learners |
| C. | a high level of ambition to achieve |
| D. | collaboration critical thinking and problem |
| Answer» E. | |
| 256. |
Best method for teaching of EVS at primary level is |
| A. | Experimental method |
| B. | Play-way method |
| C. | Lecture method |
| D. | Problem solving method |
| Answer» C. Lecture method | |
| 257. |
A teacher engages her learners in a fun activity before beginning a new lesson. The purpose of this activity is to |
| A. | motivate and energise the learners |
| B. | discipline the learners before the lesson |
| C. | divert the attention of the learners |
| D. | reduce the workload of the teacher |
| Answer» B. discipline the learners before the lesson | |
| 258. |
Practical work in science/EVS may be given due to emphasis in order to |
| A. | help the students verify the theoretical concepts |
| B. | improve the percentage of marks obtained by the students |
| C. | help the students develop the habit of maintaining written records |
| D. | keep proper check on punctuality and regularity of students |
| Answer» B. improve the percentage of marks obtained by the students | |
| 259. |
After discussing about crop plants, Reema took her students to the crop fields. She wanted her students |
| A. | to list the crops growing in the field |
| B. | connect their classroom learning to real-life contexts |
| C. | understand the processes of farming |
| D. | hands-on experiment in the field |
| Answer» C. understand the processes of farming | |
| 260. |
At the primary stage, appropriate methodology of science/EVS teaching |
| A. | Practical method |
| B. | Excursion method |
| C. | Demonstration method |
| D. | All of the above |
| Answer» E. | |
| 261. |
For EVS teaching, which method had used in time? |
| A. | Experiment method |
| B. | Demonstration method |
| C. | Lecture method |
| D. | All of the above |
| Answer» E. | |
| 262. |
In EVS teaching, the discussion method is based on |
| A. | free expression and equal opportunity |
| B. | learning by easy doing |
| C. | Both [a] and [b] |
| D. | None of the above |
| Answer» D. None of the above | |
| 263. |
A teacher asks every child to use some waste material from their homes and make something useful out of it. The pedagogical intention of the teacher is not to (CTET Sept 2016) |
| A. | organise an exhibition of best articles made out of waste |
| B. | judge the best student of the class |
| C. | develop creativity among children |
| D. | make children understand the concept of recycle/reuse and reduce |
| Answer» C. develop creativity among children | |
| 264. |
A teacher of .class IV told her students ? "Ask some old people if there were plants they had seen when they were young but are not seen these days. Which of the following skills is not likely to be assessed by asking this question? (CTET Sept 2016) |
| A. | Discussion |
| B. | Questioning |
| C. | Expression |
| D. | Experimentation |
| Answer» C. Expression | |
| 265. |
A teacher took up plants as the theme to teach class IV students. She provided the following learning opportunities I. Collection of leaves in groups.' II. Discussions about shapes, sizes and other features of leaves. III. Making a herbarium. For such activities, what should the teacher not encourage the most? (CTET Sept 2015) |
| A. | Children's initiative to memorise as many names of leaves as possible |
| B. | Children's detailing of the work |
| C. | Children's continuous engagement with the activity |
| D. | Children's interaction with each other observation and cooperation |
| Answer» B. Children's detailing of the work | |
| 266. |
A Science teacher divides six students in three groups (HTET Feb 2014) I. The members of first group tightly embracing each other. II. The members of second group are hand with each other. III. The members of third group are standing at distance from each other. What teacher intends to teach? |
| A. | The lesson of power in unity |
| B. | Social harmony |
| C. | Diversity of marine life |
| D. | Nature of solid, liquid and gas |
| Answer» E. | |
| 267. |
Which material a teacher should opt as solute in practical analysis of topic 'Solution'? (HTET Feb 2014) |
| A. | Coconut oil |
| B. | Coconut water |
| C. | Mercury |
| D. | Sodium chloride |
| Answer» E. | |
| 268. |
While teaching the topic on 'Water' in her EVS classroom, Anjali organises role-play on different sources of water and individual actions to conserve water. The activity is primarily aims at (CTET Feb 2014) |
| A. | improving social skills of students |
| B. | breaking monotony in the process of learning |
| C. | ensuring active participation of students in the process of learning |
| D. | enhancing students knowledge on sources of. water |
| Answer» D. enhancing students knowledge on sources of. water | |
| 269. |
Which one of the following is not a suitable activity at primary stage to sensitise students to the concept of conservation of trees? (CTET Feb 2014) |
| A. | Organising a slogan-writing competition on trees |
| B. | Encouraging every students to adopt a tree and look after it |
| C. | Showing children storage of logs of wood |
| D. | Organising a poster-making competition on trees |
| Answer» D. Organising a poster-making competition on trees | |
| 270. |
The concept of seed germination can be taught best by (CTET June 2011) |
| A. | asking the students to perform an activity to sow seeds, observe different stages and draw them |
| B. | showing photographs of seed germination |
| C. | showing germinated seeds to the class and explaining the process of germination |
| D. | presenting the germination stages through drawing on the board |
| Answer» D. presenting the germination stages through drawing on the board | |
| 271. |
To describe various types and parts of a plant a section was taught by using multi-media, while the other section was taught through diagram drawn on the black board. Children of first section understood the concept better. This could be due to |
| A. | they were bright students |
| B. | black board is not a good visual aid |
| C. | audio-visual aids engages all the senses for better retention |
| D. | use of multimedia is comparatively less costly |
| Answer» D. use of multimedia is comparatively less costly | |
| 272. |
The skills required to read a map include (CTET June 2011) |
| A. | excellent communication skills to draw out the expressive ability |
| B. | ability to understand relative position of places distances and directions |
| C. | excellent drawing and painting skills |
| D. | ability to use calculations and sketch positions on a globe |
| Answer» C. excellent drawing and painting skills | |
| 273. |
Educational radio is |
| A. | visual aid |
| B. | audio-visual aid |
| C. | print media |
| D. | non-print media |
| Answer» E. | |
| 274. |
Examples of audio-visual aids are |
| A. | TV |
| B. | Museum |
| C. | Radio |
| D. | Both [a] and [b] |
| Answer» B. Museum | |
| 275. |
Chalk board is a kind of aid ? |
| A. | Audio-Visual |
| B. | Visual |
| C. | Projected |
| D. | Audio |
| Answer» C. Projected | |
| 276. |
In order to teach about various types of pulses in the classroom, which type of teaching aid or strategy should be used? |
| A. | Charts containing pictures of different pulses |
| B. | Real objects |
| C. | Flash cards |
| D. | Tape recorder |
| Answer» C. Flash cards | |
| 277. |
Use of audio-visual aids helps in achieving the desired learning experiences in EVS. The main hindrance 'in using them for teaching EVS is |
| A. | lack of training facilities for teachers |
| B. | cost of audio-visual, aids |
| C. | failure of electricity |
| D. | All of the above |
| Answer» E. | |
| 278. |
As an EVS teacher, if you decide to teach the topic 'Soil' in the classroom, which type of teaching aid will prove most helpful in teaching the topic? |
| A. | Samples of various soils |
| B. | Videos on different types of soils |
| C. | Visit to a farm house |
| D. | A chart, full of pictures of different soils |
| Answer» B. Videos on different types of soils | |
| 279. |
Which of the following is true regarding nature of social science? |
| A. | It is a study of human relationships |
| B. | it is a unique combination of various disciplines |
| C. | It does not focus on man's development through ages completely |
| D. | Both [a] and [b] |
| Answer» E. | |
| 280. |
Who defined social science as "The subject that relates to the origin, organisation and development of human society, especially to man in his association with other men"? |
| A. | Bining and Bining |
| B. | Charles Beard |
| C. | James High |
| D. | None of the above |
| Answer» B. Charles Beard | |
| 281. |
"Social Sciences are a body of knowledge and thought pertaining to human affairs as distinguished from sticks, stones, stars and physical objects". The statement is given by |
| A. | James High |
| B. | Bining and Bining |
| C. | Charles Beard |
| D. | Piaget |
| Answer» D. Piaget | |
| 282. |
Interdisciplinary nature of EVS addresses environmental and method of (CTET Feb 2016) |
| A. | science and social science |
| B. | social science and environmental education |
| C. | science |
| D. | science, social science and environmental education |
| Answer» E. | |
| 283. |
EVS curriculum at primary stage has been developed to include pure science as well as social science concepts. This has been done primarily to (CTET Feb 2014) |
| A. | enable a learner look at environment is a holistic manner |
| B. | reduce the number of subjects to be studied |
| C. | reduce the load of school bag |
| D. | reduce the requirement of subject teachers |
| Answer» B. reduce the number of subjects to be studied | |
| 284. |
Which of the following environmental factors was responsible for emergence and decline of many civilisations? |
| A. | Availability of water |
| B. | Climate |
| C. | Transportation |
| D. | All of the above |
| Answer» E. | |
| 285. |
Which of the following were invaded by Macedonians? |
| A. | Greek |
| B. | Phoenicians |
| C. | Both [a] and [c] |
| D. | Persians |
| Answer» D. Persians | |
| 286. |
Consider the following statements regarding army science I. Knowledge of physical phenomena of land helps armies, navies of a country to plan war and defence strategies, accordingly. II. Environment does not affect behaviour and living standards of people. Which of the statement(s) given above is I are not correct? |
| A. | Only I |
| B. | Only II |
| C. | Both I and II |
| D. | All of these |
| Answer» C. Both I and II | |
| 287. |
Which of the following is the optional/specialised course subjects of social studies taught at the higher secondary school level? I. Anthropology II. Political Science III. Economics IV. Psychology V. Geography VI. History Select the correct answer using the codes given below |
| A. | I, II and III |
| B. | II, III and IV |
| C. | I, II and VI |
| D. | All of these |
| Answer» E. | |
| 288. |
Which of the following subject matter is included in both chemistry and environment? |
| A. | Properties of substances and their separation |
| B. | Minerals |
| C. | Solar system |
| D. | Both [a] and [b] |
| Answer» E. | |
| 289. |
Principles and laws of which subject of science are used to find out causes of natural calamities and how to mitigate them? |
| A. | Chemistry |
| B. | Biology |
| C. | Physics |
| D. | Maths |
| Answer» D. Maths | |
| 290. |
Abiotic components of environment are |
| A. | temperature |
| B. | energy, |
| C. | pressure |
| D. | All of these |
| Answer» E. | |
| 291. |
Which of the following is the objective of teaching social sciences at primary and upper primary levels? |
| A. | To develop in students the sense of social competence and social commitment |
| B. | To acquaint students with their geographical, social and cultural environments |
| C. | To help students to participate in socio-economic institutions |
| D. | All of the above |
| Answer» E. | |
| 292. |
Which paper/framework used the term (Social Sciences' in the context of curriculum of the upper primary stage? |
| A. | NCF-2005 |
| B. | National Focus Group- 2006 |
| C. | NCERT |
| D. | CBSE |
| Answer» C. NCERT | |
| 293. |
Good EVS curriculum at primary stage should (CTET Feb 2014) |
| A. | include more practice questions in end exercises |
| B. | provide opportunities to explore surroundings |
| C. | focus more on detailed explanation of concepts |
| D. | emphasise more exact definition of terms |
| Answer» C. focus more on detailed explanation of concepts | |
| 294. |
Good EVS curriculum should be 'true to the child, true to life and true to the subject'. Which of the following characteristics of a curriculum does not meet the above requirements? (CTET July 2013) |
| A. | It emphasises more on terms and definitions |
| B. | it promotes the value of freedom from fear and prejudice |
| C. | It requires the learners to view the subject as a social enterprise |
| D. | It emphasises more on processes of teaching and learning |
| Answer» C. It requires the learners to view the subject as a social enterprise | |
| 295. |
Highest priority and space has been given in NCERT textbooks on EVS to (CTET July 2013) |
| A. | include large number of practice questions |
| B. | explain basic concepts of the subject |
| C. | provide opportunities to learners for contemplation and wondering |
| D. | provide exact definitions of technical terms |
| Answer» D. provide exact definitions of technical terms | |
| 296. |
A child in an EVS class asked the teacher, 'What is life'? How should the teacher respond to her question? |
| A. | Should not respond as it is not related to EVS |
| B. | Should tell her own idea of life |
| C. | Should have an open discussion with the entire class |
| D. | Should tell them that they may learn in higher classes |
| Answer» D. Should tell them that they may learn in higher classes | |
| 297. |
Major problem in teaching of EVS is |
| A. | teachers are not trained according to the need of the course |
| B. | least interest of teacher |
| C. | heavy load on EVS teacher |
| D. | least interest of the students |
| Answer» B. least interest of teacher | |
| 298. |
What types of problems of EVS content should be given to the student of primary classes? |
| A. | Related only with enjoyment |
| B. | Related with educational aspects/ terms |
| C. | Related with games |
| D. | Related with home work |
| Answer» C. Related with games | |
| 299. |
A teacher can identify a stressed child when the child shows the following behaviour. (CTET Jan 2012) |
| A. | Aggressive behaviour |
| B. | Full concentration in studies |
| C. | Excessive talking |
| D. | Hyperactivity |
| Answer» B. Full concentration in studies | |
| 300. |
A science teacher administered to a test after teaching the topic on Respiration and observed that majority of the students did not understand the difference between respiration and breathing. This could be due to the reason that (CTET Jan 2012) |
| A. | she could not explain the related concept effectively in the class |
| B. | she was not their class teacher |
| C. | the students could not understand the question correctly |
| D. | there was usually lot of indiscipline in her class |
| Answer» B. she was not their class teacher | |