UGC NET Questions (Paper – 1)

Four hexadecimal digits range from 0000₁₆ to FFFF₁₆, and FFFF corresponds to 16⁴ − 1. Evaluating 16⁴ gives 65536, so subtracting 1 yields 65535. Therefore, 65535 is the largest decimal value representable with exactly four hex digits. This follows the general pattern that an n-digit base-b number has a maximum value of bⁿ − 1.

Option A:
16383 is the maximum value for 14 bits in binary, but it does not correspond to four hex digits. It is associated with the range up to 2¹⁴ − 1, not with 16⁴ − 1. Hence this option is not appropriate for four hexadecimal positions.

Option B:
32767 is the maximum value for 15 bits in binary (2¹⁵ − 1) and is often seen for signed 16-bit integers. However, it does not match the range of four hexadecimal digits, which is governed by powers of 16, not 2¹⁵.

Option C:
65534 is one less than 65535, so it would correspond to FFFE₁₆ rather than FFFF₁₆. While it is extremely close, it is not the maximum possible value for four hex digits.

Option D:
65535 equals 16⁴ − 1 and is represented as FFFF₁₆. This is the largest value achievable when all four hexadecimal positions are set to their maximum digit F, satisfying the condition of the question.

Noise pollution refers to unwanted or harmful sound in the environment. Sound intensity is measured on a logarithmic scale called the decibel scale. Environmental and occupational standards specify safe limits in decibels for different settings. Therefore, decibel (dB) is the correct unit used for noise levels.

Option A:
Option A is incorrect because parts per million are used for concentrations of gases or solutes, not for sound. Air pollutants like SO₂ or NO₂ may be reported in ppm.

Option B:
Option B is correct as decibel is the standard unit for sound intensity. It allows comparison of noise levels from different sources on a common scale.

Option C:
Option C is incorrect since hertz measures frequency, not loudness. Frequency describes pitch, while decibels indicate intensity.

Option D:
Option D is incorrect because lumen is a unit of luminous flux used in lighting, not sound. It is relevant to visual, not auditory, pollution.

Statements A, B, D, E and F are all correct and together explain which gases are important, how the enhanced greenhouse effect works and how radiation is trapped. Carbon dioxide is the main long-lived anthropogenic gas, methane is more potent per unit mass, water vapour is a feedback gas and greenhouse gases absorb outgoing longwave radiation. Statement C is false because nitrous oxide and many fluorinated gases are well-known greenhouse gases with significant warming effects. Therefore, the combination that includes A, B, D, E and F only is correct.

Option A:
Option A is incorrect because it leaves out F and therefore fails to mention the basic physical mechanism of longwave absorption by greenhouse gases. Without F, the explanation of how warming actually occurs remains incomplete.

Option B:
Option B is correct as it lists all the true statements and excludes only C, which denies the greenhouse role of nitrous oxide and fluorinated gases. It provides a conceptually coherent description of greenhouse gases and the enhanced greenhouse effect.

Option C:
Option C is incorrect since it includes C, which is demonstrably wrong, and omits B, thereby losing the point about methane’s higher warming potential. This mixture of errors and omissions makes it unsuitable as the correct answer.

Option D:
Option D is incorrect because it omits A, ignoring the central role of carbon dioxide, while also excluding A’s emphasis on the primary anthropogenic driver. It also contains only a subset of true statements and thus does not fully characterise greenhouse gas behaviour.

Lasswell's famous formula asks "Who says what,in which channel,to whom,with what effect." In this structure,"Who" points to the originator of the message. That originator is the communicator or sender who decides on content and purpose. Therefore,"communicator" correctly captures the role indicated by "Who" in the formula.

Option A:
The message is represented by the phrase "says what" in Lasswell's formula,not by "Who." Treating "Who" as message would confuse the source with the content. Hence this option does not match the theoretical framework.

Option B:
The communicator is the person or organisation that initiates the message and chooses what to say. Lasswell's model begins with this actor because all other elements depend on the communicator's choices. Thus "communicator" is the most accurate completion of the stem.

Option C:
The channel is represented in the formula by the phrase "in which channel" and relates to the medium of transmission. It is clearly separate from "Who."

Option D:
The effect is referred to in the final part "with what effect" and describes outcomes,not the initial actor. So it cannot be the meaning of "Who."

NEP 2020 clearly reiterates that there will be no imposition of any language on any state; the three-language formula is to be implemented flexibly, respecting regional and student choices.

Option A:
This option contradicts the explicit assurance in NEP 2020 that the Centre will not impose a fixed set of three languages on all states.

Option B:
Making only English and Hindi compulsory everywhere ignores India’s linguistic diversity and is not what NEP 2020 prescribes.

Option C:
This option matches the policy’s emphasis on flexibility and the no-imposition principle while still encouraging multilingualism.

Option D:
Allowing only foreign languages and excluding Indian languages runs directly against NEP 2020’s strong emphasis on Indian languages.

Primary data are original information gathered first-hand by the researcher through methods such as surveys, experiments, observations or interviews. They are collected specifically to address the objectives of the current study, rather than being reused from previous investigations. Because they originate at the source in direct contact with respondents or phenomena, they are called primary. The stem clearly describes such directly collected data, so primary is the correct term.

Option A:
Secondary data are information that already exist, having been collected earlier by other researchers, institutions or agencies for different purposes. Examples include census reports, published statistics and previous research datasets. Since the stem emphasises data collected directly by the researcher for a specific current study, secondary data do not fit.

Option B:
Derived data might refer to values computed from existing data, such as indices or ratios, rather than raw observations collected in the field. Although derived data can be based on primary data, the stem focuses on original collection rather than on computations, so derived is not accurate here.

Option C:
Primary data are tailored to the research questions and allow control over how variables are defined and measured. They can be more time-consuming and costly to collect but often provide better alignment with the study’s objectives. For these reasons, the type of data described in the stem is correctly labelled primary.

Option D:
Standardised data could suggest information measured using uniform procedures or scales, regardless of whether they are primary or secondary. It is not a standard term for classifying data sources according to whether they are directly collected. Thus, standardised data is not the correct completion.

Deductive reasoning starts from a general principle, law or rule and applies it to a particular case to reach a logically necessary conclusion. In mathematical reasoning, most formal proofs are deductive because they proceed from axioms and theorems to specific results. If the premises in a deductive argument are true and the reasoning is valid, the conclusion must be true. This certainty makes deductive reasoning central to mathematical problem solving and theorem proving.

Option A:
Deductive reasoning is correct because it captures the idea of moving from the general to the particular in a logically valid manner. For example, from the general statement "All prime numbers greater than 2 are odd," we can deduce that 11 is odd because it is a prime greater than 2. In UGC NET reasoning questions, recognizing a deductive structure helps evaluate arguments effectively. Thus, this option accurately matches the description in the question.

Option B:
Inductive reasoning moves from specific cases to form a general rule, so it reverses the direction described in the question. For example, observing that several primes are odd and concluding that all primes are odd is an inductive generalization, not an application of a known rule. It provides probable, not certain, conclusions and therefore does not match the definition of moving from general to specific. Hence, it is not the best fit here.

Option C:
Analogical reasoning is based on identifying similarity between two situations and inferring that what is true in one may be true in the other. It does not necessarily begin from a universal rule but from a known case compared to a new case. Because it relies on similarity rather than a general law, it does not guarantee truth of the conclusion. Therefore, it does not describe the general-to-specific pattern mentioned in the question.

Option D:
Abductive reasoning typically involves inferring the most plausible explanation for an observation rather than applying a general rule to a specific case. For instance, seeing that the ground is wet and inferring it has rained is abductive, not deductive. It is often used in hypothesis generation, not in formal mathematical proof. Hence, it does not match the description in the stem.

A supportive communication climate is characterised by openness,trust and encouragement of participation. In brainstorming,participants are asked to share ideas freely without fear of instant evaluation or ridicule. This non judgemental environment fits the description of a supportive climate.

Option A:
Supportive climates promote creativity and willingness to take risks because people feel their contributions will be respected. The stem highlights this welcoming treatment of ideas,making supportive the best choice.

Option B:
Defensive climates arise when people expect criticism or attack,leading them to protect themselves and contribute less. That is opposite to the brainstorming scenario.

Option C:
Closed climates restrict information sharing and discourage new suggestions,which does not match a session designed to generate many ideas.

Option D:
Authoritarian climates emphasise strict control and obedience rather than open exploration and dialogue.

Statements A, B, D, E and F express key elements of good ICT policy design and implementation, while C is clearly false. Policies commonly address acceptable use, passwords, training, sanctions and stakeholder input. They must also be revised periodically in response to evolving technologies and threats. Therefore C cannot be accepted, and the correct set includes all other statements.

Option A:
Option A is incorrect because it omits F, which emphasises consultation with stakeholders. A policy developed without considering user perspectives may face resistance or fail to address real needs. Hence A, B, D and E alone do not represent the full set of correct statements.

Option B:
Option B is incorrect because it drops B, removing explicit reference to password and account security. Even though A, D, E and F are true, leaving out this component makes the description of policy scope incomplete.

Option C:
Option C is incorrect because it excludes A, which states that ICT policies cover acceptable use of networks and devices. B, D, E and F are true, but omitting A leaves out a central content area of most institutional ICT policies.

Option D:
Option D is correct because it contains all the true statements and omits only C, which wrongly suggests that policies never need revision. It therefore reflects both the substantive focus and dynamic nature of ICT policy-making in institutions.

Longitudinal design involves collecting data from the same participants at two or more points in time, sometimes spanning years, in order to track developmental trends or changes in behaviours and attitudes. This design is particularly valuable for understanding trajectories and causal processes that unfold over time. It can be prospective, following participants into the future, or retrospective, using historical records. Because the stem refers to repeatedly studying the same individuals or groups over an extended period to observe changes, longitudinal design is the correct term.

Option A:
Cross-sectional design gathers data from different individuals at a single point in time, comparing groups such as age cohorts, but it cannot directly reveal within-person change over time. Therefore, cross-sectional design does not fit the longitudinal focus described in the stem.

Option B:
Case study design examines a bounded case such as an individual, institution or programme in depth, often at one or a few time points. While some case studies can be longitudinal, the term case study alone does not specifically denote repeated measurements over an extended period, so it is not the best answer.

Option C:
Longitudinal designs can be demanding in terms of time, cost and participant retention, but they provide powerful insights into stability, change and developmental sequences that are not accessible through one-time measurements. This central feature of observing change over time aligns exactly with the question.

Option D:
Experimental design is characterised by manipulation of independent variables and control over extraneous variables to test causal hypotheses, and may be either cross-sectional or longitudinal. The stem, however, highlights repeated observations over time rather than manipulation, so experimental design is not the correct completion.

The table of contents presents the structure of the thesis by listing major chapters, sections and sometimes subsections with their page numbers. It helps readers locate different parts of the document quickly and understand its overall organisation. This section is typically placed near the beginning after the abstract and acknowledgements. Because the stem refers to a page listing chapter titles and their page numbers, table of contents is the correct term.

Option A:
An index appears at the end of some books and lists key topics alphabetically with page references, helping readers find specific concepts scattered throughout the text. It is not the standard front-matter listing of chapter titles. Therefore, index does not match the description in the question.

Option B:
The table of contents functions as a navigational map for the reader, showing the logical flow of argument and the relative placement of different chapters. It is a required element of formal theses and dissertations. These characteristics correspond exactly to the stem’s description, confirming table of contents as the right answer.

Option C:
Acknowledgements are placed near the front of the thesis but serve to thank individuals and institutions that supported the work; they do not list chapters or page numbers. Hence, acknowledgements is not the appropriate completion.

Option D:
A glossary is an alphabetical list of specialised terms and their definitions, usually at the end of the document. It clarifies vocabulary rather than guiding readers to chapter locations. Consequently, glossary does not fit the stem.

Statements A, B, D and E are correct standard number-theoretic facts: even integers are divisible by 2, primes greater than 2 are odd, divisibility by 6 implies divisibility by both 2 and 3 and divisibility tests accelerate factor checking in exams. Statement C is false because a composite number has more than two positive divisors, whereas having exactly two is the defining feature of a prime. Therefore, the combination containing A, B, D and E only is correct.

Option A:
Option A is incomplete because it omits E, thereby ignoring the important exam-oriented point that divisibility rules are employed to solve questions quickly. Without E, the applied angle of the topic is underrepresented.

Option B:
Option B is correct as it includes all true statements while leaving out C, which reverses the definition of composite and prime numbers. It aligns with the basic arithmetic knowledge expected at UGC NET level.

Option C:
Option C is wrong because it includes C, the incorrect statement about composites having exactly two divisors, and omits A, a correct definition of even numbers. This combination thus mixes error with omission.

Option D:
Option D is incorrect as it accepts C along with true statements and omits B, failing to state that primes greater than 2 are odd. The presence of C again makes the option unacceptable.

Statements A, B, C and E provide a correct overview of core Internet protocols, whereas D and F are inaccurate. IP addresses identify devices at the network layer, DNS resolves domain names and HTTP delivers web content. IPv4 and IPv6 are recognised versions of IP. IP addresses can change over time due to reassignment or dynamic allocation, and MAC addresses operate at the data-link layer and are not routed like IP, so D and F must be excluded.

Option A:
Option A is incorrect because it omits C, thereby ignoring the role of HTTP in transferring web pages. Without C, the set fails to represent an important application-layer protocol used daily on the Internet. Even though A, B and E are true, the combination is incomplete.

Option B:
Option B is correct because it includes the full set of accurate statements about addressing, name resolution, web transfer and protocol versions. It excludes D, which wrongly claims addresses never change, and F, which confuses MAC and IP behaviour. This makes Option B the only combination that matches all correct statements.

Option C:
Option C is incorrect because it includes F, which states that MAC addresses can be freely routed over the Internet. MAC addresses are used within local networks and do not function as routable identifiers in the same way as IP addresses. The presence of F makes this set invalid.

Option D:
Option D is incorrect because it omits B and includes F. Removing DNS from the set leaves out the key name-resolution mechanism, while accepting F misrepresents how MAC addresses operate. Therefore this option cannot be considered correct.

Written communication involves the use of written or printed words to convey messages that can be read and stored. A typed announcement on a notice board uses text to inform students and remains available for repeated reference. Therefore it is best classified as written communication.

Option A:
Oral communication would occur if the announcement were read aloud rather than displayed as text.

Option B:
Non verbal communication focuses on gestures and other non linguistic signals,which are not central here.

Option C:
The permanence and text based form of the notice support the choice of written communication.

Option D:
Intrapersonal communication concerns internal thinking,not public announcements.

In a positional system with radix r and k digits, the smallest value is all zeros and the largest is all digits equal to r−1. The numeric value of k digits all set to r−1 is (r−1)(1 + r + r² + … + r^(k−1)), which sums to (r−1)(r^k − 1)/(r−1) = r^k − 1. This is the highest value attainable without increasing the number of digits.

Option A:
Option A precisely captures the algebraic result of a geometric series of place values. It recognises that with k digits, the largest magnitude is one less than the next power of the base, r^k. Therefore the formula r^k − 1 is logically consistent with positional representation.

Option B:
Option B, r^(k−1) − 1, only considers up to the (k−1)-th power and would correspond to the maximum value of a (k−1)-digit number instead. It underestimates the representable range for k digits and thus is incorrect.

Option C:
Option C, r^k, corresponds to the value requiring k+1 digits in general, because r^k is written as 1 followed by k zeros in base r. It therefore exceeds the maximum value that fits in exactly k digits.

Option D:
Option D, r^k + 1, extends the overestimation even further and represents a number that is not just larger but two units beyond the next power of r. Such a value cannot be expressed using only k digits in that base.