UGC NET Questions (Paper – 1)

Near transfer occurs when learning is applied to contexts very similar to the original learning situation. Case studies that closely resemble real professional dilemmas provide such similar contexts. Students learn to apply concepts directly to situations they are likely to face. Therefore,this primarily supports near transfer.

Option A:
Near transfer is easier to achieve because the conditions and cues match closely,so learners can recognise when and how to use what they learned. The realistic cases in the stem are designed to create this closeness.

Option B:
Zero transfer suggests that learning does not carry over at all,which is opposite to the purpose of using authentic case studies.

Option C:
Negative transfer occurs when previous learning interferes with new tasks,leading to errors,rather than helping performance. The stem clearly describes an attempt to promote helpful application.

Option D:
Random transfer is not a standard category; effective teaching aims at predictable,not random,application of learning.

Statements A, B and D are correct, whereas C and E are incorrect. A is true because individual conferences permit targeted guidance. B is true as group tasks encourage learners to construct knowledge together. D is true since group discussions require turn-taking and negotiation of meaning. C is false because group work has distinct benefits and cannot simply be dismissed, and E is false because one-to-one communication often deals with sensitive matters that demand trust. Hence, A, B and D only is the correct combination.

Option A:
Option A gathers A, B and D, integrating personalised feedback, collaborative learning and skill development, while excluding C and E, which reflect extreme and inaccurate claims. Since all included statements are correct, this option is the right answer.

Option B:
Option B combines A and B but omits D, ignoring the role of group discussions in developing social and communication skills. Without D, A and B only offers an incomplete view of group communication benefits.

Option C:
Option C presents B, D and E, but E wrongly asserts that confidentiality and trust are irrelevant in one-to-one exchanges. Including E makes B, D and E only an invalid set of correct statements.

Option D:
Option D groups A, C and D, yet C is incorrect because dismissing group work contradicts collaborative learning principles. Therefore, A, C and D only cannot be accepted.

Statements A, B and C are correct as they summarise the definition, geographic focus and control measures for land degradation and desertification. These processes reduce productivity and resilience, particularly in drylands. Statement D is incorrect because global and national programmes explicitly link combating desertification with poverty reduction and livelihood protection. Therefore, the combination A, B and C only is correct.

Option A:
Option A is incomplete as it lists only A and B and omits C. Without mentioning key control measures, the answer does not show how degradation can be addressed.

Option B:
Option B is incorrect because it includes only B and C and leaves out A, which defines land degradation in general and is fundamental to the topic.

Option C:
Option C is correct since it includes all the true statements about what land degradation is, where desertification occurs and how these problems can be mitigated. It also correctly excludes D, which wrongly disconnects desertification from livelihoods.

Option D:
Option D is incorrect as it groups A, C and D, accepting D as correct. Doing so would deny the strong poverty–environment link highlighted in international conventions and development policies.

Wind energy converts the kinetic energy of moving air into electrical energy using turbines. It is replenished naturally by atmospheric processes and does not get exhausted by human use. The stem directly refers to electricity from moving air masses,so “wind” is the correct term. Wind energy is a key renewable source in sustainable energy strategies.

Option A:
Wind is continuously generated by differential heating of the Earth’s surface and rotation of the planet. This makes it a renewable and virtually inexhaustible energy source on human time scales. These features align exactly with the description in the question.

Option B:
Nuclear energy comes from fission or fusion of atomic nuclei and does not depend on moving air masses. While low carbon,it is a different technology from that described in the stem.

Option C:
Coal is a fossil fuel formed over millions of years and is non renewable. It also emits large amounts of carbon dioxide when burnt,so it does not match the clean renewable context hinted in the question.

Option D:
Petroleum is another finite fossil fuel used mainly in transport. It is not related to electricity generation from wind turbines,so this option is clearly incorrect.

Prameya denotes the thing that is known when a pramana operates, for example the pot perceived or the fire inferred. It stands as the intentional object towards which cognition is directed. In Nyaya analysis of knowledge, prameya is one of the basic components alongside pramana, pramata and pramiti. Thus the object mentioned in the stem is called prameya.

Option A:
Option A, pramana, is the means or instrument of knowing, such as perception or inference, not the object that is grasped. Confusing the two collapses the distinction between channel and content.

Option B:
Option B is correct because prameya literally means that which is to be known, capturing the role of the object in the epistemic situation. It helps clarify that knowledge always has some thing as its focus.

Option C:
Option C, pramiti, refers to the cognition or knowledge itself, such as the awareness “this is a pot.” It is an internal event rather than the external object.

Option D:
Option D, pramata, is the subject or knower who experiences the cognition. While related, the knower is not the object that is being known.

The term urban heat island describes the pattern where city centres are warmer than nearby rural zones because of heat absorbing materials,anthropogenic heat release and lack of vegetation. The stem refers to this temperature difference between urban and rural environments. Therefore island is the correct word to complete the phrase.

Option A:
A heat wave is a prolonged period of excessively hot weather affecting large regions,not just urban areas. While heat waves can exacerbate urban heat islands,they are a different meteorological phenomenon.

Option B:
The urban heat island effect can increase energy demand, worsen air pollution and raise health risks. Its name emphasises that cities behave like “islands” of warmth within a cooler rural “sea”. This imagery matches the description in the question.

Option C:
Gradient would simply refer to a difference or slope in temperature but does not capture the widely used scientific and planning term. Hence it is not the best completion for the phrase.

Option D:
Storm is associated with turbulent weather systems and precipitation, which are unrelated to the steady temperature differences described here. Therefore it is not an appropriate option.

Variance is defined as the square of the standard deviation. Since standard deviation is the square root of variance, squaring the standard deviation gives the variance (a measure of dispersion).

Option A:
Variance is correct because it equals (standard deviation)² and measures how spread out data are around the mean using squared deviations.

Option B:
Mean is a measure of central tendency (average), not the square of standard deviation, so it does not match the definition.

Option C:
Range is max − min, another dispersion measure, but it is not equal to (standard deviation)².

Option D:
Median is the middle value of ordered data and is unrelated to squaring the standard deviation.

Sabda is the pramana that delivers knowledge through credible verbal statements, such as those found in authentic scriptures or uttered by trustworthy experts. In traditions like Nyaya and Mimamsa, such testimony is considered an independent and irreducible means of valid cognition when certain conditions of reliability are met. Sabda thus covers truths that may not be accessible through direct perception or inference alone. Therefore the testimony-based knowledge described in the stem is called sabda.

Option A:
Option A is correct because sabda emphasises the role of authoritative speech as a channel of knowledge, recognising that much of what we know depends on others' reports. Classical discussions carefully analyse what makes a speaker or text trustworthy.

Option B:
Option B, upamana, as noted, is comparison-based knowledge arising from perceived similarity between a described object and a known one. It does not require dependence on an authoritative speaker beyond the initial description.

Option C:
Option C, arthapatti, is postulation or presumption, a pramana recognised in some schools like Mimamsa, where a new fact is postulated to reconcile apparently conflicting data; it is different from mere testimony.

Option D:
Option D, anumana, refers to inferential knowledge derived from a sign and its vyapti with the probandum, not from accepting a statement on another's authority.

Each term after the first equals three times the previous term plus 2. We see 1×3+2 = 5, 5×3+2 = 17 and 17×3+2 = 53. Applying this rule again gives 53×3+2 = 159+2 = 161. Therefore, 161 is the correct next term in the sequence.

Option A:
Option A is 150, which would correspond to 53×3−9 and does not follow the "+2" pattern. No earlier step subtracts anything, so this is inconsistent. Hence, 150 cannot be correct.

Option B:
Option B is 155, implying 53×3−4 or some other ad hoc adjustment. This does not match the fixed addition of 2 visible in all previous transitions. Therefore, 155 is not suitable.

Option C:
Option C is 157, which does not arise from 53×3 plus a constant consistent with earlier terms. Using 157 would produce an irregular change. Thus, it breaks the simple rule.

Option D:
Option D equals 161 and is exactly 53×3+2, preserving the recursive relationship. The series 1, 5, 17, 53, 161 clearly shows the same operation being applied repeatedly. This makes 161 the correct answer.

NEP 2020 sets a target that by 2025 at least about half of all learners should have some exposure to vocational education through courses, internships or similar experiences.

Option A:
Option A is incorrect because ten percent exposure would be too low to normalise vocational learning across the education system.

Option B:
Option B is wrong since twenty five percent is still only half of the fifty percent target mentioned in NEP.

Option C:
Option C is correct as it states that around fifty percent of learners should receive vocational exposure by 2025, which matches the policy.

Option D:
Option D is incorrect because a ninety percent target is not specified in the policy and overstates the immediate goal.

Statements A, B and C are correct as they reflect basic demographic concepts and policy responses to ageing populations. Statement D is incorrect because older persons often play key roles in community organisations, knowledge transmission and resilience-building. Thus, the combination that includes A, B and C and excludes D is the correct answer.

Option A:
Option A is incomplete because it leaves out C, which is a correct and important statement about planning age-friendly urban environments. Without C, the answer does not fully address policy implications.

Option B:
Option B is incorrect since it includes only B and C and omits A, which provides the core definition of population ageing. This omission makes the explanation conceptually weak.

Option C:
Option C is correct because it brings together definition, consequences and planning responses to ageing populations while rejecting the ageist claim in D. It aligns with the holistic treatment of ageing in development discourse.

Option D:
Option D is incorrect as it accepts D along with the other statements and claims all are correct. Including D, which falsely denies older persons’ contributions, makes the combination unacceptable.

The sequence is defined recursively by a₁ = 2 and aₙ₊₁ = 5aₙ + n for n ≥ 1. Using this rule we get a₂ = 5·2+1 = 11, a₃ = 5·11+2 = 57, a₄ = 5·57+3 = 288 and a₅ = 5·288+4 = 1444, which reproduces the given series. For n = 5 the next term is a₆ = 5·1444+5 = 7220+5 = 7225. Thus 7225 is the only value that fits the same recurrence structure for the sixth term.

Option A:
Option A, 7085, is significantly smaller than the recurrence output and does not equal 5·1444+5. It would require changing the multiplier or subtracting a large amount at the last step, neither of which is indicated by the previous terms. Hence option A is not concordant with the established pattern.

Option B:
Option B, 7155, is closer but still falls short of the correct value 7225, and it is not produced by the rule aₙ₊₁ = 5aₙ+n with n = 5. Choosing 7155 would introduce an unexplained discrepancy between the rule and the sequence. Therefore option B is incorrect.

Option C:
Option C, 7185, again does not satisfy 5·1444+5 and reflects an arbitrary reduction of 40 compared to the formula result. Since the recurrence has been obeyed exactly by all earlier terms, such a modification is unjustified. Option C is therefore incorrect.

Option D:
Option D, 7225, equals the exact value given by the recurrence for the sixth term. It continues the pattern of multiplying the previous term by 5 and adding the index, which explains all of the earlier numbers. Because it fits perfectly with the recursive rule, 7225 is the correct next term in the series.

PARAKH is envisaged as a National Assessment Centre for school education. Its full form, Performance Assessment, Review and Analysis of Knowledge for Holistic Development, directly reflects its role in improving assessment quality for holistic learning.

Option A:
This option is correct because it reproduces the official expansion of the acronym PARAKH as given in NEP 2020.

Option B:
Option B is a made-up expansion that sounds similar but does not match the official wording and shifts focus towards regulation and accreditation of “knowledge hubs”.

Option C:
Option C focuses on curriculum reform rather than assessment and does not correspond to the formal expansion of PARAKH.

Option D:
Option D relates more to higher education research and knowledge rather than school assessment, so it is not the correct full form.

In a positional system, the same digit can represent different values depending on where it appears. Its weight is determined by its position relative to the radix point. Each position corresponds to a specific power of the base. Therefore, the weight of a digit depends primarily on its position in the numeral.

Option A:
Option A, value, is the digit itself, but weight is not determined by digit alone; position controls the power of the base used.

Option B:
Option B is correct because each position has a place value (base^0, base^1, base^2, etc.), which determines the weight.

Option C:
Option C, symbol, is another way to refer to the digit; it does not determine the positional weight by itself.

Option D:
Option D, base, affects the system globally, but the specific weight of a digit in a numeral is determined directly by its position (as a power of the base).

Statements A, B, C and E are correct, whereas D and F are wrong and therefore form the correct set of wrong statements. Perception is shaped by fairness judgements, past experiences and beliefs, so students can perceive the same message differently. Teachers can engage students in reflective dialogue to make perceptions explicit and sometimes modify them. It is false to claim that perceptions never change, and equally false to say perception has no role because messages are purely objective in the classroom. Hence D and F are the wrong statements.

Option A:
Option A is incomplete because it identifies D only as wrong and ignores F, which also denies the role of perception. Perception clearly affects classroom communication, so both D and F need to be selected. Picking only D underestimates the number of incorrect statements.

Option B:
Option B is incorrect since it marks F only as wrong and overlooks D, which wrongly suggests that perceptions are fixed forever. Students’ views can evolve with new experiences, feedback and reflection. Therefore F only does not represent all wrong statements in the list.

Option C:
Option C is correct because it groups D and F, the two statements that conflict with established ideas about perception. It recognises that perceptions are both powerful and changeable and that they are deeply involved in classroom communication. This combination therefore matches the set of wrong statements requested.

Option D:
Option D is wrong because it adds C, a correct statement about differing perceptions, to the wrong set. C accurately reflects that two learners can interpret the same explanation differently. Including C among wrong statements makes C, D and F only an invalid choice.