UGC NET Questions (Paper – 1)

Each hexadecimal digit represents exactly 4 binary bits because base 16 equals 2⁴. To encode a 20-bit binary number, we divide 20 by 4 and obtain 5 hex digits. No fewer digits can cover 20 bits, while exactly 5 hex digits provide 5×4 = 20 bits of capacity. Therefore, the minimum number of hexadecimal digits required is 5, so option D is correct.

Option A:
Option A, 4 hex digits, cover only 16 bits, so they are insufficient for 20 bits.

Option B:
Option B, 6 hex digits, cover 24 bits; this is not minimum.

Option C:
Option C, 8 hex digits, cover 32 bits; far from minimum.

Option D:
Option D correctly matches 20 bits to 5 hex digits using 4 bits per hex digit.

Global rankings such as QS and Times Higher Education compare universities across countries using common metrics, placing them in international league tables. This is in contrast to national ranking frameworks that benchmark institutions within a single country. The stem contrasts national frameworks like NIRF with QS or THE and asks at what level the latter compare institutions, which is global. Hence, Option B is correct.

Option A:
Global rankings influence international student mobility, research collaborations and institutional strategies, making them an important aspect of discussions on world-class universities. Their scope aligns exactly with the global level referred to in the question.

Option B:
Local level comparisons typically involve institutions in a city or region, which is much narrower than the international scope of QS or THE rankings. Option A therefore does not fit the stem.

Option C:
Departmental level analyses may appear within universities or specialised subject rankings but are not the overall scale implied by the main QS or THE rankings discussed in the question, making Option C inappropriate.

Option D:
Household level is unrelated to university ranking and deals with demographic or socioeconomic surveys, not institutional comparisons. Thus, Option D is not correct.

Reservation, scholarships and support services are equity tools designed to bring more students from disadvantaged backgrounds into higher education. These interventions broaden the social base of enrolment and thus aim at widened participation.

Option A:
Option A is correct because widened participation explicitly refers to increasing access for under-represented or marginalised groups, which is the clear purpose of the measures listed in the stem.

Option B:
Option B is incorrect as “elite” participation limits access to a small privileged group, running counter to the idea of social justice and inclusion.

Option C:
Option C is wrong because “closed” participation suggests strong barriers and limited entry, the opposite of what these supportive measures intend to achieve.

Option D:
Option D is incorrect since “purely market” participation would depend mainly on the ability to pay and market demand, often worsening inequalities rather than reducing them.

Samanyatodrsta anumana draws on widely observed uniformities that need not be strictly causal, for example inferring that something is moving when its position is constantly changing. The basis is a general correlation between two features rather than a detailed causal analysis. Nyaya reserves this term for such inferences grounded in generic co-existence.

Option A:
Option A, purvavat, is tied specifically to cause-to-effect reasoning and thus does not cover all non-causal uniformities of the kind mentioned.

Option B:
Option B is correct because samanyatodrsta literally means "known from generality" and designates inferences that rely on broad patterns of association rather than on clearly articulated causal sequences.

Option C:
Option C, sesavat, is effect-to-cause inference and presupposes a causal explanation, which is not emphasised in the motion example.

Option D:
Option D, kevalavyatireki, describes a vyapti pattern based solely on negative instances and has nothing to do with the causal or non-causal character of the relation.

The BBNJ treaty fills a major gap in ocean governance by providing a framework to conserve and sustainably use biodiversity in areas beyond national jurisdiction. A core part of the agreement is a mechanism to identify, establish and manage marine protected areas and other area-based measures on the high seas. These tools are intended to protect vulnerable ecosystems, migratory species and key ecological processes. The treaty also addresses environmental impact assessments and capacity building for developing countries.

Option A:
This option is incorrect because the treaty does not simply open the door to unrestricted deep-sea mining. Instead, it emphasises conservation and careful assessment of human activities.

Option B:
This option correctly highlights the treaty’s focus on creating and managing high seas protected areas and similar tools. It reflects the central conservation objective of the agreement.

Option C:
The treaty does not abolish regional fisheries bodies; rather, it is designed to work alongside existing institutions. Removing them would undermine current management arrangements.

Option D:
Ownership of high seas resources remains governed by international law principles such as the common heritage of humankind; the treaty does not hand them to a few large economies.

Statements A, B, D and F correctly portray the NRF. A is true because NRF is designed as a competitive grant agency across disciplines. B is true as a key goal is to broaden research activity beyond a handful of institutions. D is true since NRF aims to strengthen linkages among universities, industry and government. F is true because transparent, peer-reviewed processes are critical for credibility. C is false because funding is not meant to be restricted only to central technical institutions, and E is false because NRF intends to support both basic and applied research.

Option A:
Option A is incorrect because it omits F and therefore fails to mention the importance of transparent selection and monitoring in NRF operations.

Option B:
Option B is incorrect because it introduces E, which wrongly claims that basic research is discouraged, contradicting the broad mandate of NRF.

Option C:
Option C is correct as it brings together A, B, D and F, the four statements that reflect NRF’s funding scope, capacity-building role, collaborative orientation and transparent processes, while excluding C and E, which excessively restrict or distort its mandate.

Option D:
Option D is incorrect because it includes C, which limits funding to centrally funded technical institutions, and therefore misrepresents the inclusive vision of NRF.

Random Access Memory (RAM) is a working area that holds data and instructions currently being processed by the CPU. When power is turned off, its contents are lost, which is why it is called volatile. Read Only Memory (ROM) retains its contents even without power and usually stores firmware like the BIOS that helps start the system. This division of roles is fundamental to understanding ICT hardware.

Option A:
This option incorrectly suggests that neither kind of memory is volatile or changeable. In reality, RAM is volatile and ROM is often programmed at manufacture or through special procedures. The statement fails to capture the essential difference between them.

Option B:
This option mistakenly reverses volatility properties, claiming that RAM retains data without power and ROM does not. Standard computer design is exactly the opposite; ROM is used precisely because it remains stable when the system is off.

Option C:
This option correctly distinguishes temporary working memory from permanent firmware storage. It explains why the system needs both types to operate efficiently and reliably. RAM supports fast processing, while ROM ensures that basic instructions are always available for booting.

Option D:
Suggesting that a computer can start without any RAM or ROM overlooks the fact that instructions and data must be stored somewhere for the CPU to execute them. At minimum, some form of non-volatile memory is required to provide boot code, and volatile memory is needed for normal operation.

Statements A, B and D are correct: incubation centres support prototypes/start-ups, industry/government collaboration strengthens ecosystems, and IPR policies guide ownership and benefit sharing. Statements C, E and F are false because innovation is relevant across disciplines, basic research need not be discouraged and mentoring/networking are important for incubation success.

Option A:
Option A is incorrect because it includes C (false) and omits B and D.

Option B:
Option B is incorrect because it includes C (false) and omits B (true).

Option C:
Option C is incorrect because it repeats the same incorrect combination including C (false).

Option D:
Option D is correct because it includes A, B and D and excludes C, E and F.

Multimedia combines several types of content to create richer learning experiences. Learners may read text, listen to narration, watch animations and interact with diagrams in a single module, which can support different learning styles and increase engagement.

Option A:
Printed text alone represents a single medium and does not exploit the audio or visual capabilities of ICT, so it does not satisfy the notion of multimedia.

Option B:
This option correctly states that more than one medium is used together in a coordinated way, matching common educational tools such as interactive tutorials and video-enriched presentations.

Option C:
A single static picture is just one medium and offers limited interaction; it lacks the combined sensory elements associated with multimedia learning.

Option D:
Handwritten notes on a blackboard are traditional, non-digital teaching aids and do not represent multi-modal digital content in the ICT sense.

The psychomotor domain is associated with motor skills, physical coordination and the manipulation of tools or objects. Objectives in this domain involve activities such as drawing, performing laboratory experiments or operating machines. These tasks rely heavily on muscular control and bodily movement. Hence, learning outcomes that involve muscular coordination and physical skills are classified under the psychomotor domain.

Option A:
Psychomotor domain emphasizes practice, demonstration and performance to develop skillful action. It is distinct from domains that focus primarily on thinking or feelings. Because the stem explicitly mentions muscular coordination and physical skills, this option matches the definition exactly.

Option B:
Cognitive domain deals with mental processes like remembering, understanding, applying and evaluating information. While some cognitive planning may support physical skills, the domain itself does not primarily describe muscular coordination.

Option C:
Affective domain focuses on interests, attitudes, values and emotional responses. It does not directly encompass physical performance, although feelings may influence willingness to practice. Therefore, it is not the correct domain for physical skills.

Option D:
Social domain, though sometimes discussed, is not part of the classic threefold classification by Bloom and his colleagues. It deals with interpersonal relations rather than motor skills. Consequently, it does not correctly complete the statement.

For the same distance, speed is inversely proportional to time. Let the common distance be d. The first cyclist’s speed is d/4 and the second’s speed is d/6. Their speed ratio is (d/4):(d/6) = 1/4:1/6 = 6:4, which simplifies to 3:2. Thus, the ratio of their speeds is 3:2.

Option A:
Option A, 2:3, corresponds to the ratio of their times, not their speeds. It would imply that the faster cyclist rides more slowly than the slower one, which contradicts the idea that less time for the same distance means higher speed.

Option B:
Option B is correct because it correctly applies the inverse proportionality between speed and time. The cyclist who takes 4 hours must be faster, and the computed ratio 3:2 quantifies exactly how much faster he is than the one who takes 6 hours.

Option C:
Option C, 4:3, might arise from directly comparing 4 and 6 but simplifying incorrectly. However, when we compute speeds rather than times, we get 3:2, not 4:3. Thus 4:3 is not compatible with the relationship between speed and time here.

Option D:
Option D, 5:4, has no clear basis in the given numbers and does not result from any correct manipulation of the times or speeds. It therefore does not represent the true speed ratio.

Statements A, B and D describe effective strategies, while C and E are wrong. A is true because connecting content with learners’ daily life enhances relevance and comprehension. B is true as thoughtful questioning encourages engagement and formative assessment of understanding. D is true since asking students to summarise key points consolidates learning. C is false because a monotonous pace and tone usually reduce, rather than increase, attention, and E is false because student feedback is an integral part of effective communication. Thus, the wrong statements are C and E only.

Option A:
Option A, which selects C only, correctly identifies one problematic strategy but fails to recognise that excluding student feedback, as claimed in E, is also wrong. Because both C and E misrepresent effective practice, naming only one of them is incomplete. This makes C only an incorrect choice.

Option B:
Option B chooses E only and overlooks C, even though rigid sameness in pace and tone is also a poor strategy for maintaining attention. Since the question asks for all wrong statements, identifying only E does not satisfy the requirement. Therefore, E only cannot be considered the correct answer.

Option C:
Option C combines B, C and E, but B is actually a correct statement about the value of questioning techniques. By treating B as wrong, this option conflicts with established principles of effective teaching. Consequently, B, C and E only is logically inconsistent and not acceptable.

Option D:
Option D groups C and E, the two statements that contradict effective classroom communication strategies. It keeps A, B and D outside the set of wrong statements, recognising their positive role in making learning meaningful, interactive and memorable. Because it captures exactly the incorrect statements, C and E only is the correct option.

When we say X is necessary for Y, we mean that Y cannot occur without X. Here, the machine working (Y) cannot happen without electricity (X). In conditional form, that becomes: if the machine works, then electricity is present. This does not say that electricity alone is sufficient to make the machine work; it only says that working implies the presence of electricity.

Option A:
Option A correctly reverses the verbal statement into a conditional where the occurrence of machine functioning guarantees that electricity is available. It respects the asymmetry between necessity and sufficiency.

Option B:
Option B treats electricity as sufficient for the machine to work, which is stronger than what “necessary” states and may not be true if other conditions are required.

Option C:
Option C claims that a failure of the machine implies electricity is present, which is unrelated to the notion of electricity being required for proper functioning.

Option D:
Option D contradicts the original statement by saying the machine works even when the necessary condition, electricity, is absent.

Statements A, B and D correctly describe the role of college–industry interfaces. A is true because internships make students familiar with actual work environments and expectations. B is true as industry advisory boards provide feedback on curriculum relevance and skills demanded in the labour market. D is also true since assessed internships offer evidence of competencies that improve employability. Statement C is false because collaborations complement, rather than entirely substitute, theoretical learning; both are needed. Therefore, A, B and D only are correct.

Option A:
Option A is correct because it combines the three true statements that highlight experiential learning, advisory input and employability, while excluding C, which wrongly portrays collaborations as eliminating theoretical courses.

Option B:
Option B is incorrect because it includes A and B but omits D, overlooking the contribution of assessed internships to measurable learning outcomes and job readiness.

Option C:
Option C is incorrect because it lists B and D only and leaves out A, failing to mention the direct value of internships in exposing students to workplace practices.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby accepting C’s extreme view that only on-the-job training remains, which misrepresents balanced college–industry partnerships.

NEP 2020 emphasises a holistic and multidisciplinary higher education structure with flexible curricular choices, making statement A correct. It also proposes a time-bound phasing out of the affiliation system, which confirms the correctness of statement B. Statement D is correct because NEP 2020 envisions the Higher Education Commission of India as an umbrella organization for regulation, accreditation and funding separation. Statement C is incorrect; NEP does not propose a single examination board controlling all aspects of higher education institutions. The combination A, B and D only therefore correctly captures the intended provisions.

Option A:
Option A is incorrect because it acknowledges A and B as correct but omits D, which is also a key part of NEP 2020 relating to the Higher Education Commission of India. Leaving out this true statement makes the combination incomplete.

Option B:
Option B is correct because it combines all three true statements A, B and D while excluding C, which exaggerates central examination control beyond what NEP 2020 proposes. This option closely matches the reform agenda described in the policy.

Option C:
Option C is incorrect because, although B and D are true, it leaves out A, which is central to NEP’s emphasis on multidisciplinary and flexible education. The omission of A makes the combination partially correct but not fully accurate.

Option D:
Option D is incorrect because it treats all four statements as correct and thereby accepts the exaggerated claim in C about a single exam board controlling all institutions. Since C is not consistent with the policy, this option cannot be chosen.