UGC NET Questions (Paper – 1)

The digital divide describes disparities in access to devices, connectivity and digital skills across social and geographic groups. This gap can reinforce existing economic and educational inequalities. Policy efforts often focus on reducing the digital divide through infrastructure and training programmes. Thus, the missing word in the phrase is divide.

Option A:
Option A is correct because the widely used term digital divide precisely captures the inequality in ICT access highlighted in the stem. It is a key concept in ICT and development discussions.

Option B:
Option B, literacy, refers to the ability to read, write or use digital tools, and while related, it does not complete the standard phrase used in the literature.

Option C:
Option C, footprint, is associated with the data trail left by users online and not with inequality in access.

Option D:
Option D, piracy, concerns unauthorised copying of software or digital media and does not describe gaps in access to ICT.

Summative evaluation occurs after the completion of an instructional programme or major unit and is used to judge overall achievement. It often results in grades, promotion or certification decisions. The emphasis is on summarizing what students have learned rather than guiding ongoing instruction. Therefore, end-of-course evaluation for certification is appropriately termed summative evaluation.

Option A:
Summative evaluation compiles evidence from tests, assignments and other assessments to provide a final judgment of performance. It is typically high stakes and aligned with official reporting requirements. Because the stem clearly refers to evaluation at the end of a course for certification, this option correctly names the type of evaluation.

Option B:
Formative evaluation takes place during instruction to provide feedback and improve teaching and learning while there is still time to adjust. Its primary purpose is diagnostic and supportive, not certification. Hence, it does not match the terminal, certification-oriented nature described in the question.

Option C:
Diagnostic evaluation is used to identify specific learning difficulties and underlying causes, usually before or during instruction. While it can inform remedial teaching, it is not mainly concerned with final judgment or certification. Consequently, it is not the best term here.

Option D:
Placement evaluation is conducted before instruction to decide where to start teaching or how to group students. It helps in selecting appropriate courses or levels, not in certifying the completion of a course. Thus, it does not fit the situation outlined in the stem.

DIKSHA provides a repository of digital resources aligned with school curricula and supports professional development for teachers. It uses QR codes in textbooks to link physical books with digital content. The platform is a key ICT initiative for school level education. Hence, the correct name for the portal mentioned is DIKSHA.

Option A:
Option A is correct because DIKSHA is officially recognised as the national platform for school education and teacher resources.

Option B:
Option B, SWAYAM Prabha, refers to DTH channels and not primarily to QR linked digital textbook content.

Option C:
Option C, Shodhganga, is a thesis repository for research scholars, not a school education portal.

Option D:
Option D, e ShodhSindhu, is a consortium for e journals and resources in higher education libraries.

The terms follow the rule (a_n = 3n^3 - n^2 + 1) for n starting from 1. Substituting n = 1, 2, 3, 4 and 5 gives 3, 21, 73, 177 and 351, which match the series exactly. For n = 6 we compute (3×6^3 - 6^2 + 1 = 648 - 36 + 1 = 613). Therefore 613 is the value that continues the same cubic pattern.

Option A:
Option A, 601, is smaller than the value obtained from the formula and does not equal (3×6^3 - 6^2 + 1). It would imply subtracting an extra 12 without any justification in the rule. Hence 601 is not consistent with the sequence.

Option B:
Option B, 607, is still below 613 and again cannot be derived from the expression for n = 6. Choosing 607 would break the precise connection between index and term. Thus 607 is not a valid continuation.

Option C:
Option C, 613, exactly equals the result of applying (a_n = 3n^3 - n^2 + 1) with n = 6. It preserves both the cubic and quadratic contributions that explain all previous terms. For this reason, 613 is the correct next term.

Option D:
Option D, 625, overshoots the formula’s prediction and fails to satisfy the same expression for n = 6. Adopting 625 would change the rule at the last step and disrupt the pattern, so it is not correct.

The Global Biodiversity Framework recognises that achieving its conservation and restoration targets requires large and predictable financial flows. Parties agreed to mobilise at least US$200 billion per year by 2030 from domestic, international and private sources. The framework also includes quantitative expectations for support to developing countries, reflecting equity concerns. This financial dimension is intended to back actions such as protected areas, restoration, sustainable use and community-based conservation. (Drishti IAS)

Option A:
This option correctly summarises the headline finance goal in the Kunming–Montreal Framework and acknowledges the importance of both public and private flows. It also recognises the need to direct substantial resources to developing countries, where much biodiversity is located.

Option B:
This option is incorrect because the framework explicitly calls for more, not less, support to developing countries for biodiversity. Cutting them off from funding would contradict the agreed goals.

Option C:
Restricting finance to forests alone would neglect important ecosystems such as wetlands, grasslands and oceans. The framework takes a broader, ecosystem-wide view rather than focusing only on one biome.

Option D:
Corporate donations are one potential source, but the framework clearly envisages significant public and international finance as well. Relying only on voluntary corporate giving would be inadequate and was not agreed.

NEP 2020 envisions the secondary stage as four years of multidisciplinary and flexible learning. Students can choose combinations of subjects across arts, sciences and vocational areas according to their interests, gradually moving away from rigid streams.

Option A:
Maintaining strict, non-overlapping streams runs counter to NEP’s call for multidisciplinary options and broader exposure in secondary education.

Option B:
This option captures the idea of flexibility and mixing of disciplines, which is central to the new secondary curriculum.

Option C:
Replacing all academic subjects with only vocational training would narrow opportunities and is not suggested by the policy.

Option D:
NEP does not abolish examinations at the secondary level; it calls for better-designed, less rote-oriented and less high-stakes assessments instead.

The transactional model views communication as a dynamic process in which all participants act as senders and receivers simultaneously. Meaning is co created through ongoing interaction. The stem describes such mutual influence between teacher and students. Therefore it reflects the transactional model.

Option A:
Linear models assume one way transmission and do not capture simultaneous influence.

Option B:
Thus transactional is the best answer because it explicitly treats classroom meaning as co-created through simultaneous interaction.

Option C:
Hypodermic models portray messages as injections into passive audiences and ignore co creation.

Option D:
Two step models focus on opinion leaders and mass media,not classroom interaction.

Statements A, C and E are correct, whereas B, D and F are wrong and together form the correct set of wrong statements. Feedback indeed completes the communication loop, multiple channels can reinforce understanding, and student questions are a clear form of feedback. However, noise can be physical or psychological, communication does not end until meaning is constructed, and channel selection can influence how much noise distorts the message. Thus B, D and F misrepresent key aspects of the communication cycle.

Option A:
Option A is incorrect because it lists only B and D as wrong and omits F. While B and D are indeed wrong, F also claims that channel choice does not affect exposure to noise, which is false. Leaving F out results in an incomplete set of wrong statements.

Option B:
Option B is correct because it identifies B, D and F as the wrong statements and implicitly recognises that A, C and E are true. This matches communication theory on noise, feedback and channel effects. The option therefore accurately captures all and only the incorrect statements in the item.

Option C:
Option C is incorrect since it wrongly classifies A as wrong along with B, D and F. A correctly states the function of feedback in closing the loop, so including it in the wrong set contradicts basic communication models. Hence this combination cannot be accepted.

Option D:
Option D is incorrect because it also treats C as wrong, even though C correctly describes the use of multiple channels such as speech and board work. Labelling C as wrong undermines the understanding of multimodal classroom communication. Therefore this option is invalid.

Statements A, B and C correctly describe major data collection tools, and E adds the important idea of triangulation. Questionnaires, structured interviews and participant observation are standard methods in educational and social research. Statement D is false because no single tool is guaranteed to answer all research questions in every study. Using multiple methods, as in E, can help corroborate results and increase credibility. Therefore the correct combination includes A, B, C and E but excludes D.

Option A:
Option A is incorrect because it omits E, even though triangulation through multiple methods is a recognised strategy for enhancing the robustness of research findings. A correct option must include this important point along with the basic tool descriptions.

Option B:
Option B includes D, which wrongly suggests that a single tool always suffices, contradicting the idea of methodological flexibility and triangulation. Including such an absolute claim makes the option conceptually unsound.

Option C:
Option C lists B, C and E but leaves out A, thereby ignoring the role of questionnaires as a major tool in many research designs. Since A is clearly a correct statement, its omission renders the combination incomplete.

Option D:
Option D is correct because it groups the three accurate descriptions of individual tools with the accurate statement about using multiple methods. It properly excludes D, which unjustifiably elevates a single tool as universally sufficient, and thus contains all and only the correct statements.

Option E is incorrect because it includes D, the false assertion about a single tool being always sufficient, and simultaneously omits B, which is a true statement about structured interviews. This mixture of omission and error invalidates the option.

NEP 2020 conceives MERUs as exemplary universities that combine strong teaching with cutting-edge research across disciplines. They are meant to serve as benchmarks and role models for other institutions, helping raise the overall quality of higher education.

Option A:
Small local tuition centres for primary school children do not match the description of large, high-quality multidisciplinary universities given in the policy.

Option B:
This option is correct because it captures MERUs as flagship multidisciplinary institutions that set standards for teaching and research.

Option C:
The policy does not suggest replacing all existing colleges with a single mega-university; instead, it promotes a diverse ecosystem of HEIs.

Option D:
Focusing only on sports-related education would neglect the multidisciplinary character and research emphasis that define MERUs in NEP 2020.

Domain names such as “jrfnet.com” are human-friendly labels, while IP addresses are numerical identifiers used by routers and hosts. The Domain Name System (DNS) maps each domain name to its corresponding IP address so that when users type the name, the network can route packets to the correct server.

Option A:
This option correctly explains that DNS translates readable domain names into numerical IP addresses. Users work with names, but machines rely on the mapped IP numbers for routing packets on the Internet.

Option B:
This statement is false because domain names and IP addresses have different formats and purposes. A domain like “jrfnet.com” is not the same string as its numeric address, and the two are not interchangeable.

Option C:
Domain names are specifically designed to identify online resources such as websites, mail servers and other services. They are not labels for offline printed books, so this option misunderstands their role.

Option D:
IP addresses are stored in devices and routing tables and are actively used in communication. They are not just written on paper, so claiming they exist only on paper is incorrect.

Interactional models portray communication as a two-way process in which messages go back and forth between sender and receiver,with feedback forming a circular loop. The roles of sender and receiver alternate over time. The stem emphasises circular exchange and feedback,which are features of the interactional model.

Option A:
Linear models show one-directional flow from sender to receiver and do not include feedback loops in the same way.

Option B:
One way communication is essentially linear and does not capture the interactive nature highlighted in the stem.

Option C:
Transactional models extend interactional ideas by viewing participants as simultaneous senders and receivers,not simply alternately sending messages. While related,they stress simultaneity more than simple circularity.

Option D:
Interactional models help explain classroom question–answer sequences where roles of speaker and listener keep changing,making option D the best answer.

The PM SuryaGhar scheme proposes capital subsidies and financing support for rooftop solar systems on one crore households. By enabling families to generate their own power and receive up to 300 units of free electricity per month, it can lower electricity bills and reduce reliance on coal-based generation. The scheme also turns citizens into active participants in the energy transition, promoting a more decentralised and just renewable-energy system.

Option A:
This option is incorrect because the scheme focuses on solar, not fossil-fuel generators.

Option B:
This option correctly summarises how rooftop solar can simultaneously advance social welfare, climate mitigation and citizen empowerment.

Option C:
Benefits are targeted at households, not limited to large industries; industrial policies exist in separate programmes.

Option D:
The scheme builds upon, rather than dismantles, the idea of distributed generation and net-metering; it encourages rooftop solar adoption.

Statement A is correct since with equal maxima the candidate corresponding to the larger ratio part has the higher score. Statement C is true because when group sizes differ, the overall average must weight each group average by its size. D is also correct since percentages place different exams on a common scale and make comparisons meaningful. E is correct because ratios and percentages adjust for different totals and show relative performance better than raw marks alone. B is false because simply averaging group means without considering sizes can give wrong overall values, so A, C, D and E only are correct.

Option A:
Option A is incomplete; although it lists A and C, it omits D and E and thus fails to acknowledge the role of percentages and relative measures in comparing performance. As a result, it does not give the full conceptual picture required.

Option B:
Option B is also incomplete because it leaves out E and includes only A, C and D, so it does not stress the comparative advantage of ratios and percentages over raw scores in unequal situations.

Option C:
Option C is wrong because it includes only C, D and E and omits A, losing the simple but important fact that the greater ratio component corresponds to higher marks under equal maxima. The combination is therefore not fully correct.

Option D:
Option D is correct because it brings together the ideas of ratio comparison, weighted averaging and the usefulness of percentages and relative measures, while excluding B, which misapplies the averaging rule. It mirrors the reasoning needed for NET data interpretation problems on exam marks.

Ecological succession describes the orderly process of community change in which different species colonise,establish and are replaced over time. This process often leads to a more complex and stable climax community suited to local conditions. The stem outlines exactly this gradual and sequential change,so succession is the correct term.

Option A:
Succession may begin with pioneer species on bare substrate and progress through several seral stages. It reflects both biotic interactions and environmental modifications. Because the question refers to these temporal changes towards a climax, this option fits perfectly.

Option B:
Inversion is a meteorological term related to temperature profiles in the atmosphere and has little to do with community species composition. Therefore it does not match the ecological process described.

Option C:
Competition is an interaction between species or individuals for limited resources. While it influences succession, it is only one mechanism and not the overall process itself. Hence it cannot fill the blank accurately.

Option D:
Eutrophication involves nutrient enrichment of water bodies leading to excessive plant growth and oxygen depletion. It is a specific form of ecosystem change,not the general sequence of community development referred to in the stem.