UGC NET Questions (Paper – 1)

Green computing seeks to minimise the environmental impact of ICT through energy-efficient use, responsible procurement and safe disposal. Using power-saving features like sleep mode reduces electricity consumption, while certified e-waste recycling prevents toxic substances from entering the environment. Together, these actions contribute to sustainability without sacrificing functionality.

Option A:
Keeping devices powered on unnecessarily wastes energy and contributes to higher carbon emissions and electricity costs. It contradicts the goals of efficiency and conservation.

Option B:
Printing every document increases paper consumption and may lead to storage and disposal problems. Digital archiving and selective printing are more sustainable approaches.

Option C:
This option correctly combines energy management with environmentally sound end-of-life handling. It reflects an institutional commitment to both operational and ecological responsibility in ICT use.

Option D:
Rapidly discarding gadgets in regular waste streams increases e-waste and exposes workers and ecosystems to hazardous materials. It is the opposite of green computing.

Beneficence is an ethical principle that obliges researchers to promote the well-being of participants by designing studies that have favourable risk–benefit ratios. It requires careful assessment of potential harms, such as psychological distress or privacy breaches, and steps to reduce them as far as possible. At the same time, beneficence encourages researchers to pursue knowledge that can yield meaningful social or scientific benefits. Consequently, the requirement to maximise benefits and minimise harms is accurately captured by the principle of beneficence.

Option A:
Autonomy refers to respecting individuals’ rights to make informed, voluntary decisions about participation, typically operationalised through informed consent procedures. While it is crucial, it emphasises decision-making freedom rather than balancing harms and benefits, so autonomy is not the correct completion.

Option B:
Beneficence guides the design, conduct and monitoring of research, encouraging features such as debriefing, support services and careful inclusion/exclusion criteria to protect participants. It also supports ongoing ethical review when new risks are identified. These functions match closely with the description in the stem.

Option C:
Justice is the ethical principle concerned with fairness in the distribution of the burdens and benefits of research, ensuring that no group is systematically exploited or excluded. It does not primarily address the overall level of harm or benefit for individual participants, so justice is not appropriate here.

Option D:
Fidelity refers to maintaining trust, honesty and faithfulness in professional relationships, ensuring that promises made to participants are honoured. While important for ethics, it is not the principle specifically focused on risk–benefit balancing, so fidelity is not the best answer.

NEP 2020 warns that if technology-based education expands without addressing access to devices, connectivity and skills, existing socio-economic inequalities may become worse rather than better.

Option A:
Assuming that technology automatically benefits all learners equally ignores differences in income, geography and digital literacy that NEP explicitly highlights.

Option B:
This option is correct because it captures the policy’s caution that edtech must be planned with equity in mind so the digital divide is narrowed, not widened.

Option C:
Arguing that only urban students should use technology contradicts NEP’s aim of bridging rural–urban gaps through inclusive digital infrastructure.

Option D:
Suggesting that technology should replace teachers conflicts with NEP’s view of teachers as central actors, with technology supporting rather than substituting them.

Statements A, B and C describe the standard logical notions of validity and soundness in deductive reasoning, so they are all true together. In a valid deductive argument, true premises guarantee a true conclusion, and validity is a matter of form rather than factual correctness of premises. A sound argument must be both valid and have all true premises, which is exactly what C states. Statements D and E are false, because deductive conclusions do not always go beyond the information in the premises, and an argument can be valid yet unsound if its premises are false. Therefore the combination containing A, B and C only is correct.

Option A:
Option A includes A and B, which are both true, but it omits C, which correctly defines a sound argument as valid with true premises. Because C is also true and is left out, this option does not capture all the correct statements and is therefore incomplete.

Option B:
Option B selects B and C but leaves out A, so it fails to mention the fundamental guarantee that in a valid deductive argument true premises ensure a true conclusion. Since A is a correct statement about validity and is missing, this combination cannot be considered fully correct.

Option C:
Option C includes A, B and C but adds D, which is false because deductive reasoning need not extend beyond the information in the premises; often the conclusion is logically contained in them. Including D alongside the true statements makes the overall set incorrect.

Option D:
Option D is correct because it lists exactly those statements that are true: A about the truth-preserving nature of validity, B about structure, and C about soundness. It excludes D and E, which misrepresent deductive reasoning by suggesting that every valid argument is automatically sound and that conclusions must always go beyond the premises.

Proof by contradiction is an indirect method of proof where we assume that the statement to be proved is false and then logically deduce a contradiction. This contradiction shows that the assumption of falsity cannot hold, so the original statement must be true. It is often used in proving results that are difficult to handle directly. Hence, the method described in the question is called proof by contradiction.

Option A:
Proof by induction is a different technique that involves a base step and an inductive step to show that a statement holds for all natural numbers. It does not rely on assuming the negation of the statement and reaching a contradiction. Therefore, induction does not match the description in the question.

Option B:
Proof by contradiction is correct because it fits exactly the process of assuming the negation and deriving an impossibility or inconsistency. For example, classic proofs of the irrationality of √2 use this method. Understanding this technique helps students tackle theoretical questions in mathematical reasoning.

Option C:
Proof by construction involves explicitly constructing an example or object that satisfies the required properties. It does not necessarily involve any assumption that the statement is false. Therefore, construction is conceptually different from the method described in the stem.

Option D:
Proof by example is typically used to demonstrate the existence of at least one object with a given property, but it cannot prove statements that are meant to hold universally. It also does not depend on assuming the negation and producing a contradiction. Thus, this option is not correct for the method mentioned.

Equal real roots occur when the discriminant of a quadratic equation is zero. For the equation 2x² − kx + 8 = 0, the discriminant is b² − 4ac, which becomes k² − 4(2)(8). Setting this equal to zero gives k² − 64 = 0. Solving, we get k² = 64 and hence k = ±8, but the given options only include 8 as a valid choice. Therefore, k = 8 satisfies the equal roots condition using the standard discriminant rule.

Option A:
Option A, 4√2, when squared gives 32, and substituting into the discriminant k² − 64 yields 32 − 64 = −32, which is negative. A negative discriminant would produce complex, not equal real, roots.

Option B:
Option B leads to k² = 64, so the discriminant becomes 64 − 64 = 0. This matches the precise condition for equal real roots in a quadratic and is consistent with the formula b² − 4ac = 0.

Option C:
Option C, 16, gives k² = 256 and a discriminant of 256 − 64 = 192, which is positive and corresponds to two distinct real roots rather than equal ones.

Option D:
Option D, 16√2, squares to 512, making the discriminant 512 − 64 = 448. This again yields unequal real roots, not the required equal roots.

Statements A and B correctly describe linear inequalities in two variables as half-planes bounded by straight lines, and D accurately notes the convention of using dashed lines for strict inequalities. Statement E is also true because many optimisation and allocation problems, such as resource constraints, are modelled with systems of inequalities. Statement C is false because solution sets are typically infinite regions rather than single points. Therefore, the combination A, B, D and E only is correct.

Option A:
Option A is correct as it includes all true statements and excludes C, which wrongly restricts solutions to a single point. It reflects the graphical interpretation used for inequality questions at the NET level.

Option B:
Option B is incomplete since it omits E and thus does not emphasise that such inequalities can model practical constraints in optimisation problems like linear programming. Without E, the application aspect is missing.

Option C:
Option C is wrong because it contains C, the claim about a single point, and also omits A, so it both admits a false statement and leaves out a key concept about half-planes. This combination does not represent the topic accurately.

Option D:
Option D is incorrect because it includes C and therefore endorses a misunderstanding of the size of solution sets, even though some of the other statements in the option are correct. The presence of C makes the option unacceptable.

Statements A, B and D are correct because resilient cities need infrastructure planning, consideration of vulnerable groups and effective early warning and preparedness mechanisms. Statement C is incorrect since contemporary resilience thinking explicitly includes social inclusion, governance and equity aspects. Thus, the combination A, B and D only, excluding C, is correct.

Option A:
Option A is incorrect because it includes only A and B and leaves out D, even though D correctly identifies preparedness measures as part of resilience. Without D, the set of statements does not fully represent urban climate resilience strategies.

Option B:
Option B is incorrect since it adds C to A and B, treating C as true. C wrongly suggests that resilience neglects social inclusion, contradicting widely accepted frameworks such as resilient and inclusive cities.

Option C:
Option C is incorrect because, although it includes B and D, it also accepts C which is wrong. The presence of C makes the combination logically inconsistent with the concept of resilience.

Option D:
Option D is correct as it groups the three statements that jointly describe infrastructure, vulnerability and preparedness aspects of climate-resilient cities while excluding the misleading statement C.

Statements A, C and D are correct, whereas B is incorrect. A is true because inclusive communication makes use of multiple modes—spoken, written, visual and tactile—to reach learners with diverse abilities. C is true since consulting learners about preferred supports respects their agency and provides practical information for planning. D is true as providing captions or sign language interpretation helps remove barriers for some learners. B is false because relying solely on spoken lectures does not meet the needs of learners with hearing impairments.

Option A:
Option A is correct because it combines A, C and D, capturing multimodal design, learner consultation and specific supports such as captions or sign language. It excludes B, which wrongly assumes that spoken lectures alone are sufficient for all learners. Therefore this combination reflects all and only the correct statements.

Option B:
Option B is incorrect because it includes A and C but omits D. By leaving out D, it fails to mention concrete supportive measures like captions and interpretation that are central to inclusive communication. Thus A and C only is incomplete.

Option C:
Option C is incorrect because it groups C and D only, leaving out A. Excluding A means ignoring the general principle of using multiple modes to reach diverse learners, which is foundational to inclusive practices. Hence C and D only cannot be accepted.

Option D:
Option D is incorrect because it treats all four statements as correct, including B. As explained, B misrepresents inclusive education by asserting that spoken lectures alone are sufficient, disregarding learners with hearing impairments. This false claim prevents the combination from being correct.

The pattern begins with a multiplication by 2 and is then followed by repeated multiplication by 3. Specifically, 2 × 2 = 4, 4 × 3 = 12, 12 × 3 = 36, 36 × 3 = 108 and 108 × 3 = 324. To continue the series, we again multiply by 3, giving 324 × 3 = 972. This keeps the multiplicative behaviour consistent.

Option A:
Option A gives 960, which is not equal to 324 multiplied by any simple factor following the established rule. It does not preserve the sequence of multiplications by 3. Hence, 960 is not appropriate.

Option B:
Option B offers 966, which is 6 less than 324 × 3 and alters the multiplication pattern by subtracting an extra number. This is not supported by earlier terms. Therefore, 966 cannot be accepted.

Option C:
Option C suggests 968, which does not correspond to 324 multiplied by a constant ratio used earlier and appears arbitrary. This disrupts the regular multiplicative structure. Thus, 968 is not correct.

Option D:
Option D yields 972, which equals 324 × 3 and continues the run of factors from 3 onward. The series 2, 4, 12, 36, 108, 324, 972 stays well-organised under a clear rule. Therefore, 972 is the correct next term.

Socio emotional climate refers to the emotional tone of the classroom,including feelings of safety,respect and belonging. When learners sense trust and acceptance,they are more willing to participate and take intellectual risks. The stem describes exactly these affective qualities,so it highlights improvement of the socio emotional climate.

Option A:
Physical climate relates to seating,lighting and temperature,which are important but different from trust and respect.

Option B:
Socio emotional climate directly influences motivation and classroom discipline,so strengthening it is a central part of effective teaching,making option B correct.

Option C:
Competitive climate emphasises rivalry and comparison among students,which may actually reduce feelings of acceptance if not handled carefully.

Option D:
Bureaucratic climate focuses on rigid rules and formal procedures and does not capture the warmth and acceptance described.

Cloud storage services allow users to upload files to remote servers managed by providers and access them from various locations and devices. This model supports collaboration and mobility, as changes made on one device can synchronise to others. It also reduces dependence on local hardware. As such, the term used to describe this type of storage is cloud storage.

Option A:
Option A, optical, storage involves physical discs such as CDs and DVDs and does not inherently support multi device online access.

Option B:
Option B, local, storage refers to devices directly attached to a computer, such as internal hard drives, which lack the anywhere access provided by the internet.

Option C:
Option C is correct because cloud storage is the established term for remote, internet based data storage that can be accessed from multiple devices.

Option D:
Option D, magnetic, storage usually denotes technologies like hard disks and tapes and does not emphasise network based accessibility.

One way communication is characterised by messages flowing from sender to receiver without meaningful feedback. In the described lecture,the teacher speaks continuously and students do not respond with questions. This pattern shows a one directional flow of information. Therefore one way communication is the most appropriate label.

Option A:
Two way communication would require students to ask questions or comment,and the teacher to respond,which is not happening.

Option B:
Transactional views emphasise simultaneous mutual influence,which is limited when only one side speaks.

Option C:
One way communication has no active feedback loop during transmission,so a silent-listener lecture matches this option.

Option D:
Dialogic communication foregrounds genuine dialogue and exchange,not silent listening.

Pedagogical content knowledge (PCK) emphasises that knowing a subject is not enough for effective teaching; teachers must also know how to represent that content in ways that are understandable to learners. This requires pedagogical knowledge about methods,examples,analogies and typical misconceptions. Shulman argued that PCK is a unique professional knowledge base of teachers. Thus,the second component to be integrated with content knowledge is pedagogical knowledge.

Option A:
Financial knowledge may be useful for managing budgets or personal finances but is not central to transforming content into teachable forms. It does not define the professional expertise of classroom teaching described by Shulman.

Option B:
Pedagogical knowledge includes understanding of instructional strategies,classroom management,assessment and learner characteristics. When combined with deep content knowledge,it enables teachers to design effective explanations and activities. Because the stem refers to integrating subject matter with another kind of knowledge,pedagogical is the correct answer.

Option C:
Biographical knowledge about learners’ life histories can be helpful for guidance and counselling but is not the core pairing in Shulman’s concept of PCK.

Option D:
Geographical knowledge pertains to spatial information about places and regions and is relevant only to specific subjects,not to the general idea of how to teach content effectively.

Statements A, C, D and F present widely accepted aims of teaching across educational levels. A is correct because higher education emphasises critical and independent thinking. C is correct as teaching seeks cognitive, affective and psychomotor development. D is correct since value formation and social sensitivity are central contemporary goals. F is correct because curiosity and self-directed study underpin lifelong learning, whereas B and E are narrow or incorrect; hence A, C, D and F only is the correct combination.

Option A:
Option A includes exactly the statements A, C, D and F, all of which are true and collectively reflect intellectual, moral, social and lifelong learning aims of teaching. It deliberately excludes B, which ignores learners’ experiences, and E, which reduces aims to examination success. Because it contains all and only the true statements, this option is correct.

Option B:
Option B omits F, thereby leaving out the crucial aim of fostering lifelong learning habits. Although A, C and D are correct, the absence of F makes the combination incomplete and therefore not acceptable as the best answer.

Option C:
Option C wrongly includes E along with C, D and F. Since E claims that examination performance is the sole aim of teaching, which is a distorted and limited view, this combination mixes true and false statements and cannot be considered correct.

Option D:
Option D adds B to an otherwise correct set of statements. B wrongly suggests that primary teaching should ignore children’s experiences, which contradicts child-centred pedagogy. Because it incorporates this false statement, A, B, C, D and F only is not a valid option.