UGC NET Questions (Paper – 1)

The number of permutations of n distinct objects taken r at a time is given by nPr = n!/(n−r)!. Here n = 5 and r = 3, so 5P3 = 5!/(5−3)! = 5!/2! = (5×4×3×2×1)/(2×1) = 5×4×3 = 60. Thus, there are 60 different ordered arrangements of 3 objects chosen from 5.

Option A:
A value of 10 corresponds to the combination 5C2 or 5C3, which counts unordered selections, not ordered arrangements. Since permutations consider order, 10 is too small and does not account for all possible orderings of 3 objects. Therefore, this option is incorrect.

Option B:
60 is correct because it counts each distinct ordering separately. For example, selecting A, B and C yields six permutations: ABC, ACB, BAC, BCA, CAB and CBA, and similar counts apply for other triplets. Multiplying the number of choices for each position, 5×4×3, naturally arrives at 60.

Option C:
A value of 20 does not match any standard permutation or combination formula for the given n and r. It likely arises from a miscalculation or misunderstanding of order versus selection. Hence, this option cannot be supported.

Option D:
120 equals 5!, which counts permutations of all 5 objects taken at a time, not just 3 out of 5. The question restricts us to arrangements of length 3, so 120 overcounts and is not correct here.

Statements A, B and C correctly describe major Indian ICT initiatives in higher education, while D is incorrect. SWAYAM and NPTEL widen access to quality online courses, and NDLI serves as a digital repository for diverse learning materials. These platforms are intended for broad use by students, teachers and self-learners, not exclusively for teachers. Hence, the combination A, B and C only is correct.

Option A:
Option A is incomplete because it includes A and B but leaves out C. Recognising NDLI is important in portraying the ecosystem of national digital resources, so excluding it gives an incomplete picture.

Option B:
Option B is incorrect because it lists B and C only and omits A. SWAYAM is a flagship MOOC initiative and must be included when discussing key national platforms. Without A, the answer underrepresents the scope of Indian digital initiatives.

Option C:
Option C is correct because it gathers all three true statements and excludes D, which wrongly limits access to teachers. It reflects the inclusive design of these initiatives meant to benefit a wide range of learners.

Option D:
Option D is incorrect because it combines A and C with D and implicitly accepts D as correct. Since students are central beneficiaries of these platforms, this option mischaracterises their intended audience.

Agroforestry systems integrate woody perennials with agricultural crops and sometimes livestock in spatial or temporal arrangements. This approach enhances biodiversity,improves soil fertility and provides multiple products for farmers. The stem defines exactly this combination of trees with crops or animals,making agroforestry the correct term.

Option A:
Monocropping means growing a single crop species on the same land year after year,often reducing biodiversity and resilience. It is the opposite of the diversified systems described in the question,so it is not appropriate here.

Option B:
Agroforestry can include practices like alley cropping,home gardens and silvopasture. These systems embody the integrated land use concept highlighted in the stem and show why Option B is the best match.

Option C:
Strip mining is a surface mining technique used to extract minerals and is unrelated to agricultural combinations of trees and crops. It generally leads to land degradation rather than ecological enhancement.

Option D:
Hydroponics is a method of growing plants without soil using nutrient solutions. Although innovative,it does not inherently involve trees or livestock on the same unit in the way agroforestry does.

Nyāya requires that a sound hetu meet three conditions: it must be present in the pakṣa (pakṣadharmatā), present in all sapakṣa where the sādhya is known to be present, and absent from all vipakṣa where the sādhya is known to be absent. Together these ensure relevance, positive support and lack of counter examples.

Option A:
Option A inverts the pattern by demanding absence in sapakṣa and presence in vipakṣa, which would make the hetu useless for proving the sādhya.

Option B:
Option B correctly states the trairūpya pattern: presence in pakṣa and sapakṣa, absence in vipakṣa.

Option C:
Option C starts by saying the hetu is absent in the pakṣa, which already violates pakṣadharmatā and makes it an asiddha hetu.

Option D:
Option D imposes an irrelevant restriction to scriptural examples and excludes empirical instances, which has nothing to do with the formal threefold requirement.

Teaching in the academic sense focuses on development of concepts,principles and higher-order thinking. It seeks to broaden understanding beyond routine performance of tasks. When the major aim is cognitive growth rather than mechanical skill alone,the activity is properly called teaching. Thus,this option fits the emphasis on understanding in the stem.

Option A:
Training usually stresses acquisition of specific skills and routines,often for job performance,with less emphasis on conceptual understanding or critical thinking. Because the question highlights higher mental abilities,training is not the best descriptor.

Option B:
Teaching seeks to integrate knowledge,reasoning and values so that learners can apply what they know in varied situations. This broader orientation goes beyond repetitive practice,making teaching the correct completion here.

Option C:
Drilling refers to repetitive practice of the same response until it becomes automatic,which can be part of training but does not capture the focus on understanding. Therefore,this option is too narrow for the described purpose.

Option D:
Conditioning emphasises behaviour change through reinforcement or association without necessarily involving conscious understanding. The stem clearly values comprehension,so conditioning does not match the intended meaning.

NEP 2020 proposes forming complexes of several small schools in a geographical area. One secondary school anchors the complex, and resources like teachers, labs and libraries are shared. This arrangement supports academic collaboration and efficient use of facilities. It is especially important where many small schools exist.

Option A:
A single primary school cannot provide the range of resources envisioned for a complex.

Option B:
This option reflects the policy’s description of complexes as clusters of schools working together.

Option C:
The model applies to all kinds of schools, not just private ones across the state.

Option D:
NGO-run boarding schools are only a subset of institutions and not the definition of a complex.

Afforestation establishes new forests that remove carbon dioxide from the atmosphere and store it in biomass and soils, thereby acting as a carbon sink and helping to offset emissions.

Option A:
Incorrect; forests do not simply reflect all solar radiation, and their climatic effects are more complex than uniform cooling by reflection.

Option B:
Correct; it explains how planting trees sequesters carbon and lowers net greenhouse gas concentrations.

Option C:
Incorrect; even large-scale tree planting cannot eliminate the need to reduce emissions from sectors like energy, transport and industry.

Option D:
Incorrect; trees also emit water vapour and other gases; saying they emit only oxygen oversimplifies plant physiology.

The first letters are K, L, M and N, moving forward by one each time. The second letters are M, N, O and P, again moving forward by one. The third letters are O, P, Q and R, also advancing by one. The next term should therefore have letters O, Q and S, giving OQS.

Option A:
Option A is correct because it increases each letter of NPR by exactly one step: N→O, P→Q and R→S. This preserves the parallel +1 movement in all three positions. As it matches the transformation applied between each pair of successive terms, OQS is the proper continuation.

Option B:
Option B, OPR, keeps the first letter O but returns to P and R in the second and third positions. That fails to advance these positions as the pattern requires. Because not all three letters move forward, OPR does not fit the series.

Option C:
Option C, OQT, advances the third letter too far from R to T, a jump of two steps. The series shows only one-step shifts. This extra movement breaks the uniform transformation pattern, so OQT is not acceptable.

Option D:
Option D, ORU, changes the second and third letters unevenly and does not continue the simple +1 progression in all positions. It does not arise from applying the same shift to NPR. Therefore ORU cannot be the correct answer.

Biotic potential is the theoretical maximum rate of increase a population could achieve if resources were unlimited and conditions perfect. Carrying capacity is the upper limit of population size that the environment can support over time without serious degradation. Real populations grow more slowly as they approach this limit.

Option A:
Option A is incorrect because biotic potential is not the realised growth rate; it is a hypothetical maximum. Carrying capacity refers to population size, not a growth rate.

Option B:
Option B is correct as it clearly separates maximum reproductive capacity (biotic potential) from maximum sustainable population size (carrying capacity).

Option C:
Option C is incorrect; these terms do not mean simple counts of deaths or births per year but broader ecological concepts about growth and limits.

Option D:
Option D is incorrect because both concepts apply to all organisms, including plants, animals and microorganisms.

Statements B and D are the wrong statements about inclusive residential facilities. Statement A is correct because safety and accessibility for all genders and persons with disabilities are central to inclusion. Statement C is also correct as non-discriminatory admission and disciplinary practices are part of equitable hostel policies. Statement B is wrong because equity requires that rules be fair rather than automatically more restrictive for one gender. Statement D is wrong because amenities such as sanitation, lighting and security directly affect safety, dignity and inclusion. Therefore, B and D together are the wrong statements.

Option A:
Option A is incorrect because it selects only B as wrong and overlooks D. While B is clearly inequitable, D also misrepresents the role of amenities in promoting inclusion, so both must be marked wrong.

Option B:
Option B is incorrect because it chooses only D as wrong and fails to recognise the discriminatory assumption in B. Ignoring B would legitimise unequal treatment in hostel regulations.

Option C:
Option C is incorrect because it groups A, B and D as wrong. Statement A is actually correct in emphasising safety and accessibility, so including it among wrong statements contradicts inclusive principles.

Option D:
Option D is correct because it identifies both B and D as conflicting with the idea of inclusive residential facilities. It preserves A and C, which set out genuine requirements for safety, accessibility and non-discrimination.

The series is described by the quadratic formula aₙ = 3n²+2n+1 for n starting from 1. Substituting n = 1, 2, 3, 4 and 5 gives 6, 17, 34, 57 and 86, which match the given terms exactly. For n = 6 we obtain 3·6²+2·6+1 = 108+12+1 = 121. Hence the next term must be 121 to preserve the same quadratic relationship.

Option A:
Option A, 111, does not equal 3·6²+2·6+1 and therefore fails to extend the polynomial rule consistently. It would require lowering the value obtained from the formula by 10, which has no justification in the structure of the sequence. Thus 111 cannot be the correct continuation.

Option B:
Option B, 121, is exactly the value produced by the formula aₙ = 3n²+2n+1 when n = 6. It maintains the same dependence on n that explains all earlier terms. Because the pattern holds perfectly when this value is used, 121 is the correct next term.

Option C:
Option C, 115, lies between 111 and 121 but does not arise from substituting n = 6 into the quadratic expression. Selecting 115 would break the neat quadratic pattern and make the rule inconsistent. Therefore it is not the right answer.

Option D:
Option D, 129, is larger than the value predicted by the formula and again cannot be written as 3n²+2n+1 for n = 6. Using 129 would lose the tight algebraic link between n and aₙ, so it is not a valid continuation.

Statements A, B, C and E are correct, while D and F are false. Nyaya does define perception as arising from sense-organ contact, and it distinguishes indeterminate nirvikalpa and determinate savikalpa perception. Some traditions also speak of yogaja pratyakṣa as an extraordinary type of perception. Illusory perceptions like shell-silver are taken as examples of error, not of valid pratyakṣa, and many schools explicitly accept perception as a pramāṇa, so F is clearly wrong. Thus A, B, C and E only is the correct combination.

Option A:
Option A is incomplete because it omits E, ignoring the reference to special forms of perception discussed in certain schools. Although A, B and C are true, they do not reflect the full range of pratyakṣa types mentioned in the item. Therefore A, B and C only cannot be the right answer.

Option B:
Option B is incorrect since it adds D, which wrongly treats illusion as valid perception. In Indian epistemology, such experiences are usually analysed as erroneous cognitions, not as paradigms of valid knowledge. Including D makes this combination inconsistent with the standard account.

Option C:
Option C is wrong because it omits A and includes D. Without A, the basic Nyaya definition of perceptual knowledge is missing, and accepting D confuses error with valid cognition. So B, C, D and E only cannot be chosen.

Option D:
Option D is correct as it groups A, B, C and E, capturing both the standard definition and the main subtypes of perception without conflating error with knowledge. It excludes D and F, both of which conflict with mainstream Indian logical theory. Hence this option matches the set of correct statements.

In-situ conservation means protecting species in the ecosystems where they naturally occur. National parks and wildlife sanctuaries maintain habitats and ecological processes, allowing species to continue their evolution and interactions. This approach preserves not only individual species but also community relationships and genetic diversity. Therefore, national parks conserving species in their natural surroundings are prime examples of in-situ conservation.

Option A:
Option A is incorrect because zoological parks keep animals in captivity outside their natural habitats. This is an ex-situ strategy, useful but different from in-situ habitat protection.

Option B:
Option B is incorrect as seed banks store genetic material off-site. Although valuable for crop conservation, they do not maintain species within natural ecosystems.

Option C:
Option C is incorrect since botanical gardens cultivate plants, often outside their native ranges and in controlled settings. Like zoos and seed banks, they represent ex-situ conservation.

Option D:
Option D is correct because national parks maintain natural landscapes and ecological integrity. They allow species to live and reproduce where ecological interactions and evolutionary processes can continue.