UGC NET Questions (Paper – 1)

Let the two numbers be 4x and 9x. Their geometric mean is √(4x × 9x) = √(36x²) = 6x, which is given as 12. Thus, 6x = 12, so x = 2. The numbers are 8 and 18, and the larger of the two is 18. This directly uses the definition of geometric mean as the square root of the product.

Option A:
Option A, 8, is the smaller number arising from the correct solution and does not answer the question asking for the larger number. Although 8 does participate in the correct ratio and geometric mean, it is not the required value.

Option B:
Option B, 12, is the geometric mean itself, not one of the original numbers. The geometric mean lies between the two numbers in magnitude and is not equal to either when the ratio is not 1:1. Therefore, 12 cannot be the larger number.

Option C:
Option C, 16, would produce a partner number of 64/9 ≈ 7.11 if we tried to keep the ratio 4:9, which is not an integer and also would not give a geometric mean of 12. So 16 does not fit the given constraints on the ratio and mean.

Option D:
Option D is correct because with x = 2, the numbers 8 and 18 satisfy both the ratio 4:9 and the geometric mean 12. Checking, √(8 × 18) = √144 = 12, which confirms that 18 is the correct larger number.

The numeral 1010 in base b expands as 1×b^3 + 0×b^2 + 1×b + 0. Setting this equal to 10 gives b^3 + b = 10. If we try b = 2, we get 2^3 + 2 = 8 + 2 = 10, which satisfies the equation. Therefore, the base must be 2, so 1010₂ equals 10₁₀.

Option A:
Option A, base 8, would make 1010 equal to 1×8^3 + 1×8 = 512 + 8 = 520. This is much larger than 10, so base 8 is not correct. The equality 1010 = 10 does not hold in base 8.

Option B:
Option B, base 2, gives the expansion 1×2^3 + 1×2 = 8 + 2. This sum equals 10, exactly matching the required decimal value. Hence, base 2 is the correct base for which 1010 represents ten.

Option C:
Option C, base 4, yields 1×4^3 + 1×4 = 64 + 4 = 68. This differs greatly from 10, so base 4 does not give the desired equality. Therefore, this option cannot be correct.

Option D:
Option D, base 5, makes 1010 equal to 1×5^3 + 1×5 = 125 + 5 = 130. Since 130 is not equal to 10, base 5 also fails to satisfy the condition.

A blog is a web-based log or journal where entries, often called posts, are published in reverse chronological order. Bloggers share opinions, experiences and information on a variety of topics. Readers can usually comment and subscribe via feeds, making blogs interactive. Thus the kind of site described in the question is a blog.

Option A:
Option A, portal, describes a gateway site that aggregates links and services, such as news and email, but is not specifically an informal journal. Portals tend to be more structured and service-oriented.

Option B:
Option B is correct because the defining feature of blogs is regular posting of written content, sometimes with multimedia, by individuals or small groups. The informality and conversational tone mentioned in the stem aligns with blogging culture.

Option C:
Option C, wiki, is a collaborative platform where many users directly edit pages, which is different from the author-centric model of most blogs.

Option D:
Option D, browser, is a software tool used to view blogs and other web pages rather than being a type of site itself.

Statements A, B and D correctly describe key functions of communication, whereas C and E are incorrect. A is true because communication enables the flow of information needed for work to proceed. B is true since influencing and persuading are recognised purposes of organisational messages. D is true as communication provides the basis for coordinated decisions and actions. C is false because communication influences morale and motivation, and E is false because communication is not confined to downward orders; therefore A, B and D only is the correct combination.

Option A:
Option A includes A, B and D, bringing together information sharing, persuasion and coordination, all of which are genuine functions of organisational communication. It rightly excludes C, which wrongly denies the motivational role of communication, and E, which restricts it to downward orders. Because it contains all and only the true statements, this option is correct.

Option B:
Option B contains A and B only, both of which are correct, but it omits D, failing to acknowledge the role of communication in decision making and coordination. Since an important true statement is missing, A and B only does not represent the full set of correct statements in the item.

Option C:
Option C combines B, C and D, but C is false because communication clearly contributes to employee motivation through recognition, feedback and support. Including C among true statements makes this combination incorrect even though B and D are accurate.

Option D:
Option D brings together A, D and E, but E incorrectly restricts communication to downward orders, ignoring lateral, upward and informal flows. The presence of E as if it were correct invalidates this combination, so A, D and E only cannot be accepted as the answer.

Statements A and C correctly summarise key features of institutional restructuring under NEP 2020. Statement A is true because NEP 2020 classifies higher education institutions into research-intensive universities, teaching-intensive universities and degree-granting colleges. Statement C is also true as the policy emphasises that all types should become large multidisciplinary institutions over time. Statement B is false because NEP 2020 explicitly proposes phasing out the traditional affiliating system. Statement D is false since the policy actually promotes greater academic, administrative and financial autonomy. Hence, the combination A and C only is correct.

Option A:
Option A is correct because it includes the two statements that align with NEP 2020’s vision of institutional types and multidisciplinary evolution, while rejecting B and D, which contradict the policy’s restructuring and autonomy goals.

Option B:
Option B is incorrect because it includes B, which wrongly asserts that affiliating universities will remain unchanged, despite NEP 2020’s plan to move away from this model.

Option C:
Option C is incorrect because it pairs C and D and omits A, thereby accepting D’s false claim that autonomy is rejected and failing to mention the threefold institutional classification.

Option D:
Option D is incorrect because it groups A, C and D, and therefore accepts D’s misrepresentation of NEP’s stance on autonomy, which undermines the accuracy of the combination.

P-hacking refers to manipulating data analysis or selectively reporting results to obtain statistically significant p-values, often without a strong theoretical rationale. Researchers may try multiple models, subsets or transformations and only present analyses that produce significant findings. This practice inflates Type I error rates and undermines the credibility of research. Because the stem describes repeatedly analysing the same data until significance is found, p-hacking is the correct term.

Option A:
Stratification is a sampling technique that divides a population into homogeneous subgroups for more precise representation and is unrelated to manipulating analyses for significance. It is a legitimate methodological procedure rather than a questionable practice. Hence, stratification does not fit the stem.

Option B:
Triangulation involves using multiple methods, data sources or investigators to improve the credibility of findings and is generally considered a strength, not an unethical practice. It seeks converging evidence rather than repeated fishing for significance. Therefore, triangulation is not appropriate here.

Option C:
Pruning may refer to trimming decision trees or simplifying models in statistical or machine learning contexts, and is not commonly used to describe unethical searching for significant results. It also does not capture the selective reporting dimension implied in the stem. Thus, pruning is not the correct completion.

Option D:
P-hacking undermines the integrity of scientific literature because published significant findings may simply reflect exploratory searching rather than real effects. It highlights the need for transparent preregistration and replication. These concerns align with the scenario described in the question, confirming p-hacking as the accurate term.

Green buildings are designed to reduce resource use and environmental footprints throughout their life cycles. They incorporate strategies such as effective insulation, natural lighting, water-saving fixtures and sustainable materials. The goal is to provide comfortable, healthy indoor environments while using less energy, water and raw materials. Therefore, the feature emphasising efficient use of energy, water and materials with minimal environmental impact correctly reflects green building principles.

Option A:
Option A is correct because it summarises the integrated approach of sustainable building design. Such buildings often include renewable energy systems and rainwater harvesting, further lowering their ecological footprint.

Option B:
Option B is incorrect since exclusive reliance on air-conditioning and artificial lighting generally increases energy consumption. Green design encourages natural ventilation and daylighting wherever possible.

Option C:
Option C is incorrect because uninsulated concrete and glass buildings can lead to high heat gain or loss, making them energy inefficient. Green architecture promotes appropriate shading and insulation to maintain comfort with lower energy input.

Option D:
Option D is incorrect as ignoring local climate results in buildings poorly adapted to their environment. Climate-responsive design is a hallmark of sustainable architecture, reducing reliance on mechanical heating and cooling.

Decimal 255 is the largest number representable with eight bits set to 1, that is 11111111₂. Grouping the bits in fours gives 1111 and 1111, which correspond to F and F in hexadecimal. Thus, the hex representation of 255 is FF₁₆.

Option A:
Option A, EF₁₆, corresponds to 14×16 + 15 = 239, which is less than 255. It has a different high-order digit than FF.

Option B:
Option B, FE₁₆, represents 15×16 + 14 = 254, one less than 255. It is frequently seen in contexts like signed ranges, but it is not equal to 255.

Option C:
Option C is correct because FF₁₆ equals 15×16 + 15 = 255. It reflects a full set of ones in binary and is widely used as a maximum byte value.

Option D:
Option D, EE₁₆, equals 14×16 + 14 = 238, which is significantly smaller than 255. Its binary form does not have all bits set.

Teacher immediacy refers to verbal and non verbal behaviours that reduce psychological distance between teacher and students. Smiling,using names and moving closer all signal warmth and willingness to interact. These behaviours tend to increase student engagement and perceived approachability. Therefore,they are classic examples of teacher immediacy behaviours.

Option A:
This option is correct because immediacy behaviours encourage students to participate and feel connected to the teacher. Research shows that such behaviours are associated with higher motivation and satisfaction. The actions listed in the stem clearly demonstrate this closeness.

Option B:
Authoritarian behaviour emphasises strict control and distance,rather than friendly contact and approachability. Smiles and using names are inconsistent with a purely authoritarian style.

Option C:
Avoidance would involve withdrawing from students or reducing contact,which is the opposite of moving closer and engaging them.

Option D:
Mechanical behaviour would describe routine actions without emotional involvement,whereas immediacy behaviours convey personal warmth.

Sadhya is the intended probandum or target property that the argument seeks to demonstrate about the paksha. In the example, the aim is to show that the hill possesses fire, so "fiery" is the sadhya. All the inferential machinery of hetu, vyapti and example is mobilised to support this claim. Hence the property referred to in the stem is sadhya.

Option A:
Option A is correct because sadhya literally means "that which is to be established" and is used in Nyaya precisely for the attribute whose presence is concluded through inference. It marks the goal of the reasoning.

Option B:
Option B, paksha, is the subject "hill" in which the sadhya is to be proved and cannot itself be the property being predicated.

Option C:
Option C, hetu, denotes the reason "smoke" that supports the conclusion and thus has a different logical role from the probandum.

Option D:
Option D, drstanta, is the illustrative example employed to clarify the hetu–sadhya relation, usually a familiar case such as a kitchen where both smoke and fire co-occur.

Construct validity addresses whether test scores behave as expected based on theory about the underlying trait, such as intelligence or anxiety. Evidence for construct validity comes from patterns of correlations with other measures, factor analyses and studies of group differences. When findings fit theoretical predictions, confidence grows that the test indeed reflects the intended construct. Thus, the kind of validity in the stem is construct validity.

Option A:
Face validity concerns how appropriate a test appears on the surface and is judged informally; it does not provide deep evidence about theoretical interpretation of scores.

Option B:
Criterion validity examines the relationship between test scores and an external criterion measure, which is one aspect of construct validation but not the entire concept.

Option C:
Concurrent validity is a subtype of criterion validity focusing on correlations with criterion measures collected at the same time, not on the broader network of theoretical relationships.

Option D:
Construct validity integrates many pieces of evidence showing that scores relate to other variables in ways consistent with the theory of the construct. This focus on theoretical trait interpretation matches the stem, making this option correct.

A massive open online course is defined by its openness, large enrolment potential and online delivery. Learners can typically join from anywhere with internet access, often without strict entry requirements. Platforms such as SWAYAM, Coursera and edX popularise this model. Therefore the description in the stem clearly points to a MOOC.

Option A:
Option A, flipped classroom, refers to an instructional strategy where content delivery is moved outside class time and active learning occurs during contact hours. It may use online resources but is not inherently massive or open.

Option B:
Option B, modular open study plan, is not a standard technical term in ICT for education and does not capture the specific features of large-scale open online courses. It is a distractor phrase.

Option C:
Option C, blended learning cycle, suggests a mix of online and face-to-face components but does not indicate open access or very large enrolments. It is conceptually different from MOOCs.

Option D:
Option D is correct because "massive" refers to the large number of participants, "open" to flexible access and licensing, and "online course" to internet-based delivery, all of which are highlighted in the question.

Statements A and B correctly describe the multiplication and addition rules of counting, and D is true because many questions can be answered directly by reasoning about choices without naming permutations or combinations explicitly. Statement C is false since the multiplication rule in its simplest form assumes independence or appropriately defined conditional paths, and it cannot be applied blindly when choices are dependent. Statement E is false because counting principles are explicitly part of NET Unit 5. Thus, the combination A, B and D only is correct.

Option A:
Option A is correct as it includes the key rules and the note that problems can sometimes be solved without formal notation, while excluding C and E, which misrepresent the applicability of the multiplication rule and the syllabus.

Option B:
Option B is incomplete because it omits D, thereby failing to acknowledge that intuitive counting can sometimes bypass formal permutation or combination formulas in exam settings. Without D, the practical approach is not highlighted.

Option C:
Option C is wrong because it includes C, which incorrectly asserts that the multiplication rule applies regardless of dependence, and omits A, leaving out the fundamental statement of the rule itself.

Option D:
Option D is incorrect since it accepts C and thus endorses an overgeneralisation of the multiplication rule, even though A and D are true. The presence of C makes the overall combination logically unsound.

NEP 2020 emphasises that higher education should gradually expand offerings in Indian languages. Bilingual programmes are suggested to ease transition while maintaining international links. This can widen access for first-generation learners and strengthen local scholarship.

Option A:
Restricting to English medium alone is contrary to NEP’s multilingual vision.

Option B:
This option summarises the positive promotion of Indian languages in HEIs in the policy.

Option C:
Using only foreign languages would marginalise Indian languages even further.

Option D:
Prohibiting programmes in Indian languages directly contradicts the policy recommendations.

Statement C is wrong because statistical significance does not automatically imply practical importance; a small effect can be statistically significant in a large sample yet practically trivial. Statements A, B, D and E correctly describe the roles and potential misuses of statistics, including summarising data, the risk of misleading presentations, the need to report methods and the importance of understanding assumptions. Therefore, C alone is the incorrect statement in the list.

Option A:
Option A is correct because it isolates C as the sole misleading statement and acknowledges that the remaining statements align with good statistical practice. It emphasises the distinction between statistical and practical significance, which is crucial for sound interpretation.

Option B:
Option B is incorrect because it also labels A as wrong, even though A correctly explains that statistics help reveal patterns and relationships in data. Treating A as wrong underestimates the central purpose of statistical analysis.

Option C:
Option C is also wrong because it groups D with C, despite D rightly stressing transparency in reporting methods. Misclassifying D as wrong contradicts the principle of reproducible research.

Option D:
Option D is incorrect because it adds B and E to the set of wrong statements. Both B and E accurately warn about misleading presentations and the need to understand test assumptions, so including them with C misrepresents statistical best practices.