UGC NET Questions (Paper – 1)

NEP 2020 clearly states that the M.Phil. programme will be phased out. Students will be able to move directly from a four-year bachelor’s with research or from appropriate master’s programmes into Ph.D. study, simplifying and streamlining the degree structure.

Option A:
Making M.Phil. mandatory before all Ph.D. admissions would directly contradict the policy’s explicit decision to discontinue M.Phil.

Option B:
This option is correct because it reflects the clear recommendation in NEP 2020 that M.Phil. should be discontinued as a separate academic degree.

Option C:
Replacing all master’s degrees with M.Phil. is not suggested; instead, NEP maintains master’s programmes while removing the M.Phil. layer.

Option D:
Offering M.Phil. only through open and distance learning is irrelevant once the degree itself is to be discontinued; NEP does not propose such an arrangement.

BOD indicates how much oxygen microorganisms need to decompose organic matter. When sewage adds large amounts of biodegradable organic material, microbial activity increases and consumes more dissolved oxygen. As a result, sections of the river with high BOD typically show depressed DO levels, which can stress or kill aquatic organisms. Improvement in water quality reduces BOD and allows DO to recover.

Option A:
Option A is correct as it describes the usual inverse relationship between BOD and DO in organically polluted waters.

Option B:
Option B is incorrect because high BOD and very high DO cannot coexist for long; oxygen is rapidly depleted unless reaeration outpaces consumption.

Option C:
Option C is incorrect since BOD and DO are key linked indicators in water-quality monitoring.

Option D:
Option D is incorrect because when BOD decreases due to reduced organic load, DO normally increases, not declines.

B.A., B.Sc. and B.Com are degree programmes pursued after completion of school education and are part of the tertiary sector. In India, such post-school degree programmes are collectively referred to as higher education. Therefore, the only level that correctly describes these programmes is the higher level of education.

Option A:
Option A is correct because “higher” education is the standard term used for university and college studies following secondary schooling, including undergraduate degrees like B.A., B.Sc. and B.Com.

Option B:
Option B is incorrect because “primary” education refers to the early years of schooling, typically the first few grades, and has nothing to do with university-level degree programmes.

Option C:
Option C is wrong as “upper primary” corresponds to middle school classes, still within the school system and not at the stage of degree education.

Option D:
Option D is incorrect because “secondary” education refers to high school level (up to Class 10 or 12), which is completed before students become eligible for B.A., B.Sc. or B.Com programmes.

One important maxim of teaching is to proceed from simple to complex. This principle advises teachers to start with content that learners can easily grasp and then gradually introduce more difficult concepts as understanding grows. It respects the learner’s cognitive readiness and helps avoid overload. Thus, the correct completion of the maxim in the stem is simple.

Option A:
Simple content includes basic ideas, straightforward examples and familiar situations that can be understood with minimal cognitive effort. Beginning with these allows learners to build confidence and background knowledge. Because the maxim is literally phrased "from simple to complex," simple is the correct term.

Option B:
Known belongs to a different maxim, namely "from known to unknown," which focuses on familiarity rather than complexity. While related, it is not the phrase cited in the stem.

Option C:
Abstract belongs to yet another maxim, "from concrete to abstract," which stresses moving from tangible experiences to conceptual thinking. It does not fit the wording given.

Option D:
Whole relates to the maxim "from whole to part," which focuses on providing an overview before details. This also does not match the "simple to complex" wording used in the stem.

Effective teaching involves thoughtful choice of strategies, responsiveness to learners and supportive feedback, which are captured in statements (A), (C) and (E). A highlights the need to use varied instructional strategies, C stresses monitoring understanding and adjusting teaching, and E recognises the value of timely feedback for improvement. B is wrong because effective teaching is not judged solely by content coverage but by learning outcomes, and D is wrong since ignoring learners' socio-cultural background can create barriers to learning. Thus the correct description of effective teaching behaviour is given by A, C and E only.

Option A:
Option A includes A and C, both key aspects of effective teaching, but omits E. Feedback is a critical component of effective instruction because it closes the loop between teaching and learning by informing learners about their progress. Without acknowledging this, the combination does not fully represent effective teaching behaviour.

Option B:
Option B brings together A, C and E, the three statements that align with accepted indicators of teacher effectiveness. It acknowledges variety in strategies, ongoing monitoring and adaptive teaching, and the provision of timely feedback that supports learner growth. By excluding B and D, which overemphasise coverage and neglect learner context, this option presents a balanced view of effective teaching.

Option C:
Option C adds statement B to the otherwise correct set. B suggests that effectiveness is solely about how much content the teacher covers, which neglects whether learners have actually understood or can apply the material. Including such a narrow view alongside broader effectiveness indicators makes this combination unsatisfactory.

Option D:
Option D selects B, D and E, combining one correct statement with two incorrect ones. E correctly highlights feedback, but B and D undervalue learning outcomes and learner diversity by stressing coverage and ignoring socio-cultural background. Because the option treats these problematic statements as correct, it cannot be accepted.

Option E pairs C and E, which are correct, with D, which is incorrect. D proposes that effective teaching excludes consideration of learners' socio-cultural background, yet inclusive teaching practice requires sensitivity to this context. The presence of D in the combination conflicts with contemporary views of effectiveness, so this option is not correct.

The semantic differential scale presents a concept or object along with opposing adjective pairs placed at the ends of a continuum, and respondents indicate their position between these poles. This captures the connotative meaning of the concept on dimensions such as evaluation, potency and activity. It allows nuanced measurement of attitudes beyond simple agreement or disagreement. Because the stem mentions bipolar adjective pairs like good–bad or strong–weak, it clearly describes the semantic differential scale.

Option A:
A rating scale generally asks respondents to judge an object on a single numerical or descriptive continuum, such as from 1 to 10, but it does not necessarily employ bipolar adjective pairs. While rating scales are common, the specific format in the stem is more precisely described by the semantic differential technique.

Option B:
The semantic differential scale uses several such bipolar items and can summarise responses by averaging across them, providing profiles of how concepts are perceived. This emphasis on paired adjectives and connotative meaning fits the stem closely, confirming semantic differential scale as the correct completion.

Option C:
A nominal scale merely labels categories without order or quantitative interpretation, such as types of occupation. It does not involve rating positions between bipolar adjectives and therefore does not match the description in the question.

Option D:
A rank order scale requires respondents to arrange items in order of preference, not to locate them on continua between opposite adjectives. Hence, rank order scale is not the appropriate term here.

Statements A, B, C and D correctly describe research and innovation ecosystems. A is true because universities generate knowledge and may translate it into patents and start-ups. B is true as partnerships with industry and government provide resources and real-world problems. C is true since innovation cells and incubators nurture entrepreneurial initiatives. D is true because universities must consider ethical and social impacts of innovation. E is false because innovation is relevant across disciplines, including social sciences and humanities. F is false as basic research is essential for long-term knowledge advancement and need not be abandoned.

Option A:
Option A is incorrect because it omits D and therefore misses the crucial dimension of ethical and socially responsible innovation in higher education.

Option B:
Option B is incorrect because it includes E, which wrongly limits innovation to certain disciplines, conflicting with the cross-disciplinary nature of research impact.

Option C:
Option C is incorrect because it includes F, which rejects basic research, and omits A, thus ignoring the broader research and publication contributions of universities.

Option D:
Option D is correct because it selects all four accurate statements about knowledge creation, collaboration, incubation and ethical responsibility, and rejects E and F, which narrow or distort the role of research.

Proof by contrapositive exploits the logical equivalence between a conditional and its contrapositive. Instead of proving "if p, then q" directly, one proves "if not q, then not p". Because these two statements share the same truth conditions, demonstrating the contrapositive suffices to establish the original conditional. Thus the method described is called proof by contrapositive.

Option A:
Option A, proof by cases, involves dividing a problem into exhaustive possibilities and proving the desired conclusion in each case. While also a valid strategy, it does not focus on transforming a conditional into its contrapositive. Hence cases is not correct.

Option B:
Option B, proof by contradiction, proceeds by assuming the negation of what is to be proved and deriving a contradiction, thereby showing the assumption must be false. This is a distinct method and does not necessarily proceed via contrapositive structure.

Option C:
Option C is correct because proof by contrapositive explicitly names the strategy of proving the contrapositive to justify the original "if p, then q". It leverages the equivalence relation discussed earlier and is particularly useful when the direct approach is difficult.

Option D:
Option D, proof by example, at most shows that a statement is true in one or some instances and is usually insufficient to establish universal claims. It does not relate to the contrapositive transformation.

Cognitive objectives target mental processes such as remembering, understanding and applying information. Interpreting graphs involves comprehension of data, recognising patterns and drawing conclusions, all of which are cognitive activities. The verb “interpret” clearly implies mental processing rather than physical or emotional change. Therefore, the objective in the stem belongs to the cognitive domain.

Option A:
Affective objectives focus on attitudes, values and feelings, such as developing appreciation for art or positive attitudes toward science. Interpreting graphs is not primarily about changing attitudes, so affective is not appropriate here.

Option B:
Psychomotor objectives deal with physical skills and coordination, for example handling instruments or performing lab techniques. Graph interpretation does not require specialised motor skills beyond basic reading, so it does not fit this domain.

Option C:
Cognitive objectives include tasks like explaining, interpreting and analysing, which match the wording of the stem. Hence, classifying the statement as a cognitive objective is correct.

Option D:
Social is not one of the three classic domains used here and usually refers to interpersonal skills, not specific mental operations on information.

Cascading Style Sheets is a style sheet language that controls how HTML elements are displayed, including fonts, colours, spacing and positioning. It allows developers to separate content from presentation, making web pages easier to maintain and redesign. Rules from multiple style sheets can cascade, determining final appearance based on specificity and order. Thus, the language described in the stem is Cascading Style Sheets.

Option A:
Option A, SQL, is used for managing and querying relational databases and does not influence the visual presentation of web pages.

Option B:
Option B, XML, is a markup language for representing structured data and is not primarily dedicated to styling HTML documents.

Option C:
Option C, PHP, is a server side scripting language used to generate dynamic content but does not itself specify how elements are styled in the browser.

Option D:
Option D is correct because CSS, or Cascading Style Sheets, is explicitly designed to define the look and formatting of HTML documents, as stated in the question.

The Environmental Kuznets Curve suggests an inverted U shaped relationship between environmental degradation and per capita income. At low income levels,degradation rises as economies industrialise, but beyond a certain threshold, societies invest more in cleaner technologies and regulation, causing degradation to decline. The stem refers to this turning point and subsequent trend,so declines is the correct completion.

Option A:
Becoming infinite would imply unbounded growth in environmental damage,which contradicts the central idea of the curve. The hypothesis specifically involves a reduction in degradation after the turning point.

Option B:
Declines captures the right side of the inverted U, where environmental indicators improve as income continues to grow. This reflects increased public demand for environmental quality and better enforcement capacity. Hence this option accurately represents the theory.

Option C:
Remaining constant would suggest that environmental degradation stops changing with income after a certain point,which is not what the Kuznets curve predicts. The model instead proposes an eventual improvement in environmental conditions.

Option D:
Becoming unpredictable is not part of the formal hypothesis. While real world data may deviate from the idealised curve,the conceptual model presents a systematic trend rather than randomness.

Statements A, B, D, E and F present a balanced view of ICT in pedagogy. ICT can enable learner-centred and collaborative activities, blended models and multimedia support, and must be purposefully aligned with objectives and assessments. Statement C is false because technology alone cannot guarantee understanding; teacher facilitation remains essential. Therefore all statements except C are correct, so the right combination is A, B, D, E and F.

Option A:
Option A is incorrect because it omits F, ignoring the need to align ICT with objectives and assessment. A, B, D and E are true but do not reflect the full planning perspective required for effective integration.

Option B:
Option B is incorrect because it includes C, which exaggerates the power of ICT by suggesting automatic understanding. Including a false statement renders the whole option wrong even though other statements are correct.

Option C:
Option C is correct because it collects all positive and realistic statements about ICT’s role while excluding the overclaim in C. It recognises that ICT is a tool whose effectiveness depends on thoughtful design and alignment.

Option D:
Option D is incorrect because it omits A and adds no new correct statements. Without A, the emphasis on learner-centred interactivity is missing, and the combination does not contain the complete set of true statements.

Diagnostic function in teaching involves identifying learners’ strengths,weaknesses and misconceptions before or during instruction. By checking what students already know,the teacher can adjust content and methods to their actual level. This reduces mismatch between teaching and learner readiness. The stem clearly describes such identification of confusion and prior knowledge,so diagnostic is the correct term.

Option A:
Motivational function aims to arouse interest and enthusiasm,which may occur alongside diagnosis but is not the primary focus described. The stem stresses detection of what students know and do not know.

Option B:
Administrative function relates to record-keeping,timetabling and compliance with institutional rules,which is quite different from analysing learner understanding at the start of a lesson.

Option C:
Diagnostic work helps in planning remedial measures and selecting appropriate starting points,which matches the description in the question,making option C appropriate.

Option D:
Ceremonial function would relate to formal events or rituals and has no direct link with assessing prior understanding,so it is clearly unsuitable here.

SWAYAM is the flagship national online platform created to host MOOCs for school, undergraduate and postgraduate learners. It aggregates courses from multiple institutions and allows learners to enrol and earn certificates. The stem describes a government MOOCs platform spanning various disciplines, which is precisely what SWAYAM provides.

Option A:
SWAYAM is explicitly designed as a common portal where courses from NPTEL, CEC, IGNOU and other coordinators are offered in one place. Its role is to deliver MOOCs to a wide audience with unified standards. This exact function corresponds to the stem, so Option A is correct.

Option B:
NPTEL is a major content initiative and a SWAYAM course coordinator, but it is not the umbrella national MOOCs platform itself. The question asks for the Government of India’s platform name, which is SWAYAM, so Option B is incorrect.

Option C:
e-PG Pathshala focuses on e-content modules mainly for postgraduate subjects and does not function as the national MOOCs platform in the way SWAYAM does (mass enrolment, course runs, quizzes/exams, certification). Thus, Option C does not match the stem.

Option D:
Sodhganga is a repository of theses and dissertations, not a platform for delivering MOOCs. Therefore, Option D is not appropriate.

Ethics committees are established to review research proposals for compliance with ethical standards related to human and animal welfare, informed consent and risk management. They ensure that research respects dignity, rights and safety. The stem points to committees that examine ethical aspects of research, which are correctly called ethics committees. Therefore, Option D is the right answer.

Option A:
Finance committees oversee budgeting and resource allocation and do not focus on consent, risk, or moral justification in research. Thus, Option A is incorrect.

Option B:
Sports committees manage sporting events and facilities and have no mandate to review research ethics. Hence, Option B is incorrect.

Option C:
Discipline committees deal with misconduct and disciplinary issues and are different from specialised oversight of research protocols involving humans/animals. Therefore, Option C is incorrect.

Option D:
Option D is correct because ethics committees specifically review research protocols to protect participants/animals, ensure informed consent, manage risks, and comply with ethical guidelines.