UGC NET Questions (Paper – 1)

To convert 947 to binary, we divide repeatedly by 2 and track the remainders or use powers of 2. The expansion 947 = 512 + 256 + 128 + 32 + 16 + 2 + 1 corresponds to bits set at those positions. Writing these powers in binary yields 1110110011₂, which is the shortest binary representation without leading zeroes. Therefore, option B correctly represents 947 in binary.

Option A:
Option A corresponds to a binary number slightly larger than 947 because it sets some higher-order bits that increase the value. When its powers-of-two expansion is computed, the sum exceeds 947. Hence, this binary string does not represent the required decimal number.

Option B:
Option C omits some of the powers of two needed to reach 947 and includes a different combination instead. Its positional value expansion produces a smaller decimal number than 947. Thus, it cannot be the correct binary representation of 947.

Option C:
Option B has ones exactly in the positions corresponding to 512, 256, 128, 32, 16, 2 and 1, whose sum is 947. No unnecessary leading zeros are present, so it is a minimum-length form. Every other combination of bits shown in the options changes this sum. Hence, 1110110011₂ is the valid minimal binary representation for 947.

Option D:
Option D rearranges the ones in a different pattern, leading to a distinct combination of powers of two. When expanded, its decimal value is less than 947, so it fails to match the given decimal number. Therefore, it is not the correct binary representation.

In Berlo's SMCR model,Source and Receiver are analysed in terms of communication skills,attitudes,knowledge,social system and culture. Communication skills such as speaking,writing,listening and reading strongly influence how well messages are encoded and decoded. The stem asks about characteristics of both source and receiver that affect effectiveness,which points directly to communication skills.

Option A:
This option is correct because Berlo explicitly highlights the need for compatible and adequate skills on both sides. If a sender has poor speaking skills or a receiver has weak listening skills,communication suffers. Therefore,these characteristics are central in the model.

Option B:
Physical distance is important in other theories such as proxemics but is not the key feature emphasised in SMCR for both source and receiver.

Option C:
Economic status may influence access to media,but Berlo's model focuses more on skills and psychological factors.

Option D:
Organisational rank may shape power relations but is not listed as the main characteristic in SMCR components.

Communication barriers are often classified into physical, psychological, semantic and cultural types. Physical barriers arise from environmental conditions such as noise, distance, poor acoustics or faulty equipment. Construction noise outside the classroom clearly interferes with hearing the teacher’s voice. Therefore, it is best described as a physical barrier to communication.

Option A:
Semantic barriers arise from problems related to language and meaning, such as ambiguous words or technical jargon. They occur even in a quiet environment if the learner cannot interpret the message correctly. Since the stem describes external noise, semantics are not the core issue here.

Option B:
Psychological barriers involve internal states like anxiety, prejudice or lack of motivation that hinder effective listening or understanding. Although noise may cause frustration, the principal barrier mentioned is external and physical rather than purely psychological.

Option C:
Physical barriers include factors like loud external sounds, poor lighting or obstructed sightlines that hinder the transmission of the message. Construction noise outside the classroom is a direct example of such interference. Hence, this option accurately identifies the type of barrier described.

Option D:
Cultural barriers stem from differences in beliefs, values or communication styles between teacher and learners. They can lead to misunderstandings even without environmental noise. Since the question clearly points to noise, cultural factors are not central here.

Oral communication depends on spoken words delivered through the voice. Classroom explanations are typically given by talking directly to students. The stem clearly highlights use of spoken words during teaching. Therefore the communication is oral.

Option A:
Oral communication allows immediate questions and feedback from students. It also uses tone and pitch to emphasise ideas,matching the situation well.

Option B:
Written communication would involve notes,handouts or emails,which are not the focus of the stem.

Option C:
Non verbal communication includes gestures and facial expressions rather than spoken words.

Option D:
Visual communication centres on charts and images and may support but not replace the spoken explanation here.

People-centred development shifts the focus from aggregate economic growth to improving people’s capabilities and freedoms. It stresses that development should expand choices in areas like education, health and livelihoods, and ensure that people can participate in decisions affecting their lives.

Option A:
Option A is incorrect because GDP growth alone may not translate into better health, education or equity; people-centred approaches insist on human outcomes, not just output.

Option B:
Option B is incorrect as higher commodity exports can coexist with inequality and poor human development if benefits are not widely shared.

Option C:
Option C is incorrect because rapid industrialisation without safeguards can harm workers, communities and the environment, contradicting people-centred principles.

Option D:
Option D is correct as it captures the core idea that development is about enlarging capabilities, choices and meaningful participation.

Clarity means that the message is expressed in a simple,unambiguous and logically organised way. When explanations are clear,students can follow the reasoning and connect new ideas to prior knowledge. Most models of effective communication treat clarity as a central requirement. Hence clarity is the essential quality described.

Option A:
Ambiguity allows multiple interpretations and often confuses learners,so it is opposite to what effective teaching requires.

Option B:
Secrecy hides information and has nothing to do with explanation quality.

Option C:
Clear communication supports comprehension and reduces misconceptions,making clarity the correct answer.

Option D:
Distortion changes the message in unintended ways and reduces understanding.

Statements A, B, C and D represent correct principles for direction-sense reasoning. A is true since the four main directions are treated as perpendicular axes. B and C correctly describe standard right and left turns from given orientations. D is correct because many questions reduce movements to net north–south and east–west components, often using coordinate or vector-like thinking. E is false because “left of B” depends on B’s facing direction, not necessarily on the geographic west, so A, B, C and D only are correct.

Option A:
Option A is incomplete because although A, B and C are true, it omits D, which explains how to compute final displacement using perpendicular components, a key exam technique.

Option B:
Option B is incorrect as it includes E, which wrongly interprets “left” as fixed west, and thus mixes one false statement with true ones. This invalidates the combination.

Option C:
Option C is wrong since it drops A and includes only B, C and D, failing to mention the fundamental assumption about the four perpendicular directions that underlies most diagrams.

Option D:
Option D is correct because it collects all four true statements about directions and turning, while excluding E, which confuses relative and absolute positions. It matches how NET questions on direction sense are structured.

Statements A, B, D and E correctly describe why and how sampling is used in research. Sampling helps when studying an entire population is impractical, and a well-drawn sample can yield useful estimates about population parameters. Probability sampling ensures known selection chances, and practical issues such as time and access must be considered in sampling decisions. Statement C is false because convenience samples may be biased and are not guaranteed to be representative.

Option A:
Option A is incomplete because it omits D and E, both of which highlight key aspects of sampling such as probability-based selection and practical constraints. Without these, the combination underplays how representativeness is achieved and what factors shape sampling choices.

Option B:
Option B is correct because it combines A, B, D and E, the set of statements that align with standard sampling principles. It rightly excludes C, which overstates the merits of convenience sampling. The option therefore captures both methodological and practical dimensions of sampling.

Option C:
Option C is incorrect because it includes C, which wrongly claims that convenience sampling always produces representative samples. Convenience samples are often prone to bias, so including C corrupts the otherwise correct set of statements.

Option D:
Option D is wrong because it omits A, failing to mention the basic rationale for using samples rather than censuses. It also does not explicitly recognise that sampling is a response to practical limitations, which is central to its role in research.

A teacher-centred approach is characterized by the dominance of the teacher in controlling content, pace and classroom interaction. Students are largely passive recipients of information, primarily listening and taking notes. The lecture method is a classic example of this orientation. Hence, when teaching relies on lecturing with passive students, it is correctly described as a teacher-centred approach.

Option A:
A learner-centred approach involves active participation of students through discussion, projects and problem-solving tasks. The teacher’s role shifts to facilitating learning rather than delivering all information. This pattern does not match a situation where students passively receive lectures.

Option B:
Collaborative learning approach emphasizes group work, peer interaction and shared responsibility for learning. Students discuss, negotiate and construct understanding together. A classroom dominated by teacher monologue and passive listening does not fit this model.

Option C:
Teacher-centred approach puts the teacher at the centre of the instructional process, with emphasis on content coverage and one-way communication. Students have limited opportunity to question or explore topics independently. This option precisely corresponds to the scenario of lecturing with passive reception.

Option D:
Blended learning approach combines face-to-face instruction with online or technology-mediated activities. While it can be teacher-centred or learner-centred, the presence of online components is essential. The stem does not reference such a blended arrangement, so this option is less appropriate.

Mutual influence means teacher and learners affect each other through questions, responses and feedback. That two-way, adaptive process is the interactive nature of teaching.

Option A:
Unidirectional implies one-way flow from teacher to student, ignoring learner feedback and participation.

Option B:
Interactive highlights dialogue, feedback and shared meaning-making, matching “mutual influence.”

Option C:
Mechanical suggests routine teaching without sensitivity to learner responses, which contradicts mutual influence.

Option D:
Ritualistic implies fixed routines without reflection and does not capture dynamic two-way interaction.

The dependent variable represents the effect or outcome that may change as a result of manipulations of the independent variable. It is the main variable of interest whose variation the researcher wishes to explain or predict. Measurements of the dependent variable are compared across groups or conditions to evaluate the impact of the treatment. Thus, the outcome described in the stem is correctly called the dependent variable.

Option A:
The dependent variable is “dependent” in the sense that its values are expected to depend on or be influenced by the independent variable under investigation. In educational experiments, typical dependent variables include achievement scores, attitudes or skills. Because the stem refers to the outcome measured to assess treatment effect, this label is appropriate and correct.

Option B:
A control variable is a factor that the researcher keeps constant to prevent it from confounding the relationship between the independent and dependent variables. It is not the main outcome of interest.

Option C:
A moderator variable affects the strength or direction of the relationship between independent and dependent variables, rather than being the primary outcome. It answers questions about for whom or under what conditions the treatment works.

Option D:
A confounding variable is an uncontrolled factor that influences the dependent variable along with the independent variable, making it difficult to interpret causal effects. It is considered a threat rather than the planned outcome.

Statements A, B and D correctly describe the nature of central, state and open universities. Central universities are created by Acts of Parliament, state universities by Acts of State Legislatures, and open universities typically operate predominantly through distance or open learning modes. Statement C is wrong because deemed-to-be university status is declared by the Central Government on the advice or recommendation of the UGC, not by the UGC alone. Therefore, the correct combination must include A, B and D but exclude C.

Option A:
Option A is incorrect because it recognises A and B as correct but leaves out D, which is also correct about open universities offering programmes mainly through distance mode. By omitting D, it fails to capture all the true statements.

Option B:
Option B is correct because it includes exactly the three true statements A, B and D and excludes the false statement C. It reflects the statutory processes of establishing central and state universities and the characteristic distance mode of open universities. This combination fully matches the set of correct statements.

Option C:
Option C is incorrect because it includes statement C, which wrongly attributes the power to declare a deemed-to-be university solely to the UGC. Even though B and D are true, the inclusion of C makes the entire combination invalid.

Option D:
Option D is incorrect because it treats all four statements as correct. Since statement C misrepresents the legal process for declaring deemed-to-be universities, including it among the correct statements contradicts the regulatory framework.

Statements A, B and D are correct, whereas C is incorrect. A is true because online active listening involves processing both the teacher’s voice and written contributions in the chat. B is true since notifications, background apps or unstable connectivity can disrupt attention and comprehension. D is true as asking for clarification through chat or audio shows engagement with the content. C is false because simply turning off video and audio does not guarantee better listening; learners might instead disengage.

Option A:
Option A includes A and B but omits D, failing to acknowledge that clarification questions are an important indicator of active listening in online environments. Without D, the description of active listening is incomplete. Therefore A and B only cannot be accepted.

Option B:
Option B groups A, B and C and wrongly includes C, which overstates the effect of muting video and audio. By treating C as correct, this option suggests a guaranteed improvement in listening that is not supported. Hence A, B and C only is not valid.

Option C:
Option C lists B and D only and omits A, ignoring the need to attend to both spoken and written channels in synchronous platforms. Since A is also correct, B and D only does not capture all aspects of active listening in such settings. This option therefore cannot be chosen.

Option D:
Option D assembles A, B and D, recognising multimodal attention, the impact of technical distractions and the value of clarification questions, while excluding the simplistic claim in C. Because it contains all and only the correct statements, A, B and D only is the right answer.

The first Global Stocktake assessed collective progress towards Paris Agreement goals and compared it against scientific pathways. It underscored that present efforts are insufficient and that rapid emission cuts are essential to keep 1.5°C within reach. The figure of around 43% reduction by 2030 relative to 2019 reflects IPCC-informed pathways and was explicitly noted. The stocktake thus combines a recognition of ambition gaps with guidance on the scale of acceleration needed. (UNFCCC)

Option A:
This option contradicts the core message of the stocktake, which emphasised that the world is off track for 1.5°C. Far from declaring existing policies sufficient, the assessment highlighted significant implementation and ambition gaps. Therefore, it is inaccurate as a summary of COP28 outcomes.

Option B:
Postponing assessment to 2050 would undermine the five-year cycle built into the Paris Agreement. In reality, parties agreed that stocktakes will occur every five years to inform updated NDCs, with the first completed at COP28. This statement therefore misrepresents the timing and purpose of the stocktake process.

Option C:
This option is correct because it reflects the numerical benchmark used in the stocktake to describe a Paris-compatible pathway. It captures both the need for deep, near-term cuts and the specific reference year (2019) used in the analysis. As such, it is the most precise and exam-relevant statement.

Option D:
Saying that only adaptation is needed and mitigation is no longer required goes against the balanced approach in the stocktake. Both mitigation and adaptation are emphasised as essential, along with finance and support. This answer distorts the integrated nature of climate action highlighted in the COP28 decisions.

Statements A, B, D and E correctly link collaborative tools with academic integrity, while C and F are clearly unacceptable. Shared documents do support group drafting and require proper citation of external sources. Version history aids in tracking who contributed what, and institutional policies clarify boundaries of acceptable collaboration. Claims that plagiarism disappears in shared spaces or that unacknowledged copy-paste is acceptable are false, so any combination including C or F cannot be correct.

Option A:
Option A is incorrect because it omits E, which recognises the importance of institutional policies governing collaboration and plagiarism. While A, B and D are true, they do not fully capture the policy framework within which collaboration occurs. The absence of E makes this combination incomplete as an answer to the question.

Option B:
Option B is correct because it includes all and only the true statements A, B, D and E. It emphasises collaborative drafting, continued need for citation, traceability through version history and the role of policies. By excluding C and F, it rejects the mistaken belief that shared documents remove plagiarism concerns or legitimise unattributed copying.

Option C:
Option C is incorrect because it incorporates C along with otherwise true statements. Statement C falsely asserts that plagiarism is no longer a concern when everyone can edit a document. Including this statement normalises unethical behaviour, so the presence of C invalidates the whole combination.

Option D:
Option D is incorrect because it introduces F and omits A. Statement F condones unattributed copying, which contradicts academic integrity principles. Leaving out A also means ignoring the basic benefit of collaborative tools, so this set cannot be accepted as correct.