UGC NET Questions (Paper – 1)

Statements A, B and C accurately describe common security threats, whereas D is dangerous and false. Phishing, shoulder surfing and keyloggers are all techniques used to steal information by deception or covert surveillance. Downloading software from untrusted sources increases the risk of malware infection instead of improving security. Thus, the combination A, B and C only is the correct answer.

Option A:
Option A is incomplete because it includes only A and B and ignores C. While phishing and shoulder surfing are important threats, keyloggers are also a significant risk that learners need to recognise. Excluding C leaves the list of threats incomplete.

Option B:
Option B is correct because it gathers all three true statements and rejects D, which contradicts basic security guidelines. It reinforces the need for cautious behaviour and awareness of multiple attack vectors in ICT environments.

Option C:
Option C is incomplete because it lists only B and C as correct, omitting A. Phishing is one of the most prevalent online attacks, and leaving it out fails to provide a comprehensive picture of security threats.

Option D:
Option D is incorrect because it mixes A and C with D and therefore accepts D. Recommending unverified software installation contradicts best practices and may itself facilitate attacks, so this option cannot be accepted.

Social networking sites facilitate the building of online relationships by enabling users to follow, message and share posts with one another. Platforms like Facebook or LinkedIn exemplify this category. They have significant implications for communication, identity and learning in the digital age. Hence, such platforms are called social networking sites.

Option A:
Option A is correct because the description of user profiles, connections and content sharing matches the standard definition of social networking sites.

Option B:
Option B, e commerce, focuses on buying and selling goods or services online and is not primarily about forming social connections.

Option C:
Option C, search engine, helps locate information across the web and does not fundamentally revolve around building user networks.

Option D:
Option D, digital library, provides organised access to digital documents and not interactive user communities.

Statements A, B and D accurately describe important aspects of email features and etiquette. The Cc field is used for copying additional recipients, the Bcc field hides certain recipients from others, and attachments allow users to send various types of files with the message. Statement C is wrong because leaving the subject line blank is not recommended; it reduces clarity and may cause the email to be ignored or marked as spam. Therefore, the correct combination of true statements is A, B and D only.

Option A:
Option A is incorrect because it includes only A and B as correct, leaving out D. Statement D is a valid and important description of how attachments function in email communication. By excluding this true statement, the option fails to list all correct statements as required.

Option B:
Option B is incorrect because it groups only A and D, omitting B. Statement B is a correct explanation of the Bcc field's role in hiding selected recipients. Since the question asks for all correct statements, leaving out B makes this option incomplete.

Option C:
Option C is correct because it collects all three true statements A, B and D. These statements address common email fields and attachment usage, reflecting good understanding of ICT-based communication. Since statement C is the only incorrect statement and is not included, this combination matches the requirement of the question.

Option D:
Option D is incorrect because it includes the false statement C along with B and D. Although B and D are true, statement C incorrectly suggests that blank subject lines are recommended. Including a wrong statement invalidates the entire combination.

A digital gradebook within an LMS records individual assessment scores and computes overall grades, mirroring the teacher’s traditional paper register. It allows both instructors and students to monitor progress in real time. This feature supports transparency and timely interventions in the learning process. Thus, the tool described is a digital gradebook.

Option A:
Option A is correct because gradebook is the accepted term for the collection of student marks and grades within both traditional and ICT based systems.

Option B:
Option B, firewall, is a security mechanism and has nothing to do with recording grades.

Option C:
Option C, compiler, translates source code and is unrelated to assessment tracking.

Option D:
Option D, modem, is a communication device for connecting to networks, not a record of student performance.

To find the 2's complement, we first take the 1's complement by inverting each bit and then add 1. For 000101, the 1's complement is 111010. Adding 1 to 111010 gives 111011. Hence, 111011 is the correct 2's complement.

Option A:
Option A, 111001, is not one increment above the 1's complement 111010 and therefore cannot be the 2's complement. Its last two bits do not reflect the required addition.

Option B:
Option B, 111010, is just the 1's complement without adding 1. Since 2's complement requires this extra step, stopping at 111010 is incomplete.

Option C:
Option C, 111000, differs from both the required 1's and 2's complement results. It effectively subtracts value rather than adding one to the inverted pattern.

Option D:
Option D is correct because it accurately follows the two-step process of bit inversion and addition of 1. This pattern is commonly used to represent negative numbers in binary arithmetic.

Statements A, B and D represent commonly used collaborative research practices supported by ICT, while C is false. Shared online editors, version control repositories and collaboration platforms all facilitate co-authorship and joint data analysis. Reference managers can in fact be used by groups for shared libraries, so the restriction in C is incorrect. Hence, the combination including A, B and D but not C is the only fully correct option.

Option A:
Option A is incomplete because it mentions only A and B and leaves out D. While co-authoring and version control are central, ignoring shared datasets and protocol repositories underestimates how deeply ICT supports collaborative workflows.

Option B:
Option B is correct because it captures textual collaboration, change tracking and broader sharing of research artefacts. It explicitly rejects C, which ignores team-oriented features in many reference management tools.

Option C:
Option C is incomplete because it groups B and D only and omits A. Statement A concerns direct manuscript collaboration, which is a highly visible application of cloud editing tools in research communities.

Option D:
Option D is incorrect because it includes A and D but also accepts C. Since C wrongly denies team use of reference managers, this combination cannot be considered correct even though two of its statements are accurate.

Vector graphics rely on mathematical descriptions of shapes rather than fixed pixels. This allows them to be resized to any scale without becoming pixelated. They are commonly used for logos and diagrams in ICT contexts. Therefore, such graphics are called vector graphics.

Option A:
Option A is correct because vector is the standard term for resolution independent graphics based on paths and curves.

Option B:
Option B, bitmap, graphics are made of pixels and lose quality when scaled up, opposite to what the stem describes.

Option C:
Option C, compressed, graphics refers to file size reduction and can apply to many image types, not specifically scalable ones.

Option D:
Option D, animated, graphics focus on motion and can be either vector or bitmap based, so it is not the right descriptor here.

Formative assessment is conducted during the instructional process to provide feedback that can guide teaching and learning adjustments. Online quizzes used periodically in a course help identify misconceptions and measure understanding, allowing interventions before final exams. ICT makes such ongoing assessment efficient and timely. Thus, the purpose described is formative assessment.

Option A:
Option A is correct because the key feature mentioned is monitoring progress during a course, which aligns with formative rather than end point evaluation.

Option B:
Option B, summative, assessment occurs at the end of a course to assign grades or certification and does not focus on continuous adjustment.

Option C:
Option C, placement, assessment is used to assign learners to appropriate levels or groups before instruction.

Option D:
Option D, norm referenced, assessment compares learners to each other and may be applied in either formative or summative contexts but is not defined by timing and feedback as in the question.

Statements A, B and C accurately summarise core ideas of cryptography, encryption and decryption. They show how information is transformed and restored using algorithms and keys. Statement D is dangerously false because private keys must be kept secret; sharing them openly destroys security. Thus, the correct answer is the combination A, B and C only.

Option A:
Option A is incorrect because it lists only A and B as correct, leaving out C. Statement C is also correct, since decryption reverses encryption to recover plaintext. Excluding C gives an incomplete picture of the cryptographic process.

Option B:
Option B is incorrect because it groups A, C and D as correct, thereby accepting D. Statement D contradicts the requirement to keep private keys secret and would compromise secure communication.

Option C:
Option C is correct because it recognises that protecting, encrypting and decrypting data are the three linked components specified in A, B and C. It excludes the unsafe recommendation in D.

Option D:
Option D is incorrect because it includes B, C and D only, omitting A and accepting D. This both weakens the conceptual definition and endorses insecure behaviour.

The BCC field, or blind carbon copy, hides the listed addresses from other recipients of the email. This allows the sender to keep certain recipients confidential while still sharing the message. It is often used in group communications to protect privacy. Therefore, the blank should be filled with BCC.

Option A:
Option A, CC, reveals all listed addresses to each recipient and does not provide confidentiality.

Option B:
Option B is correct because BCC is specifically designed to send hidden copies, aligning exactly with the situation described.

Option C:
Option C, Reply, is an action taken on a received message, not a header field for specifying recipients in the original mail.

Option D:
Option D, Sent, is a folder where outgoing messages are stored and has no relation to secret recipients.

Converting 2748 to base 7 requires repeated division by 7 and recording remainders. Performing this process yields digits that, read from last remainder to first, give 11004₇. We can verify by expanding 11004₇ as 1×7⁴ + 1×7³ + 0×7² + 0×7¹ + 4×7⁰, which equals 2401 + 343 + 0 + 0 + 4 = 2748. Hence 11004₇ is the correct base-7 representation, making option D correct.

Option A:
Option A has a similar-looking pattern of digits but a different combination of powers of 7. When expanded, it produces a decimal value slightly different from 2748. Therefore, it cannot represent 2748 exactly in base 7.

Option B:
Option B uses a larger digit in one of the higher positions, giving a decimal value greater than 2748 when converted. Since the expansion does not match 2748, this base-7 number is not correct.

Option C:
Option C uses a different arrangement of digits, yielding a smaller decimal value than 2748. Its place value expansion does not sum to 2748, so it is not an equivalent representation.

Option D:
Option D expands precisely to 2748 using the weights 7⁴, 7³ and 7⁰ with digits 1, 1 and 4 respectively and zeros in the remaining places. This correspondence between expansion and given decimal number ensures that 11004₇ is the only correct representation among the options.

The decimal 0.25 equals 1/4, which is 2^-2 in terms of powers of 2. In binary, 0.01₂ means 1 in the 2^-2 place and 0 in the 2^-1 place, giving 1/4. Hence 0.01₂ correctly represents 0.25 in decimal.

Option A:
Option A, 0.1₂, represents 1×2^-1 = 1/2, which is 0.5 in decimal. This is greater than 0.25 and unsuitable as its representation.

Option B:
Option B is correct because it places a 1 in the 2^-2 position, giving exactly 1/4. No other fractional positions contribute, so the value is precisely 0.25.

Option C:
Option C, 0.11₂, gives 1/2 + 1/4 = 3/4, which is 0.75 in decimal. This is a much larger value and cannot be equal to 0.25.

Option D:
Option D, 0.001₂, equals 1×2^-3 = 1/8 or 0.125. This is smaller than 0.25 and therefore not the correct representation.

The integer part 10₂ equals 2. The fractional part .1011₂ equals 1/2 + 0/4 + 1/8 + 1/16 = 0.6875. Total = 2 + 0.6875 = 2.6875.

Option A:
Option A correctly computes fractional weights and adds them to the integer part.

Option B:
Option B (2.625) misses the 1/16 term and matches 10.101₂.

Option C:
Option C (2.75) would match 10.11₂, not 10.1011₂.

Option D:
Option D (2.5625) corresponds to a different fractional-bit pattern and is too small.

Statements A, B and D correctly portray how LMS platforms support teaching and learning, while C is false. LMS environments are designed for authenticated users, course-specific resources and detailed activity tracking. They bring together communication, assessment and grading tools in one system. A static website without login cannot automatically provide user-specific histories, so it cannot replace LMS functionality. Therefore, the correct combination is A, B and D only.

Option A:
Option A is incomplete because it includes only A and B but omits D. While resource upload and tracking are crucial, recognising the integrated tools for communication and assessment described in D is also important for a full picture of LMS capabilities.

Option B:
Option B is incorrect because it selects B and D only and leaves out A. Statement A describes the basic course delivery role of an LMS and is indispensable to understanding the platform’s purpose. Excluding it gives an unbalanced view.

Option C:
Option C is incorrect because it groups A, C and D and accepts C. Statement C overstates what static sites can do and ignores the need for user authentication and logging in order to track individuals. Including C makes this combination inaccurate.

Option D:
Option D is correct because it brings together the three true statements, covering resource management, tracking and integrated tools, while excluding the misleading claim in C. It gives a realistic account of LMS use in higher education.

In 8-bit one’s complement, a leading 1 indicates a negative number. To find its magnitude, invert all bits and read the result as an unsigned binary number. Inverting 10011001₂ gives 01100110₂, which equals 64 + 32 + 4 + 2 = 102. Therefore, 10011001₂ represents −102 in one’s complement.

Option A:
Option A is correct because one’s complement encodes −X as the bitwise inversion of +X. Since 10011001₂ inverts to 01100110₂ (= 102), the represented value is −102.

Option B:
Option B (−104) would require the inverted magnitude to be 104 (01101000₂). But the inversion here is 01100110₂ (=102), so it cannot be −104.

Option C:
Option C (−127) is the most negative magnitude possible in 8-bit one’s complement and corresponds to inverting 01111111₂. The given pattern does not invert to 127, so this is incorrect.

Option D:
Option D (−128) is not representable in 8-bit one’s complement (the range is −127 to +127, with both +0 and −0). Hence −128 cannot be the answer.