UGC NET Questions (Paper – 1)

In an n-bit two's complement system, one bit is reserved for the sign and the remaining n-1 bits contribute to magnitude. The range of values is from -2ⁿ⁻¹ to 2ⁿ⁻¹ - 1. For 12 bits, this is -2¹¹ to 2¹¹ - 1, which equals -2048 to 2047. This asymmetric range is characteristic of two's complement representation. Hence, option D correctly states the representable range.

Option A:
Option A describes the range of an unsigned 12-bit representation, where all combinations are non-negative and go up to 4095. It does not apply to two's complement, which must allow negative numbers. Therefore, it is incorrect in this context.

Option B:
Option B suggests a symmetric range around zero from -4096 to 4095, which would require 13 bits rather than 12 in two's complement. It misuses the formula for the minimum and maximum values and thus is not accurate.

Option C:
Option C gives a symmetric range -2047 to 2047, which is appropriate for sign-magnitude but not for two's complement. In two's complement you get one extra negative value, making the minimum -2048. Hence this range is off by one on the negative side.

Option D:
Option D uses the correct two's complement formula for 12 bits, giving a minimum of -2048 and a maximum of 2047. This matches how the sign bit and magnitude bits interact in two's complement encoding. Therefore, it is the only option that correctly describes the 12-bit two's complement range.

SWAYAM Prabha consists of multiple high quality educational channels that broadcast courses for schools and higher education. It uses satellite and DTH technology to reach learners who may have limited internet access. This initiative complements online platforms like SWAYAM by providing broadcast based ICT learning. Therefore, the blank refers to SWAYAM Prabha.

Option A:
Option A is correct because SWAYAM Prabha is explicitly described as the bouquet of DTH channels dedicated to education in India.

Option B:
Option B, e Pathshala, is an e content portal for school education rather than a set of TV channels.

Option C:
Option C, DIKSHA, is a digital platform for teacher and school resources, not specifically a DTH channel collection.

Option D:
Option D, e PG Pathshala, offers postgraduate e content modules but not broadcast television channels.

Statements A, B and D correctly present opportunities and responsibilities when using social networks in education. They show that such platforms can manage course information, enable scholarly sharing and require explicit communication norms. Statement C is false because most material on social networks is not peer-reviewed; quality varies widely. Hence the combination A, B and D only is correct.

Option A:
Option A is correct because it includes the three true statements about educational uses of social networks while excluding the misleading assurance of universal peer review. It recognises both benefits and the need for guidelines.

Option B:
Option B is incorrect because it lists only A and B as correct and omits D. Statement D is also important, since guidelines help maintain professionalism, privacy and respect in online spaces. Without D, the set of statements is incomplete.

Option C:
Option C is incorrect because it groups B and D only and leaves out A. Statement A correctly emphasises the value of closed groups for course management. Excluding it gives a partial view of academic use.

Option D:
Option D is incorrect because it includes A, C and D as correct statements. Including C wrongly suggests that social media automatically filters for peer-reviewed content, which is not how these platforms operate.

Converting 345 to base seven requires dividing by 7 and tracking remainders, which produces digits 1, 0, 0 and 2, giving 1002₇. Expanding 1002₇ as 1×7³ + 0×7² + 0×7¹ + 2×7⁰ gives 343 + 0 + 0 + 2 = 345. Hence, 1002 is the correct base-seven representation of 345.

Option A:
1003₇ expands as 1×343 + 0×49 + 0×7 + 3 = 343 + 0 + 0 + 3 = 346. This value is one more than 345, so this option is incorrect.

Option B:
1052₇ corresponds to 1×343 + 0×49 + 5×7 + 2 = 343 + 0 + 35 + 2 = 380. As this is significantly larger than 345, it cannot be the correct conversion.

Option C:
1002₇ represents 343 + 0 + 0 + 2 = 345, which exactly equals the decimal given. Its structure shows that only the highest and lowest positions carry nonzero digits in this base-seven form.

Option D:
1012₇ gives 1×343 + 0×49 + 1×7 + 2 = 343 + 0 + 7 + 2 = 352. Since 352 is larger than 345, this pattern is not the right representation.

To convert a decimal integer into another base, we repeatedly divide the number by the target base and track the remainders. These remainders form the digits of the new base when read in reverse order. This procedure is known as the repeated division method and works for any positional base. Hence, repeated division is the correct operation.

Option A:
Option A is correct because dividing by the base successively shrinks the number while yielding remainders that directly correspond to the new base digits. This algorithm is a standard topic in number system conversions.

Option B:
Option B, multiplication, is used mainly when converting fractional parts to another base by repeated multiplication, not for integer parts. Using repeated multiplication on integers would not directly yield their digits in another base.

Option C:
Option C, subtraction, can help conceptually but is not the usual systematic algorithm for base conversion. It would be cumbersome and error-prone compared to repeated division.

Option D:
Option D, rounding, is a numerical approximation technique and not a structural method for finding exact digits in a new base. Rounding might introduce errors rather than produce precise conversions.

Antivirus programs scan files, memory and incoming data for known signatures or suspicious behaviour linked to malware. They can block or quarantine harmful code, preventing it from executing and damaging the system. Many tools also provide real-time protection to stop threats as they arise. Thus, their main purpose is to defend against malicious software.

Option A:
This option accurately summarises that antivirus software’s main role is to detect malicious code, prevent it from running and remove it when possible. That is why institutions install antivirus tools on lab and office machines.

Option B:
Increasing disk size requires adding or replacing hardware such as hard drives or SSDs. Antivirus software is purely a security program and cannot change the physical storage capacity of the computer.

Option C:
Creating presentations and spreadsheets is done using productivity software like office suites, not antivirus tools. Antivirus runs mainly in the background to protect systems, not to design teaching materials.

Option D:
Internet connectivity is provided by network infrastructure and service providers, not by antivirus software. While security tools may inspect web traffic, they do not themselves create or speed up the connection.

A reference manager stores bibliographic information, PDFs and notes, allowing researchers to insert citations and generate reference lists automatically. It integrates with word processors to apply different citation styles. This simplifies the otherwise tedious task of managing references. Thus, such software is called a reference manager.

Option A:
Option A is correct because the main function of these tools is to manage references for academic writing.

Option B:
Option B, task, manager monitors running processes or to do lists and is unrelated to citing literature.

Option C:
Option C, password, manager securely stores login credentials, which is a different security oriented role.

Option D:
Option D, image, manager handles pictures and media files, not bibliographic data.

Statements A, B, D and E describe core OS functions and a specific OS type. Operating systems allocate CPU and memory, offer file management and provide authentication and access control. A single-user, single-task OS indeed restricts execution to one program at a time. Statement C is false because OSs coordinate I/O devices, and F is false since many graphical systems expose command-line interfaces. Thus A, B, D and E only are correct.

Option A:
Option A is incorrect because it omits E, ignoring the description of single-user, single-task operating systems. While A, B and D are true, this combination fails to include all correct statements given in the question.

Option B:
Option B is correct because it gathers process and memory management, file services, security mechanisms and a valid classification of an OS. It excludes C and F, which misrepresent the OS role in I/O and the possibility of command-line interfaces.

Option C:
Option C is incorrect because it leaves out B and does not mention file management as a key OS responsibility. Although A, D and E are true, omitting B makes the set incomplete.

Option D:
Option D is incorrect because it includes F, which wrongly claims that graphical systems cannot have command-line tools. Mixing true statements with this incorrect claim means the entire option cannot be accepted.

DIKSHA is an initiative of the Ministry of Education in India that offers digital resources aligned with school curricula and professional development for teachers. It supports multiple languages and device types, including mobile phones. By centralising quality-assured content, it enhances access to learning materials across states. Therefore the school-focused platform described in the stem is DIKSHA.

Option A:
Option A, SWAYAM, targets MOOCs for higher and some school education but is not primarily framed as a classroom resource repository for school systems and teacher training in the way DIKSHA is.

Option B:
Option B, NAD (National Academic Depository), manages digital certificates and academic awards rather than everyday teaching–learning resources.

Option C:
Option C is correct because DIKSHA is explicitly branded as the national digital infrastructure for school education and teacher professional development, which fits the description.

Option D:
Option D, SHODHGANGA, is concerned with hosting theses and dissertations and is focused on research, not school-level teaching content.

The attachment feature extends the basic text message by allowing additional digital objects to accompany it. Users can share reports, spreadsheets, images or presentations with colleagues and teachers. This makes email a powerful tool for submitting assignments, sharing resources and collaborating in ICT-based environments. Thus, the core purpose is file sharing.

Option A:
ISPs provide network connectivity, which cannot be changed simply by using a feature inside an email client. Changing providers involves new contracts, configurations and sometimes hardware adjustments.

Option B:
RAM is a hardware component that must be physically installed. No email feature can alter the amount of physical memory present in the machine.

Option C:
This option correctly states that attachments enable the user to transmit files embedded with the message. The recipient can then download and open these files using appropriate applications.

Option D:
Installing an operating system is a complex process that should not occur automatically on receipt of an email attachment. In fact, security practices warn users not to execute unknown attachments to avoid malware.

For an 8-bit two's complement number starting with 1, we know it is negative. To find its decimal value, we invert the bits and add 1. The inversion of 11001011₂ is 00110100₂, and adding 1 gives 00110101₂, which is 53 in decimal. Therefore, the original 11001011₂ represents −53.

Option A:
Option A correctly performs the two-step process of inversion and addition to decode the negative value. It recognises that the pattern encodes a negative number and finds its magnitude as 53, then assigns the negative sign. Thus, −53 is the correct interpretation.

Option B:
Option B, −75, would require the magnitude bits after inversion and increment to equal 75, which they do not. This choice indicates a miscalculation in either the inversion step or the final addition.

Option C:
Option C, −77, similarly suggests a different magnitude than the one actually encoded by the bit pattern. Since decoding yields 53, this option does not match the numeric content of the 8-bit sequence.

Option D:
Option D, −69, also conflicts with the calculated magnitude. It represents another negative value that is not supported by the structure of 11001011₂. Hence, it is incorrect.

The flipped classroom model uses ICT to deliver foundational content through videos or readings that students access before class. Classroom time is then freed for deeper engagement through activities such as problem-solving, case analysis and collaborative projects. This approach shifts the focus from passive reception to active learning. Thus, the activity described in this option accurately reflects what happens during class in a flipped setting.

Option A:
This option reverses the flipped concept by having students watch lectures only in class with a passive teacher. It does not leverage pre-class online resources or transform classroom interaction. Consequently, it resembles a traditional multimedia lecture rather than a flipped classroom.

Option B:
This option correctly identifies that higher-order learning tasks are prioritised during classroom sessions in a flipped model. Since basic explanations are handled by pre-class materials, valuable face-to-face time can be used for clarification, application and critical thinking. This is a key pedagogical rationale behind the flipped approach.

Option C:
Traditional one-way lectures keep students in a passive role and do not utilise ICT to redistribute learning activities across time and space. While they may involve some technologies, they do not embody the flipped philosophy.

Option D:
Taking attendance alone does not constitute meaningful learning. A flipped classroom emphasises engagement and interaction, not minimal administrative tasks. Therefore, this option is inappropriate.

Digital communication represents information in discrete binary form, which allows receivers and repeaters to distinguish valid bits even when some noise is present. Regenerators can restore digital signals to near-original shape at intermediate points. This leads to lower error rates and better quality over long distances, so Option A correctly states a major advantage.

Option A:
This option is incorrect because digital communication is actually the one closely associated with computers and ICT systems. Digital networks form the backbone of computer communication, so saying they can never be connected contradicts reality.

Option B:
Option C is wrong because digital signals are precisely what most modern electronic devices store and process. Memory chips, disks and processors all handle digital data.

Option C:
Option D about handwriting misunderstands the nature of digital communication, which uses electronic signals, not pen and paper.

Option D:

Statement C is the only wrong statement because academic honesty cannot be judged solely by a similarity score. Statements A, B and D correctly state that tools compare text with databases, highlight overlaps and that teachers must interpret the results. A zero score does not automatically prove originality, and non-zero scores may include properly cited material, so human judgement is essential. Thus, the option that chooses only C as wrong is correct.

Option A:
Option A is incorrect because it groups A and C as wrong statements. Statement A is in fact a core description of how plagiarism detection tools operate. Combining a true statement with a false one makes this option inconsistent.

Option B:
Option B is correct because it singles out C as the sole incorrect statement and accepts A, B and D as accurate. It acknowledges both the utility and the limits of automated similarity checking in maintaining academic integrity.

Option C:
Option C is incorrect because it labels B and C as wrong. While C is wrong, B is true in stating that similarity reports highlight matching text segments. Treating B as wrong misrepresents the basic output of these tools.

Option D:
Option D is incorrect because it declares A, B and C all wrong, even though A and B correctly describe the comparison and reporting functions. Only C is problematic, so this option cannot be accepted.

Two factor authentication (2FA) strengthens security by demanding evidence from two different categories such as something you know (password) and something you have (phone or token). Even if a password is compromised, the attacker still lacks the second factor. This approach reduces successful unauthorized access to online accounts. Therefore the dual requirement described in the stem exemplifies two factor authentication.

Option A:
Option A, single sign-on, allows users to access multiple systems with one set of credentials but does not necessarily involve multiple factors. It focuses on convenience rather than adding an extra independent verification.

Option B:
Option B, data encryption, protects information by converting it into unreadable form for unauthorized parties but is not itself an authentication method. It addresses confidentiality rather than proving identity during login.

Option C:
Option C is correct because 2FA schemes commonly use one-time codes delivered via SMS, authenticator apps or hardware tokens alongside traditional passwords. The example of a phone code in the stem matches this pattern exactly.

Option D:
Option D, file compression, reduces file size for storage or transmission efficiency and has no relation to verifying user identity.