CTET : Developmental Psychology

CTET : Developmental Psychology

Teacher Eligibility Test Developmental Psychology

Development

Psychologists interested in social and emotional development focus on relationships, the growth of social skills and social understanding, and the influence of the social world on emotional life. Social relationships begin with the attachments that infants develop with their caregivers. Social life expands considerably with the growth of peer relationships in childhood, romantic relationships in adolescence, marriage and child-rearing in adulthood, and friendships in the workplace, neighborhood, and elsewhere. The people in a person’s social world—parents, relatives, friends, and others—help to shape that person’s emotional life. They provide infants with a sense of security, provoke the first feelings of pride, shame, guilt, or embarrassment in young children, and offer experiences of nurturance, conflict, and love at all ages.

The importance of social relationships to the regulation of emotion is a topic that interests developmental scientists across the life course. A baby depends on caregivers to manage his or her distress, and children learn to manage emotions by seeking assistance and talking about their feelings with trusted adults. Adolescents rely on their peers for emotional understanding, and adults maintain emotional well-being through supportive friendships, especially in later life. Researchers are exploring these social influences on emotion regulation in observational studies of people of all ages, and through interviews with children, adolescents, and adults about how they manage their feelings.

D  Personality Development

The study of personality development explores how the distinctive qualities of people develop over life: their characteristic social and emotional dispositions, self-concept, views of the world, and ways of acting and thinking. Personality development is closely related to social and emotional development, but it is also much broader. It encompasses the emergence of a distinctive temperament early in life, growth in self-understanding and identity, formation of personal goals and values, and the influence of one’s adult roles—such as marital partner, parent, and worker.

One of the scientific challenges of studying personality development is determining the extent to which personality is based on family upbringing or on genetically inherited dispositions. Certainly, parents influence their children’s personalities in many important ways: in the examples they provide, in their warmth and style of discipline, and in the security or insecurity they inspire. But parents and their biological children are also genetically related, and studies of identical twins raised by different families have concluded that much of the resemblance between parents’ and children’s personalities is based on hereditary similarity. Even so, many characteristics in children are not easily explained by heredity, which makes continued study of the interaction of genes and family influence—nature and nurture—important to developmental science.

E  Moral Development

Moral development concerns the development of moral values and behavior. Moral values are beliefs about what is right and wrong; moral behavior refers to actions consistent with these beliefs. Moral development is closely tied to other aspects of psychological growth. The ability to think and reason enables moral judgment, social and emotional development leads to moral values and empathy, and personality development includes the growth of conscience. Moral development is a lifelong process, especially as individuals encounter new and more complex ethical dilemmas in relations with peers, at the workplace, and in intimate relationships.

Young children acquire a sense of right and wrong partly through parental discipline but also in everyday conversations with their parents, who convey simple lessons about people’s feelings, the consequences of breaking rules, and what it takes to be a “good boy” or “good girl.” Another resource for early moral growth is the empathy that young children feel for the distress of others. For example, when parents or peers are upset, toddlers often look concerned and try to assist them. Psychologists continue to explore how interaction between parents and their young children contributes to the development of conscience and to the growth of caring for other people.

Moral development also influences the development of “prosocial” or altruistic behavior—actions such as sharing, cooperating, and helping performed for the benefit of others without expectation of a reward. Studies indicate that the motivation to act altruistically emerges very early. Young children are motivated to do the right thing primarily because they want to maintain warm relationships with caregivers and others who matter to them—not simply to avoid punishment, as was once believed

CTET: Understanding Children with social need

CTET: Understanding Children with social need

Understanding Children with social need for Teacher Eligibility Test

Developmental Psychology

INTRODUCTION

Developmental Psychology, study of changes in human behavior and thought from infancy to old age. Developmental psychology is the study of how people change over time, but it also investigates how and why certain characteristics remain consistent over the life course. A child changes dramatically in size, physical coordination, and thinking capacity while maturing into an adult, for example, but may also maintain the same basic temperament while growing up.

Traditionally, developmental psychologists have focused on child development, believing that most formative experiences of life occur during infancy and childhood. The early years are indeed a time of extremely rapid development, when children acquire motor skills, thinking abilities, social skills, capacities for feeling and regulating emotion, and other characteristics that will last a lifetime. But psychologists have more recently turned their attention to adolescence and adulthood, recognizing that development continues throughout the life span. The study of adult development focuses on the unique experiences of this stage of life and examines how adults maintain and refine their capabilities as they age.

In studying development, researchers seek answers to many basic questions: In what ways do early experiences influence later growth? To what extent does heredity influence individual characteristics? What roles do the family, community, and culture play in a person’s development? How does the developing mind actively create understanding from everyday experiences? How do children acquire language? How does change in one area, such as physical growth, influence other aspects of development, such as social growth? What forms of parental discipline are effective in helping children’s moral growth? Answers to these and other questions can offer important practical guidance to those who care for children. For all individuals, understanding how we have become the people we are today contributes to greater self-awareness and greater appreciation of the forces that shape all people.

The study of human development requires an especially broad and integrative approach. Thus, developmental psychology incorporates ideas from almost every other area of psychology, including social psychology, cognitive psychology, biopsychology, clinical psychology, and educational psychology. It also draws from many other fields concerned with human behavior. These include sociology, biology (especially genetics and evolutionary biology), anthropology, and economics. The variety of fields relevant to developmental psychology reflects the complexity of human growth and change

CTET Science : Paper-II (Practice Paper 03)

CTET Science : Paper-II (Practice Paper 03)

Science for Paper-
1. Balanced diet should have

(a) Protein 2/5, fat 3/5, carbohydrate 1/5

(b) Protein 3/5, fat 1/5, carbohydrate 2/5

(c) Protein 1/5, fat 1/5, carbohydrate 3/5

(d) Protein 1/2, fat ¾, carbohydrate 1/4

2. Which of the following statements about a balanced chemical equation is not true?

(a) Mass is conserved only

(b) Atoms are conserved only

(c) Molecules are conserved only

(d) All of these

3. Atomic theory was given by

(a) John Dalton

(b) Neils Bohr

(c) E. Rutherford

(d) J.J Thomson

4. If we open a bottle of perfume, its smell spreads in the entire room within a short time

due to the process of

(a) Evaporation

(b) Sublimation

(c) Diffusion

(d) Solution

5. Which out of the following is a heterogeneous mixture?

(a) Milk

(b) Soil

(c) Smoke

(d) All of these

6. Carbon dioxide is a compound because:

(a) It exists as solid liquid and gas.

(b) It contains hydrogen and oxygen.

(c) It contains two different elements joined by chemical bonds.

(d) It can be split up into simpler substance by chemical means

7. Which of the following is neither an element nor a compound?

(a) Saline water

(b) Carbon dioxide

(c) Mercury

(d) Sodium chloride

8. Atomicity of Aluminium is

(a) 1

(b) 2

(c) 3

(d) 4

9. The chemical formula of a compound containing 2 atom of hydrogen and 1 atom of

sulphur is

(a) H2SO4

(b) SO2

(c) H2S

(d) H2O

10. When magnesium is burnt in air. It produces magnesium oxide. The correct chemical

reaction is:

(a) Mg +O2 ®MgO

(b) 2 2Mg +O ®2MgO

(c) 2Mg + 2O®2MgO

(d) 2 Mg2 +O ®2MgO

CTET : Child Padalogy

CTET : Child Padalogy

Your child is growing and developing physically, socially, emotionally, and intellectually, it’s important for parents to recognize what stage of development their child is at. Parents who recognize the differences in the developmental growth stages are often more successful in parenting. Read through the developmental differences listed below. Keep in mind that children grow at different rates with different degrees of success and failure. As always, it’s important for parents to check with their pediatrician while their child is progressing through the developmental stages described in this article.

Physical development in this age group includes steady growth patterns.
Gross motor (large muscles) are more developed than fine motor (small muscle). Elementary children are able to run and jump and control the larger muscles in their legs. They have a more difficult time holding small items, catching or putting something together using their fingers.
Elementary children learn through movement. Physical education is important during these developmental years. Let them touch and run!
The body and mind seldom work together.
Parents should:
Allow the child move and explore.
Assist and allow the child to begin practicing cutting with a scissors, use writing and eating utensils and using their fingers as often as possible.
Not allow the child to lift weights or continually participate in activities that over stress large muscles (Example: Participate in three soccer games or five hour gymnastic training sessions in one day).
Encourage the child to be active and have FUN and PLAY!

Rapid and steady growth of intelligence occurs within this age group.
Elementary children have a short attention span (15-20 minutes).
Elementary children generally enjoy learning.
This age group usually has a difficult time making choices and decisions.
Elementary children are not analytical in nature. Processing and analyzing information is not a common developmental trait.
Parents should:
Read to and with your elementary child. Yes! Read. Read. Read!
Be prepared to change academic subject areas after 15-20 minutes to help keep the child engaged. This includes reading a book, playing a game, writing, counting etc. This time frame will allow the parent to have a greater chance to succeed in teaching, modeling and engaging the child’s study interest.
Be patient! Elementary children usually love to learn. Be careful not to turn their love of learning off by being overly critical of mistakes or failures. Make learning FUN! Allow learning mistakes to become part of their education and intellectual development. Children often succeed after making mistakes or errors when the parent remains positive and encouraging.
Help the child to make decisions and choices by limiting their options to two or three choices. Again, be patient.
Avoid using a lot of analogies when you know that your child is having a difficult time processing information. Provide simple answers, comparison and have the child repeat back to you what you said to check for understanding.
Begin to team with the child’s teachers and school when learning difficulties occur. Teachers are encouraged to contact parents of children who have persistent problems in learning. Be open to options provided for your child to be assessed for certain learning disabilities.
Realize that an elementary child that scores high on an IQ scale, nationally norm test and other testing instruments does not mean that the child is physically, socially or emotionally ready to become involved in activities that require these developmental traits to succeed. Emotional IQ is just as important as intellectual IQ. If you feel your child has “gifted” tendencies, team with your child’s teachers to determine the best academic curriculum, social and emotional plans to meet your child’s needs.

Elementary Children generally want to please their parents, teachers and other adults in their lives.
Children in this age group often begin to develop empathy toward others.
Elementary children often depend on adults for reassurance and encouragement.
Moods swings are often predictable and easier to handle then middle and high school children.
Parents should:
Monitor the child’s stress level. Children lives should be balanced with family time, learning time, playtime, social-time and downtime (time alone).
Begin to teach the child to accept who they are. It’s okay for children to learn shortcomings as long as they know their positive strengths. Do not praise your child just for the sake of praise. Be specific with your positive words. For example: “I like the way you helped me do the dishes. You should be proud of yourself. I am.”
Self-esteem is just that- SELF-esteem. Parents cannot build a child’s self-esteem. However, parents can put a child in situations where they have a chance to succeed. With each success, children learn that self-esteem is built by their efforts, not by someone else’s efforts. Each individual success builds confidence. Each individual failure provides the child with another opportunity to learn how to succeed.
Elementary children usually lack social skills. They need to be taught and provided time to learn how to interact with peers.
Children in this age group usually have a difficult time sharing. Elementary children will often site their parents and close relative as their best friends.
Social needs for making friends will fluctuate from child to child in this age group. It is normal for children in this age group to want to play alone. Parents must often encourage their child to interact with others.
Parents should:
Provide the child with opportunities to participate in activities outside the family setting. Don’t over do it! Sports, church, clubs, theater and other activities must be balanced and prioritized with school and family and downtime.
Do not force your child to be social when he or she is not ready.
Be a role model. Make friends with the parents and families you want your child to be meet.
Let your child know that it’s important to be polite and friendly. Teach manners!

CTET : Teaching and learning in the language classroom

CTET : Teaching and learning in the language classroom

Teacher Eligibility Test Teaching and learning in the language classroom

Teaching and learning in the language classroom is aimed primarily at language teachers with some experience, and though it could be very useful for teachers to explore on their own, its main use is likely to be as a core textbook on in-service training courses. Throughout, it encourages teachers to reflect on issues in language teaching and learning on the basis of their own experience. Each chapter begins with an “introductory task” which focuses thought on the area to be considered and which in most cases invites teachers to identify aspects of their current ideas and practice on the issue. Similarly, the penultimate section of each chapter is a considerable list of “discussion topics and projects”, many of which are based on examples of teaching materials. These activities are likely to be most profitable when carried out in groups, and the most obvious way in which to exploit them is on a formal training course.
In between these discussion tasks, each chapter produces a highly concentrated but still readable exploration of the issues in the topic under consideration. Though the main subheadings in each chapter take the form of questions, such as “How do second language learners acquire vocabulary?” or “What role can self-access facilities play in language learning?”, these are questions which the author sets out to answer; they are not specifically addressed to the reader. The general pattern of each chapter is to move from more theoretical to practical considerations, and Hedge draws on both research and published teaching materials in exploring central issues in language teaching. The conclusions drawn are often fairly tentative, though; this is not a book which implies that there are clear and straightforward answers to the questions that concern language teachers, or which sets out to provide simplistic classroom “recipes”. After working through the chapters teachers should end up making more informed choices and decisions, but they will still be making the choices–Hedge views teachers as the “decision-makers in managing the classroom process” (1), and it is not her aim to usurp that role by spelling out some fixed set of classroom practices which she believes to be ideal. As she says in the introduction, her book is not “based on the belief that teachers sit at the feet of educationists and applied linguists waiting for ideas to drop, like crumbs, to sustain them”, since “experienced teachers are more robust and independent than that”(2). She recognises that neither theoretical nor classroom research can provide “a base for unshakeable principles of classroom practice”. Her aim is to help provide “a foundation of knowledge against which we can evaluate our own ideas about teaching and learning, to which we can apply for insights in our attempts to solve pedagogical problems, and from which we can draw ideas to experiment with in our own classrooms” . Such an approach should appeal to the experienced teacher

CTET Characteristics of learning

CTET Characteristics of learning

Characteristics of learning
1. All children are naturally motivated to learn and are capable of learning

2. Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning

3.Children learn in a variety of ways - through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking , reflecting, and expressing oneself in speech or
writing both individually and with others. They require opportunities of all these kinds in the course of their development

4. Teaching something before the child is cognitively ready takes away real learning. Children may ‘remember’ many facts but they may not understand them or be able to relate them to the world
around them

5.  Learning takes place both within the school and outside school. Learning is enriched if these two arenas interact with each other. Art and work provide opportunities for holistic learning that is rich
in tacit and aesthetic components. Such experiences are essential to be learnt through direct experience and integrated with life

6.  Learning must be paced so that it allows learners to engage with concepts and deepen the understanding rather than remembering only to forget after examinations. At the same time learning must  provide variety and challenge, and be interesting and engaging Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value

7. Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those  who are capable, provide avenues for learners to work at cognitive
levels above their own

CBSE Chemistry Class 10/X : Carbon and its Compounds

CBSE Chemistry Class 10/X :  Carbon and its Compounds

Q.1 Why is carbon tetravalent ?

Ans 1:Carbon atom has 4 electrons in the outermost shell.It needs 4 more electrons to complete its octet. Therefore , carbon is tetravalent . 

Q.2 The formula of a hydrocarbon is Cn H2n. Name the family to which it belongs and also predict its nature. 

Ans 2: The hydrocarbon belongs to alkenes It is unsaturated in nature . 

Q.3 What is the valency of carbon in CH3-CH3, CH2=CH2 and HC=CH ? 

Ans 3: The valency of carbon in all its compounds whether saturated or unsaturated is 4. 

Q.4 Out of butter and ground nut oil , which is unsaturated in Nature? 

Ans 4: Groundnut oil is unsaturated in nature . 

Q.5 Why is high temperature not favourable for alcoholic fermentation? 

Ans 5: The high temperature destroys the enzymes which are needed to carry fermentation . 

Q.6 Name a cyclic unsaturated hydrocarbon, containing three double bonds? 

Ans 6: Benzene 

Q.7 What is the difference in the molecular mass of any two adjacent homologues? 

Ans 7 : 14 mass units. 

Q.8 Which has triple bond ; C2H4 ,C3H6 and C3H4 ? 

Ans 8:C3H4 has triple bond in the formula .

Q.9 Which substance is added to denature ethyl alcohol? 

Ans 9: A small amount of methyl alcohol , pyridine or copper sulphate is added to denature ethyl alcohol . 

Q.10 Which ions are responsible for making water hard ? 

Ans 10: Ca2+ and Mg2+ ions are responsible for making water hard. 

Q.11 Name the catalyst commonly used in hydrogenation of oil to form fats? 

Ans 11:Nickel. 

Q.12 Write the name and molecular formula of alcohol derived from butane ? 

Ans 12: C4H9OH Butanol 

Q.13 Which gas is evolved when sodium carbonate or bicarbonate is added to ethanoic acid ? 

Ans 13 : CO2 (carbon dioxide). 

Q.14 What is SCUM ?

Ans 14: Scum is precipitate of Calcium and Magnesium salt of organic fatty acids. 

Q.15 What are hydrophobic and hydrophilic parts in soaps? 

Ans 15: The alkyl group(R) consisting of long chain of carbon atom is hydrophobic part while COONa group is hydrophilic in nature.

CTET 2012 : Education Meaning Purpose Philosophy

CTET : Education Meaning Purpose Philosophy

What is Education?
Education is a continuing voyage of discovery, an everlasting quest to achieve the fullest wisdom and stature that God meant for us.
The word education comes from the Latin educare, to draw out. In a broad sense it means not only to elicit creative thought and knowledge from the student, but to draw  humankind out of the predicament it is in.

What are the The Purpose of Education?

To restore in man the image of his Maker, to bring him back to the perfection in which he was created, to promote the development of body, mind, and soul, that the divine purpose in his creation might be realized–this was to be the work of redemption. This is the object of education, the great object of life.

Education enables humans to achieve their fullest personal, spiritual, mental, social, and physical potentials. The ability of being educated is what distinguishes humans from  animals. Education transforms an individual and allows her to effect change in her environment.

What is The Meaning of Education?
True education means more than the pursual of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and with the whole period of existence possible to man. It is the harmonious development of the physical, the mental, and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come.

CBSE X The Periodic Properties of Atoms Chemistry

CBSE Class X The Periodic Properties of Atoms Chemistry 

PERIODIC PROPERTIESin a period the number of valence electrons and the nuclear charge increases from left to right. It increases the force of attraction between them. In a group the number of filled shells increases and valence electrons are present in higher shells. This decreases the force of attraction between them and the nucleus of the atom. These changes affect various properties of elements and they show gradual variation in a group and in a period and they repeat themselves after a certain interval of atomic number. Such properties are called periodic properties.

Atomic radius

What happens to atomic radii in a group and period and why?

Atomic radius is the distance between the centre of atom and the outermost shell.

In a period, atomic radius generally decreases from left to right.

2nd Period      Li         Be        B          C         N         O         F

                                 155      112      98        91        92       73        72

3rd Period      Na       Mg       Al         Si         P          S          Cl

                                  190      160      143     132      128     127     99

In a period there is a gradual increase in the nuclear charge. Since valence electrons are added in the same shell, they are more and more strongly attracted towards nucleus. This gradually decreases atomic radii.

Atomic radii increase in a group from top to bottom.

Element          Atomic radius                        Element          Atomic radius

Li                     155                              F                     72

Na                   190                              Cl                     99

K                      235                              Br                   114

Rb                   248                              I                       133

As we go down a group the number of shells increases and valence electrons are present in higher shell and the distance of valence electrons from nucleus increases.

Also, the number of filled shells between valence electrons and nucleus increases

Both the factors decrease the force of attraction between nucleus and valence electron. Therefore, atomic size increases on moving down a group.

Ionization energy 

Negatively charged electrons in an atom are attracted by the positively charged nucleus.  For removing an electron this attractive force must be overcome by spending some energy.

The minimum amount of energy required to remove an electron from a gaseous atom in its  ground state to form a gaseous ion is called ionization energy. 

It is measured in unit of kJ mol-1.

 It is a measure of the force of attraction between the nucleus and the outermost  electron. Stronger the force of attraction, greater is the value of ionization energy. It corresponds to the following process:

If only one electron is removed, the ionization energy is known as the first ionization energy.

 If second electron is removed the ionization energy is called the second ionization energy.

Ionization energy decreases in a group from top to bottom

This is because the force of attraction between valence electrons and nucleus decreases in a group from top to bottom.

The ionization energy increases in a period from left to right.

This is because the force of attraction between valence electron and nucleus increases in a period from left to right.

Electron affinity:

The tendency of element to gain  an additional electron. This ability is measured by electron affinity. It is the energy change when an electron is accepted by an atom in the gaseous state.

Electron affinity is assigned a positive value when energy is released during the process. Greater the value of electron affinity, more energy is released during the process and greater is the tendency of the atom to gain electron.

In a group, the electron affinity decreases on moving from top to bottom as less and less amount of energy is released.

In a period, the electron affinity increases from left to right, as more and more amount of energy is released

Electro negativity

Electro negativity is relative tendency of a bonded atom to attract the bond-electrons towards it self. It just compares the tendency of various elements to attract the bond-electrons towards themselves.

Electro negativity decreases in a group from top to bottom.

Electro negativity increases in a period from left to right.

Electro negativity is related to ionization energy. Electrons with low ionization energies have low electronegativity because their nuclei do not exert a strong attractive force on electrons.

Elements with high ionization energies have high electronegativity due to the strong pull exerted on electrons by the nucleus.

Oxides and its nature: Metals react with oxygen to form oxides by loss of electrons. These oxides on dissolution in water form bases.

Reactivity of elements: Down the group reactivity of metals increases as the tendency to lose electrons increases due to increased atomic size.

Reactivity of non- metals decreases down the group because of the increased atomic size and the tendency to gain electrons decreases.

On moving across the period, the reactivity first increases due to the decrease in the metallic character and increase in non metallic character.

Metallic and Non-metallic Properties

The metallic character of an element is expressed in terms of its electron releasing tendency while non-metallic character in term of electron accepting tendency.

In group metallic character of the element increases down the group due to increasing atomic size or because outermost electrons are farther away from the nucleus .So they can be easily lost.

In periods metallic character of the element decreases along a period due to decrease in atomic size along a period or outermost electrons are closer to nucleus. So they can not be easily lost.

CBSE Board 2012 Examination Date Sheet Class X and XII

CBSE Board 2012 Examination Date Sheet/Examination Dates Class X and XII

DAY,DATE AND TIME	SUBJECT NAME AND SUB-CODE
Thursday,01st March, 2012 10:30 AM	PAINTING 049
Friday,02nd March, 2012 10:30 AM	MATHEMATICS 041
Monday,05th March, 2012 10:30 AM	URDU COURSE-A 003 BENGALI 005 TAMIL 006 TELUGU 007 SINDHI 008 GUJARATI 010 MANIPURI 011 ORIYA 013 ASSAMESE 014 KANNADA 015 ARABIC 016 TIBETAN 017 PORTUGUESE 019 GERMAN 020 RUSSIAN 021 PERSIAN 023 NEPALI 024 LIMBOO 025 LEPCHA 026 BODO 092 TANGKHUL 093 JAPANESE 094 BHUTIA 095 SPANISH 096 KASHMIRI 097 MIZO 098 BAHASA MELAYU 099 URDU COURSE-B 303
Tuesday,06th March, 2012 10:30 AM	PUNJABI 004 MARATHI 009 MALAYALAM 012
Saturday,10th March, 2012 10:30 AM	FOUNDATION OF I T 165
Monday,12th March, 2012 10:30 AM	HOME SCIENCE 064
Tuesday,13th March, 2012 10:30 AM	MUSIC CAR.VOCAL 031 MUSIC CAR.INS.MEL. 032 MUSIC CAR.INS.PER. 033 MUSIC HIND.VOCAL 034 MUSIC HIND.INS.MEL 035 MUSIC HIND.INS.PER 036 ELEM. OF BUSINESS 154 ELEM BOOK-K & ACCY 254 TYPEWRITING-ENG 354 TYPEWRITING-HINDI 454
Wednesday,14th March, 2012 10:30 AM	FRENCH 018 COMM. SANSKRIT 122
Friday,16th March, 2012 10:30 AM	ENGLISH COMM. 101 ENGLISH LNG & LIT. 184
Tuesday,20th March, 2012 10:30 AM	SCIENCE-THEORY 086 SCIENCE W/O PRAC. 090
Thursday,22nd March, 2012 10:30 AM	HINDI COURSE-A 002 HINDI COURSE-B 085
Monday,26th March, 2012 10:30 AM	SOCIAL SCIENCE 087

DATE-SHEET   SENIOR SCHOOL EXAMINATION,2011            
DAY,DATE AND TIME             SUBJECT NAME   AND SUB-CODE
                                                         
Tuesday,01st March,  2011  10:30 AM                      
                              PHYSICS              042  
                              PERSIAN              123  
                              OFFCE PROC.& PRAC.   604  
                              LENDING OPERATIONS   620  
                              ELECTRIC MACHINES    623  
                              RADIO ENG.&AUD.SYS   635  
                              M PROD TPT &M COOP   640  
                              POST HARV TECH&PRD   644  
                              OPTICS               658  
                              CLINICAL BIO-CHEM.   661  
                              COMM. HEALTH NURII   664  
                              RADIOGRAPHY-I GENL   667  
                              ESTB & MGMT OF FSU   677  
                              DESG & PAT MAKING    685  
                              DYEING & PRINTING    688  
                              ACCOMODAT.SERVICES   691  
                              TRAVEL TRADE MGMT    694  
                              CONFECTIONERY        698  
                              DTP CAD & MULTIMED   701  
                              CLSFN.&CATALOGUING   703  
                              POULTRY PDTS& TECH   717  
                              H EDN & PUB HELATH   728  
                              C HEALTH NURSING     731  
                                                         
Thursday,03rd March,  2011  10:30 AM                    
                              BUSINESS STUDIES     054  
Friday,04th March,  2011  10:30 AM                      
                              FASHION STUDIES      053  
Saturday,05th March,  2011  10:30 AM                    
                              HISTORY              027  
                              FINANCIAL ACCNTG     611  
                              CASH MGMT & H-KEEP   619  
                              ELECT APPLIANCES     624  
                              AUTOSHOP REP& PRAC   628  
                              AC & REFRGTN-III     632  
                              ELN.DEV.& CIRCUITS   634  
                              ACTG FOR BUSINESS    722  
                              MIDWIFERY            732  
                                                         
Monday,07th March,  2011  10:30 AM                      
                              CHEMISTRY            043  
                              OFF. COMMUNICATION   606  
                              SHORTHAND HINDI      610  
                              CONS BEHV & PROTCN   615  
                              MGMT OF BANK OFFCE   621  
                              APPLIED PHYSICS      625  
                              FABRICATN.TECH-III   631  
                              TV & VIDEO SYSTEMS   636  
                              ELECTRICAL ENGG.     637  
                              MILK & MILK PRODS.   639  
                              VEGETABLE CULTURE    642                                
                              B THERAPY &H DR-II   654  
                              BIOLOGY-OPTHALMIC    657  
                              LAB. MEDICINE        660  
                              FUND OF NURSING II   663  
                              RADIATION PHYSICS    666  
                              ADVANCE FOOD PREP    675  
                              CLOTHING CONST       686  
                              BASIC DESIGN         687  
                              FOOD PREPARATION     690  
                              INDIA-TOURIST DEST   693  
                              FOOD SCI.& HYGIENE   696  
                              I T SYSTEMS          699  
                              LIB. ADMN & MGMT.    702  
                              PRIN &PRA-LIFE INS   705  
                              POULTRY NUTR & PHY   716  
                              INT TO FINANCL MKT   723  
                              B CONCEPT-H &MED T   729  
                                                         
Tuesday,08th March,  2011  10:30 AM                      
                              PUNJABI              104  
Wednesday,09th March,  2011  10:30 AM                    
                              BIOTECHNOLOGY        045  
                              ACCOUNTANCY          055  
                              CR WRTNG TR STUDY    069  
                              HERITAGE CRAFTS      070  
                              STORE ACCOUNTING     618  
                              ENGINEERING SCI.     622  
                              DAIRY PLANT INSTRU   641  
                              FOOD& BEV SERVICES   692  
                                                         
Friday,11th March,  2011  10:30 AM                      
                              ENGLISH ELECTIVE     001  
                              FUNCTIONAL ENGLISH   101  
                              ENGLISH CORE         301  
                                                         
Monday,14th March,  2011  10:30 AM                      
                              BIOLOGY              044  
                              GRAPHIC DESIGNS      071  
                              SINDHI               108  
                              GUJARATI             110  
                              ASSAMESE             114  
                              PORTUGUESE           119  
                              RUSSIAN              121  
                              SPANISH              196  
                              KASHMIRI             197  
                              SHORTHAND ENGLISH    608  
                              TYPOGRAPHY &CA HIN   609  
                              ELE.COST A/C & AUD   612  
                              SALESMANSHIP         614  
                              MECH. ENGINEERING    626  
                              AUTO ENGINEERING     627  
                              AC & REFRGTN-IV      633  
                              YOGA ANATOMY &PHYS   656  
                              MEAL PLNG & SERVIC   676  
                              TOUR MGMT & MP PLN   695  
                              BUSINESS DATA PROC   700                                
REFERENCE SERVICE    704  
                              B P O SKILLS         724  
                                                         
Wednesday,16th March,  2011  10:30 AM                    
                              ECONOMICS            030  
Friday,18th March,  2011  10:30 AM                      
                              HINDI ELECTIVE       002  
                              MANIPURI             111  
                              TIBETAN              117  
                              HINDI CORE           302  
                                                         
Tuesday,22nd March,  2011  10:30 AM                      
                              MATHEMATICS          041  
                              SECT PRAC & ACCNTG   605  
                              CIVIL ENGINEERING    629  
                              FABRICATN.TECH-II    630  
                              FLORICULTURE         643  
                              COSMETIC CHEMISTRY   655  
                              OPHTHALMIC TECH.     659  
                              MICROBIOLOGY         662  
                              MAT.&CHILD H.NURII   665  
                              RADIOGRAPHY-II SPL   668  
                              TEXTILE SCIENCE      684  
                              BAKERY SCIENCE       697  
                              COMPUTER& LIFE I A   706  
                              TPT. SYSTEMS &MGMT   712  
                              POULTRY DISE & CNT   718  
                              FIRST AID &MEDCL C   730  
                              HEALTH CENTRE MGMT   733  
                                                         
Friday,25th March,  2011  10:30 AM                      
                              POLITICAL SCIENCE    028  
Saturday,26th March,  2011  10:30 AM                    
                              PAINTING             049  
                              GRAPHICS             050  
                              SCULPTURE            051  
                              APP-COMMERCIAL ART   052  
                                                         
Monday,28th March,  2011  10:30 AM                      
                              PHYSICAL EDUCATION   048  
                              MARATHI              109  
                              KANNADA              115  
                              MIZO                 198  
                                                         
Wednesday,30th March,  2011  10:30 AM                    
                              INFORMATICS PRAC.    065  
                              COMPUTER SCIENCE     083  
Thursday,31st March,  2011  10:30 AM                    
                              PHILOSOPHY           040  
                              DANCE-KATHAK         056  
                              DANCE-KUCHIPUDI      058  
                              DANCE-ODISSI         059  
                              DANCE-MANIPURI       060  
                              DANCE-KATHAKALI      061                                
DANCE-MOHINIYATTAM   062  
                              MULTIMEDIA & WEB T   067  
                              TYPOGRAPHY &CA ENG   607  
                                                         
Friday,01st April,  2011  10:30 AM                      
                              MUSIC CAR.VOCAL      031  
                              MUSIC CAR.INS.MEL.   032  
                              MUSIC CAR.INS.PER.   033  
                              MUSIC HIND.VOCAL     034  
                              MUSIC HIND.INS.MEL   035  
                              MUSIC HIND.INS.PER   036  
                              ENGG. GRAPHICS       046  
                              TELUGU               107  
                              MALAYALAM            112  
                              ORIYA                113  
                              GERMAN               120  
                              NEPALI               124  
                              LIMBOO               125  
                              LEPCHA               126  
                              BHUTIA               195  
                                                         
Saturday,02nd April,  2011  10:30 AM                    
                              ENTREPRENEURSHIP     066  
Tuesday,05th April,  2011  10:30 AM                      
                              GEOGRAPHY            029  
                              MARKETING            613  
Thursday,07th April,  2011  10:30 AM                    
                              PSYCHOLOGY           037  
                              ARABIC               116  
Saturday,09th April,  2011  10:30 AM                    
                              HOME SCIENCE         064  
Monday,11th April,  2011  10:30 AM                      
                              URDU ELECTIVE        003  
                              SANSKRIT ELECTIVE    022  
                              BENGALI              105  
                              TAMIL                106  
                              FRENCH               118  
                              URDU CORE            303  
                              SANSKRIT CORE        322  
                                                         
Wednesday,13th April,  2011  10:30 AM                    
                              SOCIOLOGY            039  
                              DANCE-BHARATNATYAM   057  
                              AGRICULTURE          068

TET/CTET Science study notes for paper-II

TET/CTET Science study notes for paper-II

Metals are solids at room temperature with the exception of mercury and gallium, which are liquids at room temperature. Gallium and Caesium melt below 30c . So if room temperature is around 30c, they may also be in liquid state
Metals are hard but not brittle, except zinc at room temperature.
Metals, in their pure state, have a shining surface. This property is called metallic luster e.g., gold, silver and copper

Metals can be beaten into thin sheets known as foils. This property is called malleability. Gold and silver are the most malleable metals.

The ability of metals to be drawn into thin wires (except sodium, potassium, calcium, lead etc.)is called ductility. Gold is the most ductile metal. It is because of their malleability and ductility that metals can be given different shapes according to our needs like for making cooking vessels or making jewellery.
Metals are generally hard except sodium and potassium, which are soft and can be cut with a knife.
When metals strike a hard surface produce a sound and are said to be sonorous like iron or aluminum
Metals have high melting points but gallium and caesium have very low melting points.
Metals have 1 to 3 electrons in the outermost shell of their atoms. The greater the number of shells and lesser the number of valence electrons, the greater is the reactivity of the metal.
Metals are good conductors as they have free mobile electrons. Silver and copper are the two best conductors of heat and electricity. Lead is the poorest conductor of heat. Bismuth, mercury and iron are also poor conductors.
Metals have high density and are very heavy except sodium, potassium, calcium etc. Iridium and osmium have the highest densities where as lithium has the lowest density.
Metals have high melting and boiling point except mercury, cesium, gallium, tin, lead. Tungsten has the highest melting point where as silver has low boiling point. Sodium and potassium have low melting points.
Metals always ionize by losing electrons and become positively charged ion or Cation
 Na - 1e- à Na+
Metals are always deposited at the cathode during electrolysis.
Metals lose electrons and hence get oxidized. Hence They are reducing agents.
Metals generally form basic oxides, some of which are also amphoteric, such as aluminium oxide, zinc oxide, lead oxide etc.
Metals usually do not form hydrides by reacting with hydrogen except those of sodium, potassium and calcium.
Metal react with chlorine and produce chlorides, which are electrovalent.
Metals on reaction with dilute acids they give respective salt and hydrogen.


Properties of Non-metalsNon-metals exist in two of the three states of matter at room temperature: gases (oxygen) and solids (carbon). These have no metallic lustre, and do not reflect light.
Non-metals are not lustrous, except iodine and diamond which is the most lustrous of all the substances
Non-metals are usually not hard exception is diamond which is the hardest substance.
Non-metals are very brittle, and cannot be rolled into wires or pounded into sheets.
Non-metals are poor conductors of heat and electricity except for carbon in the form of graphite and the gas carbon
Non-metals have a tendency to gain or share electrons with other atoms. They are electronegative in character. By gaining electron form anions
Non-metals generally form acidic or neutral oxides with oxygen.
Non-metals have 4, 5, 6 or 7 electrons in the valence shell. If it has 8 electrons, it is called a noble gas. Lesser the number of shells and greater the number of valence electrons, greater is the reactivity of the non-metal.
Non-metals gain electrons to form anions and hence get reduced and act as a oxidizing agents.
Non-metal gain or share electron so exhibit both electrovalency or covalency.
Non-metals are always deposited at the anode during electrolysis.
Non-metals generally form acidic oxides when react with oxygen. Some oxides are neutral, such as nitrous oxide, nitric oxide, carbon monoxide water etc
Non-metals produce chlorides, which are covalent when, react with chlorine

Non-metals  form hydrides when react with hydrogen , e.g. NH3, PH3, HCl,  HBr, HI, H2S, H2O etc.

TET/CTET Maths sample papers

TET/CTET Maths sample papers

 

1. A student gets an aggregate of 60% marks in five subjects in the ratio 10 : 9 : 8 : 7 : 6. If the

passing marks are 50% of the maximum marks and each subjects has the same maximum

marks, in how many subjects did he pass the exam?

(a) 2     (b) 3     (c) 4     (d) 5

2 P, Q and R are three consecutive odd numbers in ascending order. If the value of three

times P is three less than two times R, find the value of R.

(a) 5 (b) 7 (c) 9 (d) 11

3. If log2[log7(x2 - x + 37) ] = 1, then what could be the value of x?

(a) 3 (b) 5 (c) 4 (d) None of these

4. After a discount of 11.11%, a trader still makes a gain of 14.28%. At how many percent

above the cost price does he mark his goods?

(a) 28.56% (b) 35% (c) 22.22% (d) None of these

5. An old man has Rs. (1! + 2! + 3! + ...+ 50!), all of which he wants to divide equally

(without fractions) among his n children. Then, n may be

(a) 5 (b) 7 (c) 9 (d) 11

6. A dealer buys dry fruit at Rs.100, Rs. 80 and Rs. 60 per kg. He mixes them in the ratio 3 : 4: 5 by weight, and sells them at a profit of 50%. At what price does he sell the dry fruit?

(a) Rs. 80/kg (b) Rs. 100/kg (c) Rs. 95/kg (d) None of these

7. An express train travelling at 80 kmph overtakes a goods train, twice as long and going

at 40 kmph on a parallel track, in 54 seconds. How long will the express train take to

cross a station 400 m long?

(a) 36 sec (b) 45 sec (c) 27 sec (d) None of these

8. A student, instead of finding the value of 7/8th of a number, found the value of 7/18th of

the number. If his answer differed from the actual one by 770, find the number.

(a) 1584 (b) 2520 (c) 1728 (d) 1656

9. P and Q are two integers such that P ? Q = 64. Which of the following cannot be the value

of P + Q?

(a) 20 (b) 65 (c) 16 (d) 35

10. The average marks of a student in ten papers are 80. If the highest and the lowest scores

are not considered, the average is 81. If his highest score is 92, find the lowest.

(a) 55 (b) 60 (c) 62 (d) Cannot be determined.

11. If the roots, x1, and x2, of the quadratic equation x2 - 2x + c = 0 also satisfy the equation

7x2 - 4x1 = 47, then which of the following is true?

(a) c = - 15 (b) x1 = - 5, x2 = 3

(c) x1 = 4.5, x2 = - 2.5 (d) None of these

12. The sum of the areas of two circles which touch each other externally is 153?. If the sum of their radii is 15, find the ratio of the larger to the smaller radius.

(a) 4 (b) 2 (c) 3 (d) None of these

13. If m and n are integers divisible by 5, which of the following is not necessarily true?

(a) m - n is divisible by 5. (b) m2 - n2 is divisible by 25.

(c) m + n is divisible by 10 (d) None of the above.

14. Which of the following is true?

(a) 7³² = (73)² (b) 7³² > (73)2 (c) 7³² < (73)2 (d) None of these

15. A man earns x% on the first 2000 rupees and y% on the rest of his income. If he earns Rs

700 from Rs 4000 and Rs 900 from Rs 5000 of income, find x.

(a) 20 (b) 15 (c) 35 (d) None of these

Answers

1. (c) 2. (b) 3. (c) 4. (a) 5. (c) 6. (d) 7. (c) 8. (a) 9. (d) 10. (b) 11. (a) 12. (a) 13. (c) 14. (b) 15. (b)