Explore topic-wise InterviewSolutions in Current Affairs.

a) Electro Cardiogram

PCR (Polymerase chain reaction):-

PCR is a technique by which the specific part of a DNA molecule is amplified to copy gene chain. It is a direct experiment to prepare clone by gene chain. PCR technique was first developed by Karl Mullis (1983).

Mutation is the inheritable change occuring in the organisims due to change in chromosome number, structure gene. The term mutation was given by Hugo de Vries.

Muscle fatigue is the inability of a muscle to contract after repeated muscle contractions. This is due to lack of ATP ancl accumulation of lactic acid by anaerobic breakdown of glucose.

(c) All cyclostomes do not posses jaws and paired fin.

Molecular Diagnosis:-

For any disease, an early diagnosis by knowing symptoms, pathophysiology etc. is required. Recombinant DNA molecules and some technique like Polymerase chain reactions have proved very rewarding in this reagard. In ELISa (Enzyme linked immunosorbant assay) cloned genes are expressed to produced recombinant protein help in developing sensitive diagnostic techniques.

Cry-protein-

Such prtoein producing transgenic plant resistant toward certain insects who damage the crop plant. Cry-protein mainly acts on midgut of Larve of insect by larva die out. 'Cry-protein' is encloded by 'cry gene' produced by bacteria Bacillus thuringinesis. Cry protein is toxic to insects, so used as insecticides, such gene are introduced into crop plants by introduction through bacteria so called transgenic crops, e.g. Bt-cotton, Bt-corn. tomato etc.

Dihybrid cross - Genotypic ratio:- 1 : 2 : 1 : 2 : 4 : 2 : 1 : 2 : 1

Indigestion is the digestive disorder in which the food is not properly digested leading to a feeling of fullness of stomach.

Classification:

1. Phylum: Annelida 

2. Class: Oligochaeta 

3. Order: Haplotaxida 

4. Genus: Lampito 

5. Species: mauritii

(c) Its pathways always involve four neurons.

Four types of silks are as follows:

(i) Osk silk

(ii) Tussor silk, 

(iii) Munga silk, 

(iv) Mulbary silk

Due to numerical charge in a diploid organism those condition acrose are called ploidy. Ploidy has following two type Euploidy & Aneaploidy. Euploidy in which chromosome number increase in multiple set like 4n, 6n the called as polyploidy has following type - Autopolyploidy (AAAA) & allopolyploidy (AABB) & Auto allopolyploidy (AABBBB).

Correct answer is (A) Zero

Correct answer is (A) AT

Correct answer is (D) Electric field

Correct answer is (D) None of these

Correct answer is (A) 2C

Correct answer is (B) (μ – 1)A

Correct answer is (A) Continuous

Correct answer is (D) diamond

Option : (c)

f(x) = 2cosx + x, x ∈ [0,π/2]

f'(x) = −2sinx + 1

Letf′(x) = 0 

⇒ x = \(\frac{\pi}{6}\) ∈ [0,\(\frac{\pi}{2}\)]

f(0) = 2

f (\(\frac{\pi}{6}\)) = \(\frac{\pi}{6}\) + √3

f (\(\frac{\pi}{2}\)) = \(\frac{\pi}{2}\) 

⇒ least value of f(x) is \(\frac{\pi}{2}\) at x = \(\frac{\pi}{2}\)

(a) 1 

(b) 2 ✔

(c) 3 

(d) infinitely many 

Slope of line 3y + 2x = 5 is m₁ = \(\frac{-2}3\) 

∴ Slope of line perpendicular to it \(m = \frac{-1}{m_1} = \frac32\)

It passes through (-11, 7)

∴ \(y - 7 = \frac32 (x - (-11))\)

⇒ \(y - 7 = \frac32 (x +11)\)

⇒ \(2y - 14 = 3x + 33\)

⇒ \(3x - 2y + 47 = 0\)

∴ Equation of line L is 3x - 2y + 47 = 0.

xy = 1

⇒ y = 1/x

⇒ dy/dx = -1/x²

⇒ (dy/dx)_{(a + x = 1, y = 1)} = -1/1 = -1

\(\therefore\) slope of tangent of hyperbola xy = 1 at point (1, 1) = m = -1

\(\therefore\) Equation of tangent is

 y - y₁ = m(x - x₁)

⇒ y - 1 = -1(x - 1)

(\(\because\) Tangent is find at point (1, 1))

⇒ y - 1 = 1 - x

⇒ x + y = 2

⇒ x/2 + y/2 = 1

\(\therefore\) a = x - intercept = 2

b = y-intercept = 2

\(\because\) a = b

Hence, the tangent at the point (1, 1) on the rectangular hyperbola xy = 1 cuts equal length of the axes.

Hence Proved.

The provisions of AMT shall apply to a person who has claimed any deduction under:

(a) Sections 80-IA to 80RRB other than section 80P;or 

(b) Section10AA.

A three column cash book, also known as a triple column cash book, contains three money columns on both the debit and credit sides: one on each side for recording discount, cash, and bank amounts.

If a business holds a bank account frequently makes receipts and payments through that bank account, then it is useful to maintain a three column cash book rather than a single or double column cash book.

It is customary for businesses to allow discounts for early payments. For example, if cash is paid early, creditors may receive a discount. On the other hand, if debtors pay early, a discount may be allowed to them.

You may remember that cash and discounts are closely related. This is the reason why discount columns are also provided in the cash book.

In a three column cash book, three columns are provided for the amounts on each side. One column records cash receipts and payments, the second records banking transactions, and the third records discounts received and allowed.

Although single and double column cash books are alternatives to a cash account, the three column cash book serves the purpose of cash as well as a bank account.

Constructivism represents a view that emphasizes the active role of the learner in building, understanding and making sense of information. Constructivism represents an approach embedded with the central principle that learner can only make sense of new situations in terms of their existing understanding. The term constructivism more often emphasize “ the learner's contribution to the meaning and learning through both individual and social activity,”

Characteristics of the Constructivist Approach:

• The constructivist approach focuses on knowledge getting or knowledge construction process rather than the product of knowledge directly communicated to the learners as happens in traditional classroom teaching based on the behaviourist approach.
• It requires that the learners must take an active part in the knowledge getting process rather than being passive recipients of information or knowledge. The constructivism main concern thus lies in shedding light on the learner as a key figure in the learning process rather than in wresting the power from the teacher.
• As an active enquirer or discoverer of the knowledge, the students in the approach are required to make their own meaning and constructing their own knowledge while interacting within their classroom or social environment.
• The constructivist approach argues and demonstrates that a learner learns well when he is given opportunities to construct or discovering the knowledge by himself.
• The constructivist approach discourages the use of a teacher-centred or subject-centred approach in the process of teaching-learning. Rather, it tries to encourage all the methods and techniques that are learner-centred and encourages understanding and particularly the reflective level of teaching-learning. It lays heavy emphasis on independent learning or solving the problems on the part of the learner so that he may be able to construct or discover his own knowledge by his own efforts on an individual or group basis. That is why, it is not unusual that constructivism is associated with the methods and strategies like discovery learning, inquiry approach, co-operative and constructivist learning and methods or strategies involving discussion, conservation, brainstorming etc.
• The activities are interactive and student-centered and the environment is democratic.

Hence, we conclude that a autocratic environment is not a characteristics of constructivist teaching strategies.

Aptitude is defined as a “pronounced innate capacity for or ability in a given line of endeavors such as a particular art, school subject or vocation.

• Teaching aptitude refers to an individual's innate ability in teaching.
• Mathematics teaching aptitude is the ability to teach Mathematics well.

​ Mathematics teaching aptitude requires:

• Language of Mathematics:-Mathematics deals in abstractions and itself is a way of thinking, it creates a dependent relationship between the notions and the language used to describe them. Mathematical language facilitates thinking by complementing ordinary language. Mathematics is itself a language; it has its own symbols and rules for correct usage. So, it is important to understand mathematical language.
• Understanding of basic concepts of Mathematics:- It is crucial to understand the basic concepts of Mathematics for mathematical knowledge.
• The ability for Mathematical communication:- Mathematical ideas can be communicated in a number of ways. Communicating through oral, written or visual clarify the concepts well. So, it is very important for a teacher to have the ability for Mathematical communication.

Thus, it is concluded that Mathematical aptitude requires Language of Mathematics, Understanding of basic concepts of Mathematics, and Ability for Mathematical communication.

Diagnosis is the process of investigating the learners’ difficulties, its follow up leads to actions that may help children make up their deficiencies. This step is generally termed Remedial Teaching. The following procedures are followed to do the remedial teaching:

• Set objectives as per the nature of difficulties.
• Teach using specific methodology and techniques.
• Get feedback from the students and find out the weaknesses.
• Reteach the same with modification assessment.
• Assessing the final performances.

Nature of the remedial activities: After a diagnosis of the specific learning difficulties of the learner the teacher has to plan for remedial activities to overcome the learning difficulties and help him/her in learning. The remedial activities could focus on the following:

• Individualized in nature
• More exciting and provides alternate learning experience to the child i.e. different learning experience from the earlier ones
• Based on the experience of the child
• More material-intensive
• Presented stepwise.

Hence, we conclude that the purpose of remedial teaching is to help students to overcome their learning difficulties.

Learning disability refers to the neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc are the example of learning disability.

Dyslexia has difficulty in reading, writing, and spelling, which can hinder the learning of mathematics because students will not be able to read mathematical statements, write word problems, or solve questions. Dyslexia is the most common learning disability which makes learners:

• confuse with the same shapes and sounds of the alphabet.
• unable to read, interpret, and understand letters and words.
• bewilder in identifying and relating speech sounds with letters and words.

Hence, it could be concluded that Dyslexia impacts language learning as well as mathematics learning.

Mathematics is a computational science. In other words, it refers to the number system and its various operations. Mathematical literacy as well as wise use of mathematical operations is needed for every citizen in order to adjust better in the society.

• Mathematical thinking requires a lot more apart from arithmetic operations, it helps in identifying and reasoning problems.

Social Sciences constitute a broad field of knowledge and deal with human beings in relation to their social behavior. Social Sciences study the concepts or issues like culture, tradition, lifestyles, places, and environment, power and authority, governance, economy, civic sense, etc. which have social implications

• Mathematics is required in order to understand social science-related issues or concepts of budget, price list, money, expenditure, income, taxes, interest, saving, stocks, time, temperature, latitude, longitude, altitude, voting process, etc.
• Economics employs mathematical principles and languages to interpret social phenomena. The share market operations, country’s revenue statement, budget analysis, etc. use Mathematics.
• Similarly, examples of social science issues can be considered while learning mathematics. For example, for learning mathematical concepts of average and percentage, examples of temperature, rainfall, etc. can be cited; for learning mathematical concepts of time and distance, the examples of latitude, longitude, altitude, etc. can be cited; and so on.
• The use of mathematics is required ultimately for achieving social well-being.

Thus, it is concluded that the Study of Social Science may require mathematical thinking.

Geometry is a branch of mathematics that deals with the shapes, angles, and dimensions of objects. The term ‘Geometry’ is derived from the Greek word ‘Geometron’. ‘Geo’ means Earth and ‘metron’ means Measurement. 

• In-plane geometry, basic shapes are taught like Square, Rectangle, Triangle, Circle.

​ Following is the process to teach geometry:-

• Visualization:- At this level, students use visual perception. They recognize geometric figures by their shape, not their properties. For example- Students will think of a shape they look like.
• Analysis:- At this level, students start analyzing and naming properties of geometric figures. They are able to describe the properties of the shape.
• Abstraction:- At this level, students recognize relationships between properties of shape.
• Deduction:- Here, students think about properties and understand the role of definitions, axioms, postulates, and theorems.

Thus, it is concluded that Visualization, analysis, abstraction, and deduction are in the correct order.

Numbers are an essential element of our everyday thought and language. In present-day life, every activity requires the use of numbers. Prices and weights of commodities, measurement, scores of games, travel time tables, etc., are all expressed in numbers.

• Points on a straight line are unconnected to others as it is a different concept of points. It is NOT related to rational numbers and integers.
• The first numbers to be discovered were natural numbers i.e. 1, 2, 3, 4,... If we include zero in the collection of natural numbers, we get a new collection of numbers known as whole numbers i.e. 0, 1, 2, 3, 4. The new collection of numbers will look like 0, 1, 2, 3, 4, 5,..., –1, – 2, – 3, –4, –5, ... and this collection of numbers is known as Integers.
• Numbers which can be expressed in the form - where p and q are integers and q # 0 are called rational numbers. 
• Rational numbers and Integers both are connected to each other.

Thus, it is not concluded that Points on a straight line are unconnected to others.

The number is an arithmetical value, expressed by a word, symbol, or figure, representing a particular quantity and used in counting and making calculations.

 Basic concepts of number 67.

• 67 is the natural number.
• 67 is the numeral for sixty-seven.
• Place value of 6 is 6 tens or sixty.
• Place value of 7 is 7 or seven.

​Thus, it is concluded that It is a symbol for number sixty-seven concept is not basic in 67.

The process of addition, multiplication, and power are all interconnected to each other. Let us understand the statement through an example.

• First, let us add the number "7" by "7" times i.e. 7+7+7+7+7+7+7, The answer is 49.
• Now let us try to Multiply 7 with the number 7 i,e, 7 X 7 which is basically the sum of number seven up to seven times, and the solution is the same, i.e. 49.
• Now it is to be noted that 7x7 can also be written as 7² which also yields 49 as the answer.

Hence, all three processes are related and have developed from each other.

Thus, option 4 is the correct answer.

Numbers are an essential element of our everyday thought and language. In present-day life, every activity requires the use of numbers. Prices and weights of commodities, measurement, scores of games, travel time tables, etc., are all expressed in numbers.

• Natural Numbers (N): 1,2,3,4,5 . . . . . . . . . . . . . . . .. are also called counting numbers. They start with the "unit" or "one" and are successively obtained by using the idea of "one more" or the successor. Counting is matching a given finite set and one of the natural number sets - {I ), {I, 21, (1, 2, 31, {I, 2, 3,4), etc in which every element is matched from the given set.
• Natural numbers are the more general concept as it is only counting numbers, it does not need broader detail.
• ​The first numbers to be discovered were natural numbers i.e. 1, 2, 3, 4,... If we include zero in the collection of natural numbers, we get a new collection of numbers known as whole numbers i.e. 0, 1, 2, 3, 4. If we put the whole numbers and the negative numbers together, the new collection of numbers will look like 0, 1, 2, 3, 4, 5,..., –1, – 2, – 3, –4, –5, ... and this collection of numbers is known as Integers.
• Even numbers are those numbers that are divisible by 2. For ex:- 32,26,28 etc.
• Odd numbers are those numbers that are not divisible by 2. For ex:- 33,31,17 etc.
• Integers include natural numbers, even numbers, and odd numbers as well, hence a more general concept.

Thus, from the above-mentioned points, it is clear that Integers are the more general concept.

Working memory is the retention of a small amount of information for a shorter period of time. Short-term memory is also called working memory and relates to what we are thinking about at any given moment in time.

 The primary school stage is the basic platform on which the later stages need to be built. At the primary stage, basic concepts need to be taught. They have to understand the basic concepts effectively.

• Mathematics is completely based on numbers and symbols.
• Symbols refer to different quantities and also tell the relationship between two quantities. For example:- -,=,+,<,> etc.
• Primary students are very confused about symbols. They are not able to differentiate between different symbols.

Thus, it is concluded that the most probable reason for the primary student's inability to retain mathematical information in their working memory is Basics of mathematical information are symbol-dependent.