Child Development & Pedagogy (10)
1.
According to
Piaget, learners in primary grades (around 7–11 years) typically operate in
which stage and benefit most from hands-on, concrete experiences?
A) Preoperational
B) Formal operational
C) Sensorimotor
D) Underline Concrete operational
2.
A teacher plans
peer-assisted group work where students co-construct meaning through dialogue
and scaffolding. This reflects which theorist’s emphasis on social interaction
in learning?
A) Underline Vygotsky
B) Bruner
C) Skinner
D) Thorndike
3.
Encouraging
students to reflect in a “Seasons Journal” and discuss patterns across time
best develops which cognitive process?
A) Rote memorization
B) Underline Metacognition
C) Conditioning
D) Trial-and-error
4.
A teacher
embeds inclusive prompts like writing from a wheelchair user’s perspective to
build empathy. This aligns with which principle of inclusive education?
A) Homogenous grouping
B) Underline Valuing diversity and perspective-taking
C) Fixed ability labels
D) Competitive grading
5.
Presenting
moral dilemmas (e.g., littering vs. keeping spaces clean) and discussing “what
is right to do” primarily supports movement through which moral development
model?
A) Bandura’s observational phases
B) Underline Kohlberg’s stages
C) Gagné’s events of instruction
D) Gardner’s intelligences
6.
When a teacher
first models “waste segregation,” then gradually withdraws prompts as students
master it, this best exemplifies:
A) Overcorrection
B) Underline Scaffolding with fading
C) Punishment
D) Programmed instruction
7.
Designing
activities like “mustard seed slope” for water flow and “tile color heat test”
promotes which learning approach?
A) Lecture-based recall
B) Underline Activity-based experiential learning
C) Pure discovery without guidance
D) Solely text comprehension
8.
Analysing
“flood safety tips” and planning a community response develops which
competency?
A) Narrow factual recall
B) Underline Problem-solving and decision-making
C) Drill-and-practice only
D) Simple copying
9.
Having learners
observe microbes’ effects on food and infer preservation methods aligns with:
A) Rule memorization only
B) Underline Inquiry-based learning cycle
C) Corporal reinforcement
D) Mnemonic drills
10.
Asking learners
to connect local diversity to national identity (e.g., language, headgear,
instruments) builds which socio-emotional competency?
A) Self-isolation
B) Underline Respect for diversity and belonging
C) Superficial uniformity
D) Test anxiety
The World Around Us (TWAU) Pedagogy (10)
11.
The textbook’s
design (observation, questioning, investigation, reflection, expression) most
closely aligns with which pedagogy?
A) Behaviorist drill
B) Underline Inquiry and experiential pedagogy
C) Didactic lecture
D) Mastery learning onlyeeev1ps.pdf
12.
Using a simple
“bag water-cycle” model supports which TWAU competency?
A) Myths vs. facts
B) Underline Explaining natural processes via models
C) Memorizing names only
D) Copying diagrams
13.
A school
“Explorer Teams” audit (Water Watchers, Waste Warriors, etc.) primarily aims
at:
A) Purely summative scores
B) Underline Situated, authentic assessment
C) Seatwork repetition
D) Teacher-only demonstration
14.
The “map
reading and interpretation” guidance in TWAU builds which integrated skill?
A) Only artistic drawing
B) Underline Spatial reasoning and geographic literacy
C) Solely arithmetic
D) Solely dictationeeev1ps.pdf
15.
Encouraging
“role-play on safety, traffic rules, kindness” targets which learning domain
most?
A) Psychomotor only
B) Underline Affective and social responsibility
C) Pure cognitive recall
D) Perceptual acuity only
16.
Suggesting
“local resource persons” (e.g., recyclers, sanitation workers) reflects:
A) Isolation from community
B) Underline Community-linked learning
C) Solely textbook input
D) Closed-book assessments
17.
Integrating
“Indian Knowledge Systems” and local crafts within TWAU primarily supports:
A) Decontextualized abstraction
B) Underline Cultural rootedness and relevance
C) One-size-fits-all content
D) Test-only orientationeeev1ps.pdf
18.
The “Seasons
Journal” with repeated observations exemplifies which practice?
A) Single snapshot testing
B) Underline Longitudinal observation and patterning
C) Random guessing
D) Solely homework worksheets
19.
A teacher asks
learners to compare “water in cities vs forests” after rain. This develops:
A) Copying skills
B) Underline Comparative analysis in context
C) Chronological memory only
D) Overlearning
20.
Mixing
“science-social-environmental” concepts in TWAU is best described as:
A) Strict subject silos
B) Underline Interdisciplinary integration
C) Exam-only unit
D) Homework-heavyeeev1ps.pdf
NEP 2020 Related (10)
21.
NEP’s
foundational to preparatory transition emphasizes activity-based pedagogy; in
Grade 5, TWAU supports this by:
A) Eliminating activities
B) Underline Combining play, discovery, and structured texts
C) Only textbook reading
D) Only testseeev1ps.pdf
22.
NEP’s
multilingualism emphasis is exemplified by currency-note language exploration
and class language mapping because it:
A) Discourages home languages
B) Underline Values linguistic diversity and exposure
C) Enforces monolingualism
D) Tests only English
23.
NEP-aligned
assessment reforms are reflected through:
A) Exclusive final exams
B) Underline Integrated, reflective, project-based assessments
C) Surprise punitive tests
D) Norm-referenced ranking onlyeeev1ps.pdf
24.
Foundational
literacy and numeracy benefit when TWAU uses measurement tasks (e.g., dripping
taps volume-time) because it:
A) Avoids numeracy
B) Underline Applies quantitative reasoning in context
C) Ignores units
D) Substitutes stories for math
25.
NEP’s holistic
development is visible when lessons link health, environment, and ethics such
as “food hygiene,” “waste,” and “kindness,” integrating:
A) Only one domain
B) Underline Cognitive, social-emotional, and values
C) Only motor skills
D) Only memory
26.
NEP encourages
local to global linkages; the chapter “Earth—Our Shared Home” supports this by:
A) Ignoring global connections
B) Underline Tracing journeys of foods, ideas, birds
C) Blocking cultural exchange
D) Avoiding maps
27.
NEP alignment
to “environmental awareness” is shown through:
A) Abstract pollution lists only
B) Underline Place-based audits, projects, action
C) Fact drills only
D) Isolated lab demos
28.
NEP’s
competency focus matches TWAU’s repeated cycles of observe–analyze–act; an
example is:
A) Silent reading only
B) Underline Flood safety role-play and planning
C) One-word answers
D) Closed-book exam
29.
NEP’s emphasis
on technology use for inclusion is signaled by:
A) Avoiding assistive features
B) Underline Notes on MANI app tactile-audio ID for currency
C) Only chalk-talk
D) Banning devices
30.
NEP’s
integration of arts and vocational exposure appears when learners:
A) Only read about crafts
B) Underline Weave, stitch, design and exhibit
C) Only list textiles
D) Memorize definitions
From PDFs: (Chapter 1: Water—The Essence of Life) – 8
31.
Most water on
Earth is:
A) Fresh and drinkable
B) Underline Salty and not directly potable
C) Underground only
D) Ice only
32.
In the “ice on
steel glass” task, droplets form due to:
A) Evaporation
B) Underline Condensation of water vapor
C) Sublimation
D) Filtration
33.
The simple bag
model demonstrates that heated water vapor later:
A) Disappears permanently
B) Underline Condenses and returns as drops
C) Becomes oil
D) Freezes immediately
34.
Groundwater
recharge improves with:
A) Fully paved surfaces
B) Underline Soak pits, open soil, vegetation
C) Roof painting
D) Closed drains
35.
The
mustard-seed slope activity shows rivers:
A) Flow uphill
B) Underline Follow land slope, converge in low areas
C) Have no direction
D) Move randomly
36.
The Luni river
is special because it:
A) Flows to Bay of Bengal
B) Flows to Arabian Sea
C) Underline Ends in Rann of Kutch marshes
D) Disappears into Himalayas
37.
Aquatic plant
leaves have a waxy coating to:
A) Absorb more water
B) Underline Reduce water ingress and protect tissues
C) Create salt
D) Remove oxygen
38.
A river
food-chain simulation helps learners see:
A) Species are isolated
B) Underline Interdependence; loss of one affects others
C) Only humans matter
D) Plants don’t contribute
From PDFs: (Chapter 2: Journey of a River) – 8
39.
Godavari begins
at:
A) Gangotri
B) Siachen
C) Underline Trimbakeshwar, Western Ghats
D) Kanchengjunga
40.
Godavari is
called Dakshina Ganga because it:
A) Flows in the desert
B) Underline Is revered, flowing across southern India
C) Originates in the east
D) Is seasonal
41.
A perennial river:
A) Flows only in monsoon
B) Underline Flows through the year
C) Dries every winter
D) Exists only underground
42.
At its delta,
Godavari meets:
A) Arabian Sea
B) Underline Bay of Bengal
C) Indian Ocean direct
D) A salt lake
43.
One major
challenge of big dams on rivers described is:
A) More beaches form
B) Underline Submergence and displacement of people and wildlife
C) Fewer boats
D) Less electricity
44.
River pollution
from fertilizers causing a green blanket is:
A) Freezing
B) Underline Eutrophication-like choking of aquatic life
C) Cementing
D) Distillation
45.
A flood safety
recommendation is to:
A) Drive through water
B) Touch power lines
C) Underline Move to higher ground and avoid flood waters
D) Stay in basements
46.
The story
contrasts Chennai 2019 and Bengaluru 2022 to highlight:
A) Only drought risks
B) Underline Both scarcity and excess water risks
C) Only cyclones
D) Only snowfall
From PDFs: (Chapter 3: The Mystery of Food) – 8
47.
The colored
patches on forgotten uttapam are:
A) Salt crystals
B) Underline Mould colonies of microbes
C) Insect eggs
D) Fat globules
48.
Microbes need
which to grow?
A) No water and no air
B) Underline Moisture, air, suitable temperature
C) Only light
D) Only sugar
49.
Sun-drying
preserves food by:
A) Adding salt
B) Underline Removing moisture
C) Cooling rapidly
D) Adding microbes
50.
Oiling pickles
helps by:
A) Adding vitamin C
B) Underline Blocking air and slowing microbe growth
C) Adding protein
D) Making it alkaline
51.
Refrigeration
preserves by:
A) Killing all microbes
B) Underline Slowing microbial activity via low temperature
C) Adding antibiotics
D) Removing oxygen completely
52.
Idli batter
rising involves:
A) No microbes
B) Underline Fermentation by microbes
C) UV radiation
D) Osmosis only
53.
Oral hygiene
advice includes:
A) Avoid rinsing
B) Underline Brush regularly and rinse after eating
C) Increase sweets
D) Skip dentist visits
54.
Chewing well
helps digestion by:
A) Avoiding saliva
B) Underline Increasing surface area and saliva mixing
C) Preventing enzyme action
D) Removing nutrients
From PDFs: (Chapter 4: Our School—A Happy Place) – 8
55.
A “Green
School” emphasizes:
A) Maximizing electricity use
B) Underline Waste segregation, saving water, greening campus
C) Removing trees
D) Closed windows always
56.
A white roof
helps cooling because it:
A) Absorbs heat
B) Underline Reflects solar radiation
C) Stores water
D) Traps smoke
57.
The
“Segregation Game” promotes:
A) Mixing all waste
B) Underline Sorting wet, dry, and items for recyclers
C) Burning waste
D) Throwing in one bin
58.
The “dripping
tap” activity builds awareness of:
A) Taste of water
B) Underline Cumulative wastage over time
C) Salinity measurement
D) Mineral content
59.
“Butterfly
garden” suggestion connects to:
A) Pesticide use
B) Underline Biodiversity-friendly planting
C) Cement lawns
D) Removing shrubs
60.
Fire safety guidance
includes:
A) Run blindly
B) Underline Crawl low under smoke and move calmly to exits
C) Hide in closets
D) Re-enter for belongings
61.
A
traffic-safety signboard at school gates should aim to:
A) Encourage speeding
B) Underline Promote safe arrival and exit behaviors
C) Remove zebra crossings
D) Block pedestrians
62.
“Respect and
kindness” classroom scenarios aim to reduce:
A) Peer support
B) Underline Pushing, littering, teasing, disruption
C) Cooperation
D) Cleanliness
From PDFs: (Chapter 5: Our Vibrant Country) – 8
63.
The tricolour’s
saffron stands for:
A) Agriculture
B) Underline Strength and courage
C) Sky
D) Water
64.
The
Constitution’s adoption on 26 January 1950 explains:
A) Independence Day
B) Underline Republic Day significance
C) Children’s Day
D) Teacher’s Day
65.
Currency notes
include Gandhiji’s image and:
A) No symbols
B) Underline Swachh Bharat spectacles iconography
C) Only animals
D) Only flora
66.
The National
Emblem with lions signifies:
A) Silence
B) Underline Strength, courage, confidence
C) Agriculture
D) Sports
67.
A diversity
analogy compares a forest to a garden to suggest that diversity:
A) Weakens systems
B) Underline Strengthens resilience and self-sufficiency
C) Reduces learning
D) Limits options
68.
Language
diversity is highlighted by:
A) Forbidding translations
B) Underline Noting many Indian languages, classroom mapping
C) Single language-only
D) Avoiding exposure
69.
Traditional
music and dance across states illustrate:
A) Uniform art forms
B) Underline Regional uniqueness and shared culture
C) Elimination of instruments
D) Single rhythm only
70.
UPI and Aadhaar
references highlight:
A) Pre-digital era
B) Underline Modern innovations alongside traditions
C) No technology use
D) Rejection of change
From PDFs: (Chapter 6: Some Unique Places) – 8
71.
Indira Point
is:
A) Northernmost
B) Underline Southernmost tip of India (Andaman & Nicobar)
C) Easternmost
D) Westernmost
72.
Coral reefs are
important because they:
A) Reduce all fish
B) Underline Provide habitats and biodiversity support
C) Create deserts
D) Eliminate algae
73.
Mangroves’
aerial roots help them:
A) Absorb salt only
B) Underline Breathe in muddy, saline conditions
C) Produce oil
D) Freeze water
74.
The Sundarbans
are:
A) Desert scrub
B) Underline World’s largest mangrove forest at Ganga’s mouth
C) Alpine forest
D) Steppe grass
75.
Living root
bridges form when:
A) Concrete poured
B) Underline Tree roots are guided across streams over time
C) Steel placed
D) Soil removed
76.
The Western
Ghats are known for:
A) Few species
B) Underline Endemism, source of rivers, medicinal plants
C) No protected areas
D) Only mining
77.
Silent Valley
movement exemplified:
A) Dam expansion
B) Underline Citizens conserving biodiverse rainforest
C) Urbanization drive
D) Draining wetlands
78.
Protecting
“Hargila” birds involved:
A) Avoiding nests
B) Underline Community actions, education, nest protection
C) Removing trees
D) Silent observation only
From PDFs: (Chapter 8: Clothes—How Things are Made) – 8
79.
Weaving
interlaces threads:
A) Randomly
B) Underline Over–under of warp and weft to form fabric
C) With glue
D) With staples
80.
Spinning
converts:
A) Fabric to fibre
B) Underline Fibres to yarn/thread
C) Yarn to seeds
D) Dyes to fibres
81.
A charkha
symbolizes:
A) Import dependence
B) Underline Self-reliance and freedom movement (khadi)
C) Metalwork
D) Plastic use
82.
Silk originates
from:
A) Plant seeds
B) Underline Silkworm cocoons processed to filament
C) Mineral veins
D) Fungal mats
83.
Natural fibre
examples include:
A) Polyester, nylon
B) Underline Cotton, wool, silk, linen, bamboo
C) Acrylic, spandex
D) Polycarbonate
84.
Tailorbird
nests demonstrate:
A) No stitching in nature
B) Underline Leaf “stitching” with fibres/spider silk
C) Metal wire use
D) Only mud plaster
85.
A simple
running stitch is:
A) Knot only
B) Underline Up–down sequence joining cloth along a line
C) Chain welding
D) Adhesive bonding
86.
Reuse/recycle
of old clothes into quilts reflects:
A) Linear waste
B) Underline Circular, value-based practices
C) Only incineration
D) Single-use norms
From PDFs: (Chapter 9: Rhythms of Nature) – 8
87.
Day–night
occurs because:
A) Sun orbits Earth daily
B) Underline Earth’s rotation; different parts face the Sun
C) Clouds move
D) Moon blocks Sun always
88.
The classroom
seasons chart analyzes patterns across:
A) One afternoon
B) Underline Four time periods over the year
C) One minute
D) One exam week
89.
In India, six
seasons include:
A) Only summer–winter
B) Underline Vasanta, Grishma, Varsha, Sharad, Hemant, Shishir
C) Only monsoon
D) Only autumn
90.
Seasonal
differences (e.g., Kashmir vs. Kerala winters) are due to:
A) Identical climates
B) Underline Regional climate variability and geography
C) Same rainfall everywhere
D) Equal altitude
91.
Farmers match
crops to seasons because:
A) All crops need the same conditions
B) Underline Temperature and water needs differ by crop
C) Festivals decide only
D) Moonlight only
92.
Noticing
natural signs (e.g., koel call, ants moving eggs) supports:
A) Ignoring cues
B) Underline Traditional ecological knowledge for weather cues
C) Myth only
D) Random guesses
93.
The “journal”
practice develops:
A) One-time facts
B) Underline Observation, recording, and interpretation skills
C) Only art
D) Only memory
94.
Linking changes
in “air, heat, light” to human activities builds:
A) Unrelated lists
B) Underline Systems thinking about seasonal rhythms
C) Copying tables
D) Only individual facts
From PDFs: (Chapter 10: Earth—Our Shared Home) – 8
95.
From space,
borders aren’t visible; the chapter emphasizes:
A) Strict boundaries
B) Underline One Earth, shared home
C) Isolation
D) Closed exchange
96.
Rosy starlings
migrate to India and help farmers by:
A) Eating crops
B) Underline Eating locusts/grasshoppers (pest control)
C) Spreading weeds
D) Building dams
97.
Chilli’s
journey illustrates:
A) Foods never move
B) Underline Global transfer of crops and cultural integration
C) Seeds can’t adapt
D) No impact on cuisine
98.
India’s sugar
story shows:
A) Sugar invented in Europe
B) Underline Early jaggery and sugar-making knowledge spread outward
C) Only honey existed
D) No trade routes
99.
DIGIPIN is
described as:
A) A bank card
B) Underline A 10-character digital address code for precise locating
C) A passport
D) A tax ID
100.
“Vasudhaiva
Kutumbakam” means:
A) Nations compete alone
B) Underline The world is one family, care for all beings
C) Only humans matter
D) Trade only
Below is a complete
CTET-style MCQ set in English, covering Child Development & Pedagogy, TWAU
Pedagogy, NEP 2020, and content-based items from the newly provided lesson (:
“Energy—How Things Work”), with 38 questions total this turn. Each item has
four options and the correct answer is underlined. The items use realistic CTET
phrasing and span knowledge, comprehension, application, and analysis.
Child Development & Pedagogy (10)
1.
In Piaget’s
framework, Grade 5 learners best grasp “energy makes things move, produce
sound, and change temperature” when activities use hands-on experiments like
balloons and pinwheels because they are in the stage of:
A) Preoperational
B) Formal operational
C) Sensorimotor
D) Underline Concrete operational
2.
When a teacher
models safe electricity handling and then gradually lets learners lead the
safety checklist, this reflects:
A) Drill without feedback
B) Underline Scaffolding and gradual release
C) Discovery without guidance
D) Programmed instruction
3.
Learners co-construct
understanding by pairing “source–type–use” cards in an Energy Flow Game,
exemplifying the importance of social mediation in learning emphasized by:
A) Thorndike
B) Skinner
C) Underline Vygotsky
D) Guthrie
4.
Facilitating
reflection through prompts like “What changes make the balloon rocket move
faster?” cultivates:
A) Rote recall
B) Underline Metacognitive regulation
C) Pure conditioning
D) Overlearning
5.
A discussion on
using wood/coal responsibly to avoid smoke and pollution, inviting
perspective-taking of rural families, aligns with which inclusive education
principle?
A) Fixed-ability grouping
B) Underline Valuing diversity and context
C) Deficit labeling
D) Competitive tracking
6.
Asking learners
to reason about electrical hazards and propose rules (e.g., “don’t touch broken
wires”) primarily develops which higher-order skill?
A) Imitation
B) Underline Problem-solving and risk analysis
C) Simple enumeration
D) Copying definitions
7.
When a student
predicts that thinner rubber bands make a higher pitch due to faster vibration,
this demonstrates:
A) Overgeneralization
B) Underline Hypothesis formation and testing
C) Sensory motor play
D) Mere repetition
8.
Using “kitchen
observations” to identify energy transformations supports which teaching
strategy?
A) Abstract-first exposition
B) Underline Contextualization from lived experiences
C) Ability tracking
D) Punitive practice
9.
Inviting girls
and boys equally to lead “energy diaries” and present findings supports which
gender-sensitive practice?
A) Gendered task assignment
B) Underline Equal participation and leadership
C) Hidden curriculum bias
D) Gender streaming
10.
An error
analysis task where learners justify why a wick without oil burns briefly
(misconception: “cotton is fuel”) targets which diagnostic approach?
A) Ignore errors
B) Underline Elicit, probe, and remediate misconceptions
C) Punish errors
D) Replace tasks with notes
The World Around Us (TWAU) Pedagogy (10)
11.
Asking “What
makes these things move, shine, make sound, or get warm/cold?” before
activities represents which pedagogic move?
A) Late questioning
B) Underline Eliciting prior ideas to anchor inquiry
C) Post-test only
D) Pure lecture
12.
The balloon
rocket, pinwheel, and water wheel sequence embodies:
A) Topic isolation
B) Underline Activity-based, experiential learning
C) Sole memorization
D) Text-only approach
13.
The
“source–type–use” card matching task primarily assesses:
A) Handwriting
B) Underline Concept mapping and systems thinking
C) Spelling
D) Dictation
14.
Encouraging
local observation (how homes cook, keep warm/cool) leverages:
A) Decontextualized abstraction
B) Underline Place-based learning
C) Authority-only knowledge
D) Closed tasks
15.
Capturing
evidence with tables (device–function–energy form) is best described as:
A) Creative writing
B) Underline Structured data collection
C) Free drawing
D) Dictation
16.
A teacher
invites a community electrician to speak about safety and efficiency,
demonstrating:
A) School-only silo
B) Underline Community-linked pedagogy
C) Exam coaching
D) Rote lectures
17.
The “Think”
prompts (e.g., how to make the toy move faster) aim to cultivate:
A) Task aversion
B) Underline Scientific reasoning and design iteration
C) Copying
D) Guesswork
18.
Learners
compare sunlight vs. shade heating of water to infer heat energy from the Sun,
exemplifying:
A) Authority assertion
B) Underline Evidence-based inference
C) Punitive testing
D) Verbatim recall
19.
Safety rules
like not touching live wires and staying away from fallen poles foreground:
A) Trivia
B) Underline Risk literacy and responsible action
C) Only exam skills
D) Aesthetic skills
20.
The culminating
“clean energy home” plan is a form of:
A) Oral drill
B) Underline Performance task and design application
C) Cloze test
D) Worksheet copying
NEP 2020 Related (10)
21.
The lesson’s
emphasis on hands-on activities, observation, and reflection aligns with NEP
2020’s push for:
A) Content-heavy lectures
B) Underline Experiential, competency-based learning
C) Year-end exam-only
D) Monologic teaching
22.
Using local
practices (fuel types, cooking methods) supports NEP’s emphasis on:
A) Decontextualization
B) Underline Local context and real-life application
C) Only global content
D) Rote content
23.
The “energy
diary” and project tasks mirror NEP’s reform in assessments toward:
A) Rankings-only
B) Underline Formative, portfolio-like evidence
C) Surprise tests
D) Solely summative
24.
Integrating
numeracy by comparing “which cloth dries faster” and tabulating devices vs.
energy forms reflects:
A) Numeracy avoidance
B) Underline Foundational literacy and numeracy in context
C) Isolated drills
D) Unlinked worksheets
25.
Safety,
environment, and efficiency messages correspond to NEP’s focus on:
A) Narrow subject marks
B) Underline Holistic development and values
C) Single-skill mastery
D) Pure grades
26.
Clean energy
examples (solar, wind, water) connect with NEP’s environmental education thrust
by:
A) Omitting practice
B) Underline Demonstrating sustainable choices and action
C) Only slogans
D) Ignoring energy sources
27.
The card game
and group explanation segments promote NEP’s:
A) Individual silent work
B) Underline Collaborative and communication skills
C) Drill races
D) Copying
28.
The
“efficiency” note on LED bulbs operationalizes NEP’s competency notion of:
A) Random facts
B) Underline Applying concepts to resource conservation
C) Memorizing acronyms
D) Avoiding appliances
29.
Encouraging
reflective prompts like “Why choose solar/wind over coal?” addresses NEP’s:
A) Test coaching
B) Underline Critical thinking and decision-making
C) Rote listing
D) Recall-only
30.
Planning a
“clean energy home” integrates art–design–science, resonating with NEP’s:
A) Subject silos
B) Underline Multidisciplinary integration
C) Single-discipline tests
D) Rigid tracks
From the provided lesson Chapter 7 “Energy—How Things
Work” (8)
31.
The lesson
defines energy as what makes things:
A) Only living beings grow
B) Underline Move, light up, produce sound, and change temperature
C) Appear heavier
D) Lose mass
32.
In the balloon
activity, the balloon moves forward because:
A) Gravity pulls it sideways
B) Underline Air rushing out exerts push, propelling the balloon
C) Magnetism acts on rubber
D) Heat expands rubber uniformly
33.
In the rubber
band guitar, sound is produced when bands:
A) Absorb light
B) Underline Vibrate upon plucking
C) Dissolve in air
D) Reflect heat
34.
The sunlight
vs. shade water cups activity demonstrates that:
A) Shade heats more
B) Underline Sunlight provides heat energy, warming water
C) Water cannot warm
D) Air cools both equally
35.
The diya
experiment shows that the wick with oil burns longer because:
A) Cotton is the sole fuel
B) Underline Oil acts as the fuel sustaining combustion
C) Air is absent
D) The wick is metallic
36.
The table of
devices (fan, etc.) helps learners notice that electricity can be used for:
A) Only light
B) Underline Movement, sound, light, and heat
C) Only sound
D) Only cooling
37.
Clean energy,
as used in the chapter, refers to electricity from:
A) Burning coal
B) Underline Sunlight, wind, and flowing water without smoke/waste
C) Wood combustion
D) Kerosene lamps
38.
The Energy Flow
Game forms triples like “Sun–heat–drying clothes,” which helps learners
understand:
A) Random matching
B) Underline Source–form–use relationships in energy systems
C) Only vocabulary
D) Spelling