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Science Quiz (Pedagogy) for CTET Exam 2016

Science Quiz (Pedagogy) for CTET Exam 2016_30.1
1. An VIII th class student makes the statement. “Heavy objects sink in water and light objects float.” How is the science teacher of the VIII class best advised to react?
A. present counters examples and arrange materials of different shapes, sizes and weights for the child to investigate
B. explain that heavy and light are relative terms
C. accept the statement as it indicates child’s ideas and needs to be respected
D. explain to the child that it is not the weight but the density of an object that determines whether it is going to sink or float

2. Which one among the following situations gives the students, the best opportunity of discovery learning?
A. encouraging students to investigate factors affecting germination through experimentation
B. instructing students through team teaching on the topic of components of food
C. students being first shown the demonstration of germination of seed followed by a detailed explanation
D. elaborated and detailed session of programmed instruction on the topic of germination of seed

3. Which one among the following questions would be an open ended question?
A. Why is it easier to roll a barrel than to slide it on a flat surface?
B. How do blanked curves on roads prevent skidding?
C. Why do we slip on a banana peel?
D. What would happen if force of friction ceased to exist?

4. Which one of the following statements is true about the laws and theories in science?
A. theories are found in biological science only and laws are found in physical science only
B. theories and laws are the same and perform the same function except that laws are briefer form of theories
C. laws are generalized descriptions of the relationships among observable phenomena and theories are explanations for the observable phenomena
D. theories become laws when validated

5. A science teacher wishes to assess her students on different process skills. Which one among the following tools would be the most appropriate for her purpose?
A. interview
B. questionnaire
C. observation schedule
D. paper-pencil test
6. Which one of the following should not be an aim of science education at upper primary level?
A. inculcating values
B. presenting facts of science to the learners
C. relating science education to everyday experiences of learners
D. nurturing the curiosity and cultivation of scientific temper
7. How could learning be made more meaningful for students of class VII by the teacher while teaching the topic “save water”?
A. asking students to write an essay
B. asking students to design posters
C. asking students to interview people in their colony about water consumption and carry out “water audit”
D. conducting a quiz competition
8. A teacher before beginning to teach “digestion” to class VI students provide them with the outline diagram of a human body and asks them to draw all parts, through which they think the food would travel from mouth when they eat.
What could be the teacher’s purpose of asking this question?
A. to investigate students prior ideas related to human body and digestion so that future teaching learning sessions can be accordingly planned
B. to find out which students have read the topic in advance and come prepared for the class and grade them accordingly
C. to evaluate students drawing skills as drawing diagrams is an important skill in life sciences
D. to judge students understanding of the digestive system and grade them accordingly
9. For an effective discussion in class VII on the topic “Why smoke rises up? A science teacher should –
1) discourage questions during discussion
2) acknowledge learner’s responses to sustain their interest
3) summarize and assess the learner’s ideas at the end of discussion
4) provide a common platform to the learners
A. only III
B. Only II, III and IV
C. Only I
D. none of these

10.The curriculum of science of primary standard school be-
A.Child centered
B.Subject centered
C.Book centered
D.All of the above