CAT Model Paper 1 Questions and Answers with Detailed Explanations (Official Sample Questions-Most Important for 2020-2021) Part 4

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38. Recent statement make it seem unlikely that the total consumption of electricity determines its cost, to individual consumers. Recent increases in total consumption, especially during the hot summer months, have sometimes been accompanied by a decrease in the cost per unit and at other times by an increase. Which of the following positions is best supported by the information presented aboce?

(A) It must be the case that the cost of electricity to cosumers is what determines the total consumption

(B) Event though a correlation exists between the total consumption of electricity and its cost to consumers, no causal relation exists.

(C) Further investigaton into the way these statistics were gathered is certainly called for

(D) The cost of electricity depends upon something other than total consumption of electricity

Answer: (D)

Soluction:

The Evidence; Recent increases in consumption have been accomanied by upward and downward fluctuations of cost per unit. If the cost of eletricity isn’t influenced by total consumption, it must be influenced by something else that’s very reasonable We only know that cost isn’t determined by con

41. Read the passage given below and answer the questions that following based on the information given in the passage.

The founders of the Republic viewed their revolution primarily in political rather than in economic or social terms. And they talked about education as essential to the public good – goal that took precedence over knowledge as occupational training or as a means to self – fulfillment or self-improment. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools. Especially free public schools. Would be the bestmeans of educating the citizenry in civic values and theobligations required of everyone in a democratic republican society. All agreed that principle ingredients of a civic education were literacy and the inclucation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican an govermment itself.

The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding value of civic education, but they left it to the textbook writers to distill the essence of those value for school children Texts in American history and government appeared as early as the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and Religious precept. Since most textbook writers were New Englanders, This meant that the texts were infused with Protestant and, above all,Puritan outlooks.

In the first half of the Republic, civit education in the school emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period woulddemenstrate, the press probably did more to disseminate realistic as well as partisan knowledge of govermment than the school. The goal of education, however, was to achieve a higher from of Unumfor the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private school did not change sub stantially from those celecrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues of anything became golden. To the resplendent value of liberty, equality, and a benevolent Christrian morality were now added.

The middle-class virtures especially of New England of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all political values taught in school, patriotism was preeminent, and whenever teachers explained to school children why they should love their country about all else, the idea of liberty assumed pride of place.

Question:

The author’s attitude toward the education system she discusses can best be described as

(A) Cynical and unpatriotic

(B) Realistic and analytical

(C) Pragmatic and frustrated

(D) Disenchanted and bitter

Answer: B

Solution:

Option B. the author gives a realistic and detailed description of the education system in the passage. She gives a neutral take on the views held about education during the formative years of the Republic. She also talks about the textbooks during that timeand the subsequent changes over the course of time. She also describes about the values imparted to the students through education in school and the skills imbibed outside(political meetings etc.).

Hence Option B.

42. Group Question.

Question:

The author implies that an early American Puritan would likely insist that

(A) Moral and religious values are the foundation of civic virtue

(B) Textbooks should instruct students in political issues of vital concem to the community.

(C) Textbooks should give greater emphasis to the value of individual liberty than to the duties of patriotism.

(D) Private school with a particular religious focus are preferable to public schools with no religious instruction

Answer: A

Solution:

The author says that the textbook writers were of conservative persuasion and balieved that political virtue must rest up on moral and religious precepts. He further adds that most textbook. Writers were New Englander, the texts were infused with Protestant and Puritan outlooks. So we can infer that an early American Puritan would most likely insist that moral anf religious values are the foundation civic virtue.

43. Group Question:

Question:

Accoring to the passage citizens of the early Republic learned about practical mattersinn all of the following ways EXCEPT

(A) Reading newspapers

(B) Attending town meeting

(C) Conversing about political matters

(D) Reading textbooks

Answer: D

Solution:

Option D.

Accoding to the passage, civic education in the schoolsmade little attempt to develop participatory political skills. The political skills were developed when the student attenden political parties’ meetings, town meetings, in churches and the coffee or ale houses where men gathered for conversation. (Look at the lines “In the first half of the Republic….. of govemment than the schools)

44. Group Question:

Question:

The primary purpose of the passage is to

(A) Refute the contention that no Victorian woman writer produced a novel like War and Peace

(B) Trace the historical relationship between radical feminist politics and the Victorian novels written by women

(C) Resolve the apparent contradiction between Victorian women writers literary innovativeness and their rather conservative social views.

(D) Escribe the discrepancy between victorian society’s expectations of women writers and the expectations of the women writers themselves

Answer:

Solution

Option D.

The author describes the discrepancy between view of women writers and society’s expectations from then in the Victorian society. The author first points out the women writers were measured from a social point of view rather than a literary point of view and the writers were not welcome to this idea. Then the author talks about the critics approach towards women writers works and how it was different from what the writers expected. In the last paragraph, the author describer about the limitations women faced regarding what to write and what not to.

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