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Old May 17th, 2014, 05:03 PM
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Default Re: UGC NET Exam Home Science Question Papers

As you are looking for the UGC NET Exam question paper of Home Science , here i am providing list of few questions for your idea.

1. Absorption of Iron requires the
following nutrients in the diet :
(A) Vitamin C (B) Zinc
(C) Iodine (D) Fat
2. Mental Retardation is an indicator of
deficiency of
(A) Vitamin A (B) Iodine
(C) Calcium (D) Iron
3. Which of the following is an -3
(omega 3) fatty acid ?
(A) Linoleic acid
(B) -Linolenic acid
(C) Arachadonic acid
(D) Oleic acid
4. Which is the major protein found in
milk ?
(A) Albumin (B) Casein
(C) Myoglobin (D) Gliadin
5. The supplementary nutrition
provided to preschooler at ICDS
should provide
(A) 350 calories and 10 g protein
(B) 300 calories and 10 g protein
(C) 600 calories and 16 g protein
(D) 300 calories and 8 g protein
6. Following is not a direct system of
yarn numbering :
(A) Cotton count
(B) Denier
(C) Metric count
(D) Tex
7. Series of loops that intersect
horizontally in a fabric are called as
(A) Courses (B) Wales
(C) Warp (D) Weft
8. Preparation of the fabric for
application of natural dyes is done
by
(A) Alizarine
(B) Alum
(C) Myrobalum
(D) Turmeric
9. Job analysis is carried out by
(A) Organisation of tasks.
(B) Identification of skills required.
(C) Collection of information
related to nature of job.
(D) Breaking down of job into
parts and further evaluation.
10. Effective Management recognises
the validity of
(A) Resources
(B) Decision Making
(C) Management Process
(D) Values and Standards
11. Bandura’s social-cognitive learning
asserts
(A) Cognitive thinking and
problem solving.
(B) Learning behaviour, cognitive
response pattern’s social roles.
(C) Cognitive problem solving
skills and capacities.
(D) Learning specific observable
responses.
12. Who is the Father of Kindergarten ?
(A) Pestalozzi
(B) Rousseau
(C) Locke
(D) Froebel

13. Current developmental extension
programmes adopt
(A) Integrated approach
(B) Multinational approach
(C) Area development approach
(D) Participatory approach
14. An effective extension programme
(A) takes care of the needs of the
target group.
(B) works as per the Government
directives.
(C) works as per the extension
workers’ plans.
(D) works within limited funds.
15. Good communication happens only
when
(A) More messages are given to
more people.
(B) Right message is given in the
right form and to right people.
(C) Various media are used to give
messages.
(D) Messages are detailed and with
illustrations.
16. Randomization model in research
design is
(A) selecting random sample from
population.
(B) randomly dividing the sample
in two or more groups.
(C) selecting available sample.
(D) selecting cluster as a sample.
17. A variable that can be manipulated is
(A) Dependent variable
(B) Independent variable
(C) Continuous variable
(D) Discreet variable
18. An open-ended question elicits
(A) Leading answers
(B) True data
(C) Objective results
(D) Varied responses
19. Assertion (A) : High salt and
low potassium intakes are a
risk factor for developing
hypertension.
Reason (R) : Consuming
plenty of fruits & vegetables
are recommended for
hypertension.
(A) Both (A) & (R) are false.
(B) Both (A) and (R) are true.
(C) (A) is true and (R) is
partially correct.
(D) (A) is false and (R) is correct.
20. Assertion (A) : Egg yolk is used
for making mayonnaise.
Reason (R) : Egg yolk serves
as an emulsifying agent in
preparation of mayonnaise.
(A) (A) is false & (R) is true.
(B) Both (A) & (R) are false.
(C) (A) is true & (R) is false.
(D) Both (A) and (R) are true.
21. Assertion (A) : Both vitamin A
and fat are required for vision
in the dark.
Reason (R) : Fat helps in
absorption of vitamin A in the
gut.
(A) (A) is false & (R) is true.
(B) Both (A) & (R) are true.
(C) (R) is true & (A) is false.
(D) Both (A) and (R) are false.
22. Assertion (A) : Rayon garments
undergo progressive
shrinkage.
Reason (R) : Hence care has
to be taken while drying and
ironing.
(A) Both (A) & (R) are true.
(B) (A) is true, but (R) is false.
(C) (A) is false, but (R) is correct.
(D) (A) & (R) are false.
23. Assertion (A) : Gores are vertical
divisions within a garment.
Reason (R) : They incorporate
the dart shape in seams.
(A) Both (A) & (R) are false.
(B) Both (A) & (R) are correct.
(C) (A) is false, but (R) is true.
(D) (A) is true, but (R) is false.

24. Assertion (A) : An experienced
homemaker works with great
care and there is an element of
natural rhythm in her normal
domestic activities.
Reason (R) : In rhythmic work
each muscle alternatively gets
its chance to rest for an
instant.
(A) (A) is true, but (R) is false.
(B) (A) is false, but (R) is true.
(C) Both (A) and (R) are false.
(D) Both (A) and (R) are true.
25. Assertion (A) : Adolescent
development takes place in
social context.
Reason (R) : This is because
adolescent spends and
interested in spending more
time in social circle.
(A) (A) is true and (R) is false.
(B) (A) is false and (R) is true.
(C) Both (A) and (R) are true.
(D) Both (A) and (R) are false.
26. Assertion (A) : Effective
communication is a
combination of seeing, learning
and doing.
Reason (R) : Exclusive use of
AV aids makes, learning
experiences complete.
(A) (A) is true, but (R) is false.
(B) (A) is false, but (R) is true.
(C) Both (A) and (R) are true.
(D) Both (A) and (R) are false.
27. Assertion (A) : Posters used as
audio visual aids compel
attention and motivate action.
Reason (R) : Posters help in
communicating as they
present abstract information
in a graphic way.
(A) Both (A) and (R) are false.
(B) (A) is true, but (R) is false.
(C) (A) is false, but (R) is true.
(D) Both (A) and (R) are true.
28. Give the correct sequence of steps
involved in sugar cookery.
(a) Soft ball
(b) Hard crack
(c) Carmel
(d) 2 thread
(e) Hard ball
(A) (a) (b) (c) (d) (e)
(B) (b) (c) (d) (a) (e)
(C) (d) (a) (e) (b) (c)
(D) (c) (d) (a) (e) (b)
29. Give the correct sequence of foods in
decreasing order of iron content.
(a) Liver
(b) Apple
(c) Dates
(d) Wheat flour
(e) Lotus stem
(A) (a) (c) (e) (d) (b)
(B) (a) (e) (d) (c) (a)
(C) (a) (b) (c) (d) (e)
(D) (b) (a) (e) (d) (c)
30. Give the correct sequence of
appearance of symptoms of vitamin A
deficiency.
(a) Bitot spots
(b) Conjunctival xerosis
(c) Night blindness
(d) Keratomalacia
(A) (c) (a) (b) (d)
(B) (a) (c) (d) (b)
(C) (b) (a) (c) (d)
(D) (d) (c) (b) (a)
31. Give the correct order of applying
the four support materials in the
garment.
(A) Interfacing, interlining,
underlining, lining
(B) Interlining, interfacing,
underlining, lining
(C) Interfacing, underlining,
interlining, lining
(D) Underlining, interfacing,
interlining, lining

32. Give the correct sequencing for
processing a cotton fabric.
(A) Designing, bleaching,
tentering, calendering
(B) Tentering, bleaching,
designing, calendering
(C) Calendering, bleaching,
designing, tentering
(D) Bleaching, designing,
tentering, calendering
33. Arrange the following teaching
learning methods in order of
learner’s ability :
(i) A video show
(ii) Laboratory method
(iii) Demonstration
(iv) Radio talk
Codes :
(A) (iv) (iii) (i) (ii)
(B) (iv) (i) (iii) (ii)
(C) (iii) (iv) (i) (ii)
(D) (i) (iii) (iv) (ii)
34. Arrange the steps of counselling
process in right sequence.
1. Synthesis
2. Diagnosis
3. Analysis
4. Treatment and counselling
5. Follow up
6. Prognosis
(A) 1, 3, 4, 6, 2 and 5
(B) 3, 2, 6, 4, 5 and 1
(C) 4, 1, 2, 3, 5 and 6
(D) 3, 1, 2, 6, 4 and 5
35. Decision making is a process involving
following steps in sequence :
(i) Evaluate the alternatives
(ii) Identify the alternatives
(iii) Identify the problem
(iv) Make a decision
(v) Evaluate the decision
Codes :
(A) (iv) (iii) (v) (ii) (i)
(B) (iii) (i) (ii) (v) (iv)
(C) (iii) (ii) (i) (iv) (v)
(D) (iii) (iv) (ii) (i) (v)
36. Steps of curriculum planning are given
below. Write them in correct order :
(i) Environment for learning.
(ii) Problems/needs of the learner.
(iii) Sequencing of contents.
(iv) Philosophical frame
Codes :
(A) (iv) (ii) (i) (iii)
(B) (i) (ii) (iii) (iv)
(C) (iv) (i) (ii) (iii)
(D) (ii) (i) (iv) (iii)
37. Arrange the following steps in
research in the correct sequence :
(a) Sample Selection
(b) Research Question
(c) Data Collection
(d) Research Design
(e) Objectives
(A) (b) (a) (d) (e) (c)
(B) (a) (b) (c) (d) (e)
(C) (a) (b) (e) (d) (c)
(D) (b) (e) (a) (d) (c)
38. Match the cooking method in List – I
with the temperature in List – II :
List – I List – II
(Cooking method) (Temperature)
(a) Pressure
cooking
(i) 180– 220 C
(b) Frying (ii) 250 C
(c) Baking (iii) > 100 C
(d) Grilling (iv) 110– 240 C
Code :
(a) (b) (c) (d)
(A) (iii) (i) (iv) (ii)
(B) (iii) (ii) (i) (iv)
(C) (ii) (iii) (iv) (i)
(D) (iv) (i) (ii) (iii)
39. Match the colour of fruit and
vegetable in List – I with the pigment
in List – II :
List – I List – II
(Colour of fruits
and vegetables)
(Pigment)
(a) Green (i) Carotenoids
(b) Deep yellow (ii) Chlorophyll
(c) White (iii) Anthocyanin
(d) Purple (iv) Flavones
Codes :
(a) (b) (c) (d)
(A) (ii) (iii) (i) (iv)
(B) (iii) (i) (iv) (ii)
(C) (ii) (i) (iv) (iii)
(D) (iv) (i) (iii) (ii)

40. Match the diseases given in List – I
with affected organ in List – II :
List – I List – II
(a) Neprosis (i) Pancrease
(b) Diabetes (ii) Kidney
(c) Arteriosclerosis (iii) Intestine
(d) Celiac disease (iv) Blood
vessel
(v) Heart
Codes :
(a) (b) (c) (d)
(A) (iii) (v) (ii) (iv)
(B) (i) (ii) (iii) (iv)
(C) (ii) (i) (v) (iii)
(D) (ii) (i) (iv) (iii)
41. Match the fibre given in column I to
the appearance given in column II :
Column – I Column – II
(a) Wool (i) Glass rod
structure
(b) Linen (ii) Scales
(c) Silk (iii) Convolutions
(d) Cotton (iv) Nodes
Codes :
(a) (b) (c) (d)
(A) (ii) (iv) (i) (iii)
(B) (i) (ii) (iii) (iv)
(C) (iii) (i) (iv) (ii)
(D) (iv) (iii) (ii) (i)
42. Match the description given in
column II with the terms given in
column I :
Column – I Column – II
(a) Avant Garde (i) high fashion
(b) Houte couture (ii) copied garment
(c) Knock off (iii) ready to wear
(d) Pret-a-Porter (iv) design ahead of
its time
Codes :
(a) (b) (c) (d)
(A) (i) (ii) (iii) (iv)
(B) (ii) (iii) (iv) (i)
(C) (iii) (iv) (i) (ii)
(D) (iv) (i) (ii) (iii)
43. Match the following list of
standardization marks from List – I
with products in List – II :
List – I List – II
(a) Agmark (i) Squash
(b) FPO (ii) Shawl
(c) ISI (iii) Honey
(d) Wool mark (iv) Biscuits
Codes :
(a) (b) (c) (d)
(A) (i) (iv) (iii) (ii)
(B) (iv) (iii) (i) (ii)
(C) (iii) (iv) (i) (ii)
(D) (iii) (i) (iv) (ii)
44. Match the following List – I with
List – II :
List – I List – II
(a) Crosssectional
study
(i) observes
children in
naturally
occurring
situations.
(b) Longitudinal
study
(ii) observes
same
group(s) of
children at
different
points of
time.
(c) Naturalistic
study
(iii) observes
children
where
circumstances
are carefully
controlled.
(d) Experimental
study
(iv) observes
children of
different
ages at one
point of
time.
Codes :
(a) (b) (c) (d)
(A) (i) (ii) (iii) (iv)
(B) (ii) (iii) (iv) (i)
(C) (iv) (ii) (i) (iii)
(D) (iii) (iv) (ii) (i)

45. Match the items in List – I with
List – II :
List – I List – II
(a)
–X
(i) Sum of
(b) 2 (ii) Standard deviation
(c) (iii) Chi square
(d) (iv) Mean
Codes :
(a) (b) (c) (d)
(A) (i) (ii) (iii) (iv)
(B) (ii) (iii) (i) (iv)
(C) (iii) (i) (iv) (ii)
(D) (iv) (iii) (ii) (i)
46. Match the following item in List – I
with List – II :
List – I List – II
(a) Acting
skits
(i) Books and
reading
material
(b) Discussion (ii) Experience and
activities
through
examination
(c) Evaluation (iii) Individual
activity
(d) Resources (iv) Group activity
Codes :
(a) (b) (c) (d)
(A) (iii) (iv) (ii) (i)
(B) (iii) (ii) (i) (iv)
(C) (i) (iii) (ii) (iv)
(D) (i) (ii) (iii) (iv)
47. Match the following item in List – I
with List – II :
List – I List – II
(a) Readymade
and Homemade
(i) Role of a
host
(b) Direct
experience
(ii) Diagrams
(c) Dramatized
experience
(iii) Exhibits
(d) Visual symbols (iv) Preparing
a meal
Codes :
(a) (b) (c) (d)
(A) (i) (iv) (iii) (ii)
(B) (iii) (iv) (i) (ii)
(C) (iii) (i) (ii) (iv)
(D) (iv) (iii) (ii) (i)
Read the passage below and answer the
questions that follow based on your
understanding of the passage : (Q. No. 48
to 50)
More than 1 billion people in the
world today, almost half of them women,
live in unacceptable conditions of poverty,
mostly in the developing countries.
Poverty is a complex, multidimensional
problem, with origins in both the national
and international domains. In the early
1950s, nearly half of India’s population
was living in poverty. Since then, poverty
has been declining, though slowly, and
today vast disparities between and within
India’s states persist. It is estimated that
women and children account for 73
percent of those below the poverty line. At
the same time, the ratio of females to
males in India is 933 : 1,000. Increased
female labour force participation,
particularly among the lowest-income
households, is the single most important
coping strategy of poor households. This
trend makes female-headed households
and poor women in general a distinct
poverty group (Barrett and Beardmore,
2000).
Gender is central to how societies assign
roles, responsibilities, resources, and rights
between women and men. Allocation,
distribution, utilization, and control of
resources are thus incumbent upon gender
relations embedded in both ideology and
practice. Gender analyses do not merely
focus on women, but also look at the ways

in which men and women interact with
each other and the gendered nature of their
roles, relations and control over resources.
Unfortunately, even today in most parts of
the world there exist gender biases that
disadvantage women. Therefore, it is
sometimes inevitable that gender justice
become synonymous with the rights of
women and any discussion on gender and
poverty in essence becomes a discussion
on women and poverty. This is because, as
with all other issues, women and men
experience poverty in different ways.
The wide range of biases in society – among
them unequal opportunities in education,
employment and asset ownership – mean
that women have fewer opportunities.
Poverty accentuates gender gaps and when
adversity strikes, it is women who often are
most vulnerable (UNDP, 1997 : 64). This
increased vulnerability is most visible in
cases of disaster, conflict or involuntary
resettlement. Starting with discrimination
against the girl-child, even before she is
born, the life of the average Indian woman
is one of deprivation in every sphere. The
overall status of women in an Indian
family is lower than that of men. The girlchild
gets less nutrition, health care and
education : a lesser childhood than the
boy-child. She becomes a woman while
still young, often missing out on
adolescence and moving into early
motherhood – quickly, and often at a
young age. She has no say in any of these
crucial events of her life, although they
adversely affect her growth and
development. The root of gender
inequality, reflected in the higher
incidence of poverty among women in
India, is social and economic, not
constitutional. The Constitution is firmly
grounded in principles of liberty,
fraternity, equality and justice. Women’s
rights to equality and freedom from
discrimination are defined as justifiable
fundamental rights.
48. The growth and development of girl
child is not adversely affected by
(A) Malnutrition
(B) Early motherhood
(C) Caste
(D) Healthcare
49. Give the correct combination of
causes of gender inequality in India.
(a) Social
(b) Economic
(c) Malnutrition
(d) Constitutional
(A) (a) & (b) are correct.
(B) (a), (b) & (d) are correct.
(C) (c) & (d) are correct.
(D) All the above are correct.
50. Assertion (A) : Gender bias exists
in India.
Reason (R) : Poverty is one of
the factors for gender biases.
(A) (A) is true & (R) is false.
(B) (A) is false and (R) is true.
(C) (A) is true and (R) is partially
true.
(D) Both (A) & (R) are false.


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File Type: pdf UGC NET Exam Home Science Question Paper.pdf (269.5 KB, 113 views)
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  #3  
Old January 23rd, 2015, 03:31 PM
Super Moderator
 
Join Date: Nov 2011
Default Re: UGC NET Exam Home Science Question Papers

As you want to get UGC NET Exam Home Science Question Paper so here I am giving you some questions of that paper:

1. BARS is a tool used for
(A) Checking quality of food
(B) Designing layout plan
(C) Performance Appraisal
(D) Feedback communication
2. Daily Zinc requirement of an adult
man is
(A) 12 mg (B) 8 mg
(C) 350 mg (D) 600 mg
3. Infestation of which worm is
responsible for the cause of anaemia
is rural population ?
(A) Round worm (B) Hook worm
(C) Thread worm (D) Tape worm
4. Following is not a method of
nutritional assessment using
anthropometry.
(A) Skin fold thickness
(B) Waist circumference
(C) Blood Pressure
(D) Mid Upper Arm Circumference
5. The Hippocampus is found in
(A) The circulatory system
(B) The human brain
(C) Fossils
(D) The preschool setting
6. Legal blindness is defined as visual
acuity (vision) of _____ or less in the
better eye or with correction.
(A) 20/200 (B) 10/200
(C) 16/60 (D) 6/6
7. The term not used in traditional
Japanese woven textile is
(A) Maya (B) Shashiko
(C) Sakiori (D) Zanshi
8. Which of the following amino acids
is not present in silk ?
(A) Glycine (B) Alanine
(C) Cystine (D) Serine
9. The managerial and the psycho social
subsystems are part of the ______.
(A) Household environment
(B) Near environment
(C) Large environment
(D) Internal environment
10. Which of the following effort is
involved in home making activities
such as bending, leaning, kneeling
and stooping ?
(A) Muscular effort
(B) Physical effort
(C) Pedal effort
(D) Torsal effort








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File Type: pdf UGC NET Home Science Question Paper.pdf (232.6 KB, 52 views)
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