6. Endospore formation in bacteria is primarily a survival mechanismunder what
conditions?
A. Favorable condition
B. Unfavorable condition

C. Both of them
D. None of them

The process by which living cells engulf fluid vesicles is termed:
a) Cytokinesis

B. Pinocytosis
C. Phagocytosis
D. Osmosis

6. Find the error in the given sentence. He was not only expected to contribute funds to the project, but toworkas hard as the other patrons. No Error
A. not only
B. but

C. as
D. other
E. No Error

17. Find the error in the given sentence. Neither of my brothers do anything to make life better for our parents
who are both suffering from arthritis. No Error
A. Do
B. Our
C. Who

D. From
E. No Error

Read the following passage and answer the questions. The pioneers of the teaching of science imagined that its introductionintoeducation would remove the conventionality, artificiality, and backwardlookingness which were characteristic; of classical studies, but theyweregravely disappointed. So, too, in their time had the humanists thought that
the study of the classical authors in the original would banish at once thedull pedantry and superstition of mediaeval scholasticism. The
professional schoolmaster was a match for both of them, and has almost
managed to make the understanding of chemical reactions as dull andasdogmatic an affair as the reading of Virgil's Aeneid. The chief claimfor
the use of science in education is that it teaches a child something about
the actual universe in which he is living, in making himacquaintedwiththe results of scientific discovery, and at the same time teaches himhowto think logically and inductively by studying scientific method.

A certain limited success has been reached in the first of these aims, but
practically none at all in the second. Those privileged members of thecommunity who have been through a secondary or publicschool
education may be expected to know something about the elementaryphysics and chemistry of a hundred years ago, but they probably knowhardly more than any bright boy can pick up from an interest in wirelessor scientific hobbies out of school hours. As to the learning of scientificmethod, the whole thing is palpably a farce. Actually, for the convenienceof teachers and the requirements of the examination system, it is
necessary that the pupils not only do not learn scientific method but learnprecisely the reverse, that is, to believe exactly what they are told andtoreproduce it when asked, whether it seems nonsense to themor not. The way in which educated people respond to such quackeries as
spiritualism or astrology, not say more dangerous ones such as racial
theories or currency myths, shows that fifty years of education in the
method of science in Britain or Germany has produced no visible effect
whatever. The only way of learning the method of science is the longandbitter way of personal experience, and, until the educational or social
systems are altered to make this possible, the best we can expect is theproduction of a minority of people who are able to acquire some of thetechniques of science and a still smaller minority who are able to use anddevelop them.

21. The word palpably most nearly means. A Empirically
B Obviously
C Tentatively
D Markedly
E Ridiculously

Read the following passage and answer the questions. The pioneers of the teaching of science imagined that its introductionintoeducation would remove the conventionality, artificiality, and backwardlookingness which were characteristic; of classical studies, but theyweregravely disappointed. So, too, in their time had the humanists thought that
the study of the classical authors in the original would banish at once thedull pedantry and superstition of mediaeval scholasticism. The
professional schoolmaster was a match for both of them, and has almost
managed to make the understanding of chemical reactions as dull andasdogmatic an affair as the reading of Virgil's Aeneid. The chief claimfor
the use of science in education is that it teaches a child something about
the actual universe in which he is living, in making himacquaintedwiththe results of scientific discovery, and at the same time teaches himhowto think logically and inductively by studying scientific method.

A certain limited success has been reached in the first of these aims, but
practically none at all in the second. Those privileged members of thecommunity who have been through a secondary or publicschool
education may be expected to know something about the elementaryphysics and chemistry of a hundred years ago, but they probably knowhardly more than any bright boy can pick up from an interest in wirelessor scientific hobbies out of school hours. As to the learning of scientificmethod, the whole thing is palpably a farce. Actually, for the convenienceof teachers and the requirements of the examination system, it is
necessary that the pupils not only do not learn scientific method but learnprecisely the reverse, that is, to believe exactly what they are told andtoreproduce it when asked, whether it seems nonsense to themor not. The way in which educated people respond to such quackeries as
spiritualism or astrology, not say more dangerous ones such as racial
theories or currency myths, shows that fifty years of education in the
method of science in Britain or Germany has produced no visible effect
whatever. The only way of learning the method of science is the longandbitter way of personal experience, and, until the educational or social
systems are altered to make this possible, the best we can expect is theproduction of a minority of people who are able to acquire some of thetechniques of science and a still smaller minority who are able to use anddevelop them.

22. The author implies that the professional schoolmaster has
A no interest in teaching science
B thwarted attempts to enliven education
C aided true learning
D supported the humanists
E been a pioneer in both science and humanities

Read the following passage and answer the questions. The pioneers of the teaching of science imagined that its introductionintoeducation would remove the conventionality, artificiality, and backwardlookingness which were characteristic; of classical studies, but theyweregravely disappointed. So, too, in their time had the humanists thought that
the study of the classical authors in the original would banish at once thedull pedantry and superstition of mediaeval scholasticism. The
professional schoolmaster was a match for both of them, and has almost
managed to make the understanding of chemical reactions as dull andasdogmatic an affair as the reading of Virgil's Aeneid. The chief claimfor
the use of science in education is that it teaches a child something about
the actual universe in which he is living, in making himacquaintedwiththe results of scientific discovery, and at the same time teaches himhowto think logically and inductively by studying scientific method.

A certain limited success has been reached in the first of these aims, but
practically none at all in the second. Those privileged members of thecommunity who have been through a secondary or publicschool
education may be expected to know something about the elementaryphysics and chemistry of a hundred years ago, but they probably knowhardly more than any bright boy can pick up from an interest in wirelessor scientific hobbies out of school hours. As to the learning of scientificmethod, the whole thing is palpably a farce. Actually, for the convenienceof teachers and the requirements of the examination system, it is
necessary that the pupils not only do not learn scientific method but learnprecisely the reverse, that is, to believe exactly what they are told andtoreproduce it when asked, whether it seems nonsense to themor not. The way in which educated people respond to such quackeries as
spiritualism or astrology, not say more dangerous ones such as racial
theories or currency myths, shows that fifty years of education in the
method of science in Britain or Germany has produced no visible effect
whatever. The only way of learning the method of science is the longandbitter way of personal experience, and, until the educational or social
systems are altered to make this possible, the best we can expect is theproduction of a minority of people who are able to acquire some of thetechniques of science and a still smaller minority who are able to use anddevelop them.

23. The author blames all of the following for the failure to impart
scientific method through education system except
A Good teaching
B Examination method

C Lack of Direct experience
D The social and education systems
E Lack of interest on the part of students

Read the following passage and answer the questions. The pioneers of the teaching of science imagined that its introductionintoeducation would remove the conventionality, artificiality, and backwardlookingness which were characteristic; of classical studies, but theyweregravely disappointed. So, too, in their time had the humanists thought that
the study of the classical authors in the original would banish at once thedull pedantry and superstition of mediaeval scholasticism. The
professional schoolmaster was a match for both of them, and has almost
managed to make the understanding of chemical reactions as dull andasdogmatic an affair as the reading of Virgil's Aeneid. The chief claimfor
the use of science in education is that it teaches a child something about
the actual universe in which he is living, in making himacquaintedwiththe results of scientific discovery, and at the same time teaches himhowto think logically and inductively by studying scientific method.

A certain limited success has been reached in the first of these aims, but
practically none at all in the second. Those privileged members of thecommunity who have been through a secondary or publicschool
education may be expected to know something about the elementaryphysics and chemistry of a hundred years ago, but they probably knowhardly more than any bright boy can pick up from an interest in wirelessor scientific hobbies out of school hours. As to the learning of scientificmethod, the whole thing is palpably a farce. Actually, for the convenienceof teachers and the requirements of the examination system, it is
necessary that the pupils not only do not learn scientific method but learnprecisely the reverse, that is, to believe exactly what they are told andtoreproduce it when asked, whether it seems nonsense to themor not. The way in which educated people respond to such quackeries as
spiritualism or astrology, not say more dangerous ones such as racial
theories or currency myths, shows that fifty years of education in the
method of science in Britain or Germany has produced no visible effect
whatever. The only way of learning the method of science is the longandbitter way of personal experience, and, until the educational or social
systems are altered to make this possible, the best we can expect is theproduction of a minority of people who are able to acquire some of thetechniques of science and a still smaller minority who are able to use anddevelop them.

24. If the author were to study current education in science to see howthings have changed since he wrote the piece, he would probably be most
interested in the answer to which of the following questions?
A Do students know more about the world about them?
B Do students spend more time in laboratories?
C Can students apply their knowledge logically?
D Have textbooks improved?
E Do they respect their teachers?

Read the following passage and answer the questions. The pioneers of the teaching of science imagined that its introductionintoeducation would remove the conventionality, artificiality, and backwardlookingness which were characteristic; of classical studies, but theyweregravely disappointed. So, too, in their time had the humanists thought that
the study of the classical authors in the original would banish at once thedull pedantry and superstition of mediaeval scholasticism. The
professional schoolmaster was a match for both of them, and has almost
managed to make the understanding of chemical reactions as dull andasdogmatic an affair as the reading of Virgil's Aeneid. The chief claimfor
the use of science in education is that it teaches a child something about
the actual universe in which he is living, in making himacquaintedwiththe results of scientific discovery, and at the same time teaches himhowto think logically and inductively by studying scientific method.

A certain limited success has been reached in the first of these aims, but
practically none at all in the second. Those privileged members of thecommunity who have been through a secondary or publicschool
education may be expected to know something about the elementaryphysics and chemistry of a hundred years ago, but they probably knowhardly more than any bright boy can pick up from an interest in wirelessor scientific hobbies out of school hours. As to the learning of scientificmethod, the whole thing is palpably a farce. Actually, for the convenienceof teachers and the requirements of the examination system, it is
necessary that the pupils not only do not learn scientific method but learnprecisely the reverse, that is, to believe exactly what they are told andtoreproduce it when asked, whether it seems nonsense to themor not. The way in which educated people respond to such quackeries as
spiritualism or astrology, not say more dangerous ones such as racial
theories or currency myths, shows that fifty years of education in the
method of science in Britain or Germany has produced no visible effect
whatever. The only way of learning the method of science is the longandbitter way of personal experience, and, until the educational or social
systems are altered to make this possible, the best we can expect is theproduction of a minority of people who are able to acquire some of thetechniques of science and a still smaller minority who are able to use anddevelop them.

25. The authors apparently believes that secondary and public-school
education in the sciences is
A severely limited in its benefits
B worse than that in the classics
C grossly incompetent
D a stimulus to critical thinking
E deliberately obscurantist

. If a terminal is linked directly to a computer, it is an example of
A off-line
B direct access
C serial access
D on-line

Which of the following advantages are not available with decentralizeddataprocessing
A saving of cost
B all the data files needed can be kept at one place
C greater security and control of data
D reduction of backlogs

3. To process data the data processing machines need to be fed with
A only data
B only instructions
C data and instructions both
D none of the above

What is not true about batch mode of computer operation
A users are on-line
B programs are run serially
C it is useful for long programs
D all above are true for batch mode

. To process data the data processing machines need to be fed with
A only data
B only instructions
C data and instructions both
D none of the above

Arranging data in a predetermined sequence is called
A Processing
B Sorting

C Updating
D Classifying

The process of production of customer list in alphabetical order falls under thecategory of
A Editing
B Sorting
C Updating
D Calculating

. In a time-shared computer system
A number of terminals can be connected simultaneously to a central computer                                       B number of problems can be solved by the computer simultaneously                                                       C both a and b
D neither a nor b

A computer generally processes
A Information
B program
C data
D output

. Corrections of errors and modifications of software is the job of a
A data entry operator
B System analyst
C maintenance programmer
D computer operator

. The concept of divided computer time when each user thinks that computer iscalled
A time access
B time sharing
C time distribution
D on-line access

2. If a CPU can handle related processes at the same time is said to be capableof                                    A Multiprocessing
B multilinking

C networking
D multitasking

A program needing more than the main memory of a computer may be runbyusing
A Distributed processing
B Time sharing
C Multiprocessing
D Overlays

Encoding of a information is done so that
A information is converted to a form easy for transmission
B privacy is provided to the information
C efficiency of information transfer is increased
D all of the above

. Information is basically
A Raw data
B data that can be used for decision making
C Input data
D data that is unorganized

6. Which of the following is not an advantage usually associated with timesharing
A many users can work simultaneously. B CPU time is used more effectively
C throughput is higher
D complex problems can be solved easily

. The average number of jobs a computer can perform in a given time is knownits
A output
B speed
C throughput
D none of the above

. Output from computer which is organized, useful and meaningful is called                                               A Program

B data
C text
D information

A computer whose input/output devices are working round the clock but onlypart of the time is said to be
A extremely busy
B I/O bound
C CPU bound
D Downloaded

. A computer system that has a large CPU and supports peripheral equipment issaid to have
A centralized structure
B decentralized structure
C stand-alone structure
D distributed structure

The process of manipulating the data to achieve some meaningful results iscalled
A Information handing
B data sharing
C data distribution
D data processing

Which of the following is not true about decentralized data processinginstallation?
A it has its own database
B it cannot have its own operating system
C it has to be compatible with a centralized computer
D it has its won hardware and peripheral devices

When a bank teller uses a computer terminal to know the balance in a
customer's account it is an example of
A on-line updating
B off-line processing
C on-line query
D on-line processing

Once a DBMS is installed, its maintenance and updating can generallybeassigned to
A System Analysis
B top level management
C Database Administrators
D Data Entry Operator

A Data Entry Operators
A designs & maintains the database for the organizations
B feeds the data into a computer system
C runs the computer
D does all the above jobs