{"id":16490,"date":"2026-09-01T07:53:38","date_gmt":"2026-09-01T07:53:38","guid":{"rendered":"https:\/\/promotionexams.com\/?page_id=16490"},"modified":"2026-09-01T11:21:22","modified_gmt":"2026-09-01T11:21:22","slug":"mcqs-on-digital-literacy","status":"publish","type":"page","link":"https:\/\/promotionexams.com\/?page_id=16490","title":{"rendered":"MCQs on Digital Literacy"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"16490\" class=\"elementor elementor-16490\">\n\t\t\t\t<div class=\"elementor-element elementor-element-53be841 e-con-full e-flex e-con e-parent\" data-id=\"53be841\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-b7703ca elementor-widget elementor-widget-html\" data-id=\"b7703ca\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"html.default\">\n\t\t\t\t\t<!--\r\n=====================================================================\r\nCSS ADDA \u00b7 PromotionExams.com\r\nCHAPTER-WISE AI TEST SERIES  \u2014  generic template, one subject per page\r\n=====================================================================\r\n\r\nWHAT THIS IS\r\n  A drill page for one chapter-wise MCQ bank, on any subject. Two tabs:\r\n     PRACTICE     filters, search, flagging, per-question AI tutor\r\n     PERFORMANCE  readiness engine, Focused set \/ Mock paper planner\r\n\r\nSETTING UP A NEW SUBJECT \u2014 four edits, all at the top of the script\r\n  1. CFG.quizId   unique per page. Progress is stored under this key, so\r\n                  two subjects on the same site never mix. Change it.\r\n     CFG.topic    the subject name shown in the header.\r\n     CFG.eyebrow  the exam line above it, or blank.\r\n  2. CFG.sourceUrl  the page on your site carrying the full text of the\r\n                  subject. A \"Read the source\" card then appears in the\r\n                  rail. Leave it blank and the card disappears.\r\n  3. chapterImportance   rate each chapter yourself, any relative numbers\r\n                  you like \u2014 they need not total 100. The rating drives\r\n                  the ranking, the study plan and how much of each planned\r\n                  sitting a chapter gets. A chapter you leave out falls\r\n                  back to its share of the bank and is marked \"not rated\r\n                  yet\". Empty the map and importance is never mentioned.\r\n  4. chapterQuestions    your bank, in the usual schema:\r\n                  { id, chapter, question, options[], correct, explanation }\r\n                  Chapter strings must match the importance map exactly.\r\n\r\nSTEM LAYOUT \u2014 nothing to mark up\r\n  A plain stem, a numbered statement stem and a List-I \/ List-II stem are\r\n  each laid out automatically, and all three sit in the same sheet, so\r\n  every question on the page reads the same way.\r\n\r\nRESETS\r\n  \"Reset session\"        clears only this sitting's answers.\r\n  \"Reset my performance\" wipes lifetime mastery, weak areas and flags.\r\n\r\n=====================================================================\r\n-->\r\n\r\n<meta charset=\"utf-8\">\r\n<meta name=\"viewport\" content=\"width=device-width,initial-scale=1,viewport-fit=cover\">\r\n<link rel=\"preconnect\" href=\"https:\/\/fonts.googleapis.com\">\r\n<link rel=\"preconnect\" href=\"https:\/\/fonts.gstatic.com\" crossorigin>\r\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=Plus+Jakarta+Sans:wght@400;500;600;700;800&family=Newsreader:opsz,wght@6..72,400;6..72,500;6..72,600&display=swap\" rel=\"stylesheet\">\r\n\r\n<style>\r\n.cdrill{\r\n  --blue-900:#12246E; --blue-800:#1B3FCB; --blue-700:#2757E8; --blue-100:#EAF0FF; --blue-50:#F5F8FF;\r\n  --gold:#E8A317; --gold-lt:#F5C55B; --gold-bg:#FFF7E4;\r\n  --ink:#0F172A; --slate:#5B6B85; --line:#DFE6F3; --paper:#FFFFFF; --wash:#F4F7FD;\r\n  --ok:#0B8457; --ok-bg:#E7F7F0; --bad:#D3313E; --bad-bg:#FDEDEE; --warn:#C2620E;\r\n  --r:14px; --shadow:0 1px 2px rgba(16,32,74,.06),0 8px 24px -12px rgba(16,32,74,.18);\r\n  \/* \u2193 paste the same value your other pages use for --serif *\/\r\n  --serif:'Newsreader',Georgia,'Times New Roman',serif;\r\n  font-family:'Plus Jakarta Sans',system-ui,sans-serif; font-size:15px; line-height:1.55;\r\n  color:var(--ink); background:var(--wash); 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*{animation:none!important;transition:none!important}}\r\n\r\n\/* ---------- hero ---------- *\/\r\n.cdrill .hero{background:linear-gradient(158deg,#3A5BCE 0%,#4468DC 55%,#5077E6 100%);\r\n  color:#fff;padding:26px 0 0;position:relative;overflow:hidden}\r\n.cdrill .hero::after{content:\"\";position:absolute;inset:auto -10% -65% 58%;height:200px;\r\n  background:radial-gradient(closest-side,rgba(245,197,91,.16),transparent 72%);pointer-events:none}\r\n.cdrill .eyebrow{font-size:10.5px;letter-spacing:.18em;text-transform:uppercase;color:#FFE0A3;font-weight:800}\r\n.cdrill .hero h1,\r\n.cdrill header.hero h1{margin:6px 0 2px;font-size:clamp(19px,3.2vw,26px);font-weight:800;letter-spacing:-.02em;\r\n  color:#FFFFFF !important;line-height:1.25;font-family:'Plus Jakarta Sans',system-ui,sans-serif}\r\n.cdrill .hero p{margin:0 0 16px;color:#DCE5FF;font-size:13.5px;max-width:64ch}\r\n.cdrill .hstats{display:flex;gap:9px;flex-wrap:wrap;position:relative;z-index:1}\r\n.cdrill 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.ctxmeta{font-size:12.5px;color:var(--slate);font-weight:600;white-space:nowrap}\r\n\r\n\/* ---------- chapter chips ---------- *\/\r\n.cdrill .chapcard{margin:0 0 16px;overflow:hidden}\r\n.cdrill .chaphead{display:flex;align-items:center;gap:10px;flex-wrap:wrap;padding:11px 18px;\r\n  background:linear-gradient(90deg,var(--blue-50),#EDF3FF);border-bottom:1px solid var(--line)}\r\n.cdrill .chapcard{border-radius:var(--r)}\r\n.cdrill .chaplist{border-radius:0 0 var(--r) var(--r);overflow:hidden}\r\n.cdrill .chaphead b{font-size:13.5px;font-weight:800;color:var(--blue-800);display:flex;align-items:center;gap:8px}\r\n.cdrill .chaphead i{font-style:normal;font-size:12px;color:var(--slate);font-weight:600}\r\n.cdrill .chaphead .meta{margin-left:auto;font-size:12px;color:var(--slate);font-weight:700;white-space:nowrap}\r\n.cdrill .chaplist{display:grid;grid-template-columns:1fr;gap:1px;padding:0;background:var(--line)}\r\n@media(min-width:900px){.cdrill .chaplist{grid-template-columns:1fr 1fr}}\r\n.cdrill .chapchip{display:grid;grid-template-columns:26px minmax(0,1fr) auto auto;align-items:center;gap:10px;\r\n  padding:10px 16px;border:0;background:var(--paper);text-align:left;transition:background .13s;width:100%}\r\n.cdrill .chapchip:hover{background:var(--blue-50)}\r\n.cdrill .chapchip .no{font-size:11px;font-weight:800;color:var(--slate);font-variant-numeric:tabular-nums}\r\n.cdrill .chapchip .cn{font-size:12.6px;font-weight:600;color:var(--ink);letter-spacing:-.005em;\r\n  overflow:hidden;text-overflow:ellipsis;white-space:nowrap;text-transform:none}\r\n.cdrill .chapchip .cw{flex:none;font-size:10.5px;font-weight:800;background:var(--gold-bg);color:#8A6206;\r\n  border:1px solid #F2DFAE;padding:2px 8px;border-radius:99px;white-space:nowrap}\r\n.cdrill .chapchip .cc{flex:none;font-size:11px;font-weight:800;background:var(--blue-100);color:var(--blue-800);\r\n  min-width:30px;padding:3px 8px;border-radius:6px;text-align:center;font-variant-numeric:tabular-nums}\r\n.cdrill .chapchip[aria-pressed=true]{background:var(--blue-50);box-shadow:inset 3px 0 0 var(--blue-700)}\r\n.cdrill .chapchip[aria-pressed=true] .cn{color:var(--blue-800);font-weight:700}\r\n.cdrill .chapchip[aria-pressed=true] .cc{background:var(--blue-700);color:#fff}\r\n.cdrill .chapchip .done{flex:none;font-size:10.5px;font-weight:800;color:var(--ok)}\r\n\r\n\/* ---------- question ---------- *\/\r\n.cdrill .qhead{display:flex;align-items:center;justify-content:space-between;gap:10px;flex-wrap:wrap;\r\n  background:linear-gradient(135deg,#F1F5FB 0%,#E4ECFB 100%);border-bottom:1px solid var(--line);\r\n  border-radius:var(--r) var(--r) 0 0;padding:13px 20px}\r\n.cdrill .qcount{font-family:var(--serif);font-weight:600;color:var(--blue-900);font-size:16.3px;letter-spacing:0}\r\n.cdrill .qmeta{display:flex;gap:8px;align-items:center;flex-wrap:wrap}\r\n.cdrill 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0}\r\n.cdrill .qsheet .close{margin:16px 0 0;text-align:left;hyphens:none;-webkit-hyphens:none}\r\n.cdrill .stmts{list-style:none;counter-reset:s;margin:4px 0 0;padding:0;display:block}\r\n.cdrill .stmts li{counter-increment:s;display:grid;grid-template-columns:30px 1fr;gap:4px;align-items:baseline;\r\n  font-family:var(--serif) !important;font-size:18.5px !important;font-weight:600;line-height:1.65;color:#161b26;\r\n  margin:12px 0 0 14px;text-align:justify;hyphens:auto;-webkit-hyphens:auto}\r\n.cdrill .stmts li::before{content:counter(s) \".\";font-family:var(--serif);font-weight:600;font-size:18.5px;color:#161b26}\r\n.cdrill .lists{display:grid;grid-template-columns:1fr 1fr;gap:34px;margin:18px 0 0}\r\n@media(max-width:760px){.cdrill .lists{grid-template-columns:1fr;gap:22px}}\r\n.cdrill .lcol h5{margin:0 0 10px;padding:0 0 9px;border-bottom:1px solid #DCD3BE;font-size:12px;font-weight:800;color:var(--ink)}\r\n.cdrill .lcol 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Sans',sans-serif;font-weight:800;font-size:10.5px;\r\n  letter-spacing:.08em;text-transform:uppercase;white-space:nowrap;align-self:center}\r\n.cdrill .mark.r{color:var(--ok)} .cdrill .mark.w{color:var(--bad)}\r\n@media(prefers-reduced-motion:reduce){.cdrill .opt:hover:not(:disabled){transform:none}}\r\n.cdrill .hint{margin:12px 0 0;font-size:13.5px;font-weight:600;color:#8A6206;background:var(--gold-bg);\r\n  border:1px solid #F2DFAE;border-radius:10px;padding:10px 14px}\r\n.cdrill .actions{display:flex;gap:9px;flex-wrap:wrap;margin-top:18px;align-items:center}\r\n.cdrill .btn{padding:11px 20px;border-radius:11px;font-weight:700;font-size:14px;background:var(--blue-700);color:#fff;transition:.15s}\r\n.cdrill .btn:hover{background:var(--blue-800)}\r\n.cdrill .btn:disabled{opacity:.4;cursor:not-allowed}\r\n.cdrill .btn.ghost{background:var(--paper);border:1.5px solid var(--line);color:var(--ink)}\r\n.cdrill .btn.ghost:hover{border-color:var(--blue-700);color:var(--blue-800);background:var(--blue-50)}\r\n.cdrill .flagbtn{display:flex;align-items:center;gap:7px;padding:11px 18px;border-radius:11px;font-weight:700;font-size:14px;\r\n  border:1.5px solid var(--line);background:var(--paper);color:var(--slate);margin-left:auto;transition:.15s}\r\n.cdrill .flagbtn:hover{border-color:var(--gold);color:#8A6206;background:var(--gold-bg)}\r\n.cdrill .flagbtn[aria-pressed=true]{border-color:var(--gold);background:linear-gradient(180deg,var(--gold-lt),var(--gold));color:#3A2A02}\r\n.cdrill .kbd{display:inline-block;font-family:ui-monospace,Menlo,monospace;font-size:10.5px;padding:3px 6px;background:#fff;\r\n  border:1px solid var(--line);border-bottom-width:2px;border-radius:4px;font-weight:700}\r\n.cdrill .keys{margin-top:14px;padding-top:12px;border-top:1px dashed var(--line);font-size:11.5px;color:var(--slate);\r\n  display:flex;gap:14px;flex-wrap:wrap;font-weight:600}\r\n@media(max-width:700px){.cdrill .keys{display:none}}\r\n\r\n.cdrill .verdict{display:flex;align-items:center;gap:10px;font-weight:800;font-size:14px;margin:20px 0 0}\r\n.cdrill .verdict.r{color:var(--ok)} .cdrill .verdict.w{color:var(--bad)}\r\n.cdrill .expl{margin-top:12px;border:1px solid var(--line);border-left:4px solid var(--gold);border-radius:0 12px 12px 0;\r\n  background:#FCFDFF;padding:16px 18px;font-size:14.2px;line-height:1.68}\r\n.cdrill .expl .body{font-family:'Newsreader',Georgia,serif;font-size:16px;line-height:1.7}\r\n.cdrill .expl b{color:var(--blue-800)}\r\n.cdrill .expl-h{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800;margin-bottom:8px}\r\n\r\n  font-weight:600;font-size:13px;color:var(--blue-800);transition:.14s}\r\n.cdrill .chip:hover:not(:disabled){background:var(--blue-700);border-color:var(--blue-700);color:#fff}\r\n.cdrill .ai-out{margin-top:12px;background:var(--paper);border:1px solid var(--line);border-radius:10px;padding:14px 16px;\r\n  font-size:14px;line-height:1.65}\r\n.cdrill .ai-out b{color:var(--blue-800)}\r\n.cdrill .offline{margin-top:12px;padding-top:10px;border-top:1px dashed #CBD8F6;font-size:11.5px;color:var(--slate);line-height:1.5}\r\n.cdrill .dots span{display:inline-block;width:6px;height:6px;border-radius:99px;background:var(--blue-700);margin-right:4px;animation:cdb 1.1s infinite}\r\n.cdrill .dots span:nth-child(2){animation-delay:.16s} .cdrill .dots span:nth-child(3){animation-delay:.32s}\r\n@keyframes cdb{0%,80%{opacity:.25;transform:translateY(0)}40%{opacity:1;transform:translateY(-3px)}}\r\n\r\n\/* ---------- rail ---------- *\/\r\n.cdrill .rail{display:grid;gap:16px;align-content:start}\r\n.cdrill .rail .card{padding:16px}\r\n.cdrill .rail h3{margin:0;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n.cdrill .score{display:flex;align-items:baseline;gap:8px;margin:10px 0 4px}\r\n.cdrill .score b{font-size:32px;font-weight:800;letter-spacing:-.03em}\r\n.cdrill .score i{font-style:normal;color:var(--slate);font-size:13px;font-weight:600}\r\n.cdrill .bar{height:7px;border-radius:99px;background:var(--wash);overflow:hidden;margin-top:10px}\r\n.cdrill .bar>i{display:block;height:100%;background:linear-gradient(90deg,var(--ok),#37B37E);border-radius:99px;transition:width .4s}\r\n.cdrill .mini{display:flex;justify-content:space-between;font-size:12.5px;color:var(--slate);margin-top:8px;font-weight:600}\r\n.cdrill .streak{display:flex;gap:4px;margin-top:12px}\r\n.cdrill .streak i{flex:1;height:26px;border-radius:5px;background:var(--wash);border:1px solid var(--line)}\r\n.cdrill .streak i.r{background:var(--ok-bg);border-color:#A9DEC6}\r\n.cdrill .streak i.w{background:var(--bad-bg);border-color:#F3C2C6}\r\n.cdrill .nav-head{display:flex;align-items:center;justify-content:space-between;gap:10px;padding:13px 16px;\r\n  border-bottom:1px solid var(--line);flex-wrap:nowrap}\r\n.cdrill .nav-head b{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n.cdrill .navtoggle{flex:none;white-space:nowrap;min-width:56px;text-align:center;\r\n  font-size:12px;font-weight:800;color:var(--blue-800);padding:5px 12px;border-radius:7px;\r\n  border:1px solid var(--line);background:var(--paper);letter-spacing:.02em;transition:.14s}\r\n.cdrill .nav-head b{min-width:0;overflow:hidden;text-overflow:ellipsis;white-space:nowrap}\r\n.cdrill .navtoggle:hover{border-color:var(--blue-700);background:var(--blue-50)}\r\n.cdrill .navgrid{display:grid;grid-template-columns:repeat(6,minmax(0,1fr));gap:6px;\r\n  padding:14px 16px 12px;max-height:238px;overflow-y:auto;overflow-x:hidden}\r\n.cdrill .navgrid::-webkit-scrollbar{width:6px}\r\n.cdrill .navgrid::-webkit-scrollbar-thumb{background:#CBD5E1;border-radius:99px}\r\n.cdrill .navgrid::-webkit-scrollbar-track{background:transparent}\r\n.cdrill .nq{position:relative;box-sizing:border-box;width:100%;min-width:0;height:34px;padding:0;margin:0;\r\n  border-radius:8px;border:1px solid var(--line);background:var(--paper);\r\n  font-family:'Plus Jakarta Sans',system-ui,sans-serif;font-weight:700;font-size:11.5px;line-height:1;\r\n  color:var(--slate);display:flex;align-items:center;justify-content:center;overflow:visible;\r\n  transition:background .12s,border-color .12s,color .12s;font-variant-numeric:tabular-nums;letter-spacing:-.02em}\r\n.cdrill .nq:hover{border-color:var(--blue-700);color:var(--blue-800);background:var(--blue-50)}\r\n@media(max-width:960px){.cdrill .navgrid{grid-template-columns:repeat(10,minmax(0,1fr))}}\r\n@media(max-width:520px){.cdrill .navgrid{grid-template-columns:repeat(7,minmax(0,1fr))}}\r\n.cdrill .nq.r{background:var(--ok-bg);border-color:#8FD3B6;color:#086945}\r\n.cdrill .nq.w{background:var(--bad-bg);border-color:#F0AEB4;color:#A81F2B}\r\n.cdrill .nq.cur{border-color:var(--blue-700);background:var(--blue-700);color:#fff}\r\n.cdrill .nq .fl{position:absolute;top:-5px;right:-4px;font-size:9.5px;line-height:1;\r\n  filter:drop-shadow(0 0 2px #fff)}\r\n.cdrill .nq.mastered::after{content:\"\";position:absolute;bottom:3px;left:50%;transform:translateX(-50%);\r\n  width:4px;height:4px;border-radius:99px;background:var(--ok)}\r\n.cdrill .legend{display:flex;gap:12px;flex-wrap:wrap;font-size:10.5px;color:var(--slate);font-weight:600;\r\n  padding:10px 16px 14px;border-top:1px solid var(--line);margin-top:4px}\r\n.cdrill .legend i{display:inline-block;width:9px;height:9px;border-radius:3px;margin-right:5px;vertical-align:-1px}\r\n\r\n\/* ---------- performance ---------- *\/\r\n.cdrill .perf{padding:24px 24px 32px;display:grid;gap:34px}\r\n.cdrill .ph{margin:0 0 10px;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n\r\n\/* ---------- performance blocks ---------- *\/\r\n.cdrill .pblock{border:1px solid var(--line);border-radius:16px;background:var(--paper);overflow:hidden}\r\n.cdrill .pbh{display:flex;align-items:flex-start;gap:16px;padding:20px 24px 18px;\r\n  background:linear-gradient(180deg,#FBFCFF,#F6F9FF);border-bottom:1px solid var(--line)}\r\n.cdrill .pbh .txt{flex:1;min-width:0}\r\n.cdrill .pbh h4{font-size:17px;font-weight:800;letter-spacing:-.015em;color:var(--ink);margin:0 0 7px;\r\n  display:flex;align-items:center;gap:9px}\r\n.cdrill .pbh h4 .dot{width:7px;height:7px;border-radius:99px;background:var(--gold);flex:none}\r\n.cdrill .pbh p{font-size:13px;color:var(--slate);line-height:1.6;margin:0}\r\n.cdrill .pbh .pbtag{flex:none;font-size:10.5px;font-weight:800;letter-spacing:.07em;text-transform:uppercase;\r\n  color:var(--blue-800);background:var(--blue-100);border-radius:99px;padding:6px 13px;white-space:nowrap}\r\n.cdrill .bars{padding:8px 24px 18px}\r\n.cdrill .subhead{display:flex;align-items:baseline;gap:10px;flex-wrap:wrap;padding:18px 24px 2px;\r\n  border-top:1px solid #EEF2F9;margin-top:6px}\r\n.cdrill .subhead:first-of-type{border-top:0;margin-top:0}\r\n.cdrill .subhead h5{font-size:12.5px;font-weight:800;color:var(--ink);letter-spacing:.01em;margin:0}\r\n.cdrill .subhead span{font-size:11.8px;color:var(--slate);font-weight:600}\r\n.cdrill .hero2{display:grid;grid-template-columns:260px 1fr;gap:18px}\r\n@media(max-width:860px){.cdrill .hero2{grid-template-columns:1fr}}\r\n.cdrill .ring-card{background:linear-gradient(150deg,var(--blue-900),var(--blue-800) 70%,var(--blue-700));border-radius:var(--r);\r\n  padding:24px 20px;color:#fff;text-align:center;display:flex;flex-direction:column;align-items:center;justify-content:center}\r\n.cdrill .ring{position:relative;width:150px;height:150px}\r\n.cdrill .ring svg{transform:rotate(-90deg)}\r\n.cdrill .ring .bg{fill:none;stroke:rgba(255,255,255,.14);stroke-width:11}\r\n.cdrill .ring .fg{fill:none;stroke:var(--gold-lt);stroke-width:11;stroke-linecap:round;transition:stroke-dashoffset 1s ease}\r\n.cdrill .ring-txt{position:absolute;inset:0;display:flex;flex-direction:column;align-items:center;justify-content:center}\r\n.cdrill .ring-txt b{font-size:40px;font-weight:800;color:var(--gold-lt);letter-spacing:-.03em;line-height:1}\r\n.cdrill .ring-txt span{font-size:9.5px;letter-spacing:.12em;text-transform:uppercase;color:#BFDBFE;margin-top:5px;font-weight:700}\r\n.cdrill .verdict2{margin-top:14px;font-size:13.4px;color:#DBEAFE;line-height:1.55}\r\n.cdrill .verdict2 b{color:#fff}\r\n.cdrill .coach{border:1px solid var(--line);border-radius:var(--r);padding:18px 20px;background:var(--paper)}\r\n.cdrill .coach h4{font-size:14.5px;font-weight:800;margin-bottom:12px;display:flex;gap:8px;align-items:center}\r\n.cdrill .reco{display:flex;gap:12px;padding:11px 0;border-bottom:1px dashed var(--line);align-items:flex-start}\r\n.cdrill .reco:last-child{border-bottom:0}\r\n.cdrill .reco .ic{width:30px;height:30px;border-radius:8px;display:grid;place-items:center;font-size:13px;flex:none;margin-top:1px}\r\n.cdrill .reco .ic.hot{background:var(--bad-bg);color:var(--bad)}\r\n.cdrill .reco .ic.warm{background:var(--gold-bg);color:#8A6206}\r\n.cdrill .reco .ic.cool{background:var(--blue-100);color:var(--blue-800)}\r\n.cdrill .reco .ic.good{background:var(--ok-bg);color:var(--ok)}\r\n.cdrill .reco p{font-size:13.8px;line-height:1.55}\r\n.cdrill .reco .go{margin-left:auto;flex:none;background:var(--blue-50);color:var(--blue-800);border:1px solid #D4E2FB;\r\n  border-radius:8px;padding:6px 12px;font-size:11.5px;font-weight:800;white-space:nowrap;transition:.15s}\r\n.cdrill .reco .go:hover{background:var(--blue-700);color:#fff}\r\n.cdrill .planner{background:linear-gradient(135deg,#FFFDF6,#FFF8E8);border:1px solid #EADFC2;border-left:4px solid var(--gold);\r\n  border-radius:0 var(--r) var(--r) 0;padding:18px 20px;display:flex;align-items:center;justify-content:space-between;gap:18px;flex-wrap:wrap}\r\n.cdrill .planner h4{font-size:17px;font-weight:800;margin-bottom:5px;letter-spacing:-.01em}\r\n.cdrill .planner p{font-size:13px;color:var(--slate);line-height:1.55;max-width:62ch}\r\n.cdrill .pbtns{display:flex;gap:10px;flex-wrap:wrap}\r\n.cdrill .pbtn{padding:11px 18px;border:1.5px solid var(--gold);border-radius:11px;background:#fff;color:#8A6206;\r\n  font-weight:800;font-size:13.5px;display:flex;gap:7px;align-items:center;white-space:nowrap;transition:.15s}\r\n.cdrill .pbtn:hover{background:var(--gold-bg)}\r\n.cdrill .pbtn.primary{background:linear-gradient(180deg,var(--gold-lt),var(--gold));color:#3A2A02;border-color:var(--gold)}\r\n.cdrill .kpis{display:grid;grid-template-columns:repeat(auto-fit,minmax(150px,1fr));gap:12px}\r\n.cdrill .kpi{border:1px solid var(--line);border-radius:12px;padding:15px;background:linear-gradient(180deg,#fff,var(--blue-50))}\r\n.cdrill .kpi b{display:block;font-size:26px;font-weight:800;letter-spacing:-.03em}\r\n.cdrill .kpi span{font-size:11.5px;color:var(--slate);font-weight:700;text-transform:uppercase;letter-spacing:.06em}\r\n.cdrill .tblwrap{overflow-x:auto;border:1px solid var(--line);border-radius:12px;background:#fff}\r\n.cdrill table.perf-t{border-collapse:collapse;width:100%;font-size:13px;min-width:760px}\r\n.cdrill table.perf-t th,.cdrill table.perf-t td{padding:10px;border-bottom:1px solid #EEF2F9;text-align:center;vertical-align:middle}\r\n.cdrill table.perf-t thead th{background:var(--blue-900);color:#fff;font-weight:700;font-size:11px;letter-spacing:.05em;text-transform:uppercase}\r\n.cdrill table.perf-t th:first-child,.cdrill table.perf-t td:first-child{text-align:left;padding-left:14px}\r\n.cdrill table.perf-t td:first-child{font-weight:700;max-width:280px;line-height:1.35;background:#FBFCFE}\r\n.cdrill .sub{display:block;font-size:10.6px;color:var(--slate);font-weight:600;margin-top:3px}\r\n.cdrill .tbar{height:6px;border-radius:99px;background:var(--wash);overflow:hidden;min-width:80px}\r\n.cdrill .tbar>i{display:block;height:100%;border-radius:99px}\r\n.cdrill .tag{display:inline-block;font-size:10.4px;font-weight:800;padding:3px 9px;border-radius:99px;text-transform:uppercase;letter-spacing:.04em}\r\n.cdrill .tag.hot{background:var(--bad-bg);color:var(--bad)}\r\n.cdrill .tag.warm{background:var(--gold-bg);color:#8A6206}\r\n.cdrill .tag.ok{background:var(--blue-100);color:var(--blue-800)}\r\n.cdrill .tag.good{background:var(--ok-bg);color:var(--ok)}\r\n.cdrill .tag.na{background:#F1F5F9;color:var(--slate)}\r\n.cdrill .mini-go{border:1px solid var(--line);border-radius:8px;padding:5px 10px;font-size:11.2px;font-weight:800;color:var(--blue-800);transition:.15s}\r\n.cdrill .mini-go:hover{background:var(--blue-700);color:#fff;border-color:var(--blue-700)}\r\n.cdrill .lrow{display:grid;grid-template-columns:minmax(150px,1.2fr) 2.4fr 96px;gap:18px;align-items:center;\r\n  padding:12px 10px;border-radius:9px;transition:background .13s;margin:0 -10px}\r\n.cdrill .lrow:hover{background:#FAFCFF}\r\n.cdrill .lrow+.lrow{border-top:1px solid #F1F5FB}\r\n@media(max-width:620px){.cdrill .lrow{grid-template-columns:1fr auto;row-gap:6px}.cdrill .lrow .ltrack{grid-column:1\/-1}}\r\n.cdrill .lname{font-size:13.4px;font-weight:700;line-height:1.35}\r\n.cdrill .lsub{display:block;font-size:10.8px;font-weight:600;color:var(--slate);margin-top:4px}\r\n.cdrill .ltrack{background:#EEF2F9;border-radius:99px;height:11px;overflow:hidden;\r\n  box-shadow:inset 0 1px 2px rgba(16,32,74,.05)}\r\n.cdrill .lfill{height:100%;border-radius:99px;transition:width .8s cubic-bezier(.22,.9,.28,1)}\r\n.cdrill .lval{text-align:right;font-size:16px;font-weight:800;letter-spacing:-.02em}\r\n.cdrill .lval small{display:block;font-size:10px;font-weight:700;color:var(--slate);text-transform:uppercase;letter-spacing:.05em;margin-top:2px}\r\n.cdrill .split{display:grid;grid-template-columns:1fr 1fr;gap:16px}\r\n@media(max-width:860px){.cdrill .split{grid-template-columns:1fr}}\r\n.cdrill .panel{border:1px solid var(--line);border-radius:12px;padding:16px 18px}\r\n.cdrill .rev{display:flex;align-items:center;gap:10px;width:100%;text-align:left;background:#FAFBFE;border-left:3px solid var(--gold);\r\n  border-radius:8px;padding:10px 12px;margin-bottom:8px;font-size:12.6px;transition:.15s}\r\n.cdrill .rev:hover{background:var(--gold-bg);transform:translateX(3px)}\r\n.cdrill .rev .n{font-weight:800;color:#8A6206;flex:none}\r\n.cdrill .rev .t{flex:1;color:var(--slate);white-space:nowrap;overflow:hidden;text-overflow:ellipsis}\r\n.cdrill .rev .d{background:var(--gold);color:#3A2A02;padding:2px 8px;border-radius:99px;font-size:10.2px;font-weight:800;white-space:nowrap}\r\n.cdrill .danger{border:1px dashed #F3C2C6;border-radius:12px;background:#FFFAFA;padding:16px 18px;\r\n  display:flex;align-items:center;justify-content:space-between;gap:14px;flex-wrap:wrap}\r\n.cdrill .danger p{font-size:13px;color:var(--slate);flex:1;min-width:220px;line-height:1.6}\r\n.cdrill .danger b{color:var(--bad)}\r\n.cdrill .dbtn{padding:11px 20px;background:#fff;border:1.5px solid #F3C2C6;border-radius:11px;color:var(--bad);\r\n  font-size:13px;font-weight:800;white-space:nowrap;transition:.15s}\r\n.cdrill .dbtn:hover{background:var(--bad);border-color:var(--bad);color:#fff}\r\n.cdrill .empty{text-align:center;padding:40px 20px;color:var(--slate)}\r\n.cdrill .empty b{display:block;color:var(--ink);font-size:16px;margin-bottom:6px}\r\n.cdrill .toast{position:fixed;bottom:26px;left:50%;transform:translateX(-50%);background:var(--blue-900);color:#fff;\r\n  padding:12px 22px;border-radius:11px;font-weight:700;font-size:13.5px;z-index:9999;display:none;box-shadow:var(--shadow)}\r\n.cdrill .toast.show{display:block}\r\n.cdrill .toast.ok{background:var(--ok)}\r\n\r\n\/* ---------- content protection ---------- *\/\r\n.cdrill{-webkit-user-select:none;-moz-user-select:none;-ms-user-select:none;user-select:none;\r\n  -webkit-touch-callout:none;-webkit-tap-highlight-color:transparent}\r\n\/* inputs must stay usable, or the search box cannot be edited *\/\r\n.cdrill input,.cdrill textarea,.cdrill select{-webkit-user-select:text;user-select:text}\r\n.cdrill.allow-select{-webkit-user-select:text;user-select:text}\r\n.cdrill img,.cdrill svg{-webkit-user-drag:none;user-drag:none;pointer-events:none}\r\n.cdrill .navtoggle,.cdrill .tab,.cdrill button{-webkit-user-drag:none}\r\n\/* screen obscured while the window is not in front *\/\r\n.cdrill.veiled .qbody,.cdrill.veiled .perf,.cdrill.veiled .chaplist,.cdrill.veiled .yearlist{\r\n  filter:blur(9px);transition:filter .12s}\r\n.cdrill .veilmsg{position:absolute;inset:0;display:none;align-items:center;justify-content:center;\r\n  background:rgba(244,247,253,.72);z-index:40;font-weight:800;font-size:13.5px;color:var(--blue-900);\r\n  text-align:center;padding:20px;border-radius:var(--r)}\r\n.cdrill.veiled .veilmsg{display:flex}\r\n.cdrill{position:relative}\r\n\/* what a print or PDF export gets instead of the paper *\/\r\n.cdrill-printblock{display:none}\r\n@media print{\r\n  .cdrill{display:none!important}\r\n  .cdrill-printblock{display:block!important;padding:60px 40px;text-align:center;\r\n    font-family:'Plus Jakarta Sans',system-ui,sans-serif;color:#12246E}\r\n  .cdrill-printblock h2{font-size:20px;font-weight:800;margin:0 0 10px}\r\n  .cdrill-printblock p{font-size:13.5px;color:#5B6B85;line-height:1.7;max-width:60ch;margin:0 auto}\r\n}\r\n\r\n\/* 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class=\"hstats\">\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hQ\">0<\/b><span>Questions<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hCh\">0<\/b><span>Chapters<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hMastered\">0%<\/b><span>Mastered<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hReady\">\u2014<\/b><span>Readiness<\/span><\/div>\r\n      <\/div>\r\n      <div class=\"tabs\" role=\"tablist\">\r\n        <button class=\"tab\" role=\"tab\" aria-selected=\"true\" data-tab=\"quiz\">\u270f\ufe0f Practice<\/button>\r\n        <button class=\"tab\" role=\"tab\" aria-selected=\"false\" data-tab=\"perf\">\ud83d\udcca My Performance <span class=\"pill hide\" id=\"perfPill\">!<\/span><\/button>\r\n      <\/div>\r\n    <\/div>\r\n  <\/header>\r\n  <div class=\"goldrule\"><\/div>\r\n\r\n  <div class=\"filters\" id=\"cdFilters\">\r\n    <div class=\"wrap\" role=\"group\" aria-label=\"Filter questions\">\r\n      <button class=\"pill-f\" data-f=\"all\" aria-pressed=\"true\">\ud83d\udccb All questions<span class=\"n tnum\" id=\"fAll\">0<\/span><\/button>\r\n      <button class=\"pill-f\" data-f=\"chapter\">\ud83d\udcda By chapter<\/button>\r\n      <button class=\"pill-f gold hide\" data-f=\"session\" id=\"pillSession\">\ud83e\udde9 <span id=\"sessLabel\">My session<\/span><span class=\"n tnum\" id=\"fSess\">0<\/span><\/button>\r\n      <button class=\"pill-f warn\" data-f=\"weak\">\u26a0\ufe0f Weak areas<span class=\"n tnum\" id=\"fWeak\">0<\/span><\/button>\r\n      <button class=\"pill-f\" data-f=\"flagged\">\ud83d\udd16 Flagged<span class=\"n tnum\" id=\"fFlag\">0<\/span><\/button>\r\n    <\/div>\r\n  <\/div>\r\n\r\n  <div class=\"wrap\">\r\n    <!-- ============ PRACTICE ============ -->\r\n    <div class=\"grid\" id=\"viewQuiz\">\r\n      <div>\r\n        <div class=\"toolbar\">\r\n          <div class=\"search\">\r\n            <svg viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2.2\"><circle cx=\"11\" cy=\"11\" r=\"7\"\/><path d=\"M20 20l-3.5-3.5\"\/><\/svg>\r\n            <input id=\"cdSearch\" placeholder=\"Search a phrase or a rule number\" aria-label=\"Search questions\">\r\n          <\/div>\r\n          <button class=\"tgl\" id=\"tglUn\" aria-pressed=\"false\">\u25fb Unattempted only<\/button>\r\n          <button class=\"tgl\" id=\"tglReset\">\u21ba Reset session<\/button>\r\n        <\/div>\r\n\r\n        <section class=\"card chapcard hide\" id=\"chapPanel\">\r\n          <div class=\"chaphead\">\r\n            <b>\ud83d\udcda Filter by chapter<\/b><i id=\"chapHint\"><\/i>\r\n            <span class=\"meta\" id=\"ctxMeta\"><\/span>\r\n          <\/div>\r\n          <div class=\"chaplist\" id=\"chapList\" role=\"group\" aria-label=\"Choose chapter\"><\/div>\r\n        <\/section>\r\n\r\n        <section class=\"card hide\" id=\"emptyCard\">\r\n          <div class=\"qhead\"><span class=\"qcount\">Nothing to show<\/span><\/div>\r\n          <div class=\"empty\" id=\"emptyBody\"><\/div>\r\n        <\/section>\r\n\r\n        <section class=\"card\" id=\"qCard\">\r\n          <div class=\"qhead\">\r\n            <span class=\"qcount\" id=\"qCount\">Question 1 of 1<\/span>\r\n            <span class=\"qmeta\">\r\n              <span class=\"badge-m\" id=\"qMastery\">Not seen yet<\/span>\r\n              <span class=\"badge-ch\"><span id=\"qChap\">Chapter<\/span><\/span>\r\n              <span id=\"qTags\" class=\"qtags\"><\/span>\r\n            <\/span>\r\n          <\/div>\r\n          <div class=\"qbody\">\r\n            <p class=\"stem\" id=\"qStem\"><\/p>\r\n            <div class=\"opts\" id=\"qOpts\"><\/div>\r\n            <div class=\"actions\">\r\n              <button class=\"btn\" id=\"btnCheck\">Check answer<\/button>\r\n              <button class=\"btn ghost\" id=\"btnPrev\">\u2190 Previous<\/button>\r\n              <button class=\"btn ghost\" id=\"btnNext\">Next \u2192<\/button>\r\n              <button class=\"flagbtn\" id=\"btnFlag\" aria-pressed=\"false\"><span id=\"flagIco\">\ud83c\udff3\ufe0f<\/span><span id=\"flagTxt\">Flag for review<\/span><\/button>\r\n            <\/div>\r\n            <p class=\"hint hide\" id=\"pickHint\">Choose an option above, then check your answer.<\/p>\r\n\r\n            <div id=\"result\" class=\"hide\">\r\n              <div class=\"verdict\" id=\"verdict\"><\/div>\r\n              <div class=\"expl\">\r\n                <div class=\"expl-h\">Source &amp; reasoning<\/div>\r\n                <div id=\"explBody\" class=\"body\"><\/div>\r\n              <\/div>\r\n            <\/div>\r\n          <\/div>\r\n        <\/section>\r\n      <\/div>\r\n\r\n      <aside class=\"rail\">\r\n        <section class=\"card\" id=\"navCard\" style=\"padding:0\">\r\n          <div class=\"nav-head\"><b id=\"navTitle\">Navigator<\/b><button class=\"navtoggle\" id=\"navToggle\">Hide<\/button><\/div>\r\n          <div class=\"navgrid\" id=\"navGrid\"><\/div>\r\n          <div class=\"legend\">\r\n            <span><i style=\"background:var(--ok-bg);border:1.5px solid #8FD3B6\"><\/i>Correct<\/span>\r\n            <span><i style=\"background:var(--bad-bg);border:1.5px solid #F0AEB4\"><\/i>Wrong<\/span>\r\n            <span><i style=\"background:var(--ok)\"><\/i>Mastered<\/span>\r\n          <\/div>\r\n        <\/section>\r\n        <div class=\"card\">\r\n          <h3>This session<\/h3>\r\n          <div class=\"score\"><b id=\"sPct\">\u2014<\/b><i id=\"sFrac\">0 of 0 correct<\/i><\/div>\r\n          <div class=\"bar\"><i id=\"sBar\" style=\"width:0\"><\/i><\/div>\r\n          <div class=\"mini\"><span id=\"sSeen\">0 attempted<\/span><span id=\"sLeft\">0 left here<\/span><\/div>\r\n          <div class=\"streak\" id=\"streak\"><\/div>\r\n        <\/div>\r\n        <div class=\"card\">\r\n          <h3 id=\"wHead\">Share on screen<\/h3>\r\n          <div class=\"score\"><b id=\"wPct\" style=\"color:#8A6206\">\u2014<\/b><i id=\"wUnit\">of this bank<\/i><\/div>\r\n          <p style=\"margin:8px 0 0;font-size:12.8px;color:var(--slate);line-height:1.55\" id=\"wNote\"><\/p>\r\n        <\/div>\r\n        <div class=\"card hide\" id=\"srcCard\">\r\n          <h3>Source text<\/h3>\r\n          <p style=\"margin:9px 0 12px;font-size:12.8px;color:var(--slate);line-height:1.55\">Every explanation here is drawn from the full text of the subject. Open it when a citation needs checking.<\/p>\r\n          <a class=\"btn\" id=\"srcLink\" href=\"#\" target=\"_blank\" rel=\"noopener\" style=\"display:block;text-align:center;text-decoration:none\">\ud83d\udcd6 Read the source<\/a>\r\n        <\/div>\r\n      <\/aside>\r\n    <\/div>\r\n\r\n    <!-- ============ PERFORMANCE ============ -->\r\n    <div class=\"hide\" id=\"viewPerf\">\r\n      <section class=\"card\" style=\"margin:20px 0 60px\">\r\n        <div class=\"qhead\"><span class=\"qcount\">My Performance<\/span><span class=\"badge-w\" id=\"perfCount\">0 attempted<\/span><\/div>\r\n        <div class=\"perf\" id=\"perfBody\"><\/div>\r\n      <\/section>\r\n    <\/div>\r\n  <\/div>\r\n\r\n  <div class=\"veilmsg\" id=\"veilMsg\">Paused \u2014 bring this window back to the front to continue<\/div>\r\n  <div class=\"toast\" id=\"toast\"><\/div>\r\n<\/div>\r\n\r\n<div class=\"cdrill-printblock\">\r\n  <h2>This test series is not available in print<\/h2>\r\n  <p>The questions, explanations and your progress are licensed for use on\r\n     PromotionExams.com and cannot be printed or saved as a PDF. Please\r\n     work through them on screen.<\/p>\r\n<\/div>\r\n\r\n<script>\r\n(function(){\r\n\"use strict\";\r\n\r\n\/* =====================================================================\r\n   1. CONFIGURATION  \u2190 EDIT PER SUBJECT\r\n   ===================================================================== *\/\r\nconst CFG = {\r\n  quizId : 'subject-chapterwise',   \/\/ unique per subject \u2014 this is the progress key,\r\n                                    \/\/ so change it for every new page you publish\r\n  topic  : 'Digital Literacy',          \/\/ e.g. 'CCS (Conduct) Rules, 1964'\r\n  eyebrow: '',                      \/\/ e.g. 'UPSC SO \/ Steno LDCE \u00b7 Paper II' \u2014 leave blank to hide\r\n  sub    : 'Chapter drills with a planner that builds your next sitting for you.',\r\n\r\n  \/* --- SOURCE PAGE ---------------------------------------------------\r\n     The page on your site that carries the full text of this subject.\r\n     A \"Read the source\" card then appears in the rail. Leave it blank\r\n     and the card disappears.                                            *\/\r\n  sourceUrl   : '',                 \/\/ e.g. 'https:\/\/promotionexams.com\/your-source-page\/'\r\n  sourceLabel : 'full source text', \/\/ shown on the link\r\n\r\n  \/* --- IMPORTANCE ----------------------------------------------------\r\n     You set the importance of each chapter yourself, in chapterImportance\r\n     below. It drives the ranking, the study plan and the planner \u2014 the\r\n     bigger the number, the more of your next sitting that chapter gets.\r\n     It is never described as exam weightage, so it is safe on a subject\r\n     with no previous year papers.\r\n     Leave the whole map empty and the page falls back silently to each\r\n     chapter's share of the bank, and stops mentioning importance at all. *\/\r\n\r\n  masteryThreshold : 3,     \/\/ clean correct answers before a question counts as mastered\r\n  weakThreshold    : 1,     \/\/ wrong attempts before a question is flagged weak\r\n\r\n  priorAccuracy : 0.30,     \/\/ expected-score model: shrink raw accuracy toward this\r\n  priorStrength : 6,\r\n  retention     : { baseDays:3, growth:2.5, riskBelow:0.70 },\r\n\r\n  sessionSize : 25,         \/\/ Focused set\r\n  mockSize    : 50          \/\/ Mock paper\r\n};\r\n\r\n\/* =====================================================================\r\n   2. CHAPTER IMPORTANCE  \u2190 you set this by hand\r\n   Keys do NOT have to match your chapter names exactly. Anything that\r\n   starts with a chapter or appendix number is matched on that number\r\n   alone, so 'Ch 2' finds 'CH 2: GENERAL OUTLINES OF THE SYSTEM OF\r\n   ACCOUNTS', and 'Apndx 5' finds 'APPENDIX 5: PRINCIPLES AND RULES...'.\r\n   Chapter, Chap, CH, Ch-2, 2. \u2014 all read the same. For appendices:\r\n   Appendix, Apndx, Appx, Annex, Annexure, in digits or roman numerals.\r\n   A key with no number falls back to a loose text match.\r\n   Numbers are relative: they need NOT total 100. A chapter you leave\r\n   out is given its share of the bank instead and is marked \"not rated\r\n   yet\" in the performance table.\r\n   Empty this map altogether to switch importance off everywhere.\r\n   ===================================================================== *\/\r\nconst chapterImportance = {\r\n  'Ch 1' : 30,\r\n  'Ch 2' : 45,\r\n  'Ch 3' : 25\r\n  \/\/ 'Apndx 1' : 25,   \u2190 appendices work the same way\r\n};\r\n\r\n\/* =====================================================================\r\n   3. QUESTION BANK  \u2190 PASTE YOUR BANK HERE\r\n   { id, chapter, question, options[], correct, explanation }\r\n     id          unique within its chapter\r\n     chapter     must match a key in chapterImportance exactly\r\n     correct     0-indexed\r\n     explanation may contain HTML; cite the rule or paragraph in <b> tags\r\n   A stem may carry \"\\n1. ...\" statement lines or a \"List-I \/ List-II\"\r\n   block \u2014 both are laid out automatically, and so is a plain stem.\r\n   The three below are only samples so the page renders on first open.\r\n   Delete them.\r\n   ===================================================================== *\/\r\nconst chapterQuestions = [\r\n  {\r\n    \"id\": 1,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The ability to find, evaluate, create and communicate information using digital technology, safely and responsibly, is termed:\",\r\n    \"options\": [\r\n      \"Digital literacy\",\r\n      \"Media literacy\",\r\n      \"Computer literacy\",\r\n      \"IT literacy\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Digital literacy<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nDigital literacy is the ability to <b>find, evaluate, use, create and communicate<\/b> information using digital technology \u2014 safely, lawfully and responsibly. Two words carry the weight: <b>evaluate<\/b> and <b>responsibly<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Computer literacy<\/b> \u2014 the narrower ability to <b>operate the machine<\/b>: switch on, type, save, print.<br>\\n<b>IT literacy<\/b> \u2014 understanding of <b>systems<\/b>: hardware, software, networks, how data is processed.<br>\\n<b>Media literacy<\/b> \u2014 a related field concerned with interpreting media messages, not a term in this framework.<br><br>\\n<b>The relationship:<\/b> the three are <b>nested<\/b>, each containing the one before. A person may be computer literate and not digitally literate \u2014 able to open a message, unable to tell whether it is a fraud.<br><br><b>Reference:<\/b> \u00a71.0 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 2,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The four components of digital literacy are access, skills, safety and:\",\r\n    \"options\": [\r\n      \"Certification\",\r\n      \"Content creation\",\r\n      \"Connectivity\",\r\n      \"Coding\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Content creation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe four components are <b>access, skills, safety and content creation<\/b>. The fourth is the one most often omitted from a syllabus, and it is what <b>distinguishes a participant from a consumer<\/b> \u2014 the ability to make and share work of one's own, not merely receive what others make.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Certification<\/b> \u2014 a credential, not a capability.<br>\\n<b>Connectivity<\/b> \u2014 part of <i>access<\/i>, not a separate component.<br>\\n<b>Coding<\/b> \u2014 a specialised skill, far narrower than the component it is offered in place of.<br><br>\\n<b>The point about access<\/b><br>\\nA person with <b>access but no skills is excluded just as surely as one with no device<\/b> \u2014 which is the three-layer digital divide of \u00a713.9.<br><br><b>Reference:<\/b> \u00a71.0 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 3,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Consider the following statements:\\n1. A person who is computer literate is necessarily digitally literate.\\n2. Digital literacy includes the ability to judge whether information found online is trustworthy.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nComputer literacy does <b>not<\/b> entail digital literacy. The three literacies are <b>nested<\/b>, and computer literacy is the narrowest \u2014 a person may operate a device competently and still be unable to tell a fraudulent message from a genuine one.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nDigital literacy <b>includes the ability to judge whether information found online is trustworthy<\/b>. That evaluative capacity is precisely what the narrower literacies lack.<br><br>\\n<b>The reasoning to carry<\/b><br>\\nSkill with a device is <b>mechanical<\/b>; digital literacy adds <b>judgement<\/b>. The distinction explains why training in software does not by itself produce a safe user.<br><br><b>Reference:<\/b> \u00a71.0 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 4,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"GIGO in computing stands for:\",\r\n    \"options\": [\r\n      \"Graphic Input Graphic Output\",\r\n      \"Great Input Great Output\",\r\n      \"Garbage In Garbage Out\",\r\n      \"General Input General Output\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Garbage In Garbage Out<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nGIGO expresses the principle that a computer <b>performs faithfully upon whatever it is given<\/b>. It has no view about whether the input is sensible; it simply computes.<br><br>\\n<b>Where it bites hardest<\/b><br>\\n<b>Data entry.<\/b> A date of birth typed as 2013 instead of 2003 is a perfectly well-formed date, so the system raises <b>no error, no warning and no visible fault<\/b> \u2014 and the wrong year follows the pupil onto the admit card and the certificate.<br><br>\\n<b>Why it matters to a head of institution<\/b><br>\\nEverything computed downstream \u2014 grants, teacher posts, indices \u2014 rests on figures the school entered. <b>The head stands where data enters the system.<\/b><br><br><b>Reference:<\/b> \u00a71.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 5,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The first computer installed in India was:\",\r\n    \"options\": [\r\n      \"SIDDHARTH\",\r\n      \"TIFRAC\",\r\n      \"PARAM 8000\",\r\n      \"HEC-2M at ISI Kolkata\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) HEC-2M at ISI Kolkata<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>HEC-2M<\/b> was installed at the <b>Indian Statistical Institute, Kolkata, in 1955<\/b>. It was <b>imported<\/b>, which is the whole point of the distinction being tested.<br><br>\\n<b>The distinction that decides this question<\/b><br>\\n<b>Installed<\/b> in India \u2192 <b>HEC-2M, 1955<\/b>.<br>\\n<b>Designed and built<\/b> in India \u2192 <b>TIFRAC, 1960<\/b>, at the Tata Institute of Fundamental Research.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>PARAM 8000<\/b> \u2014 1991, India's first indigenous <b>supercomputer<\/b>, by C-DAC. A different superlative altogether.<br>\\n<b>SIDDHARTH<\/b> \u2014 an early Indian computer but neither the first installed nor the first built.<br><br>\\n<b>Remember:<\/b> <b>1955 imported \u00b7 1960 built \u00b7 1991 supercomputer.<\/b><br><br><b>Reference:<\/b> \u00a71.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 6,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"TIFRAC, developed in 1960, is significant because it was:\",\r\n    \"options\": [\r\n      \"The first computer designed and built in India\",\r\n      \"India's first supercomputer\",\r\n      \"The first Indian personal computer\",\r\n      \"The first computer installed in India\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The first computer designed and built in India<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTIFRAC \u2014 the <b>Tata Institute of Fundamental Research Automatic Calculator<\/b> \u2014 was the first computer <b>designed and constructed within India<\/b>, in <b>1960<\/b>. Everything before it had been imported.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>First installed in India<\/b> \u2014 that was <b>HEC-2M<\/b> in 1955, at ISI Kolkata, and it was imported.<br>\\n<b>India's first supercomputer<\/b> \u2014 <b>PARAM 8000<\/b>, 1991, by C-DAC.<br>\\n<b>First Indian personal computer<\/b> \u2014 TIFRAC was a large research machine, nothing resembling a PC.<br><br>\\n<b>Why the pairing is set<\/b><br>\\nThe examiner is testing one word: <b>installed<\/b> against <b>built<\/b>. Read the stem carefully and the answer follows.<br><br><b>Reference:<\/b> \u00a71.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 7,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"PARAM 8000, India's first indigenous supercomputer, was developed in 1991 by:\",\r\n    \"options\": [\r\n      \"ISRO\",\r\n      \"C-DAC\",\r\n      \"DRDO\",\r\n      \"NIC\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) C-DAC<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>PARAM 8000<\/b> was developed by the <b>Centre for Development of Advanced Computing<\/b> under <b>Dr Vijay Bhatkar<\/b>, in <b>1991<\/b>. It was built after India was denied access to foreign supercomputers, which is why \\\"indigenous\\\" is emphasised.<br><br>\\n<b>What else C-DAC is responsible for<\/b><br>\\n<b>BOSS Linux<\/b>, the Indian GNU\/Linux distribution, and its education variant <b>EduBOSS<\/b>. C-DAC therefore appears twice in this chapter, and the second appearance is the one candidates miss.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>ISRO<\/b> \u2014 space. <b>DRDO<\/b> \u2014 defence research. <b>NIC<\/b> \u2014 government IT infrastructure, and the technical partner for <b>UDISE+<\/b>.<br><br><b>Reference:<\/b> \u00a71.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 8,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. First generation<\/td><td>1. Microprocessor<\/td><\/tr><tr><td>B. Second generation<\/td><td>2. Vacuum tubes<\/td><\/tr><tr><td>C. Third generation<\/td><td>3. Transistors<\/td><\/tr><tr><td>D. Fourth generation<\/td><td>4. Integrated circuits<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-2, B-1, C-4, D-3\",\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-3, B-1, C-2, D-4\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-4, B-2, C-1, D-3<\/b><br><br>\\n<b>The generations by their defining technology<\/b><br>\\n<b>First<\/b> \u2014 <b>vacuum tubes<\/b>. Enormous, hot, unreliable.<br>\\n<b>Second<\/b> \u2014 <b>transistors<\/b>. Smaller, cooler, far more reliable.<br>\\n<b>Third<\/b> \u2014 <b>integrated circuits<\/b>. Many components on a single chip.<br>\\n<b>Fourth<\/b> \u2014 <b>microprocessor<\/b>. An entire processor on one chip, which made the personal computer possible.<br><br>\\n<b>The fifth, not in this list<\/b><br>\\nDefined not by a component but by a <b>goal<\/b>: <b>artificial intelligence and parallel processing<\/b>. This break in the pattern is itself examinable \u2014 the first four are named after hardware, the fifth after an ambition.<br><br><b>Reference:<\/b> \u00a71.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 9,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Which of the following is a volatile memory?\",\r\n    \"options\": [\r\n      \"EPROM\",\r\n      \"ROM\",\r\n      \"PROM\",\r\n      \"RAM\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) RAM<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Volatile<\/b> means the contents <b>do not survive loss of power<\/b>. RAM is volatile, which is exactly why unsaved work vanishes in a power cut \u2014 the document existed only in RAM.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>ROM, PROM and EPROM<\/b> are all <b>non-volatile<\/b> variants of read-only memory. They retain their contents permanently, which is why the <b>boot instructions<\/b> live there \u2014 the machine must be able to start itself before any storage is available.<br><br>\\n<b>The practical consequence<\/b><br>\\nA school laboratory that repeatedly loses work in power cuts needs a <b>UPS<\/b>, not more RAM. More RAM would simply lose more work.<br><br><b>Reference:<\/b> \u00a71.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 10,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The number of bits in one byte is:\",\r\n    \"options\": [\r\n      \"8\",\r\n      \"16\",\r\n      \"32\",\r\n      \"4\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 8<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nOne byte is <b>eight bits<\/b>. This single fact governs every bandwidth calculation in the syllabus.<br><br>\\n<b>The conversion that catches candidates<\/b><br>\\nBandwidth is quoted in <b>bits per second<\/b> (small b), file sizes in <b>bytes<\/b> (capital B). So <b>8 Mbps delivers 1 MB per second, not 8<\/b>. To convert a connection speed into a download rate, <b>divide by eight<\/b>.<br><br>\\n<b>The related units<\/b><br>\\n<b>4 bits<\/b> = a nibble, half a byte. <b>1024 bytes<\/b> = a kilobyte, and the binary multiplier 1024 runs through the whole hierarchy.<br><br>\\n<b>Remember:<\/b> <b>small b is bits, capital B is bytes<\/b> \u2014 and the gap between them is a factor of eight.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 11,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"A file of 1 GB is to be transferred over a connection of 8 Mbps. Ignoring overheads, the approximate time required is:\",\r\n    \"options\": [\r\n      \"About 8 minutes\",\r\n      \"About 17 minutes\",\r\n      \"About 60 minutes\",\r\n      \"About 2 minutes\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) About 17 minutes<\/b><br><br>\\n<b>The calculation<\/b><br>\\n<b>Step 1.<\/b> Convert the connection: <b>8 Mbps \u00f7 8 = 1 MB per second<\/b>.<br>\\n<b>Step 2.<\/b> Convert the file: <b>1 GB = 1024 MB<\/b>.<br>\\n<b>Step 3.<\/b> Divide: <b>1024 \u00f7 1 = 1024 seconds<\/b>, which is about <b>17 minutes<\/b>.<br><br>\\n<b>Where candidates go wrong<\/b><br>\\nForgetting to <b>divide the bit rate by eight<\/b> gives about 2 minutes \u2014 which is why that figure is offered as a distractor. The whole of the calculation is that single division.<br><br>\\n<b>In practice<\/b><br>\\nReal transfers run slower still, because of protocol overheads and contention \u2014 so 17 minutes is a floor, not an estimate.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 12,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Arrange the following units of storage in ascending order of size:\\n1. Terabyte 2. Kilobyte 3. Gigabyte 4. Megabyte\",\r\n    \"options\": [\r\n      \"4, 2, 3, 1\",\r\n      \"2, 4, 1, 3\",\r\n      \"2, 4, 3, 1\",\r\n      \"2, 3, 4, 1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 2, 4, 3, 1<\/b><br><br>\\n<b>The ascending order<\/b><br>\\n<b>Kilobyte \u2192 Megabyte \u2192 Gigabyte \u2192 Terabyte<\/b>, each step a multiplier of <b>1024<\/b>.<br><br>\\n<b>Beyond terabyte<\/b><br>\\n<b>Petabyte, exabyte, zettabyte<\/b> \u2014 the scale at which \\\"big data\\\" is discussed in Chapter 12.<br><br>\\n<b>Why 1024 and not 1000<\/b><br>\\nBecause computers count in <b>binary<\/b>: 1024 is 2 to the power 10. This is also why <b>a disk sold as 1 TB shows less when formatted<\/b> \u2014 the manufacturer counted in thousands, the operating system counts in 1024s.<br><br>\\n<b>Remember:<\/b> the multiplier is <b>1024 throughout<\/b>, and the discrepancy it creates is a real-world consequence, not an error.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 13,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Which of the following is NOT an input device?\",\r\n    \"options\": [\r\n      \"Barcode reader\",\r\n      \"Light pen\",\r\n      \"Scanner\",\r\n      \"Plotter\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Plotter<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA <b>plotter<\/b> produces <b>printed output<\/b> \u2014 usually large drawings, maps and engineering plans, drawn with pens rather than sprayed with ink. It delivers information <i>from<\/i> the computer.<br><br>\\n<b>Why the others are input devices<\/b><br>\\n<b>Scanner<\/b> \u2014 converts a physical page into a digital image.<br>\\n<b>Barcode reader<\/b> \u2014 reads a printed pattern.<br>\\n<b>Light pen<\/b> \u2014 indicates a position on a screen.<br><br>\\n<b>The favourite examination point<\/b><br>\\nA <b>modem is both<\/b> an input and an output device, because it <b>modulates<\/b> outgoing signals and <b>demodulates<\/b> incoming ones. A touch screen is the other common both-ways example.<br><br><b>Reference:<\/b> \u00a71.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 14,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"A device that is both an input and an output device is:\",\r\n    \"options\": [\r\n      \"Modem\",\r\n      \"Scanner\",\r\n      \"Joystick\",\r\n      \"Printer\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Modem<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe name is the explanation: <b>MOdulator-DEModulator<\/b>. It <b>modulates<\/b> outgoing digital signals into a form the line can carry, and <b>demodulates<\/b> incoming ones back into digital form. It therefore works in <b>both directions<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Printer<\/b> \u2014 output only.<br>\\n<b>Scanner<\/b> and <b>joystick<\/b> \u2014 input only.<br><br>\\n<b>The other both-ways devices<\/b><br>\\nA <b>touch screen<\/b> (displays and receives touch), and a <b>headset with microphone<\/b>. Any of these may appear as the answer, so the reasoning matters more than memorising one example.<br><br>\\n<b>Remember:<\/b> ask <b>which way information flows<\/b> \u2014 and whether it flows both ways.<br><br><b>Reference:<\/b> \u00a71.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 15,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"OMR technology detects:\",\r\n    \"options\": [\r\n      \"Magnetic ink\",\r\n      \"The presence or absence of a mark in a defined position\",\r\n      \"Barcodes\",\r\n      \"Printed characters\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The presence or absence of a mark in a defined position<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Optical Mark Recognition<\/b> reads <b>no characters and interprets nothing<\/b>. It measures darkness at a predetermined position and reports whether a mark is there.<br><br>\\n<b>Why the rules for candidates follow from this<\/b><br>\\nBecause the machine cannot tell an answer from an accident:<br>\\n<b>Darken completely<\/b> \u2014 a faint mark may fall below the threshold.<br>\\n<b>Never erase<\/b> \u2014 a smudge may still read as a mark, giving two answers.<br>\\n<b>No stray marks anywhere<\/b> \u2014 a doodle in the wrong place may be read as data.<br><br>\\n<b>Contrast with OCR<\/b><br>\\n<b>OCR reads characters<\/b> and converts them to editable text. OMR sees only <b>where<\/b>; OCR sees <b>what<\/b>.<br><br><b>Reference:<\/b> \u00a71.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 16,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. OMR<\/td><td>1. Reads a pattern of parallel lines<\/td><\/tr><tr><td>B. OCR<\/td><td>2. Reads printed or handwritten characters and converts them to editable text<\/td><\/tr><tr><td>C. MICR<\/td><td>3. Detects filled bubbles by position<\/td><\/tr><tr><td>D. Barcode<\/td><td>4. Reads magnetic ink characters on cheques<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-1, B-4, C-2, D-3\",\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-3, B-4, C-2, D-1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-2, B-3, C-4, D-1<\/b><br><br>\\n<b>The four reading technologies<\/b><br>\\n<b>OMR<\/b> \u2014 detects a <b>filled bubble by position<\/b>. Reads no characters. Used for answer sheets and survey forms.<br>\\n<b>OCR<\/b> \u2014 <b>recognises printed or handwritten characters<\/b> and converts them into editable text. Used to make a scanned circular readable.<br>\\n<b>MICR<\/b> \u2014 reads <b>magnetic ink characters<\/b>, used on cheques, where the ink itself carries the signal.<br>\\n<b>Barcode<\/b> \u2014 reads a <b>pattern of parallel lines<\/b>; the QR code is its two-dimensional successor.<br><br>\\n<b>The distinction that decides most questions<\/b><br>\\n<b>OMR sees only whether a position is marked; OCR actually recognises characters.<\/b> Everything else in the set follows from that contrast.<br><br><b>Reference:<\/b> \u00a71.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 17,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"A school receives a scanned copy of a departmental circular as an image and needs the text in editable form. The appropriate technology is:\",\r\n    \"options\": [\r\n      \"MICR\",\r\n      \"QR decoding\",\r\n      \"OMR\",\r\n      \"OCR\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) OCR<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Optical Character Recognition<\/b> converts the <b>picture of text back into text<\/b> \u2014 text that can then be searched, copied, edited and read aloud.<br><br>\\n<b>Why the others cannot do this<\/b><br>\\n<b>OMR<\/b> \u2014 detects marks by position; it recognises no characters at all.<br>\\n<b>MICR<\/b> \u2014 reads magnetic ink on cheques.<br>\\n<b>QR decoding<\/b> \u2014 reads a two-dimensional code, not prose.<br><br>\\n<b>The accessibility dimension<\/b><br>\\nThis is also the remedy for the failure described in \u00a714.5. A scanned circular contains <b>no text, only pixels<\/b>, so a screen reader announces nothing but \\\"graphic\\\" and <b>the child is simply not informed<\/b>. Running OCR restores access \u2014 and under the RPwD Act that is a <b>statutory duty<\/b>, not a courtesy.<br><br><b>Reference:<\/b> \u00a71.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 18,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The brain of the computer, which performs arithmetic and logical operations, is the:\",\r\n    \"options\": [\r\n      \"CPU\",\r\n      \"Hard disk\",\r\n      \"Motherboard\",\r\n      \"RAM\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) CPU<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Central Processing Unit<\/b> is where instructions are executed. It contains three parts worth naming:<br>\\n<b>ALU<\/b> \u2014 the Arithmetic Logic Unit, which performs <b>calculations and comparisons<\/b>.<br>\\n<b>Control Unit<\/b> \u2014 which <b>directs the sequence<\/b> of operations but stores nothing permanently.<br>\\n<b>Registers<\/b> \u2014 the <b>fastest storage available to the processor<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>RAM<\/b> \u2014 working memory; holds data for the CPU but performs no operations.<br>\\n<b>Hard disk<\/b> \u2014 permanent storage.<br>\\n<b>Motherboard<\/b> \u2014 the board connecting everything, not a processor.<br><br><b>Reference:<\/b> \u00a71.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 19,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Consider the following statements about the CPU:\\n1. The Arithmetic Logic Unit performs comparisons as well as calculations.\\n2. The Control Unit stores data permanently.\\n3. Registers are the fastest storage available to the processor.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe <b>ALU performs comparisons as well as calculations<\/b> \u2014 the \\\"logic\\\" in Arithmetic Logic Unit. Deciding whether one value exceeds another is as much its work as adding them.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThe <b>Control Unit stores nothing permanently<\/b>. It <b>directs operations<\/b> \u2014 fetching instructions, decoding them, signalling other components. Permanent storage is the work of the disk, not of any part of the CPU.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\n<b>Registers are the fastest storage available to the processor<\/b>, sitting at the top of the memory hierarchy above cache, RAM and disk.<br><br>\\n<b>The hierarchy:<\/b> registers \u2192 cache \u2192 RAM \u2192 disk. <b>Speed and cost per bit fall together as capacity rises.<\/b><br><br><b>Reference:<\/b> \u00a71.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 20,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"1 kilobyte is equal to:\",\r\n    \"options\": [\r\n      \"1000 bytes\",\r\n      \"1024 bytes\",\r\n      \"1024 bits\",\r\n      \"8 bytes\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 1024 bytes<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe binary multiplier is <b>1024<\/b>, not 1000, because computers count in powers of two: <b>1024 = 2\u00b9\u2070<\/b>. The same multiplier applies at every step \u2014 KB to MB, MB to GB, GB to TB.<br><br>\\n<b>The visible consequence<\/b><br>\\nA disk <b>sold as 1 TB shows about 931 GB when formatted<\/b>. Nothing is missing; the manufacturer counted in thousands and the operating system counts in 1024s.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>1000 bytes<\/b> \u2014 the decimal figure manufacturers use in marketing.<br>\\n<b>1024 bits<\/b> \u2014 confuses bits with bytes; there are 8 bits to a byte.<br>\\n<b>512 bytes<\/b> \u2014 a traditional disk sector size, offered as a plausible-looking number.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 21,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Which of the following is system software?\",\r\n    \"options\": [\r\n      \"Photoshop\",\r\n      \"MS Word\",\r\n      \"Operating system\",\r\n      \"Tally\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Operating system<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>System software runs the machine itself.<\/b> The operating system manages the processor, memory, storage and devices, and presents an interface. Everything else runs on top of it.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>MS Word, Tally and Photoshop<\/b> are all <b>application software<\/b> \u2014 each performs a task <i>for the user<\/i> rather than running the machine.<br><br>\\n<b>The other system software worth knowing<\/b><br>\\n<b>Device drivers<\/b> \u2014 let the operating system communicate with hardware. Without the right driver a printer is not recognised, however sound the hardware.<br>\\n<b>Compilers<\/b> \u2014 translate source code into machine code.<br>\\n<b>Utilities<\/b> \u2014 Disk Cleanup, Defragmenter, Task Scheduler.<br><br><b>Reference:<\/b> \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 22,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Free and open-source software is characterised by:\",\r\n    \"options\": [\r\n      \"Being available only to governments\",\r\n      \"Requiring no installation\",\r\n      \"Being free of cost only\",\r\n      \"The source code being available to inspect, modify and redistribute\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) The source code being available to inspect, modify and redistribute<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Openness of source is the defining property, not price.<\/b> The rights that matter are to <b>inspect, modify and redistribute<\/b> \u2014 which is why an institution can adapt open software to its own needs and host it on its own servers.<br><br>\\n<b>The distinction candidates miss<\/b><br>\\n<b>Free of charge is not the same as open source.<\/b> Google Classroom is free to schools but proprietary; <b>Moodle<\/b> is both free and open. The question turns on rights, not cost.<br><br>\\n<b>Indian instances in this syllabus<\/b><br>\\n<b>BOSS Linux<\/b> (C-DAC), <b>Sunbird<\/b> (the stack behind DIKSHA), and <b>NVDA<\/b> (the screen reader). Each is open, and each matters because openness let someone build on it.<br><br><b>Reference:<\/b> \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 23,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"BOSS Linux, an Indian GNU\/Linux distribution, was developed by:\",\r\n    \"options\": [\r\n      \"C-DAC\",\r\n      \"ISRO\",\r\n      \"IIT Bombay\",\r\n      \"NIC\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) C-DAC<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>BOSS<\/b> \u2014 Bharat Operating System Solutions \u2014 was developed by <b>C-DAC<\/b>, the Centre for Development of Advanced Computing. Its education-focused variant is <b>EduBOSS<\/b>, intended for school laboratories.<br><br>\\n<b>Why C-DAC appears twice in this chapter<\/b><br>\\nIt also built <b>PARAM 8000<\/b> (1991), India's first indigenous supercomputer. Candidates remember the supercomputer and forget the operating system, which is why the pairing is examined.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>NIC<\/b> \u2014 provides government IT infrastructure and supports UDISE+; it does not build operating systems.<br>\\n<b>ISRO<\/b> \u2014 space. <b>IIT Bombay<\/b> \u2014 associated with other educational technology work, not BOSS.<br><br><b>Reference:<\/b> \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 24,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"All of the following are examples of application software EXCEPT:\",\r\n    \"options\": [\r\n      \"A web browser\",\r\n      \"A device driver\",\r\n      \"A presentation program\",\r\n      \"A spreadsheet program\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A device driver<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA <b>device driver is system software<\/b>. It lets the operating system <b>communicate with a piece of hardware<\/b> \u2014 a printer, a scanner, a graphics card. It performs no task for the user directly.<br><br>\\n<b>Why the others are applications<\/b><br>\\nA <b>spreadsheet program<\/b>, a <b>web browser<\/b> and a <b>presentation program<\/b> each perform a task <i>for the user<\/i>.<br><br>\\n<b>The test to apply<\/b><br>\\nAsk <b>who the software serves<\/b>. If it serves the <i>machine<\/i> \u2014 running it, managing it, connecting it \u2014 it is system software. If it serves the <i>person<\/i>, it is an application. Drivers, compilers and utilities all serve the machine.<br><br><b>Reference:<\/b> \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 25,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The National Supercomputing Mission was launched in:\",\r\n    \"options\": [\r\n      \"2020\",\r\n      \"2010\",\r\n      \"2015\",\r\n      \"2018\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 2015<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>National Supercomputing Mission<\/b> was launched in <b>2015<\/b>, to build indigenous supercomputing capacity through <b>C-DAC<\/b> and the <b>PARAM<\/b> series, and to connect academic and research institutions.<br><br>\\n<b>What 2015 gathers together<\/b><br>\\nIt is among the busiest years in this syllabus: <b>Digital India (1 July), DigiLocker, the Accessible India Campaign, ISLRTC<\/b> and the <b>National Supercomputing Mission<\/b> all belong to it.<br><br>\\n<b>The related fact<\/b><br>\\n<b>PARAM 8000<\/b>, 1991, was the first indigenous supercomputer \u2014 built after India was refused access to foreign machines. The Mission is the continuation of that line, twenty-four years later.<br><br><b>Reference:<\/b> \u00a71.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 26,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Arrange the following in order of increasing access speed:\\n1. Hard disk 2. Cache memory 3. Registers 4. RAM\",\r\n    \"options\": [\r\n      \"3, 2, 4, 1\",\r\n      \"1, 2, 4, 3\",\r\n      \"4, 1, 2, 3\",\r\n      \"1, 4, 2, 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 4, 2, 3<\/b><br><br>\\n<b>The order, slowest to fastest<\/b><br>\\n<b>Hard disk \u2192 RAM \u2192 Cache \u2192 Registers<\/b><br><br>\\n<b>What moves together as you climb<\/b><br>\\n<b>Speed rises. Cost per bit rises. Capacity falls.<\/b> That is why a machine has terabytes of disk, gigabytes of RAM, megabytes of cache and only a handful of registers \u2014 the fastest storage is far too expensive to have much of.<br><br>\\n<b>The common error<\/b><br>\\nBelieving cache is <i>slower<\/i> than RAM because it is smaller. It is the reverse: <b>cache is faster than RAM and more expensive per bit<\/b>, which is precisely why only a small quantity is provided.<br><br>\\n<b>Remember:<\/b> the hierarchy is a trade between <b>speed and quantity<\/b>, resolved by cost.<br><br><b>Reference:<\/b> \u00a71.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 27,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"A nibble consists of:\",\r\n    \"options\": [\r\n      \"4 bits\",\r\n      \"8 bits\",\r\n      \"16 bits\",\r\n      \"2 bits\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 4 bits<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>nibble is half a byte<\/b> \u2014 <b>four bits<\/b>. The name is a pun on \\\"byte\\\", and the unit matters because <b>one nibble maps exactly to one hexadecimal digit<\/b>, which is why hexadecimal is used to write binary compactly.<br><br>\\n<b>The sequence to hold<\/b><br>\\n<b>bit \u2192 nibble (4 bits) \u2192 byte (8 bits) \u2192 word<\/b> (whatever width the processor handles at once).<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>2 bits<\/b> \u2014 no named unit.<br>\\n<b>8 bits<\/b> \u2014 a byte.<br>\\n<b>16 bits<\/b> \u2014 two bytes, sometimes called a halfword.<br><br>\\n<b>Remember:<\/b> the answer is always <b>half a byte<\/b>, whatever the byte length being discussed.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 28,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"In the binary number system, the base is:\",\r\n    \"options\": [\r\n      \"16\",\r\n      \"2\",\r\n      \"8\",\r\n      \"10\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Binary is base 2<\/b>, using only the digits 0 and 1 \u2014 which correspond to the two states an electronic switch can hold. Everything a computer stores is ultimately in base 2.<br><br>\\n<b>The four bases in this syllabus<\/b><br>\\n<b>Binary \u2014 base 2<\/b> \u00b7 <b>Octal \u2014 base 8<\/b> \u00b7 <b>Decimal \u2014 base 10<\/b> \u00b7 <b>Hexadecimal \u2014 base 16<\/b>.<br><br>\\n<b>Why the others exist<\/b><br>\\nOctal and hexadecimal are <b>shorthand for binary<\/b>, not separate systems in any deep sense: one octal digit represents three bits, one hexadecimal digit represents four. They make long binary strings readable to humans.<br><br>\\n<b>Remember:<\/b> the machine uses only base 2; the rest are for our convenience.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 29,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The decimal number 10 in binary is:\",\r\n    \"options\": [\r\n      \"1100\",\r\n      \"1110\",\r\n      \"1010\",\r\n      \"1001\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1010<\/b><br><br>\\n<b>The working<\/b><br>\\nRead the place values from the left: <b>8, 4, 2, 1<\/b>.<br>\\n<b>8<\/b> \u2014 yes \u2192 <b>1<\/b><br>\\n<b>4<\/b> \u2014 no \u2192 <b>0<\/b><br>\\n<b>2<\/b> \u2014 yes \u2192 <b>1<\/b><br>\\n<b>1<\/b> \u2014 no \u2192 <b>0<\/b><br>\\n<b>8 + 2 = 10<\/b>, so the answer is <b>1010<\/b>.<br><br>\\n<b>The fastest method for small numbers<\/b><br>\\nWrite the place values <b>8-4-2-1<\/b> and ask of each, largest first, whether it fits into what remains. For numbers up to 15 this takes seconds and needs no division.<br><br>\\n<b>Check the distractors:<\/b> 1001 = 9 \u00b7 1100 = 12 \u00b7 1110 = 14. Each is a near miss, so the arithmetic must actually be done.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 30,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"ASCII is a standard used for:\",\r\n    \"options\": [\r\n      \"Encrypting files\",\r\n      \"Connecting networks\",\r\n      \"Compressing images\",\r\n      \"Representing characters as numbers\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Representing characters as numbers<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>ASCII<\/b> \u2014 the American Standard Code for Information Interchange \u2014 assigns a <b>number to each character<\/b>, so that letters, digits and punctuation can be stored and transmitted as binary.<br><br>\\n<b>Its limitation, and the successor<\/b><br>\\nASCII was designed for English and cannot represent Indian scripts. <b>Unicode<\/b> extends the same idea to <b>the scripts of the world, including Devanagari<\/b>, assigning a unique code point to every character of every script.<br><br>\\n<b>Why Unicode matters in this syllabus<\/b><br>\\nIt is what makes a <b>bilingual document, a Hindi portal and a bilingual question paper<\/b> possible at all. Without it, the Hindi half of this exam could not be typed.<br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 31,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The standard that allows Indian language scripts such as Devanagari to be represented on a computer is:\",\r\n    \"options\": [\r\n      \"Unicode\",\r\n      \"BCD\",\r\n      \"ASCII\",\r\n      \"EBCDIC\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Unicode<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Unicode<\/b> assigns a <b>unique code point to every character of every script<\/b> \u2014 Devanagari, Tamil, Bengali, Arabic, Chinese and the rest \u2014 within one universal scheme.<br><br>\\n<b>Why the others cannot do it<\/b><br>\\n<b>ASCII<\/b> \u2014 designed for English; its character set has no room for Indian scripts.<br>\\n<b>EBCDIC<\/b> \u2014 an older IBM encoding, equally limited.<br>\\n<b>BCD<\/b> \u2014 Binary Coded Decimal, which encodes digits only.<br><br>\\n<b>What Unicode enables in practice<\/b><br>\\nBilingual documents, Hindi government portals, DIKSHA's content in more than thirty Indian languages, and the bilingual question paper this examination is set in. <b>It is the quiet precondition of the entire digital India in Indian languages.<\/b><br><br><b>Reference:<\/b> \u00a71.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 32,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Firmware is best described as:\",\r\n    \"options\": [\r\n      \"A physical component\",\r\n      \"Software stored permanently on a hardware device\",\r\n      \"A type of application software\",\r\n      \"A network protocol\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Software stored permanently on a hardware device<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nFirmware sits <b>between hardware and software<\/b> \u2014 program code written into a device and stored permanently, usually in ROM or flash memory. It is not loaded from disk; it is part of the device.<br><br>\\n<b>The standard example<\/b><br>\\n<b>BIOS<\/b> held in ROM. It runs before any operating system exists, checks the hardware, and hands control to the operating system.<br><br>\\n<b>Other instances<\/b><br>\\nThe code inside a router, a printer or a camera. This is why <b>keeping firmware updated<\/b> appears in the security chapter \u2014 a router with outdated firmware carries known weaknesses that no antivirus on the connected computers can address.<br><br><b>Reference:<\/b> \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 33,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"The full form of BIOS is:\",\r\n    \"options\": [\r\n      \"Board Integrated Operating Software\",\r\n      \"Basic Internal Operating System\",\r\n      \"Basic Input Output System\",\r\n      \"Binary Input Output Storage\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Basic Input Output System<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>BIOS<\/b> is <b>firmware<\/b> \u2014 software stored permanently on the hardware, in ROM. It performs the power-on self test, initialises the hardware, and <b>hands control to the operating system<\/b>.<br><br>\\n<b>Why it must be firmware rather than software<\/b><br>\\nIt has to run <b>before any operating system exists<\/b>. Code loaded from disk could not start the machine, because starting the machine is what makes the disk readable.<br><br>\\n<b>The related term<\/b><br>\\n<b>Booting<\/b> is the whole process the BIOS begins. A <b>cold boot<\/b> starts from power-off; a <b>warm boot<\/b> restarts a running machine.<br><br><b>Reference:<\/b> \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 34,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Consider the following statements:\\n1. A supercomputer is classified by its processing capability rather than its physical size.\\n2. A mainframe is designed to serve many users simultaneously.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nComputers are classified by <b>capability, not physical size<\/b> \u2014 microcomputer, minicomputer, mainframe, supercomputer. A modern supercomputer may occupy a hall, but it is the processing power that defines it, not the floor area.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nA <b>mainframe is designed to serve very large numbers of users simultaneously<\/b> \u2014 banking, railway reservation, insurance. Reliability and throughput matter more than raw speed.<br><br>\\n<b>The distinction worth holding<\/b><br>\\nA <b>supercomputer<\/b> does <b>one enormous calculation very fast<\/b> \u2014 weather modelling, molecular simulation. A <b>mainframe<\/b> handles <b>an enormous number of transactions reliably<\/b>. Speed against throughput.<br><br><b>Reference:<\/b> \u00a71.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 35,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"A QR code printed in an NCERT textbook, when scanned, opens the matching digital content. Such a textbook is called:\",\r\n    \"options\": [\r\n      \"A digital primer\",\r\n      \"An interactive reader\",\r\n      \"A smart textbook\",\r\n      \"An energised textbook\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) An energised textbook<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Energised Textbook (ETB)<\/b> is a <b>DIKSHA<\/b> feature. A printed NCERT textbook carries <b>QR codes<\/b> which, scanned with a phone, open the matching video, activity or worksheet.<br><br>\\n<b>Why the design is intelligent<\/b><br>\\nIt <b>joins the printed and the digital without either replacing the other<\/b>. The book still works completely for a child with no device \u2014 the QR code adds something for those who have one, and takes nothing from those who do not. Compare this with an online-only resource, which excludes.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nNone of the remaining terms is used in Indian policy documents; they are invented to sound plausible.<br><br><b>Reference:<\/b> \u00a71.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 36,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Which of the following pairs is NOT correctly matched?\",\r\n    \"options\": [\r\n      \"BOSS Linux \u2014 developed by NIC\",\r\n      \"HEC-2M \u2014 first computer installed in India\",\r\n      \"TIFRAC \u2014 first computer built in India\",\r\n      \"PARAM 8000 \u2014 India's first indigenous supercomputer\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) BOSS Linux \u2014 developed by NIC<\/b><br><br>\\n<b>Why this pairing is wrong<\/b><br>\\n<b>BOSS Linux was developed by C-DAC<\/b>, not NIC. <b>NIC<\/b> \u2014 the National Informatics Centre \u2014 provides <b>government IT infrastructure<\/b> and is the technical partner for <b>UDISE+<\/b>, but it does not build operating systems.<br><br>\\n<b>Why the others are correctly matched<\/b><br>\\n<b>HEC-2M<\/b> \u2014 the first computer <b>installed<\/b> in India, 1955, ISI Kolkata.<br>\\n<b>TIFRAC<\/b> \u2014 the first computer <b>built<\/b> in India, 1960.<br>\\n<b>PARAM 8000<\/b> \u2014 India's first <b>indigenous supercomputer<\/b>, 1991, C-DAC.<br><br>\\n<b>The pattern to note<\/b><br>\\n<b>C-DAC appears twice<\/b> \u2014 PARAM and BOSS. Candidates remember the first and are caught by the second.<br><br><b>Reference:<\/b> \u00a71.4, \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 37,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Which of the following is an example of an output device?\",\r\n    \"options\": [\r\n      \"Trackball\",\r\n      \"Speaker\",\r\n      \"Microphone\",\r\n      \"Webcam\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Speaker<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>speaker renders sound produced by the machine<\/b> \u2014 information travelling <i>from<\/i> the computer to the user. That direction of flow is what makes it an output device.<br><br>\\n<b>Why the others are input devices<\/b><br>\\n<b>Trackball<\/b> \u2014 a pointing device, like an inverted mouse.<br>\\n<b>Microphone<\/b> \u2014 captures sound <i>into<\/i> the machine.<br>\\n<b>Webcam<\/b> \u2014 captures images <i>into<\/i> the machine.<br><br>\\n<b>The test to apply<\/b><br>\\nAsk <b>which way the information flows<\/b>. Into the machine is input; out of it is output; both ways is a device like a <b>modem<\/b> or a <b>touch screen<\/b>.<br><br><b>Reference:<\/b> \u00a71.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 38,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"A school computer laboratory frequently loses unsaved work during power cuts. The most direct technical remedy is:\",\r\n    \"options\": [\r\n      \"Upgrading the operating system\",\r\n      \"Installing more RAM\",\r\n      \"Providing a UPS\",\r\n      \"Replacing the hard disks\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Providing a UPS<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUnsaved work exists <b>only in RAM<\/b>, and RAM is <b>volatile<\/b> \u2014 its contents vanish the moment power is withdrawn. An <b>uninterruptible power supply<\/b> keeps the machine running long enough to <b>save and shut down properly<\/b>, which is exactly the gap that needs filling.<br><br>\\n<b>Why the others do not help<\/b><br>\\n<b>More RAM<\/b> \u2014 the memory is not too small; it is volatile. More RAM would simply lose more work.<br>\\n<b>Replacing hard disks<\/b> \u2014 the disk is not the problem; saved work survives already.<br>\\n<b>Upgrading the operating system<\/b> \u2014 no operating system defeats physics.<br><br>\\n<b>The reasoning:<\/b> identify <b>where the data actually lives<\/b> at the moment of loss.<br><br><b>Reference:<\/b> \u00a71.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 39,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Which generation of computers is associated with artificial intelligence and parallel processing?\",\r\n    \"options\": [\r\n      \"Second\",\r\n      \"Third\",\r\n      \"Fourth\",\r\n      \"Fifth\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Fifth<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>fifth generation<\/b> is defined by <b>artificial intelligence and parallel processing<\/b> \u2014 and note that it is defined by a <b>goal<\/b> rather than by a component technology.<br><br>\\n<b>The break in the pattern<\/b><br>\\nThe first four generations are each named after hardware: <b>vacuum tubes, transistors, integrated circuits, microprocessor<\/b>. The fifth is named after an <b>ambition<\/b>. That change is itself examinable, because it explains why the fifth generation has no clear end date.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Second<\/b> \u2014 transistors. <b>Third<\/b> \u2014 integrated circuits. <b>Fourth<\/b> \u2014 the microprocessor, which made the personal computer possible.<br><br><b>Reference:<\/b> \u00a71.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 40,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Consider the following statements:\\n1. RAM retains its contents when the power supply is interrupted.\\n2. ROM retains its contents permanently.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\n<b>RAM is volatile<\/b> \u2014 its contents are <b>lost<\/b> when power is interrupted. This is precisely why unsaved work vanishes in a power cut, and why a school laboratory subject to outages needs a UPS.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>ROM retains its contents permanently.<\/b> It is non-volatile, which is why the <b>boot instructions live there<\/b> \u2014 the machine must be able to start itself before any disk is readable.<br><br>\\n<b>The rule underneath<\/b><br>\\n<b>Volatile means the contents do not survive loss of power.<\/b> All ROM variants \u2014 PROM, EPROM, EEPROM \u2014 are non-volatile; RAM is the volatile one.<br><br><b>Reference:<\/b> \u00a71.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 41,\r\n    \"chapter\": \"COMPUTER FUNDAMENTALS\",\r\n    \"question\": \"Cache memory is provided in only a small quantity compared with RAM because it is:\",\r\n    \"options\": [\r\n      \"Faster but more expensive per bit\",\r\n      \"The same speed but larger\",\r\n      \"Volatile whereas RAM is not\",\r\n      \"Slower and cheaper per bit\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Faster but more expensive per bit<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nCache sits between the CPU and main memory and is <b>faster than RAM<\/b> \u2014 which is its whole purpose. It is also <b>considerably more expensive per bit<\/b>, which is why only a small quantity is fitted.<br><br>\\n<b>The trade-off across the hierarchy<\/b><br>\\n<b>Registers \u2192 cache \u2192 RAM \u2192 disk.<\/b> As you climb, <b>speed and cost per bit rise together while capacity falls<\/b>. A machine has terabytes of disk and only megabytes of cache for exactly this reason.<br><br>\\n<b>The common misconception<\/b><br>\\nThat cache must be slower because it is smaller. It is the reverse \u2014 <b>it is small because it is fast, and fast is expensive.<\/b><br><br><b>Reference:<\/b> \u00a71.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 42,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"The primary function of an operating system is to:\",\r\n    \"options\": [\r\n      \"Manage hardware resources and provide an interface between user and machine\",\r\n      \"Connect to the internet\",\r\n      \"Protect against viruses\",\r\n      \"Create documents\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Manage hardware resources and provide an interface between user and machine<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe operating system manages the <b>processor, memory, storage and devices<\/b>, and presents an interface through which the user works. <b>Everything else runs on top of it.<\/b><br><br>\\n<b>Its principal functions<\/b><br>\\n<b>Process management<\/b> \u00b7 <b>memory management<\/b> \u00b7 <b>file management<\/b> \u00b7 <b>device management<\/b> \u00b7 <b>security and access control<\/b> \u00b7 <b>user interface<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Creating documents<\/b> \u2014 application software.<br>\\n<b>Connecting to the internet<\/b> \u2014 the OS supports it, but that is not its defining function.<br>\\n<b>Protecting against viruses<\/b> \u2014 antivirus software, though the OS provides the access controls it relies on.<br><br><b>Reference:<\/b> \u00a72.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 43,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Which of the following is NOT a function of an operating system?\",\r\n    \"options\": [\r\n      \"Process management\",\r\n      \"Compiling source code into machine code\",\r\n      \"File management\",\r\n      \"Memory management\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Compiling source code into machine code<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Compilation is performed by a compiler<\/b> \u2014 a separate piece of system software. The operating system may launch the compiler, but it does not do the translating.<br><br>\\n<b>Why the others are genuine functions<\/b><br>\\n<b>Memory management<\/b> \u2014 allocating and reclaiming memory, including virtual memory.<br>\\n<b>Process management<\/b> \u2014 scheduling which program runs when.<br>\\n<b>File management<\/b> \u2014 the directory structure, permissions and access.<br><br>\\n<b>The distinction to hold<\/b><br>\\nThe OS <b>runs and manages<\/b> other software. A compiler, like a driver or a utility, is <b>system software the OS runs<\/b> \u2014 near neighbours, but not the same thing.<br><br><b>Reference:<\/b> \u00a72.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 44,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A GUI differs from a command line interface chiefly in that it:\",\r\n    \"options\": [\r\n      \"Is more secure\",\r\n      \"Runs faster\",\r\n      \"Uses icons, windows and pointing rather than typed commands\",\r\n      \"Requires less memory\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Uses icons, windows and pointing rather than typed commands<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>Graphical User Interface<\/b> presents <b>icons, windows, menus and a pointer<\/b>. The user selects rather than types, which lowers the knowledge required to begin.<br><br>\\n<b>Why the CLI has not disappeared<\/b><br>\\nA command line can be <b>faster and more precise for an expert<\/b>, and it can be <b>scripted<\/b> \u2014 a single command may act on ten thousand files. This is why <b>servers are often administered that way<\/b>.<br><br>\\n<b>Why the other options are wrong<\/b><br>\\nA GUI is generally <b>slower and needs more memory<\/b>, not less, because it must draw and maintain the display. It is <b>not inherently more secure<\/b>.<br><br><b>Reference:<\/b> \u00a72.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 45,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. .docx<\/td><td>1. Spreadsheet<\/td><\/tr><tr><td>B. .xlsx<\/td><td>2. Presentation<\/td><\/tr><tr><td>C. .pptx<\/td><td>3. Portable fixed-layout document<\/td><\/tr><tr><td>D. .pdf<\/td><td>4. Word processing document<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-2, C-3, D-4\",\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-1, B-2, C-4, D-3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-1, B-2, C-4, D-3<\/b><br><br>\\n<b>The four extensions<\/b><br>\\n<b>.docx<\/b> \u2014 a <b>word processing document<\/b>.<br>\\n<b>.xlsx<\/b> \u2014 a <b>spreadsheet<\/b>.<br>\\n<b>.pptx<\/b> \u2014 a <b>presentation<\/b>.<br>\\n<b>.pdf<\/b> \u2014 a <b>portable fixed-layout document<\/b>, appearing identical on every device.<br><br>\\n<b>What the extension actually does<\/b><br>\\nIt tells the operating system <b>which program should open the file<\/b>. It is metadata, not content \u2014 renaming a file does not change what is inside it.<br><br>\\n<b>The security consequence<\/b><br>\\nBecause <b>Windows hides known extensions by default<\/b>, a file named <b>Salary_Form.pdf.exe<\/b> displays as \\\"Salary_Form.pdf\\\" and is opened in the belief that it is a document. <b>The true extension is always the last one.<\/b><br><br><b>Reference:<\/b> \u00a72.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 46,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A file arrives named \\\"Salary_Form.pdf.exe\\\". The correct conclusion is that it is:\",\r\n    \"options\": [\r\n      \"An executable program disguised as a document\",\r\n      \"A corrupted file\",\r\n      \"A PDF document\",\r\n      \"A compressed archive\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) An executable program disguised as a document<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>The true extension is always the last one.<\/b> This file is <b>.exe<\/b> \u2014 an executable program. The \\\".pdf\\\" in the middle is part of the <i>name<\/i>, not the type.<br><br>\\n<b>Why the disguise works<\/b><br>\\n<b>Windows hides known extensions by default<\/b>, so the file appears in the folder as <b>\\\"Salary_Form.pdf\\\"<\/b> with, often, a PDF icon supplied by the attacker. The user opens what they believe is a document and runs a program instead.<br><br>\\n<b>The defence<\/b><br>\\n<b>Turn on the display of file extensions<\/b> \u2014 a single setting that removes the entire class of attack \u2014 and treat any unexpected attachment with suspicion regardless of who appears to have sent it.<br><br><b>Reference:<\/b> \u00a72.6, \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 47,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Consider the following statements about \\\"Save\\\" and \\\"Save As\\\":\\n1. Save As always creates a new file and leaves the original untouched.\\n2. Save overwrites the existing file with the current version.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Save As always creates a new file<\/b> and <b>leaves the original untouched<\/b>, under the new name or in the new location.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Save overwrites the existing file<\/b> with the current version. The previous contents are gone.<br><br>\\n<b>When the distinction matters<\/b><br>\\nWhenever an <b>original must be preserved<\/b> \u2014 adapting a template, editing a circular that others also use, or working on a document you may need to revert. Opening a template and pressing Save destroys the template; Save As protects it.<br><br>\\n<b>Remember:<\/b> <b>Save replaces; Save As duplicates.<\/b><br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 48,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"The 3-2-1 rule of backup requires:\",\r\n    \"options\": [\r\n      \"3 offsite copies, 2 local, 1 cloud\",\r\n      \"3 copies, 2 media types, 1 offsite\",\r\n      \"3 media types, 2 copies, 1 backup a day\",\r\n      \"3 backups a week, 2 servers, 1 administrator\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 3 copies, 2 media types, 1 offsite<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Three<\/b> copies of the data, on <b>two<\/b> different kinds of media, with at least <b>one<\/b> kept away from the premises. Each number answers a different failure: accidental deletion, media failure, and fire or theft at the site.<br><br>\\n<b>What Chapter 8 adds<\/b><br>\\nAgainst <b>ransomware<\/b>, at least one copy must also be <b>offline<\/b> \u2014 because ransomware encrypts <b>every drive it can reach<\/b>, including a permanently attached disk and a synchronised cloud folder.<br><br>\\n<b>The step most often omitted<\/b><br>\\n<b>Testing.<\/b> A backup that completes without error may still be unrestorable. A test restore of one folder each term converts an assumption into a plan.<br><br><b>Reference:<\/b> \u00a72.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 49,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Which key combination is used to permanently delete a file without sending it to the Recycle Bin?\",\r\n    \"options\": [\r\n      \"Ctrl + Delete\",\r\n      \"Alt + Delete\",\r\n      \"Shift + Delete\",\r\n      \"Ctrl + Shift + D\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Shift + Delete<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Shift + Delete<\/b> bypasses the Recycle Bin entirely. There is <b>no recovery step<\/b> \u2014 which is what makes the shortcut worth knowing and worth using cautiously.<br><br>\\n<b>What the Recycle Bin actually does<\/b><br>\\nA file sent there <b>still occupies disk space<\/b> and can be restored. It is not deletion but deferral.<br><br>\\n<b>The caution for an office<\/b><br>\\nWhere records must be retained by statute, Shift + Delete is the wrong habit. Recovery after it requires <b>specialised software and is never guaranteed<\/b> \u2014 and on a solid state drive it is often impossible.<br><br>\\n<b>Remember:<\/b> Delete <b>defers<\/b>; Shift + Delete <b>decides<\/b>.<br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 50,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A path such as C:\\\\Schools\\\\Admissions\\\\2026\\\\list.xlsx is an example of:\",\r\n    \"options\": [\r\n      \"A network path\",\r\n      \"A symbolic link\",\r\n      \"A relative path\",\r\n      \"An absolute path\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) An absolute path<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>absolute path begins at the root of the drive<\/b> and specifies <b>every level<\/b> down to the file. It identifies the file unambiguously from anywhere on the system.<br><br>\\n<b>The contrast<\/b><br>\\nA <b>relative path<\/b> is stated with reference to the <b>current folder<\/b> \u2014 \\\"2026\\\\list.xlsx\\\" means something different depending on where you are standing.<br><br>\\n<b>Why it matters for institutional records<\/b><br>\\nA consistent folder structure with meaningful absolute paths is what makes a record <b>retrievable ten years later<\/b>. <b>A file that cannot be found has not been saved in any sense that matters<\/b> \u2014 and under the RTI Act, a file that cannot be found is information denied.<br><br><b>Reference:<\/b> \u00a72.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 51,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"File compression is used chiefly to:\",\r\n    \"options\": [\r\n      \"Reduce file size for storage and transfer\",\r\n      \"Encrypt the contents\",\r\n      \"Change the file format\",\r\n      \"Improve file quality\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Reduce file size for storage and transfer<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nCompression <b>reduces file size<\/b>, which saves storage and shortens transfer time. <b>ZIP<\/b> is the common format.<br><br>\\n<b>The second benefit, often the more useful one<\/b><br>\\nCompression also <b>bundles many files into one<\/b>. Forty photographs become a single attachment \u2014 which is why an attachment limit is frequently met by zipping rather than by any reduction in size.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Improve quality<\/b> \u2014 lossy compression <i>reduces<\/i> quality; lossless preserves it. Neither improves it.<br>\\n<b>Encrypt the contents<\/b> \u2014 ZIP can add a password, but that is a separate feature.<br>\\n<b>Change the format<\/b> \u2014 compression preserves the files inside unchanged.<br><br><b>Reference:<\/b> \u00a72.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 52,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Consider the following statements about software updates:\\n1. Security patches close weaknesses that are already known to attackers.\\n2. WannaCry spread through a flaw for which no patch existed.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Security patches close weaknesses that are already known to attackers.<\/b> Publication of a patch is itself a signal \u2014 it tells the world what the weakness was, so unpatched machines become <i>more<\/i> exposed once a fix exists.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>WannaCry did not spread through a flaw for which no patch existed.<\/b> A patch had already been released. The machines that fell were those that <b>had not installed it<\/b>.<br><br>\\n<b>Why this is the most important lesson in the chapter<\/b><br>\\nIt makes patching the single most consequential routine control a school has \u2014 <b>the least glamorous and among the most effective<\/b>.<br><br><b>Reference:<\/b> \u00a72.7, \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 53,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Which of the following is a mobile operating system?\",\r\n    \"options\": [\r\n      \"Ubuntu\",\r\n      \"Android\",\r\n      \"Windows Server\",\r\n      \"BOSS\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Android<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Android<\/b> and <b>iOS<\/b> are the two dominant mobile operating systems. Android is built on a <b>Linux kernel<\/b>, which is why it appears in questions about open source as well.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Ubuntu<\/b> \u2014 a desktop and server Linux distribution.<br>\\n<b>Windows Server<\/b> \u2014 a server operating system.<br>\\n<b>BOSS<\/b> \u2014 the Indian GNU\/Linux distribution from C-DAC, for desktops and school laboratories.<br><br>\\n<b>The accessibility link<\/b><br>\\nAndroid carries <b>TalkBack<\/b> and iOS carries <b>VoiceOver<\/b> \u2014 screen readers <b>already installed and free<\/b> on the devices in most schools. The barrier is not cost but knowing they exist.<br><br><b>Reference:<\/b> \u00a72.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 54,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Defragmentation of a hard disk:\",\r\n    \"options\": [\r\n      \"Increases the disk capacity\",\r\n      \"Deletes unnecessary files\",\r\n      \"Rearranges fragmented data so that files are stored contiguously\",\r\n      \"Encrypts the disk\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Rearranges fragmented data so that files are stored contiguously<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nOver time a file becomes scattered across the disk in pieces. Defragmentation <b>gathers those pieces together<\/b>, so the read head travels less and performance improves.<br><br>\\n<b>The critical exception<\/b><br>\\n<b>It is neither necessary nor advisable on a solid state drive.<\/b> An SSD has no moving head, so contiguity gains nothing \u2014 and the extra writing <b>shortens the drive's life<\/b>. Running a defragmenter on an SSD does harm for no benefit.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nDefragmentation <b>deletes nothing<\/b> (that is Disk Cleanup), encrypts nothing, and adds no capacity.<br><br><b>Reference:<\/b> \u00a72.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 55,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"In most operating systems, a folder within another folder is called a:\",\r\n    \"options\": [\r\n      \"Parent folder\",\r\n      \"Shortcut\",\r\n      \"Root folder\",\r\n      \"Subfolder or subdirectory\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Subfolder or subdirectory<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA folder contained within another is a <b>subfolder<\/b> \u2014 or, in older terminology, a <b>subdirectory<\/b>. The containing folder is its <b>parent<\/b>; the topmost level of the drive is the <b>root<\/b>.<br><br>\\n<b>Why the structure matters institutionally<\/b><br>\\nA <b>logical folder structure<\/b>, agreed and used consistently, is what makes a school's records <b>retrievable years later<\/b> \u2014 long after the clerk who filed them has moved on. Nesting by year, then by category, is the usual pattern.<br><br>\\n<b>The counterpart discipline<\/b><br>\\nA <b>naming convention<\/b>. \\\"Final\\\", \\\"final2\\\" and \\\"final_latest\\\" in one folder is a naming failure that no structure can repair.<br><br><b>Reference:<\/b> \u00a72.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 56,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"All of the following are examples of operating systems EXCEPT:\",\r\n    \"options\": [\r\n      \"Oracle\",\r\n      \"Windows\",\r\n      \"Linux\",\r\n      \"macOS\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Oracle<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Oracle<\/b> is a <b>database management system<\/b> \u2014 software for storing, querying and managing structured data. It runs <i>on<\/i> an operating system; it is not one.<br><br>\\n<b>Why the others qualify<\/b><br>\\n<b>Linux<\/b> \u2014 open source, the kernel behind Android and BOSS.<br>\\n<b>macOS<\/b> \u2014 Apple's desktop system.<br>\\n<b>Windows<\/b> \u2014 the most widely used desktop system.<br><br>\\n<b>The category test<\/b><br>\\nAn operating system <b>manages the hardware and hosts other software<\/b>. If a program needs an operating system underneath it to run, it is not one. By that test Oracle, like MS Word or Tally, is an application.<br><br><b>Reference:<\/b> \u00a72.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 57,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Multitasking in an operating system refers to:\",\r\n    \"options\": [\r\n      \"Several users sharing one machine\",\r\n      \"Several programs running apparently at the same time\",\r\n      \"One program using several processors\",\r\n      \"Copying several files at once\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Several programs running apparently at the same time<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nMultitasking means the operating system switches between programs so rapidly that they <b>appear<\/b> to run simultaneously. On a single processor core they do not truly run at once \u2014 the word <b>apparently<\/b> is doing real work in the definition.<br><br>\\n<b>The three terms offered together<\/b><br>\\n<b>Multitasking<\/b> \u2014 several <b>programs<\/b>.<br>\\n<b>Multi-user<\/b> \u2014 several <b>users<\/b> sharing one machine.<br>\\n<b>Multiprocessing<\/b> \u2014 several <b>processors<\/b> in one machine.<br><br>\\n<b>Why they are confused<\/b><br>\\nAll three begin with \\\"multi\\\" and all three describe concurrency of a kind. The distinguishing question is <b>concurrency of what<\/b> \u2014 programs, people, or processors.<br><br><b>Reference:<\/b> \u00a72.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 58,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"The part of the operating system that is loaded into memory first and remains there is the:\",\r\n    \"options\": [\r\n      \"Loader\",\r\n      \"Shell\",\r\n      \"Kernel\",\r\n      \"Driver\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Kernel<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>kernel<\/b> is the core of the operating system. It is <b>loaded first and stays resident in memory<\/b>, managing processes, memory and devices for as long as the machine runs.<br><br>\\n<b>The layer above it<\/b><br>\\nThe <b>shell<\/b> is the outer layer through which the user issues commands \u2014 a command line, or a graphical interface. The shell can be replaced; the kernel cannot.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Driver<\/b> \u2014 lets the kernel communicate with a specific device; loaded as needed.<br>\\n<b>Loader<\/b> \u2014 brings a program into memory to run, then its work is done.<br><br>\\n<b>Remember:<\/b> <b>kernel at the centre, shell at the edge.<\/b><br><br><b>Reference:<\/b> \u00a72.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 59,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A head of institution wants examination records to remain retrievable ten years hence. The soundest practice is to:\",\r\n    \"options\": [\r\n      \"Email all files to himself\",\r\n      \"Store everything on a single pen drive\",\r\n      \"Keep everything on one desktop\",\r\n      \"Adopt a consistent folder structure and naming convention, with backups per the 3-2-1 rule\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Adopt a consistent folder structure and naming convention, with backups per the 3-2-1 rule<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nRetrievability depends on <b>structure and naming as much as on the existence of a copy<\/b>. A backup nobody can navigate is not much better than no backup. The combination needed is: a <b>logical folder structure<\/b>, an agreed <b>naming convention<\/b>, and <b>3 copies, 2 media, 1 offsite<\/b>.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>One desktop<\/b> \u2014 a single point of failure, and the machine will not exist in ten years.<br>\\n<b>Emailing files to oneself<\/b> \u2014 no structure, and dependent on an account that may be closed.<br>\\n<b>A single pen drive<\/b> \u2014 the least reliable medium in common use.<br><br>\\n<b>The principle:<\/b> <b>a file that cannot be found has not been saved.<\/b><br><br><b>Reference:<\/b> \u00a72.4, \u00a72.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 60,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Virtual memory allows a computer to:\",\r\n    \"options\": [\r\n      \"Use part of the hard disk as though it were RAM\",\r\n      \"Store files permanently\",\r\n      \"Run without an operating system\",\r\n      \"Increase the physical RAM\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Use part of the hard disk as though it were RAM<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nWhen physical RAM is exhausted, the operating system moves inactive <b>pages out to disk<\/b>, freeing RAM for what is active. The disk area used is variously called the page file or swap space.<br><br>\\n<b>What it costs<\/b><br>\\n<b>Speed.<\/b> Disk access is orders of magnitude slower than RAM, so a machine relying heavily on virtual memory becomes noticeably sluggish \u2014 the familiar symptom of too little RAM for the work being attempted.<br><br>\\n<b>What it does not do<\/b><br>\\nIt does <b>not increase physical RAM<\/b>. It borrows slow storage to stand in for fast storage, which permits <b>larger workloads at the cost of speed<\/b>.<br><br><b>Reference:<\/b> \u00a72.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 61,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Which of the following file formats preserves layout and appears identical on every device?\",\r\n    \"options\": [\r\n      \".txt\",\r\n      \".pdf\",\r\n      \".rtf\",\r\n      \".docx\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) .pdf<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Portable Document Format<\/b> fixes the layout, embedding fonts and positions so the document <b>appears identical everywhere<\/b>. This is why circulars, notices and certificates are issued as PDF.<br><br>\\n<b>The critical qualification<\/b><br>\\nIt must be a <b>text-based PDF, not a scan<\/b>. A scanned page saved as PDF contains <b>only pixels<\/b> \u2014 no searchable text, no copyable content, and <b>nothing a screen reader can announce but \\\"graphic\\\"<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>.docx<\/b> and <b>.rtf<\/b> \u2014 reflow according to the fonts and settings on the reader's machine.<br>\\n<b>.txt<\/b> \u2014 plain text with no layout at all.<br><br><b>Reference:<\/b> \u00a72.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 62,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A read-only file is one that:\",\r\n    \"options\": [\r\n      \"Is stored on ROM\",\r\n      \"Cannot be opened\",\r\n      \"Can be opened but not modified or deleted without changing its attribute\",\r\n      \"Can only be printed\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Can be opened but not modified or deleted without changing its attribute<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Read-only<\/b> is a <b>file attribute<\/b>. The file opens normally and can be read and copied, but not overwritten or deleted until the attribute is cleared.<br><br>\\n<b>The other attributes<\/b><br>\\n<b>Hidden<\/b> \u2014 not shown in ordinary listings.<br>\\n<b>System<\/b> \u2014 required by the operating system.<br>\\n<b>Archive<\/b> \u2014 marks a file as changed since the last backup, which is how <b>incremental backups<\/b> know what to copy.<br><br>\\n<b>What read-only is not<\/b><br>\\nIt is <b>not security<\/b>. Anyone who can change the attribute can change the file. Genuine protection requires <b>permissions<\/b> on a user account, which is the principle of least privilege.<br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 63,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"The Recycle Bin in Windows:\",\r\n    \"options\": [\r\n      \"Compresses deleted files\",\r\n      \"Backs up files automatically\",\r\n      \"Permanently erases files immediately\",\r\n      \"Holds deleted files until it is emptied\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Holds deleted files until it is emptied<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA deleted file is <b>moved<\/b> to the Recycle Bin, not erased. It <b>still occupies disk space<\/b> and can be restored to its original location at any time until the Bin is emptied.<br><br>\\n<b>Why this matters in an office<\/b><br>\\nEmptying the Bin does not free as much space as expected if it was never emptied before \u2014 and, conversely, a file believed deleted for confidentiality reasons <b>may still be present and recoverable<\/b>.<br><br>\\n<b>The bypass<\/b><br>\\n<b>Shift + Delete<\/b> removes a file without sending it to the Bin, with <b>no recovery step<\/b>. Recovery afterwards needs specialised software and is never guaranteed.<br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 64,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Ctrl + C<\/td><td>1. Cut<\/td><\/tr><tr><td>B. Ctrl + X<\/td><td>2. Copy<\/td><\/tr><tr><td>C. Ctrl + V<\/td><td>3. Undo<\/td><\/tr><tr><td>D. Ctrl + Z<\/td><td>4. Paste<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-1, B-2, C-3, D-4\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-4, B-2, C-3, D-1<\/b><br><br>\\n<b>The four universal shortcuts<\/b><br>\\n<b>Ctrl + C<\/b> \u2014 <b>Copy<\/b>. Leaves the original in place.<br>\\n<b>Ctrl + X<\/b> \u2014 <b>Cut<\/b>. Removes the original once pasted.<br>\\n<b>Ctrl + V<\/b> \u2014 <b>Paste<\/b>.<br>\\n<b>Ctrl + Z<\/b> \u2014 <b>Undo<\/b>. Reverses the last action; <b>Ctrl + Y<\/b> redoes it.<br><br>\\n<b>Why these four in particular are examined<\/b><br>\\nThey are <b>universal across applications and operating systems<\/b> \u2014 the same keys work in a word processor, a spreadsheet, a browser and a file manager. Almost no other shortcut is so consistent.<br><br>\\n<b>The exception worth knowing<\/b><br>\\nIn a word processor, <b>Ctrl + Shift + C<\/b> and <b>Ctrl + Shift + V<\/b> copy and paste <b>formatting<\/b> rather than content.<br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 65,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Alt + Tab is used to:\",\r\n    \"options\": [\r\n      \"Close a window\",\r\n      \"Switch between open windows\",\r\n      \"Open a new tab\",\r\n      \"Minimise all windows\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Switch between open windows<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Alt + Tab<\/b> cycles between <b>open applications<\/b>. Holding Alt and pressing Tab repeatedly moves through the list; releasing Alt selects.<br><br>\\n<b>The neighbouring shortcut<\/b><br>\\n<b>Ctrl + Tab<\/b> moves between <b>tabs within one application<\/b> \u2014 browser tabs, or worksheets in some programs. The distinction is <b>between applications<\/b> against <b>within one<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Alt + F4<\/b> closes a window. <b>Ctrl + T<\/b> opens a new browser tab. <b>Windows + D<\/b> minimises everything to show the desktop.<br><br>\\n<b>Remember:<\/b> <b>Alt for applications, Ctrl for tabs.<\/b><br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 66,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Ctrl + Shift + Esc opens:\",\r\n    \"options\": [\r\n      \"File Explorer\",\r\n      \"The Control Panel\",\r\n      \"The Task Manager\",\r\n      \"The Start menu\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The Task Manager<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + Shift + Esc<\/b> opens the Task Manager directly. It shows <b>running processes and resource use<\/b>, and permits an unresponsive program to be ended without restarting the machine.<br><br>\\n<b>Why it is worth knowing in an office<\/b><br>\\nWhen an application freezes, the alternative is a hard restart \u2014 which <b>loses everything unsaved in every other open program<\/b>. Ending one process saves the rest.<br><br>\\n<b>The older route<\/b><br>\\n<b>Ctrl + Alt + Delete<\/b> reaches a security screen from which Task Manager is one option. The three-key shortcut goes straight there.<br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 67,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Consider the following statements about disk formatting:\\n1. Formatting prepares a storage device for use by creating a file system.\\n2. Formatting recovers deleted files.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Formatting prepares a storage device for use by creating a file system<\/b> \u2014 the structure by which the operating system tracks where files begin and end.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nFormatting <b>erases rather than recovers<\/b>. It is the opposite of recovery. Retrieving deleted files requires <b>specialised software<\/b>, is <b>never guaranteed<\/b>, and becomes less likely the more the drive is used afterwards.<br><br>\\n<b>The practical warning<\/b><br>\\nA prompt offering to format a drive that will not open should be treated with great care \u2014 accepting it destroys any prospect of recovering what was on it.<br><br><b>Reference:<\/b> \u00a72.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 68,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A driver, in the context of an operating system, is:\",\r\n    \"options\": [\r\n      \"A type of virus\",\r\n      \"A file compression utility\",\r\n      \"A person who operates the computer\",\r\n      \"Software that enables the OS to communicate with a hardware device\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Software that enables the OS to communicate with a hardware device<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>driver<\/b> translates between the operating system's general instructions and the specific commands a particular device understands. It is <b>system software<\/b>, not an application.<br><br>\\n<b>Why it matters practically<\/b><br>\\n<b>Without the appropriate driver a printer or scanner is not recognised, however sound the hardware.<\/b> The commonest cause of \\\"the printer has stopped working\\\" after an update is a driver that no longer matches.<br><br>\\n<b>The related term<\/b><br>\\n<b>Plug and play<\/b> \u2014 a device the operating system <b>recognises and configures automatically on connection<\/b>, because it can locate and load the driver without help.<br><br><b>Reference:<\/b> \u00a72.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 69,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Booting refers to:\",\r\n    \"options\": [\r\n      \"The process of starting the computer and loading the operating system\",\r\n      \"Installing new software\",\r\n      \"Cleaning temporary files\",\r\n      \"Shutting down the computer\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The process of starting the computer and loading the operating system<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nBooting is the sequence from power-on to a usable system: the <b>BIOS<\/b> runs its self-test, initialises the hardware, and <b>hands control to the operating system<\/b>, whose <b>kernel<\/b> then loads into memory.<br><br>\\n<b>The two kinds<\/b><br>\\n<b>Cold boot<\/b> \u2014 starting from power-off.<br>\\n<b>Warm boot<\/b> \u2014 restarting a machine already running, which skips some hardware checks.<br><br>\\n<b>Why the word<\/b><br>\\nFrom \\\"pulling oneself up by one's bootstraps\\\" \u2014 the machine must start itself using code already present, since nothing can be loaded from disk until the system that reads the disk is running.<br><br><b>Reference:<\/b> \u00a72.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 70,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A teacher must send a folder of forty photographs by email but the attachment limit is exceeded. The most appropriate step is to:\",\r\n    \"options\": [\r\n      \"Send forty separate emails\",\r\n      \"Compress the folder into a ZIP archive or share a cloud link\",\r\n      \"Reduce each photograph to one pixel\",\r\n      \"Ask for the limit to be raised\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Compress the folder into a ZIP archive or share a cloud link<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nCompression does two things at once: it <b>reduces total size<\/b> and, more usefully here, it <b>bundles forty files into one attachment<\/b>. Where the total still exceeds the limit \u2014 commonly about <b>25 MB<\/b> \u2014 a <b>cloud link with appropriate sharing permissions<\/b> is the standard remedy.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Forty separate emails<\/b> \u2014 unusable for the recipient and likely to be filtered as spam.<br>\\n<b>Reducing each photograph to one pixel<\/b> \u2014 destroys the content.<br>\\n<b>Asking for the limit to be raised<\/b> \u2014 the limit is set by the provider.<br><br>\\n<b>The caution on cloud links<\/b><br>\\nCheck the <b>sharing setting<\/b>. \\\"Anyone with the link\\\" on a folder of pupil photographs is a disclosure.<br><br><b>Reference:<\/b> \u00a72.7, \u00a77.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 71,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Which of the following is an open-source operating system?\",\r\n    \"options\": [\r\n      \"Windows 11\",\r\n      \"macOS\",\r\n      \"Linux\",\r\n      \"iOS\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Linux<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Linux<\/b> is released under a free and open-source licence, so its <b>source code may be inspected, modified and redistributed<\/b>. That property is what allows others to build on it.<br><br>\\n<b>What has been built on it<\/b><br>\\n<b>BOSS<\/b>, the Indian distribution from C-DAC, and its education variant <b>EduBOSS<\/b>. <b>Android<\/b> is built on a Linux kernel.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Windows 11<\/b>, <b>macOS<\/b> and <b>iOS<\/b> are all <b>proprietary<\/b>. Some are supplied free with hardware, but free of charge is not open source \u2014 the test is <b>rights, not price<\/b>.<br><br><b>Reference:<\/b> \u00a72.3, \u00a71.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 72,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Which of the following is NOT a valid file naming practice for institutional records?\",\r\n    \"options\": [\r\n      \"Naming the file by its content rather than \\\"final2\\\"\",\r\n      \"Including the year in the name\",\r\n      \"Using a consistent convention across the office\",\r\n      \"Using special characters such as \\\\ \/ : * ? in the name\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Using special characters such as \\\\ \/ : * ? in the name<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nThose characters are <b>reserved by the file system<\/b> \u2014 the slash separates path elements, the colon marks a drive, the asterisk and question mark are wildcards. They are <b>not permitted in file names<\/b>, and a file transferred between systems may be renamed or refused.<br><br>\\n<b>Why the others are sound practice<\/b><br>\\n<b>Including the year<\/b> \u2014 makes chronological sorting work.<br>\\n<b>A consistent convention across the office<\/b> \u2014 so that anyone can find anything.<br>\\n<b>Naming by content rather than \\\"final2\\\"<\/b> \u2014 the \\\"final, final2, final_latest\\\" pattern is a naming failure that no folder structure repairs.<br><br>\\n<b>The test:<\/b> <b>could a colleague find this file in five years without asking you?<\/b><br><br><b>Reference:<\/b> \u00a72.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 73,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Cloud storage services such as Google Drive primarily provide:\",\r\n    \"options\": [\r\n      \"Storage accessible over the internet from any device\",\r\n      \"Antivirus protection\",\r\n      \"Increased RAM\",\r\n      \"Faster processing\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Storage accessible over the internet from any device<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nCloud storage provides <b>storage reachable over the network from any device<\/b>, with the provider managing the hardware. In the classification of Chapter 12 this is <b>SaaS<\/b> \u2014 ready software delivered over the network.<br><br>\\n<b>The warning that must accompany it<\/b><br>\\n<b>Synchronisation is not backup.<\/b> A file deleted on one device is <b>deleted everywhere<\/b>, because faithful propagation is precisely what synchronisation is for. Sync gives <b>availability<\/b>; only a backup gives <b>protection<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nCloud storage does not speed up processing, provide antivirus, or add RAM.<br><br><b>Reference:<\/b> \u00a72.8, \u00a712.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 74,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"An incremental backup copies:\",\r\n    \"options\": [\r\n      \"All data every time\",\r\n      \"Only the data changed since the last backup of any kind\",\r\n      \"Only the data changed since the last full backup\",\r\n      \"Only system files\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Only the data changed since the last backup of any kind<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>incremental<\/b> backup copies what has changed since <b>the last backup of any kind<\/b> \u2014 full or incremental. It is therefore the <b>fastest to take and the smallest<\/b>.<br><br>\\n<b>The distinction that is tested<\/b><br>\\nA <b>differential<\/b> backup copies everything changed since the last <b>full<\/b> backup. It grows larger each day but is <b>faster to restore<\/b> \u2014 you need only the full backup and the latest differential.<br><br>\\n<b>The trade-off<\/b><br>\\n<b>Incremental: quick to take, slow to restore<\/b> (you need the full backup and every increment since). <b>Differential: slower to take, quick to restore.<\/b><br><br>\\n<b>Remember:<\/b> incremental looks back to <b>any<\/b> backup; differential looks back to the <b>full<\/b> one.<br><br><b>Reference:<\/b> \u00a72.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 75,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"The file system commonly used by modern Windows installations is:\",\r\n    \"options\": [\r\n      \"HFS+\",\r\n      \"FAT16\",\r\n      \"NTFS\",\r\n      \"ext4\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) NTFS<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>NTFS<\/b> \u2014 the New Technology File System \u2014 is standard on modern Windows. It supports <b>permissions, encryption, journaling and very large files<\/b>, none of which the older FAT systems handled.<br><br>\\n<b>Why permissions matter here<\/b><br>\\nNTFS permissions are what make the <b>principle of least privilege<\/b> enforceable on a shared office machine \u2014 a clerk can be given access to admission records and denied access to salary files.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>FAT16<\/b> \u2014 obsolete, with severe size limits.<br>\\n<b>ext4<\/b> \u2014 the common Linux file system.<br>\\n<b>HFS+<\/b> \u2014 older macOS, since replaced by APFS.<br><br><b>Reference:<\/b> \u00a72.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 76,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A shortcut on the desktop:\",\r\n    \"options\": [\r\n      \"Compresses the original file\",\r\n      \"Encrypts the original file\",\r\n      \"Is a second copy of the file\",\r\n      \"Is a pointer to a file stored elsewhere\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Is a pointer to a file stored elsewhere<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA shortcut is a <b>small file containing the path to another file<\/b>. It is a signpost, not a copy \u2014 which is why a desktop full of shortcuts occupies almost no space.<br><br>\\n<b>The consequence that prevents alarm<\/b><br>\\n<b>Deleting a shortcut does not delete the file it points to.<\/b> Conversely, moving or renaming the target <b>breaks the shortcut<\/b>, though the file itself is untouched.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA shortcut is <b>not a second copy<\/b> \u2014 editing through it edits the original. It neither compresses nor encrypts anything.<br><br>\\n<b>The office implication:<\/b> backing up shortcuts backs up <b>nothing<\/b>. The target must be included.<br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 77,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Consider the following statements:\\n1. A user account with administrator rights can install software system-wide.\\n2. Working routinely with a standard account reduces the damage a malicious program can do.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nAn <b>administrator account can install software system-wide<\/b>, alter system settings and change other users' permissions.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Working routinely with a standard account reduces the damage a malicious program can do<\/b>, because the program inherits the rights of the user who ran it.<br><br>\\n<b>The principle<\/b><br>\\nThis is <b>least privilege<\/b>: give each user <b>only the access their duty requires<\/b>. Its practical force is considerable \u2014 <b>a machine used without administrator rights cannot install malware even if a wrong link is clicked<\/b>.<br><br>\\n<b>The office application<\/b><br>\\nClerks handling admission records need standard accounts, not administrator accounts, and each needs their <b>own<\/b>.<br><br><b>Reference:<\/b> \u00a72.2, \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 78,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Which utility removes temporary files to free disk space?\",\r\n    \"options\": [\r\n      \"Disk Cleanup\",\r\n      \"Task Scheduler\",\r\n      \"Device Manager\",\r\n      \"Disk Defragmenter\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Disk Cleanup<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Disk Cleanup<\/b> deletes what is no longer needed \u2014 temporary files, cached installers, thumbnails and the contents of the Recycle Bin.<br><br>\\n<b>The neighbouring utility, often confused<\/b><br>\\n<b>Disk Defragmenter<\/b> <b>rearranges<\/b> data so files are stored contiguously. It <b>deletes nothing<\/b>. The pair is offered together because both are described loosely as \\\"cleaning up the disk\\\", though one removes and the other reorganises.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Task Scheduler<\/b> \u2014 runs programs automatically at set times.<br>\\n<b>Device Manager<\/b> \u2014 manages hardware and drivers.<br><br>\\n<b>Remember:<\/b> <b>Cleanup removes; Defragmenter rearranges.<\/b><br><br><b>Reference:<\/b> \u00a72.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 79,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"The term \\\"plug and play\\\" refers to a device that:\",\r\n    \"options\": [\r\n      \"Requires manual configuration\",\r\n      \"Is recognised and configured by the operating system automatically on connection\",\r\n      \"Works only with one brand of computer\",\r\n      \"Needs no power supply\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Is recognised and configured by the operating system automatically on connection<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA plug and play device is <b>recognised and configured automatically<\/b> when connected. The operating system identifies it, <b>locates and loads the appropriate driver<\/b>, and makes it available \u2014 without the user configuring anything.<br><br>\\n<b>What it replaced<\/b><br>\\nManual installation from a supplied disk, and in earlier systems the setting of hardware switches. The improvement in usability was considerable.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nRequiring manual configuration is the <b>opposite<\/b> of plug and play. Brand restriction and power supply have no bearing on the term.<br><br>\\n<b>The residual caution<\/b><br>\\nAutomatic recognition applies to <b>any<\/b> device plugged in \u2014 including an infected USB drive left to be found, which is the <b>baiting<\/b> attack of Chapter 8.<br><br><b>Reference:<\/b> \u00a72.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 80,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"F2 in Windows File Explorer is used to:\",\r\n    \"options\": [\r\n      \"Refresh the window\",\r\n      \"Delete a file\",\r\n      \"Rename the selected item\",\r\n      \"Open a file\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Rename the selected item<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>F2<\/b> puts the selected file or folder into rename mode, with the name selected ready to be typed over.<br><br>\\n<b>The other function keys worth knowing<\/b><br>\\n<b>F5<\/b> \u2014 refresh a window or a web page; also <b>start a slide show from the first slide<\/b>.<br>\\n<b>F1<\/b> \u2014 help, almost universally.<br>\\n<b>F4<\/b> \u2014 in a spreadsheet, <b>cycles a reference between relative, absolute and mixed<\/b>.<br>\\n<b>F11<\/b> \u2014 full screen in a browser; <b>a chart on a new sheet<\/b> in a spreadsheet.<br><br>\\n<b>Why these appear so often<\/b><br>\\nSingle-key shortcuts are easy to set and easy to confuse, which makes them reliable examination material.<br><br><b>Reference:<\/b> \u00a72.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 81,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"An office computer holding admission records is shared by four clerks. The soundest arrangement is:\",\r\n    \"options\": [\r\n      \"No password at all during working hours\",\r\n      \"Administrator rights for everyone\",\r\n      \"One shared login for convenience\",\r\n      \"A separate account for each clerk with appropriate permissions\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A separate account for each clerk with appropriate permissions<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSeparate accounts do two things. They allow <b>permissions to be set individually<\/b>, so each clerk reaches only what their duty requires \u2014 the principle of <b>least privilege<\/b>. And they create an <b>audit trail<\/b>: every action is attributable to a person.<br><br>\\n<b>Why a shared login is the worst option<\/b><br>\\n<b>It makes it impossible to attribute any act to any individual<\/b>, which defeats accountability and audit together. If a record is altered improperly, nobody can say who did it \u2014 and nobody can be cleared either.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nNo password at all invites anyone passing to open pupil records. Administrator rights for everyone removes every safeguard at once.<br><br><b>Reference:<\/b> \u00a72.2, \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 82,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Task Scheduler in an operating system is used to:\",\r\n    \"options\": [\r\n      \"Run programs or scripts automatically at set times\",\r\n      \"Manage printer queues\",\r\n      \"Allocate RAM\",\r\n      \"Arrange desktop icons\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Run programs or scripts automatically at set times<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTask Scheduler runs a program or script at a specified time or on a specified event, <b>without anyone present<\/b>.<br><br>\\n<b>Its most valuable use in a school<\/b><br>\\n<b>An automatic nightly backup.<\/b> A backup that depends on someone remembering to start it will eventually not happen \u2014 usually in the week it was most needed. Scheduling removes the dependence on memory.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nArranging desktop icons, managing printer queues and allocating RAM are handled elsewhere in the system.<br><br>\\n<b>The pairing to remember<\/b><br>\\n<b>Task Scheduler automates the backup; the 3-2-1 rule defines what the backup must satisfy.<\/b> Automation without the rule protects nothing.<br><br><b>Reference:<\/b> \u00a72.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 83,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"A clerk accidentally deletes a folder of admission records that is synchronised to a cloud service. The consequence is that:\",\r\n    \"options\": [\r\n      \"The cloud copy is unaffected and can be restored\",\r\n      \"The deletion is propagated to the cloud and to every synchronised device\",\r\n      \"The cloud automatically creates a backup first\",\r\n      \"The folder is moved to the cloud recycle area permanently\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The deletion is propagated to the cloud and to every synchronised device<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Synchronisation faithfully reproduces a deletion.<\/b> That is not a defect \u2014 it is the entire purpose of synchronisation, which exists to make every copy identical.<br><br>\\n<b>The distinction that must be held<\/b><br>\\n<b>Synchronisation gives availability. Only a backup gives protection.<\/b> A backup is a copy that <b>does not change when the original changes<\/b> \u2014 which is precisely what a synchronised folder is not.<br><br>\\n<b>What saves the records<\/b><br>\\nMany services keep deleted items for a limited period, so recovery may be possible if noticed quickly. But that is a courtesy of the provider, not a backup strategy. <b>The 3-2-1 rule, with one copy offline, is the answer.<\/b><br><br><b>Reference:<\/b> \u00a72.8, \u00a76.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 84,\r\n    \"chapter\": \"OPERATING SYSTEMS AND FILE MANAGEMENT\",\r\n    \"question\": \"Consider the following statements about backups:\\n1. A backup that completes without an error message is certainly restorable.\\n2. A test restore of one folder each term converts an assumption into a plan.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nA backup completing <b>without an error message is not certainly restorable<\/b>. <b>Media failure, incomplete file sets and corrupted archives all reveal themselves only at the moment of restore<\/b> \u2014 which is generally the worst possible moment to discover them.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>A test restore of one folder each term converts an assumption into a plan.<\/b> It takes minutes and is the only way to know that the arrangement works.<br><br>\\n<b>The wider point<\/b><br>\\nBackup is the control most often <b>configured and never verified<\/b>. An untested backup is a belief, not a safeguard \u2014 and beliefs are found out at exactly the wrong time.<br><br><b>Reference:<\/b> \u00a72.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 85,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"WYSIWYG stands for:\",\r\n    \"options\": [\r\n      \"What You Save Is What You Get\",\r\n      \"What You See Is What You Get\",\r\n      \"When You Start It Will Yield Graphics\",\r\n      \"What You Send Is What You Get\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) What You See Is What You Get<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>What You See Is What You Get.<\/b> The screen display corresponds to the printed result \u2014 what appears on the monitor is what emerges from the printer.<br><br>\\n<b>Why the term exists at all<\/b><br>\\nIt marks the break from <b>markup-based editors<\/b>, in which a writer typed codes and could not see the result until printing. WYSIWYG is <b>the defining property of a modern word processor<\/b>.<br><br>\\n<b>Its limits, worth knowing<\/b><br>\\nIt holds only if <b>fonts are available on both machines<\/b>. A presentation or document whose font is missing on the second computer reflows \u2014 which is why fonts are embedded, or common fonts used.<br><br><b>Reference:<\/b> \u00a73.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 86,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"The most efficient way to apply consistent formatting to all headings in a long document is to:\",\r\n    \"options\": [\r\n      \"Use bold and a larger font each time\",\r\n      \"Format each heading manually\",\r\n      \"Use heading styles\",\r\n      \"Copy and paste the first heading repeatedly\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Use heading styles<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>style<\/b> is a named bundle of formatting, <b>defined once and applied wherever needed<\/b>. Changing the style changes <b>every instance<\/b> at once \u2014 so a document of two hundred headings is reformatted in a single action.<br><br>\\n<b>What else styles make possible<\/b><br>\\nAn <b>automatic table of contents<\/b>, the <b>Navigation Pane<\/b>, and \u2014 most importantly \u2014 <b>accessibility<\/b>. A screen reader navigates a document by its heading structure, and only real styles create that structure.<br><br>\\n<b>Why the others fail<\/b><br>\\nFormatting each heading by hand, or copying and pasting, produces text that <i>looks<\/i> like a heading but carries <b>no structural meaning whatever<\/b>.<br><br><b>Reference:<\/b> \u00a73.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 87,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A table of contents can be generated automatically only if the document uses:\",\r\n    \"options\": [\r\n      \"Page breaks\",\r\n      \"Section numbering\",\r\n      \"Bold text for headings\",\r\n      \"Heading styles\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Heading styles<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe table of contents is a <b>field<\/b> that collects entries from <b>styled headings<\/b> and records their page numbers. Where no styles exist, there is nothing for it to collect.<br><br>\\n<b>The advantage over typing one<\/b><br>\\nThe field <b>updates page numbers when the document changes<\/b>. A typed contents page is wrong the moment a paragraph is inserted, and nobody notices until it is printed.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Bold text<\/b> \u2014 visually similar, structurally invisible.<br>\\n<b>Page breaks<\/b> and <b>section numbering<\/b> \u2014 organise the document but create no heading hierarchy.<br><br>\\n<b>The recurring lesson:<\/b> <b>appearance is not structure.<\/b><br><br><b>Reference:<\/b> \u00a73.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 88,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Mail merge is used to:\",\r\n    \"options\": [\r\n      \"Produce many personalised documents from one template and a data source\",\r\n      \"Merge cells in a table\",\r\n      \"Send email from a word processor\",\r\n      \"Combine two documents into one\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Produce many personalised documents from one template and a data source<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nMail merge combines a <b>main document<\/b> (the template, containing merge fields) with a <b>data source<\/b> (commonly a spreadsheet) to produce <b>many personalised documents<\/b> \u2014 each identical in wording but different in its merged values.<br><br>\\n<b>The classic school application<\/b><br>\\nA personalised letter, report card or certificate for every pupil, generated from a single list.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Combining two documents<\/b> \u2014 that is Insert or Compare.<br>\\n<b>Merging cells in a table<\/b> \u2014 an unrelated formatting operation.<br>\\n<b>Sending email<\/b> \u2014 mail merge can address email, but generating personalised documents is what it <i>is<\/i>.<br><br><b>Reference:<\/b> \u00a73.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 89,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Consider the following statements about mail merge:\\n1. It requires a main document and a data source.\\n2. The data source may be a spreadsheet.\\n3. Each generated document is identical.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nMail merge <b>requires a main document and a data source<\/b>. Neither alone will do: the template holds the wording, the source holds the values.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>The data source may be a spreadsheet<\/b> \u2014 indeed a spreadsheet is the commonest source, since a school already holds its lists that way.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nThe generated documents are <b>not identical<\/b>. <b>The whole purpose is that each differs in its merged fields<\/b> \u2014 name, class, roll number, marks. A merge producing identical documents has failed.<br><br>\\n<b>Remember:<\/b> template + data \u2192 <b>many documents, each different<\/b>.<br><br><b>Reference:<\/b> \u00a73.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 90,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Ctrl + Shift + C in a word processor copies:\",\r\n    \"options\": [\r\n      \"The selected text\",\r\n      \"The formatting of the selected text\",\r\n      \"The entire document\",\r\n      \"A screenshot\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The formatting of the selected text<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + Shift + C<\/b> copies <b>formatting<\/b> rather than content, and <b>Ctrl + Shift + V<\/b> applies it elsewhere. The pair is the keyboard equivalent of the <b>Format Painter<\/b>.<br><br>\\n<b>The contrast<\/b><br>\\nPlain <b>Ctrl + C<\/b> and <b>Ctrl + V<\/b> copy the <b>content<\/b>. Adding Shift shifts the operation from <i>what the text says<\/i> to <i>how it looks<\/i>.<br><br>\\n<b>Why it is worth knowing<\/b><br>\\nWhen formatting has been applied by hand across a document, this pair propagates it far faster than repeating the work. Though the better answer, as always, is to have used a <b>style<\/b> in the first place.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 91,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Header\/Footer<\/td><td>1. Text repeated at the top or bottom of every page<\/td><\/tr><tr><td>B. Footnote<\/td><td>2. A note collected at the end of the document<\/td><\/tr><tr><td>C. Endnote<\/td><td>3. A note at the bottom of the same page<\/td><\/tr><tr><td>D. Watermark<\/td><td>4. Faint text or image behind the content<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-1, B-2, C-3, D-4\",\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-3, B-2, C-1, D-4\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-1, B-3, C-2, D-4<\/b><br><br>\\n<b>The four page elements<\/b><br>\\n<b>Header<\/b> \u2014 text repeated at the <b>top of every page<\/b>: institution name, document title, page number.<br>\\n<b>Footnote<\/b> \u2014 a note at the <b>bottom of the same page<\/b> as its reference.<br>\\n<b>Endnote<\/b> \u2014 the same kind of note, but <b>collected at the end of the document<\/b>.<br>\\n<b>Watermark<\/b> \u2014 faint text or image <b>behind the content<\/b>: \\\"DRAFT\\\", \\\"CONFIDENTIAL\\\", a school crest.<br><br>\\n<b>The distinction most often tested<\/b><br>\\n<b>Footnote and endnote differ only in placement<\/b> \u2014 the same content, at the foot of the page or at the close of the document. A footer, by contrast, is repeated matter, not a note.<br><br><b>Reference:<\/b> \u00a73.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 92,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Track Changes in a word processor is used to:\",\r\n    \"options\": [\r\n      \"Track the document version number\",\r\n      \"Monitor who opened the file\",\r\n      \"Track the time spent editing\",\r\n      \"Record insertions and deletions so a reviewer can accept or reject them\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Record insertions and deletions so a reviewer can accept or reject them<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTrack Changes <b>records every insertion and deletion<\/b>, attributed to the reviewer who made it, so that each may be <b>accepted or rejected individually<\/b>.<br><br>\\n<b>Why it is the right tool for a circulated draft<\/b><br>\\nTwo teachers reviewing the same policy will otherwise overwrite one another. With Track Changes, <b>every alteration is attributed and reversible<\/b>, and the original remains recoverable until changes are accepted.<br><br>\\n<b>The caution<\/b><br>\\nTracked changes and comments <b>travel with the file<\/b>. A document sent externally without accepting or rejecting them discloses the whole internal argument \u2014 a common and embarrassing disclosure.<br><br><b>Reference:<\/b> \u00a73.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 93,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A page break inserted manually:\",\r\n    \"options\": [\r\n      \"Forces the following content to begin on a new page\",\r\n      \"Splits the document into two files\",\r\n      \"Changes the paper size\",\r\n      \"Deletes the remaining text\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Forces the following content to begin on a new page<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA manual page break <b>forces the following content onto a new page<\/b>, and holds that instruction regardless of what is edited above it.<br><br>\\n<b>The failure it prevents<\/b><br>\\nPressing <b>Enter repeatedly<\/b> to reach the next page appears to work, but the blank lines are ordinary paragraphs. <b>Add a sentence earlier in the document and every such break shifts<\/b>, and the layout collapses \u2014 usually discovered at the printer.<br><br>\\n<b>The related tool<\/b><br>\\nA <b>section break<\/b> does more: it allows <b>different page settings<\/b> \u2014 orientation, margins, headers \u2014 in different parts of one document. A page break changes only where the text resumes.<br><br><b>Reference:<\/b> \u00a73.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 94,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Which of the following is NOT a paragraph-level formatting attribute?\",\r\n    \"options\": [\r\n      \"Alignment\",\r\n      \"Font colour\",\r\n      \"Line spacing\",\r\n      \"Indentation\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Font colour<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Font colour applies to characters<\/b> \u2014 it can be set for a single letter. Paragraph attributes apply to the paragraph as a whole and cannot vary within it.<br><br>\\n<b>Why the others are paragraph-level<\/b><br>\\n<b>Line spacing<\/b>, <b>indentation<\/b> and <b>alignment<\/b> each govern the entire paragraph. You cannot centre half a paragraph.<br><br>\\n<b>The test to apply<\/b><br>\\nAsk whether the attribute <b>could sensibly differ between two words in the same paragraph<\/b>. Bold, italic, size and colour can \u2014 they are character-level. Alignment, spacing and indentation cannot \u2014 they are paragraph-level.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 95,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Justified alignment means the text is aligned:\",\r\n    \"options\": [\r\n      \"To the left margin only\",\r\n      \"To the right margin only\",\r\n      \"To both left and right margins\",\r\n      \"To the centre\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) To both left and right margins<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nJustified text is aligned to <b>both left and right margins<\/b>. The spacing between words is stretched to make each line reach the right edge.<br><br>\\n<b>The cost of that stretching<\/b><br>\\nIt creates <b>rivers of white space<\/b> \u2014 irregular vertical channels running down the page. For a pupil with <b>dyslexia<\/b> these materially impair tracking from one line to the next, which is why <b>\u00a714.5 recommends left alignment<\/b> in school documents.<br><br>\\n<b>The four alignments and their shortcuts<\/b><br>\\n<b>Ctrl + L<\/b> left \u00b7 <b>Ctrl + E<\/b> centre \u00b7 <b>Ctrl + R<\/b> right \u00b7 <b>Ctrl + J<\/b> justified.<br><br>\\n<b>The judgement:<\/b> justified looks tidier and reads worse.<br><br><b>Reference:<\/b> \u00a73.4, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 96,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"The Format Painter tool is used to:\",\r\n    \"options\": [\r\n      \"Change the page colour\",\r\n      \"Insert images\",\r\n      \"Draw shapes\",\r\n      \"Copy formatting from one selection and apply it to another\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Copy formatting from one selection and apply it to another<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe Format Painter <b>copies formatting from one selection and applies it to another<\/b> \u2014 font, size, colour, spacing and alignment together, without touching the content.<br><br>\\n<b>The trick worth knowing<\/b><br>\\n<b>Double-clicking it keeps it active<\/b> for repeated application until <b>Escape<\/b> is pressed. Single-clicking applies the formatting once and switches off.<br><br>\\n<b>Its keyboard equivalent<\/b><br>\\n<b>Ctrl + Shift + C<\/b> and <b>Ctrl + Shift + V<\/b>.<br><br>\\n<b>The better alternative<\/b><br>\\nIf the same formatting is being painted repeatedly, it should be a <b>style<\/b>. The Format Painter fixes instances; a style fixes the document.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 97,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A Principal must issue the same circular to 300 parents, each addressed by name. The most efficient method is:\",\r\n    \"options\": [\r\n      \"Mail merge with a spreadsheet of names\",\r\n      \"Sending one letter with all names listed\",\r\n      \"Photocopying a blank template\",\r\n      \"Typing 300 separate letters\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Mail merge with a spreadsheet of names<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Mail merge<\/b> generates 300 personalised letters from one template and one spreadsheet of names \u2014 the task for which the feature exists.<br><br>\\n<b>Why one of the wrong answers is dangerous, not merely inefficient<\/b><br>\\n<b>Sending one letter listing all the names<\/b> discloses <b>every parent to every other parent<\/b>. That is the data-protection failure of \u00a77.2, the same error as putting 400 addresses in the <b>To<\/b> field instead of <b>BCC<\/b> \u2014 and it cannot be undone once sent.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nTyping 300 letters wastes days; a blank photocopied template is not personalised at all.<br><br><b>Reference:<\/b> \u00a73.8, \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 98,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Which view displays a document exactly as it will appear when printed?\",\r\n    \"options\": [\r\n      \"Draft view\",\r\n      \"Print Layout view\",\r\n      \"Outline view\",\r\n      \"Web Layout view\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Print Layout view<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Print Layout view<\/b> shows margins, headers, footers, page breaks and images exactly as they will print. It is the default working view for precisely that reason.<br><br>\\n<b>The other views and their uses<\/b><br>\\n<b>Draft view<\/b> \u2014 text only, faster, hides images and page boundaries.<br>\\n<b>Outline view<\/b> \u2014 shows the <b>heading hierarchy<\/b>, and is the quickest way to restructure a long document by dragging sections. It works only where <b>styles<\/b> have been used.<br>\\n<b>Web Layout view<\/b> \u2014 shows the document as a web page, with text reflowing to the window.<br><br><b>Reference:<\/b> \u00a73.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 99,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Orphan and widow control in a word processor prevents:\",\r\n    \"options\": [\r\n      \"Tables from splitting\",\r\n      \"Spelling errors\",\r\n      \"A single line of a paragraph being left alone at the top or bottom of a page\",\r\n      \"Images from moving\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A single line of a paragraph being left alone at the top or bottom of a page<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>orphan<\/b> is the first line of a paragraph left alone at the <b>bottom<\/b> of a page; a <b>widow<\/b> is the last line left alone at the <b>top<\/b> of the next. The control prevents both by moving lines together.<br><br>\\n<b>Why it belongs in a syllabus<\/b><br>\\nIt is a <b>typographic refinement applied automatically<\/b> \u2014 it improves the appearance of every printed document without any manual adjustment, and most users never know it is working.<br><br>\\n<b>The level at which it operates<\/b><br>\\nIt is a <b>paragraph attribute<\/b>, set in paragraph settings alongside \\\"keep with next\\\" and \\\"keep lines together\\\".<br><br><b>Reference:<\/b> \u00a73.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 100,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A section break, as distinct from a page break, allows:\",\r\n    \"options\": [\r\n      \"Two documents to be merged\",\r\n      \"Automatic spell check\",\r\n      \"Text to be deleted\",\r\n      \"Different page settings such as orientation or headers in different parts of one document\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Different page settings such as orientation or headers in different parts of one document<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>section break<\/b> creates a division within which <b>page settings can differ<\/b> \u2014 orientation, margins, columns, headers and footers, and page numbering.<br><br>\\n<b>The practical case<\/b><br>\\nA single document can carry <b>portrait pages of text and one landscape page for a wide table<\/b>. Without section breaks that would require two files.<br><br>\\n<b>The contrast with a page break<\/b><br>\\nA <b>page break<\/b> only moves the following text to a new page. It changes <b>where<\/b> content sits, not <b>how the page is configured<\/b>.<br><br>\\n<b>Remember:<\/b> <b>page break moves text; section break changes settings.<\/b><br><br><b>Reference:<\/b> \u00a73.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 101,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Ctrl + F in a word processor opens:\",\r\n    \"options\": [\r\n      \"Find\",\r\n      \"File menu\",\r\n      \"Footer\",\r\n      \"Format options\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Find<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + F<\/b> opens <b>Find<\/b> \u2014 F for find, and the shortcut is near-universal across word processors, browsers, spreadsheets and file managers.<br><br>\\n<b>The companion shortcut<\/b><br>\\n<b>Ctrl + H<\/b> opens <b>Find and Replace<\/b>, which permits a systematic correction throughout a document \u2014 changing a misspelt name in 60 places in one action, rather than 60 times by eye.<br><br>\\n<b>The caution on Replace All<\/b><br>\\nReplacing \\\"form\\\" with \\\"format\\\" will also turn \\\"formal\\\" into \\\"formatal\\\". Where the risk exists, replace one at a time, or use \\\"Match whole word only\\\".<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 102,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Consider the following statements about a document saved as PDF:\\n1. Its layout appears identical on every device.\\n2. A PDF created by scanning a printed page contains searchable text.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA PDF's <b>layout appears identical on every device<\/b>, because fonts and positions are embedded. This is why circulars and certificates are issued in the format.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA PDF <b>created by scanning a printed page contains no searchable text<\/b> \u2014 only <b>pixels arranged to look like letters<\/b>. It cannot be searched, copied from, or read aloud.<br><br>\\n<b>The remedy<\/b><br>\\nRun <b>OCR<\/b> over it, which converts the image back into text. This is not merely a convenience: under the RPwD Act, information must be available in <b>accessible formats<\/b>, and a scan announces nothing to a screen reader but <b>\\\"graphic\\\"<\/b>.<br><br><b>Reference:<\/b> \u00a73.9, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 103,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"The gutter margin in page setup is:\",\r\n    \"options\": [\r\n      \"The space between columns\",\r\n      \"Extra space added to the binding side\",\r\n      \"The bottom margin\",\r\n      \"The space around an image\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Extra space added to the binding side<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>gutter<\/b> is extra space added to the <b>binding side<\/b> of the page, so that text is not swallowed in the fold when the document is bound or stapled.<br><br>\\n<b>Where it goes<\/b><br>\\nOn single-sided printing, always the left. On <b>mirror margins<\/b> for double-sided printing, it alternates \u2014 inside edge of each sheet.<br><br>\\n<b>Why it is added rather than substituted<\/b><br>\\nThe gutter is <b>added to the margin<\/b>, not taken from it. Setting a 2 cm margin and a 1 cm gutter gives 3 cm on the binding side.<br><br>\\n<b>The practical case:<\/b> a school magazine or a bound register.<br><br><b>Reference:<\/b> \u00a73.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 104,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A digital signature applied to a document establishes all of the following EXCEPT:\",\r\n    \"options\": [\r\n      \"Integrity of the document\",\r\n      \"Non-repudiation\",\r\n      \"Confidentiality of the content\",\r\n      \"Authentication of the signer\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Confidentiality of the content<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA digital signature <b>does not conceal the contents<\/b>. Anyone can read a signed document; the signature only proves things <i>about<\/i> it. <b>Concealment requires encryption of the document itself<\/b> \u2014 a separate operation.<br><br>\\n<b>What it does establish<\/b><br>\\n<b>Authentication<\/b> \u2014 the signer is who they claim to be.<br>\\n<b>Integrity<\/b> \u2014 the document has not changed since signing.<br>\\n<b>Non-repudiation<\/b> \u2014 the signer cannot later deny having signed.<br><br>\\n<b>How it works<\/b><br>\\nThe document is <b>hashed<\/b>, and the hash <b>encrypted with the signer's private key<\/b>. Verification decrypts it with the <b>public key<\/b> and compares.<br><br><b>Reference:<\/b> \u00a73.9, \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 105,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Ctrl + P is the shortcut for:\",\r\n    \"options\": [\r\n      \"Page setup\",\r\n      \"Preview\",\r\n      \"Paste\",\r\n      \"Print\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Print<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>P for Print<\/b> \u2014 universal across applications and operating systems. It opens the print dialogue rather than printing immediately, so settings can be checked.<br><br>\\n<b>The one it is confused with<\/b><br>\\n<b>Ctrl + V<\/b> is Paste. V was chosen because it sits beside C and X on the keyboard, not for any mnemonic reason \u2014 which is precisely why candidates reach for P.<br><br>\\n<b>The universal set worth holding<\/b><br>\\n<b>Ctrl + C<\/b> copy \u00b7 <b>Ctrl + X<\/b> cut \u00b7 <b>Ctrl + V<\/b> paste \u00b7 <b>Ctrl + Z<\/b> undo \u00b7 <b>Ctrl + Y<\/b> redo \u00b7 <b>Ctrl + S<\/b> save \u00b7 <b>Ctrl + P<\/b> print \u00b7 <b>Ctrl + F<\/b> find \u00b7 <b>Ctrl + A<\/b> select all.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 106,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Consider the following statements about styles in a word processor:\\n1. Modifying a style changes every paragraph to which it is applied.\\n2. Styles make automatic generation of a table of contents possible.\\n3. A style can control font, spacing and indentation together.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Modifying a style changes every paragraph to which it is applied<\/b> \u2014 which is the whole economy of styles.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nStyles make an <b>automatic table of contents<\/b> possible, because the field collects entries from styled headings.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nA style <b>controls font, spacing and indentation together<\/b> \u2014 it is a named bundle of formatting, not a single property.<br><br>\\n<b>The organising idea<\/b><br>\\n<b>Format once through a style; never repeat the work by hand.<\/b> And a fourth dividend not listed here: styles are what make a document <b>navigable by a screen reader<\/b>.<br><br><b>Reference:<\/b> \u00a73.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 107,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Ctrl + B<\/td><td>1. Italic<\/td><\/tr><tr><td>B. Ctrl + I<\/td><td>2. Centre alignment<\/td><\/tr><tr><td>C. Ctrl + U<\/td><td>3. Bold<\/td><\/tr><tr><td>D. Ctrl + E<\/td><td>4. Underline<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-4, B-3, C-2, D-1\",\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-3, B-2, C-4, D-1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-4, B-3, C-2, D-1<\/b><br><br>\\n<b>The four formatting shortcuts<\/b><br>\\n<b>Ctrl + B<\/b> \u2014 <b>Bold<\/b><br>\\n<b>Ctrl + I<\/b> \u2014 <b>Italic<\/b><br>\\n<b>Ctrl + U<\/b> \u2014 <b>Underline<\/b><br>\\n<b>Ctrl + E<\/b> \u2014 <b>Centre alignment<\/b><br><br>\\n<b>The alignment set in full<\/b><br>\\n<b>Ctrl + L<\/b> left \u00b7 <b>Ctrl + E<\/b> centre \u00b7 <b>Ctrl + R<\/b> right \u00b7 <b>Ctrl + J<\/b> justified. Note that <b>E<\/b>, not C, gives centre \u2014 because Ctrl + C is already Copy.<br><br>\\n<b>Why B, I and U are easy but E is not<\/b><br>\\nThe first three are mnemonic; the fourth is an accident of what was already taken. That is exactly why it is examined.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 108,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Which of the following will NOT keep a document accessible to a screen reader?\",\r\n    \"options\": [\r\n      \"Using built-in heading styles\",\r\n      \"Adding alternative text to images\",\r\n      \"Making headings by enlarging and bolding ordinary text\",\r\n      \"Marking table header rows\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Making headings by enlarging and bolding ordinary text<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Text made large and bold carries no structural meaning.<\/b> A screen reader treats it as <b>ordinary body text<\/b>, so it creates no navigation point \u2014 and the whole document must then be heard from the beginning to find one paragraph.<br><br>\\n<b>Why the others help<\/b><br>\\n<b>Built-in heading styles<\/b> \u2014 create the structure the reader navigates by.<br>\\n<b>Alternative text on images<\/b> \u2014 describes what the image conveys.<br>\\n<b>Marked table header rows<\/b> \u2014 cause the column name to be announced with each cell.<br><br>\\n<b>The single most valuable practice<\/b><br>\\nUsing <b>real heading styles<\/b> costs nothing and does more for accessibility than anything else a school can do.<br><br><b>Reference:<\/b> \u00a73.6, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 109,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A teacher wants a long circular to open with a clickable list of its sections. The prerequisite is that the document must:\",\r\n    \"options\": [\r\n      \"Be printed first\",\r\n      \"Contain no images\",\r\n      \"Be saved as PDF\",\r\n      \"Use heading styles throughout\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Use heading styles throughout<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA clickable contents list is generated by a <b>field that collects entries from styled headings<\/b>. Without styles there is nothing to collect, and no amount of formatting by hand will produce one.<br><br>\\n<b>Why the others do not help<\/b><br>\\n<b>Saving as PDF<\/b> \u2014 preserves whatever structure exists; it creates none.<br>\\n<b>Printing first<\/b> \u2014 irrelevant.<br>\\n<b>Containing no images<\/b> \u2014 unrelated.<br><br>\\n<b>The pattern across this chapter<\/b><br>\\nAutomatic contents, the Navigation Pane, Outline view and screen reader accessibility <b>all depend on the same thing<\/b>: real heading styles. One decision buys four benefits.<br><br><b>Reference:<\/b> \u00a73.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 110,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Which feature allows two documents to be compared side by side, showing differences?\",\r\n    \"options\": [\r\n      \"Compare\",\r\n      \"Mail Merge\",\r\n      \"Find and Replace\",\r\n      \"Track Changes\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Compare<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Compare<\/b> takes two versions and produces a <b>marked-up combination<\/b>, showing every difference as though it had been tracked.<br><br>\\n<b>When it is needed<\/b><br>\\nPrecisely when <b>Track Changes was not used<\/b> \u2014 a colleague returns an edited file with no record of what they altered. Compare reconstructs the record after the fact.<br><br>\\n<b>The related feature<\/b><br>\\n<b>Combine<\/b> merges revisions from several reviewers into one document.<br><br>\\n<b>The lesson for practice<\/b><br>\\nCirculating a draft <b>with Track Changes enabled<\/b> is better than reconstructing afterwards \u2014 but Compare exists because that advice is not always followed.<br><br><b>Reference:<\/b> \u00a73.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 111,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A bulleted list is most appropriate when the items are:\",\r\n    \"options\": [\r\n      \"Steps that must be followed in order\",\r\n      \"Of equal weight with no inherent sequence\",\r\n      \"Numerical values\",\r\n      \"Headings\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Of equal weight with no inherent sequence<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nBullets indicate items of <b>equal weight with no inherent sequence<\/b> \u2014 a set of considerations, a list of documents required, a group of features.<br><br>\\n<b>The contrast<\/b><br>\\n<b>Numbered lists imply sequence or priority.<\/b> Numbering steps that must be followed in order is right; numbering an unordered set falsely suggests that the first matters most or comes first.<br><br>\\n<b>Why this is a real distinction, not a stylistic preference<\/b><br>\\nA reader draws meaning from the marker. A numbered list of \\\"reasons\\\" invites the question of which reason is most important \u2014 a question the writer may not have meant to raise.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 112,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Consider the following statements about Track Changes:\\n1. It records insertions and deletions made by a reviewer.\\n2. Accepting all changes restores the original document.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nTrack Changes <b>records insertions and deletions made by a reviewer<\/b>, attributed and dated.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>Accepting all changes makes them permanent<\/b> \u2014 it does the opposite of restoring the original. It is <b>rejecting<\/b> them that restores the original text.<br><br>\\n<b>The confusion being tested<\/b><br>\\n\\\"Accept\\\" sounds like agreement with the document as it stands; it means <b>agreement with the alterations<\/b>. A reviewer who accepts all changes intending to discard them has done precisely the reverse of what they intended.<br><br>\\n<b>Remember:<\/b> <b>accept = keep the edit \u00b7 reject = keep the original.<\/b><br><br><b>Reference:<\/b> \u00a73.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 113,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"The Navigation Pane in a word processor is used to:\",\r\n    \"options\": [\r\n      \"Adjust line spacing\",\r\n      \"Change page margins\",\r\n      \"Move through a document by its heading structure\",\r\n      \"Insert page numbers\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Move through a document by its heading structure<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe Navigation Pane displays the <b>heading structure<\/b> as a clickable outline, and permits sections to be <b>jumped to or dragged into a new order<\/b>.<br><br>\\n<b>The condition<\/b><br>\\n<b>It works only where heading styles have been used.<\/b> A document formatted by hand shows an empty pane \u2014 another dividend forfeited by not using styles.<br><br>\\n<b>Why it matters for long documents<\/b><br>\\nA forty-page policy is unmanageable by scrolling. The pane turns it into a structure that can be surveyed at a glance and reorganised by dragging \u2014 the same capability, in a different form, that a screen reader user relies on.<br><br><b>Reference:<\/b> \u00a73.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 114,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Line spacing of 1.5 lines means the spacing is:\",\r\n    \"options\": [\r\n      \"1.5 points\",\r\n      \"Half of double spacing\",\r\n      \"1.5 centimetres\",\r\n      \"One and a half times the single line spacing\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) One and a half times the single line spacing<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nLine spacing is expressed as a <b>multiple of the single line height<\/b> for the font in use \u2014 so 1.5 lines is <b>one and a half times single spacing<\/b>. It is proportional, not absolute: increase the font size and the spacing grows with it.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>1.5 centimetres<\/b> and <b>1.5 points<\/b> are absolute measures, which line spacing is not.<br>\\n<b>Half of double spacing<\/b> \u2014 that would be single spacing.<br><br>\\n<b>The accessibility connection<\/b><br>\\n<b>Generous line spacing materially assists readers with dyslexia<\/b>, alongside adequate font size and left alignment. It is among the cheapest accessibility improvements available.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 115,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Header<\/td><td>1. Top of every page<\/td><\/tr><tr><td>B. Footer<\/td><td>2. Blank space around the text<\/td><\/tr><tr><td>C. Margin<\/td><td>3. Bottom of every page<\/td><\/tr><tr><td>D. Gutter<\/td><td>4. Extra space on the binding side<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-2, B-4, C-3, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-1, B-3, C-2, D-4<\/b><br><br>\\n<b>The four page elements<\/b><br>\\n<b>Header<\/b> \u2014 text repeated at the <b>top of every page<\/b>: institution name, document title, page number.<br>\\n<b>Footnote<\/b> \u2014 a note at the <b>bottom of the same page<\/b> as its reference.<br>\\n<b>Endnote<\/b> \u2014 the same kind of note, but <b>collected at the end of the document<\/b>.<br>\\n<b>Watermark<\/b> \u2014 faint text or image <b>behind the content<\/b>: \\\"DRAFT\\\", \\\"CONFIDENTIAL\\\", a school crest.<br><br>\\n<b>The distinction most often tested<\/b><br>\\n<b>Footnote and endnote differ only in placement<\/b> \u2014 the same content, at the foot of the page or at the close of the document. A footer, by contrast, is repeated matter, not a note.<br><br><b>Reference:<\/b> \u00a73.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 116,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"All of the following are character-level formatting EXCEPT:\",\r\n    \"options\": [\r\n      \"Font size\",\r\n      \"Alignment\",\r\n      \"Bold\",\r\n      \"Superscript\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Alignment<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Alignment applies to a whole paragraph.<\/b> You cannot centre one word and left-align the next within the same paragraph.<br><br>\\n<b>Why the others are character-level<\/b><br>\\n<b>Bold<\/b>, <b>superscript<\/b> and <b>font size<\/b> can each be applied to a single letter \u2014 H\u2082O and x\u00b2 are the everyday proof.<br><br>\\n<b>The reliable test<\/b><br>\\nAsk whether the attribute <b>could differ between two adjacent words<\/b>. If yes, it is character-level; if the whole paragraph must share it, it is paragraph-level.<br><br>\\n<b>The paragraph-level set:<\/b> alignment, line spacing, indentation, spacing before and after, and widow\/orphan control.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 117,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A template differs from an ordinary document in that it:\",\r\n    \"options\": [\r\n      \"Is always read-only\",\r\n      \"Cannot be edited\",\r\n      \"Serves as a pattern from which new documents are created\",\r\n      \"Contains no text\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Serves as a pattern from which new documents are created<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA template is a <b>pattern from which new documents are created<\/b>. Opening one produces a <b>fresh copy<\/b>, leaving the pattern intact \u2014 the same logic as <b>Save As<\/b>, built into the file type.<br><br>\\n<b>Why the protection matters<\/b><br>\\nWithout it, a clerk opening the school's letterhead template, typing a letter and pressing <b>Save<\/b> would <b>destroy the template<\/b>. The next person finds a letter where the blank form should be.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA template <b>can<\/b> be edited \u2014 deliberately, by opening it as a template rather than from it. It is not read-only, and it usually contains a good deal of text and formatting.<br><br><b>Reference:<\/b> \u00a73.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 118,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Two teachers must review the same draft policy without either overwriting the other. The correct approach is to:\",\r\n    \"options\": [\r\n      \"Print and annotate by hand only\",\r\n      \"Retype the document twice\",\r\n      \"Each keep a private copy\",\r\n      \"Circulate one file with Track Changes enabled\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Circulate one file with Track Changes enabled<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nCirculating <b>one file with Track Changes enabled<\/b> means every insertion and deletion is <b>attributed to its author<\/b> and can be <b>accepted or rejected individually<\/b>. The original text remains recoverable throughout.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>Each keeping a private copy<\/b> \u2014 produces two divergent documents that somebody must then reconcile by eye.<br>\\n<b>Printing and annotating by hand<\/b> \u2014 loses attribution and requires retyping.<br>\\n<b>Retyping twice<\/b> \u2014 introduces fresh errors in both copies.<br><br>\\n<b>Before circulating outside the school<\/b><br>\\nAccept or reject all changes and <b>remove comments<\/b>. They travel with the file and disclose the internal argument.<br><br><b>Reference:<\/b> \u00a73.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 119,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Word count in a word processor is normally displayed on the:\",\r\n    \"options\": [\r\n      \"Status bar\",\r\n      \"Ruler\",\r\n      \"Title bar\",\r\n      \"Ribbon\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Status bar<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>status bar<\/b>, along the bottom of the window, carries the running <b>word count, page number, language, view buttons and zoom control<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Title bar<\/b> \u2014 the file name and application name.<br>\\n<b>Ribbon<\/b> \u2014 the command tabs and groups.<br>\\n<b>Ruler<\/b> \u2014 margins, indents and tab stops.<br><br>\\n<b>The parallel across applications<\/b><br>\\nThe status bar carries the same kind of information everywhere: in a <b>spreadsheet<\/b> it shows <b>Average, Count and Sum<\/b> for the selection; in <b>presentation software<\/b>, the slide number and view buttons. A useful place to look first.<br><br><b>Reference:<\/b> \u00a73.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 120,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Which of the following inserts the current date so that it updates automatically?\",\r\n    \"options\": [\r\n      \"Typing the date\",\r\n      \"Inserting a date field\",\r\n      \"Using a header\",\r\n      \"Using a footnote\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Inserting a date field<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>date field<\/b> is a placeholder that <b>recalculates<\/b> \u2014 showing the current date whenever the document is opened or printed.<br><br>\\n<b>When each is wanted<\/b><br>\\nA <b>typed date is fixed<\/b>, and that is usually what a circular needs: the date of issue should not change next week. A <b>field<\/b> suits a template, where the date should be today's whenever it is used.<br><br>\\n<b>The trap<\/b><br>\\nA field in a saved circular means the document <b>shows a different date every time it is opened<\/b> \u2014 so a copy retrieved a year later appears to have been issued that day. For records, use a fixed date.<br><br><b>Reference:<\/b> \u00a73.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 121,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Widow and orphan control operates at the level of the:\",\r\n    \"options\": [\r\n      \"Document\",\r\n      \"Character\",\r\n      \"Paragraph\",\r\n      \"Section\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Paragraph<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nIt is a <b>paragraph attribute<\/b>, governing how the lines of that paragraph may be split across a page boundary. It sits in paragraph settings alongside \\\"keep with next\\\" and \\\"keep lines together\\\".<br><br>\\n<b>Why not character level<\/b><br>\\nThe control concerns <b>lines of a paragraph<\/b>, so it cannot attach to an individual character.<br><br>\\n<b>Why not section or document level<\/b><br>\\nDifferent paragraphs may be treated differently \u2014 a heading is typically set to <b>keep with next<\/b> so it never sits alone at the foot of a page, while body paragraphs need only widow and orphan control.<br><br>\\n<b>Remember the paragraph-level set:<\/b> alignment, spacing, indentation, and pagination controls.<br><br><b>Reference:<\/b> \u00a73.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 122,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"In mail merge, the placeholders inserted into the main document are called:\",\r\n    \"options\": [\r\n      \"Bookmarks\",\r\n      \"Anchors\",\r\n      \"Labels\",\r\n      \"Merge fields\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Merge fields<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Merge fields<\/b> are the placeholders in the main document. Each draws its value from the <b>corresponding column of the data source<\/b> \u2014 \u00abName\u00bb from the Name column, \u00abClass\u00bb from the Class column.<br><br>\\n<b>Why the column headings matter<\/b><br>\\nThe field is matched <b>by column name<\/b>. A spreadsheet whose first row contains data rather than headings will merge the first pupil's details into every letter as a heading \u2014 the commonest mail merge failure.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Labels<\/b> \u2014 a merge output type. <b>Bookmarks<\/b> \u2014 named locations for navigation. <b>Anchors<\/b> \u2014 attach objects to text.<br><br><b>Reference:<\/b> \u00a73.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 123,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Ctrl + Home moves the cursor to:\",\r\n    \"options\": [\r\n      \"The start of the document\",\r\n      \"The end of the document\",\r\n      \"The previous page\",\r\n      \"The start of the line\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The start of the document<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + Home<\/b> jumps to the <b>start of the document<\/b>; <b>Ctrl + End<\/b> to the end. Adding Ctrl extends the key's scope from the line to the whole document.<br><br>\\n<b>The pattern to hold<\/b><br>\\n<b>Home<\/b> and <b>End<\/b> alone move within a <b>line<\/b>. With <b>Ctrl<\/b>, they move within the <b>document<\/b>. The same logic governs the arrow keys: Ctrl + arrow moves by word rather than by character.<br><br>\\n<b>In a spreadsheet<\/b><br>\\n<b>Ctrl + Home<\/b> goes to cell A1 \u2014 the same idea, applied to a grid.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 124,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Hyphenation in a word processor is used to:\",\r\n    \"options\": [\r\n      \"Insert dashes between words\",\r\n      \"Break words at line endings to reduce uneven spacing\",\r\n      \"Underline text\",\r\n      \"Join two paragraphs\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Break words at line endings to reduce uneven spacing<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nHyphenation <b>breaks words at line endings<\/b>, allowing part of a long word onto the previous line. This reduces the uneven spacing that arises when a long word is pushed whole to the next line.<br><br>\\n<b>Where it helps most<\/b><br>\\nIn <b>justified text<\/b>, and in <b>narrow columns<\/b>, where a single long word can otherwise stretch a line into a row of isolated words.<br><br>\\n<b>The accessibility caution<\/b><br>\\nHyphenation <b>interrupts a word across a line break<\/b>, which some readers with dyslexia find harder, and which a screen reader may mishandle. For school documents, <b>left-aligned unhyphenated text<\/b> is generally the safer choice.<br><br><b>Reference:<\/b> \u00a73.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 125,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A document property such as author or title is an example of:\",\r\n    \"options\": [\r\n      \"A field code\",\r\n      \"A macro\",\r\n      \"Metadata\",\r\n      \"Formatting\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Metadata<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Metadata<\/b> is data about the document rather than its content \u2014 author, title, subject, creation date, editing time, and the name of the last person to save it.<br><br>\\n<b>Why it matters<\/b><br>\\n<b>Metadata travels with the file<\/b> and may disclose more than intended. A circular issued by a school may carry the name of the clerk who drafted it, the original file name, and the total editing time.<br><br>\\n<b>The parallel elsewhere in the syllabus<\/b><br>\\nA photograph carries <b>EXIF metadata<\/b> \u2014 the exact place and time it was taken. In both cases the remedy is the same: <b>inspect and strip document properties before publishing<\/b>.<br><br><b>Reference:<\/b> \u00a73.9, \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 126,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A screen reader can navigate a document by its headings in all of the following cases EXCEPT when the headings are:\",\r\n    \"options\": [\r\n      \"Applied using the Heading 1 style\",\r\n      \"Applied using the Heading 2 style\",\r\n      \"Created by enlarging and bolding ordinary text\",\r\n      \"Applied using a custom style based on Heading 1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Created by enlarging and bolding ordinary text<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Manually enlarged and bolded text carries no structural meaning.<\/b> The reader treats it as ordinary body text, so no navigation point is created.<br><br>\\n<b>Why the others work<\/b><br>\\n<b>Heading 1<\/b> and <b>Heading 2<\/b> \u2014 built-in styles that create structure.<br>\\n<b>A custom style based on Heading 1<\/b> \u2014 inherits the underlying heading level, so structure is preserved even though the appearance differs. This is the option candidates doubt, and it is correct: <b>the level, not the look, is what matters<\/b>.<br><br>\\n<b>The lesson<\/b><br>\\nA school may style its headings however it wishes, provided the styles are <b>built on real heading levels<\/b>.<br><br><b>Reference:<\/b> \u00a73.6, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 127,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"A typist creates page breaks by pressing Enter repeatedly. When a paragraph is later added earlier in the document, the result is that:\",\r\n    \"options\": [\r\n      \"The document is unaffected\",\r\n      \"The extra lines are deleted automatically\",\r\n      \"The breaks adjust automatically\",\r\n      \"Every subsequent break shifts position and the layout collapses\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Every subsequent break shifts position and the layout collapses<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nBlank lines are ordinary paragraphs occupying vertical space. Adding a paragraph earlier <b>pushes every one of them down<\/b>, so each false break shifts and the layout collapses.<br><br>\\n<b>Why a manual page break holds<\/b><br>\\nIt is <b>anchored to a command<\/b>, not to a count of empty lines. Whatever is edited above it, the following content still begins on a new page.<br><br>\\n<b>When the failure is discovered<\/b><br>\\nAlmost always <b>at the printer<\/b>, with a hundred copies to run and no time to repair the pagination. This is why the habit is worth correcting early.<br><br>\\n<b>The shortcut:<\/b> <b>Ctrl + Enter<\/b> inserts a page break.<br><br><b>Reference:<\/b> \u00a73.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 128,\r\n    \"chapter\": \"WORD PROCESSING\",\r\n    \"question\": \"Consider the following statements about a circular that has been scanned and saved as a PDF:\\n1. Its text can be searched and copied.\\n2. Passing it through OCR converts the image back into text.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nA scanned PDF's text <b>cannot be searched or copied<\/b>. There is no text in the file \u2014 only <b>pixels arranged to look like letters<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Passing it through OCR converts the image back into text<\/b>, restoring search, copying and \u2014 critically \u2014 the ability of a screen reader to announce it.<br><br>\\n<b>Why this matters beyond convenience<\/b><br>\\nA screen reader announces such a file as nothing but <b>\\\"graphic\\\"<\/b>. <b>The child is simply not informed.<\/b> Under the RPwD Act information must be in <b>accessible formats<\/b>, so this is a failure of a statutory duty, not a discourtesy.<br><br><b>Reference:<\/b> \u00a73.9, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 129,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"In a spreadsheet, the intersection of a row and a column is called a:\",\r\n    \"options\": [\r\n      \"Cell\",\r\n      \"Field\",\r\n      \"Record\",\r\n      \"Range\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Cell<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>cell<\/b> is the intersection of one row and one column, identified by its <b>column letter and row number<\/b> \u2014 A1, D17, XFD1048576.<br><br>\\n<b>The related terms<\/b><br>\\n<b>Range<\/b> \u2014 a rectangular block of cells, written A1:D10.<br>\\n<b>Worksheet<\/b> \u2014 one sheet of cells.<br>\\n<b>Workbook<\/b> \u2014 the file, containing one or more worksheets.<br><br>\\n<b>Why \\\"field\\\" and \\\"record\\\" are wrong here<\/b><br>\\nThey belong to <b>database<\/b> vocabulary. A spreadsheet used as a list may be described loosely in those terms, but the correct spreadsheet word for the intersection is <b>cell<\/b>.<br><br><b>Reference:<\/b> \u00a74.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 130,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Every formula in a spreadsheet must begin with:\",\r\n    \"options\": [\r\n      \"A colon\",\r\n      \"An equals sign\",\r\n      \"A hash\",\r\n      \"An asterisk\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) An equals sign<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>equals sign<\/b> tells the program that what follows is to be <b>calculated<\/b> rather than displayed. Without it, \\\"A1+A2\\\" is stored as the literal text.<br><br>\\n<b>The symptom of the error<\/b><br>\\nThe cell shows the formula as written rather than a result, and \u2014 a useful clue \u2014 it is <b>left-aligned<\/b>, because spreadsheets left-align text and right-align numbers.<br><br>\\n<b>The organising idea of the chapter<\/b><br>\\n<b>A cell displays a result but stores an instruction.<\/b> The formula bar shows what is stored; the cell shows what is computed. This is why copying a cell showing 45 may not produce 45 elsewhere.<br><br><b>Reference:<\/b> \u00a74.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 131,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The reference $A$1 is an example of:\",\r\n    \"options\": [\r\n      \"A circular reference\",\r\n      \"A relative reference\",\r\n      \"An absolute reference\",\r\n      \"A mixed reference\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) An absolute reference<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>The dollar locks whatever follows it.<\/b> In <b>$A$1<\/b> both the column and the row are locked, so the reference <b>never moves<\/b> when the formula is copied.<br><br>\\n<b>The four forms<\/b><br>\\n<b>A1<\/b> \u2014 relative; both parts move.<br>\\n<b>$A$1<\/b> \u2014 absolute; neither moves.<br>\\n<b>$A1<\/b> \u2014 mixed; the <b>column<\/b> is locked.<br>\\n<b>A$1<\/b> \u2014 mixed; the <b>row<\/b> is locked.<br><br>\\n<b>When absolute is needed<\/b><br>\\nWhenever a formula must always refer to <b>one fixed cell<\/b> \u2014 a pass mark, a conversion rate, a constant multiplier.<br><br>\\n<b>The shortcut:<\/b> <b>F4<\/b> cycles a reference through all four forms.<br><br><b>Reference:<\/b> \u00a74.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 132,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The formula =B2*$C$1 in cell D2 is copied to cell D3. It becomes:\",\r\n    \"options\": [\r\n      \"=B3*$C$2\",\r\n      \"=B2*$C$2\",\r\n      \"=B2*$C$1\",\r\n      \"=B3*$C$1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) =B3*$C$1<\/b><br><br>\\n<b>The working<\/b><br>\\nThe formula moves <b>down one row<\/b>:<br>\\n<b>B2<\/b> is <b>relative<\/b> \u2192 moves with the formula \u2192 becomes <b>B3<\/b>.<br>\\n<b>$C$1<\/b> is <b>absolute<\/b> \u2192 does not move \u2192 stays <b>$C$1<\/b>.<br>\\nResult: <b>=B3*$C$1<\/b>.<br><br>\\n<b>Why this is the most examined behaviour in the chapter<\/b><br>\\nIt is the mechanism every large spreadsheet depends on. A rate held in C1 applied down two hundred rows needs exactly this \u2014 the mark reference moving, the rate reference fixed.<br><br>\\n<b>The rule in one line:<\/b> <b>the dollar locks whatever follows it.<\/b> F4 cycles a reference through all four forms.<br><br><b>Reference:<\/b> \u00a74.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 133,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The key used to cycle a reference between relative, absolute and mixed is:\",\r\n    \"options\": [\r\n      \"F4\",\r\n      \"F9\",\r\n      \"F11\",\r\n      \"F2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) F4<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>F4<\/b>, pressed with the cursor on a reference, cycles it through the four forms:<br>\\n<b>A1 \u2192 $A$1 \u2192 A$1 \u2192 $A1 \u2192 A1<\/b><br><br>\\n<b>Why it saves real time<\/b><br>\\nTyping dollar signs by hand across a long formula is slow and error-prone. F4 applies them correctly in one keystroke, and pressing it again corrects an over-application.<br><br>\\n<b>The other function keys in a spreadsheet<\/b><br>\\n<b>F2<\/b> \u2014 edit the active cell.<br>\\n<b>F9<\/b> \u2014 recalculate.<br>\\n<b>F11<\/b> \u2014 chart on a new sheet.<br>\\n<b>Alt + F1<\/b> \u2014 embedded chart.<br><br><b>Reference:<\/b> \u00a74.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 134,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"COUNT and COUNTA differ in that:\",\r\n    \"options\": [\r\n      \"COUNT counts text only\",\r\n      \"COUNT counts numbers only while COUNTA counts all non-empty cells\",\r\n      \"COUNTA counts only formulas\",\r\n      \"They are identical\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) COUNT counts numbers only while COUNTA counts all non-empty cells<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>COUNT counts numbers only.<\/b> <b>COUNTA counts all non-empty cells<\/b> \u2014 numbers, text, dates, formulas returning anything.<br><br>\\n<b>Why it matters in a school<\/b><br>\\nA column of marks with \\\"Absent\\\" typed for some pupils gives <b>different answers<\/b>: COUNT reports those who sat the paper, COUNTA reports those on the roll. Choosing the wrong one produces a wrong average or a wrong pass percentage.<br><br>\\n<b>The third of the family<\/b><br>\\n<b>COUNTBLANK<\/b> counts empty cells. And <b>COUNTIF<\/b> counts those meeting a condition.<br><br>\\n<b>Remember:<\/b> <b>COUNT = numbers \u00b7 COUNTA = anything \u00b7 COUNTBLANK = nothing.<\/b><br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 135,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The range A1:A5 contains 10, 20, \\\"Absent\\\", 30 and a blank cell. =COUNT(A1:A5) returns:\",\r\n    \"options\": [\r\n      \"5\",\r\n      \"2\",\r\n      \"3\",\r\n      \"4\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 3<\/b><br><br>\\n<b>The working<\/b><br>\\n<b>COUNT registers numbers only<\/b>: 10, 20 and 30 \u2014 <b>three<\/b>.<br>\\n\\\"Absent\\\" is <b>text<\/b> and is ignored. The blank cell is ignored by every count function except COUNTBLANK.<br><br>\\n<b>What the alternatives would give<\/b><br>\\n<b>COUNTA<\/b> \u2192 <b>4<\/b> (the three numbers plus the text).<br>\\n<b>COUNTBLANK<\/b> \u2192 <b>1<\/b>.<br>\\n<b>ROWS<\/b> \u2192 5.<br><br>\\n<b>The practical warning<\/b><br>\\n<b>AVERAGE also ignores text and blanks.<\/b> So a pupil marked \\\"Absent\\\" does not depress the class average \u2014 which may be right or wrong depending on what the figure is for, and the clerk must decide which is intended.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 136,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which function returns the middle value of a sorted set of numbers?\",\r\n    \"options\": [\r\n      \"MODE\",\r\n      \"SUM\",\r\n      \"AVERAGE\",\r\n      \"MEDIAN\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) MEDIAN<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>MEDIAN<\/b> returns the middle value once the data is ordered. With an even count it returns the mean of the two middle values.<br><br>\\n<b>Why the median is often the better figure<\/b><br>\\nIt is <b>unaffected by extreme values<\/b>. One pupil scoring 3 in a class scoring in the eighties pulls the <b>mean<\/b> down noticeably; the <b>median<\/b> barely moves. For a skewed distribution the median describes the typical pupil better.<br><br>\\n<b>The family<\/b><br>\\n<b>AVERAGE<\/b> \u2014 arithmetic mean.<br>\\n<b>MEDIAN<\/b> \u2014 middle value.<br>\\n<b>MODE<\/b> \u2014 most frequent value.<br><br>\\nThese are the <b>measures of central tendency<\/b> linking this chapter to Educational Measurement.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 137,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The VLOOKUP function searches for a value in the:\",\r\n    \"options\": [\r\n      \"First column of a range\",\r\n      \"Same row\",\r\n      \"Entire worksheet\",\r\n      \"Last column of a range\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) First column of a range<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nVLOOKUP searches the <b>first (leftmost) column of the table array<\/b> and returns a value from a specified column of the same row.<br><br>\\n<b>The constraint this imposes<\/b><br>\\n<b>The key must be the leftmost column.<\/b> A table whose roll numbers sit in column C cannot be looked up by roll number without rearranging it \u2014 which is why INDEX and MATCH, or XLOOKUP, are preferred by experienced users.<br><br>\\n<b>The fourth argument<\/b><br>\\n<b>FALSE demands an exact match.<\/b> Omitting it permits an approximate match, which on unsorted data returns a <b>wrong neighbour<\/b> rather than an error \u2014 a silent failure, and the more dangerous kind.<br><br><b>Reference:<\/b> \u00a74.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 138,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Consider the following statements about VLOOKUP:\\n1. The lookup value must be in the leftmost column of the table array.\\n2. Setting the last argument to FALSE requires an exact match.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>The lookup value must be in the leftmost column of the table array.<\/b> VLOOKUP searches only there.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Setting the last argument to FALSE requires an exact match.<\/b><br><br>\\n<b>Why both are worth holding<\/b><br>\\nThey are <b>the two usual causes of failure<\/b>. Either the key column is not first \u2014 which produces #N\/A \u2014 or an approximate match returns a plausible but wrong value with no error at all.<br><br>\\n<b>Which failure is worse<\/b><br>\\nThe second. <b>#N\/A is visible; a wrong mark against a pupil's name is not.<\/b><br><br><b>Reference:<\/b> \u00a74.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 139,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"=IF(B2>=33,\\\"PASS\\\",\\\"FAIL\\\") where B2 contains 33 returns:\",\r\n    \"options\": [\r\n      \"A blank\",\r\n      \"PASS\",\r\n      \"FAIL\",\r\n      \"An error\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) PASS<\/b><br><br>\\n<b>The working<\/b><br>\\nThe operator is <b>>=<\/b>, \\\"greater than <b>or equal to<\/b>\\\". B2 contains exactly 33, which <b>satisfies<\/b> the condition, so the formula returns the first argument: <b>PASS<\/b>.<br><br>\\n<b>The intended trap<\/b><br>\\nConfusing <b>>=<\/b> with <b>><\/b>. Had the formula read <b>=IF(B2&gt;33,...)<\/b>, a mark of exactly 33 would have returned FAIL \u2014 and every pupil on the pass mark would have been failed.<br><br>\\n<b>Why this is not a trivial distinction<\/b><br>\\nThe boundary case is exactly where marks cluster and where the consequence is greatest. <b>A single character decides the result for the pupils it matters most to.<\/b><br><br><b>Reference:<\/b> \u00a74.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 140,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"##### displayed in a cell indicates that:\",\r\n    \"options\": [\r\n      \"The value is negative\",\r\n      \"The formula contains an error\",\r\n      \"The column is too narrow to display the value\",\r\n      \"The cell is protected\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The column is too narrow to display the value<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>##### is not an error at all.<\/b> The value is intact and correctly calculated; the column is simply <b>too narrow to display it<\/b>. Widening the column resolves it entirely.<br><br>\\n<b>Why it is a favourite examination point<\/b><br>\\nIt looks alarming and is offered alongside genuine error codes, so candidates classify it with them. It belongs in a different category: <b>a display constraint, not a fault<\/b>.<br><br>\\n<b>What the real errors look like<\/b><br>\\n<b>#DIV\/0!<\/b> \u00b7 <b>#NAME?<\/b> \u00b7 <b>#REF!<\/b> \u00b7 <b>#VALUE!<\/b> \u2014 each beginning with a hash but naming a fault.<br><br>\\n<b>The practical instruction:<\/b> <b>never re-enter the data. Widen the column.<\/b><br><br><b>Reference:<\/b> \u00a74.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 141,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. #DIV\/0!<\/td><td>1. A reference to a cell that has been deleted<\/td><\/tr><tr><td>B. #NAME?<\/td><td>2. A function or name the program does not recognise<\/td><\/tr><tr><td>C. #REF!<\/td><td>3. An operation on the wrong type of data<\/td><\/tr><tr><td>D. #VALUE!<\/td><td>4. Division by zero or an empty cell<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-4, B-1, C-2, D-3\",\r\n      \"A-4, B-2, C-1, D-3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-4, B-2, C-1, D-3<\/b><br><br>\\n<b>The four errors and their causes<\/b><br>\\n<b>#DIV\/0!<\/b> \u2014 <b>division by zero or by an empty cell<\/b>. Commonly a percentage calculated before the denominator is entered.<br>\\n<b>#NAME?<\/b> \u2014 a <b>function or name the program does not recognise<\/b>. Usually a misspelt function.<br>\\n<b>#REF!<\/b> \u2014 a reference to a <b>cell that has been deleted<\/b>. The row was removed after the formula was written.<br>\\n<b>#VALUE!<\/b> \u2014 an operation on the <b>wrong type of data<\/b>, such as adding text to a number.<br><br>\\n<b>Worth memorising as a block<\/b><br>\\n<b>Each error names its own cause once the vocabulary is known.<\/b> And note that <b>#####<\/b> is not among them \u2014 it is a column width problem, not an error.<br><br><b>Reference:<\/b> \u00a74.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 142,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A pivot table is used to:\",\r\n    \"options\": [\r\n      \"Summarise and cross-tabulate large data sets interactively\",\r\n      \"Sort a single column\",\r\n      \"Protect a worksheet\",\r\n      \"Rotate a chart\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Summarise and cross-tabulate large data sets interactively<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA pivot table <b>summarises and cross-tabulates<\/b> large data sets <b>interactively<\/b> \u2014 dragging a field changes the whole summary without any formula being written.<br><br>\\n<b>The school application<\/b><br>\\nA count of pupils <b>by class and by social category<\/b> in a few clicks; enrolment by gender and stage; results by subject and section.<br><br>\\n<b>Two properties worth knowing<\/b><br>\\nIt <b>summarises without altering the underlying records<\/b> \u2014 the source data is untouched.<br>\\nIt <b>must be refreshed when the source changes<\/b>, and forgetting to refresh is the commonest cause of a pivot table reporting stale figures.<br><br><b>Reference:<\/b> \u00a74.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 143,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Conditional formatting is used to:\",\r\n    \"options\": [\r\n      \"Merge cells\",\r\n      \"Format cells automatically according to rules based on their values\",\r\n      \"Protect cells from editing\",\r\n      \"Convert text to numbers\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Format cells automatically according to rules based on their values<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nConditional formatting applies formatting <b>automatically according to rules based on cell values<\/b> \u2014 red fill below 33, colour scales across a range, data bars proportional to magnitude.<br><br>\\n<b>Why it earns its place in a school<\/b><br>\\nIt makes a failing mark <b>visible at a glance<\/b>, without anyone scanning a column of four hundred numbers by eye. The eye is unreliable at that task; the rule is not.<br><br>\\n<b>The limit that is examined<\/b><br>\\nIt <b>only draws attention to a value; it never alters one<\/b>. To prevent a wrong value being entered at all, the tool is <b>data validation<\/b>. Formatting reacts; validation prevents.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 144,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Data validation in a spreadsheet is used to:\",\r\n    \"options\": [\r\n      \"Encrypt the workbook\",\r\n      \"Check spelling\",\r\n      \"Restrict what may be entered in a cell\",\r\n      \"Validate the file format\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Restrict what may be entered in a cell<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nData validation <b>restricts what may be entered in a cell<\/b> \u2014 a number between 0 and 100, a date within a range, or a value chosen from a list.<br><br>\\n<b>Why it matters more than checking afterwards<\/b><br>\\n<b>It is prevention rather than correction.<\/b> An out-of-range mark or an invalid category is <b>never entered<\/b>, so it never has to be found. Given GIGO \u2014 the system computes faithfully on whatever it is given \u2014 stopping bad data at entry is worth more than any later audit.<br><br>\\n<b>The pairing<\/b><br>\\n<b>Validation prevents the wrong entry; conditional formatting highlights the notable one.<\/b> Different jobs, often confused.<br><br><b>Reference:<\/b> \u00a74.6, \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 145,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The number of columns in a modern spreadsheet worksheet is:\",\r\n    \"options\": [\r\n      \"1,048,576\",\r\n      \"256\",\r\n      \"1,024\",\r\n      \"16,384\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 16,384<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA modern worksheet has <b>16,384 columns<\/b>, lettered <b>A to XFD<\/b>, and <b>10,48,576 rows<\/b>.<br><br>\\n<b>Why both figures are worth holding<\/b><br>\\nThey are <b>commonly interchanged in distractors<\/b>. The reliable check: <b>columns are the smaller number<\/b> \u2014 16,384 against 1,048,576.<br><br>\\n<b>Where the numbers come from<\/b><br>\\nBoth are powers of two: <b>2\u00b9\u2074 = 16,384<\/b> and <b>2\u00b2\u2070 = 1,048,576<\/b>. Nothing arbitrary about either.<br><br>\\n<b>The practical point<\/b><br>\\nThe last cell is <b>XFD1048576<\/b>, which occasionally appears as a question in its own right.<br><br><b>Reference:<\/b> \u00a74.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 146,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Freeze Panes is used to:\",\r\n    \"options\": [\r\n      \"Keep selected rows or columns visible while scrolling\",\r\n      \"Lock the workbook with a password\",\r\n      \"Stop formulas from recalculating\",\r\n      \"Prevent cells from being edited\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Keep selected rows or columns visible while scrolling<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nFreeze Panes <b>keeps selected rows or columns visible while the rest scrolls<\/b> \u2014 typically a header row, so that column names remain in view down a list of four hundred pupils.<br><br>\\n<b>The distinction being tested<\/b><br>\\nIt is <b>quite distinct from protecting cells<\/b>. Freezing affects only the <b>view<\/b>; it prevents no editing whatever. Preventing changes is <b>Protect Sheet<\/b>.<br><br>\\n<b>Why the confusion arises<\/b><br>\\nBoth are loosely described as \\\"locking\\\". <b>Freeze locks the view; Protect locks the content.<\/b><br><br>\\n<b>The related tool<\/b><br>\\n<b>Split<\/b> divides the window into independently scrolling panes \u2014 useful for comparing distant parts of one sheet.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 147,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"=SUM(A1:A3,C1) adds:\",\r\n    \"options\": [\r\n      \"Only A1 and C1\",\r\n      \"A1, A2, A3 and C1\",\r\n      \"A1 through C1 continuously\",\r\n      \"A1 and A3 only\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A1, A2, A3 and C1<\/b><br><br>\\n<b>The working<\/b><br>\\nTwo different operators are at work:<br>\\n<b>The colon<\/b> denotes a <b>continuous range<\/b> \u2014 A1:A3 means A1, A2 <i>and<\/i> A3.<br>\\n<b>The comma<\/b> adds a <b>separate argument<\/b> \u2014 C1.<br>\\nSo the formula adds <b>A1, A2, A3 and C1<\/b>: four cells in all.<br><br>\\n<b>The distinction being tested<\/b><br>\\nReading the comma as a range, or the colon as a separator, produces a different answer. <b>Colon = through; comma = and.<\/b><br><br>\\n<b>Why it matters in practice<\/b><br>\\nNon-adjacent totals are common \u2014 subject marks in scattered columns, or a total plus a bonus held elsewhere.<br><br><b>Reference:<\/b> \u00a74.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 148,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Alt + = is the shortcut for:\",\r\n    \"options\": [\r\n      \"Auto filter\",\r\n      \"Insert a row\",\r\n      \"AutoSum\",\r\n      \"Absolute reference\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) AutoSum<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Alt + =<\/b> inserts an <b>AutoSum<\/b> formula, and the program <b>infers the range<\/b> \u2014 usually the contiguous cells above or to the left.<br><br>\\n<b>The mnemonic<\/b><br>\\nThe equals sign begins every formula, so <b>Alt with equals<\/b> begins the commonest formula of all.<br><br>\\n<b>The caution<\/b><br>\\n<b>Check the range it guessed.<\/b> AutoSum stops at the first blank cell, so a column with a gap will be summed only from the gap downward \u2014 a silent under-count that looks entirely plausible.<br><br>\\n<b>The related shortcuts<\/b><br>\\n<b>Ctrl + ;<\/b> inserts the current date. <b>Ctrl + Shift + L<\/b> toggles filters.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 149,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which of the following is NOT a valid cell reference?\",\r\n    \"options\": [\r\n      \"A1\",\r\n      \"XFD1048576\",\r\n      \"AB12\",\r\n      \"1A\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1A<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA cell reference is <b>always column letters followed by a row number<\/b>, in that order. <b>1A<\/b> reverses it and is invalid.<br><br>\\n<b>Why the others are valid<\/b><br>\\n<b>A1<\/b> \u2014 the first cell.<br>\\n<b>AB12<\/b> \u2014 column AB, row 12. Columns run A to Z, then AA to AZ, and onward.<br>\\n<b>XFD1048576<\/b> \u2014 the <b>very last cell<\/b> of a modern worksheet: column 16,384, row 1,048,576.<br><br>\\n<b>The reason for the order<\/b><br>\\nIt matches how ranges are written and how the grid is addressed. Reversing it would make A1:B2 ambiguous.<br><br><b>Reference:<\/b> \u00a74.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 150,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"To display the actual formulas in all cells instead of their results, one uses:\",\r\n    \"options\": [\r\n      \"Ctrl + `\",\r\n      \"Ctrl + F\",\r\n      \"Ctrl + Shift + F\",\r\n      \"F9\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Ctrl + `<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + `<\/b> \u2014 the grave accent, above the Tab key \u2014 toggles <b>formula view<\/b>, showing every formula in place of its result.<br><br>\\n<b>Why it is the most useful auditing tool in the chapter<\/b><br>\\nIt is <b>the quickest way to audit a sheet someone else has built<\/b>. Errors that are invisible in the results view \u2014 a hard-coded number where a formula should be, a range that stops one row short \u2014 become obvious at once.<br><br>\\n<b>What it reveals about the chapter's organising idea<\/b><br>\\nNormal view shows <b>what is displayed<\/b>; formula view shows <b>what is stored<\/b>. <b>A cell displays a result but stores an instruction<\/b>, and this toggle switches between the two.<br><br><b>Reference:<\/b> \u00a74.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 151,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which chart type is most appropriate for showing the proportion of a whole?\",\r\n    \"options\": [\r\n      \"Line chart\",\r\n      \"Pie chart\",\r\n      \"Scatter plot\",\r\n      \"Histogram\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Pie chart<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>pie chart<\/b> shows <b>parts of a whole<\/b> \u2014 the share each category holds of a total that means something when added up.<br><br>\\n<b>The limit worth knowing<\/b><br>\\nA pie chart becomes unreadable beyond about <b>six categories<\/b>, and cannot show change over time. Choosing one for twelve categories is the commonest presentation error in this chapter.<br><br>\\n<b>The others and their proper uses<\/b><br>\\n<b>Line<\/b> \u2014 change in a value <b>over time<\/b>.<br>\\n<b>Column\/bar<\/b> \u2014 <b>comparison across categories<\/b>.<br>\\n<b>Scatter<\/b> \u2014 the <b>relationship between two variables<\/b>.<br><br>\\n<b>The test:<\/b> ask what question the chart must answer \u2014 <i>share, trend, comparison or relationship<\/i>.<br><br><b>Reference:<\/b> \u00a74.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 152,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A result sheet must automatically show \\\"FAIL\\\" in red whenever any subject mark falls below 33. This is achieved by:\",\r\n    \"options\": [\r\n      \"A pivot table\",\r\n      \"Sorting the data\",\r\n      \"Conditional formatting combined with an IF formula\",\r\n      \"Freezing panes\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Conditional formatting combined with an IF formula<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTwo tools, each doing its own job:<br>\\n<b>The IF formula decides the word<\/b> \u2014 =IF(B2>=33,\\\"PASS\\\",\\\"FAIL\\\").<br>\\n<b>Conditional formatting decides the colour<\/b> \u2014 red fill where the value is below 33.<br><br>\\n<b>Why neither alone suffices<\/b><br>\\nA formula cannot colour a cell; formatting cannot write a word.<br><br>\\n<b>Why doing it by hand is worse than slow<\/b><br>\\nColouring four hundred cells by eye invites <b>exactly the errors \u00a710.8 warns of<\/b> \u2014 and, worse, the result <b>does not update<\/b> when a mark is corrected. The formula does.<br><br><b>Reference:<\/b> \u00a74.5, \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 153,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The CORREL function is used to find:\",\r\n    \"options\": [\r\n      \"The correct spelling\",\r\n      \"The largest value\",\r\n      \"The total of a range\",\r\n      \"The correlation between two data sets\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) The correlation between two data sets<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>CORREL<\/b> returns the <b>correlation coefficient<\/b> between two data sets, on a scale from <b>\u22121 to +1<\/b>: +1 a perfect positive relationship, \u22121 a perfect inverse one, 0 none.<br><br>\\n<b>Where a school would use it<\/b><br>\\nComparing attendance against marks, or performance in two subjects. It links this chapter to the statistics required in <b>Educational Measurement<\/b>.<br><br>\\n<b>The warning that must accompany it<\/b><br>\\n<b>Correlation does not establish causation.<\/b> Two figures that move together need not be connected at all. A correlation is <b>a question to investigate, not an explanation already obtained<\/b>.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 154,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Sorting a spreadsheet without selecting the entire data range risks:\",\r\n    \"options\": [\r\n      \"Separating each row's values from one another\",\r\n      \"Deleting the header\",\r\n      \"Changing the formulas\",\r\n      \"Nothing at all\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Separating each row's values from one another<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSorting one column <b>rearranges its values while leaving every other column in place<\/b>. Each mark is thereby <b>detached from the pupil to whom it belongs<\/b>.<br><br>\\n<b>Why it is the most dangerous error in the chapter<\/b><br>\\n<b>Nothing on the screen announces that it has happened.<\/b> The sheet looks orderly \u2014 more orderly than before. The corruption is discovered when a pupil queries a mark, by which time the correct data may be irrecoverable.<br><br>\\n<b>The precautions<\/b><br>\\n<b>Select the whole table before sorting<\/b>, or convert the range to a <b>structured table (Ctrl + T)<\/b>, which sorts all columns together automatically. And keep a backup before any bulk operation.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 155,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. MAX<\/td><td>1. The arithmetic mean<\/td><\/tr><tr><td>B. MIN<\/td><td>2. The largest value<\/td><\/tr><tr><td>C. AVERAGE<\/td><td>3. The smallest value<\/td><\/tr><tr><td>D. COUNTA<\/td><td>4. The number of non-empty cells<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-3, D-1\",\r\n      \"A-4, B-3, C-2, D-1\",\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-2, B-3, C-1, D-4\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-2, B-3, C-1, D-4<\/b><br><br>\\n<b>The four functions<\/b><br>\\n<b>MAX<\/b> \u2014 the <b>largest<\/b> value in a range.<br>\\n<b>MIN<\/b> \u2014 the <b>smallest<\/b>.<br>\\n<b>AVERAGE<\/b> \u2014 the <b>arithmetic mean<\/b>.<br>\\n<b>COUNTA<\/b> \u2014 the number of <b>non-empty cells<\/b>.<br><br>\\n<b>The behaviour worth knowing<\/b><br>\\n<b>AVERAGE ignores text and blanks.<\/b> So a pupil entered as \\\"Absent\\\" does not depress the class mean \u2014 the mean is taken over those who sat the paper. Whether that is what the school wants depends on the purpose of the figure, and the clerk should decide deliberately rather than by default.<br><br>\\n<b>The related pair:<\/b> <b>COUNT<\/b> counts numbers only; <b>COUNTA<\/b> counts anything non-empty.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 156,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Consider the following statements:\\n1. A relative reference changes when a formula is copied.\\n2. An absolute reference changes when a formula is copied.\\n3. A mixed reference locks either the row or the column but not both.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A relative reference changes when a formula is copied<\/b> \u2014 A1 becomes A2 when moved down a row. That adjustment is what makes a single formula serve a whole column.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nAn <b>absolute reference does not change<\/b>. That is precisely what \\\"absolute\\\" means, and the statement asserts the opposite.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nA <b>mixed reference locks either the row or the column but not both<\/b> \u2014 $A1 locks the column, A$1 locks the row.<br><br>\\n<b>The rule in one line:<\/b> <b>the dollar locks whatever follows it.<\/b><br><br><b>Reference:<\/b> \u00a74.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 157,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Cell A1 contains 5 and B1 contains 3. The formula =A1&B1 returns:\",\r\n    \"options\": [\r\n      \"53\",\r\n      \"An error\",\r\n      \"8\",\r\n      \"15\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 53<\/b><br><br>\\n<b>The working<\/b><br>\\nThe <b>ampersand concatenates<\/b> \u2014 it joins values end to end as <b>text<\/b>. So 5 and 3 become the text string <b>\\\"53\\\"<\/b>, not the number 8.<br><br>\\n<b>Why the result is text, not a number<\/b><br>\\nConcatenation always produces text. The cell will be <b>left-aligned<\/b>, which is the visible clue, and the result cannot be used in arithmetic without conversion.<br><br>\\n<b>The common slip<\/b><br>\\nUsing <b>&<\/b> where <b>+<\/b> was meant. The formula raises no error, which makes it the dangerous kind of mistake \u2014 a plausible-looking wrong answer.<br><br>\\n<b>Where & is genuinely useful<\/b><br>\\nBuilding a full name from separate columns, or a reference number from parts.<br><br><b>Reference:<\/b> \u00a74.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 158,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"=AVERAGE(4, 8, 12, 16) returns:\",\r\n    \"options\": [\r\n      \"8\",\r\n      \"10\",\r\n      \"12\",\r\n      \"40\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 10<\/b><br><br>\\n<b>The working<\/b><br>\\n<b>Sum:<\/b> 4 + 8 + 12 + 16 = <b>40<\/b><br>\\n<b>Count:<\/b> <b>4<\/b> values<br>\\n<b>Mean:<\/b> 40 \u00f7 4 = <b>10<\/b><br><br>\\n<b>Why 40 is offered as a distractor<\/b><br>\\nIt is the <b>sum<\/b>, which is what SUM would return. Reading the function name is half the question.<br><br>\\n<b>The behaviour to carry forward<\/b><br>\\n<b>AVERAGE ignores text and blank cells.<\/b> Given 4, 8, \\\"Absent\\\", 12 and 16, it would divide by <b>four<\/b>, not five \u2014 so an absent pupil does not lower the class average. Whether that is desired depends on what the figure is for.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 159,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which of the following is NOT a measure of central tendency?\",\r\n    \"options\": [\r\n      \"Median\",\r\n      \"Mode\",\r\n      \"Standard deviation\",\r\n      \"Mean\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Standard deviation<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Standard deviation measures dispersion<\/b> \u2014 how widely values are spread about the mean \u2014 not where the centre lies.<br><br>\\n<b>The three measures of central tendency<\/b><br>\\n<b>Mean<\/b> (AVERAGE) \u00b7 <b>Median<\/b> (MEDIAN) \u00b7 <b>Mode<\/b> (MODE).<br><br>\\n<b>Why both kinds are needed<\/b><br>\\nTwo classes may share a mean of 60 while one is tightly clustered and the other split between very high and very low marks. <b>The mean conceals that difference; the standard deviation reveals it.<\/b><br><br>\\n<b>The spreadsheet function:<\/b> <b>STDEV<\/b>.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 160,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"An absolute reference is required when a formula must always refer to:\",\r\n    \"options\": [\r\n      \"The first column\",\r\n      \"The active cell\",\r\n      \"The cell immediately above\",\r\n      \"A fixed cell such as a pass mark or a rate\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A fixed cell such as a pass mark or a rate<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn absolute reference is needed whenever the formula must point at <b>one fixed cell<\/b> however far it is copied \u2014 a <b>pass mark<\/b>, a <b>conversion rate<\/b>, a <b>constant multiplier<\/b>, a <b>tax percentage<\/b>.<br><br>\\n<b>The typical construction<\/b><br>\\nThe pass mark sits in C1. Down a column of four hundred pupils the formula reads <b>=IF(B2>=$C$1,\\\"PASS\\\",\\\"FAIL\\\")<\/b> \u2014 the mark reference moving, the pass mark fixed. Change C1 and the entire sheet re-evaluates.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n\\\"The cell immediately above\\\" and \\\"the active cell\\\" describe <b>relative<\/b> behaviour \u2014 the opposite requirement.<br><br><b>Reference:<\/b> \u00a74.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 161,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A worksheet and a workbook differ in that a workbook:\",\r\n    \"options\": [\r\n      \"Is a file containing one or more worksheets\",\r\n      \"Contains only charts\",\r\n      \"Cannot be saved\",\r\n      \"Is a single sheet\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Is a file containing one or more worksheets<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>workbook is the file<\/b>; a <b>worksheet is one sheet within it<\/b>. The <b>sheet tabs at the foot of the window<\/b> move between the worksheets of one workbook.<br><br>\\n<b>Why the structure is useful in a school<\/b><br>\\nOne workbook can hold <b>Class X, Class IX and Summary<\/b> as separate sheets, with the summary drawing on the others through references such as <b>Sheet2!A1<\/b>.<br><br>\\n<b>The vocabulary in order<\/b><br>\\n<b>Cell \u2192 range \u2192 worksheet \u2192 workbook.<\/b> Each contains the one before.<br><br>\\n<b>The corresponding word processing term<\/b><br>\\nA workbook is to a worksheet roughly what a document is to a page.<br><br><b>Reference:<\/b> \u00a74.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 162,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which function counts cells that meet a specified condition?\",\r\n    \"options\": [\r\n      \"COUNTA\",\r\n      \"COUNTIF\",\r\n      \"COUNTBLANK\",\r\n      \"COUNT\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) COUNTIF<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>COUNTIF<\/b> counts only those cells in a range that <b>meet a stated condition<\/b> \u2014 =COUNTIF(B2:B41,\\\"Absent\\\") or =COUNTIF(C2:C41,\\\"&lt;33\\\").<br><br>\\n<b>The family it belongs to<\/b><br>\\n<b>SUMIF<\/b> adds only cells meeting a condition. <b>AVERAGEIF<\/b> averages them. The <b>-IFS<\/b> forms allow several conditions at once.<br><br>\\n<b>The school application<\/b><br>\\nCounting absentees, pupils below the pass mark, or pupils in a category \u2014 each in one formula, without sorting or filtering the sheet.<br><br>\\n<b>The contrast:<\/b> <b>COUNT<\/b> counts numbers, <b>COUNTA<\/b> counts anything, <b>COUNTIF<\/b> counts what qualifies.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 163,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A class of 40 has 8 pupils absent. =COUNTIF(B2:B41,\\\"Absent\\\") returns:\",\r\n    \"options\": [\r\n      \"0\",\r\n      \"32\",\r\n      \"8\",\r\n      \"40\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 8<\/b><br><br>\\n<b>The working<\/b><br>\\n<b>COUNTIF counts occurrences of the given text<\/b> in the range. Eight cells contain \\\"Absent\\\", so the function returns <b>8<\/b>.<br><br>\\n<b>Why 32 is offered<\/b><br>\\nIt is the number <b>present<\/b> \u2014 obtained by 40 \u2212 8, or by COUNT if marks were entered for the rest. Reading what the formula actually asks for is the whole question.<br><br>\\n<b>The precision that matters<\/b><br>\\nCOUNTIF matches the text as given. <b>\\\"Absent\\\", \\\"absent\\\" and \\\"ABS\\\" are not the same string<\/b> to a strict comparison, and inconsistent entry across a school is a real source of wrong counts \u2014 which is exactly what <b>data validation with a dropdown list<\/b> prevents.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 164,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Consider the following statements about pivot tables:\\n1. They summarise data without altering the underlying records.\\n2. They must be refreshed when the source data changes.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nPivot tables <b>summarise data without altering the underlying records<\/b>. The source remains untouched, which is why a pivot table is safe to experiment with.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nThey <b>must be refreshed when the source data changes<\/b>. A pivot table holds a cached copy and does not update itself.<br><br>\\n<b>The practical warning<\/b><br>\\n<b>Forgetting to refresh is the commonest cause of a pivot table reporting stale figures<\/b> \u2014 and the figures look entirely current. A summary presented at a meeting from an unrefreshed table is wrong in a way nobody in the room can see.<br><br><b>Reference:<\/b> \u00a74.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 165,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The fill handle is used to:\",\r\n    \"options\": [\r\n      \"Insert a new row\",\r\n      \"Merge cells\",\r\n      \"Change cell colour\",\r\n      \"Copy a formula or extend a series across adjacent cells\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Copy a formula or extend a series across adjacent cells<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>fill handle<\/b> \u2014 the small square at the <b>lower right corner of the selection<\/b> \u2014 copies a formula or extends a series across adjacent cells when dragged.<br><br>\\n<b>What it recognises<\/b><br>\\nDragging <b>1, 2<\/b> continues 3, 4, 5. Dragging <b>Monday<\/b> continues Tuesday, Wednesday. Dragging a <b>formula<\/b> copies it with <b>relative references adjusting<\/b> as it goes \u2014 which is the mechanism the whole chapter rests on.<br><br>\\n<b>The caution<\/b><br>\\nWhere a reference must <b>not<\/b> adjust, it must be made <b>absolute<\/b> before dragging. Otherwise the pass mark in C1 becomes C2, C3, C4 down the column \u2014 and every result after the first is wrong.<br><br><b>Reference:<\/b> \u00a74.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 166,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A head of institution wants a single figure showing how many pupils of each category are enrolled in each class. The most suitable tool is:\",\r\n    \"options\": [\r\n      \"A pivot table\",\r\n      \"Freeze panes\",\r\n      \"Data validation\",\r\n      \"Conditional formatting\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A pivot table<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Cross-tabulation of two dimensions is precisely what a pivot table performs.<\/b> Class along one axis, category along the other, a count in each intersection \u2014 produced by dragging two fields, with no formula written.<br><br>\\n<b>Why the others cannot do it<\/b><br>\\n<b>Conditional formatting<\/b> \u2014 colours cells; it counts nothing.<br>\\n<b>Freeze panes<\/b> \u2014 a view setting.<br>\\n<b>Data validation<\/b> \u2014 restricts entry.<br><br>\\n<b>The administrative value<\/b><br>\\nThis is exactly the figure a <b>UDISE+ return<\/b> requires. Producing it from a pivot table on the admission register, rather than counting by hand, removes an entire class of error.<br><br><b>Reference:<\/b> \u00a74.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 167,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which of the following prevents a user from entering a mark greater than 100?\",\r\n    \"options\": [\r\n      \"Conditional formatting\",\r\n      \"Data validation\",\r\n      \"Freeze panes\",\r\n      \"Sorting\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Data validation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Data validation<\/b> restricts what may be entered \u2014 a whole number between 0 and 100 \u2014 and <b>refuses the entry at the point it is made<\/b>.<br><br>\\n<b>Why conditional formatting is the wrong answer<\/b><br>\\nIt would <b>colour the wrong entry after the event<\/b>, leaving the wrong value in the cell. Somebody must then notice the colour and act. <b>Validation prevents the entry; formatting reports it.<\/b><br><br>\\n<b>The wider principle<\/b><br>\\nGiven <b>GIGO<\/b>, controls at the point of entry are worth far more than checks afterwards. A mark of 1000 entered in error and caught at audit has already flowed into totals, averages and possibly a printed report.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 168,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which of the following is NOT a valid use of the IF function?\",\r\n    \"options\": [\r\n      \"Deciding pass or fail from a mark\",\r\n      \"Assigning a grade band\",\r\n      \"Adding two numbers unconditionally\",\r\n      \"Flagging attendance below a threshold\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Adding two numbers unconditionally<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Unconditional addition requires no test at all.<\/b> IF exists to choose between outcomes based on a condition; where there is no condition, <b>=A1+A2<\/b> or <b>SUM<\/b> is the correct and simpler formula.<br><br>\\n<b>Why the others are genuine uses<\/b><br>\\n<b>Deciding pass or fail from a mark<\/b> \u2014 the classic case.<br>\\n<b>Assigning a grade band<\/b> \u2014 using nested IFs for more than two outcomes.<br>\\n<b>Flagging attendance below a threshold<\/b> \u2014 a condition with two results.<br><br>\\n<b>The judgement being tested<\/b><br>\\nNot whether IF <i>could<\/i> be forced to do the job, but whether a <b>conditional function suits an unconditional task<\/b>. It does not.<br><br><b>Reference:<\/b> \u00a74.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 169,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Nested IF functions are used when:\",\r\n    \"options\": [\r\n      \"A chart is created\",\r\n      \"Cells are merged\",\r\n      \"Two workbooks are combined\",\r\n      \"More than two possible outcomes must be distinguished\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) More than two possible outcomes must be distinguished<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA single IF produces <b>two outcomes<\/b>. Where <b>more than two must be distinguished<\/b>, an IF is placed inside another \u2014 each testing the next threshold in turn.<br><br>\\n<b>The standard school example<\/b><br>\\nGrade bands: A, B, C and D. The formula tests for A; failing that, tests for B; failing that, C; otherwise D.<br><br>\\n<b>The order that matters<\/b><br>\\nThresholds must be tested in <b>descending or ascending order consistently<\/b>. Testing \\\"above 33\\\" before \\\"above 75\\\" assigns a C to every pupil, including those scoring 90 \u2014 a common and silent error.<br><br>\\n<b>The modern alternative:<\/b> <b>IFS<\/b>, which lists conditions without nesting.<br><br><b>Reference:<\/b> \u00a74.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 170,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Protecting a worksheet is used to:\",\r\n    \"options\": [\r\n      \"Prevent specified cells from being altered\",\r\n      \"Encrypt the file\",\r\n      \"Speed up recalculation\",\r\n      \"Reduce the file size\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Prevent specified cells from being altered<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nProtecting a worksheet <b>prevents specified cells from being altered<\/b>. The usual arrangement <b>locks the formula cells and leaves the data-entry cells open<\/b>.<br><br>\\n<b>Why this is valuable in a school<\/b><br>\\nA result template can be circulated to twenty teachers, each entering marks, with <b>no possibility of a formula being overwritten<\/b>. Without it, one accidental keystroke in a total column corrupts a sheet that everyone else is relying on.<br><br>\\n<b>The distinction from Freeze Panes<\/b><br>\\n<b>Protect locks the content; Freeze locks the view.<\/b> Both are described loosely as \\\"locking\\\", which is why they are offered together.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 171,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Line<\/td><td>1. Change in a value over time<\/td><\/tr><tr><td>B. Pie<\/td><td>2. Share of a whole<\/td><\/tr><tr><td>C. Column<\/td><td>3. Relationship between two variables<\/td><\/tr><tr><td>D. Scatter<\/td><td>4. Comparison across categories<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-1, B-2, C-4, D-3\",\r\n      \"A-4, B-1, C-3, D-2\",\r\n      \"A-4, B-3, C-2, D-1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-1, B-2, C-4, D-3<\/b><br><br>\\n<b>Matching chart to purpose<\/b><br>\\n<b>Line<\/b> \u2014 <b>change in a value over time<\/b>. Enrolment across five years.<br>\\n<b>Pie<\/b> \u2014 <b>share of a whole<\/b>. Proportion of pupils by category.<br>\\n<b>Column<\/b> \u2014 <b>comparison across categories<\/b>. Marks by subject.<br>\\n<b>Scatter<\/b> \u2014 <b>relationship between two variables<\/b>. Attendance against marks.<br><br>\\n<b>The commonest presentation error<\/b><br>\\n<b>Choosing a pie chart for more than about six categories.<\/b> The slices become indistinguishable and the chart conveys less than the table it replaced.<br><br>\\n<b>The question to ask before choosing<\/b><br>\\n<b>What must this chart show \u2014 a share, a trend, a comparison, or a relationship?<\/b> The answer selects the type.<br><br><b>Reference:<\/b> \u00a74.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 172,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A circular reference occurs when a formula:\",\r\n    \"options\": [\r\n      \"Divides by zero\",\r\n      \"Refers to a deleted cell\",\r\n      \"Refers, directly or indirectly, to its own cell\",\r\n      \"Uses the wrong function name\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Refers, directly or indirectly, to its own cell<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA circular reference arises when a formula <b>refers, directly or indirectly, to its own cell<\/b> \u2014 =SUM(A1:A5) entered <i>in<\/i> A5, or A1 depending on B1 which depends on A1.<br><br>\\n<b>Why the program cannot resolve it<\/b><br>\\n<b>The result depends on itself.<\/b> Computing it would require the answer before it can be computed. The program warns and generally returns zero.<br><br>\\n<b>The commonest cause<\/b><br>\\nIncluding the <b>total cell within the range being totalled<\/b> \u2014 usually by dragging a selection one row too far.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA deleted reference gives <b>#REF!<\/b>; a wrong function name gives <b>#NAME?<\/b>; division by zero gives <b>#DIV\/0!<\/b>.<br><br><b>Reference:<\/b> \u00a74.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 173,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Wrap Text in a cell:\",\r\n    \"options\": [\r\n      \"Deletes excess characters\",\r\n      \"Converts text to a formula\",\r\n      \"Splits the cell into two\",\r\n      \"Displays long text on multiple lines within the same cell\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Displays long text on multiple lines within the same cell<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Wrap Text displays long content on multiple lines within the same cell<\/b>, increasing the row height. The cell remains <b>one cell<\/b> \u2014 nothing is split or merged.<br><br>\\n<b>The tool it is confused with<\/b><br>\\n<b>Merge and Centre<\/b> combines several cells into one. It looks tidy and causes real trouble: <b>merged cells break sorting and filtering<\/b>, and complicate every formula referring to the region.<br><br>\\n<b>The practical advice<\/b><br>\\nFor a heading too long for its column, <b>wrap it<\/b>. Reserve merging for a title row that no formula will ever touch \u2014 and preferably avoid it in a working data table altogether.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 174,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which shortcut inserts the current date in a cell?\",\r\n    \"options\": [\r\n      \"Ctrl + ;\",\r\n      \"Ctrl + T\",\r\n      \"Ctrl + N\",\r\n      \"Ctrl + D\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Ctrl + ;<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + ;<\/b> inserts the current date as a <b>fixed value<\/b>. Its companion, <b>Ctrl + Shift + ;<\/b>, inserts the current time.<br><br>\\n<b>The important property<\/b><br>\\nIt inserts a <b>static value, not a field<\/b>. The date does not change tomorrow \u2014 which is exactly what a record requires. The <b>=TODAY()<\/b> function does the opposite, updating every time the file is opened.<br><br>\\n<b>When each is wanted<\/b><br>\\n<b>Ctrl + ;<\/b> for a date of entry that must stand permanently. <b>=TODAY()<\/b> for a report header that should always show today.<br><br>\\n<b>Why Ctrl + D is wrong<\/b><br>\\nIt <b>fills down<\/b> from the cell above.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 175,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"After entering marks, a clerk finds that column D shows ##### throughout. The correct action is to:\",\r\n    \"options\": [\r\n      \"Re-enter all the data\",\r\n      \"Widen column D\",\r\n      \"Change the file format\",\r\n      \"Delete and recreate the column\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Widen column D<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>##### is a display constraint, not an error.<\/b> The values are intact and correctly calculated; the column is merely <b>too narrow to show them<\/b>. Widening it resolves the matter completely.<br><br>\\n<b>Why the wrong answers are actively harmful<\/b><br>\\n<b>Re-entering all the data<\/b> risks introducing genuine errors into figures that were correct.<br>\\n<b>Deleting and recreating the column<\/b> destroys the formulas behind it.<br><br>\\n<b>How to distinguish it from a real error<\/b><br>\\nThe genuine errors <b>name their cause<\/b>: #DIV\/0!, #NAME?, #REF!, #VALUE!. <b>#####<\/b> names nothing because nothing is wrong.<br><br><b>Reference:<\/b> \u00a74.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 176,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"The STDEV function returns:\",\r\n    \"options\": [\r\n      \"The median\",\r\n      \"The total\",\r\n      \"The standard deviation of a data set\",\r\n      \"The largest deviation\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The standard deviation of a data set<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>STDEV<\/b> returns the <b>standard deviation<\/b> \u2014 a measure of how widely the values are <b>dispersed about the mean<\/b>.<br><br>\\n<b>Why a school should care<\/b><br>\\nTwo sections may both average 60. In one, every pupil scores between 55 and 65; in the other, half score 90 and half score 30. <b>The mean conceals that difference entirely; the standard deviation exposes it<\/b> \u2014 and the teaching response to each class is quite different.<br><br>\\n<b>Its place among the statistics<\/b><br>\\n<b>AVERAGE, MEDIAN and MODE<\/b> describe the <b>centre<\/b>. <b>STDEV<\/b> describes the <b>spread<\/b>. Both are needed before a distribution can be described honestly.<br><br><b>Reference:<\/b> \u00a74.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 177,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Which of the following converts a range into a structured table with filter buttons?\",\r\n    \"options\": [\r\n      \"Ctrl + P\",\r\n      \"Ctrl + G\",\r\n      \"Ctrl + K\",\r\n      \"Ctrl + T\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Ctrl + T<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + T<\/b> converts a range into a <b>structured table<\/b>, adding filter buttons, banded rows, and \u2014 most usefully \u2014 <b>automatic expansion<\/b> as rows are added.<br><br>\\n<b>The safety benefit<\/b><br>\\nA structured table <b>sorts all its columns together<\/b>. It therefore removes the single most dangerous error in the chapter: sorting one column and detaching every mark from its pupil.<br><br>\\n<b>The related shortcut<\/b><br>\\n<b>Ctrl + Shift + L<\/b> toggles filters on an <b>ordinary range<\/b> without creating a table \u2014 useful when the formatting of a table is not wanted.<br><br>\\n<b>Why Ctrl + P and Ctrl + K are wrong<\/b><br>\\nPrint and Insert Hyperlink.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 178,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"Consider the following statements about spreadsheet accuracy in school records:\\n1. Data validation prevents invalid entries at the point of entry.\\n2. Conditional formatting corrects wrong values automatically.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Data validation prevents invalid entries at the point of entry.<\/b> The wrong value is never recorded, so it never has to be found.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>Conditional formatting does not correct anything.<\/b> It only <b>draws attention to a value<\/b> by colouring it. Somebody must still notice and act.<br><br>\\n<b>Why the distinction is worth holding<\/b><br>\\nGiven <b>GIGO<\/b>, the two tools sit at different points: <b>validation acts before the error exists; formatting acts after<\/b>. A school relying on colour alone is relying on a human being noticing \u2014 which is precisely what \u00a710.8 warns against.<br><br><b>Reference:<\/b> \u00a74.6, \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 179,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A cell reference in another worksheet of the same workbook is written as:\",\r\n    \"options\": [\r\n      \"Sheet2!A1\",\r\n      \"Sheet2.A1\",\r\n      \"Sheet2:A1\",\r\n      \"Sheet2-A1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Sheet2!A1<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>exclamation mark separates the sheet name from the cell reference<\/b>: <b>Sheet2!A1<\/b> means cell A1 of the sheet named Sheet2.<br><br>\\n<b>Where a sheet name contains spaces<\/b><br>\\nIt must be enclosed in single quotation marks: <b>'Class X'!A1<\/b>. Omitting them is a common cause of #NAME?.<br><br>\\n<b>Why a school uses this<\/b><br>\\nA <b>Summary<\/b> sheet drawing figures from <b>Class IX<\/b> and <b>Class X<\/b> sheets \u2014 one workbook, several worksheets, references crossing between them.<br><br>\\n<b>The next level up<\/b><br>\\nA reference to another <b>file<\/b> includes the workbook name in square brackets, and breaks if the file is moved.<br><br><b>Reference:<\/b> \u00a74.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 180,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A cell displays 45. Copying that cell to another location does not produce 45. The explanation is that the cell:\",\r\n    \"options\": [\r\n      \"Stores a formula, and it is the formula that is copied\",\r\n      \"Is protected\",\r\n      \"Contains text rather than a number\",\r\n      \"Is formatted incorrectly\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Stores a formula, and it is the formula that is copied<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe cell <b>stores a formula<\/b>, and <b>it is the formula that is copied<\/b>, not the number. Moved to a new position, its <b>relative references adjust<\/b> and it computes a different result.<br><br>\\n<b>The organising idea of the chapter<\/b><br>\\n<b>A cell displays a result but stores an instruction.<\/b> The <b>formula bar shows what is stored<\/b>; the cell shows what is computed. <b>Ctrl + `<\/b> switches the whole sheet between the two views.<br><br>\\n<b>How to copy the value instead<\/b><br>\\nUse <b>Paste Special \u2192 Values<\/b>, which pastes the number 45 and discards the formula behind it.<br><br><b>Reference:<\/b> \u00a74.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 181,\r\n    \"chapter\": \"SPREADSHEETS\",\r\n    \"question\": \"A clerk sorts only the Marks column of a result sheet in descending order. The consequence is that:\",\r\n    \"options\": [\r\n      \"The whole sheet is sorted correctly\",\r\n      \"Every mark is detached from the pupil to whom it belongs\",\r\n      \"An error message appears\",\r\n      \"Only the header row changes\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Every mark is detached from the pupil to whom it belongs<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSorting one column <b>rearranges its values while leaving every other column undisturbed<\/b>. The marks are reordered; the names are not. <b>Every mark is detached from the pupil to whom it belongs.<\/b><br><br>\\n<b>Why it is so dangerous<\/b><br>\\n<b>No error message appears and nothing on screen announces it.<\/b> The sheet looks tidier than before. The corruption surfaces weeks later when a pupil disputes a mark \u2014 by which time the original order may be unrecoverable.<br><br>\\n<b>The precautions<\/b><br>\\nSelect the <b>entire table<\/b> before sorting, or convert it to a <b>structured table with Ctrl + T<\/b>, which sorts every column together. And back up before any bulk operation.<br><br><b>Reference:<\/b> \u00a74.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 182,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A transition in presentation software refers to the effect applied:\",\r\n    \"options\": [\r\n      \"To an object within a slide\",\r\n      \"Between one slide and the next\",\r\n      \"To the slide background\",\r\n      \"To printed handouts\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Between one slide and the next<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>transition<\/b> governs the change <b>from one slide to the next<\/b> \u2014 the fade, wipe or push as the deck advances.<br><br>\\n<b>The distinction that decides most questions in this chapter<\/b><br>\\nAn <b>animation<\/b> applies to an object <b>within<\/b> a slide \u2014 a bullet appearing, a diagram building up.<br><br>\\n<b>The consequence for counting<\/b><br>\\n<b>One transition per slide, but many animations possible.<\/b> The count follows directly from what each effect governs: the change between slides happens once, while objects within a slide may be numerous.<br><br>\\n<b>Remember:<\/b> <b>transition = between; animation = within.<\/b><br><br><b>Reference:<\/b> \u00a75.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 183,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"The Slide Master is used to:\",\r\n    \"options\": [\r\n      \"Record narration\",\r\n      \"Present the slide show\",\r\n      \"Control the design and layout of all slides at once\",\r\n      \"Print handouts\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Control the design and layout of all slides at once<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe Slide Master controls <b>design and layout across every slide at once<\/b> \u2014 fonts, colours, placeholder positions, footers and logos. A change made there <b>propagates to every slide using it<\/b>.<br><br>\\n<b>The parallel worth seeing<\/b><br>\\nIt is <b>exactly the logic of a style in a word processor<\/b>: define once, apply everywhere, change centrally. A school changing its crest changes it on the master, not on ninety slides.<br><br>\\n<b>The hierarchy<\/b><br>\\n<b>Master \u2192 Layouts \u2192 Individual slides.<\/b> The master governs the layouts; the layouts govern the slides built on them.<br><br><b>Reference:<\/b> \u00a75.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 184,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Arrange the Slide Master hierarchy from the broadest level downward:\\n1. Individual slides 2. Slide Master 3. Layouts\",\r\n    \"options\": [\r\n      \"1, 3, 2\",\r\n      \"3, 2, 1\",\r\n      \"2, 1, 3\",\r\n      \"2, 3, 1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 2, 3, 1<\/b><br><br>\\n<b>The hierarchy<\/b><br>\\n<b>1. Slide Master<\/b> \u2014 the broadest level, governing everything beneath it.<br>\\n<b>2. Layouts<\/b> \u2014 Title Slide, Title and Content, Two Content and the rest, each inheriting from the master but modifiable independently.<br>\\n<b>3. Individual slides<\/b> \u2014 built on a layout and inheriting from it.<br><br>\\n<b>Why the structure is useful<\/b><br>\\nA change at any level flows downward but not upward. Alter the master and every layout changes; alter one layout and only slides using it change.<br><br>\\n<b>The word-processing analogue<\/b><br>\\n<b>Theme \u2192 style \u2192 paragraph.<\/b> The same idea of inheritance, differently named.<br><br><b>Reference:<\/b> \u00a75.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 185,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"F5 during editing starts the slide show:\",\r\n    \"options\": [\r\n      \"From the first slide\",\r\n      \"In presenter view only\",\r\n      \"In reading view\",\r\n      \"From the current slide\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) From the first slide<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>F5<\/b> starts the show <b>from the first slide<\/b>, whatever slide is currently being edited.<br><br>\\n<b>The variant worth knowing<\/b><br>\\n<b>Shift + F5<\/b> starts <b>from the current slide<\/b> \u2014 indispensable when rehearsing slide 34, since F5 would otherwise send you back to the beginning each time.<br><br>\\n<b>The other keys during a show<\/b><br>\\n<b>B<\/b> blanks the screen to <b>black<\/b>; <b>W<\/b> to <b>white<\/b>; <b>Esc<\/b> ends the show. B and W let a teacher <b>recover the room's attention instantly<\/b> \u2014 to return to the blackboard, or to stop pupils reading ahead.<br><br>\\n<b>Remember:<\/b> <b>F5 from the start, Shift + F5 from here.<\/b><br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 186,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"During a slide show, pressing B:\",\r\n    \"options\": [\r\n      \"Moves back one slide\",\r\n      \"Blanks the screen to black\",\r\n      \"Adds a bullet\",\r\n      \"Bolds the text\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Blanks the screen to black<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>B blanks the screen to black<\/b>; <b>W blanks it to white<\/b>. Pressing the key again restores the slide.<br><br>\\n<b>Why a teacher should know this<\/b><br>\\nIt <b>returns attention to the speaker or the blackboard instantly<\/b>. A slide left projected while a teacher explains something else competes for attention and generally wins. Blanking the screen removes the competition without leaving the presentation.<br><br>\\n<b>The alternative some use<\/b><br>\\nSwitching the projector off \u2014 which loses warm-up time and may not recover the same display settings.<br><br>\\n<b>Remember:<\/b> <b>B for black, W for white<\/b> \u2014 both toggle.<br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 187,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Presenter View shows the speaker:\",\r\n    \"options\": [\r\n      \"A printed handout\",\r\n      \"The same screen as the audience\",\r\n      \"Notes, the next slide and a timer while the audience sees only the slide\",\r\n      \"Only the notes\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Notes, the next slide and a timer while the audience sees only the slide<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nPresenter View gives the speaker <b>notes, a preview of the next slide, and a timer<\/b>, while the audience sees only the slide itself.<br><br>\\n<b>What it requires<\/b><br>\\n<b>Two displays<\/b> \u2014 a laptop screen and a projector. On a single display it cannot function, which is why rehearsing with the actual equipment matters.<br><br>\\n<b>Why it changes how one speaks<\/b><br>\\nIt makes it possible to <b>speak from notes without turning away<\/b> from the audience, and to see what is coming next rather than being surprised by one's own deck.<br><br>\\n<b>The related discipline<\/b><br>\\nDetail belongs <b>in the notes<\/b>, not on the slide.<br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 188,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"The 6\u00d76 guideline in presentation design suggests:\",\r\n    \"options\": [\r\n      \"Six colours per slide\",\r\n      \"Six images per presentation\",\r\n      \"Six slides in six minutes\",\r\n      \"About six bullet points with about six words each\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) About six bullet points with about six words each<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe guideline suggests about <b>six bullet points per slide, of about six words each<\/b>.<br><br>\\n<b>What it is really for<\/b><br>\\nIt is <b>a discipline against crowding rather than an arithmetic rule<\/b>. Nobody counts. The point is that a slide holding a paragraph forces the audience to <b>read and listen at once<\/b>, and they can do neither well.<br><br>\\n<b>Where the detail should go<\/b><br>\\nInto the <b>speaker notes<\/b> \u2014 which are printable, can be circulated, and are invisible to the audience during the show.<br><br>\\n<b>The parallel elsewhere in the syllabus<\/b><br>\\nA <b>dashboard<\/b> carrying forty numbers communicates nothing. Same discipline, different medium.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 189,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Which of the following is NOT a good practice in a classroom presentation?\",\r\n    \"options\": [\r\n      \"Reading every word aloud from the slide\",\r\n      \"Consistent fonts across slides\",\r\n      \"Alternative text on images\",\r\n      \"High contrast between text and background\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Reading every word aloud from the slide<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Reading every word aloud from the slide duplicates what the audience can already read<\/b>, and forfeits the speaker's entire value. If the slide says everything, the teacher is redundant; if the teacher is needed, the slide should not say everything.<br><br>\\n<b>Why the others are sound<\/b><br>\\n<b>High contrast<\/b> \u2014 survives a weak projector and serves pupils with low vision.<br>\\n<b>Consistent fonts<\/b> \u2014 reduce the effort of reading.<br>\\n<b>Alternative text on images<\/b> \u2014 makes the deck usable by a screen reader.<br><br>\\n<b>The underlying principle<\/b><br>\\n<b>The slide supports the speaker; it does not replace one.<\/b><br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 190,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A presentation must be shown in a hall where the projector renders pale colours poorly. The most useful adjustment is to:\",\r\n    \"options\": [\r\n      \"Add more animations\",\r\n      \"Increase contrast between text and background\",\r\n      \"Reduce the font size\",\r\n      \"Add background music\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Increase contrast between text and background<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Contrast is the property that survives a weak projector.<\/b> Subtle colour is the first thing lost \u2014 pale grey on white may be legible on a laptop and invisible on the wall.<br><br>\\n<b>What to do in practice<\/b><br>\\nDark text on a light background, or the reverse. Avoid mid-tones against mid-tones, and test on the actual equipment where possible.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>More animations<\/b> \u2014 adds movement, not legibility.<br>\\n<b>Smaller font<\/b> \u2014 the opposite of what a difficult room needs.<br>\\n<b>Background music<\/b> \u2014 unrelated to a visual problem.<br><br>\\n<b>The accessibility overlap<\/b><br>\\nHigh contrast is also a <b>WCAG requirement<\/b> under <i>Perceivable<\/i>.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 191,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A placeholder in a slide layout is:\",\r\n    \"options\": [\r\n      \"A hidden note\",\r\n      \"A temporary file\",\r\n      \"A pre-defined box for a title, text or content\",\r\n      \"A blank slide\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A pre-defined box for a title, text or content<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>placeholder<\/b> is a pre-defined box supplied by the layout, reserved for a <b>title, text, or content<\/b> such as a chart or picture.<br><br>\\n<b>Why placeholders matter more than they appear to<\/b><br>\\nUsing them rather than free-drawn text boxes is what keeps a deck <b>consistent<\/b> \u2014 every title lands in the same position \u2014 <b>and accessible<\/b>. A screen reader follows the placeholder order; a floating text box may be read in an unpredictable sequence, or skipped.<br><br>\\n<b>The parallel<\/b><br>\\nIt is the presentation equivalent of using a <b>heading style<\/b> rather than enlarging text by hand: structure, not just appearance.<br><br><b>Reference:<\/b> \u00a75.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 192,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Speaker notes in a presentation are:\",\r\n    \"options\": [\r\n      \"Automatically read aloud\",\r\n      \"Part of the slide title\",\r\n      \"Displayed to the audience\",\r\n      \"Visible to the presenter and printable, but not shown on the projected slide\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Visible to the presenter and printable, but not shown on the projected slide<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSpeaker notes are <b>visible to the presenter and printable, but never shown on the projected slide<\/b>. They appear in Presenter View and in Notes Page view.<br><br>\\n<b>Their two uses<\/b><br>\\n<b>Speaking<\/b> \u2014 the detail that must not clutter the slide.<br>\\n<b>Circulating<\/b> \u2014 printed as notes pages, they let a colleague or a substitute teacher deliver the same lesson.<br><br>\\n<b>The design principle they enable<\/b><br>\\n<b>Keep the slide sparse and put the detail in the notes.<\/b> A deck built to be read alone is unusable for speaking from; a deck built for speaking is uninformative when read alone. Notes resolve the conflict.<br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 193,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Transition<\/td><td>1. Duration and delay of an effect<\/td><\/tr><tr><td>B. Animation<\/td><td>2. An action that starts an animation<\/td><\/tr><tr><td>C. Trigger<\/td><td>3. Effect on an object within a slide<\/td><\/tr><tr><td>D. Timing<\/td><td>4. Effect between slides<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-2, D-1\",\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-3, B-4, C-1, D-2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-4, B-3, C-2, D-1<\/b><br><br>\\n<b>The four terms<\/b><br>\\n<b>Transition<\/b> \u2014 the effect <b>between one slide and the next<\/b>. One per slide.<br>\\n<b>Animation<\/b> \u2014 the effect on an <b>object within a slide<\/b>. Many possible.<br>\\n<b>Trigger<\/b> \u2014 an action that <b>starts an animation<\/b>, such as a click on a particular shape.<br>\\n<b>Timing<\/b> \u2014 the <b>duration and delay<\/b> of an effect.<br><br>\\n<b>The pair that decides the question<\/b><br>\\n<b>Transition against animation \u2014 between slides against within a slide.<\/b> Everything else in the set is secondary; get this distinction right and the matching follows.<br><br><b>Reference:<\/b> \u00a75.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 194,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Handouts in presentation software allow:\",\r\n    \"options\": [\r\n      \"Animations to be printed\",\r\n      \"Several slides to be printed on one page for the audience\",\r\n      \"The slides to be emailed automatically\",\r\n      \"Notes to be hidden\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Several slides to be printed on one page for the audience<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nHandouts print <b>several slides on one page<\/b> for the audience \u2014 commonly two, three, four, six or nine.<br><br>\\n<b>The layout worth choosing<\/b><br>\\n<b>Three slides per page with ruled lines beside them<\/b> is the usual choice for note-taking: the audience sees the slide and has room to write next to it.<br><br>\\n<b>The distinction from notes pages<\/b><br>\\n<b>Handouts<\/b> carry slides only, for the audience. <b>Notes pages<\/b> carry one slide with the <b>speaker notes<\/b> beneath, for the presenter or a colleague delivering the same session.<br><br>\\n<b>Why it matters practically<\/b><br>\\nPrinting a 40-slide deck one slide per page wastes 40 sheets where 14 would do.<br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 195,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Which view displays all slides as thumbnails for reordering?\",\r\n    \"options\": [\r\n      \"Notes Page view\",\r\n      \"Normal view\",\r\n      \"Slide Sorter view\",\r\n      \"Reading view\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Slide Sorter view<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Slide Sorter view<\/b> shows every slide as a thumbnail on one screen, so slides can be <b>dragged into a new order<\/b>, duplicated or deleted in bulk.<br><br>\\n<b>Why it is the right tool for restructuring<\/b><br>\\nReordering in Normal view means scrolling a long rail one slide at a time. Slide Sorter shows the <b>shape of the whole deck at once<\/b> \u2014 which is when structural problems become visible.<br><br>\\n<b>The four views<\/b><br>\\n<b>Normal<\/b> \u2014 editing one slide.<br>\\n<b>Slide Sorter<\/b> \u2014 reordering.<br>\\n<b>Notes Page<\/b> \u2014 writing and printing speaker notes.<br>\\n<b>Reading<\/b> \u2014 reviewing the show in a window.<br><br><b>Reference:<\/b> \u00a75.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 196,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Consider the following statements:\\n1. Alternative text on an image makes a slide accessible to a screen reader user.\\n2. An animation applies between one slide and the next.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Alternative text makes an image accessible to a screen reader user<\/b>, who otherwise receives nothing at all from it. It is a requirement, not a courtesy.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nAn <b>animation applies within a slide<\/b>, not between one slide and the next. The statement describes a <b>transition<\/b>.<br><br>\\n<b>The two ideas the question joins<\/b><br>\\nBoth concern <b>what the audience actually receives<\/b>. An unlabelled image gives a blind pupil nothing; a misunderstood effect gives the presenter something other than intended.<br><br>\\n<b>The refinement on alt text:<\/b> a purely <b>decorative<\/b> image should be <b>marked as decorative<\/b> so it is skipped rather than announced.<br><br><b>Reference:<\/b> \u00a75.4, \u00a75.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 197,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Ctrl + M in presentation software:\",\r\n    \"options\": [\r\n      \"Minimises the window\",\r\n      \"Moves a slide\",\r\n      \"Merges two slides\",\r\n      \"Inserts a new slide\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Inserts a new slide<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ctrl + M<\/b> inserts a <b>new slide<\/b> after the current one \u2014 M for \\\"more slides\\\", the usual mnemonic.<br><br>\\n<b>Why it is worth memorising<\/b><br>\\nIt is among the few <b>application-specific<\/b> shortcuts in this syllabus. Most examinable shortcuts are universal \u2014 Ctrl + C, V, Z, S, P \u2014 but this one works only in presentation software, which is exactly why it is asked.<br><br>\\n<b>The other presentation shortcuts<\/b><br>\\n<b>F5<\/b> \u2014 show from the first slide.<br>\\n<b>Shift + F5<\/b> \u2014 show from the current slide.<br>\\n<b>B<\/b> \/ <b>W<\/b> \u2014 blank to black or white during the show.<br>\\n<b>Esc<\/b> \u2014 end the show.<br><br><b>Reference:<\/b> \u00a75.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 198,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Embedding a video in a slide, as opposed to linking it, means the video:\",\r\n    \"options\": [\r\n      \"Is stored inside the presentation file\",\r\n      \"Plays automatically\",\r\n      \"Cannot be resized\",\r\n      \"Must be online to play\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Is stored inside the presentation file<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>embedded<\/b> video is <b>stored inside the presentation file<\/b>. A <b>linked<\/b> video remains a separate file, with the presentation holding only a path to it.<br><br>\\n<b>The trade-off<\/b><br>\\nEmbedding <b>enlarges the file<\/b> considerably \u2014 but the video <b>travels with the presentation<\/b> when it is moved to another machine or emailed. Linking keeps the file small but breaks the moment the deck is copied without the video.<br><br>\\n<b>Which to choose in a school<\/b><br>\\n<b>Embed.<\/b> A classroom without reliable internet, on a machine that is not the one the deck was built on, is exactly the situation in which a link fails.<br><br><b>Reference:<\/b> \u00a75.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 199,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A teacher's presentation runs correctly on the school computer but the fonts change on the projector laptop. The most likely cause is:\",\r\n    \"options\": [\r\n      \"The file is corrupted\",\r\n      \"The font used is not installed on the second machine\",\r\n      \"The projector resolution is wrong\",\r\n      \"The file was saved incorrectly\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The font used is not installed on the second machine<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA presentation stores the <b>name<\/b> of a font, not the font itself. If that font is <b>not installed on the second machine<\/b>, the software substitutes another \u2014 and the substitute has different letter widths, so text reflows, overruns its box or spills off the slide.<br><br>\\n<b>The two remedies<\/b><br>\\n<b>Embed the fonts<\/b> in the file, or <b>use a widely available font<\/b> that any machine will have.<br><br>\\n<b>The general lesson<\/b><br>\\n<b>Rehearse with the actual equipment.<\/b> Fonts, screen resolution and media playback all behave differently elsewhere, and all three are discovered at the worst moment.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 200,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A hyperlink placed on a slide can be used to:\",\r\n    \"options\": [\r\n      \"Start an animation\",\r\n      \"Delete a slide\",\r\n      \"Jump to another slide, file or web page during the show\",\r\n      \"Change the theme\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Jump to another slide, file or web page during the show<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA hyperlink can jump to <b>another slide, another file, or a web page<\/b> during the show \u2014 activated by clicking text, a shape or an image.<br><br>\\n<b>What it makes possible<\/b><br>\\n<b>Non-linear presentation.<\/b> A menu slide can branch to any section, and each section return to the menu \u2014 so a talk can follow the audience's questions rather than a fixed order.<br><br>\\n<b>The practical caution<\/b><br>\\nA link to a <b>web page<\/b> assumes working internet in the hall. A link to <b>another file<\/b> assumes that file travelled with the deck. Links <b>within the same presentation<\/b> carry neither risk, which is why they are the safest use.<br><br><b>Reference:<\/b> \u00a75.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 201,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Consider the following statements about the Slide Master:\\n1. A change made on the master appears on every slide using it.\\n2. Each layout can be modified independently of the master.\\n3. The master controls only the background colour.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A change made on the master appears on every slide using it<\/b> \u2014 the entire economy of the feature.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Each layout can be modified independently of the master.<\/b> The hierarchy allows a title layout to differ from a content layout while both inherit the theme.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nThe master controls <b>far more than background colour<\/b> \u2014 fonts, placeholder positions and sizes, footers, slide numbers, logos and bullet styles.<br><br>\\n<b>The parallel to hold<\/b><br>\\nThe master is to a deck what a <b>style<\/b> is to a document: a central definition, inherited everywhere.<br><br><b>Reference:<\/b> \u00a75.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 202,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Which of the following would NOT improve the readability of a slide at the back of a classroom?\",\r\n    \"options\": [\r\n      \"Increasing contrast\",\r\n      \"Increasing the font size\",\r\n      \"Using a sans-serif typeface\",\r\n      \"Adding a decorative patterned background\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Adding a decorative patterned background<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA <b>decorative patterned background competes with the text<\/b> and <b>reduces effective contrast<\/b>. Letters crossing a light and dark area of the pattern become partly illegible, and the effect worsens with distance.<br><br>\\n<b>Why the others help<\/b><br>\\n<b>Larger font<\/b> \u2014 the most direct remedy for distance.<br>\\n<b>Sans-serif typeface<\/b> \u2014 cleaner letterforms survive projection better than fine serifs.<br>\\n<b>Higher contrast<\/b> \u2014 the property that survives a weak projector.<br><br>\\n<b>The test to apply<\/b><br>\\nStand at the back of your own classroom and look. Anything that cannot be read from there is not on the slide for the pupils.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 203,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. B<\/td><td>1. End the show<\/td><\/tr><tr><td>B. W<\/td><td>2. Start from the first slide<\/td><\/tr><tr><td>C. Esc<\/td><td>3. White screen<\/td><\/tr><tr><td>D. F5<\/td><td>4. Black screen<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-4, B-3, C-2, D-1\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-1, B-3, C-2, D-4\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-4, B-3, C-1, D-2<\/b><br><br>\\n<b>The four keys during a slide show<\/b><br>\\n<b>B<\/b> \u2014 blanks the screen to <b>black<\/b>.<br>\\n<b>W<\/b> \u2014 blanks the screen to <b>white<\/b>.<br>\\n<b>Esc<\/b> \u2014 <b>ends the show<\/b> and returns to editing.<br>\\n<b>F5<\/b> \u2014 <b>starts the show from the first slide<\/b> (Shift + F5 starts from the current one).<br><br>\\n<b>The two that matter most in a classroom<\/b><br>\\n<b>B and W.<\/b> They let a teacher <b>recover the room's attention instantly<\/b> \u2014 to turn to the blackboard, take a question, or stop pupils reading ahead \u2014 without leaving the presentation or switching off the projector.<br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 204,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A Vice-Principal must present the same content to staff twice \u2014 once with a projector and once by circulating a file. The best practice is to:\",\r\n    \"options\": [\r\n      \"Use one dense slide deck for both\",\r\n      \"Keep slides sparse for projection and place detail in the speaker notes for circulation\",\r\n      \"Print the slides only\",\r\n      \"Record a video instead\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Keep slides sparse for projection and place detail in the speaker notes for circulation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe two purposes conflict, and <b>speaker notes resolve the conflict<\/b>. Keep the <b>slides sparse for projection<\/b> \u2014 an audience cannot read dense text and listen at once \u2014 and put the <b>detail in the notes<\/b>, which print and circulate.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>One dense deck for both<\/b> \u2014 unusable for speaking from, since the audience reads ahead and stops listening.<br>\\n<b>Printing the slides only<\/b> \u2014 a sparse deck read alone conveys almost nothing.<br>\\n<b>Recording a video<\/b> \u2014 solves neither purpose and creates a third artefact.<br><br>\\n<b>The principle:<\/b> <b>a deck built to be read alone is unusable for speaking from.<\/b><br><br><b>Reference:<\/b> \u00a75.6, \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 205,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A theme in presentation software controls:\",\r\n    \"options\": [\r\n      \"The file size\",\r\n      \"Only the font\",\r\n      \"A coordinated set of colours, fonts and effects applied across the deck\",\r\n      \"The order of slides\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A coordinated set of colours, fonts and effects applied across the deck<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>theme<\/b> is a coordinated set of <b>colours, fonts and effects<\/b> applied across the whole deck. Changing the theme restyles every slide at once.<br><br>\\n<b>Why it is the fastest route to consistency<\/b><br>\\nConsistency is what makes a deck readable \u2014 the audience learns where to look and stops re-learning on each slide. A theme buys that in one action.<br><br>\\n<b>Its relation to the master<\/b><br>\\nThe <b>theme<\/b> supplies the palette and typography; the <b>Slide Master<\/b> governs layout and placeholder positions. Both operate deck-wide, at different levels.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA theme controls more than the font, and has no bearing on slide order or file size.<br><br><b>Reference:<\/b> \u00a75.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 206,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Consider the following statements:\\n1. Speaker notes are visible to the audience during a projected show.\\n2. Presenter View requires two displays to be useful.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nSpeaker notes are <b>precisely what the audience does not see<\/b>. They appear only on the presenter's screen and on printed notes pages.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Presenter View requires two displays to be useful<\/b> \u2014 one for the audience showing the slide, one for the speaker showing notes, the next slide and a timer. On a single display it cannot function.<br><br>\\n<b>The practical consequence<\/b><br>\\nA teacher relying on Presenter View must <b>confirm the hall has a second display<\/b> before the session. Discovering otherwise at the start is a poor moment to reorganise one's notes.<br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 207,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"All of the following help a pupil with low vision follow a presentation EXCEPT:\",\r\n    \"options\": [\r\n      \"Reading key points aloud\",\r\n      \"Large font sizes\",\r\n      \"Strong colour contrast\",\r\n      \"Conveying meaning by colour alone\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Conveying meaning by colour alone<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Colour alone excludes both low-vision and colour-blind pupils.<\/b> \\\"The names in red must report\\\" conveys nothing to a pupil who cannot distinguish the colour, or who is using a screen reader.<br><br>\\n<b>The remedy<\/b><br>\\n<b>Add a symbol or a word<\/b> \u2014 an asterisk, a bold label, the word \\\"must report\\\" written out. Colour may reinforce meaning but must never carry it alone.<br><br>\\n<b>Why the others help<\/b><br>\\n<b>Large fonts<\/b> and <b>strong contrast<\/b> are the two most direct aids to low vision. <b>Reading key points aloud<\/b> serves a pupil who cannot see the slide at all.<br><br>\\n<b>The standard behind it:<\/b> WCAG's <i>Perceivable<\/i> principle.<br><br><b>Reference:<\/b> \u00a75.7, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 208,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Rehearse Timings in presentation software is used to:\",\r\n    \"options\": [\r\n      \"Record how long is spent on each slide so the show can run automatically\",\r\n      \"Time the audience\",\r\n      \"Schedule the presentation\",\r\n      \"Set the length of animations\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Record how long is spent on each slide so the show can run automatically<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nRehearse Timings <b>records how long is spent on each slide<\/b>, and stores those timings so the show can <b>advance automatically<\/b> without a presenter.<br><br>\\n<b>Its principal use<\/b><br>\\nAn <b>unattended looping display<\/b> \u2014 at an exhibition, a parents' evening, or in a school foyer. The deck runs itself at the pace it was rehearsed.<br><br>\\n<b>Its secondary use<\/b><br>\\n<b>Checking one's own pacing.<\/b> A teacher who discovers they spent nine minutes on slide 3 of 40 has learnt something useful before the session rather than during it.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nAnimation length is set in the animation pane; nothing here times the audience.<br><br><b>Reference:<\/b> \u00a75.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 209,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Normal<\/td><td>1. Editing one slide at a time<\/td><\/tr><tr><td>B. Slide Sorter<\/td><td>2. Writing and printing speaker notes<\/td><\/tr><tr><td>C. Notes Page<\/td><td>3. Reviewing the show in a window<\/td><\/tr><tr><td>D. Reading<\/td><td>4. Reordering slides as thumbnails<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-1, B-4, C-2, D-3\",\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-2, B-3, C-4, D-1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-1, B-4, C-2, D-3<\/b><br><br>\\n<b>The four views and their purposes<\/b><br>\\n<b>Normal<\/b> \u2014 <b>editing one slide at a time<\/b>. The default working view.<br>\\n<b>Slide Sorter<\/b> \u2014 <b>reordering slides as thumbnails<\/b>, and seeing the shape of the whole deck.<br>\\n<b>Notes Page<\/b> \u2014 <b>writing and printing speaker notes<\/b>, one slide per page with notes beneath.<br>\\n<b>Reading<\/b> \u2014 <b>reviewing the show in a window<\/b>, without taking over the whole screen.<br><br>\\n<b>Why the set is worth knowing<\/b><br>\\n<b>Each view exists for one task, and using the wrong one accounts for much wasted time<\/b> \u2014 most commonly, reordering a long deck by scrolling in Normal view instead of dragging in Slide Sorter.<br><br><b>Reference:<\/b> \u00a75.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 210,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Alternative text on an image in a slide is provided so that:\",\r\n    \"options\": [\r\n      \"The file size falls\",\r\n      \"The image loads faster\",\r\n      \"A screen reader can describe the image to a user who cannot see it\",\r\n      \"The image can be resized\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A screen reader can describe the image to a user who cannot see it<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAlternative text lets a <b>screen reader describe the image to a user who cannot see it<\/b>. Without it, the reader announces \\\"image\\\" or a meaningless filename, and the content is lost entirely.<br><br>\\n<b>What good alt text says<\/b><br>\\n<b>What the image conveys<\/b>, not what it depicts in detail. For a chart, the finding \u2014 \\\"enrolment rose 12 per cent over five years\\\" \u2014 not \\\"a bar chart with five bars\\\".<br><br>\\n<b>The refinement<\/b><br>\\nA <b>purely decorative<\/b> image should be <b>marked as decorative<\/b> so the reader <b>skips it<\/b> rather than announcing noise.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nAlt text affects neither loading speed, resizing, nor file size.<br><br><b>Reference:<\/b> \u00a75.4, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 211,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A slide contains a chart whose message is that enrolment has risen. The clearest treatment is to:\",\r\n    \"options\": [\r\n      \"Add a transition to the chart\",\r\n      \"Use six colours in the chart\",\r\n      \"Place the raw data table beside it\",\r\n      \"Title the slide with the finding rather than the topic\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Title the slide with the finding rather than the topic<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Title the slide with the finding, not the topic.<\/b> \\\"Enrolment has risen 12 per cent\\\" tells the audience what to see; <b>\\\"Enrolment Data\\\" leaves them to work it out<\/b> \u2014 and while they work, they are not listening.<br><br>\\n<b>The general principle<\/b><br>\\nA chart does not speak for itself. The presenter's job is to say <b>what the data means<\/b>, and the title is the most reliable place to say it.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>The raw data table beside it<\/b> \u2014 competes with the chart and adds nothing.<br>\\n<b>A transition on the chart<\/b> \u2014 decoration.<br>\\n<b>Six colours<\/b> \u2014 makes it harder to read, not easier.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 212,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Which file format saves a presentation so that it opens directly in slide-show mode?\",\r\n    \"options\": [\r\n      \".ppsx\",\r\n      \".potx\",\r\n      \".pdf\",\r\n      \".pptx\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) .ppsx<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>.ppsx<\/b> \u2014 a PowerPoint Show \u2014 opens <b>straight into the slide show<\/b>, bypassing the editing window entirely.<br><br>\\n<b>Why it is worth using<\/b><br>\\nIt <b>avoids fumbling before an audience<\/b> \u2014 no editing interface visible, no hunting for the slide show button while a hall waits.<br><br>\\n<b>The other formats<\/b><br>\\n<b>.pptx<\/b> \u2014 the ordinary editable presentation.<br>\\n<b>.potx<\/b> \u2014 a <b>template<\/b>, from which new decks are created.<br>\\n<b>.pdf<\/b> \u2014 fixed layout, but no animations, transitions or media.<br><br>\\n<b>The parallel<\/b><br>\\n<b>.potx is to .pptx what a template is to a document<\/b> in a word processor.<br><br><b>Reference:<\/b> \u00a75.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 213,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Consider the following statements about slide design for a school assembly:\\n1. Consistent placement of titles across slides reduces the effort of reading.\\n2. Every slide should carry a different font to maintain interest.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Consistent placement of titles reduces the effort of reading.<\/b> The eye learns where to look and stops searching on each new slide \u2014 attention saved for the content.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nVarying the font on every slide <b>destroys consistency and slows reading<\/b>. Novelty is not interest: the audience notices the changing typeface instead of the argument.<br><br>\\n<b>How to create genuine interest<\/b><br>\\nThrough <b>content and structure<\/b> \u2014 a question posed, a finding revealed, a story followed \u2014 not through typographic variety.<br><br>\\n<b>The tool that enforces consistency:<\/b> the <b>Slide Master<\/b> and a single <b>theme<\/b>.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 214,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"SmartArt is used to:\",\r\n    \"options\": [\r\n      \"Correct spelling\",\r\n      \"Convert a list into a diagram such as a cycle or hierarchy\",\r\n      \"Compress images\",\r\n      \"Add narration\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Convert a list into a diagram such as a cycle or hierarchy<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSmartArt <b>converts a list into a diagram<\/b> \u2014 a cycle, a hierarchy, a process, a pyramid or a matrix.<br><br>\\n<b>When it genuinely helps<\/b><br>\\nWhere the <b>relation between items matters more than the items themselves<\/b>. Four stages of a process shown as a cycle communicate that the last leads back to the first \u2014 a bulleted list cannot show that.<br><br>\\n<b>When it does not<\/b><br>\\nWhen a plain list is turned into a decorative shape for its own sake. If the items have <b>no relation to one another<\/b>, a diagram implies one that does not exist \u2014 which misleads rather than clarifies.<br><br>\\n<b>The test:<\/b> <b>does the shape carry meaning?<\/b><br><br><b>Reference:<\/b> \u00a75.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 215,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Which of the following is NOT a reason to embed rather than link a video in a presentation?\",\r\n    \"options\": [\r\n      \"The presentation may be shown on another computer\",\r\n      \"The internet may be unavailable\",\r\n      \"The file size should be kept small\",\r\n      \"The video must travel with the file\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The file size should be kept small<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Embedding increases the file size<\/b> \u2014 often considerably. That is embedding's <b>cost, not its benefit<\/b>, and the option states the reverse.<br><br>\\n<b>Why the others are genuine reasons to embed<\/b><br>\\n<b>The deck may be shown on another computer<\/b> \u2014 a linked file left behind breaks the show.<br>\\n<b>The internet may be unavailable<\/b> \u2014 fatal for a linked online video.<br>\\n<b>The video must travel with the file<\/b> \u2014 precisely what embedding achieves.<br><br>\\n<b>The judgement for a school<\/b><br>\\nA large file is a manageable inconvenience. A video that fails in front of a class is not. <b>Embed.<\/b><br><br><b>Reference:<\/b> \u00a75.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 216,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"The aspect ratio commonly used for modern projectors and screens is:\",\r\n    \"options\": [\r\n      \"1:1\",\r\n      \"3:2\",\r\n      \"4:3\",\r\n      \"16:9\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 16:9<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>16:9<\/b> \u2014 widescreen \u2014 is the standard for modern projectors, screens and displays, and the default for new presentations.<br><br>\\n<b>What goes wrong with a mismatch<\/b><br>\\nA <b>4:3 deck shown on a 16:9 screen<\/b> leaves black bands at the sides, or is stretched and distorted if the projector is set to fill. Either way it looks careless, and stretched text is harder to read.<br><br>\\n<b>The older standard<\/b><br>\\n<b>4:3<\/b> was standard for cathode-ray displays and older projectors, and remains in use in schools with older equipment.<br><br>\\n<b>The practical step:<\/b> set the ratio <b>before<\/b> building the deck. Changing it afterwards reflows every slide.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 217,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A pupil in the class has a hearing impairment. When showing a video in a presentation, the teacher should ensure that:\",\r\n    \"options\": [\r\n      \"The video carries captions\",\r\n      \"The video is shortened\",\r\n      \"The lights are dimmed\",\r\n      \"The volume is raised\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The video carries captions<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Captions<\/b> carry the dialogue <b>and the other significant sound<\/b> \u2014 a knock at the door, music, laughter, who is speaking. For a deaf pupil, a scene whose point is an off-screen sound is otherwise incomprehensible.<br><br>\\n<b>Why raising the volume is not an answer<\/b><br>\\n<b>It assists nobody who cannot hear.<\/b> It is the reflexive response and the useless one \u2014 and it may distress pupils with hearing aids, for whom amplified sound can be painful.<br><br>\\n<b>The distinction to hold<\/b><br>\\n<b>Subtitles carry the spoken dialogue only<\/b>, assuming the viewer hears everything else. <b>Captions carry the rest.<\/b> For accessibility, captions are what is required.<br><br><b>Reference:<\/b> \u00a75.4, \u00a714.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 218,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Grouping objects on a slide allows them to be:\",\r\n    \"options\": [\r\n      \"Deleted permanently\",\r\n      \"Moved, resized and formatted together as one unit\",\r\n      \"Converted to text\",\r\n      \"Animated only once\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Moved, resized and formatted together as one unit<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nGrouping combines several objects into <b>one unit<\/b>, so they can be <b>moved, resized and formatted together<\/b> and keep their positions relative to one another.<br><br>\\n<b>Where it saves real trouble<\/b><br>\\nA diagram of eight shapes and six arrows, carefully aligned. Ungrouped, moving it means moving fourteen objects and realigning them. Grouped, it is one drag.<br><br>\\n<b>The reverse operation<\/b><br>\\n<b>Ungrouping<\/b> restores the individual objects for separate editing \u2014 and they can be regrouped afterwards.<br><br>\\n<b>The caution<\/b><br>\\nGrouping affects <b>how a screen reader encounters the objects<\/b>, so a complex grouped diagram needs <b>alternative text on the group<\/b> describing what it conveys.<br><br><b>Reference:<\/b> \u00a75.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 219,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A slide should carry few words rather than full paragraphs chiefly because:\",\r\n    \"options\": [\r\n      \"It reduces the file size\",\r\n      \"Fewer words take less memory\",\r\n      \"An audience cannot read dense text and listen to a speaker at the same time\",\r\n      \"Projectors cannot display small text\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) An audience cannot read dense text and listen to a speaker at the same time<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>An audience cannot read dense text and listen to a speaker at the same time.<\/b> Reading and listening compete for the same processing, so a slide full of prose means the audience does one and neglects the other \u2014 usually reading, and racing ahead of the speaker.<br><br>\\n<b>What follows for the presenter<\/b><br>\\n<b>The slide supports the speaker; it does not replace one.<\/b> Reading aloud from a crowded slide <b>wastes both channels at once<\/b>: the audience could have read it faster themselves.<br><br>\\n<b>Where the detail belongs<\/b><br>\\nIn the <b>speaker notes<\/b> \u2014 printable, circulable, and invisible during the show.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 220,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"Consider the following statements:\\n1. Several transitions may be applied to a single slide.\\n2. Several animations may be applied within a single slide.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\n<b>Only one transition may be applied to a slide.<\/b> A transition governs the change <b>from one slide to the next<\/b>, and that change happens <b>once per slide<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Several animations may be applied within a single slide<\/b> \u2014 each object may have its own entrance, emphasis and exit effect.<br><br>\\n<b>Why the counts differ<\/b><br>\\nThe number follows directly from <b>what each effect governs<\/b>. There is one boundary between two slides, but many objects on a slide.<br><br>\\n<b>Remember:<\/b> <b>one transition, many animations.<\/b><br><br><b>Reference:<\/b> \u00a75.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 221,\r\n    \"chapter\": \"PRESENTATIONS\",\r\n    \"question\": \"A presentation rehearsed only on the teacher's own laptop fails on the hall projector. The three things most likely to differ are fonts, media playback and:\",\r\n    \"options\": [\r\n      \"The number of slides\",\r\n      \"The file name\",\r\n      \"File size\",\r\n      \"Screen resolution and aspect ratio\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Screen resolution and aspect ratio<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe three things that most commonly differ are <b>fonts<\/b>, <b>media playback<\/b>, and <b>screen resolution and aspect ratio<\/b>. A 4:3 deck on a 16:9 projector is banded or stretched; a different resolution reflows text.<br><br>\\n<b>Why each is avoidable<\/b><br>\\n<b>Fonts<\/b> \u2014 embed them, or use common ones.<br>\\n<b>Media<\/b> \u2014 embed the video rather than link it.<br>\\n<b>Ratio<\/b> \u2014 set 16:9 before building, and check the projector.<br><br>\\n<b>The single instruction that covers all three<\/b><br>\\n<b>Rehearse with the actual equipment.<\/b> Each of these is a common and entirely avoidable failure at the moment of delivery.<br><br><b>Reference:<\/b> \u00a75.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 222,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A network confined to a single building or campus is called a:\",\r\n    \"options\": [\r\n      \"WAN\",\r\n      \"MAN\",\r\n      \"LAN\",\r\n      \"PAN\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) LAN<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>LAN<\/b> \u2014 Local Area Network \u2014 covers a <b>single building or campus<\/b>: a school laboratory, an office block, a college.<br><br>\\n<b>The four spans in order<\/b><br>\\n<b>PAN<\/b> \u2014 a few metres around one person (Bluetooth earphones, a smartwatch).<br>\\n<b>LAN<\/b> \u2014 a building or campus.<br>\\n<b>MAN<\/b> \u2014 a city.<br>\\n<b>WAN<\/b> \u2014 a country or the globe.<br><br>\\n<b>The largest instance<\/b><br>\\n<b>The internet is the largest WAN in existence.<\/b><br><br>\\n<b>The examinable pattern<\/b><br>\\nThe classification is purely by <b>geographical span<\/b>, not by speed, ownership or number of machines.<br><br><b>Reference:<\/b> \u00a76.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 223,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. PAN<\/td><td>1. A building or campus<\/td><\/tr><tr><td>B. LAN<\/td><td>2. A few metres around a person<\/td><\/tr><tr><td>C. MAN<\/td><td>3. A country or the globe<\/td><\/tr><tr><td>D. WAN<\/td><td>4. A city<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-2, C-4, D-3\",\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-2, B-1, C-4, D-3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-2, B-1, C-4, D-3<\/b><br><br>\\n<b>The four networks by span<\/b><br>\\n<b>PAN<\/b> \u2014 a <b>few metres around a person<\/b>. Bluetooth earphones, a fitness band, a phone paired to a car.<br>\\n<b>LAN<\/b> \u2014 a <b>building or campus<\/b>. The school computer laboratory.<br>\\n<b>MAN<\/b> \u2014 a <b>city<\/b>. A municipal network linking government offices.<br>\\n<b>WAN<\/b> \u2014 a <b>country or the globe<\/b>.<br><br>\\n<b>The one fact that anchors the set<\/b><br>\\n<b>The internet is the largest WAN in existence.<\/b><br><br>\\n<b>What the classification is not based on<\/b><br>\\nNot speed, not ownership, not the number of devices \u2014 <b>only geographical extent<\/b>.<br><br><b>Reference:<\/b> \u00a76.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 224,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Consider the following statements:\\n1. An intranet is accessible only within an organisation.\\n2. An extranet extends limited access to selected outsiders.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nAn <b>intranet is accessible only within an organisation<\/b> \u2014 a private network using internet technologies but closed to outsiders. A department's internal portal is the standard example.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nAn <b>extranet extends limited access to selected outsiders<\/b> \u2014 a vendor, a partner institution, an auditor.<br><br>\\n<b>The relation between them<\/b><br>\\n<b>An extranet is an intranet with a controlled door opened to particular partners.<\/b> It is not a separate kind of network but a permission arrangement.<br><br>\\n<b>Remember:<\/b> <b>internet \u2014 everyone \u00b7 intranet \u2014 inside only \u00b7 extranet \u2014 inside plus named outsiders.<\/b><br><br><b>Reference:<\/b> \u00a76.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 225,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"The World Wide Web was invented by:\",\r\n    \"options\": [\r\n      \"Tim Berners-Lee\",\r\n      \"Ray Tomlinson\",\r\n      \"Charles Babbage\",\r\n      \"Vint Cerf\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Tim Berners-Lee<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Tim Berners-Lee<\/b> invented the World Wide Web at <b>CERN, between 1989 and 1991<\/b> \u2014 devising HTML, HTTP and the first browser together.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Ray Tomlinson<\/b> \u2014 sent the <b>first network email in 1971<\/b> and chose the <b>@ symbol<\/b>. Offered here because both are \\\"internet firsts\\\".<br>\\n<b>Vint Cerf<\/b> \u2014 a principal architect of <b>TCP\/IP<\/b>, often called a father of the internet.<br>\\n<b>Charles Babbage<\/b> \u2014 the nineteenth-century Analytical Engine, a century too early.<br><br>\\n<b>The distinction the chapter turns on<\/b><br>\\n<b>The Internet is the network; the Web is one service that runs on it<\/b>, alongside email and file transfer.<br><br><b>Reference:<\/b> \u00a76.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 226,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Arrange the following in chronological order:\\n1. Public internet access in India\\n2. ARPANET\\n3. Invention of the World Wide Web\\n4. ERNET in India\",\r\n    \"options\": [\r\n      \"2, 4, 1, 3\",\r\n      \"2, 4, 3, 1\",\r\n      \"2, 3, 4, 1\",\r\n      \"4, 2, 3, 1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2, 4, 3, 1<\/b><br><br>\\n<b>The correct sequence<\/b><br>\\n<b>ARPANET \u2014 1969.<\/b> The ancestor of the internet.<br>\\n<b>ERNET \u2014 1986.<\/b> India's first connectivity: <b>academic and research only<\/b>.<br>\\n<b>World Wide Web \u2014 1989\u201391.<\/b> Tim Berners-Lee at CERN.<br>\\n<b>Public internet access in India \u2014 15 August 1995<\/b>, through <b>VSNL<\/b>.<br><br>\\n<b>The distinction inside the sequence<\/b><br>\\nIndia had <b>connectivity in 1986 but not public access until 1995<\/b> \u2014 nine years during which the network existed and ordinary citizens could not reach it. That gap is what the question tests.<br><br>\\n<b>The wider point:<\/b> the Web arrived <b>after<\/b> the internet, not with it.<br><br><b>Reference:<\/b> \u00a76.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 227,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Public internet access in India was launched on 15 August 1995 by:\",\r\n    \"options\": [\r\n      \"NIC\",\r\n      \"BSNL\",\r\n      \"VSNL\",\r\n      \"ERNET\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) VSNL<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>VSNL<\/b> \u2014 Videsh Sanchar Nigam Limited \u2014 launched public internet access on <b>15 August 1995<\/b>, the first time an ordinary Indian citizen could obtain a connection.<br><br>\\n<b>Why ERNET is the tempting wrong answer<\/b><br>\\n<b>ERNET, 1986, provided academic and research connectivity only.<\/b> It was genuinely India's first internet link \u2014 but it was not public. The question turns on that word.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>BSNL<\/b> \u2014 formed in 2000, five years later.<br>\\n<b>NIC<\/b> \u2014 government IT infrastructure, and the technical partner for UDISE+.<br><br>\\n<b>Remember:<\/b> <b>1986 academic (ERNET) \u00b7 1995 public (VSNL).<\/b><br><br><b>Reference:<\/b> \u00a76.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 228,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"An IP address of the IPv4 type consists of:\",\r\n    \"options\": [\r\n      \"48 bits\",\r\n      \"64 bits\",\r\n      \"128 bits\",\r\n      \"32 bits\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 32 bits<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>IPv4<\/b> address is <b>32 bits<\/b>, written as four numbers 0\u2013255 separated by dots \u2014 192.168.1.1. That gives roughly 4.3 billion addresses, which the world exhausted.<br><br>\\n<b>The three figures examined together<\/b><br>\\n<b>IPv4 \u2014 32 bits.<\/b><br>\\n<b>IPv6 \u2014 128 bits<\/b>, the successor, with an effectively unlimited supply.<br>\\n<b>MAC address \u2014 48 bits<\/b>, the hardware identifier.<br><br>\\n<b>The distinction that matters<\/b><br>\\n<b>MAC is physical and permanent<\/b>, assigned by the manufacturer. <b>IP is logical and changes<\/b> with the network a device joins.<br><br><b>Reference:<\/b> \u00a76.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 229,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Consider the following statements:\\n1. A MAC address is assigned by the manufacturer and is permanent.\\n2. An IP address changes according to the network to which a device is connected.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA <b>MAC address is assigned by the manufacturer<\/b> and burned into the network hardware. It is <b>48 bits<\/b> and does not change with location.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nAn <b>IP address changes according to the network<\/b> a device joins \u2014 a laptop has one address at school and another at home.<br><br>\\n<b>The distinction on which several questions turn<\/b><br>\\n<b>MAC is physical; IP is logical.<\/b> The MAC identifies <i>the device<\/i>; the IP identifies <i>where it currently is<\/i>.<br><br>\\n<b>Which device uses which<\/b><br>\\nA <b>switch<\/b> forwards by <b>MAC<\/b> address; a <b>router<\/b> forwards by <b>IP<\/b> address.<br><br><b>Reference:<\/b> \u00a76.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 230,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"The address 127.0.0.1 is known as the:\",\r\n    \"options\": [\r\n      \"Loopback address\",\r\n      \"Gateway address\",\r\n      \"Subnet mask\",\r\n      \"Broadcast address\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Loopback address<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>127.0.0.1<\/b> is the <b>loopback address<\/b>. It always refers to <b>the machine itself<\/b>, whatever machine that is, and traffic sent to it never leaves the device.<br><br>\\n<b>What it is used for<\/b><br>\\n<b>Testing whether the network stack is working.<\/b> Pinging 127.0.0.1 successfully proves the software is functioning even if no cable is attached \u2014 so it separates a configuration fault from a hardware one. It is also the address used to reach a web server running on one's own machine, as <b>localhost<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nThe broadcast address reaches all hosts on a segment; a gateway is the router; a subnet mask divides network from host.<br><br><b>Reference:<\/b> \u00a76.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 231,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Hub<\/td><td>1. Sends data to one port using the MAC address<\/td><\/tr><tr><td>B. Switch<\/td><td>2. Joins different networks using the IP address<\/td><\/tr><tr><td>C. Router<\/td><td>3. Converts digital signals to analogue and back<\/td><\/tr><tr><td>D. Modem<\/td><td>4. Broadcasts data to every connected port<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-4, B-1, C-2, D-3\",\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-1, B-2, C-3, D-4\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-4, B-1, C-2, D-3<\/b><br><br>\\n<b>The four devices<\/b><br>\\n<b>Hub<\/b> \u2014 <b>broadcasts data to every connected port<\/b>. Crude, wasteful of bandwidth, and insecure, since every machine sees all traffic. Now obsolete.<br>\\n<b>Switch<\/b> \u2014 <b>sends data to one port using the MAC address<\/b>. Efficient and the modern standard.<br>\\n<b>Router<\/b> \u2014 <b>joins different networks using the IP address<\/b>. It is what connects the school to the internet.<br>\\n<b>Modem<\/b> \u2014 <b>converts digital signals to analogue and back<\/b>.<br><br>\\n<b>The progression to hold<\/b><br>\\n<b>Hub \u2192 switch \u2192 router<\/b> marks increasing intelligence: broadcast to everyone, deliver to one, connect across networks.<br><br><b>Reference:<\/b> \u00a76.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 232,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Which of the following is NOT a network topology?\",\r\n    \"options\": [\r\n      \"Bus\",\r\n      \"Ring\",\r\n      \"Cluster\",\r\n      \"Star\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Cluster<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Cluster<\/b> is not a topology. It describes a <b>group of computers working together<\/b> as one system \u2014 a computing arrangement, not a wiring layout.<br><br>\\n<b>The genuine topologies<\/b><br>\\n<b>Star<\/b> \u2014 every node to a central device. The modern standard.<br>\\n<b>Bus<\/b> \u2014 all nodes on one shared backbone.<br>\\n<b>Ring<\/b> \u2014 each node connected to two others in a loop.<br>\\n<b>Mesh<\/b> \u2014 every node connected to every other.<br><br>\\n<b>Why star dominates<\/b><br>\\n<b>Failure of one cable affects only the machine attached to it<\/b>, where a break in a bus backbone <b>disables the whole segment<\/b>.<br><br><b>Reference:<\/b> \u00a76.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 233,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"In a mesh topology of 6 nodes, the number of direct links required is:\",\r\n    \"options\": [\r\n      \"12\",\r\n      \"30\",\r\n      \"36\",\r\n      \"15\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 15<\/b><br><br>\\n<b>The working<\/b><br>\\nThe formula is <b>n(n\u22121)\/2<\/b>.<br>\\n<b>6 \u00d7 5 = 30<\/b>, then <b>\u00f7 2 = 15<\/b>.<br><br>\\n<b>Why the division by two<\/b><br>\\nEach link <b>joins two nodes<\/b>, so counting n(n\u22121) counts every link twice \u2014 once from each end. <b>Forgetting to halve gives 30<\/b>, which is exactly why 30 is offered as a distractor.<br><br>\\n<b>Why mesh is rarely used in full<\/b><br>\\nThe link count grows roughly with the <b>square<\/b> of the nodes: 10 nodes need 45 links, 50 nodes need 1,225. It offers superb resilience at an impossible cost, so full mesh appears only in critical backbones.<br><br><b>Reference:<\/b> \u00a76.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 234,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"The OSI reference model has how many layers?\",\r\n    \"options\": [\r\n      \"7\",\r\n      \"9\",\r\n      \"4\",\r\n      \"5\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 7<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>OSI model has seven layers<\/b>: Physical, Data Link, Network, Transport, Session, Presentation, Application.<br><br>\\n<b>The figure it is examined against<\/b><br>\\nThe <b>TCP\/IP model has four<\/b> \u2014 and both numbers are asked, often in the same question. OSI is the <b>teaching<\/b> model; TCP\/IP is what the internet actually runs on.<br><br>\\n<b>A mnemonic for the order, bottom upward<\/b><br>\\n<b>P<\/b>lease <b>D<\/b>o <b>N<\/b>ot <b>T<\/b>hrow <b>S<\/b>ausage <b>P<\/b>izza <b>A<\/b>way.<br><br>\\n<b>The layers worth knowing by function<\/b><br>\\n<b>Physical<\/b> \u2014 cables and signals. <b>Network<\/b> \u2014 IP addressing and routing. <b>Transport<\/b> \u2014 TCP and UDP. <b>Application<\/b> \u2014 HTTP, SMTP, FTP.<br><br><b>Reference:<\/b> \u00a76.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 235,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Arrange the following OSI layers from the lowest upward:\\n1. Network 2. Physical 3. Transport 4. Data Link\",\r\n    \"options\": [\r\n      \"2, 4, 3, 1\",\r\n      \"2, 4, 1, 3\",\r\n      \"2, 1, 4, 3\",\r\n      \"4, 2, 1, 3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2, 4, 1, 3<\/b><br><br>\\n<b>The order, lowest to highest<\/b><br>\\n<b>1. Physical<\/b> \u2014 cables, connectors, electrical signals.<br>\\n<b>2. Data Link<\/b> \u2014 frames and <b>MAC addressing<\/b>; where a switch operates.<br>\\n<b>3. Network<\/b> \u2014 packets and <b>IP addressing<\/b>; where a router operates.<br>\\n<b>4. Transport<\/b> \u2014 TCP and UDP, end-to-end delivery.<br>\\nThen <b>Session, Presentation, Application<\/b>.<br><br>\\n<b>The logic of the sequence<\/b><br>\\nIt runs from the <b>most physical to the most abstract<\/b> \u2014 from voltage on a wire to a web page in a browser. Each layer serves the one above and uses the one below.<br><br>\\n<b>The mnemonic:<\/b> <b>P<\/b>lease <b>D<\/b>o <b>N<\/b>ot <b>T<\/b>hrow <b>S<\/b>ausage <b>P<\/b>izza <b>A<\/b>way.<br><br><b>Reference:<\/b> \u00a76.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 236,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. HTTP<\/td><td>1. Transferring web pages<\/td><\/tr><tr><td>B. FTP<\/td><td>2. Transferring files<\/td><\/tr><tr><td>C. SMTP<\/td><td>3. Resolving names to IP addresses<\/td><\/tr><tr><td>D. DNS<\/td><td>4. Sending email<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-1, B-2, C-4, D-3\",\r\n      \"A-2, B-1, C-4, D-3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-1, B-2, C-4, D-3<\/b><br><br>\\n<b>The four protocols<\/b><br>\\n<b>HTTP<\/b> \u2014 <b>transferring web pages<\/b>. With TLS added it becomes <b>HTTPS<\/b>.<br>\\n<b>FTP<\/b> \u2014 <b>transferring files<\/b> between hosts.<br>\\n<b>SMTP<\/b> \u2014 <b>sending email<\/b>. Retrieval is by POP3 or IMAP.<br>\\n<b>DNS<\/b> \u2014 <b>resolving names to IP addresses<\/b>, often called the telephone directory of the internet.<br><br>\\n<b>The pairing most often confused<\/b><br>\\n<b>DNS resolves names; DHCP assigns addresses.<\/b> Both concern addresses, in opposite directions \u2014 one translates a name into an address, the other hands out addresses to devices.<br><br><b>Reference:<\/b> \u00a76.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 237,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"DNS performs the function of:\",\r\n    \"options\": [\r\n      \"Encrypting web traffic\",\r\n      \"Filtering spam\",\r\n      \"Assigning IP addresses to devices\",\r\n      \"Translating domain names into IP addresses\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Translating domain names into IP addresses<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>DNS<\/b> \u2014 the Domain Name System \u2014 <b>translates domain names into IP addresses<\/b>, so a person can type education.gov.in rather than a string of numbers. It is often described as the <b>telephone directory of the internet<\/b>.<br><br>\\n<b>The protocol it is confused with<\/b><br>\\n<b>DHCP assigns IP addresses<\/b> to devices joining a network. Both concern addresses, but in opposite directions: <b>DNS looks one up; DHCP hands one out.<\/b><br><br>\\n<b>The attack that targets it<\/b><br>\\n<b>Pharming<\/b> corrupts name resolution, so a user typing the correct address is <b>redirected to a fraudulent site<\/b> \u2014 which is why it is more dangerous than phishing, requiring no click at all.<br><br><b>Reference:<\/b> \u00a76.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 238,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"In the URL https:\/\/www.education.gov.in\/circulars, the portion \\\"gov.in\\\" indicates the:\",\r\n    \"options\": [\r\n      \"Domain and country code\",\r\n      \"File path\",\r\n      \"Port number\",\r\n      \"Protocol\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Domain and country code<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>gov.in<\/b> is the <b>domain with the country code<\/b> \u2014 <b>.in<\/b> for India, <b>.gov<\/b> restricting it to government bodies.<br><br>\\n<b>Why the restriction matters practically<\/b><br>\\n<b>.gov.in is available only to Indian government bodies.<\/b> A message directing a parent to a look-alike address such as \\\".gov.co\\\" or \\\"gov-in.com\\\" is therefore <b>a warning sign<\/b>, and a reliable one \u2014 the genuine domain cannot be obtained by a fraudster.<br><br>\\n<b>Reading a URL from left to right<\/b><br>\\n<b>https:\/\/<\/b> the scheme \u00b7 <b>www.education<\/b> the host and organisation \u00b7 <b>.gov.in<\/b> the domain and country \u00b7 <b>\/circulars<\/b> the path.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 239,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Consider the following statements about HTTPS:\\n1. It encrypts the traffic between browser and server.\\n2. The padlock icon guarantees that the site is honest.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nHTTPS <b>encrypts the traffic between browser and server<\/b>, so an intermediary \u2014 on public Wi-Fi, say \u2014 cannot read what passes.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>The padlock does not guarantee that the site is honest.<\/b> It attests only that the <b>connection is encrypted<\/b>. A fraudulent site can obtain a certificate as easily as a genuine one, and most phishing sites now do.<br><br>\\n<b>Why this misconception is dangerous<\/b><br>\\nUsers have been taught to \\\"look for the padlock\\\", and now read it as a mark of trustworthiness. <b>It means the conversation is private, not that the other party is honest.<\/b><br><br><b>Reference:<\/b> \u00a76.7, \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 240,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Which of the following domain suffixes is NOT restricted to a particular type of organisation in India?\",\r\n    \"options\": [\r\n      \".ac.in\",\r\n      \".co.in\",\r\n      \".nic.in\",\r\n      \".gov.in\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) .co.in<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>.co.in<\/b> is open to <b>commercial registration generally<\/b> \u2014 any business, and in practice almost anyone, may obtain one.<br><br>\\n<b>Why the others are restricted<\/b><br>\\n<b>.gov.in<\/b> \u2014 Indian government bodies only.<br>\\n<b>.ac.in<\/b> \u2014 recognised academic institutions.<br>\\n<b>.nic.in<\/b> \u2014 National Informatics Centre and the bodies it serves.<br><br>\\n<b>The security consequence<\/b><br>\\nBecause the restricted suffixes <b>cannot be obtained by a fraudster<\/b>, an address genuinely ending in .gov.in is meaningful assurance. An address ending .co.in is not \u2014 which is why fraudulent messages use look-alike domains in open suffixes.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 241,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Bandwidth is measured in:\",\r\n    \"options\": [\r\n      \"Pixels\",\r\n      \"Bytes\",\r\n      \"Bits per second\",\r\n      \"Hertz only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Bits per second<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nBandwidth is <b>bits per second<\/b> \u2014 Mbps, Gbps. It measures the <b>rate<\/b> at which data moves, not a quantity.<br><br>\\n<b>The conversion that catches candidates<\/b><br>\\n<b>8 Mbps is one megabyte per second, not eight.<\/b> Bandwidth is quoted in <b>bits<\/b> (small b), file sizes in <b>bytes<\/b> (capital B), and there are eight bits to a byte. <b>Divide by eight<\/b> to convert a connection speed into a download rate.<br><br>\\n<b>The related measure<\/b><br>\\n<b>Latency<\/b> \u2014 the <b>delay before a transfer begins<\/b>, measured in milliseconds. High latency spoils a video call even where bandwidth is ample.<br><br><b>Reference:<\/b> \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 242,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Which of the following offers the highest bandwidth over long distances?\",\r\n    \"options\": [\r\n      \"Infrared\",\r\n      \"Twisted pair cable\",\r\n      \"Coaxial cable\",\r\n      \"Optical fibre\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Optical fibre<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Optical fibre<\/b> carries light rather than electricity, so it offers <b>very high bandwidth over long distances<\/b> with little loss, and is immune to electrical interference.<br><br>\\n<b>Why this matters for Indian policy<\/b><br>\\n<b>BharatNet is laying optical fibre to the gram panchayats<\/b> for precisely this reason \u2014 copper cannot carry usable bandwidth over rural distances.<br><br>\\n<b>Why the others fall short<\/b><br>\\n<b>Twisted pair<\/b> \u2014 cheap, but attenuates quickly; the standard for a room.<br>\\n<b>Coaxial<\/b> \u2014 better, historically used for cable television.<br>\\n<b>Infrared<\/b> \u2014 line-of-sight, over metres, not kilometres.<br><br><b>Reference:<\/b> \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 243,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"BharatNet is concerned with providing:\",\r\n    \"options\": [\r\n      \"Optical fibre connectivity to gram panchayats\",\r\n      \"Free laptops\",\r\n      \"Satellite television\",\r\n      \"Mobile handsets to students\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Optical fibre connectivity to gram panchayats<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>BharatNet<\/b> lays <b>optical fibre connectivity to gram panchayats<\/b>, extending the national backbone into rural India. It is one of the largest rural broadband projects attempted anywhere.<br><br>\\n<b>Where it sits in policy<\/b><br>\\nUnder the <b>first pillar of Digital India \u2014 Broadband Highways<\/b>. Digital India has <b>nine pillars<\/b> and <b>three vision areas<\/b>, and BharatNet belongs to the first pillar.<br><br>\\n<b>Why it belongs in this syllabus<\/b><br>\\nIt addresses the <b>access layer of the digital divide<\/b>. A school without connectivity cannot use DIKSHA whatever its equipment \u2014 and no amount of teacher training substitutes for a line.<br><br><b>Reference:<\/b> \u00a76.8, \u00a713.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 244,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"5G services were commercially launched in India in:\",\r\n    \"options\": [\r\n      \"2020\",\r\n      \"2022\",\r\n      \"2024\",\r\n      \"2018\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2022<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>5G was commercially launched in India in October 2022<\/b>, and has since extended to a large number of districts.<br><br>\\n<b>What 5G changes<\/b><br>\\nHigher bandwidth, but more importantly <b>much lower latency<\/b> and the capacity to support very large numbers of connected devices \u2014 which is what makes the <b>Internet of Things<\/b> practical at scale.<br><br>\\n<b>Its relevance to a school<\/b><br>\\nWhere fibre has not arrived, <b>mobile broadband may be the practical route to connectivity<\/b>, and 5G narrows the gap between mobile and fixed lines.<br><br>\\n<b>The nearby dates:<\/b> <b>Digital India 2015 \u00b7 UPI 2016 \u00b7 5G 2022.<\/b><br><br><b>Reference:<\/b> \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 245,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A cookie stored by a website is:\",\r\n    \"options\": [\r\n      \"An encryption key\",\r\n      \"A virus\",\r\n      \"A small file that records information about the visit\",\r\n      \"A cached image\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A small file that records information about the visit<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA cookie is a <b>small file recording information about the visit<\/b> \u2014 a session identifier, a language preference, the contents of a basket. It is <b>data, not a program<\/b>, so it cannot itself do anything.<br><br>\\n<b>The distinction that matters<\/b><br>\\n<b>First-party<\/b> cookies are set by the site being visited and are largely functional. <b>Third-party cookies allow tracking across different sites<\/b> \u2014 which is the <b>passive digital footprint<\/b> of \u00a711.2, the larger and more commercially valuable part.<br><br>\\n<b>Why it is not a virus<\/b><br>\\nA cookie cannot execute. The harm it enables is to <b>privacy<\/b>, not to the machine.<br><br><b>Reference:<\/b> \u00a76.7, \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 246,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Consider the following statements about incognito or private browsing:\\n1. It prevents the browsing history being stored on the device.\\n2. It hides the browsing activity from the internet service provider.\\n3. It makes the user anonymous to the websites visited.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nPrivate browsing <b>prevents the history being stored on the device<\/b>, and discards cookies when the window closes. That is its entire function.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt does <b>not<\/b> hide activity from the <b>internet service provider<\/b>, who still routes every request.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nIt does <b>not<\/b> make the user anonymous to the sites visited, which still see the IP address and any account logged into.<br><br>\\n<b>Who can still observe<\/b><br>\\n<b>The provider, the employer or school, and the site itself.<\/b> Private browsing hides activity from <i>the next person to use the device<\/i> \u2014 nobody else.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 247,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A search engine query enclosed in double quotation marks returns results containing:\",\r\n    \"options\": [\r\n      \"Synonyms of the words\",\r\n      \"Only images\",\r\n      \"Any of the words\",\r\n      \"The exact phrase\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) The exact phrase<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nQuotation marks demand the <b>exact phrase<\/b>, in that order. \\\"right to education act\\\" excludes pages where those words appear scattered.<br><br>\\n<b>The operators worth knowing<\/b><br>\\n<b>\\\"...\\\"<\/b> \u2014 exact phrase.<br>\\n<b>site:<\/b> \u2014 restrict to one domain, as in <b>site:gov.in<\/b>.<br>\\n<b>minus sign<\/b> \u2014 exclude a term.<br>\\n<b>filetype:<\/b> \u2014 restrict to a format, as in filetype:pdf.<br><br>\\n<b>Why they matter for a school<\/b><br>\\nSearching a circular's exact title in quotation marks, restricted with <b>site:gov.in<\/b>, is far more reliable than judging a page of results by eye \u2014 and it is the practical answer to misinformation.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 248,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A teacher wants results only from Indian government websites. The most effective search operator is:\",\r\n    \"options\": [\r\n      \"\\\"site:gov.in\\\"\",\r\n      \"\\\"intitle:\\\"\",\r\n      \"A minus sign\",\r\n      \"\\\"filetype:pdf\\\"\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) \\\"site:gov.in\\\"<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>site:gov.in<\/b> restricts the <b>entire result set<\/b> to that domain. Since <b>.gov.in is available only to Indian government bodies<\/b>, everything returned is authentic by construction.<br><br>\\n<b>Why this beats judging results by eye<\/b><br>\\nAssessing each result individually is slow and unreliable, and a well-made fraudulent page can look more official than a real one. <b>Restricting the domain removes the judgement entirely.<\/b><br><br>\\n<b>Why the others are weaker<\/b><br>\\n<b>filetype:pdf<\/b> \u2014 a format, not a source.<br>\\n<b>intitle:<\/b> \u2014 narrows by title, not origin.<br>\\n<b>A minus sign<\/b> \u2014 excludes one term rather than admitting only trusted ones.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 249,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A VPN is used chiefly to:\",\r\n    \"options\": [\r\n      \"Increase internet speed\",\r\n      \"Create a secure encrypted connection over a public network\",\r\n      \"Block advertisements\",\r\n      \"Store files online\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Create a secure encrypted connection over a public network<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>Virtual Private Network<\/b> creates an <b>encrypted tunnel over a public network<\/b>, so that traffic passing through an untrusted connection cannot be read by whoever controls it.<br><br>\\n<b>When a school should use one<\/b><br>\\n<b>Whenever public Wi-Fi must be used at all.<\/b> An attacker may operate an <b>evil twin<\/b> \u2014 a rogue access point named to look official \u2014 and read everything that passes. A VPN defeats that entirely.<br><br>\\n<b>What it does not do<\/b><br>\\nIt does <b>not increase speed<\/b> \u2014 usually the reverse. It does not block advertisements or store files. And it does not make a user anonymous to a site they log into.<br><br><b>Reference:<\/b> \u00a76.9, \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 250,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"An IP address is assigned to a device automatically by:\",\r\n    \"options\": [\r\n      \"SMTP\",\r\n      \"DNS\",\r\n      \"DHCP\",\r\n      \"FTP\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) DHCP<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>DHCP<\/b> \u2014 Dynamic Host Configuration Protocol \u2014 <b>assigns an IP address automatically<\/b> when a device joins a network, together with the gateway and DNS server details.<br><br>\\n<b>Why this matters in a school<\/b><br>\\nWithout it, every one of thirty laboratory machines would need an address configured by hand \u2014 and any duplication would break the network.<br><br>\\n<b>The protocol it is confused with<\/b><br>\\n<b>DNS resolves names into addresses; DHCP hands addresses out.<\/b> Both concern addresses, in opposite directions.<br><br>\\n<b>Remember:<\/b> <b>DHCP gives you an address; DNS finds somebody else's.<\/b><br><br><b>Reference:<\/b> \u00a76.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 251,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"All of the following are functions of a router EXCEPT:\",\r\n    \"options\": [\r\n      \"Providing network address translation\",\r\n      \"Forwarding packets between networks\",\r\n      \"Assigning private IP addresses in a home network\",\r\n      \"Amplifying an electrical signal on a single cable\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Amplifying an electrical signal on a single cable<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Amplifying an electrical signal on a single cable is the work of a repeater<\/b>, which regenerates a weakening signal so it can travel further. That is a physical-layer function; a router works at the network layer.<br><br>\\n<b>What a router genuinely does<\/b><br>\\n<b>Forwards packets between networks<\/b> using IP addresses.<br>\\n<b>Assigns private addresses<\/b> in a home or school network, through DHCP.<br>\\n<b>Provides network address translation<\/b>, so many devices share one public address.<br><br>\\n<b>The device hierarchy<\/b><br>\\n<b>Repeater<\/b> regenerates \u00b7 <b>hub<\/b> broadcasts \u00b7 <b>switch<\/b> delivers by MAC \u00b7 <b>router<\/b> connects networks by IP.<br><br><b>Reference:<\/b> \u00a76.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 252,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"The protocol that secures HTTP traffic is:\",\r\n    \"options\": [\r\n      \"TLS\",\r\n      \"SNMP\",\r\n      \"ICMP\",\r\n      \"FTP\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) TLS<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>TLS<\/b> \u2014 Transport Layer Security \u2014 encrypts the connection. <b>HTTP plus TLS is what is written as HTTPS.<\/b> TLS succeeded <b>SSL<\/b>, and the older name is still used loosely.<br><br>\\n<b>What it does and does not establish<\/b><br>\\nIt establishes that the <b>connection is private<\/b> and that the certificate was issued to that domain. It establishes <b>nothing about the honesty of the operator<\/b> \u2014 a fraudulent site can hold a valid certificate.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>FTP<\/b> \u2014 file transfer. <b>SNMP<\/b> \u2014 network management. <b>ICMP<\/b> \u2014 diagnostics, the protocol behind ping.<br><br><b>Reference:<\/b> \u00a76.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 253,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A school laboratory of thirty computers loses connectivity entirely whenever one particular cable is disturbed. The topology in use is most likely:\",\r\n    \"options\": [\r\n      \"Star\",\r\n      \"Bus\",\r\n      \"Mesh\",\r\n      \"Hybrid\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Bus<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe symptom \u2014 <b>one cable disabling the whole laboratory<\/b> \u2014 is the defining weakness of a <b>bus topology<\/b>, in which every machine shares a single backbone. A break anywhere on it <b>disables the entire segment<\/b>.<br><br>\\n<b>Why star would not behave this way<\/b><br>\\nIn a <b>star<\/b>, every machine has its own cable to a central switch, so <b>failure of one cable affects only the machine attached to it<\/b>. This is precisely why star is preferred for a laboratory despite requiring more cable.<br><br>\\n<b>The diagnostic reasoning<\/b><br>\\n<b>The pattern of failure identifies the topology.<\/b> Total loss from one fault means a shared medium.<br><br><b>Reference:<\/b> \u00a76.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 254,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"ERNET, established in 1986, provided India with:\",\r\n    \"options\": [\r\n      \"Satellite broadcasting\",\r\n      \"Public internet access\",\r\n      \"Academic and research network connectivity\",\r\n      \"Mobile telephony\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Academic and research network connectivity<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>ERNET<\/b> \u2014 the Education and Research Network \u2014 established in <b>1986<\/b>, provided India's first internet connectivity, for <b>academic and research institutions only<\/b>.<br><br>\\n<b>The distinction the question rests on<\/b><br>\\n<b>Public access came only in 1995<\/b>, through <b>VSNL<\/b>, on 15 August. For nine years India had connectivity that ordinary citizens could not reach \u2014 and questions test whether the candidate separates <i>connectivity<\/i> from <i>public access<\/i>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nMobile telephony and satellite broadcasting are unrelated; public internet access is the 1995 answer, not the 1986 one.<br><br><b>Reference:<\/b> \u00a76.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 255,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Consider the following statements about cloud computing:\\n1. Resources can be increased or reduced according to need.\\n2. Usage is metered and billed.\\n3. The service must be installed on each device before use.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Rapid elasticity<\/b> \u2014 resources can be increased or reduced according to need, which is why a school pays for what it uses rather than for peak capacity.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Measured service<\/b> \u2014 usage is metered and billed.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nCloud services need <b>no installation on each device<\/b>. <b>Broad network access without local installation is a defining characteristic<\/b> \u2014 it is reached through a browser.<br><br>\\n<b>The five characteristics in full<\/b><br>\\nOn-demand self-service \u00b7 broad network access \u00b7 resource pooling \u00b7 rapid elasticity \u00b7 measured service.<br><br><b>Reference:<\/b> \u00a76.9, \u00a712.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 256,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A URL that begins with \\\"ftp:\/\/\\\" indicates:\",\r\n    \"options\": [\r\n      \"An email address\",\r\n      \"A local file\",\r\n      \"A secure web page\",\r\n      \"A file transfer location\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A file transfer location<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>scheme at the start of a URL names the protocol to be used<\/b>. <b>ftp:\/\/<\/b> indicates a <b>file transfer location<\/b> rather than a web page.<br><br>\\n<b>The common schemes<\/b><br>\\n<b>http:\/\/<\/b> \u2014 a web page.<br>\\n<b>https:\/\/<\/b> \u2014 a web page over an encrypted connection.<br>\\n<b>ftp:\/\/<\/b> \u2014 file transfer.<br>\\n<b>mailto:<\/b> \u2014 an email address.<br>\\n<b>file:\/\/<\/b> \u2014 a file on the local machine.<br><br>\\n<b>Why reading the scheme is a habit worth having<\/b><br>\\nIt is the <b>first thing in a URL<\/b> and it tells you what kind of thing you are about to open \u2014 the first of several checks before clicking a link.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 257,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Which of the following best describes a web browser?\",\r\n    \"options\": [\r\n      \"Software that retrieves and displays web pages\",\r\n      \"A network protocol\",\r\n      \"A type of server\",\r\n      \"A search engine\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Software that retrieves and displays web pages<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>browser is software that retrieves and displays web pages<\/b> \u2014 Chrome, Firefox, Edge, Safari. It is a program installed on the device.<br><br>\\n<b>The confusion this question exists to catch<\/b><br>\\n<b>Confusing the browser with the search engine is among the commonest errors in this chapter.<\/b> A <b>search engine<\/b> \u2014 Google, Bing \u2014 is a <b>service reached through the browser<\/b>, which indexes the web and returns results matching a query.<br><br>\\n<b>The relationship in one line<\/b><br>\\n<b>The browser is the software; the search engine is a website you visit with it.<\/b> One browser can use any search engine.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 258,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Upload<\/td><td>1. Bringing a file from a server to a device<\/td><\/tr><tr><td>B. Download<\/td><td>2. Storing a copy locally to speed later access<\/td><\/tr><tr><td>C. Streaming<\/td><td>3. Sending a file from a device to a server<\/td><\/tr><tr><td>D. Caching<\/td><td>4. Playing media as it arrives without storing it<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-3, D-1\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-3, B-4, C-2, D-1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-3, B-1, C-4, D-2<\/b><br><br>\\n<b>The four terms<\/b><br>\\n<b>Upload<\/b> \u2014 sending a file <b>from a device to a server<\/b>.<br>\\n<b>Download<\/b> \u2014 bringing a file <b>from a server to a device<\/b>.<br>\\n<b>Streaming<\/b> \u2014 <b>playing media as it arrives<\/b>, without storing the whole file.<br>\\n<b>Caching<\/b> \u2014 <b>storing a copy locally<\/b> to speed later access.<br><br>\\n<b>How to fix upload and download<\/b><br>\\nThey are defined <b>from the user's device outward<\/b>. Up means away from you, down means toward you.<br><br>\\n<b>Where they appear in this syllabus<\/b><br>\\nA school <b>uploads<\/b> its UDISE+ return and <b>downloads<\/b> a circular. Note that most home connections are <b>much faster downward than upward<\/b>.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 259,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A firewall placed between a school network and the internet primarily:\",\r\n    \"options\": [\r\n      \"Increases bandwidth\",\r\n      \"Detects viruses in files\",\r\n      \"Permits or blocks traffic according to rules\",\r\n      \"Backs up data\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Permits or blocks traffic according to rules<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA firewall <b>permits or blocks traffic according to rules<\/b> \u2014 by port, protocol, address or application.<br><br>\\n<b>The metaphor worth carrying<\/b><br>\\n<b>It is the gate, not the guard.<\/b> It controls <b>what may pass<\/b> but cannot judge <b>whether what passes is honest<\/b>. A phishing email arriving over permitted port 443 passes the firewall untouched.<br><br>\\n<b>What it does not do<\/b><br>\\nIt <b>does not detect viruses in files<\/b> \u2014 that is antivirus. It performs no backup and adds no bandwidth.<br><br>\\n<b>Why the distinction matters<\/b><br>\\nA school believing its firewall makes it safe has confused <b>controlling routes<\/b> with <b>inspecting content<\/b>.<br><br><b>Reference:<\/b> \u00a76.9, \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 260,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Which of the following is NOT a wireless technology?\",\r\n    \"options\": [\r\n      \"NFC\",\r\n      \"Bluetooth\",\r\n      \"Wi-Fi\",\r\n      \"Ethernet\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Ethernet<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Ethernet is a wired standard<\/b> \u2014 the cabled networking used in a laboratory, running over twisted pair to a switch.<br><br>\\n<b>Why the others are wireless<\/b><br>\\n<b>Bluetooth<\/b> \u2014 short range, a few metres; the basis of a PAN.<br>\\n<b>Wi-Fi<\/b> \u2014 the wireless LAN standard, secured by WPA2 or WPA3.<br>\\n<b>NFC<\/b> \u2014 Near Field Communication, over a <b>few centimetres<\/b>, underlying contactless payment.<br><br>\\n<b>The practical judgement for a school<\/b><br>\\n<b>Wired gives greater stability and consistent speed for many simultaneous machines<\/b> \u2014 thirty machines on one access point contend for the same radio channel, whereas a switch gives each its own path.<br><br><b>Reference:<\/b> \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 261,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"WPA2 and WPA3 are concerned with:\",\r\n    \"options\": [\r\n      \"Wi-Fi security\",\r\n      \"Web page formatting\",\r\n      \"File compression\",\r\n      \"Email delivery\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Wi-Fi security<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>WPA2 and WPA3<\/b> are <b>Wi-Fi security<\/b> standards, governing how a wireless network authenticates devices and encrypts traffic.<br><br>\\n<b>The obsolete predecessor<\/b><br>\\n<b>WEP is broken<\/b> and can be defeated in minutes. <b>A router should never be left on WEP<\/b>, nor on its <b>default password<\/b> \u2014 default credentials for common models are <b>published openly<\/b>.<br><br>\\n<b>What a school should do<\/b><br>\\n<b>WPA2 or WPA3<\/b>, a strong unique passphrase, the <b>administrator password changed on the day of installation<\/b>, firmware kept updated, and a <b>separate guest network<\/b> so a visitor's infected device cannot reach the office computers.<br><br><b>Reference:<\/b> \u00a76.9, \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 262,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Consider the following statements about a school Wi-Fi network:\\n1. The router's default administrator password should be changed on the day of installation.\\n2. Default credentials for common router models are published openly.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe router's <b>default administrator password should be changed on the day of installation<\/b> \u2014 not scheduled for later, since later rarely arrives.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Default credentials for common router models are published openly.<\/b> They appear in manuals and in searchable lists.<br><br>\\n<b>Why the second is the reason for the first<\/b><br>\\nAn unchanged default password is not a weak secret \u2014 it is <b>no secret at all<\/b>. Anyone who can see the network name, which often reveals the model, can look the password up.<br><br>\\n<b>The related exposure<\/b><br>\\nLeaving the <b>network name as the manufacturer default<\/b> advertises the model, and therefore its known weaknesses.<br><br><b>Reference:<\/b> \u00a76.9, \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 263,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Latency in a network refers to:\",\r\n    \"options\": [\r\n      \"The volume of data transferred\",\r\n      \"The delay before a transfer begins\",\r\n      \"The number of connected devices\",\r\n      \"The physical length of cable\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The delay before a transfer begins<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Latency is the delay before a transfer begins<\/b> \u2014 the time a packet takes to reach its destination, measured in milliseconds.<br><br>\\n<b>Why it is distinct from bandwidth<\/b><br>\\n<b>Bandwidth is how much can flow; latency is how long before it starts.<\/b> A satellite link may have generous bandwidth and severe latency.<br><br>\\n<b>Where it shows<\/b><br>\\n<b>High latency spoils a video call even where bandwidth is ample<\/b> \u2014 speakers talk over one another because each hears the other a moment late. For a downloaded file, latency scarcely matters; for a live class, it decides whether the session works.<br><br><b>Reference:<\/b> \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 264,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"An ISP is best described as:\",\r\n    \"options\": [\r\n      \"A type of web server\",\r\n      \"A device that routes packets\",\r\n      \"An organisation that provides internet access to subscribers\",\r\n      \"A protocol for secure transfer\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) An organisation that provides internet access to subscribers<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>Internet Service Provider<\/b> is an <b>organisation providing internet access to subscribers<\/b> \u2014 BSNL, Jio, Airtel in the Indian context.<br><br>\\n<b>What an ISP can see<\/b><br>\\nEvery request a subscriber makes passes through it. <b>Private browsing does not hide activity from the provider<\/b> \u2014 a point candidates routinely get wrong.<br><br>\\n<b>What an ISP may do<\/b><br>\\n<b>Bandwidth throttling<\/b> \u2014 deliberately reducing available speed, commonly after a data threshold is crossed.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA router routes packets; TLS secures transfers; a web server hosts pages. None supplies access.<br><br><b>Reference:<\/b> \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 265,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A school must choose between a wired laboratory and a wireless one. The strongest argument for wired connections is:\",\r\n    \"options\": [\r\n      \"Easier to move machines\",\r\n      \"No need for a router\",\r\n      \"Lower cable cost\",\r\n      \"Greater stability and consistent speed for many simultaneous machines\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Greater stability and consistent speed for many simultaneous machines<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Thirty machines on one access point contend for the same radio channel<\/b>, and throughput falls sharply as the number rises. <b>A switch gives each machine its own path<\/b>, so wired delivers greater stability and consistent speed for many simultaneous machines.<br><br>\\n<b>When wireless is nevertheless right<\/b><br>\\nFor tablets, for a staffroom, for spaces where cabling is impractical, and wherever machines must move.<br><br>\\n<b>Why the other arguments fail<\/b><br>\\nCabling costs <b>more<\/b>, not less; wired machines are <b>harder<\/b> to move; and a wired network still needs a router.<br><br>\\n<b>The judgement:<\/b> <b>fixed, dense, simultaneous use argues for wire.<\/b><br><br><b>Reference:<\/b> \u00a76.3, \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 266,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A proxy server in a school network is typically used to:\",\r\n    \"options\": [\r\n      \"Filter and cache web requests on behalf of users\",\r\n      \"Store examination papers\",\r\n      \"Generate IP addresses\",\r\n      \"Increase RAM on client machines\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Filter and cache web requests on behalf of users<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>proxy server<\/b> sits between the users and the internet, <b>filtering and caching web requests on their behalf<\/b>.<br><br>\\n<b>The two benefits<\/b><br>\\n<b>Filtering<\/b> \u2014 content unsuitable for a school laboratory can be blocked centrally, rather than machine by machine.<br>\\n<b>Caching<\/b> \u2014 a page fetched once serves the whole class, saving bandwidth on a shared line.<br><br>\\n<b>How it differs from a firewall<\/b><br>\\nA <b>firewall permits or blocks traffic by rules<\/b>; a <b>proxy makes the request on the user's behalf<\/b> and can therefore inspect and cache the content. Schools commonly run both.<br><br><b>Reference:<\/b> \u00a76.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 267,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"The term \\\"bandwidth throttling\\\" means:\",\r\n    \"options\": [\r\n      \"Increasing speed at peak hours\",\r\n      \"Deliberately reducing the available speed\",\r\n      \"Blocking a website\",\r\n      \"Encrypting traffic\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Deliberately reducing the available speed<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThrottling is the <b>deliberate reduction of available speed<\/b> by a provider \u2014 typically once a data threshold has been crossed, or at hours of peak congestion.<br><br>\\n<b>Why it matters to a school<\/b><br>\\nA connection advertised at a high speed may deliver far less <b>after the monthly allowance is exhausted<\/b>. Planning an online class for the last week of the billing cycle without knowing this is a familiar and avoidable failure.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nThrottling <b>reduces<\/b> rather than increases speed; it does not block particular sites, which is filtering; and it has nothing to do with encryption.<br><br><b>Reference:<\/b> \u00a76.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 268,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A search engine differs from a web browser in that a search engine:\",\r\n    \"options\": [\r\n      \"Assigns IP addresses\",\r\n      \"Displays web pages\",\r\n      \"Indexes the web and returns results matching a query\",\r\n      \"Connects to the ISP\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Indexes the web and returns results matching a query<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>search engine indexes the web and returns results matching a query<\/b>. It is a <b>service<\/b>, reached through a browser \u2014 Google, Bing, DuckDuckGo.<br><br>\\n<b>The distinction<\/b><br>\\n<b>The browser is the software; the search engine is a service reached through it.<\/b> One browser can use any search engine, and the two are made by different organisations.<br><br>\\n<b>Why the confusion persists<\/b><br>\\nBrowsers open on a search page by default, so many users never distinguish the window from the site inside it.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nDisplaying pages is the browser's work; connecting to the ISP is the router's; assigning addresses is DHCP's.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 269,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Which of the following will NOT reduce a school's exposure on its own network?\",\r\n    \"options\": [\r\n      \"Keeping firmware updated\",\r\n      \"A separate guest network\",\r\n      \"Changing default router passwords\",\r\n      \"Leaving the network name broadcast as the manufacturer default\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Leaving the network name broadcast as the manufacturer default<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Leaving the network name as the manufacturer default advertises the model<\/b> \u2014 and therefore <b>its known weaknesses and its published default credentials<\/b>. It increases exposure rather than reducing it.<br><br>\\n<b>Why the others help<\/b><br>\\n<b>A separate guest network<\/b> \u2014 an infected visitor device cannot reach the office computers.<br>\\n<b>Changing default router passwords<\/b> \u2014 those credentials are published openly.<br>\\n<b>Keeping firmware updated<\/b> \u2014 closes weaknesses already known to attackers.<br><br>\\n<b>The theme running through all four<\/b><br>\\n<b>Reduce what an attacker can learn, and reduce what a compromised device can touch.<\/b><br><br><b>Reference:<\/b> \u00a76.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 270,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"In a client-server model, the server:\",\r\n    \"options\": [\r\n      \"Provides resources or services to requesting clients\",\r\n      \"Is always a mobile device\",\r\n      \"Cannot be accessed remotely\",\r\n      \"Requests services\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Provides resources or services to requesting clients<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nIn the client-server model the <b>server provides resources or services<\/b> and the <b>client requests them<\/b>. A browser is a client; the machine holding the web page is the server.<br><br>\\n<b>The alternative model<\/b><br>\\nIn <b>peer-to-peer<\/b>, <b>every machine may act as both<\/b> \u2014 requesting from some and serving to others, with no central provider.<br><br>\\n<b>Where a school meets each<\/b><br>\\n<b>Client-server<\/b> \u2014 a school server holding shared files, or any website.<br>\\n<b>Peer-to-peer<\/b> \u2014 direct file sharing between two laboratory machines.<br><br>\\n<b>Note:<\/b> a server is defined by its <b>role<\/b>, not its size \u2014 a small machine serving files is a server.<br><br><b>Reference:<\/b> \u00a76.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 271,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Which of the following is an example of a top-level domain?\",\r\n    \"options\": [\r\n      \"www\",\r\n      \".org\",\r\n      \"http\",\r\n      \":\/\/\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) .org<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>top-level domain<\/b> is the final part of a domain name. <b>.org<\/b> is one, alongside <b>.com<\/b>, <b>.net<\/b>, <b>.edu<\/b> and country codes such as <b>.in<\/b>, <b>.uk<\/b>, <b>.us<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>www<\/b> \u2014 a conventional <b>subdomain<\/b>, not a top-level domain, and often omitted entirely.<br>\\n<b>http<\/b> \u2014 the <b>scheme<\/b>, at the start of the URL.<br>\\n<b>:\/\/<\/b> \u2014 punctuation separating the scheme from the host.<br><br>\\n<b>Reading a URL in parts<\/b><br>\\n<b>https:\/\/<\/b> scheme \u00b7 <b>www.<\/b> subdomain \u00b7 <b>education<\/b> second-level domain \u00b7 <b>.gov.in<\/b> top-level with country code \u00b7 <b>\/circulars<\/b> path.<br><br><b>Reference:<\/b> \u00a76.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 272,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Consider the following statements:\\n1. The World Wide Web and the Internet are two names for the same thing.\\n2. Email and file transfer are services that run on the Internet alongside the Web.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nThey are <b>not the same thing<\/b>. <b>The Internet is the network<\/b> \u2014 the global infrastructure of connected machines. <b>The Web is one application running on it.<\/b><br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Email and file transfer are services that run on the Internet alongside the Web<\/b>, using their own protocols \u2014 SMTP, IMAP, FTP \u2014 quite independently of HTTP.<br><br>\\n<b>Why the distinction is asked so often<\/b><br>\\nIt separates a candidate who has learnt the vocabulary from one who has absorbed everyday usage, in which \\\"the internet\\\" means \\\"the web\\\".<br><br>\\n<b>The dates confirm it:<\/b> <b>ARPANET 1969, the Web 1989\u201391<\/b> \u2014 twenty years apart.<br><br><b>Reference:<\/b> \u00a76.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 273,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A star topology is preferred for a school computer laboratory chiefly because:\",\r\n    \"options\": [\r\n      \"Failure of one cable affects only the machine attached to it\",\r\n      \"It needs no central device\",\r\n      \"It is the fastest topology\",\r\n      \"It uses the least cable\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Failure of one cable affects only the machine attached to it<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nIn a <b>star<\/b>, each machine has its own cable to a central switch, so <b>failure of one cable affects only the machine attached to it<\/b>. The other twenty-nine continue working, and the fault is easy to locate.<br><br>\\n<b>The comparison that makes the point<\/b><br>\\nIn a <b>bus<\/b>, a break in the shared backbone <b>disables the whole segment<\/b> \u2014 which is exactly the symptom described elsewhere in this chapter.<br><br>\\n<b>What star costs<\/b><br>\\n<b>More cable<\/b> and a <b>central device<\/b> whose failure takes down everything. That single point of failure is accepted because a switch is far more reliable than the cabling it serves.<br><br><b>Reference:<\/b> \u00a76.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 274,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"Cloud synchronisation protects a school against all of the following EXCEPT:\",\r\n    \"options\": [\r\n      \"Failure of one hard disk\",\r\n      \"Accidental deletion of a folder by a user\",\r\n      \"Theft of a device\",\r\n      \"Loss of a single laptop\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Accidental deletion of a folder by a user<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>A deletion is propagated to every connected device.<\/b> That is not a defect but the entire purpose of synchronisation, which exists to keep every copy identical. Against accidental deletion it offers <b>no protection whatever<\/b>.<br><br>\\n<b>Why the others are covered<\/b><br>\\n<b>A lost or stolen device<\/b> and <b>a failed hard disk<\/b> leave the cloud copy intact, and it can be restored to a new machine.<br><br>\\n<b>The rule to carry<\/b><br>\\n<b>Synchronisation gives availability; only a backup gives protection.<\/b> A backup is a copy that <b>does not change when the original changes<\/b> \u2014 and against ransomware, one copy must also be <b>offline<\/b>.<br><br><b>Reference:<\/b> \u00a76.9, \u00a72.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 275,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A school provides a separate guest Wi-Fi network for visitors principally in order to:\",\r\n    \"options\": [\r\n      \"Comply with the RTI Act\",\r\n      \"Reduce the electricity bill\",\r\n      \"Prevent an infected visitor device from reaching the office computers\",\r\n      \"Increase the bandwidth available\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Prevent an infected visitor device from reaching the office computers<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Segregation limits what a compromised device can touch.<\/b> A visitor's infected laptop on the guest network can reach the internet but <b>not the office computers holding pupil records<\/b>.<br><br>\\n<b>The principle behind it<\/b><br>\\nThe same reasoning as <b>least privilege<\/b>, applied to networks: give each participant <b>only the reach their purpose requires<\/b>. A visitor needs internet access, not access to the admission database.<br><br>\\n<b>What else belongs with it<\/b><br>\\n<b>WPA2 or WPA3<\/b>, the <b>default administrator password changed on installation<\/b>, and firmware kept updated.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA guest network neither saves electricity nor adds bandwidth \u2014 it divides what exists.<br><br><b>Reference:<\/b> \u00a76.9, \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 276,\r\n    \"chapter\": \"INTERNET AND NETWORKING\",\r\n    \"question\": \"A rogue wireless access point set up to look like an official network, in order to observe the traffic passing through it, is called:\",\r\n    \"options\": [\r\n      \"A firewall\",\r\n      \"A repeater\",\r\n      \"A proxy server\",\r\n      \"An evil twin\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) An evil twin<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>evil twin<\/b> is a rogue access point given a name resembling a legitimate one \u2014 \\\"Airport_Free_WiFi\\\", or the name of a hotel or school. Devices connect, and the attacker <b>reads everything that passes<\/b>.<br><br>\\n<b>Why it is so effective<\/b><br>\\nNothing looks wrong. The name is plausible, the connection works, and pages load normally \u2014 because the attacker forwards the traffic after inspecting it.<br><br>\\n<b>The defence<\/b><br>\\n<b>Do not bank or log in over public Wi-Fi.<\/b> Where it must be used, use a <b>VPN<\/b>, which encrypts the traffic so the interceptor gains nothing \u2014 or use <b>mobile data<\/b> instead.<br><br><b>Reference:<\/b> \u00a76.9, \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 277,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"The first network email was sent in 1971 by:\",\r\n    \"options\": [\r\n      \"Charles Babbage\",\r\n      \"Tim Berners-Lee\",\r\n      \"Ray Tomlinson\",\r\n      \"Vint Cerf\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Ray Tomlinson<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ray Tomlinson<\/b> sent the first network email in <b>1971<\/b>, between two machines on ARPANET. He also <b>chose the @ symbol<\/b> to separate the user from the host \u2014 a convention now universal.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Tim Berners-Lee<\/b> \u2014 invented the <b>World Wide Web<\/b> at CERN, 1989\u201391. Both are internet firsts, which is why they are offered together.<br>\\n<b>Vint Cerf<\/b> \u2014 a principal architect of <b>TCP\/IP<\/b>.<br>\\n<b>Charles Babbage<\/b> \u2014 the Analytical Engine, a century earlier.<br><br>\\n<b>Note the chronology<\/b><br>\\n<b>Email (1971) is older than the Web (1989\u201391)<\/b> by nearly twenty years.<br><br><b>Reference:<\/b> \u00a77.0 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 278,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. SMTP<\/td><td>1. Allowing attachments and non-text content<\/td><\/tr><tr><td>B. POP3<\/td><td>2. Synchronising mail across devices<\/td><\/tr><tr><td>C. IMAP<\/td><td>3. Downloading mail to one device<\/td><\/tr><tr><td>D. MIME<\/td><td>4. Sending mail<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-4, B-1, C-3, D-2\",\r\n      \"A-4, B-3, C-2, D-1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-4, B-3, C-2, D-1<\/b><br><br>\\n<b>The four protocols<\/b><br>\\n<b>SMTP<\/b> \u2014 <b>sending mail<\/b>. Simple Mail Transfer Protocol.<br>\\n<b>POP3<\/b> \u2014 <b>downloading mail to one device<\/b>, often removing it from the server.<br>\\n<b>IMAP<\/b> \u2014 <b>synchronising mail across devices<\/b>, keeping it on the server.<br>\\n<b>MIME<\/b> \u2014 permits <b>attachments and non-text content<\/b> in a system originally built for plain text.<br><br>\\n<b>The division that organises the set<\/b><br>\\n<b>SMTP sends; POP3 and IMAP retrieve.<\/b> One outward, two inward.<br><br>\\n<b>Which retrieval protocol to use<\/b><br>\\nA person using <b>several devices needs IMAP<\/b> \u2014 POP3 would download to whichever device checked first and leave the others empty.<br><br><b>Reference:<\/b> \u00a77.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 279,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Consider the following statements:\\n1. POP3 typically downloads mail to a single device and may remove it from the server.\\n2. IMAP keeps mail on the server and synchronises it across devices.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>POP3 downloads mail to a single device and may remove it from the server.<\/b> It was designed for an era of one computer and an intermittent connection.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>IMAP keeps mail on the server and synchronises it across devices<\/b>, so a message read on a phone shows as read on a laptop.<br><br>\\n<b>The practical consequence<\/b><br>\\n<b>A person using several devices should use IMAP.<\/b> With POP3, whichever device checks first takes the mail and the others never see it \u2014 a common and baffling complaint in offices.<br><br>\\n<b>Remember:<\/b> <b>POP downloads and empties; IMAP mirrors and keeps.<\/b><br><br><b>Reference:<\/b> \u00a77.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 280,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"A message is sent To: A, Cc: B, Bcc: C. Consider the following statements:\\n1. B can see that A received the message.\\n2. A can see that C received the message.\\n3. C can see that A and B received the message.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>B can see that A received it.<\/b> The To and Cc fields are visible to everyone who receives the message.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>A cannot see that C received it.<\/b> The Bcc recipient is <b>concealed from everyone<\/b> \u2014 that is the entire purpose of the field.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\n<b>C can see A and B<\/b>, because C receives the message with its visible fields intact.<br><br>\\n<b>The rule in one line<\/b><br>\\n<b>A Bcc recipient sees everyone; nobody sees the Bcc recipient.<\/b> Visibility runs one way only.<br><br><b>Reference:<\/b> \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 281,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"CC in email correspondence stands for:\",\r\n    \"options\": [\r\n      \"Carbon Copy\",\r\n      \"Central Copy\",\r\n      \"Confidential Copy\",\r\n      \"Copy Confirmed\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Carbon Copy<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Carbon Copy<\/b> \u2014 and <b>BCC<\/b> is <b>Blind Carbon Copy<\/b>. Both names come from <b>carbon paper<\/b>, once placed between sheets in a typewriter to produce duplicates.<br><br>\\n<b>The distinction between To and Cc<\/b><br>\\nIt is one of <b>expected action, not visibility<\/b>. Both are visible to all. <b>To<\/b> marks the person expected to act; <b>Cc<\/b> marks those informed for their information only.<br><br>\\n<b>Why this matters in an office<\/b><br>\\nA message with eight people in To leaves nobody clear who must act, and often nobody does. <b>Name the actor in To; inform the rest in Cc.<\/b><br><br><b>Reference:<\/b> \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 282,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"A teacher receives a message addressed to forty colleagues and wishes to reply to the sender alone. The correct action is to press:\",\r\n    \"options\": [\r\n      \"Reply All\",\r\n      \"Reply\",\r\n      \"Forward\",\r\n      \"Redirect\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Reply<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Reply<\/b> goes to the sender alone. <b>Reply All<\/b> goes to every recipient of the original.<br><br>\\n<b>Why the distinction matters more than it seems<\/b><br>\\nUsing Reply All for a message meant for one person is <b>the commonest office irritation<\/b> \u2014 forty people receive \\\"Noted, thanks\\\" \u2014 and occasionally <b>a serious disclosure<\/b>, when a private remark about a colleague reaches everyone including its subject.<br><br>\\n<b>The habit worth forming<\/b><br>\\n<b>Look at the recipient field before sending, not before typing.<\/b> Most Reply All accidents are noticed a second after they become irreversible.<br><br><b>Reference:<\/b> \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 283,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Which of the following is NOT a sound practice in official email?\",\r\n    \"options\": [\r\n      \"A specific subject line\",\r\n      \"Writing the message before attaching the file\",\r\n      \"Marking every message as high importance\",\r\n      \"Proof-reading before sending\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Marking every message as high importance<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Marking every message as high importance destroys the meaning of the marking.<\/b> If all mail is urgent, none is \u2014 and a genuinely urgent message is then indistinguishable from routine correspondence.<br><br>\\n<b>Why the others are sound<\/b><br>\\n<b>A specific subject line<\/b> \u2014 tells the reader the topic and what is expected.<br>\\n<b>Writing before attaching<\/b> \u2014 actually, attaching <i>first<\/i> is the safer habit, but composing carefully is sound in itself.<br>\\n<b>Proof-reading before sending<\/b> \u2014 an official email is a <b>record<\/b>, and may be sought under the RTI Act.<br><br>\\n<b>The principle:<\/b> a signal used indiscriminately ceases to be a signal.<br><br><b>Reference:<\/b> \u00a77.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 284,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"The usual maximum size of an email attachment on common services is about:\",\r\n    \"options\": [\r\n      \"250 MB\",\r\n      \"1 GB\",\r\n      \"5 MB\",\r\n      \"25 MB\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 25 MB<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nMost common services cap attachments at about <b>25 MB<\/b>. The exact figure varies, but 25 MB is the working assumption.<br><br>\\n<b>What to do when a file exceeds it<\/b><br>\\n<b>Compress the folder into a ZIP archive<\/b> \u2014 which also bundles many files into one \u2014 or <b>share a cloud link<\/b> with appropriate permissions.<br><br>\\n<b>The caution on cloud links<\/b><br>\\n<b>Check the sharing setting.<\/b> \\\"Anyone with the link\\\" on a folder of pupil photographs or records is a disclosure, and the link may be forwarded indefinitely.<br><br>\\n<b>Note also<\/b><br>\\nThe limit applies to the <b>encoded<\/b> size, which is larger than the file itself.<br><br><b>Reference:<\/b> \u00a77.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 285,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Consider the following statements about official email in a school:\\n1. An email sent in an official capacity is a record.\\n2. It may be sought under the Right to Information Act.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>An email sent in an official capacity is a record.<\/b> It is not private correspondence merely because it was typed quickly.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>It may be sought under the Right to Information Act<\/b>, since a school substantially financed by government is a public authority.<br><br>\\n<b>The practical consequence<\/b><br>\\n<b>A grievance about a colleague does not belong in an email written in temper.<\/b> It is permanent, disclosable, and will be read one day by people who were not its intended audience \u2014 possibly including its subject.<br><br>\\n<b>The safer course:<\/b> draft it, leave it, and send something measured in office hours.<br><br><b>Reference:<\/b> \u00a77.0, \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 286,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"An email signature block in official correspondence should normally contain:\",\r\n    \"options\": [\r\n      \"Name, designation, institution and official contact\",\r\n      \"A photograph\",\r\n      \"The message history\",\r\n      \"A personal quotation\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Name, designation, institution and official contact<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA signature block should carry <b>name, designation, institution and official contact<\/b>. It <b>identifies the writer in their official capacity<\/b> and saves the reader from guessing who has written and with what authority.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>A personal quotation<\/b> \u2014 introduces a private voice into official correspondence.<br>\\n<b>A photograph<\/b> \u2014 enlarges every message and serves no purpose.<br>\\n<b>The message history<\/b> \u2014 belongs below the signature, and should be <b>trimmed before forwarding<\/b>, since earlier recipients' addresses travel with the chain.<br><br>\\n<b>The wider point:<\/b> an official email should make plain <b>who is writing, in what role<\/b>.<br><br><b>Reference:<\/b> \u00a77.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 287,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Spam refers to:\",\r\n    \"options\": [\r\n      \"Encrypted mail\",\r\n      \"Unsolicited bulk email\",\r\n      \"Mail with attachments\",\r\n      \"Mail sent to a distribution list\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Unsolicited bulk email<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSpam is <b>unsolicited bulk email<\/b> \u2014 sent in quantity to recipients who did not ask for it. Volume and lack of consent are the defining features, not the content.<br><br>\\n<b>Why the spam folder should still be checked<\/b><br>\\n<b>A spam filter is a probabilistic classifier<\/b>, judging on likelihood rather than certainty. It will occasionally <b>misfile a genuine message<\/b> \u2014 a departmental circular, an admission confirmation, a scholarship notification.<br><br>\\n<b>The related but distinct threat<\/b><br>\\n<b>Phishing<\/b> may arrive as spam, but its purpose is <b>fraud<\/b> rather than advertising. Spam wastes time; phishing takes money.<br><br><b>Reference:<\/b> \u00a77.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 288,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"An email filter or rule is used to:\",\r\n    \"options\": [\r\n      \"Increase the mailbox size\",\r\n      \"Delete all mail automatically\",\r\n      \"Sort incoming mail into folders according to stated conditions\",\r\n      \"Encrypt outgoing mail\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Sort incoming mail into folders according to stated conditions<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA rule <b>sorts incoming mail into folders according to stated conditions<\/b> \u2014 by sender, subject, or a word in the body.<br><br>\\n<b>Why it matters in a school office<\/b><br>\\nRules based on sender or subject are <b>what keep a departmental mailbox usable<\/b>. Circulars from the directorate in one folder, scholarship correspondence in another, and the inbox reserved for what actually needs attention today.<br><br>\\n<b>The caution<\/b><br>\\nA rule that files mail <b>out of sight<\/b> can also file it out of mind. Rules should sort, not hide \u2014 and a folder nobody opens is functionally a deletion.<br><br><b>Reference:<\/b> \u00a77.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 289,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. To<\/td><td>1. The address to which replies are directed<\/td><\/tr><tr><td>B. Cc<\/td><td>2. Visible to all recipients; for information<\/td><\/tr><tr><td>C. Bcc<\/td><td>3. Visible to all recipients; the primary addressee<\/td><\/tr><tr><td>D. Reply-To<\/td><td>4. Concealed from all other recipients<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-3, B-2, C-4, D-1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-3, B-2, C-4, D-1<\/b><br><br>\\n<b>The four fields<\/b><br>\\n<b>To<\/b> \u2014 <b>visible to all; the primary addressee<\/b>, from whom action is expected.<br>\\n<b>Cc<\/b> \u2014 <b>visible to all; for information<\/b>, with no action expected.<br>\\n<b>Bcc<\/b> \u2014 <b>concealed from all other recipients<\/b>.<br>\\n<b>Reply-To<\/b> \u2014 the address to which <b>replies are directed<\/b>, which may differ from the sender.<br><br>\\n<b>The distinction candidates miss<\/b><br>\\n<b>To and Cc differ in expected action, not in visibility.<\/b> Both are equally visible. Only <b>Bcc<\/b> conceals.<br><br>\\n<b>The school application<\/b><br>\\nFour hundred parents belong in <b>Bcc<\/b>, never in To \u2014 otherwise every address is disclosed to every recipient.<br><br><b>Reference:<\/b> \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 290,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"A Principal must circulate a confidential enquiry report to three officers without any of them knowing who else received it. The correct method is to:\",\r\n    \"options\": [\r\n      \"Send three separate messages, or use Bcc\",\r\n      \"Post it on the notice board\",\r\n      \"Put all three in To\",\r\n      \"Put all three in Cc\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Send three separate messages, or use Bcc<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Bcc conceals the recipient list<\/b>, so no officer learns who else received it. <b>Three separate messages are cleaner still<\/b> where the matter is sensitive, since they remove any risk of a Reply All revealing the others.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>All three in To<\/b> or <b>all three in Cc<\/b> \u2014 both disclose the full list to everyone, which is precisely what was to be avoided.<br>\\n<b>The notice board<\/b> \u2014 needs no comment for a confidential enquiry.<br><br>\\n<b>The residual risk of Bcc<\/b><br>\\nA Bcc recipient who presses <b>Reply All<\/b> may reveal themselves. Separate messages remove even that.<br><br><b>Reference:<\/b> \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 291,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"A video conference feature that allows a participant to signal a wish to speak without interrupting is:\",\r\n    \"options\": [\r\n      \"Screen sharing\",\r\n      \"Raise hand\",\r\n      \"Breakout room\",\r\n      \"Recording\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Raise hand<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Raise hand<\/b> lets a participant signal without interrupting the speaker \u2014 the digital equivalent of the classroom convention, and for the same reason.<br><br>\\n<b>Why it matters in a large session<\/b><br>\\nWithout it, either everyone stays silent or several speak at once. It also lets the chair <b>see who has been waiting longest<\/b>.<br><br>\\n<b>The other features in the set<\/b><br>\\n<b>Screen sharing<\/b> \u2014 shows the presenter's screen to participants.<br>\\n<b>Breakout rooms<\/b> \u2014 divide participants into <b>smaller groups for discussion<\/b>.<br>\\n<b>Recording<\/b> \u2014 captures the session, and requires that <b>participants be informed<\/b>.<br><br><b>Reference:<\/b> \u00a77.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 292,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Consider the following statements about recording an online class:\\n1. Participants should be informed that the session is being recorded.\\n2. A recording containing identifiable pupils is personal data.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Participants should be informed that the session is being recorded<\/b> \u2014 before it begins, not afterwards.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>A recording containing identifiable pupils is personal data<\/b>, and since the pupils are children it attracts the stricter obligations of the <b>DPDP Act, 2023<\/b>.<br><br>\\n<b>What follows for the school<\/b><br>\\nThe school is the <b>Data Fiduciary<\/b> and must be able to say <b>where the recording is stored, who can reach it, and when it will be deleted<\/b>. A recording kept indefinitely on a teacher's personal drive satisfies none of that.<br><br>\\n<b>The parallel:<\/b> the same questions asked of biometric attendance in \u00a710.2.<br><br><b>Reference:<\/b> \u00a77.7, \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 293,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"The etiquette of online communication is commonly called:\",\r\n    \"options\": [\r\n      \"Webonomics\",\r\n      \"Digilingo\",\r\n      \"Netiquette\",\r\n      \"Cyberlaw\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Netiquette<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Netiquette<\/b> \u2014 network etiquette \u2014 covers <b>tone, timing, clarity and restraint<\/b> in online communication.<br><br>\\n<b>What it actually amounts to<\/b><br>\\n<b>The same courtesies as in writing, applied to a faster medium.<\/b> The speed is what creates the difficulty: a letter written in anger sat overnight in a drawer, while an email written in anger is sent in four seconds.<br><br>\\n<b>Its concrete rules<\/b><br>\\nSpecific subject lines \u00b7 complete sentences \u00b7 no capitals throughout, which read as shouting \u00b7 reply within a reasonable time \u00b7 trim a chain before forwarding \u00b7 think before pressing Reply All.<br><br><b>Reference:<\/b> \u00a77.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 294,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Which of the following is NOT an appropriate subject line for an official email?\",\r\n    \"options\": [\r\n      \"\\\"Minutes of SMC meeting held on 12 January\\\"\",\r\n      \"\\\"Request for leave \u2014 3 to 5 March\\\"\",\r\n      \"\\\"Class X date sheet \u2014 action required by 20 February\\\"\",\r\n      \"\\\"Urgent\\\"\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) \\\"Urgent\\\"<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>\\\"Urgent\\\"<\/b> tells the reader <b>nothing about the topic or the action required<\/b>. It is also self-defeating: used often, it stops being read as urgent at all.<br><br>\\n<b>What a good subject line does<\/b><br>\\nIt states <b>the topic, the action and the deadline<\/b> \u2014 \\\"Admission verification \u2014 documents due 12 March\\\" does all three in one line, and remains searchable a year later.<br><br>\\n<b>Why the others are acceptable<\/b><br>\\nEach names the matter specifically, and two carry a date.<br><br>\\n<b>The searchability point<\/b><br>\\nAn inbox of messages titled \\\"Urgent\\\" is unsearchable. Subject lines are <b>how records are found later<\/b>.<br><br><b>Reference:<\/b> \u00a77.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 295,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Archiving an email, as distinct from deleting it, means the message is:\",\r\n    \"options\": [\r\n      \"Moved out of the inbox but retained and searchable\",\r\n      \"Forwarded automatically\",\r\n      \"Encrypted\",\r\n      \"Permanently removed\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Moved out of the inbox but retained and searchable<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nArchiving <b>moves a message out of the inbox but retains it, searchable<\/b>. Deleting removes it.<br><br>\\n<b>Why the distinction matters in an office<\/b><br>\\n<b>Archiving keeps an inbox manageable without destroying a record.<\/b> Since an official email <b>is<\/b> a record and may be sought under the RTI Act, deleting to tidy up is a poor instinct.<br><br>\\n<b>The related folders<\/b><br>\\n<b>Drafts<\/b> \u2014 composed but not sent.<br>\\n<b>Outbox<\/b> \u2014 awaiting transmission.<br>\\n<b>Spam<\/b> \u2014 filtered as unsolicited, and worth checking, since filters misfile genuine mail.<br><br>\\n<b>Remember:<\/b> <b>archive to tidy, delete only deliberately.<\/b><br><br><b>Reference:<\/b> \u00a77.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 296,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"An email sent to a group where every reply reaches everyone is best organised as a:\",\r\n    \"options\": [\r\n      \"Bcc list\",\r\n      \"Mailing list or group address\",\r\n      \"Forwarded chain\",\r\n      \"Draft\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Mailing list or group address<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>mailing list or group address<\/b> is maintained centrally, so a message sent to one address reaches the current membership.<br><br>\\n<b>Its advantage over a hand-kept list<\/b><br>\\n<b>It survives staff changes and avoids omissions.<\/b> A list typed into the To field quietly goes out of date \u2014 a teacher transfers, a new one joins, and somebody is left out of a circular without anyone noticing.<br><br>\\n<b>The variant for circulars<\/b><br>\\nA <b>moderated or announcement list<\/b>, on which only administrators may post. This suits circulars, where <b>replies to four hundred people are undesirable<\/b>.<br><br><b>Reference:<\/b> \u00a77.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 297,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Which of the following best indicates that an email may be fraudulent?\",\r\n    \"options\": [\r\n      \"It has a subject line\",\r\n      \"It arrives outside office hours\",\r\n      \"It demands immediate action and asks for a password\",\r\n      \"It contains an attachment\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) It demands immediate action and asks for a password<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Manufactured urgency combined with a request for credentials is the signature of a phishing message.<\/b> Both halves matter: urgency prevents thought, and the request for a password is the object of the exercise.<br><br>\\n<b>Why the others indicate nothing<\/b><br>\\n<b>A subject line<\/b>, <b>an attachment<\/b>, and <b>arrival outside office hours<\/b> are all entirely normal. Treating them as warning signs produces constant false alarms and dulls attention to real ones.<br><br>\\n<b>The rule to teach staff<\/b><br>\\n<b>No bank, department or helpline ever asks for a password or an OTP.<\/b> Any message that does is fraudulent, whatever else it appears to be.<br><br><b>Reference:<\/b> \u00a77.6, \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 298,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"In an email address principal.gsss@edu.delhi.gov.in, the portion after the @ symbol is the:\",\r\n    \"options\": [\r\n      \"Password\",\r\n      \"Username\",\r\n      \"Domain name of the host\",\r\n      \"Protocol\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Domain name of the host<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nIn <b>principal.gsss@edu.delhi.gov.in<\/b>, everything after the @ is the <b>domain name of the host<\/b> \u2014 the organisation to which the mailbox belongs. Everything before it is the username.<br><br>\\n<b>Why reading the domain matters<\/b><br>\\n<b>The domain identifies the organisation, and a look-alike domain is the first sign of a fraudulent message.<\/b> A message from \\\"edu.delhi.gov.in\\\" is from the department; one from \\\"edu-delhi-gov.com\\\" is not, however similar it looks at a glance.<br><br>\\n<b>The historical note<\/b><br>\\nThe <b>@ symbol<\/b> was chosen by <b>Ray Tomlinson<\/b> in 1971 precisely to separate the user from the host.<br><br><b>Reference:<\/b> \u00a77.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 299,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Which of the following should NOT be sent by ordinary unencrypted email?\",\r\n    \"options\": [\r\n      \"A notice of a sports event\",\r\n      \"A circular about a holiday\",\r\n      \"A meeting agenda\",\r\n      \"A list of pupils with their addresses and dates of birth\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A list of pupils with their addresses and dates of birth<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>A list of pupils with their addresses and dates of birth is personal data of children<\/b>, and attracts the obligations of the <b>DPDP Act, 2023<\/b>. Ordinary email is unencrypted in transit and is stored on servers outside the school's control.<br><br>\\n<b>Why the combination is worse than any element<\/b><br>\\nName alone is little. <b>Name with address and date of birth is enough to impersonate a child<\/b>, and enough to locate one.<br><br>\\n<b>Why the others are unobjectionable<\/b><br>\\nA holiday notice, a meeting agenda and a sports announcement contain no personal data.<br><br>\\n<b>The safer route:<\/b> a link to a secured location, with access controlled.<br><br><b>Reference:<\/b> \u00a77.6, \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 300,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Consider the following statements about forwarding an email chain:\\n1. Earlier messages in the chain travel with the forward.\\n2. Addresses of earlier recipients may be disclosed to the new recipient.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Earlier messages in the chain travel with the forward<\/b> \u2014 the whole history, including anything said before the new recipient was involved.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Addresses of earlier recipients may be disclosed<\/b>, since the To and Cc fields of every earlier message travel too.<br><br>\\n<b>What follows<\/b><br>\\n<b>Trimming a chain before forwarding is a discipline, not a nicety.<\/b> It prevents both an unintended disclosure of what colleagues said, and an unintended disclosure of who they are.<br><br>\\n<b>The parallel failure<\/b><br>\\nThe same carelessness that puts four hundred addresses in the To field instead of Bcc.<br><br><b>Reference:<\/b> \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 301,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"A read receipt in email:\",\r\n    \"options\": [\r\n      \"Requests confirmation that the message was opened, which the recipient may decline\",\r\n      \"Encrypts the message\",\r\n      \"Recalls the message\",\r\n      \"Guarantees the message was read\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Requests confirmation that the message was opened, which the recipient may decline<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA read receipt <b>requests confirmation that the message was opened<\/b>, and <b>the recipient may decline<\/b> to send it. Many clients ask, and many users refuse by habit.<br><br>\\n<b>Why it proves less than it appears to<\/b><br>\\n<b>Opening is not reading.<\/b> A message may be opened and closed unread, or previewed without being opened at all. And a declined receipt tells you nothing \u2014 silence is ambiguous between \\\"not received\\\", \\\"not opened\\\" and \\\"declined\\\".<br><br>\\n<b>What to do where confirmation genuinely matters<\/b><br>\\nAsk for an <b>explicit acknowledgement<\/b> in the body of the message. A reply is evidence; a receipt is an inference.<br><br><b>Reference:<\/b> \u00a77.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 302,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"A parent sends an angry email late at night about a marking decision. The soundest response is to:\",\r\n    \"options\": [\r\n      \"Reply immediately in the same tone\",\r\n      \"Draft a reply, leave it, and send a measured response in office hours\",\r\n      \"Ignore it entirely\",\r\n      \"Forward it to all staff\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Draft a reply, leave it, and send a measured response in office hours<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Draft a reply, leave it, and send a measured response in office hours.<\/b> Drafting clarifies the thinking; the delay removes the temper; office hours mark the exchange as official rather than personal.<br><br>\\n<b>Why replying at once is dangerous<\/b><br>\\n<b>An email written in temper is a permanent record, and it may be sought under the RTI Act.<\/b> It will be read later by people who were not its audience \u2014 possibly including a court.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>Ignoring it<\/b> \u2014 leaves a grievance to grow and escalate.<br>\\n<b>Forwarding to all staff<\/b> \u2014 republishes a parent's private complaint.<br><br><b>Reference:<\/b> \u00a77.8, \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 303,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"The main advantage of a group or distribution address over a manually maintained list is that it:\",\r\n    \"options\": [\r\n      \"Costs less\",\r\n      \"Sends faster\",\r\n      \"Survives staff changes and avoids omissions\",\r\n      \"Encrypts the message\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Survives staff changes and avoids omissions<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA managed group address <b>survives staff changes and avoids omissions<\/b>. Membership is updated once, centrally, and every future message reaches the current staff.<br><br>\\n<b>How a hand-kept list fails<\/b><br>\\nIt <b>quietly goes out of date<\/b>. Someone transfers, someone joins, and a circular misses a person \u2014 discovered when they are absent from a meeting they never heard of. Nobody is at fault, and the same thing happens again next term.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA group address is no faster, no more encrypted and no cheaper. Its whole value is <b>accuracy over time<\/b>.<br><br><b>Reference:<\/b> \u00a77.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 304,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Screen sharing during a video conference allows the presenter to:\",\r\n    \"options\": [\r\n      \"Mute all participants\",\r\n      \"Create breakout rooms\",\r\n      \"Record the meeting\",\r\n      \"Show the contents of their screen to participants\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Show the contents of their screen to participants<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nScreen sharing <b>shows the contents of the presenter's screen to participants<\/b> \u2014 a document, a slide deck, a website.<br><br>\\n<b>The precaution that must go with it<\/b><br>\\n<b>Share a single application rather than the whole desktop.<\/b> A shared desktop displays <b>notifications and files unrelated to the lesson<\/b> \u2014 a message preview from a colleague or a parent can appear before an entire class, and cannot be recalled.<br><br>\\n<b>Before sharing<\/b><br>\\nClose what is not needed, and turn off notifications. The precaution takes ten seconds and prevents a disclosure that lasts.<br><br><b>Reference:<\/b> \u00a77.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 305,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Muting participants on entry to a large online meeting is done chiefly to:\",\r\n    \"options\": [\r\n      \"Prevent background noise from disrupting the session\",\r\n      \"Record the session\",\r\n      \"Limit attendance\",\r\n      \"Save bandwidth\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Prevent background noise from disrupting the session<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nMuting on entry <b>prevents background noise from disrupting the session<\/b> \u2014 traffic, television, family conversation, a hundred microphones each contributing a little.<br><br>\\n<b>Why \\\"to save bandwidth\\\" is wrong<\/b><br>\\n<b>Bandwidth is affected far more by video than by audio.<\/b> Audio streams are small; muting saves almost nothing. To reduce bandwidth, participants turn off <b>video<\/b>.<br><br>\\n<b>The etiquette that follows<\/b><br>\\nParticipants unmute to speak and mute again \u2014 and the <b>raise hand<\/b> feature lets them signal without interrupting.<br><br>\\n<b>The related duty<\/b><br>\\nWhere a microphone transmits something private, <b>mute discreetly and never remark on it<\/b>.<br><br><b>Reference:<\/b> \u00a77.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 306,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"All of the following are elements of good netiquette EXCEPT:\",\r\n    \"options\": [\r\n      \"Writing in complete sentences\",\r\n      \"Using capital letters throughout for emphasis\",\r\n      \"Replying within a reasonable time\",\r\n      \"Keeping the subject line specific\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Using capital letters throughout for emphasis<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Capitals throughout are read as shouting<\/b>, and they also <b>reduce legibility<\/b> \u2014 readers recognise words partly by their shape, and capitals flatten every word into the same rectangle.<br><br>\\n<b>Why the others are sound<\/b><br>\\n<b>Complete sentences<\/b> \u2014 an official message is a record and should read as one.<br>\\n<b>Replying within a reasonable time<\/b> \u2014 silence is itself a message, and rarely the intended one.<br>\\n<b>A specific subject line<\/b> \u2014 states topic, action and deadline.<br><br>\\n<b>Where emphasis is needed<\/b><br>\\nUse <b>bold<\/b>, or place the important point in a short paragraph of its own.<br><br><b>Reference:<\/b> \u00a77.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 307,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"An out-of-office or vacation reply is used to:\",\r\n    \"options\": [\r\n      \"Block a sender\",\r\n      \"Delete incoming mail\",\r\n      \"Notify senders automatically of absence and an alternative contact\",\r\n      \"Forward all mail\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Notify senders automatically of absence and an alternative contact<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn out-of-office reply <b>notifies senders automatically of absence and an alternative contact<\/b>.<br><br>\\n<b>What makes it useful rather than merely polite<\/b><br>\\n<b>Naming the officer holding charge.<\/b> \\\"I am away until 20 March\\\" leaves the sender no further forward. \\\"I am away until 20 March; for admission matters please contact the Vice-Principal at [address]\\\" actually resolves the enquiry.<br><br>\\n<b>The security caution<\/b><br>\\nAn automatic reply announces to <b>anyone who writes<\/b>, including strangers, that the office holder is away and for how long. Avoid stating the reason or the destination.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nIt neither deletes, forwards nor blocks mail.<br><br><b>Reference:<\/b> \u00a77.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 308,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Consider the following statements about attachments:\\n1. A file with a double extension such as .pdf.exe is a program.\\n2. An attachment from a known sender is always safe.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A file with a double extension such as .pdf.exe is a program.<\/b> The true extension is the last one, and Windows hides known extensions by default \u2014 so it displays as a harmless-looking document.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nAn attachment from a known sender is <b>not<\/b> always safe. <b>A compromised or spoofed account is precisely how a trusted-looking attachment arrives<\/b> \u2014 indeed that is what makes such attacks effective.<br><br>\\n<b>The rule that follows<\/b><br>\\nJudge an attachment by <b>whether it was expected<\/b>, not by who appears to have sent it. Where in doubt, verify through a channel obtained independently.<br><br><b>Reference:<\/b> \u00a77.3, \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 309,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"The Drafts folder holds messages that are:\",\r\n    \"options\": [\r\n      \"Deleted\",\r\n      \"Marked as spam\",\r\n      \"Sent but undelivered\",\r\n      \"Composed but not yet sent\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Composed but not yet sent<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Drafts<\/b> folder holds messages <b>composed but not yet sent<\/b> \u2014 saved automatically as one types, so nothing is lost if the browser closes.<br><br>\\n<b>The folder it is confused with<\/b><br>\\nThe <b>Outbox<\/b> holds messages <b>awaiting transmission<\/b> \u2014 already sent by the user but not yet dispatched, usually because the connection is down. A message in Drafts is waiting for <b>you<\/b>; a message in Outbox is waiting for <b>the network<\/b>.<br><br>\\n<b>The use worth knowing<\/b><br>\\nDrafting an angry reply and <b>leaving it there overnight<\/b> is a genuine professional technique, not merely a delay.<br><br><b>Reference:<\/b> \u00a77.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 310,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Which of the following is the best subject line for a message requiring action?\",\r\n    \"options\": [\r\n      \"\\\"Admission verification \u2014 documents due 12 March\\\"\",\r\n      \"\\\"Please read\\\"\",\r\n      \"\\\"Important\\\"\",\r\n      \"\\\"Fwd: Fwd: Re: matter\\\"\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) \\\"Admission verification \u2014 documents due 12 March\\\"<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>\\\"Admission verification \u2014 documents due 12 March\\\"<\/b> states <b>the topic, the action and the deadline<\/b> in one line. The recipient knows what it concerns and by when, without opening it.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>\\\"Important\\\"<\/b> and <b>\\\"Please read\\\"<\/b> \u2014 assert priority without content, and are self-defeating when used often.<br>\\n<b>\\\"Fwd: Fwd: Re: matter\\\"<\/b> \u2014 records the message's history rather than its subject, and is unsearchable.<br><br>\\n<b>The test to apply<\/b><br>\\n<b>Could the recipient act correctly on the subject line alone?<\/b> If so, it is a good one.<br><br><b>Reference:<\/b> \u00a77.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 311,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"During an online class a pupil's microphone transmits a private family conversation. The teacher should:\",\r\n    \"options\": [\r\n      \"Comment on what was heard\",\r\n      \"Mute the participant discreetly and continue\",\r\n      \"Play it back to the class\",\r\n      \"End the session\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Mute the participant discreetly and continue<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Mute the participant discreetly and continue.<\/b> The interruption is dealt with; the child is not exposed further; the class proceeds.<br><br>\\n<b>The duty afterwards<\/b><br>\\n<b>The overheard material is private and must not be remarked upon<\/b> \u2014 not before the class, and not afterwards in the staffroom. The family did not consent to being heard, and a child whose home circumstances become a topic among teachers has been harmed by an accident.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Commenting<\/b> or <b>playing it back<\/b> compounds the exposure deliberately.<br>\\n<b>Ending the session<\/b> punishes thirty pupils for one open microphone.<br><br><b>Reference:<\/b> \u00a77.7, \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 312,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"A mailing list in which only administrators may post is called:\",\r\n    \"options\": [\r\n      \"A newsletter archive\",\r\n      \"An open list\",\r\n      \"A moderated or announcement list\",\r\n      \"A discussion forum\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A moderated or announcement list<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>moderated or announcement list<\/b> permits only administrators to post. Members receive but cannot broadcast.<br><br>\\n<b>Why it suits circulars<\/b><br>\\n<b>Replies to four hundred people are undesirable.<\/b> On an open list, one \\\"Received, thank you\\\" generates four hundred copies, and the second such reply generates four hundred more. Moderation prevents the cascade entirely.<br><br>\\n<b>When an open list is right<\/b><br>\\nWhere <b>discussion<\/b> is the purpose \u2014 a subject teachers' group, a committee.<br><br>\\n<b>The design question:<\/b> <b>is this list for informing or for discussing?<\/b> The answer determines the type.<br><br><b>Reference:<\/b> \u00a77.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 313,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Four hundred parents are placed in the To field of a single circular. The consequence is that:\",\r\n    \"options\": [\r\n      \"Every parent's address is disclosed to every other parent, irrevocably\",\r\n      \"The message is marked as spam\",\r\n      \"Only the first recipient receives it\",\r\n      \"Delivery is slower\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Every parent's address is disclosed to every other parent, irrevocably<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAddresses in the <b>To<\/b> field are <b>visible to every recipient<\/b>. Four hundred addresses therefore disclose <b>every parent to every other parent<\/b>, and the disclosure is <b>irrevocable<\/b> once sent.<br><br>\\n<b>Why this is not merely bad manners<\/b><br>\\n<b>It is a data-protection failure, not a lapse of etiquette.<\/b> Under the DPDP Act the school is the Data Fiduciary and has disclosed personal data without any lawful basis for doing so.<br><br>\\n<b>The correct method<\/b><br>\\n<b>Bcc<\/b>, or better, <b>mail merge<\/b> \u2014 which produces four hundred separate personalised letters and discloses nothing to anyone.<br><br><b>Reference:<\/b> \u00a77.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 314,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Communication between a teacher and a current pupil should take place through official channels chiefly because such channels are:\",\r\n    \"options\": [\r\n      \"Faster\",\r\n      \"Visible and capable of being accounted for\",\r\n      \"Free of cost\",\r\n      \"Encrypted by default\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Visible and capable of being accounted for<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nOfficial channels are <b>visible and capable of being accounted for<\/b>. A message sent through them can be produced later, in an enquiry or a complaint, and its existence protects the teacher as much as the pupil.<br><br>\\n<b>The reasoning<\/b><br>\\nIt is the same principle that governs official email: <b>a communication made in an official capacity should be capable of being accounted for<\/b>. A conversation on a personal messaging application leaves no record either side can rely on.<br><br>\\n<b>The related rule<\/b><br>\\nA teacher should <b>not accept a current pupil as a personal connection on social media<\/b>. The channel, not the content, is the point.<br><br><b>Reference:<\/b> \u00a77.8, \u00a711.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 315,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"The habit of attaching the file before composing the message is recommended because it:\",\r\n    \"options\": [\r\n      \"Encrypts the attachment\",\r\n      \"Reduces the file size\",\r\n      \"Removes altogether the possibility of sending \\\"please find attached\\\" with nothing attached\",\r\n      \"Speeds up delivery\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Removes altogether the possibility of sending \\\"please find attached\\\" with nothing attached<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAttaching first <b>removes altogether the possibility<\/b> of writing \\\"please find attached\\\" and sending nothing. The error cannot occur if the attachment is already there.<br><br>\\n<b>Why it is worth teaching as a habit<\/b><br>\\nIt is <b>among the commonest email errors<\/b>, and no amount of care prevents it reliably \u2014 the writer's attention is on the words, and the attachment is remembered only after the message is gone.<br><br>\\n<b>The general principle<\/b><br>\\n<b>Where a step is routinely forgotten, reorder the process so it cannot be.<\/b> The same reasoning puts the backup on a scheduler rather than in someone's memory.<br><br><b>Reference:<\/b> \u00a77.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 316,\r\n    \"chapter\": \"EMAIL AND DIGITAL COMMUNICATION\",\r\n    \"question\": \"Consider the following statements about screen sharing in an online class:\\n1. Sharing a single application rather than the whole desktop avoids disclosing unrelated windows.\\n2. A message preview from a colleague cannot appear while the desktop is shared.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Sharing a single application rather than the whole desktop avoids disclosing unrelated windows<\/b> \u2014 the open document, the file names, the browser tabs.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA <b>message preview can certainly appear<\/b> while the desktop is shared, and that is exactly why the first statement is the recommended practice.<br><br>\\n<b>What such a disclosure looks like<\/b><br>\\nA notification from a colleague or a parent, appearing in the corner of the screen <b>before an entire class<\/b>, read by thirty pupils in the second before it is dismissed.<br><br>\\n<b>The precaution:<\/b> share one application, and silence notifications first.<br><br><b>Reference:<\/b> \u00a77.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 317,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The CIA triad in information security stands for:\",\r\n    \"options\": [\r\n      \"Cryptography, Identity, Authentication\",\r\n      \"Computer, Internet, Access\",\r\n      \"Control, Inspection, Audit\",\r\n      \"Confidentiality, Integrity, Availability\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Confidentiality, Integrity, Availability<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Confidentiality, Integrity, Availability<\/b> \u2014 the three properties every security control exists to protect.<br><br>\\n<b>Each with its school example<\/b><br>\\n<b>Confidentiality<\/b> \u2014 a leaked list of pupils' addresses.<br>\\n<b>Integrity<\/b> \u2014 marks altered in a result file.<br>\\n<b>Availability<\/b> \u2014 ransomware locking the office computers a week before admissions.<br><br>\\n<b>Why the framework is useful rather than decorative<\/b><br>\\nIt tells you <b>what has actually been lost<\/b> in an incident, and therefore what the response must restore. A breach of confidentiality cannot be undone; a loss of availability usually can, from a backup.<br><br><b>Reference:<\/b> \u00a78.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 318,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Virus<\/td><td>1. Encrypts files and demands payment<\/td><\/tr><tr><td>B. Worm<\/td><td>2. Does not replicate; is invited in under a false name<\/td><\/tr><tr><td>C. Trojan<\/td><td>3. Attaches to a host file and needs a human to run it<\/td><\/tr><tr><td>D. Ransomware<\/td><td>4. Spreads across a network by itself<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-4, C-2, D-1\",\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-1, B-2, C-4, D-3\",\r\n      \"A-1, B-4, C-2, D-3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-3, B-4, C-2, D-1<\/b><br><br>\\n<b>The four, by their defining behaviour<\/b><br>\\n<b>Virus<\/b> \u2014 <b>attaches to a host file and needs a human to run it<\/b>. It cannot spread by itself.<br>\\n<b>Worm<\/b> \u2014 <b>spreads across a network by itself<\/b>, requiring no human action at all.<br>\\n<b>Trojan<\/b> \u2014 <b>does not replicate; it is invited in under a false name<\/b>, appearing to be something useful.<br>\\n<b>Ransomware<\/b> \u2014 <b>encrypts files and demands payment<\/b>.<br><br>\\n<b>The distinction that decides most questions<\/b><br>\\n<b>Virus needs a human; worm does not; trojan does not replicate at all.<\/b> It is the single most examined item in the chapter.<br><br><b>Reference:<\/b> \u00a78.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 319,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements:\\n1. A worm requires a human to execute an infected file.\\n2. A trojan does not replicate itself.\\n3. A virus needs a host file.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 and 3 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nThat describes a <b>virus<\/b>, not a worm. <b>A worm spreads by itself across a network<\/b> \u2014 which is precisely what distinguishes it, and why worms spread so much faster.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>A trojan does not replicate itself.<\/b> It relies on being <b>invited in<\/b> under a false name.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\n<b>A virus needs a host file<\/b> to attach to.<br><br>\\n<b>The three in one line<\/b><br>\\n<b>Virus \u2014 host file plus a human. Worm \u2014 neither. Trojan \u2014 no replication, but deception.<\/b><br><br><b>Reference:<\/b> \u00a78.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 320,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"WannaCry, which struck institutions worldwide in 2017, was an example of:\",\r\n    \"options\": [\r\n      \"A worm only\",\r\n      \"Ransomware\",\r\n      \"Adware\",\r\n      \"A rootkit\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Ransomware<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>WannaCry<\/b>, in <b>2017<\/b>, <b>encrypted files and demanded payment<\/b> \u2014 the defining behaviour of <b>ransomware<\/b>. It also spread by itself across networks, making it a worm in its propagation.<br><br>\\n<b>The fact that carries the lesson<\/b><br>\\n<b>A patch already existed.<\/b> The machines that fell were those that <b>had not installed it<\/b>. WannaCry was not a failure of defence but a failure of maintenance.<br><br>\\n<b>What follows for a school<\/b><br>\\n<b>Patching is the least glamorous control and among the most effective.<\/b> And the only reliable recovery is a backup the malware could not reach \u2014 which means <b>offline<\/b>.<br><br><b>Reference:<\/b> \u00a78.2, \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 321,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A program that records every keystroke made on a machine is a:\",\r\n    \"options\": [\r\n      \"Firewall\",\r\n      \"Rootkit\",\r\n      \"Keylogger\",\r\n      \"Worm\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Keylogger<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>keylogger<\/b> records every keystroke \u2014 passwords, messages, card numbers \u2014 and transmits them to an attacker.<br><br>\\n<b>Why it defeats good password practice entirely<\/b><br>\\n<b>It captures a password however strong.<\/b> Length and unpredictability defeat guessing; they are irrelevant against a program watching the keyboard. This is why <b>a compromised machine must never be used for banking<\/b>, and why two-factor authentication matters \u2014 a stolen password alone is then insufficient.<br><br>\\n<b>Where they come from<\/b><br>\\nUsually bundled with a trojan, or installed physically as a small device between keyboard and computer.<br><br><b>Reference:<\/b> \u00a78.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 322,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A network of infected machines controlled remotely is called a:\",\r\n    \"options\": [\r\n      \"Subnet\",\r\n      \"Extranet\",\r\n      \"Darknet\",\r\n      \"Botnet\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Botnet<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>botnet<\/b> is a network of infected machines under remote control. Each infected machine is called a <b>zombie<\/b>.<br><br>\\n<b>The property that makes it dangerous<\/b><br>\\n<b>An infected machine may show no visible symptom at all.<\/b> It works normally while contributing its bandwidth to attacks on others \u2014 sending spam, or joining a <b>denial of service<\/b> attack.<br><br>\\n<b>The school connection<\/b><br>\\n<b>Internet of Things devices<\/b> \u2014 cameras, recorders, smart meters \u2014 are favourite recruits, being <b>cheap, numerous, rarely updated and left on default passwords<\/b>.<br><br>\\n<b>The Indian body:<\/b> <b>Cyber Swachhta Kendra<\/b>, for botnet cleaning.<br><br><b>Reference:<\/b> \u00a78.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 323,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A fraudulent email aimed specifically at a senior official such as a Principal is termed:\",\r\n    \"options\": [\r\n      \"Whaling\",\r\n      \"Pharming\",\r\n      \"Phishing\",\r\n      \"Smishing\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Whaling<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Whaling<\/b> targets a <b>senior officer<\/b> \u2014 a Principal, a Director, a head of department \u2014 because their authority makes the fraud more valuable.<br><br>\\n<b>The family, by how narrowly it is aimed<\/b><br>\\n<b>Phishing<\/b> \u2014 sent <b>in bulk<\/b> to anyone.<br>\\n<b>Spear phishing<\/b> \u2014 aimed at <b>one named person<\/b>, using details about them.<br>\\n<b>Whaling<\/b> \u2014 aimed at a <b>senior officer<\/b>.<br><br>\\n<b>Why seniority attracts the attack<\/b><br>\\nA message appearing to come from a Principal instructing a clerk to transfer funds is rarely questioned. <b>The target is chosen for the authority the impersonation borrows.<\/b><br><br><b>Reference:<\/b> \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 324,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Phishing<\/td><td>1. Bulk email<\/td><\/tr><tr><td>B. Vishing<\/td><td>2. SMS<\/td><\/tr><tr><td>C. Smishing<\/td><td>3. Voice call<\/td><\/tr><tr><td>D. Baiting<\/td><td>4. An infected device left to be found<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-4, C-2, D-3\",\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-2, B-1, C-3, D-4\",\r\n      \"A-3, B-1, C-4, D-2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-1, B-3, C-2, D-4<\/b><br><br>\\n<b>The four, by medium<\/b><br>\\n<b>Phishing<\/b> \u2014 <b>bulk email<\/b>.<br>\\n<b>Vishing<\/b> \u2014 a <b>voice call<\/b>, as when a caller claims to be from the bank and asks for an OTP.<br>\\n<b>Smishing<\/b> \u2014 <b>SMS<\/b>, typically a link and a threat about an account.<br>\\n<b>Baiting<\/b> \u2014 an <b>infected device left to be found<\/b>, such as a USB drive in a car park or a school corridor.<br><br>\\n<b>What unites them<\/b><br>\\nAll four are <b>social engineering<\/b> \u2014 <b>the manipulation of people rather than machines<\/b>. No firewall addresses any of them, because nothing is being broken into: someone is being persuaded to open the door.<br><br><b>Reference:<\/b> \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 325,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Which of the following is NOT a warning sign of a phishing email?\",\r\n    \"options\": [\r\n      \"A generic greeting such as \\\"Dear User\\\"\",\r\n      \"A deadline of twenty-four hours\",\r\n      \"A sender address ending in .gov.in matching the department\",\r\n      \"Link text that differs from the actual address\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A sender address ending in .gov.in matching the department<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>A correctly matching official domain is reassuring, not alarming.<\/b> Since <b>.gov.in is available only to Indian government bodies<\/b>, a sender address genuinely ending there cannot be obtained by a fraudster.<br><br>\\n<b>Why the others are genuine warning signs<\/b><br>\\n<b>A generic greeting<\/b> \u2014 \\\"Dear User\\\" suggests a bulk send.<br>\\n<b>A twenty-four hour deadline<\/b> \u2014 manufactured urgency prevents thought.<br>\\n<b>Link text differing from the actual address<\/b> \u2014 the clearest technical indicator.<br><br>\\n<b>The danger to watch for instead<\/b><br>\\nThe <b>look-alike domain<\/b> \u2014 \\\"gov-in.com\\\", \\\".gov.co\\\" \u2014 which resembles the real one at a glance.<br><br><b>Reference:<\/b> \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 326,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A clerk receives a call from someone claiming to be from the bank, asking for the OTP just sent. The correct response is to:\",\r\n    \"options\": [\r\n      \"Share only the first three digits\",\r\n      \"Call back on the number the caller gives\",\r\n      \"Share it since the caller knows the account number\",\r\n      \"Refuse and end the call\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Refuse and end the call<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Refuse and end the call.<\/b> <b>No bank, department or helpline ever asks for an OTP.<\/b> Any request for one is fraudulent by definition \u2014 there is no legitimate exception to consider.<br><br>\\n<b>Why knowing the account number proves nothing<\/b><br>\\nAccount numbers appear on cheques, statements and forms, and are frequently obtained in breaches. <b>Possession of one detail is not evidence of authority.<\/b><br><br>\\n<b>Why calling back on the caller's number is wrong<\/b><br>\\nIt returns to the fraudster. <b>Verify through a number obtained independently<\/b> \u2014 from a passbook, a card, or the bank's official website.<br><br>\\n<b>The attack has a name:<\/b> <b>vishing<\/b>.<br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 327,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements about two-factor authentication:\\n1. A password and a security question together constitute two factors.\\n2. A password and an OTP to a registered phone constitute two factors.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nA <b>password and a security question are both things known<\/b>. That is <b>one factor used twice<\/b>, not two factors \u2014 and both can be stolen by the same means.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nA <b>password (known) and an OTP to a registered phone (held)<\/b> are genuinely two different factors.<br><br>\\n<b>The three factors<\/b><br>\\n<b>Something known<\/b> \u2014 password, PIN.<br>\\n<b>Something held<\/b> \u2014 phone, token, card.<br>\\n<b>Something inherent<\/b> \u2014 a biometric.<br><br>\\n<b>The test:<\/b> two factors must come from <b>different categories<\/b>. Otherwise a single theft defeats both.<br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 328,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The three factors of authentication are something known, something held and:\",\r\n    \"options\": [\r\n      \"Something inherent\",\r\n      \"Something purchased\",\r\n      \"Something shared\",\r\n      \"Something written\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Something inherent<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Something inherent<\/b> \u2014 a <b>biometric<\/b>: fingerprint, iris, face, voice.<br><br>\\n<b>The property that makes biometrics different<\/b><br>\\n<b>It cannot be changed if it leaks.<\/b> A password can be replaced in seconds; a fingerprint cannot be replaced at all. This is why a biometric template is <b>sensitive personal data<\/b> under the DPDP Act, and why a school proposing biometric attendance must establish in writing <b>what is collected, where it is stored, who can reach it and when it is destroyed<\/b>.<br><br>\\n<b>The three in short<\/b><br>\\n<b>Know \u00b7 Have \u00b7 Are.<\/b><br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 329,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A firewall is best described as:\",\r\n    \"options\": [\r\n      \"Software that removes viruses\",\r\n      \"Hardware or software that permits or blocks traffic by rules\",\r\n      \"A backup system\",\r\n      \"An encryption algorithm\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Hardware or software that permits or blocks traffic by rules<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA firewall is <b>hardware or software that permits or blocks traffic by rules<\/b> \u2014 by port, protocol, address or application.<br><br>\\n<b>The metaphor to carry<\/b><br>\\n<b>It is the gate, not the guard.<\/b> It controls <b>what may pass<\/b> but cannot judge <b>whether what passes is honest<\/b>. A phishing email arriving over a permitted port passes untouched.<br><br>\\n<b>What it is not<\/b><br>\\nNot antivirus, which inspects files. Not a backup. Not encryption.<br><br>\\n<b>Why the distinction matters institutionally<\/b><br>\\nA school believing its firewall makes it safe has confused <b>controlling routes with inspecting content<\/b> \u2014 and most attacks arrive by routes that are legitimately open.<br><br><b>Reference:<\/b> \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 330,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements about antivirus software:\\n1. It detects threats by matching known signatures.\\n2. An antivirus that is not updated remains fully effective.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nAntivirus <b>detects threats largely by matching known signatures<\/b> \u2014 patterns identifying malware already catalogued.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nAn antivirus that is <b>not updated is close to useless<\/b>. The signature list does most of the work, and a list six months old does not recognise what appeared last week.<br><br>\\n<b>The limit even when updated<\/b><br>\\nSignature matching cannot detect what has <b>never been seen before<\/b>, which is why modern products add behavioural detection.<br><br>\\n<b>The practical instruction<\/b><br>\\n<b>Automatic updates, left enabled.<\/b> An antivirus is not a purchase but a subscription to current knowledge.<br><br><b>Reference:<\/b> \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 331,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"In asymmetric encryption, a message is encrypted with the recipient's:\",\r\n    \"options\": [\r\n      \"MAC address\",\r\n      \"Private key\",\r\n      \"Public key\",\r\n      \"Password\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Public key<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nIn asymmetric encryption a message is <b>encrypted with the recipient's public key<\/b> and <b>decrypted with their private key<\/b>, which only they hold. The public key may be published freely \u2014 that is the whole point.<br><br>\\n<b>The mirror operation<\/b><br>\\nFor a <b>digital signature<\/b> the keys are used the other way: the hash is <b>encrypted with the signer's private key<\/b> and verified with their <b>public key<\/b>. <b>Encrypt to the recipient's public key for secrecy; sign with your own private key for proof.<\/b><br><br>\\n<b>Why it matters<\/b><br>\\nTwo parties who have never met can communicate securely without exchanging a shared secret first.<br><br><b>Reference:<\/b> \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 332,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The principle of least privilege requires that a user be given:\",\r\n    \"options\": [\r\n      \"Access to all files for transparency\",\r\n      \"No access at all\",\r\n      \"Full administrator rights for convenience\",\r\n      \"Only the access their duty requires\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Only the access their duty requires<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nLeast privilege gives each user <b>only the access their duty requires<\/b> \u2014 and no more, however convenient more would be.<br><br>\\n<b>Its practical force<\/b><br>\\n<b>A machine used without administrator rights cannot install malware even if a wrong link is clicked.<\/b> The malicious program inherits the rights of the user who ran it; if those rights are limited, so is the damage.<br><br>\\n<b>Where a school applies it<\/b><br>\\n<b>Separate accounts for each clerk<\/b>, with permissions matched to duties. Not administrator rights for everyone, and not a shared login \u2014 which makes it impossible to attribute any act to any individual.<br><br><b>Reference:<\/b> \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 333,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The 3-2-1 backup rule, applied against ransomware, additionally requires that:\",\r\n    \"options\": [\r\n      \"At least one copy be offline or otherwise beyond the reach of the running system\",\r\n      \"Backups be taken hourly\",\r\n      \"Backups be encrypted twice\",\r\n      \"All copies be in the cloud\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) At least one copy be offline or otherwise beyond the reach of the running system<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ransomware encrypts every drive it can see<\/b> \u2014 including a permanently attached external disk and a <b>synchronised cloud folder<\/b>, since synchronisation faithfully propagates the encrypted versions.<br><br>\\n<b>What follows<\/b><br>\\nAt least one copy must be <b>offline, or otherwise beyond the reach of the running system<\/b>. A disk connected only during the backup and disconnected afterwards satisfies this; a permanently mounted one does not.<br><br>\\n<b>The base rule<\/b><br>\\n<b>3 copies, 2 media types, 1 offsite<\/b> \u2014 with <b>1 offline<\/b> added for ransomware.<br><br>\\n<b>And the step most often omitted:<\/b> <b>testing the restore.<\/b><br><br><b>Reference:<\/b> \u00a78.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 334,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A machine is found infected. Arrange the following responses in the correct order:\\n1. Report to the head and the department\\n2. Disconnect the machine from the network\\n3. Restore from a backup taken before the infection\\n4. Photograph the screen and note the time\",\r\n    \"options\": [\r\n      \"2, 1, 4, 3\",\r\n      \"2, 4, 1, 3\",\r\n      \"1, 2, 4, 3\",\r\n      \"4, 2, 1, 3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2, 4, 1, 3<\/b><br><br>\\n<b>The correct order and its reasons<\/b><br>\\n<b>1. Disconnect from the network<\/b> \u2014 <b>isolate first to stop the spread<\/b>. Every minute connected risks other machines.<br>\\n<b>2. Photograph the screen and note the time<\/b> \u2014 <b>preserve evidence<\/b> before anything changes it.<br>\\n<b>3. Report to the head and the department<\/b> \u2014 so the response is authorised and others are warned.<br>\\n<b>4. Restore from a backup taken before the infection<\/b> \u2014 the last step, once the cause is known.<br><br>\\n<b>Why order matters<\/b><br>\\n<b>Acting out of order destroys evidence or spreads the infection.<\/b> Restoring first may reinfect from a still-connected network.<br><br>\\n<b>The caution:<\/b> disconnect, but <b>do not power off<\/b> \u2014 some evidence exists only in memory.<br><br><b>Reference:<\/b> \u00a78.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 335,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The national helpline number for reporting cyber financial fraud in India is:\",\r\n    \"options\": [\r\n      \"112\",\r\n      \"1098\",\r\n      \"1930\",\r\n      \"1091\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1930<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>1930<\/b> is the national helpline for reporting <b>cyber financial fraud<\/b>. Complaints may also be filed at <b>cybercrime.gov.in<\/b>.<br><br>\\n<b>Why speed decides the outcome<\/b><br>\\n<b>The first hour is decisive.<\/b> Reporting quickly materially improves the chance of the transaction being <b>held before the money is withdrawn<\/b>. Once it has moved through several accounts, recovery becomes remote.<br><br>\\n<b>The mistake to avoid<\/b><br>\\n<b>Reporting only to the bank is not sufficient.<\/b> The bank can freeze its own end; the helpline can reach the receiving bank.<br><br>\\n<b>The other numbers<\/b><br>\\n<b>1098<\/b> \u2014 CHILDLINE. <b>112<\/b> \u2014 emergency response.<br><br><b>Reference:<\/b> \u00a78.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 336,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The National Cyber Crime Reporting Portal is operated under:\",\r\n    \"options\": [\r\n      \"MeitY through CERT-In\",\r\n      \"Ministry of Finance\",\r\n      \"Ministry of Education\",\r\n      \"Ministry of Home Affairs through I4C\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Ministry of Home Affairs through I4C<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe portal is operated under the <b>Ministry of Home Affairs through I4C<\/b> \u2014 the <b>Indian Cyber Crime Coordination Centre<\/b>, which coordinates the police response to cybercrime.<br><br>\\n<b>The body it is confused with<\/b><br>\\n<b>CERT-In<\/b>, under <b>MeitY<\/b>, is the nodal agency for <b>cyber security incidents<\/b> \u2014 advisories, technical response, coordination with organisations. <b>It is not a route for a police complaint.<\/b><br><br>\\n<b>The division to hold<\/b><br>\\n<b>I4C (Home Affairs) \u2014 crime and complaints. CERT-In (MeitY) \u2014 incidents and advisories.<\/b><br><br>\\n<b>For a school:<\/b> a fraud goes to <b>1930 or cybercrime.gov.in<\/b>, not to CERT-In.<br><br><b>Reference:<\/b> \u00a78.8, \u00a78.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 337,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"CERT-In is the national nodal agency for:\",\r\n    \"options\": [\r\n      \"Responding to cyber security incidents\",\r\n      \"Regulating telecom tariffs\",\r\n      \"Conducting examinations\",\r\n      \"Issuing Aadhaar\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Responding to cyber security incidents<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>CERT-In<\/b> \u2014 the Indian Computer Emergency Response Team \u2014 is the national nodal agency for <b>responding to cyber security incidents<\/b>. It issues <b>advisories<\/b>, coordinates response, and functions under <b>MeitY<\/b>.<br><br>\\n<b>What it is not<\/b><br>\\nIt is <b>not a police complaint mechanism<\/b>. That is <b>I4C<\/b>, under the Ministry of Home Affairs, through <b>cybercrime.gov.in<\/b> and the <b>1930<\/b> helpline.<br><br>\\n<b>The related bodies<\/b><br>\\n<b>Cyber Swachhta Kendra<\/b> \u2014 botnet cleaning and malware analysis.<br>\\n<b>Data Protection Board of India<\/b> \u2014 adjudicates data protection breaches under the DPDP Act.<br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 338,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. 66C<\/td><td>1. Violation of privacy<\/td><\/tr><tr><td>B. 66D<\/td><td>2. Material depicting children in a sexually explicit act<\/td><\/tr><tr><td>C. 66E<\/td><td>3. Identity theft<\/td><\/tr><tr><td>D. 67B<\/td><td>4. Cheating by personation using a computer resource<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-1, B-4, C-2, D-3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-3, B-4, C-1, D-2<\/b><br><br>\\n<b>The four sections of the IT Act, 2000<\/b><br>\\n<b>66C<\/b> \u2014 <b>identity theft<\/b>: fraudulent use of another's password, digital signature or unique identification feature.<br>\\n<b>66D<\/b> \u2014 <b>cheating by personation using a computer resource<\/b>. <b>Most phishing is charged under this section.<\/b><br>\\n<b>66E<\/b> \u2014 <b>violation of privacy<\/b>: capturing or publishing images of a private area without consent.<br>\\n<b>67B<\/b> \u2014 <b>material depicting children in a sexually explicit act<\/b>, read with the <b>POCSO Act<\/b>.<br><br>\\n<b>Their origin<\/b><br>\\nAll four were introduced by the <b>2008 amendment<\/b>. The original 2000 Act was written for e-commerce; the amendment made it a criminal statute for cyber offences.<br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 339,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The Information Technology Act, 2000 was substantially amended in:\",\r\n    \"options\": [\r\n      \"2015\",\r\n      \"2005\",\r\n      \"2008\",\r\n      \"2011\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 2008<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe IT Act, 2000 was substantially amended in <b>2008<\/b>. The amendment introduced several of the offences now most often cited.<br><br>\\n<b>The sections it added<\/b><br>\\n<b>66C<\/b> \u2014 identity theft.<br>\\n<b>66D<\/b> \u2014 cheating by personation using a computer resource, under which <b>most phishing is charged<\/b>.<br>\\n<b>66E<\/b> \u2014 violation of privacy.<br>\\n<b>67B<\/b> \u2014 material depicting children in a sexually explicit act, read with the POCSO Act.<br><br>\\n<b>Why the date matters<\/b><br>\\nThe original 2000 Act was written for e-commerce. <b>The 2008 amendment is what made it a criminal statute for cyber offences.<\/b><br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 340,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Under the Digital Personal Data Protection Act, 2023, consider the following statements:\\n1. A school holding pupil records is a Data Fiduciary.\\n2. Processing a child's data requires verifiable parental consent.\\n3. Behavioural monitoring of children is permitted with school consent.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A school holding pupil records is a Data Fiduciary<\/b> \u2014 the entity determining the purpose and means of processing.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Processing a child's data requires verifiable parental consent.<\/b><br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nBehavioural monitoring of children is <b>not permitted with school consent<\/b> \u2014 it is <b>prohibited outright<\/b>. The Act bars <b>tracking, behavioural monitoring and targeted advertising directed at children<\/b>, and no consent makes them lawful.<br><br>\\n<b>The distinction<\/b><br>\\nConsent is the gateway for ordinary processing. For these three there is <b>no gateway at all<\/b>.<br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 341,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Under the DPDP Act, 2023, a \\\"child\\\" means a person below the age of:\",\r\n    \"options\": [\r\n      \"21 years\",\r\n      \"14 years\",\r\n      \"16 years\",\r\n      \"18 years\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 18 years<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUnder the DPDP Act, a <b>child is a person below eighteen<\/b>.<br><br>\\n<b>Why the threshold matters to a school more than to almost any other body<\/b><br>\\n<b>Almost its entire roll falls below it.<\/b> Nearly every record a school holds is therefore a child's data, attracting <b>verifiable parental consent<\/b> and the outright prohibitions on tracking, behavioural monitoring and targeted advertising.<br><br>\\n<b>Where this bites in practice<\/b><br>\\nGenerating an <b>APAAR ID<\/b>, enrolling pupils on a platform, recording an online class, installing biometric attendance, or accepting a free tool that uses pupil data \u2014 each requires consent, and some are barred entirely.<br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 342,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The body established under the DPDP Act, 2023 to adjudicate breaches is the:\",\r\n    \"options\": [\r\n      \"Data Protection Board of India\",\r\n      \"Cyber Appellate Tribunal\",\r\n      \"Central Information Commission\",\r\n      \"TRAI\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Data Protection Board of India<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe Act creates the <b>Data Protection Board of India<\/b> specifically to <b>adjudicate data protection breaches<\/b> and impose penalties.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Cyber Appellate Tribunal<\/b> \u2014 under the IT Act regime, a different statute.<br>\\n<b>Central Information Commission<\/b> \u2014 the RTI Act, concerned with <b>disclosure<\/b> rather than protection. The two are near-opposites: one compels information out, the other keeps it in.<br>\\n<b>TRAI<\/b> \u2014 telecom regulation.<br><br>\\n<b>The vocabulary that goes with it<\/b><br>\\n<b>Data Fiduciary<\/b> \u2014 the school. <b>Data Principal<\/b> \u2014 the pupil.<br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 343,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A school proposes biometric attendance for pupils. Before adopting it, the head should establish in writing:\",\r\n    \"options\": [\r\n      \"Only the cost\",\r\n      \"What is collected, where it is stored, who can reach it and when it is destroyed\",\r\n      \"Only the vendor's name\",\r\n      \"Only the installation date\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) What is collected, where it is stored, who can reach it and when it is destroyed<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nFour questions, <b>in writing, before installation<\/b>: <b>what is collected, where it is stored, who can reach it, and when it is destroyed<\/b>.<br><br>\\n<b>Why the standard is so high here<\/b><br>\\nA <b>biometric template is sensitive personal data<\/b> and, <b>unlike a password, cannot be changed if it leaks<\/b>. A child whose fingerprint template is compromised carries that exposure for life. And under the DPDP Act every pupil is a <b>child<\/b>, so verifiable parental consent is required.<br><br>\\n<b>The operational safeguard<\/b><br>\\n<b>Keep the manual register.<\/b> Scanners fail and worn fingers do not read \u2014 and <b>no child should be marked absent because of it<\/b>.<br><br><b>Reference:<\/b> \u00a78.8, \u00a710.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 344,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"All of the following are appropriate responses to a suspected phishing email EXCEPT:\",\r\n    \"options\": [\r\n      \"Verifying through a number obtained independently\",\r\n      \"Warning the rest of the staff\",\r\n      \"Clicking the link to see where it goes\",\r\n      \"Reporting it to the department\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Clicking the link to see where it goes<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Clicking the link to see where it goes<\/b> is the one action the message is designed to provoke. The click may itself trigger a download, confirm the address is live, or open a credential-harvesting page.<br><br>\\n<b>The distinction worth holding<\/b><br>\\n<b>Merely opening a message is generally safe; acting on it is not.<\/b> Modern clients do not execute content on open.<br><br>\\n<b>Why the others are sound<\/b><br>\\n<b>Verifying through an independently obtained number<\/b> \u2014 never the one in the message.<br>\\n<b>Warning the rest of the staff<\/b> \u2014 bulk phishing arrives to many.<br>\\n<b>Reporting to the department<\/b> \u2014 so the pattern is known.<br><br><b>Reference:<\/b> \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 345,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"An attack that tries every possible combination of characters to discover a password is called:\",\r\n    \"options\": [\r\n      \"A phishing attack\",\r\n      \"A denial of service attack\",\r\n      \"A dictionary attack\",\r\n      \"A brute force attack\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A brute force attack<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>brute force attack<\/b> tries every possible combination systematically. It always succeeds eventually; the only question is how long, and <b>length is what makes that time impractical<\/b>.<br><br>\\n<b>The related attack<\/b><br>\\nA <b>dictionary attack<\/b> tries <b>likely words first<\/b> \u2014 common passwords, names, dates. It is far faster than brute force against a predictable password.<br><br>\\n<b>The defence against each<\/b><br>\\n<b>Length defeats brute force; unpredictability defeats a dictionary attack.<\/b> A passphrase of several unrelated words provides both, and is easier to remember than a short string of symbols.<br><br>\\n<b>Neither defeats a keylogger<\/b>, which simply reads what is typed.<br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 346,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A rootkit is particularly difficult to remove because it:\",\r\n    \"options\": [\r\n      \"Conceals other malware from detection by burying itself in the operating system\",\r\n      \"Spreads only by email\",\r\n      \"Deletes itself after use\",\r\n      \"Encrypts all files\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Conceals other malware from detection by burying itself in the operating system<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>rootkit conceals other malware from detection by burying itself in the operating system<\/b> \u2014 at a level deep enough to intercept the very requests a scanner makes.<br><br>\\n<b>Why detection fails<\/b><br>\\n<b>The detection tools are themselves deceived.<\/b> A scanner asking the operating system to list running processes is answered by software the rootkit controls, which simply omits itself. The machine reports that it is clean, truthfully as far as it can tell.<br><br>\\n<b>The consequence<\/b><br>\\n<b>A full rebuild is often the only sure remedy<\/b> \u2014 reformat and reinstall, then restore data from a backup taken before the infection.<br><br><b>Reference:<\/b> \u00a78.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 347,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A UPI PIN is required in order to:\",\r\n    \"options\": [\r\n      \"Receive money\",\r\n      \"Send money\",\r\n      \"Check a balance only\",\r\n      \"Register a complaint\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Send money<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>UPI PIN is required only to send money<\/b>. Receiving requires nothing \u2014 the money simply arrives.<br><br>\\n<b>The fraud this fact defeats<\/b><br>\\n<b>Any request to enter a PIN \\\"to receive a refund\\\" is theft in progress.<\/b> The fraudster sends a <b>collect request<\/b>, which looks like an incoming payment; approving it with a PIN sends money out.<br><br>\\n<b>The rule to teach staff and parents<\/b><br>\\n<b>Money never arrives because you entered a PIN.<\/b> If a PIN is being asked for, money is leaving.<br><br>\\n<b>The related school frauds<\/b><br>\\nA sticker over a genuine QR code; a fee payment link purporting to come from the school.<br><br><b>Reference:<\/b> \u00a78.4, \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 348,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Adware is best described as software that:\",\r\n    \"options\": [\r\n      \"Records keystrokes\",\r\n      \"Spreads across networks\",\r\n      \"Encrypts files\",\r\n      \"Forces unwanted advertisements, usually bundled with free software\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Forces unwanted advertisements, usually bundled with free software<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Adware forces unwanted advertisements<\/b>, and is <b>usually bundled with free software<\/b> \u2014 accepted unknowingly during an installation in which the user clicked Next repeatedly.<br><br>\\n<b>Why it should not be dismissed as a nuisance<\/b><br>\\n<b>It is often the visible symptom of a larger bundle installed alongside it.<\/b> If adware arrived unnoticed, so may have a browser hijacker, a tracker or something worse. The advertisements are what you can see.<br><br>\\n<b>The prevention<\/b><br>\\nRead installation screens rather than clicking through, decline bundled offers, and obtain software from official sources.<br><br><b>Reference:<\/b> \u00a78.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 349,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements about pop-up messages claiming a computer is infected:\\n1. A web page can scan a machine for viruses.\\n2. The button offered typically installs the very thing it warns of.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\n<b>No web page can scan a machine for viruses.<\/b> A browser deliberately prevents a page from examining the computer \u2014 the claim is impossible, not merely untrue.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>The button offered typically installs the very thing it warns of.<\/b><br><br>\\n<b>Why the deception works<\/b><br>\\nIt borrows the appearance of a system warning and adds <b>urgency<\/b> \u2014 \\\"17 viruses detected, act now\\\". Fear replaces judgement, which is the mechanism of all social engineering.<br><br>\\n<b>The correct response<\/b><br>\\n<b>Close the browser tab.<\/b> Do not click anything inside the pop-up, including its own close button.<br><br><b>Reference:<\/b> \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 350,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Pharming differs from phishing in that pharming:\",\r\n    \"options\": [\r\n      \"Redirects a user to a fraudulent site even when the correct address is typed\",\r\n      \"Targets senior officials\",\r\n      \"Uses voice calls\",\r\n      \"Uses SMS\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Redirects a user to a fraudulent site even when the correct address is typed<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Pharming redirects a user to a fraudulent site even when the correct address is typed.<\/b> It works by <b>corrupting name resolution<\/b> \u2014 DNS settings, or the machine's hosts file \u2014 rather than by persuading anyone to click.<br><br>\\n<b>Why it is more dangerous than phishing<\/b><br>\\n<b>The victim does everything right.<\/b> They type the address themselves, avoid links, and still arrive at the attacker's page. The usual advice \u2014 check the link before clicking \u2014 offers no protection.<br><br>\\n<b>What still helps<\/b><br>\\nChecking the <b>certificate<\/b> and the exact domain, and treating any unexpected login prompt with suspicion.<br><br><b>Reference:<\/b> \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 351,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. CERT-In<\/td><td>1. National nodal agency for cyber security incidents<\/td><\/tr><tr><td>B. I4C<\/td><td>2. Adjudicates data protection breaches<\/td><\/tr><tr><td>C. Cyber Swachhta Kendra<\/td><td>3. Botnet cleaning and malware analysis<\/td><\/tr><tr><td>D. Data Protection Board<\/td><td>4. Coordinates the police response to cybercrime<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-1, B-3, C-4, D-2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-1, B-4, C-3, D-2<\/b><br><br>\\n<b>The four bodies<\/b><br>\\n<b>CERT-In<\/b> \u2014 <b>national nodal agency for cyber security incidents<\/b>. Under <b>MeitY<\/b>. Issues advisories.<br>\\n<b>I4C<\/b> \u2014 the Indian Cyber Crime Coordination Centre, which <b>coordinates the police response to cybercrime<\/b>. Under the <b>Ministry of Home Affairs<\/b>, operating cybercrime.gov.in and the 1930 helpline.<br>\\n<b>Cyber Swachhta Kendra<\/b> \u2014 <b>botnet cleaning and malware analysis<\/b>.<br>\\n<b>Data Protection Board of India<\/b> \u2014 <b>adjudicates data protection breaches<\/b> under the DPDP Act, 2023.<br><br>\\n<b>The division that decides the question<\/b><br>\\n<b>MeitY handles incidents; Home Affairs handles crime.<\/b> A school reporting a fraud goes to Home Affairs.<br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 352,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"An \\\"evil twin\\\" in the context of wireless security is:\",\r\n    \"options\": [\r\n      \"A second administrator\",\r\n      \"A duplicated user account\",\r\n      \"A rogue access point named to look official\",\r\n      \"A cloned hard disk\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A rogue access point named to look official<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>evil twin<\/b> is a <b>rogue access point named to look official<\/b> \u2014 carrying the name of a hotel, an airport or a school, so devices connect willingly.<br><br>\\n<b>What the attacker gains<\/b><br>\\n<b>It reads everything that passes.<\/b> The connection works normally, because the attacker forwards the traffic after inspecting it, so nothing appears wrong.<br><br>\\n<b>Why this makes public Wi-Fi unwise for banking<\/b><br>\\nThere is no reliable way to tell a genuine network from a twin by looking at the name.<br><br>\\n<b>The defences<\/b><br>\\n<b>A VPN<\/b>, which encrypts the traffic so interception yields nothing, or <b>mobile data<\/b> instead.<br><br><b>Reference:<\/b> \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 353,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Which of the following does a digital signature NOT provide?\",\r\n    \"options\": [\r\n      \"Authentication\",\r\n      \"Integrity\",\r\n      \"Non-repudiation\",\r\n      \"Confidentiality\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Confidentiality<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA digital signature <b>does not conceal the contents<\/b>. A signed document is fully readable by anyone. <b>Concealment requires encryption of the document<\/b>, which is a separate operation.<br><br>\\n<b>What it does provide<\/b><br>\\n<b>Authentication<\/b> \u2014 the signer is who they claim to be.<br>\\n<b>Integrity<\/b> \u2014 the document has not been altered since signing.<br>\\n<b>Non-repudiation<\/b> \u2014 the signer cannot later deny having signed.<br><br>\\n<b>How it works<\/b><br>\\nThe document is <b>hashed<\/b>, and the hash <b>encrypted with the signer's private key<\/b>. Any change to the document alters the hash and breaks the signature.<br><br><b>Reference:<\/b> \u00a78.5, \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 354,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements about incident response in a school:\\n1. An infected machine should be disconnected from the network before anything else.\\n2. The machine should be shut down at once to preserve evidence.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>An infected machine should be disconnected from the network before anything else<\/b> \u2014 isolation stops the spread while everything else is decided.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt should <b>not<\/b> be shut down at once. <b>Some evidence exists only in memory and is lost on shutdown<\/b> \u2014 running processes, network connections, decryption keys occasionally.<br><br>\\n<b>The instruction in one line<\/b><br>\\n<b>Disconnect, but do not power off.<\/b><br><br>\\n<b>The full order<\/b><br>\\nIsolate \u2192 preserve evidence (photograph the screen, note the time) \u2192 report \u2192 restore from a backup taken before the infection.<br><br><b>Reference:<\/b> \u00a78.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 355,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A denial of service attack aims to:\",\r\n    \"options\": [\r\n      \"Make a service unavailable to its legitimate users\",\r\n      \"Alter stored records\",\r\n      \"Install adware\",\r\n      \"Steal passwords\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Make a service unavailable to its legitimate users<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA denial of service attack aims to <b>make a service unavailable to its legitimate users<\/b> \u2014 by flooding it with traffic until it cannot answer genuine requests.<br><br>\\n<b>Where it sits in the CIA triad<\/b><br>\\nIt is an attack on <b>availability<\/b>, the third element. Nothing is stolen and nothing altered; the service is simply put beyond reach.<br><br>\\n<b>The distributed form<\/b><br>\\nA <b>DDoS<\/b> attack uses a <b>botnet<\/b> \u2014 thousands of infected machines attacking at once, which makes blocking a single source useless.<br><br>\\n<b>Why it matters to a school<\/b><br>\\nAn admission portal unavailable on the closing day causes real harm without any data being touched.<br><br><b>Reference:<\/b> \u00a78.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 356,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Full disk encryption protects data chiefly against:\",\r\n    \"options\": [\r\n      \"Network intrusion\",\r\n      \"Loss or theft of the physical device\",\r\n      \"Phishing\",\r\n      \"Power failure\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Loss or theft of the physical device<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nFull disk encryption renders the contents unreadable without the key, so it protects chiefly against <b>loss or theft of the physical device<\/b>. A stolen laptop yields an unreadable disk.<br><br>\\n<b>The school case<\/b><br>\\n<b>A laptop containing pupil records taken from a car or an office.<\/b> Without encryption, the thief has the records; with it, they have hardware.<br><br>\\n<b>What it does not protect against<\/b><br>\\n<b>Nothing that happens while the machine is running and unlocked<\/b> \u2014 malware, phishing, a keylogger, or someone using the logged-in session. Once the disk is unlocked for use, it is unlocked for everything.<br><br><b>Reference:<\/b> \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 357,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A school office receives a message purporting to be from the school itself, containing a fee payment link. The most effective preventive measure is:\",\r\n    \"options\": [\r\n      \"Replying to warn the sender\",\r\n      \"Blocking the sender\",\r\n      \"A standing notice to parents stating the only official fee channel and that no payment link will ever be sent by message\",\r\n      \"Changing the school email address\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A standing notice to parents stating the only official fee channel and that no payment link will ever be sent by message<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A standing notice<\/b> \u2014 stating the <b>only official fee channel<\/b>, and that <b>no payment link will ever be sent by message<\/b> \u2014 inoculates every parent in advance against every such fraud.<br><br>\\n<b>Why prevention beats response<\/b><br>\\n<b>A standing notice prevents more fraud than any action taken after the event.<\/b> Blocking one sender does nothing about the next; a rule known to four hundred parents defeats all of them.<br><br>\\n<b>Where to state it<\/b><br>\\nIn the admission handbook, on the fee receipt, on the website, and repeated at the start of each term.<br><br>\\n<b>Why replying to warn the sender is pointless:<\/b> the address is forged.<br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 358,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A recovery point objective in a backup plan specifies:\",\r\n    \"options\": [\r\n      \"The number of copies kept\",\r\n      \"The encryption strength\",\r\n      \"How long recovery will take\",\r\n      \"How much data loss is acceptable, measured in time\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) How much data loss is acceptable, measured in time<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>recovery point objective (RPO)<\/b> specifies <b>how much data loss is acceptable, measured in time<\/b>. A daily backup implies an RPO of 24 hours \u2014 up to a day's work may be lost.<br><br>\\n<b>Its companion<\/b><br>\\nThe <b>recovery time objective (RTO)<\/b> specifies <b>how long restoration may take<\/b>.<br><br>\\n<b>How to hold them apart<\/b><br>\\n<b>RPO looks backward<\/b> \u2014 how far back must we go? <b>RTO looks forward<\/b> \u2014 how long until we are working again?<br><br>\\n<b>The school application<\/b><br>\\nDuring admissions, a day's lost entries may be unacceptable, so the backup frequency must rise.<br><br><b>Reference:<\/b> \u00a78.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 359,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Which of the following is an example of \\\"something held\\\" in authentication?\",\r\n    \"options\": [\r\n      \"An authenticator app on a phone\",\r\n      \"A fingerprint\",\r\n      \"A password\",\r\n      \"A security question\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) An authenticator app on a phone<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn <b>authenticator app on a phone<\/b> is <b>something held<\/b> \u2014 a physical object in the user's possession. A hardware token or a card is the same category.<br><br>\\n<b>Why the others are not<\/b><br>\\n<b>A password<\/b> and <b>a security question<\/b> are both <b>something known<\/b> \u2014 which is why they cannot together constitute two factors.<br>\\n<b>A fingerprint<\/b> is <b>something inherent<\/b>.<br><br>\\n<b>The three categories<\/b><br>\\n<b>Known \u00b7 Held \u00b7 Inherent.<\/b> Genuine two-factor authentication draws from <b>two different categories<\/b>, so that a single theft cannot defeat both.<br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 360,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"All of the following weaken password security EXCEPT:\",\r\n    \"options\": [\r\n      \"Writing the password under the keyboard\",\r\n      \"Using a password manager\",\r\n      \"Using the school name as the password\",\r\n      \"Reusing one password across accounts\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Using a password manager<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>A password manager strengthens security.<\/b> It is safer than any notebook, generates long unpredictable passwords, and <b>removes the need to remember<\/b> \u2014 which is what drives people to reuse one password everywhere.<br><br>\\n<b>Why the others weaken it<\/b><br>\\n<b>Reusing one password<\/b> \u2014 one breach anywhere compromises every account.<br>\\n<b>Writing it under the keyboard<\/b> \u2014 the first place anyone looks.<br>\\n<b>Using the school name<\/b> \u2014 defeated by a dictionary attack in seconds.<br><br>\\n<b>The common objection answered<\/b><br>\\n\\\"All eggs in one basket\\\" \u2014 but the alternative in practice is one weak password everywhere, which is worse.<br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 361,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Pretexting, as a social engineering technique, involves:\",\r\n    \"options\": [\r\n      \"Redirecting DNS\",\r\n      \"Leaving an infected device to be found\",\r\n      \"Inventing a scenario to justify a request for information\",\r\n      \"Sending bulk email\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Inventing a scenario to justify a request for information<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Pretexting<\/b> is <b>inventing a scenario to justify a request for information<\/b> \u2014 a fabricated context that makes the demand seem routine.<br><br>\\n<b>The classic instance<\/b><br>\\n<b>An \\\"auditor\\\" needing figures urgently<\/b>, or an \\\"officer from the directorate\\\" confirming details before a deadline. The pretext supplies both authority and urgency.<br><br>\\n<b>Why it defeats ordinary caution<\/b><br>\\nStaff are trained to be helpful and to respond to authority. <b>Pretexting exploits the professional virtue rather than a technical weakness.<\/b><br><br>\\n<b>The defence<\/b><br>\\n<b>Verify through a channel obtained independently<\/b> \u2014 a departmental number from official records, never one supplied by the caller.<br><br><b>Reference:<\/b> \u00a78.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 362,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements about the Internet of Things in a school:\\n1. Such devices are frequently left on default passwords.\\n2. A compromised camera can serve as an entry point to the whole network.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nIoT devices are <b>frequently left on default passwords<\/b>, which for common models are <b>published openly<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>A compromised camera can serve as an entry point to the whole network<\/b> \u2014 and is a ready recruit to a <b>botnet<\/b>.<br><br>\\n<b>Why together they explain the concern<\/b><br>\\nSuch devices are <b>cheap, numerous, rarely updated and seldom monitored<\/b>. Nobody patches a camera. They are therefore a <b>security concern rather than a convenience<\/b>, and belong on a <b>separate network segment<\/b> away from the office computers.<br><br><b>Reference:<\/b> \u00a78.6, \u00a712.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 363,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Sensitive personal data of a pupil held by a school should be disclosed:\",\r\n    \"options\": [\r\n      \"To any parent who asks\",\r\n      \"On the school website\",\r\n      \"To all staff for transparency\",\r\n      \"Only to those who must know in order to provide support\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Only to those who must know in order to provide support<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSensitive personal data should be disclosed <b>only to those who must know in order to provide support<\/b> \u2014 the class teacher, the special educator, the officer arranging an examination accommodation.<br><br>\\n<b>The reasoning<\/b><br>\\n<b>A child's disability record is recorded because it entitles the child to support, and is shared only on that footing.<\/b> Wider circulation exposes the child to comment and prejudice while adding nothing to the support given.<br><br>\\n<b>Why \\\"for transparency\\\" is the wrong instinct<\/b><br>\\nTransparency governs <b>decisions and expenditure<\/b>, not children's private circumstances.<br><br>\\n<b>The test:<\/b> <b>does this person need to know in order to do something for the child?<\/b><br><br><b>Reference:<\/b> \u00a78.8, \u00a714.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 364,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"POCSO e-Box is a facility of the:\",\r\n    \"options\": [\r\n      \"National Commission for Protection of Child Rights\",\r\n      \"Reserve Bank of India\",\r\n      \"UIDAI\",\r\n      \"CERT-In\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) National Commission for Protection of Child Rights<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>POCSO e-Box<\/b> is a facility of the <b>National Commission for Protection of Child Rights (NCPCR)<\/b>. It allows a child to <b>report a sexual offence directly<\/b>, online, without going through an adult who may be part of the problem.<br><br>\\n<b>Why the design matters<\/b><br>\\nIt is deliberately simple and requires little information to start. <b>The barrier it removes is the requirement to tell someone in person<\/b> \u2014 often the reason an offence goes unreported for years.<br><br>\\n<b>What a school should do<\/b><br>\\n<b>Know the route exists and make it known<\/b>, alongside CHILDLINE <b>1098<\/b> and the cybercrime portal.<br><br><b>Reference:<\/b> \u00a78.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 365,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A pupil reports that an obscene image of a classmate is circulating in a class group. The school should:\",\r\n    \"options\": [\r\n      \"Forward it to parents to warn them\",\r\n      \"Preserve evidence, report to the portal, and not circulate the image further\",\r\n      \"Delete all copies and say nothing\",\r\n      \"Ask pupils to identify the sender publicly\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Preserve evidence, report to the portal, and not circulate the image further<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThree things together: <b>preserve evidence<\/b> with screenshots before deletion, <b>report to the portal<\/b>, and <b>do not circulate the image further<\/b>.<br><br>\\n<b>The critical warning<\/b><br>\\n<b>Forwarding such an image is itself the offence under section 67B of the IT Act \u2014 even when done to warn.<\/b> A well-meant forward to parents or staff is a further act of publication.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>Forwarding to parents<\/b> \u2014 the offence just described.<br>\\n<b>Deleting everything silently<\/b> \u2014 destroys the evidence needed to act, and abandons the victim.<br>\\n<b>Asking pupils to identify the sender publicly<\/b> \u2014 turns a protection matter into a spectacle.<br><br><b>Reference:<\/b> \u00a78.9, \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 366,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A patch, in the context of software security, is:\",\r\n    \"options\": [\r\n      \"An antivirus signature\",\r\n      \"A hardware repair\",\r\n      \"An update that closes a known weakness\",\r\n      \"A backup copy\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) An update that closes a known weakness<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>patch is an update that closes a known weakness<\/b> \u2014 a correction issued by the manufacturer once a flaw is discovered.<br><br>\\n<b>Why publication of a patch increases risk for the unpatched<\/b><br>\\nA patch <b>tells the world what the weakness was<\/b>. Attackers read the notes and target machines that have not applied it. <b>Delay after publication is more dangerous than the period before.<\/b><br><br>\\n<b>The example that proves it<\/b><br>\\n<b>WannaCry, 2017.<\/b> A patch already existed; the institutions that fell had not installed it.<br><br>\\n<b>The verdict<\/b><br>\\n<b>Patching is the least glamorous control and among the most effective.<\/b><br><br><b>Reference:<\/b> \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 367,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"In the classification of attackers, one who tests systems with permission to find weaknesses first is called a:\",\r\n    \"options\": [\r\n      \"Grey hat\",\r\n      \"Script kiddie\",\r\n      \"Black hat\",\r\n      \"White hat\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) White hat<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>white hat<\/b> tests systems <b>with permission<\/b>, to find weaknesses before an attacker does, and reports them to the owner.<br><br>\\n<b>The classification<\/b><br>\\n<b>White hat<\/b> \u2014 with permission, lawful.<br>\\n<b>Black hat<\/b> \u2014 without permission, with criminal intent.<br>\\n<b>Grey hat<\/b> \u2014 <b>without permission but without criminal intent<\/b>: probing a system uninvited and then reporting the flaw. Well meant, still unlawful.<br>\\n<b>Script kiddie<\/b> \u2014 using tools written by others, without understanding them.<br><br>\\n<b>What separates white from grey<\/b><br>\\n<b>Authorisation, in writing, before testing begins.<\/b> Intention alone is not a defence.<br><br><b>Reference:<\/b> \u00a78.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 368,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"The difference between a threat and a vulnerability is that a vulnerability is:\",\r\n    \"options\": [\r\n      \"The weakness that a threat can exploit\",\r\n      \"The likelihood of harm\",\r\n      \"The attacker\",\r\n      \"The act of attacking\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The weakness that a threat can exploit<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>vulnerability is the weakness that a threat can exploit<\/b> \u2014 an unpatched system, a default password, an untrained clerk.<br><br>\\n<b>The three terms in relation<\/b><br>\\n<b>Threat<\/b> \u2014 what could cause harm (ransomware, a fraudster).<br>\\n<b>Vulnerability<\/b> \u2014 the weakness it could exploit.<br>\\n<b>Risk<\/b> \u2014 the <b>likelihood of a threat meeting a vulnerability, together with the harm that follows<\/b>.<br><br>\\n<b>Why the distinction is practical<\/b><br>\\n<b>A school cannot reduce threats; it can only reduce vulnerabilities.<\/b> Ransomware will exist whatever the school does. Whether it succeeds depends on patching, backups and training.<br><br><b>Reference:<\/b> \u00a78.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 369,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Which of the following is NOT an appropriate response when a pupil discloses online harassment?\",\r\n    \"options\": [\r\n      \"Preserving screenshots before anything is deleted\",\r\n      \"Confiscating the pupil's phone as a precaution\",\r\n      \"Informing the parents and recording the action\",\r\n      \"Listening without blame\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Confiscating the pupil's phone as a precaution<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Confiscating the pupil's phone punishes the victim for reporting.<\/b> The child loses their device and their contact with friends as a direct consequence of having spoken \u2014 and <b>it guarantees the next incident is concealed<\/b>, by that child and by everyone who hears about it.<br><br>\\n<b>Why the others are right<\/b><br>\\n<b>Listening without blame<\/b> \u2014 the child is not at fault.<br>\\n<b>Preserving screenshots before anything is deleted<\/b> \u2014 evidence vanishes quickly.<br>\\n<b>Informing parents and recording the action<\/b> \u2014 creates accountability.<br><br>\\n<b>The principle<\/b><br>\\n<b>A school's response must never make reporting more costly than silence.<\/b><br><br><b>Reference:<\/b> \u00a78.9, \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 370,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Two-factor authentication protects an account chiefly because:\",\r\n    \"options\": [\r\n      \"It hides the username\",\r\n      \"The password becomes longer\",\r\n      \"A stolen password alone is insufficient to gain entry\",\r\n      \"It encrypts the account\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A stolen password alone is insufficient to gain entry<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A stolen password alone is insufficient to gain entry.<\/b> The attacker must also obtain the second factor \u2014 a device in the user's possession, or a biometric.<br><br>\\n<b>What follows for the fraudster<\/b><br>\\n<b>The entire fraud reduces to persuading the victim to read out the second factor.<\/b> This is exactly why callers claiming to be from a bank ask for an OTP: the password they already have, and only the OTP stands between them and the account.<br><br>\\n<b>The rule this yields<\/b><br>\\n<b>No bank, department or helpline ever asks for an OTP.<\/b> Anyone who does is trying to complete a theft already half accomplished.<br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 371,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Section 43 of the IT Act, 2000 primarily attracts:\",\r\n    \"options\": [\r\n      \"Cancellation of licence\",\r\n      \"Deportation\",\r\n      \"Imprisonment only\",\r\n      \"Civil compensation for damage to a computer or network\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Civil compensation for damage to a computer or network<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Section 43<\/b> provides for <b>civil compensation for damage to a computer or network<\/b> \u2014 unauthorised access, downloading, introducing a virus, damaging data.<br><br>\\n<b>Its criminal counterpart<\/b><br>\\n<b>Section 66<\/b> applies where the same act is done <b>dishonestly or fraudulently<\/b>, and carries imprisonment.<br><br>\\n<b>The distinction being tested<\/b><br>\\n<b>43 is civil, 66 is criminal<\/b> \u2014 the same conduct, distinguished by <b>intent<\/b>. An employee who deletes files carelessly may face section 43; one who does so to conceal a fraud faces section 66.<br><br>\\n<b>The other sections:<\/b> <b>66C<\/b> identity theft \u00b7 <b>66D<\/b> cheating by personation \u00b7 <b>66E<\/b> privacy \u00b7 <b>67B<\/b> child sexual abuse material.<br><br><b>Reference:<\/b> \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 372,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements about a ransomware demand:\\n1. Payment guarantees the return of the data.\\n2. The only reliable defence is a backup the malware cannot reach.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\n<b>Payment guarantees nothing.<\/b> There is no obligation on a criminal to supply a key, decryption often fails even when attempted, and payment <b>funds further crime<\/b> and marks the payer as willing.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>The only reliable defence is a backup the malware cannot reach<\/b> \u2014 which means an <b>offline<\/b> copy.<br><br>\\n<b>Why \\\"cannot reach\\\" is the operative phrase<\/b><br>\\nRansomware <b>encrypts every drive it can see<\/b>, including a permanently attached disk and a <b>synchronised cloud folder<\/b>. Sync propagates the encrypted versions faithfully.<br><br>\\n<b>The rule:<\/b> <b>3-2-1, with one copy offline \u2014 and tested.<\/b><br><br><b>Reference:<\/b> \u00a78.2, \u00a78.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 373,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"A passphrase of several unrelated words is preferred to a short password with mixed symbols because length defeats:\",\r\n    \"options\": [\r\n      \"Social engineering\",\r\n      \"Keyloggers\",\r\n      \"Phishing\",\r\n      \"Brute force attacks\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Brute force attacks<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Length defeats brute force.<\/b> Each additional character multiplies the number of combinations, so a long passphrase becomes computationally impractical to try exhaustively \u2014 while remaining easy to remember.<br><br>\\n<b>The complementary property<\/b><br>\\n<b>Unpredictability defeats a dictionary attack<\/b>, which tries likely words and common substitutions first. Several <b>unrelated<\/b> words supply both length and unpredictability.<br><br>\\n<b>Why short-and-complex fails<\/b><br>\\n\\\"P@ssw0rd!\\\" is short, and its substitutions are exactly what a dictionary attack expects.<br><br>\\n<b>What neither defeats<\/b><br>\\n<b>A keylogger<\/b>, which reads whatever is typed \u2014 hence two-factor authentication.<br><br><b>Reference:<\/b> \u00a78.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 374,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Firewalls and antivirus software in a school are most often bypassed because:\",\r\n    \"options\": [\r\n      \"Someone clicked a link, reused a password or read out an OTP\",\r\n      \"They are switched off by the vendor\",\r\n      \"They expire automatically\",\r\n      \"They are technically defeated by attackers\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Someone clicked a link, reused a password or read out an OTP<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTechnical controls are rarely defeated by technical means. They are bypassed because <b>someone clicked a link, reused a password, or read out an OTP<\/b> \u2014 actions that make the controls irrelevant rather than breaking them.<br><br>\\n<b>The observation the chapter rests on<\/b><br>\\n<b>The weakest point in a school's security is usually a person rather than a program.<\/b> Social engineering \u2014 phishing, vishing, pretexting, baiting \u2014 attacks people, and no firewall inspects a telephone call.<br><br>\\n<b>What follows for a head allocating a budget<\/b><br>\\n<b>Training matters more than any further purchase.<\/b> An hour spent on how an OTP fraud works protects more than another appliance.<br><br><b>Reference:<\/b> \u00a78.0, \u00a78.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 375,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Consider the following statements about the padlock icon in a browser:\\n1. It attests that the connection is encrypted.\\n2. It attests that the operator of the site is honest.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe padlock <b>attests that the connection is encrypted<\/b> \u2014 that traffic between browser and server cannot be read in transit.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt attests <b>nothing about the honesty of the operator<\/b>. <b>A fraudulent site can obtain a certificate as easily as a genuine one<\/b>, and most phishing sites now do.<br><br>\\n<b>Why the misconception is dangerous<\/b><br>\\nUsers were taught to \\\"look for the padlock\\\" and now read it as a mark of trustworthiness. <b>It means the conversation is private, not that the other party is honest.<\/b><br><br>\\n<b>What to check instead:<\/b> the <b>exact domain<\/b>, character by character.<br><br><b>Reference:<\/b> \u00a78.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 376,\r\n    \"chapter\": \"CYBER SECURITY\",\r\n    \"question\": \"Money has been fraudulently debited from a school account. Reporting to 1930 or cybercrime.gov.in within the first hour matters because:\",\r\n    \"options\": [\r\n      \"The bank charges less\",\r\n      \"It materially improves the chance of the transaction being held\",\r\n      \"It is legally compulsory within an hour\",\r\n      \"The bank will not act otherwise\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) It materially improves the chance of the transaction being held<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nReporting to <b>1930 or cybercrime.gov.in within the first hour materially improves the chance of the transaction being held<\/b> before the money is withdrawn or moved onward.<br><br>\\n<b>Why speed is decisive<\/b><br>\\n<b>Once money has left an account, speed is the only factor that matters.<\/b> Fraudsters move funds through several accounts within minutes; each transfer makes recovery less likely.<br><br>\\n<b>Why reporting only to the bank is insufficient<\/b><br>\\nThe bank can act on its own end. <b>The helpline can reach the receiving bank<\/b> and request a hold \u2014 which the victim's bank cannot do.<br><br>\\n<b>Do both, and do them at once.<\/b><br><br><b>Reference:<\/b> \u00a78.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 377,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"DIKSHA stands for:\",\r\n    \"options\": [\r\n      \"Digital Infrastructure for Knowledge Sharing\",\r\n      \"Digital Initiative for Knowledge and Skill Advancement\",\r\n      \"Directorate of Instruction and Knowledge Sharing\",\r\n      \"Digital India Knowledge Sharing Application\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Digital Infrastructure for Knowledge Sharing<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Digital Infrastructure for Knowledge Sharing.<\/b> The word <b>Infrastructure<\/b> is the significant one \u2014 it was conceived as shared national plumbing on which states build, not as a finished product.<br><br>\\n<b>The essential facts<\/b><br>\\nLaunched <b>5 September 2017<\/b>, Teachers' Day. Managed by <b>NCERT through CIET<\/b>. Built on the open-source <b>Sunbird<\/b> stack. Designated <b>\\\"One Nation, One Digital Platform\\\"<\/b> for school education, carrying content in more than thirty Indian languages.<br><br>\\n<b>Why the acronym is worth holding exactly<\/b><br>\\nThe distractors substitute plausible words \u2014 \\\"Initiative\\\", \\\"Application\\\", \\\"Directorate\\\" \u2014 and the full form is asked directly.<br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 378,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"DIKSHA is managed by NCERT through its constituent unit:\",\r\n    \"options\": [\r\n      \"NIEPA\",\r\n      \"CIET\",\r\n      \"NCTE\",\r\n      \"NIOS\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) CIET<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Central Institute of Educational Technology (CIET)<\/b> is the constituent unit of NCERT responsible for educational technology, and it operates DIKSHA. CIET also maintains <b>NROER<\/b> and <b>e-Pathshala<\/b> \u2014 so the same unit sits behind three platforms that appear separately in the syllabus.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>NIEPA<\/b> \u2014 the National Institute of Educational Planning and Administration, concerned with planning and administration, not platforms.<br>\\n<b>NCTE<\/b> \u2014 the National Council for Teacher Education, a regulatory body for teacher education.<br>\\n<b>NIOS<\/b> \u2014 the National Institute of Open Schooling. It does have a digital role, but a different one: it developed the <b>DAISY and sign-language content<\/b> under PM e-VIDYA's fourth component.<br><br>\\n<b>Remember:<\/b> if the question concerns <b>content or a platform<\/b>, the answer is CIET. If it concerns <b>accessible content<\/b>, it is NIOS.<br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 379,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about DIKSHA:\\n1. It was launched on Teachers' Day in 2017.\\n2. It is designated \\\"One Nation, One Digital Platform\\\" for school education.\\n3. It was conceived originally as a platform for teachers.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nDIKSHA was launched on <b>5 September 2017<\/b> \u2014 <b>Teachers' Day<\/b>. The date was chosen deliberately, because the platform was conceived first as a resource for teachers.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIt is officially designated <b>\\\"One Nation, One Digital Platform\\\"<\/b> for school education \u2014 a single national platform serving every state in many languages.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nIt was <b>conceived originally as a platform for teachers<\/b>, for training and classroom resources, and was later opened to pupils and parents.<br><br>\\n<b>The connecting idea<\/b><br>\\nAll three statements describe the same design decision: DIKSHA was built <b>teacher-first<\/b>, and its launch date, its designation and its origin all reflect that.<br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 380,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A textbook carrying QR codes that open matching digital content is called:\",\r\n    \"options\": [\r\n      \"A digital primer\",\r\n      \"A smart textbook\",\r\n      \"An energised textbook\",\r\n      \"A hybrid reader\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) An energised textbook<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Energised Textbook (ETB)<\/b> is a DIKSHA feature: a printed NCERT textbook carrying <b>QR codes<\/b> that open the matching video, activity or worksheet when scanned.<br><br>\\n<b>Why the design is well judged<\/b><br>\\nIt <b>joins the printed and the digital without either replacing the other<\/b>. The book remains completely usable for a child with no device \u2014 the code adds something for those who have one and takes nothing from those who do not. Compare an online-only resource, which simply excludes.<br><br>\\n<b>The abbreviation<\/b><br>\\n<b>ETB<\/b> \u2014 worth memorising, since papers often give only the initials.<br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 381,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"SWAYAM was launched on:\",\r\n    \"options\": [\r\n      \"17 May 2020\",\r\n      \"21 August 2019\",\r\n      \"5 September 2017\",\r\n      \"9 July 2017\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 9 July 2017<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>SWAYAM<\/b> \u2014 Study Webs of Active-learning for Young Aspiring Minds \u2014 was launched on <b>9 July 2017<\/b>. It is India's national MOOC platform, carrying courses from <b>class 9 to post-graduation<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>5 September 2017<\/b> \u2014 <b>DIKSHA<\/b>. Same year, different platform: the commonest confusion in this chapter.<br>\\n<b>17 May 2020<\/b> \u2014 <b>PM e-VIDYA<\/b>, announced under the Atmanirbhar Bharat package.<br>\\n<b>21 August 2019<\/b> \u2014 <b>NISHTHA<\/b>, the teacher training initiative.<br><br>\\n<b>Remember the four dates as a block:<\/b> SWAYAM 9 Jul 2017 \u00b7 DIKSHA 5 Sep 2017 \u00b7 NISHTHA 21 Aug 2019 \u00b7 PM e-VIDYA 17 May 2020.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 382,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Every course on SWAYAM must contain how many quadrants?\",\r\n    \"options\": [\r\n      \"Four\",\r\n      \"Five\",\r\n      \"Two\",\r\n      \"Three\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Four<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Four quadrants<\/b>, and a course lacking any one <b>is not accepted on the platform<\/b>:<br>\\n<b>1.<\/b> Video lecture<br>\\n<b>2.<\/b> Downloadable reading material<br>\\n<b>3.<\/b> Self-assessment tests and quizzes<br>\\n<b>4.<\/b> Online discussion forum<br><br>\\n<b>Why the rule exists<\/b><br>\\nQuadrants 3 and 4 are what make it a <b>course<\/b> rather than a collection of videos \u2014 the learner is tested, and can ask a question and be answered.<br><br>\\n<b>The counts examined together<\/b><br>\\n<b>SWAYAM four quadrants \u00b7 PM e-VIDYA five components \u00b7 Digital India nine pillars \u00b7 UDL three principles.<\/b><br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 383,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Quadrant 1<\/td><td>1. Self-assessment tests and quizzes<\/td><\/tr><tr><td>B. Quadrant 2<\/td><td>2. Online discussion forum<\/td><\/tr><tr><td>C. Quadrant 3<\/td><td>3. Video lecture<\/td><\/tr><tr><td>D. Quadrant 4<\/td><td>4. Downloadable reading material<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-1, B-2, C-3, D-4\",\r\n      \"A-3, B-2, C-1, D-4\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-3, B-4, C-1, D-2<\/b><br><br>\\n<b>The four quadrants in order<\/b><br>\\n<b>Quadrant 1 \u2014 Video lecture.<\/b> The e-tutorial: video and audio content, animation and simulation.<br>\\n<b>Quadrant 2 \u2014 Downloadable reading material.<\/b> The e-content: text the learner can keep and study offline.<br>\\n<b>Quadrant 3 \u2014 Self-assessment.<\/b> Tests and quizzes through which the learner checks understanding.<br>\\n<b>Quadrant 4 \u2014 Discussion forum.<\/b> An online space to raise doubts and have them answered.<br><br>\\n<b>How to hold the order<\/b><br>\\nIt runs in the sequence a learner would naturally follow: <b>watch \u2192 read \u2192 test \u2192 ask<\/b>. A course missing any one of the four is not accepted on the platform.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 384,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about SWAYAM:\\n1. Courses are free to study.\\n2. A fee is charged only for the proctored examination leading to a certificate.\\n3. Credits earned cannot be transferred to a degree.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Studying a SWAYAM course is free.<\/b> Any learner may enrol, watch the lectures, download the reading material and take the self-assessments without payment.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nA fee is charged <b>only for the proctored examination<\/b> that leads to a certificate. The learning is free; the credential is not.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nCredits earned on SWAYAM <b>may be transferred<\/b> towards a degree under UGC regulations. This is precisely what gives the platform academic weight rather than leaving it a collection of free lectures.<br><br>\\n<b>Remember:<\/b> free to learn, pay to be certified, and <b>credits do transfer<\/b>.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 385,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"SWAYAM PRABHA channels are carried on which satellite?\",\r\n    \"options\": [\r\n      \"RISAT\",\r\n      \"INSAT-3D\",\r\n      \"GSAT-15\",\r\n      \"CARTOSAT\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) GSAT-15<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSWAYAM PRABHA is a group of DTH educational television channels carried on <b>GSAT-15<\/b>, broadcasting round the clock.<br><br>\\n<b>Why television belongs in a digital programme<\/b><br>\\nIt <b>reaches homes with a television but no reliable internet<\/b> \u2014 the clearest instance of the multi-modal reasoning behind PM e-VIDYA. A household excluded from an online class is not excluded from a broadcast.<br><br>\\n<b>The schedule<\/b><br>\\n<b>Four hours of fresh content daily, repeated five times<\/b>, so a learner sharing one television with a family can find a convenient hour.<br><br>\\n<b>The other satellites are real but unrelated:<\/b> INSAT-3D meteorology, CARTOSAT mapping, RISAT radar imaging.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 386,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"PM e-VIDYA was announced on:\",\r\n    \"options\": [\r\n      \"1 July 2015\",\r\n      \"5 September 2017\",\r\n      \"29 July 2020\",\r\n      \"17 May 2020\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 17 May 2020<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nPM e-VIDYA was announced on <b>17 May 2020<\/b> as part of the <b>Atmanirbhar Bharat<\/b> package, during the pandemic, when schools were closed and delivery had to be reorganised at speed.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>29 July 2020<\/b> \u2014 the <b>National Education Policy<\/b> was approved. Same year, and often swapped with this one.<br>\\n<b>5 September 2020<\/b> \u2014 Teachers' Day, but DIKSHA's launch was 2017.<br>\\n<b>1 July 2020<\/b> \u2014 <b>1 July 2015<\/b> is Digital India; the year is altered to mislead.<br><br>\\n<b>Remember 2020's two dates:<\/b> <b>PM e-VIDYA 17 May<\/b>, <b>NEP 29 July<\/b>. The programme came first, the policy second.<br><br><b>Reference:<\/b> \u00a79.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 387,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"How many components does PM e-VIDYA comprise as announced?\",\r\n    \"options\": [\r\n      \"Five\",\r\n      \"Seven\",\r\n      \"Three\",\r\n      \"Four\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Five<\/b><br><br>\\n<b>The five components<\/b><br>\\n<b>1. DIKSHA<\/b> \u2014 one nation, one digital platform.<br>\\n<b>2. One Class One TV Channel<\/b> \u2014 through SWAYAM PRABHA.<br>\\n<b>3. Radio, community radio and podcasts.<\/b><br>\\n<b>4. Accessible content<\/b> \u2014 DAISY format and Indian Sign Language, with NIOS.<br>\\n<b>5. Online courses<\/b> from the top-ranked universities.<br><br>\\n<b>The design logic<\/b><br>\\nEach component reaches a household the previous one misses \u2014 smartphone, then television, then radio, then a child with a disability. <b>Delivery only online would reach the children who least need help and miss those who most do.<\/b><br><br>\\n<b>Announced 17 May 2020<\/b>, under Atmanirbhar Bharat.<br><br><b>Reference:<\/b> \u00a79.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 388,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Which of the following is NOT a component of PM e-VIDYA?\",\r\n    \"options\": [\r\n      \"Special e-content for the visually and hearing impaired\",\r\n      \"Free laptops for every secondary pupil\",\r\n      \"One Class One TV Channel\",\r\n      \"Extensive use of radio and community radio\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Free laptops for every secondary pupil<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>No device-distribution scheme forms part of PM e-VIDYA.<\/b> The programme supplies <b>routes to content<\/b> \u2014 platform, television, radio, accessible formats, online courses \u2014 <b>never hardware<\/b>. Some states run device schemes separately, but they are not components of this programme.<br><br>\\n<b>Why the others are genuine<\/b><br>\\n<b>One Class One TV Channel<\/b> \u2014 component 2.<br>\\n<b>Radio and community radio<\/b> \u2014 component 3, for households with neither television nor internet.<br>\\n<b>Special e-content for the visually and hearing impaired<\/b> \u2014 component 4, DAISY and ISL with NIOS.<br><br>\\n<b>The fifth:<\/b> the top universities permitted to offer online courses.<br><br><b>Reference:<\/b> \u00a79.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 389,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"NISHTHA stands for National Initiative for School Heads' and Teachers':\",\r\n    \"options\": [\r\n      \"Handbook Access\",\r\n      \"Health Assessment\",\r\n      \"Holistic Advancement\",\r\n      \"Higher Achievement\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Holistic Advancement<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nNISHTHA \u2014 <b>National Initiative for School Heads' and Teachers' Holistic Advancement<\/b>. Note two things in the title that are examined:<br>\\n<b>School heads are named<\/b>, not only teachers \u2014 the programme is for you as much as for your staff.<br>\\n<b>\\\"Holistic\\\"<\/b> \u2014 the training covers pedagogy, assessment, inclusion, ICT and school leadership together, not a single skill.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nEach substitutes a plausible word \u2014 \\\"Higher Training\\\", \\\"Higher Achievement\\\", \\\"Handbook Access\\\" \u2014 for the correct one. The full form is asked directly and must be held exactly.<br><br>\\n<b>Remember:<\/b> the acronym is a Hindi word meaning dedication, which is why it was chosen.<br><br><b>Reference:<\/b> \u00a79.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 390,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"NISHTHA was launched in:\",\r\n    \"options\": [\r\n      \"2020\",\r\n      \"2017\",\r\n      \"2018\",\r\n      \"2019\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 2019<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nNISHTHA was launched on <b>21 August 2019<\/b>, initially for the <b>elementary stage<\/b>, covering some <b>42 lakh<\/b> teachers and school heads \u2014 among the largest teacher-training programmes attempted anywhere.<br><br>\\n<b>The full form, which is itself examined<\/b><br>\\n<b>National Initiative for School Heads' and Teachers' Holistic Advancement.<\/b> Note that <b>school heads are named<\/b>, not teachers alone.<br><br>\\n<b>Where it runs<\/b><br>\\n<b>Delivered through DIKSHA<\/b> \u2014 the point at which the training scheme joins the platform.<br><br>\\n<b>Its place in the chronology<\/b><br>\\nBetween <b>DIKSHA (2017)<\/b> and <b>PM e-VIDYA (2020)<\/b>.<br><br><b>Reference:<\/b> \u00a79.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 391,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. NISHTHA<\/td><td>1. 0 2. Secondary<\/td><\/tr><tr><td>B. NISHTHA<\/td><td>2. 0 1. Elementary<\/td><\/tr><tr><td>C. NISHTHA<\/td><td>3. DIKSHA<\/td><\/tr><tr><td>D. Delivered through<\/td><td>4. 0 3. Foundational Literacy and Numeracy<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-1, C-4, D-3\",\r\n      \"A-2, B-4, C-3, D-1\",\r\n      \"A-4, B-1, C-2, D-3\",\r\n      \"A-3, B-1, C-4, D-2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-2, B-1, C-4, D-3<\/b><br><br>\\n<b>The three versions by stage<\/b><br>\\n<b>NISHTHA 1.0<\/b> \u2014 <b>elementary<\/b>.<br>\\n<b>NISHTHA 2.0<\/b> \u2014 <b>secondary<\/b>.<br>\\n<b>NISHTHA 3.0<\/b> \u2014 <b>Foundational Literacy and Numeracy<\/b>, aligned to <b>NIPUN Bharat<\/b>.<br>\\n<b>Delivered through<\/b> \u2014 <b>DIKSHA<\/b>.<br><br>\\n<b>The progression worth noticing<\/b><br>\\nThe versions did not run upward through the school. They went <b>elementary, then secondary, then back to the foundational stage<\/b> \u2014 because NIPUN Bharat made foundational literacy the national priority.<br><br>\\n<b>The platform point<\/b><br>\\n<b>NISHTHA runs on DIKSHA, never on SWAYAM.<\/b> Launched <b>21 August 2019<\/b>, for school heads as well as teachers.<br><br><b>Reference:<\/b> \u00a79.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 392,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"The National Educational Technology Forum (NETF) was proposed by:\",\r\n    \"options\": [\r\n      \"The RTE Act, 2009\",\r\n      \"The National Education Policy, 2020\",\r\n      \"The IT Act, 2000\",\r\n      \"NIPUN Bharat, 2021\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The National Education Policy, 2020<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nNETF was created by the <b>National Education Policy, 2020<\/b>, in its chapter on <b>Technology Use and Integration<\/b> \u2014 the same chapter providing for a digital repository and virtual laboratories.<br><br>\\n<b>Two words to hold about it<\/b><br>\\n<b>Autonomous<\/b> and <b>advisory<\/b>. It provides a platform for the free exchange of ideas on technology in <b>learning, assessment, planning and administration<\/b>, builds an evidence base, and issues guidance.<br><br>\\n<b>What it does not do<\/b><br>\\n<b>It runs no platform.<\/b> DIKSHA is operated by <b>NCERT through CIET<\/b>. <b>NETF advises; CIET operates<\/b> \u2014 a distinction candidates conflate routinely.<br><br><b>Reference:<\/b> \u00a79.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 393,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about NETF:\\n1. It is an autonomous body.\\n2. Its role is advisory rather than operational.\\n3. It directly runs the DIKSHA platform.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nNETF is an <b>autonomous body<\/b>, created by the National Education Policy, 2020.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIts role is <b>advisory rather than operational<\/b>. It builds an evidence base on the use of technology in learning, assessment, planning and administration, and issues guidance.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nNETF <b>does not run DIKSHA<\/b>. DIKSHA is operated by <b>NCERT through CIET<\/b>. NETF runs no platform at all.<br><br>\\n<b>The distinction being tested<\/b><br>\\n<b>NETF advises; CIET operates.<\/b> A body that issues guidance is rarely the body that runs the software \u2014 and candidates conflate the two routinely.<br><br><b>Reference:<\/b> \u00a79.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 394,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"NDEAR, announced in 2021, is best described as:\",\r\n    \"options\": [\r\n      \"A mobile application\",\r\n      \"A television channel\",\r\n      \"An architecture of standards enabling interoperability\",\r\n      \"A teacher training programme\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) An architecture of standards enabling interoperability<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nNDEAR \u2014 the <b>National Digital Education Architecture<\/b> \u2014 is <b>not a platform that anyone logs into<\/b>. It is a framework of building blocks and standards for identity, registries, content and assessment, so that systems built by different bodies can work together.<br><br>\\n<b>Why the distinction is examined<\/b><br>\\nCandidates habitually treat NDEAR as another portal. The clean way to hold it:<br>\\n<b>NDEAR<\/b> = an <b>architecture<\/b> (rules by which things are built)<br>\\n<b>PM e-VIDYA<\/b> = a <b>programme<\/b> (an umbrella of delivery modes)<br>\\n<b>DIKSHA<\/b> = a <b>platform<\/b> (what a teacher actually opens)<br><br>\\n<b>Remember:<\/b> ONDC applies the same reasoning to commerce, and ABDM to health \u2014 building blocks, not portals.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 395,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. NDEAR<\/td><td>1. A repository of open educational resources<\/td><\/tr><tr><td>B. PM e-VIDYA<\/td><td>2. An architecture of standards<\/td><\/tr><tr><td>C. DIKSHA<\/td><td>3. An umbrella programme of delivery modes<\/td><\/tr><tr><td>D. NROER<\/td><td>4. A platform teachers and pupils actually open<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-2, B-3, C-4, D-1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-2, B-3, C-4, D-1<\/b><br><br>\\n<b>The four, distinguished<\/b><br>\\n<b>NDEAR \u2014 an architecture.<\/b> Standards and building blocks. Nobody logs into it.<br>\\n<b>PM e-VIDYA \u2014 a programme.<\/b> An umbrella tying together delivery modes: platform, television, radio, accessible content, online courses.<br>\\n<b>DIKSHA \u2014 a platform.<\/b> The thing a teacher or pupil actually opens and uses.<br>\\n<b>NROER \u2014 a repository.<\/b> A store of open educational resources, released for free use and adaptation.<br><br>\\n<b>Why this matching is set<\/b><br>\\nAll four are national digital education initiatives, and candidates blur them. The test is whether you can separate <b>a set of rules<\/b> from <b>a scheme<\/b> from <b>a website<\/b> from <b>a library<\/b>.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 396,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"NROER, the National Repository of Open Educational Resources, was launched in:\",\r\n    \"options\": [\r\n      \"2013\",\r\n      \"2017\",\r\n      \"2020\",\r\n      \"2010\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 2013<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>NROER<\/b> was launched in <b>2013<\/b> and is maintained by <b>CIET-NCERT<\/b>. It holds material released under open licences, so a teacher may <b>use, adapt and redistribute<\/b> it \u2014 not merely download it.<br><br>\\n<b>Its place in the chronology<\/b><br>\\nIt is the <b>earliest<\/b> platform in this chapter: <b>NROER 2013 \u2192 DIKSHA 2017 \u2192 PM e-VIDYA 2020 \u2192 NDEAR 2021<\/b>. Sequence questions rely on this.<br><br>\\n<b>The pattern in the sequence<\/b><br>\\nA <b>store of content<\/b>, then a <b>platform<\/b>, then a <b>programme<\/b>, then an <b>architecture<\/b> \u2014 the abstraction rising as the years pass.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 397,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"The National Digital Library of India was developed by:\",\r\n    \"options\": [\r\n      \"NCERT\",\r\n      \"IIT Kharagpur\",\r\n      \"IIT Bombay\",\r\n      \"IISc Bangalore\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) IIT Kharagpur<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>National Digital Library of India (NDLI)<\/b> was developed and is maintained by <b>IIT Kharagpur<\/b>. It provides a <b>single search window<\/b> over crores of academic items drawn from many sources, across languages and disciplines.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>IIT Bombay<\/b> and <b>IISc Bangalore<\/b> \u2014 both contribute to NPTEL, which is a joint venture of <b>the IITs and IISc<\/b>. That shared involvement is why they appear here.<br>\\n<b>NCERT<\/b> \u2014 responsible for DIKSHA, NROER and e-Pathshala, but not NDLI.<br><br>\\n<b>Remember the institutional pairings:<\/b> <b>NDLI \u2192 IIT Kharagpur<\/b> \u00b7 <b>NPTEL \u2192 IITs and IISc<\/b> \u00b7 <b>DIKSHA, NROER, e-Pathshala \u2192 NCERT through CIET<\/b>.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 398,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"NPTEL is a joint venture of:\",\r\n    \"options\": [\r\n      \"IGNOU and NIOS\",\r\n      \"NCERT and NIOS\",\r\n      \"The IITs and IISc\",\r\n      \"UGC and CEC\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The IITs and IISc<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>NPTEL<\/b> \u2014 the National Programme on Technology Enhanced Learning \u2014 is a joint venture of <b>the IITs and IISc<\/b>, offering courses chiefly in <b>engineering, science and management<\/b>. It is also one of SWAYAM's nine national coordinators, for the technical stream.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>NCERT and NIOS<\/b> \u2014 the SWAYAM coordinators for <i>school<\/i> education.<br>\\n<b>UGC and CEC<\/b> \u2014 the coordinators for undergraduate and postgraduate education.<br>\\n<b>IGNOU and NIOS<\/b> \u2014 open education bodies.<br><br>\\n<b>Note the trap:<\/b> every option names genuine SWAYAM coordinators. The question is not whether the bodies are real but <b>which pair runs NPTEL<\/b>.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 399,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"PRAGYATA, issued in 2020, refers to guidelines on:\",\r\n    \"options\": [\r\n      \"School construction\",\r\n      \"Examination reform\",\r\n      \"Teacher recruitment\",\r\n      \"Digital education, including screen time by stage\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Digital education, including screen time by stage<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>PRAGYATA<\/b> guidelines cover <b>digital education<\/b>, and are most often cited for their recommended <b>screen time by stage<\/b>, with shorter sessions for younger children.<br><br>\\n<b>Its companion of the same period<\/b><br>\\n<b>Manodarpan<\/b> \u2014 <b>psychosocial support<\/b> to students, teachers and families. The two were issued together as the pandemic response: <b>one for how to teach, one for how to cope<\/b>.<br><br>\\n<b>The nuance in the screen-time guidance<\/b><br>\\nIt speaks of <b>balance<\/b> rather than a single permitted number, because <b>duration alone conceals the difference in content<\/b> \u2014 two hours building something is not two hours scrolling.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 400,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Synchronous learning is distinguished by the fact that:\",\r\n    \"options\": [\r\n      \"Teacher and learners are present at the same time\",\r\n      \"It uses only recorded material\",\r\n      \"It requires no internet\",\r\n      \"Learners work at a time of their own choosing\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Teacher and learners are present at the same time<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Synchronous<\/b> learning requires <b>teacher and learners to be present at the same time<\/b> \u2014 a live online class, a broadcast watched together.<br><br>\\n<b>Its opposite and the trade-off<\/b><br>\\n<b>Asynchronous<\/b> learning does not. It is <b>fairer to a household with one shared device<\/b> \u2014 three children cannot attend a live class on one phone, but can watch a recording in turn. What it forfeits is <b>immediacy<\/b>: the question answered on the spot, the misconception caught as it forms.<br><br>\\n<b>The judgement for a school<\/b><br>\\n<b>Synchronous buys immediacy at the cost of simultaneity; asynchronous buys flexibility at the cost of immediacy.<\/b><br><br><b>Reference:<\/b> \u00a79.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 401,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A school has few devices but wishes to adopt blended learning. The most suitable model is:\",\r\n    \"options\": [\r\n      \"Flipped classroom for all subjects\",\r\n      \"Station rotation\",\r\n      \"Fully online delivery\",\r\n      \"Individual rotation with one device each\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Station rotation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nIn <b>station rotation<\/b> the class divides into groups moving between activity stations, and <b>only one group needs the devices at any moment<\/b>. Six tablets can serve a class of forty.<br><br>\\n<b>Why the others fail here<\/b><br>\\n<b>Flipped classroom for all subjects<\/b> \u2014 requires every pupil to access content <b>at home<\/b>, which a device-poor school cannot assume.<br>\\n<b>Fully online delivery<\/b> \u2014 requires the most access of all.<br>\\n<b>Individual rotation with one device each<\/b> \u2014 demands precisely what the school lacks.<br><br>\\n<b>The principle<\/b><br>\\n<b>Choose the model that matches the devices you actually possess<\/b>, not the one that sounds most modern.<br><br><b>Reference:<\/b> \u00a79.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 402,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A Learning Management System is distinguished from a shared folder of files chiefly because it:\",\r\n    \"options\": [\r\n      \"Works offline\",\r\n      \"Stores more data\",\r\n      \"Knows who each learner is and what each has done\",\r\n      \"Is free of cost\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Knows who each learner is and what each has done<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe defining property of an LMS is <b>identity<\/b>. It knows <b>who each learner is and what each has done<\/b>.<br><br>\\n<b>What follows from that single property<\/b><br>\\n<b>Enrolment, assessment, a gradebook and analytics<\/b> are all impossible without it. A folder can hold the same files; it cannot know who opened them.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Stores more data<\/b> \u2014 a shared drive may hold far more.<br>\\n<b>Costs nothing<\/b> \u2014 Moodle is free, Blackboard is not.<br>\\n<b>Works offline<\/b> \u2014 most require a connection.<br><br>\\n<b>In one line:<\/b> <b>a folder holds files; an LMS holds learners.<\/b><br><br><b>Reference:<\/b> \u00a79.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 403,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Which of the following is a free and open-source Learning Management System?\",\r\n    \"options\": [\r\n      \"Microsoft Teams\",\r\n      \"Blackboard\",\r\n      \"Google Classroom\",\r\n      \"Moodle\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Moodle<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Moodle<\/b> is a free and open-source LMS, widely used by institutions that host their own systems \u2014 which is precisely what open source permits: the institution keeps the data on its own server rather than a vendor's.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Google Classroom<\/b> and <b>Microsoft Teams<\/b> \u2014 free to schools in many cases, but <b>proprietary<\/b>. Free of charge is not the same as open source, and this is the distinction being tested.<br>\\n<b>Blackboard<\/b> \u2014 commercial and licensed.<br><br>\\n<b>Remember the pairing with Chapter 1:<\/b> open source means the <b>source code may be inspected, modified and redistributed<\/b> \u2014 the same property that makes Sunbird, BOSS Linux and NVDA what they are.<br><br><b>Reference:<\/b> \u00a79.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 404,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about a smart classroom:\\n1. Equipment installed without teacher training tends to go unused.\\n2. A budget head for maintenance is as necessary as the purchase itself.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Equipment installed without teacher training tends to go unused.<\/b> The commonest finding on inspection is a smart panel in working order that nobody has been shown how to operate.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>A maintenance budget head is as necessary as the purchase.<\/b> A projector bulb, a replacement stylus or an annual service contract will be needed, and if no head exists the equipment falls silent at the first fault.<br><br>\\n<b>The wider point<\/b><br>\\nA smart classroom needs four things, not one: <b>equipment, a trained teacher, content mapped to the syllabus, and a named person responsible for upkeep.<\/b> Buying only the first is the standard failure.<br><br><b>Reference:<\/b> \u00a79.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 405,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"The three principles of Universal Design for Learning provide multiple means of engagement, representation and:\",\r\n    \"options\": [\r\n      \"Action and expression\",\r\n      \"Administration\",\r\n      \"Attendance\",\r\n      \"Assessment\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Action and expression<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUDL's three principles provide multiple means of:<br>\\n<b>Engagement<\/b> \u2014 the <b>why<\/b> of learning. Choice, relevance, collaboration, sustained effort.<br>\\n<b>Representation<\/b> \u2014 the <b>what<\/b>. The same content as text, audio, image, video and diagram.<br>\\n<b>Action and expression<\/b> \u2014 the <b>how<\/b>. More than one way to show what has been learnt: written, spoken, drawn, built, demonstrated.<br><br>\\n<b>What the third principle changes in practice<\/b><br>\\nA pupil who understands a topic completely but cannot write at speed is failed by an assessment that permits only writing. <b>Action and expression is the principle that separates assessing the learning from assessing the handwriting.<\/b><br><br>\\n<b>Remember:<\/b> <b>why, what, how.<\/b><br><br><b>Reference:<\/b> \u00a79.8, \u00a714.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 406,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"NEP 2020 provides for the introduction of coding from:\",\r\n    \"options\": [\r\n      \"Class 3\",\r\n      \"Class 6\",\r\n      \"Class 9\",\r\n      \"Class 11\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Class 6<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nNEP 2020 provides for the introduction of <b>coding from class 6<\/b>, as part of a wider emphasis on <b>computational thinking<\/b> at the middle stage. It is introduced alongside vocational exposure, which also begins at class 6.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Class 3<\/b> \u2014 the foundational stage, whose concern is literacy and numeracy under NIPUN Bharat.<br>\\n<b>Class 9<\/b> and <b>Class 11<\/b> \u2014 the secondary stage, by which point the policy expects computational thinking to be established rather than introduced.<br><br>\\n<b>Remember class 6 as a marker year in NEP 2020:<\/b> coding begins, vocational exposure begins, and internships with local craftspeople begin.<br><br><b>Reference:<\/b> \u00a79.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 407,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"All of the following are Indian digital education platforms EXCEPT:\",\r\n    \"options\": [\r\n      \"e-Pathshala\",\r\n      \"SWAYAM\",\r\n      \"CPGRAMS\",\r\n      \"DIKSHA\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) CPGRAMS<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>CPGRAMS<\/b> \u2014 the Centralised Public Grievance Redress and Monitoring System \u2014 is the portal on which a citizen lodges a <b>grievance<\/b> against a government body and tracks it. It belongs to governance (Chapter 13), not education.<br><br>\\n<b>Why it matters to a school head anyway<\/b><br>\\nA complaint against your school may reach you <b>through CPGRAMS<\/b>, and the reply is recorded and timed. So the platform is relevant to the post even though it is not an education platform.<br><br>\\n<b>Why the others belong<\/b><br>\\n<b>DIKSHA<\/b> \u2014 the national school education platform. <b>e-Pathshala<\/b> \u2014 NCERT textbooks and periodicals. <b>SWAYAM<\/b> \u2014 the national MOOC platform.<br><br><b>Reference:<\/b> \u00a79.5, \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 408,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"e-Pathshala is a joint initiative of the Ministry of Education and:\",\r\n    \"options\": [\r\n      \"CBSE\",\r\n      \"UGC\",\r\n      \"NIOS\",\r\n      \"NCERT\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) NCERT<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>e-Pathshala<\/b> is a joint initiative of the Ministry of Education and <b>NCERT<\/b>, giving free access to <b>NCERT textbooks, audio, video and periodicals<\/b> in <b>Hindi, English and Urdu<\/b>.<br><br>\\n<b>The contrast worth holding<\/b><br>\\n<b>e-Pathshala \u2014 three languages, NCERT material only.<\/b><br>\\n<b>DIKSHA \u2014 thirty-plus languages, content from many sources.<\/b><br>\\nThe two are routinely swapped in questions.<br><br>\\n<b>The unit behind both<\/b><br>\\n<b>CIET-NCERT<\/b> operates DIKSHA, NROER and e-Pathshala \u2014 the same constituent unit behind three platforms that appear separately in the syllabus.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 409,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Vidyadaan, in the context of DIKSHA, refers to:\",\r\n    \"options\": [\r\n      \"A programme through which teachers contribute content\",\r\n      \"A television channel\",\r\n      \"A teacher transfer portal\",\r\n      \"A scholarship scheme\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A programme through which teachers contribute content<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Vidyadaan<\/b> is the programme through which <b>teachers and experts contribute content<\/b> to DIKSHA.<br><br>\\n<b>Why it matters structurally<\/b><br>\\nIt allows the platform to <b>grow from the classroom rather than only from the centre<\/b>, so material reflects what teachers actually need. It also gives practical effect to NEP 2020's requirement that <b>teachers be prepared as content creators, not merely users<\/b>.<br><br>\\n<b>The name explains itself<\/b><br>\\n<i>Vidya<\/i> + <i>daan<\/i> \u2014 the donation of knowledge. Teachers give content <b>to<\/b> the platform.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nScholarships run through the NSP; grading of states through the PGI.<br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 410,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A district wishes to reach pupils in households with a television but no internet. The appropriate component of PM e-VIDYA is:\",\r\n    \"options\": [\r\n      \"DIKSHA\",\r\n      \"SWAYAM PRABHA under One Class One TV Channel\",\r\n      \"Online degrees\",\r\n      \"The DIKSHA mobile app\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) SWAYAM PRABHA under One Class One TV Channel<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>This is precisely the gap the television component was designed to close.<\/b> A household with a television but no connection cannot join an online class, but receives a DTH broadcast on <b>GSAT-15<\/b>.<br><br>\\n<b>Why the others fail this household<\/b><br>\\n<b>DIKSHA<\/b> and its mobile app both require a device <b>and<\/b> a data connection \u2014 exactly what is missing.<br>\\n<b>Online degrees<\/b> \u2014 component 5, for university learners, equally dependent on internet.<br><br>\\n<b>The reasoning being tested<\/b><br>\\n<b>Match the delivery mode to what the household actually has.<\/b> This is the whole basis of PM e-VIDYA's multi-modal design, and it recurs in Chapter 13 as the digital divide.<br><br><b>Reference:<\/b> \u00a79.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 411,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"The number of national coordinators appointed for SWAYAM is:\",\r\n    \"options\": [\r\n      \"Five\",\r\n      \"Seven\",\r\n      \"Nine\",\r\n      \"Twelve\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Nine<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSWAYAM has <b>nine national coordinators<\/b>, each responsible for a level or stream:<br>\\n<b>NCERT<\/b> and <b>NIOS<\/b> \u2014 school education<br>\\n<b>UGC<\/b> and <b>CEC<\/b> \u2014 undergraduate and postgraduate<br>\\n<b>AICTE<\/b> and <b>NPTEL<\/b> \u2014 technical and engineering<br>\\n<b>IGNOU<\/b>, <b>NITTTR<\/b> and <b>IIMB<\/b> \u2014 open schooling, teacher training and management<br><br>\\n<b>Why the arrangement exists<\/b><br>\\nNo single body could curate courses from class 9 to post-graduation across every discipline, so responsibility is distributed by level and stream.<br><br>\\n<b>Remember:<\/b> the count <b>nine<\/b> is asked directly, and the pairing <b>NCERT and NIOS for school education<\/b> is the part most relevant to this post.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 412,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Arrange the following in chronological order of launch:\\n1. DIKSHA 2. NROER 3. PM e-VIDYA 4. NDEAR\",\r\n    \"options\": [\r\n      \"1, 2, 3, 4\",\r\n      \"2, 1, 4, 3\",\r\n      \"1, 3, 2, 4\",\r\n      \"2, 1, 3, 4\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 2, 1, 3, 4<\/b><br><br>\\n<b>The correct sequence<\/b><br>\\n<b>NROER \u2014 2013.<\/b> A repository of open educational resources, under CIET-NCERT.<br>\\n<b>DIKSHA \u2014 2017.<\/b> 5 September, Teachers' Day.<br>\\n<b>PM e-VIDYA \u2014 2020.<\/b> 17 May, under Atmanirbhar Bharat.<br>\\n<b>NDEAR \u2014 2021.<\/b> An architecture of standards.<br><br>\\n<b>How to hold the order<\/b><br>\\nIt follows a logic: first a <b>store of content<\/b>, then a <b>platform<\/b> to deliver it, then a <b>programme<\/b> to reach every household, then an <b>architecture<\/b> to make everything interoperable. <b>The abstraction rises as the years pass.<\/b><br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 413,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about the digital divide in education:\\n1. NEP 2020 states that the benefits of technology cannot be realised unless the divide is addressed.\\n2. The medium of delivery may itself become a cause of exclusion.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>NEP 2020 states that the benefits of technology cannot be realised unless the divide is addressed.<\/b> The policy is explicit that technology without access widens inequality rather than reducing it.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>The medium of delivery may itself become a cause of exclusion.<\/b> A lesson delivered only online excludes the household without a device as completely as no lesson at all.<br><br>\\n<b>What the two together explain<\/b><br>\\nThey are the <b>stated reasoning behind the multi-modal design of PM e-VIDYA<\/b> \u2014 five components precisely so that no single medium decides who learns.<br><br><b>Reference:<\/b> \u00a79.10, \u00a79.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 414,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"SWAYAM PRABHA broadcasts fresh content for how many hours daily?\",\r\n    \"options\": [\r\n      \"Four\",\r\n      \"Six\",\r\n      \"Twelve\",\r\n      \"Two\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Four<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Four hours of fresh content daily<\/b>, and that block is then <b>repeated five times<\/b> through the day.<br><br>\\n<b>Why the repetition is designed in<\/b><br>\\nA learner sharing one television with a family <b>cannot choose the hour<\/b>. Repeating the same four hours five times means the <b>schedule adapts to the household rather than the household to the schedule<\/b> \u2014 the same reasoning that put radio and podcasts into the programme.<br><br>\\n<b>The pair to remember<\/b><br>\\n<b>Four hours fresh, repeated five times.<\/b> Both numbers are examinable and are usually asked together.<br><br>\\n<b>The satellite:<\/b> <b>GSAT-15.<\/b><br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 415,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A MOOC is a:\",\r\n    \"options\": [\r\n      \"Managed Offline Optional Course\",\r\n      \"Massive Open Online Course\",\r\n      \"Ministry Operated Official Course\",\r\n      \"Modular Objective Oriented Curriculum\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Massive Open Online Course<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nEach word carries weight: <b>Massive<\/b> \u2014 no cap on enrolment; <b>Open<\/b> \u2014 no entry qualification; <b>Online<\/b> \u2014 delivered over the network; <b>Course<\/b> \u2014 structured, assessed, and leading somewhere.<br><br>\\n<b>India's instance<\/b><br>\\n<b>SWAYAM<\/b> is the national MOOC platform, covering <b>class 9 to post-graduation<\/b>, with <b>four quadrants<\/b> in every course and <b>nine national coordinators<\/b>.<br><br>\\n<b>Remember:<\/b> the \\\"Course\\\" in MOOC is what quadrants 3 and 4 protect \u2014 self-assessment and a discussion forum are what separate a course from a collection of videos.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 416,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Which of the following is NOT an element of a functioning smart classroom?\",\r\n    \"options\": [\r\n      \"Content mapped to the syllabus\",\r\n      \"A named person responsible for upkeep\",\r\n      \"A locked room to keep the equipment safe\",\r\n      \"A trained teacher\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A locked room to keep the equipment safe<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Equipment locked away is equipment unused.<\/b> It is a <b>recognised failure mode, not a safeguard<\/b> \u2014 the panel is protected from damage and from any pedagogical use whatever.<br><br>\\n<b>What a functioning smart classroom actually needs<\/b><br>\\n<b>A trained teacher<\/b> \u2014 the commonest inspection finding is working equipment nobody was shown how to use.<br>\\n<b>Content mapped to the syllabus<\/b> \u2014 otherwise it is a screen without a lesson.<br>\\n<b>A named person responsible for upkeep<\/b>, with a maintenance budget head.<br><br>\\n<b>The related failure<\/b><br>\\nAn interactive panel used only as a projection screen: <b>functioning correctly, used at a fraction of its purpose.<\/b><br><br><b>Reference:<\/b> \u00a79.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 417,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A virtual laboratory is most valuable where:\",\r\n    \"options\": [\r\n      \"Pupils dislike science\",\r\n      \"The syllabus is short\",\r\n      \"Apparatus is plentiful\",\r\n      \"A reagent is hazardous or apparatus is scarce\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A reagent is hazardous or apparatus is scarce<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA virtual laboratory earns its place where <b>a reagent is hazardous, apparatus is scarce, or an experiment is too slow or expensive<\/b> to perform. It lets a pupil repeat a procedure without consuming materials or risk.<br><br>\\n<b>The principle that limits it<\/b><br>\\n<b>A simulation is a supplement to the bench, not a substitute for it.<\/b> A pupil who has only ever performed a titration on a screen has not learnt to handle apparatus, judge a colour change, or cope when something spills.<br><br>\\n<b>The Indian instance<\/b><br>\\n<b>OLabs<\/b>, and the virtual laboratories provided for under NEP 2020's chapter on Technology Use and Integration.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 418,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. PRAGYATA<\/td><td>1. Teacher contribution of content<\/td><\/tr><tr><td>B. Manodarpan<\/td><td>2. Teacher training<\/td><\/tr><tr><td>C. Vidyadaan<\/td><td>3. Psychosocial support<\/td><\/tr><tr><td>D. NISHTHA<\/td><td>4. Guidelines on digital education and screen time<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-3, B-4, C-2, D-1\",\r\n      \"A-3, B-1, C-4, D-2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-4, B-3, C-1, D-2<\/b><br><br>\\n<b>The four initiatives<\/b><br>\\n<b>PRAGYATA<\/b> \u2014 <b>guidelines on digital education and screen time<\/b>, 2020.<br>\\n<b>Manodarpan<\/b> \u2014 <b>psychosocial support<\/b> to students, teachers and families, 2020.<br>\\n<b>Vidyadaan<\/b> \u2014 <b>teacher contribution of content<\/b> to DIKSHA.<br>\\n<b>NISHTHA<\/b> \u2014 <b>teacher training<\/b>, launched 21 August 2019, delivered through DIKSHA.<br><br>\\n<b>Why the set is offered together<\/b><br>\\nAll four concern <b>teachers and pupils rather than platforms<\/b>, and all four date from the same short period. PRAGYATA and Manodarpan in particular were issued as a pair: <b>one for how to teach, one for how to cope.<\/b><br><br><b>Reference:<\/b> \u00a79.5, \u00a79.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 419,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about an LMS gradebook:\\n1. It provides a running record of every mark.\\n2. Reports can be produced from it without re-entering data.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nAn LMS gradebook <b>provides a running record of every mark<\/b>, accumulated as assessments are completed rather than compiled at the end of term.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Reports can be produced from it without re-entering data<\/b> \u2014 which is the practical argument for using one at all.<br><br>\\n<b>Why re-entry is the enemy<\/b><br>\\nEvery transcription is an opportunity for error, and marks copied between registers, spreadsheets and portals accumulate mistakes at each step. <b>Data entered once and used many times is the whole logic of a management system<\/b> \u2014 the same reasoning behind UDISE+ and NDEAR.<br><br><b>Reference:<\/b> \u00a79.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 420,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Learning analytics in an LMS is most useful when it reveals:\",\r\n    \"options\": [\r\n      \"Which pupil logged in most often\",\r\n      \"Which concept the whole class answered wrongly\",\r\n      \"The size of uploaded files\",\r\n      \"The number of courses created\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Which concept the whole class answered wrongly<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Which concept the whole class answered wrongly<\/b> \u2014 because that single item <b>redirects the next lesson<\/b>. If thirty pupils failed the same question, the fault lies more likely in the teaching than in the pupils.<br><br>\\n<b>Why the others are worthless<\/b><br>\\n<b>Who logged in most often<\/b> \u2014 measures attendance at a screen, not learning.<br>\\n<b>File sizes and course counts<\/b> \u2014 administrative housekeeping.<br><br>\\n<b>The caution that must accompany analytics<\/b><br>\\nIt should <b>direct attention and support, never sort children into categories<\/b>. A prediction that a child will fail can fulfil itself if the adults around them begin to expect less.<br><br><b>Reference:<\/b> \u00a79.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 421,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A teacher plans a flipped classroom but a quarter of the class has no device at home. The correct response is to:\",\r\n    \"options\": [\r\n      \"Ask parents to purchase devices\",\r\n      \"Proceed and let those pupils fall behind\",\r\n      \"Verify access first and provide an alternative such as printed material or a library slot\",\r\n      \"Abandon technology altogether\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Verify access first and provide an alternative such as printed material or a library slot<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe flipped classroom <b>collapses entirely if some pupils cannot access the material at home<\/b> \u2014 they arrive unprepared for a lesson built on the assumption that they are prepared, and fall further behind each week. Access must therefore be <b>verified before the model is adopted<\/b>, and an alternative provided for those who lack it.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Proceed regardless<\/b> \u2014 converts a pedagogical innovation into a mechanism of exclusion.<br>\\n<b>Abandon technology altogether<\/b> \u2014 denies the other three-quarters a method that works.<br>\\n<b>Ask parents to purchase devices<\/b> \u2014 shifts a public obligation onto the households least able to bear it.<br><br>\\n<b>The rule:<\/b> <b>check access before adopting the model, and provide a route for those without it.<\/b><br><br><b>Reference:<\/b> \u00a79.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 422,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Station rotation, lab rotation and flipped classroom are all models of:\",\r\n    \"options\": [\r\n      \"Open schooling\",\r\n      \"Vocational training\",\r\n      \"Distance education\",\r\n      \"Blended learning\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Blended learning<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAll three are models of <b>blended learning<\/b> \u2014 a deliberate combination of face-to-face and online, <b>each used for what it does best<\/b>.<br><br>\\n<b>What distinguishes the models<\/b><br>\\nChiefly <b>how many devices are needed at once<\/b>. <b>Station rotation<\/b> needs devices for one group; <b>lab rotation<\/b> moves the class to a laboratory in turn; <b>flipped classroom<\/b> assumes access at home; <b>individual rotation<\/b> needs a device each.<br><br>\\n<b>Why blended is not merely \\\"some online\\\"<\/b><br>\\nThe word is <b>deliberate<\/b>. Content transmission and application are assigned to whichever mode suits each \u2014 not scattered arbitrarily.<br><br><b>Reference:<\/b> \u00a79.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 423,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"All of the following are named national coordinators of SWAYAM EXCEPT:\",\r\n    \"options\": [\r\n      \"UIDAI\",\r\n      \"NPTEL\",\r\n      \"UGC\",\r\n      \"NIOS\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) UIDAI<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>UIDAI<\/b> issues <b>Aadhaar<\/b> and functions under <b>MeitY<\/b>. It has no role whatever in coordinating educational courses.<br><br>\\n<b>The nine coordinators, by level<\/b><br>\\n<b>NCERT and NIOS<\/b> \u2014 school education.<br>\\n<b>UGC and CEC<\/b> \u2014 undergraduate and postgraduate.<br>\\n<b>AICTE and NPTEL<\/b> \u2014 technical and engineering.<br>\\n<b>IGNOU, NITTTR and IIMB<\/b> \u2014 open schooling, teacher training and management.<br><br>\\n<b>Why responsibility is distributed<\/b><br>\\nNo single body could curate courses from <b>class 9 to post-graduation<\/b> across every discipline.<br><br><b>Reference:<\/b> \u00a79.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 424,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"The Ministry under which DIKSHA, SWAYAM and NISHTHA all fall is the:\",\r\n    \"options\": [\r\n      \"Ministry of Electronics and Information Technology\",\r\n      \"Ministry of Education\",\r\n      \"Ministry of Home Affairs\",\r\n      \"Ministry of Social Justice and Empowerment\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Ministry of Education<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAll three are <b>education<\/b> initiatives and fall under the <b>Ministry of Education<\/b> \u2014 DIKSHA and NISHTHA through NCERT, SWAYAM through its nine national coordinators.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>MeitY<\/b> \u2014 Electronics and Information Technology. It runs <b>DigiLocker, UMANG, MeghRaj and CERT-In<\/b>, and houses <b>UIDAI<\/b>. A tempting answer because all of those are digital.<br>\\n<b>Ministry of Home Affairs<\/b> \u2014 cybercrime, through <b>I4C<\/b> and the reporting portal.<br>\\n<b>Ministry of Social Justice and Empowerment<\/b> \u2014 disability, through <b>DEPwD<\/b>, which houses ISLRTC, UDID and ADIP.<br><br>\\n<b>Remember the four ministries by their portfolios<\/b> \u2014 it resolves a large number of questions across Chapters 9, 13 and 14.<br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 425,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Samagra Shiksha is a scheme concerned with:\",\r\n    \"options\": [\r\n      \"Adult literacy only\",\r\n      \"Higher education only\",\r\n      \"School education from pre-primary to senior secondary\",\r\n      \"Teacher recruitment only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) School education from pre-primary to senior secondary<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nSamagra Shiksha covers <b>school education from pre-primary to senior secondary<\/b>, merging the earlier SSA, RMSA and Teacher Education schemes so that schooling is funded as a <b>continuum rather than in stages<\/b>.<br><br>\\n<b>Why it matters to this syllabus<\/b><br>\\nIts <b>inclusive education component<\/b> is the route by which a school actually obtains what Chapter 14 requires: <b>special educators, resource rooms, assistive devices, escort and transport allowance, and home-based education<\/b> for severe disabilities.<br><br>\\n<b>The practical point for a head<\/b><br>\\nWhen a question asks <b>how<\/b> a school obtains a special educator or an assistive device, the answer is Samagra Shiksha \u2014 or <b>ADIP<\/b>, under DEPwD.<br><br><b>Reference:<\/b> \u00a79.5, \u00a714.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 426,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements:\\n1. NEP 2020 requires technology to be integrated into teacher preparation.\\n2. Teachers are to be prepared as content creators as well as users.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nNEP 2020 requires technology to be <b>integrated into teacher preparation<\/b> rather than taught beside it \u2014 that is, a teacher should learn to teach <i>with<\/i> technology, not attend a separate computer course.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nTeachers are to be prepared as <b>content creators as well as users<\/b>. <b>Vidyadaan<\/b> on DIKSHA is the practical route by which this becomes possible \u2014 a teacher does not merely download material but contributes it.<br><br>\\n<b>The connecting idea<\/b><br>\\nBoth statements point the same way: the policy treats the teacher as an <b>agent<\/b> in the digital system rather than a recipient of it.<br><br><b>Reference:<\/b> \u00a79.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 427,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A learner who studies a recorded lesson at a time of their own choosing is engaged in:\",\r\n    \"options\": [\r\n      \"Blended learning\",\r\n      \"Peer learning\",\r\n      \"Synchronous learning\",\r\n      \"Asynchronous learning\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Asynchronous learning<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Asynchronous<\/b> learning does not require teacher and learner to be present at the same moment. The pupil watches a recording, reads material or posts to a forum whenever they can.<br><br>\\n<b>Why it matters for equity<\/b><br>\\nIt is <b>fairer to a household with one shared device<\/b>. If three children and a working parent share a single phone, no live class suits them all \u2014 but a recording can be watched in turn.<br><br>\\n<b>What it costs<\/b><br>\\n<b>Immediacy<\/b> \u2014 the question answered on the spot, the misconception caught as it forms.<br><br>\\n<b>The pairing:<\/b> synchronous demands simultaneity; asynchronous delays the answer.<br><br><b>Reference:<\/b> \u00a79.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 428,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Which of the following best describes the Performance Grading Index in relation to digital education data?\",\r\n    \"options\": [\r\n      \"It grades states and districts largely on UDISE+ data\",\r\n      \"It grades private schools only\",\r\n      \"It grades pupils\",\r\n      \"It grades individual teachers\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) It grades states and districts largely on UDISE+ data<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>PGI grades states and districts<\/b>, not schools, assessing <b>outcomes, access, infrastructure, equity and governance<\/b> \u2014 drawing <b>largely on UDISE+ data<\/b>.<br><br>\\n<b>The connection that matters to a head<\/b><br>\\n<b>A district's grade rests directly on the accuracy of the returns its schools file.<\/b> Careless entry by one school degrades the district's standing, and no level above the school can detect a plausible but wrong figure.<br><br>\\n<b>Why the distractor tempts<\/b><br>\\nCandidates assume that because the data comes from schools, the grading must be of schools. <b>It grades governments.<\/b><br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 429,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A head of institution must justify the purchase of a smart panel. The strongest justification is:\",\r\n    \"options\": [\r\n      \"Neighbouring schools have one\",\r\n      \"A named pedagogical purpose, a training plan and a maintenance head\",\r\n      \"It looks modern to visitors\",\r\n      \"The vendor offers a discount\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A named pedagogical purpose, a training plan and a maintenance head<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe justification must state <b>a named pedagogical purpose, a training plan and a maintenance head<\/b> \u2014 what it lets a teacher do that was impossible before, who will be trained, and from which budget it will be kept working.<br><br>\\n<b>The four questions to ask of any technology<\/b><br>\\n<b>What problem does it solve? Who maintains it? Who is trained? What happens to the data?<\/b> The second is the one most often omitted, and equipment without a named custodian falls into disuse within a session.<br><br>\\n<b>Why the others fail<\/b><br>\\nNeighbouring schools, appearances to visitors and vendor discounts are all reasons to spend, none a reason to expect a return.<br><br><b>Reference:<\/b> \u00a79.7, \u00a712.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 430,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"The DIKSHA platform is built on which open-source technology stack?\",\r\n    \"options\": [\r\n      \"Canvas\",\r\n      \"Moodle\",\r\n      \"Sunbird\",\r\n      \"Sakai\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Sunbird<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nDIKSHA is built on <b>Sunbird<\/b>, which offers <b>over a hundred micro-services<\/b> as building blocks.<br><br>\\n<b>Why open source matters here<\/b><br>\\nA state can <b>adapt the stack rather than commission a platform of its own<\/b>. This is what allows DIKSHA to carry content in more than thirty Indian languages, aligned to different state curricula, on one national infrastructure.<br><br>\\n<b>The distractor to guard against<\/b><br>\\n<b>Moodle<\/b> is genuinely a free and open-source <b>Learning Management System<\/b> \u2014 but it is not DIKSHA's foundation. <b>Sunbird builds DIKSHA; Moodle is the open-source LMS.<\/b><br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 431,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Which of the following is NOT a stated benefit of ICT in education?\",\r\n    \"options\": [\r\n      \"Support for children with disabilities\",\r\n      \"Visualisation of processes that cannot be seen directly\",\r\n      \"Repetition without impatience for a slow learner\",\r\n      \"Guaranteed improvement in results without teacher involvement\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Guaranteed improvement in results without teacher involvement<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Technology substituting for teaching rather than supporting it is a recognised failure, not a benefit.<\/b> No policy document claims that equipment improves results without teacher involvement \u2014 and the claim is contradicted by every inspection finding in this chapter.<br><br>\\n<b>Why the others are genuine<\/b><br>\\n<b>Visualising processes that cannot be seen directly<\/b> \u2014 molecular motion, the water cycle, historical reconstruction.<br>\\n<b>Repetition without impatience<\/b> \u2014 a recorded explanation replays identically for a slow learner.<br>\\n<b>Support for children with disabilities<\/b> \u2014 screen readers, captions, text-to-speech.<br><br>\\n<b>The principle:<\/b> <b>technology is a means to a pedagogical end.<\/b><br><br><b>Reference:<\/b> \u00a79.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 432,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Which body issued the National Strategy for Artificial Intelligence with the tagline #AIforAll?\",\r\n    \"options\": [\r\n      \"NITI Aayog\",\r\n      \"MeitY\",\r\n      \"UGC\",\r\n      \"NCERT\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) NITI Aayog<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>NITI Aayog<\/b> issued the <b>National Strategy for Artificial Intelligence<\/b> in <b>2018<\/b>, with the tagline <b>#AIforAll<\/b>.<br><br>\\n<b>The five focus sectors<\/b><br>\\n<b>Healthcare, agriculture, education, smart cities and smart mobility<\/b> \u2014 chosen as areas where AI could address problems of scale that conventional approaches had not.<br><br>\\n<b>Why NITI Aayog rather than MeitY<\/b><br>\\nIt is a <b>policy strategy<\/b>, not an implementation programme. NITI Aayog frames national strategy; MeitY runs digital infrastructure such as DigiLocker, UMANG and CERT-In.<br><br>\\n<b>The related 2023 initiative:<\/b> the <b>National Quantum Mission<\/b>.<br><br><b>Reference:<\/b> \u00a712.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 433,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about NISHTHA:\\n1. It covers school heads as well as teachers.\\n2. It was delivered face to face before moving online.\\n3. It is delivered through SWAYAM.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>It covers school heads as well as teachers<\/b> \u2014 they are named in the title itself: <i>National Initiative for School Heads' and Teachers' Holistic Advancement<\/i>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIt was <b>delivered face to face before moving online<\/b>, the shift being forced by the pandemic.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nIt is delivered through <b>DIKSHA<\/b>, not SWAYAM. SWAYAM is the MOOC platform for class 9 to post-graduation; NISHTHA is school teacher training.<br><br>\\n<b>The pairing to hold:<\/b> <b>NISHTHA runs on DIKSHA.<\/b><br><br><b>Reference:<\/b> \u00a79.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 434,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"The term used in NEP 2020 for the digital repository and virtual laboratories to be developed is part of its chapter on:\",\r\n    \"options\": [\r\n      \"Equitable and Inclusive Education\",\r\n      \"Technology Use and Integration\",\r\n      \"Teacher Education\",\r\n      \"Curriculum and Pedagogy\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Technology Use and Integration<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe provision for a digital repository and virtual laboratories sits in NEP 2020's chapter on <b>Technology Use and Integration<\/b> \u2014 the same chapter that establishes <b>NETF<\/b>.<br><br>\\n<b>What else the chapter contains<\/b><br>\\nThe requirement that technology be <b>integrated into teacher preparation<\/b>, that teachers be prepared as <b>content creators as well as users<\/b>, and the statement that <b>the benefits of technology cannot be realised unless the digital divide is addressed<\/b>.<br><br>\\n<b>Why the chapter matters for this examination<\/b><br>\\nIt is the single densest source of digital-education questions from the policy, and NETF is the item asked most often.<br><br><b>Reference:<\/b> \u00a79.10 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 435,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"OLabs and similar virtual laboratories are best used to:\",\r\n    \"options\": [\r\n      \"Grade pupils automatically\",\r\n      \"Replace all practical work\",\r\n      \"Supplement practical work where apparatus or safety limits it\",\r\n      \"Test theory only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Supplement practical work where apparatus or safety limits it<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA virtual laboratory earns its place where <b>a reagent is hazardous, apparatus is scarce, or an experiment is too slow or too expensive<\/b> to perform. It lets a pupil repeat a procedure without consuming materials.<br><br>\\n<b>The principle<\/b><br>\\n<b>A simulation is a supplement to the bench, not a substitute for it.<\/b> A pupil who has only ever performed a titration on a screen has not learnt to handle apparatus, judge a colour change, or cope when something spills.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nReplacing all practical work inverts the relationship. Testing theory and grading automatically are functions of an assessment system, not a virtual laboratory.<br><br>\\n<b>Remember:<\/b> virtual laboratories <b>extend<\/b> practical work; they do not replace it.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 436,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"A school wishes to run NISHTHA training for its staff. It should direct teachers to:\",\r\n    \"options\": [\r\n      \"The UDISE+ portal\",\r\n      \"The NROER repository\",\r\n      \"The SWAYAM portal\",\r\n      \"The DIKSHA platform\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) The DIKSHA platform<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nNISHTHA modules are <b>hosted on DIKSHA<\/b>. A teacher logs into DIKSHA to take NISHTHA \u2014 <b>the point at which the teacher-training scheme joins the platform<\/b>. The two are not alternatives but layers.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>SWAYAM<\/b> \u2014 the MOOC platform for class 9 to post-graduation, not school teacher training.<br>\\n<b>UDISE+<\/b> \u2014 the school data portal.<br>\\n<b>NROER<\/b> \u2014 a repository of resources, not a course platform.<br><br>\\n<b>The practical value of knowing this<\/b><br>\\nA head directing staff to the wrong platform wastes a term. <b>NISHTHA is on DIKSHA.<\/b><br><br><b>Reference:<\/b> \u00a79.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 437,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Which of the following pairs is correctly matched?\",\r\n    \"options\": [\r\n      \"e-Pathshala \u2014 NCERT textbooks and periodicals\",\r\n      \"NDEAR \u2014 a mobile application\",\r\n      \"SWAYAM PRABHA \u2014 a MOOC platform\",\r\n      \"NROER \u2014 a teacher training scheme\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) e-Pathshala \u2014 NCERT textbooks and periodicals<\/b><br><br>\\n<b>Why this pairing is right<\/b><br>\\n<b>e-Pathshala<\/b> genuinely provides <b>NCERT textbooks, audio, video and periodicals<\/b>, in Hindi, English and Urdu.<br><br>\\n<b>Why the others are wrongly matched<\/b><br>\\n<b>SWAYAM PRABHA<\/b> is <b>television<\/b> \u2014 DTH channels on GSAT-15 \u2014 not a MOOC platform. The MOOC platform is <b>SWAYAM<\/b>.<br>\\n<b>NROER<\/b> is a <b>repository<\/b> of open educational resources, not a teacher training scheme. Training is <b>NISHTHA<\/b>.<br>\\n<b>NDEAR<\/b> is an <b>architecture of standards<\/b>, not a mobile application. <b>Nobody logs into it.<\/b><br><br>\\n<b>The recurring test:<\/b> separating <b>architecture, programme, platform and repository<\/b>.<br><br><b>Reference:<\/b> \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 438,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"PM e-VIDYA was designed as a multi-modal programme chiefly because content delivered only online:\",\r\n    \"options\": [\r\n      \"Requires teacher training\",\r\n      \"Costs more to produce\",\r\n      \"Reaches the children who least need help and misses those who most do\",\r\n      \"Cannot be translated\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Reaches the children who least need help and misses those who most do<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nOnline-only delivery <b>reaches the children who least need help and misses those who most do<\/b>. The household with a smartphone and a connection is generally the household already best placed.<br><br>\\n<b>How the five components answer this<\/b><br>\\n<b>DIKSHA<\/b> for those with a device \u00b7 <b>television<\/b> for those with a set but no internet \u00b7 <b>radio<\/b> for those with neither \u00b7 <b>DAISY and ISL<\/b> for children with disabilities \u00b7 <b>online courses<\/b> for university learners.<br><br>\\n<b>The principle<\/b><br>\\n<b>Match the delivery mode to what the household actually has.<\/b> Each component reaches someone the previous one misses.<br><br><b>Reference:<\/b> \u00a79.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 439,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"Consider the following statements about the flipped classroom:\\n1. Content transmission moves to home study and application moves into the classroom.\\n2. The teacher is thereby present for the easier part of learning.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Content transmission moves to home study and application moves into the classroom.<\/b> Pupils meet the material before the lesson; the lesson is spent using it.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThe teacher is present for the <b>difficult<\/b> part, not the easier one. <b>Application and doubt-clearing are where pupils struggle<\/b>; watching a video is not.<br><br>\\n<b>The condition that must be checked first<\/b><br>\\n<b>Every pupil must be able to access the material at home.<\/b> Where a quarter cannot, the model becomes a mechanism of exclusion \u2014 so verify access and provide printed material or a library slot.<br><br><b>Reference:<\/b> \u00a79.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 440,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"An interactive panel installed in a classroom is used only to project slides. This represents:\",\r\n    \"options\": [\r\n      \"An economical use of resources\",\r\n      \"A recommended practice\",\r\n      \"Successful ICT integration\",\r\n      \"A failure of integration, since technology is a means to a pedagogical end\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A failure of integration, since technology is a means to a pedagogical end<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn interactive panel used only to project is <b>a very expensive projector<\/b>. The interactivity \u2014 annotation, manipulation, pupils working at the board, saved lesson artefacts \u2014 is what was paid for and is going unused.<br><br>\\n<b>Why this failure goes unreported<\/b><br>\\n<b>Nothing is broken.<\/b> The equipment functions correctly and is used every day, so no fault appears in any return. <b>The commonest sight in an ICT-equipped school is equipment working perfectly and used at a fraction of its purpose.<\/b><br><br>\\n<b>The principle<\/b><br>\\n<b>Technology is a means to a pedagogical end.<\/b> Ask not whether a device works but <b>what it lets a teacher do that was impossible before<\/b>.<br><br><b>Reference:<\/b> \u00a79.1, \u00a79.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 441,\r\n    \"chapter\": \"DIGITAL EDUCATION\",\r\n    \"question\": \"DIKSHA carries content in more than thirty Indian languages because a national platform is unusable in a state classroom unless it carries:\",\r\n    \"options\": [\r\n      \"The language of instruction\",\r\n      \"A mobile application\",\r\n      \"Video content\",\r\n      \"The latest syllabus\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The language of instruction<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA national platform is unusable in a state classroom unless it carries <b>the language of instruction<\/b>. Content in English alone would exclude most of the country's classrooms at the point of use.<br><br>\\n<b>What makes it possible technically<\/b><br>\\n<b>Unicode<\/b>, which assigns a code point to every character of every script \u2014 and the <b>open-source Sunbird stack<\/b>, which lets a state adapt the platform rather than commission its own.<br><br>\\n<b>The principle<\/b><br>\\n<b>Language is the condition on which a national platform becomes genuinely national.<\/b> The same reasoning underlies the <b>Bhashini<\/b> mission in Chapter 13.<br><br><b>Reference:<\/b> \u00a79.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 442,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"UDISE+ stands for:\",\r\n    \"options\": [\r\n      \"Unique District Identity System for Education Plus\",\r\n      \"Unified District Information System for Education Plus\",\r\n      \"Universal Data Integration System for Education Plus\",\r\n      \"Unified Digital Information System for Enrolment Plus\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Unified District Information System for Education Plus<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUDISE+ is the national school database, maintained by the <b>Department of School Education and Literacy<\/b> under the Ministry of Education, with technical support from <b>NIC<\/b>. It covers <b>every school in the country<\/b> \u2014 government and private, pre-primary to class 12.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nEach substitutes a plausible word \u2014 \\\"Universal Data Integration\\\", \\\"Unique District Identity\\\", \\\"Unified Digital Information\\\" \u2014 for the correct one. The full form is asked directly and must be held exactly.<br><br>\\n<b>Remember:<\/b> the operative words are <b>Unified<\/b>, <b>District<\/b>, <b>Information System<\/b>, <b>Education<\/b>. The \\\"+\\\" marks the 2018-19 shift from paper collection to real-time online entry.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 443,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"The reference date for UDISE+ data collection is:\",\r\n    \"options\": [\r\n      \"1 April\",\r\n      \"30 June\",\r\n      \"30 September\",\r\n      \"31 December\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 30 September<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>30 September<\/b> is the reference date. Every figure in the return describes the school <b>as it stood on that date<\/b> \u2014 not as it stands when the form is filled, which may be months later.<br><br>\\n<b>Why this trips schools up<\/b><br>\\nA clerk filling the return in December naturally enters December's enrolment. That is wrong. A pupil admitted in October must not appear; a pupil who left in November must still appear.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>1 April<\/b> \u2014 the start of the financial and academic year, a tempting but incorrect choice.<br>\\n<b>30 June<\/b> and <b>31 December<\/b> \u2014 quarter and year ends with no statutory role here.<br><br>\\n<b>Remember:<\/b> <b>30 September<\/b> \u2014 and that the date governs the <i>content<\/i> of every figure, not merely the deadline.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 444,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"The UDISE code allotted to a school consists of how many digits?\",\r\n    \"options\": [\r\n      \"12\",\r\n      \"8\",\r\n      \"10\",\r\n      \"11\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 11<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe UDISE code identifying a school is <b>eleven digits<\/b> \u2014 permanent, and unchanged when a school is upgraded or renamed.<br><br>\\n<b>The confusion deliberately set<\/b><br>\\n<b>Twelve digits<\/b> is the length of <b>Aadhaar<\/b> and of <b>APAAR<\/b>, the student ID. Both sit in a school's records alongside the UDISE code, which is why the question is asked.<br><br>\\n<b>The pair to fix<\/b><br>\\n<b>School 11, pupil 12.<\/b> Institution shorter, individual longer.<br><br>\\n<b>The related identifier<\/b><br>\\n<b>PEN<\/b> \u2014 the Permanent Education Number, generated within UDISE+ for each enrolled child.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 445,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about UDISE+:\\n1. It covers government schools only.\\n2. Data is entered online by the school itself in real time.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nUDISE+ does <b>not<\/b> cover government schools alone. It covers <b>every school<\/b> from pre-primary to class 12 \u2014 government, aided and private unaided alike. A private school that fails to file is as much in default as a government one.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nData is <b>entered online by the school itself<\/b>, in real time. This is the defining change from UDISE to UDISE+.<br><br>\\n<b>Remember:<\/b> the coverage is <b>universal<\/b>. Any option restricting UDISE+ to government schools is wrong on that ground alone.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 446,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"UDISE was replaced by UDISE+ from the year:\",\r\n    \"options\": [\r\n      \"2018\u201319\",\r\n      \"2020\u201321\",\r\n      \"2012\u201313\",\r\n      \"2015\u201316\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 2018\u201319<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUDISE+ replaced UDISE from <b>2018-19<\/b>. The essential change was not cosmetic: data is now <b>entered online by the school itself, in real time<\/b>, rather than collected on paper and keyed in later by someone else.<br><br>\\n<b>Why the change matters to a head<\/b><br>\\nIt moves responsibility. Under the old system an error could be blamed on transcription; under the new one the school enters and <b>certifies<\/b> its own figures, and the head signs for their accuracy.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>2012-13<\/b> \u2014 when UDISE itself began. <b>2015-16<\/b> and <b>2021-22<\/b> \u2014 no transition occurred in either.<br><br>\\n<b>Remember:<\/b> UDISE <b>2012-13<\/b> \u2192 UDISE+ <b>2018-19<\/b>.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 447,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"APAAR is popularly described as:\",\r\n    \"options\": [\r\n      \"One Nation, One Ration Card\",\r\n      \"One Nation, One Student ID\",\r\n      \"One Nation, One Digital Platform\",\r\n      \"One Class, One TV Channel\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) One Nation, One Student ID<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>APAAR<\/b> \u2014 the Automated Permanent Academic Account Registry \u2014 gives each learner a <b>lifelong academic identity<\/b>, envisaged under NEP 2020 and built within the NDEAR framework. It is popularly called <b>\\\"One Nation, One Student ID\\\"<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>One Nation One Digital Platform<\/b> \u2014 <b>DIKSHA<\/b>.<br>\\n<b>One Class One TV Channel<\/b> \u2014 <b>SWAYAM PRABHA<\/b> under PM e-VIDYA.<br>\\n<b>One Nation One Ration Card<\/b> \u2014 a food security scheme, outside education entirely.<br><br>\\n<b>Remember the three education slogans together:<\/b> DIKSHA = one digital platform \u00b7 SWAYAM PRABHA = one channel per class \u00b7 APAAR = one student ID.<br><br><b>Reference:<\/b> \u00a710.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 448,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"The APAAR ID consists of how many digits?\",\r\n    \"options\": [\r\n      \"10\",\r\n      \"11\",\r\n      \"12\",\r\n      \"16\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 12<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe APAAR ID is <b>twelve digits<\/b> \u2014 the same length as Aadhaar, and generated with reference to it, though it is a <b>distinct identifier<\/b> and not Aadhaar itself.<br><br>\\n<b>The safeguard that goes with it<\/b><br>\\nBecause the holder is a child, generating an APAAR ID requires <b>verifiable parental consent<\/b> under the DPDP Act, 2023. A school may not create one on its own initiative.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>11 digits<\/b> \u2014 the <b>UDISE code<\/b>, which identifies the <i>school<\/i>. This is the pairing most often confused.<br>\\n<b>10<\/b> and <b>16 digits<\/b> \u2014 no identifier in this system uses either.<br><br>\\n<b>Remember:<\/b> <b>school 11, pupil 12.<\/b><br><br><b>Reference:<\/b> \u00a710.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 449,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. UDISE code<\/td><td>1. Holds and transfers academic credits<\/td><\/tr><tr><td>B. PEN<\/td><td>2. Identifies a school<\/td><\/tr><tr><td>C. APAAR<\/td><td>3. Lifelong academic account of a learner<\/td><\/tr><tr><td>D. ABC<\/td><td>4. Identifies a pupil within UDISE+<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-1, C-4, D-3\",\r\n      \"A-1, B-2, C-4, D-3\",\r\n      \"A-3, B-2, C-4, D-1\",\r\n      \"A-2, B-4, C-3, D-1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-2, B-4, C-3, D-1<\/b><br><br>\\n<b>The four identifiers, distinguished<\/b><br>\\n<b>UDISE code<\/b> \u2014 identifies a <b>school<\/b>. Eleven digits, permanent.<br>\\n<b>PEN<\/b> \u2014 the Permanent Education Number, identifies a <b>pupil within UDISE+<\/b>. It is what allows the system to follow a child from one school to another.<br>\\n<b>APAAR<\/b> \u2014 a <b>lifelong academic account<\/b> for the learner, twelve digits, envisaged under NEP 2020.<br>\\n<b>ABC<\/b> \u2014 the Academic Bank of Credits, which <b>holds and transfers academic credits<\/b> like a bank holding deposits.<br><br>\\n<b>Why the set is examined together<\/b><br>\\nAll four are identifiers in the same ecosystem and are routinely confused. The clean separation is: <b>UDISE identifies the institution; PEN and APAAR identify the learner; ABC holds what the learner has earned.<\/b><br><br><b>Reference:<\/b> \u00a710.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 450,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about the Permanent Education Number:\\n1. It is generated within UDISE+ for each enrolled child.\\n2. It allows the system to distinguish a pupil who has transferred from one who has dropped out.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe <b>PEN is generated within UDISE+ for each enrolled child<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIt <b>allows the system to distinguish a pupil who has transferred from one who has dropped out<\/b>.<br><br>\\n<b>Why the second is a genuine advance<\/b><br>\\nBefore the PEN, a child leaving School A and joining School B appeared as <b>one drop-out and one fresh admission<\/b>. Drop-out figures were overstated and enrolment double-counted. Because the number follows the pupil, the system can now <b>match the exit against the entry<\/b> \u2014 a distinction it simply could not make before.<br><br><b>Reference:<\/b> \u00a710.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 451,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"The Performance Grading Index grades:\",\r\n    \"options\": [\r\n      \"States and districts\",\r\n      \"Individual pupils\",\r\n      \"Individual schools\",\r\n      \"Individual teachers\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) States and districts<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>PGI grades states and districts<\/b>, assessing them across domains \u2014 <b>outcomes, access, infrastructure, equity and governance<\/b> \u2014 drawing largely on UDISE+ data.<br><br>\\n<b>Why the distractor is tempting<\/b><br>\\nCandidates assume that because the data comes from schools, the grading must be of schools. It is not. But the connection is real in the other direction: <b>a district's grade rests directly on the accuracy of the returns its schools file<\/b>. Careless entry by one school degrades the district's standing.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nIndividual teachers and individual pupils are never graded by the PGI.<br><br>\\n<b>Remember:<\/b> <b>PGI grades governments, not schools.<\/b><br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 452,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"The Data Capture Format in UDISE+ collects information on all of the following EXCEPT:\",\r\n    \"options\": [\r\n      \"Teachers by qualification\",\r\n      \"The personal bank balances of staff\",\r\n      \"Toilets and drinking water\",\r\n      \"Enrolment by class, gender and social category\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The personal bank balances of staff<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nThe DCF collects <b>institutional data<\/b>. Staff members' private finances have no bearing on school planning, and collecting them would breach the DPDP Act's principle of <b>purpose limitation<\/b>.<br><br>\\n<b>What the DCF does collect<\/b><br>\\n<b>School profile<\/b> \u2014 management, category, medium of instruction.<br>\\n<b>Infrastructure<\/b> \u2014 classrooms, toilets, drinking water, electricity, ramps, library.<br>\\n<b>Teachers<\/b> \u2014 number, qualification, training.<br>\\n<b>Enrolment<\/b> \u2014 by class, gender and social category.<br>\\n<b>Incentives and results.<\/b><br><br>\\n<b>In one line:<\/b> the DCF describes <b>the school and its pupils<\/b>, never the private affairs of its staff.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 453,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"A clerk is about to enter names for the List of Candidates for a board examination. The correct source to copy from is:\",\r\n    \"options\": [\r\n      \"Memory\",\r\n      \"The class attendance register\",\r\n      \"The admission register\",\r\n      \"Last year's LOC\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The admission register<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>admission register<\/b> is the authoritative source, compiled at entry from the documents actually produced. Every subsequent record should be copied from it.<br><br>\\n<b>Why the stakes are so high here<\/b><br>\\n<b>Whatever is entered is printed on the admit card, the marksheet and the certificate<\/b>, and a later correction requires <b>a formal application and months of waiting<\/b>. A spelling entered wrongly follows the pupil for life.<br><br>\\n<b>Why last year's LOC is the dangerous option<\/b><br>\\nIt <b>perpetuates any error already present<\/b>. <b>Every figure should trace to a register, never to a previous return.<\/b><br><br><b>Reference:<\/b> \u00a710.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 454,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about OMR answer sheets:\\n1. A partly erased mark may still be read by the scanner.\\n2. Stray marks anywhere on the sheet can affect the reading.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA <b>partly erased mark may still be read<\/b>. The scanner measures darkness at a position; a smudge left after erasing can cross the threshold and register as a second answer, invalidating the response.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Stray marks anywhere on the sheet can affect the reading.<\/b> A doodle, a tick or a tea stain in the wrong place may be interpreted as data.<br><br>\\n<b>The underlying reason<\/b><br>\\nOMR <b>recognises no characters and interprets nothing<\/b>. It detects only the presence or absence of a mark at a defined position. It cannot tell an answer from an accident.<br><br>\\n<b>The rules that follow:<\/b> darken completely, keep the sheet clean, and <b>never erase<\/b>.<br><br><b>Reference:<\/b> \u00a710.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 455,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Under section 12(1)(c) of the RTE Act, admission to the reserved category in private unaided schools is normally decided by:\",\r\n    \"options\": [\r\n      \"The order of application\",\r\n      \"A written test\",\r\n      \"An interview of the parents\",\r\n      \"A computerised random draw of lots\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A computerised random draw of lots<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nWhere applications exceed seats, allotment under section 12(1)(c) is made by <b>computerised random draw<\/b>. Randomisation is chosen because it makes fairness <b>demonstrable rather than merely asserted<\/b> \u2014 nobody, including the head, can influence the outcome.<br><br>\\n<b>Why the others are wrong and unlawful<\/b><br>\\n<b>A written test<\/b> \u2014 screening at entry is prohibited for this category; it would defeat the section's purpose.<br>\\n<b>An interview of parents<\/b> \u2014 expressly barred, being the classic route by which social selection re-enters.<br>\\n<b>Order of application<\/b> \u2014 rewards the parent with the earliest information and the least work, not the child with the greatest need.<br><br>\\n<b>Remember:<\/b> the design removes discretion from <b>the point at which pressure is applied<\/b>.<br><br><b>Reference:<\/b> \u00a710.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 456,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"All of the following are gains of an online admission system EXCEPT:\",\r\n    \"options\": [\r\n      \"Automatic exclusion of families without a smartphone\",\r\n      \"Data flowing onward into UDISE+ without re-entry\",\r\n      \"An unalterable audit trail\",\r\n      \"Removal of discretion from the point of pressure\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Automatic exclusion of families without a smartphone<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>It is a failure of the system, not a gain.<\/b> A family without a device is precisely the family the RTE reservation exists to serve, and an online-only process converts a right into a privilege of the connected.<br><br>\\n<b>The remedy that must accompany the system<\/b><br>\\nA <b>facilitation counter<\/b> at the school, or referral to a <b>Common Service Centre<\/b> \u2014 not a courtesy but a necessary part of the design.<br><br>\\n<b>Why the others are genuine gains<\/b><br>\\nAn unalterable <b>audit trail<\/b>; <b>removal of discretion from the point of pressure<\/b>; and data flowing into UDISE+ <b>without re-entry<\/b>.<br><br>\\n<b>The chapter's test:<\/b> <b>has anybody been shut out who was previously let in?<\/b><br><br><b>Reference:<\/b> \u00a710.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 457,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"A parent cannot complete an online admission form for want of a smartphone. The school should:\",\r\n    \"options\": [\r\n      \"Refuse the application\",\r\n      \"Direct the parent to a Common Service Centre or provide a facilitation counter\",\r\n      \"Ask the parent to borrow a phone\",\r\n      \"Complete the form without documents\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Direct the parent to a Common Service Centre or provide a facilitation counter<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Common Service Centre<\/b> exists precisely for this: an <b>assisted access point where a person can be helped through a process by another person<\/b>, run by a Village Level Entrepreneur. A school may equally staff a counter of its own during an admission window.<br><br>\\n<b>The principle<\/b><br>\\n<b>An access point staffed by a human being is not a lesser form of digital service; for a large part of the population it is the only form that works.<\/b><br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Refuse the application<\/b> \u2014 denies a right on a technological ground the law does not recognise.<br>\\n<b>Ask the parent to borrow a phone<\/b> \u2014 shifts a public obligation onto the household.<br>\\n<b>Complete it without documents<\/b> \u2014 confuses two separate problems.<br><br><b>Reference:<\/b> \u00a710.4, \u00a713.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 458,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Under the RTE Act, a child may be denied admission for want of documents:\",\r\n    \"options\": [\r\n      \"Always\",\r\n      \"Only if the parents refuse to cooperate\",\r\n      \"Never\",\r\n      \"Only in private schools\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Never<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe RTE Act provides that <b>no child shall be denied admission for lack of documents<\/b>. A child without a birth certificate, transfer certificate or address proof must still be admitted, with age determined by such means as are available.<br><br>\\n<b>The practical trap for a school<\/b><br>\\nAn admission portal that <b>refuses to accept an application until a document field is completed<\/b> looks like a legal requirement but is only an <b>administrative obstacle<\/b>. The correct response is to seek the alternative route from the authority \u2014 never to turn the family away because the software insisted.<br><br>\\n<b>The parallel provision<\/b><br>\\nThe same reasoning governs Aadhaar after the 2018 judgment: <b>no child may be denied admission or benefit for want of an Aadhaar number.<\/b><br><br>\\n<b>Remember:<\/b> <b>a portal cannot create a legal condition that the statute forbids.<\/b><br><br><b>Reference:<\/b> \u00a710.4, \u00a713.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 459,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"PFMS is used for:\",\r\n    \"options\": [\r\n      \"Recording attendance\",\r\n      \"Storing certificates\",\r\n      \"Conducting online examinations\",\r\n      \"Tracking the release and utilisation of government funds\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Tracking the release and utilisation of government funds<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Public Financial Management System<\/b> follows money <b>from sanction to final beneficiary<\/b> \u2014 which department released it, through which agency it passed, and whether it was spent for the purpose sanctioned.<br><br>\\n<b>Why a school head meets it<\/b><br>\\nGrants to the school flow through PFMS, and the <b>utilisation certificate<\/b> filed against them determines whether the next instalment is released. Delay in filing holds up the next release.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nOnline examinations, attendance and certificate storage are handled by entirely separate systems \u2014 the last by <b>DigiLocker<\/b>.<br><br>\\n<b>Remember:<\/b> PFMS is about <b>money and its trail<\/b>. Where a question mentions funds, sanction or utilisation, PFMS is the likely answer.<br><br><b>Reference:<\/b> \u00a710.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 460,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. PFMS<\/td><td>1. Government procurement marketplace<\/td><\/tr><tr><td>B. DBT<\/td><td>2. Pays a benefit into the beneficiary's own account<\/td><\/tr><tr><td>C. GeM<\/td><td>3. Moves files and approvals electronically<\/td><\/tr><tr><td>D. e-Office<\/td><td>4. Tracks release and utilisation of funds<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-1, B-4, C-2, D-3\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-2, B-3, C-4, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-4, B-2, C-1, D-3<\/b><br><br>\\n<b>The four systems, distinguished<\/b><br>\\n<b>PFMS<\/b> \u2014 tracks the <b>release and utilisation<\/b> of funds, from sanction to beneficiary.<br>\\n<b>DBT<\/b> \u2014 Direct Benefit Transfer, paying a benefit <b>into the beneficiary's own account<\/b>, removing intermediaries.<br>\\n<b>GeM<\/b> \u2014 the Government e-Marketplace, through which public bodies <b>procure goods and services<\/b>, with rates and vendors visible to all.<br>\\n<b>e-Office<\/b> \u2014 moves <b>files and approvals electronically<\/b>, replacing the physical file and its noting sheet.<br><br>\\n<b>Why they are set together<\/b><br>\\nAll four appear in the routine administration of a government school within a single session, and all four are easily confused because each concerns a different stage of the same money: <b>sanctioned (PFMS), spent (GeM), transferred (DBT), approved (e-Office)<\/b>.<br><br><b>Reference:<\/b> \u00a710.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 461,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"A utilisation certificate is required in order to:\",\r\n    \"options\": [\r\n      \"Verify pupil attendance\",\r\n      \"Certify that a grant has been spent for the purpose sanctioned\",\r\n      \"Register a school on UDISE+\",\r\n      \"Appoint a teacher\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Certify that a grant has been spent for the purpose sanctioned<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA UC formally certifies that money released for a stated purpose <b>was spent on that purpose<\/b>. It is the accounting counterpart of the sanction.<br><br>\\n<b>Why it has an immediate practical cost<\/b><br>\\n<b>Delay in filing a UC holds up the next release.<\/b> It appears as an indicator on departmental dashboards, so an outstanding certificate is visible to the district long before anyone writes to ask.<br><br>\\n<b>Where it sits in the financial chain<\/b><br>\\n<b>PFMS<\/b> tracks release and utilisation; the UC is the school's certification within that chain; <b>DBT<\/b> pays benefits directly to individuals.<br><br>\\n<b>In one line:<\/b> <b>no utilisation certificate, no next instalment.<\/b><br><br><b>Reference:<\/b> \u00a710.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 462,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"GeM is the portal through which government bodies:\",\r\n    \"options\": [\r\n      \"Register schools\",\r\n      \"Recruit staff\",\r\n      \"Procure goods and services\",\r\n      \"File income tax returns\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Procure goods and services<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Government e-Marketplace<\/b> is the platform on which public bodies buy goods and services. <b>Rates and vendors are visible to all<\/b>, which is the transparency argument for making it the default route.<br><br>\\n<b>Where a school meets it<\/b><br>\\nPurchases of furniture, laboratory equipment, computers and stationery are routed through GeM. In the e-governance models of Chapter 13, this is a <b>G2B<\/b> transaction \u2014 government dealing with business.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nRecruitment, tax filing and school registration each have their own portals.<br><br>\\n<b>Remember:<\/b> <b>GeM = buying.<\/b> If the question involves a purchase by a public body, GeM is the answer.<br><br><b>Reference:<\/b> \u00a710.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 463,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about biometric attendance for pupils:\\n1. A biometric template is sensitive personal data.\\n2. Unlike a password, it cannot be changed if it leaks.\\n3. A manual register becomes unnecessary once biometrics are installed.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA biometric template is <b>sensitive personal data<\/b>, and unlike a password it <b>cannot be changed if it leaks<\/b>. A child whose fingerprint template is compromised carries that exposure for life.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA manual register does <b>not<\/b> become unnecessary. Scanners fail, fingers are worn by work or weather, and a young child's ridges may not read reliably. <b>A child must never be marked absent because a scanner could not read a finger.<\/b> The manual register is the fallback that protects the pupil from the technology.<br><br>\\n<b>What a head should establish before adopting it<\/b><br>\\n<b>What is collected, where it is stored, who can reach it, and when it is destroyed<\/b> \u2014 in writing, before installation.<br><br><b>Reference:<\/b> \u00a710.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 464,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"AEBAS refers to:\",\r\n    \"options\": [\r\n      \"Automated Examination Board Assessment System\",\r\n      \"All India Educational Board Accreditation Scheme\",\r\n      \"Aadhaar Enabled Bank Account Service\",\r\n      \"Aadhaar Enabled Biometric Attendance System\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Aadhaar Enabled Biometric Attendance System<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>AEBAS<\/b> is the system used for <b>government staff attendance<\/b>, authenticating a person against their Aadhaar biometric at the point of arrival.<br><br>\\n<b>Note the distinction from AePS<\/b><br>\\n<b>AePS<\/b> \u2014 the Aadhaar enabled <b>Payment<\/b> System \u2014 allows banking by fingerprint with no card or smartphone. Both begin \\\"Aadhaar enabled\\\" and both use biometrics, but one records attendance and the other moves money. The similarity of the abbreviations is exactly why they are offered together.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nThe remaining options invent plausible expansions around the same initials.<br><br>\\n<b>Remember:<\/b> <b>AEBAS \u2014 attendance. AePS \u2014 payment.<\/b><br><br><b>Reference:<\/b> \u00a710.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 465,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"A dashboard earns its place in school administration only if:\",\r\n    \"options\": [\r\n      \"A decision follows from it\",\r\n      \"It is printed monthly\",\r\n      \"It uses several colours\",\r\n      \"It contains many indicators\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A decision follows from it<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe test of a dashboard is <b>consequence<\/b>. If nobody acts differently because of what it shows, it has cost effort and produced nothing.<br><br>\\n<b>The failure mode<\/b><br>\\n<b>A dashboard that is read and filed is a report wearing a different name.<\/b> It carries the appearance of management without its substance.<br><br>\\n<b>What a workable dashboard looks like<\/b><br>\\n<b>Six to eight indicators<\/b>, each with a <b>comparison<\/b> (against last year, or against the block) and a <b>trend<\/b>. A dashboard carrying forty numbers communicates nothing \u2014 the same discipline as the 6\u00d76 guideline for slides.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nQuantity of indicators, frequency of printing and use of colour are all cosmetic. None makes a decision more likely.<br><br><b>Reference:<\/b> \u00a710.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 466,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Vidya Samiksha Kendra is best described as a centre for:\",\r\n    \"options\": [\r\n      \"Teacher recruitment\",\r\n      \"Real-time monitoring of education data\",\r\n      \"Textbook printing\",\r\n      \"Examination conduct\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Real-time monitoring of education data<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>Vidya Samiksha Kendra<\/b> is a centre for <b>real-time monitoring of education data<\/b>, bringing UDISE+, attendance, assessment and platform data into one place for continuous review. Envisaged in <b>NEP 2020<\/b> and established at national and state level.<br><br>\\n<b>What it changes for a school<\/b><br>\\nFigures a school enters are <b>no longer read once a year in an annual report<\/b>. They are visible continuously \u2014 which raises the cost of careless entry and shortens the time before a question is asked.<br><br>\\n<b>The name explains it<\/b><br>\\n<i>Samiksha<\/i> means review. The centre exists to <b>look at data<\/b>, not to collect or to teach.<br><br><b>Reference:<\/b> \u00a710.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 467,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Arrange the stages of an online admission cycle in the correct order:\\n1. Verification of documents by the school\\n2. Publication of the schedule and criteria\\n3. Computerised draw of lots\\n4. Online application and document upload\",\r\n    \"options\": [\r\n      \"2, 3, 4, 1\",\r\n      \"2, 4, 1, 3\",\r\n      \"2, 4, 3, 1\",\r\n      \"4, 2, 3, 1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 2, 4, 3, 1<\/b><br><br>\\n<b>The correct sequence<\/b><br>\\n<b>1. Publication of the schedule and criteria<\/b> \u2014 before anything else.<br>\\n<b>2. Online application and document upload<\/b> \u2014 by parents, within the window.<br>\\n<b>3. Computerised draw of lots<\/b> \u2014 where applications exceed seats.<br>\\n<b>4. Verification of documents by the school<\/b> \u2014 of those allotted.<br><br>\\n<b>Why the first step must be first<\/b><br>\\nPublishing the criteria <b>before applications open<\/b> removes the possibility of a rule being framed once the applicants are known. A criterion announced afterwards can always be suspected of having been chosen to fit a particular child.<br><br>\\n<b>Note the position of verification<\/b><br>\\nIt comes <b>after<\/b> the draw, not before \u2014 the school checks the allotment, it does not screen the field.<br><br><b>Reference:<\/b> \u00a710.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 468,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Which of the following is NOT among the four practices that hold data quality in place?\",\r\n    \"options\": [\r\n      \"Reading the certification before signing\",\r\n      \"Named responsibility for each return\",\r\n      \"Verification against the source register\",\r\n      \"Copying last year's return and adjusting it\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Copying last year's return and adjusting it<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nCopying forward <b>perpetuates every error already present<\/b> and adds the new year's. An error introduced once persists indefinitely, growing harder to trace because nobody remembers where it entered.<br><br>\\n<b>The rule it violates<\/b><br>\\n<b>Every figure should be traced to a register, never to a previous return.<\/b> The register is the source; the return is a derivative.<br><br>\\n<b>The four genuine practices<\/b><br>\\n<b>Named responsibility<\/b> for each return, so \\\"the office fills it\\\" is never the answer.<br>\\n<b>Verification against the source register.<\/b><br>\\n<b>Reading the certification before signing<\/b>, since the signature is a legal act.<br>\\n<b>A calendar of deadlines<\/b>, since portal windows do not reopen.<br><br><b>Reference:<\/b> \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 469,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"An audit finds the same pupil entered twice in UDISE+. The most effective preventive measure is:\",\r\n    \"options\": [\r\n      \"Reconciling the portal against the admission and withdrawal register each term, using the PEN\",\r\n      \"Waiting for the next cycle\",\r\n      \"Reporting the clerk\",\r\n      \"Deleting one entry quietly\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Reconciling the portal against the admission and withdrawal register each term, using the PEN<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Duplicate enrolment inflates the figures that determine grants<\/b>, and it is the first thing an audit looks for. The preventive control is <b>periodic reconciliation<\/b> against the source registers, using the <b>PEN<\/b> \u2014 which exists precisely to identify the same pupil twice.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Deleting one entry quietly<\/b> \u2014 conceals the error and leaves the cause in place, so it recurs next term.<br>\\n<b>Waiting for the next cycle<\/b> \u2014 leaves inflated figures governing an entire session.<br>\\n<b>Reporting the clerk<\/b> \u2014 attributes to an individual what is a failure of control, and guarantees the next error is hidden rather than reported.<br><br>\\n<b>The principle:<\/b> fix the <b>process<\/b>, not the person.<br><br><b>Reference:<\/b> \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 470,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"On-screen evaluation of answer scripts is advantageous chiefly because it:\",\r\n    \"options\": [\r\n      \"Reduces the number of examiners needed\",\r\n      \"Shortens the result cycle and leaves a record of every mark awarded\",\r\n      \"Eliminates the need for moderation\",\r\n      \"Removes the need for question papers\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Shortens the result cycle and leaves a record of every mark awarded<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nScripts are scanned and distributed electronically, so <b>no physical movement is required<\/b> and evaluation can proceed in parallel. Every mark awarded is <b>recorded against the evaluator<\/b>, which makes both audit and re-evaluation straightforward.<br><br>\\n<b>A further gain<\/b><br>\\nA script can be <b>checked by a second examiner without being transported<\/b>, which makes moderation practical rather than exceptional.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Reduces examiner numbers<\/b> \u2014 the same scripts still need reading.<br>\\n<b>Removes the need for moderation<\/b> \u2014 it makes moderation easier, not unnecessary.<br>\\n<b>Removes the need for question papers<\/b> \u2014 unrelated.<br><br>\\n<b>Remember:<\/b> the gains are <b>speed and traceability<\/b>.<br><br><b>Reference:<\/b> \u00a710.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 471,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"GIGO applied to school administration means that:\",\r\n    \"options\": [\r\n      \"Errors are always visible\",\r\n      \"A portal corrects wrong entries automatically\",\r\n      \"A portal accepts what is entered and computes faithfully upon it\",\r\n      \"Data entry is optional\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A portal accepts what is entered and computes faithfully upon it<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Garbage In, Garbage Out.<\/b> A portal <b>accepts what is entered and computes faithfully upon it<\/b>. It validates <i>format<\/i>, not <i>truth<\/i>.<br><br>\\n<b>The example that makes it concrete<\/b><br>\\nA date of birth typed as <b>2013 instead of 2003<\/b> is a perfectly well-formed date. It produces <b>no error message, no warning and no visible fault<\/b> \u2014 and follows the pupil onto the admit card and the certificate.<br><br>\\n<b>Why this is the chapter's organising idea<\/b><br>\\nGrants, teacher posts, indices and dashboards all rest on figures a school entered. <b>The head stands where data enters the system<\/b> \u2014 and nothing above that point can correct what is wrong below it.<br><br><b>Reference:<\/b> \u00a710.8, \u00a71.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 472,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about digitisation of school records:\\n1. Digitisation removes the legal duty to maintain the admission register.\\n2. Retention periods for statutory records are unaffected by the existence of a portal.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nDigitisation does <b>not<\/b> remove the legal duty to maintain the admission register. The register remains a statutory record; the portal is an additional copy, not a replacement. <b>Digitisation adds a copy; it does not remove a duty.<\/b><br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Retention periods for statutory records are unaffected by the existence of a portal.<\/b> A record required to be kept for a prescribed period must still be kept, in the prescribed form, whatever else exists electronically.<br><br>\\n<b>Why this matters under the RTI Act<\/b><br>\\nAn application can only be answered from what exists. A file that cannot be found is, in practice, <b>information denied<\/b> \u2014 so record-keeping is what makes the right meaningful.<br><br><b>Reference:<\/b> \u00a710.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 473,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"The National Scholarship Portal requires, as a step in its chain:\",\r\n    \"options\": [\r\n      \"Approval by the class teacher only\",\r\n      \"Payment by the school\",\r\n      \"A written examination\",\r\n      \"Verification by the institution\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Verification by the institution<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe chain runs: <b>pupil applies \u2192 institution verifies \u2192 department sanctions \u2192 DBT into the pupil's account<\/b>. The school's verification is a mandatory link, confirming that the applicant is enrolled and belongs to the category claimed.<br><br>\\n<b>Why this is a real responsibility<\/b><br>\\n<b>A delay at the school stops the payment reaching the pupil.<\/b> Nothing further in the chain can proceed, and the pupil \u2014 who may have no other means \u2014 waits. The verification window closes, and a missed window costs a full cycle.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nThe class teacher's approval has no separate standing; the school pays nothing; no examination is involved.<br><br>\\n<b>Remember:<\/b> in the scholarship chain the school is a <b>gate<\/b>, and a gate left shut stops everything behind it.<br><br><b>Reference:<\/b> \u00a713.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 474,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Which of the following is the correct expansion of DBT?\",\r\n    \"options\": [\r\n      \"Direct Benefit Transfer\",\r\n      \"Digital Banking Terminal\",\r\n      \"District Budget Tracking\",\r\n      \"Direct Beneficiary Trust\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Direct Benefit Transfer<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Direct Benefit Transfer<\/b> \u2014 a scholarship, allowance or subsidy paid <b>into the beneficiary's own bank account<\/b>, removing intermediaries and the leakage that came with them.<br><br>\\n<b>What made it possible at scale<\/b><br>\\nThe <b>JAM trinity<\/b>: <b>J<\/b>an Dhan accounts to pay into, <b>A<\/b>adhaar for identity, <b>M<\/b>obile for the channel. Without all three, direct transfer could not have operated nationally.<br><br>\\n<b>Where a school meets it<\/b><br>\\nAt the <b>end of the scholarship chain<\/b> \u2014 pupil applies on the NSP, <b>school verifies<\/b>, department sanctions, DBT transfers. A delay at the school stops the payment reaching the pupil.<br><br><b>Reference:<\/b> \u00a710.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 475,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"The Academic Bank of Credits holds credits in a manner analogous to:\",\r\n    \"options\": [\r\n      \"A library catalogue\",\r\n      \"A bank holding deposits\",\r\n      \"A postal register\",\r\n      \"An examination hall\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A bank holding deposits<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe analogy is exact and deliberate. Credits are <b>deposited<\/b> as they are earned, <b>held<\/b> in an account, <b>transferred<\/b> between institutions, and <b>redeemed<\/b> towards a qualification.<br><br>\\n<b>What it makes possible<\/b><br>\\n<b>Multiple entry and multiple exit<\/b> under NEP 2020 \u2014 a learner may leave after one year with a certificate, return three years later, and find the earlier credits still counting.<br><br>\\n<b>Why the others fail as analogies<\/b><br>\\nA <b>library catalogue<\/b> lists holdings but transfers nothing; a <b>postal register<\/b> records despatch, not accumulation; an <b>examination board<\/b> assesses but does not store credits across institutions.<br><br><b>Reference:<\/b> \u00a710.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 476,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"All of the following are records a school must continue to maintain despite digitisation EXCEPT:\",\r\n    \"options\": [\r\n      \"The cumulative record card\",\r\n      \"Transfer certificate counterfoils\",\r\n      \"A printout of every email received\",\r\n      \"The admission and withdrawal register\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A printout of every email received<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nThere is <b>no requirement to print every email received<\/b>. Emails are records in their own right and are retained electronically; printing them creates volume without adding integrity.<br><br>\\n<b>Why the others must be maintained<\/b><br>\\nThe <b>admission and withdrawal register<\/b>, the <b>cumulative record card<\/b> and <b>transfer certificate counterfoils<\/b> are <b>records in the legal sense with defined retention periods<\/b>.<br><br>\\n<b>The principle<\/b><br>\\n<b>Digitisation adds a copy; it does not remove a duty.<\/b> A portal does not discharge the obligation to maintain a statutory register, and retention periods are unaffected by its existence.<br><br><b>Reference:<\/b> \u00a710.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 477,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"A pupil's name is spelt differently in the admission register and on the board marksheet. The most likely consequence is:\",\r\n    \"options\": [\r\n      \"Automatic correction by the portal\",\r\n      \"Cancellation of the result\",\r\n      \"No consequence at all\",\r\n      \"Blocked scholarship, admission or certificate issue until corrected\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Blocked scholarship, admission or certificate issue until corrected<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA discrepancy between documents <b>blocks a scholarship, an admission or a certificate until it is corrected<\/b>. Verification systems match names exactly, and a single letter defeats them.<br><br>\\n<b>Why correction is not simple<\/b><br>\\nIt requires a <b>formal application, supporting affidavits and months of waiting<\/b> \u2014 often longer than the window in which the benefit was needed.<br><br>\\n<b>The prevention<\/b><br>\\n<b>One authoritative source \u2014 the admission register \u2014 with every subsequent entry copied from it.<\/b> Not from memory, not from the attendance register, and never from last year's return.<br><br>\\n<b>The portal will not help:<\/b> it accepts any well-formed name.<br><br><b>Reference:<\/b> \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 478,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about a school dashboard:\\n1. Six to eight indicators, each with a comparison and a trend, is a workable limit.\\n2. A dashboard carrying forty numbers communicates more than one carrying eight.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Six to eight indicators, each with a comparison and a trend, is a workable limit.<\/b> A number alone means little; against last year, or against the block, it acquires meaning.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>Forty numbers communicate nothing.<\/b> Attention is finite, and a dashboard that must be studied is a report wearing a different name.<br><br>\\n<b>The same discipline elsewhere<\/b><br>\\nIt is exactly the <b>6\u00d76 guideline<\/b> for slides: crowding defeats communication in either medium.<br><br>\\n<b>The test of a dashboard:<\/b> <b>does a decision follow from it?<\/b><br><br><b>Reference:<\/b> \u00a710.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 479,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Data gathered principally to be reported upward, as against data gathered to be acted on, tends to:\",\r\n    \"options\": [\r\n      \"Drift toward whatever looks best\",\r\n      \"Be collected more often\",\r\n      \"Require less verification\",\r\n      \"Be more accurate\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Drift toward whatever looks best<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nData collected chiefly for <b>upward reporting drifts toward whatever looks best<\/b>. Nobody need lie deliberately: the pressure operates through rounding, optimistic classification and quiet omission of what is awkward.<br><br>\\n<b>The contrast<\/b><br>\\n<b>Data gathered to be acted on must be honest, because the person acting on it is the person who collected it.<\/b> A teacher who inflates her own class's reading levels misleads only herself when planning tomorrow's lesson.<br><br>\\n<b>What follows for a head<\/b><br>\\nThe remedy is not exhortation but <b>purpose<\/b>. Give the school a use for its own data and accuracy follows without being demanded.<br><br><b>Reference:<\/b> \u00a710.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 480,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Internal assessment marks uploaded against the wrong roll number are best prevented by:\",\r\n    \"options\": [\r\n      \"Uploading quickly\",\r\n      \"Cross-checking the roll number against the mark register before submission\",\r\n      \"Uploading twice\",\r\n      \"Waiting until the last day\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Cross-checking the roll number against the mark register before submission<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Cross-checking the roll number against the mark register before submission<\/b> catches the error while it can still be corrected.<br><br>\\n<b>Why correction afterwards is so difficult<\/b><br>\\n<b>The upload window does not reopen<\/b>, and the correction route is formal and slow. A mark against the wrong pupil harms two children at once \u2014 one wrongly credited, one wrongly denied.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>Uploading quickly<\/b> increases the error rate.<br>\\n<b>Uploading twice<\/b> may duplicate rather than correct.<br>\\n<b>Waiting until the last day<\/b> removes any margin to fix what is found.<br><br>\\n<b>The general rule:<\/b> verify <b>before<\/b> submission, since almost every portal window is fixed.<br><br><b>Reference:<\/b> \u00a710.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 481,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. UDISE+<\/td><td>1. National school database<\/td><\/tr><tr><td>B. NSP<\/td><td>2. Fund release and utilisation<\/td><\/tr><tr><td>C. PFMS<\/td><td>3. Scholarship applications<\/td><\/tr><tr><td>D. DigiLocker<\/td><td>4. Issued certificates and marksheets<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-3, B-2, C-1, D-4\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-1, B-3, C-2, D-4<\/b><br><br>\\n<b>The four systems<\/b><br>\\n<b>UDISE+<\/b> \u2014 the <b>national school database<\/b>. Reference date 30 September; 11-digit school code.<br>\\n<b>NSP<\/b> \u2014 the National Scholarship Portal, for <b>scholarship applications<\/b>, with the school verifying.<br>\\n<b>PFMS<\/b> \u2014 <b>fund release and utilisation<\/b>, following money from sanction to beneficiary.<br>\\n<b>DigiLocker<\/b> \u2014 <b>issued certificates and marksheets<\/b>, legally at par with the original.<br><br>\\n<b>Why the set is examined together<\/b><br>\\n<b>A school head deals with all four in the course of an ordinary session<\/b>, and they are easily confused because each concerns a different kind of record: pupils, money, benefits and credentials.<br><br><b>Reference:<\/b> \u00a710.7, \u00a713.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 482,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"A calendar of portal deadlines kept where all staff can see it matters because:\",\r\n    \"options\": [\r\n      \"It satisfies the auditor\",\r\n      \"It replaces the register\",\r\n      \"It looks organised\",\r\n      \"Almost every portal window is fixed and does not reopen\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Almost every portal window is fixed and does not reopen<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Almost every portal window is fixed and does not reopen.<\/b> UDISE+ certification, the List of Candidates, scholarship verification, utilisation certificates \u2014 each closes on a stated date, and <b>no explanation reopens it<\/b>.<br><br>\\n<b>What a missed window costs<\/b><br>\\n<b>A full cycle.<\/b> A pupil missed from the LOC does not sit the examination; a scholarship unverified is not paid that year.<br><br>\\n<b>Why it must be visible to all staff<\/b><br>\\nA calendar in one person's diary fails when that person is transferred or on leave. <b>Named responsibility plus visible deadlines<\/b> is the arrangement that survives absence.<br><br><b>Reference:<\/b> \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 483,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"A head of institution is asked to sign the UDISE+ return prepared by the office. Before signing, the head should:\",\r\n    \"options\": [\r\n      \"Read the certification and verify key figures against the registers\",\r\n      \"Delegate the signature\",\r\n      \"Sign subject to later correction\",\r\n      \"Sign at once to meet the deadline\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Read the certification and verify key figures against the registers<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe signature is a <b>certification of accuracy<\/b>, carrying the same weight as on any other official record. The head is <b>not a user of the portal but its certifying authority<\/b>.<br><br>\\n<b>Why verification cannot be delegated away<\/b><br>\\n<b>Nothing above the point of entry can correct what is wrong below it.<\/b> Block, district and state check plausibility; none can know the true roll. If the head does not verify, nobody does.<br><br>\\n<b>Why the others fail<\/b><br>\\nA <b>deadline is not a defence<\/b> to a false certification; the responsibility is <b>personal<\/b>; and there is <b>no mechanism<\/b> for signing subject to later correction.<br><br><b>Reference:<\/b> \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 484,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Which of the following is the correct sequence of certification in UDISE+?\",\r\n    \"options\": [\r\n      \"School \u2192 state \u2192 block \u2192 national\",\r\n      \"School \u2192 block \u2192 district \u2192 state \u2192 national\",\r\n      \"District \u2192 school \u2192 state \u2192 national\",\r\n      \"State \u2192 district \u2192 block \u2192 school\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) School \u2192 block \u2192 district \u2192 state \u2192 national<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>School \u2192 block \u2192 district \u2192 state \u2192 national.<\/b> Each level does something different:<br>\\n<b>School<\/b> \u2014 fills and <b>certifies<\/b>.<br>\\n<b>Block<\/b> \u2014 verifies.<br>\\n<b>District<\/b> \u2014 validates.<br>\\n<b>State<\/b> \u2014 approves.<br>\\n<b>National<\/b> \u2014 aggregates and publishes.<br><br>\\n<b>The point the chain makes<\/b><br>\\nEvery level above the school can check only <b>plausibility<\/b>. None can know whether a particular enrolment figure is true. <b>The school's certification therefore carries real weight<\/b> \u2014 it is the only point at which the data meets reality.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 485,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"An examination portal that generates admit cards requires the school first to submit the:\",\r\n    \"options\": [\r\n      \"Fee statement\",\r\n      \"Utilisation certificate\",\r\n      \"List of Candidates\",\r\n      \"Annual report\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) List of Candidates<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>List of Candidates (LOC)<\/b> carries <b>name, parentage, date of birth, subjects and category<\/b>, and everything downstream is generated from it.<br><br>\\n<b>Why it is the most consequential entry of the year<\/b><br>\\n<b>Whatever is entered is printed on the admit card, the marksheet and the certificate.<\/b> A wrong date of birth is not caught by the portal \u2014 it is a well-formed date \u2014 and correction requires a formal application and months of waiting.<br><br>\\n<b>The discipline<\/b><br>\\nCopy from the <b>admission register<\/b>, verify against it, and check before the window closes. <b>It does not reopen.<\/b><br><br><b>Reference:<\/b> \u00a710.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 486,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Composite school grant is allotted principally on the basis of:\",\r\n    \"options\": [\r\n      \"The number of teachers only\",\r\n      \"The district population\",\r\n      \"The age of the school building\",\r\n      \"Enrolment figures reported through UDISE+\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Enrolment figures reported through UDISE+<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe composite school grant is allotted in slabs determined by <b>enrolment<\/b>, and that enrolment is taken from the school's own UDISE+ return. A school just below a slab boundary receives materially less than one just above it.<br><br>\\n<b>The consequence<\/b><br>\\nThis is precisely why a wrongly entered enrolment figure produces a <b>material shortfall rather than a paper error<\/b> \u2014 the money follows the number, not the reality.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Age of the building<\/b> \u2014 relevant to repair grants, not the composite grant.<br>\\n<b>Teacher numbers<\/b> \u2014 themselves derived from enrolment.<br>\\n<b>District population<\/b> \u2014 not a school-level criterion.<br><br>\\n<b>Remember:<\/b> <b>enrolment drives the grant<\/b>, and the school supplies the enrolment.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 487,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Which of the following is NOT a legitimate reason for a school to collect a pupil's Aadhaar number?\",\r\n    \"options\": [\r\n      \"Making it a condition of admission\",\r\n      \"Linking to an APAAR ID with parental consent\",\r\n      \"Facilitating a Direct Benefit Transfer already opted for\",\r\n      \"Verifying identity where the parent consents\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Making it a condition of admission<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Aadhaar may not be made a condition of admission.<\/b> Following the <b>2018 judgment<\/b>, a child may not be denied admission or benefit for want of Aadhaar, and an alternative means of identification must be accepted.<br><br>\\n<b>Why the others may be legitimate<\/b><br>\\n<b>Facilitating a DBT already opted for<\/b> \u2014 the benefit requires the linkage.<br>\\n<b>Verifying identity with parental consent.<\/b><br>\\n<b>Linking to an APAAR ID with parental consent<\/b> \u2014 required under the DPDP Act, since every pupil is a child.<br><br>\\n<b>The parallel rule<\/b><br>\\nThe RTE Act likewise provides that <b>no child shall be denied admission for lack of documents<\/b>.<br><br><b>Reference:<\/b> \u00a713.2, \u00a710.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 488,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"An enrolment figure is entered in UDISE+ lower than the true number. The consequence for the school is:\",\r\n    \"options\": [\r\n      \"Only an inaccurate report\",\r\n      \"Fewer teacher posts, grants, textbooks and meals for a full session\",\r\n      \"An immediate error message\",\r\n      \"Automatic correction at district level\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Fewer teacher posts, grants, textbooks and meals for a full session<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUDISE+ figures are not a report but the <b>basis of allocation<\/b>. <b>Teacher posts, the composite school grant, free textbooks and mid-day meals<\/b> are all computed from the enrolment the school itself entered.<br><br>\\n<b>Why it cannot be repaired<\/b><br>\\n<b>The error cannot be corrected until the next cycle<\/b>, so a figure entered wrongly in September governs the whole session \u2014 and the shortfall falls on real children in real classrooms.<br><br>\\n<b>Why no warning appears<\/b><br>\\n<b>GIGO.<\/b> A plausible number is accepted without comment; the portal validates format, not truth.<br><br><b>Reference:<\/b> \u00a710.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 489,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about reporting a non-functioning facility as available:\\n1. The school is removed from the queue for funds to provide it.\\n2. The school is recorded as deficient and receives priority.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A school recorded as possessing a facility is removed from the queue for funds to provide it.<\/b> The system has no reason to allocate what the school says it already has.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt is <b>not<\/b> recorded as deficient and given priority \u2014 that is the opposite of what happens.<br><br>\\n<b>The concrete case<\/b><br>\\n<b>A toilet recorded as available but locked leaves the school neither counted as deficient nor given anything to repair it.<\/b> The school loses twice: no facility, and no claim to one.<br><br>\\n<b>The lesson:<\/b> an optimistic return harms the school that files it.<br><br><b>Reference:<\/b> \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 490,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"In an online admission cycle a discrepancy in a document should be:\",\r\n    \"options\": [\r\n      \"Settled with the parent informally\",\r\n      \"Resolved by the school on its own authority\",\r\n      \"Reported to the authority, since the school verifies but does not select\",\r\n      \"Ignored if minor\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Reported to the authority, since the school verifies but does not select<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>The school verifies but does not select.<\/b> Allotment is made by the system through a random draw; a discrepancy is therefore <b>reported to the authority rather than resolved locally<\/b>.<br><br>\\n<b>Why the separation protects the head<\/b><br>\\n<b>A head who cannot allot a seat cannot be pressed to allot one.<\/b> Removing the power removes the pressure \u2014 which is the point of the design, and protects the head as much as the applicant.<br><br>\\n<b>What resolving it locally would mean<\/b><br>\\nReintroducing exactly the discretion the online system was built to remove, and with it the pressure that follows discretion.<br><br><b>Reference:<\/b> \u00a710.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 491,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"Consider the following statements about UDISE+ returns:\\n1. The head of institution is merely a user of the portal.\\n2. Data is submitted under the signature of the head, which is a certification of accuracy.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nThe head is <b>not merely a user of the portal<\/b>. The head is its <b>certifying authority<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Data is submitted under the signature of the head, which is a certification of accuracy<\/b>, carrying the same weight as a signature on any other official record.<br><br>\\n<b>Why this matters practically<\/b><br>\\n<b>Nothing above the point of entry can correct what is wrong below it.<\/b> Block, district and state check plausibility; none can know the true roll. If the head does not verify against the registers, nobody does.<br><br>\\n<b>A deadline is not a defence to a false certification.<\/b><br><br><b>Reference:<\/b> \u00a710.0, \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 492,\r\n    \"chapter\": \"DIGITAL SCHOOL ADMINISTRATION\",\r\n    \"question\": \"To prevent a wrong social category being entered against a pupil, the entry should be made:\",\r\n    \"options\": [\r\n      \"From the previous year's record\",\r\n      \"From the class teacher's recollection\",\r\n      \"From what the parent states at the counter\",\r\n      \"Only against the certificate produced\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Only against the certificate produced<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe entry should be made <b>only against the certificate produced<\/b> \u2014 never against what is stated at the counter, however confidently.<br><br>\\n<b>Why the stakes are high<\/b><br>\\n<b>Correction of a category entry generally takes longer than the year in which the benefit was needed.<\/b> A scholarship, a reservation or a fee concession denied for a session cannot be restored retrospectively.<br><br>\\n<b>The general rule this belongs to<\/b><br>\\n<b>Every figure should be traced to a document or a register<\/b> \u2014 not to memory, not to a previous return, and not to an assertion made across a desk.<br><br><b>Reference:<\/b> \u00a710.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 493,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Data left behind without a user's knowledge, such as browsing history and location records, is called:\",\r\n    \"options\": [\r\n      \"Active digital footprint\",\r\n      \"Passive digital footprint\",\r\n      \"Digital signature\",\r\n      \"Metadata trail\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Passive digital footprint<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>passive footprint<\/b> is what is recorded <i>about<\/i> a person without any deliberate act \u2014 browsing history, location records, cookies, the pattern of what was clicked and for how long.<br><br>\\n<b>Why it matters more than the active one<\/b><br>\\nIt is <b>the larger of the two, and the portion with commercial value<\/b>. A person chooses what to post; they do not choose what is observed.<br><br>\\n<b>The contrast<\/b><br>\\nThe <b>active<\/b> footprint is what is posted deliberately \u2014 messages, photographs, comments.<br><br>\\n<b>In one line:<\/b> <b>active is what you say; passive is what is noticed.<\/b><br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 494,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about deleting a post from social media:\\n1. Deletion removes the copy on display.\\n2. Deletion removes screenshots and forwards already taken by others.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nDeletion <b>removes the copy on display<\/b> \u2014 the post disappears from public view on that platform.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt cannot reach <b>screenshots and forwards already taken by others<\/b>. A screenshot, a forward or an archived page <b>survives the delete button entirely<\/b>, and whoever holds it needs no permission to keep or republish it.<br><br>\\n<b>What to teach pupils<\/b><br>\\nThe right question before posting is not \\\"can I delete this?\\\" but <b>\\\"am I content for this to exist permanently, held by someone I have not chosen?\\\"<\/b><br><br>\\n<b>Deletion controls the original, never the copies.<\/b><br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 495,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Copyright in India is governed by:\",\r\n    \"options\": [\r\n      \"The DPDP Act, 2023\",\r\n      \"The IT Act, 2000\",\r\n      \"The Copyright Act, 1957\",\r\n      \"The Patents Act, 1970\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The Copyright Act, 1957<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Copyright Act, 1957<\/b>. Two features are examined constantly: <b>protection arises automatically on creation<\/b>, and <b>registration is not required<\/b> \u2014 it is optional and merely evidentiary.<br><br>\\n<b>The terms it sets<\/b><br>\\n<b>Life of the author plus 60 years<\/b> for literary, dramatic, musical and artistic works. <b>Sixty years from publication<\/b> for cinematograph films, sound recordings and photographs.<br><br>\\n<b>The provision a school relies on<\/b><br>\\n<b>Section 52<\/b> \u2014 fair dealing, covering reproduction by a teacher or pupil in the course of instruction.<br><br>\\n<b>The four years as a set:<\/b> Copyright <b>1957<\/b> \u00b7 Patents <b>1970<\/b> \u00b7 IT <b>2000<\/b> \u00b7 RTI <b>2005<\/b>.<br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 496,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Under the Copyright Act, 1957, the general term of copyright in a literary work is:\",\r\n    \"options\": [\r\n      \"60 years from creation\",\r\n      \"Perpetual\",\r\n      \"Life of the author plus 30 years\",\r\n      \"Life of the author plus 60 years\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Life of the author plus 60 years<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nFor a literary, dramatic, musical or artistic work the term runs for the <b>author's lifetime plus sixty years<\/b>, counted from the beginning of the year following the author's death.<br><br>\\n<b>The other term worth holding<\/b><br>\\nFor <b>cinematograph films, sound recordings and photographs<\/b>, the term is <b>sixty years from publication<\/b> \u2014 not from the author's death. The distinction between the two is examinable.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Life plus 30 years<\/b> \u2014 no jurisdiction uses this.<br>\\n<b>60 years from creation<\/b> \u2014 conflates the two rules above.<br>\\n<b>Perpetual<\/b> \u2014 copyright is always time-limited; expiry is what creates the public domain.<br><br>\\n<b>Remember:<\/b> <b>author-based works run from death; recorded works run from publication.<\/b><br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 497,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"The provision permitting limited use of a copyrighted work for private study, criticism, review and instruction is:\",\r\n    \"options\": [\r\n      \"Section 52\",\r\n      \"Section 66D\",\r\n      \"Section 12\",\r\n      \"Section 43\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Section 52<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Section 52<\/b> of the Copyright Act sets out <b>fair dealing<\/b> \u2014 the acts that do not constitute infringement. It expressly covers <b>reproduction by a teacher or pupil in the course of instruction<\/b>, which is the provision most relevant to a school.<br><br>\\n<b>The limitation often missed<\/b><br>\\nIndian law provides <b>fair dealing, which is narrower than the American concept of fair use<\/b>. <b>Only the listed purposes are protected<\/b> \u2014 a use outside the list is not saved merely because it seems reasonable.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>43<\/b> and <b>66D<\/b> belong to the IT Act; <b>Section 12<\/b> of the RTE Act concerns admission.<br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 498,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A pupil copies an essay from a website and names the website as the source. Consider the following statements:\\n1. This is plagiarism.\\n2. This may still be copyright infringement.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nNaming the source <b>cures the plagiarism<\/b>. Plagiarism is presenting another's work as one's own; once authorship is acknowledged, that wrong is answered.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIt <b>may still be copyright infringement<\/b>. Reproducing an entire protected work without permission remains unlawful <b>even when the author is named<\/b>.<br><br>\\n<b>The rule underneath<\/b><br>\\n<b>Attribution cures plagiarism but not infringement.<\/b> The two wrongs are independent \u2014 plagiarism is an <b>academic<\/b> offence about credit, infringement a <b>legal<\/b> one about permission.<br><br>\\n<b>All four combinations are possible<\/b>, which is why the distinction is set repeatedly.<br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 499,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. BY<\/td><td>1. Attribution must be given<\/td><\/tr><tr><td>B. SA<\/td><td>2. Alteration is forbidden<\/td><\/tr><tr><td>C. NC<\/td><td>3. Commercial use is forbidden<\/td><\/tr><tr><td>D. ND<\/td><td>4. Derivative works carry the same licence<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-3, B-2, C-1, D-4\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-1, B-4, C-3, D-2<\/b><br><br>\\n<b>The four Creative Commons elements<\/b><br>\\n<b>BY \u2014 Attribution.<\/b> The creator must be credited. Present in every CC licence.<br>\\n<b>SA \u2014 ShareAlike.<\/b> Any derivative must carry the <b>same licence<\/b>, so openness propagates.<br>\\n<b>NC \u2014 NonCommercial.<\/b> Commercial use is <b>forbidden<\/b>.<br>\\n<b>ND \u2014 NoDerivatives.<\/b> The work must be passed on <b>unaltered<\/b>.<br><br>\\n<b>How a licence code is read<\/b><br>\\nEach element <b>adds one condition<\/b>. So <b>CC BY-NC-SA<\/b> means: credit the creator, no commercial use, and derivatives under the same terms. Note that <b>NC and ND are the restrictive ones<\/b> \u2014 a licence without them is the most permissive.<br><br>\\n<b>Where a school meets this:<\/b> much OER material, including that on <b>NROER<\/b>, is released on these terms.<br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 500,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"False information spread deliberately with the intention to deceive is termed:\",\r\n    \"options\": [\r\n      \"Metadata\",\r\n      \"Misinformation\",\r\n      \"Disinformation\",\r\n      \"Malinformation\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Disinformation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Disinformation<\/b> is <b>false and deliberate<\/b>. The intent to deceive is what separates it from the others.<br><br>\\n<b>The full set<\/b><br>\\n<b>Misinformation<\/b> \u2014 <b>false, but shared without intent<\/b> to deceive. Most forwarded falsehood is this.<br>\\n<b>Disinformation<\/b> \u2014 <b>false, deliberate<\/b>.<br>\\n<b>Malinformation<\/b> \u2014 <b>true, but published in order to cause harm<\/b>.<br>\\n<b>Deepfake<\/b> \u2014 media <b>generated or altered by AI<\/b> to show what did not happen.<br><br>\\n<b>The key to the set<\/b><br>\\n<b>The distinction among the first three rests on intent, not on truth alone.<\/b> Malinformation is the one candidates miss, because they assume falsehood is essential.<br><br><b>Reference:<\/b> \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 501,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Misinformation<\/td><td>1. Media generated or altered by AI to show what did not happen<\/td><\/tr><tr><td>B. Disinformation<\/td><td>2. False, shared without intent to deceive<\/td><\/tr><tr><td>C. Malinformation<\/td><td>3. False, spread deliberately to deceive<\/td><\/tr><tr><td>D. Deepfake<\/td><td>4. True, but published in order to cause harm<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-2, B-3, C-4, D-1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-2, B-3, C-4, D-1<\/b><br><br>\\n<b>The four, distinguished by intent and truth<\/b><br>\\n<b>Misinformation<\/b> \u2014 <b>false<\/b>, shared <b>without intent<\/b> to deceive. A forwarded health remedy believed to be true.<br>\\n<b>Disinformation<\/b> \u2014 <b>false<\/b>, spread <b>deliberately<\/b> to deceive.<br>\\n<b>Malinformation<\/b> \u2014 <b>true<\/b>, but published <b>in order to cause harm<\/b>. A genuine private fact released to damage someone.<br>\\n<b>Deepfake<\/b> \u2014 media <b>generated or altered by AI<\/b> to show what did not happen.<br><br>\\n<b>The key to the set<\/b><br>\\nThe distinction among the first three rests on <b>intent, not on truth alone<\/b>. Malinformation is the one candidates miss, because they assume falsehood is essential to the wrong. It is not.<br><br><b>Reference:<\/b> \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 502,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about cyberbullying:\\n1. It follows the child home, so there is no safe hour.\\n2. The audience may be unlimited.\\n3. It is best treated as a quarrel between two children of equal standing.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nCyberbullying <b>follows the child home, so there is no safe hour<\/b>. Traditional bullying ended at the school gate; this does not, which is what makes it so corrosive.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt must <b>not<\/b> be handled as a quarrel between equals. <b>Bullying is defined by an imbalance of power<\/b>, and mediation between unequal parties <b>confirms the imbalance rather than correcting it<\/b> \u2014 it obliges the victim to negotiate with the person harming them.<br><br>\\n<b>What a school should do instead<\/b><br>\\nTreat it as a <b>protection matter<\/b>: listen without blame, preserve evidence before anything is deleted, inform parents, and record the action taken.<br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 503,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Which of the following responses to a report of cyberbullying does the greatest harm?\",\r\n    \"options\": [\r\n      \"Confiscating the reporting child's phone\",\r\n      \"Informing the parents\",\r\n      \"Recording the action taken in writing\",\r\n      \"Preserving screenshots before anything is deleted\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Confiscating the reporting child's phone<\/b><br><br>\\n<b>Why this does the greatest harm<\/b><br>\\nIt <b>punishes the victim for reporting<\/b>. The child loses their device, their contact with friends and their means of seeking help \u2014 as a direct consequence of having spoken. <b>It guarantees the next incident is concealed<\/b>, by that child and by everyone who hears what happened.<br><br>\\n<b>Why the others are sound<\/b><br>\\n<b>Preserving screenshots first<\/b> \u2014 evidence vanishes quickly.<br>\\n<b>Informing the parents<\/b> and <b>recording the action<\/b> \u2014 create accountability.<br><br>\\n<b>The principle for any school policy<\/b><br>\\n<b>A response must never make reporting more costly than silence<\/b> \u2014 which is why an Acceptable Use Policy should promise that reporting will not itself be punished.<br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 504,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A fake profile created in the name of another person is a form of cyberbullying known as:\",\r\n    \"options\": [\r\n      \"Outing\",\r\n      \"Impersonation\",\r\n      \"Exclusion\",\r\n      \"Trolling\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Impersonation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Impersonation<\/b> is the creation of a false identity in another's name, used to post material appearing to come from them. It is among the most damaging forms, because <b>the victim is made to seem the author of their own humiliation<\/b>.<br><br>\\n<b>The others in the family<\/b><br>\\n<b>Outing<\/b> \u2014 disclosing something the victim kept private.<br>\\n<b>Exclusion<\/b> \u2014 deliberate removal from a group, effective precisely because it is <b>invisible to adults<\/b>.<br>\\n<b>Trolling<\/b> \u2014 provocation intended to elicit an angry response.<br><br>\\n<b>The legal dimension<\/b><br>\\nImpersonation may attract <b>section 66C<\/b> (identity theft) or <b>66D<\/b> (cheating by personation).<br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 505,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"The publication of a person's private details online in order to expose them is called:\",\r\n    \"options\": [\r\n      \"Pharming\",\r\n      \"Phishing\",\r\n      \"Doxxing\",\r\n      \"Spoofing\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Doxxing<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Doxxing<\/b> is publishing private identifying details \u2014 address, workplace, telephone number, family members \u2014 <b>in order to expose a person<\/b> to harassment by others.<br><br>\\n<b>Its relation to malinformation<\/b><br>\\nThe details published are usually <b>true<\/b>, which makes doxxing a clear instance of <b>malinformation<\/b>: genuine information released for the purpose of causing harm. <b>It does not require a lie \u2014 only exposure with intent.<\/b><br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Phishing<\/b> \u2014 deceiving someone into surrendering credentials.<br>\\n<b>Spoofing<\/b> \u2014 disguising a message's origin.<br>\\n<b>Flaming<\/b> \u2014 hostile abusive exchange.<br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 506,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Under the 20-20-20 rule for reducing eye strain, one looks at something 20 feet away:\",\r\n    \"options\": [\r\n      \"Every 20 hours for 20 minutes\",\r\n      \"Twenty times a day\",\r\n      \"Every 20 seconds for 20 minutes\",\r\n      \"Every 20 minutes for 20 seconds\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Every 20 minutes for 20 seconds<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe three twenties are the <b>interval<\/b>, the <b>distance<\/b> and the <b>duration<\/b>: every <b>20 minutes<\/b>, look at something <b>20 feet<\/b> away, for <b>20 seconds<\/b>.<br><br>\\n<b>Why it works<\/b><br>\\nSustained near focus keeps the ciliary muscle contracted. Looking into the distance <b>relaxes it<\/b>, and blinking \u2014 which falls sharply during screen use \u2014 resumes.<br><br>\\n<b>What it does not address<\/b><br>\\n<b>Eye strain only.<\/b> Posture, lighting and sleep need separate attention: the monitor <b>at or slightly below eye level<\/b>, light that does not glare, and no screen close to bedtime.<br><br>\\n<b>Remember:<\/b> minutes, feet, seconds \u2014 all twenty.<br><br><b>Reference:<\/b> \u00a711.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 507,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about screen use and adolescents:\\n1. Screen use close to bedtime delays sleep onset.\\n2. Shortened sleep shows up as inattention and falling marks.\\n3. Counting minutes of screen time captures the difference between building something and scrolling.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Screen use close to bedtime delays sleep onset<\/b>, and shortened sleep shows up in the classroom as inattention and falling marks \u2014 often attributed to laziness rather than to the true cause.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nCounting minutes does <b>not<\/b> capture the difference between building something and scrolling. Two hours spent writing code and two hours spent scrolling are recorded identically, though they are not remotely the same activity. <b>Duration alone conceals the difference in content.<\/b><br><br>\\n<b>Why PRAGYATA speaks of balance<\/b><br>\\nThis is precisely why the guidelines address <b>balance and purpose<\/b> rather than issuing a single permitted number.<br><br><b>Reference:<\/b> \u00a711.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 508,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A school wishes to publish photographs of a prize day on its website. The correct practice includes:\",\r\n    \"options\": [\r\n      \"Obtaining written parental consent and recording which children it covers\",\r\n      \"Publishing addresses alongside for identification\",\r\n      \"Ignoring any parental refusal\",\r\n      \"Captioning each child with full name, class and section\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Obtaining written parental consent and recording which children it covers<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nConsent must be <b>obtained in writing<\/b> and a <b>record kept of which children it covers<\/b> \u2014 otherwise nobody can say, a year later, whether a particular photograph was permitted.<br><br>\\n<b>Why full captioning is dangerous<\/b><br>\\n<b>Name with class and section together disclose where that child can be found on any weekday morning.<\/b> It is not the photograph alone but the <b>combination<\/b> that creates the risk.<br><br>\\n<b>The safer practice<\/b><br>\\nGroup photographs, first names only or none, and no identifying detail alongside.<br><br>\\n<b>A refusal is binding<\/b>, and a parent need give no reason \u2014 they may have grounds they are not obliged to disclose.<br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 509,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A parent declines consent for their child's photograph to be published. The school should:\",\r\n    \"options\": [\r\n      \"Ask for a written reason\",\r\n      \"Respect the refusal without requiring a reason\",\r\n      \"Publish it anyway if the event is public\",\r\n      \"Refer the matter to the SMC\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Respect the refusal without requiring a reason<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nConsent that may be refused only with an accepted reason is not consent. The school must <b>respect the refusal as given<\/b>.<br><br>\\n<b>Why demanding a reason can be harmful<\/b><br>\\nA parent may have <b>grounds they are not obliged to disclose<\/b> \u2014 a custody dispute, a protection order, a family in hiding, a safeguarding concern. Requiring an explanation may force disclosure of exactly the thing that made the refusal necessary.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Publishing anyway because the event was public<\/b> \u2014 a public event does not license publication of a child's image.<br>\\n<b>Referring it to the SMC<\/b> \u2014 turns a private decision into a matter for discussion by others.<br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 510,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A deepfake is:\",\r\n    \"options\": [\r\n      \"A duplicate account\",\r\n      \"A very large data file\",\r\n      \"Audio, image or video generated or altered by AI to show what did not happen\",\r\n      \"An encrypted message\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Audio, image or video generated or altered by AI to show what did not happen<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA deepfake is audio, image or video <b>generated or altered by artificial intelligence<\/b> to depict an event that never occurred \u2014 a person saying words never spoken, or present where they never were.<br><br>\\n<b>The consequence for evidence<\/b><br>\\n<b>A photograph or a recording is no longer self-authenticating.<\/b> For centuries a photograph was treated as proof; that assumption no longer holds, and a school confronted with damaging footage must ask first whether it is real.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nNothing here concerns file size, encryption or duplicate accounts. Each option describes a real digital phenomenon, but none involves synthetic media.<br><br><b>Reference:<\/b> \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 511,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A deepfake image concerning a pupil is circulating. The school must:\",\r\n    \"options\": [\r\n      \"Post a denial with the image attached\",\r\n      \"Delete everything and take no further step\",\r\n      \"Forward it to parents so they recognise it\",\r\n      \"Preserve evidence, report, and not circulate it further\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Preserve evidence, report, and not circulate it further<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThree things must happen together: <b>preserve<\/b> the evidence with screenshots before it is deleted, <b>report<\/b> through the portal or helpline, and <b>stop the circulation<\/b>.<br><br>\\n<b>The critical warning<\/b><br>\\n<b>Forwarding such an image is itself an offence under section 67B of the IT Act \u2014 even when done to warn.<\/b> A well-meant forward to parents is a further act of publication and multiplies the harm to the child.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Forwarding it to parents<\/b> \u2014 the offence just described.<br>\\n<b>Posting a denial with the image attached<\/b> \u2014 republishes it to a wider audience than the original.<br>\\n<b>Deleting everything and taking no step<\/b> \u2014 destroys the evidence needed to act.<br><br><b>Reference:<\/b> \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 512,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Arrange the five checks before forwarding a message in the order given:\\n1. Does the official source say it?\\n2. Who says so?\\n3. What is it asking for?\\n4. When was it published?\",\r\n    \"options\": [\r\n      \"2, 4, 1, 3\",\r\n      \"1, 2, 4, 3\",\r\n      \"2, 1, 4, 3\",\r\n      \"4, 2, 1, 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 2, 4, 1, 3<\/b><br><br>\\n<b>The order and its logic<\/b><br>\\n<b>1. Who says so?<\/b> \u2014 the source, before anything else.<br>\\n<b>2. When was it published?<\/b> \u2014 the date, which settles most school-related falsehood at once.<br>\\n<b>3. Does the official source say it?<\/b> \u2014 confirmation from the department's own site.<br>\\n<b>4. What is it asking for?<\/b> \u2014 the demand being made.<br><br>\\n<b>Why the last check matters most<\/b><br>\\n<b>Urgency and a demand to forward immediately are the signature of a fabrication.<\/b> A genuine circular asks you to <i>do<\/i> something; a fabricated one asks you to <i>spread<\/i> it.<br><br>\\n<b>The cheapest check<\/b><br>\\n<b>The date.<\/b> It requires no technical skill and resolves a large share of cases.<br><br><b>Reference:<\/b> \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 513,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"An old departmental notice recirculated as though current is an example of:\",\r\n    \"options\": [\r\n      \"Malinformation\",\r\n      \"Misinformation\",\r\n      \"A deepfake\",\r\n      \"Doxxing\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Misinformation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe notice is <b>genuine<\/b> \u2014 it was issued, and its contents were once accurate. What is false is the <b>implication that it is current<\/b>. Because those forwarding it generally believe it to be in force, there is no intent to deceive: this is <b>misinformation<\/b>.<br><br>\\n<b>Why it matters to a school<\/b><br>\\nThis is <b>the commonest form of school-related falsehood<\/b> \u2014 an old fee circular, a superseded examination date, a withdrawn instruction. Parents act on it and arrive expecting something that no longer applies.<br><br>\\n<b>The remedy requires no technical skill<\/b><br>\\n<b>Check the date.<\/b> That single habit settles a large share of cases, which is why it belongs in the five checks taught to pupils.<br><br><b>Reference:<\/b> \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 514,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about a teacher's conduct on social media:\\n1. A post visible to pupils or parents is a professional communication whatever its privacy setting states.\\n2. Criticism of a colleague belongs on a public platform if the grievance is genuine.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA post <b>visible to pupils or parents is a professional communication whatever the privacy setting states<\/b>. <b>The audience determines the character of the communication<\/b>, not the label attached to the account.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA grievance about a colleague does <b>not<\/b> belong on a public platform, however genuine. <b>A grievance has a channel, and a timeline is not it.<\/b> Publishing damages the colleague without process, exposes the school, and forfeits the protection the proper channel would have given the complainant.<br><br>\\n<b>The test:<\/b> not whether the account is personal, but <b>who can see it and in what capacity they know the writer<\/b>.<br><br><b>Reference:<\/b> \u00a711.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 515,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"The elements of digital citizenship are commonly grouped under respect, educate and:\",\r\n    \"options\": [\r\n      \"Report\",\r\n      \"Regulate\",\r\n      \"Protect\",\r\n      \"Restrict\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Protect<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe nine elements are grouped under <b>Respect, Educate, Protect<\/b>:<br>\\n<b>Respect<\/b> \u2014 etiquette, access, law.<br>\\n<b>Educate<\/b> \u2014 communication, literacy, commerce.<br>\\n<b>Protect<\/b> \u2014 rights and responsibilities, security and privacy, health and wellbeing.<br><br>\\n<b>Why \\\"Protect\\\" is the right third<\/b><br>\\nIt covers what a citizen must <b>guard<\/b> \u2014 their data, their rights, their wellbeing. The distractors \u2014 <b>regulate, restrict, report<\/b> \u2014 all suggest control <i>of<\/i> the citizen rather than protection <i>for<\/i> them, inverting the framework's purpose.<br><br>\\n<b>The three headings move outward:<\/b> respect others, educate yourself, protect what is yours.<br><br><b>Reference:<\/b> \u00a711.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 516,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"All of the following belong in a school Acceptable Use Policy EXCEPT:\",\r\n    \"options\": [\r\n      \"A statement of what is permitted, not only what is forbidden\",\r\n      \"Separate obligations for staff and for pupils\",\r\n      \"An assurance that reporting will not itself be punished\",\r\n      \"A rule that the policy need not be shared with pupils\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A rule that the policy need not be shared with pupils<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>A policy in a file that nobody has read has no effect on any conduct whatever.<\/b> An unshared policy serves only to protect the institution on paper, which is precisely the wrong purpose.<br><br>\\n<b>Why the others belong<\/b><br>\\n<b>Stating what is permitted, not only what is forbidden<\/b> \u2014 a list of prohibitions leaves pupils guessing about everything unlisted.<br>\\n<b>Separate obligations for staff and pupils<\/b> \u2014 the two hold different powers and face different risks.<br>\\n<b>An assurance that reporting will not itself be punished<\/b> \u2014 without it, pupils conceal problems rather than raise them.<br><br>\\n<b>The test of a policy:<\/b> could a pupil <b>apply it unaided<\/b>? If not, it is not yet a policy.<br><br><b>Reference:<\/b> \u00a711.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 517,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Work generated by an AI tool and submitted by a pupil as their own is, on the definition used in this syllabus:\",\r\n    \"options\": [\r\n      \"Plagiarism\",\r\n      \"Neither\",\r\n      \"A breach of the IT Act\",\r\n      \"Copyright infringement only\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Plagiarism<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nPlagiarism is the presentation of <b>another's production as one's own<\/b>. On that definition, submitting generated text as personal work qualifies \u2014 the pupil did not produce it and does not say so.<br><br>\\n<b>Why the other options fail<\/b><br>\\n<b>Copyright infringement<\/b> \u2014 doubtful, since authorship of machine output is unsettled and there may be no rights-holder to infringe.<br>\\n<b>A breach of the IT Act<\/b> \u2014 no offence under that Act is engaged.<br>\\n<b>Neither<\/b> \u2014 would leave the school with no ground to act, which cannot be right.<br><br>\\n<b>The workable school position<\/b><br>\\nNot an unenforceable ban but <b>a clear rule declared in advance<\/b> about what use is permitted and what must be disclosed. A rule announced afterwards cannot be enforced.<br><br><b>Reference:<\/b> \u00a711.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 518,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about generative AI in a school:\\n1. It may produce fluent text that is confidently wrong.\\n2. Pupil marks typed into a public tool leave the school's custody.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nSuch systems <b>produce fluent text that is confidently wrong<\/b> \u2014 inventing citations, sections and provisions that do not exist, in prose indistinguishable from the accurate kind. Fluency is not a signal of reliability.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Pupil marks typed into a public tool leave the school's custody.<\/b> They may be retained, used for training, or exposed in a breach.<br><br>\\n<b>The obligation that follows<\/b><br>\\nUnder the DPDP Act the <b>school remains the Data Fiduciary regardless<\/b>. Handing data to a third party does not hand over the responsibility for it \u2014 a point that applies equally to any free tool offered to a school.<br><br><b>Reference:<\/b> \u00a711.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 519,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A photograph taken on a phone may carry, embedded in the file, the:\",\r\n    \"options\": [\r\n      \"Owner's bank details\",\r\n      \"Exact place and time it was taken\",\r\n      \"Recipient's address\",\r\n      \"Camera password\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Exact place and time it was taken<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA photograph carries <b>metadata<\/b> \u2014 commonly EXIF \u2014 recording the <b>date, time, camera settings and, where location services are on, the precise coordinates<\/b>. None of it is visible in the image.<br><br>\\n<b>Why it matters<\/b><br>\\n<b>This metadata travels with the file when it is shared.<\/b> A photograph of a child posted by a school may disclose exactly where and when it was taken \u2014 a disclosure nobody intended and few would notice.<br><br>\\n<b>The remedy<\/b><br>\\nStrip metadata before publication, and turn off location services for the camera.<br><br>\\n<b>The parallel<\/b><br>\\nA document carries author, title and editing time. <b>Inspect properties before publishing.<\/b><br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 520,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A torch application requests access to contacts, messages and location. The reasonable inference is that it:\",\r\n    \"options\": [\r\n      \"Will work faster\",\r\n      \"Needs them to function\",\r\n      \"Is collecting what it can sell\",\r\n      \"Is a system application\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Is collecting what it can sell<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA torch needs one thing: <b>the camera flash<\/b>. Contacts, messages and location have no conceivable bearing on its function. When an application requests what it cannot possibly need, the data is <b>the product<\/b> \u2014 the application is the bait.<br><br>\\n<b>The principle for judging permissions<\/b><br>\\n<b>Judge a request against what the application plausibly requires.<\/b> A map needs location; a torch does not. A messaging app needs contacts; a calculator does not.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Needs them to function<\/b> \u2014 demonstrably false.<br>\\n<b>Is a system application<\/b> \u2014 system apps are not installed from a store.<br>\\n<b>Will work faster<\/b> \u2014 permissions have no bearing on speed.<br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 521,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Manodarpan provides:\",\r\n    \"options\": [\r\n      \"Scholarship disbursement\",\r\n      \"Examination results\",\r\n      \"Digital literacy training\",\r\n      \"Psychosocial support to students, teachers and families\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Psychosocial support to students, teachers and families<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Manodarpan<\/b> provides <b>psychosocial support<\/b> \u2014 counselling, a helpline and advisory material \u2014 to <b>students, teachers and families<\/b>. All three groups are covered, not pupils alone.<br><br>\\n<b>The obligation it creates for a head<\/b><br>\\nA school should <b>know how to make a referral rather than improvise one<\/b>. A named route, established in advance, is worth more than good intentions at the moment of crisis.<br><br>\\n<b>Its companion<\/b><br>\\n<b>PRAGYATA<\/b> \u2014 guidelines on digital education and screen time. The two were issued together in 2020: <b>one for how to teach, one for how to cope.<\/b><br><br><b>Reference:<\/b> \u00a711.6, \u00a79.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 522,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Open Educational Resources are materials that are:\",\r\n    \"options\": [\r\n      \"Available only to government schools\",\r\n      \"Restricted to one academic year\",\r\n      \"Free of cost but not modifiable\",\r\n      \"Released under a licence permitting free use, adaptation and redistribution\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Released under a licence permitting free use, adaptation and redistribution<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nOER are defined by the <b>rights granted<\/b>, not the price: the licence permits a user to <b>use, adapt and redistribute<\/b> the material.<br><br>\\n<b>Why \\\"free of cost\\\" is not the definition<\/b><br>\\nMuch material is free to view but may not be altered or shared \u2014 that is not OER. <b>Openness of rights, not absence of price, is the test<\/b>, the same distinction as free software against merely free-of-charge software.<br><br>\\n<b>India's repository<\/b><br>\\n<b>NROER<\/b>, launched 2013 under CIET-NCERT.<br><br>\\n<b>The licences involved<\/b><br>\\nCreative Commons \u2014 <b>BY<\/b> attribution, <b>SA<\/b> share-alike, <b>NC<\/b> non-commercial, <b>ND<\/b> no derivatives.<br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 523,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Which of the following is NOT a form of cyberbullying?\",\r\n    \"options\": [\r\n      \"A teacher marking an assignment strictly\",\r\n      \"Outing a private detail\",\r\n      \"Impersonation through a fake profile\",\r\n      \"Exclusion from a class group as a deliberate act\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A teacher marking an assignment strictly<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Bullying requires an intent to harm and an imbalance of power exercised abusively<\/b> \u2014 not merely an unwelcome outcome. A teacher marking strictly is <b>exercising professional judgement<\/b>, however unwelcome the mark.<br><br>\\n<b>Why the others qualify<\/b><br>\\n<b>Impersonation<\/b> through a fake profile.<br>\\n<b>Exclusion<\/b> from a group as a deliberate act.<br>\\n<b>Outing<\/b> a private detail.<br><br>\\n<b>The distinction worth making to pupils<\/b><br>\\n<b>Something being upsetting does not make it bullying.<\/b> Conflating the two makes the word useless precisely when a child needs it to be believed.<br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 524,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A school framing an Acceptable Use Policy should ensure that pupils:\",\r\n    \"options\": [\r\n      \"Are told only what is forbidden\",\r\n      \"Have read it and know that reporting a problem will not itself be punished\",\r\n      \"Sign it without reading\",\r\n      \"Are given it at the end of the year\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Have read it and know that reporting a problem will not itself be punished<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTwo things together: pupils must <b>have read it<\/b>, and must <b>know that reporting a problem will not itself be punished<\/b>.<br><br>\\n<b>Why the second is indispensable<\/b><br>\\n<b>A policy that punishes the reporter guarantees the next incident is concealed.<\/b> A child who fears losing their phone will not disclose harassment, and the school learns of the matter later and less completely.<br><br>\\n<b>Why the first is not a formality<\/b><br>\\n<b>A policy in a file that nobody has read has no effect on any conduct whatever.<\/b><br><br>\\n<b>The test of a policy:<\/b> <b>could a pupil apply it unaided?<\/b><br><br><b>Reference:<\/b> \u00a711.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 525,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about a digital footprint:\\n1. It is created only by what a person deliberately posts.\\n2. It may influence employment and admission decisions years later.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nA footprint is <b>not<\/b> created only by deliberate posting. That ignores the <b>passive footprint<\/b> \u2014 browsing history, location records, cookies \u2014 which is <b>the larger part<\/b> and the portion with commercial value.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIt <b>may influence employment and admission decisions years later<\/b>. What a pupil posts at fifteen is searchable at twenty-five.<br><br>\\n<b>What follows for teaching<\/b><br>\\nPupils commonly believe they control their footprint because they control their posts. <b>They control the smaller half<\/b> \u2014 and deletion reaches neither screenshots nor what was recorded about them.<br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 526,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Ergonomic guidance for screen work recommends that the top of the monitor be:\",\r\n    \"options\": [\r\n      \"Directly behind a window\",\r\n      \"Well above eye level\",\r\n      \"At or slightly below eye level\",\r\n      \"At desk level\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) At or slightly below eye level<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nWith the top of the screen <b>at or slightly below eye level<\/b>, the gaze falls slightly downward \u2014 the neck's neutral position. A screen placed higher forces the head back into sustained extension.<br><br>\\n<b>What else the arrangement requires<\/b><br>\\n<b>Feet flat, back supported, forearms roughly horizontal<\/b>, and the screen <b>not directly in front of a window<\/b> \u2014 backlighting forces the eye to work against glare all day.<br><br>\\n<b>Why this belongs in a digital literacy syllabus<\/b><br>\\nA school laboratory is used by hundreds of children on furniture designed for adults. <b>The 20-20-20 rule addresses the eyes; posture and lighting address the rest.<\/b><br><br><b>Reference:<\/b> \u00a711.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 527,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Under the DPDP Act, 2023, the individual whose data is processed is termed the:\",\r\n    \"options\": [\r\n      \"Data Processor\",\r\n      \"Data Controller\",\r\n      \"Data Fiduciary\",\r\n      \"Data Principal\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Data Principal<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Data Principal<\/b> is the individual whose data is processed. The <b>Data Fiduciary<\/b> is the entity determining the purpose and means \u2014 <b>the school<\/b>.<br><br>\\n<b>Why \\\"fiduciary\\\" was chosen<\/b><br>\\nIt imports the idea of <b>trust<\/b>. A school does not own pupil data; it <b>holds it on trust<\/b>, for the purpose for which it was given, and must account for what it does with it.<br><br>\\n<b>The vocabulary in one line<\/b><br>\\n<b>School = Fiduciary \u00b7 Pupil = Principal.<\/b><br><br>\\n<b>The adjudicating body<\/b><br>\\nThe <b>Data Protection Board of India<\/b>, created by the Act for that purpose.<br><br><b>Reference:<\/b> \u00a711.2, \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 528,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"All of the following are appropriate for a teacher's public social media conduct EXCEPT:\",\r\n    \"options\": [\r\n      \"Posting a photograph of a pupil without consent\",\r\n      \"Sharing subject resources\",\r\n      \"Keeping personal opinions separate from official channels\",\r\n      \"Sharing departmental achievements\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Posting a photograph of a pupil without consent<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Consent for publication rests with the parent<\/b>, must be obtained in writing, and <b>a refusal needs no reason<\/b>. A teacher posting a pupil's photograph without it exposes both the child and the school.<br><br>\\n<b>The particular danger<\/b><br>\\nName with class and section together <b>disclose where that child can be found on any weekday morning<\/b>.<br><br>\\n<b>Why the others are appropriate<\/b><br>\\n<b>Sharing departmental achievements<\/b> and <b>subject resources<\/b> are professional uses.<br>\\n<b>Keeping personal opinions separate from official channels<\/b> is the governing discipline.<br><br>\\n<b>The test:<\/b> <b>who can see this, and in what capacity do they know me?<\/b><br><br><b>Reference:<\/b> \u00a711.5, \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 529,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"The right of an individual to have certain personal information removed from public availability is commonly called the right to:\",\r\n    \"options\": [\r\n      \"Access\",\r\n      \"Be forgotten\",\r\n      \"Object\",\r\n      \"Portability\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Be forgotten<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>right to be forgotten<\/b> allows a person to have certain personal information removed from public availability \u2014 typically material outdated, irrelevant or excessive relative to its original purpose.<br><br>\\n<b>Its standing in India<\/b><br>\\nRecognised in Indian jurisprudence as <b>an aspect of privacy under Article 21<\/b>, following the recognition of privacy as a fundamental right.<br><br>\\n<b>The other data rights, distinguished<\/b><br>\\n<b>Access<\/b> \u2014 to know what is held about you.<br>\\n<b>Object<\/b> \u2014 to a particular processing.<br>\\n<b>Portability<\/b> \u2014 to receive your data and move it elsewhere.<br><br>\\n<b>Only one concerns removal.<\/b><br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 530,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A teacher discovers a pupil has submitted work generated by an AI tool. The school's soundest position is:\",\r\n    \"options\": [\r\n      \"Fail the pupil without discussion\",\r\n      \"Ban all technology\",\r\n      \"Have declared a clear rule in advance about permitted use and disclosure\",\r\n      \"Ignore it\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Have declared a clear rule in advance about permitted use and disclosure<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A rule declared in advance is enforceable; a prohibition announced afterwards is not.<\/b> Pupils can comply only with what they were told, and a school sanctioning conduct it never prohibited will not survive challenge.<br><br>\\n<b>What such a rule should state<\/b><br>\\nWhich uses are <b>permitted<\/b> \u2014 checking spelling, generating practice questions; which are <b>not<\/b> \u2014 submitting generated text as one's own; and <b>what must be disclosed<\/b>.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>Banning all technology<\/b> \u2014 unenforceable, and denies legitimate uses.<br>\\n<b>Ignoring it<\/b> \u2014 disadvantages honest pupils.<br>\\n<b>Failing without discussion<\/b> \u2014 punishes a rule never made.<br><br><b>Reference:<\/b> \u00a711.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 531,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A licence marked CC BY-NC-SA permits use that is:\",\r\n    \"options\": [\r\n      \"Commercial with no attribution\",\r\n      \"Restricted to one school\",\r\n      \"Commercial and unmodified\",\r\n      \"Non-commercial, attributed, with derivatives under the same licence\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Non-commercial, attributed, with derivatives under the same licence<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nRead the code element by element:<br>\\n<b>BY<\/b> \u2014 the creator must be <b>attributed<\/b>.<br>\\n<b>NC<\/b> \u2014 the use must be <b>non-commercial<\/b>.<br>\\n<b>SA<\/b> \u2014 any derivative must carry the <b>same licence<\/b>.<br><br>\\n<b>What this means for a school<\/b><br>\\nA teacher may adapt such material for classroom use and share the adaptation \u2014 provided the original creator is credited, no money is charged, and the adaptation itself is released on the same open terms.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Commercial<\/b> \u2014 excluded by NC. <b>Without attribution<\/b> \u2014 excluded by BY. <b>Restricted to one institution<\/b> \u2014 no CC licence restricts by institution.<br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 532,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about screenshots:\\n1. A screenshot preserves evidence of online harassment.\\n2. Screenshots should be taken before any content is deleted.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A screenshot preserves evidence of online harassment<\/b> \u2014 the message, the sender, the time, in a form that survives deletion at the other end.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>They should be taken before any content is deleted.<\/b> Deletion by the perpetrator is common and often immediate, once they realise the matter has been reported.<br><br>\\n<b>What to capture<\/b><br>\\nNot the message alone but the <b>surrounding context<\/b> \u2014 the profile name, the group, the timestamps, and enough of the exchange to show the sequence.<br><br>\\n<b>The order in any incident:<\/b> <b>preserve, then report, then act.<\/b><br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 533,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Digital wellbeing in a school context is best promoted by:\",\r\n    \"options\": [\r\n      \"Modelling balanced use and teaching self-regulation\",\r\n      \"Increasing screen time\",\r\n      \"Ignoring the issue\",\r\n      \"Banning all devices\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Modelling balanced use and teaching self-regulation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Modelling balanced use and teaching self-regulation<\/b> gives pupils something they can carry beyond the school gate, where no rule of yours applies.<br><br>\\n<b>The principle<\/b><br>\\n<b>A rule a child can apply unaided is worth more than one an adult must enforce.<\/b> Enforcement ends at the gate; self-regulation does not.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>Banning all devices<\/b> \u2014 teaches nothing about use, and is unenforceable outside school.<br>\\n<b>Ignoring the issue<\/b> \u2014 leaves pupils to work it out from what they see online.<br><br>\\n<b>The evidence to draw on<\/b><br>\\n<b>Screen use near bedtime delays sleep, and shortened sleep shows as inattention and falling marks<\/b> \u2014 a consequence pupils can see for themselves.<br><br><b>Reference:<\/b> \u00a711.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 534,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Which of the following best describes \\\"digital rights and responsibilities\\\"?\",\r\n    \"options\": [\r\n      \"Rights without corresponding duties\",\r\n      \"The freedoms a user holds online together with the duties owed to others\",\r\n      \"Duties owed only to the state\",\r\n      \"Rights available only to adults\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The freedoms a user holds online together with the duties owed to others<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe element covers <b>the freedoms a user holds online together with the duties owed to others<\/b> \u2014 expression, access and privacy on one side; not defaming, not harassing, not infringing on the other.<br><br>\\n<b>Why both halves are named<\/b><br>\\nThe <b>pairing is the point<\/b>. A framework of rights alone produces users who assert and never restrain; duties alone produce compliance without citizenship.<br><br>\\n<b>Where it sits<\/b><br>\\nUnder <b>Protect<\/b>, with <b>security and privacy<\/b> and <b>health and wellbeing<\/b> \u2014 one of the nine elements of digital citizenship, grouped as <b>Respect, Educate, Protect<\/b>.<br><br><b>Reference:<\/b> \u00a711.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 535,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A private group in which a pupil is deliberately left out, as an act of harm, is an instance of:\",\r\n    \"options\": [\r\n      \"Doxxing\",\r\n      \"Trolling\",\r\n      \"Exclusion\",\r\n      \"Flaming\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Exclusion<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Exclusion<\/b> is deliberate removal from, or refusal of entry to, a group \u2014 done to harm.<br><br>\\n<b>Why it is so difficult to address<\/b><br>\\n<b>Its invisibility to adults is precisely what makes it effective.<\/b> Nothing abusive is said. There is no message to screenshot, no post to report. The child simply knows that everyone else is somewhere they are not.<br><br>\\n<b>Why it still counts as bullying<\/b><br>\\nIt has <b>intent to harm and an imbalance of power<\/b> \u2014 the two defining features. The absence of visible aggression does not make it benign.<br><br>\\n<b>The others:<\/b> <b>trolling<\/b> provokes, <b>flaming<\/b> abuses openly, <b>doxxing<\/b> exposes private details.<br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 536,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements:\\n1. A work in the public domain can still be plagiarised.\\n2. Plagiarism concerns acknowledgement of authorship rather than the subsistence of copyright.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA work whose copyright has expired is in the <b>public domain<\/b> \u2014 anyone may copy it lawfully. But submitting it as one's own is still <b>plagiarism<\/b>, because the wrong lies in the false claim of authorship, not in the copying.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Plagiarism concerns acknowledgement of authorship; copyright concerns permission to copy.<\/b> They are governed by different considerations \u2014 one academic, one legal.<br><br>\\n<b>Why the distinction is set repeatedly<\/b><br>\\nCandidates treat the two as one offence. Holding them apart resolves an entire family of questions: <b>the two wrongs are independent, and all four combinations of them are possible.<\/b><br><br><b>Reference:<\/b> \u00a711.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 537,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"A school responding to a case of bullying should treat the child who bullies as:\",\r\n    \"options\": [\r\n      \"A child who may also be in difficulty and requires attention\",\r\n      \"A matter for the police only\",\r\n      \"A pupil to be transferred\",\r\n      \"A case for sanction alone\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A child who may also be in difficulty and requires attention<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A child who bullies is frequently a child in difficulty<\/b> \u2014 reproducing what is done to them elsewhere, or seeking standing they cannot obtain otherwise.<br><br>\\n<b>Why sanction alone fails<\/b><br>\\n<b>A purely punitive response addresses the incident without touching the cause.<\/b> The behaviour resumes, more carefully concealed, and the school hears of it later and less completely.<br><br>\\n<b>What this does not mean<\/b><br>\\nIt does not mean the victim's protection waits on the aggressor's welfare. <b>Both are owed something, and the victim's safety comes first<\/b> \u2014 but a school that responds only with punishment will see the same child again.<br><br><b>Reference:<\/b> \u00a711.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 538,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Consider the following statements about privacy settings on social media:\\n1. They govern who may see a post on that platform.\\n2. They govern what a viewer does with the post afterwards.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nPrivacy settings <b>govern who may see a post on that platform<\/b>. That is their entire function, and within it they work.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThey govern <b>nothing about what a viewer does next<\/b>. A person permitted to see a post may screenshot it, describe it, or forward the image anywhere.<br><br>\\n<b>The consequence<\/b><br>\\n<b>A private post screenshotted by one of its intended readers is no longer private in any sense that matters.<\/b> The setting was never breached \u2014 it simply does not reach that far.<br><br>\\n<b>What to teach pupils:<\/b> a privacy setting limits the <b>audience<\/b>, never the <b>afterlife<\/b>.<br><br><b>Reference:<\/b> \u00a711.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 539,\r\n    \"chapter\": \"DIGITAL ETHICS AND CITIZENSHIP\",\r\n    \"question\": \"Pupils should be taught to check the date on a circulating message because the commonest form of school-related falsehood is:\",\r\n    \"options\": [\r\n      \"A deepfake video\",\r\n      \"An old notice recirculated as though current\",\r\n      \"A forged signature\",\r\n      \"An altered photograph\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) An old notice recirculated as though current<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>An old notice recirculated as though current<\/b> is the commonest form of school-related falsehood \u2014 a superseded fee circular, a withdrawn instruction, last year's examination date.<br><br>\\n<b>Why it is misinformation rather than disinformation<\/b><br>\\nThe notice is <b>genuine<\/b>; only the implication that it is current is false. Those forwarding it generally believe it, so there is <b>no intent to deceive<\/b>.<br><br>\\n<b>Why the remedy is so cheap<\/b><br>\\n<b>Checking the date requires no technical skill<\/b> and settles a large share of cases \u2014 which is why it is second among the five checks before forwarding.<br><br><b>Reference:<\/b> \u00a711.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 540,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Which of the following correctly describes the relationship between the three fields?\",\r\n    \"options\": [\r\n      \"AI contains ML, which contains DL\",\r\n      \"DL contains ML, which contains AI\",\r\n      \"The three are entirely separate\",\r\n      \"ML contains AI, which contains DL\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) AI contains ML, which contains DL<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe three are <b>nested<\/b>: <b>AI contains ML, which contains DL<\/b>.<br>\\n<b>Artificial Intelligence<\/b> \u2014 the broadest field, any system performing tasks that would require intelligence.<br>\\n<b>Machine Learning<\/b> \u2014 systems that <b>learn from data<\/b> rather than following rules written by hand.<br>\\n<b>Deep Learning<\/b> \u2014 machine learning using <b>neural networks with many layers<\/b>.<br><br>\\n<b>The direction that matters<\/b><br>\\n<b>All deep learning is machine learning and all machine learning is AI \u2014 but the reverse holds in neither case.<\/b> A rule-based expert system is AI and not ML.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 541,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"The term \\\"artificial intelligence\\\" was coined in 1956 by:\",\r\n    \"options\": [\r\n      \"Alan Turing\",\r\n      \"John McCarthy\",\r\n      \"Marvin Minsky\",\r\n      \"Claude Shannon\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) John McCarthy<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>John McCarthy<\/b> coined the term at the <b>Dartmouth conference in 1956<\/b>, generally taken as the founding moment of the field.<br><br>\\n<b>Why the others are offered<\/b><br>\\n<b>Alan Turing<\/b> \u2014 proposed the <b>Turing test<\/b> in 1950, six years earlier, but did not coin the term.<br>\\n<b>Marvin Minsky<\/b> \u2014 a Dartmouth participant and a founder of the field.<br>\\n<b>Claude Shannon<\/b> \u2014 information theory, and also present at Dartmouth.<br><br>\\n<b>All four are genuine figures<\/b>, which is what makes the question a test of precision rather than recognition.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 542,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Supervised<\/td><td>1. Finds patterns in unlabelled data<\/td><\/tr><tr><td>B. Unsupervised<\/td><td>2. Trained on labelled examples<\/td><\/tr><tr><td>C. Reinforcement<\/td><td>3. Uses neural networks with many layers<\/td><\/tr><tr><td>D. Deep learning<\/td><td>4. Learns by reward and penalty<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-3, B-2, C-4, D-1\",\r\n      \"A-2, B-1, C-4, D-3\",\r\n      \"A-4, B-2, C-1, D-3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-2, B-1, C-4, D-3<\/b><br><br>\\n<b>The four learning types<\/b><br>\\n<b>Supervised<\/b> \u2014 <b>trained on labelled examples<\/b>, where the correct answer is supplied. Marks already graded, used to train a system to predict grades.<br>\\n<b>Unsupervised<\/b> \u2014 <b>finds patterns in unlabelled data<\/b>. Clustering is the standard example.<br>\\n<b>Reinforcement<\/b> \u2014 <b>learns by reward and penalty<\/b>, through trial in an environment.<br>\\n<b>Deep learning<\/b> \u2014 uses <b>neural networks with many layers<\/b>.<br><br>\\n<b>The distinction that decides the question<\/b><br>\\n<b>Supervised has labels; unsupervised does not.<\/b> Deep learning is not a fourth alternative but a <b>technique<\/b> usable within the others.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 543,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"All artificial intelligence systems that exist today fall into the category of:\",\r\n    \"options\": [\r\n      \"General AI\",\r\n      \"Super AI\",\r\n      \"Conscious AI\",\r\n      \"Narrow or weak AI\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Narrow or weak AI<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nEvery AI system in existence is <b>narrow or weak AI<\/b> \u2014 it performs <b>one kind of task<\/b> and cannot transfer that ability to another. A system that plays chess superbly cannot read a circular.<br><br>\\n<b>What the others would mean<\/b><br>\\n<b>General AI<\/b> \u2014 human-level ability across any task. <b>Super AI<\/b> \u2014 beyond human ability generally. <b>Both remain hypothetical.<\/b><br><br>\\n<b>Why this matters when a vendor calls<\/b><br>\\nClaims of systems that \\\"understand\\\" pupils should be read against this. <b>A dropout-prediction tool is a narrow statistical model<\/b>, however it is described.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 544,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements about generative AI:\\n1. It produces new content rather than only classifying or predicting.\\n2. A Large Language Model is the text variety.\\n3. Its output is always factually reliable.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nGenerative AI <b>produces new content<\/b> \u2014 text, images, audio \u2014 rather than only classifying or predicting.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nA <b>Large Language Model<\/b> is the text variety.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nThe output is <b>not<\/b> always factually reliable. Such systems can be <b>confidently wrong, inventing citations, sections and provisions that do not exist<\/b>, in prose indistinguishable from the accurate kind.<br><br>\\n<b>The implication for a school<\/b><br>\\n<b>Fluency is not a signal of reliability.<\/b> Anything used in an official document must be verified against the source.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 545,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Google Workspace and Microsoft 365, used through a browser without installation, are examples of:\",\r\n    \"options\": [\r\n      \"SaaS\",\r\n      \"On-premises computing\",\r\n      \"IaaS\",\r\n      \"PaaS\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) SaaS<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>SaaS<\/b> \u2014 Software as a Service: <b>ready software delivered over the network<\/b>, with the provider managing everything down to the hardware. The user simply opens a browser.<br><br>\\n<b>The three models<\/b><br>\\n<b>IaaS<\/b> \u2014 rented virtual machines and storage.<br>\\n<b>PaaS<\/b> \u2014 a hosted environment in which to build an application.<br>\\n<b>SaaS<\/b> \u2014 finished software.<br><br>\\n<b>The pattern<\/b><br>\\n<b>Moving from IaaS to SaaS, the user manages less and controls less.<\/b><br><br>\\n<b>The point for a school<\/b><br>\\n<b>Almost everything a school touches is SaaS<\/b> \u2014 which means the data sits on someone else's system.<br><br><b>Reference:<\/b> \u00a712.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 546,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. IaaS<\/td><td>1. Rented virtual machines and storage<\/td><\/tr><tr><td>B. PaaS<\/td><td>2. A hosted environment in which to build an application<\/td><\/tr><tr><td>C. SaaS<\/td><td>3. The Government of India cloud initiative<\/td><\/tr><tr><td>D. MeghRaj<\/td><td>4. Ready software delivered over the network<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-2, C-3, D-4\",\r\n      \"A-1, B-2, C-4, D-3\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-4, B-2, C-1, D-3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-1, B-2, C-4, D-3<\/b><br><br>\\n<b>The three service models and the Indian initiative<\/b><br>\\n<b>IaaS<\/b> \u2014 <b>rented virtual machines and storage<\/b>. You install and manage everything above the hardware.<br>\\n<b>PaaS<\/b> \u2014 <b>a hosted environment in which to build an application<\/b>. The platform is managed; your code is yours.<br>\\n<b>SaaS<\/b> \u2014 <b>ready software delivered over the network<\/b>.<br>\\n<b>MeghRaj<\/b> \u2014 <b>the Government of India cloud initiative<\/b>, providing cloud services to government departments.<br><br>\\n<b>The progression<\/b><br>\\n<b>From IaaS to SaaS the user manages less and controls less<\/b> \u2014 convenience purchased with control, which is precisely the trade a school makes when it accepts a free platform.<br><br><b>Reference:<\/b> \u00a712.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 547,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements about cloud computing:\\n1. Rapid elasticity means capacity grows and shrinks with need.\\n2. Measured service means usage is metered and billed.\\n3. A private cloud is by definition shared with the general public.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Rapid elasticity<\/b> \u2014 resources can be increased or reduced according to need, which is why a school pays for what it uses rather than for peak capacity.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Measured service<\/b> \u2014 usage is metered and billed.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nCloud services need <b>no installation on each device<\/b>. <b>Broad network access without local installation is a defining characteristic<\/b> \u2014 it is reached through a browser.<br><br>\\n<b>The five characteristics in full<\/b><br>\\nOn-demand self-service \u00b7 broad network access \u00b7 resource pooling \u00b7 rapid elasticity \u00b7 measured service.<br><br><b>Reference:<\/b> \u00a712.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 548,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"The Internet of Things is defined by the fact that the connected objects are:\",\r\n    \"options\": [\r\n      \"Always government owned\",\r\n      \"Always computers\",\r\n      \"No longer computers \u2014 a tank, a bus, a meter, a wristband\",\r\n      \"Always mobile phones\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) No longer computers \u2014 a tank, a bus, a meter, a wristband<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe IoT is defined by the connected objects being <b>no longer computers<\/b> \u2014 a water tank, a bus, an electricity meter, a wristband. Things that were never networked now report and respond.<br><br>\\n<b>Its four parts<\/b><br>\\n<b>Sensors and actuators<\/b> \u00b7 <b>connectivity<\/b> \u00b7 <b>data processing<\/b> \u00b7 <b>a user interface<\/b>.<br><br>\\n<b>Why it creates a security problem<\/b><br>\\nSuch devices are <b>cheap, numerous, rarely updated and frequently left on default passwords<\/b>. Nobody patches a camera. <b>A compromised camera is an entry point to the whole network<\/b> and a ready recruit to a botnet.<br><br><b>Reference:<\/b> \u00a712.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 549,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Edge computing refers to:\",\r\n    \"options\": [\r\n      \"Encrypting data at the border\",\r\n      \"Connecting two networks\",\r\n      \"Storing all data in a distant server\",\r\n      \"Processing data at or near the device rather than sending everything to a distant server\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Processing data at or near the device rather than sending everything to a distant server<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nEdge computing <b>processes data at or near the device<\/b> rather than sending everything to a distant server.<br><br>\\n<b>The two gains<\/b><br>\\n<b>Lower latency<\/b> \u2014 a decision taken on the device does not wait for a round trip.<br>\\n<b>Less bandwidth consumed<\/b> \u2014 only results travel, not raw data.<br><br>\\n<b>Why it matters as IoT grows<\/b><br>\\nA hundred cameras streaming continuously to a distant server would exhaust any school's connection. Processing locally and reporting only what matters makes the arrangement feasible.<br><br>\\n<b>The contrast:<\/b> <b>cloud centralises; edge distributes.<\/b> Most systems now use both.<br><br><b>Reference:<\/b> \u00a712.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 550,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"The property of a blockchain by which a record, once entered, cannot be altered is:\",\r\n    \"options\": [\r\n      \"Immutability\",\r\n      \"Virtualisation\",\r\n      \"Redundancy\",\r\n      \"Elasticity\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Immutability<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Immutability.<\/b> Each block carries the <b>hash of the block before it<\/b>, so altering any block changes its hash and <b>breaks every link after it<\/b> \u2014 the tampering is immediately detectable.<br><br>\\n<b>Why \\\"distributed\\\" reinforces it<\/b><br>\\nThe ledger is held by many participants. Altering one copy achieves nothing; the others disagree.<br><br>\\n<b>The school application<\/b><br>\\n<b>Tamper-proof certificates, verifiable by any institution without contacting the school<\/b> \u2014 which removes both the delay and the forgery problem in verifying credentials.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nElasticity and virtualisation belong to cloud computing.<br><br><b>Reference:<\/b> \u00a712.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 551,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements:\\n1. Blockchain is the underlying technology and cryptocurrency one application of it.\\n2. Land records and academic certificates can use blockchain without any currency being involved.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Blockchain is the underlying technology and cryptocurrency one application of it.<\/b><br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Land records and academic certificates can use blockchain without any currency being involved.<\/b> What such uses need is an <b>immutable, distributed record<\/b> \u2014 not a means of payment.<br><br>\\n<b>Why the confusion is so common<\/b><br>\\nBlockchain became known through Bitcoin, so the two are treated as one thing. <b>Conflating them is the commonest error in this topic<\/b>, and it leads institutions to dismiss a useful record-keeping technology because they distrust currencies.<br><br><b>Reference:<\/b> \u00a712.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 552,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Bitcoin was proposed in 2008 under the name:\",\r\n    \"options\": [\r\n      \"Vitalik Buterin\",\r\n      \"Satoshi Nakamoto\",\r\n      \"Tim Berners-Lee\",\r\n      \"Alan Turing\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Satoshi Nakamoto<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nBitcoin was proposed in <b>2008<\/b> in a paper published under the name <b>Satoshi Nakamoto<\/b> \u2014 a pseudonym whose holder has never been identified.<br><br>\\n<b>Why the others appear<\/b><br>\\n<b>Vitalik Buterin<\/b> \u2014 associated with <b>Ethereum<\/b>, which introduced smart contracts.<br>\\n<b>Tim Berners-Lee<\/b> and <b>Alan Turing<\/b> \u2014 genuine figures from other parts of this syllabus.<br><br>\\n<b>The Indian development to hold alongside it<\/b><br>\\nThe <b>Reserve Bank of India<\/b> has piloted the <b>Digital Rupee<\/b>, a <b>central bank digital currency<\/b> \u2014 issued by the central bank, unlike a cryptocurrency, which has no issuing authority at all.<br><br><b>Reference:<\/b> \u00a712.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 553,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"A smart contract is:\",\r\n    \"options\": [\r\n      \"A contract stored in DigiLocker\",\r\n      \"A legal document signed digitally\",\r\n      \"A contract written as code that executes itself when its conditions are met\",\r\n      \"A contract with an IT vendor\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A contract written as code that executes itself when its conditions are met<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA smart contract is <b>a contract written as code that executes itself when its conditions are met<\/b>. No party need act, and no party can decline.<br><br>\\n<b>What it removes<\/b><br>\\n<b>The need for an intermediary to enforce it.<\/b> Where a conventional contract requires a court or an escrow agent, a smart contract performs itself.<br><br>\\n<b>The limitation worth noting<\/b><br>\\nIt can act only on <b>information it can verify<\/b> \u2014 a payment on the same chain, a date. It cannot know whether goods arrived in good condition.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nA digitally signed document is not self-executing; nor is a contract merely stored electronically.<br><br><b>Reference:<\/b> \u00a712.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 554,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"A technology that overlays digital information on the real world, viewed through a phone camera, is:\",\r\n    \"options\": [\r\n      \"Mixed Reality\",\r\n      \"Extended Reality\",\r\n      \"Virtual Reality\",\r\n      \"Augmented Reality\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Augmented Reality<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Augmented Reality overlays<\/b> digital information on the real world \u2014 the room remains visible, with information added over it.<br><br>\\n<b>The family, distinguished by one word each<\/b><br>\\n<b>VR<\/b> \u2014 <b>replaces<\/b> the real world entirely.<br>\\n<b>AR<\/b> \u2014 <b>overlays<\/b> it.<br>\\n<b>MR<\/b> \u2014 lets digital and physical objects <b>interact<\/b>.<br>\\n<b>XR<\/b> \u2014 the <b>umbrella term<\/b> for all three.<br><br>\\n<b>The school application<\/b><br>\\nAR needs only a phone, which most households have. <b>VR needs a headset<\/b> \u2014 though a single headset used in rotation, or a projected 360-degree view, serves a whole class.<br><br><b>Reference:<\/b> \u00a712.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 555,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. VR<\/td><td>1. Overlays the real world<\/td><\/tr><tr><td>B. AR<\/td><td>2. Lets digital and physical objects interact<\/td><\/tr><tr><td>C. MR<\/td><td>3. Replaces the real world<\/td><\/tr><tr><td>D. XR<\/td><td>4. Umbrella term for all three<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-3, B-2, C-4, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-3, B-1, C-2, D-4<\/b><br><br>\\n<b>The four terms<\/b><br>\\n<b>VR<\/b> \u2014 <b>replaces the real world<\/b>. The user sees only the simulated environment.<br>\\n<b>AR<\/b> \u2014 <b>overlays the real world<\/b>. The room stays visible with information added.<br>\\n<b>MR<\/b> \u2014 <b>lets digital and physical objects interact<\/b>, so a virtual object can sit on a real table.<br>\\n<b>XR<\/b> \u2014 the <b>umbrella term<\/b> covering all three.<br><br>\\n<b>The one word that decides the question<\/b><br>\\n<b>Replaces or overlays.<\/b> Everything else follows.<br><br>\\n<b>The classroom value of VR<\/b><br>\\nIt can <b>take pupils to a site no bus can reach<\/b> \u2014 a deep-sea trench, an ancient city, the inside of a cell.<br><br><b>Reference:<\/b> \u00a712.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 556,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"3D printing is also known as:\",\r\n    \"options\": [\r\n      \"Subtractive manufacturing\",\r\n      \"Additive manufacturing\",\r\n      \"Reductive manufacturing\",\r\n      \"Injection manufacturing\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Additive manufacturing<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Additive manufacturing<\/b> \u2014 the object is built <b>layer upon layer from a digital model<\/b>, adding material where it is needed.<br><br>\\n<b>The contrast that names it<\/b><br>\\nTraditional manufacture is largely <b>subtractive<\/b>: it starts with a block and <b>cuts material away<\/b>. Additive wastes almost nothing and can produce shapes no cutting tool could reach.<br><br>\\n<b>Where a school meets it<\/b><br>\\nIn an <b>Atal Tinkering Lab<\/b>, which provides 3D printers alongside robotics kits, sensors and electronics \u2014 established under <b>NITI Aayog<\/b> through the Atal Innovation Mission.<br><br><b>Reference:<\/b> \u00a712.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 557,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Atal Tinkering Labs are established under which body?\",\r\n    \"options\": [\r\n      \"NCERT\",\r\n      \"CBSE\",\r\n      \"NITI Aayog\",\r\n      \"UGC\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) NITI Aayog<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAtal Tinkering Labs are established under <b>NITI Aayog<\/b>, through the <b>Atal Innovation Mission<\/b>.<br><br>\\n<b>What an ATL provides<\/b><br>\\n<b>3D printers, robotics kits, sensors and electronics<\/b> \u2014 a workshop rather than a computer laboratory, intended for making things rather than using software.<br><br>\\n<b>Why NITI Aayog rather than the Ministry of Education<\/b><br>\\nThe mission is framed as <b>innovation policy<\/b> rather than curriculum delivery. NITI Aayog likewise issued the <b>National Strategy for Artificial Intelligence<\/b> with the tagline <b>#AIforAll<\/b> in 2018.<br><br>\\n<b>The pairing to hold:<\/b> <b>NITI Aayog \u2014 ATL and the AI strategy.<\/b><br><br><b>Reference:<\/b> \u00a712.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 558,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Drones in India are governed by:\",\r\n    \"options\": [\r\n      \"The IT Act, 2000\",\r\n      \"The Motor Vehicles Act\",\r\n      \"The Aircraft Rules, 1937 only\",\r\n      \"The Drone Rules, 2021, administered through Digital Sky\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) The Drone Rules, 2021, administered through Digital Sky<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nDrones are governed by the <b>Drone Rules, 2021<\/b>, administered through the <b>Digital Sky<\/b> platform.<br><br>\\n<b>The three airspace zones<\/b><br>\\n<b>Green<\/b> \u2014 flight permitted <b>without prior permission<\/b>.<br>\\n<b>Yellow<\/b> \u2014 <b>permission required<\/b>.<br>\\n<b>Red<\/b> \u2014 flight <b>prohibited<\/b>.<br><br>\\n<b>Why a school should care<\/b><br>\\nA drone used to photograph a sports day or an annual function is subject to these rules. <b>A head must know which zone the school ground falls in<\/b> \u2014 and Digital Sky is where that is checked, before the day rather than after.<br><br><b>Reference:<\/b> \u00a712.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 559,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"The original three V's of big data are:\",\r\n    \"options\": [\r\n      \"Volume, Velocity, Variety\",\r\n      \"Volume, Value, Veracity\",\r\n      \"Variety, Veracity, Value\",\r\n      \"Velocity, Validity, Volume\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Volume, Velocity, Variety<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe original three are <b>Volume, Velocity, Variety<\/b> \u2014 how much data, how fast it arrives, and how many different forms it takes.<br><br>\\n<b>The two added later<\/b><br>\\n<b>Veracity<\/b> \u2014 how trustworthy it is.<br>\\n<b>Value<\/b> \u2014 whether it is worth anything.<br>\\nTogether these make the <b>five V's<\/b>.<br><br>\\n<b>Why the later two were needed<\/b><br>\\nThe first three describe <b>quantity and speed<\/b>. Veracity and Value ask <b>whether the data is any good and whether anyone benefits<\/b> \u2014 questions the first three do not raise, and which matter most in a school.<br><br>\\n<b>Note:<\/b> <b>Visibility is not among them.<\/b><br><br><b>Reference:<\/b> \u00a712.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 560,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Arrange the four types of analytics in the order in which they answer questions:\\n1. What should be done? 2. What happened? 3. Why did it happen? 4. What will happen?\",\r\n    \"options\": [\r\n      \"2, 3, 1, 4\",\r\n      \"2, 3, 4, 1\",\r\n      \"2, 4, 3, 1\",\r\n      \"3, 2, 4, 1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2, 3, 4, 1<\/b><br><br>\\n<b>The four, in ascending order of difficulty<\/b><br>\\n<b>1. Descriptive<\/b> \u2014 <b>What happened?<\/b> Enrolment fell by forty.<br>\\n<b>2. Diagnostic<\/b> \u2014 <b>Why did it happen?<\/b> Most of the loss was in one class.<br>\\n<b>3. Predictive<\/b> \u2014 <b>What will happen?<\/b> Attendance suggests further loss next term.<br>\\n<b>4. Prescriptive<\/b> \u2014 <b>What should be done?<\/b><br><br>\\n<b>Where most schools sit<\/b><br>\\nAt the <b>first level<\/b>, reporting what happened. The value lies further up \u2014 but so does the risk, since <b>a predictive analytic must never become a label attached to a child<\/b>.<br><br><b>Reference:<\/b> \u00a712.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 561,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements:\\n1. Correlation between two figures establishes that one causes the other.\\n2. A pattern found in data is a question to investigate rather than an explanation already obtained.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\n<b>Correlation does not establish causation.<\/b> Two figures that move together need not be connected at all \u2014 both may follow a third cause, or the association may be coincidence.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>A pattern found in data is a question to investigate rather than an explanation already obtained.<\/b><br><br>\\n<b>Why this matters in a school<\/b><br>\\nA correlation between attendance and marks invites the conclusion that absence causes low marks. It may equally be that <b>difficulty causes both<\/b> \u2014 a struggling pupil stops attending. The response differs entirely depending which is true.<br><br><b>Reference:<\/b> \u00a712.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 562,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"The National Strategy for Artificial Intelligence, issued in 2018, carried the tagline:\",\r\n    \"options\": [\r\n      \"#SkillIndia\",\r\n      \"#DigitalIndia\",\r\n      \"#AIforAll\",\r\n      \"#MakeInIndia\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) #AIforAll<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe National Strategy for Artificial Intelligence, issued by <b>NITI Aayog<\/b> in <b>2018<\/b>, carried the tagline <b>#AIforAll<\/b>.<br><br>\\n<b>What the tagline signals<\/b><br>\\nThe strategy frames AI as a means of addressing problems of <b>scale and access<\/b> in a developing economy \u2014 not primarily as an industrial opportunity.<br><br>\\n<b>The five focus sectors<\/b><br>\\n<b>Healthcare, agriculture, education, smart cities and smart mobility.<\/b><br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>#DigitalIndia<\/b>, <b>#MakeInIndia<\/b> and <b>#SkillIndia<\/b> are all genuine national programmes \u2014 which is why they are offered \u2014 but none belongs to this document.<br><br><b>Reference:<\/b> \u00a712.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 563,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"The National Quantum Mission was approved in:\",\r\n    \"options\": [\r\n      \"2015\",\r\n      \"2018\",\r\n      \"2021\",\r\n      \"2023\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 2023<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>National Quantum Mission<\/b> was approved in <b>2023<\/b>, covering <b>quantum computing, communication, sensing and materials<\/b>.<br><br>\\n<b>What quantum computing is<\/b><br>\\nIt uses <b>qubits, which can exist in superposition<\/b> \u2014 able to represent multiple states at once, rather than the strict 0 or 1 of a classical bit. For certain problems this permits approaches impossible classically.<br><br>\\n<b>Why the mission includes communication<\/b><br>\\nQuantum computing threatens current encryption, so quantum-safe communication is part of the same programme.<br><br>\\n<b>The nearby dates:<\/b> <b>AI Strategy 2018 \u00b7 DPDP Act 2023 \u00b7 Quantum Mission 2023.<\/b><br><br><b>Reference:<\/b> \u00a712.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 564,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"In the e-commerce models, a transaction between two businesses is denoted:\",\r\n    \"options\": [\r\n      \"B2B\",\r\n      \"C2C\",\r\n      \"G2B\",\r\n      \"B2C\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) B2B<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>B2B<\/b> \u2014 business to business. The lettering simply records <b>who is on each side<\/b> of the transaction.<br><br>\\n<b>The commerce models<\/b><br>\\n<b>B2C<\/b> \u2014 business to consumer, the familiar online shop.<br>\\n<b>B2B<\/b> \u2014 between two businesses.<br>\\n<b>C2C<\/b> \u2014 between two consumers through a marketplace.<br>\\n<b>C2B<\/b> \u2014 a consumer offering to a business, as a freelancer does.<br><br>\\n<b>The rule that separates the two families<\/b><br>\\n<b>If the model begins with G the subject is governance; if with B or C it is commerce.<\/b> G2C, G2B, G2G and G2E belong to Chapter 13.<br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 565,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"ONDC is an attempt to make e-commerce:\",\r\n    \"options\": [\r\n      \"Cheaper for sellers only\",\r\n      \"Interoperable across platforms\",\r\n      \"Restricted to Indian buyers\",\r\n      \"Free of taxation\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Interoperable across platforms<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>ONDC<\/b> \u2014 the Open Network for Digital Commerce \u2014 seeks to make e-commerce <b>interoperable across platforms<\/b>, so a buyer on one application can transact with a seller registered on another.<br><br>\\n<b>The reasoning behind it<\/b><br>\\nIt is <b>the same reasoning that made NDEAR an architecture rather than a portal<\/b>: build shared standards and let many participants operate on them, instead of one platform owning the market.<br><br>\\n<b>The family of building-block initiatives<\/b><br>\\n<b>NDEAR<\/b> in education \u00b7 <b>ABDM<\/b> in health \u00b7 <b>ONDC<\/b> in commerce. Each supplies <b>standards, not a website.<\/b><br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 566,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"e-NAM is associated with which sector?\",\r\n    \"options\": [\r\n      \"Banking\",\r\n      \"Health\",\r\n      \"Agriculture\",\r\n      \"Education\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Agriculture<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>e-NAM<\/b> \u2014 the electronic National Agriculture Market \u2014 links regulated mandis into a <b>single online trading platform<\/b>, so a farmer's produce can be bid for beyond the local market.<br><br>\\n<b>What it addresses<\/b><br>\\nFragmentation. A farmer confined to one mandi takes the price offered there; a national market widens the field of buyers.<br><br>\\n<b>The related sectoral initiatives<\/b><br>\\n<b>ABDM and ABHA<\/b> \u2014 health.<br>\\n<b>e-Shram<\/b> \u2014 unorganised sector workers.<br>\\n<b>e-Sanjeevani<\/b> \u2014 telemedicine.<br>\\n<b>CoWIN<\/b> \u2014 vaccination.<br><br>\\n<b>Why a school head should know them:<\/b> the parents of many pupils are registered on e-Shram.<br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 567,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Under the Ayushman Bharat Digital Mission, a citizen holds a health account number called:\",\r\n    \"options\": [\r\n      \"APAAR\",\r\n      \"UDID\",\r\n      \"ABC\",\r\n      \"ABHA\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) ABHA<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>ABHA<\/b> \u2014 the Ayushman Bharat Health Account \u2014 is the number under which a citizen's health records are linked within the <b>Ayushman Bharat Digital Mission<\/b>.<br><br>\\n<b>The reasoning it shares with education<\/b><br>\\nIt rests on <b>the same building-block logic as NDEAR<\/b>: a shared identity and shared standards, so records created anywhere can be found anywhere, without one central system holding everything.<br><br>\\n<b>The identifiers not to confuse it with<\/b><br>\\n<b>APAAR<\/b> \u2014 the academic account, 12 digits.<br>\\n<b>UDID<\/b> \u2014 the disability identity card.<br>\\n<b>ABC<\/b> \u2014 the Academic Bank of Credits.<br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 568,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"e-Shram is the national database of:\",\r\n    \"options\": [\r\n      \"Unorganised sector workers\",\r\n      \"Registered voters\",\r\n      \"Pensioners\",\r\n      \"School teachers\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Unorganised sector workers<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>e-Shram<\/b> is the national database of <b>unorganised sector workers<\/b> \u2014 construction labourers, street vendors, domestic workers, agricultural labourers.<br><br>\\n<b>Why it belongs in a school syllabus<\/b><br>\\n<b>The parents of a great many pupils are registered on it.<\/b> A head who knows this can direct a family towards benefits linked to registration, and understands why a parent may hold an e-Shram card when they hold little else.<br><br>\\n<b>Its place in the wider system<\/b><br>\\nIt is a <b>registry<\/b>, and registries are the foundation of DBT \u2014 you cannot transfer a benefit to a population you have not enumerated.<br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 569,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"A vendor offers a school an AI-based system to predict which pupils will drop out. Before accepting, the head should first ask:\",\r\n    \"options\": [\r\n      \"Whether the vendor is well known\",\r\n      \"What problem the school actually has that this solves, and what happens to the data\",\r\n      \"Whether other schools have bought it\",\r\n      \"Whether it has won an award\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) What problem the school actually has that this solves, and what happens to the data<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTwo questions come before all others: <b>what problem the school actually has that this solves<\/b>, and <b>what happens to the data<\/b>.<br><br>\\n<b>The four questions to ask of any technology<\/b><br>\\n<b>What problem does it solve? Who maintains it? Who is trained? What happens to the data?<\/b><br><br>\\n<b>Why the fourth is decisive here<\/b><br>\\nPupil data leaving the school's custody <b>engages the DPDP Act<\/b>, and every pupil is a <b>child<\/b>. The school <b>remains the Data Fiduciary regardless<\/b> of what the vendor undertakes.<br><br>\\n<b>The further caution<\/b><br>\\n<b>A prediction must never become a label.<\/b> If adults expect less, the forecast fulfils itself.<br><br><b>Reference:<\/b> \u00a712.8, \u00a712.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 570,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"All of the following are Indian initiatives in emerging technology EXCEPT:\",\r\n    \"options\": [\r\n      \"National Quantum Mission\",\r\n      \"MeghRaj\",\r\n      \"CPGRAMS\",\r\n      \"Atal Innovation Mission\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) CPGRAMS<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>CPGRAMS<\/b> \u2014 the Centralised Public Grievance Redress and Monitoring System \u2014 is the portal on which a citizen <b>lodges a grievance against a government body and tracks it<\/b>. It belongs to <b>e-governance<\/b>, not emerging technology.<br><br>\\n<b>Why the others qualify<\/b><br>\\n<b>Atal Innovation Mission<\/b> \u2014 under NITI Aayog, running Atal Tinkering Labs.<br>\\n<b>National Quantum Mission<\/b> \u2014 approved 2023.<br>\\n<b>MeghRaj<\/b> \u2014 the Government of India cloud initiative.<br><br>\\n<b>Why a head should still know CPGRAMS<\/b><br>\\n<b>A complaint against your school may reach you through it<\/b>, and the reply is recorded and timed.<br><br><b>Reference:<\/b> \u00a712.8, \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 571,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"A chatbot answering routine admission queries on a school website is an application of:\",\r\n    \"options\": [\r\n      \"Quantum computing\",\r\n      \"3D printing\",\r\n      \"Blockchain\",\r\n      \"Narrow AI\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Narrow AI<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA chatbot performs <b>one kind of task<\/b> and <b>cannot transfer that ability to another<\/b> \u2014 which is the definition of <b>narrow or weak AI<\/b>. It answers admission queries; it cannot mark a paper.<br><br>\\n<b>Why every real system is narrow<\/b><br>\\n<b>General and super AI remain hypothetical.<\/b> Whatever a vendor's brochure claims, what is being sold is a narrow system.<br><br>\\n<b>The school judgement<\/b><br>\\nA chatbot handling routine queries frees office staff for the cases that need judgement \u2014 a legitimate use. It should not be presented to parents as though it could resolve a disputed admission.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 572,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements about algorithmic bias:\\n1. A system trained on biased historical data will reproduce that bias.\\n2. Bias in an AI system is always visible in its output to a casual user.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A system trained on biased historical data will reproduce that bias.<\/b> If past decisions favoured one group, a model learning from them learns to favour that group \u2014 and does so consistently, at scale.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nBias is <b>not<\/b> always visible in the output. <b>It is frequently invisible precisely because the output looks authoritative<\/b> \u2014 a number, a ranking, a prediction, carrying no trace of how it was reached.<br><br>\\n<b>Why this matters in a school<\/b><br>\\nA dropout-prediction model trained on past data may simply <b>relearn which communities were failed before<\/b>, and present that as a forecast.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 573,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Robotics in a school laboratory is most commonly introduced through:\",\r\n    \"options\": [\r\n      \"Atal Tinkering Lab kits\",\r\n      \"Autonomous vehicles\",\r\n      \"Surgical robots\",\r\n      \"Industrial robots\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Atal Tinkering Lab kits<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Atal Tinkering Lab kits<\/b> combine <b>sensors, controllers and simple actuators<\/b> for project-based learning \u2014 the practical route by which most Indian schools meet robotics.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>Industrial robots<\/b>, <b>autonomous vehicles<\/b> and <b>surgical robots<\/b> are genuine applications, but none is a school teaching tool.<br><br>\\n<b>Why kits suit the purpose<\/b><br>\\nThey are <b>cheap, safe and reconfigurable<\/b>. A pupil builds something, it fails, and they rebuild it \u2014 which is where the learning is. A finished machine teaches only operation.<br><br>\\n<b>Established under:<\/b> <b>NITI Aayog<\/b>, through the Atal Innovation Mission.<br><br><b>Reference:<\/b> \u00a712.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 574,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Which of the following is NOT one of the five V's of big data?\",\r\n    \"options\": [\r\n      \"Velocity\",\r\n      \"Visibility\",\r\n      \"Veracity\",\r\n      \"Volume\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Visibility<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Visibility<\/b> is not among them. It sounds plausible alongside the others, which is precisely why it is offered.<br><br>\\n<b>The five V's<\/b><br>\\n<b>Volume<\/b> \u2014 how much.<br>\\n<b>Velocity<\/b> \u2014 how fast it arrives.<br>\\n<b>Variety<\/b> \u2014 how many forms it takes.<br>\\n<b>Veracity<\/b> \u2014 how trustworthy it is.<br>\\n<b>Value<\/b> \u2014 whether it is worth anything.<br><br>\\n<b>The distinction worth holding<\/b><br>\\nThe <b>original three<\/b> are Volume, Velocity and Variety \u2014 measures of <b>quantity and speed<\/b>. <b>Veracity and Value were added later<\/b>, and ask the questions that actually matter.<br><br><b>Reference:<\/b> \u00a712.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 575,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Digital Rupee, piloted by the Reserve Bank of India, is an example of:\",\r\n    \"options\": [\r\n      \"A payment gateway\",\r\n      \"A cryptocurrency\",\r\n      \"A central bank digital currency\",\r\n      \"A digital wallet\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A central bank digital currency<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Digital Rupee<\/b> is a <b>central bank digital currency<\/b> \u2014 legal tender in digital form, <b>issued by the Reserve Bank of India<\/b>.<br><br>\\n<b>The distinction from cryptocurrency<\/b><br>\\n<b>A cryptocurrency has no issuing authority<\/b> and no guarantee behind it. A CBDC is issued and backed by the central bank \u2014 the difference between a currency and a private asset.<br><br>\\n<b>The distinction from a digital wallet<\/b><br>\\nA wallet holds a <b>claim on money in a bank<\/b>. A CBDC <b>is<\/b> the money.<br><br>\\n<b>The technology underneath<\/b><br>\\nBlockchain may be used \u2014 but <b>blockchain is the technology, cryptocurrency only one application of it<\/b>.<br><br><b>Reference:<\/b> \u00a712.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 576,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Green zone<\/td><td>1. Flight prohibited<\/td><\/tr><tr><td>B. Yellow zone<\/td><td>2. Drone flight permitted without prior permission<\/td><\/tr><tr><td>C. Red zone<\/td><td>3. Permission required<\/td><\/tr><tr><td>D. Digital Sky<\/td><td>4. The platform administering the rules<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-2, C-3, D-4\",\r\n      \"A-1, B-3, C-2, D-4\",\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-2, B-3, C-1, D-4\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-2, B-3, C-1, D-4<\/b><br><br>\\n<b>The three zones and the platform<\/b><br>\\n<b>Green zone<\/b> \u2014 drone flight <b>permitted without prior permission<\/b>.<br>\\n<b>Yellow zone<\/b> \u2014 <b>permission required<\/b>, typically near airports or sensitive installations.<br>\\n<b>Red zone<\/b> \u2014 <b>flight prohibited<\/b>.<br>\\n<b>Digital Sky<\/b> \u2014 <b>the platform administering the rules<\/b>, under the Drone Rules, 2021.<br><br>\\n<b>Why a school must know this<\/b><br>\\n<b>A school flying a drone at a sports day must know which zone the ground falls in<\/b> \u2014 and that is checked on Digital Sky <b>before<\/b> the event, not after a complaint.<br><br><b>Reference:<\/b> \u00a712.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 577,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements about virtual reality in a classroom:\\n1. It can take pupils to a site no bus can reach.\\n2. A headset per pupil is necessary for any use of it.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nVR <b>can take pupils to a site no bus can reach<\/b> \u2014 a deep-sea trench, an ancient city, the interior of a cell, the surface of Mars.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA headset per pupil is <b>not<\/b> necessary. <b>A single headset used in rotation, or a projected 360-degree view, serves a whole class.<\/b><br><br>\\n<b>Why the misconception matters<\/b><br>\\nIt leads schools to conclude that VR is beyond their means and abandon it entirely \u2014 when one device, used as a station in <b>station rotation<\/b>, is a perfectly workable arrangement.<br><br>\\n<b>The recurring principle:<\/b> <b>match the model to the devices you actually possess.<\/b><br><br><b>Reference:<\/b> \u00a712.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 578,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"A school issuing tamper-proof certificates verifiable by any institution without contacting the school would be applying:\",\r\n    \"options\": [\r\n      \"Blockchain\",\r\n      \"Augmented reality\",\r\n      \"Edge computing\",\r\n      \"Cloud computing\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Blockchain<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nTwo properties of <b>blockchain<\/b> fit the requirement exactly:<br>\\n<b>Immutability<\/b> \u2014 a record once entered cannot be altered, because each block carries the hash of the one before it.<br>\\n<b>Distributed verification<\/b> \u2014 any party can check the record <b>without contacting the issuer<\/b>.<br><br>\\n<b>Why the problem is real<\/b><br>\\nVerifying a certificate today means writing to the school and waiting \u2014 while forged certificates circulate freely. Blockchain removes both the delay and the forgery.<br><br>\\n<b>Why the others do not fit<\/b><br>\\nCloud storage still requires trusting the holder; AR and edge computing are unrelated.<br><br><b>Reference:<\/b> \u00a712.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 579,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"A school is offered a free AI tool provided pupil data may be used to improve the vendor's model. The head should:\",\r\n    \"options\": [\r\n      \"Accept because it is free\",\r\n      \"Decline or renegotiate, since pupil data leaving the school's custody engages the DPDP Act\",\r\n      \"Accept if other schools have\",\r\n      \"Accept with an oral assurance\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Decline or renegotiate, since pupil data leaving the school's custody engages the DPDP Act<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Pupil data leaving the school's custody engages the DPDP Act<\/b>, and since every pupil is a <b>child<\/b>, the strictest obligations apply \u2014 including <b>verifiable parental consent<\/b> and the outright prohibition on behavioural monitoring.<br><br>\\n<b>The principle<\/b><br>\\n<b>Free carries a price when the payment is data.<\/b> The tool is not free; the school is paying with something that is not its own to give.<br><br>\\n<b>Why an oral assurance is worthless<\/b><br>\\n<b>The school remains the Data Fiduciary regardless<\/b> of what a vendor undertakes. Responsibility cannot be transferred by a conversation.<br><br><b>Reference:<\/b> \u00a712.8, \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 580,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Quantum computing differs fundamentally from classical computing in that it uses:\",\r\n    \"options\": [\r\n      \"Optical fibre\",\r\n      \"Faster transistors\",\r\n      \"Qubits, which can exist in superposition\",\r\n      \"More memory\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Qubits, which can exist in superposition<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nQuantum computing uses <b>qubits, which can exist in superposition<\/b> \u2014 representing multiple states simultaneously rather than the strict 0 or 1 of a classical bit.<br><br>\\n<b>Why this is a difference in kind, not degree<\/b><br>\\n<b>Faster transistors or more memory make a classical computer quicker at the same operations.<\/b> Superposition permits <b>a different approach altogether<\/b> for certain problems \u2014 factoring, search, simulation of molecules.<br><br>\\n<b>What it does not mean<\/b><br>\\nA quantum computer is <b>not simply a faster computer<\/b>. For most everyday tasks it offers no advantage.<br><br>\\n<b>India's programme:<\/b> the <b>National Quantum Mission, 2023<\/b>.<br><br><b>Reference:<\/b> \u00a712.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 581,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"All of the following are applications of the Internet of Things in a school EXCEPT:\",\r\n    \"options\": [\r\n      \"A water tank level sensor\",\r\n      \"A smart electricity meter\",\r\n      \"A wearable attendance band\",\r\n      \"A printed attendance register\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A printed attendance register<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>A printed attendance register is precisely the non-connected object the others replace.<\/b> It senses nothing, connects to nothing and reports nothing.<br><br>\\n<b>Why the others qualify<\/b><br>\\n<b>A water tank level sensor<\/b>, <b>a smart electricity meter<\/b> and <b>a wearable attendance band<\/b> are each <b>objects that were never computers<\/b>, now reporting data \u2014 which is the definition of the IoT.<br><br>\\n<b>The caution that accompanies each<\/b><br>\\nSuch devices are <b>cheap, numerous, rarely updated and left on default passwords<\/b>. They belong on a <b>separate network segment<\/b>, away from the office computers holding pupil records.<br><br><b>Reference:<\/b> \u00a712.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 582,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"MeghRaj refers to:\",\r\n    \"options\": [\r\n      \"The Government of India cloud initiative\",\r\n      \"A drone platform\",\r\n      \"A quantum computer\",\r\n      \"The national AI mission\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The Government of India cloud initiative<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>MeghRaj<\/b> is the <b>Government of India cloud initiative<\/b>, providing cloud services to government departments \u2014 <i>megh<\/i> meaning cloud.<br><br>\\n<b>Why a government cloud rather than a commercial one<\/b><br>\\n<b>Data sovereignty and control.<\/b> Government data held on a commercial platform sits under someone else's terms and possibly in another jurisdiction \u2014 the same concern that makes a school cautious about a free AI tool.<br><br>\\n<b>Where it sits<\/b><br>\\nUnder <b>MeitY<\/b>, alongside <b>DigiLocker<\/b>, <b>UMANG<\/b> and <b>CERT-In<\/b>.<br><br>\\n<b>The service models it supplies:<\/b> <b>IaaS, PaaS and SaaS<\/b> to departments.<br><br><b>Reference:<\/b> \u00a712.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 583,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Telemedicine delivered through the national service is provided by:\",\r\n    \"options\": [\r\n      \"e-Office\",\r\n      \"e-Sanjeevani\",\r\n      \"e-Shram\",\r\n      \"e-NAM\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) e-Sanjeevani<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>e-Sanjeevani<\/b> is the national telemedicine service, allowing a consultation to be held <b>at a distance<\/b> \u2014 doctor to patient, or doctor to doctor through a health centre.<br><br>\\n<b>What it addresses<\/b><br>\\nThe same problem as AePS in banking: <b>a specialist cannot be posted in every village, but a connection can reach one<\/b>. Distance rather than absence of expertise is the binding constraint.<br><br>\\n<b>The related health initiatives<\/b><br>\\n<b>ABDM<\/b> \u2014 the digital health mission. <b>ABHA<\/b> \u2014 the health account number. <b>CoWIN<\/b> \u2014 vaccination registration and certification.<br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 584,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"CoWIN was the national platform used for:\",\r\n    \"options\": [\r\n      \"School enrolment\",\r\n      \"Scholarship disbursement\",\r\n      \"Vaccination registration and certification\",\r\n      \"Agricultural marketing\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Vaccination registration and certification<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>CoWIN<\/b> was the national platform for <b>vaccination registration and certification<\/b> during the pandemic, handling appointments and issuing verifiable certificates at very large scale.<br><br>\\n<b>Where it sits<\/b><br>\\nWithin the wider <b>Ayushman Bharat Digital Mission<\/b> architecture, alongside <b>ABHA<\/b> and <b>e-Sanjeevani<\/b>.<br><br>\\n<b>What it demonstrated<\/b><br>\\nThat a <b>digital public infrastructure<\/b> approach \u2014 a registry, an identity, a certificate standard \u2014 could operate at national scale. It is cited as evidence for the same reasoning behind <b>NDEAR<\/b> in education and <b>ONDC<\/b> in commerce.<br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 585,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements about e-commerce models:\\n1. C2C describes a transaction between two consumers through a marketplace.\\n2. C2B describes a consumer offering a product or service to a business.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>C2C describes a transaction between two consumers through a marketplace<\/b> \u2014 one individual selling to another, with the platform providing only the meeting place.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>C2B describes a consumer offering a product or service to a business<\/b> \u2014 a freelancer, a photographer licensing an image.<br><br>\\n<b>The rule that generates them all<\/b><br>\\n<b>The lettering follows who is on each side of the transaction.<\/b> B2C, B2B, C2C, C2B.<br><br>\\n<b>The family boundary<\/b><br>\\n<b>Begins with G, the subject is governance; begins with B or C, it is commerce.<\/b><br><br><b>Reference:<\/b> \u00a712.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 586,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Machine learning in which a model is trained on examples already labelled with the correct answer is called:\",\r\n    \"options\": [\r\n      \"Reinforcement learning\",\r\n      \"Transfer learning\",\r\n      \"Unsupervised learning\",\r\n      \"Supervised learning\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Supervised learning<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Supervised learning<\/b> trains on <b>labelled examples<\/b> \u2014 data accompanied by the correct answer, from which the model learns the relationship.<br><br>\\n<b>The school illustration<\/b><br>\\n<b>Marks already graded, used to train a system to predict grades.<\/b> The labels are the grades a teacher assigned.<br><br>\\n<b>The others<\/b><br>\\n<b>Unsupervised<\/b> \u2014 finds patterns in <b>unlabelled<\/b> data; clustering is the standard example.<br>\\n<b>Reinforcement<\/b> \u2014 learns by <b>reward and penalty<\/b>.<br>\\n<b>Transfer learning<\/b> \u2014 reuses a model trained on one task for another.<br><br>\\n<b>The caution<\/b><br>\\nSupervised learning <b>reproduces whatever the labels contain, including past bias<\/b>.<br><br><b>Reference:<\/b> \u00a712.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 587,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Consider the following statements about Internet of Things devices in a school:\\n1. They are frequently cheap, numerous and rarely updated.\\n2. They are usually shipped with strong unique passwords.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nIoT devices are <b>frequently cheap, numerous and rarely updated<\/b>. Nobody schedules firmware updates for a classroom camera.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThey are <b>not<\/b> usually shipped with strong unique passwords. <b>Default passwords are the norm, and for common models they are published openly.<\/b><br><br>\\n<b>What follows for a school<\/b><br>\\nEvery such device is a potential entry point. <b>Change the default credentials on installation<\/b>, keep firmware updated, and place the devices on a <b>separate network segment<\/b> away from the computers holding pupil records.<br><br><b>Reference:<\/b> \u00a712.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 588,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"A system flags a pupil as likely to fail. The danger of allowing this to become a label is that:\",\r\n    \"options\": [\r\n      \"The pupil is transferred\",\r\n      \"The prediction becomes more accurate\",\r\n      \"The adults around the child expect less and the prediction fulfils itself\",\r\n      \"The data becomes confidential\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The adults around the child expect less and the prediction fulfils itself<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>If the adults around the child begin to expect less, the prediction fulfils itself.<\/b> Attention is withdrawn, easier work is set, encouragement thins \u2014 and the outcome the model forecast duly arrives, appearing to confirm its accuracy.<br><br>\\n<b>Why the self-fulfilment is invisible<\/b><br>\\nThe model is then judged <b>correct<\/b>, and confidence in it grows. Nobody can distinguish a good prediction from one that caused its own outcome.<br><br>\\n<b>The rule<\/b><br>\\n<b>Analytics should direct attention and support, never sort children into categories.<\/b> A flag should trigger help, and should not be visible as a permanent mark on the child.<br><br><b>Reference:<\/b> \u00a712.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 589,\r\n    \"chapter\": \"EMERGING TECHNOLOGIES\",\r\n    \"question\": \"Before purchasing a new technology, the question most often omitted by a school is:\",\r\n    \"options\": [\r\n      \"Which vendor supplies it\",\r\n      \"When it can be delivered\",\r\n      \"What it costs\",\r\n      \"Who will maintain it and from which budget head\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Who will maintain it and from which budget head<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Who will maintain it, and from which budget head<\/b> \u2014 the question that is asked least and matters most after the first year.<br><br>\\n<b>What happens without an answer<\/b><br>\\n<b>Equipment without a named custodian and a maintenance head falls into disuse within a session.<\/b> A bulb fails, a stylus is lost, a licence lapses, and the panel becomes a whiteboard.<br><br>\\n<b>The four questions in full<\/b><br>\\n<b>What problem does it solve? Who maintains it? Who is trained? What happens to the data?<\/b><br><br>\\n<b>Why cost is not the omitted question<\/b><br>\\nPurchase price is always considered. <b>It is the cost of keeping the thing alive that is forgotten.<\/b><br><br><b>Reference:<\/b> \u00a712.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 590,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Aadhaar is issued by:\",\r\n    \"options\": [\r\n      \"UIDAI\",\r\n      \"NIC\",\r\n      \"CCA\",\r\n      \"NPCI\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) UIDAI<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>UIDAI<\/b> \u2014 the Unique Identification Authority of India \u2014 issues Aadhaar. It functions under <b>MeitY<\/b> and was given statutory standing by the <b>Aadhaar Act, 2016<\/b>.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>NPCI<\/b> \u2014 retail payments: UPI, RuPay, IMPS, AePS, FASTag.<br>\\n<b>NIC<\/b> \u2014 government IT infrastructure, and technical partner for UDISE+.<br>\\n<b>CCA<\/b> \u2014 the Controller of Certifying Authorities, which licenses issuers of Digital Signature Certificates.<br><br>\\n<b>The essentials<\/b><br>\\n<b>Twelve digits<\/b> \u00b7 proof of <b>identity and residence<\/b> \u00b7 <b>not proof of citizenship<\/b>.<br><br><b>Reference:<\/b> \u00a713.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 591,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about Aadhaar:\\n1. It is a proof of identity and of residence.\\n2. It is a proof of citizenship.\\n3. It consists of twelve digits.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nAadhaar is <b>proof of identity and of residence<\/b>.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt is <b>not proof of citizenship<\/b>. A resident foreign national meeting the residency requirement may hold one. <b>This is the single most examined point about Aadhaar.<\/b><br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nIt consists of <b>twelve digits<\/b> \u2014 the same length as <b>APAAR<\/b>, while the <b>UDISE school code is eleven<\/b>.<br><br>\\n<b>The rule that follows from statement 2<\/b><br>\\nSince it proves residence rather than citizenship, it cannot be used to decide questions of nationality \u2014 and following the <b>2018 judgment<\/b>, <b>no benefit may be denied for want of it<\/b>.<br><br><b>Reference:<\/b> \u00a713.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 592,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"UIDAI functions under which ministry?\",\r\n    \"options\": [\r\n      \"Ministry of Home Affairs\",\r\n      \"Ministry of Electronics and Information Technology\",\r\n      \"Ministry of Finance\",\r\n      \"Ministry of Education\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Ministry of Electronics and Information Technology<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUIDAI functions under the <b>Ministry of Electronics and Information Technology (MeitY)<\/b>.<br><br>\\n<b>What else MeitY runs<\/b><br>\\n<b>DigiLocker<\/b>, <b>UMANG<\/b>, <b>MeghRaj<\/b> and <b>CERT-In<\/b>. A large part of the digital infrastructure in this syllabus sits under one ministry.<br><br>\\n<b>The ministries to hold apart<\/b><br>\\n<b>MeitY<\/b> \u2014 digital infrastructure and cyber incidents.<br>\\n<b>Ministry of Home Affairs<\/b> \u2014 cybercrime, through <b>I4C<\/b>.<br>\\n<b>Ministry of Education<\/b> \u2014 DIKSHA, SWAYAM, NISHTHA, UDISE+.<br>\\n<b>Ministry of Social Justice and Empowerment<\/b> \u2014 disability, through <b>DEPwD<\/b>.<br><br><b>Reference:<\/b> \u00a713.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 593,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. G2C<\/td><td>1. UDISE+ returns travelling to the district<\/td><\/tr><tr><td>B. G2B<\/td><td>2. A school procuring supplies through GeM<\/td><\/tr><tr><td>C. G2G<\/td><td>3. A parent applying for a certificate<\/td><\/tr><tr><td>D. G2E<\/td><td>4. A teacher checking their salary slip<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-1, B-4, C-2, D-3\",\r\n      \"A-3, B-2, C-1, D-4\",\r\n      \"A-3, B-2, C-4, D-1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-3, B-2, C-1, D-4<\/b><br><br>\\n<b>The four models, with school instances<\/b><br>\\n<b>G2C<\/b> \u2014 government to citizen: <b>a parent applying for a certificate<\/b>.<br>\\n<b>G2B<\/b> \u2014 government to business: <b>a school procuring supplies through GeM<\/b>.<br>\\n<b>G2G<\/b> \u2014 government to government: <b>UDISE+ returns travelling to the district<\/b>.<br>\\n<b>G2E<\/b> \u2014 government to employee: <b>a teacher checking their salary slip<\/b>.<br><br>\\n<b>The distinction candidates miss<\/b><br>\\n<b>A teacher dealing with the government as an employee is G2E, not G2C.<\/b> The same person is a citizen in one transaction and an employee in another.<br><br>\\n<b>A single school touches all four in an ordinary week.<\/b><br><br><b>Reference:<\/b> \u00a713.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 594,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"The aim of e-governance is often summarised by the acronym SMART, in which the M stands for:\",\r\n    \"options\": [\r\n      \"Managed\",\r\n      \"Measured\",\r\n      \"Modern\",\r\n      \"Moral\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Moral<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>SMART<\/b> \u2014 <b>S<\/b>imple, <b>M<\/b>oral, <b>A<\/b>ccountable, <b>R<\/b>esponsive, <b>T<\/b>ransparent.<br><br>\\n<b>Why \\\"Moral\\\" rather than \\\"Modern\\\"<\/b><br>\\nThe acronym names the <b>qualities of governance<\/b>, not of technology. <b>Modern<\/b> would describe the tools; <b>Moral<\/b> describes the conduct \u2014 and the whole point of e-governance in this framing is that <b>technology is a means to better governance, not an end<\/b>.<br><br>\\n<b>How it shows in practice<\/b><br>\\nAn online admission system is <b>moral<\/b> because it removes discretion from the point of pressure, and <b>accountable<\/b> because it leaves an unalterable audit trail.<br><br><b>Reference:<\/b> \u00a713.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 595,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements:\\n1. e-Government concerns the use of ICT to perform existing functions more efficiently.\\n2. e-Governance is the narrower of the two terms.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>e-Government concerns the use of ICT to perform existing functions more efficiently<\/b> \u2014 the same work, done faster.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>e-Governance is the broader term, not the narrower.<\/b> It <b>contains<\/b> e-government, and extends to how citizens participate, how decisions are made and how the state is held to account.<br><br>\\n<b>The difference in one line<\/b><br>\\n<b>e-Government computerises the office; e-Governance reconsiders the relationship.<\/b><br><br>\\n<b>The example<\/b><br>\\nPutting a form online is e-government. Removing the official's discretion over allotment is e-governance.<br><br><b>Reference:<\/b> \u00a713.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 596,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Arrange the four stages of e-governance maturity in order:\\n1. Transaction 2. Presence 3. Transformation 4. Interaction\",\r\n    \"options\": [\r\n      \"2, 4, 1, 3\",\r\n      \"2, 1, 4, 3\",\r\n      \"4, 2, 1, 3\",\r\n      \"2, 4, 3, 1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 2, 4, 1, 3<\/b><br><br>\\n<b>The four stages<\/b><br>\\n<b>1. Presence<\/b> \u2014 information published; a website that tells but does nothing.<br>\\n<b>2. Interaction<\/b> \u2014 forms downloadable, queries answered.<br>\\n<b>3. Transaction<\/b> \u2014 the <b>whole service completed online<\/b>, payment included.<br>\\n<b>4. Transformation<\/b> \u2014 <b>departments integrated<\/b>, so data entered once serves many purposes.<br><br>\\n<b>Where most services sit<\/b><br>\\nAt stage <b>three<\/b>. Stage four is the hardest, because it requires departments to <b>share rather than each hold their own copy<\/b>.<br><br>\\n<b>The Indian instance of stage four<\/b><br>\\n<b>NDEAR<\/b>, <b>ONDC<\/b> and <b>ABDM<\/b> \u2014 architectures built so systems can interoperate.<br><br><b>Reference:<\/b> \u00a713.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 597,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"The National e-Governance Plan was approved in:\",\r\n    \"options\": [\r\n      \"2000\",\r\n      \"2006\",\r\n      \"2015\",\r\n      \"2021\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2006<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>National e-Governance Plan<\/b> was approved in <b>2006<\/b>, organising the work into <b>Mission Mode Projects<\/b> \u2014 e-District, land records, transport, and others.<br><br>\\n<b>What became of it<\/b><br>\\nIt was <b>later subsumed within Digital India<\/b>, launched <b>1 July 2015<\/b>, whose <b>e-Kranti<\/b> pillar carries the electronic delivery of services forward.<br><br>\\n<b>The chronology to hold<\/b><br>\\n<b>IT Act 2000 \u2192 RTI Act 2005 \u2192 NeGP 2006 \u2192 Digital India 2015.<\/b><br><br>\\n<b>Why the sequence makes sense<\/b><br>\\nLegal recognition of electronic records came first; the right to information second; the delivery programme third.<br><br><b>Reference:<\/b> \u00a713.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 598,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Digital India was launched on:\",\r\n    \"options\": [\r\n      \"5 September 2017\",\r\n      \"15 August 2014\",\r\n      \"1 July 2015\",\r\n      \"26 January 2016\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 July 2015<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nDigital India was launched on <b>1 July 2015<\/b>, coordinated by <b>MeitY<\/b>. It subsumed the earlier National e-Governance Plan of 2006.<br><br>\\n<b>Its structure<\/b><br>\\n<b>Three vision areas<\/b> and <b>nine pillars<\/b>. The two numbers are routinely swapped in questions, so hold them as a pair.<br><br>\\n<b>The three vision areas<\/b><br>\\nDigital infrastructure as a utility \u00b7 governance and services on demand \u00b7 digital empowerment of citizens.<br><br>\\n<b>What 2015 gathers together<\/b><br>\\n<b>Digital India, DigiLocker, the Accessible India Campaign, ISLRTC and the National Supercomputing Mission<\/b> \u2014 one of the busiest years in this syllabus.<br><br><b>Reference:<\/b> \u00a713.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 599,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"The number of pillars of Digital India is:\",\r\n    \"options\": [\r\n      \"Twelve\",\r\n      \"Three\",\r\n      \"Six\",\r\n      \"Nine\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Nine<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nDigital India has <b>nine pillars<\/b>:<br>\\n<b>Broadband Highways \u00b7 Universal Access to Mobile Connectivity \u00b7 Public Internet Access \u00b7 e-Governance \u00b7 e-Kranti \u00b7 Information for All \u00b7 Electronics Manufacturing \u00b7 IT for Jobs \u00b7 Early Harvest Programmes.<\/b><br><br>\\n<b>The intended confusion<\/b><br>\\n<b>Three<\/b> is the number of <b>vision areas<\/b>, not pillars \u2014 which is exactly why it is offered.<br><br>\\n<b>The two that matter to a school<\/b><br>\\n<b>Broadband Highways<\/b> \u2014 under which <b>BharatNet<\/b> lays fibre to gram panchayats.<br>\\n<b>Public Internet Access<\/b> \u2014 under which <b>Common Service Centres<\/b> operate.<br><br><b>Reference:<\/b> \u00a713.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 600,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Which of the following is NOT one of the nine pillars of Digital India?\",\r\n    \"options\": [\r\n      \"Universal Basic Income\",\r\n      \"Broadband Highways\",\r\n      \"e-Kranti\",\r\n      \"Information for All\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Universal Basic Income<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Universal Basic Income<\/b> is an <b>economic policy proposal<\/b>, debated but never adopted, and has no connection with Digital India.<br><br>\\n<b>The nine genuine pillars<\/b><br>\\nBroadband Highways \u00b7 Universal Access to Mobile Connectivity \u00b7 Public Internet Access \u00b7 e-Governance \u00b7 <b>e-Kranti<\/b> \u00b7 <b>Information for All<\/b> \u00b7 Electronics Manufacturing \u00b7 IT for Jobs \u00b7 Early Harvest Programmes.<br><br>\\n<b>How to spot the intruder<\/b><br>\\nEvery genuine pillar names <b>infrastructure, a service, or a capability<\/b>. A pillar naming a <b>transfer payment<\/b> does not belong to a technology programme.<br><br><b>Reference:<\/b> \u00a713.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 601,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"NPCI was established in:\",\r\n    \"options\": [\r\n      \"2005\",\r\n      \"2008\",\r\n      \"2010\",\r\n      \"2016\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2008<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>National Payments Corporation of India<\/b> was established in <b>2008<\/b>, promoted by the <b>RBI and the Indian Banks' Association<\/b> as the umbrella organisation for retail payments.<br><br>\\n<b>What it built<\/b><br>\\n<b>UPI<\/b> (2016) \u00b7 <b>RuPay<\/b>, India's own card network \u00b7 <b>IMPS<\/b>, immediate transfer at any hour \u00b7 <b>AePS<\/b>, banking by fingerprint \u00b7 <b>FASTag<\/b> \u00b7 <b>BHIM<\/b>.<br><br>\\n<b>The one that is not NPCI's<\/b><br>\\n<b>DigiLocker<\/b> \u2014 a <b>MeitY<\/b> initiative under Digital India. It is the standard distractor in this set.<br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 602,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. UPI<\/td><td>1. India's own card network<\/td><\/tr><tr><td>B. AePS<\/td><td>2. Banking by fingerprint without card or smartphone<\/td><\/tr><tr><td>C. RuPay<\/td><td>3. Instant transfer between bank accounts at any hour<\/td><\/tr><tr><td>D. e-RUPI<\/td><td>4. A voucher redeemable only for a stated purpose<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-4, B-1, C-3, D-2\",\r\n      \"A-3, B-2, C-1, D-4\",\r\n      \"A-1, B-4, C-2, D-3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-3, B-2, C-1, D-4<\/b><br><br>\\n<b>The four<\/b><br>\\n<b>UPI<\/b> \u2014 <b>instant transfer between bank accounts at any hour<\/b>, launched by NPCI in 2016.<br>\\n<b>AePS<\/b> \u2014 <b>banking by fingerprint, without card or smartphone<\/b>.<br>\\n<b>RuPay<\/b> \u2014 <b>India's own card network<\/b>.<br>\\n<b>e-RUPI<\/b> \u2014 a <b>voucher redeemable only for a stated purpose<\/b>, so a benefit for a specific use cannot be spent elsewhere.<br><br>\\n<b>Why AePS matters most in this syllabus<\/b><br>\\nIt <b>serves precisely the population the digital divide excludes<\/b> \u2014 no smartphone, no card, possibly no literacy. A fingerprint and an Aadhaar number suffice.<br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 603,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about UPI:\\n1. It was launched by NPCI in 2016.\\n2. A UPI PIN is required to receive money.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>UPI was launched by NPCI in 2016<\/b>, alongside the BHIM application.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>A UPI PIN is required only to send money, never to receive it.<\/b> Money arriving needs nothing from the recipient.<br><br>\\n<b>The fraud this defeats<\/b><br>\\nA fraudster sends a <b>collect request<\/b>, which resembles an incoming payment; approving it with a PIN <b>sends money out<\/b>. <b>Any request to enter a PIN \\\"to receive a refund\\\" is theft in progress.<\/b><br><br>\\n<b>The rule for staff and parents<\/b><br>\\n<b>Money never arrives because you entered a PIN.<\/b><br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 604,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Which payment system is intended for large-value transactions settled individually and in real time?\",\r\n    \"options\": [\r\n      \"IMPS\",\r\n      \"UPI\",\r\n      \"NEFT\",\r\n      \"RTGS\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) RTGS<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>RTGS<\/b> \u2014 Real Time Gross Settlement \u2014 settles transactions <b>individually and in real time<\/b>, and is intended for <b>large values<\/b>. \\\"Gross\\\" means each transaction is settled on its own, not netted against others.<br><br>\\n<b>The others<\/b><br>\\n<b>NEFT<\/b> \u2014 settles in <b>batches<\/b> rather than individually.<br>\\n<b>IMPS<\/b> \u2014 <b>immediate transfer at any hour<\/b>, and it preceded UPI.<br>\\n<b>UPI<\/b> \u2014 instant transfer built on IMPS, addressed by a virtual payment address rather than account details.<br><br>\\n<b>The distinction to hold:<\/b> <b>RTGS individual and large; NEFT batched; IMPS and UPI immediate and retail.<\/b><br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 605,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A card that spends money lent by the bank up to a limit, repayable by a due date, is a:\",\r\n    \"options\": [\r\n      \"Credit card\",\r\n      \"Prepaid card\",\r\n      \"Smart card\",\r\n      \"Debit card\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Credit card<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>credit card<\/b> spends <b>money lent by the bank<\/b> up to a sanctioned limit, repayable by a due date.<br><br>\\n<b>The three card types<\/b><br>\\n<b>Debit card<\/b> \u2014 spends <b>money already in the account<\/b>.<br>\\n<b>Credit card<\/b> \u2014 spends <b>the bank's money<\/b>, up to a limit.<br>\\n<b>Prepaid card<\/b> \u2014 spends <b>only what was loaded<\/b>, and needs no bank account, which is why it suits those outside the banking system.<br><br>\\n<b>Why RuPay is not the answer<\/b><br>\\n<b>RuPay is a network, not a card type.<\/b> A RuPay card may be debit, credit or prepaid.<br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 606,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"The JAM trinity consists of:\",\r\n    \"options\": [\r\n      \"Jan Dhan, Aadhaar, Merchant\",\r\n      \"Jan Dhan, Aadhaar, Mobile\",\r\n      \"Jan Dhan, ATM, Money\",\r\n      \"Jobs, Aadhaar, Mobile\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Jan Dhan, Aadhaar, Mobile<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>J<\/b>an Dhan, <b>A<\/b>adhaar, <b>M<\/b>obile \u2014 three elements that had to exist together before benefits could be transferred directly at national scale.<br><br>\\n<b>What each supplies<\/b><br>\\n<b>PMJDY (2014)<\/b> \u2014 basic savings accounts with no minimum balance and a RuPay debit card: <b>somewhere to pay into<\/b>.<br>\\n<b>Aadhaar<\/b> \u2014 <b>identity<\/b>, so the right person is paid.<br>\\n<b>Mobile<\/b> \u2014 the <b>channel<\/b>, for authentication and confirmation.<br><br>\\n<b>Why the trinity matters<\/b><br>\\n<b>Direct Benefit Transfer is impossible without all three.<\/b> An account without identity, or identity without an account, delivers nothing.<br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 607,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A digital signature is created by encrypting the hash of a document with the signer's:\",\r\n    \"options\": [\r\n      \"Aadhaar number\",\r\n      \"Public key\",\r\n      \"Private key\",\r\n      \"Password\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Private key<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe document is <b>hashed<\/b>, and that hash is <b>encrypted with the signer's private key<\/b> \u2014 which only the signer holds. Verification uses the corresponding <b>public key<\/b>, which anyone may have.<br><br>\\n<b>Why this proves what it proves<\/b><br>\\nOnly the private key holder could have produced it, giving <b>authentication<\/b> and <b>non-repudiation<\/b>. Any change to the document alters the hash and breaks the signature, giving <b>integrity<\/b>.<br><br>\\n<b>The mirror operation<\/b><br>\\nFor <b>secrecy<\/b>, a message is encrypted with the <b>recipient's public key<\/b>. <b>Sign with your own private key; encrypt to the other party's public key.<\/b><br><br><b>Reference:<\/b> \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 608,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A Digital Signature Certificate is issued by a Certifying Authority, which is itself licensed by the:\",\r\n    \"options\": [\r\n      \"Reserve Bank of India\",\r\n      \"Data Protection Board\",\r\n      \"UIDAI\",\r\n      \"Controller of Certifying Authorities\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Controller of Certifying Authorities<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>Certifying Authority<\/b> issues Digital Signature Certificates, and is itself licensed by the <b>Controller of Certifying Authorities (CCA)<\/b>, under the IT Act, 2000.<br><br>\\n<b>Why the three tiers exist<\/b><br>\\n<b>The arrangement is what makes a signature trustworthy to a stranger.<\/b> A recipient need not know the signer or the CA \u2014 they need only trust the CCA at the root, and the chain carries that trust downward.<br><br>\\n<b>The related mechanism<\/b><br>\\n<b>eSign<\/b>, which allows signing through <b>Aadhaar authentication<\/b> \u2014 bringing digital signature to an ordinary citizen rather than only to an office with a USB token.<br><br><b>Reference:<\/b> \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 609,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"eSign allows a document to be signed using:\",\r\n    \"options\": [\r\n      \"Aadhaar authentication\",\r\n      \"A scanned image of a signature\",\r\n      \"A photocopy\",\r\n      \"A physical USB token only\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Aadhaar authentication<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>eSign<\/b> allows a document to be signed using <b>Aadhaar authentication<\/b> \u2014 an OTP or biometric \u2014 instead of a physical cryptographic token.<br><br>\\n<b>Why it matters<\/b><br>\\nIt <b>makes digital signing available to an ordinary citizen rather than only to an office<\/b>. A USB token requires purchase, installation and a particular machine; eSign requires a phone.<br><br>\\n<b>What it is not<\/b><br>\\nIt is <b>not a scanned image of a handwritten signature<\/b>, which proves nothing and can be copied from any other document in seconds. eSign produces a genuine cryptographic signature with the same legal standing as a token-based one.<br><br><b>Reference:<\/b> \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 610,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about DigiLocker:\\n1. Issued documents are legally at par with the original.\\n2. Uploaded documents carry the same legal standing as issued ones.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Issued documents are legally at par with the original.<\/b> A marksheet placed there <b>by the board<\/b> is the document, not a copy of it.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>Uploaded documents do not carry the same standing.<\/b> They are <b>scanned by the citizen and certified by nobody<\/b>.<br><br>\\n<b>The distinction that decides every DigiLocker question<\/b><br>\\n<b>Who placed it there.<\/b> <b>Issued<\/b> means placed by the <b>issuing authority<\/b> \u2014 a board, a university, a transport department. <b>Uploaded<\/b> means placed by the holder.<br><br>\\n<b>For a school:<\/b> a certificate a pupil uploaded is not verification.<br><br><b>Reference:<\/b> \u00a713.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 611,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"DigiLocker was launched in:\",\r\n    \"options\": [\r\n      \"2014\",\r\n      \"2015\",\r\n      \"2017\",\r\n      \"2020\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2015<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>DigiLocker<\/b> was launched in <b>2015<\/b>, under <b>Digital India<\/b>, by <b>MeitY<\/b>. It is linked to a citizen's <b>Aadhaar or mobile number<\/b>.<br><br>\\n<b>What it holds<\/b><br>\\n<b>Issued documents<\/b> \u2014 marksheets, certificates, driving licences, placed there by the issuing authority and <b>legally at par with the original<\/b>. And <b>uploaded documents<\/b>, which are not.<br><br>\\n<b>Why 2015 is crowded<\/b><br>\\n<b>Digital India (1 July), DigiLocker, the Accessible India Campaign, ISLRTC and the National Supercomputing Mission<\/b> all belong to it.<br><br>\\n<b>Not an NPCI product<\/b> \u2014 that is the standard distractor.<br><br><b>Reference:<\/b> \u00a713.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 612,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"UMANG, launched in 2017, is best described as:\",\r\n    \"options\": [\r\n      \"A cloud platform\",\r\n      \"A payment system\",\r\n      \"A single application through which many government services are reached\",\r\n      \"A grievance portal\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A single application through which many government services are reached<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>UMANG<\/b> \u2014 Unified Mobile Application for New-age Governance \u2014 is <b>a single application through which many government services are reached<\/b>, from many departments and states.<br><br>\\n<b>The problem it addresses<\/b><br>\\nA citizen otherwise needs a separate application, login and password for each department. UMANG provides <b>one door<\/b>.<br><br>\\n<b>The platform it is confused with<\/b><br>\\n<b>MyGov<\/b>, launched <b>2014<\/b>, is the <b>citizen engagement platform<\/b> \u2014 consultation and participation, <b>not service delivery<\/b>.<br><br>\\n<b>In one line:<\/b> <b>UMANG delivers services; MyGov gathers opinions.<\/b><br><br><b>Reference:<\/b> \u00a713.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 613,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. UMANG<\/td><td>1. Many services through one application<\/td><\/tr><tr><td>B. MyGov<\/td><td>2. Citizen engagement and consultation<\/td><\/tr><tr><td>C. CPGRAMS<\/td><td>3. Scholarship applications<\/td><\/tr><tr><td>D. NSP<\/td><td>4. Grievance redress and monitoring<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-1, B-2, C-4, D-3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-1, B-2, C-4, D-3<\/b><br><br>\\n<b>The four platforms<\/b><br>\\n<b>UMANG<\/b> \u2014 <b>many services through one application<\/b>, launched 2017.<br>\\n<b>MyGov<\/b> \u2014 <b>citizen engagement and consultation<\/b>, launched 2014. Participation, not delivery.<br>\\n<b>CPGRAMS<\/b> \u2014 <b>grievance redress and monitoring<\/b>, on which a complaint is lodged and tracked.<br>\\n<b>NSP<\/b> \u2014 the National Scholarship Portal, for <b>scholarship applications<\/b>.<br><br>\\n<b>The two a school head meets directly<\/b><br>\\n<b>NSP<\/b>, where the school <b>verifies<\/b> applications \u2014 a delay there stops the payment reaching the pupil \u2014 and <b>CPGRAMS<\/b>, through which a complaint against the school may arrive, recorded and timed.<br><br><b>Reference:<\/b> \u00a713.6, \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 614,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A Common Service Centre is operated at village level by a:\",\r\n    \"options\": [\r\n      \"Village Level Entrepreneur\",\r\n      \"Panchayat Secretary\",\r\n      \"District Collector\",\r\n      \"Block Education Officer\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Village Level Entrepreneur<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>Common Service Centre<\/b> is run by a <b>Village Level Entrepreneur (VLE)<\/b> \u2014 a local person operating it as a small business while delivering government services.<br><br>\\n<b>Why the model works<\/b><br>\\nIt supplies <b>an assisted access point where a person can be helped through a process by another person<\/b>. The VLE has a commercial reason to remain available, which a posted official may not.<br><br>\\n<b>The principle<\/b><br>\\n<b>An access point staffed by a human being is not a lesser form of digital service; for many it is the only form that works.<\/b><br><br>\\n<b>Where a school uses it<\/b><br>\\nDirecting a parent who cannot complete an online admission form.<br><br><b>Reference:<\/b> \u00a713.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 615,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Under the RTI Act, 2005, information must ordinarily be supplied within:\",\r\n    \"options\": [\r\n      \"15 days\",\r\n      \"30 days\",\r\n      \"48 hours\",\r\n      \"60 days\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 30 days<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Thirty days<\/b> is the ordinary period for supplying information under the RTI Act, 2005.<br><br>\\n<b>The exception<\/b><br>\\n<b>Forty-eight hours<\/b> where the <b>life or liberty of a person<\/b> is concerned.<br><br>\\n<b>Why a school head must know both<\/b><br>\\n<b>A school substantially financed by government is a public authority<\/b>, and the <b>head is commonly the Public Information Officer<\/b>. The periods are not advisory.<br><br>\\n<b>What actually determines compliance<\/b><br>\\n<b>Record-keeping.<\/b> An application can only be answered from what exists and can be found. <b>A file that cannot be found is, in practice, information denied.<\/b><br><br><b>Reference:<\/b> \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 616,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about the RTI Act in relation to schools:\\n1. A school substantially financed by government is a public authority.\\n2. The head of institution is commonly the Public Information Officer.\\n3. Proper record-keeping is what makes the right meaningful.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A school substantially financed by government is a public authority<\/b> under the Act.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>The head of institution is commonly the Public Information Officer<\/b>, personally responsible for the reply.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\n<b>Proper record-keeping is what makes the right meaningful.<\/b><br><br>\\n<b>Why the third is the substantive one<\/b><br>\\nThe first two are matters of designation. The third decides whether the right works at all \u2014 <b>a file that cannot be found is information denied<\/b>, whatever the intention of the officer holding it.<br><br>\\n<b>And note:<\/b> an official email is a record too.<br><br><b>Reference:<\/b> \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 617,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"CPGRAMS is the portal on which a citizen:\",\r\n    \"options\": [\r\n      \"Registers a business\",\r\n      \"Applies for a passport\",\r\n      \"Lodges a grievance against a government body and tracks it\",\r\n      \"Files income tax\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Lodges a grievance against a government body and tracks it<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>CPGRAMS<\/b> \u2014 the Centralised Public Grievance Redress and Monitoring System \u2014 is where a citizen <b>lodges a grievance against a government body and tracks it<\/b>.<br><br>\\n<b>Why a head of institution should know it<\/b><br>\\n<b>A complaint against your school may reach you through it, and the reply is recorded and timed.<\/b> The grievance, the response and the delay are all visible to the department.<br><br>\\n<b>What it is not<\/b><br>\\nNot a service portal (<b>UMANG<\/b>), not a consultation platform (<b>MyGov<\/b>), not an information right (<b>RTI<\/b>).<br><br>\\n<b>The distinction from RTI<\/b><br>\\n<b>RTI asks for information; CPGRAMS asks for a wrong to be put right.<\/b><br><br><b>Reference:<\/b> \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 618,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"The e-District Mission Mode Project delivers:\",\r\n    \"options\": [\r\n      \"Railway tickets\",\r\n      \"Driving licences only\",\r\n      \"Passports\",\r\n      \"District-level certificates such as income, caste and domicile\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) District-level certificates such as income, caste and domicile<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>e-District<\/b> delivers <b>district-level certificates \u2014 income, caste, domicile, birth, death<\/b> \u2014 electronically, under the National e-Governance Plan of 2006.<br><br>\\n<b>Why it matters to a school<\/b><br>\\n<b>These are the certificates a school most often asks a family to produce<\/b> \u2014 a caste certificate for a reserved category, an income certificate for a scholarship, a domicile certificate for admission.<br><br>\\n<b>The practical value of knowing the route<\/b><br>\\nA head who knows a certificate is obtainable through e-District, or at a <b>Common Service Centre<\/b>, can direct a family usefully instead of simply refusing the admission for want of a document.<br><br><b>Reference:<\/b> \u00a713.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 619,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"All of the following are measures to bridge the digital divide EXCEPT:\",\r\n    \"options\": [\r\n      \"Making every service online-only\",\r\n      \"BharatNet\",\r\n      \"PMGDISHA\",\r\n      \"Common Service Centres\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Making every service online-only<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Making every service online-only narrows access rather than widening it.<\/b> It removes the alternative on which those without devices depended.<br><br>\\n<b>Why the others bridge it<\/b><br>\\n<b>BharatNet<\/b> \u2014 fibre to gram panchayats, the <b>access<\/b> layer.<br>\\n<b>PMGDISHA<\/b> \u2014 rural digital literacy, the <b>skills<\/b> layer.<br>\\n<b>Common Service Centres<\/b> \u2014 <b>assisted access<\/b> through a human intermediary.<br><br>\\n<b>The test the chapter closes on<\/b><br>\\n<b>Has anybody been shut out who was previously let in?<\/b> Where the answer is yes, the remedy is an <b>alternative route<\/b> \u2014 not an explanation of why the portal cannot help.<br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 620,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"PMGDISHA is concerned with:\",\r\n    \"options\": [\r\n      \"Pension delivery\",\r\n      \"Rural digital literacy\",\r\n      \"Urban housing\",\r\n      \"Crop insurance\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Rural digital literacy<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>PMGDISHA<\/b> \u2014 Pradhan Mantri Gramin Digital Saksharta Abhiyan \u2014 addresses <b>digital literacy in rural households<\/b>, aiming to make at least one member of each household digitally literate.<br><br>\\n<b>Which layer of the divide it addresses<\/b><br>\\nThe <b>skills<\/b> layer. <b>BharatNet<\/b> addresses <b>access<\/b>; <b>Bhashini<\/b> addresses <b>quality<\/b>, by supplying content in Indian languages.<br><br>\\n<b>Why skills matter as much as access<\/b><br>\\n<b>A household that obtains a device has not necessarily crossed the divide.<\/b> It may cross the access layer and remain excluded by skills and by language.<br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 621,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about the digital divide:\\n1. It has an access dimension, a skills dimension and a quality dimension.\\n2. A household that obtains a device has necessarily crossed the divide.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe divide has <b>three dimensions \u2014 access, skills and quality<\/b>.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA household obtaining a device has <b>not<\/b> necessarily crossed the divide. <b>It may cross the access layer and remain excluded by skills and quality<\/b> \u2014 unable to do more than the simplest task, on a slow connection, with content in a language it cannot read.<br><br>\\n<b>Why this matters for policy<\/b><br>\\nDistributing devices addresses <b>one layer of three<\/b>. Without <b>PMGDISHA<\/b> for skills and <b>Bhashini<\/b> for language, the device may sit unused.<br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 622,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Bhashini is a mission concerned with:\",\r\n    \"options\": [\r\n      \"Quantum computing\",\r\n      \"Rural broadband\",\r\n      \"Indian language technology and translation\",\r\n      \"Drone regulation\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Indian language technology and translation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Bhashini<\/b> is concerned with <b>Indian language technology and translation<\/b> \u2014 building the speech and translation capability that lets digital services work in the languages people actually speak.<br><br>\\n<b>Which layer of the divide it addresses<\/b><br>\\nThe <b>quality<\/b> layer. <b>Content existing only in English excludes most of the country<\/b>, however good the connection and however skilled the user.<br><br>\\n<b>The parallel in education<\/b><br>\\n<b>DIKSHA carries content in more than thirty Indian languages<\/b> for the same reason: <b>language is the condition on which a national platform becomes genuinely national.<\/b><br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 623,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A benefit is released only against an Aadhaar number and a family does not have one. The authority must:\",\r\n    \"options\": [\r\n      \"Wait until Aadhaar is obtained\",\r\n      \"Refer the matter to the police\",\r\n      \"Deny the benefit\",\r\n      \"Provide an alternative means of identification\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Provide an alternative means of identification<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe authority must <b>provide an alternative means of identification<\/b>. Following the <b>2018 judgment<\/b>, <b>no one may be denied a benefit for want of Aadhaar<\/b>.<br><br>\\n<b>The parallel rule in a school<\/b><br>\\nUnder the RTE Act, <b>no child may be denied admission for lack of documents<\/b>. The two provisions run together, and both are frequently defeated by software rather than by policy.<br><br>\\n<b>The practical warning<\/b><br>\\nA portal that <b>will not accept an application without an Aadhaar field completed<\/b> is an <b>administrative obstacle, not a legal requirement<\/b>. <b>A portal cannot create a condition the law forbids.<\/b><br><br><b>Reference:<\/b> \u00a713.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 624,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A Virtual ID in the Aadhaar system is:\",\r\n    \"options\": [\r\n      \"A temporary number quoted in place of the Aadhaar number\",\r\n      \"A biometric record\",\r\n      \"A bank account number\",\r\n      \"A permanent alternative number\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A temporary number quoted in place of the Aadhaar number<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>Virtual ID (VID)<\/b> is a <b>temporary number quoted in place of the Aadhaar number<\/b>. It can be regenerated at will, so the actual Aadhaar number need never be disclosed.<br><br>\\n<b>The related protections<\/b><br>\\n<b>Masked Aadhaar<\/b> \u2014 conceals the first eight digits.<br>\\n<b>Biometric locking<\/b> \u2014 prevents authentication until deliberately unlocked.<br><br>\\n<b>Why a school office should know these<\/b><br>\\nWhere a parent must quote an Aadhaar number, a VID serves and reduces the exposure. And a request to <b>confirm a parent's Aadhaar number over the telephone should always be refused<\/b> and referred to a written request.<br><br><b>Reference:<\/b> \u00a713.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 625,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Which of the following is NOT a product of NPCI?\",\r\n    \"options\": [\r\n      \"FASTag\",\r\n      \"DigiLocker\",\r\n      \"RuPay\",\r\n      \"IMPS\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) DigiLocker<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>DigiLocker is a MeitY initiative under Digital India<\/b>, launched 2015. It concerns <b>documents<\/b>, not payments.<br><br>\\n<b>The genuine NPCI products<\/b><br>\\n<b>RuPay<\/b> \u2014 India's own card network.<br>\\n<b>IMPS<\/b> \u2014 immediate transfer at any hour.<br>\\n<b>FASTag<\/b> \u2014 electronic toll collection.<br>\\nAlso <b>UPI<\/b>, <b>AePS<\/b> and <b>BHIM<\/b>.<br><br>\\n<b>The division to hold<\/b><br>\\n<b>NPCI \u2014 payments.<\/b> <b>MeitY \u2014 digital infrastructure<\/b>, including DigiLocker, UMANG, MeghRaj, CERT-In and UIDAI.<br><br>\\n<b>NPCI was established in 2008<\/b>, promoted by the RBI and the Indian Banks' Association.<br><br><b>Reference:<\/b> \u00a713.4, \u00a713.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 626,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Which of the following documents in DigiLocker would be legally at par with the original?\",\r\n    \"options\": [\r\n      \"A self-typed declaration\",\r\n      \"A scanned copy uploaded by the citizen\",\r\n      \"A CBSE marksheet placed there by the board\",\r\n      \"A photograph of a certificate\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A CBSE marksheet placed there by the board<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A CBSE marksheet placed there by the board<\/b> is an <b>issued<\/b> document \u2014 placed by the <b>issuing authority<\/b> \u2014 and is therefore <b>legally at par with the original<\/b>.<br><br>\\n<b>Why the others are not<\/b><br>\\nA <b>scanned copy uploaded by the citizen<\/b>, a <b>photograph of a certificate<\/b> and a <b>self-typed declaration<\/b> are all <b>uploaded<\/b>. <b>Nobody has certified them.<\/b><br><br>\\n<b>The distinction that decides every DigiLocker question<\/b><br>\\n<b>Who placed it there.<\/b> Placement by the issuing authority is what confers the standing \u2014 not the format, not the clarity of the scan.<br><br>\\n<b>For a school verifying a certificate:<\/b> check whether it is issued or uploaded.<br><br><b>Reference:<\/b> \u00a713.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 627,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about a digital signature:\\n1. It establishes that the document has not been altered since signing.\\n2. It conceals the contents of the document from third parties.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nIt <b>establishes that the document has not been altered since signing<\/b> \u2014 the property of <b>integrity<\/b>. Any change alters the hash and breaks the signature.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt does <b>not conceal the contents<\/b> from third parties. A signed document is fully readable by anyone. <b>Concealment requires encryption of the document<\/b>, a separate operation.<br><br>\\n<b>What a signature does establish<\/b><br>\\n<b>Authentication<\/b>, <b>integrity<\/b> and <b>non-repudiation<\/b> \u2014 but never <b>confidentiality<\/b>.<br><br>\\n<b>Remember:<\/b> <b>sign for proof, encrypt for secrecy.<\/b> They are different operations using the keys in opposite directions.<br><br><b>Reference:<\/b> \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 628,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Which of the following is NOT established by a digital signature?\",\r\n    \"options\": [\r\n      \"Authentication of the signer\",\r\n      \"Integrity of the document\",\r\n      \"Non-repudiation by the signer\",\r\n      \"Anonymity of the signer\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Anonymity of the signer<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA digital signature does the <b>opposite of conferring anonymity<\/b> \u2014 it <b>binds the document to a named signer<\/b>, whose identity is vouched for by a Certifying Authority licensed by the CCA.<br><br>\\n<b>What it does establish<\/b><br>\\n<b>Authentication<\/b> \u2014 the signer is who they claim to be.<br>\\n<b>Integrity<\/b> \u2014 the document is unaltered since signing.<br>\\n<b>Non-repudiation<\/b> \u2014 the signer cannot later deny having signed.<br><br>\\n<b>The fourth property it does not provide<\/b><br>\\n<b>Confidentiality<\/b> \u2014 which requires encryption of the document itself, a separate operation.<br><br><b>Reference:<\/b> \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 629,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Broadband Highways<\/td><td>1. Electronic delivery of services<\/td><\/tr><tr><td>B. Public Internet Access<\/td><td>2. Common Service Centres<\/td><\/tr><tr><td>C. e-Kranti<\/td><td>3. BharatNet to gram panchayats<\/td><\/tr><tr><td>D. Information for All<\/td><td>4. Open data and citizen engagement<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-2, C-1, D-4\",\r\n      \"A-1, B-2, C-4, D-3\",\r\n      \"A-3, B-4, C-2, D-1\",\r\n      \"A-3, B-2, C-4, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-3, B-2, C-1, D-4<\/b><br><br>\\n<b>The four keys during a slide show<\/b><br>\\n<b>B<\/b> \u2014 blanks the screen to <b>black<\/b>.<br>\\n<b>W<\/b> \u2014 blanks the screen to <b>white<\/b>.<br>\\n<b>Esc<\/b> \u2014 <b>ends the show<\/b> and returns to editing.<br>\\n<b>F5<\/b> \u2014 <b>starts the show from the first slide<\/b> (Shift + F5 starts from the current one).<br><br>\\n<b>The two that matter most in a classroom<\/b><br>\\n<b>B and W.<\/b> They let a teacher <b>recover the room's attention instantly<\/b> \u2014 to turn to the blackboard, take a question, or stop pupils reading ahead \u2014 without leaving the presentation or switching off the projector.<br><br><b>Reference:<\/b> \u00a713.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 630,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about Digital India:\\n1. It has three vision areas.\\n2. It is coordinated by the Ministry of Electronics and Information Technology.\\n3. It replaced the National e-Governance Plan, which was subsumed within it.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nDigital India has <b>three vision areas<\/b> \u2014 and <b>nine pillars<\/b>. The two numbers are routinely swapped.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIt is coordinated by <b>MeitY<\/b>, which also runs DigiLocker, UMANG, MeghRaj and CERT-In, and houses UIDAI.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nIt <b>subsumed the National e-Governance Plan of 2006<\/b>, whose Mission Mode Projects continue within it under the <b>e-Kranti<\/b> pillar.<br><br>\\n<b>The chronology<\/b><br>\\n<b>NeGP 2006 \u2192 Digital India 1 July 2015.<\/b> The earlier plan was absorbed rather than abandoned.<br><br><b>Reference:<\/b> \u00a713.1, \u00a713.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 631,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Arrange the following in chronological order of launch:\\n1. UPI 2. Digital India 3. DigiLocker 4. UMANG\",\r\n    \"options\": [\r\n      \"3, 1, 2, 4\",\r\n      \"2, 3, 1, 4\",\r\n      \"3, 2, 1, 4\",\r\n      \"2, 1, 3, 4\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2, 3, 1, 4<\/b><br><br>\\n<b>The correct sequence<\/b><br>\\n<b>Digital India \u2014 1 July 2015.<\/b><br>\\n<b>DigiLocker \u2014 2015<\/b>, following, under Digital India.<br>\\n<b>UPI \u2014 2016<\/b>, by NPCI, with BHIM.<br>\\n<b>UMANG \u2014 2017.<\/b><br><br>\\n<b>The logic of the order<\/b><br>\\nThe <b>programme comes first<\/b>, then the services built under it. DigiLocker and UMANG are both MeitY initiatives under Digital India; UPI belongs to NPCI, a separate line of work.<br><br>\\n<b>The wider chronology<\/b><br>\\n<b>NeGP 2006 \u2192 Digital India 2015 \u2192 UPI 2016 \u2192 UMANG 2017 \u2192 DPDP Act 2023.<\/b><br><br><b>Reference:<\/b> \u00a713.5, \u00a713.6, \u00a713.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 632,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A school office is asked over the telephone to confirm a parent's Aadhaar number for \\\"verification purposes\\\". The correct response is to:\",\r\n    \"options\": [\r\n      \"Ask the parent to call back\",\r\n      \"Confirm it since the caller has the file number\",\r\n      \"Refuse and direct the caller to a written request through proper channel\",\r\n      \"Confirm only the last four digits\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Refuse and direct the caller to a written request through proper channel<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Refuse and direct the caller to a written request through the proper channel.<\/b> A telephone caller cannot be verified, and the school holds the data <b>on trust<\/b>.<br><br>\\n<b>Why confirming even part of it is wrong<\/b><br>\\n<b>Confirming any portion of an identifier to an unverified caller is disclosure of personal data.<\/b> A fraudster with a partial number seeks confirmation of the rest, and each fragment supplied brings them closer.<br><br>\\n<b>Why possessing the file number proves nothing<\/b><br>\\nThis is <b>pretexting<\/b> \u2014 inventing a scenario to justify the request. Under the DPDP Act the school is the <b>Data Fiduciary<\/b>, and the responsibility does not shift because the caller sounded official.<br><br><b>Reference:<\/b> \u00a713.2, \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 633,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about AePS:\\n1. It permits a withdrawal using a fingerprint and an Aadhaar number.\\n2. It requires the user to hold a smartphone.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>AePS permits a withdrawal using a fingerprint and an Aadhaar number<\/b>, through a business correspondent with a small handheld device.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt requires <b>no smartphone<\/b> \u2014 and <b>the falsity of that statement is the whole point<\/b>. AePS was built precisely for those who have none.<br><br>\\n<b>Why it is the most significant item in this chapter<\/b><br>\\n<b>It serves exactly the population the digital divide excludes<\/b> \u2014 no smartphone, no card, possibly no literacy. <b>A bank branch cannot be built in every village, but a phone and a fingerprint can reach one.<\/b><br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 634,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"All of the following are frauds a school office should recognise EXCEPT:\",\r\n    \"options\": [\r\n      \"A collect request presented as an incoming refund\",\r\n      \"A sticker pasted over a genuine QR code at a counter\",\r\n      \"A message with a fee payment link purporting to come from the school\",\r\n      \"A payment receipt generated by the school's own accounting software\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A payment receipt generated by the school's own accounting software<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>A payment receipt generated by the school's own accounting software<\/b> is an ordinary internal record, not a fraud.<br><br>\\n<b>The three genuine payment frauds<\/b><br>\\n<b>A collect request presented as an incoming refund<\/b> \u2014 approving it with a PIN <b>sends money out<\/b>.<br>\\n<b>A sticker pasted over a genuine QR code<\/b> at a counter, diverting payments.<br>\\n<b>A fee payment link purporting to come from the school.<\/b><br><br>\\n<b>The single protection covering all three<\/b><br>\\n<b>A standing notice stating the only official fee channel, and that no payment link will ever be sent by message.<\/b> Prevention beats investigation.<br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 635,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. eKYC<\/td><td>1. Electronic verification of identity<\/td><\/tr><tr><td>B. VID<\/td><td>2. Benefit paid into the beneficiary's own account<\/td><\/tr><tr><td>C. DBT<\/td><td>3. Basic savings accounts with no minimum balance<\/td><\/tr><tr><td>D. PMJDY<\/td><td>4. A temporary number quoted in place of Aadhaar<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-4, C-2, D-3\",\r\n      \"A-3, B-4, C-2, D-1\",\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-4, B-2, C-3, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-1, B-4, C-2, D-3<\/b><br><br>\\n<b>The four<\/b><br>\\n<b>eKYC<\/b> \u2014 <b>electronic verification of identity<\/b>, replacing paper documents with an authenticated check.<br>\\n<b>VID<\/b> \u2014 a <b>temporary number quoted in place of Aadhaar<\/b>, regenerable at will.<br>\\n<b>DBT<\/b> \u2014 <b>benefit paid into the beneficiary's own account<\/b>, removing intermediaries.<br>\\n<b>PMJDY<\/b> \u2014 <b>basic savings accounts with no minimum balance<\/b>, from 2014, with a RuPay debit card.<br><br>\\n<b>How they fit together<\/b><br>\\nThey are <b>the machinery of financial inclusion<\/b>: an account to receive (PMJDY), an identity to verify (eKYC), a protection for that identity (VID), and a mechanism to pay (DBT).<br><br><b>Reference:<\/b> \u00a713.2, \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 636,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about the RTI Act:\\n1. The ordinary period for supplying information is thirty days.\\n2. Where life or liberty is concerned the period is forty-eight hours.\\n3. A school not financed by government is a public authority.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Thirty days<\/b> is the ordinary period for supplying information.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Forty-eight hours<\/b> where the <b>life or liberty of a person<\/b> is concerned.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nA school is a public authority only if it is <b>substantially financed by government<\/b>. A wholly private unaided school is generally not \u2014 the statement omits the qualifying condition, which is the whole test.<br><br>\\n<b>Why the qualification matters<\/b><br>\\nIt decides whether the head is a <b>Public Information Officer<\/b> at all, and therefore whether the thirty-day period binds them personally.<br><br><b>Reference:<\/b> \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 637,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A Public Information Officer in a school cannot locate a file sought under the RTI Act. The underlying failure is one of:\",\r\n    \"options\": [\r\n      \"Legal interpretation\",\r\n      \"Record maintenance\",\r\n      \"Staff strength\",\r\n      \"Portal design\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Record maintenance<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe failure is one of <b>record maintenance<\/b>. Nothing in the Act's interpretation is in doubt; the file simply cannot be found.<br><br>\\n<b>The principle<\/b><br>\\n<b>Proper record-keeping is what makes the right meaningful.<\/b> An application can only be answered from what exists <i>and can be retrieved<\/i>. <b>A file that cannot be found is, in practice, information denied<\/b> \u2014 whatever the officer's intention.<br><br>\\n<b>What prevents it<\/b><br>\\nA <b>consistent folder structure and naming convention<\/b>, retention periods observed, and the statutory registers maintained despite digitisation. <b>Digitisation adds a copy; it does not remove a duty.<\/b><br><br><b>Reference:<\/b> \u00a713.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 638,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about the three layers of the digital divide:\\n1. The access divide concerns whether a device and connection exist at all.\\n2. The skills divide concerns whether a person can use them beyond the simplest task.\\n3. The quality divide concerns speed and the availability of content in a readable language.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe <b>access divide<\/b> \u2014 whether a device and connection exist at all.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nThe <b>skills divide<\/b> \u2014 whether a person can use them beyond the simplest task.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nThe <b>quality divide<\/b> \u2014 speed, reliability, and the availability of content in a readable language.<br><br>\\n<b>Why all three must be held together<\/b><br>\\n<b>A household may cross the first while remaining excluded by the second and third.<\/b> The measures answer them separately: <b>BharatNet<\/b> for access, <b>PMGDISHA<\/b> for skills, <b>Bhashini<\/b> for quality \u2014 and <b>CSCs<\/b> for those still outside all three.<br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 639,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Which of the following would NOT reduce the gender dimension of the digital divide?\",\r\n    \"options\": [\r\n      \"Providing supervised device access at school\",\r\n      \"Scheduling online sessions at hours a girl can attend\",\r\n      \"Assuming a shared household phone is equally available to all members\",\r\n      \"Offering offline alternatives\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Assuming a shared household phone is equally available to all members<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Assuming a shared household phone is equally available to all members<\/b> is precisely the assumption that conceals the gender divide. <b>A shared phone is more often used by the men of the family, and a girl's access is mediated<\/b> \u2014 permitted, timed and supervised by someone else.<br><br>\\n<b>Why the others help<\/b><br>\\n<b>Supervised device access at school<\/b> \u2014 access not dependent on the household.<br>\\n<b>Scheduling sessions at hours a girl can attend<\/b> \u2014 recognising that her time is less her own.<br>\\n<b>Offline alternatives<\/b> \u2014 which do not depend on the phone at all.<br><br>\\n<b>The lesson:<\/b> <b>household-level statistics conceal within-household inequality.<\/b><br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 640,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. BharatNet<\/td><td>1. Assisted access through a human intermediary<\/td><\/tr><tr><td>B. PMGDISHA<\/td><td>2. Services in Indian languages<\/td><\/tr><tr><td>C. Bhashini<\/td><td>3. Rural digital literacy<\/td><\/tr><tr><td>D. CSC<\/td><td>4. Fibre connectivity to panchayats<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-2, B-1, C-3, D-4\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-4, B-3, C-2, D-1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-4, B-3, C-2, D-1<\/b><br><br>\\n<b>The four keys during a slide show<\/b><br>\\n<b>B<\/b> \u2014 blanks the screen to <b>black<\/b>.<br>\\n<b>W<\/b> \u2014 blanks the screen to <b>white<\/b>.<br>\\n<b>Esc<\/b> \u2014 <b>ends the show<\/b> and returns to editing.<br>\\n<b>F5<\/b> \u2014 <b>starts the show from the first slide<\/b> (Shift + F5 starts from the current one).<br><br>\\n<b>The two that matter most in a classroom<\/b><br>\\n<b>B and W.<\/b> They let a teacher <b>recover the room's attention instantly<\/b> \u2014 to turn to the blackboard, take a question, or stop pupils reading ahead \u2014 without leaving the presentation or switching off the projector.<br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 641,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"A school proposes to issue all circulars only through a messaging application. The head should insist that:\",\r\n    \"options\": [\r\n      \"A printed alternative remains available for every notice\",\r\n      \"Parents without the application be excluded\",\r\n      \"The application be made compulsory at admission\",\r\n      \"Every parent install the application\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A printed alternative remains available for every notice<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A printed alternative must remain available for every notice.<\/b> A notice sent only by message excludes the household without a smartphone \u2014 and that is generally the household least able to absorb the consequence of missing it.<br><br>\\n<b>The test the chapter closes on<\/b><br>\\n<b>Has anybody been shut out who was previously let in?<\/b> Here the answer is yes, so the remedy is an <b>alternative route<\/b>.<br><br>\\n<b>Why the other options fail<\/b><br>\\nRequiring every parent to install an application, or excluding those who have not, <b>makes a technology the condition of receiving information the school is obliged to give<\/b>.<br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 642,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about e-Governance models:\\n1. A school filing UDISE+ returns is engaged in G2G.\\n2. A teacher checking a salary slip on a portal is engaged in G2C.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>A school filing UDISE+ returns is engaged in G2G<\/b> \u2014 one government body reporting to another.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA teacher checking a salary slip is engaged in <b>G2E<\/b>, not G2C. <b>A teacher dealing with the government as an employee is G2E.<\/b><br><br>\\n<b>Why the distinction is easy to miss<\/b><br>\\n<b>The same person is a citizen in one transaction and an employee in another.<\/b> That teacher applying for a passport is G2C; checking their own salary is G2E.<br><br>\\n<b>The four:<\/b> <b>G2C \u00b7 G2B \u00b7 G2G \u00b7 G2E.<\/b><br><br><b>Reference:<\/b> \u00a713.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 643,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Arrange the following steps by which a scholarship reaches a pupil:\\n1. Direct Benefit Transfer to the account\\n2. Application on the National Scholarship Portal\\n3. Verification by the institution\\n4. Sanction by the department\",\r\n    \"options\": [\r\n      \"4, 2, 3, 1\",\r\n      \"2, 3, 4, 1\",\r\n      \"3, 2, 4, 1\",\r\n      \"2, 4, 3, 1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2, 3, 4, 1<\/b><br><br>\\n<b>The chain in order<\/b><br>\\n<b>1. Application on the National Scholarship Portal<\/b> \u2014 by the pupil or parent.<br>\\n<b>2. Verification by the institution<\/b> \u2014 the school confirms enrolment and category.<br>\\n<b>3. Sanction by the department.<\/b><br>\\n<b>4. Direct Benefit Transfer<\/b> into the pupil's own account.<br><br>\\n<b>Where the school sits<\/b><br>\\nAt step two \u2014 <b>a gate, and a gate left shut stops everything behind it<\/b>. <b>A delay at the school stops the payment reaching the pupil<\/b>, and the verification window closes.<br><br>\\n<b>What makes step four possible<\/b><br>\\nThe <b>JAM trinity<\/b> \u2014 an account, an identity, a channel.<br><br><b>Reference:<\/b> \u00a713.6, \u00a710.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 644,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Digital payment made financial inclusion practicable at scale chiefly because:\",\r\n    \"options\": [\r\n      \"A bank branch cannot be built in every village, but a phone and a fingerprint can reach one\",\r\n      \"It removed the need for identity\",\r\n      \"It increased interest rates\",\r\n      \"It reduced bank charges\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A bank branch cannot be built in every village, but a phone and a fingerprint can reach one<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A bank branch cannot be built in every village, but a phone and a fingerprint can reach one.<\/b> The binding constraint was never willingness to serve \u2014 it was the cost of physical presence.<br><br>\\n<b>The clearest instance<\/b><br>\\n<b>AePS<\/b> \u2014 banking by fingerprint, with <b>no card and no smartphone<\/b> \u2014 serves precisely the population the digital divide would otherwise exclude.<br><br>\\n<b>What made it possible<\/b><br>\\nThe <b>JAM trinity<\/b>: <b>PMJDY<\/b> accounts to pay into, <b>Aadhaar<\/b> for identity, <b>mobile<\/b> as the channel. <b>Direct Benefit Transfer is impossible without all three.<\/b><br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 645,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements about the Common Service Centre:\\n1. It supplies an assisted access point where a person can be helped through a process by another person.\\n2. Like every portal, it assumes the citizen already owns a device and can use it.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA CSC <b>supplies an assisted access point where a person can be helped through a process by another person<\/b>, run at village level by a <b>Village Level Entrepreneur<\/b>.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt does <b>not<\/b> assume the citizen owns a device \u2014 <b>and the falsity of that statement is the whole point<\/b>. Every portal makes that assumption; the CSC exists precisely because it fails.<br><br>\\n<b>The principle<\/b><br>\\n<b>An access point staffed by a human being is not a lesser form of digital service; for many it is the only form that works.<\/b><br><br>\\nIt sits under Digital India's <b>Public Internet Access<\/b> pillar.<br><br><b>Reference:<\/b> \u00a713.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 646,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"The test the chapter proposes for any digital service adopted by a school is whether:\",\r\n    \"options\": [\r\n      \"It serves more people faster\",\r\n      \"Anybody has been shut out who was previously let in\",\r\n      \"It reduces paperwork\",\r\n      \"It is approved by the department\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Anybody has been shut out who was previously let in<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe test is whether <b>anybody has been shut out who was previously let in<\/b>. Not how many are served faster \u2014 how many are no longer served at all.<br><br>\\n<b>Why speed is the wrong measure<\/b><br>\\nAn online-only admission form serves the connected majority faster while excluding the family without a smartphone entirely. <b>Averages improve; a child loses a place.<\/b><br><br>\\n<b>What the test requires when the answer is yes<\/b><br>\\n<b>An alternative route<\/b> \u2014 a facilitation counter, a Common Service Centre, a printed notice \u2014 <b>not an explanation of why the portal cannot help<\/b>.<br><br>\\n<b>The examples:<\/b> an online-only form, a notice sent only by message, a benefit released only against Aadhaar.<br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 647,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"An image of a handwritten signature pasted into a document provides none of the following EXCEPT:\",\r\n    \"options\": [\r\n      \"Integrity of the document\",\r\n      \"Non-repudiation\",\r\n      \"A visual resemblance to a signed document\",\r\n      \"Authentication of the signer\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A visual resemblance to a signed document<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA pasted image provides <b>only a visual resemblance to a signed document<\/b> \u2014 appearance, and nothing more.<br><br>\\n<b>Why it proves nothing<\/b><br>\\n<b>It can be copied from any other document in seconds.<\/b> There is no cryptographic binding to the document it appears on, so it establishes neither <b>authentication<\/b>, nor <b>integrity<\/b>, nor <b>non-repudiation<\/b>.<br><br>\\n<b>What a genuine digital signature does<\/b><br>\\nThe document is <b>hashed<\/b>, and the hash <b>encrypted with the signer's private key<\/b>. Any alteration breaks it. Certificates are issued by a <b>Certifying Authority licensed by the CCA<\/b>, and <b>eSign<\/b> brings this within reach of an ordinary citizen.<br><br><b>Reference:<\/b> \u00a713.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 648,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"The most effective protection against fraudulent fee-payment links sent to parents is:\",\r\n    \"options\": [\r\n      \"Changing the school email address\",\r\n      \"Warning parents individually\",\r\n      \"Blocking the sender after each incident\",\r\n      \"A standing notice stating the only official fee channel and that no payment link will ever be sent by message\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A standing notice stating the only official fee channel and that no payment link will ever be sent by message<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>A standing notice<\/b> \u2014 stating the <b>only official fee channel<\/b>, and that <b>no payment link will ever be sent by message<\/b> \u2014 inoculates every parent in advance against every such fraud, including ones not yet invented.<br><br>\\n<b>Why prevention beats response<\/b><br>\\n<b>A standing notice prevents more fraud than any action taken after the event.<\/b> Blocking one sender does nothing about the next; a rule known to four hundred parents defeats all of them.<br><br>\\n<b>Where to state it<\/b><br>\\nThe admission handbook, the fee receipt, the website, and repeated each term.<br><br>\\n<b>Why replying to warn the sender is futile:<\/b> the address is forged.<br><br><b>Reference:<\/b> \u00a713.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 649,\r\n    \"chapter\": \"DIGITAL SERVICES AND E-GOVERNANCE\",\r\n    \"question\": \"Consider the following statements:\\n1. Every digital service in this chapter was created to widen access.\\n2. None of them can narrow access, whatever the manner of application.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nEvery service in the chapter <b>was created to widen access<\/b> \u2014 that was the intention behind each.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThey <b>can<\/b> narrow access. <b>An online-only form, a notice sent only by message, or a benefit released only against Aadhaar each excludes someone previously included.<\/b><br><br>\\n<b>Why intention is not the test<\/b><br>\\n<b>A service created to widen access can narrow it if applied without thought.<\/b> The exclusion is invisible in the statistics, because those shut out do not appear in the figures of those served.<br><br>\\n<b>The remedy is always the same:<\/b> <b>an alternative route.<\/b><br><br><b>Reference:<\/b> \u00a713.9 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 650,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"The Rights of Persons with Disabilities Act, 2016 recognises how many specified disabilities?\",\r\n    \"options\": [\r\n      \"27\",\r\n      \"7\",\r\n      \"14\",\r\n      \"21\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 21<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe RPwD Act, 2016 recognises <b>21 specified disabilities<\/b>, listed in its Schedule \u2014 including several the earlier law omitted entirely, such as <b>specific learning disabilities, autism spectrum disorder, thalassaemia and acid attack victims<\/b>.<br><br>\\n<b>The distractor being set<\/b><br>\\n<b>7<\/b> is the number under the <b>Persons with Disabilities Act, 1995<\/b>, which the 2016 Act replaced. <b>The pairing 7 \u2192 21 is the point.<\/b><br><br>\\n<b>Why the widening matters to a school<\/b><br>\\n<b>A pupil with dyslexia is covered by the 2016 Act but was not by the 1995 one.<\/b> The list determines which children the school must accommodate.<br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 651,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A person with benchmark disability is one with not less than:\",\r\n    \"options\": [\r\n      \"40 per cent\",\r\n      \"50 per cent\",\r\n      \"25 per cent\",\r\n      \"33 per cent\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 40 per cent<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA <b>person with benchmark disability<\/b> has <b>not less than forty per cent<\/b> of a specified disability, so certified.<br><br>\\n<b>The distinction often missed<\/b><br>\\nThe Act protects <b>all<\/b> persons with disabilities against discrimination and requires <b>reasonable accommodation<\/b> for them. <b>The 40 per cent threshold is not a gateway to protection \u2014 it is a gateway to specific quantified entitlements<\/b> such as reserved seats and posts, and free education from 6 to 18.<br><br>\\n<b>The RPwD number set<\/b><br>\\n<b>21 disabilities \u00b7 40% benchmark \u00b7 6\u201318 free education \u00b7 5% higher education \u00b7 4% employment.<\/b><br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 652,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about the RPwD Act, 2016:\\n1. Free education is guaranteed to a child with benchmark disability aged 6 to 18.\\n2. Reservation is 4 per cent in government employment.\\n3. Reservation is 4 per cent in higher educational institutions.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Free education is guaranteed to a child with benchmark disability aged 6 to 18<\/b> \u2014 four years beyond the RTE range.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Reservation is 4 per cent in government employment.<\/b><br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nReservation in <b>higher educational institutions is 5 per cent<\/b>, not 4.<br><br>\\n<b>How to hold the two figures apart<\/b><br>\\n<b>Education 5, employment 4<\/b> \u2014 the larger share where capability is still being built, the smaller where posts are filled. Both were raised from the <b>3 per cent<\/b> of the 1995 Act.<br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 653,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"India ratified the United Nations Convention on the Rights of Persons with Disabilities in:\",\r\n    \"options\": [\r\n      \"2001\",\r\n      \"2007\",\r\n      \"2011\",\r\n      \"2016\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2007<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nIndia ratified the <b>UNCRPD in 2007<\/b>. The <b>RPwD Act, 2016<\/b> was enacted to <b>give effect to that Convention<\/b> in domestic law, replacing the Act of 1995.<br><br>\\n<b>Why the nine-year gap is examined<\/b><br>\\nRatification created an <b>international obligation<\/b>; the 2016 Act <b>discharged<\/b> it. Questions test whether a candidate knows the <b>Convention came first and the Act followed<\/b>, rather than the reverse.<br><br>\\n<b>What the Convention brought with it<\/b><br>\\nThe <b>social model<\/b> \u2014 locating the problem in <b>barriers created by the environment<\/b> rather than in the person. The whole architecture of the 2016 Act follows from that.<br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 654,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"The four principles of the Web Content Accessibility Guidelines are summarised as:\",\r\n    \"options\": [\r\n      \"DAISY\",\r\n      \"SMART\",\r\n      \"POUR\",\r\n      \"CIA\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) POUR<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>POUR<\/b>:<br>\\n<b>Perceivable<\/b> \u2014 it can be sensed: text alternatives, captions, contrast.<br>\\n<b>Operable<\/b> \u2014 usable by <b>keyboard alone<\/b>.<br>\\n<b>Understandable<\/b> \u2014 readable language, predictable behaviour.<br>\\n<b>Robust<\/b> \u2014 works with assistive technology now and later.<br><br>\\n<b>Conformance<\/b><br>\\nGraded <b>A, AA and AAA<\/b>, with <b>AA<\/b> ordinarily required. Indian government sites additionally follow <b>GIGW<\/b>.<br><br>\\n<b>Why the others are offered<\/b><br>\\n<b>SMART<\/b> is e-governance; <b>CIA<\/b> is information security; <b>DAISY<\/b> is an audio format. <b>All four acronyms appear in this syllabus.<\/b><br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 655,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Perceivable<\/td><td>1. It can be used by keyboard alone<\/td><\/tr><tr><td>B. Operable<\/td><td>2. It can be sensed \u2014 text alternatives, captions, contrast<\/td><\/tr><tr><td>C. Understandable<\/td><td>3. Readable language and predictable behaviour<\/td><\/tr><tr><td>D. Robust<\/td><td>4. It works with assistive technology now and later<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-2, B-1, C-4, D-3\",\r\n      \"A-4, B-3, C-2, D-1\",\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-2, B-1, C-3, D-4\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) A-2, B-1, C-3, D-4<\/b><br><br>\\n<b>The four POUR principles<\/b><br>\\n<b>Perceivable<\/b> \u2014 the content <b>can be sensed<\/b>. Text alternatives for images, captions for video, contrast sufficient for low vision. If it cannot be perceived, nothing else matters.<br>\\n<b>Operable<\/b> \u2014 it <b>can be used by keyboard alone<\/b>. A control reachable only by mouse excludes anyone who cannot use one.<br>\\n<b>Understandable<\/b> \u2014 <b>readable language and predictable behaviour<\/b>. A page that reorders itself unexpectedly fails this.<br>\\n<b>Robust<\/b> \u2014 it <b>works with assistive technology, now and later<\/b>, because it uses standard markup rather than tricks.<br><br>\\n<b>Conformance<\/b><br>\\nGraded <b>A, AA and AAA<\/b>, with <b>AA<\/b> the level ordinarily required. Indian government sites additionally follow <b>GIGW<\/b>.<br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 656,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A circular scanned and circulated as an image is read by a screen reader as:\",\r\n    \"options\": [\r\n      \"Nothing more than \\\"graphic\\\"\",\r\n      \"The text without formatting\",\r\n      \"A summary\",\r\n      \"The full text\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Nothing more than \\\"graphic\\\"<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nA scan contains <b>no text at all<\/b> \u2014 only pixels arranged to look like letters. A screen reader announces the presence of an image and stops. <b>The child is simply not informed.<\/b><br><br>\\n<b>Why this is the most common failure in Indian schools<\/b><br>\\nIt is invisible to the person who created it. The circular looks perfect on screen; nothing signals that it is unreadable to some recipients.<br><br>\\n<b>The remedy<\/b><br>\\nIssue circulars as <b>text-based documents or text-based PDFs<\/b>. Where a scan is unavoidable, run <b>OCR<\/b> over it before sending, which converts the image back into text.<br><br>\\n<b>The legal dimension<\/b><br>\\nUnder the RPwD Act information must be available in <b>accessible formats<\/b>. This is <b>a failure of a statutory duty, not merely a discourtesy<\/b>.<br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 657,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Which of the following is a free and open-source screen reader?\",\r\n    \"options\": [\r\n      \"JAWS\",\r\n      \"NVDA\",\r\n      \"TalkBack\",\r\n      \"VoiceOver\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) NVDA<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>NVDA<\/b> \u2014 NonVisual Desktop Access \u2014 is <b>free and open source<\/b>. Its significance is practical: a school or family needing a screen reader can install it <b>at no cost and with no licence<\/b>, which removes the commonest stated obstacle.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>JAWS<\/b> \u2014 powerful and widely used, but <b>commercial<\/b> and expensive.<br>\\n<b>TalkBack<\/b> \u2014 built into Android; free with the device but not open source.<br>\\n<b>VoiceOver<\/b> \u2014 built into Apple devices; likewise proprietary.<br><br>\\n<b>The wider point<\/b><br>\\n<b>Most assistive technology in a school is unused rather than unavailable.<\/b> Narrator, TalkBack and VoiceOver ship with the devices already in the building \u2014 the barrier is knowing they exist.<br><br><b>Reference:<\/b> \u00a714.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 658,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements:\\n1. A screen reader navigates a document by its heading structure.\\n2. Text made large and bold functions as a heading for a screen reader.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA screen reader user moves through a document <b>by heading, link and landmark<\/b> \u2014 the equivalent of a sighted reader's glance down a page.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nText merely <b>made large and bold is ordinary text<\/b> to a screen reader. It carries no structural meaning whatever, so it creates no navigation point.<br><br>\\n<b>The consequence<\/b><br>\\nA twelve-page circular formatted by hand offers a screen reader user <b>no way in<\/b>. The whole document must be heard from the beginning to find one paragraph.<br><br>\\n<b>Why this single practice matters so much<\/b><br>\\nUsing <b>real heading styles<\/b> costs nothing, takes no extra time, and is the largest single improvement a school can make to the accessibility of what it issues.<br><br><b>Reference:<\/b> \u00a714.3, \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 659,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"DAISY is a format for:\",\r\n    \"options\": [\r\n      \"Web pages\",\r\n      \"Encrypted documents\",\r\n      \"Navigable audio books\",\r\n      \"Compressed images\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Navigable audio books<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>DAISY<\/b> \u2014 the Digital Accessible Information System \u2014 is a format for <b>navigable audio books<\/b>, in which a listener can move by <b>chapter, section or page<\/b>, search and place bookmarks.<br><br>\\n<b>Why navigation is the whole point<\/b><br>\\nA plain audio recording of a textbook is nearly useless for study. <b>A pupil asked to revise section 4.3 cannot scrub through two hours of audio to find it.<\/b> DAISY restores to a listener what a table of contents gives a reader.<br><br>\\n<b>Where it appears in this syllabus<\/b><br>\\n<b>PM e-VIDYA's fourth component<\/b>, developed with NIOS, and in the holdings of <b>Sugamya Pustakalaya<\/b>.<br><br><b>Reference:<\/b> \u00a714.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 660,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Sugamya Pustakalaya is:\",\r\n    \"options\": [\r\n      \"A teacher training portal\",\r\n      \"A grievance portal\",\r\n      \"A scholarship scheme\",\r\n      \"India's accessible digital library\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) India's accessible digital library<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Sugamya Pustakalaya<\/b> is India's accessible digital library, holding material in formats usable by readers with <b>print disabilities<\/b> \u2014 DAISY audio, ePub and Braille-ready files.<br><br>\\n<b>What \\\"print disability\\\" covers<\/b><br>\\nNot only blindness. It includes <b>low vision, dyslexia, and physical inability to hold a book or turn a page<\/b>. A pupil with cerebral palsy may have perfect sight and still be unable to read a printed book.<br><br>\\n<b>Why the others are wrong<\/b><br>\\nIt is not a scholarship scheme, a training portal or a grievance mechanism.<br><br>\\n<b>Remember the name:<\/b> <i>sugamya<\/i> means accessible \u2014 the same word as in <b>Sugamya Bharat Abhiyan<\/b>, the Accessible India Campaign.<br><br><b>Reference:<\/b> \u00a714.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 661,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Visual<\/td><td>1. Captions and Indian Sign Language interpretation<\/td><\/tr><tr><td>B. Hearing<\/td><td>2. Augmentative and Alternative Communication<\/td><\/tr><tr><td>C. Speech<\/td><td>3. Screen reader and refreshable Braille display<\/td><\/tr><tr><td>D. Motor<\/td><td>4. Switch access and adapted keyboard<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-3, B-1, C-2, D-4\",\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-4, B-3, C-2, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A-3, B-1, C-2, D-4<\/b><br><br>\\n<b>Matching need to technology<\/b><br>\\n<b>Visual<\/b> \u2014 <b>screen reader and refreshable Braille display<\/b>; also magnification, high contrast and OCR.<br>\\n<b>Hearing<\/b> \u2014 <b>captions and Indian Sign Language interpretation<\/b>; also hearing aids, FM systems and visual alerts in place of a bell.<br>\\n<b>Speech<\/b> \u2014 <b>AAC devices and boards<\/b>: picture boards, symbol books, speech-generating devices.<br>\\n<b>Motor<\/b> \u2014 <b>switch access and adapted keyboards<\/b>; also Sticky Keys, voice recognition and eye tracking.<br><br>\\n<b>The practical point<\/b><br>\\n<b>Much of this is already installed and free<\/b> on ordinary devices \u2014 Windows Ease of Access, Android TalkBack, Apple VoiceOver. The barrier in most schools is not cost but <b>knowing the features exist<\/b>.<br><br><b>Reference:<\/b> \u00a714.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 662,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about captions and subtitles:\\n1. Subtitles carry the spoken dialogue only.\\n2. Captions carry other significant sound as well.\\n3. Open captions can be switched off by the viewer.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Subtitles carry the spoken dialogue only.<\/b> They were devised for viewers who cannot follow the <i>language<\/i>, and they assume the viewer can hear everything else.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>Open captions cannot be switched off<\/b> \u2014 they are burnt into the picture and always visible. It is <b>closed captions<\/b> that the viewer can toggle.<br><br>\\n<b>The distinction that matters for accessibility<\/b><br>\\n<b>Captions<\/b> carry the dialogue <b>and the other significant sound<\/b> \u2014 who is speaking, a knock at the door, music, laughter. For a deaf viewer, subtitles are not enough: a door slamming off-screen may be the whole point of the scene.<br><br>\\n<b>Remember:<\/b> <b>open = always on; closed = can be turned off.<\/b><br><br><b>Reference:<\/b> \u00a714.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 663,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Indian Sign Language is best described as:\",\r\n    \"options\": [\r\n      \"A signed rendering of Hindi\",\r\n      \"A language in its own right with its own grammar\",\r\n      \"A code for spelling words\",\r\n      \"A form of Braille\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A language in its own right with its own grammar<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>ISL is a full language<\/b>, with its own grammar, syntax and regional variation. It is <b>not<\/b> a manual rendering of Hindi or English \u2014 its word order and structure differ, and a sentence signed in ISL does not map word-for-word onto a spoken sentence.<br><br>\\n<b>Why this is examined directly<\/b><br>\\nThe misconception that sign language is \\\"spoken language done with hands\\\" is widespread, and it has a consequence: it leads people to assume that a deaf child who signs fluently must therefore read written Hindi fluently. <b>They are different languages, and fluency in one does not confer fluency in the other.<\/b><br><br>\\n<b>The body:<\/b> <b>ISLRTC<\/b>, established 2015 under DEPwD, develops the dictionary and trains interpreters.<br><br><b>Reference:<\/b> \u00a714.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 664,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"AAC in the context of assistive technology stands for:\",\r\n    \"options\": [\r\n      \"Advanced Adaptive Computing\",\r\n      \"Assistive Access Control\",\r\n      \"Augmentative and Alternative Communication\",\r\n      \"Accessible Audio Content\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Augmentative and Alternative Communication<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Augmentative and Alternative Communication<\/b> \u2014 any means by which a person who cannot rely on speech communicates: a picture board, a symbol book, a speech-generating device, a system of gestures.<br><br>\\n<b>The distinction inside the name<\/b><br>\\n<b>Augmentative<\/b> <i>supplements<\/i> existing speech \u2014 for someone who speaks but not always intelligibly.<br>\\n<b>Alternative<\/b> <i>replaces<\/i> it \u2014 for someone who does not speak.<br><br>\\n<b>The fear worth answering<\/b><br>\\nTeachers and parents often worry that AAC will discourage speech. <b>The evidence points the other way<\/b>, and withholding it leaves the child with no means of communication at all.<br><br><b>Reference:<\/b> \u00a714.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 665,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"The three principles of Universal Design for Learning provide multiple means of:\",\r\n    \"options\": [\r\n      \"Access, equity and inclusion\",\r\n      \"Reading, writing and arithmetic\",\r\n      \"Assessment, instruction and revision\",\r\n      \"Engagement, representation, and action and expression\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Engagement, representation, and action and expression<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nUDL provides multiple means of <b>engagement, representation, and action and expression<\/b>:<br>\\n<b>Engagement<\/b> \u2014 the <b>why<\/b> of learning: choice, relevance, sustained effort.<br>\\n<b>Representation<\/b> \u2014 the <b>what<\/b>: the same content as text, audio, image, video, diagram.<br>\\n<b>Action and expression<\/b> \u2014 the <b>how<\/b>: more than one way to show what has been learnt.<br><br>\\n<b>What the third changes in practice<\/b><br>\\nA pupil who understands completely but cannot write at speed is failed by an assessment permitting only writing. <b>It separates assessing the learning from assessing the handwriting.<\/b><br><br><b>Reference:<\/b> \u00a714.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 666,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Universal Design, as distinct from UDL, is associated with the architect:\",\r\n    \"options\": [\r\n      \"Ronald Mace\",\r\n      \"Charles Correa\",\r\n      \"Laurie Baker\",\r\n      \"Le Corbusier\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Ronald Mace<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ronald Mace<\/b>, an American architect who himself used a wheelchair, coined the term <b>universal design<\/b> and set out its <b>seven principles<\/b> \u2014 designing from the outset for the widest range of users, so that no separate adaptation is needed later.<br><br>\\n<b>The distinction from UDL<\/b><br>\\n<b>Universal Design \u2014 seven principles, concerning objects and spaces.<\/b><br>\\n<b>UDL \u2014 three principles, concerning curriculum and pedagogy.<\/b><br>\\nUDL applies the logic of universal design to teaching.<br><br>\\n<b>Why the others appear<\/b><br>\\nLe Corbusier, Charles Correa and Laurie Baker are architects of standing, but none is connected with universal design.<br><br><b>Reference:<\/b> \u00a714.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 667,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Reasonable accommodation under the RPwD Act refers to:\",\r\n    \"options\": [\r\n      \"A concession granted at discretion\",\r\n      \"A modification made for a particular person so that a right may be exercised equally\",\r\n      \"A separate school\",\r\n      \"A financial grant\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A modification made for a particular person so that a right may be exercised equally<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nReasonable accommodation is a <b>modification made for a particular person so that a right may be exercised equally<\/b> \u2014 a scribe, additional time, a larger-print paper.<br><br>\\n<b>Why it is not a favour<\/b><br>\\n<b>It is an entitlement, not a concession at discretion<\/b>, and refusal without justification is <b>discrimination<\/b> under the Act.<br><br>\\n<b>Its relation to universal design<\/b><br>\\nIt is <b>retrofitting where universal design was absent<\/b>. The two are <b>complementary, not alternative<\/b> \u2014 design well and less accommodation is needed, but some always will be.<br><br>\\n<b>The limit:<\/b> an accommodation <b>removes a barrier; it does not reduce what is being examined<\/b>.<br><br><b>Reference:<\/b> \u00a714.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 668,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about examination accommodations:\\n1. They should be arranged in advance rather than on the day.\\n2. A scribe met for the first time on the morning of the paper is adequate.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nAccommodations <b>must be arranged in advance<\/b>. Each is claimed on the strength of a disability certificate, and <b>the application has a closing date<\/b> which does not reopen.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nA scribe met for the first time on the morning of the paper is <b>not<\/b> adequate. Dictating an answer is a learned skill on both sides \u2014 the candidate must learn to compose aloud, the scribe to write at that pace without altering the content.<br><br>\\n<b>What a head must therefore do<\/b><br>\\n<b>The arrangement and the practice both belong to the weeks before.<\/b> Identify the pupils, file the applications, appoint the scribes, and let them work together on past papers.<br><br><b>Reference:<\/b> \u00a714.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 669,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"An Individualised Education Plan is best described as:\",\r\n    \"options\": [\r\n      \"A disability certificate\",\r\n      \"A form filed once at admission\",\r\n      \"A working plan for one child, reviewed periodically\",\r\n      \"A class timetable\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A working plan for one child, reviewed periodically<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nAn IEP is a written plan for a <b>single child<\/b>, stating <b>present levels of performance, goals for the year, the support and accommodations to be provided, and how progress will be measured<\/b>.<br><br>\\n<b>The word that carries the weight<\/b><br>\\n<b>Working.<\/b> It is a document <b>reviewed periodically and revised<\/b> as the child progresses \u2014 <b>not a form filed once at admission<\/b> and produced at inspection. An IEP written in April and never opened again has failed in its purpose.<br><br>\\n<b>Who should be involved<\/b><br>\\nThe special educator, the class teacher, the parents and, so far as age permits, <b>the child<\/b>. A plan made about a child without them rarely survives contact with them.<br><br><b>Reference:<\/b> \u00a714.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 670,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"The fourth component of PM e-VIDYA, concerning accessibility, provides content in:\",\r\n    \"options\": [\r\n      \"Regional languages only\",\r\n      \"Printed form only\",\r\n      \"Braille only\",\r\n      \"DAISY format and Indian Sign Language, developed with NIOS\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) DAISY format and Indian Sign Language, developed with NIOS<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe fourth component provides <b>e-content for the visually and hearing impaired<\/b>: material in <b>DAISY<\/b> format \u2014 navigable audio books \u2014 and content in <b>Indian Sign Language<\/b>, developed with <b>NIOS<\/b>.<br><br>\\n<b>Why NIOS rather than NCERT<\/b><br>\\nNIOS specialises in learners outside the conventional school system and has established expertise in alternative formats. <b>NCERT through CIET handles mainstream platforms.<\/b><br><br>\\n<b>Why this component matters disproportionately<\/b><br>\\n<b>It is the one most often omitted from an answer, and the one that matters most to the child it serves.<\/b> It links Chapter 9 directly to Chapter 14.<br><br><b>Reference:<\/b> \u00a714.7, \u00a79.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 671,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"The Accessible India Campaign, launched in 2015, works on how many verticals?\",\r\n    \"options\": [\r\n      \"Three\",\r\n      \"Five\",\r\n      \"Nine\",\r\n      \"Two\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Three<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Sugamya Bharat Abhiyan<\/b>, launched <b>2015<\/b>, works on <b>three verticals<\/b>:<br>\\n<b>1. The built environment<\/b> \u2014 buildings, ramps, lifts, signage.<br>\\n<b>2. Transport<\/b> \u2014 stations, airports, vehicles.<br>\\n<b>3. Information and communication technology<\/b> \u2014 websites, documents, media.<br><br>\\n<b>Which vertical this chapter belongs to<\/b><br>\\nThe <b>third<\/b>. Accessible documents, screen readers, captions and WCAG conformance all fall under ICT.<br><br>\\n<b>The point for a head<\/b><br>\\n<b>An accessible building with inaccessible circulars is compliant in one dimension and failing in another.<\/b><br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 672,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"UDID is:\",\r\n    \"options\": [\r\n      \"A school code\",\r\n      \"A unique disability identity card\",\r\n      \"A student academic ID\",\r\n      \"A bank identifier\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A unique disability identity card<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Unique Disability ID<\/b> carries a person's <b>certified disability and entitlements in one document<\/b>, recognised nationally. It replaces the situation in which each state issued its own certificate, unrecognised elsewhere.<br><br>\\n<b>Why it matters practically<\/b><br>\\nA family moving between states no longer needs re-certification, and a school verifying entitlement to an accommodation has <b>one document to check<\/b> rather than several.<br><br>\\n<b>Why the others are wrong<\/b><br>\\n<b>A school code<\/b> \u2014 that is UDISE, 11 digits.<br>\\n<b>A student academic ID<\/b> \u2014 that is APAAR, 12 digits.<br>\\n<b>A bank identifier<\/b> \u2014 unrelated.<br><br>\\n<b>Remember:<\/b> UDID sits with <b>ISLRTC and ADIP under DEPwD<\/b>, in the Ministry of Social Justice and Empowerment.<br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 673,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"ADIP is a scheme for:\",\r\n    \"options\": [\r\n      \"School construction\",\r\n      \"Teacher training\",\r\n      \"Assistance in purchasing aids and appliances\",\r\n      \"Scholarship disbursement\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Assistance in purchasing aids and appliances<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>ADIP<\/b> \u2014 Assistance to Disabled Persons for Purchase\/Fitting of Aids and Appliances \u2014 provides <b>assistive devices<\/b>: hearing aids, wheelchairs, Braille equipment, prosthetics and low-vision aids.<br><br>\\n<b>Why a head of institution should know it<\/b><br>\\nWhen a pupil needs a device the family cannot afford, ADIP is <b>the route by which it is obtained<\/b>. Knowing the scheme exists converts a sympathetic conversation into an application.<br><br>\\n<b>Its companion route<\/b><br>\\n<b>Samagra Shiksha's inclusive education component<\/b> also supplies assistive devices, along with special educators and resource rooms. A school has two doors, not one.<br><br>\\n<b>Remember:<\/b> ADIP is <b>devices<\/b>; UDID is <b>identity<\/b>; both sit under DEPwD.<br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 674,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"All of the following make a school document more accessible EXCEPT:\",\r\n    \"options\": [\r\n      \"Naming links by their destination\",\r\n      \"Using real heading styles\",\r\n      \"Giving every image alternative text\",\r\n      \"Justifying the text to both margins\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Justifying the text to both margins<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>Justified text creates rivers of white space<\/b> \u2014 irregular gaps between words as the line is stretched to reach both margins. For a pupil with <b>dyslexia<\/b> these rivers materially impair tracking from one line to the next.<br><br>\\n<b>What to do instead<\/b><br>\\n<b>Left-align<\/b> the text, with generous line spacing and adequate font size. It looks less tidy and reads considerably better.<br><br>\\n<b>Why the others genuinely help<\/b><br>\\n<b>Real heading styles<\/b> \u2014 create the structure a screen reader navigates by.<br>\\n<b>Alternative text on images<\/b> \u2014 describes what the image conveys.<br>\\n<b>Naming links by destination<\/b> \u2014 makes a page navigable rather than a list of identical items.<br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 675,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A school website lists a notice as \\\"click here\\\" repeated eleven times. For a screen reader user this produces:\",\r\n    \"options\": [\r\n      \"A list of eleven identical items\",\r\n      \"No output at all\",\r\n      \"An error message\",\r\n      \"A clear list of notices\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A list of eleven identical items<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nScreen reader users commonly call up <b>a list of the links on a page<\/b> to find what they need. If every link reads \\\"click here\\\", that list contains <b>eleven identical entries<\/b> and conveys nothing whatever.<br><br>\\n<b>The remedy<\/b><br>\\n<b>Name the link by its destination.<\/b> \\\"Admission notice for 2026\\\" is navigable; \\\"click here\\\" is not. <b>The visible text should make sense read on its own, out of context.<\/b><br><br>\\n<b>Why sighted users benefit too<\/b><br>\\nDescriptive link text is clearer for anyone scanning a page, and improves search indexing \u2014 another instance of the <b>curb-cut effect<\/b>.<br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 676,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A head of institution wishes to measure the school's digital accessibility honestly. The most revealing single check is:\",\r\n    \"options\": [\r\n      \"The number of computers\",\r\n      \"How many of the last ten circulars were issued as scanned images\",\r\n      \"The internet speed\",\r\n      \"The number of teachers trained\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) How many of the last ten circulars were issued as scanned images<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nCounting <b>how many of the last ten circulars were issued as scanned images<\/b> measures what the school <b>actually does<\/b>, not what it possesses. <b>The count costs nothing to make and nothing to correct.<\/b><br><br>\\n<b>Why the answer is uncomfortable<\/b><br>\\nIf eight of ten were scans, that is the honest state of the school's digital accessibility <b>whatever equipment sits in the building<\/b> \u2014 because a screen reader announces such a file as nothing but <b>\\\"graphic\\\"<\/b>.<br><br>\\n<b>Why the others reveal little<\/b><br>\\nComputers and internet speed measure <b>infrastructure<\/b>; teachers trained measures <b>inputs<\/b>. <b>The useful indicator is an output the institution produces.<\/b><br><br><b>Reference:<\/b> \u00a714.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 677,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about a child's disability record held by a school:\\n1. It is sensitive personal data.\\n2. It should be disclosed to all staff for transparency.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA child's disability record is <b>sensitive personal data<\/b>, attracting the strictest handling under the DPDP Act, 2023.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nIt must <b>not<\/b> be shared with all staff \\\"for transparency\\\". It is disclosed <b>only to those who must know in order to provide support<\/b> \u2014 the class teacher, the special educator, the examination officer arranging accommodations.<br><br>\\n<b>Why the reason for recording matters<\/b><br>\\nThe record exists <b>because it entitles the child to support<\/b>, and it is shared on that footing alone. Circulating it more widely exposes the child to comment and to prejudice while adding nothing to the support provided.<br><br>\\n<b>The test:<\/b> <b>does this person need to know in order to do something for the child?<\/b><br><br><b>Reference:<\/b> \u00a714.8, \u00a78.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 678,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Samagra Shiksha supplies, under its inclusive education component, all of the following EXCEPT:\",\r\n    \"options\": [\r\n      \"Resource rooms\",\r\n      \"Assistive devices\",\r\n      \"Private tuition fees\",\r\n      \"Special educators\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Private tuition fees<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nSamagra Shiksha funds provision <b>within the school system<\/b>. <b>Private tuition fees lie outside the scheme entirely.<\/b><br><br>\\n<b>What the inclusive education component does supply<\/b><br>\\n<b>Special educators \u00b7 resource rooms \u00b7 assistive devices \u00b7 escort and transport allowance \u00b7 home-based education<\/b> for children with severe disabilities \u00b7 aids, appliances and therapeutic services.<br><br>\\n<b>Why a head should know the list precisely<\/b><br>\\nThese are the things a school can <b>actually obtain<\/b>. <b>A head who knows that escort allowance exists can secure it for a child whose family cannot manage the journey \u2014 and one who does not, cannot.<\/b><br><br><b>Reference:<\/b> \u00a714.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 679,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"CWSN, the term used in Indian scheme documents, stands for:\",\r\n    \"options\": [\r\n      \"Complete Welfare Scheme for Nurture\",\r\n      \"Child Welfare and Safety Network\",\r\n      \"Certified Welfare Support Network\",\r\n      \"Children With Special Needs\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Children With Special Needs<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>CWSN<\/b> \u2014 <b>Children With Special Needs<\/b> \u2014 appears throughout <b>Samagra Shiksha<\/b> documentation, in UDISE+ returns and in departmental correspondence.<br><br>\\n<b>A note on the language<\/b><br>\\nCurrent usage in the <b>RPwD Act<\/b> and in international practice prefers <b>\\\"children with disabilities\\\"<\/b> and person-first language. CWSN persists in Indian scheme documents, so <b>both must be recognised<\/b> \u2014 but the statutory term is the one the Act uses.<br><br>\\n<b>Related terms in the same documents<\/b><br>\\n<b>IEP<\/b> \u2014 Individualised Education Plan \u00b7 <b>UDID<\/b> \u2014 disability identity card \u00b7 <b>ADIP<\/b> \u2014 aids and appliances scheme.<br><br><b>Reference:<\/b> \u00a714.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 680,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"GIGW refers to:\",\r\n    \"options\": [\r\n      \"Guidelines for Indian Government Websites\",\r\n      \"General Information Gateway for the Web\",\r\n      \"Government Internet Governance Wing\",\r\n      \"Guidelines for Inclusive Growth and Welfare\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Guidelines for Indian Government Websites<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>GIGW<\/b> \u2014 <b>Guidelines for Indian Government Websites<\/b> \u2014 sets the standards such sites must meet, covering <b>accessibility, usability, content quality and security<\/b>.<br><br>\\n<b>How it relates to WCAG<\/b><br>\\n<b>WCAG is the international standard<\/b>, graded A\/AA\/AAA on the <b>POUR<\/b> principles. <b>GIGW is the Indian overlay<\/b>, incorporating WCAG and adding local requirements. A site conforming to GIGW meets <b>WCAG AA<\/b> as part of that.<br><br>\\n<b>Why it binds a school<\/b><br>\\nA government school's website falls within its scope \u2014 as does the RPwD Act's own requirement that <b>information be available in accessible formats<\/b>.<br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 681,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Under the RPwD Act, educational institutions are required to:\",\r\n    \"options\": [\r\n      \"Charge a higher fee for support services\",\r\n      \"Admit children with disabilities without discrimination and provide reasonable accommodation\",\r\n      \"Maintain separate schools only\",\r\n      \"Admit only those with benchmark disability\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Admit children with disabilities without discrimination and provide reasonable accommodation<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nEducational institutions must <b>admit children with disabilities without discrimination and provide reasonable accommodation<\/b> according to individual requirements.<br><br>\\n<b>The duties that accompany it<\/b><br>\\n<b>Make buildings and facilities accessible<\/b>, and <b>monitor participation and achievement<\/b> \u2014 the last being the one most often overlooked. <b>Admission is not the end of the obligation<\/b>; a pupil sitting unattended at the back has been admitted but not included.<br><br>\\n<b>Why the alternatives contradict the Act<\/b><br>\\nSeparate schools, restriction to benchmark cases and extra fees for support each deny the <b>inclusion<\/b> on which the statute is founded.<br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 682,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"The 2011 Census recorded persons with disabilities in India as approximately:\",\r\n    \"options\": [\r\n      \"10 crore, 8 per cent\",\r\n      \"1.2 crore, 1 per cent\",\r\n      \"2.68 crore, 2.21 per cent\",\r\n      \"5 crore, 4 per cent\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 2.68 crore, 2.21 per cent<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>2011 Census<\/b> recorded approximately <b>2.68 crore<\/b> persons with disabilities in India \u2014 about <b>2.21 per cent<\/b> of the population. Both figures are examinable and usually asked together.<br><br>\\n<b>The caveat that should accompany the figure<\/b><br>\\nThese numbers are <b>widely held to be undercounts<\/b>. Stigma, the phrasing of the questions and reluctance to report all depress the total \u2014 international estimates for comparable populations run considerably higher.<br><br>\\n<b>What it means for a school<\/b><br>\\nEven on the recorded figure, <b>a school of a thousand will have children who need what this chapter describes<\/b> \u2014 whether or not any of them has been formally identified. Absence of a record is not evidence of absence of need.<br><br><b>Reference:<\/b> \u00a714.0 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 683,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Which of the following is NOT a screen reader?\",\r\n    \"options\": [\r\n      \"NVDA\",\r\n      \"JAWS\",\r\n      \"Narrator\",\r\n      \"DAISY\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) DAISY<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>DAISY<\/b> is a <b>format<\/b>, not a program \u2014 the Digital Accessible Information System, used for <b>navigable audio books<\/b> in which a listener moves by chapter, section or page rather than only forward and back.<br><br>\\n<b>Why the others are screen readers<\/b><br>\\n<b>NVDA<\/b> \u2014 free and open source.<br>\\n<b>JAWS<\/b> \u2014 commercial.<br>\\n<b>Narrator<\/b> \u2014 built into Windows.<br><br>\\n<b>The category error being tested<\/b><br>\\nA screen reader <b>renders whatever is on screen<\/b>; a format <b>stores content in a particular structure<\/b>. Confusing the two is like confusing a music player with an MP3 file.<br><br>\\n<b>Remember:<\/b> DAISY appears in <b>PM e-VIDYA's fourth component<\/b> alongside Indian Sign Language.<br><br><b>Reference:<\/b> \u00a714.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 684,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Bharati Braille is:\",\r\n    \"options\": [\r\n      \"The adaptation of Braille for Indian languages\",\r\n      \"A tactile printer\",\r\n      \"A sign language dictionary\",\r\n      \"A screen reader\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The adaptation of Braille for Indian languages<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Bharati Braille<\/b> is the <b>adaptation of Braille for Indian languages<\/b>, allowing Devanagari and other Indian scripts to be represented within the standard <b>six-dot cell<\/b>.<br><br>\\n<b>The cell<\/b><br>\\n<b>Six raised dots<\/b> in two columns of three, giving 63 combinations for letters, numerals, punctuation and contractions.<br><br>\\n<b>The devices to distinguish<\/b><br>\\n<b>Refreshable Braille display<\/b> \u2014 raises and lowers pins to present <b>one line of digital text<\/b>, refreshing as the reader moves.<br>\\n<b>Braille embosser<\/b> \u2014 <b>prints permanently on paper<\/b>.<br><br>\\n<b>The parallel with Unicode:<\/b> both let Indian scripts exist in a system designed elsewhere.<br><br><b>Reference:<\/b> \u00a714.3 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 685,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A pupil with dyslexia struggles with a printed worksheet. The most directly useful assistive technology is:\",\r\n    \"options\": [\r\n      \"A Braille display\",\r\n      \"Text-to-speech\",\r\n      \"A hearing aid\",\r\n      \"A switch access device\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Text-to-speech<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Text-to-speech<\/b> is the most directly useful technology. <b>Hearing the text while seeing it materially improves comprehension<\/b>, because the decoding burden \u2014 which is where dyslexia bites \u2014 is removed while the meaning remains.<br><br>\\n<b>Why the others do not fit<\/b><br>\\n<b>A Braille display<\/b> serves a visual need; the pupil can see.<br>\\n<b>A hearing aid<\/b> addresses hearing.<br>\\n<b>Switch access<\/b> addresses motor difficulty.<br><br>\\n<b>The wider point<\/b><br>\\nThis is the clearest instance of the <b>curb-cut effect<\/b>: text-to-speech, built for blind readers, turns out to serve pupils with dyslexia, slow readers and anyone listening while travelling.<br><br><b>Reference:<\/b> \u00a714.4 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 686,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"DEPwD functions under which ministry?\",\r\n    \"options\": [\r\n      \"MeitY\",\r\n      \"Ministry of Education\",\r\n      \"Ministry of Social Justice and Empowerment\",\r\n      \"Ministry of Health\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Ministry of Social Justice and Empowerment<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>Department of Empowerment of Persons with Disabilities (DEPwD)<\/b> functions under the <b>Ministry of Social Justice and Empowerment<\/b>, and is the <b>nodal department for disability<\/b>.<br><br>\\n<b>What sits under it<\/b><br>\\n<b>ISLRTC<\/b> (2015), the <b>UDID<\/b> card, and the <b>ADIP<\/b> aids and appliances scheme.<br><br>\\n<b>Why the Ministry of Education tempts<\/b><br>\\nInclusive education in schools <b>does<\/b> fall to it, through <b>Samagra Shiksha<\/b> \u2014 so a school works with both ministries.<br><br>\\n<b>The split to hold<\/b><br>\\n<b>Disability bodies \u2192 DEPwD \u00b7 education schemes \u2192 Ministry of Education \u00b7 website standards \u2192 MeitY.<\/b><br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 687,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about accessible documents:\\n1. A decorative image should be marked as decorative so that it is skipped rather than announced.\\n2. Table header rows should be marked so that a reader announces the column name with each cell.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA <b>decorative image should be marked as decorative<\/b>, so the screen reader <b>skips it<\/b> rather than announcing a meaningless filename. Alt text on a border ornament is noise.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Table header rows should be marked<\/b>, so that the reader announces the <b>column name with each cell<\/b> \u2014 \\\"Subject: Mathematics, Marks: 78\\\" rather than \\\"Mathematics, 78\\\" adrift from any heading.<br><br>\\n<b>The common feature<\/b><br>\\nEach is a <b>small step that costs nothing<\/b> and changes whether the document can be used at all. Accessibility is rarely a matter of expensive technology; it is usually a matter of a setting nobody thought to apply.<br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 688,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. Medical model<\/td><td>1. The person, to be corrected<\/td><\/tr><tr><td>B. Social model<\/td><td>2. Rests on the social model<\/td><\/tr><tr><td>C. RPwD Act<\/td><td>3. Retrofitting where universal design was absent<\/td><\/tr><tr><td>D. Reasonable accommodation<\/td><td>4. Barriers created by the environment<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-2, D-1\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-1, B-4, C-2, D-3\",\r\n      \"A-4, B-2, C-3, D-1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A-1, B-4, C-2, D-3<\/b><br><br>\\n<b>The four items<\/b><br>\\n<b>Medical model<\/b> \u2014 locates the problem in <b>the person, to be corrected<\/b>.<br>\\n<b>Social model<\/b> \u2014 locates it in <b>barriers created by the environment<\/b>.<br>\\n<b>RPwD Act, 2016<\/b> \u2014 <b>rests on the social model<\/b>, following the UNCRPD India ratified in 2007.<br>\\n<b>Reasonable accommodation<\/b> \u2014 <b>retrofitting where universal design was absent<\/b>.<br><br>\\n<b>Why the last two are complementary<\/b><br>\\n<b>Universal design and reasonable accommodation are not alternatives.<\/b> Design well at the outset and less accommodation is needed \u2014 but some always will be, because no design anticipates every individual.<br><br>\\n<b>The reframing:<\/b> <b>a child who cannot read a scanned circular has not failed; the circular has.<\/b><br><br><b>Reference:<\/b> \u00a714.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 689,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"All of the following are assistive technologies for a pupil with a motor impairment EXCEPT:\",\r\n    \"options\": [\r\n      \"Switch access\",\r\n      \"On-screen keyboard\",\r\n      \"Sticky Keys\",\r\n      \"Refreshable Braille display\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Refreshable Braille display<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nA <b>refreshable Braille display serves a visual need<\/b>, not a motor one. A pupil with a motor impairment can see the screen perfectly well.<br><br>\\n<b>Why the others fit<\/b><br>\\n<b>Switch access<\/b> \u2014 control through one or two large switches.<br>\\n<b>On-screen keyboard<\/b> \u2014 typing without a physical keyboard.<br>\\n<b>Sticky Keys<\/b> \u2014 allows key combinations to be pressed one key at a time.<br><br>\\n<b>The principle<\/b><br>\\n<b>Match the technology to the barrier, not to the diagnosis.<\/b> Motor difficulty concerns <b>input<\/b> \u2014 how the pupil acts on the machine \u2014 not how information is presented.<br><br><b>Reference:<\/b> \u00a714.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 690,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about assistive technology in schools:\\n1. Most of it must be purchased separately at high cost.\\n2. Windows Ease of Access, Android TalkBack and Apple VoiceOver ship with the device.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nMost assistive technology need <b>not<\/b> be purchased separately at high cost. A great deal ships with the device already in the building.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Windows Ease of Access, Android TalkBack and Apple VoiceOver ship with the device<\/b> \u2014 screen reading, magnification, high contrast, captions and switch access, all present and free.<br><br>\\n<b>The real barrier<\/b><br>\\n<b>It is generally not cost but knowing the features exist.<\/b> A school can improve accessibility substantially in an afternoon by showing every teacher where the settings are.<br><br>\\n<b>What does cost money<\/b><br>\\nRefreshable Braille displays, embossers and specialised AAC devices \u2014 obtainable through <b>ADIP<\/b> or <b>Samagra Shiksha<\/b>.<br><br><b>Reference:<\/b> \u00a714.2 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 691,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A school is preparing question papers for a pupil with low vision. The appropriate accommodation includes:\",\r\n    \"options\": [\r\n      \"A larger print version and, where required, compensatory time\",\r\n      \"Oral examination only\",\r\n      \"Exemption from the subject\",\r\n      \"Shortening the paper\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) A larger print version and, where required, compensatory time<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe barrier is the <b>size of the print<\/b>, so the accommodation addresses exactly that: <b>a larger-print question paper, with compensatory time where reading it still takes longer<\/b>.<br><br>\\n<b>The principle<\/b><br>\\n<b>An accommodation removes a barrier; it does not reduce what is being examined.<\/b> The pupil answers the same questions to the same standard, having been given equal access to them.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>Shortening the paper<\/b> \u2014 changes what is assessed and devalues the result.<br>\\n<b>Oral examination only<\/b> \u2014 substitutes a different skill.<br>\\n<b>Exemption<\/b> \u2014 denies the qualification, the opposite of inclusion.<br><br>\\n<b>Arrange it in advance<\/b> \u2014 the application window closes.<br><br><b>Reference:<\/b> \u00a714.7 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 692,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:<table class=\\\"matchtbl\\\"><tr><th>List-I<\/th><th>List-II<\/th><\/tr><tr><td>A. ISLRTC<\/td><td>1. Navigable audio book format<\/td><\/tr><tr><td>B. DAISY<\/td><td>2. Aids and appliances scheme<\/td><\/tr><tr><td>C. UDID<\/td><td>3. Unique disability identity card<\/td><\/tr><tr><td>D. ADIP<\/td><td>4. Indian Sign Language research and training, 2015<\/td><\/tr><\/table>\",\r\n    \"options\": [\r\n      \"A-1, B-2, C-3, D-4\",\r\n      \"A-4, B-1, C-3, D-2\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-3, B-4, C-2, D-1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) A-4, B-1, C-3, D-2<\/b><br><br>\\n<b>The four<\/b><br>\\n<b>ISLRTC<\/b> \u2014 <b>Indian Sign Language research and training<\/b>, established <b>2015<\/b>. Develops the ISL dictionary and trains interpreters.<br>\\n<b>DAISY<\/b> \u2014 a <b>navigable audio book format<\/b>, in which a listener moves by chapter, section or page.<br>\\n<b>UDID<\/b> \u2014 the <b>unique disability identity card<\/b>, carrying certified disability and entitlements in one document.<br>\\n<b>ADIP<\/b> \u2014 the <b>aids and appliances scheme<\/b>.<br><br>\\n<b>The one that differs<\/b><br>\\n<b>ISLRTC, UDID and ADIP all fall under DEPwD<\/b>, in the Ministry of Social Justice and Empowerment. <b>DAISY is an international format<\/b>, not an Indian body.<br><br><b>Reference:<\/b> \u00a714.3, \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 693,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about UDL and Universal Design:\\n1. UDL concerns curriculum and pedagogy.\\n2. Universal Design concerns objects and spaces.\\n3. UDL has seven principles.\\nWhich of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>UDL concerns curriculum and pedagogy<\/b> \u2014 how a lesson is designed and how learning is demonstrated. Its three principles are <b>engagement, representation, and action and expression<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Universal Design concerns objects and spaces<\/b> \u2014 buildings, products, environments \u2014 and is associated with the architect <b>Ronald Mace<\/b>.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\n<b>UDL has three principles, not seven.<\/b> Seven belongs to Universal Design.<br><br>\\n<b>How to hold them apart<\/b><br>\\n<b>Three principles for teaching, seven for things.<\/b><br><br><b>Reference:<\/b> \u00a714.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 694,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A head of institution has a small budget and must choose one accessibility measure. The one with the widest effect for the least cost is:\",\r\n    \"options\": [\r\n      \"Buying tablet computers\",\r\n      \"Purchasing a Braille embosser\",\r\n      \"Ensuring every circular is issued as text rather than as a scan\",\r\n      \"Installing a lift\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Ensuring every circular is issued as text rather than as a scan<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Ensuring every circular is issued as text rather than as a scan<\/b> has the <b>widest effect for the least cost<\/b>: it <b>costs nothing<\/b>, applies to <b>every document the school issues<\/b>, benefits every screen reader user, and is <b>required by statute<\/b> in any case.<br><br>\\n<b>Why the others come later<\/b><br>\\n<b>A Braille embosser<\/b> \u2014 expensive, serving the few who read Braille.<br>\\n<b>A lift<\/b> \u2014 necessary, but a major capital work.<br>\\n<b>Tablets<\/b> \u2014 devices, not accessibility. <b>An inaccessible document on a tablet is still inaccessible.<\/b><br><br>\\n<b>The rule:<\/b> start with what is <b>free, universal and already required<\/b>.<br><br><b>Reference:<\/b> \u00a714.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 695,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Which of the following is NOT required of educational institutions under the RPwD Act, 2016?\",\r\n    \"options\": [\r\n      \"Admission without discrimination\",\r\n      \"Reasonable accommodation\",\r\n      \"Monitoring participation and achievement\",\r\n      \"Segregating children with disabilities into separate classes\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Segregating children with disabilities into separate classes<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\n<b>The Act is founded on inclusion; segregation is its opposite.<\/b> Placing children with disabilities in separate classes within a mainstream school is precisely the practice the legislation was designed to end.<br><br>\\n<b>Why the others are genuine duties<\/b><br>\\n<b>Admission without discrimination<\/b> \u2014 the entry obligation.<br>\\n<b>Reasonable accommodation<\/b> \u2014 modification for the individual so a right may be exercised equally.<br>\\n<b>Monitoring participation and achievement<\/b> \u2014 the continuing obligation after admission.<br><br>\\n<b>The model underneath<\/b><br>\\nThe Act rests on the <b>social model<\/b>: the problem lies in <b>barriers created by the environment<\/b>, not in the child. Segregation treats the child as the problem, which is the medical model in practice.<br><br><b>Reference:<\/b> \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 696,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about the social model of disability:\\n1. It locates the problem in barriers created by the environment rather than in the person.\\n2. The RPwD Act, 2016 is founded upon it.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe social model <b>locates the problem in barriers created by the environment<\/b> \u2014 a step, an unlabelled image, a scanned circular \u2014 and seeks to remove them.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>The RPwD Act, 2016 is founded upon it<\/b>, following the UNCRPD India ratified in 2007.<br><br>\\n<b>The reframing this requires<\/b><br>\\n<b>A child who cannot read a scanned circular has not failed to read it \u2014 the circular has failed to be readable.<\/b><br><br>\\n<b>Why it changes practice<\/b><br>\\nOnce responsibility sits on the <b>barrier<\/b>, most accessibility work stops being kindness and becomes an <b>ordinary standard of work<\/b>.<br><br><b>Reference:<\/b> \u00a714.1, \u00a714.6 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 697,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Captions used in a noisy room and text-to-speech used while travelling are instances of:\",\r\n    \"options\": [\r\n      \"The curb-cut effect\",\r\n      \"Assistive technology failure\",\r\n      \"The medical model\",\r\n      \"Reasonable accommodation\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) The curb-cut effect<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\nThe <b>curb-cut effect<\/b> takes its name from the ramp cut into a pavement for wheelchairs \u2014 which turned out to be used by prams, trolleys, delivery carts and anyone carrying something heavy.<br><br>\\n<b>Its digital instances<\/b><br>\\n<b>Captions<\/b> in noisy rooms and by learners weak in the language. <b>Text-to-speech<\/b> while travelling and by pupils with dyslexia. <b>Clear headings<\/b> for every reader.<br><br>\\n<b>Why it matters institutionally<\/b><br>\\n<b>Accessibility built in for a few turns out to serve everyone \u2014 and that is the argument that wins a budget.<\/b> A head arguing from compliance alone argues from the weaker position.<br><br><b>Reference:<\/b> \u00a714.1 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 698,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Accessibility conformance should be written into a tender for a school website because:\",\r\n    \"options\": [\r\n      \"It is cheaper to test later\",\r\n      \"Retrofitting later costs many times what asking for it at the outset costs\",\r\n      \"Vendors prefer it\",\r\n      \"It shortens the tender process\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Retrofitting later costs many times what asking for it at the outset costs<\/b><br><br>\\n<b>Why this is correct<\/b><br>\\n<b>Retrofitting accessibility later costs many times what asking for it at the outset costs.<\/b> Rebuilding navigation, restructuring headings and adding alternative text across an existing site is a substantial project; specifying it in the tender costs a paragraph.<br><br>\\n<b>Where this belongs<\/b><br>\\nIt is the <b>fourth of the four questions<\/b> in \u00a712.8 \u2014 <b>what happens to the data<\/b> and on what standards the thing is built \u2014 applied to <b>procurement<\/b>.<br><br>\\n<b>What to specify<\/b><br>\\n<b>WCAG 2.1 level AA<\/b> and <b>GIGW conformance<\/b>, with acceptance conditional on it. A requirement not written into the contract cannot be enforced afterwards.<br><br><b>Reference:<\/b> \u00a714.8, \u00a712.8 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 699,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"A notice reading \\\"the names in red must report\\\" fails all of the following readers EXCEPT:\",\r\n    \"options\": [\r\n      \"A pupil using a screen reader\",\r\n      \"A pupil reading a photocopy in black and white\",\r\n      \"A pupil reading the original in colour with unimpaired vision\",\r\n      \"A colour-blind pupil\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) A pupil reading the original in colour with unimpaired vision<\/b><br><br>\\n<b>Why this is the exception<\/b><br>\\nOnly <b>a pupil reading the original in colour with unimpaired vision<\/b> receives the information. Everyone else gets a notice that identifies nobody.<br><br>\\n<b>Why the others fail<\/b><br>\\n<b>A colour-blind pupil<\/b> \u2014 cannot distinguish the red.<br>\\n<b>A screen reader user<\/b> \u2014 colour is not announced at all.<br>\\n<b>A pupil reading a black-and-white photocopy<\/b> \u2014 the colour is gone, and photocopying is how most school notices travel.<br><br>\\n<b>The rule<\/b><br>\\n<b>Meaning must never be carried by colour alone.<\/b> Adding a symbol, a bold label, or the words \\\"must report\\\" beside each name resolves it at no cost.<br><br><b>Reference:<\/b> \u00a714.5 of the notes.\"\r\n  },\r\n  {\r\n    \"id\": 700,\r\n    \"chapter\": \"DIGITAL ACCESSIBILITY\",\r\n    \"question\": \"Consider the following statements about a school circular issued only as a scanned image:\\n1. It is a discourtesy but involves no legal question.\\n2. The RPwD Act requires information to be made available in accessible formats.\\nWhich of the statements given above is\/are correct?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nIt is <b>not merely a discourtesy<\/b>. It raises a legal question directly.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>The RPwD Act requires information to be made available in accessible formats.<\/b> A scan contains <b>no text at all<\/b> \u2014 only pixels \u2014 and a screen reader announces nothing but <b>\\\"graphic\\\"<\/b>. <b>The child is simply not informed.<\/b><br><br>\\n<b>What follows<\/b><br>\\nIt is <b>a failure of a statutory duty, not a lapse of courtesy<\/b>.<br><br>\\n<b>The remedy costs nothing<\/b><br>\\nIssue circulars as <b>text-based documents<\/b>, or run <b>OCR<\/b> over any scan before sending it.<br><br><b>Reference:<\/b> \u00a714.5, \u00a714.6 of the notes.\"\r\n  }\r\n];\r\n\r\n\/* =====================================================================\r\n   4. SANITISE + INDEX\r\n   One malformed row used to blank the whole widget. Bad rows are now\r\n   dropped with a console note; everything else still works.\r\n   ===================================================================== *\/\r\nfunction sanitise(list){\r\n  if(!Array.isArray(list)) return [];\r\n  const ok=[], bad=[];\r\n  list.forEach((q,i)=>{\r\n    const good = q && q.id!==undefined && typeof q.question==='string'\r\n      && Array.isArray(q.options) && q.options.length>=2\r\n      && Number.isInteger(q.correct) && q.correct>=0 && q.correct<q.options.length\r\n      && typeof q.chapter==='string' && q.chapter.length;\r\n    good ? ok.push(q) : bad.push({row:i, id:q&&q.id});\r\n  });\r\n  if(bad.length) console.warn('[chapter bank] skipped '+bad.length+' malformed question(s):', bad);\r\n  return ok;\r\n}\r\nconst QS = sanitise(chapterQuestions);\r\nconst CHAPTERS = [...new Set(QS.map(q=>q.chapter))];\r\nconst uid = q => q.chapter+'##'+q.id;\r\nconst BY_UID = new Map(QS.map(q=>[uid(q), q]));\r\nconst BY_CH  = (()=>{ const m=new Map(); QS.forEach(q=>{ if(!m.has(q.chapter)) m.set(q.chapter,[]); m.get(q.chapter).push(q); }); return m; })();\r\nconst inCh = c => BY_CH.get(c) || [];\r\nconst L = ['A','B','C','D','E','F'];\r\n\r\n\/* ---- chapter label helpers ---- *\/\r\nconst chShort = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\/i); return m ? 'Ch '+m[1] : (c.length>26 ? c.slice(0,24).trim()+'\u2026' : c); };\r\n\/* chapters list in their own order \u2014 Ch 1..n, then Appendix 1..n, then anything\r\n   else alphabetically \u2014 never by score, so the list never shuffles under you *\/\r\nconst ROMAN = {i:1,ii:2,iii:3,iv:4,v:5,vi:6,vii:7,viii:8,ix:9,x:10,xi:11,xii:12};\r\nfunction chOrder(c){\r\n  const t=c.trim();\r\n  let m=t.match(\/^(?:CH|CHAPTER)\\s*[-\u2013]?\\s*(\\d+)\/i);\r\n  if(m) return [0, +m[1], t];\r\n  m=t.match(\/^APPENDIX\\s*[-\u2013]?\\s*([0-9]+|[ivxIVX]+)\\b\/i);\r\n  if(m){ const v=m[1]; return [1, \/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||99), t]; }\r\n  m=t.match(\/^(\\d+)\/);\r\n  if(m) return [0, +m[1], t];\r\n  return [2, 0, t];\r\n}\r\nfunction byChapterOrder(a,b){\r\n  const x=chOrder(a.chapter||a), y=chOrder(b.chapter||b);\r\n  return x[0]-y[0] || x[1]-y[1] || x[2].localeCompare(y[2]);\r\n}\r\n\/* a bank that stores chapter names in block capitals is softened for display *\/\r\nfunction titleCase(str){\r\n  const t=String(str);\r\n  const letters=t.replace(\/[^A-Za-z]\/g,'');\r\n  if(!letters || letters !== letters.toUpperCase()) return t;   \/\/ already mixed case, leave it\r\n  const small=new Set(['of','the','and','for','in','to','a','an','on','by','or','with','from','as','at','under']);\r\n  return t.toLowerCase().replace(\/[A-Za-z][A-Za-z'\u2019]*\/g,(w,i)=>\r\n    (i>0 && small.has(w)) ? w : w.charAt(0).toUpperCase()+w.slice(1))\r\n    .replace(\/\\bCh\\b\/g,'Ch').replace(\/\\bC&ag\\b\/gi,'C&AG').replace(\/\\bDpc\\b\/g,'DPC');\r\n}\r\nconst chBrief = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\\s*(.+)$\/i);\r\n  const cap=t=>t.length>36?t.slice(0,34).trim()+'\u2026':t;\r\n  return m ? 'Ch '+m[1]+': '+cap(titleCase(m[2])) : cap(titleCase(c)); };\r\n\r\n\/* =====================================================================\r\n   5. RANKING ENGINE\r\n   Importance where you have rated a chapter; share of the bank where you\r\n   have not. Either way the result is a share of 1, and every label on the\r\n   page is drawn from the T table below so nothing over-claims.\r\n   ===================================================================== *\/\r\n\/* ---------------------------------------------------------------------\r\n   Matching your importance keys to the chapter strings in the bank.\r\n   Exact spelling is not required. Anything starting with a chapter or an\r\n   appendix number is reduced to a token \u2014 'CH 2', 'Ch-2', 'Chapter 2:\r\n   General Outlines...' all become CH2 \u2014 so a short key in the map finds\r\n   a long chapter name in the bank. Keys with no number fall back to a\r\n   loose text match (case, punctuation and spacing ignored).\r\n   --------------------------------------------------------------------- *\/\r\nfunction impKey(str){\r\n  const t = String(str).toUpperCase().replace(\/[\\u2010-\\u2015]\/g,'-').trim();\r\n  let m = t.match(\/^(?:CH|CHAP|CHAPTER)\\s*[-.:]?\\s*(\\d+)\/);\r\n  if(m) return 'CH'+(+m[1]);\r\n  \/\/ longest spellings first, or 'APPX 5' reads its own X as a roman numeral\r\n  m = t.match(\/^(?:APPENDICES|APPENDIX|ANNEXURES?|ANNEXES?|APNDX|APPX|APDX|APP)\\s*[-.:]?\\s*(\\d+|[IVX]+)\\b\/);\r\n  if(m){ const v=m[1]; return 'APP'+(\/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||v)); }\r\n  m = t.match(\/^(\\d+)\\s*[-.:)]\/);\r\n  if(m) return 'CH'+(+m[1]);\r\n  return 'T:'+t.replace(\/[^A-Z0-9]+\/g,' ').trim();\r\n}\r\nconst IMP_INDEX = (function(){\r\n  const idx={}, used={};\r\n  Object.keys(chapterImportance).forEach(k=>{\r\n    const v = chapterImportance[k];\r\n    if(typeof v!=='number' || !isFinite(v) || v<0) return;\r\n    const key = impKey(k);\r\n    if(idx[key]!==undefined) console.warn('[importance] two keys collapse to the same chapter: '+k);\r\n    idx[key] = v; used[key] = k;\r\n  });\r\n  return {idx, used};\r\n})();\r\nfunction importanceOf(chapter){\r\n  const k = impKey(chapter);\r\n  if(IMP_INDEX.idx[k]!==undefined) return {value:IMP_INDEX.idx[k], key:k};\r\n  \/\/ last resort for un-numbered names: one contains the other\r\n  if(k.startsWith('T:')){\r\n    const target = k.slice(2);\r\n    const hit = Object.keys(IMP_INDEX.idx).filter(x=>x.startsWith('T:')).find(x=>{\r\n      const a=x.slice(2);\r\n      return a.length>3 && target.length>3 && (target.startsWith(a) || a.startsWith(target));\r\n    });\r\n    if(hit) return {value:IMP_INDEX.idx[hit], key:hit};\r\n  }\r\n  return null;\r\n}\r\n\r\nconst W = (function(){\r\n  const counts={}, total=QS.length;\r\n  QS.forEach(q=>counts[q.chapter]=(counts[q.chapter]||0)+1);\r\n  const raw={}, source={}, derived=[];\r\n  let knownSum=0, knownShare=0;\r\n\r\n  const matched = new Set();\r\n  CHAPTERS.forEach(c=>{\r\n    const hit = importanceOf(c);\r\n    if(hit){\r\n      raw[c]=hit.value; source[c]='rated'; matched.add(hit.key);\r\n      knownSum+=hit.value; knownShare += total?counts[c]\/total:0;\r\n    } else { source[c]='derived'; derived.push(c); }\r\n  });\r\n  const scale = (knownSum>0 && knownShare>0) ? knownSum\/knownShare : 1;\r\n  derived.forEach(c => raw[c] = (total?counts[c]\/total:0)*scale);\r\n  let sum=0; CHAPTERS.forEach(c=>sum+=raw[c]);\r\n  if(!(sum>0)){ CHAPTERS.forEach(c=>{ raw[c]= total?counts[c]\/total:0; source[c]='derived'; }); sum=CHAPTERS.reduce((a,c)=>a+raw[c],0)||1; }\r\n  const weights={}; CHAPTERS.forEach(c=>weights[c]=raw[c]\/sum);\r\n  \/\/ keys you rated that never found a chapter in the bank\r\n  const unmatched = Object.keys(IMP_INDEX.idx).filter(k=>!matched.has(k)).map(k=>IMP_INDEX.used[k]);\r\n  return {weights, raw, source, counts, total, derived, unstocked:unmatched,\r\n          rated: CHAPTERS.some(c=>source[c]==='rated')};\r\n})();\r\nconst weightOf = c => W.weights[c] || 0;\r\nconst pctLabel = x => { const v=(x||0)*100; if(!(v>0)) return '0%';\r\n  return (v<10 ? Math.round(v*10)\/10 : Math.round(v)) + '%'; };\r\n\r\n\/* every phrase that could over-claim lives here, in one place *\/\r\nconst WT = W.rated;                       \/\/ is any chapter rated by hand?\r\nconst T = {\r\n  chipUnit  : ' importance',\r\n  onScreen  : WT ? 'Importance on screen' : 'Share on screen',\r\n  colWeight : 'Importance',\r\n  covered   : WT ? 'Weighted coverage'    : 'Bank covered',\r\n  projected : 'Projected score',\r\n  leakHead  : 'Where you are losing the most',\r\n  leakUnit  : 'points \/100',\r\n  leakWord  : 'points',\r\n  readyDef  : WT ? 'Readiness = \u03a3 (importance \u00d7 mastery)' : 'Readiness = \u03a3 (share of the bank \u00d7 mastery)',\r\n  paperOut  : 'you would score around'\r\n};\r\n\/\/ \"rated 15% importance\" where you have rated it; nothing where you have not\r\nconst impPhrase = r => W.source[r.chapter]==='rated'\r\n  ? 'rated <b>'+pctLabel(r.weight)+'<\/b> importance' : '';\r\n\r\n\/* =====================================================================\r\n   6. PROGRESS (localStorage, one record per quizId)\r\n   ===================================================================== *\/\r\nconst SCHEMA = 1;\r\nconst KEY = 'pe_chapterdrill_' + CFG.quizId;\r\nfunction blank(){ return { schema:SCHEMA, stats:{}, weak:[], flags:[], log:[], queue:[], queueLabel:'', queueKind:'', lastUid:null }; }\r\nlet P = (function(){\r\n  const p = blank();\r\n  try{\r\n    const s = localStorage.getItem(KEY);\r\n    if(s){ const j=JSON.parse(s);\r\n      if(j && j.schema===SCHEMA) Object.assign(p, j);\r\n      else if(j) console.warn('[storage] older schema found; starting fresh.');\r\n    }\r\n  }catch(e){ console.warn('progress load failed', e); }\r\n  ['weak','flags','log','queue'].forEach(k=>{ if(!Array.isArray(p[k])) p[k]=[]; });\r\n  if(!p.stats) p.stats={};\r\n  return p;\r\n})();\r\nlet storageWarned=false;\r\nfunction save(){\r\n  try{\r\n    if(P.log.length>400) P.log = P.log.slice(-400);\r\n    localStorage.setItem(KEY, JSON.stringify(P));\r\n  }catch(e){\r\n    try{ P.log = P.log.slice(-80); localStorage.setItem(KEY, JSON.stringify(P)); }\r\n    catch(e2){ if(!storageWarned){ storageWarned=true; toast('Your browser is blocking saved progress \u2014 this sitting will not be remembered'); } }\r\n  }\r\n}\r\nfunction stat(u){ if(!P.stats[u]) P.stats[u]={correct:0,incorrect:0,last:null,lastOk:null}; return P.stats[u]; }\r\nconst flags = new Set(P.flags);\r\nconst weak  = new Set(P.weak);\r\n\r\n\/* =====================================================================\r\n   7. SESSION STATE\r\n   ===================================================================== *\/\r\nconst S = { tab:'quiz', filter:'all', chapter:null, i:0, pick:null, nudge:false,\r\n            query:'', unattempted:false, ans:{}, order:[] };\r\n\r\n\/* =====================================================================\r\n   8. FORMAT + TRAIT MODEL\r\n   SHAPE  = how the question is built (one per question)\r\n   TRAIT  = what it turns on (a question may carry several)\r\n   A shape gap is a reading habit; a trait gap is recall. Same number,\r\n   opposite remedy \u2014 so they are reported separately.\r\n   ===================================================================== *\/\r\nconst SHAPES = [\r\n  { key:'match',  label:'Match the following (List-I \/ List-II)',\r\n    test:q => \/list\\s*-?\\s*i\\b\/i.test(q.question) },\r\n  { key:'multi',  label:'Multi-statement \/ how many are correct',\r\n    test:q => q.question.split(\/<br\\s*\\\/?>|\\n\/).filter(x=>\/^\\s*\\d+[.)]\/.test(x)).length>=2 },\r\n  { key:'direct', label:'Explanation', test:()=>true }  \/\/ catch-all\r\n];\r\nconst TRAITS = [\r\n  { key:'cite',      label:'Para, rule, article or article-number recall',\r\n    test:q => \/\\b(para|paragraph|rule|article|section|appendix|schedule|clause)\\s*[-\u2013]?\\s*\\d\/i.test(q.question+' '+q.options.join(' ')) },\r\n  { key:'period',    label:'Time limits and periods',\r\n    test:q => \/\\b\\d+\\s*(day|week|month|year|hour)s?\\b|\\b(one|two|three|four|five|six|seven|ten|fourteen|fifteen|twenty|twenty-five|thirty|forty-five|sixty|ninety)[\\s-](day|week|month|year)s?\\b\/i.test(q.options.join(' ')) },\r\n  { key:'money',     label:'Numbers, monetary limits and percentages',\r\n    test:q => \/\u20b9|\\bRs\\.?\\s*\\d|\\blakhs?\\b|\\bcrores?\\b|per\\s*cent|%|\\bone-(third|fourth|half|tenth)\\b\/i.test(q.options.join(' ')) },\r\n  { key:'authority', label:'Competent authority \/ level \/ who does what',\r\n    test:q => \/\\bwho\\b|\\bby whom\\b|\\bauthority\\b|\\brank of\\b|\\blevel of\\b|\\bnot below\\b|addressed to|shall be (signed|issued|approved|maintained|prepared|submitted)\/i.test(q.question+' '+q.options.join(' ')) },\r\n  { key:'negative',  label:'Negatively phrased (\u201cNOT correct\u201d, \u201cexcept\u201d)',\r\n    test:q => \/\\bnot correct\\b|\\bis incorrect\\b|\\bare not correct\\b|\\bexcept\\b|\\bdoes not\\b|\\bcannot\\b|\\bnot required\\b|\\bneed not\\b|\\bis\\\/are not\\b\/i.test(q.question) }\r\n];\r\nconst _shape = {};\r\nfunction shapeOf(q){ const u=uid(q); return _shape[u] || (_shape[u] = SHAPES.find(s=>s.test(q)) || SHAPES[SHAPES.length-1]); }\r\n\r\n\/* =====================================================================\r\n   9. MODELS\r\n   ===================================================================== *\/\r\nfunction smoothed(c,i){ const k=CFG.priorStrength, p0=CFG.priorAccuracy; return (c + k*p0)\/(c + i + k); }\r\nfunction expectedRate(c,i,coverage){ return smoothed(c,i)*coverage + CFG.priorAccuracy*(1-coverage); }\r\nfunction recall(st){\r\n  if(!st || !st.last || st.correct<2) return null;\r\n  const R=CFG.retention, reps=Math.max(1, st.correct - st.incorrect);\r\n  const stability = R.baseDays * Math.pow(R.growth, reps-1);\r\n  return Math.exp(-((Date.now()-st.last)\/86400000)\/stability);\r\n}\r\nfunction retentionIndex(){\r\n  let s=0,n=0; QS.forEach(q=>{ const r=recall(P.stats[uid(q)]); if(r!==null){s+=r;n++;} });\r\n  return n ? Math.round(s\/n*100) : null;\r\n}\r\nfunction chapterRows(){\r\n  return CHAPTERS.map(c=>{\r\n    const qs=inCh(c), n=qs.length;\r\n    let att=0, ok=0, bad=0, mastSum=0;\r\n    qs.forEach(q=>{ const s=P.stats[uid(q)];\r\n      if(s && (s.correct+s.incorrect)>0){ att++; ok+=s.correct; bad+=s.incorrect; }\r\n      mastSum += s ? Math.min(s.correct\/CFG.masteryThreshold,1) : 0; });\r\n    const acc = (ok+bad) ? ok\/(ok+bad) : null;\r\n    const weight = weightOf(c), coverage = n?att\/n:0, mastery = n?mastSum\/n:0;\r\n    const expected = expectedRate(ok,bad,coverage);\r\n    const leak = weight*(1-expected);\r\n    const difficulty = acc===null ? 1 : (1.4 - 0.6*acc);\r\n    return { chapter:c, count:n, weight, source:W.source[c], att, ok, bad,\r\n             coverage, acc, mastery, expected, leak,\r\n             priority: weight*(1-mastery)*difficulty };\r\n  }).sort((a,b)=>b.weight-a.weight);\r\n}\r\nfunction readiness(){\r\n  const rows=chapterRows();\r\n  return {\r\n    score     : Math.round(rows.reduce((a,r)=>a+r.weight*r.mastery,0)*100),\r\n    projected : Math.round(rows.reduce((a,r)=>a+r.weight*r.expected,0)*100),\r\n    covered   : Math.round(rows.reduce((a,r)=>a+r.weight*r.coverage,0)*100),\r\n    touched   : Object.values(P.stats).some(s=>(s.correct+s.incorrect)>0),\r\n    rows\r\n  };\r\n}\r\nfunction masteredCount(){ return QS.filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length; }\r\nfunction formatRows(){\r\n  const acc={};\r\n  const ensure=(k,l,kind)=> acc[k] || (acc[k]={key:k,label:l,kind:kind,ok:0,bad:0,total:0,seen:0});\r\n  SHAPES.forEach(s=>ensure(s.key,s.label,'shape'));\r\n  TRAITS.forEach(t=>ensure(t.key,t.label,'trait'));\r\n  QS.forEach(q=>{\r\n    const s=P.stats[uid(q)], buckets=[acc[shapeOf(q).key]];\r\n    TRAITS.forEach(t=>{ if(t.test(q)) buckets.push(acc[t.key]); });\r\n    buckets.forEach(r=>{ r.total++; if(s && (s.correct+s.incorrect)>0){ r.seen++; r.ok+=s.correct; r.bad+=s.incorrect; } });\r\n  });\r\n  return Object.values(acc).map(r=>{ const n=r.ok+r.bad; r.attempts=n; r.acc = n? r.ok\/n : null; return r; })\r\n    .filter(r=>r.total>0);\r\n}\r\nfunction dueForRevision(){\r\n  const risk=CFG.retention.riskBelow;\r\n  return QS.map(q=>{\r\n    const st=P.stats[uid(q)], r=recall(st);\r\n    if(r===null || r>=risk) return null;\r\n    return { q, recall:r, days:Math.floor((Date.now()-st.last)\/86400000), urgency: weightOf(q.chapter)*(1-r) };\r\n  }).filter(Boolean).sort((a,b)=>b.urgency-a.urgency);\r\n}\r\n\r\n\/* =====================================================================\r\n   10. SESSION PLANNER\r\n   Focused set \u2014 chapter time in proportion to the marks leaking out.\r\n   Mock paper  \u2014 ignores your history, mirrors the shape of the bank.\r\n   ===================================================================== *\/\r\nfunction gain(q){\r\n  const u=uid(q), st=P.stats[u], c=st?st.correct:0, i=st?st.incorrect:0;\r\n  const deficit = 1 - Math.min(c\/CFG.masteryThreshold, 1);\r\n  let urgency = 1 + 0.15*deficit;\r\n  if(weak.has(u)) urgency += 0.60;\r\n  const r = recall(st);\r\n  if(r!==null && r<CFG.retention.riskBelow) urgency += (1-r);\r\n  if(c+i===0) urgency += 0.15;\r\n  return weightOf(q.chapter)*(deficit+0.12)*urgency;\r\n}\r\nfunction allocate(rows,n,shareOf){\r\n  const total = rows.reduce((a,r)=>a+Math.max(0,shareOf(r)),0);\r\n  if(!(total>0)) return rows.map(r=>({r,slots:0}));\r\n  const out = rows.map(r=>{ const exact=n*Math.max(0,shareOf(r))\/total;\r\n    return {r, exact, slots:Math.min(Math.floor(exact), r.count)}; });\r\n  let left = n - out.reduce((a,x)=>a+x.slots,0);\r\n  out.slice().sort((a,b)=>(b.exact-b.slots)-(a.exact-a.slots))\r\n     .forEach(x=>{ if(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\r\n  if(left>0) out.slice().sort((a,b)=>shareOf(b.r)-shareOf(a.r))\r\n     .forEach(x=>{ while(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\r\n  return out;\r\n}\r\n\/* Fisher\u2013Yates, so the order of a sitting is never the order of the bank *\/\r\nfunction shuffle(a){\r\n  for(let i=a.length-1;i>0;i--){ const j=Math.floor(Math.random()*(i+1)); [a[i],a[j]]=[a[j],a[i]]; }\r\n  return a;\r\n}\r\n\/* Weighted sampling without replacement: a high score makes a question\r\n   likely, never certain. Two sittings built back to back therefore share\r\n   only part of their content instead of being identical. *\/\r\nfunction sampleWeighted(pool, n, scoreFn){\r\n  const items = pool.map(q=>({q, w:Math.max(scoreFn(q), 1e-9)}));\r\n  const out=[];\r\n  n = Math.min(n, items.length);\r\n  for(let k=0;k<n;k++){\r\n    let total=0; items.forEach(x=>total+=x.w);\r\n    let r=Math.random()*total, hit=items.length-1;\r\n    for(let i=0;i<items.length;i++){ r-=items[i].w; if(r<=0){ hit=i; break; } }\r\n    out.push(items[hit].q);\r\n    items.splice(hit,1);\r\n  }\r\n  return out;\r\n}\r\nfunction buildSession(kind){\r\n  const rows = chapterRows().filter(r=>r.count>0);\r\n  if(!rows.length) return 0;\r\n  const n = Math.min(kind==='mock'?CFG.mockSize:CFG.sessionSize, QS.length);\r\n  const alloc = allocate(rows, n, kind==='mock' ? (r=>r.weight) : (r=>r.leak));\r\n\r\n  \/\/ whatever you were given last time is pushed down, not banned\r\n  const last = new Set(P.queue||[]);\r\n  const fresh = u => last.has(u) ? 0.3 : 1;\r\n\r\n  const picked=[];\r\n  alloc.forEach(({r,slots})=>{\r\n    if(!slots) return;\r\n    const pool = inCh(r.chapter).slice();\r\n    if(kind==='mock'){\r\n      \/\/ the mock ignores how well you know a question and simply spreads\r\n      \/\/ itself over the bank, favouring what you have seen least\r\n      picked.push(...sampleWeighted(pool, slots, q=>{\r\n        const st=P.stats[uid(q)], seen=st?(st.correct+st.incorrect):0;\r\n        const stale=(st&&st.last) ? Math.min((Date.now()-st.last)\/(86400000*30),1) : 1;\r\n        return (1\/(1+seen*1.6) + 0.35*stale) * fresh(uid(q));\r\n      }));\r\n    } else {\r\n      picked.push(...sampleWeighted(pool, slots, q=>gain(q)*fresh(uid(q))));\r\n    }\r\n  });\r\n  shuffle(picked);\r\n  P.queue = picked.map(uid);\r\n  P.queueLabel = kind==='mock' ? 'Mock paper' : 'Focused set';\r\n  P.queueKind = kind;\r\n  save();\r\n  return picked.length;\r\n}\r\nfunction startSession(kind){\r\n  const had = (P.queue||[]).length;\r\n  const n = buildSession(kind);\r\n  if(!n){ toast('Nothing to build a session from yet'); return; }\r\n  setTab('quiz'); setFilter('session');\r\n  S.ans = {};                                   \/\/ a new sitting starts clean\r\n  toast(P.queueLabel+' ready \u2014 '+n+' fresh questions'+(had?' (previous set replaced)':''), true);\r\n}\r\n\r\n\/* =====================================================================\r\n   11. POOL \/ FILTERS\r\n   ===================================================================== *\/\r\nfunction pool(){\r\n  let p = QS.slice();\r\n  if(S.filter==='chapter' && S.chapter) p = inCh(S.chapter).slice();\r\n  if(S.filter==='weak')    p = p.filter(q=>weak.has(uid(q)));\r\n  if(S.filter==='flagged') p = p.filter(q=>flags.has(uid(q)));\r\n  if(S.filter==='session') p = (P.queue||[]).map(u=>BY_UID.get(u)).filter(Boolean);\r\n  if(S.query){ const t=S.query.toLowerCase();\r\n    p = p.filter(q=>(q.question+' '+q.options.join(' ')+' '+q.explanation).toLowerCase().includes(t)); }\r\n  if(S.unattempted) p = p.filter(q=>S.ans[uid(q)]==null);\r\n  return p;\r\n}\r\nfunction refreshWeak(){\r\n  weak.clear();\r\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\r\n    if(s && s.incorrect>=CFG.weakThreshold && s.correct<CFG.masteryThreshold) weak.add(uid(q)); });\r\n  P.weak=[...weak];\r\n}\r\nrefreshWeak();\r\n\r\n\/* =====================================================================\r\n   12. STEM RENDERING (statements + List-I \/ List-II)\r\n   ===================================================================== *\/\r\nconst cleanStem = t => String(t).replace(\/^\\s*(?:Q|Question)\\s*\\.?\\s*\\d+\\s*[.):\\-]\\s*\/i,'').trim();\r\nconst QN = '<span class=\"qno\">Q.<\/span>';   \/\/ the marker printed before every stem\r\nfunction buildStem(raw){\r\n  const lines = raw.split(\/<br\\s*\\\/?>|\\n\/).map(s=>s.trim()).filter(Boolean);\r\n  const plain = s => s.replace(\/<\\\/?b>\/g,'').trim();\r\n  const isMatch = lines.some(l=>\/^List\\s*[-\u2013\u2014]?\\s*I\\b\/i.test(plain(l)));\r\n  const numbered = lines.filter(l=>\/^\\d+[.)]\\s\/.test(plain(l)));\r\n  if(isMatch) return matchCard(lines, plain);\r\n  if(numbered.length>=2) return stmtCard(lines, plain);\r\n  return plainCard(lines);\r\n}\r\n\/* a single-statement question gets the same sheet as the other two, so\r\n   every question on the page reads the same way *\/\r\nfunction plainCard(lines){\r\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\r\n    + lines.map((l,i)=>'<p class=\"'+(i===0?'lead':'close')+'\">'+(i===0?QN:'')+l+'<\/p>').join('')\r\n    + '<\/div><\/div>';\r\n}\r\nfunction stmtCard(lines, plain){\r\n  const isN = l => \/^\\d+[.)]\\s\/.test(plain(l));\r\n  const first = lines.findIndex(isN);\r\n  let last=-1; lines.forEach((l,i)=>{ if(isN(l)) last=i; });\r\n  const head = lines.slice(0,first), tail = lines.slice(last+1);\r\n  const items = lines.slice(first,last+1).filter(isN).map(l=>plain(l).replace(\/^\\d+[.)]\\s*\/,''));\r\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\r\n    + head.map((l,i)=>'<p class=\"'+(i===0?'lead':'intro')+'\">'+(i===0?QN:'')+l+'<\/p>').join('')\r\n    + '<ol class=\"stmts\">'+items.map(t=>'<li><span>'+t+'<\/span><\/li>').join('')+'<\/ol>'\r\n    + tail.map(l=>'<p class=\"close\">'+l+'<\/p>').join('')\r\n    + '<\/div><\/div>';\r\n}\r\n\/* Match-the-following comes in every shape: one item per line, or the\r\n   whole list run together on a single line separated by semicolons or\r\n   commas, or nothing at all between items. All three are split here so\r\n   the two columns always come out as proper rows. *\/\r\nfunction splitItems(body, kind){\r\n  const lab = kind==='alpha' ? '[A-Fa-f]' : '\\\\d{1,2}';\r\n  const mk  = re => new RegExp(re.replace('LAB', lab), 'g');\r\n  let parts = body.split(mk('\\\\s*[;\\\\n]\\\\s*(?=LAB\\\\s*[.):]\\\\s)'));\r\n  if(parts.length < 2) parts = body.split(mk('\\\\s*,\\\\s*(?=LAB\\\\s*[.):]\\\\s)'));\r\n  if(parts.length < 2) parts = body.split(mk('(?<=\\\\S)\\\\s+(?=LAB\\\\s*[.)]\\\\s)'));\r\n  const re = new RegExp('^\\\\s*('+lab+')\\\\s*[.):]\\\\s*(.+?)\\\\s*[;,.]?\\\\s*$');\r\n  return parts.map(p=>{ const m=String(p).match(re);\r\n    return m ? {k:m[1].toUpperCase(), v:m[2]} : null; }).filter(Boolean);\r\n}\r\nfunction matchCard(lines, plain){\r\n  \/\/ keep line breaks, normalise only runs of spaces\r\n  const text = lines.map(plain).join('\\n').replace(\/[ \\t]+\/g,' ').trim();\r\n\r\n  \/* The opening line almost always names both lists \u2014 \"Match List-I with\r\n     List-II and select\u2026\" \u2014 so the first occurrence of each is the wrong\r\n     one. Take the last List-I that actually has items after it, and the\r\n     first List-II following that. *\/\r\n  const at = re => [...text.matchAll(re)].map(m=>m.index);\r\n  const posI  = at(\/List\\s*[-\u2013\u2014]?\\s*I\\b\/gi);\r\n  const posII = at(\/List\\s*[-\u2013\u2014]?\\s*II\\b\/gi);\r\n  const hasItems = (str,kind) =>\r\n    (kind==='alpha' ? \/[A-F]\\s*[.):]\\s\/ : \/\\d{1,2}\\s*[.):]\\s\/).test(str);\r\n  let iI=-1, iII=-1;\r\n  for(let k=posI.length-1;k>=0 && iI<0;k--){\r\n    const ii = posII.find(x=>x>posI[k]);\r\n    if(ii===undefined) continue;\r\n    if(hasItems(text.slice(posI[k],ii),'alpha') && hasItems(text.slice(ii),'num')){ iI=posI[k]; iII=ii; }\r\n  }\r\n  if(iI<0 || iII<0) return plainCard(lines);\r\n\r\n  const head  = text.slice(0, iI).trim();\r\n  let segI    = text.slice(iI, iII).trim();\r\n  let segII   = text.slice(iII).trim();\r\n\r\n  \/\/ anything after the lists \u2014 \"Code :\", \"Select the correct answer\u2026\"\r\n  let tail = '';\r\n  const t = segII.match(\/(?:\\n|\\s)(Code\\s*[:.]?\\s*$|(?:Select|Choose)\\b[\\s\\S]*$)\/i);\r\n  if(t){ tail = t[1].trim(); segII = segII.slice(0, t.index).trim(); }\r\n\r\n  \/\/ column captions: \"List-I (Purpose of Leave) :\"\r\n  const capRe = \/^List\\s*[-\u2013\u2014]?\\s*I{1,2}\\b\\s*(\\([^)]*\\))?\\s*[:.]?\\s*\/i;\r\n  const hI  = segI.match(capRe),  hII = segII.match(capRe);\r\n  const capI  = hI  ? hI[0].replace(\/[\\s:.]+$\/,'')  : 'List-I';\r\n  const capII = hII ? hII[0].replace(\/[\\s:.]+$\/,'') : 'List-II';\r\n  const rowsI  = splitItems(hI  ? segI.slice(hI[0].length)  : segI,  'alpha');\r\n  const rowsII = splitItems(hII ? segII.slice(hII[0].length): segII, 'num');\r\n  if(!rowsI.length || !rowsII.length) return plainCard(lines);\r\n\r\n  const cell = x => '<li><b>'+x.k+'.<\/b><span>'+x.v+'<\/span><\/li>';\r\n  const headLines = head ? head.split('\\n').filter(Boolean) : [];\r\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\r\n    + (headLines.length\r\n        ? headLines.map((l,i)=>'<p class=\"'+(i===0?'lead':'intro')+'\">'+(i===0?QN:'')+l+'<\/p>').join('')\r\n        : '<p class=\"lead\">'+QN+'Match List-I with List-II and select the correct answer using the code given below the Lists:<\/p>')\r\n    + '<div class=\"lists\">'\r\n      + '<div class=\"lcol\"><h5>'+capI+'<\/h5><ul>'+rowsI.map(cell).join('')+'<\/ul><\/div>'\r\n      + '<div class=\"lcol\"><h5>'+capII+'<\/h5><ul>'+rowsII.map(cell).join('')+'<\/ul><\/div>'\r\n    + '<\/div>'\r\n    + '<p class=\"close\">'+(tail || 'Select the correct answer using the code given below:')+'<\/p>'\r\n    + '<\/div><\/div>';\r\n}\r\n\r\n\/* =====================================================================\r\n   13. UI HELPERS\r\n   ===================================================================== *\/\r\nconst $ = id => document.getElementById(id);\r\nlet toastTimer=null;\r\nfunction toast(msg, ok){\r\n  const t=$('toast'); t.innerHTML=msg; t.className='toast show'+(ok?' ok':'');\r\n  clearTimeout(toastTimer); toastTimer=setTimeout(()=>t.className='toast',3000);\r\n}\r\nconst SRC_ON = !!(CFG.sourceUrl && CFG.sourceUrl.trim());\r\nconst stripHtml = s => String(s).replace(\/<[^>]+>\/g,'').replace(\/\\s+\/g,' ').trim();\r\nconst preview = (q,n) => { const t=stripHtml(q.question); return t.length>n ? t.slice(0,n)+'\u2026' : t; };\r\nfunction stars(u){\r\n  const s=P.stats[u]; if(!s || (s.correct+s.incorrect)===0) return null;\r\n  return { filled: Math.min(s.correct, CFG.masteryThreshold), c:s.correct, i:s.incorrect };\r\n}\r\n\r\n\/* =====================================================================\r\n   14. RENDER \u2014 PRACTICE\r\n   ===================================================================== *\/\r\nfunction renderCtx(){\r\n  const panel=$('chapPanel');\r\n  const on = S.filter==='chapter';\r\n  panel.classList.toggle('hide', !on);\r\n  if(!on) return;\r\n  const rows = chapterRows().filter(r=>r.count>0).sort(byChapterOrder);\r\n  if(!S.chapter || !rows.some(r=>r.chapter===S.chapter)) S.chapter = rows[0] ? rows[0].chapter : null;\r\n  $('chapList').innerHTML = rows.map((r,n)=>{\r\n    const sel = r.chapter===S.chapter;\r\n    const mastered = inCh(r.chapter).filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length;\r\n    const title = r.chapter+' \u00b7 '+r.count+' question'+(r.count===1?'':'s')+' \u00b7 '\r\n                + Math.round(r.coverage*100)+'% seen'+(mastered?' \u00b7 '+mastered+' mastered':'');\r\n    return '<button class=\"chapchip\" aria-pressed=\"'+sel+'\" data-ch=\"'+encodeURIComponent(r.chapter)+'\" title=\"'+title+'\">'\r\n      + '<span class=\"no\">'+(n+1)+'<\/span>'\r\n      + '<span class=\"cn\">'+titleCase(r.chapter)+'<\/span>'\r\n\r\n      + (mastered===r.count ? '<span class=\"done\">\u2713<\/span>' : '')\r\n      + '<span class=\"cc\">'+r.count+'<\/span><\/button>';\r\n  }).join('');\r\n  const r = rows.find(x=>x.chapter===S.chapter);\r\n  $('ctxMeta').textContent = r\r\n    ? Math.round(r.coverage*100)+'% seen \u00b7 '+(r.acc===null?'not attempted':Math.round(r.acc*100)+'% accurate')\r\n    : '';\r\n}\r\nfunction render(){\r\n  renderCtx();\r\n  const p = pool();\r\n  const ec = $('emptyCard');\r\n  if(!p.length){\r\n    $('qCard').classList.add('hide'); ec.classList.remove('hide');\r\n    $('emptyBody').innerHTML =\r\n      S.query    ? '<b>No match for \u201c'+S.query+'\u201d<\/b>Try a rule or paragraph number, or a phrase like \u201cpart file\u201d.' :\r\n      S.filter==='weak'    ? '<b>No weak areas yet<\/b>Anything you answer wrong lands here until you have it right '+CFG.masteryThreshold+' times.' :\r\n      S.filter==='flagged' ? '<b>Nothing flagged yet<\/b>Press <b style=\"display:inline\">Flag for review<\/b> under any question and it collects here.' :\r\n      S.filter==='session' ? '<b>No session built yet<\/b>Open My Performance and build a Focused set or a Mock paper.' :\r\n      S.unattempted        ? '<b>You have attempted everything here<\/b>Turn off \u201cUnattempted only\u201d to revise what you have done.' :\r\n                             '<b>No questions in this selection<\/b>Clear the search or pick another chapter.';\r\n    renderNav(p); rail(p); return;\r\n  }\r\n  ec.classList.add('hide'); $('qCard').classList.remove('hide');\r\n  if(S.i>=p.length) S.i=0; if(S.i<0) S.i=p.length-1;\r\n\r\n  const q=p[S.i], u=uid(q), given=S.ans[u];\r\n  $('qCount').textContent = 'Question '+(S.i+1)+' of '+p.length;\r\n  $('qChap').textContent  = chBrief(q.chapter);\r\n  const tags=[];\r\n  if(weak.has(u))  tags.push('<span class=\"qtag weak\">\u26a0\ufe0f Weak<\/span>');\r\n  if(flags.has(u)) tags.push('<span class=\"qtag flag\">\ud83d\udd16 Flagged<\/span>');\r\n  const sMast=P.stats[u];\r\n  if(sMast && sMast.correct>=CFG.masteryThreshold) tags.push('<span class=\"qtag done\">\u2713 Mastered<\/span>');\r\n  $('qTags').innerHTML = tags.join('');\r\n  const st = stars(u), badge=$('qMastery');\r\n  if(!st){ badge.textContent='Not seen yet'; badge.className='badge-m'; }\r\n  else {\r\n    const done = st.c>=CFG.masteryThreshold;\r\n    badge.textContent = '\u2605'.repeat(st.filled)+'\u2606'.repeat(Math.max(0,CFG.masteryThreshold-st.filled))+'  '+st.c+'\u2713 '+st.i+'\u2717';\r\n    badge.className = 'badge-m'+(weak.has(u)&&!done?' weak':'');\r\n  }\r\n  $('qStem').outerHTML = buildStem(cleanStem(q.question));\r\n\r\n  const box=$('qOpts'); box.innerHTML='';\r\n  q.options.forEach((o,k)=>{\r\n    const b=document.createElement('button');\r\n    b.className='opt';\r\n    b.innerHTML='<span class=\"key\">('+L[k].toLowerCase()+')<\/span><span class=\"txt\">'+o+'<\/span>';\r\n    if(given!=null){\r\n      b.disabled=true;\r\n      if(k===q.correct){ b.classList.add('right'); b.insertAdjacentHTML('beforeend','<span class=\"mark r\">Correct<\/span>'); }\r\n      else if(k===given){ b.classList.add('wrong'); b.insertAdjacentHTML('beforeend','<span class=\"mark w\">Your answer<\/span>'); }\r\n    } else if(S.pick===k) b.classList.add('sel');\r\n    b.onclick=()=>{ if(given!=null) return; S.pick=k; S.nudge=false; render(); };\r\n    box.appendChild(b);\r\n  });\r\n\r\n  const bc=$('btnCheck');\r\n  bc.disabled = given!=null;\r\n  bc.textContent = given!=null ? 'Answered \u2713' : 'Check answer';\r\n  $('pickHint').classList.toggle('hide', !(given==null && S.pick==null && S.nudge));\r\n  const on = flags.has(u);\r\n  $('btnFlag').setAttribute('aria-pressed', on);\r\n  $('flagIco').textContent = on ? '\ud83d\udd16' : '\ud83c\udff3\ufe0f';\r\n  $('flagTxt').textContent = on ? 'Flagged' : 'Flag for review';\r\n\r\n  const res=$('result');\r\n  res.classList.toggle('hide', given==null);\r\n  if(given!=null){\r\n    const ok = given===q.correct, v=$('verdict');\r\n    v.className='verdict '+(ok?'r':'w');\r\n    v.innerHTML = ok ? '\u2713 Correct \u2014 '+L[q.correct]+' is right'\r\n                     : '\u2715 Not quite \u2014 the answer is '+L[q.correct];\r\n    $('explBody').innerHTML = q.explanation;\r\n  }\r\n  renderNav(p); rail(p);\r\n}\r\nlet navOpen=true;\r\nfunction renderNav(p){\r\n  const card=$('navCard');\r\n  if(!p.length){ card.classList.add('hide'); return; }\r\n  card.classList.remove('hide');\r\n  const done=p.filter(q=>S.ans[uid(q)]!=null).length;\r\n  $('navTitle').textContent = 'Navigator \u2014 '+done+' of '+p.length+' attempted';\r\n  const g=$('navGrid');\r\n  g.classList.toggle('hide', !navOpen);\r\n  $('navToggle').textContent = navOpen ? 'Hide' : 'Show';\r\n  if(!navOpen) return;\r\n  g.innerHTML='';\r\n  p.forEach((q,k)=>{\r\n    const u=uid(q), a=S.ans[u], s=P.stats[u];\r\n    const b=document.createElement('button');\r\n    b.className='nq'+(k===S.i?' cur':(a!=null?(a===q.correct?' r':' w'):''))\r\n              + (s && s.correct>=CFG.masteryThreshold ? ' mastered':'');\r\n    b.innerHTML=(k+1)+(flags.has(u)?'<span class=\"fl\">\ud83d\udd16<\/span>':'');\r\n    b.title = 'Q'+(k+1)+' \u00b7 '+chBrief(q.chapter)+(a!=null?(a===q.correct?' \u00b7 correct':' \u00b7 wrong'):'');\r\n    b.setAttribute('aria-label','Go to question '+(k+1));\r\n    b.onclick=()=>{ S.i=k; S.pick=null; render(); };\r\n    g.appendChild(b);\r\n  });\r\n}\r\nfunction rail(p){\r\n  const seen=Object.keys(S.ans).length;\r\n  const right=Object.entries(S.ans).filter(([u,a])=>BY_UID.get(u) && BY_UID.get(u).correct===a).length;\r\n  $('sPct').textContent = seen ? Math.round(right\/seen*100)+'%' : '\u2014';\r\n  $('sFrac').textContent = right+' of '+seen+' correct';\r\n  $('sBar').style.width = (seen?right\/seen*100:0)+'%';\r\n  $('sSeen').textContent = seen+' attempted';\r\n  $('sLeft').textContent = Math.max(0,p.length-S.i-1)+' left here';\r\n  const st=$('streak'); st.innerHTML='';\r\n  Object.entries(S.ans).slice(-10).forEach(([u,a])=>{\r\n    const q=BY_UID.get(u); if(!q) return;\r\n    const el=document.createElement('i'); el.className = q.correct===a?'r':'w'; st.appendChild(el);\r\n  });\r\n  const chs=[...new Set(p.map(q=>q.chapter))];\r\n  const w=chs.reduce((s,c)=>s+weightOf(c),0)*100;\r\n  $('wPct').textContent = w.toFixed(1)+'%';\r\n  $('wNote').textContent = p.length+' questions on screen, from '+chs.length+' '+(chs.length===1?'chapter':'chapters')+'. '\r\n    + (w>=35 ? 'That is a big slice in one sitting \u2014 worth clearing properly.' : 'Useful for topping up once the bigger chapters are secure.');\r\n  hdr();\r\n}\r\nfunction hdr(){\r\n  $('hQ').textContent = QS.length;\r\n  $('hCh').textContent = CHAPTERS.length;\r\n  $('hMastered').textContent = (QS.length ? Math.round(masteredCount()\/QS.length*100) : 0)+'%';\r\n  const r=readiness();\r\n  $('hReady').textContent = r.touched ? r.score+'%' : '\u2014';\r\n  $('fAll').textContent  = QS.length;\r\n  $('fWeak').textContent = weak.size;\r\n  $('fFlag').textContent = flags.size;\r\n  $('fSess').textContent = (P.queue||[]).length;\r\n  $('pillSession').classList.toggle('hide', !(P.queue||[]).length);\r\n  $('sessLabel').textContent = P.queueLabel || 'My session';\r\n  $('perfPill').classList.toggle('hide', weak.size<5);\r\n}\r\n\r\n\/* =====================================================================\r\n   15. RENDER \u2014 PERFORMANCE\r\n   ===================================================================== *\/\r\nfunction renderPerf(){\r\n  const body=$('perfBody');\r\n  const seen=Object.values(P.stats).filter(s=>(s.correct+s.incorrect)>0).length;\r\n  $('perfCount').textContent = seen+' questions attempted';\r\n\r\n  if(!QS.length){ body.innerHTML='<div class=\"empty\"><b>No questions loaded<\/b>Paste your bank into <code>chapterQuestions<\/code> and reload.<\/div>'; return; }\r\n  const R = readiness();\r\n  if(!R.touched){\r\n    body.innerHTML = '<div class=\"empty\"><b>Your coach is waiting for data<\/b>Answer a few questions in Practice. '\r\n      + 'The coach then scores your readiness against the weightage of each chapter, works out where marks are leaking, and builds the next sitting for you.<\/div>'\r\n      + plannerHTML(true);\r\n    bindPerf(); return;\r\n  }\r\n  const rows=R.rows, byPriority=[...rows].sort((a,b)=>b.priority-a.priority);\r\n  const allC=Object.values(P.stats).reduce((a,s)=>a+s.correct,0);\r\n  const allI=Object.values(P.stats).reduce((a,s)=>a+s.incorrect,0);\r\n  const accAll = (allC+allI) ? Math.round(allC\/(allC+allI)*100) : 0;\r\n  const recent = P.log.slice(-20);\r\n  const accRec = recent.length ? Math.round(recent.filter(x=>x.ok).length\/recent.length*100) : 0;\r\n  const trend = recent.length>=5 ? (accRec>accAll?' \u2197':(accRec<accAll?' \u2198':'')) : '';\r\n  const ret = retentionIndex();\r\n  const due = dueForRevision();\r\n  const band=(v,hi,mid)=> v>=hi?'var(--ok)': v>=mid?'#8A6206':'var(--bad)';\r\n\r\n  const verdict = R.score>=80 ? '<b>In good shape.<\/b> Hold it there with the revision queue and weak-area drills.'\r\n    : R.score>=60 ? '<b>Strong base.<\/b> Close the gaps in the biggest chapters below to cross 80.'\r\n    : R.score>=35 ? '<b>Building up.<\/b> Work the plan top-down \u2014 it is ordered by what will move this number fastest.'\r\n    : '<b>Early stage.<\/b> Start at the top of the plan; the biggest chapters move this number fastest.';\r\n\r\n  body.innerHTML =\r\n  '<div class=\"hero2\">'\r\n  + '<div class=\"ring-card\"><div class=\"ring\" role=\"img\" aria-label=\"Readiness '+R.score+' out of 100\">'\r\n    + '<svg width=\"150\" height=\"150\" aria-hidden=\"true\"><circle class=\"bg\" cx=\"75\" cy=\"75\" r=\"64\"><\/circle>'\r\n    + '<circle class=\"fg\" cx=\"75\" cy=\"75\" r=\"64\" stroke-dasharray=\"402\" stroke-dashoffset=\"'+(402-402*R.score\/100)+'\"><\/circle><\/svg>'\r\n    + '<div class=\"ring-txt\"><b>'+R.score+'<\/b><span>Readiness \/ 100<\/span><\/div><\/div>'\r\n    + '<div class=\"verdict2\">'+verdict+'<br><span style=\"font-size:11.6px;opacity:.85\">'+T.readyDef+' across '+CHAPTERS.length\r\n    + ' chapters. On today\\u2019s form '+T.paperOut+' <b>'+R.projected+'%<\/b>.<\/span><\/div><\/div>'\r\n  + '<div class=\"coach\"><h4>\ud83e\udded What to do next<\/h4><div id=\"recoList\"><\/div><\/div>'\r\n  + '<\/div>'\r\n\r\n  + plannerHTML(false)\r\n\r\n  + '<div class=\"kpis\">'\r\n    + kpi(R.projected+'%',T.projected, band(R.projected,65,45))\r\n    + kpi(R.covered+'%',T.covered, band(R.covered,70,40))\r\n    + kpi(ret===null?'\u2014':ret+'%','Retention now', ret===null?'var(--slate)':band(ret,75,55))\r\n    + kpi(accAll+'%','Lifetime accuracy', band(accAll,70,45))\r\n    + kpi(accRec+'%'+trend,'Last 20 attempts', band(accRec,70,45))\r\n    + kpi(masteredCount(),'Mastered ('+CFG.masteryThreshold+'\u2713)','var(--ok)')\r\n    + kpi(weak.size,'Weak questions','var(--bad)')\r\n    + kpi(flags.size,'Flagged','#8A6206')\r\n  + '<\/div>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>Chapter performance \u2014 priority first<\/h4>'\r\n    + '<p>Ordered by what will move your readiness fastest, not by chapter number.<\/p><\/div>'\r\n    + '<span class=\"pbtag\">'+rows.length+' chapters<\/span><\/div>'\r\n    + '<div class=\"tblwrap\" style=\"border:0;border-radius:0\"><table class=\"perf-t\"><thead><tr>'\r\n    + '<th>Chapter<\/th>'+(WT?'<th>'+T.colWeight+'<\/th>':'')+'<th>Coverage<\/th><th>Accuracy<\/th><th>Expected<\/th><th>Status<\/th><th><\/th>'\r\n    + '<\/tr><\/thead><tbody>'\r\n    + byPriority.map(r=>{\r\n        const a = r.acc===null?null:Math.round(r.acc*100);\r\n        const tag = r.count===0 ? '<span class=\"tag na\">No questions<\/span>'\r\n          : r.acc===null ? '<span class=\"tag na\">Not started<\/span>'\r\n          : a<45 ? '<span class=\"tag hot\">Critical<\/span>'\r\n          : a<65 ? '<span class=\"tag warm\">Needs work<\/span>'\r\n          : a<85 ? '<span class=\"tag ok\">On track<\/span>'\r\n                 : '<span class=\"tag good\">Strong<\/span>';\r\n        const bar = a===null ? '\u2014'\r\n          : '<div class=\"tbar\"><i style=\"width:'+a+'%;background:'+(a<45?'var(--bad)':a<65?'var(--gold)':'var(--ok)')+'\"><\/i><\/div><span style=\"font-size:11.5px;font-weight:700\">'+a+'%<\/span>';\r\n        const wcell = WT\r\n          ? '<td><b style=\"color:#8A6206;font-size:15px\">'+pctLabel(r.weight)+'<\/b>'\r\n            + '<span class=\"sub\">'+(r.source==='rated'?'you rated this':'not rated yet')+'<\/span><\/td>'\r\n          : '';\r\n        return '<tr><td title=\"'+r.chapter+'\">'+chBrief(r.chapter)\r\n          + '<span class=\"sub\">'+r.count+' question'+(r.count===1?'':'s')+'<\/span><\/td>'\r\n          + wcell\r\n          + '<td>'+r.att+'\/'+r.count+'<span class=\"sub\">'+Math.round(r.coverage*100)+'% seen<\/span><\/td>'\r\n          + '<td>'+bar+'<\/td>'\r\n          + '<td><b>'+Math.round(r.expected*100)+'%<\/b><span class=\"sub\">\u2248 '+(r.leak*100).toFixed(1)+' '+T.leakWord+' lost<\/span><\/td>'\r\n          + '<td>'+tag+'<\/td>'\r\n          + '<td><button class=\"mini-go\" data-goch=\"'+encodeURIComponent(r.chapter)+'\">Drill<\/button><\/td><\/tr>';\r\n      }).join('')\r\n    + '<\/tbody><\/table><\/div><\/section>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>'+T.leakHead+'<\/h4>'\r\n    + '<p id=\"leakNote\"><\/p><\/div>'\r\n    + '<span class=\"pbtag\">'+rows.filter(r=>r.count>0).length+' chapters<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"leakBars\"><\/div><\/section>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>How you handle each kind of question<\/h4>'\r\n    + '<p id=\"fmtNote\"><\/p><\/div>'\r\n    + '<span class=\"pbtag\">Format analysis<\/span><\/div>'\r\n    + '<div class=\"subhead\"><h5>How the question is built<\/h5><span>one shape per question<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"shapeBars\"><\/div>'\r\n    + '<div class=\"subhead\"><h5>What the question turns on<\/h5><span>a question can sit in more than one \u2014 a time limit asked as a multi-statement code counts on both<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"traitBars\"><\/div><\/section>'\r\n\r\n  + '<div class=\"split\">'\r\n    + '<div class=\"panel\"><h4 class=\"ph\">Revision queue \u2014 what is fading fastest<\/h4><div id=\"revQ\"><\/div><\/div>'\r\n    + '<div class=\"panel\"><h4 class=\"ph\">Mastery distribution<\/h4><div id=\"mastDist\"><\/div><\/div>'\r\n  + '<\/div>'\r\n\r\n  + '<div class=\"danger\"><p><b>Danger zone.<\/b> This permanently erases your lifetime performance for this subject \u2014 mastery, weak areas, flags, accuracy history and the readiness score. Reset session on the Practice tab does <b>not<\/b> touch this.<\/p>'\r\n    + '<button class=\"dbtn\" id=\"btnWipe\">\ud83d\uddd1\ufe0f Reset my performance<\/button><\/div>';\r\n\r\n  renderRecos(byPriority, rows, due);\r\n  renderLeaks(rows);\r\n  renderFormats();\r\n  renderRevision(due);\r\n  renderMastery();\r\n  bindPerf();\r\n}\r\nfunction kpi(v,l,color){ return '<div class=\"kpi\"><b style=\"color:'+color+'\">'+v+'<\/b><span>'+l+'<\/span><\/div>'; }\r\nfunction plannerHTML(empty){\r\n  const rows=chapterRows().filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak).slice(0,2).map(r=>chShort(r.chapter));\r\n  return '<div class=\"planner\"><div><h4>Plan the next sitting<\/h4><p id=\"plannerNote\">'\r\n    + (empty\r\n        ? 'The focused set gives each chapter time in proportion to what you are losing in it. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed \\u2014 build again and you get a fresh set of questions.'\r\n        : 'The focused set gives each chapter time in proportion to what is leaking out of it \\u2014 right now mostly <b>'+rows.join('<\/b> and <b>')+'<\/b>. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed: press again for a fresh set, and last time\\u2019s questions are pushed to the back of the queue.')\r\n    + '<\/p><\/div><div class=\"pbtns\">'\r\n    + '<button class=\"pbtn primary\" id=\"btnFocus\">\ud83e\udde9 Focused set \u2014 '+Math.min(CFG.sessionSize,QS.length)+' Q<\/button>'\r\n    + '<button class=\"pbtn\" id=\"btnMock\">\ud83d\udcc4 Mock paper \u2014 '+Math.min(CFG.mockSize,QS.length)+' Q<\/button>'\r\n    + '<\/div><\/div>';\r\n}\r\nfunction renderRecos(byPriority, rows, due){\r\n  const out=[], named=new Set();\r\n  byPriority.slice(0,3).forEach(r=>{\r\n    if(!r.count) return;\r\n    named.add(r.chapter);\r\n    const imp = impPhrase(r);\r\n    if(r.acc===null)\r\n      out.push({ic:'warm',icon:'\ud83e\udded',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' is '+imp+' and':'')+' you have not touched it yet \u2014 start here.',ch:r.chapter});\r\n    else if(r.acc<0.6)\r\n      out.push({ic:'hot',icon:'\ud83d\udd25',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?', '+imp+',':'')+' is running at only <b>'+Math.round(r.acc*100)+'%<\/b> \u2014 about <b>'+(r.leak*100).toFixed(1)+' '+T.leakWord+' per 100<\/b> are going here.',ch:r.chapter});\r\n    else if(r.coverage<0.6)\r\n      out.push({ic:'cool',icon:'\ud83d\udd0d',txt:'<b>'+chBrief(r.chapter)+'<\/b>: accuracy is fine at '+Math.round(r.acc*100)+'%, but you have seen only <b>'+Math.round(r.coverage*100)+'%<\/b> of a chapter'+(imp?' '+imp:'')+' \u2014 finish the set.',ch:r.chapter});\r\n    else\r\n      out.push({ic:'good',icon:'\u2705',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' ('+stripHtml(imp)+')':'')+' is in good shape at '+Math.round(r.acc*100)+'% \u2014 keep it warm through the revision queue.',ch:r.chapter});\r\n  });\r\n\r\n  \/\/ a format gap costs you in every chapter at once\r\n  const f = formatRows().filter(r=>r.acc!==null && r.attempts>=8).sort((a,b)=>a.acc-b.acc);\r\n  if(f.length>=2){\r\n    const worst=f[0], best=f[f.length-1];\r\n    if(best.acc-worst.acc >= 0.12){\r\n      const tail = worst.kind==='shape'\r\n        ? 'That is a reading habit, not a gap in the rules \u2014 and it costs you in every chapter at once.'\r\n        : 'That is recall, not comprehension \u2014 these have to be committed to memory, and they turn up everywhere.';\r\n      out.push({ic:'hot',icon:'\ud83e\udde9',txt:'<b>'+worst.label+'<\/b> questions are running at <b>'+Math.round(worst.acc*100)+'%<\/b> while you sit at '+Math.round(best.acc*100)+'% on '+best.label.toLowerCase()+'. '+tail});\r\n    }\r\n  }\r\n  \/\/ big chapter you have exhausted\r\n  const done = rows.filter(r=>!named.has(r.chapter) && r.weight>=0.08 && r.coverage>=0.9 && r.count>0).sort((a,b)=>b.weight-a.weight)[0];\r\n  if(done) out.push({ic:'warm',icon:'\ud83d\udcd8',txt:'You have worked nearly every question in <b>'+chBrief(done.chapter)+'<\/b>'+(impPhrase(done)?', '+impPhrase(done):'')+'. Practice has given what it can \u2014 go back to the source text for the rest.',ch:done.chapter});\r\n  if(WT && W.unstocked.length)\r\n    out.push({ic:'hot',icon:'\ud83d\udd73\ufe0f',txt:'<b>'+W.unstocked.length+' rated '+(W.unstocked.length===1?'chapter has':'chapters have')+' no questions in this bank<\/b> \u2014 '+W.unstocked.slice(0,3).map(chBrief).join(', ')+(W.unstocked.length>3?' and others':'')+'. Nothing here prepares you for them.'});\r\n  if(weak.size>=3) out.push({ic:'hot',icon:'\u26a0\ufe0f',txt:'You have <b>'+weak.size+' weak questions<\/b> flagged, biggest chapter first. One Weak-areas sitting clears the backlog.',weak:true});\r\n  if(due.length) out.push({ic:'warm',icon:'\ud83d\udd01',txt:'<b>'+due.length+' questions<\/b> you had mastered have decayed below <b>'+Math.round(CFG.retention.riskBelow*100)+'% recall<\/b>. Re-answering one costs seconds; re-learning it later costs an evening.'});\r\n  if(flags.size) out.push({ic:'cool',icon:'\ud83d\udd16',txt:'<b>'+flags.size+'<\/b> question'+(flags.size>1?'s are':' is')+' flagged for review. Clear the flags before the next mock.',flag:true});\r\n\r\n  $('recoList').innerHTML = out.map(r=>{\r\n    let btn='';\r\n    if(r.ch)        btn='<button class=\"go\" data-goch=\"'+encodeURIComponent(r.ch)+'\">Practice \u2192<\/button>';\r\n    else if(r.weak) btn='<button class=\"go\" data-goweak=\"1\">Start \u2192<\/button>';\r\n    else if(r.flag) btn='<button class=\"go\" data-goflag=\"1\">Open \u2192<\/button>';\r\n    return '<div class=\"reco\"><span class=\"ic '+r.ic+'\">'+r.icon+'<\/span><p>'+r.txt+'<\/p>'+btn+'<\/div>';\r\n  }).join('');\r\n}\r\nfunction renderLeaks(rows){\r\n  const list = rows.filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak);\r\n  if(!list.length) return;\r\n  const max = Math.max(0.0001, ...list.map(r=>r.leak));\r\n  const total = list.reduce((a,r)=>a+r.leak,0)*100;\r\n  const top3 = list.slice(0,3);\r\n  $('leakNote').innerHTML = 'On today\\u2019s form you would expect to drop about <b>'+Math.round(total)+' '+T.leakWord+' in every 100<\/b>. <b>'\r\n    + top3.map(r=>chShort(r.chapter)).join(', ')+'<\/b> alone account for <b>'+Math.round(top3.reduce((a,r)=>a+r.leak,0)*100)\r\n    + '<\/b> of them \u2014 the shortest route to a better score.';\r\n  $('leakBars').innerHTML = list.map(r=>{\r\n    const m=r.leak*100;\r\n    const col = m>=8?'linear-gradient(90deg,#F08A92,var(--bad))' : m>=4?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#9DB6EE,var(--blue-700))';\r\n    return '<div class=\"lrow\"><div><span class=\"lname\" title=\"'+r.chapter+'\">'+chBrief(r.chapter)+'<\/span>'\r\n      + '<span class=\"lsub\">'+(impPhrase(r)?stripHtml(impPhrase(r))+' \u00b7 ':'')+'you would clear about '+Math.round(r.expected*100)+'% today<\/span><\/div>'\r\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(r.leak\/max*100)+'%;background:'+col+'\"><\/div><\/div>'\r\n      + '<div class=\"lval\">'+m.toFixed(1)+'<small>'+T.leakUnit+'<\/small><\/div><\/div>';\r\n  }).join('');\r\n}\r\nfunction renderFormats(){\r\n  const rows=formatRows();\r\n  const bar = r => {\r\n    const p = r.acc===null?null:Math.round(r.acc*100);\r\n    const col = p===null?'#CBD5E1' : p<50?'linear-gradient(90deg,#F08A92,var(--bad))' : p<70?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#6EE7B7,var(--ok))';\r\n    return '<div class=\"lrow\"><div><span class=\"lname\">'+r.label+'<\/span>'\r\n      + '<span class=\"lsub\">'+r.total+' in this bank \u00b7 '+r.seen+' attempted<\/span><\/div>'\r\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(p===null?0:p)+'%;background:'+col+'\"><\/div><\/div>'\r\n      + '<div class=\"lval\">'+(p===null?'\u2014':p+'%')+'<small>accuracy<\/small><\/div><\/div>';\r\n  };\r\n  const sorter=(a,b)=>(a.acc===null)-(b.acc===null)||(a.acc-b.acc);\r\n  $('shapeBars').innerHTML = rows.filter(r=>r.kind==='shape').sort(sorter).map(bar).join('');\r\n  $('traitBars').innerHTML = rows.filter(r=>r.kind==='trait').sort(sorter).map(bar).join('');\r\n  const rated = rows.filter(r=>r.acc!==null && r.attempts>=8).sort(sorter);\r\n  $('fmtNote').innerHTML = rated.length>=2\r\n    ? (()=>{ const w=rated[0], b=rated[rated.length-1], gap=Math.round((b.acc-w.acc)*100);\r\n        return gap>=12\r\n          ? 'Your weakest kind of question is <b>'+w.label+'<\/b> at <b>'+Math.round(w.acc*100)+'%<\/b>, against <b>'+Math.round(b.acc*100)+'%<\/b> on '+b.label.toLowerCase()+' \u2014 a <b>'+gap+'-point<\/b> gap. That is worth more than any single chapter, because these turn up in all of them.'\r\n          : 'You handle the different kinds of question evenly, within <b>'+gap+' points<\/b> of each other. Nothing to fix here \u2014 keep working the chapter list.'; })()\r\n    : 'Attempt a few more and this will show whether the format is costing you more than the topic.';\r\n}\r\nfunction renderRevision(due){\r\n  $('revQ').innerHTML = due.length\r\n    ? due.slice(0,8).map(d=>'<button class=\"rev\" data-gouid=\"'+encodeURIComponent(uid(d.q))+'\">'\r\n        + '<span class=\"n\">Q'+d.q.id+'<\/span><span class=\"t\">'+preview(d.q,58)+'<\/span>'\r\n        + '<span class=\"d\">'+Math.round(d.recall*100)+'% recall<\/span><\/button>').join('')\r\n    : '<p style=\"font-size:13px;color:var(--slate);line-height:1.6\">Nothing decaying right now. Mastered questions return here as their estimated recall drops below '+Math.round(CFG.retention.riskBelow*100)+'%.<\/p>';\r\n}\r\nfunction renderMastery(){\r\n  const b=[0,0,0,0];\r\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\r\n    if(!s || (s.correct+s.incorrect)===0) b[0]++;\r\n    else if(s.correct>=CFG.masteryThreshold) b[3]++;\r\n    else if(s.correct>=2) b[2]++;\r\n    else b[1]++; });\r\n  const labels=['Untouched','Learning (0\u20131 \u2713)','Almost there (2 \u2713)','Mastered ('+CFG.masteryThreshold+' \u2713+)'];\r\n  const cols=['#CBD5E1','var(--gold)','var(--blue-700)','var(--ok)'];\r\n  $('mastDist').innerHTML = b.map((n,i)=>\r\n    '<div class=\"lrow\" style=\"grid-template-columns:minmax(120px,1fr) 2fr 54px\"><span class=\"lname\">'+labels[i]+'<\/span>'\r\n    + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(QS.length?n\/QS.length*100:0)+'%;background:'+cols[i]+'\"><\/div><\/div>'\r\n    + '<div class=\"lval\" style=\"font-size:15px\">'+n+'<\/div><\/div>').join('');\r\n}\r\nfunction bindPerf(){\r\n  const f=$('btnFocus'), m=$('btnMock'), w=$('btnWipe');\r\n  if(f) f.onclick=()=>startSession('focus');\r\n  if(m) m.onclick=()=>startSession('mock');\r\n  if(w) w.onclick=wipe;\r\n}\r\n\r\n\/* =====================================================================\r\n   16. ANSWERING\r\n   ===================================================================== *\/\r\nfunction check(){\r\n  const p=pool(), q=p[S.i]; if(!q) return;\r\n  if(S.pick==null){ S.nudge=true; render(); return; }\r\n  const u=uid(q), ok = S.pick===q.correct;\r\n  S.ans[u]=S.pick; S.pick=null; S.nudge=false;\r\n  const s=stat(u);\r\n  ok ? s.correct++ : s.incorrect++;\r\n  s.last=Date.now(); s.lastOk=ok;\r\n  P.log.push({u, ok, ts:Date.now()});\r\n  P.lastUid=u;\r\n  refreshWeak(); save(); render();\r\n  const res=$('result'); if(res && res.scrollIntoView) try{ res.scrollIntoView({block:'nearest',behavior:'smooth'}); }catch(e){}\r\n}\r\nfunction wipe(){\r\n  if(!confirm('Permanently erase ALL lifetime performance for this subject?\\n\\nMastery, weak areas, flags, accuracy history, the built session and the readiness score all go. This cannot be undone.')) return;\r\n  P = blank(); flags.clear(); weak.clear(); S.ans={};\r\n  save(); setFilter('all'); renderPerf(); hdr();\r\n  toast('Lifetime performance erased', true);\r\n}\r\n\r\n\/* =====================================================================\r\n   18. EVENTS\r\n   ===================================================================== *\/\r\nfunction setTab(t){\r\n  S.tab=t;\r\n  document.querySelectorAll('#cdRoot .tab').forEach(b=>b.setAttribute('aria-selected', b.dataset.tab===t));\r\n  $('viewQuiz').classList.toggle('hide', t!=='quiz');\r\n  $('viewPerf').classList.toggle('hide', t!=='perf');\r\n  $('cdFilters').classList.toggle('hide', t!=='quiz');\r\n  if(t==='perf') renderPerf();\r\n}\r\nfunction setFilter(f, ch){\r\n  S.filter=f; S.i=0; S.pick=null;\r\n  if(ch) S.chapter=ch;\r\n  document.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.setAttribute('aria-pressed', b.dataset.f===f));\r\n  render();\r\n}\r\ndocument.querySelectorAll('#cdRoot .tab').forEach(b=>b.onclick=()=>setTab(b.dataset.tab));\r\ndocument.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.onclick=()=>setFilter(b.dataset.f));\r\n$('chapList').addEventListener('click', e=>{\r\n  const chip=e.target.closest('.chapchip'); if(!chip) return;\r\n  S.chapter = decodeURIComponent(chip.dataset.ch);\r\n  S.i=0; S.pick=null; render();\r\n});\r\n$('btnCheck').onclick = check;\r\n$('btnNext').onclick  = ()=>{ S.i++; S.pick=null; render(); };\r\n$('btnPrev').onclick  = ()=>{ S.i--; S.pick=null; render(); };\r\n$('btnFlag').onclick  = ()=>{\r\n  const p=pool(), q=p[S.i]; if(!q) return;\r\n  const u=uid(q);\r\n  flags.has(u) ? flags.delete(u) : flags.add(u);\r\n  P.flags=[...flags]; save(); render();\r\n};\r\n$('navToggle').onclick = ()=>{ navOpen=!navOpen; renderNav(pool()); };\r\nlet tmr;\r\n$('cdSearch').addEventListener('input', e=>{\r\n  clearTimeout(tmr);\r\n  tmr=setTimeout(()=>{ S.query=e.target.value.trim(); S.i=0; S.pick=null; render(); },220);\r\n});\r\n$('tglUn').onclick = e=>{\r\n  S.unattempted=!S.unattempted;\r\n  e.currentTarget.setAttribute('aria-pressed',S.unattempted);\r\n  e.currentTarget.firstChild.textContent = S.unattempted?'\u2611 ':'\u25fb ';\r\n  S.i=0; S.pick=null; render();\r\n};\r\n$('tglReset').onclick = ()=>{\r\n  if(!Object.keys(S.ans).length) return;\r\n  if(!confirm('Reset this sitting? Only the answers on screen are cleared \u2014 your lifetime performance and mastery are kept.')) return;\r\n  S.ans={}; S.i=0; S.pick=null; render();\r\n  toast('Session reset \u2014 performance data kept', true);\r\n};\r\n\r\n\/* performance-tab jumps + AI chips, delegated *\/\r\ndocument.addEventListener('click', e=>{\r\n  if(!e.target.closest('#cdRoot')) return;\r\n  const goch=e.target.closest('[data-goch]');\r\n  if(goch){ setTab('quiz'); setFilter('chapter', decodeURIComponent(goch.dataset.goch));\r\n    toast('Filtered to '+chShort(S.chapter), true); return; }\r\n  if(e.target.closest('[data-goweak]')){ setTab('quiz'); setFilter('weak'); return; }\r\n  if(e.target.closest('[data-goflag]')){ setTab('quiz'); setFilter('flagged'); return; }\r\n  const gu=e.target.closest('[data-gouid]');\r\n  if(gu){\r\n    const u=decodeURIComponent(gu.dataset.gouid);\r\n    setTab('quiz'); setFilter('all');\r\n    const idx=pool().findIndex(q=>uid(q)===u);\r\n    if(idx>=0){ S.i=idx; render(); }\r\n    return;\r\n  }\r\n});\r\n\/* keyboard, scoped to the widget *\/\r\ndocument.addEventListener('keydown', e=>{\r\n  if(S.tab!=='quiz') return;\r\n  const t=e.target;\r\n  if(t && (\/^(INPUT|TEXTAREA|SELECT)$\/.test(t.tagName) || t.isContentEditable)) return;\r\n  if(e.ctrlKey||e.metaKey||e.altKey) return;\r\n  const p=pool(); if(!p.length) return;\r\n  const q=p[S.i];\r\n  if(\/^[1-9]$\/.test(e.key)){\r\n    const k=+e.key-1;\r\n    if(q && S.ans[uid(q)]==null && k<q.options.length){ e.preventDefault(); S.pick=k; S.nudge=false; render(); }\r\n    return;\r\n  }\r\n  const low=e.key.toLowerCase();\r\n  if(\/^[a-f]$\/.test(low)){\r\n    const k=low.charCodeAt(0)-97;\r\n    if(q && S.ans[uid(q)]==null && k<q.options.length){ e.preventDefault(); S.pick=k; S.nudge=false; render(); }\r\n    return;\r\n  }\r\n  if(e.key==='Enter'){ e.preventDefault();\r\n    if(q && S.ans[uid(q)]==null) check();\r\n    else if(S.i<p.length-1){ S.i++; S.pick=null; render(); }\r\n    return; }\r\n  if(e.key==='ArrowRight'){ e.preventDefault(); S.i++; S.pick=null; render(); return; }\r\n  if(e.key==='ArrowLeft'){ e.preventDefault(); S.i--; S.pick=null; render(); return; }\r\n  if(low==='f'){ e.preventDefault(); $('btnFlag').click(); }\r\n});\r\nwindow.addEventListener('beforeunload', save);\r\n\r\n\/* =====================================================================\r\n   19. BOOT\r\n   ===================================================================== *\/\r\n$('cdEyebrow').textContent = 'CSS ADDA \u00b7 PromotionExams.com' + (CFG.eyebrow ? '  \u00b7  '+CFG.eyebrow : '');\r\n$('cdTopic').textContent   = CFG.topic;\r\n$('cdSub').textContent     = CFG.sub;\r\n$('wHead').textContent     = T.onScreen;\r\n$('wUnit').textContent     = WT ? 'importance' : 'of this bank';\r\n$('chapHint').textContent  = '';\r\nif(SRC_ON){\r\n  $('srcCard').classList.remove('hide');\r\n  $('srcLink').href = CFG.sourceUrl;\r\n}\r\nif(WT && W.derived.length) console.warn('[importance] not rated yet: '+W.derived.join(' | ')+' \u2014 using share of the bank for these.');\r\nif(WT && W.unstocked.length) console.warn('[importance] these keys matched no chapter in the bank: '+W.unstocked.join(' | '));\r\nif(WT) console.info('[importance] '+CHAPTERS.filter(c=>W.source[c]==='rated').length+' of '+CHAPTERS.length+' chapters matched a rating.');\r\nif(!WT) console.info('[ranking] chapterImportance is empty \u2014 chapters are ranked by their share of this bank and importance is not mentioned anywhere.');\r\nsetTab('quiz');\r\ntry{ render(); }catch(err){ console.error('render failed', err); }\r\n\r\n\/* =====================================================================\r\n   20. 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