ACCENTURE PLACEMENT PAPER 1
ACCENTURE PLACEMENT PAPER 1
|
2. We stood at the back ______
the theater. A.
of B.
on C.
in D.
for Ans: of 3. I will work _________ five
o'clock. A.
until B.
up C.
in D.
to Directions
for Questions 4-6: Choose the word nearest in meaning to the word in ITALICS
from the given options. 4. The antidote to these
problems is hard to find A.
Cause for B.
Result of C.
Remedy for D.
Consequence of E.
None of these Ans: C 5. Because of a family feud, he
never spoke to his aife's parents. |
|
A.
Crisis B.
Trouble C.
Problem D.
Quarrel E.
None of these Ans: D 6. The article is written in a
very lucid style. A.
Elaborate B.
Clear C.
Intricate D.
Noble E.
None of these Ans: B Directions for Questions 7-10:
Choose the answer option which will correctly fill the blank. 7. _________ man ran into the
street. A car hit ____ man. A.
A, the B.
An, the C.
the, the D.
A, the 8. The
interesting thing about _____ Romans is all the roads that they built in
Britain. |
|
A.
A B.
An C.
none of these D.
The 9. Albert Einstein was _____
famous scientist. Einstein won _______ Nobel Prize in Physics in
1921.Einstein left his country and lived in _______ States until he died in
1955. A)
A, the, an B)
A, the, the C)
A, an, the D)
An, an, the Ans: B 10. Are you shopping for
________ health club to join so you can get in shape? Shop wisely! You could end up choosing _______ wrong club and losing more money than pounds. A)
the, an B)
the, the C)
A, the D)
An, the Ans: C Directions
for Questions 11-16:Read the passage and answer the questions that follow on
the basis of the information provided in the passage. The
pioneers of the teaching of science imagined that its introduction into
education would remove the conventionality, artificiality, and
backward-lookingness which were characteristic;of
classical studies, but they were gravely disappointed. So, too, in their time |
|
had the humanists thought that
the study of the classical authors in the original would banish at once the
dull pedantry and superstition of mediaeval scholasticism. The professional
schoolmaster was a match for both of them, and has almost managed to make the
understanding of chemical reactions as dull and as dogmatic an affair as the
reading of Virgil's Aeneid. The chief claim for the use of science in
education is that it teaches a child something about the actual universe in
which he is living, in making him acquainted with the results of scientific
discovery, and at the same time teaches him how to think logically and
inductively by studying scientific method. A certain limited success has been
reached in the first of these aims, but practically none at all in the
second. Those privileged members of the
community who have been through a secondary or public school education may be
expected to know something about the elementary physics and chemistry of a
hundred years ago, but they probably know hardly more than any bright boy can
pick up from an interest in wireless or scientific hobbies out of school
hours. As to the learning of scientific method, the whole thing is palpably a
farce. Actually, for the convenience of teachers and the requirements of the
examination system, it is necessary that the pupils not only do not learn
scientific method but learn precisely the reverse, that is, to believe
exactly what they are told and to reproduce it when asked, whether it seems
nonsense to them or not. The way in which educated people respond to such
quackeries as spiritualism or astrology, not to say more dangerous ones such
as racial theories or currency myths,shows that fifty years of education in
the method of science in Britain or Germany has produced no visible effect
whatever. The only way of learning the
method of science is the long and bitter way of personal experience, and,
until the educational or social systems are altered to make this possible,
the best we can expect is the production of a minority of people who are able
to acquire some of the techniques of science and a still smaller minority who
are able to use and develop them. 11. The author implies that the
'professional schoolmaster' has A.
no interest in teaching science B.
thwarted attempts to enliven education C.
aided true learning D.
supported the humanists E.
been a pioneer in both science and humanities. Ans: B 12. The author's attitude to
secondary and public school education in the sciences is A.
ambivalent B.
neutra |
|
C.
supportive D.
satirical E.
contemptuous Ans: E 13. The word 'palpably' most
nearly means A.
empirically B.
obviously C.
tentatively D.
markedly E.
ridiculously Ans: B 14. The
author blames all of the following for the failure to impart scientific
method through the education system except A.
poor teaching B.
examination methods C.
lack of direct experience D.
the social and education systems E.
lack of interest on the part of students Ans: E 15. If the author were to study
current education in science to see how things have changed since he wrote
the piece, he would probably be most interested in the answer to which of the
following questions? |
|
A. Do students know more about
the world about them? B.
Do students spend more time in laboratories? C.
Can students apply their knowledge logically? D.
Have textbooks improved? E.
Do they respect their teachers Ans: C 16. Astrology (line 31) is
mentioned as an example of A.
a science that needs to be better understood B.
a belief which no educated people hold C.
something unsupportable to those who have absorbed the methods
of science D.
the gravest danger to society E.
an acknowledged failure of science Ans:
C |
Comments
Post a Comment