Right to Education (RTE Act 2009)
Asked 3 months ago · Viewed 4,525 times
Under Environmental Studies (EVS) teaching-learning and Ecosystem, consider the following statements regarding 'Ecological Pyramids':
- 1. The 'Pyramid of Numbers' is always upright, whether it is a grassland ecosystem, a forest ecosystem, or a large-sized tree ecosystem.
- 2. The 'Pyramid of Biomass' is upright in most terrestrial ecosystems, because the total biomass of producers is much higher than that of consumers, but in an aquatic ecosystem (such as a pond or sea) it is inverted because the biomass of phytoplankton is lower than that of higher carnivorous animals.
- 3. The 'Pyramid of Energy' in any ecosystem is always upright, because according to the Laws of Thermodynamics, there is a continuous decrease during the transfer of energy from one trophic level to another.
Which of the above statement(s) is/are correct?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Statement 1 is incorrect because the pyramid of numbers is not always upright. In a tree ecosystem, the pyramid of numbers is inverted, where a single large tree (producer) supports numerous birds and thousands of parasites on them. Statement 2 is correct because in terrestrial systems the pyramid of biomass is upright, while in aquatic systems it is inverted due to the lower lifespan and biomass of phytoplanktons and higher biomass of aquatic animals (like fish). Statement 3 is correct because the pyramid of energy is always upright, energy flow is unidirectional, and energy decreases at each successive level.
Next question →
Consider the following statements regarding 'Ecological Pyramids' and energy…
← Previous question
Consider the following statements regarding 'Ecological…
Related Questions
→
In the context of 'Inclusive Education', referring to UNESCO's Salamanca Statement (1994) and the provisions of the 'Right of Children to Free and Compulsory Education Act, 2009' (RTE Act, 2009) in India, which of the following statements is most appropriate and true regarding the philosophical and practical differences between 'Mainstreaming' and 'Inclusion'?
→
In the neuro-cognitive context of the specific learning disability 'Dysgraphia' (writing and motor-graphic processing impairment), involving the neuro-muscular coordination failure among the 'Exrorial Motor Cortex / Motor Strip', 'Basal Ganglia', and 'Cerebellum', along with visuo-motor integration barriers and Alexander Luria's 'Functional Units of Brain' in relation to inclusive classroom teaching and 'Neuro-Dysgraphia Optimized Multisensory Kinesthetic Pedagogy', which of the following statements is most appropriate and true?
→
In the neuro-cognitive context of 'Jean Piaget's Theory of Cognitive Development', regarding the neuro-biological nature of 'Conservation', 'Classification', and 'Seriation' under the 'Concrete Operational Stage', the activation dynamics of spatial reasoning, mental operations, and logical reversibility between the 'Parietal Lobe', 'Dorsolateral Prefrontal Cortex', and 'Hippocampus', and the reciprocal interrelationships of 'Guided Participation' and cultural contextualization propounded by Barbara Rogoff, along with their implications in modern primary inclusive classroom teaching, experiential and activity-based pedagogy, and the fostering of concrete-to-abstract reasoning, problem-solving capacity, and overall cognitive flexibility in students, which of the following statements is most appropriate and true?
→
In the neuro-cognitive context of 'Metacognition and Learning Strategies', regarding the neuro-biological nature of 'Metacognitive Knowledge and Regulation' propounded by John Flavell and the activation dynamics of self-monitoring, error detection, and executive control among the 'Dorsolateral Prefrontal Cortex' (dlPFC), 'Anterior Cingulate Cortex' (ACC), and 'Parietal Lobe', along with their interrelationships with Ann Brown's 'Self-Regulated Learning' (SRL) and their implications for modern primary inclusive classroom teaching, metacognitive and reflective pedagogy, and the enhancement of self-evaluation capacity, cognitive flexibility, and higher-order problem-solving efficiency in students, which of the following statements is most appropriate and true?
→
Consider the following statements regarding 'Ecological Pyramids' and their various types under Environmental Studies (EVS): 1. The 'Pyramid of Numbers' propounded by Charles Elton is always upright in a grassland ecosystem because the number of producers (grass) is the highest in it and the number of organisms decreases as one moves towards higher trophic levels. 2. In a large tree ecosystem, the 'Pyramid of Numbers' is inverted because here the number of herbivorous birds dependent on a single large tree (producer) is large, and the number of parasites feeding on them is even larger. 3. In an aquatic ecosystem, the 'Pyramid of Biomass' is always upright because the total biomass of phytoplankton is much higher than that of aquatic organisms (such as fish) and forms the basis of the aquatic food chain. Which of the above statement(s) is/are correct?
→
Consider the following statements regarding 'Ecological Pyramids' under the teaching of Environmental Studies (EVS) and ecology: 1. The Pyramid of Energy is always upright, because according to Lindeman's '10% Law' in an ecosystem, the flow of energy always decreases when moving from one trophic level to a higher trophic level, and a part of the energy is lost as heat. 2. In an Aquatic Ecosystem, the Pyramid of Biomass is generally inverted, because here the total biomass of primary producers (phytoplankton) is less than the biomass of higher trophic levels (such as zooplankton and small fish). 3. The Pyramid of Number is inverted in a Tree Ecosystem, because the number of herbivorous birds dependent on a large-sized single tree (producer) is high, and the number of organisms living on them as parasites is even higher. Which of the statement(s) given above is/are correct?
→
By which Constitutional Amendment Act was the 'Right to Education' added as a fundamental right under Article 21 of the Indian Constitution, and when did the enacted 'Right of Children to Free and Compulsory Education Act' (RTE Act) come into force nationwide to make this right effective?
→
Under the provisions of the Right of Education Act, 2009 (RTE Act 2009) pursuant to Article 21A of the Indian Constitution, what is the minimum number of instructional hours prescribed per academic year for teachers in primary schools?
Log in
to add to quiz, bookmark, or report issues.