UPHESC Assistant Professor Home Science 2025 PYQs

Concept: Natural dyes come from plants, animals (insects, molluscs) or minerals.

1. Tyrian (royal) purple was extracted from the glands of Murex sea snails - an animal dye.
2. Other animal dyes: cochineal and lac (insects).
3. Vegetable dyes: indigo, madder, turmeric; mineral dyes: iron buff, Prussian blue.

Short trick: Tyre (Phoenicia) + snail = royal purple.

Concept: Jacquard weave controls each warp yarn individually (punched cards/electronic), producing large, intricate figured designs.

1. Brocade, damask, tapestry and figured upholstery are Jacquard fabrics.
2. Twill gives diagonal lines (denim, gabardine).
3. Rib and basket are variations of plain weave (poplin, monk's cloth).

Short trick: Big pictures on cloth = Jacquard (brocade, damask, tapestry).

Concept: A dobby loom has a limited number of harnesses (up to about 32), so it makes only small geometric figures; large complex figured designs need the Jacquard loom.

1. (A) is false: complex figured designs are made on the Jacquard, not the dobby.
2. (R) is true: the number of harnesses (shafts) fixes how many different interlacing patterns - i.e. the weave structure - a loom can produce (plain needs 2, twill 3+, satin 5+).

Short trick: Dobby = small dots/geometric; Jacquard = large pictures.

Concept: Loft is the ability of a fibre/fabric to spring back and give bulk (thickness) with trapped air.

1. Wool's natural crimp and resilience give it excellent loft and hence high warmth.
2. Silk is smooth and fine; cotton and linen are flat, inelastic cellulosic fibres with poor loft.

Short trick: Crimp → Loft → Warmth = Wool.

Concept: Planning is deciding in advance what to do, how, when and by whom.

1. Every other function (organising, controlling, evaluating) is based on the plan - hence it is the primary function.
2. Evaluation is the last step.

Short trick: No plan, no management - planning comes first.

Concept: Value is the lightness/darkness of a hue.

1. Adding black to a hue gives a shade (darker value).
2. Adding white gives a tint; adding grey gives a tone.
3. Chroma (intensity) is the brightness or dullness of a colour.

Short trick: Shade = Shadow (black); Tint = white.

Concept: Home management (Gross & Crandall) = planning → organising (allocation of work) → controlling the plan in action (energising, checking, adjusting) → evaluation.

1. Plan first (3), then allocate the work among family members (4).
2. Energise/start the activity (1), adjust when things go off-plan (5).
3. Evaluate at the end (2): 3, 4, 1, 5, 2.

Short trick: Plan → Allot → Energise → Adjust → Evaluate.

Concept: The steps of decision making follow a logical problem-solving order.

1. Recognise/identify the problem (a).
2. Collect information and list possible courses of action (c).
3. Think through the consequences of each alternative (b).
4. Choose the best one (d), act and then evaluate the feedback (e).

Short trick: Identify → Inform → Imagine outcomes → Implement best → Evaluate.

Concept: Elements of art are the raw materials (line, shape/form, colour, texture, space, light); principles are the rules for arranging them.

1. Principles of art: proportion, balance, rhythm, emphasis, harmony.
2. Colour is an element, not a principle.

Short trick: Principles = 'PB-REH': Proportion, Balance, Rhythm, Emphasis, Harmony.

Concept: Home management is planning, controlling and evaluating the use of family resources to achieve family goals.

1. Statement I is the standard definition - true.
2. Home management skills are transferred from the older generation to the younger members (children), not to the older members - Statement II is false.

Short trick: Skills flow down: elders → children.

Concept: Maslow (1943): lower needs must be met before higher ones motivate.

1. Physiological (iii) → Safety/security (i) → Love & belonging (not listed) → Esteem (ii) → Self-actualisation (iv).
2. So iii, i, ii, iv.

Short trick: Bottom to top: Food, Safety, Love, Esteem, Self-actualise.

Concept: Social development builds step by step: interest in people comes first and good adjustment is the end result.

1. Social interest (ii) motivates the child to learn social skills (i).
2. Skills lead to social competence (iv), which makes friendships possible (iii).
3. Friendship supports good mental health (vi), giving good personal and social adjustment (v).
4. Only option (A) begins with interest and ends with adjustment.

Short trick: Interest → Skill → Competence → Friends → Mental health → Adjustment.

Concept: RKSK was launched by the Ministry of Health & Family Welfare on 7 January 2014 for adolescents aged 10–19 years.

1. Six focus areas: nutrition, sexual & reproductive health, non-communicable diseases, substance misuse, injuries & violence, mental health.
2. 2 Oct 1975 is the launch of ICDS - a distractor.

Short trick: RKSK = 2014, 10–19 years, 6 themes; ICDS = 1975.

Concept: Piaget's four stages of cognitive development.

1. Sensorimotor: birth – 2 years (24 months); object permanence develops.
2. Pre-operational: 2–7 years; concrete operational: 7–11 years; formal operational: 11+ years.

Short trick: 0-2 Senses, 2-7 Symbols, 7-11 Concrete, 11+ Abstract.

Concept: Hurlock's principles of development.

1. a - true: development results from maturation and learning.
2. b - false: it is early development that is more critical than later development (foundations are laid early).
3. c - true: there are individual differences; d - true: development follows a predictable pattern (cephalocaudal, proximodistal).

Short trick: Early years are the critical years.

Concept: Erikson's first stage, trust vs mistrust, occurs in infancy (0–1½ years).

1. Consistent care by the mother builds basic trust; the virtue gained is hope.
2. Early childhood = autonomy vs shame; adolescence = identity vs confusion; adulthood = intimacy/generativity.

Short trick: Infant → Trust; Toddler → Autonomy; Teen → Identity.

Concept: Each Erikson stage, if resolved well, yields a basic virtue.

1. Trust - hope; Autonomy vs shame - will (iii).
2. Initiative - purpose; Industry vs inferiority - competence (i).
3. Identity vs confusion - fidelity (iv).
4. Intimacy - love; Generativity - care; Ego integrity vs despair - wisdom (ii).

Short trick: Hope, Will, Purpose, Competence, Fidelity, Love, Care, Wisdom (H-W-P-C-F-L-C-W).

Concept: Hurlock: 'Learning is development that comes from exercise and effort on the individual's part.'

1. (A) is this definition - correct.
2. Through learning, children acquire competence in using their hereditary resources; (R) states the opposite - not correct.

Short trick: Maturation gives the potential; learning teaches its use.

Concept: Printed media in extension education differ in size and format.

1. Newspaper - a bunch of loose (unbound) printed sheets, properly folded → iii.
2. Journal/magazine - carries articles on various topics → ii.
3. Leaflet - a single small printed sheet, unfolded → i.
4. Folder - a single larger sheet printed and folded into panels → iv.

Short trick: Leaflet = 1 small sheet; Folder = 1 big sheet folded; Pamphlet/bulletin = many pages.

Concept: David Berlo (1960) – Source, Message, Channel, Receiver (SMCR); the source encodes and the receiver decodes.

1. Source (b) → Encoder (c) → Message (a) → Channel (e) → Decoder (d) → Receiver (f).
2. Encoding must come before the message is sent and decoding before the receiver understands it.

Short trick: S-E-M-C-D-R: Source Encodes a Message through a Channel, Decoded by the Receiver.