Explanation: Widal test detects antibodies to typhoid bacilli, and not the bacilli itself. To detect the bacilli we must grow them on a simple nutritive media having pH 6 to 8, at temperature 37 deg C.

This answer is derived from Biology textbook by the Board(pg 130, below green box).

This is a tricky question. If students want to succeed at MHT-CET exam, they should practice a lot of such tricky questions. Commonly, students practice only simple questions which really have no value in competition. Every Tom, Dick and Harry knows those answers. If you want to beat them you should practice such questions.

Successful students do not read different books. They read the same books, but in a different manner.

Many question asked in actual MHT-CET Biology paper are tricky. As a matter of fact, most of the students score less than expected marks in Biology. Students who expect 90 marks in Biology usually score only 75 to 80 marks. Those who have already appeared for MHT-CET will know this by their own experience. If you are appearing for MHT-CET for the first time, you can ask your senior batch students about their experience.

Physics is difficult, hence students expect less marks and they score less marks. In Biology, they expect great marks, but score much lower then their expectation. This itself tells that special attention must be given to Biology. Also, not many students know that students with higher marks in Biology can get higher rank in MHT-CET.

The study material given by most of the coaching classes, MCQ practice books,etc. consists of simple questions only. They pickup single lines from the textbook and give it as a MCQ. Even a 10 yrs old kid can answer such simple MCQs. There is no competitive value in such questions.

Our test-series has been created with a special focus on such tricky, challenging and complex questions. We see to it that our students get complex questions to solve so that they can develop their skills and differentiate themselves from Tom, Dick and Harry. We know that merely giving simple questions to our students will not make they successful. In order to be successful, they need more than simple questions. The complex and tricky questions are created by Prof. Rohan Shenoy himself, and hence you will not find these questions in any other practice book or coaching classes’ study material.

Sample question paper of our test-series can be download from here.

Fees for the test-series is Rs. 1800. To know how to pay the fees, click here.

Dr. W. B. Tayde had then pointed out that students in rural localities do not have access to coaching facilities as urban students have. Now, if you claim that your teachers cannot teach the Maharashtra State Board syllabus, how come they can teach for a national level entrance exam where the syllabus and head-competition is much higher? How come you are silent this time? Has anyone gagged you? Won’t your students have an disadvantage this time?

Ofcourse, we cannot blame Dr. W. B. Tayde because he may not have been made a party to the discussions. It may not have been within his domain this time.

But how about politicians and ministers? In Feb 2009 when the proposal to scrap MHT-CET was mooted, buzz in the insider circles was that it was more of a political maneuver because students from areas other than Mumbai and Pune had a tough time cracking the MHT-CET and getting into medical colleges. Now where are these politicians? Aren’t their subjects being at a disadvantage now?

Instead of blaming them, let us make an attempt to their silence positively. If they have failed to respond to this proposal, does it mean that they do not believe the proposal to carry any merit and they have unofficially and in their own rightness thrashed it?

This decision is taken by the MCI and not the Supreme Court. Even though the Union Ministry of Health has accepted it, the Supreme Court can thrash it any moment. MHT-CET(and many other State CETs) is being conducted as per the ruling of Supreme Court, and not primarily as per resolutions of MCI or any Ministry. In Feb 2009, few Ministers and Bureaucrats from Maharashtra had made careless and irresponsible statements to the press that MHT-CET had been scrapped. Even though MHT-CET was not scrapped, the people who made those irresponsible statements never followed-up the same. All they did was setup a panel to find ways of doing away with the MHT-CET, but the panel had no outcome.

With specific reference to Maharashtra, a single entrance test is not possible because that there is a lot of difference in the syllabus of the State Board and other boards such as CBSE, ICSE for MBBS entrance. MD/MS entrance may be converted into a single test, but there is no chance of MBBS-entrance being converted.

The proposed single entrance test talks about only MBBS course at UG level. What about BDS, BAMS, BHMS, physiotherapy, occupational therapy, nursing, etc?

There is already one national entrance test called as CBSE PMT, or more popularly All India PMT. Not many are aware, but States can opt-out of the existing CBSE PMT scheme. For ex: Andhra Pradesh and J&K are not a part of the CBSE PMT(All India PMT) scheme. The existing CBSE PMT is only for medical(MBBS) and dental(BDS) courses, but not for ayurvedic, homeopathic, etc. courses

So it is likely that the single CET will be introduced in others states where CBSE syllabus is followed, but definitely not here in Maharashtra.

On many occasions, it has been observed that such blabber from Ministers and Govt. departments only serves to cause confusion, uncertainty and mental agony to the concerned parties without any solid outcome or follow-up. Ministers and Govt. departments have a bad habit of announcing mere “proposals” as “final decisions” in a high-sounding language and fancying themselves as the Apex authority. In Feb 2009 when there was a lot of chaos on scrapping MHT-CET, it is not known if they even approached the Supreme Court with the proposal, but some Ministers felt an compulsive urge to open their mouth loud and release misleading definitive statements in the press. So this incident could also be just one more of those.

1. Not using textbooks published by the Board, and instead wasting time collecting notes of “top professors”.
2. Starting CET study without proper HSC base.
3. Studying CET with HSC on a topic-to-topic basis (means studying a HSC topic and immediately solving CET questions based on the same)
4. Practicing only simple, straight forward questions.
5. Assuming that the study material given by classes is the best and enough.
6. Not completing entire HSC syllabus before October.
7. Using general-use quality study material.
8. For physics, not solving P. S. Bangui’s numerical problem book(Don’t appear for CET if you did not solve P. S. bangui’s book)
9. For chemistry, not solving numerical and chains of reactions.
10. For biology, assuming that all questions asked in CET are simple pickup lines from textbook. They ask difficult, tricky, challenging questions which even the otherwise “best” teachers are likely to get wrong! Boy, don’t you ever underestimate those gray-haired unglamorous paper-setters.
11. Not undertaking any independent assessment of your CET preparation by a 3rd party. CET is a creative subject. When different people come together, they can view the same problem differently and create a variety of different questions. Since a single teacher cannot think in all possible directions, join other teacher/classes test-series so that you can gain exposure to alternative ways of approaching the same thing. Don’t run behind other professor’s/classes’  notes, but run behind their test-series.

Bonus tip for physics: Physics is an extremely logical subject. Therefore, if you are weak at physics, you can take up some small logical skill building exercises such as playing chess in your free time, solving puzzles, etc. And don’t forget to solve numerical problems.

Ofcourse, there are some for thing to avoid, but these are sufficient to start with!

Answer: 94 ATP

Explanation:

Complete aerobic breakdown of glucose with ETS releases 686 Kcal energy.

1 ATP can store 7.3 K cal energy.

Thus, to store 686 Kcal, we would need 686/7.3 = 94 ATP.

The correct answer to this questions is 4 nuclei. Almost all students write 5 as the answer. This is a very tricky question. Read below for explanation.

Explanation:

Key concept: At maturity, the two haploid polar nuclei fuse with each other to form a single secondary nucleus.

Thus, the nuclei participating in double fertilization are:

1. Nucleus of male gamete with egg cell (first fertilization or syngamy)
2. Secondary nucleus and other male gamete(second fertilization or triple fusion)

Commonly, students make the mistake of counting 3 nuclei in the second step(triple fusion) instead of 2.

When are the fundamentals taught?

The fundamentals of every subject are taught in  Std. XI (11). However, it is observed that many students do not take Std 11 seriously. They are under the impression that Std 11 is like a virtual vacation between two stressful years of Std. 10 and 12. As a result, they are more into bunking college lectures, coaching classes and hanging out with friends in their college campus, movies and multiplexes and college gymkhana. The first few months of college are a first-ever experience for them and most of them want to feel ‘cool’ by undertaking adventurous feats like bunking, etc. Even when in the lectures, the students are not fully devoted to what is being taught. The balance between seriousness and cool stuff is often lost.

Students enroll themselves for 11 and 12th coaching as early as immediately after the Std 10 results or confirmation of college admission. Some coaching classes start their Std 12 lectures as early as Diwali or Christmas vacation of Std 11. This means that the student is unable to devote a large amount of time to Std 11 during later months.

Some coaching classes have started promoting the belief that all the student needs in Std 11 is only 35% marks as a passing mark. Students often take this in a minimal sense and ignore the substance of Std. 11. They prefer to mug-up and rote things rather than treating them respectfully. This backfires in CET where concept is more important than mere memorization skills.

How to improve fundamentals?

The best place to get it right is Std 11 textbooks. Due to provision of printed notes by coaching classes and tuitions, not many use textbooks. But textbooks are essential to get the feel of it. Solve the numericals based or reactions based questions. You will find them at the end of every chapter.

It is my guarantee that you will find CET questions study easier after improving your fundamentals. You do not have to be an extremely brilliant students to crack CET. Students who scored as less as 65% in SSC have cracked CET with their dedication and hard work. You too can do it. Wish you Best Luck.

So what should a repeater do?

Students who choose to repeat must have a high level of commitment and will power. Some students enroll themselves for first year B. Sc courses or other courses and continue CET study side-by-side. Others prefer to drop the complete year and concentrate only on CET. For better results, it is recommended that one concentrates only on CET preparations.

Analyzing your mistakes

A variety of factors will have stopped you from getting to the medical or dental college. Many times, it is inadequate preparation from students. But inadequate coaching is also widely prevalent. It not as uncommon as one may think. You need to find out why you failed. I have listed some of the common causes below:

1. Inadequate efforts by the student.
2. Inadequate study material.
3. Improper approach or method of study, including poor fundamentals.
4. Inadequate coaching.
5. Unskilled teachers -  not good at teaching CET.
6. Inappropriate method of teaching at classes.
7. Lack of proper guidance from teachers or classes.
8. Other.

A combination of above factors is usually the reason, commonest ones being 1 and 5. Yes, it can very much be the teachers fault. As a student and even now, I observe that simply having a post-graduate degree does not make one a good and astute teacher. Having knowledge in one thing, and casting it on the blackboard is quite another.

On the students side, the problem can be multi-factorial. The study material provided may not be adequate or appropriate. It may lack quality or simply fail to cover facts. Students with poor fundamentals of the subject are of very common occurrence. I have come across a significant proportion of students who do not know how scalars and vectors are added in Physics even at the end of Std 12 syllabus. This is a disappointing scene. Often, coaching classes start immediately after the final examination of 11th. However, students neglect the two following two months thinking that Board exam and CET are sttill 10 – 12 months away. This is a ‘big mistake’ and it systematically destroys the months ahead. I remember, when I was a student attending my S.S.C. at Mahesh Tutorials, Mahesh Shetty, the founder-director who at that time taught Geometry said that “These 2 months are a make or break period.” Those words are absolutely true. When students think of ‘sleeping’ for these 2 months, they find that they have overslept and only 3 months are remaining for Board exam. In a hurry, they purchase guides, collect notes, etc. and start rotting their books. This is the 2nd critical mistake. Lack of time forces students to not give adequate importance to things like understanding the concept clearly. The aim of the students at such time is merely to recollect and reproduce the words as given in their notes. Every other thing is neglected. It does not work this way in CET, especially for physics. In physics, Concept is King. Once the concept is fully understood, students should move on to practicing a variety of numerical problems and strengthen their hold on formulae and mathematical manipulation skills. In physics, almost 45 out of 50 MCQs in physics are numerical based. As per my estimate, 75 – 85% students are unable to complete physics and chemistry paper within time. Physics is not a subject where you can score by knowing the sentences of definitions, laws and principles.

In Biology, many students take it for granted that they will score good marks in Biology. Often, when the results are out, the student finds that he has scored something like 54% in physics, 62% in chemistry and 82% in biology. This makes him believe that he is good in Biology. His parents too start believing the same. This is dangerous. The number 82% looks brilliant in comparison to 54% and 62%, but in reality every Tom, Dick and Harry has scored 80 – 85% in Biology. Therefore, when it comes to competition, it gives no competitive benefit because it is easy for all. The competitive benefit from Biology comes only from the tie-breaking rules and those 10-12 question which most students are not able to solve. There are the ones which will decide how high your rank will be, or how low it will lie. Biology marks are more valuable than physics or chemistry marks because of tie-breaking rules. However, most students and parents never realize this.

They continue to believe that they are good in Biology and weak only in physics whereas the truth is that the student is weak in physics as well as biology. 85% may be a good score in physics, but its only average in Biology. As a result of this mistaken belief, the students prepares for physics and gives less attention to biology. In the CET, the student is able to show his improved skills in physics, but fails to show significant improvement in Biology. Every year, there are cases where students scoring 47/50 in physics do not get admission where was students scoring less than 40/50 get admission to MBBS. This is because of marks in Biology. If two students score the same grand total marks, the one scoring higher marks in Biology is ranker higher.

Students should not focus on the no. of MCQs and books practiced by them, but they should focus on quality of MCQs.

Students have a bad habit of practicing only what they like, and ignoring things that they find difficult. Actually, this is true for most human behaviour. A person will spend much time repeating what they like doing rather than learning new things that seem difficult. Often students omit or skip difficult questions and never seek help for them. This is a deadly mistake. Students are almost never able to come out through such mistakes.

Cut offs are mentioned for KEM(Seth G S Medical College), J J (Grant Medical College) and all other medical, dental, ayurved, homeopath, unani, physiotherapy, occupational therapy, BASLP, etc.

Important note: Cut offs are mentioned by Rank (Called SML) and not marks. Marks have no importance, only the rank is important. For ex: In MHT-CET 2007 common/open category students scoring 179/200 were ranked beyond 1450 and did not get admission as common/open category cut off was at rank 1406, whereas in MHT-CET 2009,  common/open category students scoring 179/200 were ranked around 400 and easily got admissions into top medical colleges such as Grant Medical College, B. J. Medical College(Pune), etc.

The cut-offs are offered as a part of our online guidance service for admission procedure. For more details and subscription information, please click HERE.