15/06/2016

2016 Challenger CAT 01

2016 Challenger CAT 01

Directions of Test

Test Name

2016 Challenger CAT 01

Total Questions

100

Total Time

180 Mins

Section Name

No. of Questions

Time limit

Marks per Question

Negative Marking

Verbal Ability

34

1:0(h:m)

1/3

Quantitative Ability

34

1:0(h:m)

1/3

DI & Logical Reasoning

32

1:0(h:m)

1/3

Section : Verbal Ability

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 1
The idea is that the evolution of the dog was not just a matter of artificial selection. It was at least as much a case of wolves
adapting to the ways of man by natural selection. Much of the initial domestication of the dog was self-domestication, mediated
by natural, not artificial, selection.
Real wolves are pack hunters. Village dogs are scavengers; wolves scavenge too, but they are not temperamentally suited to
scavenging human rubbish because of their long 'flight distance'. If you see an animal feeding, you can measure its flight distance
by seeing how close it will let you approach before fleeing. For any given species in any given situation, there will be an optimal
flight distance, somewhere between too risky or foolhardy at the short end, and too flighty or risk-averse at the long end.
Individuals that take off too late when danger threatens are more likely to be killed by that very danger. Individuals that are too
flighty never get a square meal, because they run away at the first hint of danger on the horizon.
Natural selection will work on the flight distance, moving it one way or the other along the continuum if conditions change over
evolutionary time. If a plenteous new food source in the form of village rubbish dumps enters the world of wolves that is going to
shift the optimum point towards the shorter end of the flight distance continuum.
Decreasing flight distance is a behavioral measure of what might be called increasing tameness. At this early stage, the only
interactions between humans and these incipient dogs were hostile. If wolves were becoming domesticated it was by selfdomestication, not deliberate domestication by people.
Wild foxes are tricky to handle, and the Russian geneticist Belyaev set out deliberately to breed for tameness. Belyaev and his
colleagues subjected fox cubs to standardized tests in which an experimenter would offer a cub food by hand, while trying to
stroke or fondle it. The cubs were classified into three classes. Class III cubs were those that fled from or bit the person. Class II
cubs would allow themselves to be handled, but showed no positive responsiveness to the experimenters. Class I cubs, the tamest
of all, positively approached the handlers, wagging their tails and whining. When the cubs grew up, the experimenters
systematically bred only from this tamest class.
After 35 generations, the tame foxes not only behaved like domestic dogs, they looked like them. Their tails turned up at the end
like a dog's, rather than down like a fox's brush. According to Belyaev, they even sounded like dogs. Those other dog-like
characteristics seemingly rode on the evolutionary coat tails of the genes for tameness. To geneticists, this is not surprising. They
recognize a widespread phenomenon called 'pleiotropy, whereby genes have more than one effect, seemingly unconnected.
Excerpted from The Greatest Show on Earth by Richard Dawkins.
What behaviour would you expect of a tenth generation feral dog, that is a dog whose greatancestor was domesticated but
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escaped back to the forest?

A)It would become more wolf-like. B)It would become more fox-like.
C)It would behave like the quintessential village-dog. D)It would find new domestic affiliations in the forest.
DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 2
The idea is that the evolution of the dog was not just a matter of artificial selection. It was at least as much a case of wolves
adapting to the ways of man by natural selection. Much of the initial domestication of the dog was self-domestication, mediated
by natural, not artificial, selection.
Real wolves are pack hunters. Village dogs are scavengers; wolves scavenge too, but they are not temperamentally suited to
scavenging human rubbish because of their long 'flight distance'. If you see an animal feeding, you can measure its flight distance
by seeing how close it will let you approach before fleeing. For any given species in any given situation, there will be an optimal
flight distance, somewhere between too risky or foolhardy at the short end, and too flighty or risk-averse at the long end.
Individuals that take off too late when danger threatens are more likely to be killed by that very danger. Individuals that are too
flighty never get a square meal, because they run away at the first hint of danger on the horizon.
Natural selection will work on the flight distance, moving it one way or the other along the continuum if conditions change over
evolutionary time. If a plenteous new food source in the form of village rubbish dumps enters the world of wolves that is going to
shift the optimum point towards the shorter end of the flight distance continuum.
Decreasing flight distance is a behavioral measure of what might be called increasing tameness. At this early stage, the only
interactions between humans and these incipient dogs were hostile. If wolves were becoming domesticated it was by selfdomestication, not deliberate domestication by people.
Wild foxes are tricky to handle, and the Russian geneticist Belyaev set out deliberately to breed for tameness. Belyaev and his
colleagues subjected fox cubs to standardized tests in which an experimenter would offer a cub food by hand, while trying to
stroke or fondle it. The cubs were classified into three classes. Class III cubs were those that fled from or bit the person. Class II
cubs would allow themselves to be handled, but showed no positive responsiveness to the experimenters. Class I cubs, the tamest
of all, positively approached the handlers, wagging their tails and whining. When the cubs grew up, the experimenters
systematically bred only from this tamest class.
After 35 generations, the tame foxes not only behaved like domestic dogs, they looked like them. Their tails turned up at the end
like a dog's, rather than down like a fox's brush. According to Belyaev, they even sounded like dogs. Those other dog-like
characteristics seemingly rode on the evolutionary coat tails of the genes for tameness. To geneticists, this is not surprising. They
recognize a widespread phenomenon called 'pleiotropy, whereby genes have more than one effect, seemingly unconnected.
Excerpted from The Greatest Show on Earth by Richard Dawkins.
Of the birds mentioned below, which would you expect to have the shortest flight distance?
A)Sparrow

B)Humming bird

C)Crow

D)Eagle

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 3
The idea is that the evolution of the dog was not just a matter of artificial selection. It was at least as much a case of wolves
adapting to the ways of man by natural selection. Much of the initial domestication of the dog was self-domestication, mediated
by natural, not artificial, selection.
Real wolves are pack hunters. Village dogs are scavengers; wolves scavenge too, but they are not temperamentally suited to
scavenging human rubbish because of their long 'flight distance'. If you see an animal feeding, you can measure its flight distance
by seeing how close it will let you approach before fleeing. For any given species in any given situation, there will be an optimal
flight distance, somewhere between too risky or foolhardy at the short end, and too flighty or risk-averse at the long end.
Individuals that take off too late when danger threatens are more likely to be killed by that very danger. Individuals that are too
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flighty never get a square meal, because they run away at the first hint of danger on the horizon.
Natural selection will work on the flight distance, moving it one way or the other along the continuum if conditions change over
evolutionary time. If a plenteous new food source in the form of village rubbish dumps enters the world of wolves that is going to
shift the optimum point towards the shorter end of the flight distance continuum.
Decreasing flight distance is a behavioral measure of what might be called increasing tameness. At this early stage, the only
interactions between humans and these incipient dogs were hostile. If wolves were becoming domesticated it was by selfdomestication, not deliberate domestication by people.
Wild foxes are tricky to handle, and the Russian geneticist Belyaev set out deliberately to breed for tameness. Belyaev and his
colleagues subjected fox cubs to standardized tests in which an experimenter would offer a cub food by hand, while trying to
stroke or fondle it. The cubs were classified into three classes. Class III cubs were those that fled from or bit the person. Class II
cubs would allow themselves to be handled, but showed no positive responsiveness to the experimenters. Class I cubs, the tamest
of all, positively approached the handlers, wagging their tails and whining. When the cubs grew up, the experimenters
systematically bred only from this tamest class.
After 35 generations, the tame foxes not only behaved like domestic dogs, they looked like them. Their tails turned up at the end
like a dog's, rather than down like a fox's brush. According to Belyaev, they even sounded like dogs. Those other dog-like
characteristics seemingly rode on the evolutionary coat tails of the genes for tameness. To geneticists, this is not surprising. They
recognize a widespread phenomenon called 'pleiotropy, whereby genes have more than one effect, seemingly unconnected.
Excerpted from The Greatest Show on Earth by Richard Dawkins.
Fil in the blank based on your understanding of the passage.

After a mere six generations of this selective breeding for tameness, the foxes had changed so much that the experimenters felt
obliged to name a new category, the 'domesticated elite' class, which were eager to establish human contact, whimpering to
attract attention and sniffing and licking experimenters like dogs'. At the beginning of the experiment, none of the foxes were in
the elite class. After ten generations of breeding for tameness, 18 per cent were 'elite'. After 20 generations, ___ per cent.

A)10

B)35

C)70

D)100

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 4
The idea is that the evolution of the dog was not just a matter of artificial selection. It was at least as much a case of wolves
adapting to the ways of man by natural selection. Much of the initial domestication of the dog was self-domestication, mediated
by natural, not artificial, selection.
Real wolves are pack hunters. Village dogs are scavengers; wolves scavenge too, but they are not temperamentally suited to
scavenging human rubbish because of their long 'flight distance'. If you see an animal feeding, you can measure its flight distance
by seeing how close it will let you approach before fleeing. For any given species in any given situation, there will be an optimal
flight distance, somewhere between too risky or foolhardy at the short end, and too flighty or risk-averse at the long end.
Individuals that take off too late when danger threatens are more likely to be killed by that very danger. Individuals that are too
flighty never get a square meal, because they run away at the first hint of danger on the horizon.
Natural selection will work on the flight distance, moving it one way or the other along the continuum if conditions change over
evolutionary time. If a plenteous new food source in the form of village rubbish dumps enters the world of wolves that is going to
shift the optimum point towards the shorter end of the flight distance continuum.
Decreasing flight distance is a behavioral measure of what might be called increasing tameness. At this early stage, the only
interactions between humans and these incipient dogs were hostile. If wolves were becoming domesticated it was by selfdomestication, not deliberate domestication by people.
Wild foxes are tricky to handle, and the Russian geneticist Belyaev set out deliberately to breed for tameness. Belyaev and his
colleagues subjected fox cubs to standardized tests in which an experimenter would offer a cub food by hand, while trying to
3/81

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2016 Challenger CAT 01

stroke or fondle it. The cubs were classified into three classes. Class III cubs were those that fled from or bit the person. Class II
cubs would allow themselves to be handled, but showed no positive responsiveness to the experimenters. Class I cubs, the tamest
of all, positively approached the handlers, wagging their tails and whining. When the cubs grew up, the experimenters
systematically bred only from this tamest class.
After 35 generations, the tame foxes not only behaved like domestic dogs, they looked like them. Their tails turned up at the end
like a dog's, rather than down like a fox's brush. According to Belyaev, they even sounded like dogs. Those other dog-like
characteristics seemingly rode on the evolutionary coat tails of the genes for tameness. To geneticists, this is not surprising. They
recognize a widespread phenomenon called 'pleiotropy, whereby genes have more than one effect, seemingly unconnected.
Excerpted from The Greatest Show on Earth by Richard Dawkins.
All of the following could be characteristics of the tamed foxes, except..
A)They lost their foxy pelage and became piebald black and white
B)Their foxy prick ears were replaced by doggy floppy ears.
C)The females came on heat every six months like a bitch, instead of every year like a vixen.
D)The color of the fur of the species, vulpes , which is red, changed to silver thereby increasing its value to the breeder.
DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 5
The idea is that the evolution of the dog was not just a matter of artificial selection. It was at least as much a case of wolves
adapting to the ways of man by natural selection. Much of the initial domestication of the dog was self-domestication, mediated
by natural, not artificial, selection.
Real wolves are pack hunters. Village dogs are scavengers; wolves scavenge too, but they are not temperamentally suited to
scavenging human rubbish because of their long 'flight distance'. If you see an animal feeding, you can measure its flight distance
by seeing how close it will let you approach before fleeing. For any given species in any given situation, there will be an optimal
flight distance, somewhere between too risky or foolhardy at the short end, and too flighty or risk-averse at the long end.
Individuals that take off too late when danger threatens are more likely to be killed by that very danger. Individuals that are too
flighty never get a square meal, because they run away at the first hint of danger on the horizon.
Natural selection will work on the flight distance, moving it one way or the other along the continuum if conditions change over
evolutionary time. If a plenteous new food source in the form of village rubbish dumps enters the world of wolves that is going to
shift the optimum point towards the shorter end of the flight distance continuum.
Decreasing flight distance is a behavioral measure of what might be called increasing tameness. At this early stage, the only
interactions between humans and these incipient dogs were hostile. If wolves were becoming domesticated it was by selfdomestication, not deliberate domestication by people.
Wild foxes are tricky to handle, and the Russian geneticist Belyaev set out deliberately to breed for tameness. Belyaev and his
colleagues subjected fox cubs to standardized tests in which an experimenter would offer a cub food by hand, while trying to
stroke or fondle it. The cubs were classified into three classes. Class III cubs were those that fled from or bit the person. Class II
cubs would allow themselves to be handled, but showed no positive responsiveness to the experimenters. Class I cubs, the tamest
of all, positively approached the handlers, wagging their tails and whining. When the cubs grew up, the experimenters
systematically bred only from this tamest class.
After 35 generations, the tame foxes not only behaved like domestic dogs, they looked like them. Their tails turned up at the end
like a dog's, rather than down like a fox's brush. According to Belyaev, they even sounded like dogs. Those other dog-like
characteristics seemingly rode on the evolutionary coat tails of the genes for tameness. To geneticists, this is not surprising. They
recognize a widespread phenomenon called 'pleiotropy, whereby genes have more than one effect, seemingly unconnected.
Excerpted from The Greatest Show on Earth by Richard Dawkins.
The author of the passage:
A)draws parallels between the homogeneous living of wolves and dogs
B)delineates the physiological and psychological differences between wolves and dogs
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C)outlines the evolutionary behaviour adopted by animals such as wolves and dogs
D)highlights the essential survival instincts of animals such as wolves and dogs
DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 6
The idea is that the evolution of the dog was not just a matter of artificial selection. It was at least as much a case of wolves
adapting to the ways of man by natural selection. Much of the initial domestication of the dog was self-domestication, mediated
by natural, not artificial, selection.
Real wolves are pack hunters. Village dogs are scavengers; wolves scavenge too, but they are not temperamentally suited to
scavenging human rubbish because of their long 'flight distance'. If you see an animal feeding, you can measure its flight distance
by seeing how close it will let you approach before fleeing. For any given species in any given situation, there will be an optimal
flight distance, somewhere between too risky or foolhardy at the short end, and too flighty or risk-averse at the long end.
Individuals that take off too late when danger threatens are more likely to be killed by that very danger. Individuals that are too
flighty never get a square meal, because they run away at the first hint of danger on the horizon.
Natural selection will work on the flight distance, moving it one way or the other along the continuum if conditions change over
evolutionary time. If a plenteous new food source in the form of village rubbish dumps enters the world of wolves that is going to
shift the optimum point towards the shorter end of the flight distance continuum.
Decreasing flight distance is a behavioral measure of what might be called increasing tameness. At this early stage, the only
interactions between humans and these incipient dogs were hostile. If wolves were becoming domesticated it was by selfdomestication, not deliberate domestication by people.
Wild foxes are tricky to handle, and the Russian geneticist Belyaev set out deliberately to breed for tameness. Belyaev and his
colleagues subjected fox cubs to standardized tests in which an experimenter would offer a cub food by hand, while trying to
stroke or fondle it. The cubs were classified into three classes. Class III cubs were those that fled from or bit the person. Class II
cubs would allow themselves to be handled, but showed no positive responsiveness to the experimenters. Class I cubs, the tamest
of all, positively approached the handlers, wagging their tails and whining. When the cubs grew up, the experimenters
systematically bred only from this tamest class.
After 35 generations, the tame foxes not only behaved like domestic dogs, they looked like them. Their tails turned up at the end
like a dog's, rather than down like a fox's brush. According to Belyaev, they even sounded like dogs. Those other dog-like
characteristics seemingly rode on the evolutionary coat tails of the genes for tameness. To geneticists, this is not surprising. They
recognize a widespread phenomenon called 'pleiotropy, whereby genes have more than one effect, seemingly unconnected.
Excerpted from The Greatest Show on Earth by Richard Dawkins.
Which of the following statements are correct as per the information given in the passage?

I. Decreasing flight distance is inversely proportional to tameness.

II. Domestication of an animal is always predated by artificial selection
III. Genes in animals can have ostensibly unrelated impacts on evolution.

A)I & II

B)II & III

C)I & III

D)All of the above

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 7
The Sankhya school is relatively materialistic as compared to Vedanta. The term Sankhya could be derived from Sankhyaa
meaning 'numbers'. This could be so as Sankhya philosophy divides the universe into 25 principles (tattvas). The first 8 tattvas
comprise of the material universe and are termed as Prakriti. One tattva (principle) is the motive power of the universe which is
looked upon as the soul or spirit and is termed Purusha. The remaining 16 tattvas are the result of Purusha acting upon Prakriti
and they constitute the material universe with all its movements of rotation, revolution, gravitation.
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The Sankhya system of ideas is thus not entirely theistic as it assumes the existence of both matter and motive power to begin
with. The universe is not looked upon as the creation of a supreme creator. But, the Sankhya doctrine is not entirely materialistic.
According to Sankhya, matter (Prakriti) which exists without any creator having created it, but is inert until it is activated by the
motive power (Purusha).
While these philosophical schools played an important role in influencing the development of Indian religions, these philosophical
schools themselves did not evolve into separate religions. They could not so evolve as they were intellectual traditions without any
mass following. The lack of mass following had a positive effect as it kept the spirit of quest alive and disallowed the emergence of
rigid commitment to certain ideas which prevented them from taking on the form of religion. Philosophical schools whether
theistic or materialist, remained distinct from religions proper.
Vedanta is the only philosophical tradition that remains alive today. The reason is that unlike any other philosophical school,
Vedanta has been fully integrated into the Hindu religion. Vedanta literally means 'end of the Vedas' but it is interpreted as
'culmination of the Vedas'. The essence of Vedanta philosophy is that all human beings have souls (Atman). And although
physically all beings have a separate existence, their souls are actually not separate. They are merged into one supreme soul
(Param-Atmah) or the absolute soul (Brahman). This unity of different souls is called Advaita or non-dualism (also called Monism).
The doctrine of Advaita is central to Vedanta philosophy. The visible and palpable universe around us is considered to be unreal
(Mithya) which is but an illusion (i.e. Maya), while that which is the supreme reality the absolute soul (Brahman) cannot be
perceived by our normal senses of sight, smell, hearing or touch.
Excerpted from The History of Hindus by Sudheer Birodkar
Based on your understanding of the terms used in the passage, what can be inferred as a term for dualism?
A)Dwaita

B)Atmah

C)Dwiveda

D)Mith-maya

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 8
The Sankhya school is relatively materialistic as compared to Vedanta. The term Sankhya could be derived from Sankhyaa
meaning 'numbers'. This could be so as Sankhya philosophy divides the universe into 25 principles (tattvas). The first 8 tattvas
comprise of the material universe and are termed as Prakriti. One tattva (principle) is the motive power of the universe which is
looked upon as the soul or spirit and is termed Purusha. The remaining 16 tattvas are the result of Purusha acting upon Prakriti
and they constitute the material universe with all its movements of rotation, revolution, gravitation.
The Sankhya system of ideas is thus not entirely theistic as it assumes the existence of both matter and motive power to begin
with. The universe is not looked upon as the creation of a supreme creator. But, the Sankhya doctrine is not entirely materialistic.
According to Sankhya, matter (Prakriti) which exists without any creator having created it, but is inert until it is activated by the
motive power (Purusha).
While these philosophical schools played an important role in influencing the development of Indian religions, these philosophical
schools themselves did not evolve into separate religions. They could not so evolve as they were intellectual traditions without any
mass following. The lack of mass following had a positive effect as it kept the spirit of quest alive and disallowed the emergence of
rigid commitment to certain ideas which prevented them from taking on the form of religion. Philosophical schools whether
theistic or materialist, remained distinct from religions proper.
Vedanta is the only philosophical tradition that remains alive today. The reason is that unlike any other philosophical school,
Vedanta has been fully integrated into the Hindu religion. Vedanta literally means 'end of the Vedas' but it is interpreted as
'culmination of the Vedas'. The essence of Vedanta philosophy is that all human beings have souls (Atman). And although
physically all beings have a separate existence, their souls are actually not separate. They are merged into one supreme soul
(Param-Atmah) or the absolute soul (Brahman). This unity of different souls is called Advaita or non-dualism (also called Monism).
The doctrine of Advaita is central to Vedanta philosophy. The visible and palpable universe around us is considered to be unreal
(Mithya) which is but an illusion (i.e. Maya), while that which is the supreme reality the absolute soul (Brahman) cannot be
perceived by our normal senses of sight, smell, hearing or touch.
Excerpted from The History of Hindus by Sudheer Birodkar
The tattvas detailing the Purusha account for what percentage of the total tattvas?
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A)1

2016 Challenger CAT 01

B)4

C)16

D)25

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 9
The Sankhya school is relatively materialistic as compared to Vedanta. The term Sankhya could be derived from Sankhyaa
meaning 'numbers'. This could be so as Sankhya philosophy divides the universe into 25 principles (tattvas). The first 8 tattvas
comprise of the material universe and are termed as Prakriti. One tattva (principle) is the motive power of the universe which is
looked upon as the soul or spirit and is termed Purusha. The remaining 16 tattvas are the result of Purusha acting upon Prakriti
and they constitute the material universe with all its movements of rotation, revolution, gravitation.
The Sankhya system of ideas is thus not entirely theistic as it assumes the existence of both matter and motive power to begin
with. The universe is not looked upon as the creation of a supreme creator. But, the Sankhya doctrine is not entirely materialistic.
According to Sankhya, matter (Prakriti) which exists without any creator having created it, but is inert until it is activated by the
motive power (Purusha).
While these philosophical schools played an important role in influencing the development of Indian religions, these philosophical
schools themselves did not evolve into separate religions. They could not so evolve as they were intellectual traditions without any
mass following. The lack of mass following had a positive effect as it kept the spirit of quest alive and disallowed the emergence of
rigid commitment to certain ideas which prevented them from taking on the form of religion. Philosophical schools whether
theistic or materialist, remained distinct from religions proper.
Vedanta is the only philosophical tradition that remains alive today. The reason is that unlike any other philosophical school,
Vedanta has been fully integrated into the Hindu religion. Vedanta literally means 'end of the Vedas' but it is interpreted as
'culmination of the Vedas'. The essence of Vedanta philosophy is that all human beings have souls (Atman). And although
physically all beings have a separate existence, their souls are actually not separate. They are merged into one supreme soul
(Param-Atmah) or the absolute soul (Brahman). This unity of different souls is called Advaita or non-dualism (also called Monism).
The doctrine of Advaita is central to Vedanta philosophy. The visible and palpable universe around us is considered to be unreal
(Mithya) which is but an illusion (i.e. Maya), while that which is the supreme reality the absolute soul (Brahman) cannot be
perceived by our normal senses of sight, smell, hearing or touch.
Excerpted from The History of Hindus by Sudheer Birodkar
The relation between Advaita and Maya is the same as that between A)Theism and Materialism

B)Oasis and a Mirage

C)Purusha and Prakriti

D)Life and death

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 10
Can science make you good?

Of course it cant, some will be quick to sayno more than repairing cars or editing literary journals can. Why should we think
that science has any special capacity for moral uplift, or that scientistsby virtue of the particular job they do, or what they know,
or the way in which they know itare morally superior to other sorts of people? It is an odd question, maybe even an illogical one.
Everybody knows that the prescriptive world of oughtthe moral or the goodbelongs to a different domain than the descriptive
world of is.

This dismissal may capture the way many of us now think about the question, if indeed we think about it at all. But there are
several reasons why it may be too quick.

First, there are different ways of understanding the question, and different modern sensibilities follow from the different senses
such a question might have. Some ways of understanding it do lead to the glib dismissal, but other ways powerfully link science to
moral matters. Here are just a few of the ways we might think about the relationship between science and virtue, about whether
aspects of science have the power to make us good:
Is there something about what scientists know that makes them better people than the normal run of humankind? Are
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different sorts of scientistsphysicists, mathematicians, engineers, biologists, sociologistsmore or less virtuous? And do
some sorts of scientific expertise count as moral expertise?
Are scientists recruited from a section of humankind that is already better than the norm?
Is there something scientists know that, were it widely shared with non-scientists, would make the rest of us better? Or is
there something about how scientists come to their knowledgecall it the scientific methodthat would make the practices
of non-scientists better, were they to master it? Would wide application of the scientists way of knowing make our society
fairer, more just and flourishing?
Is there something about scientists that qualifies them to intervene in social and political affairs and make decisions about all
sorts of things, including, but not confined to, the social uses of their knowledge? Is a philosopher-king, or a scientistpolitician, an anomaly, an absurdity, or a highly desirable state of affairs? Would a world governed by scientists be not only
more rational but also more just?
The ideas and feelings informing the tendency to separate science from morality do not go back forever. Underwriting it is a
sensibility close to the heart of the modern cultural order, brought into being by some of the most powerful modernity-making
forces. There was a timenot long ago, in historical termswhen a different of course prevailed: of course science can make
you good. It should, and it does.

A detour through this past culture can give us a deeper appreciation of what is involved in the changing relationship between
knowing about the world and knowing what is right. Much is at stake. Shifting attitudes toward this relationship
between is and ought explain much of our ages characteristic uncertainty about authority: about whom to trust and what to
believe.
It can be inferred from the passage that a philosopher-king or a scientist-politician is:

I. something which is not the norm

II. something which is absurd
III. something which is highly desirable

A)I & II

B)II & III

C)All of the above

D)None of the above

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 11
Can science make you good?

Of course it cant, some will be quick to sayno more than repairing cars or editing literary journals can. Why should we think
that science has any special capacity for moral uplift, or that scientistsby virtue of the particular job they do, or what they know,
or the way in which they know itare morally superior to other sorts of people? It is an odd question, maybe even an illogical one.
Everybody knows that the prescriptive world of oughtthe moral or the goodbelongs to a different domain than the descriptive
world of is.

This dismissal may capture the way many of us now think about the question, if indeed we think about it at all. But there are
several reasons why it may be too quick.

First, there are different ways of understanding the question, and different modern sensibilities follow from the different senses
such a question might have. Some ways of understanding it do lead to the glib dismissal, but other ways powerfully link science to
moral matters. Here are just a few of the ways we might think about the relationship between science and virtue, about whether
aspects of science have the power to make us good:
Is there something about what scientists know that makes them better people than the normal run of humankind? Are
different sorts of scientistsphysicists, mathematicians, engineers, biologists, sociologistsmore or less virtuous? And do
some sorts of scientific expertise count as moral expertise?
Are scientists recruited from a section of humankind that is already better than the norm?
Is there something scientists know that, were it widely shared with non-scientists, would make the rest of us better? Or is
there something about how scientists come to their knowledgecall it the scientific methodthat would make the practices
of non-scientists better, were they to master it? Would wide application of the scientists way of knowing make our society
fairer, more just and flourishing?
Is there something about scientists that qualifies them to intervene in social and political affairs and make decisions about all
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sorts of things, including, but not confined to, the social uses of their knowledge? Is a philosopher-king, or a scientistpolitician, an anomaly, an absurdity, or a highly desirable state of affairs? Would a world governed by scientists be not only
more rational but also more just?
The ideas and feelings informing the tendency to separate science from morality do not go back forever. Underwriting it is a
sensibility close to the heart of the modern cultural order, brought into being by some of the most powerful modernity-making
forces. There was a timenot long ago, in historical termswhen a different of course prevailed: of course science can make
you good. It should, and it does.

A detour through this past culture can give us a deeper appreciation of what is involved in the changing relationship between
knowing about the world and knowing what is right. Much is at stake. Shifting attitudes toward this relationship
between is and ought explain much of our ages characteristic uncertainty about authority: about whom to trust and what to
believe.
In the given passage, the author of the passage:
A)highlights how scientists are morally superior B)objectively states how science is related to moral development
C)probingly explores the possible relationship between science and morality
D)wishes to ensure that sufficient thought is given to explore the relationship between science and morality
DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 12
Can science make you good?

Of course it cant, some will be quick to sayno more than repairing cars or editing literary journals can. Why should we think
that science has any special capacity for moral uplift, or that scientistsby virtue of the particular job they do, or what they know,
or the way in which they know itare morally superior to other sorts of people? It is an odd question, maybe even an illogical one.
Everybody knows that the prescriptive world of oughtthe moral or the goodbelongs to a different domain than the descriptive
world of is.

This dismissal may capture the way many of us now think about the question, if indeed we think about it at all. But there are
several reasons why it may be too quick.

First, there are different ways of understanding the question, and different modern sensibilities follow from the different senses
such a question might have. Some ways of understanding it do lead to the glib dismissal, but other ways powerfully link science to
moral matters. Here are just a few of the ways we might think about the relationship between science and virtue, about whether
aspects of science have the power to make us good:
Is there something about what scientists know that makes them better people than the normal run of humankind? Are
different sorts of scientistsphysicists, mathematicians, engineers, biologists, sociologistsmore or less virtuous? And do
some sorts of scientific expertise count as moral expertise?
Are scientists recruited from a section of humankind that is already better than the norm?
Is there something scientists know that, were it widely shared with non-scientists, would make the rest of us better? Or is
there something about how scientists come to their knowledgecall it the scientific methodthat would make the practices
of non-scientists better, were they to master it? Would wide application of the scientists way of knowing make our society
fairer, more just and flourishing?
Is there something about scientists that qualifies them to intervene in social and political affairs and make decisions about all
sorts of things, including, but not confined to, the social uses of their knowledge? Is a philosopher-king, or a scientistpolitician, an anomaly, an absurdity, or a highly desirable state of affairs? Would a world governed by scientists be not only
more rational but also more just?
The ideas and feelings informing the tendency to separate science from morality do not go back forever. Underwriting it is a
sensibility close to the heart of the modern cultural order, brought into being by some of the most powerful modernity-making
forces. There was a timenot long ago, in historical termswhen a different of course prevailed: of course science can make
you good. It should, and it does.

A detour through this past culture can give us a deeper appreciation of what is involved in the changing relationship between
knowing about the world and knowing what is right. Much is at stake. Shifting attitudes toward this relationship
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between is and ought explain much of our ages characteristic uncertainty about authority: about whom to trust and what to
believe.
Which, out of the following options, is incorrect according to the information given in the passage?
A)There was a time when science was thought to have a positive impact on one's morality
B)Modern society faces issues in terms of which authority to trust and what to believe
C)Most ways of understanding the question that scientists are morally superior to other sorts of people leads to summary
dismissal of the said thought
D)All people may not regard the question that scientists are morally superior to other sorts of people as logical
DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 13
Can science make you good?

Of course it cant, some will be quick to sayno more than repairing cars or editing literary journals can. Why should we think
that science has any special capacity for moral uplift, or that scientistsby virtue of the particular job they do, or what they know,
or the way in which they know itare morally superior to other sorts of people? It is an odd question, maybe even an illogical one.
Everybody knows that the prescriptive world of oughtthe moral or the goodbelongs to a different domain than the descriptive
world of is.

This dismissal may capture the way many of us now think about the question, if indeed we think about it at all. But there are
several reasons why it may be too quick.

First, there are different ways of understanding the question, and different modern sensibilities follow from the different senses
such a question might have. Some ways of understanding it do lead to the glib dismissal, but other ways powerfully link science to
moral matters. Here are just a few of the ways we might think about the relationship between science and virtue, about whether
aspects of science have the power to make us good:
Is there something about what scientists know that makes them better people than the normal run of humankind? Are
different sorts of scientistsphysicists, mathematicians, engineers, biologists, sociologistsmore or less virtuous? And do
some sorts of scientific expertise count as moral expertise?
Are scientists recruited from a section of humankind that is already better than the norm?
Is there something scientists know that, were it widely shared with non-scientists, would make the rest of us better? Or is
there something about how scientists come to their knowledgecall it the scientific methodthat would make the practices
of non-scientists better, were they to master it? Would wide application of the scientists way of knowing make our society
fairer, more just and flourishing?
Is there something about scientists that qualifies them to intervene in social and political affairs and make decisions about all
sorts of things, including, but not confined to, the social uses of their knowledge? Is a philosopher-king, or a scientistpolitician, an anomaly, an absurdity, or a highly desirable state of affairs? Would a world governed by scientists be not only
more rational but also more just?
The ideas and feelings informing the tendency to separate science from morality do not go back forever. Underwriting it is a
sensibility close to the heart of the modern cultural order, brought into being by some of the most powerful modernity-making
forces. There was a timenot long ago, in historical termswhen a different of course prevailed: of course science can make
you good. It should, and it does.

A detour through this past culture can give us a deeper appreciation of what is involved in the changing relationship between
knowing about the world and knowing what is right. Much is at stake. Shifting attitudes toward this relationship
between is and ought explain much of our ages characteristic uncertainty about authority: about whom to trust and what to
believe.
An apt title for the passage could be:
A)The Virtue of Scientific Thinking
D)The Value of Scientific Thinking

B)The Immutability of Scientific Thinking

C)The Worth of Scientific Thinking

DIRECTIONS for the question: Read the passage and answer the question based on it.
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Question No. : 14
Can science make you good?

Of course it cant, some will be quick to sayno more than repairing cars or editing literary journals can. Why should we think
that science has any special capacity for moral uplift, or that scientistsby virtue of the particular job they do, or what they know,
or the way in which they know itare morally superior to other sorts of people? It is an odd question, maybe even an illogical one.
Everybody knows that the prescriptive world of oughtthe moral or the goodbelongs to a different domain than the descriptive
world of is.

This dismissal may capture the way many of us now think about the question, if indeed we think about it at all. But there are
several reasons why it may be too quick.

First, there are different ways of understanding the question, and different modern sensibilities follow from the different senses
such a question might have. Some ways of understanding it do lead to the glib dismissal, but other ways powerfully link science to
moral matters. Here are just a few of the ways we might think about the relationship between science and virtue, about whether
aspects of science have the power to make us good:
Is there something about what scientists know that makes them better people than the normal run of humankind? Are
different sorts of scientistsphysicists, mathematicians, engineers, biologists, sociologistsmore or less virtuous? And do
some sorts of scientific expertise count as moral expertise?
Are scientists recruited from a section of humankind that is already better than the norm?
Is there something scientists know that, were it widely shared with non-scientists, would make the rest of us better? Or is
there something about how scientists come to their knowledgecall it the scientific methodthat would make the practices
of non-scientists better, were they to master it? Would wide application of the scientists way of knowing make our society
fairer, more just and flourishing?
Is there something about scientists that qualifies them to intervene in social and political affairs and make decisions about all
sorts of things, including, but not confined to, the social uses of their knowledge? Is a philosopher-king, or a scientistpolitician, an anomaly, an absurdity, or a highly desirable state of affairs? Would a world governed by scientists be not only
more rational but also more just?
The ideas and feelings informing the tendency to separate science from morality do not go back forever. Underwriting it is a
sensibility close to the heart of the modern cultural order, brought into being by some of the most powerful modernity-making
forces. There was a timenot long ago, in historical termswhen a different of course prevailed: of course science can make
you good. It should, and it does.

A detour through this past culture can give us a deeper appreciation of what is involved in the changing relationship between
knowing about the world and knowing what is right. Much is at stake. Shifting attitudes toward this relationship
between is and ought explain much of our ages characteristic uncertainty about authority: about whom to trust and what to
believe.
One of the schools of thoughts which analysis the relationship between science and virtue thinks that:
A)Scientists, armed with their knowledge, possibly possess the capability to lead to a more equitable world.
B)Scientists, even though limited in their understanding of the world, have the power to use their knowledge in a meaningful
way.
C)Scientists, with their innate and in-born superiority, are capable of leading us to a more virtuous world. D)Both (a) and (c)
DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 15
Can science make you good?

Of course it cant, some will be quick to sayno more than repairing cars or editing literary journals can. Why should we think
that science has any special capacity for moral uplift, or that scientistsby virtue of the particular job they do, or what they know,
or the way in which they know itare morally superior to other sorts of people? It is an odd question, maybe even an illogical one.
Everybody knows that the prescriptive world of oughtthe moral or the goodbelongs to a different domain than the descriptive
world of is.
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This dismissal may capture the way many of us now think about the question, if indeed we think about it at all. But there are
several reasons why it may be too quick.

First, there are different ways of understanding the question, and different modern sensibilities follow from the different senses
such a question might have. Some ways of understanding it do lead to the glib dismissal, but other ways powerfully link science to
moral matters. Here are just a few of the ways we might think about the relationship between science and virtue, about whether
aspects of science have the power to make us good:
Is there something about what scientists know that makes them better people than the normal run of humankind? Are
different sorts of scientistsphysicists, mathematicians, engineers, biologists, sociologistsmore or less virtuous? And do
some sorts of scientific expertise count as moral expertise?
Are scientists recruited from a section of humankind that is already better than the norm?
Is there something scientists know that, were it widely shared with non-scientists, would make the rest of us better? Or is
there something about how scientists come to their knowledgecall it the scientific methodthat would make the practices
of non-scientists better, were they to master it? Would wide application of the scientists way of knowing make our society
fairer, more just and flourishing?
Is there something about scientists that qualifies them to intervene in social and political affairs and make decisions about all
sorts of things, including, but not confined to, the social uses of their knowledge? Is a philosopher-king, or a scientistpolitician, an anomaly, an absurdity, or a highly desirable state of affairs? Would a world governed by scientists be not only
more rational but also more just?
The ideas and feelings informing the tendency to separate science from morality do not go back forever. Underwriting it is a
sensibility close to the heart of the modern cultural order, brought into being by some of the most powerful modernity-making
forces. There was a timenot long ago, in historical termswhen a different of course prevailed: of course science can make
you good. It should, and it does.

A detour through this past culture can give us a deeper appreciation of what is involved in the changing relationship between
knowing about the world and knowing what is right. Much is at stake. Shifting attitudes toward this relationship
between is and ought explain much of our ages characteristic uncertainty about authority: about whom to trust and what to
believe.
According to the author of the passage:
A)scientists may prescribe one thing but do another
B)there is a difference between how the world ought to be and how it is.
C)prescriptions of life do not match the descriptions of life D)all of the above
DIRECTIONS for the question : Read the passage and answer the question based on it.
Question No. : 16
Civilization is a continuous movementhence there is a gradual transition from the Oriental civilization to the Western. The
former finally merges into the latter. Although the line of demarcation is not clearly drawn, some striking differences are apparent
when the two are placed in juxtaposition. Perhaps the most evident contrast is observed in the gradual freedom of the mind from
the influences of tradition and religious superstition. Connected with this, also, is the struggle for freedom from despotism in
government. It has been observed how the ancient civilizations were characterized by the despotism of priests and kings. It was
the early privilege of European life to gradually break away from this form of human degradation and establish individual rights
and individual development. Kings and princes, indeed, ruled in the Western world, but they learned to do so with a fuller
recognition of the rights of the governed. There came to be recognized, also, free discussion as the right of people in the processes
of government. It is admitted that the despotic governments of the Old World existed for the few and neglected the many. While
despotism was not wanting in European civilization, the struggle to be free from it was the ruling spirit of the age. The history of
Europe centres around this struggle to be free from despotism and traditional learning, and to develop freedom of thought and
action.
Among Oriental people the idea of progress was wanting in their philosophy. True, they had some notion of changes that take
place in the conditions of political and social life, and in individual accomplishments, yet there was nothing hopeful in their
presentation of the theory of life or in their practices of religion; and the few philosophers who recognized changes that were
taking place saw not in them a persistent progress and growth. Their eyes were turned toward the past. Their thoughts centred on
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traditions and things that were fixed. Life was reduced to a dull, monotonous round by the great masses of the people. If at any
time a ray of light penetrated the gloom, it was turned to illuminate the accumulated philosophies of the past. On the other hand,
in European civilization we find the idea of progress becoming more and more predominant. The early Greeks and Romans were
bound to a certain extent by the authority of tradition on one side and the fixity of purpose on the other. At times there was little
that was hopeful in their philosophy, for they, too, recognized the decline in the affairs of men. But through trial and error, new
discoveries of truth were made which persisted until the revival of learning in the Middle Ages, at the time of the formation of new
nations, when the ideas of progress became fully recognized in the minds of the thoughtful, and subsequently in the full triumph
of Western civilization came the recognition of the possibility of continuous progress.
Another great distinction in the development of European civilization was the recognition of humanity. In ancient times
humanitarian spirit appeared not in the heart of man nor in the philosophy of government. Even the old tribal government was for
the few. The national government was for selected citizens only. Specific gods, a special religion, the privilege of rights and duties
were available to a few, while all others were deprived of them. This invoked a selfishness in practical life and developed a selfish
system even among the leaders of ancient culture. The broad principle of the rights of an individual because he was human was
not taken into serious consideration even among the more thoughtful. If he was friendly to the recognized god he was permitted
to exist. If he was an enemy, he was to be crushed. On the other hand, the triumph of Western civilization is the recognition of the
value of a human being and his right to engage in all human associations for which he is fitted. While the Greeks came into
contact with the older civilizations of Egypt and Asia, and were influenced by their thought and custom, they brought a vigorous
new life which gradually dominated and mastered the Oriental influences. They had sufficient vigor and independence to break
with tradition, wherever it seemed necessary to accomplish their purpose of life.
It can be clearly inferred from the passage that:
A)The author regards Oriental civilization to be majorly subtends to the Europeans one
B)The author regards Western civilization to be majorly predominant over the Oriental one
C)The author regards Western civilization to be a cut above the Oriental one
D)The author regards Western civilization to be domineering the Oriental one
DIRECTIONS for the question : Read the passage and answer the question based on it.
Question No. : 17
Civilization is a continuous movementhence there is a gradual transition from the Oriental civilization to the Western. The
former finally merges into the latter. Although the line of demarcation is not clearly drawn, some striking differences are apparent
when the two are placed in juxtaposition. Perhaps the most evident contrast is observed in the gradual freedom of the mind from
the influences of tradition and religious superstition. Connected with this, also, is the struggle for freedom from despotism in
government. It has been observed how the ancient civilizations were characterized by the despotism of priests and kings. It was
the early privilege of European life to gradually break away from this form of human degradation and establish individual rights
and individual development. Kings and princes, indeed, ruled in the Western world, but they learned to do so with a fuller
recognition of the rights of the governed. There came to be recognized, also, free discussion as the right of people in the processes
of government. It is admitted that the despotic governments of the Old World existed for the few and neglected the many. While
despotism was not wanting in European civilization, the struggle to be free from it was the ruling spirit of the age. The history of
Europe centres around this struggle to be free from despotism and traditional learning, and to develop freedom of thought and
action.

Among Oriental people the idea of progress was wanting in their philosophy. True, they had some notion of changes that take
place in the conditions of political and social life, and in individual accomplishments, yet there was nothing hopeful in their
presentation of the theory of life or in their practices of religion; and the few philosophers who recognized changes that were
taking place saw not in them a persistent progress and growth. Their eyes were turned toward the past. Their thoughts centred on
traditions and things that were fixed. Life was reduced to a dull, monotonous round by the great masses of the people. If at any
time a ray of light penetrated the gloom, it was turned to illuminate the accumulated philosophies of the past. On the other hand,
in European civilization we find the idea of progress becoming more and more predominant. The early Greeks and Romans were
bound to a certain extent by the authority of tradition on one side and the fixity of purpose on the other. At times there was little
that was hopeful in their philosophy, for they, too, recognized the decline in the affairs of men. But through trial and error, new
discoveries of truth were made which persisted until the revival of learning in the Middle Ages, at the time of the formation of new
nations, when the ideas of progress became fully recognized in the minds of the thoughtful, and subsequently in the full triumph
of Western civilization came the recognition of the possibility of continuous progress.

Another great distinction in the development of European civilization was the recognition of humanity. In ancient times
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humanitarian spirit appeared not in the heart of man nor in the philosophy of government. Even the old tribal government was for
the few. The national government was for selected citizens only. Specific gods, a special religion, the privilege of rights and duties
were available to a few, while all others were deprived of them. This invoked a selfishness in practical life and developed a selfish
system even among the leaders of ancient culture. The broad principle of the rights of an individual because he was human was
not taken into serious consideration even among the more thoughtful. If he was friendly to the recognized god he was permitted
to exist. If he was an enemy, he was to be crushed. On the other hand, the triumph of Western civilization is the recognition of the
value of a human being and his right to engage in all human associations for which he is fitted. While the Greeks came into
contact with the older civilizations of Egypt and Asia, and were influenced by their thought and custom, they brought a vigorous
new life which gradually dominated and mastered the Oriental influences. They had sufficient vigor and independence to break
with tradition, wherever it seemed necessary to accomplish their purpose of life.
According to the information given in the passage, it can be deduced that:
A)Oriental people, philosophers and intelligentsia in general did not have the acumen required to evolve the ideas of progress
with regards to political and social life.
B)Oriental people, philosophers and intelligentsia in general did not have the will that was required to evolve the ideas of
progress with regards to political and social life.
C)Oriental people, philosophers and intelligentsia in general did not focus in the direction required so that they could evolve
the ideas of progress with regards to political and social life.
D)Oriental people, philosophers and intelligentsia in general did not have the wisdom required to evolve the ideas of progress
with regards to political and social life.
DIRECTIONS for the question : Read the passage and answer the question based on it.
Question No. : 18
Civilization is a continuous movementhence there is a gradual transition from the Oriental civilization to the Western. The
former finally merges into the latter. Although the line of demarcation is not clearly drawn, some striking differences are apparent
when the two are placed in juxtaposition. Perhaps the most evident contrast is observed in the gradual freedom of the mind from
the influences of tradition and religious superstition. Connected with this, also, is the struggle for freedom from despotism in
government. It has been observed how the ancient civilizations were characterized by the despotism of priests and kings. It was
the early privilege of European life to gradually break away from this form of human degradation and establish individual rights
and individual development. Kings and princes, indeed, ruled in the Western world, but they learned to do so with a fuller
recognition of the rights of the governed. There came to be recognized, also, free discussion as the right of people in the processes
of government. It is admitted that the despotic governments of the Old World existed for the few and neglected the many. While
despotism was not wanting in European civilization, the struggle to be free from it was the ruling spirit of the age. The history of
Europe centres around this struggle to be free from despotism and traditional learning, and to develop freedom of thought and
action.

Among Oriental people the idea of progress was wanting in their philosophy. True, they had some notion of changes that take
place in the conditions of political and social life, and in individual accomplishments, yet there was nothing hopeful in their
presentation of the theory of life or in their practices of religion; and the few philosophers who recognized changes that were
taking place saw not in them a persistent progress and growth. Their eyes were turned toward the past. Their thoughts centred on
traditions and things that were fixed. Life was reduced to a dull, monotonous round by the great masses of the people. If at any
time a ray of light penetrated the gloom, it was turned to illuminate the accumulated philosophies of the past. On the other hand,
in European civilization we find the idea of progress becoming more and more predominant. The early Greeks and Romans were
bound to a certain extent by the authority of tradition on one side and the fixity of purpose on the other. At times there was little
that was hopeful in their philosophy, for they, too, recognized the decline in the affairs of men. But through trial and error, new
discoveries of truth were made which persisted until the revival of learning in the Middle Ages, at the time of the formation of new
nations, when the ideas of progress became fully recognized in the minds of the thoughtful, and subsequently in the full triumph
of Western civilization came the recognition of the possibility of continuous progress.

Another great distinction in the development of European civilization was the recognition of humanity. In ancient times
humanitarian spirit appeared not in the heart of man nor in the philosophy of government. Even the old tribal government was for
the few. The national government was for selected citizens only. Specific gods, a special religion, the privilege of rights and duties
were available to a few, while all others were deprived of them. This invoked a selfishness in practical life and developed a selfish
system even among the leaders of ancient culture. The broad principle of the rights of an individual because he was human was
not taken into serious consideration even among the more thoughtful. If he was friendly to the recognized god he was permitted
to exist. If he was an enemy, he was to be crushed. On the other hand, the triumph of Western civilization is the recognition of the
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value of a human being and his right to engage in all human associations for which he is fitted. While the Greeks came into
contact with the older civilizations of Egypt and Asia, and were influenced by their thought and custom, they brought a vigorous
new life which gradually dominated and mastered the Oriental influences. They had sufficient vigor and independence to break
with tradition, wherever it seemed necessary to accomplish their purpose of life.

The author would agree with the statement that:

A)In ancient times, humanitarian spirit was absent in the orient.
B)In ancient times, the philosophy of government was not refined enough to cater to the non-selfish goals of man.
C)In ancient times, the selfish goals of man blinkered the thinking of the times.
D)In ancient times, the rights of an individual were overlooked by the government, though they were acknowledged in certain
contexts.
DIRECTIONS for the question : Read the passage and answer the question based on it.
Question No. : 19
Civilization is a continuous movementhence there is a gradual transition from the Oriental civilization to the Western. The
former finally merges into the latter. Although the line of demarcation is not clearly drawn, some striking differences are apparent
when the two are placed in juxtaposition. Perhaps the most evident contrast is observed in the gradual freedom of the mind from
the influences of tradition and religious superstition. Connected with this, also, is the struggle for freedom from despotism in
government. It has been observed how the ancient civilizations were characterized by the despotism of priests and kings. It was
the early privilege of European life to gradually break away from this form of human degradation and establish individual rights
and individual development. Kings and princes, indeed, ruled in the Western world, but they learned to do so with a fuller
recognition of the rights of the governed. There came to be recognized, also, free discussion as the right of people in the processes
of government. It is admitted that the despotic governments of the Old World existed for the few and neglected the many. While
despotism was not wanting in European civilization, the struggle to be free from it was the ruling spirit of the age. The history of
Europe centres around this struggle to be free from despotism and traditional learning, and to develop freedom of thought and
action.

Among Oriental people the idea of progress was wanting in their philosophy. True, they had some notion of changes that take
place in the conditions of political and social life, and in individual accomplishments, yet there was nothing hopeful in their
presentation of the theory of life or in their practices of religion; and the few philosophers who recognized changes that were
taking place saw not in them a persistent progress and growth. Their eyes were turned toward the past. Their thoughts centred on
traditions and things that were fixed. Life was reduced to a dull, monotonous round by the great masses of the people. If at any
time a ray of light penetrated the gloom, it was turned to illuminate the accumulated philosophies of the past. On the other hand,
in European civilization we find the idea of progress becoming more and more predominant. The early Greeks and Romans were
bound to a certain extent by the authority of tradition on one side and the fixity of purpose on the other. At times there was little
that was hopeful in their philosophy, for they, too, recognized the decline in the affairs of men. But through trial and error, new
discoveries of truth were made which persisted until the revival of learning in the Middle Ages, at the time of the formation of new
nations, when the ideas of progress became fully recognized in the minds of the thoughtful, and subsequently in the full triumph
of Western civilization came the recognition of the possibility of continuous progress.

Another great distinction in the development of European civilization was the recognition of humanity. In ancient times
humanitarian spirit appeared not in the heart of man nor in the philosophy of government. Even the old tribal government was for
the few. The national government was for selected citizens only. Specific gods, a special religion, the privilege of rights and duties
were available to a few, while all others were deprived of them. This invoked a selfishness in practical life and developed a selfish
system even among the leaders of ancient culture. The broad principle of the rights of an individual because he was human was
not taken into serious consideration even among the more thoughtful. If he was friendly to the recognized god he was permitted
to exist. If he was an enemy, he was to be crushed. On the other hand, the triumph of Western civilization is the recognition of the
value of a human being and his right to engage in all human associations for which he is fitted. While the Greeks came into
contact with the older civilizations of Egypt and Asia, and were influenced by their thought and custom, they brought a vigorous
new life which gradually dominated and mastered the Oriental influences. They had sufficient vigor and independence to break
with tradition, wherever it seemed necessary to accomplish their purpose of life.
It can be inferred from the passage that:
A)the Oriental civilization is juxtaposed against the Western one.
B)the Oriental civilization moves towards the Western one, ultimately coalescing with it.
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C)the Oriental civilization and the Western one move towards one another.
D)the Oriental civilization, as juxtaposed with the Western one, develops striking differences with it over a period of time.
DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 20
Civilization is a continuous movementhence there is a gradual transition from the Oriental civilization to the Western. The
former finally merges into the latter. Although the line of demarcation is not clearly drawn, some striking differences are apparent
when the two are placed in juxtaposition. Perhaps the most evident contrast is observed in the gradual freedom of the mind from
the influences of tradition and religious superstition. Connected with this, also, is the struggle for freedom from despotism in
government. It has been observed how the ancient civilizations were characterized by the despotism of priests and kings. It was
the early privilege of European life to gradually break away from this form of human degradation and establish individual rights
and individual development. Kings and princes, indeed, ruled in the Western world, but they learned to do so with a fuller
recognition of the rights of the governed. There came to be recognized, also, free discussion as the right of people in the processes
of government. It is admitted that the despotic governments of the Old World existed for the few and neglected the many. While
despotism was not wanting in European civilization, the struggle to be free from it was the ruling spirit of the age. The history of
Europe centres around this struggle to be free from despotism and traditional learning, and to develop freedom of thought and
action.

Among Oriental people the idea of progress was wanting in their philosophy. True, they had some notion of changes that take
place in the conditions of political and social life, and in individual accomplishments, yet there was nothing hopeful in their
presentation of the theory of life or in their practices of religion; and the few philosophers who recognized changes that were
taking place saw not in them a persistent progress and growth. Their eyes were turned toward the past. Their thoughts centred on
traditions and things that were fixed. Life was reduced to a dull, monotonous round by the great masses of the people. If at any
time a ray of light penetrated the gloom, it was turned to illuminate the accumulated philosophies of the past. On the other hand,
in European civilization we find the idea of progress becoming more and more predominant. The early Greeks and Romans were
bound to a certain extent by the authority of tradition on one side and the fixity of purpose on the other. At times there was little
that was hopeful in their philosophy, for they, too, recognized the decline in the affairs of men. But through trial and error, new
discoveries of truth were made which persisted until the revival of learning in the Middle Ages, at the time of the formation of new
nations, when the ideas of progress became fully recognized in the minds of the thoughtful, and subsequently in the full triumph
of Western civilization came the recognition of the possibility of continuous progress.

Another great distinction in the development of European civilization was the recognition of humanity. In ancient times
humanitarian spirit appeared not in the heart of man nor in the philosophy of government. Even the old tribal government was for
the few. The national government was for selected citizens only. Specific gods, a special religion, the privilege of rights and duties
were available to a few, while all others were deprived of them. This invoked a selfishness in practical life and developed a selfish
system even among the leaders of ancient culture. The broad principle of the rights of an individual because he was human was
not taken into serious consideration even among the more thoughtful. If he was friendly to the recognized god he was permitted
to exist. If he was an enemy, he was to be crushed. On the other hand, the triumph of Western civilization is the recognition of the
value of a human being and his right to engage in all human associations for which he is fitted. While the Greeks came into
contact with the older civilizations of Egypt and Asia, and were influenced by their thought and custom, they brought a vigorous
new life which gradually dominated and mastered the Oriental influences. They had sufficient vigor and independence to break
with tradition, wherever it seemed necessary to accomplish their purpose of life.
In the given context of the passage, the word 'juxtaposition' means:
A)place side by side for comparison
D)merge one with another

B)superimpose one on another

C)contradict one with another

DIRECTIONS for the question: Read the passage and answer the question based on it.
Question No. : 21
Civilization is a continuous movementhence there is a gradual transition from the Oriental civilization to the Western. The
former finally merges into the latter. Although the line of demarcation is not clearly drawn, some striking differences are apparent
when the two are placed in juxtaposition. Perhaps the most evident contrast is observed in the gradual freedom of the mind from
the influences of tradition and religious superstition. Connected with this, also, is the struggle for freedom from despotism in
government. It has been observed how the ancient civilizations were characterized by the despotism of priests and kings. It was
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the early privilege of European life to gradually break away from this form of human degradation and establish individual rights
and individual development. Kings and princes, indeed, ruled in the Western world, but they learned to do so with a fuller
recognition of the rights of the governed. There came to be recognized, also, free discussion as the right of people in the processes
of government. It is admitted that the despotic governments of the Old World existed for the few and neglected the many. While
despotism was not wanting in European civilization, the struggle to be free from it was the ruling spirit of the age. The history of
Europe centres around this struggle to be free from despotism and traditional learning, and to develop freedom of thought and
action.

Among Oriental people the idea of progress was wanting in their philosophy. True, they had some notion of changes that take
place in the conditions of political and social life, and in individual accomplishments, yet there was nothing hopeful in their
presentation of the theory of life or in their practices of religion; and the few philosophers who recognized changes that were
taking place saw not in them a persistent progress and growth. Their eyes were turned toward the past. Their thoughts centred on
traditions and things that were fixed. Life was reduced to a dull, monotonous round by the great masses of the people. If at any
time a ray of light penetrated the gloom, it was turned to illuminate the accumulated philosophies of the past. On the other hand,
in European civilization we find the idea of progress becoming more and more predominant. The early Greeks and Romans were
bound to a certain extent by the authority of tradition on one side and the fixity of purpose on the other. At times there was little
that was hopeful in their philosophy, for they, too, recognized the decline in the affairs of men. But through trial and error, new
discoveries of truth were made which persisted until the revival of learning in the Middle Ages, at the time of the formation of new
nations, when the ideas of progress became fully recognized in the minds of the thoughtful, and subsequently in the full triumph
of Western civilization came the recognition of the possibility of continuous progress.

Another great distinction in the development of European civilization was the recognition of humanity. In ancient times
humanitarian spirit appeared not in the heart of man nor in the philosophy of government. Even the old tribal government was for
the few. The national government was for selected citizens only. Specific gods, a special religion, the privilege of rights and duties
were available to a few, while all others were deprived of them. This invoked a selfishness in practical life and developed a selfish
system even among the leaders of ancient culture. The broad principle of the rights of an individual because he was human was
not taken into serious consideration even among the more thoughtful. If he was friendly to the recognized god he was permitted
to exist. If he was an enemy, he was to be crushed. On the other hand, the triumph of Western civilization is the recognition of the
value of a human being and his right to engage in all human associations for which he is fitted. While the Greeks came into
contact with the older civilizations of Egypt and Asia, and were influenced by their thought and custom, they brought a vigorous
new life which gradually dominated and mastered the Oriental influences. They had sufficient vigor and independence to break
with tradition, wherever it seemed necessary to accomplish their purpose of life.
It can deduced from the passage that:
A)in ancient times, humanity did not exist B)in ancient times, humanitarian aspects were often neglected
C)humanity came into being with the coming up of Western civilization D)Both (a) and (c)
DIRECTIONS for the question : Read the passage and answer the question based on it.
Question No. : 22
The quality movement provides a useful analogy. Thirty years ago, if you had asked someone, Where does quality come
from? they would have replied, From the artisan or perhaps, From the inspector at the end of the production line.
Quality came from the guy with magical hands at Rolls-Royce, who spent weeks hammering a fender around a wooden form, or
from the white-coated inspectors at the end of the Mercedes-Benz production line. Then Dr. Deming came along and said, We
must institutionalize qualityit has to be everyones job. That guy down there on the shop floor, with 10 years of formal
education and grease under his fingernails, that guy is responsible for quality. Looking back, we forget just how radical this
idea was. In Detroit, auto execs said, You gotta be kidding! Our employees are saboteurs.

It took many companies a decade or more to grasp and internalize quality as a capability. But the challenge is no longer quality.
Youve been there, done that, got the Baldrige. Neither is it time-to- market, supply chain management, or even e-commerce.
Today the challenge is to build a deep capacity for business concept innovationthe kind that produces entirely new business
concepts and radically reinvents old ones.

Like Deming, Juran, and the early leaders of the quality movement, were going to have to invent new practice. If you had
wanted to benchmark best-of-breed quality in 1960, where would you have gone? The answers not obvious. There was no
Deming prize; no ISO 9000. Yet the quality pioneers were undeterred. They invented new practice, built on a new philosophical
foundation. Like them, we must aspire to more than best practice, for most of what currently passes for innovation best
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practice is grounded in the age of progress; its simply not good enough for the age of revolution.

Creating a company-wide capacity for radical innovation will be no less challenging than creating an organization infused with the
ethos of quality and this time it cant take your company ten years. And it wontnot if youre willing to kick off the
lead boots of denial; not if youre willing to dump all that useless management theory you picked up back there in the age of
progress; not if youre ready to climb over the walls of your Dilbert cell and take responsibility for something more than your
job.

Whether what you now hold in your hands is simply shelf ware, or an incendiary device, depends on you. Youve been told that
change must start at the topthats rubbish. How often does the revolution start with the monarchy? Nelson Mandela,
Vclav Havel, Thomas Paine, Mahatma Gandhi, and Martin Luther King: did they possess political power? No, yet each disrupted
history; and it was passion, not power, that allowed them to do so.

Most of us pour more of our life into the vessel of work than into family, faith, or community. Yet more often than not the return
on emotional equity derived from work is meagre. The nomadic Israelites were commanded by God to rest one day out of seven
but He didnt decree that the other six had to be empty of meaning. By what law must competitiveness come at the expense
of hope? If youre going to pour out your life into something, why cant it be into a chalice and not down the drain? For
every one of us, it is our sense of purpose, our sense of accomplishment, our sense of making a difference that is at stakeand
that is more than enough.
The author of the passage is primarily concerned with the idea that:
A)Quality is sacrosanct and cannot be compromised
B)Innovation and quality go hand in hand in terms of organizational benefit
C)Innovation is the standard, organizations fail to adopt, just like quality was at one point of time
D)Innovation is the need of the hour and needs to replicate the path that was taken by quality
DIRECTIONS for the question : Read the passage and answer the question based on it.
Question No. : 23
The quality movement provides a useful analogy. Thirty years ago, if you had asked someone, Where does quality come
from? they would have replied, From the artisan or perhaps, From the inspector at the end of the production line.
Quality came from the guy with magical hands at Rolls-Royce, who spent weeks hammering a fender around a wooden form, or
from the white-coated inspectors at the end of the Mercedes-Benz production line. Then Dr. Deming came along and said, We
must institutionalize qualityit has to be everyones job. That guy down there on the shop floor, with 10 years of formal
education and grease under his fingernails, that guy is responsible for quality. Looking back, we forget just how radical this
idea was. In Detroit, auto execs said, You gotta be kidding! Our employees are saboteurs.

It took many companies a decade or more to grasp and internalize quality as a capability. But the challenge is no longer quality.
Youve been there, done that, got the Baldrige. Neither is it time-to- market, supply chain management, or even e-commerce.
Today the challenge is to build a deep capacity for business concept innovationthe kind that produces entirely new business
concepts and radically reinvents old ones.

Like Deming, Juran, and the early leaders of the quality movement, were going to have to invent new practice. If you had
wanted to benchmark best-of-breed quality in 1960, where would you have gone? The answers not obvious. There was no
Deming prize; no ISO 9000. Yet the quality pioneers were undeterred. They invented new practice, built on a new philosophical
foundation. Like them, we must aspire to more than best practice, for most of what currently passes for innovation best
practice is grounded in the age of progress; its simply not good enough for the age of revolution.

Creating a company-wide capacity for radical innovation will be no less challenging than creating an organization infused with the
ethos of quality and this time it cant take your company ten years. And it wontnot if youre willing to kick off the
lead boots of denial; not if youre willing to dump all that useless management theory you picked up back there in the age of
progress; not if youre ready to climb over the walls of your Dilbert cell and take responsibility for something more than your
job.

Whether what you now hold in your hands is simply shelf ware, or an incendiary device, depends on you. Youve been told that
change must start at the topthats rubbish. How often does the revolution start with the monarchy? Nelson Mandela,
Vclav Havel, Thomas Paine, Mahatma Gandhi, and Martin Luther King: did they possess political power? No, yet each disrupted
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history; and it was passion, not power, that allowed them to do so.

Most of us pour more of our life into the vessel of work than into family, faith, or community. Yet more often than not the return
on emotional equity derived from work is meagre. The nomadic Israelites were commanded by God to rest one day out of seven
but He didnt decree that the other six had to be empty of meaning. By what law must competitiveness come at the expense
of hope? If youre going to pour out your life into something, why cant it be into a chalice and not down the drain? For
every one of us, it is our sense of purpose, our sense of accomplishment, our sense of making a difference that is at stakeand
that is more than enough.
According to the author of the passage:
I. Change is a part of the process by which companies operate.
II. Change is something looked down upon at companies.
III. Change is not something willingly adopted by companies.
IV. Change is not something that can adopted with a quick turnaround time by companies
A)I & III

B)II & IV

C)III & IV

D)I & IV

DIRECTIONS for the question : Read the passage and answer the question based on it.
Question No. : 24
The quality movement provides a useful analogy. Thirty years ago, if you had asked someone, Where does quality come
from? they would have replied, From the artisan or perhaps, From the inspector at the end of the production line.
Quality came from the guy with magical hands at Rolls-Royce, who spent weeks hammering a fender around a wooden form, or
from the white-coated inspectors at the end of the Mercedes-Benz production line. Then Dr. Deming came along and said, We
must institutionalize qualityit has to be everyones job. That guy down there on the shop floor, with 10 years of formal
education and grease under his fingernails, that guy is responsible for quality. Looking back, we forget just how radical this
idea was. In Detroit, auto execs said, You gotta be kidding! Our employees are saboteurs.

It took many companies a decade or more to grasp and internalize quality as a capability. But the challenge is no longer quality.
Youve been there, done that, got the Baldrige. Neither is it time-to- market, supply chain management, or even e-commerce.
Today the challenge is to build a deep capacity for business concept innovationthe kind that produces entirely new business
concepts and radically reinvents old ones.

Like Deming, Juran, and the early leaders of the quality movement, were going to have to invent new practice. If you had
wanted to benchmark best-of-breed quality in 1960, where would you have gone? The answers not obvious. There was no
Deming prize; no ISO 9000. Yet the quality pioneers were undeterred. They invented new practice, built on a new philosophical
foundation. Like them, we must aspire to more than best practice, for most of what currently passes for innovation best
practice is grounded in the age of progress; its simply not good enough for the age of revolution.

Creating a company-wide capacity for radical innovation will be no less challenging than creating an organization infused with the
ethos of quality and this time it cant take your company ten years. And it wontnot if youre willing to kick off the
lead boots of denial; not if youre willing to dump all that useless management theory you picked up back there in the age of
progress; not if youre ready to climb over the walls of your Dilbert cell and take responsibility for something more than your
job.

Whether what you now hold in your hands is simply shelf ware, or an incendiary device, depends on you. Youve been told that
change must start at the topthats rubbish. How often does the revolution start with the monarchy? Nelson Mandela,
Vclav Havel, Thomas Paine, Mahatma Gandhi, and Martin Luther King: did they possess political power? No, yet each disrupted
history; and it was passion, not power, that allowed them to do so.

Most of us pour more of our life into the vessel of work than into family, faith, or community. Yet more often than not the return
on emotional equity derived from work is meagre. The nomadic Israelites were commanded by God to rest one day out of seven
but He didnt decree that the other six had to be empty of meaning. By what law must competitiveness come at the expense
of hope? If youre going to pour out your life into something, why cant it be into a chalice and not down the drain? For
every one of us, it is our sense of purpose, our sense of accomplishment, our sense of making a difference that is at stakeand
that is more than enough.

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We can infer from the passage that 'Baldrige' is connected to:

A)Quality

B)Management practices

C)Innovation

D)Supply chain management

DIRECTIONS for question: The six sentences (labelled 1,2,3,4,5 and 6) given in this question, when properly sequenced, from a
coherent paragraph. Decide on the proper order for the sentence and key in this sequence of six numbers as your answer.
Question No. : 25
1. In June 1836, Charles Dickens published the fourth installment of his first novel, The Pickwick Papers, one of the many shilling
monthlies that were the backbone of Victorian publishing.
2. But that June, sales began to grow by orders of magnitude: from four hundred to four thousand to an astounding forty
thousand as the serialization drew to a close in November 1837.
3. Printed on low-cost acidic paper and sold in pale green wrappers, they were aimed at the middle and newly literate working
classes on the lookout for entertaining fare.
4. The first three installments of Pickwick barely sold four hundred copies.
5. But many of these readers had grown accustomed to the gobbets of melodrama offered by the cheap pressthey were utterly
uninterested, then, in the picaresque misadventures of Mr. Pickwick and his chums as they bowled through England collecting
scientific information for the betterment of mankind.
6. Everyone up and down the social ladder began to devour Pickwick, from butchers boys to John Ruskin, who read Pickwick
so often he claimed to know it by heart.
A)135426

B)

C)

D)

DIRECTIONS for question: Four sentences related to a topic are given below. Three of them can be put together to form a
meaningful and coherent short paragraph. Identify the odd one out. Choose its number as your answer and key it in.
Question No. : 26
1. Universities are catering to the social and educational needs of affluent, full-freight students at the expense of others who
wont enjoy the financial backing or social connections of richer students once they graduate.
2. As recent graduates can attest, the job market isnt kind to candidates who cant demonstrate genuine competence,
along with a well-honed willingness to work hard.
3. College graduates will still fare better than those with only a high school education, of course, but a university degree
unaccompanied by a gain in knowledge or skills is an empty achievement indeed.
4. Nor is the global economy forgiving of an American workforce with increasingly weak literacy, math and science abilities.

A)1

B)

C)

D)

DIRECTIONS for question: The five sentences (labelled 1,2,3,4 and 5) given in this question, when properly sequenced, from a
coherent paragraph. Decide on the proper order for the sentence and key in this sequence of five numbers as your answer.
Question No. : 27
1. We're in a race to preserve as much of the animal kingdom as possible with whatever resources we would like to deploy.
2. The reality is that each species, no matter how big, small, friendly or vicious, plays an important and essential role in its
ecosystem and the particular ecosystem of which it is part, would be poorer without it.
3. But our actions need to be just as swift and determined when it comes to the valley elderberry longhorn beetle or the distinctly
uncuddly, pebbly-skinned Puerto Rican crested toad or the black-footed ferret, whose fate is inextricably intertwined with the
prairie dogs.
4. Who wouldn't want to save the sea otter, polar bear, giant panda or gorilla - the striking mammals tug at our heartstrings and
often our charitable purse strings?
5. It's important to understand that this is not just a race to save a handful of charismatic species the animals to which we
attach human-inspired values or characteristics.
A)54321

B)

C)

D)

DIRECTIONS for question: The five sentences (labelled 1,2,3,4 and 5) given in this question, when properly sequenced, from a

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DIRECTIONS for question: The five sentences (labelled 1,2,3,4 and 5) given in this question, when properly sequenced, from a
coherent paragraph. Decide on the proper order for the sentence and key in this sequence of five numbers as your answer.
Question No. : 28
1. But while technology education is extremely broad in scope, the central interest of technology educators is education in and
about technology, that is, how people teach, learn, and otherwise transmit technological knowledge and how people can learn to
(re)construct technological artifacts and culture.
2. Initially, technology educators might start by writing in-depth articles that focus on specific aspects of the heritage of technology
education, but at the same time, include sufficient background material to emphasize the relationships among education,
technology, and society, which represents a middle ground, that is, internalist studies but presented in context.
3. While it may be philosophically sound to do contextualist history of technology education, practically it is difficult because of the
time required to assimilate the social context, technology, and educational practice of a given time period.
4. The history of industrial arts was primarily internalist and was never as extensive in scope or depth as the history of technology.
5. In contrast to historians of technology, technology educators do not do history as their primary occupation.
A)54312

B)

C)

D)

DIRECTIONS for question: Four sentences related to a topic are given below. Three of them can be put together to form a
meaningful and coherent short paragraph. Identify the odd one out. Choose its number as your answer and key it in.
Question No. : 29
<div style="text-align: justify;" justify;\"=""> 1. The traditional view also requires soldiers to discriminate between legitimate and
illegitimate targets when employing force.
2. The value of the military objective is measured against its contribution to the moral objective of war: to establish a better state
of peace than the status quo ante bellum.
3. The restriction, referred to as proportionality, requires soldiers to limit the harm to civilians and civilian infrastructure they cause
relative to the value of the military objective.
4. The utilitarian nature of military necessity rules out courses of action whose outcomes result in more harm than good.
A)1

B)

C)

D)

DIRECTIONS for the question: Identify the most appropriate summary for the paragraph and write the key for most appropriate
option.
Question No. : 30
A bandh is a classic instance of how the people are taken for granted. Political parties never take the consent of the people in
whose name they call bandhs. Yet it is the people who suffer most in a bandh no section of the population escapes this
suffering. In the villages, the day-labourer and the sharecropper, at the very bottom of the socio-economic hierarchy, are the worst
affected. In the city, the unorganized labourers lose a days wages; the professionals cannot attend their offices, surgeries,
courts and so on. Businessmen and traders fail to carry out their commerce. It is thus difficult to substantiate who actually gains
from a bandh. The politicians rhetoric resorts to the concept of the people whose protest a bandh is supposed to articulate. Yet
it is the people who suffer. There is an obvious gap between the rhetoric and the reality. (Key in your answer option)
<div style="\" text-align:"="">
1. Bandhs have a rhetorical impact on politicians and they hardly are able to strike a chord with people on ground.
2. Bandhs do not have the on impact they are intended to have and end up as rhetorical devices in the hands of some.
3. Bandhs have only rhetorical value for politicians and they hardly take them seriously.
4. A bandh is nothing else but the rhetoric of a politician.
A)2

B)

C)

D)

DIRECTIONS for the question: Identify the most appropriate summary for the paragraph and write the key for most appropriate
option.
Question No. : 31
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It is to the social factors that we must chiefly attribute the periodic variations of criminality. For even the variations which can be
detected in certain anthropological factors, like the influences of age and sex upon crime, and the more or less marked outbreak of
anti-social and pathological tendencies, depend in their turn upon social factors, such as the protection accorded to abandoned
infants, the participation of women in non-domestic, commercial and industrial life, preventive and repressive measures, and the
like. And again, since the social factors have special import in occasional crime, and crime by acquired habit, and since these are
the most numerous sections of crime as a whole, it is clear that the periodic movement of crime must be attributed in the main to
the social factors.
1. Periodic movement of crime cannot be attributed to anthropological factors.
<div style="\" text-align:"="">
2. A significant segment of the periodic movement of crime cannot be attributed to social factors.
3. A certain segment of the periodic movement of crime can be attributed to social factors.
4. A significant part of the periodic movement of crime can be attributed to social factors.
A)4

B)

C)

D)

DIRECTIONS for the question: Identify the most appropriate summary for the paragraph and write the key for most appropriate
option.
Question No. : 32
Feudalism represents a change from the ancient form of imperialism to the newer forms of European government. It arose out of
the ruins of the Roman system as an essential form of social order. It appears to be the only system fitted to bring order out of the
chaotic conditions of society, but by the very nature of affairs it could not long continue as an established system. It is rather
surprising, indeed, that it became so universal, for every territory in Europe was subjected to its control in a greater or less degree.
Frequently those who were forced to adopt its form condemned its principle, and those who sought to maintain the doctrine of
Roman imperialism were subjected to its sway. The church itself, seeking to maintain its autocracy, came into direct contact with
feudal theory and opposed it bitterly. The people who submitted to the yoke of personal bondage which it entailed hated the
system. Yet the whole European world passed under feudalism. But notwithstanding its universality, feudalism could offer nothing
permanent, for in the development of social order it was forced to yield to monarchy, although it made a lasting influence on
social life and political and economic usage. (key in your answer option)
1. Feudalism, though extensively used in Europe to varying degrees of success, eventually outlives its usefulness and was replaced
by monarchy.
<div style="\" text-align:"="">
2. What feudalism did to the ancient form of imperialism was done to it by monarchy, when it no longer could offer the benefits it
once promised.
3. Feudalism, begrudgingly accepted by many parts of the European society, finally outlived its usefulness and found itself
replaced by monarchy despite of its positives and near universal application in Europe.
4. Feudalism, accepted by some and resented by some others, took over Europe in a universal way before it found itself replaced
by monarchy in a way similar to the one it which it replaced imperialism.
A)3

B)

C)

D)

DIRECTIONS for question: The six sentences (labelled 1,2,3,4,5 and 6) given in this question, when properly sequenced, from a
coherent paragraph. Decide on the proper order for the sentence and key in this sequence of six numbers as your answer.
Question No. : 33
1. One is he who is devoted to his self.
2. The other man is he who has picked up ignorance.
3. So he is deviated from the true path and loves speaking about (foul) innovations and inviting towards wrong path.
4. He is therefore a nuisance for those who are enamored of him, is himself misled from the guidance of those preceding him,
misleads those who follow him in his life or after his death, carries the weight of others' sins and is entangled in his own misdeeds.
5. He moves among the ignorant, is senseless in the thick of mischief and is blind to the advantages of peace.
6. Among all the people the most detested before God are two persons.
A)613425

B)

C)

D)
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DIRECTIONS for question: Four sentences related to a topic are given below. Three of them can be put together to form a
meaningful and coherent short paragraph. Identify the odd one out. Choose its number as your answer and key it in.
Question No. : 34
1. It is under the influence of this motive, for instance, that many a man lives above his income, not for the purpose of gratifying
any real wants either of himself or his family, but for the sake of keeping up appearances, though he is exposing his
creditors to considerable losses, his family to many probable disadvantages, and himself to almost certain disgrace in the future.
2. We at one time think ourselves or others more, and, at another time, less blamable for the self-same acts, or we come to regard
some particular class of acts in a different light from what we used to do, either modifying our praise or blame, or, in extreme
cases, actually substituting one for the other.
3. It is under the influence of this motive, too, that many men, in the upper and middle classes, rather than marries on a modest
income, and drop out of the society of their fashionable acquaintance, form irregular sexual connections, a source of injury to
themselves and ruin to their victims.
4. As soon as a man begins to care about what others will say of circumstances not under his own control, such as his race, his
origin, his appearance, his physical defects, or his lack of wealth or natural talents, he may be laying up for himself a store of
incalculable misery, and is certainly enfeebling his character and impairing his chances of future usefulness.
A)2

B)

C)

D)

Section : Quantitative Ability

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 35
I have a certain number of jelly beans, candies and gum. If I keep a certain number of each of these for myself, I can distribute the
rest equally among x (x > 20) boys so that each boy gets an equal number of jelly beans, an equal number of candies and an equal
number of gum. Which of the following could be the number of jelly beans, candies and gum that I have respectively?
A)673, 916, 1152

B)578, 482, 754

C)594, 804, 1098

D)1098, 1214, 1414

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 36
In the figure below, a regular hexagon is inscribed in a circle of radius 10cm. The circle is inscribed in a regular octagon which is
inscribed in a square. What is the difference between the sum of the areas of the un-shaded regions and the sum of the areas of
the shaded regions? (2 = 1.1, 3 = 1.7)

A)272 cm2

B)128 cm2

C)144 cm2

D)189 cm2

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 37
A circle is inscribed in a square of side 140 cm. 4 circles are then inscribed in the gaps between the circle and the corners of the
square. 4 circles are again inscribed in the gaps between the circles and the corners of the square. If this process is continued
indefinitely, what is the sum of the areas of all the circles drawn?
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A)74,357.36 cm2

B)1,858,9.34 cm2

C)46,200 cm2

D)17247.7 cm2

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 38
A train leaves city X for city Y at 5:45 a.m. After travelling 63 km, it develops engine trouble and has to reduce its speed to 7/9th of
the original speed. It thus arrives at its destination 36 minutes late. Had the engine trouble developed after another 63 km, the
train would have arrived at its destination only 24 minutes late. What is the right time for the train to arrive at city Y? (write the
answer key)
1. 12 : 48 pm
2. 07 : 09 am
3. 8 : 33 am
4. 10 : 12 am
A)3

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 39
An article was sold at a profit of 12%. If the cost price would be 10% less and selling price would be Rs. 5.75 more, there would be
profit of 30%. Then at what price it should be sold to make a profit of 20% ? (in Rs.)
A)138

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 40
On a ruled notebook of 100 pages, including the cover, the first page is the cover, the second page is the backside of the cover, the
third page is a regular ruled page, the fourth page is the backside of third page and so on. Similarly there is a cover page at the
end of the book and nothing is written in the page preceding this page. Each page has a vertical margin of 2 cm and 20 horizontal
lines cross the length of the page. If a line is 2 mm thick, 25 cm long and the page is a rectangle of vertical length of 40 cm and
horizontal breadth of 25 cm, then approximately what percent area of the notebook is writable?
A)89%

B)83%

C)17%

D)Cannot be determined

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 41
A family of lines is given by (1+ 2) x+ (1 ) y + = 0, being a parameter. The line belonging to this family at the maximum
distance from the point (1, 4) is
A)4x + y +1 = 0

B)33x + 12y + 7 = 0

C)12x + 33y 7 = 0

D)None of these

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 42
P is a set containing n elements. A subset A of P is chosen and then a subset B of P is chosen again. The number of ways of
choosing A and B such that A and B have no common elements is
A)2n

B)3n

C)4n

D)None of these

DIRECTIONS for the question: Solve the following question and mark the best possible option.
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Question No. : 43
Two vessels have equal volumes of pure alcohol and Pepsi. A bartender is mixing the drinks. He takes half the volume of the first
vessel containing alcohol and transfers it to the second vessel containing Pepsi. He now transfers of the resultant solution
from the second vessel to the first. He repeats the entire process once more transferring always of the resultant solution to the
other vessel.
What is the respective ratio of Pepsi to alcohol in the second vessel after the process? (write the answer key)
1. 6 : 5
2. 5 : 6
3. 2 : 1
4. None of these
A)1

B)

C)

D)

DIRECTIONS for the question: Answer the following question as per the best of your ability.
Question No. : 44
In the following figure, ABCD is a square and BFC is an equilateral triangle. What is the ratio of area of ADE to that of the FEB?

A)

B)

C)

D)None of these

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 45
A vertical tower OA stands at the center O of a square PQRS. Let h and b denote the length OA and PQ respectively. Suppose angle
PAQ = 60o, then the relationship between h and b can be expressed as
A)3h2 = 2b2

B)2b2 = h2

C)2h2 = b2

D)None of these

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 46
What is the remainder when
A)15

B)

C)

is divided by 34?(in numerical value)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 47
A group of 8 men and 12 boys can complete a piece of work in 12 days. In how many days can a group of 40 men and 45 boys
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complete a piece of work three times as great, if 16 men can complete as much work in 8 hours as 12 boys can complete in 24
hours? (in days)
A)8

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 48
Let fn + 1(x) = fn(x) + 1, if n is odd;

= fn(x) + 2, if n is even.
If f1(x) = 1, then what is the value of f100(x)? (in numerical value)

A)149

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 49
A person in a balloon ascends vertically from flat land at sea level. After some time, he observes the angle of depression of a ship
at anchor to be 30. He then descends vertically for 600 metres and observes the angle of depression of the ship to be 15.
What was the initial height of the balloon and the distance between the ship and the point of ascent respectively?
Given: sin 15 = (3 1) / 2 2.
A)519.6 m, 1039.2 m

B)1639.2 m, 1419.6 m

C)1119.6 m, 1939.2

D)2007.6 m, 2239.2 m

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 50
The perimeter of a triangle is 18cm. How many such triangles are possible with integral sides? (in numerical value)
A)7

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 51
The roots of the equation x2 + 4x 5 = 0 are also the roots of 2x3 + 9x2 6x 5 = 0. Find the third root of the second
equation.
A)1

B)

C)-5

D)None of these

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 52
Tejas and Swatej were sitting on a bench around the perimeter path of Sarasbaugh, a garden with a circular layout. They saw a
dog at the edge of the garden, who was, as the crow flies, 120 meters away from them. Tejas walked towards the dog at 9 km/hr
in order to pat it. After patting the dog, he started walking back towards Swatej, who at the same time started walking towards
Tejas both taking the shortest route. They met mid-way on Tejas journey back to the bench. In the meantime the dog had
taken the radial route to reach the temple, which was at the centre of Sarasbaugh. After meeting, Tejas, Swatej also wanted to have
a closer look at the dog. He took the shortest route from their meeting point to reach the temple in 18 seconds. How much had the
dog walked to reach the temple? (answer in metres)
A)75

B)

C)

D)
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DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 53
What is the remainder when 71 + 72 + 73 + 74 + ---------- + 715 is divided by 400? (in numerical value)
A)399

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 54
In front of a wall 60 metres long, a triangular plot is to be cordoned off using the wall as one of its sides and taking the sum of
other two sides as 100 metres. Then the maximum possible area (in sq. metres) that can be cordoned off is
A)2400

B)1800

C)1250

D)1200

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 55

A)

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 56
The difference between a three-digit even number and the number obtained by reversing its digits is a two-digit number. The sum
of the units digit and the hundreds digit is between 10 and 15. How many such numbers are possible? (in numerical value)
A)20

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 57
From a deck of 52 cards, two cards are drawn at random without replacement. If one card is further drawn from the pack, what is
the probability that it will be a Queen? (write the answer key)
1.
2.
3.
4.
A)1

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 58
Which of the following has at least one common root with (3x + 9)(5x + 60)(x + 4)( 3x 15) = 45360?
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A)x2 7x 24 = 0

B)x2 7x + 24 = 0

C)x2 + 7x 24 = 0

D)x2 + 7x + 24 = 0

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 59
For x. y, z 0, find the number of integral solutions for the equation 3x + y + z = 30. (in numerical value)
A)176

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 60
On June 30, 1996, the difference between the ages of Mr. and Mrs. Kapoor was equal to the age of their son Golu. After a few
years, when Mr. Kapoor turned 35, Mrs. Kapoors age was half the square of Golus age then. After another ten years, the
difference between the sum of the ages of Mr. and Mrs. Kapoor and that of their son Golu was 69. If Mr. Kapoor is older than his
wife, how old will Mrs. Kapoor be on June 30, 2021? (in years)
A)52

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 61
Which of the following represents the length of the longest diagonal of a parallelogram with vertices at P(5x, 2), Q(x2, 1), R(3, 3)
and S(3, 4)?
A)

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 62
If f(x) = x5 x4 x2 x, and p, q and r are the roots of the cubic equation x3 x2 1 = 0, then what is the sum of f(p), f(q)
and f(r)? (in numerical value)
A)-1

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 63
40 players are to be divided into 4 teams of 10 players each. If 4 particular players must be assigned to 4 different teams, in how
many ways can the 4 teams be formed?
A)

B)

C)

D)None of these

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 64
A 3 digit number N, when divided by 8 and 9, leaves remainders of 7 and 8 respectively. Another 3 digit number M, also when
divided by 8 and 9, leaves remainders of 7 and 8 respectively.

If M N, what is the maximum value of M N?

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A)26,315

B)806,905

C)131,835

D)997,002

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 65
All reputed Engineering colleges lure their students, while one-sixth of all Engineering colleges that lure their students are reputed
and one-fourth of all Engineering colleges that are recognized, lure their students. There are exactly 6 reputed Engineering
colleges which are also recognized, and 39 Engineering colleges which are recognized but do not lure their students. If there are a
total of 78 Engineering colleges which lure their students, then how many of these are neither recognized nor reputed? (Assume
that there is no college which is not reputed, nonrecognized and does not lure there students)
A)39

B)65

C)58

D)45

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 66
In standard format, dates are written in the form DD/MM/YYYY. The last possible date in the 20th century, where all the digits

written in this format were odd, was a Sunday. What is the day on the first possible date of the 21st century, where all the digits
written in this format were even?
A)Sunday

B)Friday

C)Wednesday

D)Monday

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 67
How many ordered solution sets (p, q) where p, q are prime and p q are there such that p2 + 7pq + q2 is the square of an
integer? (in numerical value)
A)2

B)

C)

D)

DIRECTIONS for the question: Solve the following question and mark the best possible option.
Question No. : 68
An alloy of copper and aluminum has 40% copper. An alloy of Copper and Zinc has Copper and Zinc in the ratio 2: 7. These two
alloys are mixed in such a way that in the overall alloy, there is more aluminum than Zinc, and copper constitutes x% of this alloy.
What is the range of values x can take?
A)30% < x < 40%

B)31% < x < 40%

C)33.33% < x < 40%

D)32.25% < x < 40%

Section : DI & Logical Reasoning

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 69
The TEACHER Institute launched an experimental test series of four days Monday, Tuesday, Wednesday and Thursday for the
students appearing for the OPEN Board Examinations.

The institute decides to conduct practice tests for only four subjects Reasoning, Verbal, G.K. and Maths everyday, between 10
a.m. and 5 p.m. on these four days.

Students can schedule their own test-timetable on the basis of their requirement for practice in the different subjects.
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Ram has joined this test series of the TEACHER Institute and his preferences are as follows:

I. He prefers to take the tests on Maths either from 10 a.m. to 11 a.m. or from 4 p.m. to 5 p.m.
II. He will take the tests on G.K. either on Tuesday and Thursday from 10:30 a.m. to 12 noon or on Monday and Wednesday from
11 a.m. to 12:30 p.m.
III. He can take the Verbal tests either on Tuesday and Wednesday from 1 p.m. to 3 p.m. or on Monday and Thursday from 12
noon to 2 p.m.
IV. For Reasoning, he can choose among: two one- hour tests on two different days or one three-hour test on a single day.
V. He fixed the same time slot for the Maths tests on all four days.

Based on the above norms, Ram freezes his timetable for the test series.
If Ram decides to take one three-hour test on Reasoning on a single day, then on which day can not do so?
A)Monday

B)Tuesday

C)Wednesday

D)He can do so on all four days

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 70
The TEACHER Institute launched an experimental test series of four days Monday, Tuesday, Wednesday and Thursday for the
students appearing for the OPEN Board Examinations.

The institute decides to conduct practice tests for only four subjects Reasoning, Verbal, G.K. and Maths everyday, between 10
a.m. and 5 p.m. on these four days.

Students can schedule their own test-timetable on the basis of their requirement for practice in the different subjects.

Ram has joined this test series of the TEACHER Institute and his preferences are as follows:

I. He prefers to take the tests on Maths either from 10 a.m. to 11 a.m. or from 4 p.m. to 5 p.m.
II. He will take the tests on G.K. either on Tuesday and Thursday from 10:30 a.m. to 12 noon or on Monday and Wednesday from
11 a.m. to 12:30 p.m.
III. He can take the Verbal tests either on Tuesday and Wednesday from 1 p.m. to 3 p.m. or on Monday and Thursday from 12 noon
to 2 p.m.
IV. For Reasoning, he can choose among: two one- hour tests on two different days or one three-hour test on a single day.
V. He fixed the same time slot for the Maths tests on all four days.

Based on the above norms, Ram freezes his timetable for the test series.
Shyam requested Ram to take a three-hour Reasoning test on Wednesday along with him and Ram agreed to do so. Which of the
following statements can be true regarding Ram's timetable?
A)Verbal test on Thursday from 12 noon to 2 p.m. B)G.K. test on Monday from 11 a.m. to 12:30 p.m.
C)There is a gap of one hour between the tests on G.K. and Verbal D)Either (1) or (3)
DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 71
The TEACHER Institute launched an experimental test series of four days Monday, Tuesday, Wednesday and Thursday for the
students appearing for the OPEN Board Examinations.

The institute decides to conduct practice tests for only four subjects Reasoning, Verbal, G.K. and Maths everyday, between 10
a.m. and 5 p.m. on these four days.

Students can schedule their own test-timetable on the basis of their requirement for practice in the different subjects.

Ram has joined this test series of the TEACHER Institute and his preferences are as follows:
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I. He prefers to take the tests on Maths either from 10 a.m. to 11 a.m. or from 4 p.m. to 5 p.m.
II. He will take the tests on G.K. either on Tuesday and Thursday from 10:30 a.m. to 12 noon or on Monday and Wednesday from
11 a.m. to 12:30 p.m.
III. He can take the Verbal tests either on Tuesday and Wednesday from 1 p.m. to 3 p.m. or on Monday and Thursday from 12 noon
to 2 p.m.
IV. For Reasoning, he can choose among: two one- hour tests on two different days or one three-hour test on a single day.
V. He fixed the same time slot for the Maths tests on all four days.

Based on the above norms, Ram freezes his timetable for the test series.
The institute has divided the time slots as:
First half from 10 a.m. to 1 p.m. and second half from l p.m. to 5 p.m.
If the test starts before 1 p.m. it is said to be in the first half and if it starts after 1 p.m. it is said to be in the second half.

Which of the following can fit in Ram's timetable?

A)Reasoning test in the first half and G.K. test in the second half
B)Reasoning test in the second half and G.K. test in the first half
D)Either (b) or (c)

C)Tests on both Verbal and Maths in the first half

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 72
The TEACHER Institute launched an experimental test series of four days Monday, Tuesday, Wednesday and Thursday for
the students appearing for the OPEN Board Examinations.

The institute decides to conduct practice tests for only four subjects Reasoning, Verbal, G.K. and Maths everyday, between
10 a.m. and 5 p.m. on these four days.

Students can schedule their own test-timetable on the basis of their requirement for practice in the different subjects.

Ram has joined this test series of the TEACHER Institute and his preferences are as follows:

I. He prefers to take the tests on Maths either from 10 a.m. to 11 a.m. or from 4 p.m. to 5 p.m.
II. He will take the tests on G.K. either on Tuesday and Thursday from 10:30 a.m. to 12 noon or on Monday and Wednesday from
11 a.m. to 12:30 p.m.
III. He can take the Verbal tests either on Tuesday and Wednesday from 1 p.m. to 3 p.m. or on Monday and Thursday from 12 noon
to 2 p.m.
IV. For Reasoning, he can choose among: two one- hour tests on two different days or one three-hour test on a single day.
V. He fixed the same time slot for the Maths tests on all four days.

Based on the above norms, Ram freezes his timetable for the test series.
If Ram wishes to have more practice in Reasoning and, hence, wants to take as many three-hour tests as possible, then what is the
maximum number of three-hour Reasoning tests he can fit into his timetable? (in numerical value)
A)3

B)

C)

D)

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 73

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How many students got the same grade in all the eleven lists? (in numerical value)
A)52

B)

C)

D)

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 74

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How many students got the same grade in at least four lists? (in numerical value)
A)100

B)

C)

D)

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 75

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How many students got the same grade in at least eight lists?
A)78

B)80

C)82

D)85

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 76

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How many students got grade III? (in numerical value)

A)21

B)

C)

D)

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 77

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The grade which is obtained by the second least number of students is

A)Grade VI

B)Grade V

C)Grade IV

D)Grade I

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 78
At the annual practical examination, Hermione has to make four potions I, II, III and IV, containing at least three ingredients and
with one aromatic ingredient. All the 13 ingredients provided must be used by her. Each ingredient can be used only in one potion.
Hermione knows a bit about these ingredients.
1. A and B are anti-inflammatory.
2. C and D are sedatives, while I and J are analgesic.
3. G and Z are analgesic as well as aromatic.
4. F and E are aromatic, and E is also a sedative.
5. N is only a hallucinogenic, while M is a hallucinogenic as well as a sedative.
6. H is a sedative and an anti-inflammatory.

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Hermione also recalled, from the book she had read recently, that:
a. The ingredients D, G and M must be used together.
b. Ingredient B cannot be used with ingredient A as well as with analgesic ingredients.
c. Potion I contains ingredients N and Z.
d. Not more than two sedative ingredients can be used in a potion.
e. No ingredient is common to any two potions.
If ingredients C and H are to be used in potions II and III respectively, then ingredient B can be used in:
A)II or III

B)I or II

C)I or III

D)Only II

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 79
At the annual practical examination, Hermione has to make four potions I, II, III and IV, containing at least three ingredients and
with one aromatic ingredient. All the 13 ingredients provided must be used by her. Each ingredient can be used only in one potion.
Hermione knows a bit about these ingredients.
1. A and B are anti-inflammatory.
2. C and D are sedatives, while I and J are analgesic.
3. G and Z are analgesic as well as aromatic.
4. F and E are aromatic, and E is also a sedative.
5. N is only a hallucinogenic, while M is a hallucinogenic as well as a sedative.
6. H is a sedative and an anti-inflammatory.
Hermione also recalled, from the book she had read recently, that:
a. The ingredients D, G and M must be used together.
b. Ingredient B cannot be used with ingredient A as well as with analgesic ingredients.
c. Potion I contains ingredients N and Z.
d. Not more than two sedative ingredients can be used in a potion.
e. No ingredient is common to any two potions.
If all the analgesic ingredients are in potions I and IV, then potion II cannot contain:
A)F, B, C

B)E, A, H

C)E, B, C

D)F, A, C, H

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 80
At the annual practical examination, Hermione has to make four potions I, II, III and IV, containing at least three ingredients and
with one aromatic ingredient. All the 13 ingredients provided must be used by her. Each ingredient can be used only in one potion.
Hermione knows a bit about these ingredients.
1. A and B are anti-inflammatory.
2. C and D are sedatives, while I and J are analgesic.
3. G and Z are analgesic as well as aromatic.
4. F and E are aromatic, and E is also a sedative.
5. N is only a hallucinogenic, while M is a hallucinogenic as well as a sedative.
6. H is a sedative and an anti-inflammatory.
Hermione also recalled, from the book she had read recently, that:
a. The ingredients D, G and M must be used together.
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b. Ingredient B cannot be used with ingredient A as well as with analgesic ingredients.

c. Potion I contains ingredients N and Z.
d. Not more than two sedative ingredients can be used in a potion.
e. No ingredient is common to any two potions.
If the potion with hallucinogenic ingredients should also contain an anti-inflammatory ingredient then which of the following is
true?

1. Ingredient A is used in potion I.

2. One of the potions contains ingredients F, B and I.
3. The potion containing ingredient B contains exactly two more ingredients.
A)3

B)

C)

D)

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 81
At the annual practical examination, Hermione has to make four potions I, II, III and IV, containing at least three ingredients and
with one aromatic ingredient. All the 13 ingredients provided must be used by her. Each ingredient can be used only in one potion.
Hermione knows a bit about these ingredients.
1. A and B are anti-inflammatory.
2. C and D are sedatives, while I and J are analgesic.
3. G and Z are analgesic as well as aromatic.
4. F and E are aromatic, and E is also a sedative.
5. N is only a hallucinogenic, while M is a hallucinogenic as well as a sedative.
6. H is a sedative and an anti-inflammatory.
Hermione also recalled, from the book she had read recently, that:
a. The ingredients D, G and M must be used together.
b. Ingredient B cannot be used with ingredient A as well as with analgesic ingredients.
c. Potion I contains ingredients N and Z.
d. Not more than two sedative ingredients can be used in a potion.
e. No ingredient is common to any two potions.
If at least one sedative has to be used in each potion, which of the following is definitely true?
A)B and E are used together B)F and I are used in two different potions
D)The potion containing F also contains H

C)I and J are used together

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 82

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Total

1210.19

Males

623.12

Females

587.07

Total

74.04%

Males

82.14%

Females

65.46%

Density of population

per km2

382

Sex ratio

per 1000 males 943 females

Population

Literacy (effective)

Child Sex ratio (0-6 age group) per 1000 males 919 females
The above given bar graph is for population of India in different years and the table gives details of population of India in 2011.
Any one above age 7 who can read and write in any language with an ability to understand was considered a literate. In censuses
before 1991, children below the age 7 were treated as illiterates. The literacy rate taking the entire population into account is
termed as "crude literacy rate", and taking the population from age 7 and above into account is termed as "effective literacy
rate".If the crude literacy rate of India in 2011 census was 73.04, then what is the population of children under 7?
A)13.89 million

B)16.35 million

C)2.74 million

D)11.43 million

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 83

Population

Total

1210.19

Males

623.12
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Females

587.07

Total

74.04%

Males

82.14%

Females

65.46%

Density of population

per km2

382

Sex ratio

per 1000 males 943 females

Literacy (effective)

Child Sex ratio (0-6 age group) per 1000 males 919 females
The above given bar graph is for population of India in different years and the table gives details of population of India in 2011.
A little over 5 out of 10 Indians live in the six states ofUttar Pradesh, Maharashtra,Bihar, West Bengal,Andhra Pradeshand
Madhya Pradesh. If the states have been arranged in descending order of their population and MP has 6% of Indias
population, then what is the minimum population of UP?
A)More than 8.8%

B)Less than 8.8%

C)More than 22.13%

D)Less than 4.89%

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 84

Population

Literacy (effective)

Total

1210.19

Males

623.12

Females

587.07

Total

74.04%

Males

82.14%

Females

65.46%

km2

Density of population

per

382

Sex ratio

per 1000 males 943 females

Child Sex ratio (0-6 age group) per 1000 males 919 females
The above given bar graph is for population of India in different years and the table gives details of population of India in 2011.
In 2011, India with 2.4% of the world's surface area accounts for 17.5% of its population. What is the approximate population
density of the world as a whole?
A)278

B)45

C)160

D)52

DIRECTIONS for the question: Read the information given below and answer the question that follows.
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Question No. : 85
Mombasa Bwana is responsible for feeding seven different species of animals antelope, bison, elephants, giraffes, lions, rhinos
and zebras at the African National Zoo. While feeding the animals each morning, he must ensure that:

The bison are always fed either second or sixth.

If the lions are fed before the elephants, then the antelope must be fed after the zebras.
If the lions are fed after the elephants, then the antelope must be fed before the zebras.
Exactly two different animal species are fed between the bison and the elephants.
The antelope must be fed either immediately before or immediately after the bison.
The elephants are fed before either the rhinos or the zebras, but not before both.

Which of the following could be the correct order, from first to last, in which the seven different species of animals are fed?
A)Lions, giraffes, elephants, zebras, antelope, bison, rhinos
C)Giraffes, bison, rhinos, antelope, elephants, lions, zebras

B)Antelope, bison, zebras, elephants, lions, rhinos, giraffes

D)Rhinos, giraffes, elephants, lions, antelope, bison, zebras

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 86
Mombasa Bwana is responsible for feeding seven different species of animals antelope, bison, elephants, giraffes, lions, rhinos
and zebras at the African National Zoo. While feeding the animals each morning, he must ensure that:

The bison are always fed either second or sixth.

If the lions are fed before the elephants, then the antelope must be fed after the zebras.
If the lions are fed after the elephants, then the antelope must be fed before the zebras.
Exactly two different animal species are fed between the bison and the elephants.
The antelope must be fed either immediately before or immediately after the bison.
The elephants are fed before either the rhinos or the zebras, but not before both.

Which of the following statements must be true, if the lions are fed immediately after the zebras?
A)Either the giraffes or the rhinos are fed fourth B)The zebras are fed first and the lions are fed second
C)Either the elephants or the antelope are fed third D)Either the lions or the rhinos are fed last
DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 87
Mombasa Bwana is responsible for feeding seven different species of animals antelope, bison, elephants, giraffes, lions, rhinos
and zebras at the African National Zoo. While feeding the animals each morning, he must ensure that:
The bison are always fed either second or sixth.
If the lions are fed before the elephants, then the antelope must be fed after the zebras.
If the lions are fed after the elephants, then the antelope must be fed before the zebras.
Exactly two different animal species are fed between the bison and the elephants.
The antelope must be fed either immediately before or immediately after the bison.
The elephants are fed before either the rhinos or the zebras, but not before both.
Which of the following will help determine the exact order in which the seven species of animals are fed? (write the answer key)
1. The rhinos are fed first and the lions are fed sixth
2. The lions are fed second and the zebras are fed fourth
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3. The antelope are fed third and the giraffes are fed fourth
4. The rhinos are fed first and the bison are fed sixth
A)1

B)

C)

D)

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 88
Mombasa Bwana is responsible for feeding seven different species of animals antelope, bison, elephants, giraffes, lions, rhinos
and zebras at the African National Zoo. While feeding the animals each morning, he must ensure that:
The bison are always fed either second or sixth.
If the lions are fed before the elephants, then the antelope must be fed after the zebras.
If the lions are fed after the elephants, then the antelope must be fed before the zebras.
Exactly two different animal species are fed between the bison and the elephants.
The antelope must be fed either immediately before or immediately after the bison.
The elephants are fed before either the rhinos or the zebras, but not before both.
Which of the following is a complete list of when the lions could not be fed? (write the answer key)
1. third, fourth, fifth
2. first, second, fourth, sixth, seventh
3. first, second, third, fifth, seventh
4. third, fifth
A)4

B)

C)

D)

DIRECTIONS for the question: Analyse the graph/s given below and answer the question that follows.
Question No. : 89
Average Mobile User
(Traffic per Month in MB)

2012

2017

201

2,037

North America

752

6,171

Western Europe

491

3,343

Asia Pacific

136

1,788

Latin America

122

1,411

Central & Eastern Europe

200

2,327

Middle East & Africa

73

990

Global
Global Per Month
By Region

Global Mobile Data Traffic Growth/Regions MEA has the Highest Growth Rate (77%) from 2012-2017 APAC will
Generate 47% of all Mobile Data Traffic by 2017.

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1 Exabyte contains 1012 MBs

If devices with mobile connections generated 900 petabytes of traffic (a petabyte being 1 million GBs) each month in 2012, then
how many mobile subscribers existed in 2012?
A)4.5 million

B)1.2 billion

C)4.5 billion

D)441 million

DIRECTIONS for the question: Analyse the graph/s given below and answer the question that follows.
Question No. : 90
Average Mobile User
(Traffic per Month in MB)

2012

2017

201

2,037

North America

752

6,171

Western Europe

491

3,343

Asia Pacific

136

1,788

Latin America

122

1,411

Central & Eastern Europe

200

2,327

Middle East & Africa

73

990

Global
Global Per Month
By Region

Global Mobile Data Traffic Growth/Regions MEA has the Highest Growth Rate (77%) from 2012-2017 APAC will
Generate 47% of all Mobile Data Traffic by 2017.

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1 Exabyte contains 1012 MBs

If 46 percent of all mobile device traffic in 2017 is shunted into Wifi using an access point or femtocell, then what is the total
global mobile data traffic in 2017?
A)24 exabytes

B)12 exabytes

C)18 exabytes

D)20 exabytes

DIRECTIONS for the question: Analyse the graph/s given below and answer the question that follows.
Question No. : 91
Average Mobile User
(Traffic per Month in MB)

2012

2017

201

2,037

North America

752

6,171

Western Europe

491

3,343

Asia Pacific

136

1,788

Latin America

122

1,411

Central & Eastern Europe

200

2,327

Middle East & Africa

73

990

Global
Global Per Month
By Region

Global Mobile Data Traffic Growth/Regions MEA has the Highest Growth Rate (77%) from 2012-2017 APAC will
Generate 47% of all Mobile Data Traffic by 2017.

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1 Exabyte contains 1012 MBs

In 2017, Asia Pacific will have 2.8 billion people hooked into the mobile internet, each using 1.9 devices on an average. In North
America there will be 316 million subscribers sporting 2.7 devices per capita. What will be the approximate difference between the
per device data usage between the North American and the Asian consumer?
A)4500 MB

B)1500 MB

C)1800 MB

D)1150 MB

DIRECTIONS for the question: Analyse the graph/s given below and answer the question that follows.
Question No. : 92
Average Mobile User
(Traffic per Month in MB)

2012

2017

201

2,037

North America

752

6,171

Western Europe

491

3,343

Asia Pacific

136

1,788

Latin America

122

1,411

Central & Eastern Europe

200

2,327

Middle East & Africa

73

990

Global
Global Per Month
By Region

Global Mobile Data Traffic Growth/Regions MEA has the Highest Growth Rate (77%) from 2012-2017 APAC will
Generate 47% of all Mobile Data Traffic by 2017.

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1 Exabyte contains 1012 MBs

What is the difference between the Compounded Annual Growth Rate ( CAGR ) of the fastest growing region v/s the slowest
growing region in mobile user traffic?
A)6.8

B)5.62

C)15

D)13.6

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 93
In preparation for their annual gathering, the students of the Commerce College have elected six students, Amol, Maneesh,
Pushkar, Trilok, Vishal and Yuvraj to form an Organising Committee and a Cultural Committee. Each of the committees must have
at least two of the six students and each of these six students will be on exactly one committee in accordance with the following
conditions:

If Amol is on the Cultural Committee, then Trilok must be on the Organising Committee.
If Trilok is on the Cultural Committee, then Vishal must be on the Cultural Committee.
Vishal and Yuvraj are always on different committees.
If Trilok is on the Organising Committee, then Pushkar must be on the Organising Committee.

If the Cultural Committee is made up of exactly two students, which of the following must be true?
A)Pushkar is on the Organising Committee B)Amol is on the Cultural Committee
C)Maneesh and Yuvraj are on the Organising Committee D)Trilok and Pushkar are on the Organising Committee
DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 94
In preparation for their annual gathering, the students of the Commerce College have elected six students, Amol, Maneesh,
Pushkar, Trilok, Vishal and Yuvraj to form an Organising Committee and a Cultural Committee. Each of the committees must have
at least two of the six students and each of these six students will be on exactly one committee in accordance with the following
conditions:

If Amol is on the Cultural Committee, then Trilok must be on the Organising Committee.
If Trilok is on the Cultural Committee, then Vishal must be on the Cultural Committee.
Vishal and Yuvraj are always on different committees.
If Trilok is on the Organising Committee, then Pushkar must be on the Organising Committee.

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If Yuvraj is on the Cultural Committee, which of the following must be true?

A)Amol is on the Cultural Committee B)Maneesh is on the Organising Committee
C)Trilok is on the Organising Committee D)Vishal is on the Cultural Committee
DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 95
In preparation for their annual gathering, the students of the Commerce College have elected six students, Amol, Maneesh,
Pushkar, Trilok, Vishal and Yuvraj to form an Organising Committee and a Cultural Committee. Each of the committees must have
at least two of the six students and each of these six students will be on exactly one committee in accordance with the following
conditions:

If Amol is on the Cultural Committee, then Trilok must be on the Organising Committee.
If Trilok is on the Cultural Committee, then Vishal must be on the Cultural Committee.
Vishal and Yuvraj are always on different committees.
If Trilok is on the Organising Committee, then Pushkar must be on the Organising Committee.

Which of the following cannot comprise the Cultural Committee?

A)Pushkar, Maneesh, Trilok and Vishal

B)Amol, Maneesh and Vishal

C)Trilok and Vishal

D)Amol, Pushkar and Vishal

DIRECTIONS for the question: Read the information given below and answer the question that follows.
Question No. : 96
In preparation for their annual gathering, the students of the Commerce College have elected six students, Amol, Maneesh,
Pushkar, Trilok, Vishal and Yuvraj to form an Organising Committee and a Cultural Committee. Each of the committees must have
at least two of the six students and each of these six students will be on exactly one committee in accordance with the following
conditions:
If Amol is on the Cultural Committee, then Trilok must be on the Organising Committee.
If Trilok is on the Cultural Committee, then Vishal must be on the Cultural Committee.
Vishal and Yuvraj are always on different committees.
If Trilok is on the Organising Committee, then Pushkar must be on the Organising Committee.
If the Organising Committee is made up of exactly two students, which of the following must be true? (write the answer key)
1. Yuvraj is on the Cultural Committee
2. Amol is on the Organising Committee
3. Maneesh is on the Organising Committee
4. Trilok is on the Organising Committee
A)2

B)

C)

D)

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 97
The total production of Wheat, Sugarcane, Rice, Soya Bean and Maize in 1980 was 324 million tonnes and in 2010 was 1024
million tonnes. The diagrams below show the percent share of each of these five crops in total production in the respective years.
The outermost square in each diagram has an area of 100 and all figures drawn are regular.

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If the five crops were ranked according to their respective shares in the total production, for how many crops has the rank
changed from 1980 to 2010?
A)5

B)3

C)4

D)2

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 98
The total production of Wheat, Sugarcane, Rice, Soya Bean and Maize in 1980 was 324 million tonnes and in 2010 was 1024
million tonnes. The diagrams below show the percent share of each of these five crops in total production in the respective years.
The outermost square in each diagram has an area of 100 and all figures drawn are regular.

For how many crops was the production in 2010 greater than that in 1980?
A)5

B)3

C)4

D)1

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 99
The total production of Wheat, Sugarcane, Rice, Soya Bean and Maize in 1980 was 324 million tonnes and in 2010 was 1024
million tonnes. The diagrams below show the percent share of each of these five crops in total production in the respective years.
The outermost square in each diagram has an area of 100 and all figures drawn are regular.

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In 2010, the production of Sugarcane was approximately what percent of that of Wheat?
A)250%

B)450%

C)150%

D)320%

DIRECTIONS for the question: Go through the following graph/information and answer the question that follows.
Question No. : 100
The total production of Wheat, Sugarcane, Rice, Soya Bean and Maize in 1980 was 324 million tonnes and in 2010 was 1024
million tonnes. The diagrams below show the percent share of each of these five crops in total production in the respective years.
The outermost square in each diagram has an area of 100 and all figures drawn are regular.

For how many crops was the production in 2010 more than twice the production in 1980?
A)3

B)5

C)1

D)2

QNo:-1,Correct Answer:-C
Explanation:-
Option 3.
After 35 generations, the tame foxes not only behaved like domestic dogs, they looked like them.
If the dog then went into the wild, for him to become a feral again would also require the same number of generations. The question talks of a feral dog
whose ancestor 10 generations back was a domesticated dog, then this feral dog would have more characteristics of a domestic dog then a feral dog.
Hence option 3 is the best answer.

Both 1 and 2 cannot be the answer as the change is only after 35 generations.

The domestic affliliation is required because it scavenges for waste - it is unlikely that forest creatures produce as much waste as
we do. Hence 4 is out.

QNo:-2,Correct Answer:-C
Explanation:-
Option 3.
The crow is the correct answer because the question asks the shortest flight distance.
Crows are the ones who allow the humans to come the closest to them when they are scavenging or eating food.

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All the others take flight at the slightest hint of danger.

QNo:-3,Correct Answer:-B
Explanation:-
Option 2.
After ten generations of breeding for tameness, 18 per cent were 'elite'.
After 20 generations, the number would double, which would be 36.
As 35 is the closest figure, that is the best answer.

QNo:-4,Correct Answer:-D
Explanation:-
Option 4.
We would expect the tamed species to mirror the characterisitcs of dogs.
The first 3 options represent what dogs look like or do.
The fourth option seems incongrous in that sense - also either of 1 or 4 can be true. 1 is more likely.
Hence 4 is the odd man out and so the answer.

QNo:-5,Correct Answer:-C
Explanation:-
This is at tricky question. Options (C) and (D) are fairly close in this question. We finally select option (C) as it is broader in nature
and covers the overall scope of the passage. We can say that option (C) is more universal of the two options. Option (D), on the
other hand, focuses on a single aspect of the passage and therefore, does not address all the aspects of the passage.

QNo:-6,Correct Answer:-C
Explanation:-
Statement I can be derived from the lines: Decreasing flight distance is a behavioral measure of what might be called increasing
tameness.

Statement II can be negated from the lines: The idea is that the evolution of the dog was not just a matter of artificial selection. It
was at least as much a case of wolves adapting to the ways of man by natural selection.

Statement III can be derived from the lines: To geneticists, this is not surprising. They recognize a widespread phenomenon called
'pleiotropy, whereby genes have more than one effect, seemingly unconnected.

QNo:-7,Correct Answer:-A
Explanation:-
Option 1.
The passage states that although physically all beings have a separate existence, their souls are actually not separate. They are merged into one supreme
soul (Param-Atmah) or the absolute soul (Brahman). This unity of different souls is called Advaita or non-dualism. Hence Dwaita would be dualism, as
adding an 'a' makes a word the opposite of that word.

2 - Atmah means the soul

3 - Dwiveda means two vedas

4 - This strange tautlogical word would mean illusion (or probably double illusion)

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QNo:-8,Correct Answer:-B
Explanation:-
Option B is the answer
Refer to line 3-4 of paragraph 1
There are 25 tattvas and of them only one is Purusha. Eight are Prakriti and the remaining 16 are the result of Purusha acting upon Prakriti. Hence 1 out of
25, means 4%.

QNo:-9,Correct Answer:-B
Explanation:-
Option 2
An oasis is the a place or situation that is much more pleasant or peaceful than the places or situations around it. Though human beings have different
physical forms their souls are all united. Thus the advaita, which is unity of all souls, is a pleasant situation. A mirage is something that seems to be real or
true but is not really so, a sort of illusion - maya in the passage.

3 - Are terms from Sankhya, whereas the terms referred to in the option are from the Advaita philosophy

4 - Death is a certainty, life would probably be closer to an illusion

QNo:-10,Correct Answer:-D
Explanation:-
In the given case, the answer to this question is: none of the above. Why so? Why are none of the given statements true? The
reason for this is a simple one. Refer to the lines: Is a philosopher-king, or a scientist-politician, an anomaly, an absurdity, or a
highly desirable state of affairs?
In these lines, the author has raised a question where he has sought the answer to the question with regards to the state of a
philosopher-king or a scientist-politician. He does not provide any answers, he simply raises a question. The three statements
provided to us are actually questions and since there answers are not provided, no inference can be made with respect to them.

QNo:-11,Correct Answer:-C
Explanation:-
In the given passage, the author of the passage is simply focused on one question: is there a relationship between science and
morality? Are scientists different from others in terms of morality? The author explores this questions and raises some pertinent
points (in the form of questions) about the same. Options 1 and 2 are outcomes that are not reached in the passage. Option 4 is
irrelevant as the author is not stipulating others to think about the same issue. Option 3 is the apt answer here as it explores the
correct relationship and states what the author is trying to achieve through the passage.

QNo:-12,Correct Answer:-C
Explanation:-
Option 3 is actually an incorrect statement. Refer to the lines: Some ways of understanding it do lead to the glib dismissal, but
other ways powerfully link science to moral matters.
The authors uses the word 'some', he does say that 'most' ways to understanding lead to dismissal.

Option 1 is derived from the lines: There was a timenot long ago, in historical termswhen a different of course prevailed: of
course science can make you good. It should, and it does.
Option 2 is derived from the lines: Shifting attitudes toward this relationship between is and ought explain much of our ages
characteristic uncertainty about authority: about whom to trust and what to believe.
Option 4 is derived from the lines: Why should we think that science has any special capacity for moral uplift, or that scientistsby
virtue of the particular job they do, or what they know, or the way in which they know itare morally superior to other sorts of
people?

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QNo:-13,Correct Answer:-A
Explanation:-
In the given case, the concern of the author of the passage is with respect to the moral values of scientific thinking. The whole
passage revolves around morality and whether being a scientist does lend one a sense of moral superiority. In this context, the best
word which fits is 'virtue'. Virtue means 'the quality of doing what is right and avoiding what is wrong' and considering its
meaning, we can see it is the perfect fit in the given case.

QNo:-14,Correct Answer:-A
Explanation:-
In this case, only option (a) is the correct answer. It can be derived from the lines: Is there something about scientists that qualifies
them to intervene in social and political affairs and make decisions about all
sorts of things, including, but not confined to, the social uses of their knowledge?....Would a world governed by scientists be not
only more rational but also more just?
Option (b) does not find a mention in the passage.
Option (c) distorts this statement: Are scientists recruited from a section of humankind that is already better than the norm?

QNo:-15,Correct Answer:-B
Explanation:-
The answer can be derived from the lines: Everybody knows that the prescriptive world of oughtthe moral or the goodbelongs
to a different domain than the descriptive world of is.
Options (a) and (c) are too generic in the given case and deviate from what is provided in the passage.

QNo:-16,Correct Answer:-C
Explanation:-
In the given passage, the author expresses a clear approval of the Western civilization over the oriental one. He clearly regards the
Western one as superior and this sentiment is best reflected by option 3 (a cut above means superior). The author does not state
that the Western civilization rules over or dominates the oriental one and this helps us rule out the other options (which imply this
sentiment in one way or the other)

QNo:-17,Correct Answer:-C
Explanation:-
Refer to these lines: Among Oriental people the idea of progress was wanting in their philosophy. True, they had some notion of
changes that take place in the conditions of political and social life, and in individual accomplishments, yet there was nothing
hopeful in their presentation of the theory of life or in their practices of religion; and the few philosophers who recognized
changes that were taking place saw not in them a persistent progress and growth. .If at any time a ray of light
penetrated the gloom, it was turned to illuminate the accumulated philosophies of the past.
The portions in bold highlight the answer in the given case. These showcase that the issue was that the Orient was focused on the
past and in the wrong direction, thereby not progressing along the right path. This sentiment is best reflected by option 3. It was
not a question of their wisdom or acumen, they were just looking in the wrong direction.

QNo:-18,Correct Answer:-C
Explanation:-
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The answer to this question can be found in lines: In ancient times humanitarian spirit appeared not in the heart of man nor
in the philosophy of government. Even the old tribal government was for the few. The national government was for selected
citizens only. Specific gods, a special religion, the privilege of rights and duties were available to a few, while all others were
deprived of them. This invoked a selfishness in practical life and developed a selfish system even among the leaders of
ancient culture. The broad principle of the rights of an individual because he was human, was not taken into serious
consideration even among the more thoughtful.
Option 1 is ruled out as no specific reference to the orient is made.
Option 2 is ruled out as the non-selfish goals of man are not mentioned.
Option 4 is ruled out as no case by case/contextual application is provided.

QNo:-19,Correct Answer:-B
Explanation:-
Refer to the lines: Civilization is a continuous movementhence there is a gradual transition from the Oriental civilization to
the Western. The former finally merges into the latter. Although the line of demarcation is not clearly drawn, some striking
differences are apparent when the two are placed in juxtaposition.
The correct answer in this case is option 2. The word coalescing means merging/ growing together, fusing. Options 1 and 4 simply
use the word juxtapose in order to confuse you but if you look closely, these options do not make sense. Option 3 is incorrect as the
passage does not state that the two move towards each other.

QNo:-20,Correct Answer:-A
Explanation:-
Refer to the following lines: Civilization is a continuous movementhence there is a gradual transition from the Oriental
civilization to the Western. The former finally merges into the latter. Although the line of demarcation is not clearly drawn, some
striking differences are apparent when the two are placed in juxtaposition.
The word 'juxtaposition' means 'the act of positioning closetogether (or sidebyside)'. We can see that option (a) is the correct
answer here.

QNo:-21,Correct Answer:-B
Explanation:-
Refer to the lines: Another great distinction in the development of European civilization was the recognition of humanity. In
ancient times humanitarian spirit appeared not in the heart of man nor in the philosophy of government. Even the old tribal
government was for the few.
It is clear that the words humanity and humanitarian are different in nature. In the given case, humanity did not have a
humanitarian spirit to it. This makes option b the correct answer here.

QNo:-22,Correct Answer:-D
Explanation:- This is a tricky question with two close choices: options 3 and 4. Option 3 talks about innovation being a standard
and option 4 talks about how innovation is needed. Refer to these lines: Today the challenge is to build a deep capacity for
business concept innovationthe kind that produces entirely new business concepts and radically reinvents old ones. Like
Deming, Juran, and the early leaders of the quality movement, were going to have to invent new practice.
It is clear from these lines that innovation is not a standard currently but it needs to become one. Considering this, we can clearly
see that option 4 is the correct answer here.

QNo:-23,Correct Answer:-C

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Explanation:- Refer to the lines: Then Dr. Deming came along and said, We must institutionalize qualityit has to be
everyones job. That guy down there on the shop floor, with 10 years of formal education and grease under his fingernails,
that guy is responsible for quality. Looking back, we forget just how radical this idea was. In Detroit, auto execs said, You
gotta be kidding! Our employees are saboteurs. It took many companies a decade or more to grasp and internalize quality as
a capability.
It is clear from these lines that change is tough for companies to adopt and it is something that also takes time.

QNo:-24,Correct Answer:-A
Explanation:- Refer to the lines: It took many companies a decade or more to grasp and internalize quality as a capability. But
the challenge is no longer quality. Youve been there, done that, got the Baldrige. Neither is it time-to- market, supply chain
management, or even e-commerce.
It is clear the Baldrige is related to quality as it is thing that has been achieved.

QNo:-25,Correct Answer:-135426
Explanation:-
In the given question, statement 1 forms the generic opening sentence of the paragraph. Statement 3 then continues the topic of
monthlies and connects with statement 1. Statement E further connects with statement 3 as it goes to explain the psyche of the
readers. Statement 4 & 2 then form the next pair and statement 6 provides the apt conclusion for the paragraph.

QNo:-26,Correct Answer:-1
Explanation:-
Here we are talking about what graduates are likely to find in a job market and how will they fare there.
The three statements 2- 4 - 3 form a sequence.

The first statement talks about college admissions and not the suitability of those admitted for the job market.
Hence this is the odd man out.

QNo:-27,Correct Answer:-54321
Explanation:- Line E offers a suitable opening comment, which is further amplified by the rest of the lines given here. Lines 4 and
3 make a contrasting pair (4-3) in that line 3 talks of the equal necessity of saving the not-so-beautiful species while 4 talks of the
natural human tendency to try to save the apparently beautiful ones. Line 2 presents a summing up statement using the reality is,
which distills the ideas given earlier (4-3-2).

QNo:-28,Correct Answer:-54312
Explanation:-
Line 5 form a better opening line as compared to line 2 or line 3. Line 4 explains the idea in line 5 (5-4). The lines 3 and 1 given
here are connected as they both speak of technology education and technology educators. Line 2 explains in detail the idea
broached in line 1 (1-2).

QNo:-29,Correct Answer:-1
Explanation:-
The lines 4, 3 and 2 (4-3-2) given here constitute a logical paragraph but line 1 seems to have come out of nowhere to create a
block in the ongoing thought process.

QNo:-30,Correct Answer:-2
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Explanation:-
In order to identify the answer, the first thing that you need to do is identify the topic of the given paragraph. The topic of the
given paragraph is bandhs. What is the central idea? That bandhs actually cause harm to the public rather than the benefit they
are supposed to carry and are used by politicians for their own rhetorical (intended to impress and persuade rather than having
any actual impact) ends.
This sentiment is best reflected by option 2.
Option 1 essentially conveys that bandhs are not too popular (which is partially correct) and also incorrectly says that they have a
rhetorical impact on politicians.
Option 3 incorrectly says that bandhs have rhetorical value for politicians.
Option 4 is too strong a description for bandhs.

QNo:-31,Correct Answer:-4
Explanation:-
In the given context, we can clearly see that the author attributes the periodic movement of crime mainly to social factors. Refer to
the last line: And again, since the social factors have special import in occasional crime, and crime by acquired habit, and since
these are the most numerous sections of crime as a whole, it is clear that the periodic movement of crime must be attributed in the
main to the social factors.
This clearly means that option 4 is the correct answer here.

QNo:-32,Correct Answer:-3
Explanation:-
Option 3 is the perfect choice here as it essentially covers all the aspects of paragraph (which is the job of the summary).
Option 4, though partially correct, uses the incorrect logic when it says itself replaced by monarch in a way similar to the one it
which it replaced imperialism. There is no evidence in the passage that the way in which monarchy replaced feudalism was
similar to the way in which feudalism replaced imperialism. Option 2 is ruled out on similar grounds.
Option 1 is ruled out as the degrees of success of feudalism find no mention in the passage.

QNo:-33,Correct Answer:-613425
Explanation:-
The correct order in this case is: 613425
Statement 6 is the opening sentence in the given case. Statement 1 as it talks about the first type of man. Statements 3 and 4
provide further details for this type of man. Statements 2 and 5 then provide details about the other kind of man. This completes
the given para-jumble.

QNo:-34,Correct Answer:-2
Explanation:-
In the given case, statement 2 is the odd one out. Statement 4 introduces the subject of the connected statements; statements 1
and 3 take the sentiment forward and inform us of the consequences of the situation described in statement 1. Statement 2 does
not fit the given sequence of sentences.

QNo:-35,Correct Answer:-C
Explanation:-
The number of boys can be calculated as the HCF of the differences between the numbers. When the number of jelly beans,
candies and gum is divided by this HCF, the remainder should be the same in each case.
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In option 1, 916 673 = 243 and 1152 916 = 236. The HCF of these numbers is 1.
In option 2, 578 482 = 96 and 754 578 = 176. From this, the number of boys should be the HCF of 96 and 176, i.e., 16.
In option 3, 804 594 = 210 and 1098 804 = 294. From this, the number of boys should be the HCF of 210 and 294, i.e., 42.
In option 4, 1214 1098 = 116 and 1414 1214 = 200. From this, the number of boys should be the HCF of 116 and 200, i.e., 4.
As the number is given to be greater than 20, the answer happens to be option 3.

QNo:-36,Correct Answer:-C
Explanation:-

Hence answer is option C

QNo:-37,Correct Answer:-D
Explanation:-
I II

Second figure is zoomed version of first figure

The radius of the first circle is OA = OD = 70cm. So its area = (70)2

From the 2nd diagram, OC = OA + AB + BC. Suppose the radius of the second circle is AB = r.

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The area of the first circle is 4900.

Suppose there are 4 circles of radii 70cm each (we are assuming 4 circles because all the smaller circles will be 4 in number at it
will become symmetrical).

This sum of areas contains 3 extra circles of radii 70cm each. So subtracting the extra 3 circles, the actual sum of areas is
= 2450 8.242 3 4900
= [20192.9 14700)
= 3.14 5492.9 = 17247.7cm2

QNo:-38,Correct Answer:-3
Explanation:- Let the distance between city X and Y be x km
The train travelled 63 km at the original speed of 9y km per hour.
The train travelled a distance x 63 at a reduced speed is 7y km per hour.
Originally the time taken should have been x / 9y
Since the train was 36 minutes late, the equation becomes
x/9y + 36/60 =63/9y + (x 63)/7y ---- Eq. 1
If the engine trouble had happened 63 km later, the time taken would be 126 / 9y + (x 126) / 7y
So equation becomes
x/9y + 24/60 = 126/9y + (x 126)/7y ---- Eq. 2
Solving we get 12/60 = -63/9y + 63/7y
1/5 = -7/y + 9/y = 2/y
y = 10
So the original speed is 90 km per hour.
We need to know the original distance so we substitute y in equation 1.
x/90 + 36/60 = 63/90 + (x 63)/70
x/90 + 3/5 = 7/10 + x/70 9/10
2/10+ 3/5 = x/70 x/90
4/5 = 20x/(7090)
x = 7090 / 25 = 14 18 = 252 km.
Originally time taken is 252/90 = 2.8 hours = 2 hours 48 minutes
Original time of arrival is 8:33 am

Alternate Explanation
Every 63 km reduces the delay by 12 min,
So 36..24..12..0..
The distance has to be 63 4 = 252 km
Let original speed be s.
[63/(7/9)s] [63/s] =12/60,
s = 90
So time = 252/90 = 2.8 i.e 2 hr and 48min
So 5:45 + 2:48= 8:33

QNo:-39,Correct Answer:-138
Explanation:-
Let be cost price of article = 100x
Then selling price will be = Rs. 112x
If cost price = 10% less then cost price = 90x
If by selling the product at 5.75 more, then profit is 30%

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Also because the product is sold = Rs. 5.75 more.

Hence, 117x 112x = 5.75
5x = 5.75
x = 1.15
Hence, original cost price = 100x = 115
Hence the answer is 138 Rs.

QNo:-40,Correct Answer:-B
Explanation:-
Soln: Answer is 2.
There are total 96 pages which are writable.
Total area is 100,000 cm2.

On a single page, the area is 1000 cm2 so for 96 pages its 1000 96 = 96,000 cm2.
Horizontal lines covers the area of 0.2 25 20 = 100 cm2
Margins cover an area of 2 40 = 80 cm2

Then on a single page the area covered by margins and horizontal line is 100 + 80 cm2 = 180 cm2.

So, in the notebook it will be 180 96 = 17280 cm2. This much area cannot be used for writing out of a total area of 100000
cm2.
Thus percentage area which is writable is (100,000 17280)/ (100,000) = 82.7% = 83%

QNo:-41,Correct Answer:-C
Explanation:-

Hence the answer is option C

QNo:-42,Correct Answer:-B
Explanation:-

Hence the answer is option B

QNo:-43,Correct Answer:-1
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Explanation:-
Assume the volume in each container as 16 lts
Amt of alcohol at the end of first process = 12 lt.
Amt of alcohol at the end of second process = 11 lt.
Volume of the 1st vessel at end of process 1 = 20 lt.
Volume at the end of process 2 = 21 lt

Ratio of Pepsi to alcohol in the second vessel is 6 : 5

QNo:-44,Correct Answer:-C
Explanation:-
Draw prependicular from F to BC & produce it to meet AD in G.

Let the side of the square be a.

FH = a 3/2. GF = a a3/2 = (2 - 3) a / 2
Now DGF and DAE are similar triangles.
DG = DA / 2. So AE = 2 GF.
AE = (2 - 3) a EB = a (2 - 3) a = a (3 - 1)
Now we know the bases and heights of the two triangles.
Comparing the areas we get
[(2 - 3) a a] / [a (3 - 1) a / 2] = [4 - 23] / [3 1]

QNo:-45,Correct Answer:-C
Explanation:-

QNo:-46,Correct Answer:-15
Explanation:-
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45647 when divided by 34 leaves a remainder of 19. Subsequent powers of 45647, from 456472 to 456478 when divided by 34
will leave remainders of 21, 25, 33, 15, 13, 9 and 1 respectively.

So the remainder cycle has length 8. Since the sum of the 1st n squares is n(n + 1) (2n + 1) /6, we have 12 + 22 + 32 + ..... + 252 =

25 26 51 / 6 = 5525. So, we need to find the remainder when 456475525 is divided by 34. Now, 5525 = (8 6900 + 5.

So the remainder when 456475525 is divided by 34 is the same as the remainder when 456475 is divided by 34 i.e., the remainder
is 15.

QNo:-47,Correct Answer:-8
Explanation:-
The work done by 16 men in 8 hours can be completed by 16 8 men in 1 hour. Similarly, the work done by 12 boys in 24
hours can be completed by 12 24 boys in 1 hour. Comparing these values, we realise that 4 men are equivalent to 9 boys.
Now, 8 men and 12 boys is equivalent to 30 boys who can complete the work in 12 days. Similarly, 40 men and 45 boys are
equivalent to 135 boys. In n days, these 135 boys must complete a piece of work equivalent to the work done by 30 boys in 36
days. So, 135n = 30 36, which yields n = 8 days.

QNo:-48,Correct Answer:-149
Explanation:-
The values for the function for n = 1, 2, 3 . will be respectively f(x) = 1, 2, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17
So, the pattern for even numbered terms can be assessed as
f2(x) = 2 + 0,
f4(x) = 4 + 1,
f6(x) = 6 + 2,

f8(x) = 8 + 3
f2n(x) = 2n + (n 1)

Thus, f100(x) = 100 + (50 1) = 149.

Alternate solution:
From values of fn(x) for n = 1, 2, 3, ..., 8, it is easy to see that alternate terms form APs with common difference 3.
So, f100(x) is the 50th term of the AP with a = 2 and d = 3.
Thus, f100(x) = 2 + (49 3) = 149.

Alternate solution:
If we compare the values of fn(x) with natural numbers, we see that all multiples of 3 are missing. f2(x) appears just before 3 = 3
1, f4(x) appears just before 6 = 3 2, f6(x) appears just before 9 = 3 3. We can therefore say that f100(x) appears just

before 150 = 3 50.

Thus, f100(x) = 149.

QNo:-49,Correct Answer:-C
Explanation:-

It is given that sin 15 = (3 1) / 22. So assuming a right-angled triangle with side opposite 15 as (3 1) and
hypotenuse 22, we get cos 15 = (3 + 1)/2 2 and tan 15 = (2 - 3). Now, suppose the distance between the ship and
the point of ascent is SL = x and the height of the balloon in the second case is DL = y as shown. BSL = 30 and DSL= 15.
Then, tan 15 = (2 - 3) = DL/SL = y/x or y = (2 - 33)x. Also, tan 30 = 1/3 = BL/SL = (600 + y)x. Substituting for y from
the first equation in the second equation yields x = 1939.2metres. So y = (2 - 3)x = 519.6 metres. The initial height of the
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balloon is BL = BD + DL = 600 + 519.6 = 1119.6 metres. The distance between the ship and point of ascent is SL = x = 1939.2
metres.

QNo:-50,Correct Answer:-7
Explanation:-
Since the perimeter of triangle is 18. So the sides of triangle will be less than 9. Because in a triangle, sum of any two sides is
always greater than the third sides. Since the sides are integer so the possible combinations are (8, 8, 2), (8, 7, 3), (8, 6, 4), (8, 5, 5),
(7, 7, 4), (7, 6, 5), (6, 6, 6). Hence the answer is 7 i.e. the third option.

QNo:-51,Correct Answer:-D
Explanation:-
The roots of the first equation are 1, -5.

We can rewrite the second equation as 2x(x2 + 4x 5) + x2 + 4x 5 = 0.

(2x + 1) (x2 + 4x 5) = 0, So the third root is -1/2.

QNo:-52,Correct Answer:-75
Explanation:-
Chord is of 120 metres. Since Tejas and Swatej met midway on the chord i.e. at 60m, it means the speed of Tejas and Swatej is
same. Hence, Swatej's speed is 9 km/hr i.e., 2.5 m/s. he walked for 18 seconds means 45 metres.He took the shortcut means he
went perpendicular. So the distance to the center from the meeting point is 45 metres. If Base is 60 metres, height is 45 metres
then hypotenuse will be 75 metres. So, the distance the dog had walked to the temple is 75 metres.

QNo:-53,Correct Answer:-399
Explanation:-

71 when divided by 400 leaves remainder 7;

72 when divided by 400 leaves remainder 49;

73 when divided by 400 leaves remainder 343 and 74 when divided by 400 leaves remainder 1.
The sum of these remainders is 400, i.e., (71 + 72 + 73 + 74) will leave no remainder when divided by 400.

This will be true of all powers of 7 in sets of 4 up to 712. Now, 713, 714 and 715 when divided by 400 will leave remainders 7, 49
and 343 respectively. The sum of these remainders is 399. Thus, (71 + 72 + 73 + + 715) when divided by 400 will leave
remainder 399.

QNo:-54,Correct Answer:-D
Explanation:-
For a triangle, if perimeter is given, area will be maximum if triangle is equilateral. But in the given case, triangle cannot be
equilateral, so we can try to make it isoceles. The idea is to make all lengths as close as possible. So two triangles are possible. (60,
60, 40); (60, 50, 50) but in second case we are gettting maximum possible area.

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QNo:-55,Correct Answer:-C
Explanation:-
Let,

Thus, the given series is the difference of two infinite geometric series with their respective sums S1 and S2.
Given by:

Alternate solution: If we take the sum of the 1st one, 1st two, 1st three and 1st four terms, we get 1/6, 11/36, 85/216 and 575/1296.
We can observe that the sum slowly starts moving towards 1/2.

QNo:-56,Correct Answer:-20
Explanation:- Let the three digit given number be 100x + 10y + z Then, its reverse = 100z + 10y + x. Difference = 100x + 10y +
z (100z + 10y + x) = + 99(x z) Now, since the difference is a two-digit number, |x z| = 1
x and y can take the following values (since z is even)

OR

Of the above possible values, only x = 7, z = 6 and x = 5; z = 6 satisfy 10 < x + z < 15 The required number is of the form 7a6; a =
0, 1, 2, .. 8, 9, or 5b6, b = 0, 1, 2, 9. Hence, a total of 20 such numbers are possible.
Alternate solution: We know that the difference between a 3-digit integer and the integer formed by reversing its digits is always a
multiple of 99. Since the difference is 99 1, we know that the difference between the extreme digits is 1. The only possibilities
such that thie sum is between 10 and 15 are 7a6 and 6b5. Since a and b can take 10 values each, there are 10 + 10 = 20 such
integers.

QNo:-57,Correct Answer:-1
Explanation:-

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QNo:-58,Correct Answer:-D
Explanation:-
The given expression can be rewritten as 45(x + 3)(x + 12)(x + 4)( x 5) = 45360
(x + 3)(x + 12)(x + 4)( x 5) = 1008
x4 + 14x3 + x2 336x 720 = 1008

x4 + 14x3 + x2 336x 1728 = 0

Since all the answer choices are similar except for the signs, we need to check whether the terms can be rewritten to look like the
answer choices.
So, x4 + 7x3 + 24x2 + 7x3 23x2 336x 1728 = 0

x2(x2 + 7x + 24) + 7x3 + 49x2 + 168x 72x2 504x 1728 = 0

x2(x2 + 7x + 24) + 7x(x2 + 7x + 24) 72(x2 + 7x + 24) = 0

(x2 + 7x + 24) (x2 + 7x 72) = 0

Thus, x2 + 7x + 24 = 0 will have at least one common root with the given expression.

Alternate solution: We can rewrite the given expression as x4 + 14x3 + x2 336x 1728 = 0.

We can now use remainder theorem with each of the answer choices to see which one yields a remainder of 0.

QNo:-59,Correct Answer:-176
Explanation:-
Given 3x + y + z = 30,
If x = 0; y + z = 30, Number of Solutions = 31
x = 1, y + z = 27, Number of solutions = 28
x = 2, y + z = 24, Number of solutions = 25
x = 3, y + z = 21, Number of solutions = 22
----------x = 9; y + z = 3, Number of solutions = 4
x = 10; y + z = 0, Number of solutions = 1
total number of solutions = 1 + 4 + 7 + . + 31

QNo:-60,Correct Answer:-52
Explanation:-
Suppose the ages of Mr. Kapoor, Mrs. Kapoor and their son are H, W and G respectively. From the given information, we have H
W = G. After x years, we have H + x = 35 and W + x = (G + x)2. After a further 10 years, we have (H + x + 10) + (W + x +
10) (G + x + 10) = 69. Since (H + x + 10) = 45, we get W G = 24.
Now, the difference between the ages of Mrs. Kapoor and her son will always remain 24 years. So, (W + x) (G + x) = (G +
x)2 (G + x) = 24. If we assume (G + x) = Y, then we get Y2 2Y 48 = 0 Y = 6 or Y = 8. Since a persons age

cannot be negative, we can conclude that Y = (G + x) = 8. So, W + x = 82 = 32.

Since H + x = 35 and W + x = 32, we get H W = 3 = G. So, x = 8 3 = 5. From this, we can calculate Mrs. Kapoors age in
1996 was 32 5 = 27 years. Thus, her age in 2021 will be 27 + 25 = 52 years.

QNo:-61,Correct Answer:-A
Explanation:-

Since PQRS is a parallelogram. So diagonals bisect each other so 5x + 3 = x2 + 3 \ x2 5x = 0

x(x 5) = 0 x = 0 or x = 5
PQRS is a parallelogram, opposite sides are equal.

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The longest diagonal is 18 or 493.

QNo:-62,Correct Answer:--1
Explanation:-

Since, p, q and r are the roots of the equation x3 x2 1 = 0, we have p3 p2 1 = 0, q3 q2 1 = 0 and r3 r2

1 = 0. Consider (x p) (x q) (x r) = x3 + (pq + qr + pr)x2 (p + q + r)x pqr. So the sum of roots = p + q + r = -

(-1/1) = 1. Now, f(x) = x5 x4 x2 x f(p) = p5 p4 p2 p = p2(p3 p2 1) p = p2 (0) p = - p.

Similarly, f(q) = - q and f(r) = - r. So, f(p) + f(q) + f(r) = - (p + q + r) = 1 (1) = -1.

QNo:-63,Correct Answer:-D

Explanation:-
Now 4 particular players can go to 4 teams in 4! Ways.

QNo:-64,Correct Answer:-B
Explanation:-
Since the integers when divided by 8 and 9 leave remainders 7 and 8 respectively, the numbers must be of the form x LCM(8,
9) 1, i.e., 72x 1. Dividing 999 by 72, we get the largest 3-digit multiple of 72 as 72 13.
Since we want the maximum possible product, the 2 integers must be as large as possible. So, the integers are 72 13 1 =
935 and 72 12 1 = 863. Thus their product is 935 863 = 806,905.

QNo:-65,Correct Answer:-C
Explanation:-

Given t = 0.
There are six reputed colleges which are recoginzed so z = 6.
39 Engineering colleges which are recognized but do not lure their students so x = 39
There are a total of 78 Engineering colleges which lure their students, so y + z + p + w = 78
One-sixth of all Engineering colleges that lure their students are reputed so 1/6 (y + z + p + w) = z + p
1/6 78 = 6 + p
p = 7
One-fourth of all Engineering colleges that are recognized, lure their students, so 1/4 (x + y + z) = y + z
y = 7
No. of colleges which are neither recognized nor reputed
= w = 78 - y - z - p
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= 78 - 7 - 6 - 7
= 58

QNo:-66,Correct Answer:-D
Explanation:-
SUNDAY 19.11.1999 (All odd digits) We have to find the day for 02.02.2002 (All even digits) Note that 02.02.2000 is a day in the
20th Century. Total number of odd days between these two dates = Odd days in 1999 + Odd days in 2000 & 2001 + Odd days in
2002 = (11 + 31) + (366 + 365) + (31 + 2) = Remainder [(42 + 731 + 33)/7] = 1 Therefore the day on 02.02.2002 would be a
Monday.

QNo:-67,Correct Answer:-2
Explanation:-
Let m be a positive integer
Then p2 + 7pq + q2 = m2

5pq = m2 - (p2 + 2pq + q2)

5pq = m2 - (p + q)2
5pq = (m - p - q) (m + p + q)
Consider case I. m + p + q = 5p and m - p - q = q
Solving we get p = q (rejecting as p q)
Case II m + p + q = 5q and m - p - q = p
Solving we get p = q (rejecting as p q)
Case III, m + p + q = pq and m - p - q = 5.
Solving we get (p - 2)(q - 2) = 9.
Thus p = q = 5 (rejecting as p is not equal to q) or (p, q) = (3, 11), (11, 3)
Hence two solutions.

QNo:-68,Correct Answer:-D
Explanation:-
Alloy 1

Copper Aluminum

2x

Alloy 2

Copper Zinc

2y

3x
7y

If Aluminum and Zinc have to be equal, 3x = 7y. The simplest case occurs at the LCM, when both Aluminum and Zinc are 21kg.

Alloy 1

Copper

Aluminum

14

21

Alloy 2

Copper

Zinc

21

Even a gram of alloy 1 above this level would mean that there is more Aluminum than Zinc in the total alloy. So, this table is a
limit on the percentages of different metals.
The percentage of Copper in the total alloy would be (14 + 6) (100/62)= 32.25%
On the other hand, if we want more Aluminum than Zinc, we can use tons and tons of alloy 1, and only a microgram of Alloy 2.
The quantity of alloy 2 can be made so small that its presence can be almost neglected, as it will have as good as zero impact on
the overall percentage of copper. This is another extreme case, in which Copper will have 40% weight in the alloy2/(2+3).
Thus, the percentage of Copper ranges between 32.25% to 40% in this alloy.
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QNo:-69,Correct Answer:-D
Explanation:-
Based on the given information, we can have the following 4 cases.

Case 1:

Time

Mon

Tue

Wed

Thu

10 - 11

11 - 12

GK

GK

12 12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 - 11

11 - 12

GK

GK

12 12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 10:30

10:30 11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

3-4

4-5

Case 2:

Case 3:

Case 4:
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Time

Mon

Tue

Wed

Thu

10 10:30

10:30 11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

3-4

4-5

Ram can take a 3-hour Reasoning test on any of the 4 days

QNo:-70,Correct Answer:-D
Explanation:-
Based on the given information, we can have the following 4 cases.

Case 1:

Time

Mon

Tue

Wed

Thu

10 - 11

11 - 12

GK

GK

12 12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 - 11

11 - 12

GK

GK

12 12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 10:30

Case 2:

Case 3:

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10:30 11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 10:30

10:30 11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

3-4

4-5

Case 4:

In cases 3 and 4, they can take a 3-hour Reasoning test on Wednesday.

In case 4, Ram can take a Verbal test from 12 noon to 2 p.m.
In case 3, there is a 1-hour gap between GK and Verbal tests.
Since options 1 and 3 are possible,

QNo:-71,Correct Answer:-B
Explanation:-
Based on the given information, we can have the following 4 cases.

Case 1:

Time

Mon

Tue

Wed

Thu

10 - 11

11 - 12

GK

GK

12 12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Case 2:

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Time

Mon

Tue

Wed

Thu

10 - 11

11 - 12

GK

GK

12 12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 10:30

10:30 11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 10:30

10:30 11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

3-4

4-5

Case 3:

Case 4:

GK is always in the first half.

In all 4 cases, Reasoning tests can be taken in the second half.

QNo:-72,Correct Answer:-3
Explanation:-
Based on the given information, we can have the following 4 cases.

Case 1:

Time

Mon

Tue

Wed

Thu

10 - 11

M
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11 - 12

GK

GK

12
12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10 - 11

11 - 12

GK

GK

12
12:30

GK

GK

12:30 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10
10:30

10:30
11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

3-4

4-5

Time

Mon

Tue

Wed

Thu

10
10:30

10:30
11

GK

GK

11 12

GK

GK

12 - 1

1-2

2-3

Case 2:

Case 3:

Case 4:

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3-4

4-5

In case 1, he can take 3-hour Reasoning tests on Monday and Thursday.

In case 2, he can take 3-hour Reasoning tests on Monday, Tuesday and Thursday.
In case 3, he can take 3-hour Reasoning tests on Monday, Wednesday and Thursday.
In case 4, he can take 3-hour Reasoning tests on Tuesday and Wednesday.
Thus the maximum number of 3-hour Reasoning tests he can take is 3.

QNo:-73,Correct Answer:-52
Explanation:-
We are looking for the students who got the same grade in all the lists.
Hence, in all the eleven ranges of each grade, we have to look for the least value among the upper limits of the ranges and the
highest value among the lower limits of the ranges.
The ranks of the students having grade VI in all the eleven lists are rank 100 to rank 96 (i.e., highest of all the lower limits).
We have a total of 5 students, the ranks of the students having grade V in all the eleven lists are rank 86 (i.e. lowest of upper limits)
to rank 82 (i.e. highest of lower limits). We have a total of 5 students.
The ranks of the students having grade IV in all the eleven lists are rank 69 (i.e. lowest of upper limits) to rank 60 (i.e. highest of
tower limits) We have a total of 10 students.
The ranks of the students having grade III in all the eleven lists are rank 49 (i.e. lowest of upper limits) to rank 38 (i.e. highest of
lower limits). We have a total of 12 students.
The ranks of the students having grade II in all the eleven lists are rank 27 (i.e. lowest of upper limits) to rank 18 (i.e. highest of
lower limits). We have a total of 10 students.
The ranks of the students having grade I in all the eleven lists are rank 10 (i.e. lowest of upper limits) to rank 1. We have a total of
10 students.
Total = 5 + 5+10 + 12 + 10 + 10 = 52.

QNo:-74,Correct Answer:-100
Explanation:-
By observing the data carefully, the point that can be noted is "Every student has obtained a single grade or at most two
consecutive grades. For example, the student with rank 97 obtained grade VI in all the eleven lists and the student with rank 90
obtained grade VI in 5 lists and he obtained grade V in the remaining i.e. 11-5 = 6 lists. So, any person will obtain the same grade
(among the possible two) for at least six times. Hence, all the 100 students should be considered.

QNo:-75,Correct Answer:-D
Explanation:- Ranks
1 - 12 (12 students),
15 - 31(17 students),
34 - 51(18 students),
56 - 73(18 students),
78 - 88 (11 students),
92 - 100 (9 students)
So a total of 12 + 17 + 18 + 18 + 11 + 9 = 85 students will come in atleast 8 lists.

QNo:-76,Correct Answer:-21
Explanation:-
The grade that any student will get is the one which he had in at least six of the eleven lists.
Now for grade VI, the 6th highest among lower limits is 91.
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Hence, all the students from rank 100 to rank 91 belong to grade VI i.e. a total of 10 students.

Now for grade V, the 6th highest among lower limits is 75. Hence students with ranks 90 to 75 belong to group V i.e. a total of 16
students.

Now for grade IV, the 6th highest among lower limits is 54. Hence students with ranks 74 to 54 belong to group IV i.e. a total of 21
students.
Similarly, we can find out the list in each group.
Grade VI

Grade V

Grade IV

Grade III

Grade II

Grade I

Ranks 100 to Ranks 90 to

91
75

Ranks 74 to
54

Ranks 53 to
33

Ranks 32 to
14

Ranks 13 to
1

10

21

21

19

13

16

Alternate Method:
We can start by looking at the range of students who could have got grade 3 which is the lowest of the Smallest ranks and the
highest of the Biggest ranks. The range comes out to be 28 59.
Ranks which are allocated grade 3 have to have at least 6 teachers who allotted them to grade 3.
We can now eliminate ranks which have only 5 or less teachers who put them into grade 3 these are going to be found only
at the edges of the 28 59 range.
Rank

Votes

28

29

30

31

32

33

From 33 onwards all ranks will be in grade 3.

Similarly
Rank

Votes

53

54

55

56

57

58

59

From 53 upwards all ranks will be in grade 3.

So total ranks in grade 3 = 33 to 53 = 21 students.

QNo:-77,Correct Answer:-D
Explanation:-
There can only be 2 possible answers for this I or VI. By visual inspection, we can see that the least number of students are in
Grade VI. Grade I has the second least number of students.

QNo:-78,Correct Answer:-A

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Explanation:-
Each potion must have at least 3 ingredients. Since there is a total of 13 ingredients, the potions will contain 3, 3, 3 and 4
ingredients (not necessarily in the same order).
Sedatives C and H are in potions II and III. Of the remaining 3 sedatives, D, E and M, we know that D and M are always used
together.
So, D, M could be in potions I or IV.
If D, M are in potion I, then G is also in potion I. So, potion I will contain G, D, M, Z and N, i.e., 5 ingredients.
Since this is not possible, D, M cannot be in potion I and must be in potion IV.
Now, potions I and IV have Z and G as analgesic ingredients respectively.
Since B cannot be used with any analgesic ingredients, I and J must be used together in either potion II or potion III and B will be
used in the other potion.
Thus, B could be used in either potion II or potion III.

QNo:-79,Correct Answer:-D
Explanation:-
Since the maximum number of ingredients is 4 and potion I already contains Z and N, it cannot contain analgesic G as it would
then also contain ingredients D and M.
So, G, D and M must be in potion IV.
Now, I and J are one each in potions I and IV or both are in potion I.
If I or J is in potion IV, it will contain 4 ingredients. If I and J are both in potion I, it will contain 4 ingredients.
So, potion II cannot contain 4 ingredients.

QNo:-80,Correct Answer:-3
Explanation:-
If the potion with hallucinogenic ingredients must also contain an anti-inflammatory ingredient, there are 2 possibilities:

Potion

Case I

Case II

HNZ

HNZ

II

ADGM

ADGM

III

FIJ

CBF

IV

BEC

EIJ

From these possibilities, we see that only statement 3 is true.

QNo:-81,Correct Answer:-B
Explanation:-
If at least one sedative is to be used in each potion, we have the following possibilities:

Pot.

Case 1

Case 2

Case 3

Case 4

ACNZ

CNZ

CNZ

AHNZ

II

DGM

ADGM

DGM

DGM

III

BFH

BFH

BFH

BCF

IV

EIJ

EIJ

AEIJ

EIJ

Potion

Case 5

Case 6

Case 7

HNZ

HNZ

HNZ
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II

ADGM

DGM

DGJM

III

BCF

BCF

BCF

IV

EIJ

AEIJ

AEI

From this we see that F and I are always used in 2 different potions.

QNo:-82,Correct Answer:-B
Explanation:-
From the crude literacy rate, the number of literates can be calculated as 73.04% of 1210.19 million. This value must be 74.04% of
the population over 7 years (based on effective literacy rate). So, 73.04% of 1210.19 = 74.04% of x.
x = 1193.84 million.
Thus the population below 7 years is 1210.19 1193.84 = 16.35 million.

QNo:-83,Correct Answer:-A
Explanation:-
Suppose the 6 states account for exactly 50% of the population.
Since MP accounts for 6%, the remaining 5 states must account for 44%, or on an average 8.8%.
Since UP is the largest of these, it must account for more than 8.8%.

QNo:-84,Correct Answer:-D
Explanation:-
The area accounted for by India is 1210.19/382 = 3.168 million km2.
This area is 2.4% of world area.
So, world area must be 3.168/0.024 = 132 million km2.
Indias population accounts for 17.5% of world population.
So, world population was 1210.19/0.175 = 6915.37 million.
Thus world density is 6915.37/132 = 52.38.

QNo:-85,Correct Answer:-D
Explanation:-
Option 1 contradicts the last clue.
Option 2 contradicts the 4th clue.

Option 3 contradicts the 5th clue.

So the correct answer must be option 4, which satisfies all the given conditions.

QNo:-86,Correct Answer:-A
Explanation:-
If the bison are fed second, then the antelope are fed first or third and if the bison are fed sixth, then the antelope are fed fifth of
seventh.
Based on these four possibilities and the conditions given, we can arrange the feeding of the different species as follows:

Antelope

Giraffes/Rhinos

Zebras

Zebras
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Bison

Bison

Lions

Lions

Giraffes/Rhinos

Antelope

Elephants

Elephants

Giraffes/Rhinos

Giraffes/Rhinos

Giraffes/Rhinos

Giraffes/Rhinos

Elephants

Elephants

Antelope

Giraffes/Rhinos

Zebras

Zebras

Bison

Bison

Lions

Lions

Giraffes/Rhinos

Antelope

In all the possibilities, either the giraffes or the rhinos are fed fourth.

QNo:-87,Correct Answer:-1
Explanation:-
If the rhinos are fed first and the lions are fed sixth, then from the first clue, we know that the bison must be fed second.
From the fifth clue, we know that the antelope must be fed third and from the fourth clue we know that the elephants must be fed
fifth.
From the last clue, we know that the elephants must be fed before either the rhinos or the zebras, but not both.
Since the rhinos are fed first, we can conclude that the zebras are fed seventh and therefore the giraffes are fed fourth.
Thus the first option helps determine the exact order in which the seven species of animals are fed.

QNo:-88,Correct Answer:-4
Explanation:-
If the bison are fed second, then the elephants must be fed fifth.
The antelope will be fed first or third. Suppose the antelope is fed first.
Then, since the zebras are fed after the antelopes, we know that the lions must be fed after the elephants, i.e., sixth or seventh.
Suppose the antelope are fed third.
If the zebras are fed first, then we know that the lions must be fed earlier than the elephants, i.e., fourth.
Suppose the antelope is fed third and the zebras are fed after the antelope.
We know that the lions must be fed after the elephants, i.e., sixth or seventh.

If the bison are fed sixth, then the elephants must be fed third.
The antelope will be fed fifth or seventh.
Suppose the antelope is fed seventh.
Since the zebras are fed before the antelope, we know that the lions must be fed before the elephants, i.e., first or second.
Suppose the antelope are fed fifth.
If the zebras are fed seventh, then the lions must be fed after the elephants, i.e., fourth.
If the zebras are fed seventh, then the lions must be fed before the elephants, i.e., first or second.
So, the lions could be fed first, second, fourth, sixth or seventh.

Thus, the lions cannot be fed third or fifth.

QNo:-89,Correct Answer:-C
Explanation:-
Total traffic was 900 106 1000 MB.
The average traffic per month was 201 MB.

So the number of subscribers was = 900 106 1000 / 201

= 9 1011 / 2 102
= 4.5 109

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QNo:-90,Correct Answer:-D
Explanation:-
The remaining 54% accounts for 11 exabytes of traffic.
If the total traffic is x, then 0.54 x = 11
So x = 11/0.54
= 20 exabytes

QNo:-91,Correct Answer:-B
Explanation:-
Asia number of devices = 1.9 2.8 = 5.3 billion devices
N America number of devices = 2.7 0.316 = 0.85 billion devices

For Asia per device usage = 11 1012 0.471 / 5.3 109 = 11 0.471/5.3 1000 = 977 MB

For N America per device usage = 11 1012 0.187 / 0.85 109 = 11 0.187/0.841 1000 = 2420 MB

So the difference is approximately 1500 MB per month.

QNo:-92,Correct Answer:-A
Explanation:-
Highest is Africa 73 to 990 13.6 times
Lowest is Western Europe 491 to 3343 6.8 times
The required difference is 13.6 6.8 = 6.8

QNo:-93,Correct Answer:-A
Explanation:-
Since Vishal and Yuvraj are always on different committees, one of Vishal and Yuvraj must be on the Cultural Committee.
Suppose Pushkar is on the Cultural Committee.
Since there are only 2 students on the Cultural Committee, the remaining 4 students, Amol, Maneesh, Trilok and one of Vishal and
Yuvraj must be on the Organising Committee.
But the 4th clue states that if Trilok is on the Organising Committee, then Pushkar must be on the Organising Committee.
Since we arrive at a contradiction, we can conclude that Pushkar is not on the Cultural Committee and must therefore be on the
Organising Committee.

QNo:-94,Correct Answer:-C
Explanation:-
If Yuvraj is on the Cultural Committee, then Vishal must be on the Organising Committee. Suppose Trilok is on the Cultural
Committee.
Then, from the 2nd clue, Vishal must be on the Cultural Committee.
This leads to a contradiction.
Therefore, Trilok must be on the Organising Committee.

QNo:-95,Correct Answer:-D
Explanation:-
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The students not mentioned in the answer choices must be on the Organising Committee.
Answer choices 1, 2 and 3 satisfy all the given conditions.
From option 4, we know that Maneesh, Trilok and Yuvraj are on the Organising Committee.
However, from the 4th clue, we know that if Trilok is on the Organising Committee, then Pushkar must be on the Organising
Committee.
Since this leads to a contradiction, we can conclude that Amol, Pushkar and Vishal cannot comprise the Cultural Committee.

QNo:-96,Correct Answer:-2
Explanation:-
We know that one of Vishal and Yuvraj must be on the Organising Committee.
If Trilok is on the Organising Committee, then Pushkar must be on the Organising Committee.
This is not possible as the Organising Committee has only 2 students.
So, Trilok must be on the Cultural Committee and therefore, Vishal is also on the Cultural Committee.

From the 1st clue, we know that if Amol is on the Cultural Committee, then Trilok must be on the Organising Committee.
Since Trilok is not on the Organising Committee, we can conclude that Amol is not on the Cultural Committee and must be on the
Organising Committee.

QNo:-97,Correct Answer:-D
Explanation:-

The ranks, from 1 to 5 in 1980 were Sugarcane, Rice, Wheat, Soya Bean and Maize respectively and in 2010 were Sugarcane,
Wheat, Rice, Soya Bean and Maize respectively.
Thus, the ranks for two crops changed from 1980 to 2010.

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QNo:-98,Correct Answer:-A
Explanation:-

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One option is to actually calculate the values for production of the five crops across both the years and then compare.
From the given information, we know that the total production in 2010 was more than thrice that in 1980.
So, from the point of view of approximation, if we multiply all the percentages in 2010 by 3, we find that all the values will be
greater than the corresponding percentages in 1980.
Thus, the production for all five crops was greater in 2010 than in 1980.

QNo:-99,Correct Answer:-A
Explanation:-

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In 2010, the production of Wheat and Sugarcane was 19.625% and 50% of the total production.
The required percentage is 50/19.625 30/20 = 250%.
The best answer is option 1.

QNo:-100,Correct Answer:-A
Explanation:-

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One option is to actually calculate the values for production of the five crops across both the years and then compare.
From the given information, we know that the total production in 2010 was more than thrice that in 1980.
So, from the point of view of approximation, if we multiply all the percentages in 2010 by 3, we find that the values will be
greater than twice the corresponding percentages in 1980 for Wheat, Soya Bean and Sugarcane.
Thus, the production for three crops in 2010 was more than twice the production of those crops in 1980.

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