Hello friends,
Welcome to Stratus – IBPS Clerk Course 2015 – Prelims Mock Test.
It will help you to know where you stand before appearing for the actual exam. IBPS Clerk Course 2015: Prelims Mock Test platform will help you to practice, analyze and improve your performance, by providing detailed solutions for all the questions.
Our Motto is to boost your confidence,which plays a key role in success;Because “Your Success = Our Success”
Title: IBPS Clerk Course 2015: Prelims Mock Test 1
Category: Mock Test
Test Time: 1 hrs
Test End Date: Dec 13 2015
- Kindly start the quiz, after the page loaded.
- After completing the practice test, please enter your name & E-mail id,so that you could find your name and results on scoreboard list.
No Registration & No Fees – Absolutely Free Free
Try Demo Exam Now to understand our tool.
Help & Request : Share our Practice Test Page with your friends and FB Group
Stratus – IBPS Clerk Course 2015
Note:
- If you find any error or mistake, Please let us know
IBPS Clerk Course 2015: Prelims Mock Test 1 Learderboard
IBPS Clerk 2015 Prelim & Main Exam Syllabus & Pattern
Quantitative Aptitude – Question 1 to 35
Reasoning – Question 36 to 70
English – Question 71 to 100
_____________________________________________________________________
Quiz-summary
0 of 100 questions completed
Questions:
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 21
- 22
- 23
- 24
- 25
- 26
- 27
- 28
- 29
- 30
- 31
- 32
- 33
- 34
- 35
- 36
- 37
- 38
- 39
- 40
- 41
- 42
- 43
- 44
- 45
- 46
- 47
- 48
- 49
- 50
- 51
- 52
- 53
- 54
- 55
- 56
- 57
- 58
- 59
- 60
- 61
- 62
- 63
- 64
- 65
- 66
- 67
- 68
- 69
- 70
- 71
- 72
- 73
- 74
- 75
- 76
- 77
- 78
- 79
- 80
- 81
- 82
- 83
- 84
- 85
- 86
- 87
- 88
- 89
- 90
- 91
- 92
- 93
- 94
- 95
- 96
- 97
- 98
- 99
- 100
Information
All the Best
You have already completed the quiz before. Hence you can not start it again.
Quiz is loading...
You must sign in or sign up to start the quiz.
You have to finish following quiz, to start this quiz:
Results
0 of 100 questions answered correctly
Your time:
Time has elapsed
You have reached 0 of 0 points, (0)
Average score | |
Your score |
Categories
- English 0%
- Quantitative Aptitude 0%
- Reasoning 0%
Kindly Enter Your Name & Email ID in Leader-board
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 21
- 22
- 23
- 24
- 25
- 26
- 27
- 28
- 29
- 30
- 31
- 32
- 33
- 34
- 35
- 36
- 37
- 38
- 39
- 40
- 41
- 42
- 43
- 44
- 45
- 46
- 47
- 48
- 49
- 50
- 51
- 52
- 53
- 54
- 55
- 56
- 57
- 58
- 59
- 60
- 61
- 62
- 63
- 64
- 65
- 66
- 67
- 68
- 69
- 70
- 71
- 72
- 73
- 74
- 75
- 76
- 77
- 78
- 79
- 80
- 81
- 82
- 83
- 84
- 85
- 86
- 87
- 88
- 89
- 90
- 91
- 92
- 93
- 94
- 95
- 96
- 97
- 98
- 99
- 100
- Answered
- Review
- Question 1 of 100
1. Question
1 pointsCategory: Quantitative AptitudeDirections (1-5): What will come in place of question mark (?) in the following number series?
2, 10, 25, 54, 104, ?
CorrectExplanation:
Double difference series as
10-2=8, 25-10=15, 54-25=29, 104-54=50
Again difference – 15-8=7, 29-15=14, 50-29=21 so next difference is 7*4 = 28
So 50+28+104IncorrectExplanation:
Double difference series as
10-2=8, 25-10=15, 54-25=29, 104-54=50
Again difference – 15-8=7, 29-15=14, 50-29=21 so next difference is 7*4 = 28
So 50+28+104 - Question 2 of 100
2. Question
1 pointsCategory: Quantitative AptitudeDirections (1-5): What will come in place of question mark (?) in the following number series?
3, 2, 6, 6, 12, 18, 24, ?
CorrectIncorrect - Question 3 of 100
3. Question
1 pointsCategory: Quantitative AptitudeDirections (1-5): What will come in place of question mark (?) in the following number series?
4, 16, 32, 68, 132, ?
CorrectExplanation:
+22, +42, +62, +82, +102,
IncorrectExplanation:
+22, +42, +62, +82, +102,
- Question 4 of 100
4. Question
1 pointsCategory: Quantitative AptitudeDirections (1-5): What will come in place of question mark (?) in the following number series?
2, 3, 4, 8, 16, 25, 52, ?
CorrectExplanation:
+12, +13, +22, +23, +32, +33, +42,
IncorrectExplanation:
+12, +13, +22, +23, +32, +33, +42,
- Question 5 of 100
5. Question
1 pointsCategory: Quantitative AptitudeDirections (1-5): What will come in place of question mark (?) in the following number series?
1, 2, 8, 48, 384, ?
CorrectExplanation:
×2, ×4, ×6, ×8, ×10
IncorrectExplanation:
×2, ×4, ×6, ×8, ×10
- Question 6 of 100
6. Question
1 pointsCategory: Quantitative AptitudeDirections (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)24.9 × 7.2 + 24.02% of 249 – √492 = ?
CorrectIncorrect - Question 7 of 100
7. Question
1 pointsCategory: Quantitative AptitudeDirections (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)(6.99)2 + (8.01)2 – √85 = ?
CorrectIncorrect - Question 8 of 100
8. Question
1 pointsCategory: Quantitative AptitudeDirections (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)2456.8734 – 2235.3567 + 165.782 = ?
CorrectIncorrect - Question 9 of 100
9. Question
1 pointsCategory: Quantitative AptitudeDirections (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)4/9 × 6541 – 11/15 × 1322 = ?
CorrectIncorrect - Question 10 of 100
10. Question
1 pointsCategory: Quantitative AptitudeDirections (6- 10): What approximate value should come in place of the question mark (?) in the following questions?
(Note: You are not expected to calculate the exact value.)564 – 3142 ÷ 147 = ? × 36.09
CorrectIncorrect - Question 11 of 100
11. Question
1 pointsCategory: Quantitative AptitudeA jar contains mixture of liquids A and B in the ratio 3 : 4. 14 litres of this mixture is drawn out and replaced by 15 litres of liquid A, the new ratio of liquids in the mixture becomes 9 : 8 respectively. Find the amount of liquid B originally present in the mixture.
CorrectExplanation:
A=3x, B=4x
When 14 litres drawn out:
A = 3x – [3/(3+4)] *14 = 3x – 6, and B = 4x – [4/(3+4)] *14 = 4x – 8
Now when 15 litres of A poured in, A becomes (3x – 6)+15 = 3x+9
Now given that (3x+9)/(4x-8) = 9/8
Solve, x = 12
So B = 4x = 4*12 = 48IncorrectExplanation:
A=3x, B=4x
When 14 litres drawn out:
A = 3x – [3/(3+4)] *14 = 3x – 6, and B = 4x – [4/(3+4)] *14 = 4x – 8
Now when 15 litres of A poured in, A becomes (3x – 6)+15 = 3x+9
Now given that (3x+9)/(4x-8) = 9/8
Solve, x = 12
So B = 4x = 4*12 = 48 - Question 12 of 100
12. Question
1 pointsCategory: Quantitative AptitudeA bag contains 5 white balls, 4 green balls and 3 red balls. Six balls are drawn at random. What is the probability that there is equal number of balls of each color?
CorrectExplanation:
(5C2×4C2×3C2 ) / 12C6
IncorrectExplanation:
(5C2×4C2×3C2 ) / 12C6
- Question 13 of 100
13. Question
1 pointsCategory: Quantitative AptitudeFind the total surface area of a right circular cylinder whose volume is 7392 cubic cms and surface area is 1056 square cms.
CorrectExplanation:
ᴨr2h = 7392, 2ᴨh = 1056
Divide both equations, r = 14
TSA of cylinder = surface area + 2ᴨr2 = 1056 + 2ᴨ(14)2IncorrectExplanation:
ᴨr2h = 7392, 2ᴨh = 1056
Divide both equations, r = 14
TSA of cylinder = surface area + 2ᴨr2 = 1056 + 2ᴨ(14)2 - Question 14 of 100
14. Question
1 pointsCategory: Quantitative AptitudeThe ratio of present ages of A and B is in the ratio 5 : x. A is 14 years younger than C. After 11 years, C’s age will be 45 years. The sum of the present ages of A and B is 10 more than C’s present age. What is the value of x?
CorrectExplanation:
After 11 years, C’s age is 45 years, so present age of C is 34
A is 14 years younger than C, so A’s present age = 34-14 = 20
Sum of present ages of A and B is C’s+10 so 20+B = 34+10, so B = 24
So A/B = 20/24 = 5/6
So, x = 6IncorrectExplanation:
After 11 years, C’s age is 45 years, so present age of C is 34
A is 14 years younger than C, so A’s present age = 34-14 = 20
Sum of present ages of A and B is C’s+10 so 20+B = 34+10, so B = 24
So A/B = 20/24 = 5/6
So, x = 6 - Question 15 of 100
15. Question
1 pointsCategory: Quantitative AptitudeA train starts at 10 AM from A at 40 km/hr and reaches point B 450 km away at 5 PM. Another train starts at 11 AM from point B at 60 km/hr and reaches point A at 4 PM. Find the time at which the two trains will meet.
CorrectExplanation:
1st train starts at 10 AM at 40 km/hr, so in 1 hr ie up to 11 AM, it has travelled 40 km.
Now at 11 AM 2nd train also starts. Distance left between trains is 450-40 = 410 (because 1st train has travelled 40 km up to 11 AM).
Since both are travelling in opposite direction, relative speed is (40+60) = 100 km/hr
Time = 11 AM + (410/100) = 11AM + 4 (1/10) = 3PM + (1/10) *60 mins = 3:06 PMIncorrectExplanation:
1st train starts at 10 AM at 40 km/hr, so in 1 hr ie up to 11 AM, it has travelled 40 km.
Now at 11 AM 2nd train also starts. Distance left between trains is 450-40 = 410 (because 1st train has travelled 40 km up to 11 AM).
Since both are travelling in opposite direction, relative speed is (40+60) = 100 km/hr
Time = 11 AM + (410/100) = 11AM + 4 (1/10) = 3PM + (1/10) *60 mins = 3:06 PM - Question 16 of 100
16. Question
1 pointsCategory: Quantitative Aptitude24 men complete a work in 14 days and 30 women can complete the same work in 20 days. 21 men started the work and after they completed 1/4th of the work, they are joined by 30 women. Find the total number of days in which the work will be completed.
CorrectExplanation:
24 men in 14 days, so 21 men in (24*14)/21 = 16 days
They completed 1/4 of the work so days required by then is (1/4) * 16 = 4 daysNow joined by 30 women, 21 men do work in 16 days and 30 women in 20 days, and they now have to complete remaining work i.e. 1 –(1/4) = 3/4
Let x days are required to do this 3/4 work. So
[1/16 + 1/20] * x = 3/4
Solve, x= 20/3
So total days 4 + 20/3 = 32/3 daysIncorrectExplanation:
24 men in 14 days, so 21 men in (24*14)/21 = 16 days
They completed 1/4 of the work so days required by then is (1/4) * 16 = 4 daysNow joined by 30 women, 21 men do work in 16 days and 30 women in 20 days, and they now have to complete remaining work i.e. 1 –(1/4) = 3/4
Let x days are required to do this 3/4 work. So
[1/16 + 1/20] * x = 3/4
Solve, x= 20/3
So total days 4 + 20/3 = 32/3 days - Question 17 of 100
17. Question
1 pointsCategory: Quantitative AptitudeRs 14,025 is invested in two schemes. Some part at 8% per annum Simple Interest and the remaining part at 4% per annum compounded annually. After 2 years the interest from both the parts is found to be same. Find the amount invested at 8% per annum SI.
CorrectExplanation:
Let amount invested at 8% is x, then invested at 4% is (14025-x). so
(x*8*2)/100 = (14025-x) [ (1 + 4/100)^2 – 1]
4x/25 = (14025-x) [729/625 – 1]
Solve, x = 7150IncorrectExplanation:
Let amount invested at 8% is x, then invested at 4% is (14025-x). so
(x*8*2)/100 = (14025-x) [ (1 + 4/100)^2 – 1]
4x/25 = (14025-x) [729/625 – 1]
Solve, x = 7150 - Question 18 of 100
18. Question
1 pointsCategory: Quantitative AptitudeDirections (18-20): Study the following information carefully to answer the following questions.
A country has four brands namely ADIDAS, REEBOK, PEPE, LEVIS. These brands have a total of 600 stores in the country. The number of ADIDAS and REEBOK stores comprise of 24% and 32% respectively of the total number of stores. The number of PEPE stores is 48 less than the number of LEVIS stores.
What is the difference between the number of REEBOK and PEPE stores?
CorrectExplanation:
ADIDAS = 24% of 600 = 144, REEBOK = 32% of 600 = 192
Left stores = 600-(144+192) = 264
PEPE +LEVIS = 264 and PEPE =LEVIS – 48
So PEPE = 108, LEVIS = 156
difference between the number of REEBOK and PEPE stores = 192 – 108IncorrectExplanation:
ADIDAS = 24% of 600 = 144, REEBOK = 32% of 600 = 192
Left stores = 600-(144+192) = 264
PEPE +LEVIS = 264 and PEPE =LEVIS – 48
So PEPE = 108, LEVIS = 156
difference between the number of REEBOK and PEPE stores = 192 – 108 - Question 19 of 100
19. Question
1 pointsCategory: Quantitative AptitudeDirections (18-20): Study the following information carefully to answer the following questions.
A country has four brands namely ADIDAS, REEBOK, PEPE, LEVIS. These brands have a total of 600 stores in the country. The number of ADIDAS and REEBOK stores comprise of 24% and 32% respectively of the total number of stores. The number of PEPE stores is 48 less than the number of LEVIS stores.
How much percent does REEBOK and LEVIS stores contribute in the total number of stores?
CorrectExplanation:
[(192+156)/600] * 100IncorrectExplanation:
[(192+156)/600] * 100 - Question 20 of 100
20. Question
1 pointsCategory: Quantitative AptitudeDirections (18-20): Study the following information carefully to answer the following questions.
A country has four brands namely ADIDAS, REEBOK, PEPE, LEVIS. These brands have a total of 600 stores in the country. The number of ADIDAS and REEBOK stores comprise of 24% and 32% respectively of the total number of stores. The number of PEPE stores is 48 less than the number of LEVIS stores.
The total number of ADIDAS and PEPE sores is approximately what percent of the total number of REEBOK and LEVIS stores?
CorrectExplanation:
A+P = 144+108=252, R+L = 192+156=348
So required % = (252/348) * 100IncorrectExplanation:
A+P = 144+108=252, R+L = 192+156=348
So required % = (252/348) * 100 - Question 21 of 100
21. Question
1 pointsCategory: Quantitative AptitudeDirections (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014
Company % of Cars Above Rs 12 Lacs A 42 B 49 C 38 D 46 E 51 F 52 G 58 Find the total number of cars produced by company B if the number of cars (above Rs 12 Lacs) produced by company C is 12,160.
CorrectExplanation:
Let total cars produced by all companies = x
38/100 * 16/100 * x = 12160
x = 200,000
so by company B = 11/100 * 200,000 = 22,000IncorrectExplanation:
Let total cars produced by all companies = x
38/100 * 16/100 * x = 12160
x = 200,000
so by company B = 11/100 * 200,000 = 22,000 - Question 22 of 100
22. Question
1 pointsCategory: Quantitative AptitudeDirections (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014
Company % of Cars Above Rs 12 Lacs A 42 B 49 C 38 D 46 E 51 F 52 G 58 The ratio of the number of cars (above Rs 12 Lacs) produced by Company D to that of the number of cars (above Rs 12 Lacs) produced by Company A is
CorrectExplanation:
Let total number of cars produced by all companies = x
(46/100) * (21/100) * x : (42/100) * (11/100) * xIncorrectExplanation:
Let total number of cars produced by all companies = x
(46/100) * (21/100) * x : (42/100) * (11/100) * x - Question 23 of 100
23. Question
1 pointsCategory: Quantitative AptitudeDirections (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014
Company % of Cars Above Rs 12 Lacs A 42 B 49 C 38 D 46 E 51 F 52 G 58 If the number of cars produced by Company E is 32,000, then what is the number of cars (above Rs 12 Lacs) produced by company F?
CorrectExplanation:
Let total number of cars produced by all companies = x
16/100 * x = 32,000.
So x = 2,00,000
number of cars (above Rs 12 Lacs) produced by company F = (52/100) * (15/100) * 2,00,000IncorrectExplanation:
Let total number of cars produced by all companies = x
16/100 * x = 32,000.
So x = 2,00,000
number of cars (above Rs 12 Lacs) produced by company F = (52/100) * (15/100) * 2,00,000 - Question 24 of 100
24. Question
1 pointsCategory: Quantitative AptitudeDirections (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014
Company % of Cars Above Rs 12 Lacs A 42 B 49 C 38 D 46 E 51 F 52 G 58 If number of cars produced by Companies F and G increase by 10% each and the number of cars above Rs 12 Lacs remains unchanged for all the companies, then find the number of cars (above Rs 12 Lacs) produced by Company G.
CorrectExplanation:
Let total number of cars produced by all companies = x
16/100 * x = 32,000.
So x = 2,00,000
number of cars (above Rs 12 Lacs) produced by company F = (52/100) * (15/100) * 2,00,000IncorrectExplanation:
Let total number of cars produced by all companies = x
16/100 * x = 32,000.
So x = 2,00,000
number of cars (above Rs 12 Lacs) produced by company F = (52/100) * (15/100) * 2,00,000 - Question 25 of 100
25. Question
1 pointsCategory: Quantitative AptitudeDirections (21-25): Study the following pie-chart carefully to answer the following questions.
DISTRIBUTION OF NUMBER OF CARS PRODUCED BY 7 DIFFERENT COMPANIES IN 2014
Company % of Cars Above Rs 12 Lacs A 42 B 49 C 38 D 46 E 51 F 52 G 58 If the number of cars produced by Company E increases by 10% while that produced by company A reduces by 5% and the percentage of cars above Rs 12 Lacs remains same for all the companies, then find the ratio of the number of cars (above Rs 12 Lacs) produced by Company E to the number of cars (above Rs 12 Lacs) produced by Company A.
CorrectExplanation:
Let total number of cars produced by all companies = x
After 10% increase, cars produced by company E = (110/100) * (16/100) * x
After 5% decrease, cars produced by company A = (95/100) * (11/100) * x
the ratio of the number of cars (above Rs 12 Lacs) produced by Company E to the number of cars (above Rs 12 Lacs) produced by Company A:
(51/100) * (110/100) * (16/100) * x : (42/100) * (95/100) * (11/100) * xIncorrectExplanation:
Let total number of cars produced by all companies = x
After 10% increase, cars produced by company E = (110/100) * (16/100) * x
After 5% decrease, cars produced by company A = (95/100) * (11/100) * x
the ratio of the number of cars (above Rs 12 Lacs) produced by Company E to the number of cars (above Rs 12 Lacs) produced by Company A:
(51/100) * (110/100) * (16/100) * x : (42/100) * (95/100) * (11/100) * x - Question 26 of 100
26. Question
1 pointsCategory: Quantitative AptitudeDirections (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.
The distribution by SAB TV is by what percent more than the distribution by ZEE TV?
CorrectExplanation:
Let total distribution by all channels = x
Then by SAB TV = 17.5 % of x
by ZEE TV = 12.5 % of x
So required % = [(17.5 – 12.5)/12.5] * 100IncorrectExplanation:
Let total distribution by all channels = x
Then by SAB TV = 17.5 % of x
by ZEE TV = 12.5 % of x
So required % = [(17.5 – 12.5)/12.5] * 100 - Question 27 of 100
27. Question
1 pointsCategory: Quantitative AptitudeDirections (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.
What is the ratio of the total distribution by STAR PLUS and ZEE TV to the total distribution by & TV and SAB TV?
CorrectExplanation:
Let total distribution by all channels = x
Ratio:
(20+12.5)/100 * x : (10+17.5)/100 * xIncorrectExplanation:
Let total distribution by all channels = x
Ratio:
(20+12.5)/100 * x : (10+17.5)/100 * x - Question 28 of 100
28. Question
1 pointsCategory: Quantitative AptitudeDirections (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.
If the distribution by SONY channel is Rs 2.10 Crores then the difference between the distribution by ZEE TV and & TV channels is:
CorrectExplanation:
Let total distribution by all channels = x
Then 15/100 * x = 2.10 crores
Find x = 14 crores
So difference between ZEE and & = (12.5-10)/100 * 14 croresIncorrectExplanation:
Let total distribution by all channels = x
Then 15/100 * x = 2.10 crores
Find x = 14 crores
So difference between ZEE and & = (12.5-10)/100 * 14 crores - Question 29 of 100
29. Question
1 pointsCategory: Quantitative AptitudeDirections (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.
The total amount of distribution by all the channels is how many times the distribution by LIFE OK channel?
CorrectExplanation:
By LIFE OK 5%
By all the channels 100%
So 100% is 20 times of 5%IncorrectExplanation:
By LIFE OK 5%
By all the channels 100%
So 100% is 20 times of 5% - Question 30 of 100
30. Question
1 pointsCategory: Quantitative AptitudeDirections (26-30): Study the following bar graph carefully and answer the questions given below. The bar graph shows the percentage distribution of different TV channels.
If the distribution by SAB TV is Rs 2.45 Crores then the total distribution by SONY, & TV and LIFE OK is:
CorrectExplanation:
Let total distribution by all channels = x
Then 17.5/100 * x = 2.45 crores
Find x = 14 crores
the total distribution by SONY, & TV and LIFE OK is (15+10+5)/100 * 14 croresIncorrectExplanation:
Let total distribution by all channels = x
Then 17.5/100 * x = 2.45 crores
Find x = 14 crores
the total distribution by SONY, & TV and LIFE OK is (15+10+5)/100 * 14 crores - Question 31 of 100
31. Question
1 pointsCategory: Quantitative AptitudeDirections (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.
2x2 – 9x + 10 = 0, 2y2 – 13y + 20 = 0
CorrectExplanation:
2x2 – 9x + 10 = 0
2x2 – 4x -5x + 10 = 0
2x(x-4) -5(x-2) = 0
x = 2, 5/2
2y2 – 13y + 20 = 0
2y2 – 8y -5y + 20 = 0
2y(y-4) -5(y-4)=0
y = 4, 5/2
Put on number line, we get y ≥ xIncorrectExplanation:
2x2 – 9x + 10 = 0
2x2 – 4x -5x + 10 = 0
2x(x-4) -5(x-2) = 0
x = 2, 5/2
2y2 – 13y + 20 = 0
2y2 – 8y -5y + 20 = 0
2y(y-4) -5(y-4)=0
y = 4, 5/2
Put on number line, we get y ≥ x - Question 32 of 100
32. Question
1 pointsCategory: Quantitative AptitudeDirections (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.
x2 + 5x – 14 = 0, y2 – 3y – 10 = 0
CorrectExplanation:
x2 + 5x – 14 = 0
(x+7)(x-2) = 0
x = -7, 2
y2 – 3y – 10 = 0
(y-5)(y+2) = 0
y = 5, -2
Put on number line
-7, -2, 2, 5
The values are alternate so we cannot determine relation between x and y.IncorrectExplanation:
x2 + 5x – 14 = 0
(x+7)(x-2) = 0
x = -7, 2
y2 – 3y – 10 = 0
(y-5)(y+2) = 0
y = 5, -2
Put on number line
-7, -2, 2, 5
The values are alternate so we cannot determine relation between x and y. - Question 33 of 100
33. Question
1 pointsCategory: Quantitative AptitudeDirections (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.
x2 – x – 6 = 0, 2y2 – 19y + 42 = 0
CorrectExplanation:
x2 – x – 6 = 0
(x+2)(x-3) = 0
x = -2, 3
2y2 – 19y + 42 = 0
2y2 – 12y – 7y + 42 = 0
2y(y-6) -7(y-6) = 0
y = 6, 7/2
put on number line, we get y > xIncorrectExplanation:
x2 – x – 6 = 0
(x+2)(x-3) = 0
x = -2, 3
2y2 – 19y + 42 = 0
2y2 – 12y – 7y + 42 = 0
2y(y-6) -7(y-6) = 0
y = 6, 7/2
put on number line, we get y > x - Question 34 of 100
34. Question
1 pointsCategory: Quantitative AptitudeDirections (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.
2x2 – 5x + 3 = 0, 2y2 + 5y + 3 = 0
CorrectExplanation:
2x2 – 5x + 3 = 0
2x2 – 2x -3x + 3 = 0
2x(x-1) -3(x-1) = 0
x = 1, 3/2
2y2 + 5y + 3 = 0
2y2 + 2y +3y + 3 = 0
2y(y+1) +3(y+1) = 0
y = -1, -3/2
x > yIncorrectExplanation:
2x2 – 5x + 3 = 0
2x2 – 2x -3x + 3 = 0
2x(x-1) -3(x-1) = 0
x = 1, 3/2
2y2 + 5y + 3 = 0
2y2 + 2y +3y + 3 = 0
2y(y+1) +3(y+1) = 0
y = -1, -3/2
x > y - Question 35 of 100
35. Question
1 pointsCategory: Quantitative AptitudeDirections (31-35): In each of these questions, two equations are given. You have to solve these equations and find out the values of x and y and give answer.
2x2 – x – 6 = 0, 4y2 + 20y + 21 = 0
CorrectExplanation:
2x2 – x – 6 = 0
2x2 – 4x + 3x – 6 = 0
x = -3/2, 2
4y2 + 20y + 21 = 0
4y2 + 14y + 6y + 21 = 0
y = -7/2, -3/2
y ≤ xIncorrectExplanation:
2x2 – x – 6 = 0
2x2 – 4x + 3x – 6 = 0
x = -3/2, 2
4y2 + 20y + 21 = 0
4y2 + 14y + 6y + 21 = 0
y = -7/2, -3/2
y ≤ x - Question 36 of 100
36. Question
1 pointsCategory: ReasoningDirections (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.
Statements: S > R ≤ M, H ≤ R, I ≤ B = H
Conclusions:
I. M > I
II. M = ICorrectExplanation:
M ≥ R ≥ H ≥ I
So M ≥ I
So either or between two conclusionsIncorrectExplanation:
M ≥ R ≥ H ≥ I
So M ≥ I
So either or between two conclusions - Question 37 of 100
37. Question
1 pointsCategory: ReasoningDirections (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.
Statements: A < P ≤ Q, L > Q < K, P ≥ O Conclusions: I. K ≥ O II. L > O
CorrectExplanation:
K > Q ≥ P ≥ O, so K > O
L > Q ≥ P ≥ O so L > OIncorrectExplanation:
K > Q ≥ P ≥ O, so K > O
L > Q ≥ P ≥ O so L > O - Question 38 of 100
38. Question
1 pointsCategory: ReasoningDirections (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.
Statements: X > A ≥ Z, Q = A, L > X
Conclusions:
I. L > Q
II. Z < LCorrectExplanation:
L > X > A = Q, so L > Q
Z < X < L, so Z < LIncorrectExplanation:
L > X > A = Q, so L > Q
Z < X < L, so Z < L - Question 39 of 100
39. Question
1 pointsCategory: ReasoningDirections (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.
Statements: P ≥ R > K, R > F < A, B > P
Conclusions:
I. P > F
II. B > ACorrectExplanation:
P ≥ R > F, so P > F
B > P ≥ R > F < A, so relation cannot be determined between A and BIncorrectExplanation:
P ≥ R > F, so P > F
B > P ≥ R > F < A, so relation cannot be determined between A and B - Question 40 of 100
40. Question
1 pointsCategory: ReasoningDirections (36-40): In all the questions that follow, relationship between different elements is shown in the statements. The statements are followed by two conclusions. Give answer accordingly.
Statements: A ≥ B ≥ J, J < P, P > E
Conclusions:
I. E > B
II. A > PCorrectExplanation:
E < P > J ≤ B, so relation cant be determined between E and B
A ≥ J < P, so relation cant be determined between A and PIncorrectExplanation:
E < P > J ≤ B, so relation cant be determined between E and B
A ≥ J < P, so relation cant be determined between A and P - Question 41 of 100
41. Question
1 pointsCategory: ReasoningHow many pairs of letters are there in the word INDIATODAY, each of which has as many letters between them as in the English alphabet?
CorrectExplanation:
In forward direction – IO, AD
In reverse direction – AIIncorrectExplanation:
In forward direction – IO, AD
In reverse direction – AI - Question 42 of 100
42. Question
1 pointsCategory: ReasoningThere are total 42 students sitting in a row. Prachi is sitting at 6th number from the left end and Swati is sitting at 22nd number from the right end. Prachi wants to sit adjacent to Swati. After sitting adjacent to Swati, Prachi will be at which number from the left end?
CorrectExplanation:
Since Swati is 22nd from right, so she is (42-22)+1 = 21st from the left end. Now Prachi wants to sit with Swati, so she can go either at left or right of Swati, or 20th or 22nd from left.IncorrectExplanation:
Since Swati is 22nd from right, so she is (42-22)+1 = 21st from the left end. Now Prachi wants to sit with Swati, so she can go either at left or right of Swati, or 20th or 22nd from left. - Question 43 of 100
43. Question
1 pointsCategory: ReasoningA certain amount is distributed among six people – A, B, C, D, E, and F. F received more than B but less then C. B received more than only A. E received more than C but he did not get the highest amount. Who among the following received more amount than F?
CorrectExplanation:
Order (in ascending order of receiving) – A B F C E DIncorrectExplanation:
Order (in ascending order of receiving) – A B F C E D - Question 44 of 100
44. Question
1 pointsCategory: ReasoningDirections (44-45): Study the information given below and answer the given questions:
‘P – Q’ means ‘P is the sister of Q’.
‘P @ Q’ means ‘P is the wife of Q’.
‘P % Q’ means ‘P is the son of Q’.
‘P + Q’ means ‘P is the mother of Q’.What is the relation between ‘A and B’ in the expression ‘B @ F % M + A – T’?
CorrectExplanation:
B is the wife of F and F is the son of M, so B is daughter in law of M. Now M is mother of A, since B cannot be wife of A so B is sister in law of A.IncorrectExplanation:
B is the wife of F and F is the son of M, so B is daughter in law of M. Now M is mother of A, since B cannot be wife of A so B is sister in law of A. - Question 45 of 100
45. Question
1 pointsCategory: ReasoningDirections (44-45): Study the information given below and answer the given questions:
‘P – Q’ means ‘P is the sister of Q’.
‘P @ Q’ means ‘P is the wife of Q’.
‘P % Q’ means ‘P is the son of Q’.
‘P + Q’ means ‘P is the mother of Q’.What will come in the place of question mark, if it is provided that ‘A is the daughter-in-law of T’ in the expression ‘A + P ? L % T’?
CorrectExplanation:
L is son of T, A is mother of P, so P should be child of A and L, for A to be daughter in law of T.IncorrectExplanation:
L is son of T, A is mother of P, so P should be child of A and L, for A to be daughter in law of T. - Question 46 of 100
46. Question
1 pointsCategory: ReasoningDirections (46-50): Study the information given below and answer the given questions:
Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.
A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.
Which of the following pairs is sitting at extreme ends of the rows?
CorrectExplanation:
Arrangement is
ABCDEF
LMNOPQIncorrectExplanation:
Arrangement is
ABCDEF
LMNOPQ - Question 47 of 100
47. Question
1 pointsCategory: ReasoningDirections (46-50): Study the information given below and answer the given questions:
Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.
A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.
Which of the following is facing M?
CorrectIncorrect - Question 48 of 100
48. Question
1 pointsCategory: ReasoningDirections (46-50): Study the information given below and answer the given questions:
Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.
A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.
B is related to O in the same way-as D is related to Q. Which of the following is C related to following the same pattern?
CorrectIncorrect - Question 49 of 100
49. Question
1 pointsCategory: ReasoningDirections (46-50): Study the information given below and answer the given questions:
Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.
A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.
Which of the following statement is true regarding the given arrangement?
CorrectIncorrect - Question 50 of 100
50. Question
1 pointsCategory: ReasoningDirections (46-50): Study the information given below and answer the given questions:
Twelve friends are sitting in two parallel rows. Each row contains six persons and there is an equal distance between the adjacent persons. Members in one of the row are A, B, C, D, E and F and they all are seated facing the South direction. The members of this row are facing the members of the other row – L, M, N, O, P, and Q and they all are seated facing the North direction.
A is sitting third to the right of D. Q is sitting fourth to the right of M, who faces neither D nor A. C faces the one who is adjacent to O and also fourth from the right end. F is sitting at one of the extreme ends and is facing Q. B is not facing P. L is sitting at an extreme end. N is sitting second to the left of the one who is facing E.
How many persons are sitting between M and P?
CorrectIncorrect - Question 51 of 100
51. Question
1 pointsCategory: ReasoningDirections (51-55): Study the information given below and answer the given questions:
In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.Which bank is on the immediate next floor to Canara bank?
CorrectIncorrect - Question 52 of 100
52. Question
1 pointsCategory: ReasoningDirections (51-55): Study the information given below and answer the given questions:
In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.Mr. D.Ravi is the manager of which bank?
CorrectIncorrect - Question 53 of 100
53. Question
1 pointsCategory: ReasoningDirections (51-55): Study the information given below and answer the given questions:
In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.If Mr. Sanjay Sharma is the manager of the bank on 1st floor, who is the manager of OBC bank?
CorrectExplanation:
Since we don’t know that which bank is there on 1st floor, so Sanjay can be manager of OBC or PNB.IncorrectExplanation:
Since we don’t know that which bank is there on 1st floor, so Sanjay can be manager of OBC or PNB. - Question 54 of 100
54. Question
1 pointsCategory: ReasoningDirections (51-55): Study the information given below and answer the given questions:
In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.The manager of the Syndicate bank sits on which floor?
CorrectIncorrect - Question 55 of 100
55. Question
1 pointsCategory: ReasoningDirections (51-55): Study the information given below and answer the given questions:
In an 8 storeyed building in which 0th or Ground floor has a parking lot, there are head offices of seven major banks namely – ICICI bank, HDFC bank, Syndicate bank, OBC bank, Canara bank, Corporation bank and PNB bank. The head offices of the banks are on the floors starting from 1st floor to 7th floor but not necessarily in the same order. The names of the managers of these banks are Kumar Suresh, Mr. V.Verma, Mr. S.Tarun, Mr. Sanjay Sharma, Mr. Chaitanya Nanda, Mr. D.Ravi and Mr. B.Rana, also not necessarily in the same order.
Either OBC bank or PNB bank is on the top or first floor respectively. D. Ravi is the manager of the bank which is on 5th floor. HDFC and Corporation bank are on the consecutive floors. Kumar Suresh and Mr. Chaitanya Nanda are the managers of the ICICI bank and Canara bank respectively. Mr. S. Tarun and Mr. D. Ravi are the managers of the banks which are on consecutive floors. Mr. V.Verma, who is the manager of HDFC bank, and Kumar Suresh have one bank in between their respective floors. Mr. S.Tarun, who is the manager of the Syndicate bank sits on the floor just above the Corporation bank.If PNB bank is on top floor, how many banks are in between HDFC bank and PNB bank?
CorrectIncorrect - Question 56 of 100
56. Question
1 pointsCategory: ReasoningDirections (56-60): Study the information given below and answer the given questions:
There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.What color dress does B like?
CorrectIncorrect - Question 57 of 100
57. Question
1 pointsCategory: ReasoningDirections (56-60): Study the information given below and answer the given questions:
There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.What is D’s favorite color?
CorrectIncorrect - Question 58 of 100
58. Question
1 pointsCategory: ReasoningDirections (56-60): Study the information given below and answer the given questions:
There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.Which of the streams has three persons together?
CorrectIncorrect - Question 59 of 100
59. Question
1 pointsCategory: ReasoningDirections (56-60): Study the information given below and answer the given questions:
There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.In which stream does G study?
CorrectIncorrect - Question 60 of 100
60. Question
1 pointsCategory: ReasoningDirections (56-60): Study the information given below and answer the given questions:
There are seven friends namely – A, B, C, D, E, F and G studying in three different streams – IT, Computers, and Electronics – with at least two students in each stream. Each one of them likes wearing different colors of dresses – white, black, green, blue, yellow, grey and orange but not necessarily in the same order.
C’s choice of color for dress is orange and studies in Electronics stream. F does not like either black or grey color for dress and has same stream as that of only G among them. B’s stream is same as that of A but neither Computers nor Electronics. E likes blue color for dress and is not in Electronics stream. The one who likes white colored dress does not have either Computers or IT. A likes green colored dress. The one who likes grey colored dress does not have IT stream.What is F’s favorite color for dress?
CorrectIncorrect - Question 61 of 100
61. Question
1 pointsCategory: ReasoningDirections (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.Statements: All plastics are glasses. Some glasses are jugs. No jug is plate. Some plates are tables.
Conclusions:
I. Some jugs are not tables
II. No plastic is jugCorrectExplanation:
All jugs are tables is a possibility, so I does not follow.
II is not definite so does not follow.IncorrectExplanation:
All jugs are tables is a possibility, so I does not follow.
II is not definite so does not follow. - Question 62 of 100
62. Question
1 pointsCategory: ReasoningDirections (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.Statements: All lions are ducks. All ducks are tigers. Some tigers are horses. Some horses are birds.
Conclusions:
I. Some lions are birds is a possibility.
II. Some ducks are horses.CorrectExplanation:
I is a possibility. II is not definite.IncorrectExplanation:
I is a possibility. II is not definite. - Question 63 of 100
63. Question
1 pointsCategory: ReasoningDirections (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.Statements: Some pencils are kites. Some kites are desks. All desks are tables. All tables are tanks.
Conclusions:
I. Some pencils are tanks.
II. No tank is pen.CorrectExplanation:
I and II both are false, I is positive and II is negative, and they form complementary pair so either or.IncorrectExplanation:
I and II both are false, I is positive and II is negative, and they form complementary pair so either or. - Question 64 of 100
64. Question
1 pointsCategory: ReasoningDirections (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.Statements: All nets are hammers. No hammer is ring. Some rings are branches. All branches are windows.
Conclusions:
I. All branches are hammers is a possibility.
II. No net is ringCorrectExplanation:
If all branches are hammers, then some rings will be hammers which is not possible.
II follows from 1st and 2nd statement.IncorrectExplanation:
If all branches are hammers, then some rings will be hammers which is not possible.
II follows from 1st and 2nd statement. - Question 65 of 100
65. Question
1 pointsCategory: ReasoningDirections (61-65): In each of the questions below, statements are given followed by two
conclusions numbered I and II. You have to take the given statements to be true, even if they seem to be at a variance with commonly known facts. Read the conclusions and then decide which of the given conclusions logically follows from the given statements, disregarding commonly known facts.Statements:
Some fruits are leaves. All leaves are umbrellas. Some umbrellas are sticks. All sticks are pens.
Conclusions:
I. Some umbrellas are pens.
II. All fruits are umbrellas is a possibility.CorrectExplanation:
I follows from last 2 statements.
II is a possibility.IncorrectExplanation:
I follows from last 2 statements.
II is a possibility. - Question 66 of 100
66. Question
1 pointsCategory: ReasoningDirections (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.What is the code for ‘change’?
CorrectExplanation:
‘change’ is only present in ‘position change prices next more find’ is written as ‘pa di sap nic poo mud’.
So if we see whole data then di, sap, nic, poo, and mud all are present somewhere in codes, this means only ‘pa’ is left which is for ‘change’.IncorrectExplanation:
‘change’ is only present in ‘position change prices next more find’ is written as ‘pa di sap nic poo mud’.
So if we see whole data then di, sap, nic, poo, and mud all are present somewhere in codes, this means only ‘pa’ is left which is for ‘change’. - Question 67 of 100
67. Question
1 pointsCategory: ReasoningDirections (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.Which of the following is written as ‘nic mud kh poo’?
CorrectExplanation:
‘nic’ and ‘poo’ present in 2nd and 4th code, and so is ‘prices’ and ‘more’.
‘mud’ present in 2nd and 5th code, and so is ‘find’.
‘kh’ present in last 2 codes ans so is ‘center’IncorrectExplanation:
‘nic’ and ‘poo’ present in 2nd and 4th code, and so is ‘prices’ and ‘more’.
‘mud’ present in 2nd and 5th code, and so is ‘find’.
‘kh’ present in last 2 codes ans so is ‘center’ - Question 68 of 100
68. Question
1 pointsCategory: ReasoningDirections (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.Which of the following may be the code for ‘position down center problem’?
CorrectExplanation:
position is present in 2nd and 3rd code. So control – sap
center in 4th and 5th code, so affect – kh
problem in 1st and 3rd code, so problem – da
down is only present in ‘more prices center down’ is written as ‘nic kh poo so’, So for down we will have to find codes for ‘more prices center’
‘center’ is ‘kh’. ‘more’ and ‘prices’ is present in 2nd and 4th, so we get down – soIncorrectExplanation:
position is present in 2nd and 3rd code. So control – sap
center in 4th and 5th code, so affect – kh
problem in 1st and 3rd code, so problem – da
down is only present in ‘more prices center down’ is written as ‘nic kh poo so’, So for down we will have to find codes for ‘more prices center’
‘center’ is ‘kh’. ‘more’ and ‘prices’ is present in 2nd and 4th, so we get down – so - Question 69 of 100
69. Question
1 pointsCategory: ReasoningDirections (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.Which of the following may be the code for ‘next given the main follow’?
CorrectExplanation:
‘next’ present in 1st 2 codes, next is ‘di’, ‘given’ is ‘mta’, ‘the’ is ‘sti’, ‘main’ is ‘su’.
‘follow’ and ‘jti’ not present anywhere.IncorrectExplanation:
‘next’ present in 1st 2 codes, next is ‘di’, ‘given’ is ‘mta’, ‘the’ is ‘sti’, ‘main’ is ‘su’.
‘follow’ and ‘jti’ not present anywhere. - Question 70 of 100
70. Question
1 pointsCategory: ReasoningDirections (Q. 66-70): Study the following information to answer the given questions:
In a certain code, ‘next prices the main problem’ is written as ‘sti poo di da su’, ‘position change prices next more find” is written as ‘pa di sap nic poo mud’, ‘position given problem’ is written as ‘da sap mta’, ‘more prices center down’ is written as ‘nic kh poo so’, and ‘fancy the find center’ is written as ‘mis mud sti kh’.What does ‘mis’ stand for?
CorrectExplanation:
‘mis’ only present in ‘fancy the find center’ which is written as ‘mis mud sti kh’. – same reason as given in answer 66).IncorrectExplanation:
‘mis’ only present in ‘fancy the find center’ which is written as ‘mis mud sti kh’. – same reason as given in answer 66). - Question 71 of 100
71. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is the finding of the study on communication styles?
CorrectIncorrect - Question 72 of 100
72. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following are the three elements of communication as per the passage?
CorrectIncorrect - Question 73 of 100
73. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following must the teachers keep in mind to facilitate learning in student as per the passage?
CorrectIncorrect - Question 74 of 100
74. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is true about ‘rapport’ as per the passage?
(1) It is a sympathetic relationship.
(2) It is based on understanding of other people’s frame of reference.
(3) It helps in creating a strong bond.
(4) It is important for teachers to build rapport with students.CorrectIncorrect - Question 75 of 100
75. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is/are essential for effective communication?
(1) Conveying the message clearly
(2) Not to waste effort and opportunity
(3) Receiving the information with as little distortion as possibleCorrectIncorrect - Question 76 of 100
76. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is similar in meaning to the word ‘Degree’ given in bold as used in the passage?
CorrectIncorrect - Question 77 of 100
77. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is similar in meaning to the word ‘Affinity’ given in bold as used in the passage?
CorrectIncorrect - Question 78 of 100
78. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is similar in meaning to the word ‘Sounds’ given in bold as used in the passage?
CorrectIncorrect - Question 79 of 100
79. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is opposite in meaning to the word ‘Muddled’ given in bold as used in the passage?
CorrectIncorrect - Question 80 of 100
80. Question
1 pointsCategory: EnglishDirections (71-80): Read the following passage carefully and answer the questions given below it. Certain words/phrases have been given in bold to help you locate them while answering some of the question.
The importance of communication skills cannot be underestimated, specially so, in the teaching – learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else’s perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication – the primary goal of all true educations. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one’s effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements-the source (sender, speaker, transmitter or instructor), the symbols used in composing and transmitting of the message (word or signs) and the receiver (listener, reader or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It’s also about receiving information the others are sending to you with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it’s a process that can be fraught with messages muddled by the sender, or misinterpreted by the recipient. When this isn’t detected, it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate and collaborate with others. Effective communication is essential for a well-run classroom. A teacher who is able to communicate well with students can inspire them to learn and participate in class and encourage them to come forth with their views, thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Which of the following is opposite in meaning to the word ‘Abundant’ given in bold as used in the passage?
CorrectIncorrect - Question 81 of 100
81. Question
1 pointsCategory: EnglishDirections (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)
In spite of the extreme cold weather (A)/ she insisted on (B)/ taking trip to Shimla (C)/ where is her birthplace. (D) / No error (E)
CorrectIncorrect - Question 82 of 100
82. Question
1 pointsCategory: EnglishDirections (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)
In recent times companies have found (A)/ the internet to be ideal place (B)/ for hiring personnel (C)/ and forming business partnerships. (D)/ No error (E)
CorrectIncorrect - Question 83 of 100
83. Question
1 pointsCategory: EnglishDirections (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)
Everyone of the (A) / employees in our unit,(B) / wishes to have (C) / their own vehicles. (D) / No error (E)
CorrectIncorrect - Question 84 of 100
84. Question
1 pointsCategory: EnglishDirections (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)
The girl asked (A) / her mother what should she do (B) / after she had (C) / finished her homework. (D) / No error (E)
CorrectIncorrect - Question 85 of 100
85. Question
1 pointsCategory: EnglishDirections (81-85): Read each sentence to find out whether there is any grammatical error in it. The error if any will be in one part of the sentence, that part is the answer. If there is no error, the answer is (E) i.e. “No error” (Ignore errors of punctuation, if any.)
Nobody in the bus (A)/ offered to give their seat (B)/ to the elderly lady who had to (C)/ travel a long distance. (D)/ No error
CorrectIncorrect - Question 86 of 100
86. Question
1 pointsCategory: EnglishDirections (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.Which of the following sentence should be the last (sixth) sentence after rearrangement?
CorrectIncorrect - Question 87 of 100
87. Question
1 pointsCategory: EnglishDirections (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.Which of the following sentence should be the fourth sentence after rearrangement?
CorrectIncorrect - Question 88 of 100
88. Question
1 pointsCategory: EnglishDirections (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.Which of the following sentence should be the second sentence after rearrangement?
CorrectIncorrect - Question 89 of 100
89. Question
1 pointsCategory: EnglishDirections (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.Which of the following sentence should be the third sentence after rearrangement?
CorrectIncorrect - Question 90 of 100
90. Question
1 pointsCategory: EnglishDirections (86-90): Rearrange the following sentences in a proper sequence to form a meaningful paragraph, and answer the questions.
(A) So the next day when the birds had flown off to look for food, the bird catcher spread his net under the tree.
(B) One day a bird catcher wandering through the forest came upon a banyan tree where a flock of pigeons rested.
(C) But as they were very clever, they flapped their wings together, lifted the net off the ground and flew away with it.
(D) He knew that if he managed to catch even half the pigeons, he would be able to sell them in the market for a very good price.
(E) To their shock, they all realized that they had landed right into the net that the bird catcher had set for them.
(F) That evening when the pigeons came back, they flew down together to the foot of the banyan tree.Which of the following sentence should be the first sentence after rearrangement?
CorrectIncorrect - Question 91 of 100
91. Question
1 pointsCategory: EnglishDirections (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.
The main objective of the workshop has made children aware of western classical music.
CorrectIncorrect - Question 92 of 100
92. Question
1 pointsCategory: EnglishDirections (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.
Afraid of missing her train and was late for the meeting Sunita arrived an hour early at the station.
CorrectIncorrect - Question 93 of 100
93. Question
1 pointsCategory: EnglishDirections (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.
As a famous historian he has travelled around the world giving lectures on rare subjects.
CorrectIncorrect - Question 94 of 100
94. Question
1 pointsCategory: EnglishDirections (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.
The stadium wherever the opening ceremony will be held next month, is equipped with the latest facilities.
CorrectIncorrect - Question 95 of 100
95. Question
1 pointsCategory: EnglishDirections (91-95): Which of the phrases (A), (B), (C) and (D) given below should replace the phrase given in the following sentence to make the sentence meaningful and correct. If the sentence is correct as it is and ‘No correction is required ‘, mark (E) as the answer.
There will be a trend of unseasonal rainfall in April in recent years.
CorrectIncorrect - Question 96 of 100
96. Question
1 pointsCategory: EnglishDirections (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.96)
CorrectIncorrect - Question 97 of 100
97. Question
1 pointsCategory: EnglishDirections (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.97)
CorrectIncorrect - Question 98 of 100
98. Question
1 pointsCategory: EnglishDirections (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.98)
CorrectIncorrect - Question 99 of 100
99. Question
1 pointsCategory: EnglishDirections (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.99)
CorrectIncorrect - Question 100 of 100
100. Question
1 pointsCategory: EnglishDirections (96-100): Choose the word that fits the blank appropriately. Find out the appropriate word in each case.
The problem is, we never directly (96) cause and effect. So if you eat something and (97) sick, you will assume that the food (98) the upset, even though you do not know whether it did so or not. The trouble is that this turns up a lot of false positives and (99) all sorts of weird associations. Thirteen people gather, one dies and the number becomes unlucky. You eat roast chicken and are diagnosed with a serious illness the next day and the meal (100) forever tainted.100)
CorrectIncorrect
_____________________________________________________________________