CAT 2023 Question Paper with Answer Key for Slot 3

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Application No
Candidate Name
Test Center Name
Test Date 26/11/2023
Test Time 4:30 PM - 6:30 PM
Subject CAT 2023

Note - Answer Keys provided in this candidate response sheet are provisional.

Section : VARC

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Steven Pinker’s new book, “Rationality: What It Is, Why It Seems Scarce, Why It Matters,”
offers a pragmatic dose of measured optimism, presenting rationality as a fragile but
achievable ideal in personal and civic life. . . . Pinker’s ambition to illuminate such a crucial
topic offers the welcome prospect of a return to sanity. . . . It’s no small achievement to make
formal logic, game theory, statistics and Bayesian reasoning delightful topics full of charm and
relevance.

It’s also plausible to believe that a wider application of the rational tools he analyzes would
improve the world in important ways. His primer on statistics and scientific uncertainty is
particularly timely and should be required reading before consuming any news about the
[COVID] pandemic. More broadly, he argues that less media coverage of shocking but
vanishingly rare events, from shark attacks to adverse vaccine reactions, would help prevent
dangerous overreactions, fatalism and the diversion of finite resources away from solvable
but less-dramatic issues, like malnutrition in the developing world.

It’s a reasonable critique, and Pinker is not the first to make it. But analyzing the political
economy of journalism — its funding structures, ownership concentration and increasing
reliance on social media shares — would have given a fuller picture of why so much coverage
is so misguided and what we might do about it.

Pinker’s main focus is the sort of conscious, sequential reasoning that can track the steps in a
geometric proof or an argument in formal logic. Skill in this domain maps directly onto the
navigation of many real-world problems, and Pinker shows how greater mastery of the tools
of rationality can improve decision-making in medical, legal, financial and many other
contexts in which we must act on uncertain and shifting information. . . .

Despite the undeniable power of the sort of rationality he describes, many of the deepest
insights in the history of science, math, music and art strike their originators in moments of
epiphany. From the 19th-century chemist Friedrich August Kekulé’s discovery of the structure
of benzene to any of Mozart’s symphonies, much extraordinary human achievement is not a
product of conscious, sequential reasoning. Even Plato’s Socrates — who anticipated many
of Pinker’s points by nearly 2,500 years, showing the virtue of knowing what you do not know
and examining all premises in arguments, not simply trusting speakers’ authority or charisma
— attributed many of his most profound insights to dreams and visions. Conscious reasoning
is helpful in sorting the wheat from the chaff, but it would be interesting to consider the hidden
aquifers that make much of the grain grow in the first place.

The role of moral and ethical education in promoting rational behavior is also underexplored.
Pinker recognizes that rationality “is not just a cognitive virtue but a moral one.” But this
profoundly important point, one subtly explored by ancient Greek philosophers like Plato and
Aristotle, doesn’t really get developed. This is a shame, since possessing the right sort of
moral character is arguably a precondition for using rationality in beneficial ways.

SubQuestion No : 1
Q.1 The author mentions Kekulé’s discovery of the structure of benzene and Mozart’s
symphonies to illustrate the point that:
Ans 1.
great innovations across various fields can stem from flashes of intuition and are not always
propelled by logical thinking.
2.
Pinker’s conclusions on sequential reasoning are belied by European achievements which, in
the past, were more rooted in unconscious bursts of genius.
3.
it is not just the creative arts, but also scientific fields that have benefitted from flashes of
creativity.
4.
unlike the sciences, human achievements in other fields are a mix of logical reasoning and
spontaneous epiphanies.

Question ID : 48916815980
Option 1 ID : 48916839736
Option 2 ID : 48916839735
Option 3 ID : 48916839733
Option 4 ID : 48916839734

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Chosen Option : 1

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12/5/23, 11:37 AM cdn.digialm.com//per/g01/pub/756/touchstone/AssessmentQPHTMLMode1//CAT231/CAT231S3D5851/17013467034756579/232…

The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Steven Pinker’s new book, “Rationality: What It Is, Why It Seems Scarce, Why It Matters,”
offers a pragmatic dose of measured optimism, presenting rationality as a fragile but
achievable ideal in personal and civic life. . . . Pinker’s ambition to illuminate such a crucial
topic offers the welcome prospect of a return to sanity. . . . It’s no small achievement to make
formal logic, game theory, statistics and Bayesian reasoning delightful topics full of charm and
relevance.

It’s also plausible to believe that a wider application of the rational tools he analyzes would
improve the world in important ways. His primer on statistics and scientific uncertainty is
particularly timely and should be required reading before consuming any news about the
[COVID] pandemic. More broadly, he argues that less media coverage of shocking but
vanishingly rare events, from shark attacks to adverse vaccine reactions, would help prevent
dangerous overreactions, fatalism and the diversion of finite resources away from solvable
but less-dramatic issues, like malnutrition in the developing world.

It’s a reasonable critique, and Pinker is not the first to make it. But analyzing the political
economy of journalism — its funding structures, ownership concentration and increasing
reliance on social media shares — would have given a fuller picture of why so much coverage
is so misguided and what we might do about it.

Pinker’s main focus is the sort of conscious, sequential reasoning that can track the steps in a
geometric proof or an argument in formal logic. Skill in this domain maps directly onto the
navigation of many real-world problems, and Pinker shows how greater mastery of the tools
of rationality can improve decision-making in medical, legal, financial and many other
contexts in which we must act on uncertain and shifting information. . . .

Despite the undeniable power of the sort of rationality he describes, many of the deepest
insights in the history of science, math, music and art strike their originators in moments of
epiphany. From the 19th-century chemist Friedrich August Kekulé’s discovery of the structure
of benzene to any of Mozart’s symphonies, much extraordinary human achievement is not a
product of conscious, sequential reasoning. Even Plato’s Socrates — who anticipated many
of Pinker’s points by nearly 2,500 years, showing the virtue of knowing what you do not know
and examining all premises in arguments, not simply trusting speakers’ authority or charisma
— attributed many of his most profound insights to dreams and visions. Conscious reasoning
is helpful in sorting the wheat from the chaff, but it would be interesting to consider the hidden
aquifers that make much of the grain grow in the first place.

The role of moral and ethical education in promoting rational behavior is also underexplored.
Pinker recognizes that rationality “is not just a cognitive virtue but a moral one.” But this
profoundly important point, one subtly explored by ancient Greek philosophers like Plato and
Aristotle, doesn’t really get developed. This is a shame, since possessing the right sort of
moral character is arguably a precondition for using rationality in beneficial ways.

SubQuestion No : 2
Q.2 According to the author, for Pinker as well as the ancient Greek philosophers, rational
thinking involves all of the following EXCEPT:
Ans 1. arriving at independent conclusions irrespective of who is presenting the argument.

2. the primacy of conscious sequential reasoning as the basis for seminal human
achievements.
3. the belief that the ability to reason logically encompasses an ethical and moral
dimension.

4. an awareness of underlying assumptions in an argument and gaps in one’s own
knowledge.

Question ID : 48916815977
Option 1 ID : 48916839723
Option 2 ID : 48916839722
Option 3 ID : 48916839724
Option 4 ID : 48916839721
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Steven Pinker’s new book, “Rationality: What It Is, Why It Seems Scarce, Why It Matters,”
offers a pragmatic dose of measured optimism, presenting rationality as a fragile but
achievable ideal in personal and civic life. . . . Pinker’s ambition to illuminate such a crucial
topic offers the welcome prospect of a return to sanity. . . . It’s no small achievement to make
formal logic, game theory, statistics and Bayesian reasoning delightful topics full of charm and
relevance.

It’s also plausible to believe that a wider application of the rational tools he analyzes would
improve the world in important ways. His primer on statistics and scientific uncertainty is
particularly timely and should be required reading before consuming any news about the
[COVID] pandemic. More broadly, he argues that less media coverage of shocking but
vanishingly rare events, from shark attacks to adverse vaccine reactions, would help prevent
dangerous overreactions, fatalism and the diversion of finite resources away from solvable
but less-dramatic issues, like malnutrition in the developing world.

It’s a reasonable critique, and Pinker is not the first to make it. But analyzing the political
economy of journalism — its funding structures, ownership concentration and increasing
reliance on social media shares — would have given a fuller picture of why so much coverage
is so misguided and what we might do about it.

Pinker’s main focus is the sort of conscious, sequential reasoning that can track the steps in a
geometric proof or an argument in formal logic. Skill in this domain maps directly onto the
navigation of many real-world problems, and Pinker shows how greater mastery of the tools
of rationality can improve decision-making in medical, legal, financial and many other
contexts in which we must act on uncertain and shifting information. . . .

Despite the undeniable power of the sort of rationality he describes, many of the deepest
insights in the history of science, math, music and art strike their originators in moments of
epiphany. From the 19th-century chemist Friedrich August Kekulé’s discovery of the structure
of benzene to any of Mozart’s symphonies, much extraordinary human achievement is not a
product of conscious, sequential reasoning. Even Plato’s Socrates — who anticipated many
of Pinker’s points by nearly 2,500 years, showing the virtue of knowing what you do not know
and examining all premises in arguments, not simply trusting speakers’ authority or charisma
— attributed many of his most profound insights to dreams and visions. Conscious reasoning
is helpful in sorting the wheat from the chaff, but it would be interesting to consider the hidden
aquifers that make much of the grain grow in the first place.

The role of moral and ethical education in promoting rational behavior is also underexplored.
Pinker recognizes that rationality “is not just a cognitive virtue but a moral one.” But this
profoundly important point, one subtly explored by ancient Greek philosophers like Plato and
Aristotle, doesn’t really get developed. This is a shame, since possessing the right sort of
moral character is arguably a precondition for using rationality in beneficial ways.

SubQuestion No : 3
Q.3 The author endorses Pinker’s views on the importance of logical reasoning as it:
Ans 1. focuses public attention on real issues like development rather than sensational
events.
2. provides a moral compass for resolving important ethical dilemmas.

3. equips people with the ability to tackle challenging practical problems.

4. helps people to gain expertise in statistics and other scientific disciplines.

Question ID : 48916815976
Option 1 ID : 48916839720
Option 2 ID : 48916839718
Option 3 ID : 48916839719
Option 4 ID : 48916839717
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Steven Pinker’s new book, “Rationality: What It Is, Why It Seems Scarce, Why It Matters,”
offers a pragmatic dose of measured optimism, presenting rationality as a fragile but
achievable ideal in personal and civic life. . . . Pinker’s ambition to illuminate such a crucial
topic offers the welcome prospect of a return to sanity. . . . It’s no small achievement to make
formal logic, game theory, statistics and Bayesian reasoning delightful topics full of charm and
relevance.

It’s also plausible to believe that a wider application of the rational tools he analyzes would
improve the world in important ways. His primer on statistics and scientific uncertainty is
particularly timely and should be required reading before consuming any news about the
[COVID] pandemic. More broadly, he argues that less media coverage of shocking but
vanishingly rare events, from shark attacks to adverse vaccine reactions, would help prevent
dangerous overreactions, fatalism and the diversion of finite resources away from solvable
but less-dramatic issues, like malnutrition in the developing world.

It’s a reasonable critique, and Pinker is not the first to make it. But analyzing the political
economy of journalism — its funding structures, ownership concentration and increasing
reliance on social media shares — would have given a fuller picture of why so much coverage
is so misguided and what we might do about it.

Pinker’s main focus is the sort of conscious, sequential reasoning that can track the steps in a
geometric proof or an argument in formal logic. Skill in this domain maps directly onto the
navigation of many real-world problems, and Pinker shows how greater mastery of the tools
of rationality can improve decision-making in medical, legal, financial and many other
contexts in which we must act on uncertain and shifting information. . . .

Despite the undeniable power of the sort of rationality he describes, many of the deepest
insights in the history of science, math, music and art strike their originators in moments of
epiphany. From the 19th-century chemist Friedrich August Kekulé’s discovery of the structure
of benzene to any of Mozart’s symphonies, much extraordinary human achievement is not a
product of conscious, sequential reasoning. Even Plato’s Socrates — who anticipated many
of Pinker’s points by nearly 2,500 years, showing the virtue of knowing what you do not know
and examining all premises in arguments, not simply trusting speakers’ authority or charisma
— attributed many of his most profound insights to dreams and visions. Conscious reasoning
is helpful in sorting the wheat from the chaff, but it would be interesting to consider the hidden
aquifers that make much of the grain grow in the first place.

The role of moral and ethical education in promoting rational behavior is also underexplored.
Pinker recognizes that rationality “is not just a cognitive virtue but a moral one.” But this
profoundly important point, one subtly explored by ancient Greek philosophers like Plato and
Aristotle, doesn’t really get developed. This is a shame, since possessing the right sort of
moral character is arguably a precondition for using rationality in beneficial ways.

SubQuestion No : 4
Q.4 The author refers to the ancient Greek philosophers to:
Ans 1. show how dreams and visions have for centuries influenced subconscious behaviour
and pathbreaking inventions.
2. indicate the various similarities between their thinking and Pinker’s conclusions.

3. reveal gaps in Pinker’s discussion of the importance of ethical considerations in
rational behaviour.
4. highlight the influence of their thinking on the development of Pinker’s arguments.

Question ID : 48916815978
Option 1 ID : 48916839727
Option 2 ID : 48916839726
Option 3 ID : 48916839728
Option 4 ID : 48916839725
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

The biggest challenge [The Nutmeg’s Curse by Ghosh] throws down is to the prevailing
understanding of when the climate crisis started. Most of us have accepted . . . that it started
with the widespread use of coal at the beginning of the Industrial Age in the 18th century and
worsened with the mass adoption of oil and natural gas in the 20th.
Ghosh takes this history at least three centuries back, to the start of European colonialism in
the 15th century. He [starts] the book with a 1621 massacre by Dutch invaders determined to
impose a monopoly on nutmeg cultivation and trade in the Banda islands in today’s
Indonesia. Not only do the Dutch systematically depopulate the islands through genocide,
they also try their best to bring nutmeg cultivation into plantation mode. These are the two
points to which Ghosh returns through examples from around the world. One, how European
colonialists decimated not only indigenous populations but also indigenous understanding of
the relationship between humans and Earth. Two, how this was an invasion not only of
humans but of the Earth itself, and how this continues to the present day by looking at nature
as a ‘resource’ to exploit. . . .
We know we are facing more frequent and more severe heatwaves, storms, floods, droughts
and wildfires due to climate change. We know our expansion through deforestation, dam
building, canal cutting – in short, terraforming, the word Ghosh uses – has brought us
repeated disasters . . . Are these the responses of an angry Gaia who has finally had
enough? By using the word ‘curse’ in the title, the author makes it clear that he thinks so. I
use the pronoun ‘who’ knowingly, because Ghosh has quoted many non-European sources to
enquire into the relationship between humans and the world around them so that he can
question the prevalent way of looking at Earth as an inert object to be exploited to the
maximum.
As Ghosh’s text, notes and bibliography show once more, none of this is new. There have
always been challenges to the way European colonialists looked at other civilisations and at
Earth. It is just that the invaders and their myriad backers in the fields of economics, politics,
anthropology, philosophy, literature, technology, physics, chemistry, biology have dominated
global intellectual discourse. . . .
There are other points of view that we can hear today if we listen hard enough. Those
observing global climate negotiations know about the Latin American way of looking at Earth
as Pachamama (Earth Mother). They also know how such a framing is just provided lip
service and is ignored in the substantive portions of the negotiations. In The Nutmeg’s Curse,
Ghosh explains why. He shows the extent of the vested interest in the oil economy – not only
for oil-exporting countries, but also for a superpower like the US that controls oil drilling, oil
prices and oil movement around the world. Many of us know power utilities are sabotaging
decentralised solar power generation today because it hits their revenues and control. And
how the other points of view are so often drowned out.

SubQuestion No : 5
Q.5 Which one of the following, if true, would make the reviewer’s choice of the pronoun
“who” for Gaia inappropriate?
Ans 1. Modern western science discovers new evidence for the Earth being an inanimate
object.
2. Ghosh’s book has a different title: “The Nutmeg’s Revenge”.

3. There is a direct cause–effect relationship between human activities and global
climate change.
4. Non-European societies have perceived the Earth as a non-living source of all
resources.

Question ID : 48916815180
Option 1 ID : 48916837336
Option 2 ID : 48916837339
Option 3 ID : 48916837337
Option 4 ID : 48916837338
Chosen Option : 3

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

The biggest challenge [The Nutmeg’s Curse by Ghosh] throws down is to the prevailing
understanding of when the climate crisis started. Most of us have accepted . . . that it started
with the widespread use of coal at the beginning of the Industrial Age in the 18th century and
worsened with the mass adoption of oil and natural gas in the 20th.
Ghosh takes this history at least three centuries back, to the start of European colonialism in
the 15th century. He [starts] the book with a 1621 massacre by Dutch invaders determined to
impose a monopoly on nutmeg cultivation and trade in the Banda islands in today’s
Indonesia. Not only do the Dutch systematically depopulate the islands through genocide,
they also try their best to bring nutmeg cultivation into plantation mode. These are the two
points to which Ghosh returns through examples from around the world. One, how European
colonialists decimated not only indigenous populations but also indigenous understanding of
the relationship between humans and Earth. Two, how this was an invasion not only of
humans but of the Earth itself, and how this continues to the present day by looking at nature
as a ‘resource’ to exploit. . . .
We know we are facing more frequent and more severe heatwaves, storms, floods, droughts
and wildfires due to climate change. We know our expansion through deforestation, dam
building, canal cutting – in short, terraforming, the word Ghosh uses – has brought us
repeated disasters . . . Are these the responses of an angry Gaia who has finally had
enough? By using the word ‘curse’ in the title, the author makes it clear that he thinks so. I
use the pronoun ‘who’ knowingly, because Ghosh has quoted many non-European sources to
enquire into the relationship between humans and the world around them so that he can
question the prevalent way of looking at Earth as an inert object to be exploited to the
maximum.
As Ghosh’s text, notes and bibliography show once more, none of this is new. There have
always been challenges to the way European colonialists looked at other civilisations and at
Earth. It is just that the invaders and their myriad backers in the fields of economics, politics,
anthropology, philosophy, literature, technology, physics, chemistry, biology have dominated
global intellectual discourse. . . .
There are other points of view that we can hear today if we listen hard enough. Those
observing global climate negotiations know about the Latin American way of looking at Earth
as Pachamama (Earth Mother). They also know how such a framing is just provided lip
service and is ignored in the substantive portions of the negotiations. In The Nutmeg’s Curse,
Ghosh explains why. He shows the extent of the vested interest in the oil economy – not only
for oil-exporting countries, but also for a superpower like the US that controls oil drilling, oil
prices and oil movement around the world. Many of us know power utilities are sabotaging
decentralised solar power generation today because it hits their revenues and control. And
how the other points of view are so often drowned out.

SubQuestion No : 6
Q.6 Which one of the following best explains the primary purpose of the discussion of the
colonisation of the Banda islands in “The Nutmeg’s Curse”?
Ans 1. To illustrate how colonialism represented and perpetuated the mindset that has led to
climate change.
2. To illustrate the role played by the cultivation of certain crops in the plantation mode in
contributing to climate change.
3. To illustrate the first instance in history when the processes responsible for climate
change were initiated.
4. To illustrate how systemic violence against the colonised constituted the cornerstone
of colonialism.

Question ID : 48916815183
Option 1 ID : 48916837350
Option 2 ID : 48916837351
Option 3 ID : 48916837348
Option 4 ID : 48916837349
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

The biggest challenge [The Nutmeg’s Curse by Ghosh] throws down is to the prevailing
understanding of when the climate crisis started. Most of us have accepted . . . that it started
with the widespread use of coal at the beginning of the Industrial Age in the 18th century and
worsened with the mass adoption of oil and natural gas in the 20th.
Ghosh takes this history at least three centuries back, to the start of European colonialism in
the 15th century. He [starts] the book with a 1621 massacre by Dutch invaders determined to
impose a monopoly on nutmeg cultivation and trade in the Banda islands in today’s
Indonesia. Not only do the Dutch systematically depopulate the islands through genocide,
they also try their best to bring nutmeg cultivation into plantation mode. These are the two
points to which Ghosh returns through examples from around the world. One, how European
colonialists decimated not only indigenous populations but also indigenous understanding of
the relationship between humans and Earth. Two, how this was an invasion not only of
humans but of the Earth itself, and how this continues to the present day by looking at nature
as a ‘resource’ to exploit. . . .
We know we are facing more frequent and more severe heatwaves, storms, floods, droughts
and wildfires due to climate change. We know our expansion through deforestation, dam
building, canal cutting – in short, terraforming, the word Ghosh uses – has brought us
repeated disasters . . . Are these the responses of an angry Gaia who has finally had
enough? By using the word ‘curse’ in the title, the author makes it clear that he thinks so. I
use the pronoun ‘who’ knowingly, because Ghosh has quoted many non-European sources to
enquire into the relationship between humans and the world around them so that he can
question the prevalent way of looking at Earth as an inert object to be exploited to the
maximum.
As Ghosh’s text, notes and bibliography show once more, none of this is new. There have
always been challenges to the way European colonialists looked at other civilisations and at
Earth. It is just that the invaders and their myriad backers in the fields of economics, politics,
anthropology, philosophy, literature, technology, physics, chemistry, biology have dominated
global intellectual discourse. . . .
There are other points of view that we can hear today if we listen hard enough. Those
observing global climate negotiations know about the Latin American way of looking at Earth
as Pachamama (Earth Mother). They also know how such a framing is just provided lip
service and is ignored in the substantive portions of the negotiations. In The Nutmeg’s Curse,
Ghosh explains why. He shows the extent of the vested interest in the oil economy – not only
for oil-exporting countries, but also for a superpower like the US that controls oil drilling, oil
prices and oil movement around the world. Many of us know power utilities are sabotaging
decentralised solar power generation today because it hits their revenues and control. And
how the other points of view are so often drowned out.

SubQuestion No : 7
Q.7 All of the following can be inferred from the reviewer’s discussion of “The Nutmeg’s
Curse”, EXCEPT:
Ans 1. academic discourses have always served the function of raising awareness about
environmental preservation.
2. the contemporary dominant perception of nature and the environment was put in
place by processes of colonialism.
3. the history of climate change is deeply intertwined with the history of colonialism.

4. environmental preservation policy makers can learn a lot from non-European and/or
pre-colonial societies.

Question ID : 48916815181
Option 1 ID : 48916837341
Option 2 ID : 48916837343
Option 3 ID : 48916837340
Option 4 ID : 48916837342
Chosen Option : 4

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12/5/23, 11:37 AM cdn.digialm.com//per/g01/pub/756/touchstone/AssessmentQPHTMLMode1//CAT231/CAT231S3D5851/17013467034756579/232…

The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

The biggest challenge [The Nutmeg’s Curse by Ghosh] throws down is to the prevailing
understanding of when the climate crisis started. Most of us have accepted . . . that it started
with the widespread use of coal at the beginning of the Industrial Age in the 18th century and
worsened with the mass adoption of oil and natural gas in the 20th.
Ghosh takes this history at least three centuries back, to the start of European colonialism in
the 15th century. He [starts] the book with a 1621 massacre by Dutch invaders determined to
impose a monopoly on nutmeg cultivation and trade in the Banda islands in today’s
Indonesia. Not only do the Dutch systematically depopulate the islands through genocide,
they also try their best to bring nutmeg cultivation into plantation mode. These are the two
points to which Ghosh returns through examples from around the world. One, how European
colonialists decimated not only indigenous populations but also indigenous understanding of
the relationship between humans and Earth. Two, how this was an invasion not only of
humans but of the Earth itself, and how this continues to the present day by looking at nature
as a ‘resource’ to exploit. . . .
We know we are facing more frequent and more severe heatwaves, storms, floods, droughts
and wildfires due to climate change. We know our expansion through deforestation, dam
building, canal cutting – in short, terraforming, the word Ghosh uses – has brought us
repeated disasters . . . Are these the responses of an angry Gaia who has finally had
enough? By using the word ‘curse’ in the title, the author makes it clear that he thinks so. I
use the pronoun ‘who’ knowingly, because Ghosh has quoted many non-European sources to
enquire into the relationship between humans and the world around them so that he can
question the prevalent way of looking at Earth as an inert object to be exploited to the
maximum.
As Ghosh’s text, notes and bibliography show once more, none of this is new. There have
always been challenges to the way European colonialists looked at other civilisations and at
Earth. It is just that the invaders and their myriad backers in the fields of economics, politics,
anthropology, philosophy, literature, technology, physics, chemistry, biology have dominated
global intellectual discourse. . . .
There are other points of view that we can hear today if we listen hard enough. Those
observing global climate negotiations know about the Latin American way of looking at Earth
as Pachamama (Earth Mother). They also know how such a framing is just provided lip
service and is ignored in the substantive portions of the negotiations. In The Nutmeg’s Curse,
Ghosh explains why. He shows the extent of the vested interest in the oil economy – not only
for oil-exporting countries, but also for a superpower like the US that controls oil drilling, oil
prices and oil movement around the world. Many of us know power utilities are sabotaging
decentralised solar power generation today because it hits their revenues and control. And
how the other points of view are so often drowned out.

SubQuestion No : 8
Q.8 On the basis of information in the passage, which one of the following is NOT a reason
for the failure of policies seeking to address climate change?
Ans 1. The greed of organisations benefiting from non-renewable energy resources.

2. The global dominance of oil economies and international politics built around it.

3. The marginalised status of non-European ways of looking at nature and the
environment.
4. The decentralised characteristic of renewable energy resources like solar power.

Question ID : 48916815182
Option 1 ID : 48916837345
Option 2 ID : 48916837344
Option 3 ID : 48916837346
Option 4 ID : 48916837347
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Understanding romantic aesthetics is not a simple undertaking for reasons that are internal to
the nature of the subject. Distinguished scholars, such as Arthur Lovejoy, Northrop Frye and
Isaiah Berlin, have remarked on the notorious challenges facing any attempt to define
romanticism. Lovejoy, for example, claimed that romanticism is “the scandal of literary history
and criticism” . . . The main difficulty in studying the romantics, according to him, is the lack of
any “single real entity, or type of entity” that the concept “romanticism” designates. Lovejoy
concluded, “the word ‘romantic’ has come to mean so many things that, by itself, it means
nothing” . . .

The more specific task of characterizing romantic aesthetics adds to these difficulties an air of
paradox. Conventionally, “aesthetics” refers to a theory concerning beauty and art or the
branch of philosophy that studies these topics. However, many of the romantics rejected the
identification of aesthetics with a circumscribed domain of human life that is separated from
the practical and theoretical domains of life. The most characteristic romantic commitment is
to the idea that the character of art and beauty and of our engagement with them should
shape all aspects of human life. Being fundamental to human existence, beauty and art
should be a central ingredient not only in a philosophical or artistic life, but also in the lives of
ordinary men and women. Another challenge for any attempt to characterize romantic
aesthetics lies in the fact that most of the romantics were poets and artists whose views of art
and beauty are, for the most part, to be found not in developed theoretical accounts, but in
fragments, aphorisms and poems, which are often more elusive and suggestive than
conclusive.

Nevertheless, in spite of these challenges the task of characterizing romantic aesthetics is
neither impossible nor undesirable, as numerous thinkers responding to Lovejoy’s radical
skepticism have noted. While warning against a reductive definition of romanticism, Berlin, for
example, still heralded the need for a general characterization: “[Although] one does have a
certain sympathy with Lovejoy’s despair…[he is] in this instance mistaken. There was a
romantic movement…and it is important to discover what it is” . . .

Recent attempts to characterize romanticism and to stress its contemporary relevance follow
this path. Instead of overlooking the undeniable differences between the variety of
romanticisms of different nations that Lovejoy had stressed, such studies attempt to
characterize romanticism, not in terms of a single definition, a specific time, or a specific
place, but in terms of “particular philosophical questions and concerns” . . .

While the German, British and French romantics are all considered, the central protagonists
in the following are the German romantics. Two reasons explain this focus: first, because it
has paved the way for the other romanticisms, German romanticism has a pride of place
among the different national romanticisms . . . Second, the aesthetic outlook that was
developed in Germany roughly between 1796 and 1801–02 — the period that corresponds to
the heyday of what is known as “Early Romanticism” . . .— offers the most philosophical
expression of romanticism since it is grounded primarily in the epistemological, metaphysical,
ethical, and political concerns that the German romantics discerned in the aftermath of Kant’s
philosophy.

SubQuestion No : 9
Q.9 According to the passage, recent studies on romanticism avoid “a single definition, a
specific time, or a specific place” because they:
Ans 1. prefer to focus on the fundamental concerns of the romantics.

2. understand that the variety of romanticisms renders a general analysis impossible.

3. prefer to highlight the paradox of romantic aesthetics as a concept.

4. seek to discredit Lovejoy’s scepticism regarding romanticism.

Question ID : 48916816133
Option 1 ID : 48916840226
Option 2 ID : 48916840225
Option 3 ID : 48916840227
Option 4 ID : 48916840228
Chosen Option : 2

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Understanding romantic aesthetics is not a simple undertaking for reasons that are internal to
the nature of the subject. Distinguished scholars, such as Arthur Lovejoy, Northrop Frye and
Isaiah Berlin, have remarked on the notorious challenges facing any attempt to define
romanticism. Lovejoy, for example, claimed that romanticism is “the scandal of literary history
and criticism” . . . The main difficulty in studying the romantics, according to him, is the lack of
any “single real entity, or type of entity” that the concept “romanticism” designates. Lovejoy
concluded, “the word ‘romantic’ has come to mean so many things that, by itself, it means
nothing” . . .

The more specific task of characterizing romantic aesthetics adds to these difficulties an air of
paradox. Conventionally, “aesthetics” refers to a theory concerning beauty and art or the
branch of philosophy that studies these topics. However, many of the romantics rejected the
identification of aesthetics with a circumscribed domain of human life that is separated from
the practical and theoretical domains of life. The most characteristic romantic commitment is
to the idea that the character of art and beauty and of our engagement with them should
shape all aspects of human life. Being fundamental to human existence, beauty and art
should be a central ingredient not only in a philosophical or artistic life, but also in the lives of
ordinary men and women. Another challenge for any attempt to characterize romantic
aesthetics lies in the fact that most of the romantics were poets and artists whose views of art
and beauty are, for the most part, to be found not in developed theoretical accounts, but in
fragments, aphorisms and poems, which are often more elusive and suggestive than
conclusive.

Nevertheless, in spite of these challenges the task of characterizing romantic aesthetics is
neither impossible nor undesirable, as numerous thinkers responding to Lovejoy’s radical
skepticism have noted. While warning against a reductive definition of romanticism, Berlin, for
example, still heralded the need for a general characterization: “[Although] one does have a
certain sympathy with Lovejoy’s despair…[he is] in this instance mistaken. There was a
romantic movement…and it is important to discover what it is” . . .

Recent attempts to characterize romanticism and to stress its contemporary relevance follow
this path. Instead of overlooking the undeniable differences between the variety of
romanticisms of different nations that Lovejoy had stressed, such studies attempt to
characterize romanticism, not in terms of a single definition, a specific time, or a specific
place, but in terms of “particular philosophical questions and concerns” . . .

While the German, British and French romantics are all considered, the central protagonists
in the following are the German romantics. Two reasons explain this focus: first, because it
has paved the way for the other romanticisms, German romanticism has a pride of place
among the different national romanticisms . . . Second, the aesthetic outlook that was
developed in Germany roughly between 1796 and 1801–02 — the period that corresponds to
the heyday of what is known as “Early Romanticism” . . .— offers the most philosophical
expression of romanticism since it is grounded primarily in the epistemological, metaphysical,
ethical, and political concerns that the German romantics discerned in the aftermath of Kant’s
philosophy.

SubQuestion No : 10
Q.10 The main difficulty in studying romanticism is the:
Ans 1. lack of clear conceptual contours of the domain.

2. absence of written accounts by romantic poets and artists.

3. elusive and suggestive nature of romantic aesthetics.

4. controversial and scandalous history of romantic literature.

Question ID : 48916816130
Option 1 ID : 48916840213
Option 2 ID : 48916840214
Option 3 ID : 48916840215
Option 4 ID : 48916840216
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Understanding romantic aesthetics is not a simple undertaking for reasons that are internal to
the nature of the subject. Distinguished scholars, such as Arthur Lovejoy, Northrop Frye and
Isaiah Berlin, have remarked on the notorious challenges facing any attempt to define
romanticism. Lovejoy, for example, claimed that romanticism is “the scandal of literary history
and criticism” . . . The main difficulty in studying the romantics, according to him, is the lack of
any “single real entity, or type of entity” that the concept “romanticism” designates. Lovejoy
concluded, “the word ‘romantic’ has come to mean so many things that, by itself, it means
nothing” . . .

The more specific task of characterizing romantic aesthetics adds to these difficulties an air of
paradox. Conventionally, “aesthetics” refers to a theory concerning beauty and art or the
branch of philosophy that studies these topics. However, many of the romantics rejected the
identification of aesthetics with a circumscribed domain of human life that is separated from
the practical and theoretical domains of life. The most characteristic romantic commitment is
to the idea that the character of art and beauty and of our engagement with them should
shape all aspects of human life. Being fundamental to human existence, beauty and art
should be a central ingredient not only in a philosophical or artistic life, but also in the lives of
ordinary men and women. Another challenge for any attempt to characterize romantic
aesthetics lies in the fact that most of the romantics were poets and artists whose views of art
and beauty are, for the most part, to be found not in developed theoretical accounts, but in
fragments, aphorisms and poems, which are often more elusive and suggestive than
conclusive.

Nevertheless, in spite of these challenges the task of characterizing romantic aesthetics is
neither impossible nor undesirable, as numerous thinkers responding to Lovejoy’s radical
skepticism have noted. While warning against a reductive definition of romanticism, Berlin, for
example, still heralded the need for a general characterization: “[Although] one does have a
certain sympathy with Lovejoy’s despair…[he is] in this instance mistaken. There was a
romantic movement…and it is important to discover what it is” . . .

Recent attempts to characterize romanticism and to stress its contemporary relevance follow
this path. Instead of overlooking the undeniable differences between the variety of
romanticisms of different nations that Lovejoy had stressed, such studies attempt to
characterize romanticism, not in terms of a single definition, a specific time, or a specific
place, but in terms of “particular philosophical questions and concerns” . . .

While the German, British and French romantics are all considered, the central protagonists
in the following are the German romantics. Two reasons explain this focus: first, because it
has paved the way for the other romanticisms, German romanticism has a pride of place
among the different national romanticisms . . . Second, the aesthetic outlook that was
developed in Germany roughly between 1796 and 1801–02 — the period that corresponds to
the heyday of what is known as “Early Romanticism” . . .— offers the most philosophical
expression of romanticism since it is grounded primarily in the epistemological, metaphysical,
ethical, and political concerns that the German romantics discerned in the aftermath of Kant’s
philosophy.

SubQuestion No : 11
Q.11 Which one of the following statements is NOT supported by the passage?
Ans 1. Romantic aesthetics are primarily expressed through fragments, aphorisms, and
poems.
2. Recent studies on romanticism seek to refute the differences between national
romanticisms.
3. Characterising romantic aesthetics is both possible and desirable, despite the
challenges involved.
4. Many romantics rejected the idea of aesthetics as a domain separate from other
aspects of life.

Question ID : 48916816134
Option 1 ID : 48916840229
Option 2 ID : 48916840231
Option 3 ID : 48916840232
Option 4 ID : 48916840230
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

Understanding romantic aesthetics is not a simple undertaking for reasons that are internal to
the nature of the subject. Distinguished scholars, such as Arthur Lovejoy, Northrop Frye and
Isaiah Berlin, have remarked on the notorious challenges facing any attempt to define
romanticism. Lovejoy, for example, claimed that romanticism is “the scandal of literary history
and criticism” . . . The main difficulty in studying the romantics, according to him, is the lack of
any “single real entity, or type of entity” that the concept “romanticism” designates. Lovejoy
concluded, “the word ‘romantic’ has come to mean so many things that, by itself, it means
nothing” . . .

The more specific task of characterizing romantic aesthetics adds to these difficulties an air of
paradox. Conventionally, “aesthetics” refers to a theory concerning beauty and art or the
branch of philosophy that studies these topics. However, many of the romantics rejected the
identification of aesthetics with a circumscribed domain of human life that is separated from
the practical and theoretical domains of life. The most characteristic romantic commitment is
to the idea that the character of art and beauty and of our engagement with them should
shape all aspects of human life. Being fundamental to human existence, beauty and art
should be a central ingredient not only in a philosophical or artistic life, but also in the lives of
ordinary men and women. Another challenge for any attempt to characterize romantic
aesthetics lies in the fact that most of the romantics were poets and artists whose views of art
and beauty are, for the most part, to be found not in developed theoretical accounts, but in
fragments, aphorisms and poems, which are often more elusive and suggestive than
conclusive.

Nevertheless, in spite of these challenges the task of characterizing romantic aesthetics is
neither impossible nor undesirable, as numerous thinkers responding to Lovejoy’s radical
skepticism have noted. While warning against a reductive definition of romanticism, Berlin, for
example, still heralded the need for a general characterization: “[Although] one does have a
certain sympathy with Lovejoy’s despair…[he is] in this instance mistaken. There was a
romantic movement…and it is important to discover what it is” . . .

Recent attempts to characterize romanticism and to stress its contemporary relevance follow
this path. Instead of overlooking the undeniable differences between the variety of
romanticisms of different nations that Lovejoy had stressed, such studies attempt to
characterize romanticism, not in terms of a single definition, a specific time, or a specific
place, but in terms of “particular philosophical questions and concerns” . . .

While the German, British and French romantics are all considered, the central protagonists
in the following are the German romantics. Two reasons explain this focus: first, because it
has paved the way for the other romanticisms, German romanticism has a pride of place
among the different national romanticisms . . . Second, the aesthetic outlook that was
developed in Germany roughly between 1796 and 1801–02 — the period that corresponds to
the heyday of what is known as “Early Romanticism” . . .— offers the most philosophical
expression of romanticism since it is grounded primarily in the epistemological, metaphysical,
ethical, and political concerns that the German romantics discerned in the aftermath of Kant’s
philosophy.

SubQuestion No : 12
Q.12 According to the romantics, aesthetics:
Ans 1. is primarily the concern of philosophers and artists, rather than of ordinary people.

2. is widely considered to be irrelevant to human existence.

3. permeates all aspects of human life, philosophical and mundane.

4. should be confined to a specific domain separate from the practical and theoretical
aspects of life.

Question ID : 48916816131
Option 1 ID : 48916840219
Option 2 ID : 48916840220
Option 3 ID : 48916840218
Option 4 ID : 48916840217
Chosen Option : 3

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

In 2006, the Met [art museum in the US] agreed to return the Euphronios krater, a
masterpiece Greek urn that had been a museum draw since 1972. In 2007, the Getty [art
museum in the US] agreed to return 40 objects to Italy, including a marble Aphrodite, in the
midst of looting scandals. And in December, Sotheby’s and a private owner agreed to return
an ancient Khmer statue of a warrior, pulled from auction two years before, to Cambodia.

Cultural property, or patrimony, laws limit the transfer of cultural property outside the source
country’s territory, including outright export prohibitions and national ownership laws. Most art
historians, archaeologists, museum officials and policymakers portray cultural property laws in
general as invaluable tools for counteracting the ugly legacy of Western cultural imperialism.

During the late 19th and early 20th century — an era former Met director Thomas Hoving
called “the age of piracy” — American and European art museums acquired antiquities by
hook or by crook, from grave robbers or souvenir collectors, bounty from digs and ancient
sites in impoverished but art-rich source countries. Patrimony laws were intended to protect
future archaeological discoveries against Western imperialist designs. . . .

I surveyed 90 countries with one or more archaeological sites on UNESCO’s World Heritage
Site list, and my study shows that in most cases the number of discovered sites diminishes
sharply after a country passes a cultural property law. There are 222 archaeological sites
listed for those 90 countries. When you look into the history of the sites, you see that all but
21 were discovered before the passage of cultural property laws. . . .

Strict cultural patrimony laws are popular in most countries. But the downside may be that
they reduce incentives for foreign governments, nongovernmental organizations and
educational institutions to invest in overseas exploration because their efforts will not
necessarily be rewarded by opportunities to hold, display and study what is uncovered. To the
extent that source countries can fund their own archaeological projects, artifacts and sites
may still be discovered. . . . The survey has far-reaching implications. It suggests that source
countries, particularly in the developing world, should narrow their cultural property laws so
that they can reap the benefits of new archaeological discoveries, which typically increase
tourism and enhance cultural pride. This does not mean these nations should abolish
restrictions on foreign excavation and foreign claims to artifacts.

China provides an interesting alternative approach for source nations eager for foreign
archaeological investment. From 1935 to 2003, China had a restrictive cultural property law
that prohibited foreign ownership of Chinese cultural artifacts. In those years, China’s most
significant archaeological discovery occurred by chance, in 1974, when peasant farmers
accidentally uncovered ranks of buried terra cotta warriors, which are part of Emperor Qin’s
spectacular tomb system.

In 2003, the Chinese government switched course, dropping its cultural property law and
embracing collaborative international archaeological research. Since then, China has
nominated 11 archaeological sites for inclusion in the World Heritage Site list, including eight
in 2013, the most ever for China.

SubQuestion No : 13
Q.13 From the passage we can infer that the author is likely to advise poor, but
archaeologically-rich source countries to do all of the following, EXCEPT:
Ans 1. allow foreign countries to analyse and exhibit the archaeological finds made in the
source country.
2. to find ways to motivate other countries to finance archaeological explorations in their
country.

3. fund institutes in other countries to undertake archaeological exploration in the
source country reaping the benefits of cutting-edge techniques.
4. adopt China’s strategy of dropping its cultural property laws and carrying out
archaeological research through international collaboration.

Question ID : 48916816126
Option 1 ID : 48916840202
Option 2 ID : 48916840204
Option 3 ID : 48916840203
Option 4 ID : 48916840201

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Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

In 2006, the Met [art museum in the US] agreed to return the Euphronios krater, a
masterpiece Greek urn that had been a museum draw since 1972. In 2007, the Getty [art
museum in the US] agreed to return 40 objects to Italy, including a marble Aphrodite, in the
midst of looting scandals. And in December, Sotheby’s and a private owner agreed to return
an ancient Khmer statue of a warrior, pulled from auction two years before, to Cambodia.

Cultural property, or patrimony, laws limit the transfer of cultural property outside the source
country’s territory, including outright export prohibitions and national ownership laws. Most art
historians, archaeologists, museum officials and policymakers portray cultural property laws in
general as invaluable tools for counteracting the ugly legacy of Western cultural imperialism.

During the late 19th and early 20th century — an era former Met director Thomas Hoving
called “the age of piracy” — American and European art museums acquired antiquities by
hook or by crook, from grave robbers or souvenir collectors, bounty from digs and ancient
sites in impoverished but art-rich source countries. Patrimony laws were intended to protect
future archaeological discoveries against Western imperialist designs. . . .

I surveyed 90 countries with one or more archaeological sites on UNESCO’s World Heritage
Site list, and my study shows that in most cases the number of discovered sites diminishes
sharply after a country passes a cultural property law. There are 222 archaeological sites
listed for those 90 countries. When you look into the history of the sites, you see that all but
21 were discovered before the passage of cultural property laws. . . .

Strict cultural patrimony laws are popular in most countries. But the downside may be that
they reduce incentives for foreign governments, nongovernmental organizations and
educational institutions to invest in overseas exploration because their efforts will not
necessarily be rewarded by opportunities to hold, display and study what is uncovered. To the
extent that source countries can fund their own archaeological projects, artifacts and sites
may still be discovered. . . . The survey has far-reaching implications. It suggests that source
countries, particularly in the developing world, should narrow their cultural property laws so
that they can reap the benefits of new archaeological discoveries, which typically increase
tourism and enhance cultural pride. This does not mean these nations should abolish
restrictions on foreign excavation and foreign claims to artifacts.

China provides an interesting alternative approach for source nations eager for foreign
archaeological investment. From 1935 to 2003, China had a restrictive cultural property law
that prohibited foreign ownership of Chinese cultural artifacts. In those years, China’s most
significant archaeological discovery occurred by chance, in 1974, when peasant farmers
accidentally uncovered ranks of buried terra cotta warriors, which are part of Emperor Qin’s
spectacular tomb system.

In 2003, the Chinese government switched course, dropping its cultural property law and
embracing collaborative international archaeological research. Since then, China has
nominated 11 archaeological sites for inclusion in the World Heritage Site list, including eight
in 2013, the most ever for China.

SubQuestion No : 14
Q.14 Which one of the following statements, if true, would undermine the central idea of the
passage?
Ans 1. Affluent archaeologically-rich source countries can afford to carry out their own
excavations.

2. Western countries will have to apologise to countries for looting their cultural property
in the past century.

3. UNESCO finances archaeological research in poor, but archaeologically-rich source
countries.
4. Museums established in economically deprived archaeologically-rich source countries
can display the antiques discovered there.

Question ID : 48916816125
Option 1 ID : 48916840198
Option 2 ID : 48916840200
Option 3 ID : 48916840197
Option 4 ID : 48916840199

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Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

In 2006, the Met [art museum in the US] agreed to return the Euphronios krater, a
masterpiece Greek urn that had been a museum draw since 1972. In 2007, the Getty [art
museum in the US] agreed to return 40 objects to Italy, including a marble Aphrodite, in the
midst of looting scandals. And in December, Sotheby’s and a private owner agreed to return
an ancient Khmer statue of a warrior, pulled from auction two years before, to Cambodia.

Cultural property, or patrimony, laws limit the transfer of cultural property outside the source
country’s territory, including outright export prohibitions and national ownership laws. Most art
historians, archaeologists, museum officials and policymakers portray cultural property laws in
general as invaluable tools for counteracting the ugly legacy of Western cultural imperialism.

During the late 19th and early 20th century — an era former Met director Thomas Hoving
called “the age of piracy” — American and European art museums acquired antiquities by
hook or by crook, from grave robbers or souvenir collectors, bounty from digs and ancient
sites in impoverished but art-rich source countries. Patrimony laws were intended to protect
future archaeological discoveries against Western imperialist designs. . . .

I surveyed 90 countries with one or more archaeological sites on UNESCO’s World Heritage
Site list, and my study shows that in most cases the number of discovered sites diminishes
sharply after a country passes a cultural property law. There are 222 archaeological sites
listed for those 90 countries. When you look into the history of the sites, you see that all but
21 were discovered before the passage of cultural property laws. . . .

Strict cultural patrimony laws are popular in most countries. But the downside may be that
they reduce incentives for foreign governments, nongovernmental organizations and
educational institutions to invest in overseas exploration because their efforts will not
necessarily be rewarded by opportunities to hold, display and study what is uncovered. To the
extent that source countries can fund their own archaeological projects, artifacts and sites
may still be discovered. . . . The survey has far-reaching implications. It suggests that source
countries, particularly in the developing world, should narrow their cultural property laws so
that they can reap the benefits of new archaeological discoveries, which typically increase
tourism and enhance cultural pride. This does not mean these nations should abolish
restrictions on foreign excavation and foreign claims to artifacts.

China provides an interesting alternative approach for source nations eager for foreign
archaeological investment. From 1935 to 2003, China had a restrictive cultural property law
that prohibited foreign ownership of Chinese cultural artifacts. In those years, China’s most
significant archaeological discovery occurred by chance, in 1974, when peasant farmers
accidentally uncovered ranks of buried terra cotta warriors, which are part of Emperor Qin’s
spectacular tomb system.

In 2003, the Chinese government switched course, dropping its cultural property law and
embracing collaborative international archaeological research. Since then, China has
nominated 11 archaeological sites for inclusion in the World Heritage Site list, including eight
in 2013, the most ever for China.

SubQuestion No : 15
Q.15 Which one of the following statements best expresses the paradox of patrimony laws?
Ans 1. They were intended to protect cultural property, but instead resulted in the neglect of
historical sites.
2. They were intended to protect cultural property, but instead resulted in the withholding
of national treasure from museums.
3. They were aimed at protecting cultural property, but instead reduced new
archaeological discoveries.
4. They were aimed at protecting cultural property, but instead reduced business for
auctioneers like Sotheby’s.

Question ID : 48916816124
Option 1 ID : 48916840193
Option 2 ID : 48916840195
Option 3 ID : 48916840194
Option 4 ID : 48916840196
Chosen Option : 1

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The passage below is accompanied by four questions. Based on the passage, choose the
best answer for each question.

In 2006, the Met [art museum in the US] agreed to return the Euphronios krater, a
masterpiece Greek urn that had been a museum draw since 1972. In 2007, the Getty [art
museum in the US] agreed to return 40 objects to Italy, including a marble Aphrodite, in the
midst of looting scandals. And in December, Sotheby’s and a private owner agreed to return
an ancient Khmer statue of a warrior, pulled from auction two years before, to Cambodia.

Cultural property, or patrimony, laws limit the transfer of cultural property outside the source
country’s territory, including outright export prohibitions and national ownership laws. Most art
historians, archaeologists, museum officials and policymakers portray cultural property laws in
general as invaluable tools for counteracting the ugly legacy of Western cultural imperialism.

During the late 19th and early 20th century — an era former Met director Thomas Hoving
called “the age of piracy” — American and European art museums acquired antiquities by
hook or by crook, from grave robbers or souvenir collectors, bounty from digs and ancient
sites in impoverished but art-rich source countries. Patrimony laws were intended to protect
future archaeological discoveries against Western imperialist designs. . . .

I surveyed 90 countries with one or more archaeological sites on UNESCO’s World Heritage
Site list, and my study shows that in most cases the number of discovered sites diminishes
sharply after a country passes a cultural property law. There are 222 archaeological sites
listed for those 90 countries. When you look into the history of the sites, you see that all but
21 were discovered before the passage of cultural property laws. . . .

Strict cultural patrimony laws are popular in most countries. But the downside may be that
they reduce incentives for foreign governments, nongovernmental organizations and
educational institutions to invest in overseas exploration because their efforts will not
necessarily be rewarded by opportunities to hold, display and study what is uncovered. To the
extent that source countries can fund their own archaeological projects, artifacts and sites
may still be discovered. . . . The survey has far-reaching implications. It suggests that source
countries, particularly in the developing world, should narrow their cultural property laws so
that they can reap the benefits of new archaeological discoveries, which typically increase
tourism and enhance cultural pride. This does not mean these nations should abolish
restrictions on foreign excavation and foreign claims to artifacts.

China provides an interesting alternative approach for source nations eager for foreign
archaeological investment. From 1935 to 2003, China had a restrictive cultural property law
that prohibited foreign ownership of Chinese cultural artifacts. In those years, China’s most
significant archaeological discovery occurred by chance, in 1974, when peasant farmers
accidentally uncovered ranks of buried terra cotta warriors, which are part of Emperor Qin’s
spectacular tomb system.

In 2003, the Chinese government switched course, dropping its cultural property law and
embracing collaborative international archaeological research. Since then, China has
nominated 11 archaeological sites for inclusion in the World Heritage Site list, including eight
in 2013, the most ever for China.

SubQuestion No : 16
Q.16 It can be inferred from the passage that archaeological sites are considered important
by some source countries because they:
Ans 1. are subject to strict patrimony laws.

2. are a symbol of Western imperialism.

3. give a boost to the tourism sector.

4. generate funds for future discoveries.

Question ID : 48916816127
Option 1 ID : 48916840206
Option 2 ID : 48916840208
Option 3 ID : 48916840205
Option 4 ID : 48916840207
Chosen Option : 1

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Q.17 There is a sentence that is missing in the paragraph below. Look at the paragraph and
decide where (option 1, 2, 3, or 4) the following sentence would best fit.

Sentence: Beyond undermining the monopoly of the State on the use of force, armed
conflict also creates an environment that can enable organized crime to prosper.

Paragraph: ___(1)___. Linkages between illicit arms, organized crime, and armed
conflict can reinforce one another while also escalating and prolonging violence and
eroding governance.___(2)___. Financial gains from crime can lengthen or intensify
armed conflicts by creating revenue streams for non-State armed groups
(NSAGs).___(3)___. In this context, when hostilities cease and parties to a conflict
move towards a peaceful resolution, the widespread availability of surplus arms and
ammunition can contribute to a situation of ‘criminalized peace’ that obstructs
sustainable peacebuilding efforts.___(4)___.
Ans 1. Option 1

2. Option 3

3. Option 4

4. Option 2

Question ID : 48916816197
Option 1 ID : 48916840447
Option 2 ID : 48916840449
Option 3 ID : 48916840450
Option 4 ID : 48916840448
Chosen Option : 4

Q.18 There is a sentence that is missing in the paragraph below. Look at the paragraph and
decide where (option 1, 2, 3, or 4) the following sentence would best fit.

Sentence: For theoretical purposes, arguments may be considered as freestanding
entities, abstracted from their contexts of use in actual human activities.

Paragraph : ___(1)___. An argument can be defined as a complex symbolic structure
where some parts, known as the premises, offer support to another part, the
conclusion. Alternatively, an argument can be viewed as a complex speech act
consisting of one or more acts of premising (which assert propositions in favor of the
conclusion), an act of concluding, and a stated or implicit marker (“hence”,
“therefore”) that indicates that the conclusion follows from the premises.___(2)___.
The relation of support between premises and conclusion can be cashed out in
different ways: the premises may guarantee the truth of the conclusion, or make its
truth more probable; the premises may imply the conclusion; the premises may make
the conclusion more acceptable (or assertible).___(3)___. But depending on one’s
explanatory goals, there is also much to be gained from considering arguments as
they in fact occur in human communicative practices.___(4)___.
Ans 1. Option 2

2. Option 1

3. Option 4

4. Option 3

Question ID : 48916816121
Option 1 ID : 48916840189
Option 2 ID : 48916840188
Option 3 ID : 48916840191
Option 4 ID : 48916840190
Chosen Option : 3

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Q.19 Five jumbled up sentences (labelled 1, 2, 3, 4 and 5), related to a topic, are given
below. Four of them can be put together to form a coherent paragraph. Identify the
odd sentence and key in the number of that sentence as your answer.

1. Boa Senior, who lived through the 2004 tsunami, the Japanese occupation and
diseases brought by British settlers, was the last native of the island chain who was
fluent in Bo.
2. The indigenous population has been steadily collapsing since the island chain
was colonised by British settlers in 1858 and used for most of the following 100
years as a colonial penal colony.
3. Taking its name from a now-extinct tribe, Bo is one of the 10 Great Andamanese
languages, which are thought to date back to pre-Neolithic human settlement of
south-east Asia.
4. The last speaker of an ancient tribal language has died in the Andaman Islands,
breaking a 65,000-year link to one of the world's oldest cultures.
5. Though the language has been closely studied by researchers of linguistic
history, Boa Senior spent the last few years of her life unable to converse with
anyone in her mother tongue.
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 2
Given 12354
Answer :

Question Type : SA
Question ID : 48916816241

Q.20 Five jumbled up sentences (labelled 1, 2, 3, 4 and 5), related to a topic, are given
below. Four of them can be put together to form a coherent paragraph. Identify the
odd sentence and key in the number of that sentence as your answer.

1. Although hard skills have traditionally ruled the roost, some companies are
moving away from choosing prospective hires based on technical abilities alone.
2. Companies are shaking off the old definition of an ideal candidate and ditching
the idea of looking for the singularly perfect candidate altogether.
3. Now, some job descriptions are frequently asking for candidates to demonstrate
soft skills, such as leadership or teamwork.
4. That’s not to say that practical know-how is no longer required – some jobs still
call for highly specific expertise
5. The move towards prioritising soft skills “is a natural response to three years of
the pandemic” says a senior recruiter at Cenlar FSB.
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 2
Given 24135
Answer :

Question Type : SA
Question ID : 48916816033

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Q.21 The four sentences (labelled 1, 2, 3 and 4) given below, when properly sequenced,
would yield a coherent paragraph. Decide on the proper sequencing of the order of
the sentences and key in the sequence of the four numbers as your answer.
1. Centuries later formal learning is still mostly based on reading, even with the
widespread use of other possible education-affecting technologies such as film,
radio, and television.
2. One of the immediate and recognisable impacts of the printing press was on how
people learned; in the scribal culture it primarily involved listening, so
memorization was paramount.
3. The transformation of learners from listeners to readers was a complex social
and cultural phenomenon, and it was not until the industrial era that the concept of
universal literacy took root.
4. The printing press shifted the learning process, as listening and memorisation
gradually gave way to reading and learning no longer required the presence of a
mentor; it could be done privately.
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 2431
Given 2314
Answer :

Question Type : SA
Question ID : 48916814948

Q.22 The four sentences (labelled 1, 2, 3 and 4) given below, when properly sequenced,
would yield a coherent paragraph. Decide on the proper sequencing of the order of
the sentences and key in the sequence of the four numbers as your answer.

1. Veena Sahajwalla, a materials scientist at the University of New South Wales,
believes there is a new way of solving this problem.
2. Her vision is for automated drones and robots to pick out components, put them
into a small furnace and smelt them at specific temperatures to extract the metals
one by one before they are sent off to manufacturers for reuse.
3. E-waste contains huge quantities of valuable metals, ceramics and plastics that
could be salvaged and recycled, although currently not enough of it is.
4. She plans to build microfactories that can tease apart the tangle of materials in
mobile phones, computers and other e-waste.
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 3142
Given 3142
Answer :

Question Type : SA
Question ID : 48916815212

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Q.23 The passage given below is followed by four alternate summaries. Choose the option
that best captures the essence of the passage.

Gradually, life for the island’s birds is improving. Antarctic prions and white-headed
petrels, which also nest in burrows, had managed to cling on in some sites while pests
were on the island. Their numbers are now increasing. “It’s fantastic and so exciting,”
Shaw says. As birds return to breed, they also poo. This adds nutrients to the soil,
which in turn helps the plants to grow back stronger. Tall plants then help burrowing
birds hide from predatory skuas. “It’s this wonderful feedback loop,” Shaw says.
Today, the “pretty paddock” that Houghton first experienced has been transformed.
“The tussock is over your head, and you’re dodging all these penguin tunnels,” she
says. The orchids and tiny herb that had been protected by fencing have started
turning up all over the place.
Ans 1. In the absence of pests, life on the island is now protected, and there has been a
revival of a variety of birds and plants.
2. There is a huge positive transformation of the ecosystem of the island when brought
under environmental protection.
3. There is an increasing number of predatory birds and plants on the island despite the
presence of pests which is a positive development.
4. Flowering plants, herbs and birds are now being protected on this wonderful Antarctic
island.

Question ID : 48916815094
Option 1 ID : 48916837060
Option 2 ID : 48916837061
Option 3 ID : 48916837062
Option 4 ID : 48916837063
Chosen Option : 2

Q.24 The passage given below is followed by four alternate summaries. Choose the option
that best captures the essence of the passage.

The weight of society’s expectations is hardly a new phenomenon but it has become
particularly draining over recent decades, perhaps because expectations themselves
are so multifarious and contradictory. The perfectionism of the 1950s was rooted in the
norms of mass culture and captured in famous advertising images of the ideal white
American family that now seem self-satirising. In that era, perfectionism meant
seamlessly conforming to values, behaviour and appearance: chiselled confidence for
men, demure graciousness for women. The perfectionist was under pressure to look
like everyone else, only more so. The perfectionists of today, by contrast, feel an
obligation to stand out through their idiosyncratic style and wit if they are to gain a
foothold in the attention economy.
Ans 1. Though long-standing, the pressure to appear perfect and thereby attract attention,
has evolved over time from one of conformism to one of non-conformism.
2. The image of perfectionism is reflected in and perpetuated by the media; and people
do their best to adhere to these ideals.
3. The pressure to appear perfect has been the cause of tension and conflict because
the idea itself has been in a state of flux and hard to define.
4. The desire to attract attention is so deep-rooted in individual consciousness that
people are willing to go to any lengths to achieve it.

Question ID : 48916815085
Option 1 ID : 48916837025
Option 2 ID : 48916837027
Option 3 ID : 48916837024
Option 4 ID : 48916837026
Chosen Option : 1

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Section : DILR

In a coaching class, some students register online, and some others register offline. No
student registers both online and offline; hence the total registration number is the sum of
online and offline registrations. The following facts and table pertain to these registration
numbers for the five months – January to May of 2023. The table shows the minimum,
maximum, median registration numbers of these five months, separately for online, offline
and total number of registrations. The following additional facts are known.

1. In every month, both online and offline registration numbers were multiples of 10.
2. In January, the number of offline registrations was twice that of online registrations.
3. In April, the number of online registrations was twice that of offline registrations.
4. The number of online registrations in March was the same as the number of offline
registrations in February.
5. The number of online registrations was the largest in May.

SubQuestion No : 1
Q.1 What was the total number of registrations in April?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 120
Given 120
Answer :

Question Type : SA
Question ID : 48916816397

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In a coaching class, some students register online, and some others register offline. No
student registers both online and offline; hence the total registration number is the sum of
online and offline registrations. The following facts and table pertain to these registration
numbers for the five months – January to May of 2023. The table shows the minimum,
maximum, median registration numbers of these five months, separately for online, offline
and total number of registrations. The following additional facts are known.

1. In every month, both online and offline registration numbers were multiples of 10.
2. In January, the number of offline registrations was twice that of online registrations.
3. In April, the number of online registrations was twice that of offline registrations.
4. The number of online registrations in March was the same as the number of offline
registrations in February.
5. The number of online registrations was the largest in May.

SubQuestion No : 2
Q.2 What was the number of online registrations in January?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 40
Given 40
Answer :

Question Type : SA
Question ID : 48916816358

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In a coaching class, some students register online, and some others register offline. No
student registers both online and offline; hence the total registration number is the sum of
online and offline registrations. The following facts and table pertain to these registration
numbers for the five months – January to May of 2023. The table shows the minimum,
maximum, median registration numbers of these five months, separately for online, offline and
total number of registrations. The following additional facts are known.

1. In every month, both online and offline registration numbers were multiples of 10.
2. In January, the number of offline registrations was twice that of online registrations.
3. In April, the number of online registrations was twice that of offline registrations.
4. The number of online registrations in March was the same as the number of offline
registrations in February.
5. The number of online registrations was the largest in May.

SubQuestion No : 3
Q.3 Which of the following statements can be true?
I. The number of offline registrations was the smallest in May.
II. The total number of registrations was the smallest in February.
Ans 1. Only I

2. Only II

3. Neither I nor II

4. Both I and II

Question ID : 48916816069
Option 1 ID : 48916840014
Option 2 ID : 48916840015
Option 3 ID : 48916840017
Option 4 ID : 48916840016
Chosen Option : 3

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In a coaching class, some students register online, and some others register offline. No
student registers both online and offline; hence the total registration number is the sum of
online and offline registrations. The following facts and table pertain to these registration
numbers for the five months – January to May of 2023. The table shows the minimum,
maximum, median registration numbers of these five months, separately for online, offline and
total number of registrations. The following additional facts are known.

1. In every month, both online and offline registration numbers were multiples of 10.
2. In January, the number of offline registrations was twice that of online registrations.
3. In April, the number of online registrations was twice that of offline registrations.
4. The number of online registrations in March was the same as the number of offline
registrations in February.
5. The number of online registrations was the largest in May.

SubQuestion No : 4
Q.4 What best can be concluded about the number of offline registrations in February?
Ans 1. 50 or 80

2. 50

3. 30 or 50 or 80

4. 80

Question ID : 48916816070
Option 1 ID : 48916840018
Option 2 ID : 48916840020
Option 3 ID : 48916840019
Option 4 ID : 48916840021
Chosen Option : 3

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In a coaching class, some students register online, and some others register offline. No
student registers both online and offline; hence the total registration number is the sum of
online and offline registrations. The following facts and table pertain to these registration
numbers for the five months – January to May of 2023. The table shows the minimum,
maximum, median registration numbers of these five months, separately for online, offline and
total number of registrations. The following additional facts are known.

1. In every month, both online and offline registration numbers were multiples of 10.
2. In January, the number of offline registrations was twice that of online registrations.
3. In April, the number of online registrations was twice that of offline registrations.
4. The number of online registrations in March was the same as the number of offline
registrations in February.
5. The number of online registrations was the largest in May.

SubQuestion No : 5
Q.5 Which pair of months definitely had the same total number of registrations?
I. January and April
II. February and May
Ans 1. Neither I nor II

2. Only I

3. Both I and II

4. Only II

Question ID : 48916816071
Option 1 ID : 48916840025
Option 2 ID : 48916840022
Option 3 ID : 48916840024
Option 4 ID : 48916840023
Chosen Option : 2

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A, B, C, D, E and F are the six police stations in an area, which are connected by streets as
shown below. Four teams – Team 1, Team 2, Team 3 and Team 4 –
patrol these streets continuously between 09:00 hrs. and 12:00 hrs. each day.

The teams need 30 minutes to cross a street connecting one police station to another. All four
teams start from Station A at 09:00 hrs. and must return to Station A by 12:00 hrs. They can
also pass via Station A at any point on their journeys.

The following facts are known.
1. None of the streets has more than one team traveling along it in any direction at any point
in time.
2. Teams 2 and 3 are the only ones in stations E and D respectively at 10:00 hrs.
3. Teams 1 and 3 are the only ones in station E at 10:30 hrs.
4. Teams 1 and 4 are the only ones in stations B and E respectively at 11:30 hrs.
5. Team 1 and Team 4 are the only teams that patrol the street connecting stations A and E.
6. Team 4 never passes through Stations B, D or F.

SubQuestion No : 6
Q.6 Which one among the following stations is visited the largest number of times?
Ans 1. Station D

2. Station C

3. Station E

4. Station F

Question ID : 48916816290
Option 1 ID : 48916840767
Option 2 ID : 48916840766
Option 3 ID : 48916840768
Option 4 ID : 48916840769
Chosen Option : 3

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A, B, C, D, E and F are the six police stations in an area, which are connected by streets
as shown below. Four teams – Team 1, Team 2, Team 3 and Team 4 –
patrol these streets continuously between 09:00 hrs. and 12:00 hrs. each day.

The teams need 30 minutes to cross a street connecting one police station to another. All
four teams start from Station A at 09:00 hrs. and must return to Station A by 12:00 hrs.
They can also pass via Station A at any point on their journeys.

The following facts are known.
1. None of the streets has more than one team traveling along it in any direction at any
point in time.
2. Teams 2 and 3 are the only ones in stations E and D respectively at 10:00 hrs.
3. Teams 1 and 3 are the only ones in station E at 10:30 hrs.
4. Teams 1 and 4 are the only ones in stations B and E respectively at 11:30 hrs.
5. Team 1 and Team 4 are the only teams that patrol the street connecting stations A and
E.
6. Team 4 never passes through Stations B, D or F.

SubQuestion No : 7
Q.7 How many times do the teams pass through Station B in a day?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 2
Given 2
Answer :

Question Type : SA
Question ID : 48916816360

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A, B, C, D, E and F are the six police stations in an area, which are connected by streets as
shown below. Four teams – Team 1, Team 2, Team 3 and Team 4 –
patrol these streets continuously between 09:00 hrs. and 12:00 hrs. each day.

The teams need 30 minutes to cross a street connecting one police station to another. All four
teams start from Station A at 09:00 hrs. and must return to Station A by 12:00 hrs. They can
also pass via Station A at any point on their journeys.

The following facts are known.
1. None of the streets has more than one team traveling along it in any direction at any point
in time.
2. Teams 2 and 3 are the only ones in stations E and D respectively at 10:00 hrs.
3. Teams 1 and 3 are the only ones in station E at 10:30 hrs.
4. Teams 1 and 4 are the only ones in stations B and E respectively at 11:30 hrs.
5. Team 1 and Team 4 are the only teams that patrol the street connecting stations A and E.
6. Team 4 never passes through Stations B, D or F.

SubQuestion No : 8
Q.8 Which team patrols the street connecting Stations D and E at 10:15 hrs?
Ans 1. Team 4

2. Team 3

3. Team 2

4. Team 1

Question ID : 48916816292
Option 1 ID : 48916840777
Option 2 ID : 48916840776
Option 3 ID : 48916840775
Option 4 ID : 48916840774
Chosen Option : 2

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A, B, C, D, E and F are the six police stations in an area, which are connected by streets
as shown below. Four teams – Team 1, Team 2, Team 3 and Team 4 –
patrol these streets continuously between 09:00 hrs. and 12:00 hrs. each day.

The teams need 30 minutes to cross a street connecting one police station to another. All
four teams start from Station A at 09:00 hrs. and must return to Station A by 12:00 hrs.
They can also pass via Station A at any point on their journeys.

The following facts are known.
1. None of the streets has more than one team traveling along it in any direction at any
point in time.
2. Teams 2 and 3 are the only ones in stations E and D respectively at 10:00 hrs.
3. Teams 1 and 3 are the only ones in station E at 10:30 hrs.
4. Teams 1 and 4 are the only ones in stations B and E respectively at 11:30 hrs.
5. Team 1 and Team 4 are the only teams that patrol the street connecting stations A and
E.
6. Team 4 never passes through Stations B, D or F.

SubQuestion No : 9
Q.9 How many times does Team 4 pass through Station E in a day?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 2
Given 2
Answer :

Question Type : SA
Question ID : 48916816361

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A, B, C, D, E and F are the six police stations in an area, which are connected by streets as
shown below. Four teams – Team 1, Team 2, Team 3 and Team 4 –
patrol these streets continuously between 09:00 hrs. and 12:00 hrs. each day.

The teams need 30 minutes to cross a street connecting one police station to another. All four
teams start from Station A at 09:00 hrs. and must return to Station A by 12:00 hrs. They can
also pass via Station A at any point on their journeys.

The following facts are known.
1. None of the streets has more than one team traveling along it in any direction at any point
in time.
2. Teams 2 and 3 are the only ones in stations E and D respectively at 10:00 hrs.
3. Teams 1 and 3 are the only ones in station E at 10:30 hrs.
4. Teams 1 and 4 are the only ones in stations B and E respectively at 11:30 hrs.
5. Team 1 and Team 4 are the only teams that patrol the street connecting stations A and E.
6. Team 4 never passes through Stations B, D or F.

SubQuestion No : 10
Q.10 How many teams pass through Station C in a day?
Ans 1. 3

2. 4

3. 2

4. 1

Question ID : 48916816294
Option 1 ID : 48916840784
Option 2 ID : 48916840785
Option 3 ID : 48916840783
Option 4 ID : 48916840782
Chosen Option : 1

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An air conditioner (AC) company has four dealers – D1, D2, D3 and D4 in a city. It is
evaluating sales performances of these dealers. The company sells two variants of ACs –
Window and Split. Both these variants can be either Inverter type or Non-inverter type. It is
known that of the total number of ACs sold in the city, 25% were of Window variant, while
the rest were of Split variant. Among the Inverter ACs sold, 20% were of Window variant.

The following information is also known:
1. Every dealer sold at least two window ACs.
2. D1 sold 13 inverter ACs, while D3 sold 5 Non-inverter ACs.
3. A total of six Window Non-inverter ACs and 36 Split Inverter ACs were sold in the city.
4. The number of Split ACs sold by D1 was twice the number of Window ACs sold by it.
5. D3 and D4 sold an equal number of Window ACs and this number was one-third of the
number of similar ACs sold by D2.
6. D2 and D3 were the only ones who sold Window Non-inverter ACs. The number of
these ACs sold by D2 was twice the number of these ACs sold by D3.
7. D3 and D4 sold an equal number of Split Inverter ACs. This number was half the
number of similar ACs sold by D2.

SubQuestion No : 11
Q.11 How many Split Inverter ACs did D2 sell?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 14
Given --
Answer :

Question Type : SA
Question ID : 48916816355
Status : Not Answered

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An air conditioner (AC) company has four dealers – D1, D2, D3 and D4 in a city. It is
evaluating sales performances of these dealers. The company sells two variants of ACs –
Window and Split. Both these variants can be either Inverter type or Non-inverter type. It is
known that of the total number of ACs sold in the city, 25% were of Window variant, while the
rest were of Split variant. Among the Inverter ACs sold, 20% were of Window variant.

The following information is also known:
1. Every dealer sold at least two window ACs.
2. D1 sold 13 inverter ACs, while D3 sold 5 Non-inverter ACs.
3. A total of six Window Non-inverter ACs and 36 Split Inverter ACs were sold in the city.
4. The number of Split ACs sold by D1 was twice the number of Window ACs sold by it.
5. D3 and D4 sold an equal number of Window ACs and this number was one-third of the
number of similar ACs sold by D2.
6. D2 and D3 were the only ones who sold Window Non-inverter ACs. The number of these
ACs sold by D2 was twice the number of these ACs sold by D3.
7. D3 and D4 sold an equal number of Split Inverter ACs. This number was half the number of
similar ACs sold by D2.

SubQuestion No : 12
Q.12 What percentage of ACs sold were of Non-inverter type?
Ans 1. 33.33%

2. 75.00%

3. 20.00%

4. 25.00%

Question ID : 48916816306
Option 1 ID : 48916840824
Option 2 ID : 48916840825
Option 3 ID : 48916840822
Option 4 ID : 48916840823
Chosen Option : 1

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An air conditioner (AC) company has four dealers – D1, D2, D3 and D4 in a city. It is
evaluating sales performances of these dealers. The company sells two variants of ACs –
Window and Split. Both these variants can be either Inverter type or Non-inverter type. It is
known that of the total number of ACs sold in the city, 25% were of Window variant, while
the rest were of Split variant. Among the Inverter ACs sold, 20% were of Window variant.

The following information is also known:
1. Every dealer sold at least two window ACs.
2. D1 sold 13 inverter ACs, while D3 sold 5 Non-inverter ACs.
3. A total of six Window Non-inverter ACs and 36 Split Inverter ACs were sold in the city.
4. The number of Split ACs sold by D1 was twice the number of Window ACs sold by it.
5. D3 and D4 sold an equal number of Window ACs and this number was one-third of the
number of similar ACs sold by D2.
6. D2 and D3 were the only ones who sold Window Non-inverter ACs. The number of
these ACs sold by D2 was twice the number of these ACs sold by D3.
7. D3 and D4 sold an equal number of Split Inverter ACs. This number was half the
number of similar ACs sold by D2.

SubQuestion No : 13
Q.13 What was the total number of ACs sold by D2 and D4?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 33
Given --
Answer :

Question Type : SA
Question ID : 48916816356
Status : Not Answered

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An air conditioner (AC) company has four dealers – D1, D2, D3 and D4 in a city. It is
evaluating sales performances of these dealers. The company sells two variants of ACs –
Window and Split. Both these variants can be either Inverter type or Non-inverter type. It is
known that of the total number of ACs sold in the city, 25% were of Window variant, while the
rest were of Split variant. Among the Inverter ACs sold, 20% were of Window variant.

The following information is also known:
1. Every dealer sold at least two window ACs.
2. D1 sold 13 inverter ACs, while D3 sold 5 Non-inverter ACs.
3. A total of six Window Non-inverter ACs and 36 Split Inverter ACs were sold in the city.
4. The number of Split ACs sold by D1 was twice the number of Window ACs sold by it.
5. D3 and D4 sold an equal number of Window ACs and this number was one-third of the
number of similar ACs sold by D2.
6. D2 and D3 were the only ones who sold Window Non-inverter ACs. The number of these
ACs sold by D2 was twice the number of these ACs sold by D3.
7. D3 and D4 sold an equal number of Split Inverter ACs. This number was half the number of
similar ACs sold by D2.

SubQuestion No : 14
Q.14 Which of the following statements is necessarily false?
Ans 1. D1 and D3 together sold more ACs as compared to D2 and D4 together.

2. D2 sold the highest number of ACs.

3. D1 and D3 sold an equal number of Split ACs.

4. D4 sold more Split ACs as compared to D3.

Question ID : 48916816309
Option 1 ID : 48916840835
Option 2 ID : 48916840836
Option 3 ID : 48916840834
Option 4 ID : 48916840837
Chosen Option : 1

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An air conditioner (AC) company has four dealers – D1, D2, D3 and D4 in a city. It is
evaluating sales performances of these dealers. The company sells two variants of ACs –
Window and Split. Both these variants can be either Inverter type or Non-inverter type. It is
known that of the total number of ACs sold in the city, 25% were of Window variant, while the
rest were of Split variant. Among the Inverter ACs sold, 20% were of Window variant.

The following information is also known:
1. Every dealer sold at least two window ACs.
2. D1 sold 13 inverter ACs, while D3 sold 5 Non-inverter ACs.
3. A total of six Window Non-inverter ACs and 36 Split Inverter ACs were sold in the city.
4. The number of Split ACs sold by D1 was twice the number of Window ACs sold by it.
5. D3 and D4 sold an equal number of Window ACs and this number was one-third of the
number of similar ACs sold by D2.
6. D2 and D3 were the only ones who sold Window Non-inverter ACs. The number of these
ACs sold by D2 was twice the number of these ACs sold by D3.
7. D3 and D4 sold an equal number of Split Inverter ACs. This number was half the number of
similar ACs sold by D2.

SubQuestion No : 15
Q.15 If D3 and D4 sold an equal number of ACs, then what was the number of Non-inverter
ACs sold by D2?
Ans 1. 6

2. 5

3. 4

4. 7

Question ID : 48916816310
Option 1 ID : 48916840840
Option 2 ID : 48916840839
Option 3 ID : 48916840838
Option 4 ID : 48916840841
Chosen Option : 1

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There are only three female students – Amala, Koli and Rini – and only three male
students – Biman, Mathew and Shyamal – in a course. The course has two evaluation
components, a project and a test. The aggregate score in the course is a weighted
average of the two components, with the weights being positive and adding to 1.

The projects are done in groups of two, with each group consisting of a female and a male
student. Both the group members obtain the same score in the project.

The following additional facts are known about the scores in the project and the test.

1. The minimum, maximum and the average of both project and test scores were identical
– 40, 80 and 60, respectively.
2. The test scores of the students were all multiples of 10; four of them were distinct and
the remaining two were equal to the average test scores.
3. Amala’s score in the project was double that of Koli in the same, but Koli scored 20
more than Amala in the test. Yet Amala had the highest aggregate score.
4. Shyamal scored the second highest in the test. He scored two more than Koli, but two
less than Amala in the aggregate.
5. Biman scored the second lowest in the test and the lowest in the aggregate.
6. Mathew scored more than Rini in the project, but less than her in the test.

SubQuestion No : 16
Q.16 What was Rini’s score in the project?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 60
Given --
Answer :

Question Type : SA
Question ID : 48916816375
Status : Not Answered

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There are only three female students – Amala, Koli and Rini – and only three male students –
Biman, Mathew and Shyamal – in a course. The course has two evaluation components, a
project and a test. The aggregate score in the course is a weighted average of the two
components, with the weights being positive and adding to 1.

The projects are done in groups of two, with each group consisting of a female and a male
student. Both the group members obtain the same score in the project.

The following additional facts are known about the scores in the project and the test.

1. The minimum, maximum and the average of both project and test scores were identical –
40, 80 and 60, respectively.
2. The test scores of the students were all multiples of 10; four of them were distinct and the
remaining two were equal to the average test scores.
3. Amala’s score in the project was double that of Koli in the same, but Koli scored 20 more
than Amala in the test. Yet Amala had the highest aggregate score.
4. Shyamal scored the second highest in the test. He scored two more than Koli, but two less
than Amala in the aggregate.
5. Biman scored the second lowest in the test and the lowest in the aggregate.
6. Mathew scored more than Rini in the project, but less than her in the test.

SubQuestion No : 17
Q.17 What was the weight of the test component?
Ans 1. 0.75

2. 0.60

3. 0.40

4. 0.50

Question ID : 48916816082
Option 1 ID : 48916840060
Option 2 ID : 48916840058
Option 3 ID : 48916840057
Option 4 ID : 48916840059
Chosen Option : 1

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There are only three female students – Amala, Koli and Rini – and only three male students –
Biman, Mathew and Shyamal – in a course. The course has two evaluation components, a
project and a test. The aggregate score in the course is a weighted average of the two
components, with the weights being positive and adding to 1.

The projects are done in groups of two, with each group consisting of a female and a male
student. Both the group members obtain the same score in the project.

The following additional facts are known about the scores in the project and the test.

1. The minimum, maximum and the average of both project and test scores were identical –
40, 80 and 60, respectively.
2. The test scores of the students were all multiples of 10; four of them were distinct and the
remaining two were equal to the average test scores.
3. Amala’s score in the project was double that of Koli in the same, but Koli scored 20 more
than Amala in the test. Yet Amala had the highest aggregate score.
4. Shyamal scored the second highest in the test. He scored two more than Koli, but two less
than Amala in the aggregate.
5. Biman scored the second lowest in the test and the lowest in the aggregate.
6. Mathew scored more than Rini in the project, but less than her in the test.

SubQuestion No : 18
Q.18 What was the maximum aggregate score obtained by the students?
Ans 1. 68

2. 66

3. 80

4. 62

Question ID : 48916816083
Option 1 ID : 48916840061
Option 2 ID : 48916840063
Option 3 ID : 48916840064
Option 4 ID : 48916840062
Chosen Option : 1

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There are only three female students – Amala, Koli and Rini – and only three male
students – Biman, Mathew and Shyamal – in a course. The course has two evaluation
components, a project and a test. The aggregate score in the course is a weighted
average of the two components, with the weights being positive and adding to 1.

The projects are done in groups of two, with each group consisting of a female and a male
student. Both the group members obtain the same score in the project.

The following additional facts are known about the scores in the project and the test.

1. The minimum, maximum and the average of both project and test scores were identical
– 40, 80 and 60, respectively.
2. The test scores of the students were all multiples of 10; four of them were distinct and
the remaining two were equal to the average test scores.
3. Amala’s score in the project was double that of Koli in the same, but Koli scored 20
more than Amala in the test. Yet Amala had the highest aggregate score.
4. Shyamal scored the second highest in the test. He scored two more than Koli, but two
less than Amala in the aggregate.
5. Biman scored the second lowest in the test and the lowest in the aggregate.
6. Mathew scored more than Rini in the project, but less than her in the test.

SubQuestion No : 19
Q.19 What was Mathew’s score in the test?
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 40
Given --
Answer :

Question Type : SA
Question ID : 48916816378
Status : Not Answered

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There are only three female students – Amala, Koli and Rini – and only three male students –
Biman, Mathew and Shyamal – in a course. The course has two evaluation components, a
project and a test. The aggregate score in the course is a weighted average of the two
components, with the weights being positive and adding to 1.

The projects are done in groups of two, with each group consisting of a female and a male
student. Both the group members obtain the same score in the project.

The following additional facts are known about the scores in the project and the test.

1. The minimum, maximum and the average of both project and test scores were identical –
40, 80 and 60, respectively.
2. The test scores of the students were all multiples of 10; four of them were distinct and the
remaining two were equal to the average test scores.
3. Amala’s score in the project was double that of Koli in the same, but Koli scored 20 more
than Amala in the test. Yet Amala had the highest aggregate score.
4. Shyamal scored the second highest in the test. He scored two more than Koli, but two less
than Amala in the aggregate.
5. Biman scored the second lowest in the test and the lowest in the aggregate.
6. Mathew scored more than Rini in the project, but less than her in the test.

SubQuestion No : 20
Q.20 Which of the following pairs of students were part of the same project team?
i) Amala and Biman
ii) Koli and Mathew
Ans 1. Neither i) nor ii)

2. Only ii)

3. Both i) and ii)

4. Only i)

Question ID : 48916816085
Option 1 ID : 48916840072
Option 2 ID : 48916840070
Option 3 ID : 48916840071
Option 4 ID : 48916840069
Chosen Option : 1

Section : QA

Q.1

Ans
1.

2.

3.

4.

Question ID : 48916814902
Option 1 ID : 48916836410
Option 2 ID : 48916836408
Option 3 ID : 48916836409
Option 4 ID : 48916836407
Chosen Option : 1

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Q.2

Ans 1.

2.

3.

4.

Question ID : 48916814692
Option 1 ID : 48916835633
Option 2 ID : 48916835634
Option 3 ID : 48916835631
Option 4 ID : 48916835632
Chosen Option : 4

Q.3

Ans 1.

2.

3.

4.

Question ID : 48916815734
Option 1 ID : 48916838864
Option 2 ID : 48916838865
Option 3 ID : 48916838866
Option 4 ID : 48916838863
Chosen Option : 1

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Q.4

Ans 1.

2.

3.

4.

Question ID : 48916815704
Option 1 ID : 48916838744
Option 2 ID : 48916838745
Option 3 ID : 48916838743
Option 4 ID : 48916838746
Chosen Option : 2

Q.5

Case Sensitivity: No
Answer Type: Equal
Possible Answer: 9
Given --
Answer :

Question Type : SA
Question ID : 48916816329
Status : Not Answered

Q.6 The sum of the first two natural numbers, each having 15 factors (including 1 and
the number itself), is
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 468
Given --
Answer :

Question Type : SA
Question ID : 48916816330
Status : Not Answered

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Q.18

Ans 1.

2.

3.

4.

Question ID : 48916814727
Option 1 ID : 48916835774
Option 2 ID : 48916835772
Option 3 ID : 48916835773
Option 4 ID : 48916835771
Chosen Option : 2

Q.19 In a regular polygon, any interior angle exceeds the exterior angle by 120 degrees.
Then, the number of diagonals of this polygon is
Case Sensitivity: No
Answer Type: Equal
Possible Answer: 54
Given --
Answer :

Question Type : SA
Question ID : 48916815413
Status : Not Answered

Q.20

Ans
1.

2.

3.

4.

Question ID : 48916815756
Option 1 ID : 48916838942
Option 2 ID : 48916838943
Option 3 ID : 48916838944
Option 4 ID : 48916838941
Chosen Option : 3

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Q.21

Ans 1.

2.

3.

4.

Question ID : 48916814756
Option 1 ID : 48916835890
Option 2 ID : 48916835888
Option 3 ID : 48916835887
Option 4 ID : 48916835889
Chosen Option : 2

Q.22

Case Sensitivity: No
Answer Type: Equal
Possible Answer: 3
Given --
Answer :

Question Type : SA
Question ID : 48916816334
Status : Not Answered

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