27:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 28:Tb3e,BODMAS with fractions

Innermost bracket:

\frac{7}{4}

−

\frac{1}{4}

\frac{6}{4}

\frac{3}{2}

; then

\frac{1}{2}

\frac{3}{2}

\frac{3}{4}

. Curly bracket:

\frac{5}{6}

−

\frac{3}{4}

\frac{10 - 9}{12}

\frac{1}{12}

. Square bracket:

\frac{5}{6}

\frac{1}{12}

\frac{5}{6}

× 12 = 10.

\frac{46}{5}

− 10 =

\frac{46 - 50}{5}

= −

\frac{4}{5}

— option (a).29:Tb85,

सबसे भीतरी कोष्ठक:

\frac{7}{4}

−

\frac{1}{4}

\frac{6}{4}

\frac{3}{2}

; फिर

\frac{1}{2}

\frac{3}{2}

\frac{3}{4}

। मझला कोष्ठक:

\frac{5}{6}

−

\frac{3}{4}

\frac{10 - 9}{12}

\frac{1}{12}

। बाहरी कोष्ठक:

\frac{5}{6}

\frac{1}{12}

\frac{5}{6}

× 12 = 10।

\frac{46}{5}

− 10 =

\frac{46 - 50}{5}

= −

\frac{4}{5}

— विकल्प (a)।2a:T68f,Continued fraction

Start from the bottom: 6 +

\frac{1}{2}

\frac{13}{2}

. Next: 5 +

\frac{1}{13 / 2}

= 5 +

\frac{2}{13}

\frac{67}{13}

. Finally: 5 +

\frac{1}{67 / 13}

= 5 +

\frac{13}{67}

. =

\frac{335 + 13}{67}

\frac{348}{67}

— option (a).2b:T6bc,

नीचे से शुरू कीजिए: 6 +

\frac{1}{2}

\frac{13}{2}

। आगे: 5 +

\frac{1}{13 / 2}

= 5 +

\frac{2}{13}

\frac{67}{13}

। अंत में: 5 +

\frac{1}{67 / 13}

= 5 +

\frac{13}{67}

। =

\frac{335 + 13}{67}

\frac{348}{67}

— विकल्प (a)।2c:T412,Ratio after addition

Let the weights be 8x, 7x and 3x.

\frac{8 x + 9}{7 x + 9}

\frac{17}{16}

⇒ 128x + 144 = 119x + 153 ⇒ 9x = 9, so x = 1. Check the third:

\frac{3 + 9}{7 + 9}

\frac{12}{16}

✓. Heaviest originally = 8 × 1 = 8 kg — option (b).2d:T4d5,Chain of profit and discount

16.67% =

\frac{1}{6}

, so the discount leaves

\frac{5}{6}

of the marked price. Customer pays = CP ×

\frac{120}{100}

\frac{135}{100}

\frac{5}{6}

= CP × 1.35. 1.35 × CP = 864. CP =

\frac{864}{1.35}

= ₹640 — option (c).2e:T524,

16.67% =

\frac{1}{6}

, अतः छूट के बाद अंकित मूल्य का

\frac{5}{6}

भाग बचता है। ग्राहक देता है = CP ×

\frac{120}{100}

\frac{135}{100}

\frac{5}{6}

= CP × 1.35। 1.35 × CP = 864। CP =

\frac{864}{1.35}

= ₹640 — विकल्प (c)।2f:T561,Repeated replacement

Each round leaves (1 −

\frac{17}{136}

) =

\frac{7}{8}

of the milk behind. After three rounds the milk left = 136 × (

\frac{7}{8}

)³. = 136 ×

\frac{343}{512}

= 17 ×

\frac{343}{64}

. =

\frac{5831}{64}

= 91

\frac{7}{64}

litres — option (d).30:T5a9,

हर चरण में दूध का (1 −

\frac{17}{136}

) =

\frac{7}{8}

भाग बचता है। तीन चरणों के बाद शेष दूध = 136 × (

\frac{7}{8}

)³। = 136 ×

\frac{343}{512}

= 17 ×

\frac{343}{64}

। =

\frac{5831}{64}

= 91

\frac{7}{64}

लीटर — विकल्प (d)।31:T800,Directions (Qs. 96-100): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Modern attention has become a fragile currency, scattered across endless notifications and competing demands. To regain a sense of inward steadiness, one must first recognise that focus is not a sudden achievement but a gradual discipline. It is (96) ____ through deliberate pauses, through the willingness to step back from constant stimulation. True attention is less about tightening one’s grip and more about noticing what truly deserves to be held. In a culture that rewards speed, slowness is often dismissed as inefficiency, yet slowness is the very soil in which depth grows. Without intervals of quiet, the mind becomes a surface skim, unable to draw meaning from its own patterns. To cultivate sustained attention, individuals must learn to create spaces free from interruption, spaces in which thought can wander without being instantly (97) ____. The challenge is not merely to avoid distraction but to understand why distraction feels so seductive. It offers effortless escape from complexity. But genuine engagement requires a willingness to remain in the discomfort of uncertainty. Focus strengthens when we practise returning again and again to the task at hand, where each return becomes a silent act of (98) ____. Over time, attention reveals its own architecture. It teaches that clarity emerges not from force but from consistency. It teaches, too, that the mind cannot be endlessly stretched without consequence; it needs rest just as much as effort. To reclaim our capacity for deep noticing, we must replace the habit of constant reaction with the habit of (99) ____. Only then does perception regain its depth, and thought its quiet authority. Ultimately, attention is not a resource to be squeezed dry but a relationship to be honoured. And like any meaningful relationship, it flourishes when we protect it from the noise that seeks to (100) ____ it.32:T800,Directions (Qs. 96-100): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Modern attention has become a fragile currency, scattered across endless notifications and competing demands. To regain a sense of inward steadiness, one must first recognise that focus is not a sudden achievement but a gradual discipline. It is (96) ____ through deliberate pauses, through the willingness to step back from constant stimulation. True attention is less about tightening one’s grip and more about noticing what truly deserves to be held. In a culture that rewards speed, slowness is often dismissed as inefficiency, yet slowness is the very soil in which depth grows. Without intervals of quiet, the mind becomes a surface skim, unable to draw meaning from its own patterns. To cultivate sustained attention, individuals must learn to create spaces free from interruption, spaces in which thought can wander without being instantly (97) ____. The challenge is not merely to avoid distraction but to understand why distraction feels so seductive. It offers effortless escape from complexity. But genuine engagement requires a willingness to remain in the discomfort of uncertainty. Focus strengthens when we practise returning again and again to the task at hand, where each return becomes a silent act of (98) ____. Over time, attention reveals its own architecture. It teaches that clarity emerges not from force but from consistency. It teaches, too, that the mind cannot be endlessly stretched without consequence; it needs rest just as much as effort. To reclaim our capacity for deep noticing, we must replace the habit of constant reaction with the habit of (99) ____. Only then does perception regain its depth, and thought its quiet authority. Ultimately, attention is not a resource to be squeezed dry but a relationship to be honoured. And like any meaningful relationship, it flourishes when we protect it from the noise that seeks to (100) ____ it.33:T800,Directions (Qs. 96-100): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Modern attention has become a fragile currency, scattered across endless notifications and competing demands. To regain a sense of inward steadiness, one must first recognise that focus is not a sudden achievement but a gradual discipline. It is (96) ____ through deliberate pauses, through the willingness to step back from constant stimulation. True attention is less about tightening one’s grip and more about noticing what truly deserves to be held. In a culture that rewards speed, slowness is often dismissed as inefficiency, yet slowness is the very soil in which depth grows. Without intervals of quiet, the mind becomes a surface skim, unable to draw meaning from its own patterns. To cultivate sustained attention, individuals must learn to create spaces free from interruption, spaces in which thought can wander without being instantly (97) ____. The challenge is not merely to avoid distraction but to understand why distraction feels so seductive. It offers effortless escape from complexity. But genuine engagement requires a willingness to remain in the discomfort of uncertainty. Focus strengthens when we practise returning again and again to the task at hand, where each return becomes a silent act of (98) ____. Over time, attention reveals its own architecture. It teaches that clarity emerges not from force but from consistency. It teaches, too, that the mind cannot be endlessly stretched without consequence; it needs rest just as much as effort. To reclaim our capacity for deep noticing, we must replace the habit of constant reaction with the habit of (99) ____. Only then does perception regain its depth, and thought its quiet authority. Ultimately, attention is not a resource to be squeezed dry but a relationship to be honoured. And like any meaningful relationship, it flourishes when we protect it from the noise that seeks to (100) ____ it.34:T800,Directions (Qs. 96-100): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Modern attention has become a fragile currency, scattered across endless notifications and competing demands. To regain a sense of inward steadiness, one must first recognise that focus is not a sudden achievement but a gradual discipline. It is (96) ____ through deliberate pauses, through the willingness to step back from constant stimulation. True attention is less about tightening one’s grip and more about noticing what truly deserves to be held. In a culture that rewards speed, slowness is often dismissed as inefficiency, yet slowness is the very soil in which depth grows. Without intervals of quiet, the mind becomes a surface skim, unable to draw meaning from its own patterns. To cultivate sustained attention, individuals must learn to create spaces free from interruption, spaces in which thought can wander without being instantly (97) ____. The challenge is not merely to avoid distraction but to understand why distraction feels so seductive. It offers effortless escape from complexity. But genuine engagement requires a willingness to remain in the discomfort of uncertainty. Focus strengthens when we practise returning again and again to the task at hand, where each return becomes a silent act of (98) ____. Over time, attention reveals its own architecture. It teaches that clarity emerges not from force but from consistency. It teaches, too, that the mind cannot be endlessly stretched without consequence; it needs rest just as much as effort. To reclaim our capacity for deep noticing, we must replace the habit of constant reaction with the habit of (99) ____. Only then does perception regain its depth, and thought its quiet authority. Ultimately, attention is not a resource to be squeezed dry but a relationship to be honoured. And like any meaningful relationship, it flourishes when we protect it from the noise that seeks to (100) ____ it.35:T800,Directions (Qs. 96-100): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Modern attention has become a fragile currency, scattered across endless notifications and competing demands. To regain a sense of inward steadiness, one must first recognise that focus is not a sudden achievement but a gradual discipline. It is (96) ____ through deliberate pauses, through the willingness to step back from constant stimulation. True attention is less about tightening one’s grip and more about noticing what truly deserves to be held. In a culture that rewards speed, slowness is often dismissed as inefficiency, yet slowness is the very soil in which depth grows. Without intervals of quiet, the mind becomes a surface skim, unable to draw meaning from its own patterns. To cultivate sustained attention, individuals must learn to create spaces free from interruption, spaces in which thought can wander without being instantly (97) ____. The challenge is not merely to avoid distraction but to understand why distraction feels so seductive. It offers effortless escape from complexity. But genuine engagement requires a willingness to remain in the discomfort of uncertainty. Focus strengthens when we practise returning again and again to the task at hand, where each return becomes a silent act of (98) ____. Over time, attention reveals its own architecture. It teaches that clarity emerges not from force but from consistency. It teaches, too, that the mind cannot be endlessly stretched without consequence; it needs rest just as much as effort. To reclaim our capacity for deep noticing, we must replace the habit of constant reaction with the habit of (99) ____. Only then does perception regain its depth, and thought its quiet authority. Ultimately, attention is not a resource to be squeezed dry but a relationship to be honoured. And like any meaningful relationship, it flourishes when we protect it from the noise that seeks to (100) ____ it.1d:["$","$L27",null,{"mode":"exam","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":201,"n":1,"subject":"General Intelligence & Reasoning","stem":"A statement is given followed by two conclusions. Find which conclusion is TRUE based on the given statement.\nStatement: A < K ≤ T = E ≥ O; P ≥ E < S; T ≥ K\nConclusions:\nI. K ≤ O\nII. A < P","stemHi":"एक कथन के बाद दो निष्कर्ष दिए हैं। बताइए कौन-सा निष्कर्ष कथन के आधार पर सत्य है।\nकथन: A < K ≤ T = E ≥ O; P ≥ E < S; T ≥ K\nनिष्कर्ष:\nI. K ≤ O\nII. A < P","context":null,"contextHi":null,"options":[{"key":"a","text":"Either I or II","textHi":"या तो I या II","imageUrl":null},{"key":"b","text":"Neither I nor II","textHi":"न I न II","imageUrl":null},{"key":"c","text":"Only I","textHi":"केवल I","imageUrl":null},{"key":"d","text":"Only II","textHi":"केवल II","imageUrl":null}],"correct":"d","sol":"Coded inequality\n $\"figure\"/$ \nFor II: A < K ≤ T = E, and P ≥ E, so A < K ≤ E ≤ P.\nThe chain runs one way throughout, giving A < P ✓.\nFor I: K ≤ T = E ≥ O — the sign reverses at E, so K and O cannot be compared ✗.\nOnly II — option (d).","solHi":" $\"figure\"/$ \nII के लिए: A < K ≤ T = E, और P ≥ E, अतः A < K ≤ E ≤ P।\nपूरी शृंखला एक ही दिशा में चलती है, जिससे A < P मिलता है ✓।\nI के लिए: K ≤ T = E ≥ O — चिह्न E पर पलट जाता है, अतः K और O की तुलना संभव नहीं ✗।\nकेवल II — विकल्प (d)।","pos":2,"neg":0.5},{"id":202,"n":2,"subject":"General Intelligence & Reasoning","stem":"Select the letter-cluster that can replace the question mark (?) in the following series.\nHIJ, KLM, NOP, QRS, ?","stemHi":"निम्न शृंखला में प्रश्न चिह्न (?) के स्थान पर आने वाला अक्षर-समूह चुनिए।\nHIJ, KLM, NOP, QRS, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"NOP","textHi":null,"imageUrl":null},{"key":"b","text":"GHS","textHi":null,"imageUrl":null},{"key":"c","text":"TUV","textHi":null,"imageUrl":null},{"key":"d","text":"KMN","textHi":null,"imageUrl":null}],"correct":"c","sol":"Letter clusters\n $\"figure\"/$ \nEach group holds three consecutive letters.\nThe groups themselves run on without a break: H-I-J, K-L-M, N-O-P, Q-R-S.\nSo the next three letters are T, U and V.\n= TUV — option (c).","solHi":" $\"figure\"/$ \nहर समूह में तीन क्रमागत अक्षर हैं।\nसमूह भी बिना रुके आगे चलते हैं: H-I-J, K-L-M, N-O-P, Q-R-S।\nअतः अगले तीन अक्षर T, U और V होंगे।\n= TUV — विकल्प (c)।","pos":2,"neg":0.5},{"id":203,"n":3,"subject":"General Intelligence & Reasoning","stem":"Interchange two signs to make the equation correct.\n50 ÷ 5 + 6 − 8 × 2 = 20","stemHi":"समीकरण को सही बनाने हेतु दो चिह्न आपस में बदलिए।\n50 ÷ 5 + 6 − 8 × 2 = 20","context":null,"contextHi":null,"options":[{"key":"a","text":"÷ and −","textHi":"÷ और −","imageUrl":null},{"key":"b","text":"+ and −","textHi":"+ और −","imageUrl":null},{"key":"c","text":"÷ and ×","textHi":"÷ और ×","imageUrl":null},{"key":"d","text":"− and ×","textHi":"− और ×","imageUrl":null}],"correct":"b","sol":"Interchange signs\n $\"figure\"/$ \nAs it stands: 10 + 6 − 16 = 0 ✗.\nSwap + and −: the equation becomes 50 ÷ 5 − 6 + 8 × 2.\nBODMAS: 10 − 6 + 16.\n= 20 ✓ — option (b).","solHi":" $\"figure\"/$ \nजैसा है वैसा: 10 + 6 − 16 = 0 ✗।\n+ और − आपस में बदलिए: समीकरण बनता है 50 ÷ 5 − 6 + 8 × 2।\nBODMAS: 10 − 6 + 16।\n= 20 ✓ — विकल्प (b)।","pos":2,"neg":0.5},{"id":204,"n":4,"subject":"General Intelligence & Reasoning","stem":"Consider the following statements and choose the option that follows.\nStatements:\nI. The municipal corporation started a cleanliness drive in the city.\nII. Citizens have been throwing garbage in public places.","stemHi":"निम्न कथनों पर विचार कर सही विकल्प चुनिए।\nकथन:\nI. नगर निगम ने शहर में स्वच्छता अभियान शुरू किया।\nII. नागरिक सार्वजनिक स्थानों पर कचरा फेंकते रहे हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"I is the cause and II is the effect","textHi":"I कारण है और II परिणाम","imageUrl":null},{"key":"b","text":"II is the cause and I is the effect","textHi":"II कारण है और I परिणाम","imageUrl":null},{"key":"c","text":"Both are effects of the same cause","textHi":"दोनों एक ही कारण के परिणाम हैं","imageUrl":null},{"key":"d","text":"No relation","textHi":"कोई संबंध नहीं","imageUrl":null}],"correct":"b","sol":"Cause and effect\n $\"figure\"/$ \nA cleanliness drive is launched only when there is a problem to be tackled.\nCitizens throwing garbage in public places is that problem.\nSo the littering came first and the drive was the response.\nII is the cause and I the effect — option (b).","solHi":" $\"figure\"/$ \nस्वच्छता अभियान तभी चलाया जाता है जब कोई समस्या हो।\nनागरिकों का सार्वजनिक स्थानों पर कचरा फेंकना ही वह समस्या है।\nअतः कचरा फेंकना पहले हुआ और अभियान उसकी प्रतिक्रिया थी।\nII कारण और I परिणाम — विकल्प (b)।","pos":2,"neg":0.5},{"id":205,"n":5,"subject":"General Intelligence & Reasoning","stem":"Solve:\nJP : MS :: EK : ?","stemHi":"हल कीजिए:\nJP : MS :: EK : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"VP","textHi":null,"imageUrl":null},{"key":"b","text":"HN","textHi":null,"imageUrl":null},{"key":"c","text":"VQ","textHi":null,"imageUrl":null},{"key":"d","text":"UW","textHi":null,"imageUrl":null}],"correct":"b","sol":"Letter pairs (+3)\n $\"figure\"/$ \nCompare JP with MS: J+3 = M and P+3 = S.\nSo both letters move three places forward.\nApply to EK: E+3 = H and K+3 = N.\nHence HN — option (b).","solHi":" $\"figure\"/$ \nJP और MS की तुलना कीजिए: J+3 = M और P+3 = S।\nअर्थात दोनों अक्षर तीन स्थान आगे बढ़ते हैं।\nEK पर लगाइए: E+3 = H और K+3 = N।\nअतः HN — विकल्प (b)।","pos":2,"neg":0.5},{"id":206,"n":6,"subject":"General Intelligence & Reasoning","stem":"Choose the address that is the same as the one given below.\nSample Address: W840, Monarch Street, Lane No. 4, Kochi, Kerala 78965","stemHi":"नीचे दिए गए पते के समान पता चुनिए।\nनमूना पता: W840, Monarch Street, Lane No. 4, Kochi, Kerala 78965","context":null,"contextHi":null,"options":[{"key":"a","text":"W840, Monarch Street, Lane No. 4, Kochi, Kerala 78865","textHi":null,"imageUrl":null},{"key":"b","text":"W840, Monarch Street, Lane No. 4A, Kochi, Kerala 78965","textHi":null,"imageUrl":null},{"key":"c","text":"W840, Monarch Street, Lane No. 4, Cochi, Kerala 78965","textHi":null,"imageUrl":null},{"key":"d","text":"W840, Monarch Street, Lane No. 4, Kochi, Kerala 78965","textHi":null,"imageUrl":null}],"correct":"d","sol":"Address matching\n(a) changes the PIN to 78865 and (b) the lane to 4A.\n(c) spells Kochi as Cochi.\nOnly (d) matches the sample exactly.\nHence option (d).","solHi":"(a) में पिन 78865 और (b) में लेन 4A कर दी गई है।\n(c) में Kochi की जगह Cochi लिखा है।\nकेवल (d) नमूने से पूर्णतः मेल खाता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":207,"n":7,"subject":"General Intelligence & Reasoning","stem":"Find the odd one out from the given alternatives.","stemHi":"दिए गए विकल्पों में से असंगत चुनिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Flute","textHi":"बाँसुरी","imageUrl":null},{"key":"b","text":"Clarinet","textHi":"क्लैरिनेट","imageUrl":null},{"key":"c","text":"Trumpet","textHi":"तुरही","imageUrl":null},{"key":"d","text":"Dholak","textHi":"ढोलक","imageUrl":null}],"correct":"d","sol":"Wind instruments\n $\"figure\"/$ \nThe flute, clarinet and trumpet are all WIND instruments, played by blowing air.\nThe dholak is a percussion instrument, played by striking.\nSo it belongs to a different family.\nHence option (d).","solHi":" $\"figure\"/$ \nबाँसुरी, क्लैरिनेट और तुरही — तीनों सुषिर (फूँक वाले) वाद्य हैं।\nढोलक अवनद्ध वाद्य है, जिसे थपथपाकर बजाया जाता है।\nअतः वह भिन्न वर्ग का है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":208,"n":8,"subject":"General Intelligence & Reasoning","stem":"X is the son of Y. Y is the brother of Z. Z is the son of A. How is X related to A?","stemHi":"X, Y का पुत्र है। Y, Z का भाई है। Z, A का पुत्र है। X का A से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Son","textHi":"पुत्र","imageUrl":null},{"key":"b","text":"Nephew","textHi":"भतीजा","imageUrl":null},{"key":"c","text":"Grandson","textHi":"पोता","imageUrl":null},{"key":"d","text":"Uncle","textHi":"चाचा","imageUrl":null}],"correct":"c","sol":"Blood relation\n $\"figure\"/$ \nZ is the son of A, and Y is Z’s brother, so Y is also A’s son.\nX is the son of Y.\nThat places X two generations below A.\nX is A’s grandson — option (c).","solHi":" $\"figure\"/$ \nZ, A का पुत्र है, और Y, Z का भाई है, अतः Y भी A का पुत्र हुआ।\nX, Y का पुत्र है।\nइससे X, A से दो पीढ़ी नीचे आता है।\nX, A का पोता है — विकल्प (c)।","pos":2,"neg":0.5},{"id":209,"n":9,"subject":"General Intelligence & Reasoning","stem":"Identify the assumptions that must hold for the statement to be valid, then choose the correct option.\nStatement: The introduction of online medical consultation apps has improved access to healthcare services, especially for people living in remote areas.\nAssumptions:\nI. Online medical apps help people receive medical advice without visiting hospitals.\nII. People in remote areas face difficulty accessing traditional healthcare services.\nIII. Online consultations are always as effective as in-person medical visits.","stemHi":"कथन के वैध होने हेतु आवश्यक पूर्वधारणाएँ पहचानकर सही विकल्प चुनिए।\nकथन: ऑनलाइन चिकित्सा परामर्श ऐप्स ने स्वास्थ्य सेवाओं तक पहुँच बेहतर की है, विशेषकर दूरस्थ क्षेत्रों में रहने वालों के लिए।\nपूर्वधारणाएँ:\nI. ऑनलाइन चिकित्सा ऐप्स लोगों को अस्पताल गए बिना चिकित्सकीय सलाह दिलाते हैं।\nII. दूरस्थ क्षेत्रों के लोगों को पारंपरिक स्वास्थ्य सेवाओं तक पहुँचने में कठिनाई होती है।\nIII. ऑनलाइन परामर्श सदैव आमने-सामने की चिकित्सकीय भेंट जितने ही प्रभावी होते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I and II are implicit","textHi":"केवल I और II निहित हैं","imageUrl":null},{"key":"b","text":"Only II and III are implicit","textHi":"केवल II और III निहित हैं","imageUrl":null},{"key":"c","text":"Only I is implicit","textHi":"केवल I निहित है","imageUrl":null},{"key":"d","text":"All I, II and III are implicit","textHi":"I, II और III तीनों निहित हैं","imageUrl":null}],"correct":"a","sol":"Assumptions\nThe claim of improved access rests on the apps giving advice without a hospital visit — I is implicit.\nIt also rests on remote areas having had difficulty before — II is implicit.\nIII claims the apps are ALWAYS as effective as an in-person visit; the statement only says access improved, never that quality is equal, so III is too strong ✗.\nOnly I and II — option (a).","solHi":"पहुँच सुधरने का दावा इसी पर टिका है कि ऐप्स अस्पताल गए बिना सलाह देते हैं — I निहित है।\nयह भी मानकर चला गया है कि दूरस्थ क्षेत्रों को पहले कठिनाई थी — II निहित है।\nIII कहता है कि ऑनलाइन परामर्श सदैव आमने-सामने जितने ही प्रभावी हैं; कथन केवल पहुँच सुधरने की बात करता है, गुणवत्ता की बराबरी की नहीं, अतः III अति है ✗।\nकेवल I और II — विकल्प (a)।","pos":2,"neg":0.5},{"id":210,"n":10,"subject":"General Intelligence & Reasoning","stem":"If 6 * 3 = 54 and 7 * 2 = 42, what is 4 * 6?","stemHi":"यदि 6 * 3 = 54 और 7 * 2 = 42 है, तो 4 * 6 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"40","textHi":null,"imageUrl":null},{"key":"b","text":"44","textHi":null,"imageUrl":null},{"key":"c","text":"45","textHi":null,"imageUrl":null},{"key":"d","text":"72","textHi":null,"imageUrl":null}],"correct":"d","sol":"a × b × 3\n $\"figure\"/$ \nRule: multiply the two numbers and then by 3.\nCheck: 6 × 3 × 3 = 54 ✓ and 7 × 2 × 3 = 42 ✓.\n4 × 6 × 3.\n= 72 — option (d).","solHi":" $\"figure\"/$ \nनियम: दोनों संख्याओं का गुणनफल करके 3 से गुणा करना।\nजाँच: 6 × 3 × 3 = 54 ✓ और 7 × 2 × 3 = 42 ✓।\n4 × 6 × 3।\n= 72 — विकल्प (d)।","pos":2,"neg":0.5},{"id":211,"n":11,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nSome cats are wild.\nAll wild are scary.\nConclusions:\nI. Some cats are scary.\nII. All wild are cats.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nकुछ बिल्लियाँ जंगली हैं।\nसभी जंगली डरावने हैं।\nनिष्कर्ष:\nI. कुछ बिल्लियाँ डरावनी हैं।\nII. सभी जंगली बिल्लियाँ हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"a","sol":"Syllogism\n $\"figure\"/$ \nSome cats are wild, and every wild thing is scary.\nSo those cats are certainly scary — I follows.\n"Some cats are wild" never gives "all wild are cats" — II does not follow.\nOnly I — option (a).","solHi":" $\"figure\"/$ \nकुछ बिल्लियाँ जंगली हैं, और हर जंगली डरावना है।\nअतः वे बिल्लियाँ निश्चित रूप से डरावनी हैं — I अनुसरण करता है।\n"कुछ बिल्लियाँ जंगली हैं" से "सभी जंगली बिल्लियाँ हैं" कभी नहीं निकलता — II नहीं।\nकेवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":212,"n":12,"subject":"General Intelligence & Reasoning","stem":"Choose the correct option to complete the analogy.\nScalpel : Incise :: Microscope : ?","stemHi":"सादृश्य पूरा करने हेतु सही विकल्प चुनिए।\nScalpel : Incise :: Microscope : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"Research","textHi":"अनुसंधान","imageUrl":null},{"key":"b","text":"Enlarge","textHi":"आवर्धन","imageUrl":null},{"key":"c","text":"Discover","textHi":"खोज","imageUrl":null},{"key":"d","text":"Analyse","textHi":"विश्लेषण","imageUrl":null}],"correct":"b","sol":"Tool and function\n $\"figure\"/$ \nA scalpel is a tool, and incising is what it DOES.\nSo the second word names the direct function of the instrument.\nA microscope enlarges what is placed under it.\n= Enlarge — option (b).","solHi":" $\"figure\"/$ \nस्कैल्पेल एक औज़ार है और चीरा लगाना उसका काम।\nअर्थात दूसरा शब्द उपकरण का सीधा कार्य बताता है।\nसूक्ष्मदर्शी अपने नीचे रखी वस्तु को बड़ा करके दिखाता है।\n= आवर्धन — विकल्प (b)।","pos":2,"neg":0.5},{"id":213,"n":13,"subject":"General Intelligence & Reasoning","stem":"Find the odd one out from the given alternatives.","stemHi":"दिए गए विकल्पों में से असंगत चुनिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Article 15","textHi":"अनुच्छेद 15","imageUrl":null},{"key":"b","text":"Article 32","textHi":"अनुच्छेद 32","imageUrl":null},{"key":"c","text":"Article 24","textHi":"अनुच्छेद 24","imageUrl":null},{"key":"d","text":"Article 368","textHi":"अनुच्छेद 368","imageUrl":null}],"correct":"d","sol":"Fundamental Rights\n $\"figure\"/$ \nArticles 15, 32 and 24 all lie in Part III and deal with FUNDAMENTAL RIGHTS.\nArticle 15 bars discrimination, Article 24 bans child labour in hazardous work and Article 32 gives the right to constitutional remedies.\nArticle 368 lays down the procedure for amending the Constitution.\nHence option (d).","solHi":" $\"figure\"/$ \nअनुच्छेद 15, 32 और 24 — तीनों भाग III में हैं और मौलिक अधिकारों से जुड़े हैं।\nअनुच्छेद 15 भेदभाव रोकता है, 24 खतरनाक काम में बाल श्रम पर रोक लगाता है और 32 संवैधानिक उपचारों का अधिकार देता है।\nअनुच्छेद 368 संविधान संशोधन की प्रक्रिया बताता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":214,"n":14,"subject":"General Intelligence & Reasoning","stem":"In a row of 70 students, Sonam is 30th from the left and Madhuri is 25th from the right. How many students are there between them?","stemHi":"70 विद्यार्थियों की पंक्ति में सोनम बाएँ से 30वीं और माधुरी दाएँ से 25वीं है। उनके बीच कितने विद्यार्थी हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"26","textHi":null,"imageUrl":null},{"key":"b","text":"15","textHi":null,"imageUrl":null},{"key":"c","text":"28","textHi":null,"imageUrl":null},{"key":"d","text":"24","textHi":null,"imageUrl":null}],"correct":"b","sol":"Row position\n $\"figure\"/$ \nMadhuri is 25th from the right, so from the left she is 70 − 25 + 1 = 46th.\nSonam is 30th from the left.\nStudents between them = 46 − 30 − 1.\n= 15 — option (b).","solHi":" $\"figure\"/$ \nमाधुरी दाएँ से 25वीं है, अतः बाएँ से वह 70 − 25 + 1 = 46वीं होगी।\nसोनम बाएँ से 30वीं है।\nउनके बीच विद्यार्थी = 46 − 30 − 1।\n= 15 — विकल्प (b)।","pos":2,"neg":0.5},{"id":215,"n":15,"subject":"General Intelligence & Reasoning","stem":"Evaluate: (4 + 3) × (8 − 3)²","stemHi":"मान ज्ञात कीजिए: (4 + 3) × (8 − 3)²","context":null,"contextHi":null,"options":[{"key":"a","text":"200","textHi":null,"imageUrl":null},{"key":"b","text":"225","textHi":null,"imageUrl":null},{"key":"c","text":"175","textHi":null,"imageUrl":null},{"key":"d","text":"135","textHi":null,"imageUrl":null}],"correct":"c","sol":"BODMAS\n $\"figure\"/$ \nWork inside the brackets first: 4 + 3 = 7 and 8 − 3 = 5.\nThen the power: 5² = 25.\n7 × 25.\n= 175 — option (c).","solHi":" $\"figure\"/$ \nपहले कोष्ठक हल कीजिए: 4 + 3 = 7 और 8 − 3 = 5।\nफिर घात: 5² = 25।\n7 × 25।\n= 175 — विकल्प (c)।","pos":2,"neg":0.5},{"id":216,"n":16,"subject":"General Intelligence & Reasoning","stem":"Determine the logic and find the missing value.\nJQ :

\frac{100}{289}

:: KP : ?","stemHi":"तर्क पहचानकर लुप्त मान ज्ञात कीजिए।\nJQ :

\frac{100}{289}

:: KP : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{49}{5}

","textHi":null,"imageUrl":null},{"key":"b","text":"

\frac{64}{256}

","textHi":null,"imageUrl":null},{"key":"c","text":"

\frac{121}{256}

","textHi":null,"imageUrl":null},{"key":"d","text":"

\frac{200}{18}

","textHi":null,"imageUrl":null}],"correct":"c","sol":"Squares of place values\n $\"figure\"/$ \nJ is the 10th letter and Q the 17th; 10² = 100 and 17² = 289 ✓.\nSo each letter is replaced by the square of its place value.\nK is the 11th letter and P the 16th.\n11² = 121 and 16² = 256, giving

\frac{121}{256}

— option (c).","solHi":" $\"figure\"/$ \nJ दसवाँ और Q सत्रहवाँ अक्षर है; 10² = 100 और 17² = 289 ✓।\nअर्थात हर अक्षर उसके स्थान-मान के वर्ग से बदला जाता है।\nK ग्यारहवाँ और P सोलहवाँ अक्षर है।\n11² = 121 और 16² = 256, अतः

\frac{121}{256}

— विकल्प (c)।","pos":2,"neg":0.5},{"id":217,"n":17,"subject":"General Intelligence & Reasoning","stem":"Identify the odd number:\n8, 27, 64, 125, 216, 356","stemHi":"असंगत संख्या पहचानिए:\n8, 27, 64, 125, 216, 356","context":null,"contextHi":null,"options":[{"key":"a","text":"64","textHi":null,"imageUrl":null},{"key":"b","text":"125","textHi":null,"imageUrl":null},{"key":"c","text":"356","textHi":null,"imageUrl":null},{"key":"d","text":"27","textHi":null,"imageUrl":null}],"correct":"c","sol":"Cubes\n $\"figure\"/$ \nThese are the cubes of consecutive numbers.\n2³ = 8, 3³ = 27, 4³ = 64, 5³ = 125, 6³ = 216 ✓.\nThe next should be 7³ = 343, but the series shows 356 ✗.\nHence 356 — option (c).","solHi":" $\"figure\"/$ \nये क्रमागत संख्याओं के घन हैं।\n2³ = 8, 3³ = 27, 4³ = 64, 5³ = 125, 6³ = 216 ✓।\nअगला 7³ = 343 होना चाहिए, पर शृंखला में 356 है ✗।\nअतः 356 — विकल्प (c)।","pos":2,"neg":0.5},{"id":218,"n":18,"subject":"General Intelligence & Reasoning","stem":"In a certain code, PURPLE is written as QWUTQK. How will ORANGE be written?","stemHi":"एक कूट में PURPLE को QWUTQK लिखा जाता है। ORANGE कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"PSBPIH","textHi":null,"imageUrl":null},{"key":"b","text":"PSBOIH","textHi":null,"imageUrl":null},{"key":"c","text":"PTDRLK","textHi":null,"imageUrl":null},{"key":"d","text":"PQBOIH","textHi":null,"imageUrl":null}],"correct":"c","sol":"Rising letter shifts\n $\"figure\"/$ \nCompare PURPLE with QWUTQK: P+1 = Q, U+2 = W, R+3 = U, P+4 = T, L+5 = Q, E+6 = K.\nSo the shift rises by one at each position: +1, +2, +3, +4, +5, +6.\nApply to ORANGE: O+1 = P, R+2 = T, A+3 = D, N+4 = R, G+5 = L, E+6 = K.\nHence PTDRLK — option (c).","solHi":" $\"figure\"/$ \nPURPLE और QWUTQK की तुलना कीजिए: P+1 = Q, U+2 = W, R+3 = U, P+4 = T, L+5 = Q, E+6 = K।\nअर्थात हर स्थान पर बदलाव एक-एक बढ़ता है: +1, +2, +3, +4, +5, +6।\nORANGE पर लगाइए: O+1 = P, R+2 = T, A+3 = D, N+4 = R, G+5 = L, E+6 = K।\nअतः PTDRLK — विकल्प (c)।","pos":2,"neg":0.5},{"id":219,"n":19,"subject":"General Intelligence & Reasoning","stem":"A 45-litre solution has juice : water = 5 : 4. How much water must be added to make juice : water = 1 : 1?","stemHi":"45 लीटर के एक घोल में रस : जल = 5 : 4 है। रस : जल = 1 : 1 करने हेतु कितना जल मिलाना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"10 L","textHi":null,"imageUrl":null},{"key":"b","text":"5 L","textHi":null,"imageUrl":null},{"key":"c","text":"8.5 L","textHi":null,"imageUrl":null},{"key":"d","text":"9 L","textHi":null,"imageUrl":null}],"correct":"b","sol":"Mixture ratio\n $\"figure\"/$ \nJuice =

\frac{5}{9}

× 45 = 25 L and water = 20 L.\nThe juice stays 25 L, so for a 1 : 1 ratio the water must also become 25 L.\nWater to be added = 25 − 20.\n= 5 L — option (b).","solHi":" $\"figure\"/$ \nरस =

\frac{5}{9}

× 45 = 25 L और जल = 20 L।\nरस 25 L ही रहता है, अतः 1 : 1 के लिए जल भी 25 L होना चाहिए।\nमिलाया जाने वाला जल = 25 − 20।\n= 5 L — विकल्प (b)।","pos":2,"neg":0.5},{"id":220,"n":20,"subject":"General Intelligence & Reasoning","stem":"A group of three letter-number pairs is given in each option. Identify the group that does NOT follow the same pattern as the others.","stemHi":"प्रत्येक विकल्प में तीन अक्षर-संख्या युग्म दिए हैं। वह समूह पहचानिए जो शेष के पैटर्न का अनुसरण नहीं करता।","context":null,"contextHi":null,"options":[{"key":"a","text":"C1 : F5 : I9","textHi":null,"imageUrl":null},{"key":"b","text":"D2 : G6 : J10","textHi":null,"imageUrl":null},{"key":"c","text":"J3 : M7 : P13","textHi":null,"imageUrl":null},{"key":"d","text":"Q4 : T8 : W12","textHi":null,"imageUrl":null}],"correct":"c","sol":"Letter-number groups\n $\"figure\"/$ \nIn each group the letters move +3 and the numbers +4.\n(a) C→F→I with 1, 5, 9 ✓; (b) D→G→J with 2, 6, 10 ✓; (d) Q→T→W with 4, 8, 12 ✓.\n(c) has J→M→P ✓ but the numbers run 3, 7, 13 — the last should be 11 ✗.\nHence option (c).","solHi":" $\"figure\"/$ \nहर समूह में अक्षर +3 और संख्याएँ +4 चलती हैं।\n(a) C→F→I के साथ 1, 5, 9 ✓; (b) D→G→J के साथ 2, 6, 10 ✓; (d) Q→T→W के साथ 4, 8, 12 ✓।\n(c) में J→M→P ✓ है पर संख्याएँ 3, 7, 13 चलती हैं — अंतिम 11 होनी चाहिए थी ✗।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":221,"n":21,"subject":"General Intelligence & Reasoning","stem":"The second group of letters is formed from the first using a specific transformation. Apply the same pattern to the third group.\nXKLY : ZMNA :: HWRP : ?","stemHi":"दूसरा अक्षर-समूह पहले से एक निश्चित रूपांतरण द्वारा बना है। वही पैटर्न तीसरे समूह पर लगाइए।\nXKLY : ZMNA :: HWRP : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"SFNY","textHi":null,"imageUrl":null},{"key":"b","text":"JYTR","textHi":null,"imageUrl":null},{"key":"c","text":"RSEF","textHi":null,"imageUrl":null},{"key":"d","text":"SFYN","textHi":null,"imageUrl":null}],"correct":"b","sol":"Coding (+2)\n $\"figure\"/$ \nCompare XKLY with ZMNA: X+2 = Z, K+2 = M, L+2 = N, Y+2 = A (cyclic).\nSo every letter moves two places forward.\nApply to HWRP: H+2 = J, W+2 = Y, R+2 = T, P+2 = R.\nHence JYTR — option (b).","solHi":" $\"figure\"/$ \nXKLY और ZMNA की तुलना कीजिए: X+2 = Z, K+2 = M, L+2 = N, Y+2 = A (चक्रीय)।\nअर्थात हर अक्षर दो स्थान आगे बढ़ता है।\nHWRP पर लगाइए: H+2 = J, W+2 = Y, R+2 = T, P+2 = R।\nअतः JYTR — विकल्प (b)।","pos":2,"neg":0.5},{"id":222,"n":22,"subject":"General Intelligence & Reasoning","stem":"After interchanging + and ×, and 3 and 5, which of the following equations will hold true?","stemHi":"+ और × तथा 3 और 5 आपस में बदलने के बाद निम्न में से कौन-सा समीकरण सही होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"(3 + 4) × 5 = 17","textHi":null,"imageUrl":null},{"key":"b","text":"(5 + 2) × 3 = 21","textHi":null,"imageUrl":null},{"key":"c","text":"(3 + 6) × 5 = 33","textHi":null,"imageUrl":null},{"key":"d","text":"(5 + 1) × 3 = 18","textHi":null,"imageUrl":null}],"correct":"c","sol":"Interchange signs and digits\n $\"figure\"/$ \nSwap the signs and the digits in each option and then test it.\nOption (c) becomes (5 × 6) + 3.\n= 30 + 3 = 33, which matches the right side ✓.\nThe other three do not balance — option (c).","solHi":" $\"figure\"/$ \nहर विकल्प में चिह्न और अंक बदलकर जाँचिए।\nविकल्प (c) बनता है (5 × 6) + 3।\n= 30 + 3 = 33, जो दाएँ पक्ष से मेल खाता है ✓।\nशेष तीन संतुलित नहीं होते — विकल्प (c)।","pos":2,"neg":0.5},{"id":223,"n":23,"subject":"General Intelligence & Reasoning","stem":"If the sum of 29 and 37 is multiplied by 2, what is the result?","stemHi":"यदि 29 और 37 के योग को 2 से गुणा किया जाए, तो परिणाम क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"158","textHi":null,"imageUrl":null},{"key":"b","text":"160","textHi":null,"imageUrl":null},{"key":"c","text":"132","textHi":null,"imageUrl":null},{"key":"d","text":"164","textHi":null,"imageUrl":null}],"correct":"c","sol":"Simple arithmetic\n $\"figure\"/$ \nFirst find the sum: 29 + 37 = 66.\nThen multiply by 2.\n66 × 2.\n= 132 — option (c).","solHi":" $\"figure\"/$ \nपहले योग निकालिए: 29 + 37 = 66।\nफिर 2 से गुणा कीजिए।\n66 × 2।\n= 132 — विकल्प (c)।","pos":2,"neg":0.5},{"id":224,"n":24,"subject":"General Intelligence & Reasoning","stem":"If

\frac{16}{15}

= A and

\frac{12}{11}

= B, then what is A − B?","stemHi":"यदि

\frac{16}{15}

= A और

\frac{12}{11}

= B है, तो A − B क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"−0.024","textHi":null,"imageUrl":null},{"key":"b","text":"0.56","textHi":null,"imageUrl":null},{"key":"c","text":"0.76","textHi":null,"imageUrl":null},{"key":"d","text":"0.067","textHi":null,"imageUrl":null}],"correct":"a","sol":"Difference of fractions\n

\frac{16}{15}

≈ 1.0667 and

\frac{12}{11}

≈ 1.0909.\nB is the larger of the two, so the answer must be negative.\n1.0667 − 1.0909.\n≈ −0.024 — option (a).","solHi":"

\frac{16}{15}

≈ 1.0667 और

\frac{12}{11}

≈ 1.0909।\nB दोनों में बड़ा है, अतः उत्तर ऋणात्मक होगा।\n1.0667 − 1.0909।\n≈ −0.024 — विकल्प (a)।","pos":2,"neg":0.5},{"id":225,"n":25,"subject":"General Intelligence & Reasoning","stem":"In a code language, "He plays football daily" is coded as "ra sa ta ka", "He plays cricket daily" is coded as "ra sa pa ka", and "She plays football well" is coded as "ma sa ta ja".\nWhat is the code for "She plays cricket daily"?","stemHi":"एक कूट भाषा में "He plays football daily" का कूट "ra sa ta ka", "He plays cricket daily" का कूट "ra sa pa ka" और "She plays football well" का कूट "ma sa ta ja" है।\n"She plays cricket daily" का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"ja sa ma ka","textHi":null,"imageUrl":null},{"key":"b","text":"ra sa ta ja","textHi":null,"imageUrl":null},{"key":"c","text":"ma sa pa ka","textHi":null,"imageUrl":null},{"key":"d","text":"ka sa ra ma","textHi":null,"imageUrl":null}],"correct":"c","sol":"Code language\n $\"figure\"/$ \nLines 1 and 2 differ only in football/cricket, and in ta/pa ⇒ football = ta and cricket = pa.\n"Plays" appears in all three lines and sa is the only common code ⇒ plays = sa.\nLine 3 has ma and ja for "she" and "well"; since "she" is needed here, ma = she, leaving ka for daily.\nShe plays cricket daily = ma, sa, pa, ka — option (c).","solHi":" $\"figure\"/$ \nपंक्ति 1 और 2 में केवल football/cricket का अंतर है, और कूट में ta/pa ⇒ football = ta, cricket = pa।\n"plays" तीनों पंक्तियों में है और sa ही एकमात्र उभयनिष्ठ कूट है ⇒ plays = sa।\nपंक्ति 3 में "she" और "well" के लिए ma और ja हैं; यहाँ "she" चाहिए, अतः ma = she, और daily के लिए ka बचता है।\nShe plays cricket daily = ma, sa, pa, ka — विकल्प (c)।","pos":2,"neg":0.5},{"id":226,"n":26,"subject":"General Awareness","stem":"Who gave the welfare definition of economics?","stemHi":"अर्थशास्त्र की कल्याण परिभाषा किसने दी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Adam Smith","textHi":"एडम स्मिथ","imageUrl":null},{"key":"b","text":"Alfred Marshall","textHi":"अल्फ्रेड मार्शल","imageUrl":null},{"key":"c","text":"Lionel Robbins","textHi":"लियोनेल रॉबिंस","imageUrl":null},{"key":"d","text":"J.B. Say","textHi":"जे.बी. से","imageUrl":null}],"correct":"b","sol":"Welfare definition\nAlfred Marshall gave the welfare definition in his Principles of Economics (1890).\nHe called economics a study of mankind in the ordinary business of life, concerned with material welfare.\nAdam Smith gave the wealth definition and Robbins the scarcity definition.\nHence option (b).","solHi":"अल्फ्रेड मार्शल ने अपनी पुस्तक "प्रिंसिपल्स ऑफ इकोनॉमिक्स" (1890) में कल्याण परिभाषा दी।\nउन्होंने अर्थशास्त्र को जीवन के सामान्य व्यवसाय में मानव जाति का अध्ययन बताया, जो भौतिक कल्याण से जुड़ा है।\nएडम स्मिथ ने संपत्ति परिभाषा और रॉबिंस ने दुर्लभता परिभाषा दी।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":227,"n":27,"subject":"General Awareness","stem":"What is the objective of the Chandrayaan-3 mission?","stemHi":"चंद्रयान-3 मिशन का उद्देश्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"To study the Sun's corona","textHi":"सूर्य के कोरोना का अध्ययन","imageUrl":null},{"key":"b","text":"To explore the South Pole of the Moon","textHi":"चंद्रमा के दक्षिणी ध्रुव की खोज","imageUrl":null},{"key":"c","text":"To establish a human base on Mars","textHi":"मंगल पर मानव अड्डा बनाना","imageUrl":null},{"key":"d","text":"To observe asteroids in deep space","textHi":"गहरे अंतरिक्ष में क्षुद्रग्रहों का प्रेक्षण","imageUrl":null}],"correct":"b","sol":"Chandrayaan-3\nChandrayaan-3 soft-landed near the lunar south pole in August 2023.\nIndia became the first country to land in that region.\nStudying the Sun’s corona is the task of Aditya-L1.\nHence option (b).","solHi":"चंद्रयान-3 अगस्त 2023 में चंद्रमा के दक्षिणी ध्रुव के पास सफलतापूर्वक उतरा।\nउस क्षेत्र में उतरने वाला भारत पहला देश बना।\nसूर्य के कोरोना का अध्ययन आदित्य-L1 का कार्य है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":228,"n":28,"subject":"General Awareness","stem":"Which among the following was a prominent Mughal port city?","stemHi":"निम्न में से कौन प्रमुख मुगल बंदरगाह नगर था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Lahore","textHi":"लाहौर","imageUrl":null},{"key":"b","text":"Surat","textHi":"सूरत","imageUrl":null},{"key":"c","text":"Agra","textHi":"आगरा","imageUrl":null},{"key":"d","text":"Delhi","textHi":"दिल्ली","imageUrl":null}],"correct":"b","sol":"Surat\nSurat on the Gujarat coast was the busiest Mughal port.\nPilgrims sailed from there to Mecca, which earned it the name "Bab-ul-Makkah".\nLahore, Agra and Delhi are all inland cities.\nHence option (b).","solHi":"गुजरात तट पर स्थित सूरत मुगल काल का सबसे व्यस्त बंदरगाह था।\nवहाँ से हाजी मक्का जाते थे, इसीलिए उसे "बाब-उल-मक्का" कहा जाता था।\nलाहौर, आगरा और दिल्ली — तीनों स्थलीय नगर हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":229,"n":29,"subject":"General Awareness","stem":"Which government scheme focuses on promoting digital transactions among women Self-Help Groups (SHGs)?","stemHi":"कौन-सी सरकारी योजना महिला स्वयं सहायता समूहों में डिजिटल लेनदेन को बढ़ावा देने पर केंद्रित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Mahila E-Haat","textHi":"महिला ई-हाट","imageUrl":null},{"key":"b","text":"Pradhan Mantri Jan Dhan Yojana (PMJDY)","textHi":"प्रधानमंत्री जन धन योजना","imageUrl":null},{"key":"c","text":"Deendayal Antyodaya Yojana - National Rural Livelihoods Mission (DAY-NRLM)","textHi":"दीनदयाल अंत्योदय योजना - राष्ट्रीय ग्रामीण आजीविका मिशन (DAY-NRLM)","imageUrl":null},{"key":"d","text":"Stand-Up India Scheme","textHi":"स्टैंड-अप इंडिया योजना","imageUrl":null}],"correct":"c","sol":"DAY-NRLM\nDAY-NRLM organises rural women into SHGs and links them to banks.\nIt actively pushes digital transactions through BC Sakhi and digital literacy drives within those groups.\nMahila E-Haat is only a marketing platform and Stand-Up India a loan scheme for enterprises.\nHence option (c).","solHi":"DAY-NRLM ग्रामीण महिलाओं को SHG में संगठित कर बैंकों से जोड़ता है।\nयह BC सखी और डिजिटल साक्षरता अभियानों के माध्यम से उन्हीं समूहों में डिजिटल लेनदेन को सक्रिय रूप से बढ़ावा देता है।\nमहिला ई-हाट केवल विपणन मंच है और स्टैंड-अप इंडिया उद्यम हेतु ऋण योजना।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":230,"n":30,"subject":"General Awareness","stem":"When light passes from air into glass, how do its speed and wavelength change?","stemHi":"जब प्रकाश वायु से काँच में जाता है, तो उसकी चाल और तरंगदैर्घ्य में क्या परिवर्तन होता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Speed increases, wavelength decreases","textHi":"चाल बढ़ती है, तरंगदैर्घ्य घटता है","imageUrl":null},{"key":"b","text":"Speed decreases, wavelength decreases","textHi":"चाल घटती है, तरंगदैर्घ्य घटता है","imageUrl":null},{"key":"c","text":"Speed increases, wavelength increases","textHi":"चाल बढ़ती है, तरंगदैर्घ्य बढ़ता है","imageUrl":null},{"key":"d","text":"Speed decreases, wavelength increases","textHi":"चाल घटती है, तरंगदैर्घ्य बढ़ता है","imageUrl":null}],"correct":"b","sol":"Light in glass\nGlass is optically denser than air, so light slows down on entering it.\nThe frequency is fixed by the source and does not change with the medium.\nSince v = fλ and v falls while f stays the same, the wavelength must fall too.\nBoth decrease — option (b).","solHi":"काँच वायु से प्रकाशिक रूप से सघन है, अतः उसमें प्रवेश करते ही प्रकाश धीमा हो जाता है।\nआवृत्ति स्रोत से तय होती है और माध्यम बदलने पर नहीं बदलती।\nचूँकि v = fλ है और v घटता है जबकि f वही रहता है, तरंगदैर्घ्य भी घटेगा।\nदोनों घटते हैं — विकल्प (b)।","pos":2,"neg":0.5},{"id":231,"n":31,"subject":"General Awareness","stem":"In cricket, what is the term for a ball that hits the wicket after touching the bat?","stemHi":"क्रिकेट में उस गेंद को क्या कहते हैं जो बल्ले को छूकर विकेट पर लगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bowled","textHi":"बोल्ड","imageUrl":null},{"key":"b","text":"Caught","textHi":"कैच","imageUrl":null},{"key":"c","text":"Edge","textHi":"एज","imageUrl":null},{"key":"d","text":"Hit wicket","textHi":"हिट विकेट","imageUrl":null}],"correct":"a","sol":"Bowled\nIf the ball goes on to hit the stumps, the batter is out BOWLED.\nThis holds even if the ball first takes an edge off the bat, so long as no fielder touched it.\n"Edge" describes the contact, not a mode of dismissal.\nHence option (a).","solHi":"यदि गेंद जाकर स्टंप्स पर लगे तो बल्लेबाज़ बोल्ड आउट होता है।\nयह तब भी लागू है जब गेंद पहले बल्ले का किनारा ले, बशर्ते किसी क्षेत्ररक्षक ने उसे न छुआ हो।\n"एज" केवल संपर्क बताता है, आउट होने का प्रकार नहीं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":232,"n":32,"subject":"General Awareness","stem":"Which Mughal ruler shifted the capital of his empire from Agra to Delhi?","stemHi":"किस मुगल शासक ने अपने साम्राज्य की राजधानी आगरा से दिल्ली स्थानांतरित की?","context":null,"contextHi":null,"options":[{"key":"a","text":"Akbar","textHi":"अकबर","imageUrl":null},{"key":"b","text":"Jahangir","textHi":"जहाँगीर","imageUrl":null},{"key":"c","text":"Shah Jahan","textHi":"शाहजहाँ","imageUrl":null},{"key":"d","text":"Aurangzeb","textHi":"औरंगज़ेब","imageUrl":null}],"correct":"c","sol":"Shahjahanabad\nShah Jahan founded a new capital, Shahjahanabad, in Delhi in 1648.\nHe moved the court there from Agra and built the Red Fort and the Jama Masjid.\nThe old walled city of Delhi grew from that foundation.\nHence option (c).","solHi":"शाहजहाँ ने 1648 में दिल्ली में नई राजधानी शाहजहानाबाद बसाई।\nउन्होंने दरबार आगरा से वहाँ स्थानांतरित किया और लाल किला तथा जामा मस्जिद बनवाई।\nदिल्ली का पुराना परकोटा शहर उसी नींव से बढ़ा।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":233,"n":33,"subject":"General Awareness","stem":"Which cell organelle is known as the 'powerhouse of the cell'?","stemHi":"कोशिका के किस अंगक को "कोशिका का ऊर्जा गृह" कहा जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Nucleus","textHi":"केंद्रक","imageUrl":null},{"key":"b","text":"Ribosomes","textHi":"राइबोसोम","imageUrl":null},{"key":"c","text":"Mitochondria","textHi":"माइटोकॉन्ड्रिया","imageUrl":null},{"key":"d","text":"Cytoplasm","textHi":"कोशिकाद्रव्य","imageUrl":null}],"correct":"c","sol":"Mitochondria\nMitochondria carry out cellular respiration and produce ATP, the energy currency of the cell.\nThat is why they are called its powerhouse.\nRibosomes make proteins and the nucleus holds the genetic material.\nHence option (c).","solHi":"माइटोकॉन्ड्रिया कोशिकीय श्वसन करते हैं और ATP बनाते हैं, जो कोशिका की ऊर्जा मुद्रा है।\nइसीलिए उन्हें कोशिका का ऊर्जा गृह कहा जाता है।\nराइबोसोम प्रोटीन बनाते हैं और केंद्रक आनुवंशिक पदार्थ रखता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":234,"n":34,"subject":"General Awareness","stem":"In which year was the Sports Authority of India (SAI) established?","stemHi":"भारतीय खेल प्राधिकरण (SAI) की स्थापना किस वर्ष हुई?","context":null,"contextHi":null,"options":[{"key":"a","text":"1975","textHi":null,"imageUrl":null},{"key":"b","text":"1984","textHi":null,"imageUrl":null},{"key":"c","text":"1990","textHi":null,"imageUrl":null},{"key":"d","text":"2001","textHi":null,"imageUrl":null}],"correct":"b","sol":"Sports Authority of India\nSAI was set up in 1984 under the Ministry of Youth Affairs and Sports.\nIt was created to make use of the facilities built for the 1982 Asian Games.\nIt runs schemes such as the National Centres of Excellence and Khelo India centres.\nHence option (b).","solHi":"SAI की स्थापना 1984 में युवा कार्यक्रम एवं खेल मंत्रालय के अधीन हुई।\nइसे 1982 के एशियाई खेलों के लिए बनी सुविधाओं के उपयोग हेतु बनाया गया।\nयह राष्ट्रीय उत्कृष्टता केंद्र और खेलो इंडिया केंद्र जैसी योजनाएँ चलाता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":235,"n":35,"subject":"General Awareness","stem":"Which British Viceroy is associated with the Partition of Bengal in 1905?","stemHi":"1905 के बंगाल विभाजन से कौन-सा ब्रिटिश वायसराय जुड़ा है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Lord Ripon","textHi":"लॉर्ड रिपन","imageUrl":null},{"key":"b","text":"Lord Curzon","textHi":"लॉर्ड कर्ज़न","imageUrl":null},{"key":"c","text":"Lord Hardinge","textHi":"लॉर्ड हार्डिंग","imageUrl":null},{"key":"d","text":"Lord Lytton","textHi":"लॉर्ड लिटन","imageUrl":null}],"correct":"b","sol":"Partition of Bengal\nLord Curzon partitioned Bengal in 1905, officially for administrative convenience.\nIndians saw it as an attempt to divide Hindus and Muslims, and it set off the Swadeshi Movement.\nThe partition was annulled in 1911 under Lord Hardinge.\nHence option (b).","solHi":"लॉर्ड कर्ज़न ने 1905 में बंगाल का विभाजन किया, आधिकारिक रूप से प्रशासनिक सुविधा के नाम पर।\nभारतीयों ने इसे हिंदू-मुस्लिम फूट डालने का प्रयास माना और इससे स्वदेशी आंदोलन भड़का।\n1911 में लॉर्ड हार्डिंग के काल में यह विभाजन रद्द हुआ।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":236,"n":36,"subject":"General Awareness","stem":"What is the main objective of the Bharatiya Nyaya Sanhita (BNS)?","stemHi":"भारतीय न्याय संहिता (BNS) का मुख्य उद्देश्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"To simplify and modernise criminal laws","textHi":"आपराधिक कानूनों को सरल और आधुनिक बनाना","imageUrl":null},{"key":"b","text":"To abolish all existing civil laws","textHi":"सभी मौजूदा दीवानी कानून समाप्त करना","imageUrl":null},{"key":"c","text":"To replace the Constitution of India","textHi":"भारत के संविधान का स्थान लेना","imageUrl":null},{"key":"d","text":"To remove the role of the judiciary","textHi":"न्यायपालिका की भूमिका समाप्त करना","imageUrl":null}],"correct":"a","sol":"Bharatiya Nyaya Sanhita\nThe BNS, 2023 replaced the Indian Penal Code of 1860.\nIt reorganises and modernises criminal law, adding offences such as organised crime and mob lynching.\nIt has nothing to do with civil law or with the Constitution.\nHence option (a).","solHi":"BNS, 2023 ने 1860 की भारतीय दंड संहिता का स्थान लिया।\nयह आपराधिक कानून को पुनर्गठित और आधुनिक बनाता है, तथा संगठित अपराध और भीड़ हिंसा जैसे अपराध जोड़ता है।\nइसका दीवानी कानून या संविधान से कोई संबंध नहीं है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":237,"n":37,"subject":"General Awareness","stem":"Dr V. Narayanan, Chairman of ISRO and Secretary of the Department of Space, was honoured in 2025 with which award for his contributions to India's space programme?","stemHi":"इसरो अध्यक्ष एवं अंतरिक्ष विभाग के सचिव डॉ. वी. नारायणन को 2025 में भारत के अंतरिक्ष कार्यक्रम में योगदान हेतु कौन-सा पुरस्कार मिला?","context":null,"contextHi":null,"options":[{"key":"a","text":"Padma Vibhushan","textHi":"पद्म विभूषण","imageUrl":null},{"key":"b","text":"G.P. Birla Memorial Award","textHi":"जी.पी. बिड़ला स्मृति पुरस्कार","imageUrl":null},{"key":"c","text":"Shanti Swarup Bhatnagar Prize","textHi":"शांति स्वरूप भटनागर पुरस्कार","imageUrl":null},{"key":"d","text":"Bharat Ratna","textHi":"भारत रत्न","imageUrl":null}],"correct":"b","sol":"ISRO Chairman award\nDr V. Narayanan received the G.P. Birla Memorial Award in 2025.\nHe advanced cryogenic propulsion and strengthened launch vehicle development for missions such as Chandrayaan-3 and Gaganyaan.\nThe award honours excellence in scientific innovation and national development.\nHence option (b).","solHi":"डॉ. वी. नारायणन को 2025 में जी.पी. बिड़ला स्मृति पुरस्कार मिला।\nउन्होंने क्रायोजेनिक प्रणोदन को आगे बढ़ाया और चंद्रयान-3 तथा गगनयान जैसे मिशनों हेतु प्रक्षेपण यान विकास मज़बूत किया।\nयह पुरस्कार वैज्ञानिक नवाचार और राष्ट्रीय विकास में उत्कृष्टता का सम्मान करता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":238,"n":38,"subject":"General Awareness","stem":""Bihu" is a famous folk dance associated with which Indian state?","stemHi":""बिहू" प्रसिद्ध लोक नृत्य किस भारतीय राज्य से संबंधित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Assam","textHi":"असम","imageUrl":null},{"key":"b","text":"West Bengal","textHi":"पश्चिम बंगाल","imageUrl":null},{"key":"c","text":"Odisha","textHi":"ओडिशा","imageUrl":null},{"key":"d","text":"Manipur","textHi":"मणिपुर","imageUrl":null}],"correct":"a","sol":"Bihu\nBihu is the folk dance of Assam, performed at the Bihu festival.\nRongali Bihu in April marks the Assamese new year and the start of the sowing season.\nIt is danced to the dhol, pepa and gogona.\nHence option (a).","solHi":"बिहू असम का लोक नृत्य है, जो बिहू पर्व पर किया जाता है।\nअप्रैल का रोंगाली बिहू असमिया नववर्ष और बुवाई के आरंभ का प्रतीक है।\nयह ढोल, पेपा और गोगोना की संगत में किया जाता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":239,"n":39,"subject":"General Awareness","stem":"Who was the 24th Tirthankara of Jainism?","stemHi":"जैन धर्म के 24वें तीर्थंकर कौन थे?","context":null,"contextHi":null,"options":[{"key":"a","text":"Neminath","textHi":"नेमिनाथ","imageUrl":null},{"key":"b","text":"Rishabhdev","textHi":"ऋषभदेव","imageUrl":null},{"key":"c","text":"Mahavira","textHi":"महावीर","imageUrl":null},{"key":"d","text":"Parshvanath","textHi":"पार्श्वनाथ","imageUrl":null}],"correct":"c","sol":"24th Tirthankara\nMahavira, born Vardhamana, was the twenty-fourth and last Tirthankara.\nRishabhdev was the first, Neminath the 22nd and Parshvanath the 23rd.\nMahavira attained nirvana at Pavapuri.\nHence option (c).","solHi":"वर्धमान नाम से जन्मे महावीर चौबीसवें और अंतिम तीर्थंकर थे।\nऋषभदेव प्रथम, नेमिनाथ 22वें और पार्श्वनाथ 23वें तीर्थंकर थे।\nमहावीर ने पावापुरी में निर्वाण प्राप्त किया।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":240,"n":40,"subject":"General Awareness","stem":"Consider the following statements about the Himalayan region:\n1. The Himalayas are tectonically young and structurally folded mountains.\n2. They were formed due to the collision between the Eurasian and Indo-Australian plates.\n3. The Greater Himalayas are also known as Himadri.\nWhich of the above statements is/are correct?","stemHi":"हिमालयी क्षेत्र के संबंध में निम्न कथनों पर विचार कीजिए:\n1. हिमालय विवर्तनिक रूप से युवा और संरचनात्मक रूप से वलित पर्वत हैं।\n2. इनका निर्माण यूरेशियन और इंडो-ऑस्ट्रेलियन प्लेटों की टक्कर से हुआ।\n3. वृहद हिमालय को हिमाद्रि भी कहा जाता है।\nउपर्युक्त में से कौन-से कथन सही हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 and 2 only","textHi":"केवल 1 और 2","imageUrl":null},{"key":"b","text":"2 and 3 only","textHi":"केवल 2 और 3","imageUrl":null},{"key":"c","text":"1 and 3 only","textHi":"केवल 1 और 3","imageUrl":null},{"key":"d","text":"1, 2 and 3","textHi":"1, 2 और 3","imageUrl":null}],"correct":"d","sol":"Himalayan region\nThe Himalayas are young fold mountains raised about 50 million years ago — Statement 1 correct.\nThey rose from the collision of the Indo-Australian plate with the Eurasian plate, lifting sediments of the Tethys Sea — Statement 2 correct.\nThe innermost and highest range, holding Everest and Kanchenjunga, is called Himadri — Statement 3 correct.\nAll three — option (d).","solHi":"हिमालय युवा वलित पर्वत हैं, जो लगभग 5 करोड़ वर्ष पूर्व उठे — कथन 1 सही।\nये इंडो-ऑस्ट्रेलियन प्लेट की यूरेशियन प्लेट से टक्कर से बने, जिसने टेथिस सागर के अवसाद ऊपर उठाए — कथन 2 सही।\nसबसे भीतरी और ऊँची श्रेणी, जिसमें एवरेस्ट और कंचनजंगा हैं, हिमाद्रि कहलाती है — कथन 3 सही।\nतीनों — विकल्प (d)।","pos":2,"neg":0.5},{"id":241,"n":41,"subject":"General Awareness","stem":"According to the 2011 Census, what was the literacy rate of India?","stemHi":"2011 की जनगणना के अनुसार भारत की साक्षरता दर क्या थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"64.83%","textHi":null,"imageUrl":null},{"key":"b","text":"69.92%","textHi":null,"imageUrl":null},{"key":"c","text":"74.04%","textHi":null,"imageUrl":null},{"key":"d","text":"78.11%","textHi":null,"imageUrl":null}],"correct":"c","sol":"Literacy rate 2011\nThe 2011 Census recorded an overall literacy rate of 74.04%.\nMale literacy stood at 82.14% and female literacy at 65.46%.\nKerala was the most literate State and Bihar the least.\nHence option (c).","solHi":"2011 की जनगणना में कुल साक्षरता दर 74.04% दर्ज हुई।\nपुरुष साक्षरता 82.14% और महिला साक्षरता 65.46% रही।\nकेरल सर्वाधिक साक्षर राज्य और बिहार सबसे कम।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":242,"n":42,"subject":"General Awareness","stem":"Which river originates from the Amarkantak Plateau and flows westward to join the Arabian Sea?","stemHi":"कौन-सी नदी अमरकंटक पठार से निकलकर पश्चिम की ओर बहती हुई अरब सागर में मिलती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Narmada River","textHi":"नर्मदा नदी","imageUrl":null},{"key":"b","text":"Godavari River","textHi":"गोदावरी नदी","imageUrl":null},{"key":"c","text":"Mahanadi River","textHi":"महानदी नदी","imageUrl":null},{"key":"d","text":"Krishna River","textHi":"कृष्णा नदी","imageUrl":null}],"correct":"a","sol":"Narmada\nThe Narmada rises at Amarkantak in Madhya Pradesh.\nIt flows west through a rift valley between the Vindhya and Satpura ranges into the Gulf of Khambhat.\nThe Godavari, Mahanadi and Krishna all flow east into the Bay of Bengal.\nHence option (a).","solHi":"नर्मदा मध्य प्रदेश के अमरकंटक से निकलती है।\nयह विंध्य और सतपुड़ा के बीच भ्रंश घाटी से होकर पश्चिम बहती हुई खंभात की खाड़ी में गिरती है।\nगोदावरी, महानदी और कृष्णा तीनों पूर्व की ओर बंगाल की खाड़ी में जाती हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":243,"n":43,"subject":"General Awareness","stem":""India’s Struggle for Independence" was authored by whom?","stemHi":""इंडियाज़ स्ट्रगल फॉर इंडिपेंडेंस" किसने लिखी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bipan Chandra","textHi":"बिपन चंद्र","imageUrl":null},{"key":"b","text":"R.C. Majumdar","textHi":"आर.सी. मजूमदार","imageUrl":null},{"key":"c","text":"Tara Chand","textHi":"ताराचंद","imageUrl":null},{"key":"d","text":"Lala Lajpat Rai","textHi":"लाला लाजपत राय","imageUrl":null}],"correct":"a","sol":"India's Struggle for Independence\nThe book was written by Bipan Chandra with Mridula Mukherjee and others, published in 1988.\nIt traces the national movement from 1857 to 1947.\nR.C. Majumdar wrote The History and Culture of the Indian People.\nHence option (a).","solHi":"यह पुस्तक बिपन चंद्र ने मृदुला मुखर्जी और अन्य के साथ लिखी, जो 1988 में प्रकाशित हुई।\nइसमें 1857 से 1947 तक के राष्ट्रीय आंदोलन का विवरण है।\nआर.सी. मजूमदार ने "द हिस्ट्री एंड कल्चर ऑफ द इंडियन पीपल" लिखी।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":244,"n":44,"subject":"General Awareness","stem":"Consider the following statements about the 89th General Meeting of the IEC to be hosted by India in 2025:\n1. The meeting will be held in New Delhi at Bharat Mandapam from 15 to 19 September 2025.\n2. India has been designated as the Global Secretariat for standardisation in Low Voltage Direct Current (LVDC) at this event.\n3. This will be the first time India hosts the IEC General Meeting.\nWhich of the statements above is/are correct?","stemHi":"2025 में भारत द्वारा आयोजित IEC की 89वीं महासभा के संबंध में निम्न कथनों पर विचार कीजिए:\n1. यह बैठक नई दिल्ली के भारत मंडपम में 15 से 19 सितंबर 2025 तक होगी।\n2. इस अवसर पर भारत को निम्न वोल्टेज दिष्ट धारा (LVDC) मानकीकरण हेतु वैश्विक सचिवालय नामित किया गया है।\n3. यह पहली बार होगा जब भारत IEC महासभा की मेज़बानी करेगा।\nउपर्युक्त में से कौन-से कथन सही हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 1","textHi":"केवल 1","imageUrl":null},{"key":"b","text":"Only 2","textHi":"केवल 2","imageUrl":null},{"key":"c","text":"1 and 2 only","textHi":"केवल 1 और 2","imageUrl":null},{"key":"d","text":"All 1, 2 and 3","textHi":"1, 2 और 3 सभी","imageUrl":null}],"correct":"c","sol":"89th IEC General Meeting\nThe 89th IEC General Meeting is scheduled at Bharat Mandapam, New Delhi, in September 2025 — Statement 1 correct.\nIndia has been named the Global Secretariat for LVDC standardisation — Statement 2 correct.\nIndia had already hosted IEC meetings in 1960, 1997 and 2013, so this is not the first time — Statement 3 wrong.\nHence 1 and 2 — option (c).","solHi":"IEC की 89वीं महासभा सितंबर 2025 में नई दिल्ली के भारत मंडपम में निर्धारित है — कथन 1 सही।\nभारत को LVDC मानकीकरण हेतु वैश्विक सचिवालय नामित किया गया है — कथन 2 सही।\nभारत 1960, 1997 और 2013 में भी IEC बैठकों की मेज़बानी कर चुका है, अतः यह पहली बार नहीं — कथन 3 गलत।\nअतः 1 और 2 — विकल्प (c)।","pos":2,"neg":0.5},{"id":245,"n":45,"subject":"General Awareness","stem":"To which level of government do taxes on income other than agricultural income belong?","stemHi":"कृषि आय के अतिरिक्त अन्य आय पर लगने वाले कर किस स्तर की सरकार के हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"State","textHi":"राज्य","imageUrl":null},{"key":"b","text":"Union","textHi":"संघ","imageUrl":null},{"key":"c","text":"Municipality","textHi":"नगरपालिका","imageUrl":null},{"key":"d","text":"Panchayat","textHi":"पंचायत","imageUrl":null}],"correct":"b","sol":"Income tax\nEntry 82 of the Union List covers taxes on income other than agricultural income.\nSo income tax is levied and collected by the Union Government.\nTax on agricultural income falls to the States under the State List.\nHence option (b).","solHi":"संघ सूची की प्रविष्टि 82 कृषि आय के अतिरिक्त आय पर कर से संबंधित है।\nअतः आयकर संघ सरकार लगाती और वसूलती है।\nकृषि आय पर कर राज्य सूची के अंतर्गत राज्यों को मिलता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":246,"n":46,"subject":"General Awareness","stem":"Birsa Munda led the Munda Rebellion against the British in which region of India?","stemHi":"बिरसा मुंडा ने अंग्रेज़ों के विरुद्ध मुंडा विद्रोह भारत के किस क्षेत्र में चलाया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Chotanagpur Plateau","textHi":"छोटानागपुर पठार","imageUrl":null},{"key":"b","text":"Bundelkhand","textHi":"बुंदेलखंड","imageUrl":null},{"key":"c","text":"Doab Region","textHi":"दोआब क्षेत्र","imageUrl":null},{"key":"d","text":"Malwa Plateau","textHi":"मालवा पठार","imageUrl":null}],"correct":"a","sol":"Munda Rebellion\nThe Munda rebellion, called Ulgulan, broke out in the Chotanagpur plateau in 1899-1900.\nThat region lies in present-day Jharkhand.\nBirsa Munda fought the loss of tribal land to outsiders and died in Ranchi jail in 1900.\nHence option (a).","solHi":"मुंडा विद्रोह, जिसे उलगुलान कहा जाता है, 1899-1900 में छोटानागपुर पठार में भड़का।\nवह क्षेत्र आज के झारखंड में पड़ता है।\nबिरसा मुंडा ने बाहरी लोगों के हाथों जनजातीय भूमि जाने के विरुद्ध संघर्ष किया और 1900 में राँची जेल में उनका निधन हुआ।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":247,"n":47,"subject":"General Awareness","stem":"Which two gases primarily contribute to the greenhouse effect in Earth's atmosphere?","stemHi":"पृथ्वी के वायुमंडल में हरितगृह प्रभाव में मुख्यतः कौन-सी दो गैसें योगदान देती हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Nitrogen (N₂) and Oxygen (O₂)","textHi":"नाइट्रोजन (N₂) और ऑक्सीजन (O₂)","imageUrl":null},{"key":"b","text":"Carbon dioxide (CO₂) and Methane (CH₄)","textHi":"कार्बन डाइऑक्साइड (CO₂) और मीथेन (CH₄)","imageUrl":null},{"key":"c","text":"Argon (Ar) and Neon (Ne)","textHi":"आर्गन (Ar) और नियॉन (Ne)","imageUrl":null},{"key":"d","text":"Hydrogen (H₂) and Ozone (O₃)","textHi":"हाइड्रोजन (H₂) और ओज़ोन (O₃)","imageUrl":null}],"correct":"b","sol":"Greenhouse gases\nGreenhouse gases trap outgoing infrared radiation and warm the planet.\nCarbon dioxide and methane are the two chief contributors from human activity.\nNitrogen, oxygen, argon and neon do not absorb infrared radiation.\nHence option (b).","solHi":"हरितगृह गैसें बाहर जाने वाले अवरक्त विकिरण को रोककर पृथ्वी को गर्म करती हैं।\nमानवीय गतिविधियों से आने वाली दो प्रमुख गैसें कार्बन डाइऑक्साइड और मीथेन हैं।\nनाइट्रोजन, ऑक्सीजन, आर्गन और नियॉन अवरक्त विकिरण अवशोषित नहीं करतीं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":248,"n":48,"subject":"General Awareness","stem":"What was the main objective of India's Eighth Five-Year Plan (1992-1997)?","stemHi":"भारत की आठवीं पंचवर्षीय योजना (1992-1997) का मुख्य उद्देश्य क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Economic liberalisation and market reforms","textHi":"आर्थिक उदारीकरण और बाज़ार सुधार","imageUrl":null},{"key":"b","text":"Achieving self-reliance in defence production","textHi":"रक्षा उत्पादन में आत्मनिर्भरता","imageUrl":null},{"key":"c","text":"Development of heavy industries","textHi":"भारी उद्योगों का विकास","imageUrl":null},{"key":"d","text":"Green Revolution expansion","textHi":"हरित क्रांति का विस्तार","imageUrl":null}],"correct":"a","sol":"Eighth Plan\nThe Eighth Plan began right after the reforms of 1991.\nIts central task was to carry forward liberalisation, open markets and manage the transition.\nHuman resource development and employment generation were its other priorities.\nHence option (a).","solHi":"आठवीं योजना 1991 के सुधारों के तुरंत बाद शुरू हुई।\nइसका केंद्रीय कार्य था उदारीकरण को आगे बढ़ाना, बाज़ार खोलना और संक्रमण सँभालना।\nमानव संसाधन विकास और रोज़गार सृजन इसकी अन्य प्राथमिकताएँ थीं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":249,"n":49,"subject":"General Awareness","stem":"Disinvestment of public sector undertakings (PSUs) is a part of which economic reform pillar?","stemHi":"सार्वजनिक उपक्रमों का विनिवेश आर्थिक सुधारों के किस स्तंभ का भाग है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Liberalisation","textHi":"उदारीकरण","imageUrl":null},{"key":"b","text":"Privatisation","textHi":"निजीकरण","imageUrl":null},{"key":"c","text":"Globalisation","textHi":"वैश्वीकरण","imageUrl":null},{"key":"d","text":"Industrialisation","textHi":"औद्योगीकरण","imageUrl":null}],"correct":"b","sol":"Disinvestment\nPrivatisation means transferring ownership or management from the state to private hands.\nDisinvestment sells off government shares in PSUs, which is exactly that.\nLiberalisation removes controls and globalisation opens the economy to the world.\nHence option (b).","solHi":"निजीकरण का अर्थ है स्वामित्व या प्रबंधन राज्य से निजी हाथों में देना।\nविनिवेश में सरकार सार्वजनिक उपक्रमों के शेयर बेचती है, जो यही है।\nउदारीकरण नियंत्रण हटाता है और वैश्वीकरण अर्थव्यवस्था को विश्व के लिए खोलता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":250,"n":50,"subject":"General Awareness","stem":"Which Article empowers the President to impose President's Rule in a State?","stemHi":"कौन-सा अनुच्छेद राष्ट्रपति को किसी राज्य में राष्ट्रपति शासन लगाने की शक्ति देता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Article 352","textHi":"अनुच्छेद 352","imageUrl":null},{"key":"b","text":"Article 356","textHi":"अनुच्छेद 356","imageUrl":null},{"key":"c","text":"Article 360","textHi":"अनुच्छेद 360","imageUrl":null},{"key":"d","text":"Article 365","textHi":"अनुच्छेद 365","imageUrl":null}],"correct":"b","sol":"President's Rule\nArticle 356 deals with the failure of constitutional machinery in a State.\nArticle 352 covers a National Emergency and Article 360 a Financial Emergency.\nArticle 365 concerns a State’s failure to comply with Union directions.\nHence option (b).","solHi":"अनुच्छेद 356 राज्य में संवैधानिक तंत्र की विफलता से संबंधित है।\nअनुच्छेद 352 राष्ट्रीय आपातकाल और 360 वित्तीय आपातकाल से जुड़ा है।\nअनुच्छेद 365 राज्य द्वारा संघ के निर्देशों का पालन न करने से संबंधित है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":251,"n":51,"subject":"Quantitative Aptitude","stem":"If 50% of A =

\frac{1}{4}

of B =

\frac{1}{6}

of C, find A : B : C.","stemHi":"यदि A का 50% = B का

\frac{1}{4}

= C का

\frac{1}{6}

है, तो A : B : C ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"1 : 2 : 3","textHi":null,"imageUrl":null},{"key":"b","text":"11 : 12 : 13","textHi":null,"imageUrl":null},{"key":"c","text":"6 : 4 : 5","textHi":null,"imageUrl":null},{"key":"d","text":"7 : 4 : 8","textHi":null,"imageUrl":null}],"correct":"a","sol":"Ratio from equal parts\n $\"figure\"/$ \nWrite the condition as

\frac{A}{2}

\frac{B}{4}

\frac{C}{6}

= k.\nThen A = 2k, B = 4k and C = 6k.\nA : B : C = 2 : 4 : 6.\n= 1 : 2 : 3 — option (a).","solHi":" $\"figure\"/$ \nशर्त को इस रूप में लिखिए:

\frac{A}{2}

\frac{B}{4}

\frac{C}{6}

= k।\nतब A = 2k, B = 4k और C = 6k।\nA : B : C = 2 : 4 : 6।\n= 1 : 2 : 3 — विकल्प (a)।","pos":2,"neg":0.5},{"id":252,"n":52,"subject":"Quantitative Aptitude","stem":"Evaluate:\n9

\frac{1}{5}

− [

\frac{5}{6}

÷ {

\frac{5}{6}

− (

\frac{1}{2}

× (

\frac{7}{4}

−

\frac{1}{4}

))}]","stemHi":"मान ज्ञात कीजिए:\n9

\frac{1}{5}

− [

\frac{5}{6}

÷ {

\frac{5}{6}

− (

\frac{1}{2}

× (

\frac{7}{4}

−

\frac{1}{4}

))}]","context":null,"contextHi":null,"options":[{"key":"a","text":"−

\frac{4}{5}

","textHi":null,"imageUrl":null},{"key":"b","text":"3

\frac{1}{4}

","textHi":null,"imageUrl":null},{"key":"c","text":"−2

\frac{3}{4}

","textHi":null,"imageUrl":null},{"key":"d","text":"7

\frac{3}{4}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$28","solHi":"$29","pos":2,"neg":0.5},{"id":253,"n":53,"subject":"Quantitative Aptitude","stem":"Evaluate the continued fraction:\nx = 5 +

\frac{1}{5 + \frac{1}{6 + \frac{1}{2}}}

","stemHi":"सतत भिन्न का मान ज्ञात कीजिए:\nx = 5 +

\frac{1}{5 + \frac{1}{6 + \frac{1}{2}}}

","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{348}{67}

","textHi":null,"imageUrl":null},{"key":"b","text":"

\frac{358}{67}

","textHi":null,"imageUrl":null},{"key":"c","text":"

\frac{348}{77}

","textHi":null,"imageUrl":null},{"key":"d","text":"

\frac{348}{69}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$2a","solHi":"$2b","pos":2,"neg":0.5},{"id":254,"n":54,"subject":"Quantitative Aptitude","stem":"A contractor employs 15 men to complete a work in 40 days, working 8 hours per day. After ten days he adds five more men but also reduces the working hours to 6 per day from the 11th day onwards. If all men work with the same efficiency throughout, how many more days will be required to finish the remaining work?","stemHi":"एक ठेकेदार 15 आदमियों से एक कार्य 40 दिन में, प्रतिदिन 8 घंटे काम कराकर पूरा कराता है। दस दिन बाद वह पाँच आदमी और लगाता है पर 11वें दिन से काम के घंटे घटाकर 6 प्रतिदिन कर देता है। यदि सभी की कार्यक्षमता समान हो, तो शेष कार्य पूरा करने में कितने दिन और लगेंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"25","textHi":null,"imageUrl":null},{"key":"b","text":"30","textHi":null,"imageUrl":null},{"key":"c","text":"35","textHi":null,"imageUrl":null},{"key":"d","text":"28","textHi":null,"imageUrl":null}],"correct":"b","sol":"Men, days and hours\n $\"figure\"/$ \nTotal work = 15 × 40 × 8 = 4800 man-hours.\nIn the first 10 days: 15 × 10 × 8 = 1200 man-hours, leaving 3600.\nFrom day 11 the daily output is 20 × 6 = 120 man-hours.\n

\frac{3600}{120}

= 30 days — option (b).","solHi":" $\"figure\"/$ \nकुल कार्य = 15 × 40 × 8 = 4800 आदमी-घंटे।\nपहले 10 दिनों में: 15 × 10 × 8 = 1200 आदमी-घंटे, शेष 3600।\n11वें दिन से दैनिक उत्पादन 20 × 6 = 120 आदमी-घंटे।\n

\frac{3600}{120}

= 30 दिन — विकल्प (b)।","pos":2,"neg":0.5},{"id":255,"n":55,"subject":"Quantitative Aptitude","stem":"Deepak covers half of his journey at 27 km/h and the remaining half at 9 km/h. His average speed is:","stemHi":"दीपक अपनी यात्रा का आधा भाग 27 km/h और शेष आधा 9 km/h की चाल से तय करता है। उसकी औसत चाल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"12.5 km/h","textHi":null,"imageUrl":null},{"key":"b","text":"11.5 km/h","textHi":null,"imageUrl":null},{"key":"c","text":"14.5 km/h","textHi":null,"imageUrl":null},{"key":"d","text":"13.5 km/h","textHi":null,"imageUrl":null}],"correct":"d","sol":"Average speed\n $\"figure\"/$ \nFor two equal halves, average speed =

\frac{2 S ₁ S ₂}{S ₁ + S ₂}

.\n=

\frac{2 \times 27 \times 9}{27 + 9}

.\n=

\frac{486}{36}

.\n= 13.5 km/h — option (d).","solHi":" $\"figure\"/$ \nदो समान भागों के लिए औसत चाल =

\frac{2 S ₁ S ₂}{S ₁ + S ₂}

।\n=

\frac{2 \times 27 \times 9}{27 + 9}

।\n=

\frac{486}{36}

।\n= 13.5 km/h — विकल्प (d)।","pos":2,"neg":0.5},{"id":256,"n":56,"subject":"Quantitative Aptitude","stem":"The speed of a car is 126 km/h. Find the distance covered by the car in 60 seconds.","stemHi":"एक कार की चाल 126 km/h है। 60 सेकंड में कार द्वारा तय दूरी ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"1900 m","textHi":null,"imageUrl":null},{"key":"b","text":"2054 m","textHi":null,"imageUrl":null},{"key":"c","text":"2100 m","textHi":null,"imageUrl":null},{"key":"d","text":"2300 m","textHi":null,"imageUrl":null}],"correct":"c","sol":"Distance in seconds\n $\"figure\"/$ \n126 km/h = 126 ×

\frac{5}{18}

= 35 m/s.\nDistance = speed × time.\n= 35 × 60.\n= 2100 m — option (c).","solHi":" $\"figure\"/$ \n126 km/h = 126 ×

\frac{5}{18}

= 35 मी/से।\nदूरी = चाल × समय।\n= 35 × 60।\n= 2100 m — विकल्प (c)।","pos":2,"neg":0.5},{"id":257,"n":57,"subject":"Quantitative Aptitude","stem":"Partners A and B entered into a business investing ₹50,000 and ₹80,000 respectively. After 5 months C joins with ₹1,20,000. At the year-end the profit was ₹1,00,000. How much more did C earn than A?","stemHi":"साझेदार A और B ने क्रमशः ₹50,000 और ₹80,000 से व्यवसाय शुरू किया। 5 माह बाद C ₹1,20,000 के साथ जुड़ा। वर्ष के अंत में लाभ ₹1,00,000 था। C ने A से कितना अधिक कमाया?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹6,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹11,000","textHi":null,"imageUrl":null},{"key":"c","text":"₹10,000","textHi":null,"imageUrl":null},{"key":"d","text":"₹14,000","textHi":null,"imageUrl":null}],"correct":"c","sol":"Partnership\n $\"figure\"/$ \nA: 50,000 × 12 = 6,00,000; B: 80,000 × 12 = 9,60,000; C: 1,20,000 × 7 = 8,40,000.\nRatio = 600 : 960 : 840 = 15 : 24 : 21, a total of 60 parts.\nA gets

\frac{15}{60}

× 1,00,000 = ₹25,000 and C gets

\frac{21}{60}

× 1,00,000 = ₹35,000.\nDifference = ₹10,000 — option (c).","solHi":" $\"figure\"/$ \nA: 50,000 × 12 = 6,00,000; B: 80,000 × 12 = 9,60,000; C: 1,20,000 × 7 = 8,40,000।\nअनुपात = 600 : 960 : 840 = 15 : 24 : 21, कुल 60 भाग।\nA को

\frac{15}{60}

× 1,00,000 = ₹25,000 और C को

\frac{21}{60}

× 1,00,000 = ₹35,000 मिलते हैं।\nअंतर = ₹10,000 — विकल्प (c)।","pos":2,"neg":0.5},{"id":258,"n":58,"subject":"Quantitative Aptitude","stem":"A triangular field with base 70 m and height 96 m shares a side with a rectangle of length 65 m and breadth 35 m. Find the combined area and the percentage of the triangle's area in the total.","stemHi":"70 m आधार और 96 m ऊँचाई वाला एक त्रिभुजाकार खेत 65 m लंबाई और 35 m चौड़ाई वाले आयत से एक भुजा साझा करता है। कुल क्षेत्रफल और उसमें त्रिभुज के क्षेत्रफल का प्रतिशत ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"4,450 m² and 34.5%","textHi":"4,450 m² और 34.5%","imageUrl":null},{"key":"b","text":"3,450 m² and 25%","textHi":"3,450 m² और 25%","imageUrl":null},{"key":"c","text":"5,635 m² and 59.62%","textHi":"5,635 m² और 59.62%","imageUrl":null},{"key":"d","text":"5,500 m² and 59%","textHi":"5,500 m² और 59%","imageUrl":null}],"correct":"c","sol":"Combined area\n $\"figure\"/$ \nTriangle =

\frac{1}{2}

× 70 × 96 = 3360 m².\nRectangle = 65 × 35 = 2275 m².\nTotal = 3360 + 2275 = 5635 m².\n

\frac{3360}{5635}

× 100 ≈ 59.62% — option (c).","solHi":" $\"figure\"/$ \nत्रिभुज =

\frac{1}{2}

× 70 × 96 = 3360 m²।\nआयत = 65 × 35 = 2275 m²।\nकुल = 3360 + 2275 = 5635 m²।\n

\frac{3360}{5635}

× 100 ≈ 59.62% — विकल्प (c)।","pos":2,"neg":0.5},{"id":259,"n":59,"subject":"Quantitative Aptitude","stem":"The area of an equilateral triangle increases by 44%. By what percentage did the side length increase?","stemHi":"एक समबाहु त्रिभुज का क्षेत्रफल 44% बढ़ जाता है। भुजा की लंबाई कितने प्रतिशत बढ़ी?","context":null,"contextHi":null,"options":[{"key":"a","text":"30%","textHi":null,"imageUrl":null},{"key":"b","text":"20%","textHi":null,"imageUrl":null},{"key":"c","text":"34%","textHi":null,"imageUrl":null},{"key":"d","text":"16%","textHi":null,"imageUrl":null}],"correct":"b","sol":"Area and side\n $\"figure\"/$ \nArea varies as the SQUARE of the side.\nNew area = 1.44 times the old, so the side ratio is

\sqrt{1.44}

= 1.2.\nThat is 1.2 times the old side.\nAn increase of 20% — option (b).","solHi":" $\"figure\"/$ \nक्षेत्रफल भुजा के वर्ग के समानुपाती होता है।\nनया क्षेत्रफल पुराने का 1.44 गुना है, अतः भुजा का अनुपात

\sqrt{1.44}

= 1.2।\nअर्थात भुजा पुरानी की 1.2 गुनी हो गई।\nवृद्धि 20% — विकल्प (b)।","pos":2,"neg":0.5},{"id":260,"n":60,"subject":"Quantitative Aptitude","stem":"The weights of three friends are in the ratio 8 : 7 : 3. If each gains 9 kg, the new ratio becomes 17 : 16 : 12. What is the original weight of the heaviest friend?","stemHi":"तीन मित्रों के भार 8 : 7 : 3 के अनुपात में हैं। यदि प्रत्येक का भार 9 kg बढ़ जाए, तो नया अनुपात 17 : 16 : 12 हो जाता है। सबसे भारी मित्र का मूल भार क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"4 kg","textHi":null,"imageUrl":null},{"key":"b","text":"8 kg","textHi":null,"imageUrl":null},{"key":"c","text":"10 kg","textHi":null,"imageUrl":null},{"key":"d","text":"7 kg","textHi":null,"imageUrl":null}],"correct":"b","sol":"$2c","solHi":" $\"figure\"/$ \nभार 8x, 7x और 3x मानिए।\n

\frac{8 x + 9}{7 x + 9}

\frac{17}{16}

⇒ 128x + 144 = 119x + 153 ⇒ 9x = 9, अतः x = 1।\nतीसरे की जाँच:

\frac{3 + 9}{7 + 9}

\frac{12}{16}

✓।\nसबसे भारी का मूल भार = 8 × 1 = 8 kg — विकल्प (b)।","pos":2,"neg":0.5},{"id":261,"n":61,"subject":"Quantitative Aptitude","stem":"A triangle has vertices at A(8, 10), B(4, 4) and C(16, 6). What is its area?","stemHi":"एक त्रिभुज के शीर्ष A(8, 10), B(4, 4) और C(16, 6) हैं। उसका क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"32 square units","textHi":"32 वर्ग इकाई","imageUrl":null},{"key":"b","text":"36 square units","textHi":"36 वर्ग इकाई","imageUrl":null},{"key":"c","text":"14.5 square units","textHi":"14.5 वर्ग इकाई","imageUrl":null},{"key":"d","text":"35 square units","textHi":"35 वर्ग इकाई","imageUrl":null}],"correct":"a","sol":"Area from vertices\n $\"figure\"/$ \nArea =

\frac{1}{2}

|x₁(y₂ − y₃) + x₂(y₃ − y₁) + x₃(y₁ − y₂)|.\n=

\frac{1}{2}

|8(4 − 6) + 4(6 − 10) + 16(10 − 4)|.\n=

\frac{1}{2}

|−16 − 16 + 96| =

\frac{1}{2}

× 64.\n= 32 square units — option (a).","solHi":" $\"figure\"/$ \nक्षेत्रफल =

\frac{1}{2}

|x₁(y₂ − y₃) + x₂(y₃ − y₁) + x₃(y₁ − y₂)|।\n=

\frac{1}{2}

|8(4 − 6) + 4(6 − 10) + 16(10 − 4)|।\n=

\frac{1}{2}

|−16 − 16 + 96| =

\frac{1}{2}

× 64।\n= 32 वर्ग इकाई — विकल्प (a)।","pos":2,"neg":0.5},{"id":262,"n":62,"subject":"Quantitative Aptitude","stem":"The average of a certain number of quantities is 48. If 6 is added to each quantity, what will be the new average?","stemHi":"कुछ राशियों का औसत 48 है। यदि प्रत्येक राशि में 6 जोड़ दिया जाए, तो नया औसत क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"39","textHi":null,"imageUrl":null},{"key":"b","text":"54","textHi":null,"imageUrl":null},{"key":"c","text":"41","textHi":null,"imageUrl":null},{"key":"d","text":"52","textHi":null,"imageUrl":null}],"correct":"b","sol":"Average shift\nAdding the same number to every quantity shifts the average by exactly that number.\nSo the new average = 48 + 6.\nThe count of quantities makes no difference.\n= 54 — option (b).","solHi":"हर राशि में समान संख्या जोड़ने पर औसत भी उतना ही खिसक जाता है।\nअतः नया औसत = 48 + 6।\nराशियों की संख्या से कोई फ़र्क नहीं पड़ता।\n= 54 — विकल्प (b)।","pos":2,"neg":0.5},{"id":263,"n":63,"subject":"Quantitative Aptitude","stem":"A wholesaler sells a packet of tea to a retailer at a profit of 20%. The retailer then marks up the price by 35% and offers a discount of 16.67% to the customer. If the customer pays ₹864, find the cost price of the packet for the wholesaler.","stemHi":"एक थोक विक्रेता चाय का पैकेट फुटकर विक्रेता को 20% लाभ पर बेचता है। फुटकर विक्रेता मूल्य 35% बढ़ाकर अंकित करता है और ग्राहक को 16.67% छूट देता है। यदि ग्राहक ₹864 देता है, तो थोक विक्रेता के लिए पैकेट का क्रय मूल्य ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"₹600","textHi":null,"imageUrl":null},{"key":"b","text":"₹400","textHi":null,"imageUrl":null},{"key":"c","text":"₹640","textHi":null,"imageUrl":null},{"key":"d","text":"₹750","textHi":null,"imageUrl":null}],"correct":"c","sol":"$2d","solHi":"$2e","pos":2,"neg":0.5},{"id":264,"n":64,"subject":"Quantitative Aptitude","stem":"A group of 7 students went on a trip and spent ₹2,500 in total. If one of them spent ₹700 while the rest spent equally, what was the average spending of the other 6 students?","stemHi":"7 विद्यार्थियों के एक समूह ने यात्रा पर कुल ₹2,500 खर्च किए। यदि उनमें से एक ने ₹700 खर्च किए और शेष ने बराबर-बराबर, तो अन्य 6 विद्यार्थियों का औसत खर्च क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹300","textHi":null,"imageUrl":null},{"key":"b","text":"₹360","textHi":null,"imageUrl":null},{"key":"c","text":"₹500","textHi":null,"imageUrl":null},{"key":"d","text":"₹240","textHi":null,"imageUrl":null}],"correct":"a","sol":"Average spending\n $\"figure\"/$ \nTotal spent by the other six = 2,500 − 700 = ₹1,800.\nThey spent equally among themselves.\nAverage =

\frac{1800}{6}

.\n= ₹300 — option (a).","solHi":" $\"figure\"/$ \nशेष छह ने कुल खर्च किए = 2,500 − 700 = ₹1,800।\nउन्होंने आपस में बराबर-बराबर खर्च किए।\nऔसत =

\frac{1800}{6}

।\n= ₹300 — विकल्प (a)।","pos":2,"neg":0.5},{"id":265,"n":65,"subject":"Quantitative Aptitude","stem":"In a quadrilateral ABCD, angles A, B and C are in the ratio 5 : 4 : 5. If angle D = 80°, what is angle B?","stemHi":"चतुर्भुज ABCD में कोण A, B और C 5 : 4 : 5 के अनुपात में हैं। यदि कोण D = 80° है, तो कोण B क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"80°","textHi":null,"imageUrl":null},{"key":"b","text":"72°","textHi":null,"imageUrl":null},{"key":"c","text":"45°","textHi":null,"imageUrl":null},{"key":"d","text":"120°","textHi":null,"imageUrl":null}],"correct":"a","sol":"Angles of a quadrilateral\n $\"figure\"/$ \nThe four angles of a quadrilateral add up to 360°.\n5x + 4x + 5x + 80° = 360° ⇒ 14x = 280°.\nx = 20°.\nAngle B = 4x = 80° — option (a).","solHi":" $\"figure\"/$ \nचतुर्भुज के चारों कोणों का योग 360° होता है।\n5x + 4x + 5x + 80° = 360° ⇒ 14x = 280°।\nx = 20°।\nकोण B = 4x = 80° — विकल्प (a)।","pos":2,"neg":0.5},{"id":266,"n":66,"subject":"Quantitative Aptitude","stem":"A distributor marks a batch of 280 identical mobile chargers at 60% above the cost price and offers a 20% discount to retailers. A retailer purchases all the chargers and spends ₹15,360. What is the cost price per charger for the wholesaler?","stemHi":"एक वितरक 280 एक जैसे मोबाइल चार्जर क्रय मूल्य से 60% ऊपर अंकित करता है और फुटकर विक्रेताओं को 20% छूट देता है। एक फुटकर विक्रेता सभी चार्जर ₹15,360 में खरीदता है। थोक विक्रेता के लिए प्रति चार्जर क्रय मूल्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹42.85","textHi":null,"imageUrl":null},{"key":"b","text":"₹57.75","textHi":null,"imageUrl":null},{"key":"c","text":"₹56.65","textHi":null,"imageUrl":null},{"key":"d","text":"₹55.55","textHi":null,"imageUrl":null}],"correct":"a","sol":"Markup and discount\n $\"figure\"/$ \nTake CP = 100 units ⇒ MP = 160; after a 20% discount SP = 160 × 0.8 = 128 units.\n128 units = ₹15,360, so 100 units =

\frac{15360 \times 100}{128}

= ₹12,000 — the total cost of all 280.\nCost per charger =

\frac{12000}{280}

.\n≈ ₹42.85 — option (a).","solHi":" $\"figure\"/$ \nCP = 100 इकाई लीजिए ⇒ MP = 160; 20% छूट के बाद SP = 160 × 0.8 = 128 इकाई।\n128 इकाई = ₹15,360, अतः 100 इकाई =

\frac{15360 \times 100}{128}

= ₹12,000 — सभी 280 की कुल लागत।\nप्रति चार्जर लागत =

\frac{12000}{280}

।\n≈ ₹42.85 — विकल्प (a)।","pos":2,"neg":0.5},{"id":267,"n":67,"subject":"Quantitative Aptitude","stem":"Three numbers are in the ratio 4 : 5 : 7. If their average is 480, what is the difference between the largest and the smallest number?","stemHi":"तीन संख्याएँ 4 : 5 : 7 के अनुपात में हैं। यदि उनका औसत 480 है, तो सबसे बड़ी और सबसे छोटी संख्या का अंतर क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"270","textHi":null,"imageUrl":null},{"key":"b","text":"300","textHi":null,"imageUrl":null},{"key":"c","text":"240","textHi":null,"imageUrl":null},{"key":"d","text":"250","textHi":null,"imageUrl":null}],"correct":"a","sol":"Ratio and average\n $\"figure\"/$ \nSum of the three = 3 × 480 = 1440.\n4x + 5x + 7x = 16x = 1440, so x = 90.\nLargest = 7 × 90 = 630 and smallest = 4 × 90 = 360.\nDifference = 270 — option (a).","solHi":" $\"figure\"/$ \nतीनों का योग = 3 × 480 = 1440।\n4x + 5x + 7x = 16x = 1440, अतः x = 90।\nसबसे बड़ी = 7 × 90 = 630 और सबसे छोटी = 4 × 90 = 360।\nअंतर = 270 — विकल्प (a)।","pos":2,"neg":0.5},{"id":268,"n":68,"subject":"Quantitative Aptitude","stem":"A 136-litre container of pure milk undergoes a process in which 17 litres is removed and replaced with water. The process is carried out 3 times in all. Approximately how much of the original milk remains?","stemHi":"136 लीटर शुद्ध दूध वाले पात्र में से 17 लीटर निकालकर उतना पानी मिलाया जाता है। यह क्रिया कुल तीन बार की जाती है। मूल दूध लगभग कितना शेष रहेगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"17

\frac{343}{512}

litres","textHi":"17

\frac{343}{512}

लीटर","imageUrl":null},{"key":"b","text":"17

\frac{43}{512}

litres","textHi":"17

\frac{43}{512}

लीटर","imageUrl":null},{"key":"c","text":"81

\frac{7}{100}

litres","textHi":"81

\frac{7}{100}

लीटर","imageUrl":null},{"key":"d","text":"91

\frac{7}{64}

litres","textHi":"91

\frac{7}{64}

लीटर","imageUrl":null}],"correct":"d","sol":"$2f","solHi":"$30","pos":2,"neg":0.5},{"id":269,"n":69,"subject":"Quantitative Aptitude","stem":"If secx − tanx =

\frac{1}{3}

, then what is the value of secx + tanx?","stemHi":"यदि secx − tanx =

\frac{1}{3}

है, तो secx + tanx का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"9","textHi":null,"imageUrl":null},{"key":"b","text":"3","textHi":null,"imageUrl":null},{"key":"c","text":"4","textHi":null,"imageUrl":null},{"key":"d","text":"1","textHi":null,"imageUrl":null}],"correct":"b","sol":"sec and tan identity\n $\"figure\"/$ \nThe identity sec²x − tan²x = 1 gives (secx − tanx)(secx + tanx) = 1.\nSo secx + tanx is the reciprocal of secx − tanx.\n= 1 ÷

\frac{1}{3}

.\n= 3 — option (b).","solHi":" $\"figure\"/$ \nसर्वसमिका sec²x − tan²x = 1 से (secx − tanx)(secx + tanx) = 1।\nअतः secx + tanx, secx − tanx का व्युत्क्रम होगा।\n= 1 ÷

\frac{1}{3}

।\n= 3 — विकल्प (b)।","pos":2,"neg":0.5},{"id":270,"n":70,"subject":"Quantitative Aptitude","stem":"Two circles of radii 8 cm and 5 cm are such that the distance between their centres is 13 cm. How many common tangents can be drawn?","stemHi":"8 cm और 5 cm त्रिज्या वाले दो वृत्तों के केंद्रों के बीच की दूरी 13 cm है। कितनी उभयनिष्ठ स्पर्श रेखाएँ खींची जा सकती हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"0","textHi":null,"imageUrl":null},{"key":"b","text":"1","textHi":null,"imageUrl":null},{"key":"c","text":"2","textHi":null,"imageUrl":null},{"key":"d","text":"3","textHi":null,"imageUrl":null}],"correct":"d","sol":"Circles touching externally\n $\"figure\"/$ \nHere d = 13 and r₁ + r₂ = 8 + 5 = 13, so d = r₁ + r₂.\nThe circles therefore touch each other externally at exactly one point.\nIn this case there are two direct common tangents plus one at the point of contact.\nTotal 3 — option (d).","solHi":" $\"figure\"/$ \nयहाँ d = 13 और r₁ + r₂ = 8 + 5 = 13, अर्थात d = r₁ + r₂।\nअतः दोनों वृत्त बाहर से ठीक एक बिंदु पर स्पर्श करते हैं।\nऐसी स्थिति में दो सीधी उभयनिष्ठ स्पर्श रेखाएँ और एक स्पर्श बिंदु पर होती है।\nकुल 3 — विकल्प (d)।","pos":2,"neg":0.5},{"id":271,"n":71,"subject":"Quantitative Aptitude","stem":"What is

\frac{3 π}{2}

radians in degrees?","stemHi":"

\frac{3 π}{2}

रेडियन डिग्री में कितने होंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"180°","textHi":null,"imageUrl":null},{"key":"b","text":"360°","textHi":null,"imageUrl":null},{"key":"c","text":"270°","textHi":null,"imageUrl":null},{"key":"d","text":"150°","textHi":null,"imageUrl":null}],"correct":"c","sol":"Radians to degrees\n $\"figure\"/$ \nDegrees = radians ×

\frac{180}{π}

.\n=

\frac{3 π}{2}

\frac{180}{π}

.\n= 3 × 90.\n= 270° — option (c).","solHi":" $\"figure\"/$ \nडिग्री = रेडियन ×

\frac{180}{π}

।\n=

\frac{3 π}{2}

\frac{180}{π}

।\n= 3 × 90।\n= 270° — विकल्प (c)।","pos":2,"neg":0.5},{"id":272,"n":72,"subject":"Quantitative Aptitude","stem":"If P = ₹2,400, R = 37.5% and T = 2 years, find the simple interest.","stemHi":"यदि P = ₹2,400, R = 37.5% और T = 2 वर्ष है, तो साधारण ब्याज ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"₹1,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹1,200","textHi":null,"imageUrl":null},{"key":"c","text":"₹1,800","textHi":null,"imageUrl":null},{"key":"d","text":"₹2,000","textHi":null,"imageUrl":null}],"correct":"c","sol":"Simple interest\n $\"figure\"/$ \nSI =

\frac{P \times R \times T}{100}

.\n=

\frac{2400 \times 37.5 \times 2}{100}

.\n=

\frac{180000}{100}

.\n= ₹1,800 — option (c).","solHi":" $\"figure\"/$ \nSI =

\frac{P \times R \times T}{100}

।\n=

\frac{2400 \times 37.5 \times 2}{100}

।\n=

\frac{180000}{100}

।\n= ₹1,800 — विकल्प (c)।","pos":2,"neg":0.5},{"id":273,"n":73,"subject":"Quantitative Aptitude","stem":"In a circle, the chords EF and GH are equal. The angle subtended by EF at the circumference is 95°. What is the angle subtended by GH at the circumference?","stemHi":"एक वृत्त में जीवाएँ EF और GH बराबर हैं। EF परिधि पर 95° का कोण बनाती है। GH परिधि पर कितना कोण बनाएगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"95°","textHi":null,"imageUrl":null},{"key":"b","text":"47.5°","textHi":null,"imageUrl":null},{"key":"c","text":"120°","textHi":null,"imageUrl":null},{"key":"d","text":"85°","textHi":null,"imageUrl":null}],"correct":"a","sol":"Equal chords\nEqual chords of a circle subtend equal angles at the centre.\nHalf of those equal central angles are the angles at the circumference.\nSo equal chords subtend equal angles at the circumference as well.\n= 95° — option (a).","solHi":"वृत्त की बराबर जीवाएँ केंद्र पर बराबर कोण बनाती हैं।\nउन बराबर केंद्रीय कोणों के आधे ही परिधि पर बने कोण होते हैं।\nअतः बराबर जीवाएँ परिधि पर भी बराबर कोण बनाती हैं।\n= 95° — विकल्प (a)।","pos":2,"neg":0.5},{"id":274,"n":74,"subject":"Quantitative Aptitude","stem":"The number of students in two sections A and B having different heights is shown in the table below.\nHeight 1.35 m — A: 7, B: 6\nHeight 1.40 m — A: 9, B: 8\nHeight 1.45 m — A: 10, B: 12\nHeight 1.50 m — A: 13, B: 11\nHeight 1.55 m — A: 3, B: 2\nHeight 1.60 m — A: 12, B: 6\nHeight 1.65 m — A: 1, B: 4\nWhat is the ratio of the total number of students in Section A whose height is less than 1.50 m to the total number of students in Section B whose height is more than 1.50 m?","stemHi":"दो वर्गों A और B में विभिन्न ऊँचाई वाले विद्यार्थियों की संख्या नीचे दी गई है।\nऊँचाई 1.35 m — A: 7, B: 6\nऊँचाई 1.40 m — A: 9, B: 8\nऊँचाई 1.45 m — A: 10, B: 12\nऊँचाई 1.50 m — A: 13, B: 11\nऊँचाई 1.55 m — A: 3, B: 2\nऊँचाई 1.60 m — A: 12, B: 6\nऊँचाई 1.65 m — A: 1, B: 4\nवर्ग A में 1.50 m से कम ऊँचाई वाले विद्यार्थियों की कुल संख्या और वर्ग B में 1.50 m से अधिक ऊँचाई वाले विद्यार्थियों की कुल संख्या का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"15 : 16","textHi":null,"imageUrl":null},{"key":"b","text":"13 : 6","textHi":null,"imageUrl":null},{"key":"c","text":"13 : 5","textHi":null,"imageUrl":null},{"key":"d","text":"17 : 13","textHi":null,"imageUrl":null}],"correct":"b","sol":"Reading a table\n $\"figure\"/$ \nSection A below 1.50 m: 7 + 9 + 10 = 26.\nSection B above 1.50 m: 2 + 6 + 4 = 12.\nRatio = 26 : 12.\n= 13 : 6 — option (b).","solHi":" $\"figure\"/$ \nवर्ग A में 1.50 m से कम: 7 + 9 + 10 = 26।\nवर्ग B में 1.50 m से अधिक: 2 + 6 + 4 = 12।\nअनुपात = 26 : 12।\n= 13 : 6 — विकल्प (b)।","pos":2,"neg":0.5},{"id":275,"n":75,"subject":"Quantitative Aptitude","stem":"Which of these lines is parallel to 3x − 2y = 7?","stemHi":"इनमें से कौन-सी रेखा 3x − 2y = 7 के समांतर है?","context":null,"contextHi":null,"options":[{"key":"a","text":"3x + 2y = 7","textHi":null,"imageUrl":null},{"key":"b","text":"4x + y = 15","textHi":null,"imageUrl":null},{"key":"c","text":"3x − 2y = 11","textHi":null,"imageUrl":null},{"key":"d","text":"x + 5y = 10","textHi":null,"imageUrl":null}],"correct":"c","sol":"Parallel lines\nTwo lines are parallel when their slopes are equal.\nThat happens when the coefficients of x and y are in the same proportion.\n3x − 2y = 11 has exactly the same coefficients as the given line, only the constant differs.\nHence option (c).","solHi":"दो रेखाएँ तब समांतर होती हैं जब उनकी प्रवणता समान हो।\nऐसा तब होता है जब x और y के गुणांक समान अनुपात में हों।\n3x − 2y = 11 में गुणांक दी गई रेखा जैसे ही हैं, केवल अचर भिन्न है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":276,"n":76,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nHe explained, "I have finished all my tasks for the day."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He explained that he had finished all his tasks for the day.","textHi":null,"imageUrl":null},{"key":"b","text":"He explained that he has finished all his tasks for the day.","textHi":null,"imageUrl":null},{"key":"c","text":"He explained that he finished all his tasks for the day.","textHi":null,"imageUrl":null},{"key":"d","text":"He explained that I had finished all his tasks for the day.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Reported present perfect\nThe reporting verb "explained" is in the past, so the reported verb backshifts.\nPresent perfect "have finished" becomes past perfect "had finished".\n"I" becomes "he" and "my" becomes "his".\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":277,"n":77,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nAlthough the proposal appeared promising at first, further analysis revealed it to be ____ in logic.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"impeccable","textHi":null,"imageUrl":null},{"key":"b","text":"fallacious","textHi":null,"imageUrl":null},{"key":"c","text":"pragmatic","textHi":null,"imageUrl":null},{"key":"d","text":"coherent","textHi":null,"imageUrl":null}],"correct":"b","sol":"Meaning — fallacious\n"Although" signals a contrast with "appeared promising", so the blank must be negative.\n"Fallacious" means based on a mistaken belief or faulty reasoning.\nImpeccable and coherent would praise the logic, and pragmatic is unrelated.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":278,"n":78,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. Regular reflection on one's experiences helps solidify these lessons.\n2. Personal growth is an ongoing journey that often stems from embracing new challenges.\n3. Every setback, rather than being a failure, can be viewed as an opportunity to learn.\n4. It is through these experiences that individuals gain resilience and deeper understanding.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2-3-4-1","textHi":null,"imageUrl":null},{"key":"b","text":"3-2-1-4","textHi":null,"imageUrl":null},{"key":"c","text":"2-1-3-4","textHi":null,"imageUrl":null},{"key":"d","text":"4-1-2-3","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — personal growth\nSentence 2 states the theme — the opener.\nSentence 3 explains how setbacks fit in and sentence 4 ("through these experiences") the gain.\nSentence 1 ("these lessons") closes by pointing back to what has been learnt.\nOrder 2-3-4-1 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":279,"n":79,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nNot until the auditors had submitted their exhaustive report ____ the full extent of procedural lapses become evident.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"did","textHi":null,"imageUrl":null},{"key":"b","text":"had","textHi":null,"imageUrl":null},{"key":"c","text":"was","textHi":null,"imageUrl":null},{"key":"d","text":"has","textHi":null,"imageUrl":null}],"correct":"a","sol":"Inversion after Not until\nA sentence beginning with "Not until" takes inversion in the main clause.\nThe main verb "become" is in its base form, so the auxiliary must be "did".\n"Had", "was" and "has" would not fit the base form that follows.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":280,"n":80,"subject":"English Comprehension","stem":"Select the option which contains the most appropriate HOMONYM of the word given in bold/underline.\nThe garden was full of fragrant rose bushes.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"She rose early to watch the sunrise.","textHi":null,"imageUrl":null},{"key":"b","text":"A single red rose lay on the table.","textHi":null,"imageUrl":null},{"key":"c","text":"He gifted her a bouquet of white roses.","textHi":null,"imageUrl":null},{"key":"d","text":"The rose plant needs regular pruning.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Homonym — rose\nIn the given sentence "rose" is the flower.\nOptions (b), (c) and (d) all use it in that same sense.\nIn (a) it is the past tense of the verb "rise", meaning she got up — same spelling, a different word.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":281,"n":81,"subject":"English Comprehension","stem":"The following sentence has been divided into parts. One of them contains an error. Select the part that contains the error from the given options.\nThe manager appreciated (1)/ not only her dedication (2)/ but also for her innovative ideas. (3)/ Everyone agreed with him. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"c","sol":"Parallelism\nThe pair "not only … but also" must join two items of the same grammatical form.\n"Her dedication" is a plain noun phrase, so what follows "but also" must be one too.\nCorrect: ‘not only her dedication but also her innovative ideas’ — the "for" breaks the parallel.\nThe error lies in part (3) — option (c).","solHi":null,"pos":2,"neg":0.5},{"id":282,"n":82,"subject":"English Comprehension","stem":"Select the correct spelling to fill in the blank.\nThe country witnessed an ____ rise in renewable energy investments over the past decade.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"unprecidented","textHi":null,"imageUrl":null},{"key":"b","text":"unprecedented","textHi":null,"imageUrl":null},{"key":"c","text":"unpresidented","textHi":null,"imageUrl":null},{"key":"d","text":"unpressedented","textHi":null,"imageUrl":null}],"correct":"b","sol":"Spelling — unprecedented\n'Unprecedented' — never known before — is the correct spelling.\nIt comes from un + precedent, so the root spelling is kept.\n(a) and (c) confuse it with "president" and (d) doubles the s.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":283,"n":83,"subject":"English Comprehension","stem":"Select the most appropriate antonym of the given word: GARRULOUS","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Talkative","textHi":null,"imageUrl":null},{"key":"b","text":"Verbose","textHi":null,"imageUrl":null},{"key":"c","text":"Reticent","textHi":null,"imageUrl":null},{"key":"d","text":"Communicative","textHi":null,"imageUrl":null}],"correct":"c","sol":"Antonym — Garrulous\n'Garrulous' means excessively talkative, especially about trivial matters.\n'Reticent' means reserved and unwilling to speak — the true opposite.\nTalkative, verbose and communicative all point the same way as garrulous.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":284,"n":84,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underlined segment in the given sentence.\nIf she knew you were coming, she would have baked a cake.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"knows you were coming","textHi":null,"imageUrl":null},{"key":"b","text":"had known you were coming","textHi":null,"imageUrl":null},{"key":"c","text":"was knowing you were coming","textHi":null,"imageUrl":null},{"key":"d","text":"has known you were coming","textHi":null,"imageUrl":null}],"correct":"b","sol":"Third conditional\nThe main clause has "would have baked", which belongs to the third conditional.\nThat pattern needs the past perfect in the if-clause.\nSo "knew" must become "had known".\nCorrect: ‘If she had known you were coming, she would have baked a cake’ — option (b).","solHi":null,"pos":2,"neg":0.5},{"id":285,"n":85,"subject":"English Comprehension","stem":"Select the option that can be used as a one-word substitute for the given group of words:\nA sudden, violent outburst of emotion or activity.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Frenzy","textHi":null,"imageUrl":null},{"key":"b","text":"Apoplexy","textHi":null,"imageUrl":null},{"key":"c","text":"Tempest","textHi":null,"imageUrl":null},{"key":"d","text":"Maelstrom","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Apoplexy\n'Apoplexy' is used for a sudden, violent outburst, especially of rage.\nA frenzy is a prolonged state of wild excitement rather than a single outburst.\nA tempest is a storm and a maelstrom a whirlpool or state of confusion.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":286,"n":86,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nHe said, "I am going to the park."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He said that he is going to the park.","textHi":null,"imageUrl":null},{"key":"b","text":"He said that I was going to the park.","textHi":null,"imageUrl":null},{"key":"c","text":"He said that he was going to the park.","textHi":null,"imageUrl":null},{"key":"d","text":"He said he went to the park.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Reported present continuous\n"Said" is in the past, so the reported verb backshifts.\nPresent continuous "am going" becomes past continuous "was going".\n"I" becomes "he".\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":287,"n":87,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. It allows for the exchange of ideas and the challenging of assumptions.\n2. Open discourse is fundamental for a healthy democratic society.\n3. Without it, public debate can become stagnant and divisive.\n4. Engaging with diverse viewpoints broadens understanding and promotes empathy.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1-4-3-2","textHi":null,"imageUrl":null},{"key":"b","text":"1-2-3-4","textHi":null,"imageUrl":null},{"key":"c","text":"3-1-2-4","textHi":null,"imageUrl":null},{"key":"d","text":"2-1-4-3","textHi":null,"imageUrl":null}],"correct":"d","sol":"Para jumble — open discourse\nSentence 2 states the main claim — the opener.\nSentence 1 ("It allows…") explains what open discourse does and sentence 4 adds a further benefit.\nSentence 3 ("Without it…") closes with the cost of losing it.\nOrder 2-1-4-3 — option (d).","solHi":null,"pos":2,"neg":0.5},{"id":288,"n":88,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underlined segment in the given sentence.\nHe is capable for handling of the complex project.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"of handling","textHi":null,"imageUrl":null},{"key":"b","text":"to handle","textHi":null,"imageUrl":null},{"key":"c","text":"in handling","textHi":null,"imageUrl":null},{"key":"d","text":"by handling","textHi":null,"imageUrl":null}],"correct":"a","sol":"capable of\nThe adjective "capable" is always followed by "of" and then a gerund.\nSo the phrase must be "capable of handling".\nThe extra "of" after handling must also go.\nCorrect: ‘He is capable of handling the complex project’ — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":289,"n":89,"subject":"English Comprehension","stem":"Select the most appropriate meaning of the given idiom.\nThrough thick and thin","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"To navigate difficult terrain","textHi":null,"imageUrl":null},{"key":"b","text":"To be loyal and supportive in all circumstances","textHi":null,"imageUrl":null},{"key":"c","text":"To experience varying fortunes in life","textHi":null,"imageUrl":null},{"key":"d","text":"To alternate between periods of success and failure","textHi":null,"imageUrl":null}],"correct":"b","sol":"Idiom — through thick and thin\n"Through thick and thin" means standing by someone whatever happens, good or bad.\nIt describes steady loyalty rather than changing fortunes.\nOptions (c) and (d) describe the ups and downs themselves, not the loyalty through them.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":290,"n":90,"subject":"English Comprehension","stem":"The following sentence has been divided into parts. One of them contains an error. Select the part that contains the error from the given options.\nHe seldom if never (1)/ visits his family, (2)/ even though they live (3)/ in the same town. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"a","sol":"seldom if ever\nThe fixed expression is "seldom if EVER", not "seldom if never".\n"Seldom" is already negative in sense, so adding "never" doubles the negative.\nCorrect: ‘He seldom if ever visits his family’.\nThe error lies in part (1) — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":291,"n":91,"subject":"English Comprehension","stem":"Select the correct spelling for a word meaning "a person who takes part in crime".","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Accomplice","textHi":null,"imageUrl":null},{"key":"b","text":"Acomplise","textHi":null,"imageUrl":null},{"key":"c","text":"Acomplice","textHi":null,"imageUrl":null},{"key":"d","text":"Accomplicee","textHi":null,"imageUrl":null}],"correct":"a","sol":"Spelling — Accomplice\n'Accomplice' is the correct spelling — a double c at the start and ending in -ice.\nIt means a partner in wrongdoing.\n(b) and (c) drop one c, and (d) adds an extra e.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":292,"n":92,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active voice.\nThe artifact was thought to have been stolen from the museum during the renovation.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The artifact thought it was stolen during the renovation.","textHi":null,"imageUrl":null},{"key":"b","text":"Historians thought the artifact had been stolen during the renovation.","textHi":null,"imageUrl":null},{"key":"c","text":"It was thought that the artifact had been stolen from the museum.","textHi":null,"imageUrl":null},{"key":"d","text":"Investigators thought the artifact was stolen during the renovation.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Impersonal passive → active\nThe given sentence is passive with the doer left out, so the active form must supply one.\n"To have been stolen" becomes "had been stolen" in the reported clause.\n(c) is still passive, and (d) drops the perfect aspect that the original carries.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":293,"n":93,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word: MALIGN","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Praise","textHi":null,"imageUrl":null},{"key":"b","text":"Criticize","textHi":null,"imageUrl":null},{"key":"c","text":"Compliment","textHi":null,"imageUrl":null},{"key":"d","text":"Appreciate","textHi":null,"imageUrl":null}],"correct":"b","sol":"Synonym — Malign\n'Malign' means to speak ill of someone, often unfairly.\n'Criticize' is the closest of the four in sense.\nPraise, compliment and appreciate all mean the opposite.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":294,"n":94,"subject":"English Comprehension","stem":"The following sentence has been divided into parts. One of them contains an error. Select the part that contains the error from the given options.\nNeither of the applicants (1)/ have submitted (2)/ the required documents (3)/ to the office yet. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"b","sol":"Neither takes a singular verb\n"Neither of" is always treated as singular, however plural the noun that follows.\nSo the verb must be "has submitted", not "have submitted".\nCorrect: ‘Neither of the applicants has submitted the required documents’.\nThe error lies in part (2) — option (b).","solHi":null,"pos":2,"neg":0.5},{"id":295,"n":95,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Passive voice.\nThe company will launch the new product next month.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The new product is launched next month.","textHi":null,"imageUrl":null},{"key":"b","text":"The new product will be launched next month.","textHi":null,"imageUrl":null},{"key":"c","text":"The new product has been launched next month.","textHi":null,"imageUrl":null},{"key":"d","text":"The new product will being launched next month.\nCloze Test","textHi":null,"imageUrl":null}],"correct":"b","sol":"Future passive\n"Will launch" is simple future active, so the passive is "will be launched".\nThe object becomes the subject.\n(a) is present, (c) present perfect and (d) is ungrammatical.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":296,"n":96,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (96).","stemHi":null,"context":"$31","contextHi":null,"options":[{"key":"a","text":"harvested","textHi":null,"imageUrl":null},{"key":"b","text":"demanded","textHi":null,"imageUrl":null},{"key":"c","text":"cultivated","textHi":null,"imageUrl":null},{"key":"d","text":"inherited","textHi":null,"imageUrl":null}],"correct":"c","sol":"Cloze — cultivated\nThe sentence calls focus "a gradual discipline" built through deliberate pauses.\nSomething grown slowly and with care is "cultivated".\nHarvesting is gathering what is already grown, and inheriting needs no effort at all.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":297,"n":97,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (97).","stemHi":null,"context":"$32","contextHi":null,"options":[{"key":"a","text":"concealed","textHi":null,"imageUrl":null},{"key":"b","text":"intensified","textHi":null,"imageUrl":null},{"key":"c","text":"rewarded","textHi":null,"imageUrl":null},{"key":"d","text":"interrupted","textHi":null,"imageUrl":null}],"correct":"d","sol":"Cloze — interrupted\nThe sentence speaks of creating "spaces free from interruption".\nSo thought must be allowed to wander without being instantly interrupted.\nThe word is fixed by the phrase just before it.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":298,"n":98,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (98).","stemHi":null,"context":"$33","contextHi":null,"options":[{"key":"a","text":"discipline","textHi":null,"imageUrl":null},{"key":"b","text":"resignation","textHi":null,"imageUrl":null},{"key":"c","text":"obligation","textHi":null,"imageUrl":null},{"key":"d","text":"distraction","textHi":null,"imageUrl":null}],"correct":"a","sol":"Cloze — discipline\nReturning again and again to the task is described as strengthening focus.\nThe passage has already called focus "a gradual discipline", and each return is a small act of it.\nResignation means giving up and distraction is the very thing being resisted.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":299,"n":99,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (99).","stemHi":null,"context":"$34","contextHi":null,"options":[{"key":"a","text":"drifting","textHi":null,"imageUrl":null},{"key":"b","text":"simplifying","textHi":null,"imageUrl":null},{"key":"c","text":"competing","textHi":null,"imageUrl":null},{"key":"d","text":"noticing","textHi":null,"imageUrl":null}],"correct":"d","sol":"Cloze — noticing\nThe sentence begins by speaking of reclaiming "our capacity for deep noticing".\nSo the habit that must replace constant reaction is the habit of noticing.\nDrifting and competing would work against attention rather than for it.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":300,"n":100,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (100).","stemHi":null,"context":"$35","contextHi":null,"options":[{"key":"a","text":"deepen","textHi":null,"imageUrl":null},{"key":"b","text":"dissolve","textHi":null,"imageUrl":null},{"key":"c","text":"overshadow","textHi":null,"imageUrl":null},{"key":"d","text":"verify","textHi":null,"imageUrl":null}],"correct":"c","sol":"Cloze — overshadow\nAttention must be protected from "the noise" that threatens it.\nNoise that drowns out or eclipses attention would "overshadow" it.\n"Deepen" and "verify" carry no threat, so neither fits the sense of protection.\nHence option (c).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--14-oct-2025-shift-1","title":"SSC CGL Tier-1 14 October 2025 Shift-1 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"14 October 2025 · Shift 1","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]