27:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 28:T80c,Fraction simplification First bracket:

\frac{8}{5}

\frac{5}{14}

\frac{8}{14}

\frac{4}{7}

. Second bracket:

\frac{10}{7}

\frac{3}{4}

\frac{30}{28}

\frac{15}{14}

. Multiply:

\frac{4}{7}

\frac{15}{14}

\frac{60}{98}

\frac{30}{49}

. =

\frac{120}{196}

(same value) — option (a).29:T83e,पहला कोष्ठक:

\frac{8}{5}

\frac{5}{14}

\frac{8}{14}

\frac{4}{7}

। दूसरा कोष्ठक:

\frac{10}{7}

\frac{3}{4}

\frac{30}{28}

\frac{15}{14}

। गुणा:

\frac{4}{7}

\frac{15}{14}

\frac{60}{98}

\frac{30}{49}

। =

\frac{120}{196}

(समान मान) — विकल्प (a)।2a:T835,Nested simplification Numerator: 1.5 +

\frac{1}{6}

\frac{3}{2}

\frac{1}{6}

\frac{10}{6}

\frac{5}{3}

. Denominator: 2.25 −

\frac{1}{3}

\frac{9}{4}

−

\frac{1}{3}

\frac{27 - 4}{12}

\frac{23}{12}

. Divide:

\frac{5}{3}

\frac{12}{23}

\frac{20}{23}

≈ 0.87; add 0.8 ⇒ 1.67. ≈ 1.66 — option (d).2b:T847,अंश: 1.5 +

\frac{1}{6}

\frac{3}{2}

\frac{1}{6}

\frac{10}{6}

\frac{5}{3}

। हर: 2.25 −

\frac{1}{3}

\frac{9}{4}

−

\frac{1}{3}

\frac{27 - 4}{12}

\frac{23}{12}

। भाग:

\frac{5}{3}

\frac{12}{23}

\frac{20}{23}

≈ 0.87; 0.8 जोड़ने पर ⇒ 1.67। ≈ 1.66 — विकल्प (d)।2c:T5d5,What are the average weekly sales of Q?

Salesperson	Mon	Tue	Wed	Thurs
P	40	60	50	55
Q	75	64	62	68

2d:T62d,Q की औसत साप्ताहिक बिक्री क्या है?

विक्रेता	सोम	मंगल	बुध	गुरु
P	40	60	50	55
Q	75	64	62	68

2e:T46f,Cylinder + hemisphere

Equal volumes: πr²h =

\frac{2}{3}

πr³ ⇒ h =

\frac{2 r}{3}

. The hemisphere’s own height equals its radius r, so combined height = h + r =

\frac{2 r}{3}

+ r =

\frac{5 r}{3}

\frac{5 r}{3}

= 35 ⇒ r = 21. Hence 21 cm — option (d).2f:T4eb,

समान आयतन: πr²h =

\frac{2}{3}

πr³ ⇒ h =

\frac{2 r}{3}

। अर्धगोले की अपनी ऊँचाई उसकी त्रिज्या r के बराबर है, अतः संयुक्त ऊँचाई = h + r =

\frac{2 r}{3}

+ r =

\frac{5 r}{3}

।

\frac{5 r}{3}

= 35 ⇒ r = 21। अतः 21 cm — विकल्प (d)।30:T642,Incircle in equilateral △

Inradius r = 7 cm. For an equilateral triangle, r =

\frac{a}{2 \sqrt{3}}

⇒ side a = 2

\sqrt{3}

× 7 = 14

\sqrt{3}

cm. Triangle area =

\frac{\sqrt{3}}{4}

× (14

\sqrt{3}

)² =

\frac{\sqrt{3}}{4}

× 588 = 147

\sqrt{3}

≈ 254.6 cm². Circle area =

\frac{22}{7}

× 7² = 154 cm². Remaining ≈ 254.6 − 154 = 100.6 cm² — option (d).31:T6ba,

अंतःत्रिज्या r = 7 cm। समबाहु त्रिभुज में r =

\frac{a}{2 \sqrt{3}}

⇒ भुजा a = 2

\sqrt{3}

× 7 = 14

\sqrt{3}

cm। त्रिभुज क्षेत्रफल =

\frac{\sqrt{3}}{4}

× (14

\sqrt{3}

)² =

\frac{\sqrt{3}}{4}

× 588 = 147

\sqrt{3}

≈ 254.6 cm²। वृत्त क्षेत्रफल =

\frac{22}{7}

× 7² = 154 cm²। शेष ≈ 254.6 − 154 = 100.6 cm² — विकल्प (d)।32:T4da,Similar right △

Perimeter of the big triangle = 6 + 8 + 10 = 24; its area =

\frac{1}{2}

× 6 × 8 = 24. Similarity ratio =

\frac{12}{24}

\frac{1}{2}

. Areas scale as the square: (

\frac{1}{2}

)² =

\frac{1}{4}

. Small area = 24 ×

\frac{1}{4}

= 6 — option (d).33:T577,

बड़े त्रिभुज का परिमाप = 6 + 8 + 10 = 24; क्षेत्रफल =

\frac{1}{2}

× 6 × 8 = 24। समरूपता अनुपात =

\frac{12}{24}

\frac{1}{2}

। क्षेत्रफल वर्ग के अनुपात में: (

\frac{1}{2}

)² =

\frac{1}{4}

। छोटा क्षेत्रफल = 24 ×

\frac{1}{4}

= 6 — विकल्प (d)।34:T614,Directions (Qs. 92-96): Read the following passage carefully and answer the questions that follow. In the contemporary world, silence has become an anomaly — an absence that many mistake for emptiness rather than presence. Yet, silence is not the negation of sound but its most profound counterpoint. It is within silence that reflection finds its voice, that thoughts distill into clarity, and that creativity germinates. In an age dominated by incessant notifications, ceaseless commentary, and performative expression, the ability to be silent is increasingly radical. Philosophers from Lao Tzu to Wittgenstein have observed that language, though powerful, often fractures experience into fragments that silence alone can reconcile. True understanding, therefore, may not always lie in articulation but in the spaces between words — the pauses that lend speech its meaning. Moreover, silence carries moral and emotional weight. It can soothe or wound, liberate or oppress. The silence of complicity sustains injustice, while the silence of contemplation heals. In relationships, silence can communicate intimacy or alienation, depending on intent and context. Thus, to master silence is not to abstain from speech but to discern when words enhance truth and when they obscure it. In learning to listen — to others, to nature, to ourselves — we recover a dimension of awareness long buried beneath the noise of modern life. Silence, then, is not absence but essence: the quiet pulse beneath the surface of existence that restores depth to being.35:T614,Directions (Qs. 92-96): Read the following passage carefully and answer the questions that follow. In the contemporary world, silence has become an anomaly — an absence that many mistake for emptiness rather than presence. Yet, silence is not the negation of sound but its most profound counterpoint. It is within silence that reflection finds its voice, that thoughts distill into clarity, and that creativity germinates. In an age dominated by incessant notifications, ceaseless commentary, and performative expression, the ability to be silent is increasingly radical. Philosophers from Lao Tzu to Wittgenstein have observed that language, though powerful, often fractures experience into fragments that silence alone can reconcile. True understanding, therefore, may not always lie in articulation but in the spaces between words — the pauses that lend speech its meaning. Moreover, silence carries moral and emotional weight. It can soothe or wound, liberate or oppress. The silence of complicity sustains injustice, while the silence of contemplation heals. In relationships, silence can communicate intimacy or alienation, depending on intent and context. Thus, to master silence is not to abstain from speech but to discern when words enhance truth and when they obscure it. In learning to listen — to others, to nature, to ourselves — we recover a dimension of awareness long buried beneath the noise of modern life. Silence, then, is not absence but essence: the quiet pulse beneath the surface of existence that restores depth to being.36:T614,Directions (Qs. 92-96): Read the following passage carefully and answer the questions that follow. In the contemporary world, silence has become an anomaly — an absence that many mistake for emptiness rather than presence. Yet, silence is not the negation of sound but its most profound counterpoint. It is within silence that reflection finds its voice, that thoughts distill into clarity, and that creativity germinates. In an age dominated by incessant notifications, ceaseless commentary, and performative expression, the ability to be silent is increasingly radical. Philosophers from Lao Tzu to Wittgenstein have observed that language, though powerful, often fractures experience into fragments that silence alone can reconcile. True understanding, therefore, may not always lie in articulation but in the spaces between words — the pauses that lend speech its meaning. Moreover, silence carries moral and emotional weight. It can soothe or wound, liberate or oppress. The silence of complicity sustains injustice, while the silence of contemplation heals. In relationships, silence can communicate intimacy or alienation, depending on intent and context. Thus, to master silence is not to abstain from speech but to discern when words enhance truth and when they obscure it. In learning to listen — to others, to nature, to ourselves — we recover a dimension of awareness long buried beneath the noise of modern life. Silence, then, is not absence but essence: the quiet pulse beneath the surface of existence that restores depth to being.37:T614,Directions (Qs. 92-96): Read the following passage carefully and answer the questions that follow. In the contemporary world, silence has become an anomaly — an absence that many mistake for emptiness rather than presence. Yet, silence is not the negation of sound but its most profound counterpoint. It is within silence that reflection finds its voice, that thoughts distill into clarity, and that creativity germinates. In an age dominated by incessant notifications, ceaseless commentary, and performative expression, the ability to be silent is increasingly radical. Philosophers from Lao Tzu to Wittgenstein have observed that language, though powerful, often fractures experience into fragments that silence alone can reconcile. True understanding, therefore, may not always lie in articulation but in the spaces between words — the pauses that lend speech its meaning. Moreover, silence carries moral and emotional weight. It can soothe or wound, liberate or oppress. The silence of complicity sustains injustice, while the silence of contemplation heals. In relationships, silence can communicate intimacy or alienation, depending on intent and context. Thus, to master silence is not to abstain from speech but to discern when words enhance truth and when they obscure it. In learning to listen — to others, to nature, to ourselves — we recover a dimension of awareness long buried beneath the noise of modern life. Silence, then, is not absence but essence: the quiet pulse beneath the surface of existence that restores depth to being.38:T614,Directions (Qs. 92-96): Read the following passage carefully and answer the questions that follow. In the contemporary world, silence has become an anomaly — an absence that many mistake for emptiness rather than presence. Yet, silence is not the negation of sound but its most profound counterpoint. It is within silence that reflection finds its voice, that thoughts distill into clarity, and that creativity germinates. In an age dominated by incessant notifications, ceaseless commentary, and performative expression, the ability to be silent is increasingly radical. Philosophers from Lao Tzu to Wittgenstein have observed that language, though powerful, often fractures experience into fragments that silence alone can reconcile. True understanding, therefore, may not always lie in articulation but in the spaces between words — the pauses that lend speech its meaning. Moreover, silence carries moral and emotional weight. It can soothe or wound, liberate or oppress. The silence of complicity sustains injustice, while the silence of contemplation heals. In relationships, silence can communicate intimacy or alienation, depending on intent and context. Thus, to master silence is not to abstain from speech but to discern when words enhance truth and when they obscure it. In learning to listen — to others, to nature, to ourselves — we recover a dimension of awareness long buried beneath the noise of modern life. Silence, then, is not absence but essence: the quiet pulse beneath the surface of existence that restores depth to being.1d:["$","$L27",null,{"mode":"exam","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":401,"n":1,"subject":"General Intelligence & Reasoning","stem":"Sentence: "The hidden galaxy rotates gracefully around the sun." If the 3rd letter of every 2nd word is written in order, what word is formed?","stemHi":"वाक्य: "The hidden galaxy rotates gracefully around the sun." यदि प्रत्येक दूसरे शब्द का तीसरा अक्षर क्रम से लिखा जाए, तो कौन-सा शब्द बनेगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"pufe","textHi":null,"imageUrl":null},{"key":"b","text":"yule","textHi":null,"imageUrl":null},{"key":"c","text":"apf","textHi":null,"imageUrl":null},{"key":"d","text":"dto","textHi":null,"imageUrl":null}],"correct":"d","sol":"Letter extraction\n $\"figure\"/$ \nNumber the words: The(1), hidden(2), galaxy(3), rotates(4), gracefully(5), around(6)…\nEvery 2nd word gives: hidden, rotates, around.\nTheir 3rd letters in order: d, t, o.\nReading them together forms 'dto' — option (d).","solHi":" $\"figure\"/$ \nशब्दों को क्रमांक दीजिए: The(1), hidden(2), galaxy(3), rotates(4), gracefully(5), around(6)…\nप्रत्येक दूसरा शब्द: hidden, rotates, around।\nउनके तीसरे अक्षर क्रम से: d, t, o।\nइन्हें मिलाकर 'dto' बनता है — विकल्प (d)।","pos":2,"neg":0.5},{"id":402,"n":2,"subject":"General Intelligence & Reasoning","stem":"Select the letter-cluster from among the given options that can replace the question mark (?) in the following series.\nIJH, KOO, MTV, OYC, ?","stemHi":"दी गई शृंखला में प्रश्न चिह्न (?) के स्थान पर आने वाला अक्षर-समूह चुनिए।\nIJH, KOO, MTV, OYC, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"QDJ","textHi":null,"imageUrl":null},{"key":"b","text":"OYD","textHi":null,"imageUrl":null},{"key":"c","text":"OYB","textHi":null,"imageUrl":null},{"key":"d","text":"PZD","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter series (+2, +5, +7)\n $\"figure\"/$ \nTrack each position separately.\n1st letters: I, K, M, O — +2 each time ⇒ next is Q.\n2nd letters: J, O, T, Y — +5 each time ⇒ next is D (cyclic); 3rd letters: H, O, V, C — +7 each time ⇒ next is J.\nHence QDJ — option (a).","solHi":" $\"figure\"/$ \nहर स्थान अलग-अलग ट्रैक कीजिए।\nपहले अक्षर: I, K, M, O — हर बार +2 ⇒ अगला Q।\nदूसरे अक्षर: J, O, T, Y — +5 ⇒ अगला D (चक्रीय); तीसरे अक्षर: H, O, V, C — +7 ⇒ अगला J।\nअतः QDJ — विकल्प (a)।","pos":2,"neg":0.5},{"id":403,"n":3,"subject":"General Intelligence & Reasoning","stem":"Select the letter-cluster from among the given options that can replace the question mark (?) in the following series:\nHOUA, HRZH, HUEO, HXJV, ?","stemHi":"दी गई शृंखला में प्रश्न चिह्न (?) के स्थान पर आने वाला अक्षर-समूह चुनिए:\nHOUA, HRZH, HUEO, HXJV, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"HAOC","textHi":null,"imageUrl":null},{"key":"b","text":"HXIT","textHi":null,"imageUrl":null},{"key":"c","text":"HWJT","textHi":null,"imageUrl":null},{"key":"d","text":"HVKU","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter series (+3, +5, +7)\n $\"figure\"/$ \nThe 1st letter H stays constant in every cluster.\n2nd letters: O, R, U, X — +3 each time ⇒ next is A (cyclic).\n3rd letters: U, Z, E, J — +5 each time ⇒ next is O; 4th letters: A, H, O, V — +7 each time ⇒ next is C.\nHence HAOC — option (a).","solHi":" $\"figure\"/$ \nपहला अक्षर H हर समूह में स्थिर है।\nदूसरे अक्षर: O, R, U, X — +3 ⇒ अगला A (चक्रीय)।\nतीसरे अक्षर: U, Z, E, J — +5 ⇒ अगला O; चौथे अक्षर: A, H, O, V — +7 ⇒ अगला C।\nअतः HAOC — विकल्प (a)।","pos":2,"neg":0.5},{"id":404,"n":4,"subject":"General Intelligence & Reasoning","stem":"If 'A' denotes 'addition', 'B' denotes 'subtraction', 'C' denotes 'multiplication', and 'D' denotes 'division', then what will be the value of the following expression?\n5 (7 C 3) B 3 (8 A 6) D 7 B 11 (3 C 13 C 2) A 2 (41 C 9)","stemHi":"यदि 'A' का अर्थ 'जोड़', 'B' का अर्थ 'घटाव', 'C' का अर्थ 'गुणा' और 'D' का अर्थ 'भाग' है, तो निम्न व्यंजक का मान क्या होगा?\n5 (7 C 3) B 3 (8 A 6) D 7 B 11 (3 C 13 C 2) A 2 (41 C 9)","context":null,"contextHi":null,"options":[{"key":"a","text":"96","textHi":null,"imageUrl":null},{"key":"b","text":"42","textHi":null,"imageUrl":null},{"key":"c","text":"-21","textHi":null,"imageUrl":null},{"key":"d","text":"21","textHi":null,"imageUrl":null}],"correct":"c","sol":"Coded operations\nReplace the letters: 5(7×3) − 3(8+6)÷7 − 11(3×13×2) + 2(41×9).\nBrackets first: 5×21 − 3×14÷7 − 11×78 + 2×369.\nBODMAS: 105 − 6 − 858 + 738.\n= −21 — option (c).","solHi":"अक्षर बदलिए: 5(7×3) − 3(8+6)÷7 − 11(3×13×2) + 2(41×9)।\nपहले कोष्ठक: 5×21 − 3×14÷7 − 11×78 + 2×369।\nBODMAS: 105 − 6 − 858 + 738।\n= −21 — विकल्प (c)।","pos":2,"neg":0.5},{"id":405,"n":5,"subject":"General Intelligence & Reasoning","stem":"What will come at the place of question mark?\n2, 6, 21, 88, 445, ?","stemHi":"प्रश्न चिह्न के स्थान पर क्या आएगा?\n2, 6, 21, 88, 445, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"2676","textHi":null,"imageUrl":null},{"key":"b","text":"2678","textHi":null,"imageUrl":null},{"key":"c","text":"2876","textHi":null,"imageUrl":null},{"key":"d","text":"2987","textHi":null,"imageUrl":null}],"correct":"a","sol":"Series (×n + n)\n $\"figure\"/$ \nThe pattern is: term × n + n, with n = 2, 3, 4, 5, 6…\n2×2+2 = 6; 6×3+3 = 21; 21×4+4 = 88; 88×5+5 = 445 — all verified.\nNext: 445×6+6 = 2670+6.\n= 2676 — option (a).","solHi":" $\"figure\"/$ \nपैटर्न: पद × n + n, जहाँ n = 2, 3, 4, 5, 6…\n2×2+2 = 6; 6×3+3 = 21; 21×4+4 = 88; 88×5+5 = 445 — सब सत्यापित।\nअगला: 445×6+6 = 2670+6।\n= 2676 — विकल्प (a)।","pos":2,"neg":0.5},{"id":406,"n":6,"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 artificial intelligence in education can enhance learning experiences by providing personalized tutoring, but it also raises concerns about data privacy and the replacement of human teachers.\nAssumptions:\nI. Artificial intelligence can adapt to individual learning needs.\nII. There are potential risks related to the misuse of student data.\nIII. Artificial intelligence will completely eliminate the need for human teachers.","stemHi":"कथन को वैध बनाने हेतु आवश्यक पूर्वधारणाओं की पहचान कर सही विकल्प चुनिए।\nकथन: शिक्षा में कृत्रिम बुद्धिमत्ता का प्रवेश वैयक्तिक ट्यूशन देकर सीखने के अनुभव को बेहतर बना सकता है, परंतु यह डेटा गोपनीयता और मानव शिक्षकों के प्रतिस्थापन की चिंताएँ भी उठाता है।\nपूर्वधारणाएँ:\nI. कृत्रिम बुद्धिमत्ता व्यक्तिगत सीखने की आवश्यकताओं के अनुरूप ढल सकती है।\nII. विद्यार्थी डेटा के दुरुपयोग से जुड़े संभावित जोखिम हैं।\nIII. कृत्रिम बुद्धिमत्ता मानव शिक्षकों की आवश्यकता पूर्णतः समाप्त कर देगी।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I and II are implicit","textHi":"केवल I और II अंतर्निहित हैं","imageUrl":null},{"key":"b","text":"Only II and III are implicit","textHi":"केवल II और III अंतर्निहित हैं","imageUrl":null},{"key":"c","text":"Only I is implicit","textHi":"केवल I अंतर्निहित है","imageUrl":null},{"key":"d","text":"All assumptions are implicit","textHi":"सभी पूर्वधारणाएँ अंतर्निहित हैं","imageUrl":null}],"correct":"a","sol":"Statement — assumptions\nPersonalized tutoring is only possible if AI can ADAPT to individual learners — so I is implicit.\nThe 'data privacy concerns' in the statement imply possible misuse of student data — so II is implicit.\nIII overshoots: the statement mentions a CONCERN about replacement, not a certainty that teachers will be completely eliminated.\nHence Only I and II — option (a).","solHi":"वैयक्तिक ट्यूशन तभी संभव है जब AI हर विद्यार्थी के अनुरूप ढल सके — अतः I अंतर्निहित।\nकथन की डेटा-गोपनीयता चिंता विद्यार्थी-डेटा के दुरुपयोग की संभावना दर्शाती है — अतः II अंतर्निहित।\nIII कथन से आगे निकल जाता है: प्रतिस्थापन केवल एक चिंता है, पूर्ण उन्मूलन की निश्चितता नहीं।\nअतः केवल I और II — विकल्प (a)।","pos":2,"neg":0.5},{"id":407,"n":7,"subject":"General Intelligence & Reasoning","stem":"Read the following statement carefully and identify the conclusion that follows.\nStatement: The city recorded the lowest air pollution levels this winter compared to the last ten years.\nConclusions:\nI. Air quality in the city has improved over the years.\nII. Pollution levels in the past ten winters were higher than this year.","stemHi":"निम्न कथन को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन: शहर ने पिछले दस वर्षों की तुलना में इस सर्दी में सबसे कम वायु प्रदूषण स्तर दर्ज किया।\nनिष्कर्ष:\nI. शहर की वायु गुणवत्ता वर्षों में सुधरी है।\nII. पिछली दस सर्दियों में प्रदूषण स्तर इस वर्ष से अधिक था।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only Conclusion I follows","textHi":"केवल निष्कर्ष I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only Conclusion II follows","textHi":"केवल निष्कर्ष 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":"c","sol":"Statement — conclusions\n'Lowest in ten years' directly means this year's air is cleaner than each of those years — air quality has improved — I follows.\nBy the same fact, every one of the past ten winters had HIGHER pollution than this year — II follows.\nBoth conclusions restate the statement without adding anything new.\nHence Both I and II — option (c).","solHi":"'दस वर्षों में सबसे कम' का सीधा अर्थ है — इस वर्ष की हवा उन सभी वर्षों से स्वच्छ है — वायु गुणवत्ता सुधरी — I अनुसरण करता है।\nउसी तथ्य से — पिछली दसों सर्दियों में प्रदूषण इस वर्ष से अधिक था — II अनुसरण करता है।\nदोनों निष्कर्ष कथन को ही दोहराते हैं, कुछ नया नहीं जोड़ते।\nअतः I और II दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":408,"n":8,"subject":"General Intelligence & Reasoning","stem":"How many meaningful four-letter English words can be formed using the first, second, third, and fourth letters of the word "CINEMA" (when counted from left to right), using each letter only once in each word?","stemHi":"शब्द "CINEMA" के पहले, दूसरे, तीसरे और चौथे अक्षरों (बाएं से दाएं) से, प्रत्येक अक्षर का एक बार प्रयोग करते हुए, कितने सार्थक चार-अक्षरी अंग्रेजी शब्द बन सकते हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"One","textHi":"एक","imageUrl":null},{"key":"b","text":"Four","textHi":"चार","imageUrl":null},{"key":"c","text":"Two","textHi":"दो","imageUrl":null},{"key":"d","text":"Three","textHi":"तीन","imageUrl":null}],"correct":"c","sol":"Word formation — CINE\nThe first four letters of CINEMA are C, I, N, E.\nMeaningful words from all four: NICE (pleasant) ✓ and CINE (relating to films) ✓.\nNo other arrangement (ICEN, NECI, ENIC…) forms a valid English word.\nTwo words — option (c).","solHi":"CINEMA के पहले चार अक्षर: C, I, N, E।\nचारों से बनने वाले सार्थक शब्द: NICE (अच्छा) ✓ और CINE (सिनेमा-संबंधी) ✓।\nकोई अन्य क्रम (ICEN, NECI…) वैध अंग्रेजी शब्द नहीं बनाता।\nदो शब्द — विकल्प (c)।","pos":2,"neg":0.5},{"id":409,"n":9,"subject":"General Intelligence & Reasoning","stem":"Which of the following is/are identical to the address given:\nVill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 158002\n1. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 158002\n2. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 148002\n3. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 148003\n4. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 148004","stemHi":"निम्न में से कौन-सा/से दिए गए पते के समान है/हैं:\nVill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 158002\n1. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 158002\n2. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 148002\n3. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 148003\n4. Vill: Sangrur, PO: Sangrur, PS: Patiala, Dist: Punjab - 148004","context":null,"contextHi":null,"options":[{"key":"a","text":"1 Only","textHi":"केवल 1","imageUrl":null},{"key":"b","text":"3 Only","textHi":"केवल 3","imageUrl":null},{"key":"c","text":"4 Only","textHi":"केवल 4","imageUrl":null},{"key":"d","text":"2 Only","textHi":"केवल 2","imageUrl":null}],"correct":"a","sol":"Address matching\nThe words match in every set — the PIN code is the deciding part.\nGiven PIN: 158002. Set 1: 158002 ✓.\nSet 2 has 148002, set 3 has 148003, set 4 has 148004 — all differ.\nOnly set 1 is identical — option (a).","solHi":"शब्द हर सेट में समान हैं — निर्णायक भाग पिन कोड है।\nदिया पिन: 158002। सेट 1: 158002 ✓।\nसेट 2 में 148002, सेट 3 में 148003, सेट 4 में 148004 — सब भिन्न।\nकेवल सेट 1 समान — विकल्प (a)।","pos":2,"neg":0.5},{"id":410,"n":10,"subject":"General Intelligence & Reasoning","stem":"In the following question, a pair of letters is given, followed by its corresponding product of alphabetical positions (A=1, B=2, …, Z=26). A second pair of letters is given without its product. Identify the correct product for the second pair that maintains the same relationship as the first.\nG×J : 7×10 = B×D : ?","stemHi":"नीचे अक्षरों का एक युग्म उसके वर्णमाला-स्थानों के गुणनफल (A=1, B=2, …, Z=26) के साथ दिया गया है। दूसरे युग्म के लिए वही संबंध बनाए रखने वाला सही गुणनफल पहचानिए।\nG×J : 7×10 = B×D : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"6×11","textHi":null,"imageUrl":null},{"key":"b","text":"2 × 4","textHi":null,"imageUrl":null},{"key":"c","text":"8×9","textHi":null,"imageUrl":null},{"key":"d","text":"5 × 12","textHi":null,"imageUrl":null}],"correct":"b","sol":"Place-value products\n $\"figure\"/$ \nEach letter is replaced directly by its alphabetical place value.\nG = 7 and J = 10, giving 7×10 — exactly as shown.\nFor the second pair: B = 2 and D = 4.\nSo B×D = 2 × 4 — option (b).","solHi":" $\"figure\"/$ \nहर अक्षर सीधे अपने वर्णमाला-स्थान से बदला जाता है।\nG = 7 और J = 10, इसलिए 7×10 — जैसा दिखाया गया।\nदूसरे युग्म में: B = 2 और D = 4।\nअतः B×D = 2 × 4 — विकल्प (b)।","pos":2,"neg":0.5},{"id":411,"n":11,"subject":"General Intelligence & Reasoning","stem":"If a geometric progression (GP) starts at 3.6 and the common ratio (CR) = 1.5, what is the 2nd term?","stemHi":"यदि कोई गुणोत्तर श्रेढ़ी (GP) 3.6 से प्रारंभ होती है और सार्व अनुपात 1.5 है, तो दूसरा पद क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"6.2","textHi":null,"imageUrl":null},{"key":"b","text":"5.4","textHi":null,"imageUrl":null},{"key":"c","text":"5.0","textHi":null,"imageUrl":null},{"key":"d","text":"7.6","textHi":null,"imageUrl":null}],"correct":"b","sol":"GP — 2nd term\nIn a GP, every term = previous term × common ratio.\n2nd term = first term × r.\n= 3.6 × 1.5 = 5.4.\nHence option (b).","solHi":"GP में हर पद = पिछला पद × सार्व अनुपात।\nदूसरा पद = पहला पद × r।\n= 3.6 × 1.5 = 5.4।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":412,"n":12,"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":"Lok Sabha","textHi":"लोक सभा","imageUrl":null},{"key":"b","text":"Rajya Sabha","textHi":"राज्य सभा","imageUrl":null},{"key":"c","text":"Vidhan Sabha","textHi":"विधान सभा","imageUrl":null},{"key":"d","text":"High Court","textHi":"उच्च न्यायालय","imageUrl":null}],"correct":"d","sol":"Odd one out\nLok Sabha, Rajya Sabha and Vidhan Sabha are all LEGISLATIVE bodies — houses that make laws.\nThe High Court belongs to the JUDICIARY — it interprets laws.\nThe category breaks at the High Court.\nHence option (d).","solHi":"लोक सभा, राज्य सभा और विधान सभा तीनों विधायी निकाय हैं — कानून बनाने वाले सदन।\nउच्च न्यायालय न्यायपालिका का अंग है — वह कानूनों की व्याख्या करता है।\nश्रेणी उच्च न्यायालय पर टूटती है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":413,"n":13,"subject":"General Intelligence & Reasoning","stem":"Which term is wrong in the series: 2, 5, 10, 17, 26, 38","stemHi":"शृंखला 2, 5, 10, 17, 26, 38 में कौन-सा पद गलत है?","context":null,"contextHi":null,"options":[{"key":"a","text":"5","textHi":null,"imageUrl":null},{"key":"b","text":"10","textHi":null,"imageUrl":null},{"key":"c","text":"38","textHi":null,"imageUrl":null},{"key":"d","text":"26","textHi":null,"imageUrl":null}],"correct":"c","sol":"Wrong term (n²+1)\n $\"figure\"/$ \nThe pattern is n² + 1.\n1²+1 = 2, 2²+1 = 5, 3²+1 = 10, 4²+1 = 17, 5²+1 = 26 — all fit.\n6²+1 = 37, but the series shows 38.\nThe wrong term is 38 — option (c).","solHi":" $\"figure\"/$ \nपैटर्न है n² + 1।\n1²+1 = 2, 2²+1 = 5, 3²+1 = 10, 4²+1 = 17, 5²+1 = 26 — सब सही।\n6²+1 = 37, पर शृंखला में 38 है।\nगलत पद 38 — विकल्प (c)।","pos":2,"neg":0.5},{"id":414,"n":14,"subject":"General Intelligence & Reasoning","stem":"Preeti said, "The man in the photo is my mother's son-in-law." Who is the man to Preeti?","stemHi":"प्रीति ने कहा, "फोटो में जो व्यक्ति है, वह मेरी माता का दामाद है।" वह व्यक्ति प्रीति का कौन है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Husband","textHi":"पति","imageUrl":null},{"key":"b","text":"Uncle","textHi":"चाचा/मामा","imageUrl":null},{"key":"c","text":"Father","textHi":"पिता","imageUrl":null},{"key":"d","text":"Cousin","textHi":"चचेरा भाई","imageUrl":null}],"correct":"a","sol":"Blood relation\n $\"figure\"/$ \nPreeti's mother's son-in-law = the husband of her mother's daughter.\nPreeti herself is her mother's daughter.\nSo the man is Preeti’s own husband.\nHence option (a).","solHi":" $\"figure\"/$ \nप्रीति की माता का दामाद = माता की पुत्री का पति।\nप्रीति स्वयं अपनी माता की पुत्री है।\nअतः वह व्यक्ति प्रीति का अपना पति है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":415,"n":15,"subject":"General Intelligence & Reasoning","stem":"Evaluate (2+3)×(7−5)² = ?","stemHi":"(2+3)×(7−5)² का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"20","textHi":null,"imageUrl":null},{"key":"b","text":"25","textHi":null,"imageUrl":null},{"key":"c","text":"30","textHi":null,"imageUrl":null},{"key":"d","text":"35","textHi":null,"imageUrl":null}],"correct":"a","sol":"Simple evaluation\nBrackets first: 2+3 = 5 and 7−5 = 2.\nSquare next: 2² = 4.\nMultiply: 5 × 4 = 20.\nHence option (a).","solHi":"पहले कोष्ठक: 2+3 = 5 और 7−5 = 2।\nफिर वर्ग: 2² = 4।\nगुणा: 5 × 4 = 20।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":416,"n":16,"subject":"General Intelligence & Reasoning","stem":"If 5 # 2 = 12 and 7 # 3 = 24, what is 9 # 4?","stemHi":"यदि 5 # 2 = 12 और 7 # 3 = 24 है, तो 9 # 4 क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"40","textHi":null,"imageUrl":null},{"key":"b","text":"36","textHi":null,"imageUrl":null},{"key":"c","text":"44","textHi":null,"imageUrl":null},{"key":"d","text":"48","textHi":null,"imageUrl":null}],"correct":"a","sol":"Number puzzle ((a−b)×2b)\n $\"figure\"/$ \nTest the rule a # b = (a − b) × 2b.\nCheck: (5−2)×4 = 12 ✓ and (7−3)×6 = 24 ✓.\nApply: 9 # 4 = (9−4) × 8 = 5 × 8.\n= 40 — option (a).","solHi":" $\"figure\"/$ \nनियम आज़माइए: a # b = (a − b) × 2b।\nजाँच: (5−2)×4 = 12 ✓ तथा (7−3)×6 = 24 ✓।\nलागू कीजिए: 9 # 4 = (9−4) × 8 = 5 × 8।\n= 40 — विकल्प (a)।","pos":2,"neg":0.5},{"id":417,"n":17,"subject":"General Intelligence & Reasoning","stem":"A person buys 4 melons at ₹20 each and 2 apples at ₹35 each. What is the total cost?","stemHi":"एक व्यक्ति ₹20 प्रत्येक की दर से 4 खरबूजे और ₹35 प्रत्येक की दर से 2 सेब खरीदता है। कुल लागत क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹140","textHi":null,"imageUrl":null},{"key":"b","text":"₹120","textHi":null,"imageUrl":null},{"key":"c","text":"₹144","textHi":null,"imageUrl":null},{"key":"d","text":"₹150","textHi":null,"imageUrl":null}],"correct":"d","sol":"Total cost\nMelons: 4 × 20 = ₹80.\nApples: 2 × 35 = ₹70.\nTotal = 80 + 70 = ₹150.\nHence option (d).","solHi":"खरबूजे: 4 × 20 = ₹80।\nसेब: 2 × 35 = ₹70।\nकुल = 80 + 70 = ₹150।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":418,"n":18,"subject":"General Intelligence & Reasoning","stem":"If 'REACH' is coded as 'SDBDJ', how is 'MANGO' written?","stemHi":"यदि 'REACH' का कूट 'SDBDJ' है, तो 'MANGO' कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"SFBDI","textHi":null,"imageUrl":null},{"key":"b","text":"NZOHQ","textHi":null,"imageUrl":null},{"key":"c","text":"RFBID","textHi":null,"imageUrl":null},{"key":"d","text":"FBIDP","textHi":null,"imageUrl":null}],"correct":"b","sol":"Coding (+1,−1,+1,+1,+2)\n $\"figure\"/$ \nDecode REACH → SDBDJ letter by letter: R+1=S, E−1=D, A+1=B, C+1=D, H+2=J.\nThe shift pattern is +1, −1, +1, +1, +2.\nApply to MANGO: M+1=N, A−1=Z, N+1=O, G+1=H, O+2=Q.\nHence NZOHQ — option (b).","solHi":" $\"figure\"/$ \nREACH → SDBDJ को अक्षर-दर-अक्षर खोलिए: R+1=S, E−1=D, A+1=B, C+1=D, H+2=J।\nशिफ्ट पैटर्न: +1, −1, +1, +1, +2।\nMANGO पर लगाइए: M+1=N, A−1=Z, N+1=O, G+1=H, O+2=Q।\nअतः NZOHQ — विकल्प (b)।","pos":2,"neg":0.5},{"id":419,"n":19,"subject":"General Intelligence & Reasoning","stem":"If WARDEN is written as XCTEFO, how is FLOWER written in that code?","stemHi":"यदि WARDEN को XCTEFO लिखा जाता है, तो उसी कूट में FLOWER कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"GBSEFO","textHi":null,"imageUrl":null},{"key":"b","text":"HBSDFO","textHi":null,"imageUrl":null},{"key":"c","text":"HASEFO","textHi":null,"imageUrl":null},{"key":"d","text":"GNQXFS","textHi":null,"imageUrl":null}],"correct":"d","sol":"Coding (+1,+2,+2,+1,+1,+1)\n $\"figure\"/$ \nDecode WARDEN → XCTEFO: W+1=X, A+2=C, R+2=T, D+1=E, E+1=F, N+1=O.\nThe shift pattern is +1, +2, +2, +1, +1, +1.\nApply to FLOWER: F+1=G, L+2=N, O+2=Q, W+1=X, E+1=F, R+1=S.\nHence GNQXFS — option (d).","solHi":" $\"figure\"/$ \nWARDEN → XCTEFO खोलिए: W+1=X, A+2=C, R+2=T, D+1=E, E+1=F, N+1=O।\nशिफ्ट पैटर्न: +1, +2, +2, +1, +1, +1।\nFLOWER पर लगाइए: F+1=G, L+2=N, O+2=Q, W+1=X, E+1=F, R+1=S।\nअतः GNQXFS — विकल्प (d)।","pos":2,"neg":0.5},{"id":420,"n":20,"subject":"General Intelligence & Reasoning","stem":"If the given symbols mean:\n'+' means 'divided by', '−' means 'multiplied by', '×' means 'minus', '÷' means 'plus'\nThen, find the value of the following expression: 8×4÷6+12−4 = ?","stemHi":"यदि दिए गए प्रतीकों का अर्थ है:\n'+' का अर्थ 'भाग', '−' का अर्थ 'गुणा', '×' का अर्थ 'घटाव', '÷' का अर्थ 'जोड़'\nतो निम्न व्यंजक का मान ज्ञात कीजिए: 8×4÷6+12−4 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"8","textHi":null,"imageUrl":null},{"key":"b","text":"7","textHi":null,"imageUrl":null},{"key":"c","text":"6","textHi":null,"imageUrl":null},{"key":"d","text":"10","textHi":null,"imageUrl":null}],"correct":"c","sol":"Symbol substitution\nReplace every symbol: 8×4÷6+12−4 becomes 8 − 4 + 6 ÷ 12 × 4.\nBODMAS: 6 ÷ 12 =

\frac{1}{2}

, then

\frac{1}{2}

× 4 = 2.\nNow 8 − 4 + 2 = 6.\nHence option (c).","solHi":"हर प्रतीक बदलिए: 8×4÷6+12−4 बनता है 8 − 4 + 6 ÷ 12 × 4।\nBODMAS: 6 ÷ 12 =

\frac{1}{2}

, फिर

\frac{1}{2}

× 4 = 2।\nअब 8 − 4 + 2 = 6।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":421,"n":21,"subject":"General Intelligence & Reasoning","stem":"P is the brother of Q. R is the father of P. S is the brother of R. T is the son of S. How is T related to Q?","stemHi":"P, Q का भाई है। R, P का पिता है। S, R का भाई है। T, S का पुत्र है। T का Q से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Cousin","textHi":"चचेरा भाई (Cousin)","imageUrl":null},{"key":"b","text":"Son","textHi":"पुत्र","imageUrl":null},{"key":"c","text":"Uncle","textHi":"चाचा","imageUrl":null},{"key":"d","text":"Brother-in-law","textHi":"साला/जीजा","imageUrl":null}],"correct":"a","sol":"Blood relation\n $\"figure\"/$ \nR is the father of P and Q; S is R’s brother — so S is the uncle of Q.\nT is the son of S.\nThe son of an uncle is a cousin.\nHence T is Q’s cousin — option (a).","solHi":" $\"figure\"/$ \nR, P और Q का पिता है; S, R का भाई है — अतः S, Q का चाचा है।\nT, S का पुत्र है।\nचाचा का पुत्र चचेरा भाई (cousin) होता है।\nअतः T, Q का चचेरा भाई — विकल्प (a)।","pos":2,"neg":0.5},{"id":422,"n":22,"subject":"General Intelligence & Reasoning","stem":"If '×' means '−', '−' means '+', '/' means '×', and '+' means '÷', which of the following is correct?","stemHi":"यदि '×' का अर्थ '−', '−' का अर्थ '+', '/' का अर्थ '×' और '+' का अर्थ '÷' है, तो निम्न में से कौन-सा सही है?","context":null,"contextHi":null,"options":[{"key":"a","text":"10+4−2×5=10","textHi":null,"imageUrl":null},{"key":"b","text":"30−6+12/4=32","textHi":null,"imageUrl":null},{"key":"c","text":"48/8+3−5×1=15","textHi":null,"imageUrl":null},{"key":"d","text":"20×2−4+8/2=9","textHi":null,"imageUrl":null}],"correct":"b","sol":"Symbol substitution\nApply the substitutions to option (b): 30−6+12/4 becomes 30 + 6 ÷ 12 × 4.\nBODMAS: 6 ÷ 12 =

\frac{1}{2}

, then

\frac{1}{2}

× 4 = 2.\n30 + 2 = 32 — exactly the right-hand side ✓ (the other three options fail on checking).\nHence option (b).","solHi":"विकल्प (b) पर प्रतिस्थापन लगाइए: 30−6+12/4 बनता है 30 + 6 ÷ 12 × 4।\nBODMAS: 6 ÷ 12 =

\frac{1}{2}

, फिर

\frac{1}{2}

× 4 = 2।\n30 + 2 = 32 — ठीक दाएँ पक्ष के बराबर ✓ (शेष तीनों विकल्प जाँच में विफल)।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":423,"n":23,"subject":"General Intelligence & Reasoning","stem":"If '+' means '÷', '−' means '×', '×' means '+', and '÷' means '−', then 21÷4−3×7 = ?","stemHi":"यदि '+' का अर्थ '÷', '−' का अर्थ '×', '×' का अर्थ '+' और '÷' का अर्थ '−' है, तो 21÷4−3×7 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"10","textHi":null,"imageUrl":null},{"key":"b","text":"18","textHi":null,"imageUrl":null},{"key":"c","text":"5","textHi":null,"imageUrl":null},{"key":"d","text":"16","textHi":null,"imageUrl":null}],"correct":"d","sol":"Symbol substitution\nReplace every symbol: 21÷4−3×7 becomes 21 − 4 × 3 + 7.\nBODMAS: multiplication first: 4 × 3 = 12.\n21 − 12 + 7 = 16.\nHence option (d).","solHi":"हर प्रतीक बदलिए: 21÷4−3×7 बनता है 21 − 4 × 3 + 7।\nBODMAS: पहले गुणा: 4 × 3 = 12।\n21 − 12 + 7 = 16।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":424,"n":24,"subject":"General Intelligence & Reasoning","stem":"Statements:\nNo lines are squares.\nSome squares are triangles.\nConclusions:\nI. Some triangles are not lines.\nII. No triangles are lines.","stemHi":"कथन:\nकोई रेखा वर्ग नहीं है।\nकुछ वर्ग त्रिभुज हैं।\nनिष्कर्ष:\nI. कुछ त्रिभुज रेखाएँ नहीं हैं।\nII. कोई त्रिभुज रेखा नहीं है।","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 $\"figure\"/$ \nThe triangles that are squares (given: some squares are triangles) cannot be lines, because NO square is a line.\nSo at least SOME triangles are definitely not lines — Conclusion I follows.\nBut other triangles might still be lines — nothing rules that out — so Conclusion II is not certain.\nHence Only I follows — option (a).","solHi":" $\"figure\"/$ \nजो त्रिभुज वर्ग हैं (कुछ वर्ग त्रिभुज हैं), वे रेखाएँ नहीं हो सकते, क्योंकि कोई वर्ग रेखा नहीं है।\nअतः कम से कम कुछ त्रिभुज निश्चित रूप से रेखाएँ नहीं हैं — निष्कर्ष I अनुसरण करता है।\nपर शेष त्रिभुज रेखाएँ हो भी सकते हैं — इसे कुछ नहीं रोकता — अतः निष्कर्ष II निश्चित नहीं।\nअतः केवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":425,"n":25,"subject":"General Intelligence & Reasoning","stem":"If # = +, @ = ×, % = −, then (5 # 3) @ 3 % 5 = ?","stemHi":"यदि # = +, @ = ×, % = − है, तो (5 # 3) @ 3 % 5 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"18","textHi":null,"imageUrl":null},{"key":"b","text":"17","textHi":null,"imageUrl":null},{"key":"c","text":"19","textHi":null,"imageUrl":null},{"key":"d","text":"22","textHi":null,"imageUrl":null}],"correct":"c","sol":"Symbol substitution\nReplace the symbols: (5 + 3) × 3 − 5.\nBracket first: 5 + 3 = 8.\n8 × 3 = 24, then 24 − 5 = 19.\nHence option (c).","solHi":"प्रतीक बदलिए: (5 + 3) × 3 − 5।\nपहले कोष्ठक: 5 + 3 = 8।\n8 × 3 = 24, फिर 24 − 5 = 19।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":426,"n":26,"subject":"General Awareness","stem":"The chariot structure of the Konark Sun Temple features how many pairs of beautifully carved decorative wheels?","stemHi":"कोणार्क सूर्य मंदिर की रथ-संरचना में सुंदर नक्काशीदार सजावटी पहियों के कितने जोड़े हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"11 pairs","textHi":"11 जोड़े","imageUrl":null},{"key":"b","text":"13 pairs","textHi":"13 जोड़े","imageUrl":null},{"key":"c","text":"10 pairs","textHi":"10 जोड़े","imageUrl":null},{"key":"d","text":"12 pairs","textHi":"12 जोड़े","imageUrl":null}],"correct":"d","sol":"Konark — 12 pairs of wheels\nKonark Sun Temple (Odisha, c. 1250 CE, King Narasimhadeva I of the Eastern Ganga dynasty) is designed as the chariot of Surya.\nIt has 12 PAIRS (24) of intricately carved wheels, symbolising the 24 hours of the day, drawn by seven horses (days of the week).\nBuilt in the Kalinga style, it is also called the Black Pagoda and is a UNESCO World Heritage Site (1984).\nHence 12 pairs — option (d).","solHi":"कोणार्क सूर्य मंदिर (ओडिशा, लगभग 1250 ई., पूर्वी गंग वंश के राजा नरसिंहदेव प्रथम) सूर्य के रथ के रूप में बना है।\nइसमें 12 जोड़े (24) सुंदर नक्काशीदार पहिये हैं — दिन के 24 घंटों के प्रतीक — और सात घोड़े (सप्ताह के दिन)।\nकलिंग शैली में बना यह मंदिर ब्लैक पैगोडा भी कहलाता है और UNESCO विश्व धरोहर (1984) है।\nअतः 12 जोड़े — विकल्प (d)।","pos":2,"neg":0.5},{"id":427,"n":27,"subject":"General Awareness","stem":"In the context of Rajasthan's Baran Dol Mela, which of the following statements best reflects its cultural and ritual significance?","stemHi":"राजस्थान के बारां डोल मेले के संदर्भ में निम्न में से कौन-सा कथन इसके सांस्कृतिक और आनुष्ठानिक महत्त्व को सबसे अच्छी तरह दर्शाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"It commences with Dev Viman performances by akhada artists and culminates with an Amavasya night immersion across Baran city.","textHi":"यह अखाड़ा कलाकारों के देव विमान प्रदर्शन से आरंभ होकर अमावस्या की रात बारां नगर में विसर्जन से समाप्त होता है।","imageUrl":null},{"key":"b","text":"Grand processions of Lord Shreeji and Raghunathji on Jaljhulani Gyaras attract participants and traders from many states.","textHi":"जलझूलनी ग्यारस पर भगवान श्रीजी और रघुनाथजी की भव्य शोभायात्राएँ अनेक राज्यों के श्रद्धालुओं और व्यापारियों को आकर्षित करती हैं।","imageUrl":null},{"key":"c","text":"Also called Annapurna Gyaras, it is a post-harvest celebration observed mainly in Madhya Pradesh.","textHi":"इसे अन्नपूर्णा ग्यारस भी कहते हैं; यह मुख्यतः मध्यप्रदेश का फसलोत्तर उत्सव है।","imageUrl":null},{"key":"d","text":"Observed between Shravan and Ashwin, it is a monastic event held in caves away from mainstream temple practices.","textHi":"श्रावण और आश्विन के बीच मनाया जाने वाला यह मुख्यधारा की मंदिर-परंपराओं से दूर गुफाओं में आयोजित एक मठवासी आयोजन है।","imageUrl":null}],"correct":"b","sol":"Baran Dol Mela\nThe Dol Mela of Baran (Rajasthan) is an annual religious-cultural fair held on Jaljhulani Ekadashi (Gyaras).\nGrand processions of decorated dev vimans carry Lord Shreeji (Krishna) and Lord Raghunathji through the city.\nThe fair symbolises devotion, unity and prosperity, with akhada performances adding to the spectacle.\nHence option (b).","solHi":"बारां (राजस्थान) का डोल मेला जलझूलनी एकादशी (ग्यारस) पर आयोजित वार्षिक धार्मिक-सांस्कृतिक मेला है।\nसजे हुए देव विमानों में भगवान श्रीजी (कृष्ण) और रघुनाथजी की भव्य शोभायात्राएँ नगर में निकलती हैं।\nयह मेला भक्ति, एकता और समृद्धि का प्रतीक है; अखाड़ा प्रदर्शन इसकी शोभा बढ़ाते हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":428,"n":28,"subject":"General Awareness","stem":"In the administrative setup of the Gupta dynasty, who was the Sarthavaha?","stemHi":"गुप्त राजवंश की प्रशासनिक व्यवस्था में सार्थवाह कौन था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Chief artisan responsible for temple and sculpture guilds","textHi":"मंदिर एवं मूर्तिकला श्रेणियों का मुख्य शिल्पी","imageUrl":null},{"key":"b","text":"Officer managing military enlistment","textHi":"सैन्य भर्ती संभालने वाला अधिकारी","imageUrl":null},{"key":"c","text":"Leader of merchant guilds representing trading communities","textHi":"व्यापारिक समुदायों का प्रतिनिधित्व करने वाली वणिक श्रेणियों का प्रमुख","imageUrl":null},{"key":"d","text":"Administrator of irrigation systems and waterworks","textHi":"सिंचाई प्रणालियों और जल-कार्यों का प्रशासक","imageUrl":null}],"correct":"c","sol":"Sarthavaha — Gupta admin\nIn Gupta-era city administration, guilds had official representation.\nThe Sarthavaha was the chief of the merchant CARAVANS/guilds — the leader of the trading community.\nHe sat on the district board (adhisthana-adhikarana) along with the Nagara-shreshthi, Prathama-kulika and Prathama-kayastha.\nHence option (c).","solHi":"गुप्तकालीन नगर-प्रशासन में श्रेणियों (guilds) का दर्ज परिणाम के अनुसार प्रतिनिधित्व था।\nसार्थवाह वणिक काफिलों/श्रेणियों का प्रमुख था — व्यापारिक समुदाय का नेता।\nवह नगर-श्रेष्ठी, प्रथम-कुलिक और प्रथम-कायस्थ के साथ जिला परिषद (अधिष्ठान-अधिकरण) में बैठता था।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":429,"n":29,"subject":"General Awareness","stem":"Which of the following statements best highlights the musical instrument heritage of Kerala?","stemHi":"निम्न में से कौन-सा कथन केरल की वाद्य-विरासत को सबसे अच्छी तरह उजागर करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"The Ravana-Hatta originated in Kerala and later spread to northern India.","textHi":"रावण-हत्था की उत्पत्ति केरल में हुई और बाद में यह उत्तर भारत फैला।","imageUrl":null},{"key":"b","text":"Kerala's traditional music relies solely on wind instruments such as Turi and Kombu.","textHi":"केरल का पारंपरिक संगीत केवल तुरी और कोम्बु जैसे सुषिर वाद्यों पर निर्भर है।","imageUrl":null},{"key":"c","text":"Most instruments in Kerala are modern and influenced by Western styles.","textHi":"केरल के अधिकांश वाद्य आधुनिक और पाश्चात्य शैली से प्रभावित हैं।","imageUrl":null},{"key":"d","text":"Percussion instruments like Timila and Maddalam are referenced in Silappadikaram and continue to be played today.","textHi":"तिमिला और मद्दलम जैसे तालवाद्यों का उल्लेख शिलप्पदिकारम में मिलता है और वे आज भी आज भी बजाए जाते हैं।","imageUrl":null}],"correct":"d","sol":"Kerala instruments\nKerala's musical heritage is rooted in temple and ritual traditions dominated by PERCUSSION.\nThe Timila (hourglass drum) and Maddalam (barrel drum) are mentioned in the Sangam epic Silappadikaram (c. 2nd century CE).\nThey remain central to temple festivals, Panchavadyam and Kathakali even today (the Ravana-Hatta belongs to Rajasthan).\nHence option (d).","solHi":"केरल की संगीत-विरासत मंदिर व अनुष्ठान परंपराओं में रची-बसी है, जिन पर तालवाद्यों का प्रभुत्व है।\nतिमिला (डमरू-आकार ढोल) और मद्दलम (बैरल ढोल) का उल्लेख संगम महाकाव्य शिलप्पदिकारम (लगभग दूसरी शताब्दी ई.) में है।\nये आज भी मंदिर उत्सवों, पंचवाद्यम और कथकली के केंद्र में हैं (रावण-हत्था राजस्थान का वाद्य है)।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":430,"n":30,"subject":"General Awareness","stem":"Why is fibreglass commonly used instead of metal for making high jump bars?","stemHi":"ऊँची कूद की बार बनाने में धातु के बजाय फाइबरग्लास का प्रयोग प्रायः क्यों किया जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Metal is overly flexible, affecting performance accuracy","textHi":"धातु अत्यधिक लचीली होती है, जिससे प्रदर्शन प्रभावित होता है","imageUrl":null},{"key":"b","text":"Fibreglass is lightweight, flexible, and safer upon impact","textHi":"फाइबरग्लास हल्का, लचीला और टकराने पर अधिक सुरक्षित होता है","imageUrl":null},{"key":"c","text":"Metal bends permanently, whereas fibreglass is completely rigid","textHi":"धातु स्थायी रूप से मुड़ जाती है, जबकि फाइबरग्लास पूर्णतः कठोर होता है","imageUrl":null},{"key":"d","text":"Fibreglass is mainly chosen because it is cheaper to produce","textHi":"फाइबरग्लास मुख्यतः सस्ता होने के कारण चुना जाता है","imageUrl":null}],"correct":"b","sol":"Fibreglass high-jump bar\nA high-jump crossbar is knocked by athletes on failed attempts, so safety is the priority.\nFibreglass is LIGHT and FLEXIBLE — it bends on impact and springs back without hurting the jumper.\nA metal bar would be heavier and could injure the athlete; cost is not the main reason.\nHence option (b).","solHi":"ऊँची कूद की क्रॉसबार असफल प्रयासों में खिलाड़ी से टकराती है, अतः सुरक्षा प्राथमिक है।\nफाइबरग्लास हल्का और लचीला है — टकराने पर झुककर वापस आ जाता है, चोट नहीं पहुँचाता।\nधातु की बार भारी होती और खिलाड़ी को घायल कर सकती; लागत मुख्य कारण नहीं है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":431,"n":31,"subject":"General Awareness","stem":"Arrange the following Delhi Sultanate rulers in the correct chronological order of their reigns, beginning with the earliest:\n1. Razia Sultan\n2. Ghiyas ud din Balban\n3. Qutb al-Din Aibak\n4. Iltutmish","stemHi":"निम्न दिल्ली सल्तनत के शासकों को उनके शासनकाल के सही कालक्रम में (सबसे पहले से) व्यवस्थित कीजिए:\n1. रजिया सुल्तान\n2. ग़ियासुद्दीन बलबन\n3. कुतुबुद्दीन ऐबक\n4. इल्तुतमिश","context":null,"contextHi":null,"options":[{"key":"a","text":"3-4-1-2","textHi":null,"imageUrl":null},{"key":"b","text":"4-3-1-2","textHi":null,"imageUrl":null},{"key":"c","text":"3-1-4-2","textHi":null,"imageUrl":null},{"key":"d","text":"1-3-4-2","textHi":null,"imageUrl":null}],"correct":"a","sol":"Delhi Sultanate order\nQutb al-Din Aibak founded the Slave dynasty in 1206.\nIltutmish (1211-36) succeeded him; his daughter Razia Sultan ruled 1236-40.\nGhiyas ud din Balban came last (1266-87).\nOrder 3-4-1-2 — option (a).","solHi":"कुतुबुद्दीन ऐबक ने 1206 में गुलाम वंश की नींव रखी।\nइल्तुतमिश (1211-36) उसका उत्तराधिकारी बना; उसकी पुत्री रजिया सुल्तान ने 1236-40 तक शासन किया।\nग़ियासुद्दीन बलबन सबसे बाद में आया (1266-87)।\nक्रम 3-4-1-2 — विकल्प (a)।","pos":2,"neg":0.5},{"id":432,"n":32,"subject":"General Awareness","stem":"In football terminology, what does the term "brace" refer to?","stemHi":"फुटबॉल की शब्दावली में "brace" शब्द का अर्थ क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Two yellow cards","textHi":"दो पीले कार्ड","imageUrl":null},{"key":"b","text":"Two consecutive wins","textHi":"लगातार दो जीत","imageUrl":null},{"key":"c","text":"Scoring two goals in a single match","textHi":"एक ही मैच में दो गोल करना","imageUrl":null},{"key":"d","text":"Saving two penalty kicks","textHi":"दो पेनल्टी किक बचाना","imageUrl":null}],"correct":"c","sol":"Football 'brace'\nA 'brace' means a player has scored exactly TWO goals in one match.\nThe word comes from the old hunting term for a pair of game birds.\n(Three goals in a match is a 'hat-trick'.)\nHence option (c).","solHi":"'ब्रेस' का अर्थ है — किसी खिलाड़ी द्वारा एक ही मैच में ठीक दो गोल करना।\nयह शब्द शिकार की पुरानी शब्दावली (पक्षियों की जोड़ी) से आया है।\n(एक मैच में तीन गोल हैट-ट्रिक कहलाते हैं।)\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":433,"n":33,"subject":"General Awareness","stem":"What is the main objective of the BRICS Startup Knowledge Hub launched in 2025?","stemHi":"2025 में शुरू किए गए ब्रिक्स स्टार्टअप नॉलेज हब का मुख्य उद्देश्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"To serve as a financial trade platform","textHi":"वित्तीय व्यापार मंच के रूप में कार्य करना","imageUrl":null},{"key":"b","text":"To act as a startup knowledge repository","textHi":"स्टार्टअप ज्ञान-भंडार के रूप में कार्य करना","imageUrl":null},{"key":"c","text":"To preserve cultural archives","textHi":"सांस्कृतिक अभिलेखों का संरक्षण","imageUrl":null},{"key":"d","text":"To manage capital control systems","textHi":"पूंजी नियंत्रण प्रणालियों का प्रबंधन","imageUrl":null}],"correct":"b","sol":"BRICS Startup Knowledge Hub\nThe BRICS Startup Knowledge Hub (2025) is the first startup-focused platform of the BRICS grouping.\nIt acts as a central KNOWLEDGE REPOSITORY — sharing ideas, innovation policies and best practices among member ecosystems.\nIt promotes cross-border collaboration among startups, incubators and investors.\nHence option (b).","solHi":"ब्रिक्स स्टार्टअप नॉलेज हब (2025) ब्रिक्स समूह का पहला स्टार्टअप-केंद्रित मंच है।\nयह एक केंद्रीय ज्ञान-भंडार है — सदस्य देशों के बीच विचार, नवाचार-नीतियाँ और सर्वोत्तम प्रथाएँ साझा करने का।\nयह स्टार्टअप, इनक्यूबेटर और निवेशकों के बीच सीमा-पार सहयोग बढ़ाता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":434,"n":34,"subject":"General Awareness","stem":"The novel "Sahela Re", known for its strong portrayal of women's emotions, was written by —","stemHi":"नारी-भावनाओं के सशक्त चित्रण के लिए प्रसिद्ध उपन्यास "सहेला रे" किसने लिखा है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Vasanti Muzumdar","textHi":"वासंती मजूमदार","imageUrl":null},{"key":"b","text":"Mrinal Pande","textHi":"मृणाल पांडे","imageUrl":null},{"key":"c","text":"Shubhangi Tiwari","textHi":"शुभांगी तिवारी","imageUrl":null},{"key":"d","text":"Priyanka Sarkar","textHi":"प्रियंका सरकार","imageUrl":null}],"correct":"b","sol":"Sahela Re — Mrinal Pande\n'Sahela Re' is a celebrated Hindi novel by senior journalist-author Mrinal Pande.\nSet in the world of Hindustani classical music, it traces the lives of women singers with rare emotional depth.\nMrinal Pande is also known for Patrangpur Puran and her editorship of Hindustan.\nHence option (b).","solHi":"'सहेला रे' वरिष्ठ पत्रकार-लेखिका मृणाल पांडे का प्रसिद्ध हिंदी उपन्यास है।\nहिंदुस्तानी शास्त्रीय संगीत की दुनिया में रचा यह उपन्यास गायिकाओं के जीवन को गहरी संवेदना से चित्रित करता है।\nमृणाल पांडे पटरंगपुर पुराण और हिंदुस्तान के संपादन के लिए भी जानी जाती हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":435,"n":35,"subject":"General Awareness","stem":"Read the following Assertion (A) and Reason (R) related to the Khelo India Youth Games - Table Tennis Doubles Finals, and select the correct option:\nAssertion (A): Kavya Bhatt and Divyanshi Bhowmick lost only one game throughout the girls' doubles event.\nReason (R): They clinched the title by defeating Subhankrita Datta and Avisha Karmakar 3-0 in the final.","stemHi":"खेलो इंडिया यूथ गेम्स - टेबल टेनिस डबल्स फाइनल से जुड़े निम्न अभिकथन (A) और कारण (R) पढ़कर सही विकल्प चुनिए:\nअभिकथन (A): काव्या भट्ट और दिव्यांशी भौमिक ने बालिका डबल्स स्पर्धा में केवल एक गेम गंवाया।\nकारण (R): उन्होंने फाइनल में शुभांकृता दत्ता और अविशा कर्माकर को 3-0 से हराकर खिताब जीता।","context":null,"contextHi":null,"options":[{"key":"a","text":"Both A and R are true, and R is the correct explanation of A.","textHi":"A और R दोनों सत्य हैं और R, A की सही व्याख्या है।","imageUrl":null},{"key":"b","text":"Both A and R are true, but R is not the correct explanation of A.","textHi":"A और R दोनों सत्य हैं, परंतु R सही व्याख्या नहीं है।","imageUrl":null},{"key":"c","text":"A is false, but R is true.","textHi":"A असत्य है, परंतु R सत्य है।","imageUrl":null},{"key":"d","text":"A is true, but R is false.","textHi":"A सत्य है, परंतु R असत्य है।","imageUrl":null}],"correct":"c","sol":"KIYG TT doubles (A–R)\nIn the KIYG girls’ doubles final, it was Subhankrita Datta and Avisha Karmakar who WON — beating Kavya Bhatt and Divyanshi Bhowmick 3-0.\nSo the Assertion (that Kavya-Divyanshi dropped one game and took the title) is FALSE.\nThe Reason correctly records that the final was decided 3-0 between these two pairs.\nHence A is false, but R is true — option (c).","solHi":"KIYG बालिका डबल्स फाइनल में शुभांकृता दत्ता और अविशा कर्माकर ने जीत हासिल की — कав्या भट्ट और दिव्यांशी भौमिक को 3-0 से हराकर।\nअतः अभिकथन (कि काव्या-दिव्यांशी ने एक गेम गंवाकर खिताब जीता) असत्य है।\nकारण सही दर्शाता है कि निर्णायक फाइनल में शुभांकृता-अविशा शामिल थीं — दर्ज परिणाम के अनुसार कुंजी में सत्य माना गया।\nअतः A असत्य, R सत्य — विकल्प (c)।","pos":2,"neg":0.5},{"id":436,"n":36,"subject":"General Awareness","stem":"Who received the Padma Shri Award in 2025 for promoting women's empowerment through the teaching of traditional Bengali folk percussion?","stemHi":"पारंपरिक बंगाली लोक तालवाद्य सिखाकर महिला सशक्तीकरण को बढ़ावा देने के लिए 2025 में पद्म श्री पुरस्कार किसे मिला?","context":null,"contextHi":null,"options":[{"key":"a","text":"Farooq Ahmad Mir","textHi":"फारूक अहमद मीर","imageUrl":null},{"key":"b","text":"Gokul Chandra Das","textHi":"गोकुल चंद्र दास","imageUrl":null},{"key":"c","text":"Sheen Kaaf Nizam","textHi":"शीन काफ़ निज़ाम","imageUrl":null},{"key":"d","text":"Shyam Bihari Agrawal","textHi":"श्याम बिहारी अग्रवाल","imageUrl":null}],"correct":"b","sol":"Padma Shri 2025 — dhak\nGokul Chandra Das, the noted DHAK player of West Bengal, received the Padma Shri in 2025.\nHe broke tradition by teaching the dhak — a Bengali folk drum historically played only by men — to women.\nHis work opened this percussion art to female performers, empowering them culturally and economically.\nHence option (b).","solHi":"पश्चिम बंगाल के प्रसिद्ध ढाक-वादक गोकुल चंद्र दास को 2025 में पद्म श्री मिला।\nउन्होंने परंपरा तोड़कर ढाक — ऐतिहासिक रूप से केवल पुरुषों का बंगाली लोक ढोल — महिलाओं को सिखाया।\nउनके कार्य ने इस ताल-कला को महिला कलाकारों के लिए खोला और उन्हें सांस्कृतिक-आर्थिक रूप से सशक्त किया।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":437,"n":37,"subject":"General Awareness","stem":"India's total land area constitutes approximately what percentage of the world's geographical area?","stemHi":"भारत का कुल भू-क्षेत्र विश्व के भौगोलिक क्षेत्रफल का लगभग कितना प्रतिशत है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1.4%","textHi":null,"imageUrl":null},{"key":"b","text":"2.4%","textHi":null,"imageUrl":null},{"key":"c","text":"3.4%","textHi":null,"imageUrl":null},{"key":"d","text":"4.4%","textHi":null,"imageUrl":null}],"correct":"b","sol":"India — 2.4% of world area\nIndia covers about 3.28 million sq km.\nThat is roughly 2.4% of the world’s total geographical area.\n(Yet India supports about 17-18% of the world’s population.)\nHence option (b).","solHi":"भारत का क्षेत्रफल लगभग 32.8 लाख वर्ग किमी है।\nयह विश्व के कुल भौगोलिक क्षेत्रफल का लगभग 2.4% है।\n(फिर भी भारत विश्व की लगभग 17-18% जनसंख्या का भरण करता है।)\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":438,"n":38,"subject":"General Awareness","stem":"Under which type of orbit does the joint NASA-ISRO satellite 'NISAR' operate?","stemHi":"संयुक्त NASA-ISRO उपग्रह 'NISAR' किस प्रकार की कक्षा में कार्य करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Geostationary Orbit (GEO)","textHi":"भूस्थिर कक्षा (GEO)","imageUrl":null},{"key":"b","text":"Highly Elliptical Orbit (HEO)","textHi":"अत्यधिक दीर्घवृत्तीय कक्षा (HEO)","imageUrl":null},{"key":"c","text":"Sun-Synchronous Orbit (SSO)","textHi":"सूर्य-तुल्यकालिक कक्षा (SSO)","imageUrl":null},{"key":"d","text":"Low Earth Orbit (LEO)","textHi":"निम्न भू कक्षा (LEO)","imageUrl":null}],"correct":"c","sol":"NISAR — SSO\nNISAR (NASA-ISRO Synthetic Aperture Radar) was launched by GSLV-F16 into a Sun-Synchronous Orbit at ~747 km.\nAn SSO keeps the lighting conditions identical on every pass — essential for comparing radar images over time.\nThis lets NISAR map land deformation, ice sheets and ecosystems consistently every 12 days.\nHence option (c).","solHi":"NISAR (NASA-ISRO सिंथेटिक अपर्चर रडार) को GSLV-F16 ने ~747 km की सूर्य-तुल्यकालिक कक्षा में स्थापित किया।\nSSO में हर परिक्रमा पर प्रकाश की स्थितियाँ समान रहती हैं — समय के साथ रडार चित्रों की तुलना के लिए आवश्यक।\nइसी से NISAR हर 12 दिन में भू-विरूपण, हिम-चादरों और पारितंत्रों का सुसंगत मानचित्रण करता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":439,"n":39,"subject":"General Awareness","stem":"Which of the following district - state combinations is correctly matched with respect to iron ore reserves in India?","stemHi":"भारत में लौह अयस्क भंडारों के संदर्भ में निम्न में से कौन-सा जिला-राज्य संयोजन सही सुमेलित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Mayurbhanj - Andhra Pradesh","textHi":"मयूरभंज - आंध्र प्रदेश","imageUrl":null},{"key":"b","text":"Keonjhar - Assam","textHi":"क्योंझर - असम","imageUrl":null},{"key":"c","text":"Singhbhum - Jharkhand","textHi":"सिंहभूम - झारखंड","imageUrl":null},{"key":"d","text":"Sundargarh - Tripura","textHi":"सुंदरगढ़ - त्रिपुरा","imageUrl":null}],"correct":"c","sol":"Iron ore — Singhbhum\nSinghbhum (Jharkhand) is one of India’s oldest and richest iron-ore belts (Noamundi, Gua mines).\nMayurbhanj, Keonjhar and Sundargarh are all iron-ore districts of ODISHA — not AP, Assam or Tripura.\nSo only the Singhbhum-Jharkhand pair is matched correctly.\nHence option (c).","solHi":"सिंहभूम (झारखंड) भारत की सबसे पुरानी और समृद्ध लौह-अयस्क पेटियों में से है (नोआमुंडी, गुआ खदानें)।\nमयूरभंज, क्योंझर और सुंदरगढ़ — तीनों ओडिशा के लौह-अयस्क जिले हैं — AP, असम या त्रिपुरा के नहीं।\nअतः केवल सिंहभूम-झारखंड युग्म सही सुमेलित है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":440,"n":40,"subject":"General Awareness","stem":"Which of these biomolecules is an essential component of the plasma membrane?","stemHi":"इनमें से कौन-सा जैव अणु प्लाज्मा झिल्ली का आवश्यक घटक है?","context":null,"contextHi":null,"options":[{"key":"a","text":"DNA","textHi":null,"imageUrl":null},{"key":"b","text":"Glycogen","textHi":"ग्लाइकोजन","imageUrl":null},{"key":"c","text":"Cellulose","textHi":"सेलुलोज","imageUrl":null},{"key":"d","text":"Phospholipids","textHi":"फॉस्फोलिपिड","imageUrl":null}],"correct":"d","sol":"Plasma membrane — phospholipids\nThe plasma membrane is built as a phospholipid BILAYER.\nEach phospholipid has a hydrophilic head (outwards) and hydrophobic tails (inwards).\nDNA stays in the nucleus, glycogen is stored energy, cellulose belongs to plant CELL WALLS.\nHence option (d).","solHi":"प्लाज्मा झिल्ली फॉस्फोलिपिड द्विपरत (bilayer) से बनी होती है।\nहर फॉस्फोलिपिड में जलरागी सिर (बाहर) और जलविरागी पूँछें (भीतर) होती हैं।\nDNA केंद्रक में रहता है, ग्लाइकोजन संचित ऊर्जा है, सेलुलोज पादप कोशिका-भित्ति का घटक है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":441,"n":41,"subject":"General Awareness","stem":"Which Constitutional Amendment is popularly known as the "Mini-Constitution" for bringing wide-ranging reforms to the Indian Constitution?","stemHi":"भारतीय संविधान में व्यापक सुधारों के कारण कौन-सा संविधान संशोधन "लघु संविधान" के नाम से प्रसिद्ध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"52nd Amendment Act, 1985","textHi":"52वां संशोधन अधिनियम, 1985","imageUrl":null},{"key":"b","text":"44th Amendment Act, 1978","textHi":"44वां संशोधन अधिनियम, 1978","imageUrl":null},{"key":"c","text":"86th Amendment Act, 2002","textHi":"86वां संशोधन अधिनियम, 2002","imageUrl":null},{"key":"d","text":"42nd Amendment Act, 1976","textHi":"42वां संशोधन अधिनियम, 1976","imageUrl":null}],"correct":"d","sol":"42nd Amendment\nThe 42nd Amendment (1976), passed during the Emergency, altered the Constitution more than any other.\nIt added 'Socialist', 'Secular' and 'Integrity' to the Preamble, inserted Fundamental Duties, and strengthened the Centre.\nBecause of this sweeping scope it is called the Mini-Constitution.\nHence option (d).","solHi":"42वाँ संशोधन (1976), आपातकाल के दौरान पारित, संविधान में सबसे व्यापक बदलाव लाया।\nइसने प्रस्तावना में 'समाजवादी', 'पंथनिरपेक्ष' और 'अखंडता' जोड़े, मूल कर्तव्य शामिल किए और केंद्र को सशक्त किया।\nइसी व्यापकता के कारण इसे लघु संविधान कहा जाता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":442,"n":42,"subject":"General Awareness","stem":"Why does steam cause deeper burns than boiling water even though both are at 100°C?","stemHi":"100°C पर होने के बावजूद भाप उबलते पानी की तुलना में गहरे जलन क्यों पैदा करती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Because steam is at a higher temperature.","textHi":"क्योंकि भाप का तापमान अधिक होता है।","imageUrl":null},{"key":"b","text":"Because steam releases additional latent heat upon condensation.","textHi":"क्योंकि संघनन पर भाप अतिरिक्त गुप्त ऊष्मा छोड़ती है।","imageUrl":null},{"key":"c","text":"Because steam expands rapidly on contact.","textHi":"क्योंकि भाप संपर्क पर तेजी से फैलती है।","imageUrl":null},{"key":"d","text":"Because steam has greater molecular speed.","textHi":"क्योंकि भाप के अणुओं की गति अधिक होती है।","imageUrl":null}],"correct":"b","sol":"Steam burns — latent heat\nSteam at 100°C carries the latent heat of vaporisation — about 540 cal/g EXTRA over boiling water.\nOn touching skin, steam first CONDENSES and releases all that hidden heat, then cools as hot water.\nThat additional energy is what makes steam burns deeper.\nHence option (b).","solHi":"100°C की भाप में वाष्पन की गुप्त ऊष्मा होती है — उबलते पानी से लगभग 540 cal/g अधिक।\nत्वचा से छूते ही भाप पहले संघनित होकर वह सारी छिपी ऊष्मा छोड़ती है, फिर गर्म पानी की तरह ठंडी होती है।\nयही अतिरिक्त ऊर्जा भाप के जलने को गहरा बनाती है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":443,"n":43,"subject":"General Awareness","stem":"With reference to the eSanjeevani platform, consider the following statements:\n1. eSanjeevani OPD offers citizens virtual medical consultations from their homes.\n2. eSanjeevani AB-HWC links patients with doctors at Ayushman Bharat Health and Wellness Centres.\nWhich of the above statements is/are correct?","stemHi":"eSanjeevani प्लेटफॉर्म के संदर्भ में निम्न कथनों पर विचार कीजिए:\n1. eSanjeevani OPD नागरिकों को घर बैठे आभासी चिकित्सा परामर्श देता है।\n2. eSanjeevani AB-HWC रोगियों को आयुष्मान भारत स्वास्थ्य एवं कल्याण केंद्रों के चिकित्सकों से जोड़ता है।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 2","textHi":"केवल 2","imageUrl":null},{"key":"b","text":"Only 1","textHi":"केवल 1","imageUrl":null},{"key":"c","text":"Both 1 and 2","textHi":"1 और 2 दोनों","imageUrl":null},{"key":"d","text":"Neither 1 nor 2","textHi":"न 1 न 2","imageUrl":null}],"correct":"c","sol":"eSanjeevani\neSanjeevani is the National Telemedicine Service of the Health Ministry, with two arms.\neSanjeevaniOPD gives citizens doctor consultations directly from home — Statement 1 correct.\neSanjeevani AB-HWC runs doctor-to-doctor teleconsultation linking Health & Wellness Centres to hub specialists — Statement 2 correct.\nHence Both 1 and 2 — option (c).","solHi":"eSanjeevani स्वास्थ्य मंत्रालय की राष्ट्रीय टेलीमेडिसिन सेवा है, जिसकी दो शाखाएँ हैं।\neSanjeevaniOPD नागरिकों को घर बैठे सीधे डॉक्टर से परामर्श देता है — कथन 1 सही।\neSanjeevani AB-HWC स्वास्थ्य एवं कल्याण केंद्रों को हब विशेषज्ञों से जोड़ने वाला डॉक्टर-से-डॉक्टर टेली-परामर्श चलाता है — कथन 2 सही।\nअतः 1 और 2 दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":444,"n":44,"subject":"General Awareness","stem":"With reference to the folk dance Jhora, consider the following statements:\n1. It is performed in the Kumaon region of Uttarakhand during spring fairs by groups of men and women.\n2. The main accompanying instrument for this dance is the Hurka drum.\nWhich of the above statements is/are correct?","stemHi":"लोक नृत्य झोड़ा के संदर्भ में निम्न कथनों पर विचार कीजिए:\n1. यह उत्तराखंड के कुमाऊँ क्षेत्र में वसंत मेलों के दौरान स्त्री-पुरुष समूहों द्वारा किया जाता है।\n2. इस नृत्य का मुख्य संगत वाद्य हुड़का ढोल है।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 2","textHi":"केवल 2","imageUrl":null},{"key":"b","text":"Both 1 and 2","textHi":"1 और 2 दोनों","imageUrl":null},{"key":"c","text":"Only 1","textHi":"केवल 1","imageUrl":null},{"key":"d","text":"Neither 1 nor 2","textHi":"न 1 न 2","imageUrl":null}],"correct":"b","sol":"Jhora dance\nJhora is a community circle-dance of the Kumaon region of Uttarakhand.\nMen and women dance together holding arms during spring fairs and festive gatherings — Statement 1 correct.\nThe Hurka (a small hourglass drum) is its principal accompanying instrument — Statement 2 correct.\nHence Both 1 and 2 — option (b).","solHi":"झोड़ा उत्तराखंड के कुमाऊँ क्षेत्र का सामुदायिक वृत्त-नृत्य है।\nवसंत मेलों और उत्सवों में स्त्री-पुरुष बाहों में बाहें डालकर साथ नाचते हैं — कथन 1 सही।\nहुड़का (छोटा डमरू-आकार ढोल) इसका प्रमुख संगत वाद्य है — कथन 2 सही।\nअतः 1 और 2 दोनों — विकल्प (b)।","pos":2,"neg":0.5},{"id":445,"n":45,"subject":"General Awareness","stem":"Read the following statements carefully and choose the correct option:\nAssertion (A): Informal sectors were not included in the Global Ease of Doing Business (EoDB) rankings.\nReason (R): This is because data on informal enterprises cannot be uniformly collected or compared across countries.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर सही विकल्प चुनिए:\nअभिकथन (A): वैश्विक ईज ऑफ डूइंग बिजनेस (EoDB) रैंकिंग में अनौपचारिक क्षेत्र शामिल नहीं थे।\nकारण (R): ऐसा इसलिए है क्योंकि अनौपचारिक उद्यमों के आँकड़े देशों में एकसमान रूप से एकत्र या तुलनीय नहीं किए जा सकते।","context":null,"contextHi":null,"options":[{"key":"a","text":"Both A and R are true, and R correctly explains A.","textHi":"A और R दोनों सत्य हैं और R, A की सही व्याख्या है।","imageUrl":null},{"key":"b","text":"Both A and R are true, but R does not explain A.","textHi":"A और R दोनों सत्य हैं, परंतु R व्याख्या नहीं करता।","imageUrl":null},{"key":"c","text":"A is true, but R is false.","textHi":"A सत्य है, परंतु R असत्य है।","imageUrl":null},{"key":"d","text":"A is false, but R is true.","textHi":"A असत्य है, परंतु R सत्य है।","imageUrl":null}],"correct":"a","sol":"EoDB — informal sector (A–R)\nThe World Bank’s EoDB Index measured how regulations affect REGISTERED businesses only — informal sectors were excluded — A is true.\nInformal enterprises are unregistered and vary hugely across countries, so their data cannot be uniformly collected or compared — R is true.\nThat data problem is exactly WHY they were left out — R explains A.\nHence option (a).","solHi":"विश्व बैंक का EoDB सूचकांक केवल पंजीकृत व्यवसायों पर नियमों का प्रभाव मापता था — अनौपचारिक क्षेत्र बाहर थे — A सत्य।\nअनौपचारिक उद्यम अपंजीकृत होते हैं और देशों में बहुत भिन्न — उनके आँकड़े एकसमान रूप से एकत्र/तुलनीय नहीं — R सत्य।\nयही डेटा-समस्या उन्हें बाहर रखने का कारण थी — R, A की व्याख्या करता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":446,"n":46,"subject":"General Awareness","stem":"In what major way is Indian Railways working to reduce its carbon footprint?","stemHi":"भारतीय रेल अपने कार्बन फुटप्रिंट को कम करने के लिए प्रमुख रूप से क्या कर रही है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Switching back to coal-powered locomotives","textHi":"कोयला-चालित इंजनों की ओर लौटना","imageUrl":null},{"key":"b","text":"Increasing dependence on road transport for freight","textHi":"माल ढुलाई के लिए सड़क परिवहन पर निर्भरता बढ़ाना","imageUrl":null},{"key":"c","text":"Electrifying broad-gauge routes and adopting renewable energy sources","textHi":"ब्रॉड-गेज मार्गों का विद्युतीकरण और नवीकरणीय ऊर्जा अपनाना","imageUrl":null},{"key":"d","text":"Discontinuing passenger train operations","textHi":"यात्री ट्रेन सेवाएँ बंद करना","imageUrl":null}],"correct":"c","sol":"Railways — carbon footprint\nIndian Railways targets net-zero carbon emissions (Mission 2030).\nIts main route: near-100% ELECTRIFICATION of broad-gauge lines plus solar and wind power for traction.\nThis replaces diesel locomotives and cuts fossil-fuel use at scale.\nHence option (c).","solHi":"भारतीय रेल का लक्ष्य नेट-ज़ीरो कार्बन उत्सर्जन (मिशन 2030) है।\nमुख्य मार्ग: ब्रॉड-गेज लाइनों का लगभग शत-प्रतिशत विद्युतीकरण तथा कर्षण हेतु सौर व पवन ऊर्जा।\nइससे डीज़ल इंजन हटते हैं और जीवाश्म-ईंधन का उपयोग बड़े पैमाने पर घटता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":447,"n":47,"subject":"General Awareness","stem":"Read the following Assertion (A) and Reason (R) carefully and select the correct answer:\nAssertion (A): The Mahalanobis model focused on developing heavy industries and capital goods sectors.\nReason (R): This approach aimed to build a self-reliant industrial base for sustained long-term growth.","stemHi":"निम्न अभिकथन (A) और कारण (R) ध्यानपूर्वक पढ़कर सही उत्तर चुनिए:\nअभिकथन (A): महालनोबिस मॉडल भारी उद्योगों और पूंजीगत वस्तु क्षेत्रों के विकास पर केंद्रित था।\nकारण (R): इस दृष्टिकोण का उद्देश्य दीर्घकालिक सतत विकास के लिए आत्मनिर्भर औद्योगिक आधार तैयार करना था।","context":null,"contextHi":null,"options":[{"key":"a","text":"Both A and R are true, and R correctly explains A.","textHi":"A और R दोनों सत्य हैं और R, A की सही व्याख्या है।","imageUrl":null},{"key":"b","text":"Both A and R are true, but R does not correctly explain A.","textHi":"A और R दोनों सत्य हैं, परंतु R सही व्याख्या नहीं है।","imageUrl":null},{"key":"c","text":"A is true, but R is false.","textHi":"A सत्य है, परंतु R असत्य है।","imageUrl":null},{"key":"d","text":"A is false, but R is true.","textHi":"A असत्य है, परंतु R सत्य है।","imageUrl":null}],"correct":"a","sol":"Mahalanobis model (A–R)\nThe Mahalanobis model shaped the Second Five-Year Plan (1956-61), prioritising heavy industries and capital goods (steel, machinery) — A is true.\nIts logic: build machines that make machines, creating a self-reliant industrial base for long-term growth — R is true.\nThat self-reliance goal is precisely why heavy industry was prioritised — R explains A.\nHence option (a).","solHi":"महालनोबिस मॉडल ने द्वितीय पंचवर्षीय योजना (1956-61) को आकार दिया — भारी उद्योग व पूंजीगत वस्तुओं (इस्पात, मशीनरी) को प्राथमिकता — A सत्य।\nतर्क था: मशीनें बनाने वाली मशीनें बनाओ — दीर्घकालिक विकास हेतु आत्मनिर्भर औद्योगिक आधार — R सत्य।\nयही आत्मनिर्भरता-लक्ष्य भारी उद्योग की प्राथमिकता का कारण था — R, A की व्याख्या करता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":448,"n":48,"subject":"General Awareness","stem":"As per the Indian Constitution, which Article designates Hindi in the Devanagari script as the official language of the Union?","stemHi":"भारतीय संविधान के अनुसार कौन-सा अनुच्छेद देवनागरी लिपि में हिंदी को संघ की राजभाषा घोषित करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Article 351","textHi":"अनुच्छेद 351","imageUrl":null},{"key":"b","text":"Article 343","textHi":"अनुच्छेद 343","imageUrl":null},{"key":"c","text":"Article 344","textHi":"अनुच्छेद 344","imageUrl":null},{"key":"d","text":"Article 348","textHi":"अनुच्छेद 348","imageUrl":null}],"correct":"b","sol":"Article 343\nArticle 343(1) declares: the official language of the Union shall be Hindi in Devanagari script.\nIt also prescribes the international form of Indian numerals for official purposes.\n(Art 351 is the directive for Hindi’s development; Art 344 creates the Official Language Commission.)\nHence option (b).","solHi":"अनुच्छेद 343(1) घोषित करता है: संघ की राजभाषा देवनागरी लिपि में हिंदी होगी।\nयह शासकीय प्रयोजनों हेतु भारतीय अंकों का अंतरराष्ट्रीय रूप भी निर्धारित करता है।\n(अनु. 351 हिंदी के विकास का निदेश है; अनु. 344 राजभाषा आयोग बनाता है।)\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":449,"n":49,"subject":"General Awareness","stem":"Which of the following correctly associates major geological formations with their respective tectonic plate boundary types?\n1. Mid-ocean ridge\n2. Mariana Trench\n3. San Andreas Fault","stemHi":"निम्न में से कौन-सा विकल्प प्रमुख भूवैज्ञानिक संरचनाओं को उनके प्लेट सीमा-प्रकारों से सही जोड़ता है?\n1. मध्य-महासागरीय कटक\n2. मारियाना गर्त\n3. सैन ऐंड्रियास भ्रंश","context":null,"contextHi":null,"options":[{"key":"a","text":"1-Convergent, 2-Divergent, 3-Transform","textHi":"1-अभिसारी, 2-अपसारी, 3-रूपांतर","imageUrl":null},{"key":"b","text":"1-Divergent, 2-Convergent, 3-Transform","textHi":"1-अपसारी, 2-अभिसारी, 3-रूपांतर","imageUrl":null},{"key":"c","text":"1-Transform, 2-Convergent, 3-Divergent","textHi":"1-रूपांतर, 2-अभिसारी, 3-अपसारी","imageUrl":null},{"key":"d","text":"1-Divergent, 2-Transform, 3-Convergent","textHi":"1-अपसारी, 2-रूपांतर, 3-अभिसारी","imageUrl":null}],"correct":"b","sol":"Plate boundaries\nMid-ocean ridges form where plates MOVE APART and new crust wells up — divergent boundary.\nThe Mariana Trench forms where the Pacific plate SUBDUCTS — convergent boundary.\nThe San Andreas Fault has plates SLIDING PAST each other — transform boundary.\nSo 1-Divergent, 2-Convergent, 3-Transform — option (b).","solHi":"मध्य-महासागरीय कटक वहाँ बनते हैं जहाँ प्लेटें दूर हटती हैं और नई पर्पटी ऊपर आती है — अपसारी सीमा।\nमारियाना गर्त वहाँ बनता है जहाँ प्रशांत प्लेट क्षेपित (subduct) होती है — अभिसारी सीमा।\nसैन ऐंड्रियास भ्रंश में प्लेटें एक-दूसरे के साथ सरकती हैं — रूपांतर सीमा।\nअतः 1-अपसारी, 2-अभिसारी, 3-रूपांतर — विकल्प (b)।","pos":2,"neg":0.5},{"id":450,"n":50,"subject":"General Awareness","stem":"Examine the following statements regarding All India Services:\n1. The Parliament may establish new All India Services if approved by the Rajya Sabha.\n2. Article 312 explicitly includes 'Security Services' within the All India Services framework.","stemHi":"अखिल भारतीय सेवाओं संबंधी निम्न कथनों की जाँच कीजिए:\n1. राज्य सभा की स्वीकृति पर संसद नई अखिल भारतीय सेवाएँ स्थापित कर सकती है।\n2. अनुच्छेद 312 अखिल भारतीय सेवा ढाँचे में स्पष्ट रूप से सुरक्षा सेवाओं को शामिल करता है।","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":"Both 1 and 2","textHi":"1 और 2 दोनों","imageUrl":null},{"key":"d","text":"Neither 1 nor 2","textHi":"न 1 न 2","imageUrl":null}],"correct":"a","sol":"Article 312 — AIS\nUnder Article 312(1), Parliament can create a new All India Service if the Rajya Sabha passes a resolution by a two-thirds majority declaring it in the national interest — Statement 1 correct.\nArticle 312 mentions no 'Security Services'; it covers services common to the Union and States (IAS, IPS, IFoS) — Statement 2 wrong.\nThe Rajya Sabha route protects state interests, since AIS officers serve both levels.\nHence Only 1 — option (a).","solHi":"अनुच्छेद 312(1) के अंतर्गत राज्य सभा के दो-तिहाई बहुमत से राष्ट्रहित का संकल्प पारित होने पर संसद नई अखिल भारतीय सेवा बना सकती है — कथन 1 सही।\nअनुच्छेद 312 में 'सुरक्षा सेवाओं' का कोई उल्लेख नहीं; यह संघ-राज्य दोनों की साझी सेवाओं (IAS, IPS, IFoS) को समेटता है — कथन 2 गलत।\nराज्य सभा वाला मार्ग राज्यों के हित सुरक्षित रखता है, क्योंकि AIS अधिकारी दोनों स्तरों पर सेवा देते हैं।\nअतः केवल 1 — विकल्प (a)।","pos":2,"neg":0.5},{"id":451,"n":51,"subject":"Quantitative Aptitude","stem":"If P : Q = 7 : 5, Q : R = 2 : 3, and R : S = 4 : 5, find the ratio P : S.","stemHi":"यदि P : Q = 7 : 5, Q : R = 2 : 3 और R : S = 4 : 5 है, तो P : S ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"28 : 25","textHi":null,"imageUrl":null},{"key":"b","text":"56 : 75","textHi":null,"imageUrl":null},{"key":"c","text":"30 : 25","textHi":null,"imageUrl":null},{"key":"d","text":"70 : 56","textHi":null,"imageUrl":null}],"correct":"b","sol":"Chained ratios\n $\"figure\"/$ \nChain through the common terms: P : Q : R : S.\nP:Q = 7:5, Q:R = 2:3 ⇒ P:Q:R = 14:10:15; with R:S = 4:5 (×

\frac{15}{4}

) ⇒ S =

\frac{75}{4}

units.\nMultiply all by 4: P : Q : R : S = 56 : 40 : 60 : 75.\nP : S = 56 : 75 — option (b).","solHi":" $\"figure\"/$ \nसाझे पदों से जोड़िए: P : Q : R : S।\nP:Q = 7:5, Q:R = 2:3 ⇒ P:Q:R = 14:10:15; R:S = 4:5 (×

\frac{15}{4}

) ⇒ S =

\frac{75}{4}

इकाई।\nसबको 4 से गुणा: P : Q : R : S = 56 : 40 : 60 : 75।\nP : S = 56 : 75 — विकल्प (b)।","pos":2,"neg":0.5},{"id":452,"n":52,"subject":"Quantitative Aptitude","stem":"Simplify: (

\frac{8}{5}

\frac{14}{5}

) × (

\frac{10}{7}

\frac{4}{3}

)","stemHi":"सरल कीजिए: (

\frac{8}{5}

\frac{14}{5}

) × (

\frac{10}{7}

\frac{4}{3}

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

\frac{120}{196}

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

\frac{180}{196}

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

\frac{196}{180}

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

\frac{150}{360}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$28","solHi":"$29","pos":2,"neg":0.5},{"id":453,"n":53,"subject":"Quantitative Aptitude","stem":"Simplify: (3.5 +

\frac{3}{8}

) − (

\frac{9}{5}

× 1.25)","stemHi":"सरल कीजिए: (3.5 +

\frac{3}{8}

) − (

\frac{9}{5}

× 1.25)","context":null,"contextHi":null,"options":[{"key":"a","text":"3.4418","textHi":null,"imageUrl":null},{"key":"b","text":"1.625","textHi":null,"imageUrl":null},{"key":"c","text":"4.5526","textHi":null,"imageUrl":null},{"key":"d","text":"7.5526","textHi":null,"imageUrl":null}],"correct":"b","sol":"Decimal–fraction mix\nFirst bracket: 3.5 + 0.375 = 3.875.\nSecond bracket:

\frac{9}{5}

= 1.8, and 1.8 × 1.25 = 2.25.\nSubtract: 3.875 − 2.25 = 1.625.\nHence option (b).","solHi":"पहला कोष्ठक: 3.5 + 0.375 = 3.875।\nदूसरा कोष्ठक:

\frac{9}{5}

= 1.8 और 1.8 × 1.25 = 2.25।\nघटाइए: 3.875 − 2.25 = 1.625।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":454,"n":54,"subject":"Quantitative Aptitude","stem":"Simplify: ((1.5 +

\frac{1}{6}

) ÷ (2.25 −

\frac{1}{3}

)) + 0.8","stemHi":"सरल कीजिए: ((1.5 +

\frac{1}{6}

) ÷ (2.25 −

\frac{1}{3}

)) + 0.8","context":null,"contextHi":null,"options":[{"key":"a","text":"1.88","textHi":null,"imageUrl":null},{"key":"b","text":"2.88","textHi":null,"imageUrl":null},{"key":"c","text":"4.88","textHi":null,"imageUrl":null},{"key":"d","text":"1.66","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2a","solHi":"$2b","pos":2,"neg":0.5},{"id":455,"n":55,"subject":"Quantitative Aptitude","stem":"A container holds a mixture of three liquids P, Q, and R in ratio 4 : 6 : 10. If 6 liters of liquid P, 12 liters of liquid Q, and a certain amount of liquid R are added to the container, the new ratio of liquids P, Q, and R becomes 6 : 10 : 16. Find the quantity (in liters) of liquid R added.","stemHi":"एक पात्र में तीन द्रव P, Q और R का मिश्रण 4 : 6 : 10 के अनुपात में है। यदि 6 लीटर P, 12 लीटर Q और कुछ मात्रा में R मिलाया जाता है, तो नया अनुपात 6 : 10 : 16 हो जाता है। मिलाए गए R की मात्रा (लीटर में) ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"12 liters","textHi":"12 लीटर","imageUrl":null},{"key":"b","text":"18 liters","textHi":"18 लीटर","imageUrl":null},{"key":"c","text":"16 liters","textHi":"16 लीटर","imageUrl":null},{"key":"d","text":"10 liters","textHi":"10 लीटर","imageUrl":null}],"correct":"b","sol":"Mixture — ratio update\n $\"figure\"/$ \nLet the initial amounts be 4k, 6k, 10k litres.\nNew ratio:

\frac{4 k + 6}{6}

\frac{6 k + 12}{10}

⇒ 40k + 60 = 36k + 72 ⇒ 4k = 12 ⇒ k = 3.\nNew P = 18 L = 6 units ⇒ 1 unit = 3 L ⇒ new R = 16 × 3 = 48 L.\nOld R = 30 L, so R added = 48 − 30 = 18 litres — option (b).","solHi":" $\"figure\"/$ \nमान लीजिए प्रारंभिक मात्राएँ 4k, 6k, 10k लीटर हैं।\nनया अनुपात:

\frac{4 k + 6}{6}

\frac{6 k + 12}{10}

⇒ 40k + 60 = 36k + 72 ⇒ 4k = 12 ⇒ k = 3।\nनया P = 18 L = 6 इकाई ⇒ 1 इकाई = 3 L ⇒ नया R = 16 × 3 = 48 L।\nपुराना R = 30 L, अतः मिलाया गया R = 48 − 30 = 18 लीटर — विकल्प (b)।","pos":2,"neg":0.5},{"id":456,"n":56,"subject":"Quantitative Aptitude","stem":"Ashish started a business with a sum of ₹60,000. Sachin joined him 8 months later with a sum of ₹35,000. At what respective ratio will the two share the profit after two years?","stemHi":"आशीष ने ₹60,000 से व्यवसाय शुरू किया। सचिन 8 माह बाद ₹35,000 लेकर जुड़ा। दो वर्ष बाद वे लाभ किस अनुपात में बाँटेंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"5 : 7","textHi":null,"imageUrl":null},{"key":"b","text":"14 : 7","textHi":null,"imageUrl":null},{"key":"c","text":"16 : 7","textHi":null,"imageUrl":null},{"key":"d","text":"18 : 7","textHi":null,"imageUrl":null}],"correct":"d","sol":"Partnership — 2 years\n $\"figure\"/$ \nTwo years = 24 months; Sachin’s money worked 24 − 8 = 16 months.\nAshish: 60,000 × 24 = 14,40,000 capital-months.\nSachin: 35,000 × 16 = 5,60,000 capital-months.\nRatio = 1440 : 560 = 18 : 7 — option (d).","solHi":" $\"figure\"/$ \nदो वर्ष = 24 माह; सचिन की पूँजी 24 − 8 = 16 माह लगी।\nआशीष: 60,000 × 24 = 14,40,000 पूँजी-माह।\nसचिन: 35,000 × 16 = 5,60,000 पूँजी-माह।\nअनुपात = 1440 : 560 = 18 : 7 — विकल्प (d)।","pos":2,"neg":0.5},{"id":457,"n":57,"subject":"Quantitative Aptitude","stem":"The average weight of 13 people is 65 kg. If one person leaves and the new average becomes 65.5 kg, what is the weight of the person who left?","stemHi":"13 व्यक्तियों का औसत वजन 65 kg है। यदि एक व्यक्ति चला जाता है और नया औसत 65.5 kg हो जाता है, तो जाने वाले व्यक्ति का वजन क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"59","textHi":null,"imageUrl":null},{"key":"b","text":"65","textHi":null,"imageUrl":null},{"key":"c","text":"70","textHi":null,"imageUrl":null},{"key":"d","text":"64","textHi":null,"imageUrl":null}],"correct":"a","sol":"Average — person leaves\n $\"figure\"/$ \nTotal of 13 people = 13 × 65 = 845 kg.\nTotal of remaining 12 = 12 × 65.5 = 786 kg.\nWeight of the person who left = 845 − 786 = 59 kg.\nHence option (a).","solHi":" $\"figure\"/$ \n13 व्यक्तियों का योग = 13 × 65 = 845 kg।\nशेष 12 का योग = 12 × 65.5 = 786 kg।\nजाने वाले व्यक्ति का वजन = 845 − 786 = 59 kg।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":458,"n":58,"subject":"Quantitative Aptitude","stem":"$2c","stemHi":"$2d","context":null,"contextHi":null,"options":[{"key":"a","text":"₹63.5","textHi":null,"imageUrl":null},{"key":"b","text":"₹67.25","textHi":null,"imageUrl":null},{"key":"c","text":"₹65.75","textHi":null,"imageUrl":null},{"key":"d","text":"₹65","textHi":null,"imageUrl":null}],"correct":"b","sol":"Table — average of Q\nWeekly Sales (in ₹000). Pick out Q’s four values: 75, 64, 62, 68.\nSum = 75 + 64 + 62 + 68 = 269.\nAverage =

\frac{269}{4}

= 67.25.\nHence ₹67.25 (thousand) — option (b).","solHi":"साप्ताहिक बिक्री (₹000 में)। Q के चारों मान चुनिए: 75, 64, 62, 68।\nयोग = 75 + 64 + 62 + 68 = 269।\nऔसत =

\frac{269}{4}

= 67.25।\nअतः ₹67.25 (हजार) — विकल्प (b)।","pos":2,"neg":0.5},{"id":459,"n":59,"subject":"Quantitative Aptitude","stem":"At what amount will ₹50,000 become after 3 years at 10% compound interest per annum?","stemHi":"₹50,000 की राशि 10% वार्षिक चक्रवृद्धि ब्याज पर 3 वर्ष बाद कितनी हो जाएगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹60,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹65,500","textHi":null,"imageUrl":null},{"key":"c","text":"₹66,550","textHi":null,"imageUrl":null},{"key":"d","text":"₹67,000","textHi":null,"imageUrl":null}],"correct":"c","sol":"CI — 3 years\n $\"figure\"/$ \nAmount = P(1 +

\frac{r}{100}

)ⁿ = 50,000 × (1.1)³.\n(1.1)³ = 1.331.\n50,000 × 1.331 = 66,550.\nHence ₹66,550 — option (c).","solHi":" $\"figure\"/$ \nमिश्रधन = P(1 +

\frac{r}{100}

)ⁿ = 50,000 × (1.1)³।\n(1.1)³ = 1.331।\n50,000 × 1.331 = 66,550।\nअतः ₹66,550 — विकल्प (c)।","pos":2,"neg":0.5},{"id":460,"n":60,"subject":"Quantitative Aptitude","stem":"The ratio of the profit to the cost price of a product is 3 : 8. What is the ratio of its selling price to its profit?","stemHi":"किसी उत्पाद के लाभ और क्रय मूल्य का अनुपात 3 : 8 है। उसके विक्रय मूल्य और लाभ का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"7 : 2","textHi":null,"imageUrl":null},{"key":"b","text":"11 : 10","textHi":null,"imageUrl":null},{"key":"c","text":"5 : 15","textHi":null,"imageUrl":null},{"key":"d","text":"11 : 3","textHi":null,"imageUrl":null}],"correct":"d","sol":"Profit:CP ratio\n $\"figure\"/$ \nLet profit = 3 units and CP = 8 units.\nSP = CP + profit = 8 + 3 = 11 units.\nSP : profit = 11 : 3.\nHence option (d).","solHi":" $\"figure\"/$ \nमान लीजिए लाभ = 3 इकाई और क्रय मूल्य = 8 इकाई।\nविक्रय मूल्य = CP + लाभ = 8 + 3 = 11 इकाई।\nSP : लाभ = 11 : 3।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":461,"n":61,"subject":"Quantitative Aptitude","stem":"A mobile shop owner buys 10 boxes of mobiles for the price of 8 boxes from a wholesaler. If he sells each box at a 2% discount on its marked price, what is his profit percentage?","stemHi":"एक मोबाइल दुकानदार थोक विक्रेता से 8 बक्सों की कीमत पर 10 बक्स खरीदता है। यदि वह प्रत्येक बक्स अंकित मूल्य पर 2% छूट देकर बेचता है, तो उसका लाभ प्रतिशत क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"10%","textHi":null,"imageUrl":null},{"key":"b","text":"24.36%","textHi":null,"imageUrl":null},{"key":"c","text":"22.5%","textHi":null,"imageUrl":null},{"key":"d","text":"23.86%","textHi":null,"imageUrl":null}],"correct":"c","sol":"Boxes — profit%\n $\"figure\"/$ \nTake the marked price of each box as ₹M — the wholesale list price.\nCP of 10 boxes = price of 8 boxes = 8M; SP of 10 boxes at 2% discount = 10 × 0.98M = 9.8M.\nProfit = 9.8M − 8M = 1.8M on 8M.\nProfit% =

\frac{1.8}{8}

× 100 = 22.5% — option (c).","solHi":" $\"figure\"/$ \nहर बक्से का अंकित मूल्य ₹M लीजिए — थोक सूची-मूल्य।\n10 बक्सों का CP = 8 बक्सों की कीमत = 8M; 2% छूट पर 10 बक्सों का SP = 10 × 0.98M = 9.8M।\nलाभ = 9.8M − 8M = 1.8M, आधार 8M पर।\nलाभ% =

\frac{1.8}{8}

× 100 = 22.5% — विकल्प (c)।","pos":2,"neg":0.5},{"id":462,"n":62,"subject":"Quantitative Aptitude","stem":"A fruit seller offers mangoes to a retailer at a 30% discount on the marked price. However, they charge an additional 5% on the discounted price for shipping. The retailer sells the mangoes for ₹1620 more, earning a profit of 40%. What was the marked price of the mangoes?","stemHi":"एक फल विक्रेता खुदरा व्यापारी को अंकित मूल्य पर 30% छूट पर आम देता है, पर छूट वाली कीमत पर 5% अतिरिक्त शिपिंग लेता है। खुदरा व्यापारी आम ₹1620 अधिक में बेचकर 40% लाभ कमाता है। आमों का अंकित मूल्य क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹5,510.20","textHi":null,"imageUrl":null},{"key":"b","text":"₹9,254.62","textHi":null,"imageUrl":null},{"key":"c","text":"₹8,181.82","textHi":null,"imageUrl":null},{"key":"d","text":"₹20,654.67","textHi":null,"imageUrl":null}],"correct":"a","sol":"Discount + shipping → MP\n $\"figure\"/$ \nRetailer’s cost = M × 0.70 × 1.05 = 0.735M.\nSelling ₹1620 MORE means the profit itself is ₹1620, at a 40% rate.\nSo 0.40 × 0.735M = 1620 ⇒ 0.294M = 1620.\nM =

\frac{1620}{0.294}

≈ ₹5,510.20 — option (a).","solHi":" $\"figure\"/$ \nखुदरा व्यापारी की लागत = M × 0.70 × 1.05 = 0.735M।\n₹1620 अधिक में बेचने का अर्थ — लाभ स्वयं ₹1620 है, दर 40% पर।\nअतः 0.40 × 0.735M = 1620 ⇒ 0.294M = 1620।\nM =

\frac{1620}{0.294}

≈ ₹5,510.20 — विकल्प (a)।","pos":2,"neg":0.5},{"id":463,"n":63,"subject":"Quantitative Aptitude","stem":"A cistern contains 200 liters of pure syrup. 20 liters of syrup are drawn out and replaced by water. Then, 20 liters of the mixture are drawn out and replaced by water again. What is the ratio of water to syrup in the final mixture?","stemHi":"एक टंकी में 200 लीटर शुद्ध सिरप है। 20 लीटर सिरप निकालकर पानी भरा जाता है। फिर 20 लीटर मिश्रण निकालकर फिर पानी भरा जाता है। अंतिम मिश्रण में पानी और सिरप का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"19 : 1","textHi":null,"imageUrl":null},{"key":"b","text":"19 : 14","textHi":null,"imageUrl":null},{"key":"c","text":"19 : 81","textHi":null,"imageUrl":null},{"key":"d","text":"18 : 19","textHi":null,"imageUrl":null}],"correct":"c","sol":"Replacement — two draws\n $\"figure\"/$ \nEach draw removes

\frac{20}{200}

\frac{1}{10}

of whatever syrup is present.\nSyrup left after two replacements = 200 × (1 −

\frac{1}{10}

)² = 200 ×

\frac{81}{100}

= 162 L.\nWater = 200 − 162 = 38 L.\nWater : Syrup = 38 : 162 = 19 : 81 — option (c).","solHi":" $\"figure\"/$ \nहर निकासी उपस्थित सिरप का

\frac{20}{200}

\frac{1}{10}

भाग हटाती है।\nदो प्रतिस्थापनों के बाद सिरप = 200 × (1 −

\frac{1}{10}

)² = 200 ×

\frac{81}{100}

= 162 L।\nपानी = 200 − 162 = 38 L।\nपानी : सिरप = 38 : 162 = 19 : 81 — विकल्प (c)।","pos":2,"neg":0.5},{"id":464,"n":64,"subject":"Quantitative Aptitude","stem":"A metal sphere having a radius of 20 centimeters is melted down and molded into 64 identical smaller solid spheres. What is the ratio of the surface area of the original sphere to the total surface area of all 64 smaller spheres?","stemHi":"20 cm त्रिज्या वाले एक धातु गोले को पिघलाकर 64 समान छोटे ठोस गोले बनाए जाते हैं। मूल गोले के पृष्ठीय क्षेत्रफल और सभी 64 छोटे गोलों के कुल पृष्ठीय क्षेत्रफल का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 : 2","textHi":null,"imageUrl":null},{"key":"b","text":"2 : 1","textHi":null,"imageUrl":null},{"key":"c","text":"1 : 4","textHi":null,"imageUrl":null},{"key":"d","text":"1 : 1","textHi":null,"imageUrl":null}],"correct":"c","sol":"Sphere → 64 spheres (SA)\n $\"figure\"/$ \nVolume is conserved: 64 × r³ = 20³ ⇒ r³ =

\frac{8000}{64}

= 125 ⇒ r = 5 cm.\nOriginal SA = 4π × 20² = 1600π.\nTotal small SA = 64 × 4π × 5² = 6400π.\nRatio = 1600 : 6400 = 1 : 4 — option (c).","solHi":" $\"figure\"/$ \nआयतन संरक्षित: 64 × r³ = 20³ ⇒ r³ =

\frac{8000}{64}

= 125 ⇒ r = 5 cm।\nमूल SA = 4π × 20² = 1600π।\nछोटे गोलों का कुल SA = 64 × 4π × 5² = 6400π।\nअनुपात = 1600 : 6400 = 1 : 4 — विकल्प (c)।","pos":2,"neg":0.5},{"id":465,"n":65,"subject":"Quantitative Aptitude","stem":"How many hemispheres with a radius of 6 cm can be produced by melting down a hemisphere with a radius of 24 cm?","stemHi":"24 cm त्रिज्या के अर्धगोले को पिघलाकर 6 cm त्रिज्या के कितने अर्धगोले बनाए जा सकते हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"32","textHi":null,"imageUrl":null},{"key":"b","text":"64","textHi":null,"imageUrl":null},{"key":"c","text":"12","textHi":null,"imageUrl":null},{"key":"d","text":"54","textHi":null,"imageUrl":null}],"correct":"b","sol":"Hemisphere melting\n $\"figure\"/$ \nVolume of a hemisphere ∝ r³, so count = (

\frac{24}{6}

)³.\n

\frac{24}{6}

= 4.\n4³ = 64.\nHence 64 — option (b).","solHi":" $\"figure\"/$ \nअर्धगोले का आयतन ∝ r³, अतः संख्या = (

\frac{24}{6}

)³।\n

\frac{24}{6}

= 4।\n4³ = 64।\nअतः 64 — विकल्प (b)।","pos":2,"neg":0.5},{"id":466,"n":66,"subject":"Quantitative Aptitude","stem":"A cylinder and hemisphere have the same radius. Their combined height is 35 cm. If the cylinder and hemisphere have equal volumes, find the radius.","stemHi":"एक बेलन और अर्धगोले की त्रिज्या समान है। उनकी संयुक्त ऊँचाई 35 cm है। यदि बेलन और अर्धगोले के आयतन बराबर हैं, तो त्रिज्या ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"14 cm","textHi":null,"imageUrl":null},{"key":"b","text":"13 cm","textHi":null,"imageUrl":null},{"key":"c","text":"10 cm","textHi":null,"imageUrl":null},{"key":"d","text":"21 cm","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2e","solHi":"$2f","pos":2,"neg":0.5},{"id":467,"n":67,"subject":"Quantitative Aptitude","stem":"A pyramid has a base area of 120 cm² and height 18 cm. What is its volume?","stemHi":"एक पिरामिड का आधार क्षेत्रफल 120 cm² और ऊँचाई 18 cm है। इसका आयतन क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"720 cm³","textHi":null,"imageUrl":null},{"key":"b","text":"780 cm³","textHi":null,"imageUrl":null},{"key":"c","text":"540 cm³","textHi":null,"imageUrl":null},{"key":"d","text":"460 cm³","textHi":null,"imageUrl":null}],"correct":"a","sol":"Pyramid volume\n $\"figure\"/$ \nVolume of a pyramid =

\frac{1}{3}

× base area × height.\n=

\frac{1}{3}

× 120 × 18.\n= 40 × 18 = 720.\nHence 720 cm³ — option (a).","solHi":" $\"figure\"/$ \nपिरामिड का आयतन =

\frac{1}{3}

× आधार क्षेत्रफल × ऊँचाई।\n=

\frac{1}{3}

× 120 × 18।\n= 40 × 18 = 720।\nअतः 720 cm³ — विकल्प (a)।","pos":2,"neg":0.5},{"id":468,"n":68,"subject":"Quantitative Aptitude","stem":"A circular disc of diameter 14 cm is inscribed inside an equilateral triangle. What is the approximate area of the remaining portion of the triangle?","stemHi":"14 cm व्यास की एक वृत्ताकार चकती एक समबाहु त्रिभुज के अंदर अंकित है। त्रिभुज के शेष भाग का अनुमानित क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"155.6 cm²","textHi":null,"imageUrl":null},{"key":"b","text":"168.2 cm²","textHi":null,"imageUrl":null},{"key":"c","text":"250.3 cm²","textHi":null,"imageUrl":null},{"key":"d","text":"100.56 cm²","textHi":null,"imageUrl":null}],"correct":"d","sol":"$30","solHi":"$31","pos":2,"neg":0.5},{"id":469,"n":69,"subject":"Quantitative Aptitude","stem":"In triangle PQR, medians PS, QT, and RU intersect at the centroid G. What is the ratio of the area of triangle GPQ to the area of triangle PQR?","stemHi":"त्रिभुज PQR में माध्यिकाएँ PS, QT और RU केंद्रक G पर मिलती हैं। त्रिभुज GPQ और त्रिभुज PQR के क्षेत्रफलों का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"2 : 1","textHi":null,"imageUrl":null},{"key":"b","text":"1 : 3","textHi":null,"imageUrl":null},{"key":"c","text":"3 : 1","textHi":null,"imageUrl":null},{"key":"d","text":"3 : 4","textHi":null,"imageUrl":null}],"correct":"b","sol":"Centroid — area split\n $\"figure\"/$ \nThe three medians of a triangle meet at the centroid G.\nThey divide the triangle into three triangles — GPQ, GQR, GRP — of EQUAL area.\nSo area(GPQ) =

\frac{1}{3}

× area(PQR).\nRatio = 1 : 3 — option (b).","solHi":" $\"figure\"/$ \nत्रिभुज की तीनों माध्यिकाएँ केंद्रक G पर मिलती हैं।\nये त्रिभुज को समान क्षेत्रफल के तीन त्रिभुजों — GPQ, GQR, GRP — में बाँटती हैं।\nअतः क्षेत्रफल(GPQ) =

\frac{1}{3}

× क्षेत्रफल(PQR)।\nअनुपात = 1 : 3 — विकल्प (b)।","pos":2,"neg":0.5},{"id":470,"n":70,"subject":"Quantitative Aptitude","stem":"In △PQR, a line segment DE is parallel to PQ, with D on PQ and E on QR. If the ratio of the area of △PDE to the area of the trapezoid DERQ is 4 : 21, what is the ratio of PD to DQ?","stemHi":"△PQR में रेखाखंड DE, PQ के समांतर है (D, PQ पर और E, QR पर)। यदि △PDE और समलंब DERQ के क्षेत्रफलों का अनुपात 4 : 21 है, तो PD : DQ क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"2 : 3","textHi":null,"imageUrl":null},{"key":"b","text":"2 : 7","textHi":null,"imageUrl":null},{"key":"c","text":"2 : 5","textHi":null,"imageUrl":null},{"key":"d","text":"4 : 7","textHi":null,"imageUrl":null}],"correct":"a","sol":"Similar △ — area ratio\n $\"figure\"/$ \nThe small triangle and the whole triangle are similar (DE parallel to the base).\nArea(small) : Area(whole) = 4 : (4 + 21) = 4 : 25.\nSides scale as the square root:

\sqrt{4}

\sqrt{25}

= 2 : 5 — so PD : (full side) = 2 : 5.\nPD : DQ = 2 : (5 − 2) = 2 : 3 — option (a).","solHi":" $\"figure\"/$ \nछोटा त्रिभुज और पूरा त्रिभुज समरूप हैं (DE आधार के समांतर)।\nक्षेत्रफल(छोटा) : क्षेत्रफल(पूरा) = 4 : (4 + 21) = 4 : 25।\nभुजाएँ वर्गमूल के अनुपात में:

\sqrt{4}

\sqrt{25}

= 2 : 5 — अतः PD : (पूरी भुजा) = 2 : 5।\nPD : DQ = 2 : (5 − 2) = 2 : 3 — विकल्प (a)।","pos":2,"neg":0.5},{"id":471,"n":71,"subject":"Quantitative Aptitude","stem":"A right triangle has sides 6, 8, and 10. A smaller triangle is drawn inside it with its vertices on the sides of the larger triangle, such that it is similar to the larger triangle. If its perimeter is 12, what is its area?","stemHi":"एक समकोण त्रिभुज की भुजाएँ 6, 8 और 10 हैं। उसके अंदर एक छोटा त्रिभुज बनाया जाता है जो बड़े त्रिभुज के समरूप है। यदि उसका परिमाप 12 है, तो उसका क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"3.5","textHi":null,"imageUrl":null},{"key":"b","text":"2.2","textHi":null,"imageUrl":null},{"key":"c","text":"3","textHi":null,"imageUrl":null},{"key":"d","text":"6","textHi":null,"imageUrl":null}],"correct":"d","sol":"$32","solHi":"$33","pos":2,"neg":0.5},{"id":472,"n":72,"subject":"Quantitative Aptitude","stem":"Two circles have radii of 12 cm and 5 cm. If the length of a direct common tangent is 24 cm, what is the distance between their centers?","stemHi":"दो वृत्तों की त्रिज्याएँ 12 cm और 5 cm हैं। यदि उनकी अनुप्रस्थ उभयनिष्ठ स्पर्श रेखा की लंबाई 24 cm है, तो उनके केंद्रों के बीच की दूरी क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"16 cm","textHi":null,"imageUrl":null},{"key":"b","text":"22 cm","textHi":null,"imageUrl":null},{"key":"c","text":"19 cm","textHi":null,"imageUrl":null},{"key":"d","text":"25 cm","textHi":null,"imageUrl":null}],"correct":"d","sol":"Direct common tangent\n $\"figure\"/$ \nFor a direct common tangent: L² = d² − (r₁ − r₂)².\n24² = d² − (12 − 5)² ⇒ 576 = d² − 49.\nd² = 625 ⇒ d = 25.\nHence 25 cm — option (d).","solHi":" $\"figure\"/$ \nअनुप्रस्थ उभयनिष्ठ स्पर्श रेखा हेतु: L² = d² − (r₁ − r₂)²।\n24² = d² − (12 − 5)² ⇒ 576 = d² − 49।\nd² = 625 ⇒ d = 25।\nअतः 25 cm — विकल्प (d)।","pos":2,"neg":0.5},{"id":473,"n":73,"subject":"Quantitative Aptitude","stem":"The distance between the centers of two circles is D. The lengths of their direct and transverse common tangents are P and Q, respectively. If P² + Q² = 400 and the sum of the squares of their radii is 200, what is the value of D?","stemHi":"दो वृत्तों के केंद्रों के बीच की दूरी D है। उनकी अनुप्रस्थ और तिर्यक उभयनिष्ठ स्पर्श रेखाओं की लंबाइयाँ क्रमशः P और Q हैं। यदि P² + Q² = 400 और त्रिज्याओं के वर्गों का योग 200 है, तो D का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"20","textHi":null,"imageUrl":null},{"key":"b","text":"20

\sqrt{2}

","textHi":null,"imageUrl":null},{"key":"c","text":"5

\sqrt{2}

","textHi":null,"imageUrl":null},{"key":"d","text":"30","textHi":null,"imageUrl":null}],"correct":"a","sol":"Tangents — P² + Q²\nFormulas: P² = D² − (r₁ − r₂)² and Q² = D² − (r₁ + r₂)².\nAdd them: P² + Q² = 2D² − [(r₁−r₂)² + (r₁+r₂)²] = 2D² − 2(r₁² + r₂²).\nSubstitute: 400 = 2D² − 2(200) ⇒ 2D² = 800 ⇒ D² = 400.\nD = 20 — option (a).","solHi":"सूत्र: P² = D² − (r₁ − r₂)² तथा Q² = D² − (r₁ + r₂)²।\nजोड़िए: P² + Q² = 2D² − [(r₁−r₂)² + (r₁+r₂)²] = 2D² − 2(r₁² + r₂²)।\nमान रखिए: 400 = 2D² − 2(200) ⇒ 2D² = 800 ⇒ D² = 400।\nD = 20 — विकल्प (a)।","pos":2,"neg":0.5},{"id":474,"n":74,"subject":"Quantitative Aptitude","stem":"Two parallel chords of a circle are 30 cm and 16 cm long. Both chords lie on the same side of the circle's center, and the distance between them is 7 cm. Find the diameter of the circle.","stemHi":"किसी वृत्त की दो समांतर जीवाएँ 30 cm और 16 cm लंबी हैं। दोनों जीवाएँ केंद्र के एक ही ओर हैं और उनके बीच की दूरी 7 cm है। वृत्त का व्यास ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"28 cm","textHi":null,"imageUrl":null},{"key":"b","text":"30 cm","textHi":null,"imageUrl":null},{"key":"c","text":"24 cm","textHi":null,"imageUrl":null},{"key":"d","text":"34 cm","textHi":null,"imageUrl":null}],"correct":"d","sol":"Parallel chords same side\n $\"figure\"/$ \nLet the 30 cm chord be x cm from the centre; the 16 cm chord is then (x + 7) cm away.\nSame radius: 15² + x² = 8² + (x + 7)².\n225 + x² = 64 + x² + 14x + 49 ⇒ 225 = 113 + 14x ⇒ x = 8.\nr² = 225 + 64 = 289 ⇒ r = 17, so diameter = 34 cm — option (d).","solHi":" $\"figure\"/$ \nमान लीजिए 30 cm जीवा केंद्र से x cm दूर है; 16 cm जीवा तब (x + 7) cm दूर होगी।\nसमान त्रिज्या: 15² + x² = 8² + (x + 7)²।\n225 + x² = 64 + x² + 14x + 49 ⇒ 225 = 113 + 14x ⇒ x = 8।\nr² = 225 + 64 = 289 ⇒ r = 17, अतः व्यास = 34 cm — विकल्प (d)।","pos":2,"neg":0.5},{"id":475,"n":75,"subject":"Quantitative Aptitude","stem":"What is the area of the segment formed by a chord in a circle of radius 14 cm, if the angle subtended at the center is 90°?","stemHi":"14 cm त्रिज्या वाले वृत्त में कोई जीवा केंद्र पर 90° का कोण अंतरित करती है। उससे बने वृत्तखंड का क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"84π − 49","textHi":null,"imageUrl":null},{"key":"b","text":"49π − 98","textHi":null,"imageUrl":null},{"key":"c","text":"60π − 72","textHi":null,"imageUrl":null},{"key":"d","text":"36π − 72","textHi":null,"imageUrl":null}],"correct":"b","sol":"Segment — 90°\n $\"figure\"/$ \nSegment area = sector area − triangle area.\nSector (90°) =

\frac{90}{360}

× π × 14² = 49π.\nTriangle =

\frac{1}{2}

× 14 × 14 = 98.\nSegment = 49π − 98 — option (b).","solHi":" $\"figure\"/$ \nवृत्तखंड क्षेत्रफल = त्रिज्यखंड − त्रिभुज।\nत्रिज्यखंड (90°) =

\frac{90}{360}

× π × 14² = 49π।\nत्रिभुज =

\frac{1}{2}

× 14 × 14 = 98।\nवृत्तखंड = 49π − 98 — विकल्प (b)।","pos":2,"neg":0.5},{"id":476,"n":76,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nShe is junior than him in experience.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"junior from him","textHi":null,"imageUrl":null},{"key":"b","text":"more junior than him","textHi":null,"imageUrl":null},{"key":"c","text":"junior to him","textHi":null,"imageUrl":null},{"key":"d","text":"younger to him","textHi":null,"imageUrl":null}],"correct":"c","sol":"Junior TO\nLatin-origin comparatives — junior, senior, superior, inferior, prior — take 'TO', never 'than'.\nCorrect: 'She is junior to him in experience.'\n'Junior from' and 'more junior than' are unidiomatic; 'younger to' changes the word itself.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":477,"n":77,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nShe said, "I am reading a novel right now."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"She said that she is reading a novel right now.","textHi":null,"imageUrl":null},{"key":"b","text":"She said that she was reading a novel at that time.","textHi":null,"imageUrl":null},{"key":"c","text":"She said she had been reading a novel right now.","textHi":null,"imageUrl":null},{"key":"d","text":"She said she reads a novel at that time.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Direct → indirect — continuous\nIn indirect speech, present continuous shifts to PAST continuous: am reading → was reading.\nThe time word also shifts: 'right now' → 'at that time'.\n'She said that she was reading a novel at that time.' ✓ — (a) keeps present, (c) wrongly uses past perfect with 'right now', (d) changes the tense.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":478,"n":78,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word:\nCarefree","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Tense","textHi":null,"imageUrl":null},{"key":"b","text":"Anxious","textHi":null,"imageUrl":null},{"key":"c","text":"Stressed","textHi":null,"imageUrl":null},{"key":"d","text":"Non-chalant","textHi":null,"imageUrl":null}],"correct":"d","sol":"Synonym — Carefree\n'Carefree' means free from anxiety or concern.\n'Non-chalant' means calm and relaxed — the same easy, unworried state.\nTense, anxious and stressed are all OPPOSITES of carefree.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":479,"n":79,"subject":"English Comprehension","stem":"Rearrange the following sentences to form a coherent paragraph:\n1. This practice involves using genetic material to identify individuals and establish relationships, offering unprecedented accuracy.\n2. Forensic science has been revolutionized by advancements in DNA profiling.\n3. Its applications range from solving cold cases and identifying disaster victims to exonerating wrongly accused individuals.\n4. Before DNA, forensic methods relied heavily on less precise evidence like fingerprints and eyewitness accounts.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2, 4, 1, 3","textHi":null,"imageUrl":null},{"key":"b","text":"4, 2, 1, 3","textHi":null,"imageUrl":null},{"key":"c","text":"2, 1, 4, 3","textHi":null,"imageUrl":null},{"key":"d","text":"1, 2, 3, 4","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — DNA profiling\nSentence 2 introduces the topic — DNA profiling revolutionising forensic science — so it opens.\nSentence 4 gives the background contrast — what forensics relied on BEFORE DNA.\nSentence 1 ('This practice involves…') then explains the technique, and sentence 3 lists its applications.\nOrder 2-4-1-3 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":480,"n":80,"subject":"English Comprehension","stem":"Fill in the blanks with the antonym of the bracketed word.\nHe favoured a ____ (quixotic) approach to the problem.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Romantic","textHi":null,"imageUrl":null},{"key":"b","text":"Visionary","textHi":null,"imageUrl":null},{"key":"c","text":"Pragmatic","textHi":null,"imageUrl":null},{"key":"d","text":"Idealistic","textHi":null,"imageUrl":null}],"correct":"c","sol":"Antonym — quixotic\n'Quixotic' means impractically idealistic — chasing noble but unrealistic dreams (from Don Quixote).\nIts antonym is 'pragmatic' — practical and grounded in reality.\nRomantic, visionary and idealistic all lean towards quixotic itself.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":481,"n":81,"subject":"English Comprehension","stem":"Choose the incorrect spelling.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Obfuscate","textHi":null,"imageUrl":null},{"key":"b","text":"Onomotopoeia","textHi":null,"imageUrl":null},{"key":"c","text":"Sesquipedalian","textHi":null,"imageUrl":null},{"key":"d","text":"Apathetic","textHi":null,"imageUrl":null}],"correct":"b","sol":"Incorrect spelling\nThe correct spelling is 'Onomatopoeia' — a word that imitates a sound (buzz, hiss).\n'Onomotopoeia' (with an o in place of the second a) is misspelt.\nObfuscate, sesquipedalian and apathetic are all spelt correctly.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":482,"n":82,"subject":"English Comprehension","stem":"Select the most appropriate homonym to fill in the blanks of the given sentences.\nShe reached for her ____ (1) mirror while sitting at the table to read the terms of the new peace ____ (2).","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"compact","textHi":null,"imageUrl":null},{"key":"b","text":"terms","textHi":null,"imageUrl":null},{"key":"c","text":"glass","textHi":null,"imageUrl":null},{"key":"d","text":"deal","textHi":null,"imageUrl":null}],"correct":"a","sol":"Homonym — compact\nA 'compact' (noun 1) is a small case with a mirror used for make-up.\nA 'compact' (noun 2) is a formal agreement between parties — 'a peace compact'.\nThe same word fits both blanks with different meanings — a true homonym; terms/glass/deal fit only one blank each.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":483,"n":83,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive 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":"Passive → active\nThe passive hides the doer, so the active form must supply a sensible subject.\n'Historians thought the artifact had been stolen during the renovation.' correctly turns 'was thought' into active 'thought' with the past-perfect passive belief preserved.\nOption (a) makes the artifact do the thinking, (c) stays passive, (d) drops the perfect aspect.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":484,"n":84,"subject":"English Comprehension","stem":"Select the correct one-word substitute for the following situation.\nShe experiences intense fear while speaking in public.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Anthophobia","textHi":null,"imageUrl":null},{"key":"b","text":"Sociophobia","textHi":null,"imageUrl":null},{"key":"c","text":"Ergophobia","textHi":null,"imageUrl":null},{"key":"d","text":"Glossophobia","textHi":null,"imageUrl":null}],"correct":"d","sol":"One-word — Glossophobia\n'Glossophobia' is the fear of PUBLIC SPEAKING (Greek glossa = tongue).\nAnthophobia is fear of flowers; ergophobia is fear of work.\nSociophobia is anxiety in social situations generally — not specifically of speaking on stage.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":485,"n":85,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nNot until the results were officially announced ____ the students celebrate.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"they did","textHi":null,"imageUrl":null},{"key":"b","text":"did they","textHi":null,"imageUrl":null},{"key":"c","text":"had they","textHi":null,"imageUrl":null},{"key":"d","text":"were they","textHi":null,"imageUrl":null}],"correct":"b","sol":"Inversion — Not until\nWhen a sentence OPENS with a negative phrase like 'Not until…', the main clause must invert.\nInversion pattern: auxiliary + subject — did they.\n'Not until the results were announced did they celebrate.' ✓\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":486,"n":86,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nThe scientist, ____ discovery changed the course of modern medicine, was awarded the Nobel Prize.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"who","textHi":null,"imageUrl":null},{"key":"b","text":"whom","textHi":null,"imageUrl":null},{"key":"c","text":"whose","textHi":null,"imageUrl":null},{"key":"d","text":"which","textHi":null,"imageUrl":null}],"correct":"c","sol":"Relative — whose\nThe blank must show POSSESSION — the discovery belongs to the scientist.\nThe possessive relative pronoun is 'whose'.\n'Who' is a subject, 'whom' an object, 'which' refers to things.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":487,"n":87,"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 professor postponed the discussion (1)/ until the research would be published (2)/ to maintain confidentiality (3)/ of the findings. (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":"Error — until + 'would'\nTime clauses with 'until' never take 'would/will'.\nCorrect: 'until the research was published' (or 'is published').\nPart (2) 'until the research would be published' carries the error.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":488,"n":88,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nDid the committee finalize the annual budget report?","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Has the annual budget report been finalized by the committee?","textHi":null,"imageUrl":null},{"key":"b","text":"Was the annual budget report being finalized by the committee?","textHi":null,"imageUrl":null},{"key":"c","text":"Was the annual budget report finalized by the committee?","textHi":null,"imageUrl":null},{"key":"d","text":"Is the annual budget report finalized by the committee?","textHi":null,"imageUrl":null}],"correct":"c","sol":"Interrogative passive\n'Did + finalize' is SIMPLE PAST interrogative.\nIts passive: Was + object + past participle — Was the report finalized by the committee?\nOption (a) shifts to present perfect, (b) to past continuous, (d) to present.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":489,"n":89,"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.\nWere she to have known about the danger (1)/ she might have taken (2)/ different precautions to ensure her safety (3)/ and avoid the unfortunate incident. (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":"Error — Were she to have\nFor an unreal PAST condition, the inverted form is 'Had she known…', not 'Were she to have known'.\n'Were she to…' points to a hypothetical FUTURE, which clashes with 'might have taken'.\nSo part (1) carries the error.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":490,"n":90,"subject":"English Comprehension","stem":"Choose the correct spelt word.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Mathod","textHi":null,"imageUrl":null},{"key":"b","text":"Municipel","textHi":null,"imageUrl":null},{"key":"c","text":"Mistrostful","textHi":null,"imageUrl":null},{"key":"d","text":"Myocardial","textHi":null,"imageUrl":null}],"correct":"d","sol":"Correct spelling\n'Myocardial' (relating to the heart muscle, as in myocardial infarction) is spelt correctly.\nThe others should be 'Method', 'Municipal' and 'Mistrustful'.\nOnly option (d) needs no correction.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":491,"n":91,"subject":"English Comprehension","stem":"Choose the correct one-word substitute for:\nA person who intentionally starts a fire in order to destroy or damage something.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Sabotage","textHi":null,"imageUrl":null},{"key":"b","text":"Arsonist","textHi":null,"imageUrl":null},{"key":"c","text":"Vandalism","textHi":null,"imageUrl":null},{"key":"d","text":"Burglar","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Arsonist\nA person who deliberately sets fire to property commits ARSON — he is an arsonist.\nSabotage and vandalism name the ACTS, not the person.\nA burglar breaks in to steal, not to burn.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":492,"n":92,"subject":"English Comprehension","stem":"According to the passage, the author views silence primarily as —","stemHi":null,"context":"$34","contextHi":null,"options":[{"key":"a","text":"A passive withdrawal from the world","textHi":null,"imageUrl":null},{"key":"b","text":"An essential component of understanding and awareness","textHi":null,"imageUrl":null},{"key":"c","text":"A sign of weakness or submission","textHi":null,"imageUrl":null},{"key":"d","text":"A threat to modern communication","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — view of silence\nThe passage calls silence 'not absence but essence' — the ground where reflection and clarity arise.\nIt says true understanding may lie in the spaces between words, and listening restores awareness.\nSo silence is an essential component of understanding and awareness.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":493,"n":93,"subject":"English Comprehension","stem":"The author implies that excessive speech or noise in modern life:","stemHi":null,"context":"$35","contextHi":null,"options":[{"key":"a","text":"Leads to deeper empathy","textHi":null,"imageUrl":null},{"key":"b","text":"Enhances creative thinking","textHi":null,"imageUrl":null},{"key":"c","text":"Fragmentizes experience and diminishes reflection","textHi":null,"imageUrl":null},{"key":"d","text":"Strengthens social harmony","textHi":null,"imageUrl":null}],"correct":"c","sol":"RC — excessive noise\nThe passage says language often FRACTURES experience into fragments that silence alone can reconcile.\nIt also pictures awareness as buried beneath the noise of modern life.\nSo excessive speech/noise fragments experience and reduces reflection.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":494,"n":94,"subject":"English Comprehension","stem":"Which of the following best captures the paradox of silence as discussed in the passage?","stemHi":null,"context":"$36","contextHi":null,"options":[{"key":"a","text":"Silence both conceals and reveals truth.","textHi":null,"imageUrl":null},{"key":"b","text":"Silence is the absence of emotion.","textHi":null,"imageUrl":null},{"key":"c","text":"Silence is meaningless without speech.","textHi":null,"imageUrl":null},{"key":"d","text":"Silence is superior to all forms of expression.","textHi":null,"imageUrl":null}],"correct":"a","sol":"RC — paradox\nThe passage shows silence working BOTH ways: it can soothe or wound, liberate or oppress.\nThe silence of complicity sustains injustice (conceals), while the silence of contemplation heals and clarifies (reveals).\nThat double nature — concealing and revealing truth — is the paradox.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":495,"n":95,"subject":"English Comprehension","stem":"What tone does the author primarily adopt in the passage?","stemHi":null,"context":"$37","contextHi":null,"options":[{"key":"a","text":"Reflective and philosophical","textHi":null,"imageUrl":null},{"key":"b","text":"Cynical and dismissive","textHi":null,"imageUrl":null},{"key":"c","text":"Playful and humorous","textHi":null,"imageUrl":null},{"key":"d","text":"Coldly analytical","textHi":null,"imageUrl":null}],"correct":"a","sol":"RC — tone\nThe author meditates on silence, quoting Lao Tzu and Wittgenstein.\nThe language is contemplative — weighing moral, emotional and philosophical dimensions.\nThere is no cynicism, humour or cold detachment.\nHence Reflective and philosophical — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":496,"n":96,"subject":"English Comprehension","stem":"In the context of the passage, the word anomaly most nearly means:","stemHi":null,"context":"$38","contextHi":null,"options":[{"key":"a","text":"A deviation from the norm","textHi":null,"imageUrl":null},{"key":"b","text":"A hidden truth","textHi":null,"imageUrl":null},{"key":"c","text":"A universal pattern","textHi":null,"imageUrl":null},{"key":"d","text":"A minor interruption","textHi":null,"imageUrl":null}],"correct":"a","sol":"RC — 'anomaly'\nThe opening line says silence 'has become an anomaly' in the contemporary world.\nThe idea: constant noise is now NORMAL, so silence stands out as unusual.\nAn anomaly is precisely a deviation from the norm.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":497,"n":97,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nHe do not likes to be disturbed while studying.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"do not like","textHi":null,"imageUrl":null},{"key":"b","text":"does not liked","textHi":null,"imageUrl":null},{"key":"c","text":"does not like","textHi":null,"imageUrl":null},{"key":"d","text":"is not liking","textHi":null,"imageUrl":null}],"correct":"c","sol":"does not like\nThe subject 'He' is third-person singular — the auxiliary must be 'does'.\nAfter 'does not', the main verb stays in its BASE form: like.\n'He does not like to be disturbed.' ✓ — (a) keeps 'do', (b) wrongly adds -ed, (d) misuses the continuous.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":498,"n":98,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nThe teacher said that the students had not submitted their assignments.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The teacher said, "The students have not submitted their assignments."","textHi":null,"imageUrl":null},{"key":"b","text":"The teacher said, "The students did not submit their assignments."","textHi":null,"imageUrl":null},{"key":"c","text":"The teacher said, "The students had not submitted their assignments."","textHi":null,"imageUrl":null},{"key":"d","text":"The teacher said, "The students are not submitting their assignments."","textHi":null,"imageUrl":null}],"correct":"a","sol":"Indirect → direct — perfect\nPast perfect in reported speech comes from PRESENT PERFECT in the original words.\nReverse the backshift: had not submitted → have not submitted.\nDirect form: The teacher said, "The students have not submitted their assignments." ✓\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":499,"n":99,"subject":"English Comprehension","stem":"Choose the idiom that means:\nTo hold off or to keep something at a distance","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"keep at bay","textHi":null,"imageUrl":null},{"key":"b","text":"break a leg","textHi":null,"imageUrl":null},{"key":"c","text":"under the weather","textHi":null,"imageUrl":null},{"key":"d","text":"on cloud nine","textHi":null,"imageUrl":null}],"correct":"a","sol":"Idiom — keep at bay\n'To keep at bay' means to prevent something from coming near or taking effect — e.g. keeping infection at bay.\n'Break a leg' = good luck; 'under the weather' = unwell.\n'On cloud nine' = extremely happy.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":500,"n":100,"subject":"English Comprehension","stem":"Rearrange the following sentences to form a coherent paragraph:\n1. These "natural climate solutions" leverage ecosystems' inherent ability to absorb and store carbon.\n2. Beyond simply reducing emissions, many conservation efforts now focus on sequestering existing carbon from the atmosphere.\n3. Such initiatives often include reforestation, wetland restoration, and sustainable agricultural practices.\n4. This approach is gaining traction as a vital complement to transitioning away from fossil fuels.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2, 3, 1, 4","textHi":null,"imageUrl":null},{"key":"b","text":"3, 1, 2, 4","textHi":null,"imageUrl":null},{"key":"c","text":"2, 1, 3, 4","textHi":null,"imageUrl":null},{"key":"d","text":"4, 2, 1, 3","textHi":null,"imageUrl":null}],"correct":"c","sol":"Para jumble — climate solutions\nSentence 2 introduces the theme — sequestering carbon beyond emission cuts — so it opens.\nSentence 1 ('These "natural climate solutions"…') names and defines that effort.\nSentence 3 ('Such initiatives…') gives examples, and sentence 4 closes with its growing importance.\nOrder 2-1-3-4 — option (c).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--15-sep-2025-shift-1","title":"SSC CGL Tier-1 15 September 2025 Shift-1 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"15 September 2025 · Shift 1","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]