27:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 28:T609,SI relation Q =

\frac{P \times 5 \times 2}{100}

\frac{P}{10}

. R =

\frac{Q \times 5 \times 2}{100}

\frac{Q}{10}

\frac{P}{100}

. Check: PR = P ×

\frac{P}{100}

\frac{P ²}{100}

, and Q² = (

\frac{P}{10}

)² =

\frac{P ²}{100}

. So Q² = PR — option (b).29:T622,Q =

\frac{P \times 5 \times 2}{100}

\frac{P}{10}

। R =

\frac{Q \times 5 \times 2}{100}

\frac{Q}{10}

\frac{P}{100}

। जाँच: PR = P ×

\frac{P}{100}

\frac{P ²}{100}

, और Q² = (

\frac{P}{10}

)² =

\frac{P ²}{100}

। अतः Q² = PR — विकल्प (b)।2a:T413,Angles of depression

For the 45° boat: tan45° =

\frac{400}{BD}

⇒ BD = 400 m. For the 30° boat: tan30° =

\frac{400}{CD}

⇒ CD = 400

\sqrt{3}

m. The boats are on OPPOSITE sides, so the distances add. 400 + 400

\sqrt{3}

= 400(

\sqrt{3}

+ 1) m — option (d).2b:T5a1,Statue on a pedestal

Let the common base be 1 unit. Heights are then tan45° = 1 unit (pedestal) and tan60° =

\sqrt{3}

units (statue top). The statue accounts for (

\sqrt{3}

− 1) units = 3.6 m. 1 unit =

\frac{3.6}{\sqrt{3} - 1}

\frac{\sqrt{3} + 1}{\sqrt{3} + 1}

\frac{3.6 (\sqrt{3} + 1)}{2}

. Pedestal = 1.8(

\sqrt{3}

+ 1) m — option (d).2c:T636,

आधार 1 इकाई मानिए। तब ऊँचाइयाँ tan45° = 1 इकाई (चबूतरा) और tan60° =

\sqrt{3}

इकाई (मूर्ति का शीर्ष) हैं। मूर्ति (

\sqrt{3}

− 1) इकाई = 3.6 m के बराबर है। 1 इकाई =

\frac{3.6}{\sqrt{3} - 1}

\frac{\sqrt{3} + 1}{\sqrt{3} + 1}

\frac{3.6 (\sqrt{3} + 1)}{2}

। चबूतरा = 1.8(

\sqrt{3}

+ 1) m — विकल्प (d)।2d:T439,Hollow hemisphere volume

Outer radius R = 14 cm and inner radius r = 7 cm. Metal volume =

\frac{2}{3}

π(R³ − r³) =

\frac{2}{3}

\frac{22}{7}

× (2744 − 343). =

\frac{2}{3}

\frac{22}{7}

× 2401. ≈ 5030.66 cm³ — option (b).2e:T486,

बाह्य त्रिज्या R = 14 cm और आंतरिक त्रिज्या r = 7 cm। धातु का आयतन =

\frac{2}{3}

π(R³ − r³) =

\frac{2}{3}

\frac{22}{7}

× (2744 − 343)। =

\frac{2}{3}

\frac{22}{7}

× 2401। ≈ 5030.66 cm³ — विकल्प (b)।2f:T42d,tanA from sinA

Take perpendicular = 2x and hypotenuse = 1 + x². Base =

\sqrt{(1 + x ²) ² - (2 x) ²}

\sqrt{(1 - x ²) ²}

= 1 − x². tanA =

\frac{perpendicular}{base}

. =

\frac{2 x}{1 - x ²}

— option (c).30:T954,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an era defined by relentless technological acceleration, the concept of time has undergone a profound transformation. What was once a natural rhythm, guided by the alternation of day and night, has become an economic commodity subject to precision, measurement, and monetization. The Industrial Revolution marked the first decisive shift, synchronizing human activity with the ticking of the clock. Factory whistles replaced the crow of the rooster, and punctuality became a moral virtue. In the digital age, this commodification has intensified. Every moment is tracked, categorized, and optimized — an invisible currency traded in the global marketplace of attention. Time management is no longer a simple skill but an ideological expectation that governs modern life. The lexicon of efficiency has infiltrated both professional and personal spheres, equating speed with intelligence and busyness with value. Leisure, once considered restorative, is now subtly framed as unproductive or even wasteful. The pressure to constantly perform, respond, and produce has eroded the capacity for stillness. Humanity’s obsession with saving time paradoxically ensures that there is never enough of it. This mechanized relationship with time breeds a deep psychological alienation. The more individuals attempt to master time, the more subservient they become to its relentless quantification. Pre-industrial societies perceived time as cyclical and collective, attuned to the organic patterns of nature — the harvest, the tide, the moon. Time flowed with life, not against it. Today, however, the digital clock abstracts time from lived experience, rendering it uniform, fragmented, and detached from meaning. The day becomes a sequence of scheduled obligations rather than an unfolding of moments. The age of hyper-connectivity has further distorted temporal perception. Instant communication fosters impatience; delayed responses evoke anxiety. The constant flow of notifications creates an illusion of perpetual urgency, where silence feels like a void that must be filled. Reclaiming a humane relationship with time, therefore, demands more than better scheduling: it calls for reimagining time as a space for presence, reflection and meaning rather than as a commodity to be spent.31:T954,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an era defined by relentless technological acceleration, the concept of time has undergone a profound transformation. What was once a natural rhythm, guided by the alternation of day and night, has become an economic commodity subject to precision, measurement, and monetization. The Industrial Revolution marked the first decisive shift, synchronizing human activity with the ticking of the clock. Factory whistles replaced the crow of the rooster, and punctuality became a moral virtue. In the digital age, this commodification has intensified. Every moment is tracked, categorized, and optimized — an invisible currency traded in the global marketplace of attention. Time management is no longer a simple skill but an ideological expectation that governs modern life. The lexicon of efficiency has infiltrated both professional and personal spheres, equating speed with intelligence and busyness with value. Leisure, once considered restorative, is now subtly framed as unproductive or even wasteful. The pressure to constantly perform, respond, and produce has eroded the capacity for stillness. Humanity’s obsession with saving time paradoxically ensures that there is never enough of it. This mechanized relationship with time breeds a deep psychological alienation. The more individuals attempt to master time, the more subservient they become to its relentless quantification. Pre-industrial societies perceived time as cyclical and collective, attuned to the organic patterns of nature — the harvest, the tide, the moon. Time flowed with life, not against it. Today, however, the digital clock abstracts time from lived experience, rendering it uniform, fragmented, and detached from meaning. The day becomes a sequence of scheduled obligations rather than an unfolding of moments. The age of hyper-connectivity has further distorted temporal perception. Instant communication fosters impatience; delayed responses evoke anxiety. The constant flow of notifications creates an illusion of perpetual urgency, where silence feels like a void that must be filled. Reclaiming a humane relationship with time, therefore, demands more than better scheduling: it calls for reimagining time as a space for presence, reflection and meaning rather than as a commodity to be spent.32:T954,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an era defined by relentless technological acceleration, the concept of time has undergone a profound transformation. What was once a natural rhythm, guided by the alternation of day and night, has become an economic commodity subject to precision, measurement, and monetization. The Industrial Revolution marked the first decisive shift, synchronizing human activity with the ticking of the clock. Factory whistles replaced the crow of the rooster, and punctuality became a moral virtue. In the digital age, this commodification has intensified. Every moment is tracked, categorized, and optimized — an invisible currency traded in the global marketplace of attention. Time management is no longer a simple skill but an ideological expectation that governs modern life. The lexicon of efficiency has infiltrated both professional and personal spheres, equating speed with intelligence and busyness with value. Leisure, once considered restorative, is now subtly framed as unproductive or even wasteful. The pressure to constantly perform, respond, and produce has eroded the capacity for stillness. Humanity’s obsession with saving time paradoxically ensures that there is never enough of it. This mechanized relationship with time breeds a deep psychological alienation. The more individuals attempt to master time, the more subservient they become to its relentless quantification. Pre-industrial societies perceived time as cyclical and collective, attuned to the organic patterns of nature — the harvest, the tide, the moon. Time flowed with life, not against it. Today, however, the digital clock abstracts time from lived experience, rendering it uniform, fragmented, and detached from meaning. The day becomes a sequence of scheduled obligations rather than an unfolding of moments. The age of hyper-connectivity has further distorted temporal perception. Instant communication fosters impatience; delayed responses evoke anxiety. The constant flow of notifications creates an illusion of perpetual urgency, where silence feels like a void that must be filled. Reclaiming a humane relationship with time, therefore, demands more than better scheduling: it calls for reimagining time as a space for presence, reflection and meaning rather than as a commodity to be spent.33:T954,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an era defined by relentless technological acceleration, the concept of time has undergone a profound transformation. What was once a natural rhythm, guided by the alternation of day and night, has become an economic commodity subject to precision, measurement, and monetization. The Industrial Revolution marked the first decisive shift, synchronizing human activity with the ticking of the clock. Factory whistles replaced the crow of the rooster, and punctuality became a moral virtue. In the digital age, this commodification has intensified. Every moment is tracked, categorized, and optimized — an invisible currency traded in the global marketplace of attention. Time management is no longer a simple skill but an ideological expectation that governs modern life. The lexicon of efficiency has infiltrated both professional and personal spheres, equating speed with intelligence and busyness with value. Leisure, once considered restorative, is now subtly framed as unproductive or even wasteful. The pressure to constantly perform, respond, and produce has eroded the capacity for stillness. Humanity’s obsession with saving time paradoxically ensures that there is never enough of it. This mechanized relationship with time breeds a deep psychological alienation. The more individuals attempt to master time, the more subservient they become to its relentless quantification. Pre-industrial societies perceived time as cyclical and collective, attuned to the organic patterns of nature — the harvest, the tide, the moon. Time flowed with life, not against it. Today, however, the digital clock abstracts time from lived experience, rendering it uniform, fragmented, and detached from meaning. The day becomes a sequence of scheduled obligations rather than an unfolding of moments. The age of hyper-connectivity has further distorted temporal perception. Instant communication fosters impatience; delayed responses evoke anxiety. The constant flow of notifications creates an illusion of perpetual urgency, where silence feels like a void that must be filled. Reclaiming a humane relationship with time, therefore, demands more than better scheduling: it calls for reimagining time as a space for presence, reflection and meaning rather than as a commodity to be spent.34:T954,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an era defined by relentless technological acceleration, the concept of time has undergone a profound transformation. What was once a natural rhythm, guided by the alternation of day and night, has become an economic commodity subject to precision, measurement, and monetization. The Industrial Revolution marked the first decisive shift, synchronizing human activity with the ticking of the clock. Factory whistles replaced the crow of the rooster, and punctuality became a moral virtue. In the digital age, this commodification has intensified. Every moment is tracked, categorized, and optimized — an invisible currency traded in the global marketplace of attention. Time management is no longer a simple skill but an ideological expectation that governs modern life. The lexicon of efficiency has infiltrated both professional and personal spheres, equating speed with intelligence and busyness with value. Leisure, once considered restorative, is now subtly framed as unproductive or even wasteful. The pressure to constantly perform, respond, and produce has eroded the capacity for stillness. Humanity’s obsession with saving time paradoxically ensures that there is never enough of it. This mechanized relationship with time breeds a deep psychological alienation. The more individuals attempt to master time, the more subservient they become to its relentless quantification. Pre-industrial societies perceived time as cyclical and collective, attuned to the organic patterns of nature — the harvest, the tide, the moon. Time flowed with life, not against it. Today, however, the digital clock abstracts time from lived experience, rendering it uniform, fragmented, and detached from meaning. The day becomes a sequence of scheduled obligations rather than an unfolding of moments. The age of hyper-connectivity has further distorted temporal perception. Instant communication fosters impatience; delayed responses evoke anxiety. The constant flow of notifications creates an illusion of perpetual urgency, where silence feels like a void that must be filled. Reclaiming a humane relationship with time, therefore, demands more than better scheduling: it calls for reimagining time as a space for presence, reflection and meaning rather than as a commodity to be spent.1d:["$","$L27",null,{"mode":"exam","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":10001,"n":1,"subject":"General Intelligence & Reasoning","stem":"Select the letter-cluster from among the given options that can replace the question mark (?) in the following series.\nINS, NSX, SXC, XCH, ?","stemHi":"दी गई शृंखला में प्रश्न चिह्न (?) के स्थान पर आने वाला अक्षर-समूह चुनिए।\nINS, NSX, SXC, XCH, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"CHN","textHi":null,"imageUrl":null},{"key":"b","text":"ENM","textHi":null,"imageUrl":null},{"key":"c","text":"FHM","textHi":null,"imageUrl":null},{"key":"d","text":"CHM","textHi":null,"imageUrl":null}],"correct":"d","sol":"Letter series (+5)\n $\"figure\"/$ \nEvery letter of a cluster moves +5 in the next cluster.\n1st letters: I, N, S, X → C (cyclic); 2nd letters: N, S, X, C → H.\n3rd letters: S, X, C, H → M.\nHence CHM — option (d).","solHi":" $\"figure\"/$ \nहर समूह का प्रत्येक अक्षर अगले समूह में +5 बढ़ता है।\nपहले अक्षर: I, N, S, X → C (चक्रीय); दूसरे: N, S, X, C → H।\nतीसरे: S, X, C, H → M।\nअतः CHM — विकल्प (d)।","pos":2,"neg":0.5},{"id":10002,"n":2,"subject":"General Intelligence & Reasoning","stem":"If 4 @ 2 = 4, 15 @ 3 = 125, then 8 @ 4 = ?","stemHi":"यदि 4 @ 2 = 4, 15 @ 3 = 125 है, तो 8 @ 4 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"4","textHi":null,"imageUrl":null},{"key":"b","text":"8","textHi":null,"imageUrl":null},{"key":"c","text":"16","textHi":null,"imageUrl":null},{"key":"d","text":"10","textHi":null,"imageUrl":null}],"correct":"c","sol":"Number puzzle (a/b)^b\n $\"figure\"/$ \nRule: (

\frac{first}{second}

) raised to the power of the second number.\nCheck: (

\frac{4}{2}

)² = 2² = 4 ✓; (

\frac{15}{3}

)³ = 5³ = 125 ✓.\n8 @ 4 = (

\frac{8}{4}

)⁴ = 2⁴.\n= 16 — option (c).","solHi":" $\"figure\"/$ \nनियम: (

\frac{पहली}{दूसरी}

) को दूसरी संख्या की घात पर उठाइए।\nजाँच: (

\frac{4}{2}

)² = 2² = 4 ✓; (

\frac{15}{3}

)³ = 5³ = 125 ✓।\n8 @ 4 = (

\frac{8}{4}

)⁴ = 2⁴।\n= 16 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10003,"n":3,"subject":"General Intelligence & Reasoning","stem":"Choose the correct signs to swap.\n31 ÷ 48 × 7 − 322 + 23 = 353","stemHi":"आपस में बदले जाने वाले सही चिह्न चुनिए।\n31 ÷ 48 × 7 − 322 + 23 = 353","context":null,"contextHi":null,"options":[{"key":"a","text":"÷ and −","textHi":"÷ और −","imageUrl":null},{"key":"b","text":"− and ×","textHi":"− और ×","imageUrl":null},{"key":"c","text":"÷ and +","textHi":"÷ और +","imageUrl":null},{"key":"d","text":"× and +","textHi":"× और +","imageUrl":null}],"correct":"c","sol":"Swap signs\n $\"figure\"/$ \nSwap ÷ and + : the equation becomes 31 + 48 × 7 − 322 ÷ 23.\nBODMAS: 48 × 7 = 336 and 322 ÷ 23 = 14.\n31 + 336 − 14 = 353 ✓ — it matches the right-hand side.\nHence ÷ and + — option (c).","solHi":" $\"figure\"/$ \n÷ और + बदलिए: समीकरण बनता है 31 + 48 × 7 − 322 ÷ 23।\nBODMAS: 48 × 7 = 336 और 322 ÷ 23 = 14।\n31 + 336 − 14 = 353 ✓ — दाएँ पक्ष से मेल।\nअतः ÷ और + — विकल्प (c)।","pos":2,"neg":0.5},{"id":10004,"n":4,"subject":"General Intelligence & Reasoning","stem":"P is the brother of Q. Q is the sister of R. R is the brother of S. How is Q related to S?","stemHi":"P, Q का भाई है। Q, R की बहन है। R, S का भाई है। Q का S से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Sister","textHi":"बहन","imageUrl":null},{"key":"b","text":"Aunt","textHi":"चाची/मौसी","imageUrl":null},{"key":"c","text":"Niece","textHi":"भतीजी","imageUrl":null},{"key":"d","text":"Can't say","textHi":"कह नहीं सकते","imageUrl":null}],"correct":"a","sol":"Blood relation\n $\"figure\"/$ \nP, Q, R and S all belong to the same generation — they are siblings.\nQ is stated to be a sister.\nSo Q is the sister of S as well.\nHence option (a).","solHi":" $\"figure\"/$ \nP, Q, R और S एक ही पीढ़ी के हैं — वे सहोदर हैं।\nQ को बहन बताया गया है।\nअतः Q, S की भी बहन है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10005,"n":5,"subject":"General Intelligence & Reasoning","stem":"Solve: GE : LI :: SN : ?","stemHi":"हल कीजिए: GE : LI :: SN : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"XQ","textHi":null,"imageUrl":null},{"key":"b","text":"WT","textHi":null,"imageUrl":null},{"key":"c","text":"XR","textHi":null,"imageUrl":null},{"key":"d","text":"VR","textHi":null,"imageUrl":null}],"correct":"c","sol":"Analogy (+5, +4)\n $\"figure\"/$ \nG(7) + 5 = L(12) and E(5) + 4 = I(9).\nSo the first letter moves +5 and the second +4.\nS(19) + 5 = X(24) and N(14) + 4 = R(18).\nHence XR — option (c).","solHi":" $\"figure\"/$ \nG(7) + 5 = L(12) और E(5) + 4 = I(9)।\nअर्थात पहला अक्षर +5 और दूसरा +4 बढ़ता है।\nS(19) + 5 = X(24) और N(14) + 4 = R(18)।\nअतः XR — विकल्प (c)।","pos":2,"neg":0.5},{"id":10006,"n":6,"subject":"General Intelligence & Reasoning","stem":"What comes next: 16, 21, 30, 45, 68, ?","stemHi":"आगे क्या आएगा: 16, 21, 30, 45, 68, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"80","textHi":null,"imageUrl":null},{"key":"b","text":"105","textHi":null,"imageUrl":null},{"key":"c","text":"102","textHi":null,"imageUrl":null},{"key":"d","text":"101","textHi":null,"imageUrl":null}],"correct":"d","sol":"Series — rising gaps\n $\"figure\"/$ \nDifferences: 5, 9, 15, 23 — these rise by 4, 6, 8.\nSo the next difference rises by 10: 23 + 10 = 33.\n68 + 33 = 101.\nHence option (d).","solHi":" $\"figure\"/$ \nअंतर: 5, 9, 15, 23 — ये 4, 6, 8 से बढ़ते हैं।\nअतः अगला अंतर 10 अधिक होगा: 23 + 10 = 33।\n68 + 33 = 101।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10007,"n":7,"subject":"General Intelligence & Reasoning","stem":"Read the following statement carefully and identify the conclusion that follows.\nStatement: Increased air pollution in cities is linked to higher rates of respiratory diseases.\nConclusions:\nI. Urban residents are more prone to respiratory diseases.\nII. Reducing air pollution can help decrease respiratory diseases.","stemHi":"निम्न कथन को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन: शहरों में बढ़ता वायु प्रदूषण श्वसन रोगों की अधिक दर से जुड़ा है।\nनिष्कर्ष:\nI. शहरी निवासी श्वसन रोगों के प्रति अधिक संवेदनशील हैं।\nII. वायु प्रदूषण घटाने से श्वसन रोग कम हो सकते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both follow","textHi":"दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither follows","textHi":"कोई नहीं","imageUrl":null}],"correct":"c","sol":"Statement — conclusions\nCities have higher pollution, so their residents face a higher risk — I follows.\nIf pollution causes the rise, cutting it should bring the rates down — II follows.\nBoth flow directly from the stated link.\nHence Both — option (c).","solHi":"शहरों में प्रदूषण अधिक है, अतः वहाँ के निवासियों का जोखिम अधिक — I अनुसरण करता है।\nयदि प्रदूषण से रोग बढ़ते हैं, तो उसे घटाने पर रोग भी घटेंगे — II अनुसरण करता है।\nदोनों कथन के दिए संबंध से सीधे निकलते हैं।\nअतः दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":10008,"n":8,"subject":"General Intelligence & Reasoning","stem":"Identify the odd one out:","stemHi":"असंगत पहचानिए:","context":null,"contextHi":null,"options":[{"key":"a","text":"121","textHi":null,"imageUrl":null},{"key":"b","text":"232","textHi":null,"imageUrl":null},{"key":"c","text":"555","textHi":null,"imageUrl":null},{"key":"d","text":"766","textHi":null,"imageUrl":null}],"correct":"d","sol":"Palindromic numbers\n $\"figure\"/$ \n121, 232 and 555 read the same forwards and backwards — they are palindromes.\n766 reversed becomes 667, which is different.\nSo it breaks the pattern.\nHence option (d).","solHi":" $\"figure\"/$ \n121, 232 और 555 आगे-पीछे दोनों तरफ से समान पढ़े जाते हैं — ये पैलिंड्रोम हैं।\n766 उल्टा करने पर 667 बनता है, जो भिन्न है।\nअतः यह पैटर्न तोड़ता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10009,"n":9,"subject":"General Intelligence & Reasoning","stem":"Identify the assumptions that must hold for the statement to be valid, then choose the correct option.\nStatement: The integration of renewable energy sources into power grids can reduce carbon emissions, but its large-scale adoption may lead to grid stability issues.\nAssumptions:\nI. Renewable energy sources can decrease carbon emissions.\nII. The technical challenges of integrating renewable energy into power grids are substantial.\nIII. Renewable energy will completely replace fossil fuels in the near future.","stemHi":"कथन को वैध बनाने हेतु आवश्यक पूर्वधारणाओं की पहचान कर सही विकल्प चुनिए।\nकथन: विद्युत ग्रिड में नवीकरणीय ऊर्जा स्रोतों का एकीकरण कार्बन उत्सर्जन घटा सकता है, परंतु इसके बड़े पैमाने पर अपनाने से ग्रिड स्थिरता की समस्याएँ आ सकती हैं।\nपूर्वधारणाएँ:\nI. नवीकरणीय ऊर्जा स्रोत कार्बन उत्सर्जन घटा सकते हैं।\nII. नवीकरणीय ऊर्जा को ग्रिड में जोड़ने की तकनीकी चुनौतियाँ पर्याप्त बड़ी हैं।\nIII. निकट भविष्य में नवीकरणीय ऊर्जा जीवाश्म ईंधन को पूरी तरह प्रतिस्थापित 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":"All I, II and III are implicit","textHi":"I, II और III सभी अंतर्निहित हैं","imageUrl":null},{"key":"d","text":"Only I is implicit","textHi":"केवल I अंतर्निहित है","imageUrl":null}],"correct":"a","sol":"Statement — assumptions\nThe statement itself credits renewables with reducing carbon emissions — I is implicit.\nWarning of grid stability issues assumes the technical challenges are real and sizeable — II is implicit.\nIII claims a COMPLETE replacement of fossil fuels, which the statement never suggests.\nHence Only I and II — option (a).","solHi":"कथन स्वयं मानता है कि नवीकरणीय ऊर्जा कार्बन उत्सर्जन घटाती है — I अंतर्निहित।\nग्रिड स्थिरता की चेतावनी मानती है कि तकनीकी चुनौतियाँ वास्तविक और बड़ी हैं — II अंतर्निहित।\nIII जीवाश्म ईंधन के पूर्ण प्रतिस्थापन का दावा करता है, जो कथन में नहीं है।\nअतः केवल I और II — विकल्प (a)।","pos":2,"neg":0.5},{"id":10010,"n":10,"subject":"General Intelligence & Reasoning","stem":"Read the following statement carefully and identify the conclusion that follows.\nStatement: All public libraries have internet access for their patrons.\nConclusions:\nI. Patrons can use the internet for research at these libraries.\nII. All patrons are experts in using the internet.","stemHi":"निम्न कथन को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन: सभी सार्वजनिक पुस्तकालयों में पाठकों के लिए इंटरनेट सुविधा है।\nनिष्कर्ष:\nI. पाठक इन पुस्तकालयों में शोध हेतु इंटरनेट का उपयोग कर सकते हैं।\nII. सभी पाठक इंटरनेट के उपयोग में निपुण हैं।","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":"a","sol":"Statement — conclusions\nIf the facility exists for patrons, they can indeed use it for research — I follows.\nHaving access says nothing about skill; II makes an extreme claim about ALL patrons.\nSo only the first conclusion holds.\nHence option (a).","solHi":"यदि सुविधा पाठकों के लिए है, तो वे उसका शोध हेतु उपयोग कर सकते हैं — I अनुसरण करता है।\nपहुँच होने का अर्थ निपुणता नहीं; II सभी पाठकों के बारे में अतिवादी दावा है।\nअतः केवल पहला निष्कर्ष टिकता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10011,"n":11,"subject":"General Intelligence & Reasoning","stem":"Study the information carefully and answer the given question.\nEight people — Ankit, Pankaj, Kuldeep, Navin, Sachin, Ashish, Harish and Ajit — live in an eight-storey building, but not necessarily in the same order. The ground floor is numbered 1 and the floor above it 2, and so on up to the topmost floor numbered 8.\nKuldeep lives on the lowermost floor. Only three people live between Kuldeep and Ajit. Ankit lives on the 4th floor. Only two people live between Ankit and Pankaj. Only five people live between Navin and Sachin. Harish lives on an odd numbered floor. Only one person lives between Ashish and Navin.\nWho lives three floors below the one who lives immediately below Pankaj?","stemHi":"सूचना का ध्यानपूर्वक अध्ययन कर प्रश्न का उत्तर दीजिए।\nआठ व्यक्ति — अंकित, पंकज, कुलदीप, नवीन, सचिन, आशीष, हरीश और अजीत — एक आठ मंज़िला इमारत में रहते हैं, आवश्यक नहीं कि इसी क्रम में। भूतल की संख्या 1 है और उसके ऊपर की मंज़िल 2, इसी प्रकार सबसे ऊपर की मंज़िल 8 है।\nकुलदीप सबसे निचली मंज़िल पर रहता है। कुलदीप और अजीत के बीच केवल तीन व्यक्ति रहते हैं। अंकित चौथी मंज़िल पर रहता है। अंकित और पंकज के बीच केवल दो व्यक्ति रहते हैं। नवीन और सचिन के बीच केवल पाँच व्यक्ति रहते हैं। हरीश विषम संख्या वाली मंज़िल पर रहता है। आशीष और नवीन के बीच केवल एक व्यक्ति रहता है।\nपंकज के ठीक नीचे रहने वाले से तीन मंज़िल नीचे कौन रहता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Harish","textHi":"हरीश","imageUrl":null},{"key":"b","text":"Ankit","textHi":"अंकित","imageUrl":null},{"key":"c","text":"Kuldeep","textHi":"कुलदीप","imageUrl":null},{"key":"d","text":"Sachin","textHi":"सचिन","imageUrl":null}],"correct":"a","sol":"Floor puzzle\n $\"figure\"/$ \nKuldeep is on floor 1 and Ankit on 4; three people between Kuldeep and Ajit puts Ajit on 5.\nTwo between Ankit and Pankaj gives Pankaj floor 7; five between Navin and Sachin gives Navin 8 and Sachin 2.\nOne between Ashish and Navin puts Ashish on 6, leaving floor 3 for Harish (odd) ✓.\nBelow Pankaj (7) is Ashish (6); three floors below 6 is floor 3 — Harish, option (a).","solHi":" $\"figure\"/$ \nकुलदीप मंज़िल 1 पर और अंकित 4 पर; कुलदीप-अजीत के बीच तीन व्यक्ति ⇒ अजीत मंज़िल 5 पर।\nअंकित-पंकज के बीच दो व्यक्ति ⇒ पंकज मंज़िल 7 पर; नवीन-सचिन के बीच पाँच ⇒ नवीन 8 और सचिन 2 पर।\nआशीष-नवीन के बीच एक ⇒ आशीष 6 पर, शेष मंज़िल 3 हरीश के लिए (विषम) ✓।\nपंकज (7) के ठीक नीचे आशीष (6); उससे तीन मंज़िल नीचे मंज़िल 3 — हरीश, विकल्प (a)।","pos":2,"neg":0.5},{"id":10012,"n":12,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nNo musicians are engineers.\nSome artists are engineers.\nSome musicians are artists.\nConclusions:\nI. Some musicians are engineers.\nII. Some engineers are not musicians.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nकोई संगीतकार अभियंता नहीं है।\nकुछ कलाकार अभियंता हैं।\nकुछ संगीतकार कलाकार हैं।\nनिष्कर्ष:\nI. कुछ संगीतकार अभियंता हैं।\nII. कुछ अभियंता संगीतकार नहीं हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"b","sol":"Syllogism\n $\"figure\"/$ \n"No musicians are engineers" rules out any overlap, so I directly contradicts the statement.\nFrom the same universal negative, every engineer lies outside the musician group.\nSo some (indeed all) engineers are not musicians — II follows.\nHence Only II — option (b).","solHi":" $\"figure\"/$ \n"कोई संगीतकार अभियंता नहीं" किसी भी अतिव्यापन को रोक देता है, अतः I कथन का सीधा खंडन है।\nउसी सार्वभौमिक निषेध से हर अभियंता संगीतकार-समूह से बाहर है।\nअतः कुछ (वस्तुतः सभी) अभियंता संगीतकार नहीं हैं — II अनुसरण करता है।\nअतः केवल II — विकल्प (b)।","pos":2,"neg":0.5},{"id":10013,"n":13,"subject":"General Intelligence & Reasoning","stem":"Find the odd one out:\nAmazon, Nile, Ganges, Mississippi, Sahara","stemHi":"असंगत चुनिए:\nअमेज़न, नील, गंगा, मिसिसिपी, सहारा","context":null,"contextHi":null,"options":[{"key":"a","text":"Amazon","textHi":"अमेज़न","imageUrl":null},{"key":"b","text":"Nile","textHi":"नील","imageUrl":null},{"key":"c","text":"Ganges","textHi":"गंगा","imageUrl":null},{"key":"d","text":"Sahara","textHi":"सहारा","imageUrl":null}],"correct":"d","sol":"Rivers vs desert\nAmazon, Nile, Ganges and Mississippi are all major RIVERS.\nThe Sahara is the world’s largest hot desert.\nSo it belongs to a different category.\nHence option (d).","solHi":"अमेज़न, नील, गंगा और मिसिसिपी — सभी प्रमुख नदियाँ हैं।\nसहारा विश्व का सबसे बड़ा उष्ण मरुस्थल है।\nअतः यह भिन्न श्रेणी का है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10014,"n":14,"subject":"General Intelligence & Reasoning","stem":"If STORM is coded as RSNQL, how is RAINY written?","stemHi":"यदि STORM का कूट RSNQL है, तो RAINY कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"QZHMX","textHi":null,"imageUrl":null},{"key":"b","text":"QZHLX","textHi":null,"imageUrl":null},{"key":"c","text":"QZHLW","textHi":null,"imageUrl":null},{"key":"d","text":"QZHMV","textHi":null,"imageUrl":null}],"correct":"a","sol":"Coding (−1)\n $\"figure\"/$ \nEach letter moves one step BACK: S−1 = R, T−1 = S, O−1 = N, R−1 = Q, M−1 = L.\nApply to RAINY: R−1 = Q, A−1 = Z, I−1 = H.\nN−1 = M, Y−1 = X.\nHence QZHMX — option (a).","solHi":" $\"figure\"/$ \nहर अक्षर एक कदम पीछे जाता है: S−1 = R, T−1 = S, O−1 = N, R−1 = Q, M−1 = L।\nRAINY पर लगाइए: R−1 = Q, A−1 = Z, I−1 = H।\nN−1 = M, Y−1 = X।\nअतः QZHMX — विकल्प (a)।","pos":2,"neg":0.5},{"id":10015,"n":15,"subject":"General Intelligence & Reasoning","stem":"In each of the following questions, a specific alphabetical pattern is applied to the first set of letters to form the second. Apply the same logic to find the missing term.\nBFGK : LPQU :: ? : QUVZ","stemHi":"पहले अक्षर-समूह पर एक विशेष पैटर्न लगाकर दूसरा बनाया गया है। वही तर्क लगाकर लुप्त पद ज्ञात कीजिए।\nBFGK : LPQU :: ? : QUVZ","context":null,"contextHi":null,"options":[{"key":"a","text":"FLKP","textHi":null,"imageUrl":null},{"key":"b","text":"GLKP","textHi":null,"imageUrl":null},{"key":"c","text":"GKLP","textHi":null,"imageUrl":null},{"key":"d","text":"FKLP","textHi":null,"imageUrl":null}],"correct":"c","sol":"Letter series (+10, +5)\n $\"figure\"/$ \nBFGK → LPQU: every letter moves +10.\nSo the missing set must be QUVZ with each letter moved BACK 10.\nQ−10 = G, U−10 = K, V−10 = L, Z−10 = P.\nHence GKLP — option (c).","solHi":" $\"figure\"/$ \nBFGK → LPQU: हर अक्षर +10 बढ़ता है।\nअतः लुप्त समूह QUVZ के हर अक्षर को 10 पीछे ले जाइए।\nQ−10 = G, U−10 = K, V−10 = L, Z−10 = P।\nअतः GKLP — विकल्प (c)।","pos":2,"neg":0.5},{"id":10016,"n":16,"subject":"General Intelligence & Reasoning","stem":"CHEF is to KITCHEN as ARTIST is to:","stemHi":"CHEF का KITCHEN से जो संबंध है, वही ARTIST का किससे है?","context":null,"contextHi":null,"options":[{"key":"a","text":"BRUSH","textHi":"ब्रश","imageUrl":null},{"key":"b","text":"CANVAS","textHi":"कैनवास","imageUrl":null},{"key":"c","text":"PAINT","textHi":"पेंट","imageUrl":null},{"key":"d","text":"STUDIO","textHi":"स्टूडियो","imageUrl":null}],"correct":"d","sol":"Worker : workplace\nThe relationship is between a professional and the place where he works.\nA chef works in a kitchen.\nAn artist works in a studio (brush, canvas and paint are only tools).\nHence option (d).","solHi":"संबंध है पेशेवर और उसके कार्यस्थल के बीच।\nरसोइया रसोई में काम करता है।\nकलाकार स्टूडियो में काम करता है (ब्रश, कैनवास, पेंट केवल उपकरण हैं)।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10017,"n":17,"subject":"General Intelligence & Reasoning","stem":"What is the sum of the first 20 terms of the series 1, 3, 5, 7, …?","stemHi":"शृंखला 1, 3, 5, 7, … के प्रथम 20 पदों का योग क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"450","textHi":null,"imageUrl":null},{"key":"b","text":"400","textHi":null,"imageUrl":null},{"key":"c","text":"350","textHi":null,"imageUrl":null},{"key":"d","text":"300","textHi":null,"imageUrl":null}],"correct":"b","sol":"Sum of odd numbers\n $\"figure\"/$ \nThis is an AP with a = 1 and d = 2.\nSₙ =

\frac{n}{2}

[2a + (n − 1)d] =

\frac{20}{2}

[2 + 38].\n= 10 × 40 (or simply 20² for the first n odd numbers).\n= 400 — option (b).","solHi":" $\"figure\"/$ \nयह समांतर श्रेढ़ी है जिसमें a = 1 और d = 2।\nSₙ =

\frac{n}{2}

[2a + (n − 1)d] =

\frac{20}{2}

[2 + 38]।\n= 10 × 40 (या सीधे: प्रथम n विषम संख्याओं का योग = n²)।\n= 400 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10018,"n":18,"subject":"General Intelligence & Reasoning","stem":"What comes next?\nBYD, DWF, FUH, HSJ, ?","stemHi":"आगे क्या आएगा?\nBYD, DWF, FUH, HSJ, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"JQL","textHi":null,"imageUrl":null},{"key":"b","text":"IQK","textHi":null,"imageUrl":null},{"key":"c","text":"HQJ","textHi":null,"imageUrl":null},{"key":"d","text":"JQM","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter series (+2, −2, +2)\n $\"figure\"/$ \n1st letters: B, D, F, H — +2 each ⇒ next is J.\n2nd letters: Y, W, U, S — −2 each ⇒ next is Q.\n3rd letters: D, F, H, J — +2 each ⇒ next is L.\nHence JQL — option (a).","solHi":" $\"figure\"/$ \nपहले अक्षर: B, D, F, H — +2 ⇒ अगला J।\nदूसरे अक्षर: Y, W, U, S — −2 ⇒ अगला Q।\nतीसरे अक्षर: D, F, H, J — +2 ⇒ अगला L।\nअतः JQL — विकल्प (a)।","pos":2,"neg":0.5},{"id":10019,"n":19,"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":"Troposphere","textHi":"क्षोभमंडल","imageUrl":null},{"key":"b","text":"Stratosphere","textHi":"समतापमंडल","imageUrl":null},{"key":"c","text":"Mesosphere","textHi":"मध्यमंडल","imageUrl":null},{"key":"d","text":"Asthenosphere","textHi":"दुर्बलतामंडल","imageUrl":null}],"correct":"d","sol":"Atmospheric layers\nTroposphere, stratosphere and mesosphere are layers of the ATMOSPHERE.\nThe asthenosphere is a layer of the Earth’s upper mantle.\nSo it belongs to the interior, not the atmosphere.\nHence option (d).","solHi":"क्षोभमंडल, समतापमंडल और मध्यमंडल — वायुमंडल की परतें हैं।\nदुर्बलतामंडल पृथ्वी के ऊपरी मैंटल की परत है।\nअतः यह आंतरिक संरचना का अंग है, वायुमंडल का नहीं।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10020,"n":20,"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":"Cornea","textHi":"कॉर्निया","imageUrl":null},{"key":"b","text":"Lens","textHi":"लेंस","imageUrl":null},{"key":"c","text":"Retina","textHi":"रेटिना","imageUrl":null},{"key":"d","text":"Pons","textHi":"पॉन्स","imageUrl":null}],"correct":"d","sol":"Parts of the eye\nCornea, lens and retina are all parts of the EYE involved in vision.\nThe pons is a part of the brainstem.\nSo it belongs to the nervous system.\nHence option (d).","solHi":"कॉर्निया, लेंस और रेटिना — तीनों नेत्र के भाग हैं जो दृष्टि में शामिल हैं।\nपॉन्स मस्तिष्क-स्तंभ (ब्रेनस्टेम) का भाग है।\nअतः यह तंत्रिका तंत्र का अंग है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10021,"n":21,"subject":"General Intelligence & Reasoning","stem":"In a certain code, CLOUD is written as DKRVC. How will LIGHT be written?","stemHi":"एक कूट में CLOUD को DKRVC लिखा जाता है। LIGHT कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"MHJIS","textHi":null,"imageUrl":null},{"key":"b","text":"MJHIS","textHi":null,"imageUrl":null},{"key":"c","text":"MIHIS","textHi":null,"imageUrl":null},{"key":"d","text":"MIAIS","textHi":null,"imageUrl":null}],"correct":"a","sol":"Coding (+1, −1, +3, +1, −1)\n $\"figure\"/$ \nCLOUD → DKRVC: C+1 = D, L−1 = K, O+3 = R, U+1 = V, D−1 = C.\nSo the shifts by position are +1, −1, +3, +1, −1.\nLIGHT: L+1 = M, I−1 = H, G+3 = J, H+1 = I, T−1 = S.\nHence MHJIS — option (a).","solHi":" $\"figure\"/$ \nCLOUD → DKRVC: C+1 = D, L−1 = K, O+3 = R, U+1 = V, D−1 = C।\nअतः स्थान-वार शिफ्ट: +1, −1, +3, +1, −1।\nLIGHT: L+1 = M, I−1 = H, G+3 = J, H+1 = I, T−1 = S।\nअतः MHJIS — विकल्प (a)।","pos":2,"neg":0.5},{"id":10022,"n":22,"subject":"General Intelligence & Reasoning","stem":"Pointing to a woman, Manoj says, "She is the wife of my uncle's only son." How is the woman related to Manoj?","stemHi":"एक महिला की ओर इशारा करते हुए मनोज कहता है, "वह मेरे चाचा के इकलौते पुत्र की पत्नी है।" वह महिला मनोज की कौन है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Sister","textHi":"बहन","imageUrl":null},{"key":"b","text":"Cousin","textHi":"चचेरी बहन","imageUrl":null},{"key":"c","text":"Sister-in-law","textHi":"भाभी","imageUrl":null},{"key":"d","text":"Daughter","textHi":"पुत्री","imageUrl":null}],"correct":"c","sol":"Blood relation\n $\"figure\"/$ \nManoj's uncle's only son is Manoj's cousin brother.\nThe woman is that cousin’s wife.\nA cousin brother’s wife is addressed as one’s sister-in-law.\nHence option (c).","solHi":" $\"figure\"/$ \nमनोज के चाचा का इकलौता पुत्र मनोज का चचेरा भाई है।\nवह महिला उसी चचेरे भाई की पत्नी है।\nचचेरे भाई की पत्नी भाभी कहलाती है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10023,"n":23,"subject":"General Intelligence & Reasoning","stem":"If '×' = '+', '+' = '−', '−' = '×'; then 6 × 5 + 2 − 3 = ?","stemHi":"यदि '×' = '+', '+' = '−', '−' = '×' है, तो 6 × 5 + 2 − 3 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"3","textHi":null,"imageUrl":null},{"key":"b","text":"7","textHi":null,"imageUrl":null},{"key":"c","text":"5","textHi":null,"imageUrl":null},{"key":"d","text":"9","textHi":null,"imageUrl":null}],"correct":"c","sol":"Symbol substitution\nReplace the symbols: 6 × 5 + 2 − 3 becomes 6 + 5 − 2 × 3.\nBODMAS: 2 × 3 = 6.\n6 + 5 − 6 = 5.\nHence option (c).","solHi":"प्रतीक बदलिए: 6 × 5 + 2 − 3 बनता है 6 + 5 − 2 × 3।\nBODMAS: 2 × 3 = 6।\n6 + 5 − 6 = 5।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10024,"n":24,"subject":"General Intelligence & Reasoning","stem":"If the sum of 17 and 39 is multiplied by 2, what is the result?","stemHi":"यदि 17 और 39 के योग को 2 से गुणा किया जाए, तो परिणाम क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"102","textHi":null,"imageUrl":null},{"key":"b","text":"112","textHi":null,"imageUrl":null},{"key":"c","text":"105","textHi":null,"imageUrl":null},{"key":"d","text":"110","textHi":null,"imageUrl":null}],"correct":"b","sol":"Sum then multiply\nFirst add: 17 + 39 = 56.\nThen multiply by 2.\n56 × 2 = 112.\nHence option (b).","solHi":"पहले जोड़िए: 17 + 39 = 56।\nफिर 2 से गुणा कीजिए।\n56 × 2 = 112।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10025,"n":25,"subject":"General Intelligence & Reasoning","stem":"The series given below contains a sequence of numbers. Accordingly identify the incorrect number.\n25, 32, 46, 66, 95, 130","stemHi":"नीचे दी गई शृंखला में संख्याओं का एक क्रम है। तदनुसार गलत संख्या पहचानिए।\n25, 32, 46, 66, 95, 130","context":null,"contextHi":null,"options":[{"key":"a","text":"130","textHi":null,"imageUrl":null},{"key":"b","text":"46","textHi":null,"imageUrl":null},{"key":"c","text":"95","textHi":null,"imageUrl":null},{"key":"d","text":"66","textHi":null,"imageUrl":null}],"correct":"d","sol":"Wrong term in series\n $\"figure\"/$ \nDifferences: 32 − 25 = 7, 46 − 32 = 14, then the gaps should follow 7, 14, 21, 28, 35.\n46 + 21 = 67, but the series shows 66.\nContinuing correctly: 67 + 28 = 95 ✓ and 95 + 35 = 130 ✓.\nSo 66 is the incorrect term — option (d).","solHi":" $\"figure\"/$ \nअंतर: 32 − 25 = 7, 46 − 32 = 14; अंतर 7, 14, 21, 28, 35 के क्रम में होने चाहिए।\n46 + 21 = 67, पर शृंखला में 66 है।\nसही क्रम में आगे: 67 + 28 = 95 ✓ और 95 + 35 = 130 ✓।\nअतः 66 गलत पद है — विकल्प (d)।","pos":2,"neg":0.5},{"id":10026,"n":26,"subject":"General Awareness","stem":"What is the primary function of the Vikram Sarabhai Space Centre (VSSC) in India's space activities?","stemHi":"भारत की अंतरिक्ष गतिविधियों में विक्रम साराभाई अंतरिक्ष केंद्र (VSSC) का मुख्य कार्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Serves as a launch site for space missions","textHi":"अंतरिक्ष मिशनों के प्रक्षेपण स्थल के रूप में कार्य","imageUrl":null},{"key":"b","text":"Conducts astronaut training programs","textHi":"अंतरिक्ष यात्री प्रशिक्षण कार्यक्रम चलाना","imageUrl":null},{"key":"c","text":"Designs and manufactures launch vehicles","textHi":"प्रक्षेपण यानों का डिज़ाइन और निर्माण","imageUrl":null},{"key":"d","text":"Manages satellite operations","textHi":"उपग्रह संचालन का प्रबंधन","imageUrl":null}],"correct":"c","sol":"VSSC\nVSSC, set up in 1963 at Thiruvananthapuram, is ISRO’s lead centre for launch vehicle technology.\nIt designs and develops the PSLV, GSLV and LVM3 rockets.\nLaunches take place from Sriharikota (SDSC-SHAR).\nHence option (c).","solHi":"VSSC, 1963 में तिरुवनंतपुरम में स्थापित, ISRO का प्रक्षेपण यान प्रौद्योगिकी का प्रमुख केंद्र है।\nयह PSLV, GSLV और LVM3 रॉकेट डिज़ाइन और विकसित करता है।\nप्रक्षेपण श्रीहरिकोटा (SDSC-SHAR) से होते हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10027,"n":27,"subject":"General Awareness","stem":"The Atal Innovation Mission (AIM) aims to foster innovation and entrepreneurship in India. Which of the following is a major program under AIM?","stemHi":"अटल नवाचार मिशन (AIM) भारत में नवाचार और उद्यमिता को बढ़ावा देता है। निम्न में से कौन-सा इसका प्रमुख कार्यक्रम है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Pradhan Mantri Kaushal Vikas Yojana (PMKVY)","textHi":"प्रधानमंत्री कौशल विकास योजना (PMKVY)","imageUrl":null},{"key":"b","text":"Startup India Seed Fund Scheme","textHi":"स्टार्टअप इंडिया सीड फंड योजना","imageUrl":null},{"key":"c","text":"Atal Tinkering Labs (ATLs)","textHi":"अटल टिंकरिंग लैब्स (ATL)","imageUrl":null},{"key":"d","text":"Standup India scheme","textHi":"स्टैंडअप इंडिया योजना","imageUrl":null}],"correct":"c","sol":"Atal Tinkering Labs\nAIM runs under NITI Aayog to build an innovation ecosystem.\nAtal Tinkering Labs are set up in schools so students can work with 3D printers, robotics and electronics kits.\nPMKVY is a skilling scheme of the Skill Development Ministry.\nHence option (c).","solHi":"AIM नीति आयोग के अंतर्गत नवाचार-तंत्र बनाने हेतु चलता है।\nअटल टिंकरिंग लैब्स विद्यालयों में बनाई जाती हैं जहाँ विद्यार्थी 3D प्रिंटर, रोबोटिक्स व इलेक्ट्रॉनिक्स किट पर काम करते हैं।\nPMKVY कौशल विकास मंत्रालय की योजना है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10028,"n":28,"subject":"General Awareness","stem":"The integration of princely states into the Indian Union after 1947 involved political negotiations, popular movements, and occasional pressure. Which factor most challenged the desire of some rulers to remain independent?","stemHi":"1947 के बाद रियासतों के भारत संघ में विलय में राजनीतिक वार्ता, जन-आंदोलन और कभी-कभी दबाव शामिल रहा। कुछ शासकों की स्वतंत्र रहने की इच्छा को सबसे अधिक किसने चुनौती दी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Popular movements within the states favoring accession to India","textHi":"रियासतों के भीतर भारत में विलय के पक्ष में जन-आंदोलन","imageUrl":null},{"key":"b","text":"Strong backing from the British government for princely independence","textHi":"रियासतों की स्वतंत्रता को ब्रिटिश सरकार का प्रबल समर्थन","imageUrl":null},{"key":"c","text":"The military threat from Pakistan forcing rulers to join India","textHi":"पाकिस्तान के सैन्य खतरे से शासकों का विवश होना","imageUrl":null},{"key":"d","text":"Economic benefits of staying independent, making union with India unattractive","textHi":"स्वतंत्र रहने के आर्थिक लाभ, जिससे भारत में विलय अनाकर्षक लगे","imageUrl":null}],"correct":"a","sol":"Integration of princely states\nPeople inside the states — as in Travancore, Hyderabad and Junagadh — agitated for joining India.\nThis popular pressure left rulers with little support for independence.\nBritain had, in fact, advised the princes to accede to one of the dominions.\nHence option (a).","solHi":"त्रावणकोर, हैदराबाद और जूनागढ़ जैसी रियासतों के भीतर जनता ने भारत में विलय के लिए आंदोलन किए।\nइस जन-दबाव से शासकों के पास स्वतंत्रता का समर्थन नहीं बचा।\nब्रिटेन ने तो रियासतों को किसी एक अधिराज्य में मिलने की सलाह दी थी।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10029,"n":29,"subject":"General Awareness","stem":"The Bharatiya Nyaya Sanhita (BNS) was introduced as part of:","stemHi":"भारतीय न्याय संहिता (BNS) किसके अंतर्गत लाई गई?","context":null,"contextHi":null,"options":[{"key":"a","text":"Efforts to reform labour laws in India","textHi":"भारत में श्रम कानूनों के सुधार","imageUrl":null},{"key":"b","text":"Implementation of new trade policies","textHi":"नई व्यापार नीतियों के क्रियान्वयन","imageUrl":null},{"key":"c","text":"Revision of India's financial regulations","textHi":"भारत के वित्तीय नियमों के संशोधन","imageUrl":null},{"key":"d","text":"Modernization and decolonization of India's criminal justice system","textHi":"भारत की आपराधिक न्याय प्रणाली के आधुनिकीकरण एवं विऔपनिवेशीकरण","imageUrl":null}],"correct":"d","sol":"Bharatiya Nyaya Sanhita\nThe BNS replaced the Indian Penal Code of 1860 with effect from July 2024.\nAlong with the BNSS and the Bharatiya Sakshya Adhiniyam it modernises colonial-era criminal law.\nNew offences such as organised crime and mob lynching were added.\nHence option (d).","solHi":"BNS ने जुलाई 2024 से 1860 की भारतीय दंड संहिता का स्थान लिया।\nBNSS और भारतीय साक्ष्य अधिनियम के साथ यह औपनिवेशिक आपराधिक विधि का आधुनिकीकरण करती है।\nसंगठित अपराध और भीड़ हिंसा जैसे नए अपराध जोड़े गए।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10030,"n":30,"subject":"General Awareness","stem":"The oil fields of Digboi, Moran, Sivasagar, and Naharkatiya are situated in which region of India?","stemHi":"डिगबोई, मोरन, शिवसागर और नहरकटिया के तेल क्षेत्र भारत के किस क्षेत्र में हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Indo-Gangetic Plains","textHi":"सिंधु-गंगा के मैदान","imageUrl":null},{"key":"b","text":"Chotanagpur Plateau","textHi":"छोटानागपुर पठार","imageUrl":null},{"key":"c","text":"North-Eastern India","textHi":"उत्तर-पूर्वी भारत","imageUrl":null},{"key":"d","text":"Eastern Coastal Plains","textHi":"पूर्वी तटीय मैदान","imageUrl":null}],"correct":"c","sol":"Assam oil fields\nAll four fields lie in Assam, in the north-east of India.\nDigboi, drilled in 1889, is Asia’s oldest working oil refinery site.\nThe Brahmaputra valley remains a major oil-bearing belt.\nHence option (c).","solHi":"चारों तेल क्षेत्र असम में, भारत के उत्तर-पूर्व में हैं।\n1889 में खुदा डिगबोई एशिया का सबसे पुराना कार्यरत तेल शोधन स्थल है।\nब्रह्मपुत्र घाटी आज भी प्रमुख तेल-पट्टी है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10031,"n":31,"subject":"General Awareness","stem":"In Indian classical music, the term 'svaravalis' refers to:","stemHi":"भारतीय शास्त्रीय संगीत में 'स्वरावलि' शब्द किसे दर्शाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"A type of percussion instrument","textHi":"एक प्रकार का ताल-वाद्य","imageUrl":null},{"key":"b","text":"A collection of musical compositions in a particular tala","textHi":"किसी विशेष ताल में रचनाओं का संग्रह","imageUrl":null},{"key":"c","text":"A melody composed using the seven basic notes of the scale","textHi":"सप्तक के सात मूल स्वरों से बनी स्वर-मालिका","imageUrl":null},{"key":"d","text":"A style of dance performance","textHi":"नृत्य प्रस्तुति की एक शैली","imageUrl":null}],"correct":"c","sol":"Svaravalis\nSvaravalis are graded exercises built from the seven basic swaras — sa, re, ga, ma, pa, dha, ni.\nBeginners practise them to master pitch and phrasing before moving to compositions.\nThey are melodic patterns, not instruments or dance forms.\nHence option (c).","solHi":"स्वरावलि सात मूल स्वरों — सा, रे, ग, म, प, ध, नि — से बनी क्रमबद्ध अभ्यास-मालिकाएँ हैं।\nआरंभिक विद्यार्थी रचनाओं से पहले इन्हीं से स्वर और वाक्यांश साधते हैं।\nये स्वर-पैटर्न हैं, न वाद्य न नृत्य शैली।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10032,"n":32,"subject":"General Awareness","stem":"Consider the following physiographic features:\n1. Hoggar\n2. Spurs\n3. Block Mountains\n4. Tors\nWhich of the features given above is/are found in the peninsular plateau of India?","stemHi":"निम्न भू-आकृतिक विशेषताओं पर विचार कीजिए:\n1. हॉगर\n2. स्पर\n3. ब्लॉक पर्वत\n4. टॉर\nउपर्युक्त में से कौन-सी विशेषता/विशेषताएँ भारत के प्रायद्वीपीय पठार में मिलती हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 and 3 only","textHi":"केवल 1 और 3","imageUrl":null},{"key":"b","text":"3 only","textHi":"केवल 3","imageUrl":null},{"key":"c","text":"2 and 3 only","textHi":"केवल 2 और 3","imageUrl":null},{"key":"d","text":"2, 3 and 4","textHi":"2, 3 और 4","imageUrl":null}],"correct":"d","sol":"Peninsular plateau features\nSpurs, block mountains (like the Satpuras between rift valleys) and tors are all seen on the peninsular plateau.\nTors are rounded granite boulders typical of weathered plateau surfaces.\nHoggar is a highland of the SAHARA in Africa, not India.\nHence 2, 3 and 4 — option (d).","solHi":"स्पर, ब्लॉक पर्वत (जैसे भ्रंश घाटियों के बीच सतपुड़ा) और टॉर — तीनों प्रायद्वीपीय पठार पर मिलते हैं।\nटॉर अपक्षयित ग्रेनाइट के गोल शिलाखंड हैं, जो पठारी सतहों की विशेषता हैं।\nहॉगर अफ्रीका के सहारा का उच्चभूमि क्षेत्र है, भारत का नहीं।\nअतः 2, 3 और 4 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10033,"n":33,"subject":"General Awareness","stem":"Which of the following materials were mainly used in the construction of Purana Qila?","stemHi":"पुराना किला के निर्माण में मुख्यतः किन सामग्रियों का उपयोग हुआ?","context":null,"contextHi":null,"options":[{"key":"a","text":"Sandstone and marble","textHi":"बलुआ पत्थर और संगमरमर","imageUrl":null},{"key":"b","text":"Concrete and steel","textHi":"कंक्रीट और इस्पात","imageUrl":null},{"key":"c","text":"Wood and bamboo","textHi":"लकड़ी और बाँस","imageUrl":null},{"key":"d","text":"Glass and terracotta","textHi":"काँच और टेराकोटा","imageUrl":null}],"correct":"a","sol":"Purana Qila\nPurana Qila in Delhi was built by Sher Shah Suri and Humayun in the 16th century.\nIts walls, gates and the Qila-i-Kuhna mosque use red sandstone inlaid with marble.\nConcrete and steel belong to modern construction.\nHence option (a).","solHi":"दिल्ली का पुराना किला 16वीं शताब्दी में शेर शाह सूरी और हुमायूँ ने बनवाया।\nइसकी दीवारें, द्वार और किला-ए-कुहना मस्जिद लाल बलुआ पत्थर में संगमरमर की जड़ाई के साथ बनी हैं।\nकंक्रीट और इस्पात आधुनिक निर्माण के अंग हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10034,"n":34,"subject":"General Awareness","stem":"In the Solung festival of the Adi tribe in Arunachal Pradesh, which traditional beverage is shared among people to strengthen social ties?","stemHi":"अरुणाचल प्रदेश की आदि जनजाति के सोलुंग पर्व में सामाजिक संबंध मज़बूत करने हेतु कौन-सा पारंपरिक पेय बाँटा जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Soma","textHi":"सोम","imageUrl":null},{"key":"b","text":"Coffee","textHi":"कॉफ़ी","imageUrl":null},{"key":"c","text":"Tea","textHi":"चाय","imageUrl":null},{"key":"d","text":"Apong","textHi":"अपोंग","imageUrl":null}],"correct":"d","sol":"Solung — Apong\nSolung is the harvest festival of the Adi tribe, celebrated in September.\nApong, the traditional rice beer, is brewed and shared among families and guests.\nThe sharing of apong is central to community bonding during the festival.\nHence option (d).","solHi":"सोलुंग आदि जनजाति का फसल पर्व है, जो सितंबर में मनाया जाता है।\nअपोंग, पारंपरिक चावल की बीयर, बनाकर परिवारों व अतिथियों में बाँटी जाती है।\nअपोंग साझा करना पर्व के सामुदायिक जुड़ाव का केंद्र है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10035,"n":35,"subject":"General Awareness","stem":"The drainage system of Mohenjodaro was remarkable because each house was connected to:","stemHi":"मोहनजोदड़ो की जल-निकासी प्रणाली उल्लेखनीय थी क्योंकि प्रत्येक घर जुड़ा था:","context":null,"contextHi":null,"options":[{"key":"a","text":"A stone water reservoir","textHi":"पत्थर के जलाशय से","imageUrl":null},{"key":"b","text":"A covered street drain","textHi":"ढकी हुई गली की नाली से","imageUrl":null},{"key":"c","text":"A central pillar for water storage","textHi":"जल भंडारण के केंद्रीय स्तंभ से","imageUrl":null},{"key":"d","text":"A ceramic water tank","textHi":"मिट्टी के जल-टंकी से","imageUrl":null}],"correct":"b","sol":"Mohenjodaro drainage\nEvery house at Mohenjodaro had its own bathroom and drain.\nHouse drains emptied into COVERED street drains laid with brick and stone slabs.\nManholes allowed regular cleaning — a hallmark of Harappan town planning.\nHence option (b).","solHi":"मोहनजोदड़ो के हर घर में अपना स्नानघर और नाली थी।\nघर की नालियाँ ईंट-पत्थर से ढकी गली की नालियों में गिरती थीं।\nसफाई हेतु मैनहोल बने थे — हड़प्पा नगर-योजना की पहचान।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10036,"n":36,"subject":"General Awareness","stem":"Which of the following statements correctly explains the Golden Raid and card rules in Kabaddi?","stemHi":"कबड्डी में गोल्डन रेड और कार्ड नियमों को कौन-सा कथन सही बताता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Each team gets three Golden Raids per match.","textHi":"प्रत्येक टीम को मैच में तीन गोल्डन रेड मिलती हैं।","imageUrl":null},{"key":"b","text":"A Green Card gives a 2-minute suspension.","textHi":"ग्रीन कार्ड पर 2 मिनट का निलंबन होता है।","imageUrl":null},{"key":"c","text":"A Red Card gives only a warning with no suspension.","textHi":"रेड कार्ड पर केवल चेतावनी मिलती है, निलंबन नहीं।","imageUrl":null},{"key":"d","text":"A fresh toss is taken if the match is tied even after 5-5 raids.","textHi":"5-5 रेड के बाद भी बराबरी रहने पर नया टॉस होता है।","imageUrl":null}],"correct":"d","sol":"Kabaddi rules\nIf scores are level after extra time, each side takes five raids; a tie even then leads to a fresh toss and a Golden Raid.\nA Green Card is only a warning, a Yellow Card brings a two-minute suspension and a Red Card means dismissal.\nSo only option (d) states the rule correctly.\nHence option (d).","solHi":"अतिरिक्त समय के बाद भी बराबरी रहने पर दोनों टीमें पाँच-पाँच रेड करती हैं; तब भी टाई रहने पर नया टॉस और गोल्डन रेड होती है।\nग्रीन कार्ड केवल चेतावनी है, येलो कार्ड पर दो मिनट का निलंबन और रेड कार्ड पर बाहर।\nअतः केवल विकल्प (d) नियम सही बताता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10037,"n":37,"subject":"General Awareness","stem":"Besides the rocky terrain, what was a significant challenge for agriculture in the Chola kingdom?","stemHi":"पथरीली भूमि के अतिरिक्त चोल राज्य में कृषि की एक बड़ी चुनौती क्या थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Scarcity of skilled labour","textHi":"कुशल श्रमिकों की कमी","imageUrl":null},{"key":"b","text":"Availability of irrigation water","textHi":"सिंचाई जल की उपलब्धता","imageUrl":null},{"key":"c","text":"Shortage of farming tools","textHi":"कृषि औज़ारों की कमी","imageUrl":null},{"key":"d","text":"Lack of fertile soil","textHi":"उपजाऊ मिट्टी का अभाव","imageUrl":null}],"correct":"b","sol":"Chola agriculture\nChola agriculture depended on the Kaveri, whose flow varied with the monsoon.\nSecuring irrigation water was therefore the main challenge.\nThe Cholas built tanks, canals and embankments to store and channel it.\nHence option (b).","solHi":"चोल कृषि कावेरी पर निर्भर थी, जिसका प्रवाह मानसून से बदलता रहता था।\nइसलिए सिंचाई जल की उपलब्धता मुख्य चुनौती थी।\nचोलों ने तालाब, नहरें और बाँध बनाकर जल संचित व वितरित किया।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10038,"n":38,"subject":"General Awareness","stem":"Consider the following statements about recent National Basketball Championships:\n1. Tamil Nadu won the 74th Senior Men's title, with Punjab and Indian Railways as runner-up and second runner-up.\n2. Rajasthan won the 39th Youth Boys tournament, and Karnataka won the Youth Girls event.\nWhich of the above statements is/are correct?","stemHi":"हाल की राष्ट्रीय बास्केटबॉल चैंपियनशिप के संबंध में निम्न कथनों पर विचार कीजिए:\n1. तमिलनाडु ने 74वीं सीनियर पुरुष चैंपियनशिप जीती, पंजाब उपविजेता और भारतीय रेलवे तीसरे स्थान पर रहा।\n2. राजस्थान ने 39वीं यूथ बॉयज़ प्रतियोगिता और कर्नाटक ने यूथ गर्ल्स स्पर्धा जीती।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 1 is correct","textHi":"केवल 1 सही है","imageUrl":null},{"key":"b","text":"Only 2 is correct","textHi":"केवल 2 सही है","imageUrl":null},{"key":"c","text":"Both 1 and 2 are correct","textHi":"1 और 2 दोनों सही हैं","imageUrl":null},{"key":"d","text":"Neither 1 nor 2 is correct","textHi":"न 1 न 2 सही है","imageUrl":null}],"correct":"c","sol":"Basketball championships\nTamil Nadu took the 74th Senior National Basketball Championship men’s title ahead of Punjab and Indian Railways ✓.\nAt the 39th Youth National Championship, Rajasthan won the boys’ event and Karnataka the girls’ ✓.\nBoth statements match the results.\nHence Both — option (c).","solHi":"तमिलनाडु ने 74वीं सीनियर राष्ट्रीय बास्केटबॉल चैंपियनशिप का पुरुष खिताब जीता, पंजाब और भारतीय रेलवे आगे-पीछे रहे ✓।\n39वीं यूथ राष्ट्रीय चैंपियनशिप में राजस्थान ने बालक और कर्नाटक ने बालिका वर्ग जीता ✓।\nदोनों कथन परिणामों से मेल खाते हैं।\nअतः दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":10039,"n":39,"subject":"General Awareness","stem":"The Kaladan Multimodal Transit Transport Project connects India with which country?","stemHi":"कलादान बहु-आयामी पारगमन परिवहन परियोजना भारत को किस देश से जोड़ती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bhutan","textHi":"भूटान","imageUrl":null},{"key":"b","text":"Sri Lanka","textHi":"श्रीलंका","imageUrl":null},{"key":"c","text":"Myanmar","textHi":"म्यांमार","imageUrl":null},{"key":"d","text":"Thailand","textHi":"थाईलैंड","imageUrl":null}],"correct":"c","sol":"Kaladan project\nThe Kaladan project links Kolkata port with Sittwe port in MYANMAR by sea.\nFrom there it runs up the Kaladan river and by road to Mizoram.\nIt gives the North-East an alternative route bypassing the Siliguri corridor.\nHence option (c).","solHi":"कलादान परियोजना कोलकाता बंदरगाह को म्यांमार के सितवे बंदरगाह से समुद्र मार्ग से जोड़ती है।\nवहाँ से कलादान नदी और सड़क मार्ग से मिज़ोरम तक पहुँच बनती है।\nयह पूर्वोत्तर को सिलीगुड़ी गलियारे से बचकर वैकल्पिक मार्ग देती है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10040,"n":40,"subject":"General Awareness","stem":"The novel 'The Namesake' was written by which Indian-American author?","stemHi":"उपन्यास 'द नेमसेक' किस भारतीय-अमेरिकी लेखिका ने लिखा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Chetan Bhagat","textHi":"चेतन भगत","imageUrl":null},{"key":"b","text":"Anita Desai","textHi":"अनिता देसाई","imageUrl":null},{"key":"c","text":"Ruskin Bond","textHi":"रस्किन बॉन्ड","imageUrl":null},{"key":"d","text":"Jhumpa Lahiri","textHi":"झुम्पा लाहिड़ी","imageUrl":null}],"correct":"d","sol":"'The Namesake'\nThe Namesake (2003) is by Jhumpa Lahiri.\nIt follows the Ganguli family and their son Gogol in the United States.\nHer collection Interpreter of Maladies won the Pulitzer Prize.\nHence option (d).","solHi":"द नेमसेक (2003) झुम्पा लाहिड़ी की कृति है।\nयह अमेरिका में गांगुली परिवार और उनके बेटे गोगोल की कथा है।\nउनके संग्रह इंटरप्रेटर ऑफ मैलेडीज़ को पुलित्ज़र पुरस्कार मिला।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10041,"n":41,"subject":"General Awareness","stem":"Which of the following statements correctly describes population stabilization?","stemHi":"जनसंख्या स्थिरीकरण का सही वर्णन कौन-सा कथन करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Stabilization is achieved only when the fertility rate becomes zero","textHi":"स्थिरीकरण तभी होता है जब प्रजनन दर शून्य हो जाए","imageUrl":null},{"key":"b","text":"Stabilization occurs when the birth rate is significantly higher than the death rate","textHi":"स्थिरीकरण तब होता है जब जन्म दर मृत्यु दर से काफी अधिक हो","imageUrl":null},{"key":"c","text":"Stabilization occurs when birth and death rates are nearly equal","textHi":"स्थिरीकरण तब होता है जब जन्म और मृत्यु दर लगभग बराबर हों","imageUrl":null},{"key":"d","text":"Stabilization means the population doubles every decade","textHi":"स्थिरीकरण का अर्थ है हर दशक में जनसंख्या का दोगुना होना","imageUrl":null}],"correct":"c","sol":"Population stabilization\nPopulation stabilises when births and deaths roughly balance, giving near-zero natural growth.\nThis is the last stage of the demographic transition.\nA zero fertility rate would mean extinction, not stabilisation.\nHence option (c).","solHi":"जनसंख्या तब स्थिर होती है जब जन्म और मृत्यु दर लगभग बराबर हो जाएँ, जिससे प्राकृतिक वृद्धि लगभग शून्य रहे।\nयह जनांकिकीय संक्रमण का अंतिम चरण है।\nशून्य प्रजनन दर का अर्थ विलुप्ति होगा, स्थिरीकरण नहीं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10042,"n":42,"subject":"General Awareness","stem":"Ajit Doval continues to serve as the National Security Advisor (NSA). Considering his tenure and responsibilities as of July 2025, which statement best describes his role?","stemHi":"अजीत डोभाल राष्ट्रीय सुरक्षा सलाहकार (NSA) के रूप में कार्यरत हैं। जुलाई 2025 तक उनके कार्यकाल और दायित्वों को देखते हुए कौन-सा कथन उनकी भूमिका को सबसे सही बताता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"His current tenure as NSA, starting in June 2025, marks his first independent term after a decade as Principal Advisor on National Security.","textHi":"जून 2025 से शुरू उनका वर्तमान कार्यकाल, एक दशक तक प्रधान सलाहकार रहने के बाद पहला स्वतंत्र कार्यकाल है।","imageUrl":null},{"key":"b","text":"He holds the ex-officio rank of Cabinet Secretary, with a typical fixed five-year term regardless of the government in power.","textHi":"वे पदेन कैबिनेट सचिव के समकक्ष हैं और सरकार बदलने पर भी पाँच वर्ष का निश्चित कार्यकाल रखते हैं।","imageUrl":null},{"key":"c","text":"As NSA, he chairs the National Security Council (NSC) and has voting rights on all defence procurement decisions.","textHi":"NSA के रूप में वे राष्ट्रीय सुरक्षा परिषद की अध्यक्षता करते हैं और सभी रक्षा-खरीद निर्णयों में मत का अधिकार रखते हैं।","imageUrl":null},{"key":"d","text":"Reappointed in June 2024, his tenure is co-terminus with the Prime Minister, and he holds the rank of a Cabinet Minister.","textHi":"जून 2024 में पुनर्नियुक्त, उनका कार्यकाल प्रधानमंत्री के साथ सह-अवधि है और उन्हें कैबिनेट मंत्री का दर्जा प्राप्त है।","imageUrl":null}],"correct":"d","sol":"NSA — Ajit Doval\nAjit Doval was reappointed NSA in June 2024 for a third term.\nThe NSA holds the rank of a Cabinet Minister and serves co-terminus with the Prime Minister.\nThe Prime Minister — not the NSA — chairs the National Security Council.\nHence option (d).","solHi":"अजीत डोभाल जून 2024 में तीसरी बार NSA नियुक्त हुए।\nNSA को कैबिनेट मंत्री का दर्जा प्राप्त है और उनका कार्यकाल प्रधानमंत्री के साथ सह-अवधि होता है।\nराष्ट्रीय सुरक्षा परिषद की अध्यक्षता प्रधानमंत्री करते हैं, NSA नहीं।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10043,"n":43,"subject":"General Awareness","stem":"Which of the following statements about athletics winners at the 2025 National Games is entirely correct?","stemHi":"2025 राष्ट्रीय खेलों की एथलेटिक्स विजेताओं के संबंध में कौन-सा कथन पूर्णतः सही है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Amoj Jacob won in Wrestling, and Jyothi Yarraji was part of the 4x100m relay team.","textHi":"अमोज जैकब ने कुश्ती जीती और ज्योति याराजी 4x100 मीटर रिले टीम में थीं।","imageUrl":null},{"key":"b","text":"Lovlina Borgohain won the 100 m hurdles, and Amoj Jacob won the Shot Put.","textHi":"लवलीना बोरगोहेन ने 100 मीटर बाधा दौड़ और अमोज जैकब ने गोला फेंक जीता।","imageUrl":null},{"key":"c","text":"Parul Chaudhary won the 3000m steeplechase, and Jyothi Yarraji won the 100 m hurdles.","textHi":"पारुल चौधरी ने 3000 मीटर स्टीपलचेज़ और ज्योति याराजी ने 100 मीटर बाधा दौड़ जीती।","imageUrl":null},{"key":"d","text":"Swapnil Kusale won in Boxing, and Sarabjot Singh won the 100 m sprint.","textHi":"स्वप्निल कुसाले ने मुक्केबाज़ी और सरबजोत सिंह ने 100 मीटर दौड़ जीती।","imageUrl":null}],"correct":"c","sol":"National Games athletics\nParul Chaudhary is India’s leading 3000 m steeplechase runner and won that event.\nJyothi Yarraji is the national record holder in the 100 m hurdles and took that title.\nThe other options place athletes in sports they do not compete in — Lovlina is a boxer, Swapnil a shooter.\nHence option (c).","solHi":"पारुल चौधरी भारत की अग्रणी 3000 मीटर स्टीपलचेज़ धाविका हैं और उन्होंने वही स्पर्धा जीती।\nज्योति याराजी 100 मीटर बाधा दौड़ की राष्ट्रीय रिकॉर्डधारी हैं और उन्होंने वही खिताब जीता।\nशेष विकल्प खिलाड़ियों को उन खेलों में दिखाते हैं जिनमें वे भाग ही नहीं लेते — लवलीना मुक्केबाज़ और स्वप्निल निशानेबाज़ हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10044,"n":44,"subject":"General Awareness","stem":"According to Article 258A of the Indian Constitution, which of the following best describes the power of States?","stemHi":"भारतीय संविधान के अनुच्छेद 258A के अनुसार राज्यों की शक्ति को कौन-सा कथन सबसे सही बताता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"The State Government can delegate functions to another State with the Governor's approval.","textHi":"राज्य सरकार राज्यपाल की स्वीकृति से किसी अन्य राज्य को कार्य सौंप सकती है।","imageUrl":null},{"key":"b","text":"The Parliament may transfer its executive powers to local bodies without consulting the states.","textHi":"संसद राज्यों से परामर्श किए बिना अपनी कार्यपालिका शक्तियाँ स्थानीय निकायों को दे सकती है।","imageUrl":null},{"key":"c","text":"The Governor can assign State functions to Union agencies without the President's consent.","textHi":"राज्यपाल राष्ट्रपति की सहमति के बिना राज्य के कार्य संघ की एजेंसियों को सौंप सकते हैं।","imageUrl":null},{"key":"d","text":"The State Government, with the Union's consent, may entrust Union functions to its own officers.","textHi":"राज्य सरकार, संघ की सहमति से, अपने अधिकारियों को संघ के कार्य सौंप सकती है।","imageUrl":null}],"correct":"d","sol":"Article 258A\nArticle 258A was added by the 7th Amendment, 1956.\nIt lets a State Government, with the consent of the Government of India, entrust functions to the Union or its officers.\nArticle 258 provides the reverse — the Union entrusting functions to a State.\nHence option (d).","solHi":"अनुच्छेद 258A को 7वें संशोधन, 1956 द्वारा जोड़ा गया।\nयह राज्य सरकार को भारत सरकार की सहमति से संघ या उसके अधिकारियों को कार्य सौंपने देता है।\nअनुच्छेद 258 इसका उलटा प्रावधान है — संघ राज्य को कार्य सौंपे।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10045,"n":45,"subject":"General Awareness","stem":"Consider the following statements about the photoelectric effect:\n1. This phenomenon provides strong evidence for the particle nature of light.\n2. Below a certain minimum or threshold frequency, no electrons are emitted, no matter how bright the light is.\n3. The kinetic energy of emitted photoelectrons increases with increasing intensity of incident light.\nWhich of the statements given above is/are correct?","stemHi":"प्रकाश-विद्युत प्रभाव के संबंध में निम्न कथनों पर विचार कीजिए:\n1. यह परिघटना प्रकाश की कण-प्रकृति का प्रबल प्रमाण देती है।\n2. किसी न्यूनतम (देहली) आवृत्ति से नीचे, प्रकाश कितना भी तीव्र हो, इलेक्ट्रॉन उत्सर्जित नहीं होते।\n3. उत्सर्जित प्रकाश-इलेक्ट्रॉनों की गतिज ऊर्जा आपतित प्रकाश की तीव्रता बढ़ने पर बढ़ती है।\nउपर्युक्त में से कौन-से कथन सही हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 and 3 only","textHi":"केवल 1 और 3","imageUrl":null},{"key":"b","text":"2 and 3 only","textHi":"केवल 2 और 3","imageUrl":null},{"key":"c","text":"1 and 2 only","textHi":"केवल 1 और 2","imageUrl":null},{"key":"d","text":"1, 2 and 3","textHi":"1, 2 और 3","imageUrl":null}],"correct":"c","sol":"Photoelectric effect\nEinstein explained the effect using photons, establishing the particle nature of light — Statement 1 correct.\nNo emission occurs below the threshold frequency however intense the light — Statement 2 correct.\nKinetic energy depends on FREQUENCY; intensity only raises the NUMBER of electrons — Statement 3 wrong.\nHence 1 and 2 only — option (c).","solHi":"आइंस्टीन ने फोटॉन से इस प्रभाव की व्याख्या कर प्रकाश की कण-प्रकृति सिद्ध की — कथन 1 सही।\nदेहली आवृत्ति से नीचे प्रकाश कितना भी तीव्र हो, उत्सर्जन नहीं होता — कथन 2 सही।\nगतिज ऊर्जा आवृत्ति पर निर्भर है; तीव्रता केवल इलेक्ट्रॉनों की संख्या बढ़ाती है — कथन 3 गलत।\nअतः केवल 1 और 2 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10046,"n":46,"subject":"General Awareness","stem":"Ghoomar, a traditional folk dance of Rajasthan, was originally performed to worship which deity?","stemHi":"राजस्थान का पारंपरिक लोक नृत्य घूमर मूलतः किस देवी की आराधना हेतु किया जाता था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Lord Shiva","textHi":"भगवान शिव","imageUrl":null},{"key":"b","text":"Goddess Saraswati","textHi":"देवी सरस्वती","imageUrl":null},{"key":"c","text":"Lord Krishna","textHi":"भगवान कृष्ण","imageUrl":null},{"key":"d","text":"Lord Ganesha","textHi":"भगवान गणेश","imageUrl":null}],"correct":"b","sol":"Ghoomar\nGhoomar was begun by the Bhil community and adopted by Rajput households.\nIt was performed in worship of Goddess Saraswati.\nWomen in flowing ghagharas move in circles, giving the dance its name.\nHence option (b).","solHi":"घूमर की शुरुआत भील समुदाय ने की और राजपूत परिवारों ने इसे अपनाया।\nयह देवी सरस्वती की आराधना हेतु किया जाता था।\nलहराते घाघरों में महिलाएँ गोल घूमती हैं, इसी से नृत्य का नाम पड़ा।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10047,"n":47,"subject":"General Awareness","stem":"The 2023 update of the Logistics Performance Index (LPI) introduced which new feature in its evaluation method?","stemHi":"लॉजिस्टिक्स परफॉर्मेंस इंडेक्स (LPI) के 2023 संस्करण ने मूल्यांकन पद्धति में कौन-सी नई विशेषता जोड़ी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Assessment limited to road transport systems","textHi":"केवल सड़क परिवहन प्रणालियों तक मूल्यांकन सीमित","imageUrl":null},{"key":"b","text":"Ranking based on global tourism connectivity","textHi":"वैश्विक पर्यटन संपर्कता पर आधारित रैंकिंग","imageUrl":null},{"key":"c","text":"Elimination of low-income countries from participation","textHi":"कम आय वाले देशों को भागीदारी से बाहर करना","imageUrl":null},{"key":"d","text":"Integration of big data to track shipment speed and reliability","textHi":"शिपमेंट की गति व विश्वसनीयता मापने हेतु बिग डेटा का समावेश","imageUrl":null}],"correct":"d","sol":"LPI 2023\nThe World Bank’s LPI 2023 added big-data indicators for the first time.\nTracking data from containers, air cargo and postal shipments measured actual speed and reliability.\nEarlier editions relied only on surveys of logistics professionals.\nHence option (d).","solHi":"विश्व बैंक के LPI 2023 ने पहली बार बिग-डेटा संकेतक जोड़े।\nकंटेनर, वायु-कार्गो और डाक शिपमेंट के ट्रैकिंग डेटा से वास्तविक गति व विश्वसनीयता मापी गई।\nपहले के संस्करण केवल लॉजिस्टिक्स पेशेवरों के सर्वेक्षण पर आधारित थे।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10048,"n":48,"subject":"General Awareness","stem":"Which scientific body has been conducting long-term observations on the Pensilungpa Glacier in Zanskar, Ladakh, to assess its melting and mass variation?","stemHi":"ज़ांस्कर, लद्दाख के पेंसिलुंगपा ग्लेशियर के पिघलने और द्रव्यमान परिवर्तन का दीर्घकालिक अध्ययन कौन-सी वैज्ञानिक संस्था कर रही है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Indian Institute of Remote Sensing (IIRS)","textHi":"भारतीय सुदूर संवेदन संस्थान (IIRS)","imageUrl":null},{"key":"b","text":"National Centre for Polar and Ocean Research (NCPOR)","textHi":"राष्ट्रीय ध्रुवीय एवं समुद्री अनुसंधान केंद्र (NCPOR)","imageUrl":null},{"key":"c","text":"Wadia Institute of Himalayan Geology (WIHG)","textHi":"वाडिया हिमालय भूविज्ञान संस्थान (WIHG)","imageUrl":null},{"key":"d","text":"Geological Survey of India (GSI)","textHi":"भारतीय भूवैज्ञानिक सर्वेक्षण (GSI)","imageUrl":null}],"correct":"c","sol":"Pensilungpa Glacier\nThe Wadia Institute of Himalayan Geology, Dehradun, monitors Himalayan glaciers for the Department of Science and Technology.\nIts studies show the Pensilungpa Glacier retreating steadily, largely due to rising temperatures and reduced winter snow.\nNCPOR focuses on polar and ocean research.\nHence option (c).","solHi":"देहरादून स्थित वाडिया हिमालय भूविज्ञान संस्थान, विज्ञान एवं प्रौद्योगिकी विभाग के लिए हिमालयी हिमनदों की निगरानी करता है।\nइसके अध्ययन दिखाते हैं कि पेंसिलुंगपा ग्लेशियर लगातार पीछे हट रहा है, मुख्यतः बढ़ते तापमान और घटती शीतकालीन बर्फ के कारण।\nNCPOR ध्रुवीय और समुद्री अनुसंधान पर केंद्रित है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10049,"n":49,"subject":"General Awareness","stem":"The internationally accepted boundary between Earth's atmosphere and outer space, known as the Kármán line, is located at approximately what altitude?","stemHi":"पृथ्वी के वायुमंडल और बाह्य अंतरिक्ष के बीच अंतरराष्ट्रीय स्तर पर मान्य सीमा, जिसे कार्मन रेखा कहते हैं, लगभग किस ऊँचाई पर है?","context":null,"contextHi":null,"options":[{"key":"a","text":"50 km","textHi":null,"imageUrl":null},{"key":"b","text":"500 km","textHi":null,"imageUrl":null},{"key":"c","text":"100 km","textHi":null,"imageUrl":null},{"key":"d","text":"1000 km","textHi":null,"imageUrl":null}],"correct":"c","sol":"Kármán line\nThe Kármán line lies about 100 km above sea level.\nIt is recognised by the FAI as the start of outer space.\nAbove it, aerodynamic flight becomes impossible.\nHence option (c).","solHi":"कार्मन रेखा समुद्र तल से लगभग 100 km ऊपर है।\nFAI इसे बाह्य अंतरिक्ष की शुरुआत मानता है।\nइससे ऊपर वायुगतिक उड़ान संभव नहीं रहती।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10050,"n":50,"subject":"General Awareness","stem":"With reference to Article 300 of the Indian Constitution, consider the following statements:\n1. It allows the Union or State Governments to be sued in a court of law.\n2. Under this Article, the term ‘Government of India’ is treated as a legal entity capable of being sued.\nWhich of the statements given above is/are correct?","stemHi":"भारतीय संविधान के अनुच्छेद 300 के संदर्भ में निम्न कथनों पर विचार कीजिए:\n1. यह संघ या राज्य सरकारों पर न्यायालय में वाद दायर करने की अनुमति देता है।\n2. इस अनुच्छेद के अंतर्गत "भारत सरकार" को ऐसी विधिक इकाई माना जाता है जिस पर वाद चलाया जा सकता है।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 1","textHi":"केवल 1","imageUrl":null},{"key":"b","text":"Only 2","textHi":"केवल 2","imageUrl":null},{"key":"c","text":"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":"Article 300\nArticle 300 says the Government of India may sue or be sued as the Union of India, and a state in its own name.\nSo both governments can be parties to a suit — Statement 1 correct.\nIt thus treats the government as a juristic personality — Statement 2 correct.\nHence Both — option (c).","solHi":"अनुच्छेद 300 कहता है कि भारत सरकार "भारत संघ" के नाम से और राज्य अपने नाम से वाद कर सकते हैं या उन पर वाद हो सकता है।\nअतः दोनों सरकारें वाद की पक्षकार बन सकती हैं — कथन 1 सही।\nइस प्रकार सरकार को विधिक व्यक्तित्व माना गया है — कथन 2 सही।\nअतः दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":10051,"n":51,"subject":"Quantitative Aptitude","stem":"Solve: (

\sqrt{6400}

−

\sqrt{2401}

) ×

\frac{1}{2}

","stemHi":"हल कीजिए: (

\sqrt{6400}

−

\sqrt{2401}

) ×

\frac{1}{2}

","context":null,"contextHi":null,"options":[{"key":"a","text":"17.75","textHi":null,"imageUrl":null},{"key":"b","text":"18.5","textHi":null,"imageUrl":null},{"key":"c","text":"15.5","textHi":null,"imageUrl":null},{"key":"d","text":"10.75","textHi":null,"imageUrl":null}],"correct":"c","sol":"Square roots\n

\sqrt{6400}

= 80 and

\sqrt{2401}

= 49.\n80 − 49 = 31.\n31 ×

\frac{1}{2}

.\n= 15.5 — option (c).","solHi":"

\sqrt{6400}

= 80 और

\sqrt{2401}

= 49।\n80 − 49 = 31।\n31 ×

\frac{1}{2}

।\n= 15.5 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10052,"n":52,"subject":"Quantitative Aptitude","stem":"Solve: (

\sqrt{5776}

−

\sqrt{4761}

) ×

\frac{1}{3}

","stemHi":"हल कीजिए: (

\sqrt{5776}

−

\sqrt{4761}

) ×

\frac{1}{3}

","context":null,"contextHi":null,"options":[{"key":"a","text":"3.5","textHi":null,"imageUrl":null},{"key":"b","text":"4.3","textHi":null,"imageUrl":null},{"key":"c","text":"3.3","textHi":null,"imageUrl":null},{"key":"d","text":"2.3","textHi":null,"imageUrl":null}],"correct":"d","sol":"Square roots\n

\sqrt{5776}

= 76 and

\sqrt{4761}

= 69.\n76 − 69 = 7.\n7 ×

\frac{1}{3}

= 2.33.\n≈ 2.3 — option (d).","solHi":"

\sqrt{5776}

= 76 और

\sqrt{4761}

= 69।\n76 − 69 = 7।\n7 ×

\frac{1}{3}

= 2.33।\n≈ 2.3 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10053,"n":53,"subject":"Quantitative Aptitude","stem":"If 20% of A = 0.5 of B =

\frac{1}{4}

of C, then what is A : B : C?","stemHi":"यदि A का 20% = B का 0.5 = C का

\frac{1}{4}

है, तो A : B : C क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"5 : 2 : 4","textHi":null,"imageUrl":null},{"key":"b","text":"5 : 4 : 2","textHi":null,"imageUrl":null},{"key":"c","text":"5 : 4 : 8","textHi":null,"imageUrl":null},{"key":"d","text":"5 : 3 : 2","textHi":null,"imageUrl":null}],"correct":"a","sol":"Ratio from percentages\n $\"figure\"/$ \nWrite each as a fraction:

\frac{A}{5}

\frac{B}{2}

\frac{C}{4}

= k.\nSo A = 5k, B = 2k and C = 4k.\nA : B : C = 5 : 2 : 4.\nHence option (a).","solHi":" $\"figure\"/$ \nप्रत्येक को भिन्न के रूप में लिखिए:

\frac{A}{5}

\frac{B}{2}

\frac{C}{4}

= k।\nअतः A = 5k, B = 2k और C = 4k।\nA : B : C = 5 : 2 : 4।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10054,"n":54,"subject":"Quantitative Aptitude","stem":"Two containers of equal capacity are filled with juice and water. The first contains juice and water in the ratio 2 : 3, and the second in the ratio 3 : 2. The mixtures are then combined. What is the ratio of juice to water in the resulting mixture?","stemHi":"समान क्षमता के दो पात्र रस और पानी से भरे हैं। पहले में रस और पानी 2 : 3 के अनुपात में और दूसरे में 3 : 2 के अनुपात में हैं। मिश्रणों को मिला दिया जाता है। परिणामी मिश्रण में रस और पानी का अनुपात क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 : 1","textHi":null,"imageUrl":null},{"key":"b","text":"3 : 4","textHi":null,"imageUrl":null},{"key":"c","text":"4 : 3","textHi":null,"imageUrl":null},{"key":"d","text":"5 : 5","textHi":null,"imageUrl":null}],"correct":"a","sol":"Mixing two containers\n $\"figure\"/$ \nTake 5 units in each container.\nJuice = 2 + 3 = 5 units; water = 3 + 2 = 5 units.\nRatio = 5 : 5.\n= 1 : 1 — option (a).","solHi":" $\"figure\"/$ \nहर पात्र में 5 इकाई लीजिए।\nरस = 2 + 3 = 5 इकाई; पानी = 3 + 2 = 5 इकाई।\nअनुपात = 5 : 5।\n= 1 : 1 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10055,"n":55,"subject":"Quantitative Aptitude","stem":"A pair of shoes is listed at ₹900. After two successive discounts, it is sold for ₹612. If the first discount offered was 20%, what was the second discount percentage?","stemHi":"एक जोड़ी जूते का अंकित मूल्य ₹900 है। दो क्रमिक छूटों के बाद वह ₹612 में बिकता है। यदि पहली छूट 20% थी, तो दूसरी छूट कितने प्रतिशत थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"16%","textHi":null,"imageUrl":null},{"key":"b","text":"20%","textHi":null,"imageUrl":null},{"key":"c","text":"15%","textHi":null,"imageUrl":null},{"key":"d","text":"18%","textHi":null,"imageUrl":null}],"correct":"c","sol":"Second discount\n $\"figure\"/$ \nAfter the first discount: 900 ×

\frac{80}{100}

= ₹720.\nLet the second discount be D%: 720 ×

\frac{100 - D}{100}

= 612.\n100 − D =

\frac{61200}{720}

= 85.\nD = 15% — option (c).","solHi":" $\"figure\"/$ \nपहली छूट के बाद: 900 ×

\frac{80}{100}

= ₹720।\nदूसरी छूट D% मानिए: 720 ×

\frac{100 - D}{100}

= 612।\n100 − D =

\frac{61200}{720}

= 85।\nD = 15% — विकल्प (c)।","pos":2,"neg":0.5},{"id":10056,"n":56,"subject":"Quantitative Aptitude","stem":"A retailer marked a product 60% above its cost price. He provided two successive discounts of 25% and 10%. If he earned a profit of ₹240, what was the cost price of the product?","stemHi":"एक खुदरा विक्रेता ने उत्पाद को क्रय मूल्य से 60% अधिक अंकित किया और 25% तथा 10% की दो क्रमिक छूट दीं। यदि उसे ₹240 का लाभ हुआ, तो उत्पाद का क्रय मूल्य क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹2000","textHi":null,"imageUrl":null},{"key":"b","text":"₹1500","textHi":null,"imageUrl":null},{"key":"c","text":"₹2700","textHi":null,"imageUrl":null},{"key":"d","text":"₹3000","textHi":null,"imageUrl":null}],"correct":"d","sol":"Markup and two discounts\n $\"figure\"/$ \nTake CP = 100 units ⇒ MP = 160 units.\nSP = 160 ×

\frac{3}{4}

\frac{9}{10}

= 108 units.\nProfit = 108 − 100 = 8 units = ₹240 ⇒ 1 unit = ₹30.\nCP = 100 units = ₹3,000 — option (d).","solHi":" $\"figure\"/$ \nCP = 100 इकाई लीजिए ⇒ MP = 160 इकाई।\nSP = 160 ×

\frac{3}{4}

\frac{9}{10}

= 108 इकाई।\nलाभ = 108 − 100 = 8 इकाई = ₹240 ⇒ 1 इकाई = ₹30।\nCP = 100 इकाई = ₹3,000 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10057,"n":57,"subject":"Quantitative Aptitude","stem":"If x +

\frac{2}{x}

= 5, find the value of x³ +

\frac{8}{x ³}

.","stemHi":"यदि x +

\frac{2}{x}

= 5 है, तो x³ +

\frac{8}{x ³}

का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"95","textHi":null,"imageUrl":null},{"key":"b","text":"105","textHi":null,"imageUrl":null},{"key":"c","text":"115","textHi":null,"imageUrl":null},{"key":"d","text":"100","textHi":null,"imageUrl":null}],"correct":"a","sol":"Cube identity\n $\"figure\"/$ \nUse a³ + b³ = (a + b)³ − 3ab(a + b) with a = x and b =

\frac{2}{x}

.\nab = 2, so x³ +

\frac{8}{x ³}

= 5³ − 3(2)(5).\n= 125 − 30.\n= 95 — option (a).","solHi":" $\"figure\"/$ \na³ + b³ = (a + b)³ − 3ab(a + b) का प्रयोग कीजिए, जहाँ a = x और b =

\frac{2}{x}

।\nab = 2, अतः x³ +

\frac{8}{x ³}

= 5³ − 3(2)(5)।\n= 125 − 30।\n= 95 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10058,"n":58,"subject":"Quantitative Aptitude","stem":"An educational fund of ₹6,00,000 earns simple interest at 11% per annum. This annual interest is used to grant three scholarships. If the first and third scholarships are ₹18,000 and ₹22,000 respectively, what is the value of the second scholarship?","stemHi":"₹6,00,000 का एक शिक्षा कोष 11% वार्षिक साधारण ब्याज कमाता है। यह वार्षिक ब्याज तीन छात्रवृत्तियों में दिया जाता है। यदि पहली और तीसरी छात्रवृत्ति क्रमशः ₹18,000 और ₹22,000 है, तो दूसरी का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹24,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹26,000","textHi":null,"imageUrl":null},{"key":"c","text":"₹18,000","textHi":null,"imageUrl":null},{"key":"d","text":"₹20,000","textHi":null,"imageUrl":null}],"correct":"b","sol":"SI — scholarships\n $\"figure\"/$ \nAnnual interest =

\frac{6, 00, 000 \times 11 \times 1}{100}

= ₹66,000.\nThe three scholarships share this amount.\nSecond = 66,000 − (18,000 + 22,000) = 66,000 − 40,000.\n= ₹26,000 — option (b).","solHi":" $\"figure\"/$ \nवार्षिक ब्याज =

\frac{6, 00, 000 \times 11 \times 1}{100}

= ₹66,000।\nतीनों छात्रवृत्तियाँ इसी राशि में से दी जाती हैं।\nदूसरी = 66,000 − (18,000 + 22,000) = 66,000 − 40,000।\n= ₹26,000 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10059,"n":59,"subject":"Quantitative Aptitude","stem":"Suppose ₹P is invested, and after 2 years at 5% simple interest, it yields ₹Q interest. If ₹Q is then invested for 2 years at 5% simple interest, it yields ₹R interest. Which of the following is true?","stemHi":"मान लीजिए ₹P निवेश किए जाते हैं और 5% साधारण ब्याज पर 2 वर्ष में ₹Q ब्याज मिलता है। फिर ₹Q को उसी दर पर 2 वर्ष निवेश करने पर ₹R ब्याज मिलता है। निम्न में से कौन सत्य है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Q = P + R","textHi":null,"imageUrl":null},{"key":"b","text":"Q² = PR","textHi":null,"imageUrl":null},{"key":"c","text":"P = Q + R","textHi":null,"imageUrl":null},{"key":"d","text":"P² = Q + R","textHi":null,"imageUrl":null}],"correct":"b","sol":"$28","solHi":"$29","pos":2,"neg":0.5},{"id":10060,"n":60,"subject":"Quantitative Aptitude","stem":"An airplane flying at a height of 400 m notices the angles of depression to two boats located on opposite sides as 45° and 30°. Find the distance between the two boats.","stemHi":"400 मीटर की ऊँचाई पर उड़ता एक विमान विपरीत दिशाओं में स्थित दो नावों के अवनमन कोण 45° और 30° मापता है। दोनों नावों के बीच की दूरी ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"400(

\sqrt{3}

− 1) m","textHi":null,"imageUrl":null},{"key":"b","text":"400

\sqrt{3}

m","textHi":null,"imageUrl":null},{"key":"c","text":"400(1 +

\frac{1}{\sqrt{3}}

) m","textHi":null,"imageUrl":null},{"key":"d","text":"400(

\sqrt{3}

+ 1) m","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2a","solHi":" $\"figure\"/$ \n45° वाली नाव: tan45° =

\frac{400}{BD}

⇒ BD = 400 m।\n30° वाली नाव: tan30° =

\frac{400}{CD}

⇒ CD = 400

\sqrt{3}

m।\nनावें विपरीत दिशाओं में हैं, अतः दूरियाँ जुड़ती हैं।\n400 + 400

\sqrt{3}

= 400(

\sqrt{3}

+ 1) m — विकल्प (d)।","pos":2,"neg":0.5},{"id":10061,"n":61,"subject":"Quantitative Aptitude","stem":"A statue 3.6 metres in height is positioned on top of a pedestal. From a point on the ground, the angle of elevation to the top of the statue is 60°, while the angle of elevation to the top of the pedestal from the same point is 45°. Determine the height of the pedestal.","stemHi":"3.6 मीटर ऊँची एक मूर्ति एक चबूतरे के ऊपर रखी है। ज़मीन के एक बिंदु से मूर्ति के शीर्ष का उन्नयन कोण 60° और उसी बिंदु से चबूतरे के शीर्ष का उन्नयन कोण 45° है। चबूतरे की ऊँचाई ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"1.5(

\sqrt{3}

− 1) m","textHi":null,"imageUrl":null},{"key":"b","text":"1.6(

\sqrt{3}

− 1) m","textHi":null,"imageUrl":null},{"key":"c","text":"1.5(

\sqrt{3}

+ 1) m","textHi":null,"imageUrl":null},{"key":"d","text":"1.8(

\sqrt{3}

+ 1) m","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2b","solHi":"$2c","pos":2,"neg":0.5},{"id":10062,"n":62,"subject":"Quantitative Aptitude","stem":"The inner and outer diameters of a hollow hemispherical shell are 14 cm and 28 cm respectively. Find the approximate volume of the metal used.","stemHi":"एक खोखले अर्धगोलाकार खोल के आंतरिक और बाह्य व्यास क्रमशः 14 cm और 28 cm हैं। प्रयुक्त धातु का अनुमानित आयतन ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"4986.25 cm³","textHi":null,"imageUrl":null},{"key":"b","text":"5030.66 cm³","textHi":null,"imageUrl":null},{"key":"c","text":"4532.66 cm³","textHi":null,"imageUrl":null},{"key":"d","text":"5530.25 cm³","textHi":null,"imageUrl":null}],"correct":"b","sol":"$2d","solHi":"$2e","pos":2,"neg":0.5},{"id":10063,"n":63,"subject":"Quantitative Aptitude","stem":"A right circular cone is divided into two sections by a plane parallel to the base, with the volumes of the frustum and the smaller cone in the ratio 19 : 8. Determine the ratio of their heights.","stemHi":"एक लंब वृत्तीय शंकु को आधार के समांतर तल से दो भागों में बाँटा जाता है; छिन्नक और छोटे शंकु के आयतनों का अनुपात 19 : 8 है। उनकी ऊँचाइयों का अनुपात ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"1 : 1","textHi":null,"imageUrl":null},{"key":"b","text":"1 : 2","textHi":null,"imageUrl":null},{"key":"c","text":"5 : 6","textHi":null,"imageUrl":null},{"key":"d","text":"2 : 1","textHi":null,"imageUrl":null}],"correct":"b","sol":"Frustum : small cone\n $\"figure\"/$ \nVolumes vary as the cube of heights:

\frac{H ³ - h ³}{h ³}

\frac{19}{8}

.\n8H³ = 27h³ ⇒

\frac{H}{h}

\frac{3}{2}

.\nTaking h = 2 and H = 3, the frustum’s height = 3 − 2 = 1.\nFrustum : small cone = 1 : 2 — option (b).","solHi":" $\"figure\"/$ \nआयतन ऊँचाइयों के घन के अनुपात में:

\frac{H ³ - h ³}{h ³}

\frac{19}{8}

।\n8H³ = 27h³ ⇒

\frac{H}{h}

\frac{3}{2}

।\nh = 2 और H = 3 लेने पर छिन्नक की ऊँचाई = 3 − 2 = 1।\nछिन्नक : छोटा शंकु = 1 : 2 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10064,"n":64,"subject":"Quantitative Aptitude","stem":"If the side of a regular hexagon is tripled, what happens to its area?","stemHi":"यदि किसी सम षट्भुज की भुजा तीन गुनी कर दी जाए, तो उसके क्षेत्रफल का क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Doubled","textHi":"दोगुना","imageUrl":null},{"key":"b","text":"Tripled","textHi":"तिगुना","imageUrl":null},{"key":"c","text":"Quadrupled","textHi":"चार गुना","imageUrl":null},{"key":"d","text":"Increases 9 times","textHi":"नौ गुना बढ़ जाता है","imageUrl":null}],"correct":"d","sol":"Hexagon area\n $\"figure\"/$ \nArea of a regular hexagon =

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

a² — it varies as the SQUARE of the side.\nTripling the side multiplies the area by 3².\n= 9 times.\nHence option (d).","solHi":" $\"figure\"/$ \nसम षट्भुज का क्षेत्रफल =

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

a² — यह भुजा के वर्ग के अनुपात में है।\nभुजा तीन गुनी करने पर क्षेत्रफल 3² गुना।\n= 9 गुना।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10065,"n":65,"subject":"Quantitative Aptitude","stem":"A cylindrical storage container has a base diameter of 6 cm. Its sections have heights in an arithmetic progression, starting from 2 cm for the bottom section and reaching 10 cm for the topmost, covering a total of 5 sections. What is the total volume of the container? (Use π ≈ 3.14)","stemHi":"एक बेलनाकार पात्र के आधार का व्यास 6 cm है। उसके खंडों की ऊँचाइयाँ समांतर श्रेढ़ी में हैं — सबसे नीचे 2 cm से शुरू होकर सबसे ऊपर 10 cm तक, कुल 5 खंड। पात्र का कुल आयतन क्या है? (π ≈ 3.14 लीजिए)","context":null,"contextHi":null,"options":[{"key":"a","text":"853.6 cm³","textHi":null,"imageUrl":null},{"key":"b","text":"847.8 cm³","textHi":null,"imageUrl":null},{"key":"c","text":"842.8 cm³","textHi":null,"imageUrl":null},{"key":"d","text":"613.4 cm³","textHi":null,"imageUrl":null}],"correct":"b","sol":"Cylinder with AP heights\n $\"figure\"/$ \nRadius = 3 cm. Heights: 2, 4, 6, 8, 10 — total 30 cm.\nVolume = πr²h.\n= 3.14 × 9 × 30.\n= 847.8 cm³ — option (b).","solHi":" $\"figure\"/$ \nत्रिज्या = 3 cm। ऊँचाइयाँ: 2, 4, 6, 8, 10 — कुल 30 cm।\nआयतन = πr²h।\n= 3.14 × 9 × 30।\n= 847.8 cm³ — विकल्प (b)।","pos":2,"neg":0.5},{"id":10066,"n":66,"subject":"Quantitative Aptitude","stem":"Find the slope of the line 5x + 3y = 9.","stemHi":"रेखा 5x + 3y = 9 की प्रवणता ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"−

\frac{5}{3}

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

\frac{5}{3}

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

\frac{3}{5}

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

\frac{3}{5}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"Slope of a line\nWrite it as y = mx + c.\n3y = −5x + 9 ⇒ y = −

\frac{5}{3}

x + 3.\nComparing, the slope m = −

\frac{5}{3}

.\nHence option (a).","solHi":"इसे y = mx + c रूप में लिखिए।\n3y = −5x + 9 ⇒ y = −

\frac{5}{3}

x + 3।\nतुलना करने पर प्रवणता m = −

\frac{5}{3}

।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10067,"n":67,"subject":"Quantitative Aptitude","stem":"What is the total sum of the interior angles of a convex nonagon (a polygon with 9 sides)?","stemHi":"एक उत्तल नवभुज (9 भुजाओं वाला बहुभुज) के अंतःकोणों का कुल योग क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1080°","textHi":null,"imageUrl":null},{"key":"b","text":"1260°","textHi":null,"imageUrl":null},{"key":"c","text":"1360°","textHi":null,"imageUrl":null},{"key":"d","text":"1440°","textHi":null,"imageUrl":null}],"correct":"b","sol":"Interior angles — nonagon\nSum of interior angles = (n − 2) × 180°.\nFor n = 9: (9 − 2) × 180°.\n= 7 × 180°.\n= 1260° — option (b).","solHi":"अंतःकोणों का योग = (n − 2) × 180°।\nn = 9 के लिए: (9 − 2) × 180°।\n= 7 × 180°।\n= 1260° — विकल्प (b)।","pos":2,"neg":0.5},{"id":10068,"n":68,"subject":"Quantitative Aptitude","stem":"In triangle ABC, medians AD, BE and CF intersect at the centroid G. If the area of triangle ABC is 96 cm², what is the area of triangle GBC?","stemHi":"त्रिभुज ABC में माध्यिकाएँ AD, BE और CF केंद्रक G पर मिलती हैं। यदि त्रिभुज ABC का क्षेत्रफल 96 cm² है, तो त्रिभुज GBC का क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"16 cm²","textHi":null,"imageUrl":null},{"key":"b","text":"24 cm²","textHi":null,"imageUrl":null},{"key":"c","text":"48 cm²","textHi":null,"imageUrl":null},{"key":"d","text":"32 cm²","textHi":null,"imageUrl":null}],"correct":"d","sol":"Centroid divides area\n $\"figure\"/$ \nThe three medians divide a triangle into six equal parts; the centroid joins each vertex pair to form three equal triangles.\nSo ar(△GBC) =

\frac{1}{3}

× ar(△ABC).\n=

\frac{1}{3}

× 96.\n= 32 cm² — option (d).","solHi":" $\"figure\"/$ \nतीनों माध्यिकाएँ त्रिभुज को छह बराबर भागों में बाँटती हैं; केंद्रक से बने तीन त्रिभुज बराबर होते हैं।\nअतः ar(△GBC) =

\frac{1}{3}

× ar(△ABC)।\n=

\frac{1}{3}

× 96।\n= 32 cm² — विकल्प (d)।","pos":2,"neg":0.5},{"id":10069,"n":69,"subject":"Quantitative Aptitude","stem":"Given

\frac{\sqrt{5 + x} + \sqrt{5 - x}}{\sqrt{5 + x} - \sqrt{5 - x}}

= 2, then what is the value of x?","stemHi":"यदि

\frac{\sqrt{5 + x} + \sqrt{5 - x}}{\sqrt{5 + x} - \sqrt{5 - x}}

= 2 है, तो x का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"7","textHi":null,"imageUrl":null},{"key":"b","text":"4","textHi":null,"imageUrl":null},{"key":"c","text":"6","textHi":null,"imageUrl":null},{"key":"d","text":"2","textHi":null,"imageUrl":null}],"correct":"b","sol":"Surd equation\nTry the options so that both roots come out whole.\nTake x = 4:

\sqrt{9}

= 3 and

\sqrt{1}

= 1.\n

\frac{3 + 1}{3 - 1}

\frac{4}{2}

= 2 ✓ = RHS.\nx = 4 — option (b).","solHi":"विकल्प इस प्रकार जाँचिए कि दोनों मूल पूर्ण संख्याएँ बनें।\nx = 4 लीजिए:

\sqrt{9}

= 3 और

\sqrt{1}

= 1।\n

\frac{3 + 1}{3 - 1}

\frac{4}{2}

= 2 ✓ = दायाँ पक्ष।\nx = 4 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10070,"n":70,"subject":"Quantitative Aptitude","stem":"Two circles have radii in the ratio 2 : 1. The length of a direct common tangent is 4 cm, and the distance between their centres is 5 cm. What is the radius of the smaller circle?","stemHi":"दो वृत्तों की त्रिज्याएँ 2 : 1 के अनुपात में हैं। उनकी अनुप्रस्थ उभयनिष्ठ स्पर्श रेखा की लंबाई 4 cm और केंद्रों के बीच दूरी 5 cm है। छोटे वृत्त की त्रिज्या क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 cm","textHi":null,"imageUrl":null},{"key":"b","text":"2 cm","textHi":null,"imageUrl":null},{"key":"c","text":"3 cm","textHi":null,"imageUrl":null},{"key":"d","text":"4 cm","textHi":null,"imageUrl":null}],"correct":"c","sol":"Direct common tangent\n $\"figure\"/$ \nLet the radii be 2r and r, with d = 5 cm.\nDirect common tangent: L =

\sqrt{d ² - (R - r) ²}

⇒ 4 =

\sqrt{25 - (2 r - r) ²}

.\n16 = 25 − r² ⇒ r² = 9.\nr = 3 cm — option (c).","solHi":" $\"figure\"/$ \nत्रिज्याएँ 2r और r लीजिए, d = 5 cm।\nअनुप्रस्थ उभयनिष्ठ स्पर्श रेखा: L =

\sqrt{d ² - (R - r) ²}

⇒ 4 =

\sqrt{25 - (2 r - r) ²}

।\n16 = 25 − r² ⇒ r² = 9।\nr = 3 cm — विकल्प (c)।","pos":2,"neg":0.5},{"id":10071,"n":71,"subject":"Quantitative Aptitude","stem":"In a circle having a diameter of 20 cm, a chord is 6 cm away from the centre. Find the length of the chord.","stemHi":"20 cm व्यास वाले वृत्त में एक जीवा केंद्र से 6 cm दूर है। जीवा की लंबाई ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"16 cm","textHi":null,"imageUrl":null},{"key":"b","text":"15 cm","textHi":null,"imageUrl":null},{"key":"c","text":"13 cm","textHi":null,"imageUrl":null},{"key":"d","text":"17 cm","textHi":null,"imageUrl":null}],"correct":"a","sol":"Chord length\n $\"figure\"/$ \nRadius =

\frac{20}{2}

= 10 cm.\nThe perpendicular from the centre bisects the chord: 10² = 6² + (half-chord)².\nHalf-chord =

\sqrt{100 - 36}

= 8 cm.\nChord = 2 × 8 = 16 cm — option (a).","solHi":" $\"figure\"/$ \nत्रिज्या =

\frac{20}{2}

= 10 cm।\nकेंद्र से लंब जीवा को समद्विभाजित करता है: 10² = 6² + (आधी जीवा)²।\nआधी जीवा =

\sqrt{100 - 36}

= 8 cm।\nजीवा = 2 × 8 = 16 cm — विकल्प (a)।","pos":2,"neg":0.5},{"id":10072,"n":72,"subject":"Quantitative Aptitude","stem":"If tanB + cotB = 4 and tanB · cotB = 1, find tan²B + sec²B.","stemHi":"यदि tanB + cotB = 4 और tanB · cotB = 1 है, तो tan²B + sec²B ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"15 + 6

\sqrt{3}

","textHi":null,"imageUrl":null},{"key":"b","text":"15 + 8

\sqrt{3}

","textHi":null,"imageUrl":null},{"key":"c","text":"16 + 8

\sqrt{3}

","textHi":null,"imageUrl":null},{"key":"d","text":"16 + 6

\sqrt{3}

","textHi":null,"imageUrl":null}],"correct":"b","sol":"tan²B + sec²B\ntanB +

\frac{1}{tanB}

= 4 gives tan²B − 4tanB + 1 = 0.\nSolving: tanB = 2 ±

\sqrt{3}

.\nsec²B = 1 + tan²B, so tan²B + sec²B = 2tan²B + 1 = 2(2 +

\sqrt{3}

)² + 1.\n= 15 + 8

\sqrt{3}

— option (b).","solHi":"tanB +

\frac{1}{tanB}

= 4 से tan²B − 4tanB + 1 = 0।\nहल करने पर: tanB = 2 ±

\sqrt{3}

।\nsec²B = 1 + tan²B, अतः tan²B + sec²B = 2tan²B + 1 = 2(2 +

\sqrt{3}

)² + 1।\n= 15 + 8

\sqrt{3}

— विकल्प (b)।","pos":2,"neg":0.5},{"id":10073,"n":73,"subject":"Quantitative Aptitude","stem":"If sinA =

\frac{2 x}{1 + x ²}

, what is tanA?","stemHi":"यदि sinA =

\frac{2 x}{1 + x ²}

है, तो tanA क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{1 + x ²}{1 - x ²}

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

\frac{1 - x ²}{1 + x ²}

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

\frac{2 x}{1 - x ²}

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

\frac{1 - x ²}{2 x}

","textHi":null,"imageUrl":null}],"correct":"c","sol":"$2f","solHi":" $\"figure\"/$ \nलंब = 2x और कर्ण = 1 + x² लीजिए।\nआधार =

\sqrt{(1 + x ²) ² - (2 x) ²}

\sqrt{(1 - x ²) ²}

= 1 − x²।\ntanA =

\frac{लंब}{आधार}

।\n=

\frac{2 x}{1 - x ²}

— विकल्प (c)।","pos":2,"neg":0.5},{"id":10074,"n":74,"subject":"Quantitative Aptitude","stem":"Simplify: (0.16³ + 0.04³) ÷ (0.4³ + 0.1³)","stemHi":"सरल कीजिए: (0.16³ + 0.04³) ÷ (0.4³ + 0.1³)","context":null,"contextHi":null,"options":[{"key":"a","text":"0.64","textHi":null,"imageUrl":null},{"key":"b","text":"0.064","textHi":null,"imageUrl":null},{"key":"c","text":"0.6","textHi":null,"imageUrl":null},{"key":"d","text":"0.006","textHi":null,"imageUrl":null}],"correct":"b","sol":"Cubes — common factor\n $\"figure\"/$ \nNote that 0.16 = 0.4 × 0.4 and 0.04 = 0.4 × 0.1.\nSo the numerator = (0.4)³ × (0.4³ + 0.1³).\nThe bracket cancels with the denominator, leaving (0.4)³.\n= 0.064 — option (b).","solHi":" $\"figure\"/$ \nध्यान दीजिए 0.16 = 0.4 × 0.4 और 0.04 = 0.4 × 0.1।\nअतः अंश = (0.4)³ × (0.4³ + 0.1³)।\nकोष्ठक हर से कट जाता है, शेष (0.4)³।\n= 0.064 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10075,"n":75,"subject":"Quantitative Aptitude","stem":"Find the value of (0.02³ + 0.002³) ÷ (0.04³ + 0.004³)","stemHi":"मान ज्ञात कीजिए: (0.02³ + 0.002³) ÷ (0.04³ + 0.004³)","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{1}{8}

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

\frac{1}{16}

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

\frac{1}{64}

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

\frac{1}{128}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"Cubes — common factor\n $\"figure\"/$ \nLet a = 0.02 and b = 0.002; then 0.04 = 2a and 0.004 = 2b.\nDenominator = (2a)³ + (2b)³ = 8(a³ + b³).\nRatio =

\frac{a ³ + b ³}{8 (a ³ + b ³)}

.\n=

\frac{1}{8}

— option (a).","solHi":" $\"figure\"/$ \na = 0.02 और b = 0.002 लीजिए; तब 0.04 = 2a और 0.004 = 2b।\nहर = (2a)³ + (2b)³ = 8(a³ + b³)।\nअनुपात =

\frac{a ³ + b ³}{8 (a ³ + b ³)}

।\n=

\frac{1}{8}

— विकल्प (a)।","pos":2,"neg":0.5},{"id":10076,"n":76,"subject":"English Comprehension","stem":"Choose the correct one-word substitute for the highlighted part.\nHe lives entirely for pleasure and shows no interest in responsibility or restraint.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Hermit","textHi":null,"imageUrl":null},{"key":"b","text":"Epicure","textHi":null,"imageUrl":null},{"key":"c","text":"Glutton","textHi":null,"imageUrl":null},{"key":"d","text":"Reveler","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Epicure\nAn 'epicure' devotes himself to pleasure, especially refined enjoyment of food and drink.\nA hermit lives in solitude — the opposite kind of life.\nA glutton merely overeats; a reveller enjoys noisy parties.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10077,"n":77,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nThe artist's ____ brushstrokes captured the essence of the landscape.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"masterful","textHi":null,"imageUrl":null},{"key":"b","text":"master","textHi":null,"imageUrl":null},{"key":"c","text":"masterfully","textHi":null,"imageUrl":null},{"key":"d","text":"mastery","textHi":null,"imageUrl":null}],"correct":"a","sol":"Adjective — masterful\nThe blank describes the noun "brushstrokes", so an ADJECTIVE is needed.\n"Masterful" is the adjective form.\n"Masterfully" is an adverb and "mastery" a noun.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10078,"n":78,"subject":"English Comprehension","stem":"Select the idiom that means: A constant threat hanging over someone","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Burn the midnight oil","textHi":null,"imageUrl":null},{"key":"b","text":"Bad blood","textHi":null,"imageUrl":null},{"key":"c","text":"The sword of Damocles","textHi":null,"imageUrl":null},{"key":"d","text":"Cats and dogs","textHi":null,"imageUrl":null}],"correct":"c","sol":"Idiom — sword of Damocles\n'The sword of Damocles' means an ever-present danger hanging over a person.\nIt comes from the Greek tale of a sword suspended by a single hair.\nBurn the midnight oil = work late; bad blood = ill feeling.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10079,"n":79,"subject":"English Comprehension","stem":"Select the correct spelling.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Aadept","textHi":null,"imageUrl":null},{"key":"b","text":"Adeppt","textHi":null,"imageUrl":null},{"key":"c","text":"Adept","textHi":null,"imageUrl":null},{"key":"d","text":"Adeept","textHi":null,"imageUrl":null}],"correct":"c","sol":"Correct spelling\n'Adept' — highly skilled — is the correct spelling.\nIt has a single a, a single e and a single p.\nThe other three double or add letters wrongly.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10080,"n":80,"subject":"English Comprehension","stem":"Select the correct one-word substitute for:\nHe believes that all events in life are controlled by fate.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Dreamer","textHi":null,"imageUrl":null},{"key":"b","text":"Realist","textHi":null,"imageUrl":null},{"key":"c","text":"Idealist","textHi":null,"imageUrl":null},{"key":"d","text":"Fatalists","textHi":null,"imageUrl":null}],"correct":"d","sol":"One-word — Fatalist\nA 'fatalist' believes everything is predetermined by fate.\nA realist deals with things as they are; an idealist follows high principles.\nA dreamer is impractical or imaginative.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10081,"n":81,"subject":"English Comprehension","stem":"The following sentence has been divided into parts. One of them contains an error. Select the part that contains the error from the given options.\nHe seldom if never (1)/ visits his family, (2)/ even though they live (3)/ in the same town. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"a","sol":"Error — seldom if ever\nThe fixed expression is 'seldom if ever', meaning very rarely.\n'Seldom if never' is a double negative and is ungrammatical.\nCorrect: 'He seldom if ever visits his family.'\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10082,"n":82,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nThe professor, ____ reputation for rigorous research was widely known, retired last year.","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":"when","textHi":null,"imageUrl":null}],"correct":"c","sol":"Relative pronoun — whose\nThe blank shows POSSESSION — the reputation belongs to the professor.\nThe possessive relative pronoun is "whose".\n"Who" is a subject form, "whom" an object form and "when" refers to time.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10083,"n":83,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. Regular reflection on one’s experiences helps solidify these lessons.\n2. Personal growth is an ongoing journey that often stems from embracing new challenges.\n3. Every setback, rather than being a failure, can be viewed as an opportunity to learn.\n4. It is through these experiences that individuals gain resilience and deeper understanding.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2-3-4-1","textHi":null,"imageUrl":null},{"key":"b","text":"3-2-1-4","textHi":null,"imageUrl":null},{"key":"c","text":"2-1-3-4","textHi":null,"imageUrl":null},{"key":"d","text":"4-1-2-3","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — personal growth\nSentence 2 introduces personal growth as a journey — the opener.\nSentence 3 explains how setbacks become learning opportunities.\nSentence 4 ('It is through these experiences…') states the result, and sentence 1 closes with reflection.\nOrder 2-3-4-1 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10084,"n":84,"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 committee recommended that the proposal (1)/ is reviewed by an independent expert (2)/ to ensure impartiality (3)/ in the final decision. (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":"Subjunctive after recommend\nAfter 'recommend that', English uses the SUBJUNCTIVE — the base form of the verb.\nSo 'is reviewed' must become 'be reviewed'.\nCorrect: 'recommended that the proposal be reviewed…'\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10085,"n":85,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThe gardener waters the plants every morning.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The plants water the gardener every morning.","textHi":null,"imageUrl":null},{"key":"b","text":"The garden is watered by plants every morning.","textHi":null,"imageUrl":null},{"key":"c","text":"The plants are watered by the gardener every morning.","textHi":null,"imageUrl":null},{"key":"d","text":"The plants watering the gardener every morning.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Active → passive (simple present)\n"Waters" is simple present active.\nIts passive is is/are + past participle: are watered.\n(a) and (b) reverse the roles; (d) is ungrammatical.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10086,"n":86,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nHe said, "Where will they hold the annual conference?"","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He asked where would they hold the annual conference.","textHi":null,"imageUrl":null},{"key":"b","text":"He asked where they will hold the annual conference.","textHi":null,"imageUrl":null},{"key":"c","text":"He asked where they would hold the annual conference.","textHi":null,"imageUrl":null},{"key":"d","text":"He asked if they would hold the annual conference.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Direct → indirect question\nIn a reported question the word order becomes that of a statement and "will" backshifts to "would".\nSo: He asked where they would hold the annual conference.\n(a) keeps the question order, (b) keeps "will", (d) changes a wh-question into a yes/no one.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10087,"n":87,"subject":"English Comprehension","stem":"Select the sentence containing the homonym of the highlighted word:\nThe priest put on a silk amice over his alb for the service.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The sacristan brought the amice from the vestry room.","textHi":null,"imageUrl":null},{"key":"b","text":"The writer compared her character's scarf to an amice.","textHi":null,"imageUrl":null},{"key":"c","text":"The bishop straightened the amice before giving the benediction.","textHi":null,"imageUrl":null},{"key":"d","text":"The amice featured intricate gold embroidery.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Homonym — amice\nIn the given sentence 'amice' is a liturgical vestment worn by a priest.\nOptions (a), (c) and (d) all use it in that religious sense.\nIn (b) the word stands for an ordinary item of clothing — a different sense.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10088,"n":88,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word: SUBMISSIVE","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Insecure","textHi":null,"imageUrl":null},{"key":"b","text":"Complacent","textHi":null,"imageUrl":null},{"key":"c","text":"Anxious","textHi":null,"imageUrl":null},{"key":"d","text":"Vigilant","textHi":null,"imageUrl":null}],"correct":"b","sol":"Synonym — Submissive\n'Submissive' means ready to obey and meekly compliant.\nAmong the choices, 'complacent' — obliging and easily pleased — comes closest.\nInsecure and anxious describe worry; vigilant means watchful.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10089,"n":89,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nIt is expected by the management that operations will be streamlined by the new software.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"That the new software will streamline operations is expected by the management.","textHi":null,"imageUrl":null},{"key":"b","text":"The new software is expected to streamline operations by the management.","textHi":null,"imageUrl":null},{"key":"c","text":"Management expects the new software to be streamlining operations.","textHi":null,"imageUrl":null},{"key":"d","text":"The management expects that the new software will streamline operations.","textHi":null,"imageUrl":null}],"correct":"d","sol":"Passive → active\nBoth clauses are passive; the active form puts the management first and the software as the doer inside.\nSo: The management expects that the new software will streamline operations.\n(a) and (b) stay passive, (c) changes the aspect wrongly.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10090,"n":90,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nThe government suspected that the scientist had been knowing the solution to the complex problem for months.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"known the solution","textHi":null,"imageUrl":null},{"key":"b","text":"knowingly solved","textHi":null,"imageUrl":null},{"key":"c","text":"knowing the solution","textHi":null,"imageUrl":null},{"key":"d","text":"been known the solution","textHi":null,"imageUrl":null}],"correct":"a","sol":"Stative verb — know\n'Know' is a stative verb and is not used in continuous forms.\nThe past perfect "had known" is correct for something true over past months.\nSo: 'the scientist had known the solution…'\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10091,"n":91,"subject":"English Comprehension","stem":"Select the idiom that means:\nServes generous and high-quality meals","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Eat humble pie","textHi":null,"imageUrl":null},{"key":"b","text":"Keeps a good table","textHi":null,"imageUrl":null},{"key":"c","text":"Go the extra mile","textHi":null,"imageUrl":null},{"key":"d","text":"Put one's shoulder to the wheel","textHi":null,"imageUrl":null}],"correct":"b","sol":"Idiom — keeps a good table\n'To keep a good table' means to serve generous, high-quality food.\n'Eat humble pie' means to admit one's mistake.\n'Go the extra mile' and 'put one's shoulder to the wheel' both refer to extra effort.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10092,"n":92,"subject":"English Comprehension","stem":"Select the most appropriate antonym of the given word: Honor","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Respect","textHi":null,"imageUrl":null},{"key":"b","text":"Opprobrium","textHi":null,"imageUrl":null},{"key":"c","text":"Esteem","textHi":null,"imageUrl":null},{"key":"d","text":"Dignity","textHi":null,"imageUrl":null}],"correct":"b","sol":"Antonym — Honor\n'Honor' means high respect or esteem.\n'Opprobrium' means public disgrace and harsh criticism — the true opposite.\nRespect, esteem and dignity are all synonyms of honour.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10093,"n":93,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nThe designer admitted that he had overlooked a crucial detail, and that the oversight had significantly impacted the final outcome.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The designer said, "I overlooked a crucial detail, and that oversight significantly impacted the final outcome."","textHi":null,"imageUrl":null},{"key":"b","text":"The designer said, "I have overlooked a crucial detail, and that oversight has significantly impacted the final outcome."","textHi":null,"imageUrl":null},{"key":"c","text":"The designer said, "I overlook a crucial detail, and that oversight impacts the final outcome."","textHi":null,"imageUrl":null},{"key":"d","text":"The designer said, "I had overlooked a crucial detail, and that oversight would significantly impact the final outcome."","textHi":null,"imageUrl":null}],"correct":"b","sol":"Indirect → direct\nReverse the backshift: reported past perfect comes from the present perfect.\nSo "had overlooked" → "have overlooked" and "had impacted" → "has impacted".\n(a) uses the simple past, (c) the simple present, (d) keeps the past perfect.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10094,"n":94,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nThe student studied diligently so he could pass the difficult examination.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"so he passes","textHi":null,"imageUrl":null},{"key":"b","text":"so that he might pass","textHi":null,"imageUrl":null},{"key":"c","text":"so that he will pass","textHi":null,"imageUrl":null},{"key":"d","text":"so he might passing","textHi":null,"imageUrl":null}],"correct":"b","sol":"Purpose clause\nA purpose clause takes 'so that' followed by a modal.\nWith a past main verb the modal becomes "might".\nSo: 'so that he might pass the difficult examination'.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10095,"n":95,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. This led to a significant increase in demand for skilled workers in computing fields.\n2. The advent of the internet fundamentally transformed global communication and commerce.\n3. New industries emerged, centred around e-commerce, software development, and digital services.\n4. Consequently, educational institutions rapidly adapted their curricula to meet these new needs.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2-3-1-4","textHi":null,"imageUrl":null},{"key":"b","text":"3-2-4-1","textHi":null,"imageUrl":null},{"key":"c","text":"2-1-3-4","textHi":null,"imageUrl":null},{"key":"d","text":"1-3-2-4","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — internet\nSentence 2 introduces the arrival of the internet — the opener.\nSentence 3 describes the new industries it created.\nSentence 1 ('This led to…') notes the demand for skilled workers, and sentence 4 ('Consequently…') closes with education.\nOrder 2-3-1-4 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10096,"n":96,"subject":"English Comprehension","stem":"Which of the following best expresses the central idea of the passage?","stemHi":null,"context":"$30","contextHi":null,"options":[{"key":"a","text":"The passage warns against the economic exploitation of natural resources.","textHi":null,"imageUrl":null},{"key":"b","text":"It examines how technological and social changes have commodified time and altered human experience.","textHi":null,"imageUrl":null},{"key":"c","text":"It explores how pre-industrial societies failed to measure time accurately.","textHi":null,"imageUrl":null},{"key":"d","text":"It argues that leisure and work should be treated as identical pursuits.","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — central idea\nThe passage traces time from a natural rhythm to an economic commodity.\nIt shows how industrial and digital change turned every moment into something measured and monetised.\nThat transformation of human experience is its central idea.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10097,"n":97,"subject":"English Comprehension","stem":"What does the author mean by the statement, "Humanity’s obsession with saving time paradoxically ensures that there is never enough of it"?","stemHi":null,"context":"$31","contextHi":null,"options":[{"key":"a","text":"Saving time allows people to be more productive.","textHi":null,"imageUrl":null},{"key":"b","text":"The more people try to optimize time, the more they feel deprived of it.","textHi":null,"imageUrl":null},{"key":"c","text":"People have stopped measuring time altogether.","textHi":null,"imageUrl":null},{"key":"d","text":"The industrial era made time infinite and abundant.","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — paradox of saving time\nThe passage says the pressure to perform and produce has eroded the capacity for stillness.\nThe harder people try to optimise every moment, the more scarce time feels.\nThat is the paradox being described.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10098,"n":98,"subject":"English Comprehension","stem":"According to the passage, how did pre-industrial societies experience time differently from modern societies?","stemHi":null,"context":"$32","contextHi":null,"options":[{"key":"a","text":"They ignored time completely and lived without schedules.","textHi":null,"imageUrl":null},{"key":"b","text":"They perceived time as cyclical and harmonious with nature rather than mechanical and fragmented.","textHi":null,"imageUrl":null},{"key":"c","text":"They used more accurate systems for tracking time.","textHi":null,"imageUrl":null},{"key":"d","text":"They prioritized personal ambition over collective harmony.","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — pre-industrial time\nThe passage says such societies saw time as cyclical and collective.\nIt was attuned to the harvest, the tide and the moon — time flowed WITH life.\nModern digital time, by contrast, is uniform and fragmented.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10099,"n":99,"subject":"English Comprehension","stem":"What does the passage imply about the effect of hyper-connectivity on human behavior?","stemHi":null,"context":"$33","contextHi":null,"options":[{"key":"a","text":"It strengthens patience and long-term focus.","textHi":null,"imageUrl":null},{"key":"b","text":"It fosters calm reflection and silence.","textHi":null,"imageUrl":null},{"key":"c","text":"It creates impatience, anxiety, and a constant sense of urgency.","textHi":null,"imageUrl":null},{"key":"d","text":"It restores the contemplative rhythm of life.","textHi":null,"imageUrl":null}],"correct":"c","sol":"RC — hyper-connectivity\nInstant communication fosters impatience and delayed replies cause anxiety.\nEndless notifications create an illusion of perpetual urgency.\nSo hyper-connectivity breeds impatience and unease.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10100,"n":100,"subject":"English Comprehension","stem":"Which of the following best captures the author's proposed remedy for modern alienation from time?","stemHi":null,"context":"$34","contextHi":null,"options":[{"key":"a","text":"Strictly limiting the use of digital technology.","textHi":null,"imageUrl":null},{"key":"b","text":"Increasing productivity through better time management techniques.","textHi":null,"imageUrl":null},{"key":"c","text":"Reimagining time as a space for presence, reflection, and meaning rather than as a commodity.","textHi":null,"imageUrl":null},{"key":"d","text":"Returning to pre-industrial methods of labor and agriculture.","textHi":null,"imageUrl":null}],"correct":"c","sol":"RC — remedy\nThe passage says reclaiming a humane relationship with time needs more than better scheduling.\nIt calls for seeing time as a space for presence, reflection and meaning.\nSo the remedy is a change of outlook, not merely of technique.\nHence option (c).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--18-sep-2025-shift-3","title":"SSC CGL Tier-1 18 September 2025 Shift-3 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"18 September 2025 · Shift 3","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]