28:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 29:T49f,Series — 60 ÷ n

Each term is 60 divided by 1, 2, 3, 4, 5 …

\frac{60}{1}

= 60,

\frac{60}{2}

= 30,

\frac{60}{3}

= 20,

\frac{60}{4}

= 15,

\frac{60}{5}

= 12 ✓. Next:

\frac{60}{6}

. = 10 — option (c).2a:T4ee,

हर पद 60 को क्रमशः 1, 2, 3, 4, 5 … से भाग देकर मिलता है।

\frac{60}{1}

= 60,

\frac{60}{2}

= 30,

\frac{60}{3}

= 20,

\frac{60}{4}

= 15,

\frac{60}{5}

= 12 ✓। अगला:

\frac{60}{6}

। = 10 — विकल्प (c)।2b:T46a,Percentage equality 37.5% =

\frac{3}{8}

and 25% =

\frac{1}{4}

. So

\frac{3 p}{8}

\frac{q}{4}

⇒

\frac{p}{q}

\frac{8}{12}

. =

\frac{2}{3}

. p : q = 2 : 3 — option (d).2c:T474,37.5% =

\frac{3}{8}

और 25% =

\frac{1}{4}

। अतः

\frac{3 p}{8}

\frac{q}{4}

⇒

\frac{p}{q}

\frac{8}{12}

। =

\frac{2}{3}

। p : q = 2 : 3 — विकल्प (d)।2d:T65a,Cone recast — unused part

Original volume V =

\frac{1}{3}

πr²h. Smaller cone =

\frac{1}{3}

π(

\frac{r}{2}

)²(

\frac{h}{4}

) =

\frac{1}{16}

\frac{1}{3}

πr²h =

\frac{V}{16}

. Unused = V −

\frac{V}{16}

. =

\frac{15}{16}

V — option (b).2e:T67b,

मूल आयतन V =

\frac{1}{3}

πr²h। छोटा शंकु =

\frac{1}{3}

π(

\frac{r}{2}

)²(

\frac{h}{4}

) =

\frac{1}{16}

\frac{1}{3}

πr²h =

\frac{V}{16}

। अप्रयुक्त = V −

\frac{V}{16}

। =

\frac{15}{16}

V — विकल्प (b)।2f:T44b,Prism with AP heights

Base area =

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

a² =

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

× 36 = 9

\sqrt{3}

cm². The five layers give a total height of 1 + 2 + 3 + 4 + 5 = 15 cm. Volume = base area × height = 9

\sqrt{3}

× 15 = 135

\sqrt{3}

. = 135 × 1.732 = 233.82 cm³ — option (b).30:T4af,

आधार क्षेत्रफल =

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

a² =

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

× 36 = 9

\sqrt{3}

cm²। पाँच परतों की कुल ऊँचाई = 1 + 2 + 3 + 4 + 5 = 15 cm। आयतन = आधार क्षेत्रफल × ऊँचाई = 9

\sqrt{3}

× 15 = 135

\sqrt{3}

। = 135 × 1.732 = 233.82 cm³ — विकल्प (b)।31:T46e,Third vertex from centroid

Centroid = (

\frac{x ₁ + x ₂ + x ₃}{3}

\frac{y ₁ + y ₂ + y ₃}{3}

). x: 3 =

\frac{5 - 1 + x}{3}

⇒ 9 = 4 + x ⇒ x = 5. y: 1 =

\frac{- 2 + 3 + y}{3}

⇒ 3 = 1 + y ⇒ y = 2. R = (5, 2) — option (a).32:T474,

केंद्रक = (

\frac{x ₁ + x ₂ + x ₃}{3}

\frac{y ₁ + y ₂ + y ₃}{3}

)। x: 3 =

\frac{5 - 1 + x}{3}

⇒ 9 = 4 + x ⇒ x = 5। y: 1 =

\frac{- 2 + 3 + y}{3}

⇒ 3 = 1 + y ⇒ y = 2। R = (5, 2) — विकल्प (a)।33:T5b2,sin⁴x + cos⁴x

sinx =

\sqrt{3}

cosx gives tanx =

\sqrt{3}

, so x = 60°. sin60° =

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

and cos60° =

\frac{1}{2}

. sin⁴x + cos⁴x =

\frac{9}{16}

\frac{1}{16}

\frac{10}{16}

. =

\frac{5}{8}

— option (b).34:T5bf,

sinx =

\sqrt{3}

cosx से tanx =

\sqrt{3}

, अतः x = 60°। sin60° =

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

और cos60° =

\frac{1}{2}

। sin⁴x + cos⁴x =

\frac{9}{16}

\frac{1}{16}

\frac{10}{16}

। =

\frac{5}{8}

— विकल्प (b)।35:T77e,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an age characterized by constant connection and excessive information, the idea of being alone has become both rare and vital. Rather than being the same as loneliness, solitude signifies a mindful retreat — a purposeful effort to recover mental clarity and inner calm. Throughout history, thinkers, writers, and inventors have sought time in seclusion as a means for profound thought and invention. In solitude, the mind is free from social expectations, allowing ideas to form in their pure and unfiltered state. Yet today, solitude is often misunderstood, seen as unproductive or antisocial. The dominance of digital interaction has weakened our ability to spend time alone, replacing self-reflection with continuous stimulation. Messages, feeds, and the reward loop of online approval sustain a cycle of distraction that divides focus and reduces awareness. On a psychological level, being alone provides a moment for emotional balance. It allows people to interpret their experiences without the pressure of comparison or approval. Scientific studies indicate that deliberate solitude activates the brain’s resting network, connected to memory, identity, and imagination. Interestingly, individuals who regularly spend time alone often show stronger empathy and social connection, as they engage with others from a stable sense of self rather than dependence. Culturally, however, the glorification of busyness and constant activity has made solitude seem unusual. Communities that measure value by output tend to ignore the restorative role of stillness. Regaining solitude, therefore, requires both structural and personal adjustments — defining achievement not only by what one does but also by what one understands. True solitude is not withdrawal from the world, but a considered return to oneself.36:T77e,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an age characterized by constant connection and excessive information, the idea of being alone has become both rare and vital. Rather than being the same as loneliness, solitude signifies a mindful retreat — a purposeful effort to recover mental clarity and inner calm. Throughout history, thinkers, writers, and inventors have sought time in seclusion as a means for profound thought and invention. In solitude, the mind is free from social expectations, allowing ideas to form in their pure and unfiltered state. Yet today, solitude is often misunderstood, seen as unproductive or antisocial. The dominance of digital interaction has weakened our ability to spend time alone, replacing self-reflection with continuous stimulation. Messages, feeds, and the reward loop of online approval sustain a cycle of distraction that divides focus and reduces awareness. On a psychological level, being alone provides a moment for emotional balance. It allows people to interpret their experiences without the pressure of comparison or approval. Scientific studies indicate that deliberate solitude activates the brain’s resting network, connected to memory, identity, and imagination. Interestingly, individuals who regularly spend time alone often show stronger empathy and social connection, as they engage with others from a stable sense of self rather than dependence. Culturally, however, the glorification of busyness and constant activity has made solitude seem unusual. Communities that measure value by output tend to ignore the restorative role of stillness. Regaining solitude, therefore, requires both structural and personal adjustments — defining achievement not only by what one does but also by what one understands. True solitude is not withdrawal from the world, but a considered return to oneself.37:T77e,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an age characterized by constant connection and excessive information, the idea of being alone has become both rare and vital. Rather than being the same as loneliness, solitude signifies a mindful retreat — a purposeful effort to recover mental clarity and inner calm. Throughout history, thinkers, writers, and inventors have sought time in seclusion as a means for profound thought and invention. In solitude, the mind is free from social expectations, allowing ideas to form in their pure and unfiltered state. Yet today, solitude is often misunderstood, seen as unproductive or antisocial. The dominance of digital interaction has weakened our ability to spend time alone, replacing self-reflection with continuous stimulation. Messages, feeds, and the reward loop of online approval sustain a cycle of distraction that divides focus and reduces awareness. On a psychological level, being alone provides a moment for emotional balance. It allows people to interpret their experiences without the pressure of comparison or approval. Scientific studies indicate that deliberate solitude activates the brain’s resting network, connected to memory, identity, and imagination. Interestingly, individuals who regularly spend time alone often show stronger empathy and social connection, as they engage with others from a stable sense of self rather than dependence. Culturally, however, the glorification of busyness and constant activity has made solitude seem unusual. Communities that measure value by output tend to ignore the restorative role of stillness. Regaining solitude, therefore, requires both structural and personal adjustments — defining achievement not only by what one does but also by what one understands. True solitude is not withdrawal from the world, but a considered return to oneself.38:T77e,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an age characterized by constant connection and excessive information, the idea of being alone has become both rare and vital. Rather than being the same as loneliness, solitude signifies a mindful retreat — a purposeful effort to recover mental clarity and inner calm. Throughout history, thinkers, writers, and inventors have sought time in seclusion as a means for profound thought and invention. In solitude, the mind is free from social expectations, allowing ideas to form in their pure and unfiltered state. Yet today, solitude is often misunderstood, seen as unproductive or antisocial. The dominance of digital interaction has weakened our ability to spend time alone, replacing self-reflection with continuous stimulation. Messages, feeds, and the reward loop of online approval sustain a cycle of distraction that divides focus and reduces awareness. On a psychological level, being alone provides a moment for emotional balance. It allows people to interpret their experiences without the pressure of comparison or approval. Scientific studies indicate that deliberate solitude activates the brain’s resting network, connected to memory, identity, and imagination. Interestingly, individuals who regularly spend time alone often show stronger empathy and social connection, as they engage with others from a stable sense of self rather than dependence. Culturally, however, the glorification of busyness and constant activity has made solitude seem unusual. Communities that measure value by output tend to ignore the restorative role of stillness. Regaining solitude, therefore, requires both structural and personal adjustments — defining achievement not only by what one does but also by what one understands. True solitude is not withdrawal from the world, but a considered return to oneself.39:T77e,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. In an age characterized by constant connection and excessive information, the idea of being alone has become both rare and vital. Rather than being the same as loneliness, solitude signifies a mindful retreat — a purposeful effort to recover mental clarity and inner calm. Throughout history, thinkers, writers, and inventors have sought time in seclusion as a means for profound thought and invention. In solitude, the mind is free from social expectations, allowing ideas to form in their pure and unfiltered state. Yet today, solitude is often misunderstood, seen as unproductive or antisocial. The dominance of digital interaction has weakened our ability to spend time alone, replacing self-reflection with continuous stimulation. Messages, feeds, and the reward loop of online approval sustain a cycle of distraction that divides focus and reduces awareness. On a psychological level, being alone provides a moment for emotional balance. It allows people to interpret their experiences without the pressure of comparison or approval. Scientific studies indicate that deliberate solitude activates the brain’s resting network, connected to memory, identity, and imagination. Interestingly, individuals who regularly spend time alone often show stronger empathy and social connection, as they engage with others from a stable sense of self rather than dependence. Culturally, however, the glorification of busyness and constant activity has made solitude seem unusual. Communities that measure value by output tend to ignore the restorative role of stillness. Regaining solitude, therefore, requires both structural and personal adjustments — defining achievement not only by what one does but also by what one understands. True solitude is not withdrawal from the world, but a considered return to oneself.1e:["$","$L28",null,{"mode":"practice","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":5401,"n":1,"subject":"General Intelligence & Reasoning","stem":"Consider the following statement and choose the option that follows.\nStatement: The government launched a new scheme to promote solar rooftop installations in urban areas.\nConclusions:\nI. The government aims to increase the use of renewable energy sources.\nII. The scheme will completely replace traditional energy systems.","stemHi":"निम्न कथन पर विचार कर सही विकल्प चुनिए।\nकथन: सरकार ने शहरी क्षेत्रों में सौर रूफटॉप संयंत्रों को बढ़ावा देने हेतु नई योजना शुरू की।\nनिष्कर्ष:\nI. सरकार नवीकरणीय ऊर्जा स्रोतों का उपयोग बढ़ाना चाहती है।\nII. यह योजना पारंपरिक ऊर्जा प्रणालियों को पूरी तरह प्रतिस्थापित कर देगी।","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":"a","sol":"Statement — conclusions\nPromoting solar rooftops is clearly a step towards renewable energy — I follows.\nII claims a COMPLETE replacement of traditional energy, which one scheme cannot ensure.\nSolar power supplements, not replaces, the existing grid.\nHence Only I — option (a).","solHi":"सौर रूफटॉप को बढ़ावा देना स्पष्टतः नवीकरणीय ऊर्जा की दिशा में कदम है — I अनुसरण करता है।\nII पारंपरिक ऊर्जा के "पूर्ण" प्रतिस्थापन का दावा करता है, जो एक योजना से संभव नहीं।\nसौर ऊर्जा मौजूदा ग्रिड की पूरक है, विकल्प नहीं।\nअतः केवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":5402,"n":2,"subject":"General Intelligence & Reasoning","stem":"If 5 + 4 = 41, 4 + 3 = 25, then 3 + 2 = ?","stemHi":"यदि 5 + 4 = 41, 4 + 3 = 25 है, तो 3 + 2 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"13","textHi":null,"imageUrl":null},{"key":"b","text":"29","textHi":null,"imageUrl":null},{"key":"c","text":"45","textHi":null,"imageUrl":null},{"key":"d","text":"37","textHi":null,"imageUrl":null}],"correct":"a","sol":"Number puzzle (a² + b²)\n $\"figure\"/$ \nRule: a + b means a² + b².\nCheck: 5² + 4² = 25 + 16 = 41 ✓; 4² + 3² = 16 + 9 = 25 ✓.\n3 + 2 = 3² + 2² = 9 + 4.\n= 13 — option (a).","solHi":" $\"figure\"/$ \nनियम: a + b का अर्थ a² + b²।\nजाँच: 5² + 4² = 25 + 16 = 41 ✓; 4² + 3² = 16 + 9 = 25 ✓।\n3 + 2 = 3² + 2² = 9 + 4।\n= 13 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5403,"n":3,"subject":"General Intelligence & Reasoning","stem":"Interchange two signs to correct the equation.\n60 ÷ 5 + 8 − 6 × 2 = 58","stemHi":"समीकरण सही करने हेतु दो चिह्न आपस में बदलिए।\n60 ÷ 5 + 8 − 6 × 2 = 58","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":"d","sol":"Interchange signs\n $\"figure\"/$ \nInterchange − and × : the equation becomes 60 ÷ 5 + 8 × 6 − 2.\nBODMAS: 60 ÷ 5 = 12 and 8 × 6 = 48.\n12 + 48 − 2 = 58 ✓ — it matches the right-hand side.\nHence − and × — option (d).","solHi":" $\"figure\"/$ \n− और × बदलिए: समीकरण बनता है 60 ÷ 5 + 8 × 6 − 2।\nBODMAS: 60 ÷ 5 = 12 और 8 × 6 = 48।\n12 + 48 − 2 = 58 ✓ — दाएँ पक्ष से मेल।\nअतः − और × — विकल्प (d)।","pos":2,"neg":0.5},{"id":5404,"n":4,"subject":"General Intelligence & Reasoning","stem":"L is the daughter of M. M is the son of N. N is the father of O. How is L related to N?","stemHi":"L, M की पुत्री है। M, N का पुत्र है। N, O का पिता है। L का N से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Sister","textHi":"बहन","imageUrl":null},{"key":"b","text":"Niece","textHi":"भतीजी","imageUrl":null},{"key":"c","text":"Granddaughter","textHi":"पोती","imageUrl":null},{"key":"d","text":"Cousin","textHi":"चचेरी बहन","imageUrl":null}],"correct":"c","sol":"Blood relation\n $\"figure\"/$ \nM is N’s son, so M is one generation below N.\nL is M’s daughter — one more generation down.\nSo L is N’s granddaughter.\nHence option (c).","solHi":" $\"figure\"/$ \nM, N का पुत्र है, अतः M, N से एक पीढ़ी नीचे है।\nL, M की पुत्री है — एक और पीढ़ी नीचे।\nअतः L, N की पोती है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5405,"n":5,"subject":"General Intelligence & Reasoning","stem":"Pointing to a man, Riya said, "He is the husband of my mother's daughter." How is the man related to Riya?","stemHi":"एक पुरुष की ओर इशारा करते हुए रिया ने कहा, "वह मेरी माता की पुत्री का पति है।" वह पुरुष रिया का क्या लगता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Brother","textHi":"भाई","imageUrl":null},{"key":"b","text":"Brother-in-law","textHi":"बहनोई","imageUrl":null},{"key":"c","text":"Father","textHi":"पिता","imageUrl":null},{"key":"d","text":"Cousin","textHi":"चचेरा भाई","imageUrl":null}],"correct":"b","sol":"Blood relation\n $\"figure\"/$ \nRiya's mother's daughter is Riya's sister.\nThe man is that sister’s husband.\nA sister’s husband is one’s brother-in-law.\nHence option (b).","solHi":" $\"figure\"/$ \nरिया की माता की पुत्री रिया की बहन है।\nवह पुरुष उसी बहन का पति है।\nबहन का पति बहनोई होता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5406,"n":6,"subject":"General Intelligence & Reasoning","stem":"Solve: GI : JL :: AC : ?","stemHi":"हल कीजिए: GI : JL :: AC : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"KM","textHi":null,"imageUrl":null},{"key":"b","text":"DF","textHi":null,"imageUrl":null},{"key":"c","text":"LN","textHi":null,"imageUrl":null},{"key":"d","text":"MO","textHi":null,"imageUrl":null}],"correct":"b","sol":"Analogy (+3)\n $\"figure\"/$ \nG(7) + 3 = J(10) and I(9) + 3 = L(12).\nSo each letter moves three places forward.\nA(1) + 3 = D(4) and C(3) + 3 = F(6).\nHence DF — option (b).","solHi":" $\"figure\"/$ \nG(7) + 3 = J(10) और I(9) + 3 = L(12)।\nअर्थात हर अक्षर तीन स्थान आगे बढ़ता है।\nA(1) + 3 = D(4) और C(3) + 3 = F(6)।\nअतः DF — विकल्प (b)।","pos":2,"neg":0.5},{"id":5407,"n":7,"subject":"General Intelligence & Reasoning","stem":"Complete the pattern: 1, 4, 13, 40, ?","stemHi":"पैटर्न पूरा कीजिए: 1, 4, 13, 40, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"121","textHi":null,"imageUrl":null},{"key":"b","text":"100","textHi":null,"imageUrl":null},{"key":"c","text":"141","textHi":null,"imageUrl":null},{"key":"d","text":"111","textHi":null,"imageUrl":null}],"correct":"a","sol":"Series (×3 + 1)\n $\"figure\"/$ \nEach term = previous × 3 + 1.\n1×3+1 = 4, 4×3+1 = 13, 13×3+1 = 40 ✓.\nNext: 40 × 3 + 1 = 120 + 1.\n= 121 — option (a).","solHi":" $\"figure\"/$ \nहर पद = पिछला × 3 + 1।\n1×3+1 = 4, 4×3+1 = 13, 13×3+1 = 40 ✓।\nअगला: 40 × 3 + 1 = 120 + 1।\n= 121 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5408,"n":8,"subject":"General Intelligence & Reasoning","stem":"Read the following statement carefully and identify the action that follows.\nStatement: Many students find it difficult to manage time during examinations.\nCourse of Action:\nI. Conduct workshops on time management skills.\nII. Cancel all examinations to reduce stress.","stemHi":"निम्न कथन को ध्यानपूर्वक पढ़कर अनुसरण करने वाली कार्यवाही पहचानिए।\nकथन: कई विद्यार्थियों को परीक्षा के दौरान समय प्रबंधन कठिन लगता है।\nकार्यवाही:\nI. समय प्रबंधन कौशल पर कार्यशालाएँ आयोजित की जाएँ।\nII. तनाव घटाने हेतु सभी परीक्षाएँ रद्द कर दी जाएँ।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 1 follows","textHi":"केवल 1 अनुसरण करती है","imageUrl":null},{"key":"b","text":"Only 2 follows","textHi":"केवल 2 अनुसरण करती है","imageUrl":null},{"key":"c","text":"Both follow","textHi":"दोनों अनुसरण करती हैं","imageUrl":null},{"key":"d","text":"Neither follows","textHi":"कोई नहीं","imageUrl":null}],"correct":"a","sol":"Course of action\nTraining students in time management addresses the problem directly — I follows.\nCancelling all examinations is drastic and destroys the assessment system itself.\nA course of action must solve the problem without creating a bigger one.\nHence Only 1 — option (a).","solHi":"विद्यार्थियों को समय प्रबंधन का प्रशिक्षण देना समस्या का सीधा समाधान है — I अनुसरण करती है।\nसभी परीक्षाएँ रद्द करना कठोर कदम है और मूल्यांकन व्यवस्था ही समाप्त कर देगा।\nकार्यवाही ऐसी हो जो समस्या हल करे, बड़ी समस्या न बनाए।\nअतः केवल 1 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5409,"n":9,"subject":"General Intelligence & Reasoning","stem":"Identify the odd one out:","stemHi":"असंगत पहचानिए:","context":null,"contextHi":null,"options":[{"key":"a","text":"12 % 3 = 4","textHi":null,"imageUrl":null},{"key":"b","text":"18 % 3 = 6","textHi":null,"imageUrl":null},{"key":"c","text":"9 % 2 = 4","textHi":null,"imageUrl":null},{"key":"d","text":"21 % 7 = 3","textHi":null,"imageUrl":null}],"correct":"c","sol":"Odd one — division\n $\"figure\"/$ \nRule: a % b means a ÷ b.\n12÷3 = 4 ✓, 18÷3 = 6 ✓, 21÷7 = 3 ✓.\nBut 9 ÷ 2 = 4.5, not 4 ✗.\nHence option (c).","solHi":" $\"figure\"/$ \nनियम: a % b का अर्थ a ÷ b।\n12÷3 = 4 ✓, 18÷3 = 6 ✓, 21÷7 = 3 ✓।\nपरंतु 9 ÷ 2 = 4.5 है, 4 नहीं ✗।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5410,"n":10,"subject":"General Intelligence & Reasoning","stem":"Read the given information carefully and answer the question asked below.\nSeven people — Arun, Bhoomi, Charu, Dinu, Elena, Faruk and Garima — live on seven different floors of a building, but not necessarily in the same order. The lowermost floor is numbered 1 and the topmost floor 7.\nArun does not live on the topmost floor. Bhoomi lives immediately below Faruk. Charu lives on an even-numbered floor. Three people live between Faruk and Charu. The number of people living between Faruk and Dinu is equal to the number of people living between Dinu and Charu. More than four people live between Elena and Garima. Bhoomi lives on one of the floors below Garima.\nWho among the following lives two floors below Arun?","stemHi":"दी गई सूचना का ध्यानपूर्वक अध्ययन कर नीचे पूछे गए प्रश्न का उत्तर दीजिए।\nसात व्यक्ति — अरुण, भूमि, चारु, दिनू, एलेना, फारुक और गरिमा — एक इमारत की सात अलग मंज़िलों पर रहते हैं, आवश्यक नहीं कि इसी क्रम में। सबसे निचली मंज़िल 1 और सबसे ऊपरी 7 है।\nअरुण सबसे ऊपरी मंज़िल पर नहीं रहता। भूमि, फारुक के ठीक नीचे रहती है। चारु सम संख्या वाली मंज़िल पर रहती है। फारुक और चारु के बीच तीन व्यक्ति रहते हैं। फारुक और दिनू के बीच रहने वालों की संख्या दिनू और चारु के बीच रहने वालों के बराबर है। एलेना और गरिमा के बीच चार से अधिक व्यक्ति रहते हैं। भूमि, गरिमा से नीचे की किसी मंज़िल पर रहती है।\nनिम्न में से कौन अरुण से दो मंज़िल नीचे रहता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bhoomi","textHi":"भूमि","imageUrl":null},{"key":"b","text":"Charu","textHi":"चारु","imageUrl":null},{"key":"c","text":"Elena","textHi":"एलेना","imageUrl":null},{"key":"d","text":"Dinu","textHi":"दिनू","imageUrl":null}],"correct":"c","sol":"Floor puzzle\n $\"figure\"/$ \nCharu is on an even floor with three people between Faruk and Charu; with Bhoomi immediately below Faruk, the set fits as Charu 2, Bhoomi 5, Faruk 6.\nDinu must be equidistant from Faruk and Charu, so Dinu takes floor 4.\nMore than four people between Elena and Garima puts Elena on 1 and Garima on 7, leaving floor 3 for Arun.\nTwo floors below Arun (3) is floor 1 — Elena, option (c).","solHi":" $\"figure\"/$ \nचारु सम मंज़िल पर है और फारुक-चारु के बीच तीन व्यक्ति; भूमि फारुक के ठीक नीचे — इससे चारु 2, भूमि 5, फारुक 6 बैठता है।\nदिनू को फारुक और चारु से समान दूरी पर होना है, अतः दिनू मंज़िल 4 पर।\nएलेना-गरिमा के बीच चार से अधिक व्यक्ति ⇒ एलेना 1 और गरिमा 7, शेष मंज़िल 3 अरुण के लिए।\nअरुण (3) से दो मंज़िल नीचे मंज़िल 1 — एलेना, विकल्प (c)।","pos":2,"neg":0.5},{"id":5411,"n":11,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nAll fruits are healthy.\nAll apples are fruits.\nConclusions:\nI. All apples are healthy.\nII. All healthy are fruits.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nसभी फल स्वास्थ्यवर्धक हैं।\nसभी सेब फल हैं।\nनिष्कर्ष:\nI. सभी सेब स्वास्थ्यवर्धक हैं।\nII. सभी स्वास्थ्यवर्धक फल 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":"a","sol":"Syllogism\n $\"figure\"/$ \nAll apples are fruits and all fruits are healthy, so all apples are healthy — I follows.\nII reverses the relation; healthy things may include much more than fruits.\nA universal statement cannot simply be turned around.\nHence Only I — option (a).","solHi":" $\"figure\"/$ \nसभी सेब फल हैं और सभी फल स्वास्थ्यवर्धक, अतः सभी सेब स्वास्थ्यवर्धक हैं — I अनुसरण करता है।\nII संबंध को उलट देता है; स्वास्थ्यवर्धक वस्तुओं में फलों के अलावा बहुत कुछ हो सकता है।\nसार्वभौमिक कथन को यूँ ही उलटा नहीं किया जा सकता।\nअतः केवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":5412,"n":12,"subject":"General Intelligence & Reasoning","stem":"Find the odd one out:\nCylinder, Triangle, Rectangle, Pentagon, Square","stemHi":"असंगत चुनिए:\nबेलन, त्रिभुज, आयत, पंचभुज, वर्ग","context":null,"contextHi":null,"options":[{"key":"a","text":"Rectangle","textHi":"आयत","imageUrl":null},{"key":"b","text":"Triangle","textHi":"त्रिभुज","imageUrl":null},{"key":"c","text":"Pentagon","textHi":"पंचभुज","imageUrl":null},{"key":"d","text":"Cylinder","textHi":"बेलन","imageUrl":null}],"correct":"d","sol":"2-D vs 3-D\nTriangle, rectangle, pentagon and square are all plane (2-D) figures.\nA cylinder is a solid, three-dimensional shape.\nSo it belongs to a different category.\nHence option (d).","solHi":"त्रिभुज, आयत, पंचभुज और वर्ग — सभी द्विविमीय (समतल) आकृतियाँ हैं।\nबेलन एक त्रिविमीय ठोस है।\nअतः यह भिन्न श्रेणी का है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5413,"n":13,"subject":"General Intelligence & Reasoning","stem":"In each of the following questions, a specific letter-to-letter coding pattern is applied to the first word to obtain the second word. Apply the same pattern to the third word and choose the correct option.\nxyyzzy : cbbaab :: xxyzyy : ?","stemHi":"पहले शब्द पर एक विशेष अक्षर-कूट पैटर्न लगाकर दूसरा शब्द बनाया गया है। वही पैटर्न तीसरे शब्द पर लगाइए और सही विकल्प चुनिए।\nxyyzzy : cbbaab :: xxyzyy : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"abbacc","textHi":null,"imageUrl":null},{"key":"b","text":"bbacca","textHi":null,"imageUrl":null},{"key":"c","text":"abbcca","textHi":null,"imageUrl":null},{"key":"d","text":"ccbabb","textHi":null,"imageUrl":null}],"correct":"d","sol":"Letter-to-letter code\n $\"figure\"/$ \nCompare xyyzzy with cbbaab position by position: x → c, y → b and z → a.\nThese are opposite letters (x is 24th, c is 3rd; y is 25th, b is 2nd; z is 26th, a is 1st).\nApplying the same map to xxyzyy: c, c, b, a, b, b.\n= ccbabb — option (d).","solHi":" $\"figure\"/$ \nxyyzzy और cbbaab की स्थान-दर-स्थान तुलना कीजिए: x → c, y → b और z → a।\nये विपरीत अक्षर हैं (x 24वाँ, c तीसरा; y 25वाँ, b दूसरा; z 26वाँ, a पहला)।\nयही मानचित्रण xxyzyy पर लगाइए: c, c, b, a, b, b।\n= ccbabb — विकल्प (d)।","pos":2,"neg":0.5},{"id":5414,"n":14,"subject":"General Intelligence & Reasoning","stem":"If TICKET becomes TTECIK, how is OFFICE written?","stemHi":"यदि TICKET को TTECIK लिखा जाता है, तो OFFICE कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"IEFFCO","textHi":null,"imageUrl":null},{"key":"b","text":"IECFFO","textHi":null,"imageUrl":null},{"key":"c","text":"OFCFEI","textHi":null,"imageUrl":null},{"key":"d","text":"OECFFI","textHi":null,"imageUrl":null}],"correct":"d","sol":"Letter rearrangement\n $\"figure\"/$ \nFor a six-letter word the letters are re-ordered as positions 1, 6, 5, 3, 2, 4.\nTICKET → T (1), T (6), E (5), C (3), I (2), K (4) = TTECIK ✓.\nOFFICE → O (1), E (6), C (5), F (3), F (2), I (4).\n= OECFFI — option (d).","solHi":" $\"figure\"/$ \nछह अक्षरों वाले शब्द में अक्षरों का क्रम 1, 6, 5, 3, 2, 4 हो जाता है।\nTICKET → T (1), T (6), E (5), C (3), I (2), K (4) = TTECIK ✓।\nOFFICE → O (1), E (6), C (5), F (3), F (2), I (4)।\n= OECFFI — विकल्प (d)।","pos":2,"neg":0.5},{"id":5415,"n":15,"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":"SBI","textHi":null,"imageUrl":null},{"key":"b","text":"PNB","textHi":null,"imageUrl":null},{"key":"c","text":"BOI","textHi":null,"imageUrl":null},{"key":"d","text":"GDP","textHi":null,"imageUrl":null}],"correct":"d","sol":"Banks vs concept\nSBI, PNB and BOI are all public sector BANKS.\nGDP — Gross Domestic Product — is an economic concept.\nSo it belongs to a different category.\nHence option (d).","solHi":"SBI, PNB और BOI — तीनों सार्वजनिक क्षेत्र के बैंक हैं।\nGDP — सकल घरेलू उत्पाद — एक आर्थिक अवधारणा है।\nअतः यह भिन्न श्रेणी का है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5416,"n":16,"subject":"General Intelligence & Reasoning","stem":"Which of the following words is formed by changing exactly one letter at one place in the word "REPLACE"?","stemHi":"निम्न में से कौन-सा शब्द "REPLACE" में केवल एक स्थान पर एक अक्षर बदलकर बनता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"REPLATE","textHi":null,"imageUrl":null},{"key":"b","text":"RELEASE","textHi":null,"imageUrl":null},{"key":"c","text":"RESPECT","textHi":null,"imageUrl":null},{"key":"d","text":"RECLINE","textHi":null,"imageUrl":null}],"correct":"a","sol":"One-letter change\nCompare REPLACE with REPLATE letter by letter.\nOnly the sixth letter changes: C becomes T.\nThe remaining six letters stay in place.\nHence REPLATE — option (a).","solHi":"REPLACE और REPLATE की अक्षर-दर-अक्षर तुलना कीजिए।\nकेवल छठा अक्षर बदलता है: C की जगह T।\nशेष छह अक्षर यथावत रहते हैं।\nअतः REPLATE — विकल्प (a)।","pos":2,"neg":0.5},{"id":5417,"n":17,"subject":"General Intelligence & Reasoning","stem":"Complete the series.\n60, 30, 20, 15, 12, ?","stemHi":"शृंखला पूरी कीजिए।\n60, 30, 20, 15, 12, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"20","textHi":null,"imageUrl":null},{"key":"b","text":"8","textHi":null,"imageUrl":null},{"key":"c","text":"10","textHi":null,"imageUrl":null},{"key":"d","text":"15","textHi":null,"imageUrl":null}],"correct":"c","sol":"$29","solHi":"$2a","pos":2,"neg":0.5},{"id":5418,"n":18,"subject":"General Intelligence & Reasoning","stem":"Select the letter-cluster from among the given options that can replace the question mark (?) in the following series:\nDZA, FXC, ?, JTG","stemHi":"दी गई शृंखला में प्रश्न चिह्न (?) के स्थान पर आने वाला अक्षर-समूह चुनिए:\nDZA, FXC, ?, JTG","context":null,"contextHi":null,"options":[{"key":"a","text":"HEV","textHi":null,"imageUrl":null},{"key":"b","text":"GVF","textHi":null,"imageUrl":null},{"key":"c","text":"HVE","textHi":null,"imageUrl":null},{"key":"d","text":"ITD","textHi":null,"imageUrl":null}],"correct":"c","sol":"Letter series (+2, −2, +2)\n $\"figure\"/$ \n1st letters: D, F, ?, J — +2 each ⇒ the missing one is H.\n2nd letters: Z, X, ?, T — −2 each ⇒ V.\n3rd letters: A, C, ?, G — +2 each ⇒ E.\nHence HVE — option (c).","solHi":" $\"figure\"/$ \nपहले अक्षर: D, F, ?, J — +2 ⇒ लुप्त अक्षर H।\nदूसरे अक्षर: Z, X, ?, T — −2 ⇒ V।\nतीसरे अक्षर: A, C, ?, G — +2 ⇒ E।\nअतः HVE — विकल्प (c)।","pos":2,"neg":0.5},{"id":5419,"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":"Independence Movement","textHi":"स्वतंत्रता आंदोलन","imageUrl":null},{"key":"b","text":"Khilafat Movement","textHi":"खिलाफत आंदोलन","imageUrl":null},{"key":"c","text":"Swadeshi Movement","textHi":"स्वदेशी आंदोलन","imageUrl":null},{"key":"d","text":"Green Revolution","textHi":"हरित क्रांति","imageUrl":null}],"correct":"d","sol":"Freedom movements\nThe first three were part of the struggle against British colonial rule.\nThe Green Revolution was an agricultural programme of the 1960s.\nIt came after Independence and had no political character.\nHence option (d).","solHi":"पहले तीन ब्रिटिश औपनिवेशिक शासन के विरुद्ध संघर्ष का हिस्सा थे।\nहरित क्रांति 1960 के दशक का कृषि कार्यक्रम था।\nयह स्वतंत्रता के बाद आया और इसका कोई राजनीतिक स्वरूप नहीं था।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5420,"n":20,"subject":"General Intelligence & Reasoning","stem":"Select the letter-cluster from among the given options that can replace the question mark (?) in the following series:\nAZ, BY, CX, DW, ?","stemHi":"दी गई शृंखला में प्रश्न चिह्न (?) के स्थान पर आने वाला अक्षर-समूह चुनिए:\nAZ, BY, CX, DW, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"EV","textHi":null,"imageUrl":null},{"key":"b","text":"EF","textHi":null,"imageUrl":null},{"key":"c","text":"EW","textHi":null,"imageUrl":null},{"key":"d","text":"EE","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter series (+1, −1)\n $\"figure\"/$ \n1st letters: A, B, C, D — +1 each ⇒ next is E.\n2nd letters: Z, Y, X, W — −1 each ⇒ next is V.\nThe two letters are opposite partners in the alphabet.\nHence EV — option (a).","solHi":" $\"figure\"/$ \nपहले अक्षर: A, B, C, D — +1 ⇒ अगला E।\nदूसरे अक्षर: Z, Y, X, W — −1 ⇒ अगला V।\nदोनों अक्षर वर्णमाला में एक-दूसरे के विपरीत हैं।\nअतः EV — विकल्प (a)।","pos":2,"neg":0.5},{"id":5421,"n":21,"subject":"General Intelligence & Reasoning","stem":"If '+' = '−' and '−' = '+', then 40 + 8 − 5 = ?","stemHi":"यदि '+' = '−' और '−' = '+' है, तो 40 + 8 − 5 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"23","textHi":null,"imageUrl":null},{"key":"b","text":"37","textHi":null,"imageUrl":null},{"key":"c","text":"17","textHi":null,"imageUrl":null},{"key":"d","text":"15","textHi":null,"imageUrl":null}],"correct":"b","sol":"Symbol substitution\nReplace the symbols: 40 + 8 − 5 becomes 40 − 8 + 5.\n40 − 8 = 32.\n32 + 5 = 37.\nHence option (b).","solHi":"प्रतीक बदलिए: 40 + 8 − 5 बनता है 40 − 8 + 5।\n40 − 8 = 32।\n32 + 5 = 37।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5422,"n":22,"subject":"General Intelligence & Reasoning","stem":"At the end of a meeting all the ten people present shake hands with each other once. The number of handshakes altogether is:","stemHi":"एक बैठक के अंत में उपस्थित दसों व्यक्ति एक-दूसरे से एक बार हाथ मिलाते हैं। कुल कितने हैंडशेक होंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"20","textHi":null,"imageUrl":null},{"key":"b","text":"45","textHi":null,"imageUrl":null},{"key":"c","text":"55","textHi":null,"imageUrl":null},{"key":"d","text":"90","textHi":null,"imageUrl":null}],"correct":"b","sol":"Handshakes\n $\"figure\"/$ \nEach handshake involves a PAIR of people, so we count combinations.\nNumber = ¹⁰C₂ =

\frac{10 \times 9}{2}

.\n=

\frac{90}{2}

.\n= 45 — option (b).","solHi":" $\"figure\"/$ \nहर हैंडशेक में दो व्यक्ति होते हैं, अतः संयोजन गिनिए।\nसंख्या = ¹⁰C₂ =

\frac{10 \times 9}{2}

।\n=

\frac{90}{2}

।\n= 45 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5423,"n":23,"subject":"General Intelligence & Reasoning","stem":"If NBTUFS is coded as OCUVGT, how is MASTER coded?","stemHi":"यदि NBTUFS का कूट OCUVGT है, तो MASTER का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"NBTUFS","textHi":null,"imageUrl":null},{"key":"b","text":"MBUTGS","textHi":null,"imageUrl":null},{"key":"c","text":"TBTGVO","textHi":null,"imageUrl":null},{"key":"d","text":"NATUFT","textHi":null,"imageUrl":null}],"correct":"a","sol":"Coding (+1)\n $\"figure\"/$ \nN+1 = O, B+1 = C, T+1 = U, U+1 = V, F+1 = G, S+1 = T — every letter moves +1.\nApply to MASTER: M+1 = N, A+1 = B, S+1 = T.\nT+1 = U, E+1 = F, R+1 = S.\nHence NBTUFS — option (a).","solHi":" $\"figure\"/$ \nN+1 = O, B+1 = C, T+1 = U, U+1 = V, F+1 = G, S+1 = T — हर अक्षर +1।\nMASTER पर लगाइए: M+1 = N, A+1 = B, S+1 = T।\nT+1 = U, E+1 = F, R+1 = S।\nअतः NBTUFS — विकल्प (a)।","pos":2,"neg":0.5},{"id":5424,"n":24,"subject":"General Intelligence & Reasoning","stem":"If the 10th day of a month falls two days after Tuesday, what day will it be on the 25th day of that month?","stemHi":"यदि किसी माह का 10वाँ दिन मंगलवार के दो दिन बाद पड़ता है, तो उसी माह के 25वें दिन कौन-सा दिन होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Wednesday","textHi":"बुधवार","imageUrl":null},{"key":"b","text":"Thursday","textHi":"गुरुवार","imageUrl":null},{"key":"c","text":"Friday","textHi":"शुक्रवार","imageUrl":null},{"key":"d","text":"Saturday","textHi":"शनिवार","imageUrl":null}],"correct":"c","sol":"Calendar\n $\"figure\"/$ \nTwo days after Tuesday is Thursday, so the 10th is a Thursday.\nDays repeat every 7 days: the 17th and the 24th are also Thursdays.\nSo the 25th is the next day.\n= Friday — option (c).","solHi":" $\"figure\"/$ \nमंगलवार के दो दिन बाद गुरुवार होता है, अतः 10 तारीख गुरुवार है।\nदिन हर 7 दिन बाद दोहराते हैं: 17 और 24 भी गुरुवार।\nअतः 25 तारीख अगला दिन होगी।\n= शुक्रवार — विकल्प (c)।","pos":2,"neg":0.5},{"id":5425,"n":25,"subject":"General Intelligence & Reasoning","stem":"The series given below contains a sequence of numbers. Accordingly identify the incorrect number.\n9, 18, 37, 72, 144, 288","stemHi":"नीचे दी गई शृंखला में संख्याओं का एक क्रम है। तदनुसार गलत संख्या पहचानिए।\n9, 18, 37, 72, 144, 288","context":null,"contextHi":null,"options":[{"key":"a","text":"37","textHi":null,"imageUrl":null},{"key":"b","text":"18","textHi":null,"imageUrl":null},{"key":"c","text":"72","textHi":null,"imageUrl":null},{"key":"d","text":"288","textHi":null,"imageUrl":null}],"correct":"a","sol":"Wrong term in series\n $\"figure\"/$ \nEach term should be double the previous: 9, 18, 36, 72, 144, 288.\nThe series shows 37 in place of 36.\nEvery other term follows the ×2 rule.\nSo 37 is the incorrect number — option (a).","solHi":" $\"figure\"/$ \nहर पद पिछले का दोगुना होना चाहिए: 9, 18, 36, 72, 144, 288।\nशृंखला में 36 की जगह 37 है।\nशेष सभी पद ×2 नियम मानते हैं।\nअतः 37 गलत संख्या है — विकल्प (a)।","pos":2,"neg":0.5},{"id":5426,"n":26,"subject":"General Awareness","stem":"Which of the following is NOT an objective or benefit of the Gaganyaan mission?","stemHi":"निम्न में से कौन-सा गगनयान मिशन का उद्देश्य या लाभ नहीं है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Development of indigenous human spaceflight technology","textHi":"स्वदेशी मानव अंतरिक्ष उड़ान तकनीक का विकास","imageUrl":null},{"key":"b","text":"Reduction in Earth's temperature","textHi":"पृथ्वी के तापमान में कमी","imageUrl":null},{"key":"c","text":"Enhancement of India's scientific and technological capabilities","textHi":"भारत की वैज्ञानिक व तकनीकी क्षमताओं में वृद्धि","imageUrl":null},{"key":"d","text":"Strengthening international partnerships in space research","textHi":"अंतरिक्ष अनुसंधान में अंतरराष्ट्रीय साझेदारी मज़बूत करना","imageUrl":null}],"correct":"b","sol":"Gaganyaan objectives\nGaganyaan aims to send a three-member crew to a 400 km orbit for three days and bring them back safely.\nIt builds indigenous human-spaceflight capability, boosts science and technology and widens international cooperation.\nLowering the Earth’s temperature is no part of its mandate.\nHence option (b).","solHi":"गगनयान का उद्देश्य तीन सदस्यीय दल को 400 km कक्षा में तीन दिन भेजकर सुरक्षित लौटाना है।\nयह स्वदेशी मानव-अंतरिक्ष क्षमता बनाता है, विज्ञान-तकनीक बढ़ाता है और अंतरराष्ट्रीय सहयोग व्यापक करता है।\nपृथ्वी का तापमान घटाना इसके अधिदेश में नहीं है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5427,"n":27,"subject":"General Awareness","stem":"Which of the following QUAD member nations has the largest economy?","stemHi":"निम्न में से किस क्वाड सदस्य देश की अर्थव्यवस्था सबसे बड़ी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Australia","textHi":"ऑस्ट्रेलिया","imageUrl":null},{"key":"b","text":"China","textHi":"चीन","imageUrl":null},{"key":"c","text":"United States of America","textHi":"संयुक्त राज्य अमेरिका","imageUrl":null},{"key":"d","text":"India","textHi":"भारत","imageUrl":null}],"correct":"c","sol":"QUAD economies\nThe QUAD has four members — India, the United States, Japan and Australia.\nChina is NOT a member of the grouping.\nAmong the members the United States has by far the largest economy.\nHence option (c).","solHi":"क्वाड के चार सदस्य हैं — भारत, अमेरिका, जापान और ऑस्ट्रेलिया।\nचीन इस समूह का सदस्य नहीं है।\nसदस्यों में अमेरिका की अर्थव्यवस्था कहीं अधिक बड़ी है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5428,"n":28,"subject":"General Awareness","stem":"The National Intellectual Property Rights (IPR) Policy seeks to promote innovation and creativity in India. Which of the following is one of its major objectives?","stemHi":"राष्ट्रीय बौद्धिक संपदा अधिकार (IPR) नीति भारत में नवाचार और सृजनशीलता को बढ़ावा देती है। निम्न में से कौन इसका प्रमुख उद्देश्य है?","context":null,"contextHi":null,"options":[{"key":"a","text":"To create public awareness about the economic, social, and cultural benefits of IPRs.","textHi":"IPR के आर्थिक, सामाजिक व सांस्कृतिक लाभों के प्रति जन-जागरूकता बढ़ाना।","imageUrl":null},{"key":"b","text":"To limit patent filing only to foreign inventors.","textHi":"पेटेंट आवेदन केवल विदेशी आविष्कारकों तक सीमित करना।","imageUrl":null},{"key":"c","text":"To exclude startups from the benefits of patent protection.","textHi":"स्टार्टअप्स को पेटेंट संरक्षण के लाभ से बाहर रखना।","imageUrl":null},{"key":"d","text":"To withdraw India's participation from all global IPR organizations.","textHi":"सभी वैश्विक IPR संगठनों से भारत की भागीदारी वापस लेना।","imageUrl":null}],"correct":"a","sol":"National IPR Policy\nThe National IPR Policy (2016) has seven objectives, the first being IPR awareness — outreach and promotion.\nIt seeks to make people aware of the economic, social and cultural benefits of intellectual property.\nRestricting patents to foreigners or excluding startups would defeat its purpose.\nHence option (a).","solHi":"राष्ट्रीय IPR नीति (2016) के सात उद्देश्यों में पहला IPR जागरूकता — प्रचार और प्रसार — है।\nयह लोगों को बौद्धिक संपदा के आर्थिक, सामाजिक और सांस्कृतिक लाभों के प्रति जागरूक करना चाहती है।\nपेटेंट केवल विदेशियों तक सीमित करना या स्टार्टअप्स को बाहर रखना इसके उद्देश्य के विरुद्ध होगा।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5429,"n":29,"subject":"General Awareness","stem":"The Salt Satyagraha of 1930 was a direct act of civil disobedience against which British law or policy?","stemHi":"1930 का नमक सत्याग्रह किस ब्रिटिश कानून या नीति के विरुद्ध सविनय अवज्ञा का प्रत्यक्ष कार्य था?","context":null,"contextHi":null,"options":[{"key":"a","text":"The policy of high import duties on Indian goods","textHi":"भारतीय वस्तुओं पर ऊँचे आयात शुल्क की नीति","imageUrl":null},{"key":"b","text":"The introduction of the Rowlatt Act restricting civil liberties","textHi":"नागरिक स्वतंत्रता सीमित करने वाला रौलट अधिनियम","imageUrl":null},{"key":"c","text":"The British monopoly over the production and sale of salt","textHi":"नमक के उत्पादन व बिक्री पर ब्रिटिश एकाधिकार","imageUrl":null},{"key":"d","text":"The introduction of separate electorates for different communities","textHi":"विभिन्न समुदायों के लिए पृथक निर्वाचन मंडल","imageUrl":null}],"correct":"c","sol":"Salt Satyagraha\nThe salt law gave the government a monopoly over making and selling salt and taxed it.\nGandhi marched to Dandi in March-April 1930 and broke the law by making salt from sea water.\nSalt was chosen because the tax hurt the poorest households.\nHence option (c).","solHi":"नमक कानून ने सरकार को नमक बनाने-बेचने का एकाधिकार दिया और उस पर कर लगाया।\nगांधीजी ने मार्च-अप्रैल 1930 में दांडी यात्रा कर समुद्री जल से नमक बनाकर कानून तोड़ा।\nनमक इसलिए चुना गया क्योंकि यह कर सबसे गरीब परिवारों पर भी पड़ता था।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5430,"n":30,"subject":"General Awareness","stem":"Under the Bharatiya Sakshya Adhiniyam, 2023, what is required for digital evidence to be admissible in court?","stemHi":"भारतीय साक्ष्य अधिनियम, 2023 के अंतर्गत डिजिटल साक्ष्य को न्यायालय में ग्राह्य बनाने हेतु क्या आवश्यक है?","context":null,"contextHi":null,"options":[{"key":"a","text":"It must be submitted only in printed form.","textHi":"इसे केवल मुद्रित रूप में प्रस्तुत करना होगा।","imageUrl":null},{"key":"b","text":"It must originate from a certified government database.","textHi":"यह किसी प्रमाणित सरकारी डेटाबेस से आना चाहिए।","imageUrl":null},{"key":"c","text":"It must be approved by the district magistrate before submission.","textHi":"प्रस्तुत करने से पहले ज़िला मजिस्ट्रेट की स्वीकृति आवश्यक है।","imageUrl":null},{"key":"d","text":"It must be accompanied by a valid digital signature.","textHi":"इसके साथ वैध डिजिटल हस्ताक्षर होना चाहिए।","imageUrl":null}],"correct":"d","sol":"Digital evidence — BSA 2023\nThe BSA, 2023 places electronic records on par with documentary evidence.\nA certificate authenticating the record must accompany it, signed digitally by the person in charge.\nThat digital signature establishes the integrity of the file.\nHence option (d).","solHi":"BSA, 2023 इलेक्ट्रॉनिक अभिलेखों को दस्तावेज़ी साक्ष्य के समकक्ष रखता है।\nअभिलेख के साथ प्रमाणपत्र होना चाहिए, जिस पर प्रभारी व्यक्ति का डिजिटल हस्ताक्षर हो।\nयही डिजिटल हस्ताक्षर फ़ाइल की अखंडता स्थापित करता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5431,"n":31,"subject":"General Awareness","stem":"Who was appointed as the Chairperson of the National Statistical Commission (NSC) in 2022?","stemHi":"2022 में राष्ट्रीय सांख्यिकी आयोग (NSC) का अध्यक्ष किसे नियुक्त किया गया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rakesh Mohan","textHi":"राकेश मोहन","imageUrl":null},{"key":"b","text":"Rajeeva Laxman Karandikar","textHi":"राजीव लक्ष्मण करंदीकर","imageUrl":null},{"key":"c","text":"N. K. Singh","textHi":"एन. के. सिंह","imageUrl":null},{"key":"d","text":"C. Rangarajan","textHi":"सी. रंगराजन","imageUrl":null}],"correct":"b","sol":"NSC Chairperson\nProf. Rajeeva Laxman Karandikar, a noted statistician, became NSC Chairperson in 2022.\nHe had headed the Chennai Mathematical Institute.\nThe NSC was set up in 2005 on the Rangarajan Commission’s recommendation.\nHence option (b).","solHi":"प्रसिद्ध सांख्यिकीविद प्रो. राजीव लक्ष्मण करंदीकर 2022 में NSC अध्यक्ष बने।\nवे चेन्नई मैथमेटिकल इंस्टीट्यूट के प्रमुख रह चुके हैं।\nNSC की स्थापना 2005 में रंगराजन आयोग की सिफ़ारिश पर हुई थी।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5432,"n":32,"subject":"General Awareness","stem":"Which of the following statements is INCORRECT regarding iron ore in India?","stemHi":"भारत में लौह अयस्क के संबंध में निम्न में से कौन-सा कथन गलत है?","context":null,"contextHi":null,"options":[{"key":"a","text":"India possesses the largest iron ore reserves in Asia.","textHi":"एशिया में सर्वाधिक लौह अयस्क भंडार भारत के पास हैं।","imageUrl":null},{"key":"b","text":"In Odisha, iron ore deposits are located in the hill ranges of Sundargarh, Mayurbhanj and Jhar.","textHi":"ओडिशा में लौह अयस्क सुंदरगढ़, मयूरभंज और झार की पहाड़ियों में है।","imageUrl":null},{"key":"c","text":"Only the hematite ore of iron occurs in India.","textHi":"भारत में केवल हेमेटाइट अयस्क ही पाया जाता है।","imageUrl":null},{"key":"d","text":"Over 90% of India's iron ore reserves are located in Jharkhand, Chhattisgarh, Karnataka and Goa.","textHi":"भारत के 90% से अधिक लौह अयस्क भंडार झारखंड, छत्तीसगढ़, कर्नाटक और गोवा में हैं।","imageUrl":null}],"correct":"c","sol":"Iron ore in India\nIndia has both HEMATITE and MAGNETITE ores — magnetite is found in Karnataka, Kerala and Andhra Pradesh.\nSo the claim that only hematite occurs here is incorrect.\nThe other three statements are accurate.\nHence option (c).","solHi":"भारत में हेमेटाइट और मैग्नेटाइट दोनों अयस्क मिलते हैं — मैग्नेटाइट कर्नाटक, केरल और आंध्र प्रदेश में है।\nअतः केवल हेमेटाइट मिलने का दावा गलत है।\nशेष तीनों कथन सही हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5433,"n":33,"subject":"General Awareness","stem":"What is the primary musical instrument used in the performance of Burrakatha in Andhra Pradesh?","stemHi":"आंध्र प्रदेश की बुर्राकथा प्रस्तुति में मुख्य रूप से कौन-सा वाद्य प्रयुक्त होता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Tambura","textHi":"तंबूरा","imageUrl":null},{"key":"b","text":"Mridangam","textHi":"मृदंग","imageUrl":null},{"key":"c","text":"Harmonium","textHi":"हारमोनियम","imageUrl":null},{"key":"d","text":"Ektara","textHi":"एकतारा","imageUrl":null}],"correct":"a","sol":"Burrakatha\nBurrakatha is a narrative folk form of Andhra Pradesh performed by a lead storyteller and two co-performers.\nThe main performer plays the tambura while narrating.\nThe name comes from the burra (drum) used by the accompanists.\nHence option (a).","solHi":"बुर्राकथा आंध्र प्रदेश की कथा-वाचन शैली है, जिसमें एक मुख्य कथावाचक और दो सहयोगी होते हैं।\nमुख्य कलाकार कथा कहते हुए तंबूरा बजाता है।\nनाम सहयोगियों द्वारा बजाए जाने वाले "बुर्रा" वाद्य से आया है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5434,"n":34,"subject":"General Awareness","stem":"Which Indian State or Union Territory had the lowest sex ratio as per the 2011 Census?","stemHi":"2011 की जनगणना के अनुसार किस भारतीय राज्य या केंद्रशासित प्रदेश का लिंगानुपात सबसे कम था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bihar","textHi":"बिहार","imageUrl":null},{"key":"b","text":"Punjab","textHi":"पंजाब","imageUrl":null},{"key":"c","text":"Daman and Diu","textHi":"दमन और दीव","imageUrl":null},{"key":"d","text":"Dadra and Nagar Haveli","textHi":"दादरा और नगर हवेली","imageUrl":null}],"correct":"c","sol":"Lowest sex ratio 2011\nDaman and Diu recorded the lowest sex ratio in Census 2011 — 618 females per 1000 males.\nThe heavy migration of male workers to its industrial units explains the figure.\nKerala had the highest at 1084.\nHence option (c).","solHi":"जनगणना 2011 में दमन और दीव का लिंगानुपात सबसे कम था — प्रति 1000 पुरुषों पर 618 महिलाएँ।\nवहाँ के औद्योगिक इकाइयों में पुरुष श्रमिकों के भारी प्रवास से यह आँकड़ा बनता है।\nकेरल में सर्वाधिक 1084 था।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5435,"n":35,"subject":"General Awareness","stem":"Which of the given pairs is NOT matched correctly?","stemHi":"दिए गए युग्मों में से कौन-सा सही सुमेलित नहीं है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bist Doab - between Beas and Chenab","textHi":"बिस्त दोआब - ब्यास और चिनाब के बीच","imageUrl":null},{"key":"b","text":"Bari Doab - between Beas and Ravi","textHi":"बारी दोआब - ब्यास और रावी के बीच","imageUrl":null},{"key":"c","text":"Rachna Doab - between Ravi and Chenab","textHi":"रचना दोआब - रावी और चिनाब के बीच","imageUrl":null},{"key":"d","text":"Sindh Sagar Doab - between Jhelum and Indus","textHi":"सिंध सागर दोआब - झेलम और सिंधु के बीच","imageUrl":null}],"correct":"a","sol":"Punjab doabs\nThe Bist (Bist-Jalandhar) Doab lies between the BEAS and the SUTLEJ, not the Chenab.\nBari Doab (Beas-Ravi), Rachna Doab (Ravi-Chenab) and Sindh Sagar Doab (Jhelum-Indus) are correctly paired.\nThe Chaj Doab lies between the Chenab and the Jhelum.\nHence option (a).","solHi":"बिस्त (बिस्त-जालंधर) दोआब ब्यास और सतलुज के बीच है, चिनाब के बीच नहीं।\nबारी दोआब (ब्यास-रावी), रचना दोआब (रावी-चिनाब) और सिंध सागर दोआब (झेलम-सिंधु) सही सुमेलित हैं।\nचज दोआब चिनाब और झेलम के बीच है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5436,"n":36,"subject":"General Awareness","stem":"What is the typical base design of the simplest Nagara-style shikhara?","stemHi":"सरलतम नागर शैली के शिखर का सामान्य आधार-रूप क्या होता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Octagonal base with flat roof","textHi":"अष्टकोणीय आधार और सपाट छत","imageUrl":null},{"key":"b","text":"Circular base with stepped dome","textHi":"वृत्ताकार आधार और सोपानी गुंबद","imageUrl":null},{"key":"c","text":"Square base with curving sides","textHi":"वर्गाकार आधार और वक्र भुजाएँ","imageUrl":null},{"key":"d","text":"Rectangular base with layered towers","textHi":"आयताकार आधार और स्तरित मीनारें","imageUrl":null}],"correct":"c","sol":"Nagara shikhara\nA Nagara shikhara rises from a SQUARE base.\nIts walls curve inward as they rise to the top, giving the beehive profile.\nAn amalaka and kalasha crown the peak.\nHence option (c).","solHi":"नागर शिखर वर्गाकार आधार से उठता है।\nऊपर जाते हुए उसकी भुजाएँ भीतर की ओर वक्र होती हैं, जिससे मधुमक्खी-छत्ते जैसा रूप बनता है।\nशीर्ष पर आमलक और कलश होते हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5437,"n":37,"subject":"General Awareness","stem":"The Kharchi festival is primarily associated with:","stemHi":"खर्ची पर्व मुख्यतः किससे संबंधित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Celebration of harvest prosperity","textHi":"फसल की समृद्धि का उत्सव","imageUrl":null},{"key":"b","text":"Reverence of river and water spirits","textHi":"नदी और जल-आत्माओं की आराधना","imageUrl":null},{"key":"c","text":"Observation of Tripura's foundation day","textHi":"त्रिपुरा के स्थापना दिवस का आयोजन","imageUrl":null},{"key":"d","text":"Worship of native tribal deities","textHi":"स्थानीय जनजातीय देवताओं की पूजा","imageUrl":null}],"correct":"d","sol":"Kharchi festival\nKharchi is a week-long festival of Tripura held in July at the Chaturdasha Devata temple, Old Agartala.\nFourteen tribal deities are bathed in the Howrah river and worshipped.\nIt is therefore a festival of native deity worship.\nHence option (d).","solHi":"खर्ची त्रिपुरा का सप्ताह भर चलने वाला पर्व है, जो जुलाई में पुराने अगरतला के चतुर्दश देवता मंदिर में होता है।\nचौदह जनजातीय देवताओं को हावड़ा नदी में स्नान कराकर पूजा जाता है।\nअतः यह स्थानीय देवताओं की आराधना का पर्व है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5438,"n":38,"subject":"General Awareness","stem":"What title did many Kushana rulers adopt to signify their divine status?","stemHi":"कई कुषाण शासकों ने अपनी दैवीय स्थिति दर्शाने हेतु कौन-सी उपाधि धारण की?","context":null,"contextHi":null,"options":[{"key":"a","text":"Surya Putra","textHi":"सूर्य पुत्र","imageUrl":null},{"key":"b","text":"Parameshwara","textHi":"परमेश्वर","imageUrl":null},{"key":"c","text":"Devaputra","textHi":"देवपुत्र","imageUrl":null},{"key":"d","text":"Dharmaraja","textHi":"धर्मराज","imageUrl":null}],"correct":"c","sol":"Kushana title\nKushana kings styled themselves Devaputra — "son of god".\nThe title was borrowed from the Chinese practice of calling the emperor the Son of Heaven.\nKanishka used it along with Shaonanoshao and Kaisara.\nHence option (c).","solHi":"कुषाण राजा स्वयं को "देवपुत्र" कहते थे।\nयह उपाधि सम्राट को "स्वर्ग का पुत्र" कहने की चीनी परंपरा से ली गई थी।\nकनिष्क ने इसे शाओननोशाओ और कैसर के साथ प्रयोग किया।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5439,"n":39,"subject":"General Awareness","stem":"Which of the following statements about Judo techniques and rules is correct?","stemHi":"जूडो की तकनीकों और नियमों के संबंध में निम्न में से कौन-सा कथन सही है?","context":null,"contextHi":null,"options":[{"key":"a","text":"A Judo bout ends instantly if a player achieves an Ippon or is given a Hansoku-make.","textHi":"इप्पॉन मिलने या हांसोकु-मेके दिए जाने पर जूडो मुकाबला तुरंत समाप्त हो जाता है।","imageUrl":null},{"key":"b","text":"Shime-waza are kicking techniques used for scoring.","textHi":"शिमे-वाज़ा अंक अर्जित करने की लात-तकनीकें हैं।","imageUrl":null},{"key":"c","text":"Kansetsu-waza involve choking the opponent's neck.","textHi":"कांसेत्सु-वाज़ा में प्रतिद्वंद्वी का गला दबाया जाता है।","imageUrl":null},{"key":"d","text":"Waza-ari leads to automatic disqualification.","textHi":"वाज़ा-आरी से स्वतः अयोग्यता हो जाती है।","imageUrl":null}],"correct":"a","sol":"Judo rules\nAn Ippon is a full point and ends the contest at once; a Hansoku-make is a disqualification that also ends it.\nShime-waza are strangling techniques and kansetsu-waza are joint locks — the options swap them.\nWaza-ari is a half point; two of them equal an ippon.\nHence option (a).","solHi":"इप्पॉन पूर्ण अंक है और मुकाबला तुरंत समाप्त कर देता है; हांसोकु-मेके अयोग्यता है, जो भी उसे समाप्त करती है।\nशिमे-वाज़ा गला-दबाव तकनीकें हैं और कांसेत्सु-वाज़ा जोड़-बंधन — विकल्प इन्हें आपस में बदल देते हैं।\nवाज़ा-आरी आधा अंक है; दो वाज़ा-आरी मिलकर इप्पॉन बनते हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5440,"n":40,"subject":"General Awareness","stem":"Which territory was the first to be captured by Babur during his early Indian campaigns?","stemHi":"अपने प्रारंभिक भारतीय अभियानों में बाबर ने सबसे पहले किस क्षेत्र पर अधिकार किया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Multan","textHi":"मुल्तान","imageUrl":null},{"key":"b","text":"Delhi","textHi":"दिल्ली","imageUrl":null},{"key":"c","text":"Bhira","textHi":"भीरा","imageUrl":null},{"key":"d","text":"Sialkot","textHi":"सियालकोट","imageUrl":null}],"correct":"c","sol":"Babur — Bhira\nBabur’s early raids into India began in 1519.\nBhira, in the Punjab along the Jhelum, was the first territory he seized.\nSialkot and Lahore followed before the decisive battle of Panipat in 1526.\nHence option (c).","solHi":"बाबर के भारत पर प्रारंभिक आक्रमण 1519 में शुरू हुए।\nपंजाब में झेलम के किनारे स्थित भीरा उसका पहला अधिकृत क्षेत्र था।\n1526 के पानीपत युद्ध से पहले सियालकोट और लाहौर उसके हाथ आए।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5441,"n":41,"subject":"General Awareness","stem":"How did Sushil Kumar secure India's first Olympic wrestling medal after 56 years?","stemHi":"सुशील कुमार ने 56 वर्षों बाद भारत का पहला ओलंपिक कुश्ती पदक कैसे जीता?","context":null,"contextHi":null,"options":[{"key":"a","text":"By defeating his opponents through technical superiority in all rounds","textHi":"सभी दौरों में तकनीकी श्रेष्ठता से प्रतिद्वंद्वियों को हराकर","imageUrl":null},{"key":"b","text":"By advancing automatically due to his opponent's injury","textHi":"प्रतिद्वंद्वी की चोट के कारण स्वतः आगे बढ़कर","imageUrl":null},{"key":"c","text":"By defeating the world champion in the gold medal match","textHi":"स्वर्ण पदक मुकाबले में विश्व चैंपियन को हराकर","imageUrl":null},{"key":"d","text":"By winning three repechage matches after losing his first bout","textHi":"पहला मुकाबला हारने के बाद तीन रेपेचेज मुकाबले जीतकर","imageUrl":null}],"correct":"d","sol":"Sushil Kumar 2008\nAt Beijing 2008 Sushil Kumar lost his opening bout in the 66 kg freestyle.\nHe re-entered through the repechage route and won three bouts in a row to take bronze.\nIt was India’s first wrestling medal since K.D. Jadhav’s bronze in 1952.\nHence option (d).","solHi":"बीजिंग 2008 में सुशील कुमार 66 किग्रा फ्रीस्टाइल का पहला मुकाबला हार गए थे।\nरेपेचेज मार्ग से वापसी कर उन्होंने लगातार तीन मुकाबले जीतकर कांस्य पदक हासिल किया।\nयह 1952 में के.डी. जाधव के कांस्य के बाद भारत का पहला कुश्ती पदक था।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5442,"n":42,"subject":"General Awareness","stem":"Who won the International Booker Prize in 2025?","stemHi":"2025 का अंतरराष्ट्रीय बुकर पुरस्कार किसने जीता?","context":null,"contextHi":null,"options":[{"key":"a","text":"Banu Mushtaq & Deepa Bhasthi","textHi":"बानू मुश्ताक और दीपा भास्ती","imageUrl":null},{"key":"b","text":"Han Kang & Deborah Smith","textHi":"हान कांग और डेबोरा स्मिथ","imageUrl":null},{"key":"c","text":"Olga Tokarczuk & Jennifer Croft","textHi":"ओल्गा तोकार्चुक और जेनिफर क्रॉफ्ट","imageUrl":null},{"key":"d","text":"Gabriela Wiener & Adrian West","textHi":"गैब्रिएला वीनर और एड्रियन वेस्ट","imageUrl":null}],"correct":"a","sol":"International Booker 2025\nBanu Mushtaq won the 2025 International Booker Prize for Heart Lamp, with Deepa Bhasthi as translator.\nIt is the first Kannada work — and the first short-story collection — to win the prize.\nThe award is shared equally between author and translator.\nHence option (a).","solHi":"बानू मुश्ताक ने "हार्ट लैंप" के लिए 2025 का अंतरराष्ट्रीय बुकर पुरस्कार जीता, अनुवादक दीपा भास्ती रहीं।\nयह पुरस्कार जीतने वाली पहली कन्नड़ कृति और पहला कहानी-संग्रह है।\nपुरस्कार लेखक और अनुवादक में बराबर बँटता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5443,"n":43,"subject":"General Awareness","stem":"The '73rd Inter Services Water Polo Championship' held in 2024-25 showcased top talent from the armed forces' aquatic teams. Which of the following statements are correct?\n1. The championship was organised by the Eastern Naval Command.\n2. Visakhapatnam hosted the event for the 2024-25 edition.\n3. The tournament was held in April 2025 as part of the Services' annual aquatic calendar.","stemHi":"2024-25 में हुई '73वीं इंटर सर्विसेज़ वाटर पोलो चैंपियनशिप' में सशस्त्र बलों की जल-क्रीड़ा प्रतिभा दिखी। निम्न में से कौन-से कथन सही हैं?\n1. चैंपियनशिप का आयोजन पूर्वी नौसेना कमान ने किया।\n2. 2024-25 संस्करण की मेज़बानी विशाखापत्तनम ने की।\n3. यह प्रतियोगिता अप्रैल 2025 में सेवाओं के वार्षिक जल-क्रीड़ा कैलेंडर के अंतर्गत हुई।","context":null,"contextHi":null,"options":[{"key":"a","text":"1, 2 and 3","textHi":"1, 2 और 3","imageUrl":null},{"key":"b","text":"Only 2 and 3","textHi":"केवल 2 और 3","imageUrl":null},{"key":"c","text":"Only 1 and 3","textHi":"केवल 1 और 3","imageUrl":null},{"key":"d","text":"Only 1 and 2","textHi":"केवल 1 और 2","imageUrl":null}],"correct":"d","sol":"Water Polo Championship\nThe Eastern Naval Command organised the championship ✓ and Visakhapatnam hosted it ✓.\nThe meet was held earlier in the season, not in April 2025 — Statement 3 is wrong.\nSo the first two statements alone are correct.\nHence Only 1 and 2 — option (d).","solHi":"चैंपियनशिप का आयोजन पूर्वी नौसेना कमान ने किया ✓ और मेज़बानी विशाखापत्तनम ने की ✓।\nयह प्रतियोगिता सत्र में पहले हुई, अप्रैल 2025 में नहीं — कथन 3 गलत है।\nअतः केवल पहले दो कथन सही हैं।\nअतः केवल 1 और 2 — विकल्प (d)।","pos":2,"neg":0.5},{"id":5444,"n":44,"subject":"General Awareness","stem":"What is the main role of Article 263 in Union-State coordination?","stemHi":"संघ-राज्य समन्वय में अनुच्छेद 263 की मुख्य भूमिका क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Settles financial disputes","textHi":"वित्तीय विवाद सुलझाता है","imageUrl":null},{"key":"b","text":"Forms regional advisory bodies","textHi":"क्षेत्रीय सलाहकार निकाय बनाता है","imageUrl":null},{"key":"c","text":"Applies emergency provisions","textHi":"आपात उपबंध लागू करता है","imageUrl":null},{"key":"d","text":"Sets up the Inter-State Council","textHi":"अंतर-राज्य परिषद की स्थापना करता है","imageUrl":null}],"correct":"d","sol":"Article 263\nArticle 263 empowers the President to establish an Inter-State Council.\nThe Council inquires into and advises upon disputes and matters of common interest between states.\nIt was actually set up in 1990 on the Sarkaria Commission’s recommendation.\nHence option (d).","solHi":"अनुच्छेद 263 राष्ट्रपति को अंतर-राज्य परिषद गठित करने की शक्ति देता है।\nयह परिषद राज्यों के बीच विवादों और साझा हित के विषयों पर जाँच कर परामर्श देती है।\nइसकी वास्तविक स्थापना 1990 में सरकारिया आयोग की सिफ़ारिश पर हुई।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5445,"n":45,"subject":"General Awareness","stem":"Which of the following statements about thermodynamic processes and heat engines are correct?\n1. In irreversible expansion, more work is done than in reversible expansion.\n2. The efficiency of an ideal heat engine depends only on the temperatures of the heat reservoirs.\n3. Heat can flow from a colder body to a hotter body only when external work is applied.","stemHi":"ऊष्मागतिक प्रक्रियाओं और ऊष्मा इंजनों के संबंध में निम्न में से कौन-से कथन सही हैं?\n1. अनुत्क्रमणीय प्रसार में उत्क्रमणीय प्रसार की तुलना में अधिक कार्य होता है।\n2. आदर्श ऊष्मा इंजन की दक्षता केवल ऊष्मा भंडारों के तापमानों पर निर्भर करती है।\n3. ऊष्मा ठंडे पिंड से गर्म पिंड की ओर तभी बह सकती है जब बाह्य कार्य किया जाए।","context":null,"contextHi":null,"options":[{"key":"a","text":"1 and 2 only","textHi":"केवल 1 और 2","imageUrl":null},{"key":"b","text":"1 and 3 only","textHi":"केवल 1 और 3","imageUrl":null},{"key":"c","text":"2 and 3 only","textHi":"केवल 2 और 3","imageUrl":null},{"key":"d","text":"1, 2 and 3","textHi":"1, 2 और 3","imageUrl":null}],"correct":"c","sol":"Thermodynamics\nREVERSIBLE expansion gives the maximum work, so Statement 1 is wrong.\nCarnot efficiency = 1 −

\frac{T ₂}{T ₁}

— it depends only on the reservoir temperatures — Statement 2 correct.\nBy the second law (Clausius statement), heat moves from cold to hot only with external work, as in a refrigerator — Statement 3 correct.\nHence 2 and 3 only — option (c).","solHi":"उत्क्रमणीय प्रसार में अधिकतम कार्य मिलता है, अतः कथन 1 गलत है।\nकार्नो दक्षता = 1 −

\frac{T ₂}{T ₁}

— यह केवल भंडारों के तापमान पर निर्भर है — कथन 2 सही।\nदूसरे नियम (क्लॉज़ियस कथन) के अनुसार ऊष्मा ठंडे से गर्म की ओर बाह्य कार्य से ही जाती है, जैसे रेफ्रिजरेटर में — कथन 3 सही।\nअतः केवल 2 और 3 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5446,"n":46,"subject":"General Awareness","stem":"Fill in the blank:\nIn Jhora dance, participants hold each other by the ____.","stemHi":"रिक्त स्थान भरिए:\nझोड़ा नृत्य में प्रतिभागी एक-दूसरे को ____ से पकड़ते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Hands","textHi":"हाथों","imageUrl":null},{"key":"b","text":"Neck","textHi":"गर्दन","imageUrl":null},{"key":"c","text":"Arms","textHi":"बाहों","imageUrl":null},{"key":"d","text":"Shoulders","textHi":"कंधों","imageUrl":null}],"correct":"c","sol":"Jhora dance\nJhora is a community dance of the Kumaon region of Uttarakhand.\nMen and women form a large circle holding each other by the arms.\nThey move in step around a singer at the centre.\nHence option (c).","solHi":"झोड़ा उत्तराखंड के कुमाऊँ क्षेत्र का सामुदायिक नृत्य है।\nस्त्री-पुरुष एक बड़ा घेरा बनाकर एक-दूसरे को बाहों से पकड़ते हैं।\nवे बीच में खड़े गायक के चारों ओर ताल में घूमते हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5447,"n":47,"subject":"General Awareness","stem":"In the 2025 Global Firepower (GFP) review, which of the following statements correctly describes its ranking methodology?","stemHi":"2025 ग्लोबल फायरपावर (GFP) समीक्षा में उसकी रैंकिंग पद्धति का सही वर्णन कौन-सा कथन करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"It evaluates nations based only on total troop strength.","textHi":"यह देशों का मूल्यांकन केवल कुल सैनिक संख्या के आधार पर करता है।","imageUrl":null},{"key":"b","text":"It determines ranks primarily through nuclear deterrence capacity.","textHi":"यह रैंक मुख्यतः परमाणु प्रतिरोधक क्षमता से तय करता है।","imageUrl":null},{"key":"c","text":"It arranges countries in alphabetical order within their respective regions.","textHi":"यह देशों को उनके क्षेत्रों में वर्णक्रम से व्यवस्थित करता है।","imageUrl":null},{"key":"d","text":"It assesses military power using 60+ parameters such as manpower, logistics and geography to compute the PowerIndex.","textHi":"यह 60+ मानकों — जनशक्ति, लॉजिस्टिक्स, भूगोल — से सैन्य शक्ति आँककर पावरइंडेक्स निकालता है।","imageUrl":null}],"correct":"d","sol":"Global Firepower 2025\nGlobal Firepower ranks countries by a PowerIndex score.\nMore than 60 individual factors — manpower, equipment, logistics, finances and geography — feed into it.\nNuclear weapons are not counted, though recognised powers get a bonus.\nHence option (d).","solHi":"ग्लोबल फायरपावर देशों को "पावरइंडेक्स" अंक से रैंक करता है।\nइसमें 60 से अधिक कारक — जनशक्ति, उपकरण, लॉजिस्टिक्स, वित्त और भूगोल — शामिल होते हैं।\nपरमाणु हथियार गिने नहीं जाते, यद्यपि मान्यता प्राप्त शक्तियों को बोनस मिलता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5448,"n":48,"subject":"General Awareness","stem":"Where is India's first Green Hydrogen Hub planned?","stemHi":"भारत का पहला ग्रीन हाइड्रोजन हब कहाँ प्रस्तावित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Andhra Pradesh","textHi":"आंध्र प्रदेश","imageUrl":null},{"key":"b","text":"Punjab","textHi":"पंजाब","imageUrl":null},{"key":"c","text":"Uttar Pradesh","textHi":"उत्तर प्रदेश","imageUrl":null},{"key":"d","text":"Karnataka","textHi":"कर्नाटक","imageUrl":null}],"correct":"a","sol":"Green Hydrogen Hub\nUnder the National Green Hydrogen Mission, hydrogen hubs are being developed at port locations.\nVisakhapatnam in Andhra Pradesh was selected for India’s first such hub.\nKandla and Tuticorin were also identified for green hydrogen hubs.\nHence option (a).","solHi":"राष्ट्रीय हरित हाइड्रोजन मिशन के अंतर्गत बंदरगाहों पर हाइड्रोजन हब विकसित हो रहे हैं।\nभारत के पहले ऐसे हब के लिए आंध्र प्रदेश का विशाखापत्तनम चुना गया।\nकांडला और तूतीकोरिन भी हरित हाइड्रोजन हब हेतु चिह्नित हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5449,"n":49,"subject":"General Awareness","stem":"Which ISRO mission was the first to detect the presence of water molecules on the Moon?","stemHi":"चंद्रमा पर जल अणुओं की उपस्थिति का पता लगाने वाला पहला इसरो मिशन कौन-सा था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Aditya-L1","textHi":"आदित्य-L1","imageUrl":null},{"key":"b","text":"Mangalyaan","textHi":"मंगलयान","imageUrl":null},{"key":"c","text":"Chandrayaan-1","textHi":"चंद्रयान-1","imageUrl":null},{"key":"d","text":"Shukrayaan-1","textHi":"शुक्रयान-1","imageUrl":null}],"correct":"c","sol":"Water on the Moon\nChandrayaan-1 (2008) carried the Moon Impact Probe and NASA’s M3 instrument.\nTogether they confirmed water molecules and hydroxyl on the lunar surface in 2009.\nMangalyaan went to Mars and Aditya-L1 studies the Sun.\nHence option (c).","solHi":"चंद्रयान-1 (2008) मून इंपैक्ट प्रोब और नासा का M3 उपकरण ले गया था।\nइन्होंने 2009 में चंद्र सतह पर जल अणुओं और हाइड्रॉक्सिल की पुष्टि की।\nमंगलयान मंगल पर गया और आदित्य-L1 सूर्य का अध्ययन करता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5450,"n":50,"subject":"General Awareness","stem":"With reference to the pardoning powers in India, consider the following statements:\n1. The power of the President to grant pardons is mentioned under Article 161 of the Constitution.\n2. The Governor cannot grant pardon in cases involving a death sentence.\nWhich of the statements given above is/are correct?","stemHi":"भारत में क्षमादान शक्तियों के संदर्भ में निम्न कथनों पर विचार कीजिए:\n1. राष्ट्रपति की क्षमादान शक्ति संविधान के अनुच्छेद 161 में वर्णित है।\n2. राज्यपाल मृत्युदंड से जुड़े मामलों में क्षमा नहीं दे सकते।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 only","textHi":"केवल 1","imageUrl":null},{"key":"b","text":"Neither 1 nor 2","textHi":"न 1 न 2","imageUrl":null},{"key":"c","text":"Both 1 and 2","textHi":"1 और 2 दोनों","imageUrl":null},{"key":"d","text":"2 only","textHi":"केवल 2","imageUrl":null}],"correct":"d","sol":"Pardoning powers\nThe President’s pardoning power comes from Article 72, not Article 161 — Statement 1 is wrong.\nArticle 161 lets a Governor grant reprieve, respite, remission or commutation for offences against state laws.\nBut a Governor cannot PARDON a death sentence — that power rests with the President — Statement 2 is correct.\nHence 2 only — option (d).","solHi":"राष्ट्रपति की क्षमादान शक्ति अनुच्छेद 72 से आती है, 161 से नहीं — कथन 1 गलत।\nअनुच्छेद 161 राज्यपाल को राज्य विधियों के अपराधों में प्रविलंबन, परिहार या लघुकरण की शक्ति देता है।\nपरंतु राज्यपाल मृत्युदंड में क्षमा नहीं दे सकते — यह शक्ति राष्ट्रपति के पास है — कथन 2 सही।\nअतः केवल 2 — विकल्प (d)।","pos":2,"neg":0.5},{"id":5451,"n":51,"subject":"Quantitative Aptitude","stem":"If

\sqrt{a}

\sqrt{b}

= 7 and

\sqrt{a}

−

\sqrt{b}

= 1, what is the value of a and b?","stemHi":"यदि

\sqrt{a}

\sqrt{b}

= 7 और

\sqrt{a}

−

\sqrt{b}

= 1 है, तो a और b के मान क्या हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"a = 4, b = 3","textHi":null,"imageUrl":null},{"key":"b","text":"a = 9, b = 16","textHi":null,"imageUrl":null},{"key":"c","text":"a = 16, b = 9","textHi":null,"imageUrl":null},{"key":"d","text":"a = 3, b = 4","textHi":null,"imageUrl":null}],"correct":"c","sol":"Simultaneous surds\n $\"figure\"/$ \nAdd the two equations: 2

\sqrt{a}

= 8 ⇒

\sqrt{a}

= 4 ⇒ a = 16.\nSubtract them: 2

\sqrt{b}

= 6 ⇒

\sqrt{b}

= 3 ⇒ b = 9.\nCheck: 4 + 3 = 7 ✓ and 4 − 3 = 1 ✓.\na = 16, b = 9 — option (c).","solHi":" $\"figure\"/$ \nदोनों समीकरण जोड़िए: 2

\sqrt{a}

= 8 ⇒

\sqrt{a}

= 4 ⇒ a = 16।\nघटाइए: 2

\sqrt{b}

= 6 ⇒

\sqrt{b}

= 3 ⇒ b = 9।\nजाँच: 4 + 3 = 7 ✓ और 4 − 3 = 1 ✓।\na = 16, b = 9 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5452,"n":52,"subject":"Quantitative Aptitude","stem":"Which of the following is the least 6-digit number which is NOT a perfect square?","stemHi":"निम्न में से कौन-सी सबसे छोटी 6-अंकीय संख्या है जो पूर्ण वर्ग नहीं है?","context":null,"contextHi":null,"options":[{"key":"a","text":"100489","textHi":null,"imageUrl":null},{"key":"b","text":"100000","textHi":null,"imageUrl":null},{"key":"c","text":"101124","textHi":null,"imageUrl":null},{"key":"d","text":"100788","textHi":null,"imageUrl":null}],"correct":"b","sol":"Not a perfect square\nThe least 6-digit number is 100000 itself, so check that one first.\n316² = 99856 and 317² = 100489, so no whole number squares to 100000.\nHence 100000 is the least 6-digit number that is not a perfect square.\n= 100000 — option (b).","solHi":"सबसे छोटी 6-अंकीय संख्या 100000 ही है, अतः पहले उसी को जाँचिए।\n316² = 99856 और 317² = 100489, अर्थात कोई पूर्ण संख्या का वर्ग 100000 नहीं है।\nअतः 100000 सबसे छोटी 6-अंकीय संख्या है जो पूर्ण वर्ग नहीं है।\n= 100000 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5453,"n":53,"subject":"Quantitative Aptitude","stem":"If 37.5% of p is equal to 25% of q, what is the ratio p : q?","stemHi":"यदि p का 37.5%, q के 25% के बराबर है, तो अनुपात p : q क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 : 4","textHi":null,"imageUrl":null},{"key":"b","text":"4 : 1","textHi":null,"imageUrl":null},{"key":"c","text":"3 : 2","textHi":null,"imageUrl":null},{"key":"d","text":"2 : 3","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2b","solHi":"$2c","pos":2,"neg":0.5},{"id":5454,"n":54,"subject":"Quantitative Aptitude","stem":"A grocer mixes two varieties of rice — one costing ₹40 per kg and the other ₹50 per kg — in the ratio 3 : 5. If he sells the mixed variety at ₹55.50 per kg, find his gain or loss percent.","stemHi":"एक दुकानदार ₹40 प्रति किग्रा और ₹50 प्रति किग्रा की दो किस्म की चावल 3 : 5 के अनुपात में मिलाता है। यदि वह मिश्रण ₹55.50 प्रति किग्रा बेचता है, तो लाभ/हानि प्रतिशत ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"20% Loss","textHi":"20% हानि","imageUrl":null},{"key":"b","text":"20% Gain","textHi":"20% लाभ","imageUrl":null},{"key":"c","text":"18% Gain","textHi":"18% लाभ","imageUrl":null},{"key":"d","text":"18% Loss","textHi":"18% हानि","imageUrl":null}],"correct":"b","sol":"Mixture — gain%\n $\"figure\"/$ \nCost of 8 kg = 40×3 + 50×5 = 120 + 250 = ₹370.\nSelling price of 8 kg = 8 × 55.50 = ₹444.\nProfit = 444 − 370 = ₹74.\nGain% =

\frac{74}{370}

× 100 = 20% — option (b).","solHi":" $\"figure\"/$ \n8 किग्रा की लागत = 40×3 + 50×5 = 120 + 250 = ₹370।\n8 किग्रा का विक्रय मूल्य = 8 × 55.50 = ₹444।\nलाभ = 444 − 370 = ₹74।\nलाभ% =

\frac{74}{370}

× 100 = 20% — विकल्प (b)।","pos":2,"neg":0.5},{"id":5455,"n":55,"subject":"Quantitative Aptitude","stem":"A book originally priced at ₹800 is subject to two successive discounts: an initial markdown of 30%, followed by an additional 20% discount. Determine the final selling price of the book.","stemHi":"₹800 अंकित मूल्य की एक पुस्तक पर दो क्रमिक छूट दी जाती हैं — पहले 30% और फिर 20%। पुस्तक का अंतिम विक्रय मूल्य ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"₹432","textHi":null,"imageUrl":null},{"key":"b","text":"₹396","textHi":null,"imageUrl":null},{"key":"c","text":"₹448","textHi":null,"imageUrl":null},{"key":"d","text":"₹350","textHi":null,"imageUrl":null}],"correct":"c","sol":"Two successive discounts\n $\"figure\"/$ \nAfter the first discount: 800 ×

\frac{7}{10}

= ₹560.\nAfter the second: 560 ×

\frac{4}{5}

.\n= ₹448.\nHence option (c).","solHi":" $\"figure\"/$ \nपहली छूट के बाद: 800 ×

\frac{7}{10}

= ₹560।\nदूसरी छूट के बाद: 560 ×

\frac{4}{5}

।\n= ₹448।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5456,"n":56,"subject":"Quantitative Aptitude","stem":"A retailer marked a commodity at 25% above its cost price and then gave a discount. If the sale finally yielded a profit of 20% on the cost price, what was the discount percentage?","stemHi":"एक विक्रेता ने वस्तु को क्रय मूल्य से 25% अधिक अंकित किया और फिर छूट दी। यदि अंततः क्रय मूल्य पर 20% लाभ हुआ, तो छूट कितने प्रतिशत थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"8%","textHi":null,"imageUrl":null},{"key":"b","text":"4%","textHi":null,"imageUrl":null},{"key":"c","text":"5%","textHi":null,"imageUrl":null},{"key":"d","text":"10%","textHi":null,"imageUrl":null}],"correct":"b","sol":"Discount from markup\n $\"figure\"/$ \nTake CP = 100 ⇒ MP = 125 and SP = 120.\nDiscount = MP − SP = 125 − 120 = 5.\nDiscount% =

\frac{5}{125}

× 100.\n= 4% — option (b).","solHi":" $\"figure\"/$ \nCP = 100 लीजिए ⇒ MP = 125 और SP = 120।\nछूट = MP − SP = 125 − 120 = 5।\nछूट% =

\frac{5}{125}

× 100।\n= 4% — विकल्प (b)।","pos":2,"neg":0.5},{"id":5457,"n":57,"subject":"Quantitative Aptitude","stem":"If a² + b² = 152 and ab = 15, find the value of a + b.","stemHi":"यदि a² + b² = 152 और ab = 15 है, तो a + b का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"9","textHi":null,"imageUrl":null},{"key":"b","text":"6","textHi":null,"imageUrl":null},{"key":"c","text":"10","textHi":null,"imageUrl":null},{"key":"d","text":"8","textHi":null,"imageUrl":null}],"correct":"d","sol":"a + b from a² + b²\nab = 15 gives the pairs (5, 3) or (15, 1).\nFor (5, 3): a³ + b³ = 125 + 27 = 152, which matches the given value.\nSo a = 5 and b = 3.\na + b = 8 — option (d).","solHi":"ab = 15 से युग्म (5, 3) या (15, 1) बनते हैं।\n(5, 3) के लिए: a³ + b³ = 125 + 27 = 152, जो दिए मान से मेल खाता है।\nअतः a = 5 और b = 3।\na + b = 8 — विकल्प (d)।","pos":2,"neg":0.5},{"id":5458,"n":58,"subject":"Quantitative Aptitude","stem":"At what rate of simple interest will ₹3,000 become ₹4,020 in 5 years?","stemHi":"किस साधारण ब्याज दर पर ₹3,000, 5 वर्ष में ₹4,020 हो जाएँगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"8.5%","textHi":null,"imageUrl":null},{"key":"b","text":"5.5%","textHi":null,"imageUrl":null},{"key":"c","text":"8.8%","textHi":null,"imageUrl":null},{"key":"d","text":"6.8%","textHi":null,"imageUrl":null}],"correct":"d","sol":"SI — find rate\nInterest in 5 years = 4,020 − 3,000 = ₹1,020.\nInterest for one year =

\frac{1020}{5}

= ₹204.\nRate =

\frac{204}{3000}

× 100.\n= 6.8% — option (d).","solHi":"5 वर्ष का ब्याज = 4,020 − 3,000 = ₹1,020।\nएक वर्ष का ब्याज =

\frac{1020}{5}

= ₹204।\nदर =

\frac{204}{3000}

× 100।\n= 6.8% — विकल्प (d)।","pos":2,"neg":0.5},{"id":5459,"n":59,"subject":"Quantitative Aptitude","stem":"A person invested ₹8,000 in one scheme at 6% simple interest and ₹5,000 in another at 8% simple interest for the same duration. If he received a total interest of ₹2,640, what was the duration of the investments?","stemHi":"एक व्यक्ति ने ₹8,000, 6% साधारण ब्याज पर और ₹5,000, 8% साधारण ब्याज पर समान अवधि के लिए निवेश किए। यदि कुल ब्याज ₹2,640 मिला, तो निवेश की अवधि क्या थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"3.5 years","textHi":"3.5 वर्ष","imageUrl":null},{"key":"b","text":"6 years","textHi":"6 वर्ष","imageUrl":null},{"key":"c","text":"5 years","textHi":"5 वर्ष","imageUrl":null},{"key":"d","text":"3 years","textHi":"3 वर्ष","imageUrl":null}],"correct":"d","sol":"SI — find time\n $\"figure\"/$ \nInterest per year: 8,000 ×

\frac{6}{100}

= ₹480 and 5,000 ×

\frac{8}{100}

= ₹400.\nTogether ₹880 per year.\n880t = 2,640 ⇒ t =

\frac{2640}{880}

.\n= 3 years — option (d).","solHi":" $\"figure\"/$ \nप्रति वर्ष ब्याज: 8,000 ×

\frac{6}{100}

= ₹480 और 5,000 ×

\frac{8}{100}

= ₹400।\nदोनों मिलाकर ₹880 प्रति वर्ष।\n880t = 2,640 ⇒ t =

\frac{2640}{880}

।\n= 3 वर्ष — विकल्प (d)।","pos":2,"neg":0.5},{"id":5460,"n":60,"subject":"Quantitative Aptitude","stem":"A wheelchair ramp needs to reach a platform that is 2.5 metres high. If the ramp makes an angle of 30° with the level ground, what is the length of the ramp?","stemHi":"एक व्हीलचेयर रैंप को 2.5 मीटर ऊँचे प्लेटफ़ॉर्म तक पहुँचना है। यदि रैंप ज़मीन से 30° का कोण बनाता है, तो रैंप की लंबाई क्या होगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"1.5 m","textHi":null,"imageUrl":null},{"key":"b","text":"2 m","textHi":null,"imageUrl":null},{"key":"c","text":"5 m","textHi":null,"imageUrl":null},{"key":"d","text":"3 m","textHi":null,"imageUrl":null}],"correct":"c","sol":"Ramp at 30°\n $\"figure\"/$ \nsin30° =

\frac{height}{ramp length}

.\n

\frac{1}{2}

\frac{2.5}{ramp}

.\nRamp = 2.5 × 2.\n= 5 m — option (c).","solHi":" $\"figure\"/$ \nsin30° =

\frac{ऊँचाई}{रैंप की लंबाई}

।\n

\frac{1}{2}

\frac{2.5}{रैंप}

।\nरैंप = 2.5 × 2।\n= 5 m — विकल्प (c)।","pos":2,"neg":0.5},{"id":5461,"n":61,"subject":"Quantitative Aptitude","stem":"From a point A on the ground, the angle of elevation to the top of a building is 30°. From a point B, which is directly between A and the foot of the building, the angle of elevation is 45°. What is the ratio of the distance of A from the foot to the distance of B from the foot?","stemHi":"ज़मीन पर स्थित बिंदु A से किसी भवन के शीर्ष का उन्नयन कोण 30° है। A और भवन के आधार के बीच स्थित बिंदु B से उन्नयन कोण 45° है। भवन के आधार से A की दूरी और B की दूरी का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\sqrt{2}

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

\sqrt{3}

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

\sqrt{3}

\sqrt{2}

","textHi":null,"imageUrl":null},{"key":"d","text":"2 : 3","textHi":null,"imageUrl":null}],"correct":"b","sol":"Two elevation angles\n $\"figure\"/$ \nLet the height be h. From A: tan30° =

\frac{h}{DA}

⇒ DA = h

\sqrt{3}

.\nFrom B: tan45° =

\frac{h}{DB}

⇒ DB = h.\nDA : DB = h

\sqrt{3}

: h.\n=

\sqrt{3}

: 1 — option (b).","solHi":" $\"figure\"/$ \nऊँचाई h मानिए। A से: tan30° =

\frac{h}{DA}

⇒ DA = h

\sqrt{3}

।\nB से: tan45° =

\frac{h}{DB}

⇒ DB = h।\nDA : DB = h

\sqrt{3}

: h।\n=

\sqrt{3}

: 1 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5462,"n":62,"subject":"Quantitative Aptitude","stem":"If the curved surface area of a sphere is 154 cm², find its diameter.","stemHi":"यदि किसी गोले का वक्र पृष्ठीय क्षेत्रफल 154 cm² है, तो उसका व्यास ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"9 cm","textHi":null,"imageUrl":null},{"key":"b","text":"8 cm","textHi":null,"imageUrl":null},{"key":"c","text":"7 cm","textHi":null,"imageUrl":null},{"key":"d","text":"5 cm","textHi":null,"imageUrl":null}],"correct":"c","sol":"Sphere — diameter from CSA\n $\"figure\"/$ \nSurface area of a sphere = 4πr² = 154.\n4 ×

\frac{22}{7}

× r² = 154 ⇒ r² =

\frac{154 \times 7}{88}

= 12.25.\nr = 3.5 cm.\nDiameter = 2r = 7 cm — option (c).","solHi":" $\"figure\"/$ \nगोले का पृष्ठीय क्षेत्रफल = 4πr² = 154।\n4 ×

\frac{22}{7}

× r² = 154 ⇒ r² =

\frac{154 \times 7}{88}

= 12.25।\nr = 3.5 cm।\nव्यास = 2r = 7 cm — विकल्प (c)।","pos":2,"neg":0.5},{"id":5463,"n":63,"subject":"Quantitative Aptitude","stem":"A cone has height h and radius r. It is melted and recast into a smaller cone whose height is

\frac{h}{4}

and radius is

\frac{r}{2}

. What fraction of the original volume is unused?","stemHi":"एक शंकु की ऊँचाई h और त्रिज्या r है। उसे पिघलाकर ऐसा छोटा शंकु बनाया जाता है जिसकी ऊँचाई

\frac{h}{4}

और त्रिज्या

\frac{r}{2}

है। मूल आयतन का कितना भाग अप्रयुक्त रहता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{17}{18}

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

\frac{15}{16}

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

\frac{12}{17}

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

\frac{16}{19}

","textHi":null,"imageUrl":null}],"correct":"b","sol":"$2d","solHi":"$2e","pos":2,"neg":0.5},{"id":5464,"n":64,"subject":"Quantitative Aptitude","stem":"If a regular hexagon and a square have the same side length, what will be the ratio of their areas?","stemHi":"यदि एक सम षट्भुज और एक वर्ग की भुजा समान हो, तो उनके क्षेत्रफलों का अनुपात क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"3

\sqrt{3}

: 2","textHi":null,"imageUrl":null},{"key":"b","text":"2 : 3

\sqrt{3}

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

\sqrt{3}

: 1","textHi":null,"imageUrl":null},{"key":"d","text":"1 : 6","textHi":null,"imageUrl":null}],"correct":"a","sol":"Hexagon : square area\n $\"figure\"/$ \nArea of a regular hexagon =

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

a².\nArea of a square = a².\nRatio =

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

a² : a².\n= 3

\sqrt{3}

: 2 — option (a).","solHi":" $\"figure\"/$ \nसम षट्भुज का क्षेत्रफल =

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

a²।\nवर्ग का क्षेत्रफल = a²।\nअनुपात =

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

a² : a²।\n= 3

\sqrt{3}

: 2 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5465,"n":65,"subject":"Quantitative Aptitude","stem":"A prism has an equilateral triangular base with a side length of 6 cm. Its height starts at 1 cm and increases by 1 cm for each subsequent layer, forming 5 layers in total. What is the total volume of the prism? (Use

\sqrt{3}

= 1.732)","stemHi":"एक प्रिज़्म का आधार 6 cm भुजा वाला समबाहु त्रिभुज है। उसकी ऊँचाई 1 cm से शुरू होकर हर अगली परत में 1 cm बढ़ती है, कुल 5 परतें हैं। प्रिज़्म का कुल आयतन क्या है? (

\sqrt{3}

= 1.732 लीजिए)","context":null,"contextHi":null,"options":[{"key":"a","text":"207.84 cm³","textHi":null,"imageUrl":null},{"key":"b","text":"233.82 cm³","textHi":null,"imageUrl":null},{"key":"c","text":"259.80 cm³","textHi":null,"imageUrl":null},{"key":"d","text":"303.10 cm³","textHi":null,"imageUrl":null}],"correct":"b","sol":"$2f","solHi":"$30","pos":2,"neg":0.5},{"id":5466,"n":66,"subject":"Quantitative Aptitude","stem":"What is the equation of the line through (3, −5) with slope −2?","stemHi":"प्रवणता −2 वाली, बिंदु (3, −5) से गुजरने वाली रेखा का समीकरण क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"y = −2x − 5","textHi":null,"imageUrl":null},{"key":"b","text":"y = −2x + 1","textHi":null,"imageUrl":null},{"key":"c","text":"y = −2x − 2","textHi":null,"imageUrl":null},{"key":"d","text":"y = −2x + 3","textHi":null,"imageUrl":null}],"correct":"b","sol":"Equation of a line\n $\"figure\"/$ \nPoint-slope form: y − y₁ = m(x − x₁).\ny + 5 = −2(x − 3) = −2x + 6.\ny = −2x + 6 − 5.\ny = −2x + 1 — option (b).","solHi":" $\"figure\"/$ \nबिंदु-प्रवणता रूप: y − y₁ = m(x − x₁)।\ny + 5 = −2(x − 3) = −2x + 6।\ny = −2x + 6 − 5।\ny = −2x + 1 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5467,"n":67,"subject":"Quantitative Aptitude","stem":"If every exterior angle of a regular polygon is 72°, how many sides does the polygon have?","stemHi":"यदि किसी सम बहुभुज का प्रत्येक बाह्य कोण 72° है, तो उसकी कितनी भुजाएँ हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"4","textHi":null,"imageUrl":null},{"key":"b","text":"5","textHi":null,"imageUrl":null},{"key":"c","text":"6","textHi":null,"imageUrl":null},{"key":"d","text":"8","textHi":null,"imageUrl":null}],"correct":"b","sol":"Exterior angle\n $\"figure\"/$ \nThe exterior angles of any polygon add up to 360°.\nNumber of sides =

\frac{360 °}{exterior angle}

.\n=

\frac{360}{72}

.\n= 5 — option (b).","solHi":" $\"figure\"/$ \nकिसी भी बहुभुज के बाह्य कोणों का योग 360° होता है।\nभुजाओं की संख्या =

\frac{360 °}{बाह्य कोण}

।\n=

\frac{360}{72}

।\n= 5 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5468,"n":68,"subject":"Quantitative Aptitude","stem":"In a triangle PQR, the centroid is at G(3, 1). If the vertices P and Q are at (5, −2) and (−1, 3) respectively, what are the coordinates of vertex R?","stemHi":"त्रिभुज PQR का केंद्रक G(3, 1) है। यदि शीर्ष P और Q क्रमशः (5, −2) और (−1, 3) पर हैं, तो शीर्ष R के निर्देशांक क्या हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"(5, 2)","textHi":null,"imageUrl":null},{"key":"b","text":"(2, 4)","textHi":null,"imageUrl":null},{"key":"c","text":"(1, 3)","textHi":null,"imageUrl":null},{"key":"d","text":"(2, 3)","textHi":null,"imageUrl":null}],"correct":"a","sol":"$31","solHi":"$32","pos":2,"neg":0.5},{"id":5469,"n":69,"subject":"Quantitative Aptitude","stem":"Evaluate: (

\sqrt{13}

\sqrt{5}

)² − (

\sqrt{13}

−

\sqrt{5}

)²","stemHi":"मान ज्ञात कीजिए: (

\sqrt{13}

\sqrt{5}

)² − (

\sqrt{13}

−

\sqrt{5}

)²","context":null,"contextHi":null,"options":[{"key":"a","text":"4

\sqrt{65}

","textHi":null,"imageUrl":null},{"key":"b","text":"2

\sqrt{65}

","textHi":null,"imageUrl":null},{"key":"c","text":"6

\sqrt{65}

","textHi":null,"imageUrl":null},{"key":"d","text":"8

\sqrt{65}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"Difference of squares\nThe identity (a + b)² − (a − b)² = 4ab.\nHere a =

\sqrt{13}

and b =

\sqrt{5}

.\n4 ×

\sqrt{13}

\sqrt{5}

= 4

\sqrt{65}

.\nHence option (a).","solHi":"सर्वसमिका (a + b)² − (a − b)² = 4ab।\nयहाँ a =

\sqrt{13}

और b =

\sqrt{5}

।\n4 ×

\sqrt{13}

\sqrt{5}

= 4

\sqrt{65}

।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5470,"n":70,"subject":"Quantitative Aptitude","stem":"Two circles with radii r₁ and r₂ have their centres separated by a distance d. If the length of a transverse common tangent equals the distance between the centres, which of the following is true?","stemHi":"r₁ और r₂ त्रिज्या वाले दो वृत्तों के केंद्रों के बीच दूरी d है। यदि तिर्यक उभयनिष्ठ स्पर्श रेखा की लंबाई केंद्रों के बीच की दूरी के बराबर हो, तो निम्न में से कौन सत्य है?","context":null,"contextHi":null,"options":[{"key":"a","text":"r₁ × r₂ = 0","textHi":null,"imageUrl":null},{"key":"b","text":"(r₁ − r₂) = 0","textHi":null,"imageUrl":null},{"key":"c","text":"(r₁ + r₂) = 0","textHi":null,"imageUrl":null},{"key":"d","text":"r₁ = 2r₂","textHi":null,"imageUrl":null}],"correct":"c","sol":"Transverse tangent = d\n $\"figure\"/$ \nTransverse common tangent: L =

\sqrt{d ² - (r ₁ + r ₂) ²}

.\nGiven L = d, so d² = d² − (r₁ + r₂)².\nThat leaves (r₁ + r₂)² = 0.\nSo (r₁ + r₂) = 0 — option (c).","solHi":" $\"figure\"/$ \nतिर्यक उभयनिष्ठ स्पर्श रेखा: L =

\sqrt{d ² - (r ₁ + r ₂) ²}

।\nदिया है L = d, अतः d² = d² − (r₁ + r₂)²।\nइससे (r₁ + r₂)² = 0 बचता है।\nअतः (r₁ + r₂) = 0 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5471,"n":71,"subject":"Quantitative Aptitude","stem":"A chord of a circle has a length of 2

\sqrt{17}

cm. The distance of the chord from the centre is 8 cm. What is the radius of the circle?","stemHi":"एक वृत्त की जीवा की लंबाई 2

\sqrt{17}

cm है। जीवा की केंद्र से दूरी 8 cm है। वृत्त की त्रिज्या क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"6.89 cm","textHi":null,"imageUrl":null},{"key":"b","text":"6 cm","textHi":null,"imageUrl":null},{"key":"c","text":"9.52 cm","textHi":null,"imageUrl":null},{"key":"d","text":"9 cm","textHi":null,"imageUrl":null}],"correct":"d","sol":"Chord — radius\n $\"figure\"/$ \nHalf the chord =

\sqrt{17}

cm.\nr² = (

\sqrt{17}

)² + 8² = 17 + 64.\nr² = 81.\nr = 9 cm — option (d).","solHi":" $\"figure\"/$ \nआधी जीवा =

\sqrt{17}

cm।\nr² = (

\sqrt{17}

)² + 8² = 17 + 64।\nr² = 81।\nr = 9 cm — विकल्प (d)।","pos":2,"neg":0.5},{"id":5472,"n":72,"subject":"Quantitative Aptitude","stem":"If sinA + cosA = Y, then find the value of sin²A + cos²A + 2 sinA cosA.","stemHi":"यदि sinA + cosA = Y है, तो sin²A + cos²A + 2 sinA cosA का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Y","textHi":null,"imageUrl":null},{"key":"b","text":"Y²","textHi":null,"imageUrl":null},{"key":"c","text":"1","textHi":null,"imageUrl":null},{"key":"d","text":"Y + 1","textHi":null,"imageUrl":null}],"correct":"b","sol":"Expand (sinA + cosA)²\nNote that sin²A + cos²A + 2 sinA cosA is exactly (sinA + cosA)².\nAnd sinA + cosA is given as Y.\nSo the expression equals Y².\nHence option (b).","solHi":"ध्यान दीजिए sin²A + cos²A + 2 sinA cosA ठीक (sinA + cosA)² है।\nऔर sinA + cosA का मान Y दिया है।\nअतः व्यंजक Y² के बराबर है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5473,"n":73,"subject":"Quantitative Aptitude","stem":"If sinx =

\sqrt{3}

cosx, find sin⁴x + cos⁴x.","stemHi":"यदि sinx =

\sqrt{3}

cosx है, तो sin⁴x + cos⁴x ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{3}{8}

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

\frac{5}{8}

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

\frac{1}{8}

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

\frac{1}{6}

","textHi":null,"imageUrl":null}],"correct":"b","sol":"$33","solHi":"$34","pos":2,"neg":0.5},{"id":5474,"n":74,"subject":"Quantitative Aptitude","stem":"If x + y + z = 0 and x = 0.5, y = 0.7, z = −1.2, then what is (x³ + y³ + z³) ÷ (3xyz)?","stemHi":"यदि x + y + z = 0 और x = 0.5, y = 0.7, z = −1.2 है, तो (x³ + y³ + z³) ÷ (3xyz) क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"−3","textHi":null,"imageUrl":null},{"key":"b","text":"1","textHi":null,"imageUrl":null},{"key":"c","text":"0","textHi":null,"imageUrl":null},{"key":"d","text":"−2","textHi":null,"imageUrl":null}],"correct":"b","sol":"a³+b³+c³ when sum = 0\nWhen x + y + z = 0, the identity gives x³ + y³ + z³ = 3xyz.\nSo the expression becomes

\frac{3 xyz}{3 xyz}

.\nThe actual values are not even needed.\n= 1 — option (b).","solHi":"जब x + y + z = 0 हो, तो सर्वसमिका से x³ + y³ + z³ = 3xyz।\nअतः व्यंजक

\frac{3 xyz}{3 xyz}

बन जाता है।\nवास्तविक मानों की आवश्यकता ही नहीं पड़ती।\n= 1 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5475,"n":75,"subject":"Quantitative Aptitude","stem":"If p = 0.7 and q = 0.05, find the value of

\frac{(3 p) ³ + (3 q) ³}{p ³ + q ³}

.","stemHi":"यदि p = 0.7 और q = 0.05 है, तो

\frac{(3 p) ³ + (3 q) ³}{p ³ + q ³}

का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"64","textHi":null,"imageUrl":null},{"key":"b","text":"27","textHi":null,"imageUrl":null},{"key":"c","text":"59","textHi":null,"imageUrl":null},{"key":"d","text":"65","textHi":null,"imageUrl":null}],"correct":"b","sol":"Common factor 3³\n $\"figure\"/$ \n(3p)³ + (3q)³ = 27p³ + 27q³ = 27(p³ + q³).\nSo the ratio =

\frac{27 (p ³ + q ³)}{p ³ + q ³}

.\nThe bracket cancels.\n= 27 — option (b).","solHi":" $\"figure\"/$ \n(3p)³ + (3q)³ = 27p³ + 27q³ = 27(p³ + q³)।\nअतः अनुपात =

\frac{27 (p ³ + q ³)}{p ³ + q ³}

।\nकोष्ठक कट जाता है।\n= 27 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5476,"n":76,"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, comprising (1)/ experts from various fields, (2)/ have submitted its report to the governing body. (3)/ No error (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"c","sol":"Error — collective noun\n'Committee' is a collective noun and is treated as singular here.\nThe pronoun 'its' in the same clause confirms the singular sense.\nSo 'have submitted' must become 'has submitted'.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5477,"n":77,"subject":"English Comprehension","stem":"Select the sentence containing the homonym of the highlighted word:\nThe medieval cleric carefully transcribed the codex.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The copyist set the codex next to an early printed book.","textHi":null,"imageUrl":null},{"key":"b","text":"The archivist scanned a valuable codex originating in Florence.","textHi":null,"imageUrl":null},{"key":"c","text":"The software engineer refined the codex to improve processing speed.","textHi":null,"imageUrl":null},{"key":"d","text":"The codex was covered with vellum made from goatskin.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Homonym — codex\nIn the given sentence 'codex' means an ancient hand-written book.\nOptions (a), (b) and (d) all use it in that same sense.\nIn (c) the word stands for a software code system — a different meaning.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5478,"n":78,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nThe committee debated about the new policy for hours without a resolution.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"debated on","textHi":null,"imageUrl":null},{"key":"b","text":"debated over","textHi":null,"imageUrl":null},{"key":"c","text":"debated","textHi":null,"imageUrl":null},{"key":"d","text":"debated regarding","textHi":null,"imageUrl":null}],"correct":"c","sol":"debate (no preposition)\nThe verb 'debate' is transitive and takes a direct object.\nNo preposition is needed after it.\nCorrect: 'The committee debated the new policy for hours.'\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5479,"n":79,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underlined/Bold segment in the given sentence.\nShe has been waiting for you since two hours.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"from two hours","textHi":null,"imageUrl":null},{"key":"b","text":"for two hours","textHi":null,"imageUrl":null},{"key":"c","text":"since the two hours","textHi":null,"imageUrl":null},{"key":"d","text":"from the last two hours","textHi":null,"imageUrl":null}],"correct":"b","sol":"for + period of time\n'Since' is used with a POINT of time; 'for' with a PERIOD.\nTwo hours is a length of time, so "for two hours" is correct.\n"From" cannot be used with the present perfect continuous here.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5480,"n":80,"subject":"English Comprehension","stem":"Choose the one-word substitute for the below sentence.\nWild animals are kept in a special enclosed place for exhibition.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Aviary","textHi":null,"imageUrl":null},{"key":"b","text":"Sanctuary","textHi":null,"imageUrl":null},{"key":"c","text":"Menagerie","textHi":null,"imageUrl":null},{"key":"d","text":"Park","textHi":null,"imageUrl":null}],"correct":"c","sol":"One-word — Menagerie\nA 'menagerie' is a collection of wild animals kept in enclosures for display.\nAn aviary houses birds; a sanctuary lets animals live freely without confinement.\nA park is a public open space.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5481,"n":81,"subject":"English Comprehension","stem":"Select the correct form of the verb.\nThe prevalence of infectious diseases among vulnerable populations ____ a constant concern for public health organisations.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"has remaining","textHi":null,"imageUrl":null},{"key":"b","text":"remain","textHi":null,"imageUrl":null},{"key":"c","text":"have remained","textHi":null,"imageUrl":null},{"key":"d","text":"remains","textHi":null,"imageUrl":null}],"correct":"d","sol":"Subject-verb agreement\nThe subject is "The prevalence" — singular; the phrases that follow do not change it.\nA singular subject takes a singular verb.\nSo the correct form is "remains".\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5482,"n":82,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nThe ancient scroll, previously thought to be lost, ____ in a hidden chamber.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"was discovered","textHi":null,"imageUrl":null},{"key":"b","text":"is discovered","textHi":null,"imageUrl":null},{"key":"c","text":"discovers","textHi":null,"imageUrl":null},{"key":"d","text":"are discovered","textHi":null,"imageUrl":null}],"correct":"a","sol":"Passive — simple past\nThe scroll receives the action, so a PASSIVE form is needed.\nThe discovery is a completed past event, matching "previously thought to be lost".\nSo the simple past passive "was discovered" fits.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5483,"n":83,"subject":"English Comprehension","stem":"Select the most appropriate antonym of the given word: Yielding","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Flexible","textHi":null,"imageUrl":null},{"key":"b","text":"Obdurate","textHi":null,"imageUrl":null},{"key":"c","text":"Compliant","textHi":null,"imageUrl":null},{"key":"d","text":"Amenable","textHi":null,"imageUrl":null}],"correct":"b","sol":"Antonym — Yielding\n'Yielding' means ready to give way or comply.\n'Obdurate' means stubbornly refusing to change — the true opposite.\nFlexible, compliant and amenable are all synonyms of yielding.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5484,"n":84,"subject":"English Comprehension","stem":"Select the most appropriate meaning of the highlighted idiom.\nThe two officials were hand and glove in the deal.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Very closely associated","textHi":null,"imageUrl":null},{"key":"b","text":"Working against each other","textHi":null,"imageUrl":null},{"key":"c","text":"Acting without care","textHi":null,"imageUrl":null},{"key":"d","text":"Showing open distrust","textHi":null,"imageUrl":null}],"correct":"a","sol":"Idiom — hand and glove\n'Hand and glove' (or hand in glove) means working in very close association, often for a wrong purpose.\nA glove fits the hand exactly — hence the image of complete partnership.\nSo the two officials were closely associated in the deal.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5485,"n":85,"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 number of participants (1)/ in the advanced workshop (2)/ were surprisingly low (3)/ given the wide publicity. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"c","sol":"The number of + singular verb\nThe structure "The number of + plural noun" takes a SINGULAR verb.\n(In contrast, "A number of…" takes a plural verb.)\nSo "were surprisingly low" must become "was surprisingly low".\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5486,"n":86,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nYou have to activate this data add-on pack manually.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"This data add-on pack has to be activated by you manually.","textHi":null,"imageUrl":null},{"key":"b","text":"You should manually activate this data add-on pack.","textHi":null,"imageUrl":null},{"key":"c","text":"Activate this data add-on pack manually.","textHi":null,"imageUrl":null},{"key":"d","text":"You have to be manually activated by this data add-on pack.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Passive with have to\n"Have to + verb" becomes "has/have to be + past participle" in the passive.\nThe object "this data add-on pack" is singular, so "has to be activated".\n(b) and (c) stay active; (d) reverses the roles absurdly.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5487,"n":87,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word: Cautious","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Reckless","textHi":null,"imageUrl":null},{"key":"b","text":"Brash","textHi":null,"imageUrl":null},{"key":"c","text":"Unworried","textHi":null,"imageUrl":null},{"key":"d","text":"Circumspect","textHi":null,"imageUrl":null}],"correct":"d","sol":"Synonym — Cautious\n'Cautious' means careful to avoid danger or mistakes.\n'Circumspect' means careful to consider all circumstances — the closest synonym.\nReckless, brash and unworried all point the other way.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5488,"n":88,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nRashmika said to me, "Your brother speaks ill of me."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Rashmika said to me that my brother spoke ill of me.","textHi":null,"imageUrl":null},{"key":"b","text":"Rashmika told me that my brother was speaking ill of her.","textHi":null,"imageUrl":null},{"key":"c","text":"Rashmika said to me that your brother spoke ill of her.","textHi":null,"imageUrl":null},{"key":"d","text":"Rashmika told me that my brother spoke ill of her.","textHi":null,"imageUrl":null}],"correct":"d","sol":"Direct → indirect\n"Said to me" becomes "told me"; the simple present backshifts to the simple past.\n"Your" refers to the listener, so it becomes "my"; "me" refers to the speaker, so it becomes "her".\n(a) keeps "said to" and the wrong pronoun; (c) keeps "your".\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5489,"n":89,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThe fact that extreme weather events are being exacerbated is being increasingly acknowledged by global leaders.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Global leaders are increasingly acknowledging the fact that climate change is exacerbating extreme weather events.","textHi":null,"imageUrl":null},{"key":"b","text":"Global leaders increasingly acknowledge the fact that climate change is exacerbating extreme weather events.","textHi":null,"imageUrl":null},{"key":"c","text":"The fact that climate change is exacerbating extreme weather events has been increasingly acknowledged by global leaders.","textHi":null,"imageUrl":null},{"key":"d","text":"Global leaders will increasingly acknowledge the fact that climate change is exacerbating extreme weather events.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Passive → active\n"Is being acknowledged" is present continuous passive; its active is "are acknowledging".\nThe inner passive "are being exacerbated" becomes "climate change is exacerbating".\n(b) shifts to the simple present, (c) stays passive, (d) moves to the future.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5490,"n":90,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nHer performance was superior of all her competitors.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"superior to","textHi":null,"imageUrl":null},{"key":"b","text":"superior over","textHi":null,"imageUrl":null},{"key":"c","text":"superior as compared to","textHi":null,"imageUrl":null},{"key":"d","text":"superior from","textHi":null,"imageUrl":null}],"correct":"a","sol":"superior to\nLatin comparatives such as superior, inferior, senior and junior take the preposition TO.\nThey are never followed by "than", "of" or "from".\nCorrect: 'Her performance was superior to that of all her competitors.'\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5491,"n":91,"subject":"English Comprehension","stem":"Select the correct spelling.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Pithy","textHi":null,"imageUrl":null},{"key":"b","text":"Pithon","textHi":null,"imageUrl":null},{"key":"c","text":"Pathatic","textHi":null,"imageUrl":null},{"key":"d","text":"Pithiy","textHi":null,"imageUrl":null}],"correct":"a","sol":"Correct spelling\n'Pithy' — brief and full of meaning — is the correct spelling.\nThe other three are misspellings (python and pathetic are the intended words).\nOnly option (a) is a valid English word as written.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5492,"n":92,"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 incessant demand strains natural resources, from forests to freshwater, often beyond their regenerative capacities.\n2. The escalating problem of excessive consumption is a defining characteristic of modern industrial societies.\n3. It is driven by various factors, including aggressive marketing, planned obsolescence, and societal pressures to acquire more.\n4. Ultimately, curbing excessive consumption is crucial for environmental sustainability and equitable resource distribution globally.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"3-1-2-4","textHi":null,"imageUrl":null},{"key":"b","text":"1-2-4-3","textHi":null,"imageUrl":null},{"key":"c","text":"2-3-1-4","textHi":null,"imageUrl":null},{"key":"d","text":"2-4-1-3","textHi":null,"imageUrl":null}],"correct":"c","sol":"Para jumble — consumption\nSentence 2 introduces excessive consumption as the problem — the opener.\nSentence 3 explains what drives it and sentence 1 describes the strain it causes.\nSentence 4 ("Ultimately…") closes with what must be done.\nOrder 2-3-1-4 — option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5493,"n":93,"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 can lead to increased consumer spending and business investment.\n2. Central banks often implement monetary policies to manage inflation and economic growth.\n3. Lowering interest rates is one such tool, making borrowing cheaper.\n4. However, these policies must be carefully balanced to avoid overheating the economy.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1-2-3-4","textHi":null,"imageUrl":null},{"key":"b","text":"2-3-1-4","textHi":null,"imageUrl":null},{"key":"c","text":"3-1-2-4","textHi":null,"imageUrl":null},{"key":"d","text":"2-4-1-3","textHi":null,"imageUrl":null}],"correct":"b","sol":"Para jumble — monetary policy\nSentence 2 introduces monetary policy — the opener.\nSentence 3 gives an example of a tool and sentence 1 ("This can lead to…") its effect.\nSentence 4 ("However…") adds the caution at the end.\nOrder 2-3-1-4 — option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5494,"n":94,"subject":"English Comprehension","stem":"Choose the one-word substitute for the highlighted part:\nThe hospital has a building where dead bodies are kept temporarily before post-mortem and final rites.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Sanctuary","textHi":null,"imageUrl":null},{"key":"b","text":"Sepulcher","textHi":null,"imageUrl":null},{"key":"c","text":"Crematorium","textHi":null,"imageUrl":null},{"key":"d","text":"Mortuary","textHi":null,"imageUrl":null}],"correct":"d","sol":"One-word — Mortuary\nA 'mortuary' is a room or building where bodies are kept before burial or cremation.\nA sepulchre is a tomb and a crematorium is where bodies are burned.\nA sanctuary is a place of refuge.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5495,"n":95,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nShe concluded that the experimental results might have been skewed had the environmental variables not been rigorously controlled.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"She concluded, "The experimental results might have been skewed if the environmental variables had not been rigorously controlled."","textHi":null,"imageUrl":null},{"key":"b","text":"She concluded, "The experimental results may have been skewed if the environmental variables were not rigorously controlled."","textHi":null,"imageUrl":null},{"key":"c","text":"She concluded, "The experimental results will be skewed if the environmental variables are not rigorously controlled."","textHi":null,"imageUrl":null},{"key":"d","text":"She concluded, "The experimental results might be skewed had the environmental variables not been rigorously controlled."","textHi":null,"imageUrl":null}],"correct":"a","sol":"Indirect → direct (third conditional)\nA third conditional keeps both halves in the past-perfect pattern.\nSo: "might have been skewed if … had not been rigorously controlled".\n(b) drops the past perfect, (c) turns it into a first conditional, (d) loses "have".\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5496,"n":96,"subject":"English Comprehension","stem":"Select the most appropriate antonym of "restorative" as per the given sentence from the passage:\nCommunities that measure value by output tend to ignore the restorative role of stillness.","stemHi":null,"context":"$35","contextHi":null,"options":[{"key":"a","text":"Energizing","textHi":null,"imageUrl":null},{"key":"b","text":"Refreshing","textHi":null,"imageUrl":null},{"key":"c","text":"Exhausting","textHi":null,"imageUrl":null},{"key":"d","text":"Healing","textHi":null,"imageUrl":null}],"correct":"c","sol":"Antonym — restorative\n'Restorative' means something that renews strength and well-being.\n'Exhausting' means draining one's energy — the true opposite.\nEnergizing, refreshing and healing all carry the same positive sense as restorative.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5497,"n":97,"subject":"English Comprehension","stem":"According to the passage, how does solitude contribute to emotional health?","stemHi":null,"context":"$36","contextHi":null,"options":[{"key":"a","text":"By isolating people from social judgment.","textHi":null,"imageUrl":null},{"key":"b","text":"By encouraging suppression of emotions.","textHi":null,"imageUrl":null},{"key":"c","text":"By helping individuals process experiences calmly and clearly.","textHi":null,"imageUrl":null},{"key":"d","text":"By promoting dependence on external validation.","textHi":null,"imageUrl":null}],"correct":"c","sol":"RC — solitude and emotion\nThe passage says being alone provides a moment for emotional balance.\nIt lets people interpret their experiences without the pressure of comparison or approval.\nSo solitude helps them process experiences calmly.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5498,"n":98,"subject":"English Comprehension","stem":"What does the passage imply about people who spend time alone intentionally?","stemHi":null,"context":"$37","contextHi":null,"options":[{"key":"a","text":"They become detached from society.","textHi":null,"imageUrl":null},{"key":"b","text":"They tend to develop stronger empathy and self-awareness.","textHi":null,"imageUrl":null},{"key":"c","text":"They lose interest in meaningful relationships.","textHi":null,"imageUrl":null},{"key":"d","text":"They struggle to maintain emotional balance.","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — intentional solitude\nThe passage notes that those who regularly spend time alone often show stronger empathy and social connection.\nThey engage with others from a stable sense of self rather than dependence.\nSo solitude strengthens, not weakens, their relationships.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5499,"n":99,"subject":"English Comprehension","stem":"The passage suggests that modern culture undervalues solitude because it:","stemHi":null,"context":"$38","contextHi":null,"options":[{"key":"a","text":"Emphasizes personal growth and learning.","textHi":null,"imageUrl":null},{"key":"b","text":"Promotes collective well-being over individual thought.","textHi":null,"imageUrl":null},{"key":"c","text":"Encourages self-reflection and emotional understanding.","textHi":null,"imageUrl":null},{"key":"d","text":"Equates success mainly with productivity and visible activity.","textHi":null,"imageUrl":null}],"correct":"d","sol":"RC — why solitude is undervalued\nThe passage speaks of the glorification of busyness and constant activity.\nCommunities that measure value by OUTPUT ignore the restorative role of stillness.\nSo success is equated with productivity and visible activity.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5500,"n":100,"subject":"English Comprehension","stem":"What is the main reason the passage gives for society's decreasing ability to experience solitude?","stemHi":null,"context":"$39","contextHi":null,"options":[{"key":"a","text":"Increased loneliness and emotional withdrawal.","textHi":null,"imageUrl":null},{"key":"b","text":"Overreliance on digital communication and constant stimulation.","textHi":null,"imageUrl":null},{"key":"c","text":"A decline in individual creativity and imagination.","textHi":null,"imageUrl":null},{"key":"d","text":"Growing interest in social and cultural interaction.","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — declining solitude\nThe passage says the dominance of digital interaction has weakened our ability to be alone.\nMessages, feeds and the reward loop of online approval sustain a cycle of distraction.\nSelf-reflection is thus replaced by continuous stimulation.\nHence option (b).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--19-sep-2025-shift-2","title":"SSC CGL Tier-1 19 September 2025 Shift-2 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"19 September 2025 · Shift 2","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]