28:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 29:T558,Speed and time

Let the distance be x km. Then

\frac{x}{14}

−

\frac{x}{16}

\frac{6}{60}

hour.

\frac{16 x - 14 x}{224}

\frac{1}{10}

⇒

\frac{2 x}{224}

\frac{1}{10}

. 20x = 224. x = 11.2 km — option (d).2a:T572,

दूरी x km मानिए। तब

\frac{x}{14}

−

\frac{x}{16}

\frac{6}{60}

घंटा।

\frac{16 x - 14 x}{224}

\frac{1}{10}

⇒

\frac{2 x}{224}

\frac{1}{10}

। 20x = 224। x = 11.2 km — विकल्प (d)।2b:T5c2,Rise in water level

Volume of one sphere =

\frac{4}{3}

πr³ =

\frac{4}{3}

π(125) =

\frac{500 π}{3}

cm³; four of them =

\frac{2000 π}{3}

cm³. Base area of the tank = 80 × 60 = 4800 cm². Rise =

\frac{volume added}{base area}

\frac{2000 π}{3 \times 4800}

. =

\frac{5 π}{36}

cm — option (b).2c:T64f,

एक गोले का आयतन =

\frac{4}{3}

πr³ =

\frac{4}{3}

π(125) =

\frac{500 π}{3}

cm³; चार का =

\frac{2000 π}{3}

cm³। टैंक का आधार क्षेत्रफल = 80 × 60 = 4800 cm²। वृद्धि =

\frac{जोड़ा गया आयतन}{आधार क्षेत्रफल}

\frac{2000 π}{3 \times 4800}

। =

\frac{5 π}{36}

cm — विकल्प (b)।2d:T42d,Dilute then strengthen

Salt = 40% of 150 = 60 L, so water = 90 L. For 20% salt:

\frac{60}{150 + x}

\frac{20}{100}

⇒ 150 + x = 300 ⇒ x = 150 L of water. Now the mixture is 300 L with 60 L of salt; adding y litres of salt:

\frac{60 + y}{300 + y}

\frac{1}{2}

. 120 + 2y = 300 + y ⇒ y = 180 L — option (a).2e:T614,Directions (Qs. 89-93): Read the following passage carefully and answer the questions that follow. The prospect of establishing permanent human settlements on Mars, once relegated to the pages of science fiction, is increasingly viewed as a tangible objective, driven by rapid technological advances and commercial ambitions. Mars, the fourth planet from the Sun, represents both an unprecedented opportunity for scientific discovery and a formidable challenge for human survival. Programs led by NASA, in tandem with private enterprises like SpaceX, aim to send humans to the Red Planet within the next few decades, with the goal of creating sustainable habitats. Central to these missions are technologies such as advanced life-support systems, radiation shielding, autonomous energy production and in-situ resource utilization, which includes converting subsurface water ice into potable water, breathable oxygen and fuel for return journeys. Yet the Martian environment remains harsh and inhospitable: extreme temperature fluctuations, low atmospheric pressure, high radiation levels and the psychological strain of isolation pose significant obstacles. In addition, the legal framework governing extraterrestrial property remains ambiguous, raising questions about private and commercial rights as corporations increasingly invest in Martian ventures. Despite these challenges, the combination of international collaboration, public investment and private innovation steadily moves humanity closer to realizing the dream of interplanetary habitation.2f:T614,Directions (Qs. 89-93): Read the following passage carefully and answer the questions that follow. The prospect of establishing permanent human settlements on Mars, once relegated to the pages of science fiction, is increasingly viewed as a tangible objective, driven by rapid technological advances and commercial ambitions. Mars, the fourth planet from the Sun, represents both an unprecedented opportunity for scientific discovery and a formidable challenge for human survival. Programs led by NASA, in tandem with private enterprises like SpaceX, aim to send humans to the Red Planet within the next few decades, with the goal of creating sustainable habitats. Central to these missions are technologies such as advanced life-support systems, radiation shielding, autonomous energy production and in-situ resource utilization, which includes converting subsurface water ice into potable water, breathable oxygen and fuel for return journeys. Yet the Martian environment remains harsh and inhospitable: extreme temperature fluctuations, low atmospheric pressure, high radiation levels and the psychological strain of isolation pose significant obstacles. In addition, the legal framework governing extraterrestrial property remains ambiguous, raising questions about private and commercial rights as corporations increasingly invest in Martian ventures. Despite these challenges, the combination of international collaboration, public investment and private innovation steadily moves humanity closer to realizing the dream of interplanetary habitation.30:T614,Directions (Qs. 89-93): Read the following passage carefully and answer the questions that follow. The prospect of establishing permanent human settlements on Mars, once relegated to the pages of science fiction, is increasingly viewed as a tangible objective, driven by rapid technological advances and commercial ambitions. Mars, the fourth planet from the Sun, represents both an unprecedented opportunity for scientific discovery and a formidable challenge for human survival. Programs led by NASA, in tandem with private enterprises like SpaceX, aim to send humans to the Red Planet within the next few decades, with the goal of creating sustainable habitats. Central to these missions are technologies such as advanced life-support systems, radiation shielding, autonomous energy production and in-situ resource utilization, which includes converting subsurface water ice into potable water, breathable oxygen and fuel for return journeys. Yet the Martian environment remains harsh and inhospitable: extreme temperature fluctuations, low atmospheric pressure, high radiation levels and the psychological strain of isolation pose significant obstacles. In addition, the legal framework governing extraterrestrial property remains ambiguous, raising questions about private and commercial rights as corporations increasingly invest in Martian ventures. Despite these challenges, the combination of international collaboration, public investment and private innovation steadily moves humanity closer to realizing the dream of interplanetary habitation.31:T614,Directions (Qs. 89-93): Read the following passage carefully and answer the questions that follow. The prospect of establishing permanent human settlements on Mars, once relegated to the pages of science fiction, is increasingly viewed as a tangible objective, driven by rapid technological advances and commercial ambitions. Mars, the fourth planet from the Sun, represents both an unprecedented opportunity for scientific discovery and a formidable challenge for human survival. Programs led by NASA, in tandem with private enterprises like SpaceX, aim to send humans to the Red Planet within the next few decades, with the goal of creating sustainable habitats. Central to these missions are technologies such as advanced life-support systems, radiation shielding, autonomous energy production and in-situ resource utilization, which includes converting subsurface water ice into potable water, breathable oxygen and fuel for return journeys. Yet the Martian environment remains harsh and inhospitable: extreme temperature fluctuations, low atmospheric pressure, high radiation levels and the psychological strain of isolation pose significant obstacles. In addition, the legal framework governing extraterrestrial property remains ambiguous, raising questions about private and commercial rights as corporations increasingly invest in Martian ventures. Despite these challenges, the combination of international collaboration, public investment and private innovation steadily moves humanity closer to realizing the dream of interplanetary habitation.32:T614,Directions (Qs. 89-93): Read the following passage carefully and answer the questions that follow. The prospect of establishing permanent human settlements on Mars, once relegated to the pages of science fiction, is increasingly viewed as a tangible objective, driven by rapid technological advances and commercial ambitions. Mars, the fourth planet from the Sun, represents both an unprecedented opportunity for scientific discovery and a formidable challenge for human survival. Programs led by NASA, in tandem with private enterprises like SpaceX, aim to send humans to the Red Planet within the next few decades, with the goal of creating sustainable habitats. Central to these missions are technologies such as advanced life-support systems, radiation shielding, autonomous energy production and in-situ resource utilization, which includes converting subsurface water ice into potable water, breathable oxygen and fuel for return journeys. Yet the Martian environment remains harsh and inhospitable: extreme temperature fluctuations, low atmospheric pressure, high radiation levels and the psychological strain of isolation pose significant obstacles. In addition, the legal framework governing extraterrestrial property remains ambiguous, raising questions about private and commercial rights as corporations increasingly invest in Martian ventures. Despite these challenges, the combination of international collaboration, public investment and private innovation steadily moves humanity closer to realizing the dream of interplanetary habitation.1e:["$","$L28",null,{"mode":"practice","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":5801,"n":1,"subject":"General Intelligence & Reasoning","stem":"Choose the address that is the same as the one given below.\nSample Address: House No. 25, Green Park, Saket, New Delhi - 110017","stemHi":"नीचे दिए गए पते के समान पता चुनिए।\nनमूना पता: House No. 25, Green Park, Saket, New Delhi - 110017","context":null,"contextHi":null,"options":[{"key":"a","text":"House 25, Green Park, Saket, New Delhi - 110017","textHi":null,"imageUrl":null},{"key":"b","text":"House No. 25, Green Park, Saket, New Delhi - 110017","textHi":null,"imageUrl":null},{"key":"c","text":"House No. 25, Green Park, South Delhi - 110007","textHi":null,"imageUrl":null},{"key":"d","text":"House No. 35, Green Park, Saket, New Delhi - 110017","textHi":null,"imageUrl":null}],"correct":"b","sol":"Address matching\n(a) drops 'No.'; (c) changes Saket to South Delhi and the PIN to 110007.\n(d) changes the house number to 35.\nOnly (b) matches the sample exactly.\nHence option (b).","solHi":"(a) में 'No.' हटा है; (c) में साकेत की जगह साउथ दिल्ली और पिन 110007 है।\n(d) में मकान संख्या 35 कर दी गई है।\nकेवल (b) नमूने से पूर्णतः मेल खाता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5802,"n":2,"subject":"General Intelligence & Reasoning","stem":"In a series of seminars held daily from 11th to 18th February 2022:\nAhmedabad – 18 Feb, Lucknow – 12 Feb, Mysuru – 17 Feb, Nagpur – 11 Feb, Bhopal – 14 Feb, Guwahati – 13 Feb, Indore – 15 Feb, Visakhapatnam – 16 Feb.\nHow many days after the seminar in Nagpur did the seminar in Mysuru occur?","stemHi":"11 से 18 फरवरी 2022 तक प्रतिदिन हुई संगोष्ठियों की शृंखला में:\nअहमदाबाद – 18 फ़र., लखनऊ – 12 फ़र., मैसूरु – 17 फ़र., नागपुर – 11 फ़र., भोपाल – 14 फ़र., गुवाहाटी – 13 फ़र., इंदौर – 15 फ़र., विशाखापत्तनम – 16 फ़र.।\nनागपुर की संगोष्ठी के कितने दिन बाद मैसूरु की संगोष्ठी हुई?","context":null,"contextHi":null,"options":[{"key":"a","text":"6 days","textHi":"6 दिन","imageUrl":null},{"key":"b","text":"5 days","textHi":"5 दिन","imageUrl":null},{"key":"c","text":"4 days","textHi":"4 दिन","imageUrl":null},{"key":"d","text":"7 days","textHi":"7 दिन","imageUrl":null}],"correct":"a","sol":"Date gap\n $\"figure\"/$ \nNagpur’s seminar was on 11 February.\nMysuru’s seminar was on 17 February.\nDifference = 17 − 11.\n= 6 days — option (a).","solHi":" $\"figure\"/$ \nनागपुर की संगोष्ठी 11 फरवरी को थी।\nमैसूरु की संगोष्ठी 17 फरवरी को थी।\nअंतर = 17 − 11।\n= 6 दिन — विकल्प (a)।","pos":2,"neg":0.5},{"id":5803,"n":3,"subject":"General Intelligence & Reasoning","stem":"If 5 × 6 = 31 and 6 × 7 = 43, then 7 × 8 = ?","stemHi":"यदि 5 × 6 = 31 और 6 × 7 = 43 है, तो 7 × 8 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"55","textHi":null,"imageUrl":null},{"key":"b","text":"56","textHi":null,"imageUrl":null},{"key":"c","text":"57","textHi":null,"imageUrl":null},{"key":"d","text":"54","textHi":null,"imageUrl":null}],"correct":"c","sol":"Product + 1\n $\"figure\"/$ \nRule: (first number × second number) + 1.\nCheck: 5×6 + 1 = 31 ✓ and 6×7 + 1 = 43 ✓.\n7 × 8 + 1 = 56 + 1.\n= 57 — option (c).","solHi":" $\"figure\"/$ \nनियम: (पहली संख्या × दूसरी संख्या) + 1।\nजाँच: 5×6 + 1 = 31 ✓ और 6×7 + 1 = 43 ✓।\n7 × 8 + 1 = 56 + 1।\n= 57 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5804,"n":4,"subject":"General Intelligence & Reasoning","stem":"If 3 × 4 = 15, 4 × 5 = 24 and 5 × 6 = 35, then 6 × 7 = ?","stemHi":"यदि 3 × 4 = 15, 4 × 5 = 24 और 5 × 6 = 35 है, तो 6 × 7 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"48","textHi":null,"imageUrl":null},{"key":"b","text":"47","textHi":null,"imageUrl":null},{"key":"c","text":"45","textHi":null,"imageUrl":null},{"key":"d","text":"50","textHi":null,"imageUrl":null}],"correct":"a","sol":"Product + first number\n $\"figure\"/$ \nRule: (first × second) + first number.\nCheck: 3×4 + 3 = 15 ✓, 4×5 + 4 = 24 ✓, 5×6 + 5 = 35 ✓.\n6 × 7 + 6 = 42 + 6.\n= 48 — option (a).","solHi":" $\"figure\"/$ \nनियम: (पहली × दूसरी) + पहली संख्या।\nजाँच: 3×4 + 3 = 15 ✓, 4×5 + 4 = 24 ✓, 5×6 + 5 = 35 ✓।\n6 × 7 + 6 = 42 + 6।\n= 48 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5805,"n":5,"subject":"General Intelligence & Reasoning","stem":"The product of two numbers is 1800 and their HCF is 20. What is their LCM?","stemHi":"दो संख्याओं का गुणनफल 1800 है और उनका HCF 20 है। उनका LCM क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"80","textHi":null,"imageUrl":null},{"key":"b","text":"90","textHi":null,"imageUrl":null},{"key":"c","text":"100","textHi":null,"imageUrl":null},{"key":"d","text":"120","textHi":null,"imageUrl":null}],"correct":"b","sol":"HCF × LCM\n $\"figure\"/$ \nFor any two numbers, HCF × LCM = product of the numbers.\n20 × LCM = 1800.\nLCM =

\frac{1800}{20}

.\n= 90 — option (b).","solHi":" $\"figure\"/$ \nकिन्हीं दो संख्याओं के लिए HCF × LCM = संख्याओं का गुणनफल।\n20 × LCM = 1800।\nLCM =

\frac{1800}{20}

।\n= 90 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5806,"n":6,"subject":"General Intelligence & Reasoning","stem":"If A + B = 2C and C + D = 2A, then:","stemHi":"यदि A + B = 2C और C + D = 2A है, तो:","context":null,"contextHi":null,"options":[{"key":"a","text":"A + C = B + D","textHi":null,"imageUrl":null},{"key":"b","text":"A + D = 2D","textHi":null,"imageUrl":null},{"key":"c","text":"A + D = B + C","textHi":null,"imageUrl":null},{"key":"d","text":"A + C = 2B","textHi":null,"imageUrl":null}],"correct":"a","sol":"Algebraic relation\n $\"figure\"/$ \nAdd the two equations: A + B + C + D = 2C + 2A.\nCancel one A and one C from each side: B + D = A + C.\nSo A + C = B + D.\nHence option (a).","solHi":" $\"figure\"/$ \nदोनों समीकरण जोड़िए: A + B + C + D = 2C + 2A।\nदोनों पक्षों से एक A और एक C काटिए: B + D = A + C।\nअतः A + C = B + D।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5807,"n":7,"subject":"General Intelligence & Reasoning","stem":"Choose the different one.","stemHi":"भिन्न को चुनिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Google Chrome","textHi":"गूगल क्रोम","imageUrl":null},{"key":"b","text":"Mozilla Firefox","textHi":"मोज़िला फ़ायरफ़ॉक्स","imageUrl":null},{"key":"c","text":"Microsoft Edge","textHi":"माइक्रोसॉफ्ट एज","imageUrl":null},{"key":"d","text":"Intel","textHi":"इंटेल","imageUrl":null}],"correct":"d","sol":"Browsers vs chipmaker\n $\"figure\"/$ \nChrome, Firefox and Edge are all WEB BROWSERS.\nIntel is a company that manufactures processors and chips.\nSo it belongs to a different category.\nHence option (d).","solHi":" $\"figure\"/$ \nक्रोम, फ़ायरफ़ॉक्स और एज — तीनों वेब ब्राउज़र हैं।\nइंटेल प्रोसेसर और चिप बनाने वाली कंपनी है।\nअतः यह भिन्न श्रेणी की है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5808,"n":8,"subject":"General Intelligence & Reasoning","stem":"A car covers a distance of 100 km in 1 hour 15 minutes. What is its speed in km/h?","stemHi":"एक कार 100 km की दूरी 1 घंटा 15 मिनट में तय करती है। उसकी चाल km/h में क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"70 km/h","textHi":null,"imageUrl":null},{"key":"b","text":"75 km/h","textHi":null,"imageUrl":null},{"key":"c","text":"80 km/h","textHi":null,"imageUrl":null},{"key":"d","text":"85 km/h","textHi":null,"imageUrl":null}],"correct":"c","sol":"Speed\n $\"figure\"/$ \n1 hour 15 minutes =

\frac{5}{4}

hours.\nSpeed =

\frac{distance}{time}

= 100 ÷

\frac{5}{4}

.\n= 100 ×

\frac{4}{5}

.\n= 80 km/h — option (c).","solHi":" $\"figure\"/$ \n1 घंटा 15 मिनट =

\frac{5}{4}

घंटे।\nचाल =

\frac{दूरी}{समय}

= 100 ÷

\frac{5}{4}

।\n= 100 ×

\frac{4}{5}

।\n= 80 km/h — विकल्प (c)।","pos":2,"neg":0.5},{"id":5809,"n":9,"subject":"General Intelligence & Reasoning","stem":"Find the missing number:\n574 : 82 :: 21 : ?","stemHi":"लुप्त संख्या ज्ञात कीजिए:\n574 : 82 :: 21 : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"2","textHi":null,"imageUrl":null},{"key":"b","text":"7","textHi":null,"imageUrl":null},{"key":"c","text":"3","textHi":null,"imageUrl":null},{"key":"d","text":"5","textHi":null,"imageUrl":null}],"correct":"c","sol":"Divide by 7\n $\"figure\"/$ \nRule: the second number is the first divided by 7.\nCheck:

\frac{574}{7}

= 82 ✓.\n

\frac{21}{7}

.\n= 3 — option (c).","solHi":" $\"figure\"/$ \nनियम: दूसरी संख्या पहली को 7 से भाग देने पर मिलती है।\nजाँच:

\frac{574}{7}

= 82 ✓।\n

\frac{21}{7}

।\n= 3 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5810,"n":10,"subject":"General Intelligence & Reasoning","stem":"Which number has a digital root equal to 6? (Digital root = sum of digits until one digit remains.)","stemHi":"किस संख्या का अंकीय मूल 6 है? (अंकीय मूल = अंकों का योग तब तक जब तक एक अंक न बचे।)","context":null,"contextHi":null,"options":[{"key":"a","text":"852963","textHi":null,"imageUrl":null},{"key":"b","text":"741258","textHi":null,"imageUrl":null},{"key":"c","text":"654321","textHi":null,"imageUrl":null},{"key":"d","text":"999997","textHi":null,"imageUrl":null}],"correct":"a","sol":"Digital root\n $\"figure\"/$ \n852963 → 8+5+2+9+6+3 = 33 → 3+3 = 6 ✓.\n741258 → 27 → 9; 654321 → 21 → 3.\n999997 → 52 → 7.\nHence 852963 — option (a).","solHi":" $\"figure\"/$ \n852963 → 8+5+2+9+6+3 = 33 → 3+3 = 6 ✓।\n741258 → 27 → 9; 654321 → 21 → 3।\n999997 → 52 → 7।\nअतः 852963 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5811,"n":11,"subject":"General Intelligence & Reasoning","stem":"From the list of roll numbers given below, which pair belongs to the same examination centre (i.e. has the same first three digits as centre code)?\nColumn A: 452781, 673452, 784512, 451876\nColumn B: 672345, 452239, 673899, 674210\nColumn C: 781245, 452890, 781376, 672765\nColumn D: 781998, 672876, 453120, 782134","stemHi":"नीचे दिए अनुक्रमांकों में से कौन-सा युग्म एक ही परीक्षा केंद्र का है (अर्थात जिनके पहले तीन अंक — केंद्र कूट — समान हों)?\nस्तंभ A: 452781, 673452, 784512, 451876\nस्तंभ B: 672345, 452239, 673899, 674210\nस्तंभ C: 781245, 452890, 781376, 672765\nस्तंभ D: 781998, 672876, 453120, 782134","context":null,"contextHi":null,"options":[{"key":"a","text":"452239 and 452890","textHi":"452239 और 452890","imageUrl":null},{"key":"b","text":"672345 and 673452","textHi":"672345 और 673452","imageUrl":null},{"key":"c","text":"781245 and 782134","textHi":"781245 और 782134","imageUrl":null},{"key":"d","text":"452239 and 453120","textHi":"452239 और 453120","imageUrl":null}],"correct":"a","sol":"Same centre code\n $\"figure\"/$ \nCompare only the first three digits of each pair.\n452239 and 452890 both begin with 452 ✓.\nIn (b) they are 672 and 673; in (c) 781 and 782; in (d) 452 and 453.\nHence option (a).","solHi":" $\"figure\"/$ \nहर युग्म के केवल पहले तीन अंक मिलाइए।\n452239 और 452890 दोनों 452 से शुरू होते हैं ✓।\n(b) में 672 और 673; (c) में 781 और 782; (d) में 452 और 453 हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5812,"n":12,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nAll teachers are educated.\nSome educated people are scientists.\nConclusions:\nI. Some scientists are teachers.\nII. Some teachers are educated.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nसभी शिक्षक शिक्षित हैं।\nकुछ शिक्षित लोग वैज्ञानिक हैं।\nनिष्कर्ष:\nI. कुछ वैज्ञानिक शिक्षक हैं।\nII. कुछ शिक्षक शिक्षित हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"b","sol":"Syllogism\n $\"figure\"/$ \nAll teachers are educated, so certainly some teachers are educated — II follows.\nThe scientists come from the educated group, but may lie entirely outside the teacher part of it.\nSo I is only a possibility, not a certainty.\nOnly II — option (b).","solHi":" $\"figure\"/$ \nसभी शिक्षक शिक्षित हैं, अतः निश्चित रूप से कुछ शिक्षक शिक्षित हैं — II अनुसरण करता है।\nवैज्ञानिक शिक्षित समूह से आते हैं, पर वे पूरी तरह शिक्षक वाले भाग से बाहर हो सकते हैं।\nअतः I केवल संभावना है, निश्चितता नहीं।\nकेवल II — विकल्प (b)।","pos":2,"neg":0.5},{"id":5813,"n":13,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nAll dogs are animals.\nSome animals are wild.\nNo wild animal is domestic.\nConclusions:\nI. Some dogs are not domestic.\nII. All animals are dogs.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nसभी कुत्ते जानवर हैं।\nकुछ जानवर जंगली हैं।\nकोई जंगली जानवर पालतू नहीं है।\nनिष्कर्ष:\nI. कुछ कुत्ते पालतू नहीं हैं।\nII. सभी जानवर कुत्ते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"d","sol":"Syllogism\n $\"figure\"/$ \nDogs lie inside animals, but nothing places them in the WILD part of that group.\nSo we cannot say any dog is non-domestic — I does not follow.\n"All dogs are animals" never reverses into "all animals are dogs" — II does not follow.\nNeither follows — option (d).","solHi":" $\"figure\"/$ \nकुत्ते जानवरों के भीतर हैं, पर उन्हें "जंगली" वाले भाग में रखने वाला कुछ नहीं।\nअतः यह नहीं कहा जा सकता कि कोई कुत्ता पालतू नहीं है — I अनुसरण नहीं करता।\n"सभी कुत्ते जानवर हैं" कभी भी "सभी जानवर कुत्ते हैं" नहीं बनता — II भी नहीं।\nकोई नहीं — विकल्प (d)।","pos":2,"neg":0.5},{"id":5814,"n":14,"subject":"General Intelligence & Reasoning","stem":"What comes next in the series?\nH, L, P, T, ?","stemHi":"शृंखला में आगे क्या आएगा?\nH, L, P, T, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"Y","textHi":null,"imageUrl":null},{"key":"b","text":"X","textHi":null,"imageUrl":null},{"key":"c","text":"W","textHi":null,"imageUrl":null},{"key":"d","text":"V","textHi":null,"imageUrl":null}],"correct":"b","sol":"Letter series (+4)\n $\"figure\"/$ \nEach letter moves four places forward.\nH(8) → L(12) → P(16) → T(20).\n20 + 4 = 24, which is X.\nHence option (b).","solHi":" $\"figure\"/$ \nहर अक्षर चार स्थान आगे बढ़ता है।\nH(8) → L(12) → P(16) → T(20)।\n20 + 4 = 24, जो X है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5815,"n":15,"subject":"General Intelligence & Reasoning","stem":"From the given alternatives, find the word which can be formed from the letters used in the given word.\nDEVELOPMENT","stemHi":"दिए गए विकल्पों में से वह शब्द चुनिए जो दिए गए शब्द के अक्षरों से बनाया जा सकता है।\nDEVELOPMENT","context":null,"contextHi":null,"options":[{"key":"a","text":"DEEP","textHi":null,"imageUrl":null},{"key":"b","text":"MADE","textHi":null,"imageUrl":null},{"key":"c","text":"BEND","textHi":null,"imageUrl":null},{"key":"d","text":"PLANT","textHi":null,"imageUrl":null}],"correct":"a","sol":"Word from letters\n $\"figure\"/$ \nDEVELOPMENT has D, E, V, E, L, O, P, M, E, N, T.\nDEEP needs D, E, E, P — all available ✓.\nMADE and PLANT need A, and BEND needs B — neither letter is present.\nHence option (a).","solHi":" $\"figure\"/$ \nDEVELOPMENT में D, E, V, E, L, O, P, M, E, N, T अक्षर हैं।\nDEEP के लिए D, E, E, P चाहिए — सभी उपलब्ध ✓।\nMADE और PLANT के लिए A तथा BEND के लिए B चाहिए — दोनों अक्षर नहीं हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5816,"n":16,"subject":"General Intelligence & Reasoning","stem":"If "NEHRU" is written as "OFISV", how will "GANDHI" be written?","stemHi":"यदि "NEHRU" को "OFISV" लिखा जाता है, तो "GANDHI" कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"HBPEJK","textHi":null,"imageUrl":null},{"key":"b","text":"HBOEIJ","textHi":null,"imageUrl":null},{"key":"c","text":"HBQFIJ","textHi":null,"imageUrl":null},{"key":"d","text":"HBQEIK","textHi":null,"imageUrl":null}],"correct":"b","sol":"Coding (+1)\n $\"figure\"/$ \nEvery letter moves +1: N+1 = O, E+1 = F, H+1 = I, R+1 = S, U+1 = V.\nApply to GANDHI: G+1 = H, A+1 = B, N+1 = O.\nD+1 = E, H+1 = I, I+1 = J.\nHence HBOEIJ — option (b).","solHi":" $\"figure\"/$ \nहर अक्षर +1 बढ़ता है: N+1 = O, E+1 = F, H+1 = I, R+1 = S, U+1 = V।\nGANDHI पर लगाइए: G+1 = H, A+1 = B, N+1 = O।\nD+1 = E, H+1 = I, I+1 = J।\nअतः HBOEIJ — विकल्प (b)।","pos":2,"neg":0.5},{"id":5817,"n":17,"subject":"General Intelligence & Reasoning","stem":"What comes next?\nCH, EJ, GL, ?","stemHi":"आगे क्या आएगा?\nCH, EJ, GL, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"KN","textHi":null,"imageUrl":null},{"key":"b","text":"IM","textHi":null,"imageUrl":null},{"key":"c","text":"JM","textHi":null,"imageUrl":null},{"key":"d","text":"IN","textHi":null,"imageUrl":null}],"correct":"d","sol":"Letter pairs (+2)\n $\"figure\"/$ \n1st letters: C, E, G — each +2 ⇒ next is I.\n2nd letters: H, J, L — each +2 ⇒ next is N.\nSo the pair is I and N.\nHence IN — option (d).","solHi":" $\"figure\"/$ \nपहले अक्षर: C, E, G — हर बार +2 ⇒ अगला I।\nदूसरे अक्षर: H, J, L — हर बार +2 ⇒ अगला N।\nअतः युग्म I और N है।\nIN — विकल्प (d)।","pos":2,"neg":0.5},{"id":5818,"n":18,"subject":"General Intelligence & Reasoning","stem":"Complete the series.\n7, 15, 31, 63, ?","stemHi":"शृंखला पूरी कीजिए।\n7, 15, 31, 63, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"125","textHi":null,"imageUrl":null},{"key":"b","text":"126","textHi":null,"imageUrl":null},{"key":"c","text":"127","textHi":null,"imageUrl":null},{"key":"d","text":"128","textHi":null,"imageUrl":null}],"correct":"c","sol":"Series (×2 + 1)\n $\"figure\"/$ \nEach term = previous × 2 + 1.\n7×2+1 = 15, 15×2+1 = 31, 31×2+1 = 63 ✓.\nNext: 63 × 2 + 1 = 126 + 1.\n= 127 — option (c).","solHi":" $\"figure\"/$ \nहर पद = पिछला × 2 + 1।\n7×2+1 = 15, 15×2+1 = 31, 31×2+1 = 63 ✓।\nअगला: 63 × 2 + 1 = 126 + 1।\n= 127 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5819,"n":19,"subject":"General Intelligence & Reasoning","stem":"Find the missing number:\n225 : 3375 :: 256 : ?","stemHi":"लुप्त संख्या ज्ञात कीजिए:\n225 : 3375 :: 256 : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"3375","textHi":null,"imageUrl":null},{"key":"b","text":"3125","textHi":null,"imageUrl":null},{"key":"c","text":"4225","textHi":null,"imageUrl":null},{"key":"d","text":"4096","textHi":null,"imageUrl":null}],"correct":"d","sol":"Square and cube\n $\"figure\"/$ \n225 = 15² and 3375 = 15³, so the rule is square → cube of the same number.\n256 = 16².\nSo the answer is 16³.\n16 × 16 × 16 = 4096 — option (d).","solHi":" $\"figure\"/$ \n225 = 15² और 3375 = 15³, अर्थात नियम है वर्ग → उसी संख्या का घन।\n256 = 16²।\nअतः उत्तर 16³ होगा।\n16 × 16 × 16 = 4096 — विकल्प (d)।","pos":2,"neg":0.5},{"id":5820,"n":20,"subject":"General Intelligence & Reasoning","stem":"What should come at the place of the question mark?\n63, 127, 255, 511, 1023, ?","stemHi":"प्रश्न चिह्न के स्थान पर क्या आना चाहिए?\n63, 127, 255, 511, 1023, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"2047","textHi":null,"imageUrl":null},{"key":"b","text":"2095","textHi":null,"imageUrl":null},{"key":"c","text":"2147","textHi":null,"imageUrl":null},{"key":"d","text":"2067","textHi":null,"imageUrl":null}],"correct":"a","sol":"Series (×2 + 1)\n $\"figure\"/$ \nEach term = previous × 2 + 1.\n63×2+1 = 127, 127×2+1 = 255, 255×2+1 = 511, 511×2+1 = 1023 ✓.\nNext: 1023 × 2 + 1 = 2046 + 1.\n= 2047 — option (a).","solHi":" $\"figure\"/$ \nहर पद = पिछला × 2 + 1।\n63×2+1 = 127, 127×2+1 = 255, 255×2+1 = 511, 511×2+1 = 1023 ✓।\nअगला: 1023 × 2 + 1 = 2046 + 1।\n= 2047 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5821,"n":21,"subject":"General Intelligence & Reasoning","stem":"In a code language:\n'cat dog rat' is coded as 'xya, pyq, lmn'\n'dog lion cat' is coded as 'pyq, rso, xya'\n'lion rat tiger' is coded as 'rso, lmn, tuv'\nWhat is the code for 'dog lion tiger'?","stemHi":"एक कूट भाषा में:\n'cat dog rat' का कूट 'xya, pyq, lmn' है\n'dog lion cat' का कूट 'pyq, rso, xya' है\n'lion rat tiger' का कूट 'rso, lmn, tuv' है\n'dog lion tiger' का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"pyq, rso, tuv","textHi":null,"imageUrl":null},{"key":"b","text":"xya, rso, tuv","textHi":null,"imageUrl":null},{"key":"c","text":"pyq, lmn, tuv","textHi":null,"imageUrl":null},{"key":"d","text":"pyq, rso, lmn","textHi":null,"imageUrl":null}],"correct":"a","sol":"Code language\n $\"figure\"/$ \nLines 1 and 2 share "cat" and "dog"; lines 2 and 3 share "lion" ⇒ lion = rso.\nLines 1 and 3 share "rat" ⇒ rat = lmn, so from line 1, cat and dog take xya and pyq.\nFrom line 2, removing lion (rso) and cat leaves dog = pyq; tiger is the code left in line 3 = tuv.\nSo dog lion tiger = pyq, rso, tuv — option (a).","solHi":" $\"figure\"/$ \nपंक्ति 1 और 2 में "cat" तथा "dog" उभयनिष्ठ हैं; पंक्ति 2 और 3 में "lion" ⇒ lion = rso।\nपंक्ति 1 और 3 में "rat" उभयनिष्ठ ⇒ rat = lmn, अतः पंक्ति 1 से cat और dog को xya तथा pyq मिलते हैं।\nपंक्ति 2 से lion (rso) और cat हटाने पर dog = pyq बचता है; पंक्ति 3 में शेष कूट tiger = tuv।\nअतः dog lion tiger = pyq, rso, tuv — विकल्प (a)।","pos":2,"neg":0.5},{"id":5822,"n":22,"subject":"General Intelligence & Reasoning","stem":"A shopkeeper buys an item for ₹90. If the shopkeeper wants to make a profit of 10% on the cost price, what should be the selling price of the item?","stemHi":"एक दुकानदार ₹90 में वस्तु खरीदता है। यदि वह क्रय मूल्य पर 10% लाभ चाहता है, तो विक्रय मूल्य क्या होना चाहिए?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹99","textHi":null,"imageUrl":null},{"key":"b","text":"₹100","textHi":null,"imageUrl":null},{"key":"c","text":"₹98","textHi":null,"imageUrl":null},{"key":"d","text":"₹102","textHi":null,"imageUrl":null}],"correct":"a","sol":"Selling price\n $\"figure\"/$ \nProfit = 10% of 90 = ₹9.\nSP = CP + profit.\n= 90 + 9.\n= ₹99 — option (a).","solHi":" $\"figure\"/$ \nलाभ = 90 का 10% = ₹9।\nSP = CP + लाभ।\n= 90 + 9।\n= ₹99 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5823,"n":23,"subject":"General Intelligence & Reasoning","stem":"12 people contribute ₹50 each. 4 leave. What amount must each remaining person pay now to keep the total contribution the same?","stemHi":"12 लोग ₹50 प्रत्येक का योगदान करते हैं। 4 लोग चले जाते हैं। कुल योगदान वही रखने हेतु अब प्रत्येक शेष व्यक्ति को कितना देना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹60","textHi":null,"imageUrl":null},{"key":"b","text":"₹70","textHi":null,"imageUrl":null},{"key":"c","text":"₹75","textHi":null,"imageUrl":null},{"key":"d","text":"₹100","textHi":null,"imageUrl":null}],"correct":"c","sol":"Same total, fewer people\n $\"figure\"/$ \nTotal needed = 12 × 50 = ₹600.\nPeople left = 12 − 4 = 8.\nEach must now pay

\frac{600}{8}

.\n= ₹75 — option (c).","solHi":" $\"figure\"/$ \nआवश्यक कुल राशि = 12 × 50 = ₹600।\nशेष लोग = 12 − 4 = 8।\nअब प्रत्येक को देना होगा

\frac{600}{8}

।\n= ₹75 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5824,"n":24,"subject":"General Intelligence & Reasoning","stem":"What comes next?\n3, 6, 10, 15, 21, ?","stemHi":"आगे क्या आएगा?\n3, 6, 10, 15, 21, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"30","textHi":null,"imageUrl":null},{"key":"b","text":"28","textHi":null,"imageUrl":null},{"key":"c","text":"29","textHi":null,"imageUrl":null},{"key":"d","text":"25","textHi":null,"imageUrl":null}],"correct":"b","sol":"Triangular numbers\n $\"figure\"/$ \nDifferences: 3, 4, 5, 6 — each rises by 1.\nSo the next difference is 7.\n21 + 7 = 28.\nHence option (b).","solHi":" $\"figure\"/$ \nअंतर: 3, 4, 5, 6 — हर बार 1 बढ़ते हैं।\nअतः अगला अंतर 7 होगा।\n21 + 7 = 28।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5825,"n":25,"subject":"General Intelligence & Reasoning","stem":"If HEAT is coded as IFBU, then COLD will be coded as?","stemHi":"यदि HEAT का कूट IFBU है, तो COLD का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"DPME","textHi":null,"imageUrl":null},{"key":"b","text":"BQMF","textHi":null,"imageUrl":null},{"key":"c","text":"DPMF","textHi":null,"imageUrl":null},{"key":"d","text":"DPNE","textHi":null,"imageUrl":null}],"correct":"a","sol":"Coding (+1)\n $\"figure\"/$ \nEvery letter moves +1: H+1 = I, E+1 = F, A+1 = B, T+1 = U.\nApply to COLD: C+1 = D, O+1 = P.\nL+1 = M, D+1 = E.\nHence DPME — option (a).","solHi":" $\"figure\"/$ \nहर अक्षर +1 बढ़ता है: H+1 = I, E+1 = F, A+1 = B, T+1 = U।\nCOLD पर लगाइए: C+1 = D, O+1 = P।\nL+1 = M, D+1 = E।\nअतः DPME — विकल्प (a)।","pos":2,"neg":0.5},{"id":5826,"n":26,"subject":"General Awareness","stem":"The importance of ISRO's Space Situational Awareness (SSA) initiative lies in:","stemHi":"इसरो की अंतरिक्ष स्थिति जागरूकता (SSA) पहल का महत्व किसमें है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Monitoring energy consumption of satellites","textHi":"उपग्रहों की ऊर्जा खपत की निगरानी","imageUrl":null},{"key":"b","text":"Conducting astronomical observations of deep space","textHi":"गहन अंतरिक्ष के खगोलीय प्रेक्षण","imageUrl":null},{"key":"c","text":"Delivering digital communication services globally","textHi":"वैश्विक स्तर पर डिजिटल संचार सेवाएँ देना","imageUrl":null},{"key":"d","text":"Monitoring space debris and protecting Indian space assets","textHi":"अंतरिक्ष मलबे की निगरानी और भारतीय अंतरिक्ष परिसंपत्तियों की सुरक्षा","imageUrl":null}],"correct":"d","sol":"ISRO SSA\nSpace Situational Awareness means tracking objects orbiting the Earth.\nISRO uses it to watch space debris and warn satellites of possible collisions.\nThe NETRA project and the IS4OM centre at Bengaluru serve this purpose.\nHence option (d).","solHi":"अंतरिक्ष स्थिति जागरूकता का अर्थ है पृथ्वी की परिक्रमा करती वस्तुओं पर नज़र रखना।\nइसरो इससे अंतरिक्ष मलबे की निगरानी करता है और उपग्रहों को संभावित टक्कर की चेतावनी देता है।\nNETRA परियोजना और बेंगलुरु का IS4OM केंद्र इसी काम के लिए हैं।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5827,"n":27,"subject":"General Awareness","stem":"Which country partnered with Iran in the establishment of Chabahar Port?","stemHi":"चाबहार बंदरगाह की स्थापना में ईरान का साझेदार कौन-सा देश रहा?","context":null,"contextHi":null,"options":[{"key":"a","text":"India","textHi":"भारत","imageUrl":null},{"key":"b","text":"United Kingdom","textHi":"यूनाइटेड किंगडम","imageUrl":null},{"key":"c","text":"Russia","textHi":"रूस","imageUrl":null},{"key":"d","text":"Australia","textHi":"ऑस्ट्रेलिया","imageUrl":null}],"correct":"a","sol":"Chabahar partner\nIndia has developed and now operates the Shahid Beheshti terminal at Chabahar.\nIt gives India a trade route to Afghanistan and Central Asia bypassing Pakistan.\nA long-term contract for its operation was signed in 2024.\nHence option (a).","solHi":"भारत ने चाबहार के शहीद बेहेश्ती टर्मिनल का विकास किया है और अब उसका संचालन करता है।\nयह भारत को पाकिस्तान को बायपास कर अफ़ग़ानिस्तान और मध्य एशिया तक व्यापार मार्ग देता है।\nइसके संचालन हेतु 2024 में दीर्घकालिक अनुबंध हुआ।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5828,"n":28,"subject":"General Awareness","stem":"The Pradhan Mantri Awas Yojana-Urban (PMAY-U) seeks to reduce the housing deficit in cities. Which approach forms a core part of this scheme?","stemHi":"प्रधानमंत्री आवास योजना-शहरी (PMAY-U) शहरों में आवास की कमी घटाना चाहती है। इसका मुख्य तरीका क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Emphasizing rental accommodation exclusively for migrant labourers","textHi":"केवल प्रवासी श्रमिकों के लिए किराये के आवास पर बल","imageUrl":null},{"key":"b","text":"Requiring the exclusive use of locally sourced construction materials","textHi":"केवल स्थानीय निर्माण सामग्री के प्रयोग की अनिवार्यता","imageUrl":null},{"key":"c","text":"Limiting housing projects to major metropolitan areas","textHi":"आवास परियोजनाओं को बड़े महानगरों तक सीमित रखना","imageUrl":null},{"key":"d","text":"Offering financial aid to individuals for constructing, purchasing or upgrading affordable housing","textHi":"किफ़ायती आवास बनाने, खरीदने या सुधारने हेतु व्यक्तियों को वित्तीय सहायता देना","imageUrl":null}],"correct":"d","sol":"PMAY-U\nPMAY-U works through four verticals, all built around financial assistance to the beneficiary.\nThese cover in-situ slum redevelopment, credit-linked subsidy, partnership housing and beneficiary-led construction.\nRental housing (ARHC) is only one component, not the whole scheme.\nHence option (d).","solHi":"PMAY-U चार घटकों से चलती है, जिनके केंद्र में लाभार्थी को वित्तीय सहायता है।\nइनमें इन-सिटू स्लम पुनर्विकास, ऋण-संबद्ध सब्सिडी, भागीदारी आवास और लाभार्थी-नेतृत्व निर्माण शामिल हैं।\nकिराया आवास (ARHC) इसका केवल एक अंग है, पूरी योजना नहीं।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5829,"n":29,"subject":"General Awareness","stem":"The famous Jagannath Temple located in Puri represents which architectural style?","stemHi":"पुरी स्थित प्रसिद्ध जगन्नाथ मंदिर किस स्थापत्य शैली का प्रतिनिधित्व करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Both Dravidian and Nagara","textHi":"द्रविड़ और नागर दोनों","imageUrl":null},{"key":"b","text":"Maratha","textHi":"मराठा","imageUrl":null},{"key":"c","text":"Vesara","textHi":"वेसर","imageUrl":null},{"key":"d","text":"Nagara (Kalinga)","textHi":"नागर (कलिंग)","imageUrl":null}],"correct":"d","sol":"Jagannath Temple\nThe Jagannath Temple was built in the 12th century by Anantavarman Chodaganga Deva.\nIt follows the Kalinga sub-style of Nagara architecture, with its curvilinear deul and jagamohana.\nKonark and Lingaraj temples belong to the same tradition.\nHence option (d).","solHi":"जगन्नाथ मंदिर 12वीं शताब्दी में अनंतवर्मन चोडगंग देव ने बनवाया।\nयह नागर शैली की कलिंग उपशैली में है, जिसमें वक्र देउल और जगमोहन होते हैं।\nकोणार्क और लिंगराज मंदिर भी इसी परंपरा के हैं।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5830,"n":30,"subject":"General Awareness","stem":"The debate over the Ilbert Bill (1883-84) was primarily about:","stemHi":"इल्बर्ट विधेयक (1883-84) पर विवाद मुख्यतः किस विषय पर था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Levying additional duties on agricultural exports","textHi":"कृषि निर्यात पर अतिरिक्त शुल्क लगाना","imageUrl":null},{"key":"b","text":"Replacing vernacular instruction with English in primary education","textHi":"प्राथमिक शिक्षा में देशी भाषा की जगह अंग्रेज़ी","imageUrl":null},{"key":"c","text":"Clarifying territorial limits between British territories and native states","textHi":"ब्रिटिश क्षेत्रों और देशी रियासतों की सीमाएँ स्पष्ट करना","imageUrl":null},{"key":"d","text":"The issue of allowing Indian judges to try European offenders in criminal cases","textHi":"भारतीय न्यायाधीशों को यूरोपीय अपराधियों पर मुकदमा चलाने की अनुमति का प्रश्न","imageUrl":null}],"correct":"d","sol":"Ilbert Bill\nThe Ilbert Bill was introduced under Lord Ripon in 1883.\nIt sought to let Indian judges try Europeans in criminal cases.\nFierce opposition from the European community forced it to be watered down.\nHence option (d).","solHi":"इल्बर्ट विधेयक 1883 में लॉर्ड रिपन के समय लाया गया।\nइसमें भारतीय न्यायाधीशों को यूरोपीय अपराधियों पर मुकदमा चलाने का अधिकार देने की बात थी।\nयूरोपीय समुदाय के तीव्र विरोध से इसे कमज़ोर करना पड़ा।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5831,"n":31,"subject":"General Awareness","stem":"As per the Bharatiya Sakshya Adhiniyam (BSA), 2023, oral evidence should be:","stemHi":"भारतीय साक्ष्य अधिनियम (BSA), 2023 के अनुसार मौखिक साक्ष्य कैसा होना चाहिए?","context":null,"contextHi":null,"options":[{"key":"a","text":"Founded on imagination or belief","textHi":"कल्पना या विश्वास पर आधारित","imageUrl":null},{"key":"b","text":"Accepted only when given in the English language","textHi":"केवल अंग्रेज़ी में दिए जाने पर ही स्वीकार्य","imageUrl":null},{"key":"c","text":"Based entirely on second-hand information","textHi":"पूरी तरह सुनी-सुनाई जानकारी पर आधारित","imageUrl":null},{"key":"d","text":"Direct and connected to what the witness personally perceived","textHi":"प्रत्यक्ष और साक्षी द्वारा स्वयं देखी-सुनी बात से जुड़ा हुआ","imageUrl":null}],"correct":"d","sol":"Oral evidence under BSA\nThe BSA, like the Evidence Act before it, requires oral evidence to be DIRECT.\nThe witness must speak of what he himself saw, heard or perceived.\nHearsay is therefore excluded as a rule.\nHence option (d).","solHi":"BSA भी पूर्ववर्ती साक्ष्य अधिनियम की तरह मौखिक साक्ष्य का प्रत्यक्ष होना आवश्यक बताता है।\nसाक्षी को वही बताना होता है जो उसने स्वयं देखा, सुना या अनुभव किया।\nइसलिए सुनी-सुनाई बात सामान्यतः अस्वीकार्य रहती है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5832,"n":32,"subject":"General Awareness","stem":"Who was appointed as the Chief Executive Officer (CEO) of NITI Aayog in February 2023?","stemHi":"फरवरी 2023 में नीति आयोग का मुख्य कार्यकारी अधिकारी (CEO) किसे नियुक्त किया गया?","context":null,"contextHi":null,"options":[{"key":"a","text":"B.V.R. Subrahmanyam","textHi":"बी.वी.आर. सुब्रह्मण्यम","imageUrl":null},{"key":"b","text":"Parameswaran Iyer","textHi":"परमेश्वरन अय्यर","imageUrl":null},{"key":"c","text":"Rajiv Kumar","textHi":"राजीव कुमार","imageUrl":null},{"key":"d","text":"Ajay Bhushan Pandey","textHi":"अजय भूषण पांडेय","imageUrl":null}],"correct":"a","sol":"NITI Aayog CEO\nB.V.R. Subrahmanyam took charge as CEO of NITI Aayog in February 2023.\nHe succeeded Parameswaran Iyer, who moved to the World Bank.\nRajiv Kumar was the Vice-Chairman, not the CEO.\nHence option (a).","solHi":"बी.वी.आर. सुब्रह्मण्यम ने फरवरी 2023 में नीति आयोग के CEO का पदभार संभाला।\nउन्होंने परमेश्वरन अय्यर का स्थान लिया, जो विश्व बैंक चले गए।\nराजीव कुमार उपाध्यक्ष थे, CEO नहीं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5833,"n":33,"subject":"General Awareness","stem":"The ancient medical text Ashtanga Sangraha was authored by which scholar?","stemHi":"प्राचीन चिकित्सा ग्रंथ "अष्टांग संग्रह" के रचयिता कौन हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Charaka","textHi":"चरक","imageUrl":null},{"key":"b","text":"Dhanvantari","textHi":"धन्वंतरि","imageUrl":null},{"key":"c","text":"Vagbhata","textHi":"वाग्भट","imageUrl":null},{"key":"d","text":"Sushruta","textHi":"सुश्रुत","imageUrl":null}],"correct":"c","sol":"Ashtanga Sangraha\nVagbhata composed both the Ashtanga Sangraha and the Ashtanga Hridaya.\nTogether with the Charaka Samhita and Sushruta Samhita they form the Brihat-trayi of Ayurveda.\nCharaka wrote on medicine and Sushruta on surgery.\nHence option (c).","solHi":"वाग्भट ने "अष्टांग संग्रह" और "अष्टांग हृदय" दोनों की रचना की।\nचरक संहिता और सुश्रुत संहिता के साथ मिलकर ये आयुर्वेद की "बृहत्त्रयी" बनाते हैं।\nचरक ने चिकित्सा पर और सुश्रुत ने शल्य चिकित्सा पर लिखा।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5834,"n":34,"subject":"General Awareness","stem":"Consider the following statements:\nStatement I: Chennai is often referred to as the Detroit of India.\nStatement II: The nickname is due to its dominance in the automobile manufacturing sector.\nWhich of the following statements is/are CORRECT?","stemHi":"निम्न कथनों पर विचार कीजिए:\nकथन I: चेन्नई को प्रायः भारत का डेट्रॉइट कहा जाता है।\nकथन II: यह उपनाम ऑटोमोबाइल विनिर्माण क्षेत्र में उसके प्रभुत्व के कारण है।\nनिम्न में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Both statements are correct, and Statement II correctly explains Statement I","textHi":"दोनों कथन सही हैं और कथन II, कथन I की सही व्याख्या करता है","imageUrl":null},{"key":"b","text":"Both statements are correct, but Statement II does not explain Statement I","textHi":"दोनों कथन सही हैं, परंतु कथन II व्याख्या नहीं करता","imageUrl":null},{"key":"c","text":"Statement I is correct, but Statement II is incorrect","textHi":"कथन I सही है, परंतु कथन II गलत है","imageUrl":null},{"key":"d","text":"Statement I is incorrect, and Statement II is correct","textHi":"कथन I गलत है और कथन II सही है","imageUrl":null}],"correct":"a","sol":"Detroit of India\nChennai is indeed called the Detroit of India — Statement I correct.\nHyundai, Ford, Ashok Leyland, TVS and many auto-component makers are based there — Statement II correct.\nThat concentration of car manufacturing is exactly why the nickname stuck, so II explains I.\nHence option (a).","solHi":"चेन्नई को वास्तव में भारत का डेट्रॉइट कहा जाता है — कथन I सही।\nहुंडई, फोर्ड, अशोक लीलैंड, TVS और अनेक ऑटो-कंपोनेंट निर्माता वहीं हैं — कथन II सही।\nकार निर्माण का यही जमावड़ा इस उपनाम का कारण है, अतः II, I की व्याख्या करता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5835,"n":35,"subject":"General Awareness","stem":"Which among the following statements correctly describe the Census of India, 2011?\n1. Muslims are the largest religious minority in India but form a majority in no Indian state.\n2. Christians are mainly concentrated in the urban regions of India.\n3. Jains are mostly found in urban areas of Maharashtra, Gujarat and Rajasthan, while Buddhists are largely concentrated in Maharashtra.","stemHi":"भारत की जनगणना 2011 का सही वर्णन निम्न में से कौन-से कथन करते हैं?\n1. मुसलमान भारत के सबसे बड़े धार्मिक अल्पसंख्यक हैं, परंतु किसी भी भारतीय राज्य में बहुसंख्यक नहीं हैं।\n2. ईसाई मुख्यतः भारत के शहरी क्षेत्रों में केंद्रित हैं।\n3. जैन मुख्यतः महाराष्ट्र, गुजरात और राजस्थान के शहरी क्षेत्रों में मिलते हैं, जबकि बौद्ध बड़े पैमाने पर महाराष्ट्र में केंद्रित हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"2 and 3 only","textHi":"केवल 2 और 3","imageUrl":null},{"key":"b","text":"3 only","textHi":"केवल 3","imageUrl":null},{"key":"c","text":"1 and 3 only","textHi":"केवल 1 और 3","imageUrl":null},{"key":"d","text":"1 and 2 only","textHi":"केवल 1 और 2","imageUrl":null}],"correct":"c","sol":"Census 2011 religions\nMuslims are the largest minority at about 14.2%, and in no state do they form a majority — Statement 1 correct.\nJains are the most urbanised community, concentrated in Maharashtra, Gujarat and Rajasthan; Buddhists are largely in Maharashtra — Statement 3 correct.\nChristians are heavily concentrated in the RURAL north-east and Kerala, not chiefly in cities — Statement 2 wrong.\nHence 1 and 3 — option (c).","solHi":"मुसलमान लगभग 14.2% के साथ सबसे बड़े अल्पसंख्यक हैं और किसी राज्य में बहुसंख्यक नहीं — कथन 1 सही।\nजैन सर्वाधिक शहरी समुदाय हैं, जो महाराष्ट्र, गुजरात और राजस्थान में केंद्रित हैं; बौद्ध बड़े पैमाने पर महाराष्ट्र में — कथन 3 सही।\nईसाई मुख्यतः पूर्वोत्तर और केरल के ग्रामीण क्षेत्रों में केंद्रित हैं, शहरों में नहीं — कथन 2 गलत।\nअतः 1 और 3 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5836,"n":36,"subject":"General Awareness","stem":"During a Carnatic music concert, which composition emphasizing a structured melody and rhythm is most often presented?","stemHi":"कर्नाटक संगीत की प्रस्तुति में संरचित राग और ताल पर बल देने वाली कौन-सी रचना सबसे अधिक प्रस्तुत की जाती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Tillana","textHi":"तिल्लाना","imageUrl":null},{"key":"b","text":"Raga Alapana","textHi":"राग आलापना","imageUrl":null},{"key":"c","text":"Varnam","textHi":"वर्णम","imageUrl":null},{"key":"d","text":"Kriti","textHi":"कृति","imageUrl":null}],"correct":"d","sol":"Kriti\nThe kriti is the main form in a Carnatic concert, with pallavi, anupallavi and charanam.\nIt combines a fixed melodic and rhythmic structure with devotional lyrics.\nAlapana is free improvisation, varnam a warm-up piece and tillana a rhythmic closing item.\nHence option (d).","solHi":"कृति कर्नाटक संगीत की मुख्य रचना है, जिसमें पल्लवी, अनुपल्लवी और चरणम होते हैं।\nइसमें निश्चित राग-ताल संरचना के साथ भक्ति-रचना जुड़ी होती है।\nआलापना मुक्त सुधार है, वर्णम अभ्यास-रचना और तिल्लाना समापन की लयात्मक प्रस्तुति।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5837,"n":37,"subject":"General Awareness","stem":"Which of the following statements correctly describes the Deogarh temple constructed in the early 6th century CE?","stemHi":"6वीं शताब्दी ई. के आरंभ में बने देवगढ़ मंदिर का सही वर्णन कौन-सा कथन करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"It was commissioned by the Chandela dynasty and faces east like most Hindu shrines","textHi":"इसे चंदेल वंश ने बनवाया और यह अधिकांश हिंदू मंदिरों की तरह पूर्वाभिमुख है","imageUrl":null},{"key":"b","text":"It enshrines Lord Shiva in the form of Mahadeva","textHi":"इसमें शिव महादेव रूप में प्रतिष्ठित हैं","imageUrl":null},{"key":"c","text":"It is a rock-cut structure featuring vaulted interiors","textHi":"यह शैलकृत संरचना है जिसमें मेहराबदार आंतरिक भाग हैं","imageUrl":null},{"key":"d","text":"It follows a Panchayatana plan and represents an early form of the Nagara architectural style","textHi":"यह पंचायतन योजना पर बना है और नागर शैली का प्रारंभिक रूप दर्शाता है","imageUrl":null}],"correct":"d","sol":"Deogarh temple\nThe Dashavatara temple at Deogarh was built in the Gupta period.\nIt is a Vishnu temple laid out on the panchayatana plan, with four subsidiary shrines at the corners.\nIts shikhara is among the earliest examples of the Nagara style.\nHence option (d).","solHi":"देवगढ़ का दशावतार मंदिर गुप्त काल में बना।\nयह विष्णु मंदिर पंचायतन योजना पर है, जिसमें चारों कोनों पर सहायक मंदिर हैं।\nइसका शिखर नागर शैली के प्राचीनतम उदाहरणों में है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5838,"n":38,"subject":"General Awareness","stem":"Which statement correctly describes the biomechanical coordination involved in the throwing phase of a discus throw?","stemHi":"चक्का फेंक के थ्रोइंग चरण में शामिल जैव-यांत्रिक समन्वय का सही वर्णन कौन-सा कथन करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"The left foot stays grounded while the right foot rotates with body movement","textHi":"बायाँ पैर ज़मीन पर टिका रहता है जबकि दायाँ पैर शरीर के साथ घूमता है","imageUrl":null},{"key":"b","text":"Both knees are straight during the turn, but the right knee bends during forward drive for balance","textHi":"घुमाव के दौरान दोनों घुटने सीधे रहते हैं, पर आगे के जोर में संतुलन हेतु दायाँ घुटना मुड़ता है","imageUrl":null},{"key":"c","text":"The shoulders and trunk keep rotating for a few moments after the release to sustain momentum","textHi":"छोड़ने के बाद भी कुछ क्षण कंधे और धड़ गति बनाए रखने हेतु घूमते रहते हैं","imageUrl":null},{"key":"d","text":"The body's weight shifts mainly to the left leg while the right leg helps stabilize the lean","textHi":"शरीर का भार मुख्यतः बाएँ पैर पर आता है जबकि दायाँ पैर झुकाव स्थिर रखने में सहायक होता है","imageUrl":null}],"correct":"b","sol":"Discus throw\nIn the throwing phase the thrower drives forward from the back of the circle.\nThe legs stay extended through the turn, and the right knee flexes during the forward drive to keep balance and transfer force.\nThe other options misdescribe the footwork, the release or the weight transfer.\nHence option (b).","solHi":"थ्रोइंग चरण में फेंकने वाला वृत्त के पिछले भाग से आगे की ओर ज़ोर लगाता है।\nघुमाव के दौरान पैर तने रहते हैं, और आगे के जोर में संतुलन तथा बल-संचरण हेतु दायाँ घुटना मुड़ता है।\nशेष विकल्प पदचाल, रिलीज़ या भार-स्थानांतरण का गलत वर्णन करते हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5839,"n":39,"subject":"General Awareness","stem":"According to historical traditions of the Vijayanagara Empire, the term narapati or "lord of men" was used to refer to whom?","stemHi":"विजयनगर साम्राज्य की ऐतिहासिक परंपराओं के अनुसार "नरपति" अर्थात "मनुष्यों का स्वामी" शब्द किसके लिए प्रयुक्त होता था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rayas","textHi":"राय (विजयनगर शासक)","imageUrl":null},{"key":"b","text":"Deccan Sultans","textHi":"दक्कन के सुल्तान","imageUrl":null},{"key":"c","text":"Mughals","textHi":"मुगल","imageUrl":null},{"key":"d","text":"Cholas","textHi":"चोल","imageUrl":null}],"correct":"a","sol":"Narapati\nMedieval tradition described three kinds of rulers by the strength of their armies.\nThe Vijayanagara rayas were called narapati, whose power rested on infantry.\nThe Deccan Sultans were ashvapati (lords of horses) and the Gajapatis of Odisha gajapati (lords of elephants).\nHence option (a).","solHi":"मध्यकालीन परंपरा में शासकों को उनकी सेना की शक्ति के आधार पर तीन प्रकार में बाँटा गया।\nविजयनगर के राय "नरपति" कहलाते थे, जिनकी शक्ति पैदल सेना पर टिकी थी।\nदक्कन के सुल्तान "अश्वपति" और ओडिशा के गजपति "गजपति" कहलाते थे।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5840,"n":40,"subject":"General Awareness","stem":"Which of the following best defines the "bunch start" position used in sprinting?","stemHi":"फर्राटा दौड़ में प्रयुक्त "बंच स्टार्ट" स्थिति की सर्वोत्तम परिभाषा कौन-सी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Starting blocks placed about 25-30 inches from the line, with feet parallel","textHi":"ब्लॉक रेखा से लगभग 25-30 इंच दूर, पैर समांतर","imageUrl":null},{"key":"b","text":"Hips kept below shoulders and arms slightly bent","textHi":"कूल्हे कंधों से नीचे और भुजाएँ हल्की मुड़ी हुई","imageUrl":null},{"key":"c","text":"Toes placed in front of the starting line","textHi":"पंजे प्रारंभ रेखा के आगे रखे जाएँ","imageUrl":null},{"key":"d","text":"Blocks 16-19 inches from the line, rear toe level with the front heel","textHi":"ब्लॉक रेखा से 16-19 इंच दूर, पिछला पंजा अगली एड़ी के बराबर","imageUrl":null}],"correct":"d","sol":"Bunch start\nIn the bunch (bullet) start the feet are placed close together.\nThe blocks sit about 16-19 inches from the line and the rear toe is level with the front heel.\nThe medium and elongated starts place the blocks further back.\nHence option (d).","solHi":"बंच (बुलेट) स्टार्ट में दोनों पैर पास-पास रखे जाते हैं।\nब्लॉक रेखा से लगभग 16-19 इंच दूर होते हैं और पिछला पंजा अगली एड़ी के बराबर रहता है।\nमीडियम और एलॉन्गेटेड स्टार्ट में ब्लॉक और पीछे रखे जाते हैं।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5841,"n":41,"subject":"General Awareness","stem":"Regarding The Golden Gate by Vikram Seth, which of the following statements is accurate?\n1. The novel, composed entirely in verse, was shortlisted for the Whitbread Book Award due to its unique poetic structure.\n2. It received the Booker Prize for its portrayal of Indian culture and society.\n3. It was awarded the Sahitya Akademi Award for its contribution to Indian English poetry.","stemHi":"विक्रम सेठ की "द गोल्डन गेट" के संबंध में निम्न में से कौन-सा कथन सही है?\n1. पूरी तरह पद्य में रचा गया यह उपन्यास अपनी अनूठी काव्य-संरचना के कारण व्हिटब्रेड बुक अवार्ड हेतु नामांकित हुआ।\n2. इसे भारतीय संस्कृति और समाज के चित्रण हेतु बुकर पुरस्कार मिला।\n3. इसे भारतीय अंग्रेज़ी कविता में योगदान हेतु साहित्य अकादमी पुरस्कार मिला।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only statement 2 is correct","textHi":"केवल कथन 2 सही है","imageUrl":null},{"key":"b","text":"Only statement 1 is correct","textHi":"केवल कथन 1 सही है","imageUrl":null},{"key":"c","text":"Statements 1 and 3 are correct","textHi":"कथन 1 और 3 सही हैं","imageUrl":null},{"key":"d","text":"1, 2 and 3 all are correct","textHi":"1, 2 और 3 सभी सही हैं","imageUrl":null}],"correct":"b","sol":"The Golden Gate\nThe Golden Gate (1986) is a novel written entirely in sonnets, and it was shortlisted for the Whitbread Book Award — Statement 1 correct.\nIt never won the Booker Prize — Statement 2 wrong.\nThe Sahitya Akademi Award went to Vikram Seth later, for A Suitable Boy, not for this work — Statement 3 wrong.\nHence Only 1 — option (b).","solHi":""द गोल्डन गेट" (1986) पूरी तरह सॉनेट में लिखा उपन्यास है और यह व्हिटब्रेड बुक अवार्ड हेतु नामांकित हुआ — कथन 1 सही।\nइसे बुकर पुरस्कार कभी नहीं मिला — कथन 2 गलत।\nसाहित्य अकादमी पुरस्कार विक्रम सेठ को बाद में "अ सूटेबल बॉय" के लिए मिला, इस कृति के लिए नहीं — कथन 3 गलत।\nअतः केवल 1 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5842,"n":42,"subject":"General Awareness","stem":"The 2nd Para Table Tennis National Ranking Championships 2024-25 took place in which Indian city?","stemHi":"दूसरी पैरा टेबल टेनिस राष्ट्रीय रैंकिंग चैंपियनशिप 2024-25 किस भारतीय शहर में हुई?","context":null,"contextHi":null,"options":[{"key":"a","text":"Jaipur, Rajasthan","textHi":"जयपुर, राजस्थान","imageUrl":null},{"key":"b","text":"Mumbai, Maharashtra","textHi":"मुंबई, महाराष्ट्र","imageUrl":null},{"key":"c","text":"Lucknow, Uttar Pradesh","textHi":"लखनऊ, उत्तर प्रदेश","imageUrl":null},{"key":"d","text":"Vadodara, Gujarat","textHi":"वडोदरा, गुजरात","imageUrl":null}],"correct":"d","sol":"Para TT Championships\nThe championships were hosted at Vadodara in Gujarat.\nThey are organised by the Para Table Tennis body under the Paralympic Committee of India.\nThe event decides national rankings for para paddlers.\nHence option (d).","solHi":"यह चैंपियनशिप गुजरात के वडोदरा में आयोजित हुई।\nइसका आयोजन भारतीय पैरालंपिक समिति के अंतर्गत पैरा टेबल टेनिस निकाय करता है।\nइस आयोजन से पैरा खिलाड़ियों की राष्ट्रीय रैंकिंग तय होती है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5843,"n":43,"subject":"General Awareness","stem":"Which type of nuclear decay changes the atomic number of an element without affecting its mass number?","stemHi":"किस प्रकार का नाभिकीय क्षय द्रव्यमान संख्या को बदले बिना तत्व की परमाणु संख्या बदल देता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Beta decay","textHi":"बीटा क्षय","imageUrl":null},{"key":"b","text":"Alpha decay","textHi":"अल्फा क्षय","imageUrl":null},{"key":"c","text":"Gamma decay","textHi":"गामा क्षय","imageUrl":null},{"key":"d","text":"Nuclear fission","textHi":"नाभिकीय विखंडन","imageUrl":null}],"correct":"a","sol":"Beta decay\nIn beta decay a neutron turns into a proton (or the reverse) inside the nucleus.\nSo the atomic number shifts by 1 while the total number of nucleons stays the same.\nAlpha decay lowers both numbers, and gamma decay changes neither.\nHence option (a).","solHi":"बीटा क्षय में नाभिक के भीतर न्यूट्रॉन प्रोटॉन में (या उल्टा) बदल जाता है।\nअतः परमाणु संख्या 1 से बदलती है जबकि न्यूक्लिऑनों की कुल संख्या वही रहती है।\nअल्फा क्षय दोनों संख्याएँ घटाता है और गामा क्षय किसी को नहीं बदलता।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5844,"n":44,"subject":"General Awareness","stem":"In the Dumhal dance form, performers are traditionally seen wearing ____ while dancing.","stemHi":"दुम्हाल नृत्य में कलाकार पारंपरिक रूप से नृत्य के समय ____ पहने दिखाई देते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Veils","textHi":"घूँघट","imageUrl":null},{"key":"b","text":"Colourful robes","textHi":"रंगीन लंबे चोगे","imageUrl":null},{"key":"c","text":"Bells","textHi":"घुंघरू","imageUrl":null},{"key":"d","text":"Masks","textHi":"मुखौटे","imageUrl":null}],"correct":"b","sol":"Dumhal\nDumhal is performed by the men of the Wattal tribe of Kashmir.\nThey wear long, colourful robes and tall conical caps studded with beads.\nA banner is planted in the ground and the dancers move around it in a chorus.\nHence option (b).","solHi":"दुम्हाल कश्मीर की वट्टल जनजाति के पुरुष करते हैं।\nवे लंबे रंगीन चोगे और मोतियों से जड़ी ऊँची शंक्वाकार टोपियाँ पहनते हैं।\nज़मीन में एक ध्वज गाड़कर नर्तक उसके चारों ओर समूह में नृत्य करते हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5845,"n":45,"subject":"General Awareness","stem":"Why is a revenue deficit considered a matter of concern for an economy?","stemHi":"राजस्व घाटा किसी अर्थव्यवस्था के लिए चिंता का विषय क्यों माना जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"It increases productive investment","textHi":"इससे उत्पादक निवेश बढ़ता है","imageUrl":null},{"key":"b","text":"It improves trade surplus","textHi":"इससे व्यापार अधिशेष सुधरता है","imageUrl":null},{"key":"c","text":"It boosts capital formation","textHi":"इससे पूँजी निर्माण बढ़ता है","imageUrl":null},{"key":"d","text":"It indicates borrowing for current expenditure","textHi":"यह दर्शाता है कि चालू व्यय के लिए उधार लिया जा रहा है","imageUrl":null}],"correct":"d","sol":"Revenue deficit\nA revenue deficit means day-to-day spending exceeds day-to-day income.\nThe gap must be met by borrowing, which creates no asset in return.\nSo the government is borrowing merely to consume, not to invest.\nHence option (d).","solHi":"राजस्व घाटे का अर्थ है दैनंदिन व्यय, दैनंदिन आय से अधिक होना।\nयह अंतर उधार से भरना पड़ता है, जिसके बदले कोई परिसंपत्ति नहीं बनती।\nअर्थात सरकार निवेश के लिए नहीं, केवल उपभोग के लिए उधार ले रही है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5846,"n":46,"subject":"General Awareness","stem":"The World Competitiveness Index mainly evaluates a nation's capacity to:","stemHi":"विश्व प्रतिस्पर्धात्मकता सूचकांक मुख्यतः किसी देश की किस क्षमता का मूल्यांकन करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Create and sustain an environment where enterprises can compete effectively","textHi":"ऐसा वातावरण बनाना और बनाए रखना जहाँ उद्यम प्रभावी ढंग से प्रतिस्पर्धा कर सकें","imageUrl":null},{"key":"b","text":"Attract tourists from across the world","textHi":"विश्वभर से पर्यटकों को आकर्षित करना","imageUrl":null},{"key":"c","text":"Promote innovation in cultural heritage","textHi":"सांस्कृतिक विरासत में नवाचार को बढ़ावा देना","imageUrl":null},{"key":"d","text":"Preserve and manage natural resources","textHi":"प्राकृतिक संसाधनों का संरक्षण और प्रबंधन","imageUrl":null}],"correct":"a","sol":"World Competitiveness Index\nThe IMD World Competitiveness Ranking assesses how well a country creates conditions for business to thrive.\nIt uses four pillars — economic performance, government efficiency, business efficiency and infrastructure.\nTourism and heritage are not its focus.\nHence option (a).","solHi":"IMD विश्व प्रतिस्पर्धात्मकता रैंकिंग आँकती है कि कोई देश व्यवसाय के फलने-फूलने की परिस्थितियाँ कितनी अच्छी बनाता है।\nइसके चार स्तंभ हैं — आर्थिक प्रदर्शन, सरकारी दक्षता, व्यावसायिक दक्षता और अवसंरचना।\nपर्यटन और विरासत इसका विषय नहीं हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5847,"n":47,"subject":"General Awareness","stem":"Which of the following was a major characteristic of the Industrial Policy Resolution of 1956?","stemHi":"1956 के औद्योगिक नीति संकल्प की एक प्रमुख विशेषता क्या थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Full privatization of industries","textHi":"उद्योगों का पूर्ण निजीकरण","imageUrl":null},{"key":"b","text":"Removal of industrial licensing","textHi":"औद्योगिक लाइसेंसिंग की समाप्ति","imageUrl":null},{"key":"c","text":"Expansion and strengthening of the public sector","textHi":"सार्वजनिक क्षेत्र का विस्तार और सुदृढ़ीकरण","imageUrl":null},{"key":"d","text":"Focus on promoting small-scale enterprises","textHi":"लघु उद्यमों को बढ़ावा देने पर बल","imageUrl":null}],"correct":"c","sol":"IPR 1956\nThe 1956 Resolution divided industries into three schedules.\nSchedule A reserved seventeen key industries wholly for the State.\nThe public sector was to occupy the commanding heights of the economy.\nHence option (c).","solHi":"1956 के संकल्प ने उद्योगों को तीन अनुसूचियों में बाँटा।\nअनुसूची A के सत्रह प्रमुख उद्योग पूर्णतः राज्य के लिए आरक्षित किए गए।\nसार्वजनिक क्षेत्र को अर्थव्यवस्था की "कमानडिंग हाइट्स" पर रहना था।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5848,"n":48,"subject":"General Awareness","stem":"Which tribal freedom fighter from Jharkhand led the Ulgulan or "Great Rebellion" against British oppression and land exploitation?","stemHi":"झारखंड के किस जनजातीय स्वतंत्रता सेनानी ने ब्रिटिश दमन और भूमि शोषण के विरुद्ध "उलगुलान" अर्थात महाविद्रोह का नेतृत्व किया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Girja Munda","textHi":"गिरजा मुंडा","imageUrl":null},{"key":"b","text":"Sidhu Murmu","textHi":"सिद्धू मुर्मू","imageUrl":null},{"key":"c","text":"Tilka Manjhi","textHi":"तिलका मांझी","imageUrl":null},{"key":"d","text":"Birsa Munda","textHi":"बिरसा मुंडा","imageUrl":null}],"correct":"d","sol":"Birsa Munda\nBirsa Munda led the Ulgulan of 1899-1900 in the Chotanagpur region.\nThe movement forced the Chotanagpur Tenancy Act of 1908, protecting tribal land.\nHe is remembered as Dharti Aba, and 15 November is observed as Janjatiya Gaurav Divas.\nHence option (d).","solHi":"बिरसा मुंडा ने 1899-1900 में छोटानागपुर क्षेत्र में "उलगुलान" का नेतृत्व किया।\nइस आंदोलन ने 1908 का छोटानागपुर काश्तकारी अधिनियम बनवाया, जिसने जनजातीय भूमि की रक्षा की।\nउन्हें "धरती आबा" कहा जाता है और 15 नवंबर जनजातीय गौरव दिवस मनाया जाता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":5849,"n":49,"subject":"General Awareness","stem":"Why is Dr. Tessy Thomas referred to as India's "Missile Woman"?","stemHi":"डॉ. टेसी थॉमस को भारत की "मिसाइल वुमन" क्यों कहा जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"For being the first woman to chair ISRO","textHi":"इसरो की अध्यक्षता करने वाली पहली महिला होने के कारण","imageUrl":null},{"key":"b","text":"For leading the Agni-V project, having begun her career at DRDO","textHi":"अग्नि-V परियोजना का नेतृत्व करने के कारण, जिनका करियर DRDO से शुरू हुआ","imageUrl":null},{"key":"c","text":"For launching a private aerospace startup","textHi":"एक निजी एयरोस्पेस स्टार्टअप शुरू करने के कारण","imageUrl":null},{"key":"d","text":"For managing aircraft production at HAL","textHi":"HAL में विमान उत्पादन सँभालने के कारण","imageUrl":null}],"correct":"b","sol":"Tessy Thomas\nTessy Thomas was the Project Director for the Agni-V missile.\nShe was the first woman to head a missile project in India, working with DRDO.\nISRO has never had a woman chairperson, so option (a) is factually wrong.\nHence option (b).","solHi":"टेसी थॉमस अग्नि-V मिसाइल की परियोजना निदेशक थीं।\nवे DRDO में कार्यरत रहते हुए किसी मिसाइल परियोजना का नेतृत्व करने वाली पहली महिला बनीं।\nइसरो की अध्यक्ष कभी कोई महिला नहीं रही, अतः विकल्प (a) तथ्यतः गलत है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":5850,"n":50,"subject":"General Awareness","stem":"Read the following statements and select the correct option regarding Assertion (A) and Reason (R).\nAssertion (A): One key goal of liberalisation was to eliminate barriers to entry and expansion for firms.\nReason (R): The licence raj limited entrepreneurial initiative and restricted the growth of private enterprise.","stemHi":"निम्न कथनों को पढ़कर अभिकथन (A) और कारण (R) के संबंध में सही विकल्प चुनिए।\nअभिकथन (A): उदारीकरण का एक प्रमुख लक्ष्य फर्मों के प्रवेश और विस्तार की बाधाएँ हटाना था।\nकारण (R): लाइसेंस राज ने उद्यमशीलता को सीमित किया और निजी उद्यम की वृद्धि रोकी।","context":null,"contextHi":null,"options":[{"key":"a","text":"Both A and R are true and R is the correct explanation of A","textHi":"A और R दोनों सत्य हैं और R, A की सही व्याख्या है","imageUrl":null},{"key":"b","text":"Both A and R are true but R is not the correct explanation of A","textHi":"A और R दोनों सत्य हैं, परंतु R सही व्याख्या नहीं है","imageUrl":null},{"key":"c","text":"A is true but R is false","textHi":"A सत्य है, परंतु R असत्य है","imageUrl":null},{"key":"d","text":"A is false but R is true","textHi":"A असत्य है, परंतु R सत्य है","imageUrl":null}],"correct":"a","sol":"Liberalisation (A–R)\nThe 1991 reforms scrapped industrial licensing for most industries — A is true.\nUnder the licence raj a firm needed permission to start, expand or even change its product line — R is true.\nThose very restrictions are what liberalisation set out to remove, so R explains A.\nHence option (a).","solHi":"1991 के सुधारों ने अधिकांश उद्योगों से औद्योगिक लाइसेंसिंग हटा दी — A सत्य।\nलाइसेंस राज में कंपनी को शुरू करने, विस्तार करने या उत्पाद बदलने तक के लिए अनुमति लेनी पड़ती थी — R सत्य।\nउदारीकरण ने इन्हीं बंधनों को हटाने का काम किया, अतः R, A की व्याख्या करता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":5851,"n":51,"subject":"Quantitative Aptitude","stem":"The number of students in two sections A and B having different heights is shown in the table below.\nHeight 1.56 m — A: 5, B: 4 | 1.60 m — A: 9, B: 0 | 1.68 m — A: 8, B: 9 | 1.64 m — A: 15, B: 10 | 1.69 m — A: 8, B: 7 | 1.72 m — A: 6, B: 5 | 1.78 m — A: 4, B: 3.\nWhat is the ratio of the number of students with a height of 1.68 metres in Section A to the total number of students in Section A?","stemHi":"दो वर्गों A और B में विभिन्न ऊँचाई वाले विद्यार्थियों की संख्या नीचे दी गई है।\nऊँचाई 1.56 m — A: 5, B: 4 | 1.60 m — A: 9, B: 0 | 1.68 m — A: 8, B: 9 | 1.64 m — A: 15, B: 10 | 1.69 m — A: 8, B: 7 | 1.72 m — A: 6, B: 5 | 1.78 m — A: 4, B: 3।\nवर्ग A में 1.68 मीटर ऊँचाई वाले विद्यार्थियों और वर्ग A के कुल विद्यार्थियों का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"8 : 55","textHi":null,"imageUrl":null},{"key":"b","text":"15 : 62","textHi":null,"imageUrl":null},{"key":"c","text":"6 : 4","textHi":null,"imageUrl":null},{"key":"d","text":"4 : 33","textHi":null,"imageUrl":null}],"correct":"a","sol":"Ratio from a table\n $\"figure\"/$ \nStudents of height 1.68 m in Section A = 8.\nTotal in Section A = 5 + 9 + 8 + 15 + 8 + 6 + 4.\n= 55.\nRatio = 8 : 55 — option (a).","solHi":" $\"figure\"/$ \nवर्ग A में 1.68 m ऊँचाई वाले विद्यार्थी = 8।\nवर्ग A में कुल = 5 + 9 + 8 + 15 + 8 + 6 + 4।\n= 55।\nअनुपात = 8 : 55 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5852,"n":52,"subject":"Quantitative Aptitude","stem":"Solve:

\sqrt{(4 \times 225 \div 15 + 25 - 4)}

","stemHi":"हल कीजिए:

\sqrt{(4 \times 225 \div 15 + 25 - 4)}

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

\sqrt{81}

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

\sqrt{21}

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

\sqrt{71}

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

\sqrt{41}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"BODMAS under a root\n $\"figure\"/$ \nInside the root, do division first: 225 ÷ 15 = 15.\nThen 4 × 15 = 60.\n60 + 25 − 4 = 81.\nSo the value is

\sqrt{81}

— option (a).","solHi":" $\"figure\"/$ \nमूल के भीतर पहले भाग कीजिए: 225 ÷ 15 = 15।\nफिर 4 × 15 = 60।\n60 + 25 − 4 = 81।\nअतः मान

\sqrt{81}

है — विकल्प (a)।","pos":2,"neg":0.5},{"id":5853,"n":53,"subject":"Quantitative Aptitude","stem":"A sum amounts to ₹5,800 in 2 years and ₹6,200 in 4 years at simple interest. What is the rate of interest per annum?","stemHi":"साधारण ब्याज पर कोई राशि 2 वर्ष में ₹5,800 और 4 वर्ष में ₹6,200 हो जाती है। वार्षिक ब्याज दर क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"2%","textHi":null,"imageUrl":null},{"key":"b","text":"4.1%","textHi":null,"imageUrl":null},{"key":"c","text":"3.7%","textHi":null,"imageUrl":null},{"key":"d","text":"1.5%","textHi":null,"imageUrl":null}],"correct":"c","sol":"SI from two amounts\n $\"figure\"/$ \nInterest for 2 years = 6,200 − 5,800 = ₹400, so one year’s interest = ₹200.\nPrincipal = 5,800 − 2 × 200 = ₹5,400.\nR =

\frac{200}{5400}

× 100.\n≈ 3.7% — option (c).","solHi":" $\"figure\"/$ \n2 वर्ष का ब्याज = 6,200 − 5,800 = ₹400, अतः एक वर्ष का ब्याज = ₹200।\nमूलधन = 5,800 − 2 × 200 = ₹5,400।\nR =

\frac{200}{5400}

× 100।\n≈ 3.7% — विकल्प (c)।","pos":2,"neg":0.5},{"id":5854,"n":54,"subject":"Quantitative Aptitude","stem":"A man reduces his speed from 16 km/h to 14 km/h, and so takes 6 minutes more than the normal time. What is the distance travelled by him?","stemHi":"एक व्यक्ति अपनी चाल 16 km/h से घटाकर 14 km/h कर देता है, जिससे उसे सामान्य समय से 6 मिनट अधिक लगते हैं। उसने कितनी दूरी तय की?","context":null,"contextHi":null,"options":[{"key":"a","text":"10 km","textHi":null,"imageUrl":null},{"key":"b","text":"9.2 km","textHi":null,"imageUrl":null},{"key":"c","text":"18 km","textHi":null,"imageUrl":null},{"key":"d","text":"11.2 km","textHi":null,"imageUrl":null}],"correct":"d","sol":"$29","solHi":"$2a","pos":2,"neg":0.5},{"id":5855,"n":55,"subject":"Quantitative Aptitude","stem":"A kite is soaring at an altitude of 45 metres above the ground, with its string temporarily secured to a point on the ground. The angle of elevation of the string relative to the ground is 30°. Given that the string remains taut, what is the length of the string?","stemHi":"एक पतंग ज़मीन से 45 मीटर की ऊँचाई पर उड़ रही है और उसकी डोर ज़मीन के एक बिंदु पर बँधी है। ज़मीन के सापेक्ष डोर का उन्नयन कोण 30° है। यदि डोर तनी हुई है, तो उसकी लंबाई क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"60 m","textHi":null,"imageUrl":null},{"key":"b","text":"45

\sqrt{3}

m","textHi":null,"imageUrl":null},{"key":"c","text":"90 m","textHi":null,"imageUrl":null},{"key":"d","text":"55

\sqrt{3}

m","textHi":null,"imageUrl":null}],"correct":"c","sol":"Angle of elevation\n $\"figure\"/$ \nThe string is the hypotenuse and the height is the side opposite the angle.\nsin30° =

\frac{height}{string}

\frac{45}{L}

.\n

\frac{1}{2}

\frac{45}{L}

.\nL = 90 m — option (c).","solHi":" $\"figure\"/$ \nडोर कर्ण है और ऊँचाई कोण के सम्मुख भुजा।\nsin30° =

\frac{ऊँचाई}{डोर}

\frac{45}{L}

।\n

\frac{1}{2}

\frac{45}{L}

।\nL = 90 m — विकल्प (c)।","pos":2,"neg":0.5},{"id":5856,"n":56,"subject":"Quantitative Aptitude","stem":"A rectangular fish tank with a base of 80 cm × 60 cm contains water up to a height of 25 cm. If 4 identical spherical stones, each of radius 5 cm, are dropped into the tank and fully submerged, what is the rise in the water level?","stemHi":"80 cm × 60 cm आधार वाले एक आयताकार मछली-टैंक में 25 cm ऊँचाई तक पानी है। यदि 5 cm त्रिज्या के 4 एक जैसे गोलाकार पत्थर उसमें डालकर पूरी तरह डुबो दिए जाएँ, तो जल-स्तर कितना बढ़ेगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{π}{8}

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

\frac{5 π}{36}

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

\frac{π}{5}

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

\frac{2 π}{3}

cm","textHi":null,"imageUrl":null}],"correct":"b","sol":"$2b","solHi":"$2c","pos":2,"neg":0.5},{"id":5857,"n":57,"subject":"Quantitative Aptitude","stem":"Partners X and Y invest ₹40,000 and ₹60,000 respectively. X works for 8 months and Y for 6 months. Profit is divided on the basis of capital × time. Find their profit ratio.","stemHi":"साझेदार X और Y क्रमशः ₹40,000 और ₹60,000 निवेश करते हैं। X 8 माह और Y 6 माह कार्य करता है। लाभ पूँजी × समय के आधार पर बँटता है। उनके लाभ का अनुपात ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"3 : 6","textHi":null,"imageUrl":null},{"key":"b","text":"8 : 9","textHi":null,"imageUrl":null},{"key":"c","text":"4 : 2","textHi":null,"imageUrl":null},{"key":"d","text":"6 : 4","textHi":null,"imageUrl":null}],"correct":"b","sol":"Capital × time\n $\"figure\"/$ \nX: 40,000 × 8 = 3,20,000.\nY: 60,000 × 6 = 3,60,000.\nRatio = 320 : 360.\n= 8 : 9 — option (b).","solHi":" $\"figure\"/$ \nX: 40,000 × 8 = 3,20,000।\nY: 60,000 × 6 = 3,60,000।\nअनुपात = 320 : 360।\n= 8 : 9 — विकल्प (b)।","pos":2,"neg":0.5},{"id":5858,"n":58,"subject":"Quantitative Aptitude","stem":"If the difference between the interior and exterior angles of a regular polygon is 60°, find the number of sides of the polygon.","stemHi":"यदि किसी सम बहुभुज के अंतःकोण और बाह्य कोण का अंतर 60° है, तो बहुभुज की भुजाओं की संख्या ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"6","textHi":null,"imageUrl":null},{"key":"b","text":"9","textHi":null,"imageUrl":null},{"key":"c","text":"13","textHi":null,"imageUrl":null},{"key":"d","text":"11","textHi":null,"imageUrl":null}],"correct":"a","sol":"Interior and exterior angles\n $\"figure\"/$ \nInterior + exterior = 180° and interior − exterior = 60°.\nAdding: 2 × interior = 240° ⇒ interior = 120°, so exterior = 60°.\nNumber of sides =

\frac{360 °}{exterior angle}

\frac{360}{60}

.\n= 6 — option (a).","solHi":" $\"figure\"/$ \nअंतःकोण + बाह्य कोण = 180° और अंतःकोण − बाह्य कोण = 60°।\nजोड़ने पर: 2 × अंतःकोण = 240° ⇒ अंतःकोण = 120°, अतः बाह्य कोण = 60°।\nभुजाओं की संख्या =

\frac{360 °}{बाह्य कोण}

\frac{360}{60}

।\n= 6 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5859,"n":59,"subject":"Quantitative Aptitude","stem":"A value is increased by 10% and then decreased by an unknown percentage to return to the original value. What is the percentage decrease required?","stemHi":"एक मान 10% बढ़ाया जाता है और फिर किसी अज्ञात प्रतिशत से घटाकर मूल मान पर लाया जाता है। कितने प्रतिशत की कमी आवश्यक है?","context":null,"contextHi":null,"options":[{"key":"a","text":"9.09%","textHi":null,"imageUrl":null},{"key":"b","text":"6.92%","textHi":null,"imageUrl":null},{"key":"c","text":"3.26%","textHi":null,"imageUrl":null},{"key":"d","text":"2.22%","textHi":null,"imageUrl":null}],"correct":"a","sol":"Reverse percentage\n $\"figure\"/$ \nTake the value as 100; after a 10% rise it becomes 110.\nTo come back it must fall by 10, but that fall is measured on 110.\n

\frac{10}{110}

× 100.\n≈ 9.09% — option (a).","solHi":" $\"figure\"/$ \nमान 100 लीजिए; 10% वृद्धि के बाद वह 110 हो जाता है।\nवापस आने के लिए 10 घटाना होगा, पर वह कमी 110 पर आँकी जाएगी।\n

\frac{10}{110}

× 100।\n≈ 9.09% — विकल्प (a)।","pos":2,"neg":0.5},{"id":5860,"n":60,"subject":"Quantitative Aptitude","stem":"A square field has a diagonal of

\sqrt{48}

m. What is its area?","stemHi":"एक वर्गाकार खेत का विकर्ण

\sqrt{48}

m है। उसका क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"46 m²","textHi":null,"imageUrl":null},{"key":"b","text":"24 m²","textHi":null,"imageUrl":null},{"key":"c","text":"40 m²","textHi":null,"imageUrl":null},{"key":"d","text":"12 m²","textHi":null,"imageUrl":null}],"correct":"b","sol":"Square from diagonal\n $\"figure\"/$ \nFor a square, area =

\frac{d ²}{2}

.\nd² = (

\sqrt{48}

)² = 48.\nArea =

\frac{48}{2}

.\n= 24 m² — option (b).","solHi":" $\"figure\"/$ \nवर्ग के लिए क्षेत्रफल =

\frac{d ²}{2}

।\nd² = (

\sqrt{48}

)² = 48।\nक्षेत्रफल =

\frac{48}{2}

।\n= 24 m² — विकल्प (b)।","pos":2,"neg":0.5},{"id":5861,"n":61,"subject":"Quantitative Aptitude","stem":"A 30-litre solution contains acid and water in the ratio 2 : 1. How much water must be added to make the ratio 1 : 1?","stemHi":"30 लीटर घोल में अम्ल और पानी 2 : 1 के अनुपात में हैं। अनुपात 1 : 1 करने के लिए कितना पानी मिलाना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"11 L","textHi":null,"imageUrl":null},{"key":"b","text":"10 L","textHi":null,"imageUrl":null},{"key":"c","text":"12 L","textHi":null,"imageUrl":null},{"key":"d","text":"21 L","textHi":null,"imageUrl":null}],"correct":"b","sol":"Change a ratio\n $\"figure\"/$ \nAcid =

\frac{2}{3}

× 30 = 20 L and water = 10 L.\nThe acid stays fixed, so the water must also become 20 L.\nWater to be added = 20 − 10.\n= 10 L — option (b).","solHi":" $\"figure\"/$ \nअम्ल =

\frac{2}{3}

× 30 = 20 L और पानी = 10 L।\nअम्ल स्थिर रहता है, अतः पानी भी 20 L होना चाहिए।\nमिलाया जाने वाला पानी = 20 − 10।\n= 10 L — विकल्प (b)।","pos":2,"neg":0.5},{"id":5862,"n":62,"subject":"Quantitative Aptitude","stem":"If the selling price of an item is increased by 10% and the profit also increases from 15% to 20%, what is the percentage increase in the cost price?","stemHi":"यदि किसी वस्तु का विक्रय मूल्य 10% बढ़ा दिया जाए और लाभ भी 15% से बढ़कर 20% हो जाए, तो क्रय मूल्य में कितने प्रतिशत वृद्धि हुई?","context":null,"contextHi":null,"options":[{"key":"a","text":"3.5%","textHi":null,"imageUrl":null},{"key":"b","text":"4.6%","textHi":null,"imageUrl":null},{"key":"c","text":"1.28%","textHi":null,"imageUrl":null},{"key":"d","text":"5.41%","textHi":null,"imageUrl":null}],"correct":"d","sol":"SP up, profit up\n $\"figure\"/$ \nTake the original CP as 100; at 15% profit the SP = 115.\nNew SP = 115 × 1.10 = 126.5, and this is a 20% profit.\nNew CP =

\frac{126.5}{1.20}

= 105.41.\nIncrease = 5.41% — option (d).","solHi":" $\"figure\"/$ \nमूल CP = 100 लीजिए; 15% लाभ पर SP = 115।\nनया SP = 115 × 1.10 = 126.5, और यह 20% लाभ है।\nनया CP =

\frac{126.5}{1.20}

= 105.41।\nवृद्धि = 5.41% — विकल्प (d)।","pos":2,"neg":0.5},{"id":5863,"n":63,"subject":"Quantitative Aptitude","stem":"A group of 5 students went on a trip and spent ₹1,000 in total. If one of them spent ₹400 while the rest spent equally, what was the average spending of the other 4 students?","stemHi":"5 विद्यार्थियों के समूह ने यात्रा पर कुल ₹1,000 खर्च किए। यदि उनमें से एक ने ₹400 खर्च किए और शेष ने बराबर-बराबर, तो अन्य 4 विद्यार्थियों का औसत खर्च क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹150","textHi":null,"imageUrl":null},{"key":"b","text":"₹180","textHi":null,"imageUrl":null},{"key":"c","text":"₹210","textHi":null,"imageUrl":null},{"key":"d","text":"₹230","textHi":null,"imageUrl":null}],"correct":"a","sol":"Average of the rest\nAmount left after one student’s ₹400 = 1,000 − 400 = ₹600.\nThis is shared equally by the remaining 4.\nAverage =

\frac{600}{4}

.\n= ₹150 — option (a).","solHi":"एक विद्यार्थी के ₹400 के बाद शेष = 1,000 − 400 = ₹600।\nयह शेष 4 में बराबर बँटता है।\nऔसत =

\frac{600}{4}

।\n= ₹150 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5864,"n":64,"subject":"Quantitative Aptitude","stem":"A computer is sold at ₹6,800 after applying a 15% discount. What was its marked price?","stemHi":"15% छूट के बाद एक कंप्यूटर ₹6,800 में बिकता है। उसका अंकित मूल्य क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹7,500","textHi":null,"imageUrl":null},{"key":"b","text":"₹6,800","textHi":null,"imageUrl":null},{"key":"c","text":"₹8,000","textHi":null,"imageUrl":null},{"key":"d","text":"₹6,500","textHi":null,"imageUrl":null}],"correct":"c","sol":"MP from discount\n $\"figure\"/$ \nAfter a 15% discount the buyer pays 85% of the marked price.\n85% of MP = ₹6,800.\nMP =

\frac{6800 \times 100}{85}

.\n= ₹8,000 — option (c).","solHi":" $\"figure\"/$ \n15% छूट के बाद खरीदार अंकित मूल्य का 85% देता है।\nMP का 85% = ₹6,800।\nMP =

\frac{6800 \times 100}{85}

।\n= ₹8,000 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5865,"n":65,"subject":"Quantitative Aptitude","stem":"If 4 men or 6 women can complete a work in 18 days, how long will 2 men and 3 women take to complete the same work?","stemHi":"यदि 4 पुरुष या 6 महिलाएँ एक कार्य 18 दिनों में पूरा करें, तो 2 पुरुष और 3 महिलाएँ वही कार्य कितने दिनों में पूरा करेंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"12 days","textHi":"12 दिन","imageUrl":null},{"key":"b","text":"10 days","textHi":"10 दिन","imageUrl":null},{"key":"c","text":"18 days","textHi":"18 दिन","imageUrl":null},{"key":"d","text":"13 days","textHi":"13 दिन","imageUrl":null}],"correct":"c","sol":"Men and women work\n $\"figure\"/$ \n4 men = 6 women, so 2 men = 3 women.\nHence 2 men + 3 women = 2 men + 2 men = 4 men.\nBut 4 men finish the work in 18 days.\nSo the time is again 18 days — option (c).","solHi":" $\"figure\"/$ \n4 पुरुष = 6 महिलाएँ, अतः 2 पुरुष = 3 महिलाएँ।\nइसलिए 2 पुरुष + 3 महिलाएँ = 2 पुरुष + 2 पुरुष = 4 पुरुष।\nपर 4 पुरुष यह कार्य 18 दिनों में पूरा करते हैं।\nअतः समय फिर 18 दिन ही — विकल्प (c)।","pos":2,"neg":0.5},{"id":5866,"n":66,"subject":"Quantitative Aptitude","stem":"A square has a perimeter of 80 cm. What is the area of the square?","stemHi":"एक वर्ग का परिमाप 80 cm है। वर्ग का क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"352 cm²","textHi":null,"imageUrl":null},{"key":"b","text":"692 cm²","textHi":null,"imageUrl":null},{"key":"c","text":"400 cm²","textHi":null,"imageUrl":null},{"key":"d","text":"425 cm²","textHi":null,"imageUrl":null}],"correct":"c","sol":"Square area\nPerimeter = 4 × side, so side =

\frac{80}{4}

= 20 cm.\nArea = side².\n= 20 × 20.\n= 400 cm² — option (c).","solHi":"परिमाप = 4 × भुजा, अतः भुजा =

\frac{80}{4}

= 20 cm।\nक्षेत्रफल = भुजा²।\n= 20 × 20।\n= 400 cm² — विकल्प (c)।","pos":2,"neg":0.5},{"id":5867,"n":67,"subject":"Quantitative Aptitude","stem":"A student took 6 tests and had an average of 52. If his average after 7 tests increased to 63, what was his score on the 7th test?","stemHi":"एक विद्यार्थी ने 6 परीक्षाएँ दीं जिनका औसत 52 रहा। यदि 7 परीक्षाओं के बाद औसत बढ़कर 63 हो गया, तो सातवीं परीक्षा में उसके कितने अंक थे?","context":null,"contextHi":null,"options":[{"key":"a","text":"178","textHi":null,"imageUrl":null},{"key":"b","text":"128","textHi":null,"imageUrl":null},{"key":"c","text":"129","textHi":null,"imageUrl":null},{"key":"d","text":"181","textHi":null,"imageUrl":null}],"correct":"c","sol":"Seventh test score\nTotal of 6 tests = 6 × 52 = 312.\nTotal of 7 tests = 7 × 63 = 441.\n7th score = 441 − 312.\n= 129 — option (c).","solHi":"6 परीक्षाओं का योग = 6 × 52 = 312।\n7 परीक्षाओं का योग = 7 × 63 = 441।\nसातवीं का अंक = 441 − 312।\n= 129 — विकल्प (c)।","pos":2,"neg":0.5},{"id":5868,"n":68,"subject":"Quantitative Aptitude","stem":"A store announces a festive deal: "Get 20% off on purchases above ₹15,000, and an additional ₹2,000 off if the total after discount exceeds ₹20,000." A customer buys items worth ₹40,000. How much does the customer finally pay?","stemHi":"एक दुकान त्योहारी ऑफ़र देती है: "₹15,000 से अधिक की खरीद पर 20% छूट, और छूट के बाद कुल राशि ₹20,000 से अधिक हो तो ₹2,000 की अतिरिक्त छूट।" एक ग्राहक ₹40,000 का सामान खरीदता है। उसे अंत में कितना देना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹30,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹18,500","textHi":null,"imageUrl":null},{"key":"c","text":"₹19,000","textHi":null,"imageUrl":null},{"key":"d","text":"₹16,000","textHi":null,"imageUrl":null}],"correct":"a","sol":"Two-stage discount\n $\"figure\"/$ \nThe bill of ₹40,000 is above ₹15,000, so a 20% discount applies: 40,000 ×

\frac{80}{100}

= ₹32,000.\n₹32,000 exceeds ₹20,000, so the extra ₹2,000 comes off.\n32,000 − 2,000.\n= ₹30,000 — option (a).","solHi":" $\"figure\"/$ \n₹40,000 का बिल ₹15,000 से अधिक है, अतः 20% छूट लगेगी: 40,000 ×

\frac{80}{100}

= ₹32,000।\n₹32,000, ₹20,000 से अधिक है, अतः ₹2,000 और घटेंगे।\n32,000 − 2,000।\n= ₹30,000 — विकल्प (a)।","pos":2,"neg":0.5},{"id":5869,"n":69,"subject":"Quantitative Aptitude","stem":"A solution of 150 litres has a 40% salt concentration. How many litres of water must be added to reduce the concentration to 20%, and then how much pure salt must be added to bring the concentration back to 50%?","stemHi":"150 लीटर घोल में नमक की सांद्रता 40% है। सांद्रता 20% करने हेतु कितना पानी मिलाना होगा, और फिर सांद्रता 50% पर लाने हेतु कितना शुद्ध नमक मिलाना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Add 150 L of water, then 180 L of salt","textHi":"150 L पानी, फिर 180 L नमक","imageUrl":null},{"key":"b","text":"Add 90 L of water, then 170 L of salt","textHi":"90 L पानी, फिर 170 L नमक","imageUrl":null},{"key":"c","text":"Add 170 L of water, then 30 L of salt","textHi":"170 L पानी, फिर 30 L नमक","imageUrl":null},{"key":"d","text":"Add 150 L of water, then 10 L of salt","textHi":"150 L पानी, फिर 10 L नमक","imageUrl":null}],"correct":"a","sol":"$2d","solHi":" $\"figure\"/$ \nनमक = 150 का 40% = 60 L, अतः पानी = 90 L।\n20% नमक हेतु:

\frac{60}{150 + x}

\frac{20}{100}

⇒ 150 + x = 300 ⇒ x = 150 L पानी।\nअब मिश्रण 300 L है जिसमें 60 L नमक; y लीटर नमक मिलाने पर:

\frac{60 + y}{300 + y}

\frac{1}{2}

।\n120 + 2y = 300 + y ⇒ y = 180 L — विकल्प (a)।","pos":2,"neg":0.5},{"id":5870,"n":70,"subject":"Quantitative Aptitude","stem":"If cosθ =

\frac{5}{13}

and θ lies in the 2nd quadrant, find the value of (1 + sinθ)(1 − sinθ).","stemHi":"यदि cosθ =

\frac{5}{13}

है और θ दूसरे चतुर्थांश में है, तो (1 + sinθ)(1 − sinθ) का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"−

\frac{19}{125}

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

\frac{26}{163}

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

\frac{21}{159}

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

\frac{25}{169}

","textHi":null,"imageUrl":null}],"correct":"d","sol":"1 − sin²θ\n $\"figure\"/$ \n(1 + sinθ)(1 − sinθ) = 1 − sin²θ.\nBut 1 − sin²θ = cos²θ.\ncos²θ = (

\frac{5}{13}

)².\n=

\frac{25}{169}

— option (d).","solHi":" $\"figure\"/$ \n(1 + sinθ)(1 − sinθ) = 1 − sin²θ।\nपरंतु 1 − sin²θ = cos²θ।\ncos²θ = (

\frac{5}{13}

)²।\n=

\frac{25}{169}

— विकल्प (d)।","pos":2,"neg":0.5},{"id":5871,"n":71,"subject":"Quantitative Aptitude","stem":"Convert 0.6 radians to degrees.","stemHi":"0.6 रेडियन को डिग्री में बदलिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"35.7°","textHi":null,"imageUrl":null},{"key":"b","text":"34.39°","textHi":null,"imageUrl":null},{"key":"c","text":"25.24°","textHi":null,"imageUrl":null},{"key":"d","text":"67.3°","textHi":null,"imageUrl":null}],"correct":"b","sol":"Radians to degrees\n $\"figure\"/$ \nDegrees = radians ×

\frac{180}{π}

.\n= 0.6 ×

\frac{180}{3.14}

.\n=

\frac{108}{3.14}

.\n≈ 34.39° — option (b).","solHi":" $\"figure\"/$ \nडिग्री = रेडियन ×

\frac{180}{π}

।\n= 0.6 ×

\frac{180}{3.14}

।\n=

\frac{108}{3.14}

।\n≈ 34.39° — विकल्प (b)।","pos":2,"neg":0.5},{"id":5872,"n":72,"subject":"Quantitative Aptitude","stem":"If cos x = sin(3x − 10°), then what is the value of x?","stemHi":"यदि cos x = sin(3x − 10°) है, तो x का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"25°","textHi":null,"imageUrl":null},{"key":"b","text":"35°","textHi":null,"imageUrl":null},{"key":"c","text":"28°","textHi":null,"imageUrl":null},{"key":"d","text":"10°","textHi":null,"imageUrl":null}],"correct":"a","sol":"cos = sin\n $\"figure\"/$ \nsinA = cos(90° − A), so the two angles must be complementary.\nx + (3x − 10°) = 90°.\n4x = 100°.\nx = 25° — option (a).","solHi":" $\"figure\"/$ \nsinA = cos(90° − A), अतः दोनों कोण पूरक होने चाहिए।\nx + (3x − 10°) = 90°।\n4x = 100°।\nx = 25° — विकल्प (a)।","pos":2,"neg":0.5},{"id":5873,"n":73,"subject":"Quantitative Aptitude","stem":"In an acute-angled triangle, the orthocentre lies at which position?","stemHi":"न्यूनकोण त्रिभुज में लंबकेंद्र किस स्थान पर होता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"On one of the sides","textHi":"किसी एक भुजा पर","imageUrl":null},{"key":"b","text":"Outside the triangle","textHi":"त्रिभुज के बाहर","imageUrl":null},{"key":"c","text":"Inside the triangle","textHi":"त्रिभुज के भीतर","imageUrl":null},{"key":"d","text":"At a vertex","textHi":"किसी शीर्ष पर","imageUrl":null}],"correct":"c","sol":"Orthocentre\n $\"figure\"/$ \nThe orthocentre is where the three altitudes meet.\nIn an acute triangle all three altitudes fall inside, so their point of meeting is inside.\nIn a right triangle it sits at the right-angled vertex, and in an obtuse triangle it lies outside.\nHence option (c).","solHi":" $\"figure\"/$ \nलंबकेंद्र वह बिंदु है जहाँ तीनों शीर्षलंब मिलते हैं।\nन्यूनकोण त्रिभुज में तीनों शीर्षलंब भीतर ही पड़ते हैं, अतः उनका मिलन बिंदु भी भीतर होता है।\nसमकोण त्रिभुज में यह समकोण वाले शीर्ष पर और अधिककोण त्रिभुज में बाहर होता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":5874,"n":74,"subject":"Quantitative Aptitude","stem":"A chord is drawn in a circle with a radius of 17 cm. If the distance of the chord from the centre is 15 cm, what is the length of the chord?","stemHi":"17 cm त्रिज्या वाले वृत्त में एक जीवा खींची गई है। यदि केंद्र से जीवा की दूरी 15 cm है, तो जीवा की लंबाई क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"13 cm","textHi":null,"imageUrl":null},{"key":"b","text":"14 cm","textHi":null,"imageUrl":null},{"key":"c","text":"16 cm","textHi":null,"imageUrl":null},{"key":"d","text":"31 cm","textHi":null,"imageUrl":null}],"correct":"c","sol":"Chord length\n $\"figure\"/$ \nThe perpendicular from the centre bisects the chord, forming a right triangle.\nHalf-chord =

\sqrt{17² - 15²}

\sqrt{289 - 225}

.\n=

\sqrt{64}

= 8 cm.\nChord = 2 × 8 = 16 cm — option (c).","solHi":" $\"figure\"/$ \nकेंद्र से लंब जीवा को समद्विभाजित करता है, जिससे समकोण त्रिभुज बनता है।\nआधी जीवा =

\sqrt{17² - 15²}

\sqrt{289 - 225}

।\n=

\sqrt{64}

= 8 cm।\nजीवा = 2 × 8 = 16 cm — विकल्प (c)।","pos":2,"neg":0.5},{"id":5875,"n":75,"subject":"Quantitative Aptitude","stem":"The tangent to a circle from a point P is 9 cm and the distance from P to the centre is 15 cm. Find the radius.","stemHi":"बिंदु P से वृत्त पर खींची गई स्पर्श रेखा 9 cm है और P से केंद्र की दूरी 15 cm है। त्रिज्या ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"12 cm","textHi":null,"imageUrl":null},{"key":"b","text":"11 cm","textHi":null,"imageUrl":null},{"key":"c","text":"

\sqrt{3}

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

\sqrt{16}

cm","textHi":null,"imageUrl":null}],"correct":"a","sol":"Tangent and radius\n $\"figure\"/$ \nThe radius meets the tangent at right angles, so we get a right triangle.\nr =

\sqrt{15² - 9²}

.\n=

\sqrt{225 - 81}

\sqrt{144}

.\n= 12 cm — option (a).","solHi":" $\"figure\"/$ \nत्रिज्या स्पर्श रेखा से समकोण पर मिलती है, अतः समकोण त्रिभुज बनता है।\nr =

\sqrt{15² - 9²}

।\n=

\sqrt{225 - 81}

\sqrt{144}

।\n= 12 cm — विकल्प (a)।","pos":2,"neg":0.5},{"id":5876,"n":76,"subject":"English Comprehension","stem":"Select the most appropriate antonym of the given word:\nJOYOUS","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Happy","textHi":null,"imageUrl":null},{"key":"b","text":"Cheerful","textHi":null,"imageUrl":null},{"key":"c","text":"Lugubrious","textHi":null,"imageUrl":null},{"key":"d","text":"Delighted","textHi":null,"imageUrl":null}],"correct":"c","sol":"Antonym — Joyous\n'Joyous' means full of happiness.\n'Lugubrious' means looking or sounding sad and dismal — the true opposite.\nHappy, cheerful and delighted are all synonyms of joyous.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5877,"n":77,"subject":"English Comprehension","stem":"Select the most appropriate meaning of the given idiom.\nShe finally broke her duck in the exam after repeated failures.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Abandon a hobby","textHi":null,"imageUrl":null},{"key":"b","text":"Spoil a good start","textHi":null,"imageUrl":null},{"key":"c","text":"Achieve a first success after previous failures","textHi":null,"imageUrl":null},{"key":"d","text":"Undergo bankruptcy","textHi":null,"imageUrl":null}],"correct":"c","sol":"Idiom — break one's duck\n'To break one's duck' means to score or succeed for the first time after failing.\nThe phrase comes from cricket, where a batsman out without scoring is said to be on a duck.\nAfter repeated failures she finally succeeded.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5878,"n":78,"subject":"English Comprehension","stem":"Select the most appropriate meaning of the given idiom.\nShe cut me dead in the corridor.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Ignored me deliberately","textHi":null,"imageUrl":null},{"key":"b","text":"Insulted me openly","textHi":null,"imageUrl":null},{"key":"c","text":"Misunderstood me accidentally","textHi":null,"imageUrl":null},{"key":"d","text":"Praised me sarcastically","textHi":null,"imageUrl":null}],"correct":"a","sol":"Idiom — cut me dead\n'To cut someone dead' means to ignore them completely and on purpose.\nIt suggests pretending not to see or recognise the person.\nNo words are exchanged, so it is not an open insult.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5879,"n":79,"subject":"English Comprehension","stem":"Select the correct spelling.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Phenomenologicl","textHi":null,"imageUrl":null},{"key":"b","text":"Phenomenological","textHi":null,"imageUrl":null},{"key":"c","text":"Phanomenollogical","textHi":null,"imageUrl":null},{"key":"d","text":"Phenominonological","textHi":null,"imageUrl":null}],"correct":"b","sol":"Spelling — Phenomenological\n'Phenomenological' — relating to phenomenology — is the correct spelling.\nIt is built from phenomenon + logical.\nThe other three drop a vowel, double the l or distort the middle.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5880,"n":80,"subject":"English Comprehension","stem":"Select the correct spelling.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Circumlocution","textHi":null,"imageUrl":null},{"key":"b","text":"Circumloction","textHi":null,"imageUrl":null},{"key":"c","text":"Cirumlocution","textHi":null,"imageUrl":null},{"key":"d","text":"Circumlucution","textHi":null,"imageUrl":null}],"correct":"a","sol":"Spelling — Circumlocution\n'Circumlocution' — using many words where few would do — is the correct spelling.\nIt comes from circum (around) + locution (speech).\n(b) drops the u, (c) drops a c and (d) changes an o to u.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5881,"n":81,"subject":"English Comprehension","stem":"Choose the correct one-word substitute for:\n'A word or phrase used to avoid saying an unpleasant or offensive word.'","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Allusion","textHi":null,"imageUrl":null},{"key":"b","text":"Euphemism","textHi":null,"imageUrl":null},{"key":"c","text":"Analogy","textHi":null,"imageUrl":null},{"key":"d","text":"Allegory","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Euphemism\nA 'euphemism' is a mild word used in place of a harsh or blunt one.\nAn allusion is an indirect reference and an analogy a comparison.\nAn allegory is a story with a hidden moral or political meaning.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5882,"n":82,"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 act of self-preservation helps them survive the cold months when food is scarce.\n2. During hibernation, an animal’s heart rate, breathing and metabolism slow down significantly.\n3. Many animals, such as bears and groundhogs, hibernate during the winter.\n4. To prepare, these animals spend the autumn eating extra food to build up fat reserves.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2, 1, 4, 3","textHi":null,"imageUrl":null},{"key":"b","text":"4, 3, 1, 2","textHi":null,"imageUrl":null},{"key":"c","text":"3, 2, 1, 4","textHi":null,"imageUrl":null},{"key":"d","text":"3, 4, 2, 1","textHi":null,"imageUrl":null}],"correct":"d","sol":"Para jumble — hibernation\nSentence 3 introduces the subject — animals that hibernate in winter.\nSentence 4 ("To prepare…") describes what they do beforehand and sentence 2 what happens during hibernation.\nSentence 1 ("This act of self-preservation…") closes with why it matters.\nOrder 3-4-2-1 — option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5883,"n":83,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. Finally, you can pack your bags and look forward to your trip.\n2. The first step is deciding on a destination and setting a budget.\n3. Next, you should book your flights and accommodation well in advance.\n4. Careful planning is essential for a smooth and stress-free vacation.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2-3-1-4","textHi":null,"imageUrl":null},{"key":"b","text":"4-2-3-1","textHi":null,"imageUrl":null},{"key":"c","text":"4-3-2-1","textHi":null,"imageUrl":null},{"key":"d","text":"3-2-1-4","textHi":null,"imageUrl":null}],"correct":"b","sol":"Para jumble — vacation planning\nSentence 4 states the main idea — careful planning matters.\nSentence 2 ("The first step…") and sentence 3 ("Next…") give the steps in order.\nSentence 1 ("Finally…") closes the sequence.\nOrder 4-2-3-1 — option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5884,"n":84,"subject":"English Comprehension","stem":"Select the option that can be used as a one-word substitute for the given group of words:\n'lasting or used for only a short period of time'.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Ephemeral","textHi":null,"imageUrl":null},{"key":"b","text":"Eternal","textHi":null,"imageUrl":null},{"key":"c","text":"Archetype","textHi":null,"imageUrl":null},{"key":"d","text":"Chronicle","textHi":null,"imageUrl":null}],"correct":"a","sol":"One-word — Ephemeral\n'Ephemeral' means lasting for a very short time.\nEternal means the opposite — lasting forever.\nAn archetype is an original model and a chronicle a factual record of events.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5885,"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.\nA large number of equipments were delivered to the warehouse (1)/ last week (2)/ to support the upcoming production schedule (3)/ without any delay. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"a","sol":"Uncountable noun\n"Equipment" is an uncountable noun and has no plural form.\nSo "equipments" must simply be "equipment".\nCorrect: ‘A large number of equipment was delivered to the warehouse’.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5886,"n":86,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThe board will review your application after the interview process.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Your application was reviewed by the board after the interview process.","textHi":null,"imageUrl":null},{"key":"b","text":"Your application is reviewed by the board after the interview process.","textHi":null,"imageUrl":null},{"key":"c","text":"Your application will have been reviewed by the board after the interview process.","textHi":null,"imageUrl":null},{"key":"d","text":"Your application will be reviewed by the board after the interview process.","textHi":null,"imageUrl":null}],"correct":"d","sol":"Future passive\n"Will review" is simple future active.\nIts passive form is "will be reviewed".\n(a) is past, (b) present and (c) future perfect.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5887,"n":87,"subject":"English Comprehension","stem":"Select the option which contains the most appropriate HOMONYM of the word given in bold/underline.\nPutin was wearing his engagement ring at the family function.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The door bell started to ring while I was sleeping.","textHi":null,"imageUrl":null},{"key":"b","text":"Kavita showed him her engagement ring.","textHi":null,"imageUrl":null},{"key":"c","text":"A ring of fire surrounded the camp.","textHi":null,"imageUrl":null},{"key":"d","text":"Girls danced in a circle, forming a ring.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Homonym — ring\nIn the given sentence "ring" is a piece of jewellery worn on the finger.\nOptions (b), (c) and (d) all use it as a noun for a circular object.\nIn (a) it is a VERB meaning to make a sound — same spelling, different meaning.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5888,"n":88,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThe documents were believed to have been misplaced by the clerical staff.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The clerical staff had misplaced the documents, it was believed.","textHi":null,"imageUrl":null},{"key":"b","text":"It was believed that the clerical staff misplaced the documents.","textHi":null,"imageUrl":null},{"key":"c","text":"The clerical staff were believed to misplace the documents.","textHi":null,"imageUrl":null},{"key":"d","text":"It was believed that the documents were misplaced by the clerical staff.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Impersonal passive → active\nThe sentence carries two passives — "were believed" and "to have been misplaced".\nTurning the inner one active gives "the clerical staff misplaced the documents".\n(a) reorders awkwardly, (c) drops the perfect and (d) leaves the inner clause passive.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5889,"n":89,"subject":"English Comprehension","stem":"What does the author imply by "increasingly viewed as a tangible objective"?","stemHi":null,"context":"$2e","contextHi":null,"options":[{"key":"a","text":"Mars colonization is impossible","textHi":null,"imageUrl":null},{"key":"b","text":"Mars exploration is a distant dream","textHi":null,"imageUrl":null},{"key":"c","text":"Mars colonization is becoming realistic","textHi":null,"imageUrl":null},{"key":"d","text":"Mars is already fully inhabited","textHi":null,"imageUrl":null}],"correct":"c","sol":"RC — tangible objective\nThe passage says the idea was once confined to science fiction.\nCalling it a "tangible objective" now means it is turning into something achievable.\nRapid technology and commercial ambition are given as the reasons.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5890,"n":90,"subject":"English Comprehension","stem":"What is the main utility of subsurface water ice on Mars as per the paragraph?","stemHi":null,"context":"$2f","contextHi":null,"options":[{"key":"a","text":"Cooling habitats","textHi":null,"imageUrl":null},{"key":"b","text":"Converting into water, oxygen and fuel","textHi":null,"imageUrl":null},{"key":"c","text":"Supporting plant growth","textHi":null,"imageUrl":null},{"key":"d","text":"Creating a magnetic field","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — subsurface ice\nThe passage describes in-situ resource utilization.\nIt says subsurface water ice can be turned into potable water, breathable oxygen and fuel for the return journey.\nNo mention is made of cooling, plants or magnetism.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5891,"n":91,"subject":"English Comprehension","stem":"Which of the following is NOT mentioned as a challenge for Martian habitation?","stemHi":null,"context":"$30","contextHi":null,"options":[{"key":"a","text":"Extreme temperature fluctuations","textHi":null,"imageUrl":null},{"key":"b","text":"High radiation levels","textHi":null,"imageUrl":null},{"key":"c","text":"Lack of breathable atmosphere","textHi":null,"imageUrl":null},{"key":"d","text":"Martian flora and fauna","textHi":null,"imageUrl":null}],"correct":"d","sol":"RC — not a challenge\nThe passage lists temperature swings, low atmospheric pressure, high radiation and the strain of isolation.\nThe need for breathable oxygen is also implied in the discussion of life support.\nMartian plants and animals are never mentioned — none are known to exist.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5892,"n":92,"subject":"English Comprehension","stem":"Which programme or enterprise is associated with sending humans to Mars?","stemHi":null,"context":"$31","contextHi":null,"options":[{"key":"a","text":"Chandrayaan","textHi":null,"imageUrl":null},{"key":"b","text":"SpaceX","textHi":null,"imageUrl":null},{"key":"c","text":"Artemis","textHi":null,"imageUrl":null},{"key":"d","text":"Chang'e","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — SpaceX\nThe passage names NASA working in tandem with private enterprises like SpaceX.\nTheir stated aim is to send humans to the Red Planet in the coming decades.\nChandrayaan and Chang’e are lunar missions, and Artemis targets the Moon as well.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5893,"n":93,"subject":"English Comprehension","stem":"Why does the author mention legal ambiguities regarding extraterrestrial property?","stemHi":null,"context":"$32","contextHi":null,"options":[{"key":"a","text":"To highlight commercial and ownership concerns","textHi":null,"imageUrl":null},{"key":"b","text":"To encourage international scientific cooperation","textHi":null,"imageUrl":null},{"key":"c","text":"To emphasize astronaut safety","textHi":null,"imageUrl":null},{"key":"d","text":"To restrict travel to Mars","textHi":null,"imageUrl":null}],"correct":"a","sol":"RC — legal ambiguity\nThe passage says the legal framework for extraterrestrial property is unclear.\nIt links this directly to questions of private and commercial rights as corporations invest.\nSo the point is about ownership and business interests.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5894,"n":94,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nShe advised to her friend to take precautions during the trip.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"advised her friend take precautions","textHi":null,"imageUrl":null},{"key":"b","text":"advised to her friend taking precautions","textHi":null,"imageUrl":null},{"key":"c","text":"advised her friend to take precautions","textHi":null,"imageUrl":null},{"key":"d","text":"advised her friend taking precaution","textHi":null,"imageUrl":null}],"correct":"c","sol":"advise somebody to do\nThe verb 'advise' takes a direct object with no preposition.\nIt is then followed by a to-infinitive: advise somebody TO DO something.\nCorrect: 'She advised her friend to take precautions.'\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5895,"n":95,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nHe observed that, had the committee reached a consensus earlier, the proposal might have been approved without objections.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He said, "If the committee reached a consensus earlier, the proposal may have been approved without objections."","textHi":null,"imageUrl":null},{"key":"b","text":"He said, "Had the committee reached a consensus earlier, the proposal might have been approved without objections."","textHi":null,"imageUrl":null},{"key":"c","text":"He said, "If the committee had reached a consensus earlier, the proposal must have been approved without objections."","textHi":null,"imageUrl":null},{"key":"d","text":"He said, "Had the committee reached a consensus earlier, the proposal will have been approved without objections."","textHi":null,"imageUrl":null}],"correct":"b","sol":"Indirect → direct\nThe third conditional is already in its most backshifted form, so it does not change.\nThe inverted "Had the committee reached…" and "might have been approved" are both kept.\n(a) and (c) change the modal or the tense, and (d) uses "will".\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":5896,"n":96,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nThe doctor said to the patient, "Take your medicines regularly and avoid junk food."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The doctor told the patient to take his medicines regularly and to avoid junk food.","textHi":null,"imageUrl":null},{"key":"b","text":"The doctor said the patient to taking medicines regular and avoiding junk food.","textHi":null,"imageUrl":null},{"key":"c","text":"The doctor asked the patient that he takes medicines regularly and avoids junk food.","textHi":null,"imageUrl":null},{"key":"d","text":"The doctor advised the patient that he should take medicine regularly.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Reported commands\nTwo imperatives reported become two to-infinitives after "told the patient".\n"Your" changes to "his" from the reporter’s point of view.\n(b) and (c) are ungrammatical, and (d) drops the second instruction.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5897,"n":97,"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. Artificial intelligence is transforming industries by automating complex processes that once required human intelligence.\n2. However, the rapid development of AI has raised ethical concerns regarding privacy, employment and accountability.\n3. Governments and researchers are now focusing on establishing regulations to ensure responsible AI usage.\n4. Despite the risks, the integration of AI into healthcare, education and finance continues to enhance efficiency and innovation.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1, 4, 2, 3","textHi":null,"imageUrl":null},{"key":"b","text":"2, 3, 1, 4","textHi":null,"imageUrl":null},{"key":"c","text":"1, 2, 4, 3","textHi":null,"imageUrl":null},{"key":"d","text":"3, 1, 2, 4","textHi":null,"imageUrl":null}],"correct":"c","sol":"Para jumble — AI\nSentence 1 introduces AI and what it is doing — the opener.\nSentence 2 ("However…") brings in the concerns and sentence 4 ("Despite the risks…") balances them.\nSentence 3 closes with the regulatory response.\nOrder 1-2-4-3 — option (c).","solHi":null,"pos":2,"neg":0.5},{"id":5898,"n":98,"subject":"English Comprehension","stem":"Fill in the blank with the correctly spelt word.\nThe class teacher emphasized the ____ nature of literary interpretation.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"subjectif","textHi":null,"imageUrl":null},{"key":"b","text":"subgective","textHi":null,"imageUrl":null},{"key":"c","text":"subjuctive","textHi":null,"imageUrl":null},{"key":"d","text":"subjective","textHi":null,"imageUrl":null}],"correct":"d","sol":"Spelling — subjective\n'Subjective' — based on personal opinion — is the correct spelling.\nIt is spelt sub-jec-tive, with a j and an e in the middle.\nThe other three replace the j with g or change the vowel.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":5899,"n":99,"subject":"English Comprehension","stem":"Fill in the blanks with the appropriate articles.\nIn ____ event of a system failure, employees must follow ____ protocol established by the IT department.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"the, the","textHi":null,"imageUrl":null},{"key":"b","text":"a, a","textHi":null,"imageUrl":null},{"key":"c","text":"an, the","textHi":null,"imageUrl":null},{"key":"d","text":"the, a","textHi":null,"imageUrl":null}],"correct":"a","sol":"Articles\n"In the event of" is a fixed expression and always takes THE.\nThe second blank points to one particular protocol — the one the IT department has established — so it also takes "the".\nCorrect: ‘In the event of a system failure … the protocol established by the IT department.’\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":5900,"n":100,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word:\nASKEW","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Straight","textHi":null,"imageUrl":null},{"key":"b","text":"Awry","textHi":null,"imageUrl":null},{"key":"c","text":"Right","textHi":null,"imageUrl":null},{"key":"d","text":"Proper","textHi":null,"imageUrl":null}],"correct":"b","sol":"Synonym — Askew\n'Askew' means crooked or tilted, not straight.\n'Awry' means out of the correct position — the closest synonym.\nStraight, right and proper all point the other way.\nHence option (b).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--23-sep-2025-shift-2","title":"SSC CGL Tier-1 23 September 2025 Shift-2 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"23 September 2025 · Shift 2","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]