27:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 28:T40a,Rate of growth

Growth compounds, so 52,000 = 32,000(1 +

\frac{r}{100}

)².

\frac{52000}{32000}

= 1.625, so (1 +

\frac{r}{100}

)² = 1.625. 1 +

\frac{r}{100}

\sqrt{1.625}

≈ 1.2747. r ≈ 27.47% — option (d).29:T4d8,Arc length

\frac{arc length}{circumference}

\frac{central angle}{360 °}

\frac{11}{2 πr}

\frac{36}{360}

\frac{1}{10}

, so 2πr = 110. r =

\frac{110 \times 7}{22 \times 2}

. = 17.5 cm — option (b).2a:T51d,

\frac{चाप की लंबाई}{परिधि}

\frac{केंद्रीय कोण}{360 °}

।

\frac{11}{2 πr}

\frac{36}{360}

\frac{1}{10}

, अतः 2πr = 110। r =

\frac{110 \times 7}{22 \times 2}

। = 17.5 cm — विकल्प (b)।2b:T617,Average speed

For three equal distances, average speed =

\frac{3}{\frac{1}{60} + \frac{1}{90} + \frac{1}{180}}

\frac{1}{60}

\frac{1}{90}

\frac{1}{180}

\frac{3 + 2 + 1}{180}

\frac{6}{180}

\frac{1}{30}

. Average = 3 × 30. = 90 km/h — option (b).2c:T648,

तीन समान दूरियों के लिए औसत चाल =

\frac{3}{\frac{1}{60} + \frac{1}{90} + \frac{1}{180}}

।

\frac{1}{60}

\frac{1}{90}

\frac{1}{180}

\frac{3 + 2 + 1}{180}

\frac{6}{180}

\frac{1}{30}

। औसत = 3 × 30। = 90 km/h — विकल्प (b)।2d:T5f8,Cylinder ratios

Volume = πr²h, so

\frac{V ₁}{V ₂}

\frac{r ₁² h ₁}{r ₂² h ₂}

\frac{7}{9}

\frac{1² \times h ₁}{3² \times h ₂}

\frac{h ₁}{9 h ₂}

. So

\frac{h ₁}{h ₂}

\frac{7 \times 9}{9}

= 7. Ratio = 7 : 1 — option (a).2e:T61d,

आयतन = πr²h, अतः

\frac{V ₁}{V ₂}

\frac{r ₁² h ₁}{r ₂² h ₂}

।

\frac{7}{9}

\frac{1² \times h ₁}{3² \times h ₂}

\frac{h ₁}{9 h ₂}

। अतः

\frac{h ₁}{h ₂}

\frac{7 \times 9}{9}

= 7। अनुपात = 7 : 1 — विकल्प (a)।2f:T59d,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. The evolution of aviation has profoundly transformed human mobility, redefining perceptions of distance and time. Initial attempts, such as Leonardo da Vinci’s conceptual sketches and eighteenth-century hot air balloons, provided rudimentary insights into the principles of flight but were largely experimental. It was the Wright brothers, with their powered Flyer in 1903, who truly demonstrated controlled, sustained flight, ushering in the era of modern aviation. The twentieth century witnessed rapid advancements: piston-engine planes evolved into jet aircraft, dramatically enhancing speed, range and payload capacities. Milestones such as the introduction of supersonic transport, epitomized by Concorde in 1976, symbolized human ingenuity in overcoming aerodynamic and engineering challenges. Today, innovations like autonomous drones and electric aircraft aim to revolutionize both commercial and military aviation, promising enhanced efficiency and sustainability. Yet, beyond technological marvels, airplanes have reshaped societies, enabling globalization, cultural exchange and economic interconnectivity. The chronicle of aviation progress illustrates a continuous pursuit of mastery over the skies, where each transformative innovation mirrors broader patterns of human curiosity, ambition and adaptation.30:T59d,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. The evolution of aviation has profoundly transformed human mobility, redefining perceptions of distance and time. Initial attempts, such as Leonardo da Vinci’s conceptual sketches and eighteenth-century hot air balloons, provided rudimentary insights into the principles of flight but were largely experimental. It was the Wright brothers, with their powered Flyer in 1903, who truly demonstrated controlled, sustained flight, ushering in the era of modern aviation. The twentieth century witnessed rapid advancements: piston-engine planes evolved into jet aircraft, dramatically enhancing speed, range and payload capacities. Milestones such as the introduction of supersonic transport, epitomized by Concorde in 1976, symbolized human ingenuity in overcoming aerodynamic and engineering challenges. Today, innovations like autonomous drones and electric aircraft aim to revolutionize both commercial and military aviation, promising enhanced efficiency and sustainability. Yet, beyond technological marvels, airplanes have reshaped societies, enabling globalization, cultural exchange and economic interconnectivity. The chronicle of aviation progress illustrates a continuous pursuit of mastery over the skies, where each transformative innovation mirrors broader patterns of human curiosity, ambition and adaptation.31:T59d,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. The evolution of aviation has profoundly transformed human mobility, redefining perceptions of distance and time. Initial attempts, such as Leonardo da Vinci’s conceptual sketches and eighteenth-century hot air balloons, provided rudimentary insights into the principles of flight but were largely experimental. It was the Wright brothers, with their powered Flyer in 1903, who truly demonstrated controlled, sustained flight, ushering in the era of modern aviation. The twentieth century witnessed rapid advancements: piston-engine planes evolved into jet aircraft, dramatically enhancing speed, range and payload capacities. Milestones such as the introduction of supersonic transport, epitomized by Concorde in 1976, symbolized human ingenuity in overcoming aerodynamic and engineering challenges. Today, innovations like autonomous drones and electric aircraft aim to revolutionize both commercial and military aviation, promising enhanced efficiency and sustainability. Yet, beyond technological marvels, airplanes have reshaped societies, enabling globalization, cultural exchange and economic interconnectivity. The chronicle of aviation progress illustrates a continuous pursuit of mastery over the skies, where each transformative innovation mirrors broader patterns of human curiosity, ambition and adaptation.32:T59d,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. The evolution of aviation has profoundly transformed human mobility, redefining perceptions of distance and time. Initial attempts, such as Leonardo da Vinci’s conceptual sketches and eighteenth-century hot air balloons, provided rudimentary insights into the principles of flight but were largely experimental. It was the Wright brothers, with their powered Flyer in 1903, who truly demonstrated controlled, sustained flight, ushering in the era of modern aviation. The twentieth century witnessed rapid advancements: piston-engine planes evolved into jet aircraft, dramatically enhancing speed, range and payload capacities. Milestones such as the introduction of supersonic transport, epitomized by Concorde in 1976, symbolized human ingenuity in overcoming aerodynamic and engineering challenges. Today, innovations like autonomous drones and electric aircraft aim to revolutionize both commercial and military aviation, promising enhanced efficiency and sustainability. Yet, beyond technological marvels, airplanes have reshaped societies, enabling globalization, cultural exchange and economic interconnectivity. The chronicle of aviation progress illustrates a continuous pursuit of mastery over the skies, where each transformative innovation mirrors broader patterns of human curiosity, ambition and adaptation.33:T59d,Directions (Qs. 96-100): Read the following passage carefully and answer the questions that follow. The evolution of aviation has profoundly transformed human mobility, redefining perceptions of distance and time. Initial attempts, such as Leonardo da Vinci’s conceptual sketches and eighteenth-century hot air balloons, provided rudimentary insights into the principles of flight but were largely experimental. It was the Wright brothers, with their powered Flyer in 1903, who truly demonstrated controlled, sustained flight, ushering in the era of modern aviation. The twentieth century witnessed rapid advancements: piston-engine planes evolved into jet aircraft, dramatically enhancing speed, range and payload capacities. Milestones such as the introduction of supersonic transport, epitomized by Concorde in 1976, symbolized human ingenuity in overcoming aerodynamic and engineering challenges. Today, innovations like autonomous drones and electric aircraft aim to revolutionize both commercial and military aviation, promising enhanced efficiency and sustainability. Yet, beyond technological marvels, airplanes have reshaped societies, enabling globalization, cultural exchange and economic interconnectivity. The chronicle of aviation progress illustrates a continuous pursuit of mastery over the skies, where each transformative innovation mirrors broader patterns of human curiosity, ambition and adaptation.1d:["$","$L27",null,{"mode":"exam","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":10801,"n":1,"subject":"General Intelligence & Reasoning","stem":"A Mumbai event was on 5th October and the Delhi event on 15th October. The Bengaluru event date is a perfect cube lying between them. What is the date?","stemHi":"मुंबई का आयोजन 5 अक्तूबर को और दिल्ली का 15 अक्तूबर को था। बेंगलुरु के आयोजन की तिथि इन दोनों के बीच का एक पूर्ण घन है। वह तिथि क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1st October","textHi":"1 अक्तूबर","imageUrl":null},{"key":"b","text":"8th October","textHi":"8 अक्तूबर","imageUrl":null},{"key":"c","text":"14th October","textHi":"14 अक्तूबर","imageUrl":null},{"key":"d","text":"9th October","textHi":"9 अक्तूबर","imageUrl":null}],"correct":"b","sol":"Perfect cube date\n $\"figure\"/$ \nThe date must lie strictly between 5 and 15.\nThe perfect cubes are 1, 8, 27, …\nOf these only 8 falls between 5 and 15.\n= 8 October — option (b).","solHi":" $\"figure\"/$ \nतिथि 5 और 15 के बीच होनी चाहिए।\nपूर्ण घन हैं 1, 8, 27, …\nइनमें से केवल 8 ही 5 और 15 के बीच आता है।\n= 8 अक्तूबर — विकल्प (b)।","pos":2,"neg":0.5},{"id":10802,"n":2,"subject":"General Intelligence & Reasoning","stem":"Choose the address that is exactly the same as the one given below.\nHouse No. 25, Block B, MG Road, Pune - 411001","stemHi":"नीचे दिए गए पते के बिल्कुल समान पता चुनिए।\nHouse No. 25, Block B, MG Road, Pune - 411001","context":null,"contextHi":null,"options":[{"key":"a","text":"House No. 25, Block B, MG Road, Pune - 411001","textHi":null,"imageUrl":null},{"key":"b","text":"House No. 25, Block B, MG Road, Pooné - 411001","textHi":null,"imageUrl":null},{"key":"c","text":"House No. 26, Block B, MG Road, Pune - 411001","textHi":null,"imageUrl":null},{"key":"d","text":"House No. 25, Block B, MG Rod, Pune - 511001","textHi":null,"imageUrl":null}],"correct":"a","sol":"Address matching\n(b) misspells Pune and (c) changes the house number to 26.\n(d) writes MG Rod and changes the PIN to 511001.\nOnly (a) matches the sample exactly.\nHence option (a).","solHi":"(b) में Pune की वर्तनी बदली है और (c) में मकान संख्या 26।\n(d) में MG Rod लिखा है और पिन 511001।\nकेवल (a) नमूने से पूर्णतः मेल खाता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10803,"n":3,"subject":"General Intelligence & Reasoning","stem":"Select the missing number from the given series.\n144, 169, 196, 225, ?","stemHi":"दी गई शृंखला में लुप्त संख्या चुनिए।\n144, 169, 196, 225, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"256","textHi":null,"imageUrl":null},{"key":"b","text":"361","textHi":null,"imageUrl":null},{"key":"c","text":"484","textHi":null,"imageUrl":null},{"key":"d","text":"384","textHi":null,"imageUrl":null}],"correct":"a","sol":"Consecutive squares\n $\"figure\"/$ \nThese are the squares of consecutive numbers.\n12² = 144, 13² = 169, 14² = 196, 15² = 225 ✓.\nThe next is 16².\n= 256 — option (a).","solHi":" $\"figure\"/$ \nये क्रमागत संख्याओं के वर्ग हैं।\n12² = 144, 13² = 169, 14² = 196, 15² = 225 ✓।\nअगला 16² होगा।\n= 256 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10804,"n":4,"subject":"General Intelligence & Reasoning","stem":"If 10 @ 3 = 13, 5 @ 3 = 8 and 8 @ 2 = 10, then 6 @ 5 = ?","stemHi":"यदि 10 @ 3 = 13, 5 @ 3 = 8 और 8 @ 2 = 10 है, तो 6 @ 5 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"11","textHi":null,"imageUrl":null},{"key":"b","text":"10","textHi":null,"imageUrl":null},{"key":"c","text":"13","textHi":null,"imageUrl":null},{"key":"d","text":"12","textHi":null,"imageUrl":null}],"correct":"a","sol":"Sum of the two numbers\n $\"figure\"/$ \nRule: a @ b = a + b.\nCheck: 10 + 3 = 13 ✓, 5 + 3 = 8 ✓ and 8 + 2 = 10 ✓.\n6 + 5.\n= 11 — option (a).","solHi":" $\"figure\"/$ \nनियम: a @ b = a + b।\nजाँच: 10 + 3 = 13 ✓, 5 + 3 = 8 ✓ और 8 + 2 = 10 ✓।\n6 + 5।\n= 11 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10805,"n":5,"subject":"General Intelligence & Reasoning","stem":"If I = 19, J = 21 and K = 23, then N = ?","stemHi":"यदि I = 19, J = 21 और K = 23 है, तो N = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"23","textHi":null,"imageUrl":null},{"key":"b","text":"29","textHi":null,"imageUrl":null},{"key":"c","text":"25","textHi":null,"imageUrl":null},{"key":"d","text":"27","textHi":null,"imageUrl":null}],"correct":"b","sol":"Odd number code\n $\"figure\"/$ \nThe values rise by 2 as the letters advance by one.\nI = 19, J = 21, K = 23, so L = 25 and M = 27.\nN comes next.\n= 29 — option (b).","solHi":" $\"figure\"/$ \nअक्षर एक-एक आगे बढ़ने पर मान 2-2 बढ़ते हैं।\nI = 19, J = 21, K = 23, अतः L = 25 और M = 27।\nअगला N है।\n= 29 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10806,"n":6,"subject":"General Intelligence & Reasoning","stem":"Which roll number is a perfect cube?","stemHi":"कौन-सा अनुक्रमांक पूर्ण घन है?","context":null,"contextHi":null,"options":[{"key":"a","text":"343","textHi":null,"imageUrl":null},{"key":"b","text":"144","textHi":null,"imageUrl":null},{"key":"c","text":"169","textHi":null,"imageUrl":null},{"key":"d","text":"324","textHi":null,"imageUrl":null}],"correct":"a","sol":"Perfect cube\n $\"figure\"/$ \n343 = 7 × 7 × 7 = 7³ ✓.\n144 = 12², 169 = 13² and 324 = 18² — all perfect SQUARES.\nNone of those three is a cube.\nHence option (a).","solHi":" $\"figure\"/$ \n343 = 7 × 7 × 7 = 7³ ✓।\n144 = 12², 169 = 13² और 324 = 18² — तीनों पूर्ण वर्ग हैं।\nइनमें से कोई घन नहीं है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10807,"n":7,"subject":"General Intelligence & Reasoning","stem":"Which one is not like the others?","stemHi":"कौन-सा शेष से भिन्न है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rose","textHi":"गुलाब","imageUrl":null},{"key":"b","text":"Tulip","textHi":"ट्यूलिप","imageUrl":null},{"key":"c","text":"Lily","textHi":"लिली","imageUrl":null},{"key":"d","text":"Car","textHi":"कार","imageUrl":null}],"correct":"d","sol":"Flowers vs vehicle\n $\"figure\"/$ \nRose, tulip and lily are all FLOWERS.\nA car is a vehicle.\nSo it belongs to a different category.\nHence option (d).","solHi":" $\"figure\"/$ \nगुलाब, ट्यूलिप और लिली — तीनों फूल हैं।\nकार एक वाहन है।\nअतः वह भिन्न श्रेणी की है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10808,"n":8,"subject":"General Intelligence & Reasoning","stem":"By rearranging the letters of 'ADEGINR' we get a meaningful English word of seven letters. Each letter is denoted by a different number as shown below.\n1 → A, 2 → D, 3 → E, 4 → G, 5 → I, 6 → N, 7 → R\nThe combination of numbers for the meaningful word is ____.","stemHi":"'ADEGINR' के अक्षरों को पुनर्व्यवस्थित करने पर सात अक्षरों का सार्थक अंग्रेज़ी शब्द बनता है। प्रत्येक अक्षर को नीचे दिखाए अनुसार अलग संख्या दी गई है।\n1 → A, 2 → D, 3 → E, 4 → G, 5 → I, 6 → N, 7 → R\nसार्थक शब्द के लिए संख्या-संयोजन क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"5412367","textHi":null,"imageUrl":null},{"key":"b","text":"3245671","textHi":null,"imageUrl":null},{"key":"c","text":"7312564","textHi":null,"imageUrl":null},{"key":"d","text":"5267413","textHi":null,"imageUrl":null}],"correct":"c","sol":"Letter-number code\n $\"figure\"/$ \nDecode option (c): 7→R, 3→E, 1→A, 2→D, 5→I, 6→N, 4→G.\nThat spells READING, a meaningful word ✓.\nThe other combinations give IGADENR, EDGINRA and IDNGAEC — none is a word.\nHence option (c).","solHi":" $\"figure\"/$ \nविकल्प (c) को खोलिए: 7→R, 3→E, 1→A, 2→D, 5→I, 6→N, 4→G।\nइससे READING बनता है, जो सार्थक शब्द है ✓।\nशेष संयोजनों से IGADENR, EDGINRA और IDNGAEC बनते हैं — कोई शब्द नहीं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10809,"n":9,"subject":"General Intelligence & Reasoning","stem":"Solve:\nFM : HP :: BG : ?","stemHi":"हल कीजिए:\nFM : HP :: BG : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"CJ","textHi":null,"imageUrl":null},{"key":"b","text":"FK","textHi":null,"imageUrl":null},{"key":"c","text":"KP","textHi":null,"imageUrl":null},{"key":"d","text":"DJ","textHi":null,"imageUrl":null}],"correct":"d","sol":"Letter pairs (+2)\n $\"figure\"/$ \nCompare FM with HP: F+2 = H and M+3 = P.\nSo the first letter moves +2 and the second +3.\nApply to BG: B+2 = D and G+3 = J.\nHence DJ — option (d).","solHi":" $\"figure\"/$ \nFM और HP की तुलना कीजिए: F+2 = H और M+3 = P।\nअर्थात पहला अक्षर +2 और दूसरा +3 चलता है।\nBG पर लगाइए: B+2 = D और G+3 = J।\nअतः DJ — विकल्प (d)।","pos":2,"neg":0.5},{"id":10810,"n":10,"subject":"General Intelligence & Reasoning","stem":"Find the missing number:\n11 : 23 :: 13 : ?","stemHi":"लुप्त संख्या ज्ञात कीजिए:\n11 : 23 :: 13 : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"26","textHi":null,"imageUrl":null},{"key":"b","text":"28","textHi":null,"imageUrl":null},{"key":"c","text":"20","textHi":null,"imageUrl":null},{"key":"d","text":"27","textHi":null,"imageUrl":null}],"correct":"d","sol":"2n + 1\n $\"figure\"/$ \nRule: double the number and add 1.\nCheck: 11 × 2 + 1 = 23 ✓.\n13 × 2 + 1 = 26 + 1.\n= 27 — option (d).","solHi":" $\"figure\"/$ \nनियम: संख्या को दोगुना कर 1 जोड़ना।\nजाँच: 11 × 2 + 1 = 23 ✓।\n13 × 2 + 1 = 26 + 1।\n= 27 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10811,"n":11,"subject":"General Intelligence & Reasoning","stem":"Read the following statement carefully and identify the action that follows.\nStatement: A school is facing frequent cases of student absenteeism.\nCourses of Action:\nI. Hire a counsellor to understand the reasons.\nII. Expel all students with absences.","stemHi":"निम्न कथन को ध्यानपूर्वक पढ़कर अनुसरण करने वाली कार्रवाई पहचानिए।\nकथन: एक विद्यालय में विद्यार्थियों की अनुपस्थिति के मामले बार-बार सामने आ रहे हैं।\nकार्रवाइयाँ:\nI. कारण समझने हेतु एक परामर्शदाता नियुक्त किया जाए।\nII. अनुपस्थित रहने वाले सभी विद्यार्थियों को निष्कासित कर दिया जाए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करती है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करती है","imageUrl":null},{"key":"c","text":"Both follow","textHi":"दोनों","imageUrl":null},{"key":"d","text":"Neither follows","textHi":"कोई नहीं","imageUrl":null}],"correct":"a","sol":"Course of action\nA sound course of action addresses the cause rather than punishing everyone.\nA counsellor can find out why students stay away — I follows.\nExpelling every absent student is extreme and would defeat the school’s purpose — II does not follow.\nOnly I — option (a).","solHi":"उचित कार्रवाई दंड देने के बजाय कारण पर काम करती है।\nपरामर्शदाता यह पता लगा सकता है कि विद्यार्थी क्यों नहीं आते — I अनुसरण करती है।\nहर अनुपस्थित विद्यार्थी को निकाल देना अति है और विद्यालय के उद्देश्य के ही विरुद्ध — II अनुसरण नहीं करती।\nकेवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":10812,"n":12,"subject":"General Intelligence & Reasoning","stem":"Eight companies — Tata, IBM, Netflix, Swiggy, Microsoft, Wipro, TCS and Zomato — occupy different floors of an 8-storey building. The bottom floor is numbered 1 and the top floor 8.\nAt least two companies have offices above Swiggy. Neither Netflix nor Microsoft is adjacent to Wipro. Swiggy is two floors above Zomato. Tata is on an even-numbered floor. Wipro is on the 7th floor and is not adjacent to Tata. TCS is neither on an even-numbered floor nor on a prime-numbered floor. There is one floor between Netflix and Microsoft.\nHow many floors are above the office of Microsoft?","stemHi":"आठ कंपनियाँ — टाटा, IBM, नेटफ्लिक्स, स्विगी, माइक्रोसॉफ्ट, विप्रो, TCS और ज़ोमैटो — आठ मंज़िला इमारत की अलग-अलग मंज़िलों पर हैं। सबसे नीचे की मंज़िल 1 और सबसे ऊपर की 8 है।\nस्विगी के ऊपर कम से कम दो कंपनियाँ हैं। नेटफ्लिक्स और माइक्रोसॉफ्ट में से कोई भी विप्रो से सटा नहीं है। स्विगी, ज़ोमैटो से दो मंज़िल ऊपर है। टाटा सम मंज़िल पर है। विप्रो 7वीं मंज़िल पर है और टाटा से सटा नहीं है। TCS न किसी सम मंज़िल पर है न किसी अभाज्य मंज़िल पर। नेटफ्लिक्स और माइक्रोसॉफ्ट के बीच एक मंज़िल है।\nमाइक्रोसॉफ्ट के कार्यालय के ऊपर कितनी मंज़िलें हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Cannot be determined","textHi":"निर्धारित नहीं किया जा सकता","imageUrl":null},{"key":"b","text":"Two","textHi":"दो","imageUrl":null},{"key":"c","text":"Three","textHi":"तीन","imageUrl":null},{"key":"d","text":"Five","textHi":"पाँच","imageUrl":null}],"correct":"a","sol":"Floor puzzle\n $\"figure\"/$ \nTCS avoids even floors and prime floors, and among 1 to 8 only floor 1 is left, so TCS = 1.\nWipro is on 7, so Tata cannot be on 6 or 8; Tata must be on an even floor, giving Tata = 2. Zomato and Swiggy sit two apart with at least two floors above Swiggy, which fixes Zomato = 4 and Swiggy = 6, leaving 8 for IBM.\nNetflix and Microsoft take floors 3 and 5, one floor apart ✓, and neither is next to Wipro on 7 ✓ — but WHICH of them sits on 3 and which on 5 is never settled.\nSo the count above Microsoft cannot be fixed — option (a).","solHi":" $\"figure\"/$ \nTCS न सम मंज़िल पर है न अभाज्य पर, और 1 से 8 में केवल मंज़िल 1 बचती है, अतः TCS = 1।\nविप्रो 7 पर है, इसलिए टाटा 6 या 8 पर नहीं हो सकता; टाटा को सम मंज़िल चाहिए, अतः टाटा = 2। ज़ोमैटो और स्विगी दो मंज़िल के अंतर पर हैं और स्विगी के ऊपर कम से कम दो कंपनियाँ हैं, जिससे ज़ोमैटो = 4 और स्विगी = 6 तय होते हैं, और 8 IBM को मिलती है।\nनेटफ्लिक्स और माइक्रोसॉफ्ट को 3 और 5 मिलती हैं, जो एक मंज़िल के अंतर पर हैं ✓ और दोनों विप्रो (7) से सटी नहीं ✓ — परंतु इनमें कौन 3 पर और कौन 5 पर है, यह कभी तय नहीं होता।\nअतः माइक्रोसॉफ्ट के ऊपर की गिनती निश्चित नहीं — विकल्प (a)।","pos":2,"neg":0.5},{"id":10813,"n":13,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nSome books are pens.\nNo pen is a pencil.\nConclusions:\nI. Some books are not pencils.\nII. All pencils are pens.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nकुछ पुस्तकें कलम हैं।\nकोई कलम पेंसिल नहीं है।\nनिष्कर्ष:\nI. कुछ पुस्तकें पेंसिल नहीं हैं।\nII. सभी पेंसिलें कलम हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"a","sol":"Syllogism\n $\"figure\"/$ \nSome books are pens, and no pen is a pencil.\nSo those particular books cannot be pencils — I follows.\n"No pen is a pencil" keeps the two apart; it can never make pencils a part of pens — II is false.\nOnly I — option (a).","solHi":" $\"figure\"/$ \nकुछ पुस्तकें कलम हैं, और कोई कलम पेंसिल नहीं है।\nअतः वे पुस्तकें पेंसिल नहीं हो सकतीं — I अनुसरण करता है।\n"कोई कलम पेंसिल नहीं" दोनों को अलग रखता है; इससे पेंसिलें कलम का भाग नहीं बन जातीं — II असत्य है।\nकेवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":10814,"n":14,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nAll teachers are readers.\nSome readers are learners.\nAll learners are students.\nConclusions:\nI. Some teachers are students.\nII. Some readers are students.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nसभी शिक्षक पाठक हैं।\nकुछ पाठक शिक्षार्थी हैं।\nसभी शिक्षार्थी विद्यार्थी हैं।\nनिष्कर्ष:\nI. कुछ शिक्षक विद्यार्थी हैं।\nII. कुछ पाठक विद्यार्थी हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"a","sol":"Syllogism\n $\"figure\"/$ \nSome readers are learners, and every learner is a student, so those readers are students — II follows.\nTeachers lie inside readers, but need not be among the readers who are learners.\nSo nothing links teachers to students — I does not follow.\nOnly II — option (a).","solHi":" $\"figure\"/$ \nकुछ पाठक शिक्षार्थी हैं, और हर शिक्षार्थी विद्यार्थी है, अतः वे पाठक विद्यार्थी हैं — II अनुसरण करता है।\nशिक्षक पाठकों के भीतर हैं, पर ज़रूरी नहीं कि उन्हीं पाठकों में हों जो शिक्षार्थी हैं।\nअतः शिक्षकों और विद्यार्थियों में कोई कड़ी नहीं बनती — I अनुसरण नहीं करता।\nकेवल II — विकल्प (a)।","pos":2,"neg":0.5},{"id":10815,"n":15,"subject":"General Intelligence & Reasoning","stem":"Find the odd one out.\nSparrow, Eagle, Penguin, Parrot","stemHi":"असंगत चुनिए।\nगौरैया, बाज़, पेंगुइन, तोता","context":null,"contextHi":null,"options":[{"key":"a","text":"Sparrow","textHi":"गौरैया","imageUrl":null},{"key":"b","text":"Eagle","textHi":"बाज़","imageUrl":null},{"key":"c","text":"Penguin","textHi":"पेंगुइन","imageUrl":null},{"key":"d","text":"Parrot","textHi":"तोता","imageUrl":null}],"correct":"c","sol":"Flightless bird\n $\"figure\"/$ \nThe sparrow, the eagle and the parrot can all FLY.\nThe penguin is a bird but cannot fly; it uses its wings to swim.\nSo it stands apart from the rest.\nHence option (c).","solHi":" $\"figure\"/$ \nगौरैया, बाज़ और तोता — तीनों उड़ सकते हैं।\nपेंगुइन पक्षी तो है पर उड़ नहीं सकता; वह पंखों से तैरता है।\nअतः वह शेष से अलग है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10816,"n":16,"subject":"General Intelligence & Reasoning","stem":"What is the next number in the series?\n3, 9, 27, 81, ____","stemHi":"शृंखला में अगली संख्या क्या है?\n3, 9, 27, 81, ____","context":null,"contextHi":null,"options":[{"key":"a","text":"255","textHi":null,"imageUrl":null},{"key":"b","text":"250","textHi":null,"imageUrl":null},{"key":"c","text":"243","textHi":null,"imageUrl":null},{"key":"d","text":"190","textHi":null,"imageUrl":null}],"correct":"c","sol":"Powers of 3\n $\"figure\"/$ \nEach term is three times the previous one.\n3 × 3 = 9, 9 × 3 = 27, 27 × 3 = 81 ✓.\n81 × 3.\n= 243 — option (c).","solHi":" $\"figure\"/$ \nहर पद पिछले का तीन गुना है।\n3 × 3 = 9, 9 × 3 = 27, 27 × 3 = 81 ✓।\n81 × 3।\n= 243 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10817,"n":17,"subject":"General Intelligence & Reasoning","stem":"What comes next in the series?\nM, N, P, S, W, B, ?","stemHi":"शृंखला में आगे क्या आएगा?\nM, N, P, S, W, B, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"J","textHi":null,"imageUrl":null},{"key":"b","text":"Z","textHi":null,"imageUrl":null},{"key":"c","text":"I","textHi":null,"imageUrl":null},{"key":"d","text":"H","textHi":null,"imageUrl":null}],"correct":"d","sol":"Rising letter gaps\n $\"figure\"/$ \nPositions: M(13), N(14), P(16), S(19), W(23), B(28 → 2) — the gaps are +1, +2, +3, +4, +5.\nSo the next gap is +6.\n2 + 6 = 8.\nThe 8th letter is H — option (d).","solHi":" $\"figure\"/$ \nस्थान: M(13), N(14), P(16), S(19), W(23), B(28 → 2) — अंतर +1, +2, +3, +4, +5 हैं।\nअतः अगला अंतर +6 होगा।\n2 + 6 = 8।\n8वाँ अक्षर H है — विकल्प (d)।","pos":2,"neg":0.5},{"id":10818,"n":18,"subject":"General Intelligence & Reasoning","stem":"In a code language STOOL becomes RSPNK. What is the code for CHAIR?","stemHi":"एक कूट भाषा में STOOL को RSPNK लिखा जाता है। CHAIR का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"BGBHQ","textHi":null,"imageUrl":null},{"key":"b","text":"BHBGQ","textHi":null,"imageUrl":null},{"key":"c","text":"BGBQH","textHi":null,"imageUrl":null},{"key":"d","text":"BGQHB","textHi":null,"imageUrl":null}],"correct":"a","sol":"Coding (−1)\n $\"figure\"/$ \nCompare STOOL with RSPNK: S−1 = R, T−1 = S, O+1 = P, O−1 = N, L−1 = K.\nSo the shifts by position are −1, −1, +1, −1, −1.\nApply to CHAIR: C−1 = B, H−1 = G, A+1 = B, I−1 = H, R−1 = Q.\nHence BGBHQ — option (a).","solHi":" $\"figure\"/$ \nSTOOL और RSPNK की तुलना कीजिए: S−1 = R, T−1 = S, O+1 = P, O−1 = N, L−1 = K।\nअर्थात स्थान के अनुसार बदलाव हैं −1, −1, +1, −1, −1।\nCHAIR पर लगाइए: C−1 = B, H−1 = G, A+1 = B, I−1 = H, R−1 = Q।\nअतः BGBHQ — विकल्प (a)।","pos":2,"neg":0.5},{"id":10819,"n":19,"subject":"General Intelligence & Reasoning","stem":"Which option comes next in the following series?\nOK, NJ, MI, ?","stemHi":"निम्न शृंखला में आगे कौन-सा विकल्प आएगा?\nOK, NJ, MI, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"LH","textHi":null,"imageUrl":null},{"key":"b","text":"KH","textHi":null,"imageUrl":null},{"key":"c","text":"JG","textHi":null,"imageUrl":null},{"key":"d","text":"GF","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter pairs (−1, −1)\n $\"figure\"/$ \n1st letters: O, N, M — each −1 ⇒ next is L.\n2nd letters: K, J, I — each −1 ⇒ next is H.\nSo the pair is L and H.\nHence LH — option (a).","solHi":" $\"figure\"/$ \nपहले अक्षर: O, N, M — हर बार −1 ⇒ अगला L।\nदूसरे अक्षर: K, J, I — हर बार −1 ⇒ अगला H।\nअतः युग्म L और H है।\nLH — विकल्प (a)।","pos":2,"neg":0.5},{"id":10820,"n":20,"subject":"General Intelligence & Reasoning","stem":"If SUN is coded as 192114, what is the code for FUN?","stemHi":"यदि SUN का कूट 192114 है, तो FUN का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"62114","textHi":null,"imageUrl":null},{"key":"b","text":"62115","textHi":null,"imageUrl":null},{"key":"c","text":"62117","textHi":null,"imageUrl":null},{"key":"d","text":"62118","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter positions\n $\"figure\"/$ \nEach letter is replaced by its place in the alphabet: S = 19, U = 21, N = 14 ✓.\nF is the 6th letter.\nU = 21 and N = 14 as before.\nHence 6-21-14 = 62114 — option (a).","solHi":" $\"figure\"/$ \nहर अक्षर को वर्णमाला में उसके स्थान से बदला जाता है: S = 19, U = 21, N = 14 ✓।\nF छठा अक्षर है।\nU = 21 और N = 14 पहले की तरह।\nअतः 6-21-14 = 62114 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10821,"n":21,"subject":"General Intelligence & Reasoning","stem":"Complete the series.\n12, 24, 22, 44, 42, ?","stemHi":"शृंखला पूरी कीजिए।\n12, 24, 22, 44, 42, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"84","textHi":null,"imageUrl":null},{"key":"b","text":"80","textHi":null,"imageUrl":null},{"key":"c","text":"85","textHi":null,"imageUrl":null},{"key":"d","text":"82","textHi":null,"imageUrl":null}],"correct":"a","sol":"Alternating ×2 and −2\n $\"figure\"/$ \nThe rule alternates × 2 and − 2.\n12 × 2 = 24, 24 − 2 = 22, 22 × 2 = 44, 44 − 2 = 42 ✓.\nThe next step is × 2.\n42 × 2 = 84 — option (a).","solHi":" $\"figure\"/$ \nनियम बारी-बारी × 2 और − 2 है।\n12 × 2 = 24, 24 − 2 = 22, 22 × 2 = 44, 44 − 2 = 42 ✓।\nअगला चरण × 2 का है।\n42 × 2 = 84 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10822,"n":22,"subject":"General Intelligence & Reasoning","stem":"A school bus driver regularly overloads the bus with students, putting their safety at risk. What should you prioritise as a responsible transport officer?","stemHi":"एक स्कूल बस चालक नियमित रूप से बस में क्षमता से अधिक विद्यार्थी बिठाता है, जिससे उनकी सुरक्षा खतरे में है। एक ज़िम्मेदार परिवहन अधिकारी के रूप में आपकी प्राथमिकता क्या होनी चाहिए?","context":null,"contextHi":null,"options":[{"key":"a","text":"Ignore the issue since no accident has happened yet","textHi":"अनदेखी करें क्योंकि अभी कोई दुर्घटना नहीं हुई","imageUrl":null},{"key":"b","text":"Wait for a written complaint from parents","textHi":"अभिभावकों की लिखित शिकायत की प्रतीक्षा करें","imageUrl":null},{"key":"c","text":"Secretly take photos and spread them online","textHi":"चुपके से तस्वीरें लेकर ऑनलाइन फैलाएँ","imageUrl":null},{"key":"d","text":"Take immediate action and enforce safety rules strictly","textHi":"तुरंत कार्रवाई करें और सुरक्षा नियम सख़्ती से लागू करें","imageUrl":null}],"correct":"d","sol":"Ethical judgement\nChildren’s safety is the officer’s direct responsibility and cannot wait for an accident.\nEnforcing the rules at once is the only proper course.\nWaiting for a complaint or posting photos online would neither stop the danger nor be proper conduct.\nHence option (d).","solHi":"बच्चों की सुरक्षा अधिकारी की सीधी ज़िम्मेदारी है और वह किसी दुर्घटना की प्रतीक्षा नहीं कर सकती।\nतुरंत नियम लागू करना ही एकमात्र उचित मार्ग है।\nशिकायत की प्रतीक्षा करना या तस्वीरें ऑनलाइन डालना न खतरा रोकेगा न उचित आचरण होगा।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10823,"n":23,"subject":"General Intelligence & Reasoning","stem":"A man buys 4 books and 5 pens for ₹80. If a book costs ₹10, what is the cost of a pen?","stemHi":"एक व्यक्ति 4 पुस्तकें और 5 कलमें ₹80 में खरीदता है। यदि एक पुस्तक ₹10 की है, तो एक कलम की कीमत क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹8","textHi":null,"imageUrl":null},{"key":"b","text":"₹10","textHi":null,"imageUrl":null},{"key":"c","text":"₹6","textHi":null,"imageUrl":null},{"key":"d","text":"₹5","textHi":null,"imageUrl":null}],"correct":"a","sol":"Simple equation\n $\"figure\"/$ \nCost of 4 books = 4 × 10 = ₹40.\nSo the 5 pens cost 80 − 40 = ₹40.\nOne pen =

\frac{40}{5}

.\n= ₹8 — option (a).","solHi":" $\"figure\"/$ \n4 पुस्तकों का मूल्य = 4 × 10 = ₹40।\nअतः 5 कलमों का मूल्य 80 − 40 = ₹40।\nएक कलम =

\frac{40}{5}

।\n= ₹8 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10824,"n":24,"subject":"General Intelligence & Reasoning","stem":"If CANDLE is coded as EDRIRL, how is FRIEND written in that code?","stemHi":"यदि CANDLE का कूट EDRIRL है, तो उसी कूट में FRIEND कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"HUMKTJ","textHi":null,"imageUrl":null},{"key":"b","text":"HUMJTK","textHi":null,"imageUrl":null},{"key":"c","text":"HJKMUT","textHi":null,"imageUrl":null},{"key":"d","text":"HUKMTJ","textHi":null,"imageUrl":null}],"correct":"b","sol":"Rising letter shifts\n $\"figure\"/$ \nCompare CANDLE with EDRIRL: C+2 = E, A+3 = D, N+4 = R, D+5 = I, L+6 = R, E+7 = L.\nSo the shifts rise by one at each position: +2, +3, +4, +5, +6, +7.\nApply to FRIEND: F+2 = H, R+3 = U, I+4 = M, E+5 = J, N+6 = T, D+7 = K.\nHence HUMJTK — option (b).","solHi":" $\"figure\"/$ \nCANDLE और EDRIRL की तुलना कीजिए: C+2 = E, A+3 = D, N+4 = R, D+5 = I, L+6 = R, E+7 = L।\nअर्थात हर स्थान पर बदलाव एक-एक बढ़ता है: +2, +3, +4, +5, +6, +7।\nFRIEND पर लगाइए: F+2 = H, R+3 = U, I+4 = M, E+5 = J, N+6 = T, D+7 = K।\nअतः HUMJTK — विकल्प (b)।","pos":2,"neg":0.5},{"id":10825,"n":25,"subject":"General Intelligence & Reasoning","stem":"Study the following series and answer the question.\nT % ^ L R Q 1 0 7 S 0 & 2 9 D H X B 4 * @ Y ? G\nWhat is the fourth element to the left of the 6th element from the right end?","stemHi":"निम्न शृंखला का अध्ययन कर प्रश्न का उत्तर दीजिए।\nT % ^ L R Q 1 0 7 S 0 & 2 9 D H X B 4 * @ Y ? G\nदाएँ छोर से छठे तत्व के बाईं ओर चौथा तत्व कौन-सा है?","context":null,"contextHi":null,"options":[{"key":"a","text":"X","textHi":null,"imageUrl":null},{"key":"b","text":"D","textHi":null,"imageUrl":null},{"key":"c","text":"H","textHi":null,"imageUrl":null},{"key":"d","text":"9","textHi":null,"imageUrl":null}],"correct":"b","sol":"Alphanumeric series\n $\"figure\"/$ \nCount from the right: G(1), ?(2), Y(3), @(4), *(5), 4(6).\nSo the 6th element from the right is 4.\nNow count four places to the LEFT of 4: B(1), X(2), H(3), D(4).\n= D — option (b).","solHi":" $\"figure\"/$ \nदाएँ से गिनिए: G(1), ?(2), Y(3), @(4), *(5), 4(6)।\nअतः दाएँ से छठा तत्व 4 है।\nअब 4 के बाईं ओर चार स्थान गिनिए: B(1), X(2), H(3), D(4)।\n= D — विकल्प (b)।","pos":2,"neg":0.5},{"id":10826,"n":26,"subject":"General Awareness","stem":"The concept of economics as a study of scarcity was introduced by which economist?","stemHi":"अर्थशास्त्र को दुर्लभता के अध्ययन के रूप में परिभाषित करने की अवधारणा किस अर्थशास्त्री ने दी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Lionel Robbins","textHi":"लियोनेल रॉबिंस","imageUrl":null},{"key":"b","text":"Alfred Marshall","textHi":"अल्फ्रेड मार्शल","imageUrl":null},{"key":"c","text":"Adam Smith","textHi":"एडम स्मिथ","imageUrl":null},{"key":"d","text":"P.A. Samuelson","textHi":"पी.ए. सैमुअल्सन","imageUrl":null}],"correct":"a","sol":"Scarcity definition\nLionel Robbins gave the scarcity definition in his 1932 essay on the nature of economic science.\nHe described economics as the study of human behaviour as a relationship between ends and scarce means with alternative uses.\nAdam Smith gave the wealth definition and Marshall the welfare definition.\nHence option (a).","solHi":"लियोनेल रॉबिंस ने 1932 के अपने निबंध में अर्थशास्त्र की दुर्लभता परिभाषा दी।\nउन्होंने अर्थशास्त्र को मानव व्यवहार का ऐसा अध्ययन बताया जो लक्ष्यों और वैकल्पिक उपयोग वाले दुर्लभ साधनों के बीच संबंध देखता है।\nएडम स्मिथ ने संपत्ति परिभाषा और मार्शल ने कल्याण परिभाषा दी।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10827,"n":27,"subject":"General Awareness","stem":"What is the main purpose of the Bharatiya Antariksh Station project?","stemHi":"भारतीय अंतरिक्ष स्टेशन परियोजना का मुख्य उद्देश्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"To build India's own orbital space station","textHi":"भारत का अपना कक्षीय अंतरिक्ष स्टेशन बनाना","imageUrl":null},{"key":"b","text":"To establish a research centre on the Moon","textHi":"चंद्रमा पर अनुसंधान केंद्र स्थापित करना","imageUrl":null},{"key":"c","text":"To study distant galaxies and black holes","textHi":"दूरस्थ आकाशगंगाओं और कृष्ण विवरों का अध्ययन","imageUrl":null},{"key":"d","text":"To explore resources on asteroids","textHi":"क्षुद्रग्रहों पर संसाधनों की खोज","imageUrl":null}],"correct":"a","sol":"Bharatiya Antariksh Station\nThe Bharatiya Antariksh Station is India’s planned space station in low Earth orbit.\nThe first module is targeted for around 2028, with the full station later.\nIt will let Indian astronauts carry out long-duration experiments in microgravity.\nHence option (a).","solHi":"भारतीय अंतरिक्ष स्टेशन निम्न भू-कक्षा में भारत का प्रस्तावित अंतरिक्ष स्टेशन है।\nपहला मॉड्यूल लगभग 2028 तक और पूरा स्टेशन उसके बाद लक्षित है।\nइससे भारतीय अंतरिक्ष यात्री सूक्ष्म गुरुत्व में लंबी अवधि के प्रयोग कर सकेंगे।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10828,"n":28,"subject":"General Awareness","stem":"Which of the following cities was NOT designated as a provincial capital under the Mughal Empire?","stemHi":"निम्न में से कौन-सा शहर मुगल साम्राज्य में प्रांतीय राजधानी नहीं था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Lahore","textHi":"लाहौर","imageUrl":null},{"key":"b","text":"Allahabad","textHi":"इलाहाबाद","imageUrl":null},{"key":"c","text":"Bidar","textHi":"बीदर","imageUrl":null},{"key":"d","text":"Ajmer","textHi":"अजमेर","imageUrl":null}],"correct":"c","sol":"Mughal subas\nAkbar divided the empire into subas, each with its own capital.\nLahore, Allahabad and Ajmer were all suba headquarters.\nBidar was the seat of the Bahmani and later the Barid Shahi rulers of the Deccan.\nHence option (c).","solHi":"अकबर ने साम्राज्य को सूबों में बाँटा, हर सूबे की अपनी राजधानी थी।\nलाहौर, इलाहाबाद और अजमेर — तीनों सूबा मुख्यालय थे।\nबीदर दक्कन के बहमनी और बाद में बरीदशाही शासकों की गद्दी थी।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10829,"n":29,"subject":"General Awareness","stem":"Which of the following schemes focuses on offering financial support to women's Self-Help Groups (SHGs)?","stemHi":"निम्न में से कौन-सी योजना महिला स्वयं सहायता समूहों (SHG) को वित्तीय सहयोग देने पर केंद्रित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rashtriya Mahila Kosh (RMK)","textHi":"राष्ट्रीय महिला कोष (RMK)","imageUrl":null},{"key":"b","text":"Mahila E-Haat","textHi":"महिला ई-हाट","imageUrl":null},{"key":"c","text":"Pradhan Mantri Jan Dhan Yojana","textHi":"प्रधानमंत्री जन धन योजना","imageUrl":null},{"key":"d","text":"Deendayal Antyodaya Yojana - National Rural Livelihood Mission (DAY-NRLM)","textHi":"दीनदयाल अंत्योदय योजना - राष्ट्रीय ग्रामीण आजीविका मिशन (DAY-NRLM)","imageUrl":null}],"correct":"d","sol":"DAY-NRLM\nDAY-NRLM is built around organising rural poor women into Self-Help Groups.\nIt provides revolving funds, community investment support and bank linkage to those groups.\nMahila E-Haat is only an online marketing platform and Jan Dhan a banking-access scheme.\nHence option (d).","solHi":"DAY-NRLM का आधार ही ग्रामीण निर्धन महिलाओं को स्वयं सहायता समूहों में संगठित करना है।\nयह उन समूहों को चक्रीय निधि, सामुदायिक निवेश सहयोग और बैंक-लिंकेज देता है।\nमहिला ई-हाट केवल ऑनलाइन विपणन मंच है और जन धन बैंकिंग-पहुँच की योजना।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10830,"n":30,"subject":"General Awareness","stem":"When a sound wave moves from air into water, how are its speed and wavelength affected?","stemHi":"जब ध्वनि तरंग वायु से जल में जाती है, तो उसकी चाल और तरंगदैर्घ्य पर क्या प्रभाव पड़ता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Wavelength increases, speed increases","textHi":"तरंगदैर्घ्य बढ़ता है, चाल बढ़ती है","imageUrl":null},{"key":"b","text":"Wavelength decreases, speed increases","textHi":"तरंगदैर्घ्य घटता है, चाल बढ़ती है","imageUrl":null},{"key":"c","text":"Wavelength increases, speed decreases","textHi":"तरंगदैर्घ्य बढ़ता है, चाल घटती है","imageUrl":null},{"key":"d","text":"Wavelength decreases, speed decreases","textHi":"तरंगदैर्घ्य घटता है, चाल घटती है","imageUrl":null}],"correct":"a","sol":"Sound in water\nSound travels faster in a denser, more elastic medium, so its speed rises sharply in water.\nThe frequency is fixed by the source and does not change when the medium changes.\nSince v = fλ and v rises while f stays the same, the wavelength must also rise.\nBoth increase — option (a).","solHi":"ध्वनि सघन और अधिक प्रत्यास्थ माध्यम में तेज़ चलती है, अतः जल में उसकी चाल बहुत बढ़ जाती है।\nआवृत्ति स्रोत से तय होती है और माध्यम बदलने पर नहीं बदलती।\nचूँकि v = fλ है और v बढ़ता है जबकि f वही रहता है, तरंगदैर्घ्य भी बढ़ेगा।\nदोनों बढ़ते हैं — विकल्प (a)।","pos":2,"neg":0.5},{"id":10831,"n":31,"subject":"General Awareness","stem":"In basketball, what is a clean shot called when the ball passes through the basket without touching the rim or backboard?","stemHi":"बास्केटबॉल में उस स्वच्छ शॉट को क्या कहते हैं जिसमें गेंद रिम या बैकबोर्ड को छुए बिना बास्केट से गुज़र जाए?","context":null,"contextHi":null,"options":[{"key":"a","text":"Layup","textHi":"लेअप","imageUrl":null},{"key":"b","text":"Alley-oop","textHi":"एली-ऊप","imageUrl":null},{"key":"c","text":"Swish","textHi":"स्विश","imageUrl":null},{"key":"d","text":"Slam dunk","textHi":"स्लैम डंक","imageUrl":null}],"correct":"c","sol":"Swish\nA "swish" is named after the sound the net makes when nothing else is touched.\nA layup is a close-range shot off the backboard and a dunk is pushed down through the hoop.\nAn alley-oop is a pass caught in the air and finished at once.\nHence option (c).","solHi":""स्विश" नाम उस ध्वनि से पड़ा जो केवल जाल से गेंद गुज़रने पर आती है।\nलेअप निकट से बैकबोर्ड की सहायता से लगाया जाता है और डंक ऊपर से ठोका जाता है।\nएली-ऊप वह पास है जिसे हवा में ही पकड़कर पूरा किया जाता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10832,"n":32,"subject":"General Awareness","stem":"The Red Fort in Delhi was built during the reign of which Mughal ruler?","stemHi":"दिल्ली का लाल किला किस मुगल शासक के शासनकाल में बना?","context":null,"contextHi":null,"options":[{"key":"a","text":"Jahangir","textHi":"जहाँगीर","imageUrl":null},{"key":"b","text":"Shah Jahan","textHi":"शाहजहाँ","imageUrl":null},{"key":"c","text":"Humayun","textHi":"हुमायूँ","imageUrl":null},{"key":"d","text":"Babur","textHi":"बाबर","imageUrl":null}],"correct":"b","sol":"Red Fort\nShah Jahan had the Red Fort built between 1638 and 1648.\nIt was the palace fort of his new capital, Shahjahanabad.\nHe also built the Taj Mahal and the Jama Masjid.\nHence option (b).","solHi":"शाहजहाँ ने 1638 से 1648 के बीच लाल किला बनवाया।\nयह उनकी नई राजधानी शाहजहानाबाद का महल-दुर्ग था।\nउन्होंने ताजमहल और जामा मस्जिद भी बनवाई।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10833,"n":33,"subject":"General Awareness","stem":"In eukaryotic cells, which internal framework made of proteins provides structural support and shape?","stemHi":"यूकैरियोटिक कोशिकाओं में प्रोटीन से बना कौन-सा आंतरिक ढाँचा संरचनात्मक सहारा और आकार देता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Endoplasmic reticulum","textHi":"अंतर्द्रव्यी जालिका","imageUrl":null},{"key":"b","text":"Cytoskeleton","textHi":"कोशिका कंकाल","imageUrl":null},{"key":"c","text":"Golgi apparatus","textHi":"गॉल्जी उपकरण","imageUrl":null},{"key":"d","text":"Nucleolus","textHi":"केंद्रिका","imageUrl":null}],"correct":"b","sol":"Cytoskeleton\nThe cytoskeleton is a network of microtubules, microfilaments and intermediate filaments.\nIt holds the cell in shape, anchors organelles and helps in movement and division.\nThe endoplasmic reticulum and Golgi apparatus handle synthesis and packaging instead.\nHence option (b).","solHi":"कोशिका कंकाल सूक्ष्मनलिकाओं, सूक्ष्मतंतुओं और मध्यवर्ती तंतुओं का जाल है।\nयह कोशिका को आकार देता है, कोशिकांगों को थामे रखता है तथा गति और विभाजन में सहायक है।\nअंतर्द्रव्यी जालिका और गॉल्जी उपकरण संश्लेषण तथा पैकेजिंग का काम करते हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10834,"n":34,"subject":"General Awareness","stem":"In which year was the National Anti-Doping Agency (NADA) in India formed?","stemHi":"भारत में राष्ट्रीय डोपिंग रोधी एजेंसी (NADA) की स्थापना किस वर्ष हुई?","context":null,"contextHi":null,"options":[{"key":"a","text":"2000","textHi":null,"imageUrl":null},{"key":"b","text":"2005","textHi":null,"imageUrl":null},{"key":"c","text":"2009","textHi":null,"imageUrl":null},{"key":"d","text":"2012","textHi":null,"imageUrl":null}],"correct":"b","sol":"NADA\nNADA was set up in November 2005 as a registered society.\nIt works under the Ministry of Youth Affairs and Sports.\nIts task is to enforce the anti-doping code across Indian sport.\nHence option (b).","solHi":"NADA की स्थापना नवंबर 2005 में एक पंजीकृत सोसाइटी के रूप में हुई।\nयह युवा कार्यक्रम एवं खेल मंत्रालय के अधीन कार्य करती है।\nइसका काम भारतीय खेलों में डोपिंग रोधी संहिता लागू कराना है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10835,"n":35,"subject":"General Awareness","stem":"During Lord Curzon's tenure as Viceroy (1899-1905), which measure was chiefly intended to reinforce British administrative control and strategic dominance in India?","stemHi":"लॉर्ड कर्ज़न के वायसराय काल (1899-1905) में कौन-सा कदम मुख्यतः ब्रिटिश प्रशासनिक नियंत्रण और रणनीतिक प्रभुत्व मज़बूत करने हेतु था?","context":null,"contextHi":null,"options":[{"key":"a","text":"The creation of the Criminal Investigation Department (CID) and police reorganisation","textHi":"अपराध अन्वेषण विभाग (CID) की स्थापना और पुलिस पुनर्गठन","imageUrl":null},{"key":"b","text":"The foundation of the Archaeological Survey of India for monument protection","textHi":"स्मारक संरक्षण हेतु भारतीय पुरातत्व सर्वेक्षण की स्थापना","imageUrl":null},{"key":"c","text":"The establishment of the Imperial Department of Agriculture for research promotion","textHi":"अनुसंधान हेतु शाही कृषि विभाग की स्थापना","imageUrl":null},{"key":"d","text":"The introduction of the Indian Universities Act to reform education","textHi":"शिक्षा सुधार हेतु भारतीय विश्वविद्यालय अधिनियम","imageUrl":null}],"correct":"a","sol":"Curzon and the CID\nCurzon acted on the Police Commission of 1902 and set up the CID in each province.\nThe aim was tighter surveillance and firmer control over the population.\nThe other three measures were administrative or cultural in purpose rather than instruments of control.\nHence option (a).","solHi":"कर्ज़न ने 1902 के पुलिस आयोग पर काम करते हुए हर प्रांत में CID गठित की।\nउद्देश्य था कड़ी निगरानी और जनता पर मज़बूत नियंत्रण।\nशेष तीन कदम प्रशासनिक या सांस्कृतिक उद्देश्य के थे, नियंत्रण के उपकरण नहीं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10836,"n":36,"subject":"General Awareness","stem":"What is the main aim of the Bharatiya Sakshya Adhiniyam?","stemHi":"भारतीय साक्ष्य अधिनियम का मुख्य उद्देश्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"To permit evidence without authentication","textHi":"बिना प्रमाणीकरण के साक्ष्य की अनुमति देना","imageUrl":null},{"key":"b","text":"To ensure the acceptance of modern and digital forms of evidence in courts","textHi":"न्यायालयों में आधुनिक और डिजिटल साक्ष्य की स्वीकार्यता सुनिश्चित करना","imageUrl":null},{"key":"c","text":"To exclude electronic records from legal proceedings","textHi":"इलेक्ट्रॉनिक अभिलेखों को कार्यवाही से बाहर रखना","imageUrl":null},{"key":"d","text":"To limit the use of documentary evidence in trials","textHi":"विचारण में दस्तावेज़ी साक्ष्य का प्रयोग सीमित करना","imageUrl":null}],"correct":"b","sol":"BSA aim\nThe BSA, 2023 replaced the Indian Evidence Act of 1872.\nIt puts electronic and digital records on the same footing as primary evidence.\nEmails, server logs, locational data and voice messages are all covered.\nHence option (b).","solHi":"BSA, 2023 ने 1872 के भारतीय साक्ष्य अधिनियम का स्थान लिया।\nयह इलेक्ट्रॉनिक और डिजिटल अभिलेखों को प्राथमिक साक्ष्य के समकक्ष रखता है।\nईमेल, सर्वर लॉग, स्थान-आँकड़े और वॉइस संदेश सभी इसमें आते हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10837,"n":37,"subject":"General Awareness","stem":"Who continued to serve as the Solicitor General of India after being reappointed in 2023?","stemHi":"2023 में पुनर्नियुक्ति के बाद भारत के सॉलिसिटर जनरल के रूप में कौन बने रहे?","context":null,"contextHi":null,"options":[{"key":"a","text":"Harish Salve","textHi":"हरीश साल्वे","imageUrl":null},{"key":"b","text":"Tushar Mehta","textHi":"तुषार मेहता","imageUrl":null},{"key":"c","text":"Gopal Subramanium","textHi":"गोपाल सुब्रमण्यम","imageUrl":null},{"key":"d","text":"R. Venkataramani","textHi":"आर. वेंकटरमणी","imageUrl":null}],"correct":"b","sol":"Solicitor General\nTushar Mehta has been Solicitor General of India since 2018 and was reappointed in 2023.\nThe Solicitor General is the second law officer of the country, after the Attorney General.\nR. Venkataramani holds the office of Attorney General.\nHence option (b).","solHi":"तुषार मेहता 2018 से भारत के सॉलिसिटर जनरल हैं और 2023 में पुनर्नियुक्त हुए।\nसॉलिसिटर जनरल देश के दूसरे विधि अधिकारी होते हैं, महान्यायवादी के बाद।\nआर. वेंकटरमणी महान्यायवादी के पद पर हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10838,"n":38,"subject":"General Awareness","stem":"The folk theatre form known as "Yakshagana" originated in which Indian state?","stemHi":""यक्षगान" नामक लोक नाट्य शैली किस भारतीय राज्य में उत्पन्न हुई?","context":null,"contextHi":null,"options":[{"key":"a","text":"Kerala","textHi":"केरल","imageUrl":null},{"key":"b","text":"Tamil Nadu","textHi":"तमिलनाडु","imageUrl":null},{"key":"c","text":"Karnataka","textHi":"कर्नाटक","imageUrl":null},{"key":"d","text":"Maharashtra","textHi":"महाराष्ट्र","imageUrl":null}],"correct":"c","sol":"Yakshagana\nYakshagana belongs to the coastal districts of Karnataka.\nIt combines dance, music, dialogue and elaborate costume with towering headgear.\nStories are drawn mainly from the Ramayana and the Mahabharata.\nHence option (c).","solHi":"यक्षगान कर्नाटक के तटीय ज़िलों की शैली है।\nइसमें नृत्य, संगीत, संवाद और ऊँची शिरोभूषा वाली विस्तृत वेशभूषा का मेल होता है।\nकथाएँ मुख्यतः रामायण और महाभारत से ली जाती हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10839,"n":39,"subject":"General Awareness","stem":"In Jain tradition, who is regarded as the very first Tirthankara?","stemHi":"जैन परंपरा में प्रथम तीर्थंकर किसे माना जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Ajitanath","textHi":"अजितनाथ","imageUrl":null},{"key":"b","text":"Rishabhadev","textHi":"ऋषभदेव","imageUrl":null},{"key":"c","text":"Neminath","textHi":"नेमिनाथ","imageUrl":null},{"key":"d","text":"Parshvanath","textHi":"पार्श्वनाथ","imageUrl":null}],"correct":"b","sol":"First Tirthankara\nRishabhadev, also called Adinath, is the first of the twenty-four Tirthankaras.\nHis symbol is the bull and he is mentioned even in the Rigveda and the Bhagavata Purana.\nParshvanath was the 23rd and Mahavira the 24th.\nHence option (b).","solHi":"ऋषभदेव, जिन्हें आदिनाथ भी कहते हैं, चौबीस तीर्थंकरों में प्रथम हैं।\nउनका चिह्न वृषभ है और उनका उल्लेख ऋग्वेद तथा भागवत पुराण में भी मिलता है।\nपार्श्वनाथ 23वें और महावीर 24वें तीर्थंकर थे।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10840,"n":40,"subject":"General Awareness","stem":"Identify the INCORRECT statement about road density in India.\nA. Economic growth and terrain influence the density of roads in different regions.\nB. North-Eastern states have a higher road density than Southern states.\nC. Kerala's road density exceeds the national average.","stemHi":"भारत में सड़क घनत्व के संबंध में गलत कथन पहचानिए।\nA. आर्थिक विकास और भू-आकृति विभिन्न क्षेत्रों में सड़क घनत्व को प्रभावित करते हैं।\nB. पूर्वोत्तर राज्यों का सड़क घनत्व दक्षिणी राज्यों से अधिक है।\nC. केरल का सड़क घनत्व राष्ट्रीय औसत से अधिक है।","context":null,"contextHi":null,"options":[{"key":"a","text":"Both B and C","textHi":"B और C दोनों","imageUrl":null},{"key":"b","text":"A only","textHi":"केवल A","imageUrl":null},{"key":"c","text":"C only","textHi":"केवल C","imageUrl":null},{"key":"d","text":"B only","textHi":"केवल B","imageUrl":null}],"correct":"d","sol":"Road density\nStatement A is correct — flat, industrially advanced areas naturally carry denser road networks.\nStatement C is correct — Kerala has one of the highest road densities in the country.\nStatement B is wrong: the hilly, forested North-East has a SPARSER network than the southern states.\nHence B only — option (d).","solHi":"कथन A सही है — समतल और औद्योगिक रूप से विकसित क्षेत्रों में सड़क जाल स्वाभाविक रूप से सघन होता है।\nकथन C सही है — केरल का सड़क घनत्व देश में सर्वाधिक में से एक है।\nकथन B गलत है: पहाड़ी और वनाच्छादित पूर्वोत्तर का जाल दक्षिणी राज्यों से विरल है।\nअतः केवल B — विकल्प (d)।","pos":2,"neg":0.5},{"id":10841,"n":41,"subject":"General Awareness","stem":"According to the 2011 Census, what percentage of India's total population fell within the 0-14 years age group?","stemHi":"2011 की जनगणना के अनुसार भारत की कुल जनसंख्या का कितना प्रतिशत 0-14 आयु वर्ग में था?","context":null,"contextHi":null,"options":[{"key":"a","text":"28.40%","textHi":null,"imageUrl":null},{"key":"b","text":"32.10%","textHi":null,"imageUrl":null},{"key":"c","text":"30.76%","textHi":null,"imageUrl":null},{"key":"d","text":"27.85%","textHi":null,"imageUrl":null}],"correct":"c","sol":"Census 2011 age group\nThe 2011 Census put the 0-14 age group at about 30.76% of the population.\nThe working-age group of 15-59 years made up roughly 60%.\nThose aged 60 and above were around 8.6%.\nHence option (c).","solHi":"2011 की जनगणना में 0-14 आयु वर्ग लगभग 30.76% था।\n15-59 वर्ष का कार्यशील वर्ग लगभग 60% था।\n60 वर्ष और उससे ऊपर के लोग लगभग 8.6% थे।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10842,"n":42,"subject":"General Awareness","stem":"Which river, known in Tibet as Singi Khamban or the Lion's Mouth, flows north-west between the ranges of Ladakh and Zaskar, carves a deep gorge near Gilgit and enters Pakistan close to Nanga Parbat?","stemHi":"तिब्बत में "सिंगी खंबन" अर्थात "सिंह मुख" कहलाने वाली कौन-सी नदी लद्दाख और ज़ास्कर श्रेणियों के बीच उत्तर-पश्चिम बहती है, गिलगित के पास गहरा महाखड्ड बनाती है और नंगा पर्वत के निकट पाकिस्तान में प्रवेश करती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Jhelum River","textHi":"झेलम नदी","imageUrl":null},{"key":"b","text":"Indus River","textHi":"सिंधु नदी","imageUrl":null},{"key":"c","text":"Chenab River","textHi":"चिनाब नदी","imageUrl":null},{"key":"d","text":"Spiti River","textHi":"स्पीति नदी","imageUrl":null}],"correct":"b","sol":"Indus river\nThe Indus rises near Lake Mansarovar in Tibet, where it is called Singi Khamban.\nIt flows north-west between the Ladakh and Zaskar ranges and cuts a gorge near Gilgit.\nIt crosses into Pakistan near Nanga Parbat and finally reaches the Arabian Sea.\nHence option (b).","solHi":"सिंधु तिब्बत में मानसरोवर झील के पास निकलती है, जहाँ उसे सिंगी खंबन कहा जाता है।\nयह लद्दाख और ज़ास्कर श्रेणियों के बीच उत्तर-पश्चिम बहती है और गिलगित के पास महाखड्ड काटती है।\nनंगा पर्वत के निकट पाकिस्तान में प्रवेश कर अंततः अरब सागर तक जाती है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10843,"n":43,"subject":"General Awareness","stem":"The book "Jinnah: His Successes, Failures and Role in History" was written by which author?","stemHi":"पुस्तक "जिन्ना: हिज़ सक्सेसेज़, फेल्योर्स एंड रोल इन हिस्ट्री" किस लेखक ने लिखी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Ishtiaq Ahmed","textHi":"इश्तियाक अहमद","imageUrl":null},{"key":"b","text":"Ayesha Jalal","textHi":"आयशा जलाल","imageUrl":null},{"key":"c","text":"Stanley Wolpert","textHi":"स्टेनली वोल्पर्ट","imageUrl":null},{"key":"d","text":"Jaswant Singh","textHi":"जसवंत सिंह","imageUrl":null}],"correct":"a","sol":"Book on Jinnah\nThe book was written by the political scientist Ishtiaq Ahmed and published in 2020.\nAyesha Jalal wrote The Sole Spokesman and Stanley Wolpert wrote Jinnah of Pakistan.\nJaswant Singh’s book is titled Jinnah: India, Partition, Independence.\nHence option (a).","solHi":"यह पुस्तक राजनीति विज्ञानी इश्तियाक अहमद ने लिखी और 2020 में प्रकाशित हुई।\nआयशा जलाल ने "द सोल स्पोक्समैन" और स्टेनली वोल्पर्ट ने "जिन्ना ऑफ पाकिस्तान" लिखी।\nजसवंत सिंह की पुस्तक का नाम "जिन्ना: इंडिया, पार्टीशन, इंडिपेंडेंस" है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10844,"n":44,"subject":"General Awareness","stem":"Regarding the 36th National Games of India, held in 2022, consider the following statements:\n1. The event took place in Gujarat.\n2. It was organised across six cities — Ahmedabad, Gandhinagar, Surat, Vadodara, Rajkot and Bhavnagar.\nWhich of the above statements is/are correct?","stemHi":"2022 में हुए भारत के 36वें राष्ट्रीय खेलों के संबंध में निम्न कथनों पर विचार कीजिए:\n1. यह आयोजन गुजरात में हुआ।\n2. यह छह शहरों — अहमदाबाद, गांधीनगर, सूरत, वडोदरा, राजकोट और भावनगर — में आयोजित हुआ।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Neither 1 nor 2 is correct","textHi":"न 1 न 2 सही है","imageUrl":null},{"key":"b","text":"Only 2 is correct","textHi":"केवल 2 सही है","imageUrl":null},{"key":"c","text":"Both 1 and 2 are correct","textHi":"1 और 2 दोनों सही हैं","imageUrl":null},{"key":"d","text":"Only 1 is correct","textHi":"केवल 1 सही है","imageUrl":null}],"correct":"c","sol":"36th National Games\nThe 36th National Games were held in Gujarat in 2022 — Statement 1 correct.\nEvents were spread over the six cities named — Statement 2 correct.\nServices Sports Control Board topped the medal table at those Games.\nBoth correct — option (c).","solHi":"36वें राष्ट्रीय खेल 2022 में गुजरात में हुए — कथन 1 सही।\nआयोजन बताए गए छह शहरों में फैला था — कथन 2 सही।\nउन खेलों की पदक तालिका में सर्विसेज़ स्पोर्ट्स कंट्रोल बोर्ड शीर्ष पर रहा।\nदोनों सही — विकल्प (c)।","pos":2,"neg":0.5},{"id":10845,"n":45,"subject":"General Awareness","stem":"Revenue from taxes imposed on railway fares and freight is received by which tier of government?","stemHi":"रेल किराए और माल भाड़े पर लगे करों से प्राप्त राजस्व किस स्तर की सरकार को मिलता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Municipal Corporation","textHi":"नगर निगम","imageUrl":null},{"key":"b","text":"State Government","textHi":"राज्य सरकार","imageUrl":null},{"key":"c","text":"Union Government","textHi":"संघ सरकार","imageUrl":null},{"key":"d","text":"Zila Parishad","textHi":"ज़िला परिषद","imageUrl":null}],"correct":"c","sol":"Railway taxes\nRailways is a Union List subject under the Seventh Schedule.\nTaxes on railway fares and freight therefore fall to the Union Government.\nMunicipal bodies and Zila Parishads have no power over them.\nHence option (c).","solHi":"रेल सातवीं अनुसूची की संघ सूची का विषय है।\nअतः रेल किराए और माल भाड़े पर लगे कर संघ सरकार को मिलते हैं।\nनगर निकायों और ज़िला परिषदों का इन पर कोई अधिकार नहीं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10846,"n":46,"subject":"General Awareness","stem":"Rani Gaidinliu, remembered as a Naga spiritual and nationalist leader, led an armed resistance against British rule in which part of North-East India?","stemHi":"नागा आध्यात्मिक एवं राष्ट्रवादी नेता रानी गाइदिन्ल्यू ने ब्रिटिश शासन के विरुद्ध सशस्त्र प्रतिरोध पूर्वोत्तर भारत के किस भाग में चलाया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Sikkim (Himalayan Hills)","textHi":"सिक्किम (हिमालयी पहाड़ियाँ)","imageUrl":null},{"key":"b","text":"Manipur (Naga Hills)","textHi":"मणिपुर (नागा पहाड़ियाँ)","imageUrl":null},{"key":"c","text":"Meghalaya (Khasi Hills)","textHi":"मेघालय (खासी पहाड़ियाँ)","imageUrl":null},{"key":"d","text":"Tripura (Jampui Hills)","textHi":"त्रिपुरा (जम्पुई पहाड़ियाँ)","imageUrl":null}],"correct":"b","sol":"Rani Gaidinliu\nGaidinliu was born in the Tamenglong district of present-day Manipur.\nShe took over the Heraka movement in the Naga Hills after Haipou Jadonang was hanged in 1931.\nArrested in 1932, she was given the title "Rani" by Jawaharlal Nehru.\nHence option (b).","solHi":"गाइदिन्ल्यू का जन्म आज के मणिपुर के तामेंगलोंग ज़िले में हुआ।\n1931 में हाईपोउ जादोनांग को फाँसी के बाद उन्होंने नागा पहाड़ियों में हेराका आंदोलन सँभाला।\n1932 में गिरफ़्तार होने पर जवाहरलाल नेहरू ने उन्हें "रानी" की उपाधि दी।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10847,"n":47,"subject":"General Awareness","stem":"Which gases make up the major portion of the Earth's atmosphere by volume?","stemHi":"पृथ्वी के वायुमंडल का सबसे बड़ा भाग आयतन की दृष्टि से किन गैसों से बना है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Nitrogen and Oxygen","textHi":"नाइट्रोजन और ऑक्सीजन","imageUrl":null},{"key":"b","text":"Oxygen and Carbon Dioxide","textHi":"ऑक्सीजन और कार्बन डाइऑक्साइड","imageUrl":null},{"key":"c","text":"Argon and Oxygen","textHi":"आर्गन और ऑक्सीजन","imageUrl":null},{"key":"d","text":"Nitrogen and Helium","textHi":"नाइट्रोजन और हीलियम","imageUrl":null}],"correct":"a","sol":"Atmospheric gases\nNitrogen makes up about 78% of the atmosphere by volume and oxygen about 21%.\nTogether they account for roughly 99% of the air.\nArgon is under 1% and carbon dioxide only about 0.04%.\nHence option (a).","solHi":"नाइट्रोजन वायुमंडल का लगभग 78% और ऑक्सीजन लगभग 21% भाग है।\nदोनों मिलकर हवा का लगभग 99% बनाते हैं।\nआर्गन 1% से कम और कार्बन डाइऑक्साइड केवल 0.04% के आसपास है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10848,"n":48,"subject":"General Awareness","stem":"The main emphasis of India's Sixth Five-Year Plan (1980-1985) was on which objective?","stemHi":"भारत की छठी पंचवर्षीय योजना (1980-1985) का मुख्य बल किस उद्देश्य पर था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Development of infrastructure and transport","textHi":"अवसंरचना और परिवहन का विकास","imageUrl":null},{"key":"b","text":"Growth of small-scale industries","textHi":"लघु उद्योगों की वृद्धि","imageUrl":null},{"key":"c","text":"Expansion of irrigation and the green revolution","textHi":"सिंचाई और हरित क्रांति का विस्तार","imageUrl":null},{"key":"d","text":"Poverty alleviation and modernisation of technology","textHi":"गरीबी उन्मूलन और प्रौद्योगिकी का आधुनिकीकरण","imageUrl":null}],"correct":"d","sol":"Sixth Plan\nThe Sixth Plan set poverty removal and technological modernisation as its central goals.\nIt marked a shift away from the Nehruvian model towards a more open approach.\nIRDP, NREP and TRYSEM were among its main programmes.\nHence option (d).","solHi":"छठी योजना ने गरीबी उन्मूलन और प्रौद्योगिकी के आधुनिकीकरण को केंद्रीय लक्ष्य बनाया।\nइसने नेहरूवादी मॉडल से हटकर अधिक खुले दृष्टिकोण की ओर मोड़ लिया।\nIRDP, NREP और TRYSEM इसके प्रमुख कार्यक्रम थे।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10849,"n":49,"subject":"General Awareness","stem":"Foreign Direct Investment (FDI) is mainly associated with which pillar of India's economic reforms?","stemHi":"प्रत्यक्ष विदेशी निवेश (FDI) मुख्यतः भारत के आर्थिक सुधारों के किस स्तंभ से जुड़ा है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Deregulation","textHi":"विनियमन-मुक्ति","imageUrl":null},{"key":"b","text":"Globalisation","textHi":"वैश्वीकरण","imageUrl":null},{"key":"c","text":"Privatisation","textHi":"निजीकरण","imageUrl":null},{"key":"d","text":"Industrial policy","textHi":"औद्योगिक नीति","imageUrl":null}],"correct":"b","sol":"FDI and globalisation\nGlobalisation means integrating the domestic economy with the world economy.\nFDI brings in foreign capital, technology and management, which is exactly that integration.\nPrivatisation deals with transferring public enterprises to private hands.\nHence option (b).","solHi":"वैश्वीकरण का अर्थ है घरेलू अर्थव्यवस्था को विश्व अर्थव्यवस्था से जोड़ना।\nFDI विदेशी पूँजी, प्रौद्योगिकी और प्रबंधन लाता है, जो यही एकीकरण है।\nनिजीकरण सार्वजनिक उपक्रमों को निजी हाथों में देने से जुड़ा है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10850,"n":50,"subject":"General Awareness","stem":"Under which Article of the Indian Constitution can the President proclaim a Financial Emergency?","stemHi":"भारतीय संविधान के किस अनुच्छेद के अंतर्गत राष्ट्रपति वित्तीय आपातकाल की घोषणा कर सकते हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Article 365","textHi":"अनुच्छेद 365","imageUrl":null},{"key":"b","text":"Article 360","textHi":"अनुच्छेद 360","imageUrl":null},{"key":"c","text":"Article 354","textHi":"अनुच्छेद 354","imageUrl":null},{"key":"d","text":"Article 356","textHi":"अनुच्छेद 356","imageUrl":null}],"correct":"b","sol":"Financial Emergency\nArticle 360 provides for a Financial Emergency when the financial stability of India is threatened.\nArticle 352 covers a National Emergency and Article 356 President’s Rule in a State.\nA Financial Emergency has never been declared in India.\nHence option (b).","solHi":"अनुच्छेद 360 वित्तीय आपातकाल का प्रावधान करता है, जब भारत की वित्तीय स्थिरता संकट में हो।\nअनुच्छेद 352 राष्ट्रीय आपातकाल और 356 राज्य में राष्ट्रपति शासन से जुड़ा है।\nभारत में वित्तीय आपातकाल कभी घोषित नहीं हुआ।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10851,"n":51,"subject":"Quantitative Aptitude","stem":"Solve: (12.12)² − 396","stemHi":"हल कीजिए: (12.12)² − 396","context":null,"contextHi":null,"options":[{"key":"a","text":"−249.1056","textHi":null,"imageUrl":null},{"key":"b","text":"249.10566","textHi":null,"imageUrl":null},{"key":"c","text":"−251.1056","textHi":null,"imageUrl":null},{"key":"d","text":"251.1056","textHi":null,"imageUrl":null}],"correct":"a","sol":"Square of a decimal\n $\"figure\"/$ \nUse (a + b)² with a = 12 and b = 0.12.\n= 144 + 2(12)(0.12) + 0.0144 = 144 + 2.88 + 0.0144 = 146.8944.\n146.8944 − 396.\n= −249.1056 — option (a).","solHi":" $\"figure\"/$ \n(a + b)² का प्रयोग कीजिए, जहाँ a = 12 और b = 0.12।\n= 144 + 2(12)(0.12) + 0.0144 = 144 + 2.88 + 0.0144 = 146.8944।\n146.8944 − 396।\n= −249.1056 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10852,"n":52,"subject":"Quantitative Aptitude","stem":"The production of bottles rose from 32,000 to 52,000 in 2 years. Find the rate of growth per annum.","stemHi":"बोतलों का उत्पादन 2 वर्षों में 32,000 से बढ़कर 52,000 हो गया। वार्षिक वृद्धि दर ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"36.47%","textHi":null,"imageUrl":null},{"key":"b","text":"17.47%","textHi":null,"imageUrl":null},{"key":"c","text":"18.47%","textHi":null,"imageUrl":null},{"key":"d","text":"27.47%","textHi":null,"imageUrl":null}],"correct":"d","sol":"$28","solHi":" $\"figure\"/$ \nवृद्धि चक्रवृद्धि होती है, अतः 52,000 = 32,000(1 +

\frac{r}{100}

)²।\n

\frac{52000}{32000}

= 1.625, अतः (1 +

\frac{r}{100}

)² = 1.625।\n1 +

\frac{r}{100}

\sqrt{1.625}

≈ 1.2747।\nr ≈ 27.47% — विकल्प (d)।","pos":2,"neg":0.5},{"id":10853,"n":53,"subject":"Quantitative Aptitude","stem":"₹3,000 is lent out at 3% per annum simple interest for 3 years. Find the amount after 3 years.","stemHi":"₹3,000 को 3% वार्षिक साधारण ब्याज पर 3 वर्ष के लिए उधार दिया जाता है। 3 वर्ष बाद राशि ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"₹2,900","textHi":null,"imageUrl":null},{"key":"b","text":"₹4,000","textHi":null,"imageUrl":null},{"key":"c","text":"₹3,600","textHi":null,"imageUrl":null},{"key":"d","text":"₹3,270","textHi":null,"imageUrl":null}],"correct":"d","sol":"Simple interest amount\n $\"figure\"/$ \nSI =

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

\frac{3000 \times 3 \times 3}{100}

.\n= ₹270.\nAmount = principal + interest.\n= 3,000 + 270 = ₹3,270 — option (d).","solHi":" $\"figure\"/$ \nSI =

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

\frac{3000 \times 3 \times 3}{100}

।\n= ₹270।\nराशि = मूलधन + ब्याज।\n= 3,000 + 270 = ₹3,270 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10854,"n":54,"subject":"Quantitative Aptitude","stem":"Suraj travels at a speed of 90 km/h. Find the distance covered by him in 22 seconds.","stemHi":"सूरज 90 km/h की चाल से चलता है। 22 सेकंड में उसके द्वारा तय दूरी ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"550 m","textHi":null,"imageUrl":null},{"key":"b","text":"700 m","textHi":null,"imageUrl":null},{"key":"c","text":"350 m","textHi":null,"imageUrl":null},{"key":"d","text":"800 m","textHi":null,"imageUrl":null}],"correct":"a","sol":"Distance in seconds\n $\"figure\"/$ \n90 km/h = 90 ×

\frac{5}{18}

= 25 m/s.\nDistance = speed × time.\n= 25 × 22.\n= 550 m — option (a).","solHi":" $\"figure\"/$ \n90 km/h = 90 ×

\frac{5}{18}

= 25 मी/से।\nदूरी = चाल × समय।\n= 25 × 22।\n= 550 m — विकल्प (a)।","pos":2,"neg":0.5},{"id":10855,"n":55,"subject":"Quantitative Aptitude","stem":"A rectangular parallelepiped has dimensions in arithmetic progression. If the sum of its dimensions is 42 cm and the volume is 1344 cm³, find its dimensions.","stemHi":"एक आयताकार समांतर षट्फलक की विमाएँ समांतर श्रेढ़ी में हैं। यदि विमाओं का योग 42 cm और आयतन 1344 cm³ हो, तो विमाएँ ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"8 cm, 14 cm, 20 cm","textHi":null,"imageUrl":null},{"key":"b","text":"6 cm, 14 cm, 22 cm","textHi":null,"imageUrl":null},{"key":"c","text":"10 cm, 12 cm, 20 cm","textHi":null,"imageUrl":null},{"key":"d","text":"4 cm, 14 cm, 24 cm","textHi":null,"imageUrl":null}],"correct":"d","sol":"Dimensions in AP\n $\"figure\"/$ \nIn an AP the three terms are (a − d), a and (a + d), so their sum is 3a = 42 and a = 14.\nVolume: (14 − d)(14)(14 + d) = 1344 ⇒ 196 − d² = 96.\nd² = 100, so d = 10.\nDimensions = 4, 14, 24 cm — option (d).","solHi":" $\"figure\"/$ \nसमांतर श्रेढ़ी में तीन पद (a − d), a और (a + d) होते हैं, अतः योग 3a = 42 और a = 14।\nआयतन: (14 − d)(14)(14 + d) = 1344 ⇒ 196 − d² = 96।\nd² = 100, अतः d = 10।\nविमाएँ = 4, 14, 24 cm — विकल्प (d)।","pos":2,"neg":0.5},{"id":10856,"n":56,"subject":"Quantitative Aptitude","stem":"The angle subtended by an arc at the centre is 36° and its length is 11 cm. Find the radius of the circle.","stemHi":"एक चाप केंद्र पर 36° का कोण बनाता है और उसकी लंबाई 11 cm है। वृत्त की त्रिज्या ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"22 cm","textHi":null,"imageUrl":null},{"key":"b","text":"17.5 cm","textHi":null,"imageUrl":null},{"key":"c","text":"30 cm","textHi":null,"imageUrl":null},{"key":"d","text":"8.75 cm","textHi":null,"imageUrl":null}],"correct":"b","sol":"$29","solHi":"$2a","pos":2,"neg":0.5},{"id":10857,"n":57,"subject":"Quantitative Aptitude","stem":"A man spends 20% of his salary on rent, 30% on groceries and 40% on other expenses. If he saves ₹90,000, what is his salary?","stemHi":"एक व्यक्ति अपने वेतन का 20% किराए पर, 30% किराने पर और 40% अन्य खर्चों पर व्यय करता है। यदि वह ₹90,000 बचाता है, तो उसका वेतन कितना है?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹2,40,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹7,00,000","textHi":null,"imageUrl":null},{"key":"c","text":"₹9,00,000","textHi":null,"imageUrl":null},{"key":"d","text":"₹9,50,000","textHi":null,"imageUrl":null}],"correct":"c","sol":"Savings percentage\n $\"figure\"/$ \nTotal spending = 20 + 30 + 40 = 90% of the salary.\nSo the savings are 100 − 90 = 10%.\n10% of the salary = ₹90,000.\nSalary = ₹9,00,000 — option (c).","solHi":" $\"figure\"/$ \nकुल व्यय = 20 + 30 + 40 = वेतन का 90%।\nअतः बचत 100 − 90 = 10% है।\nवेतन का 10% = ₹90,000।\nवेतन = ₹9,00,000 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10858,"n":58,"subject":"Quantitative Aptitude","stem":"A store offers a 50% discount but charges 10% VAT on the discounted price. If the marked price is ₹3,200, what is the final amount paid?","stemHi":"एक दुकान 50% छूट देती है पर छूट के बाद के मूल्य पर 10% वैट लगाती है। यदि अंकित मूल्य ₹3,200 है, तो अंत में कितना देना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹1,760","textHi":null,"imageUrl":null},{"key":"b","text":"₹1,260","textHi":null,"imageUrl":null},{"key":"c","text":"₹1,275","textHi":null,"imageUrl":null},{"key":"d","text":"₹1,320","textHi":null,"imageUrl":null}],"correct":"a","sol":"Discount then VAT\n $\"figure\"/$ \nAfter the 50% discount: 3,200 ×

\frac{50}{100}

= ₹1,600.\nVAT of 10% is charged on this discounted price.\n1,600 ×

\frac{110}{100}

.\n= ₹1,760 — option (a).","solHi":" $\"figure\"/$ \n50% छूट के बाद: 3,200 ×

\frac{50}{100}

= ₹1,600।\n10% वैट इसी छूट वाले मूल्य पर लगेगा।\n1,600 ×

\frac{110}{100}

।\n= ₹1,760 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10859,"n":59,"subject":"Quantitative Aptitude","stem":"A car covers three equal distances at speeds of 60 km/h, 90 km/h and 180 km/h respectively. What is the average speed of the car for the entire journey?","stemHi":"एक कार तीन समान दूरियाँ क्रमशः 60 km/h, 90 km/h और 180 km/h की चाल से तय करती है। पूरी यात्रा की औसत चाल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"80 km/h","textHi":null,"imageUrl":null},{"key":"b","text":"90 km/h","textHi":null,"imageUrl":null},{"key":"c","text":"45 km/h","textHi":null,"imageUrl":null},{"key":"d","text":"35 km/h","textHi":null,"imageUrl":null}],"correct":"b","sol":"$2b","solHi":"$2c","pos":2,"neg":0.5},{"id":10860,"n":60,"subject":"Quantitative Aptitude","stem":"An 80-litre mixture of acid and water contains them in the ratio 4 : 1. 10 litres of this mixture is removed and replaced with another solution of acid and water in the ratio 1 : 4. What is the final ratio of acid to water?","stemHi":"80 लीटर अम्ल-जल मिश्रण में उनका अनुपात 4 : 1 है। इसमें से 10 लीटर निकालकर 1 : 4 के अनुपात वाला दूसरा घोल मिलाया जाता है। अंत में अम्ल और जल का अनुपात क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"29 : 11","textHi":null,"imageUrl":null},{"key":"b","text":"11 : 5","textHi":null,"imageUrl":null},{"key":"c","text":"11 : 29","textHi":null,"imageUrl":null},{"key":"d","text":"17 : 13","textHi":null,"imageUrl":null}],"correct":"a","sol":"Replacement mixture\n $\"figure\"/$ \nAt the start: acid =

\frac{4}{5}

× 80 = 64 L and water = 16 L.\nRemoving 10 L takes away

\frac{10}{80}

of each: acid 8 L and water 2 L, leaving 56 L and 14 L.\nThe 10 L added in the ratio 1 : 4 brings 2 L acid and 8 L water.\nFinal = 58 : 22 = 29 : 11 — option (a).","solHi":" $\"figure\"/$ \nआरंभ में: अम्ल =

\frac{4}{5}

× 80 = 64 L और जल = 16 L।\n10 L निकालने पर दोनों का

\frac{10}{80}

भाग जाता है: अम्ल 8 L और जल 2 L, शेष 56 L और 14 L।\n1 : 4 के अनुपात में मिलाए 10 L से 2 L अम्ल और 8 L जल आता है।\nअंतिम = 58 : 22 = 29 : 11 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10861,"n":61,"subject":"Quantitative Aptitude","stem":"Rahul can finish a work in 20 days and Rajesh can finish the same work in 40 days. They work together for 8 days. If the rest of the work is finished by Rahul and Suresh in 4 days, then in how many days can Suresh alone finish the work?","stemHi":"राहुल एक कार्य 20 दिन में और राजेश वही कार्य 40 दिन में पूरा करता है। दोनों 8 दिन साथ काम करते हैं। शेष कार्य राहुल और सुरेश मिलकर 4 दिन में पूरा करते हैं। सुरेश अकेला कार्य कितने दिनों में पूरा करेगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"30 days","textHi":"30 दिन","imageUrl":null},{"key":"b","text":"25 days","textHi":"25 दिन","imageUrl":null},{"key":"c","text":"21 days","textHi":"21 दिन","imageUrl":null},{"key":"d","text":"20 days","textHi":"20 दिन","imageUrl":null}],"correct":"d","sol":"Work with a third person\n $\"figure\"/$ \nTake the work as 40 units: Rahul does 2 a day and Rajesh 1 a day.\nIn 8 days together they finish 8 × 3 = 24 units, leaving 16 units.\nRahul and Suresh clear 16 units in 4 days, i.e. 4 units a day; Rahul’s 2 leaves 2 units a day for Suresh.\nSuresh alone:

\frac{40}{2}

= 20 days — option (d).","solHi":" $\"figure\"/$ \nकार्य को 40 इकाई लीजिए: राहुल प्रतिदिन 2 और राजेश 1 इकाई करता है।\n8 दिन साथ काम करने पर 8 × 3 = 24 इकाई पूरी, शेष 16 इकाई।\nराहुल और सुरेश 16 इकाई 4 दिन में करते हैं, अर्थात 4 इकाई प्रतिदिन; राहुल के 2 निकालने पर सुरेश की 2 इकाई प्रतिदिन।\nसुरेश अकेला:

\frac{40}{2}

= 20 दिन — विकल्प (d)।","pos":2,"neg":0.5},{"id":10862,"n":62,"subject":"Quantitative Aptitude","stem":"The volumes of two right circular cylinders have a ratio of 7 : 9. If the radii of these cylinders are in the ratio 1 : 3, what is the ratio of their heights?","stemHi":"दो लंब वृत्तीय बेलनों के आयतनों का अनुपात 7 : 9 है। यदि उनकी त्रिज्याओं का अनुपात 1 : 3 है, तो उनकी ऊँचाइयों का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"7 : 1","textHi":null,"imageUrl":null},{"key":"b","text":"3 : 4","textHi":null,"imageUrl":null},{"key":"c","text":"7 : 3","textHi":null,"imageUrl":null},{"key":"d","text":"8 : 3","textHi":null,"imageUrl":null}],"correct":"a","sol":"$2d","solHi":"$2e","pos":2,"neg":0.5},{"id":10863,"n":63,"subject":"Quantitative Aptitude","stem":"If the base area of a prism is doubled while its height remains the same, what happens to the volume?","stemHi":"यदि किसी प्रिज़्म के आधार का क्षेत्रफल दोगुना कर दिया जाए और ऊँचाई वही रहे, तो आयतन का क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Tripled","textHi":"तिगुना","imageUrl":null},{"key":"b","text":"Doubled","textHi":"दोगुना","imageUrl":null},{"key":"c","text":"Quadrupled","textHi":"चौगुना","imageUrl":null},{"key":"d","text":"Remains the same","textHi":"अपरिवर्तित","imageUrl":null}],"correct":"b","sol":"Prism volume\nVolume of a prism = base area × height.\nWith the height fixed, the volume varies directly with the base area.\nDoubling the base area therefore doubles the volume.\nHence option (b).","solHi":"प्रिज़्म का आयतन = आधार क्षेत्रफल × ऊँचाई।\nऊँचाई स्थिर होने पर आयतन आधार क्षेत्रफल के अनुक्रमानुपाती है।\nअतः आधार क्षेत्रफल दोगुना करने पर आयतन भी दोगुना हो जाएगा।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10864,"n":64,"subject":"Quantitative Aptitude","stem":"A cone is melted and recast into another cone with half the radius. Find the new height if the original height was 24 cm.","stemHi":"एक शंकु को पिघलाकर आधी त्रिज्या वाले दूसरे शंकु में ढाला जाता है। यदि मूल ऊँचाई 24 cm थी, तो नई ऊँचाई ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"68 cm","textHi":null,"imageUrl":null},{"key":"b","text":"96 cm","textHi":null,"imageUrl":null},{"key":"c","text":"64 cm","textHi":null,"imageUrl":null},{"key":"d","text":"98 cm","textHi":null,"imageUrl":null}],"correct":"b","sol":"Recast cone\n $\"figure\"/$ \nMelting keeps the volume the same, so r²h stays constant.\nHalving the radius divides r² by 4.\nSo the height must become 4 times as large.\n24 × 4 = 96 cm — option (b).","solHi":" $\"figure\"/$ \nपिघलाने पर आयतन वही रहता है, अतः r²h स्थिर रहता है।\nत्रिज्या आधी करने पर r² चार गुना घट जाता है।\nअतः ऊँचाई चार गुनी होनी चाहिए।\n24 × 4 = 96 cm — विकल्प (b)।","pos":2,"neg":0.5},{"id":10865,"n":65,"subject":"Quantitative Aptitude","stem":"In △ABC, right-angled at C, if sinA =

\frac{3}{5}

, then cosB = ?","stemHi":"समकोण त्रिभुज ABC में C पर समकोण है। यदि sinA =

\frac{3}{5}

है, तो cosB = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{2}{13}

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

\frac{21}{13}

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

\frac{3}{5}

","textHi":null,"imageUrl":null},{"key":"d","text":"1","textHi":null,"imageUrl":null}],"correct":"c","sol":"Complementary angles\n $\"figure\"/$ \nSince C is the right angle, A + B = 90°, so A and B are complementary.\ncosB = cos(90° − A) = sinA.\nsinA is given as

\frac{3}{5}

.\nSo cosB =

\frac{3}{5}

— option (c).","solHi":" $\"figure\"/$ \nC पर समकोण होने से A + B = 90°, अर्थात A और B पूरक हैं।\ncosB = cos(90° − A) = sinA।\nsinA दिया है

\frac{3}{5}

।\nअतः cosB =

\frac{3}{5}

— विकल्प (c)।","pos":2,"neg":0.5},{"id":10866,"n":66,"subject":"Quantitative Aptitude","stem":"Convert 6° to radians.","stemHi":"6° को रेडियन में बदलिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{5 π}{180}

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

\frac{5 π}{60}

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

\frac{π}{120}

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

\frac{π}{30}

","textHi":null,"imageUrl":null}],"correct":"d","sol":"Degrees to radians\n $\"figure\"/$ \nRadians = degrees ×

\frac{π}{180}

.\n= 6 ×

\frac{π}{180}

.\n=

\frac{6 π}{180}

.\n=

\frac{π}{30}

— option (d).","solHi":" $\"figure\"/$ \nरेडियन = डिग्री ×

\frac{π}{180}

।\n= 6 ×

\frac{π}{180}

।\n=

\frac{6 π}{180}

।\n=

\frac{π}{30}

— विकल्प (d)।","pos":2,"neg":0.5},{"id":10867,"n":67,"subject":"Quantitative Aptitude","stem":"If A + B = 90° and sinA =

\frac{35}{37}

, then what is cosB?","stemHi":"यदि A + B = 90° और sinA =

\frac{35}{37}

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

\frac{65}{63}

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

\frac{53}{45}

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

\frac{35}{37}

","textHi":null,"imageUrl":null},{"key":"d","text":"0","textHi":null,"imageUrl":null}],"correct":"c","sol":"Complementary angles\nA and B are complementary, so B = 90° − A.\ncosB = cos(90° − A) = sinA.\nsinA is given as

\frac{35}{37}

.\nSo cosB =

\frac{35}{37}

— option (c).","solHi":"A और B पूरक हैं, अतः B = 90° − A।\ncosB = cos(90° − A) = sinA।\nsinA दिया है

\frac{35}{37}

।\nअतः cosB =

\frac{35}{37}

— विकल्प (c)।","pos":2,"neg":0.5},{"id":10868,"n":68,"subject":"Quantitative Aptitude","stem":"At the intersection of two lines, two angles are vertically opposite. If one of the angles measures 55°, what is the measure of the other angle?","stemHi":"दो रेखाओं के प्रतिच्छेद पर दो कोण शीर्षाभिमुख हैं। यदि एक कोण 55° का हो, तो दूसरे कोण का माप क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"45°","textHi":null,"imageUrl":null},{"key":"b","text":"55°","textHi":null,"imageUrl":null},{"key":"c","text":"125°","textHi":null,"imageUrl":null},{"key":"d","text":"180°","textHi":null,"imageUrl":null}],"correct":"b","sol":"Vertically opposite angles\n $\"figure\"/$ \nWhen two lines cross, the angles opposite each other are equal.\nThis is the vertically opposite angles theorem.\nSo the other angle has the same measure.\n= 55° — option (b).","solHi":" $\"figure\"/$ \nदो रेखाएँ काटती हैं तो आमने-सामने के कोण बराबर होते हैं।\nयही शीर्षाभिमुख कोण प्रमेय है।\nअतः दूसरा कोण भी उतना ही होगा।\n= 55° — विकल्प (b)।","pos":2,"neg":0.5},{"id":10869,"n":69,"subject":"Quantitative Aptitude","stem":"The incentre of a triangle is located at (4, 3). The perpendicular distance from the incentre to side AB is 3 units. What is the radius of the triangle's incircle?","stemHi":"एक त्रिभुज का अंतःकेंद्र (4, 3) पर है। अंतःकेंद्र से भुजा AB पर लंब दूरी 3 इकाई है। त्रिभुज के अंतःवृत्त की त्रिज्या क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 unit","textHi":"1 इकाई","imageUrl":null},{"key":"b","text":"2 units","textHi":"2 इकाई","imageUrl":null},{"key":"c","text":"3 units","textHi":"3 इकाई","imageUrl":null},{"key":"d","text":"4 units","textHi":"4 इकाई","imageUrl":null}],"correct":"c","sol":"Inradius\n $\"figure\"/$ \nThe incircle touches all three sides of the triangle.\nSo the perpendicular distance from the incentre to any side IS the inradius.\nThat distance is given as 3 units.\nr = 3 units — option (c).","solHi":" $\"figure\"/$ \nअंतःवृत्त त्रिभुज की तीनों भुजाओं को स्पर्श करता है।\nअतः अंतःकेंद्र से किसी भी भुजा पर लंब दूरी ही अंतःत्रिज्या होती है।\nवह दूरी 3 इकाई दी गई है।\nr = 3 इकाई — विकल्प (c)।","pos":2,"neg":0.5},{"id":10870,"n":70,"subject":"Quantitative Aptitude","stem":"Given y =

\sqrt{5}

, what is (y + 1)² + (y − 1)²?","stemHi":"यदि y =

\sqrt{5}

है, तो (y + 1)² + (y − 1)² का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"12","textHi":null,"imageUrl":null},{"key":"b","text":"17","textHi":null,"imageUrl":null},{"key":"c","text":"9","textHi":null,"imageUrl":null},{"key":"d","text":"16","textHi":null,"imageUrl":null}],"correct":"a","sol":"Algebraic identity\n $\"figure\"/$ \n(y + 1)² + (y − 1)² = 2y² + 2, since the cross terms cancel.\ny =

\sqrt{5}

, so y² = 5.\n2(5) + 2.\n= 12 — option (a).","solHi":" $\"figure\"/$ \n(y + 1)² + (y − 1)² = 2y² + 2, क्योंकि मध्य पद कट जाते हैं।\ny =

\sqrt{5}

, अतः y² = 5।\n2(5) + 2।\n= 12 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10871,"n":71,"subject":"Quantitative Aptitude","stem":"In triangle PQR, DE ‖ QR and

\frac{PD}{DQ}

\frac{1}{2}

. If PE = 6 cm, then ER is:","stemHi":"त्रिभुज PQR में DE ‖ QR है और

\frac{PD}{DQ}

\frac{1}{2}

है। यदि PE = 6 cm है, तो ER क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"2.5 cm","textHi":null,"imageUrl":null},{"key":"b","text":"12 cm","textHi":null,"imageUrl":null},{"key":"c","text":"10 cm","textHi":null,"imageUrl":null},{"key":"d","text":"14 cm","textHi":null,"imageUrl":null}],"correct":"b","sol":"Basic proportionality\n $\"figure\"/$ \nBy the basic proportionality theorem,

\frac{PD}{DQ}

\frac{PE}{ER}

.\n

\frac{1}{2}

\frac{6}{ER}

.\nER = 6 × 2.\n= 12 cm — option (b).","solHi":" $\"figure\"/$ \nआधारभूत समानुपातिकता प्रमेय से

\frac{PD}{DQ}

\frac{PE}{ER}

।\n

\frac{1}{2}

\frac{6}{ER}

।\nER = 6 × 2।\n= 12 cm — विकल्प (b)।","pos":2,"neg":0.5},{"id":10872,"n":72,"subject":"Quantitative Aptitude","stem":"Chord AB and chord CD are equal and subtend angles of 35° and x° at the centre respectively. Find x.","stemHi":"जीवाएँ AB और CD बराबर हैं और केंद्र पर क्रमशः 35° और x° का कोण बनाती हैं। x ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"25°","textHi":null,"imageUrl":null},{"key":"b","text":"30°","textHi":null,"imageUrl":null},{"key":"c","text":"90°","textHi":null,"imageUrl":null},{"key":"d","text":"35°","textHi":null,"imageUrl":null}],"correct":"d","sol":"Equal chords\nEqual chords of a circle subtend equal angles at the centre.\nAB and CD are given as equal.\nSo the two angles must be the same.\nx = 35° — option (d).","solHi":"वृत्त की बराबर जीवाएँ केंद्र पर बराबर कोण बनाती हैं।\nAB और CD बराबर दी गई हैं।\nअतः दोनों कोण समान होंगे।\nx = 35° — विकल्प (d)।","pos":2,"neg":0.5},{"id":10873,"n":73,"subject":"Quantitative Aptitude","stem":"What is the area of the segment formed by a chord in a circle of radius 5 cm, if the angle subtended at the centre is 90°?","stemHi":"5 cm त्रिज्या वाले वृत्त में जीवा द्वारा बने वृत्तखंड का क्षेत्रफल क्या है, यदि केंद्र पर बना कोण 90° हो?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{25 π}{4}

− 12.5","textHi":null,"imageUrl":null},{"key":"b","text":"

\frac{50 π}{4}

− 12.5","textHi":null,"imageUrl":null},{"key":"c","text":"100π − 12.5","textHi":null,"imageUrl":null},{"key":"d","text":"25π − 12.5","textHi":null,"imageUrl":null}],"correct":"a","sol":"Area of a segment\n $\"figure\"/$ \nArea of the segment = area of the sector − area of the triangle.\nSector =

\frac{90}{360}

× π × 5² =

\frac{25 π}{4}

.\nTriangle =

\frac{1}{2}

× 5 × 5 × sin90° = 12.5.\n=

\frac{25 π}{4}

− 12.5 cm² — option (a).","solHi":" $\"figure\"/$ \nवृत्तखंड का क्षेत्रफल = त्रिज्यखंड का क्षेत्रफल − त्रिभुज का क्षेत्रफल।\nत्रिज्यखंड =

\frac{90}{360}

× π × 5² =

\frac{25 π}{4}

।\nत्रिभुज =

\frac{1}{2}

× 5 × 5 × sin90° = 12.5।\n=

\frac{25 π}{4}

− 12.5 cm² — विकल्प (a)।","pos":2,"neg":0.5},{"id":10874,"n":74,"subject":"Quantitative Aptitude","stem":"If tanA =

\frac{7}{24}

, find sinA.","stemHi":"यदि tanA =

\frac{7}{24}

है, तो sinA ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{7}{25}

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

\frac{4}{25}

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

\frac{5}{3}

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

\frac{15}{14}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"sinA from tanA\n $\"figure\"/$ \nPerpendicular = 7 and base = 24.\nHypotenuse =

\sqrt{7² + 24²}

\sqrt{49 + 576}

\sqrt{625}

= 25.\nsinA =

\frac{perpendicular}{hypotenuse}

.\n=

\frac{7}{25}

— option (a).","solHi":" $\"figure\"/$ \nलंब = 7 और आधार = 24।\nकर्ण =

\sqrt{7² + 24²}

\sqrt{49 + 576}

\sqrt{625}

= 25।\nsinA =

\frac{लंब}{कर्ण}

।\n=

\frac{7}{25}

— विकल्प (a)।","pos":2,"neg":0.5},{"id":10875,"n":75,"subject":"Quantitative Aptitude","stem":"Arun can complete a task in 40 days and Veena can complete the same task in 30 days. They work together for 5 days, and then Charu joins them and they complete the remaining work in 5 days. How long will Charu alone take to complete the task?","stemHi":"अरुण एक कार्य 40 दिन में और वीणा वही कार्य 30 दिन में पूरा करती है। दोनों 5 दिन साथ काम करते हैं, फिर चारु भी जुड़ जाती है और शेष कार्य 5 दिन में पूरा हो जाता है। चारु अकेली कार्य कितने दिनों में पूरा करेगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"12 days","textHi":"12 दिन","imageUrl":null},{"key":"b","text":"26 days","textHi":"26 दिन","imageUrl":null},{"key":"c","text":"15 days","textHi":"15 दिन","imageUrl":null},{"key":"d","text":"27 days","textHi":"27 दिन","imageUrl":null}],"correct":"a","sol":"Work with a third person\n $\"figure\"/$ \nTake the work as 120 units: Arun does 3 a day and Veena 4 a day.\nIn 5 days together they finish 5 × 7 = 35 units, leaving 85 units.\nAll three clear 85 units in 5 days, i.e. 17 units a day; Arun and Veena give 7, so Charu does 10 a day.\nCharu alone:

\frac{120}{10}

= 12 days — option (a).","solHi":" $\"figure\"/$ \nकार्य को 120 इकाई लीजिए: अरुण प्रतिदिन 3 और वीणा 4 इकाई करती है।\n5 दिन साथ काम करने पर 5 × 7 = 35 इकाई पूरी, शेष 85 इकाई।\nतीनों 85 इकाई 5 दिन में करते हैं, अर्थात 17 इकाई प्रतिदिन; अरुण और वीणा के 7 निकालने पर चारु की 10 इकाई प्रतिदिन।\nचारु अकेली:

\frac{120}{10}

= 12 दिन — विकल्प (a)।","pos":2,"neg":0.5},{"id":10876,"n":76,"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. The first successful powered flight was conducted by the Wright brothers in 1903.\n2. Their invention revolutionized transportation across the world.\n3. The airplane gradually evolved with better engines and designs.\n4. Today, air travel connects people across continents in hours.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1-3-2-4","textHi":null,"imageUrl":null},{"key":"b","text":"3-1-4-2","textHi":null,"imageUrl":null},{"key":"c","text":"2-1-3-4","textHi":null,"imageUrl":null},{"key":"d","text":"4-2-1-3","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — aviation\nSentence 1 fixes the starting point in 1903 — the only possible opener.\nSentence 3 carries the story forward as the aeroplane improved, and sentence 2 states the effect on transport.\nSentence 4 ("Today…") closes in the present.\nOrder 1-3-2-4 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10877,"n":77,"subject":"English Comprehension","stem":"What does the idiom in the following sentence mean?\nHe is under the weather today and won’t attend the meeting.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He is feeling unwell","textHi":null,"imageUrl":null},{"key":"b","text":"He is frustrated with the weather","textHi":null,"imageUrl":null},{"key":"c","text":"He is extremely happy","textHi":null,"imageUrl":null},{"key":"d","text":"He is travelling to another city","textHi":null,"imageUrl":null}],"correct":"a","sol":"Idiom — under the weather\n"Under the weather" means slightly ill or out of sorts.\nThat is why he is staying away from the meeting.\nThe phrase has nothing to do with the actual weather.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10878,"n":78,"subject":"English Comprehension","stem":"Fill in the blank with the correctly spelt word:\nThe linguist specialised in the study of ____ phonetics.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"suprasegmental","textHi":null,"imageUrl":null},{"key":"b","text":"suprasegmentel","textHi":null,"imageUrl":null},{"key":"c","text":"supersegmental","textHi":null,"imageUrl":null},{"key":"d","text":"suprasemental","textHi":null,"imageUrl":null}],"correct":"a","sol":"Spelling — suprasegmental\n'Suprasegmental' is the correct spelling — supra (above) + segmental.\nIt refers to features such as stress, tone and intonation that ride above individual sounds.\n(c) replaces supra with super and the others change the ending or drop a g.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10879,"n":79,"subject":"English Comprehension","stem":"Which spelling is correct for a word meaning 'able to change shape easily; adaptable'?","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Pliabel","textHi":null,"imageUrl":null},{"key":"b","text":"Plyable","textHi":null,"imageUrl":null},{"key":"c","text":"Pliable","textHi":null,"imageUrl":null},{"key":"d","text":"Pliabble","textHi":null,"imageUrl":null}],"correct":"c","sol":"Spelling — Pliable\n'Pliable' is the correct spelling — from ply, meaning to bend.\nIt ends in -able with a single b.\nThe others reverse the -le, change the i to y, or double the b.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10880,"n":80,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word: CAPRICIOUS","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Predictable","textHi":null,"imageUrl":null},{"key":"b","text":"Fickle","textHi":null,"imageUrl":null},{"key":"c","text":"Stable","textHi":null,"imageUrl":null},{"key":"d","text":"Reliable","textHi":null,"imageUrl":null}],"correct":"b","sol":"Synonym — Capricious\n'Capricious' means given to sudden, unaccountable changes of mood or behaviour.\n'Fickle' carries exactly that sense of changeability.\nPredictable, stable and reliable are all its opposites.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10881,"n":81,"subject":"English Comprehension","stem":"Select the most appropriate antonym of the given word: LUCID","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Clear","textHi":null,"imageUrl":null},{"key":"b","text":"Obscure","textHi":null,"imageUrl":null},{"key":"c","text":"Understandable","textHi":null,"imageUrl":null},{"key":"d","text":"Evident","textHi":null,"imageUrl":null}],"correct":"b","sol":"Antonym — Lucid\n'Lucid' means expressed clearly and easy to understand.\n'Obscure' means unclear and hard to follow — the true opposite.\nClear, understandable and evident are all synonyms of lucid.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10882,"n":82,"subject":"English Comprehension","stem":"Select the most appropriate meaning of the given idiom.\nCut to the chase","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Avoid unnecessary details and get to the point","textHi":null,"imageUrl":null},{"key":"b","text":"Delay a discussion","textHi":null,"imageUrl":null},{"key":"c","text":"Overcomplicate a story","textHi":null,"imageUrl":null},{"key":"d","text":"Speak vaguely","textHi":null,"imageUrl":null}],"correct":"a","sol":"Idiom — cut to the chase\n"Cut to the chase" comes from early films, where the chase scene was the exciting part.\nIt now means to skip the preamble and come straight to what matters.\nIt is the opposite of delaying or speaking vaguely.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10883,"n":83,"subject":"English Comprehension","stem":"Select the option that can be used as a one-word substitute for the given group of words:\n'The study of ancient inscriptions.'","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Numismatics","textHi":null,"imageUrl":null},{"key":"b","text":"Epigraphy","textHi":null,"imageUrl":null},{"key":"c","text":"Cartography","textHi":null,"imageUrl":null},{"key":"d","text":"Archaeology","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Epigraphy\n'Epigraphy' is the study of inscriptions carved on stone, metal or other hard surfaces.\nNumismatics is the study of coins and cartography the making of maps.\nArchaeology is the wider study of material remains, not inscriptions alone.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10884,"n":84,"subject":"English Comprehension","stem":"Spot the correct spelling of the branch of medicine that deals with the immune system.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Immunology","textHi":null,"imageUrl":null},{"key":"b","text":"Immunolgy","textHi":null,"imageUrl":null},{"key":"c","text":"Immunollogy","textHi":null,"imageUrl":null},{"key":"d","text":"Imunnology","textHi":null,"imageUrl":null}],"correct":"a","sol":"Spelling — Immunology\n'Immunology' is the correct spelling — immuno + logy.\nIt has a double m at the start and a single l.\n(b) drops the o, (c) doubles the l and (d) misplaces the double letters.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10885,"n":85,"subject":"English Comprehension","stem":"Select the option that can be used as a one-word substitute for the given group of words:\n'Fear of darkness.'","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Nyctophobia","textHi":null,"imageUrl":null},{"key":"b","text":"Photophobia","textHi":null,"imageUrl":null},{"key":"c","text":"Chronophobia","textHi":null,"imageUrl":null},{"key":"d","text":"Hydrophobia","textHi":null,"imageUrl":null}],"correct":"a","sol":"One-word — Nyctophobia\n"Nycto-" comes from the Greek for night, so nyctophobia is the fear of darkness.\nPhotophobia is a fear of or sensitivity to light — the opposite.\nChronophobia is the fear of time passing and hydrophobia the fear of water.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10886,"n":86,"subject":"English Comprehension","stem":"Choose the correct phrasal verb:\nAfter hours of discussion, the committee ____ a decision regarding the budget allocation.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"arrived to","textHi":null,"imageUrl":null},{"key":"b","text":"arrived at","textHi":null,"imageUrl":null},{"key":"c","text":"arrived in","textHi":null,"imageUrl":null},{"key":"d","text":"arrived on","textHi":null,"imageUrl":null}],"correct":"b","sol":"arrive at a decision\n"Arrive at" is the fixed form when the thing reached is a decision, conclusion or figure.\n"Arrive in" is used with large places and "arrive at" with small ones.\n"Arrived to" and "arrived on" are not standard English here.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10887,"n":87,"subject":"English Comprehension","stem":"The following sentence has been divided into parts. One of them contains an error. Select the part that contains the error from the given options.\nThe company has decided (1)/ to implement new strategies (2)/ in order to boost its sale (3)/ and improve customer satisfaction. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"c","sol":"sale vs sales\nWhen speaking of the total quantity a company sells, English uses the plural "sales".\nThe singular "sale" means one act of selling or a discount event.\nCorrect: ‘in order to boost its sales’.\nThe error lies in part (3) — option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10888,"n":88,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThey have completed the project successfully.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The project has been completed successfully.","textHi":null,"imageUrl":null},{"key":"b","text":"The project had been completed successfully.","textHi":null,"imageUrl":null},{"key":"c","text":"The project was completed successfully.","textHi":null,"imageUrl":null},{"key":"d","text":"The project is completed successfully.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Present perfect passive\n"Have completed" is present perfect, so the passive is "has been completed".\nThe vague subject "they" is dropped.\n(b) is past perfect, (c) simple past and (d) simple present.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10889,"n":89,"subject":"English Comprehension","stem":"Select the option which contains the most appropriate HOMONYM of the word given in bold/underline.\nThe seal on the envelope was broken.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The zookeeper showed a seal at the aquarium.","textHi":null,"imageUrl":null},{"key":"b","text":"He tried to seal the deal quickly.","textHi":null,"imageUrl":null},{"key":"c","text":"She wore a seal-shaped pendant.","textHi":null,"imageUrl":null},{"key":"d","text":"The official seal confirmed the document.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Homonym — seal\nIn the given sentence "seal" is the fastening or stamp that closes an envelope.\nOptions (b) and (d) use it in that same family of meanings — closing and stamping.\nIn (a) it names a marine ANIMAL — same spelling, an entirely different word.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10890,"n":90,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThe experiment was thought to have produced significant results.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Scientists thought the experiment produced significant results.","textHi":null,"imageUrl":null},{"key":"b","text":"Someone thought the experiment had produced significant results.","textHi":null,"imageUrl":null},{"key":"c","text":"It was thought that the experiment had produced significant results.","textHi":null,"imageUrl":null},{"key":"d","text":"It is thought the experiment produces significant results.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Impersonal passive → active\nThe given sentence is passive with the doer left out, so the active form must supply one.\nAs no particular doer is named, the neutral "someone" is used, and "to have produced" becomes "had produced".\n(c) is still passive and (d) changes the tense.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10891,"n":91,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underlined segment in the given sentence.\nHe completed the task in short time.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"completes the task shortly","textHi":null,"imageUrl":null},{"key":"b","text":"completed the task in short time","textHi":null,"imageUrl":null},{"key":"c","text":"completed the task in a short time","textHi":null,"imageUrl":null},{"key":"d","text":"completed shortly the task","textHi":null,"imageUrl":null}],"correct":"c","sol":"Article with a countable noun\n"Time" here is a countable stretch qualified by an adjective, so it needs the article "a".\nThe set phrase is "in a short time".\n(a) changes the tense and (d) misplaces the adverb.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10892,"n":92,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underlined segment in the given sentence.\nHe runs more faster than his brother.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"faster than","textHi":null,"imageUrl":null},{"key":"b","text":"more fast than","textHi":null,"imageUrl":null},{"key":"c","text":"fastest than","textHi":null,"imageUrl":null},{"key":"d","text":"more faster than","textHi":null,"imageUrl":null}],"correct":"a","sol":"Double comparative\n"Faster" is already the comparative form of fast.\nPutting "more" before it makes a double comparative, which is wrong.\nThe superlative "fastest" cannot be used with "than" for two people.\nCorrect: ‘He runs faster than his brother’ — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10893,"n":93,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nThe manager explained that the team had already submitted the report before the deadline.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The manager said, "The team has submitted the report before the deadline."","textHi":null,"imageUrl":null},{"key":"b","text":"The manager explained, "The team had already submitted the report before the deadline."","textHi":null,"imageUrl":null},{"key":"c","text":"The manager said, "The team submitted the report before the deadline."","textHi":null,"imageUrl":null},{"key":"d","text":"The manager explained, "The team have submitted the report before the deadline."","textHi":null,"imageUrl":null}],"correct":"b","sol":"Indirect → direct\nThe past perfect does not shift back any further in reported speech.\nSo a reported "had already submitted" can come from a spoken "had already submitted", repeated as it is.\nThe reporting verb "explained" is also kept, which rules out (a) and (c).\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10894,"n":94,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nHe said, "I have completed my homework."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He said he had completed his homework.","textHi":null,"imageUrl":null},{"key":"b","text":"He said he has completed his homework.","textHi":null,"imageUrl":null},{"key":"c","text":"He said he completed his homework.","textHi":null,"imageUrl":null},{"key":"d","text":"He said he completes his homework.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Reported present perfect\nThe reporting verb "said" is in the past, so the reported verb backshifts.\nPresent perfect "have completed" becomes past perfect "had completed".\n"My" also becomes "his".\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10895,"n":95,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. Artificial intelligence is transforming industries worldwide.\n2. AI systems can perform tasks such as data analysis, pattern recognition and automation.\n3. Businesses are investing heavily in AI to improve efficiency and decision-making.\n4. Its development raises ethical and societal questions that need careful consideration.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1-2-3-4","textHi":null,"imageUrl":null},{"key":"b","text":"1-3-2-4","textHi":null,"imageUrl":null},{"key":"c","text":"3-1-2-4","textHi":null,"imageUrl":null},{"key":"d","text":"2-4-1-3","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — AI\nSentence 1 states the broad claim — the opener.\nSentence 2 explains what AI systems can do and sentence 3 how businesses respond.\nSentence 4 closes with the caution that follows.\nOrder 1-2-3-4 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10896,"n":96,"subject":"English Comprehension","stem":"Identify the tense and voice used in the sentence:\n"It was the Wright brothers, with their powered Flyer in 1903, who truly demonstrated controlled, sustained flight…"","stemHi":null,"context":"$2f","contextHi":null,"options":[{"key":"a","text":"Past Perfect Active","textHi":null,"imageUrl":null},{"key":"b","text":"Simple Past Active","textHi":null,"imageUrl":null},{"key":"c","text":"Present Perfect Passive","textHi":null,"imageUrl":null},{"key":"d","text":"Past Continuous Passive","textHi":null,"imageUrl":null}],"correct":"b","sol":"Tense and voice\nThe main verb is "demonstrated", a plain past form with no auxiliary such as had or was.\nThe Wright brothers are the doers of the action, so the voice is active.\nThat makes it simple past, active.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10897,"n":97,"subject":"English Comprehension","stem":"What grammatical function does the phrase "epitomized by Concorde in 1976" serve in the sentence:\n"Milestones such as the introduction of supersonic transport, epitomized by Concorde in 1976, symbolized human ingenuity..."","stemHi":null,"context":"$30","contextHi":null,"options":[{"key":"a","text":"Adjective phrase modifying "supersonic transport"","textHi":null,"imageUrl":null},{"key":"b","text":"Adverbial phrase explaining time","textHi":null,"imageUrl":null},{"key":"c","text":"Noun clause functioning as subject","textHi":null,"imageUrl":null},{"key":"d","text":"Gerund phrase acting as object","textHi":null,"imageUrl":null}],"correct":"a","sol":"Adjective phrase\nThe phrase is set off by commas immediately after "supersonic transport".\nIt tells us WHICH supersonic transport is meant, so it describes a noun.\nDescribing a noun is adjectival work, not adverbial.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10898,"n":98,"subject":"English Comprehension","stem":"In the passage, what is the closest meaning of the word "ushering" in "ushering in the era of modern aviation"?","stemHi":null,"context":"$31","contextHi":null,"options":[{"key":"a","text":"Ignoring","textHi":null,"imageUrl":null},{"key":"b","text":"Introducing","textHi":null,"imageUrl":null},{"key":"c","text":"Halting","textHi":null,"imageUrl":null},{"key":"d","text":"Observing","textHi":null,"imageUrl":null}],"correct":"b","sol":"Meaning of ushering\n"To usher in" means to mark the beginning of something new.\nThe Wright brothers’ flight opened the age of modern aviation.\nHalting would mean the opposite, and ignoring or observing miss the sense entirely.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10899,"n":99,"subject":"English Comprehension","stem":"What is the meaning of the word "transformative" as used in the passage?","stemHi":null,"context":"$32","contextHi":null,"options":[{"key":"a","text":"Ordinary","textHi":null,"imageUrl":null},{"key":"b","text":"Temporary","textHi":null,"imageUrl":null},{"key":"c","text":"Highly significant and altering","textHi":null,"imageUrl":null},{"key":"d","text":"Repetitive","textHi":null,"imageUrl":null}],"correct":"c","sol":"Meaning of transformative\n"Transformative" describes something that brings about a marked change.\nThe passage uses it of innovations that reshaped flight and society.\nThat is the opposite of ordinary, temporary or repetitive.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10900,"n":100,"subject":"English Comprehension","stem":"Which of the following best captures the overall tone of the passage?","stemHi":null,"context":"$33","contextHi":null,"options":[{"key":"a","text":"Nostalgic and critical","textHi":null,"imageUrl":null},{"key":"b","text":"Analytical and celebratory","textHi":null,"imageUrl":null},{"key":"c","text":"Indifferent and factual","textHi":null,"imageUrl":null},{"key":"d","text":"Alarmist and sceptical","textHi":null,"imageUrl":null}],"correct":"b","sol":"Tone of the passage\nThe passage traces the stages of aviation carefully, which is analytical.\nIt also praises human ingenuity, curiosity and ambition throughout.\nThere is no criticism, indifference or alarm anywhere in it.\nHence option (b).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--26-sep-2025-shift-3","title":"SSC CGL Tier-1 26 September 2025 Shift-3 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"26 September 2025 · Shift 3","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]