28:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 29:T59f,Symbol substitution First put the real sign in place of every symbol used in the expression.

So 24 ! 9 * 4 * 6 becomes

24 \div 9 - 4 - 6

. By BODMAS the division is done first:

24 \div 9 = \frac{24}{9} = \frac{8}{3}

. Now the two subtractions:

\frac{8}{3} - 4 - 6 = \frac{8}{3} - 10

\frac{8}{3} - 10 = \frac{8 - 30}{3} = \frac{- 22}{3}

. Hence option (a) is correct.2a:T6cf,चिह्न प्रतिस्थापन सबसे पहले व्यंजक में प्रयुक्त प्रत्येक प्रतीक के स्थान पर उसका वास्तविक चिह्न रखिए।

अतः 24 ! 9 * 4 * 6 बन जाता है

24 \div 9 - 4 - 6

। BODMAS के अनुसार पहले भाग किया जाएगा:

24 \div 9 = \frac{24}{9} = \frac{8}{3}

। अब दोनों घटाव:

\frac{8}{3} - 4 - 6 = \frac{8}{3} - 10

।

\frac{8}{3} - 10 = \frac{8 - 30}{3} = \frac{- 22}{3}

। इसलिए सही विकल्प (a) है।2b:T421,Paper folding and punching The first fold brings the right half onto the left half and the second fold brings the bottom half up, so the punched sheet is exactly one quarter of the square. Every punch therefore reappears four times when the paper is opened: once as it is, once mirrored across the vertical fold and once across the horizontal fold, and once across both. The quarter carries a bar near its outer edge, a triangle and a square, so the open sheet must show 4 bars, 4 triangles and 4 squares. The four bars land in the four corners and the four squares form the block of

2 \times 2

squares in the middle. Mirroring across the horizontal fold turns a triangle upside down, so the two upper triangles point up and the two lower ones must point down. Option (b) keeps the lower triangles pointing up, (c) interchanges the squares and the triangles in the lower half, and (d) shows only two bars instead of four. Hence option (a) is correct.2c:T5fa,Number series Write down the gap between each pair of consecutive terms.

The gaps are 15, 21, 27 and they themselves grow by 6 each time, so the next gap is 27 + 6 = 33. Required term = 75 + 33 = 108. The same series can be read as

3 n^{2}

3 \times 2^{2} = 12

3 \times 3^{2} = 27

3 \times 4^{2} = 48

3 \times 5^{2} = 75

and

3 \times 6^{2} = 108

. Hence option (b) is correct.2d:T729,संख्या शृंखला प्रत्येक दो क्रमागत पदों के बीच का अंतर लिखिए।

अंतर 15, 21, 27 हैं और ये स्वयं हर बार 6 से बढ़ते हैं, अतः अगला अंतर 27 + 6 = 33 होगा। अभीष्ट पद = 75 + 33 = 108। इसी शृंखला को

3 n^{2}

के रूप में भी पढ़ा जा सकता है:

3 \times 2^{2} = 12

3 \times 3^{2} = 27

3 \times 4^{2} = 48

3 \times 5^{2} = 75

तथा

3 \times 6^{2} = 108

। इसलिए सही विकल्प (b) है।2e:T4b6,Number grid

Read the grid row by row: the last entry of a row is the product of the first three entries of that row. Row 1:

4 \times 6 \times 5 = 120

, which matches the given entry. Row 2:

3 \times 5 \times 6 = 90

, which matches as well. Row 3:

5 \times 8 \times ? = 200

, so

40 \times ? = 200

? = \frac{200}{40} = 5

. Hence option (c) is correct.2f:T62c,संख्या जाल

जाल को पंक्ति-दर-पंक्ति पढ़िए: किसी पंक्ति की अंतिम प्रविष्टि उसी पंक्ति की पहली तीन प्रविष्टियों का गुणनफल है। पंक्ति 1:

4 \times 6 \times 5 = 120

, जो दी गई प्रविष्टि से मेल खाता है। पंक्ति 2:

3 \times 5 \times 6 = 90

, यह भी मेल खाता है। पंक्ति 3:

5 \times 8 \times ? = 200

, अतः

40 \times ? = 200

।

? = \frac{200}{40} = 5

। इसलिए सही विकल्प (c) है।30:T4ea,Number box pattern

In each box the bottom-left number is the odd one out, so try to build it from the other three. Rule: bottom-left = (top-left

\times

top-right) + bottom-right. Box 1:

(5 \times 4) + 9 = 20 + 9 = 29

, which is the given entry. Box 2:

(5 \times 7) + 5 = 35 + 5 = 40

, which matches as well. Box 3:

(3 \times 6) + ? = 25

, so 18 + ? = 25 and ? = 7. Hence option (a) is correct.31:T6a5,संख्या बॉक्स प्रतिरूप

प्रत्येक बॉक्स में नीचे-बाईं संख्या सबसे बड़ी और अलग है, अतः उसे शेष तीन संख्याओं से बनाने का प्रयास कीजिए। नियम: नीचे-बाईं संख्या = (ऊपर-बाईं

\times

ऊपर-दाईं) + नीचे-दाईं। बॉक्स 1:

(5 \times 4) + 9 = 20 + 9 = 29

, जो दी गई प्रविष्टि है। बॉक्स 2:

(5 \times 7) + 5 = 35 + 5 = 40

, यह भी मेल खाता है। बॉक्स 3:

(3 \times 6) + ? = 25

, अतः 18 + ? = 25 और ? = 7। इसलिए सही विकल्प (a) है।32:T5a2,Figure series: rotation Three things change from figure to figure: the four-pointed star, the big dark blob at a corner and the small dot inside the circle. The star turns through

45^{\circ}

each step, so it is slanted, like the letter X, in figures 1 and 3 and upright, like a plus sign, in figure 2; the missing figure must therefore show the upright star. The big blob moves

90^{\circ}

clockwise round the circle: top-left, then top-right, then bottom-right, so next it reaches the bottom-left corner. The small dot turns

45^{\circ}

anticlockwise about the centre: it lies on the upper-right arm, then on the top arm, then on the upper-left arm, so in the fourth figure it must lie on the left arm — directly left of the centre.

Only one figure has the upright star, the blob at the bottom-left and the dot to the left of the centre, so option (d) is correct.33:T9c7,आकृति शृंखला: घूर्णन प्रत्येक आकृति में तीन चीज़ें बदलती हैं: चार-नोक वाला तारा, कोने पर बना बड़ा गहरा धब्बा तथा वृत्त के भीतर का छोटा बिंदु। तारा प्रत्येक चरण में

45^{\circ}

घूमता है, अतः आकृति 1 और 3 में यह तिरछा (अंग्रेज़ी अक्षर X जैसा) तथा आकृति 2 में सीधा (जोड़ के चिह्न + जैसा) है; इसलिए लुप्त आकृति में सीधा तारा होना चाहिए। बड़ा धब्बा वृत्त के चारों ओर

90^{\circ}

दक्षिणावर्त खिसकता है: ऊपर-बाएँ, फिर ऊपर-दाएँ, फिर नीचे-दाएँ, अतः अगली बार वह नीचे-बाएँ कोने पर पहुँचेगा। छोटा बिंदु केंद्र के चारों ओर

45^{\circ}

वामावर्त घूमता है: पहले ऊपर-दाईं भुजा पर, फिर ऊपरी भुजा पर, फिर ऊपर-बाईं भुजा पर; अतः चौथी आकृति में यह बाईं भुजा पर, अर्थात् केंद्र के ठीक बाईं ओर होगा।

केवल एक ही आकृति में सीधा तारा, नीचे-बाएँ कोने पर धब्बा तथा केंद्र के बाईं ओर बिंदु है, अतः सही विकल्प (d) है।34:T4c6,Water image series In every figure the symbol at the bottom-left is the water image (an up-down mirror) of the symbol that stood at the top-right of the figure just before it, and a brand-new symbol is drawn at the top-right. Test it on the first pair: the Y at the top-right of figure 1 comes back upside down at the bottom-left of figure 2, and the same happens at every later step. So the answer figure must carry, at its bottom-left, the water image of the symbol at the top-right of figure 5. That symbol has a short flag at the top-left, a stem with two small cross-bars, and a long bar at its foot. Turning it upside down puts the long bar on top and leaves the short flag at the bottom-left, because a water image never exchanges left and right.

Option (b) is the symbol mirrored left to right, option (c) is the symbol unchanged and option (d) is the symbol turned through

180^{\circ}

, so option (a) is correct.35:T95b,जल प्रतिबिंब शृंखला प्रत्येक आकृति में नीचे-बाएँ बना चिह्न ठीक पिछली आकृति के ऊपर-दाएँ बने चिह्न का जल प्रतिबिंब (ऊपर-नीचे का दर्पण प्रतिबिंब) है, तथा ऊपर-दाएँ एक बिल्कुल नया चिह्न बना दिया जाता है। पहली जोड़ी पर जाँचिए: आकृति 1 के ऊपर-दाएँ बना Y आकृति 2 के नीचे-बाएँ उल्टा होकर आता है, और यही बात आगे के प्रत्येक चरण पर लागू होती है। अतः उत्तर आकृति के नीचे-बाएँ आकृति 5 के ऊपर-दाएँ बने चिह्न का जल प्रतिबिंब होना चाहिए। उस चिह्न में ऊपर-बाईं ओर एक छोटी ध्वजा, दो छोटी आड़ी रेखाओं वाला एक डंडा तथा तल पर एक लंबी आड़ी रेखा है। उसे उल्टा करने पर लंबी आड़ी रेखा ऊपर आ जाती है और छोटी ध्वजा नीचे-बाईं ओर ही रहती है, क्योंकि जल प्रतिबिंब में बाएँ-दाएँ की अदला-बदली कभी नहीं होती।

विकल्प (b) उसी चिह्न का बाएँ-दाएँ दर्पण प्रतिबिंब है, विकल्प (c) चिह्न ज्यों का त्यों है तथा विकल्प (d) उसे

180^{\circ}

घुमाने पर बनता है, अतः सही विकल्प (a) है।36:T46e,Number pair: perfect square In each pair check whether the number on the right is the square of the number on the left.

17^{2} = 289

16^{2} = 256

and

15^{2} = 225

— these three pairs follow the rule exactly.

14^{2} = 196

, but the pair offers 197, which is one more than the square.

Hence 14 - 197 is the odd pair out, so option (d) is correct.37:T5ea,संख्या युग्म: पूर्ण वर्ग प्रत्येक युग्म में देखिए कि दाईं ओर की संख्या बाईं ओर की संख्या का वर्ग है या नहीं।

17^{2} = 289

16^{2} = 256

तथा

15^{2} = 225

— ये तीनों युग्म नियम का ठीक-ठीक पालन करते हैं।

14^{2} = 196

होता है, परंतु युग्म में 197 दिया है, जो वर्ग से एक अधिक है।

अतः 14-197 असंगत युग्म है, इसलिए सही विकल्प (d) है।38:T40e,Discount and marked price A discount of

20 %

leaves

80 %

of the marked price as the selling price. Formula:

S P = M P \times \frac{100 - d}{100}

960 = M P \times \frac{80}{100}

M P = 960 \times \frac{100}{80} = 1200

So the marked price is ₹1,200 and option (c) is correct.39:T5a9,Cone: slant height and CSA Formula: slant height

l = \sqrt{h^{2} + r^{2}}

l = \sqrt{15^{2} + 8^{2}} = \sqrt{225 + 64} = \sqrt{289} = 17

Formula: curved surface area

= π r l

= \frac{22}{7} \times 8 \times 17 = \frac{2992}{7} = 427.42

sq cm So the slant height is 17 cm and the curved surface area is 427.42 sq cm, and option (a) is correct.3a:T6a9,शंकु: तिर्यक ऊँचाई एवं वक्र पृष्ठ सूत्र: तिर्यक ऊँचाई

l = \sqrt{h^{2} + r^{2}}

l = \sqrt{15^{2} + 8^{2}} = \sqrt{225 + 64} = \sqrt{289} = 17

सूत्र: वक्र पृष्ठीय क्षेत्रफल

= π r l

= \frac{22}{7} \times 8 \times 17 = \frac{2992}{7} = 427.42

वर्ग cm अतः तिर्यक ऊँचाई 17 cm तथा वक्र पृष्ठीय क्षेत्रफल 427.42 वर्ग cm है, और सही विकल्प (a) है।3b:T82d,Trigonometric ratios

\sin A = \frac{8}{17}

means the side opposite A is 8 and the hypotenuse is 17. Third side

= \sqrt{17^{2} - 8^{2}} = \sqrt{289 - 64} = \sqrt{225} = 15

\cos A = \frac{15}{17}

and

\cot A = \frac{15}{8}

\cot A - \cos A = \frac{15}{8} - \frac{15}{17} = \frac{15 \times 17 - 15 \times 8}{136}

= \frac{255 - 120}{136} = \frac{135}{136}

Hence the value is

\frac{135}{136}

and option (d) is correct.3c:T8e5,त्रिकोणमितीय अनुपात

\sin A = \frac{8}{17}

का अर्थ है कि A के सामने वाली भुजा 8 तथा कर्ण 17 है। तीसरी भुजा

= \sqrt{17^{2} - 8^{2}} = \sqrt{289 - 64} = \sqrt{225} = 15

अतः

\cos A = \frac{15}{17}

तथा

\cot A = \frac{15}{8}

।

\cot A - \cos A = \frac{15}{8} - \frac{15}{17} = \frac{15 \times 17 - 15 \times 8}{136}

= \frac{255 - 120}{136} = \frac{135}{136}

अतः अभीष्ट मान

\frac{135}{136}

है और सही विकल्प (d) है।3d:T540,Two circles with centers

C_{1}

and

C_{2}

have radii

r_{1} = 7 cm

and

r_{2} = 5 cm

, respectively. The distance between their centers is 13 cm . A common internal tangent touches the circles at points

A_{1}

and

A_{2}

. What is the length of the segment

A_{1} A_{2}

?3e:T66e,केंद्र

C_{1}

तथा

C_{2}

वाले दो वृत्तों की त्रिज्याएँ क्रमशः

r_{1} = 7 cm

तथा

r_{2} = 5 cm

हैं। उनके केंद्रों के बीच की दूरी 13 cm है। एक उभयनिष्ठ आंतरिक स्पर्श रेखा वृत्तों को

A_{1}

तथा

A_{2}

बिंदुओं पर स्पर्श करती है। रेखाखंड

A_{1} A_{2}

की लंबाई कितनी है?3f:T5b5,Common internal tangent Formula: length of a common internal tangent

= \sqrt{d^{2} - {(r_{1} + r_{2})}^{2}}

= \sqrt{13^{2} - {(7 + 5)}^{2}}

= \sqrt{169 - 144} = \sqrt{25} = 5

A_{1} A_{2} = 5

cm and option (c) is correct.40:T655,उभयनिष्ठ आंतरिक स्पर्श रेखा सूत्र: उभयनिष्ठ आंतरिक स्पर्श रेखा की लंबाई

= \sqrt{d^{2} - {(r_{1} + r_{2})}^{2}}

= \sqrt{13^{2} - {(7 + 5)}^{2}}

= \sqrt{169 - 144} = \sqrt{25} = 5

अतः

A_{1} A_{2} = 5

cm है और सही विकल्प (c) है।41:T50e,Height and distance The cable is the hypotenuse of a right triangle and the distance asked for is the side lying along the ground.

Formula:

\cos 60^{\circ} = \frac{base}{hypotenuse}

\frac{1}{2} = \frac{base}{540 \sqrt{2}}

base

= \frac{540 \sqrt{2}}{2} = 270 \sqrt{2}

So the distance from A to the foot of the cliff is

270 \sqrt{2}

metres and option (c) is correct.42:T5cf,ऊँचाई और दूरी केबल समकोण त्रिभुज का कर्ण है और पूछी गई दूरी ज़मीन पर पड़ी हुई भुजा है।

सूत्र:

\cos 60^{\circ} = \frac{आधार}{कर्ण}

\frac{1}{2} = \frac{आधार}{540 \sqrt{2}}

आधार

= \frac{540 \sqrt{2}}{2} = 270 \sqrt{2}

अतः A से चट्टान के पाद तक की दूरी

270 \sqrt{2}

मीटर है और सही विकल्प (c) है।43:T574,Trigonometric identity Given

\cot θ + \tan θ = 8

. Square both sides:

{(\cot θ + \tan θ)}^{2} = 8^{2}

\cot^{2} θ + \tan^{2} θ + 2 \cot θ \tan θ = 64

But

\cot θ \times \tan θ = 1

, so the middle term is just 2.

\cot^{2} θ + \tan^{2} θ = 64 - 2 = 62

So the value is 62 and option (c) is correct.44:T655,त्रिकोणमितीय सर्वसमिका दिया है

\cot θ + \tan θ = 8

। दोनों पक्षों का वर्ग कीजिए:

{(\cot θ + \tan θ)}^{2} = 8^{2}

\cot^{2} θ + \tan^{2} θ + 2 \cot θ \tan θ = 64

परंतु

\cot θ \times \tan θ = 1

होता है, अतः बीच का पद केवल 2 है।

\cot^{2} θ + \tan^{2} θ = 64 - 2 = 62

अतः अभीष्ट मान 62 है और सही विकल्प (c) है।45:T639,Chord and central angle

OP and OQ are radii of the same circle, so OP = OQ = 12 cm and triangle POQ is isosceles. Its base angles are equal and together they make

180^{\circ} - 60^{\circ} = 120^{\circ}

, so each of them is

60^{\circ}

. All three angles are

60^{\circ}

, so triangle POQ is equilateral and PQ = OP = 12 cm. The perpendicular OM gives the same result:

P M = O P \sin 30^{\circ} = 12 \times \frac{1}{2} = 6

cm, so

P Q = 2 \times 6 = 12

cm. Hence option (c) is correct.46:T79f,जीवा और केंद्रीय कोण

OP और OQ एक ही वृत्त की त्रिज्याएँ हैं, अतः OP = OQ = 12 cm और त्रिभुज POQ समद्विबाहु है। इसके आधार-कोण बराबर हैं और उनका योग

180^{\circ} - 60^{\circ} = 120^{\circ}

है, अतः प्रत्येक कोण

60^{\circ}

का है। तीनों कोण

60^{\circ}

के हैं, अतः त्रिभुज POQ समबाहु है और PQ = OP = 12 cm। लंब OM से भी यही परिणाम मिलता है:

P M = O P \sin 30^{\circ} = 12 \times \frac{1}{2} = 6

cm, अतः

P Q = 2 \times 6 = 12

cm। इसलिए सही विकल्प (c) है।47:T4fe,Percentage change in volume For a sphere

V = \frac{4}{3} π R^{3}

, so the volume varies as the cube of the radius.

New radius

= R + 20 %

of R = 1.2R. New volume : old volume

= {(1.2 R)}^{3} : R^{3} = 1.728 : 1

. Increase in volume = 1.728 - 1 = 0.728 of the original. Percentage increase

= 0.728 \times 100 = 72.8 %

. Hence option (b) is correct.48:T628,आयतन में प्रतिशत वृद्धि गोले के लिए

V = \frac{4}{3} π R^{3}

होता है, अतः आयतन त्रिज्या के घन के अनुक्रमानुपाती होता है।

नई त्रिज्या = R + R का

20 % = 1.2 R

। नया आयतन : पुराना आयतन

= {(1.2 R)}^{3} : R^{3} = 1.728 : 1

। आयतन में वृद्धि = 1.728 - 1 = 0.728 गुना। प्रतिशत वृद्धि

= 0.728 \times 100 = 72.8 %

। इसलिए सही विकल्प (b) है।49:T730,Parallelogram with perpendicular diagonals The diagonals of a parallelogram always bisect each other; here they also meet at

90^{\circ}

, so the figure is a rhombus and all four sides are equal.

Half of each diagonal:

\frac{34}{2} = 17

cm and

\frac{16}{2} = 8

cm. Every side is the hypotenuse of a right triangle with legs 17 cm and 8 cm. Side

= \sqrt{17^{2} + 8^{2}} = \sqrt{289 + 64} = \sqrt{353}

cm. When the diagonals are perpendicular, area

= \frac{1}{2} \times d_{1} \times d_{2} = \frac{1}{2} \times 34 \times 16 = 272

cm². Hence option (a) is correct.4a:T959,लंब विकर्ण वाला समांतर चतुर्भुज समांतर चतुर्भुज के विकर्ण सदैव एक-दूसरे को समद्विभाजित करते हैं; यहाँ वे

90^{\circ}

पर भी मिलते हैं, अतः यह आकृति समचतुर्भुज है और इसकी चारों भुजाएँ बराबर हैं।

प्रत्येक विकर्ण का आधा:

\frac{34}{2} = 17

cm तथा

\frac{16}{2} = 8

cm। प्रत्येक भुजा उस समकोण त्रिभुज का कर्ण है जिसकी भुजाएँ 17 cm और 8 cm हैं। भुजा

= \sqrt{17^{2} + 8^{2}} = \sqrt{289 + 64} = \sqrt{353}

cm। विकर्ण परस्पर लंब होने पर क्षेत्रफल

= \frac{1}{2} \times d_{1} \times d_{2} = \frac{1}{2} \times 34 \times 16 = 272

cm² होता है। इसलिए सही विकल्प (a) है।4b:T480,Successive discounts and profit Cost price = ₹520, and the mark-up is 20% of it. Marked price

= 520 \times 1.2 = 624

Successive discounts of 10% and then 5% leave

0.9 \times 0.95 = 0.855

of the marked price. Selling price

= 624 \times 0.855 = 533.52

. Since the selling price exceeds the cost price, it is a profit: 533.52 - 520 = 13.52. Profit percent

= \frac{13.52}{520} \times 100 = 2.6 %

. Hence option (a) is correct.4c:T5cd,क्रमिक छूट और लाभ क्रय मूल्य = ₹520 है और अंकित मूल्य इससे 20% अधिक है। अंकित मूल्य

= 520 \times 1.2 = 624

।

10% और फिर 5% की क्रमिक छूट के बाद अंकित मूल्य का

0.9 \times 0.95 = 0.855

भाग शेष रहता है। विक्रय मूल्य

= 624 \times 0.855 = 533.52

। विक्रय मूल्य क्रय मूल्य से अधिक है, अतः लाभ हुआ: 533.52 - 520 = 13.52। लाभ प्रतिशत

= \frac{13.52}{520} \times 100 = 2.6 %

। इसलिए सही विकल्प (a) है।4d:T4b8,Chain of percentage changes Take T = 100 and move down the chain, one statement at a time. S is 40% less than T:

S = 0.6 \times 100 = 60

. R is 10% more than S:

R = 1.1 \times 60 = 66

. Q is 20% less than R:

Q = 0.8 \times 66 = 52.8

. P is 25% more than Q:

P = 1.25 \times 52.8 = 66

Comparing with T = 100: P is short by 100 - 66 = 34, i.e.

34 %

less than T. Hence option (b) is correct.4e:T5d2,प्रतिशत परिवर्तन की शृंखला माना कि T = 100 है और शृंखला को एक-एक कथन लेकर हल कीजिए। S, T से 40% कम है:

S = 0.6 \times 100 = 60

। R, S से 10% अधिक है:

R = 1.1 \times 60 = 66

। Q, R से 20% कम है:

Q = 0.8 \times 66 = 52.8

। P, Q से 25% अधिक है:

P = 1.25 \times 52.8 = 66

।

T = 100 से तुलना करने पर: P में 100 - 66 = 34 की कमी है, अर्थात् P, T से

34 %

कम है। इसलिए सही विकल्प (b) है।4f:T4ab,Simple interest rate Let the sum be P. It becomes 3P, so the simple interest earned is 3P - P = 2P. Time = 7 years 6 months

= 7 \frac{1}{2} = \frac{15}{2}

years. Formula:

S I = \frac{P \times R \times T}{100}

2 P = \frac{P \times R \times 15}{100 \times 2}

R = \frac{2 \times 100 \times 2}{15} = \frac{400}{15} = 26.66

percent. Hence option (c) is correct.50:T574,साधारण ब्याज की दर माना कि मूलधन P है। यह 3P हो जाता है, अतः अर्जित साधारण ब्याज 3P - P = 2P है। समय = 7 वर्ष 6 माह

= 7 \frac{1}{2} = \frac{15}{2}

वर्ष। सूत्र:

S I = \frac{P \times R \times T}{100}

।

2 P = \frac{P \times R \times 15}{100 \times 2}

R = \frac{2 \times 100 \times 2}{15} = \frac{400}{15} = 26.66

प्रतिशत। इसलिए सही विकल्प (c) है।51:T66a,Pipes and cisterns Let the capacity of the tank be the LCM of 20, 24 and 28, i.e. 840 units.

P + Q = \frac{840}{20} = 42

Q + R = \frac{840}{24} = 35

R + P = \frac{840}{28} = 30

units per minute.

Adding the three: 2(P + Q + R) = 42 + 35 + 30 = 107, so P + Q + R = 53.5 units per minute. R = (P + Q + R) - (P + Q) = 53.5 - 42 = 11.5 units per minute. R runs alone for M minutes and then all three run for 8 minutes, filling 840 units in all:

11.5 M + 53.5 \times 8 = 840

11.5M = 840 - 428 = 412

M = \frac{412}{11.5} = \frac{824}{23}

minutes. Hence option (d) is correct.52:T7bc,नल और टंकी माना कि टंकी की धारिता 20, 24 और 28 का ल.स. अर्थात् 840 इकाई है।

P + Q = \frac{840}{20} = 42

Q + R = \frac{840}{24} = 35

R + P = \frac{840}{28} = 30

इकाई प्रति मिनट।

तीनों को जोड़ने पर: 2(P + Q + R) = 42 + 35 + 30 = 107, अतः P + Q + R = 53.5 इकाई प्रति मिनट। R = (P + Q + R) - (P + Q) = 53.5 - 42 = 11.5 इकाई प्रति मिनट। R अकेला M मिनट तक चलता है, फिर तीनों 8 मिनट तक चलते हैं और कुल 840 इकाई भर जाती हैं:

11.5 M + 53.5 \times 8 = 840

11.5M = 840 - 428 = 412

M = \frac{412}{11.5} = \frac{824}{23}

मिनट। इसलिए सही विकल्प (d) है।1e:["$","$L28",null,{"mode":"practice","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":12001,"n":1,"subject":"English Language","stem":"Choose the one word substitute for the below sentence.\nSusan asked her husband, a person who is highly knowledgeable in a particular field?","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Amateur","textHi":null,"imageUrl":null},{"key":"b","text":"Novice","textHi":null,"imageUrl":null},{"key":"c","text":"Expert","textHi":null,"imageUrl":null},{"key":"d","text":"Prodigy","textHi":null,"imageUrl":null}],"correct":"c","sol":"One word substitution\nThe sentence defines a person who is 'highly knowledgeable in a particular field'.\nExpert - a person who has special skill or deep knowledge in one particular field.\nAmateur - one who does something for pleasure and not as a profession; Novice - a beginner with little experience; Prodigy - a young person with extraordinary talent.\nOnly 'Expert' carries the sense of proven, specialised knowledge, so option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12002,"n":2,"subject":"English Language","stem":"Choose the one word substitute for the below sentence.\nRobert was curious about what a person who abandons his religion is called.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Apostate","textHi":null,"imageUrl":null},{"key":"b","text":"Agnostic","textHi":null,"imageUrl":null},{"key":"c","text":"Devotee","textHi":null,"imageUrl":null},{"key":"d","text":"Infidel","textHi":null,"imageUrl":null}],"correct":"a","sol":"One word substitution\nThe definition asked for is 'a person who abandons his religion'.\nApostate - one who renounces or gives up the religion or belief he formerly held.\nAgnostic - one who holds that the existence of God cannot be known; Devotee - a strong follower of a faith; Infidel - one who does not accept a particular religion at all.\nGiving up a faith one already professed is apostasy, so option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12003,"n":3,"subject":"English Language","stem":"Identify the grammatically incorrect sentence.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The basic principles of science is hard to grasp.","textHi":null,"imageUrl":null},{"key":"b","text":"Responses to the annual play have been favourable.","textHi":null,"imageUrl":null},{"key":"c","text":"The writer of the stories in these books is Mary Gomes.","textHi":null,"imageUrl":null},{"key":"d","text":"Several lines in the poem are particularly good.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Subject-verb agreement\nTest each option for subject-verb agreement, ignoring the phrase that comes between the subject and the verb.\nIn (a) the real subject is 'principles' (plural); 'of science' is only a modifier, so the verb must be 'are', not 'is'.\nCorrect form: 'The basic principles of science are hard to grasp.'\nIn (c) the head noun is the singular 'The writer', so 'is' is right; (b) 'Responses ... have been' and (d) 'Several lines ... are' also agree correctly.\nHence the grammatically incorrect sentence is option (a).","solHi":null,"pos":2,"neg":0.5},{"id":12004,"n":4,"subject":"English Language","stem":"Fill in the blank with the most appropriate preposition:\nThe professor insisted

____

absolute silence during class.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"over","textHi":null,"imageUrl":null},{"key":"b","text":"with","textHi":null,"imageUrl":null},{"key":"c","text":"on","textHi":null,"imageUrl":null},{"key":"d","text":"at","textHi":null,"imageUrl":null}],"correct":"c","sol":"Prepositions\nThe verb 'insist' takes the fixed preposition 'on' when a person firmly demands something.\nSo the sentence reads: 'The professor insisted on absolute silence during class.'\n'Insist over', 'insist with' and 'insist at' are not standard collocations in English.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12005,"n":5,"subject":"English Language","stem":"Choose the best option to replace the underlined part to improve the given sentence. If no substitution is required, select 'No substitution.'\nPeople applauded as Rohit stepped from the car.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"stepped out of","textHi":null,"imageUrl":null},{"key":"b","text":"stepped off the car","textHi":null,"imageUrl":null},{"key":"c","text":"stepped out the car","textHi":null,"imageUrl":null},{"key":"d","text":"No substitution","textHi":null,"imageUrl":null}],"correct":"a","sol":"Sentence improvement\nOne gets 'out of' an enclosed vehicle such as a car or a taxi, and 'off' an open one such as a bus platform or a bike.\n'Stepped from the car' is unidiomatic; the natural phrase is 'stepped out of the car'.\nPutting the correct phrase in place gives: 'People applauded as Rohit stepped out of the car.'\nOptions (b) and (c) repeat 'the car', which already stands in the sentence, and 'stepped out the car' also drops the necessary 'of'.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12006,"n":6,"subject":"English Language","stem":"Select the sentence containing the homonym of the highlighted word:\nHe gave him a small wave before departing.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The crowd gave a cheerful wave to the president.","textHi":null,"imageUrl":null},{"key":"b","text":"A huge wave crashed onto the shore.","textHi":null,"imageUrl":null},{"key":"c","text":"Anita gave him a friendly wave as she walked out the door.","textHi":null,"imageUrl":null},{"key":"d","text":"Anwar gave a final wave to his family as the plane took off.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Homonyms\nHomonyms are words with the same spelling and pronunciation but altogether different meanings.\nIn the given sentence 'wave' means a movement of the hand in greeting or farewell.\nIn option (b), 'A huge wave crashed onto the shore', 'wave' means a moving ridge of water - a completely different meaning.\nOptions (a), (c) and (d) all use 'wave' in the same hand-gesture sense, so they merely repeat the meaning instead of giving a homonym.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12007,"n":7,"subject":"English Language","stem":"From the alternatives given below, select the correct passive voice of the following sentence.\nDo not put your arm over the stove lest you should burn your skin.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Let your arm be not put over the stove lest your skin should be burnt.","textHi":null,"imageUrl":null},{"key":"b","text":"Lest your arm be not put over the stove let your skin should be burnt.","textHi":null,"imageUrl":null},{"key":"c","text":"Let your arm not put over the stove lest your skin should be burnt.","textHi":null,"imageUrl":null},{"key":"d","text":"Let your arm be not put over the stove lest your skin should burn.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Passive of imperative\nA negative imperative of the form 'Do not + V1 + object' becomes 'Let + object + be not + V3' in the passive.\n $\"figure\"/$ \nSo 'Do not put your arm' becomes 'Let your arm be not put', and the clause 'lest you should burn your skin' becomes 'lest your skin should be burnt'.\nOption (c) drops the auxiliary 'be', option (d) leaves the second clause active ('should burn'), and option (b) interchanges 'lest' and 'let', destroying the sense.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12008,"n":8,"subject":"English Language","stem":"From the alternatives given below, select the correct passive voice of the following sentence.\nLet her wrap the gift with that blue paper kept on the shelf.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Let the paper be wrapped with by her the gift with that blue paper kept on the shelf.","textHi":null,"imageUrl":null},{"key":"b","text":"Let the gift wrapped by her with that blue paper be kept on the shelf.","textHi":null,"imageUrl":null},{"key":"c","text":"Let the gift be wrapped with that blue paper by her kept on the shelf.","textHi":null,"imageUrl":null},{"key":"d","text":"Let the gift be wrapped by her with that blue paper kept on the shelf.","textHi":null,"imageUrl":null}],"correct":"d","sol":"Passive of imperative\nA sentence of the form 'Let + object + V1' becomes 'Let + object + be + V3 + by + agent' in the passive.\nThe object of 'wrap' is 'the gift', so it becomes the passive subject: 'Let the gift be wrapped by her ...'.\nThe phrase 'with that blue paper kept on the shelf' must stay together, because 'kept on the shelf' describes the paper, not the gift.\nOption (b) omits 'be' before 'wrapped'; option (c) pushes 'by her' between the paper and its describing phrase; option (a) makes 'the paper' the subject and is structurally jumbled.\nHence option (d) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12009,"n":9,"subject":"English Language","stem":"Choose the correct indirect narration of the following statement from the given alternatives:\nPriya said to her father, 'Please help me with my homework."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Priya requested her father to help her with her homework.","textHi":null,"imageUrl":null},{"key":"b","text":"Priya requested her father to please help her with her homework.","textHi":null,"imageUrl":null},{"key":"c","text":"Priya requested her father to help me with her homework.","textHi":null,"imageUrl":null},{"key":"d","text":"Priya requested her father to help me with my homework.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Narration of a request\nA request in direct speech is reported with 'requested + object + to + V1'.\n'Please' is dropped, because the reporting verb 'requested' already carries the politeness.\nThe pronoun 'me' stands for the speaker Priya, so it becomes 'her', and 'my homework' becomes 'her homework'.\nThis gives: 'Priya requested her father to help her with her homework.'\nOption (b) keeps the redundant 'please'; options (c) and (d) keep the first-person 'me'.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12010,"n":10,"subject":"English Language","stem":"Choose the correct indirect narration of the following statement from the given alternatives:\nHe said to Mohit, 'What is the matter with you that you look so cross today?'","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He asked Mohit what was the matter with him that he looked so cross today.","textHi":null,"imageUrl":null},{"key":"b","text":"He asked Mohit what was the matter with him that he looked so cross that day.","textHi":null,"imageUrl":null},{"key":"c","text":"He asked Mohit what was the matter with him that he looks so cross that day.","textHi":null,"imageUrl":null},{"key":"d","text":"He asked Mohit what is the matter with him that he looked so cross that day.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Narration of wh-question\nIn a reported wh-question the reporting verb becomes 'asked', the wh-word is retained, the word order becomes that of a statement and the question mark is dropped.\n $\"figure\"/$ \nThe present tense backshifts one step: 'is' becomes 'was' and 'look' becomes 'looked'; the adverb 'today' becomes 'that day'.\nOption (a) keeps 'today', option (c) keeps the present 'looks' and option (d) keeps the present 'is'.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12011,"n":11,"subject":"English Language","stem":"Choose the correct indirect narration of the following statement from the given alternatives:\nThe teacher said to the student, "What were you doing in the library at 9:00 am on Friday when the event took place?"","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The teacher asked the student what he was doing in the library at 9:00 am on Friday when the event had taken place.","textHi":null,"imageUrl":null},{"key":"b","text":"The teacher asked the student what he had been doing in the library at 9:00 am on Friday when the event took place.","textHi":null,"imageUrl":null},{"key":"c","text":"The teacher asked the student what he had been doing in the library at 9:00 am on Friday when the event had taken place.","textHi":null,"imageUrl":null},{"key":"d","text":"The teacher asked the student what was doing in the library at 9:00 am on Friday when the event took place.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Narration: tense backshift\nWhen the reporting verb is in the past, every verb inside the speech moves one step back.\nThe past continuous 'were you doing' therefore becomes the past perfect continuous 'had been doing'.\nThe simple past 'took place' becomes the past perfect 'had taken place'.\n $\"figure\"/$ \n'You' refers to the student, so it becomes 'he', and after 'asked' the wh-clause takes statement order.\nOnly option (c) makes both backshifts; (a) fails the first, (b) fails the second and (d) drops the subject 'he' altogether.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12012,"n":12,"subject":"English Language","stem":"Change the following sentence into the Active form.\nThe prize will be presented to the champion.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"They will present the prize to the champion.","textHi":null,"imageUrl":null},{"key":"b","text":"The champion will be presented with the prize.","textHi":null,"imageUrl":null},{"key":"c","text":"The prize is presented to the champion.","textHi":null,"imageUrl":null},{"key":"d","text":"The prize was presented to the champion.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Passive to active voice\nThe passive sentence names no agent, so the active takes the indefinite subject 'They'.\nThe passive 'will be + V3' corresponds to the active 'will + V1', so 'will be presented' becomes 'will present'.\nThe passive subject 'The prize' becomes the object: 'They will present the prize to the champion.'\nOptions (c) and (d) are still passive and also change the tense, and option (b) is merely another passive form.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12013,"n":13,"subject":"English Language","stem":"Change the following sentence into the Active form.\nThe project had been completed by the engineers.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The engineers completed the project.","textHi":null,"imageUrl":null},{"key":"b","text":"The project was completed by the engineers.","textHi":null,"imageUrl":null},{"key":"c","text":"The engineers had completed the project.","textHi":null,"imageUrl":null},{"key":"d","text":"The engineers have completed the project.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Passive to active voice\nThe agent 'by the engineers' becomes the subject of the active sentence.\nThe past perfect passive 'had been + V3' corresponds to the active 'had + V3'.\n $\"figure\"/$ \nSo the active form is 'The engineers had completed the project.'\nOption (a) lowers the tense to the simple past, option (d) raises it to the present perfect and option (b) is still passive.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12014,"n":14,"subject":"English Language","stem":"Choose the option that is the most appropriate conversion of the following sentence into Direct Speech.\nThe researcher commented that the survey results had evidently been misunderstood, which might have distorted the findings.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The researcher said, "The survey results are evidently misunderstood, which might have distorted the findings."","textHi":null,"imageUrl":null},{"key":"b","text":"The researcher said, "The survey results had evidently been misunderstood, which has distorted the findings."","textHi":null,"imageUrl":null},{"key":"c","text":"The researcher said, "The survey results have evidently been misunderstood, which may have distorted the findings."","textHi":null,"imageUrl":null},{"key":"d","text":"The researcher said, "The survey results were evidently misunderstood, which distorted the findings."","textHi":null,"imageUrl":null}],"correct":"c","sol":"Indirect to direct speech\nTurning indirect speech into direct speech simply undoes the backshift, moving each verb one step forward.\n $\"figure\"/$ \n'Had evidently been misunderstood' therefore goes back to 'have evidently been misunderstood', and 'might have distorted' to 'may have distorted'.\nThe reporting verb becomes 'said', followed by a comma and the exact words inside quotation marks.\nOptions (a), (b) and (d) alter the verbs in other ways instead of merely undoing the backshift.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12015,"n":15,"subject":"English Language","stem":"Choose the option that correctly converts this sentence into passive voice:\n"Managers argue for a structured framework."","stemHi":null,"context":"Directions (Qs. 15-19): Read the following passage carefully and answer the questions that follow.\n\nIn a world shifting towards flexible work, managing remote productivity has become a significant topic for companies and employees alike. While telecommuting has transformed how business is conducted and expanded, excessive isolation can have adverse effects on workers. Various reports have suggested that unchecked isolation may lead to burnout, lower job satisfaction, and weakened team cohesion.\n\nConversely, when managed effectively, remote work can boost autonomy, efficiency, and work-life balance. Thus, managers argue for a structured framework, highlighting the necessity for regular check-ins and shared goals. Promoting social interaction, tracking progress, and defining boundaries are key methods recommended to ensure that flexibility acts as a benefit rather than a hurdle to an organization's success.","contextHi":null,"options":[{"key":"a","text":"A structured framework was argued by managers.","textHi":null,"imageUrl":null},{"key":"b","text":"A structured framework has been arguing by managers.","textHi":null,"imageUrl":null},{"key":"c","text":"A structured framework is argued for by managers.","textHi":null,"imageUrl":null},{"key":"d","text":"A structured framework argues managers.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Passive of prepositional verb\n'Argue for' is a prepositional verb, and in the passive the preposition must stay attached to the verb.\nThe given sentence is in the simple present, so its passive is also simple present: 'is/are + V3'.\n $\"figure\"/$ \nThe object of 'argue for' is the singular 'a structured framework', so the passive reads 'A structured framework is argued for by managers.'\nOption (a) shifts the tense to the past and loses 'for', option (b) uses the -ing form after 'has been', and option (d) is not a passive at all.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12016,"n":16,"subject":"English Language","stem":"Which of the following sentences from the passage contains a present perfect tense verb?","stemHi":null,"context":"Directions (Qs. 15-19): Read the following passage carefully and answer the questions that follow.\n\nIn a world shifting towards flexible work, managing remote productivity has become a significant topic for companies and employees alike. While telecommuting has transformed how business is conducted and expanded, excessive isolation can have adverse effects on workers. Various reports have suggested that unchecked isolation may lead to burnout, lower job satisfaction, and weakened team cohesion.\n\nConversely, when managed effectively, remote work can boost autonomy, efficiency, and work-life balance. Thus, managers argue for a structured framework, highlighting the necessity for regular check-ins and shared goals. Promoting social interaction, tracking progress, and defining boundaries are key methods recommended to ensure that flexibility acts as a benefit rather than a hurdle to an organization's success.","contextHi":null,"options":[{"key":"a","text":"Managing remote productivity has become a significant topic.","textHi":null,"imageUrl":null},{"key":"b","text":"Promoting social interaction, tracking progress, and defining boundaries are key methods.","textHi":null,"imageUrl":null},{"key":"c","text":"Managers argue for a structured framework.","textHi":null,"imageUrl":null},{"key":"d","text":"Excessive isolation can have adverse effects on workers.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Present perfect tense\nThe present perfect tense is formed with 'has/have + past participle'.\n $\"figure\"/$ \nIn option (a), 'Managing remote productivity has become a significant topic', the verb 'has become' is exactly this form.\nOptions (b) and (c) use the simple present ('are', 'argue') and option (d) uses a modal with the base verb ('can have').\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12017,"n":17,"subject":"English Language","stem":"What does the word "adverse" most nearly mean as used in the passage?","stemHi":null,"context":"Directions (Qs. 15-19): Read the following passage carefully and answer the questions that follow.\n\nIn a world shifting towards flexible work, managing remote productivity has become a significant topic for companies and employees alike. While telecommuting has transformed how business is conducted and expanded, excessive isolation can have adverse effects on workers. Various reports have suggested that unchecked isolation may lead to burnout, lower job satisfaction, and weakened team cohesion.\n\nConversely, when managed effectively, remote work can boost autonomy, efficiency, and work-life balance. Thus, managers argue for a structured framework, highlighting the necessity for regular check-ins and shared goals. Promoting social interaction, tracking progress, and defining boundaries are key methods recommended to ensure that flexibility acts as a benefit rather than a hurdle to an organization's success.","contextHi":null,"options":[{"key":"a","text":"Helpful","textHi":null,"imageUrl":null},{"key":"b","text":"Unfavorable","textHi":null,"imageUrl":null},{"key":"c","text":"Invisible","textHi":null,"imageUrl":null},{"key":"d","text":"Temporary","textHi":null,"imageUrl":null}],"correct":"b","sol":"Vocabulary in context\nThe passage says excessive isolation 'can have adverse effects on workers' and then lists burnout, lower job satisfaction and weakened team cohesion.\nThat context shows 'adverse' means harmful, working against the worker.\nUnfavourable - not helpful and likely to cause problems - carries exactly this sense.\n'Helpful' is the opposite, while 'Invisible' and 'Temporary' say nothing about the quality of the effect.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12018,"n":18,"subject":"English Language","stem":"Which word is the closest synonym for "hurdle" as used in the passage?","stemHi":null,"context":"Directions (Qs. 15-19): Read the following passage carefully and answer the questions that follow.\n\nIn a world shifting towards flexible work, managing remote productivity has become a significant topic for companies and employees alike. While telecommuting has transformed how business is conducted and expanded, excessive isolation can have adverse effects on workers. Various reports have suggested that unchecked isolation may lead to burnout, lower job satisfaction, and weakened team cohesion.\n\nConversely, when managed effectively, remote work can boost autonomy, efficiency, and work-life balance. Thus, managers argue for a structured framework, highlighting the necessity for regular check-ins and shared goals. Promoting social interaction, tracking progress, and defining boundaries are key methods recommended to ensure that flexibility acts as a benefit rather than a hurdle to an organization's success.","contextHi":null,"options":[{"key":"a","text":"Obstacle","textHi":null,"imageUrl":null},{"key":"b","text":"Advantage","textHi":null,"imageUrl":null},{"key":"c","text":"Pathway","textHi":null,"imageUrl":null},{"key":"d","text":"Strategy","textHi":null,"imageUrl":null}],"correct":"a","sol":"Synonym in context\nThe passage sets 'a benefit' against 'a hurdle', so 'hurdle' must mean the opposite of a benefit.\nHurdle - a difficulty or barrier that has to be overcome.\nObstacle carries the same sense of something that blocks progress, so it is the closest synonym.\n'Advantage' is the opposite, and 'Pathway' and 'Strategy' have nothing to do with difficulty.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12019,"n":19,"subject":"English Language","stem":"According to the passage, what is one way to ensure remote work benefits the organization?","stemHi":null,"context":"Directions (Qs. 15-19): Read the following passage carefully and answer the questions that follow.\n\nIn a world shifting towards flexible work, managing remote productivity has become a significant topic for companies and employees alike. While telecommuting has transformed how business is conducted and expanded, excessive isolation can have adverse effects on workers. Various reports have suggested that unchecked isolation may lead to burnout, lower job satisfaction, and weakened team cohesion.\n\nConversely, when managed effectively, remote work can boost autonomy, efficiency, and work-life balance. Thus, managers argue for a structured framework, highlighting the necessity for regular check-ins and shared goals. Promoting social interaction, tracking progress, and defining boundaries are key methods recommended to ensure that flexibility acts as a benefit rather than a hurdle to an organization's success.","contextHi":null,"options":[{"key":"a","text":"Avoid any use of telecommuting tools entirely.","textHi":null,"imageUrl":null},{"key":"b","text":"Allow employees to work in total isolation.","textHi":null,"imageUrl":null},{"key":"c","text":"Define boundaries and promote social interaction.","textHi":null,"imageUrl":null},{"key":"d","text":"Encourage employees to ignore shared goals.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Reading comprehension\nThe last sentence of the passage names the recommended methods.\nIt says: 'Promoting social interaction, tracking progress, and defining boundaries are key methods recommended to ensure that flexibility acts as a benefit rather than a hurdle to an organization's success.'\nOption (c) restates two of these very methods - defining boundaries and promoting social interaction.\nOptions (a), (b) and (d) contradict the passage, which supports telecommuting, warns against unchecked isolation and stresses shared goals.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12020,"n":20,"subject":"English Language","stem":"Which word is nearest in meaning to imbued?\nHer speech was powerful, as if imbued with deep emotion.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Lacking","textHi":null,"imageUrl":null},{"key":"b","text":"Removed","textHi":null,"imageUrl":null},{"key":"c","text":"Infused","textHi":null,"imageUrl":null},{"key":"d","text":"Depleted","textHi":null,"imageUrl":null}],"correct":"c","sol":"Synonym\n'Imbued with deep emotion' describes a speech that is filled through and through with feeling.\nImbue - to fill somebody or something with a strong feeling, opinion or quality.\nInfused - filled or permeated with a quality or emotion - is therefore the closest synonym.\n'Lacking', 'Removed' and 'Depleted' all suggest absence or reduction, the very opposite of the sense required.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12021,"n":21,"subject":"English Language","stem":"Which word can best replace groped?\nIn the darkness, she groped through her bag to find the keys.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Threw","textHi":null,"imageUrl":null},{"key":"b","text":"Fumbled","textHi":null,"imageUrl":null},{"key":"c","text":"Observed","textHi":null,"imageUrl":null},{"key":"d","text":"Arranged","textHi":null,"imageUrl":null}],"correct":"b","sol":"Synonym in context\n'Grope' means to feel about with the hands for something you cannot see, which is exactly what she does inside the bag in the darkness.\n'Fumble' carries the same idea — to search or handle clumsily with the hands — so it replaces 'groped' without changing the sense of the sentence.\n'Threw' is a sudden throwing action, 'observed' needs sight (impossible in the dark) and 'arranged' means putting things in order.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12022,"n":22,"subject":"English Language","stem":"Which of the following options is NOT a meaning of the homonym 'content'?","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The subject matter or information included in a book, document, or programme","textHi":null,"imageUrl":null},{"key":"b","text":"A feeling of satisfaction or quiet happiness","textHi":null,"imageUrl":null},{"key":"c","text":"The quantity or proportion of a particular substance present in something","textHi":null,"imageUrl":null},{"key":"d","text":"A vessel or container used for holding liquids","textHi":null,"imageUrl":null}],"correct":"d","sol":"Homonym meanings\n'Content' is a homonym with three common senses: the material inside a book, document or programme; the feeling of quiet satisfaction; and the amount of a substance present in something.\nOptions (a), (b) and (c) name exactly those three senses, so all of them are genuine meanings.\nA vessel used for holding liquids is a 'container' — a different word that only looks similar — so it is not a meaning of 'content'.\nHence option (d) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12023,"n":23,"subject":"English Language","stem":"Fill in the blank with the correctly spelt word.\nThe doctor diagnosed a rare inherited\n

____

condition during the examination.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"hemaglobinopathy","textHi":null,"imageUrl":null},{"key":"b","text":"hemoglobinapathy","textHi":null,"imageUrl":null},{"key":"c","text":"haemoglobinopathi","textHi":null,"imageUrl":null},{"key":"d","text":"hemoglobinopathy","textHi":null,"imageUrl":null}],"correct":"d","sol":"Correct spelling\nThe word is built from three parts: 'hemo-' (blood) + 'globin' + '-pathy' (disease), so the full American spelling is 'hemoglobinopathy'.\nThe link vowel before '-pathy' is always 'o', which is why the ending reads '-opathy', as in neuropathy and myopathy.\n(a) turns the 'o' of 'hemo-' into 'a', (b) changes '-opathy' to '-apathy', and (c) mixes the British form 'haemo-' with the wrong ending '-pathi'.\nHence option (d) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12024,"n":24,"subject":"English Language","stem":"Fill in the blank with the correctly spelt word.\nThe archaeologist studied the

____

layers of the ancient site.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"stratographic","textHi":null,"imageUrl":null},{"key":"b","text":"stratigraphic","textHi":null,"imageUrl":null},{"key":"c","text":"strategraphic","textHi":null,"imageUrl":null},{"key":"d","text":"stratigrafik","textHi":null,"imageUrl":null}],"correct":"b","sol":"Correct spelling\nThe word comes from 'stratum' (a layer) plus '-graphy' (writing, description), so the adjective describing layers of an archaeological site is 'stratigraphic'.\nThe combining form of 'stratum' is 'strati-', not 'strato-' or 'strate-', and English keeps 'ph' in '-graphic'.\nSo (a) 'stratographic' and (c) 'strategraphic' use the wrong link vowel, and (d) 'stratigrafik' replaces 'ph' with 'f' and 'c' with 'k'.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12025,"n":25,"subject":"English Language","stem":"Which part of the following sentence contains a spelling error?\nThe scholar's thesis (1) on modern histriography (2) received acclaim for its clarity, insight, (3) and analytical approach (4).","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(4)","textHi":null,"imageUrl":null},{"key":"b","text":"(3)","textHi":null,"imageUrl":null},{"key":"c","text":"(2)","textHi":null,"imageUrl":null},{"key":"d","text":"(1)","textHi":null,"imageUrl":null}],"correct":"c","sol":"Spotting the spelling error\nPart (2) reads 'histriography', but the study of the writing of history is spelt 'historiography'.\nThe word is 'histori-' (from history) + '-ography'; the syllable 'to' must not be dropped, exactly as it is kept in 'historical'.\nParts (1), (3) and (4) — 'thesis', 'clarity, insight' and 'analytical approach' — are all spelt correctly.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":12026,"n":26,"subject":"General Intelligence","stem":"In this type of questions, question is provided with substitutes for various mathematical symbols, followed by a question involving calculation of an expression or choosing the correct/incorrect equation. You have to put the real signs in the given equation and then solve the questions as required. If '*' stands for '

C

', '

$

' stands for '

\times

', '!' stands for '÷', '~' stands for '+', then find the value of:

24! 9 * 4 * 6 =

?","stemHi":"इस प्रकार के प्रश्नों में विभिन्न गणितीय चिह्नों के स्थान पर उनके प्रतिस्थापी प्रतीक दिए जाते हैं, और उसके बाद किसी व्यंजक का मान निकालने अथवा सही/गलत समीकरण चुनने का प्रश्न पूछा जाता है। आपको दिए गए समीकरण में वास्तविक चिह्न रखकर प्रश्न को हल करना है। यदि '*' का अर्थ '

C

' है, '

$

' का अर्थ '

\times

' है, '!' का अर्थ '÷' है, '~' का अर्थ '+' है, तो निम्नलिखित का मान ज्ञात कीजिए:

24! 9 * 4 * 6 =

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

\frac{- 22}{3}

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

\frac{- 25}{3}

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

\frac{- 21}{3}

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

\frac{- 27}{3}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$29","solHi":"$2a","pos":2,"neg":0.5},{"id":12027,"n":27,"subject":"General Intelligence","stem":"A person walks 5 km south, then 7 km west, and finally 5 km north. In which direction is he from his starting point?","stemHi":"एक व्यक्ति 5 km दक्षिण की ओर चलता है, फिर 7 km पश्चिम की ओर और अंत में 5 km उत्तर की ओर चलता है। वह अपने प्रारंभिक बिंदु से किस दिशा में है?","context":null,"contextHi":null,"options":[{"key":"a","text":"North","textHi":"उत्तर","imageUrl":null},{"key":"b","text":"South","textHi":"दक्षिण","imageUrl":null},{"key":"c","text":"East","textHi":"पूर्व","imageUrl":null},{"key":"d","text":"West","textHi":"पश्चिम","imageUrl":null}],"correct":"d","sol":"Direction sense\nDraw the three moves one after the other, starting from the starting point.\n $\"figure\"/$ \nThe 5 km walked south and the 5 km walked north are equal and opposite, so they cancel and no north–south shift is left.\nOnly the 7 km walked towards the west survives.\nSo the finishing point lies 7 km due west of the starting point.\nHence option (d) is correct.","solHi":"दिशा-ज्ञान\nप्रारंभिक बिंदु से आरंभ करके तीनों चालों को एक के बाद एक खींचिए।\n $\"figure\"/$ \nदक्षिण की ओर चली गई 5 km और उत्तर की ओर चली गई 5 km बराबर तथा विपरीत हैं, अतः वे कट जाती हैं और कोई उत्तर–दक्षिण विस्थापन शेष नहीं रहता।\nकेवल पश्चिम की ओर चली गई 7 km ही शेष रहती है।\nअतः अंतिम बिंदु प्रारंभिक बिंदु से ठीक 7 km पश्चिम में है।\nइसलिए सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12028,"n":28,"subject":"General Intelligence","stem":"A piece of paper is folded and punched as shown below in the question figures. From the given option figures, indicate how it will appear when opened.\n $\"figure\"/$ ","stemHi":"एक कागज़ को मोड़ा और छेदा गया है, जैसा कि नीचे प्रश्न आकृतियों में दर्शाया गया है। दी गई विकल्प आकृतियों में से बताइए कि खोलने पर वह कैसा दिखाई देगा।\n $\"figure\"/$ ","context":null,"contextHi":null,"options":[{"key":"a","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"b","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"c","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"d","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null}],"correct":"a","sol":"$2b","solHi":"कागज़ मोड़ना और छेदना\nपहला मोड़ दाएँ आधे भाग को बाएँ आधे भाग पर लाता है और दूसरा मोड़ निचले आधे भाग को ऊपर लाता है, अतः छेदा गया कागज़ वर्ग का ठीक एक चौथाई भाग है।\nइसलिए खोलने पर प्रत्येक छेद चार बार दिखाई देगा: एक बार ज्यों का त्यों, एक बार ऊर्ध्वाधर मोड़ के प्रतिबिंब में, एक बार क्षैतिज मोड़ के प्रतिबिंब में और एक बार दोनों के प्रतिबिंब में।\nइस चौथाई भाग में बाहरी किनारे के पास एक छड़, एक त्रिभुज तथा एक वर्ग है, अतः खुले कागज़ में 4 छड़ें, 4 त्रिभुज और 4 वर्ग दिखाई देने चाहिए।\nचारों छड़ें चारों कोनों में आ जाती हैं और चारों वर्ग बीच में

2 \times 2

वर्गों का समूह बना देते हैं।\nक्षैतिज मोड़ के प्रतिबिंब में त्रिभुज उलट जाता है, अतः ऊपर के दोनों त्रिभुज ऊपर की ओर और नीचे के दोनों त्रिभुज नीचे की ओर संकेत करेंगे।\nविकल्प (b) में नीचे के त्रिभुज ऊपर की ओर ही हैं, (c) में निचले आधे भाग में वर्ग और त्रिभुज आपस में बदल गए हैं, और (d) में चार के स्थान पर केवल दो छड़ें हैं।\nइसलिए सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":12029,"n":29,"subject":"General Intelligence","stem":"Pick the correct options from below.\n12,27,48,75,?","stemHi":"नीचे दिए गए विकल्पों में से सही विकल्प चुनिए।\n12,27,48,75,?","context":null,"contextHi":null,"options":[{"key":"a","text":"100","textHi":null,"imageUrl":null},{"key":"b","text":"108","textHi":null,"imageUrl":null},{"key":"c","text":"96","textHi":null,"imageUrl":null},{"key":"d","text":"112","textHi":null,"imageUrl":null}],"correct":"b","sol":"$2c","solHi":"$2d","pos":2,"neg":0.5},{"id":12030,"n":30,"subject":"General Intelligence","stem":"Five friends Rahul, Ritu, Ramesh, Rohan, and Reena were born in different consecutive years starting from 2002.Reena was neither born in 2003 nor in 2006.Rahul is the oldest among all. Ritu is younger than Rohan. Ramesh was born in a leap year. Who was born in 2003?","stemHi":"पाँच मित्र Rahul, Ritu, Ramesh, Rohan और Reena का जन्म 2002 से आरंभ होने वाले भिन्न-भिन्न क्रमागत वर्षों में हुआ। Reena का जन्म न तो 2003 में हुआ और न ही 2006 में। Rahul सबसे बड़ा है। Ritu, Rohan से छोटी है। Ramesh का जन्म एक अधिवर्ष (leap year) में हुआ। 2003 में किसका जन्म हुआ?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rohan","textHi":null,"imageUrl":null},{"key":"b","text":"Ritu","textHi":null,"imageUrl":null},{"key":"c","text":"Reena","textHi":null,"imageUrl":null},{"key":"d","text":"Ramesh","textHi":null,"imageUrl":null}],"correct":"a","sol":"Ordering by birth year\nThe five consecutive years starting from 2002 are 2002, 2003, 2004, 2005 and 2006.\nRahul is the oldest, so the earliest year belongs to him: Rahul was born in 2002.\nAmong these five years only 2004 is divisible by 4, so 2004 is the only leap year and Ramesh was born in 2004.\nReena is barred from 2003 and 2006, and 2002 and 2004 are already taken, so Reena was born in 2005.\nRohan and Ritu must take 2003 and 2006; Ritu is younger, so Ritu got 2006 and Rohan got 2003.\n $\"figure\"/$ \nHence option (a) is correct.","solHi":"जन्म-वर्ष के अनुसार क्रम\n2002 से आरंभ होने वाले पाँच क्रमागत वर्ष हैं — 2002, 2003, 2004, 2005 तथा 2006।\nRahul सबसे बड़ा है, अतः सबसे पहला वर्ष उसी का है: Rahul का जन्म 2002 में हुआ।\nइन पाँच वर्षों में केवल 2004 ही 4 से विभाज्य है, अतः 2004 ही एकमात्र अधिवर्ष है और Ramesh का जन्म 2004 में हुआ।\nReena के लिए 2003 और 2006 वर्जित हैं तथा 2002 और 2004 पहले ही ले लिए गए हैं, अतः Reena का जन्म 2005 में हुआ।\nअब Rohan और Ritu को 2003 तथा 2006 लेने हैं; Ritu छोटी है, अतः Ritu को 2006 और Rohan को 2003 मिला।\n $\"figure\"/$ \nइसलिए सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":12031,"n":31,"subject":"General Intelligence","stem":"You are given a Master Address (MA) from official records. Your task is to identify the correct candidate address that matches exactly with the master address in terms of formatting, punctuation, spelling, and structure.\nMaster Address (MA):\nH.No-21, Sector B-4, Green Valley, MG Road, Jaipur - 302015\nCandidate Addresses:","stemHi":"आपको आधिकारिक अभिलेखों से एक मास्टर पता (MA) दिया गया है। आपका कार्य उस अभ्यर्थी पते की पहचान करना है जो प्रारूप, विराम-चिह्न, वर्तनी तथा संरचना की दृष्टि से मास्टर पते से पूर्णतः मेल खाता हो।\nमास्टर पता (MA):\nH.No-21, Sector B-4, Green Valley, MG Road, Jaipur - 302015 अभ्यर्थी पते:","context":null,"contextHi":null,"options":[{"key":"a","text":"H.No-21, Sector B-4, Green Valley, M.G. Road, Jaipur - 302015","textHi":null,"imageUrl":null},{"key":"b","text":"H.No.21, Sector B-4, Green Valley, MG Road, Jaipur - 302015","textHi":null,"imageUrl":null},{"key":"c","text":"H.No-21, Sector B 4, Green Valley, MG Road, Jaipur - 302015","textHi":null,"imageUrl":null},{"key":"d","text":"H.No-21, Sector B-4, Green Valley, MG Road, Jaipur - 302015","textHi":null,"imageUrl":null}],"correct":"d","sol":"Address matching\nCompare each candidate address with the master address field by field, watching the full stops, hyphens and spaces.\n $\"figure\"/$ \nIn (a) the road is written 'M.G. Road' with two full stops, while the master has the plain 'MG Road'.\nIn (b) the house number is written 'H.No.21' with a full stop, while the master uses a hyphen in 'H.No-21'.\nIn (c) the sector is written 'Sector B 4' with a space, while the master uses a hyphen in 'Sector B-4'.\nOnly (d) keeps every letter, full stop, hyphen and space exactly as in the master address.\nHence option (d) is correct.","solHi":"पता मिलान\nप्रत्येक अभ्यर्थी पते की तुलना मास्टर पते से एक-एक अंश करके कीजिए और पूर्ण विराम, हाइफ़न तथा रिक्त स्थान पर ध्यान दीजिए।\n $\"figure\"/$ \n(a) में सड़क का नाम दो पूर्ण विरामों के साथ 'M.G. Road' लिखा है, जबकि मास्टर पते में सीधा 'MG Road' है।\n(b) में मकान संख्या पूर्ण विराम के साथ 'H.No.21' लिखी है, जबकि मास्टर पते में 'H.No-21' में हाइफ़न है।\n(c) में सेक्टर रिक्त स्थान के साथ 'Sector B 4' लिखा है, जबकि मास्टर पते में 'Sector B-4' में हाइफ़न है।\nकेवल (d) में प्रत्येक अक्षर, पूर्ण विराम, हाइफ़न तथा रिक्त स्थान मास्टर पते के समान ही है।\nइसलिए सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12032,"n":32,"subject":"General Intelligence","stem":"Identify the next number in the sequence.\n6, 18, 36, 60, 90, ?","stemHi":"अनुक्रम में अगली संख्या ज्ञात कीजिए।\n6, 18, 36, 60, 90, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"126","textHi":null,"imageUrl":null},{"key":"b","text":"132","textHi":null,"imageUrl":null},{"key":"c","text":"138","textHi":null,"imageUrl":null},{"key":"d","text":"144","textHi":null,"imageUrl":null}],"correct":"a","sol":"Number series\n $\"figure\"/$ \nThe differences between consecutive terms are 12, 18, 24, 30, and each difference is 6 more than the one before it.\nSo the next difference is 30 + 6 = 36.\nRequired term = 90 + 36 = 126.\nThe same series is 6 times the triangular numbers:

6 \times 1, 6 \times 3, 6 \times 6, 6 \times 10, 6 \times 15

, and next

6 \times 21 = 126

.\nHence option (a) is correct.","solHi":"संख्या शृंखला\n $\"figure\"/$ \nक्रमागत पदों के अंतर 12, 18, 24, 30 हैं, और प्रत्येक अंतर अपने से पिछले अंतर से 6 अधिक है।\nअतः अगला अंतर 30 + 6 = 36 होगा।\nअभीष्ट पद = 90 + 36 = 126।\nयही शृंखला त्रिभुजाकार संख्याओं की 6 गुनी है:

6 \times 1, 6 \times 3, 6 \times 6, 6 \times 10, 6 \times 15

, और अगला

6 \times 21 = 126

।\nइसलिए सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":12033,"n":33,"subject":"General Intelligence","stem":"In the following question, select the number which can be placed at the sign of question mark (?) from the given alternatives.","stemHi":"निम्नलिखित प्रश्न में, दिए गए विकल्पों में से वह संख्या चुनिए जिसे प्रश्नवाचक चिह्न (?) के स्थान पर रखा जा सकता है।","context":null,"contextHi":null,"options":[{"key":"a","text":"13","textHi":null,"imageUrl":null},{"key":"b","text":"14","textHi":null,"imageUrl":null},{"key":"c","text":"5","textHi":null,"imageUrl":null},{"key":"d","text":"9","textHi":null,"imageUrl":null}],"correct":"c","sol":"$2e","solHi":"$2f","pos":2,"neg":0.5},{"id":12034,"n":34,"subject":"General Intelligence","stem":"In the following question, select the number which can be placed at the sign of question mark (?) from the given alternatives.","stemHi":"निम्नलिखित प्रश्न में, दिए गए विकल्पों में से वह संख्या चुनिए जिसे प्रश्नवाचक चिह्न (?) के स्थान पर रखा जा सकता है।","context":null,"contextHi":null,"options":[{"key":"a","text":"7","textHi":null,"imageUrl":null},{"key":"b","text":"4","textHi":null,"imageUrl":null},{"key":"c","text":"8","textHi":null,"imageUrl":null},{"key":"d","text":"9","textHi":null,"imageUrl":null}],"correct":"a","sol":"$30","solHi":"$31","pos":2,"neg":0.5},{"id":12035,"n":35,"subject":"General Intelligence","stem":"How many triangles are there in the given figure ?\n $\"figure\"/$ ","stemHi":"दी गई आकृति में कितने त्रिभुज हैं ?\n $\"figure\"/$ ","context":null,"contextHi":null,"options":[{"key":"a","text":"8","textHi":null,"imageUrl":null},{"key":"b","text":"10","textHi":null,"imageUrl":null},{"key":"c","text":"9","textHi":null,"imageUrl":null},{"key":"d","text":"11","textHi":null,"imageUrl":null}],"correct":"b","sol":"Counting triangles\nNumber the smallest closed triangular regions of the figure.\n $\"figure\"/$ \nSimple triangles: 1, 2 and 3 inside the left square, 4 and 5 on the right, and 6 hanging below the rectangle — that is 6 triangles.\nTwo regions join to make a bigger triangle wherever their common edge lies on a longer straight line.\nIn the left square 1 + 2 and 1 + 3 each give a half-square triangle, and on the right 4 + 5 gives one more — 3 triangles.\nOne large triangle is still left: the top edge of the rectangle, the long slanting line and the vertical line enclose it.\nTotal = 6 + 3 + 1 = 10.\nHence option (b) is correct.","solHi":"त्रिभुज गिनना\nआकृति के सबसे छोटे बंद त्रिभुजाकार क्षेत्रों को संख्या दीजिए।\n $\"figure\"/$ \nसाधारण त्रिभुज: बाएँ वर्ग के भीतर 1, 2 और 3, दाईं ओर 4 तथा 5, और आयत के नीचे लटकता हुआ 6 — अर्थात् 6 त्रिभुज।\nजहाँ दो क्षेत्रों की उभयनिष्ठ भुजा किसी लंबी सरल रेखा पर स्थित हो, वहाँ वे मिलकर एक बड़ा त्रिभुज बनाते हैं।\nबाएँ वर्ग में 1 + 2 तथा 1 + 3 प्रत्येक आधे वर्ग का त्रिभुज देते हैं, और दाईं ओर 4 + 5 एक और देता है — 3 त्रिभुज।\nएक बड़ा त्रिभुज अब भी शेष है: आयत की ऊपरी भुजा, लंबी तिरछी रेखा तथा ऊर्ध्वाधर रेखा मिलकर उसे घेरती हैं।\nकुल = 6 + 3 + 1 = 10।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12036,"n":36,"subject":"General Intelligence","stem":"How many triangles are there in the given figure ?\n $\"figure\"/$ ","stemHi":"दी गई आकृति में कितने त्रिभुज हैं ?\n $\"figure\"/$ ","context":null,"contextHi":null,"options":[{"key":"a","text":"22","textHi":null,"imageUrl":null},{"key":"b","text":"23","textHi":null,"imageUrl":null},{"key":"c","text":"24","textHi":null,"imageUrl":null},{"key":"d","text":"20","textHi":null,"imageUrl":null}],"correct":"c","sol":"Counting triangles\nName the points as shown and then count in groups so that nothing is repeated.\n $\"figure\"/$ \nWith the short line BC: ABC, ADB and ADC — 3 triangles.\nThe whole figure and its two halves cut by the axis AP: AOQ, APO and APQ — 3 triangles.\nThe two long lines OF and QE cross the axis at I and give AIE, AIF, AIO, AIQ, EOI, FIQ, AEQ, AFO, OEQ and OFQ — 10 triangles.\nBelow I, the line LN and the base OQ give ILM, IMN, ILN, IPO, IPQ and IOQ — 6 triangles.\nThe two side flaps add GJO and HKQ — 2 triangles.\nTotal = 3 + 3 + 10 + 6 + 2 = 24.\nHence option (c) is correct.","solHi":"त्रिभुज गिनना\nबिंदुओं को दर्शाए अनुसार नाम दीजिए और फिर समूहों में गिनिए ताकि कोई त्रिभुज दोहराया न जाए।\n $\"figure\"/$ \nछोटी रेखा BC के साथ: ABC, ADB तथा ADC — 3 त्रिभुज।\nपूरी आकृति और अक्ष AP द्वारा कटे उसके दो आधे भाग: AOQ, APO तथा APQ — 3 त्रिभुज।\nदोनों लंबी रेखाएँ OF तथा QE अक्ष को I पर काटती हैं और AIE, AIF, AIO, AIQ, EOI, FIQ, AEQ, AFO, OEQ तथा OFQ देती हैं — 10 त्रिभुज।\nI के नीचे रेखा LN तथा आधार OQ मिलकर ILM, IMN, ILN, IPO, IPQ तथा IOQ देते हैं — 6 त्रिभुज।\nदोनों पार्श्व भाग GJO तथा HKQ जोड़ते हैं — 2 त्रिभुज।\nकुल = 3 + 3 + 10 + 6 + 2 = 24।\nइसलिए सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12037,"n":37,"subject":"General Intelligence","stem":"5 persons

P, Q, R, S

and T are sitting around a circular table facing towards the centre (not necessarily in the same order). Q is sitting second to the right of

S . P

is sitting second to the right of

Q . R

is not an immediate neighbour of P. Who is to the immediate right of P ?","stemHi":"5 व्यक्ति

P, Q, R, S

और T एक वृत्ताकार मेज़ के चारों ओर केंद्र की ओर मुख करके बैठे हैं (आवश्यक नहीं कि इसी क्रम में)। Q,

S . P

के दाईं ओर दूसरे स्थान पर बैठा है,

Q . R

के दाईं ओर दूसरे स्थान पर बैठा है, P का निकटतम पड़ोसी नहीं है। P के ठीक दाईं ओर कौन है ?","context":null,"contextHi":null,"options":[{"key":"a","text":"T","textHi":null,"imageUrl":null},{"key":"b","text":"Q","textHi":null,"imageUrl":null},{"key":"c","text":"R","textHi":null,"imageUrl":null},{"key":"d","text":"S","textHi":null,"imageUrl":null}],"correct":"d","sol":"Circular seating\nEverybody faces the centre, so a person's right hand points anticlockwise; 'second to the right' therefore means two seats anticlockwise.\nFix S first. Q sits two seats anticlockwise from S, and P sits two seats anticlockwise from Q.\nReading anticlockwise the five seats are S, _, Q, _, P.\nR and T must fill the two empty seats, but R cannot be next to P, and the seat between Q and P touches P.\nSo R takes the seat between S and Q, and T takes the seat between Q and P.\n $\"figure\"/$ \nOne seat anticlockwise from P brings us back to S, so S is immediately to the right of P.\nHence option (d) is correct.","solHi":"वृत्ताकार बैठक व्यवस्था\nसभी का मुख केंद्र की ओर है, अतः किसी व्यक्ति का दायाँ हाथ वामावर्त दिशा की ओर होता है; इसलिए 'दाईं ओर दूसरे स्थान पर' का अर्थ है वामावर्त दो स्थान आगे।\nपहले S को स्थिर कीजिए। Q, S से वामावर्त दो स्थान आगे बैठा है, और P, Q से वामावर्त दो स्थान आगे बैठा है।\nवामावर्त पढ़ने पर पाँचों स्थान हैं — S, _, Q, _, P।\nR और T को दोनों रिक्त स्थान भरने हैं, किंतु R, P का निकटतम पड़ोसी नहीं हो सकता, और Q तथा P के बीच का स्थान P से सटा हुआ है।\nअतः R को S और Q के बीच का स्थान तथा T को Q और P के बीच का स्थान मिलता है।\n $\"figure\"/$ \nP से वामावर्त एक स्थान आगे बढ़ने पर हम पुनः S पर पहुँचते हैं, अतः P के ठीक दाईं ओर S है।\nइसलिए सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12038,"n":38,"subject":"General Intelligence","stem":"5 persons

P, Q, R, S

and T are sitting around a circular table facing towards the centre (not necessarily in the same order). Q is sitting second to the right of S. P is sitting second to the right of

Q . R

is not an immediate neighbour of P . Who is sitting third to the right of R ?","stemHi":"5 व्यक्ति

P, Q, R, S

और T एक वृत्ताकार मेज़ के चारों ओर केंद्र की ओर मुख करके बैठे हैं (आवश्यक नहीं कि इसी क्रम में)। Q, S के दाईं ओर दूसरे स्थान पर बैठा है। P,

Q . R

के दाईं ओर दूसरे स्थान पर बैठा है, P का निकटतम पड़ोसी नहीं है। R के दाईं ओर तीसरे स्थान पर कौन बैठा है ?","context":null,"contextHi":null,"options":[{"key":"a","text":"Q","textHi":null,"imageUrl":null},{"key":"b","text":"P","textHi":null,"imageUrl":null},{"key":"c","text":"S","textHi":null,"imageUrl":null},{"key":"d","text":"T","textHi":null,"imageUrl":null}],"correct":"b","sol":"Circular seating\nSince all five face the centre, counting to the right means counting anticlockwise.\nPlace S, then Q two seats anticlockwise of S and P two seats anticlockwise of Q, which gives S, _, Q, _, P anticlockwise.\nR may not be an immediate neighbour of P, so R cannot take the seat between Q and P; R sits between S and Q and T sits between Q and P.\n $\"figure\"/$ \nThe complete anticlockwise order is therefore S, R, Q, T, P.\nCounting to the right from R: first Q, second T, third P.\nHence option (b) is correct.","solHi":"वृत्ताकार बैठक व्यवस्था\nचूँकि पाँचों का मुख केंद्र की ओर है, अतः दाईं ओर गिनने का अर्थ है वामावर्त गिनना।\nS को रखिए, फिर Q को S से वामावर्त दो स्थान आगे तथा P को Q से वामावर्त दो स्थान आगे रखिए, जिससे वामावर्त क्रम S, _, Q, _, P बनता है।\nR, P का निकटतम पड़ोसी नहीं हो सकता, अतः R को Q और P के बीच का स्थान नहीं मिल सकता; R, S और Q के बीच तथा T, Q और P के बीच बैठता है।\n $\"figure\"/$ \nअतः पूरा वामावर्त क्रम है — S, R, Q, T, P।\nR से दाईं ओर गिनने पर: पहला Q, दूसरा T, तीसरा P।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12039,"n":39,"subject":"General Intelligence","stem":"A man is facing towards North. By taking which of the following combination of turns, he will be finally facing towards West?","stemHi":"एक व्यक्ति उत्तर दिशा की ओर मुख किए हुए है। निम्नलिखित में से मोड़ों के किस संयोजन को अपनाने पर वह अंत में पश्चिम दिशा की ओर मुख किए होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Left, Right, Left, Right, Right","textHi":"बाएँ, दाएँ, बाएँ, दाएँ, दाएँ","imageUrl":null},{"key":"b","text":"Right, Left, Right, Left, Left","textHi":"दाएँ, बाएँ, दाएँ, बाएँ, बाएँ","imageUrl":null},{"key":"c","text":"Right, Right, Right, Left, Left","textHi":"दाएँ, दाएँ, दाएँ, बाएँ, बाएँ","imageUrl":null},{"key":"d","text":"Left, Right, Left, Right, Left","textHi":"बाएँ, दाएँ, बाएँ, दाएँ, बाएँ","imageUrl":null}],"correct":"b","sol":"Direction after turns\nEach turn is a quarter turn, so start from North and apply the turns of option (b) one at a time.\n $\"figure\"/$ \nNorth, turn right → East; turn left → North; turn right → East; turn left → North; turn left → West.\nSo this combination leaves him facing West.\nOptions (a) and (c) contain three right turns against only two left turns, which brings him to East instead.\nHence option (b) is correct.","solHi":"मोड़ों के बाद दिशा\nप्रत्येक मोड़ एक समकोण का होता है, अतः उत्तर से आरंभ करके विकल्प (b) के मोड़ एक-एक करके लगाइए।\n $\"figure\"/$ \nउत्तर, दाएँ मुड़ने पर → पूर्व; बाएँ → उत्तर; दाएँ → पूर्व; बाएँ → उत्तर; बाएँ → पश्चिम।\nअतः यह संयोजन उसे पश्चिम की ओर मुख किए छोड़ता है।\nविकल्प (a) तथा (c) में दो बाएँ मोड़ों के मुकाबले तीन दाएँ मोड़ हैं, जिससे वह पश्चिम के स्थान पर पूर्व की ओर पहुँच जाता है।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12040,"n":40,"subject":"General Intelligence","stem":"Which option figure will complete the pattern in the question figure? (Rotation is not allowed)\n $\"figure\"/$ ","stemHi":"कौन-सी विकल्प आकृति प्रश्न आकृति के प्रतिरूप को पूर्ण करेगी? (घुमाने की अनुमति नहीं है)\n $\"figure\"/$ ","context":null,"contextHi":null,"options":[{"key":"a","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"b","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"c","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"d","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null}],"correct":"c","sol":"Completing the pattern\nThe two diagonals cut the rounded square into four equal triangles, and each triangle carries the same design read from its own base towards the centre.\nThat design is: one thick bar close to the base, then two thin lines parallel to it, and finally a pair of small arcs at the tip that meets the centre.\nThe missing piece is the bottom triangle, so its base is the bottom edge and its tip points up to the centre.\n $\"figure\"/$ \nRotation is not allowed, so the required figure must show the arcs at the top tip and the thick bar at the bottom, exactly as in option (c).\nIn (a) the upper thin line is broken into two dashes, in (b) the tip carries a closed oval and an extra line, and in (d) the tip carries one large arc instead of the pair of small ones.\nHence option (c) is correct.","solHi":"प्रतिरूप पूर्ण करना\nदोनों विकर्ण गोल कोनों वाले वर्ग को चार बराबर त्रिभुजों में काटते हैं, और प्रत्येक त्रिभुज में अपने आधार से केंद्र की ओर एक ही डिज़ाइन बनी है।\nवह डिज़ाइन इस प्रकार है: आधार के पास एक मोटी पट्टी, फिर उसके समांतर दो पतली रेखाएँ, और अंत में केंद्र से मिलने वाले शीर्ष पर दो छोटे चाप।\nलुप्त भाग निचला त्रिभुज है, अतः उसका आधार नीचे की भुजा है और उसका शीर्ष ऊपर केंद्र की ओर है।\n $\"figure\"/$ \nघुमाने की अनुमति नहीं है, अतः अभीष्ट आकृति में चाप ऊपर शीर्ष पर और मोटी पट्टी नीचे होनी चाहिए, ठीक जैसा विकल्प (c) में है।\n(a) में ऊपरी पतली रेखा दो टुकड़ों में टूटी है, (b) में शीर्ष पर एक बंद अंडाकार तथा एक अतिरिक्त रेखा है, और (d) में दो छोटे चापों के स्थान पर एक बड़ा चाप है।\nइसलिए सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12041,"n":41,"subject":"General Intelligence","stem":"In the following figure series, select the figure which can be placed at the sign of question mark (?) from the given alternatives.\n $\"figure\"/$ ","stemHi":"निम्नलिखित आकृति शृंखला में, दिए गए विकल्पों में से उस आकृति का चयन कीजिए जिसे प्रश्नवाचक चिह्न (?) के स्थान पर रखा जा सकता है।\n $\"figure\"/$ ","context":null,"contextHi":null,"options":[{"key":"a","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"b","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"c","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"d","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null}],"correct":"d","sol":"$32","solHi":"$33","pos":2,"neg":0.5},{"id":12042,"n":42,"subject":"General Intelligence","stem":"In the following figure series, select the figure which can be placed at the sign of question mark (?) from the given alternatives.\n $\"figure\"/$ ","stemHi":"निम्नलिखित आकृति शृंखला में, दिए गए विकल्पों में से उस आकृति का चयन कीजिए जिसे प्रश्नवाचक चिह्न (?) के स्थान पर रखा जा सकता है।\n $\"figure\"/$ ","context":null,"contextHi":null,"options":[{"key":"a","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"b","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"c","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null},{"key":"d","text":" $\"figure\"/$ ","textHi":null,"imageUrl":null}],"correct":"a","sol":"$34","solHi":"$35","pos":2,"neg":0.5},{"id":12043,"n":43,"subject":"General Intelligence","stem":"If 'A' means '÷', 'B' means 'x', 'C' means '+' and 'D' means '-', then find the value of :-\n36A4B2C8D5=?","stemHi":"यदि 'A' का अर्थ '÷' है, 'B' का अर्थ 'x' है, 'C' का अर्थ '+' है तथा 'D' का अर्थ '-' है, तो निम्नलिखित का मान ज्ञात कीजिए :-\n36A4B2C8D5=?","context":null,"contextHi":null,"options":[{"key":"a","text":"15","textHi":null,"imageUrl":null},{"key":"b","text":"21","textHi":null,"imageUrl":null},{"key":"c","text":"25","textHi":null,"imageUrl":null},{"key":"d","text":"19","textHi":null,"imageUrl":null}],"correct":"b","sol":"Symbol substitution\nReplace each letter by the sign it stands for.\n $\"figure\"/$ \nThe expression becomes

36 \div 4 \times 2 + 8 - 5

.\nBy BODMAS, division and multiplication come first, working from left to right:

36 \div 4 = 9

and

9 \times 2 = 18

.\nNow 18 + 8 - 5 = 21.\nSo the value is 21 and option (b) is correct.","solHi":"चिह्न प्रतिस्थापन\nप्रत्येक अक्षर के स्थान पर उसका निर्दिष्ट चिह्न रख दीजिए।\n $\"figure\"/$ \nव्यंजक बनता है

36 \div 4 \times 2 + 8 - 5

।\nBODMAS के अनुसार पहले भाग और गुणा, बाएँ से दाएँ:

36 \div 4 = 9

तथा

9 \times 2 = 18

।\nअब 18 + 8 - 5 = 21।\nअतः अभीष्ट मान 21 है और सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12044,"n":44,"subject":"General Intelligence","stem":"By interchanging the given two numbers (not digits) which of the following equation will NOT be correct ? 5 and 9\nI.

9 \times 4 + 5 - 6 \div 2 = 20

\nII.

3 \times 5 + 9 - 12 \div 4 = 34

","stemHi":"दी गई दो संख्याओं (अंकों को नहीं) को आपस में बदलने पर निम्नलिखित में से कौन-सा समीकरण सही नहीं होगा? 5 और 9\nI.

9 \times 4 + 5 - 6 \div 2 = 20

\nII.

3 \times 5 + 9 - 12 \div 4 = 34

","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I","textHi":"केवल I","imageUrl":null},{"key":"b","text":"Only II","textHi":"केवल II","imageUrl":null},{"key":"c","text":"Both I and II","textHi":"I और II दोनों","imageUrl":null},{"key":"d","text":"Neither I nor II","textHi":"न तो I और न ही II","imageUrl":null}],"correct":"c","sol":"Interchanging numbers\nInterchanging the numbers 5 and 9 means every 5 becomes 9 and every 9 becomes 5; all the other numbers stay where they are.\nEquation I becomes

5 \times 4 + 9 - 6 \div 2 = 20 + 9 - 3 = 26

, which is not 20.\nEquation II becomes

3 \times 9 + 5 - 12 \div 4 = 27 + 5 - 3 = 29

, which is not 34.\n $\"figure\"/$ \nBoth equations fail after the interchange, so option (c) is correct.","solHi":"संख्याओं का विनिमय\nसंख्याओं 5 और 9 को आपस में बदलने का अर्थ है कि प्रत्येक 5 के स्थान पर 9 तथा प्रत्येक 9 के स्थान पर 5 आ जाएगा; शेष सभी संख्याएँ यथावत रहेंगी।\nसमीकरण I बनता है

5 \times 4 + 9 - 6 \div 2 = 20 + 9 - 3 = 26

, जो 20 नहीं है।\nसमीकरण II बनता है

3 \times 9 + 5 - 12 \div 4 = 27 + 5 - 3 = 29

, जो 34 नहीं है।\n $\"figure\"/$ \nविनिमय के बाद दोनों समीकरण असत्य हो जाते हैं, अतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12045,"n":45,"subject":"General Intelligence","stem":"In the following question, four number pairs are given. In each pair the number on left side of (-) is related to the number of the right side of (-) with some Logic/Rule/Relation. Three pairs are similar on the basis of same Logic / Rule /Relation. Select the odd one out from the given alternatives.\n(NOTE: Operations should be performed on the whole numbers, without breaking down the number into its constituent digits. E.g. 13 - Operations on 13 such as adding /subtracting /multiplying etc. to 13 can be performed. Breaking down 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is not allowed)","stemHi":"निम्नलिखित प्रश्न में चार संख्या-युग्म दिए गए हैं। प्रत्येक युग्म में (-) के बाईं ओर की संख्या दाईं ओर की संख्या से किसी तर्क/नियम/संबंध द्वारा संबंधित है। तीन युग्म एक ही तर्क/नियम/संबंध के आधार पर समान हैं। दिए गए विकल्पों में से असंगत युग्म का चयन कीजिए।\n(नोट: संक्रियाएँ पूर्ण संख्याओं पर की जानी चाहिए, संख्या को उसके अंकों में तोड़े बिना। जैसे 13 - 13 पर जोड़ना/घटाना/गुणा करना आदि संक्रियाएँ की जा सकती हैं। 13 को 1 और 3 में तोड़कर फिर 1 और 3 पर गणितीय संक्रियाएँ करना मान्य नहीं है।)","context":null,"contextHi":null,"options":[{"key":"a","text":"17-289","textHi":null,"imageUrl":null},{"key":"b","text":"16-256","textHi":null,"imageUrl":null},{"key":"c","text":"15-225","textHi":null,"imageUrl":null},{"key":"d","text":"14-197","textHi":null,"imageUrl":null}],"correct":"d","sol":"$36","solHi":"$37","pos":2,"neg":0.5},{"id":12046,"n":46,"subject":"General Intelligence","stem":"In a certain coded language 'GOLD' is coded as 'BIGX' and 'FISH' is coded as 'ACNB'. How will 'TASK' be coded in the same code language?","stemHi":"एक निश्चित कूट भाषा में 'GOLD' को 'BIGX' के रूप में तथा 'FISH' को 'ACNB' के रूप में कूटबद्ध किया जाता है। उसी कूट भाषा में 'TASK' को किस प्रकार कूटबद्ध किया जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"OTND","textHi":null,"imageUrl":null},{"key":"b","text":"OUNE","textHi":null,"imageUrl":null},{"key":"c","text":"PVNF","textHi":null,"imageUrl":null},{"key":"d","text":"PTMD","textHi":null,"imageUrl":null}],"correct":"b","sol":"Letter coding\nCompare the code with the word letter by letter, using the positions A = 1 … Z = 26.\n $\"figure\"/$ \nG(7) → B(2) is -5, O(15) → I(9) is -6, L(12) → G(7) is -5 and D(4) → X(24) is -6, counting back past A into Z.\nFISH → ACNB follows the very same -5, -6, -5, -6 pattern, which confirms the rule.\nApply it to TASK: T(20) -5 = O, A(1) -6 = U, S(19) -5 = N, K(11) -6 = E.\n $\"figure\"/$ \nSo TASK is coded as OUNE and option (b) is correct.","solHi":"अक्षर कूट\nA = 1 … Z = 26 स्थान मान लेकर कूट की तुलना शब्द से अक्षर-दर-अक्षर कीजिए।\n $\"figure\"/$ \nG(7) → B(2) में -5, O(15) → I(9) में -6, L(12) → G(7) में -5 तथा D(4) → X(24) में -6 है, जहाँ A से पीछे गिनने पर Z आ जाता है।\nFISH → ACNB भी ठीक इसी -5, -6, -5, -6 प्रतिरूप का पालन करता है, जिससे नियम की पुष्टि हो जाती है।\nइसे TASK पर लगाइए: T(20) -5 = O, A(1) -6 = U, S(19) -5 = N, K(11) -6 = E।\n $\"figure\"/$ \nअतः TASK का कूट OUNE है और सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12047,"n":47,"subject":"General Intelligence","stem":"In a certain code language, 'study work hard success' is coded as 'la ka ma na', 'hard play daily growth' is coded as 'ma ta pa sa', and 'work growth focus result' is coded as 'ka pa ra va'. How will 'work growth' be coded in that code language ?","stemHi":"एक निश्चित कूट भाषा में 'study work hard success' को 'la ka ma na', 'hard play daily growth' को 'ma ta pa sa' तथा 'work growth focus result' को 'ka pa ra va' के रूप में कूटबद्ध किया जाता है। उस कूट भाषा में 'work growth' को किस प्रकार कूटबद्ध किया जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"la ma","textHi":null,"imageUrl":null},{"key":"b","text":"ka pa","textHi":null,"imageUrl":null},{"key":"c","text":"na sa","textHi":null,"imageUrl":null},{"key":"d","text":"ta ra","textHi":null,"imageUrl":null}],"correct":"b","sol":"Word code language\nTake the statements two at a time and pick out the word they share and the code they share.\n $\"figure\"/$ \nStatements 1 and 2 have only 'hard' in common and only 'ma' in common, so hard → ma.\nStatements 1 and 3 have only 'work' in common and only 'ka' in common, so work → ka.\nStatements 2 and 3 have only 'growth' in common and only 'pa' in common, so growth → pa.\nHence 'work growth' is coded as 'ka pa' and option (b) is correct.","solHi":"शब्द कूट भाषा\nकथनों को दो-दो करके लीजिए और उनमें उभयनिष्ठ शब्द तथा उभयनिष्ठ कूट छाँटिए।\n $\"figure\"/$ \nकथन 1 और 2 में केवल 'hard' उभयनिष्ठ है तथा केवल 'ma' उभयनिष्ठ है, अतः hard → ma।\nकथन 1 और 3 में केवल 'work' उभयनिष्ठ है तथा केवल 'ka' उभयनिष्ठ है, अतः work → ka।\nकथन 2 और 3 में केवल 'growth' उभयनिष्ठ है तथा केवल 'pa' उभयनिष्ठ है, अतः growth → pa।\nअतः 'work growth' का कूट 'ka pa' है और सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12048,"n":48,"subject":"General Intelligence","stem":"From the given alternatives, select the word that CANNOT be formed by using the letters of the given word. DEMOCRATIC","stemHi":"दिए गए विकल्पों में से उस शब्द का चयन कीजिए, जिसे दिए गए शब्द के अक्षरों का प्रयोग करके नहीं बनाया जा सकता। DEMOCRATIC","context":null,"contextHi":null,"options":[{"key":"a","text":"COMRADE","textHi":null,"imageUrl":null},{"key":"b","text":"CREDIT","textHi":null,"imageUrl":null},{"key":"c","text":"ACTION","textHi":null,"imageUrl":null},{"key":"d","text":"METRIC","textHi":null,"imageUrl":null}],"correct":"c","sol":"Word formation\nThe given word DEMOCRATIC supplies the letters A, C, C, D, E, I, M, O, R, T.\nCOMRADE, CREDIT and METRIC use only these letters, and the repeated C is available because DEMOCRATIC contains C twice.\nACTION needs the letter N, and there is no N anywhere in DEMOCRATIC.\n $\"figure\"/$ \nSo ACTION cannot be formed and option (c) is correct.","solHi":"शब्द रचना\nदिया गया शब्द DEMOCRATIC हमें A, C, C, D, E, I, M, O, R, T अक्षर देता है।\nCOMRADE, CREDIT तथा METRIC इन्हीं अक्षरों से बनते हैं, और दोहरा C भी उपलब्ध है क्योंकि DEMOCRATIC में C दो बार आता है।\nACTION के लिए अक्षर N चाहिए, जबकि DEMOCRATIC में कहीं भी N नहीं है।\n $\"figure\"/$ \nअतः ACTION नहीं बनाया जा सकता और सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12049,"n":49,"subject":"General Intelligence","stem":"From the given alternatives, select the word that CANNOT be formed by using the letters of the given word. COMMUNICATION","stemHi":"दिए गए विकल्पों में से उस शब्द का चयन कीजिए, जिसे दिए गए शब्द के अक्षरों का प्रयोग करके नहीं बनाया जा सकता। COMMUNICATION","context":null,"contextHi":null,"options":[{"key":"a","text":"ACTION","textHi":null,"imageUrl":null},{"key":"b","text":"UNION","textHi":null,"imageUrl":null},{"key":"c","text":"MUSIC","textHi":null,"imageUrl":null},{"key":"d","text":"MOTION","textHi":null,"imageUrl":null}],"correct":"c","sol":"Word formation\nCOMMUNICATION supplies the letters A, C, C, I, I, M, M, N, N, O, O, T, U.\nACTION, UNION and MOTION can all be built from these — UNION needs two N's and MOTION needs two O's, and both are available.\nMUSIC needs the letter S, which does not occur in COMMUNICATION at all.\n $\"figure\"/$ \nSo MUSIC cannot be formed and option (c) is correct.","solHi":"शब्द रचना\nCOMMUNICATION हमें A, C, C, I, I, M, M, N, N, O, O, T, U अक्षर देता है।\nACTION, UNION तथा MOTION इन्हीं से बन जाते हैं — UNION के लिए दो N और MOTION के लिए दो O चाहिए, और दोनों उपलब्ध हैं।\nMUSIC के लिए अक्षर S चाहिए, जो COMMUNICATION में है ही नहीं।\n $\"figure\"/$ \nअतः MUSIC नहीं बनाया जा सकता और सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12050,"n":50,"subject":"General Intelligence","stem":"A series is given with one term missing. Select the correct alternative from the given ones that will complete the series.\nMZ200 , KV245 , IR290 , GN335 , ?","stemHi":"एक शृंखला दी गई है जिसमें एक पद लुप्त है। दिए गए विकल्पों में से उस सही विकल्प का चयन कीजिए, जो शृंखला को पूर्ण करेगा।\nMZ200 , KV245 , IR290 , GN335 , ?","context":null,"contextHi":null,"options":[{"key":"a","text":"EI385","textHi":null,"imageUrl":null},{"key":"b","text":"DJ370","textHi":null,"imageUrl":null},{"key":"c","text":"EJ380","textHi":null,"imageUrl":null},{"key":"d","text":"FK380","textHi":null,"imageUrl":null}],"correct":"c","sol":"Alphanumeric series\nSplit every term into its three parts and follow each part on its own.\n $\"figure\"/$ \nThe first letters are M, K, I, G — each two steps back in the alphabet, so the next one is E.\nThe second letters are Z, V, R, N — each four steps back, so the next one is J.\nThe numbers grow by 45 every time.\n $\"figure\"/$ \nSo the number is 335 + 45 = 380, the term is EJ380 and option (c) is correct.","solHi":"अक्षर-अंक शृंखला\nप्रत्येक पद को उसके तीन भागों में बाँटिए और हर भाग को अलग-अलग देखिए।\n $\"figure\"/$ \nपहले अक्षर M, K, I, G हैं — प्रत्येक बार वर्णमाला में दो स्थान पीछे, अतः अगला अक्षर E होगा।\nदूसरे अक्षर Z, V, R, N हैं — प्रत्येक बार चार स्थान पीछे, अतः अगला अक्षर J होगा।\nसंख्याएँ हर बार 45 बढ़ती हैं।\n $\"figure\"/$ \nअतः संख्या 335 + 45 = 380 होगी, पद EJ380 बनेगा और सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12051,"n":51,"subject":"Quantitative Aptitude","stem":"An article sold for Rs. 960 after a discount of

20 %

. What was the marked price?","stemHi":"एक वस्तु

20 %

की छूट के बाद Rs. 960 में बेची गई। उसका अंकित मूल्य क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rs. 1250","textHi":null,"imageUrl":null},{"key":"b","text":"Rs. 1100","textHi":null,"imageUrl":null},{"key":"c","text":"Rs. 1200","textHi":null,"imageUrl":null},{"key":"d","text":"Rs. 1000","textHi":null,"imageUrl":null}],"correct":"c","sol":"$38","solHi":"छूट और अंकित मूल्य\n

20 %

की छूट के बाद विक्रय मूल्य अंकित मूल्य का

80 %

रह जाता है।\nसूत्र:

S P = M P \times \frac{100 - d}{100}

960 = M P \times \frac{80}{100}

M P = 960 \times \frac{100}{80} = 1200

\nअतः अंकित मूल्य ₹1,200 है और सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12052,"n":52,"subject":"Quantitative Aptitude","stem":"In a warehouse, 9 crates of goods have an average weight of 94.5 kg . One of the crates, weighing 89.2 kg , is replaced by a new crate. As a result, the average weight becomes 97.1 kg . Later, 5 more crates are added, each weighing 101.3 kg . What is the weight of the new crate that replaced the old one ?","stemHi":"एक गोदाम में सामान के 9 क्रेटों का औसत भार 94.5 kg है। इनमें से 89.2 kg भार वाले एक क्रेट को एक नए क्रेट से बदल दिया जाता है। परिणामस्वरूप औसत भार 97.1 kg हो जाता है। बाद में 101.3 kg भार वाले 5 और क्रेट जोड़ दिए जाते हैं। पुराने क्रेट के स्थान पर रखे गए नए क्रेट का भार कितना है?","context":null,"contextHi":null,"options":[{"key":"a","text":"116.8 kg","textHi":null,"imageUrl":null},{"key":"b","text":"118.1 kg","textHi":null,"imageUrl":null},{"key":"c","text":"112.6 kg","textHi":null,"imageUrl":null},{"key":"d","text":"115.7 kg","textHi":null,"imageUrl":null}],"correct":"c","sol":"Average on replacement\nTotal weight of the 9 crates

= 9 \times 94.5 = 850.5

kg.\nAfter the exchange the total becomes

9 \times 97.1 = 873.9

kg.\nThe number of crates has not changed, so the whole rise comes from the exchange: 873.9 - 850.5 = 23.4 kg.\nWeight of the new crate = 89.2 + 23.4 = 112.6 kg.\nThe five crates added later come after this and do not affect the answer, so option (c) is correct.","solHi":"प्रतिस्थापन पर औसत\n9 क्रेटों का कुल भार

= 9 \times 94.5 = 850.5

kg।\nबदलने के बाद कुल भार

= 9 \times 97.1 = 873.9

kg हो जाता है।\nक्रेटों की संख्या नहीं बदली, अतः पूरी वृद्धि इसी अदला-बदली से आई है: 873.9 - 850.5 = 23.4 kg।\nनए क्रेट का भार = 89.2 + 23.4 = 112.6 kg।\nबाद में जोड़े गए पाँच क्रेट इसके बाद आते हैं और उत्तर को प्रभावित नहीं करते, अतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12053,"n":53,"subject":"Quantitative Aptitude","stem":"A right circular cone has a height of 15 cm and a radius of 8 cm . Find its slant height and curved surface area.","stemHi":"एक लंब वृत्तीय शंकु की ऊँचाई 15 cm तथा त्रिज्या 8 cm है। इसकी तिर्यक ऊँचाई और वक्र पृष्ठीय क्षेत्रफल ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"17 cm and

427.42 {cm}^{2}

","textHi":"17 cm तथा

427.42 {cm}^{2}

","imageUrl":null},{"key":"b","text":"12 cm and

504.2 {cm}^{2}

","textHi":"12 cm तथा

504.2 {cm}^{2}

","imageUrl":null},{"key":"c","text":"18 cm and

204.2 {cm}^{2}

","textHi":"18 cm तथा

204.2 {cm}^{2}

","imageUrl":null},{"key":"d","text":"17 cm and

604.2 {cm}^{2}

","textHi":"17 cm तथा

604.2 {cm}^{2}

","imageUrl":null}],"correct":"a","sol":"$39","solHi":"$3a","pos":2,"neg":0.5},{"id":12054,"n":54,"subject":"Quantitative Aptitude","stem":"If in a right-angled triangle,

\sin A =

\frac{8}{17}

, find the value of

\cot A - \cos A

.","stemHi":"यदि एक समकोण त्रिभुज में

\sin A =

\frac{8}{17}

है, तो

\cot A - \cos A

का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{121}{136}

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

\frac{87}{136}

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

\frac{95}{136}

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

\frac{135}{136}

","textHi":null,"imageUrl":null}],"correct":"d","sol":"$3b","solHi":"$3c","pos":2,"neg":0.5},{"id":12055,"n":55,"subject":"Quantitative Aptitude","stem":"$3d","stemHi":"$3e","context":null,"contextHi":null,"options":[{"key":"a","text":"6 cm","textHi":null,"imageUrl":null},{"key":"b","text":"4 cm","textHi":null,"imageUrl":null},{"key":"c","text":"5 cm","textHi":null,"imageUrl":null},{"key":"d","text":"7 cm","textHi":null,"imageUrl":null}],"correct":"c","sol":"$3f","solHi":"$40","pos":2,"neg":0.5},{"id":12056,"n":56,"subject":"Quantitative Aptitude","stem":"From point '

A

' on the ground, a long metallic cable is laid to the top of a cliff, making an angle of

60^{\circ}

with the ground such that the length of the cable laid is

540 \sqrt{2}

metres. Find the distance between point '

A

' and the foot of the cliff.","stemHi":"ज़मीन पर स्थित बिंदु '

A

' से एक चट्टान की चोटी तक एक लंबी धातु की केबल इस प्रकार डाली गई है कि वह ज़मीन के साथ

60^{\circ}

का कोण बनाती है और डाली गई केबल की लंबाई

540 \sqrt{2}

मीटर है। बिंदु '

A

' तथा चट्टान के पाद के बीच की दूरी ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"

370 \sqrt{2}

metres","textHi":"

370 \sqrt{2}

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

450 \sqrt{2}

metres","textHi":"

450 \sqrt{2}

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

270 \sqrt{2}

metres","textHi":"

270 \sqrt{2}

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

570 \sqrt{2}

metres","textHi":"

570 \sqrt{2}

मीटर","imageUrl":null}],"correct":"c","sol":"$41","solHi":"$42","pos":2,"neg":0.5},{"id":12057,"n":57,"subject":"Quantitative Aptitude","stem":"The ratio of gold to copper in a bracelet is

5 : 8

. If the price of copper is

\frac{1}{12}

th the price of gold, find the cost of the bracelet if the cost of copper in the bracelet is 32000 rupees.","stemHi":"एक कंगन में सोने और ताँबे का अनुपात

5 : 8

है। यदि ताँबे का मूल्य सोने के मूल्य का

\frac{1}{12}

वाँ भाग है, तो कंगन की लागत ज्ञात कीजिए, जबकि कंगन में लगे ताँबे की लागत 32000 रुपये है।","context":null,"contextHi":null,"options":[{"key":"a","text":"Rs. 280000","textHi":null,"imageUrl":null},{"key":"b","text":"Rs. 290000","textHi":null,"imageUrl":null},{"key":"c","text":"Rs. 272000","textHi":null,"imageUrl":null},{"key":"d","text":"Rs. 278000","textHi":null,"imageUrl":null}],"correct":"c","sol":"Ratio and cost\nLet the bracelet hold 5x units of gold and 8x units of copper.\nLet copper cost p per unit; then gold costs 12p per unit.\nCost of the copper

= 8 x \times p = 32000

, so xp = 4000.\nCost of the gold

= 5 x \times 12 p = 60 x p = 60 \times 4000 = 240000

\n $\"figure\"/$ \nTotal cost = 240000 + 32000 = 272000\nSo the bracelet costs ₹2,72,000 and option (c) is correct.","solHi":"अनुपात और लागत\nमाना कि कंगन में सोना 5x इकाई तथा ताँबा 8x इकाई है।\nमाना कि ताँबे का मूल्य p प्रति इकाई है; तब सोने का मूल्य 12p प्रति इकाई होगा।\nताँबे की लागत

= 8 x \times p = 32000

, अतः xp = 4000।\nसोने की लागत

= 5 x \times 12 p = 60 x p = 60 \times 4000 = 240000

\n $\"figure\"/$ \nकुल लागत = 240000 + 32000 = 272000\nअतः कंगन की लागत ₹2,72,000 है और सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12058,"n":58,"subject":"Quantitative Aptitude","stem":"Rice worth Rs. 140 per kg and Rs. 150 per kg are mixed with a third variety in the ratio

2 : 2 : 3

. If the mixture is worth Rs. 160 per kg, what is the price of the third variety per kg?","stemHi":"Rs. 140 प्रति kg तथा Rs. 150 प्रति kg मूल्य के चावल को एक तीसरी किस्म के साथ

2 : 2 : 3

के अनुपात में मिलाया जाता है। यदि मिश्रण का मूल्य Rs. 160 प्रति kg है, तो तीसरी किस्म का मूल्य प्रति kg कितना है?","context":null,"contextHi":null,"options":[{"key":"a","text":"180","textHi":null,"imageUrl":null},{"key":"b","text":"185","textHi":null,"imageUrl":null},{"key":"c","text":"175","textHi":null,"imageUrl":null},{"key":"d","text":"190","textHi":null,"imageUrl":null}],"correct":"a","sol":"Mixture and alligation\nTake the quantities as 2 kg, 2 kg and 3 kg, so the mixture weighs 7 kg.\n $\"figure\"/$ \nThe money spent on the parts must equal the value of the mixture.\n2(140) + 2(150) + 3x = 7(160)\n280 + 300 + 3x = 1120\n3x = 540, so x = 180.\nSo the third variety costs ₹180 per kg and option (a) is correct.","solHi":"मिश्रण एवं सम्मिश्रण\nमात्राएँ 2 kg, 2 kg तथा 3 kg मान लीजिए, अतः मिश्रण 7 kg का होगा।\n $\"figure\"/$ \nभागों पर लगा कुल धन मिश्रण के मूल्य के बराबर होना चाहिए।\n2(140) + 2(150) + 3x = 7(160)\n280 + 300 + 3x = 1120\n3x = 540, अतः x = 180।\nअतः तीसरी किस्म का मूल्य ₹180 प्रति kg है और सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":12059,"n":59,"subject":"Quantitative Aptitude","stem":"Ajay is thrice as good a workman as Vipin and therefore can finish a job in 40 days less than Vipin. How many days are required to complete the job if working together ?","stemHi":"अजय, विपिन से तीन गुना अच्छा कारीगर है और इसलिए वह एक काम को विपिन से 40 दिन कम में पूरा कर सकता है। यदि दोनों साथ मिलकर काम करें, तो उस काम को पूरा करने में कितने दिन लगेंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"13 days","textHi":"13 दिन","imageUrl":null},{"key":"b","text":"22 days","textHi":"22 दिन","imageUrl":null},{"key":"c","text":"15 days","textHi":"15 दिन","imageUrl":null},{"key":"d","text":"26 days","textHi":"26 दिन","imageUrl":null}],"correct":"c","sol":"Time and work\nAjay works three times as fast as Vipin, so efficiency Ajay : Vipin = 3 : 1.\nTime is inversely proportional to efficiency, so time Ajay : Vipin = 1 : 3.\nThe gap of 2 parts stands for 40 days, so 1 part = 20 days.\nAjay therefore takes 20 days and Vipin 60 days.\n $\"figure\"/$ \nTake the whole job as 60 units; Ajay does 3 units a day and Vipin 1 unit a day.\nTogether they do 4 units a day, so the time

= \frac{60}{4} = 15

days.\nHence option (c) is correct.","solHi":"समय और कार्य\nअजय विपिन से तीन गुना तेज़ काम करता है, अतः कार्यक्षमता अजय : विपिन = 3 : 1।\nसमय कार्यक्षमता के व्युत्क्रमानुपाती होता है, अतः समय अजय : विपिन = 1 : 3।\n2 भागों का अंतर 40 दिन दर्शाता है, अतः 1 भाग = 20 दिन।\nइसलिए अजय को 20 दिन तथा विपिन को 60 दिन लगते हैं।\n $\"figure\"/$ \nपूरे कार्य को 60 इकाई मानिए; अजय प्रतिदिन 3 इकाई तथा विपिन प्रतिदिन 1 इकाई कार्य करता है।\nसाथ मिलकर वे प्रतिदिन 4 इकाई करते हैं, अतः समय

= \frac{60}{4} = 15

दिन।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12060,"n":60,"subject":"Quantitative Aptitude","stem":"If

\cot θ + \tan θ = 8

, and

θ

is an acute angle, find the value of

\cot^{2} θ + \tan^{2} θ

.","stemHi":"यदि

\cot θ + \tan θ = 8

है तथा

θ

एक न्यून कोण है, तो

\cot^{2} θ + \tan^{2} θ

का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"60","textHi":null,"imageUrl":null},{"key":"b","text":"61","textHi":null,"imageUrl":null},{"key":"c","text":"62","textHi":null,"imageUrl":null},{"key":"d","text":"63","textHi":null,"imageUrl":null}],"correct":"c","sol":"$43","solHi":"$44","pos":2,"neg":0.5},{"id":12061,"n":61,"subject":"Quantitative Aptitude","stem":"A person covers some distance by car, travelling at 65 km/h in 6.6 hours, and the remaining distance by bus, travelling at 57.5 km/h in 6.2 hours. Find the total distance travelled by the person.","stemHi":"एक व्यक्ति कुछ दूरी कार से 65 km/h की चाल से 6.6 घंटे में तय करता है, और शेष दूरी बस से 57.5 km/h की चाल से 6.2 घंटे में तय करता है। व्यक्ति द्वारा तय की गई कुल दूरी ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"772.5 km","textHi":null,"imageUrl":null},{"key":"b","text":"788 km","textHi":null,"imageUrl":null},{"key":"c","text":"767 km","textHi":null,"imageUrl":null},{"key":"d","text":"785.5 km","textHi":null,"imageUrl":null}],"correct":"d","sol":"Speed, time and distance\nFormula: Distance = Speed × Time, applied separately to each part of the journey.\n $\"figure\"/$ \nDistance covered by car

= 65 \times 6.6 = 429

km.\nDistance covered by bus

= 57.5 \times 6.2 = 356.5

km.\nTotal distance = 429 + 356.5 = 785.5 km.\nHence option (d) is correct.","solHi":"चाल, समय और दूरी\nसूत्र: दूरी = चाल × समय, इसे यात्रा के प्रत्येक भाग पर अलग-अलग लगाइए।\n $\"figure\"/$ \nकार से तय की गई दूरी

= 65 \times 6.6 = 429

km।\nबस से तय की गई दूरी

= 57.5 \times 6.2 = 356.5

km।\nकुल दूरी = 429 + 356.5 = 785.5 km।\nइसलिए सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12062,"n":62,"subject":"Quantitative Aptitude","stem":"In a circle with center

O, PQ

is a chord. OM is perpendicular to PQ , and M is the midpoint of PQ . If the angle

∠ POQ

= 60^{\circ}

, and the radius of the circle is 12 cm , what is the length of the chord PQ ?","stemHi":"एक वृत्त में, केंद्र

O, PQ

एक जीवा है। OM, PQ पर लंब है, और M, PQ का मध्यबिंदु है। यदि कोण

∠ POQ

= 60^{\circ}

है, तथा वृत्त की त्रिज्या 12 cm है, तो जीवा PQ की लंबाई कितनी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

6 \sqrt{3} cm

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

12 \sqrt{2} cm

","textHi":null,"imageUrl":null},{"key":"c","text":"12 cm","textHi":null,"imageUrl":null},{"key":"d","text":"

12 \sqrt{3} cm

","textHi":null,"imageUrl":null}],"correct":"c","sol":"$45","solHi":"$46","pos":2,"neg":0.5},{"id":12063,"n":63,"subject":"Quantitative Aptitude","stem":"A solid metallic sphere of radius R is heated so that its radius increases by

20 %

. Find the approximate percentage increase in its volume.","stemHi":"त्रिज्या R वाले एक ठोस धात्विक गोले को गर्म किया जाता है, जिससे उसकी त्रिज्या

20 %

बढ़ जाती है। उसके आयतन में लगभग कितने प्रतिशत की वृद्धि होगी, ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"70%","textHi":null,"imageUrl":null},{"key":"b","text":"72.8 %","textHi":null,"imageUrl":null},{"key":"c","text":"71%","textHi":null,"imageUrl":null},{"key":"d","text":"75%","textHi":null,"imageUrl":null}],"correct":"b","sol":"$47","solHi":"$48","pos":2,"neg":0.5},{"id":12064,"n":64,"subject":"Quantitative Aptitude","stem":"In a parallelogram, the diagonals are 34 cm and 16 cm and intersect at right angles. Find the side length and the area of the parallelogram.","stemHi":"एक समांतर चतुर्भुज में, विकर्ण 34 cm और 16 cm हैं तथा वे परस्पर समकोण पर प्रतिच्छेद करते हैं। समांतर चतुर्भुज की भुजा की लंबाई और क्षेत्रफल ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"

\sqrt{353} cm

and

272 {cm}^{2}

","textHi":"

\sqrt{353} cm

और

272 {cm}^{2}

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

\sqrt{367} cm

and

272 {cm}^{2}

","textHi":"

\sqrt{367} cm

और

272 {cm}^{2}

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

\sqrt{398} cm

and

210 {cm}^{2}

","textHi":"

\sqrt{398} cm

और

210 {cm}^{2}

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

\sqrt{353} cm

and

240 {cm}^{2}

","textHi":"

\sqrt{353} cm

और

240 {cm}^{2}

","imageUrl":null}],"correct":"a","sol":"$49","solHi":"$4a","pos":2,"neg":0.5},{"id":12065,"n":65,"subject":"Quantitative Aptitude","stem":"A trader marks up an article by 20% on its cost price. He then offers two successive discounts: 10% followed by

5 %

on the marked price. If the cost price (CP) is ₹520, what is the final profit or loss percent ?","stemHi":"एक व्यापारी किसी वस्तु पर उसके क्रय मूल्य से 20% अधिक अंकित मूल्य रखता है। इसके बाद वह अंकित मूल्य पर दो क्रमिक छूट देता है: पहले 10% और फिर

5 %

। यदि क्रय मूल्य (CP) ₹520 है, तो अंतिम लाभ या हानि प्रतिशत क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"2.6%Profit","textHi":"2.6% लाभ","imageUrl":null},{"key":"b","text":"

3.6 %

Loss","textHi":"

3.6 %

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

2.6 %

Loss","textHi":"

2.6 %

हानि","imageUrl":null},{"key":"d","text":"3.6% Profit","textHi":"3.6% लाभ","imageUrl":null}],"correct":"a","sol":"$4b","solHi":"$4c","pos":2,"neg":0.5},{"id":12066,"n":66,"subject":"Quantitative Aptitude","stem":"Shivan and Balram enter into a partnership with capitals in the ratio 3 : 5. If the total profit is Rs 16,000 , what will Shivan share be ?","stemHi":"शिवन और बलराम 3 : 5 के अनुपात में पूँजी लगाकर एक साझेदारी में प्रवेश करते हैं। यदि कुल लाभ Rs 16,000 है, तो शिवन का हिस्सा कितना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rs 3,600","textHi":null,"imageUrl":null},{"key":"b","text":"Rs 4,000","textHi":null,"imageUrl":null},{"key":"c","text":"Rs 4,500","textHi":null,"imageUrl":null},{"key":"d","text":"Rs 6,000","textHi":null,"imageUrl":null}],"correct":"d","sol":"Partnership profit sharing\nBoth partners invest for the same period, so the profit is divided in the ratio of their capitals, 3 : 5.\nTotal number of parts = 3 + 5 = 8.\nShivan's share

= \frac{3}{8} \times 16000 = 6000

, i.e. Rs 6,000.\nHence option (d) is correct.","solHi":"साझेदारी में लाभ-विभाजन\nदोनों साझेदार समान अवधि के लिए निवेश करते हैं, अतः लाभ उनकी पूँजी के अनुपात 3 : 5 में बँटेगा।\nकुल भागों की संख्या = 3 + 5 = 8।\nशिवन का हिस्सा

= \frac{3}{8} \times 16000 = 6000

, अर्थात् Rs 6,000।\nइसलिए सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12067,"n":67,"subject":"Quantitative Aptitude","stem":"The ratio of the length to the width of a rectangle is

8 : 5

. If its perimeter is 104 cm , what is its area ?","stemHi":"एक आयत की लंबाई और चौड़ाई का अनुपात

8 : 5

है। यदि उसका परिमाप 104 cm है, तो उसका क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

640 {cm}^{2}

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

604 {cm}^{2}

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

644 {cm}^{2}

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

600 {cm}^{2}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"Rectangle from ratio and perimeter\nLet the length be 8x and the width be 5x.\nPerimeter = 2(8x + 5x) = 26x.\n

26 x = 104 \Rightarrow x = 4

.\nSo length

= 8 \times 4 = 32

cm and width

= 5 \times 4 = 20

cm.\n $\"figure\"/$ \nArea

= 32 \times 20 = 640

cm².\nHence option (a) is correct.","solHi":"अनुपात और परिमाप से आयत\nमाना कि लंबाई 8x और चौड़ाई 5x है।\nपरिमाप = 2(8x + 5x) = 26x।\n

26 x = 104 \Rightarrow x = 4

।\nअतः लंबाई

= 8 \times 4 = 32

cm और चौड़ाई

= 5 \times 4 = 20

cm।\n $\"figure\"/$ \nक्षेत्रफल

= 32 \times 20 = 640

cm²।\nइसलिए सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":12068,"n":68,"subject":"Quantitative Aptitude","stem":"Aman's daily water intake for 5 days was 2.5 L, 3 L, 2 L, 3.5 L, and 3 L. On the 6th day, he forgot to note his intake. If the average intake for 6 days is 3 L , how much water did he drink on the 6th day?","stemHi":"अमन का 5 दिनों का दैनिक जल-सेवन 2.5 L, 3 L, 2 L, 3.5 L और 3 L रहा। छठे दिन वह अपना सेवन नोट करना भूल गया। यदि 6 दिनों का औसत सेवन 3 L है, तो उसने छठे दिन कितना पानी पिया?","context":null,"contextHi":null,"options":[{"key":"a","text":"2.5 L","textHi":null,"imageUrl":null},{"key":"b","text":"3 L","textHi":null,"imageUrl":null},{"key":"c","text":"4 L","textHi":null,"imageUrl":null},{"key":"d","text":"3.5 L","textHi":null,"imageUrl":null}],"correct":"c","sol":"Average and missing value\nTotal of all six days = average × number of days

= 3 \times 6 = 18

L.\nTotal of the first five days = 2.5 + 3 + 2 + 3.5 + 3 = 14 L.\nIntake on the 6th day = 18 - 14 = 4 L.\nHence option (c) is correct.","solHi":"औसत और लुप्त मान\nछहों दिनों का कुल सेवन = औसत × दिनों की संख्या

= 3 \times 6 = 18

L।\nपहले पाँच दिनों का कुल सेवन = 2.5 + 3 + 2 + 3.5 + 3 = 14 L।\nछठे दिन का सेवन = 18 - 14 = 4 L।\nइसलिए सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12069,"n":69,"subject":"Quantitative Aptitude","stem":"In a circle with a radius of 30 cm , a chord measures 36 cm in length. Find the perpendicular distance from the center of the circle to this chord.","stemHi":"30 cm त्रिज्या वाले एक वृत्त में, एक जीवा की लंबाई 36 cm है। वृत्त के केंद्र से इस जीवा पर लंब दूरी ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"20 cm","textHi":null,"imageUrl":null},{"key":"b","text":"24 cm","textHi":null,"imageUrl":null},{"key":"c","text":"36 cm","textHi":null,"imageUrl":null},{"key":"d","text":"40 cm","textHi":null,"imageUrl":null}],"correct":"b","sol":"Distance of a chord from centre\nThe perpendicular drawn from the centre to a chord bisects it, so each half is

\frac{36}{2} = 18

cm.\n $\"figure\"/$ \nThe radius, the half-chord and this perpendicular distance form a right-angled triangle.\n

d = \sqrt{30^{2} - 18^{2}} = \sqrt{900 - 324} = \sqrt{576} = 24

cm.\nHence option (b) is correct.","solHi":"केंद्र से जीवा की दूरी\nकेंद्र से जीवा पर खींचा गया लंब जीवा को समद्विभाजित करता है, अतः प्रत्येक आधा भाग

\frac{36}{2} = 18

cm है।\n $\"figure\"/$ \nत्रिज्या, आधी जीवा और यह लंब दूरी मिलकर एक समकोण त्रिभुज बनाते हैं।\n

d = \sqrt{30^{2} - 18^{2}} = \sqrt{900 - 324} = \sqrt{576} = 24

cm।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12070,"n":70,"subject":"Quantitative Aptitude","stem":"Two chords, AB and CD , cross at point

P

inside a circle. Segments

A P, P B

, and

C P

have lengths of

7 cm, 9 cm

, and 5 cm, respectively. How long is the chord CD in total ?","stemHi":"दो जीवाएँ, AB और CD, एक वृत्त के भीतर बिंदु

P

पर एक-दूसरे को काटती हैं। खंड

A P, P B

, और

C P

की लंबाइयाँ क्रमशः

7 cm, 9 cm

, और 5 cm हैं। जीवा CD की कुल लंबाई कितनी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"12.6 cm","textHi":null,"imageUrl":null},{"key":"b","text":"17.6 cm","textHi":null,"imageUrl":null},{"key":"c","text":"18.6 cm","textHi":null,"imageUrl":null},{"key":"d","text":"14.7 cm","textHi":null,"imageUrl":null}],"correct":"b","sol":"Intersecting chords theorem\nWhen two chords cut each other inside a circle, the products of the two parts of each chord are equal:

A P \times P B = C P \times P D

.\n $\"figure\"/$ \n

7 \times 9 = 5 \times P D

P D = \frac{63}{5} = 12.6

cm.\nCD = CP + PD = 5 + 12.6 = 17.6 cm.\nHence option (b) is correct.","solHi":"प्रतिच्छेदी जीवा प्रमेय\nजब दो जीवाएँ वृत्त के भीतर एक-दूसरे को काटती हैं, तो प्रत्येक जीवा के दोनों खंडों के गुणनफल बराबर होते हैं:

A P \times P B = C P \times P D

।\n $\"figure\"/$ \n

7 \times 9 = 5 \times P D

P D = \frac{63}{5} = 12.6

cm।\nCD = CP + PD = 5 + 12.6 = 17.6 cm।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12071,"n":71,"subject":"Quantitative Aptitude","stem":"What is the

x

-intercept of the line given by

5 x - 2 y = 20

?","stemHi":"

x

-अंतःखंड क्या होगा, यदि रेखा का समीकरण

5 x - 2 y = 20

है?","context":null,"contextHi":null,"options":[{"key":"a","text":"- 4","textHi":null,"imageUrl":null},{"key":"b","text":"4","textHi":null,"imageUrl":null},{"key":"c","text":"5","textHi":null,"imageUrl":null},{"key":"d","text":"6","textHi":null,"imageUrl":null}],"correct":"b","sol":"x-intercept of a line\nThe x-intercept is the x-coordinate of the point where the line meets the x-axis, and every point on the x-axis has y = 0.\nPut y = 0 in 5x - 2y = 20: 5x - 0 = 20.\n

x = \frac{20}{5} = 4

.\n $\"figure\"/$ \nHence option (b) is correct.","solHi":"रेखा का x-अंतःखंड\nx-अंतःखंड उस बिंदु का x-निर्देशांक होता है जहाँ रेखा x-अक्ष से मिलती है, और x-अक्ष के प्रत्येक बिंदु पर y = 0 होता है।\n5x - 2y = 20 में y = 0 रखने पर: 5x - 0 = 20।\n

x = \frac{20}{5} = 4

।\n $\"figure\"/$ \nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12072,"n":72,"subject":"Quantitative Aptitude","stem":"P is 25% more than Q. Q is 20% less than R. R is 10% more than S. S is 40% less than

T

. By how much percentage is P more or less than T?","stemHi":"P, Q से 25% अधिक है। Q, R से 20% कम है। R, S से 10% अधिक है। S,

T

से 40% कम है। P, T से कितने प्रतिशत अधिक या कम है?","context":null,"contextHi":null,"options":[{"key":"a","text":"24% more","textHi":"24% अधिक","imageUrl":null},{"key":"b","text":"34% less","textHi":"34% कम","imageUrl":null},{"key":"c","text":"26% less","textHi":"26% कम","imageUrl":null},{"key":"d","text":"34% more","textHi":"34% अधिक","imageUrl":null}],"correct":"b","sol":"$4d","solHi":"$4e","pos":2,"neg":0.5},{"id":12073,"n":73,"subject":"Quantitative Aptitude","stem":"If a certain sum of money becomes triple of itself in 7 years 6 months at simple interest, then what will be the annual rate of interest (approximate)?","stemHi":"यदि कोई धनराशि साधारण ब्याज पर 7 वर्ष 6 माह में स्वयं की तीन गुनी हो जाती है, तो वार्षिक ब्याज दर (लगभग) क्या होगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"20.09 percent","textHi":"20.09 प्रतिशत","imageUrl":null},{"key":"b","text":"21.11 percent","textHi":"21.11 प्रतिशत","imageUrl":null},{"key":"c","text":"26.66 percent","textHi":"26.66 प्रतिशत","imageUrl":null},{"key":"d","text":"26.50 percent","textHi":"26.50 प्रतिशत","imageUrl":null}],"correct":"c","sol":"$4f","solHi":"$50","pos":2,"neg":0.5},{"id":12074,"n":74,"subject":"Quantitative Aptitude","stem":"The difference between simple interest on a certain sum at the annual rate of 15 percent for 10 years and 12 years is Rs. 120. What is the sum ?","stemHi":"किसी निश्चित धनराशि पर 15 प्रतिशत वार्षिक दर से 10 वर्ष और 12 वर्ष के साधारण ब्याज का अंतर Rs. 120 है। वह धनराशि क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rs. 620","textHi":null,"imageUrl":null},{"key":"b","text":"Rs. 400","textHi":null,"imageUrl":null},{"key":"c","text":"Rs. 450","textHi":null,"imageUrl":null},{"key":"d","text":"Rs. 600","textHi":null,"imageUrl":null}],"correct":"b","sol":"Simple interest difference\nUnder simple interest the interest of every year is the same, so the difference between 12 years' interest and 10 years' interest is just the interest of 2 years.\n

\frac{P \times 15 \times 2}{100} = 120

\frac{30 P}{100} = 120

P = \frac{120 \times 100}{30} = 400

, i.e. Rs. 400.\nHence option (b) is correct.","solHi":"साधारण ब्याज का अंतर\nसाधारण ब्याज में प्रत्येक वर्ष का ब्याज समान होता है, अतः 12 वर्ष और 10 वर्ष के ब्याज का अंतर केवल 2 वर्ष का ब्याज है।\n

\frac{P \times 15 \times 2}{100} = 120

\frac{30 P}{100} = 120

P = \frac{120 \times 100}{30} = 400

, अर्थात् Rs. 400।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12075,"n":75,"subject":"Quantitative Aptitude","stem":"Pipe P and Q together can fill a tank in 20 minutes. Pipe

Q

and

R

together can fill the same tank in 24 minutes. Pipe

R

and

P

together can fill the same tank in 28 minutes. Firstly pipe

R

is opened. After '

M

' minutes, pipes

P

and Q both are also opened. Remaining tank got filled in 8 minutes. What is the value of M ?","stemHi":"पाइप P और Q मिलकर एक टंकी को 20 मिनट में भर सकते हैं। पाइप

Q

और

R

मिलकर उसी टंकी को 24 मिनट में भर सकते हैं। पाइप

R

और

P

मिलकर उसी टंकी को 28 मिनट में भर सकते हैं। सबसे पहले पाइप

R

खोला जाता है। '

M

' मिनट बाद, पाइप

P

और Q दोनों भी खोल दिए जाते हैं। शेष टंकी 8 मिनट में भर जाती है। M का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{840}{23}

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

\frac{412}{23}

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

\frac{632}{23}

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

\frac{824}{23}

","textHi":null,"imageUrl":null}],"correct":"d","sol":"$51","solHi":"$52","pos":2,"neg":0.5},{"id":12076,"n":76,"subject":"General Awareness","stem":"Among the rulers of the Chola dynasty, who is widely regarded as the most powerful and influential monarch?","stemHi":"चोल वंश के शासकों में, किसे व्यापक रूप से सर्वाधिक शक्तिशाली और प्रभावशाली सम्राट माना जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Vijayalaya Chola","textHi":null,"imageUrl":null},{"key":"b","text":"Kulothunga Chola I","textHi":null,"imageUrl":null},{"key":"c","text":"Rajaraja I","textHi":null,"imageUrl":null},{"key":"d","text":"Parantaka I","textHi":null,"imageUrl":null}],"correct":"c","sol":"Chola dynasty rulers\nRajaraja I (reigned about 985–1014 CE) is regarded as the greatest and most powerful of the Chola rulers.\nHe built a strong navy, subdued the Cheras, the Pandyas and northern Sri Lanka, and organised land revenue surveys and village self-government.\nHis reign is remembered above all for the Brihadeeswarar (Rajarajeswaram) temple at Thanjavur, today a UNESCO World Heritage Site.\nVijayalaya only founded the imperial line in the 9th century, Parantaka I lost the battle of Takkolam, and Kulothunga I ruled much later, after the empire had passed its peak.\nHence option (c) is correct.","solHi":"चोल वंश के शासक\nRajaraja I (शासनकाल लगभग 985–1014 ईस्वी) को चोल शासकों में सबसे महान और शक्तिशाली माना जाता है।\nउन्होंने एक सुदृढ़ नौसेना बनाई, Chera, Pandya तथा उत्तरी श्रीलंका को अपने अधीन किया, और भू-राजस्व सर्वेक्षण एवं ग्राम स्वशासन की व्यवस्था की।\nउनका शासनकाल विशेष रूप से Thanjavur के Brihadeeswarar (Rajarajeswaram) मंदिर के लिए स्मरण किया जाता है, जो आज यूनेस्को विश्व धरोहर स्थल है।\nVijayalaya ने 9वीं शताब्दी में केवल इस साम्राज्यिक वंश की नींव रखी थी, Parantaka I को Takkolam के युद्ध में पराजय मिली, और Kulothunga I ने बहुत बाद में, साम्राज्य के चरम के पश्चात् शासन किया।\nइसलिए सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12077,"n":77,"subject":"General Awareness","stem":"Following the decline of the Tughlaq rulers, which two dynasties governed Agra up to the advent of Mughal rule in 1526 ?","stemHi":"Tughlaq शासकों के पतन के बाद, 1526 में मुगल शासन के आगमन तक किन दो वंशों ने Agra पर शासन किया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Khiljis and Surs","textHi":"Khilji और Sur","imageUrl":null},{"key":"b","text":"Khiljis and Lodis","textHi":"Khilji और Lodi","imageUrl":null},{"key":"c","text":"Tughlaqs and Sayyids","textHi":"Tughlaq और Sayyid","imageUrl":null},{"key":"d","text":"Sayyids and Lodis","textHi":"Sayyid और Lodi","imageUrl":null}],"correct":"d","sol":"Delhi Sultanate dynasties\nAfter the Tughlaqs, the Delhi Sultanate passed to the Sayyid dynasty (1414–1451) and then to the Lodi dynasty (1451–1526).\n $\"figure\"/$ \nSikandar Lodi founded the city of Agra in 1504 and shifted his capital there, so the rulers of Agra just before the Mughals were the Sayyids and the Lodis.\nThis phase ended when Babur defeated Ibrahim Lodi in the First Battle of Panipat in 1526 and founded the Mughal Empire.\nThe Khiljis ruled before the Tughlaqs and the Surs only after 1540, so neither can fill this gap.\nHence option (d) is correct.","solHi":"दिल्ली सल्तनत के वंश\nTughlaq वंश के बाद दिल्ली सल्तनत Sayyid वंश (1414–1451) और फिर Lodi वंश (1451–1526) के अधीन आ गई।\n $\"figure\"/$ \nSikandar Lodi ने 1504 में Agra नगर की स्थापना की और अपनी राजधानी वहाँ स्थानांतरित की, अतः मुगलों से ठीक पहले Agra पर Sayyid और Lodi वंशों का शासन था।\nयह काल 1526 में समाप्त हुआ, जब Babur ने पानीपत के प्रथम युद्ध में Ibrahim Lodi को पराजित कर मुगल साम्राज्य की स्थापना की।\nKhilji वंश ने Tughlaq वंश से पहले शासन किया था और Sur वंश 1540 के बाद आया, अतः इनमें से कोई भी इस अंतराल को नहीं भरता।\nइसलिए सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12078,"n":78,"subject":"General Awareness","stem":"Which provision of the Indian Constitution safeguards the cultural and educational interests of minority communities?","stemHi":"भारतीय संविधान का कौन-सा उपबंध अल्पसंख्यक समुदायों के सांस्कृतिक और शैक्षिक हितों की रक्षा करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Article 34","textHi":"अनुच्छेद 34","imageUrl":null},{"key":"b","text":"Article 28","textHi":"अनुच्छेद 28","imageUrl":null},{"key":"c","text":"Article 29","textHi":"अनुच्छेद 29","imageUrl":null},{"key":"d","text":"Article 36","textHi":"अनुच्छेद 36","imageUrl":null}],"correct":"c","sol":"Cultural and educational rights\nArticle 29 — 'Protection of interests of minorities' — gives any section of citizens having a distinct language, script or culture the right to conserve it.\nIt also forbids denial of admission to any State-maintained or State-aided educational institution on grounds only of religion, race, caste or language.\nArticle 29 stands in Part III of the Constitution under the heading 'Cultural and Educational Rights' (Articles 29 and 30), so it is a Fundamental Right.\nArticle 28 concerns religious instruction in State-funded institutions, Article 34 restricts rights while martial law is in force, and Article 36 merely defines 'the State' for the Directive Principles.\nHence option (c) is correct.","solHi":"सांस्कृतिक और शैक्षिक अधिकार\nअनुच्छेद 29 — 'अल्पसंख्यक-वर्गों के हितों का संरक्षण' — नागरिकों के ऐसे किसी भी वर्ग को, जिसकी अपनी विशिष्ट भाषा, लिपि या संस्कृति है, उसे बनाए रखने का अधिकार देता है।\nयह राज्य द्वारा संचालित या राज्य-सहायता प्राप्त किसी भी शिक्षण संस्था में केवल धर्म, मूलवंश, जाति या भाषा के आधार पर प्रवेश से इनकार करने का भी निषेध करता है।\nअनुच्छेद 29 संविधान के भाग III में 'सांस्कृतिक और शिक्षा संबंधी अधिकार' (अनुच्छेद 29 और 30) शीर्षक के अंतर्गत आता है, अतः यह एक मूल अधिकार है।\nअनुच्छेद 28 राज्य-निधि से पोषित संस्थाओं में धार्मिक शिक्षा से संबंधित है, अनुच्छेद 34 सैन्य विधि लागू रहने पर अधिकारों को सीमित करता है, और अनुच्छेद 36 केवल नीति-निदेशक तत्वों के लिए 'राज्य' की परिभाषा देता है।\nइसलिए सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12079,"n":79,"subject":"General Awareness","stem":"The National Education Policy 2020 marked the completion of five years since its adoption in which month of 2025?","stemHi":"राष्ट्रीय शिक्षा नीति 2020 ने अपने अंगीकरण के पाँच वर्ष 2025 के किस महीने में पूरे किए?","context":null,"contextHi":null,"options":[{"key":"a","text":"January","textHi":"जनवरी","imageUrl":null},{"key":"b","text":"April","textHi":"अप्रैल","imageUrl":null},{"key":"c","text":"July","textHi":"जुलाई","imageUrl":null},{"key":"d","text":"October","textHi":"अक्टूबर","imageUrl":null}],"correct":"c","sol":"National Education Policy 2020\nThe Union Cabinet approved the National Education Policy 2020 on 29 July 2020, so the policy completed five years in July 2025.\nNEP 2020 replaced the National Policy on Education of 1986 and is implemented by the Ministry of Education.\nIts main reforms are the 5+3+3+4 school structure, teaching in the mother tongue in the early grades, a four-year multidisciplinary degree with multiple entry and exit, and a target of 6% of GDP for education.\nHence option (c) is correct.","solHi":"राष्ट्रीय शिक्षा नीति 2020\nकेंद्रीय मंत्रिमंडल ने राष्ट्रीय शिक्षा नीति 2020 को 29 जुलाई 2020 को स्वीकृति दी थी, अतः इस नीति ने जुलाई 2025 में पाँच वर्ष पूरे किए।\nNEP 2020 ने 1986 की राष्ट्रीय शिक्षा नीति का स्थान लिया और इसका क्रियान्वयन शिक्षा मंत्रालय द्वारा किया जाता है।\nइसके प्रमुख सुधार हैं — 5+3+3+4 विद्यालयी संरचना, प्रारंभिक कक्षाओं में मातृभाषा में शिक्षण, बहु-प्रवेश एवं निकास वाली चार-वर्षीय बहुविषयक स्नातक डिग्री, तथा शिक्षा पर सकल घरेलू उत्पाद का 6% व्यय का लक्ष्य।\nइसलिए सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12080,"n":80,"subject":"General Awareness","stem":"How many women cadets successfully completed training in the first graduating batch of the National Defence Academy ?","stemHi":"राष्ट्रीय रक्षा अकादमी के पहले स्नातक बैच में कितनी महिला कैडेटों ने सफलतापूर्वक प्रशिक्षण पूरा किया?","context":null,"contextHi":null,"options":[{"key":"a","text":"11","textHi":null,"imageUrl":null},{"key":"b","text":"17","textHi":null,"imageUrl":null},{"key":"c","text":"19","textHi":null,"imageUrl":null},{"key":"d","text":"21","textHi":null,"imageUrl":null}],"correct":"b","sol":"Women cadets at the NDA\n17 women cadets completed their training in the 148th course of the National Defence Academy, Khadakwasla — the first-ever batch of women to graduate from the NDA.\nWomen were admitted to the NDA from 2022, after the Supreme Court order of 2021 opened the academy to them.\nThe batch passed out at the Passing Out Parade of 30 May 2025, alongside more than 300 male cadets, and the women then moved on to the training academies of the Army, the Navy and the Air Force.\nHence option (b) is correct.","solHi":"एनडीए में महिला कैडेट\nराष्ट्रीय रक्षा अकादमी, खडकवासला के 148वें कोर्स में 17 महिला कैडेटों ने अपना प्रशिक्षण पूरा किया — यह NDA से स्नातक होने वाला महिलाओं का पहला बैच था।\nउच्चतम न्यायालय के 2021 के आदेश के बाद 2022 से महिलाओं को NDA में प्रवेश मिलना आरंभ हुआ।\nयह बैच 30 मई 2025 की पासिंग आउट परेड में 300 से अधिक पुरुष कैडेटों के साथ उत्तीर्ण हुआ, और उसके बाद ये महिला कैडेट थल सेना, नौसेना तथा वायु सेना की प्रशिक्षण अकादमियों में गईं।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12081,"n":81,"subject":"General Awareness","stem":"The "SOAR" initiative launched by the Government of India in July 2025 is primarily aimed at which target group?","stemHi":"भारत सरकार द्वारा जुलाई 2025 में आरंभ की गई "SOAR" पहल मुख्य रूप से किस लक्ष्य समूह के लिए है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Training rural women in digital marketing","textHi":"ग्रामीण महिलाओं को डिजिटल मार्केटिंग का प्रशिक्षण देना","imageUrl":null},{"key":"b","text":"Providing AI education to students of Classes 6 to 12","textHi":"कक्षा 6 से 12 के विद्यार्थियों को AI शिक्षा प्रदान करना","imageUrl":null},{"key":"c","text":"Skill development of traditional artisans","textHi":"पारंपरिक कारीगरों का कौशल विकास","imageUrl":null},{"key":"d","text":"Employment-oriented training for gig workers","textHi":"गिग श्रमिकों के लिए रोज़गारोन्मुखी प्रशिक्षण","imageUrl":null}],"correct":"b","sol":"SOAR initiative 2025\nSOAR stands for Skilling for AI Readiness, launched in July 2025 by the Ministry of Skill Development and Entrepreneurship during the tenth-anniversary events of the Skill India Mission.\nIts target group is school children: age-graded Artificial Intelligence modules are delivered to students of Classes 6 to 12, with a separate module that trains teachers to run them.\nThe modules build early AI awareness, computational thinking and responsible use of AI, in line with the National Education Policy 2020.\nDigital marketing for rural women, artisan skilling and gig-worker training are handled by other programmes, so the correct option is (b).","solHi":"SOAR पहल 2025\nSOAR का पूर्ण रूप Skilling for AI Readiness है, जिसे जुलाई 2025 में कौशल विकास एवं उद्यमिता मंत्रालय ने स्किल इंडिया मिशन के दस वर्ष पूरे होने के अवसर पर आरंभ किया।\nइसका लक्ष्य समूह विद्यालयी विद्यार्थी हैं: कक्षा 6 से 12 के विद्यार्थियों के लिए आयु-अनुरूप कृत्रिम बुद्धिमत्ता (AI) मॉड्यूल तैयार किए गए हैं तथा शिक्षकों के प्रशिक्षण हेतु एक पृथक् मॉड्यूल भी है।\nये मॉड्यूल प्रारंभिक AI जागरूकता, संगणनात्मक चिंतन तथा AI के उत्तरदायी उपयोग को विकसित करते हैं, जो राष्ट्रीय शिक्षा नीति 2020 के अनुरूप है।\nग्रामीण महिलाओं की डिजिटल मार्केटिंग, कारीगर कौशल तथा गिग श्रमिक प्रशिक्षण अन्य कार्यक्रमों के अंतर्गत आते हैं, अतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12082,"n":82,"subject":"General Awareness","stem":"To promote the growth of the technical textiles sector in India, the National Technical Textiles Mission (NTTM) was approved with a total financial outlay of ₹1,480 crore. For which of the following time periods was this mission implemented?","stemHi":"भारत में तकनीकी वस्त्र (technical textiles) क्षेत्र की वृद्धि को बढ़ावा देने के लिए राष्ट्रीय तकनीकी वस्त्र मिशन (NTTM) को ₹1,480 करोड़ के कुल वित्तीय परिव्यय के साथ स्वीकृति दी गई थी। यह मिशन निम्नलिखित में से किस अवधि के लिए कार्यान्वित किया गया?","context":null,"contextHi":null,"options":[{"key":"a","text":"2024-25 to 2026-28","textHi":"2024-25 से 2026-28","imageUrl":null},{"key":"b","text":"2021-22 to 2024-25","textHi":"2021-22 से 2024-25","imageUrl":null},{"key":"c","text":"2020-21 to 2025-26","textHi":"2020-21 से 2025-26","imageUrl":null},{"key":"d","text":"2022-23 to 2025-26","textHi":"2022-23 से 2025-26","imageUrl":null}],"correct":"c","sol":"National Technical Textiles Mission\nThe National Technical Textiles Mission was cleared by the Cabinet in February 2020 under the Ministry of Textiles with an outlay of ₹1,480 crore, and its implementation period runs from 2020-21 to 2025-26.\nIt works through four components: research, innovation and development; promotion and market development; export promotion; and education, training and skill development.\nTechnical textiles are performance fabrics used in healthcare, agriculture (agrotech), infrastructure (geotech), defence and environmental protection, and the mission aims to make India a global hub for them.\nHence the correct option is (c).","solHi":"राष्ट्रीय तकनीकी वस्त्र मिशन\nराष्ट्रीय तकनीकी वस्त्र मिशन को फरवरी 2020 में मंत्रिमंडल ने वस्त्र मंत्रालय के अधीन ₹1,480 करोड़ के परिव्यय से स्वीकृति दी और इसकी कार्यान्वयन अवधि 2020-21 से 2025-26 तक है।\nयह चार घटकों के माध्यम से कार्य करता है: अनुसंधान, नवाचार एवं विकास; संवर्धन एवं बाज़ार विकास; निर्यात संवर्धन; तथा शिक्षा, प्रशिक्षण एवं कौशल विकास।\nतकनीकी वस्त्र वे कार्यमूलक कपड़े हैं जिनका उपयोग स्वास्थ्य, कृषि (एग्रोटेक), अवसंरचना (जियोटेक), रक्षा तथा पर्यावरण संरक्षण में होता है, और मिशन का उद्देश्य भारत को इनका वैश्विक केंद्र बनाना है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12083,"n":83,"subject":"General Awareness","stem":"The State Mining Readiness Index (SMRI) in India is prepared to assess the preparedness of states for mining sector development. How many key indicators are used in the construction of this index?","stemHi":"भारत में राज्य खनन तत्परता सूचकांक (SMRI) राज्यों की खनन क्षेत्र के विकास हेतु तैयारी का आकलन करने के लिए तैयार किया जाता है। इस सूचकांक के निर्माण में कितने प्रमुख संकेतकों का उपयोग किया जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"4","textHi":null,"imageUrl":null},{"key":"b","text":"6","textHi":null,"imageUrl":null},{"key":"c","text":"2","textHi":null,"imageUrl":null},{"key":"d","text":"8","textHi":null,"imageUrl":null}],"correct":"a","sol":"State Mining Readiness Index\nThe State Mining Readiness Index is prepared by the Ministry of Mines to compare States on how ready they are for orderly development of the mineral sector.\nThe index is built on four key indicators:\n $\"figure\"/$ \nEach State's score on these four heads shows where reform is needed — faster auctions, quicker clearances, more exploration or better environmental and community practice.\nSince the index rests on four pillars, the correct option is (a).","solHi":"राज्य खनन तत्परता सूचकांक\nराज्य खनन तत्परता सूचकांक खान मंत्रालय द्वारा तैयार किया जाता है, जिससे यह तुलना की जा सके कि खनिज क्षेत्र के सुव्यवस्थित विकास हेतु कौन-सा राज्य कितना तैयार है।\nयह सूचकांक चार प्रमुख संकेतकों पर आधारित है:\n $\"figure\"/$ \nइन चार शीर्षों पर प्राप्त अंक बताते हैं कि किस राज्य में सुधार आवश्यक है — तीव्र नीलामी, शीघ्र स्वीकृतियाँ, अधिक अन्वेषण अथवा बेहतर पर्यावरणीय एवं सामुदायिक व्यवहार।\nचूँकि सूचकांक चार स्तंभों पर टिका है, अतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":12084,"n":84,"subject":"General Awareness","stem":"India released its first Export Preparedness Index (EPI) to evaluate the export readiness of states and union territories in which year?","stemHi":"भारत ने राज्यों तथा केंद्रशासित प्रदेशों की निर्यात तत्परता का मूल्यांकन करने के लिए अपना पहला निर्यात तत्परता सूचकांक (EPI) किस वर्ष जारी किया?","context":null,"contextHi":null,"options":[{"key":"a","text":"2022","textHi":null,"imageUrl":null},{"key":"b","text":"2014","textHi":null,"imageUrl":null},{"key":"c","text":"2015","textHi":null,"imageUrl":null},{"key":"d","text":"2020","textHi":null,"imageUrl":null}],"correct":"d","sol":"Export Preparedness Index\nThe first Export Preparedness Index was released by NITI Aayog, along with the Institute for Competitiveness, in 2020.\nIt ranks States and Union Territories on four pillars:\n $\"figure\"/$ \nThe idea is competitive federalism — a State can see exactly which pillar drags its score down and fix that policy or infrastructure gap.\nTherefore the correct option is (d).","solHi":"निर्यात तत्परता सूचकांक\nपहला निर्यात तत्परता सूचकांक नीति आयोग ने Institute for Competitiveness के साथ मिलकर वर्ष 2020 में जारी किया था।\nइसमें राज्यों तथा केंद्रशासित प्रदेशों की रैंकिंग चार स्तंभों पर की जाती है:\n $\"figure\"/$ \nइसका उद्देश्य प्रतिस्पर्धी संघवाद है — प्रत्येक राज्य यह देख सकता है कि किस स्तंभ के कारण उसका अंक घट रहा है और वह उसी नीतिगत या अवसंरचनात्मक कमी को दूर कर सके।\nअतः सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12085,"n":85,"subject":"General Awareness","stem":"The headquarters of India's National Anti Doping Agency (NADA) is located in which of the following cities?","stemHi":"भारत की राष्ट्रीय डोपिंग रोधी एजेंसी (NADA) का मुख्यालय निम्नलिखित में से किस शहर में स्थित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Gurugram","textHi":"गुरुग्राम","imageUrl":null},{"key":"b","text":"Chennai","textHi":"चेन्नई","imageUrl":null},{"key":"c","text":"Mumbai","textHi":"मुंबई","imageUrl":null},{"key":"d","text":"New Delhi","textHi":"नई दिल्ली","imageUrl":null}],"correct":"d","sol":"NADA headquarters\nThe National Anti Doping Agency has its headquarters in New Delhi, in the Jawaharlal Nehru Stadium complex.\nSet up in 2005 under the Ministry of Youth Affairs and Sports, it plans and conducts dope tests on Indian sportspersons and enforces the National Anti-Doping Rules framed on the WADA Code.\nIts testing samples are analysed by the National Dope Testing Laboratory, also in New Delhi, and the National Anti-Doping Act, 2022 gave the agency statutory status.\nSo the correct option is (d).","solHi":"NADA मुख्यालय\nराष्ट्रीय डोपिंग रोधी एजेंसी का मुख्यालय नई दिल्ली में जवाहरलाल नेहरू स्टेडियम परिसर में स्थित है।\nवर्ष 2005 में युवा कार्यक्रम एवं खेल मंत्रालय के अधीन स्थापित यह एजेंसी भारतीय खिलाड़ियों की डोप जाँच की योजना बनाती है, उसे संचालित करती है तथा WADA संहिता पर आधारित राष्ट्रीय डोपिंग रोधी नियमों को लागू करती है।\nइसके नमूनों का विश्लेषण नई दिल्ली स्थित राष्ट्रीय डोप परीक्षण प्रयोगशाला करती है, और राष्ट्रीय डोपिंग रोधी अधिनियम, 2022 ने इस एजेंसी को वैधानिक दर्जा प्रदान किया।\nअतः सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12086,"n":86,"subject":"General Awareness","stem":"The bird sanctuaries named Sakkarakottai and Therthangal are located in which Indian state ?","stemHi":"सक्करकोट्टई तथा तेर्थंगल नामक पक्षी अभयारण्य किस भारतीय राज्य में स्थित हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Gujarat","textHi":"गुजरात","imageUrl":null},{"key":"b","text":"Chhattishgarh","textHi":"छत्तीसगढ़","imageUrl":null},{"key":"c","text":"Tamil Nadu","textHi":"तमिलनाडु","imageUrl":null},{"key":"d","text":"Uttarkhand","textHi":"उत्तराखंड","imageUrl":null}],"correct":"c","sol":"Bird sanctuaries of Tamil Nadu\nSakkarakottai and Therthangal are wetland bird sanctuaries in the Ramanathapuram district of Tamil Nadu, both centred on old irrigation tanks.\nThey are winter feeding grounds for resident and migratory water birds such as painted storks, spot-billed pelicans, flamingos and open-billed storks.\nTamil Nadu has the largest number of bird sanctuaries in India — Vedanthangal, Karikili, Point Calimere, Pulicat Lake, Koonthankulam and Udayamarthandapuram are others.\nHence the correct option is (c).","solHi":"तमिलनाडु के पक्षी अभयारण्य\nसक्करकोट्टई तथा तेर्थंगल तमिलनाडु के रामनाथपुरम ज़िले में स्थित आर्द्रभूमि पक्षी अभयारण्य हैं, जो पुराने सिंचाई तालाबों के चारों ओर विकसित हुए हैं।\nये स्थानीय तथा प्रवासी जलपक्षियों — जैसे पेंटेड स्टॉर्क, स्पॉट-बिल्ड पेलिकन, फ्लेमिंगो तथा ओपन-बिल्ड स्टॉर्क — के लिए शीतकालीन आहार-स्थल हैं।\nभारत में सर्वाधिक पक्षी अभयारण्य तमिलनाडु में हैं — वेदान्थंगल, करिकिली, पॉइंट कैलिमेर, पुलिकट झील, कूंथनकुलम तथा उदयमार्तांडपुरम इनमें प्रमुख हैं।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12087,"n":87,"subject":"General Awareness","stem":"The inaugural edition of the Senior National Handball Championship, hosted in Rohtak (Haryana), took place in which year?","stemHi":"रोहतक (हरियाणा) में आयोजित सीनियर राष्ट्रीय हैंडबॉल चैंपियनशिप का पहला संस्करण किस वर्ष हुआ था?","context":null,"contextHi":null,"options":[{"key":"a","text":"1942","textHi":null,"imageUrl":null},{"key":"b","text":"1962","textHi":null,"imageUrl":null},{"key":"c","text":"1972","textHi":null,"imageUrl":null},{"key":"d","text":"1982","textHi":null,"imageUrl":null}],"correct":"c","sol":"Handball in India\nThe first Senior National Handball Championship was held in 1972 at the Sir Chhotu Ram Stadium, Rohtak, Haryana.\nThe year is easy to anchor: the Handball Federation of India was registered under the Societies Registration Act on 15 June 1972, and the championship followed in the same year.\nHaryana won the men's title and Maharashtra the women's title in that first edition, and the tournament has been held annually since.\nTherefore the correct option is (c).","solHi":"भारत में हैंडबॉल\nपहली सीनियर राष्ट्रीय हैंडबॉल चैंपियनशिप वर्ष 1972 में हरियाणा के रोहतक स्थित सर छोटूराम स्टेडियम में आयोजित हुई थी।\nयह वर्ष सरलता से याद रखा जा सकता है: भारतीय हैंडबॉल महासंघ (HFI) का पंजीकरण सोसाइटी पंजीकरण अधिनियम के अंतर्गत 15 जून 1972 को हुआ और उसी वर्ष यह चैंपियनशिप आयोजित की गई।\nउस प्रथम संस्करण में पुरुष वर्ग का खिताब हरियाणा ने तथा महिला वर्ग का खिताब महाराष्ट्र ने जीता, और तब से यह प्रतियोगिता प्रतिवर्ष होती है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12088,"n":88,"subject":"General Awareness","stem":"The novel Midnight's Children, which won the Booker Prize, was written by which author?","stemHi":"बुकर पुरस्कार जीतने वाला उपन्यास Midnight's Children किस लेखक द्वारा लिखा गया था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Amitav Ghosh","textHi":null,"imageUrl":null},{"key":"b","text":"Salman Rushdie","textHi":null,"imageUrl":null},{"key":"c","text":"Rohinton Mistry","textHi":null,"imageUrl":null},{"key":"d","text":"Vikram Seth","textHi":null,"imageUrl":null}],"correct":"b","sol":"Booker Prize: Indian writing\nMidnight's Children (1981) was written by Salman Rushdie and won the Booker Prize in 1981.\nThe novel follows Saleem Sinai, born at the stroke of midnight on 15 August 1947, and uses magic realism to retell India's journey from independence to the Emergency.\nIt is the only novel to have won the Booker of Bookers (1993) and the Best of the Booker (2008).\n $\"figure\"/$ \nSo the correct option is (b).","solHi":"बुकर पुरस्कार: भारतीय लेखन\nMidnight's Children (1981) के लेखक Salman Rushdie हैं और इस उपन्यास ने 1981 का बुकर पुरस्कार जीता था।\nउपन्यास का नायक सलीम सिनाई 15 अगस्त 1947 की मध्यरात्रि में जन्मा है, और जादुई यथार्थवाद (magic realism) के माध्यम से स्वतंत्रता से आपातकाल तक की भारत-यात्रा कही गई है।\nयह अकेला ऐसा उपन्यास है जिसने Booker of Bookers (1993) तथा Best of the Booker (2008) दोनों जीते।\n $\"figure\"/$ \nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12089,"n":89,"subject":"General Awareness","stem":"Consider the following monument-state combinations and identify the correct option:\nI. Golconda Fort - Rajasthan\nII. Bharatpur Fort - Telangana\nWhich of the statements given above is/are accurate ?","stemHi":"निम्नलिखित स्मारक-राज्य संयोजनों पर विचार कीजिए तथा सही विकल्प की पहचान कीजिए:\nI. गोलकोंडा किला - राजस्थान\nII. भरतपुर किला - तेलंगाना उपर्युक्त कथनों में से कौन-सा/से सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only II","textHi":"केवल II","imageUrl":null},{"key":"b","text":"Only I","textHi":"केवल I","imageUrl":null},{"key":"c","text":"Neither I nor II","textHi":"न तो I और न ही II","imageUrl":null},{"key":"d","text":"Both I and II","textHi":"I और II दोनों","imageUrl":null}],"correct":"c","sol":"Forts and their States\nThe two States have simply been swapped.\n $\"figure\"/$ \nGolconda Fort stands on a granite hill in Hyderabad, Telangana; it was the Qutb Shahi capital and the diamond market that handled the Koh-i-Noor.\nBharatpur Fort, better known as Lohagarh (the iron fort), is in Rajasthan and was built by the Jat ruler Maharaja Suraj Mal.\nBoth pairs are therefore wrong, so the correct option is (c).","solHi":"किले तथा उनके राज्य\nदोनों संयोजनों में राज्य आपस में बदल दिए गए हैं।\n $\"figure\"/$ \nगोलकोंडा किला तेलंगाना के हैदराबाद में एक ग्रेनाइट पहाड़ी पर स्थित है; यह कुतुबशाही राजधानी तथा वह हीरा-बाज़ार था जहाँ कोहिनूर का व्यापार हुआ।\nभरतपुर किला, जो लोहागढ़ (लोहे का किला) नाम से अधिक प्रसिद्ध है, राजस्थान में है और इसे जाट शासक महाराजा सूरजमल ने बनवाया था।\nअतः दोनों युग्म ग़लत हैं और सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12090,"n":90,"subject":"General Awareness","stem":"The initial developmental flight of India's Geosynchronous Satellite Launch Vehicle (GSLV-D1) used how many propulsion stages ?","stemHi":"भारत के भूस्थिर उपग्रह प्रक्षेपण यान (GSLV-D1) की प्रथम विकासात्मक उड़ान में कितने प्रणोदन चरणों का उपयोग किया गया था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Nine","textHi":"नौ (b) तीन (c) छह (d) सात","imageUrl":null},{"key":"b","text":"Three","textHi":null,"imageUrl":null},{"key":"c","text":"Six","textHi":null,"imageUrl":null},{"key":"d","text":"Seven","textHi":null,"imageUrl":null}],"correct":"b","sol":"GSLV launch vehicle stages\nGSLV-D1, the first developmental flight of the Geosynchronous Satellite Launch Vehicle, was launched by ISRO from Sriharikota on 18 April 2001 with the experimental satellite GSAT-1.\nThe vehicle is a three-stage launcher:\n $\"figure\"/$ \nThe four liquid strap-on motors are boosters strapped around the solid first stage, so they are not counted as a separate stage.\nHence the number of propulsion stages is three, and the correct option is (b).","solHi":"GSLV प्रक्षेपण यान के चरण\nGSLV-D1, अर्थात् भूस्थिर उपग्रह प्रक्षेपण यान की प्रथम विकासात्मक उड़ान, इसरो द्वारा 18 अप्रैल 2001 को श्रीहरिकोटा से प्रायोगिक उपग्रह GSAT-1 के साथ प्रक्षेपित की गई थी।\nयह यान तीन चरणों वाला प्रक्षेपक है:\n $\"figure\"/$ \nचार द्रव स्ट्रैप-ऑन मोटरें ठोस प्रथम चरण के चारों ओर बँधे बूस्टर हैं, अतः उन्हें पृथक् चरण नहीं गिना जाता।\nअतः प्रणोदन चरणों की संख्या तीन है और सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12091,"n":91,"subject":"General Awareness","stem":"In physics, the term inertia refers to which property of matter ?","stemHi":"भौतिकी में जड़त्व (inertia) शब्द पदार्थ के किस गुण को दर्शाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Ability of a body to accelerate easily","textHi":"किसी पिंड की सरलता से त्वरित हो जाने की क्षमता","imageUrl":null},{"key":"b","text":"Resistance offered by a body to any change in its motion or rest","textHi":"किसी पिंड द्वारा अपनी गति या विराम की अवस्था में परिवर्तन का विरोध","imageUrl":null},{"key":"c","text":"Force exerted by machines","textHi":"मशीनों द्वारा लगाया गया बल","imageUrl":null},{"key":"d","text":"Attraction exerted by the Earth","textHi":"पृथ्वी द्वारा लगाया गया आकर्षण","imageUrl":null}],"correct":"b","sol":"Inertia and Newton's first law\nInertia is the property by which a body resists any change in its state of rest or of uniform motion in a straight line.\nThis is exactly the content of Newton's first law, which is why that law is called the law of inertia.\nMass is the measure of inertia: a heavier body needs a larger force to produce the same change in velocity, so it is harder to start, stop or turn.\nOption (a) says the opposite of inertia, (c) describes an applied force and (d) describes gravity, so the correct option is (b).","solHi":"जड़त्व तथा न्यूटन का प्रथम नियम\nजड़त्व वह गुण है जिसके कारण कोई पिंड अपनी विराम अवस्था अथवा सरल रेखा में एकसमान गति की अवस्था में किसी भी परिवर्तन का विरोध करता है।\nयही न्यूटन के प्रथम नियम का कथन है, इसी कारण उस नियम को जड़त्व का नियम कहा जाता है।\nजड़त्व की माप द्रव्यमान है: वेग में समान परिवर्तन के लिए भारी पिंड को अधिक बल चाहिए, अतः उसे चलाना, रोकना या मोड़ना कठिन होता है।\nविकल्प (a) जड़त्व के विपरीत बात कहता है, (c) आरोपित बल का तथा (d) गुरुत्वाकर्षण का वर्णन है, अतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12092,"n":92,"subject":"General Awareness","stem":"During the planetary parade observed in early 2025, the visible planets appeared arranged according to which scientific criterion?","stemHi":"वर्ष 2025 के आरंभ में देखी गई ग्रह परेड (planetary parade) के दौरान दृश्यमान ग्रह किस वैज्ञानिक कसौटी के अनुसार क्रमबद्ध प्रतीत हुए?","context":null,"contextHi":null,"options":[{"key":"a","text":"Relative size of the planets","textHi":"ग्रहों का सापेक्ष आकार","imageUrl":null},{"key":"b","text":"Apparent brightness","textHi":"आभासी चमक","imageUrl":null},{"key":"c","text":"Speed of revolution","textHi":"परिक्रमण की चाल","imageUrl":null},{"key":"d","text":"Distance from the Sun","textHi":"सूर्य से दूरी","imageUrl":null}],"correct":"d","sol":"Planetary parade 2025\nIn January-February 2025 several planets were on the same side of the Sun as seen from the Earth, so they all appeared in the evening sky at once — a planetary parade.\nAll planets orbit in nearly the same plane, so they always appear along one line in the sky, the ecliptic; their places along that line follow their orbital radii, that is their distance from the Sun.\n $\"figure\"/$ \nReading outward from the Sun gives Mercury, Venus, Mars, Jupiter and Saturn (with Uranus and Neptune needing a telescope), which is the order in which they were strung across the sky.\nSize, brightness and orbital speed do not set the order in which they appear, so the correct option is (d).","solHi":"ग्रह परेड 2025\nजनवरी-फरवरी 2025 में कई ग्रह पृथ्वी से देखने पर सूर्य के एक ही ओर आ गए थे, अतः वे सभी संध्या के आकाश में एक साथ दिखाई दिए — इसी को ग्रह परेड कहा गया।\nसभी ग्रह लगभग एक ही तल में परिक्रमा करते हैं, अतः वे आकाश में सदैव एक ही रेखा, अर्थात् क्रांतिवृत्त (ecliptic), पर दिखते हैं; उस रेखा पर उनका स्थान उनकी कक्षा-त्रिज्या, अर्थात् सूर्य से दूरी, के अनुसार होता है।\n $\"figure\"/$ \nसूर्य से बाहर की ओर क्रम है — बुध, शुक्र, मंगल, बृहस्पति तथा शनि (अरुण एवं वरुण के लिए दूरबीन आवश्यक), और इसी क्रम में वे आकाश में फैले दिखाई दिए।\nआकार, चमक अथवा परिक्रमण की चाल इस क्रम को निर्धारित नहीं करते, अतः सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12093,"n":93,"subject":"General Awareness","stem":"During the later phase of Mughal decline, Nagaur was brought under the control of which Rajput ruling house ?","stemHi":"मुगल पतन के उत्तरवर्ती चरण में नागौर किस राजपूत शासक वंश के नियंत्रण में आया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Sisodias of Mewar","textHi":"मेवाड़ के सिसोदिया","imageUrl":null},{"key":"b","text":"Kachwahas of Amber","textHi":"आमेर के कछवाहा","imageUrl":null},{"key":"c","text":"Bhatis of Jaisalmer","textHi":"जैसलमेर के भाटी","imageUrl":null},{"key":"d","text":"Rathores of Jodhpur","textHi":"जोधपुर के राठौड़","imageUrl":null}],"correct":"d","sol":"Rajput states after the Mughals\nAs Mughal authority collapsed in the eighteenth century, the imperial jagirs of Rajputana were absorbed by the neighbouring Rajput houses.\nNagaur, held for a time as a separate Rathore appanage, passed to Bakht Singh and through him was merged into the kingdom of Jodhpur (Marwar), ruled by the Rathores.\nThe Rathores of Jodhpur were the dominant power of western Rajasthan, and Nagaur lies squarely in Marwar territory, between Jodhpur and Bikaner.\nThe Sisodias ruled Mewar (Udaipur), the Kachwahas Amber (Jaipur) and the Bhatis Jaisalmer, none of which controlled Nagaur, so the correct option is (d).","solHi":"मुगलों के बाद राजपूत राज्य\nअठारहवीं शताब्दी में जैसे-जैसे मुगल सत्ता ढहती गई, राजपूताना की शाही जागीरें निकटवर्ती राजपूत घरानों में समाहित होती गईं।\nनागौर, जो कुछ समय तक पृथक् राठौड़ जागीर के रूप में था, बख्त सिंह के अधिकार में आया और उनके माध्यम से राठौड़ों द्वारा शासित जोधपुर (मारवाड़) राज्य में मिला लिया गया।\nजोधपुर के राठौड़ पश्चिमी राजस्थान की प्रमुख शक्ति थे तथा नागौर जोधपुर और बीकानेर के बीच मारवाड़ क्षेत्र में ही पड़ता है।\nसिसोदिया मेवाड़ (उदयपुर), कछवाहा आमेर (जयपुर) तथा भाटी जैसलमेर पर शासन करते थे, इनमें से किसी का भी नागौर पर नियंत्रण नहीं था, अतः सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12094,"n":94,"subject":"General Awareness","stem":"In the early phase of India's foreign investment policy framework, the leadership of the Foreign Investment Promotion Board (FIPB) was held by which official?","stemHi":"भारत की विदेशी निवेश नीति संरचना के प्रारंभिक चरण में विदेशी निवेश संवर्धन बोर्ड (FIPB) का नेतृत्व किस अधिकारी के पास था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Principal Secretary to the Prime Minister","textHi":"प्रधानमंत्री के प्रधान सचिव","imageUrl":null},{"key":"b","text":"Union Finance Minister","textHi":"केंद्रीय वित्त मंत्री","imageUrl":null},{"key":"c","text":"Minister of External Affairs","textHi":"विदेश मंत्री","imageUrl":null},{"key":"d","text":"Union Home Minister","textHi":"केंद्रीय गृह मंत्री","imageUrl":null}],"correct":"a","sol":"Foreign Investment Promotion Board\nThe FIPB was created in 1991, with the liberalisation reforms, as a single window to clear foreign direct investment proposals that did not fall under the automatic route.\nIn that early phase it was housed in the Prime Minister's Office and chaired by the Principal Secretary to the Prime Minister, which gave its clearances political weight and speed.\nIt was later moved to the Ministry of Industry and then to the Department of Economic Affairs, Ministry of Finance, where the Secretary of the department chaired it.\nThe board was abolished in 2017, once over 90 per cent of FDI had been placed on the automatic route, so the correct option is (a).","solHi":"विदेशी निवेश संवर्धन बोर्ड\nFIPB की स्थापना 1991 के उदारीकरण सुधारों के साथ हुई थी, ताकि स्वचालित मार्ग के अंतर्गत न आने वाले प्रत्यक्ष विदेशी निवेश प्रस्तावों को एकल खिड़की से स्वीकृति मिल सके।\nउस प्रारंभिक चरण में यह बोर्ड प्रधानमंत्री कार्यालय के अधीन था तथा इसकी अध्यक्षता प्रधानमंत्री के प्रधान सचिव करते थे, जिससे इसकी स्वीकृतियों को राजनीतिक भार तथा गति दोनों प्राप्त थे।\nबाद में इसे उद्योग मंत्रालय और फिर वित्त मंत्रालय के आर्थिक कार्य विभाग में स्थानांतरित किया गया, जहाँ विभाग के सचिव इसके अध्यक्ष होते थे।\nवर्ष 2017 में, जब 90 प्रतिशत से अधिक FDI स्वचालित मार्ग पर आ गया, तब यह बोर्ड समाप्त कर दिया गया; अतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":12095,"n":95,"subject":"General Awareness","stem":"In which year was the Banking Codes and Standards Board of India (BCSBI) formally established on 18 February ?","stemHi":"भारतीय बैंकिंग संहिता एवं मानक बोर्ड (BCSBI) की औपचारिक स्थापना 18 फरवरी को किस वर्ष हुई थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"2009","textHi":null,"imageUrl":null},{"key":"b","text":"2007","textHi":null,"imageUrl":null},{"key":"c","text":"2006","textHi":null,"imageUrl":null},{"key":"d","text":"2008","textHi":null,"imageUrl":null}],"correct":"c","sol":"BCSBI establishment\nThe Banking Codes and Standards Board of India was registered as an independent society on 18 February 2006, on the recommendation of the S. S. Tarapore Committee on customer service.\nIt was set up by the Reserve Bank of India as a watchdog: member banks adopted a voluntary Code of Bank's Commitment to Customers, and the board monitored whether they kept it.\nIts work covered fair treatment, transparency in charges and clear disclosure to depositors and borrowers.\nThe RBI wound up the board in 2021, folding its functions into its own supervisory and grievance machinery; so the correct option is (c).","solHi":"BCSBI की स्थापना\nभारतीय बैंकिंग संहिता एवं मानक बोर्ड का पंजीकरण एक स्वतंत्र सोसाइटी के रूप में 18 फरवरी 2006 को हुआ था, जो ग्राहक सेवा संबंधी एस. एस. तारापोर समिति की सिफ़ारिश पर आधारित था।\nइसे भारतीय रिज़र्व बैंक ने प्रहरी संस्था के रूप में स्थापित किया: सदस्य बैंकों ने ग्राहकों के प्रति प्रतिबद्धता की स्वैच्छिक संहिता अपनाई और बोर्ड यह देखता था कि वे उसका पालन कर रहे हैं या नहीं।\nइसका कार्यक्षेत्र ग्राहकों के साथ उचित व्यवहार, शुल्कों में पारदर्शिता तथा जमाकर्ताओं एवं ऋणियों को स्पष्ट जानकारी देना था।\nरिज़र्व बैंक ने 2021 में इस बोर्ड को समाप्त कर उसके कार्य अपनी पर्यवेक्षी एवं शिकायत-निवारण व्यवस्था में समाहित कर लिए; अतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12096,"n":96,"subject":"General Awareness","stem":"Which of the following nationalist leaders openly criticised the Moderates for what they described as a "politics of prayer"?\nI. Bipin Chandra Pal\nII. Bal Gangadhar Tilak\nIII. Lala Lajpat Rai","stemHi":"निम्नलिखित में से किन राष्ट्रवादी नेताओं ने उदारवादियों (Moderates) की उस नीति की खुलकर आलोचना की जिसे उन्होंने "प्रार्थना की राजनीति" कहा?\nI. Bipin Chandra Pal\nII. Bal Gangadhar Tilak\nIII. Lala Lajpat Rai","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I and III","textHi":"केवल I और III","imageUrl":null},{"key":"b","text":"Only II and III","textHi":"केवल II और III","imageUrl":null},{"key":"c","text":"Only I and II","textHi":"केवल I और II","imageUrl":null},{"key":"d","text":"I, II and III","textHi":"I, II और III","imageUrl":null}],"correct":"d","sol":"Extremists vs Moderates\nAll three named leaders belonged to the Extremist or Assertive wing of the Congress, famous together as Lal-Bal-Pal.\n $\"figure\"/$ \nThey dismissed the Moderate method of petitions, memorials and appeals to British good faith as a "politics of prayer, petition and protest" that produced nothing.\nIn its place they preached swadeshi, boycott, national education and passive resistance, and this split came into the open at the Surat session of 1907.\nSince the criticism came from all three, the correct option is (d).","solHi":"उग्रवादी बनाम उदारवादी\nतीनों नामित नेता कांग्रेस के उग्रवादी अथवा प्रखर राष्ट्रवादी गुट के थे, जो एक साथ लाल-बाल-पाल के नाम से प्रसिद्ध हैं।\n $\"figure\"/$ \nउन्होंने याचिकाओं, प्रार्थना-पत्रों तथा ब्रिटिश सद्भाव पर भरोसे वाली उदारवादी पद्धति को "प्रार्थना, याचिका और विरोध की राजनीति" कहकर निष्फल बताया।\nइसके स्थान पर उन्होंने स्वदेशी, बहिष्कार, राष्ट्रीय शिक्षा तथा निष्क्रिय प्रतिरोध का मार्ग सुझाया, और यह मतभेद 1907 के सूरत अधिवेशन में खुलकर सामने आया।\nचूँकि यह आलोचना तीनों ने की थी, अतः सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":12097,"n":97,"subject":"General Awareness","stem":"Under which Article of the Indian Constitution is the Union entrusted with the responsibility to safeguard States from external aggression and internal unrest ?","stemHi":"भारतीय संविधान के किस अनुच्छेद के अंतर्गत संघ को राज्यों की बाह्य आक्रमण तथा आंतरिक अशांति से रक्षा करने का उत्तरदायित्व सौंपा गया है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Article 348","textHi":"अनुच्छेद 348","imageUrl":null},{"key":"b","text":"Article 358","textHi":"अनुच्छेद 358","imageUrl":null},{"key":"c","text":"Article 355","textHi":"अनुच्छेद 355","imageUrl":null},{"key":"d","text":"Article 365","textHi":"अनुच्छेद 365","imageUrl":null}],"correct":"c","sol":"Article 355: duty of the Union\nArticle 355 says it shall be the duty of the Union to protect every State against external aggression and internal disturbance, and to ensure that the government of every State is carried on in accordance with the Constitution.\nIt is the duty in Article 355 that justifies the Union acting under Article 356 when constitutional machinery in a State breaks down.\n $\"figure\"/$ \nThe other three articles deal with quite different matters, so the correct option is (c).","solHi":"अनुच्छेद 355: संघ का कर्तव्य\nअनुच्छेद 355 कहता है कि प्रत्येक राज्य की बाह्य आक्रमण तथा आंतरिक अशांति से रक्षा करना और यह सुनिश्चित करना कि प्रत्येक राज्य का शासन संविधान के उपबंधों के अनुसार चले, संघ का कर्तव्य होगा।\nअनुच्छेद 355 का यही कर्तव्य उस स्थिति को उचित ठहराता है जब राज्य में संवैधानिक तंत्र विफल होने पर संघ अनुच्छेद 356 के अंतर्गत कार्यवाही करता है।\n $\"figure\"/$ \nशेष तीनों अनुच्छेद बिल्कुल भिन्न विषयों से संबंधित हैं, अतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12098,"n":98,"subject":"General Awareness","stem":"What type of population trend was observed in India during the decade 1911 to 1921 ?","stemHi":"वर्ष 1911 से 1921 के दशक में भारत में किस प्रकार की जनसंख्या प्रवृत्ति देखी गई थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rapid population increase","textHi":"तीव्र जनसंख्या वृद्धि","imageUrl":null},{"key":"b","text":"Decline in population size","textHi":"जनसंख्या के आकार में गिरावट","imageUrl":null},{"key":"c","text":"Uniform population growth","textHi":"एकसमान जनसंख्या वृद्धि","imageUrl":null},{"key":"d","text":"Sudden population boom","textHi":"अचानक जनसंख्या विस्फोट","imageUrl":null}],"correct":"b","sol":"Census 1921: Great Divide\nThe decade 1911-1921 is the only decade since census-taking began in which India's population actually fell.\nThe causes were the influenza pandemic of 1918-19, which killed millions, along with famine, plague, malaria and the strain of the First World War.\nAfter 1921 death rates began to fall steadily while birth rates stayed high, so population rose in every later decade; for this reason 1921 is called the Year of the Great Divide.\nSo the correct option is (b).","solHi":"जनगणना 1921: महाविभाजक वर्ष\n1911-1921 का दशक जनगणना आरंभ होने के बाद का एकमात्र ऐसा दशक है जिसमें भारत की जनसंख्या वास्तव में घटी।\nइसके कारण थे 1918-19 की इन्फ्लुएंज़ा महामारी, जिसने लाखों जानें लीं, तथा अकाल, प्लेग, मलेरिया और प्रथम विश्व युद्ध का दबाव।\n1921 के बाद मृत्यु दर लगातार घटने लगी जबकि जन्म दर ऊँची बनी रही, अतः प्रत्येक बाद के दशक में जनसंख्या बढ़ी; इसी कारण 1921 को महाविभाजक वर्ष (Year of the Great Divide) कहा जाता है।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":12099,"n":99,"subject":"General Awareness","stem":"Before the introduction of GST, which of the following taxes were imposed by the Central Government ?\nI. Entertainment Tax\nII. Entry Tax","stemHi":"GST लागू होने से पहले, निम्नलिखित में से कौन-से कर केंद्र सरकार द्वारा लगाए जाते थे?\nI. मनोरंजन कर\nII. प्रवेश कर","context":null,"contextHi":null,"options":[{"key":"a","text":"Only II","textHi":"केवल II","imageUrl":null},{"key":"b","text":"Only I","textHi":"केवल I","imageUrl":null},{"key":"c","text":"Neither I nor II","textHi":"न तो I और न ही II","imageUrl":null},{"key":"d","text":"Both I and II","textHi":"I और II दोनों","imageUrl":null}],"correct":"c","sol":"Taxes subsumed in GST\nBoth taxes named were State-level levies before GST, not Central ones.\n $\"figure\"/$ \nEntertainment tax on cinema tickets, shows and amusement parks was levied by State governments and local bodies under Entry 62 of the State List.\nEntry tax, including octroi, was charged by States or municipal bodies on goods entering a local area for use, sale or consumption.\nThe Centre's main indirect taxes then were central excise duty, service tax and countervailing duties, so the correct option is (c).","solHi":"GST में समाहित कर\nप्रश्न में दिए गए दोनों कर GST से पूर्व राज्य स्तर के कर थे, केंद्रीय नहीं।\n $\"figure\"/$ \nसिनेमा टिकट, शो तथा मनोरंजन पार्कों पर लगने वाला मनोरंजन कर राज्य सूची की प्रविष्टि 62 के अंतर्गत राज्य सरकारों तथा स्थानीय निकायों द्वारा लगाया जाता था।\nप्रवेश कर, जिसमें चुंगी (octroi) भी सम्मिलित है, किसी स्थानीय क्षेत्र में उपयोग, विक्रय या उपभोग हेतु आने वाले माल पर राज्यों या नगरपालिकाओं द्वारा वसूला जाता था।\nउस समय केंद्र के प्रमुख अप्रत्यक्ष कर केंद्रीय उत्पाद शुल्क, सेवा कर तथा प्रतिकारी शुल्क थे, अतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":12100,"n":100,"subject":"General Awareness","stem":"Which foreign envoy from the Greek world visited the court of Chandragupta Maurya after being deputed by a West Asian ruler ?","stemHi":"किस विदेशी यूनानी राजदूत ने पश्चिम एशियाई शासक द्वारा भेजे जाने पर चंद्रगुप्त मौर्य के दरबार का दौरा किया था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Al-Biruni","textHi":null,"imageUrl":null},{"key":"b","text":"Nicolo Conti","textHi":null,"imageUrl":null},{"key":"c","text":"François Bernier","textHi":null,"imageUrl":null},{"key":"d","text":"Megasthenes","textHi":null,"imageUrl":null}],"correct":"d","sol":"Foreign travellers to India\nMegasthenes was sent by Seleucus I Nicator, the Greek ruler of the West Asian Seleucid empire, as his ambassador to Chandragupta Maurya after the treaty of about 303 BCE.\nHe lived at the Mauryan capital Pataliputra and wrote Indica, our chief foreign account of Mauryan administration, the city's municipal boards and the seven classes of Indian society.\n $\"figure\"/$ \nThe other three came to India in much later periods and none of them was Greek, so the correct option is (d).","solHi":"भारत आने वाले विदेशी यात्री\nमेगस्थनीज़ को पश्चिम एशिया के सेल्यूकिड साम्राज्य के यूनानी शासक सेल्यूकस प्रथम निकेटर ने लगभग 303 ईसा पूर्व की संधि के बाद चंद्रगुप्त मौर्य के पास अपने राजदूत के रूप में भेजा था।\nवे मौर्य राजधानी पाटलिपुत्र में रहे और उन्होंने Indica लिखी, जो मौर्य प्रशासन, नगर की नगरपालिका समितियों तथा भारतीय समाज के सात वर्गों का प्रमुख विदेशी विवरण है।\n $\"figure\"/$ \nशेष तीनों भारत बहुत बाद के कालों में आए और उनमें से कोई यूनानी नहीं था, अतः सही विकल्प (d) है।","pos":2,"neg":0.5}],"test":{"slug":"ssc-chsl-tier-1--25-nov-2025-shift-3","title":"SSC CHSL Tier-1 25 November 2025 Shift-3 Previous Year Paper","examName":"CHSL Tier-1","paperLabel":"25 November 2025 · Shift 3","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]