Training module

communication Skill
SeMester – IV
(CSE/IT/EX/EC)

Bansal group of institutes

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 TOPIC 1: MOTIVE OF TRAINING

Nowadays, more and more people are dedicating time to studying English as a second language
English can help you progress in life both personally and professionally. You can compete in the
global job market, increase your career skills and start to meet people around the world.

Some important reasons are:

1. English is a global language

2. It can help you get a job.
3. It can help you meet new people.
4. Many scientific papers are written in English.
5. It is the language of media industry.
6. It is the language of Internet.
7. Travelling is a lot easier with good knowledge of English.
8. It is one of the most important languages for business.

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 TOPIC 2&3: IMPORTANCE OF SOFT SKILLS

Soft skills are personal attributes needed for success on the job. Soft skills are personality traits and
behaviors. Unlike technical or ‘hard’ skills, soft skills are not about the knowledge you possess but the
behaviors you display in different situations.

IMPORTANCE OF SOFT SKILLS:

 The modern workplace is interpersonal.
 Soft skills set you apart
 They complement hard skills
 Future workplaces will depend more these skills

HOW TO DEVELOP SOFT SKILLS:-

 Make eye contact during face-to-face interactions
 Monitor your body language and observe others
 Practice public speaking
 Aim to be heard
 Work on your listening skill
 Improve your written communication

ACTIVITY: Practice one to one/one to many interactions on any topic, focusing on your soft
skills.

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 TOPIC 4: ICE BREAKERS (SPEAKING ACTIVITY)
Ice breakers can be an effective way of starting a training session or team-building event. As
interactive and often fun sessions run before the main proceedings, they help people get to know
each other and buy into the purpose of the event.

WHAT DOES BREAKING THE ICE DO?

1. It lightens the mood and creates a positive atmosphere.
2. It works like brainstorming by getting the students think out of the box.
3. Icebreakers are fun activities and so it helps students to relax and motivates to participate.
4. It helps in breaking down the social barriers through group participations.
5. Icebreakers are the most exciting ways to get to know more about others.

SOME ICE-BREAKER ACTIVITIES:

1. 3 Truths and a Lie

For a bit of a twist to the ice breaker above, instead of having people share three interesting facts
about themselves, instruct them to share three true facts and one that is made up. Then, when they
introduce themselves, the rest of the group can vote on which of the four tidbits the person shares
is the untruth. This is a lot of fun in person, but it's also a good virtual icebreaker that can be
conducted via a collaboration tool or email.

2. Interviewer/Interviewee

Rather than having people introduce themselves, assign each person to an interviewing partner.

1. Allow a set amount of time for one partner to interview the other, then have them switch
places.
2. When time is up, each person will introduce the person he or she interviewed to the group.
3. If your group is meeting virtually, have the partners connect before the meeting for the
interviews, then introduce each other during the live session.

SOME ICE BREAKER QUESTIONS:

 Which historical figure would you want to meet?

 What has been the best day of your life so far?
 What do you want people to remember you for?
 What has been most influential in your life so far?
 If you could have a superpower, what would it be?
 What’s your favorite season?
 Which historical figure would you want to meet?

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 TOPIC 5&6: TEAM JAM SESSIONS

ABOUT JAM:

Just a minute round is nothing but a minute session where the interviewer will probably ask you
to speak on a particular topic provided by him or you yourself will be asked to pick up a topic of
your choice and speak upon it. By, the time you speak, the interviewer will probably observe your
accent, grammar, pronunciation and the formation of sentence by you.

HOW CAN YOU PREPARE?

 Try to keep your sentences as short as possible.
 Try avoiding long and complex sentences; it will create a problem for you only.
 Be simple, use simple English and try not to stammer in nervousness.
 Keep yourself prepared with some topics in advance.
 Smile (it will display you are Confident about the topic)
 Being with thanking word
 speak with clear voice
 Express your thoughts with simple words straightly
 Make short notes on your mind when you listen the topic title
 Most impotent thing is to improve your general knowledge and current affairs.

TEAM JAM SESSIONS:

In a team JAM, a topic is introduced to the team of few students and all of them are supposed to
perform in ‘GROUP’.

G – Give thoughtful feedback

R – Respect everyone and their opinion

O – On time completion of task

U – Use soft skills in JAM sessions

P – Participate actively

BENEFITS OF GROUP/TEAM PARTICIPATION:

 You’re exposed to a variety of perspectives.

 You learn to manage teams.
 You can leverage the talents of your peers.
 You learn delegation of work.
 You learn many new things from your team mates.
 You develop problem solving skills.
 You can have better decision-making skills.

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 TOPIC 7&8: SYNONYMS AND ANTONYMS

SYNONYMS: one of two or more words or expressions of the same language that have the
same or nearly the same meaning in some or all senses.

ANTONYMS: a word opposite in meaning to another.

Instructions

 Write a series of synonyms on the board, such as 'hot, steamy, scorching, blistering, warm.'
Ask students to observe the words and write what they have in common.
 Share answers and discuss. Tell students they will be working on synonyms and antonyms;
share prior knowledge.
 Ask students to create a two-column chart in their notebooks labeled 'Definition' and
'Examples.' Title rows 'Synonym' and 'Antonym.'

LIST OF WORDS WITH THEIR SYNONYMS AND ANTONYMS:

WORDS SYNONYMS- SAME ANTONYMS- OPPOSITES
MEANING
ABOLISH ABROGATE ESTABLISH
BENEVOLENT GENEROUS MALEVOLENT
CAPTIVITY IMPRISONMENT FREEDOM
DEMOLISH RUIN REPAIR
ECSTASY DELIGHT DESPAIR
FRAGILE WEAK TOUGH
GRUDGE HATRED AFFECTION
INTRIGUE CONSPIRACY SINCERITY
OBSTINATE STUBBORN FLEXIBLE
PROMPT PUNCTUAL NEGLIGENT
RELUCTANT CAUTIOUS ANXIOUS
SUBLIME MAGNIFICENT RIDICULOUS
SNEER MOCK PRAISE
TIMID COWARD BOLD
VAIN ARROGANT MODEST

ACTVITY: 1 - Students will be provided list of synonyms and antonyms and they have to frame
sentences using the same (speaking activity).
2 – Students will be divided into teams and would be evaluated on the basis of max marks.

TOPIC 10&11: SUBJECT-VERB AGREEMENT

Lesson Objectives:
1. Identify the subject and verb of a sentence
2. Understand the rules of subject-verb agreement
3. Practice choosing a verb that agrees with the subject of a sentence

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 DEFINITION:
Subject-verb agreement refers to the relationship between the subject and predicate of the
sentence. Subjects and verbs must always agree in two ways: tense and number.

Subject–Verb Agreement Rules

 If the subject is singular, the verb must be singular too. ...
 If the subject is plural, the verb must also be plural. ...
 When the subject of the sentence is composed of two or more nouns or pronouns connected
by and, use a plural verb.

10 RULES OF SUBJECT-VERB AGREEMENT:

 A subject made up of nouns joined by and takes a plural subject, unless that subject’s
intended sense is singular.
 When a subject is made up of nouns joined by or, the verb agrees with the last noun.
 Collective nouns (team, couple, staff, etc.) take a singular verb.
 Connectives, phrases such as combined with, coupled with, accompanied by, added to,
along with, together with, and as well as, do not change the number of the subject.
 Collecting noun phrases (a bunch of, a group of, a set of, etc.) take a singular verb.
 “Each” takes a singular verb.
 “None” takes a singular verb if what it refers to is singular and a plural verb if its
referent is plural.
 With fractions, the verb agrees with the whole.
 With money, if the amount is specific, use a singular verb; if the amount is vague, use a plural
verb.
 The phrase “more than one” takes a singular verb.

TOPIC 12&13: CLOZE TEST

DEFINITION:
A cloze test (also cloze deletion test or occlusion test) is an exercise, test, or assessment
consisting of a portion of language with certain items, words, or signs removed (cloze text), where
the participant is asked to replace the missing language item. Cloze tests require the ability to
understand context and vocabulary in order to identify the correct language or part of speech.
APPROACH TO SOLVE CLOZE TEST QUESTIONS:
1. Read the passage and highlight the keywords to get an idea of the topic.
2. Analyze the theme of the passage.
3. Be mindful of the supporting/contradicting connectors.
4. Eliminate options once you have analyzed the paragraph.
5. Choose the correct contextual meaning.

PURPOSE OF CLOZE TEST:

Cloze Tests provide empirical evidence of how easy a text is to read and understand for a
specified target audience. They thus measure reading comprehension, and not just a readability
score.
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 ADVANTAGES OF USING CLOZE TEST IN WRITING SKILLS:
Cloze tests promote active production of vocabulary, not just recognition. They can be used to
bolster vocabulary usage and free recall, reinforce grammatical knowledge and structural
recognition, and strengthen overall comprehension.

ACTIVITY: Practice the cloze test.

TOPIC 14&15: EXTEMPORE – TIPS AND TRICKS

DEFINITION: An extempore speech is an impromptu speech which the candidate is required to

make on a topic given there and then. No prior preparation is permissible.

Points for Effective extempore speech:

1. Content knowledge. Know what you are talking about and whom you are talking to. ...
2. Body language. Body language portrays the level of confidence in you. ...
3. Confidence matters. ...
4. Voice modulation. ...
5. Time check.

An extempore presentation tests the candidate on the following: -

 Ability to think off the feet
 Analysis of the topic and identification of the issue to be addressed
 Idea generation
 Prioritization and sequencing to display logical thinking
 Ability to connect with the panel
 Communication skills
 Overall presentation skills

These are some tips to prepare Extempore:

1. Always read Current affairs.
2. Think first, and then organize everything that you know about the topic.
3. Frame outline, how to start- points to make- how to end.
4. No Bluff, irrelevant and unnecessary points attract negative points.
5. Remain Calm and Composed.

ACTIVITY: Practice the extempore in the sessions.

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 TOPIC 17&18: READING COMPREHENSION
DEFINITION:

"The ability to understand information presented in the written form is called reading
Comprehension" Comprehension is a "creative, multifaceted process" dependent upon
four language skills: phonology, syntax, semantics, and pragmatics

COMPREHENSION STRATEGIES:
Research studies on reading and comprehension have shown that highly proficient readers utilize
a number of different strategies to comprehend various types of texts, strategies that can also be
used by less proficient readers in order to improve their comprehension.
1. Making Inferences
2. Planning and Monitoring
3. Asking Questions
4. Determining Importance
5. Visualizing
6. Synthesizing
7. Making Connections

What are the benefits of reading comprehension?

 Children who read often and widely get better at it. ...
 Reading exercises our brain. ...
 Reading improves concentration. ...
 Reading teaches children about the world around them. ...
 Reading improves vocabulary and language skills. ...
 Reading develops a child's imagination.

DIFFERENCE BETWEEN READING AND COMPREHENSION:

The goal of reading is to gain information, whether it is what happens to the characters in a story,
or learning about the world. Reading fluency is the speed and accuracy of decoding
words. Reading comprehension is the ability to understand what you are reading.

ACTIVITY: Practice Reading Comprehension exercises will be provided for further

understanding and practice.

TOPIC 19 & 20: ESSAY WRITING

An essay is a "short formal piece of writing, dealing with a single subject". It is typically
written to try to persuade the reader using selected research evidence. In general, an academic
essay has three parts:

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 1. An introduction that gives the reader an idea of what they are about to learn and presents an
argument in the form of a thesis statement
2. A body, or middle section, that provides evidence used to prove and persuade the reader to
accept the writer's particular point of view
3. A conclusion that summarizes the content and findings of the essay

TIPS FOR ESSAY WRITING:

1. Develop a topic by understanding the assignment requirements, exploring background

information, and forming a working thesis
2. Conduct research using scholarly sources, taking critical notes and reading closely
3. Create a thesis statement and outline of arguments that will form the essay
4. Write the essay and integrate research evidence with properly formatted citations and
references
5. Edit, review and revise your thesis, outline, and writing for grammatical errors and common
structural and stylistic mistakes

TYPES OF ESSAY:

1. Narrative Essay: This is when the writer is narrating an incident or story through the story.

2. Descriptive Essay: This is when the writer well describes a place, an object, an event or maybe
even a memory.

3. Expository Essay: This is when writer presents a balanced study of a topic.

4. Persuasive Essay: This is when the purpose of the essay is to get the reader to your side of the
arguments.

TOPIC 22, 23, 24: DEBATE

Debate is a process that involves formal discourse on a particular topic. In a debate, arguments are
put forward for often opposing viewpoints. An example of debate is when two people have a
discussion about the pros and cons of the death penalty and each person takes a different side of
the argument.

The Do’s of debate:

 Always wear formal clothes.

 Confirm your location before the debate starts.
 Cross check all your details with the official score sheet.
 Stand in front of timekeeper and chairman
 Applaud each participant.
 Before leaving the stage, give “Thank You” to all the people present in the ceremony.

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 The Don’ts of debate:

 Never carry the piece of paper or any other form of notes

 Do not forget about mannerism on the stage.
 Do not interrupt other speakers while they are speaking.
 Do not shout or talk loudly.
 Do not use ‘um’ or ‘em; within the speech.
 Do not use false facts within your speech.

HOW TO BE A GOOD DEBATOR:

1. Keep calm and Act confident.
2. Maintain proper Body Language.
3. Use of Debate Jargons.
4. Speak Loud and Clear.
5. Do your research well.

ACTIVITY: Students will debate on some common and recent debate topics.

TOPIC 28 & 29: EDITORIALS

Definition:
It is a section in newspaper or magazines in which the writers or editors share their opinion on
ongoing topics. It is believed to be a brief essay on current issues; the writers share their opinion
in regards to the publishing house which is seen as the opinion of the entire publishing house.

IMPORTANCE OF EDITORIAL:
 Editorial makes any serious and uninteresting topics debatable.
 They are attractive in nature.
 They are thought-provoking and raise questions in mind of those who read it.
 It is the heart and soul of the newspapers.
 It displays the values and policies of a newspaper.

TYPES OF EDITORIALS:
Interpretation Editorial it explains what is considered to be important in the news event or on
current issues. It gives information such as main characters of the news, factors, actions taken
place and all the other important details.
Criticism Editorial this style is used when one has to see both the good and bad features of the
news event or any kind of news item through the eyes of an editor.
Editorial of Appreciation in this the praise or appreciation is given to those who have done well
in their work and deserve an appreciation.
Entertainment Editorial in this those topics is taken that would interest the youth. Topics that
would be light in nature and serves as an entertainment.

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 ACTIVITY: Students have to go through any of the English newspaper and prepare the editorial
and speak in front of the class.

TOPIC 30: VOICE MODULATIONS

Voice Modulation is when you control or adjust your voice. It's when you choose to go louder
or softer, faster or slower, dramatic or emotional. Basically, voice modulation means using your
voice and tone to communicate your message more effectively.

SEVEN VITAL TIPS ON VOICE MODULATION:

1. Sound enthusiastic
2. Avoid using slangs
3. Effective pauses
4. Stress on powerful words
5. Create pleasing speech
6. Practice variations
7. Be loud and clear

SIX ELEMENTS OF VOICE MODULATION:

1. Volume (Loudness)
2. Pitch (Rise and fall)
3. Pace (Rate)
4. Pause (Silence)
5. Resonance (Timbre)
6. Intonation

ACTIVITY: Students will be asked to recite poem or any short story or dialogue delivery with
voice modulations.

TOPIC 31&32: GROUP DISCUSSION

Group Discussion or GD is a type of discussion that involves people sharing ideas or
activities. People in the group discussion are connected with one basic idea. Based on that idea,
everyone in the group represents his/her perspective.

SKILLS REQUIRED IN GROUP DISCUSSION:

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 TYPES OF GROUP DISCUSSIONS:
1. FACTUAL TOPICS: Factual topics are about practical things, which an ordinary person is
aware of in his day-to-day life. Typically, these are about socio-economic topics. These can be
current affairs.
2. CONTROVERSIAL TOPICS: Controversial topics are the ones that are argumentative in
nature. The idea behind giving a topic like this is to see how much maturity the candidate is
displaying by keeping his temper in check, by rationally and logically arguing his point of view
without getting personal and emotional.
3. ABSTRACT TOPICS: Abstract topics are about intangible things and often their possibility
cannot be ruled out. These topics test your lateral thinking and creativity. Such topics can be
interpreted in different ways by the candidates.

ACTIVITY: Students will practice on all types of GD topics and will be given
feedback/evaluation for the same.

CONCLUSION OF THE MODULE:

By the end of this module, students will understand basic concepts of LSWR (Listening,
Speaking, Writing & Reading) and speak confidently. Also, students will get familiar with Verbal
Ability. Students will be able to present themselves in a professional way.

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 Training module
aptitude
SeMester – IV

Bansal group of institutes

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 Aptitude Training Module

Lecture-1 Quick Revision-1

Lecture-2 Quick Revision-2

Lecture-3 Problems on Ages-1(Basic)

Lecture-4 Problems on Ages-1(Medium)

Lecture-5 Problems on Ages-1(High Level)

Lecture-6 Ratio & Proportion-1

Lecture-7 Ratio & Proportion-2

Lecture-8 Ratio & Proportion-3

Lecture-9 Simple Interest-1

Lecture-10 Simple Interest-2

Lecture-11 Simple Interest-3

Test-1
Lecture-12 Compound Interest-1

Lecture-13 Compound Interest-2

Lecture-14 Compound Interest-3(Diff between SI and CI Questions)

Lecture-15 Profit & Loss-1

Lecture-16 Profit & Loss-2

Lecture-17 Profit & Loss-3

Lecture-18 Speed Time & Distance-1

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 Lecture-19 Speed Time & Distance-2

Lecture-20 Speed Time & Distance-3

Test-2

Lecture-21 Clock-1

Lecture-22 Clock-2

Lecture-23 Calendar-1

Calendar-2
Lecture-24

Lecture-25 Clock & Calendar Simultaneous Practice

Lecture-26 Miscellaneous Sheet of above topics-1

Lecture-27 Miscellaneous Sheet of above topics-2

Test-3

TOPIC I

Problems on Ages – Concept and Basics

As the name suggests, the questions are word problems based on the ages of the people.
They may be asked in equation form or direct form.

Important Formulas

 If you are assuming the current age to be x, then the age after n years will be (x+n)
years.
 If you are assuming the current age to be x, then the age before n years will be (x-n)
years.
 If the age is given in the form of a ratio, for example, p:q, then the age shall be
considered as qx and px
 If you are assuming the current age to be x, then n times the current age will be (x×n)
years
 If you are assuming the current age to be x, then 1/n of the age shall be equal to (x/n)
years
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 The above-mentioned tricks shall help you crack the equation easily and more efficiently.
Solved Examples:

Q 1. The present age of Aradhana and Aadrika is in the ratio 3:4. 5 years back, the ratio
of their ages was 2:3. What is the present age of Aradhana?

A. 12 years
B. 15 years
C. 20 years
D. 22 years
E. 10 years

Solution:
Let the present age of Aradhana be 3x
Let the present age of Aadrika be 4x
5 years back, Aradhana’s age = (3x-5) years
5 years back, Aadrika’s age = (4x-5)
According to the question, (3x-5) : (4x-5) = 2:3
⇒(3x-5) ÷ (4x-5) = 2/3
⇒3(3x-5) = 2(4x-5)
⇒9x-15 = 8x-10
⇒x = 5
Therefore, Aradhana’s current age = 3×5 = 15 years

Answer: (B) 15 years

Q 2. If the total ages of Iqbal and Shikhar is 12 years more than the total age of Shikhar
and Charu. Charu is how many years younger than Iqbal?

A. 11 years
B. 13 years
C. 15 years
D. None of the above
E. Cannot be Determined

Solution:
Let the age of Iqbal be x
Let the age of Shikhar be y
Let the age of Charu be z
Then, according to question,

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 (x+y) – (y+z) = 12
⇒x+y-y-z = 12
⇒x-z = 12
Thus, Charu is 12 years younger than Iqbal

Answer: (D) None of the Above

Q 3. A father is twice as old as his daughter. If 20 years ago, the age of the father was 10
times the age of the daughter, what is the present age of the father?

A. 40 years
B. 32 years
C. 33 years
D. 45 years
E. 22 years

Solution:
Let the present age of the father be 2x
So, the present age of the daughter = x
According to the question,
⇒2x-20 = 10(x-20)
⇒2x-20 = 10x – 200
⇒8x = 180
⇒x= 22.5
Thus, the present age of father = 22.5 × 2 = 45 years

Answer: (D) 45 years

Q 4. Arun is 2 years older than Bharat who is twice as old as Charat. If the total of the
ages of Arun, Bharat and Charat be 27, then how old is Bharat?

A. 10 years
B. 12 years
C. 15 years
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 D. 13 years
E. 11 years

Solution:
Let the present age of Charat be x
So, Bharat’s present age = 2x
And Arun’s present age = 2+2x
According to the question,
x+2x+2+2x = 27
⇒5x+2 = 27
⇒5x=25
⇒x=5
So, Bharat’s age = 2×5 = 10 years

Answer: (A) 10 years

Q 5. The sum of the ages of a daughter and mother is 56 years; after four years the age of
the mother will be three times that of the daughter. What is the age of the daughter and
the mother, respectively?

A. 12 years, 41 years
B. 12 years, 30 years
C. 11 years, 34 years
D. 12 years, 44 years
E. 21 years, 42 years

Solution:
Let the present age of the mother be x years and the present age of the daughter be y years
According to the question, x+y = 56 —- (1)
After 4 years, age of the Mother = x+4
Age of the daughter after 4 years = y+4
So,
x+4 = 3 (y+4) —- (2)
x+4 = 3y + 12
From the equation (1) we get, x = 56-y
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 Thus, keep the value of x in equation 2, we get
(56-y) + 4 = 3y + 12
⇒60 – y = 3y + 12
⇒y = 12
So, the daughter’s present age is 12 years
Mother’s present age = 56-12 = 44 years

Answer: (D) 12 years, 44 years

TOPIC-II
Ratio and Proportion

Ratio

- The ratio of two quantities a and b of same units is the fraction x/y, where b ≠ 0

- The fraction x/y can be represented as x:y

Different types of ratios are:

1) Duplicate ratio: It is the ratio of squares of two numbers.

x x x2
Duplicate ratio of the fraction is given as: = or x : y = x2 : y2
y y y2

2) Sub-duplicate ratio: It is the ratio between square roots of two numbers.

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 x x X1/2
Duplicate ratio of the fraction is given as: = 1/2
or x : y = x1/2 : y1/2
y y Y

3) Triplicate ratio: It is the ratio of cubes of two numbers.

x x x3 or x : y =
Triplicate ratio of the fraction is given as: =
y y y3 x3 : y3

4) Sub- Triplicate ratio: It is the ratio between cube roots of two numbers
x x x1/3 or x :
y=
Sub-Triplicate ratio of the fraction is given as: =
y y y1/3 x1/3 :
y1/3

5) Compound ratio: It is the ratio of product of first terms in every ratio to that
of product of second term in every ratio.

For example:
Compound ratio of (a : x), (b : y), (c : z) is (abc : xyz)

6) Inverse ratio: The ratio formed by interchanging their old places in the ratio
to new

The inverse ratio of 5 : 8 is 8 : 5.

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Proportion

1) Proportion is the equality of two ratios.

When (a : b = x : y) is represented as (a : b :: x : y), then a, b, x, y are said to be in

proportion.

In (a : b :: x : y), a and y are called as extremes and b and x are called as mean terms.

Product of means = Product of extremes

2) Mean proportion: Mean proportion between x and y is given as xy

3) Third proportion: If p : q = q : s, then s is called as third proportional to p and q.

4) Fourth proportion: If u : v = x : y, then y is the fourth proportional of u, v and x.

1) Comparison of ratios:
x a
If (x : y) > ( a : b) → >
y b

2) Proportion
Proportion= Equality of two ratios
a : b :: c : d → a/b = c/d

3) Variation:
- If a = kb for some constant k, then we can say that a is directly proportional to b.
- If ba =k for some constant k, then we can say that a is inversely proportional to b.

4) If ratio between first and second quantity m : n = a : x, second and third quantity n : p =
b : y, fourth and fifth quantity p : q = c : z, then m : n : p : q can be easily solved by using
the trick shown below:
m : n : p : q = abc : xbc: xyc : xyz

5) If a number a is divided in the ratio x : y,

First part = ax/ (x+y)

Second part = ay/(x+y) 22

Solved Examples:
1) 6 years ago, the ratio of the ages of Kunal and Sagar was 6:5. 4 years hence, the ratio of
their ages will be 11:10. What is Sagar's age at present?
A. 12 years
B. 14 years
C. 16 years
D. 18 years
Solution: Let the ages of Kunal and sagar be x and y respectively.
According to the equation, (x-6)/(y-6) = 6/5
=> (x+4)/(y+4) = 11/10
After solving we get y = 16

Answer: C. 16 years

2) If 40% of a number is equal to 2/3rd of another number, what is the ratio of 1st number
to the 2nd number?
A. 2 : 5
B. 3 : 7
C. 5 : 3
D. 7 : 3

Solution: Let 40% of A = 2/3 B. Then,

40A/100 = 2B/3 => 2A/5 = 2B/3
A/B = (2/3 * 5/2) = 5/3
Hence, A : B = 5 : 3

Answer: C. 5 : 3

3) A gardener wants to plant trees in his garden in rows in such a way that the number of
trees in each row to be the same. If there are 24 rows the number of trees in each row is 42.
If there are 12 more rows find the number of trees in each row?
A. 24 trees
B. 28 trees
C. 32 trees
D. 36 trees

Solution: Required number of trees = 24/36 * 42 = 28

Answer: B. 28 trees

4) The inverse ratio of 3 : 2 : 1 is? 23

A. 1 : 2 : 3
B. 2 : 3 : 1
C. 3 : 1 : 2
D. 2 : 3 : 6

Solution: 1/3 : 1/2 : 1/1 = 2 : 3 : 6

Answer: D. 2 : 3 : 6

5) If a:b = 4:1, then find (a - 3b) / (2a - b)?

A. 1/7
B. 2/7
C. 3/7
D. 5/7

Solution: a/b = 4/1 => a = 4b

(a - 3b) / (2a - b) = (4b - 3b) / (8b - b)
= b/7b => 1/7

Answer: A. 1/7

TOPIC-III
Simple Interest

Points to Remember

1) Simple Interest: If the interest on a sum borrowed is reckoned uniformly, for a certain
period, then it is called as simple interest. It is a quick method of calculating interest
charged on a loan. Simple interest can be easily determined by multiplying the interest rate
by principal by the number of periods.
2) Principal: It is the money borrowed or lent out for a certain period of time.
3) Interest: Rate of money paid regularly for using money on lent.
4) Total amount: Sum of principal and simple interest.

Important Formulae:
Simple interest on principal amount P for T years at the rate of R % is given as:
100 × S.I.
1) Principal =
(R × T)
(100 × S.I.)
2) Years =
(P × R) 24
(100 × S.I.)
3) Rate of Interest =
(P × T)
 (P × R × T)
4) Simple Interest =
100

Quick tips and tricks

1) The rate of interest is always calculated per year unless specifically noted.

2) If in any numerical, the time given is specified in months, then convert it into years by
simply dividing number of months by 12. If time is given in days, then convert days into
year by dividing it with 365.
(P × R × M)
a) S.I. =
1200
( Here rate of interest is given in percent and time in months (M))
(P × R × D)
b) S.I. =
36500
( Here rate of interest is given in percent and time in days (D))

3) Principal is the amount deposited or borrowed, so do not get confused between such
terms.

4) Simple Interest = Principle x Rate of Interest X Time

a) S.I. = PRT ------------------- (If rate of interest is in decimal form)
(P × R × T)
b) S.I. = ----------- (If rate of interest is in percent form)
100

5) If sum of money becomes (z times) in (T) years at simple interest, then rate of interest
(R) can be calculated using the formula:
100 (z – 1)
Rate of Interest (R) % =
T

6) If sum of money becomes (z times) at rate of interest (R) % per annum at simple
interest, then time (T) can be calculated using the formula:
100 (z – 1)
Time (T) =
R
Solved Examples:
1) The price of a T.V. set is worth Rs. 20,000 that needs to be paid in 20 installments of
25
Rs. 1,000 each. If the rate of interest be 6% per annum, and the 1st installment be paid at
the time of purchase, then the value of the last installment covering the interest will be?
A. Rs. 17,000
B. Rs. 18,000
C. Rs. 19,000
D. Rs. 20,000

Solution: Money paid in cash = Rs. 1000

Balance payment = (20000 - 1000) = Rs. 19,000

Answer: C. Rs. 19,000

2) The S.I. on a certain sum of money for 3 years at 8% per annum is half the C.I. on Rs.
4000 for 2 years at 10% per annum. The sum placed on S.I. is?
A. Rs. 1,550
B. Rs. 1,650
C. Rs. 1,750
D. Rs. 1,850

Solution: C.I. = [4000 * (1 + 10/100)2 - 4000]

= (4000 * 11/10 * 11/10 - 4000) = Rs. 840
Sum = (420 * 100)/(3 * 8) = Rs. 1750
Answer: C. Rs. 1,750

3) Rs.2500 is divided into two parts such that if one part be put out at 5% simple interest
and the other at 6%, the yearly annual income may be Rs.140. How much was lent at 5%?
A. Rs. 1,000
B. Rs. 1,200
C. Rs. 1,300
D. Rs. 1,500

Solution: (x * 5 * 1) / 100 + [(2500 - x) * 6 * 1] / 100 = 140

X = 1000

Answer: A. Rs. 1,000

4) Abha took a loan of Rs. 1200 with simple interest for as many years as the rate of
interest. If she paid Rs. 432 as interest at the end of the loan period, what was the rate of
interest?
A. 3%
B. 6%
C. 9%
D. 12% 26

Solution: Let rate = R% and time = R years.

Then, (1200 * R * R) / 100 = 432
=>12R^2 = 432
=>R^2 = 36 => R = 6

Answer: B. 6%

5) A sum of money at simple interest amounts to Rs. 815 in 3 years and to Rs. 854 in 4
years. The sum is:
A. Rs. 590
B. Rs. 668
C. Rs. 698
D. Rs. 700

Solution: S.I. for 1 year = Rs. (854 - 815) = Rs. 39

S.I. for 3 years = Rs.(39 * 3) = Rs. 117
Therefore, Principal = Rs. (815 - 117) = Rs. 698

Answer: C. Rs. 698

TOPIC-IV
Compound Interest

Points to Remember

1) Compound Interest: It is the interest added to the principal of a loan or deposit,

so that the added interest also earns interest. This process is called compounding and
can also be referred as “interest on interest”.
27
The interest rate and frequency of compounding which may be yearly, half yearly,
quarterly, monthly, daily, etc. must be specified to accurately define the final
amount to be paid with interest.

2) Effective annual rate: A sum of Rs. 100 is borrowed at R % per annum. If

compound interest is reckoned quarterly or half yearly, then compound interest rate
for 1 year is called as effective annual rate.

3) Principal: It is the money borrowed or lent out for a certain period of time.

4) Interest: Rate of money paid regularly for using money on lent.

Formulas and Quick Tricks for Compound Interest

1. Generally, Compound Interest, CIyearly = P [1 + R/100]n, where P is the principal sum of

money, R is the interest rate and n is the time period in years.
2. Amount, A = P [ 100+R / 100 ]n, if interest is payable annually
3. Amount, A = P [ 100+R' / 100 ]n', R’= R/2, n’ = 2n; if interest is payable half-yearly
4. Amount, A = P [ 100+R'' / 100 ]n'', R’’ = R/4, n’’ = 4n; if interest is payable quarterly
5. When Rates are different for different years, say, R1, R2, R3 for 1st, 2nd and 3rd years
respectively, then Amount = P(100+R1 / 100) (100+R2 / 100) (100+R3 / 100)
6. In general, interest is considered to be Simple unless otherwise stated.

Solved Examples:
1) The principle that amounts to Rs. 4913 in 3 years at 6 1/4 % per annum C.I.
compounded annually, is?
A. Rs. 3096
B. Rs. 4076
C. Rs. 4085
D. Rs. 4096

Solution: According to the formula,

Principle = [4913 / (1 + 25/ (4 * 100))3]
=> 4913 * 16/17 * 16/17 * 16/17 = Rs. 4096

Answer: D. Rs. 4096

2) Find the Compound Interest on Rs.8000 at 5% per annum for 3 years when C.I is
reckoned yearly?
A. Rs. 1,185
B. Rs. 1,261 28
C. Rs. 1,346
D. Rs. 1,440
Solution: A = 8000(21/20)^3 = 9261
Now, 9261 - 8000 = Rs. 1,261

Answer: B. Rs. 1,261

3) The difference between simple interest and C.I. at the same rate for Rs.5000 for 2 years
in Rs.72. The rate of interest is?
A. 6%
B. 8%
C. 10%
D. 12%
Solution: 5000 = 72(100/R)^2
5 R^2 = 720 => R = 12

Answer: D. 12%

4) The difference between compound and simple interest on a certain sum of money for 3
2
years at 6 3% p.a is Rs.184. Find the sum?
A. Rs.12,000
B. Rs.13,500
C. Rs.14,200
D. Rs.17,400

2 2 2
Solution: P = (184*10^6) / [63 * 63 *(300*63)]
P = 13500

Answer: B. Rs.13,500

5) A sum of money is put out at compound interest for 2 years at 20%. It would fetch
Rs.482 more if the interest were payable half-yearly, then it were pay able yearly. Find the
sum.
A. Rs.1,000
B. Rs.1,250
C. Rs.2,000
D. Rs.4,000

Solution: P(11/10)^4 - P(6/5)^2 = 482

P = 2000
29
Answer: C. Rs.2,000

TOPIC–V
 Profit and Loss

Basic Definitions and Formulas for Profit and Loss

1. Cost Price (CP) - This is the price at which an article is purchased.

2. Selling Price (SP) - This is the price at which an article is sold.
3. Profit or Gain - If the selling price is more than the cost price, the difference between
them is the profit incurred.
4. Profit or Gain = Selling price (SP) – Cost price (CP)
5. Loss - If the selling price is less than the cost price, the difference between them is the
loss incurred.
6. Loss = Cost price (CP) – Selling price (SP)
7. Gain on Rs. 100 is Gain Percent
8. Gain% = (Gain * 100)/CP
9. Loss on Rs. 100 is Loss Percent
10. Loss% = (Loss * 100)/CP
11. Profit or Loss is always calculated on the cost price.
12. Marked Price - This is the price marked as the selling price on an article, also known
as the listed price.
13. Discount or Rebate - This is the reduction in price offered on the marked or listed
price.
14. If an article is sold at a gain of 10%, then SP = 110% of CP.
15. If an article is sold at a loss of 10%, then SP = 90% of CP.

Solved Examples:
1) An article is bought for Rs. 675 and sold for Rs. 900. Find the gain percent?
2
A. 30 3%
1
B. 313 %
1
C 333 %
1
D. 336 %
Solution: 900 – 675 = 225
225/675*100
1
= 333 %
1
Answer: C 333 %

2) A person buys a horse for 15 pounds. 30 After one year, he sells it for 20 pounds. After
one year, again he buys the same horse at 30 pounds and sells it for 40 pounds. What is the
overall profit percent for that person over both the transactions?
A. 30.33%
B. 33.33%
C. 35.33%
D. 40.33%

Solution: Total C.P. = 45

Total S.P. = 60
Profit% = (15/45) *100 = 33.33%

Answer: B. 33.33%

3) A trader sells 85 m of cloth for Rs. 8,925 at the profit of Rs. 15/m of cloth. What is the
cost price of 1 m of cloth?
A. Rs. 84
B. Rs. 90
C. Rs. 96
D. Rs. 102

Solution: SP of 1m of cloth = 8925/85 = Rs. 105

CP of 1m of cloth = SP of 1m of cloth - profit on 1m of cloth
= Rs. 105 - Rs. 15 = Rs. 90

Answer: B. Rs. 90

A, B and C enter into a partnership. A invests some money at the beginning, B invests
double the amount after 6 months, and C invests thrice the amount after 8 months. If the
annual gain be Rs. 18,000. A's share is?
A. Rs. 5,750
B. Rs. 6,000
C. Rs. 7,200
D. Rs. 7,500

Solution: x*12: 2x*6: 3x*4

1:1:1
1
* 18000 = 6000
3

Answer: B. Rs. 6,000

4) By selling an article at Rs. 800, a shopkeeper

31 makes a profit of 25%. At what price
should he sell the article so as to make a loss of 25%?
A. Rs. 460
B. Rs. 480
C. Rs. 500
D. Rs. 520

Solution: SP = 800, Profit = 25%

CP = (SP)*[100/(100+P)]
= 800 * [100/125] = 640
Loss = 25% = 25% of 640 = Rs. 160
SP = CP - Loss = 640 - 160 = Rs. 480
Answer: B. Rs. 480

TOPIC–VI

Speed Time and Distance

The concept of Speed, Time and Distance is used extensively for questions relating to
different topics such as motion in a straight line, circular motion, boats and streams, races,
clocks, etc..

Relationship Between Speed, Time & Distance

1. Speed = Distance/Time – This tells us how slow or fast an object moves. It describes
the distance travelled divided by the time taken to cover the distance.
2. Speed is directly Proportional to Distance and Inversely proportional to Time. Hence,
3. Distance = Speed X Time, and
4. Time = Distance / Speed, as the speed increases the time taken will decrease and vice
versa.

Speed, Time & Distance Conversions

 To convert from km / hour to m / sec, we multiply by 5 / 18. So, 1 km / hour = 5 / 18 m

/ sec
 To convert from m / sec to km / hour, we multiply by 18 / 5. So, 1 m / sec = 18 / 5 km /
hour = 3.6 km / hour
 Similarly, 1 km/hr = 5/8 miles/hour
 1 yard = 3 feet
 1 kilometer= 1000 meters = 0.6214 mile
 1 mile= 1.609 kilometer
 1 hour= 60 minutes= 60*60 seconds=32
3600 seconds
 1 mile = 1760 yards
 1 yard = 3 feet
 1 mile = 5280 feet
 1 mph = (1 x 1760) / (1 x 3600) = 22/45 yards/sec
 1 mph = (1 x 5280) / (1 x 3600) = 22/15 ft/sec
 For a certain distance, if the ratio of speeds is a : b, then the ratio of times taken to
cover the distance would be b : a and vice versa.

Average Speed
Average Speed = (Total distance traveled)/(Total time taken)
Case 1 – When the distance is constant: Average speed = 2xy/x+y; Where, x and y are the
two speeds at which the same distance has been covered.
Case 2 – When the time taken is constant: Average speed = (x + y)/2; Where, x and y are
the two speeds at which we traveled for the same time.

Solved Examples:

1)A person travels from one place to another at 30 km/hr and returns at 120 km/hr. If the
total time taken is 5 hours, then find the Distance.
A. 120 KM
B. 130 KM
C. 140 KM
D. 150 KM

Solution:
Here the Distance is constant, so the Time taken will be inversely proportional to the
Speed. Ratio of Speed is given as 30:120, i.e. 1:4
So the ratio of Time taken will be 4:1.
Total Time taken = 5 hours; Time taken while going is 4 hours and returning is 1 hour.
Hence, Distance = 30x 4 = 120 km
Answer: A) 12o km
2) Traveling at 3/4th of the original Speed a train is 10 minutes late. Find the usual Time
taken by the train to complete the journey?
A. 40 min
B. 30 min
C. 50 min 33
D. 45 min

Solution:
Let the usual Speed be S1 and usual Time be T1. As the Distance to be covered in both the
cases is same, the ratio of usual Time to the Time taken when he is late will be the inverse
of the usual Speed and the Speed when he is late
If the Speed is S2 = ¾S1 then the Time taken T2 = 4/3 T1 Given T2 – T1 = 10 =>4/3 T1 –
T1 = 10 => T1 = 30 minutes.
Answer: B) 30 min

3) After traveling 50km, a train meets with an accident and travels at (3/4)th of the usual
Speed and reaches 45 min late. Had the accident happened 10km further on it would have
reached 35 min late? Find the usual Speed?
A. 20 km/hr
B. 30 km/hr
C. 40 km/hr
D. 50 km/hr

Solution: Here there are 2 cases

Case 1: accident happens at 50 km
Case 2: accident happens at 60 km
Difference between two cases is only for the 10 kms between 50 and 60. The time
difference of 10 minutes is only due to these 10 kms.
In case 1, 10 kms between 50 and 60 is covered at (3/4)^th Speed.
In case 2 , 10 kms between 50 and 60 is covered at usual Speed.
So the usual Time “t” taken to cover 10 kms , can be found out as below. 4/3 t – t = 10
mins = > t = 30 mins, d = 10 kms
so usual Speed = 10/30min = 10/0.5 = 20 km/hr
Answer: A) 20 km/hr
4). Amit and Aman have to travel from Delhi to Jaipur in their respective cars. Amit is
driving at 60 kmph while Aman is driving at 90 kmph. Find the Time taken by Aman to
reach Jaipur if Amit takes 9 hrs.
A. 8 hrs
B. 6 hrs
C. 7 hrs
D. 9 hrs

Solution:
34
As the Distance covered is constant in both cases, the Time taken will be inversely
proportional to the Speed. In the problem, Speed of Amit and Aman is in ratio 60: 90 or
2:3.
So the ratio of the Time taken by Amit to that taken by Aman will be in the ratio 3:2. So if
Amit takes 9 hrs, Aman will take 6 hrs.
Answer: B) 6 hrs
5) Two towns P & Q are 275 km apart. A motorcycle rider starts from P towards Q at 8
a.m. at the speed of 25 km/hr. Another rider starts from Q towards P at 9 a.m. at the speed
of 20 km/hr. Find at what time they will cross each other?
A. 2.45 p.m.
B. 2.30 p.m.
C. 1.35 p.m.
D. 1.15 p.m.

Solution: We have read, relative speed between two bodies moving in opposite
direction: SR = S1 + S2
Assume, distance traveled by P in x hrs = 25 x km -----(1)
distance traveled by Q in (x-1) hrs = 20 (x-1) km -----(2)
Adding (1) & (2),
25 x + 20 (x -1) = 275
x = 6.5 hrs
(x -1) = (6.5 -1) = 5.5 hrs
Time at which they cross each other = 9 a.m. + 5.5hrs = 2.30 p.m.
Answer: b) 2:30 pm

TOPIC–VII
Clock

Introduction
A Clock is a circular device provided with three hands viz. an hour hand, minute and
second hand. The study of the clock is known as “horology”.

Structure of a Clock
A clock is composed of 360 degrees and divided into 12 equal divisions. The angle
between the consecutive divisions is obtained by dividing the total angle of clock 360° by
the number of divisions i.e. 12.
The angle between any two consecutive divisions = (360°)/12= 30°
A close observation of a clock reveals that an angular space between any two consecutive
divisions has further five more divisions. The area between the two divisions corresponds
to a value of 5 minutes. Hence, dividing the
35 30° by five will result in the angular value of a
minute.
Angular value of a minute = (30°)/5= 6°
Speed of the hands
A clock has three hooks and all three move at different rates. The speed of moving object
depends on the distance travelled and the time taken to cover a specific range.
The speed is calculated by:
Speed = Distance/ (Time taken)
The speed of a minute hand:
A minute hand travels 360° in one hour. i.e. it travels through all the 12 divisions around
the clock every hour. (1 hour = 60 minutes)
Speed of a minute hand = (360°)/(60 minutes)
Speed of a minute hand = 6° per minute.
The speed of an hour hand:
An hour hand travels 30° in an hour. i.e. it covers a distance of 5 minutes (the gap between
consecutive divisions) in 60 minutes.
Speed of an hour hand = (30°)/ (60 minutes)
Speed of an hour hand =1/2 ° per minute.

Comparison of Speed of hands

The difference in the speed = 6°– (1/2°) = 5.5° per minute
Comparing the speed of the minute hand and an hour hand, one can conclude that the
minute hand is always faster than the hour hand by 5.5° or an hour hand is always slower
than the minute hand by 5.5°

Finding the time when the angle is known:

When the angle between the hands are not perfect angles like 180°, 90° or 270°, the solving
of the questions becomes difficult and time-consuming at the same time. The logic below
provides a trick to address problems involving angles of hands for other than standard
aspects.
T = 2/11 [H*30±A]
Where:

1. T stands for the time at which the angle formed.

2. H stands for an hour, which is running.
36
(If the question is for the duration between 4 o’clock and 5 o’clock, it’s the 4 th hour which
is running hence the value of H will be ‘4’.)
3. A stands for the angle at which the hands are at present.

(The value of A is provided in the question generally)

Correct clock v/s Wrong clock:
This section involves the comparison of time in the accurate clock with the wrong watch.
The wrong time indicates that a clock is either slow or fast compared to the correct time.
The wrong clock can either be fast or delayed by a few seconds/minutes/ hours or
sometimes by a few days and weeks.
Solved Examples:
1) At what time between 3 and 4 o’clock, the hands makes an angle of 10 degrees?
A. 3:18:2/11
B. 3:20:2/11
C. 4:20:2/11
D. 4:18:3/11

Solution: Given: H = 3, A = 10
Since both three and four lies in the first half considered a positive sign.
T = 2/11 [H*30±A]
T = 2/11 [3*30+10]
T = 2/11 [90+10]
T = 2/11 [100]
T = 200/11
T =18 2/11
The answer indicates that the hands of a clock will make an angle of 10 between 3 and 4
o’clock at exactly 3:18:2/11 ( 3’ o clock 18 minutes and 2/11 of minutes = 2/11*60 = 10.9
seconds)
Answer: A) 3:18:2/11
2) An accurate clock shows 7 a.m. Through how many degrees will the hour hand rotate
when the clock shows 1 p.m.?
A. 154°
B. 180°
C. 170°
D. 160°

Solution: 37
We know that angle traced by hour hand in 12 hrs. = 360°
From 7 to 1, there are 6 hours.
Angle traced by the hour hand in 6 hours =6*(360/12)=180°
Answer: B) 180 degree
3) By 20 minutes past 4, the hour hand has turned through how many degrees? If then the
clock is 12 p.m.
A. 100°
B. 110°
C. 120°
D. 130°

Solution:
At 4 o’clock the hour hand is at 4 and has an angle of 30°*4=120°
An Hour hand travels 1/2° per minute In 20 minutes it will travel 20 *(1/2°) = 10°. Adding
both we get 120° + 10° = 130°
Answer: D). 130°

4) At what time between 5.30 and 6 will the hands of a clock be at right angles?
A. 44 minutes past 5 B.44 ( 7/11) minutes past 5
C.43 ( 7/11) minutes past 5 D. 43 minutes past 5

Solution:
Given: H = 5 and A = 90, since 5 and 6 lies in the first half, a positive sign is considered.
T = 2/11 [H*30±A]
T = 2/11 [5*30+90]
T = 2/11 [240] = 480/11= 43( 7/11)
Answer: C) 43 ( 7/11) minutes past 5
5)What is the angle between the minute hand and the hour hand of a clock at 5.30?
A. 05°
B. 15°
C. 25°
D. 35°

Solution:
At 5 ‘o’clock the hour hand is at 5 and hence
38 has made 30° angle.
From 5 to 5.30 its will travel for 30 minutes with a speed of ½ ° Therefore the total
distance travelled will be 30 minutes* 1/2 = 15°
The full angle made by the hour hand will be 150°+15° = 165°.
The minute hand at 5 o’clock is at 12, and hence the angle made is zero. In 30 minutes, it
will travel a distance of 30 minutes with a speed of 6° per minute. Therefore, the total
distance travelled will be 30 minutes*6° = 180 °.
The angle between the minute and hour hand is 180 – 165 = 15

Answer: B) 15 degree

TOPIC–VIII
Calendar

Calendar
A Calendar is a chart or series of pages showing the days, weeks and months of a
particular year, or giving particular seasonal information.

Basic Structure of a Calendar

1. Ordinary year: Any year which 365 days is called an ordinary year.Ex: 1879, 2009,
2019, etc.
2. Leap year: Any year which has 366 days is called a leap year.Ex: 2012, 2016 2020 etc.
3. The division of the number 365 by 7 gives the quotient 52 and remainder 1 which
indicates that an ordinary year has 52 weeks and one extra day. This extra day is
referred to as an “odd day” throughout the calendar topics.
4. A leap year has 366 days, the division of the number 366 by 7 gives the quotient 52
and remainder 2. This indicates that a leap year has 52 weeks and 2 extra days. These
two extra days are also referred to as “odd days”.

An ordinary year has one odd day, whereas a leap year has two odd days.

Decoded day of the week

The week always begins with Monday and hence Saturday and Sunday are referred to as
weekends. In order to make the calculation easier and reduce its time during the exams.
The days of the week are coded as follows:

39
Code of the day Day

0 Sunday

1 Monday

2 Tuesday

3 Wednesday

4 Thursday

5 Friday

6 Saturday

Solved Examples:
1) Today is Monday. After 61 days, it will be:
A. Tuesday
B. Wednesday
C. Thursday
D. Saturday

Solution:
Each day of the week is repeated after 7 days. So, after 63 days, it will be on Monday.
After 61 days, it will be on Saturday.
Answer: D) Saturday
2) What day of the week was year 100 A.D December 31st?
A. Friday
B. Saturday
C. Sunday
D. Monday
This might look like a difficult and big problem. But it’s definitely not.

Solution: Let’s consider the first 100 years i.e. Year 1.A.D to year 100 A.D
40
Dividing the first 100 by 4 we get that first 100 years had 76 ordinary years and 24
ordinary years. (The quotient when 100 are divided by 4 gives 25 but the year 100 itself is
not a leap year as it is not divisible by 400 hence 24 are considered instead of 25)
Step 1: 100 years = 76 ordinary years + 24 leap years
We know that an ordinary year has 1 odd day and a leap year has 2 odd days. Hence, 76
ordinary years will have 76 odd days and 24 leap years will 24*2 = 48 odd days. Adding
both the results we get 76+48 = 124 odd days in total.
Step 2: 100 years = (76 x 1 + 24 x 2) odd days = 124 odd days.
Dividing the total odd days 124 by 7 gives the quotient as 17 and a remainder as 5. This
indicates that 124 days had 17 weeks and 5 odd days.
Step 3: 100 years = (17 weeks + days) 5 odd days.
A number of odd days in 100 years = 5.
Now decoding the number to the days of the week from the table gives the result that the
number 5 stands for Friday.
Hence, the last day (December 31st) of the year 100 A.D was Friday.
Answer: A) Friday
Extension of the logic
Similarly, one can find the last day of the other century years by extending the same logic.
If 100 years had 5 odd days, then logically 200 years should have 10 odd days. Since 10
are greater than 7, the division of 10 by 7 gives the remainder 3. Hence, the 200 years had
3 odd days, which means the last day of the year 200 was Wednesday.
Number of odd days in 200 years = (5 x 2) = 10 = (7+3) = 3 odd days.
If 100 years had 5 odd days and 200 years 10 odd days logically 300 years should have 15
odd days. The division of 15 by 7 indicates it has 1 odd day from the remainder which
indicates it is Monday. Hence, the last day of the year 300 was Monday.
Number of odd days in 300 years = (5 x 3) = 15 = (14+1) = 1 odd day.
Logically, 400 years should have 20 odd days since 400th year is a leap year as it is
divisible by 400. This year will have 20+1 = 21 odd days, which when divided by 7 gives
the zero (0) as remainder. Hence, 400 years had 0 odd days and that was Sunday.
3) If 17th march 2008 was Monday, what was 1st April 2012?
A. Sunday
B. Monday
C. Tuesday
D. Wednesday

Solution: The total number of odd days from 17th March 2008 to 17th March 2012.
41
2008 (leap year) 2 odd days

2009 (ordinary year) 1 odd day

2010 (ordinary year) 1 odd day

2011 (ordinary year) 1 odd day

Total odd days = 5 odd days

Since 17th march 2008 was Monday and 17th march 2012 is 5 days more than Monday.
Then adding 5 odd days to Monday, we get Saturday. Hence 17 th march to April 1st we
have 15 days. Saturday+15=Sunday. Adding 15 days or (15 = 14+1) to Saturday, we get
the answer as Sunday.
Answer: A) Sunday
4) If today is Sunday, what will be the day on 7777th day?
A. Sunday
B. Monday
C. Tuesday
D. Wednesday

Solution: If today is Sunday, then the 7th day from today will be Sunday. Similarly, the
14th day, 21st day or 70th day or 700th day or 7000th day or 7777th day will be Sunday.
Hence, the answer is Sunday.
Asnwer: A) Sunday

5) What day of the week was 15th August 1947?

A. Friday
B. Monday
C. Tuesday
D. Wednesday

Solution: The date August 15th 1947 can be divided as follows for easy calculation:
1600 years + 300 years+ 46 years (1901 to 1946) + Jan 1 st to august 15th (of 1947)
Note: - Do not write 47 years in the third section, it would indicate 47 th year in that century
is over.
1600 years + 300 years+ 46 years (1901 to 1946) + Jan 1st to august 15th (of 1947)
Now let’s find out the total number of odd days in each section:
Section 1: 42
1600 is a multiple of 400 years. 400 years have 0 odd days hence 1600 years should have 0
odd days.
Section 2:
The second section 30 years will have 1 odd day. Kindly refer to “evaluation of odd days in
a century” topic for clarification.
Section 3:
This section has 46 years from 1901 to 1946, we know that an ordinary year has one odd
day and a leap year has 2 odd days.
Let’s first calculate the total number of leap years from 1901 to 1946.
Division of 46 by 4 gives the quotient as 11, which indicates that from 1901 to 1946 we
have 11 leap years. If there are 11 leap years among 46 years then remaining 35 years
should be ordinary years. Hence, 35 ordinary years will have 35 odd days and 11 leap years
will have 11*2 = 22 years.
The total number of odd days in 46 years will be 35+22 = 57 odd days. The division of 57
by 7 given the remainder as 1.This indicates from 1901 to 1946 there is only one odd day.
Section 4:
It has months from January to August 15th. We have already calculated the total number of
odd days in each month in the odd day’s section.
Since 1947 is not a leap year February had zero odd days.
Check the table below for a better understanding of the number of odd days in a month:

Month Number of odd days

January 3

February(ordinary year) 0

March 3

April 2

May 3

June 2

July 3

August 15 ( since the month is not over)

Total odd days = 3143

The total number of odd days is 31 which when divided by 7 gives the remainder 3. Hence,
the total number of odd days in the year 1947 from January 1 st to August 15th is 3.
Adding the total number of odd days of each section:

Section Years Odd days

Section 1 1600 0

Section 2 300 1

Section 3 46 1

Section 4 Jan 1st to Aug 15th 3

The total number of odd days = 0+1+1+3 = 5 = Friday. Hence, August 15 th 1947 was
Friday.

Answer: A) Friday

Practice Sheet
PS-1
Q 1. What is Ram's present age, if after 8 years his age will be 10 times his age 10 years
back?
A.11 years B.21 years C.12 years D.32 years E.14 years

Q 2. The present age of Jabir is 50 years and that of his wife, Sarah is 40 years. How long
ago was the ratio of their ages 3:2?
A.20 years B.21 years C.15 years D.30 years E.22 years

Q 3. The sum of ages of 5 children born in a family at the intervals of 4 years each is 50
years. What is the age of the eldest child?
A.15 years B.16 years C.30 years D.32 years E.20 years

PS-2
1) If A: B: C = 3: 4: 7, then what is the ratio of (A / B): (B / C): (C / A)?
A. 63: 48: 196 B. 66: 49: 190 C. 56: 40: 186 D. 46: 38: 160

2) If Suresh distributes his pens in the ratio

44of 1/2 : 1/4 : 1/5 : 1/7 between his four friends
A, B, C and D, then find the total number of pens Suresh should have?
A. 153 B. 150 C. 100 D. 125
3) In a mixture of 13 liters, the ratio of milk and water is 3: 2. If 3 liters of this mixture is
replaced by 3 liters of milk, then what will be the ratio of milk and water in the newly
formed mixture?
A. 10: 3 B. 8: 5 C. 9: 4 D. 1: 1

PS-3

1) A sum fetched a total simple interest of Rs. 4016.25 at the rate of 9 p.c.p.a. in 5 years.
What is the sum?
A. Rs. 8,725 B. Rs. 8,825 C. Rs. 8,875 D. Rs. 8,925

2) The S.I. on a certain sum of money for 4 years at 15 % per annum is Rs. 180 more than
S.I. on same sum for 5 years at 10 % per annum. Find the sum.
A. 1000 B. 1200 C. 1800 D. 2000

3) Nikhil borrowed some money at the rate of interest 5 % p.a. for first 2 years, 8 % p.a. for
next 5 years and 10 % p.a. for a period beyond 7 years. If he pays total interest of Rs. 8000
at the end of 10 years, then find the money Nikhil borrowed.
A. Rs. 40,000 B. Rs. 35,000 C. Rs. 25,000 D. Rs. 10,000

PS-4

1) The difference between the compound interest compounded annually and simple interest
for 2 years at 20% per annum is Rs.144. Find the principal?
A. Rs.3,000 B. Rs.3,300 C. Rs.3,600 D. Rs.3,900

2) Every year an amount increases by 1/8th of itself. How much will it be after two years if
its present value is Rs.64000?
A. Rs.61,000 B. Rs.65,000 C. Rs.71,000 D. Rs.81,000

3) Indu gave Bindu Rs.1250 on compound interest for 2 years at 4% per annum. How
much loss would Indu has suffered had she given it to Bindu for 2 years at 4% per annum
simple interest?
A. Rs.10 B. Rs.5 C. Rs.3 D. Rs.2

PS-5

1)Amit bought 160 shirts at the rate of Rs. 225/shirt. The transport expenditure was Rs.
1,400. He paid an octroi at the rate of Rs. 1.75/shirt and labor charges were Rs. 320. What
should be the selling price of 1 shirt, if he wants a profit of 20%?
A. Rs. 260 B. Rs. 275 C. Rs. 280 D.45 Rs. 285
2) A man sold two houses for Rs. 7.8 lakhs each. On the one, he gained 5% and on the
other, he lost 5%. What percent is the effect of the sale on the whole?
A. 0.25 % loss B. 0.25 % gain C. 25 % loss D. 25 % gain

3) Profit after selling a commodity for Rs. 425 is same as loss after selling it for Rs.355.
The cost of the commodity is:
A. Rs. 385 B. Rs. 390 C. Rs. 395 D. Rs. 400

PS-6

1) A man travels from his home to office at 4km/hr and reaches his office 20 min late. If
the Speed had been 6 km/hr he would have reached 10 min early. Find the distance from
his home to office.
A.8 km B.12 km C.6 km D.9 km
2)Ram can row a boat in still water at 10 kmph. He decides to go boating in a river. To row
upstream he takes 2 hours and to row downstream he takes 1 ½ hours. Find the Speed of
the river.
A.10/7 kmph B.11/5 kmph C.9/7 kmph D.13/5 kmph
3)Ram and Shyam are standing at two ends of a room with a width of 30 m. They start
walking towards each other along the width of the room with a Speed of 2 m/s and 1 m/s,
respectively. Find the total distance travelled by Ram when he meets Shyam for the third
time.
A.110 m B.112 m C.120 m D.100 m
PS-7
1)The minute hand of a clock overtakes the hour hand at intervals of 64 minutes of correct
time. How much does the clock gain or lose in 12 hours?
A. 16(5/11) min B. 16(4/11) min C. 16(6/11) min D. 16(7/11) min
2) Find the time between 3 and 4 will the hands of a watch point in the opposite direction?
A. 49(1/11) min past 3 B. 49(3/11) min past 3
C. 49(2/11) min past 3 D. 49(4/11) min past 3
3) How many times do the hands of a clock coincide in a day?
A. 20 B. 21 C. 22 D. 24
PS-8

1)Today is Saturday. After 59 days, it will be :

46
A. Sunday B. Monday C. Tuesday D. Saturday
2) What will be the day of the week 15th July, 2001?

A. Sunday B. Monday C. Friday D. Tuesday

3)It was Sunday on Jan 1, 2006. What was the day of the week Jan 1, 2010?

A. Sunday B. Monday C. Thursday D. Friday

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 TRAINING COURSE OUTCOME

The course will help students to understand and learn the basic concepts of aptitude
that will be fruitful for them for placement angle, preparations of various
competitive exams and also conductive for government examination.

Students will gain the usage of short tricks, practice problem solving skills topic
wise that will make them confident enough to build their own tactics to achieve
accuracy.

With the help of time management skills and in depth knowledge of various topics
students will create their own effective training notions which will be helpful in their
career growth and development.

The course will be serving as a valuable asset for students for learning and future
semesters.

48
 Training Module
(C++)

Object Oriented Programming Using C++

(IV Semester)

Bansal Group of Institutes

 Bansal Group of Institutes

Course Outcomes
At the end of this course the students will be:
 Able to apply object oriented programming features and concepts for solving given problem.
 Able to implement object oriented programming concepts using C++.
 Able to understand the use of Inheritance & polymorphism in C++.
 Able to understand the use of abstraction.

S.No Topic Lecture

1. Introduction: Object Oriented Overview 1

2. Classes and Objects 1
3. Access Modifiers 1
4. Classes and Objects Implementation 1
5. Data abstraction & Encapsulation 1
Concept of Static data member, static member
6. 1
Function
Scope Resolution operator & Concept of Inline
7. 1
functions
8. Introduction to Constructor/Destructor 1
9. Types Of Constructor 1
10. Practice : Classes & Objects (5 Programs) 1
11. Practice : Constructor & Destructor(5 Programs) 1
12. MCQ Test-1 1
13. Programming Test -1 1
Concept of Inheritance
14. 1

Types of Inheritance
15. 1

Types of Inheritance
16. 1

17. The New and Delete operator 1

18. this pointer 1
19. Practice : Inheritance (5 Programs) 1

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20. MCQ Test-2 1

21. Programming Test -2 1
22. Polymorphism 1
23. Overriding 1
24. Overriding implementation with an example 1
25. Overloading 1
26. Overloading implementation with an example 1
27. Practice : Overloading 1
28. Practice : Overriding 1
29. Virtual functions & Pure virtual function 1
30. Abstract class 1
31. Early and late binding 1
32. Exception handling fundamental 1
33. Using multiple catch statement 1
34. Exception handling options, Nested Try Catch 1
35. Practice( 5 Programs) 1
36. MCQ Test-3 1
37. Programming Test -3 1
Total 37

Blow Up:-
C++ Classes and Objects
The main purpose of C++ programming is to add object orientation to the C programming language
and classes are the central feature of C++ that supports object-oriented programming and are often
called user-defined types.
A class is used to specify the form of an object and it combines data representation and methods for
manipulating that data into one neat package. The data and functions within a class are called
members of the class.

C++ Class Definitions

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When you define a class, you define a blueprint for a data type. This doesn't actually define any data,
but it does define what the class name means, that is, what an object of the class will consist of and
what operations can be performed on such an object.
A class definition starts with the keyword class followed by the class name; and the class body,
enclosed by a pair of curly braces. A class definition must be followed either by a semicolon or a list
of declarations. For example, we defined the Box data type using the keyword class as follows −
class Box {
public:
double length; // Length of a box
double breadth; // Breadth of a box
double height; // Height of a box
};
The keyword public determines the access attributes of the members of the class that follows it. A
public member can be accessed from outside the class anywhere within the scope of the class object.
You can also specify the members of a class as private or protected which we will discuss in a sub-
section.

Define C++ Objects

A class provides the blueprints for objects, so basically an object is created from a class. We declare
objects of a class with exactly the same sort of declaration that we declare variables of basic types.
Following statements declare two objects of class Box −
Box Box1; // Declare Box1 of type Box
Box Box2; // Declare Box2 of type Box
Both of the objects Box1 and Box2 will have their own copy of data members.

Accessing the Data Members

The public data members of objects of a class can be accessed using the direct member access
operator (.). Let us try the following example to make the things clear –

#include <iostream.h>

using namespace std;

class Box {
public:
double length; // Length of a box
double breadth; // Breadth of a box

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double height; // Height of a box

};

int main() {
Box Box1; // Declare Box1 of type Box
Box Box2; // Declare Box2 of type Box
double volume = 0.0; // Store the volume of a box here

// box 1 specification
Box1.height = 5.0;
Box1.length = 6.0;
Box1.breadth = 7.0;

// box 2 specification
Box2.height = 10.0;
Box2.length = 12.0;
Box2.breadth = 13.0;

// volume of box 1
volume = Box1.height * Box1.length * Box1.breadth;
cout << "Volume of Box1 : " << volume <<endl;

// volume of box 2
volume = Box2.height * Box2.length * Box2.breadth;
cout << "Volume of Box2 : " << volume <<endl;
return 0;
}

C++ Inheritance
One of the most important concepts in object-oriented programming is that of inheritance.
Inheritance allows us to define a class in terms of another class, which makes it easier to create and
maintain an application. This also provides an opportunity to reuse the code functionality and fast
implementation time.
When creating a class, instead of writing completely new data members and member functions, the
programmer can designate that the new class should inherit the members of an existing class. This
existing class is called the base class, and the new class is referred to as the derived class. The idea
of inheritance implements the is a relationship. For example, mammal IS-An animal, dog IS-A
mammal hence dog IS-An animal as well and so on.

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Base and Derived Classes

A class can be derived from more than one classes, which means it can inherit data and functions
from multiple base classes. To define a derived class, we use a class derivation list to specify the
base class (es). A class derivation list names one or more base classes and has the form −
class derived-class: access-specifier base-class
Where access-specifier is one of public, protected, or private, and base-class is the name of a
previously defined class. If the access-specifier is not used, then it is private by default.
Consider a base class Shape and its derived class Rectangle as follows −

#include <iostream.h>

using namespace std;

// Base class
class Shape {
public:
void setWidth(int w) {
width = w;
}
void setHeight(int h) {
height = h;
}

protected:
int width;
int height;
};

// Derived class
class Rectangle: public Shape {
public:
int getArea() {
return (width * height);
}
};

int main(void) {
Rectangle Rect;

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Rect.setWidth(5);
Rect.setHeight(7);

// Print the area of the object.

cout << "Total area: " << Rect.getArea() << endl;

return 0;
}

Access Control and Inheritance

A derived class can access all the non-private members of its base class. Thus base-class members
that should not be accessible to the member functions of derived classes should be declared private
in the base class.
We can summarize the different access types according to - who can access them in the following
way −

Access public protected private

Same class yes yes yes

Derived classes yes yes no

Outside classes yes no no

A derived class inherits all base class methods with the following exceptions −

 Constructors, destructors and copy constructors of the base class.

 Overloaded operators of the base class.
 The friend functions of the base class.

Types of Inheritance
When deriving a class from a base class, the base class may be inherited through public,
protected or private inheritance. The type of inheritance is specified by the access-specifier as
explained above.

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We hardly use protected or private inheritance, but public inheritance is commonly used. While
using different type of inheritance, following rules are applied −
 Public Inheritance − When deriving a class from a public base class, public members of the
base class become public members of the derived class and protected members of the base class
become protected members of the derived class. A base class's private members are never
accessible directly from a derived class, but can be accessed through calls to
the public and protected members of the base class.
 Protected Inheritance − When deriving from a protected base
class, public and protected members of the base class become protected members of the
derived class.
 Private Inheritance − When deriving from a private base class, public and protected members
of the base class become private members of the derived class.

Multiple Inheritance
A C++ class can inherit members from more than one class and here is the extended syntax −
class derived-class: access baseA, access baseB....
Where access is one of public, protected, or private and would be given for every base class
and they will be separated by comma as shown above. Let us try the following example −

#include <iostream>

using namespace std;

// Base class Shape

class Shape {
public:
void setWidth(int w) {
width = w;
}
void setHeight(int h) {
height = h;
}

protected:
int width;
int height;
};

// Base class PaintCost

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class PaintCost {
public:
int getCost(int area) {
return area * 70;
}
};

// Derived class
class Rectangle: public Shape, public PaintCost {
public:
int getArea() {
return (width * height);
}
};

int main(void) {
Rectangle Rect;
int area;

Rect.setWidth(5);
Rect.setHeight(7);

area = Rect.getArea();

// Print the area of the object.

cout << "Total area: " << Rect.getArea() << endl;

// Print the total cost of painting

cout << "Total paint cost: $" << Rect.getCost(area) << endl;

return 0;
}

C++ Overloading (Operator and Function)

C++ allows you to specify more than one definition for a function name or an operator in the same
scope, which is called function overloading and operator overloading respectively.
An overloaded declaration is a declaration that is declared with the same name as a previously
declared declaration in the same scope, except that both declarations have different arguments and
obviously different definition (implementation).

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When you call an overloaded function or operator, the compiler determines the most appropriate
definition to use, by comparing the argument types you have used to call the function or operator
with the parameter types specified in the definitions. The process of selecting the most appropriate
overloaded function or operator is called overload resolution.

Function Overloading in C++

You can have multiple definitions for the same function name in the same scope. The definition of
the function must differ from each other by the types and/or the number of arguments in the
argument list. You cannot overload function declarations that differ only by return type.
Following is the example where same function print() is being used to print different data types −

#include <iostream>
using namespace std;

class printData {
public:
void print(int i) {
cout << "Printing int: " << i << endl;
}
void print(double f) {
cout << "Printing float: " << f << endl;
}
void print(char* c) {
cout << "Printing character: " << c << endl;
}
};

int main(void) {
printData pd;

// Call print to print integer

pd.print(5);

// Call print to print float

pd.print(500.263);

// Call print to print character

pd.print("Hello C++");

return 0;
}

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Operators Overloading in C++

You can redefine or overload most of the built-in operators available in C++. Thus, a programmer
can use operators with user-defined types as well.
Overloaded operators are functions with special names: the keyword "operator" followed by the
symbol for the operator being defined. Like any other function, an overloaded operator has a return
type and a parameter list.
Box operator+(const Box&);
declares the addition operator that can be used to add two Box objects and returns final Box object.
Most overloaded operators may be defined as ordinary non-member functions or as class member
functions. In case we define above function as non-member function of a class then we would have
to pass two arguments for each operand as follows −
Box operator+(const Box&, const Box&);
Following is the example to show the concept of operator over loading using a member function.
Here an object is passed as an argument whose properties will be accessed using this object, the
object which will call this operator can be accessed using this operator as explained below −

#include <iostream>
using namespace std;

class Box {
public:
double getVolume(void) {
return length * breadth * height;
}
void setLength( double len ) {
length = len;
}
void setBreadth( double bre ) {
breadth = bre;
}
void setHeight( double hei ) {
height = hei;
}

// Overload + operator to add two Box objects.

Box operator+(const Box& b) {
Box box;
box.length = this->length + b.length;

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box.breadth = this->breadth + b.breadth;

box.height = this->height + b.height;
return box;
}

private:
double length; // Length of a box
double breadth; // Breadth of a box
double height; // Height of a box
};

// Main function for the program

int main() {
Box Box1; // Declare Box1 of type Box
Box Box2; // Declare Box2 of type Box
Box Box3; // Declare Box3 of type Box
double volume = 0.0; // Store the volume of a box here

// box 1 specification
Box1.setLength(6.0);
Box1.setBreadth(7.0);
Box1.setHeight(5.0);

// box 2 specification
Box2.setLength(12.0);
Box2.setBreadth(13.0);
Box2.setHeight(10.0);

// volume of box 1
volume = Box1.getVolume();
cout << "Volume of Box1 : " << volume <<endl;

// volume of box 2
volume = Box2.getVolume();
cout << "Volume of Box2 : " << volume <<endl;

// Add two object as follows:

Box3 = Box1 + Box2;

// volume of box 3
volume = Box3.getVolume();

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 Bansal Group of Institutes

cout << "Volume of Box3 : " << volume <<endl;

return 0;
}

Polymorphism in C++
The word polymorphism means having many forms. Typically, polymorphism occurs when there is
a hierarchy of classes and they are related by inheritance.
C++ polymorphism means that a call to a member function will cause a different function to be
executed depending on the type of object that invokes the function.
Consider the following example where a base class has been derived by other two classes −

#include <iostream>
using namespace std;

class Shape {
protected:
int width, height;

public:
Shape( int a = 0, int b = 0){
width = a;
height = b;
}
int area() {
cout << "Parent class area :" <<endl;
return 0;
}
};
class Rectangle: public Shape {
public:
Rectangle( int a = 0, int b = 0):Shape(a, b) { }

int area () {
cout << "Rectangle class area :" <<endl;
return (width * height);
}
};

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class Triangle: public Shape {

public:
Triangle( int a = 0, int b = 0):Shape(a, b) { }

int area () {
cout << "Triangle class area :" <<endl;
return (width * height / 2);
}
};

// Main function for the program

int main() {
Shape *shape;
Rectangle rec(10,7);
Triangle tri(10,5);

// store the address of Rectangle

shape = &rec;

// call rectangle area.

shape->area();

// store the address of Triangle

shape = &tri;

// call triangle area.

shape->area();

return 0;
}

Virtual Function
A virtual function is a function in a base class that is declared using the keyword virtual. Defining
in a base class a virtual function, with another version in a derived class, signals to the compiler that
we don't want static linkage for this function.
What we do want is the selection of the function to be called at any given point in the program to be
based on the kind of object for which it is called. This sort of operation is referred to as dynamic
linkage, or late binding.

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Pure Virtual Functions

It is possible that you want to include a virtual function in a base class so that it may be redefined in
a derived class to suit the objects of that class, but that there is no meaningful definition you could
give for the function in the base class.
We can change the virtual function area() in the base class to the following −
class Shape {
protected:
int width, height;

public:
Shape(int a = 0, int b = 0) {
width = a;
height = b;
}

// pure virtual function

virtual int area() = 0;
};
Data Abstraction in C++
Data abstraction refers to providing only essential information to the outside world and hiding their
background details, i.e., to represent the needed information in program without presenting the
details.
Data abstraction is a programming (and design) technique that relies on the separation of interface
and implementation.
Let's take one real life example of a TV, which you can turn on and off, change the channel, adjust
the volume, and add external components such as speakers, VCRs, and DVD players, BUT you do
not know its internal details, that is, you do not know how it receives signals over the air or through
a cable, how it translates them, and finally displays them on the screen.
Thus, we can say a television clearly separates its internal implementation from its external interface
and you can play with its interfaces like the power button, channel changer, and volume control
without having any knowledge of its internals.
In C++, classes provides great level of data abstraction. They provide sufficient public methods to
the outside world to play with the functionality of the object and to manipulate object data, i.e., state
without actually knowing how class has been implemented internally.
For example, your program can make a call to the sort() function without knowing what algorithm
the function actually uses to sort the given values. In fact, the underlying implementation of the

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sorting functionality could change between releases of the library, and as long as the interface stays
the same, your function call will still work.
In C++, we use classes to define our own abstract data types (ADT). You can use the cout object of
class ostream to stream data to standard output like this −

Benefits of Data Abstraction

Data abstraction provides two important advantages −
 Class internals are protected from inadvertent user-level errors, which might corrupt the state of
the object.
 The class implementation may evolve over time in response to changing requirements or bug
reports without requiring change in user-level code.
By defining data members only in the private section of the class, the class author is free to make
changes in the data. If the implementation changes, only the class code needs to be examined to see
what affect the change may have. If data is public, then any function that directly access the data
members of the old representation might be broken.

Data Abstraction Example

Any C++ program where you implement a class with public and private members is an example of
data abstraction. Consider the following example –

#include <iostream.h>

class Adder {
public:
// constructor
Adder(int i = 0) {
total = i;
}

// interface to outside world

void addNum(int number) {
total += number;
}

// interface to outside world

int getTotal() {

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return total;
};

private:
// hidden data from outside world
int total;
};

int main() {
Adder a;

a.addNum(10);
a.addNum(20);
a.addNum(30);

cout << "Total " << a.getTotal() <<endl;

return 0;
}

(Abstract Classes)
An interface describes the behavior or capabilities of a C++ class without committing to a particular
implementation of that class.
The C++ interfaces are implemented using abstract classes and these abstract classes should not be
confused with data abstraction which is a concept of keeping implementation details separate from
associated data.
A class is made abstract by declaring at least one of its functions as pure virtual function. A pure
virtual function is specified by placing "= 0" in its declaration as follows −
class Box {
public:
// pure virtual function
virtual double getVolume() = 0;

private:
double length; // Length of a box
double breadth; // Breadth of a box
double height; // Height of a box
};

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The purpose of an abstract class (often referred to as an ABC) is to provide an appropriate base
class from which other classes can inherit. Abstract classes cannot be used to instantiate objects and
serves only as an interface. Attempting to instantiate an object of an abstract class causes a
compilation error.
Thus, if a subclass of an ABC needs to be instantiated, it has to implement each of the virtual
functions, which means that it supports the interface declared by the ABC. Failure to override a pure
virtual function in a derived class, then attempting to instantiate objects of that class, is a compilation
error.
Classes that can be used to instantiate objects are called concrete classes.

Abstract Class Example

Consider the following example where parent class provides an interface to the base class to
implement a function called getArea()

#include <iostream>

// Base class
class Shape {
public:
// pure virtual function providing interface framework.
virtual int getArea() = 0;
void setWidth(int w) {
width = w;
}

void setHeight(int h) {
height = h;
}

protected:
int width;
int height;
};

// Derived classes
class Rectangle: public Shape {
public:
int getArea() {

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return (width * height);

}
};

class Triangle: public Shape {

public:
int getArea() {
return (width * height)/2;
}
};

int main(void) {
Rectangle Rect;
Triangle Tri;

Rect.setWidth(5);
Rect.setHeight(7);

// Print the area of the object.

cout << "Total Rectangle area: " << Rect.getArea() << endl;

Tri.setWidth(5);
Tri.setHeight(7);

// Print the area of the object.

cout << "Total Triangle area: " << Tri.getArea() << endl;

return 0;
}

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Object Oriented Programming with C++

1. Write a C++ Program to display Names, Roll No., and grades of 3 students who have appeared in
the examination. Declare the class of name, Roll No. and grade. Create an array of class objects.
Read and display the contents of the array.
2. Write a C++ program using copy constructor.
3. Write a C++ program to declare a class. Declare pointer to class. Initialize and display the
contents of the class member.
4. Given that an EMPLOYEE class contains following members: data members: Employee number,
Employee name, Basic, DA, IT, Net Salary and print data members.
5. Write a C++ program to read the data of N employee and compute Net salary of each employee
(DA=52% of Basic and Income Tax (IT) =30% of the gross salary).
6. Write a C++ to illustrate the concepts of polymorphism.
7. Write a C++ program to use scope resolution operator. Display the various values of the same
variables declared at different scope levels.
8. Write a C++ program to allocate memory using new operator.
9. Write a C++ program to create multilevel inheritance. (Hint: Classes A1, A2, A3)
10. Write a C++ program to create an array of pointers. Invoke functions using array objects.
11. Write a C++ program to use pointer for both base and derived classes and call the member
function. Use Virtual keyword.
12. Write a program to implement exception handling with multiple catch statements.
13. Write a program using new and delete operator.
14. Write a Program to Demonstrate Friend Function and Friend Class.
15. Write a Program to Generate Fibonacci Series use Constructor to Initialize the Data Members

Prepared by-
Vikas Sarkar
Technical Trainer
Bansal Group of Institutes

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 Bansal Group of Institutes

Student’s Assessment Procedure

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 Bansal Group of Institutes

This semester training consists of Communication skill, Quantitative aptitude &

logical reasoning as well as Technical training module. For each of them, performance
of the students will be assessed on the basis of tests taken during the academic
session. In total, three tests will be conducted Test 1, Test 2 & Test 3. Student has to
secure minimum 70% qualifying marks which will be calculated on the basis of the
criteria given below. According to the criteria 30% weight age will be given to test1
marks, 30% to test 2 marks and 40 % to test 3 marks.
Total marks in %= Test1*0.3+ Test2*0.3+Test3*0.4
Let assume a student scored 80/100 in test 1, 76/100 in test 2 and 72/100 in test 3 in
communication skill module.
Total marks in % =80*0.3+76*0.3+72*0.4=24+22.8+28.8=75.6
As the student scored more than 70%, he has qualified the current semester
communication skill training module. In the same way, one has to score minimum
70% in all the trainings of that semester. If a student fails to qualify in any of the
training as per above norms, he/she will be given two chance to clear the test. Failing
to achieve the student will not be permitted to appear in campus drives in 7th semester.
---------------------------------------------***********-----------------------------------------

Special Note

We Expect 100% attendance in classes. Your attitude, sincerity & seriousness towards training will
help you to shape your career. If a student follows religiously above guidelines, we assure his/her
placement before passing out.
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