CAT 2022 Question Paper Slot 2

CAT Quants (Slot 3)

Question 1- Suppose k is any integer such that the equation 2x2+kx+5=0 has no real
roots and the equation x2+(k−5)x+1=0 has two distinct real roots for x. Then, the
number of possible values of k is

A. 7
B. 8
C. 9
D. 13

Question 2- The minimum possible value of x2−6x+10/ 3−x, for x<3, is

A. 1/2
B. -1/2
C. 2
D. -2

Question 3- Bob can finish a job in 40 days, if he works alone. Alex is twice as fast as
Bob and thrice as fast as Cole in the same job. Suppose Alex and Bob work together
on the first day, Bob and Cole work together on the second day, Cole and Alex work
together on the third day, and then, they continue the work by repeating this three-day
roster, with Alex and Bob working together on the fourth day, and so on. Then, the
total number of days Alex would have worked when the job gets finished, is

Question 4- A glass contains 500 cc of milk and a cup contains 500 cc of water. From
the glass, 150 cc of milk is transferred to the cup and mixed thoroughly. Next, 150 cc
of this mixture is transferred from the cup to the glass. Now, the amount of water in
the glass and the amount of milk in the cup are in the ratio

A. 3 : 10
B. 10 : 3
C. 1:1
D. 10 : 13

Question 5- In an examination, the average marks of students in sections A and B are

32 and 60, respectively. The number of students in section A is 10 less than that in
section B. If the average marks of all the students across both the sections combined
is an integer, then the difference between the maximum and minimum possible
number of students in section A is

Question 6- Let r be a real number and f(x)={2x−rr if x≥r if x<r. Then, the equation
f(x)=f(f(x)) holds for all real values of x where

A. x≤r
B. x≥r
C. x>r
D. x≠r
Question 7- Suppose the medians BD and CE of a triangle ABC intersect at a point O.
If area of triangle ABC is 108 sq. cm., then, the area of the triangle EOD, in sq. cm., is

Question 8- The arithmetic mean of all the distinct numbers that can be obtained by
rearranging the digits in 1421, including itself, is

A. 2442
B. 2222
C. 3333
D. 2592

Question 9- Nitu has an initial capital of ₹20,000. Out of this, she invests ₹8,000 at
5.5% in bank A,₹5,000 at 5.6% in bank B and the remaining amount at x% in bank C,
each rate being simple interest per annum. Her combined annual interest income from
these investments is equal to 5% of the initial capital. If she had invested her entire
initial capital i bank C alone, then her annual interest income, in rupees, would have
been

A. 900
B. 700
C. 1000
D. 800

Question 10- Two cars travel from different locations at constant speeds. To meet
each other after starting at the same time, they take 1.5 hours if they travel towards
each other, but 10.5 hours if they travel in the same direction. If the speed of the
slower car is 60 km/hr, then the distance traveled, in km, by the slower car when it
meets the other car while traveling towards each other, is

A. 150
B. 100
C. 90
D. 120

Question 11- If (75−−√)3x−y=8752401 and (4ab)6x−y=(2ab)y−6x, for all non-zero real

values of a and b, then the value of x+y is

Question 12- Moody takes 30 seconds to finish riding an escalator if he walks on it at

his normal speed in the same direction. He takes 20 seconds to finish riding the
escalator if he walks at twice his normal speed in the same direction. If Moody
decides to stand still on the escalator, then the time, in seconds, needed to finish
riding the escalator is

Question 13- Consider six distinct natural numbers such that the average of the two
smallest numbers is 14, and the average of the two largest numbers is 28. Then, the
maximum possible value of the average of these six numbers is

A. 22.5
 B. 23.5
C. 24
D. 23

Question 14- If (3+22–√) is a root of the equation ax2+bx+c=0, and (4+23–√) is a root of
the equation ay2+my+n=0, where a,b,c,m and n are integers, then the value of
(bm+c−2bn) is

A. 3
B. 1
C. 4
D. 0

Question 15- If c=16x/y+49y/x for some non-zero real numbers x and y, then c cannot
take the value

A. -70
B. 60
C. -50
D. -60

Question 16- A group of N people worked on a project. They finished 35% of the
project by working 7 hours a day for 10 days. Thereafter, 10 people left the group and
the remaining people finished the rest of the project in 14 days by working 10 hours a
day. Then the value of N is

A. 23
B. 140
C. 36
D. 150

Question 17- The average of all 3-digit terms in the arithmetic progression 38, 55, 72,
..., is

Question 18- In a triangle ABC,AB=AC=8cm. A circle drawn with BC as diameter

passes through A. Another circle drawn with center at A passes through B and C.
Then the area, in sq. cm, of the overlapping region between the two circles is

A. 16(π−1)
B. 32(π−1)
C. 32π
D. 16π

Question 19- A school has less than 5000 students and if the students are divided
equally into teams of either 9 or 10 or 12 or 25 each, exactly 4 are always left out.
However, if they are divided into teams of 11 each, no one is left out. The maximum
number of teams of 12 each that can be formed out of the students in the school is
Question 20- A donation box can receive only cheques of ₹100, ₹250, and ₹500. On
one good day, the donation box was found to contain exactly 100 cheques amounting
to a total sum of ₹15250. Then, the maximum possible number of cheques of ₹500 that
the donation box may have contained, is

Question 21- Two ships are approaching a port along straight routes at constant
speeds. Initially, the two ships and the port formed an equilateral triangle with sides of
length 24 km. When the slower ship travelled 8 km, the triangle formed by the new
positions of the two ships and the port became right-angled. When the faster ship
reaches the port, the distance, in km, between the other ship and the port will be

A. 8
B. 12
C. 6
D. 4

Question 22- The lengths of all four sides of a quadrilateral are integer valued. If three
of its sides are of length 1 cm, 2 cm and 4 cm, then the total number of possible
lengths of the fourth side is

A. 6
B. 4
C. 5
D. 3
CAT DILR (Slot 3)
All the first-year students in the computer science (CS) department in a university
take both the courses (i) AI and (ii) ML. Students from other departments (non-CS
students) can also take one of these two courses, but not both. Students who fail in a
course get an F grade; others pass and are awarded A or B or C grades depending on
their performance. The following are some additional facts about the number of
students who took these two courses this year and the grades they obtained.

1. The numbers of non-CS students who took AI and ML were in the ratio 2 : 5.
2. The number of non-CS students who took either AI or ML was equal to the number
of CS students.
3. The numbers of non-CS students who failed in the two courses were the same and
their total is equal to the number of CS students who got a C grade in ML.
4. In both the courses, 50% of the students who passed got a B grade. But, while the
numbers of students who got A and C grades were the same for AI, they were in the
ratio 3 : 2 for ML.
5. No CS student failed in AI, while no non-CS student got an A grade in AI.
6. The numbers of CS students who got A, B and C grades respectively in AI were in
the ratio 3 : 5 : 2, while in ML the ratio was 4 : 5 : 2.
7. The ratio of the total number of non-CS students failing in one of the two courses to
the number of CS students failing in one of the two courses was 3 : 1.
8. 30 students failed in ML.

Question 1- How many students took AI?

A. 60
B. 270
C. 90
D. 210

Question 2- How many CS students failed in ML?

Question 3- How many non-CS students got A grade in ML?

Question 4- How many students got A grade in AI?

A. 42
B. 99
C. 84
D. 63

Question 5- How many non-CS students got B grade in ML?

A. 165
B. 90
C. 25
D. 75
Pulak, Qasim, Ritesh, and Suresh participated in a tournament comprising of eight
rounds. In each round, they formed two pairs, with each of them being in exactly one
pair. The only restriction in the pairing was that the pairs would change in successive
rounds. For example, if Pulak formed a pair with Qasim in the first round, then he
would have to form a pair with Ritesh or Suresh in the second round. He would be
free to pair with Qasim again in the third round. In each round, each pair decided
whether to play the game in that round or not. If they decided not to play, then no
money was exchanged between them. If they decided to play, they had to bet either ₹1
or ₹2 in that round. For example, if they chose to bet ₹2, then the player winning the
game got ₹2 from the one losing the game.
At the beginning of the tournament, the players had ₹10 each. The following table
shows partial information about the amounts that the players had at the end of each
of the eight rounds. It shows every time a player had ₹10 at the end of a round, as well
as every time, at the end of a round, a player had either the minimum or the maximum
amount that he would have had across the eight rounds. For example, Suresh had ₹10
at the end of Rounds 1, 3, and 8 and not after any of the other rounds. The maximum
amount that he had at the end of any round was ₹13 (at the end of Round 5), and the
minimum amount he had at the end of any round was ₹8 (at the end of Round 2). At
the end of all other rounds, he must have had either ₹9, ₹11, or ₹12.
It was also known that Pulak and Qasim had the same amount of money with them at
the end of Round 4.

Question 6- What BEST can be said about the amount of money that Ritesh had with
him at the end of Round 8?

A. Exactly ₹6
B. ₹4 or ₹5
C. Exactly ₹5
D. ₹5 or ₹6
Question 7- What BEST can be said about the amount of money that Pulak had with
him at the end of Round 6?

A. Exactly ₹12
B. ₹11 or ₹12
C. Exactly ₹11
D. ₹12 or ₹13

Question 8- How much money (in ₹) did Ritesh have at the end of Round 4?

Question 9- How many games were played with a bet of ₹2?

Question 10- Which of the following pairings was made in Round 5?

A. Pulak and Ritesh

B. Pulak and Qasim
C. Pulak and Suresh
D. Qasim and Suresh

Question 11- In 2000, what was the ratio of the number of dead males to dead females
among those being tracked?

A. 109 : 107
B. 129 : 131
C. 71 : 69
D. 41 : 43

Question 12- How many people who were being tracked and who were between 30
and 40 years of age in 1980 survived until 2010?

A. 90
B. 190
C. 110
D. 310

In the following, a year corresponds to 1st of January of that year.

A study to determine the mortality rate for a disease began in 1980. The study chose
1000 males and 1000 females and followed them for forty years or until they died,
whichever came first. The 1000 males chosen in 1980 consisted of 250 each of ages
10 to less than 20, 20 to less than 30, 30 to less than 40, and 40 to less than 50. The
1000 females chosen in 1980 also consisted of 250 each of ages 10 to less than 20, 20
to less than 30, 30 to less than 40, and 40 to less than 50.

The four figures below depict the age profile of those among the 2000 individuals who
were still alive in 1990, 2000, 2010, and 2020. The blue bars in each figure represent
the number of males in each age group at that point in time, while the pink bars
represent the number of females in each age group at that point in time. The numbers
next to the bars give the exact numbers being represented by the bars. For example,
we know that 230 males among those tracked and who were alive in 1990 were aged
between 20 and 30.

Question 13- How many individuals who were being tracked and who were less than
30 years of age in 1980 survived until 2020?

A. 470
B. 580
C. 240
D. 230

Question 14- How many of the males who were being tracked and who were between
20 and 30 years of age in 1980 died in the period 2000 to 2010?

Question 15- How many of the females who were being tracked and who were
between 20 and 30 years of age in 1980 died between the ages of 50 and 60?

Question 16- What BEST can be concluded about the total number of new cases in the
city on Day 2?

A. Either 6 or 7
B. Exactly 8
C. Exactly 7
D. Either 7 or 8

There are only four neighbourhoods in a city - Levmisto, Tyhrmisto, Pesmisto and
Kitmisto. During the onset of a pandemic, the number of new cases of a disease in
each of these neighbourhoods was recorded over a period of five days. On each day,
the number of new cases recorded in any of the neighbourhoods was either 0, 1, 2 or
3.

The following facts are also known:

1. There was at least one new case in every neighbourhood on Day 1.
2. On each of the five days, there were more new cases in Kitmisto than in Pesmisto.
3. The number of new cases in the city in a day kept increasing during the five-day
period. The number of new cases on Day 3 was exactly one more than that on Day 2.
4. The maximum number of new cases in a day in Pesmisto was 2, and this happened
only once during the five-day period.
5. Kitmisto is the only place to have 3 new cases on Day 2.
6. The total numbers of new cases in Levmisto, Tyhrmisto, Pesmisto and Kitmisto
over the five-day period were 12, 12, 5 and 14 respectively.

Question 17- What BEST can be concluded about the number of new cases in
Levmisto on Day 3?

A. Exactly 3
B. Either 2 or 3
C. Exactly 2
D. Either 0 or 1

Question 18- On which day(s) did Pesmisto not have any new case?

A. Only Day 3
B. Only Day 2
C. Both Day 2 and Day 4
D. Both Day 2 and Day 3

Question 19- Which of the two statements below is/are necessarily false?
Statement A: There were 2 new cases in Tyhrmisto on Day 3.
Statement B: There were no new cases in Pesmisto on Day 2.

A. Statement B only
B. Both Statement A and Statement B
C. Statement A only
D. Neither Statement A nor Statement B

Question 20- On how many days did Levmisto and Tyhrmisto have the same number
of new cases?

A. 4
B. 5
C. 3
D. 2
CAT VARC (Slot 3)
The passage below is accompanied by a set of questions. Choose the best answer to
each question.

As software improves, the people using it become less likely to sharpen their own
know-how. Applications that offer lots of prompts and tips are often to blame; simpler,
less solicitous programs push people harder to think, act and learn.

Ten years ago, information scientists at Utrecht University in the Netherlands had a
group of people carry out complicated analytical and planning tasks using either
rudimentary software that provided no assistance or sophisticated software that
offered a great deal of aid. The researchers found that the people using the simple
software developed better strategies, made fewer mistakes and developed a deeper
aptitude for the work. The people using the more advanced software, meanwhile,
would often "aimlessly click around" when confronted with a tricky problem. The
supposedly helpful software actually short-circuited their thinking and learning.

[According to] philosopher Hubert Dreyfus . . . . our skills get sharper only through
practice, when we use them regularly to overcome different sorts of difficult
challenges. The goal of modern software, by contrast, is to ease our way through
such challenges. Arduous, painstaking work is exactly what programmers are most
eager to automate-after all, that is where the immediate efficiency gains tend to lie. In
other words, a fundamental tension ripples between the interests of the people doing
the automation and the interests of the people doing the work.

Nevertheless, automation's scope continues to widen. With the rise of electronic

health records, physicians increasingly rely on software templates to guide them
through patient exams. The programs incorporate valuable checklists and alerts, but
they also make medicine more routinized and formulaic-and distance doctors from
their patients. . . . Harvard Medical School professor Beth Lown, in a 2012 journal
article . . . warned that when doctors become "screen-driven," following a computer's
prompts rather than "the patient's narrative thread," their thinking can become
constricted. In the worst cases, they may miss important diagnostic signals. . . .

In a recent paper published in the journal Diagnosis, three medical researchers . . .

examined the misdiagnosis of Thomas Eric Duncan, the first person to die of Ebola in
the U.S., at Texas Health Presbyterian Hospital Dallas. They argue that the digital
templates used by the hospital's clinicians to record patient information probably
helped to induce a kind of tunnel vision. "These highly constrained tools," the
researchers write, "are optimized for data capture but at the expense of sacrificing
their utility for appropriate triage and diagnosis, leading users to miss the forest for
the trees." Medical software, they write, is no "replacement for basic history-taking,
examination skills, and critical thinking." . . .

There is an alternative. In "human-centered automation," the talents of people take

precedence. . . . In this model, software plays an essential but secondary role. It takes
over routine functions that a human operator has already mastered, issues alerts
when unexpected situations arise, provides fresh information that expands the
operator's perspective and counters the biases that often distort human thinking. The
technology becomes the expert's partner, not the expert's replacement.

Question 1- From the passage, we can infer that the author is apprehensive about the
use of sophisticated automation for all of the following reasons EXCEPT that:

A. it stops users from exercising their minds.

B. it could mislead people.
C. computers could replace humans.
D. it stunts the development of its users.

Question 2- In the Ebola misdiagnosis case, we can infer that doctors probably
missed the forest for the trees because:

A. they were led by the data processed by digital templates.

B. the digital templates forced them to acquire tunnel vision.
C. they used the wrong type of digital templates for the case.
D. the data collected were not sufficient for appropriate triage.

Question 3- In the context of the passage, all of the following can be considered
examples of human-centered automation EXCEPT:

A. software that offers interpretations when requested by the human operator.

B. software that auto-completes text when the user writes an email.
C. medical software that provides optional feedback on the doctor's analysis of the
medical situation.
D. a smart-home system that changes the temperature as instructed by the resident.

Question 4- It can be inferred that in the Utrecht University experiment, one group of
people was "aimlessly clicking around" because:

A. they were hoping that the software would help carry out the tasks.
B. they did not have the skill-set to address complicated tasks.
C. the other group was carrying out the tasks more efficiently.
D. they wanted to avoid making mistakes.

The passage below is accompanied by a set of questions. Choose the best answer to
each question.

Nature has all along yielded her flesh to humans. First, we took nature's materials as
food, fibers, and shelter. Then we learned to extract raw materials from her biosphere
to create our own new synthetic materials. Now Bios is yielding us her mind-we are
taking her logic.

Clockwork logic-the logic of the machines-will only build simple contraptions. Truly
complex systems such as a cell, a meadow, an economy, or a brain (natural or
artificial) require a rigorous nontechnological logic. We now see that no logic except
bio-logic can assemble a thinking device, or even a workable system of any
magnitude.

It is an astounding discovery that one can extract the logic of Bios out of biology and
have something useful. Although many philosophers in the past have suspected one
could abstract the laws of life and apply them elsewhere, it wasn't until the complexity
of computers and human-made systems became as complicated as living things, that
it was possible to prove this. It's eerie how much of life can be transferred. So far,
some of the traits of the living that have successfully been transported to mechanical
systems are: self-replication, self-governance, limited self-repair, mild evolution, and
partial learning.

We have reason to believe yet more can be synthesized and made into something
new. Yet at the same time that the logic of Bios is being imported into machines, the
logic of Technos is being imported into life. The root of bioengineering is the desire to
control the organic long enough to improve it. Domesticated plants and animals are
examples of technos-logic applied to life. The wild aromatic root of the Queen Anne's
lace weed has been fine-tuned over generations by selective herb gatherers until it
has evolved into a sweet carrot of the garden; the udders of wild bovines have been
selectively enlarged in a "unnatural" way to satisfy humans rather than calves. Milk
cows and carrots, therefore, are human inventions as much as steam engines and
gunpowder are. But milk cows and carrots are more indicative of the kind of
inventions humans will make in the future: products that are grown rather than
manufactured.

Genetic engineering is precisely what cattle breeders do when they select better
strains of Holsteins, only bioengineers employ more precise and powerful control.
While carrot and milk cow breeders had to rely on diffuse organic evolution, modern
genetic engineers can use directed artificial evolution-purposeful design-which
greatly accelerates improvements.

The overlap of the mechanical and the lifelike increases year by year. Part of this
bionic convergence is a matter of words. The meanings of "mechanical" and "life" are
both stretching until all complicated things can be perceived as machines, and all
self-sustaining machines can be perceived as alive. Yet beyond semantics, two
concrete trends are happening: (1) Human-made things are behaving more lifelike,
and (2) Life is becoming more engineered. The apparent veil between the organic and
the manufactured has crumpled to reveal that the two really are, and have always
been, of one being.

Question 5- The author claims that, "Part of this bionic convergence is a matter of
words". Which one of the following statements best expresses the point being made
by the author?

A. "Bios" and "Technos" are both convergent forms of logic, but they generate meanings
about the world that are mutually exclusive.
B. A bionic convergence indicates the meeting ground of genetic engineering and
artificial intelligence.
 C. "Mechanical" and "life" are words from different logical systems and are, therefore,
fundamentally incompatible in meaning.
D. "Mechanical" and "life" were earlier seen as opposite in meaning, but the difference
between the two is increasingly blurred.

Question 6- Which one of the following sets of words/phrases best serves as

keywords to the passage?

A. Complex systems; Carrots; Milk cows; Convergence; Technos-logic

B. Nature; Bios; Technos; Self-repair; Holsteins
C. Nature; Computers; Carrots; Milk cows; Genetic engineering
D. Complex systems; Bio-logic; Bioengineering; Technos-logic; Convergence

Question 7- None of the following statements is implied by the arguments of the

passage, EXCEPT:

A. purposeful design represents the pinnacle of scientific expertise in the service of

human betterment and civilisational progress.
B. the biological realm is as complex as the mechanical one; which is why the logic of
Bios is being imported into machines.
C. genetic engineers and bioengineers are the same insofar as they both seek to force
evolution in an artificial way.
D. historically, philosophers have known that the laws of life can be abstracted and
applied elsewhere.

Question 8- The author claims that, "The apparent veil between the organic and the
manufactured has crumpled to reveal that the two really are, and have always been, of
one being." Which one of the following statements best expresses the point being
made by the author here?

A. Scientific advances are making it increasingly difficult to distinguish between organic

reality and manufactured reality.
B. Apparent reality and organic reality are distinguished by the fact that the former is
manufactured.
C. Organic reality has crumpled under the veil of manufacturing, rendering the apparent
and the real as the same being.
D. The crumpling of the organic veil between apparent and manufactured reality reveals
them to have the same being.

The passage below is accompanied by a set of questions. Choose the best answer to
each question.

Interpretations of the Indian past . . . were inevitably influenced by colonial concerns

and interests, and also by prevalent European ideas about history, civilization and the
Orient. Orientalist scholars studied the languages and the texts with selected Indian
scholars, but made little attempt to understand the world-view of those who were
teaching them. The readings therefore are something of a disjuncture from the
traditional ways of looking at the Indian past. . . .
Orientalism [which we can understand broadly as Western perceptions of the Orient]
fuelled the fantasy and the freedom sought by European Romanticism, particularly in
its opposition to the more disciplined Neo-Classicism. The cultures of Asia were seen
as bringing a new Romantic paradigm. Another Renaissance was anticipated through
an acquaintance with the Orient, and this, it was thought, would be different from the
earlier Greek Renaissance. It was believed that this Oriental Renaissance would
liberate European thought and literature from the increasing focus on discipline and
rationality that had followed from the earlier Enlightenment. . . . [The Romantic
English poets, Wordsworth and Coleridge,] were apprehensive of the changes
introduced by industrialization and turned to nature and to fantasies of the Orient.

However, this enthusiasm gradually changed, to conform with the emphasis later in
the nineteenth century on the innate superiority of European civilization. Oriental
civilizations were now seen as having once been great but currently in decline. The
various phases of Orientalism tended to mould European understanding of the Indian
past into a particular pattern. . . . There was an attempt to formulate Indian culture as
uniform, such formulations being derived from texts that were given priority. The
so-called 'discovery' of India was largely through selected literature in Sanskrit. This
interpretation tended to emphasize non-historical aspects of Indian culture, for
example the idea of an unchanging continuity of society and religion over 3,000 years;
and it was believed that the Indian pattern of life was so concerned with metaphysics
and the subtleties of religious belief that little attention was given to the more tangible
aspects.

German Romanticism endorsed this image of India, and it became the mystic land for
many Europeans, where even the most ordinary actions were imbued with a complex
symbolism. This was the genesis of the idea of the spiritual east, and also,
incidentally, the refuge of European intellectuals seeking to distance themselves from
the changing patterns of their own societies. A dichotomy in values was maintained,
Indian values being described as 'spiritual' and European values as 'materialistic',
with little attempt to juxtapose these values with the reality of Indian society. This
theme has been even more firmly endorsed by a section of Indian opinion during the
last hundred years.

It was a consolation to the Indian intelligentsia for its perceived inability to counter
the technical superiority of the west, a superiority viewed as having enabled Europe
to colonize Asia and other parts of the world. At the height of anti-colonial nationalism
it acted as a salve for having been made a colony of Britain.

Question 9- It can be inferred from the passage that to gain a more accurate view of a
nation's history and culture, scholars should do all of the following EXCEPT:

A. develop an oppositional framework to grasp cultural differences.

B. examine the complex reality of that nation's society.
C. read widely in the country's literature.
D. examine their own beliefs and biases.
Question 10- It can be inferred from the passage that the author is not likely to
support the view that:

A. the Orientalist view of Asia fired the imagination of some Western poets.
B. Indian culture acknowledges the material aspects of life.
C. India's culture has evolved over the centuries.
D. India became a colony although it matched the technical knowledge of the West.

Question 11- Which one of the following styles of research is most similar to the
Orientalist scholars' method of understanding Indian history and culture?

A. Reading about the life of early American settlers and later waves of migration to
understand the evolution of American culture.
B. Reading 18th century accounts by travellers to India to see how they viewed Indian
life and culture of the time.
C. Studying artefacts excavated at a palace to understand the lifestyle of those who
lived there.
D. Analysing Hollywood action movies that depict violence and sex to understand
contemporary America.

Question 12- In the context of the passage, all of the following statements are true
EXCEPT:

A. Orientalist scholarship influenced Indians.

B. Indian texts influenced Orientalist scholars.
C. India's spiritualism served as a salve for European colonisers.
D. Orientalists' understanding of Indian history was linked to colonial concerns.

The passage below is accompanied by a set of questions. Choose the best answer to
each question.

Sociologists working in the Chicago School tradition have focused on how rapid or
dramatic social change causes increases in crime. Just as Durkheim, Marx, Toennies,
and other European sociologists thought that the rapid changes produced by
industrialization and urbanization produced crime and disorder, so too did the
Chicago School theorists. The location of the University of Chicago provided an
excellent opportunity for Park, Burgess, and McKenzie to study the social ecology of
the city. Shaw and McKay found . . . that areas of the city characterized by high levels
of social disorganization had higher rates of crime and delinquency.

In the 1920s and 1930s Chicago, like many American cities, experienced considerable
immigration. Rapid population growth is a disorganizing influence, but growth
resulting from in-migration of very different people is particularly disruptive.
Chicago's in-migrants were both native-born whites and blacks from rural areas and
small towns, and foreign immigrants. The heavy industry of cities like Chicago,
Detroit, and Pittsburgh drew those seeking opportunities and new lives. Farmers and
villagers from America's hinterland, like their European cousins of whom Durkheim
wrote, moved in large numbers into cities. At the start of the twentieth century,
Americans were predominately a rural population, but by the century's mid-point most
lived in urban areas. The social lives of these migrants, as well as those already living
in the cities they moved to, were disrupted by the differences between urban and rural
life. According to social disorganization theory, until the social ecology of the ''new
place'' can adapt, this rapid change is a criminogenic influence. But most rural
migrants, and even many of the foreign immigrants to the city, looked like and
eventually spoke the same language as the natives of the cities into which they
moved. These similarities allowed for more rapid social integration for these migrants
than was the case for African Americans and most foreign immigrants.

In these same decades America experienced what has been called ''the great
migration'': the massive movement of African Americans out of the rural South and
into northern (and some southern) cities. The scale of this migration is one of the
most dramatic in human history. These migrants, unlike their white counterparts, were
not integrated into the cities they now called home. In fact, most American cities at
the end of the twentieth century were characterized by high levels of racial residential
segregation . . . Failure to integrate these migrants, coupled with other forces of
social disorganization such as crowding, poverty, and illness, caused crime rates to
climb in the cities, particularly in the segregated wards and neighborhoods where the
migrants were forced to live.

Foreign immigrants during this period did not look as dramatically different from the
rest of the population as blacks did, but the migrants from eastern and southern
Europe who came to American cities did not speak English, and were frequently
Catholic, while the native born were mostly Protestant. The combination of rapid
population growth with the diversity of those moving into the cities created what the
Chicago School sociologists called social disorganization.

Question 13- A fundamental conclusion by the author is that:

A. the best circumstances for crime to flourish are when there are severe racial
disparities.
B. to prevent crime, it is important to maintain social order through maintaining social
segregation.
C. according to European sociologists, crime in America is mainly in Chicago.
D. rapid population growth and demographic diversity give rise to social disorganisation
that can feed the growth of crime.

Question 14- The author notes that, "At the start of the twentieth century, Americans
were predominately a rural population, but by the century's mid-point most lived in
urban areas." Which one of the following statements, if true, does not contradict this
statement?

A. Demographic transition in America in the twentieth century is strongly marked by an

out-migration from rural areas.
B. A population census conducted in 1952 showed that more Americans lived in rural
areas than in urban ones.
 C. The estimation of per capita income in America in the mid-twentieth century primarily
required data from rural areas.
D. Economists have found that throughout the twentieth century, the size of the labour
force in America has always been largest in rural areas.

Question 15- Which one of the following is not a valid inference from the passage?

A. The failure to integrate in-migrants, along with social problems like poverty, was a
significant reason for the rise in crime in American cities.
B. According to social disorganisation theory, fast-paced social change provides fertile
ground for the rapid growth of crime.
C. The differences between urban and rural lifestyles were crucial factors in the
disruption experienced by migrants to American cities.
D. According to social disorganisation theory, the social integration of African American
migrants into Chicago was slower because they were less organised.

Question 16- Which one of the following sets of words/phrases best encapsulates the
issues discussed in the passage?

A. Durkheim; Marx; Toennies; Shaw

B. Chicago School; Native-born Whites; European immigrants; Poverty
C. Chicago School; Social organisation; Migration; Crime
D. Rapid population growth; Heavy industry; Segregation; Crime

Question 17- The four sentences (labelled 1, 2, 3 and 4) below, when properly
sequenced, would yield a coherent paragraph. Decide on the proper sequencing of
the order of the sentences and key in the sequence of the four numbers as your
answer:

1.Various industrial sectors including retail, transit systems, enterprises, educational

institutions, event organizing, finance, travel etc. have now started leveraging these
beacons solutions to track and communicate with their customers.
2.A beacon fixed on to a shop wall enables the retailer to assess the proximity of the
customer, and come up with a much targeted or personalized communication like
offers, discounts and combos on products in each shelf.
3.Smart phones or other mobile devices can capture the beacon signals, and distance
can be estimated by measuring received signal strength.
4.Beacons are tiny and inexpensive, micro-location-based technology devices that
can send radio frequency signals and notify nearby Bluetooth devices of their
presence and transmit information.

Question 18- The passage given below is followed by four alternate summaries.
Choose the option that best captures the essence of the passage.

"It does seem to me that the job of comedy is to offend, or have the potential to
offend, and it cannot be drained of that potential," Rowan Atkinson said of cancel
culture. "Every joke has a victim. That's the definition of a joke. Someone or
something or an idea is made to look ridiculous." The Netflix star continued, "I think
you've got to be very, very careful about saying what you're allowed to make jokes
about. You've always got to kick up? Really?" He added, "There are lots of extremely
smug and self-satisfied people in what would be deemed lower down in society, who
also deserve to be pulled up. In a proper free society, you should be allowed to make
jokes about absolutely anything."

A. All jokes target someone and one should be able to joke about anyone in the society,
which is inconsistent with cancel culture.
B. Victims of jokes must not only be politicians and royalty, but also arrogant people
from lower classes should be mentioned by comedians.
C. Every joke needs a victim and one needs to include people from lower down the
society and not just the upper class.
D. Cancel culture does not understand the role and duty of comedians, which is to
deride and mock everyone.

Question 19- The four sentences (labelled 1, 2, 3 and 4) below, when properly
sequenced, would yield a coherent paragraph. Decide on the proper sequencing of
the order of the sentences and key in the sequence of the four numbers as your
answer:

1. The more we are able to accept that our achievements are largely out of our control,
the easier it becomes to understand that our failures, and those of others, are too.
2. But the raft of recent books about the limits of merit is an important correction to
the arrogance of contemporary entitlement and an opportunity to reassert the
importance of luck, or grace, in our thinking.
3. Meritocracy as an organising principle is an inevitable function of a free society, as
we are designed to see our achievements as worthy of reward.
4. And that in turn should increase our humility and the respect with which we treat
our fellow citizens, helping ultimately to build a more compassionate society.

Question 20- The passage given below is followed by four alternate summaries.
Choose the option that best captures the essence of the passage.

Tamsin Blanchard, curator of Fashion Open Studio, an initiative by a campaign group

showcasing the work of ethical designers says, "We're all drawn to an exquisite piece
of embroidery, a colourful textile or even a style of dressing that might have
originated from another heritage. [But] this magpie mentality, where all of culture and
history is up for grabs as 'inspiration', has accelerated since the proliferation of social
media... Where once a fashion student might research the history and traditions of a
particular item of clothing with care and respect, we now have a world where images
are lifted from image libraries without a care for their cultural significance. It's easier
than ever to steal a motif or a craft technique and transfer it on to a piece of clothing
that is either mass produced or appears on a runway without credit or compensation
to their original communities."

A. Media has encouraged mass production; images are copied effortlessly without care
or concern for the interests of ethnic communities.
 B. Cultural collaboration is the need of the hour. Beautiful design ideas of indigenous
people need to be showcased and shared worldwide.
C. Taking fashion ideas from any cultural group without their consent is a form of
appropriation without giving due credit, compensation, and respect.
D. Copying an embroidery design or pattern of textile from native communities who own
them is tantamount to stealing and they need to be compensated.

Question 21- There is a sentence that is missing in the paragraph below. Look at the
paragraph and decide in which blank (option 1, 2, 3, or 4) the following sentence
would best fit.

Sentence: This has meant a lot of uncertainty around what a wide-scale return to
office might look like in practice.

Paragraph: Bringing workers back to their desks has been a rocky road for employers
and employees alike. The evolution of the pandemic has meant that best laid plans
have often not materialised. ___(1)___ The flow of workers back into offices has been
more of a trickle than a steady stream. ___(2)___ Yet while plenty of companies are
still working through their new policies, some employees across the globe are now
back at their desks, whether on a full-time or hybrid basis. ___(3)___ That means
we're beginning to get some clarity on what return-to-office means - what's working,
as well as what has yet to be settled. ___(4)___

A. Option 1
B. Option 2
C. Option 3
D. Option 4

Question 22- There is a sentence that is missing in the paragraph below. Look at the
paragraph and decide in which blank (option 1, 2, 3, or 4) the following sentence
would best fit.

Sentence: When people socially learn from each other, they often learn without
understanding why what they're copying-the beliefs and behaviours and technologies
and know-how-works.

Paragraph: ___(1)___. The dual-inheritance theory ....says....that inheritance is itself

an evolutionary system. It has variation. What makes us a new kind of animal, and so
different and successful as a species, is we rely heavily on social learning, to the
point where socially acquired information is effectively a second line of inheritance,
the first being our genes.... ___(2)___. People tend to home in on who seems to be the
smartest or most successful person around, as well as what everybody seems to be
doing-the majority of people have something worth learning. ___(3)___. When you
repeat this process over time, you can get, around the world, cultural
packages-beliefs or behaviours or technology or other solutions-that are adapted to
the local conditions. People have different psychologies, effectively. ___(4)___.

A. Option 1
 B. Option 2
C. Option 3
D. Option 4

Question 23- The passage given below is followed by four alternate summaries.
Choose the option that best captures the essence of the passage.

To defend the sequence of alphabetisation may seem bizarre, so obvious is its

application that it is hard to imagine a reference, catalogue or listing without it. But
alphabetical order was not an immediate consequence of the alphabet itself. In the
Middle Ages, deference for ecclesiastical tradition left scholars reluctant to categorise
things according to the alphabet - to do so would be a rejection of the divine order.
The rediscovery of the ancient Greek and Roman classics necessitated more efficient
ways of ordering, searching and referencing texts. Government bureaucracy in the
16th and 17th centuries quickened the advance of alphabetical order, bringing with it
pigeonholes, notebooks and card indexes.

A. While adoption of the written alphabet was easily accomplished, it took scholars
several centuries to accept the alphabetic sequence as a useful tool in their work.
B. The alphabetic order took several centuries to gain common currency because of
religious beliefs and a lack of appreciation of its efficacy in the ordering of things.
C. The ban on the use by scholars of any form of categorisation - but the divinely
ordained one - delayed the adoption of the alphabetic sequence by several centuries.
D. Unlike the alphabet, once the efficacy of the alphabetic sequence became apparent
to scholars and administrators, its use became widespread.

Question 24- The four sentences (labelled 1, 2, 3 and 4) below, when properly
sequenced, would yield a coherent paragraph. Decide on the proper sequencing of
the order of the sentences and key in the sequence of the four numbers as your
answer:

1. If I wanted to sit indoors and read, or play Sonic the Hedgehog on a red-hot Sega
Mega Drive, I would often be made to feel guilty about not going outside to "enjoy it
while it lasts".
2. My mum, quite reasonably, wanted me and my sister out of the house, in the sun.
3. Tales of my mum's idyllic-sounding childhood in the Sussex countryside, where
trees were climbed by 8 am and streams navigated by lunchtime, were passed down
to us like folklore.
4. To an introverted kid, that felt like a threat - and the feeling has stayed with me.