CAT 2022 Slot 3: Past Year Question Paper - CAT MCQ

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?

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:

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

It can be inferred from the passage that the author is not likely to support the view that:

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

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

It can be inferred that in the Utrecht University experiment, one group of people was “aimlessly clicking around” because:

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:

In the context of the passage, all of the following can be considered examples of humancentered automation EXCEPT:

Which one of the following sets of words/phrases best serves as keywords to the passage?

None of the following statements is implied by the arguments of the passage, EXCEPT:

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?

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?

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.”

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.

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.”

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.

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.

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 alot 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)____

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)____.

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.

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.

Q. How many students took AI?

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.

Q. How many CS students failed in ML?

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.

Q. How many non-CS students got A grade in ML?

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.

Q. How many students got A grade in AI?

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.

Q. How many non-CS students got B grade in ML?

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