SNAP Mock Test - 1 (New Pattern) Included RC's - CAT MCQ

DIRECTIONS for the question: Identify the meaning of the given idiom/ phrase.

Raise Cain

DIRECTIONS for the question: Complete the sentence by filling in the appropriate blank/blanks from the options provided.

"If you are morose." you feel ______________

DIRECTIONS for the question : Read the passage and answer the question based on it. 

My new mistress proved to be all she appeared when I first met her at the door- a woman of the kindest heart and feelings. She had never had a slave under her control previously and prior to her marriage she had been dependent upon her own industry for a living. She was by trade a weaver, and by constant application to her business, she had been in a good degree preserved from the lighting and dehumanizing effects of slavery. I was utterly astonished at her goodness. I scarcely knew how to behave towards her. My early instruction was all out of place. The crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not deem it to be impudent or unmannerly for a slave to look in the face. The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen her. But alas! This kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its internal work.

Very soon I went to live with Mr. and Mrs. Auld; she very kindly commenced to teach me the A, B, C. After I had learnt this, she assisted me in learning to spell words of three and four letters. Just at this point of my progress, Mr. Auld found out what was going on , and at once forbade Mrs. Auld to instruct me further, telling her that it was unlawful, as well as unsafe, to teach a slave to read. Further he said, "If you give a slave an inch, he will take a mile. A slave should know nothing but to obey his master - to do as he is told to do. Learning would spoil the best slave in this world. "Now," said he, "If you teach that boy (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to him, it could do him no good, but a great deal of harm. It would make him discontented and unhappy. "These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. I now understood what had been to me a most perplexing difficulty - the white man's power to enslave the black man. From that moment, I understood that pathway from slavery to freedom. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which my master spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.

Q. The author's main purpose in this passage is to

DIRECTIONS for the question: Read the passage and answer the question based on it. 

My new mistress proved to be all she appeared when I first met her at the door- a woman of the kindest heart and feelings. She had never had a slave under her control previously and prior to her marriage she had been dependent upon her own industry for a living. She was by trade a weaver, and by constant application to her business, she had been in a good degree preserved from the lighting and dehumanizing effects of slavery. I was utterly astonished at her goodness. I scarcely knew how to behave towards her. My early instruction was all out of place. The crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not deem it to be impudent or unmannerly for a slave to look in the face. The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen her. But alas! This kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its internal work.

Very soon I went to live with Mr. and Mrs. Auld; she very kindly commenced to teach me the A, B, C. After I had learnt this, she assisted me in learning to spell words of three and four letters. Just at this point of my progress, Mr. Auld found out what was going on , and at once forbade Mrs. Auld to instruct me further, telling her that it was unlawful, as well as unsafe, to teach a slave to read. Further he said, "If you give a slave an inch, he will take a mile. A slave should know nothing but to obey his master - to do as he is told to do. Learning would spoil the best slave in this world. "Now," said he, "If you teach that boy (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to him, it could do him no good, but a great deal of harm. It would make him discontented and unhappy. "These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. I now understood what had been to me a most perplexing difficulty - the white man's power to enslave the black man. From that moment, I understood that pathway from slavery to freedom. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which my master spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.

Q. For which of the following reasons does Mr. Auld forbid his wife to educate the slave?

A. Providing slaves with an education violates the law
B. He believes slaves lack the capacity for education
C. He fears education would leave the slave less submissive

DIRECTIONS for the question: Read the passage and answer the question based on it. 

My new mistress proved to be all she appeared when I first met her at the door- a woman of the kindest heart and feelings. She had never had a slave under her control previously and prior to her marriage she had been dependent upon her own industry for a living. She was by trade a weaver, and by constant application to her business, she had been in a good degree preserved from the lighting and dehumanizing effects of slavery. I was utterly astonished at her goodness. I scarcely knew how to behave towards her. My early instruction was all out of place. The crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not deem it to be impudent or unmannerly for a slave to look in the face. The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen her. But alas! This kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its internal work.

Very soon I went to live with Mr. and Mrs. Auld; she very kindly commenced to teach me the A, B, C. After I had learnt this, she assisted me in learning to spell words of three and four letters. Just at this point of my progress, Mr. Auld found out what was going on , and at once forbade Mrs. Auld to instruct me further, telling her that it was unlawful, as well as unsafe, to teach a slave to read. Further he said, "If you give a slave an inch, he will take a mile. A slave should know nothing but to obey his master - to do as he is told to do. Learning would spoil the best slave in this world. "Now," said he, "If you teach that boy (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to him, it could do him no good, but a great deal of harm. It would make him discontented and unhappy. "These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. I now understood what had been to me a most perplexing difficulty - the white man's power to enslave the black man. From that moment, I understood that pathway from slavery to freedom. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which my master spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.

Q. The tone of author in acknowledging his debt to his master can be best described as

DIRECTIONS for the question : Read the passage and answer the question based on it. 

My new mistress proved to be all she appeared when I first met her at the door- a woman of the kindest heart and feelings. She had never had a slave under her control previously and prior to her marriage she had been dependent upon her own industry for a living. She was by trade a weaver, and by constant application to her business, she had been in a good degree preserved from the lighting and dehumanizing effects of slavery. I was utterly astonished at her goodness. I scarcely knew how to behave towards her. My early instruction was all out of place. The crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not deem it to be impudent or unmannerly for a slave to look in the face. The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen her. But alas! This kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its internal work.

Very soon I went to live with Mr. and Mrs. Auld; she very kindly commenced to teach me the A, B, C. After I had learnt this, she assisted me in learning to spell words of three and four letters. Just at this point of my progress, Mr. Auld found out what was going on , and at once forbade Mrs. Auld to instruct me further, telling her that it was unlawful, as well as unsafe, to teach a slave to read. Further he said, "If you give a slave an inch, he will take a mile. A slave should know nothing but to obey his master - to do as he is told to do. Learning would spoil the best slave in this world. "Now," said he, "If you teach that boy (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to him, it could do him no good, but a great deal of harm. It would make him discontented and unhappy. "These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. I now understood what had been to me a most perplexing difficulty - the white man's power to enslave the black man. From that moment, I understood that pathway from slavery to freedom. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which my master spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.

Q. The meaning of the word impudent as per the context of the passage will be

DIRECTIONS for the question: Complete the following sentence with the best alternative.

In the month of May, the ____sound of the ice-cream cart can be heard.

DIRECTIONS for the question: Choose the word from the options which is most Similar in meaning to the given word.

DILIGENT

DIRECTIONS for the question: A sentence is divided into four parts.

Choose the part that is/are grammatically incorrect.

DIRECTIONS for the question: Complete the sentence by filling in the appropriate blank/blanks from the options provided.

__________by the invigorating smell of water-soaked soil, he retreated to the guest house, and watched the flower pods quiver in the rain. Peace could not be more____________.

DIRECTIONS for the question: Choose the most logical order of sentences from among the given choices to construct a coherent paragraph.

A. Online, one can be anything, anyone, of any age, gender, nationality, biography or appearance.
B. And yet one may use words and delve into verbal play to enact one’s deepest psyche, to reveal the identity that is buried in everyday life and useless in the real world of social interaction.
C. To hook up by way of words is often to play hooky with a reality that doesn’t obey our words.
D. It is to search for a psychic order that can be forcefully denied by social order and which one would like to stealthily achieve in the deepest recesses one one’s mind.
E. Hence the intensely erotic nature of such play, which, in a way, is an alternative outlet for repressed energies and emotions, without any fear of being caught.

DIRECTIONS for the question: Identify the correct part of speech of the underline word.

Right

DIRECTIONS for the question: Analyse the graph/s given below and answer the question that follows.

The chart below shows the number of students from Peepal Tree school participating in a social outdoor event from the three divisions A, B and C of classes from 6th to 10th.

Q. The ratio of students below VIII standard to those above it, was

DIRECTIONS for the question: Analyse the graph/s given below and answer the question that follows.

The chart below shows the number of students from Peepal Tree school participating in a social outdoor event from the three divisions A, B and C of classes from 6th to 10th.

Q. The VIII-A students were what percentage more than VII-B?

Find the value of log (a² / bc) + log (b² / ac) + log (c² / ab)

Mr. Seth borrows Rs. 32,760 without interest and agrees to pay back in 12 monthly installments, each being twice the preceding one. Find the 2^nd and the last installment.

A square of side 2 m is made to form an octagon by chipping off triangular portions from its sides. If the octagon so formed is regular in nature, then the side of the octagon is:

There are 50 students admitted to a nursery class, who all can speak at least one of English or Hindi. Some students can speak only English and some can speak only Hindi. Ten students can speak both English and Hindi.  If the number of students who can speak English is 21, then how many students can speak Hindi, how many can speak only Hindi and how many can speak only English?

Arun does half as much work as Bipin in three fourth of the time. If they take 18 days to finish a job working together, how much time will Bipin take to finish the job alone?

A bag contains 8 white and 12 blue chips while another bag contains 6 white, 6 black and 8 blue chips. A chip is removed from a bag and placed in the other bag. A chip is now removed from the other bag. What is the probability that the chip is black?

Ram travels at the rate of 3 km/h and he reaches 15 minutes late. If he travels at the rate of 4 km/h, he reaches 15 minutes earlier. What is the distance Ram has to travel?

DIRECTIONS for the question: Solve the following question and mark the best possible option.

In a certain town 25% families own a phone and 15% own a car, 65% families own neither a phone nor a car. 2000 families own both a car and a phone. Consider the following statements in this regard:

A. 10% families own both a car and a phone.
B. 35% families own either a car or a phone or both.
C. 40,000 families live in the town.

Q. Which of the above statements are correct?

A large cube is formed by melting three smaller cubes of 3 cm, 4 cm and 5 cm side. What is the ratio of the total surface areas of the smaller cube and the larger cube?

If xy = yz = zx and xz = y², the which of the following is correct?

How many three digit positive integers, with digits x, y and z in the hundred's, ten’s and unit's place respectively, exist such that x < y, z< y and x ≠ 0?

P and Q are 240km apart. Amit starts from P towards Q at 3 am .Rajveer starts from Q towards P at 8am. Amit is 50% faster than Rajveer They cross each other at 5pm. At what time is the distance between them 100 km, for second time?

`N' persons stand on the circumference of a circle at distinct points. Each possible pair of persons, not standing next to each other, sings a two-minute song one pair after the other. If the total time taken for singing is 28 minutes, what is `N'?