CAT Mini Mock Test - 1 - CAT MCQ
30 Questions MCQ Test - CAT Mini Mock Test - 1
Directions: Read the following passage carefully and answer the given question.
The psychiatrist, psychoanalyst and 'anti psychiatrist' Thomas Szasz argued that there was no such thing as mental illness. He believed that mental illnesses were 'problems of living': personal conflicts, bad habits and moral faults. Therefore, mental illness was the sufferer's own personal responsibility. As a consequence, Szasz claimed that psychiatry should be abolished as a medical discipline, since it had nothing to treat. If a person's symptoms had a physiological basis, then they were physical disorders of the brain rather than 'mental' ones.
I personally believe that mental illnesses are mental only in that they are psychiatric. Ordinary understandings of the mind, and what is and isn't part of it, have nothing to do with it. Perception is generally considered to be mental, a part of the mind – yet, while medicine considers deafness and blindness to be disorders of perception, it doesn't class them as mental illnesses. Why? The answer is obvious: because psychiatrists generally aren't the best doctors to treat deafness and blindness.
When people talk about 'the mind' and 'the mental' in psychiatry, my first thought is always 'What exactly do they mean?' A 'mental' illness is just an illness that psychiatry is equipped to deal with. That's determined as much by practical considerations about the skills psychiatrists have to offer, as it is by theoretical or philosophical factors. But this pragmatic approach hides itself behind appeals to 'mental illness'. In many contexts, the term mental tends to bring along inappropriate and stigmatizing connotations – showing that the wrong bridges have been built.
Imagine that you suffer from long-term, chronic pain. You go to the latest in a series of doctors: by this point, and especially if you are a member of a marginalized group (a woman or person of color, say), doctors might have dismissed or disbelieved you; they might have assumed you were exaggerating your pain, or perhaps that you were a hypochondriac. After some tests, and some questions, you're eventually told that your chronic pain is a mental illness, and referred to a psychiatrist. The psychiatrist, you are told, will not prescribe drugs or surgery, but will instead prescribe psychotherapy, also known as 'talk therapy', and occasionally, 'mental therapy'.
You might, quite reasonably, think that this doctor disbelieves you too. Perhaps they think that you have a delusion, or that you're lying because of some kind of personality disorder? In mainstream pieces on the topic, being referred to a psychiatrist is seen as tantamount to being disbelieved, dismissed or called a hypochondriac. It's understandable that you might be annoyed for your condition to be branded a 'mental illness'. But what about your doctor – what did they want you to take away from that interaction? It might well be that they absolutely believed that you were in severe, involuntary pain, caused by heightened sensitisation of the peripheral nervous system as a result of 'rewiring'. Pain that results from rewiring of the nervous system is known as 'neoplastic pain', recognised as a highly medically significant category of pain. They don't necessarily think you're lying or delusional. In invoking 'mental illness', what they might have meant is only that it might be best treated by talk therapy, and best managed and understood by a psychiatrist.
Q. Which of the following can be best inferred about Thomas Szasz terming mental illnesses as 'problems of living'?
Directions: Read the following passage carefully and answer the given question.
The psychiatrist, psychoanalyst and 'anti psychiatrist' Thomas Szasz argued that there was no such thing as mental illness. He believed that mental illnesses were 'problems of living': personal conflicts, bad habits and moral faults. Therefore, mental illness was the sufferer's own personal responsibility. As a consequence, Szasz claimed that psychiatry should be abolished as a medical discipline, since it had nothing to treat. If a person's symptoms had a physiological basis, then they were physical disorders of the brain rather than 'mental' ones.
I personally believe that mental illnesses are mental only in that they are psychiatric. Ordinary understandings of the mind, and what is and isn't part of it, have nothing to do with it. Perception is generally considered to be mental, a part of the mind – yet, while medicine considers deafness and blindness to be disorders of perception, it doesn't class them as mental illnesses. Why? The answer is obvious: because psychiatrists generally aren't the best doctors to treat deafness and blindness.
When people talk about 'the mind' and 'the mental' in psychiatry, my first thought is always 'What exactly do they mean?' A 'mental' illness is just an illness that psychiatry is equipped to deal with. That's determined as much by practical considerations about the skills psychiatrists have to offer, as it is by theoretical or philosophical factors. But this pragmatic approach hides itself behind appeals to 'mental illness'. In many contexts, the term mental tends to bring along inappropriate and stigmatizing connotations – showing that the wrong bridges have been built.
Imagine that you suffer from long-term, chronic pain. You go to the latest in a series of doctors: by this point, and especially if you are a member of a marginalized group (a woman or person of color, say), doctors might have dismissed or disbelieved you; they might have assumed you were exaggerating your pain, or perhaps that you were a hypochondriac. After some tests, and some questions, you're eventually told that your chronic pain is a mental illness, and referred to a psychiatrist. The psychiatrist, you are told, will not prescribe drugs or surgery, but will instead prescribe psychotherapy, also known as 'talk therapy', and occasionally, 'mental therapy'.
You might, quite reasonably, think that this doctor disbelieves you too. Perhaps they think that you have a delusion, or that you're lying because of some kind of personality disorder? In mainstream pieces on the topic, being referred to a psychiatrist is seen as tantamount to being disbelieved, dismissed or called a hypochondriac. It's understandable that you might be annoyed for your condition to be branded a 'mental illness'. But what about your doctor – what did they want you to take away from that interaction? It might well be that they absolutely believed that you were in severe, involuntary pain, caused by heightened sensitisation of the peripheral nervous system as a result of 'rewiring'. Pain that results from rewiring of the nervous system is known as 'neoplastic pain', recognised as a highly medically significant category of pain. They don't necessarily think you're lying or delusional. In invoking 'mental illness', what they might have meant is only that it might be best treated by talk therapy, and best managed and understood by a psychiatrist.
Q. In the statement 'mental illnesses are mental only in that they are psychiatric', what is the author trying to imply?
Directions: Read the following passage carefully and answer the given question.
The psychiatrist, psychoanalyst and 'anti psychiatrist' Thomas Szasz argued that there was no such thing as mental illness. He believed that mental illnesses were 'problems of living': personal conflicts, bad habits and moral faults. Therefore, mental illness was the sufferer's own personal responsibility. As a consequence, Szasz claimed that psychiatry should be abolished as a medical discipline, since it had nothing to treat. If a person's symptoms had a physiological basis, then they were physical disorders of the brain rather than 'mental' ones.
I personally believe that mental illnesses are mental only in that they are psychiatric. Ordinary understandings of the mind, and what is and isn't part of it, have nothing to do with it. Perception is generally considered to be mental, a part of the mind – yet, while medicine considers deafness and blindness to be disorders of perception, it doesn't class them as mental illnesses. Why? The answer is obvious: because psychiatrists generally aren't the best doctors to treat deafness and blindness.
When people talk about 'the mind' and 'the mental' in psychiatry, my first thought is always 'What exactly do they mean?' A 'mental' illness is just an illness that psychiatry is equipped to deal with. That's determined as much by practical considerations about the skills psychiatrists have to offer, as it is by theoretical or philosophical factors. But this pragmatic approach hides itself behind appeals to 'mental illness'. In many contexts, the term mental tends to bring along inappropriate and stigmatizing connotations – showing that the wrong bridges have been built.
Imagine that you suffer from long-term, chronic pain. You go to the latest in a series of doctors: by this point, and especially if you are a member of a marginalized group (a woman or person of color, say), doctors might have dismissed or disbelieved you; they might have assumed you were exaggerating your pain, or perhaps that you were a hypochondriac. After some tests, and some questions, you're eventually told that your chronic pain is a mental illness, and referred to a psychiatrist. The psychiatrist, you are told, will not prescribe drugs or surgery, but will instead prescribe psychotherapy, also known as 'talk therapy', and occasionally, 'mental therapy'.
You might, quite reasonably, think that this doctor disbelieves you too. Perhaps they think that you have a delusion, or that you're lying because of some kind of personality disorder? In mainstream pieces on the topic, being referred to a psychiatrist is seen as tantamount to being disbelieved, dismissed or called a hypochondriac. It's understandable that you might be annoyed for your condition to be branded a 'mental illness'. But what about your doctor – what did they want you to take away from that interaction? It might well be that they absolutely believed that you were in severe, involuntary pain, caused by heightened sensitisation of the peripheral nervous system as a result of 'rewiring'. Pain that results from rewiring of the nervous system is known as 'neoplastic pain', recognised as a highly medically significant category of pain. They don't necessarily think you're lying or delusional. In invoking 'mental illness', what they might have meant is only that it might be best treated by talk therapy, and best managed and understood by a psychiatrist.
Q. Which of the following, in context of the passage, would justify terming an illness as 'mental illness'?
Directions: Read the following passage carefully and answer the given question.
The psychiatrist, psychoanalyst and 'anti psychiatrist' Thomas Szasz argued that there was no such thing as mental illness. He believed that mental illnesses were 'problems of living': personal conflicts, bad habits and moral faults. Therefore, mental illness was the sufferer's own personal responsibility. As a consequence, Szasz claimed that psychiatry should be abolished as a medical discipline, since it had nothing to treat. If a person's symptoms had a physiological basis, then they were physical disorders of the brain rather than 'mental' ones.
I personally believe that mental illnesses are mental only in that they are psychiatric. Ordinary understandings of the mind, and what is and isn't part of it, have nothing to do with it. Perception is generally considered to be mental, a part of the mind – yet, while medicine considers deafness and blindness to be disorders of perception, it doesn't class them as mental illnesses. Why? The answer is obvious: because psychiatrists generally aren't the best doctors to treat deafness and blindness.
When people talk about 'the mind' and 'the mental' in psychiatry, my first thought is always 'What exactly do they mean?' A 'mental' illness is just an illness that psychiatry is equipped to deal with. That's determined as much by practical considerations about the skills psychiatrists have to offer, as it is by theoretical or philosophical factors. But this pragmatic approach hides itself behind appeals to 'mental illness'. In many contexts, the term mental tends to bring along inappropriate and stigmatizing connotations – showing that the wrong bridges have been built.
Imagine that you suffer from long-term, chronic pain. You go to the latest in a series of doctors: by this point, and especially if you are a member of a marginalized group (a woman or person of color, say), doctors might have dismissed or disbelieved you; they might have assumed you were exaggerating your pain, or perhaps that you were a hypochondriac. After some tests, and some questions, you're eventually told that your chronic pain is a mental illness, and referred to a psychiatrist. The psychiatrist, you are told, will not prescribe drugs or surgery, but will instead prescribe psychotherapy, also known as 'talk therapy', and occasionally, 'mental therapy'.
You might, quite reasonably, think that this doctor disbelieves you too. Perhaps they think that you have a delusion, or that you're lying because of some kind of personality disorder? In mainstream pieces on the topic, being referred to a psychiatrist is seen as tantamount to being disbelieved, dismissed or called a hypochondriac. It's understandable that you might be annoyed for your condition to be branded a 'mental illness'. But what about your doctor – what did they want you to take away from that interaction? It might well be that they absolutely believed that you were in severe, involuntary pain, caused by heightened sensitisation of the peripheral nervous system as a result of 'rewiring'. Pain that results from rewiring of the nervous system is known as 'neoplastic pain', recognised as a highly medically significant category of pain. They don't necessarily think you're lying or delusional. In invoking 'mental illness', what they might have meant is only that it might be best treated by talk therapy, and best managed and understood by a psychiatrist.
Q. Which of the following statements is the author most likely to disagree with?
Directions: Read the passage and answer the question based on it.
Ninety seven years old; this is the age of the oldest student in the world who graduated from a university, who has recently received a Master's in Clinical Science - 76 years after attaining his first university degree. However, as extreme as this example may seem, a question remains highly debatable: Is it ever too late to study?
Studying is one of the main tools used to gain knowledge in a variety of subjects, notions, and the world around us in general. It is the basic channel of perception of reality, which we otherwise would be unable to understand. Ignoring the opportunity to study would basically be equal to ignoring the whole world that surrounds us. Therefore, it stands as perfectly reasonable to further one's education after graduating from high school.
Higher education in the United States is viewed as a wise choice, as it invests in one's future and gains an asset that will be one's stronghold when climbing up the social ladder. Many high school graduates do not have an opportunity to continue their education right away. Therefore, when a person has already achieved a stable career and knows exactly what it is he or she wants to deepen their knowledge in, he or she has the right to continue.
With the American educational system being arguably a flexible one, you do not even have to become a full-time student anymore to learn more about the subjects that interest you. You can take a few courses at a certain university, pay the fees, and attend the classes for your own purposes.
Nevertheless, it is believed that after some point in life, it becomes too late for activities such as being a student. Choosing to be a student in many cases means you are willing and able to take on the whole package, or otherwise you risk feeling like an outcast and dropping out of school, even if the classes are interesting and the professors are fantastic. When you consider applying to a specific university after a certain age, when the above mentioned happenings become of a lesser value to you, look at those institutions that are more flexible and do not require living on campus and fully engaging in the academic and non-academic sides of university life.
Another factor that might get in the way of effective studying after a certain age is your capabilities. If you decide to finally become a student, it is implied that you have the required desire to learn, listen, and absorb the knowledge. However, unfortunately, sometimes just the desire itself is not enough. It is a known fact that with age, our memory, attention, and ability to learn may decrease greatly - studying may become a much more difficult challenge than it could have been when we were younger. At the same time, if you have the dedication, motivation, and persistence to become a student at a later stage in life, I suppose these traits will aid you in achieving your aim as well.
Studying is a necessity rather than a privilege. It should never be too late to study if a person wants to. There is no doubt that setting an expiration date on one's opportunity to learn and follow their dreams would be wrong. Despite all the analyzed obstacles that may possibly come in the way of studying, they should not become an insurmountable barrier in the path of one's self-actualisation.
Q. According to the author of the passage, higher education is considered a "wise choice" in the United States because
Directions: Read the passage and answer the question based on it.
Ninety seven years old; this is the age of the oldest student in the world who graduated from a university, who has recently received a Master's in Clinical Science - 76 years after attaining his first university degree. However, as extreme as this example may seem, a question remains highly debatable: Is it ever too late to study?
Studying is one of the main tools used to gain knowledge in a variety of subjects, notions, and the world around us in general. It is the basic channel of perception of reality, which we otherwise would be unable to understand. Ignoring the opportunity to study would basically be equal to ignoring the whole world that surrounds us. Therefore, it stands as perfectly reasonable to further one's education after graduating from high school.
Higher education in the United States is viewed as a wise choice, as it invests in one's future and gains an asset that will be one's stronghold when climbing up the social ladder. Many high school graduates do not have an opportunity to continue their education right away. Therefore, when a person has already achieved a stable career and knows exactly what it is he or she wants to deepen their knowledge in, he or she has the right to continue.
With the American educational system being arguably a flexible one, you do not even have to become a full-time student anymore to learn more about the subjects that interest you. You can take a few courses at a certain university, pay the fees, and attend the classes for your own purposes.
Nevertheless, it is believed that after some point in life, it becomes too late for activities such as being a student. Choosing to be a student in many cases means you are willing and able to take on the whole package, or otherwise you risk feeling like an outcast and dropping out of school, even if the classes are interesting and the professors are fantastic. When you consider applying to a specific university after a certain age, when the above mentioned happenings become of a lesser value to you, look at those institutions that are more flexible and do not require living on campus and fully engaging in the academic and non-academic sides of university life.
Another factor that might get in the way of effective studying after a certain age is your capabilities. If you decide to finally become a student, it is implied that you have the required desire to learn, listen, and absorb the knowledge. However, unfortunately, sometimes just the desire itself is not enough. It is a known fact that with age, our memory, attention, and ability to learn may decrease greatly - studying may become a much more difficult challenge than it could have been when we were younger. At the same time, if you have the dedication, motivation, and persistence to become a student at a later stage in life, I suppose these traits will aid you in achieving your aim as well.
Studying is a necessity rather than a privilege. It should never be too late to study if a person wants to. There is no doubt that setting an expiration date on one's opportunity to learn and follow their dreams would be wrong. Despite all the analyzed obstacles that may possibly come in the way of studying, they should not become an insurmountable barrier in the path of one's self-actualisation.
Q. Each of the following statements can be derived about studying from the passage EXCEPT:
Directions: Read the passage and answer the question based on it.
Ninety seven years old; this is the age of the oldest student in the world who graduated from a university, who has recently received a Master's in Clinical Science - 76 years after attaining his first university degree. However, as extreme as this example may seem, a question remains highly debatable: Is it ever too late to study?
Studying is one of the main tools used to gain knowledge in a variety of subjects, notions, and the world around us in general. It is the basic channel of perception of reality, which we otherwise would be unable to understand. Ignoring the opportunity to study would basically be equal to ignoring the whole world that surrounds us. Therefore, it stands as perfectly reasonable to further one's education after graduating from high school.
Higher education in the United States is viewed as a wise choice, as it invests in one's future and gains an asset that will be one's stronghold when climbing up the social ladder. Many high school graduates do not have an opportunity to continue their education right away. Therefore, when a person has already achieved a stable career and knows exactly what it is he or she wants to deepen their knowledge in, he or she has the right to continue.
With the American educational system being arguably a flexible one, you do not even have to become a full-time student anymore to learn more about the subjects that interest you. You can take a few courses at a certain university, pay the fees, and attend the classes for your own purposes.
Nevertheless, it is believed that after some point in life, it becomes too late for activities such as being a student. Choosing to be a student in many cases means you are willing and able to take on the whole package, or otherwise you risk feeling like an outcast and dropping out of school, even if the classes are interesting and the professors are fantastic. When you consider applying to a specific university after a certain age, when the above mentioned happenings become of a lesser value to you, look at those institutions that are more flexible and do not require living on campus and fully engaging in the academic and non-academic sides of university life.
Another factor that might get in the way of effective studying after a certain age is your capabilities. If you decide to finally become a student, it is implied that you have the required desire to learn, listen, and absorb the knowledge. However, unfortunately, sometimes just the desire itself is not enough. It is a known fact that with age, our memory, attention, and ability to learn may decrease greatly - studying may become a much more difficult challenge than it could have been when we were younger. At the same time, if you have the dedication, motivation, and persistence to become a student at a later stage in life, I suppose these traits will aid you in achieving your aim as well.
Studying is a necessity rather than a privilege. It should never be too late to study if a person wants to. There is no doubt that setting an expiration date on one's opportunity to learn and follow their dreams would be wrong. Despite all the analyzed obstacles that may possibly come in the way of studying, they should not become an insurmountable barrier in the path of one's self-actualisation.
Q. Which of the following statements can be inferred from the information provided in the passage?
Directions: Read the passage and answer the question based on it.
Ninety seven years old; this is the age of the oldest student in the world who graduated from a university, who has recently received a Master's in Clinical Science - 76 years after attaining his first university degree. However, as extreme as this example may seem, a question remains highly debatable: Is it ever too late to study?
Studying is one of the main tools used to gain knowledge in a variety of subjects, notions, and the world around us in general. It is the basic channel of perception of reality, which we otherwise would be unable to understand. Ignoring the opportunity to study would basically be equal to ignoring the whole world that surrounds us. Therefore, it stands as perfectly reasonable to further one's education after graduating from high school.
Higher education in the United States is viewed as a wise choice, as it invests in one's future and gains an asset that will be one's stronghold when climbing up the social ladder. Many high school graduates do not have an opportunity to continue their education right away. Therefore, when a person has already achieved a stable career and knows exactly what it is he or she wants to deepen their knowledge in, he or she has the right to continue.
With the American educational system being arguably a flexible one, you do not even have to become a full-time student anymore to learn more about the subjects that interest you. You can take a few courses at a certain university, pay the fees, and attend the classes for your own purposes.
Nevertheless, it is believed that after some point in life, it becomes too late for activities such as being a student. Choosing to be a student in many cases means you are willing and able to take on the whole package, or otherwise you risk feeling like an outcast and dropping out of school, even if the classes are interesting and the professors are fantastic. When you consider applying to a specific university after a certain age, when the above mentioned happenings become of a lesser value to you, look at those institutions that are more flexible and do not require living on campus and fully engaging in the academic and non-academic sides of university life.
Another factor that might get in the way of effective studying after a certain age is your capabilities. If you decide to finally become a student, it is implied that you have the required desire to learn, listen, and absorb the knowledge. However, unfortunately, sometimes just the desire itself is not enough. It is a known fact that with age, our memory, attention, and ability to learn may decrease greatly - studying may become a much more difficult challenge than it could have been when we were younger. At the same time, if you have the dedication, motivation, and persistence to become a student at a later stage in life, I suppose these traits will aid you in achieving your aim as well.
Studying is a necessity rather than a privilege. It should never be too late to study if a person wants to. There is no doubt that setting an expiration date on one's opportunity to learn and follow their dreams would be wrong. Despite all the analyzed obstacles that may possibly come in the way of studying, they should not become an insurmountable barrier in the path of one's self-actualisation.
Q. As stated in the passage, the author believes that after a certain age
Five jumbled-up sentences, related to a topic, are given below. Four of them can be put together to form a coherent paragraph. Identify the odd one out and key in the number of the sentence as your answer.
1. Climate change's repercussions are manifesting globally, evidenced by increased extreme weather events.
2. Ice caps are melting at an unprecedented rate, contributing to rising sea levels.
3. Addressing this requires a drastic reduction in greenhouse gas emissions and a shift towards sustainable practices.
4. Governments worldwide are grappling with economic challenges posed by necessary policy changes.
5. Deforestation continues unabated in many regions, further exacerbating the planet's ecological balance.
Directions: The passage given below is followed by four alternative summaries. Choose the option that best captures the essence of the passage.
Punishment in society is typically seen as a method to correct the fracture of societal harmony. This fracture occurs when there is a threat to the shared values, morals, norms and the identity of the group and/or society. The state has regulated society's shared norms and values, and those who commit these infractions are subjected to degrees of punishment: whether it be fines, community service, prison time, and sometimes death at the hands of the state. Other than punishment being a method of correcting threats to societal harmony, punishment can reveal the relationship between how actors, institutions, administrative tactics, and social mechanisms create society, more specifically, how it establishes and perpetuates inequality amongst the people.
Directions: The four sentences (labelled 1, 2, 3 and 4) given in this question, when properly sequenced, form a coherent paragraph. Decide on the proper order for the sentences and key in this sequence of four numbers as your answer.
1. The study suggests that the disease did not spread with such intensity, but that it may have driven human migrations across Europe and Asia.
2. The oldest sample came from an individual who lived in southeast Russia about 5,000 years ago.
3. In the analysis of fragments of DNA from 101 Bronze Age skeletons for sequences from Yersinia pestis, the bacterium that causes the disease, seven tested positive.
4. DNA from Bronze Age human skeletons indicate that the black plague could have emerged as early as 3,000 BCE, long before the epidemic that swept through Europe in the mid-1300s.
Directions to Solve
In an Exhibition seven cars of different companies - Cadillac, Ambassador, Fiat, Maruti, Mercedes, Bedford and Fargo are standing facing to east in the following order :
- Cadillac is next to right of Fargo.
- Fargo is fourth to the right of Fiat.
- Maruti car is between Ambassador and Bedford.
- Fiat which is third to the left of Ambassador, is at one end.
Question - Which of the cars are on both the sides of cadillac car?
Directions to Solve
In an Exhibition seven cars of different companies - Cadillac, Ambassador, Fiat, Maruti, Mercedes, Bedford and Fargo are standing facing to east in the following order :
- Cadillac is next to right of Fargo.
- Fargo is fourth to the right of Fiat.
- Maruti car is between Ambassador and Bedford.
- Fiat which is third to the left of Ambassador, is at one end.
Question - Which of the following statement is correct?
Directions to Solve
In an Exhibition seven cars of different companies - Cadillac, Ambassador, Fiat, Maruti, Mercedes, Bedford and Fargo are standing facing to east in the following order :
- Cadillac is next to right of Fargo.
- Fargo is fourth to the right of Fiat.
- Maruti car is between Ambassador and Bedford.
- Fiat which is third to the left of Ambassador, is at one end.
Question - Which one of the following is the correct position of Mercedes?
Directions to Solve
In an Exhibition seven cars of different companies - Cadillac, Ambassador, Fiat, Maruti, Mercedes, Bedford and Fargo are standing facing to east in the following order :
- Cadillac is next to right of Fargo.
- Fargo is fourth to the right of Fiat.
- Maruti car is between Ambassador and Bedford.
- Fiat which is third to the left of Ambassador, is at one end.
Question - Which one of the following statements is correct?
Directions to Solve
In an Exhibition seven cars of different companies - Cadillac, Ambassador, Fiat, Maruti, Mercedes, Bedford and Fargo are standing facing to east in the following order :
- Cadillac is next to right of Fargo.
- Fargo is fourth to the right of Fiat.
- Maruti car is between Ambassador and Bedford.
- Fiat which is third to the left of Ambassador, is at one end.
Question - Which of the following groups of cars is to the right of Ambassador?
Which students did not appear for the English examination?
What BEST can be concluded about the students who missed the Science examination?
Who among the following did not appear for the Mathematics examination?
What BEST can be concluded about the students who did not appear for the Hindi examination?
in p/q form
Directions for Question : A set of 10 pipes (set X) can fill 70% of a tank in 7 minutes. Another set of 5 pipes (set Y) fills 3/8 of the tank in 3 minutes. A third set of 8 pipes (set Z) can empty 5/10 of the tank in 10 minutes.
Q. If only half the pipes of set X are closed and only half the pipes of set Y are open and all other pipes are open, how long will it take to fill 49% of the tank?
A person buys tea of three different qualities at ₹ 800, ₹ 500, and ₹ 300 per kg, respectively, and the amounts bought are in the proportion 2 : 3 : 5. She mixes all the tea and sells one-sixth of the mixture at ₹ 700 per kg. The price, in INR per kg, at which she should sell the remaining tea, to make an overall profit of 50%, is
The average age of a class of 30 students and a teacher reduces by 0.5 years if we exclude the teacher. If the initial average is 14 years, find the age of the class teacher.
E owns a house worth Rs. 20,000. He sells it to R at a profit of 25%. After some time, R sells it back to E at 25% loss. Find E’s loss or gain per cent.
Q. A man takes 5 hours 45 min in walking to a certain place and riding back. He would have gained 2 hours by riding both ways. The time he would take to walk both ways, is:
The area of similar triangles, ABC and DEF are 144cm2 and 81 cm2 respectively. If the longest side of the larger △ABC be 36 cm, then the longest side of the smaller △DEF is:
A bag contains 2 white balls, 3 black balls and 4 red balls. In how many ways can 3 balls be drawn from the bag, if at least one black ball is to be included in the draw?
Important Questions for CAT Mini Mock Test - 1
CAT Mini Mock Test - 1 MCQs with Answers
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