All India CAT Group

Instead of a metre scale, a cloth merchant uses a faulty 120 cm scale while buying, but uses a faulty 80 cm scale while selling the same cloth. If he offers a discount of 20%, what is his overall profit percentage?
  • a)
    20%
  • b)
    25%
  • c)
    40%
  • d)
    15%
Correct answer is option 'A'. Can you explain this answer?

Nayanika Khanna answered  •  28 minutes ago
Understanding the Faulty Scale Usage
The cloth merchant uses two faulty scales:
- Buying Scale: 120 cm (instead of 100 cm)
- Selling Scale: 80 cm (instead of 100 cm)
Calculating Effective Lengths
- When buying 120 cm, he is actually getting 120 cm of cloth but pays for only 100 cm.
- When selling 80 cm, he is giving away 8
... more of cloth but charges for 100 cm.
Calculating Cost Price and Selling Price
- Cost Price (CP): Assume he buys cloth worth 100 units (for 100 cm).
- Effective Length Bought: 120 cm for 100 units, so the cost per cm is 100/120 = 5/6 units.
- Selling Price (SP): He sells 80 cm but charges for 100 cm.
- Selling Price with Discount: Selling price is 100 units, but with a 20% discount, he sells for 100 - 20% of 100 = 80 units.
Calculating Profit Percentage
- Total Effective Length Sold: 80 cm.
- Effective Cost of 80 cm: Cost for 80 cm is 80 * (5/6) = 400/6 = 66.67 units.
- Profit Calculation: Profit = SP - CP = 80 - 66.67 = 13.33 units.
Profit Percentage Calculation
- Profit Percentage = (Profit/CP) * 100 = (13.33/66.67) * 100 = 20%.
Conclusion
The overall profit percentage of the cloth merchant, after considering the faulty scales and the discount offered, is 20%. Thus, the correct answer is option A.

If 'orange' is called 'butter', 'butter' is called 'soap', 'soap' is called 'ink', 'ink' is called 'honey' and 'honey' is called 'orange', then which of the following is used for washing clothes?  
  • a)
    Honey
  • b)
    Butter
  • c)
    Soap
  • d)
    Ink
Correct answer is option 'D'. Can you explain this answer?

Saanvi Sarkar answered  •  8 hours ago
Understanding the Problem
In this question, we are given a series of word substitutions. Each item is referred to by a different name, creating confusion. To find out which item is used for washing clothes, we must decode the terms.
Word Substitutions
- Orange is called Butter.
- Butter is called Soap.
- Soap is called In
... more.
- Ink is called Honey.
- Honey is called Orange.
Identifying the Washing Item
We need to determine which of the given options is used for washing clothes:
- Honey (which is actually Orange)
- Butter (which is actually Soap)
- Soap (which is actually Ink)
- Ink (which is actually Honey)
Decoding Each Option
- Option A: Honey
- This refers to what we originally call Orange, which is not used for washing clothes.
- Option B: Butter
- This refers to what we originally call Soap. This is a washing agent but is not the correct term.
- Option C: Soap
- This refers to what we originally call Ink. Ink is not used for washing clothes.
- Option D: Ink
- This refers to what we originally call Honey. Honey is not for washing clothes.
Conclusion
To find the correct answer, we must recognize that the original term for Soap (which is used for washing clothes) is now referred to as Butter.
However, since we are specifically looking for the item actually used for washing clothes as per the new terminology, the term we are looking for is Soap, which is now called Ink.
Therefore, the correct answer is Option D: Ink since it originally represents Soap, which is used for washing clothes.

The roots of the equation x2 - 49x + 600 = 0 are part of a Pythagorean triplet. What is the sum of that Pythagorean triplet?
    Correct answer is '56'. Can you explain this answer?

    Saanvi Sarkar answered  •  9 hours ago
    Finding the Roots of the Quadratic Equation
    To solve the equation x² - 49x + 600 = 0, we can apply the quadratic formula:
    x = [ -b ± √(b² - 4ac) ] / 2a
    Here, a = 1, b = -49, and c = 600.
    Calculating the Discriminant
    - The discriminant (D) is calculated as follows:
    - D = b² - 4ac = 49² - 4(1)(600)
    - D = 2401 - 2400 = 1
    Finding the Roots... more

    Answer the following question based on the information given below.
    Eight delegates at a conference sit around a rectangular table with three seats on each longer side and one each on the other side. The delegates are Pranay, Kiran, Tushar, Udgam, Rahul, Sumit, Vishal and Woin. Vishal and Woin sit opposite to each other, but not at the extreme ends of the table or the shorter sides. Tushar is the head of the conference and is seated in a single seat on one of the smaller sides, opposite to another leading delegate. Udgam sits to the immediate left of Kiran but not on the same side of the table. Pranay is in the same row as Vishal and Sumit. Rahul is sitting opposite Pranay and to the immediate right of Tushar.
    Q.
    Who is sitting to the immediate right of Sumit?
    ... more

    Saanvi Sarkar answered  •  9 hours ago
    Understanding the Seating Arrangement
    To solve this seating arrangement puzzle, we need to lay out the seating based on the given clues.
    Step 1: Initial Placement
    - Vishal and Woin sit opposite to each other, not at the ends or shorter sides. Hence, they must occupy the longer sides.
    - Tushar, being the head, occupies one of the single seats on the s
    ... more

    Example 3: A contractor employed a certain number of workers to finish construction of a road in a certain scheduled time. Sometime later, when a part of work had been completed, he realised that the work would get delayed by... more

    Bhavana Menon answered  •  10 hours ago
    Understanding the Problem
    The problem involves a contractor who initially employs a certain number of workers to complete a road construction project within a scheduled time. However, after a portion of the work is completed, it is realized that the project will be delayed by three-fourths of the scheduled time. To counter this delay, the contractor doubles the workforce to meet the de
    ... more

    Does infinity cover all the topic of mhtcet mba preparation.?

    Ritika Ahuja answered  •  10 hours ago
    Overview of MHTCET MBA Preparation with Infinity
    Infinity is designed to provide comprehensive support for MHTCET MBA preparation, covering a wide array of topics and strategies to ensure thorough readiness.
    Key Areas Covered
    • Syllabus Coverage: Infinity includes a detailed breakdown of the MHTCET MBA syllabus, ensuring all subjects are covered, including... more
    • Study Materials: It offers a plethora of study materials, including textbooks, notes, and reference guides tailored to the MHTCET MBA exam format.
    • Practice Questions: Infinity provides an extensive collection of practice questions and mock tests that mimic the exam structure, helping students gain confidence.
    • Previous Year Papers: Access to previous years' question papers helps students understand the exam pattern and frequently asked questions.

    Additional Features
    • Video Lectures: Engaging video lectures reinforce learning through visual and auditory methods, making complex concepts easier to grasp.
    • Time Management Techniques: Infinity teaches effective time management strategies to maximize performance during the exam.
    • Doubt Resolution: Students can seek clarification on difficult topics through interactive forums and expert guidance.
    • Performance Analysis: Continuous assessment through quizzes and tests allows students to track their progress and identify weak areas.

    Conclusion
    In summary, Infinity offers a holistic approach to MHTCET MBA preparation, covering essential topics, providing effective study resources, and facilitating ongoing support to help students succeed in their exams.

    If (2n +1)+(2n+3)+(2n+5)+...+(2n+47) = 5280 , then whatis the value of n ≥2 1 +2+3+ .. + n?
    Correct answer is '4851'. Can you explain this answer?

    Amrita Reddy answered  •  10 hours ago
    Understanding the Problem
    We are tasked with solving the equation:
    (2n + 1) + (2n + 3) + (2n + 5) + ... + (2n + 47) = 5280
    This is a series of odd numbers starting from (2n + 1) to (2n + 47).
    Identifying the Series
    - The first term is (2n + 1).
    - The last term is (2n + 47).
    To find the number of terms in the series:
    - The nth term of an odd num
    ... more

    Direction: Complete the sentence with the most appropriate word.
    The Governor will _________ the oath of office to the thirty-five new ministers at 9.30 p.m. tomorrow.
    • a)
      confer
    • b)
      present
    • c)
      execute
    • d)
      administer
    Correct answer is option 'D'. Can you explain this answer?

    Bhavya Deshpande answered  •  15 hours ago
    Understanding the Context
    The sentence refers to a formal event where the Governor will be involved in a significant ceremony related to the administration of the new ministers. The words provided as options suggest actions associated with the act of taking an oath.
    Analyzing the Options
    - a) confer: This typically means to grant or bestow, often used in academi
    ... more

    DIRECTIONS for questions: Select the correct alternative from the given choices.
    The sum (S) of the squares of the first n natural numbers is equal to the sum of the first 2n natural numbers. What is the remainder when S is divided by 2n?
    • a)
      8
    • b)
      7
    • c)
      6
    • d)
      5
    Correct answer is option 'D'. Can you explain this answer?

    Bhavya Deshpande answered  •  15 hours ago
    Understanding the Problem
    The problem states that the sum of the squares of the first n natural numbers is equal to the sum of the first 2n natural numbers. We need to find the remainder of this sum when divided by 2n.
    Formulas Involved
    - The sum of the squares of the first n natural numbers (S) is given by:
    S = n(n + 1)(2n + 1) / 6
    - The sum of the first 2
    ... more

    In a school where there was a compulsion to learn at least one foreign language from the choice given to them, namely German, French and Spanish. Twenty students took French, thirty took German and thirty took Spanish. Six students learnt French and German, eight students learnt German and Spanish, ten students learnt French and Spanish. Fifty four students learnt only one foreign language while twenty students learnt only German. Find the number of students in the school.
    • a)
      60   
    • b)
      62   
    • c)
      70   
    • d)
      None of the Above
    Correct answer is option 'A'. Can you explain this answer?

    Shivani Ahuja answered  •  18 hours ago
    Understanding the Problem
    We need to determine the total number of students in a school where students learn at least one foreign language: French, German, or Spanish. The counts of students for each category are given along with overlaps.
    Given Data
    - French (F): 20 students
    - German (G): 30 students
    - Spanish (S): 30 students
    - French & German (F ∩ G):
    ... more

    If y is a negative number such that  then y equals
    • a)
      log2(1/5)
    • b)
      –log2 (1/3)
    • c)
      –log2 (1/5)
    • d)
      log2 (1/3)
    Correct answer is option 'D'. Can you explain this answer?

    Elite Coaching Classes answered  •  yesterday
    Taking log on both sides (Choosing the base to be 3)
    ⇒ y2 × log35 × log32 = log23 × log35
    ⇒ y2 × log32 = log23
    ⇒ y2 = (log23)2
    ⇒ y = - log23 (∵ y is a negative number)
    ⇒ y = log2(1/3)
    Hence, option (d).

    Read the passage and answer the questions that follow.
    Discussions over misinformation, disinformation, and ‘fake news’ have reignited interest in news literacy. A wide range of different actors — from educators to technology companies — believe that raising news literacy would make people better able to separate fact from fiction, potentially limiting the spread of false information and leaving them better equipped to navigate partisan media environments. Others, however, have struck a note of caution by arguing that we need to think carefully about what news literacy should look like. In the past, news literacy largely meant teaching people to be sceptical or giving them ways of questioning the stories told by the mass media. How useful are such skills in a world where many believe that trust in institutions, including the news media, is already dangerously low?
    The answer lies in considering the relationship between trust and news literacy. Many people hope that increasing overall levels of news literacy will reverse the decline in news trust we see in many countries as people will have better judgement. This sounds like a reasonable assumption, but news literacy may also go hand in hand with a high degree of scepticism. Even if we focus on news production, the more people know about how the news is made, the more knowledgeable they will be about its limitations and imperfections. This may be why we see only a very small increase in trust levels as news literacy increases.
    We must also consider the possibility that those with higher levels of news literacy may rely less on social media for news, yet they appear to be more discerning when they do use it. When deciding whether to click through to a story, they are more likely to pay attention to a range of different credibility cues. Compared to those with lower levels of news literacy, they are more likely to say that the news brand, the headline, and the person who shared the story are important in deciding whether it is worth their time.
    The exception to this rule is the number of comments, likes, or shares, which is the least important cue across all groups but is more important among those with the lowest level of news literacy. However, they are also less likely to share or comment on news themselves, so the simple idea that low-quality news is primarily spread by people with low news literacy may only be partly true. The use of social media for news has often been associated with more diverse news diets, increases in political participation, and modest depolarization of political attitudes. So as search engines and social media become more important to the news ecosystem, any attempt to raise news literacy should also aim to improve the knowledge of both the positive and negative outcomes.
    Q. Which of the following is a person with higher news literacy least likely to read?
    ... more

    Arshiya Kumar answered  •  yesterday
    Explanation of the Correct Answer
    The correct answer is option 'A': A Facebook post of a trending news article shared by over a million people.
    Reasons for the Choice
    - High Skepticism
    Individuals with higher news literacy tend to approach news critically. They understand that popularity on social media does not equate to credibility or reliability.
    ... more

    Read the passage and answer the questions that follow.
    Discussions over misinformation, disinformation, and ‘fake news’ have reignited interest in news literacy. A wide range of different actors — from educators to technology companies — believe that raising news literacy would make people better able to separate fact from fiction, potentially limiting the spread of false information and leaving them better equipped to navigate partisan media environments. Others, however, have struck a note of caution by arguing that we need to think carefully about what news literacy should look like. In the past, news literacy largely meant teaching people to be sceptical or giving them ways of questioning the stories told by the mass media. How useful are such skills in a world where many believe that trust in institutions, including the news media, is already dangerously low?
    The answer lies in considering the relationship between trust and news literacy. Many people hope that increasing overall levels of news literacy will reverse the decline in news trust we see in many countries as people will have better judgement. This sounds like a reasonable assumption, but news literacy may also go hand in hand with a high degree of scepticism. Even if we focus on news production, the more people know about how the news is made, the more knowledgeable they will be about its limitations and imperfections. This may be why we see only a very small increase in trust levels as news literacy increases.
    We must also consider the possibility that those with higher levels of news literacy may rely less on social media for news, yet they appear to be more discerning when they do use it. When deciding whether to click through to a story, they are more likely to pay attention to a range of different credibility cues. Compared to those with lower levels of news literacy, they are more likely to say that the news brand, the headline, and the person who shared the story are important in deciding whether it is worth their time.
    The exception to this rule is the number of comments, likes, or shares, which is the least important cue across all groups but is more important among those with the lowest level of news literacy. However, they are also less likely to share or comment on news themselves, so the simple idea that low-quality news is primarily spread by people with low news literacy may only be partly true. The use of social media for news has often been associated with more diverse news diets, increases in political participation, and modest depolarization of political attitudes. So as search engines and social media become more important to the news ecosystem, any attempt to raise news literacy should also aim to improve the knowledge of both the positive and negative outcomes.
    Q. ‘Low-quality news is primarily spread by people with low news literacy.’ What can be said about this statement?
    ... more

    Arshiya Kumar answered  •  yesterday
    Understanding the Statement
    The statement "Low-quality news is primarily spread by people with low news literacy" is nuanced, and the author's perspective reflects this complexity.
    Analysis of the Author's Viewpoint
    - The author indicates that while there is a common belief that individuals with low news literacy contribute to the spread of low-quality news, this assum
    ... more

    There are 7 boys and 8 girls in a class. A teacher has 3 items viz a pen, a pencil and an eraser, each 5 in number. He distributes the items, one to each student. What is the probability that a boy selected at random has either a pencil or an eraser?
    • a)
      2/3
    • b)
      2/21
    • c)
      14/45
    • d)
      None of these
    Correct answer is option 'C'. Can you explain this answer?

    Kiran Kulkarni answered  •  yesterday
    Understanding the Problem
    In a class of 7 boys and 8 girls, there are 3 items: a pen, a pencil, and an eraser, each available in 5 quantities. We need to find the probability that a boy selected at random has either a pencil or an eraser.
    Total Students
    - Total number of students = 7 boys + 8 girls = 15 students.
    Calculating Favorable Outcomes
    - Each s
    ... more
    Mahesh Mehta asked a question

    A shopping mall has a large basement parking lot with parking slots painted in it along a single row. These slots are quite narrow; a compact car can fit in a single slot but an SUV requires two slots. When a car arrives, the parking attendant guides the car to the first available slot from the beginning of the row into which the car can fit.
    For our purpose, cars are numbered according to the order in which they arrive at the lot. For example, the first car to arrive is given a number 1, the second a number 2, and so on. This numbering does not indicate whether a car is a compact or an SUV. The configuration of a parking lot is a sequence of the car numbers in each slot. Each single vacant slot is represented by letter V.
    For instance, suppose cars numbered 1 through 5 arrive and park, where cars 1, 3 and 5 are compact cars and 2 and 4 are SUVs. At this point, the parking lot would be described by the sequence 1, 2, 3, 4, 5. If cars 2 and 5 now vacate their slots, the parking lot would now be described as 1, V, V, 3, 4. If a compact car (numbered 6) arrives subsequently followed by an SUV (numbered 7), the parking lot would be described by the sequence 1, 6, V, 3, 4, 7.
    Answer the following questions INDEPENDENTLY of each other.
    Suppose that car 4 is not the first car to leave and that the sequence at a time between the arrival of the car 7 and car 8 is V, 7, 3, 6, 5. Then which of the following statements MUST be false?
    ... more

    Spare! Shah asked a question

    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.
    Q. How much money (in ₹) did Ritesh have at the end of Round 4?
    ... more

    Akash Gupta asked a question

    Once surrounded and protected by vast wilderness, many of the national parks are adversely affected by activities outside their boundaries. The National Park Organic Act established the national park system and empowered the Secretary of the Interior to manage activities within the parks. Conditions outside park boundaries are not subject to regulation by the Park Service unless they involve the direct use of park resources.  
    Several approaches to protecting the national parks from external degradation have been proposed, such as one focusing on enacting federal legislation granting the National Park Service broader powers over lands adjacent to the national parks. Legislation addressing external threats to the national parks twice passed the House of Representatives but died without action in the Senate. Also brought to the table as a possible remedy is giving the states bordering the parks a significant and meaningful role in developing federal park management policy.
    Because the livelihood of many citizens is linked to the management of national parks, local politicians often encourage state involvement in federal planning. But, state legislatures have not always addressed the fundamental policy issues of whether states should protect park wildlife.  
    Timber harvesting, ranching and energy exploration compete with wildlife within the local ecosystem. Priorities among different land uses are not generally established by current legislation. Additionally, often no mechanism exists to coordinate planning by the state environmental regulatory agencies. These factors limit the impact of legislation aimed at protecting park wildlife and the larger park ecosystem.  
    Even if these deficiencies can be overcome, state participation must be consistent with existing federal legislation. States lack jurisdiction within national parks themselves, and therefore state solutions cannot reach activities inside the parks, thus limiting state action to the land adjacent to the national parks. Under the supremacy clause, federal laws and regulations supersede state action if state law conflicts with federal legislation, if Congress precludes local regulation, or if federal regulation is so pervasive that no room remains for state control. Assuming that federal regulations leave open the possibility of state control, state participation in policy making must be harmonized with existing federal legislation.  
    The residents of states bordering national parks are affected by park management policies. They in turn affect the success of those policies. This interrelationship must be considered in responding to the external threats problem. Local participation is necessary in deciding how to protect park wildlife. Local interests should not, however, dictate national policy, nor should they be used as a pretext to ignore the threats to park regions. 
    Direction: Read the above Paragraph and answer the follownig Quetions
    Q. According to the passage, which of the following developments is most likely if environmental cooperation between the federal government and state governments does not improve? 
    ... more

    Farsana Ebrahim asked a question

    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?
    ... more

    Surbhi Rathod asked a question

    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?
    ... more

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