General Studies

Paper II (CSAT)
for
UPSC and State Civil Services
Examinations

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General Studies © 2019 Cengage Learning India Pvt. Ltd.
Paper II (CSAT)
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 CONTENTS

Preface xv
Acknowledgements xvii
List of Videos xix
Chapter-wise Break up of Previous Year’s Questions (Prelims) xxi

UNIT I READING COMPREHENSION

1 What Does Reading Comprehension Involve? 3

Principles to Read Well 3
Principles to Answer the Questions Accurately 4
2 Categorisation of Questions Asked under RC 4
Overall Idea Conveyed by the Author 4
Specific Detail Type Questions 5
Meaning of a Particular Detail Type Questions 7
Other Question Types Which May Be Asked 7
3 Golden Rules of RC 8
4 Tips for Correct Self-Evaluation 9
Practice Passages 10

Solutions for Reading Comprehension 59

UNIT 2 DECISION MAKING

1 Strategy to Learn Decision Making 101

2 Basic Factors in Decision Making 101
3 Types of Decision Making 102
iv Contents

Solved Examples 103

Practice Exercise–1 108
Practice Exercise–2 110
Solved Examples 112
Practice Exercise–3 124
Practice Exercise–4 127
Practice Exercise–5 129
Practice Exercise–6 132

Solutions for Decision Making 135

UNIT 3 GENERAL MENTAL ABILITY AND BASIC NUMERACY

1 LINEAR EQUATIONS 157

1 Linear Equations in One Variable 157
2 Linear Equations in Two Variables 157
Solved Examples 159
3 Linear Equations in Three Variables 161
Solved Examples 162
Practice Exercise 169

2 QUADRATIC EQUATIONS 173

1 Solution of a Quadratic Equation by Factorisation Method 173
Solved Examples 174
2 Solution of a Quadratic Equation by Using the Quadratic Formula 175
Solved Examples 176
Practice Exercise 179

3 PERCENTAGE 181
1 Percentage: A Relative Phenomenon 181
2 Other Relative Phenomena: Ratios and Fractions 181
3 Percentage Increase or Decrease of Initial Quantity 181
Solved Examples 182
 Contents v

4 Change of Base 182

Solved Examples 183
5 Successive Percentage Changes 184
Solved Examples 185
Practice Exercise 187

4 RATIO, ALLIGATION AND MIXTURE 189

1 Ratio 189
2 Proportion 190
Solved Examples 190
3 Mixtures and Alligation 194
Mixtures 194
Alligation 195
Solved Examples 195
Replacement of a Part of a Mixture 197
Solved Examples 198
Practice Exercise 199

5 PROFIT AND LOSS 203

1 Profit (P)/Loss (L) 203
Solved Examples 204
2 Mark-up and Discount 204
Solved Examples 205
3 Relation between C.P. and S.P. 205
Solved Examples 206
4 Faulty Balances 207
Solved Examples 208
5 Converting Profit Percentage to Margin and Vice Versa 209
Solved Examples 210
Practice Exercise 210

6 SIMPLE AND COMPOUND INTERESTS 213

1 Simple Interest 213
Solved Examples 214
2 Compound Interest 216
Solved Examples 217
vi Contents

Non-Annual Compounding 217

Solved Examples 217
3 Discounting of Money 219
Solved Examples 219
Practice Exercise 220

7 L.C.M. AND H.C.F 223

1 LCM (Least Common Multiple) 223
2 HCF (Highest Common Factor) 223
3 Difference between LCM and HCF at a Glance 224
HCF and LCM by Factorisation 224
Solved Examples 225
HCF by Using Division Method 226
Solved Examples 228
4 HCF and LCM of Fractions 229
Solved Examples 230
Practice Exercise 231

8 TIME, SPEED AND DISTANCE 233

1 Units of Speed, Distance and Time 233
Solved Examples 234
2 Average Speed 236
Solved Examples 236
3 Relative Speed 237
Solved Examples 238
4 Problems on Trains 238
Solved Examples 238
5 Problems on Boats and Streams 241
Solved Examples 241
6 Circular Motion 242
Solved Examples 243
Practice Exercise 245

9 MEASURES OF CENTRAL TENDENCY 249

1 Average or Mean 249
 Contents vii

Solved Examples 249

Weighted Average 251
Solved Examples 252
2 Median 253
Solved Examples 254
3 Mode 255
Solved Examples 255
4 Uses of Mean, Median and Mode 255
Solved Examples 256
5 Range 256
Solved Examples 257
Practice Exercise 257

10 WORK AND TIME, PIPES AND CISTERNS 261

1 Comparison with Speed, Distance and Time 261
Solved Examples 261
2 When Two or More Persons Simultaneously Work on a Job 263
Solved Examples 263
3 Relation between Time Taken to Work and Efficiency of Doing Work 265
Solved Examples 265
4 Work Equivalence 266
Solved Examples 266
5 Work in Two Variables 268
Solved Examples 268
6 Pipes and Cisterns 269
Solved Examples 269
Relative Part of a Tank Filled by Pipes 269
Solved Examples 270
Practice Exercise 272

11 CLOCKS AND CALENDARS 275

1 Clocks 275
Solved Examples 275
Relative Speed of a Minute Hand 276
Solved Examples 276
Number of Times when Hands of a Clock Coincide 277
Solved Examples 277
Incorrect Clocks 278
viii Contents

Solved Examples 278

2 Calendar 279
Odd Days 279
Ordinary Year 279
Leap Year 280
Solved Examples 280
Practice Exercise 281

12 PROGRESSIONS 283
1 Types of progressions 283
Arithmetic Progression 283
Solved Examples 283
Solved Examples 284
Geometric Progression 286
Solved Examples 287
Solved Examples 288
Solved Examples 289
2 Special series 289
Solved Examples 290
Practice Exercise 290

13 TWO-DIMENSIONAL FIGURES 293

1 Rectangles 293
Solved Examples 293
2 Triangles 296
Relation between the Sides of a Triangle 297
Solved Examples 298
3 Squares 299
Solved Examples 300
4 Circles 301
Solved Examples 301
Practice Exercise 306

14 THREE-DIMENSIONAL FIGURES 309

1 Cube 309
Solved Examples 309
 Contents ix

2 Cuboid 311
Solved Examples 312
3 Right Cylinder or Cylinder 313
Solved Examples 314
4 Cone 315
Solved Examples 315
5 Sphere 316
Solved Examples 316
6 Hemisphere 317
Solved Examples 318
Practice Exercise 319

15 PERMUTATIONS AND COMBINATIONS 323

1 Factorial 323
Solved Examples 323
2 Fundamental Counting Principle 324
Addition Rule 324
Product Rule 324
Solved Examples 325
3 Permutations and Combinations 326
Difference between Permutation and Combination at a Glance 327
Solved Examples 327
4 Important Points for Grouping 332
Identical Groups 332
Unequal Groups or Non-Identical Groups 332
Solved Examples 333
5 Circular Permutations 333
6 Arrangement of Objects in a Line Segment or Around a Circle 333
Solved Examples 334
Practice Exercise 336

16 PROBABILITY 339
Solved Examples 339
1 Independent Events and Addition Rule 340
2 Dependent Events and Multiplication Rule 341
Solved Examples 341
3 Mutually Exclusive Events 342
4 Non-mutually Exclusive Events 342
Solved Examples 343
x Contents

5 Probability that the Event Occurs At Least Once 344

Solved Examples 345
6 Odds in Favour and Against 348
Solved Examples 348
7 Conditional probability 349
Solved Examples 350
Practice Exercise 352

Solutions for General Mental Ability and Basic Numeracy 355

UNIT 4 DATA SUFFICIENCY

Practice Exercise – 1 405
Practice Exercise – 2 408

Solutions for Data Sufficiency 413

UNIT 5 DATA INTERPRETATION

1 LINE GRAPHS 429
Solved Examples 429
Practice Exercise 444

2 BAR GRAPHS 449

Solved Examples 449
Practice Exercise 456

3 TABULATION 461
Solved Examples 461
Practice Exercise 471
 Contents xi

4 PIE-CHARTS 475
Solved Examples 477
Practice Exercise 487

5 MISCELLANEOUS QUESTIONS 493

Practice Exercise 493

Solutions for Data Interpretation 501

UNIT 6 REASONING

1 DIRECTION SENSE 525

Solved Examples 525
Practice Exercise 530

2 RANKING AND SITTING ARRANGEMENTS 533

Solved Examples 533
Practice Exercise 536

3 VENN DIAGRAMS 539

Solved Examples 539
Practice Exercise 543

4 SETS 547
Solved Examples 548
Solved Examples 552
Practice Exercise 554
xii Contents

5 DEDUCTIVE REASONING 557

Solved Examples 560
Practice Exercise 566

6 VERBAL REASONING 571

Solved Examples 571
Practice Exercise 577

7 BLOOD RELATIONS 581

Solved Examples 582
Practice Exercise 588

8 CODING–DECODING 591
Solved Examples 591
Practice Exercise 601

9 SERIES 605
Solved Examples 605
Practice Exercise 614

10 INSERT THE MISSING NUMBER 617

Solved Examples 617
Practice Exercise 626

11 PROBLEM FIGURES 631

Solved Examples 631
Practice Exercise 642
 Contents xiii

12 CUBES AND DICE 647

Solved Examples 647
Practice Exercise 659

13 ANALYTICAL REASONING 663

Solved Examples 663
Practice Exercise 672

14 PUZZLE 677
Solved Examples 677
Practice Exercise 690

Solutions for Reasoning 697

 PREFACE

If you ever happen to be walking down the streets of places where preparation for Civil Services is done,
it will not be uncommon for you to come across or make the acquaintance of ‘several’ starry eyed yet
completely committed IAS aspirants. Yet, ‘several’ would be an understatement given the number that
runs into lakhs! But when we say committed, we mean it; these young men and women are ready to
sacrifice almost all their youthful follows including sleep, comfort and even a semblance of a normal life
to achieve one goal—IAS!
Sadly, this dream remains a distant one for a large majority of these aspirants in spite of the endless
hours of study and sleep forsaken nights. When we tried to unravel WHY, the responses were almost
synchronous:

“The subject was so vast that there was too much to cover and I could never complete it.”
“I read so much but could not retain it.”
“I studied something but was quizzed on something else in the exam.”
“I kept reading but did not attempt to solve the past year papers or give a mock exam.”
“Subscribing to several sources of information/preparation such as a coaching class, the internet and
books was futile; after all there are only 24 hours in a day.”
“My almirah was full of too many books,but I could barely complete a few.”

And while the candid answers stated above clearly gave us a challenging problem—we did not attempt to solve
it. We instead focused on a holistic solution—the synchronizing of effort i.e. Learning and Positive Results!
It is with this aim that we—PrepMate collaborated with Cengage India—are continuously striving to
develop a comprehensive learning model that is a combination of online and offline so as to effectively
address the issues that most aspirants grapple with.

About the Online–Offline Learning Model

The learning model initiates the process with a series of books targeted at cracking the UPSC exam. The
books stand apart from others available because of the following unique features:

„ We use a conceptual approach, simple language, explain concepts with diagrams, cite sufficient
examples, pose pertinent questions in a reader friendly format—to ensure that the contents of
these books can be read and assimilated in a time-bound manner.
„ The content is specially designed taking into account the trend in UPSC exams in recent years.
 xvi Preface

v „ The Practice Questions at the end of each chapter are exhaustive to provide sufficient preparation
to crack the exams.
„ We have tried to encapsulate all that is required to be learnt for a particular subject into a single
book.

Usually, an aspirant purchases a book, but never gets a chance to contact the authors. We believe that the
contact among aspirants and authors is important for learning and motivation of the aspirants. That is
precisely why we have developed an application and a web portal to answer your queries and provide you
with continuous support during your preparation.
It is through this online system that we provide the following services:

1. Videos covering important and difficult topics

2. Daily prelims quiz
3. Assistance in interview preparation
4. Regular updates
5. Daily current affairs
6. Monthly current affairs magazine
7. Radio news analysis
8. Educational videos
9. Previous years’ papers and solutions
10. Free study materials

Looking forward to being your partner in the journey towards achieving your dream!
In case you have any specific queries or constructive feedback you can always share the same with us
via e-mail at info@prepmate.in.

PrepMate
 ACKNOWLEDGEMENTS

“We cannot accomplish all that we want to do without working together”

The complete UPSC learning module by Prepmate has been the culmination of more than a year of
ideation and brain storming by a lot of people. It is only natural that we should gratefully acknowledge
their valuable contribution sincerely. I, Shubham Singla, founder of PrepMate Edutech, thank you all for
being with me in this whole project. Rajinder Paul Singla, Nirmal Singla, Ramnik Jindal, Sharat Gupta,
Subhash Singla and Vijay Singla—thank you for your continuous support and motivation.
We would also like to thank Maninder Mann and Sundeep Singh Garha who helped us in first
conceiving and later developing the synergistic print–digital model of the project—without you we
would be missing our competitive edge.
Implementation of strategy can more often than not prove challenging and the development of the
online module did prove to be tougher than we had envisaged. But our technical team was focused on
enabling our dream and delivering the best, and they surely did. With a specific mention to the testing
of both the website and the application, we would like to thank Surabhi Misra, Parth and Tanvir who did
their job patiently and effectively in spite of the road blocks.
Our videos and books could not have been possible without the help of our graphics design
team—Sandeep, Sukhjinder and Roshni toiled endlessly to ensure the best designed audio-visuals.
It is an understatement to state that the sourcing and reviewing of existing content and the generation
of content was the most crucial part of this project and the backbone of our Learning Module. This
would just not have been possible without our team of content contributors: Isha Gupta, Shelly
Jindal, Gurdeep Kaur, Surabhi Misra, Shaffy Garg, Dipika Arora, Sunil, Bhupinderjit Singh, Shantnu,
Tanvir, Anmol, Kriti, Tanya, Sahil, Suraj and Dilshad, who left no stone unturned in their pursuit of
excellence—your pivotal contributions are gratefully acknowledged.
We would like to extend a special thanks to our staff members Geeta, Jitender, Manoj and Pinki,
who helped us in the most laborious job i.e. typing through the several manuscripts of our books—your
contribution is sincerely appreciated.
It is imperative that we thank Isha Gupta, Shelly Jindal, Anjum Diwan, Rajesh Goel, Shikha Sharma
and Ravinder Indoura, for their critical yet constructive feedback that identified and subsequently
rectified the errors that crept in during the development process. We will never be able to thank them
enough for this—you fortified the very foundation of our model.
We sincerely acknowledge the initiatives and support from the entire editorial team of Cengage India
in the process of publishing this book.

PrepMate
 LIST OF VIDEOS

1. Introduction to Reading Comprehension

2. Introduction to General Mental Ability and Basic Numeracy

3. Are You Afraid of Maths?

4. Introduction to Reasoning

5. Why Reasoning Is Everyone’s Cup of Tea?

6. How to Solve Puzzles?

7. Introduction to Data Interpretation

 Number of Questions Asked From Various Sections in Previous Years’ CSAT

Section 2018 2017 2016 2015 2014 2013 2012 2011

Reading Comprehension 26 30 27 32 32 31 40 36
General Mental Ability and Basic
17 28 29 20 16 12 03 08
Numeracy
Data Sufficiency 00 00 00 00 00 00 00 00
Reasoning 23 22 24 25 26 25 30 19
Data Interpretation 14 00 00 03 06 06 00 09
Decision Making (including
00 00 00 00 00 06 07 08
Communication Skills)
Total 80 80 80 80 80 80 80 80

Reading Comprehension
45
40
40 36
35 31 32 32 30
30 27 26
25
20
15
10
5
0
2011 2012 2013 2014 2015 2016 2017 2018

General Mental Ability

35
30 29 28
25
20
20 17
16
15 12
10 8
5 3
0
2011 2012 2013 2014 2015 2016 2017 2018
 Reasoning
35
30
30
25 26 25 24
25 22 23
20 19

15
10
5
0
2011 2012 2013 2014 2015 2016 2017 2018

Data Interpretation

16
14
14
12
10 9
8
6 6
6
4 3
2
0 0 0
0
2011 2012 2013 2014 2015 2016 2017 2018

Reasoning, General Mental Ability and Data Interpretation sections can be further analysed.
 Chapter wise Analysis of Reasoning Questions Asked in Previous Years
Chapter 2018 2017 2016 2015 2014 2013 2012 2011
Direction Sense 0 0 3 2 2 0 0 3
Ranking and Sitting Arrangements 3 2 3 0 3 3 2 1
Venn Diagrams 0 0 0 0 0 0 1 0
Sets 1 0 0 4 2 1 0 5
Deductive Reasoning 0 2 0 2 0 1 5 4
Verbal Reasoning 0 4 4 3 5 0 7 0
Blood Relations 0 1 0 0 0 0 0 0
Coding-Decoding 2 1 1 1 0 0 0 0
Series 2 0 0 1 0 0 0 0
Insert the Missing Character 1 0 0 1 1 2 0 1
Problem Figures 3 0 0 2 4 4 2 0
Cubes and Dice 4 0 1 1 0 1 2 0
Analytical Reasoning 0 0 0 0 0 0 0 2
Puzzles 7 12 12 8 9 13 11 3
Total 23 22 24 25 26 25 30 19

Chapter wise Analysis of General Mental Ability Questions Asked in Previous Years
Chapter 2018 2017 2016 2015 2014 2013 2012 2011
Linear Equations 7 6 7 6 3 3 0 2
Quadratic Equations 0 1 0 0 0 0 0 0
Percentages 0 2 3 3 0 0 0 0
Ratios 0 2 2 3 0 2 1 0
Profit and Loss 3 1 2 1 2 0 0 0
Simple and Compound Interest 1 0 0 0 0 0 0 0
LCM and HCF 0 0 1 0 2 1 0 1
Speed, Distance and Time 2 1 2 1 2 3 1 1
Averages 0 4 3 0 0 0 1 1
Work and Time and Pipes and Cisterns 0 1 2 1 0 2 0 0
Calendars and Clocks 0 3 0 1 2 0 0 0
Progressions 0 2 1 0 2 1 0 1
Two - Dimensional Figures 1 0 2 0 1 0 0 1
Three - Dimensional Figures 0 2 2 0 0 0 0 0
Permutations and Combinations 2 2 1 4 2 0 0 1
Probability 1 1 1 0 0 0 0 0
Total 17 28 29 20 16 12 3 8

Chapter wise Analysis of Data Interpretation Questions Asked in Previous Years

Chapter 2018 2017 2016 2015 2014 2013 2012 2011
Line Graphs 4 0 0 1 4 0 0 0
Bar Graphs 3 0 0 1 1 0 0 0
Tabulation 0 0 0 0 0 0 0 0
Pie Diagrams 0 0 0 0 0 5 0 2
Miscellaneous Graphs 7 0 0 1 1 1 0 7
Total 14 0 0 3 6 6 0 9
 Unit - I

READING
COMPREHENSION
 Reading Comprehension

1 WHAT DOES READING COMPREHENSION INVOLVE?

Reading comprehension (RC) mainly involves two tasks.
1. Reading the passage.
2. Answering the questions, asked from the passage, on the basis of one’s understanding of the passage.
To ensure a successful completion of both the tasks, the following principles are listed.

Just reading the principles given below would not help; rather, the principles have to be
inculcated in practice while answering the questions.

Principles to Read Well

1. Understanding the passage is of primary importance. Therefore, one should not read the passage
in haste without understanding it. Instead, one should read at a normal speed. This principle is
especially applicable in CSAT because the passage length usually varies from 100 to 350 words and
the questions asked from the passage primarily test the candidate’s understanding of it.
Reading at a speed that hampers the candidate’s passage comprehension ability will only result in the
loss of time of the candidate, and the candidate will end up reading the passage again and wasting
more time on the same. Therefore, reading the passage at a normal speed actually saves a lot of time
of a candidate.
2. It is worthwhile to read a part of the passage again if one is not able to understand that particular
part of the passage. It is even worth reading the whole passage again if one is not able to follow it.
3. It is important to infer the topic of the passage. Generally, the topic of the passage can be inferred
by reading the beginning of the passage. Therefore, it is important to focus on the beginning of
the passage. If one is able to infer the topic of the passage, it is easier to understand the rest of the
passage. Example: Topic of the Passage-1, CSAT 2011 paper set A, is “role of state” mentioned in the
first line of the passage.
4. A candidate is not expected to remember the passage word by word. However, he or she is expected
to remember the gist of the passage.
5. It is also important to understand the role of each paragraph in the passage. For instance, a
paragraph may contain the explanation of a theory, criticism of an idea, comparison of two ideas,
advantages of a strategy, etc.
6. After reading a certain part of the passage, it is important to recall the gist of the passage especially
while reading lengthy passages. Otherwise, a candidate tends to forget the information which was
read earlier in the passage.
7. Look for the opinion of the author in the passage. It is particularly important because many
questions are based only on the opinion of the author.
8. RC does not test the vocabulary of a candidate, it rather tests the ability to comprehend the
written text. Therefore, we do not recommend learning word lists and consider it as a waste of time.
 4 Reading Comprehension

9. If you find a passage very difficult, attempt the passage at the end. Do not solve the passage at the
cost of leaving other questions unattempted.
10. Sometimes, the passage is very difficult to understand but the questions asked from the passage
are very easy to answer. Therefore, if the candidate is not able to understand the passage, we
recommend that the candidate should go through the questions and try to find the answers to the
questions from the passage.

Some books on RC suggest writing a passage map. However, we do not suggest this strategy
and consider such a strategy counterproductive, because writing while reading disturbs the
flow of reading and hampers the understanding of the passage.

Principles to Answer the Questions Accurately

Always answer the questions according to the information mentioned in the passage. Questions on
passages asked in CSAT can be categorized. Categorization is required for two reasons: First, categorization
familiarizes the candidate with the type of questions asked in the CSAT exam. Second, a candidate
can adopt an appropriate strategy for each type of question. Therefore, ultimately categorization saves
time and improves the accuracy of a candidate in answering the questions.

2 CATEGORISATION OF QUESTIONS ASKED UNDER RC

There are three main categories of questions asked under RC.

Overall Idea Conveyed by the Author

Finding an answer to this type of question requires an overall understanding of the passage. The overall idea
is covered in the whole passage (or in all the parts of the passage) and not in a particular part of the passage.
Wrong answer choices are those which are either discussed in only a part of the passage or are not
discussed in the passage at all.
This question is asked in a variety of ways some of which are as follows:
1. What is the essential message conveyed by the author of the passage?
2. Which of the following statements best describe the thought of the writer?
3. The passage thematically centres on.
4. What is the crux of the passage?
5. Which one of the following statements conveys the key message of the passage?
6. Which one of the following statements conveys the inference of the passage?
7. Which of the following would be an appropriate title for the passage?
 Reading Comprehension 5

Specific Detail Type Questions

Specific detail type questions are based on the information given in some part of the passage.
Finding an answer to these questions requires a candidate to refer to that part of the passage from
where the question has been asked except if the candidate is sure about the correct answer.
Wrong answer choices are those which are either not mentioned in the passage or convey a different
meaning from what is stated in the passage.
Specific detail type questions constitute a major chunk of RC questions. These questions can be
further categorized as follows:

Simple specific detail type questions

These questions require a candidate to find a single piece of information in the passage and are the
easiest of all the types of specific detail questions.
The question stem guides the search for the correct answer towards that part of the passage where
related information is present in the passage. For instance, the question stem in the following example is
‘the strategy of inclusive growth can be effected by focusing on’.

Example of simple specific detail question:

(Q .2 Set A, CSAT 2011)
1. According to the passage, the strategy of inclusive growth can be effected by focusing on
a. Meeting all the needs of every citizen in the country.
b. Increasing the regulations over the manufacturing sector.
c. Controlling the distribution of manufactured goods.
d. Delivery of the basic services to the deprived sections of the society.

Scattered specific detail type questions

These questions require a candidate to evaluate many details given in the question.
Wrong answer choices are those which are either not mentioned in the passage or mould the meaning
of the information stated in the passage.

Example of a scattered specific detail question:

(Q .1 Set A, CSAT 2011)
2. According to the passage:
a. The objective of inclusive growth was laid down by the founding fathers of the nation.
b. The need of the hour is to have an enabling government.
c. The government should engage in maximum interference in market processes.
d. There is a need to change the size of the government.
Which of the statements given above are correct?
a. 1 and 2 only b. 2 and 3 only c. 1 and 4 only d. 1, 2, 3 and 4
 6 Reading Comprehension

v ommon question stem-based specific detail type questions

C
These questions require a candidate to evaluate various statements given under a common question stem.
In these types of questions, the question stem guides a candidate to that part of the passage where the
candidate finds the information which can be compared with the statements given in the question to
evaluate both the statements.
‘Common question stem based specific detail questions’ differ from ‘scattered specific detail questions’.
‘Scattered specific detail questions’ do not involve common question stem and consequently, the candidate
is required to find the answer from various scattered parts of the passage. However, in ‘common question
stem-based specific detail questions’, the candidate is required to find the answer from a single part of the
passage where the information related to the common question stem is mentioned.

Example of a common question stem-based specific detail question:

(Q .7 Set A, CSAT 2011)
3. What according to the passage are the manifestations of social movements?
1. Aggressiveness and being incendiary
2. Instigation by external forces
3. Quest for social equality and individual freedom
4. Urge for granting privileges and self-respect to disparaged sections of the society.
Select the correct answer from the codes given below:
a. 1 and 3 only b. 2 and 4 only c. 3 and 4 only d. 1, 2, 3 and 4
Two-statement specific detail type questions
In these questions two statements require evaluation.
The statements, requiring evaluation, are very close to the information given in the passage and
therefore require a careful comparison.
As the statements are very close to the information stated in the passage, a candidate is essentially
required to refer back to the passage and compare the statements with the information given in the passage.
A wrong statement is either not mentioned in the passage or is similar to the information given in the
passage but different in meaning from what is stated in the passage.
Usually, a wrong statement is an extreme statement which conveys an extreme meaning as it involves
use of words such as never, always etc., in place of may, sometimes etc.
Example of a two statement specific detail question:
(Q .8 Set A, CSAT 2011)
4. With reference to the passage, consider the following statements:
1. To be a creative society, it is essential to have a variety of social movements.
2. To be a creative society, it is imperative to have potential contradictions and conflicts.
Select the correct answer from the codes given below:
a. 1 only b. 2 only c. Both 1 and 2 d. Neither 1 nor 2
 Reading Comprehension 21

PASSAGE 17
During the Cold War, the world powers contributed heavily to military budgets, at rates
ranging from 5 to 10 percent of the GDP for the United States and perhaps 20 percent for the
Soviet Union. Which theories can explain the world powers military expenditure levels, as
well as the sharp decreases in military expenditure in the 1990s?
One theoretical approach is based on reciprocity. Each world power responds to the other’s
military expenditure by raising or lowering its own military budget in the next time period.
An alternative theoretical model explains that each world power’s military expenditure is
domestically driven. This would follow from ideas such as the organisational process model
of foreign policy and the power of the military–industrial complex. The recent decreases in
military expenditure would probably be best explained by internal economic problems in
both world powers.
Therefore, military expenditure can be explained by at least two perfect theoretical
models, perfect in the sense that they can explain the outcome in terms of a general
model with implications for other cases and neither model can be ruled out by scientific
evidence.
1. What is the passage mainly about?
(a) The theoretical explanations of the fact.
(b) The explanation of the two theories.
(c) Discussion of a fact and its consequences.
(d) Causes of a particular theory.
2. Consider the following statements:
1. The theory of reciprocity explains the low level of the military expenditure by the two
world powers.
2. The theory of reciprocity is the primary explanation for the level of the military
expenditure by the two world powers.
3. The theory of reciprocity is insufficient to explain heavy contribution by the world
powers into military budgets.
Which of the statement(s) given above is/are correct?
(a) 1 only (b) 1 and 2 (c) 2 and 3 (d) None of the above
3. Consider the following assumptions:
1. Economic growth usually leads to increased expenditure on military.
2. Economic problems may result in reduction of expenditure on military.
3. During the Cold War, the expenditure on military by the Soviet Union was higher than
that by the United States.
 22 Reading Comprehension

With reference to the above passage, which of these assumption(s) is/are valid?
(a) 2 only (b) 2 and 3 (c) 1 and 2 (d) None of the above
4. Consider the following assumptions:
1. During the Cold War, both the world powers raised expenditure on military.
2. Reciprocity refers that each world power changes the expenditure on military in
accordance with changes in the expenditure on military by the other world powers.
3. The increase in expenditure on military can also be due to domestic reasons.
4. Theoretical models completely explain the expenditure on military by the world powers.
With reference to the above passage, which of these assumption(s) is/are valid?
(a) 1 and 2 only (b) 3 and 4 only (c) 1, 2 and 3 only (d) 1, 2, 3 and 4

PASSAGE 18
How do the foreign policies of democracies differ from those of authoritarian governments?
Although public opinion operates in some form in almost all the states, it plays a greater role
in democracies.
Some philosophers have argued that lasting peace would depend on states becoming
democracies, with elected representative legislatures to check the power of hereditary
monarchs to make war. They thought that checks and balances in democratic state would
act as a brake on the use of military force as compared with the autocratic state where a single
individual (or a few) could make war without any regard for the opinion of the people.
Scholars have formulated various hypotheses and have examined data to check the
validity of these hypotheses. Such hypotheses relate to the idea that democracy is linked
with a kind of foreign policy fundamentally different from that of authoritarianism. One
hypothesis considered was that democracies are generally more peaceful than authoritarian
governments. To their surprise, this turned out to be untrue.
However, the truth about democracies is that, though they fight wars against authoritarian
states, they never fight with each other. This phenomenon is called democratic peace.
1. What is the passage mainly about?
(a) Foreign policies of authoritarian states. (b) Foreign policies of democratic states.
(c) Foreign policies of republic states. (d) Foreign policies of contemporary states.
2. Consider the following statements:
1. In comparison with democratic states, authoritarian states fight more wars.
2. Philosophers and the author share the same point of view on the foreign policies of the
democracies.
 Reading Comprehension 23

Which of the statement(s) given above is/are correct?

(a) 1 only (b) 2 only (c) Both 1 and 2 (d) Neither 1 nor 2
3. According to philosophers, why do democracies not engage in a war?
1. There is concern for the safety of the people.
2. Economic resources are widely distributed.
3. Public opinion does play a role in the democracies.
4. There are mechanisms to keep a check on the power of the executive.
Select the correct answer using the codes given below:
(a) 4 only (b) 1 and 4 (c) 2 and 3 (d) None of the above
4. What is meant by the term “democratic peace”?
(a) The tendency of some nations to avoid interference in internal matters of the
other nations.
(b) The tendency of some nations to fight wars with the other nations.
(c) The tendency of some nations not to have wars with the similar nations.
(d) The tendency of some nations not to have wars with the other nations.

PASSAGE 19
Organisational culture refers to a system of shared values and behaviour patterns by the
members of an organisation. An organisation’s culture can be described on the basis of various
dimensions such as innovation in the organisation, people orientation, team orientation, the
ability of the organisation to change, aggressiveness, etc.
Organisational culture is vital for the organisation due to various reasons. The
organisational culture provides the sense of identity to the organisation and distinguishes an
organisation from the other organisations. It increases the commitment of the members of
the organisation towards the goals of the organisation. Organisational culture also clarifies
the goals of the organisation and the means to achieve these goals to the members of the
organisation.
Organisational culture can serve as a liability for the organisation as well. Culture acts
as a barrier to change and to adapt to the changing world. Also, organisational culture
prevents the collaboration of an organisation with some other organisation, especially when
the cultures of the organisations are different. For instance, it is difficult for a democratic
organisation to merge with an authoritarian organisation.
1. Consider the following statements:
1. Organisational culture remains uniform throughout an organisation.
2. Organisational culture reduces the dissatisfaction of the employees.
 Solutions 69

To answer such questions, read the the low levels of spending by the two world
information (the meaning of which has been powers.
asked) in the passage and identify the meaning Statement 2 is incorrect because it cannot
of the information. be inferred from the passage that the theory of
Statement 1 is correct because the reciprocity is the primary explanation for the
statement can be inferred from reading the level of military expenditure by the two world
first two sentences of the third paragraph of powers.
the passage. Statement 3 is incorrect because the theory
Statements 2 and 3 are correct because of reciprocity explains heavy contribution by
both the statements reflect the meaning of the the world powers to military budgets.
information given in the question stem.
3. Solution: (a) 2 only
PASSAGE 17 Explanation:
This is a ‘scattered specific detail type’ question
1. Solution: (a) The theoretical explanations of
and requires a candidate to evaluate many
the fact.
details given in the question.
Explanation: Statement 1 is incorrect because it cannot
This is an ‘overall idea type’ question. be inferred from the passage that the economic
Therefore, the answer to this question is based growth usually leads to high expenditure on
on an overall understanding of the passage. military.
The passage mentions the fact that during Statement 2 is correct because it can be
the cold war, the world powers contributed inferred from the passage. The passage states
large money to the defence and, after the that world powers reduced military expenditure
cold war, world powers sharply reduced their on account of internal economic problems.
defence expenditure. After mentioning this Statement 3 is incorrect. The passage only
fact, two theoretical explanations are provided states that the expenditure on military as the
to explain this fact. Therefore, choice (a) is the percentage of respective domestic GDP was
right answer. higher by the Soviet Union than that by United
Choices (b), (c) and (d) are inappropriate States. However, it does not mention anything
because these choices do not explain the about the actual amount of expenditure on
overall idea of the passage. defence.

2. Solution: (a) 1 only 4. Solution: (c) 1, 2 and 3 only

Explanation: Explanation:
This is a ‘scattered specific detail type’ question This is a ‘scattered specific detail type’ question
and requires a candidate to evaluate many and requires a candidate to evaluate many
details given in the question. details given in the question.
Statement 1 is correct because the theory Statement 1 is correct as it is mentioned in
of reciprocity does explain the high as well as the first paragraph of the passage.
 70 Reading Comprehension

Statement 2 is correct as it is mentioned in The statements requiring evaluation are

the second paragraph of the passage. very close to the information given in a passage
Statement 3 is correct because it can be and, therefore, require careful comparison
inferred from the third paragraph of the with the information given in the passage.
passage that increase in the expenditure on Statement 1 is incorrect because it cannot
the military can also be due to domestic be inferred from the information given in the
reasons. passage. The passage only indicates that the
Statement 4 is incorrect because it is democracies do not fight wars with the other
an extreme statement. Theoretical models democracies, but it does not state that the
explain the expenditure on military by the authoritarian states fight more wars.
world powers, but it cannot be inferred from Statement 2 is incorrect because the
the passage that these models completely philosophers have argued that the democracies
explain the expenditure on military by the are more peaceful than the authoritarian
world powers. states, whereas the author believes that the
democracies are not more peaceful than the
PASSAGE 18 authoritarian states.

1. Solution: (b) Foreign policies of the 3. Solution: (a) 4 only

democratic states. Explanation:
Explanation: This is a ‘common question stem-based
specific detail’ question. The question requires
This is an ‘overall idea type’ question. evaluation of various statements to identify
Therefore, the answer to this question is based whether each statement is given by the
on an overall understanding of the passage. philosophers as a reason behind democracies
The passage discusses the foreign policies not engaging in a war.
of democracies. Therefore, choice (b) is the The question stem ‘According to
right answer. Philosophers, why democracies do not engage
Choice (a) is inappropriate because the in war’ directs the search for the answer to the
foreign policies of the authoritarian states are second paragraph of the passage.
discussed only to explain the foreign policies Statements 1, 2 and 3 are not given as
of the democratic states. reasons by philosophers to explain why
Choices (c) and (d) are inappropriate democracies do not engage in a war.
because these choices are not covered in the Statement 4 is given as a reason by the
passage. philosophers to explain why democracies do
2. Solution: (d) Neither 1 nor 2 not engage in a war.

Explanation: 4. Solution: (c) The tendency of some nations

not to have wars with the similar nations.
This is a ‘two-statement specific detail type’
question. The two statements given in the Explanation:
question require evaluation. This is a ‘simple specific detail type’ question.
 Solutions 71

The question stem ‘democratic peace’ Therefore, none of these choices constitutes
guides the search for the answer to the last the overall idea of the passage.
part of the passage.
3. Solution: (d) Neither 1 nor 2
Democratic peace refers that democracies
do not fight war with other democracies. Explanation:
Therefore, choice (c) is the correct answer. This is a ‘two statement specific detail type’
question. The two statements given in the
PASSAGE 19 question require evaluation.
The statements requiring evaluation are
1. Solution: (a) 3 only very close to the information given in a passage
Explanation: and, therefore, require careful comparison
This is a ‘scattered specific detail type’ with the information given in the passage.
question and requires an evaluation of many Statement 1 is correct because the second
details given in the question. Right answer and the third paragraphs of the passage
choices are mentioned in the passage and provide information about the role of the
wrong answer choices are neither mentioned organizational culture in the functioning of
in the passage nor mould the meaning of the the organization.
information stated in the passage. Statement 2 is correct because the last
Statements 1, 2 and 4 are incorrect because paragraph of the passage states that an
these statements are not mentioned in the organizational culture may act as a barrier to
passage. the change.
Statement 3 is correct because it is mentioned Therefore, none of the statements is
in the second sentence of the last paragraph. incorrect.

2. Solution: (b) Importance of organisational 4. Solution: (a) 1 and 2 only

culture. Explanation:
Explanation: This is a ‘common question stem-based
This is an ‘overall idea type’ question. specific detail’ question. The question
Therefore, the answer to this question is based requires evaluation of various statements to
on an overall understanding of the passage. identify whether each statement constitutes
The passage mentions advantages and the organizational culture of the organization.
disadvantages of organizational culture. The question stem ‘Organization culture
Therefore, it discusses the importance of includes’ directs the search for the answer to
organizational culture. Therefore, choice (b) the first paragraph of the passage.
is the right answer. Statements 1 and 2 are included in the
Choice (a) is inappropriate because it is not organizational culture as the passage states
mentioned in the passage. that people orientation and aggressiveness are
Choices (c) and (d) are inappropriate the dimensions of the organizational culture.
because only the first paragraph of the passage Statements 3, 4 and 5 are not included in
provides information relating to these choices. the organizational culture.
 Unit - II

DECISION MAKING

Decision making involves the selection of the most logical alternative of the given alternatives. In CSAT
decision-making questions, a candidate is required to analyse a given situation and choose the most
appropriate response of the four responses given.
There is no penalty for the wrong answers. Also, the responses are evaluated on the basis of the degree of
appropriateness of response for the given situation.
In CSAT 2011, 2012 and 2013, the questions asked in the decision-making section were 8, 7 and 6,
respectively. There has been no question from this section since CSAT 2014.
1 STRATEGY TO LEARN DECISION MAKING
The following strategy has been devised to enable students to learn decision making:
Step 1: Read the decision situations and the corresponding explanations given in the practice exercise.
Step 2: Learn the factors which are considered while making decisions, so that you develop the
prudence required to evaluate the situation.
Step 3: Attempt the unsolved exercise and compare the factors which you consider while making
decisions with the factors given in the explanation in this book.
Step 4: Revise the exercises repeatedly to develop an adequate level of analysis to answer decision-
making questions accurately in CSAT.

2 BASIC FACTORS IN DECISION MAKING

Following is an illustrative list of some of the factors which are taken into account while making decisions:
1. Social concern: Social concern refers to the concern for others in the society.
Social concern of a person is ascertained by evaluating the response of the person to various
decision situations such as an old man requiring help, an injured person required to be taken to the
hospital, etc.
2. Protection of one’s own rights: Every informed and aware individual is expected to stand for his or
her own rights.
The tendency of a person to stand for his or her own rights is ascertained by evaluating the response
of the person to various decision situations in which the right of the person is being violated such as
poor-quality food served in a hostel mess, pressure by a criminal to sell your land to him at a low rate,
unjust treatment at place of work, etc.
3. Role clarity: An individual is expected to be clear about his or her role in both the personal and the
professional life.
Role clarity in a person is ascertained by putting him or her under various situations such as dealing
with the people approaching the person with law and order problems which are required to be referred
to the police.
4. Practicality and awareness of self-abilities: It is important that one should be aware about one’s abilities
and limitations.
For instance, an individual cannot complete the work single-handedly which requires a whole team
effort. Likewise, a person cannot save a house from a huge fire alone. Instead, it is appropriate to call
a fire brigade for the rescue operation.
5. Tendency to indulge in the illegal activities: A good human being is expected not to indulge in illegal
activities, no matter how harsh the circumstances are.
For instance, paying and receiving bribe is unacceptable, no matter whatever incentive or explanation
is associated with the payment or receipt of the bribe.
104 Decision Making

3. You want to get married to a person of your own choice. However, your family members
do not support your marriage with that person. Your family members give reasons for not
supporting the marriage. You do not find these reasons convincing enough to reject the
person you want to marry. You will
(a) keep the decision on hold and decide that you will not marry
(b) marry the person of your own choice
(c) try to convince your family about your choice
(d) accept the decision of your family
Solution:
The situation examines that whether a person considers the views of the family with one’s
own views for taking important decisions of life.
Choice (a) is incorrect because keeping the decision on hold and deciding not to marry is
not a solution to the given situation.
Choice (b) is incorrect because it does not consider the views of your family which are
important in your life.
Choice (c) is the most appropriate because it takes into account both your own views
and the views expressed by your family. Moreover, convincing others involve rational
confrontation and discussion over the issue at hand which lead to sound decisions in life.
Choice (d) is incorrect because it requires you to give up your desire to marry the person
of your choice without sufficient reasons.
4. You are moving along a busy road and you notice a blind man trying to cross the busy
road. The blind man is not able to cross the road due to heavy traffic on the road. Nobody
stops to help the blind man cross the road. You will
(a) ask someone to help him
(b) go and help him
(c) stop the traffic so that he can cross the road
(d) ignore and move on
Solution:
The situation examines in a person the quality of concern for others. If one has a concern
for the blind man, he or she will help the blind man to cross the road.
Choice (b) is the most appropriate because rather than asking someone to help the blind
man, one should help the blind man.
5. While traveling in a car to reach the venue of the wedding of your best friend, some
people stop your car and seek your help to take a mildly injured child to the hospital.
 Solutions for
Decision Making
 PRACTICE EXERCISE–1
1. Solution: (d) Attend the wedding Choice (b) is inappropriate because it
reflects the tendency to go beyond one’s
Explanation: means to satisfy desires.
The situation requires respect for the Choice (d) is inappropriate though more
feelings of the maid who is inviting you to appropriate than choice (a) and (b) because
the marriage of her daughter. it reflects a prolonged effect of desire on
Choice (d) is the most appropriate answer. the behaviour and limited tendency to
The feelings of the maid should be given overcome one’s desires.
due respect by attending the wedding. One
3. Solution: (c) Collect the necessary infor-
should be respectful towards the feelings of
mation about his destination and guide
the people who engage in professions which
him accurately
are often less paid and are not looked at in a
dignified manner in the society. Explanation:
Choice (a) is incorrect as it reflects lack of The situation tests how much are you
your concern for the feelings of the maid. socially responsible especially when you are
Choice (b) is incorrect as giving money is under pressure.
not a substitute for attending the wedding Opportunity to help the old man examines
and will still reflect lack of respect for the the sense of social responsibility in a person.
feelings of the maid. When one is getting late, then he or she is
Choice (c) is incorrect as making excuses in under pressure and often ignores social
front of other people reduce the credibility responsibilities.
of a person. Choice (c) is the most appropriate response
2. Solution: (c) Decide that you cannot because a person should fulfill his or her
afford it social responsibility even under pressure.
Choices (b) and (d) are inappropriate as the
Explanation: old man has only lost his way. This does not
The situation ascertains the way you act mean that he needs money or help of the
when your desire is beyond your means. police.
Choice (c) is the most appropriate because it Choice (a) is inappropriate because it
is important for an individual to overcome reflects the lack of social responsibility in
his desire when the desire is beyond the the person.
means of an individual.
4. Solution: (d) Contact the club authorities
Choice (a) is inappropriate because it and make an announcement for the
reflects the tendency to make compromises parents
for satisfying the desires.
 Unit - III

GENERAL MENTAL ABILITY

AND BASIC NUMERACY

General Mental Ability (GMA) is the largest part of CSAT preparation. There are 16 chapters in this
book covered under GMA. In the years 2017, 2016, 2015, 2014, 2013, 2012, and 2011, the number of
questions asked in CSAT from this section were 28, 29, 20, 16, 12, 3 and 8 respectively.
The level of difficulty of GMA questions is comparatively low. Therefore, even the candidate who is not
very confident about his or her mathematical skills can easily prepare for GMA.
The chapters on GMA have been drafted and discussed keeping in mind the level and type of questions
asked in CSAT.
 LINEAR
Chapter
1
EQUATIONS
Linear equations refer to those equations wherein the unknown variable has the power of 1. For instance,
2x = 6 is a linear equation as x, the unknown variable, has the power of 1.
Linear equations can be further divided on the basis of the number of unknown variables as follows:

1 LINEAR EQUATIONS IN ONE VARIABLE

The general form of linear equation in one variable (or unknown value) is ax = b. In this equation, the
value of x is unknown, whereas a and b are constants. For instance, 2x = 6 is a linear equation in one
variable. In this equation, the value of x is unknown.
The value of x can be calculated as follows:
2x = 6
6
x= =3
2

2 LINEAR EQUATIONS IN TWO VARIABLES

The general form of linear equation in two variables (or unknown values) is ax + by + c = 0. In this
equation, values of x and y are unknown, whereas a, b and c are constants. For instance, 2x + 1y + 5 = 0
is a linear equation in two variables. In this equation, values of x and y are not known, and 2, 1 and 5 are
constants.
The golden rule for solving linear equations: The number of equations available to solve for the
values of variables, should be equal to or more than the number of variables. For instance, if we have to
find out the values of two variables, minimum number of equations required will be two.
Let us now learn how to solve linear equations.
Consider: 2x + 1y - 5 = 0
1x + 1y - 3 = 0
The equations can be written as:
2x + 1y = 5 (1)
1x + 1y = 3 (2)
Linear equations in two variables can be solved by carrying out mathematical operations on given
equations in order to eliminate one variable.
 158 General Mental Ability and Basic Numeracy

Let us learn from the following examples.

1. If a variable is equal in magnitude in both the equations but it is of opposite sign, then we add both
the equations as follows:
For instance: 2x + 1y = 5
1x - 1y = 3
Adding both the equations, we get: 3x = 8
When one variable is eliminated, the equation can be solved as a linear equation in one variable.
8
Thus, x =
3
The value of x can be inserted in any of the two equations to calculate the value of y.
8
2 × + 1y = 5
3
16 1
y=5- =-
3 3
Let us check the solution.
Put values of x and y in 2x + 1y = 5 and 1x - 1y = 3
8 1 16 1
2× +1×- = - =5
3 3 3 3
8 1 8 1
1× -1×- = + =3
3 3 3 3
We find that the left hand side of the equation is equal to the right hand side of the equation.
Therefore, values of x and y are correct.
2. If a variable is equal in magnitude in both the equations and the variable possesses the same sign in
both the equations, then we subtract one equation from the other equation (or multiply one of the
equations by -1) as follows:
For instance: 2x + 1y = 5
1x + 1y = 3
Multiplying the second equation by –1, we get:
2x + 1y = 5
-1x - 1y = -3
Adding both the equations, we get: x = 2
Putting x = 2 in 1x + 1y = 3, we get: y = 1

If the whole equation is either multiplied or divided by a number, then the value of unknown
variables remains the same and the equations are called as a parallel set of equations.
 Linear Equations 159

For instance, let two equations be 3x = 9 and 6x = 18

If we multiply first equation by 2, we get 2(3x) = 2(9) or 6x = 18
The value of x = 3 can be calculated by solving any equation.

3. If both the variables in the given equations are of unequal value, then we multiply or divide either
one or both the equations by some number(s) in a way that one variable becomes equal in magnitude
in both the equations and then we add or subtract the equations as mentioned in category 1 and 2
above.
For instance: 2x + 1y = 5
3x + 2y = 8
In the above equations, if we add or subtract the equations, then one variable will not be eliminated.
Therefore, we multiply the first equation by 2 so that variable y can be eliminated.
The equation becomes: 4x + 2y = 10
3x + 2y = 8
Now, subtracting both the equations, we get:
x=2
Putting x = 2 in 4x + 2y = 10 or 3x + 2y = 8, we get:
y=1

Solved Examples
1. Solve: 2x + 3y = 7
3x + 2y = 8
Solution:
Multiply first equation by 3 and second equation by 2, we get:
6x + 9y = 21
6x + 4y = 16
Now, subtract both the equations, we get:
5y = 5 ⇒ y = 1
Put y = 1 in either 2x + 3y = 7 or 3x + 2y = 8, we get
x=2

2. Solve: 4x - 5y = 35
3x + 4y = 3
160 General Mental Ability and Basic Numeracy

Solution:
Multiplying the first equation by 3 and the second equation by 4, we get:
12x - 15y = 105
12x + 16y = 12
Subtracting both the equations, we get:
- 31y = 93 ⇒ y = - 3
Putting y = - 3 in 12x - 15y = 105
12x = 60 ⇒ x = 5

3. Solve: 6x + 5y = 4
12x + 10y = 8
Solution:
If we multiply the first equation by 2, then it becomes exactly the same as the second
equation. Thus, both the equations are parallel set of equations. As a minimum of two
equations are required to calculate the values of 2 variables, we cannot solve the equation
or we can say that there are infinite solutions for the values of x and y.

3 5
4. Solve: + =1
x y
4 4
+ =1
x y
Solution:
1 1
Let = a and = b. Therefore, the equation becomes:
x y
3a + 5b = 1
4a + 4b = 1
Multiplying the first equation by 4 and the second equation by 3, we get:
12a + 20b = 4
12a + 12b = 3
Subtracting both the equations, we get:
1
8b = 1 ⇒ b =
8
1
Putting b = in 12a + 20b = 4, we get:
8
 Linear Equations 161

1
12a + 20 × =4
8
5
12a = 4 -
2
3 1 1
a= × =
2 12 8
1 1 1
Now, =a⇒ = ⇒ Therefore, x = 8
x x 8
1 1 1
Similarly, =b⇒ = ⇒ Therefore, y = 8
y y 8

3 LINEAR EQUATIONS IN THREE VARIABLES

We can solve linear equations in three variables by solving two out of three equations at a time, in a way
that one variable gets eliminated. In this way, we will be left with linear equations in two variables.
Let us look at the example:
2x + 1y + 1z = 7 (1)
1x + 2y + 3z = 14 (2)
2x + 3y + 4z = 20 (3)
Let us consider the first and the second equations. If we multiply the first equation by 3, we get:
6x + 3y + 3z = 21
1x + 2y + 3z = 14
Subtracting the second equation from the first, we get:
5x + y = 7 (4)
Now, we take the second and the third equations. We multiply the second equation by 4 and the third
equation by 3, we get:
4x + 8y + 12z = 56
6x + 9y + 12z = 60
Subtracting the equations, we get:
2x + y = 4 (5)
From Equations 4 and 5, we can calculate the values of x and y, we get:
x = 1 and y = 2
Put x = 1 and y = 2 in any of the three equations, we get z = 3.
162 General Mental Ability and Basic Numeracy

Solved Examples
5. How many pieces of length 80 cm can be cut from a rod which is 40 m long?
Solution:
1 m = 100 cm
Total Length of the Rod 40 × 100 4, 000
Number of pieces = = = = 50 pieces
Length of One Piece 80 80

6. A possessed a certain sum of money. He gave one fourth of this sum to B. B in turn gave
half of what he received from A to C. If the difference between the remaining amount with
A and the amount received by C is ` 2,500, how much money is remaining with A?
Solution:
Suppose A initially possessed ` x.
x
Amount received by B = `
4
 x 3x
Amount remaining with A = `  x −  = `
 4 4
1 x  x
Amount received by C = `  ×  = `
2 4  8
3x x
− = 2, 500 ⇒ 5x = 2, 500 × 8 ⇒ x = 4,000
4 8
3x
Hence, amount remaining with A = ` = ` 3,000
4
7. A man divides his total property in such a way that half of his property is given to his wife,
2/3rd of the remaining property is divided equally among his three sons and the rest of the
property is divided equally among his three daughters. If the share of each daughter in the
property is worth ` 30 lakhs, then what is the share of each son?
Solution:
Let the total property = x
1
Wife’s share = x
2
 1 1
Remaining share =  1 −  x = x
 2 2
 Linear Equations 163

2 1 1 1 1 1
Share of 3 sons =  ×  x = x. Therefore, each son’s share = x × = x
3 2 3 3 3 9

1 1 1
Share of 3 daughters =  −  x = x
2 3 6
1 1 1
Each daughter’s share = × x= x
3 6 18
1
x = ` 30 lakhs ↔ x = 30 × 18 = ` 540 lakhs
18
1 1
Each son’s share = x = × 540 = ` 60 lakhs
9 9
8. A man divides ` 8,400 among his 4 sons, 4 daughters and 2 friends. If each daughter receives
6 times as much as each friend and each son receives 4 times as much as each friend, then
what is the share of each daughter?
Solution:
Let the share of each friend = ` x
Then, share of each daughter = ` 6x; Share of each son = ` 4x
Therefore, 4 × 6x + 4 × 4x + 2 × x = 8,400
24x + 16x + 2x = 8,400
42x = 8,400, x = 200.
Share of each daughter = 6x = 6 × 200 = ` 1,200.

2 3 4
9. A man spends th of his salary on house rent, th of his salary on food and th of
5 10 15
his salary on miscellaneous items. If after incurring all these expenditures, ` 1,000 are left
with him, then find his expenditure on food.
Solution:
Let the total salary of the man be x.
2
Expenditure on house rent = × x
5
3
Expenditure on food = ×x
10
164 General Mental Ability and Basic Numeracy

4
Expenditure on miscellaneous items = ×x
15
2 3 4  29 x 1
Part of the salary left = 1x −  x + x + x  = 1x − = x
5 10 15  30 30
1
x = 1,000 ⇒ x = 30,000
30
3
Expenditure on food = × x = ` 9,000.
10
1 1
10. A stick is painted with different colours. If th of the stick is blue, of the remaining
1 10 2
stick is white and the remaining 4 cm is black, find the total length of the stick.
2
Solution:
Let the length of the stick = x cm.
x
Then, blue part = cm
10
 x 9x
Remaining white and black part =  x −  cm = cm
 10  10
1 9x 9x
White part = × cm = cm
2 10 20
9x 9x 9x
Remaining black part = − cm = cm
10 20 20
9x 1
=4
20 2
9 20
⇒x= × = 10 cm
2 9
Hence, the total length of the stick = 10 cm

11. Village A has a population of 36,000 persons, which is decreasing at the rate of 1,200
persons per year. Village B has a population of 12,000 persons, which is increasing at the
rate of 800 persons per year. In how many years the population of both the villages will be
equal?
Solution:
Let the populations of village A and B be equal after x years.
36000 – 1200x = 12000 + 800x
2000x = 24000
 Linear Equations 165

x = 12
Therefore, the population of the two villages will be equal after 12 years.

4
12. A tin of milk was th full. When 6 bottles of milk were taken out and 4 bottles of milk
5 3
were poured into it, it was th full. How many bottles of milk can the tin contain?
4
Solution:
Let the number of bottles that can fill the tin completely be x.
4 3
Then, x - x = (6 - 4)
5 4
x
⇒ = 2 ⇒ x = 40
20
Therefore, the required number of bottles to fill the tin is 40.

13. Two pens and three pencils cost ` 86. Four pens and a pencil cost ` 112. Find the cost of a
pen and a pencil.
Solution:
Let the cost of a pen and a pencil be ` x and ` y, respectively.
Then, 2x + 3y = 86 and 4x + y = 112
Solving both the equations, we get: x = 25 and y = 12
∴ Cost of a pen = ` 25 and cost of a pencil = ` 12

14. A possessed 75 currency notes, either of ` 100 or ` 50. The total amount of all these currency
notes was ` 5,000. How many notes of ` 50 were possessed by A?
Solution:
Let the number of 50 rupee notes possessed by A be x.
Then, the number of 100 rupee notes = 75 – x
50x + 100 (75 – x) = 5,000
50x = 2,500 ⇒ x = 50
Therefore, A possessed 50 notes of ` 50.

15. An employer pays ` 20 for each day a worker works, and fines ` 3 for each day when the
worker is absent. At the end of 60 days, the worker is paid ` 280. For how many days was
the worker absent?
166 General Mental Ability and Basic Numeracy

Solution:
Suppose the worker was absent for x days. He worked for (60 – x) days.
20 (60 - x) - 3x = 280
⇒ 1200 – 23x = 280
⇒ 23x = 920
⇒ x = 40
Therefore, the worker was absent for 40 days.

16. One third of A’s marks in General Studies exceeds one half of B’s marks in General Studies
by 60. If A and B together scored 480 marks, then how many marks did B score in General
Studies?
Solution:
Let A’s and B’s marks in General Studies be x and y, respectively.
1 1
Then, x - y = 60 ↔ 2x - 3y = 360 (i)
3 2
x + y = 480 (ii)
Solving (i) and (ii), we get: x = 360 and y = 120
Thus, B scored 120 marks.

17. There is one overripe apple for every 20 apples in a crate of apples. If 3 out of every 4
overripe apples are considered unsaleable and there are 12 unsaleable apples in the crate,
then how many apples are there in the crate?
Solution:
Let the total number of apples in the crate = x
1
Number of overripe apples = x
20
3 1  3
Number of unsaleable apples =  × x  = x
 4 20  80
3
x = 12
80
⇒ x = 320

18. In a circus, in addition to 40 hens there are 45 dogs and 8 lions with some keepers (men
in-charge of animals). If the total number of feet is 210 more than the number of heads,
find the number of keepers.
 Linear Equations 167

Solution:
Let the number of keepers = x.
Total number of heads = (40 + 45 + 8 + x) = (93 + x)
Total number of feet = (45 + 8) × 4 + (40 + x) × 2 = (292 + 2x)
(292 + 2x) - (93 + x) = 210 ⇒ x = 11
Therefore, the number of keepers = 11

19. In a certain office one third of the workers are women, half of the women are married and
half of the married women have children. If half of the men are married and one third
of the married men have children, what part of the total number of workers is without
children?
Solution:
Let the total number of workers = x
x  x  2x
Number of women workers = and number of men workers = x − 3 = 3
3  
1 1 x x
Number of women workers with children = × × =
2 2 3 12
1 1 2x x
Number of men workers with children = × × =
3 2 3 9
 x x  7x
Number of workers with children =  +  =
 12 9  36
 7 x  29 x
Number of workers without children =  x −  =
 36  36
29
Therefore, th part of the workers is without children.
36
20. An amount was distributed equally among 14 boys, each boy got ` 80 more than that when
the same amount was distributed equally among 18 boys. What was the amount which was
distributed?
Solution:
Let the total amount be ` x.
x x 2x x
Then, − = 80 ⇒ = 80 ⇒ = 80 ⇒ x = 63 × 80 = 5, 040
14 18 126 63
Hence, total amount = ` 5,040.
168 General Mental Ability and Basic Numeracy

21. A bus started with a certain number of passengers on board. At the first stop, one third
of the passengers got down from the bus and 30 new passengers boarded the bus. At the
second stop, one half of the new total number of passengers got down from the bus and
5 new passengers boarded the bus. As it reached the third stop, it had 40 passengers on
board. Find the number of passengers in the bus when it just started.
Solution:
Let the number of passengers in the bus in the beginning be x.
 x  2x 
After the first stop, number of passengers =  x −  + 30 =  + 30 
 3   3 
1  2x 
After the second stop, number of passengers =  + 30  + 5
2 3 
1  2x 
+ 30  + 5 = 40
2  3 
2x
⇒ + 30 = 2 × 35
3
2x
⇒ = 70 − 30
3
 3
x =  40 ×  = 60
 2 
Therefore, the number of passengers on board when the bus just started was 60.

22. A party was attended by both men and women. After some time, 10 women left the party.
The ratio of remaining men and women was 2 : 1. Thereafter, 25 men left the party. Now,
the ratio of remaining men and women is 1 : 3. Find the initial number of women at the
party.
Solution:
Let the initial number of men at the party = x
Let the initial number of women at the party = y
Number of women present in the party after 10 women left the party = y - 10
Given that x = 2(y - 10)
Number of men after 25 men left the party = 2(y - 10) – 25
Given that 3 [2(y - 10) – 25] = y - 10
y = 25
Hence, the initial number of women at the party = 25
 Linear Equations 169

23. Both A and B possess some money. If A gives ` 30 to B, then B will have twice the sum of
money as much as left with A. But, if B gives ` 10 to A, then A will have thrice the sum of
money as much as left with B. How much money was initially possessed by A?
Solution:
2 (A - 30) = B + 30 ⇒ 2A – B = 90 (1)
A + 10 = 3 (B - 10) ⇒ A - 3B = - 40 (2)
Solving Equations (1) and (2), we get: A = 62 and B = 34
Therefore, A initially possessed ` 62.

 Note: It is important to learn how to solve the linear equations because under various topics
of GMA, the candidate is required to solve the questions with the help of linear equations.

Practice Exercise
1. If one third of a tank can hold 80 L of of the large bottle contains fluid after
water, then the quantity of water, one filling one small bottle?
half of the tank can hold is: 3
(a)
(a) 100 L 7
(b) 120 L 4
(c) 240 L (b)
7
(d) None of the above
4
2 (c)
2. A tank is th full. If 16 litres of water 21
5 6
is added to the tank, then it is th full. (d) None of the above
The capacity of the tank is: 7
4. A person travels 3.5 km from place A to
(a) 30 L (b) 35 L 2
(c) 40 L (d) 42 L place B. Of this distance, he travels 1
2 3
km by bicycle, 1 km by scooter and
3. A bucket full of fluid can fill either three 3
large bottles or seven small bottles. One the rest of the distance on foot. How
large bottle is filled with fluid and used much distance does he travel on foot?
to fill an empty small bottle. What part
 Solutions for
General Mental
Ability and Basic
Numeracy
 1. LINEAR EQUATIONS
1. Solution: (b) 120 L 5. Solution: (c) 50 cm
Explanation: Explanation:
Let the capacity of the tank = x L Let the length of the longer piece = x cm
1 2 
Then, x = 80 ⇒ x = 240 L Then, length of the shorter piece =  x 
3 5 
1 2 7x
Therefore, x = 120 L Therefore, x + x = 70 ⇒ = 70
2 5 5
2. Solution: (b) 35 L  70 × 5 
⇒x = = 50 cm
 7 
Explanation:
Let the capacity of the tank = x L 6. Solution: (b) 28 students
6 2
Then, x - x = 16 Explanation:
7 5 Original number of sections = (16 - 2) = 14
⇒ 30x - 14x = 16 × 35 Original number of students = (22 × 14) = 308
⇒ 16x = 16 × 35 Present number of students = (21 × 16) = 336
⇒ x = 35 L Number of new students admitted
= (336 - 308) = 28 students.
3. Solution: (b) 4
7 7. Solution: (b) 1 h
Explanation:
Let the capacity of the bucket be 1 unit of Explanation:
fluid. Total time available between 9 a.m. and
1 1:30 p.m. = 4 h 30 min.
Then, capacity of 1 large bottle =
3 Total number of breaks in between the four
Capacity of 1 small bottle =
1 periods = 3
7 Total duration of the breaks = 3 × 10 = 30 min
Fluid left in the large bottle after filling the
1 1 4 Total duration of four periods = 4 h 30 min
small bottle =  −  =
 3 7  21 - 30 min = 4 h.
4
4
21 4 Therefore, Duration of each period = = 1 h.
Part of the large bottle remaining = = 4
1 7 8. Solution: (d) 503
1 3
4. Solution: (b) km Explanation:
6
Explanation: H Min S
Distance travelled on foot = 3 18 12
 7  5 5   7 10  1 -2 -02 -54
 2 −  3 + 3   km =  2 − 3  km = 6 km
     1 15 18
 358 General Mental Ability and Basic Numeracy

Time period during which light was seen = 12. Solution: (b) 9 m
1 h 15 min and 18 s = 1 × 60 × 60 + 15 × 60
Explanation:
+ 18 = 3,600 + 900 + 18 = 4,518 s.
26 trees have 25 gaps between them.
Therefore, number of times the light was
 4, 518  Therefore, the distance between two
seen =  + 1  = 503 times. 225
 9  consecutive trees = m = 9 m.
25
(1 is added because the time period starts
from a point when the light was first seen 12
13. Solution: (a)
and ends at a point when the light was last 25
Explanation:
seen.)
3  3 2
9. Solution: (a) 2 Girls = , Boys =
1 − 5  = 5
5  
Explanation: Part of the total number of students absent
7a + 5 m = 38 or 5 m = (38 - 7a) 3 3 2 2 9 4 13
38 - 7a = of + of = + =
or m = , m is a natural number. 5 5 5 5 25 25 25
5
Thus, (38 - 7a) should be completely Part of the total number of students present
divisible by 5. This happens only when a = 4.  13  12
= 1 −  = .
10  25  25
When a = 4, then m = = 2.
5 14. Solution: (c) 3
10. Solution: (c) 35 4
Explanation:
Explanation:
Let the number of votes casted = x
Let the number of boys be x. x
Then, number of girls = 4x. Then, number of votes required =
2
Total number of children = (x + 4x) = 5x. 2x
Counted votes = ,
3
Therefore, the total number of children
 2x  x
must be a multiple of 5. Among the given Uncounted votes =  x −  =
options, 35 is a multiple of 5. Thus, the total  3  3
number of children in the class is 35. Votes won by the candidate so far
11. Solution: (b) 13th day 1 x x
= of =
2 2 4
Explanation:  x x x
Remaining votes required =  −  =
Money earned in 2 days = ` (20 - 15) = ` 5  2 4 4
5
Money earned in 12 days = × 12 = ` 30 Therefore, part of the remaining votes the
2 candidate requires to win the election =
On 13th day, the man earns ` 20 again. ( x / 4)  x 3  3
= × = .
(x / 3)  4 x  4
Thus, on the 13th day the man will have
` 50 with him.
 Linear Equations 359

15. Solution: (d) 100 ml 19. Solution: (c) 72

Explanation: Explanation:
Suppose, initially each test tube contains x ml. Let the Number of benches in the class = x
2 4 Then, 6(x + 1) = 7x - 5 ⇒ x = 11
Then, (x - 20 ) + ( x + 20 ) = ( x + 20 )
3 3 Hence, the number of students in the class
2
⇒ ( x − 20 ) = ( x + 20 ) = 6(x + 1) = 6 × 12 = 72.
3
⇒ ( 3x − 60 ) = 2 ( x + 20 )
20. Solution: (c) ` 1.60
⇒ x = 100 ml.
Explanation:
16. Solution: (d) 100 Cost of 6 bananas = 4.80 × 2 = ` 9.60
Explanation: Cost of 6 bananas = Cost of 3 mangoes =
A - 10 = B + 10 ⇒ A - B = 20 (1) Cost of 5 apples = Cost of 6 oranges
A + 20 = 2(B - 20) ⇒ A - 2B = -60 (2) Cost of 6 oranges = ` 9.60
9.60
Solving Equations (1) and (2), we get: Therefore, cost of 1 orange = ` = ` 1.60.
6
A = 100, B = 80.
21. Solution: (b) 1,000 (x - y) + yz
17. Solution: (c) 500 Explanation:
Explanation: Cost of stitching z shirts = Cost of stitching
N × 500 = (5,50,000 - 3,00,000) = 2,50,000 first 1,000 shirts + Cost of stitching shirts
⇒ N = 500 other than first 1,000 shirts = 1,000 × x +
(z - 1,000)y = 1,000x + zy - 1,000y
Therefore, the number of persons who
contributed the money = 500. = ` [1,000(x - y) + yz]

1 22. Solution: (b) ` 200

18. Solution: (a)
7 Explanation:
Explanation:
Let the fixed charge = ` x and the variable
Original share in the total cost of each charge = ` y per km
1
person = Then, x + 15y = 125 (1)
8
1 x + 25y = 175 (2)
New share in the total cost of each person =
7 Solving Equations (1) and (2), we get
Increase in the share of each of the remaining
1 1 1 x = 50, y = 5.
persons =  −  =
 7 8  56 Therefore, cost of travelling 30 km
= ` (50 + 30 × 5) = ` 200.
Therefore, increase in the share as part of
(1 / 56)  1  1
the original share = =  ×8 = .
(1 / 8)  56  7
 Unit - IV

DATA SUFFICIENCY

In the past CSAT papers, no question has been asked from the data sufficiency section so far. Therefore,
this section does not hold much importance in the CSAT exam.

Yet, it is recommended to prepare for this section because CSAT exam may have surprises in it. Data
sufficiency is covered under two popular formats in this book with questions from all the areas that
are relevant and important from the exam point of view. Practicing all these questions will prepare a
candidate to comfortably attempt data sufficiency questions which may be asked in the future CSAT
exams.
Practice Exercise – 1
Directions for questions (1–30): Read 4. What is the two-digit number?
the following instructions carefully and I. The difference between the
mark the answers based on the given number and the number obtained
instructions. by interchanging the positions of
Select choice (a) as an answer if the the digits is 36.
question can be answered by using only II. The sum of the digits of that
one of the statements alone. number is 12.
Select choice (b) as an answer if the
question can be answered by both the 5. What is the present age of C?
statements individually. I. Three years ago, the average age of
Select choice (c) as an answer if the A and B was 18 years.
question can be answered by using both II. The present average age of A, B and
the statements together, but cannot be C is 21 years.
answered using either statement alone.
Select choice (d) as an answer if the 6. The sum of the ages of P, Q and R is 96
question cannot be answered even by years. What is the age of Q?
using both the statements together. I. P is 6 years older than R.
1. What is the ratio of the two numbers? II. The sum of the ages of Q and R is
56 years.
I. The sum of two numbers is twice
their difference. 7. A is twice as old as B. What is the
II. The smaller number is 2. difference in their ages?
I. Five years ago, the ratio of their
2. What is the two-digit number whose
ages was 3 : 1.
first digit is ‘a’ and the second digit is ‘b’?
II. Ten years ahead, the ratio of their
I. The number is a multiple of 51.
ages will be 3 : 2.
II. The sum of the digits a and b is 6.
8. How old will C be after 10 years?
3. What is the two-digit number?
I. Five years ago, the average age of
I. The sum of the digits is equal to the A and B was 15 years.
difference between the two digits.
II. Average age of A, B and C today is
II. The difference between the two
20 years.
digits is 9.
406 Data Sufficiency

9. How many children are there in the 14. What is the rate of simple interest?
group? I. The total interest earned was
I. Average age of the children in this `4,000.
group is 15 years. The sum of the II. The sum was invested for 4 years.
ages of all the children in this group
is 225 years. 15. Find the principal which earned
II. The sum of the ages of all the interest?
children in the group and the I. The total S.I. was `4,000 after
teacher is 250 years. The age of the 4 years.
teacher is 10 years more than the II. The total of the principal and the
average age of the children. S.I. was double the amount of the
principal after 5 years.
10. What is the average age of children in
the class? 16. A man borrowed a total sum of `25,000
I. Age of the teacher is as many years from two moneylenders. To one he
as the number of children. paid an interest at 10% p.a. and to the
II. Average age increases by 1 year if other he paid at 20% p.a. How much
the teacher’s age is also included. money did he borrow at each rate of
interest?
11. What is the C.P. of the article? I. The sum of the interests after 1 year
I. The profit earned on the article is was `4,000.
one third of the C.P. II. The interest paid to the first
II. The article is sold for `400. moneylender was thrice the interest
paid to the second.
12. A man mixes two types of coffees
(X and Y) and sells the mixture at the 17. What is the rate of C.I.?
rate of `17 per kg. Find the profit made I. The principal was invested for
by the man. 3 years.
I. The rate of X is `20 per kg. II. The earned interest was `1,331.
II. The rate of Y is `13 per kg. 18. How long will Machine A take to
produce x candles (working alone)?
13. What is the price of a pen?
I. Machine B produces x candles in
I. A man can buy 14 pens and 35
6 min.
pencils for `84.
II. Machines A and B working together
II. At 50% discount on the price of produce x candles in 2 min.
pens, the man can buy 4 pens and
5 pencils for `12.
 Unit - V

DATA INTERPRETATION

In the past, CSAT has not given adequate importance to data interpretation. The number of questions
asked from this section in CSAT 2015, 2014, 2013, and 2011 were 3, 6, 6 and 9 respectively.
Data interpretation is covered under five chapters in this book. The questions included in these chapters
are strictly in accordance with the questions expected to be asked in CSAT. These questions often do not
involve large calculations, but test the ability of the candidate to understand various concepts presented
through graphs, tables, pie charts, etc.
 Chapter
1 LINE GRAPHS

A line graph is a graph which displays information in the form of a series of data points connected by a
line segment.
A line graph is bordered by two axes. The horizontal axis is called the x-axis and the vertical axis is
called the y-axis. Typically, the y-axis represents the dependent variable and the x-axis represents the
independent variable.
An independent variable is a variable, the value of which does not depend on the occurrence of
any particular event. A dependent variable, however is a variable, the value of which depends on the
occurrence of a particular event. For instance, in the line graph given below, the serial numbers of
different tests taken by Neil (Ist, IInd, IIIrd, etc.,) are the independent variables and the scores obtained
by Neil in these tests represent the values of dependent variables.

Solved Examples
Directions for questions 1–7 are as follows: Neil is a civil services aspirant and a very
hard working person. He has joined a test series to facilitate civil services preliminary
examination preparation. The scores obtained by Neil in all the six tests are depicted by
the graph given below. All the scores have been obtained out of the maximum total of 400.
Marks obtained by Neil in various tests
280

260
260
240
240
Marks

220 230
210
200
190
180
180
160
Ist IInd IIIrd IVth Vth VIth
430 Data Interpretation

1. What are the highest and the lowest scores obtained by Neil among all the scores obtained
by him in the tests?
(a) 260 and 180 (b) 260 and 240 (c) 180 and 260 (d) None of the above
Solution: (a) 260 and 180
Explanation:
By looking at the graph it can be seen that the highest point on Y axis is 260 and the lowest
point is 180.
Therefore, the highest score obtained by Neil is 260 and the lowest score obtained by Neil
is 180.

2. What is the average score obtained by Neil in all the tests?

(a) 210 (b) 215 (c) 218 (d) 220
Solution: (c) 218
Explanation:
Method I (Simple average method)
The average score obtained by Neil in all the tests
Total score obtained by Neil in all the tests
=
Number of tessts
180 + 190 + 210 + 230 + 240 + 260 1310
= =
6 6
= 218.33 or 218 (round off)

Method II (Assumed average method)

Let us assume that the average is 220.
The average score obtained by Neil in all the tests
= Assumed average ±
sum of differences of individual observatiions from the assumed average
Number of observations
−40 − 30 − 10 + 10 + 20 + 40
= 220 +
6
10
= 220 - = 218.33 or 218 (round off)
6
 Line Graphs 431

3. What is the overall percentage of marks obtained by Neil in all the tests?
(a) 54% (b) 55% (c) 56% (d) 57%
Solution: (b) 55%
Explanation:
Method I:
Total score obtained in all the tests
Overall percentage of marks = ×100
Total of maximum markss of all the tests
1310
= × 100 = 54.58% or 55% ( round off )
2400
Method II:
Average score 218.33
Overall percentage of marks = × 100 = × 100
Maximum marks 400
= 55% (round off)

4. In which test is there a fall in the percentage of marks as compared with the previous test?
(a) Ist (b) IInd (c) IVth (d) None
Solution: (d) None
Explanation:
Marks obtained in a test
Percentage of marks in a test = × 100
Maximum marks in a test
In all the tests, the numerator (i.e., the marks obtained) is increasing and the
denominator (i.e., maximum marks) remains the same. When the numerator increases
and the denominator of the fraction remains the same, then the value of the fraction
increases and so does the percentage. Therefore, in none of the tests there is a fall in
the percentage.

5. In which test Neil obtains the highest percentage increase in marks over the immediately
preceding test?
(a) IIIrd (b) IVth (c) Vth (d) VIth
Solution: (a) IIIrd
Explanation:
Increase in marks over the previous test = Marks obtained in the test − Marks obtained in
the previous test
432 Data Interpretation

Percentage increase in marks over the previous test =

Increase in marks over the previous test
×100
Marks obtained in the previous test
Method I:
190 − 180
For IInd test = × 100 = 5.55%
180
210 − 190
For IIIrd test = × 100 = 10.53%
190
230 − 210
For IVth test = × 100 = 9.52%
210
240 − 230
For Vth test = × 100 = 4.34%
230
260 − 240
For VIth test = × 100 = 8.33%
240
Therefore, the highest percentage increase in marks over the immediately preceding test
was witnessed in the IIIrd test.
Method II:
The question can also be answered with minimum calculations as follows:
Step 1. By looking at the graph, identify the maximum increase in marks over the preceding
test (e.g., In IIIrd, IVth and VIth test, there is an increase of 20 marks each)
Step 2. Identify the smallest denominator out of the three denominators that are used in
calculating the percentage increase in each of the three tests. It is 190 for the IIIrd test.
In test III, as the numerator is the highest and the denominator is the lowest, therefore the
 20 20 20 
fraction is the highest, that is,  As > >
 190 210 240 
 Note: Method II is preferred because it avoids many unnecessary calculations and saves a
lot of time during the exam.

6. Consider the following statements:

I. Neil has scored the highest marks in the VIth test.
II. Neil has scored more than 50% marks in three tests.
III. The score obtained by Neil has consistently improved with all the tests.
 Line Graphs 433

Which of the statements given above is/are correct?

(a) I and II (b) I and III (c) II and III (d) I, II and III
Solution: (b) I and III
Explanation:
Statement I is correct because Neil has scored the highest marks in the VIth test i.e., 260 marks.
Statement II is incorrect because Neil has scored more than 50% marks (more than half
i.e., 200) in four tests namely, IIIrd, IVth, Vth and VIth.
Statement III is correct because the scores obtained by Neil in successive tests have
increased consistently.

7. Which of the following statement can be surely concluded about the performance of Neil?
(a) Neil has maximum chances of qualifying the preliminary exam.
(b) Neil’s performance is excellent.
(c) The performance of Neil has been improving over the given time period.
(d) Neil is required to take more tests.
Solution: (c) The performance of Neil has been improving over the given time period.
Explanation:
The scores obtained by Neil in various tests have shown an increasing trend over the given
period of time. Therefore, it can be concluded that Neil’s performance has been improving
over the given time period. However, rest of the statements cannot be stated with full
conviction by only referring to the graph.

Directions for questions 8–12 are as follows: The following line-graph depicts the market
share of company X in its respective industry from the years 2006 to 2010. Study the graph
and answer the questions that follow:

Percentage of market share of

company X over the years
70
60
50
40
30
20
10
0
2005 2006 2007 2008 2009 2010 2011
434 Data Interpretation

8. For how many years, the market share of the company in its industry was more than 40%?
(a) 1 (b) 2 (c) 3 (d) 4
Solution: (c) 3
Explanation:
The market share of the company, in its respective industry, was more than 40% for 3 years
(i.e., 2006, 2007 and 2008).

9. In which year the sales of the company were the highest?

(a) 2006 (b) 2010 (c) 2006 or 2010 (d) Data inadequate
Solution: (d) Data inadequate
Explanation:
Sales of the company cannot be determined only on the basis of the market share of the
company. To calculate the sales of the company, both the values for the market share of
the company in the industry and aggregate sales of the industry are required. As the data
for the aggregate sales of the industry is not available, sales of the company cannot be
determined.

10. A Company is called a market leader in its industry if it has the largest share in its respective
industry. In which of the following years Company X was surely the market leader in its
industry?
(a) 2007 (b) 2008 (c) 2009 (d) 2010
Solution: (a) 2007
Explanation:
In 2007, the share of the company in its industry was more than 50% (i.e., 55%). Therefore,
in 2007 the share of every other company in the industry was less than 50%. In rest of
the years mentioned in answer choices, the share of the company in the industry was less
than 50%. Therefore, there can be another company with a share of more than 50% in the
industry.

11. Which of the following statements can be made conclusively about the market share of the
company?
1. The market share of the company in the industry was highest in 2006.
2. The sales of the company have declined from 2006 to 2010.
3. The market share of the company has declined from 2006 to 2010.
4. The market share of the company will fall below 20% in the next year.
 Line Graphs 435

Which of the statements given above is/are correct?

(a) 1 and 2 only (b) 1 and 3 only (c) 1, 2 and 3 (d) 2, 3 and 4
Solution: (b) 1 and 3 only
Explanation:
Statement 1 is correct because in year 2006, the market share of the company X was 60%.
In all other years, the market share of company X was less than 60%.
Statement 2 cannot be stated with surety because the sales of the company are not given in
the graph and only the market share of the company is given.
Statement 3 is correct as the market share of the company has declined from 60% (in year
2006) to 30% (in year 2010).
Statement 4 is based on the future prediction. Whether the market share of Company X
will fall below 20% cannot be stated with full conviction.

12. Apart from the market share given in the graph, what additional information is required
to calculate the sales of the company over the given time period?
(a) Total sales of the industry (b) Total production of the company
(c) Total production of the industry (d) None of the above
Solution: (a) Total sales of the industry
Explanation:
Market share of the company × Sales of the industry = Sales of the company.

Directions for the questions 13–19 are as follows: The following line graph gives the annual
profit percentage earned by a company during the period 2007–2012. Study the line graph
and answer the questions that follow.
Profit percentage earned by the company over the years
Revenue - Expenditure
% profit = × 100
Expenditure
Percent profit earned by the company over the years
80
75
70
Profit percentage

65
60
55
50
45
40
35
30
2006 2007 2008 2009 2010 2011 2012
Years
436 Data Interpretation

13. If the revenue earned by the company in 2009 was `290 crores, what was the expenditure
incurred by the company in 2009?
(a) `210 crores (b) `200 crores (c) `180 crores (d) `170 crores
Solution: (b) `200 crores
Explanation:
Revenue − Expenditure
% profit = ×100
Expenditure
290 − Exp.
45 = × 100
Exp.
45
Exp. + Exp. = 290
100
 9 
Exp.  1 +  = 290
 20 
Expenditure = `200 crores

14. What is the overall profit percentage earned by the company over the given time period?
(a) 55.7% (b) 55.8% (c) 55.9% (d) Data inadequate
Solution: (d) Data inadequate
Explanation:
Total Revenue − Total Expenditure
Overall profit percentage = ×100
Total Expenditure
Therefore, overall profit earned by the company cannot be calculated only on the basis of
profit percentage earned by the company for various years as figures of total revenue and
total expenditure of the company are not given.

15. Which of the following data are required to calculate the overall profit percentage of the
company for the given time period?
1. Revenue of the company over the given time period.
2. Expenditure of the company over the given time period.
3. Profit of the company over the given time period.
4. Profit percentage of the company over the given time period.
Which of the following combinations can calculate the overall profit percentage of the
company?
(a) 1 and 2 (b) 1 and 4 (c) 2 and 3 (d) All the above
 Line Graphs 437

Solution: (d) All the above

Explanation:
Total Revenue − Total Expenditure
Overall profit percentage = ×100
Total Expenditure
Overall profit percentage of the company can be calculated by statements 1 and 2
{Choice (a)}, statements 1 and 4 {choice (b)} and statements 2 and 3 {choice (c)}.
This is because choices (a), (b) and (c) can be used to calculate the overall profit percentage,
as the values for expenditure and revenue can either be directly put in the formula or easily
determined.
Therefore, choice (d) is the correct answer.

16. For how many years, there was an increase in the profit percentage earned over the
previous year?
(a) 2 (b) 3 (c) 4 (d) 5
Solution: (b) 3
Explanation:
During the years 2008, 2010 and 2012, the company has earned a higher profit percentage
over the respective previous years.

17. If the expenditure in 2007 and 2008 was equal, then the approximate ratio between the
revenues of 2007 and 2008 was:
(a) 1 : 1 (b) 3 : 4 (c) 7 : 8 (d) Data inadequate
Solution: (c) 7 : 8
Explanation:
Let the expenditure in 2007 be x
Therefore, expenditure in 2008 = x
Also, let the incomes in 2007 and 2008 be I7 and I8, respectively.
Then, for the year 2007, we have;
l7 − x 40 l 7 140 x
40 = × 100 ⇒ = − 1 ⇒ l7 = (i)
x 100 x 100
And, for the year 2008, we have;
l8 − x 60 l 8 160 x
60 = × 100 ⇒ = − 1 ⇒ l8 = (ii)
x 100 x 100
438 Data Interpretation

140 x
l 7 100 7
= =
From (i) and (ii), we get:
l 8 160 x 8
100

18. If the profit earned by the company in the year 2011 was `5 crores, then what was the profit
earned by the company in the year 2010?
(a) `5.0 crores (b) `4.8 crores (c) `6.8 crores (d) Data inadequate
Solution: (d) Data inadequate
Explanation:
Profit earned by the company in 2010 cannot be calculated on the basis of the profit earned
in 2011.

19. Consider the following statements:

1. The profit margin of the company is falling over the years.
2. In 2012, the company earned the highest profit margin.
3. In 2007, the company earned the lowest profit.
Which of the statements given above is/are correct?
(a) 1 only (b) 2 only (c) 1 and 3 (d) 2 and 3
Solution: (b) 2 only
Explanation:
Statement 1 is incorrect because the profit margin of the company has shown a mixed
trend according to the graph.
Statement 2 is correct because in 2012, the company earned the highest profit margin
of 70%.
Statement 3 cannot be evaluated because the actual amount of profit earned by the
company cannot be determined.

Directions for the questions 20–26 are as follows: The following line-graph gives the ratio
between expenditure and revenue of the company from the year 2005 to 2011. Study the
following graph and answer the questions based on the same.
 Line Graphs 439

Ratio of expenditure to revenue of

a company over the years
1.4 1.3 1.3
1.25
1.2
Ratio

1.1
1
1
0.9
0.8 0.8
0.6
2005 2006 2007 2008 2009 2010 2011
Years

20. In which of the following year was the ratio of expenditure to revenue of the company the
lowest?
(a) 2005 (b) 2006 (c) 2007 (d) 2008
Solution: (a) 2005
Explanation:
In 2005, the ratio of expenditure to the revenue of the company was the lowest
(ratio was 0.8).

21. In which of the following years was the ratio of revenue to the expenditure of the company
the lowest?
(a) 2005 (b) 2007 (c) 2009 (d) 2011
Solution: (d) 2011
Explanation:
In the year 2011, the ratio of the expenditure to the revenue of the company was the highest
(ratio was 1.3).
Therefore, in the year 2011, the ratio of revenue to the expenditure of the company was
the lowest.

22. For how many years the revenue earned by the company was more than the expenditure
incurred by the company?
(a) 1 (b) 2 (c) 3 (d) 4
Solution: (b) 2
440 Data Interpretation

Explanation:
If expenditure or revenue is <1, then the revenue of the company is more than its
expenditure. In 2005 and 2006, the ratios of the expenditure to revenue is 0.8 and 0.9,
respectively. Therefore, for 2 years the revenue is more than the expenditure.

23. If the expenditure of the Company in 2006 was `180 crores, then the revenue of the
Company in 2006 was:
(a) `162 crores (b) `198 crores (c) `200 crores (d) `220 crores
Solution: (c) `200 crores
Explanation:
Expenditure/Revenue = 0.9 (ratio given for the year 2006)
180/Revenue = 0.9
180/0.9 = Revenue
Revenue of the company in the year 2006 = `200 crores

24. What was the percentage decrease in the revenue of the company from the year
2005 to 2011?
(a) 72 (b) 56 (c) 28 (d) Data inadequate
Solution: (d) Data inadequate
Explanation:
As revenues earned during different years are not given, percentage decrease in revenue
cannot be calculated.

25. If the revenue earned in 2011 was `300 crores and the total expenditure in 2010 and 2011
taken together was `650 crores, then the revenue in 2010 was:
(a) `200 crores (b) `250 crores (c) `300 crores (d) `420 crores
Solution: (a) `200 crores
Explanation:
Expenditure in the year 2011 = Revenue in year 2011 × Ratio of the expenditure and
revenue in the year 2011 = 300 × 1.3 = `390 crores
Expenditure in the year 2010 = Expenditure in the years 2011 and 2010 - Expenditure in
the year 2011 = 650 - 390 = `260 crores
Expenditure in the year 2010 260
Revenue in the year 2010 = = = `200 crores
Ratio (for the year 2010) 1. 3
 Line Graphs 441

26. Consider the following statements:

1. There has been a consistent fall in the revenue of the company over the given period of
time.
2. The company is suffering losses since 2008 (Loss = Expenditure - Revenue).
3. The expenditure of the company has increased over the given period of time.
Which of the statements given above is/are correct?
(a) 1 only (b) 2 only (c) 1 and 3 (d) 2 and 3
Solution: (b) 2 only
Explanation:
Statement 1 cannot be evaluated because the revenue figures of the company cannot be
determined.
Statement 2 is correct because the expenditure is more than the revenue of the company
since 2008.
Statement 3 cannot be evaluated because the expenditure figures of the company cannot
be determined.
Directions for questions 27–33 are as follows: The two companies X and Y are one of the
largest producers of mobile phones in the economy. The following line graph depicts the
production of mobile phones by two companies for the time period from 2007 to 2012.
Study the following line-graph and answer the questions based on the same.
Number of mobile phones (in thousands)
manufactured by companies X and Y
170
160 161
145
150
140 138 140
122 122
130
120
120
118
110
105
100
101 105
90
80
70 80
60
2007 2008 2009 2010 2011 2012
X Y

Y-axis measures the number of mobile phones manufactured by companies X and Y.

 Solutions for
Data
Interpretation
 1. LINE GRAPHS
1. Solution: (a) 210 and 320 Increase in Production over
= Production in Previous Year
Explanation: ×100
Produuction in Previous Year
According to the graph, the minimum
production of the company is 210 tonnes Method I:
and the maximum production of the 230 − 210
For 2008 = × 100 = 9.52%
company is 320 tonnes. 210
250 − 230
2. Solution: (c) 267 For 2009 = × 100 = 8.69%
230
Explanation:
280 − 250
Average Production of the Company for All For 2010 = × 100 = 12.0%
250
the Years
310 − 280
Total Production by the For 2011 = × 100 = 10.71%
= Company for All the Years 280
320 − 310
Number of Years For 2012 = × 100 = 3.22%
210 + 230 + 250 + 280 + 310 + 320 310
=
6 Therefore, in the year 2010, there was
1600 highest percentage increase in production
= = 266.67 or 267 tonnes (round off)
6 over the production in the year 2009.
3. Solution: (d) None Method II:
The question can also be answered with
Explanation:
minimum calculations. The aim is to find
In all the given years, production of the out the highest fraction which can be done
company has increased in the current year as follows:
as compared with the production in the
Step 1. Identify the highest increase in
previous year. Therefore, in none of the
production over the production in the
years there has been a fall in production as
previous year (In the years 2010 and
compared with the previous year.
2011, there is an increase of 30 tonnes
4. Solution: (c) 2010 in the production each year over the
production in the previous year)
Explanation: Step 2. Select the smallest denominator out
Increase in production over the previous of the two denominators in question,
year’s production = Production in a particular Therefore, select the smaller amount
year – Production in the previous year out of 2009 and 2010 production
Percentage Increase in Production over the figures (which is 2009’s production
Production in Previous Year of 250 tonnes).
 504 Data Interpretation

As the numerator is highest and the 9. Solution: (b) 2,000

denominator is smallest, therefore the
30 Explanation:
proportion is the largest i.e., × 100
250 Number of voters in 2012
 30 30  × 100 = 60
 As 250 > 280  . Number of Students in 2012
 
Method II is preferred because it involves Number of Voters in 2012 60
⇒ =
fewer calculations and saves the precious Number of Students in 2012 100
time of the student during the exam.
1200 60
5. Solution: (b) 1 and 3 ⇒ =
Number of Students in 2012 100
Explanation:
1200 × 100
Statement 1 is correct because the ⇒ = Number of Students in 2012
60
production of the company is maximum in
the year 2012 (i.e., 320 tonnes). Therefore, Number of students in 2012
Statement 2 is incorrect because the = 2,000
production of the company was more than
10. Solution: (c) 1, 3 and 4
the average production for exactly 3 years.
(Average production = 266.67 tonnes) Explanation:
Statement 3 is correct because the graph Statement 1 is correct because the percentage
indicates that the production of the company of students who casted votes has increased
has increased over the years. over the given time period from 40% to 60%.
6. Solution: (c) The production of the Statement 2 cannot be evaluated because the
company has risen over the time period. total number of voters in student elections
are not known. Only the percentage of
Explanation: students who participated in the elections
Clearly, from the graph the production of is given.
the company has risen over the time period. Statement 3 is correct because in 2007, 40%
Rest of the statements cannot be concluded of the students casted votes. Therefore, 60%
from the graph. of the students did not cast votes.
7. Solution: (c) 4 Statement 4 is correct because in 2012, 60%
of the students casted votes.
Explanation:
During the elections held in the years 11. Solution: (a) Total number of students
2009, 2010, 2011 and 2012, more than 50% who did not cast votes in a particular year.
students of the university casted votes.
Explanation:
8. Solution: (d) Data inadequate 100% − percentage of students who casted
Explanation: votes = percentage of students who did not
cast votes.
Number of voters cannot be determined just
on the basis of percentage of voters.
 Line Graphs 505

From the number of students who did not 15. Solution: (b) 2009
cast votes and their percentage composition
in the total students, we can calculate the Explanation:
total number of students in the university in According to the calculations done under
any particular year. the solution of question 12, the company
had the maximum number of employees in
12. Solution: (b) 780 2009 or 2008 (920 employees). As 2008 is
not mentioned in the answer choices, 2009
Explanation:
is the answer.
Number of Employees at the End of
Each Year = Number of Employees at 16. Solution: (b) 97.5%
the Beginning of Each Year + Number of
Employees Who Joined the Organization Explanation:
During the Year - Number of Employees No. of employees at the end of 2012
×100
Who Left the Organization During the Year No. of employees at
Number of employees at the end of 2007 the beginning of 2007
= 800 + 350 - 250 = 900
780
Number of employees at the end of 2008 = × 100 = 97.5%
= 900 + 300 - 280 = 920 800
Number of employees at the end of 2009 17. Solution: (a) 26 : 33
= 920 + 290 - 290 = 920
Number of employees at the end of 2010 Explanation:
= 920 - 300 + 280 = 900 Minimum number of employees who joined
Number of employees at the end of 2011 the organization in any of the given years :
= 900 - 320 + 270 = 850 Maximum number of employees who left
Number of employees at the end of 2012 the organization in any of the given years
= 850 - 330 + 260 = 780 260 : 330
26 : 33
13. Solution: (b) 2008 and 2009
18. Solution: (a) 1951
Explanation:
Calculations are done in the previous Explanation:
solution. In 1951, the sex ratio (or the ratio of females
to males) was the minimum in society A.
14. Solution: (a) 2007 The ratio was 896 : 1,000.
Explanation: 19. Solution: (a) 2
In 2007, net addition of employees to
the existing number of employees in the Explanation:
organization was 100 (Net Addition = When the sex ratio is greater than 1,000,
Joined - Left) then the number of females is more than the
 Unit - VI

REASONING

Strong preparation of reasoning section is essential for qualifying CSAT. In the past years, a very high
weightage has been given to the reasoning section in CSAT. The question asked from this section in
CSAT 2017, 2016, 2015, 2014, 2013, 2012 and 2011 were 22, 24, 25, 26, 25, 30 and 19 respectively.
There are 14 chapters in this book dedicated to reasoning which comprehensively cover the type and
the level of questions asked in CSAT. To score well in CSAT, it is important for the candidate to develop
perfection in solving the problems covered under this section
 Chapter
1 DIRECTION SENSE
This chapter tests a candidate’s direction sense. The candidate is required to read a series of instructions
relating to an object which is constantly changing directions, and then either determine the final direction
in which the object is travelling or the distance travelled by the object (usually from the starting point).
The figure given below indicates the positions of various directions and will help the candidate to
develop a direction sense.

N
NW
NE

W E

SW SE
S

Solved Examples
1. A person travels in the north direction, then turns right, then again turns right and
thereafter turns left. In which direction is the person travelling now?
(a) North (b) South (c) East (d) West
Solution: (c) East
Explanation:
The movement of the person is indicated in the figure given below (from A to B, B to C, C
to D and D to E). The final movement is in the direction indicated by the line segment DE,
which is towards the East direction.
526 Reasoning

B C

A D E

2. If A is to the south of B and C is to the east of B, what is the direction of A with respect to C?
(a) North–east (b) South–east (c) North–west (d) South–west
Solution: (d) South–west
Explanation:
From the figure given below, A is south–west of C.

B C

3. A runs 50 m south from her house. Then, she turns left and runs 20 m more, then she turns
towards the north and runs 30 m further and finally starts walking towards her house on
the shortest possible route. In which direction is she walking now?
(a) West (b) South–east (c) North–west (d) None of the above
Solution: (c) North–west
Explanation:
The movement of A is shown in the figure given below (A to B, B to C, C to D and D to A).
She is walking from D to A in the north–west direction.
A

50 m
30 m

B C
20 m
 Direction Sense 527

4. P is facing the north direction. He then turns right and walks 20 m. He then turns to his
left and walks 20 m. Next, he moves 20 m to his right. He then turns to his right again and
walks 40 m. Finally, he turns to his right and moves 30 m. In which direction is he now
with respect to his starting point?
(a) South–west (b) South (c) North–west (d) South–east
Solution: (d) South–east
Explanation:
Let us assume that P starts from point A. He turns right and walks 20 m towards east up to
point B, turns left and moves 20 m up to point C, turns right and moves 20 m up to point
D. At D where he is facing east, he takes a right turn and turns towards south and walks
40 m up to E. Next, he turns right again and walks 30 m up to F, his final position. F is
south–east of A. Therefore, P is south–east of his starting point.

C D

20 m

20 m
20 m
A B 40 m

F 30 m E

5. A direction pole was situated on a crossing. Due to an accident the pole turned in such
a manner that the pointer which indicated east direction, was now pointing towards the
south. According to the pointer, one traveller was travelling in the north direction. In
which direction was he actually travelling?
(a) North (b) South (c) East (d) West
Solution: (c) East
Explanation:
The directions on the correct pointer and the incorrect pointer are shown in the figure
given below.
North direction according to the incorrect pointer is actually the East direction.
528 Reasoning

Correct Pointer Incorrect Pointer

N W
NW NE NW
SW

W E S N

SW SE SE NE
S E

6. One day, A left home and cycled 10 km southwards, turned right and cycled 5 km, turned
right again and cycled 10 km and finally, turned left and cycled 10 km. What is the
minimum distance A is required to travel to reach back home from this point?
(a) 10 km (b) 15 km (c) 20 km (d) None of the above
Solution: (b) 15 km
Explanation:
T 10 km S P

10 km 10 km

R Q
5 km
A starts from point P (home), moves 10 km southwards up till Q, turns right and moves
5 km up till R, turns right again and moves 10 km up till S and finally turns left and moves
10 km up till T.
A’s distance from the initial position = PT = PS + ST = QR (because PS = QR) + ST
= 5 km + 10 km = 15 km.

7. A person walks 9 km towards the north. From there he walks 5 km towards the South.
Then, he walks 3 km towards east. How far and in which direction is he with respect to his
starting point?
(a) 5 km north–east (b) 7 km north–east
(c) 5 km south–west (d) 5 km south–west
Solution: (a) 5 km North–east
Explanation:
The person walks 9 km northwards from A to B, then walks 5 km southwards up to C, then
turns towards east and walks 3 km up to D.
 Direction Sense 529

Then, AC = (AB - BC) = (9 - 5) = 4 km

CD = 3 km
Distance from the starting point = AC 2 + CD2 = 42 + 32 = 5 km
Also, D is north–east of A
Therefore, choice (a) is the correct answer.
B
5 km

9 km 3 km
D
C

8. Two cars start moving towards each other from two opposite points 150 km apart on a
main road. The first car covers 25 km on the main road, takes a right turn and then covers
25 km more. It then turns left and covers another 25 km and then turns to reach the main
road. In the meantime, due to a minor breakdown, the other car covers only 40 km along
the main road. What is the remaining distance between the two cars?
(a) 35 km (b) 50 km (c) 60 km (d) None of the above
Solution: (c) 60 km
Explanation:
Let X and Y be two cars.
Car X travels along the path PA, AB, BC and CD.
Now, AD = BC = 25 km.
Distance travelled by car X on the main road = PD
PD = PA + AD = 50 km
Distance travelled by car Y = QE = 40 km
Therefore, the distance between the two cars = PQ - (PD + QE)
= [150 - (50 + 40)] km = 60 km
X Y
25 km A D
P 25 km E Q
B 25 km C
Solutions for
Reasoning