Reasoning

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Arrangements - 1 | Aptitude Questions with Answers and Explanations

Arrangement problems are quite common in all entrance examinations. If you follo
w the instructions given
below, you can easily solve any problem given.
First we learn different types of arrangements and tips
to crack.
There are three types of arrangements:
1. Linear Arrangements : There are people sit in a row
2. Circular Arrangements : People sit in a row facing center.
In most of the cases, problems with 6, 8
people given.
3. Complex Arrangements : In these questions, There are some persons or things w
hich eat different
foods, wear different colored shirts, use different bikes, have some first and l
ast names etc. We have to
match these persons and their interests according to the conditions given.
Example for Linear Arrangement:
Eleven students A, B, C, D, E, F, G, H, I, J and K are sitting in a row of the c
lass facing the teacher. D,
who is to the immediate left of F, is second to the right of C.
A is second to the right of E, who is at
one of the ends. J is the immediate neighbor of A and B and third to the left of
G. H is to the immediate
left of D and third to the right of I.
1. Who is sitting in the middle of the row?
a. C
b. I
c. B
d. G
e. None
2. Which of the following groups of friends is sitting to the right of G?
a. IBJA b. ICHDF
c. CHDF d. CHDE
Example for Circular Arrangement:
Six persons A, B, C, D, E and F are sitting around a circular table facing the c
enter.
I. C is sitting in-between A and F.
II. B is sitting two places to the left of E.
III. D is sitting two places to the right of F.
3. Between which two persons does D is sitting?
a. F B b. E B c. C B d. A B
4. Who is sitting diagonally opposite to A?
a. F b. C c. E d. None of these
Example for Complex Arrangement:
Amit, Bharati, Cheryl, Deepak and Eric are five friends sitting in a restaurant.
They are wearing caps of
five different colours yellow, blue, green, white and red. Also they are eating
five different snacks
burgers, sandwiches, ice cream, pastries and pizza.
I. The person wearing a red cap is eating pastries.
II. Amit does not eat ice cream and Cheryl is eating sandwiches.
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III. Bharati is wearing a yellow cap and Amit wearing a blue cap.
IV. Eric is eating pizza and is not wearing a green cap.
8. What is Amit eating?
a. Burgers b. Sandwiches c. Ice cream d. Pastries
9. Who among the following friends is wearing the green cap?
a. Amit b. Bharati c. Cheryl d. Deepak
10. Who among the following friends is having ice cream?
Tips in solving linear and circular arrangement problems:
1. Always start filling in the details with Specific Statements.
There are two types of statements given: 1. Specific 2. Non specific
Specific statements always give only one type of arrangement.
For example: D sits immediate left of F.
So we have to put the combination DF in the diagram.
C sits opposite to A.
This also a specific arrangement in a circular diagram as there is no other way
to
represent this.
Example for non-specific statements is B and E sits next to each other.
This gives two types of
arrangement. BE and EB.
A sits in between C and D. This gives CAD and DAC.
So never solving question with statements like this.
2. Search for some continuation statement:
If the first statement starts with D and F, search for another statement which h
as either D or F in that.
So that it will give you some continuation.
3. Draw the diagrams in the circular arrangement according to the shown below
Remember: Left side in a circular arrangement is always clock wise and right sid
e means anti - clock
wise.
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Set 1: Six persons A, B, C, D, E and F are sitting around a circular table facin
g the center.
I. C is sitting in-between A and F.
II. B is sitting two places to the left of E.
III. D is sitting two places to the right of F.
1. Between which two persons does D is sitting?
a. F B b. E B c. C B d. A B
2. Who is sitting diagonally opposite to A?
a. F b. C c. E d. None of these
Sol: From statement 1, ACF / FCA
From statement 2, B _ E
From statement 3, F _ D
We can start with either statement 2 or 3, but starting with statement 3 gives u
s continuation with
statement 1.
D sits to the right of F
LOCK wise direction.
Now ACF or FCA possible.
e is only one
position available for B
So Option C and Option B
Set 2:
so When we fix D, we have to write F two places after C

ACF is not possible as D occupied so FCA possible. Ther
and E and the remaining place is occupied by C.
are correct.
Eleven students A, B, C, D, E, F, G, H, I, J and K are sitting in a row of the c

lass facing the
teacher. D, who is to the immediate left of F, is second to the right of C.
A is second to the right of
E, who is at one of the ends. J is the immediate neighbor of A and B and third t
o the left of G. H is
to the immediate left of D and third to the right of I.
3. Who is sitting in the middle of the row?
a. C
b. I
c. B
d. G
e. None
4. Which of the following groups of friends is sitting to the right of G?
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a. IBJA b. ICHDF
c. CHDF d. CHDE
Sol: _ _ _ _ _ _ _ _ _ _ _ _
Let us code all the given statements into some notation format so that it saves
lot of time in going
back and forth to the question.
1. D, who is to the immediate left of F, is second to the right of C.
This implies, D is sitting immediate left of F and D is setting second to the ri
ght of C.
DF, C _ D
2. A is second to the right of E, who is at one of the ends.
If E sits at one of the end he must sits at left end. Then only the following ar
rangement possible.
E _ A
3. J is the immediate neighbor of A and B and third to the left of G.
AJB / BJA possible and J _ _ G
Therefore, A J B _ G / B J A _ G
4. H is to the immediate left of D and third to the right of I.
HD and I _ _ H
From 1, C _ D F
From 4, I _ _ H D
From 1 and 4, I _ C H D F ----(1)
From 3, A J B _ G or B J A _ G possible
If we consider 2 also, above statement becomes, E _ A J B _ G
-----(2)
Now from 1 and 2, we have three possibilities. 1. F sits to the left of E 2. I s
its to the right of F
These two are not possible as total places are becoming more than 11. Now I shou
ld occupy the
position between B and G.
So E _ A J B I G C H D F is the right arrangement.
The remaining person K occupy the position between E and A.
Now answers for the above questions are Option B and C
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Cubes | Aptitude Questions with Answers and Explanations
A cube is a 3-dimensional diagram with all sides equal. If we divide it into the
size
its side, we get
n3
1
( )
n
th
part of
smaller cubes.
Shown below is a cube which is painted on all the sides and the cut into
1
( )
4
th
of its original
side.
Some observations: A cube has 6 faces, 12 edges and 8 corners. We can see that t
he cubes which
got all the three sides painting lies at the corners. So the number of cubes whi
ch got painted all the
three sides is equal to 8. Cubes with 2 sides painting lie on the edges (see the
diagram). But the
cubes which are on the left and right side of the edge matches with the corners.
So we have to
substract these two cubes from the number of cubes lying on the edge to get the
number of cubes
with 2 sides painting. Cubes with 1 side painting lies on the surfaces. Since, t
he top row, bottom
row, left column, and right column matches with the edges, We must exclude these
cubes while
calculating the single side painted cubes.
The following rules may be helpful: If a cube is divided into the size
1
( )
n
th
of its original side after
get painted all the sides, Then
Total number of cubes =
n3
Cubes with 3 sides painting = 8
12 (n 2)
2
1 sied painting = 6 (n 2)
3
no painting = (n 2)
Cubes with 2 sides painting =
Cubes with
Cubes with
Solved Examples (Level
1)
http://www.campusgate.co.in/2011/12/cubes.html
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1. A cube whose two adjacent faces are coloured is cut into 64 identical small c
ubes. How many
of these small cubes are not coloured at all?
Assume the top face of the cube and its right side are colored green and orange
respectively.
Now If we remove the colored faces, we left with a cuboid, whose front face is i
ndicated with dots.
So on the front face there are 9 cubes, and behind it lies 4 stacks. So total 9
x 4 = 36
2. A cube, painted yellow on all faces is cut into 27 small cubes of equal size.
How many small
cubes got no painting?
Assume we have taken out the front 9 cubes. Then the cube looks like the one bel
ow.
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Now the cube which is in the middle has not got any painting. The cubes on the T
op row, bottom
row, left column and right column all got painting on atleast one face.
Alternative method:
Use formula:
(n 2)
3
Here n = 3 So
(3 2) 3
= 1
3. All surfaces of a cube are coloured. If a number of smaller cubes are taken o
ut from it, each
side 1/4 the size of the original cube's side, Find the number of cubes with onl
y one side painted.
The original (coloured) cube is divided into 64 smaller cubes as shown in the fi
gure. The four central
cubes on each face of the larger cube, have only one side painted. Since, there
are six faces,
therefore total number of such cubes = 4 x 6 = 24.
Alternative Method:
Use formula :
6 (n 2)
2
=
6 (4 2)
2
= 24
Level
4. Directions: One hundred and twenty five cubes of the same size are arranged i
n the form of a
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cube on a table. Then a column of five cubes is removed from each of the four co
rners. All
the exposed facesof the rest of the solid (except the face touching the table) a
re coloured red.
Now, answer these questions based on the above statement:
(1) How many small cubes are there in the solid after the removal of the columns
?
(2) How many cubes do not have any coloured face?
(3) How many cubes have only one red face each?
(4) How many cubes have two coloured faces each?
(5) How many cubes have more than 3 coloured faces each?
The following figure shows the arrangement of 125 cubes to form a single cube fo
llowed by the
removal of 4 columns of five cubes each.
When the corner columns of the original cube are removed , and the resulting blo
ck is coloured on all
the exposed faces (except the base) then we get the right hand side diagram. We
labelled the
various columns from a to u as shown in the figure
(1): Since out of 125 total number of cubes, we removed 4 columns of 5 cubes eac
h, the remaining
number of cubes = 125 (4 x 5) = 125
20 = 105.
(2): Cubes with no painting lie in the middle. So cubes which are blow the cubes
named as s, t, u,
p, q, r, m, n, o got no painting.
Since there are 4 rown below the top layer, total cubes with no
painting are (9 x 4) = 36.
(3): There are 9 cubes namaed as m, n, o, p, q, r, s, t and u in layer 1, and 4
cubes (in columns b,
e, h and k) in each of the layers 2, 3, 4 and 5 got
one red face. Thus, there are 9 + (4 x 4) = 25
cuebs.
(4) the columns (a, c, d, f, g, i, j, l) each got 4 cubes in the layers 2, 3, 4,
5. Also in the layer 1, h,
k, b, e cubes got 2 faces coloured. so total cubes are 32 + 4 = 36
(5): There is no cube in the block having more than three coloured faces. There
are 8 cubes (in the
columns a, c, d, f, g, i, j and l) in layer 1 which have 3 coloured faces. Thus,
there are 8 such cubes.
Thus, there are 8 such cubes.
5. Directions: A cube of side 10 cm is coloured red with a 2 cm wide green strip
along all the
sides on all the faces. The cube is cut into 125 smaller cubes of equal size. An
swer the following
questions based on this statement:
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(1) How many cubes have
Clearly, upon colouring
cubes of equal size we
get a stack of cubes as
three green faces each?

one face red and an adjacent face green?
at least one face coloured?
at least two green faces each?
the cube as stated and then cutting it into 125 smaller
shown in the following figure.
The figure can be analysed by assuming the stack to be composed of 5 horizontal

layers.
(1): All the corner cubes are painted green. So there are 8 cubes with 3 sides p
ainted green.
(2): There is no cube having one face red and an adjacent face green as all the
green painted cubes
got paint on atleast 2 faces.
(3): Let us calculate the number of cubes with no painting. By formula,
(n 2)
3
=
(5 2) 3
= 27
Therefore, there are 125
27 = 98 cubes having at least one face coloured.
(4): From the total cubes, Let us substract the cubes with red painting, cubes w
ith no painting.
125 (9 x 6) 27 = 44
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Binary Logic | Aptitude Questions with Answers and Explanations
Binary Logic questions are an important type which frequently appear in IT compa
ny entrances and
MBA entrance exams. In these problems, you find people answer a questions in two
or three
different statements and some of them are true and some are false. Based on the
clues given, we
have to figure out the actual category of persons.
1. Three persons give these statements.
A says either Democratic or Liberal wins the elections.
B says Democratic wins.
C says neither Democratic nor Liberal wins the elections.
Of these statements only one is wrong. Who wins the elections?
As only one statement is wrong, other two statements will be true.
Assume Democratic wins the election. Now Statements of A and B are true. Which s
atisfies our
condition that 2 of them are truth tellers. So Democratic wins the election
If you assume Liberal wins the election,Statements of B and C are becoming false
which is against
our condition.
Note: Most of the binary logic questions can be solved easily if you start assum
ing like above.
2. Consider the following statements:
Albert: Dave did it.
Dave :
Gul:
Tony:
Tony did it.
I did not do it.
Dave lied when he said that
I did it.
(a) If only one out of all above statements is true, who did it?
(b) if only one out of all above statements is false, who did it?
We solve this question by assuming that Albert is thief. Then Dave, there after
Gul. and put it in a
table
From the table, it is clear that only one statement is false when we assume Dave
is thief. So answer
for (b) is Dave. And only one statement became true, when we assume Gul is thief
. So answer for (a)
is Gul
3.The police rounded up Jim, Bud and Sam yesterday because one of them was suspe
cted of having
robbed the local bank. The three suspects made the following statements under in
tensive questioning.
Jim : Im innocent.
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Bud: Im innocent.
Sam: Bud is the guilty one.
If only one of the statements turned out to be true, who robbed the bank?
Assume Jim is the thief. Now Except Bud statement, remaining two statements beca
me false which is
given in the question. So Jim is the thief.
Directions for questions 4 and 5: Three criminals were arrested for shop lifting
. However, when
interrogated only one told the truth in both his statements, while the other two
each told one true
statement and one lie. The statement were:
ALBERT: (a) Clive passed the goods.
(b) Bruce created the diversion.
BRUCE : (a) Albert passed the goods.
(b) I created the diversion.
CLIVE :
(a) I took the goods out of the shop.
(b) Bruce passed goods.
4. Who created the diversion?
(a) Albert (b) Clive
(c) Bruce (d) either (a) or (c)
(e) either (b) or (c)
5. Which of these statements is correct?
(a) Clive created the diversion.
(b) Albert took the goods out of the shop.
(c) Clive passed the goods.
(d) Albert created the diversion.
(e) Albert passed the goods.
Let T represents true statement and F represents false statement.
We have to check possibilities and contradictions by assuming one person speakin
g truth and others
will say truth or lie alternatively.
Assuming Bruce to speak truth
Above mentioned possibility satisfies the conditions as others give contradictio
ns.
So, Albert passed the goods.
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Bruce created diversion.
Clive took goods out of shop.
Directions for questions 11 to 13: On an Island there live three types of tribes
Sachcha, Jhutha and
Lota. Sachchas always tell the truth, Jhuthas always lie and Lotas tell the trut
h and lie alternating
(they can tell truth first or lie first). Three persons (of different tribes) fr
om this Island give these
statements.
GOOD: UGLY is of Sachcha tribe: I am of Lota tribe
BAD : GOOD is of Jhutha tribe; I am of Sachcha Tribe
UGLY: BAD is of Jhutha tribe; I am of Lota tribe.
6. GOOD belongs which tribe?
(a) Sachcha (b) Jhutha
(c) Lota (d) either (a) or (c)
(e) Cannot say
If we assume Good is of Sachcha tribe person, His both statements should be true
. But one of his
statement Ugly is of sachcha tribe should be wrong as there is only one shachcha
tribe person.
Now assume BAD is of sacha tribe person. Now his second statement is obviously t
rue and His first
statement indicates that Good is of Jutha type which implies that Ugly is of Lot
a type. Now checking
of the truthfullness of the statements of Good and Ugly, we get Goods both the
statements are
wrong and Uglys one statements is correct and one is wrong. So Good Belong to J
utha tribe.
Directions for questions 7: Chatia, Matia and Toni participated in a race and on
of them won the race.
They belong to three different communities - Sororian, Nororian and Cororian. So
rorians always speak
the truth, Nororians always lie and Cororians always tell the truth and lie alte
rnatively. (Each of
Chatia, Matia and Toni belongs to one community.)
After the race they gave these statements.
Chatia: 1. I would have won the race if Toni had not obstructed me at the last m
oment.
2. Toni always speaks the truth.
3. Toni is the winner.
Matia:
1. Chatia won the race.
2. Toni is not a Nororian.
Toni:
1. I hadnt obstructed Chatia at the last moment.
2. Matia won the race.
7. Toni belongs to which community?
(a) Sororian (b) Nororian
(c) Cororian (d) Either b or c
(e) Cannot say
8. Who won the race?
(a) Matia (b) Toni
(c) Sororian (d) Chatia

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(e) Cannot say
Sol: Assume Matia is truth teller So he is a Sororian. Then chatia is the winner
and Toni is Cororian
(Alternator) Which implies Chatia is a false sayer (Nororian)
If we check the truthfullness of the Chatia, We get his all statements are wrong
and Tonis one
statement is wrong.
So Toni belongs to Cororian and Chatia won the race
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Non - verbal reasoning (Series) | Aptitude Questions with Answers and Explanatio
ns
Non-Verbal reasoning appears in Bank exams, Infosys, MAT exams constantly. There
are 5 Problem
Figures (PF) will be given with 5 Answer Figures (AF). We need to determine the
next figure in
the series. There are certain rules which make solving these problems easy. So s
tudy the rules and
solved examples.
How to answer these questions:
Step 1:
For all the series problems the following rules apply. If problem figures A and
E are equal our
answer is problem figure B. Similarly, the other rules as follows.
1. PF(A) = PF(E) then answer is PF(B)
2. PF(D) = PF(E) then answer is PF(C)
3. PF(A) = PF(C) = PF(E) then answer is PF(B)
4. PF(A) = PF(D), PF(B) = PF(E) then answer is PF(C)
5. PF(D) = inverse of PF(A) and PF(E) = inverse of PF(2) then answer is inverse
of PF(C)
Step 2:
In general, the items in the box takes different positions in the subsequent fig
ures. They may rotate
certain degrees either clock wise or anti-clockwise. Look at the following diagr
am. In some problems
new items add to the existing figures and some existing figures vanish.
Solved Examples
1.
http://www.campusgate.co.in/2011/12/non-verbal-reasoning-series.html
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ns
In this problem If PF(A) = PF(E) then answer is PF(B). In the answer options AF(
4) is same as PF(B)
so option 4
2.
Here PF(C) and PF(E) are equal. So Answer figure should be PF(B). So correct opt
ion is c.
3.
0
0
0
0
0
The arrow is changing its positions clock wise 90 , 45 , 135 , 45 , ....next sho
uld be 180 . So
option 3.
4.
Simple one. A new arrow and a new line are adding alternatively. In PF(E) a new
line has added.
So in the next figure a new arrow must be added. And total lines should be 6. Op
tion 5
5.
0
0
0
0
Small hand is moving anticlock wise 90 , 45 , 90 , 45 ,... and Big hand is movin
g clock wise 135
0
constantly. So in the next figure, small hand must move 90
0
anti clockwise, and big hand must
0
move 135 . So option 4
6.
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ns
Here the symbol is changing positions anti clockwise by 45
0
and every time a new symbol is adding.
0
The "C"s in the middle are rotating clock wise by 90 . So the next figure must b
e option 4
7.
This is a simple analogy. There is a relationship between 1 and 2, 3 and 4. the
small figures in the
first diagram are getting bigger and vice-versa. So Option 3
8.
All the three symbols in the dice are rotating clockwise. So option 3
Alternative method:
We know that if PF(A) = PF(D), PF(B) = PF(E) then answer is PF(C). So option 3
9.
A new symbols is appearing in the middle of the previous figure and the previous
figure is getting
bigger. So option 4 is the right option. 3 and 5 options are ruled out as the fi
gures in the middle
are appeared already.
10.
A dot and line are adding constantly to the figures in left and right sides alte
rnatively. So option 3
11.
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ns
There appears to be no pattern on immediate look, but his problem can be solved
by simple
observation. Have a look at the diagram below..
The positions of two symbols are not changing in 2 consecutive figures. So optio
n 5
12.
the arrow and small line inside the small square are rotating constantly anti cl
ockwise and clockwise
0
0
0
0
0
0
0
respectively by 90 , 45 , 90 , 45 ,... and 45 , 90 , 45 , 90
0
. So next figure would be option 3.
13.
0
0
0
The line is rotating anti clock wise by 90 , 180 , 270 , 360
0
so next figure should be 90
0
from
figure E and a new symbol must appear. So option 1 is the correct.
14.
0
0
0
0
Symbols X is rotating clockwise by 45 , 90 , 45 , 90 . So our options will be ei
ther 1 or 3 as in
0
the next figure symbol X must move 45 . A new symbols is being added to X each t
ime one at front
and next time at back. So option 3 is right one.
15.
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ns
Simple. Observe PF(A) and PF(E) are equal. So next figure will be PF(B). So opti
on 5
16.
the symbols are changing constantly in clockwise direction and a new symbol is b
eing added.
The red rounded circle is a place whenever a symbol appear in that position must
not appear in the
0
next. And remaining positions are moving clockwise by 90 . A new symbol must com
e at the place
shown by green arrow. So our option will be 1. Option 2 is ruled out as + symbol
appeared earlier.
17.
0
Circle is moving diagonally and triangle is moving clockwise by 90 . So option 1
is correct one.
18.
Here you can easily observe that the lines are rotating 90
0
clockwise. also in PF(B) and PF(D), half
line has added at the right most side and in figures PF(C) and PF(E) a new line
has added. So in our
0
answer half line has to be added and lines should rotate 90 . So answer option 2
.
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ns
19.
Simple one. Figures A and B changed their symbols opposite them. C and D also di
d So. So option
1
20.
Symbols in
A, B are same except Symbols at bottom. A new symbol is coming there. Similarly
in C,
D. So option 3. Option 2 is ruled out as C appeared earlier.
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Non-Verbal Reasoning (Analogy)
Analogy means relationship. Let us have a look at an example:
Teacher : Pen
: : Soldier : _________
What should come in the blank? If teachers main tool is pen, Soldiers main too
l is a gun.
Similarly, we have to identify the relationship between in figures A and B so th
at to identify the option which got relationship with figure C.
Just look at few examples and you can easily understand these problems:
1.
The square in PF(A) rotated 90 0 clockwise along with dot. So option 5 is correc
t.
2.
Pentagon in PF(A) became small and circumscribed with Square in PF(B). So If a s
quare has to become small and to be circumscribed with
triangle. So option 1 is correct. option 5 is rules out as the square rotated 45
0
instead of 90 .
0
3.
Here the hexagon becae pentagon and the dots came out of the diagram, and a new
darkened dot appeared in the middle. So PF(C) should
become triangle and two dots must come out and a darkened dot must appear in the
iddle. So correct Option 5
4.
Here Bottom square became big, and the figure above it, came into it and pentago
n appeared in the triangle. So in PF(C) pentagon must
become big, and square must be inside it and a hexagon should appear in it. so c
orrect option 2
5.
Simple one. Two circles became a single square, and the square became two square
s. So two triangles must become single triangle and circle
must become two circles. So answer option 4.
6.
Another simple one. the directions of the arrows changed their positions. So ans
wer option 4.
7.
In PF(1), top half darkened rectangle turned 90 0 clockwise, middle half darkene
d rectangle turned anti-clockwise 90 0 and bottom half darkened
rectangle turned clockwise by 90 0 . So turn the rectangles in PF(C), clockwise,
anti-clockwise, and clockwise. So correct Option 1
8.
In PF(A), the square has three dots each at the middle of its sides. In PF(B), s
quare became pentagon, and number of dots got increased by one
and one dot occupied the vertex. So PF(C) must become hexagon and there must be
5 dots and one dot should occupy the vertex. Correct option
4
9.
The entire diagnol rotated by about 180 0 clock wise and the open circle became
darkened. So the square must be darkened and the entire
diagnol should rotate by 180 0 . So correct option 3
10.
Simple observation. Pentagon at the top became bigger and square came inside of
it. So hexagon in PF(C) should become big and circle should
enter into it. So correct option 3
Questions for Practice
11.
Answer: Option 2
12.
Answer: Option 3
13.
Answer: Option 5
14.
Answer: Option 4
15.
Answer: Option 4
16.
Answer: Option 4
17.
Answer: Option 4
18.
Answer: Option 3
19.
Answer: Option 1
20.
Answer: Option 5
21.
Answer: Option 2
22.
Answer: Option 5
23.
Answer: Option 1
24.
Answer: Option 3
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Logical Consistency | Aptitude Questions with Answers and Explanations
Suppose your father promised you a new bike, if you get good marks in your engin
eering. What if,
you dont get good marks? Our analysis explore possibilities of your father buyi
ng a new bike for you,
even if you dont get good marks!
This type of reasoning is classified under a head called "Logical
Consistency"
Let us take an example: If it rains, It will be cloudy
let us explore the above statement in various cases
X as the conditional clause
Y as the conditional clause
Hence,
Premise: If X then Y.
Immediate inference: If X happens then Y should happen. If Y did not happen then
X should not
happen.
Symbolically we write as If X then Y gives two inferences
X Y orY X
Other Structures:
Only If
Premise: Only if X then Y
Immediate inference: If Y happens then X should happen. If X did not happen then
Y should not
happen.
Symbolically we write as Only If Y then X gives two inferences
http://www.campusgate.co.in/2011/11/logical consistency.html
Y Xor X Y
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When
When is same as If.
Premise: When X then Y.
Immediate inference: When X happens then Y should happen. If Y did not happen th
en X should not
happen.
Symbolically we write as When X then Y gives two inferences
X Y or Y X
Unless
Premise: X unless Y
This statement can be re written as a hypothetical statement as
X Y
Premise: If not X then Y
Immediate Inference: When X did not happen then Y should happen. If Y did not ha
ppen the X
should happen
Symbolically we write as
X unless Y gives two inferences
X Yor Y X
Disjunctive Argument (Either or )
Take the Proposition: Either I will drink Pepsi or I will eat a sandwich. Let I
will drink Pepsi be X
and I will eat a sandwich be Y. The proposition presents a disjunction. Any
immediate inference
with respect to any one of X or Y will be subject to a condition imposed on
the other.
Hence all
immediate inferences will be hypothetical propositions.
Structure of a Disjunctive argument
Premise 1:
Either X or Y
Premise 2:
not X
Conclusion: Therefore, Y
or
Premise 1:
Either X or Y
Premise 2:
not Y
Conclusion: Therefore, X
Here we have two occurrences where at least one of the elements has to occur.
So the seeming logic is that if not one the other event will surely occur, the d
rinking of Pepsi or
http://www.campusgate.co.in/2011/11/logical-consistency.html
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eating of a sandwich.
Analysis of Disjunctive proposition:
X as the conditional clause
Y as the conditional clause
Premise: Either X or Y.
Immediate inference: If not X, then Y or If not Y, then X
Symbolically we write as
X Yor Y X
Either X or Y
Example:
Premise 1: I will study or I will fail ........... Disjunctive proposition
Premise 2: I will not study.
........... Categorical proposition
Conclusion: Therefore I will fail ........... Categorical proposition
Solved Examples
1. Sam is either black or white.
A. Sam is not white
B. Sam is white
C. Sam is black. D. Sam is not black.
a. CB b. BA
c. DB d. DC
Solution: We know that If not black then White or If not white then black. So AC
or DB correct.
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Correct option C.
2. Rohit is in the class when Puneet is in the lab.
A. Puneet is in the lab.
B. Rohit is in the park.
C. Puneet is not in the lab.
D. Rohit is in the class.
a. CA b. AD
c. BC d. BD
Solution: When X then Y. So When puneet is in the lab, then Rohit is in the clas
s or Rohit is not in
the class then Puneet is not in the lab. So AD is correct.
3. You will add more value to the brand if strategic planning is done.
A. Stratigic planning was done.
B. More value was not added to the brand.
C. More value was added to the brand.
D. Stratigic planning was not done.
a. BD b. DB
c. BC d. DC
Solution: If strategic planning was done then you added more value to the brand
or you did not add
more value then Strategic planning was not done. So AC or BD correct. So choice
A.
4. She sleeps only when her boss is away from the office.
A. The boss is away B. She did not sleep.
C. She slept. D. The boss ins in the office.
a. DB b. AB
c. DC d. BC
Solution: Only when X then Y means Y happen then X happens or its contra positiv
e X did not
happen then Y did not happen. So We say She slept means boss is away, or Boss is
not away then
She did not sleep.
Option A.
5. If Berty and Oly are selected in that order, Phil and Santhi cannot be select
ed.
A. Phil and Santhi are selected in that order.
B. Oly and Berty are selected in that order.
C. Berty and Oly are selected in that order.
D. Phil and Santhi are not selected.
a. BC b. CD
c. BD d. DB
Solution: this is called compound hypothetical. If A and B then not C and D, The
n C and D then not
A or not B. Option B
Level 2
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6. My house has got a number.
If it is a multiple of 3, then it is in between 50 and 59.
If it is not a multiple of 4, then it is in between 60 and 69
If it is not a multiple of 6, then it is in between 70 to 79
What is my house number?
Solution: If the house number has to be in 50 to 59, then "If "conditions 2nd an
d 3rd statements
should not happen. i.e., It is a multiple of 4 and 6. Now we know that if a numb
er is a multiple of
both 4 and 6, then it is a multiple of 12. But no 12 multiple exists between 50
to 59. So house
number should not be in between 50 to 59
If the house number has to be in 60 to 69, then "if" conditions of 1st and 3rd s
tatements should not
happen. i.e., the number should not be a multiple of 3 but multiple of 6. All mu
ltiple of 6 should be
multiples of 3. So no number exists in between 60 to 69
So the house number should exists between 70 to 79. Then It should not be a mult
iple of 3 but
multiple of 4.
Between 70 to 79, 72 and 76 are multiples of 4 but only 76 is not a multiple of
3.
So my house number is 76
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Evaluating inferences (updated) | Aptitude Questions with Answers and Explanatio
ns
One of the most challenging areas in logical reasoning is evaluating inferences.
Here a passage will
be followed by a few statements. A student has to identify, whether the given st
atements are
Definitely true, Probably true,
uncertain, probably false or Definitely false in the light of the passage.
Before going through the examples,let us try to recap some fundamentals of logic
. An inference is a
conclusion based on the known facts.
An inference is definitely true when all the facts clearly
supports the conclusion. But an inference is probably true, when an inference is
almost true with a
few exceptions.
Example:
In the last thirty years, the annual milk production has more than trebled to 69
million tonnes in
1996. This extraordinary transformation of dairying in what has been described a
s a rags - to riches story has led to milk being compared to the cinderella of
Indian agriculture. While what has
been achieved is impressive, the prospects ahead are challenging. In the Indian
context, one
dimension of dairy development that has been equally significant as has been the
phenomenal growth
in milk production is its impact in upgrading the life of the rural poor.
1. There has been a three hundred percent increase in milk production in India
2. India has always been a high quantity - milk producing nation
3. India produces more cows milk than buffalo milk
4. The rural poor are happier than before
5. India has been producing milk for the last thirty years.
Analysis:
1. There has been a three hundred percent increase in milk production in India
million tonnes in 1996.
This extraordinary transformation...........
From the above lines it is clear that the production has been trebled. That is t
he initial production
could be 69/3 = 23 million tonnes. So percentage increase in the production is (
69 - 23)/23 X 100 =
200%.
So the above inference is clearly false.
2. India has always been a high quantity - milk producing nation
million tonnes in
1996.This extraordinary transformation of dairying in what has been described as
a rags - to - riches story
has.......
This extraordinary transformation suggests that Indias milk production has incr
eased in great quantity
and the rags - to - riches line suggests that India is not producing milk in gre
at quantities in the
earlier days and our discussion is limited to the 30 year period in the above pa
ssage, and we dont

have enough information about the earlier periods.
So the qualifier "always" in the question makes
this a false statement. But may be 23 million tonnes is a great quantity too. So
we should say this
statement is "probably false".
3. India produces more cows milk than buffalo milk
http://www.campusgate.co.in/2011/11/evaluating-inferences.html
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ns
Simple one. No information was provided in the passage about types of milk. Unce
rtain
4. The rural poor are happier than before
This extraordinary transformation of dairying in what has been described as a ra
gs - to - riches
story ............... While what has been achieved is impressive, the prospects
ahead are
challenging.............. its impact in upgrading the life of the rural poor.
The rags to riches suggests that it created good income and we could say that th
ere is a change in
the life style of people. But the last line suggests the underlying challenge. S
o in the light of above
two statements we could safely conclude that the statement is probably true.
5. India has been producing milk for the last thirty years.
million tonnes in 1996.
Definitely true.
Example:
Independent testing of certified products is an essential feature of the BIS cer
tification Marks scheme.
For this purpose, BIS has a network of eight laboratories in the country, Which
are in a position to
issue around 42000 test reports in a year. These laboratories are being constant
ly expanded and
their testing facilities augmented and modernized. BIS has also recognized aroun
d 280 laboratories
belonging to public and private sectors for testing products under its certifica
tion scheme.
1. The BIS Scheme does not test uncertified products.
2. Every laboratory of the BIS can issue more than 4000 test reports in a year
3. The BIS has no dynamism in its workings
4. The BIS is an autonomous body
5. Certification is a process that needs to be constantly modernized.
Analysis:
1. The BIS Scheme does not test uncertified products.
The wording in the red letters suggests that BIS testing of certified products i
s its essential feature.
But it does not mean that it may not test uncertified products. So the statement
is uncertain
2. Every laboratory of the BIS can issue more than 4000 test reports in a year
BIS has a network of eight laboratories in the country, Which are in a position
to issue around 42000 test
reports in a year.
42000 reports by 8 laboratories is 5250 reports on an average. But we could not
say each laboratory
may produce more than 5250 reports or not. Some may be small and produce less th
an 5250, and
some laboratories may be big to produce 10,000. Now the problem is shall we clas
sify this statement
as uncertain, or probably false, or probably true (Surely not definitely true or
false).
Now look at the question statement.
Every laboratory of the BIS can issue more than 4000 test reports in a year
Here author is saying every laboratory "can issue". That means he is talking abo
ut possibility. Had
he used only "issue" then the statement is uncertain as we need more information
like whether all
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ns
laboratories are in same magnitude or not. So here he is talking about possibili
ty and there are
more chances that this probability is true. But we are not certain that this is
100% true. So this
statement is probably true.
3. The BIS has no dynamism in its workings
These laboratories are being constantly expanded and their testing facilities au
gmented and modernized.
This line suggests that the above statement is definitely false as the expansion
and modernization
suggests dynamism.
4. The BIS is an autonomous body
The independent testing suggests that it has autonomy to test products but we ca
nnot safely
conclude that it is an autonomous body or not. Probably true.
5. Certification is a process that needs to be constantly modernized.
These laboratories are being constantly expanded and their testing facilities au
gmented and modernized
If there is no necessity why BIS had constantly expanded and modernized its faci
lities? Defineitely
True
Example:
The economic reforms programme is going to affect not only the private industria
l sector but also the
public sector. Many people associate the economic restructuring programme with p
rivatisation. This is
one area of economic reforms where India has chosen to tread cautiosly. The proc
ess of privatisation
has been set in motion by the disinvestment campaign in the public sector. Publi
c sector industries in
India have been incurring losses over long periods while their counterparts in t
he private sector are
making profits. The economic reforms programme in India will be incomplete witho
ut a restructuring of
the punblic sector undertakings.
1. The greater emphasis of reforms is on the private sector probably true
2. Indias approach towards reforms is cautious true
3. The reforms have not intended to restructure the public sector units false
4. Economic restructuring programme means privatisation false
5. Disinvestment of public sector is a part of econimic restructuring true
Analysis:
1. The greater emphasis of reforms is on the private sector
public sector. It is clear from the above that economic reforms mainly intended
for private sector,
besides having some impact on the public sector. Not only --- but also is a coor
dinating conjunction which gives equal emphasis to both the clauses. So we canno
t say that the
emphasis is on private sector. It creates some ambiguity. So the above said stat
ement is probably
true
2. Indias approach towards reforms is cautious true
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ns
This is one area of economic reforms where India has chosen to tread cautiously.
Definitely true
3. The reforms have not intended to restructure the public sector units
public sector. .............The economic reforms programme in India will be inco
mplete without a
restructuring of the public sector undertakings.
Author clearly mentioned in the first line that the
reforms are having some impact on the public sector too. and also in the last li
ne he asserted that
reforms program is incomplete without restructuring of public sector units. So t
he above said
statement is definitely false
4. Economic restructuring programme means privatization false
Many people associate the economic restructuring programme with privatisation. T
his is one area of
economic reforms where India has chosen to tread cautiosly.
Even though many people think that economic restructuring and privatization are
synonymous, but the
author is correcting them in the succeeding line saying that this is only one ar
ea of economic reforms.
Definitely false
5. Disinvestment of public sector is a part of economic restructuring
The process of privatization has been set in motion by the disinvestment campaig
n in the public
sector. Definitely true
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Forcefulness of Arguments | Aptitude Questions with Answers and Explanations
We know that an argument consists of a few premises, unstated premises (Assumpti
ons) and a
conclusion. But not all the the arguments are strong enough to convince others t
o agree with the
author. So students will be tested on his capability of judging whether a given
argument is strong
enough or not.
Model question:
Should women be provided more job opportunities.
Argument 1: No. They will be given household jobs to manage
Argument 2: Yes. They should also go into the outside world.
Solving Argument questions:
Step 1:
Remove the options based on the preliminary screening as some arguments are just
too simple, or
ambiguousand may not contain any substance to convince others clearly why this h
as to be followed.
Example:
One should enjoy ones life to the fullest extent as tomorrow one has to die.
Argument
1: No because, one should strive to achieve a goal
Argument
2: No. This philosophy hardly enables us to do anything.
Analysis: Argument 1 seems to be good but it is not suggesting how achieving a g
oal is a priority
than enjoying ones life and one can achieve a goal in his life and simultaneous
ly enjoy his life also.
So argument 1 is weak.
Argument 2 is just try to oppose the statement and not suggesting any course of
action. This is a
simple opinion rather than an argument.
Example:
Love marriages should be encouraged compared to arranged marriages
Argument 1: No. Both are having their good points as well as bad points
Argument 2: Yes. Arranged marriages are of no use in these days.
Analysis: Argument 1 is just an elusive answer rather than taking a stance. It i
s not addressing the
core issue.
Argument 2 is also a mere statement and not saying why arranged marriages are of
no use in these
days.
So both are weak arguments.
Step 2:
Check whether the result follows or not if the said argument holds good. A resul
t follows in the
following cases
http://www.campusgate.co.in/2011/11/forcefulness-of-arguments.html
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1. Established fact / Prevailing notions of truth
2. Experiences predict that the result will follow
3. Logically, the result will follow
Similarly we can reject an argument based on the following
1. Established fact suggests that the result may not follow
2. Experience predict that the result may not follow
3. Logically it is impossible
4. If it is an individual perception
5. If based on analogy or an example
Example:
Government must give more funds to midday meal system to reduce the dropouts fro
m schools
Argument 1: Yes. It act as an incentive to poor families to send their children
to schools
Argument 2: No. It increases additional burden on the government
Analysis: Experience shows that midday meal system improves the attendance rate
if properly
executed. We are not arguing here that whether it is really successful or not, b
ut we know that it is
surely act as an incentive to many poor families to send their children to schoo
l. But second one is
not so strong. Though it increases burden on the government exchequer, this acti
on is desirable as
education is a fundamental right and government must take necessary actions to m
ake people enjoy
this right.
Step 3:
Check whether the result is desirable to follow? Some arguments which pass the f
irst two steps appear to
be good arguments but they may not bring the desired benefits. Even though it gi
ves the desired benefit,
the course of doing it may bring more trouble or expenditure. The best way to ch
eck the validity of
argument is to ask yourself "if it is true, why many people or institutions or g
overnment is not following
it?" .
Example:
Military training must be made compulsory in schools
Argument : Yes. It brings discipline to students
Analysis: Military discipline may improve discipline as it is an established fac
t that as in the areas of
army, navy etc. it is highly desirable and results are proven. But the suggested
argument is like
killing a mosquito with an ax. There are other proven methods are in place to br
ing discipline to
students.
Solved Examples
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Statement : Should there be no place for interview in selections?
Arguments 1: Yes. It is very subjective in assessment.
Arguments 2: No, It is only instrument to judge the candidates motives and person
ality.
I is strong as a subjective mode of selection is not desirable. II is of course,
right.
Statement : Should higher education be completely stopped for some time?
Arguments 1: No. It will hamper the countrys progress.
Arguments 2: Yes. It will reduce educated unemployment.
None is strong. Temporary stopping of higher education will not hamper the natio
ns progress. It will
reduce educated unemployment but so what? It will then increase uneducated unemp
loyment.
Statement : Should all news be controlled by the government in a democracy?
Arguments 1: Yes. Variety of new only confuses people.
Arguments 2: No. Controlled news loses credibility.
Second is strong. First argument is debatable while the second is an established
fact.
Statement : Should there be students union in college / university?
Arguments 1: No. This will create a political atmosphere in the campus.
Arguments 2: Yes. It is very necessary. Students are the future political leader
s.
I is true as it is based on experiences. And political atmosphere in the campus
is not really desirable
as the campus is a place of learning not politics. II is also true because tomor
rows leaders will come
from todays students and it is good that they get some political training early.
Statement : Should there be only one university throughout India?
Arguments 1: Yes. This is the only way to bring about uniformity in educational
standards.
Arguments 2: No. This is administratively impossible.
Second is strong. First is weak because it is not correct. (Is it the only way?)
Second is perhaps
correct, on logical thinking.
Statement : Should all the remote parts of a country be connected by road?
Arguments 1: No. It will disturb peaceful simple life of the villages.
Arguments 2:. Yes. It must be done immediately.
None is strong. I is rejected because it may not happen (will not follow). II is
rejected because it is
too simple and does not have argumentative substance.
Statement : Should government jobs in rural areas have more incentives?
Arguments 1: Yes. Incentives are essential for attracting government servants th
ere.
Arguments 2: No, Rural areas are already cheaper, healthier and less complex tha
n big towns. So,
why offer extra incentives!
Both are strong. Incentives do lure people. Second is also an established fact.
Statement : Should religion be taught in our schools?
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Arguments 1: No. Ours is a secular state.
Arguments 2: Yes. Teaching religion helps inculcate moral values among children.
Second is strong. First is not very clear. If the state is secular, it means it
is against religious bias but
not against religion as such. Second is in consonance with the prevailing notion
s of truth.
Statement : Should mercy death be legalised?
Arguments 1: Yes. Patients undergoing terrible suffering and having absolutely n
o chance of recovery
should be liberated from suffering through mercy death.
Arguments 2: No. Even mercy death is a sort of killing and killing can never be
legalized.
Both are strong. They mention a positive and a negative feature of merry death;
both these features
are desirable/harmful respectively and both are related with important aspects o
f the topic of mercy
death.
Statement : Should there be a world government?
Arguments 1: Yes. It will help in eliminating tensions among the nations.
Arguments 2: No. Then only the developed countries will dominate in the governme
nt.
Both are strong. On logical thinking both look probable, both are desirable (har
mful in the case of
second) and both touch significant aspects of the issue.
Statement : Should the institution of marriages be abolished?
Arguments 1: Yes. It is already showing cracks.
Arguments 2: No. It is necessary for the survival of society.
Second is strong. First is weak as you cannot abolish a system simply because it
is showing cracks.
Second is an accepted truth.
Statement : Should telecasting feature films be stopped?
Arguments 1: Yes. Young children are misguided by feature films.
Arguments 2: No. This is the only way to educate the masses.
First is strong. First is an acceptable piece of truth backed by evidence. Secon
d is weak as it is not
true.
Statement : Should agriculture in rural India be mechanised?
Arguments 1: Yes. It would lead to higher production.
Arguments 2: No. It would lead to rural unemployment.
Both are strong. Both are true (both will follow). The first is really desirable
while the second it really
harmful.
Statement : Should the illiterate be debarred from voting?
Arguments 1: Yes. They are easily misguided.
Arguments 2: No. It is their Constitutional right.
Second is strong. First talks of a negative feature which goes exist but is not
sufficient enough to go
for such a drastic action as disallowing for vote. Second is an established fact
.
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Statement : Can pollution be controlled?
Arguments 1: Yes. If every one realizes the hazard it may create and cooperates
to be rid of it,
pollution may be controlled.
Arguments 2: No. The crowded highways, factories and industries and an ever-grow
ing population
eager to acquire more land for constructing houses are beyond control.
Both are strong. Although both arguments contradict each other, yet both are bas
ed upon sound
assumptions or facts and hence, independently, both are strong.
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Assumptions | Aptitude Questions with Answers and Explanations
Every argument contains a few propositions which act as a base. But there are so
me propositions,
an author deliberately leaves as they are obvious to the reader.
For example, If A suggests B to go to ENT specialist as B is suffering from Thro
at infection, A assumes
that a specialist doctor may diagnose better than normal physician.
So an Assumption is an unstated premise.
In finding assumption to any question, we need to search for the reason which gi
ves strength to the
argument and without which the entire argument may not hold good.
Note:
Always remember, Assumption is an unstated premised from the author point of vie
w which
may not be true for the reader.
For example, A suggests B, Let us go to XYZ movie, as Mahesh acts in that.
Here A assumes if Mahesh acts in a movie, they are worth watching. But from B po
int of view, It
may not be true.
Solved Examples
Directions : In each question below is given a statement followed by two assumpt
ions numbered I
and II. An assumption is something supposed or taken for granted. You have to co
nsider the
statement and the following assumptions and decide which of the assumptions is i
mplicit in the
statement.
Give answer (a) if only assumption I is implicit; (b) if only assumption II is i
mplicit; (c) if either I or II
is implicit; (d) if neither I nor II is implicit; and (e) if both I and II are i
mplicit.
Statement :
A taxi is required on rent. - an advertisement.
http://www.campusgate.co.in/2011/10/assumptions.html
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Assumptions :
I. All types of vehicles are available on rent.
II. People will respond to the advertisement.
b. The statement says that a taxi is required on rent. It does not say that any
vehicle is required.
So the statement cannot be said to have assumed that any vehicle is available fo
r rent. But II is
obviously implicit; whenever an advertisement is made it is assumed that people
will respond to it.
Statement :
Buy pure ghee of company ABC. - an advertisement in a news paper
Assumptions :
I. No other company supplies pure ghee.
II. People read advertisements.
b. I is definitely not mentioned in the advertisement. II is implicit, otherwise
Company ABC wouldnt
have given the advertisements.
Statement :
Of all the TV sets manufactured in India, XYZ brand has the largest sale.
Assumptions :
I. The sale of all the TV sets manufactured in India is known.
II. The manufacturing of no other TV set in India is an large as XYZ brand TV.
a. Unless the sale of all TV sets manufactured in India was known, the statement
could not have
been made. Hence I is implicit. II is not implicit because we do not know about
manufacturing; we
know only about sales. XYZ brand has the largest sale but it may not be the larg
est manufacturer of
TV sets. May be Y company manufactured more sets than XYZ does but it exports al
l its sets. In that
case Y is a bigger manufacturer but its sale in India would be lesser than that
of XYZ.
Statement :
Rams advice to Gopal - Go to Tirupathi via Gudur - the shortest route.
Assumptions :
I. Gopal wishes to go to Tirupathi.
II. Ram gives advice to everybody.
a. Unless Gopal would be going to Tirupathi, Ram would not have advised him this
. Hence I is implicit.
But it is not certain that Ram gives advice to everybody. Maybe Ram is giving ad
vice to Gopal because
Gopal is Rams friend.
Statement :
Cricket matches have become indispensable for the entertainment of people.
Assumptions :
I. Cricket matches are the only medium of entertainment.
II. People enjoy Cricket matches.
b. Cricket matches have become indispensable but it does not imply that they are
the only medium
of entertainment. But it is certain that people enjoy Cricket matches. Hence II
is implicit.
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Statement :
Do not lean out of the door of the bus. - a warning in a school bus.
Assumptions :
I. Leaning out of a running bus is dangerous.
II. Children do not pay any heed to such warnings.
a. Leaning out of a running bus must be dangerous, otherwise the warning would n
ot have been
there. Hence I is implicit. But II is not implicit. If the authorities would hav
e assumed that children do
not pay any need to such warning, they would not have put it up there.
Statement :
If you are a software engineer, we want you as our programmer. - an advertisement
by company
XYZ.
Assumptions :
I. Software engineers are expected to be better performers by company XYZ.
II. The company XYZ needs programmers.
b. I is not implicit. The company wants software engineers. One reason could be
that the company
expects software engineers to be good performers, as I suggests. But there could
be another reason:
for example, the companys programmer job could be such that only a software engin
eer could
perform it. But one thing is certain. The advertisement was for programmers; thi
s means programmers
are needed. Hence II is implicit.
Statement :
Be humble ever after being victorious.
Assumptions :
I. Many people the after being victorious.
II. Generally, people are not humble.
d. The statement asks a man to be humble ever after being victorious. This impli
es that people are
usually not humble after victory. I is just the opposite of it. II is not implic
it because it generalises the
statement. Generally, people may be humble; the point is if they are humble or n
ot after victory.
Statement :
A sentence in the letter to the candidates called for written examinations ---- Y
ou have to bear your
expenses on travel etc.
Assumptions :
I. If not clarified, all the candidates may claim reimbursement of expenses.
II. Many organisations reimburse expense on travel to candidates called for writ
ten examinations.
e. If the letter mentions expenses to be borne by candidates, those who sent the
letter must have
assumed that the candidates may demand for reim-bursement if the point is not cl
arified to them.
Also, the candidates would not demand reimbursement if it was not a prevalent pr
actice. So I and II
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both are implicit.
Statement :
One of the opposition leaders said that the time had come for like-minded opposi
tion parties to unite
and dislodge the corrupt government.
Assumptions :
I. Like minded opposition parties should unite only when they have to dislodge a
corrupt government.
II. Opposition parties are not corrupt.
d. To dislodge a corrupt government has been mentioned as the present purpose fo
r the call of unity.
But this does not mean that this is the only purpose. So I is not implicit. Furt
her, the leader asks likeminded parties to unite against the government and not
the entire opposition. So we cannot
generalise that (all) opposition parties are non-corrupt. Hence II is not implic
it.
Statement :
Bus charges have been increased to meet the deficit.
Assumptions :
I. The present charges are very low.
II. If the charges are not increased, the deficit cannot be met.
b. Bus charges have been increased. The cause: to meet the deficit. This never m
eans that the
present are low. If the price of goods increase, it is not necessary that the ea
rlier price was low. But
the tone of the statement clearly implies that Bus charges have been increased o
ut of compulsion: so
II is implicit.
Statement :
If degrees are de-linked from jobs, students will think twice before joining col
lege.
Assumptions :
I. Students
join college education to get jobs.
II. A degree is of no use in getting a job.
a. The statement says that if degrees are delinked from jobs, students
will not join colleges. This
implies that jobs are a major reason for them to join college. So, I is implicit
. Now, if I is implicit, II is
not because II is just the opposite of I.
Statement :
Present-day education is in a shambles and the country is going to the dogs.
Assumptions :
I. A good educations system is essential for the well-being of a nation.
II. A good education alone is sufficient for the well-being of a nation.
a. The statement uses a tone that implies that if education is in a shambles, th
en the country
deteriorates. This means that a good education is needed for the well-being of a
nation. But this
does not mean that a good education alone is sufficient for it. So, I is implici
t but II is not.
Statement :
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The next Annual general meeting of the Company will be held after one year.
Assumptions :
I. The Company will remain in function after one year.
II. The Governing Board will be dissolved after one year.
a. Obviously, the author assumes that the Company will be functioning after one
year, otherwise he
would not have fixed the date of the meeting one year later. But there is no hin
t that the Board will
be dissolved after that. So I is implicit, II is not.
Statement :
Computer education should start at schools itself.
Assumptions :
I. Learning computers is easy.
II. Computer educations fetches jobs easily.
a. If one says that computers should be taught at schools he must have assumed t
hat it is an easy
subject, because schools are a place of elementary education; tougher things are
taught at colleges.
But the statement does not say anything about jobs. So I is implied, II is not.
Statement :
The new education policy envisages major modifications in the education system.
Assumptions :
I. Present education system is inconsistent with national needs.
II. Present education system needs change.
e. If major modifications are being envisaged, it must have been assumed that th
e present
educational system is inconsistent with what the nation needs. So I is implicit.
Again, if I is implicit, II
also is, because II says the same thing as I.
Statement :
Srirams advice to Krishna - If you want to study Management, join Institute Y.
Assumptions :
I. Institute Y provides good Management education.
II. Krishna listens to Srirams advice.
e. If Sriram advises Krishna to join a particular institute, Sriram must have as
sumed that the particular
institute was a good institute. So I is implicit. While advising Krishna, Sriram
must also have thought
that Krishna would listen to Srirams advice; so II is implicit.
Statement :
Drop this letter in the letter in the letter-box on your way to school. - A mother
to her daughter.
Assumptions :
I. The child knows the address of the person to whom the letter is being sent.
II. The child will comply with the orders of his mother.
b. The mother only asks her son to drop the letter. I would have been implicit i
f she had asked her
son to drop the letter and write the address also. But II is implicit. Had the m
other not assumed that
her son would comply, she wouldnt have asked him to do the job.
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Statement :
Everybody loves reading romantic stories.
Assumptions :
I. Romantic stories are the only reading material.
II. Nobody loves reading any other material.
d. People love reading romantic stories but this does not means that they have n
othing else to read.
Nor does it mean that they do not like to read anything else So, both I and II a
re not implicit.
Statement :
Read this notice before entering the office.
Assumptions :
I. People coming to the office are literate.
II. No blind person comes to the office.
e. When some says read this notice he must have assumed that the other person can
read. This
would be possible only if the person is literate and not blind. So both I and II
are implicit.
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Number Series | Aptitude Questions with Answers and Explanations
Generally, two kinds of series are asked in the examination. One is based on num
bers and the other
based on alphabets.
In questions based on series, some numbers or alphabets are arranged in a partic
ular sequence. You
have to decipher that particular sequence of numbers or alphabets and on the bas
is of that
deciphered sequence, find out the next number or alphabet of the series. Althoug
h there is no limit of
logics which can be used to build a series, here are some important examples giv
en which highlight
the type of series asked in the examination.
How to solve number series problems:
Step 1: Observer are there any familier numbers in the given series. Familier nu
mbers are primes
numbers, perfect squares, cubes ... which are easy to identify.
Step 2: Calculate the differences between the numbers. Observe the pattern in th
e differences. If
the differences are growing rapidly it might be a square series, cube series, or
multiplicative series. If
the numbers are growing slowly it is an addition or substration series.
If the differences are not having any pattern then
1. It might be a double or triple series. Here every alternate number or every 3
rd number form a
series
2. It might be a sum or average series. Here sum of two consecutive numbers give
s 3rd number.
or average of first two numbers give next number
Step 3: Sometimes number will be multiplied and will be added another number So
we need to check
those patterns
TYPES :
I. Prime number Series :
Example (1) : 2,3,5,7,11,13, ...........
Answer : The given series is prime number series . The next prime number is 17.
Example (2) :2,5,11,17,23,...........41.
Answer: The prime numbers are written alternately.
II. Difference Series : Example (1): 2,5,8,11,14,17,...........,23.
Answer: The difference between the numbers is 3. (17+3 = 20)
Example (2): 45,38,31,24,17,...........,3.
Answer: The difference between the numbers is 7. (17-7=10).
III. Multiplication Series: Example (1) : 2,6,18,54,162,.........,1458.
Answer: The numbers are multiplied by 3 to get next number. (162x3 = 486).
Example: (2) : 3,12,48,192,............,3072.
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Answer : The numbers are multiplied by 4 to get the next number. (192x4 =768).
IV. Division Series:
Example (1): 720, 120, 24, .........,2,1
Answer: 720/6=120, 120/5=24, 24/4=6, 6/3=2, 2/2=1.
Example (2) : 32, 48, 72, 108, .........., 243.
Answer: 2. Number x 3/2= next number. 32x3/2=48, 48x3/2=72, 72x3/2=108,
108x3/2=162.
V.
n2
Series:
Example(1) : 1, 4, 9, 16, 25, ......., 49
Answer: The series is 12, 22, 32, 42, 52, .... The next number is 62=36;
Example (2) : 0, 4, 16, 36, 64, ........ 144.
Answer :The series is 02, 22, 42, 62, etc. The next number is 102=100.
n2 1
VI.
Series :
Example : 0, 3, 8, 15, 24,35, 48, ..........,
Answer : The series is 12 1, 22 1, 32 1 etc. The next number is 82 1=63.
Another logic : Difference between numbers is 3, 5, 7, 9, 11, 13 etc. The next n
umber is (48+15=63).
VII.n
2
+1
Series :
Example : 2, 5, 10, 17, 26, 37, .........., 65.
Answer : The series is 12+1, 22+1, 32+1 etc. The next number is 72+1=50.
VIII.
n2 + n
Series (or)n
2
n
Series :
Example : 2, 6, 12,
Answer : The series
Another Logic : The
Another Logic : The
.
IX.
20, ............, 42.

is 12+1, 22+2, 32+3, 42+4 etc. The next number = 52+5=30.
series is 1x2, 2x3, 3x4, 4x5, The next number is 5x6=30.
series is 22 2, 32 3, 42 4, 52 5, The next number is 62 6=30
n3
Series :
Example : 1, 8, 27, 64, 125, 216, ......... .
Answer : The series is 13, 23, 33, etc. The missing number is 73=343.
X.
n3 + n
Series :
Example : 2, 9, 28, 65, 126, 217, 344, ...........
Answer : The series is 13+1, 23+1, 33+1, etc. The missing number is 83+1=513.
XI.
n3 1
Series :
Example : 0, 7, 26, 63, 124, ............, 342.
Answer:The series is 13 1, 23 1, 33 1 etc The missing number is 63 1=215.
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n3 + n
XII.
Series :
Example : 2, 10, 30, 68, 130, .............., 350.
Answer : The series is 13+1, 23+2, 33+3 etc The missing number is 63+6=222.
XIII.
n3 n
Series :
Example :0, 6, 24, 60, 120, 210, ..............,
Answer : The series is 13 1, 23 2, 33 3, etc. The missing number is 73 7=336.
Another Logic : The series is 0x1x2, 1x2x3, 2x3x4, etc. The missing number is 6x
7x8=336.
XIV.
n3 + n2
Series :
Example : 2, 12, 36, 80, 150, ............,
Answer: The series is 13+12,23+22,33+32etc. The missing number is 63+62=252
XV.
n3 n2
Series:
Example: 0,4,18,48,100,.................,
Answer : The series is 13 12,23 22,33 32 etc. The missing number is 63 62=180
XVI. xy, x+y Series:
Example: 48,12,76,13,54,9,32,...............,
Answer :2. 4+8=12, 7+6=13, 5+4=9
.: 3+2=5.
XVII. Image Series or (Interchange Series):
Example : 34, 81, 72, 47, 74, 27, 18, ................
Answer : (47,74,), (72,27), (81,18), are images.
http://www.campusgate.co.in/2011/10/number series.html
:. Image of 34 is 43.
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Calenders | Aptitude Questions with Answers and Explanations
Today is 15 August 1995. And you are asked to find the day of the week on 15 Augus
t 2001.
If you dont know the method, it will prove a though job for you. This type of que
stion is sometimes
asked in competitive exams. The process of finding it lies in obtaining the numb
er of odd days. So, we
should be familiar with odd days.
The number of days more than the complete number of weeks in a given period, are
called odd days.
For example :
(1) In an ordinary year (of 365 days) there are 52 weeks and one odd day.
(2) In a leap year (of 366 days) there are 52 weeks and two odd days.
What is the Leap and Ordinary year ?
Every year which is exactly divisible by 4 such as 1988, 1992, 1996 et. is calle
d a leap year.
Also every 4th century is a leap year. The other centuries, although divisible b
y 4, are not leap years.
Thus, for a century to be a leap year, it should be exactly divisible by 400. Fo
r example :
(1) 400, 800, 1200, etc are leap years since they are exactly divisible by 400.
(2) 700, 600, 500 etc are not leap years since they are not exactly divisible by
400.
How to find number of odd days :An ordinary year has 365 days. If we divide 365
by 7, we get, 52
as quotient and 1 as remainder. Thus, we may say that an ordinary year of 365 da
ys has 52 weeks
and 1 day. Since, the remainder day is left odd-out we call it odd day.
Therefore, an ordinary year has 1 odd day.
A leap year has 366 days, i.e. 52 weeks and 2 days.
Therefore, a leap year has 2 odd days.
A century, ie, 100 years has :
76 ordinary years and 24 leap years.
= [(76 X 1 day] + [(24 X 2 days]
= 124 days
if we devide 124 with 7 there are 17 full weeks and 5 odd days remains.
Therefore, 100 years contain 5 odd days.
Now, (i) 200 years contain 10 odd days, ie, 3 odd days.
(ii) 300 years contain 8 odd days, ie, 1 odd day.
(iii) 400 years contain 6 + 1 = 21, ie, no odd day.
(Nore: 400th year is a leap year therefore, one additional day is added, So numb
er of odd days in
year 301 to 400 = 6 instead of 5)
Similarly, 800, 1200 etc contain no odd day.
Practice Problems
January 1, 1992 was a Wednesday. What day of the week will it be on January 1, 1
993
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1992 being a leap year, it has 2 odd days. So, the first day of the year 1993 wi
ll be two days
beyond Wednesday. ie it will be Friday
On January 12, 1980, it was Saturday. The day of the week on January 12, 1979
was :
The year 1979 being an ordinary year, it has 1 odd day. So, the day on 12th Janu
ary 1980 is one
day beyond the day on 12th January, 1979. But, January 12, 1980 being Saturday.
January 12, 1979
was Friday
On July 2, 1985, it was Wednesday. The day of the week on July 2, 1984 was :
The year 1984 being a leap year, it has 2 odd days. So, the day on 2nd July, 198
4. But, 2nd July
1985 was Wednesday.
2nd July, 1984 was Monday.
Monday falls on 4th April, 1988. What was the day on 3rd November, 1987 ?
Counting the number of days after 3rd November, 1987 we have :
Nov
days
27 + 31
Dec
Jan
+ 31
Feb
+ 29
March
+
3
+
April
4
= 153 days containing 6 odd days
ie, (7-6) = 1 day beyond the day on 4th April, 1988. So, the day was Tuesday.
Today is 1st August. The day of the week is Monday. This is a leap year. The day
of the week on
this day after 3 years will be :
This being a leap year none of the next 3 years is a leap year. So, the day of t
he week will be 3
days beyond Monday ie, it will be Thursday.
January 16, 1997 was a Thursday. What day of the week will it be on January 4, 2
000 ?
First we look for the leap years during this period.

1997, 1998, 1999 are not leap years.
1998 and 1999 together have net 2 odd days.
No, of days remaining in 1997 = 365 - 16 = 349 days = 49 weeks 6 odd days.
Total no. of odd days = 2 + 6 + 4 = 12 days = 7 days (1 week) + 5 odd days
Hence, January 4, 2000 will be 5 days beyond Thursday ie it will be on Tuesday.
February 20, 1999 was Saturday. What day of the week was on December 30, 1997 ?
The year during this interval was 1998 and it was not a leap year. Now, we calcu
late the no. of odd
days in 1999 up to February 19 :
January 1999 gives 3 odd days
19 February 1999 gives 5 odd days
1998, being ordinary year, gives 1 odd day
In 1997, December 30 and 31 give
2 odd days
Total no. of odd days = 3 + 5 + 1 + 2 = 11 days = 4 odd days
Therefore, December 30, 1997 will fall 4 days before Saturday ie on Tuesday.
March 5, 1999 was on Friday, what day of the week will be on March 5, 2000 ?
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Solution : Year 2000 is a leap year
No. of remaining days in 1999 = 365 - [31 days in January + 28 days in February
+ 5 days in March]
= 301 days = 43 weeks ie 0 odd day. No. of days passed in 2000 = January (31 day
s) gives 3 odd
days.
February (29 days, being a leap year) gives 1 odd day March (5 days) gives 5 odd
days
Total no. of odd days = 0 + 3 + 1 + 5 = 9 days ie 2 odd days.
Therefore, March 5, 2000 will be two days beyond Friday, ie on Sunday.
On which week day August 15, 1947 falls?
We know that odd days upto 1600 years are zero.
For the years 1601 to 1700 there exist 5 odd days, 1701 to 1800 there exist 5 od
d days, 1801 to
1900 there are another 5 odd days. So upto 1900 there are 15 odd days or 1 odd d
ay
Now from 1901 to 1946 there are 11 leap and 36 non leap years. So number of odd
days for these
46 years will be 11 X 2 + 35 X 1 = 57 . After deviding this with 7 we get 1 odd
day.
Now we entered into year 1947. January contains 3 odd days, february 2, march 3,
april 2, may 3,
june 2, july 3, august 15 = 3 +0+3+2+3+2+3+15 = 31 = 3 odd days
So total odd days = 1 + 1+3 = 5
If odd days are 0 then it is sunday, 1 monday,........... so It is friday
Short Cut:
Remember this shortcut technique: Month Code: 033 614 625 035 Century Code: 6420
15 - 08 - 1947
Century code explanation: We must consider every 400 years as a set, and of thes
e if the given
years fall in between first 100 years then CC = 6, 101 to 200 then CC = 4... So
on. For 1947 we
should take 1601 to 2000 as a 400 year set. Of these 1947 fall in the last centu
ry
Total odd days = 1 + 2+ 0+ 11 + 5 = 19 = 5
5 odd days means friday.
When do we use same calender of the year 1968?
To solve this problem we need to calculate the odd days for consecutive years up
to the odd days
become 0. This is a tedius job.
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Shortcut:
If the given year is a leap year then add 28
If the given year is an year next to a leap year then add 6
For other years add 11.
Here 1968 is a leap year so add 28 to it. So we can use the same calender for ye
ar 1996
Finding the weekday of a date when a reference date is given
To find on which weekday the given day falls is a bit tricky to calculate by usi
ng odd day method. We
have to find the number of odd days between the given two days and add to the gi
ven reference
weekday. To find the odd days we need to divide the number of days between the g
iven days by 7.
But by using a simple technique we can solve this problem easily.
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Clocks (Updated) | Aptitude Questions with Answers and Explanations
The dial of a clock is a circle whose circumference is divided into 12 parts, ca
lled hour spaces. Each
hour space is further divided into 5 parts, called minute spaces. This way, the
whole circumference is
divided into 12 X 5 = 60 minute spaces.
The time taken by the hour hand (smaller hand) to
cover a distance of an hour space is equal to
the time taken by the minute hand (longer hand) to cover a distance of the whole
circumference.
Thus, we may conclude that in 60 minutes, the minute hand gains 55 minutes on th
e hour hand.
Note : The above statement (underlined) is very much useful in solving the probl
ems in this chapter,
so it should be remembered. The above statement wants to say that :
In an hour, the hour-hand moves a distance of 5 minute spaces whereas the minute
-hand a
distance of 60 minute spaces. Thus the minute-hand remains 60 - 5 = 55 minute sp
aces ahead of the
hour-hand.
Some other facts :
1. In every hour, both the hands coincide once.
2. When the two hands are at right angle, they are 15 minute spaces apart. This
happens twice in
every hour.
3. When the hands are in opposite directions, they are 30 minute spaces apart. T
his happens once in
every hour.
4. The hands are in the same straight line when they are coincident or opposite
to each other.
5. The hour hand moves around the whole circumference of clock once in 12 hours.
So the minute
hand is twelve times faster than hour hand.
6. The clock is divided into 60 equal minute divisions.
7. 1 minute division =
3600
= 60
60
apart
8. The clock has 12 hours numbered from 1 to 12 serially arranged.
9. Each hour number evenly and equally separated by five minute divisions
10. In one minute, the minute hand moves one minute division or
11. In one minute, the hour hand moves
12. In one minute the minute hand gains
0
6
5 60 = 300
apart.
.
1
20
5
13. When the hands are together, they are
1
20
00
more than hour hand.
apart. Hence,
Too Fast And Too Slow :
If a watch indicates 9.20, when the correct time is 9.10, it is said to be 10 mi
nutes too fast. And if
is said to be 10 minutes too fast. And if it indicates 9.00, when the correct ti
me is 9.10, it is said to
be 10 minutes too slow.
2 important shortcut techniques:
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The angle between the hour hand and minute hand at a given time H:MM is given by
11
=
30 H
MM
2
The time after H hours, hour hand and minute hand are at
2
MM =
(30 H )
11
degrees =
Remember any angle less than 180 degrees comes 2 times in 24 hours.
Practice Problems
1. At what time, in minutes, between 3o clock and 4oclock, both the needles will c
oincide each other
At 3oclock, the minute hand is 15 min. spaces apart from the hour hand. To be coi
ncident, it must
gain 15 min. spaces.
55 min. are gained in 60 min.
15 min. are gained in
(
15
60)
55
The hands are coincident at
16
= 16
4
11
4
11
min
min. past 3.
Alternate method:
We can also solve this problem using degrees. At 3O clock, Hour hand and minute
hand
are seperated by 90 degrees. Now to meet the Hour hand minute hand has to gain 9
0 degrees.
We know that for every minute, minute hand gains
900
1
5
2
0
=
90
2
180
4
= 90
=
16
11
11
11
11
2
5
10
.
2
To gain 90 degree it takes
minutes
Alternate method:
Use formula
MM =
degrees =
MM =
2
(30 H )
11
2
180
4
(30 3 0) =
= 16
11
11
11
min
2. At what time between 7 and 8oclock will the hands of a clock be in the same st
raight line but, not
together ?
When the hands of the clock are in the same straight line but not together, they
are 30 minute
spaces apart. At 7oclock, they are 25 min. spaces apart.
Minute hand will have to gain only 5 min. spaces
55 min. spaces are gained in 60 min.
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5 min. spaces are gained in
(
5
60)
55
5
5
11
min. past 7
Alternate method:
At 7O clock minute hand and hour hand are 150 degrees apart. To be in the same
line minute hand
has to gain another 30 degrees. But we know that miute hand gains
300
30
2
60
5
=
=
30
5
11
11 11
11
10
5
2
2
10
5
2
degrees per minute. So
Alternate method:
Use formula
MM =
degrees =
MM =
2
(30 H )
11
2
210 180
390
30
(30 7 180) =
=
or
11
11
11
11
We regect
390
11
as hour hand and minute hand are at 0 degrees.
3. The minute hand of a clock overtakes the hour hand at intervals of 65 minutes
of correct time.
How much does the clock gain or lose per day?
If a clock is running on time, Its hour hand and minute hand meets exactly for e
very
65
5
11
min.
But in this clock both hand are meeting at intervals of 65 min. so this clock is
gaining time.
or
65
5
11
minutes in the correct clock = 65 min in this clock.
Or for every
65
5
11
min or 720/11 min, this clock is gaining 5/11 minutes.
In 24 hours or 1440 min it gains =
65
5
11
5
11
1440 =
10 minutes
4. A watch which gains time uniformly is 5 minutes slow at 8O clock in the morn
ing on Sunday and is
5 minutes 48 seconds fast at 8 PM the following Sunday. When was it correct?
This sunday morning at 8:00 AM, the watch is 5 min. Slow, and the next sunday at
8:00PM it
becomes 5 min 48 sec fast. The watch gains 5 +
5
48
60
=
54
5
min in a time of
(7 24) +12
= 180
hours.
To show the correct tine, it has to gain 5 min.
54
5
min
180 hours
5 min
5
180
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5
180
54
5
1
1
83 hrs = 72hrs + 11 hrs = 3days + 11hrs + 20min
3
3
So the correct time will be shown on wednesdy at 7:20 PM

5. A clock is set right at 8 AM. The clock gains 10 minutes in 24 hours. What wi
ll be the true time
when the clock indicates 1 PM the following day?
Between 8 AM and 1 PM total 29 hours have passed.
145
6
144
=
5
This clock shows 24 hr 10 min or
29
24
145
6
hours in actual clock
for 24 hours in correct clock. In 29 hours in this clock =
=
28
4
5
= 28 hrs 48 min.
So actual time is 12: 48 PM
Level - 2
6. A person who left home between 4 p.m. and 5 p.m. returned between 5 p.m. and
6 p.m. and
found that the hands of his watch had exactly changed places. When did he go out
?
We know that the dial of the clock has 60 equal divisions (Minute divisions). In
one hour the minute
hand makes one complete revolution, i.e., it moves through 60 divisions, and the
hour hand moves
trough 5 divisions,. Suppose that when the man went out the hour-hand was x divi
sions ahead after
4O clock. Also suppose that when the man came back, the hour hand was y divisio
ns ahead of 5O
clock.
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Since the minute-hand and hour-hand exactly interchanged places during the inter
val that the man
remained out, it is clear that when the man went out, the minute-hand was at y a
nd hour-hand was
at x, and when the man came back the minute-hand was at x and the hour-hand was
at y.
We know that the speed of the hour hand and minute hand are in the ratio 1 : 12.
From the above diagram, In the time hour hand moves x divisions, hour hand moves
25 + y divisions.
(calculate from 4O clock)
x
1
=
25 + y
12
----------- (1)
Also in the time hour hand moves y divisions, minute hand moves 10 + x divisions
(calculate from 5O
clock)
1
y
=
12
20 + x
----------- (2)
From equation (1) we get 25 + y = 12x and from equation (2) we get 20 + x = 12y
or x = 12 y - 20
Substituting x value in equation (1)
25 + y = 12 (12y - 20)
25 + y = 144y - 240
143 y = 265
122
y=1
143
So the person went out y divisions after 5. So 25 +
So the time he went out = 4 hours
26
1
122
143
122
143
Alternate method:
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From the above diagram it is clear that Hour hand and Minute hand together cover
ed 60 minute
spaces.
We know that the speeds of hour hand and minute hand are in the ratio 1 : 12. So
our of these 60
minute spaces hour hand would have covered
i.e., Minute hand is
4
8
13
60
8
1
=4
13
13
minute spaces.
minute spaces ahead of hour hand when the man went out.
At 4O clock Minute hand is 20 minute spaces behind hour hand.. When the man wen
t out it was
4
8
13
spaces ahead of hour hand. So it has gained 20 +
4
8
13
= 20 +
60
13
=
320
13
But we know that minute hand gains 55 minute spaces over the hour hand in 60 min
utes.
It gains 1 minute space in
To gain
320
13
60
55
minutes.
minute spaces it takes
So the man went out at 4 hours
26
320 60
122
= 26
13
55
143
122
143
minutes.
minutes.
7. A person who left home between 2 p.m. and 3 p.m. returned between 4 p.m. and
5 p.m. and
found that the hands of his watch had exactly changed places. How much time did
he out?
In this questions, Hour hand and minute hand together covered 120 minute spaces
together. (2:mm
to 4:mm)
Of these minute hand would have covered 12/13 part.
So total time he went out given by
120
12
10
= 110
13
13
minutes.
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8. Between 5 and 6 a lady looked at her watch and mistaking hour hand for the mi
nute hand, she
thought that she was 57 minutes earlier than the correct time. When was the corr
ect time?
Let hour hand is x minute spaces ahead of 5. As we know hour hand speed is 12 ti
mes of hour
hand, Minute hand moved 12x minute spaces.
So correct time = 5: 12x or (300 + 12 x) minutes
But she mistook this time and assumed 4 : (25 + x) or (265 + x) minutes
(300 + 12x) - (265 + x) = 57 minutes

x = 12 min
So correct time = 5: 24 minutes.
9. When asked about the time, Amit replied; "If you add one quarter of the time
from midnight till
now to half the time from now till the next midnight, you get the time". what is
the time now?
Let the time be "t" hours. From mid night till this time "t" hours passed. From
now to next midnight
there are (24-t) hours.
Now
t
24 t
t + 48 2t
+
=t
=t
4
2
4
48 t = 4t
48
3
5t = 48 t =
hours or 9
5
5
hours
10. The inhabitants of planet Rahu measure time in hours and minutes which are d
ifferent from the
hours and minutes of our earth. Their day consists of 36 hours with each hour ha
ving 120 minutes.
The dials of their clocks show 36 hours. What is the angle between the hour hand
and the minutes
hand of a Rahuian clock when it shows a time of 9:48? [Rahuians measure angles i
n degrees the
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way we do on earth. But for them, the angle around a point is 720 degrees instea
d of 360 degrees.
]
In rahuian degrees the minutes hand travels a full circle in 1 hour. i.e., 120 m
inutes
i.e., 720 degrees in 120 min or 6 degrees per min
and the hours hand travels 720/36= 20 degrees per hour
and 20/120 = 1/6 degrees/minute.
At 9:48 the hours:
Angle covered by hour hand = 9 x 20 + 48 x 1/6 = 188 deg
Angle covered by min hand = 48 x 6 = 288 deg
Angle between hour hand and minute hands = 288 - 188 = 100 degrees
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Directions | Aptitude Questions with Answers and Explanations
To solve directions related questions effectively, we first understand the follo
w diagram
TIP: When ever you are solving a direction problem, you must assume that you are
at the
intersection point.
A man starts walking from his house towards north and covers 15.5 km and then tu
rns left and walks
7 km. He then turns left again and after walking 31 km again turns left and stop
s after 7 km. How
far is he from his house?
From the above diagram we know that CD is equal to BE. and AE = BE - AB = 31 - 1
5.5 = 15.5
Vasu facing west moved 50 m, then he took a left-turn and moved another 100 m. H
e then took a
left-turn and moved another 70 m. After that he took another right-turn and move
d 120 m. How far is
he from the starting point?
http://www.campusgate.co.in/2011/10/directions.html
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From the above diagram We need to calculat OS which is the short distance. Now O
Y = 100 + 120 =
220. and XR = QR - OP = 70- 50 = 20m
OS = OY 2 + Y S 2
2
2
= (220) + (20)
=
48400
+ 400
= 48800
Now
= 220.9 meters
If a bear walks ten miles south, turns left and walks ten miles to the east and
then turns left again
and walks ten mile north and arrives at its original position, what is the color
of the bear.
Tricky one. A bear which took 2 turns after starting and came to the same positi
on may happen only
at Earth poles. Now the bear moves towards south means it started at north pole.
In the north pole
bears are in white color.
Directions for 1 to 5:
1. Agra is north of Erode and west of Calcutta.
2. Bombay is north of Agra and west of Federicktown.
3. Delhi is south and east of Agra
4. Erode is north of Faridabad and east of Delhi.5. Faridabad is north of Delhi
and west of Agra.
6. Calcutta is south of Faridabad and west of Delhi.
1. Which of the towns mentioned is furthest to the northwest ?
a. Agra
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b. Bombay
c. Calcutta
d. Erode
e. Faridabad
2. Which of the following must be both north and east of Faridabad ?
I. Agra
II. Calcutta
III. Erode
a. I only
b. II only
c. III only
d. I and II
e. I and III
3. Which of the following towns must be situated both south and west of at least
one other town ?
a. Agra only
b. Agra and Faridabad
c. Delhi and Faridabad
d. Delhi, Calcutta, and Faridabad
e. Calcutta, Delhi, and Erode
4. Which of the following statements, if true, would make the information in the
numbered statements
more specific ?
a. Calcutta is north of Delhi.
b. Erode is north of Delhi
c. Agra is east of Bombay.
d. Calcutta is east of Faridabad.
e. Bombay is north of Faridabad.
5. Which of the numbered statements gives information that can be deduced from o
ne or more of
the other statements ?
a. 1
b. 2
c. 3
d. 4 e. 6
Your first instinct may be to draw a map and try to place the towns on it direct
ly. Youll go
hopelessly wrong if you try. (This is also true for other puzzles that contain t
wo sets of ranked
variables John runs faster and jumps higher than Tom, and so on.) First place
the towns on a
north south scale and on a separate east west scale (Diagram 1). Then, if you wi
sh, combine these
into a two dimensional map. This isnt necessary, but it may make the uestions a
little easier. Weve
included it (Diagram 2).
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1.. B Bombay is both farthest north and farthest west.
2. E Agra and Erode are north of Faridabad, while Calcutta is to the south. All
three towns are east
of Faridabad.
3. D This one may be easier to read from the two dimensional map, but you can al
so read it from the
two separate scales. Calcutta. Delhi, and Faridabad are all south and west of Er
ode. Faridabad is also
south and west of Agra. Bombay is not such of any town. Agra is south of Bombay,
but east of it.
4. A The only ambigous information in the statements concerns the north south po
sition of Delhi.
Statements (5) and (6) tell us that Delhi and Calcutta are both south of Faridab
ad, but not their
position in relation to each other. A would clear this up. Choices B E can all b
e deduced from the
statements as given.
5. C Delhis north south position with respect to Agra can be deduced from stateme
nt (1), (4), and
(5), without statement (3). Delhis east west position with respect to Agra can be
deduced from
statements (1) and (6). each of the other choices is necessary to place the town
it mentions either
on the north south scale on the east west scale, or on both.
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Blood Relations | Aptitude Questions with Answers and Explanations
To solve the blood relation uestions easily we need to observe the family tree.
If you assume you are in the middle then in your generation, you have sisters, b
rothers, cousins,
Brother in law, sister in law. you can easily observe in each generation which o
f the relations you
might have.
In solving the blood relation problems we usually assume the speaker is in the p
osition "you" and try
to prepare the diagram according to the uestion.
It is always best practice to denote Males and Females with notation.
Some general Relationships:
1. Brother
Son of Mother or Father
2. Sister
Daughter of Mother or Father
3. Aunt
Sister of Mother or Father
4. Uncle
Brother of Mother or Father
5. Cousin
Son of Uncle or Aunt or Daughter of Uncle or Aunt
6. Grandmother
Mother of Father or Mother
7. Grandfather
Father of Father or Mother
8. Niece
9. Nephew
10. Brother in law
11. Sister in law
12. Daughter in law
Daughter of Brother or Sister
Son of Brother or Sister
Sisters Husband or Brother of Wife or Husband
Brothers Wife or Sister of Wife or Husband
Wife of Son
Practice Problems
http://www.campusgate.co.in/2011/10/blood relations.html
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1. Pointing to a man, a lady says that his father is the third son of her grandm
other. How is the lady
related to that man?
Ans: Pointing to a man, a lady says that his father is the third son of her gran
dmother.
Always the uestion consists of two parts. The phrase before "is"
and the phrase after "is".
Firstlydraw the seperate diagrams for these two phrases and merge them.
Pointing to a man
a lady says that his father:
the third son of her grandmother:
Son of her grand mother means, that person is the ladys father or uncle.
Merge the two diagrams above. To the man the lady is pointing is son of one of t
hese 3 sons.
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If the lady and the man has children of two different people then they are cousi
ns, otherwise they
are siblings. So the lady is either cousin or sister to the man.
2. Introducing a woman, a man said, Her mothers husbands sister is my aunt. How is t
he man
related to that woman?
Sol: Introducing a woman, a man said, Her mothers husbands sister is my aunt.
Her mothers husbands sister:
My aunt: Aunt is fathers sister or Mothers sister
By merging these two diagrams we get two cases
So the man is either brother or cousin to that woman.
3. Pointing to a photograph a lady tells Chetan, I am the only daughter of this l
ady and her son is
your maternal uncle. How is the speaker related to Chetans father?
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Pointing to a photograph a lady tells Chetan, I am the only daughter of this lady
and her
son is your maternal uncle.
Pointing to a photograph a lady tells Chetan, I am the only daughter of this lady
and her son:
Your maternal uncle: Chatans maternal uncle means, his mothers brother.
Merge the above two diagrams.
So the speaker is the mother of Chetan. Speaker is wife of Chetans father.(chet
ans father is not
shown in the diagram)
4. A is the brother of K, K is the brother of Q and R is the sister of Q. How is
R related to A?
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Simple one. From the diagram it is clear that R is sister of A.
5. Introducing Harsh, Ritu said, He is the only son of my mothers mother. How is Ri
tu related to
Now Ritus mothers mother means her grand mother. Grand mothers only son is Ri
tus uncle. But
we dont know Ritu is male or female so Ritu relationship with harsh cannot be d
etermined.
6. A family consists of five members: P, Q, R, S and T.
T has two sons, an unmarried daughter and
a daughter in law. P is the brother in law of above mentioned daughter in law. Qs
sister is not happy
with Qs wife. But P and his father support Qs wife S. Who is Ts daughter?
From the above diagram, R is Ts daughter
Group Questions:
Directions for Questions 1 to 4 : Read the given data carefully and solve the u
estions follow.
1. A is the father of two children. B and D, Who are of different sexes.
2. C is Bs spouse.
3. E is the same sex as D.
4. B and C have two children : F, who is the same sex as B, and G, who is the sa
me sex as C.
5. Es mother, H, who is married to L, is the sister of Ds mother, M.
6. E and Es spouse. I, have two children, J and K, who are the same sex as I.
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7. No persons have married more than once and no children have been born out of
wedlock. The
only restrictions on marriage are that marriage to a sibling, to a direct descen
dant, or to more than
one person at the same time is forbidden.
Solution:
We have to draw the above diagram, based on the information given in the uestio
n. If the gender
of the person is known, it is denoted by the suffix m or f. If not know, It is d
enoted by x or y. We
know, for example, that G is the same sex as C, so we label both x; B and theref
ore F are the
opposite sex from C, so we label both y, and so on. Horizontal lines indicate ma
rriage, vertical or
diagonal lines indicate children.
1. F
is
a. Gs brother
c. Bs daughter
b. Gs sister
d. Ds niece or nephew
e. the same sex as H
Ans: This uestion orients you, in case you made an unwarranted assumption about
the sexes. Since
we do not know Bs sex for sure, we dont know Fs; this rules out all the wrong choic
es including
E, since we do know Hs sex. As the child of Ds sibling B, F is Ds niece or nephew.
So option D is
correct
2. According to the rules, D can marry
a. F only
b. G only
c. J only
d. J or K only
e. F, J or K
Ans: D is an x, and can therefore marry any unmarried y. So he can marry F, J, o
r K. Option E is
correct.
3. If L and H divorced, H could marry
I.
D only
a. I only
II. F
b. II only
III. D or G
c. III only
d. I or II, but not both.
e. II or III, but not both
Ans: H is female. If x = male, H can marry D or G, so I is out. If y = male, H c
an marry F. Clerly H
cannot marry both. (J and D are ruled out, since they are Hs direct descendants.)
4. If the generation of F and Ks parents and their siblings contains more females
than males, which
of the following must be true ?
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a. There are more females than males in F and Ks generation.
b. J is male.
c. A is the same sex as D.
d. K and G are the same sex.
e. D in Hs nephew.
Ans: This generation (the middle generation) contains three xs and two ys. If the
more xs are
female, J, who is a y, must be male. If x = female, choices A, C, and E are untr
ue. Choice D can
never be true. So option B is correct.
Directions for Questions 5 to 7 :
In a certain society, there are two marriage groups, Red and Brown. No marriage
is permitted within
a group. On marriage, males become part of their wifes group; women remain in the
ir own group.
Children belong to the same group as their parents. Widowers and divorced makes
revert to the
group of their birth. Marriage to more than one person at the same time and marr
iage to a direct
descendant are forbidden.
5. A Brown female could have had
i. a grandfather born Brown
ii. a grandfather born Red.
iii. two grandfathers born Brown
a. I only
b. III only
c. I and II only
d. II and III only
e. I, II, and III
Solution:
Both parents of a Brown female are Brown, but her father was born Red. Her mothe
rs mother was
Brown, and therefore that grandfather was born Red (I); her fathers mother was Re
d, and therefore
that grandfather was born Brown (II). Use the following logic: if the parents we
re born in different
groups, and the grandmothers were in the same groups, as the parents, the grandf
athers must have
been in different groups. Option C
6. A male born into the Brown group may have
a. an uncle in either group
b. a Brown daughter
c. a Brown son
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d. a son in law born into the Red group
e. a daughter in law in the Red group
From the above diagram it is clear that a Male born into a brown group may have
Uncle in either
group. Option A correct.
7.
Which of the following is not permitted under the rules as stated ?
a. A Brown male marrying his fathers sister
b. A Red female marrying her mothers brother
c. A man born Red, who is now a widower, marrying his brothers widow
d. A widower marrying his wifes sister
e. A Widow marrying her divorced daughters ex husband.
Ans:
(A) A Brown males mother is brown, father is born Red. So his sister is red. So
marriage
permitted
(B) A Red females mother is Red, and the brother, whether unmarried, divorced, or
a widower, is also
Red. No Red may marry a Red. So not permitted.
(C) The brother of the man born Red (who as a widow, is Red again) was also born
Red, so his wife
(now his widow) is Brown.
(D) Any widower has reverted to his original group, while his wifes sister is in
the same group as his
wife was. So marriage permitted.
(E) Any widows daughter is in her own group, and the ex husband, having revered t
o the group of
his birth, will be eligible.
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Puzzles | Aptitude Questions with Answers and Explanations
1. You have three baskets filled with fruits. One has mangoes, one has bananas,
and the third has a
mixture of mangoes and bananas. You cannot see the fruit inside the baskets. Eac
h basket is clearly
labelled. Each label is wrong. You are permitted to close your eyes and pick one
fruit from one
basket, then examine it. How can you determine what is in each basket?
Solution:
Observe the table:
Pick up a fruit from the basket labelled Mangoes and Bananas. If the fruit is ba
nana then we must
be certain that that box contains only Bananas as it must not contains Mangoes a
nd Bananas
mixture. Now from the table possbile combinations of remaining two baskets can b
e seen. Basket 1
should not contain Mangoes but contain Bananas / Mango and banana mixture. But w
e already
confirmed that basket 3 contains all bananas. So basket 1 must have mangoes and
bananas mixture.
Basket 2 must contain Mangoes.
Similary logic we can apply for the scinario if we pick up Mango.
So The fruit must be picked up from the basket labelled Mangoes and Bananas mixt
ure
2. You have 26 consonants, labelled A through Z. Let A eual 1. The other consta
nts have values
eual to the letters position in the alphabet, raised to the power of the previou
s constant. That
means that B =
21 ,
C =
32
1
... and so on. Find the exact numerical value for the following
expression:
(x A) x (x B) x (x
C) x ... (X Y) x (X
Z)
Solution:
X is the twenty fourth letter of the alphabet. The constant X must eual 24 ra
ised to the power of
the previous constant, W. Since W is the twenty third letter, W euals 23 to t
he power of U, which
http://www.campusgate.co.in/2011/10/puzzles.html
21
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21
is 22 to the power of T, which is 21 to the power of ...
21
23 22
X = 24
.3
..
What all this means is that X is going to be 24 raised to the power of 23 to the
power of 22 to the
power of 21 ... and so on, all the way upto 3 to the power of 2 to the power of
1. Thats 23 nested
exponentiations. X is a very big number.
However the correct answer is zero. Among the 26 terms which are being multiplie
d, there will be (X X). Which is 0. Hence answer is 0. It doesnt matter what all
the other terms are. Multiply anything by
0 and you get 0.
3. You have a bag full of feathers of three colours red, green, and blue. With
your eyes closed, you
have to reach the bag and take out two feathers of the same colour. How many fea
thers do you
have to take to be certain of getting two of the same colour ?
Solution:
Four. Pick just three feathers, and its possible you have one of each colour and
therefore no match.
With four feathers, at least two have to be of same colour.
4. Five robbers have one hundred gold coins to split among themselves. They divi
de the coins as
follows : The senior robber proposes a division, and everyone votes on it. Provi
ded that at least half
the robbers vote including himself for the proposal i.e, he has to get 50% of th
e votes, they split the
coins that way. If not, they kill the senior robber and start over. The most sen
ior (surviving) robber
proposes his own division plan, and they vote by the same rules and either divid
e the coins or kill
the senior robber, as the case may be. The process continues until one plan is a
ccepted. Suppose
you are the senior robber. What division do you propose ? (The robbers are all e
xtremely logical and
greedy, and all want to live.)
Solution:
Initially you may think that, the coins should be divided eually or apportion m
ore coins for
other robberers so that the senior may save his skin. But we follow a smart appr
oach to solve this
puzzle
Assume there is only one robber. Then he votes himself so he gets 100% of the vo
tes and takes all
the 100 coins.
If there are two robbers, D and E. Say D is senior. In this case D votes for him
self and gets 50% of

votes and takes all coins. Observe If D is the senior E gets nothing.
If there are 3 robbers, C, D and E. Say C is senior. Now C has to get atleast on
e more vote to
survive. As his votes consists only 33.33% of total votes. He thinks like this.
If D is the senior, E gets
nothing. So let us offer "One gold coin" to E. Now E obviously votes for C Becau
se, if D is the senior,
he gets nothing.
If there are 4 robbers, B, C, D, and E. B has to get the support of atleast one
robber to achieve his
50% vote target. He thinks like this, If C is the senior, B gets nothing. So He
offers one coin to D
and gets his support
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If there are 5 robbers, A, B, C, D and E. A has to get atleast two more votes to
survive. If D is the
senior, C and E both gets nothing. So he offers one coin each to get their votes
and keep
remaining 98 coins with him. Very interesting. is it not?!
5. There is an old bridge over river Ganga. Four people wants to cross the bridg
e at night. Many
plants are missing, and the bridge can hold only two people at a time (any more
than two, and the
bridge collapses). The travellers must use a torch to guide their steps; otherwi
se theyre sure to step
through a missing space and fall to their death. There is only one torch. The fo
ur people each travel
at different speeds. Sharukh can cross the bridge in one minute; Aamir in two mi
nutes; Salman takes
five minutes; and the slowest person, Saif, takes ten minutes. The bridge is goi
ng to collapse in
exactly seventeen minutes. How can all four people cross the bridge?
Solution:
Round trip one: The fastest pair, Sharukh and Aamir cross, taking two minutes.
One of them (lets
say Sharukh it doesnt matter) immediately returns with the torch (one minute).
Elapsed time: there
minutes.
Round trip two : the slow pair, Salman and Saif, cross taking ten minutes. As
soon as they reach
the farside of the bridge, they hand the torch to the faster person who is alrea
dy there. (Thats
Aamir, assuming that Sharukh returned in the first round
trip). Aamir returns
the torch to the
nearside (two minutes). Elapsed time : fifteen minutes.
Final, one way trip : the fast pair is now reunited on the nearside. They cros
s for the second and
last time (two minutes). Elapsed time : seventeen minutes.
6. You have two candles. Each will burn for exactly one hour. But the candles ar
e not identical and do
not burn at a constant rate. There are fast burning sections and slow burning se
ctions. How do you
measure forty five minutes using only the candles and a lighter?
Solution:
At time zero, light both ends of candle A and one end of candle B. The candles m
ust not touch each
other. It takes thirty minutes for candle As two flames to meet. When they do, th
ere is exactly thirty
minutes left on candle B. Instantly light the other end of (still burning) candl
e B. The two flames will
now meet in fifteen minutes, for an elapsed time of forty five minutes.
7. One of your female employees insists on being paid daily in silver. You have
a silver bar whose
value is that of seven days salary for this employee. The bar is already segmente
d into seven eual
pieces. If you are allowed to make just two cuts in the bar, and must settle wit
h the employee at
the end of each day, how do
you do it ?
Solution:
You need a one unit piece to pay the employee for the first days work. You lop on
e unit off the end
and hand it to the employee.
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This leaves you with a six
unit bar and one more permitted cut.
Cut off a two unit piece. At the end of the second day, you hand over the two
unit piece to the
employee and get the one
unit piece back as change. (You have to assume that t
he employee
hasnt already spent it.)
This leaves you with a four unit bar, the one
unit piece you got in change,
and no more cuts. On
the third day, you return the one unit piece. On the fourth day, you hand over
the four unit piece
and get the two smaller ones as change. Use them to pay the worker on the fifth,
sixth, and seventh
days.
8. Five men crash land their airplane on a deserted island in the South Pacific.
On their first day they
gather as many coconuts as they can find into one big pile. They decide that, si
nce it is getting dark,
they will wait until the next day to divide the coconuts.
The night each man took a turn watching for rescue searchers while the others sl
ept. The first
watcher got bored so he decided to divide the coconuts into five eual piles. Wh
en he did this, he
found he had one remaining coconut. He gave this coconut to a monkey, took one o
f the piles, and
hid it for himself. Then he jumbled up the four other piles into one big pile ag
ain.
To cut a long story short, each of the five men ended up doing exactly the same
thing. They each
divided the coconuts into five eual piles and had one extra coconut left over,
which they gave to the
monkey. They each took one of the five piles and hid those coconuts. They each c
ame back and
jumbled up the remaining four piles into one big pile.
What is the smallest number of coconuts there could have been in the original pi
le?
Solution:
Assume total number of Coconuts are N.
When these coconuts are divided into 5 eual parts one is remaining so N = 5A+1
(Here A is number
of cococonuts in the smaller pile)
After given one coconut to monkey and has taken first man his share, then 4A coc
onuts are
remaining.
When the second person did the same thing to the remaining coconuts we can write
4A = 5B + 1
4B = 5C +1
4C = 5D +1
4D = 5E + 1
Now Add 4 to the both sides
N+4 = 5A + 1 +4
N+4 = 5 (A+1)
4A + 4 = 5B + 1 +4
4(A+1) = 5 (B+1)
(A + 1) =
5
(B + 1)
4
4B + 4 = 5C + 1 +4
4(B+1) = 5 (C+1)
(B + 1) =
5
(C + 1)
4
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4C + 4 = 5D + 1 +4
4(C+1) = 5 (D+1)
(C + 1) =
5
(D + 1)
4
4D + 4 = 5E + 1 +4
4(D+1) = 5 (E+1)
(D + 1) =
5
(E + 1)
4
Now N + 4 = 5 (A +1)
5
5
(B + 1)
4
Similarly we can substitute remaining values in this equation so
N +4=5
5 5 5 5
(E + 1)
4 4 4 4
We know that N is an intezer so E +1 must be a multiple of
So N =
55
44 .
The N+4 =
55
- 4 = 3121
9. A woman took a certain number of eggs to the market and sold some of them. A
next day,
through the industry of her hens, the number left over had been doubled, and she
sold the same

number as the previous day.
On the third day the new remainder was tripled, and she sold the same number as
before.
On the fourth day the remainder was quadrupled, and her sales were the same as b
efore.
On the fifth day what had been left over were quintupled, yet she sold exactly t
he same as on all
the previous occasions and so disposed of her entire stock.
(i) What is the smallest number of eggs she could have taken to market the first
day?
(ii) How many did she sell daily? (The answer is not zero).
Solution:
Let us make small table to understand this question clearly.
Right hand columns tells us the number of eggs sold.
Number of eggs remaining =
(24x 41y) 5 Y = 0 120x 206Y = 0
x 103
=
y
60
10. Doo-Bee-Doo had born on 1468 B.C. He had lived one-fourth of his life as a b
oy, one-third of his
life as a youth, one-fifth of his life as a man and the remaining 52 years as an
old man. Which year
did Doo-Bee-Doo die?
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Solution:
x x
x
+ + + 52 = x
4 3
5
13x
= 52
60
x = 210
Year of Death = 1468BC - 240 = 1228 BC ( In BC the next year is 1 year less than
the previous
year)
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Syllogisms | Aptitude Questions with Answers and Explanations
Questions on syllogisms contains only the following 4 types of statement:
X
1. The universal affirmative : Eg: All
2. The universal negative
: Eg: No
3. The particular affirmative
X
are Ys
is
Y
Eg: Some X are Ys
4. The particular negative Eg: Some X are not
Y s
Here two statements are universal (1 and 2), and two statements are particular (
3 and 4).
Two statements are positive (1 and 3) and two statements are negative (2 and 4).
Here Star marks indicates "Distribution". If a term is distributed means It cove
rs each and every
element of it. All X are Ys means X
Y, But Y need not be a subset of X. So Y does not have star

mark.
You should com m it to m em ory, how to put star m arks and to distinguish posit
iv e and negativ e
statem ents, univ ersal and particular statem ents.
I. The Universal Affirmative:
All Xs are Ys
It states that every member of the first class is also a member of the second cl
ass. this proposition
takes the form All Xs are Ys. The possible diagrams for this proposition are:
Take a statement "All Tamilians are Indians". It does not necessarily follows Al
l Indians are Tamilians.
So Indians is not distributed on Tamilians. But some times X may equal to Y. For
example, All Tamil
speaking people are Tamilians. Here barring a few exceptions, Both sets are equa
l.
The general diagram for Universal Affirmative All Xs are Ys is
http://www.campusgate.co.in/2011/10/syllogisms.html
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Immediate inference: Some Ys are Xs, Some Ys are Xs
II. The universal Negative: No X is Y
It states that no member of the first class is a member of the second class. Thi
s proposition takes
the form - No X is Y. The Eulars circle diagram for this proposition would be Two
mutually exclusive
circles thus:
The general diagram for Universal Negative No X is Y is
Immediate Inference: No Y is X, Some Xs are not Ys, Some Ys are not Xs
III. The Particular Affirmative:
Some Xs are Ys
It states that at least one member, but never all, of the term designated by the
class X is also a
member of the class designated by the term Y. This proposition takes the form Some
Xs are Ys. This
possible diagrams as shown by the Eulers circles for this proposition are:
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Immediate Inferences: Some Ys are Xs
IV. The particular Negative: Some Xs are not Ys.
It states that at least one member of the class designated by the term X is exclud
ed from the whole
of the class designated by the term Y. This proposition takes the form Some Xs are
not Ys. The
Eulers circle diagrams for this proposition are as follows.
The shaded portion in each is that part of X that is not Y.
Unlike the Particular Affirmative proposition, the exclusion of a part of X from
Y does not give us any
information about the inclusion or exclusion of the rest of the Xs. So we cannot
say anything for
certain about the rest of the Xs. In each of the above cases, the diagrams fulfi
ll the condition Some
Xs are not Ys. In diagram 1, even the rest of the Xs are not Ys. Equally possible
are diagram 2,
where the rest of the Xs are Ys, and diagram 3, where all Ys are Xs.
Thus, there cannot be any immediate inferences, because none of these cases are
certainties.
Immediate Inferences: None
How to answer Syllogims:
There are two methods to answer syllogisms. 1. Euler venn diagram method 2. Aris
totles rules Method
Euler venn diagram method is difficult to follow if there are more particular st
atements (starting with "some") as we
have to draw more diagrams to check in each case the conclusion is true.
But Aristotles method initially seems to be a bit difficult to understand, as o
ne practices good number of questions,
one can easily crack these questions.
Aristotles Rules to solve syllogisms:
1.
A syllogism must contain 3 terms only
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2.
If both the statements are particular, no conclusion possible
(Explanation: Statements starting with "Some" are particular)
3.
If both the statements are negative, no conclusion possible
4.
If both the statements are positive, conclusion must be positive
5.
If one statement is particular, conclusion must be particular
6.
If one statement is negative, conclusion must be negative
7.
Middle term must be distributed in atleast one of the premises
(Explanation: Middle term is the common term between two given premises, and A t
erms is distributed
means it must have the "star = *" mark above it)
8.
If a term is distributed in the conclusion, the term must be distributed in atle
ast one of the
premises.
(Explanation: If any term is having star mark in the conclusion, it term must ha
ve star mark in the
given premises)
Solved Example 1:
P1: All MBAs are Graduates
P2: All graduates are Students
I1: All MBAs are Students
I2: Some students are MBAs
Explanation:
P1: All
MBA s
P2: All
Graduates
I1: All
MBAs
are Graduates
are Students
are Students
I2: Some students are MBAs
Now Let us apply rules:
1. It contained 3 terms only (MBAs, Graduates, Students)
2. Both statements are positive, conclusion must be positive
3. Common term is Graduate and it has star mark in the second statement
Conclusion 1: MBA in the conclusion has got a star mark so it must have star mar
k in atleast one of
the premises. MBA in P1 has got star mark. It satisfied all the rules. It is val
id conclusion
Conclusion 2: No term in the conclusion has got a star mark so no need to check
anything. It
followed all the rules. This statement is a valid conclusion.
Solved Example 2:
P1: All Cats are Dogs
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P2: No Dog is Fish
I1: No Cat is Fish
I2: Some Cats are Fish
Explanation:
P1: All
Cats
are Dogs
P2: No
Dog
is
Fish
I1: No
Cats
is
Fish
I2: Some Cats are Fish

Now Let us apply rules:
1. It contained 3 terms only (Cats, Dogs, Fish)
2. P2 is negative, so conclusion must be negative. So I2 is ruled out, as rule s
ays that one statement
is negative conclusion must be negative
3. Common terms is Dog and it has star mark in both the premises
Conclusion 1: In the conclusion, both the terms Cat, Fish have star marks and Th
ese two terms have
star marks in at least one of the premises. So Conclusion 1 is valid
Conclusion 2: As one of the premises is negative, conclusion must be negative. S
o this conclusion is
not valid
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Introduction to Logic | Aptitude Questions with Answers and Explanations
How do we know that tomorrow sun rises in the east? How do we know that if we to
uch the fire it
burns us? Eventhough there are scientifiic proves, mostly we argue based on our
past experiences.
Let us take one example:
Proposition:
Conclusion:
Mr.X is driving a rolls royce car
so Mr.X is a rich person
You might argue that this argument is not valid because Mr.X can be driver or th
e car or may be it is
a rented car. But If you are living in a developed country where Rolls Royce car
s can be seen every
where, you are most likely to agree that Mr.X is a rich person as he is driving
the Rolls royce.
This reasoning is called Inductive reasoning or probability. This reasoning is p
roposed by David
Hume. He suggested that the people who wont agree with this type of reasoning m
ust be starved
to death as this is one of the most important way of convincing people and to dr
aw valid conclusions.
Let us take another Argument:
Proposition: Sachin is a great batman
Conclusion: So India will win the match
Some of you again may not agree with the varacity of the conclusion but If I may
add another
proposition "Great batsman help teams to win matches" then this argument looks l
ike below
Proposition: Sachin is a great batman
Proposition: Great batsman help teams to win matches
Conclusion: So India will win the match
Now this is more convincing. This type of reasoning is called Deductive reasonin
g. This is proposed
by Aristotle. He studied 216 different structures of Deductive reasoning and fou
nd that only 16
structures give valid conclusions.
Let us look at a clouple of the false arguments
1. Propositions are valid but conclution is false
Proposition: If Bills gates has kohinoor diamond then He is rich
Proposition: Bill Gates does not have Kohinoor
Conclusion: So he is not rich
We know this is a false conclusion, even though both the propositions are true
2. Propositions are false but conclusion is true
Proposition: All Rats are CATs
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Proposition: All CAT are Dogs
Conclusion: All Rats are Dogs
Clearly both the propositions are false but given the propositions true, the con
clusion is true.
We will see lot of arguments in our daily life. These arguments range from convi
ncing our friend to
make him watch your favorate hero movie to whether telangana state has to be giv
en or not.
Critical reasoning is the use of logic to evaluate arguments.
Logic is defined as the study of methods and principles used to distinguish good
(correct) reasoning
from bad (incorrect) reasoning. Let us have a look at some technical terms
Argument:
An argument is a group of statements (propositions) where the statements follow
one another and
ultimately give a final statement known as the conclusion or inference. The grou
p of all these
statements including the conclusion is known as an argument.
Most questions in Logical reasoning are based on whether the student is capable
of testing the
validity of an Argument, the first thing one has to clearly understand is the co
ncept of the Argument.
For the purposes of understanding the concept of the Argument fully, it would he
lp to get acquainted
with a few key terms.
Elements of an Argument:
Proposition: A proposition is the basic units of an argument. A typical proposit
ion has a relationship
spelled out between a subject and an object in the form a sentence.
Illustration: of Proposition
Eg:
All Andhrites are Indians
Here Andhrites is the subject and Indians is predicate
Premise: The term premise is applied to the proposition that gives rise to the c
onclusion or the
inference. Unless the premise is valid, the conclusion will not be valid.
Conclusion or inference: The conclusion or inference of an argument is the final
proposition that is
affirmed on the basis of other propositions of the same argument.
Argument = Proposition 1 (Premise) + Proposition 2 (Premise) + Proposition 3 (Co
nclusion)
Eg: All Students are good
Rama is a student
Rama is good
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Types of arguments:
Deductive argument:
A deductive argument is one whose conclusion is claimed to follow from its
premises with absolute necessity or certainty, this certainty not being a matter
of degree and not
depending in any way on anything else. Therefore a deductive argument has to be
either valid or
invalid. There is no grey area in between.
In competitive exams questions on this area comes under the header "syllogisms o
r deductive
reasoning"
Inductive Argument:
An inductive argument is one whose conclusion is claimed to follow from its
premises only with probability, Inductive arguments, therefore, cannot be absolu
tely valid or invalid,
the way deductive arguments are. But most of the arguments we make in our life a
re based on
inductive reasoning. We may not convince others purely based on deduction, but b
y giving some past
examples.
In
most of the competitive exams questions on this area comes under the header "Cri
tical
reasoning".
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Solving Complex Arrangement Problems: | Aptitude Questions with Answers and Expl
anations
1. Amit, Bharati, Cheryl, Deepak and Eric are five friends sitting in a restaura
nt. They are wearing
caps of five different colours yellow, blue, green, white and red. Also they are
eating five different
snacks burgers, sandwiches, ice cream, pastries and pizza.
I. The person wearing a red cap is eating pastries.
II. Amit does not eat ice cream and Cheryl is eating sandwiches.
III. Bharati is wearing a yellow cap and Amit wearing a blue cap.
IV. Eric is eating pizza and is not wearing a green cap.
8. What is Amit eating?
a. Burgers b. Sandwiches c. Ice cream d. Pastries
9. Who among the following friends is wearing the green cap?
10. Who among the following friends is having ice cream?
Sol: In this question, there are 3 variables. Name of the person, Color of the c
aps, and Snacks they
take.
Never try to write all the names and try to match them. This is a bad habit. Try
this method.
1. Identify one variable and write all the names belong to it below it. Only wri
te the variable names
on both sides of this column
Now try to fill in the details in the table according the conditions given.
After Filling in all the available details, table looks like above. Now we have
to fit Pastries and Red
http://www.campusgate.co.in/2013/09/solving-complex-arrangement-problems.html
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Solving Complex Arrangement Problems: | Aptitude Questions with Answers and Expl
anations
some where. Only one place left. It must be at D. Once you fit that one, Cs col
or becomes Green
and Es become white. Similarly B takes Ice cream and A takes Burger. So final t
able looks like this
So answers for the above questions are A, C and B respectively.
Complex arrangement problems are not this much straight forward. But the procedu
re to solve any
question is like this.
If there are more variables, the complexity increases. But with adequate practic
e you can solve the
questions easily.
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Arrangements - 1 | Aptitude Questions with Answers and Explanations

so When we fix D, we have to write F two places after C

Eleven students A, B, C, D, E, F, G, H, I, J and K are sitting in a row of the c

three green faces each?

The figure can be analysed by assuming the stack to be composed of 5 horizontal

(c) Sororian (d) Chatia

ssage, and we dont

20, ............, 42.

First we look for the leap years during this period.

So the correct time will be shown on wednesdy at 7:20 PM

(300 + 12x) - (265 + x) = 57 minutes

self and gets 50% of

sold the same

Y, But Y need not be a subset of X. So Y does not have star

I2: Some Cats are Fish

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