Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Table of Contents
INTRODUCTION ................................................................................................................................................. 11
Need for a constitution............................................................................................................................................. 12
Types of constitutions ............................................................................................................................................... 12
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confederation ............................................................................................................................................................ 13
constitutionalism ...................................................................................................................................................... 13
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preamble ................................................................................................................................................................... 28
federal structure........................................................................................................................................................ 28
parliamentary government ....................................................................................................................................... 29
separation of powers................................................................................................................................................. 30
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CITIZENSHIP ......................................................................................................................................................... 42
Parliaments power to regulate right of Citizenship by law and the Citizenship Act, 1955 ................................ 43
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contents ..................................................................................................................................................................... 47
Fundamental Rights-Contents ................................................................................................................................. 62
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Bicameral Legislature.............................................................................................................................................. 80
Unitary features of the Indian Constitution ........................................................................................................... 80
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A Strong Centre........................................................................................................................................................ 80
Single Citizenship .................................................................................................................................................... 81
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Emergency Provisions............................................................................................................................................... 82
Political Executive at the Union Level ................................................................................................................... 82
THE PRESIDENT OF INDIA............................................................................................................................ 83
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VICE-PRESIDENT ................................................................................................................................................ 93
Functions .................................................................................................................................................................. 93
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The Prime Minister as the Head of the Council of Ministers ............................................................................. 107
The Prime Minister and the Parliament ............................................................................................................. 108
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Composition........................................................................................................................................................... 124
Functions of Finance Commission .............................................................................................................. 125
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Composition........................................................................................................................................................... 175
Functions ............................................................................................................................................................... 175
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Composition........................................................................................................................................................... 180
Tenure and service conditions ............................................................................................................................... 180
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Composition........................................................................................................................................................... 182
Functions ............................................................................................................................................................... 182
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Composition........................................................................................................................................................... 223
Removal................................................................................................................................................................. 223
Independence ......................................................................................................................................................... 224
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RIGHT TO INFORMATION ACT 2005 ........................................................................................................................ 2
Overview of the RTI Act 2005 ........................................................................................................................................ 2
How the RTI Act has Helped: Success Stories ................................................................................................................ 6
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Table summarizes the time limit for disposal of applications in different situations: ................................................. 17
Third Party Information................................................................................................................................................ 18
CYBER LAWS IN INDIA ............................................................................................................................................... 19
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WHAT IS ECONOMICS .................................................................................................................................................................................... 9
Economic Systems ................................................................................................................................................................................................ 10
Microeconomics and Macroeconomics .......................................................................................................................................................... 10
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Oligopoly ................................................................................................................................................................................................................. 15
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German Hyperinflation: Too Much Money Chasing Too Few Goods! ................................................................................................ 40
Why worry about inflation? ............................................................................................................................................................................... 40
Getting the Inflation Rate Right ...................................................................................................................................................................... 42
Consumer Price Indices (CPIs) ........................................................................................................................................................................ 42
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Evolution ................................................................................................................................................................................................................. 92
Liberalised Approach .......................................................................................................................................................................................... 93
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Importance of Economic Planning with respect to Mixed Economy & Under-Developed Countries ....................................... 154
Stages of Economic Development ................................................................................................................................................................. 156
State vs. Market ................................................................................................................................................................................................... 156
Types of Economic Planning .......................................................................................................................................................................... 157
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Ecological Niche................................................................................................................................................................ 4
Ecosystem........................................................................................................................................................................... 5
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System ................................................................................................................................................................................ 8
The Biosphere .................................................................................................................................................................... 8
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Drought-Prone Areas....................................................................................................................................................... 70
Zone 1 ............................................................................................................................................................................. 71
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Zone 2 ............................................................................................................................................................................. 71
Zone 3 ............................................................................................................................................................................. 73
NATIONAL POLICY ON DISASTER MANAGEMENT .......................................................................................... 74
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THE SCOPE OF GEOGRAPHY ........................................................................................................................................................... 5
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Latitude ................................................................................................................................................................................................ 10
Longitude ............................................................................................................................................................................................. 12
Map Scale ............................................................................................................................................................................................ 13
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Isolines .................................................................................................................................................................................................. 14
Digital Technology in Geography ....................................................................................................................................................... 16
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Constant Gases..................................................................................................................................................................................... 30
Variable Gases ..................................................................................................................................................................................... 30
Particulates .......................................................................................................................................................................................... 34
Heat Transfer ...................................................................................................................................................................................... 35
Flow of Solar Radiation in the Atmosphere ...................................................................................................................................... 36
Interaction of Solar Radiation and the Earths Surface ................................................................................................................... 38
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LandSea Breezes................................................................................................................................................................................ 67
Topographic Winds ............................................................................................................................................................................. 67
Oceanic Circulation Gyres and Thermo-haline Circulation .............................................................................................................. 68
El Nio................................................................................................................................................................................................. 70
Key Concepts To Remember About Oceanic Circulation ................................................................................................................... 71
ATMOSPHERIC MOISTURE AND PRECIPITATION ................................................................................................................ 72
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Fog ........................................................................................................................................................................................................ 84
Precipitation......................................................................................................................................................................................... 84
Types of Precipitation .......................................................................................................................................................................... 85
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Fronts ................................................................................................................................................................................................... 93
Key Concepts To Remember About Air Masses And Fronts .............................................................................................................. 94
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Cyclogenesis .......................................................................................................................................................................................... 98
Key Concepts To Remember About The Formation Of Midlatitude Cyclones .............................................................................. 100
GLOBAL CLIMATES AND GLOBAL CLIMATE CHANGE .................................................................................................... 101
Climate and the Factors That Affect It........................................................................................................................................... 101
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INDIALOCATION, EXTENT AND PHYSICAL FEATURES ..................................................................................................... 9
Location and Extent ............................................................................................................................................................................. 9
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DROUGHTS ........................................................................................................................................................................................... 51
FLOODS................................................................................................................................................................................................... 53
Flood Prone Areas of India ................................................................................................................................................................ 53
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JUTE...................................................................................................................................................................................................... 160
Conditions for Growth of Jute ......................................................................................................................................................... 160
Method of Cultivation and Processing ............................................................................................................................................ 160
Areas of Jute Production .................................................................................................................................................................. 161
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Who are the youngest and oldest Nobel Laureates in the areas of physics, chemistry, and physiology or medicine? ....... 35
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Who was the first woman to receive the Nobel Prize? ....................................................................................................... 36
How many women have been awarded the Nobel Prize in Chemistry, Physics, or Physiology or Medicine? .................. 36
When was the first time two women shared the Nobel Prize in the same field? .............................................................. 36
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How did the Linux operating system get its name? ........................................................................................................... 43
Open-source software (OSS) ................................................................................................................................................ 43
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What is the client/server principle and how does it apply to the Internet? ....................................................................... 45
What is a Uniform Resource Locator, or URL? ............................................................................................................... 45
What are some common top level domain (TLD) suffixes? ............................................................................................... 45
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Does water running down a drain rotate in a different direction in the Northern versus the Southern Hemisphere? .... 50
What is the speed of light? .................................................................................................................................................. 51
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Why does the color of clothing appear different in sunlight than it does in a store under fluorescent light? ................... 51
What is the difference between special and general relativity? .......................................................................................... 51
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Who was the first person to break the sound barrier? ........................................................................................................ 52
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What substance, other than water, is less dense as a solid than as a liquid? ................................................................... 59
CHEMICAL ELEMENTS ............................................................................................................................................... 59
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Which elements have the highest and lowest boiling points? ............................................................................................. 64
Which element has the highest density? .............................................................................................................................. 65
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How long does it take light from the sun to reach Earth?................................................................................................. 81
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Why does the moon always keep the same face toward Earth? ......................................................................................... 89
What are the names of the full moon during each month?................................................................................................ 89
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What are the liquid fuels used by the space shuttles? ......................................................................................................... 96
What was the cause of the Columbia space shuttle disaster? ............................................................................................ 96
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How much of Earths surface is land and how much is water? .................................................................................... 101
If Earth were a uniform sphere, how much water would cover the surface? ................................................................. 101
If you melted all the ice in the world, how high would the oceans rise? ........................................................................ 101
What fraction of an iceberg shows above water? ............................................................................................................ 101
What color is an iceberg? ................................................................................................................................................. 101
What is an aquifer? ......................................................................................................................................................... 102
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Are there tides in the solid part of the earth as well as in its waters? ............................................................................ 106
How much of Earths surface is covered with ice? .......................................................................................................... 107
Which is purer: glacier ice or regular ice?........................................................................................................................ 107
How much of Earths surface is permanently frozen? ..................................................................................................... 107
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How many different kinds of faults have been identified? ............................................................................................. 110
Where is the San Andreas Fault?.................................................................................................................................... 110
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What are the major eras, periods, and epochs in geologic time? ..................................................................................... 113
What is the prime meridian? ........................................................................................................................................... 114
What is Mercators projection for maps?......................................................................................................................... 114
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WIND............................................................................................................................................................................... 120
Where do haboobs occur? ................................................................................................................................................. 120
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Why are the horse latitudes called by that name? ........................................................................................................... 121
What are halcyon days? ................................................................................................................................................... 121
What is an Alberta clipper? ............................................................................................................................................. 122
What is a Chinook? ......................................................................................................................................................... 122
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What is the chemical used in watches to make them glow in the dark? ........................................................................ 140
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What are the main components found in motor vehicle exhaust? .................................................................................. 145
What is the cleanest fossil fuel? ....................................................................................................................................... 145
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Which woods have the best heating quality in a wood-burning stove? ........................................................................... 147
What are the advantages and disadvantages of geothermal power? .............................................................................. 147
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How does the Energy Star program promote energy efficiency? ...................................................................................... 152
What are the advantages of compact fluorescent light bulbs over incandescent light bulbs? ......................................... 152
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Is it more economical to run an automobile with its windows open rather than using its air conditioner? ................ 152
When is it more economical to restart an automobile rather than let it idle?................................................................ 153
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What are the largest and smallest organelles in a cell? .................................................................................................. 173
What cell structures are unique to plant cells and which ones are unique to animal cells? .......................................... 173
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What are the major components of the eukaryotic cell? .................................................................................................. 173
How do the cells of bacteria, plants, and animals compare to each other? .................................................................... 174
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What are the main components of the plasma membrane? ............................................................................................ 175
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What are the main functions of the plasma membrane? ................................................................................................ 175
What are stem cells and what are some potential uses of such cells? ............................................................................. 175
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What is mitosis and what are the stages of this process? ................................................................................................ 176
What is cell cloning and how is it used in scientific research? ....................................................................................... 176
VIRUSES, BACTERIA, PROTISTS, AND FUNGI................................................................................................. 176
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How can the entire genome fit into the nucleus of a cell? ............................................................................................... 195
GENETICS AND EVOLUTION ................................................................................................................................. 195
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What was the first commercial use of genetic engineering? ............................................................................................ 197
What are some examples of genetic engineering in animals and microbes? ................................................................... 198
What was the first animal to be successfully cloned? ..................................................................................................... 198
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Who devised one of the earliest systems for animal and plant classification?................................................................ 201
What is the difference between a domain and a kingdom? ............................................................................................ 202
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What plants are commonly used in the perfume industry? ............................................................................................. 207
What parts of plants are used for spices? ........................................................................................................................ 208
What are some common culinary herbs? ......................................................................................................................... 208
What plants produce essential oils that are commonly used in aromatherapy? ............................................................. 209
When was the first plant patent issued? ......................................................................................................................... 209
PLANT DIVERSITY..................................................................................................................................................... 209
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Is there a relationship between the size of the root system and the size of the shoot system? .......................................... 212
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What are the distinguishing characteristics of pine, spruce, and fir trees? ..................................................................... 221
What is the composition of synthetic soil? ....................................................................................................................... 222
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What is the secret of bonsai, the Japanese art of growing dwarf trees?.......................................................................... 224
What is meant by xeriscaping? ........................................................................................................................................ 224
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Why are arthropods considered the most biologically successful phylum of animals? .................................................... 232
Do male mosquitoes bite humans? ................................................................................................................................... 232
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What is the average life span of cells in the human body? ............................................................................................. 241
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What are the levels of structural organization in vertebrate animals, including humans? ........................................... 242
What are the four major types of tissue? ......................................................................................................................... 242
What is the matrix in blood? ........................................................................................................................................... 243
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How many different types of neurons are found in nerve tissue? .................................................................................... 244
What is the size and location of the heart? ..................................................................................................................... 244
What is the largest organ in the human body? ............................................................................................................... 244
Are both of the lungs identical? ....................................................................................................................................... 244
What are the major divisions of the brain?..................................................................................................................... 244
What regulates body temperature in humans? ................................................................................................................ 245
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What are the major divisions of the human skeleton? .................................................................................................... 248
What is the smallest bone in the body?............................................................................................................................ 248
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How many muscles does it take to produce a smile and a frown? ................................................................................. 249
Why does excessive exercise cause muscles to become stiff and sore? ............................................................................... 250
SKIN, HAIR, AND NAILS ........................................................................................................................................... 250
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What is the amount of carbon dioxide found in normal blood? .................................................................................... 254
How much blood does the average-sized adult human have?.......................................................................................... 254
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What are the preferred and permissible blood types for transfusions? ............................................................................ 255
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Which blood type is the universal donor and which is the universal recipient? ............................................................. 255
What is the Rh factor?..................................................................................................................................................... 255
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What are the three bones in the middle ear? ................................................................................................................... 261
What is sound and what unit measures it? .................................................................................................................... 261
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What are some common levels of sound and how do they affect hearing? ..................................................................... 262
Where are the organs of equilibrium located? ................................................................................................................. 263
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What are the parts of the eye and their functions? ......................................................................................................... 263
What determines eye color? .............................................................................................................................................. 265
What is the difference in the functions of the rods and cones found in the eyes? ........................................................... 265
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How much radiation does the average dental X ray emit? ............................................................................................ 271
How does the U.S. Environmental Protection Agency (EPA) classify carcinogens? ..................................................... 271
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Which species of mosquito causes malaria and yellow fever in humans?....................................................................... 278
What is mad cow disease and how does it affect humans? ........................................................................................ 278
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What are the seven warning signs of Alzheimers disease? ............................................................................................. 284
What is meningitis? ......................................................................................................................................................... 284
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Is there a name for the heart-monitoring machine that people sometimes wear for a day or two while carrying on their
normal activities? ............................................................................................................................................................. 292
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What are the normal test ranges for total cholesterol, low-density lipoproteins (LDL), and high-density lipoproteins
(HDL)?............................................................................................................................................................................. 292
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How are CAT or CT scans used to study the human body? ........................................................................................... 294
When were hearing aids invented? .................................................................................................................................. 294
DRUGS AND MEDICINES ........................................................................................................................................ 295
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ANCIENT HISTORY ....................................................................................................................................................... 12
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Scientific Works................................................................................................................................................................... 17
Foreign Accounts ................................................................................................................................................................. 18
BRIEF CHRONOLOGY OF ANCIENT INDIA .......................................................................................................... 20
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Chief Characteristics............................................................................................................................................................ 23
Extent................................................................................................................................................................................... 25
The Saraswati River ........................................................................................................................................................... 25
Cultural Development ......................................................................................................................................................... 26
New Research and Writing................................................................................................................................................. 26
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Four Vedas........................................................................................................................................................................... 41
Vedangas (Limbs of Vedas)................................................................................................................................................. 41
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Upvedas ............................................................................................................................................................................... 42
Brahamanas ........................................................................................................................................................................ 42
Upanishads .......................................................................................................................................................................... 42
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JAINISM ............................................................................................................................................................................. 53
Branches in Jainism ............................................................................................................................................................ 55
THE WEST UNDER PERSIAN DOMINATION ....................................................................................................... 56
THE ORIGINS OF THE EARLY STATE ................................................................................................................... 57
THE IMPACT OF ALEXANDERS INDIAN CAMPAIGN ...................................................................................... 59
THE FOUNDATION OF THE MAURYA EMPIRE ................................................................................................. 60
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THE END OF THE MAURYA EMPIRE AND THE NORTHERN INVADERS ................................................ 72
Greek rulers of the northwest............................................................................................................................................... 73
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The invasion of south India and the defence against the Mongols ................................................................................. 128
Fixing up prices of everything .......................................................................................................................................... 129
Administrative Reforms ................................................................................................................................................... 131
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Rajputs.............................................................................................................................................................................. 209
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Sikhs.................................................................................................................................................................................. 209
The Punjab under Ranjit Singh ...................................................................................................................................... 209
Anglo Sikh Wars .............................................................................................................................................................. 210
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The Second World War, the Cripps mission and Quit India....................................................................................... 294
The Simla Conference and its aftermath ......................................................................................................................... 296
The cabinet mission scheme and the advent of partition................................................................................................. 298
Operation Mountbatten and Plan Balkan ................................................................................................................... 299
INTEGRATION OF STATES...................................................................................................................................... 302
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Table of Contents
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2015
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FISHERIES ....................................................................................................................................................................... 18
Development of Inland Fisheries And Aquaculture ..................................................................................................... 18
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ICAR Institutions.......................................................................................................................................................... 20
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ENERGY ............................................................................................................................................................................ 60
Power ............................................................................................................................................................................. 60
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REFINING......................................................................................................................................................................... 72
Implementation of Bs-III/IV Fuels In The Country.................................................................................................... 73
Jawaharalal Nehru National Solar Mission ............................................................................................................... 73
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Literacy .......................................................................................................................................................................... 80
Comparative demographics ........................................................................................................................................... 82
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Where there any significant revisions of the component indicators for 2012? ......................................................... 117
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What is an imputed indicator and for what countries were these imputed statistics used? ............................. 119
Can the GNI per capita be used to measure human development instead of the HDI? .......................................... 119
The 2012 Human Development Index is divided into four quartiles, from Very High to Low human
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2015
Why was the cap on income in the HDI lifted and what was the effect? .............................................................121
What is the rationale behind changing the minimum value for life expectancy at birth from 25 years to 20? ..... 121
What is the justification for the minimum values for other indicators? ...................................................................122
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Why has the principle of diminishing returns not been applied to other indicators?............................................ 122
Are the HDI dimensions weighted equally? ...............................................................................................................122
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Why does the HDI not include dimensions of participation, gender and equality?................................................. 122
What is the effect of the changes in HDI indicators and geometric aggregation? ................................................... 123
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What are the criteria for a country to be included in the HDI? ...............................................................................123
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Table of Contents
SOCIAL MOVEMENTS.......................................................................................................................................................................... 2
Features and Causes of Social Movements .......................................................................................................................................... 2
SOCIAL MOVEMENTS IN INDIA ...................................................................................................................................................... 4
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Suhrawardi ........................................................................................................................................................................................... 5
Sufi Movement: Impact ........................................................................................................................................................................ 6
BHAKTI MOVEMENT .......................................................................................................................................................................... 6
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Philosophy .............................................................................................................................................................................................. 7
Bhakti Cult ........................................................................................................................................................................................... 7
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Ramananda........................................................................................................................................................................................... 8
Shri Madhvacharya (11991278) ..................................................................................................................................................... 8
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FUNDAMENTALS OF MATHEMATICS
Table of Contents
Math Notes ............................................................................................................................. 1
Substitution ............................................................................................................................ 5
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Percents............................................................................................................................... 237
Graphs ................................................................................................................................ 249
Word Problems.................................................................................................................. 278
Sequences & Series ............................................................................................................ 294
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READING COMPREHENSION
Table of Contents
PRETEST............................................................................................................................................... 1
Building a Strong Foundation ......................................................................................................... 15
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SPEED MATHEMATICS
Table of Contents
The Speed Mathematics Method .............................................. 2
Multiplying numbers just below 100 ....................................... 5
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Addition ..................................................................................... 73
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Subtraction ................................................................................. 81
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Math Notes
15
Well discuss many of the concepts in this chapter in depth later. But for now, we need a brief review of
these concepts for many of the problems that follow.
To compare two fractions, cross-multiply. The larger product will be on the same side as the
larger fraction.
5
6
Example: Given
vs. . Cross-multiplying gives 5 7 vs. 6 6, or 35 vs. 36. Now 36 is larger
6
7
6
5
than 35, so is larger than .
7
6
2.
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1.
1 1
1
1
= and is greater than .
4 2
2
4
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Example:
Caution: This is not true for fractions greater than 1. For example,
Squaring a fraction between 0 and 1 makes it smaller.
4.
ax 2 ( ax) .
2
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1 2 1
1
1
Example: = and is less than .
2
4
4
2
3.
9 3
3 9
= . But < .
4 2
2 4
In fact, a 2 x 2 = ( ax) .
2
Example: 3 2 2 = 3 4 = 12. But ( 3 2) = 6 2 = 36 . This mistake is often seen in the following form:
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(x)
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1
a 1 . In fact, a = 1 and 1 = b .
a
a
b
ab
b
a
b
b
1
1
3 3
1 1 1
Example: 2 = = . But
= 1 = .
2
3 2 3 6
2 2
3
5.
6.
(a + b) a + b. In fact, (a + b) = a b.
Example: (2 + 3) = 5. But 2 + 3 = 1.
Example: (2 + x) = 2 x.
7.
2
2
x y = ( x + y )( x y )
2
x 2 2xy + y 2 = ( x y )
a(b + c) = ab + ac
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B.
9.
x
y
c 2 = a2 + b 2
15
8.
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Example:
20
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Since the triangle is a right triangle, the Pythagorean Theorem applies: h 2 + 32 = 5 2 , where h is the height
1
of the triangle. Solving for h yields h = 4. Hence, the area of the triangle is ( base )( height ) =
2
1
(3)(4) = 6. The answer is (A).
2
10. When parallel lines are cut by a transversal, three important angle relationships are formed:
Alternate interior
angles are equal.
TO
Corresponding angles
are equal.
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c
b
a + b = 180
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11. In a triangle, an exterior angle is equal to the sum of its remote interior angles and therefore
greater than either of them.
a
e
12. A central angle has by definition the same measure as its intercepted arc.
60
60
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Substitution
n2
n +1
2
2n 4
2n2 3
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Example 1:
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15
Substitution is a very useful technique for solving math problems.It often reduces hard problems to
routine ones. In the substitution method, we choose numbers that have the properties given in
the problem and plug them into the answer-choices. A few examples will illustrate.
n2 + 2
TO
IA
We are told that n is an even integer. So, choose an even integer for n, say, 2 and substitute it into each
n +1
answer-choice. Now, n 2 becomes 22 = 4, which is not an odd integer. So eliminate (A). Next,
=
2
2 +1 3
= is not an odd integereliminate (B). Next, 2n 4 = 2 2 4 = 4 4 = 8 is not an odd
2
2
integereliminate (C). Next, 2n2 3 = 2(2)2 3 = 2(4) 3 = 8 3 = 5 is odd and hence the answer is
n 2 + 2 = 2 2 + 2 = 4 + 2 = 6 , which is not oddeliminate (E). The answer is
When using the substitution method, be sure to check every answer-choice because the number you
choose may work for more than one answer-choice. If this does occur, then choose another number
and plug it in, and so on, until you have eliminated all but the answer. This may sound like a lot of
computing, but the calculations can usually be done in a few seconds.
If n is an integer, which of the following CANNOT be an integer?
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Example 2:
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(A)
(B)
(C)
n2
2
n
2
n +1
(D)
(E)
n2 + 3
1
2
n +2
n 2 0 2 2
=
=
= 1, which is an integer. So eliminate (A). Next, n = 0 = 0 .
2
2
2
2
2
2
Eliminate (B). Next,
=
= = 2. Eliminate (C). Next, n 2 + 3 = 0 2 + 3 = 0 + 3 = 3 , which
n +1 0 +1 1
1
1
1
1
is not an integerit may be our answer. However,
=
=
=
, which is not an
2
2
0
+
2
2
n +2
0 +2
Choose n to be 0. Then
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2
3
4
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Example 3:
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From the given inequality x < y < z, it is clear that the positive integers x, y, and z are different and are in
the increasing order of size.
LS
Assume x > 1. Then y > 2 and z > 3. Adding the inequalities yields x + y + z > 6. This contradicts the given
equation x + y + z = 6. Hence, the assumption x > 1 is false. Since x is a positive integer, x must be 1.
IA
Next, assume y > 2. Then z > 3 and x + y + z = 1 + y + z > 1 + 2 + 3 = 6, so x + y + z > 6. This contradicts
the given equation x + y + z = 6. Hence, the assumption y > 2 is incorrect. Since we know y is a positive
integer and greater than x (= 1), y must be 2.
Now, the substituting known values in equation x + y + z = 6 yields 1 + 2 + z = 6, or z = 3. The answer is
(C).
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By how much is the greatest of five consecutive even integers greater than the smallest among them?
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1.
(A)
(B)
(C)
(D)
(E)
1
2
4
8
10
Medium
2.
(A)
(B)
(C)
(D)
(E)
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15
Number Theory
The remainder is r when p is divided by k means p = kq + r; the integer q is called the quotient.
For instance, The remainder is 1 when 7 is divided by 3 means 7 = 3 2 + 1. Dividing both sides
of p = kq + r by k gives the following alternative form p/k = q + r/k.
Example 1:
The remainder is 57 when a number is divided by 10,000. What is the remainder when the
same number is divided by 1,000?
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20
This broad category is a popular source for questions. At first, students often struggle with these problems
since they have forgotten many of the basic properties of arithmetic. So, before we begin solving these
problems, lets review some of these basic properties.
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1,000q + 57 =
TO
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(A) 5
(B) 7
(C) 43
(D) 57
(E) 570
Since the remainder is 57 when the number is divided by 10,000, the number can be expressed as
10,000n + 57, where n is an integer. Rewriting 10,000 as 1,000(10) yields
1,000(10)n + 57 =
1,000(10n) + 57 =
Now, since n is an integer, 10n is an integer. Letting 10n = q, we get
Hence, the remainder is still 57 (by the p = kq + r form) when the number is divided by 1,000. The answer
is (D).
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10, 000n + 57
=
1000
10, 000n
57
+
=
1,000
1,000
10n +
57
1, 000
Hence, the remainder is 57 (by the alternative form p/k = q + r/k), and the answer is (D).
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The following properties for odd and even numbers are very usefulyou should memorize them:
even even = even
odd odd = odd
even odd = even
even + even = even
odd + odd = even
even + odd = odd
If n is a positive integer and (n + 1)(n + 3) is odd, then ( n + 2)(n + 4) must be a multiple of
which one of the following?
(A) 3
(B) 5
(C) 6
(D) 8
(E) 16
15
Example 2:
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20
(n + 1)(n + 3) is odd only when both (n + 1) and (n + 3) are odd. This is possible only when n is even.
Hence, n = 2m, where m is a positive integer. Then,
(n + 2)(n + 4) =
(2m + 2)(2m + 4) =
2(m + 1)2(m + 2) =
4(m + 1)(m + 2) =
4 (product of two consecutive positive integers, one which must be even) =
4 (an even number), and this equals a number that is at least a multiple of 8
Hence, the answer is (D).
Consecutive integers are written as x, x + 1, x + 2, . . .
The least common multiple (LCM) of two integers is the smallest positive integer that is a multiple
of both.
For example, the LCM of 4 and 10 is 20. The standard method of calculating the LCM is to prime
factor the numbers and then form a product by selecting each factor the greatest number of times it
occurs. For 4 and 10, we get
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4 = 22
10 = 2 5
In this case, select 22 instead of 2 because it has the greater number of factors of 2, and select 5 by
default since there are no other factors of 5. Hence, the LCM is 22 5 = 4 5 = 20.
For another example, lets find the LCM of 8, 36, and 54. Prime factoring yields
8 = 23
36 = 2 2 32
54 = 2 33
In this case, select 2 3 because it has more factors of 2 than 22 or 2 itself, and select 33 because is has
more factors of 3 than 32 does. Hence, the LCM is 23 33 = 8 27 = 216.
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15
Test for divisibility by 11. Subtract the last digit from the remaining leading truncated number. If
the result is divisible by 11, then so was the first number. Apply this rule over and over again as
necessary.
Example: 19151--> 1915-1 =1914 -->191-4=187 -->18-7=11, so yes, 19151 is divisible by 11.
Test for divisibility by 13. Add four times the last digit to the remaining leading truncated number.
If the result is divisible by 13, then so was the first number. Apply this rule over and over again as
necessary.
Example: 50661-->5066+4=5070-->507+0=507-->50+28=78 and 78 is 6*13, so 50661 is divisible
by 13.
Test for divisibility by 17. Subtract five times the last digit from the remaining leading truncated
number. If the result is divisible by 17, then so was the first number. Apply this rule over and over
again as necessary.
Example: 3978-->397-5*8=357-->35-5*7=0. So 3978 is divisible by 17.
Test for divisibility by 19. Add two times the last digit to the remaining leading truncated number.
If the result is divisible by 19, then so was the first number. Apply this rule over and over again as
necessary.
EG: 101156-->10115+2*6=10127-->1012+2*7=1026-->102+2*6=114 and 114=6*19, so 101156 is
divisible by 19.
Test for divisibility by 23. 3*23=69, ends in a 9, so ADD. Add 7 times the last digit to the
remaining leading truncated number. If the result is divisible by 23, then so was the first number.
Apply this rule over and over again as necessary.
Example: 17043-->1704+7*3=1725-->172+7*5=207 which is 9*23, so 17043 is also divisible by 23.
Test for divisibility by 29. Add three times the last digit to the remaining leading truncated number.
If the result is divisible by 29, then so was the first number. Apply this rule over and over again as
necessary.
Example: 15689-->1568+3*9=1595-->159+3*5=174-->17+3*4=29, so 15689 is also divisible by 29.
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SQUARES
AND
SQUARE ROOTS
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Introduction
You know that the area of a square = side side (where side means the length of
a side). Study the following table.
Area of the square (in cm2)
1 1 = 1 = 12
IA
2 2 = 4 = 22
3 3 = 9 = 32
TO
5 5 = 25 = 52
8 8 = 64 = 82
TU
8
a
a a = a2
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What is special about the numbers 4, 9, 25, 64 and other such numbers?
Since, 4 can be expressed as 2 2 = 22, 9 can be expressed as 3 3 = 32, all such
numbers can be expressed as the product of the number with itself.
Such numbers like 1, 4, 9, 16, 25, ... are known as square numbers.
In general, if a natural number m can be expressed as n2, where n is also a natural
number, then m is a square number. Is 32 a square number?
We know that 52 = 25 and 62 = 36. If 32 is a square number, it must be the square of
a natural number between 5 and 6. But there is no natural number between 5 and 6.
Therefore 32 is not a square number.
Consider the following numbers and their squares.
Number
Square
1
2
11=1
22=4
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33=9
4 4 = 16
5 5 = 25
---------------------------------------------------
Can you
complete it?
15
3
4
5
6
7
8
9
10
IA
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20
From the above table, can we enlist the square numbers between 1 and 100? Are
there any natural square numbers upto 100 left out?
You will find that the rest of the numbers are not square numbers.
The numbers 1, 4, 9, 16 ... are square numbers. These numbers are also called perfect
squares.
TO
Number
Square
1
2
3
4
5
6
7
8
9
10
1
4
9
16
25
36
49
64
81
100
11
12
13
14
15
16
17
18
19
20
121
144
169
196
225
256
289
324
361
400
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TU
Number
Study the square numbers in the above table. What are the ending digits (that is, digits in
the ones place) of the square numbers? All these numbers end with 0, 1, 4, 5, 6 or 9 at
units place. None of these end with 2, 3, 7 or 8 at units place.
Can we say that if a number ends in 0, 1, 4, 5, 6 or 9, then it must be a square
number? Think about it.
TRY THESE
1. Can we say whether the following numbers are perfect squares? How do we know?
(i) 1057
(ii) 23453
(iii) 7928
(iv) 222222
(v) 1069
(vi) 2061
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EXERCISE
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15
1. What will be the unit digit of the squares of the following numbers?
(i) 81
(ii) 272
(iii) 799
(iv) 3853
(v) 1234
(vi) 26387
(vii) 52698
(viii) 99880
(ix) 12796
(x) 55555
2. The following numbers are obviously not perfect squares. Give reason.
(i) 1057
(ii) 23453
(iii) 7928
(iv) 222222
(v) 64000
(vi) 89722
(vii) 222000
(viii) 505050
3. The squares of which of the following would be odd numbers?
(i) 431
(ii) 2826
(iii) 7779
(iv) 82004
4. Observe the following pattern and find the missing digits.
112 = 121
1012 = 10201
10012 = 1002001
1000012 = 1 ......... 2 ......... 1
100000012 = ...........................
5. Observe the following pattern and supply the missing numbers.
112 = 1 2 1
1012 = 1 0 2 0 1
101012 = 102030201
10101012 = ...........................
............2 = 10203040504030201
6. Using the given pattern, find the missing numbers.
12 + 22 + 22 = 32
22 + 32 + 62 = 72
To find pattern
32 + 42 + 122 = 132
Third number is related to first and second
2
2
2
2
number. How?
4 + 5 + _ = 21
Fourth number is related to third number.
52 + _2 + 302 = 312
How?
62 + 72 + _2 = __2
7. Without adding, find the sum.
(i) 1 + 3 + 5 + 7 + 9
(ii) 1 + 3 + 5 + 7 + 9 + I1 + 13 + 15 + 17 +19
(iii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 + 23
8. (i) Express 49 as the sum of 7 odd numbers.
(ii) Express 121 as the sum of 11 odd numbers.
9. How many numbers lie between squares of the following numbers?
(i) 12 and 13
(ii) 25 and 26
(iii) 99 and 100
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PLAYING
WITH
NUMBERS
249
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20
37 = 10 3 + 7
LS
52 = 50 + 2 = 10 5 + 2
Similarly, the number 37 can be written as
In general, any two digit number ab made of digits a and b can be written as
IA
ab = 10 a + b = 10a + b
ba = 10 b + a = 10b + a
Let us now take number 351. This is a three digit number. It can also be written as
351 = 300 + 50 + 1 = 100 3 + 10 5 + 1 1
497 = 100 4 + 10 9 + 1 7
TO
Similarly
TU
abc = 100 a + 10 b + 1 c
= 100a + 10b + c
and so on.
PS
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It so happens that Sundaram chose the number 49. So, he got the reversed number
94; then he added these two numbers and got 49 + 94 = 143. Finally he divided this
number by 11 and got 143 11 = 13, with no remainder. This is just what Minakshi
had predicted.
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TU
TO
IA
LS
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MATHEMATICS
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QUADRATIC EQUATIONS
Introduction
IA
So,
PS
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Therefore,
TU
TO
polynomial
to zero, we get a quadratic equation. Quadratic equations come up when we deal with
many real-life situations. For instance, suppose a
charity trust decides to build a prayer hall having
a carpet area of 300 square metres with its length
one metre more than twice its breadth. What
should be the length and breadth of the hall?
Suppose the breadth of the hall is x metres. Then,
its length should be (2x + 1) metres. We can depict
this information pictorially as shown in Fig.
Now,
area of the hall = (2x + 1). x m2 = (2x2 + x) m2
2x2 + x = 300
(Given)
2x + x 300 = 0
So, the breadth of the hall should satisfy the equation 2x2 + x 300 = 0 which is a
quadratic equation.
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LS
20
15
IA
TO
In fact, any equation of the form p(x) = 0, where p(x) is a polynomial of degree
2, is a quadratic equation. But when we write the terms of p(x) in descending order of
their degrees, then we get the standard form of the equation. That is, ax2 + bx + c = 0,
a 0 is called the standard form of a quadratic equation.
Quadratic equations arise in several situations in the world around us and in
different fields of mathematics. Let us consider a few examples.
(i)
TU
PS
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(ii) A cottage industry produces a certain number of toys in a day. The cost of
production of each toy (in rupees) was found to be 55 minus the number of toys
produced in a day. On a particular day, the total cost of production was
Rs 750. We would like to find out the number of toys produced on that day.
Solution :
(i)
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i.e.,
x2 + 45x 324 = 0
i.e.,
x2 45x + 324 = 0
20
So,
15
= 40x x2 200 + 5x
Therefore, the number of marbles John had, satisfies the quadratic equation
x2 45x + 324 = 0
LS
IA
Therefore, the cost of production (in rupees) of each toy that day = 55 x
So, the total cost of production (in rupees) that day = x (55 x)
Therefore,
x (55 x) = 750
55x x2 = 750
i.e.,
x2 + 55x 750 = 0
i.e.,
x2 55x + 750 = 0
TO
i.e.,
Therefore, the number of toys produced that day satisfies the quadratic equation
TU
x2 55x + 750 = 0
PS
C
(i) (x 2)2 + 1 = 2x 3
(iii) x (2x + 3) = x2 + 1
(ii) x(x + 1) + 8 = (x + 2) (x 2)
(iv) (x + 2)3 = x3 4
Solution :
x2 6x + 8 = 0
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= 3, x 0
11
, x 4, 7
x
x + 4 x 7 30
4. The sum of the reciprocals of Rehmans ages, (in years) 3 years ago and 5 years from
15
20
now is
(ii)
LS
5. In a class test, the sum of Shefalis marks in Mathematics and English is 30. Had she got
2 marks more in Mathematics and 3 marks less in English, the product of their marks
would have been 210. Find her marks in the two subjects.
6. The diagonal of a rectangular field is 60 metres more than the shorter side. If the longer
side is 30 metres more than the shorter side, find the sides of the field.
IA
7. The difference of squares of two numbers is 180. The square of the smaller number is 8
times the larger number. Find the two numbers.
8. A train travels 360 km at a uniform speed. If the speed had been 5 km/h more, it would
have taken 1 hour less for the same journey. Find the speed of the train.
3
hours. The tap of larger diameter takes 10
8
hours less than the smaller one to fill the tank separately. Find the time in which each tap
can separately fill the tank.
TO
TU
10. An express train takes 1 hour less than a passenger train to travel 132 km between
Mysore and Bangalore (without taking into consideration the time they stop at
intermediate stations). If the average speed of the express train is 11km/h more than that
of the passenger train, find the average speed of the two trains.
11. Sum of the areas of two squares is 468 m2. If the difference of their perimeters is 24 m,
find the sides of the two squares.
PS
C
Nature of Roots
In the previous section, you have seen that the roots of the equation ax2 + bx + c = 0
are given by
b b2 4ac
x=
2a
2a
b
+
2a
b 2 4ac
and
2a
b2 4ac
.
2a
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EXERCISE 1
LS
20
15
IA
Cube Roots
TO
If the volume of a cube is 125 cm3, what would be the length of its side? To get the length
of the side of the cube, we need to know a number whose cube is 125.
Finding the square root, as you know, is the inverse operation of squaring. Similarly,
finding the cube root is the inverse operation of finding cube.
We know that 23 = 8; so we say that the cube root of 8 is 2.
We write 3 8 = 2. The symbol
denotes cube-root.
TU
PS
C
13 = 1
23 = 8
Inference
3
1 =1
8 =
Statement
63 = 216
216 = 6
23 = 2
73 = 343
343 = 7
33 = 3
83 = 512
512 = 8
729 = 9
33 = 27
27 =
43 = 64
64 = 4
93 = 729
125 = 5
103 = 1000
53 = 125
Inference
1000 = 10
3375 = 3 5 = 15
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Geometry
20
15
Following is a discussion of the basic properties of geometry. You probably know many of these
properties. Memorize any that you do not know.
LS
When two straight lines meet at a point, they form an angle. The point is
called the vertex of the angle, and the lines are called the sides of the angle.
The angle to the right can be identified in three ways:
1. x
2. B
3. ABC or CBA
TO
IA
A
x
C
c
a
a = b and c = d
PS
C
TU
Angles are measured in degrees, . By definition, a circle has 360. So an angle can be measured by its
1
fractional part of a circle. For example, an angle that is
of the arc of a circle is 1. And an angle that
360
1
1
is of the arc of a circle is 360 = 90.
4
4
1/360 of an arc
of a circle
90
1/4 of an arc
of a circle
240
2/3 of an arc
of a circle
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LS
IA
x + y = 180
20
15
In the figure, AOB is a straight line, and a straight angle measures 180. Hence, the sum of the angles a, b,
c, and d is 180, and the average of the four is their sum divided by 4: 180/4 = 45. The answer is (A).
l
TU
TO
x
y
m
n
120
PS
C
Equating vertical angles yields x = ay and y = x + 10. Plugging the second equation into the first yields x =
10a
10a
10a + 10 10a
10
a(x + 10). Solving for x yields x =
. Also, y = x + 10 =
+ 10 =
=
. Now, we
1 a
1 a
1 a
1 a
know that the angle made by any point on a line is 180. Hence, the angle made by point O on line n is
180. Hence, 120 + ay + x + 10 = 180. Simplifying yields ay + x = 50. Substituting the known results x =
10a
10a
10
10a 10a
and y =
into this equation yields
+
= 50. Hence, 2
= 50 . Multiplying both
1 a
1 a
1 a
1 a 1 a
sides by (1 a) yields 20a = 50(1 a). Distributing the 50 yields 20a = 50 50a. Adding 50a to both sides
yields 70a = 50. Finally, dividing both sides by 70 yields a = 5/7. The answer is (B).
45
135
45 + 135 = 180
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60
30
30 + 60 = 90
l2
l1
l1 l2
15
20
Two lines in the same plane are parallel if they never intersect. Parallel lines have the same slope.
When parallel lines are cut by a transversal, three important angle relationships exist:
Corresponding angles
are equal.
LS
c
a
IA
Shortest
distance
TO
Longer
distance
TU
Triangles
a + b = 180
PS
C
Isosceles
Scalene
b
Equilateral
60
x
x
a
x
c
abc
60
60
x
Base angles
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Shaded Regions
To find the area of the shaded region of a figure, subtract the area of the unshaded region from the area of
the entire figure.
In the figure, ABCD is a rectangle. A
What is the area of the shaded region in
the figure?
6
(A) 18
(B) 20
(C) 24
E
(D) 28
(E) 32
1
15
20
Example:
LS
IA
1/2 AF AE = 1/2 8 6 = 4 6 = 24
TO
60
O
PS
C
(C)
(D)
(E)
10 + 27 3
27
10 +
3
4
30 + 27 3
30 + 9 3
36 + 27 3
TU
Example:
The area of the Shaded region = (Area of Circle) (Area of Sector AOB) + (Area of AOB).
By the formula of the area of a circle, the area of the circle in the figure is radius 2 = (6)2 = 36.
The formula for the area of a sector is
(Angle made by sector/360) (Area of the circle) =
60/360 36 =
1/6 36 =
6
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Also, since OA and OB are radii, angles opposite them are equal. Hence, AOB is an isosceles triangle with
one angle (OAB =) 60. An isosceles triangle with one angle measuring 60 is always an equilateral
triangle.
Now, the formula for the area of an equilateral triangle is
3
side 2 . Hence, the area of AOB is
4
Hence, the area of the shaded region is 36 6 + 9 3 = 30 + 9 3 . The answer is (D).
20
Birds-Eye View
15
3 2
3
6 =
36 = 9 3
4
4
(B)
TO
(C)
(D)
(E)
1/2
2
2
4
2
2 5
IA
(A)
Example:
LS
Most geometry problems on the test require straightforward calculations. However, some problems
measure your insight into the basic rules of geometry. For this type of problem, you should step back and
take a birds-eye view of the problem. The following example will illustrate.
PS
C
TU
The diagonals of a square are equal. Hence, line segment OR (not shown) is equal to SP. Now, OR is a
radius of the circle and therefore OR = 2. Hence, SP = 2 as well, and the answer is (D).
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Problem Set E:
Easy
ABCD is a square and one of its sides AB is also a chord of the circle as shown in the figure. What is
the area of the square?
3
9
12
12 2
18
15
(A)
(B)
(C)
(D)
(E)
A
D
20
1.
TO
PS
C
(A)
(B)
(C)
(D)
(E)
TU
2.
IA
LS
3a
a
y
5a
1
3.
25
55
60
77
85
LS
(A)
(B)
(C)
(D)
(E)
2a 3a
4a
IA
4.
60 + x
20
70 y
15
y + x
In the figure, what is the average of the five angles shown inside the circle?
36
45
60
72
90
PS
C
(A)
(B)
(C)
(D)
(E)
TU
5.
TO
a + b
(2a + b)
(2a b)
(2a 2b)
In the figure, O is the center of the circle. What is average of the numbers a, b, c, and d ?
(A)
(B)
(C)
(D)
(E)
45
60
90
180
360
15
6.
b
d O c
LS
20
Medium
1/4
1/2
1
2
4
(A)
(B)
(C)
(D)
(E)
IA
The perimeter of rectangle ABCD is 5/2 times the length of side AB. What is the value of AB/BC ?
TO
7.
PS
C
8.
TU
(A)
(B)
(C)
(D)
(E)
15
30
45
60
135
5x + 5a
A
y
2x + 30
O
5y/2
y=z
y<z
y z
y >z
yz
y
3x
20
15
9.
20
30
60
75
90
b a/2
TO
(A)
(B)
(C)
(D)
(E)
LS
From the figure, which one of the following could be the value of b ?
IA
10.
TU
2a b O a/2 + 2b
PS
C
2a 2b
On hard problems, if you are asked to find the least (or greatest) number, then
eliminate the least (or greatest) answer-choice.
20
Strategy
15
Elimination Strategies
What is the maximum number of points common to the intersection of a square and a
triangle if no two sides coincide?
4
5
6
8
9
IA
(A)
(B)
(C)
(D)
(E)
Example:
LS
This rule also applies to easy and medium problems. When people guess on these types of problems, they
most often choose either the least or the greatest number. But if the least or the greatest number were the
answer, most people would answer the problem correctly, and it therefore would not be a hard problem.
TU
Strategy
TO
PS
C
When people cannot solve a problem, they most often choose the answer-choice not enough information.
But if this were the answer, then it would not be a hard problem.
Strategy
Example:
On hard problems, eliminate answer-choices that merely repeat numbers from the
problem.
If the sum of x and 20 is 8 more than the difference of 10 and y, what is the value of x + y ?
(A)
(B)
(C)
(D)
(E)
2
8
9
28
not enough information
By the above rule, we eliminate choice (B) since it merely repeats the number 8 from the problem. By
Strategy 2, we would also eliminate choice (E). Caution: If choice (B) contained more than the number 8,
say, 8 + 2 , then it would not be eliminated by the above rule.
Problem Set H:
What is the maximum number of 3x3 squares that
can be formed from the squares in the 6x6 checker
board to the right?
(A) $20
4.
(B) $12.5
(C) $12
(D) $9
(E) $7
The distance between cities A and B is 120 miles. A car travels from A to B at 60 miles per hour and
returns from B to A along the same route at 40 miles per hour. What is the average speed for the
round trip?
(A) 48
5.
15
After being marked down 20 percent, a calculator sells for $10. The original selling price was
3.
1
2
3
5
10
IA
(A)
(B)
(C)
(D)
(E)
LS
Let P stand for the product of the first 5 positive integers. What is the greatest possible value of m if
P
is an integer?
10 m
TO
2.
4
6
12
16
24
20
(A)
(B)
(C)
(D)
(E)
(B) 50
(C) 52
TU
1.
(D) 56
(E) 58
If w is 10 percent less than x, and y is 30 percent less than z, then wy is what percent less than xz?
(B) 20%
(C) 37%
(D) 40%
(E) 100%
PS
C
(A) 10%
6.
8
24
38
48
56
15
Inequalities
Inequalities are manipulated algebraically the same way as equations with one exception:
20
Note!
LS
2x + 3 > 8
IA
x < 11/2
2x > 11
TO
A number greater than 0 is positive. On the number line, positive numbers are to the right of 0. A number
less than 0 is negative. On the number line, negative numbers are to the left of 0. Zero is the only number
that is neither positive nor negative; it divides the two sets of numbers. On the number line, numbers
increase to the right and decrease to the left.
TU
The expression x > y means that x is greater than y. In other words, x is to the right of y on the number
line:
PS
C
smaller
larger
5 4 3 2 1 0 1 2 3 4 5
We usually have no trouble determining which of two numbers is larger when both are positive or one is
positive and the other negative (e.g., 5 > 2 and 3.1 > 2). However, we sometimes hesitate when both
numbers are negative (e.g., 2 > 4.5). When in doubt, think of the number line: if one number is to the
right of the number, then it is larger. As the number line below illustrates, 2 is to the right of 4.5. Hence,
2 is larger than 4.5.
smaller
4.5
larger
2
I. xz < 0
II. z < 0
III. xyz < 0
(A) None
(B) I only
(D) I and II
20
Example: If xy 2 z < 0 , then which one of the following statements must also be true?
15
1.
2.
3.
4.
5.
6.
xz < 0
Simplifying yields
IA
xy2 z
0
2 < 2
y
y
LS
Since a number raised to an even exponent is greater than or equal to zero, we know that y2 is positive (it
cannot be zero because the product xy 2 z would then be zero). Hence, we can divide both sides of the
inequality xy 2 z < 0 by y2 :
Therefore, I is true, which eliminates (A), (C), and (E). Now, the following illustrates that z < 0 is not
necessarily true:
TO
1 22 3 = 12 < 0
TU
Absolute Value
PS
C
The absolute value of a number is its distance on the number line from 0. Since distance is a positive
number, absolute value of a number is positive. Two vertical bars denote the absolute value of a number:
x . For example, 3 = 3 and 3 = 3. This can be illustrated on the number line:
}}
3 = 3
3 =3
5 4 3 2 1 0 1 2 3 4 5
Students rarely struggle with the absolute value of numbers: if the number is negative, simply make it positive; and if it is already positive, leave it as is. For example, since 2.4 is negative, 24 = 2.4 and since
5.01 is positive 5.01 = 5.01 .
Further, students rarely struggle with the absolute value of positive variables: if the variable is positive, simply drop the absolute value symbol. For example, if x > 0, then x = x .
However, negative variables can cause students much consternation. If x is negative, then x = x .
This often confuses students because the absolute value is positive but the x appears to be negative. It is
actually positiveit is the negative of a negative number, which is positive. To see this more clearly let
x = k, where k is a positive number. Then x is a negative number. So x = x = (k) = k . Since k is
positive so is x. Another way to view this is x = x = (1) x = (1)(a negative number) = a positive
number.
(B) I only
(D) I and II
20
15
Statement I could be true because 0 = (+0) = ( 0) = 0 . Statement II could be true because the right side
of the equation is always negative [ x = (a positive number) = a negative number]. Now, if one side of
an equation is always negative, then the other side must always be negative, otherwise the opposite sides of
the equation would not be equal. Since Statement III is the opposite of Statement II, it must be false. But
lets show this explicitly: Suppose x were positive. Then x = x , and the equation x = x becomes x =
x. Dividing both sides of this equation by x yields 1 = 1. This is contradiction. Hence, x cannot be
positive. The answer is (D).
Higher Order Inequalities
IA
Example:
LS
These inequalities have variables whose exponents are greater than 1. For example, x 2 + 4 < 2 and
x 3 9 > 0 . The number line is often helpful in solving these types of inequalities.
x 2 = 6x 5
x 2 + 6x + 5 = 0
(x + 5)(x + 1) = 0
x + 5 = 0 and x + 1 = 0
Or
TO
x = 5 and x = 1
TU
Now, the only numbers at which the expression can change sign are 5 and 1. So 5 and 1 divide the
number line into three intervals. Lets set up a number line and choose test points in each interval:
Interval I
Interval II
6 5
Interval III
1 0
PS
C
When x = 6, x 2 > 6x 5 becomes 36 > 31. This is true. Hence, all numbers in Interval I satisfy the
inequality. That is, x < 5. When x = 3, x 2 > 6x 5 becomes 9 > 13. This is false. Hence, no numbers
in Interval II satisfy the inequality. When x = 0, x 2 > 6x 5 becomes 0 > 5. This is true. Hence, all
numbers in Interval III satisfy the inequality. That is, x > 1. The graph of the solution follows:
Note, if the original inequality had included the greater-than-or-equal symbol, , the solution set would
have included both 5 and 1. On the graph, this would have been indicated by filling in the circles above
5 and 1. The open circles indicate that 5 and 1 are not part of the solution.
Problem Set I:
Medium
(A)
(B)
(C)
(D)
(E)
I only
II only
III only
I and II only
II and III only
LS
(A)
(B)
(C)
(D)
(E)
(x 2)(x 3)
(2 x)(x 3)
(2 x)(3 x)
(A)
(B)
(C)
(D)
(E)
I only
II only
III only
I and II only
I and III only
PS
C
4.
x2 + 3x
x2 + 3x + 2
x2 + 4x
x2 + 4x + 2
x2 + 4x + 3
IA
(A)
(B)
(C)
(D)
(E)
3.
15
a>b
a=b
a<b
20
(I)
(II)
(III)
TO
2.
If a = x + 2y, and b = y + 2x, and 3x + 7y > 7x + 3y, then which one of the following is true?
TU
1.
5.
(A)
(B)
(C)
(D)
(E)
3
0
1
2
3
Hard
6.
Three workers A, B, and C are hired for 4 days. The daily wages of the three workers are as follows:
A's first day wage is $4.
Each day, his wage increases by 2 dollars.
B's first day wage is $3.
Each day, his wage increases by 2 dollars.
15
20
(A)
(B)
(C)
(D)
(E)
If 0 < x 1, then which one of the following is the maximum value of (x 1)2 + x ?
IA
2
1
0
1
2
PS
C
TU
TO
(A)
(B)
(C)
(D)
(E)
7.
LS
Very Hard
15
20
PS
C
TU
TO
IA
LS
If the numerator is smaller than the denominator, the fraction is called proper and is less than one. For
1 4
3
example: , , and
are all proper fractions and therefore less than 1.
2 5
If the numerator is larger than the denominator, the fraction is called improper and is greater than 1.
3 5
Strategy
To compare two fractions, cross-multiply. The larger number will be on the same side
as the larger fraction.
10
11
Cross-multiplying gives 9 11 versus 10 10 , which reduces to 99 versus 100. Now, 100 is greater than 99.
10
9
Hence,
is greater than
.
11
10
Strategy
2x 2 + 4x + 2
If x 1, then
Example:
(A) 0
( x + 1) 2
(B) 1
(C) 2
(D) 4
(E) 6
( x + 1)
15
2 x 2 + 2x + 1
Factor the quadratic expressions:
20
2( x +1)( x +1)
( x + 1) ( x + 1)
LS
If
x +3
= y , what is the value of x in terms of y?
x 3
(B) 3
y
(C)
y + 12
(D) 3y 3
1 y
TO
(A) 3 y
Example:
IA
To solve a fractional equation, multiply both sides by the LCD (lowest common
denominator) to clear fractions.
Strategy
TU
(E) 3y 2
x +3
= ( x 3) y
x 3
x + 3 = (x 3)y
x + 3 = xy 3y
x xy = 3y 3
x(1 y)= 3y 3
3y 3
x=
1y
( x 3)
PS
C
Complex Fractions: When dividing a fraction by a whole number (or vice versa), you must
keep track of the main division bar:
Note!
Example:
a
c ac
a 1 a
a
= a =
. But b = =
.
b
b b
c
b c bc
c
1
2 =
3
(A) 6
(B) 3
(C) 1/3
(D) 1/6
(E) 1/8
1 2 1 2 1
1
Solution:
(A)
yz
zy 1
(C)
yz z
z 1
(D)
z
zy 1
(E)
yz
zy 1
1
1
z
z
1 = z
1 = zy 1 = 1 zy 1 = zy 1 . The answer is (D).
y
y
z
z
z
z
15
Solution:
1 =
z
y z
(B)
z
If z 0 and yz 1, then
Example:
Multiplying fractions is routine: merely multiply the numerators and multiply the
denominators:
Example:
a c ad bc
=
bd
b d
LS
Note!
1 3 13 3
a c ac
=
. For example, =
= .
2 4 2 4 8
b d bd
20
Note!
1 3
=
2 4
(A) 5/4
x +2
x
1
is
x
(C)
x +1
x2
(D)
2x 2 + 1
x
(E)
x +1
x
1
x2 + 1
2
2
x = x = x + 1 1 = x + 1 . Thus, the answer is (B).
2
2
x
2
2x
x+
To add three or more fractions with different denominators, you need to form a common
denominator of all the fractions.
PS
C
Note!
(B)
1
?
x
TU
x2 + 1
2x
TO
Example:
IA
(B) 2/3
(C) 1/4
(D) 1/2
(E) 2/3
1 4 2 3 4 6 2
1 3
1
Cross multiplying the expression yields
=
=
= . Hence, the answer is (C).
2 4
2 4
8
8
4
1 1 1
+ + , we have to change the denominator of each
3 4 18
fraction into the common denominator 36 (note, 36 is a common denominator because 3, 4, and 18 all
divide into it evenly). This is done by multiply the top and bottom of each fraction by an appropriate
number (this does not change the value of the expression because any number divided by itself equals 1):
1 12 1 9 1 2 12 9
2
12 + 9 + 2 23
+ + =
+
+
=
=
3 12 4 9 18 2 36 36 36
36
36
You may remember from algebra that to find a common denominator of a set of fractions, you prime factor
the denominators and then select each factor the greatest number of times it occurs in any of the
factorizations. That is too cumbersome, however. A better way is to simply add the largest denominator to
itself until all the other denominators divide into it evenly. In the above example, we just add 18 to itself to
get the common denominator 36.
15
Equations
PEMDAS
Please Excuse My Dear Aunt Sally
20
When simplifying algebraic expressions, we perform operations within parentheses first and then exponents
and then multiplication and then division and then addition and lastly subtraction. This can be remembered
by the mnemonic:
IA
Example:
LS
When solving equations, however, we apply the mnemonic in reverse order: SADMEP. This is often
expressed as follows: inverse operations in inverse order. The goal in solving an equation is to isolate the
variable on one side of the equal sign (usually the left side). This is done by identifying the main
operationaddition, multiplication, etc.and then performing the opposite operation.
Solution: The main operation is addition (remember addition now comes before multiplication, SADMEP),
so subtracting y from both sides yields
2x + y y = 5 y
2x = 5 y
Simplifying yields
Example:
TU
TO
The only operation remaining on the left side is multiplication. Undoing the multiplication by dividing
both sides by 2 yields
2x 5 y
=
2
2
5 y
x=
2
PS
C
Solution: Here x appears on both sides of the equal sign, so lets move the x on the right side to the left side.
But the x is trapped inside the parentheses. To release it, distribute the 2:
3x 4 = 2x 10
Now, subtracting 2x from both sides yields*
x 4 = 10
Finally, adding 4 to both sides yields
x = 6
We often manipulate equations without thinking about what the equations actually say. Examiners likes
to test this oversight. Equations are packed with information. Take for example the simple equation 3x +
2 = 5. Since 5 is positive, the expression 3x + 2 must be positive as well. An equation means that the
terms on either side of the equal sign are equal in every way. Hence, any property one side of an equation
has the
*
Note, students often mistakenly add 2x to both sides of this equation because of the minus symbol
between 2x and 10. But 2x is positive, so we subtract it. This can be seen more clearly by rewriting the
right side of the equation as 10 + 2x.
Problem Set K:
Easy
If 2x + 1 = 3x + 2, then 5x + 2 =
If 7x + 3y = 12 and 3x + 7y = 8, then x y =
3.
1
3
7
8
12
20
(A)
(B)
(C)
(D)
(E)
LS
2.
5
3
1
0
3
x+y
3x 2y
2x 3y
2x + 3y
3x + 2y
Medium
(A)
(B)
(C)
(D)
(E)
5.
TO
If p is the sum of q and r, then which one of the following must equal q r ?
pr
p+r
p 2r
p + 2r
2q p
TU
4.
The sum of two numbers is 13, and their product is 30. What is the sum of the squares of the two
numbers?
229
109
139
109
229
PS
C
(A)
(B)
(C)
(D)
(E)
6.
15
(A)
(B)
(C)
(D)
(E)
IA
1.
(A)
(B)
(C)
(D)
(E)
1
1
+ 2 ?
2
p
q
1/6
25/144
49/144
7/12
73/144
If 2x + 3y = 11 and 3x + 2y = 9, then x + y =
(A)
(B)
(C)
(D)
(E)
1 1
If ( x + 5) + = 5 , then x =
x 5
11.
1
2
3
6
9
LS
(A)
(B)
(C)
(D)
(E)
10.
15
a2 9 a 3
=
, a + 3 0, and a 0, then a =
12a
a+3
1
2
3
4
5
IA
If
9.
5
1/2
1
5
10
20
(A)
(B)
(C)
(D)
(E)
TO
8.
4
7
8
9
11
1
2
3
4
5
TU
7.
12.
PS
C
Hard
x+l=6
x m= 5
x+p=4
xq=3
(A)
(B)
(C)
(D)
(E)
2
3
4
5
6
15
Averages
Problems involving averages are very common on the test. They can be classified into four major
categories as follows.
Note!
x + 2x + 6 3x + 6 3( x + 2)
=
=
= x + 2 . Hence, the answer is (D).
3
3
3
TO
LS
IA
Example 1:
sum
.
N
20
Note!
Weighted average: The average between two sets of numbers is closer to the set with more
numbers.
If on a test three people answered 90% of the questions correctly and two people answered
80% correctly, then the average for the group is not 85% but rather
3 90 + 2 80 430
=
= 86. Here, 90 has a weight of 3it occurs 3 times. Whereas 80 has a
5
5
weight of 2it occurs 2 times. So the average is closer to 90 than to 80 as we have just
calculated.
PS
C
TU
Example 2:
Note!
Sometimes you will be asked to find a number by using a given average. An example will illustrate.
Example 3:
If the average of five numbers is -10, and the sum of three of the numbers is 16, then what
is the average of the other two numbers?
(A) 33
(B) 1
(C) 5
(D) 20
(E) 25
a +b+c + d +e
= 10. Now three of the
5
numbers have a sum of 16, say, a + b + c = 16. So substitute 16 for a + b + c in the average above:
16 + d + e
= 10 . Solving this equation for d + e gives d + e = 66. Finally, dividing by 2 (to form the
5
d +e
average) gives
= 33. Hence, the answer is (A).
2
Let the five numbers be a, b, c, d, e. Then their average is
213
PLEASE VISIT WWW.ALTIUSACADEMY.ORG TO
BUY STUDY MATERIAL FOR IAS PRELIMS 2015
194
Medium
A group of 30 employees of Cadre A has a mean age of 27. A different group of 70 employees of
Cadre B has a mean age of 23. What is the mean age of the employees of the two groups together?
(A)
(B)
(C)
(D)
(E)
7.
In quadrilateral ABCD, A measures 20 degrees more than the average of the other three angles of
the quadrilateral. Then A =
(A)
(B)
(C)
(D)
(E)
8.
6 6
8 6
24
32
48
(A)
(B)
(C)
(D)
(E)
LS
The average length of all the sides of a rectangle equals twice the width of the rectangle. If the area of
the rectangle is 18, what is its perimeter?
IA
6.
45
60
66
72
78
20
(A)
(B)
(C)
(D)
(E)
15
The difference between two angles of a triangle is 24. The average of the same two angles is 54.
Which one of the following is the value of the greatest angle of the triangle?
70
85
95
105
110
TO
5.
23
24.2
25
26.8
27
TU
4.
The five numbers 1056, 1095, 1098, 1100, and 1126 are represented on a number line by the points A,
B, C, D, and E, respectively, as shown in the figure. Which one of the following points represents the
average of the five numbers?
Point A
Point B
Point C
Point D
Point E
PS
C
(A)
(B)
(C)
(D)
(E)
A(1056)
9.
B(1095)
C(1098)
D(1100)
E(1126)
Which one of the following numbers can be removed from the set S = {0, 2, 4, 5, 9} without changing
the average of set S?
(A)
(B)
(C)
(D)
(E)
0
2
4
5
9
15
x
.
y
Writing two numbers as a ratio provides a convenient way to compare their sizes. For example, since
3
< 1, we know that 3 is less than . A ratio compares two numbers. Just as you cannot compare apples
and oranges, so to must the numbers you are comparing have the same units. For example, you
cannot form the ratio of 2 feet to 4 yards because the two numbers are expressed in different unitsfeet
vs. yards. It is quite common to ask for the ratio of two numbers with different units. Before you form any
ratio, make sure the two numbers are expressed in the same units.
What is the ratio of 2 feet to 4 yards?
(B) 1 : 8
(C) 1 : 7
(D) 1 : 6
(E) 1 : 5
(A) 1 : 9
IA
Example 1:
LS
20
A ratio is simply a fraction. The following notations all express the ratio of x to y: x: y , x y , or
TO
The ratio cannot be formed until the numbers are expressed in the same units. Lets turn the yards into feet.
Since there are 3 feet in a yard, 4 yards = 4 3 feet = 12 feet . Forming the ratio yields
TU
2 feet 1
= or 1 : 6
12 feet 6
Note, taking the reciprocal of a fraction usually changes its size. For example,
3 4
. So order is impor4 3
PS
C
A proportion is simply an equality between two ratios (fractions). For example, the ratio of x to y is equal
to the ratio of 3 to 2 is translated as
x 3
=
y 2
or in ratio notation,
x : y ::3:2
Two variables are directly proportional if one is a constant multiple of the other:
y = kx
where k is a constant.
The above equation shows that as x increases (or decreases) so does y. This simple concept has numerous
applications in mathematics. For example, in constant velocity problems, distance is directly proportional
to time: d = vt, where v is a constant. Note, sometimes the word directly is suppressed.
If the ratio of y to x is equal to 3 and the sum of y and x is 80, what is the value of y?
20
(A) 10
(B) 2
(C) 5
(D) 20
(E) 60
Translating the ratio of y to x is equal to 3 into an equation yields
y
=3
x
Translating the sum of y and x is 80 into an equation yields
y + x = 80
Solving the first equation for y gives y = 3x. Substituting this into the second equation yields
3x + x = 80
4x = 80
x = 20
Hence, y = 3x = 3 20 = 60 . The answer is (E).
15
Example 2:
In many word problems, as one quantity increases (decreases), another quantity also increases (decreases).
This type of problem can be solved by setting up a direct proportion.
If Biff can shape 3 surfboards in 50 minutes, how many surfboards can he shape in 5 hours?
LS
Example 3:
TO
IA
(A) 16
(B) 17
(C) 18
(D) 19
(E) 20
As time increases so does the number of shaped surfboards. Hence, we set up a direct proportion. First,
convert 5 hours into minutes: 5 hours = 5 60 minutes = 300 minutes . Next, let x be the number of
surfboards shaped in 5 hours. Finally, forming the proportion yields
3
x
=
50 300
3 300
=x
50
18 =x
The answer is (C).
On a map, 1 inch represents 150 miles. What is the actual distance between two cities if
1
they are 3 inches apart on the map?
2
TU
Example 4:
PS
C
(A) 225
(B) 300
(C) 450
(D) 525
(E) 600
As the distance on the map increases so does the actual distance. Hence, we set up a direct proportion. Let
x be the actual distance between the cities. Forming the proportion yields
3 1 2 in
1in
=
150 mi
x mi
x = 3 1 2 150
x = 525
Note, you need not worry about how you form the direct proportion so long as the order is the same on both
1in
150 mi
=
sides of the equal sign. The proportion in Example 4 could have been written as
. In this
1
x mi
3 2 in
case, the order is inches to inches and miles to miles. However, the following is not a direct proportion
1in
x mi
=
because the order is not the same on both sides of the equal sign:
. In this case, the order
150 mi 3 1 in
2
is inches to miles on the left side of the equal sign but miles to inches on the right side.
15
If one quantity increases (or decreases) while another quantity decreases (or increases), the quantities are
said to be inversely proportional. The statement y is inversely proportional to x is written as
k
y=
x
where k is a constant.
k
Multiplying both sides of y = by x yields
x
yx = k
Hence, in an inverse proportion, the product of the two quantities is constant. Therefore, instead of setting
ratios equal, we set products equal.
Example 5:
20
In many word problems, as one quantity increases (decreases), another quantity decreases (increases). This
type of problem can be solved by setting up a product of terms.
If 7 workers can assemble a car in 8 hours, how long would it take 12 workers to assemble
the same car?
IA
LS
(A) 3hrs
TO
To summarize: if one quantity increases (decreases) as another quantity also increases (decreases), set
ratios equal. If one quantity increases (decreases) as another quantity decreases (increases), set products
equal.
PS
C
TU
The concept of proportion can be generalized to three or more ratios. A, B, and C are in the ratio 3:4:5
A 3 A 3
B 4
means = ,
= , and
= .
B 4 C 5
C 5
Example 6: In the figure to the right, the angles A, B, C of
B
the triangle are in the ratio 5:12:13. What is
the measure of angle A?
(A) 15
(B) 27
A
C
(C) 30
(D) 34
(E) 40
Since the angle sum of a triangle is 180, A + B + C = 180. Forming two of the ratios yields
A 5
A 5
=
=
B 12
C 13
12
Solving the first equation for B yields
B=
A
5
13
Solving the second equation for C yields
C=
A
5
12
13
Hence, 180 = A + B + C = A +
A + A = 6A . Therefore, 180 = 6A, or A = 30. The answer is choice (C).
5
5
Problem Set M
Easy
At Stephen Stores, 3 pounds of cashews costs $8. What is cost in cents of a bag weighing 9 ounces?
(A)
(B)
(C)
(D)
(E)
30
60
90
120
150
15
1.
Medium
In the figure, what is the value of y if x : y = 2 : 3 ?
16
32
48
54
72
20
(A)
(B)
(C)
(D)
(E)
LS
2.
IA
y
x
TO
In the figure, ABCD is a rectangle and points E, F, G and H are midpoints of its sides. What is the
ratio of the area of the shaded region to the area of the un-shaded region in the rectangle?
(A)
(B)
(C)
(D)
(E)
1:1
1:2
2:1
1:3
3:1
PS
C
TU
3.
4.
A certain recipe requires 3/2 cups of sugar and makes 2-dozen cookies. How many cups of sugar
would be required for the same recipe to make 30 cookies?
(A)
(B)
(C)
(D)
(E)
8/15
5/6
6/5
10/7
15/8
cents = 9
15
or
800
= 150
48
20
LS
2. We know that the angle made by a line is 180. Applying this to line m yields x + y + 90 = 180.
Subtracting 90 from both sides of this equation yields x + y = 90. We are also given that x : y = 2 : 3.
Hence, x/y = 2/3. Multiplying this equation by y yields x = 2y/3. Plugging this into the equation x + y = 90
yields
IA
2y/3 + y = 90
5y/3 = 90
5y = 270
y = 54
TO
3. Joining the midpoints of the opposite sides of the rectangle ABCD yields the following figure:
A
PS
C
G
D
TU
In the given figure, the bigger rectangle ABCD contains four small rectangles, each one divided by a
diagonal. Since diagonals cut a rectangle into two triangles of equal area, in each of the small rectangles,
the regions to either side (shaded and un-shaded) have equal area. Hence, even in the bigger rectangle, the
area of the shaded and un-shaded regions are equal, so the required ratio is 1 : 1. The answer is (A).
4. This problem can be solved by setting up a proportion between the number of cookies and the number of
cups of sugar required to make the corresponding number of cookies. Since there are 12 items in a dozen,
2-dozen cookies is 2 12 = 24 cookies. Since 3/2 cups are required to make the 24 cookies, we have the
proportion
24 cookies 30 cookies
=
3/2 cookies
x cups
24x = 30 3/2 = 45
x = 45/24 = 15/8
by cross-multiplying
15
EXPONENTS
20
Exponents afford a convenient way of expressing long products of the same number. The expression b n is
called a power and it stands for b b bLb , where there are n factors of b. b is called the base, and n
is called the exponent. By definition, b 0 = 1.
There are six rules that govern the behavior of exponents:
Rule 1: x a x b = x a +b
Rule 2:
(x )
= x ab
Example, 23
Rule 3:
( xy )a
= x a ya
Example, ( 2y ) = 2 3 y 3 = 8y 3
1
xa
IA
2
x2 x2
x
Example, = 2 =
3
3
9
26
= 2 63 = 2 3 = 8
23
23
1
1
1
Example, 6 = 63 = 3 =
2
2
2
8
xa
= x a b , if a > b.
xb
xa
1
=
, if b > a.
x b x b a
Example,
1
Caution, a negative exponent does not make
z3
the number negative; it merely indicates that the base should be
1
1
reciprocated. For example, 32 2 or .
3
9
Example, z3 =
TU
Rule 6: x a =
= 23 2 = 2 6 = 64
x
xa
Rule 4: = a
y
y
Rule 5:
LS
( )
TO
a b
PS
C
Problems involving these six rules are common on the test, and they are often listed as hard problems.
However, the process of solving these problems is quite mechanical: simply apply the six rules until they
can no longer be applied.
Example 1:
If x 0,
( )
x x5
x4
(A) x 5
( )
a b
(B) x 6
=x
ab
(C) x 7
to the expression
(D) x 8
( )
x x5
x4
(E) x 9
x x 52 x x 10
=
x4
x4
x x10
x11
=
x4
x4
RATIONALIZING
A fraction is not considered simplified until all the radicals have been removed from the denominator. If a
denominator contains a single term with a square root, it can be rationalized by multiplying both the
numerator and denominator by that square root. If the denominator contains square roots separated by a
plus or minus sign, then multiply both the numerator and denominator by the conjugate, which is formed by
merely changing the sign between the roots.
2
3 5
Example:
.
2
5:
3 5
5
5
2 5
3 25
2
.
3 5
( 5)
2 3+ 5
9 5
Easy
If n equals 105 + (2 103) + 106, then the number of zeros in the number n is
2
3
4
5
6
( )
(x )
x x2
If x is not equal to 0,
8/9
1
9/8
2
x
3 3
PS
C
(A)
(B)
(C)
(D)
(E)
TO
(A)
(B)
(C)
(D)
(E)
2.
TU
1.
) = 2(3+ 5) = 3+
IA
Problem Set N:
2 5 2 5
=
3 5
15
LS
2 3+ 5
2
3+ 5
=
3 5 3+ 5 32 + 3 5 3 5
15
20
Example:
Medium
U
3.
1 x y
If xy = 1 and x is not equal to y, then 7 xy
=
(A)
(B)
(C)
(D)
(E)
1
72
1/7
1
7
72
A perfect square is a positive integer which when square rooted results in an integer. If N = 3 4 5 3 7,
then what is the biggest perfect square that is a factor of N ?
32
, then which one of the following equals p 4?
2 +1
If p =
(A)
(B)
(C)
(D)
(E)
3 2
3 +2
2
2 2 +
2 2 +
6
6
20
6.
15
32
52
92
(9 5)2
(3 5 7) 2
(A)
(B)
(C)
(D)
(E)
LS
5.
0.5
0.66
1.5
2
3
3 2
3 +2
IA
4.
Hard
If p = 2161/3 + 243 2/5 + 256 1/4 , then which one of the following is an integer?
(A) p/19
(B) p/36
(C) p
(D) 19/p
(E) 36/p
8.
9.
PS
C
TU
TO
7.
(A)
(B)
(C)
(D)
(E)
6+ 2
6 2
) 2+
3
=
2 3
6 2
6+ 2
8
12
15
Factoring
20
To factor an algebraic expression is to rewrite it as a product of two or more expressions, called factors.
In general, any expression that can be factored should be factored, and any expression that can be
unfactored (multiplied out) should be unfactored.
DISTRIBUTIVE RULE
ax + ay = a(x + y)
LS
IA
When this rule is applied from left to right, it is called factoring. When the rule is applied from right to left,
it is called distributing.
Example 1:
TO
For example, 3h + 3k = 3(h + k), and 5xy + 45x = 5xy + 9 5x = 5x ( y + 9) . The distributive rule can be
generalized to any number of terms. For three terms, it looks like ax + ay + az = a(x + y + z). For example,
2x + 4y + 8 = 2x + 2 2y + 2 4 = 2( x + 2y + 4 ) . For another example, x 2 y 2 + xy3 + y 5 = y 2 x 2 + xy + y 3 .
y
x
If x y = 9, then x y =
3
3
(B) 3
(C) 0
(D) 12
(E) 27
TU
(A) 4
y
x y
3
y
x
y+ =
3
3
4
4
x y=
3
3
4
(x y) =
3
PS
C
x
x
=
3
4
(9 ) =
3
4
3
since x y = 9
12
The answer is (D).
Example 2:
2 2 0 21 9
=
211
(A) 2 9 21 9
(B)
1
211
(C) 2 8
(D) 2 1 0
(E) 2 2 8
15
by the rule x a x b = x a +b
20
219
=
211
by the rule
IA
xa
= x a b
xb
LS
28
DIFFERENCE OF SQUARES
TO
x2 y2 = ( x + y)( x y)
TU
Example 3:
If x 2, then
(A) 2(x 2)
(B) 2(x 4)
(C) 8(x + 2)
(D) x 2
(E) x + 4
PS
C
In most algebraic expressions involving multiplication or division, you wont actually multiply or divide,
rather you will factor and cancel, as in this problem.
8x 2 32
=
4x + 8
)=
8 x2 4
4( x + 2)
8( x + 2)( x 2 )
=
4( x + 2)
2(x 2)
x2 + 2xy + y2 = ( x + y)
x2 2xy + y2 = ( x y)
For example, x 2 + 6x + 9 = x 2 + 2(3x ) + 32 = ( x + 3)2 . Note, in a perfect square trinomial, the middle term
is twice the product of the square roots of the outer terms.
If r 2 2rs + s 2 = 4 , then ( r s) =
(A) 4
(B) 4
(C) 8
(D) 16
(E) 64
r 2rs + s = 4
2
( r s) 2 = 4
[( r s) ]
2 3
= 43
( )
( r s) 6 = 64
by the rule x a
= x ab
IA
LS
15
20
Example 4:
GENERAL TRINOMIALS
TO
x2 + ( a + b)x + ab = ( x + a)( x + b)
Example 5:
TU
The expression x 2 + ( a + b) x + ab tells us that we need two numbers whose product is the last term and
whose sum is the coefficient of the middle term. Consider the trinomial x 2 + 5x + 6 . Now, two factors of
6 are 1 and 6, but 1 + 6 5. However, 2 and 3 are also factors of 6, and 2 + 3 = 5. Hence, x 2 + 5x + 6 =
( x + 2) ( x + 3) .
Which of the following could be a solution of the equation x 2 7x 18 = 0 ?
(A) 1
(B) 0
(C) 2
(D) 7
(E) 9
PS
C
Now, both 2 and 9 are factors of 18, and 2 + (9) = 7. Hence, x 2 7x 18 = ( x + 2) ( x 9 ) = 0 . Setting
each factor equal to zero yields x + 2 = 0 and x 9 = 0. Solving these equations yields x = 2 and 9. The
answer is (E).
COMPLETE FACTORING
When factoring an expression, first check for a common factor, then check for a difference of squares, then
for a perfect square trinomial, and then for a general trinomial.
Example 6:
Solution: First check for a common factor: 2x is common to each term. Factoring 2x out of each term
yields 2x x 2 x 6 . Next, there is no difference of squares, and x 2 x 6 is not a perfect square trino-
mial since x does not equal twice the product of the square roots of x 2 and 6. Now, 3 and 2 are factors of
6 whose sum is 1. Hence, 2x x 2 x 6 factors into 2x(x 3)(x + 2).
15
Algebraic Expressions
20
A mathematical expression that contains a variable is called an algebraic expression. Some examples of
1
algebraic expressions are x 2 , 3x 2y, 2z( y 3 2 ). Two algebraic expressions are called like terms if both
z
the variable parts and the exponents are identical. That is, the only parts of the expressions that can differ
3
are the coefficients. For example, 5y 3 and y 3 are like terms, as are x + y 2 and 7 x + y 2 . However,
2
x 3 and y 3 are not like terms, nor are x y and 2 y.
LS
IA
Only like terms may be added or subtracted. To add or subtract like terms, merely add or subtract their
coefficients:
2 x 5 x = (2 5) x = 3 x
2
1
= (.5 +. 2) x +
y
1
1
=. 7 x +
y
y
TO
1
.5 x + +.2 x +
y
x 2 + 3x 2 = (1 + 3)x 2 = 4x 2
TU
( 3x 3 + 7x 2 + 2x + 4) + (2x 2 2x 6 ) = 3x 3 + ( 7+ 2 ) x 2 + ( 2 2 ) x + ( 4 6) = 3x 3 + 9x 2 2
You may add or multiply algebraic expressions in any order. This is called the commutative property:
x+y=y+x
PS
C
xy = yx
For example, 2x + 5x = 5x + (2x) = (5 2)x = 3x and (x y)(3) = (3)(x y) = (3)x (3)y = 3x + 3y.
Caution: the commutative property does not apply to division or subtraction: 2 = 6 3 3 6 =
1 = 2 3 3 2 = 1 .
1
and
2
When adding or multiplying algebraic expressions, you may regroup the terms. This is called the
associative property:
x + (y + z) = (x + y) + z
x(yz) = (xy)z
Notice in these formulas that the variables have not been moved, only the way they are grouped has
changed: on the left side of the formulas the last two variables are grouped together, and on the right side of
the formulas the first two variables are grouped together.
15
Percents
20
Problems involving percent are common on the test. The word percent means divided by one hundred.
1
When you see the word percent, or the symbol %, remember it means
. For example,
100
25 percent
1
1
=
100 4
To convert a decimal into a percent, move the decimal point two places to the right. For example,
IA
0.25 = 25%
0.023 = 2.3%
1.3 = 130%
LS
25
Conversely, to convert a percent into a decimal, move the decimal point two places to the left. For
example,
TO
47% = .47
3.4% = .034
175% = 1.75
To convert a fraction into a percent, first change it into a decimal (by dividing the denominator [bottom]
into the numerator [top]) and then move the decimal point two places to the right. For example,
TU
7
= 0.875 = 87. 5%
8
PS
C
Conversely, to convert a percent into a fraction, first change it into a decimal and then change the decimal
into a fraction. For example,
80% =. 80 =
80
4
=
100 5
1
5
2
40% =
5
3
60% =
5
4
80% =
5
20% =
Percent problems often require you to translate a sentence into a mathematical equation.
Example 1:
What percent of 25 is 5?
(A) 10%
(B) 20%
(C) 30%
(D) 35%
(C) 20
(D) 24
(E) 32
IA
LS
1
. 25
100
25
x =5
100
1
x =5
4
x = 20
20
(E) 40%
15
Note!
1
100
TO
10
10
x
100
1
2=
x
10
20 = x
PS
C
TU
2=
Example 3:
What percent of a is 3a ?
(A) 100%
(B) 150%
(C) 200%
(D) 300%
(E) 350%
x
1
.
a = 3a
100
x
a = 3a
100
x
= 3 (by canceling the as)
100
x = 300
Example 4:
If there are 15 boys and 25 girls in a class, what percent of the class is boys?
(A)
(B)
(C)
(D)
(E)
10%
15%
18%
25%
37.5%
percent
of
the class
is
boys
1
100
40
15
Often you will need to find the percent of increase (or decrease). To find it, calculate the
increase (or decrease) and divide it by the original amount:
Percent of change:
The population of a town was 12,000 in 1980 and 16,000 in 1990. What was the percent
increase in the population of the town during this period?
(A)
1
33 %
3
50%
75%
80%
120%
PS
C
(B)
(C)
(D)
(E)
TU
Example 5:
Amount of change
100%
Original amount
TO
Note!
IA
LS
40
x = 15
100
2
x = 15
5
2x = 75
x = 37.5
20
what
15
The total number of students in the class is 15 + 25 = 40. Now, translate the main part of the sentence into
a mathematical equation:
The population increased from 12,000 to 16,000. Hence, the change in population was 4,000. Now, translate the main part of the sentence into a mathematical equation:
Percent of change:
Amount of change
100% =
Original amount
4000
100% =
12000
1
100% =
(by canceling 4000)
3
1
33 %
3
The value of a share of stock was $30 on Sunday. The profile of the value in the following week was
as follows: The value appreciated by $1.2 on Monday. It appreciated by $3.1 on Tuesday. It
depreciated by $4 on Wednesday. It appreciated by $2 on Thursday and it depreciated by $0.2 on
Friday. On Friday, the stock market closed for the weekend. By what percentage did the value of the
share increase in the five days?
The cost of painting a wall increases by a fixed percentage each year. In 1970, the cost was $2,000;
and in 1979, it was $3,600. What was the cost of painting in 1988?
16.
$1,111
$2,111
$3,600
$6240
$6480
IA
(A)
(B)
(C)
(D)
(E)
15.
x=y
x = 2y
x = 4y
y = 2x
y = 4x
LS
(A)
(B)
(C)
(D)
(E)
20
The percentage of integers from 1 through 100 whose squares end with the digit 1 is x%, and the
percentage of integers from 1 through 200 whose squares end with the digit 1 is y%. Which one of the
following is true?
The list price of a commodity is the price after a 20% discount on the retail price. The festival
discount price on the commodity is the price after a 30% discount on the list price. Customers
purchase commodities from stores at a festival discount price. What is the effective discount offered
by the stores on the commodity on its retail price?
(A)
(B)
(C)
(D)
(E)
20%
30%
44%
50%
56%
TO
14.
3.2%
4%
5.6%
7%
10%
15
(A)
(B)
(C)
(D)
(E)
TU
13.
PS
C
Very Hard
17.
Each year, funds A and B grow by a particular percentage based on the following policy of the
investment company:
1)
2)
3)
The allowed percentages of growths on the two funds are 20% and 30%.
The growth percentages of the two funds are not the same in any year.
No fund will have the same percentage growth in any two consecutive years.
Bob invested equal amounts into funds A and B. In the first year, fund B grew by 30%. After 3 years,
how many times greater is the value of fund B than the value of the fund A?
(A)
(B)
(C)
(D)
(E)
12/13
1
13/12
1.2
1.3
16. Let r be the retail price. The list price is the price after a 20% discount on the retail price. Hence, it
equals r(1 20/100) = r(1 0.2) = 0.8r.
The festival discount price is the price after a 30% discount on the list price. Hence, the festival discount
price equals (list price)(1 30/100) = (0.8r)(1 30/100) = (0.8r)(1 0.3) = (0.8r)(0.7) = 0.56r.
Hence, the total discount offered is (Original Price Price after discount)/Original Price 100 =
(r 0.56r)/ r 100 = 0.44 100 = 44%.
The answer is (C).
15
Very Hard
20
In the first year, fund B was given a growth of 30%. Hence, the increased value of the fund equals
(1 + 30/100)x = 1.3x.
LS
According to clauses (1) and (2), fund A must have grown by 20% (the other allowed growth percentage
clause (1)). Hence, the increased value of the fund equals (1 + 20/100)x = 1.2x.
IA
In the second year, according to clauses (1) and (3), the growth percentages of the two funds will swap
between the only allowed values 30% and 20% (clause (1)). Hence, fund A grows by 30% and fund B
grows by 20%. Hence, the increased value of fund A equals (1 + 30/100)(1.2x) = (1.3)(1.2)x, and the
increased value of the fund B equals (1 + 20/100)(1.3x) = (1.2)(1.3)x.
TO
Again in the third year, according to clauses (1) and (3), the growth percents will again swap between the
only two allowed values 20% and 30% (clause (1)). Hence, fund A grows by 20% and fund B grows by
30%. So, the increased values of the fund A should equal (1 + 20/100)(1.3x)(1.2x) = (1.2)(1.3)(1.2)x and
the increased value of the fund B should equal (1 + 30/100)(1.2x)(1.3x) = (1.3)(1.2)(1.3)x. Hence, the value
(1.3)(1.2)(1.3) x = 1.3 = 13 . The answer is (C).
of the fund B is
(1.2)(1.3)(1.2) x 1.2 12
TU
18. Let c be the cost of each candy. Then the cost of 12 candies is 12c. We are given that selling 12 candies
cost - selling price
at $10 yields a loss of a%. The formula for the loss percentage is
100. Hence,
cost
12c 10
a=
100. Let this be equation (1).
12c
PS
C
We are also given that selling 12 candies at $12 yields a profit of a%. The formula for profit percent is
selling price - cost
12 12c
100. Hence, we have
100 = a%. Let this be equation (2).
cost
12c
Equating equations (1) and (2), we have
12 12c
12c 10
100 =
100
12c
12c
12 12c = 12c 10
24c = 22
c = 22/24
Graphs
15
Questions involving graphs are common on the test. Rarely do these questions involve any significant
calculating. Usually, the solution is merely a matter of interpreting the graph.
20
12
10
IA
100
90
80
70
60
50
40
30
20
10
0
LS
86
87
88
89
2
0
85
90
TU
85
TO
86
87
88
89
90
1.
During which year was the companys earnings 10 percent of its sales?
(B) 86
PS
C
(A) 85
(C) 87
(D) 88
(E) 90
Reading from the graph, we see that in 1985 the companys earnings were $8 million and its sales were $80
million. This gives
8
1
10
=
=
= 10%
10 10 100
During the years 1986 through 1988, what were the average earnings per year?
(A) 6 million
(B) 7.5 million
The graph yields the following information:
Year
1986
1987
1988
(C) 9 million
(D) 10 million
(E) 27 million
Earnings
$5 million
$10 million
$12 million
5+ 10 + 12 27
=
= 9. The answer is (C).
3
3
In which year did sales increase by the greatest percentage over the previous year?
(A) 86
(B) 87
(C) 88
(D) 89
(E) 90
Year
Percentage increase
70 80 10 1
=
=
= 12.5%
80
80
8
50 70 20 2
=
=
29%
70
70
7
80 50 30 3
=
= = 60%
50
50 5
90 80 10 1
=
= = 12.5%
80
80 8
100 90 10 1
=
= 11%
90
90 9
86
20
87
15
To find the percentage increase (or decrease), divide the numerical change by the original amount. This
yields
88
LS
89
90
(A) None
(B) One
(C) Two
If Consolidated Conglomerates earnings are less than or equal to 10 percent of sales during a year,
then the stockholders must take a dividend cut at the end of the year. In how many years did the
stockholders of Consolidated Conglomerate suffer a dividend cut?
(D) Three
TO
4.
IA
The largest number in the right-hand column, 60%, corresponds to the year 1988. The answer is (C).
(E) Four
PS
C
TU
Year
85
86
87
88
89
90
Earnings (millions)
8
5
10
12
11
8
Comparing the right columns shows that earnings were 10 percent or less of sales in 1985, 1986, and 1990.
The answer is (D).
Problem Set R:
Monthly
earnings in
dollars
1000
700
|
Feb
|
Mar
|
|
Apr May
|
Jun
|
|
|
Jul Aug Sep
|
|
|
Oct Nov Dec
|
Jan
20
|
Jan
15
400
LS
1000
IA
Monthly
earnings in
dollars
|
Feb
|
Mar
|
|
Apr May
TO
|
Jan
400
|
Jun
|
|
|
Jul Aug Sep
|
|
|
Oct Nov Dec
|
Jan
TU
Medium
1.
A launched 3 products in the year 2007 and earns income from the sales of the products only. The top
graph shows his monthly earnings for the year. B's earnings consist of continuously growing salary,
growing by same amount each month as shown in the figure. Which one of the following equals the
total earnings of A and B in the year 2007?
7500, 8100
7850, 8300
8150, 8400
8400, 8100
8400, 8700
PS
C
(A)
(B)
(C)
(D)
(E)
IA
LS
20
15
The graph below shows historical exchange rates between the Indian Rupee (INR) and the US Dollar
(USD) between January 9 and February 8 of a particular year.
Jan. 10
Jan. 14
Jan. 21
Jan. 23
Feb. 4
TO
(A)
(B)
(C)
(D)
(E)
Easy
2.
On which day shown on the graph did the value of the US dollar increase against the Rupee by the
greatest amount?
5
10
15
25
50
PS
C
(A)
(B)
(C)
(D)
(E)
TU
Medium
3.
John had 100 dollars. The exchange rate converts the amount in US dollars to a number in Indian
Rupees by directly multiplying by the value of the exchange rate. By what amount did Johns $100
increase in terms of Indian Rupees from Jan. 9 to Feb. 8?
Hard
4.
On February 8, the dollar value was approximately what percent of the dollar value on January 9?
(A)
(B)
(C)
(D)
(E)
1.28
12. 8
101.28
112. 8
128
50
40
15
30
20
10
0
CEE
2000
CEE
2001
CEE
2002
CEE
2003
CEE
2004
20
Number of Questions
60
CEE
2005
CEE
2006
LS
Exam
IA
50
40
30
TO
60
20
10
0
Exam
PS
C
TU
CEE
2000
CEE
2001
CEE
2002
CEE
2003
CEE
2004
CEE
2005
CEE
2006
10
12
Exam
'D' level (Difficulty level)-out of 10. CEE 2000 is taken as baseThe most difficult of All Exams.
Easy
11. Which year had the second most difficult exam?
(A)
(B)
(C)
(D)
(E)
2000
2001
2002
2004
2006
15
Refer to the graph CEE Exam Difficulty Level. The graph starts at 0 for each exam and ends at 10 for the
most difficult exam, CEE 2000. So, the difficulty actually increases with D-level value. The second
highest value corresponds to the Exam CEE 2001. The answer is (B).
11
22
27
33
37
LS
(A)
(B)
(C)
(D)
(E)
20
Medium
12. By approximately what percent did the number of questions decrease from CEE 2000 to CEE 2006?
IA
From the graph, the number of questions in CEE 2000 is 55. The number in CEE 2006 is 40. Hence, the
55 40
15
3
percent drop is
100 =
100 = 100 = 27.27 . Since the nearest choice is (C), the answer is
55
55
11
(C).
2000
2001
2002
2004
2006
TO
(A)
(B)
(C)
(D)
(E)
Medium
13. In which year were the test takers given the least time to answer all the questions?
TU
The time given can be evaluated as (Number of Questions) (Time Per Question).
Both the number of questions and the time given per question are the least in 2006. Hence, their product
should be minimum in that year.
PS
C
Hence, the total time given is the least in 2006. The answer is (E).
Medium
14. If the Pressure Factor for the examinees in an exam is defined as Difficulty level divided by Average
Time (in minutes) given per question, then the Pressure Factor equals which one of the following in
CEE 2006?
(A)
(B)
(C)
(D)
(E)
7.5
10
12.5
15
17.5
The Pressure Factor in 2006 equals Difficulty level divided by Average Time given per question = 5/40
seconds or 5/(2/3 minutes) = 15/2 per minute. The answer is (A).
MOTION PROBLEMS
Virtually, all motion problems involve the formula Distance = Rate Time, or
D=RT
Overtake: In this type of problem, one person catches up with or overtakes another person. The key to
these problems is that at the moment one person overtakes the other they have traveled the same distance.
(A) 2
1
5
(B) 3
1
3
(C) 4
(E) 6
(D) 6
2
3
15
Scott starts jogging from point X to point Y. A half-hour later his friend Garrett who jogs 1
mile per hour slower than twice Scotts rate starts from the same point and follows the same
path. If Garrett overtakes Scott in 2 hours, how many miles will Garrett have covered?
20
Example:
D = (2r 1)2 = 4r 2
r=
4
3
4r 2 = r 2
1
2
IA
LS
Following Guideline 1, we let r = Scott's rate. Then 2r 1 = Garrett's rate. Turning to Guideline 2, we
look for two quantities that are equal to each other. When Garrett overtakes Scott, they will have traveled
1
the same distance. Now, from the formula D = R T , Scotts distance is D = r 2
2
TO
1
4
Hence, Garrett will have traveled D = 4r 2 = 4 2 = 3 miles. The answer is (B).
3
3
Two people start jogging at the same point and time but in opposite directions. If the rate of
one jogger is 2 mph faster than the other and after 3 hours they are 30 miles apart, what is
the rate of the faster jogger?
(A) 3
(B) 4
(C) 5
(D) 6
(E) 7
PS
C
Example:
TU
Opposite Directions: In this type of problem, two people start at the same point and travel in opposite
directions. The key to these problems is that the total distance traveled is the sum of the individual
distances traveled.
Let r be the rate of the slower jogger. Then the rate of the faster jogger is r + 2. Since they are jogging for
3 hours, the distance traveled by the slower jogger is D = rt = 3r, and the distance traveled by the faster
jogger is 3(r + 2). Since they are 30 miles apart, adding the distances traveled gives
3r + 3(r + 2) = 30
3r + 3r + 6 = 30
6r + 6 = 30
6r = 24
r=4
Hence, the rate of the faster jogger is r + 2 = 4 + 2 = 6. The answer is (D).
Round Trip: The key to these problems is that the distance going is the same as the distance returning.
Example:
A cyclist travels 20 miles at a speed of 15 miles per hour. If he returns along the same path
and the entire trip takes 2 hours, at what speed did he return?
(B) 20 mph
(C) 22 mph
(D) 30 mph
(E) 34 mph
D
20 4
Solving the formula D = R T for T yields T = . For the first half of the trip, this yields T =
=
R
15 3
2
4
hours. Since the entire trip takes 2 hours, the return trip takes 2 hours, or
hours. Now, the return
3
3
D 20
3
= 20 = 30 . The answer
trip is also 20 miles, so solving the formula D = R T for R yields R = =
T 2
2
3
is (D).
20
15
(A) 15 mph
Compass Headings: In this type of problem, typically two people are traveling in perpendicular
directions. The key to these problems is often the Pythagorean Theorem.
+ (100 + 2y )
IA
( 4 x)
(A)
(B)
(C)
LS
At 1 PM, Ship A leaves port heading due west at x miles per hour. Two hours later, Ship B
is 100 miles due south of the same port and heading due north at y miles per hour. At
5PM, how far apart are the ships?
x+y
(D)
( 4 x)
+ ( 2y )
(E)
( 4 x)
+ (100 2y )
2
2
x2 + y2
TO
Example:
Since Ship A is traveling at x miles per hour, its distance traveled at 5 PM is D = rt = 4x. The distance
traveled by Ship B is D = rt = 2y. This can be represented by the following diagram:
TU
4x
PS
C
Port
100 2y
2y
Applying the Pythagorean Theorem yields s 2 = ( 4x ) 2 + (100 2y ) . Taking the square root of this
( 4 x)
equation gives s =
John has $42. He purchased fifty mangoes and thirty oranges with the whole amount. He then chose
to return six mangoes for nine oranges as both quantities are equally priced. What is the price of each
Mango?
(A)
(B)
(C)
(D)
(E)
16.
2x/5 + 3y/5
x/2 + y/2
5(x + y)
5x/2 + 5y/2
3x/5 + 2y/5
Hose A can fill a tank in 5 minutes, and Hose B can fill the same tank in 6 minutes. How many tanks
would Hose B fill in the time Hose A fills 6 tanks?
(A)
(B)
(C)
(D)
(E)
3
4
5
5.5
6
Very Hard
How many coins of 0.5 dollars each and 0.7 dollars each together make exactly 4.6 dollars?
PS
C
17.
IA
(A)
(B)
(C)
(D)
(E)
LS
Mr. Smith's average annual income in each of the years 1966 and 1967 is x dollars. His average
annual income in each of the years 1968, 1969, and 1970 is y dollars. What is his average annual
income in the five continuous years 1966 through 1970?
15.
0.33
0.44
0.55
44
55
20
(A)
(B)
(C)
(D)
(E)
15
In a market, a dozen eggs cost as much as a pound of rice, and a half-liter of kerosene costs as much
as 8 eggs. If the cost of each pound of rice is $0.33, then how many cents does a liter of kerosene
cost? [One dollar has 100 cents.]
TO
14.
0.4
0.45
0.5
0.55
0.6
TU
13.
(A)
(B)
(C)
(D)
(E)
18.
1, 6
2, 7
3, 5
4, 3
5, 3
A piece of string 35 inches long is cut into three smaller pieces along the length of the string. The
length of the longest piece is three times the length of the shortest piece. Which one of the following
could equal the length of the medium-size piece?
(A)
(B)
(C)
(D)
(E)
5
7
10
16
20
15
20
LS
A term of a sequence is identified by its position in the sequence. In the above sequence, 1 is the first term,
3 is the second term, etc. The ellipsis symbol (. . .) indicates that the sequence continues forever.
Example 1: In sequence S, the 3rd term is 4, the 2nd term is three times the 1st, and the 3rd term is four
times the 2nd. What is the 1st term in sequence S?
(B) 1/3
(C) 1
(D) 3/2
IA
(A) 0
(E) 4
1
, 1, 4
3
TU
TO
We know the 3rd term of S is 4, and that the 3rd term is four times the 2nd. This is equivalent to
1
saying the 2nd term is 1/4 the 3rd term: 4 = 1. Further, we know the 2nd term is three times the 1st.
4
1
1
1
This is equivalent to saying the 1st term is the 2nd term: 1 = . Hence, the first term of the sequence
3
3
3
is fully determined:
PS
C
Example 2: Except for the first two numbers, every number in the sequence 1, 3, 3, . . . is the product
of the two immediately preceding numbers. How many numbers of this sequence are odd?
(A) one
(B) two
(C) three
(D) four
Since every number in the sequence 1, 3, 3, . . . is the product of the two immediately preceding
numbers, the forth term of the sequence is 9 = 3(3). The first 6 terms of this sequence are
1, 3, 3, 9, 27, 243, . . .
At least six numbers in this sequence are odd: 1, 3, 3, 9, 27, 243. The answer is (E).
Arithmetic Progressions
An arithmetic progression is a sequence in which the difference between any two consecutive terms is the
same. This is the same as saying: each term exceeds the previous term by a fixed amount. For example,
0, 6, 12, 18, . . . is an arithmetic progression in which the common difference is 6. The sequence
8, 4, 0, 4, . . . is arithmetic with a common difference of 4.
Example 3: The seventh number in a sequence of numbers is 31 and each number after the first number
in the sequence is 4 less than the number immediately preceding it. What is the fourth number in the sequence?
(A)
(B)
(C)
(D)
(E)
15
19
35
43
51
15
Since each number in the sequence is 4 less than the number immediately preceding it, the sixth term is
31 + 4 = 35; the fifth number in the sequence is 35 + 4 = 39; and the fourth number in the sequence is
39+4 = 43. The answer is (D). Following is the sequence written out:
20
55, 51, 47, 43, 39, 35, 31, 27, 23, 19, 15, 11, . . .
Advanced concepts: (Sequence Formulas)
LS
Students with strong backgrounds in mathematics may prefer to solve sequence problems
by using formulas.
Since each term of an arithmetic progression exceeds the previous term by a fixed amount, we get
the following:
a + 0d
a + 1d
a + 2d
a + 3d
...
nth term
a + (n 1)d
TO
IA
first term
second term
third term
fourth term
TU
PS
C
Geometric Progressions
A geometric progression is a sequence in which the ratio of any two consecutive terms is the same. Thus,
each term is generated by multiplying the preceding term by a fixed number. For example, 3, 6, 12, 24, .
. . is a geometric progression in which the common ratio is 2. The sequence 32, 16, 8, 4, . . . is geometric
with common ratio 1/2.
Example 4: What is the sixth term of the sequence 90, 30, 10, 10/3, . . . ?
(A)
(B)
(C)
(D)
(E)
1/3
0
10/27
3
100/3
1
10 1 10
, the fifth term is
= .
3
9 3 3
10 1 10
= . The answer is (C).
27 3 9
15
Counting
20
Counting may have been one of humankinds first thought processes; nevertheless, counting can be
deceptively hard. In part, because we often forget some of the principles of counting, but also because
counting can be inherently difficult.
History
Solution:
20
TO
10
Math
IA
If in a certain school 20 students are taking math and 10 are taking history and 7 are taking
both, how many students are taking either math or history?
(A) 20
(B) 22
(C) 23
(D) 25
(E) 29
Example 1:
LS
When counting elements that are in overlapping sets, the total number will equal the
number in one group plus the number in the other group minus the number common to
both groups. Venn diagrams are very helpful with these problems.
Note!
The number of integers between two integers inclusive is one more than their difference.
PS
C
Note!
TU
By the principle stated above, we add 10 and 20 and then subtract 7 from the result. Thus, there are
(10 + 20) 7 = 23 students. The answer is (C).
Example 2:
By the principle stated above, the number of integers between 49 and 101 inclusive is (101 49) + 1 = 53.
The answer is (D). To see this more clearly, choose smaller numbers, say, 9 and 11. The difference
between 9 and 11 is 2. But there are three numbers between them inclusive9, 10, and 11one more than
their difference.
Note!
Fundamental Principle of Counting : If an event occurs m times, and each of the m events is
followed by a second event which occurs k times, then the first event follows the second
event m k times.
The following diagram illustrates the fundamental principle of counting for an event that occurs 3 times
with each occurrence being followed by a second event that occurs 2 times for a total of 3 2 = 6 events:
15
20
LS
Example 3:
IA
In a legislative body of 200 people, the number of Democrats is 50 less than 4 times the
number of Republicans. If one fifth of the legislators are neither Republican nor Democrat,
how many of the legislators are Republicans?
(A) 42
(B) 50
(C) 71
(D) 95
(E) 124
Let D be the number of Democrats and let R be the number of Republicans. "One fifth of the legislators are
1
neither Republican nor Democrat," so there are 200 = 40 legislators who are neither Republican nor
5
Democrat. Hence, there are 200 40 = 160 Democrats and Republicans, or D + R = 160. Translating the
clause "the number of Democrats is 50 less than 4 times the number of Republicans" into an equation yields
D = 4R 50. Plugging this into the equation D + R = 160 yields
4R 50 + R = 160
5R 50 = 160
5R = 210
R = 42
The answer is (A).
PS
C
TU
TO
Example 4:
Speed bumps are being placed at 20 foot intervals along a road 1015 feet long. If the first
speed bump is placed at one end of the road, how many speed bumps are needed?
(A) 49
(B) 50
(C) 51
(D) 52
(E) 53
1015
Since the road is 1015 feet long and the speed bumps are 20 feet apart, there are
= 50.75, or 50 full
20
sections in the road. If we ignore the first speed bump and associate the speed bump at the end of each
section with that section, then there are 50 speed bumps (one for each of the fifty full sections). Counting
the first speed bump gives a total of 51 speed bumps. The answer is (C).
Example 5:
SETS
A set is a collection of objects, and the objects are called elements of the set. You may be asked to form the
union of two sets, which contains all the objects from either set. You may also be asked to form the
intersection of two sets, which contains only the objects that are in both sets. For example, if
Set A = {1, 2, 5} and Set B = {5, 10, 21}, then the union of sets A and B would be {1, 2, 5, 10, 21} and the
intersection would be {5}.
15
20
Suppose you must seat 3 of 5 delegates in 3 chairs. And suppose you are interested in the order in which
they sit. You will first select 3 of the 5 delegates, and then choose the order in which they sit. The first act
is a combination, the second is a permutation. Effectively, the permutation comes after the combination.
The delegates in each combination can be ordered in different ways, which can be called permutations of
the combination.
LS
Now, if you can select 3 of the 5 delegates in m ways and each selection can be ordered in n ways, then the
total number of possible arrangements (permutations) is m n.
Now, lets count the number of permutations of 3 objects taken from a set of 4 objects {A, B, C, D}. Lets
call the set {A, B, C, D} a base set.
IA
We must first choose 3 objects from the base set, which yields the following selections:
TO
If {E1, E2, E3} represents one of the four combinations above, then the following are its possible
permutations:
TU
E1
E1
E2
E2
E3
E3
E2
E3
E1
E3
E1
E2
E3
E2
E3
E1
E2
E1
PS
C
You can use this scheme to find the permutations of each of the 4 selections (combinations) we formed
above. For example, for the selection {A, B, C}, the following are the six permutations:
ABC
ACB
BAC
BCA
CAB
CBA
Thus, we have 6 permutations for each selection. For practice, you may wish to list the permutations for the
remaining 3 selections: {B, C, D}, {A, C, D}, and {A, B, D}.
Summary:
Here, {A, B, C, D} is the base set. We formed 4 combinations that use 3 elements each. Then we formed 6
permutations for each of the 4 combinations. Hence, the problem has in total 6 + 6 + 6 + 6 = 4 6 = 24
permutations.
Note 1: A combination might have multiple permutations. The reverse is never true.
Note 2: A permutation is an ordered combination.
Note 3: With combinations, AB = BA. With permutations, AB BA.
Combinations and their Permutations
A, B or B, A
(Both are the same combination)
20
For example, the possible combinations of two elements each of the set {A, B} are
15
Here is another discussion of the distinction between permutations and combinations. The concept is
repeated here because it forms the basis for the rest of the chapter.
LS
The permutations (the combination ordered in different ways) of the combination are
IA
A B and B A
(The permutations are different)
How to distinguish between a Combination and a Permutation
At the risk of redundancy, here is yet another discussion of the distinction between permutations and
combinations.
TO
As combinations, {A, B, C} and {B, A, C} are the same because each has the same number of each type of
object: A, B, and C as in the base set.
TU
But, as permutations, A B C and B A C are not the same because the ordering is different, though
each has the same number of each type of object: A, B, and C as in the base set In fact, no two
arrangements that are not identical are ever the same permutation.
Hence, with combinations, look for selections, while with permutations, look for arrangements.
PS
C
The following definitions will help you distinguish between Combinations and Permutations
Permutations are arrangements (order is important) of objects formed from an original set (base set) such
that each new arrangement has an order different from the original set. So, the positions of objects is
important.
Combinations are sets of objects formed by selecting (order not important) objects from an original set
(base set).
To help you remember, think Permutation Position.
In how many ways can 3 red marbles, 2 blue marbles, and 5 yellow marbles be placed in a row?
(B)
(C)
(D)
(E)
(D)
(E)
20
10 C 4
LS
6 C 3 4 C1
10 C 4
C
6 3 4 C1
10 P4
P
6 3 4 P1
10 C 4
6 P3 4 P1
10 P4
IA
(C)
6C3
(B)
The retirement plan for a company allows employees to invest in 10 different mutual funds. Six of the
10 funds grew by at least 10% over the last year. If Sam randomly selected 4 of the 10 funds, what is
the probability that at least 3 of Sams 4 funds grew by at least 10% over the last year?
(A)
(B)
6C3
10 C 4
6 C 3 4 C1
10 C 4
C
6 3 4 C1 + 6 C 4
10 P4
P
6 3 4 P1
10 C 4
C
6 3 4 C1 + 6C 4
10 C 4
PS
C
(C)
(D)
(E)
In how many ways can the letters of the word ACUMEN be rearranged such that the vowels always
appear together?
22.
The retirement plan for a company allows employees to invest in 10 different mutual funds. Six of the
10 funds grew by at least 10% over the last year. If Sam randomly selected 4 of the 10 funds, what is
the probability that 3 of Sams 4 funds grew by at least 10% over last year?
(A)
21.
( 3!2!5!)
TO
20.
3!2!5!
12!
10!
10! 10! 10!
3! 2! 5!
10!
3!2!5!
10!
15
(A)
TU
19.
(A)
(B)
(C)
(D)
(E)
3!3!
6!
2!
4!3!
2!
4!3!
3!3!
2!
There are 3 doors to a lecture room. In how many ways can a lecturer enter and leave the room?
(A)
(B)
(C)
(D)
(E)
1
3
6
9
12
15
20
LS
IA
Hence, we have a permutation problem, with repetition allowed and no indistinguishable objects.
TO
TU
AA
A B and B A
{B, B}
B C and C B
CC
C A and A C
PS
C
Speed Mathematics
WHAT IS MULTIPLICATION?
6+6+6+6+6+6+6+6=?
LS
20
15
SPEED MATHEMATICS
IA
You could keep adding sixes until you get the answer. This takes
time and, because there are so many numbers to add, it is easy to
make a mistake.
TO
The easy method is to count how many sixes there are to add together,
and then use multiplication to get the answer.
How many sixes are there? Count them.
There are eight.
TU
You have to nd out what eight sixes added together would make.
People often memorize the answers or use a chart, but you are going
to learn a very easy method to calculate the answer.
PS
C
This means there are eight sixes to be added. This is easier to write
than 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 = .
c01.indd 5
1/9/07 8:42:48 AM
Speed Mathematics
20
15
LS
We now look at each number and ask, how many more do we need
to make 10?
IA
TO
TU
PS
C
c01.indd 6
1/9/07 8:42:48 AM
Speed Mathematics
48
20
15
For the last part of the answer, you times, or multiply, the numbers
in the circles. What is 2 times 4? Two times 4 means two fours added
together. Two fours are 8. Write the 8 as the last part of the answer.
The answer is 48.
LS
Easy, wasnt it? This is much easier than repeating your multiplication
tables every day until you remember them. And this way, it doesnt
matter if you forget the answer, because you can simply work it out
again.
TO
IA
Do you want to try another one? Lets try 7 times 8. We write the
problem and draw circles below the numbers as before:
TU
How many more do we need to make 10? With the rst number, 7,
we need 3, so we write 3 in the circle below the 7. Now go to the 8.
How many more to make 10? The answer is 2, so we write 2 in the
circle below the 8.
PS
C
c01.indd 7
1/9/07 8:42:48 AM
Speed Mathematics
15
20
For the nal digit of the answer we multiply the numbers in the
circles: 3 times 2 (or 2 times 3) is 6. Write the 6 as the second digit
of the answer.
56
IA
LS
TO
How would you solve this problem in your head? Take both numbers
from 10 to get 3 and 2 in the circles. Take away crossways. Seven
minus 2 is 5. We dont say ve, we say, Fifty . . . Then multiply
the numbers in the circles. Three times 2 is 6. We would say,
Fifty . . . six.
TU
With a little practice you will be able to give an instant answer. And,
after calculating 7 times 8 a dozen or so times, you will nd you
remember the answer, so you are learning your tables as you go.
PS
C
Test yourself
e) 8 9 =
b) 8 8 =
f) 9 6 =
c) 7 7 =
g) 5 9 =
d) 7 9 =
h) 8 7 =
c01.indd 8
1/9/07 8:42:48 AM
Speed Mathematics
c) 49
g) 45
d) 63
h) 56
15
a) 81
e) 72
20
LS
Now, cover your answers and do them again in your head. Lets
look at 9 9 as an example. To calculate 9 9, you have 1 below
10 each time. Nine minus 1 is 8. You would say, Eighty . . . Then
you multiply 1 times 1 to get the second half of the answer, 1. You
would say, Eighty . . . one.
IA
If you dont know your tables well, it doesnt matter. You can calculate
the answers until you do know them, and no one will ever know.
TO
97
TU
What do we take these numbers up to? How many more to make what?
How many to make 100, so we write 4 below 96 and 3 below 97.
PS
C
96
97
97
9,312
c01.indd 9
1/9/07 8:42:49 AM
Speed Mathematics
95
95
15
98
98
95
LS
20
IA
98 5 = 93
or
95 2 = 93
98
95
93
TU
TO
The rst part of the answer is 93. We write 93 after the equals sign.
PS
C
95
9,310
96
c01.indd 10
1/9/07 8:42:49 AM
Speed Mathematics
Now take away crossways. Either way you are taking 4 from 96. The
result is 92. You would say, Nine thousand, two hundred . . . This
is the rst part of the answer.
15
20
Test yourself
b) 97 95 =
f) 97 94 =
c) 95 95 =
g) 98 92 =
d) 98 95 =
h) 97 93 =
c) 9,025
g) 9,016
TO
b) 9,215
f) 9,118
d) 9,310
h) 9,021
PS
C
TU
a) 9,216
e) 9,212
IA
e) 98 94 =
a) 96 96 =
LS
c01.indd 11
1/9/07 8:42:49 AM
Speed Mathematics
+-=x0123456789()%<>+-=x0123456789()
%<>+-=x0123456789()%<>+-=x0123456789
()%<>+-=x0123456789()%<>+-=x012345678
9()%<>+-=x0123456789()%<>+-=x01234567
89()%<>+-=x0123456789()%<>+-=x0123456
789()%<>+-=x0123456789()%<>+-=x012345
6789()%<>+-=x0123456789()%<>+-=x0123
20
15
USING A REFERENCE
NUMBER
LS
REFERENCE NUMBERS
7
10
IA
TO
PS
C
TU
10
c02.indd 13
1/9/07 8:42:33 AM
Speed Mathematics
50
20
10
15
8
2
50
+ 6
56
Answer
TO
IA
10
LS
TU
Why not use the method we used in Chapter 1? Wasnt that easier?
That method used 10 and 100 as reference numbers as wellwe
just didnt write them down.
PS
C
Lets see what happens when we try 6 7 using the method from
Chapter 1.
We draw the circles below the numbers and subtract the numbers
we are multiplying from 10. We write 4 and 3 in the circles. Our
problem looks like this:
6
4
c02.indd 14
1/9/07 8:42:34 AM
Speed Mathematics
312
20
15
7
3
30
IA
10
LS
+ 12
TO
Answer
42
TU
You should set out the calculations as shown above until the method
is familiar to you. Then you can simply use the reference number in
your head.
Test yourself
PS
C
c) 8 5 =
d) 8 4 =
e) 3 8 =
f) 6 5 =
The answers are:
a) 42
d) 32
b) 35
e) 24
c) 40
f) 30
c02.indd 15
1/9/07 8:42:34 AM
Speed Mathematics
97
9,300
+
12
9,312
Answer
20
96
100
15
LS
TO
IA
If you take 98 and 98 from 100 you get answers of 2 and 2. Then
take 2 from 98, which gives an answer of 96. If you were saying
the answer aloud, you would not say, Ninety-six, you would say,
Nine thousand, six hundred and . . . Nine thousand, six hundred
is the answer you get when you multiply 96 by the reference number,
100.
TU
PS
C
98
2
9,600
+
4
9,604
Answer
100
c02.indd 16
1/9/07 8:42:34 AM
MATH PRACTICE
TEST 1
15
A figure accompanying a
problem-solving question is intended
to provide information useful in
solving the problem. Figures are
drawn as accurately as possible
EXCEPT when it is stated in a specific
problem that its figure is not drawn to
scale. Straight lines may sometimes
appear jagged. All figures lie in a
plane unless otherwise indicated.
Example 1
TU
PS
20
LS
(1) 0.5 (x + y) = 1
1
1
(2) x + y = 2
5
5
A
B
C
E
IA
TO
Example 2
(1) N is a multiple of 5.
(2) N is even.
20
30
40
50
60
8. In the equation x2 + bx + 10 = 0, x is a
variable and b is a constant. What is the
value of b?
C.
D.
E.
(1) x 2 is a factor of x2 + bx + 10 = 0.
(2) 5 is a root of x2 + bx + 10 = 0.
9. What is the product of the greatest prime
factor of 160 and the greatest prime factor
of 168?
A.
B.
C.
D.
E.
(1) 3x + y = 24
(2) y > 4
D.
E.
IA
(1) N is divisible by 9.
(2) N is divisible by 8.
(1) N is divisible by 6.
(2) N is divisible by 2.
PS
5
10
15
25
40
(1) x > x2
(2) x > x3
A.
B.
C.
D.
E.
TO
C.
(1/3) + (1/4)
?
1/2
TU
B.
2
7
4
7
6
7
7
2
7
6
LS
(1) 0 x 1
(2) x > 1
4
15
35
80
336
15
B.
rp
q
r+p
q
r +q
p
r q
p
p+q
r
20
A.
E.
1
w
2
E.
8
11
TO
20
17
D.
PS
40
11
TU
A. 11
C.
D.
16
(22 )(52 )
E.
140
(24 )(53 )
y
2+y
2
= 5 and = 6, what is the value of
?
x
3
x+3
100
17
28
(23 )(53 )
(1) y x = 7
(2) x and y are integers.
B.
C.
19. If
10
(22 )(53 )
LS
1
w
3
B.
IA
D.
8
(23 )(52 )
20
A. 2w
B. 3w
C. w + 2
A.
15
A.
B.
C.
D.
E.
A.
B.
C.
D.
E.
3 years
6 years
12 years
24 years
36 years
318
228
138
48
21
LS
20
15
IA
R
TO
A.
B.
C.
D.
E.
100 miles
200 miles
600 miles
800 miles
1,200 miles
TU
PS
A.
B.
C.
D.
E.
39
41
42
45
47
$40
$100
$162.50
$480
$500
84 blocks
42 blocks
28 blocks
14 blocks
2 blocks
32. Is n < 0?
1
<0
n
(2) n2 > 0
(1)
A.
B.
C.
D.
E.
A.
1
20
B.
1
10
C.
1
5
1
4
IA
D.
20
38%
43%
52%
65%
71%
15
LS
A.
B.
C.
D.
E.
11 to 3
3 to 1
33 to 5
1 to 3
3 to 11
E.
1
3
(1) x y = x + 3
(2) x y = 4 y
$21.60
$24.00
$194.40
$237.60
$240.00
PS
TU
TO
SOLUTIONS
6. E Together the statements are not sufficient.
1. C 40
x = pounds of $5.00 candy used
$8.00(20) + $5.00(x) = $6.00(20 + x)
$160 + $5x = $120 + $6x
$40 = $1x
40 = x
15
7. D 120
TU
PS
5. E
IA
TO
r+p
q
r +qr
q
r+p
=
= =1
q
q
q
3. B
LS
7
6
12(1/3 + 1/4)
4+3
7
1/3 + 1/4
=
=
=
1/2
12(1/2)
6
6
20
(1) If x 2 is a factor of x2 + bx + 10 = 0,
then x 5 is the other factor and
b = 7. Sufficient.
(2) If 5 is a root, then x 5 is a factor of
x2 + bx + 10 = 0 and the other factor is
x 2 and b = 7. Sufficient.
So each statement is sufficient alone.
9. C 35
Prime factors of 160 = 25 5.
Prime factors of 168 = 23 3 7.
5 7 = 35
10. D Each statement is sufficient alone.
(1) If x = 0, then x3 = 0. If x =
1
, then
2
1
. Thus, x3 x. Sufficient.
8
(2) If x = 2, then x3 = 8. Sufficient.
x3 =
MATH PRACTICE
TEST 2
A figure accompanying a
problem-solving question is intended
to provide information useful in
solving the problem. Figures are
drawn as accurately as possible
EXCEPT when it is stated in a specific
problem that its figure is not drawn to
scale. Straight lines may sometimes
appear jagged. All figures lie in a
plane unless otherwise indicated.
Example 1
TU
PS
A
B
C
E
TO
15
20
LS
IA
Example 2
(1) N is a multiple of 5.
(2) N is even.
48
144
180
192
372
10
TO
TU
PS
C
20
LS
IA
(A) (n - 1) x
(B) n + x 1
n 1
(C)
x
x
(D)
n 1
n
(E)
x 1
(A) 106
(B) 108
(C) 109
(D) 1012
(E) 1018
. 1, 4,
17
. 4, 7, 11
. 4, 9, 6
(A) only
(B) and
(C) and
(D) and
(E) ,, and
15
(A) 2
(B) 32
(C) 50
(D) 120
(E) 600
(A) 10
(B) 40
(C) 45
(D) 50
(E) 55
only
only
only
23
. xy is positive.
. xy is odd.
. x + y is even.
only
only
only
and
and
y
Rx
xy
(C)
Rx
xy
(D)
R ( R x)
y
(E)
R ( R x)
TO
(A) 17 in by 25 in
(B) 21 in by 24 in
(C) 24 in by 12 in
(D) 24 in by 14 in
(E) 26 in by 14 in
y
R
(B)
(A)
20
15
LS
IA
(A)
(B)
(C)
(D)
(E)
(C) 34
(D) 28
(E) 10
x y = 3
2x = 2y + 6
TU
18.
PS
C
24
(E) $116,000
SECTION 3
30 Minutes (20 Questions)
1. 6.09 4.693 =
(A) 1.397
(B) 1.403
(C) 1.407
(D) 1.497
(E) 2.603
15
(A) 2
(B) 1
(C) 0
(D) 1
(E) 2
TU
(A) 0.002
TO
p(1 p)
=
n
IA
(A) 30
(B) 45
(C) 60
(D) 90
(E) 120
PS
C
LS
20
25
1 [2 (3 [4 5] + 6) + 7] =
LS
(A) mn p (m + n)
(B) mn 2p(m +n)
(C) mn p2
(D) (m - p)(n - p)
(E) (m 2p)(n 2p)
20
(A) 2
(B) 0
(C) 1
(D) 2
(E) 16
(A) 14%
(B) 16%
(C) 29%
(D) 33%
(E) 86%
(A) 18
(D) 6
(B) 12
(E) 3
(C) 9
TO
15
IA
9.
(A) $174
(D) $696
(B) $176
(E) $704
(C) $524
PS
C
TU
(B) 2
(D) 8
(E) 16
(C) 4
(B) 32
(E) 44
(A) 6%
(B) 12%
(C) 14%
(D) 16%
(E) 20%
17. If x0 and x =
terms of y, x =
4 xy 4 y 2 , then, in
(A) 2y
(B) y
y
(C)
2
4y2
(D)
1 2y
(E) 2y
(C) 36
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(A) 30%
1
(B) 33 %
3
1
(C) 37 %
2
(D) 40%
(E) 50%
1
1
1
+
0.03 0.37
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SECTION 4
30 Minutes (20 Questions)
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(A) $67.20
(B) $55.40
(C) $50.00
(D) $44.80
(E) $12.00
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(A) 0.004
(B) 0.02775
(C) 2.775
(D) 3.6036
(E) 36.036
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(B)
(C)
(D)
(E)
9
4
7
3
4
9
3
4
7
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6+ 3
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(A)
3
11
(B)
1
3
5
9
(E)
3
5
(C)
(A) 3 and 4
(B) 4 and 5
(C) 5 and 6
(D) 6 and 7
(E) 7 and 8
496 is between
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(D)
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(A) 2 to 21
(B) 3 to 5
(C) 14 to 15
(D) 6 to 5
(E) 35 to 6
(A) 101
(B) 103
(C) 106
(D) 107
(E) 109
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(A) $0.03
(B) $0.05
(C) $0.06
(D) $0.08
(E) $0.13
(C) 90
(D) 120
(E) 240
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BECCD
CAEEB
BDCEB
DDEBD
DBDAE
DADBB
CADCE
BACEA
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CCDCD
ADBEC
CBDCA
Section 9: CD BA
Section 10: ACCDB
BDEAE
CBBDE
CDAEB
ECAEA
DCEAE
DADEC
BEBCD
CEAAE
BBADB
ACCDC
DEDBE
DABEB
BEECA
BCDBD
DACAE
Section 14:
Section 15:
Section 16:
Section 17:
Section 18:
Section 19:
Section 20:
Section 21:
Section 22:
Section 23
Section 24:
Section 25:
Section 26:
Section 27:
Section 28:
Section 29:
Section 30:
Section 31:
Section 32:
Section 33:
Section 34:
Section 35:
Section 36:
Section 37:
Section 38:
Section 39:
Section 40:
Section 41:
Section 42:
AEBCB
DBDAE
CDBBE
BDAED
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EBBAE
EEDAC
ABCAC
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ABDBE
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CDDDD
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BECCE
CEEBA
CDEDA
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BEBEA
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BABDE
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DEABD
DBEBC
BEEBA
ABBAD
DBBAE
CADDB
ACDBB
EBDAC
DADEA
CCCEE
BDCAD
ABDED
AEEBD
EDECB
CAEBA
ABCEE
CBDCD
A ECD
AEBBB
ABDCA
DEEDC
CBCDE
CCAED
BADCD
ECBEC
AECEB
BCDAC
EBDAE
CACDA
ECCE
E
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EABCE
ADCCD
ABCEB
EBDEE
CBEAC
ADEDC
CDBDC
DDCDB
CEDAB
DDEBC
CDCDB
BCCAE
ACECB
BEBED
CCDAE
CDCCB
DBECD
AEECB
CDDCE
AEBBD
EBCB
BEBDE
DEEDB
BAEEC
ABCAC
BDCDC
CBCDC
BEADA
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CEACD
CAEDB
EACDB
ACBEA
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Section 5:
Section 6:
Section 7:
Section 8:
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PRETEST
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efore you start your study of reading skills, you may want to get an idea of how much you already
know and how much you need to learn. If thats the case, take the pretest that follows. The pretest
consists of 50 multiple-choice questions covering all the lessons in this book. Naturally, 50 questions cant cover every single concept or strategy you will learn by working through this book. So even if you get
all the questions on the pretest right, its almost guaranteed that you will find a few ideas or reading tactics in this
book that you didnt already know. On the other hand, if you get many questions wrong on this pretest, dont
despair. This book will show you how to read more effectively, step by step.
You should use this pretest to get a general idea of how much you already know. If you get a high score, you
may be able to spend less time with this book than you originally planned. If you get a low score, you may find
that you will need more than 20 minutes a day to get through each chapter and improve your reading skills.
Theres an answer sheet you can use for filling in the correct answers on page 3. Or, if you prefer, simply circle the answer numbers in this book. If the book doesnt belong to you, write the numbers 150 on a piece of paper
and record your answers there. Take as much time as you need to do this short test. When you finish, check your
answers against the answer key at the end of this lesson. Each answer offers the lesson(s) in this book that teaches
you about the reading strategy in that question.
d
d
d
d
d
d
d
d
d
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d
d
d
d
18.
19.
20.
21.
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a
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
The pretest consists of a series of reading passages with questions that follow to test your comprehension.
Cultural Center Adds Classes for Young Adults
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The Allendale Cultural Center has expanded its arts program to include classes for young adults. Director Leah
Martin announced Monday that beginning in September, three new classes will be offered to the Allendale community. The course titles will be Yoga for Teenagers; Hip Hop Dance: Learning the Latest Moves; and Creative
Journaling for Teens: Discovering the Writer Within. The latter course will not be held at the Allendale Cultural Center but instead will meet at the Allendale Public Library.
Staff member Tricia Cousins will teach the yoga and hip hop classes. Ms. Cousins is an accomplished choreographer as well as an experienced dance educator. She has an MA in dance education from Teachers College, Columbia University, where she wrote a thesis on the pedagogical effectiveness of dance education. The
journaling class will be taught by Betsy Milford. Ms. Milford is the head librarian at the Allendale Public Library
as well as a columnist for the professional journal Library Focus.
The courses are part of the Allendale Cultural Centers Project Teen, which was initiated by Leah Martin,
Director of the Cultural Center. According to Martin, this project is a direct result of her efforts to make the
center a more integral part of the Allendale community. Over the last several years, the number of people who
have visited the cultural center for classes or events has steadily declined. Project Teen is primarily funded by
a munificent grant from The McGee Arts Foundation, an organization devoted to bringing arts programs to
young adults. Martin oversees the Project Teen board, which consists of five board members. Two board members are students at Allendales Brookdale High School; the other three are adults with backgrounds in education and the arts.
The creative journaling class will be cosponsored by Brookdale High School, and students who complete
the class will be given the opportunity to publish one of their journal entries in Pulse, Brookdales student literary magazine. Students who complete the hip hop class will be eligible to participate in the Allendale Review,
an annual concert sponsored by the cultural center that features local actors, musicians, and dancers.
All classes are scheduled to begin immediately following school dismissal, and transportation will be
available from Brookdale High School to the Allendale Cultural Center and the Allendale Public Library. For more
information about Project Teen, contact the cultural centers programming office at 988-0099 or drop by the office
after June 1 to pick up a fall course catalog. The office is located on the third floor of the Allendale Town Hall.
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John Steinbecks Grapes of Wrath, published in 1939, was followed ten years later by A.B. Guthries The Way West.
Both books chronicle a migration, though that of Guthries pioneers is considerably less bleak in origin. What
strikes one at first glance, however, are the commonalities. Both Steinbecks and Guthries characters are primarily farmers. They look to their destinations with nearly religious enthusiasm, imagining their promised
land the way the Biblical Israelites envisioned Canaan. Both undergo great hardship to make the trek. But the
two sagas differ distinctly in origin. Steinbecks Oklahomans are forced off their land by the banks who own
their mortgages, and they follow a false promisethat jobs await them as seasonal laborers in California.
Guthries farmers willingly remove themselves, selling their land and trading their old dreams for their new hope
in Oregon. The pioneers decision to leave their farms in Missouri and the East is frivolous and ill-founded in
comparison with the Oklahomans unwilling response to displacement. Yet, it is they, the pioneers, whom our
history books declare the heroes.
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When George Washington first took the oath I have just sworn to uphold, news traveled slowly across the land
by horseback and across the ocean by boat. Now the sights and sounds of this ceremony are broadcast instantaneously to billions around the world. Communications and commerce are global. Investment is mobile. Technology is almost magical, and ambition for a better life is now universal.
We earn our livelihood in America today in peaceful competition with people all across the Earth. Profound
and powerful forces are shaking and remaking our world, and the urgent question of our time is whether we can
make change our friend and not our enemy. This new world has already enriched the lives of millions of
Americans who are able to compete and win in it. But when most people are working harder for less; when others cannot work at all; when the cost of healthcare devastates families and threatens to bankrupt our enterprises,
great and small; when the fear of crime robs law-abiding citizens of their freedom; and when millions of poor
children cannot even imagine the lives we are calling them to lead, we have not made change our friend.
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Getting the
Essential
Information
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magine, for a moment, that you are a detective. You have just been called to the scene of a crime; a house
has been robbed. Whats the first thing you should do when you arrive?
a. See whats on the TV.
b. Check whats in the fridge.
c. Get the basic facts of the case.
The answer, of course, is c, get the basic facts of the case: the who, what, when, where, how, and why. What
happened? To whom? When? Where? How did it happen? And why?
As a reader faced with a text, you go through a similar process. The first thing you should do is establish the
facts. What does this piece of writing tell you? What happens? To whom? When, where, how, and why? If you can
answer these basic questions, youre on your way to really comprehending what you read. (Youll work on
answering the more difficult questionWhy did it happen?in Lesson 2.)
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Practice Passage 1
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Remember, good reading is active reading. Did you mark up the passage? If so, it may have looked something
like this:
when
who
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Practice Passage 2
This passage includes instructions for renewing a drivers license. Read it carefully and answer the questions
that follow.
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A drivers license must be renewed every four years. A renewal application is sent
approximately five to seven weeks before the expiration date listed on the license.
Individuals who fail to renew within three years of the license expiration date are
not eligible for a renewal and must repeat the initial licensing process. To renew
a license, you must visit a Motor Vehicles Agency. You must present a completed
renewal application; your current drivers license; acceptable proof of age, identification, and address; and proof of social security in the form of a social security card, a state or federal income tax return, a current pay stub, or a W-2 form.
You must also pay the required fee. If all the documents and payment are in order,
your photo will be taken and a new license will be issued.
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L E S S O N
2
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Finding the
Main Idea
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hen Lesson 1 talked about establishing the factsthe who, what, when, where, and howit
omitted one very important question: Why? Now youre ready to tackle that all-important question.
Just as theres a motive behind every crime, theres also a motive behind every piece of writing.
All writing is communication: A writer writes to convey his or her thoughts to an audience, the reader: you.
Just as you have something to say (a motive) when you pick up the phone to call someone, writers have something to say (a motive) when they pick up a pen or pencil to write. Where a detective might ask, Why did the butler do it? the reader might ask, Why did the author write this? What idea is he or she trying to convey? What
youre really asking is, What is the writers main idea?
Finding the main idea is much like finding the motive of the crime. Its the motive of the crime (the why)
that usually determines the other factors (the who, what, when, where, and how). Similarly, in writing, the main
idea also determines the who, what, when, and where the writer will write about, as well as how he or she will write.
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1. Which of the following sentences best summarizes the main idea of the passage?
a. Express Mail is a good way to send urgent
mail.
b. Mail service today is more effective and
dependable.
c. First-class mail usually takes three days or less.
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Practice 1
2. Which of the following sentences is general
enough to be a topic sentence?
a. The new health club has a great kickboxing
class.
b. Many different classes are offered by the
health club.
c. Pilates is a popular class at the health club.
d. The yoga class is offered on Saturday
mornings.
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Topic Sentences
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L E S S O N
Defining
Vocabulary
in Context
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ometimes in your reading, you come across words or phrases that are unfamiliar to you. You might
be lucky and have a dictionary handy to look up that word or phrase, but what if you dont? How
can you understand what youre reading if you dont know what all of the words mean? The
answer is that you can use the rest of the passage, the context, to help you understand the new words.
27
The following paragraph is about one of our nations favorite pastimes, reality TV. Read it carefully, marking it
up as you gobut do NOT look up any unfamiliar words or phrases in a dictionary.
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Most reality TV shows center on two common motivators: fame and money. The
shows transform waitresses, hairdressers, investment bankers, counselors, and
teachers, to name a few, from obscure figures to household names. A lucky few
successfully parlay their 15 minutes of fame into celebrity. Even if you are not
interested in fame, you can probably understand the desire for lots of money.
Watching people eat large insects, reveal their innermost thoughts to millions of
people, and allow themselves to be filmed 24 hours a day for a huge financial
reward makes for interesting viewing. Whatever their attraction, these shows are
among the most popular on television, and every season, they proliferate like
weeds in an untended garden. The networks are quickly replacing more traditional dramas and comedies with reality TV programs, which earn millions in
advertising revenue. Whether you love it or hate it, one thing is for surereality
TV is here to stay!
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2. a. for money.
b. because they feel lucky.
c. because they are bored.
29
Answers
Read the following passages and determine the meaning of the words from their context. The answers appear
immediately after the questions.
TO
7. Overt means.
a. embarrassing, awkward.
b. subtle, suggestive.
c. obvious, not hidden.
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6. Lucrative means.
a. highly profitable.
b. highly rewarding.
c. highly exciting.
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Practice
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8. Ravenous means
a. like a raven, bird-like.
b. extremely hungry, greedy for food.
c. exhausted, ready for bed.
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L E S S O N
The Difference
between Fact
and Opinion
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hats the difference between fact and opinion, and what does it matter, anyway? It matters a great
deal, especially when it comes to reading comprehension.
During your life, youll be exposed to a wide variety of literature, ranging from analytical articles based on cold hard facts to fictional novels that arise wholly from the authors imagination. However,
much of what you read will be a mixture of facts and the authors opinions. Part of becoming a critical reader means
realizing that opinions are not evidence; for opinions to be valid, they must be supported by cold, hard facts.
Facts are:
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L E S S O N
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Putting It All
Together
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n order to solve a crime, a detective cannot just get the facts of the case, just discover the motive, just decipher difficult clues, or just distinguish between fact and opinion. To be successful, a detective must do all
these things at the same time. Similarly, reading really cant be broken down into these separate tasks. Reading comprehension comes from employing all these strategies simultaneously. This lesson gives you the opportunity to combine these strategies and take your reading comprehension skills to the next level.
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15
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In this lesson, you will sharpen your reading comprehension skills by using all of these strategies at once.
This will become more natural to you as your reading
skills develop.
Practice Passage 1
Begin by looking at the following paragraph. Remember to read actively; mark up the text as you go. Then
answer the questions on the next page. An example of
how to mark up the passage, as well as the answers to
the questions, follow.
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Practice
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It is clear that the United States is a nation that needs to eat healthier and slim
down. One of the most important steps in the right direction would be for school
cafeterias to provide healthy, low-fat options for students. In every town and city,
an abundance of fast-food restaurants lure teenage customers with fast, inexpensive, and tasty food, but these foods are typically unhealthy. Unfortunately,
school cafeteriasin an effort to provide food that is appetizing to young
peoplemimic fast food menus, often serving items such as burgers and fries,
pizza, hot dogs, and fried chicken. While these foods do provide some nutritional
value, they are relatively high in fat. Many of the lunch selections school cafeterias currently offer could be made healthier with a few simple and inexpensive
substitutions. Veggie burgers, for example, offered alongside beef burgers, would
be a positive addition. A salad bar would also serve the purpose of providing a
healthy and satisfying meal. And tasty grilled chicken sandwiches would be a far
better option than fried chicken. Additionally, the beverage case should be
stocked with containers of low-fat milk.
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main idea
high-fat
lunch
offerings
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It is clear that the United States is a nation that needs to eat healthier and slim
down. One of the most important steps in the right direction would be for school
cafeterias to provide healthy, low-fat options for students. In every town and city,
an abundance of fast-food restaurants lure teenage customers with fast, inexpensive, and tasty food, but these foods are typically unhealthy. Unfortunately,
school cafeteriasin an effort to provide food that is appetizing to young
peoplemimic fast food menus, often serving items such as burgers and fries,
to copy
pizza, hot dogs, and fried chicken. While these foods do provide some nutritional
value, they are relatively high in fat. Many of the lunch selections school cafeterias currently offer could be made healthier with a few simple and inexpensive
substitutions. Veggie burgers, for example, offered alongside beef burgers, would
possible healthy be a positive addition. A salad bar would also serve the purpose of providing a
low-fat lunch
healthy and satisfying meal. And tasty grilled chicken sandwiches would be a far
options
better option than fried chicken. Additionally, the beverage case should be
stocked with containers of low-fat milk.
39
4. c. Answer a is an assumption not based on anything written in the passage. Answer b is too
specificit is only one example of a healthy, lowfat lunch option that a school cafeteria can serve.
Only c is general and factual enough to encompass
the whole paragraph.
5. True. This sentence expresses the main idea.
6. True. This sentence is an opinion. It is debatable.
Someone else might think that altering the menu
in school cafeterias isnt one of the most important
steps to be taken in order to make the United
States a healthier, slimmer nation. They might
think that launching a public service ad campaign
about the dangers of fast food or implementing
more rigorous classroom education about eating
healthy is more important than changing the
menus of school cafeterias.
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How did you do? If you got all six answers correct,
congratulations! If you missed one or more questions,
check the following table to see which lessons to review.
IF YOU MISSED:
THEN STUDY:
Question 1
Lesson 2
Question 2
Lesson 1
Question 3
Lesson 3
Question 4
Lesson 2
Question 5
Lesson 2
Question 6
Lesson 4
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Practice Passage 2
Try one more paragraph to conclude this first section. Once again, mark up the paragraph carefully and then answer
the questions that follow.
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8. Johnson died in
a. 1927.
b. 1938.
c. 1929.
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Robert Johnson is the best blues guitarist of all time. There is little information
available about this legendary blues guitarist, and the information is as much
rumor as fact. What is indisputable, however, is Johnsons tremendous impact
on the world of rock and roll. Some consider Johnson the father of modern rock:
His influence extends to artists from Muddy Waters to Led Zeppelin, from the
Rolling Stones to the Allman Brothers Band. Eric Clapton has called Johnson the
most important blues musician who ever lived. Considering his reputation, it is
hard to believe that Johnson recorded only 29 songs before his death in 1938, purportedly at the hands of a jealous husband. He was only 27 years old, yet he left
an indelible mark on the music world. Again and again, contemporary rock
artists return to Johnson, whose songs capture the very essence of the blues,
transforming our pain and suffering with the healing magic of his guitar. Rock
music wouldnt be what it is today without Robert Johnson.
41
L E S S O N
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here are many ways to tell a story. Some stories start in the middle and flash backward to the beginning; a few start at the end and tell the story in reverse. But most of the time, stories start at the
beginning. Writers often begin with what happened first and then tell what happened next, and next,
and so on, until the end. When writers tell a story in this order, from beginning to end in the order in which things
happened, they are telling it in chronological order. Chronology is the arrangement of events in the order in which
they occurred.
43
Employee. Finally, President Lucas ended the ceremony by giving everyone a bonus check for $100.
The underlined wordsfirst, second, then, when,
afterward, third, and finallyare transitional words
that keep these events linked together in chronological
order. Look at how the paragraph sounds without these
words:
This years employee award ceremony was a tremendous success. The first award was given to Carlos Fe
for Perfect Attendance. The second award, for Most
Dedicated Employee, went to Jennifer Steele. Then,
our president, Martin Lucas, interrupted the awards
ceremony to announce that he and his wife were
having a baby. When he finished, everyone stood up
for a congratulatory toast. Afterward, the third
award was given to Karen Hunt for Most Inspiring
Employee. Finally, President Lucas ended the ceremony by giving everyone a bonus check for $100.
This years employee award ceremony was a tremendous success. The award was given to Carlos Fe for
Perfect Attendance. The award for Most Dedicated
Employee went to Jennifer Steele. Our president,
Martin Lucas, interrupted the awards ceremony to
announce that he and his wife were having a baby.
He finished; everyone stood up for a congratulatory toast. The award was given to Karen Hunt for
Most Inspiring Employee. President Lucas ended
the ceremony by giving everyone a bonus check
for $100.
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Youll notice that this paragraph tells what happened at the ceremony from start to finish. Youll also
notice that you can tell the order in which things happened in two ways. First, you can tell by the order of the
sentences themselvesfirst things first, last things last.
Second, you can tell by the use of transitional words and
phrases, which signal a shift from one idea to the next.
Here is the same paragraph with the transitional words
underlined:
This years employee award ceremony was a tremendous success. The first award was given to Carlos Fe
for Perfect Attendance. The second award, for Most
Dedicated Employee, went to Jennifer Steele. Then,
our president, Martin Lucas, interrupted the awards
ceremony to announce that he and his wife were
having a baby. When he finished, everyone stood up
for a congratulatory toast. Afterward, the third
award was given to Karen Hunt for Most Inspiring
Practice Passage 1
44
yesterday
a moment later
then
immediately
as soon as
when
20
15
You might have come up with a slightly different version, but heres one good way to fill in the blanks:
TU
TO
Yesterday, I went to work early to get some extra filing done. As soon as I got there, the phone started
ringing. A moment later, my boss walked in. Immediately, he asked me to type up a letter for him.
Then he asked me to make arrangements for a client
to stay in town overnight. When I looked at my
watch, it was already 11:00.
PS
C
Practice Passage 2
If the penalty structure is to your liking, make sure that the money market
account is FDIC insured.
LS
Answers
IA
Answers
45
L E S S O N
TU
TO
IA
LS
20
15
Order of
Importance
PS
C
ts a scientifically proven fact: People remember most what they learn first and last in a given session. Writers have instinctively known this for a long time. Thats why many pieces of writing are organized not in
chronological order but by order of importance.
Imagine again that the writer is like an architect. How would this type of writer arrange the rooms? By hierarchy. A hierarchy is a group of things arranged by rank or order of importance. In this type of organizational pattern, hierarchy, not chronology, determines order. Thus, this architect would lay the rooms out like so: When you
walk in the front door, the first room you encounter would be the presidents office, then the vice presidents, then
the assistant vice presidents, and so on down to the lowest ranking worker. Or, vice versa, the architect may choose
for you to meet the least important employee first, the one with the least power in the company. Then the next,
and the next, until at last, you reach the president.
Likewise, in writing, ideas may be arranged in order of importance. In this pattern, which idea comes first?
Not the one that happened first, but the one that is most, or least, important.
50
15
20
PS
C
TU
TO
LS
IA
1. According to the passage, whats the most important thing you can do to be sure you choose the
right doctor?
The answer, of course, should be clear: The writer
tells you clearly that the single most important thing
is to interview the doctors you are considering.
2. What is the second most important thing you
can to choose the right doctor?
51
Heres an example of a passage that builds from least important to most important. Read the passage, marking it up as you go along. Answer the questions that follow.
TU
TO
IA
LS
20
15
There are a number of reasons why the current voting age of 18 should be lowered to 16. First, a lower voting age in the United States would encourage other
countries to follow this example. Many countries are discussing and debating the
pros and cons of lowering the voting age, and if the United States gives 16-yearolds the right to vote, it will serve as an important example for the rest of the
world.
More importantly, if 16-year-olds are old enough to engage in other adult
activities, then they are old enough to vote. In many states, 16-year-olds can work,
get a drivers license, and engage in many other adult activities that make them
mature enough to vote. If, at 16, a young person is old enough to manage the
responsibilities of work and school, then it is clear that they are responsible
enough to make informed decisions about politics and politicians.
But the most important reason why the voting age should be lowered to 16
is that it will decrease apathy and cynicism while stimulating a lifelong interest
in political participation. Many young people feel as though their opinion
doesnt matter. By the time they reach voting age, they are often disenchanted
with politics and cynical about the entire political process. If the voting age was
lowered to 16, young people would know that their opinion does count. They
would be inspired to exercise their right to vote not just as young adults but
throughout their lives. The long-term resultsa much higher percentage of
interested voters and better voter turnoutwill benefit our entire nation.
PS
C
Order of Presentation
1.
2.
Order of Importance
1.
2.
3.
You see, of course, that the orders are reversed:
The author starts with what is least important and
ends with what is most important. Why? Why not the
other way around?
3.
52
20
LS
TU
TO
IA
12
Diction:
Whats in a
Word?
15
L E S S O N
PS
C
hat made Sherlock Holmes such a good detective? Was he just much smarter than everyone else?
Did he have some sort of magical powers? Could he somehow see into the future or into the
past? No, Sherlock Holmes was no medium or magician. So what was his secret?
His powers of observation.
You may recall that the introduction to this book talked about active reading. As an active reader, you should
have been marking up the passages youve read in this book: identifying unfamiliar vocabulary, underlining key
words and ideas, and recording your reactions and questions in the margin. But theres another part of active reading we havent talked about: making observations.
79
PS
C
TU
TO
15
20
LS
IA
80
15
PS
C
TU
TO
Put your powers of observation to work on the following sentences. Read them carefully and then write down
what you notice about each writers specific choice of
words. See if you can use the writers diction to determine what they are inferring about the seriousness of
the situation they are describing:
20
LS
IA
81
LS
IA
PS
C
TU
TO
Paragraph A
Nicole Bryan usually completes her work on
time and checks it carefully. She is a competent lab
technician and is familiar with several ways to evaluate test results. She has some knowledge of the latest medical research, which has been helpful.
20
15
82
15
20
TU
TO
IA
20
Drawing
Conclusions:
Putting It All
Together
LS
L E S S O N
Lesson 16: Finding an implied main idea. You practiced looking for clues in structure, language, and style,
as well as the facts of the passage, to determine the main idea.
Lesson 17: Understanding implied causes and effects. You learned to read between the lines to determine
causes and make predictions about effects.
Lesson 18: Emotional and logical appeals. You learned that arguments that appeal to readers emotions
must be supported by logic, as well in order, to be convincing.
Lesson 19: Finding the theme in literature. You used your detective skills to find the main idea implied by
the structure, language, style, and action in a work of literature.
PS
C
oure almost at the end of this book. If youve been doing a lesson every weekday, youve spent almost
a month building your reading skills. Congratulations! This lesson uses a longer passage than the ones
youve read so far to give you a chance to practice all the skills youve learned. Heres a quick review
of what youve learned since the last review lesson:
118
Practice
15
LS
IA
TO
20
PS
C
TU
119
PRACTICE TEST 1
Question 1-7
20
15
Hotels were among the earliest facilities that bound the United States together. They
were both creatures and creators of communities, as well as symptoms of the frenetic
quest for community. Even in the first part of the nineteenth century, Americans were
Line already forming the habit of gathering from all corners of the nation for both public and
(5)
private, business and pleasure purposes. Conventions were the new occasions, and
hotels were distinctively American facilities making conventions possible. The first
national convention of a major party to choose a candidate for President (that of the
National Republican party, which met on December 12, 1831, and nominated Henry
Clay for President) was held in Baltimore, at a hotel that was then reputed to be the
(10) best in the country. The presence in Baltimore of Barnum's City Hotel, a six-story
building with two hundred apartments, helps explain why many other early national
political conventions were held there.
LS
TO
(25)
TU
(20)
IA
(15)
In the longer run, too. American hotels made other national conventions not only
possible but pleasant and convivial. The growing custom of regularly assembling from
afar the representatives of all kinds of groups - not only for political conventions, but
also for commercial, professional, learned, and avocational ones - in turn supported
the multiplying hotels. By mid-twentieth century, conventions accounted for over a
third of the yearly room occupancy of all hotels in the nation, about eighteen thousand
different conventions were held annually with a total attendance of about ten million
persons.
PS
C
(C) tied
(D) strengthened
(C) kinds
(D) representatives
(C) community
(D) public
6. It can be inferred from the passage that early hotelkeepers in the United States were
(A) active politicians
(B) European immigrants
(C) Professional builders
(D) Influential citizens
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7. Which of the following statements about early American hotels is NOT mentioned in the passage?
(A) Travelers from abroad did not enjoy staying in them.
(B) Conventions were held in them
(C) People used them for both business and pleasure.
(D) They were important to the community.
Question 8-17
PS
C
(25)
TU
(20)
TO
(15)
IA
LS
(10)
20
15
Beads were probably the first durable ornaments humans possessed, and the
intimate relationship they had with their owners is reflected in the fact that beads are
among the most common items found in ancient archaeological sites. In the past, as
Line today, men, women, and children adorned themselves with beads. In some cultures
(5)
still, certain beads are often worn from birth until death, and then are buried with their
owners for the afterlife. Abrasion due to daily wear alters the surface features of beads,
and if they are buried for long, the effects of corrosion can further change their
appearance. Thus, interest is imparted to the bead both by use and the effects of time.
(C) purchased
(D) enjoyed
(C) clothing
(D) history
11. All of the following are given as characteristics of collectible objects EXCEPT
(A) durability
(B) portability
(C) value
(D) scarcity.
12. According to the passage, all of the following are factors that make people want to touch beads
EXCEPT the
(A) shape
(B) color
(C) material
(D) odor
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(D) discover
(D) heavy
15. It is difficult to trace the history of certain ancient beads because they
(A) are small in size
(B) have been buried underground
(C) have been moved from their original locations
(D) are frequently lost
15
16. Knowledge of the history of some beads may be useful in the studies done by which of the following?
(A) Anthropologists
(B) Agricultural experts
(C) Medical researchers
(D) Economists
20
17. Where in the passage does the author describe why the appearance of beads may change?
(A) Lines 3-4
(B) Lines 6-8
(C) Lines 12-13
(D) Lines 20-22
LS
Question 18-31
PS
C
(15)
The efficiency of the bill is evident when a crossbill locates a cone. Using a lateral
motion of its lower mandible, the bird separates two overlapping scales on the cone and
exposes the seed. The crossed mandibles enable the bird to exert a powerful biting
force at the bill tips, which is critical for maneuvering them between the scales and
spreading the scales apart. Next, the crossbill snakes its long tongue into the gap and
draws out the seed. Using the combined action of the bill and tongue, the bird cracks
open and discards the woody seed covering action and swallows the nutritious inner kernel.
This whole process takes but a few seconds and is repeated hundreds of times a day.
TU
(10)
TO
IA
(20)
The bills of different crossbill species and subspecies vary - some are stout and
deep, others more slender and shallow. As a rule, large-billed crossbills are better at
seeming seeds from large cones, while small-billed crossbills are more deft at
removing the seeds from small, thin-scaled cones. Moreover, the degree to which cones
are naturally slightly open or tightly closed helps determine which bill design is the best.
One anomaly is the subspecies of red crossbill known as the Newfoundland
crossbill. This bird has a large, robust bill, yet most of Newfoundland's conifers
have small cones, the same kind of cones that the slender-billed white-wings rely on.
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15
19. Which of the following statements best represents the type of "evolutionary fine-turning" mentioned in line
1?
(A) Different shapes of bills have evolved depending on the available food supply
(B) White - wing crossbills have evolved from red crossbills
(C) Newfoundland's conifers have evolved small cones
(D) Several subspecies of crossbills have evolved from two species
(B) hummingbird
(C) kiwi
LS
20
20. Why does the author mention oystercatchers, hummingbirds, and kiwis in lines 2-4?
(A) They are examples of birds that live in the forest
(B) Their beaks are similar to the beak of the crossbill
(C) They illustrate the relationship between bill design and food supply
(D) They are closely related to the crossbill
(D) finch
IA
22. Which of the following most closely resembles the bird described in lines 6-8?
Unable to find options for this question
23. The word "which" in line 12 refers to
(A) seed
(B) bird
(C) force
TO
(C) mouth
(D) bill
(D) tree
(D) gets rid of
(C) seeds
(D) cones
(C) tired
(D) pleasant
(C) unusual
(D) sharp
PS
C
TU
PLEASE VISIT WWW.ALTIUSACADEMY.ORG TO4BUY STUDY MATERIAL FOR IAS PRELIMS 2015
Question 32-38
If you look closely at some of the early copies of the Declaration of Independence,
beyond the flourished signature of John Hancock and the other 55 men who signed it,
you will also find the name of one woman, Mary Katherine Goddard. It was she, a
Line Baltimore printer, who published the first official copies of the Declaration, the first
(5)
copies that included the names of its signers and therefore heralded the support of all
thirteen colonies.
(20)
15
20
LS
(15)
IA
(10)
Mary Goddard first got into printing at the age of twenty-four when her brother
opened a printing shop in Providence, Rhode Island, in 1762. When he proceeded to
get into trouble with his partners and creditors, it was Mary Goddard and her mother
who were left to run the shop. In 1765 they began publishing the Providence Gazette, a
weekly newspaper. Similar problems seemed to follow her brother as he opened
businesses in Philadelphia and again in Baltimore. Each time Ms. Goddard was
brought in to run the newspapers. After starting Baltimore's first newspaper, The
Maryland Journal, in 1773, her brother went broke trying to organize a colonial postal
service. While he was in debtor's prison. Mary Katherine Goddard's name appeared on
the newspaper's masthead for the first time.
TO
TU
32. With which of the following subjects is the passage mainly concerned?
(A) The accomplishments of a female publisher
(B) The weakness of the newspaper industry
(C) The rights of a female publisher
(D) The publishing system in colonial America
PS
C
(D) ignored
35. According to the passage, Mary Goddard first became involved in publishing when she
(A) was appointed by Benjamin Franklin
(B) signed the Declaration of Independence.
(C) took over her brother's printing shop
(D) moved to Baltimore
36. The word "there" in line 17 refers to
(A) the colonies
(B) the print shop
(C) Baltimore
(D) Providence
37. It can be inferred from the passage that Mary Goddard was
(A) an accomplished businesswoman
(B) extremely wealthy
(C) a member of the Continental Congress
(D) a famous writer
38. The word "position" in line 24 is closest in meaning to
(A) job
(B) election
(C) document
(D) location
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Question 39-50
Galaxies are the major building blocks of the universe. A galaxy is giant family of
many millions of stars, and it is held together by its own gravitational field. Most of the
material universe is organized into galaxies of stars together with gas and dust.
(30)
15
20
LS
(25)
IA
(15)
(10)
There are three main types of galaxy: spiral, elliptical, and irregular. The Milky
Way is a spiral galaxy, a flattish disc of stars with two spiral arms emerging from its
central nucleus. About one-quarter of all galaxies have this shape. Spiral galaxies are
well supplied with the interstellar gas in which new stars form: as the rotating spiral
pattern sweeps around the galaxy it compresses gas and dust, triggering the formation
of bright young stars and in its arms. The elliptical galaxies have a symmetrical elliptical or
spheroidal shape with no obvious structure. Most of their member stars are very old
and since ellipticals are devoid of interstellar gas, no new stars are forming in them.
The biggest and brightest galaxies in the universe are ellipticals with masses of about
1013 times that of the Sun, these giants may frequently be sources of strong radio
emission, in which case they are called radio galaxies. About two-thirds of all galaxies
are elliptical. Irregular galaxies comprise about one-tenth of all galaxies and they come
in many subclasses.
TO
Line
(5)
TU
(C) huge
(D) unique
PS
C
(C) pattern
(D) galaxy
42. According to the passage, new stars are formed in spiral galaxies due to
(A) an explosion of gas
(B) the compression of gas and dust
(C) the combining of old stars
(D) strong radio emissions
43. The word "symmetrical" in line 9 is closest in meaning to
(A) proportionally balanced
(B) commonly seen
(C) typically large
(D) steadily growing
44. The word "obvious" in line 10 is closest in meaning to
(A) discovered
(B) apparent
(C) understood
(D) simplistic
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45. According to the passage, which of the following is NOT true of elliptical galaxies?
(A) They are the largest galaxies.
(B) They mostly contain old stars.
(C) They contain a high amount of interstellar gas.
(D) They have a spherical shape.
46. Which of the following characteristics of radio galaxies is mentioned in the passage?
(A) They are a type of elliptical galaxy.
(B) They are usually too small to be seen with a telescope.
(C) They are closely related to irregular galaxies.
(D) They are not as bright as spiral galaxies.
(C) 50%
(D) 75%
(C) distances
(D) galaxies
20
15
LS
49. Why does the author mention the Virgo galaxy and the Andromeda galaxy in the third paragraph?
(A) To describe the effect that distance has no visibility.
(B) To compare the ages of two relatively young galaxies.
(C) To emphasize the vast distances of the galaxies from Earth.
(D) To explain why certain galaxies cannot be seen by a telescope.
PS
C
TU
TO
IA
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PRACTICE TEST 2
Questions 1-10
20
15
Before the mid-1860's, the impact of the railroads in the United States was limited,
in the sense that the tracks ended at the Missouri River, approximately the centers of the
country. At that point the trains turned their freight, mail, and passengers over to
Line steamboats, wagons, and stagecoaches. This meant that wagon freighting, stagecoaching
(5)
and steamboating did not come to an end when the first train appeared; rather they
became supplements or feeders. Each new "end-of-track" became a center for animaldrawn
or waterborne transportation. The major effect of the railroad was to shorten the
distance that had to be covered by the older, slower, and more costly means. Wagon
freighters continued operating throughout the 1870's and 1880's and into the 1890's,
(10) although over constantly shrinking routes, and coaches and wagons continued to
crisscross the West wherever the rails had not yet been laid.
LS
TO
(25)
TU
(20)
IA
(15)
The beginning of a major change was foreshadowed in the later 1860's, when the
Union Pacific Railroad at last began to build westward from the Central Plaints city of
Omaha to meet the Central Pacific Railroad advancing eastward form California through
the formidable barriers of the Sierra Nevada. Although President Abraham Lincoln
signed the original Pacific Railroad bill in 1862 and a revised, financially much more
generous version in 1864, little construction was completed until 1865 on the Central
Pacific and 1866 on the Union Pacific. The primary reason was skepticism that a
railroad built through so challenging and thinly settled a stretch of desert, mountain,
and semiarid plain could pay a profit. In the words of an economist, this was a case of
"premature enterprise", where not only the cost of construction but also the very high
risk deterred private investment. In discussing the Pacific Railroad bill, the chair of the
congressional committee bluntly stated that without government subsidy no one would
undertake so unpromising a venture; yet it was a national necessity to link East and
West together.
PS
C
1. The author refers to the impact of railroads before the late 1860's as "limited" because
(A) the tracks did not take the direct route from one city to the next
(B) passenger and freight had to transfer to other modes of transportation to reach western
destinations
(C) passengers preferred stagecoaches
(D) railroad travel was quite expensive
(B) trains
(D) steamboats, wagons, and stagecoaches
(D) influences
4. What can be inferred about coaches and wagon freighters as the railroads expanded?
(A) They developed competing routes.
(B) Their drivers refused to work for the railroads.
(C) They began to specialize in transporting goods.
(D) They were not used as much as before.
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(D) penalty
LS
20
8. The Pacific railroads were considered a "premature enterprise" (line 21) because
(A) the technology of railroad cars was not fully developed
(B) there was not enough wood and steel for the tracks
(C) the cost and risks discouraged private investment
(D) there were insufficient numbers of trained people to operate them
15
(D) determination
IA
10. Where in the passage does the author give example of geographical challenges to railroad construction?
(A) Lines 4-6
(B) Lines 8-11
(C) Lines 18-20
(D) Lines 22-25
Questions 11-22
TU
TO
Humanity's primal efforts to systematize the concepts of size, shapes, and number
are usually regarded as the earliest mathematics. However, the concept of number and
the counting process developed so long before the time of recorded history (there is
Line archaeological evidence that counting was employed by humans as far back as 50,000
(5)
years ago) that the manner of this development is largely conjectural. Imaging how it
probably came about is not difficult. The argument that humans, even in prehistoric
times, had some number sense, at least to the extent of recognizing the concepts of
more and less when some objects were added to or taken away from a small group,
seems fair, for studies have shown that some animal possess such a sense.
With the gradual evolution of society, simple counting became imperative. A tribe
had to know how many members it had and how many enemies, and shepherd needed
to know if the flock of sheep was decreasing in size. Probably the earliest way of keeping
a count was by some simple tally method, employing the principle of one-to-one
correspondence. In keeping a count of sheep, for example, one finger per sheep could
be turned under. Counts could also be maintained by making scratches in the dirt or on
a stone, by cutting notches in a piece of wood, or by tying knots in a string.
PS
C
(10)
(15)
(20)
Then, perhaps later, an assortment of vocal sounds was developed as a word tally
against the number of objects in a small group. And still later, with the refinement of
writing, a set of signs was devised to stand for these numbers. Such an imagined
development is supported by reports of anthropologists in their studies of present-day
societies that are thought to be similar to those of early humans.
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(C) tribe
20
15
(D) shepherd
IA
LS
15. What is the basic principle of the tally method described in the second paragraph?
(A) The count is recorded permanently.
(B) Calculations provide the total count.
(C) Large quantities are represented by symbols.
(D) Each marker represents a singly object.
(D) hiring
TO
TU
(D) kept
(D) symbol
PS
C
20. It can be inferred that research in other academic fields relates to research in the author's field in which
of the following ways?
(A) It contributes relevant information
(B) It is carried out on a simpler level.
(C) It is less reliable than research in the author's field.
(D) It causes misunderstandings if applied to the author's field.
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Questions 23-31
As the merchant class expanded in the eighteenth-century North American colonies,
the silversmith and the coppersmith businesses rose to serve it. Only a few silversmiths
were available in New York or Boston in the late seventeenth century, but in the
Line eighteenth century they could be found in all major colonial cities. No other colonial
(5)
artisans rivaled the silversmiths' prestige. They handled the most expensive materials
and possessed direct connections to prosperous colonies merchants. Their products,
primarily silver plates and bowls, reflected their exalted status and testified to their
customers' prominence.
15
IA
(20)
20
(15)
LS
(10)
Silver stood as one of the surest ways to store wealth at a time before neighborhood
banks existed. Unlike the silver coins from which they were made, silver articles were
readily identifiable. Often formed to individual specifications, they always carried the
silversmith's distinctive markings and consequently could be traced and retrieved.
Customers generally secured the silver for the silver objects they ordered. They
saved coins, took them to smiths, and discussed the type of pieces they desired.
Silversmiths complied with these requests by melting the money in a small furnace,
adding a bit of copper to form a stronger alloy, and casting the alloy in rectangular
blocks. They hammered these ingots to the appropriate thickness by hand, shaped
them, and pressed designs into them for adornment. Engraving was also done by hand.
In addition to plates and bowls, some customers sought more intricate products, such as
silver teapots. These were made by shaping or casting parts separately and then
soldering them together.
(30)
TO
TU
(25)
Colonial coppersmithing also came of age in the early eighteenth century and
prospered in northern cities. Copper's ability to conduct heat efficiently and to resist
corrosion contributed to its attractiveness. But because it was expensive in colonial
America, coppersmiths were never very numerous. Virtually all copper worked by
smiths was imported as sheets or obtained by recycling old copper goods. Copper was
used for practical items, but it was not admired for its beauty. Coppersmiths employed
it to fashion pots and kettles for the home. They shaped it in much the same manner as
silver or melted it in a foundry with lead or tin. They also mixed it with zinc to make
brass for maritime and scientific instruments.
PS
C
23. According to the passage, which of the following eighteenth-century developments had a strong impact
on silversmiths?
(A) a decrease in the cost of silver
(B) the invention of heat-efficient furnaces
(C) the growing economic prosperity of colonial merchants
(D) the development of new tools used to shape silver
(B) major colonial cities
(D) materials
(C) surprising
(D) superior
26. In colonial America, where did silversmiths usually obtain the material to make silver articles?
(A) From their own mines
(B) From importers
(C) From other silversmiths
(D) From customers
27. The word "ingots" in line 17 refers to
(A) coins that people saved
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6. (This is a specific fact question, in which the key phrase is geologic formation in the Southwestern
United States.) The phrase arid Southwest occurs in the last sentence of para 3, and we should locate the
answer to this question in this region. The previous sentence says that differential erosion is common where
soluble carbonate rocks are adjacent to nonsoluble rocks. The next sentence says that both Appalachian ranges
in Eastern United States and arid Southwest have carbonate rocks. So, we can infer that both areas exhibit
differential erosion. So, (D) is the answer.
7. (This is an inference question in which the key phrase is carbonate rock regions.) Carbonate rock
regions are mentioned in para 2 and 3, but the information in them does not support any of the answer choices.
The third sentence of the last para says, People have added to the already skewed situation by deforesting hilly
karst. This implies that the karst region is capable of supporting the growth of trees. So, (B) is the answer.
TO
IA
LS
20
15
8. (This is an exception question, whose key phrase is poor capability of carbonate rock terrains to dispose
of waste.) The phrase unreliability for the disposal of waste occurs in the second sentence of para 4, and we
should look for the answer to this question in this para.
The third sentence of this para says that, if permeability is low, the rocks do not accept waste at sufficient
rates and, if the permeability is high, they permit the waste to move downward quickly and to be transported
rapidly to some point of discharge without time for the waste to be degraded. So, both low and high permeability
militate against disposal of waste. So, (B) and (C) are not the answers.
The fourth sentence of para 4 says that the poor capabilities of karst regions for waste disposal are worsened
by the thinness of the soil, and the next sentence talks of even this soil getting regenerated much more slowly
than those of nonsoluble rocks. So, slow formation of overlying soil is a factor mentioned here, and (D) is not the
answer.
Insufficiency of the time for the waste to be degraded is mentioned in line 8 of para 4. So, (E) is not the
answer.
In the last sentence of para 4, the author says, Thick but moderately permeable soils tend to adsorb
(meaning retain on the surface) many pollutants and to slow the movement of polluted water so that oxidation or
some decay mechanism can allow the pollutant to be weakened. This implies that thick soil in fact helps the
disposal of waste (by weakening the pollutants) and does not hinder it. So, (A) is the answer.
Passage 4
TU
Answers: 1. E 2. A 3. C 4. D 5. E 6. A 7. D
{The difficult words in this passage are orientation (recognition); determinant (something that decides);
predisposed (mentally inclined); intermittent (discontinuous); contour (outline); loci (plural of locus, meaning
location); ganglion (nerve centre); retina (the sensitive layer of the eye); vertebrates (creatures with backbones);
onset (beginning); offset (ending); elicits (draws forth); optimal (ideal); nonlinear (not proportionate); ambiguous
(undefined) and bias (partiality)}
PS
C
1. (This is a specific fact question, in which the key phrase is checkerboards as visual stimuli.) The word
checkerboards occurs in line 31, and we must look for the answer to this question here. The last sentence of this
para says that studies conducted with young infants suggest that the longest fixations are devoted to figures
with a moderate amount of edge. It is (E) which says this, and is the answer.
2. (This is a specific fact question, in which the key phrase is ganglion cells.) The phrase ganglion cells
occurs in line 17, and we should look for the answer in this region. Lines 15-16 say, The attraction to loci of
maximum contrast and movement is in accord with available knowledge about ganglion potentials in the retinae
of vertebrates. So, the author refers to ganglions primarily in order to explain why infants are more attentive to
stimuli with the greatest movement and contrast. So, (A) is the answer.
3. (This is an inference question, in which the key phrase is auditory stimuli meaning responses pertaining
to hearing.) While the first three paragraphs of the passage relate to a childs reaction to visual stimuli, it is only
in the first sentence in the last paragraph that auditory stimuli are first mentioned. The answer to this question
should therefore be found from this paragraph. This paragraph says that, though a childs attention to noise
stimuli is a little more complicated that its reaction to visual stimuli, there is one similarity: the child is more
attentive to noise when there are variations in tones than when the tone is continuous, just as it is visually more
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attentive (as described in the previous paragraphs) when there are more of black and white contrasts than when
the object is of homogeneous colour. So, (C) is the answer.
4. (This is a specific fact question, in which both the key phrase firing of ganglion cells and the location
(lines 23-24) are given.) It is the second paragraph that deals with ganglion cells. But nowhere in this paragraph
is there mention of frequency in relation to the stimuli felt by these cells. Therefore, (A), (B) and (C) which talk
of frequency variation of ganglion cells may be ruled out.
The third sentence in this paragraph says that an object moving across a visual field stimulates a set of
ganglion cells for a short period. It is this sentence that has been summarised in the single word firing in the
next sentence. So, (D) is the answer.
(E) is wrong since the firing (or the stimulation of the ganglion cells) is caused by the visual stimuli, and
does not cause them.
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15
5. (This is an inference question, in which the key phase preferential orientation to change and its place of
occurrence (line 41) are given in the question itself.) The only experiences of an infant described in the passage
relate to visual and auditory stimuli. If the stimuli are steady, than the infant feels that it is secure; if they are
intermittent (such as movement of figures or intermittent tones), the child feels a danger, and reacts accordingly
(generally with crying). This is the meaning of the second and third sentences of the last paragraph. The phrase
preferential orientation to change, which follows in the last sentence, means the childs different reactions to
different types of stimuli, both visual and auditory. So, (E) is the answer. (This is a rather difficult question.)
IA
LS
6. (This is a Roman Numerals question in which the key phrase is infants response to visual events.) Lines
18-20 say that a moving object stimulates onset and offset patterns in the eye of an infant. So, I is true.
It is seen from the very first sentence in the passage that fixation time (or the infants length of orientation
to an object) is an index (or measure) of the infants attentiveness. It cannot be one of the causes of the infants
attentiveness. So, II is not true.
Lines 39-40 state that a new-born infant has been blessed by nature to respond to stimuli, either visual or
auditory. The infant does not have to be taught by its parents how to respond to a stimulus. So, III is also not
true.
Thus, (A) is the answer.
PS
C
TU
TO
7. (This is an inference question, in which the key phrase is most attention paid by infant.) (A) and (C)
involve movement of light.
(B) involves alternating light and shade.
(E) involves intermittent noise.
The passage says that the infants attentiveness is attracted most by such stimuli.
Now, a white bed sheet is a cloth with homogeneous colour, and lines 9-10 state that an infant will be least
attracted by such a surface. Thus, if it is a white bed sheet that attracts infants most, it will seriously undermine
what is argued in the passage.
So, (D) is the answer.
Passage 5
Answers: 1. E 2. D 3. C 4. D
{There are no particularly difficult words in this passage. The universe is presently known to be expanding.
The scientists have been researching to find out whether the expansion will continue indefinitely (in which case
the universe will be said to be open) or the expansion will be arrested at some point of time (in which case the
universe will be said to be closed)}
1. (This is a main purpose question, for answering which we should get a hint from the very first sentence.)
The first sentence says, The question of whether or not the universe will continue to expand forever may never
be resolved ... and the rest of the passage gives reasons for this assertion. So, the main purpose of the passage
may be stated as to provide evidence to document the uncertainty of the ultimate fate of the universe. So, (E) is
the answer.
(A) is wrong ,since the passage does not at all talk about the life expectancy (the period it will continue to
exist) of the universe.
The passage, of course, defines omega and explains its theoretical significance, but goes on to show that it
is practically of no use since different scientists have arrived at different values for omega. (B) is therefore not the
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3. {This is an inference question which has to be answered by examining each of the choices.) The first
sentence of para 2 says, Both scientists used the motions of galaxies to deduce gravitational effects and therefore
actual density. So (C) is answered here.
You can easily see that none of the other questions is answered in the passage.
Passage 6
LS
4. (This is an inference question, in which the key phrase is calculations of the value of omega by the two
scientists.) The first sentence of para 2 says that both sets of scientists used the motions of galaxies to first
deduce gravitational effects and then their actual density, but arrived at widely differing values for omega. It is
(D) which paraphrases this situation, and is the answer.
IA
Answers: 1. A 2. B 3. D 4. C
{The difficult words in this passage are posit (theorize) and hamster (a species of rat). The other difficult
words exogenous and endogenous have been defined in the passage itself as meaning intrinsic and extraneous.}
TO
1. (This is an exception question, which must be answered after examining each of the choices. The key
phrase is examples of exogenous influences.) It is easy to see that (B), (C), (D) and (E) all refer to external (or
exogenous) influences, and (A) is the only instance of internal influence on the behaviour of the animal concerned,
and is the answer.
PS
C
TU
2. (This is a specific fact question, which itself gives the line number near which the answer must be found.)
Lines 9-12 state, Brown concluded that a change in tide schedule is one of several possible exogenous influences
on the oysters rhythms. It is (B) which summarizes this, and is the answer.
(A) is the only other possible choice, but is wrong because lines 8-9 say that Brown could not posit an
unequivocal (meaning certain) causal relationship between tide schedule and the oysters rhythms. So her
conclusion is not that tide schedule is the primary influence on an oysters rhythm.
3. (This is a Roman Numerals question, in which the key phrase is similarity between the studies of Brown
and Hamner.) I is not true since it goes against Hamners findings regarding the behavior of hamsters.
II is true because it is explicitly stated in the passage.
III is also true, because the conclusions of both researchers were based on their observations of the behaviour
of the hamsters in their original environment and comparing it with their subsequent behaviour in the new
environment.
So, (D) is the answer.
4. (This is an inference question, and should be answered by evaluating each of the answer choices.) Browns
conclusion was based on the fact that, after 14 days in Illinois, the oysters had adapted their rhythm to the tide
conditions in their new place Illinois, and opened widest during high tide there. If, after sixteen days of being in
Illinois, they reverted to their earlier habit of opening widest at the time of the high tide in Connecticut, her
conclusion that external influences played an important part in the behaviour of organisms will be weakened
most. So, (C) is the answer.
The other choices would strengthen her conclusion, and not weaken it.
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Passage 7
Answers: 1. E 2. A 3. B 4. D 5. A 6. B 7. E 8. B
(The difficult words in this passage are synthesize (produce by combining); parasitic (living on others);
livestock (farm animals); vertebrate (having backbone); emesis (vomiting); lethal (capable of killing); predators
(species which kill and eat other species); assimilated (digested); mimic (copy) and naive (unsuspecting)}
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1. (This is a specific fact question, in which the key phase is plants containing cardiac glycosides.) The
property of cardiac glycosides is mentioned in para 3, and we should look for the answer here. The last two
sentences of this para say, Pharmacologists working with cats and pigeons have found that the dosage necessary
to cause emesis (vomiting) is just about half the amount required to cause death. Hence an animal that eats a food
containing cardiac glycosides will, provided that it is capable of vomiting, rid itself of the poisons before a lethal
amount can be absorbed. So, the reason why cardiac glycosides rarely cause death among animals is that half
the lethal dose causes the animal to vomit. So, (E) is the answer.
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2. (This is an inference question which should be answered through a process of elimination of the wrong
choices.) It is quite obvious that the author is not a specialist in psychology, agriculture, bacteriology or public
health. Since the passage contains a number of references to plants, insects and animals, the author must be a
biologist. So, (A) is the answer.
IA
LS
3. (This is an inference question in which the key phrases are Danaidae butterflies and bird predators.)
Danaidae butterfly is described in para 4, and we must look for the answer to this question here. The third
sentence in this para says that bird predators avoid Danaidae butterflies because the latter have assimilated
cardiac glycosides (which are poisonous substances) from the milkweeds. If, however, it is proved that these
birds are not at all affected by cardiac glycosides, then the reason for their avoiding these butterflies must be
something different. So, (B) is what will seriously undermine the authors hypothesis, and is the answer.
TO
4. (This is a specific fact question in which the key phrase is Danaidae butterfly.) The last sentence of the
passage says, After a bird has been made ill from eating an insect, it associates the flavor of that kind of insect
with the illness, and thereafter can reject an insect of the same species by tasting it. The third and fourth sentences
of para 3 says, It has been observed that birds avoid eating Danaidae butterflies. A widely accepted hypothesis
has been that the predators avoid the butterflies because the larvae have assimilated the poisonous substances
from the milkweeds. So, a bird which had recently eaten a Danaidae butterfly and had fallen ill would avoid
another Danaidae butterfly later. So, (D) is the answer.
PS
C
TU
5. (This is a main purpose question, and must be answered by spotting the common theme that runs
through the entire passage.) After pointing out in the first sentence that many plants produce chemical compounds
which are apparently not needed for their metabolism, the author goes on to point out that these compounds
promote its survival by repressing the growth of competing plants and parasitic microorganisms, or by repelling
insects or other animals that would otherwise feed on them. He then gives instances of compounds which repel
animals from eating the plant, and also instances of compounds which enable an insect to protect itself from
being eaten by predators. So, among the choices, we can say that the main purpose of the passage is to point out
that some substances produced by a plant are part of a complex chain of events that affect various forms of life
such as larvae, certain butterflies, cattle and birds. So, (A) is the answer.
(B) is wrong because the instances given by the author are harmful to birds but beneficial to some insects.
Since DDT is not mentioned at all in the passage, (C) is wrong.
(D) contradicts the very first sentence in the passage, and cannot be the authors purpose.
(E) is wrong since the author, in fact, proves that these substances do govern certain ecological relationships.
(A) is the correct answer, since the production of these substances by the plants affect the food habits of
larvae, certain butterflies, cattle and birds.
6. (This is an inference question in which the key phrase is insects that seem immune to the effects of
poisonous milkweeds.) The first sentence of para 5 says that some insects, which do not feed on poisonous
milkweeds, mimic the appearance or flavor of an insect that does, and are thus avoided by predators. So, it is (B)
which can be inferred from this statement, and is the answer.
(A) is wrong since the eating of poisonous weeds is for a defensive purpose (last sentence of para 4).
(C) is wrong since Danaidae butterflies eat only milkweed (second sentence of para 4).
(D) is wrong since Danaidae are mentioned only as one instance of insects feeding on poisonous weeds, and
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8. (This is a Roman Numerals question, in which the key word is milkweed.) The properties of the milkweed
are enumerated in paras 2, 3 and 4, and we should look for the answer here. Para 2 talks of herds of cattle and
not insects being repelled by milkweeds. So, I is not stated in the passage.
Para 3 states that the larvae of an entire group of tropical butterflies (which can be classified as insects)
eat only milkweed. So, II is stated in the passage.
The passage does not state anywhere that the substances produced by milkweed suppress other plant life.
So, III is not stated in the passage.
So, (B) is the answer.
Passage 8
LS
Answers: 1. D 2. E 3. E 4. B 5. C 6. E 4. D 5. D 6. E 7. D 8. D
{The difficult words in this passage are crust (surface); lava (molten rock poured out during volcanic activity);
chronological (arranged according to time); fissure (a deep narrow opening) and mutability (instability)}
TU
TO
IA
1. (This is a Main Idea question, and you should answer it by identifying theme that flows throughout the
entire passage.) In the first paragraph, hot spots are defined, and then are distinguished from volcanoes. The
second paragraph describes an instance of what happens when a continental plate moves past a hot spot. The
third paragraph describes how hot spots can be used to determine whether two continental plates are both
moving away from each other, or only one of them is moving while the other remains stationary. The last paragraph
explains the manner in which new oceans are formed when a continental plate comes to rest over a hot spot. It is
easy to see that, of the five given choices, it is (D) that best describes the primary purpose of the author in writing
the passage.
(A) is wrong since extinction of volcanoes is mentioned just once in the first sentence of the second para.
(B) is wrong since the formation of continents is not touched upon at all, and even the theory regarding the
formation of oceans is just suggested in the last two sentences.
(C) is not touched upon in the passage at all.
(E) is just mentioned in the second para of the passage, and cannot be considered to be the main purpose of
the passage.
PS
C
2. (This is a specific fact question, in which the key phrase is difference between hot spots and volcanoes.)
The last sentence of para 1 says, Hot spots are also distinguished from other volcanoes by their lavas, which
contain greater amounts of alkali metals than do those from volcanoes at plate margins. (E) says just this, and
is the answer.
The other choices are factually wrong statements.
3. (This is an inference question, in which the key phrase is apparent course of the Pacific plate.) In the
second paragraph, the author indicates that the fact that Hawaiian Islands, the Austral Ridge and Tuamotu
ridge are all parallely aligned from the east toward the northwest shows that the Pacific plate had moved over a
hot spot from east to northwest. So, (E) is the answer.
4. (This is an inference question in which the key phrase is spreading out of lavas of different ages at hot
spots.) In the middle of the third paragraph, the author says, the most compelling evidence that a continental
plate is stationary is that, at some hot spots, lavas of several ages are superimposed instead of being spread out
in chronological sequence. The converse of this statement is that, if these lavas are found spread out, we could
deduce that the continental plate has been moving and has not remained stationary. So, (B) is the answer.
5. (This is also an inference question, in which the key phrase is Hawaiian Islands, Austral Ridge, and
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Tuamotu Ridge.) These names occur in para 2, and we should look for the answer to this question here. The
second sentence of this para says, It appears that the Hawaiian Islands were created by a single source of lava
welling up from a hot spot over which the Pacific Ocean plate passed ..... Two other Pacific Island chains - the
Austral Ridge and the Tuamotu Ridge - parallel the configuration of the Hawaiian chain. We can infer therefrom
that all the three chain are the result of the movement of the Pacific plate over different hot spots. So, (C) is the
answer.
None of the other choices is substantiated by the information in this paragraph.
15
6. (This is an inference question, in which the key phrase is mutability of continental plates.) The word
mutability occurs in the very last sentence, and we should look for the answer to this question in the last
paragraph. The author suggests here that, when a continental plate comes to rest over a hot spot, deep fissures
develop and the plate breaks along the fissures. Oceanic water from the surrounding area then fills the gap
between the two parts of the plate and a new ocean is created. The two parts of the plate then start drifting away
from each other, and the ocean becomes larger and larger. So, (E) is the answer to this question. (If you see the
map of the world, you can notice that the east coast of South America can be neatly aligned along the west coast of
Africa, leading to the inference that Africa and South America had formed a single continent once upon a time.)
LS
20
7. (This is an inference question, in which the key phrase is hot spots being used to reconstruct the movement
of continental plates.) In the penultimate sentence of the third para, the author says that the reconstruction of
plate motion from the tracks of hot-spot volcanoes assumes that hot spots are immobile, or nearly so. He goes on
to add that several studies support such an assumption. Because it continues to be only an assumption, and not
a proved fact, there is still some doubt about the validity of the theory of immobility of hot spots, and that is the
weakness of this argument. If future and more accurate studies prove that hot spots are also mobile like continental
plates, hot spots cannot be used as reference points for studying the rate of mobility of continental plates. So, (D)
is the answer.
IA
8. (This is a tone question which should be answered by examining each of the answer choices.) The author
explains a possible theory but, simultaneously, points out its weakness also. Thus, he exhibits an open mind, and
his style can therefore be described as being objective or unbiased. So, (D) is the answer.
TO
Passage 9
TU
Answers: 1. E 2. C 3. B
{The difficult words in this passage are: biosphere (the region inside, on and above the earth where organisms
survive); homeostatic (in which there is internal equilibrium); synthesized (combined together); respiration
(breathing); aerobic (needing oxygen to survive); anaerobic (not needing oxygen to survive);fungi (plural of fungus,
a minute plant)
PS
C
1. (This is a Roman Numerals question, which should be answered by evaluating the validity of each of the
numbered questions.) In lines 9-15, cellulose, alkaloids, terpenes and flavonoids are mentioned as some of the
compounds which are broken down by bacteria during the carbon cycle. I is thus answered in the passage.
In the fourth line from the bottom, inert (or least reactive) substances are mentioned, but no reason is
given as to why these substances are inert. II is thus not answered in the passage.
III is answered elaborately in the last sentence of the passage.
So, (E) is the answer.
2. (This is an inference question, in which the key phrase is degradation is as important as synthesis.) This
phrase occurs in the third sentence, and we should look for the answer to this question in its neighbourhood. The
author says in the previous sentence that, through the synthesis of carbon and other elements, green plants
produce certain substances though they cannot use them. This means that the carbon in these substances will be
fixed and will not be available for recycling. It is through the decomposing action of bacteria and fungi on these
synthesized substances that carbon is recycled again in order to maintain the chemical equilibrium of the biosphere.
So, (C) is the answer.
3. (This is an inference question in which the key phrase is importance of bacteria and fungi in the production
of energy for life processes.) In the penultimate sentence of the passage, the author says that the release of
carbon in these compounds for recycling (by using them as sources of energy) depends almost entirely on bacteria
and fungi. This contention will be strengthened if it is shown through further experiments that such recycling
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depends entirely on bacteria and fungi. (B) states just this, and is the answer.
Passage 10
Answers: 1. C 2. C 3. A
{The difficult words in this passage are precipitation (rain); transpiration (giving off of water by plants
through leaves, and by animals through perspiration) and isolated (separated)}
1. (This is a primary purpose question, and we should answer it by spotting the theme that runs through
the entire passage.) The first para of the passage defines hydrogeology and describes the hydrogeological cycle.
The second para defines and explains geohydrology, and points out why it is erroneous to use hydrogeology and
geohydrology as synonyms. We can therefore say that the main purpose of the passage may be stated, among the
choices, as to correct a misconception. So, (C) is the answer.
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2. (This is an inference question in which the key phrase is study by a geohydrologist.) Lines 11-14 say
that geohydrology is concerned with water that has been isolated underground because of geologic changes.
Among the choices, it is only (C) that describes such a phenomenon, and is the answer.
All the other choices relate to water on the surface of the earth, which would be studied by hydrogeologists,
and not by geohydrologists.
PS
C
TU
TO
IA
LS
3. (This is a specific fact question, in which the key phrase and its place of occurrence are mentioned in the
question itself.) The purpose of the second para is to point out the distinction between hydrogeology and
geohydrology. It is in order to clarify this distinction that the author refers to many formations of water which,
through geological changes, have been isolated underground, losing all connections with water which forms the
hydrogeological cycle. So, (A) is the answer.
You can easily eliminate all the other choices as unsuitable.
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LS
IA
R
TO
TU
PS
C
U
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