Class 11 PSA Qualitative Reasoning Test

IF A + B means A is the mother of B; A – B means A is the brother of B; A % B means A is the father of B and A x B means A is the sister of B, which of the following shows that U is the maternal uncle of Z?

Five boys are running a race in a line. Jogi was following Harish. Rajeev was just ahead of Sohan. Kuber was between Soham and Harish. Who was the second in the line?

Ankit, Punj, Ravi, Yash, Suhail and Zubir are sitting in a row. Suhail and Zubir are in the centre. Ankit and Punj are at the ends. Ravi is sitting to the left of Ankit. Who is to the right of Punj?

Arrange the given words in a meaningful sequence – Pillows Mattress Bedroom Bed sheet bed

Which option best completes following analogies? Phobia : fear :: mania : __________

Which option best completes following analogies? fangs : snake :: talons : __________

Read the following passage and answer the questions that follow. Have you ever thought why scientists use the method of cloning? The most common reason to clone plants or animals is mass production of organisms with desired qualities, such as a prizewinning orchid or a genetically modified animal. The well-known example is genetically engineered sheep to produce human insulin. Other reasons for cloning might include filling the gap of lost beautiful pets and regenerating endangered or even extinct species. Whatever the reasons are, the new cloning technologies have ignited ethical debates and discourses at many science forums, political forums and even public forums. Several governments have made legal provision to slow down, limit or ban cloning experiments. In near future, cloning will be a more recurrent technique, but the course of this technology has yet to be established. The greatest debatable issue is still unanswered- should humans be cloned? Due to the poor success rate of animal cloning experiments (even less than one percent) and the lack of understanding about reproductive cloning, many scientists are of strong opinion that it would be unethical to attempt to clone humans. Several cloned animals die prematurely due to enhanced susceptibility to diseases and other metabolic complications. The same problem might be expected in human cloning. Apart from this, impact of cloning on metal and cognitive development has hardly been researched. Intellect and mood may not be significant issues in case of sheep or rabbit, but they are crucial for the development of healthy humans. With so many concerns, the attempt to clone at this time seems to be ethically irresponsible. What is the most distinguishing feature of cloning?

Read the following passage and answer the questions that follow. Have you ever thought why scientists use the method of cloning? The most common reason to clone plants or animals is mass production of organisms with desired qualities, such as a prizewinning orchid or a genetically modified animal. The well-known example is genetically engineered sheep to produce human insulin. Other reasons for cloning might include filling the gap of lost beautiful pets and regenerating endangered or even extinct species. Whatever the reasons are, the new cloning technologies have ignited ethical debates and discourses at many science forums, political forums and even public forums. Several governments have made legal provision to slow down, limit or ban cloning experiments. In near future, cloning will be a more recurrent technique, but the course of this technology has yet to be established. The greatest debatable issue is still unanswered- should humans be cloned? Due to the poor success rate of animal cloning experiments (even less than one percent) and the lack of understanding about reproductive cloning, many scientists are of strong opinion that it would be unethical to attempt to clone humans. Several cloned animals die prematurely due to enhanced susceptibility to diseases and other metabolic complications. The same problem might be expected in human cloning. Apart from this, impact of cloning on metal and cognitive development has hardly been researched. Intellect and mood may not be significant issues in case of sheep or rabbit, but they are crucial for the development of healthy humans. With so many concerns, the attempt to clone at this time seems to be ethically irresponsible. ‘Government have made legal provision to slow down, limit or ban cloning experiments.’ What might be the possible reason?

Read the following passage and answer the questions that follow. Have you ever thought why scientists use the method of cloning? The most common reason to clone plants or animals is mass production of organisms with desired qualities, such as a prizewinning orchid or a genetically modified animal. The well-known example is genetically engineered sheep to produce human insulin. Other reasons for cloning might include filling the gap of lost beautiful pets and regenerating endangered or even extinct species. Whatever the reasons are, the new cloning technologies have ignited ethical debates and discourses at many science forums, political forums and even public forums. Several governments have made legal provision to slow down, limit or ban cloning experiments. In near future, cloning will be a more recurrent technique, but the course of this technology has yet to be established. The greatest debatable issue is still unanswered- should humans be cloned? Due to the poor success rate of animal cloning experiments (even less than one percent) and the lack of understanding about reproductive cloning, many scientists are of strong opinion that it would be unethical to attempt to clone humans. Several cloned animals die prematurely due to enhanced susceptibility to diseases and other metabolic complications. The same problem might be expected in human cloning. Apart from this, impact of cloning on metal and cognitive development has hardly been researched. Intellect and mood may not be significant issues in case of sheep or rabbit, but they are crucial for the development of healthy humans. With so many concerns, the attempt to clone at this time seems to be ethically irresponsible. Why has animal cloning not been considered very successful? Most cloned animals,

Read the following passage and answer the questions that follow. Have you ever thought why scientists use the method of cloning? The most common reason to clone plants or animals is mass production of organisms with desired qualities, such as a prizewinning orchid or a genetically modified animal. The well-known example is genetically engineered sheep to produce human insulin. Other reasons for cloning might include filling the gap of lost beautiful pets and regenerating endangered or even extinct species. Whatever the reasons are, the new cloning technologies have ignited ethical debates and discourses at many science forums, political forums and even public forums. Several governments have made legal provision to slow down, limit or ban cloning experiments. In near future, cloning will be a more recurrent technique, but the course of this technology has yet to be established. The greatest debatable issue is still unanswered- should humans be cloned? Due to the poor success rate of animal cloning experiments (even less than one percent) and the lack of understanding about reproductive cloning, many scientists are of strong opinion that it would be unethical to attempt to clone humans. Several cloned animals die prematurely due to enhanced susceptibility to diseases and other metabolic complications. The same problem might be expected in human cloning. Apart from this, impact of cloning on metal and cognitive development has hardly been researched. Intellect and mood may not be significant issues in case of sheep or rabbit, but they are crucial for the development of healthy humans. With so many concerns, the attempt to clone at this time seems to be ethically irresponsible. Which of the following is a major limitation of human cloning, but is less relevant in animal cloning?

Read the following passage and answer the questions that follow. Have you ever thought why scientists use the method of cloning? The most common reason to clone plants or animals is mass production of organisms with desired qualities, such as a prizewinning orchid or a genetically modified animal. The well-known example is genetically engineered sheep to produce human insulin. Other reasons for cloning might include filling the gap of lost beautiful pets and regenerating endangered or even extinct species. Whatever the reasons are, the new cloning technologies have ignited ethical debates and discourses at many science forums, political forums and even public forums. Several governments have made legal provision to slow down, limit or ban cloning experiments. In near future, cloning will be a more recurrent technique, but the course of this technology has yet to be established. The greatest debatable issue is still unanswered- should humans be cloned? Due to the poor success rate of animal cloning experiments (even less than one percent) and the lack of understanding about reproductive cloning, many scientists are of strong opinion that it would be unethical to attempt to clone humans. Several cloned animals die prematurely due to enhanced susceptibility to diseases and other metabolic complications. The same problem might be expected in human cloning. Apart from this, impact of cloning on metal and cognitive development has hardly been researched. Intellect and mood may not be significant issues in case of sheep or rabbit, but they are crucial for the development of healthy humans. With so many concerns, the attempt to clone at this time seems to be ethically irresponsible. What is the main reason for cloning not being completely discarded? It,

Read the following passage and answer the questions that follow. Have you ever thought why scientists use the method of cloning? The most common reason to clone plants or animals is mass production of organisms with desired qualities, such as a prizewinning orchid or a genetically modified animal. The well-known example is genetically engineered sheep to produce human insulin. Other reasons for cloning might include filling the gap of lost beautiful pets and regenerating endangered or even extinct species. Whatever the reasons are, the new cloning technologies have ignited ethical debates and discourses at many science forums, political forums and even public forums. Several governments have made legal provision to slow down, limit or ban cloning experiments. In near future, cloning will be a more recurrent technique, but the course of this technology has yet to be established. The greatest debatable issue is still unanswered- should humans be cloned? Due to the poor success rate of animal cloning experiments (even less than one percent) and the lack of understanding about reproductive cloning, many scientists are of strong opinion that it would be unethical to attempt to clone humans. Several cloned animals die prematurely due to enhanced susceptibility to diseases and other metabolic complications. The same problem might be expected in human cloning. Apart from this, impact of cloning on metal and cognitive development has hardly been researched. Intellect and mood may not be significant issues in case of sheep or rabbit, but they are crucial for the development of healthy humans. With so many concerns, the attempt to clone at this time seems to be ethically irresponsible. ‘With so many concerns, the attempt to clone humans at this time seems to be ethically irresponsible.’ Which of the following has not been mentioned as a concern in the passage?

Read the following passage and answer the questions that follow. Students facing a new problem often give up, if the answer to a problem is not immediately known. They think it is too difficult, or beyond their capacity. They exclaim, “I can’t do this!” and don’t make efforts to do. Sometimes they scribble anything without understanding, to finish the task as soon as possible. Some of these students might be suffering from the problem of attention deficit. They get easily distracted and are unable to focus for a longer duration of time. They lack the ability to analyze a problem and develop a strategy to find a feasible solution. They probably give up because they have limited problem-solving abilities. When confronted with challenging situations, students, parents and teachers might use one or more of their habits of mid by asking themselves, ‘What is the most intelligent and best thing I can do in this situation?’ How can I reconstruct this problem to make it clearer, more precise? ‘What are my available resources?’ ‘How and what can I learn from this?’ ‘How can I draw on my past experiences with problems like this?’ ‘How can I look at this problem from a fresh perspective?’ ‘How does this problem affect others?’ ‘How can we solve it together?’ Solutions may be hidden in the answers to all these questions. Attention deficit can cause the student to,

Read the following passage and answer the questions that follow. Students facing a new problem often give up, if the answer to a problem is not immediately known. They think it is too difficult, or beyond their capacity. They exclaim, “I can’t do this!” and don’t make efforts to do. Sometimes they scribble anything without understanding, to finish the task as soon as possible. Some of these students might be suffering from the problem of attention deficit. They get easily distracted and are unable to focus for a longer duration of time. They lack the ability to analyze a problem and develop a strategy to find a feasible solution. They probably give up because they have limited problem-solving abilities. When confronted with challenging situations, students, parents and teachers might use one or more of their habits of mid by asking themselves, ‘What is the most intelligent and best thing I can do in this situation?’ How can I reconstruct this problem to make it clearer, more precise? ‘What are my available resources?’ ‘How and what can I learn from this?’ ‘How can I draw on my past experiences with problems like this?’ ‘How can I look at this problem from a fresh perspective?’ ‘How does this problem affect others?’ ‘How can we solve it together?’ Solutions may be hidden in the answers to all these questions. What should a teacher do to help a student with limited problem-solving abilities?

Read the following passage and answer the questions that follow. Students facing a new problem often give up, if the answer to a problem is not immediately known. They think it is too difficult, or beyond their capacity. They exclaim, “I can’t do this!” and don’t make efforts to do. Sometimes they scribble anything without understanding, to finish the task as soon as possible. Some of these students might be suffering from the problem of attention deficit. They get easily distracted and are unable to focus for a longer duration of time. They lack the ability to analyze a problem and develop a strategy to find a feasible solution. They probably give up because they have limited problem-solving abilities. When confronted with challenging situations, students, parents and teachers might use one or more of their habits of mid by asking themselves, ‘What is the most intelligent and best thing I can do in this situation?’ How can I reconstruct this problem to make it clearer, more precise? ‘What are my available resources?’ ‘How and what can I learn from this?’ ‘How can I draw on my past experiences with problems like this?’ ‘How can I look at this problem from a fresh perspective?’ ‘How does this problem affect others?’ ‘How can we solve it together?’ Solutions may be hidden in the answers to all these questions. How are solutions to problems often found?

Read the following passage and answer the questions that follow. Students facing a new problem often give up, if the answer to a problem is not immediately known. They think it is too difficult, or beyond their capacity. They exclaim, “I can’t do this!” and don’t make efforts to do. Sometimes they scribble anything without understanding, to finish the task as soon as possible. Some of these students might be suffering from the problem of attention deficit. They get easily distracted and are unable to focus for a longer duration of time. They lack the ability to analyze a problem and develop a strategy to find a feasible solution. They probably give up because they have limited problem-solving abilities. When confronted with challenging situations, students, parents and teachers might use one or more of their habits of mid by asking themselves, ‘What is the most intelligent and best thing I can do in this situation?’ How can I reconstruct this problem to make it clearer, more precise? ‘What are my available resources?’ ‘How and what can I learn from this?’ ‘How can I draw on my past experiences with problems like this?’ ‘How can I look at this problem from a fresh perspective?’ ‘How does this problem affect others?’ ‘How can we solve it together?’ Solutions may be hidden in the answers to all these questions. How does our past experience help us?

Read the following passage and answer the questions that follow. Students facing a new problem often give up, if the answer to a problem is not immediately known. They think it is too difficult, or beyond their capacity. They exclaim, “I can’t do this!” and don’t make efforts to do. Sometimes they scribble anything without understanding, to finish the task as soon as possible. Some of these students might be suffering from the problem of attention deficit. They get easily distracted and are unable to focus for a longer duration of time. They lack the ability to analyze a problem and develop a strategy to find a feasible solution. They probably give up because they have limited problem-solving abilities. When confronted with challenging situations, students, parents and teachers might use one or more of their habits of mid by asking themselves, ‘What is the most intelligent and best thing I can do in this situation?’ How can I reconstruct this problem to make it clearer, more precise? ‘What are my available resources?’ ‘How and what can I learn from this?’ ‘How can I draw on my past experiences with problems like this?’ ‘How can I look at this problem from a fresh perspective?’ ‘How does this problem affect others?’ ‘How can we solve it together?’ Solutions may be hidden in the answers to all these questions. While dealing with a problem, what would a person with attention deficit most likely think?

Read the following passage and answer the questions that follow. Students facing a new problem often give up, if the answer to a problem is not immediately known. They think it is too difficult, or beyond their capacity. They exclaim, “I can’t do this!” and don’t make efforts to do. Sometimes they scribble anything without understanding, to finish the task as soon as possible. Some of these students might be suffering from the problem of attention deficit. They get easily distracted and are unable to focus for a longer duration of time. They lack the ability to analyze a problem and develop a strategy to find a feasible solution. They probably give up because they have limited problem-solving abilities. When confronted with challenging situations, students, parents and teachers might use one or more of their habits of mid by asking themselves, ‘What is the most intelligent and best thing I can do in this situation?’ How can I reconstruct this problem to make it clearer, more precise? ‘What are my available resources?’ ‘How and what can I learn from this?’ ‘How can I draw on my past experiences with problems like this?’ ‘How can I look at this problem from a fresh perspective?’ ‘How does this problem affect others?’ ‘How can we solve it together?’ Solutions may be hidden in the answers to all these questions. Which of the following information CANNOT be inferred from the passage?