Infosys Aptitude Test Paper 2011

Aptitude Test:
Questions = 55; Time limit = 60 minutes along with that an essay to write in the same sheet in another 10 minutes. No sectional cut off, no negative marking. Offline !a!er " !en# test
Directions for Questions 1-3: Choose the option which will correctly fill the blank. 1. This train travels from London ______ Paris. a) at b) to c) over d) below Ans: b 2. We stood at the ac! ______ the theater. a) of b)on c)in d) for Ans: a

3. I will work _________ five o'clock. a# until $# u! c#in %# to Directions for Questions 4- ! &hoose the wor% nearest in meaning to the wor% in 'T()'&* from the given o!tions. 4. "#e anti$ote to t#ese pro%le&s is #ar$ to fin$ a# &ause for $# +esult of c# +eme%y for %# &onse,uence of e# None of these 'ns- & (. )ecause of a fa&ily feu$ * #e never spoke to #is aife's parents. a# &risis $# Trou$le c# .ro$lem

%# /uarrel %# None of these 'ns- 0 . "#e article is written in a very luci$ style. a# 1la$orate $# &lear c# 'ntricate %# No$le e# None of these 'ns- 2 Directions for Questions +-10! &hoose the answer o!tion which will correctly fill the $lank. +. _________ &an ran into t#e street. ' car #it ____ &an. a# (, the $# (n, the c# the, the %# (, the ,. "#e interestin- t#in- a%out _____ .o&ans is all t#e roa$s t#at t#ey %uilt in )ritain. a# ( $# (n c# none of these %# The /. 'l%ert 0instein was ____ fa&ous scientist. 0instein won ___ 1o%el Pri2e in P#ysics in 1/21.0instein left #is country an$ live$ in ____3tates until #e $ie$ in 1/((. a# (, the, an $# (, the, the c# (, an, the %# (n, an, the 'ns- 2 10. 're you s#oppin- for ________ #ealt# clu% to 4oin so you can -et in s#ape5 3#op wisely6 7ou coul$ en$ up c#oosin- ___________wron- clu% an$ losin- &ore &oney t#an poun$s. a# the, an $# the, the c# (, the %# (n, the 'ns- & Directions for Questions 11-1 ! +ea% the !assage an% answer the ,uestions that follow on the $asis of the information !rovi%e% in the !assage. The !ioneers of the teaching of science imagine% that its intro%uction into e%ucation woul% remove the conventionality, artificiality, an% $ackwar%3lookingness which were characteristic;of classical stu%ies, $ut they were gravely

%isa!!ointe%. *o, too, in their time ha% the humanists thought that the stu%y of the classical authors in the original woul% $anish at once the %ull !e%antry an% su!erstition of me%iaeval scholasticism. The !rofessional schoolmaster was a match for $oth of them, an% has almost manage% to make the un%erstan%ing of chemical reactions as %ull an% as %ogmatic an affair as the rea%ing of 4irgil5s (enei%. The chief claim for the use of science in e%ucation is that it teaches a chil% something a$out the actual universe in which he is living, in making him ac,uainte% with the results of scientific %iscovery, an% at the same time teaches him how to think logically an% in%uctively $y stu%ying scientific metho%. ( certain limite% success has $een reache% in the first of these aims, $ut !ractically none at all in the secon%. Those !rivilege% mem$ers of the community who have $een through a secon%ary or !u$lic school e%ucation may $e e6!ecte% to know something a$out the elementary !hysics an% chemistry of a hun%re% years ago, $ut they !ro$a$ly know har%ly more than any $right $oy can !ick u! from an interest in wireless or scientific ho$$ies out of school hours. (s to the learning of scientific metho%, the whole thing is !al!a$ly a farce. (ctually, for the convenience of teachers an% the re,uirements of the e6amination system, it is necessary that the !u!ils not only %o not learn scientific metho% $ut learn !recisely the reverse, that is, to $elieve e6actly what they are tol% an% to re!ro%uce it when aske%, whether it seems nonsense to them or not. The way in which e%ucate% !eo!le res!on% to such ,uackeries as s!iritualism or astrology, not to say more %angerous ones such as racial theories or currency myths, shows that fifty years of e%ucation in the metho% of science in 2ritain or 7ermany has !ro%uce% no visi$le effect whatever. The only way of learning the metho% of science is the long an% $itter way of !ersonal e6!erience, an%, until the e%ucational or social systems are altere% to make this !ossi$le, the $est we can e6!ect is the !ro%uction of a minority of !eo!le who are a$le to ac,uire some of the techni,ues of science an% a still smaller minority who are a$le to use an% %evelo! them. 11. "#e aut#or i&plies t#at t#e 'professional sc#ool&aster' #as a# No interest in teaching science $# Thwarte% attem!ts to enliven e%ucation c# (i%e% true learning %# *u!!orte% the humanists e# 2een a !ioneer in $oth science an% humanities. 'ns- 2 12. "#e aut#or8s attitu$e to secon$ary an$ pu%lic sc#ool e$ucation in t#e sciences is a# (m$ivalent $# Neutra c# *u!!ortive %# *atirical e# &ontem!tuous 'ns- e

13. "#e wor$ 9palpa%ly8 &ost nearly &eans a# 1m!irically $# O$viously c# Tentatively %# 8arke%ly e# +i%iculously 'ns- $ 14. "#e aut#or %la&es all of t#e followin- for t#e failure to i&part scientific &et#o$ t#rou-# t#e e$ucation syste& e:cept a# .oor teaching $# 16amination metho%s c# )ack of %irect e6!erience %# The social an% e%ucation systems e# )ack of interest on the !art of stu%ents 'ns- e 1(. If t#e aut#or were to stu$y current e$ucation in science to see #ow t#in-s #ave c#an-e$ since #e wrote t#e piece* #e woul$ pro%a%ly %e &ost intereste$ in t#e answer to w#ic# of t#e followin- ;uestions5 a# 0o stu%ents know more a$out the worl% a$out them9 $# 0o stu%ents s!en% more time in la$oratories9 c# &an stu%ents a!!ly their knowle%ge logically9 %# :ave te6t$ooks im!rove%9 e# 0o they res!ect their teachers 'ns- c 1 . 'strolo-y <line 31= is &entione$ as an e:a&ple of a# ( science that nee%s to $e $etter un%erstoo% $# ( $elief which no e%ucate% !eo!le hol% c# *omething unsu!!orta$le to those who have a$sor$e% the metho%s of science %# The gravest %anger to society e# (n acknowle%ge% failure of science 'ns- c Directions for Questions 1+-20! +ea% the !assage an% answer the ,uestions that follow on the $asis of the information !rovi%e% in the !assage. ;urthermore, insofar as any conclusion a$out its author can $e %rawn from five or si6 !lays attri$ute% to him, the <akefiel% 8aster is without e6ce!tion consi%ere% to $e a man of shar! contem!orary o$servation. :e was, !ro$a$ly clerically e%ucate%, as in%icate% $y his )atin an% music, his 2i$lical an% !atristic lore. 1ven to%ay he is remem$ere% for his his ,uick sym!athy for the o!!resse% an% forgotten man, his shar! eye for character, a rea%y ear for collo,uial, vernacular turns of s!eech an% a humor alternately ru%e an% $oisterous, coarse an% ha!!y. Therefore in s!ite of his conscious artistry as can $e seen in his feeling for intricate metrical an%

stan=a forms, he is regar%e% as a kin% of me%ieval *tein$eck, in%ignantly angry at, uncom!romisingly an% even $rutally realistic in !resenting the !light of the agricultural !oor. 't is now fairly acce!te% to regar% the !lay as a kin% of ultimate !oint in the seculari=ation of the me%ieval %rama. Therefore more stress has $een lai% on it as %e!icting realistically hum$le manners an% !astoral life in the $leak of the west ri%ing of >orkshire on a ty!ically col% night of 0ecem$er ?@th. (fter what are often regar%e% as almost 55%ocumentaries55 given in the three successive monologues of the three she!her%s, critics go on to affirm that the realism is then intensifie% into a $urles,ue mock3treatment of the Nativity. ;inally as a sort of e!ilogue or after3 thought in %eference to the 2i$lical origins of the materials, the !lay sli%es $ack into an atavistic moo% of early innocent reverence. 'n actuality, the final scene is the culminating scene an% also the raison %Aetre of the intro%uctory 55realism.55 *u!erficially the !resent !lay su!!orts the conventional view of its moo% of secular realism. (t the same time, the 55realism55 of the <akefiel% 8aster is of a !ara%o6ical turn. :is wi%e knowle%ge of !eo!le, as well as $ooks in%icates no cloistere% contem!lative $ut one in close relation to his times. *till, that life was after all a !re%ominantly religious one, a time which never neglecte% the $elief that man was a re$ellious an% sinful creature in nee% of re%em!tion . *o %ee!ly one can har%ly say 55naively55 of so so!histicate% a writer# an% im!licitly religious is the 8aster that he is less a$le or less willing# to !resent actual history realistically than is the author of the 2rome ($raham an% 'saac. :is historical sense is even less realistic than that of &haucer who Bust a few years $efore ha% %one for his own time 55costume romances,55 such as The Cnight5s Tele, Troilus an% &ressi%a, etc. ;urthermore, use% highly romantic materials, which coul% e6cuse his taking li$erties with history. 1+. >f t#e followin- state&ents* w#ic# is not true of ?akefiel$ @aster5 a# :e an% &haucer were contem!oraries. $# <akefiel% 8aster is remem$ere% as having written five or si6 realistic !lays. c# :is !lays realistically !ortray the !light of the country folk of his %ay %# :is writing was similar to that of Dohn *tein$eck. e# :e was an accom!lishe% artist. 'ns- % 1,. "#e wor$ 'patristic' in t#e first para-rap# is use$ to &ean. a# .atriotic $# *u!erstitious c# ;olk %# +elating to the &hristian ;athers e# +ealistic 'ns- % 1/. "#e state&ent a%out t#e ''seculari2ation of t#e &e$ieval $ra&a'' <openin- sentence of t#e secon$ para-rap#= refers to t#e a# 'ntro%uction of religious themes in the early %ays $# .resentation of eru%ite material c# Ese of contem!orary materials

%# +eturn to early innocent reverence at the en% of the !lay e# 'ntro%uction of mun%ane matters in religious !lays 'ns- e 20. Aro& t#e followin- w#at woul$ t#e writer %e e:pecte$ to $o in t#e su%se;uent para-rap#s. a# 8ake a Bustification for his com!arison with *tein$eck $# .ut forth a view !oint, which woul% take u! the thought of the secon% !aragra!h c# .oint out the anachronisms in the !lay %# 0iscuss the works of &haucer e# Talk a$out the lack of realism in the works of the <akefiel% 8aster. 'ns- $

3ection 2! (nalytical ($ility 1o. of Questions! ?0 Duration in @inutes! ?0

21. "f f#$% & #$' ( )*%+ ,hat is the value of f#-)%a) 75 b) 25 c) 0 d) -25 e) -75 Ans: b

22. Belpers are nee$e$ to prepare for t#e fete. 0ac# #elper can &ake eit#er 2 lar-e cakes or 3( s&all cakes per #our. "#e kitc#en is availa%le for 3 #ours an$ 20 lar-e cakes an$ +00 s&all cakes are nee$e$. Bow &any #elpers are re;uire$5 (. 10 2. 15 &. ?0 0. ?5 1. F0 'ns- a 23. If f<:= C <: D 2= E <:-2= for all inte-ers e:cept :C2* w#ic# of t#e followin- #as t#e -reatest value5 a# f 31# $# f 0# c# f 1# %# f F# e# f @# 'ns- %

24. ' perfect cu%e is an inte-er w#ose cu%e root is an inte-er. Aor e:a&ple* 2+* 4 an$ 12( are perfect cu%es. If p an$ ; are perfect cu%es* w#ic# of t#e followin- will not necessarily %e a perfect cu%e5 a# G! $# !, c# !, H ?I %# 3! e# ! 3 ,#6 'ns- c 2(. ' piece of ri%%on 4 yar$s lon- is use$ to &ake %ows re;uirin- 1( inc#es of ri%%on for eac#. ?#at is t#e &a:i&u& nu&%er of %ows t#at can %e &a$e5 (. G 2. J &. 10 0. 11 1. 1? 'ns- $ 2 . If F C 12. E <r D .= * t#en . C (. 4r K 1? 3 4# 2. 4r H 4 K1? &. 4r 3 1? 0. 4 K r 3 1? 1. 4 r H 1# K1? 'ns- a 2+. "#e nu&%er of $e-rees t#at t#e #our #an$ of a clock &oves t#rou-# %etween noon an$ 2.30 in t#e afternoon of t#e sa&e $ay is a# I?0 $# 1G0 c# I5 %# 65 e# 60 'ns- c 2,. <3: D 2= <2: - (= C a:G D k: D n. ?#at is t#e value of a - n D k5 a# 5 $# G c# J %# 10 e# 11 'ns- a 2/. If t#e ra$ius of a circle is increase$ %y 20H t#en t#e area is increase$ %y! a# @@L

$# 1?0L c# 1@@L %# @0L e# None of the a$ove 'ns- a 30. If t#e area of two circles are in t#e ratio 1 / ! 1/ t#en t#e ratio of t#eir ra$ii is a# 10 - 11 $# 11 - 1? c# 1? - 1F %# 1F - 1@ e# None of the a$ove 'ns- % Directions for Questions 31-34! 'n each ,uestion $elow is given a statement followe% $y two assum!tions num$ere% ' an% '' . consi%er the statement an% %eci%e which of the given assum!tion is im!licit. Iive answer!

(A) if only is i!plicit " (#) if only ass$!ption is i!plicit" (C) f either or (%) if neither nor (&) if both and is i!plicit " is i!plicit are i!plicit.

31. 3tate&ent! 't is %esira$le to !ut the chil% in school at the age of 5 or so. 'ssu&ptions!(t that age the chil% reaches a!!ro!riate level of %evelo!ment an% is rea%y to learn. The schools %o not a%mit chil%ren after si6 years of age. 'ns! ( 32. 3tate&ent! The government has %eci%e% to re%uce the custom %uty on com!uter !eri!herals 'ssu&ptions! The %omestic market !rice of com!uter !eri!herals may go u! near future The %omestic manufacturers may o!!ose the %ecision 'ns! % FF. 3tate&ent! M (* there is a great %eman% , every !erson take tickets of the !rogramme will $e given only five ticketsM. 'ssu&ptions! The organi=ers are not keen on selling the tickets. No one is intereste% in getting more than five tickets 'ns! % 34. 3tate&ent! The railway authorities are %eci%e% to increase the freight charges $y 10L in

view of the !ossi$ility of incurring losses in the current financial year. 'ssu&ptions- The volume of freight %uring the remaining !erio% may remain same. The amount so o$taine% may set off a !art or total of the estimate% %eficit 'ns! $ 3(."#ere are 4 %oys an$ 3 -irls. ?#at is t#e pro%a%ility t#e %oys an$ -irls sit alternately5 'ns!1KF5 3 . "wo trains are 2 k&s apart. 3pee$ of one train is 20&Es an$ t#e ot#er train is runninat 30 &Es. Jen-t#s of t#e trains are 200 an$ 300&. In #ow &uc# ti&e $o t#e trains cross eac# ot#er5 'ns! 50 secon%s 3+. ' train runs first #alf of t#e $istance at 40 k&E#r an$ t#e re&ainin- #alf at 0 k&E#r. ?#at is t#e avera-e spee$ for t#e entire 4ourney5 'ns- @GkmKhr 3,. ' %o: contains /0 &ts eac# of 100 -&s an$ 100 %olts eac# of 1(0 -&s. If t#e entire %o: wei-#s 3(.( k-.* t#en t#e wei-#t of t#e e&pty %o: is. a# 10 kg $# 10.5 kg c# 11 kg %# 11.5 kg e# None of the a$ove 'ns! % 3/. ' fat#er is t#ree ti&es as ol$ as #is son. 'fter fifteen years t#e fat#er will %e twice as ol$ as #is son's a-e at t#at ti&e. Bence t#e fat#er's present a-e is a# F6 $# @? c# @5 %# @G e# None of the a$ove 'ns- c 40. ?#ic# of t#e followin- is t#e -reatest5 a# @0L of F0 $# FK5 of ?5 c# 6.5L of ?00 %# ;ive more than the s,uare of F e# 1K?3@ 'ns- e Directions for Questions 41-4(! ;ollow the %irections given $elow to answer the ,uestions that follow. >our answer for each ,uestion $elow woul% $e- (, if ()) T:+11 items given in the ,uestion are e6actly ()'C1. 2, if only the ;'+*T an% *1&ON0 items are e6actly ()'C1. &, if

only the ;'+*T an% T:'+0 items are e6actly ()'C1. 0, if only the *1&ON0 an% T:'+0 items are e6actly ()'C1. 1, if ()) T:+11 items are 0';;1+1NT. 41= 042+-4( +324* 042+-4( +1(4* 042+-4( +324 a# ( $# 2 c# & %# 0 e# 1 (ns- c
.2%//01112134""+ //01112134""+ //01112134"" a) A b)# c)C d)% e)& Ans: a

43= 7KK7KK7K77* 7KK77K7K77* 7KK7KK7KK7 a# ( $# 2 c# & %# 0 e# 1 'ns- e 44= + 1 3+.,+,+* + a# ( $# 2 c#& %#0 e#1 'ns-0 13+.,+,+* + 13+.,+,+

4(=101100110.0101* 101100110.0101* 101100100.0101 a# ( $# 2 c# & %# 0 e# 1 'ns- 2 Directions for Questions 4 -(0! <hat shoul% come in !lace of the ,uestion3mark 9# in the following num$er series9

4 . //2 10( 5 11/0 12 0 1332 a# 111? $# 10G? c# 11F@ %# 10J? e# None of these 'ns- e 4+. 1( 2( 2(0 2(00 10005 1 0 a# 600 $# @00 c# 500 %# 650 e# None of these '%ns- $ 4,. ,0 3+05 1((0 2440 3(30 a# J00 $# G@0 c# I50 %# G60 a# None of these 'ns- 0 4/. 1( (1 21 11005 4 4(2 a# 66F0 $# 6650 c# 6560 %# 65F0 e# None of these 'ns- a (0. 24 2, 3 (2 ,45 a# 1@@ $# 1F5 c# 1@G %# 1@0 e# None of these 'ns! c Directions for Questions (1-((! +ea% the following instructions carefully an% answer the ,uestions given $elow itAro& a -roup of si: %oys @*1*>*P*Q*. an$ five -irls I*B*I*L*M a tea& of si: is to %e selecte$ .3o&e of t#e criteria of selection are as follows!

' and ( )o to)ether * cannot be placed with + cannot )o with ( + )oes with , - and . have to be to)ether / and 0 )o to)ether

Nnless ot#erwise state$* t#ese criteria are applica%le to all t#e followin- ;uestions!
)1. "f the team consists of 2 5irls and " is one of them + the other mem ers are a) 1'0-. b) ,+*-. c) /*-.0 d) /0'+Ans: c

(2. If t#e tea& #as four %oys inclu$in- > an$ . * t#e &e&%ers of t#e tea& ot#er t#an > an$ . are a#:'./ $#7C./ c# 7D./ %# 7D8. 'ns- $ (3. If four &e&%ers are %oys* w#ic# of t#e followin- cannot constitute t#e tea&5 a# 7D8O./ $# :D8N./ c# DC8NO+ %#DC8./+ 'ns- c (4. If %ot# M an$ P are &e&%ers of t#e tea& an$ t#ree %oys in all are inclu$e$ in t#e tea&* t#e &e&%ers of t#e tea& ot#er t#an M an$ P are a# 7'+/ $# 7D+8 c# :'+/ %# 'D+/ 'ns- a ((. if t#e tea& #as t#ree -irls inclu$in- L an$ M * t#e &e&%ers of t#e tea& ot#er t#an L an$ M are a# 7:N+

$# 8NO78O+7 c# N:O+ 'ns- c