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 fll the blank.
1. This train travels from London ______ Paris.
a) at
b) to
c) over
d) below
Ans: b
2. e 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# f31#
$# f0#
c# f1#
%# fF#
e# f@#
'ns- %
24. ' perfect cu%e is an inte-er w#ose cu%e root is an inte-er. Aor e:a&ple* 2+* 4 an$ 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!
() if only ! is i"plicit #
($) if only ass%"ption !! is i"plicit#
(C) !f either ! or !! is i"plicit #
(&) if neither ! nor !! is i"plicit
(') if both ! and !! are i"plicit.
31. 3tate&ent! 't is %esira$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 runnin- at
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# (
$# 2
c# &
%# 0
e# 1
(ns- c
/2&0012223245##, 0012223245##, 0012223245##
a)
b)$
c)C
d)&
e)'
Ans: a
43= 7KK7KK7K77* 7KK77K7K77* 7KK7KK7KK7
a# (
$# 2
c# &
%# 0
e# 1
'ns- e
44= +13+.,+,+* +13+.,+,+* +13+.,+,+
a# (
$# 2
c#&
%#0
e#1
'ns-0
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 11/0 120 1332
a# 111?
$# 10G?
c# 11F@
%# 10J?
e# None of these
'ns- e
4+. 1(2( 2(0 2(00 10005 10
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 44(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 $elow it-
Aro& a -roup of si: %oys @*1*>*P*Q*. an$ 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
0 and 1 *o to*ether
Nnless ot#erwise state$* t#ese criteria are applica%le to all t#e followin- ;uestions!
*1. #f the team consists of 2 6irls and # is one of them , the other mem!ers
are
a) 2(1./
b) -,+./
c) 0+./1
d) 01(,.
Ans: c
(2. If t#e tea& #as four %oys inclu$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