Tips for solving Analogy Questions:

Establish the relationship between the given pair. After you have found the relationship, look at the answer choices to find a similar relationship amongst them. Example 1: As Man is related to House, in the same way cow is related to what? a. Den b. ow!pen c. ave d. House Answer is "b#. As the dwelling place for a man is a house, in the same way dwelling place for a cow is ow!pen. Example 2: As $ing is related to the %ueen, similarly which of the following pairs, bears the same relation? &ncle!'iece (ather!daughter Dog!pup (ather!mother Answer is "d#. As )ueen is feminine of king, in the same way mother is feminine of father. Example 3: *latform!+rain, -tand!.us, Harbour! ? .eggar +urner .oat -hip Answer is "d#. As train stops at platform, bus at stand in the same way ship stops at harbour. Example 4: obber!shoe, .arber!Hair, arpenter! ? (urniture .utcher Artist *ainting Answer is "a#. As a cobbler makes shoe and barber cuts hair, in the same way carpenter makes furniture.

a. b. c. d.

a. b. c. d.

a. b. c. d.

To understand differently kind of relationships the list of pro!a!le relationships found in analogy "uestions is given !elow# /. Antonymous relationship: 0pposite meaning Examples$ -lim 1 stout +ruth 1 lie *oor 1 2ich 3. %ynonymous relationship: -imilar in meaning Examples: -lim 1 thin $ind 1 .enevolent -tout 1 *ortly 4. &ause and effe't relationship: +he second word is a reaction that occurs due to the first. Examples: Mos)uito 1 Malaria 5nsult 1 humiliation 6erm 1 Desease 7. (orker and Tool relationship: Examples: 8oodcutter 1 A9e 8riter 1 *en *ainter 1 .rush :. (orker and Arti'le relationship: Example: arpenter 1 +able Auther 1 .ook obbler 1 shoe ;. Tool and o!)e't relationship: Example: $nife 1 =egetable -cissor 1 loth *en 1 *aper *# (hole + part relationship: Examples: ar 1 wheel 2a>or 1 blade -oldier 1 2egiment tools used by various technicians.

reator of an article and the article created.

tools used on ob<ect.

?. &lassifi'ation relationship: .iological@botanical classification or chemical@physical classification Examples: 8hale 1 Mammals Mos)uito 1 insect -nake 1 2eptile ,# %ex relationship: Examples: .oy 1 6irl Male 1 (emale &ncle 1 aunt 1-# Time se"uen'e relationship: Examples: AM 1 *M Day 1 'ight 11# .aw material and produ't relationship: Examples: Milk 1 cheese 6rape 1 8ine (lour 1 .read 12# %pe'ialist and su!)e't relationship: Examples: Heart 1 ardiologist +eeth 1 Dentist -kin 1 Dermatologist /4. /umeri'al relationship: simple mathematical operations may be used Examples: 31? 4 1 3A 14# 0la'e relationship: Examples$ Hawamahal 1 Baipur 6olden temple 1 Amritsar +a< Mahal 1 Agra /:. 1tility relationship: relationship of the article to the purpose for which it is used. Examples$ .ed 1 -leeping

*en 1 writing .all 1 *laying /;. 2a!it relationship: food habit etc. Examples$ +iger 1 arnivorous 6oat 1 herbivorous 1*# Quantitative relationship: Examples$ Milligram 1 6ram Citre 1 Millilitre .ig 1 -mall

%ome more examples: /. D oolerE is related to DsummerE in the same way which of the following is related to DrainE? "/# -hirt "3# &mbrella "4# 5ce!cream "7# (an Ans. "3# ooler is used to protect us from heat. -imilarly umbrella is used to protect us from rain. 3. Ans. to dig. 4. *en F 8rite, .rush F teeth, -pade ! ? "/# ut "3# Dig "4# 8ood "7# 5ron "3# As pen is used to write and brush is used to clean the teeth, similarly spade is used

+uberculosis F Cung, *iles F .uttock, Hernia ! ? "/# 5ntestine "3# Abdomen "4# $idney "7# -tomach Ans. "/# As tuberculosis is the disease of lungs and piles is the disease of buttock, similarly hernia is the disease of intestine. 7. -ports 1 Cogo 1 1 'ation 1 ? "/# Emblem "3# Animal "4# 2uler "7# Anthem Ans. "/# As a particular sign for -ports is called DCogoE in the same way a rope assigns a direction to a balloon. :. Ans. ;. *aw 1 at 1 1 Hoof 1 ? "/# Horse "3# Camp "4# Elephant "7# Cion "/# As a paw is to cat in the same way hoof is to a horse. A. D 1 8GHI 1 1 E(6H 1 ?

"/# -+&= "3# -+0& "4# -+&E "7# -+&= Ans. "7# +he first term in the )uestion pair consists of four letters in forward se)uence "A!I# and the second term consists of four letters from the end of the alphabetic order and the se)uence remains forward in both cases "A to I#

&3A%%454&AT46/ (6.784TE9% &3A%%454&AT46/

5n this type of )uestion, you are given a group of five or si9 words@items, which have some sort of similarity among themselves. 0ne of the items does not belong to the group. 5dentify the one that is odd. E:A903E%1 /. a. apple b. mango c. watermelon d. guava Explanation: Here e9pect D E all of other are grow on trees. -o 8atermelon is the odd man here. 3. a. 'ickel b. +in c. -teel d. 5ron e. opper Explanation1 Here e9pect D E the others are simple metals. -teel is an alloy"combination of two or more metals. 4. a. Dictionary b. .iography c. Atlas d. Director e. Almanac Explanation1 Here e9pect D.E all the others are reference books. A biography is a narrative. 7. a. oat b. -hirt c. .louse d. +rousers e. -weater Ans1! " D # Explanation1! All e9cept +rousers are garments which cover the upper part of the body :. a. 6u<arat b. Maharashtra c. &ttar pradesh d. 8est .engal e. $erala Ans1! " # E9p1! All e9cept &ttar pradesh have the sea!coast. ;. a. +ouch b. -ee c. Hear d. Eat e. -mell Ans1! "D# E9p1! +he others are senses, Eating is a body function. A. a. otton b. Bute c. -ilk d. 'ylon Ans1! " D # E9p1! All e9cept 'ylon are 'atural fibers while 'ylon is a synthetic fiber. e. 8ool

/19;E. &3A%%454&AT46/:
Here in place of letters, numbers@group of numbers are used and you have to identify the number@group of numbers that is different from the rest. E9amples1 /. a. :/: b. ?A: c. 4?J d. :KJ e. ?A; E9p1 Ans is DEE all other numbers are divisible by :, e9cept ?A;. 3. a. :AK b. ??: c. ;K; d. 4K? e. ?A; E9p1 Ans is DDE all other digits in each group when totalled up, the sum obtained is 3/. 5n 4K? the sum obtained is 3J. 4. a. // b. /4 c. /A d. /K e. 4K

E9p1 Ans is DEE all others are prime numbers. 0A4. &3A%%454&AT46/: 5n this section we need to choose the pair that is different from remaining pairs.

E9amples1
/. a whale 1 mammal b. salamander 1 insect c. snake 1 reptile d. frog 1 amphibian ans: <!= Explanation: 5n all other pairs ,first one is the animal which is belong to second type. 3. a. apple 1 <am b. lemon 1 citrus c. orange 1 s)uash d. tomato 1 pury Ans: <!= Explanation: 5n all other pairs ,second one is the form in which the first is preserved. 4. a fish 1 shoal b. cow 1 herd c. sheep 1 flock Ans: <d= Explanation: 5n all other pairs ,second one is the collective group of the first. d. man 1 mod

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4/T.671&T46/
ode is a se)uence of letters, which is used in place of the original word that is coded. 6enerally, there e9ists a certain relationship between the letters of the original word and its code or words that are coded in a certain language. +his involves letter coding, number coding, substitution and mi9ed number coding.

T?0E% 65 &674/>

3etter &oding
Here, the real alphabets in a word are replaced by certain other alphabets according to a specific rule to form its code. 5t is re)uired to detect the common rule. E:A903E%: Example: code? Solution: 5f, in a certain language, MAD2A- is coded as '.E-.+, how is .0M.AH written in that

learly, each letter in the word MAD2A- is moved one step forward to obtain the corresponding letter of the code. -o, in .0M.AH, . will be coded as , 0 as *, M as ', A as . and H as I. Hence, the code for .0M.AH is *' .I.
"d# H8*5

Example: "a# 8&2% %olution:

EB% is coded as G=%B, then .D5* will be coded as1 "b# H82$ "c# 8&*5 Answer is D.E. As is 4rd from starting G is 4rd from end. E is :th from starting and = is :th from end. And so on... -o it is a reverse order. Example:

8hich of the following choices will replace the )uestion mark? M5CD 1 '$0H 11 6A+E 1 ? "a# HD=% "b# H 85 "c# 5.&* "d# HD&2 %olution: Answer is DbE. Here letters are coded by skipping letters in alphabetical order +he skipping pattern is L/, L3, L4 and L7. Example: 5f the word ME'+AC is written C'D(M0-&I.$M, then how would the word +E-+ be written in that code? "a# &=(6+55= "b# 2- D%22"c# -&D(%2-M "d# -&D(2+-& %olution: Answer is DdE Each letter is coded by its preceding and succeeding letters, i.e. M by C and ', and so on.

/um!er &oding
Here, the alphabetical code values are assigned to the numbers. Example: 5f -*A5' is written as ;?:/3 and (2A' E is written as AK:374, how is A(25 A coded as? learly, the alphabets are coded as shown. * A 5 ' ( 2 E ; ? : / 3 A K 7 4 A is coded as :, ( as A, 2 as K, 5 as / and as 7. Hence, A(25 A is coded as :AK/7:. 5f I M :3 and A + M 7?, then .A+ will be e)ual to NNNNNN.

Solution:

Example:

Solution:

5n the given code, A M 3, . M 7, -o, A + M 3 L ; L 7J M 7? .A+ M 7 L 3 L 7J M 7;

M ;, I M :3.

Example: Solution:

5n a certain code, 47:; is coded as 20*E, /::3; is coded as A**CE, then how is :7;/4 coded as? +he numbers are coded as follows 1 4 7 : ; / 2 0 * E A Hence, :7;/4 is coded as *0EA2. 3 C

9ixed (ord &oding

5n this type of )uestion, three or four complete messages are given in the coded language and the code for a particular word is asked. +o analyse such codes, any two messages bearing the common word are picked up. +he common code word will mean that word. Example: 5n a code language, Dmok dan silE means Dnice big houseE, Dfit kon danE, means Dhouse is goodE and Dwarm tir fitE means Dcost is highE. 8hich word stands for DgoodE in that language? 5n the first 3 codes, the common code word is DdanE and the common word is DhouseE. -o, DdanE stands for DhouseE. 5n the last 3 codes, the common code word is DfitE and the common word is DisE. -o, DfitE stands for DisE. +hus, in the second code, DkonE stands for DgoodE. 5n a certain code language, Dka bi pu yaE means Dyou are very intelligentE, Dya lo ka woE means Dthey seem very intelligentE, Dla pu leE means Dyou can seeE and Dsu pun yum yaE means Dhow intelligent she isE. 5n that language, what is the code for DareE? 5n the first 3 codes, the common code words are DkaE and DyaE and the common words are DveryE and DintelligentE. -o, DkaE and DyaE are the codes for DveryE and DintelligentE. 5n the first and third codes, the common code word is DpuE and the common word is DyouE. -o, DpuE stands for DyouE. +hus, in the first code, DbiE stands for DareE.

Solution:

Example:

Solution:

9ixed /um!er &oding

5n these types of )uestions, a few groups of numbers, each coding a certain short message are given. +hrough a comparison of the given coded message, taking two at a time, it is re)uired to find the number code for each word and then, the code is formulated for the given message.
Example: Solution: 5n a certain code, D37AE means Dspread red carpetE, D3:;E means Ddust one carpetE and D3;7E means Done red carpetE. 8hich digit in that code means DdustE? 5n all the 4 codes, the common code digit is D3E and the common word is DcarpetE. -o, D3E means DcarpetE. 5n the last 3 codes, the common code digit is D;E and the common word is DoneE. -o, D;E means DoneE. +herefore, in the second code, D:E means DdustE. 5n a certain code, D:3;E means Dsky is blueE, D37E means Dblue colourE and D74;E means Dcolour is funE. 8hich digit in that language means DfunE?

Example:

Solution: 5n the first and last codes, the common code digit is D;E and the common word is DisE. -o, D;E means DisE. 5n the last 3 codes, the common code digit is D7E and the common word is DcolourE. -o, D7E means DcolourE. +hus, in the last code, D4E means DfunE.

-yllogism
Cet us begin by taking an e9ample1 All boys love to play football . +here are two sets here, "a# that of boys and "b# that of those who love to play football. 'ote that in this case boys are a part of a bigger set of those who love to play football. +he concept becomes clearer with the help of =enn diagrams.

5f the statement had been1 Some boys love to play football , it would mean that a part of the bigger set of boys would love to play football. +he diagrammatical representation would have been like1

5n this diagram, the shaded area represents boys who love to play football. 'ow, if we have a statement like1 6nly !oys love to play foot!all , it means that no one else can love to play football. However, it does not mean that all boys love to play football. +he statement can be diagrammatically represented as1
+ h o s e w h o lo v e to p la y fo o tb a ll . oys

Cet us now move on to situations where there are two statements instead of one. -tatements like1 All !oys love to play foot!all all girls love to play foot!all# +he diagrammatic representation of this will be1

As shown in the =enn diagram, you will see that boys and girls are parts or elements of a larger set of Dthose who love to play footballE. And also that boys and girls are two separate sets. 5f we have a statement like1 %ome !oys love to play foot!all and some girls love to play foot!all it can be represented as1

Cet us now find out whether a third statement can be drawn or concluded from two given statements. All !oys love to play foot!all# %ome girls are !oys# Cet us again take the help of =enn diagrams to represent these.

As seen from the =enn diagrams, you can easily conclude that some girls "those who are boys# love to play football. Cet us take another set of statements1 All cows are white. All white things are chalk. +his can be represented as1

an you conclude anything from the given statements? Hes, you can conclude that all cows are chalk. -ounds absurdO .ut you have proven it with your reasoning. -ome other e9amples of relationships between ob<ects, as designated by =enn diagrams, are given below1 /. Men, 8omen, Human .eings F

Here men and women are two distinct sets and parts of a bigger set of human beings. 3. Moon, 5ndia, ountries F

Here, 5ndia is a country. +herefore, it belongs to the larger set of countries, while Moon, being a satellite is outside it. 4. .read, .utter, Bam F

Here, bread, butter and <am are separate sets and have no relation to each other. 7. 8omen, .abies, +eachers F

8omen may be teachers but babies will neither be women nor teachers. Tips To %olve %yllogisms : +here are a few ways to make syllogism ! based )uestions easier to solve, and to save time. /. 3. 4. 7. :. ;. Always represent the sentences diagrammatically with the use of =enn diagrams. 'ot doing so will lead to confusion and waste of time. ommonly known facts have to be disregarded. -o, even if the premise says all blue is red, the conclusion must be derived on the given information. Do not assume any prior knowledge. +he conclusion in a syllogism must be derived from the propositions given, and not from any prior knowledge on the sub<ect. +he conclusion must give some new information based on the two premises, and not simply reiterate the given facts. 5f the first two sentences introduce four elements, re<ect the option. 0ne syllogism )uestion can test the relationship among three elements only. 5f there are two elements eg. DhatE and DhairE, avoid using a single alphabet to represent both. 5nstead use the abbreviation DhtE for hat and DhrE for DhairE to avoid confusion while drawing the diagrams and inferring the relationship of elements in each syllogism.

DIRE !I"#S: In which of the following options $oes the last sentence follow from the prece$ing two sentences. Example %: A. All hats are red. -ome flowers are red. -ome flowers are hats. .. -ome cows are goats. -ome sheep are goats. All goats are sheep. . -ome planets are satellites. All satellites are luminous. -ome planets are luminous. a# only A b# only . c# A and . d# only Solution: All hats are red can be represented as1

5f we now take both the statements1 All hats are red. -ome flowers are red. +he diagrammatic representation will be1

Hou can see from the diagram that we cannot conclude that some flowers are hats. However, we must not rule out the possibility that some flowers may !e hats. 5n such a case, the diagrammatic representation would be1

However, we cannot say for certain that some flowers are hats. +hus, option "a# is ruled out, and so is "c#, as it mentions DA and .E. Cook at "b# now. 5t can be represented as1

As you can see from the diagram, you cannot conclude that all goats are sheep. +hus, "b# is ruled out. Cet us now look at . 5f some planets are satellites and all satellites are luminous, then some planets will be luminous as well.

+he answer, therefore, is "d#. "#S: &hich of the conclusions follow from the given statements. Example ': 'o humans breathe. *eter breathes. -am breathes. 5. -am is human. 55. *eter is human. 555. -ome humans breathe. 5=. *eter is -am. a# only 5 follows c# 55 and 555 follow Solution: b# only 55 follows d# none of these follow

As you can see from the diagram, none of the options can be concluded. +he answer, therefore, is "d#.