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| (A) 4.2 kmph | (B) 5 kmph |
| (C) 5.5 kmph | (D) 6 kmph E. none of these |
Ans. (B)
Data-Sufficiency Questions
Data-Sufficiency Questions as the name suggests is to
determine whether or not information is sufficient to
answer the question asked. Data-Sufficiency questions
are designed to measure your ability to :- analyze a quantitative problem,
- recognize which information is relevant, and
- Determine at what point there is sufficient information to solve a problem.
- The problems below contain a question and two statements giving certain data.
The problem below contains a question and two statements giving certain data. You have to decide whether the data given in the statements is sufficient for answering the question. The correct answer is
A. If statement (I) alone is sufficient but statement (II) alone is not sufficient.
B. If statement (II) alone is sufficient but statement (I) alone is not sufficient.
C. If both statement (I) and (II) together are sufficient but neither statement alone is sufficient.
D. If each statement alone is sufficient.
E. If statement (I) and (II) together are not sufficient.
Example :
Is Shankar older than Ganesh?
(I) Kartik is four years younger than Shankar is and two years younger than Ganesh.
(II)The average of Shankar’s age in years and Ganesh’s age in years is 17
Ans. (A)
Verbal Section
Reading Comprehension
The basic structure of a Reading Comprehension section
consists of a passage followed by some questions based
upon the passage. Reading Comprehension is a test of how
well a student understands a written passage. Though some
would like to believe that it is a test of how fast one
can read, it is not a test of speed-reading. The questions
are meant to test the depth of understanding. The following passage and questions are examples of Reading Comprehension :
“Despite the many cultural and political differences among nations, the objectives and curriculum at least of elementary education tend to be similar. Nearly all nations are officially committed to mass education, which is viewed as eventually including a full elementary education for all. An increasing agreement may therefore be found among nations to the effect that preparation for citizenship is one of the major objectives of elementary education. In terms of curriculum, this objective suggests an emphasis on language competence, arithmetic skills, and basic social studies and science. The proportion of school time devoted to each of these areas may vary from nation to nation, but taken as a whole, they typically comprise the bulk of the curriculum.
Some observers viewing the less developed nations have suggested that such a curriculum does not cover enough ground and that community or vocational skills should be included. Many innovations in this direction have been attempted. Local crafts are taught in the basic schools of India, for example; agriculture has been introduced in some of the primary schools of Uganda, Kenya, and Tanzania; and introductory skills in wood and metalworking are included in the curriculum of mainland China. The specific reasons for teaching hand skills in the elementary school vary from nation to nation. In a few nations, such teaching is viewed as providing vocational or pre-vocational skills; in some nations it is hoped that the products of the children's work will be marketable and hence defray the expenses of schooling; and in still other nations handwork is seen as a way of instilling an appreciation for labour. Some parents have voiced objections to these changes, however, and students who fear that the introduction of "practical" subjects may lessen the possibility of entrance to secondary schools a widely held pupil aspiration.
Perhaps more experimentation and innovation in curriculum and teaching methods have taken place at the elementary level than in secondary education. In the more progressive schools throughout the world, attempts are being made to synthesize subjects previously taught separately. Examples of this are efforts to combine reading with literature and history with geography. In North America and Western Europe, innovation such as team teaching, the use of more teachers' aides or clerks, and the establishment of ungraded schools have been tried. most significant and pervasive, however, has been the widespread and growing acceptance of the principle that elementary education should focus on activity and experience as well as on subject matter. This principle as yet is reflected only in some of the elementary schools of a few nations, but may well lead to a world-wide movement involving more informality in the learning environment, more student-initiated projects, and a greater variety in the content of elementary schooling.
Q1. The author implies that
(a) vocational training is likely
(b) it is desirable to have a common for elementary education developing countries
(c) all countries tend to emphasize secondary and collegiate education at expense of elementary education
(d) elementary education should not confine itself to teaching to theoretical subjects alone, but should also teach crafts and skills
(e) none of the above
Critical Reasoning Questions
Critical Reasoning questions are designed to test the
reasoning skills involved in making arguments, evaluating
arguments, and formulating or evaluating a plan of action.
Questions are based on materials from a variety of sources.
No familiarity with the specific subject matter is needed.
This section measures your ability to reason effectively
in three areas :
- Argument construction :
Questions of this type may ask you to recognize the basic structure of an argument, properly drawn conclusions, underlying assumptions, well-supported explanatory hypotheses, or parallels between structurally similar arguments.- Argument evaluation :
Questions of this type may ask you to analyze a given argument, recognize factors that would strengthen or weaken an argument, reasoning errors committed in making an argument, or aspects of the methods by which an argument proceeds.- Formulating and evaluating a plan of action :
Questions of this type may ask you to recognize the relative appropriateness, effectiveness, or efficiency of different plans of action; factors that would strengthen or weaken a proposed plan of action; or assumptions underlying a proposed plan of action.Example :
which of the following best completes the argument below?
One effect of the introduction of the refrigerator was a collapse in the market for ice. Formerly householders had bought ice to keep their iceboxes cool and the food stored in the iceboxes fresh. Now the iceboxes cool themselves. Similarly the introduction of crops genetically engineered to be resistant to pests will
a) increase the size of crop harvests
b) increase the cost of seeds
c) reduce demand for chemical pesticides
d) reduce the value of farmland
e) reduce the number of farmers keeping livestock
Sentence Correction Questions
Sentence Correction questions ask you which of the five
choices best expresses an idea or relationship. The questions
will require you to be familiar with the stylistic conventions
and grammatical rules of standard written English. You
must also demonstrate your ability to improve incorrect
or ineffective expressions. This section tests two broad
aspects of language proficiency :
- Correct expression :
A correct sentence is grammatically and structurally sound. It conforms to all the rules of standard written English, e.g., noun-verb agreement, pronoun consistency, pronoun case, and verb tense sequence. A correct sentence will not have dangling, misplaced, or improperly formed modifiers, unidiomatic or inconsistent expressions, or faults in parallel construction.- Effective expression :
An effective sentence expresses an idea or relationship clearly and concisely, as well as grammatically. This does not mean that the choice with the fewest and simplest words is necessarily the best answer. It means that there are no superfluous words or needlessly complicated expressions in the best choice. In addition, an effective sentence uses proper diction—the standard dictionary meanings of words and the appropriateness of words in context. In evaluating the diction of a sentence, you must be able to recognize whether the words are well chosen, accurate, and suitable for the context.Example :
As researchers continue to probe the highly expressive vocal and postural language of wolves; their close resemblance to dogs has become ever more striking.
a) their close resemblance to dogs has become
b) the closeness of their resemblance to dos has become
c) the close resemblance between them and dogs has become
d) the close resemblance between wolves and dogs becomes
e) the close resemblance of wolves with dogs becomes
GMAT Scoring
GMAT test takers receive four scores
Verbal
Quantitative
Analytical Writing Assessment (AWA), and
TotalThe total maximum marks of GMAT test are 800. Analytical writing is assessed on a scale of 6 points. Above 600 is considered a good score. GMAT is one important criterion for granting admission by universities besides the student academic profile, essays, write-ups/SOPs, recommendation letters, work experience and your overall personality as reflected by your resume.
An Official GMAT Score Report shows each of these scores; in cases of repeat testing, the score report will show all of the test taker's GMAT scores for the past five years.
Test takers may print an Unofficial Score Report after they finish the exam, but this does not include the AWA score and should not be accepted in lieu of an Official Score Report
The Scoring Methodology for the GMAT as well as the GRE computer adaptive tests is much the same.
The CAT gives varying weights to the questions. Each CAT question is added to provide a raw score, which is converted into a scaled score. On the GRE, for example, scaled scores range from 200-800 on each of the three sections (Quantitative, Verbal, and Analytical). A CAT gives each correct question a different point value. The same is true for the GMAT.
The questions are divided into three roughly equal parts. The first few questions in any section are weighted the most. This means that the first part of the section determines the bulk of the scaled score. The second part accounts for a lesser amount of the scaled score, and the last part counts for a relatively insignificant amount of the overall score.
All sections begin with an "average-level" question, which is scored on a scale of 500, which is an average GRE score. If one gets this question right, the scaled score could increase by almost 80 points; if one gets this question wrong, the scaled score could decrease by almost 80 points. So the first group of questions attempts to find out the range of a person's competence.
Let us take the above mentioned case for instance. If you get three questions in a row correct, your score moves to roughly 740. Then you get one wrong. Assuming this would be a more difficult question, your score remains at 740 and you are given a question of difficulty level corresponding to 740. Getting this wrong will get you a question of difficulty level corresponding to 660 .Getting this right will now point to your score range between 660 and 740.
The questions that follow will now range between the given scores so to zero down exactly on your competence level score.
In short, along with getting a question right or wrong, the level of difficulty of the next question will change. A correct answer "rewards" you with a harder question; an incorrect answer "rewards" you with an easier question. There are a significant number of experimental questions sprinkled in as well, and the experimental questions do not factor into your score.
You are required to answer all Questions. You will be penalized for leaving questions unanswered. Be cautious. You want to be sure about accuracy on early questions, and worry less about getting to the last questions in a section. Remember, later questions have a progressively smaller impact on your overall score, but you need to answer all of them. If you are pressed for time, guess. The most important piece of advice is that you should not leave any questions unanswered.
Test takers may print their unofficial scores from the Verbal and Quantitative multiple-choice sections, along with the Total score, immediately after completing the test.
Official GMAT score reports that include the AWA score available to the test taker and his or her designated score-report recipients (schools) approximately three weeks after the test.
GMAT score reports include all test results achieved in the last five years, the most recent AWA essay responses, and the following background information :
Country of citizenship
Gender
Date of birth
Telephone number
Undergraduate institution, grade point average (GPA),
major, and date of graduation
Intended graduate study
Highest level of education attained. 