NID DAT 2025

High Weightage
Topics
+
Practice Questions
Contents

About This eBook 3

NID Exam Pattern:(Prelims and Mains) 5
NID DAT High Weightage Topics 
How To Prepare for Visualisation and Spatial Ability 6
Practice Questions  8
How To Prepare for Observation and Design Perception 32
Practice Questions 34
How To Prepare for Design Thinking and Problem Solving 68
Practice Questions  70

Other Useful Resources 72

NID DAT 2025 BDes Program Preparation Guide
NID DAT 2025 - Exam Pattern, Syllabus and Important Topics
NID DAT 2025 BDes Prelims Official ample Paper with Detailed Solutions

2
About This eBook

Dear NID DAT Aspirants,

We are excited to present this comprehensive guide to help you excel in the NID DAT 2025 exam.
This ebook is designed to give you an in-depth understanding of the NID entrance exam, its struc-
ture, and key preparation strategies. Here’s a breakdown of what you can expect to find inside:

1. NID Exam Pattern (Prelims and Mains)

With a detailed overview of the NID DAT exam pattern, covering both the Prelims and Mains stages.
You will understand the structure, time allocation, and types of questions asked, ensuring you’re
well-prepared for both stages of the exam.

2. High-Weightage Topics for NID DAT

We’ve analyzed previous years’ exams to identify high-weightage topics that are crucial for success.
Prioritizing these topics will help you focus on areas that carry the most marks.

3. How to Prepare for Visualisation and Spatial Ability

This section provides a step-by-step approach to mastering Visualisation and Spatial Ability, a key
component of the NID DAT exam. We explain how to approach these questions and offer tips to
enhance your spatial thinking skills.

• Important Questions on Visualisation and Spatial Ability

To reinforce your learning, we’ve included a set of important questions related to Visualisation
and Spatial Ability. These questions are designed to help you practice and test your under-
standing of the concepts.

4. How to Prepare for Observation and Design Perception

In this section, we discuss the skills needed for Observation and Design Perception. You’ll learn
techniques for sharpening your observation skills and improving your perception of design ele-
ments, which are critical for success in the exam.

• Important Questions on Observation and Design Perception

This section includes a collection of practice questions on Observation and Design Perception.
Working through these questions will give you an edge in tackling this section of the exam.

3
5.How to Prepare for Design Thinking and Problem Solving

Here, we explain the fundamental principles of Design Thinking and Problem Solving. These skills
are essential not just for NID, but also for your future career as a designer. We outline practical
methods for approaching design problems and finding innovative solutions.

• Important Questions on Design Thinking and Problem Solving

We’ve included a variety of important questions in this section, allowing you to apply your
knowledge and practice problem-solving in real exam-like scenarios.

6. Other Useful Resources

To support your preparation further, we’ve compiled a list of additional resources including recom-
mended Preparation guide, Sample Paper and NID DAT BDes 10 Free Mock Tests. These will help
you broaden students’ knowledge and refine their exam techniques.

Let’s begin with the preparation!

4
NID Exam Pattern :
Prelims And Mains

The exam pattern for the NID DAT 2024, covers both DAT Prelims and DAT Mains. DAT Prelims will
be a paper-and-pencil/pen test, featuring text and visuals with a duration specified on the admit
card. The exams evaluate candidates’ knowledge, skills, and behavioral abilities. On the other hand,
The DAT Mains involves a Studio Test. In the In the studio test, students might have to do things like
drawing, making models, talking in groups and giving presentations. The exam pattern according
to the NID DAT BDes prelims official sample paper is as follows:

NID DAT BDes PRELIMS (40%)

Number of Questions Marks allotted per Maximum marks
Section Type of question
in each section question per section
Q1 - Q15 15 x 1 mark 15 marks
Part I MCQ Q16- Q26 11 x 2 marks 22 marks
Q27 01 x 3 marks 3 marks

Part II Subjective type Q28 - Q31 4 x 15 marks 60 marks

Total Marks 100 marks

NID DAT BDes MAINS (60%)

Mode of exam Offline

Exam Duration 3 hours

Total marks 100

Mode of Language English

Type of questions Based on Drawing/ Sketching/ Model Making

5
How to Prepare For
Visualisation and Spatial Ability

To prepare for Visualisation and Spatial Ability effectively, it’s important to focus on enhancing
your capacity to understand, interpret, and visualize 3D objects. This section is crucial for design
entrance exams like UCEED, NID, and NIFT as it assesses your spatial reasoning and your ability to
manipulate objects in space mentally.

Here’s a breakdown of how to prepare for the key areas:

1. Perspective Drawing
• Goal: Understanding how objects look from different viewpoints.
• What to Learn:
One-point perspective: All lines converge at a single point on the horizon. Practice drawing
simple shapes like boxes or cylinders.
Two-point perspective: Two vanishing points on the horizon line. Draw complex objects like
buildings, furniture, and interiors.
Three-point perspective: Used for tall structures where height becomes important, with three
vanishing points. Practice cityscapes, towers, and complex environments.
• How to Practice:
Start by observing real-life objects around you and sketch them from different angles.
Study reference drawings from architecture or 3D modeling.
Use grids to guide your perspective drawings, ensuring correct proportions.
Regularly sketch objects with a focus on creating depth and realism.

2. 3D Visualization
• Goal: Ability to mentally manipulate objects in space, imagine transformations, and predict
outcomes.
• What to Learn:
Understand basic 3D shapes (cubes, spheres, cones, cylinders) and their projections.
Work with object rotation, mirroring, and sectioning.
Visualize how objects appear from different angles (top, side, front, isometric views).
Practice drawing exploded views or cross-sections to see internal parts of an object.
• How to Practice:
Use 3D software or real models (like cubes or toys) to view and rotate objects.
Try puzzles like Rubik’s cube to enhance your mental manipulation of objects.

6
 Take objects from daily life and visualize how they look from different perspectives without
moving them.
Sketch different views of the same object.

3. Geometric Shapes
• Goal: Recognizing, visualizing, and manipulating basic geometric shapes.
• What to Learn:
Master basic 2D shapes (triangles, circles, squares) and their 3D counterparts (pyramids,
spheres, cubes).
Understand geometric properties like symmetry, angles, and edges.
Familiarize yourself with transformations like rotation, reflection, and translation.
• How to Practice:
Solve geometric puzzles (like tangrams or geometric dissections) to improve your spatial
reasoning.
Sketch geometric shapes in different orientations and combine them to form complex struc-
tures.
Use online resources or apps that provide geometry-based challenges.
Build 3D models using paper or clay to enhance tactile understanding of shapes.

4. Composition and Layout

• Goal: Arrange elements in a visually appealing and balanced way.
• What to Learn:
Understand the basics of layout: foreground, middle ground, and background.
Learn about balance (symmetrical vs. asymmetrical), hierarchy, contrast, and alignment.
Practice creating compositions that are aesthetically pleasing and functional.
Study how shapes, colors, and textures interact in a composition.
• How to Practice:
Analyze artworks, magazine layouts, or product designs to observe how elements are
arranged.
Use grids to practice arranging objects in different compositions.
Experiment with creating your own layouts using sketches or software (like Photoshop or
Illustrator).
Seek feedback on your compositions to improve balance and visual flow.

7
Practice Questions

Ques: How many times does the shape sequence (shown on the top) appear in the grid below?
The sequence may appear top-to-bottom, bottom-to-top, left-to-right, right-to-left or at an
angle.

Solution:

We can see in the image given below that we have 4 sequences.

Hence, the answer is 4.

8
Ques:

Solution: We can see we have no. of lines in each pattern, i.e, 6. But there are two tires of
match sticks, i.e., one with a head and one without a head.
Let’s use a binary number and consider

Hence, the answer is 2.

9
Ques: Shown in the top row are 4 pieces of building blocks. Which of the option(s) is/are made
using all four pieces?

Option A:

Option B:

Option C:

Option D:

Solution:
If we join four pieces of building blocks, we can

We can see that all pieces can be seen in option A.

Hence, the answer is A.

10
Ques: A perspective view of a solid object is shown on the left. The object is cut
simultaneously along THREE perpendicular planes, as shown on the right. How many surfaces
will the resulting pieces have in total (i.e. sum of the surfaces of all pieces)?

Solution:
When the cone cuts along the Horizontal axis we get another cone as shown below.

When the cone is cut along the vertical axis. We get (as shown below)

Now ATQ,

4 surfaces on top (as shown above) and 8 at the bottom. So, like this, we have 4 more parts.
∴ 4×4 + 8×4 = 16 + 32 = 48
So, the total surfaces are 48 surfaces.

11
Ques: What is the maximum number of stars that can be packed inside the blue color
boundary, including the one that is shown in the image below? The stars can be scaled, but
should not overlap. At least 4 points of every star should touch the blue color boundary.

Solution: According to the question, we have to pack a maximum no. of starts inside the
blue color boundary. As shown below.

We can have 6 maximum no. of stars.

Ques: A tetrahedron of side 18 units and a cone having a base diameter of 10 units are cutting
through a sphere as shown. Count the total number of surfaces in the resultant sphere.

12
Solution:

The tetrahedron will make a triangular hole and because of this triangular hole the number of
surfaces will be 3 and the outer one will be 4.
Now, the cone will make a circular hole, i.e, 2 surfaces and because it has a diameter less than
the side of a tetrahedron (i.e, 18) so it will pass through it (from inside)
So a total of 6 no. of surfaces should be there.

Ques: A printer wishes to print four colors, Crimson, Pink, Brown, and Indigo, using CMYK
[Cyan, Magenta, Yellow, and Key (black)] inks. The printer uses the CMYK combinations shown
below (in % of each ink) to produce the colors on the right. Which combination(s) will result in
the correct colour (s)?

Option A:

Option B:

Option C:

13
Option D:

Solution: To get the exact combination, we have to check each option one by one

Option A:

Hence, option A is correct.

Option B:

Hence, option B is incorrect.

Option C:

Hence, option C is incorrect.

14
Option D:

Hence, option D is correct.

Ques: Which of the pieces could be used four times individually to form a square? The pieces
can be rotated and flipped but should not be overlapped.

Option A:

Option B:

Option C:

Option D:

15
Solution:

Option A:

By combining the rotated and flipped form of the given figure, we can form a square as shown
above.

Option B:

By combining the rotated and flipped form of the given figure, we can form a square as shown
above.

Option C: Not possible to make a square by combining the pieces.

Option D: Because of the curve in the piece, we can not form a square by combining the pieces.

Ques: The rectilinear hollow box shown on the left is cut along plane 1 and plane 2. Which of
the option(s) shows (s) the correct unfolded pieces?

Option A:

16
Option B

Option C:

Option D:

Solution:

We can see the 2 right angles at the corner in all the pieces. Now go through each option. We
can see options B and D are correct.

Ques: Which of the molds shown on the right can be used to make the cake shown on the left?

17
Option A:

Option B:

Option C:

Option D:

Solution: This question is related to mirror image. So let’s understand the mirror image.

In the mirror image,

• The right side of the object becomes the left side.
• The left side of the object becomes the right side.
• The top and bottom sides of the object remain unchanged.

18
Example:

So we can see that the mirror image of the object given is B

Hence, the correct answer is B.

Ques: Which of the options shown on the right, when folded at the lines, will resemble the
paper shown on the left?

Option A:

19
Option B:

Option C:

Option D:

Solution:

Figure 1 Figure 2

When we open the figure 2 we will get the mirror image.

20
So if we match it with options, we can clearly say that A is the correct answer.

Ques: Shown on the left are all the 6 faces of a cube. Which option can be folded into this
cube?

Option A:

21
Option B:

Option C:

Option D:

Solution:

Figure 1 Figure 2

Now if we try to find a particular combination (figure 2) we can find it in option C

Hence, option C is correct.

22
Ques:

Option A:

Option B:

Option C:

Option D:

23
Solution:

If we observe the above image we can see that the shaded area (orange) is moving on the left
side in Row 1 but in the 2nd row, No movement has been observed in Row 3rd, the shaded
area (green) is moving on to the right side. Now by option, we can see that option D is correct
(shown below)

Ques: The white part in the shoe sole shown left represents the embossed / raised area. Find
out the right footprint of the shoe from the given options.

Option A:

24
Option B:

Option C:

Option D:

Solution:
We need to find out the mirror image of the footprint.

In the mirror image,

• The right side of the object becomes the left side.
• The left side of the object becomes the right side.
• The top and bottom sides of the object remain unchanged.

25
Example:

So the mirror image of the footprint is

Now check the options one by one.

Option A:

Both images don't resemble. Hence, option A is incorrect.

Option B:

Both images resemble each other. Hence, option B is correct.

26
Ques:

Option A:

Option B:

Option C:

Option D:

Solution:

If we observe it, we can see an emoji and observe the triangle shape’s emoji is sad. Therefore,
option C is eliminated.

27
If we look for row 2 we can see that brown color emojis are different from blue colour.
Therefore, option D is eliminated.

If we look for row 3 then the third and fifth column has smiles with tears and the common
between the third and fifth columns that we observe both have quantity i.e., No of squares
same. Hence, option B is eliminated.
Therefore, option A is correct.

Ques: If the image on the left is flipped horizontally (about Y-axis), and then rotated 180
degrees, what will be the resulting image?

Option A:

28
Option B:

Option C:

Option D:

Solution:

The given image is flipped horizontally about the y-axis (as shown above) and then rotated
180 degrees.
Hence, option C is correct.

Ques: Which collection when arranged correctly will result in the silhouette of the pen shown
below?

29
Option A:

Option B:

Option C:

Option D:

Solution:

When the parts are rearranged, we get an image as shown below.

30
This does not resemble the original pen figure. Hence, option A is wrong.

This figure of pen resembles the original pen figure.

Therefore, option B is correct.

31
How to Prepare For
Observation and Perception

To prepare for Observation and Perception for design entrance exams like NID, NIFT, and UCEED,
focus on honing your ability to notice and interpret fine details. This section tests your visual aware-
ness, memory, and how well you can capture what you see in the real world or through a given visual
stimulus. Here’s a step-by-step guide to improving in these key areas:

1. Observation Skills
• Daily Practice: Spend time observing your surroundings—focus on minute details like textures,
patterns, shadows, and contrasts in everyday objects. Train yourself to recall these details later.
• Analyze Designs and Artworks: Look at various designs, advertisements, and artworks. Notice
the use of color, form, and composition. Try to understand why certain elements stand out and
how they contribute to the overall message.
• Take Photographs: Capture images of interesting scenes or objects. Later, analyze them to check
what details you missed while photographing. This improves both observation and retention.

2. Attention to Detail
• Puzzle Solving: Engage in activities that require detailed observation, such as solving jigsaw
puzzles, “spot the difference” games, or visual riddles.
• Sketching from Observation: Try sketching complex objects and scenes from memory after
observing them for a few minutes. This will strengthen your ability to retain and replicate details
accurately.
• Reading with Focus: Practice reading dense passages or descriptions and then summarize
them. This helps with both verbal and visual attention to detail.

3. Interpretation of Data and Visual Information

• Visual Analysis: Practice interpreting charts, infographics, and diagrams. This will help you
extract and convey information accurately.
• Design Case Studies: Read about design projects and how designers interpret client briefs into
visual solutions. This helps in understanding how data and abstract ideas are converted into
visual representations.
• Object and Scene Interpretation: View unfamiliar objects or artworks and try to understand

32
 the thought process behind them. Ask yourself what materials were used, how elements were
arranged, and why certain choices were made.

Additional Tips:
• Develop Visual Memory: Test yourself by looking at a picture for a short time, then writing down
all the elements you remember.
• Speed and Accuracy: Focus on improving both your speed and precision when interpreting visual
data, as exams like UCEED or NID often require you to work under time constraints.
• Exposure to Varied Stimuli: Expose yourself to a wide variety of visual content—paintings,
sculptures, photographs, architectural designs—to expand your perception and understanding
of different styles.

33
Practice Questions
Ques: A dice throw can result in the numbers 2,3,5 or 6. Every 4th throw will result in 3. What
is the minimum number of times the dice have to be thrown for the pawn to move from zero
to reach exactly 100?

Solution:
Step 1: As dice can throw the numbers 2,3,5 or 6 as 1 is not there, form 99 will not reach 100.
So that means this ladder (as shown below is of no use)

34
Step 2:

Coming to 23 we have to move whole, as there is no shortcut, so again it will be too many
times dice have to be thrown so again it will not be of any use.

Step 3:

So this again is of no use, because from 77 to reach 100 is too many times the dice has to be
thrown.
These three will not be of much use so we can get the answer in one way, so here I am showing
one way [given below]

35
In the next step with 5 on the dice, it will read 100 so we know that a minimum of 5 times the
dice has to be thrown for the pawn to move from 0 to 100.

Ques: In the figure given below, the area of the largest regular hexagon is 720 units. What is
the area of the shaded portion?

Solution: The area of the largest regular hexagon is 720 𝑢𝑛𝑖𝑡𝑠.

We just need to find a relation between the shaded portion and the largest regular polygon.

36
 2
So this triangle PQR is 𝑡ℎ part of the largest hexagon.
3
2
∴ Area of 𝛥𝑃𝑄𝑅 = ×720 = 120 𝑢𝑛𝑖𝑡𝑠
3

Then we again divide the triangle into smaller units, we can say that there are 4 such triangles.
2
∴ Area of 𝛥𝐴𝐵𝐶 = 𝐴𝑟𝑒𝑎 𝑜𝑓 𝛥𝑃𝑄𝑅
=
2
Area of 𝛥𝐴𝐵𝐶 = ×120
=
= 30 𝑢𝑛𝑖𝑡

Then we again divide the triangle ABC into smaller units, we can say that there are 4 such
triangles.
2
∴ Area of 𝛥𝑋𝑌𝑍 = 𝐴𝑟𝑒𝑎 𝑜𝑓 𝛥𝐴𝐵𝐶
=

37
 2
Area of 𝛥𝑋𝑌𝑍 = ×30
=
= 7.5 𝑢𝑛𝑖𝑡
So in the shaded area, we have 4 such triangles
So shaded area = 4×7.5 = 30 𝑢𝑛𝑖𝑡𝑠.

Ques: Tim cycled from his house to his friend John’s house and then on to his (Tim’s) school
without stopping. The average speed for his entire journey was 26 km/hr. The distance from
John’s house to Tim’s school is 0.3 times the distance from Tim’s house to John’s house.
Tim’s speed from John’s house to Tim’s school was twice that of Tim’s speed from Tim’s
house to John’s house. What was Tim’s average speed from John’s house to Tim’s school in
km/hr?

Solution:

Time taken from Tim to John's house:

𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑥
𝑇𝑖𝑚𝑒 = = ℎ𝑟
𝑠𝑝𝑒𝑒𝑑 𝑦
Time taken from John to Tim’s school:
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 3𝑥
𝑇𝑖𝑚𝑒 = = ℎ𝑟
𝑠𝑝𝑒𝑒𝑑 2𝑦
Distance between Tim’s house and school= 𝑥 + 0.3𝑥
= 1.3𝑥 𝑘𝑚
Q SQ Q V.S
Total time : + = [1 + ]
R TR R T
𝑥
= [1 + 0.15]
𝑦

𝑥
= 1.15 𝑘𝑚
𝑦
The average speed between Tim’s house and school =26km/hr
1.3𝑥
𝑥 = 26
1,15
𝑦
1.3𝑦 = 26×1.15
26
𝑦= ×1.15 = 23 𝑘𝑚/ℎ𝑟
1.3
Tim’s average speed from John's house to Tim’s school 2𝑦 = 2×23
= 46 𝑘𝑚/ℎ𝑟

38
Ques: Count the number of cats in the given image.

Solution:
To make it easy, count the cat's head or tale.

Total No of cats =11

Ques: Two trains of unequal length have speeds of 60 and 50 km/hr. When they travel in
opposite directions in straight-line tracks, they take 9 seconds to completely cross each other.
When they travel in the same direction, a person on the faster train sees the slower train for
18 seconds. For how much time (in seconds) would a person in the slower train see the faster
train when the trains travel in the same direction?

Solution:

39
Length =x m
Speed = 60km/hr

Length=y m
Speed= 50km/hr
[\]^_`ab/cb`d^e
Formula area: 𝑆𝑝𝑒𝑒𝑑 =
f\gb

Relative speed in opposite direction: 60 +50=110 km/hr

i
⇒ 110× 𝑚/𝑠
2j

Time=9 sec.
Distance=𝑥 + 𝑦 = 𝑠𝑝𝑒𝑒𝑑×𝑡𝑖𝑚𝑒
i
= 110× ×9 = 275 𝑚
2j

When they travel in the same direction, a person on the faster train sees the slower train for
18 seconds.
i
Relative speed in the same direction:60 − 50 = 10 𝑘𝑚/ℎ𝑟 = 10× 𝑚/𝑠𝑒𝑐.
2j

The time taken by the slower train to cross is 18 seconds.

iV
Length of slower train =y m=𝑅𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑠𝑝𝑒𝑒𝑑× 𝑡𝑖𝑚𝑒 = ×18 = 50𝑚
2j

The total length of both trains= 27 m

Length of faster train=275-50=225m
For the person on the slower train
i
Relative speed in the same direction :60 − 50 = 10 𝑘𝑚/ℎ𝑟 = 10× 𝑚/𝑠𝑒𝑐
2j

Length of faster train =225m

TTi 2j
Time taken by faster train to cross = op 𝑠𝑒𝑐 = 225× = 81 𝑠𝑒𝑐.
iV
qr

Ques: Shown on the left is a sheet of stickers. Identify the option(s) in which monkeys of the
same species are sitting together.

40
Option A:

Option B:

Option C:

Option D:

41
Solution:

We can see above that these 3 monkeys have dark faces. So, we can identify them through
their tails and now check each option one by one.

Option A:

We can see the same tails which means this is correct.

Option B :

We can see they do not have the same types of tails.

42
Option C:

We can see the same tails which means this is correct.

Option D:

We can see they do not have the same types of tails.

Ques: Different views of the cross-section of a fish toy are shown here. The points P and Q are
connected in such a way that the fishtail waves. The grey colour gear and the green colour
part are joined together. The rod is free to move depending on how it is connected to the green
part. Which of the option(s) will work to wave the tail?

Option A:

43
Option B:

Option C:

Option D:

Solution:
The gray color gear and green color parts are joined together. The rod is free to move depending
upon how it is connected to the green part, then A, B, and C will work to wave the tail as in option
D connection is not making it move.
Hence, options A, B, and C are correct.

44
Ques: The options show four ways of attempting to write the word “universe” in a mix of lower-
case and upper-case letters. Which of the option(s) is/are correctly read as “universe”?

Option A:

Option B:

Option C:

Option D:

45
Solution:

Hence, this is incorrect.

Hence, this option is correct.

Hence, this option is correct.

Hence, this option is correct.

46
Ques: Which of the option(s) is/are from the same font family (i.e. weight and/or width
variations) as the words given below?

Option A :

Option B:

Option C:

Option D:

47
Solution:

We can see in red that it is a slant and in the green highlighted part we have a gap. Now
observe each option one by one.

Option A:

This has a slant. Hence, the option is correct.

Option B:

This has a gap. Hence, this is also correct.

Option C:

This is straight. Hence, this is wrong.

Option D:

48
This has a gap. Hence, this is also correct.
Therefore, the A, B, and D options are correct.

Ques: Shown below is a coconut broken into two pieces. Identify the correct representation(s)
of the coconut.

Option A :

Option B:

Option C:

Option D:

Solution:

49
Option A :

This option is correct

Option B:

These both are on the same side of a coconut. Hence, this is incorrect.

Option C:

This option is correct.

Option D:

The 3 eyes are only one side of a coconut. Hence, this is incorrect.

50
Ques: Find the exact pattern highlighted in the red square.

Option A:

Option B:

Option C:

Option D:

51
Solution:
Option A:

We can observe that the black line in the red part is not present in option A. Hence this is
incorrect.

Option B:

The highlighted part doesn’t resemble it.

So this option is not correct.

Note: It has a very minute difference, so students need to observe it minutely.

Option C:

52
We can see we have color in the original figure, this is not present in option C. Therefore, this
option is incorrect.

Option D:

Option D is the correct answer.

Ques: Shown below is a transparent roller stamp. Identify the print made from the roller.

Option A:

Option B:

53
Option C:

Option D:

Solution:

The transparent part will be stamped on the paper, so the side pattern will be like shown in the
image given below.

So we can observe this pattern in option D. Hence, option D is correct.

54
Ques: Find the odd one.

Option A:

Option B:

Option C:

Option D:

55
Solution:

When we rotate option A clockwise we get option B, when option B is rotated clockwise we
get option C and when option C is rotated clockwise we get an image that has a difference
when compared to option D i.e., The zigzag pattern as shown above.
Hence, option D is the odd one out.

Ques: What is the function of these objects?

A. Measuring earthquakes
B. Weaving cotton
C. Toasting bread
D. Burning wood

Solution:

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Antique 1920s Westinghouse turnover toaster.

D-12 Toaster, invented in 1909 by Frank Shailor by General Electric.

Universal Toaster with swinging cages.

Hence, option C i.e., toasting bread is correct.

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Ques: A vehicle with a wheel arrangement is shown in Figure (i). This vehicle is traveling along
a circular path as shown in Figure (ii). The wheels do not change their orientation while moving
along the circular path. Figure (iii) shows the location of the centers of the wheels. The
distance between the centers of Wheel-3 and Wheel-2 is 170 cm, and the distance between
the centers of Wheel-1 and Wheel-2 is 180 cm. The radius of the circular path followed by
Wheel-2 is 525 cm. What is the radius of the path followed by Wheel-1 in cm?

Solution:

So the blue color path is traced by wheel 2 i, e. 525 cm.

Now, we have to find the path created by the wheel 4 (purple color path)

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So to get AB, only Pythagoras theorem,

𝐵𝐶 T = 𝐴𝐵 T + 𝐴𝐶 T
180T = 𝐴𝐵 T + 85T
𝐴𝐵 T = 180T − 85T
𝐴𝐵 T = 8100
𝐴𝐵 = 90 𝑐𝑚

⇒ 𝑦 T = (85 + 525)T + 90T

= (610)T + 8100
= 372100 + 8100
𝑦 T = 380200
𝑦 ≈ 617

Ques: Which option(s) contain(s) stars that are NOT found in the image below?

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Option A:

Option B:

Option C:

Option D:

Solution:

These types (as highlighted in the above image) of stars can not be found in the given image.
Hence, options A and C are the answers.

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Ques: Shown below is a cross-section of two different trees of the same species and age but
found in different locations. Based on the image, which of the statement(s) is/are TRUE.

A. Growth of the tree X is more consistent than tree Y

B. Growth of the tree X is healthier than tree Y
C. Climatic conditions could be the reason for the uneven ring structures in tree Y
D. Growth of the tree Y is healthier than tree X

Solution:

Growth rings: As trees age, they grow in height and width. You can tell the age of a tree by
counting these rings. The annual growth of a tree can be measured by the distance between
the growth rings. As the growth rate slows down in the winter months, the new layer of wood
cells is smaller and packed more closely.
Now if you look at the options then we can say options A B and C are correct but D is wrong
because D says growth of tree X is healthier than tree Y which contradicts option A.
Therefore, options A, B, and C are correct.

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Ques: Tile X was used to create a pattern that is seamless (without gaps) when arranged as
shown in Y. Which tile(s) from the options will create a seamless pattern?

Option A:

Option B:

Option C:

Option D:

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Solution:

Option A:

So we can see that option A does not make a seamless pattern.

Option B:

Option B makes a seamless pattern.

Option C:

Option C makes the seamless pattern

Option D:

Option D is wrong
Hence, options A and C make seamless patterns.

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Ques: Construction materials are to be moved using the trolleys in the options. Assume
friction is negligible. Which trolley requires the least amount of effort?

Option A:

Option B:

Option C:

Option D:

Solution:

Friction is defined as the resistance offered by the surfaces that are in contact when they
move past each other. Friction provides traction that is needed to walk without slipping.
For e.g.

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Now according to the question friction is negligible so when friction is negligible, it is typically
a situation in which two opposing forces are not acting strongly against each other, resulting
in minimal resistance.
Now we can see in option D only two opposing forces acting against each other are weak (as
shown below).

Hence, option D is correct.

Ques: A cyclist was peddling a geared cycle on an upward inclined road and decided to stop
on the incline. Which option can be used to stop the bicycle on the incline only using force on
foot pedals?

Option A:

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Option B:

Option C:

Option D:

Solution:

A typical bicycle has anything from three to thirty different gears—wheels with teeth, linked by
the chain, which make the machine faster (going along the straight) or easier to pedal (going
uphill). Bigger wheels also help you go faster on the straight, but they're a big drawback when

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it comes to hills. That's one of the reasons why mountain bikes and BMX bikes have smaller
wheels than racing bicycles. It's not just the gears on a bicycle that help to magnify your
pedaling power when you go uphill: the pedals are fastened to the main gear wheel by a pair
of cranks: two short levers that also magnify the force you can exert with your legs. When you
press the brake levers, a pair of rubber shoes (sometimes called blocks) clamps onto the
metal inner rim of the front and back wheels. As the brake shoes rub tightly against the wheels,
they turn your kinetic energy (the energy you have because you're going along) into heat—
which has the effect of slowing you down.
Now if we see the position of gears we can easily eliminate option A, C and D
Hence, option B is correct.

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How to Prepare For Design
Thinking and Problem Solving

Design Thinking and Problem-Solving are essential skills for anyone aspiring to be a designer,
especially for competitive exams like NID, NIFT, and UCEED. These skills focus on how effectively
you can address challenges through creativity, innovation, and a deep understanding of design
principles. Here’s a detailed explanation of these key areas:

1. Creative Problem Solving

Creative problem-solving involves approaching challenges in ways that are not immediately obvi-
ous. It requires an open mind and a willingness to explore unconventional solutions.
• Steps in Creative Problem Solving:
Identify the Problem: Understand the problem or design challenge thoroughly. Designers often
start by empathizing with users to grasp the root cause of an issue.
Brainstorm Ideas: Generate multiple solutions without judging their feasibility initially. The idea
is to push boundaries and consider all possibilities.
Prototype and Experiment: Take the most promising ideas and develop prototypes. This could
involve sketching, modeling, or using digital tools.
Test and Iterate: Solutions are tested and refined based on feedback. The process may require
going back to the drawing board multiple times before arriving at the best solution.
• Example: For a design entrance exam, you might be asked to design a product that solves a
daily inconvenience (like a portable storage solution for urban cyclists). Creative problem-solving
would involve identifying issues cyclists face and offering an innovative design that addresses
their needs.

2. Innovative Thinking
Innovation is about thinking beyond conventional methods to develop new and effective solutions.
It requires you to break away from traditional patterns and approach problems from fresh perspec-
tives.
• Characteristics of Innovative Thinking:
Lateral Thinking: This is thinking outside the box. You don’t just solve problems in a linear or
logical sequence, but explore connections and insights that others might miss.
Breaking Constraints: Rather than accepting the constraints as they are, innovative thinkers
challenge assumptions and find ways to work around limitations.
Risk-Taking: Innovation often involves taking risks, trying new ideas that may not have been
tested before.

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• Example: During a design task, if you’re asked to create packaging for a sustainable product,
innovation might involve using unconventional, biodegradable materials or finding ways to make
the packaging itself functional and reusable.

3. Understanding and Applying Design Principles

Design principles are the foundational guidelines that help in creating functional and aesthetically
pleasing designs. These include:
• Balance: Ensuring that the elements of a design are distributed evenly to create stability.
• Contrast: Using opposing elements (like colors, textures, or shapes) to make certain features
stand out.
• Hierarchy: Arranging elements in a way that directs the viewer’s attention to the most important
parts first.
• Repetition: Reinforcing certain elements to create consistency and unity.
• Alignment and Proportion: Positioning elements in a harmonious and visually satisfying way.
• Functionality: Ensuring the design fulfills its intended purpose, whether it’s usability, comfort, or
efficiency.
• Example: For a design challenge where you are asked to create a logo for a brand, understanding
these principles would allow you to ensure that your design is visually balanced, striking, and
functional while conveying the brand’s message effectively.

Practical Applications in Design Exams:

In entrance exams, you are often presented with design challenges that require applying these
skills in real-time. For instance, the UCEED exam might ask you to design a product or illustrate a
scenario that involves solving a problem creatively. Your ability to think innovatively while adhering
to design principles will be critical in such tasks.

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Practice Questions

Question 1
A six-year old girl is going to school for the first time. She needs to carry a lunch box in her
school bag. Her lunch can contain typical Indian food items (both dry as well as liquid food
items, such as Roti, Rice, Dosa, Dal, Sambar, etc.). Design a lunch box for her, considering her
needs. Sketch your design, and visually explain the features of your design along with clear
labels.

Note: Use only a pencil. Do not use colors.

Explain your design only through visuals and short labels.
Do not write separate explanations.

Evaluation Criteria:
Appropriateness of three-dimensional form and visual graphics
Provisions for fulfilling functional requirements
Considerations for product usability by the user
Attention to detail and explanation of features through visuals only
Clarity of the sketch and quality of presentation, and uniqueness of design.

Solution

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Question 2
On a Sunday morning, 5-year-old Geet, her grandmother and father are cleaning their old
garage. It is a big garage with large open windows near the ceiling. It has an old bicycle, a
football and other objects. The father is cleaning the cobwebs. The grandmother, while
cleaning, finds her old guitar which she used to play during her college days. She gets excited
and starts playing it as Geet starts dancing around. The garage also has a lot of old memories
of Geet’s sporty grandmother and her studious father. Geet’s school friend stands at the door
of the garage watching this whole scene. Draw this scenario from the friend’s point of view.

Note: Use only pencil

Do not use colors

Evaluation Criteria:
Perspective
Proportion
Composition
Observation
Imagination
Quality of sketch
Attention to detail

Solution:

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Other Useful Resources

NID DAT 2025 BDes Program Preparation Guide

Our comprehensive Preparation Guide for the NID DAT BDes Program gives you a structured plan,
ensuring you cover all essential topics and are ready to tackle the exam with confidence.

NID DAT 2025 - Exam Pattern, Syllabus, and Important Topics

We offer an easy-to-understand breakdown of the exam pattern, syllabus, and the most important
topics. This will serve as your quick reference to stay focused on what matters most during your
preparation.

NID DAT 2025 BDes Prelims Official Sample Paper with Detailed Solutions
As a special bonus, we’ve included an official sample paper for the NID DAT 2025 Prelims, complete
with detailed solutions. Practicing with this paper will help you familiarize yourself with the exam
format and understand the types of questions that are likely to appear.

This ebook has been designed with your success in mind, and we’re confident it will be an invalu-
able resource in your journey towards NID. Best of luck with your preparation!

Warm regards,
Wishing you the very best of luck in your preparation!
Team Careers360

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