1

Part-II (General Ability) 40 Marks

Quantitative Ability/Reasoning
 Basic Mathematical Skills.
 Concepts and ability to reasons quantitatively and solve problems in
a quantitative setting.
 Basic Arithmetic, Algebra and Geometry (Average, Ratios, Rates,
Percentage, Angles, Triangles, Sets, Remainders, Equations, Symbols,
Rounding of Numbers
 Random Sampling

Logical Reasoning and Analytical Reasoning/Ability

 Logical Reasoning includes the process of using a rational, systematic
series of steps based on sound mathematical procedures and given
statements to arrive at a conclusion
 Analytical Reasoning/Ability includes visualizing, articulating and solving
both complex and uncomplicated problems and concepts and making
decisions that are sensible based on available information, including
demonstration of the ability to apply logical thinking to gathering and
analyzing information.

Mental Abilities
 Mental Abilities Scales that measures specific constructs such as
verbal, mechanical, numerical and social ability.
2

Quantitative Ability/Reasoning

2016)

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2) https://www.slideshare.net/slideshow/css-gsa-abilities-solved-paper-
2016/74177374#1

Define and draw the following: (2½ each) (i) Rightangle triangles (ii) Equilateral
triangles (2016)

Right-angle Triangle

A right-angle triangle has one angle that is exactly 90 degrees. This means one of its sides
(the hypotenuse) is longer than the other two sides.

Equilateral Triangle

An equilateral triangle has all three sides of equal length, and all three angles are 60 degrees.

The diagrams illustrate the structure of each type of triangle.

There are nine students in a group having ages 15, 15, 16, 16, 16, 17, 17, 18, 19.
Calculate mean, medium, mode and range of their ages also define the above
mentioned terms? (2016)
3

Definitions:

 Mean: The mean is the average of a set of numbers, calculated by summing

all the numbers and then dividing by the count of numbers.
 Median: The median is the middle value of a set of numbers when they are
arranged in ascending order. If the count of numbers is odd, the median is the
middle number; if even, it is the average of the two middle numbers.
 Mode: The mode is the number that appears most frequently in a set of
numbers.
 Range: The range is the difference between the highest and lowest values in
a set of numbers.

Calculations:

Given ages: 15, 15, 16, 16, 16, 17, 17, 18, 19

1. Mean:

Mean=∑agesnumber of students=15+15+16+16+16+17+17+18+199\
text{Mean} = \frac{\sum \text{ages}}{\text{number of students}} = \frac{15 + 15
+ 16 + 16 + 16 + 17 + 17 + 18 + 19}{9}Mean=number of students∑ages
=915+15+16+16+16+17+17+18+19

2. Median: The ages in ascending order are already given. The median is the middle
value, which is the 5th value in this case:

Median=16\text{Median} = 16Median=16

3. Mode: The mode is the value that appears most frequently:

Mode=16(appears 3 times)\text{Mode} = 16 \quad (\text{appears 3

times})Mode=16(appears 3 times)

4. Range: The range is the difference between the highest and lowest values:

Range=19−15=4\text{Range} = 19 - 15 = 4Range=19−15=4

Let's calculate the mean:

Results:

1. Mean: 16.56 (rounded to two decimal places)

2. Median: 16
3. Mode: 16
4. Range: 4
4

The mean is the average age, the median is the middle age when the ages are sorted, the mode
is the most frequently occurring age, and the range is the difference between the youngest and
oldest student.

A distribution company provides households to departmental stores within a 50

kilometers radius. The table below shows how far each departmental store is
from the godown of the distribution company (2016)
Distance from the godown of the distribution company: Number of Stores
10 kilometers or less: 03
11 to 20 kilometers: 15
21 to 30 kilometers: 26
31 to 40 kilometers: 20
41 to 50 kilometers: 16
(i) How many stores does the distribution company serve?
(ii) What is the most common distance of stores from the company’s
godown?
(iii) How many stores are 35 Km or more from the godown?
(iv) What percentage of stores are 31 Km or more from the godown?

Let's analyze the information provided to answer the questions.

Data Summary:

 10 kilometers or less: 3 stores

 11 to 20 kilometers: 15 stores
 21 to 30 kilometers: 26 stores
 31 to 40 kilometers: 20 stores
 41 to 50 kilometers: 16 stores

i) How many stores does the distribution company serve?

To find the total number of stores, we sum up all the stores in each distance range:

3+15+26+20+16=803 + 15 + 26 + 20 + 16 = 803+15+26+20+16=80

Answer: The distribution company serves 80 stores.

(ii) What is the most common distance of stores from the company’s godown?

The most common distance range is the one with the highest number of stores:

 10 kilometers or less: 3 stores

5

 11 to 20 kilometers: 15 stores
 21 to 30 kilometers: 26 stores
 31 to 40 kilometers: 20 stores
 41 to 50 kilometers: 16 stores

The highest number of stores is 26, which is in the 21 to 30 kilometers range.

Answer: The most common distance of stores from the company’s godown is 21 to 30
kilometers.

(iii) How many stores are 35 km or more from the godown?

To find the number of stores 35 km or more from the godown, we need to consider the stores
in the 31 to 40 km range and 41 to 50 km range:

 From 31 to 40 kilometers: 20 stores (assuming an even distribution, half

would be 35 km or more)
 From 41 to 50 kilometers: 16 stores (all are 35 km or more)

Assuming an even distribution within the 31 to 40 km range:

20/2+ 16 = 10 + 16 =26

Answer: 26 stores are 35 km or more from the godown.

(iv) What percentage of stores are 31 km or more from the godown?

To find the percentage of stores that are 31 km or more from the godown:

Number of stores in 31 to 40 km range+Number of stores in 41 to 50 km range=20+1

6=36
Percentage=(36/80)×100=45%

Answer: 45% of stores are 31 km or more from the godown.

Read the following carefully and answer the questions following: Ahmad, Ali, Akbar,
Nasir and Shehbaz are students of a college having different heights and weights.
Ahmad weighs thrice as much as Ali and Ali weighs 5 times as much as Akbar. Akbar
weighs half as much as Nasir and Nasir weighs half as much as Shehbaz.
(i) Who is the heaviest in weight?
(ii) Who is the is the lightest in weight?
(iii) Shehbaz is lighter in weight than which of the two students?
(iv) Shehbaz is heavier than which of the two students?
(v) Show the descending order of weights of the students?
6

Expressing in terms of x:

 Akbar = x
 Ali = 5x
 Ahmad = 3×5x=15x
 Nasir = 2x
 Shehbaz = 2×2x=4x

2. Answering the questions:

(i) Who is the heaviest in weight?

o The heaviest is Ahmad, with a weight of 15x

(ii) Who is the lightest in weight?

o The lightest is Akbar, with a weight of x

(iii) Shehbaz is lighter in weight than which of the two students?

o Shehbaz (4x) is lighter than Ahmad (15x) and Ali (5x).

(iv) Shehbaz is heavier than which of the two students?

o Shehbaz (4x) is heavier than Nasir (2x) and Akbar (x).

(v) Show the descending order of weights of the students?

o Descending order of weights: Ahmad (15x), Ali (5x), Shehbaz (4x), Nasir
(2x), Akbar (x).

Thus, the weight hierarchy is:

1. Ahmad (15x)
2. Ali (5x)
3. Shehbaz (4x)
4. Nasir (2x)
5. Akbar (x)

2017)
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Differentiate with examples between a “Pictogram” and “Histogram”.(2017)

7

Certainly! A "pictogram" and a "histogram" are both visual tools used to represent data, but
they serve different purposes and are constructed differently.

Pictogram

Definition: A pictogram (or pictograph) uses images or symbols to represent data. Each
image or symbol represents a certain number of items or a specific quantity.

Example:

 Suppose you want to show the number of apples sold over five days. You use
an apple icon to represent 10 apples. Your data might look like this:

Day Number of Apples Sold Representation

Monday 30 🍎🍎🍎

Tuesday 50 🍎🍎🍎🍎🍎

Wednesday 20 🍎🍎

Thursday 40 🍎🍎🍎🍎

Friday 60 🍎🍎🍎🍎🍎🍎

In this example, each apple icon represents 10 apples.

Histogram

Definition: A histogram is a type of bar graph that represents the distribution of numerical
data. It divides the data into intervals (bins) and displays the frequency of data points within
each interval.

Example:

 Suppose you have the test scores of 100 students and you want to show the
distribution of these scores. The scores range from 0 to 100, and you decide
to use intervals of 10. Your histogram might look like this:

Interval Frequency
0-10 2

10-20 5

20-30 10

30-40 20

40-50 25
8

Interval Frequency

50-60 15

60-70 10

70-80 8

80-90 3

90-100 2

In this example, a bar would be drawn for each interval, with the height of the bar
representing the frequency of scores within that interval. The x-axis represents the score
intervals, and the y-axis represents the frequency of scores.

Key Differences

 Representation:
o Pictogram: Uses images or symbols to represent data.
o Histogram: Uses bars to represent the frequency distribution of
numerical data.

 Purpose:
o Pictogram: Often used for simpler data representation, making it
visually engaging and easy to understand at a glance.
o Histogram: Used to show the distribution of numerical data and
understand how data points are spread across different intervals.

 Data Type:
o Pictogram: Typically used for categorical or simple quantitative data.
o Histogram: Used for continuous quantitative data.

By understanding these differences and their appropriate uses, you can choose the right tool
for effectively representing your data.

The teachers of a certain school were asked to indicate the average number of hours
they spend on marking students assignments each day. The following set of data
was obtained 6 4 3 1 2 2 3 1 4 1 2 5 3 4 5 2 2 3 3 1 2 2 3 1 4 2 Construct a
frequency table and draw a Histogram illustrating the results.
How many teachers responded to the survey?
What the longest number of hours and most common number of hours are spent?

Let's start by constructing the frequency table for the given data.
9

Step 1: Data Collection

Given data: 6, 4, 3, 1, 2, 2, 3, 1, 4, 1, 2, 5, 3, 4, 5, 2, 2, 3, 3, 1, 2, 2, 3, 1, 4, 2

Step 2: Tallying the Data

We will tally the frequency of each number (representing hours spent).

Hours Frequency

1 5

2 8

3 6

4 4

5 2

6 1

Step 3: Drawing the Histogram

Let's draw the histogram using this frequency table. I'll create a simple bar plot to illustrate
this.
10

Histogram:

Here is the histogram illustrating the frequency of hours teachers spend on marking
assignments each day. The x-axis represents the number of hours, and the y-axis represents
the frequency of teachers who spend that amount of time. The histogram clearly shows the
distribution of the data, with most teachers spending around 2 hours on marking assignments
each day

Number of Teachers Responded

To find the total number of teachers who responded to the survey, we sum up the frequencies
from the frequency table.

Hours Frequency

1 5

2 8

3 6

4 4

5 2

6 1
11

Total number of teachers = 5 + 8 + 6 + 4 + 2 + 1 = 26

So, 26 teachers responded to the survey.

Longest Number of Hours Spent

From the given data and frequency table, the longest number of hours spent on marking
assignments is 6 hours.

Most Common Number of Hours Spent

The most common number of hours spent is the mode of the data, which is the value with the
highest frequency. From the frequency table:

Hours Frequency

1 5

2 8

3 6

4 4

5 2

6 1

The highest frequency is 8, corresponding to 2 hours.

So, the most common number of hours spent on marking assignments is 2 hours.

2018)
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It takes 3 liters of paint to cover an area of 24 square meters. What percentage
increase in the quantity of paint would be required to cover an area of 50.4 square
meters? (2018)

To find the percentage increase in the quantity of paint required to cover 50.4 square meters,
we need to follow these steps:

1. Determine the paint required per square meter:

o 3 liters of paint cover 24 square meters.
o Paint required per square meter = 3 liters /
24 square meters=0.125 liters per square
2. Calculate the paint required for 50.4 square meters:
o Paint required = 0.125 liters per square meter×50.4 square meters=6.3 liters
12

3. Calculate the increase in paint quantity:

o Initial paint required = 3 liters.
o Increased paint required = 6.3 liters.
o Increase in paint quantity = 6.3 liters−3 liters=3.3 liters.
4. Calculate the percentage increase:
o Percentage increase = Increase in paint quantity / Initial paint quantity×100
o Percentage increase = 3.3 liters / 3 liters×100=110%

Therefore, a 110% increase in the quantity of paint would be required to cover an area of 50.4
square meters.

An automobile travels 3 km towards south, 4 km towards west, 5 km towards north

and 2 km towards south-east. How far is it from its starting position? (2018)

To find the distance of the automobile from its starting position, we can break the problem
into steps using vector addition and then visualize it on a coordinate plane. Here’s the step-
by-step process:

1. Initial Point: Let's assume the starting point is at the origin (0,0)(0, 0)(0,0).
2. Movement 1: 3 km south:
o From (0,0) to (0,−3)
3. Movement 2: 4 km west:
o From (0,−3) to (−4,−3)
4. Movement 3: 5 km north:
o From (−4,−3) to (−4,2)

Movement 4: 2 km south-east:

 South-east implies a movement that has both southern and eastern components at 45
degrees.
 The components are: 2/under root 2≈1.41approx 1.4122≈1.41 km south and approx
1.4122≈1.41 km east.
 From (−4,2) to (−4+1.41,2−1.41) which simplifies to (−2.59,0.59)

Now, we calculate the distance from the origin (0,0) to the final point (−2.59,0.59)

Using the distance formula:

13

Now, let's create a pictorial representation of the path on a coordinate plane.

I'll provide a drawing to visually represent this path.

14

The plotted path shows the movements of the automobile:

1. Starting at (0,0
2. Moving 3 km south to (0,−3)
3. Moving 4 km west to (−4,−3)
4. Moving 5 km north to (−4,2)
5. Moving 2 km south-east to (−2.59,0.59)

The distance from the starting point (0,0)to the final point (−2.59,0.59) is approximately 2.66
km.
15

Tahir started a business with a capital of Rs. 15,000. After 5 months Umar also
joined him with an investment of Rs. 30,000. At the start of 9th month, Usman joined
them by investing Rs. 45,000. At the end of the year they earned a profit of Rs.
406,000. Find the share of each one. (2018)

To determine the share of each partner in the profit, we need to calculate the ratio of their
investments taking into account the duration each investment was active. This is done by
computing the "weighted" investment for each partner.

Step-by-Step Solution

1. Tahir's Investment:
o Amount: Rs. 15,000
o Duration: 12 months (full year)
o Weighted investment = 15,000 * 12 = 180,000

2. Umar's Investment:
o Amount: Rs. 30,000
o Duration: 7 months (he joined after 5 months)
o Weighted investment = 30,000 * 7 = 210,000

3. Usman's Investment:
o Amount: Rs. 45,000
o Duration: 4 months (he joined at the start of the 9th month)
o Weighted investment = 45,000 * 4 = 180,000

Next, we sum these weighted investments to find the total weighted investment:

Total weighted investment=180,000+210,000+180,000=570,000

Now, we determine each partner's share of the profit in proportion to their weighted
investment.
16

A man left his property of Rs. 640,000. A debt of Rs. 40,000 was due to him and Rs.
5,000 was spent on his burial. Distribute the amount between his widow, one
daughter and two sons according to the Islamic Law.(2018)
17
18

2019

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Moiz was trying to sleep at one night but there was too much noise around him. His
clock ticked every 5 seconds; a tap was dipping every seventh seconds and a pet
dog snored every 12th second. He noticed on his clock that all three things
happened together on the stroke of midnight. Find after how may seconds are three
things happened together

To determine when all three events (the clock ticking, the tap dripping, and the dog snoring)
happen simultaneously again, we need to find the least common multiple (LCM) of the time
intervals for each event.

The intervals are:

 Clock ticks every 5 seconds

 Tap drips every 7 seconds
 Dog snores every 12 seconds

The least common multiple (LCM) of these three numbers will give us the smallest number
of seconds after which all three events occur together again.
19
20

One pipe can fill a pool 1.25 times as fast as second pipe. When both pipes are
opened they can fill the pool in five hours. How long it will take the fill the pool if only
slower pipe is used?
21

The cost of hiring a car for 2 days in 2018 was Rs.264 which was 20% more than in
2013. What was the cost of hiring a car in 2013?
22

What do you understand by measure central tendency? State its types.

Measures of central tendency are statistical tools used to describe the center or typical value
of a dataset. They summarize a set of data by identifying the central position within that set.
The three main types of measures of central tendency are:

1. Mean:
o The mean is the arithmetic average of a set of values. It is calculated by
summing all the numbers in a dataset and then dividing by the count of those
numbers.
o Formula: Mean=∑X/n
o Where ∑X is the sum of all values, and N is the number of values.
2. Median:
o The median is the middle value in a dataset when the numbers are arranged in
ascending or descending order. If there is an odd number of observations, the
median is the middle number. If there is an even number of observations, the
median is the average of the two middle numbers.
o To find the median:
1. Arrange the data in ascending order.
2. If the number of observations N is odd, the median is the (N+1)/)/2th
value.
3. If the number of observations N is even, the median is the average of
the N/2th and (N/2) + 1th values.
3. Mode:
o The mode is the value that appears most frequently in a dataset. A dataset may
have one mode (unimodal), more than one mode (bimodal or multimodal), or
no mode at all if no number repeats.
o To find the mode, identify the value(s) that occur most frequently.

Each of these measures provides different insights into the data, and the choice of which
measure to use depends on the nature of the data and the specific context of the analysis.

2020)
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Tariq can do a tailoring job in 6 hours. Sajid does the same job in 4 hours. Irfan does
it in 8 hours. Tariq and Sajid start doing the work. Sajid leaves after two hours and
Irfan replaces him. How long would it take to complete the work?
23
24

Find the missing number to complete each sum. (a) 9 + 8 – 5 = 2 × (-------------) (b) 3
× 9 – 14 = 24 – (-------------) (c) 15 ÷ 3 × 12 = 41 + (-------------) (d) 24 ÷ 4 + 5 = 66 ÷
(-------------) (e) 8 × 6 – 13 + 3 = 7 × 6 – (-------------)
25
26

There are seven students in a group having ages 17,17,18,18,18,19,19. Calculate

mean, median, mode and range of their ages. Also define these mentioned terms.

Sure, let's start by defining the terms:

1. Mean: The mean is the average of a set of numbers. It is calculated by adding all the
numbers together and then dividing by the count of numbers.
2. Median: The median is the middle value in a list of numbers. If the list has an odd
number of entries, the median is the middle number. If the list has an even number of
entries, the median is the average of the two middle numbers.
27

3. Mode: The mode is the number that appears most frequently in a data set. A set of
numbers may have one mode, more than one mode, or no mode at all if no number
repeats.
4. Range: The range is the difference between the highest and lowest values in a data
set.

Given the ages of the seven students: 17, 17, 18, 18, 18, 19, 19, let's calculate each measure.
28

How does mental ability scales differ from IQ test?

Mental Ability Scales:

1. Broad Focus: Mental ability scales often assess a wide range of cognitive
functions, including memory, attention, problem-solving, language, and
executive functions.
2. Multifaceted Assessment: These scales can be used to identify specific
strengths and weaknesses in different cognitive domains.
3. Varied Formats: They may include a variety of tasks and activities,
sometimes extending beyond traditional question-and-answer formats to
include practical tasks or observations.
4. Clinical Use: Often used in clinical settings to diagnose cognitive
impairments, developmental disorders, and to guide treatment plans.
5. Individualized: The assessments can be tailored to the specific needs of the
individual being tested, and can be adapted based on age, educational
background, and other factors.

IQ Tests:

1. General Intelligence: IQ tests are designed to measure a general intelligence

factor, often referred to as "g."
2. Standardized Testing: These tests are highly standardized, with a set format
and scoring system. Popular IQ tests include the Wechsler Adult Intelligence
Scale (WAIS) and the Stanford-Binet Intelligence Scales.
3. Quantitative Score: IQ tests provide a single numerical score that represents
an individual's relative cognitive abilities compared to the general population.
4. Limited Scope: While IQ tests cover various cognitive domains (such as
verbal comprehension, perceptual reasoning, working memory, and
processing speed), they may not delve as deeply into each domain as
comprehensive mental ability scales.
5. Educational and Occupational Use: IQ scores are often used for
educational placement, admission to certain programs, and sometimes for
employment screening.

Summary:

 Mental ability scales provide a broader, more detailed assessment of

cognitive abilities, focusing on multiple specific areas and often used for
clinical diagnosis and individualized treatment planning.
 IQ tests focus on providing a general measure of intelligence with a single
score, using a standardized format, and are often used in educational and
occupational contexts.

4o
Give examples/case studies/specific event from the history against each paragaraph
above for supporting evidence?
ChatGPT
29

Certainly! Here are some historical examples and case studies for each paragraph to provide
supporting evidence:

Mental Ability Scales:

1. Broad Focus:
o Case Study: The Luria-Nebraska Neuropsychological Battery is an
example of a broad-focus mental ability scale. Developed in the 1970s,
it assesses various cognitive functions, including motor skills,
language, intellectual processes, and memory. It's used to diagnose
brain damage and cognitive impairments comprehensively.

2. Multifaceted Assessment:
o Example: The Boston Process Approach (BPA) is a
neuropsychological assessment method that examines the process by
which cognitive tasks are performed. For instance, it not only measures
how well someone can solve a puzzle but also observes the strategy
they use, offering insights into specific cognitive processes and deficits.

3. Varied Formats:
o Historical Example: The Bender Visual-Motor Gestalt Test,
developed by Lauretta Bender in 1938, involves copying geometric
designs. This test goes beyond traditional question-and-answer
formats and assesses visual-motor functioning, helping to identify
developmental disorders and neurological impairments.

4. Clinical Use:
o Case Study: The Halstead-Reitan Neuropsychological Battery was
developed in the 1940s and 1950s to identify brain damage and its
effects. It's widely used in clinical settings to diagnose conditions like
traumatic brain injury and neurological disorders, guiding treatment and
rehabilitation.

5. Individualized:
o Example: The Bayley Scales of Infant and Toddler Development,
first published in 1969, are designed to assess developmental
functioning in children from 1 to 42 months. The scales can be adapted
to the child's developmental level, providing a comprehensive picture of
cognitive, motor, and language development.

IQ Tests:

1. General Intelligence:
o Historical Example: The concept of general intelligence, or "g," was
first proposed by Charles Spearman in 1904. His work laid the
foundation for the development of IQ tests that aim to measure a single
general intelligence factor.

2. Standardized Testing:
30

o Case Study: The Stanford-Binet Intelligence Scales, first published

in 1916 and still in use today, is a prime example of a highly
standardized IQ test. It has undergone multiple revisions to maintain its
reliability and validity in measuring general intelligence across different
populations.

3. Quantitative Score:
o Example: The Wechsler Adult Intelligence Scale (WAIS), developed
by David Wechsler in 1955, provides a single IQ score that represents
an individual's overall cognitive ability. This score is used to compare
the individual's intelligence relative to the general population.

4. Limited Scope:
o Case Study: The Army Alpha and Beta tests, developed during
World War I to assess the intellectual and emotional functioning of
soldiers, provided a quick measure of general intelligence. While
effective for large-scale screening, they did not offer detailed insights
into specific cognitive abilities.

5. Educational and Occupational Use:

o Historical Example: In the early 20th century, IQ tests were used in
the Eugenics Movement to support the idea of selective breeding.
Though now discredited and condemned, this dark chapter in history
shows how IQ scores were misused for social and political purposes.
More positively, IQ tests have been used to identify gifted students for
specialized educational programs, as seen in the case of the Terman
Study of the Gifted beginning in the 1920s.

2021)
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A man is now 3 times as old as his son. In ten (10) years time, the sum of their ages
will be 76. How old was the man when his son was born?
31

How many tiles of 20cm2 will be required to have a footpath 1m wide carried around
the outside of grassy plot 24m long and 14m broad?
32
33

Mr. Faheem has dinner with his family at a restaurant which offers a 10% discount
on food. The marked price of the food that they order was Rs.15000/-. Given that
there was a service charges of 10% and GST is 17%, calculate the total amount of
money he has to pay.
34

Mr. Khawaja walked for 45 minutes at the rate of 3km/h and then ran for half an hour
at a certain speed. At the end of that time he was 6km away from the starting point.
How fast did he run?
35

2022)
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For his morning walk Aslam went 110 meters towards east from his house and then
turned right to keep walking for 40 meters before turning right again. After continuing
to walk for 50 more meters, he turned right again and kept walking for another 120
meters, before he sat down on a bench at the park. How far was the bench located
from his house?
36
37

The income of a company decreased by 10% and 15% in two successive years.
What is the percentage of decrease in income after two years?
38

What do you understand by Mental Ability Scales? Differentiate between Aptitude

and Intelligence?

Mental Ability Scales

Mental Ability Scales are standardized tools designed to measure cognitive functions and
intellectual abilities. These scales assess various aspects of mental processes, such as
reasoning, problem-solving, memory, comprehension, and the ability to learn new
information. They are often used in educational, psychological, and professional settings to
evaluate an individual's cognitive strengths and weaknesses.

Differentiating Between Aptitude and Intelligence

Intelligence

 Definition: Intelligence is a broad mental capacity that encompasses the

ability to reason, plan, solve problems, think abstractly, comprehend complex
ideas, learn quickly, and learn from experience.
 Nature: It is often considered more general and stable over time.
 Measurement: Typically measured using intelligence tests, such as the IQ
test, which provide a score intended to reflect general cognitive ability.
 Components: Includes various cognitive processes like logical reasoning,
verbal skills, mathematical skills, and memory.

Aptitude

 Definition: Aptitude refers to the natural ability or potential to learn or acquire

proficiency in a specific area or skill. It indicates the capacity to develop
certain abilities with training.
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 Nature: More specific and can vary depending on the domain (e.g.,
mathematical aptitude, musical aptitude).
 Measurement: Assessed through aptitude tests, which are designed to
predict an individual's ability to succeed in a particular activity or field, often
involving skills like spatial visualization, mechanical reasoning, or language
proficiency.
 Components: More focused and domain-specific compared to intelligence,
targeting particular skills or talents.

Key Differences

1. Scope:
o Intelligence: General cognitive abilities.
o Aptitude: Specific skills or talents.

2. Stability:
o Intelligence: Generally stable over time.
o Aptitude: Can be developed and improved with practice and training.

3. Measurement:
o Intelligence: IQ tests and general intelligence scales.
o Aptitude: Specific tests designed for particular skills (e.g., SAT, GRE
for academic aptitude, DAT for dental aptitude).

4. Purpose:
o Intelligence: Understanding overall cognitive functioning.
o Aptitude: Predicting future performance and potential in specific areas.

4o
Give examples/case studies/specific event from the history against each paragaraph
above for supporting evidence?
ChatGPT

Mental Ability Scales

Example/Case Study: Stanford-Binet Intelligence Scales

 The Stanford-Binet Intelligence Scales, originally developed by Alfred Binet

and Theodore Simon, and later revised by Lewis Terman, have been used
since the early 20th century to measure cognitive abilities in children and
adults. The test assesses various cognitive domains, including fluid
reasoning, knowledge, quantitative reasoning, visual-spatial processing, and
working memory. The widespread use and continuous revisions of this scale
demonstrate its importance in evaluating mental abilities over time.
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Differentiating Between Aptitude and Intelligence

Intelligence

Example/Case Study: Albert Einstein

 Albert Einstein is often cited as a prime example of high intelligence. His

contributions to theoretical physics, particularly the theory of relativity,
showcased his remarkable ability to think abstractly and solve complex
problems. Despite initial academic struggles, his intellectual capacity was
evident through his groundbreaking scientific work, illustrating how
intelligence encompasses a broad range of cognitive abilities.

Aptitude

Example/Case Study: Mozart

 Wolfgang Amadeus Mozart exhibited extraordinary musical aptitude from a

young age. By composing his first piece of music at the age of five and later
becoming one of the most prolific and influential composers in history,
Mozart's natural talent for music was evident. His aptitude was specific to the
musical domain, highlighting how aptitude differs from general intelligence by
focusing on particular skills.

Key Differences

1. Scope:
o Intelligence: Case Study of Lewis Terman's Longitudinal Study
 Lewis Terman's longitudinal study of gifted children, known as
the "Genetic Studies of Genius," began in 1921 and followed
high-IQ individuals over several decades. This study
demonstrated how high intelligence, as measured by IQ, could
predict success in various life domains, but also showed the
broad applicability of intelligence across different areas of life.
o Aptitude: SAT and College Admissions
 The Scholastic Aptitude Test (SAT) has been used since the
1920s to assess students' readiness for college. The SAT
focuses on specific skills, such as mathematical reasoning and
verbal comprehension, predicting academic success in higher
education. This illustrates how aptitude tests are used to
evaluate potential in specific areas.

2. Stability:
o Intelligence: The Flynn Effect
 Named after James R. Flynn, the Flynn Effect describes the
observed rise in IQ scores over the 20th century across the
world. This phenomenon suggests that while intelligence is
generally stable within individuals, environmental factors such
as education and nutrition can influence intelligence scores
across generations.
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o Aptitude: The 10,000-Hour Rule

 Malcolm Gladwell popularized the concept that achieving
mastery in a specific skill requires approximately 10,000 hours
of practice. This idea, based on research by psychologist Anders
Ericsson, emphasizes how aptitude can be developed through
dedicated practice, demonstrating the potential for growth in
specific domains.

3. Measurement:
o Intelligence: Wechsler Adult Intelligence Scale (WAIS)
 The WAIS, developed by David Wechsler, is one of the most
widely used IQ tests today. It provides a comprehensive
measure of intelligence through various subtests that assess
different cognitive functions, reinforcing the idea that intelligence
is a general measure of cognitive ability.

o Aptitude: Armed Services Vocational Aptitude Battery (ASVAB)

 The ASVAB is used by the U.S. military to assess potential
recruits' strengths and suitability for different military
occupations. It measures specific aptitudes in areas such as
mechanical comprehension, electronics information, and verbal
skills, illustrating how aptitude tests are tailored to predict
performance in particular fields.

4. Purpose:
o Intelligence: Binet-Simon Scale Development
 The original Binet-Simon scale was developed to identify
children with learning difficulties in the French education system.
This early intelligence test aimed to understand overall cognitive
functioning to provide appropriate educational support,
highlighting the purpose of intelligence assessment.

o Aptitude: Graduate Record Examinations (GRE)

 The GRE is used by graduate schools to evaluate applicants'
potential for success in advanced academic programs. By
assessing specific skills in areas such as analytical writing,
verbal reasoning, and quantitative reasoning, the GRE helps
predict future academic performance in graduate studies.

Discuss the factors affecting Intelligence.

Intelligence is a complex and multifaceted concept influenced by a variety of factors. These

factors can be broadly categorized into genetic, environmental, social, and psychological
influences. Here's an overview of each:
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1. Genetic Factors

 Hereditary Influences: Intelligence has a significant genetic component.

Studies on twins and adopted children show that genetic factors can account
for a substantial portion of individual differences in intelligence.
 Gene-Environment Interactions: The expression of genetic potential for
intelligence can be influenced by environmental factors, suggesting a complex
interplay between genes and the environment.

2. Environmental Factors

 Nutrition: Proper nutrition, especially in the prenatal and early childhood

periods, is crucial for brain development. Deficiencies in essential nutrients
can negatively impact cognitive development.
 Education: Access to quality education and stimulating intellectual
environments can enhance cognitive abilities. Early childhood education is
particularly impactful.
 Socioeconomic Status (SES): Higher SES often provides better access to
resources, enriching environments, and educational opportunities, which can
positively affect intelligence.
 Exposure to Toxins: Exposure to harmful substances such as lead, alcohol
(prenatally), and other environmental toxins can impair cognitive
development.

3. Social Factors

 Family Environment: A supportive and stimulating home environment with

engaged and responsive parenting can promote cognitive development.
Parental involvement in learning activities is beneficial.
 Peer Influence: Interactions with peers can influence cognitive development
through collaborative learning, competition, and social interactions.
 Cultural Factors: Cultural values, norms, and practices can shape cognitive
processes and the emphasis placed on certain types of intelligence, such as
analytical versus practical intelligence.

4. Psychological Factors

 Motivation and Attitudes: An individual's motivation, self-efficacy, and

attitudes towards learning can significantly impact their cognitive development
and intellectual performance.
 Personality Traits: Traits such as openness to experience and
conscientiousness have been linked to intelligence. These traits can influence
an individual's willingness to engage in intellectually stimulating activities.
 Stress and Mental Health: Chronic stress and poor mental health can
adversely affect cognitive functions. Conversely, good mental health and
stress management can support cognitive performance.
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5. Developmental Factors

 Critical Periods: There are critical periods in early development when the
brain is particularly receptive to learning and environmental influences.
Experiences during these times can have long-lasting effects on intelligence.
 Neuroplasticity: The brain's ability to adapt and reorganize itself, known as
neuroplasticity, plays a role in how environmental and experiential factors
influence intelligence throughout life.

6. Biological Factors

 Brain Structure and Function: Differences in brain structure, such as the

size of certain brain regions and the efficiency of neural connections, can
influence cognitive abilities.
 Health and Wellness: Overall physical health, including sleep, exercise, and
absence of chronic illnesses, is important for maintaining and enhancing
cognitive functions.

7. Technological and Societal Changes

 Access to Information: The proliferation of information and communication

technologies provides new opportunities for learning and intellectual
development.
 Globalization: Increased global interaction and exchange of ideas can
expose individuals to diverse perspectives and knowledge, potentially
enhancing cognitive abilities.

8. Interventions and Training

 Cognitive Training Programs: Targeted interventions, such as cognitive

training and brain exercises, can improve specific cognitive functions and
potentially overall intelligence.
 Lifelong Learning: Continuous learning and intellectual engagement
throughout life can help maintain and improve cognitive functions.

In summary, intelligence is influenced by a complex interplay of genetic, environmental,

social, psychological, and biological factors. Understanding these influences can help in
creating supportive environments and interventions to foster cognitive development and
optimize intellectual potential.

4o
Give examples/case studies/specific event from the history against each paragaraph
above for supporting evidence?
ChatGPT

Sure, here are examples, case studies, and specific historical events that support the factors
affecting intelligence discussed above:
44

1. Genetic Factors

 Hereditary Influences: The Minnesota Study of Twins Reared Apart (started

in 1979) demonstrated that identical twins, even when raised in different
environments, had remarkably similar IQ scores, underscoring the role of
genetics in intelligence.
 Gene-Environment Interactions: The Dunedin Multidisciplinary Health and
Development Study in New Zealand showed that children with certain genetic
profiles were more susceptible to environmental influences on their cognitive
development, illustrating the gene-environment interplay.

2. Environmental Factors

 Nutrition: The Dutch Famine Study (1944-1945) found that children born
during the famine had lower cognitive abilities later in life, demonstrating the
impact of prenatal nutrition on intelligence.
 Education: The Perry Preschool Project (1960s) showed that children who
received high-quality early childhood education performed better academically
and had higher IQ scores compared to those who did not.
 Socioeconomic Status (SES): The study by James Heckman on the
economic benefits of early childhood interventions highlighted how low SES
affects cognitive development and how interventions can mitigate these
effects.
 Exposure to Toxins: The Flint water crisis (2014-2016) exposed children to
high levels of lead, which is known to significantly impair cognitive
development, leading to lower IQ scores and behavioral problems.

3. Social Factors

 Family Environment: The longitudinal studies conducted by Hart and Risley

(1995) demonstrated that children from more verbally engaging families had
larger vocabularies and higher IQ scores.
 Peer Influence: Research from the University of Virginia found that
adolescents' academic achievement is influenced by the achievement levels
of their close friends, showing how peer groups can impact cognitive
development.
 Cultural Factors: The differences in mathematical achievement between
East Asian and Western students, highlighted in studies by PISA, reflect
cultural emphasis on education and differences in cognitive development
priorities.

4. Psychological Factors

 Motivation and Attitudes: Carol Dweck's research on growth mindset

showed that students who believe their intelligence can be developed perform
better academically, highlighting the impact of attitudes on cognitive
performance.
45

 Personality Traits: The Terman Study of the Gifted (1921) found that traits
like perseverance and conscientiousness were as important as IQ for long-
term success, illustrating the role of personality in intelligence.
 Stress and Mental Health: The Adverse Childhood Experiences (ACE) study
showed that high levels of childhood stress and trauma are associated with
lower cognitive functioning in adulthood.

5. Developmental Factors

 Critical Periods: Studies on language acquisition, such as those by Noam

Chomsky, indicate that there is a critical period for language learning in early
childhood, which impacts cognitive development.
 Neuroplasticity: Research by Michael Merzenich on brain plasticity
demonstrates how the brain can rewire itself in response to learning and
experience, emphasizing the importance of continuous intellectual
engagement.

6. Biological Factors

 Brain Structure and Function: Studies using MRI scans, such as those by
Richard Haier, show that people with higher IQs tend to have more efficient
neural networks and greater gray matter volume in certain brain regions.
 Health and Wellness: The Nun Study (1991) found that nuns who engaged in
regular physical activity and had healthy lifestyles maintained better cognitive
function into old age, demonstrating the link between physical health and
cognitive abilities.

7. Technological and Societal Changes

 Access to Information: The rise of the internet and digital learning platforms,
such as Khan Academy, has expanded access to educational resources and
opportunities for cognitive development worldwide.
 Globalization: The spread of educational practices and ideas across borders,
such as the international adoption of the Finnish education model, shows how
globalization can influence cognitive development through shared knowledge
and practices.

8. Interventions and Training

 Cognitive Training Programs: The Brain Training studies by researchers like

Susanne Jaeggi have shown that working memory training can improve fluid
intelligence, albeit with some debate about the extent and duration of these
effects.
 Lifelong Learning: The Baltimore Experience Corps Study demonstrated that
older adults who engaged in volunteer work in schools not only contributed to
the children's learning but also experienced improvements in their own
cognitive functions.
46

These examples and case studies illustrate the diverse and interrelated factors that contribute
to the development and expression of intelligence.

2023)
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2024)
https://cssprepforum.com/css-solved-general-science-and-ability-past-paper-2024/

Logical Reasoning and Analytical Reasoning/Ability

https://cssprepforum.com/css-solved-general-science-and-ability-past-paper-2024/

Mental Abilities
https://cssprepforum.com/css-solved-general-science-and-ability-past-paper-2024/

12 man can complete a job in 24 days.After four days four person quit .In how many days
this job will be completed by the remaining persons?
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