MICA Admissions Test (MICAT) - 101

Name:

Permanent IMS No. :

Centre :

Date:

Signature of the Invigilator

2011

Signature of the candidate

Instructions :
This test booklet is divided into five sections - A, B, C, D & E. Each section contains different
types of questions. Please read the instructions carefully before you start responding to questions
in any section.
Sections A, B, C and D contain multiple choice questions. The score sheet is included in this
booklet for sections A, C and D. You have to blacken your answer by using HB pencil.
If you have to change your answer, then erase your present answer completely and blacken your
new answer choice.
Sections B and E are taken directly from MICAT 2008, and are provided mainly as a reference
for the type of questions that appear in these sections.
Each section has been alloted a time-limit as given below. It is advised that you complete
the section within the time limit. However, if you are able to finish all the questions in a section
before time, you may proceed to the next section. Note that sections B and E are of 10 and
30 minutes respectively in the original MICAT, but here they are not meant to be solved, so no
time limit is assigned.
Section A - 10 minutes
Section B NA
Section C - 25 minutes
Section D - 15 minutes
Section E NA
THE TOTAL DURATION OF THE TEST IS FIFTY MINUTES ONLY. ALL QUESTIONS
ARE COMPULSORY.

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SCORE SHEET
Name

Date

PIN

Directions : (A) Mark your answers by darkening the appropriate circle with an HB pencil.
(B) Make no stray mark anywhere on the score sheet.

Section A

Section C

Section D

A B C D E

A B C D

A B C D

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MICAT

Section-A (Time - 10 minutes)

There are thirty problems in this section. Each problem consists of four clues and against that
set of four clues, five alternatives are given. These alternatives are associated with either one or
more than one clue in some manner. Amongst all these five alternatives, there is only one alternative
that is associated with all the four clues in some manner. This alternative is the right answer.
Your task is to mark the right answer from among the alternatives given.
For example, in the sample problem, alternative A mind is related to all four clues as follows:
(i) mind blowing (ii) mind set (iii) out of mind and (iv) mind and brain are used interchangeably.
In that case, you have to encircle the alternative B.
(i)
(ii)
(iii)
(iv)

Clues
Blowing
Set
Out
Brain

(A)
(B)
(C)
(D)
(E)

Alternatives
Rind
Mind
Wind
Get
Sight

1.

(i)
(ii)
(iii)
(iv)

Clues
Unconventional
Brilliant
Creative
Enigmatic

(A)
(B)
(C)
(D)
(E)

Alternatives
Music
Weird
Genius
Teacher
Perplexing

2.

(i)
(ii)
(iii)
(iv)

Ripe
Aeons
Money
Short

(A)
(B)
(C)
(D)
(E)

Era
Time
Lender
Fruit
Bribe

3.

(i)
(ii)
(iii)
(iv)

Shape
Eyes
Questions
Park

(A)
(B)
(C)
(D)
(E)

Pea
Round
Hard
Bench
Green

4.

(i)
(ii)
(iii)
(iv)

Sunrise
Reign
Dawn
Skies

(A)
(B)
(C)
(D)
(E)

Rain
Clear
Awake
Glorious
Freedom

5.

(i)
(ii)
(iii)
(iv)

Cheque
Art
Away
Limit

(A)
(B)
(C)
(D)
(E)

Set
Blow
Deposit
Draw
Lead

6.

(i)
(ii)
(iii)
(iv)

Bash
Joy
Sixteenth
Party

(A)
(B)
(C)
(D)
(E)

Birthday
Thrash
Lounge
Marriage
Right-Wing

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MICAT

7.

(i)
(ii)
(iii)
(iv)

Clues
Crane
Elevator
Stretcher
Spirit

(A)
(B)
(C)
(D)
(E)

Alternatives
Injury
Destroy
Ambulance
Lift
Medicine

8.

(i)
(ii)
(iii)
(iv)

Shot
Food
Luxury
Wine

(A)
(B)
(C)
(D)
(E)

Stale
Spectacular
Exotic
Rich
Red

9.

(i)
(ii)
(iii)
(iv)

Breakneck
Breaker
Post
Race

(A)
(B)
(C)
(D)
(E)

Letter
Speed
Tie
Close
Rat

10.

(i)
(ii)
(iii)
(iv)

Dreams
Glass
Window-pane
Notion

(A)
(B)
(C)
(D)
(E)

Sleep
Shatter
Clean
Break
Erroneous

11.

(i)
(ii)
(iii)
(iv)

Control
Date
Mark
Baby

(A)
(B)
(C)
(D)
(E)

Damage
Guide
Birth
Hearing
Hunger

12.

(i)
(ii)
(iii)
(iv)

Sections
Voice
Link
Tea

(A)
(B)
(C)
(D)
(E)

Powerful
Weak
Hot
Oppressed
Double

13.

(i)
(ii)
(iii)
(iv)

Ponder
Moments
Action
Intelligence

(A)
(B)
(C)
(D)
(E)

Quick
Artificial
Memorable
Decision
Thought

14.

(i)
(ii)
(iii)
(iv)

Antagonize
Pacify
Mentality
Violence

(A)
(B)
(C)
(D)
(E)

Youth
Mob
Enemy
Unrest
Unabated

15.

(i)
(ii)
(iii)
(iv)

Love
Violence
Communism
Danger

(A)
(B)
(C)
(D)
(E)

Nation
Sectarian
Red
Marxist
Maoist

IMS-34-RT-AL-MICAT-101

MICAT

16.

(i)
(ii)
(iii)
(iv)

Clues
Wealth
Homeopathy
Nutrition
Exercise

(A)
(B)
(C)
(D)
(E)

Alternatives
Health
Gymnasium
Business
Doctor
Carbohydrates

17.

(i)
(ii)
(iii)
(iv)

Temperature
Thermometer
God
Liquid

(A)
(B)
(C)
(D)
(E)

Heaven
Solid
Mercury
Celsius
Fever

18.

(i)
(ii)
(iii)
(iv)

Arbitration
Accusation
Litigation
Facts

(A)
(B)
(C)
(D)
(E)

Dispute
Fury
Arbitrator
Law
Fiction

19.

(i)
(ii)
(iii)
(iv)

Rash
Offence
Brake
License

(A)
(B)
(C)
(D)
(E)

Infection
Murder
Liquor
Motorbike
Driving

20.

(i)
(ii)
(iii)
(iv)

Loyalty
Camaraderie
Motivation
Incentives

(A)
(B)
(C)
(D)
(E)

Political
Monetary
Organization
Patriot
Youthful

21.

(i)
(ii)
(iii)
(iv)

Danger
Skeleton
Smoking
Terminal

(A)
(B)
(C)
(D)
(E)

Death
Speed
Harmful
Sign
Fire

22.

(i)
(ii)
(iii)
(iv)

Stroke
Emotions
Blood
Arrest

(A)
(B)
(C)
(D)
(E)

Heart
Blue
Arson
Cricket
Criminals

23.

(i)
(ii)
(iii)
(iv)

Life
Grammar
Statement
Latin

(A)
(B)
(C)
(D)
(E)

Hebrew
English
Sentence
Witness
Span

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MICAT

Clues

Alternatives

24.

(i)
(ii)
(iii)
(iv)

Lesson
Number
Algebra
Calculator

(A)
(B)
(C)
(D)
(E)

Geometry
Mathematics
Teacher
Alphabet
Consensus

25.

(i)
(ii)
(iii)
(iv)

Rules
Fast
Dance
Shatter

(A)
(B)
(C)
(D)
(E)

Balance
Quick
Pane
Apply
Break

26.

(i)
(ii)
(iii)
(iv)

Apology
Delight
Criticism
Grief

(A)
(B)
(C)
(D)
(E)

Opinion
Expression
Poverty
Indiscretion
Squeal

27.

(i)
(ii)
(iii)
(iv)

Dastardly
Ethical
Suppressive
Inflame

(A)
(B)
(C)
(D)
(E)

Object
Diktat
Speech
Action
Responsible

28.

(i)
(ii)
(iii)
(iv)

Aggravate
Scratch
Bruise
Treat

(A)
(B)
(C)
(D)
(E)

Share
Wound
Ring
Feelings
Nurse

Clues

Alternatives

29.

(i)
(ii)
(iii)
(iv)

Cotton
Manicure
Tennis
Grass

(A)
(B)
(C)
(D)
(E)

Racquet
Property
Lawn
Hand
Fabric

30.

(i)
(ii)
(iii)
(iv)

Abstract
Extract
Idea
Socrates

(A)
(B)
(C)
(D)
(E)

Novel
Sermon
Mind
Poetry
Philosophy

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MICAT

Section - B
Note: This section is a representative sample (5 questions) taken directly from MICAT 2008.
All of us deal with different situations, in our daily life, in our own ways. The objective of this
section is to know how you deal with your life. There are two options in each item, (a) and (b).
Your task is to choose the option which is more descriptive of you and mark in the OMR sheet.
For example, if (a) is more descriptive of you then mark (a) and if (b) is more descriptive of
you then mark (b). There is no right or wrong answer.
Please keep in the mind the following:
1.

Choose the item on the basis of how well it describes your behaviour.

2.

Do not choose an item indicating about yourself as you would like to be or as others want
you to be.

3.

Please choose the option truthfully after careful reading but do not take too much time on
a particular item.

SNo

Statement

1.

(A) I systematically follow a schedule of self-improvement.

(B) I find that self-improvement is difficult to work at regularly.

2.

(A) I plan to seek out new friendships and to develop my capabilities for being a good friend.
(B) I hope to have new friendships and develop my capabilities for being a good friend but
I generally would not work regularly at it.

3.

(A) I am not in favour of planning but I do like new tasks, new people and new experiences
when I encounter them.
(B) I enjoy new tasks, new people and new experiences so I plan my life to give myself
these things.

4.

(A) I generally prefer to live my life as I go ahead.

(B) I usually think ahead and organize my thoughts and ideas about future situations.

5.

(A) In new situations, I look for the kind of personal relationships that I want.
(B) In new situations, I usually let other people indicate the kind of personal relationships
they would want to have with me.

IMS-34-RT-AL-MICAT-101

MICAT

Section - C (Time - 25 minutes)

DIRECTIONS for questions 1 to 5: In each of the following sentences, parts of the sentences have
been left blank. Beneath each sentence four different ways of completing the sentence are indicated.
From among the given choices, choose the best alternative.
1.

2.

3.

4.

5.

Not so long ago, Mexico and the United States were, in the title of a best selling book, Distant
Neighbours; such was the ________ between them from politics to ways of ______.
(A) discrepancy economics

(B) semblance life

(C) gulf thought

(D) parallelism attitude

He is famous for his monetary policy decisions, moving ______ and stirring hearts: and this
weeks cut in the interest rate was no _______.
(A) masses joke

(B) views surprise

(C) fast shock

(D) markets exception

Until late in the twentieth century, Europe implied not only a definite area of the Earths
________ but also a certain type of _______.
(A) scum identity

(B) surface civilization

(C) plane thought

(D) face geography

What is __________ at the __________ moment is the nature of the security debate and the
manner in which a dominant narrative has emerged.
(A) pertinent ... relevant

(B) germane ... present

(C) extrinsic ... suitable

(D) indicated ... extraneous

However, a __________ of their ideological motivations and the political benefits that __________
to their patrons, tell a different story.
(A) scrutiny ... accrued

(B) serenity ... related

(C) perusal ... demonstrate

(D) foreboding ... mentioned

DIRECTIONS for questions 6 to 10: For each of the highlighted words below, a contextual usage
is provided. Pick the word from the alternatives given that is most appropriate in the given context.
6.

Splutter: Katie spluttered with rage when she heard that she had been cheated by her best
friend.
(A) groaned

IMS-34-RT-AL-MICAT-101

(B) screeched

(C) seethed

(D) froze

MICAT

7.

Unctuous: I don't trust him; there is something very unctuous and smug about him.
(A) sycophantic

8.

(D) gullible

(B) precarious

(C) speculative

(D) invincible

Benefaction: It is only because of the benefaction of Mr. Shah, that I was able to complete
my education.
(A) blessings

10.

(C) naive

Impregnable: Pentagon, one of the most impregnable places in the U.S., was also attacked
during the September 11 terrorist strike.
(A) vulnerable

9.

(B) suspicious

(B) patronage

(C) benediction

(D) influence

Mitigate: Measures are needed to mitigate the harmful effects of carbon monoxide on the
environment.
(A) hasten

(B) dampen

(C) elevate

(D) alleviate

DIRECTIONS for questions 11 to 15: In the questions below a sentence is given followed by four
different ways of phrasing the same sentence. Choose the most grammatically and semantically
correct alternative.
11.

It is interesting but not surprising to note that the world has never completely been democratic:
in fact, almost half the world remains perpetually shrouded in fundamentalism and despotic
rule even today.
(A) The world today remains shrouded in undemocratic and authoritarian governments, just
as in the past.
(B) The world today remains divided into the democratic, free half and the other half that
still lives under despotism and authoritarianism.
(C) The world has now got divided into those who believe in democracy and those who still
remain enamoured by fundamental religion.
(D) The democratic world is often at war with the fundamentalist, despotic other world.

12.

Man is intelligent and creative - he created the microprocessor, a dumb machine, which now
lords over each aspect of his life.
(A) The microprocessor has begun to acquire the skills and intelligence that man once possessed.
(B) The intelligent and creative man has ended up creating the microprocessor which will eventually
rule the world.
(C) Man has become so intelligent that he has handed over his own kingdom to a dumb computer.
(D) Mans intelligence and creativity has led to birth of the microprocessor, a mindless machine
which has become indispensable to man.
9

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MICAT
13.

Neither literature nor poetry can truly estimate the worth of humankind for anything that
is created by any human being ought to be biased in its world view.
(A) Human beings, always being prejudiced in their world view, can never estimate their own
worth through literature or poetry.
(B) There is nothing exquisite about literature or poetry; they do not represent humankind in
any appreciable form.
(C) Literature and poetry are mere figments of imagination; they are produced by people who
know or care little about the real world.
(D) No form of art ever created by human beings can explain humankind in its entirety.

14.

There has always been a huge gap of understanding between the ruling class and the masses:
neither has ever been able to truly comprehend the other.
(A) The bourgeois and the masses have never quite been able to come to terms with each
other.
(B) There is no greater enmity in the world than the one that exists between the classes and
the masses.
(C) That the masses have never got power in their hands is a very sad reflection of society.
(D) The ruling class and the masses are always fighting each other.

15.

Sport has ceased to be the domain of the gentleman; doping has assumed such proportions
that there are calls for it to be made legal.
(A) Doping in sport has become so rampant that every gentleman has taken to drugs.
(B) Doping in sport is bound to be legalized because the menace has reached great proportions.
(C) Doping in sport has become so commonplace that some feel that legalizing it is the only
way to solve the problem.
(D) There is a need for effective review of rules to ensure that doping acquires the legal status
it deserves.

DIRECTIONS for questions 16 to 20: Each of the following questions has a paragraph from which
the last sentence has been deleted. From the given options, chance the one that completes the
paragraph in the most appropriate way.
16.

The performance of the agricultural sector and the rest of the economy present a sharp contrast
in the post-reforms period, when it comes to creation of jobs. Agricultural jobs remained flat
during 1993-1999, while non-agricultural jobs grew at an average annual rate of 2.4%, a growth
rate that is comparable with the employment growth seen in the eighties.
(A) Hence, the nineties are more symbolic of the industrial revolution that is taking the country
by storm.
(B) Another set of reforms and we may well see a sharp decline in the number of agricultural jobs.
(C) Agricultural sector has therefore been more sensitive to reforms and jobs in it are a function
of time.
(D) Thus, if overall employment generation has decelerated in the nineties, blame it on agriculture.

IMS-34-RT-AL-MICAT-101

10

MICAT

17.

Women have a lot to learn about men before their relationships can be really fulfilling. They
need to learn that when a man is upset he will automatically stop talking and go to his cave
to work things out. They need to learn that no one is allowed in that cave, not even the mans
best friends. Women should not be scared that they have done something terribly wrong.
(A) Women need to understand men from a different point of view than what is commonly
believed to be true.
(B) They need to learn that if you let men go into their caves, after a while they will come
out and everything will be fine.
(C) They will have to be patient while dealing with men and continue doing their work and
occasionally refer to the uncommunicative nature of men.
(D) Women should take to personal counselling with psychologists to understand the behaviour
of men so as to ensure a steady relationship.

18.

As the largest and fastest growing economy in South Asia, it is inevitable that India will be
a magnet for migrant workers from its poorer neighbours. Rather than treating such labour
flows as a problem, the Union government must put in place mechanisms to regulate and even
harness immigration.
(A) As a result there will be a large influx of visitors from Bangladesh, Nepal and Bhutan.
(B) However, this may cause problems as corrupt regulators will help infiltration of insurgents
threatening Indias security.
(C) That way, immigrants can make their contribution to the economy and society of India.
(D) India should actively seek the arrival of these immigrants from its neighbouring countries
to maintain good relations.

19.

In the history of warfare, nuclear weapons have been used only twice, both during the closing
days of World War II. The first event occurred on the morning of 6 th August 1945, when
the United States dropped a uranium gun-type device code-named Little Boy, on the Japanese
city of Hiroshima.
(A) The second event occurred three days later when a plutonium implosion-type device codenamed Fat Man was dropped on the city of Nagasaki.
(B) Since 1845, nuclear weapons have been detonated on over two thousand occasions for
testing and demonstration purposes.
(C) The World War II resulted in the immediate deaths of around 100,000 to 200,000 individuals
(mostly civilians).
(D) Various other countries may hold nuclear weapons, but they have never publicly admitted
possession, or their claims to possession have not been verified.

11

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MICAT
20.

Mumbai is the commercial and entertainment capital of India, and houses important financial
institutions, such as the Reserve Bank of India (RBI), the Bombay Stock Exchange (BSE),
the National Stock Exchange of India (NSE) and the corporate headquarters of many Indian
companies.
(A) Present-day Mumbai was originally an archipelago of seven islands.
(B) Mumbai has attracted migrants from all over India because of the immense business
opportunities, and the relatively high standard of living, making the city a potpourri of
various communities and cultures.
(C) Mumbai is located on Salsette Island, which lies at the mouth of the Ulhas River off the
western coast of India, in the coastal region known as the Konkan.
(D) The climate of the city, being in the tropical zone, and near the Arabian Sea, may be
broadly classified into two main seasons - the humid season, and the dry season.

DIRECTIONS for questions 21 to 25: The passage given below is followed by a set of five questions.
Choose the most appropriate answer to each question.
Socrates refused to write. He said that to write something down is to disembody it: words are
left to float here and there, ghostly creatures, perverse and perverted by whatever and whoever
they encounter. Of course, we only know what Socrates said because it was written. Two thousand
years later, French philosopher Jacques Derrida says everything is writing, always and already.
He says that when Socrates was speaking he was secretly writing, behind his own back, with
and without knowing it: Platos pen was really Socrates. For Derrida, language is fundamentally
ghostly, even when its in our heads, when we try to put a word to a thing or idea. Language
never had, has, or will have a body.
So, what is a text? What is language? What does it mean to write something down and have
someone read it clear across the globe, across centuries, perhaps in a different language? Is there
a timeless meaning that hovers above the text, guaranteeing its meaning? Or does the meaning
itself change? What determines that change? Can the author live up to his or her title in order
to act as an authority, controlling the meaning of the words even if he or she has been dead
500 years ago? Does the reader control the meaning, in a sense rewriting the book as he or she
reads? Or does the meaning emerge somewhere else, between the author, the reader, the words,
the time, place, and mood? If a book is such an eruption of experience, what makes it the same
book over time?
According to Jacques Derrida, structure the structure of language, for example occupies an
impossible and ideal position: it at once posits an absolute center that holds everything together
and a meta-perspective that also holds everything together. For Derrida, then, structure is defined
by a double law in which it is at once bound and unbound such is the very possibility (or
impossibility) of a structures existence. Which is to say, a structure can exist only in as much
as it undoes itself. For Derrida, this double function is always already at work and so Poststructuralism is born.
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MICAT

This double logic, which Derrida calls diffrance, (a word which in French blurs the line between
speech and writing) operates like an electric current; it is the alternating force which drives language,
philosophy, and texts in general. This force stems from the relentless play between a positive and
a negative node, between the positing and undoing of a thing. Hence, just as an electric current
only exists as movement, texts come to exist only from their diffrance. Therefore, there is no
absolute and stable dictionary that fixes meaning in place. At the origin of meaning, Derrida tells
us, is play. Hence, when Derrida reads, he seeks the play within a text, the particular ways that
a text posits itself and is thereby already outside itself, playing elsewhere in unexpected fields,
with unexpected texts. This is what he means by Deconstruction.
These days, anything that strives to be playfully critical and mildly nihilistic is instantly deemed
deconstructive. The word has been lifted from its philosophical heritage and disseminated throughout
popular culture, suffering another mutation in meaning every time its pronounced.
This is, after all, one among many linguistic phenomena that Jacques Derrida, essentially the founder
of Deconstruction as we (claim to) know it, deals with in his texts. Its important to understand
that Deconstruction is not merely a literary or philosophical concept, but rather a practice: it is
something that must always be done, and done again. It involves a kind of hypersensitivity to
textual discrepancies, an eye (or an ear) for infinitesimal differences in the meanings of words
which, as they are repeated in different linguistic contexts, tend to flip over, invert themselves,
betray their own proper sense.
Derrida is always attempting to perform this inversion; he does so through extremely precise reading,
ample citation, and relentless repetition of words and concepts which, as the differences between
their various appearances become manifest, eventually brings about the collapse of a texts fixed
or determined meanings. The moment of this collapse is the work of what Derrida calls its difference;
paradoxically, it is this same difference which generates the oppositions it subsequently troubles.
Discovering and manifesting a texts difference is the task of Deconstruction but its aim? That
would seem to be the question Deconstruction now confronts. Having cleared the space in which
something new might arise, one now awaits it.
21.

Its important to understand that Deconstruction is not merely a literary or philosophical concept,
but rather a practice: it is something that must always be done, and done again. This is equivalent to:
(A) Diabetics often need to be reminded that although they do not possess an infectious disease,
they themselves are prone to contamination through the food they eat, and the habits they
acquire from others.
(B) Literature such as a self help book is best categorized as the point where aggressive
modern needs meet a traditional form.
(C) What better example of the concept of dissolution than the melting snowman who is fated
to rejoin his clay, so that even as he loses one shape, he acquires another.
(D) The Acropolis in Ancient Greece was where the academics of art met the culture of the
people, forming a theatrical bond among princes and paupers simultaneously.
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22.

How do words betray themselves, in the context of deconstruction?

(A) By being subject to mutability and change in translation.
(B) By acquiring different contexts from the authorial intention.
(C) By having textual discrepancies through typographical errors.
(D) By existing both in a literary and practical dimension.

23.

What does the contrast between Socratic and Derridas philosophy on language primarily suggest?
(A) That notions in criticism are subject to tremendous change with time.
(B) That Socrates was a deconstructionist in his own way.
(C) That Derrida unlike Socrates has not invented something new.
(D) That contradictions exist both in theories and the practice of language.

24.

Which of the following claims cannot be supported by the passage?

(A) Texts are in a constant state of flow.
(B) Content is static and operates in restricted parameters.
(C) There is no such thing as inert structure.
(D) Deconstruction itself is liable to be played with.

25.

Deconstruction cleared a space for something new. Which of the following does not contribute
as a factor?
(A) By exposing how differences and similarities are in continual relation.
(B) By replacing authorial control with textual control.
(C) By positing an endless play of meaning.
(D) By proposing an inter-relatedness that sparks off diffrance.

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MICAT

Section - D (Time -15 minutes)

DIRECTIONS for questions 1 to 4: Answer the questions on the basis of the information given below.
In a multinational company, seven grade 5 employees, P, Q, R, S, T, U and V work as a clerk,
secretary, typist, telephone operator, computer operator, stenographer and office assistant, not necessarily
in the same order. They had joined the company on the 1st of January, one person per year
for seven consecutive years, not necessarily in the above given order. The employees with at least
seven years of experience in 2005 will be promoted to grade 2, those with at least five but not
more than six years of experience will be promoted to grade 3 and those with at least three but
not more than four years of experience will be promoted to grade 4.

U had joined four years before the clerk, who had joined 2 years after R.

Amongst the seven, the secretary was the fourth to join in 2000.

1.

When did the office assistant join?

Q joined before P but after the clerk.

V joined two years before S.
The computer operator, the office assistant and the typist joined one after the other in this
order.

(A) 1997
2.

(B) 1998

(C) 2001

The employees to be promoted to grade 2 in year 2005 are:

(A) computer operator and typist.
(C) T and R

3.

(B) U and V
(D) office assistant and typist.

Who is the stenographer?

(A) Q

4.

(D) 2002

(B) P

(C) S

(D) Data insufficient

To which grade will the typist be promoted in 2005?

(A) 2

(B) 4

(C) 3

(D) Cannot be determined

DIRECTIONS for question 5: Choose the correct option.

5.

A scientist sends an encrypted message of a certain mathematical calculation. He codes the

message by encrypting the alphabets of the message using numbers in base 6 such that
G 0, E 1, N 2, I 3, U 4 and S 5.
At the receivers end his message is received without error as (EUSGI) (NGUE)
Decode this message and find the numeric code corresponding to this message. Use this code
to encrypt another message. What will be the message?
(A) ENIUN

(B) INGSN

(C) ENUNN

15

(D) Cannot be determined

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MICAT

DIRECTIONS for questions 6 to 8: Answer the questions on the basis of the information given below.
A and B are the first and the last of the 20 stations respectively on a railroad. A train leaves
A every 5 minutes, every third train is a fast train and all the other trains are slow. A slow
train stops at every station on the railroad, while a fast train stops at every third station till it
reaches B. A slow train takes 5 minutes to travel between two successive stations and stops for
1
minute at each station. A fast train is 25% faster than the slow train and stops for 1 minute
2
at a station.

6.

If the first train of the day leaves A at 7 a.m., what is the sequence of the first six trains
arriving at B? (F = Fast, S = Slow)
(A) F, S, S, F, F, S
(C) F, S, F, S, F, S

7.

Between which two stations does the first fast train overtake the second slow train?
(A) 5 and 6

8.

(B) F, S, F, S, S, F
(D) F, S, S, F, S, F

(B) 7 and 8

(C) 8 and 9

(D) 6 and 7

After the third fast train reaches station B, how much more time will the train, which has
started just before it, take to reach station B?
(A) 13 minutes

(B) 17 minutes

(C) 21 minutes

(D) 23 minutes

DIRECTIONS for questions 9 to 25: Choose the correct option.

9.

James has three sons: Ram, Rahim and Jack. Ram and Rahim are twins. The sum of the three
sons ages is twice Jacks age. Three years earlier, Jacks age was 3.5 times Rahims age.
What will Rahims age be after three years?
(A) 8 years

10.

(C) 15 years

(B) 6

(C) 7

(D) Cannot be determined

Which of the following is/are true?

I. nCr = nCnr
III. n+1Pr = nPr + r.nPr1
(A) I and IV only
(C) I and III only

12.

(D) 18 years

If the sum of the digits of a two-digit positive integer is one third the number, then the digit
in the units place is:
(A) 2

11.

(B) 12 years

II. nPr = nPnr

IV. n+1Cr = nC r + r.nCr1
(B) I, III and IV only
(D) All of the above

There is a 90% probability that m > 0, 10% probability that n < 0. Then what is the probability
that m n is negative? (given that m and n 0)
(A) 0.09

IMS-34-RT-AL-MICAT-101

(B) 0.18

(C) 0.5
16

(D) 0.75

MICAT

13.

Four friends Anju, Manju, Sanju and Ranju go for shopping. The total amount of money they
have is 5 times the money Ranju has. Anju has twice the amount of money Sanju and Manju
collectively have. What is the ratio of Ranjus money to that of Anju?
(A)

14.

1
6

(B)

(B) 100 : 121

(B) Rs.83

(B) 0.844

7
16

(C) 5 : 22

(D) 40 : 11

(C) Rs.93

(D) Rs.103

(C) 0.9012

(D) 0.8632

Three friends A, B and C go to a shop which sells electronic goods. Each buys an item worth
Rs.10000. They make down payments of Rs.2800, Rs.3200 and Rs.3600 respectively. They
decide to pay the remaining amount in equated monthly installments in such a manner that
they all pay an equal amount every month till their respective loans are paid off. If the interest
to be paid is 10% of the amount remaining after down payment, then what is the ratio of
the number of months taken by A and C to repay their debts?
(A) 9 : 8

18.

(D)

If sin50 o = 0.766, find cos20 o.

(A) 0.9396

17.

5
8

In Sapna Bazaar, 3 kgs of rice, 5 kgs of pulses and 2 kgs of wheat cost Rs.353. Also,
10 kgs of rice, 4 kgs of pulses and 7 kgs of wheat costs Rs.612. The cost per kg of rice
is twice that of wheat. Find the total cost of 1 kg rice, 1 kg pulses and 1 kg wheat.
(A) Rs.73

16.

(C)

The ratio of the incomes of A and B is 7 : 3. The ratio of their expenditures is 6 : 5. Each
of them saves Rs.1750. The ratio of their total income to the total expenditure is:
(A) 1 : 1

15.

3
8

(B) 8 : 9

(C) 1 : 1

(D) None of these

If a, b, c and d are in continuous proportion, find the value of

a 2 + b2
c2 - d 2
+
in terms
a 2 - b2
c2 + d 2

of k, the constant of proportionality.

(A)

19.

2(k 4 + 1)
k4 - 1

(B)

k4 + 1
k4 - 1

(C)

(k 2 + 1) 2
(k 2 - 1) 2

(D)

2(k 4 + 1)
(k 2 - 1) 2

If p A( D ABC) = Area of the circle with centre O in the figure,

then find

(A)

AC
.
BC

(B)

(C) 1

(D)
17

3
4

A
C

3
2
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MICAT
20.

In an examination a student appeared for six papers having equal maximum marks. His marks
in these papers were in the ratio 2 : 3 : 4 : 5 : 6 : 7. In all papers together, the candidate
obtained 50% of the total marks. A candidate is considered to be passed in a subject if he
scores more than 50% of the maximum marks. Thus, the number of papers in which he passed
is:
(A) 1

21.

(B) 2

(B) 4

(C) 2

(D) 1

A tower stands at the centre of a circular park. A and B are two points on the boundary
of the park such that AB subtends an angle of 60 o at the foot of the tower and length of
(AB) is a. The angle of elevation of the top of the tower from A and B is 30 o. The height
of the tower is:
(A)

23.

(D) 4

If px = p + 10x, then the number of positive integral values of x is:

(A) 3

22.

(C) 3

(B)

a
2

(C)

a
3

(D) None of these

E
B

A
Line BC divides D ADE into 2 sections, one of them is an isosceles triangle (AB = AC).
DBC is equal to 105 o. What is the sum of the measure of angles D and E?
(A) 100 o
24.

(C) 150 o

(D) 175 o

In D ABC, A and B are 50 o and 60 o respectively. If O is the orthocentre, find angle AOB.
(A) 100 o

25.

(B) 125 o

(B) 90 o

(C) 110 o

(D) 120 o

If a, aq, aq 2 are the sides of a triangle, where a and q are real numbers and q > 1, which
of the following is the value that q cannot take?
(A) 1

IMS-34-RT-AL-MICAT-101

(B) 2

(C)

18

3
2

(D) 1.2

MICAT

Section - E
Note: This is a writing test, taken directly from MICAT 2008.
1.
2.

Debate: Pick one side or the other: Nano car will add to the population and congestion in
the cities. Do you agree or disagree. Please choose one and give you reasons for it.
Description: Think of any fact: Poverty exists. Capture it by describing it. Also carefully record
the circumstances of its capture.

3.

Analytical framework: Imagine a problem. What machine would you design to solve it? Describe
the features and functions you would give it. Why

4.

Problem Solving: Developing societies should not worry about climate change. It is a responsibility
of advanced industrial countries

5.

Please write Precis for the following write up.

Precis Writing:
Thomas Kuhns academic life started in physics. He then switched to history of science, and
as his career developed he moved over to philosophy of science, although retaining a strong
interest in the history of physics. In 1943, he graduated from Harvard summa cum laude.
Thereafter he spent the remainder of the war years in research related to radar at Harvard
and then in Europe. He gained his masters degree in physics (concerning an application of
quantum mechanics to solid state physics). Art this time, and until 1956, Kuhn taught a class
in science for undergraduates inthe humanities, as part of the General Education in Science
curriculum, developed by James B. Conant, the President of Harvard. This course was centred
around historical case studies, and this was Kuhns first opportunity to study historical scientific
texts in detail. His initial bewilderment on reading the scientific work of Aristotle was a formative
experience, followed as it was by a more or less sudden ability to understand Aristotle properly,
undistorted by knowledge of subsequent science.
This led Kuhn to concentrate on history of science and in due course he was appointed to
an assistant professorship in general education and the history of science. During this period
his work focussed on eighteenth century matter theory and the early history of thermodynamics.
Kuhn then turned to the history of astronomy, and in 1957 he published his first book, The
Copernican Revolution.
In 1961, Kuhn became a full professor at the University of California at Berkeley, having moved
there in 1956 to take up a post in history of science, but in the philosophy department, which
enabled him to develop his interest in the philosophy of science. At Berkeley Kuhns collegues
included Stanley Cavell, who introduced Kuhn to the works of Wittgenstein, and Paul Feyerabend.
Shortly thereafter, in 1962, Kuhn published his The Structure of Scientific Revolutions in the
series International Encylopedia of Unified Science, edited by Otto Neurath and Rudolf Carnap.
The central idea of this extraordinarily influential and controversial book is that the development
of science is driven, in normal periods of science, by adherence to what Kuhn called a paradigm.
The function of a paradigm is to supply puzzles for scientists to solve and to provide the
tools for their solution. A crisis in science arises when confidence is lost in the ability of
the paradigm to solve particularly worrying puzzles called anomalies. Crises is followed by
a scientific revolution if the existing paradigm is superseded by a rival. Kuhn claimed that science
guided by one paradigm would be incommensurable with science developed under a different
paradigm, by which is meant that there is no common measure of the different scientific theories.
This thesis of incommensurability, developed at the same time by Feyerabend, rules out certain
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kinds of comparison of the two theories and consequently rejects some traditional views of
scientific development, such as the view that later theories are closer approximations to the
truth than earlier theories. Most of Kuhns subsequent work in philosophy was spent in articulating
and developing the ideas in The Structure of Scientific Revolutions, although some of these,
such as the thesis of incommensurability, underwent transformation in the process.
Although The Structure of Scientific Revolutions did in due course create the interest among
philosophers that Kuhn had intended (and also before long among a much wider audience,
making it one of the most widely read academic books of the century), it nonetheless inspired
a hostile reception. Since the following of rules (of logic, of scientific method, etc.) was regarded
as the sine qua non of rationality, Kuhns claim that scientists do not employ rules in reaching
their decisions appeared tantamount to the claim that science is irrational. This was highlighted
by his rejection of the distinction between discovery and justification (denying that we can
distinguish between the psychological process of thinking up an idea and the logical process
of justifying its claim to truth) and his emphasis on incommensurability (the claim that certain
kinds of comparison between theories is impossible). The negative response among philosophers
was exacerbated by an important naturalistic tendency in The Structure of Scientific Revolutions
that was then unfamiliar. A particularly significant instance of this was Kuhns insistence on
the importance of the history of science for philosophy of science. The opening sentence of
the book reads: History, if viewed as a repository for more than anecdote or chronology,
could produce a decisive transformation in the image on science by which we are now possessed
(1968/1970, 1). Also significant and unfamiliar was Kuhns appeal to psychological literature
and examples (such as linking theory-change with the changing appearance of Gestalt image.)
In 1964 Kuhn left Berkeley to take up the position of M. Taylor Pyne Professor of Philosophy
and History of Science at Princeton University. In the following year an important event took
place which helped promote Kuhns profile among philosophers. An International Colloquium
in the philosophy of Science was held at Bedford College, London, which was intended to
include a debate between Kuhn, Paul Feyerabend, and Imre Lakatos. As it was, Feyerabend
and Lakatos did not attend and the papers delivered focussed on Kuhns work. Futhermore
a discussion between Kuhn and Sir Karl Popper in which their viewpoints were compared and
contrasted helped illuminate the significance of Kuhns approach. These papers, along with
contributions from Feyerabend and Lakatos, were published several years later, in Criticism
and the Growth of Knowledge, edited by Lakatos and Alan Musgrave (1970). In the same
year the second edition of The Structure of Scientific Revolutions was published, including
an important postscript in which Kuhn clarified his notion of paradigm and for the first time
explicity gave his work an anti-realist element by denying the coherence of the idea that theories
could be regarded as more or less close to the truth.
A collection of Kuhns essays in the philosophy and history of science was published in 1977,
with the title The Essential Tension taken from one of Kuhns earliest essays in which he
emphasizes the importance of tradition in science. The following year saw the publication of
his second historical monograph Black-Body Theory and the Quantum Discontinuity, concerning
the early history of quantum mechnanics. In 1983 he was named Laurence S. Rockfeller Professor
of Philosophy at MIT. Kuhn continued throughout the 1980s and 1990s to work on a variety
of topics in both history and philosophy of science, including the development of the concept
of incommensurability, and at the time of his death in 1996 he was working on a second
philosophical monograph dealing with, among other matters, an evolutionary conception of
scientific change and concept acquisition in developmental psychology. (1136)

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