CEED 2017 Question Paper with Answer Key and Solutions PDF

Step 1: Analyzing the Image.

The image shows a set of animal shapes, some of which are identical to others in terms of form and orientation. By categorizing and counting the unique shapes, we identify the distinct patterns.


Step 2: Conclusion.

There are 10 unique shapes as per the analysis of the image. Therefore, the correct answer is (3) 10.
Quick Tip: When counting unique shapes, always ensure that identical shapes, regardless of their position or orientation, are not counted multiple times.

Step 1: Analyzing the Extruded Shapes.

The extruded form of A is a simple rectangle, which has 6 surfaces. B, which is an extruded form of A, has a rectangular prism shape with 6 surfaces.


Step 2: Understanding the Form of C.

C is a shape with a complex structure (a snowflake-like figure). When extruded, each branch of the figure will add more surfaces. The extruded form of C will have 8 surfaces in total.


Step 3: Conclusion.

Thus, the extruded form of C will have 8 surfaces. Therefore, the correct answer is (3) 8.
Quick Tip: When extruding complex shapes, count all the outer surfaces that are formed from the original shape's sides.

Step 1: Analyzing the pattern.

We need to find the relationship between the numbers within each box. Let's look at each box:
- Box 1: \( 3 + 6 = 9 \), and the bottom left number is \( 6 \), which could represent the difference between the two top numbers.
- Box 2: \( 1 + 6 = 7 \), and the bottom left number is \( 8 \), which seems to follow the same difference logic: \( 8 - 7 = 1 \).
- Box 3: \( 4 + 2 = 6 \), and the bottom left number is \( 7 \). Similarly, the difference is \( 7 - 6 = 1 \).

Step 2: Applying the pattern to Box 4.

In Box 4, \( 3 + 9 = 12 \), and the missing number must follow the same pattern. The difference between the sum \( 12 \) and the existing number \( 9 \) is \( 12 - 9 = 3 \). Therefore, the missing number is \( 7 \).


Final Answer: \[ \boxed{7} \] Quick Tip: When analyzing number patterns in boxes, consider simple arithmetic relationships such as addition or subtraction to find the missing numbers.

Step 1: Understanding the problem.

We are given a large square with a side of 5 cm, and a smaller square with a side of 3 cm. The centers of both squares are the same, and the smaller square is cut from the larger one. The shaded portion is the area left after the smaller square is cut out from the larger square.

Step 2: Calculating the area of the larger square.

The area of a square is given by the formula: \[ Area of the larger square = side^2 = 5^2 = 25 \, cm^2 \]

Step 3: Calculating the area of the smaller square.

Similarly, the area of the smaller square is: \[ Area of the smaller square = side^2 = 3^2 = 9 \, cm^2 \]

Step 4: Finding the shaded area.

The shaded area is the area of the larger square minus the area of the smaller square: \[ Shaded area = 25 - 9 = 16 \, cm^2 \]


Final Answer: \[ \boxed{16 \, cm^2} \] Quick Tip: When calculating the shaded area after removing a smaller square from a larger square, simply subtract the area of the smaller square from the area of the larger square.

Step 1: Understanding the problem.

We are asked to find how many unique routes there are from the west side of the city to point A on the east side, without retracing any portion of the route. This is a typical problem in graph theory, where each route can be considered a path between two points, and retracing means using the same path more than once.

Step 2: Analyzing the graph.

From the image, we see that there are several paths between the west and east sides, and the forest acts as a barrier. The key is to count how many unique ways we can move from the west to the east side while avoiding retracing the same path. We need to look at the different possible combinations of routes.

Step 3: Identifying the unique routes.

By examining the diagram, we see that there are 3 distinct routes to reach point A from the west side without retracing any portion of the route. This includes paths that follow different combinations of bridges and tunnels, all starting from the west side and ending at point A.

Step 4: Conclusion.

The number of unique routes is 3.


Final Answer: \[ \boxed{3} \] Quick Tip: In path problems, always look for distinct routes that avoid retracing and check for any intersections or barriers that affect the path.

Step 1: Understanding the structure.

The given 3-dimensional structure is a truncated icosahedron, which is a well-known polyhedron often referred to as the "soccer ball" shape. It consists of 12 black pentagonal faces and 20 hexagonal faces.

Step 2: Identifying the pentagons.

From the properties of the truncated icosahedron, we know that there are exactly 12 pentagonal faces.

Step 3: Conclusion.

Therefore, the total number of pentagons in the structure is 12.


Final Answer: \[ \boxed{12} \] Quick Tip: In a truncated icosahedron, the number of pentagonal faces is always 12.

Step 1: Understanding the structure.

We are given a 4 x 8 x 8 cube structure with alternating white and blue cubes. The visible portion of the structure shows the alternating pattern of the cubes, but no cubes have been removed from the hidden portion.

Step 2: Finding the total number of cubes.

The total number of cubes in the structure is given by the volume of the cube: \[ Total number of cubes = 4 \times 8 \times 8 = 256 \, cubes \]

Step 3: Determining the number of blue cubes.

Since the cubes alternate in color, half of the cubes will be blue. Therefore, the number of blue cubes is: \[ Number of blue cubes = \frac{256}{2} = 128 \, blue cubes \]

Step 4: Conclusion.

Thus, the total number of blue cubes in the structure is 128.


Final Answer: \[ \boxed{128} \] Quick Tip: In alternating cube structures, if the cubes alternate perfectly, half of them will be one color and the other half will be the other color.

Step 1: Identifying the shape.

The object in question appears to be a pipe with three identical cuts and flanges. The cuts indicate that the original cylindrical shape has been modified. Additionally, the three identical flanges are protrusions from the surface of the pipe.

Step 2: Counting the surfaces.

- The cylinder has two circular faces at the ends (top and bottom).
- The surface of the cylindrical pipe is one continuous curved surface, but with the cuts, there are additional flat faces formed at each of the three cuts.
- Each of the three flanges also adds a surface.

Thus, the number of surfaces can be counted as follows:
- 2 circular faces
- 1 curved surface (which becomes subdivided into smaller flat areas due to the cuts)
- 3 flat surfaces formed by the cuts
- 3 additional flat surfaces formed by the flanges

In total, the number of surfaces is \( 2 + 1 + 3 + 3 = 9 \).


Final Answer: \[ \boxed{9} \] Quick Tip: When counting surfaces of modified solids, remember to account for the original faces and any additional faces formed by cuts or flanges.

Step 1: Understanding the solids.

We are given a cylinder, a cuboid, and a triangular prism. The intersection of these three solids will create a new solid, and we need to find how many surfaces it will have.

Step 2: Visualizing the intersection.

The intersection of these solids will be influenced by the dimensions of each solid:
- The cylinder has a circular cross-section, so it will create curved surfaces in the intersection.
- The cuboid has rectangular surfaces, contributing flat faces to the intersection.
- The triangular prism has triangular faces that intersect with the other solids.

The surfaces of the resultant solid will depend on the specific way these solids overlap.

Step 3: Counting the surfaces.

- The cylinder will contribute some curved surfaces.
- The cuboid contributes rectangular faces at the edges of the intersection.
- The triangular prism contributes triangular faces.

Given the arrangement, the new solid formed will have:
- 6 rectangular surfaces (from the cuboid).
- 2 curved surfaces (from the cylinder).
- 2 triangular faces (from the triangular prism).

Thus, the total number of surfaces in the resultant solid is \( 6 + 2 + 2 = 10 \).


Final Answer: \[ \boxed{10} \] Quick Tip: When counting surfaces of solids formed by intersections, consider the type of faces (flat or curved) contributed by each solid and how they overlap.

Step 1: Understanding the figure.

We are given four circles with a diameter of 42 cm each. The path LRMONP consists of straight lines and circular arcs along the circumference of the circles.

Step 2: Calculating the radius of the circles.

The radius \( r \) of each circle is half of the diameter: \[ r = \frac{42}{2} = 21 \, cm \]

Step 3: Length of the circular arcs.

The length of a circular arc is given by the formula: \[ Length of arc = \theta \times r \]
where \( \theta \) is the central angle in radians.

- From the diagram, the path \( LR \) and \( NP \) represent quarter-circle arcs, i.e., \( \theta = \frac{\pi}{2} \). Thus, the length of each quarter-circle arc is: \[ Length of arc = \frac{\pi}{2} \times 21 = \frac{22}{7} \times \frac{1}{2} \times 21 = 33 \, cm \]

Since there are two arcs, the total length of the arcs is: \[ 33 + 33 = 66 \, cm \]

Step 4: Length of the straight segments.

The straight segments \( LM \) and \( ON \) are equal to the diameter of the circles, which is 42 cm.

Step 5: Total length of the path.

The total length of the path \( LRMONP \) is the sum of the lengths of the straight segments and the arcs: \[ Total length = 42 + 42 + 66 = 150 \, cm \]


Final Answer: \[ \boxed{150 \, cm} \] Quick Tip: When calculating the length of a path involving circular arcs, use the formula for the arc length and add the straight segments to get the total length.

Step 1: Analyzing the given statements.

The statements give us a relative comparison of speeds between different animals. The key is to interpret the information logically:
- Bulls move faster than Snails, which means Snails are the slowest.
- Cats move slower than Bulls, meaning Bulls are faster than Cats.
- Snails move faster than Dogs, so Dogs are slower than Snails.
- Dogs move slower than Bulls, so this supports the earlier statement about Bulls being faster.
- Cats move faster than Snails, which is consistent with the earlier information that Cats are faster than Snails.

Step 2: Analyzing the options.

- (A) Cats move faster than Bulls: This contradicts the statement that "Cats move slower than Bulls," so this is FALSE.
- (B) Dogs move slower than Cats: This is consistent with the given information, so it's TRUE.
- (C) Bulls move faster than Dogs: This is consistent with the statement "Dogs move slower than Bulls," so it's TRUE.
- (D) Bulls move slower than Cats: This contradicts the statement "Cats move slower than Bulls," so this is FALSE.


Final Answer: \[ \boxed{(A) and (D) are FALSE.} \] Quick Tip: When analyzing relative speed or size comparisons, carefully track each statement to ensure that the relations are consistent.

Step 1: Analyzing the logos.

By looking at the logos, we need to identify if they belong to the same type of organization. Often, logos follow a specific theme or design pattern in a particular type of organization.

Step 2: Identifying common design elements.

- Option (A) shows a logo with a similar color scheme and design pattern that can be associated with a particular type of Indian organization.
- Option (C) shows a logo with very similar design features to Option (A), indicating that they belong to the same category.

Step 3: Conclusion.

Based on the common design features, options (A) and (C) belong to the same type of organizations.


Final Answer: \[ \boxed{(A) and (C) are part of the same type of organisations.} \] Quick Tip: When identifying logos from the same type of organization, look for common color schemes, design elements, and overall visual patterns.

Step 1: Understanding the terms.

- Blind spot: This refers to the area in the retina where the optic nerve exits, and it is not related to color perception.
- Colour blindness: This is a condition that affects the ability to perceive certain colors, so it is directly related to color perception.
- After image: This phenomenon occurs when the eyes continue to see an image after it has been removed, which is linked to color perception.
- Inter-ocular distance: This refers to the distance between the eyes and is related to depth perception, not color perception.

Step 2: Conclusion.

Thus, the correct answers are (B) Colour blindness and (C) After image.


Final Answer: \[ \boxed{(B) and (C) are associated with human colour perception.} \] Quick Tip: Colour perception is related to conditions such as color blindness and visual phenomena like after images, which occur due to the way the eyes process light and color.

Step 1: Understanding the cube's geometry.

A cube has square faces and the sections made by cutting it with a plane will often result in squares or triangles. The exact shape of the cross-section depends on the angle and position of the cut.

Step 2: Analyzing the options.

- (A) Square: A plane cutting through a cube parallel to its faces will produce a square cross-section, which is possible.
- (B) Triangle: A diagonal cut through the cube can produce a triangular cross-section.
- (C) Pentagon: A pentagon cannot be formed by cutting a cube.
- (D) Hexagon: Similarly, a hexagon cannot be formed by cutting a cube.


Final Answer: \[ \boxed{(A) and (B) are correct.} \] Quick Tip: When cutting a cube with a plane, the resulting shape can be a square or triangle depending on the orientation of the cut.

Step 1: Analyzing the given views.

In the given question, the front and top views are identical, which means the object has a symmetrical design in these two views.

Step 2: Visualizing the left side view.

Based on the symmetry of the object in the front and top views, the left side view must match the shape and align with the shape seen in the front and top views.

Step 3: Conclusion.

Option (A) is the correct left side view based on the given information.


Final Answer: \[ \boxed{A} \] Quick Tip: In symmetric objects, the side views often match the top and front views in certain ways.

Step 1: Analyzing the given forms.

Cantilevers are elements that extend beyond a support without being supported at the far end. To avoid cantilevers, the object must rest fully on the flat floor without any overhanging parts.

Step 2: Visualizing the placement of forms.

- (A) has an overhanging element that would not allow it to rest on the floor without cantilevering.
- (B) can be placed flatly on the floor without any overhanging parts, making it stable.
- (C) similarly can be placed flatly on the floor without cantilevers.
- (D) has a significant overhanging part and cannot be placed without cantilevers.


Final Answer: \[ \boxed{(B) and (C) are correct.} \] Quick Tip: To avoid cantilevers, ensure that the form does not have any part extending beyond its support when placed flat.

Step 1: Understanding the problem.

A knot is formed when a loop is created and the ends are pulled through, creating an interlocking pattern. The key is to observe which schematic forms a loop that would result in a knot when pulled.

Step 2: Analyzing the schematics.

- (A) shows a loop that will form a knot when the ends are pulled.
- (B) also shows a loop that forms a knot.
- (C) does not form a knot as the ends are not in a way that would interlock.
- (D) similarly does not form a knot.


Final Answer: \[ \boxed{(A) and (B) form knots.} \] Quick Tip: When observing schematics of flexible threads, identify loops that would interlock when the ends are pulled.

Step 1: Analyzing the tangram.

A tangram consists of seven pieces that form a square. One of these pieces is changed in some options, and our task is to identify the ones that have been altered in size.

Step 2: Identifying changes in size.

- (A) shows a change in size of one of the pieces.
- (B) has no noticeable change in size.
- (C) shows an alteration in size.
- (D) also maintains the same size for the pieces.


Final Answer: \[ \boxed{(A) and (C) have changed sizes.} \] Quick Tip: In tangram puzzles, changes in size will affect the overall shape. Carefully compare each piece to identify altered sizes.

Step 1: Identifying Picasso's work.

Pablo Picasso is known for his distinctive style, which includes elements of Cubism and abstract figures. By recognizing these characteristics, we can identify his work.

Step 2: Analyzing the paintings.

- (A) and (B) display typical Picasso-like features, such as fragmented forms and use of cubism.
- (C) and (D) do not follow the typical style associated with Picasso’s works.


Final Answer: \[ \boxed{(A) and (B) are by Picasso.} \] Quick Tip: Picasso's works often include fragmented shapes, abstract forms, and a focus on geometry, commonly seen in Cubism.

Step 1: Recognizing Shyam Benegal's films.

Shyam Benegal is an acclaimed Indian filmmaker known for his parallel cinema works. His films often tackle social issues and are noted for their realism.

Step 2: Analyzing the options.

- (A) Manthan: Directed by Shyam Benegal.
- (B) Bhumika: Directed by Shyam Benegal.
- (C) Droh Kaal: Directed by Ram Gopal Varma, not Shyam Benegal.
- (D) Nishant: Directed by Shyam Benegal.


Final Answer: \[ \boxed{(A), (B), (D) are directed by Shyam Benegal.} \] Quick Tip: When identifying directors, consider the thematic content of the films as well as the filmmaker’s unique style and contributions to Indian cinema.

Step 1: Identifying the font used in the word.

The word "colder" in the image is written in a specific font, which has certain characteristics like slanted lines or rounded edges.

Step 2: Analyzing the options.

- (A) shows a letter that matches the specific characteristics of the font used in the word "colder".
- (B), (C), and (D) do not match the font used in the word.


Final Answer: \[ \boxed{(A)} \] Quick Tip: When identifying fonts, look for key features such as letter slant, thickness, and curvature.

Step 1: Analyzing the speech.

The speech is about non-violence, particularly focusing on its critique, and it mentions the opposition to Gandhian ahimsa. The speaker advocates against absolute non-violence when it harms humanity and favors relative non-violence, which was a viewpoint of Vinayak Damodar Savarkar.

Step 2: Identifying the speaker.

- (A) B. R. Ambedkar was a prominent social reformer but did not oppose Gandhian ahimsa in this manner.
- (B) V. D. Savarkar was an advocate of revolutionary methods and critiqued Gandhi's philosophy of non-violence.
- (C) Lokmanya Tilak was a freedom fighter, but the tone of the speech does not match his typical style.
- (D) Jawaharlal Nehru did not share such views regarding Gandhian ahimsa.


Final Answer: \[ \boxed{(B) V. D. Savarkar} \] Quick Tip: When identifying historical figures based on their speech, focus on the political and philosophical themes they address, especially regarding national movements and ideologies.

Step 1: Identifying the pattern.

The figures in the rows alternate between triangle, square, and inverted triangle in a certain pattern. The first row contains triangle, square, inverted triangle. The second row follows the same order of pattern. We need to analyze the options to find the one that continues this pattern.

Step 2: Analyzing the options.

- (A) does not follow the correct pattern.
- (B) does not match the expected sequence.
- (C) correctly continues the sequence from the first and second rows.
- (D) does not maintain the pattern.


Final Answer: \[ \boxed{(C)} \] Quick Tip: When identifying patterns in sequences, focus on the order and positioning of the figures.

Step 1: Understanding the path.

The ant walks along a helical path. The helical distance can be found using the Pythagorean theorem. The vertical distance is the height of the cylinder, and the horizontal distance is the circumference of the circle formed by the cylindrical object.

Step 2: Calculating the horizontal distance.

The diameter of the cylinder is given as 5 cm, so the radius \( r \) is: \[ r = \frac{5}{2} = 2.5 \, cm \]
The circumference \( C \) of the circle is: \[ C = 2\pi r = 2\pi(2.5) = 5\pi \, cm \]

Step 3: Applying the Pythagorean theorem.

The ant walks a helical path, so the total distance \( D \) it travels is the hypotenuse of a right triangle, where one leg is the height of the cylinder (5 cm) and the other leg is the circumference of the cylinder (\( 5\pi \) cm). Using the Pythagorean theorem: \[ D = \sqrt{(5)^2 + (5\pi)^2} = \sqrt{25 + 25\pi^2} \]


Final Answer: \[ \boxed{\sqrt{25 + 25\pi^2} \, cm} \] Quick Tip: To calculate the distance of a helical path, use the Pythagorean theorem where the height and circumference form the two legs of the right triangle.

Step 1: Identifying the pattern.

By observing the changes in the letters, we see that each letter is shifted forward by one letter in the alphabet. For example:
- C becomes B (one step back)
- A becomes E (shifting from A to E)
- T becomes S

This pattern is applied similarly to the words DOG and KIN.

Step 2: Applying the pattern to KIN.

- K becomes L (shifted forward by 1 letter)
- I becomes O (shifted forward by 1 letter)
- N becomes P (shifted forward by 1 letter)

Thus, KIN becomes LOP.


Final Answer: \[ \boxed{(A) \, LOP} \] Quick Tip: In secret language puzzles, check for simple patterns such as letter shifts in the alphabet to decode the transformations.

Step 1: Identifying the national parks and states.

- Rajasthan has the Ranthambore National Park (s).
- Kerala has the Periyar National Park (t).
- Uttarakhand has the Jim Corbett National Park (p).
- Assam has the Kaziranga National Park (r).
- Karnataka has the Bandipur National Park (q).

Step 2: Matching the states and national parks.

- Rajasthan matches with Ranthambore.
- Kerala matches with Periyar.
- Uttarakhand matches with Jim Corbett.
- Assam matches with Kaziranga.
- Karnataka matches with Bandipur.


Final Answer: \[ \boxed{(A)} \] Quick Tip: When matching states to national parks, look for distinctive national parks that are well-known for their wildlife and location.

Step 1: Identifying the motorcycle features.

The engine design and the specific visual features, such as the iconic twin-spark engine, suggest the motorcycle is a Royal Enfield.

Step 2: Conclusion.

The visible features on the engine and design of the motorcycle match the Royal Enfield brand.


Final Answer: \[ \boxed{(C) \, Royal Enfield} \] Quick Tip: Royal Enfield motorcycles are known for their distinct engine design and robust build, often with vintage aesthetics.

Step 1: Identifying the symbol.

The symbol shown is typically used to represent the "still life" photography mode on digital cameras, which is optimized for capturing close-up objects like flowers or stationary subjects.

Step 2: Conclusion.

The mode represented by the symbol is the "Still life mode" (D).


Final Answer: \[ \boxed{(D) \, Still life mode} \] Quick Tip: When using a camera's "still life" mode, focus on stationary objects with rich textures or detailed close-ups, like flowers.

Step 1: Analyzing the views.

Views X and Y show the object from different angles. By looking at the signs on the object, we can deduce the missing sign from View Z by matching the shape and pattern from the two previous views.

Step 2: Identifying the missing sign.

Based on the signs in Views X and Y, the missing sign in View Z is best represented by option (C).


Final Answer: \[ \boxed{(C)} \] Quick Tip: When solving 3D object puzzles, carefully analyze the existing signs and match them based on the object's rotational symmetry.

Step 1: Analyzing the folding sequence.

The paper is folded multiple times, with each fold and cut adding new edges to the structure. The cuts will replicate themselves when the paper is unfolded, creating multiple identical sections.

Step 2: Visualizing the resulting figure.

After considering the folding sequence and the cuts, we find that option (B) corresponds to the resulting figure when the paper is unfolded.


Final Answer: \[ \boxed{(B)} \] Quick Tip: When dealing with folding and cutting problems, visualize how each fold will affect the final structure after unfolding.

Step 1: Identifying the inventors.

- Thomas A. Edison is known for his work on the electric lamp (light bulb) and the movie projector.
- Kirkpatrick Macmillan is credited with inventing the bicycle.
- Elisha G. Otis invented the elevator.
- George Eastman is associated with the invention of the camera.
- Rudolf Diesel invented the diesel engine.
- Lewis E. Waterman contributed to the invention of the fountain pen.
- Chester Carlson is credited with the invention of the photocopier.

Step 2: Matching the inventors to the inventions.

Option (D) correctly matches the inventors with their respective inventions.


Final Answer: \[ \boxed{(D)} \] Quick Tip: When matching inventors to inventions, focus on their most notable contributions to history and technology.

Step 1: Analyzing the Green lizard's progress.

In each attempt, the Green lizard climbs 3 feet and slides 1 foot back. Thus, in each attempt, the net progress is 2 feet (3 feet up - 1 foot down).

After 4 attempts, the Green lizard will have climbed: \[ 4 \times 2 = 8 \, feet \]
In the 5th attempt, it climbs 3 feet and reaches the top, for a total of 10 feet.

Step 2: Analyzing the Red lizard's progress.

In each attempt, the Red lizard climbs 4 feet and slides 2 feet back. Thus, in each attempt, the net progress is 2 feet (4 feet up - 2 feet down).

After 3 attempts, the Red lizard will have climbed: \[ 3 \times 2 = 6 \, feet \]
In the 4th attempt, the Red lizard climbs 4 feet and reaches the top, for a total of 10 feet.

Step 3: Conclusion.

The Red lizard reaches the top in fewer attempts (4 attempts) compared to the Green lizard (5 attempts).


Final Answer: \[ \boxed{(C) \, Red lizard} \] Quick Tip: To solve such problems, calculate the net progress of each lizard and determine how many attempts it will take to reach the top.

Step 1: Analyzing the paper fold patterns.

We need to check how the red line connects in each option when the paper is folded into a cube. The cube must have a continuous path for the red line.

Step 2: Folding each paper piece.

- Option (A): The red line does not form a continuous loop when folded.
- Option (B): When folded into a cube, the red line forms a continuous loop.
- Option (C): The red line does not form a continuous loop.
- Option (D): The red line does not form a continuous loop.


Final Answer: \[ \boxed{(B)} \] Quick Tip: When folding paper with patterns, visualize how the sides connect and check if the red line will form a continuous loop in the final structure.

Step 1: Analyzing the wrong directions on the map.

The map incorrectly marks southeast as the north direction. To correct this, we need to adjust the map:
- The school is 100 m east of the temple.
- The playground is 100 m south of the temple.

Step 2: Correcting the directions.

- East of the temple corresponds to the correct east direction on the real map.
- South of the temple corresponds to the real south direction.

Since the map has wrongly marked southeast as north, the real direction of the playground relative to the school will be South-west.


Final Answer: \[ \boxed{(C) \, South-west} \] Quick Tip: When dealing with mismarked maps, adjust the directions to find the correct relationships between locations.

Step 1: Understanding the mechanism.

This is a linkage mechanism where the movement of handles causes changes in the position of other points (G and H). The rigid members are pivoted, and when the handles move, they alter the position of G and H relative to the fixed point O.

Step 2: Analyzing the movement.

- Moving handle A from 1a to 2a and handle C from 1c to 2c will result in a specific path traced by points G and H, which are dependent on the geometry of the linkage.

Step 3: Conclusion.

Option (C) correctly represents the positions and paths of G and H after the handles are moved.


Final Answer: \[ \boxed{(C)} \] Quick Tip: In linkage mechanisms, visualize how the movement of one point affects others, especially when rigid members are involved.

Step 1: Understanding the RGB values.

The RGB color system uses values from 0 to 255 for each color component: Red (R), Green (G), and Blue (B). A high value for red and green and a low value for blue typically results in an orange color.

Step 2: Interpreting the given values.

- Red (R) = 255 (maximum value, meaning the red component is fully present).
- Green (G) = 140 (moderate intensity of green).
- Blue (B) = 0 (no blue component).

This combination of red and green with no blue is characteristic of the color orange.


Final Answer: \[ \boxed{(A) \, Orange} \] Quick Tip: When identifying colors based on RGB values, higher red and green values with no blue create shades of orange.

Step 1: Analyzing the hand positions in the illustration.

Ravi and Anand are celebrating with a high five, meaning both of their palms should be facing each other in a typical high five gesture.

Step 2: Identifying the correct hand position.

- (A) is not correct because the hands are not facing each other.
- (B) is also incorrect because it shows an awkward hand angle.
- (C) shows the correct high five gesture where the palms of both hands face each other.
- (D) is incorrect as one hand is turned sideways.


Final Answer: \[ \boxed{(C)} \] Quick Tip: When analyzing hand gestures like high fives, focus on the orientation of the hands and palms facing each other.

Step 1: Analyzing the pattern.

The pattern consists of a series of crosses formed by four small squares. In each cross, there are dots (either black or white) placed in the squares. We need to determine how the dots are arranged.

Step 2: Observing the pattern.

- The top row shows the first two crosses: the first cross has one black dot in the top square and one white dot in the bottom square, while the second cross has the opposite arrangement.
- The second row shows two crosses with similar patterns, with the black dots in alternating positions in each square.

Step 3: Identifying the missing pattern.

Looking at the consistent pattern of alternating black and white dots, option (A) correctly continues this pattern and matches the arrangement in the second row.


Final Answer: \[ \boxed{(A)} \] Quick Tip: In pattern recognition problems, look for alternating or repeating sequences of elements and identify how they evolve.

Step 1: Analyzing the self-portraits.

- P is a self-portrait of Pablo Picasso, known for his distinct cubist style.
- Q is a self-portrait of Rembrandt, known for his realistic portrayal.
- R is a self-portrait of Vincent van Gogh, known for his expressive brushwork.
- S is a self-portrait of Paul Gauguin, known for his bold and vibrant colors.

Step 2: Matching the portraits to the artists.

- Option (C) correctly matches the portraits with their respective artists based on the style and characteristics of each painting.


Final Answer: \[ \boxed{(C)} \] Quick Tip: When identifying artists from self-portraits, focus on signature styles like color usage, brushwork, and the emotional tone of the work.

Step 1: Analyzing the given pattern.

The pattern S is formed by overlapping three patterns, P, Q, and R. By analyzing the image of S, we can determine how P and R contribute to the overall structure and identify the missing pattern Q.

Step 2: Identifying the missing pattern.

Looking at the arrangement and the differences between the patterns, option (B) fits the missing part of the image, completing the overlapping pattern correctly.


Final Answer: \[ \boxed{(B)} \] Quick Tip: When working with overlapping patterns, analyze the existing patterns carefully and focus on how the pieces align or fill gaps.

Step 1: Understanding the projection rate.

If the film is projected at 90 feet per minute, we can calculate the number of frames per foot by dividing the number of frames in one minute by the number of feet covered in one minute.

Step 2: Calculating the frames per foot.

Given that the film is projected at 90 feet per minute, we divide this by the number of frames in one minute. Typically, there are 24 frames per second in film projection, so:
\[ Frames per foot = \frac{90 \, frames/minute}{1 \, minute per foot} = 24 \, frames. \]


Final Answer: \[ \boxed{(B) \, 24 \, frames} \] Quick Tip: To calculate the number of frames per foot of film, divide the total frames per minute by the total feet per minute.

Step 1: Analyzing Fitts's Law.

Fitts's law states that the time to acquire a target is a function of the distance to the target and its size. Larger, closer targets are selected faster than smaller, farther targets.

Step 2: Comparing the two interfaces.

- Interface X has wider targets (vowel modifiers), so according to Fitts's law, users would select them more quickly.
- Interface Y has narrower targets, which would take longer to select, as they require more precise movements over a greater distance.

Step 3: Conclusion.

Option (A) is correct, as interface X is faster for selecting vowel modifiers due to its larger, wider targets.


Final Answer: \[ \boxed{(A) \, Users would select vowel modifiers on interface X in less time than on interface Y.} \] Quick Tip: Fitts’s law suggests that to improve selection speed, make targets larger and place them closer to the user’s starting position.

Step 1: Analyzing the slope.

The ball is rolling down a slope with very little friction. As there is little friction, the ball will maintain its motion unless an obstacle or an incline prevents it.

Step 2: Understanding the behavior of the ball.

- The ball will continue rolling until it reaches a flat surface or an incline where it can maintain motion.
- Point S lies at the end of the slope, and there is no indication of a stop, so the ball will continue to be in motion there.


Final Answer: \[ \boxed{(D) \, The ball will continue to be in motion at point S.} \] Quick Tip: In low friction conditions, an object will keep moving unless it encounters a stop or change in the surface.

Step 1: Analyzing the word in the figure.

The word "palindromes" is a word that reads the same backward as forward. The word shown here has a mirrored structure when reversed.

Step 2: Identifying the type.

- A palindrome reads the same backward and forward.
- An ambigram can be read in more than one direction or orientation.
- The word shown in the figure reads the same when viewed upside down, which is an example of an "inverdrome."


Final Answer: \[ \boxed{(D) \, Inverdrome} \] Quick Tip: An inverdrome is a word that appears the same when viewed from an inverted angle, unlike a palindrome that reads the same forward and backward.

Step 1: Understanding the camera angles.

In over-the-shoulder shots, the camera angle is key to the positioning of the subjects. For subject A to appear on the right side of the frame and subject B on the left side, the camera angles must be chosen accordingly.

Step 2: Identifying the correct angles.

- Option (C) correctly selects the angles that position subject A to the right and subject B to the left side of the frame.


Final Answer: \[ \boxed{(C) \, 1 and 3} \] Quick Tip: When filming over-the-shoulder shots, consider the positioning of the camera to ensure the subjects are placed correctly on the screen, especially for opposing shots.

Poster Design:

The poster would include the following sections:

Seriousness: An attention-grabbing heading such as "Malaria is Deadly!" with a strong red color.
Symptoms: Images depicting common symptoms (fever, headache, vomiting), with simple text written in the local language to ensure comprehension.
Actions: Instructions like "Visit the hospital immediately for treatment", "Drain stagnant water", and "Use mosquito nets".
Prevention: Bullet points with images showing how to use insect repellents and set up mosquito nets.

The poster will have simple visuals that convey the message quickly, using bright colors to make it more noticeable in public places.
A call-to-action section will encourage villagers to seek medical help at the government hospital.




Location and Display:

The poster would be displayed in the village square or near the central market area where foot traffic is high.
It should be positioned at eye-level to ensure visibility.
The size of the poster will be large enough to be seen from a distance, approximately 4x3 feet.
The poster would be displayed in the local dialect using clear, large text to ensure accessibility for the low-literate population.
The poster would also be weather-proof and laminated for durability, ensuring it remains visible and intact in outdoor conditions.




Sketch and Explanation:

% Insert your sketch here
Quick Tip: When designing for low-literate populations, use simple visuals, large text, and universal symbols to communicate essential information effectively.

Users and Their Needs:

Learner’s Licence Applicants: These users require simple instructions and a clear, easy-to-navigate interface. The system must support illiterate users, with visual indicators and voice guidance.
Permanent Licence Applicants: These users need clear instructions on what steps to follow after they have passed the learner’s test. The system should allow users to select dates for their driving test, verify documents, and provide directions to the next step.




Assumptions:

Users have basic knowledge of using a touchscreen or physical interaction interface.
Technology available includes a simple touchscreen kiosk with text-to-speech support.
The system is designed to be intuitive, with large icons and easy-to-understand symbols for illiterate users.




Lobby Sketch:

% Insert your lobby layout sketch here



Scenario 1 - Submission of Application:

User approaches the system and taps "Apply for Learner’s Licence."
The system asks for basic information (name, address) and verifies through biometric (fingerprint) input.
A document upload step is provided for address proof, photograph, etc.
The system confirms the submission and generates a ticket for the applicant.
Problems: Users may face confusion in understanding instructions. The system should have large visual icons and voice prompts to guide the process.


Scenario 2 - Getting a Licence:

User selects "Permanent Licence" after holding a learner’s licence for one month.
The system prompts for the driving test results (which are preloaded into the system) and asks for the date selection for the test.
The user can choose a preferred test date from available slots.
Problems: Users may be unsure if their learner’s licence has expired. The system should highlight dates of expiry and warn users about this. Quick Tip: For illiterate users, the design must incorporate larger symbols, visual cues, and voice prompts to ensure easy interaction and accurate submission.

N/A Quick Tip: For sketching, ensure that each object or figure maintains correct proportions. Use shading to create depth and highlight light sources. Keep the composition balanced.

N/A Quick Tip: Always think outside the box when designing creative uses for everyday objects. A new function can give an item a second life, adding both functionality and novelty.