Three statements showing relationships have been given, which are followed by two conclusions (I) and (II). Assuming that the given statements are true, find out which of the conclusions is/are definitely true.
Statements:
(1) P < Q
(2) S > Q
(3) Q > R
Conclusions:
(I) R = P
(II) R < S
Given:
Statements:
(1) P < Q
(2) S > Q
(3) Q > R
Conclusion (I): R = P
There is no information that compares R and P directly.
R may be greater than, smaller than, or equal to P.
So, this conclusion does not definitely follow.
Conclusion (II): R < S
From S > Q and Q > R, it is clear that S > R.
So, R < S definitely follows.
So, Only conclusion (II) is true.
Thus, correct option is (B).
English
200 Questions
200 Marks
120 Mins English English20 Questions20 Marks15 Mins English English200 Questions200 Marks120 Mins EnglishIn the following triads, each group of letters is related to the subsequent one following a certain logic. Select from the given options, the one which follows the same logic.
WASP – WPSA – PSAW
GUTS – GSTU – STUG
Select the set in which the numbers are related in the same way as the numbers of the following sets. (Note: Operations should be performed on whole numbers without breaking them into their constituent digits. For example, consider 13. Operations such as adding to/subtracting from/multiplying 13 can be performed only on 13. Breaking 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is not allowed.)
(424, 212, 212) (508, 302, 206)
Select the pair that follows the same pattern as the given two pairs. Both pairs follow the same pattern.
HQL: ISO
DGS: EIV
Based on the English alphabetical order, FTBJ is related to OCKS in a certain way. In the same way, PDLT is related to YMUC. Following the same logic, QEMU is related to which of the following?
Two sets of numbers are given below. In each set of numbers, certain mathematical operation(s) on the first number result(s) in the second number. Similarly, certain mathematical operation(s) on the second number result(s) in the third number and so on. Which of the given options follows the same set of operations as in the given sets?
(NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g. 13 – Operations on 13 such as adding /subtracting/multiplying to 13 can be performed. Breaking down 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is not allowed.)
10 - 20 - 40 - 60; 4 - 8 - 16 - 36
Which of the following letter-clusters should replace # and % so that the pattern and relationship followed between the letter-cluster pair on the left side of :: is the same as that on the right side of :: ?
# : RLT :: OIQ: %
Two sets of numbers are given below. In each set of numbers, certain mathematical operation(s) on the first number results in the second number. Similarly, certain mathematical operation(s) on the second number results in the third number and so on. Which of the given options follows the same set of operations as in the given sets?
(NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g. 13 – Operations on 13 such as adding / subtracting/multiplying to 13 can be performed. Breaking down 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is not allowed.)
6 – 24 – 124 – 139; 8 – 32 – 132 – 147
Which of the following letter-clusters should replace # and % so that the pattern and relationship followed between the letter-cluster pair on the left side of :: is the same as that on the right side of :: ?
# : OIP :: MGN : %
Two sets of numbers are given below. In each set of numbers, certain mathematical operation(s) on the first number results in the second number. Similarly, certain mathematical operation(s) on the second number results in the third number and so on. Which of the given options follows the same set of operations as in the given sets?
(NOTE: Operations should be performed on the whole numbers, without breaking down the numbers into their constituent digits. E.g. 13 – Operations on 13 such as adding / subtr acting/multiplying to 13 can be performed. Breaking down 13 into 1 and 3 and then performing mathematical operations on 1 and 3 is not allowed.)
5 – 25 – 35 – 55; 13 – 169 – 179 – 199
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