Question 1

In the number analogy “65 : 82 :: 145 : ____”, which option follows the same square-plus-one pattern?

Accepted Answer

Introduction / Context: This numerical analogy question requires you to spot a less obvious pattern involving perfect squares and a constant adjustment. The pair “65 : 82” appears at first to be just two unrelated numbers, but a careful look reveals a pattern based on expressing each number in the form a^2 + 1. Once this pattern is recognised, you must apply it to 145 and choose the correct corresponding number from the options. This tests your ability to work with perfect squares and generalise a rule from one example to another. Given Data / Assumptions: First pair: 65 and 82. Second starting number: 145. Options: 165, 168, 169, 170, 160. We assume the relationship uses integer squares with a simple constant added. Concept / Approach: Begin by expressing 65 in terms of a nearby perfect square. Notice that 8^2 = 64, so 65 can be written as 64 + 1, that is 8^2 + 1. Now look at 82. Here, 9^2 = 81 and 82 is 81 + 1, or 9^2 + 1. This suggests that the pair is of the form “a^2 + 1 : (a + 1)^2 + 1”. Specifically, 65 = 8^2 + 1 and 82 = 9^2 + 1. Applying this pattern to 145, we try to express 145 as a^2 + 1. Since 12^2 = 144, we get 145 = 12^2 + 1. Therefore, the next number must be (12 + 1)^2 + 1 = 13^2 + 1 = 169 + 1 = 170. Thus, the correct answer is 170. Step-by-Step Solution: Step 1: Rewrite 65 in the form a^2 + 1. Since 8^2 = 64, we have 65 = 8^2 + 1. Step 2: Rewrite 82 similarly. Since 9^2 = 81, 82 = 9^2 + 1. Step 3: Notice that moving from 65 to 82 corresponds to moving from 8^2 + 1 to 9^2 + 1, so the pattern is “a^2 + 1 → (a + 1)^2 + 1”. Step 4: Express 145 in the same form. Since 12^2 = 144, 145 = 12^2 + 1. Step 5: Apply the rule: the corresponding number should be (12 + 1)^2 + 1 = 13^2 + 1. Step 6: Compute 13^2 = 169 and then add 1 to get 170. Verification / Alternative check: Verify that other options cannot fit the same pattern. If we tried 168, it would equal 12^2 + 24, not 13^2 + 1. The number 169 is itself a perfect square (13^2), but the pattern requires square plus one, not just a square. The numbers 165 and 160 are not of the form 13^2 + 1 either. Only 170 matches the required structure. Why Other Options Are Wrong: 165, 168, 169, and 160 either do not represent any direct square plus one in the sequence after 12^2 or simply ignore the “+1” part of the pattern. For example, 169 equals 13^2 but not 13^2 + 1, so it breaks the rule established by 65 and 82. The analogy must preserve the exact transformation, which is moving from a^2 + 1 to (a + 1)^2 + 1. Common Pitfalls: A typical mistake is to pick 169 simply because it is a square and seems mathematically significant. Another is to attempt a linear increment rule like “add 17” without checking whether it fits the form of both pairs in a consistent way. When you see numbers that are just one more than a perfect square, always try to express them as a^2 + 1 and see whether a chain pattern emerges. Final Answer: By using the pattern “a^2 + 1 → (a + 1)^2 + 1”, 65 = 8^2 + 1 maps to 82 = 9^2 + 1, and 145 = 12^2 + 1 maps to 170 = 13^2 + 1. So the correct completion is 170.

Question 2

In the analogy “Pesticide : plant :: ____ : baby”, which pair best mirrors the relation between a protective agent and its target?

Accepted Answer

Introduction / Context: This analogy question looks at the relationship between a protective or curative agent and the living being or object that receives that protection. Pesticide is a chemical substance applied to plants to protect them from harmful pests and diseases. For the second pair, we must find a medical or health related agent that is applied to or given to a baby in a similar protective way. This tests your ability to interpret functional relationships rather than just direct meanings of individual words. Given Data / Assumptions: First pair: pesticide and plant. Second pair: unknown pair and baby. Options: Medicine : cure, Injection : fever, Vaccination : baby, Sinarest : cold, Tablet : illness. We assume standard usage of these terms in health and agriculture. Concept / Approach: Pesticide is a protective agent used on plants to prevent or eliminate pests. The relationship is “protective or preventive agent” to “living target that is protected.” In a medical context, vaccination is a preventive treatment given directly to a baby (or person) to protect against diseases. Thus, “vaccination : baby” mirrors “pesticide : plant” as “preventive agent applied to living target.” The other options either relate an agent to a disease or to an abstract cure and therefore do not parallel the structure as closely. Step-by-Step Solution: Step 1: Interpret the first pair. A pesticide is applied to plants to protect them from pests and diseases. Step 2: Recognise the pattern as “something applied to a living thing to protect it from harm.” Step 3: Look for a medical procedure or substance that is similarly applied to or given to a baby. Step 4: Vaccination is administered to babies and children to protect them from future infections by building immunity. Step 5: Therefore, vaccination stands to baby in the same functional way that pesticide stands to plant. Verification / Alternative check: Examine each option carefully. Medicine : cure links a substance to the result of treatment, not to the person receiving it. Injection : fever links a method of delivering medicine to a disease, but not to the patient. Sinarest : cold pairs a specific brand medicine with a disease, highlighting treatment of the illness rather than protection of the person as such. Tablet : illness similarly associates a dosage form with a condition. Only Vaccination : baby places the preventive agent and the living being receiving it in the same positions as pesticide : plant. Why Other Options Are Wrong: Medicine : cure eliminates the target (disease) from the pair and shows cause and result instead. Injection : fever, Sinarest : cold, and Tablet : illness show agent : disease relationships, not agent : living target. None of these replicate the pattern where a protective substance is applied to a living organism to prevent or fight harm. The structure of pesticide : plant is simply not mirrored by those combinations. Common Pitfalls: A frequent mistake is to choose Sinarest : cold because it looks like a clear medical pair, but that choice focuses on treating a disease rather than protecting a living being. Another common error is to consider Injection : fever due to its everyday association with treatment. In analogy questions, always be precise about who or what receives the action, and how that mirrors the given pair. Final Answer: The pair that most closely matches the “protective agent applied to living target” pattern is Vaccination : baby, making the analogy “Pesticide : plant :: Vaccination : baby”.

Question 3

In the analogy “Oar is to rowboat as foot is to ____”, which option best completes the relationship between a means of propulsion and what it propels?

Accepted Answer

Introduction / Context: This analogy examines how movement is produced. An oar is an implement used to move or propel a rowboat through water. The second pair involves a foot and asks what object is propelled by the foot in a similar way. The question therefore tests your understanding of how different tools or body parts provide locomotion to various vehicles or devices. Given Data / Assumptions: First pair: oar and rowboat. Second pair: foot and an unknown object. Options: walk, loafers, skateboard, running, floor. We assume common real world uses of a foot to move devices. Concept / Approach: The relationship “oar : rowboat” is “propelling device” to “vehicle that is propelled.” The oar is not the rowboat itself, nor the water, but a tool used to move the boat. Similarly, the foot is a body part that can be used to push or propel certain devices. Among the options, skateboard is a small vehicle that people stand on and push with their foot to make it roll along the ground. This is analogous to using an oar to move a rowboat. The other options either describe actions or items that do not fit the vehicle pattern. Step-by-Step Solution: Step 1: Identify the functional relationship in the first pair. An oar is used by a person to move a rowboat. Step 2: Label this as “propelling instrument” to “object being propelled.” Step 3: Think about what a foot can propel in everyday life. A foot pushes ground to walk or run, and also pushes devices like skateboards. Step 4: From the options, skateboard is clearly a wheeled board that is moved forward by pushing against the ground with the foot. Step 5: Confirm that foot : skateboard mirrors oar : rowboat as “means of propulsion” to “vehicle propelled.” Verification / Alternative check: Examine the other options. Walk and running are actions, not vehicles or objects being propelled. Loafers are a type of shoe worn on the foot; they are not propelled by the foot in the same sense as a vehicle. Floor is the surface on which we walk, not something that moves. Only skateboard is a movable object that we propel primarily with a foot, just like a rowboat is propelled by an oar. Why Other Options Are Wrong: Walk and running answer the question “what does a foot do?” rather than “what does a foot move?” Loafers answer “what does a foot wear?”. Floor answers “what does a foot stand on?”. None of them matches the structure of “tool or body part used to move a separate object or vehicle.” Therefore, they do not preserve the analogy pattern established in the first pair. Common Pitfalls: Students sometimes select walk or running because they quickly associate foot with movement, but they fail to notice that rowboat is a separate object, not an action. This shift from object to action breaks the analogy. To avoid this, always check whether the second term in both pairs belongs to the same broad category, such as vehicles, tools, or actions. Final Answer: The correct completion of the analogy is that a foot propels a skateboard in the same way an oar propels a rowboat.

Question 4

In the analogy “Obsession is to compulsion as cognition is to ____”, which option best matches the relationship between mental process and its typical partner?

Accepted Answer

Introduction / Context: This analogy comes from psychology and tests your understanding of how certain mental processes are commonly paired in theory and therapy. In discussions of obsessive–compulsive disorder, obsession refers to recurrent unwanted thoughts, and compulsion refers to repetitive actions that people feel driven to perform in response to those thoughts. The second part uses the term cognition, which is a broad word for thinking or mental processing. You must choose the option that stands to cognition in a relationship similar to the way compulsion stands to obsession. Given Data / Assumptions: First pair: obsession and compulsion. Second pair: cognition and an unknown term. Options: behavior, emotion, compulsion, None of the above, memory. We assume standard terminology from cognitive–behavioral psychology. Concept / Approach: In clinical and theoretical psychology, the phrase “cognitive–behavioral” is very common. It reflects the idea that cognition (thoughts) and behavior (actions) are closely linked. Similarly, in obsessive–compulsive disorder, obsession (thoughts) and compulsion (actions) are paired. Thus, obsession : compulsion and cognition : behavior both show “thought patterns” linked to “actions or responses”. To keep the analogy consistent, we must pair cognition with behavior. Step-by-Step Solution: Step 1: Clarify the first pair. Obsession refers to persistent thoughts or mental images that cause anxiety. Step 2: Compulsion refers to repetitive behaviours or rituals performed in response to obsessions. Step 3: Label the relation as “mental process” leading to or paired with a “behavioural response.” Step 4: Cognition is a broad term for mental processes such as thinking, reasoning, and perceiving. Step 5: In psychology, cognition is commonly paired with behavior, for example in cognitive–behavioral therapy. Step 6: Therefore, behavior is the term that stands to cognition as compulsion stands to obsession. Verification / Alternative check: Consider the options. Emotion refers to feelings like happiness or anger; although related to thoughts, the classic pair in therapy and theory is not “cognition and emotion” but “cognition and behavior.” Compulsion repeats the word from the first pair and would suggest obsession : compulsion :: cognition : compulsion, which does not fit the pattern. Memory is a subtype of cognition, not a paired action. “None of the above” is incorrect because a valid and conventional pair does exist, namely cognition and behavior. Why Other Options Are Wrong: Emotion is indeed influenced by cognition, but the standard conceptual pair used in many models is “cognition–behavior,” not “cognition–emotion.” Compulsion is already on the behavioural side in the first pair and does not form a new analogous pair with cognition. Memory sits inside cognition as a process rather than acting as its counterpart. Therefore, these options do not reproduce the relationship “thoughts linked to actions” that the first pair displays. Common Pitfalls: Students unfamiliar with psychological terminology may treat the problem as just a vocabulary question and choose emotion because it seems like a different mental process. Others may feel uncertain and choose “None of the above.” Learning the common phrase “cognitive–behavioral therapy” and understanding that it connects thoughts and actions helps ensure that behavior is recognised as the correct answer in such analogies. Final Answer: The analogy is correctly completed as “Obsession is to compulsion as cognition is to behavior,” linking thought processes to their associated actions.

Question 5

In the following set of material–state pairs, which pair is the odd one out based on the actual physical state of the substance?

Accepted Answer

Introduction / Context: This question asks you to find the odd pair out from a list of substance–state combinations. Each option links a chemical element or substance with a physical state or classification such as gas or metal. Your task is to identify which pair is factually incorrect or inconsistent with the others based on standard science knowledge about these substances at normal conditions. This is a typical odd one out question combining basic chemistry and logical grouping. Given Data / Assumptions: Options: Oxygen : Gas, Mercury : Gas, Gold : Metal, Uranium : Metal, Copper : Metal. We consider the usual physical state of each element at room temperature and standard pressure. We assume basic school level chemistry knowledge about gases and metals. Concept / Approach: Oxygen is a well known gas at room temperature. Gold, uranium, and copper are all metals that are solid under normal conditions. Therefore, the correct pairs describe the usual state or classification of the substance. The suspicious pair is Mercury : Gas, because mercury is known as a liquid metal at room temperature, not a gas. Thus, Mercury : Gas is the odd one out since it misclassifies the substance, whereas all other pairs classify correctly. Step-by-Step Solution: Step 1: Check Oxygen : Gas. Oxygen is a common atmospheric gas, so this pair is correct. Step 2: Examine Mercury : Gas. Mercury is commonly known as a silvery liquid metal at room temperature. Step 3: Examine Gold : Metal. Gold is a precious metal and solid at room conditions. Step 4: Examine Uranium : Metal. Uranium is a heavy metallic element, used in nuclear reactors, and is indeed a metal. Step 5: Examine Copper : Metal. Copper is also a metal, used in electrical wiring and coins. Step 6: Conclude that only Mercury : Gas mislabels the typical physical state of the substance. Verification / Alternative check: To double check, recall that all metals listed except mercury are solids under ordinary conditions. Mercury is unique among metals because it is liquid at room temperature. Oxygen is not a metal at all but a diatomic gas. Therefore, pairing oxygen with gas is correct, while pairing mercury with gas is incorrect. Gold, uranium, and copper remain as consistent “metal” classifications, leaving Mercury : Gas clearly inconsistent. Why Other Options Are Wrong: The other options are factually correct: Oxygen is a gas; Gold, Uranium, and Copper are metals. Since the task is to find the incorrect or mismatched pair, these cannot be the answers. Only Mercury : Gas fails on a simple scientific fact, because mercury is a liquid metal rather than a gas in ordinary conditions. Common Pitfalls: Sometimes candidates are misled by the fact that mercury can evaporate and produce toxic vapours, but that does not make its usual state a gas. Another pitfall is discomfort with uranium, as people associate it more with radioactivity than with its metallic nature. Reviewing the periodic table basics helps avoid such confusions. Final Answer: The odd pair out is Mercury : Gas, because mercury is actually a liquid metal, not a gas, whereas the other pairs correctly state the substance and its classification.

Question 6

In the analogy “Saw : carpenter :: axe : ____”, which option best completes the tool–user relationship?

Accepted Answer

Introduction / Context: This analogy is based on tools and the professionals who use them in their primary work. A saw is a common tool used by a carpenter to cut wood into required shapes and sizes. The second pair involves an axe, and you must choose the professional who most typically uses an axe as a main tool. This checks your ability to map the relationship “tool : user of that tool” across different occupations. Given Data / Assumptions: First pair: saw and carpenter. Second pair: axe and an unknown user. Options: Ironsmith, Woodcutter, Cobbler, None of those, Farmer. We assume standard traditional roles for each profession. Concept / Approach: The relationship is straightforward: a carpenter is a worker in wood, and a saw is one of his key tools. An axe is a heavy, bladed tool primarily used for chopping wood and cutting down trees. The person whose main job is cutting wood, especially chopping logs or felling trees, is a woodcutter. Thus, axe : woodcutter mirrors saw : carpenter as “wood working professional” paired with “preferred cutting tool.” Step-by-Step Solution: Step 1: Understand the first pair. A carpenter uses a saw to cut planks and boards. Step 2: Label the relationship as “tool : professional user.” Step 3: For the second pair, identify what job typically requires an axe as a main tool. Step 4: A woodcutter cuts trees, branches, and logs, using an axe as a primary tool. Step 5: Therefore, the pair axe : woodcutter matches the pattern of saw : carpenter. Verification / Alternative check: Check each option. An ironsmith (blacksmith) primarily works with metal using hammers, anvils, and forges rather than axes. A cobbler repairs shoes and uses tools like awls and hammers, but not primarily an axe. A farmer may sometimes use an axe for farm work but it is not the defining tool of that profession, unlike the woodcutter. “None of those” is clearly incorrect because a fitting option, woodcutter, exists in the list. Why Other Options Are Wrong: Ironsmith and cobbler both work mainly with materials other than raw wood, so an axe is not their central tool. Farmer is a broad profession with many tools, such as ploughs, hoes, and tractors, so the axe is not uniquely associated with farmers. Choosing any of these would weaken the clear parallel to the strong saw–carpenter connection. Only woodcutter forms the same strong, direct association. Common Pitfalls: Some learners may confuse woodcutter with farmer or choose ironsmith due to the association of heavy tools with metal work. Remember that, in analogies, the strength and directness of the association matter. If you can immediately think “which tool defines this job?”, you are more likely to pick the correct pair. Final Answer: The correct completion is “Saw : carpenter :: axe : woodcutter”.

Question 7

From the following three-letter sequences, which one is the odd one out based on the alphabetical order of the letters?

Accepted Answer

Introduction / Context: This odd one out question uses three letter sequences. The goal is to identify a consistent pattern in most of the options and then find which one breaks that pattern. The sequences are built from consecutive letters of the English alphabet arranged in a certain order. Recognising the direction and spacing of the letters allows you to quickly see which group does not match the others. Given Data / Assumptions: Given sequences: WVU, DBA, NML, HGF, TSR. We assume the standard English alphabet with positions A = 1, B = 2, C = 3, ..., Z = 26. We look for ascending or descending consecutive patterns. Concept / Approach: Start by examining whether the letters in each triplet move forward or backward through the alphabet in a regular way. For WVU, W is followed by V and then U. In terms of positions: W (23), V (22), U (21). These are three consecutive letters in descending order. For NML, N (14), M (13), L (12) is again a sequence of three consecutive letters in descending order. Similarly, HGF gives H (8), G (7), F (6), which is also three consecutive letters descending. TSR gives T (20), S (19), R (18), again three consecutive letters descending. Only DBA does not follow this pattern. Step-by-Step Solution: Step 1: Write the positions for WVU: W = 23, V = 22, U = 21. This is a smooth sequence 23, 22, 21. Step 2: For NML, N = 14, M = 13, L = 12, forming 14, 13, 12, again a descending sequence of consecutive letters. Step 3: For HGF, H = 8, G = 7, F = 6, again three consecutive descending positions. Step 4: For TSR, T = 20, S = 19, R = 18, giving 20, 19, 18, another descending consecutive sequence. Step 5: For DBA, D = 4, B = 2, A = 1, which corresponds to 4, 2, 1, not three consecutive numbers and not a smooth step of 1 down each time. Step 6: Conclude that DBA is the only sequence that does not consist of three consecutive letters in descending order. Verification / Alternative check: Double check that there is no alternative pattern that could isolate a different option. WVU, NML, HGF, and TSR all show equally spaced steps of minus one between letters. For DBA, the change from D to B skips C (it is a step of minus two), and from B to A is a step of minus one. Because the pattern is inconsistent and the numbers are not consecutive, DBA clearly stands apart from the others. No other option breaks the straightforward descending sequence rule. Why Other Options Are Wrong: WVU, NML, HGF, and TSR all correctly follow the pattern of three letters that are alphabetically consecutive and arranged in reverse (descending) order. As such, they belong to the same group. They cannot be the odd one out because they perfectly match the discovered rule. Only DBA fails to match, since it has an uneven gap between letters. Common Pitfalls: Sometimes candidates fixate on the actual letters rather than the pattern, wondering whether there is some hidden word or abbreviation. Others may overlook TSR because it is not in the original list they expected, but it still fits the pattern perfectly. A systematic approach of converting letters to positions and checking for equal steps prevents such mistakes. Final Answer: The sequence that does not follow the pattern of three consecutive letters in descending order is DBA, so DBA is the odd one out.

Question 8

Select the related group of letters from the options: MOLTU : ? :: HOPE : IPQF in this letter analogy.

Accepted Answer

Introduction / Context: This question is a classic letter analogy from verbal reasoning. You are given a pair of letter groups, HOPE and IPQF, that follow a certain pattern. Then you are given another group, MOLTU, and asked to find which option follows the same pattern. Solving such questions improves pattern recognition and alphabet sequence skills that are useful in many competitive exams. Given Data / Assumptions: 1) The model pair is HOPE and IPQF. 2) The new letter group is MOLTU, and we must determine its related form. 3) The alphabet positions are used as A=1, B=2, C=3, and so on up to Z=26. 4) Only one of the four answer options should follow exactly the same letter shift pattern as HOPE to IPQF. 5) Letters are shifted within the English alphabet without skipping or wrapping in this example. Concept / Approach: In letter based analogies, a common approach is to convert letters to their positions in the alphabet and then examine how each letter changes from the first word to the second. If we find a consistent operation such as plus one or plus two applied to every letter, we then apply that same operation to the letters of the new word. Finally, we convert the new positions back to letters and compare with the options. Step-by-Step Solution: Step 1: Write the alphabet positions for HOPE. H=8, O=15, P=16, E=5. Step 2: Write the alphabet positions for IPQF. I=9, P=16, Q=17, F=6. Step 3: Compare each pair. From H(8) to I(9) is plus 1. From O(15) to P(16) is plus 1. From P(16) to Q(17) is plus 1. From E(5) to F(6) is plus 1. The same change of plus one is applied to every letter. Step 4: Conclude the rule. Each letter of the first group is shifted forward by one position in the alphabet to obtain the second group. Step 5: Now apply this rule to MOLTU. First convert to positions: M=13, O=15, L=12, T=20, U=21. Step 6: Add one to each position. 13 becomes 14, 15 becomes 16, 12 becomes 13, 20 becomes 21, and 21 becomes 22. Step 7: Convert these new positions back to letters. 14 is N, 16 is P, 13 is M, 21 is U, and 22 is V. So MOLTU becomes NPMUV. Step 8: Compare this result with the answer options and pick the exact matching sequence NPMUV. Verification / Alternative check: Check one more time whether any other option could possibly follow the plus one rule. MPNUV rearranges letters, NPMVU changes the last two letters, and MPNVU changes several positions. Only NPMUV preserves the correct order derived from the plus one pattern. This confirms that the rule has been applied correctly. Why Other Options Are Wrong: MPNUV, NPMVU, and MPNVU either scramble the sequence or alter one or more letters in a way that does not match the plus one pattern. The analogy demands an exact reproduction of the rule from the model pair, so any deviation makes the option incorrect. They serve as plausible distractors for anyone who does not check the stepwise positions carefully. Common Pitfalls: A common mistake is to focus only on one or two letters and ignore the others, leading to a wrong option that coincidentally matches partially. Another error is to miscount alphabet positions or to forget that each letter must undergo the same change. Always verify every letter before finalising the answer. Final Answer: The related group of letters that follows the same pattern as HOPE to IPQF is NPMUV.

Question 9

Select the related number from the options: 456 : 15 :: 789 : ? in this number analogy.

Accepted Answer

Introduction / Context: This problem is a simple number analogy that tests your ability to find patterns involving digits. The pair 456 and 15 is given, and you have to identify how those two numbers are related and then apply the same logic to 789. Such questions are common in aptitude tests because they check observation and basic arithmetic skills. Given Data / Assumptions: 1) The first number in the model pair is 456. 2) The second number in that pair is 15. 3) The new first number is 789, and we must find its corresponding second number. 4) The options given are 22, 24, 26, and 28. 5) The relationship is likely based on simple operations with the digits such as addition or multiplication. Concept / Approach: A standard first check in such questions is to examine the sum of digits or the product of digits. When you calculate the sum of digits of 456, you obtain 4 plus 5 plus 6. If this matches 15, then the pattern is clear. After confirming this, applying the same operation to the second number 789 will lead directly to the answer. This approach is simple, systematic, and avoids guesswork. Step-by-Step Solution: Step 1: Break 456 into its digits: 4, 5, and 6. Step 2: Add these digits. 4 + 5 + 6 equals 15. This matches the second number in the model pair. Step 3: Conclude that the rule is to sum the digits of the three digit number in order to obtain the related number. Step 4: Now apply the same rule to the number 789. Break it into digits 7, 8, and 9. Step 5: Add the digits. 7 + 8 + 9 equals 24. Step 6: Look at the answer options and identify 24 as one of them. Step 7: Therefore, 789 is related to 24 in the same way that 456 is related to 15. Verification / Alternative check: Check that no other option can be produced by a simpler or more natural operation consistent with the first pair. For example, multiplying the digits of 456 gives 4 * 5 * 6 equals 120, not 15. Subtracting digits does not give 15 either. The sum of digits is the only straightforward operation that perfectly explains 456 to 15 and leads to a unique result for 789. Why Other Options Are Wrong: The remaining options 22, 26, and 28 do not equal 7 + 8 + 9 and cannot be obtained by summing the digits of 789. If you chose any of those without a clear pattern, it would be a guess rather than a logical deduction from the given pair. Since competitive exams reward correct pattern recognition, only 24 is acceptable. Common Pitfalls: Some candidates may search for an overly complex relationship such as multiplying digits or combining squares, which is unnecessary for this problem. Others may perform the addition incorrectly under time pressure. A disciplined approach is to check simple digit sums first and to compute them carefully. Final Answer: Following the same pattern, 789 corresponds to 24, just as 456 corresponds to 15.

Question 10

Find the odd word/letters/number pair from the given alternatives

Accepted Answer

XUBU

Question 11

In this number analogy, “12 is to 20 as 30 is to ______”. Identify the number that should replace the question mark so that the same numerical pattern or rule holds for both pairs.

Accepted Answer

Introduction / Context: This is a number analogy question where we must discover the numerical pattern connecting 12 and 20, and then apply the same pattern to 30 to find the missing term. These questions test recognition of hidden relationships such as products, sums, or patterns in factors, rather than simple addition or subtraction alone. Given Data / Assumptions: • First pair: 12 : 20. • Second pair: 30 : ? (unknown). • Options: 15, 35, 42, 48. • We assume a single consistent numerical rule applies to both pairs. • The rule may involve factorisation, patterns with consecutive integers, or simple arithmetic operations. Concept / Approach: Rather than guessing, a good strategy is to look at factor patterns. Notice that 12 can be written as 3 * 4 and 20 can be written as 4 * 5. Both numbers are products of consecutive integers, and the second number in the pair uses the next higher consecutive pair. We then check if 30 can be written similarly and see which option matches the product of the next pair of integers. Step-by-Step Solution: Step 1: Factorise 12. We can write 12 as 3 * 4. Step 2: Factorise 20. We can write 20 as 4 * 5. Step 3: Observe the pattern. The first number 12 uses the product 3 * 4. The second number 20 uses 4 * 5. So, the right hand number is formed by shifting the pair of consecutive integers up by one: (3,4) → (4,5). Step 4: Express 30 similarly. We can write 30 as 5 * 6. Step 5: Apply the pattern again by increasing each factor by one: (5,6) → (6,7). The product 6 * 7 = 42. Step 6: Therefore, 30 should be related to 42 to preserve the same “product of consecutive integers shifting up” rule. Verification / Alternative check: If we tried a simple addition rule like “add 8” (12 + 8 = 20), we would get 30 + 8 = 38, which is not among the options. If we tried doubling 12 (24) and adding some constant, it would not match 20 either. The only neat and consistent pattern that simultaneously explains both 12 and 20 and gives a valid option for 30 is the factor pattern using consecutive integers: 3 * 4 → 4 * 5 and 5 * 6 → 6 * 7. Why Other Options Are Wrong: • 15: Not obtained by shifting consecutive factors of 30; 30 is not 3 * 5 in the same sense as the earlier pattern. • 35: Equals 5 * 7, which does not follow directly from 5 * 6 by shifting both factors up by one. • 48: Equals 6 * 8 or 12 * 4, but there is no matching shift rule here comparable to the 12 : 20 pair. Common Pitfalls: Candidates often look only at addition or subtraction and miss patterns involving multiplication and factorisation. Another mistake is to force a pattern that only works for the first pair but fails for the second. Always check your hypothesised rule against both given pairs before committing to an answer. Here, the factor pattern uniquely points to 42. Final Answer: The missing number that completes the analogy is 42.

Question 12

In this letter analogy, “LNPR is to TVXZ as NPRT is to ______”. Find the group of letters that should replace the question mark so that the same alphabet shift rule holds in both pairs.

Accepted Answer

Introduction / Context: This is a letter analogy problem, where groups of letters are related by a consistent alphabet shift pattern. We are given “LNPR : TVXZ” and must determine which sequence corresponds to “NPRT” under the same rule. Such questions test your ability to work with positions of letters in the English alphabet and apply constant shifts. Given Data / Assumptions: • First pair: LNPR → TVXZ. • Second term: NPRT → ? (unknown). • The original options do not match the correct shifted result, so we apply the Recovery First Policy and reconstruct valid options. • We treat A = 1, B = 2, ..., Z = 26, and allow wrapping from Z back to A. Concept / Approach: To solve a letter analogy, we examine how each letter in the first word changes to the corresponding letter in the second word. If the shifts are consistent (for example, all letters move forward by the same number of positions), we apply the same shift to the letters in the new word. If wrapping is needed past Z, we continue counting from A again. Once we obtain the correct target sequence, we can reconstruct plausible but incorrect alternatives. Step-by-Step Solution: Step 1: Write the positions for LNPR. L = 12, N = 14, P = 16, R = 18. Step 2: Write the positions for TVXZ. T = 20, V = 22, X = 24, Z = 26. Step 3: Find the shift. For each letter, 20 − 12 = 8, 22 − 14 = 8, 24 − 16 = 8, and 26 − 18 = 8. So every letter is shifted forward by +8 positions. Step 4: Apply the same +8 shift to NPRT. N = 14 becomes 14 + 8 = 22 → V. P = 16 becomes 24 → X. R = 18 becomes 26 → Z. Step 5: For T = 20, adding 8 gives 28. Since we have only 26 letters, we wrap around: 28 − 26 = 2, which is B. Step 6: The resulting sequence is V X Z B (VXZB). This is the only correct mapping under the identified rule. Verification / Alternative check: We can check reversibility. Subtracting 8 from each letter in TVXZ brings us back to LNPR, confirming the forward shift of +8 is correct. Applying the same subtraction to VXZB (V → N, X → P, Z → R, B → T) brings us back to NPRT. This confirms that VXZB is the correct related group. As the original options are permutations of the letters F, H, J, L, they cannot arise from a simple +8 shift applied consistently to NPRT, which is why the options must be repaired. Why Other (Original) Options Are Wrong: • FHJL, FLJH, HFLJ, JLHF: All involve only the letters F, H, J, and L. None of these letters are obtained by adding a constant 8 to N, P, R, or T. Therefore, they are inconsistent with the discovered rule. Common Pitfalls: Test takers sometimes match options by superficial symmetry (for example, patterns that look balanced) rather than actually computing letter positions. Another frequent mistake is to forget wrapping after Z. When a computed position exceeds 26, you must subtract 26 to loop back to the start of the alphabet. Carefully checking each letter prevents such errors and leads uniquely to VXZB. Final Answer: The correct related letter group is VXZB.

Question 13

In this coded letter analogy, “ZXVT is to ACEG as SQOM is to ______”. Choose the group of letters that completes the analogy by following the same alphabet reflection rule.

Accepted Answer

Introduction / Context: This analogy involves a slightly more advanced letter code where each letter is replaced by its mirror image in the alphabet. The example pair “ZXVT : ACEG” illustrates the rule. We must apply the same rule to “SQOM” and then match the result with one of the given options. This type of problem checks familiarity with positional coding and symmetric mappings in the alphabet. Given Data / Assumptions: • Known pair: ZXVT → ACEG. • Unknown mapping: SQOM → ? • Options: FHJL, HJLN, JLMO, IKMO. • We treat the English alphabet as positions A = 1, B = 2, ..., Z = 26. • A classic mirror or reflection rule uses the mapping: A ↔ Z, B ↔ Y, C ↔ X, and so on. Concept / Approach: The first step is to understand how ZXVT becomes ACEG. A powerful and elegant pattern is alphabet reflection: each letter is replaced by its counterpart such that their positions add to 27 (1 + 26, 2 + 25, etc.). This reflection rule maps Z to A, X to C, V to E, and T to G. Once the rule is identified, we apply the same reflection to each letter in SQOM and then match the resulting sequence to the available options. Step-by-Step Solution: Step 1: Confirm the reflection rule with the first pair. • Z is 26; 27 − 26 = 1 → A. • X is 24; 27 − 24 = 3 → C. • V is 22; 27 − 22 = 5 → E. • T is 20; 27 − 20 = 7 → G. This gives ACEG, exactly as in the question. Step 2: Apply the same reflection to SQOM. • S is 19; 27 − 19 = 8 → H. • Q is 17; 27 − 17 = 10 → J. • O is 15; 27 − 15 = 12 → L. • M is 13; 27 − 13 = 14 → N. Step 3: The reflected sequence is H J L N (HJLN). Verification / Alternative check: We can reverse check the mapping. Applying the reflection again to HJLN should return SQOM. H is 8; 27 − 8 = 19 → S. J is 10; 27 − 10 = 17 → Q. L is 12; 27 − 12 = 15 → O. N is 14; 27 − 14 = 13 → M. This reverse mapping reproduces SQOM exactly, confirming the rule is correct and that HJLN is the only valid answer. Why Other Options Are Wrong: • FHJL, JLMO, IKMO: None of these sequences correspond to the reflections we calculated. Their letters would map back to different groups, not SQOM, breaking the analogy. • Only HJLN is consistent with the positional reflection used in transforming ZXVT to ACEG. Common Pitfalls: Candidates often try simple addition or subtraction patterns (+2, −2) and get stuck because the example is designed around reflection rather than fixed shifts. Another mistake is to focus on only one or two letters and ignore the rest. Always ensure that the same rule explains the entire example pair before applying it to the new term. Once the reflection idea is recognised, the calculation becomes straightforward and leads uniquely to HJLN. Final Answer: The correct related letter group is HJLN.

Question 14

In this letter analogy, “ILN is to FIK as RUW is to ______”. Determine the group of letters that completes the analogy by following the same alphabet shift pattern.

Accepted Answer

Introduction / Context: This question involves a simple but precise alphabet shift. We are given the pair “ILN : FIK” and must determine which option correctly represents the image of “RUW” under the same transformation. Letter based analogies like this test your ability to convert letters into their numeric positions and apply consistent forward or backward shifts. Given Data / Assumptions: • Known pair: ILN → FIK. • Unknown mapping: RUW → ? • Options: ORT, PSU, NQS, LNQ. • We treat the alphabet with A = 1, B = 2, ..., Z = 26 and assume a constant shift rule. Concept / Approach: To discover the pattern, we compare each letter in ILN with the corresponding letter in FIK. If the differences in their positions are consistent (for example, all letters move back by the same number), we use that same shift for every letter in RUW. Letter coding often uses such fixed shifts, which are easy to handle once the numeric positions are written out. Step-by-Step Solution: Step 1: Convert ILN into numbers. I = 9, L = 12, N = 14. Step 2: Convert FIK into numbers. F = 6, I = 9, K = 11. Step 3: Calculate the shift for each position. • 9 → 6: 9 − 3 = 6. • 12 → 9: 12 − 3 = 9. • 14 → 11: 14 − 3 = 11. All three letters are shifted backward by 3 positions in the alphabet. Step 4: Apply the same −3 shift to RUW. • R is 18; 18 − 3 = 15 → O. • U is 21; 21 − 3 = 18 → R. • W is 23; 23 − 3 = 20 → T. Step 5: The resulting sequence is O R T (ORT). Verification / Alternative check: We can quickly check that applying the inverse shift (+3) to ORT returns RUW. O (15) + 3 = 18 → R, R (18) + 3 = 21 → U, and T (20) + 3 = 23 → W. This exact reversibility confirms that −3 is the right shift and that ORT is the correct corresponding group. Any other option would fail this consistent +3 / −3 relationship. Why Other Options Are Wrong: • PSU: P (16), S (19), U (21) do not arise from subtracting 3 from R (18), U (21), W (23); their shifts are inconsistent. • NQS: N (14), Q (17), S (19) also do not match the uniform −3 rule. • LNQ: L (12), N (14), Q (17) again fails to follow the same transformation applied to ILN. Common Pitfalls: A typical mistake is to focus only on the first or last pair of letters and choose an option that matches those partially, without checking all three positions. Another error is to attempt variable shifts, even though a constant shift already fits perfectly. Always verify that your discovered rule works for every letter before finalising your answer. Final Answer: The group of letters that completes the analogy is ORT.

Question 15

In this number analogy, “99 is to 101 as 100 is to ______”. Choose the number that completes the pair so that both sides follow the same simple numerical pattern.

Accepted Answer

Introduction / Context: This is a straightforward number analogy that tests recognition of a simple addition pattern. We are given 99 : 101 and asked to extend the same relationship to the pair 100 : ?. Identifying the rule between 99 and 101 will allow us to determine which of the given options correctly completes the analogy. Given Data / Assumptions: • First pair: 99 maps to 101. • Second pair: 100 must map to an unknown number. • Options: 90, 110, 111, 102. • We assume a simple arithmetic operation such as addition or subtraction that is applied consistently. Concept / Approach: Looking at 99 and 101, the most direct relationship is that 101 is 2 more than 99. That is, 101 = 99 + 2. When a simple constant addition works cleanly for the first pair, it is usually the intended pattern in basic analogy questions. We then apply the same +2 operation to 100 and match the result with one of the answer choices. Step-by-Step Solution: Step 1: Compute the difference between 99 and 101. 101 − 99 = 2, so the second number is the first number plus 2. Step 2: Apply this pattern to the second pair. If 100 follows the same rule, the related number should be 100 + 2 = 102. Step 3: Check the options. Only option 102 matches this value, so it is the correct answer. Verification / Alternative check: To confirm, we can rewrite the analogy in formula form: a : (a + 2). For the first pair, a = 99 gives 99 : 101. For the second pair, a = 100 gives 100 : 102. This is consistent and uses exactly the same operation. No other option can be justified by a single simple arithmetic rule that also explains the first pair as cleanly as +2 does. Why Other Options Are Wrong: • 90: This is 9 less than 99, not 2 more, and there is no symmetric relationship with 99 that mirrors 99 : 101. • 110: This is +10 from 100, but 101 is not +10 from 99, so the pattern would not be consistent. • 111: This is +11 from 100; again this does not match the +2 pattern established by 99 : 101. Common Pitfalls: Some candidates attempt to interpret 99 : 101 as “two prime neighbours around 100” and then overcomplicate the second pair. But the question provides a simpler interpretation: a constant difference of 2. Analogy questions usually favour the cleanest, most direct pattern that works for all given pairs, which in this case is simple addition of 2. Final Answer: The correct number that completes the analogy is 102.

Question 16

In this word analogy, “Money is to Poverty as Education is to ______”. Select the word that best represents the lack or absence of education in the same way poverty represents the lack of money.

Accepted Answer

Introduction / Context: This analogy uses a relationship of absence or lack. Poverty is a condition that arises when there is a severe lack of money. We must select a word that describes the condition that arises when there is a lack of education, so that the relationship is parallel: “Money : Poverty :: Education : ?”. Such analogies test understanding of abstract nouns describing social and personal conditions. Given Data / Assumptions: • First pair: Money → Poverty. • Second pair: Education → ? • Options: knowledge, greediness, illiteracy, unsuccess. • We interpret poverty as the state of being extremely poor due to insufficient money or resources. Concept / Approach: The key is to recognise that poverty is a state caused by shortage or absence of money. We must therefore look for a word that names a state caused by shortage or absence of education. Illiteracy, meaning the inability to read and write, is directly linked to lack of education. Knowledge is a positive result of education, greediness is unrelated to education level, and unsuccess is not a standard English noun. Thus, illiteracy is the only meaningful parallel. Step-by-Step Solution: Step 1: Clarify the first relationship. Money is a resource; poverty is the condition that appears when this resource is severely lacking. Step 2: Apply the same logic to education. Education is a resource in the form of learning and schooling. We must ask: what condition arises when education is missing? Step 3: Examine the options. Knowledge is what education creates; its absence would be ignorance, not knowledge itself. Greediness is a personality trait, not directly related to educational opportunity. Illiteracy means the inability to read and write, typically due to lack of educational access. Unsuccess is not a correct or commonly used English word. Step 4: Therefore, illiteracy is the condition most clearly linked to lack of education, just as poverty is linked to lack of money. Verification / Alternative check: We can build parallel sentences: “Lack of money causes poverty” and “Lack of education causes illiteracy”. Both are natural and widely accepted statements. Trying to substitute knowledge or greediness would break this parallel. “Lack of education causes knowledge” is clearly false, and “Lack of education causes greediness” is not a standard or necessary connection. This confirms that only illiteracy preserves the same type of causal relationship. Why Other Options Are Wrong: • Knowledge: Represents what education provides, not what results from its absence. • Greediness: A character trait that can appear in educated or uneducated people; it is not defined by educational level. • Unsuccess: Grammatically incorrect and not a recognised term describing a standard social condition. Common Pitfalls: Some learners are tempted by knowledge because it is strongly associated with education. But analogy questions often focus on opposite or absence relationships, just like money and poverty. Keeping track of whether the second word represents presence or absence helps avoid such confusions and points to illiteracy as the correct answer. Final Answer: The word that correctly completes the analogy is Illiteracy.

Question 17

In this letter analogy, “BEF is to GJK as LOP is to ______”. Choose the group of letters that results from applying the same alphabet shift rule to LOP.

Accepted Answer

Introduction / Context: This is a standard letter coding analogy. We are given one pair of letter groups, “BEF : GJK”, and must apply the same alphabet shift to another group, “LOP”, to obtain the correct related group. These questions help to assess your ability to manipulate letter positions consistently using simple arithmetic. Given Data / Assumptions: • Known mapping: BEF → GJK. • Unknown mapping: LOP → ? • Options: QUV, QTU, QST, QUT. • Letters are mapped within A = 1, B = 2, ..., Z = 26 with straightforward shifts. Concept / Approach: We look at how each letter in BEF changes to the corresponding letter in GJK. If we find that every letter is shifted forward by the same count, we can repeat that same shift for each letter in LOP. Because BEF and GJK are of the same length, position wise comparison is direct and unambiguous. Step-by-Step Solution: Step 1: Convert BEF into numeric positions. B = 2, E = 5, F = 6. Step 2: Convert GJK into numeric positions. G = 7, J = 10, K = 11. Step 3: Check the shifts for each position. • 2 → 7: 2 + 5 = 7. • 5 → 10: 5 + 5 = 10. • 6 → 11: 6 + 5 = 11. All letters are shifted forward by +5 positions. Step 4: Apply the same +5 shift to LOP. L = 12; 12 + 5 = 17 → Q. O = 15; 15 + 5 = 20 → T. P = 16; 16 + 5 = 21 → U. Step 5: The resulting group is Q T U (QTU). Verification / Alternative check: To verify, we can run the process backwards. Subtracting 5 from each letter in GJK gives B (7 − 5), E (10 − 5), F (11 − 5), matching the original group. Similarly, subtracting 5 from QTU returns L (17 − 5), O (20 − 5), and P (21 − 5). This shows the mapping is perfectly reversible and confirms that QTU is the only correct choice consistent with the discovered rule. Why Other Options Are Wrong: • QUV: After Q, letters U and V reflect a shift of +5 from O and P, but the middle letter does not match the proper +5 shift from O. • QST: Letters S and T do not come from adding 5 to O and P; the sequence fails the uniform shift test. • QUT: The middle and last letters do not correspond correctly to the uniform +5 shift from O and P. Common Pitfalls: Some students select an option that starts with Q and ends with U simply because that pattern looks similar, without checking the middle letter carefully. Others attempt varying shifts for different letters, even though the first pair clearly uses a constant shift. To avoid these mistakes, always compute the exact shift from each original letter and apply it consistently to all positions. Final Answer: The correct related group of letters is QTU.

Question 18

In this number analogy, “8 is to 32 as ______ is to 108”. Choose the number that completes the relationship in the same way for both pairs.

Accepted Answer

Introduction / Context: This analogy checks recognition of a simple multiplicative pattern. We are given 8 : 32 and asked to find a number that relates to 108 in the same way. Such questions often use basic operations like multiplication or exponentiation and are common in quantitative aptitude tests to assess pattern recognition with small integers. Given Data / Assumptions: • First pair: 8 corresponds to 32. • Second pair: ? corresponds to 108. • Options: 22, 24, 27, 29. • We suspect a multiplication relationship, since 32 is a simple multiple or power of 8. Concept / Approach: The most obvious relationship is that 32 is 4 times 8, that is, 8 * 4 = 32. If the pattern is “multiply the first number by 4 to get the second”, then in the second pair the unknown number multiplied by 4 must give 108. To find this unknown, we reverse the operation by dividing 108 by 4 and checking which option matches the result. Step-by-Step Solution: Step 1: Confirm the pattern in the first pair. 8 * 4 = 32, so the rule could be “multiply by 4”. Step 2: Apply the inverse operation to 108. If x * 4 = 108, then x = 108 / 4. Step 3: Perform the division: 108 / 4 = 27. Step 4: Check whether 27 is among the options. Option 27 is present as option C, so this fits perfectly. Verification / Alternative check: We can verify consistency by writing both pairs according to the same formula. First pair: (8, 8 * 4) = (8, 32). Second pair: (27, 27 * 4) = (27, 108). Both pairs now clearly follow the rule (a, 4a). None of the other options, if multiplied by 4, produces 108. For example, 24 * 4 = 96 and 29 * 4 = 116, which are not equal to 108. Why Other Options Are Wrong: • 22: 22 * 4 = 88, not 108, so it fails the analogy pattern. • 24: 24 * 4 = 96; again, it does not give 108. • 29: 29 * 4 = 116; this overshoots 108. Common Pitfalls: Some candidates may try to use more complex patterns such as squares or cubes when a simple multiplication works perfectly. Others may guess at options near 25 without checking the exact product. The safest approach is always to explicitly compute the operation that links the first pair and then apply it systematically to the second pair, which quickly leads to 27. Final Answer: The number that correctly completes the analogy is 27.

Question 19

In this word analogy, “Hope is to Despair as Lunatic is to ______”. Select the word that stands in the same opposite relationship to lunatic as despair stands to hope.

Accepted Answer

Introduction / Context: This analogy uses antonym relationships. Despair is the opposite feeling to hope. The question then asks for a word that is opposite in meaning to lunatic, so that the pattern “positive state : negative opposite” is preserved. Such verbal analogies test knowledge of common antonyms and emotional or psychological vocabulary. Given Data / Assumptions: • First pair: Hope → Despair. • Second pair: Lunatic → ? • Options: honest, hardworking, sane, stylish. • Hope and despair are emotional opposites: one is positive expectation, the other is complete loss of hope. Concept / Approach: We must first recognise the relationship in the first pair: despair is an antonym of hope. Therefore, in the second pair we need an antonym of lunatic, which refers to a person who is mentally unsound or insane. The opposite of being a lunatic is being sane, that is, having normal and sound mental health. Other traits like honesty, hard work, or style do not directly oppose lunacy. Step-by-Step Solution: Step 1: Clarify the first relationship. Hope is a feeling of positive expectation; despair is the complete absence of hope and a feeling of extreme sadness and helplessness. Step 2: Infer that the pattern is “emotion or condition : opposite emotion or condition”. Step 3: Consider the word lunatic. It describes a person who is mentally deranged or insane, an outdated but commonly used term in many exam questions. Step 4: Find the opposite term. The direct opposite of insane or lunatic is sane, meaning mentally sound and reasonable. Step 5: Check the options. Only sane refers to a mental state and serves as a clear antonym. Honest, hardworking, and stylish refer to moral character, work habits, and appearance respectively. Verification / Alternative check: We can express both pairs as antonym pairs: hope versus despair, lunatic versus sane. The structure “X : opposite of X” is preserved in both cases. If we substitute any other option, the relationship breaks. For instance, lunatic : honest does not express opposite meanings. This confirms that sane is the correct answer. Why Other Options Are Wrong: • Honest: Opposite of dishonest; it refers to truthfulness, not mental health. • Hardworking: Opposite of lazy; it focuses on work ethic, not sanity. • Stylish: Relates to fashion or appearance rather than mental state. Common Pitfalls: A common mistake is to look for a positive sounding word without checking whether it is truly an antonym. All the incorrect options sound positive, but only sane answers the specific question of mental soundness. When solving antonym based analogies, always identify the exact quality involved before choosing its opposite. Final Answer: The word that correctly completes the analogy is Sane.

Question 20

In this unit analogy, “Current is to Ampere as ______ is to ______”. Select the physical quantity and its SI unit that follow the same relationship as electric current and ampere.

Accepted Answer

Introduction / Context: This analogy involves physics concepts and SI units. The pair “Current : Ampere” links a physical quantity (electric current) with its standard SI unit (ampere). We must select another pair where the first term is a well known physical quantity and the second term is its correct SI unit, creating an analogous relationship. Given Data / Assumptions: • Known pair: Current → Ampere. • Unknown pair: ? → ? • Options: Air : Kilogram, Work : Joule, Pressure : Speed, Temperature : Metre. • We assume standard SI units used in basic physics: ampere for current, joule for work, pascal for pressure, kelvin for temperature, and metre for length. Concept / Approach: The central idea is “physical quantity : its SI unit”. Electric current is measured in amperes. For the analogy to hold, the second pair must follow “another physical quantity : its own SI unit”. We review each option to see which one correctly matches. Many options deliberately pair a quantity with an incorrect or unrelated unit to test conceptual clarity. Step-by-Step Solution: Step 1: Confirm the first relationship. Electric current is a physical quantity that we measure using the SI unit ampere (symbol A). Step 2: Examine each option. Air : Kilogram – air is a mixture of gases; kilogram is a unit of mass, not a specific SI unit dedicated to air. Work : Joule – work is a physical quantity; its SI unit is the joule (symbol J), which equals newton metre. Pressure : Speed – pressure and speed are both physical quantities; neither is a unit of the other. Temperature : Metre – temperature is measured in kelvin (or degrees Celsius in everyday use), not in metres, which measure length. Step 3: Only Work : Joule matches the pattern “quantity : correct SI unit”. Verification / Alternative check: We can write out the valid SI pairs: current–ampere, work–joule, pressure–pascal, temperature–kelvin, length–metre. The only combination in the options that appears exactly as a valid SI pair is work–joule. Air–kilogram is not a standard physical quantity–unit pair and the other options mix distinct quantities or mismatched units. This confirms that work : joule is the correct parallel to current : ampere. Why Other Options Are Wrong: • Air : Kilogram – kilogram measures mass; air is not a specific physical quantity defined by kilogram alone. • Pressure : Speed – both are quantities, so the second is not a unit of the first; they cannot stand in the same relation. • Temperature : Metre – metre measures length, not temperature, which breaks the quantity–unit relationship. Common Pitfalls: Students sometimes overlook the requirement that the second word must be a unit, not another quantity. Another common error is confusing everyday associations (for example, thinking of air and kilograms in terms of weight) with formal SI definitions. Keeping a short mental list of core SI pairs helps quickly identify the only option here that fits: work and joule. Final Answer: The correct related pair is Work : Joule.

Analogy Questions

Questions

Practice smarter