Subjects

Spatial Aptitude

October 5, 2020 by soujanya Leave a Comment

Syllabus Transformation of shapes: translation, rotation, scaling, mirroring, assembling, and grouping Paper folding, cutting, and patterns in 2 and 3 dimensions 5,964 total views, 6 views today

5,964 total views, 6 views today

Analytical Aptitude

October 5, 2020 by soujanya Leave a Comment

Syllabus Logic: deduction and induction Analogy Numerical relations and reasoning 4,002 total views, 6 views today

4,002 total views, 6 views today

Syllabus of UGC NET 2020 (Computer Science and Applications)

May 25, 2020 by Shruti Malik Leave a Comment

Official SyllabusUnit 1 – Discrete Structures and OptimizationUnit 2 – Computer System ArchitectureUnit 3 – Programming Languages and Computer GraphicsUnit 4 – Database Management SystemsUnit 5 – System Software and Operating SystemUnit 6 – Software EngineeringUnit 7 – Data Structures and AlgorithmsUnit 8 – Theory of Computation and CompilersUnit 9 – Data Communication and Computer […]

6,042 total views, 2 views today

Verbal Ability

July 29, 2015 by Arjun Suresh 4 Comments

Materials for GATE preparation in Verbal Ability

33,615 total views

Numerical Ability

July 29, 2015 by Arjun Suresh 6 Comments

Materials for GATE preparation in Numerical Ability

46,129 total views, 4 views today

GATE Overflow
Aptitude Overflow

Answered: GATE1987-10e

Answered: GATE1987-10e

To derive the conclusion we must assume that the premises are true [...]

Answered: GATE CSE 2021 Set 1 | Question: 31

Answered: GATE CSE 2021 Set 1 | Question: 31

Ans: A (1) S→Rf (2) S→Rf (3) T→ε (4) T→ε [...]

Answered: GATE CSE 2021 Set 1 | GA Question: 9

Answered: GATE CSE 2021 Set 1 | GA Question: 9

I am going to try to argue on each and every possible interpretation that I could find for this question. First of all, it starts with the interpretation of conclusion II, i.e., All pathogens are not bacteria. Here are 2 interpretation that I found, credits to @Nikhil_dharma The first one logically translates to; ∀x(pathogen(x)→∼bacteria(x)) and the second one, ∼(∀x(pathogen(x)→bacteria(x))) I think both are possible interpretations and this is where the ambiguity of this question starts from. Now, what the first translation says, is “There is not even a single pathogen that is bacteria”. And the second one says that “There exists a… [...]

Answered: GATE CSE 2021 Set 1 | Question: 28

Answered: GATE CSE 2021 Set 1 | Question: 28

ANS IS A. 011, 101, 000. INITIAL VALUE OF PQR = 000. [...]

Answered: GATE CSE 2021 Set 1 | Question: 25

Answered: GATE CSE 2021 Set 1 | Question: 25

ANS IS 12. HERE IN QUESTION, IT IS MENTIONED THAT “SCHEDULER HAS PRIOR KNOWLEDGE ABOUT THE LENGTH OF THE CPU BURSTS” SO IT MEANS WE HAVE TO USE SJF. PS: BY MISTAKE I WROTE AVG TAT IT IS AVG WT ONLY. :) [...]

Answered: GATE CSE 2021 Set 1 | Question: 24

Answered: GATE CSE 2021 Set 1 | Question: 24

ANS IS -7.75. given S = 1 , E = 10000001 M =11110000000000000000000 , BY CALCULATING AS BELOW ANS WILL BE -7.75 [...]

Answered: NIELIT 2019 Feb Scientist C - Section A: 19

Since, Seetha is $7^{th}$ from the left and Leena is $9^{th}$ from the right, when Seetha replace Leena, the position of Seetha from the right = $9.$ As per question, Seetha’s position from the left after interchanging $=11.$ Hence, the no. of girls in the row $$\begin{align}&=\text{(Seetha’s position from the left + Seetha’s position from the right)-1}\\&=(9+11) -1\\&= 20-1\\&= 19\end{align}$$ So, answer is None of the above. [...]

Answered: NIELIT 2017 DEC Scientific Assistant A - Section A: 6

All of the girls agree that the first three numbers are 995. Three of them agree that the fourth number is 9. Three agree that the fifth number is 2. Three agree that the sixth number is 6; three others agree that the seventh number is also 6. "Option A" is the best choice because it is made up of the numbers that most of the girls agree they saw. [...]

Answered: NIELIT 2016 MAR Scientist D: 8

Answered: NIELIT 2016 MAR Scientist D: 8

Correct Answer: (D) Explanation: This game introduces the idea of reciprocal causation. For example, the constraint that says “If A, then B, and if B, then A” should be transcribed in one of the following two ways, based on the configurations of the other variables in the diagram: You will run into reciprocal causation in the final constraint of this logic game. Here are the final diagrams that you should create: Notice how the reciprocal causation constraints are diagrammed. Be aware of the implications of these constraints. For instance, if $B$ is not sent (diagram B), then $A$ cannot… [...]

Answered: NIELIT 2016 MAR Scientist D: 7

Answered: NIELIT 2016 MAR Scientist D: 7

Correct Answer: (D) Explanation: This game introduces the idea of reciprocal causation. For example, the constraint that says “If A, then B, and if B, then A” should be transcribed in one of the following two ways, based on the configurations of the other variables in the diagram: You will run into reciprocal causation in the final constraint of this logic game. Here are the final diagrams that you should create: Notice how the reciprocal causation constraints are diagrammed. Be aware of the implications of these constraints. For instance, if $B$ is not sent (diagram B), then $A$ cannot… [...]

Answered: NIELIT 2016 MAR Scientist D: 6

Answered: NIELIT 2016 MAR Scientist D: 6

Correct Answer: (A) Explanation: This game introduces the idea of reciprocal causation. For example, the constraint that says “If $A$, then $B$, and if $B$, then $A$” should be transcribed in one of the following two ways, based on the configurations of the other variables in the diagram: You will run into reciprocal causation in the final constraint of this logic game. Here are the final diagrams that you should create: Notice how the reciprocal causation constraints are diagrammed. Be aware of the implications of these constraints. For instance, if $B$ is not sent (diagram B), then $A$ cannot be sent… [...]

Answered: NIELIT 2016 MAR Scientist D: 33

The answer is (C). three [...]

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