VISION IAS www.visionias.in www.visionias.wordpress.com CSAT: IAS PRELIM 2012: Question Paper & Solution C GENERAL STUDIES – PAPER II TEST BOOKLET APTITUDE PAPER 2012 May 20 , 2012 Time Allowed: Two Hours Maximum Marks: 200 INSTRUCTION 1. IMMEDIATELY AFTER THE COMMENCEMENT OF THE EXAMINATION, YOU SHOULD CHECK THAT THIS BOOKLET DOES NOT HAVE ANY UNPRINTED OR TURN OR MISSING PAGES OR ITEMS ,ETC. IF SO, GET IT REPLACED BY A COMPLETE TEST BOOKLET. 2. ENCODE CLEARLY THE TEST BOOKLET SERIES A, B, C OR D AS THE CASE MAY BE IN THE APPROPRIATE PLACE IN THE ANSWER SHEET. 3. You have to enter your Roll Number on the Test Booklet in the Box provided alongside. Do NOT write anything else on the Test Booklet. 4. This Test Booklet contains 80 items (Questions). Each item is printed in English. Each item comprises four responses (answers). You will select the response which you want to mark on the Answer Sheet. In case you feel that there is more than one correct response with you consider the best. In any case, choose ONLY ONE response for each item. 5. You have to mark all your responses ONLY on the separate Answer Sheet provided. See direction in the answers sheet. 6. All items carry equal marks. 7. Before you proceed to mark in the Answer sheet the response to various items in the Test booklet, you have to fill in some particulars in the answer sheets as per instruction sent to you with your Admission Certificate. 8. After you have completed filling in all responses on the answer sheet and the examination has concluded, you should hand over to Invigilator only the answer sheet. You are permitted to take away with you the Test Booklet. 9. Sheet for rough work are appended in the Test Booklet at the end. 10. Penalty for Wrong answers: THERE WILL BE PENALTY FOR WRONG ANSWERS MARKED BY THE CANDIDATE EXCEPT FOR QUESTIONS FROM 74 TO 80, WHICH DO NOT CARRY ANY PENALTY FOR WRONG ANSWER. i. There are four alternatives for the answer to every question. For each question for which a wrong answer has been given by the candidate, one-third (0.33) of the marks assigned to that question will be deducted as penalty. ii. If a candidate gives more than one answer, it will be treated as a wrong answer even if one of the given answers happens to be correct and there will be same penalty as above to that question. iii. If a question is left blank, i.e., no answer is given by the candidate, there will be no penalty for that question. DO NOT OPEN THIS BOOKLET UNTIL YOU ARE ASKED TO DO SO ©VISION IAS www.visionias.wordpress.com 1 Directions for the following 6 (six) items: Read the following two passages and answer the items that follow each passage. Your answers to these items should be based on these passages only. Passage-1 The poor especially in market economies, need the strengthen that collectivities offer for creating more economic, social and political space for themselves, for enhancing their socio-economic well-being and voice, and as a protection against free market individualism. It has been argued that a group approach to farming, especially in the form of bottom up agricultural production collectivities, offers substantial scope for poverty alleviation and empowering the poor as well as enhancing agricultural productivity. To realize this potential, however, the groups would need to be voluntary in nature, small in size, participative in decision making and equitable in work sharing and benefit distribution. There are many notable examples of such collectivities to be found in varied contexts, such as in the transition economies. All of the bear witness to the possibility of successful cooperation under given conditions. And although the gender impact of the family cooperatives in the transition economies are uncertain, the Indian examples of women-only groups farming offer considerable potential for benefiting women. 1. Agricultural collectivities such as group based farming can provide the rural poor. 1. Empowerment 2. Increased agricultural productivity. 3. Safeguard against exploitative markets. 4. Surplus production of agricultural commodities. Select the correct answer using the codes given below: (a) 1, 2, 3 and 4 (b) 1, 2 and 3 only (c) 2 and 4 only (d) 1, 3 and 4 only Ans: (B) 2. What does the author imply by “gender impact”? (a) Women are doubtful participants in cooperatives. (b) Family cooperatives may not include women. (c) Women benefiting from group farming. (d) Women’s role in transition economies is highly restrictive. Ans: (C) 3. Consider the following assumptions: 1. It is imperative for transition economies to have agricultural collectivities. 2. Agricultural productivity can be increased by group approach to farming. With reference to the above passage, which of these assumptions is/are valid? (a) 1 only (b) 2 only (c) Both 1 and 2 (d) Neither 1 nor 2 Ans: (B) ©VISION IAS www.visionias.wordpress.com 2 Passage 2 In a typical Western liberal context, deepening of democracy invariably leads to consolidation of ‘liberal values’. In the Indian context, democratization is translated into greater involvement of people not as ‘individuals’ which is a staple to liberal discourse, but as communities or groups. Individuals are getting involved in the public sphere not as ‘optimized’ individuals but as members of primordial communities drawn on religious or caste identity. Community-identity seems to be the governing force. It is not therefore surprising that the so-called peripheral groups continue to maintain their identities with reference to the social groups (caste, religion or sect) to which they belong while getting involved in the political processes despite the fact that their political goals remain more or less identical. By helping to articulate the political voice of the marginalized, democracy in India has led to ‘a loosening of social structures’ and empowered the peripherals to be confident of their ability to improve the socio-economic conditions in which they are placed. This is a significant political process that had led to a silent revolution through a meaningful transfer of power from the upper caste elites to various subaltern groups within the democratic framework of public governance. 4. According to the passage, what does “deepening of democracy” mean in the Western context? (a) Consolidation of group and class identities. (b) Democratization translated as greater involvement of people. (c) Democratization as greater involvement of ‘atomized’ individuals in the public sphere. (d) None of the statements (a), (b) and (c) given above is correct in this context. Ans: (D) 5. Greater democratization in India has not necessarily led to (a) The dilution of caste and communal identities in the public sphere. (b) Irrelevance of community identity as a governing force in Indian politics. (c) Marginalization of elite groups in society. (d) Relative unimportance of hereditary identities over class identities. Ans: (B) 6. What is the “silent revolution” that has occurred in the Indian democratic process? (a) Irrelevance of caste and class hierarchies in political processes. (b) Loosening of social strictures in voting behavior and patterns. (c) Social change through transfer of power from upper caste elites to subaltern groups. (d) All the statements (a), (b) and (c) given above are correct in this context. Ans: (C) ©VISION IAS www.visionias.wordpress.com 3 Directions for the following 5 (five) items: Examine the information given in the following paragraph and answer the items that follow: Guest lectures on five subjects viz., Economics, History, Statistics, English and Mathematics have to be arranged in a week from Monday to Friday. Only one lecture can be arranged on each day. Economics cannot be scheduled on Tuesday. Guest faculty for History is available only on Tuesday. Mathematics lecture has to be scheduled immediately after the day of Economics lecture. English lecture has to be scheduled immediately before the day of Economics lecture. 7. Which lecture is scheduled on Monday? (a) History (b) Economics (c) Mathematics (d) Statistics Ans: (D) 8. Which lecture is scheduled between Statistics and English? (a) Economics (b) History (c) Mathematics (d) No lecture Ans: (B) 9. Which lecture is the last one in the week? (a) History (b) English (c) Mathematics (d) Economics Ans: (C) 10. Which lecture is scheduled on Wednesday? (a) Statistics (b) Economics (c) English (d) History Ans: (C) 11. Which lecture is scheduled before the Mathematics lecture? (a) Economics (b) History (c) Statistics (d) English Ans: (A) 12. Two glasses of equal volume are respectively half and three-fourths filled with milk. They are then filled to the brim by adding water. Their contents are then poured into another vessel. What will be the ratio of milk to water in this vessel? (a) 1:3 (b) 2:3 (c) 3:2 (d) 5:3 Ans: (D) ©VISION IAS www.visionias.wordpress.com 4 13. Consider the following statements: 1. All machines consume energy. 2. Electricity provides energy. 3. Electrically operated machines are cheap to maintain. 4. Electrically operated machines do not cause pollution. Which one of the following inferences can be drawn from the above statements? (a) All machines are run by electric energy. (b) There is no form of energy other than electricity. (c) Most machines are operated on electric energy. (d) Electrically operate machines are preferable to use. Ans: (D) 14. Examine the following statements: 1. None but the rich can afford air-travel. 2. Some of those who travel by air become sick. 3. Some of those who become sick required treatment. Which one of the following conclusions can be drawn from the above statements? (a) All the rich persons travel by air. (b) Those who travel by air become sick. (c) All the rich persons become sick. (d) All those who travel by air are rich. Ans: (D) 15. In five flats, one above the other, live five professionals. The professor has to go up to meet his IAS officer friend. The doctor is equally friendly to all, and has to go up as frequently as go down. The engineer has to go up to meet this MLA friend above whose flat lives the professor’s friend. From the ground floor to the top floor, in what order do the five professionals live? (a) Engineer, Professor, Doctor, IAS officer, MLA (b) Professor, Engineer, Doctor, IAS officer, MLA (c) IAS officer, Engineer, Doctor, Professor, MLA (d) Professor, Engineer, Doctor, MLA, IAS officer Ans: (D) Directions for the following is 15 (fifteen) items: Read the following three passages and answer the items that follow each passage. Your answers to these items should be based on the passage only. Passage-1 Education, without a doubt, has an important functional, instrumental and utilitarian dimension. This is revealed when one asks questions such as ‘what is the purpose of education?’. The answers, too often, are ‘to acquire qualifications for employment/upward mobility’, ‘wider/higher (in terms of income) opportunities’, and ‘to meet the needs for trained human power in diverse fields for national development’. But in its deepest sense education is not instrumentalist. That is to say, it is not to be justified outside of itself because it leads to the acquisition of formal skills or of certain desired psychological – social attributes. It must be respected in itself. Education is thus ©VISION IAS www.visionias.wordpress.com 5 not a commodity to be acquired or possessed and then used, but a process of inestimable importance to individuals and society, although it can and does have enormous use value. Education then, is a process of expansion and conversion, not in the sense of converting or turning students into doctors or engineers, but the widening and turning out of the mind — the creation, sustenance and development of self-critical awareness and independence of thought. It is an inner process of moral – intellectual development. 16. What do you understand by the ‘instrumentalist’ view of education? (a) Education is functional and utilitarian in its purposes. (b) Education is meant to fulfil human needs. (c) The purpose of education is to train the human intellect. (d) Education is meant to achieve moral development. Ans: (A) 17. According to the passage, education must be respected in itself because: (a) It helps to acquire qualifications for employment. (b) It helps in upward mobility and acquiring social status. (c) It is an inner process of moral and intellectual development. (d) All the (a), (b) and (c) given above are correct in this context. Ans: (C) 18. Education is a process in which: (a) Students are converted into trained professionals. (b) Opportunities for higher income are generated. (c) Individuals develop self-critical awareness and independence of thought. (d) Qualifications for upward mobility are acquired. Ans: (C) Passage-2 Chemical pesticides lose their role in sustainable agriculture if the pests evolve resistance. The evolution of pesticide resistance is simply natural selection in action. It is almost certain to occur when vast numbers of a genetically variable population are killed. One or a few individuals may be unusually resistant (perhaps because they possess an enzyme that can detoxify the pesticide). If the pesticide is applied repeatedly, each successive generation of the pest will contain a larger proportion of resistant individuals. Pests typically have a high intrinsic rate of reproduction, and so a few individuals in one generation may give rise to hundreds or thousands in the next, and resistance spreads very rapidly in a population. This problem was often ignored in the past, even though the first case of DDT (dichlorodiphenyltrichloroethane) resistance was reported as early as 1946. There is exponential increase in the numbers of invertebrates that have evolved resistance and in the number of pesticides against which resistance has evolved. Resistance has been recorded in every family of arthropod pests (including dipterans such as mosquitoes and house flies, as well as beetles, moths, wasps, fleas, lice and mites) as well as in weeds and plant pathogens. Take the Alabama leafworm, ©VISION IAS www.visionias.wordpress.com 6 a moth pest of cotton, as an example. It has developed resistance in one or more regions of the world to aldrin, DDT, dieldrin, endrin, lindane and toxaphene. If chemical pesticides brought nothing but problems, — if their use was intrinsically and acutely unsustainable — then they would already have fallen out of widespread use. This has not happened. Instead, their rate of production has increased rapidly. The ratio of cost to benefit for the individual agricultural producer has remained in favour of pesticide use. In the USA, insecticides have been estimated to benefit the agricultural products to the tune of around $5 for every $1 spent. Moreover, in many poorer countries, the prospect of imminent mass starvation, or of an epidemic disease, are so frightening that the social and health costs of using pesticides have to be ignored. In general the use of pesticides is justified by objective measures such as ‘lives saved’, ‘economic efficiency of food production’ and ‘total food produced’. In these very fundamental senses, their use may be described as sustainable. In practice, sustainability depends on continually developing new pesticides that keep at least one step ahead of the pests — pesticides that are less persistent, biodegradable and more accurately targeted at the pests. 19. “The evolution of pesticide resistance is natural selection in action.” What does it actually imply? (a) It is very natural for many organisms to have pesticide resistance. (b) Pesticide resistance among organisms is a universal phenomenon. (c) Some individuals in any given population show resistance after the application of pesticides. (d) None of the statements (a), (b) and (c) given above is correct. Ans: (C) 20. With reference to the passage, consider the following statements: 1. Use of chemical pesticides has become imperative in all the poor countries of the world. 2. Chemical pesticides should not have any role in sustainable agriculture. 3. One pest can develop resistance to many pesticides. Which of the statements given above is/are correct? (a) 1 and 2 only (b) 3 only (c) 1 and 3 only (d) 1, 2 and 3 Ans: (C) 21. Though the problems associated with the use of chemical pesticides is known for a long time, their widespread use has not waned. Why? (a) Alternatives to chemical pesticides do not exist at all. (b) New pesticides are not invented at all. (c) Pesticides are biodegradable. (d) None of the statements (a), (b) and (c) given above is correct. Ans: (D) ©VISION IAS www.visionias.wordpress.com 7 22. How do pesticides act as agents for the selection of resistant individuals is any pest population? 1. It is possible that in a pest population the individuals will behave differently due to their genetic makeup. 2. Pests to possess the ability to detoxify the pesticides. 3. Evolution of pesticide resistance is equally distributed in pest population. Which of the statements given above is/are correct? (a) 1 only (b) 1 and 2 only (c) 3 only (d) 1, 2 and 3 Ans: (A) 23. Why is the use of chemical pesticides generally justified by giving the examples of poor and developing countries? 1. Developed countries can afford to do away with use of pesticides by adapting to organic farming, but it is imperative for poor and developing countries to use chemical pesticides. 2. In poor and developing countries, the pesticide addresses the problem of epidemic diseases of crops and eases the food problem. 3. The social and health costs of pesticide use are generally ignored in poor and developing countries. Which of the statements given above is/are correct? (a) 1 only (b) 1 and 2 only (c) 2 only (d) 1, 2 and 3 Ans: (C) 24. What does the passage imply? (a) Alternative options to chemical pesticides should be promoted. (b) Too much use of chemicals is not good for the ecosystem. (c) There is no scope for the improvement of pesticides and making their use sustainable. (d) Both the statements (a) and (b) above are correct. Ans: (D) Passage – 3 Today’s developing economies use much less energy per capital than developed countries such as the United States did at similar incomes, showing the potential for lower-carbon growth. Adaptation and mitigation need to be integrated into a climate-smart development strategy that increases resilience, reduces the threat of further global warming, and improves development outcomes. Adaptation and mitigation measures can advance development, and prosperity can raise incomes and foster better institutions. A healthier population living in better-built houses and with access to bank loans and social security is better equipped to deal with a changing climate and its consequences. Advancing robust, resilient development policies that promote adaptation is needed today because changes in the climate, already begun, will increase even in the short term. The spread of economic prosperity has always been intertwined with adaptation to changing ecological conditions. But as growth has altered the environment and as environmental change has accelerated, sustaining ©VISION IAS www.visionias.wordpress.com 8 growth and adaptability demands greater capacity to understand our environment, generate new adaptive technologies and practices, and diffuse them widely. As economic historians have explained, much of humankind’s creative potential has been directed at adapting to the changing world. But adaptation cannot cope with all the impacts related to climate change, especially as larger changes unfold in the long term. Countries cannot grew out of harm’s way fast enough to match the changing climate. And some growth strategies, whether driven by the government or the market, can also add to vulnerability — particularly if they overexploit natural resources. Under the Soviet development plan, irrigated cotton cultivation expanded in water-stressed Central Asia and led to the near disappearance of the Aral Sea, threatening the livelihoods of fishermen, herders and farmers. And clearing mangroves – the natural coastal buffers against storm surges – to make way for intensive farming or housing development, increases the physical vulnerability of coastal settlements, whether in Guinea or in Louisiana. 25. Which of the following conditions of growth can add to vulnerability? 1. When the growth occurs due to excessive exploitation of mineral resources and forests. 2. When the growth brings about a change in humankind’s creative potential. 3. When the growth is envisaged only for providing houses and social security to the people. 4. When the growth occurs due to emphasis on farming only. Select the correct answer using the codes given below: (a) 1 only (b) 2, 3 and 4 only (c) 1 and 4 only (d) 1, 2, 3 and 4 Ans: (A) 26. What does low-carbon growth imply in the present context? 1. More emphasis on the use of renewable sources of energy. 2. Less emphasis on manufacturing sector and more emphasis on agriculture sector. 3. Switching over from monoculture practices to mixed farming. 4. Less demand for goods and services. Select the correct answer using the codes given below: (a) 1 only (b) 2, 3 and 4 only (c) 1 and 4 only (d) None of the above implies low-carbon growth Ans: (D) 27. Which of the following conditions is/are necessary for sustainable economic growth? 1. Spreading of economic prosperity more. 2. Popularizing/spreading of adaptive technologies widely. 3. Investing on research in adaptation and mitigation technologies. Select the correct answer using the codes given below: (a) 1 only (b) 2 and 3 only (c) 1 and 3 only (d) 1, 2 and 3 Ans: (B) ©VISION IAS www.visionias.wordpress.com 9 28. Which of the following inferences can be made from the passage? 1. Rainfed crops should not be cultivated in irrigated areas. 2. Farming under water-deficient areas should not be a part of development strategy. Select the correct answer using the codes given below: (a) 1 only (b) 2 only (c) Both 1 and 2 (d) Neither 1 nor 2 Ans: (C) 29. Consider the following assumptions: 1. Sustainable economic growth demands the use of creative potential of man. 2. Intensive agriculture can lead to ecological backlash. 3. Spread of economic prosperity can adversely affect the ecology and environment. With reference to the passage, which of the above assumptions is/are valid? (a) 1 only (b) 2 and 3 only (c) 1 and 3 only (d) 1, 2 and 3 Ans: (D) 30. Which one of the following statements constitutes the central theme of this passage? (a) Countries with greater economic prosperity are better equipped to deal with the consequences of climate change. (b) Adaptation and mitigation should be integrated with development strategies. (c) Rapid economic growth should not be pursued by both developed and developing economies. (d) Some countries resort to overexploitation of natural resources for the sake of rapid development. Ans: (B) Directions for the following 11 (eleven) items: Read the following three passages and answer the items that follow each passage. Your answers to these items should be based on the passages only. Passage-1 Invasions of exotic species into new geographic areas sometimes occur naturally and without human agency. However, human actions have increased this trickle to a flood. Human-caused introductions may occur either accidentally as a consequence of human transport, or intentionally but illegally to serve some private purpose or legitimately to procure some hoped-for public benefit by bringing a pest under control, producing new agricultural products or providing novel recreational opportunities. Many introduced species are assimilated into communities without much obvious effect. However, some have been responsible for dramatic changes to native species and natural communities. For example, the accidental introduction of the brown tree snake Boiga irregularis into Guam, an island in the Pacific, has through, nest predation reduced 10 endemic forest bird species to the point of extinction. ©VISION IAS www.visionias.wordpress.com 10