Total Questions: 66

Overall Difficulty level of the Exam: Easy – Moderate

Verbal Ability and Reading Comprehension

Passage 1 discusses how machine learning is transforming various industries and reopening the debate on the best means of coordinating supply and demand, while also questioning the role of tacit knowledge in this transformation. Passage 2 was based on Scientists have been studying the origins of life for decades, using Darwinian evolution and developing theoretical models of life’s chemical origins, but they still don’t have a complete answer; working backward through the fossil record leads to LUCA, the last universal common ancestor, beyond which no observer can see, leaving scientists with a phylogenetic event horizon and an unknown path forward. Passage 3 the article discusses the challenges of building a post-apocalyptic society based on renewable energy, specifically focusing on the limitations of solar power and the potential for using electricity and concentrated solar thermal farms. Passage 4 was based on “Princess Diana and complicity” where it explains how Princess Diana was the victim of a patriarchal system that forced her to live a lie, and her chronic behavior was a symptom of her self-loathing; her desperate search for love was made difficult by her status and the paparazzi. Passage 1 & 3 were a bit complex & time consuming to read.

VARC of this mock was on the moderate to difficult side. Students who do not have good reading habits would have probably faced difficulties in this section. Passages were not that easy to comprehend. Both RC and VA were on the moderate side in terms of difficulty of questions. The VA part had a good number of moderate-difficult questions. The para jumbles and odd-one-out questions were moderately difficult as it was not easy to build logical blocks using connectors. The para summary questions were also moderate, but a good student should have answered 2 out of 3 questions, which were slightly on the easier side. A student could have maximized their score by carefully selecting the questions to answer as there were moderately difficult and difficult questions in both the RC and the VA part.

Logical Reasoning and Data Interpretation

The given statement is discussing the strategy that students should follow while attempting a test, particularly a multiple-choice question paper. It suggests that students should carefully analyze each set of questions and determine which ones require logic, calculation, or both. Based on this analysis, students should attempt the sets that they are most comfortable with first, followed by the ones that require more time and effort.
In this context, the statement argues that Set 1, which was based on logic, should have been attempted by the students as it was relatively easy. Set 2, which involved calculations, would have been easier to get right, so it should have been attempted next. Set 3, despite requiring logic, was the easiest set, so students should have attempted it after Set 2. Finally, Set 4 was not easy and needed time to process the information, so it should have been attempted at the end.
The statement suggests that students should choose the order of sets based on their area of comfort and pick the questions they are capable of answering in each set. By following this strategy, students can increase their chances of getting the maximum number of questions correct, even if they do not attempt all the questions.

Quantitative Aptitude

The given passage discusses the strategy that students should adopt while attempting the questions in an exam, specifically in the context of a mathematics section. It advises students to carefully analyze the difficulty level of each set of questions and attempt them accordingly. The passage highlights that students should attempt the logic-based set first, followed by the calculation-based set, and then the easier logic-based set. The last set, which required time to process information, should be attempted at the end.

In terms of the difficulty level of the mathematics section, the passage suggests that the quantitative aptitude (QA) section was comparatively easier than the other two sections. The passage emphasizes the importance of picking and choosing the right questions to attempt and not wasting time on difficult questions. Furthermore, it notes that while the focus of the exam was primarily on arithmetic, students should not limit themselves to arithmetic but rather be comfortable with all topics and attempt easy questions from all topics.

The passage also highlights the importance of post-exam analysis, whereby students should identify their weak areas and work towards improving them. In summary, the passage provides valuable insights on how students should approach and tackle the mathematics section of an exam, from strategizing their approach to analyzing their performance and identifying areas for improvement.

Total Questions: 66

Overall Difficulty level of the Exam:  Easy to Moderate

Verbal Ability and Reading Comprehension

The Verbal Ability and Reading Comprehension (VARC) section of this mock was of moderate difficulty overall. The passages in the reading comprehension section were moderately readable, although some questions were a bit more challenging than others.

The first passage in the reading comprehension section discussed the concept of “han” in Korean culture and its increasing use in Western media. The questions for this passage ranged from moderate to difficult difficulty level, with the first question being relatively easy and the others being a bit more challenging.

The second passage discussed the possibility of a post-apocalyptic society. The first three questions for this passage were fairly moderate in difficulty, but the fourth question gave a bit of a challenge. However, students who have practiced suitable title-giving questions would find it easier.

The third passage was about the idea that a fixed theory of interests can lead people astray. All four questions for this passage were of easy to moderate difficulty level. This passage could have been a marks booster for test-takers. However, students should be watchful as this passage was very long and time-consuming.

The fourth passage discussed the limitations of traditional responsible investing. The questions for this passage ranged from moderate to difficult difficulty level. Careful selection of questions and efficient time management was important here to avoid getting stuck in this passage.

The verbal ability section was of moderate difficulty, with the para jumbles being very doable and the para-summary being a must-do. A carefully planned attempt would have fetched high marks in this section.

Logical Reasoning and Data Interpretation

The ability to select sets becomes crucial in the section regardless of the difficulty level of the paper. Students should focus on selecting the right sets to maximize their score in this section. It is important to develop the skill of judging the difficulty level of the set without solving it.
The first set in the section was on “The income tax” and was of moderate to difficult difficulty level. Two questions in the set were a little more challenging than the other three. It was a typical algebra-based set and students should avoid starting with this set.
The second set was based on cricket and was a fairly doable set. Most of the questions in this set were of easy to moderate difficulty level. This set is a must-do set in this section.
The third set was on “FMCG brands” and was of moderate difficulty level. All five questions in this set were easily doable. This set is also a must-do set in the section.
The fourth set was based on the Venn diagram and was of moderate difficulty level. Students should be very careful about the time they spend on this set.
Overall, all four sets in the section were doable and a good candidate would have fetched high marks in this section. Students should focus on selecting the right sets and managing their time efficiently to maximize their scores. The cricket set and FMCG brands set were must-do sets, and the income tax set should be attempted after attempting the other sets.

Quantitative Aptitude

The quantitative ability (QA) section of the CAT exam was on the easy to moderate side, and it was crucial for candidates to pick and move on from questions that took too much time. The paper mainly focused on three key topics: Arithmetic, Number system, and Geometry, which made up almost three-fourths of the questions in recent CAT papers. Thus, candidates with a strong grip over these topics would have found the paper enjoyable at this early stage of preparation.

To build confidence and improve speed and accuracy in solving problems, it is essential to practice problems from these topics. Candidates should remain calm and focused during the exam, not getting bogged down by difficult questions. Prioritizing questions based on ease of solving and having a solid understanding of key topics can go a long way in achieving success in the quantitative section of the CAT exam.

Questions from Time & Speed, Work & Logarithms were very easy and must-do questions for all test takers. However, questions from Geometry, Modern Maths, and Algebra were on the moderate to difficult side on the difficulty level. Therefore, question selection is a crucial skill that only comes with more and more practice. It is important to avoid getting stuck on difficult questions and instead move on to easier ones to maximize scores. In summary, with proper preparation, candidates can perform well in the QA section of the CAT exam by focusing on key topics and effective question selection.

Total Questions: 66

Overall Difficulty level of the Exam: Easy – Moderate

Verbal Ability and Reading Comprehension

The reading comprehension section of the exam consisted of four paragraphs that covered a wide range of topics. Passages 1, 2, and 4 were relatively easier than passage 3 and were suggested as starting points for most students. Passage 1 discussed Netflix’s losses due to content and featured three easy-to-answer questions. Passage 2 was about Anna Essinger’s school, which inspired and changed people’s lives. Passage 4 talked about the potential cognitive impairment caused by surgery and had questions that ranged from easy to moderate difficulty.

Passage 3, however, was more challenging and required students to make smart decisions about how to efficiently use their time. The students were expected to choose the reading material based on their understanding of the content. The topics covered in all the passages were diverse, ranging from Netflix’s losses to cognitive impairment.

The VA portion of the exam was moderately challenging, and some questions required a thorough understanding of the ideas presented. Therefore, students had to pay close attention to the information and approach the questions with care. Passage 3, in particular, demanded more attention due to its difficulty level.

Overall, the reading comprehension section of the exam aimed to test the student’s ability to comprehend and analyze the information presented in each passage. It encouraged them to think critically and make informed decisions about which passages to read first. The difficulty level varied across the passages, with some being easier than others. Nonetheless, the students had to carefully approach each passage and question, even the easier ones, to ensure that they answered them accurately and confidently.

Logical Reasoning and Data Interpretation

The Logical Reasoning section of the exam was divided into four sets, with varying levels of difficulty. Set 1 was moderately easy, and a well-prepared student could have answered the questions without exerting too much effort. However, it was essential to approach the questions systematically to ensure accuracy and efficiency.

Set 2, on the other hand, was considered a significant difficulty, with questions ranging from moderate to very challenging. Nonetheless, students who had put in enough practice would have been able to quickly identify the types of questions being asked and attempted them later on once they have completed the easier and medium-level sets. Students were cautioned to be careful with the questions that they did not need to answer, to maximize their time and energy.

Set 3 was the least challenging of the sets and focused on scheduling. The questions ranged from easy to moderate difficulty level, and most students should have had no trouble answering them. However, it was essential to manage time wisely, as this section could be time-consuming.

Set 4 was centered on Game Theory, and the questions were considered moderate in difficulty. Students who aimed to be in the top ten percent of their class should pay attention to this set and attempt it after completing all of the simpler sets.

Overall, the Logical Reasoning section aimed to test the student’s ability to analyze and solve problems systematically. It required a good level of preparation and the ability to manage time efficiently. Some sets were more challenging than others, and students had to exercise caution with the questions they did not need to answer to maximize their chances of success. With enough practice, students should have been able to answer most of the questions accurately and confidently.

Quantitative Aptitude

The quantitative aptitude (QA) section of the test, although not very challenging, required students to exercise discretion in selecting which questions to tackle and which ones to avoid in order to achieve the highest possible score. The majority of the exam was dedicated to arithmetic and the number system, with algebra and geometry taking up a somewhat smaller portion. The arithmetic problems varied in difficulty, ranging from straightforward to more challenging. The same could be said for the questions on the number system, with some being simple and others requiring more careful consideration. The geometry questions were few in number, but all of them were of moderate difficulty. In contrast, the algebra problems were evenly divided between easy and moderate difficulty levels. The level of difficulty of the sole math problem on the test was somewhere in the middle. 

To excel in this section, students required a solid understanding of basic mathematical concepts, as well as the ability to solve problems quickly and efficiently. After each test, students were advised to allocate time for self-evaluation and identify areas in need of improvement. For example, if a student struggled with algebra problems, they could focus their study efforts on improving their grasp of algebraic concepts and practicing algebra problems. It was important for students to be thorough in their preparation for this section, as even seemingly simple topics like arithmetic could be challenging if not mastered well. By utilizing time management skills and practicing problems across a range of difficulty levels, students could increase their chances of success in the QA portion of the test.

Number of Questions – 66

Overall Difficulty – Easy to Moderate

Verbal Ability and Reading Comprehension

The Verbal Ability and Reading Comprehension (VARC) section in Real CAT 5 exhibited a moderate level of difficulty. Individuals who lack proficient quick comprehension skills might encounter challenges in completing all the reading comprehension passages and subsequently attempting the verbal ability (VA) portion. However, the VA segment, in contrast, leaned towards the easier side, granting students with a strong grasp of verbal ability a smoother path to tackle it. 

In an ideal scenario, the primary focus should not solely be on attempting the entire section but rather strategically selecting RC passages that one finds manageable and then proceeding to the VA questions. By adopting this approach, test-takers can optimize their time and effort, ensuring they allocate more resources to sections that align with their strengths and abilities. This tactical decision allows them to maximize their potential for success within the given time constraints.

Overall, while the VARC section in Real CAT 5 presented a moderate level of difficulty, students with quick comprehension skills and a strong foundation in verbal ability would have enjoyed an advantage. Employing a strategic approach by prioritizing one’s strengths can enhance the efficiency and effectiveness of tackling the section, ultimately leading to a more favourable outcome in the examination.

Logical Reasoning and Data Interpretation

The Data Interpretation and Logical Reasoning (DILR) section in Real Cat 5 displayed a moderate level of difficulty, striking a balance between challenging and straightforward questions. The key to success in this mock lies in the careful selection of easy sets. It is highly recommended to give sets 2 and 4 a try and consider starting with them before moving on to set 3, and finally attempting set 1. Opting for set 3 over set 1 can be advantageous as it comprises more isolated questions that can be easily solved without needing to crack the entire set. However, on the other hand, if someone chooses to start with set 1 and has sufficient time to solve it, that approach can also be effective. Nevertheless, if time pressure creates a dilemma in the selection process, it would be preferable to focus on a set with isolated questions.

The ability to identify and select the easier sets becomes crucial in this section, regardless of its overall difficulty. It is highly recommended for students to quickly scan the entire section in the initial few minutes, evaluating each set’s complexity, and targeting the relatively easier ones first. This proactive approach allows test-takers to allocate their time and effort wisely, ensuring they tackle the sections that offer higher chances of success.

By strategically choosing the sets and questions to attempt, individuals can enhance their performance in the DILR section. It is essential to prioritize efficiency and accuracy, maximizing the potential for scoring well within the time constraints of the examination.

Quantitative Aptitude

The Quantitative Ability (QA) section leaned towards the easy to moderate side in terms of difficulty. To excel in this section, it was crucial to identify and swiftly move through questions that consumed less time. However, individuals who possessed a strong command over Arithmetic and Algebra would have found the paper particularly enjoyable, especially at this early stage of preparation, as approximately 70% of the questions were derived from these two topics.

In terms of difficulty, each section in QA achieved a well-balanced mix, encompassing both easy and challenging questions. The key to attaining a higher score lay in selecting the easier questions, solving them efficiently, and swiftly progressing to the next. It was imperative for students to avoid getting entangled in any particular question, as investing excessive time in one question did not always guarantee an accurate final answer. Instead, a strategic approach that prioritized time management and question selection proved more fruitful.

By wisely allocating their time and effort, test-takers could optimize their performance in the QA section. Recognizing the significance of swiftly identifying manageable questions and solving them efficiently allowed individuals to maintain a steady pace and attempt a greater number of questions overall. This approach ensured that candidates capitalized on the available time and maximized their chances of achieving a higher score.

Overall, the QA section struck a balance between easy and moderate difficulty levels, with a focus on Arithmetic and Algebra. By adopting a strategy that emphasized efficient question selection and time management, students could enhance their performance and increase their likelihood of success in the examination.

Total Questions: 66

Overall Difficulty level of the Exam: Moderate – Difficult

Verbal Ability and Reading Comprehension

The Reading Comprehension section of this practice test comprised four passages with a total of sixteen questions. The length of the readings was relatively long, requiring practice to become accustomed to reading paragraphs of this size.

The first passage focused on the topic of “Overcoming fear, voicing dissent, and empowering change.” It contained four questions with varying levels of complexity, ranging from moderate to tough. Two of the questions posed a challenge, while the remaining two were of a moderate level.

Passage 2 delved into the subject of “Complex cognitive aging challenges traditional beliefs.” It presented four challenging questions, with the first question being straightforward and the subsequent three proving rather difficult.

The third passage, titled “America in Britain: Shaping Wartime Perceptions,” consisted of five questions. Three of these questions were of moderate difficulty, while the remaining two were relatively easier. Overall, this passage can be categorized as having a moderate level of difficulty.

The fourth passage, centered around the topic “Brain circuits shape seeking of information,” was the longest of all the sections. It featured three questions of moderately tough difficulty. It is advisable to attempt this section only if there is ample time available, given its length and challenging questions.

In terms of difficulty, the VARC (Verbal Ability and Reading Comprehension) section of this exam fell closer to the middle of the difficulty scale. Students who do not regularly engage in healthy reading habits may have encountered difficulties with the material presented in this section. It required some effort to grasp the content of the various passages. The questions in the reading comprehension part varied from easy to somewhat challenging, while the VA component leaned toward the easier end of the difficulty spectrum.

To excel in this section, students are encouraged to develop consistent reading habits and practice reading longer passages. This will help them improve their comprehension skills and tackle questions of varying difficulty levels with greater confidence and accuracy.

Logical Reasoning and Data Interpretation

To provide students with exposure to various exam formats, this section deviated from the typical CAT (Common Admission Test) pattern of 6+6+4+4 question sets and instead adopted a format of 5+5+5+5 question sets. This change aimed to offer students a diverse testing experience. 

Among the sets, Set 2 proved to be the most challenging, while Set 4 served as an excellent test of logical thinking skills. Sets 1 and 3 were of a familiar nature, allowing students to approach them confidently. Both sets presented a moderate level of difficulty.

Set 1 revolved around “Venn Diagrams” and comprised five questions with a difficulty level that fell somewhere in the middle. Students were required to analyze and interpret the diagrams to answer the questions effectively.

Set 2 focused on “Game Theory” and featured five questions with a high level of complexity. This set demanded students to absorb a significant amount of material, making it potentially challenging and time-consuming in an exam setting. Students had to navigate through intricate game scenarios and apply logical reasoning to arrive at the correct solutions.

Set 3 centered on “Sorting” and encompassed questions ranging from easy to moderate difficulty. While the first question in the set may have been relatively less challenging, the subsequent questions posed a greater level of difficulty. Many students may have chosen this set as their entry point into the exam.

Set 4 was a standard Logical Reasoning test and presented questions with a difficulty level that balanced in the middle range. This set required students to apply logical thinking and deduction to arrive at the correct answers.

Overall, this section aimed to test students’ problem-solving skills across different domains. The varied sets provided students with a comprehensive assessment of their abilities in Venn Diagrams, Game Theory, Sorting, and Logical Reasoning. By challenging themselves with these diverse question sets, students had the opportunity to showcase their analytical thinking and problem-solving capabilities.

Quantitative Aptitude

The Quantitative Aptitude (QA) section of RC 15 exhibited a higher level of difficulty compared to other CAT mocks observed during this season. While there was a single easily solvable question, the majority of the remaining questions ranged from medium to difficult levels. It became apparent that a solid understanding of fundamental concepts was necessary to navigate through this section successfully.

One notable feature of the QA section was the even distribution of questions across various topics, including Arithmetic, Geometry, Algebra, Modern Math, and Number System. This balanced allocation prevented any specific topic from overpowering the section, emphasizing the importance of having a comprehensive knowledge base across all areas. Students who demonstrated proficiency in all sections would have had an advantage over those who had a biased focus towards specific topics.

To excel in this section, test-takers needed a strong grasp of concepts and problem-solving skills. The difficulty level pushed their critical thinking abilities and challenged them to apply their knowledge effectively. It tested their capacity to handle complex calculations, interpret data, and derive accurate solutions within the given time constraints.

Overall, the QA section of RC 15 demanded a well-rounded preparation strategy that encompassed all the major topics. Students who were well-versed in all aspects of Quantitative Aptitude, including arithmetic calculations, geometric reasoning, algebraic manipulations, modern mathematical concepts, and number system properties, would have performed relatively better. The challenging nature of the section underscored the importance of adopting a comprehensive and balanced approach to mastering the quantitative skills required for the exam.

Success in the QA section relied on a combination of conceptual understanding, problem-solving techniques, and time management skills. Students needed to prioritize strengthening their foundational knowledge while also practising advanced problem-solving to tackle the medium and difficult questions effectively. By adopting a comprehensive approach and honing their quantitative abilities across all topics, test-takers could enhance their performance in this challenging section.

Number of Questions – 66

Overall Difficulty – Moderate

Verbal Ability and Reading Comprehension

The mock test’s Verbal Ability and Reading Comprehension (VARC) section presented varying levels of difficulty. Solid reading habits were essential for success in this part, as students lacking such habits would likely face challenges. The Reading Comprehension (RC) component ranged from simple to moderate, while the Verbal Ability section offered moderate to challenging questions.

The first passage, centred around the theme of Death and written by a distinct and unique author, employed a relatively easy-to-read language and tone compared to the other paragraphs. The questions associated with this passage could be answered simply by glancing over the text. A competent student would have easily answered at least two or three questions, thanks to the straightforward tone.

The second passage was comparatively simpler to read and comprehend. The second sentence delved into technical distinctions within the music business, providing more detailed information. The questions primarily required factual knowledge and were relatively easier to tackle.

The third passage, addressing the decline of American democracy, posed a greater challenge. Even students with strong comprehension skills would have struggled to answer all the questions due to the close proximity of the alternatives, making it riskier to select the correct answers.

The fourth passage, focusing on the life of Socrates from a historical perspective, offered an easy-to-read narrative but presented somewhat tough questions. The passage’s content created a dilemma for test-takers, as multiple answers seemed plausible, highlighting the difficulty in choosing the correct option.

A well-prepared student would have strategically approached the passages, starting with the first and second ones. The Verbal Ability section featured a considerable number of somewhat challenging questions. Parajumbles and odd-one-out problems, requiring the construction of logical connections, posed particular difficulty.

The paragraph summary questions fell within the moderate range, but a smart student would have attempted at least two out of the three questions, which were notably tougher.

Considering the presence of moderately tough and difficult questions in both the Reading Comprehension and Verbal Ability sections, students could have maximized their scores by selectively choosing which questions to answer carefully.

Logical Reasoning and Data Interpretation

The choice of sets within this section held significant importance due to the varying difficulty levels, ranging from simple to moderately tough to challenging. It was crucial for test-takers to carefully consider which sets to attempt.

The first two sets posed minimal challenges and were relatively straightforward to complete. The initial set primarily involved direct calculations based on data interpretation, making it the simplest set in the section. These problems could have been quickly solved, resulting in both a higher score and boosted confidence. Those who tackled the sets in the order presented would have gained a substantial advantage over the competition.

The second set presented an analytical problem that required a thorough review of the presented data before answering. Although the table and lengthy explanation might have seemed daunting, a good student should not have given up on this set without attempting it. Once the data analysis was accomplished, the challenge became more manageable.

The third set, involving 18 people and their respective circumstances, presented a significant challenge in terms of completion. However, solving the set itself was not overly difficult, despite the need to evaluate different scenarios. A diligent student could navigate through this set successfully.

The final set, centered around games and competitions, should have been approached last, as it was the most appropriate sequence. The primary challenge in this set lay in the thinking process required to solve it. Meticulous labeling of the table’s data points was crucial for successful completion. Failing to keep careful track of the necessary data could have hindered progress within the set.

In conclusion, the selection of sets played a pivotal role in this section. Test-takers who strategically prioritized and tackled the sets in a well-planned manner could have gained a considerable advantage. It was essential to assess the difficulty levels and approach each set accordingly to maximize scores and overall performance.

Quantitative Aptitude

Though there were some difficult questions in this section, their quantity was not excessive. It also highlights the presence of a sufficient number of simple questions. While arithmetic played a significant role in the article, the main focus should not be limited to arithmetic alone. Even among the challenging questions, there were solvable ones that could be approached using specific strategies within a short time frame.

The recommended approach to tackling the paper would involve a quick scan of the entire test followed by answering the simple questions (2, 5, 7, 15, and 17). This would be followed by addressing questions that posed a fair challenge but didn’t consume much time. In the second round, students should aim to answer all the questions categorized as moderately difficult or higher. After handling the easy and moderately tough questions, students could maximize their scores by addressing the difficult questions based on their familiarity with the subject matter, if time permitted after completing the test.

It was important to make careful choices, avoiding spending excessive time on issues that required more concentration. While the majority of questions in the test were related to mathematics, it was essential to emphasize proficiency in all subject areas before selecting less challenging problems.

In comparison to the valuable Real Cat mocks, the difficulty level of geometry and algebra tended to be somewhat higher. After completing the section’s problems, students should allocate adequate time to analyze and improve areas where they faced challenges.

The section also contained some challenging questions, and students were advised to identify such questions and avoid spending more than a couple of minutes on them.

In summary, the passage recognizes the balance between difficult and simple questions in the test. It emphasizes the need for a strategic approach, prioritizing simpler questions first and gradually addressing more challenging ones. The importance of proficiency in various subjects beyond mathematics is stressed, and students are encouraged to utilize their time effectively and analyze areas of weakness for improvement.

Total Questions – 66

Overall Difficulty Level – Moderate

Verbal Ability and Reading Comprehension

The VARC section of the CAT exam was generally comparable in difficulty to the exam as a whole. However, there were a few challenges in the Reading Comprehension (RC) portion that required students to apply critical thinking and logical reasoning, potentially causing difficulties for some test takers. The Verbal Ability (VA) segment had a moderate difficulty level, encompassing both simple and difficult questions.

Passage 1 focused on the concept that “Music activates reward circuits in the brain.” The questions in this set varied in difficulty from easy to moderate. It was anticipated that students would find this set relatively easy to solve, leading to favorable scores in this section. Passage 2 involved a longer reading material centred on the topic of “Venezuela’s hyperinflation and unofficial currency trading.” The questions in this set ranged from easy to moderate in difficulty. Students were expected to complete and answer sets 1 and 2 within a maximum of thirteen to fourteen minutes.

Passage 3 presented a different level of challenge, with questions ranging from moderately to very challenging. The central theme of this set was “The Birth of the Internet Changes Everything Forever.” While some students might find this set moderately difficult, they needed to be mindful of the time allotted for this section.

The fourth passage was based on the statement “Fossil fuels exceed safe emissions limit.” Compared to the other sets, this set posed a relatively mild challenge. Students were advised to attempt Sets 1, 2, and 4 in a sequential manner.

In conclusion, the VARC section of the CAT exam comprised sets with varying difficulty levels. While some sets were expected to be relatively easy, others required more critical thinking and time management. Students were advised to allocate their time wisely to ensure they could tackle all the sets within the given timeframe.

Logical Reasoning and Data Interpretation

The Data Interpretation and Logical Reasoning (DILR) section of the exam was not excessively difficult. By this point, students should have recognized that SET 2 posed a greater challenge compared to the other sets. Starting with Sets 1 and 4 would have been the logical approach, as these sets were relatively easier to solve. Students who possessed a higher level of competency should have also managed to complete SET 3.

SET 1, being an LR problem with easy-level questions, should have been an obvious and advantageous choice for students. They should have maximized their score potential by focusing on this set during the exam. The questions in this set revolved around routes and networks and ranged in complexity from easy to moderate. Neglecting this set would not have been advisable in the context of the examination.

SET 2, on the other hand, presented the most challenging and time-consuming questions among the three sets. Students needed to identify such sets and avoid investing excessive time in them if possible. If time permitted, students should have made a concerted effort to secure as many marks as possible from this section. SET 3 centered around Games and Tournaments, offering questions of somewhat challenging difficulty level.

Finally, SET 4 comprised LR-based questions with a moderate level of difficulty. It was entirely feasible to answer all of these questions correctly, further emphasizing the importance of attempting this set.

In summary, the DILR section contained sets of varying difficulty levels. Students were advised to strategically prioritize sets 1, 3, and 4, while managing their time effectively and capitalizing on the easier sets to maximize their scores. Awareness of the challenging sets and judicious time allocation were crucial for success in this section.

Quantitative Aptitude

In the CAT exam’s Quantitative Ability (QA) section, candidates were advised to selectively choose which problems to move on from if they were taking too much time. This section was generally on the easier to moderate side. Interestingly, nearly three-quarters of the problems in the recent CAT exam were concentrated in three key topics: arithmetic, the number system, and geometry. Candidates who were already proficient in these areas would have likely found the paper enjoyable.

Practicing problems from these specific topics is crucial for developing competence and enhancing efficiency in problem-solving. It is essential for candidates to maintain composure and not allow the difficulty of the questions to distract them from answering accurately. To excel in the CAT’s quantitative portion, it is important to prioritize problems based on their level of difficulty and to have a strong grasp of fundamental concepts.

Among the easiest and most crucial problems to answer correctly were those related to time and speed, work, and logarithms. On the other hand, problems involving Algebra, Modern Mathematics, and Geometry ranged from moderately tough to very challenging. Thus, the ability to discern which questions to attempt becomes a vital skill that can be honed with experience. To maximize their scores, candidates should swiftly move on from challenging questions and focus their attention on the simpler ones.

In conclusion, candidates can perform well in the QA section of the CAT exam by concentrating on the most important topics and employing strategic question selection. By mastering the core concepts and effectively managing their time, test takers can increase their chances of success in this section.

Total Questions: 66

Overall Difficulty Level of the Exam: Moderate

Verbal Ability and Reading Comprehension

The first passage, titled “Debate on Evil, Suffering, and Creation,” presented a series of four moderately challenging questions. These questions were designed to test the students’ understanding and critical thinking abilities. The difficulty level of this passage was comparable to that of the Common Admission Test (CAT), a well-known entrance examination. Therefore, it was reasonable to expect students to be able to handle problems of this nature.

Moving on to the second passage, it focused on the thought-provoking theme of “Class Barriers, Education, and Social Exclusion.” While most of the questions in this passage were moderately tough to difficult, the sixth question stood out as relatively easier, with a moderate level of difficulty. It was expected that the majority of the students would be able to answer this particular question correctly. However, it is important to note that the majority of the passage’s questions were challenging, demanding a deeper understanding of the subject matter.

The third passage delved into the topic of “Anarchism challenges tradition, ignorance, and violence.” Although the questions in this set were of moderate difficulty, students were advised to exercise caution while selecting their answers. This passage happened to be the longest among all the passages, requiring extra attention and time management skills. Students with a slower reading speed may have encountered difficulties in comprehending and answering the questions effectively.

Shifting focus to the fourth passage, it revolved around the concept of “Advertising utilizing anti-advertising strategies.” The questions in this section varied from simple to moderately difficult. The passage itself was concise and could be read quickly, allowing students to allocate more time for thoughtful consideration of the questions.

In summary, the Verbal Ability and Reading Comprehension (VARC) section of the exam presented a moderate to very challenging level of difficulty. Students who lacked regular reading habits may have struggled with the material. It is worth noting that certain parts of the text posed challenges in terms of comprehension. Regarding the questions’ difficulty, both the Reading Comprehension (RC) and Verbal Ability (VA) components fell within the middle range of difficulty.

Logical Reasoning and Data Interpretation

The first set of questions, based on the application of Venn diagrams, presented a range of difficulties from moderate to challenging. Students who possessed confidence in their ability to solve problems using Venn diagrams were strongly encouraged to choose this option. However, it was important to note that these questions could also be approached using alternative methods. This flexibility allowed students to leverage their problem-solving skills effectively.

Moving on to Set 2, it provided a captivating logical challenge that demanded a deep understanding of a specific pattern for successful completion. The questions in this set were deliberately designed to be challenging, as the focus was on Game Theory, which formed the foundation of the test. Students were required to exhibit both analytical thinking and a comprehensive grasp of the topic to excel in this section.

Set 3 centered around logical reasoning and comprised four questions that, if properly comprehended, could be approached from various angles. These questions were intentionally designed to be simpler in nature, with the expectation that the majority of students would answer them correctly. Performing well in this set had a significant positive impact on the overall score of this section.

As for Set 4, the questions presented a notable increase in complexity. In addition to logic, successful completion of these questions demanded a deep understanding of the subject matter, particularly the concepts related to maximum and minimum requirements. The difficulty level of Set 4 questions was considered moderate, posing a substantial challenge to students. 

In summary, the test presented a diverse range of question sets, each with its own unique characteristics and difficulty levels. Students had the opportunity to demonstrate their proficiency with Venn diagrams in the first set, tackle a challenging logical challenge in Set 2, employ logical reasoning in Set 3, and apply a combination of logic and subject knowledge in Set 4. The strategic selection and approach to these sets were crucial factors for success in this part of the test.

Quantitative Aptitude

It was essential to attempt questions from every segment of the moderately difficult QA section if you wished to win. Although arithmetic difficulties were the most common, it was important for students to focus on many subjects. All of the topics were fully addressed in the essay, including the challenging algebra and geometry.

To properly approach the paper, the simplest questions should be handled first, followed by the moderately difficult but quick questions. The last few very difficult questions may have been addressed in the second round. Then, if there was enough time, pupils may have attempted difficult questions from well-known topics.

The test also included a few challenging questions, and students were advised not to spend more than a few minutes on them. It was essential to pick up the pace and avoid spending too much time on any one topic. After completing the course, students must have had enough time to evaluate their areas of strength and seek to hone them. If this had occurred, they would have fared better moving ahead. Even among the difficult issues, some may be quickly resolved by using certain techniques. Students who were able to spot these tactics would have had an easier time with the assignment.

In conclusion, QA was on the easy side as compared to the other two sections. One had to pick and move and not invest time on the questions that took time. The paper was dominated by arithmetic but the focus area should not only be arithmetic, be comfortable in all topics and then pick easy questions in the paper. Students should spend ample time after solving the section to identify weak areas and improve them.