Question 1

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Weeds should not be allowed to grow along with crops. Reason (R): Weeds leave no space for crop plants to grow.

Accepted Answer

Introduction / Context: This question belongs to basic agricultural science and biology. It deals with the effect of weeds on crop growth and uses assertion–reason format to test conceptual understanding. Weeds are unwanted plants that grow in fields and compete with crop plants for resources. Given Data / Assumptions: Assertion (A): Weeds should not be allowed to grow along with crops. Reason (R): Weeds leave no space for crop plants to grow. We assume standard school level agriculture and biology knowledge. The key is to judge the truth of both statements and see whether R explains A. Concept / Approach: In crop fields, weeds compete with crops for space, light, water and nutrients. Farmers therefore remove weeds through weeding and use of weedicides. The reason mentions “no space” which is a simple way of expressing competition for space and crowding. We must check whether this simplified reason is an acceptable explanation for the assertion in the context of an exam question. Step-by-Step Solution: Step 1: Evaluate Assertion (A). It is standard advice in agriculture that weeds should be controlled or removed because they interfere with crop growth and reduce yield. So the assertion that weeds should not be allowed to grow along with crops is clearly true.Step 2: Evaluate Reason (R). Weeds often grow faster than crops and can occupy space in the field that would otherwise be available for crop roots and shoots. They compete for physical space, leading to crowding and poor growth of crops. Thus the statement that weeds leave no space for crop plants to grow captures an important part of the problem.Step 3: Check whether R explains A. The main reason for not allowing weeds to grow is that they compete with crop plants. Competition for space is one of the key aspects, along with competition for light, water and nutrients. Although R mentions only space, it still gives a valid and direct explanation for why weeds are harmful.Step 4: Therefore both A and R are true, and R can be accepted as a correct explanation of A at this level. Verification / Alternative check: You can imagine a small patch of soil where crops are sown but weeds are left uncontrolled. Very soon the patch looks crowded with many unwanted plants. Crop plants receive less space for their roots and above ground parts, which affects their development. Research and practical experience both support that weed control improves crop yield by relieving this competition. This confirms that R is indeed consistent with the reasoning behind A. Why Other Options Are Wrong: Option b suggests that R is not the explanation, which is incorrect because space competition is an important reason for weed removal. Option c or d would require one of the statements to be false, which contradicts widely taught agricultural science about weeds and crops. Common Pitfalls: Students may think that because weeds also compete for water and nutrients, a reason that mentions only space is incomplete and must be wrong. However, in assertion–reason questions at school level, a reason does not need to mention every factor, only a correct and relevant one. As long as the stated factor is true and directly supports the assertion, it can count as a valid explanation. Final Answer: The correct choice is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 2

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): An iron ball floats on mercury but sinks in water. Reason (R): The specific gravity of iron is more than that of mercury.

Accepted Answer

Introduction / Context: This assertion–reason question checks understanding of density (specific gravity) and floating or sinking of objects in different liquids. It uses the example of an iron ball in water and in mercury to see whether students know how relative densities decide floating behaviour and whether they can identify an incorrect statement about specific gravity. Given Data / Assumptions: Assertion (A): An iron ball floats on mercury but sinks in water. Reason (R): The specific gravity of iron is more than that of mercury. We assume basic physics knowledge of density and Archimedes principle. We must assess the truth of A and R and whether R explains A. Concept / Approach: An object floats in a liquid if its density is less than the density of the liquid and sinks if its density is greater. Specific gravity is simply density compared to water density. Mercury is known to be a very dense liquid metal. Iron has density greater than water, but less than mercury. These facts are central for deciding whether the iron ball floats or sinks in each case and for assessing the correctness of the reason. Step-by-Step Solution: Step 1: Evaluate Assertion (A). Iron has density significantly greater than water, so an iron ball placed in water will sink. Mercury has density much greater than iron. Because mercury is more dense than iron, the iron ball placed on mercury will float. Therefore, the assertion that an iron ball floats on mercury but sinks in water is true.Step 2: Evaluate Reason (R). The statement says that the specific gravity (relative density) of iron is more than that of mercury. This is incorrect. Mercury is more dense than iron, so its specific gravity is greater than that of iron.Step 3: Since the reason directly contradicts correct scientific facts, R is false.Step 4: A is true and R is false, so R cannot be a correct explanation for A. In fact, the correct explanatory statement would be that the specific gravity of mercury is greater than the specific gravity of iron and that the specific gravity of iron is greater than that of water. Verification / Alternative check: We can recall typical density values taught in textbooks. Water density is about 1 gram per cubic centimetre, iron is about 7 to 8, and mercury is around 13.5. The object with density 7 to 8 will sink in density 1 but float on density 13.5. This simple comparison confirms that the relative density ordering is water less than iron less than mercury, not the other way around as implied by the reason. Why Other Options Are Wrong: Option a requires both A and R to be true and R to explain A, which fails because R is false. Option b also assumes R is true. Option d suggests Assertion (A) is false, which conflicts with the correct analysis of floating behaviour based on real density values. Common Pitfalls: Some students may confuse which substance is heavier per unit volume and may think of iron as heavier than mercury because they are more familiar with solid iron objects. Another common error is not distinguishing between absolute heaviness and density, forgetting that volume also matters. Always think in terms of density when analysing floating and sinking problems. Final Answer: The correct evaluation is that Assertion (A) is true but Reason (R) is false.

Question 3

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): We feel colder on mountains than on plains. Reason (R): Temperature decreases with altitude.

Accepted Answer

Introduction / Context: This question belongs to basic climatology and geography. It connects everyday experience of feeling colder in hill stations and mountain regions than in low lying plains with a fundamental atmospheric principle: temperature variation with height. It uses assertion–reason format to see if students understand that the environmental lapse rate explains the difference. Given Data / Assumptions: Assertion (A): We feel colder on mountains than on plains. Reason (R): Temperature decreases with altitude. We assume standard school geography concepts about temperature lapse rate. The task is to evaluate truth values and the explanatory link. Concept / Approach: In the troposphere, which is the lowest layer of the atmosphere, temperature generally decreases with increasing height above sea level. This is known as the normal lapse rate. Mountainous areas are at higher altitudes than surrounding plains, so their air temperature is usually lower, which leads to the feeling of colder climate in hill stations and mountain tops. Step-by-Step Solution: Step 1: Evaluate Assertion (A). It is a common fact that people visit hill stations to escape summer heat because they are cooler than the plains. So the assertion that we feel colder on mountains than on plains is clearly true as a general statement.Step 2: Evaluate Reason (R). According to basic geography, with every increase in altitude, the temperature of the atmosphere generally decreases at a certain rate, often averaged as about 6.5 degrees Celsius per 1000 metres. This is a well known principle, so R is also true.Step 3: Check whether R explains A. Mountains are at higher altitudes compared to surrounding plains. Because temperature decreases with height, regions at higher altitude experience lower temperatures. This directly explains why we feel colder on mountains than in low lying plains.Step 4: Therefore both A and R are true and R is the correct explanation of A. Verification / Alternative check: Think of specific examples such as Shimla or Ooty compared with nearby plains in summer. Weather reports consistently show lower temperatures in these hill stations. The difference cannot be explained by latitude alone, because places at similar latitude but lower height are warmer. The altitude based lapse rate is the primary reason, confirming that R best explains A. Why Other Options Are Wrong: Option b incorrectly suggests that R is not the explanation. Options c and d require one of the statements to be false, which would contradict both everyday experience and well established atmospheric science. Common Pitfalls: Some students may confuse height above sea level with distance from the equator or longitude, or may think that mountains are colder only because they are further from the ground. The proper reasoning is that the structure of the atmosphere and processes of rising and cooling air masses cause temperature to fall with altitude. Remember to link the phenomenon directly to the lapse rate concept. Final Answer: The correct choice is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 4

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Cut fruits and vegetables should not be kept in the open for long. Reason (R): Their vitamin content gets ruined on exposure for a long time.

Accepted Answer

Introduction / Context: This question tests basic ideas of food science and hygiene. It asks why it is not advisable to leave cut fruits and vegetables exposed for a long duration. The reason mentions loss of vitamins, which is an important nutritional concern, particularly for vitamins that are sensitive to air and light. Given Data / Assumptions: Assertion (A): Cut fruits and vegetables should not be kept in the open for long. Reason (R): Their vitamin content gets ruined on exposure for a long time. We assume school level understanding of nutrition and food handling. The goal is to check whether A and R are true and whether R explains A. Concept / Approach: Once fruits and vegetables are cut, more surface area is exposed to air, light and microorganisms. Some vitamins, especially vitamin C and some B group vitamins, are sensitive to oxidation and degrade with prolonged exposure. At the same time, open exposure can allow microbial growth and spoilage. The reason focuses on the nutritional loss part of the problem. Step-by-Step Solution: Step 1: Evaluate Assertion (A). It is standard advice in nutrition and hygiene that cut fruits and vegetables should be eaten soon after cutting or kept covered and refrigerated if they must be stored. Leaving them in the open for long is discouraged. So A is true.Step 2: Evaluate Reason (R). Many vitamins are unstable when exposed to air and light. Vitamin C is a well known example; it is easily oxidised and can be lost when fruit or vegetable pieces are kept exposed for long periods. Thus it is correct to say that their vitamin content gets damaged or reduced by long exposure.Step 3: Check whether R explains A. One major reason for the advice in A is to preserve the nutritional value of the food, including vitamins. Keeping cut produce exposed for a long time leads to vitamin loss, so avoiding such exposure helps in retaining vitamins. This is a direct explanation of why we should not keep them open for long.Step 4: Therefore both A and R are true, and R can be considered the correct explanation of A, even though in real life there are additional concerns like contamination and spoilage, which further strengthen the advice. Verification / Alternative check: Practical experience supports this reasoning: juice, salads or cut fruits taste and look fresher when consumed quickly. Nutrition education materials commonly warn that long exposure reduces vitamin content. If the primary concern were something completely different, such as taste alone, the reason would not match. Instead, textbooks do emphasise nutrient loss for such cases, confirming that R is aligned with A. Why Other Options Are Wrong: Option b suggests that R is not the explanation, which is not correct, because vitamin loss is one of the main reasons for the advice. Options c and d imply that one of the statements is false, which conflicts with well accepted nutritional science and good kitchen practice. Common Pitfalls: Students may think only about microbial spoilage and forget nutrient loss, or may consider loss of vitamins as a minor detail. However, assertion–reason questions can focus on any one important aspect, and here the author has chosen vitamin damage as the key explanatory point. It is important to recognise that more than one valid reason might exist, but the given reason is still true and relevant. Final Answer: The correct evaluation is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 5

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): In India, people elect their own representatives. Reason (R): India is a democracy.

Accepted Answer

Introduction / Context: This question tests basic civics understanding about the nature of the Indian political system. It links the idea of people electing representatives with the concept of democracy. Assertion–reason format is used to check whether students can see that representative elections are a core feature of democratic government. Given Data / Assumptions: Assertion (A): In India, people elect their own representatives. Reason (R): India is a democracy. We assume simple, school level civics about elections and democracy. The question asks about the truth of both statements and whether R explains A. Concept / Approach: A democracy is a system of government in which power ultimately lies with the people. In a large modern country, people usually exercise this power through periodic elections where they choose representatives who sit in legislatures and make decisions on their behalf. India is described in the Constitution as a sovereign, socialist, secular, democratic republic. Therefore, elections of representatives are a natural outcome of India being a democracy. Step-by-Step Solution: Step 1: Evaluate Assertion (A). India conducts regular elections at different levels: Lok Sabha, state legislative assemblies and various local bodies. Citizens who meet eligibility criteria vote for candidates, and those elected serve as their representatives in government. So A is true.Step 2: Evaluate Reason (R). The Preamble of the Indian Constitution clearly states that India is a democratic republic. Institutions like free elections, universal adult franchise and rule of law are all indicators of democracy. Therefore R is also true.Step 3: Check whether R explains A. Because India is a democracy, it follows that people, not a monarch or a single unelected group, should have the right to choose their rulers. In a large country, this is done by electing representatives who make laws and govern. Thus, the fact that India is a democracy is indeed the underlying reason why people elect their own representatives.Step 4: Therefore both the assertion and the reason are true, and R is a correct explanation of A. Verification / Alternative check: We can think in reverse: if India were not a democracy, people might not have the right to elect representatives. Many non democratic systems do not allow genuine free elections. The presence of regular, competitive elections in India is one of the main features that justify calling it a democracy. This confirms that the relationship between A and R is properly explanatory. Why Other Options Are Wrong: Option b claims that R does not explain A, which ignores the fundamental link between democracy and elections. Option c and option d treat one of the statements as false, which conflicts with basic constitutional facts and real political practice in India. Common Pitfalls: Students sometimes memorise that India is a democracy but do not connect this idea to actual institutions like elections, representative legislatures and citizen participation. It is important to see democracy not only as a label but as a system whose core mechanism is that people choose their rulers through voting. Final Answer: The correct choice is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 6

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): In India, females have higher life expectancy than males. Reason (R): Females receive a better diet than males.

Accepted Answer

Introduction / Context: This question touches basic demographic facts and common misconceptions about gender and nutrition in India. It uses assertion–reason format to see whether students recognise that women tend to live longer on average, and whether they can challenge a simplistic and inaccurate explanation related to diet quality. Given Data / Assumptions: Assertion (A): In India, females have higher life expectancy than males. Reason (R): Females receive a better diet than males. We assume knowledge of typical life expectancy trends and social conditions. The question asks about the truth of both statements and whether R explains A. Concept / Approach: Globally and in India, it is common for female life expectancy at birth to be slightly higher than male life expectancy. This is influenced by biological and social factors. However, the claim that this is because females receive a better diet is doubtful, especially when we consider issues like gender bias in food distribution in many households. Proper reasoning requires separating actual demographic data from incorrect assumptions about social practices. Step-by-Step Solution: Step 1: Evaluate Assertion (A). National statistics and reports generally show that female life expectancy in India is somewhat greater than male life expectancy, although the gap and exact numbers can vary with time and region. Therefore, it is correct to say that females have a higher life expectancy on average.Step 2: Evaluate Reason (R). The statement claims that females receive a better diet than males. In many parts of India, especially in traditional or economically stressed households, there is concern that women and girls may actually receive less nutritious food than men and boys. Social preference for sons and other factors can lead to disadvantage for females in nutrition.Step 3: Because of these realities, it is not correct to claim as a general rule that females receive a better diet. Thus R is false as a broad explanation for life expectancy differences.Step 4: Since A is true and R is false, R cannot be a correct explanation for A. In reality, higher life expectancy for females is influenced by a mix of biological robustness and complex social factors, not simply by better diet. Verification / Alternative check: If the reason were correct, we would expect clear evidence that girls and women are usually given priority in household food distribution and nutrition, which contradicts many social studies and health reports. On the other hand, the demographic data showing higher female life expectancy is well documented. This mismatch confirms that the asserted explanation in R is wrong. Why Other Options Are Wrong: Option a and option b assume R is true, which is not supported by social reality. Option d claims that both A and R are false, but A relies on established demographic facts and therefore cannot be rejected in this way. Common Pitfalls: Students might assume that because women live longer, they must be receiving better care or diet, and quickly accept R without thinking about actual gender bias issues. It is important to question such assumptions and recall that higher life expectancy is not simply a reflection of receiving better resources in all contexts. Final Answer: The correct evaluation is that Assertion (A) is true but Reason (R) is false.

Question 7

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Gandhiji withdrew the Non-Cooperation Movement. Reason (R): There was violence at Chauri Chaura.

Accepted Answer

Introduction / Context: This question is from modern Indian history and concerns the Non Cooperation Movement led by Mahatma Gandhi in the early 1920s. It uses assertion–reason format to connect the withdrawal of the movement with a specific violent incident at Chauri Chaura, which is a well known turning point in this campaign. Given Data / Assumptions: Assertion (A): Gandhiji withdrew the Non-Cooperation Movement. Reason (R): There was violence at Chauri Chaura. We assume standard history textbooks on the Indian national movement as a reference. The task is to confirm the historical facts and decide whether R explains A. Concept / Approach: The Non Cooperation Movement was based on the principle of non violence. Gandhi believed that the use of violence would morally damage the movement and its objectives. When a violent incident occurred at Chauri Chaura, Gandhi reassessed and decided that the people were not yet ready to strictly follow non violence, leading to the suspension of the movement. Step-by-Step Solution: Step 1: Evaluate Assertion (A). Historical accounts clearly state that Mahatma Gandhi called off or withdrew the Non Cooperation Movement in 1922. Thus A is true.Step 2: Evaluate Reason (R). At Chauri Chaura in the United Provinces (now in Uttar Pradesh), a protest turned violent. A group of protesters attacked a police station and set it on fire, leading to the death of several policemen. This violent event deeply disturbed Gandhi.Step 3: Gandhi believed firmly in non violence as central to the freedom struggle. The Chauri Chaura incident made him feel that the movement had strayed from this principle. As a result, he decided to suspend and withdraw the movement.Step 4: Therefore R, describing the violence at Chauri Chaura, is true and directly explains why the Non Cooperation Movement was withdrawn. The assertion and the reason are both true and R is the correct explanation of A. Verification / Alternative check: History textbooks often present the sequence clearly: the movement grew powerful, the Chauri Chaura incident occurred, and in response Gandhi called off the campaign. Many exam questions exactly use this cause and effect connection. This confirms that R is not just related but is specifically the standard explanation of A. Why Other Options Are Wrong: Option b would claim that although both statements are true, R does not explain A, which is clearly not the case here. Options c and d require one of the statements to be false, which contradicts well established, widely taught historical facts about the national movement. Common Pitfalls: Students may sometimes confuse the Non Cooperation Movement with other movements such as the Civil Disobedience Movement or Quit India Movement, and might mix up reasons for their suspension or failure. It is important to link the withdrawal of Non Cooperation specifically with Chauri Chaura and Gandhi insistence on non violence. Final Answer: The correct choice is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 8

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Muhammad bin Tughluq is called the "wisest fool". Reason (R): He had wise plans but implemented them foolishly.

Accepted Answer

Introduction / Context: This assertion–reason question is from medieval Indian history and concerns the Delhi Sultan Muhammad bin Tughluq. He is often described in textbooks with the phrase “wisest fool” because of the contrast between his ambitious ideas and their poor execution. The question checks whether students remember both the label and the reason behind it. Given Data / Assumptions: Assertion (A): Muhammad bin Tughluq is called the "wisest fool". Reason (R): He had wise plans but implemented them foolishly. We assume standard history material about the Tughluq dynasty. The problem is to evaluate the truth of both and see whether R explains A. Concept / Approach: Muhammad bin Tughluq introduced several bold policies such as shifting the capital from Delhi to Daulatabad and experimenting with token currency. Many historians think some of his ideas had logic or foresight, but his way of carrying them out was impractical and caused hardship. The nickname “wisest fool” captures this contradiction between thoughtful planning and poor implementation. Step-by-Step Solution: Step 1: Evaluate Assertion (A). History textbooks often mention that Muhammad bin Tughluq has been called a “wisest fool” by historians. This phrase is used to summarise his unusual combination of intelligence and impracticality. So A is true.Step 2: Evaluate Reason (R). The reason states that he had wise plans but implemented them foolishly. For example, the idea of a second capital closer to the Deccan was not entirely unreasonable, but forcing a mass migration and then reversing the decision created chaos. Similarly, token currency had some modern sounding logic but failed due to poor control and counterfeiting. This description agrees with standard interpretations.Step 3: Thus R is also true and reflects the common historical judgement about him.Step 4: Check whether R explains A. The phrase “wisest fool” directly arises from the contrast between wise ideas and foolish execution. So the reason given is exactly the underlying justification for calling him by this title.Step 5: Therefore both A and R are true and R is the correct explanation of A. Verification / Alternative check: If Muhammad bin Tughluq plans had been foolish from the start, the nickname would not stress “wisest”. Conversely, if his plans had been wise and well executed, there would be no reason to call him a fool. Historical discussion focuses on the mismatch between vision and implementation. This supports that R captures the real logic behind the nickname. Why Other Options Are Wrong: Option b wrongly denies the explanatory role of R. Options c and d require either the label or the characterisation of his plans to be false, which contradicts widely presented textbook narratives about his reign and policies. Common Pitfalls: Some learners may know only one famous example, such as the capital shift or token currency, and not link it to the broader judgement about his rule. Others might forget the exact wording of the nickname. It is helpful to remember that history often uses such short phrases to summarise complex evaluations of rulers. Final Answer: The correct option is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 9

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Leakages in household gas cylinders can be detected. Reason (R): Liquefied petroleum gas (LPG) has a strong smell.

Accepted Answer

Introduction / Context: This question relates to everyday science and safety in the home. It concerns liquefied petroleum gas (LPG) used for cooking and how people are able to notice a gas leak before it becomes too dangerous. The assertion–reason format tests both factual understanding and whether students know why the gas can be detected by smell. Given Data / Assumptions: Assertion (A): Leakages in household gas cylinders can be detected. Reason (R): Liquefied petroleum gas (LPG) has a strong smell. We assume school level chemistry and safety awareness. The question asks about truth values and the explanatory link. Concept / Approach: Pure LPG is actually odourless. For safety, a substance with a strong smell, often a sulfur containing compound, is added to LPG so that even a small leak can be noticed quickly by people. Thus, the ability to detect leaks is directly connected with the strong smell intentionally given to the gas supply. Step-by-Step Solution: Step 1: Evaluate Assertion (A). People commonly notice gas leaks in kitchens or near cylinders because of a characteristic smell and then take action to close the valve or ventilate the area. This shows that leakages in household gas cylinders can indeed be detected by the sense of smell. So A is true.Step 2: Evaluate Reason (R). The statement says that LPG has a strong smell. In practice, the LPG supplied for domestic use has a distinct, strong odour because of added odorant. At user level, it is fair to say that LPG has a strong smell. So R is also true in this context.Step 3: Check whether R explains A. The very reason people can detect leaks is that the gas they use has this strong smell. If the gas were completely odourless, small leaks would be much harder to notice without special instruments. Therefore, the presence of a strong smell is exactly the factor that allows leak detection.Step 4: Hence both A and R are true and R is the correct explanation of A at this level of discussion. Verification / Alternative check: If LPG supplied to homes had no smell at all, one could not reliably detect leaks by nose. The fact that safety warnings and advice tell people to “smell for gas” confirms that the intentionally added smell is the method of detection. This matches the structure of the assertion and reason and supports the explanatory relationship. Why Other Options Are Wrong: Option b says that R is not the explanation, which ignores the direct link between the smell and detection. Options c and d require one of the statements to be false, which conflicts with both scientific practice in gas supply and everyday experience of gas leaks. Common Pitfalls: Some students may know that pure LPG is odourless and then wrongly conclude that the reason is false. However, exam questions of this type usually refer to LPG as supplied and used in homes, which does have a smell due to added odorant. It is important to interpret such statements in the practical sense intended by the syllabus. Final Answer: The correct evaluation is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 10

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Bats can fly and move about in the night. Reason (R): Bats emit ultrasonic sound waves.

Accepted Answer

Introduction / Context: This question relates to animal behaviour and sensory biology. It asks how bats are able to fly in the dark at night without colliding with obstacles. The assertion–reason format is used to connect this ability with the emission of ultrasonic sound waves, a key feature of bat navigation. Given Data / Assumptions: Assertion (A): Bats can fly and move about in the night. Reason (R): Bats emit ultrasonic sound waves. We assume school level biology knowledge about echolocation in bats. The task is to decide if A and R are true and whether R explains A. Concept / Approach: Bats are nocturnal animals. They navigate and hunt in darkness using a system called echolocation. They emit very high frequency sounds (ultrasonic waves) that humans cannot hear. These sounds reflect off objects and return as echoes, which bats interpret to understand their surroundings. This allows them to avoid obstacles and capture flying insects at night. Step-by-Step Solution: Step 1: Evaluate Assertion (A). Bats are well known for being active at night. They fly from their roosts in caves, trees or buildings after dark, searching for food. Therefore, the assertion that bats can fly and move about in the night is true.Step 2: Evaluate Reason (R). Scientific studies have shown that many bat species produce ultrasonic calls far above the range of human hearing. These calls are directed into their environment and the returning echoes are processed by their specialised hearing system. So R is also true.Step 3: Check whether R explains A. The ability to emit ultrasonic wave pulses and interpret the returning echoes is the main reason bats can navigate reliably in complete darkness. Their echolocation system substitutes for vision when light is low, allowing safe flight at night.Step 4: Thus the reason does not just relate to the assertion but is its core biological explanation. Both A and R are true and R explains A. Verification / Alternative check: If bats did not use echolocation, they would have much more difficulty flying in the dark, especially in cluttered environments such as forests or caves. Observations using special microphones and experiments blocking echolocation show that bats rely heavily on these ultrasonic calls. This supports the explanatory connection claimed in the question. Why Other Options Are Wrong: Option b denies the explanatory link even though echolocation is clearly the mechanism behind nocturnal navigation. Options c and d require one of the statements to be false; this conflicts with well known biological facts that bats are nocturnal fliers and emit ultrasonic sounds. Common Pitfalls: Some students may remember that bats “cannot see” and believe they rely only on sound, but many bats can see reasonably well. The key point here is that ultrasonic echolocation is the specialised adaptation that allows them to fly and hunt effectively in darkness. Understanding this helps avoid confusion about how vision and hearing both contribute to bat behaviour. Final Answer: The correct choice is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 11

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): The appendix is a vestigial organ in the human body. Reason (R): The appendix does not take part in digestion.

Accepted Answer

Introduction / Context: This question is from basic human biology and anatomy. It focuses on the appendix, a small tube-like structure attached to the large intestine, and the concept of vestigial organs. At the school level, the appendix is commonly cited as an example of a vestigial structure in humans. Given Data / Assumptions: Assertion (A): The appendix is a vestigial organ in the human body. Reason (R): The appendix does not take part in digestion. We assume school textbook treatment of vestigial organs. The question asks if both statements are correct and whether R explains A. Concept / Approach: A vestigial organ is defined as a structure that has lost most of its original function during evolution but still remains in the body in a reduced or altered form. In many animals, similar structures can have more active roles. In human digestive physiology, the appendix has no major role in digestion of food; most textbooks present it as a vestigial remnant of a larger caecum present in herbivorous ancestors. Step-by-Step Solution: Step 1: Evaluate Assertion (A). At the school level, the appendix is commonly classified as a vestigial organ in humans. It is thought to be a leftover of a larger structure that might have helped in digesting cellulose rich plant food in ancestral species. So A is considered true in that context.Step 2: Evaluate Reason (R). Human digestion mainly involves organs like the stomach, small intestine and large intestine. The appendix does not play any major role in the breakdown or absorption of food. Therefore, it is correct to say that the appendix does not take part in digestion in any significant way.Step 3: Check whether R explains A. The classification of the appendix as vestigial is based on the fact that it no longer performs a crucial digestive function in humans, even though similar structures do so in some other animals. Thus, the absence of a digestive role is exactly the kind of reason used to label it as vestigial in school biology.Step 4: Therefore both A and R are true and R can be treated as the correct explanation of A in this syllabus framework. Verification / Alternative check: Modern biology research suggests the appendix may have some minor immune or microbial functions, but these do not change its classification in school books as vestigial from a digestive point of view. At exam level, the key idea is that it does not participate in digestion like the stomach or intestine, which justifies calling it vestigial compared to some ancestral condition. Why Other Options Are Wrong: Option b denies the explanatory role of R even though R states the main textbook reason. Option c and option d claim that one of the statements is false, which conflicts with conventional school level teaching about vestigial organs and the function of the appendix. Common Pitfalls: Students who have read about newer research might hesitate to call the appendix vestigial. For exam purposes, it is important to answer according to the definitions and examples given in the prescribed syllabus, which still typically presents the appendix as a classic vestigial organ example because of its lack of digestive function. Final Answer: The correct evaluation is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 12

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Inside the earth, metals are present in a molten state. Reason (R): The earth becomes hot because it absorbs the sun's rays.

Accepted Answer

Introduction / Context: This question belongs to basic earth science. It talks about the state of materials inside the earth and tries to connect this with heating by solar radiation. Assertion–reason format is used to see if students understand the general idea of molten material inside the earth and whether they know that internal heat has different sources than simple absorption of sunlight. Given Data / Assumptions: Assertion (A): Inside the earth, metals are present in a molten state. Reason (R): The earth becomes hot because it absorbs the sun's rays. We assume simplified school level models of earth interior and heat sources. The question asks about the truth of both statements and their relationship. Concept / Approach: The earth interior is divided into layers: crust, mantle and core. The outer core is molten and consists largely of iron and nickel in liquid form. The inner core is solid due to high pressure. Heat inside the earth arises from residual heat of formation and radioactive decay, not primarily from solar radiation. Solar energy mainly affects the surface and atmosphere, not the deep interior. Step-by-Step Solution: Step 1: Evaluate Assertion (A). In simplified school descriptions, it is often mentioned that deep inside the earth, particularly in the outer core, metals such as iron and nickel are in a molten or liquid state. Therefore, saying that metals are present in a molten state inside the earth is broadly true at this level, even though the inner core is solid.Step 2: Evaluate Reason (R). The statement says that the earth becomes hot because it absorbs the sun's rays. While the surface and atmosphere of the earth do warm up due to sunlight, the deep interior heat that keeps metals molten is not mainly due to absorbed solar radiation. Instead, it results from internal processes and leftover heat from planet formation.Step 3: Therefore R is not a correct statement about the main cause of earth internal heat responsible for molten metals. It is false as an explanation in this context.Step 4: Since A is true and R is false, the correct combination is that A is true but R is false. R cannot be accepted as a correct explanation. Verification / Alternative check: Consider that sunlight only penetrates a very thin layer at the surface; it cannot reach thousands of kilometres down to the core. Yet scientific models show that the core is extremely hot and has been hot for billions of years, powered by internal sources. This demonstrates that solar rays are not the cause of molten metals deep inside the earth, confirming that R is incorrect. Why Other Options Are Wrong: Option a and option b treat R as true, which misrepresents the nature of earth internal heat. Option d suggests that A is false and R is true, which contradicts both the idea of a molten outer core and the established understanding of heat sources inside the earth. Common Pitfalls: Students may confuse surface heating and internal heating, assuming that all warmth on earth must come from the sun. It is important to remember that deep geothermal heat is a separate phenomenon from solar heating and that textbooks clearly mention molten material in earth interior due to internal heat. Final Answer: The correct evaluation is that Assertion (A) is true but Reason (R) is false.

Question 13

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): The red colour of blood is due to haemoglobin. Reason (R): Haemoglobin is a red coloured pigment.

Accepted Answer

Introduction / Context: This is a basic human physiology question about blood composition. It connects the colour of blood with the presence of haemoglobin in red blood cells. Assertion–reason format is used to ensure that students know not only the fact but also the reason behind the colour. Given Data / Assumptions: Assertion (A): The red colour of blood is due to haemoglobin. Reason (R): Haemoglobin is a red coloured pigment. We assume standard school level biology content on blood and haemoglobin. The question asks whether both statements are true and whether R explains A. Concept / Approach: Blood contains red blood cells whose cytoplasm is rich in haemoglobin, a protein that binds oxygen. Haemoglobin contains iron and gives red blood cells their distinctive colour. Large numbers of these red cells suspended in plasma give whole blood its red appearance. Therefore, the pigment nature of haemoglobin is directly responsible for blood colour. Step-by-Step Solution: Step 1: Evaluate Assertion (A). It is commonly taught that blood is red because of haemoglobin in red blood cells. Haemoglobin is the main coloured component influencing blood colour. So A is true.Step 2: Evaluate Reason (R). Haemoglobin is indeed a coloured protein. In its oxygenated form it is bright red; in deoxygenated form it is darker. Thus describing it as a red pigment is acceptable in school biology. So R is also true.Step 3: Check whether R explains A. Blood appears red because millions of haemoglobin containing red blood cells are present in it. Since haemoglobin itself is a red pigment, its presence is exactly the reason why the overall colour of blood is red.Step 4: Therefore both A and R are true, and R is the correct explanation of A. Verification / Alternative check: If there were no haemoglobin or if it were not a red pigment, blood would not appear red in the same way. For example, organisms with different respiratory pigments have differently coloured blood. This shows that the pigment determines colour, confirming the explanatory relationship between haemoglobin being a red pigment and blood colour. Why Other Options Are Wrong: Option b suggests that R does not explain A even though the pigment property is exactly what gives blood its colour. Option c and option d claim that either the assertion or the reason is false, which would contradict well established biology about the role and characteristics of haemoglobin. Common Pitfalls: Some students may think that plasma colour or other components dominate, but plasma alone is pale straw coloured and would not give the deep red seen in whole blood. Remember that it is the red blood cells packed with haemoglobin that are mainly responsible for colour. Final Answer: The correct option is that both Assertion (A) and Reason (R) are true and R is the correct explanation of A.

Question 14

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Carbon dioxide turns lime water milky. Reason (R): Carbon dioxide makes the water dirty.

Accepted Answer

Introduction / Context: This question is from basic chemistry and concerns a very common test for carbon dioxide gas. Passing carbon dioxide through lime water is a standard experiment in school laboratories. The assertion–reason format is used to test whether students know both the observable effect and the correct scientific reason behind it. Given Data / Assumptions: Assertion (A): Carbon dioxide turns lime water milky. Reason (R): Carbon dioxide makes the water dirty. We assume school level chemistry content on lime water and gases. The problem is to evaluate both statements and check the explanation. Concept / Approach: Lime water is a dilute solution of calcium hydroxide. When carbon dioxide gas is passed through lime water, a chemical reaction occurs producing calcium carbonate, which is insoluble and appears as a white precipitate. This white solid gives the solution a milky or cloudy appearance. The correct explanation is therefore based on formation of an insoluble compound, not on any idea of dirtiness. Step-by-Step Solution: Step 1: Evaluate Assertion (A). The observation that carbon dioxide turns lime water milky is a standard textbook fact and is used as a test to detect the presence of carbon dioxide gas. So A is true.Step 2: Evaluate Reason (R). The statement says that carbon dioxide makes the water dirty. This is not a scientific explanation. The milky appearance is not due to dirt but due to a specific chemical reaction and formation of a precipitate.Step 3: The chemical reaction is: calcium hydroxide solution reacts with carbon dioxide to form calcium carbonate and water. Calcium carbonate is insoluble and appears as fine white solid particles suspended in the liquid, which scatter light and give the milky look.Step 4: Therefore R is false as it describes the effect using an incorrect idea of dirtiness rather than the true cause, which is precipitation of calcium carbonate.Step 5: Since A is true and R is false, the correct option is that A is true but R is false. Verification / Alternative check: If simple dirtiness were the cause, then any gas or substance that made water dirty would give a similar milky result, which is not the case. Also, once the precipitate settles, the upper part of the liquid can become clearer again, showing that the cloudiness was due to suspended solid particles. This behaviour matches the chemical explanation, not a vague idea of dirt. Why Other Options Are Wrong: Option a treats the incorrect statement about dirt as a true explanation, which is scientifically wrong. Option b assumes R is true but not explanatory, which also fails. Option d requires A to be false, which contradicts widely repeated experimental observations about lime water and carbon dioxide. Common Pitfalls: Students may repeat informal language such as “the water becomes dirty” without understanding the underlying chemistry. In exams, it is important to translate everyday descriptions into proper scientific explanations involving reactions and precipitates, especially for commonly taught tests like the lime water test for carbon dioxide. Final Answer: The correct evaluation is that Assertion (A) is true but Reason (R) is false.

Question 15

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Leaves of plants are green in colour. Reason (R): Plants contain chromoplasts, the green pigment.

Accepted Answer

Introduction / Context: This Assertion–Reason question tests basic knowledge of plant pigments and the ability to judge whether a proposed scientific explanation is factually correct. Such items are common in school-level biology and reasoning exams because they simultaneously check conceptual understanding and logical evaluation of statements. Given Data / Assumptions: Assertion (A): Leaves of plants are green in colour. Reason (R): Plants contain chromoplasts, the green pigment. We must decide whether A is true or false, whether R is true or false, and whether R correctly explains A. Options describe all four standard Assertion–Reason patterns (both true with correct explanation, both true without correct explanation, A true but R false, A false but R true). Concept / Approach: To solve Assertion–Reason questions, we first evaluate the truth of each statement independently. Next, if both appear true, we examine whether the Reason provides a correct scientific explanation for the Assertion. Here, the topic is plant cell organelles and pigments responsible for leaf colour. Knowing the correct roles of chloroplasts, chromoplasts and chlorophyll is essential. Step-by-Step Solution: Step 1: Evaluate Assertion (A): Leaves of most healthy plants appear green because they contain a large amount of green pigment in their leaf cells. This statement is scientifically correct, so A is true. Step 2: Evaluate Reason (R): It says plants contain chromoplasts, the green pigment. In biology, chromoplasts are coloured plastids that usually store red, yellow or orange pigments, not green. Step 3: The green pigment in leaves is chlorophyll, which is located in chloroplasts, not chromoplasts. Thus, identifying chromoplasts as the green pigment is scientifically wrong. Step 4: Therefore, R is a false statement, because it names the wrong plastid and associates it with the wrong colour. Step 5: Since A is true and R is false, R obviously cannot be a correct explanation for A. Verification / Alternative check: Standard biology textbooks clearly distinguish chloroplasts (green, photosynthetic) from chromoplasts (typically red, orange or yellow, giving colour to fruits and flowers). Leaves look green because of chlorophyll in chloroplasts, not because of chromoplasts. This independent reference supports our earlier analysis and confirms that the Reason is incorrect. Why Other Options Are Wrong: The option stating that both A and R are true with R as the correct explanation is wrong because R is not true. The option claiming that both A and R are true but R is not the correct explanation is also wrong since R itself is false. The option saying A is false but R is true is incorrect because we know leaves are indeed green and chromoplasts are not green pigment plastids. Common Pitfalls: Students may confuse the terms “chromoplast” and “chloroplast” because they sound similar. Another frequent mistake is to focus only on the Assertion and ignore the scientific accuracy of the Reason. In Assertion–Reason questions, it is crucial to check both statements independently against known facts. Final Answer: The correct option is A is true but R is false.

Question 16

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): In India, the judiciary is independent of the executive. Reason (R): The judiciary generally favours the government and helps in the impleme…

Accepted Answer

Introduction / Context: This Assertion–Reason problem is based on basic civics and the Indian Constitution. It checks whether the learner understands the principle of separation of powers and the idea of an independent judiciary. At the same time, it tests if the learner can critically evaluate a statement suggesting that courts routinely favour the government. Given Data / Assumptions: Assertion (A): In India, the judiciary is independent of the executive. Reason (R): Judiciary favours the government and helps in implementation of its plans. We need to decide the truth-value of A and R and whether R correctly explains A. The context is constitutional design, not any one specific case or judgment. Concept / Approach: The Constitution of India establishes three main organs: legislature, executive and judiciary. Independence of the judiciary means that judges exercise their powers free from direct control of the executive and legislature, so that they can uphold the Constitution and protect citizens' rights. To answer, we must compare this principle with the claim in the Reason that the judiciary favours the government and assists in implementing its plans. Step-by-Step Solution: Step 1: Evaluate Assertion (A). The Constitution provides security of tenure for judges, fixed salaries charged on the Consolidated Fund and a rigorous process for removal. These safeguards are designed to ensure judicial independence from the executive. Step 2: Therefore, A is a correct description of the intended constitutional position: the judiciary is independent of the executive and legislative branches. Step 3: Evaluate Reason (R). It claims that the judiciary favours the government and helps in implementing government plans. This is not how independence is defined. Step 4: In reality, an independent judiciary may sometimes uphold government actions and sometimes strike them down. Its duty is to interpret the law impartially, not to favour the executive or help implement plans. Step 5: So R is, as a general statement, false and does not provide a valid explanation for the independence of the judiciary. Verification / Alternative check: In actual constitutional practice, courts in India have often checked executive power, for example by reviewing detentions, cancelling arbitrary decisions or striking down unconstitutional laws. These examples contradict the idea that the judiciary simply favours the government. This supports the conclusion that the Reason is not a true general principle. Why Other Options Are Wrong: The option that both A and R are true cannot be accepted because R is not a correct factual statement. The option that both are true but R is not the correct explanation also fails on the same ground, since R is not true. The option claiming A is false but R is true reverses reality: A is aligned with the Constitution, while R misrepresents the judiciary's role. Common Pitfalls: Learners sometimes confuse actual judicial independence with political perceptions that a court is pro- or anti-government in particular cases. Assertion–Reason questions, however, are about the general principle, not isolated opinions. Always distinguish constitutional design from temporary political narratives. Final Answer: The correct option is A is true but R is false.

Question 17

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): An atom is overall electrically neutral despite containing charged particles. Reason (R): The neutrons present in an atom do not carry any e…

Accepted Answer

Introduction / Context: This Assertion–Reason question examines your understanding of basic atomic structure from physics and chemistry. It focuses on why an atom, which contains positively and negatively charged particles, is still electrically neutral and what role neutrons play in that neutrality. Correctly answering requires separating factual correctness from causal explanation. Given Data / Assumptions: Assertion (A): An atom is electrically neutral even though it contains charged particles. Reason (R): Neutrons in an atom do not have any electric charge. We must decide whether each statement is true and whether R is the correct explanatory reason for A. Standard atomic model: protons (positive), electrons (negative), neutrons (neutral). Concept / Approach: To solve, we recall that the total charge of an atom is the sum of the charges of its protons, electrons and neutrons. Neutrality of the atom arises from equal numbers of positive and negative charges, not simply from the existence of neutral particles. Therefore, we examine if R accurately describes the key cause of neutrality or merely states another true but unrelated fact. Step-by-Step Solution: Step 1: Evaluate Assertion (A). Atoms contain positively charged protons in the nucleus and negatively charged electrons in surrounding shells. In a neutral atom, the number of protons equals the number of electrons, so the net charge is zero. Hence, A is true. Step 2: Evaluate Reason (R). Neutrons are subatomic particles located in the nucleus with no electric charge. They contribute to mass and nuclear stability but not to net charge. So the statement “neutrons do not have any charge” is also true. Step 3: Check whether R explains why an atom is neutral. The atom is neutral because total positive charge from protons equals total negative charge from electrons. This cancellation, not the neutrality of neutrons, is the direct reason for overall neutrality. Step 4: While it is correct that neutrons are uncharged, their presence is not the key explanation for A. Even in atoms with different numbers of neutrons (isotopes), neutrality depends only on balancing protons and electrons. Step 5: Thus, both A and R are true statements, but R is not the correct explanation of A. Verification / Alternative check: Consider two isotopes of the same element. They have equal numbers of protons and electrons (so both are neutral) but different numbers of neutrons. If neutrons were the reason for neutrality, changing their number would affect the charge, which does not happen. This confirms that neutrality depends on protons and electrons, not on neutrons. Why Other Options Are Wrong: The option stating that both A and R are true and R is the correct explanation is wrong because the actual explanation involves equal protons and electrons. The option saying A is true but R is false is incorrect because neutrons really are uncharged. The option that A is false but R is true is also incorrect, since atoms are indeed neutral in their ground state. Common Pitfalls: Students sometimes assume that any true scientific statement following the word “because” must be the correct explanation. Assertion–Reason questions are designed to break that habit. Always check whether the Reason directly addresses the mechanism behind the Assertion, not just some other fact from the same topic. Final Answer: The correct option is Both A and R are true but R is NOT the correct explanation of A.

Question 18

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): Clothes are not washed properly in hard water. Reason (R): Hard water contains many dissolved minerals.

Accepted Answer

Introduction / Context: This Assertion–Reason question tests understanding of the everyday problem of washing clothes in hard water and connects it to the underlying chemistry. Many competitive exams include such applied science questions because they relate textbook concepts like hardness of water, dissolved salts and soap action to real-life situations. Given Data / Assumptions: Assertion (A): Clothes are not washed properly in hard water. Reason (R): Hard water contains many minerals. We must judge whether A and R are individually true and whether R correctly explains A. Hardness of water is mainly due to dissolved calcium and magnesium salts. Concept / Approach: Hard water is water that contains significant concentrations of dissolved calcium and magnesium ions. When soap is used in hard water, these ions react with the soap to form an insoluble scum instead of lather, making it difficult to clean clothes. The Reason mentions “many minerals” in hard water, which is a simpler way of referring to these dissolved salts. We must see whether this is an accurate and sufficient cause for the washing problem described in the Assertion. Step-by-Step Solution: Step 1: Evaluate Assertion (A). It is well known that soap does not lather easily with hard water and washing efficiency is reduced, so clothes are not cleaned properly. Thus A is true. Step 2: Evaluate Reason (R). Hard water indeed contains a high concentration of dissolved mineral salts, especially of calcium and magnesium. So R is also true in a general sense. Step 3: Link R to A. The extra dissolved mineral ions react with soap molecules to form insoluble precipitates (often called “scum”) instead of allowing soap to create stable lather. Step 4: Because less effective lather is formed, the soap cannot remove dirt and grease efficiently from fabric surfaces. The net result is that clothes remain partially dirty even after washing. Step 5: Therefore, the presence of many dissolved minerals in hard water is the underlying reason for clothes not being washed properly. R directly and correctly explains A. Verification / Alternative check: We can compare washing with hard water and soft water. In soft water, which has very low concentrations of calcium and magnesium ions, soap quickly forms lather and cleaning is efficient. Adding calcium or magnesium salts to the same water immediately reduces lather and produces scum, reproducing the behaviour of hard water. This experimental observation supports R as the cause of A. Why Other Options Are Wrong: Choosing “both A and R are true but R is NOT the correct explanation” would be wrong because the presence of mineral ions is exactly what interferes with washing. Options where A is true but R is false, or A is false while R is true, contradict well-established facts about hardness of water and laundering. Common Pitfalls: Some students think “many minerals” is too vague and dismiss R, but in the exam context it is a simplified way of saying that dissolved calcium and magnesium salts are present. Others forget that soaps behave differently from synthetic detergents, which are often designed to work better in hard water. The question is specifically about soap-based washing in hard water. Final Answer: The correct option is Both A and R are true and R is the correct explanation of A.

Question 19

Directions: For the Assertion (A) and Reason (R) given below, choose the correct alternative. Assertion (A): The steam engine was invented by James Watt. Reason (R): There was a serious problem of taking out water from flooded mines, which created a…

Accepted Answer

Introduction / Context: This Assertion–Reason question comes from basic history of science and technology. It deals with James Watt and the development of the steam engine, as well as the practical industrial problem of pumping water out of flooded mines. Many school-level narratives credit Watt with the steam engine and link it to the needs of the Industrial Revolution. Given Data / Assumptions: Assertion (A): The steam engine was invented by James Watt. Reason (R): There was a problem of taking out water from flooded mines. We consider the simplified school-textbook view that attributes the major steam engine breakthrough to Watt. The industrial context includes coal mines getting flooded with groundwater. Concept / Approach: Historically, several inventors contributed to steam engine development, but in many educational curricula James Watt is credited with inventing or significantly improving the steam engine used in industry. The Reason talks about the practical problem of pumping water, which was indeed a driving factor for early steam engine designs. Our task is to judge whether this practical problem is an appropriate explanation for the development of Watt-type steam engines. Step-by-Step Solution: Step 1: Evaluate Assertion (A). At the school level, James Watt is generally described as the inventor of the practical steam engine, even though earlier versions existed. For exam purposes, A is treated as true. Step 2: Evaluate Reason (R). In the early phases of the Industrial Revolution, mines were often flooded with water, making the extraction of coal difficult and dangerous. Engineers needed a powerful mechanical way to pump this water out. Step 3: The first large-scale applications of steam engines were indeed in pumping water from mines, before later uses in locomotives and factories became common. Step 4: Thus, the existence of a serious mine-flooding problem created strong economic and technical incentives to design and refine steam engines. Step 5: In that simplified historical narrative, R correctly explains why the invention and improvement of steam engines, including Watt’s design, were so important and timely. Verification / Alternative check: History references often mention that early steam engines like those improved by Watt were first installed in coal mines to pump water. Only later were they adapted to drive factory machinery and locomotives. This consistently supports the link between flooded mines and the development of steam engines. Why Other Options Are Wrong: Claiming that both A and R are true but R is not the explanation ignores the strong historical connection between mine drainage problems and steam engine development. Saying A is true but R is false contradicts well known industrial history, where mine pumping is a classic example of early steam engine use. Stating A is false but R is true would also conflict with the standard exam-level understanding that credits Watt with the steam engine. Common Pitfalls: Some learners may recall that Newcomen and others worked on steam engines before Watt and therefore feel unsure about A. However, Assertion–Reason questions at this level usually follow textbook convention rather than detailed scholarly debate. Focus on what your level of exam expects rather than deep historiographical nuance. Final Answer: The correct option is Both A and R are true and R is the correct explanation of A.

Assertion and Reason Questions