Question 1

Classification — animal class mapping: choose the pair that is factually incorrect.

Accepted Answer

Introduction / Context: Three pairs correctly match an animal with its taxonomic class. One pair is incorrect: salamanders are amphibians, not insects. Given Data / Assumptions: Whale → mammal (warm-blooded, live birth, mammary glands). Snake → reptile. Frog → amphibian. Salamander → amphibian (not insect). Concept / Approach: Validate each animal→class fact. Single factual mismatch is the odd pair. Step-by-Step Solution: 1) Confirm A, C, D as correct.2) Flag B as incorrect.3) Therefore B is the odd one. Verification / Alternative check: Amphibians include frogs, salamanders, newts; insects are arthropods with three body segments and six legs. Why Other Options Are Wrong: They are factually correct pairs. Common Pitfalls: Confusing “lives in water” with “fish/insect”; class is defined by anatomy and development. Final Answer: Salamander : Insect

Question 2

Classification — object vs role: pick the pair that is NOT “object : professional associated with making/leading it.”

Accepted Answer

Introduction / Context: Three pairs match an object with a professional responsible for creating/editing/leading it. One pair matches an object with its hobbyist/collector, not its creator/editor. Given Data / Assumptions: Newspaper : Editor → edits a newspaper. Film : Director → directs a film. Book : Author → writes a book. Stamp : Philatelist → person who studies/collects stamps, not who makes them. Concept / Approach: Distinguish creator/editor roles from enthusiast/collector roles. Step-by-Step Solution: 1) A, B, D map to creator/editor roles.2) C maps to collector/user role.3) Hence C is the odd pair. Verification / Alternative check: Stamps are designed/printed by postal authorities, not philatelists. Why Other Options Are Wrong: They keep the object→maker/leader relation. Common Pitfalls: Equating “associated with” to “created by”; the test is stricter. Final Answer: Stamp : Philatelist

Question 3

Classification — pest and target: choose the pair that is factually wrong.

Accepted Answer

Introduction / Context: Three pairs correctly link a pest to what it commonly damages. One pair is incorrect: aphids attack plants by sucking sap, not paper. Given Data / Assumptions: Moth : Wool → clothing moths damage wool. Termite : Wood → termites damage timber/wooden structures. Locust : Plant → locust swarms devastate crops. Aphid : Paper → incorrect target; aphids infest plants. Concept / Approach: Validate each pest→target based on common biology/agriculture facts. Step-by-Step Solution: 1) Confirm B–D as correct.2) Flag A as incorrect.3) Therefore A is the odd pair. Verification / Alternative check: Garden references list aphids as plant pests (leaves/stems), never a paper pest. Why Other Options Are Wrong: They show well-known pest damages. Common Pitfalls: Confusing paper pests (e.g., silverfish) with aphids. Final Answer: Aphid : Paper

Question 4

Classification — relation type: identify the single pair that represents a part–whole relation while the others do not.

Accepted Answer

Introduction / Context: Each pair encodes a relation. Three pairs are “category vs category” (is-a or co-type) relations, while one is a “part–whole” relation. We must isolate the part–whole pair. Given Data / Assumptions: Pistol : Gun → pistol is a kind of gun (is-a). Knife : Dagger → dagger is a kind of knife (is-a; order is hypernym→hyponym but still category relation). Car : Bus → two vehicle types (co-hyponyms). Engine : Train → engine is a part/component of a train (part–whole). Concept / Approach: Classify each relation: is-a/co-type vs part–whole. The unique part–whole pair is the odd one. Step-by-Step Solution: 1) Mark A, B, D as category relations.2) Mark C as part–whole.3) Hence C is the odd pair. Verification / Alternative check: Removing the right-hand item from the left-hand in C breaks the whole (train without engine), which is not true for A, B, or D. Why Other Options Are Wrong: They lack the component relationship. Common Pitfalls: Letting direction (hypernym→hyponym) distract from the broader category-vs-category grouping. Final Answer: Engine : Train

Question 5

Classification — materials and typical uses: pick the pair that differs because it uses a pure element while the others use alloys.

Accepted Answer

Introduction / Context: All four pairs map a material to a common use. Three materials are alloys (steel, bronze, duralumin), whereas one is a pure element (iron). The relation type is the same, but the material class differs for a single pair. Given Data / Assumptions: Steel → alloy (iron + carbon, etc.) used for utensils among many uses. Bronze → alloy (copper + tin) used for statues/art. Duralumin → alloy (aluminium + copper, magnesium, etc.) used in aircraft structures (spelling corrected). Iron → chemical element used for rails (with steel more common today; historically and loosely, “iron rails” is a common phrase). Concept / Approach: Group by material class: alloys vs element. The only element-based pair is the outlier. Step-by-Step Solution: 1) Tag A–C as alloys.2) Tag D as element.3) Therefore D is the odd pair. Verification / Alternative check: Periodic table vs alloy lists confirm the distinction. Why Other Options Are Wrong: They consistently use alloys. Common Pitfalls: Thinking “all are material→use so none is odd”; the test often uses a second-level property (here, alloy vs element). Final Answer: Iron : Rails

Question 6

Classification — foot/limb terms: choose the pair that does NOT match “animal : distal foot structure.”

Accepted Answer

Introduction / Context: Three pairs link an animal to its distal foot/ground-contact structure. One pair names an entire limb segment for humans instead of the distal structure (foot). Given Data / Assumptions: Cat : Paw → distal structure. Lizard : Pad → toe/foot pads used in contact/adhesion. Horse : Hoof → keratinized distal structure. Man : Leg → limb segment; the distal foot structure would be “foot,” not “leg.” Concept / Approach: Normalize to “animal : distal foot structure.” Then find the one that names a broader limb region instead. Step-by-Step Solution: 1) A–C satisfy the distal-structure mapping.2) D references a larger limb segment.3) Hence D is the odd pair. Verification / Alternative check: Human distal contact term is “foot,” not “leg.” Why Other Options Are Wrong: They accurately pair species with distal structures. Common Pitfalls: Accepting any anatomically related term; the cue is “the same level of specificity.” Final Answer: Man : Leg

Question 7

Classification — container/part relations: select the pair that does NOT express an “in/on/part-of” relation.

Accepted Answer

Introduction / Context: Three pairs show “in/on/part-of” relations (physical inclusion/attachment). One pair instead expresses a purpose/usage relation (a ticket is for a train), not inclusion/attachment. Given Data / Assumptions: Stamp : Letter → affixed on a letter. Ink : Pen → ink is in a pen. Car : Engine → engine is in a car (part-of). Ticket : Train → for traveling by train; not contained in/on the train. Concept / Approach: Filter pairs by “physical inclusion/attachment.” The single purpose-only mapping is the odd pair. Step-by-Step Solution: 1) A, C, D show inclusion/part-of.2) B shows purpose.3) Therefore B is the odd one. Verification / Alternative check: Ask “Is the right-hand item physically in/on the left?” Only B answers “no.” Why Other Options Are Wrong: They preserve inclusion/attachment. Common Pitfalls: Equating “related to” with “contained in/on.” Final Answer: Ticket : Train

Question 8

Classification — whole vs part: identify the pair that does NOT show a whole–part relation.

Accepted Answer

Introduction / Context: Three pairs are whole–part mappings. One pair lists two separate items of furniture (co-hyponyms) rather than a whole and its part. Given Data / Assumptions: Tree : Branch → whole–part. Hand : Finger → whole–part. Room : Floor → whole–part (floor is a component of a room’s structure). Table : Chair → separate items; neither is a part of the other. Concept / Approach: Check if removal of the right-hand term leaves the left-hand item incomplete (criterion for part). Only C fails this test. Step-by-Step Solution: 1) Validate A, B, D as whole–part.2) Identify C as co-hyponyms (furniture items).3) Hence C is the odd one. Verification / Alternative check: Structural diagrams of a room include a floor; tables do not include chairs as components. Why Other Options Are Wrong: They keep the same relation. Common Pitfalls: Assuming “set” implies part-of; a dining set is an association, not a part relation. Final Answer: Table : Chair

Question 9

Classification — countries and capitals: select the pair that is NOT a correct country–capital match.

Accepted Answer

Introduction / Context: Three pairs correctly map a country to its capital city. One pair mismatches a country with another sovereign nation (not a capital). Given Data / Assumptions: Taiwan : Taipei → correct. Iran : Tehran → correct. Japan : Tokyo → correct. China : Mongolia → incorrect; the capital of China is Beijing; Mongolia is an independent country whose capital is Ulaanbaatar. Concept / Approach: Confirm each country’s capital; the sole mismatch is the odd pair. Step-by-Step Solution: 1) Validate A, C, D.2) Flag B as country→country (not country→capital).3) Therefore B is the odd one. Verification / Alternative check: Capitals list confirms Beijing (China), Ulaanbaatar (Mongolia). Why Other Options Are Wrong: They are accurate country–capital pairs. Common Pitfalls: Confusing neighboring states with capitals. Final Answer: China : Mongolia

Question 10

Classification — impurities/residue vs main item: pick the pair that is NOT “impurity/residue : main food/drink.”

Accepted Answer

Introduction / Context: Three pairs name an unwanted impurity or leftover matched with a main commodity (food/drink). One pair instead names the desirable produce and its broader category (part→whole of the good itself). Given Data / Assumptions: Chaff : Wheat → chaff is removed from wheat grain. Grit : Pulses → grit/pebbles are impurities removed from pulses. Dregs : Wine → sediment/residue in wine. Grain : Crop → grain is the harvested produce of a crop (not an impurity). Concept / Approach: Group by “impurity/residue vs main item.” The lone positive-produce relation is the odd one. Step-by-Step Solution: 1) A, B, D are impurity/residue → main item.2) C is produce → category.3) Hence C is the odd pair. Verification / Alternative check: During processing, chaff/grit/dregs are removed; grain is what we keep. Why Other Options Are Wrong: They consistently reflect “remove the unwanted from the wanted.” Common Pitfalls: Assuming any relation counts; the question targets impurity mapping. Final Answer: Grain : Crop

Question 11

Classification — mixed relations: choose the pair that uniquely shows “item : location,” unlike the others.

Accepted Answer

Introduction / Context: Two pairs are co-hyponyms (same-level items), one is member→group, and one is item→location. The unique relation must be isolated. Given Data / Assumptions: Rice : Corn → two cereals (co-hyponyms). Tomato : Potato → two common vegetables/tubers (co-hyponyms in usage). Student : Class → member → group. Book : Library → item → location. Concept / Approach: Among the non co-hyponym pairs, decide which is unique. Member→group is frequent in reasoning sets; “item→location” is distinct here and appears only once. Step-by-Step Solution: 1) Note A, B form the majority (co-hyponyms).2) Compare C (member→group) vs D (item→location).3) Select the unique mapping: D. Verification / Alternative check: Paraphrase: “Both are types of ___” fits A, B; “belongs to” fits C; “kept in” fits D only. Why Other Options Are Wrong: They align with duplicated relation types. Common Pitfalls: Picking C because it differs from A/B; the goal is to find the single relation unmatched by any other choice. Final Answer: Book : Library

Question 12

Classification — instruments and what they measure: identify the single incorrect pairing.

Accepted Answer

Introduction / Context: This set checks factual knowledge of common instruments and their measured quantities. Three pairs are correct; one is wrong. Given Data / Assumptions (corrected where needed): Ammeter → measures electric current. Speedometer → measures speed (updated from “Odometer : Speed”; odometer measures distance). Seismograph → records seismic waves/earthquake activity. Hygrometer → measures humidity, not pressure. Concept / Approach: Validate each mapping against standard definitions; the sole incorrect pair is the answer. Step-by-Step Solution: 1) Confirm A, C, D as correct.2) Identify B as incorrect (pressure is measured by barometer/manometer).3) Therefore B is the odd pair. Verification / Alternative check: Cross-compare: humidity↔hygrometer, pressure↔barometer, distance↔odometer, speed↔speedometer. Why Other Options Are Wrong: They are correct instrument→quantity matches. Common Pitfalls: Confusing odometer and speedometer; we have normalized to keep a single incorrect item. Final Answer: Hygrometer : Pressure

Question 13

Classification — nutrient deficiency diseases: choose the pair that is NOT a correct “nutrient : deficiency disease” match.

Accepted Answer

Introduction / Context: Three pairs correctly link a nutrient to a classic deficiency disease. One pair mismatches the disease to the nutrient. Given Data / Assumptions (spelling normalized): Proteins : Marasmus (or kwashiorkor) → protein-energy malnutrition. Iodine : Goitre → thyroid enlargement due to iodine deficiency. Iron : Anaemia → iron-deficiency anaemia. Sodium : Rickets → incorrect; rickets is due to vitamin D deficiency (plus calcium/phosphate issues), not sodium. Concept / Approach: Check standard medical associations; select the sole mismatch. Step-by-Step Solution: 1) Validate A, C, D as standard pairs.2) Flag B as incorrect.3) Therefore B is the odd pair. Verification / Alternative check: Recall: barometer of correctness—iodine↔goitre, iron↔anaemia, protein↔marasmus/kwashiorkor; vitamin D↔rickets. Why Other Options Are Wrong: They are correct deficiency links. Common Pitfalls: Confusing electrolyte (sodium) disorders with vitamin deficiencies. Final Answer: Sodium : Rickets

Question 14

Classification — person and association: pick the pair that is NOT “person : organization/group,” but rather “person : building/place.”

Accepted Answer

Introduction / Context: Three pairs connect a person to the organization/group they belong to or lead. One pair connects a person to a building/place instead of a group. Given Data / Assumptions: Principal : School → head of an institution (organization). Artist : Troupe → member of a performing group. Singer : Chorus → member of a vocal group. Soldier : Barrack → barrack is a building/place where soldiers stay, not a group. Concept / Approach: Distinguish organization/group from physical place/building. Step-by-Step Solution: 1) A, C, D map to organization/group relations.2) B maps to place/building.3) Therefore B is the odd pair. Verification / Alternative check: Ask: does the right-hand term denote a collective of people? “Barrack” does not; “school/troupe/chorus” do. Why Other Options Are Wrong: They preserve the group-oriented relation. Common Pitfalls: Assuming any association qualifies; category (group vs place) matters. Final Answer: Soldier : Barrack

Question 15

Classification — alphabet set: choose the letter that is different in kind from the others.

Accepted Answer

Introduction / Context: This is a simple alphabet classification. Three options are consonants; one is a vowel. Given Data / Assumptions: I → vowel. J, K, L → consonants. Concept / Approach: Group by vowel vs consonant category. Step-by-Step Solution: 1) Identify vowel(s) among the set.2) Only “I” is a vowel.3) Hence “I” is the odd letter. Verification / Alternative check: Basic English vowel list: A, E, I, O, U (sometimes Y). Why Other Options Are Wrong: They are consonants and align with one another. Common Pitfalls: Overcomplicating with position in alphabet; vowel/consonant is the intended cue. Final Answer: I

Question 16

Find the odd letter (vowel vs consonant): Pick the one that is not a vowel.

Accepted Answer

Introduction / Context: Odd-one-out items in verbal reasoning often rely on a single linguistic attribute that splits a small set cleanly. In English alphabets, letters are grouped into vowels and consonants; this binary is stable and widely taught, making it a reliable separator. Given Data / Assumptions: A: vowel E: vowel I: vowel M: consonant Concept / Approach: Use the vowel–consonant classification. If three are vowels and one is a consonant (or vice versa), the singleton defines the outlier. Step-by-Step Solution: 1) Classify each letter: A, E, I → vowels; M → consonant.2) Count category membership: three vowels vs one consonant.3) The unique member is the consonant “M”. Verification / Alternative check: Cross-check pronunciation and standard school lists of vowels (A, E, I, O, U). “M” is not in that set. Why Other Options Are Wrong: They belong to the vowel set and therefore are not the outlier. Common Pitfalls: Avoid confusing sometimes-vowel “Y”; it is not present here and does not affect this classification. Final Answer: M

Question 17

Find the odd letter (vowel vs consonant): Pick the one that is a consonant while the others are vowels.

Accepted Answer

Introduction / Context: A quick way to solve many letter-classification questions is to separate vowels from consonants. The presence of a single consonant among vowels (or vice versa) yields an immediate odd-one-out. Given Data / Assumptions: O, I, E → standard vowels. B → consonant. Concept / Approach: Apply the vowel–consonant property. The singleton by this property is the outlier. Step-by-Step Solution: 1) Identify vowels: O, I, E.2) Identify consonant: B.3) Therefore, “B” is the odd item. Verification / Alternative check: Consult the standard vowel list (A, E, I, O, U). “B” is absent, confirming it is a consonant. Why Other Options Are Wrong: They share the vowel category. Common Pitfalls: Do not overthink; the simplest linguistic attribute suffices here. Final Answer: B

Question 18

Find the odd letter block (positional math): Choose the string whose letters occupy square-number positions in the alphabet (1, 4, 9, 16, 25).

Accepted Answer

Introduction / Context: Letter-series classification often relies on arithmetic applied to alphabet positions (A=1, B=2, …, Z=26). A particularly distinctive pattern is selecting letters that lie exactly at square-number positions in the alphabet, a property that stands out against “near-miss” or arbitrary jumps. Given Data / Assumptions: Alphabet indices: A=1, D=4, I=9, P=16, Y=25 are perfect squares. Other strings include mixed or inconsistent jumps (not all-square positions). Concept / Approach: Map each letter to its numeric index and test for membership in {1, 4, 9, 16, 25}. The string that exclusively uses those indices exhibits a unique, coherent pattern. Step-by-Step Solution: 1) Compute indices: A(1), D(4), I(9), P(16), Y(25).2) Confirm that each is a perfect square index: 1, 4, 9, 16, 25.3) Check other options: their letters do not all fall on those square positions.4) Hence, “ADIPY” uniquely fits the square-index rule. Verification / Alternative check: Inspect differences between successive letters: ADIPY follows +3, +5, +7, +9 (odd increments), another recognizable signature consistent with square steps from 1→4→9→16→25. Why Other Options Are Wrong: They mix increments that do not map to consecutive square positions, breaking the intended rule. Common Pitfalls: Do not rely solely on visual similarity; always convert to numeric positions to reveal the hidden structure. Final Answer: ADIPY

Question 19

Find the odd alphanumeric triplet (number equals first-letter position): Select the item that breaks the “number = alphabet index of first letter” rule or format.

Accepted Answer

Introduction / Context: Alphanumeric classification commonly ties digits to alphabet indices (A=1, B=2, …). A consistent mapping across options provides a simple test: if the trailing number equals the index of the first letter, items conform; otherwise they deviate. Given Data / Assumptions: G=7 → GT7 conforms. I=9 → IR9 conforms. C=3 → CX3 conforms. J=10 → JP10 also conforms numerically, but it is the only two-digit numeral while others use a single digit. Concept / Approach: When all items satisfy the base mapping, we look for a secondary, consistent presentational pattern. Three items use single-digit numerals (1–9). One item requires two digits (10), visibly breaking the shared format, which is a legitimate odd-one-out criterion in symbol puzzles. Step-by-Step Solution: 1) Verify mapping: each item’s number equals the first letter’s index.2) Compare numeral width: three are 1-digit; one is 2-digit.3) The unique width outlier is “JP10”. Verification / Alternative check: Confirm that second letters (T, R, X, P) have no consistent link to the number, so the only uniform presentational difference is digit count. Why Other Options Are Wrong: They visually match the 1-digit formatting of the set. Common Pitfalls: Do not try to force secondary mappings (e.g., to the second letter); those are not consistent across items. Final Answer: JP10

Question 20

Find the odd letter triple (step pattern +2 then +4): Choose the option that does not follow the increases of +2 then +4 in alphabet order.

Accepted Answer

Introduction / Context: Many alphabet puzzles rely on fixed jumps between letters. A common construct is a two-step pattern such as “+2, then +4”. Detecting the arithmetic on positions (A=1, …, Z=26) reveals the consistent rule quickly. Given Data / Assumptions: H → J (+2), J → N (+4) → HJN fits. J → L (+2), L → P (+4) → JLP fits. Q → S (+2), S → W (+4) → QSW fits. P → R (+2), R → U (+3) → PRU does not fit (+2, +3 instead of +2, +4). Concept / Approach: Translate each letter to its index and verify successive differences. The single item that breaks the “+2 then +4” structure is the odd one out. Step-by-Step Solution: 1) Compute pairwise differences for each triple.2) Match against the target pattern (+2, +4).3) Only PRU yields (+2, +3) and is therefore the outlier. Verification / Alternative check: Reversing the test (checking -2, -4 from right to left) produces the same conclusion for the three conforming cases and still flags PRU as inconsistent. Why Other Options Are Wrong: They faithfully implement the +2, then +4 rule. Common Pitfalls: Do not wrap across Z here; none of the conforming items require wrap-around, which keeps the pattern transparent. Final Answer: PRU

Classification Questions