Q: Choose the meaningful life-stage order for a human being: (i) Infant, (ii) Old, (iii) Adult, (iv) Adolescent, (v) Child. Arrange from earliest to latest stage in everyday human development.

Introduction / Context: This item checks your understanding of the natural sequence of human development. From earliest infancy through old age, we traverse recognizable phases. Logical sequence questions require mapping these phases to a coherent timeline and eliminating any order that contradicts universal growth patterns. Given Data / Assumptions: Stages: Infant (i), Child (v), Adolescent (iv), Adult (iii), Old (ii). We use a standard social/biological progression. Concept / Approach: Life-stage order is widely accepted: infant → child → adolescent → adult → old. The transitions reflect physical, cognitive, and social milestones (e.g., puberty into adolescence, legal/biological maturity into adulthood). Any alternative that displaces these in a non-sensical way is rejected. Step-by-Step Solution: Step 1: Start at infancy: (i) Infant.Step 2: Next is (v) Child.Step 3: Adolescence (iv) follows childhood.Step 4: Adulthood (iii) follows adolescence.Step 5: Old age (ii) concludes the sequence.Therefore, (i), (v), (iv), (iii), (ii) is correct. Verification / Alternative check: Check against legal/educational markers: schooling aligns with childhood/adolescence; workforce independence aligns with adulthood; retirement and advanced age align with old age. The selected order is coherent with these societal anchors. Why Other Options Are Wrong: Any sequence starting with adult or old contradicts human development. Placing adolescent before child ignores puberty as a post-childhood transition. Swapping adult and old defies the linear aging process. Common Pitfalls: Confusing the labels “child” and “adolescent,” or reading left-to-right without assessing biological plausibility. Final Answer: (i), (v), (iv), (iii), (ii)

Q: Arrange the continents listed below in ascending (smallest to largest) order of area: (i) South America, (ii) Africa, (iii) Europe, (iv) Australia, (v) North America.

Introduction / Context: Geography-based ordering tasks evaluate whether you remember typical continent areas. The problem asks for ascending order (smallest to largest), so we must know or recall approximate areas to line them up correctly and avoid common swaps between close neighbors like Europe and Australia or the Americas. Given Data / Assumptions: Continents considered: Australia (iv), Europe (iii), South America (i), North America (v), Africa (ii). We exclude Asia and Antarctica and use widely accepted area magnitudes. Concept / Approach: Approximate areas (in million km^2): Australia ~7.7, Europe ~10.2, South America ~17.8, North America ~24.7, Africa ~30.3. Arrange these from smallest to largest. When unsure, remember robust anchors: Africa is larger than either American continent, and Australia is the smallest listed here. Step-by-Step Solution: Smallest is Australia (iv).Next is Europe (iii).Then South America (i).Then North America (v).Largest among the five is Africa (ii).Hence: (iv), (iii), (i), (v), (ii). Verification / Alternative check: Cross-check by pairs: Africa > North America; North America > South America; Europe is clearly smaller than any American continent; Australia is the smallest of all five. The order is stable against these comparisons. Why Other Options Are Wrong: Any order placing Europe below Australia or Africa below an American continent contradicts accepted areas. Swapping the Americas or placing Africa before either America produces a non-ascending sequence. Common Pitfalls: Confusing “ascending” vs “descending,” and mixing Europe with Australia due to both being smaller than the Americas. Final Answer: (iv), (iii), (i), (v), (ii)

Question 1

Arrange the administrative hierarchy from lowest office to highest constitutional authority.  (i) Collector   (ii) Governor   (iii) Chief Secretary   (iv) President   (v) Clerk

Accepted Answer

Introduction / Context: Administrative and constitutional roles can be ordered by authority level. Given Data / Assumptions: Clerk is an entry-level post. Collector is a senior district officer. Chief Secretary is the top state civil servant. Governor is the constitutional head of state (state level). President is the head of state (union level). Concept / Approach: Rank offices by span of authority from departmental → district → state executive → state constitutional head → union constitutional head. Step-by-Step Solution: 1) (v) Clerk.2) (i) Collector.3) (iii) Chief Secretary.4) (ii) Governor.5) (iv) President. Verification / Alternative check: Governor must precede President in any ascending order. Why Other Options Are Wrong: Orders placing President before Governor or civil servants after constitutional heads mix levels. Common Pitfalls: Confusing elected/appointed roles with administrative ranks. Final Answer: (v), (i), (iii), (ii), (iv)

Question 2

Order the stages of a basic communication process from encoding the message to understanding it at the receiver's end.  (i) Sending   (ii) Encoding   (iii) Receiving   (iv) Decoding

Accepted Answer

Introduction / Context: Communication models follow a standard pipeline from thought representation to comprehension. Given Data / Assumptions: Encoding converts ideas to symbols. Sending transmits through a channel. Receiving captures the signal. Decoding reconstructs meaning. Concept / Approach: Producer-to-consumer flow with symmetric transform steps at each end. Step-by-Step Solution: 1) (ii) Encode message.2) (i) Send via channel.3) (iii) Receive at destination.4) (iv) Decode to interpret. Verification / Alternative check: Encoding must precede sending; decoding must follow receipt. Why Other Options Are Wrong: Placing decoding or receiving before sending contradicts causality. Common Pitfalls: Swapping encoding with sending. Final Answer: (ii), (i), (iii), (iv)

Question 3

Arrange the life cycle stages of a moth from oviposition to adult emergence.  (i) Pupa   (ii) Larva (caterpillar)   (iii) Moth (adult)   (iv) Eggs

Accepted Answer

Introduction / Context: Metamorphosis in insects follows a canonical order. Given Data / Assumptions: Eggs hatch to larvae. Larva molts and eventually pupates. Pupa metamorphoses to adult moth. Concept / Approach: Apply the complete metamorphosis sequence: egg → larva → pupa → adult. Step-by-Step Solution: 1) (iv) Eggs laid.2) (ii) Larva emerges and feeds.3) (i) Pupa forms.4) (iii) Adult moth emerges. Verification / Alternative check: Cross-check with any standard biology text. Why Other Options Are Wrong: Options starting with larva or pupa skip oviposition; those placing adult before pupa are reversed. Common Pitfalls: Confusing nymphal stages of incomplete metamorphosis with larval stages. Final Answer: (iv), (ii), (i), (iii)

Question 4

Pick the most sensible creative workflow from ideation to reward.  (i) Compose (create)   (ii) Appreciation   (iii) Money (reward)   (iv) Think (ideate)   (v) Sing (perform)

Accepted Answer

Introduction / Context: Creative endeavors generally move from ideation through creation and presentation to recognition and compensation. Given Data / Assumptions: Think (iv) = idea stage. Compose (i) = creation. Sing (v) = performance/publication. Appreciation (ii) = audience reception. Money (iii) = reward. Concept / Approach: Use the pipeline: idea → create → present → receive feedback → monetize. Step-by-Step Solution: 1) (iv) Think.2) (i) Compose.3) (v) Sing/perform.4) (ii) Appreciation follows performance.5) (iii) Money (if any) comes after value is perceived. Verification / Alternative check: Monetization without performance/appreciation lacks mechanism; composition without ideation is illogical. Why Other Options Are Wrong: Orders that begin with money/appreciation invert causality; mixing think after compose breaks workflow. Common Pitfalls: Assuming reward can precede recognition. Final Answer: (iv), (i), (v), (ii), (iii)

Question 5

Arrange the organs/fluids in the human respiratory pathway from air entry to gas transport.  (i) Lung   (ii) Nostrils   (iii) Windpipe (trachea)   (iv) Blood

Accepted Answer

Introduction / Context: Human respiration proceeds along a well-defined anatomical route from nose to alveoli and then into circulation. Given Data / Assumptions: Nostrils admit air. Windpipe conducts to bronchi. Lungs exchange gases. Blood carries gases to tissues. Concept / Approach: Route: entry → conduit → exchange → transport. Step-by-Step Solution: 1) (ii) Nostrils.2) (iii) Windpipe.3) (i) Lung (alveoli).4) (iv) Blood (haemoglobin binding). Verification / Alternative check: Breath path cannot start at lungs or blood logically. Why Other Options Are Wrong: Any reversal of nostrils→trachea→lungs is anatomically incorrect; blood cannot precede lungs in air entry path. Common Pitfalls: Confusing inhalation path with cellular respiration sequence. Final Answer: (ii), (iii), (i), (iv)

Question 6

Select the correct food-chain from producer to top predator among the given organisms.  (i) Frog   (ii) Eagle   (iii) Grasshopper   (iv) Snake   (v) Grass

Accepted Answer

Introduction / Context: This is another trophic-level ordering problem, identical in structure to a standard meadow chain. Given Data / Assumptions: (v) Grass: producer. (iii) Grasshopper: primary consumer. (i) Frog: secondary consumer. (iv) Snake: tertiary consumer. (ii) Eagle: apex predator. Concept / Approach: Strictly increase trophic level each step. Step-by-Step Solution: 1) v → 2) iii → 3) i → 4) iv → 5) ii. Verification / Alternative check: Cross-check with ecological roles for each organism. Why Other Options Are Wrong: Options that place consumers before producers or invert predator–prey relationships fail trophic logic. Common Pitfalls: Confusing a food web with a single linear chain. Final Answer: (v), (iii), (i), (iv), (ii)

Question 7

Arrange the biological life-cycle stages into a meaningful chronological order, starting from the very beginning and moving toward the final outcome: (1) Plant, (2) Seed, (3) Fruit, (4) Seedling. Choose the sequence that reflects real-world botany f…

Accepted Answer

Introduction / Context: Questions on logical sequence of words often test whether you know the natural order in which events or stages occur. In basic botany, a plant’s life-cycle typically proceeds from a seed to a seedling, then to a mature plant that eventually produces fruit. This item checks your understanding of that chronological flow and your ability to map real-world processes to ordered lists in reasoning problems. Given Data / Assumptions: Items: (1) Plant, (2) Seed, (3) Fruit, (4) Seedling We want the meaningful chronological sequence. Assume standard angiosperm life-cycle understanding for everyday reasoning questions. Concept / Approach: The intuitive order follows how plants develop: a seed germinates into a seedling, the seedling grows into a mature plant, and the plant produces fruit. Fruit here represents the reproductive output after flowering, enclosing seeds for the next generation. Thus, the action verb is “develop” and the chain is seed → seedling → plant → fruit. Step-by-Step Solution: Step 1: Identify the starting point: Seed is the natural beginning (2).Step 2: The seed germinates to form a Seedling (4).Step 3: The seedling grows into a mature Plant (1).Step 4: The plant produces Fruit (3).Hence, the ordered tuple is (2), (4), (1), (3). Verification / Alternative check: If you try any other start such as “Plant,” you would be skipping the necessary germination stage. Similarly, “Fruit” cannot precede plant formation because fruit is a product of the mature plant’s reproductive process. The selected order uniquely matches the natural biological pathway. Why Other Options Are Wrong: (2), (1), (4), (3): Puts plant before seedling, which is biologically reversed. (4), (2), (1), (3): Suggests a seedling appears before a seed, which is impossible. (2), (4), (3), (1): Places fruit before plant, which contradicts reproduction. None of these: Incorrect because a valid order exists. Common Pitfalls: Confusing fruit with seed as an interchangeable start point and overlooking that fruit forms only after plant maturation. Another pitfall is assuming plant comes immediately after seed without acknowledging the seedling phase. Final Answer: (2), (4), (1), (3)

Question 8

Arrange the following English words in strict dictionary (alphabetical) order: (1) Convincae, (2) Converge, (3) Convenience, (4) Convalesca, (5) Converse. Choose the lexicographic sequence from smallest to largest.

Accepted Answer

Introduction / Context: This problem asks you to arrange five near-homographic words in dictionary order. Such items test attention to character-by-character comparison and common prefixes. Though a couple of spellings look unusual (e.g., “Convincae,” “Convalesca”), the task remains a straightforward lexicographic sequence challenge: compare letters from left to right until a difference appears. Given Data / Assumptions: Words: Convalesca (4), Convincae (1), Convenience (3), Converge (2), Converse (5). We use case-insensitive, standard English alphabetical order. No semantic meaning is required; pure character ordering is used. Concept / Approach: All words share the prefix “conv-”. Compare the subsequent letters carefully: conva..., conve..., convi..., converge, converse. The first divergence decides the order. Specifically: “conva...” comes before “conve...”; “conve...” comes before “convi...”; within “conver-”, “converge” comes before “converse”. Step-by-Step Solution: Compare initial groups: “conva” vs “conve” vs “convi” vs “converge” vs “converse”.Earliest is “Convalesca” (4) because “a” < “e”.Next is “Convenience” (3) because “e” < “i”.Then “Convincae” (1) because “i” precedes any “r” in “conver-”.Between “Converge” (2) and “Converse” (5), “g” < “s”, so 2 precedes 5.Hence the order is 4, 3, 1, 2, 5. Verification / Alternative check: Write the words stacked and align each position: conva..., conve..., convi..., converg..., convers.... Progressively compare the first different letter; the above order is stable and unique under standard lexicographic rules. Why Other Options Are Wrong: Any option placing “convi” before “conve” violates e < i. Any option placing “convers-” before “converg-” violates g < s. Any option putting “conve” before “conva” violates a < e. Common Pitfalls: Skimming past the first differing character or assuming semantic similarity implies order. Always compare letter-by-letter for near-identical prefixes. Final Answer: 4, 3, 1, 2, 5

Question 9

Choose the meaningful life-stage order for a human being: (i) Infant, (ii) Old, (iii) Adult, (iv) Adolescent, (v) Child. Arrange from earliest to latest stage in everyday human development.

Accepted Answer

Introduction / Context: This item checks your understanding of the natural sequence of human development. From earliest infancy through old age, we traverse recognizable phases. Logical sequence questions require mapping these phases to a coherent timeline and eliminating any order that contradicts universal growth patterns. Given Data / Assumptions: Stages: Infant (i), Child (v), Adolescent (iv), Adult (iii), Old (ii). We use a standard social/biological progression. Concept / Approach: Life-stage order is widely accepted: infant → child → adolescent → adult → old. The transitions reflect physical, cognitive, and social milestones (e.g., puberty into adolescence, legal/biological maturity into adulthood). Any alternative that displaces these in a non-sensical way is rejected. Step-by-Step Solution: Step 1: Start at infancy: (i) Infant.Step 2: Next is (v) Child.Step 3: Adolescence (iv) follows childhood.Step 4: Adulthood (iii) follows adolescence.Step 5: Old age (ii) concludes the sequence.Therefore, (i), (v), (iv), (iii), (ii) is correct. Verification / Alternative check: Check against legal/educational markers: schooling aligns with childhood/adolescence; workforce independence aligns with adulthood; retirement and advanced age align with old age. The selected order is coherent with these societal anchors. Why Other Options Are Wrong: Any sequence starting with adult or old contradicts human development. Placing adolescent before child ignores puberty as a post-childhood transition. Swapping adult and old defies the linear aging process. Common Pitfalls: Confusing the labels “child” and “adolescent,” or reading left-to-right without assessing biological plausibility. Final Answer: (i), (v), (iv), (iii), (ii)

Question 10

Arrange the continents listed below in ascending (smallest to largest) order of area: (i) South America, (ii) Africa, (iii) Europe, (iv) Australia, (v) North America.

Accepted Answer

Introduction / Context: Geography-based ordering tasks evaluate whether you remember typical continent areas. The problem asks for ascending order (smallest to largest), so we must know or recall approximate areas to line them up correctly and avoid common swaps between close neighbors like Europe and Australia or the Americas. Given Data / Assumptions: Continents considered: Australia (iv), Europe (iii), South America (i), North America (v), Africa (ii). We exclude Asia and Antarctica and use widely accepted area magnitudes. Concept / Approach: Approximate areas (in million km^2): Australia ~7.7, Europe ~10.2, South America ~17.8, North America ~24.7, Africa ~30.3. Arrange these from smallest to largest. When unsure, remember robust anchors: Africa is larger than either American continent, and Australia is the smallest listed here. Step-by-Step Solution: Smallest is Australia (iv).Next is Europe (iii).Then South America (i).Then North America (v).Largest among the five is Africa (ii).Hence: (iv), (iii), (i), (v), (ii). Verification / Alternative check: Cross-check by pairs: Africa > North America; North America > South America; Europe is clearly smaller than any American continent; Australia is the smallest of all five. The order is stable against these comparisons. Why Other Options Are Wrong: Any order placing Europe below Australia or Africa below an American continent contradicts accepted areas. Swapping the Americas or placing Africa before either America produces a non-ascending sequence. Common Pitfalls: Confusing “ascending” vs “descending,” and mixing Europe with Australia due to both being smaller than the Americas. Final Answer: (iv), (iii), (i), (v), (ii)

Question 11

Starting from the innermost layer and moving outward, arrange Earth’s spheres in a meaningful order: 1. Hydrosphere, 2. Atmosphere, 3. Biosphere, 4. Lithosphere.

Accepted Answer

Introduction / Context: Earth-system questions test conceptual geography. The Earth has nested or interfacing “spheres” defined by materials and processes. If we imagine a vertical cross-section from inside toward outside, we can line up the layers in a coherent inner-to-outer order. Given Data / Assumptions: Items: Lithosphere (4), Hydrosphere (1), Biosphere (3), Atmosphere (2). We interpret “inner to outer” relative to the solid surface upward. Concept / Approach: The lithosphere comprises the rigid crust and uppermost mantle and is the solid foundation beneath land and seafloor. Above it lies the hydrosphere (water bodies) over the solid crust. The biosphere, representing life, is superimposed across land/water and lower air layers. The atmosphere envelops all, extending far above the surface. For an inner-to-outer teaching sequence, a standard ordering is lithosphere → hydrosphere → biosphere → atmosphere. Step-by-Step Solution: Start with the solid base: Lithosphere (4).Above the solid crust is water: Hydrosphere (1).Life exists across and atop these: Biosphere (3).Outermost enveloping layer is air: Atmosphere (2).Thus: 4, 1, 3, 2. Verification / Alternative check: Some texts emphasize that the biosphere intersects other spheres. Even with overlap, a pedagogical inside-to-outside walk still arrives at 4 → 1 → 3 → 2 as the clearest “layering” narrative. Why Other Options Are Wrong: Placing atmosphere before lithosphere ignores inner-to-outer direction. Putting biosphere first misrepresents life sitting atop physical layers. Hydrosphere cannot be outermost compared to atmosphere. Common Pitfalls: Forgetting that biosphere is not a strictly separate shell but a zone; students sometimes put it last or first without considering the physical base and the aerial envelope. Final Answer: 4, 1, 3, 2

Question 12

Arrange the following leaves in increasing order of size (smallest to largest): 1. Mango leaf, 2. Tamarind leaf, 3. Papaya leaf, 4. Banana leaf.

Accepted Answer

Introduction / Context: Everyday-knowledge ordering questions use familiar objects to check relative magnitude comparisons. Leaf sizes vary widely by species. Tamarind leaves are tiny leaflets, mango leaves are medium, papaya leaves are typically large lobed leaves, and banana leaves are very large elongated leaves. Given Data / Assumptions: Leaves: Tamarind (2), Mango (1), Papaya (3), Banana (4). We compare typical mature leaf sizes in ordinary conditions. Concept / Approach: We use common horticultural knowledge: Tamarind leaflets are small and compound; mango leaves are longer and broader than tamarind leaflets; papaya leaves are large, palmate and wider; banana leaves are extremely large, often used as natural plates or wrappers in cuisine contexts. Step-by-Step Solution: Smallest: Tamarind (2).Next: Mango (1).Then: Papaya (3).Largest: Banana (4).Therefore: 2, 1, 3, 4. Verification / Alternative check: Visualize typical leaves: tamarind leaflets are just a few centimeters; mango leaves are several times larger; papaya leaves span broad diameters; banana leaves are massive, often over a meter in length. Why Other Options Are Wrong: Any order placing mango below tamarind conflicts with observed sizes. Putting banana before papaya or mango violates common size knowledge. Random permutations do not reflect increasing magnitude. Common Pitfalls: Mistaking papaya vs banana ordering or forgetting that tamarind leaves are compound and tiny. Final Answer: 2, 1, 3, 4

Question 13

Select the meaningful sequence in the administration of justice: (i) Police, (ii) Punishment, (iii) Crime, (iv) Judge, (v) Judgement. Arrange from the initiating event to the final outcome.

Accepted Answer

Introduction / Context: This sequence problem models the typical criminal justice pipeline. After an offense occurs, law enforcement, the judiciary, and sentencing come into play in a well-recognized order. Knowing this order is essential for reasoning questions that abstract real institutional processes. Given Data / Assumptions: Events and roles: Crime (iii), Police (i), Judge (iv), Judgement (v), Punishment (ii). Use a standard, simplified criminal justice flow. Concept / Approach: First a crime occurs. The police investigate and present the case. A judge conducts the trial process. The judgement is delivered. Based on the judgement, punishment (sentencing) is imposed as applicable. Hence the order must mirror cause → investigation → adjudication → decision → consequence. Step-by-Step Solution: 1) Crime happens: (iii).2) Police respond/investigate: (i).3) Trial before the judge: (iv).4) Judgement is passed: (v).5) Punishment is awarded if guilty: (ii).Therefore, (iii), (i), (iv), (v), (ii). Verification / Alternative check: Swap checks: punishment cannot occur before judgement; judgement cannot precede a judicial hearing; police cannot act before a crime exists. All constraints are satisfied by the chosen order. Why Other Options Are Wrong: Sequences that place punishment before judgement ignore due process. Orders that put judge or judgement before police investigation are unrealistic. Starting with police or judge without a prior crime breaks causality. Common Pitfalls: Assuming “judgement” and “punishment” are interchangeable; they are sequential, not simultaneous. Final Answer: (iii), (i), (iv), (v), (ii)

Question 14

Arrange the following water bodies and river in ascending order of size (smallest to largest) considering typical areal extent: (A) Brahmaputra (river), (B) Atlantic (ocean), (C) Chilka (lake), (D) Bay of Bengal (sea).

Accepted Answer

Introduction / Context: Logical ordering by magnitude requires comparative knowledge of different geographical entities. A lake, a river (considering its surface spread at any given time), a sea (bay), and an ocean differ vastly in typical areal extent. We must sequence them from smallest to largest in a broadly accepted, everyday sense. Given Data / Assumptions: Entities: Chilka Lake (C), Brahmaputra River (A), Bay of Bengal (D), Atlantic Ocean (B). Use typical areal footprint comparisons: lake < river surface area < sea < ocean. Concept / Approach: Chilka is a large lagoon-lake but is still tiny compared to the surface area spanned by a major river system. A sea (bay) is a subdivision of an ocean and is vastly greater in areal extent than lakes or the narrow surface ribbon of a river. The ocean is the largest category. Therefore, the natural ascending chain is lake → river → sea → ocean. Step-by-Step Solution: Smallest: Chilka (C).Next: Brahmaputra (A) when considered by surface spread relative to a lake vs a full sea.Then: Bay of Bengal (D) as a large sea (bay).Largest: Atlantic (B), an ocean.Thus: (C), (A), (D), (B). Verification / Alternative check: Size classes are hierarchical: ocean > sea > river surface spread > lake. While river basin areas are huge, the question focuses on meaningful areal extents as water bodies, not catchment land areas, preserving the selected order. Why Other Options Are Wrong: Placing ocean before sea, river, or lake violates magnitude classes. Putting the sea below the river or lake reverses natural size hierarchy. Common Pitfalls: Confusing river basin area with the surface area of the water body; the basin includes land, which is not relevant to this comparison. Final Answer: (C), (A), (D), (B)

Question 15

Arrange the production steps for making cloth in a meaningful chronological order, beginning with the raw resource and ending with the finished product: 1) Weaving, 2) Cotton (raw fibre), 3) Cloth (finished fabric), 4) Thread (yarn). Choose the orde…

Accepted Answer

Introduction / Context: Logical sequence questions test your ability to map real-world processes into ordered lists. In textiles, production typically begins with a raw fibre (like cotton), which is processed into yarn (thread), then woven or knitted, and finally results in a finished fabric (cloth). Recognizing these industrial steps helps solve such ordering problems reliably. Given Data / Assumptions: Stages: Cotton (2), Thread/Yarn (4), Weaving (1), Cloth (3). We assume a standard spinning–weaving route: fibre → yarn → fabric. Concept / Approach: The practical pipeline is: collect/process fibre (ginning/cleaning cotton), spin fibre to produce yarn (thread), interlace yarns by weaving to create a fabric, and the result is cloth. Any order that places weaving before yarn or cloth before weaving contradicts manufacturing basics. Step-by-Step Solution: Step 1: Start with the raw input: Cotton (2).Step 2: Spin cotton into Thread/Yarn (4).Step 3: Use weaving (1) to interlace yarns.Step 4: The output is Cloth (3).Therefore the correct chronological order is 2, 4, 1, 3. Verification / Alternative check: Ask, “Can we weave without yarn?” No; weaving requires yarn. “Can cloth exist before weaving?” In the woven-fabric route, no. The selected order uniquely respects dependencies between stages. Why Other Options Are Wrong: 2, 1, 4, 3: Puts weaving before yarn, which is impossible. 4, 2, 1, 3: Suggests yarn precedes raw cotton—illogical source chain. 2, 4, 3, 1: Places cloth before weaving; production is reversed. None of these: Not applicable since a correct sequence exists. Common Pitfalls: Confusing spinning (yarn making) with weaving (fabric making). Remember: fibre → yarn → fabric is the canonical order. Final Answer: 2, 4, 1, 3

Question 16

Arrange the biological life-cycle stages into a meaningful chronological order, starting at the beginning and moving to the outcome: (A) Plant, (B) Seed, (C) Fruit, (D) Seedling. Choose the natural seed → seedling → plant → fruit progression.

Accepted Answer

Introduction / Context: Sequencing questions based on natural processes reward everyday scientific knowledge. In flowering plants, the usual life-cycle proceeds from a seed that germinates into a seedling; the seedling grows into a mature plant, which then bears flowers and fruit. Recognizing this order allows an unambiguous mapping from biological reality to a list of symbols. Given Data / Assumptions: Stages: Seed (B), Seedling (D), Plant (A), Fruit (C). We assume a standard angiosperm life-cycle perspective for general reasoning items. Concept / Approach: The logic is developmental: a dormant propagule (seed) germinates to an early growth stage (seedling), which matures into the full plant. Only a mature plant produces fruit as a reproductive output. Hence the correct chain is Seed → Seedling → Plant → Fruit. Step-by-Step Solution: Start: Seed (B).Next: Seedling (D) by germination.Then: Mature Plant (A) through growth.Finally: Fruit (C) after flowering/reproduction.So the order is (B), (D), (A), (C). Verification / Alternative check: Any order placing fruit before plant contradicts reproduction. Any order placing seedling before seed is impossible. The selected sequence uniquely matches the growth pathway. Why Other Options Are Wrong: Orders with plant before seedling ignore germination. Fruit placed before plant violates maturity requirements. “None of these” is not valid since a correct order exists. Common Pitfalls: Interchanging “seedling” and “plant” or overlooking that fruit is an outcome of maturity. Final Answer: (B), (D), (A), (C)

Question 17

Arrange the workflow for staging a drama in a meaningful order, beginning with content creation and ending with performance review: 1) Artists, 2) Practice (rehearsal), 3) Script (story/lines), 4) Feedback (post-show), 5) Drama (performance).

Accepted Answer

Introduction / Context: Event-planning sequences mirror real project workflows: conceive content, assemble people, practice the material, stage the outcome, and gather feedback. Theatre provides a classic example of this pipeline from script creation to post-show review, making it ideal for logical-ordering tests. Given Data / Assumptions: Items: Script (3), Artists (1), Practice/Rehearsal (2), Drama/Show (5), Feedback (4). We assume a conventional drama production cycle. Concept / Approach: First, the script must exist to guide casting and interpretation. Next, artists are chosen and onboarded. Rehearsals transform the script into coordinated performance. The public performance (drama) follows. Finally, feedback is collected to evaluate quality and inform improvements. Step-by-Step Solution: 1) Script (3): foundational content.2) Artists (1): casting and team formation.3) Practice (2): rehearsals refine delivery.4) Drama (5): staged performance.5) Feedback (4): post-show evaluation.Hence: 3, 1, 2, 5, 4. Verification / Alternative check: Could performance come before rehearsals? Not in standard practice. Could casting precede the script? Typically the script informs casting; exceptional cases do not overturn the general rule used in reasoning questions. Why Other Options Are Wrong: Putting drama before practice skips rehearsal. Starting with artists without a script lacks selection criteria. Placing feedback mid-process misunderstands its evaluative role. Common Pitfalls: Confusing “artists” and “practice” order, or assuming feedback is iterative before performance in this simplified pipeline. Final Answer: 3, 1, 2, 5, 4

Question 18

Arrange these family-life roles in a meaningful personal life progression (from early to later stages): 1) Brother, 2) Husband, 3) Father, 4) Son, 5) Son-in-law.

Accepted Answer

Introduction / Context: This ordering task models common transitions in one individual’s family roles through time. A person is first someone’s son, later a sibling (brother) in relation to others, then becomes a husband on marriage, then a father upon having children, and eventually may become a father-in-law to their child’s spouse (the spouse is that person’s son-in-law). Reasoning questions often compress such social sequences into tidy lists. Given Data / Assumptions: Roles: Son (4), Brother (1), Husband (2), Father (3), Son-in-law (5). We interpret a standard lifecycle path for an individual. Concept / Approach: Focus on the earliest definable role for a person (son). As the family grows, the person is also a brother to siblings. On marriage, the role of husband appears. Having children adds the role of father. Much later, when one’s child marries, the family adds a son-in-law, positioning the individual as a father-in-law relative to that new member. For the list requested, we sequence the roles themselves as they plausibly appear in time. Step-by-Step Solution: Earliest: Son (4).Next: Brother (1) in relation to siblings.Then: Husband (2) after marriage.Then: Father (3) after children.Later: Son-in-law (5) appears in the family when your child marries (you become their father-in-law).Therefore: 4, 1, 2, 3, 5. Verification / Alternative check: Swapping father and husband is illogical; marital status typically precedes parenthood. Placing son-in-law earlier than father conflicts with generational order. Why Other Options Are Wrong: 4, 1, 2, 5, 3: Puts son-in-law before father, reversing generational timing. Any order starting with brother or husband ignores that you are first a son. Sequences placing father before husband neglect typical chronology. Common Pitfalls: Misreading “son-in-law” as your role rather than the relation added to your family when your child marries; the timeline still implies it is later than becoming a father. Final Answer: 4, 1, 2, 3, 5

Question 19

Arrange standard parts of a book in the order they are typically encountered by a reader: 1) Chapter(s), 2) Index, 3) Bibliography/References, 4) Introduction, 5) Preface.

Accepted Answer

Introduction / Context: Book structure follows conventions: front matter appears before main content; back matter follows chapters. Recognizing these conventions enables a consistent logical order. While styles vary, the widely taught sequence is Preface → Introduction → Chapters → Bibliography → Index. Given Data / Assumptions: Sections: Preface (5), Introduction (4), Chapters (1), Bibliography (3), Index (2). We follow a standard academic/nonfiction template. Concept / Approach: Front matter: Preface situates authorship and purpose; Introduction frames scope and approach for readers. Main matter: Chapters contain core content. Back matter: Bibliography lists sources; Index helps locate terms after reading. Hence the logical encountered order aligns with reading workflow. Step-by-Step Solution: Front matter: Preface (5), then Introduction (4).Main matter: Chapter(s) (1).Back matter: Bibliography (3) then Index (2).Therefore: 5, 4, 1, 3, 2. Verification / Alternative check: Some books place acknowledgements or forewords differently, but the core front–main–back pattern above remains standard for reasoning problems. Why Other Options Are Wrong: Putting Index before Chapters contradicts usage; the index aids after reading. Placing Bibliography before main chapters is atypical. Starting with Introduction or Chapters before Preface ignores common front matter order. Common Pitfalls: Confusing “Preface” with “Introduction.” The preface speaks from the author’s perspective; the introduction frames the content for readers. Final Answer: 5, 4, 1, 3, 2

Question 20

Arrange the planets in order of increasing distance from the Sun using the given list: 1) Earth, 2) Jupiter, 3) Venus, 4) Mars, 5) Mercury. Choose the correct inner-to-outer sequence.

Accepted Answer

Introduction / Context: This ordering relies on basic astronomy: the classical sequence of planets from the Sun outward. Among the listed planets, Mercury is closest, followed by Venus, Earth, Mars, and then Jupiter as the first gas giant after the inner rocky planets. Familiarity with this canonical order is often tested in general knowledge sequences. Given Data / Assumptions: Planets listed: Mercury (5), Venus (3), Earth (1), Mars (4), Jupiter (2). We ignore other planets not listed and focus on relative positions. Concept / Approach: From the Sun moving outward: Mercury → Venus → Earth → Mars → Jupiter. This sequence is foundational and appears in school curricula and standard references. Step-by-Step Solution: Start with Mercury (5).Next is Venus (3).Then Earth (1).Next Mars (4).Then Jupiter (2).Therefore: 5, 3, 1, 4, 2. Verification / Alternative check: Quick mnemonic checks (e.g., standard planetary order) confirm the sequence. No known alternative ordering exists for average orbital distance from the Sun. Why Other Options Are Wrong: Any option swapping Earth and Mars or placing Jupiter among inner planets is incorrect. Orders that start with Venus or Earth contradict Mercury being the closest. Common Pitfalls: Confusing brightness (Venus is very bright) with proximity to the Sun; proximity order remains Mercury first. Final Answer: 5, 3, 1, 4, 2

Logical Sequence of Words Questions