Directions (1-5):- Given bar graph shows the percentage distribution of total number of students of each school (P, Q, R & S) who took admission in 3 different streams. Total students in P, Q, R & S are 700, 800, 400 & 900 respectively.
Q1. What is average number of students who have opted for MBBS in all the 4 colleges?
Q2. What is the ratio of the total number of student who have opted for both engg. and MBBS stream together in college Q to that of in same stream together in college R?
Q3. The number of students who have opted for MBBS in college P is what percent of the number of students who have opted for the engg. in college Q?
Q4.What is the ratio of the no. of students who have opted for engg. in college R to that of those who have opted for same stream in college P?
(e) None of these
Q5. Which of the combination represents the colleges with maximum number of students, who have opted for pharmacy and those who have opted for engg. respectively?
(a) P & R
(b) Q & S
(c) Q & R
(d) R & S
(e) P & Q
Directions (6-10): Study the bar chart given below and answer the following questions. The bar chart shows the efficiencies (in liters/minute) of 6 different pipes (A, B, C, D, E & F).
Q6. Pipe – D & E together can fill a tank in 36 minutes. Pipe – C alone starts filling the same tank and after T minutes, pipe – D & E together replaced it. If pipe – D & E together filled the remaining tank in 24 minutes, then find T.
Q9. If the total capacity of a tank is 3200 liters and pipes – B, D & E are attached to it. Pipe – B & E are filling pipes and pipe – D is an emptying pipe. If all three pipes are opened together in the tank, then in how much time the tank will be completely filled?
(a) 120 minutes
(b) 128 minutes
(c) 112 minutes
(d) 136 minutes
(e) 148 minutes
Q10. If pipes – A, C & P together can fill the tank in 24 minutes and efficiency of pipe – P is 60% more than the efficiency of pipe – D, then find the total capacity of the tank?
(a) 2000 liters
(b) 2400 liters
(c) 1800 liters
(d) 2500 liters
(e) 3000 liters
. . . . . .