List of top Questions asked in CUET (UG)

On 21st December, 2022 the Reserve Bank of India has declared its monetary policy and as per the source https://rbidocs.rbi.org.in the extract of the the Minutes of the Monetary Policy Committee meeting has been given below.
December 5-07, 2022 (Under Section 45ZL of the Reserve Bank of India Act. 1934) The fortieth meeting of the Monetary Policy committee, constituted under Section 452B of Reserve Bank of India Act-1934, was held during December 5-7, 2022. The Committee decided to increase the lending rate by 35 basis points to 6.25 percent with immediate effects. The MPC also decided to remain focused on withdrawal of accommodation to ensure that inflation remains within the target going forward while supporting growth.
On the basis of this article answer the question.

Then one day there passed by that way a Pashupata ascetic. And he said to the Brahman: My son, what are you doing here? So he replied. "Reverend Sir, I am performing penance, for the expiation of sin, on the banks of the Ganges. Then the ascetic said: "What has this miserable puddle to do with the Ganges. And the Brahman said: "Is this then, not the Ganges?" And the ascetic laughed in his face, and said: "Truly, old as I am, I did not think that there had been folly like this in the world. Wretched man, who has deluded you? The Ganges is hundreds of miles away, and resembles this contemptible brook no more than Mount Meru resembles an ant-hill." Then the Brahman said: "Reverend Sir, I am much obliged to you." And taking his pot and staff, he went forward, till at length he came to a broad river. And he rejoiced greatly, saying; "This must be the sacred Ganges. So he settled on its banks and remained there for five years, bathing every day in its waters. Then one day there came by a Kapalika, who said to him. "Why do you remain here, wasting precious time over a river of no account or sanctity, instead of going to the Ganges?" But the Brahman was amazed, and said: "And is this, then not the Ganges?" Then the Kapalika replied: "This is the Ganges! Is a jackal, lion or a Chandala a Brahman? Sir, you are dreaming. "Then the Brahman sighed deeply. And he said, "Sir, I am enlightened by you". And he took his pot and staff, and went forward.
But he was now very old and feeble. And long penance had weakened his frame and exhausted his energies. And as he tailed on in the heat of the day over the burning earth, the sun beat on his head like the thunderbolt of Indra, and struck him with fever. Still he gathered himself together and struggled on, growing weaker and weaker day by day, till at last he got no further, but fell down and lay dying on the ground. But collecting all his remaining strength, with a last desperate effort he dragged himself up a low hill in front of him. And lo! there before him rolled the mighty stream of Ganges, with countless numbers of pilgrims doing penance on its banks and bathing in its stream. And in his agony he cried aloud: "O Mother Ganges alas! alas! I have pursued you all my life and now I die here helpless in sight of you." So his heart broke, and he never reached its shore.

Students will be taught at a young age the importance of "doing what's right", and will be giverra logical framework for making ethical decisions. In later years, this would then be expanded along themes of cheating, violence, plagiarism, littering tolerance, equality, empathy, etc., with a view to enabling children to embrace moral/ethical values in conducting one's life, formulate a position/argument about an ethical issue from multiple perspectives, and use ethical practices in all work. As consequences of such basic ethical reasoning, traditional Indian values and all basic human and Constitutional values (such as sera, alimsa, suchchinta, satyo, mishkam karma, shumti sacrifice, tolerance, diversity, pluralism, righteous conduct, gender sensitivity, respect for elders respect for all people and their inherent capabilities regardless of background, respect for environment, helpfulness, courtesy, patience, forgiveness, empathy, compassion, patriotism democratic outlook, integrity, responsibility, justice, liberty, equality, and fraternity) will be developed in all students. Children will have the opportunity to read and learn from the original stories of the Panchatantra, Jataka, Hitopadesh, and other fun fables and inspiring tales from the Indian tradition and learn about their influences on global literature. Excerpts from the Indian Constitution will also be considered essential reading for all students. Basic training in health, including preventive health, mental health, good nutrition, personal and public hygiene, disaster response and First-aid will also be included in the curriculum, as well as scientific explanations of the detrimental and damaging effects of alcohol, tobacco, and other drugs.
All curriculum and pedagogy, from the foundational stage onwards, will be redesinged to be strongly rooted in the Indian and local context and ethos in terms of culture, traditions, heritage, customs, language, philosophy, geography, ancient and contemporary knowledge, societal and scientific needs, indigenous and traditional ways of learning etc.-in order to ensure that education is maximally relatable, relevant, interesting, and effective for our students Stories, arts, games, sports, examples, problems, etc. will be chosen as much as possible to be rooted in the Indian and local geographic context. Ideas, abstractions, and creativity will indeed best flourish when learning is thus rooted.

Addition or presence of undesirable substances in water is called water pollution.
Water pollution is one of the most serious environmental problems. Water pollution is caused by a variety of human activities such as industrial, agricultural and domestic. Agricultural run off laden with excess fertilizers and pesticides, industrial effluents with toxic substances and sewage water with human and animal wastes pollute our water thoroughly, Natural sources of pollution of water are soil erosion, leaching of minerals from rocks and decaying of organic matter. Rivers, lakes, seas, oceans, estuaries and ground water sources may be polluted by point or non-point sources. When pollutants are discharged from a specific location such as a drain pipe carrying industrial effluents dischaged directly into a water body it represents point source pollution. In contrast non-point sources include discharge of pollutants from diffused sources or from a larger area such as a run off from agricultural fields, grazing lands, construction sites, abandoned mines and pits, roads and streets.

Unquestionably a literary life is for the most part an unhappy life: because, if you have genius, you must suffer the penalty of genius; and if you have only talent, there are so many cares and worries incidental to the circumstances of men of letters, as to make life exceedingly miserable. Besides the pangs of composition, and the continuous disappointment which a trues artist feels at his inability to reveal himself, there is the ever- recurring difficulty of gaining the public ear. Young writers are buoyed up by the hope and the belief that they have only to print to be acknowledged at once as a new light in literature. You can never convince a young author that the editors of magazines and the publishers of books are a practical body of men, who are by no means frantically anxious about placing the best literature before the public. Nay, that for the most part they are mere brokers, who conduct their business on the hardest lines of a Profit and Loss account. But supposing your book fairly launches, its perils, are only beginning. You have to run the gauntlet of the critics. To a young author, again, this seems to be as terrible on ordeal as passing down the files of Sioux or Comanche Indians, each one of whom is thirsting for your scalp. When you are a little older, you will find that criticism is not much more serious that the bye-play of clowns in a circus, when they beat around the ring the victim with bladders slung at the end of long poles. A time comes in the life of every author when he regards critics as comical rather than formidable, and goes his way unheeding. But there are sensitive souls that yield under the chastisement and. perhaps after suffering much silent torture, abandon the profession of the pen for ever. Keats, perhaps, is the saddest example of a fine spirit hounded to death by savage criticism; because, whatever his biographers may aver, that furious attack of Gifford and Terry undoubtedly expediated his death. But no doubt there are hundreds who suffer keenly hostile and unscrupulous criticism, and who have to bear that suffering in silence, because it is a cardinal principle in literature that the most unwise thing in the world for an author is to take public notice of criticism in the way of defending himself. Silence is the only safeguard, as it is the only dignified protest against insult and offence.

Organisms change over time. Some of these changes make no difference to the success or failure of the organism that inherit them; other changes do. Take a group of antelopes in which one individual has longer legs than its siblings. Those longer legs make the individual better at escaping from predators, hence giving it an advantage in the survival stakes. Its descendants inherit this feature and are better able to survive as a consequence. Those longer legs have thus become an 'adaptation' Their evolution means that this particular lineage of ante lopes has adapted to its conditions, thanks to its development of this features. Their evolution means that this particular lineage of ante lopes
Over the generations, the individual components of the genetic code within a species change, or mutate. So far as we know, mutations mny provide no evolutionary advantage at all. They may be disadvantageous, in which case they are weeded out via natural selection; or they may be advantageous, in which case they persist through the generations.

Supposing you have to make a payment of Rs.100, you can do so in rupees-coins; but it would be cumbersome to pay in nickel or copper coins, because they are heavy to carry and also because it takes much time to count them. The government therefore permits you to make the payment in rupee-notes. What are these rupee notes really? They are kind of money, right enough, although they are made of paper instead of metal. You can use them in just the same way that you use ordinary money. The reason why they are made of paper and used is that they save the trouble of carrying metal coins about-of course, paper is lighter than metal-and they also save using silver and other metals when they are scarce.
What makes these mere pieces of of paper bear the value of the number of rupees that is printed upon them? Why should a piece of paper, with "100" printed on it be worth twenty times as much as apiece of paper with "five" printed on it-and also worth a hundred times as much as a silver rupee-coin? The reason is that Government guarantees that the piece of paper is worth the amount printed an it and promised to pay that amount to any body who wishes to exchange this paper for the rupee-coins. Also, if you think about it you can easily realize that crores and crores more of rupee-coins would have to be minted, if all paper-money were abolished.
Perhaps you may ask, "Then why not have paper money only?" Why use silver and Nickle and copper at all? The answer is-because money must, as we have already said, be something so useful that everyone wants. Also because the metals are the best form of money, and thirdly because it would be impossible to print just the right amount of paper money that would keep prices at their proper natural level. It any Government prints too much paper money, then prices go up at once. The supply of money is increased and therefore its value (in food, clothes, books, houses, land, tools and everything else) goes down.
You may think at first that it is queer to talk of having too much paper money and the money is so nice and useful that you cannot have too much of it. But if you think that, I an afraid you are forgetting that money is only useful for what it will buy; so it is no good at all having more money if there are no more things to buy with it. The more money there is, the higher will be the prices of everything. The same thing happens with rupee-coins as with paper money. But it is not likely to happen, for this reason: it is very easy to print a great deal of paper money, but not at all easy to increase the amount there is if it keeps very steady and changes very little. In fact that is one of the chief reasons why it was chosen to make coins of.

If \(\theta\) is the angle between the vectors \(2 \hat{i} - 2 \hat{j} +4 \hat{k}\) and \(3 \hat{i} + \hat{j} + 2 \hat{k}\), then value of sin \(\theta\) is:

If set A has 5 elements and set B has 7 elements than number of one-one and onto mapping from A to B is:

The direction cosines of z-axis are:

If y = x + tan x, then value of \(\frac{d^2y}{dx^2}\) at \(x= \frac{\pi}{4}\) is:

Differential coefficient of see (\(tan^{-1} x\)) with respect to x is:

If the lines \(\frac{x-1}{-3} = \frac{y-2}{2 \lambda} = \frac{z-3}{2}\) and \(\frac{x-1}{3 \lambda} = \frac{y-1}{2} = \frac{z-6}{-5}\) are perpendicular. Then the value of \(\lambda\) is:

The general solution of the differential equation ydx + xdy = 0 is:

Two tailors A and B earn ₹150 and ₹200 per day respectively. A can stitch 6 shirts and 4 pants per day, while B can stitch 10 shirts and 4 pants per day. If the tailors A and B work for x and y days respectively. To maximize the earning for producing at least 60 shirts and 32 pants, the LPP is:

Let a pair of dice be thrown and the random variable X be the sum of numbers on the two dice. Then.
Match List I with List II.

List I	List II
A. P (X = 2)	I. \(\frac{4}{36}\)
B. P (X = 4)	II. \(\frac{5}{36}\)
C. P (X - 5)	III. \(\frac{1}{36}\)
D. P (X - 6)	IV. \(\frac{3}{36}\)

Choose the correct answer from the options given below:

For two events A and B
Match List I with List II

List I	List II
A. \(P (\bar{\bigwedge} \cap \bar{B}) = P(\bar{\bigwedge}) . P(\bar{B})\)	I. \(P(A/B) \geq P(A)\)
B. \(A \subset B \) and \(P(B) \neq0\)	II. \(P(A) = P(B)\)
C. \(P(A \bigcup B) = P(A) + P(B)\)	III. A and B are independent events
D. \(P(A|B) = P (B|A)\)	IV. A and B are mutually exclusive events

Choose the correct answer from the options given below:

Match List I with List II

List I	List II
A. The region represented by \(x \geq 0, y \geq 0\)	I. no feasible region
B. The region represented by the inequalities \(2x + y \geq 3, x + 2y \geq 6, x,y \geq 0\)	II. 1st quadrant
C. The region represented by the inequalities \(x + 2y \leq 8, 3x + 2y \leq 12, x,y \geq 0\)	III. unbounded
D. The region represented by the inequalities \(x + y \leq 2, 3x + 5y \geq 15, x,y \geq 0\)	IV. bounded

Choose the correct answer from the options given below:

The value of \(\int_0^{\frac{\pi}{2}} log (\frac{5 + 4 sinx}{5 + 4 cosx})dx\) is:

The area of the region bounded by the curves \(x^2=4y\), the line x = 3 and x axis is:

The area of the region enclosed between the parabolas \(y^2 = x + 1\) and \(y^2 = x + 1\) is:

The solution of the differential equation cosx siny dx + sinx cosy dy = 0 is:

For any two non zero vectors \(\vec{a}\) and \(\vec{b}\)
A. If \(|\vec{a}| = |\vec{b}|\)then \(\vec{a} = \vec{b}\)
B. If \(\vec{a} = \vec{b}\) then \(|\vec{a}| = |\vec{b}|\)
C. \(\vec{a} . \vec{b}=\vec{b} . \vec{a}\)
D. \(\vec{a} \times \vec{b}=\vec{b} \times \vec{a}\)
E. area of the parallelogram = \(\frac{1}{2} |\vec{a} \times \vec{b}|\). where \(\vec{a}\) and \(\vec{b}\) represent resent the diagonals of the parallelogram.
Choose the correct answer from the options given below:

The value of \(\lambda\), for which the projection of \(\vec{a} = \lambda \hat{i} + \hat{j} +4 \hat{k}\) on \(\vec{b} =2\hat{i} +6 \hat{j} +3\hat{k}\) is 4 units

The straight line \( \frac{x+2}{3} = \frac{z-3}{ -2}, y-2 \) is