1. Which one of the following statements is wrong. The radar cross-section of a target?





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MCQ->Students from four sections of a class accompanied by respective class teachers planned to go for a field trip. There were nineteen people in all. However, on the scheduled day one of the four teachers and a few students could not join the rest. Given below are some statements about the group of people who ultimately left for the trip. I: Section A had the largest contingent. Il: Section B had fewer students than Section A. Ill: Section C's contingent was smaller than Section B. IV: Section D had the smallest contingent. V: The product of the number of student from each section is a multiple of 10. VI: The number of students from Section C is more than 2. VIl. The product of the number of students from each section is a multiple of 24. VIll. The largest contingent has more than 4 students. IX: Each section contributed different number of students The statements that taken together can give us the exact number of students from each section:....
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MCQ-> Directions for the following four questions: Each question is followed by two statements A and B. Indicate your responses based on data sufficiencyThe average weight of a class of 100 students is 45 kg. The class consists of two sections, I and II, each with 50 students. The average weight, $$W_I$$ , of Section I is smaller than the average weight, $$W_{II}$$ , of Section II. If the heaviest student, say Deepak, of Section II is moved to Section I, and the lightest student, say Poonam, of Section I is moved to Section II, then the average weights of the two sections are switched, i.e., the average weight of Section I becomes $$W_{II}$$ and that of Section II becomes $$W_I$$ . What is the weight of Poonam?A: $$W_{II} - W_I = 1.0 $$B: Moving Deepak from Section II to I (without any move from I to II) makes the average weights of the two sections equal.
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MCQ-> Analyse the following passage and provide appropriate answers for the questions that follow: Each piece, or part, of the whole of nature is always merely an approximation to the complete truth, or the complete truth so far as we know it. In fact, everything we know is only some kind of approximation, because we know that we do not know all the laws as yet. Therefore, things must be learned only to be unlearned again or, more likely, to be corrected. The principal of science, the definition, almost, is the following: The test of all knowledge is experiment. Experiment is the sole judge of scientific “truth.” But what is the source of knowledge? Where do the laws that are to be tested come from? Experiment, itself, helps to produce these laws, in the sense that it gives us hints. But also needed is imagination to create from these laws, in the sense that it gives us hints. But also needed is imagination to create from these hints the great generalizations – to guess at the wonderful, simple, but very strange patterns beneath them all, and then to experiment to check again whether we have made the right guess. This imagining process is so difficult that there is a division of labour in physics: there are theoretical physicists who imagine, deduce, and guess at new laws, but do not experiment; and then there are experimental physicists who experiment, imagine, deduce, and guess. We said that the laws of nature are approximate: that we first find the “wrong” ones, and then we find the “right” ones. Now, how can an experiment be “wrong”? First, in a trivial way: the apparatus can be faulty and you did not notice. But these things are easily fixed and checked back and forth. So without snatching at such minor things, how can the results of an experiment be wrong? Only by being inaccurate. For example, the mass of an object never seems to change; a spinning top has the same weight as a still one. So a “law” was invented: mass is constant, independent of speed. That “law” is now found to be incorrect. Mass is found is to increase with velocity, but appreciable increase requires velocities near that of light. A true law is: if an object moves with a speed of less than one hundred miles a second the mass is constant to within one part in a million. In some such approximate form this is a correct law. So in practice one might think that the new law makes no significant difference. Well, yes and no. For ordinary speeds we can certainly forget it and use the simple constant mass law as a good approximation. But for high speeds we are wrong, and the higher the speed, the wrong we are. Finally, and most interesting, philosophically we are completely wrong with the approximate law. Our entire picture of the world has to be altered even though the mass changes only by a little bit. This is a very peculiar thing about the philosophy, or the ideas, behind the laws. Even a very small effect sometimes requires profound changes to our ideas.Which of the following options is DEFINITLY NOT an approximation to the complete truth?
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