August 22, 2013

emotional quotient CMAT

CMAT emotional Quotient


No question was based on Emotional Quotient in CMAT Sept 2013.. but 4 questions which came as unconventional reasoning:

1. Number of triangles formed by following figure:


2. Find the shortest path:




[accordion title=”Emotional Quotient CMAT ” open=”0″]
[accordion-item title=”The Emotional Quotient CMAT (EQ)”]
The Emotional Quotient (EQ) section is likely to be introduced in October 2013 CMAT.emotional-intelligence
The new section will have a weightage of about 25 marks out of total 400.
The questions will judge the EQ of a candidate as to how suitable he or she is for the course.

Emotional Intelligence of the student will be evaluated along with skills like

  • quantitative technique,
  • logical reasoning,
  • language comprehension and
  • general awareness

The idea behind addition of this section is that emotional intelligence is equally important in the competitive corporate world as are the other mathematical, numerical, verbal and logical skills.

[accordion-item title=”Importance of emotional quotient CMAT”]
The section of emotional quotient will be worth 25-30 marks out of the total 400 and will have objective questions. The questions will present hypothetical situations and give options of possible answers. Depending on the option chosen by a candidate, his/her emotional maturity will be judged.

When asked about the reason of introducing such a section to the test, AICTE chairman SS Mantha said, “We want to set a benchmark of management entrance test with the CMAT. Hence, alterations are being done to bring it on par with international exams and their levels.”
[accordion-item title=”Why emotional quotient CMAT”]
Is the plan a good idea?

Considering how emotions can influence thoughts, behaviour, actions and motivate decision- making and professional relationships, incorporating a section in CMAT that tests ones’ capability of handling emotions does make sense.

Studies indicate that a leader’s emotional intelligence (EQ) is so crucial that it is responsible for 58% of his or her job performance. Similarly, more than 90% of top performers in leadership positions possess a high degree of EQ.

Testing the EQ would be a good way to spot potential leaders from the ever-increasing number of management aspirants.


[accordion-item title=”Sample 1 of emotional quotient CMAT”]

In each question below is given a statement followed by two courses of action numbered I and II. A course of action is a step or administrative decision to be taken for improvement, followup or further action in regard to the problem, policy etc. On the basis of the information given in the statement, you have to assume everything in the statement to be true and then decide which of the suggested courses of action logically follows for pursuing. Given answer—
(A) if only Course of action I follows.
(B) if only Course of action II follows.
(C) if either Course of action I or Course of action II follows.
(D) if neither Course of action I nor Course of action II follows.
(E) if both courses of action I and II follow.

Statement : An increasing number of graduates produced by Indian universities are unemployable.
Courses of action :
I. Colleges and Institutes of higher learning should be given greater autonomy to decide course content.
II. World class foreign universities should be encouraged to set up campuses in India.

Ans : (A)


Statement : Heavy rains hit the state during October, just before the State Assembly elections and caused heavy damage to standing crops in most parts of the state.
Courses of action:
I. Elections should be postponed to give candidates the opportunity to campaign.
II. The Government should announce a relief package for those who are affected.

Ans : (B)


Statement : Cell phone users have found that tariff plans are not as attractive as promoted by telecome companies and complained to regulatory authority about the same.
Courses of action:
I. The regulatory authority should direct telecom companies to be transparent on the tariff structure of all plans.
II. The government should restrict the number of telecom companies operating in the country.

Ans : (A)


Statement : A number of school children in the local schools have fallen ill after the consumption of their subsidised tiffin provided by the school authority.
Courses of action:
I. The tiffin facility of all schools should be discontinued with immediate effect.
II. The government should implement a system to certify the quality of tiffin provided by the school.

Ans : (B)


Statement : The dolphin population in India has been decreasing sharply over the past few years.
Courses of action:
I. Dolphins should be declared an endangered species and be bred in aquariums or protected areas.
II. Locals should be enlisted to protect dolphins.

Ans : (E)


[accordion-item title=”Sample 2 of emotional quotient CMAT”]

1. Question ID: 20500121100 and 20500122100

A student put a drop of blood on a microscope slide and then looked at the blood under a microscope.  As you can see in the diagram below, the magnified red blood cells look like little round balls.  After adding a few drops of salt water to the drop of blood, the student noticed that the cells appeared to become smaller.

This observation raises an interesting question: Why do the red blood cells appear smaller?  Here are two possible explanations:

  1. Salt ions (Na+ and Cl-) push on the cell membranes and make the cells appear smaller.
  2. Water molecules are attracted to the salt ions so the water molecules move out of the cells and leave the cells smaller.

To test these explanations, the student used some salt water, a very accurate weighing device, and some water-filled plastic bags, and assumed the plastic behaves just like red-blood-cell membranes. The experiment involved carefully weighing a water-filled bag in a salt solution for ten minutes and then reweighing the bag.

What result of the experiment would best show that explanation I is probably wrong?

A. the bag loses weight
B. the bag weighs the same
C. the bag appears smaller

Answer: A

What result of the experiment would best show that explanation II is probably wrong?

A. the bag loses weight
B. the bag weighs the same
C. the bag appears smaller

Answer: B

This question gives students two alternative hypotheses and the experiment to test these two hypotheses.  Students need to make a prediction about the results of the experiment according to each hypothesis and consider what result could confirm or disconfirm the hypothesis.

If hypothesis I is right, then the weight of the bag won’t change because there are no molecules or ions coming into or going out of the bag.  If hypothesis II is right, the bag will lose weight because water molecules move out of the bag.  From HD reasoning, we know the answers are A and B.


2. Question ID: 20500221101 and 20500222101

The figure below shows a drinking glass and a burning birthday candle stuck in a small piece of clay standing in a pan of water. When the glass is turned upside down, put over the candle, and placed in the water, the candle quickly goes out and water rushes up into the glass (as shown on the right).

This observation raises an interesting question: Why does the water rush up into the glass?

Here is a possible explanation. The flame converts oxygen into carbon dioxide. Because oxygen does not dissolve rapidly into water but carbon dioxide does, the newly-formed carbon dioxide dissolves rapidly into the water, lowering the air pressure inside the glass.

Suppose you have the materials mentioned above plus some matches and some dry ice (dry ice is frozen carbon dioxide).  Using some or all of the materials, how could you test this possible explanation?

  1. Saturate the water with carbon dioxide and redo the experiment noting the amount of water rise.
  2. The water rises because oxygen is consumed, so redo the experiment in exactly the same way to show water rise due to oxygen loss.
  3. Conduct a controlled experiment varying only the number of candles to see if that makes a difference.
  4. Redo the experiment, but make sure it is controlled by holding all independent variables constant; then measure the amount of water rise.

Answer: A

What result of your test (mentioned in the previous question) would show that your explanation is probably right?

  1. The water rises the same as it did before.
  2. The water rises less than it did before.
  3. The water rises more than it did before.

Answer: B

This question tells students the hypothesis.  Students need to design an experiment to check the hypothesis, make prediction about the results of the experiment according to the hypothesis, and consider what result could confirm the hypothesis.  If the hypothesis is right, water saturated with carbon dioxide will not absorb as much carbon dioxide from the flame, so the air pressure will not be as low as it was before and the water will not rise as much.


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