Sample Paper B (Exam Level)

Questions 1 – 2 (Visual Data Interpretation)

The following pie charts depict grade distribution in a Leaving Certificate class among a) all students and b) only girls.

Question 1
Suppose you randomly select one girl and one student (not necessarily a girl) at random. What is the probability that both received either an A or D grade?

Questions 1 – 2 (Visual Data Interpretation)

The following pie charts depict grade distribution in a Leaving Certificate class among a) all students and b) only girls.

Question 2
Which is the most accurate statement about the distribution of grades among girls compared to all students?

Questions 3 – 5 (Visual Data Interpretation)

The data below indicate number of worldwide deaths attributed to different health risk factors.

Question 3
Which risk factor is responsible for more global deaths annually than the combined total from obesity, high cholesterol, and alcohol use?

Questions 3 – 5 (Visual Data Interpretation)

The data below indicate number of worldwide deaths attributed to different health risk factors.

Question 4
Based on the chart, which of the following statements is most accurate about environmental factors and their role in global mortality?

Questions 3 – 5 (Visual Data Interpretation)

The data below indicate number of worldwide deaths attributed to different health risk factors.

Question 5
Which risk factor appears in both the top ten and is most directly related to dietary behaviour?

Questions 6 – 8 (Text Data Interpretation)

Antimicrobial resistance (AMR) threatens the effective prevention and treatment of infections caused by bacteria, parasites, viruses and fungi. In 2023, over 5 million deaths worldwide were associated with bacterial AMR. The highest rates of resistance are seen in bloodstream infections (sepsis). In the European Union/European Economic Area, 35,000 deaths annually are attributable to antibiotic-resistant infections. Resistance to “last-resort” antibiotics—such as carbapenems—was found in over 60% of Klebsiella pneumoniae bloodstream isolates tested in Southeast Asia, compared to 10% in Northern Europe. The global consumption of antibiotics increased by 46% between 2000 and 2018. In high-income countries, antibiotic prescriptions have decreased slightly, while low- and middle-income countries have seen a rapid rise.

Question 6
Which statement best reflects global trends in antibiotic use between 2000 and 2018?

Questions 6 – 8 (Text Data Interpretation)

Antimicrobial resistance (AMR) threatens the effective prevention and treatment of infections caused by bacteria, parasites, viruses and fungi. In 2023, over 5 million deaths worldwide were associated with bacterial AMR. The highest rates of resistance are seen in bloodstream infections (sepsis). In the European Union/European Economic Area, 35,000 deaths annually are attributable to antibiotic-resistant infections. Resistance to “last-resort” antibiotics—such as carbapenems—was found in over 60% of Klebsiella pneumoniae bloodstream isolates tested in Southeast Asia, compared to 10% in Northern Europe. The global consumption of antibiotics increased by 46% between 2000 and 2018. In high-income countries, antibiotic prescriptions have decreased slightly, while low- and middle-income countries have seen a rapid rise.

Question 7
If 60% of Klebsiella isolates in Southeast Asia are resistant to carbapenems and 10% in Northern Europe, what can be inferred?

Questions 6 – 8 (Text Data Interpretation)

Antimicrobial resistance (AMR) threatens the effective prevention and treatment of infections caused by bacteria, parasites, viruses and fungi. In 2023, over 5 million deaths worldwide were associated with bacterial AMR. The highest rates of resistance are seen in bloodstream infections (sepsis). In the European Union/European Economic Area, 35,000 deaths annually are attributable to antibiotic-resistant infections. Resistance to “last-resort” antibiotics—such as carbapenems—was found in over 60% of Klebsiella pneumoniae bloodstream isolates tested in Southeast Asia, compared to 10% in Northern Europe. The global consumption of antibiotics increased by 46% between 2000 and 2018. In high-income countries, antibiotic prescriptions have decreased slightly, while low- and middle-income countries have seen a rapid rise.

Question 8
What does the data suggest about progress in high-income countries’ antibiotic prescribing?

Questions 9 – 10 (Text Data Interpretation)

The following data are from the 2024 UK Office for National Statistics relating to long COVID

As of April 2024, an estimated 1.8 million people in the UK (2.8% of the population) self-reported symptoms of long COVID (lasting >4 weeks after infection). Among those affected, 36% experienced symptoms for over a year. Fatigue (74%), difficulty concentrating (45%), and shortness of breath (42%) were the most common symptoms. Working-age adults (35–54 years) reported the highest prevalence (4.1%), compared to 2.1% in those under 18. Over 85% of individuals with long COVID said their daily activities were affected; 24% reported significant impact (“a lot”).

Question 9
Based on the data, which group is most likely to report long COVID?

Questions 9 – 10 (Text Data Interpretation)

The following data are from the 2024 UK Office for National Statistics relating to long COVID

As of April 2024, an estimated 1.8 million people in the UK (2.8% of the population) self-reported symptoms of long COVID (lasting >4 weeks after infection). Among those affected, 36% experienced symptoms for over a year. Fatigue (74%), difficulty concentrating (45%), and shortness of breath (42%) were the most common symptoms. Working-age adults (35–54 years) reported the highest prevalence (4.1%), compared to 2.1% in those under 18. Over 85% of individuals with long COVID said their daily activities were affected; 24% reported significant impact (“a lot”).

Question 10
What does the data suggest about the impact of long COVID on daily life?

Questions 11 – 13 (Logical Reasoning)

Refer to the image showing Kiribati on the world map. The 180th meridian, also known as the antimeridian, is the line of longitude exactly opposite the Prime Meridian (0° longitude, at Greenwich in the UK). It mostly passes through the Pacific Ocean and serves as the basis for the International Date Line (IDL). The IDL is the line extending between the South and North Poles that is the boundary between one calendar day and the next.

Question 11
Kiribati is unique because, according to the image,

Questions 11 – 13 (Logical Reasoning)

Refer to the image showing Kiribati on the world map. The 180th meridian, also known as the antimeridian, is the line of longitude exactly opposite the Prime Meridian (0° longitude, at Greenwich in the UK). It mostly passes through the Pacific Ocean and serves as the basis for the International Date Line (IDL). The IDL is the line extending between the South and North Poles that is the boundary between one calendar day and the next.

Question 12
If you travelled due east from the westernmost island of Kiribati, you would cross?

Questions 11 – 13 (Logical Reasoning)

Refer to the image showing Kiribati on the world map. The 180th meridian, also known as the antimeridian, is the line of longitude exactly opposite the Prime Meridian (0° longitude, at Greenwich in the UK). It mostly passes through the Pacific Ocean and serves as the basis for the International Date Line (IDL). The IDL is the line extending between the South and North Poles that is the boundary between one calendar day and the next.

Question 13
Based on the map, which of the following is a plausible reason Kiribati is referenced in international discussions about the International Date Line?

Questions 14 – 16 (Logical Reasoning)

Four friends—Rachel, Sam, Toby, and Vera—are taking a weekend trip. Each will drive a different car (blue, red, green, yellow) and will stay in a different type of accommodation (hotel, cabin, tent, yurt):

• Rachel will not drive the red or blue car, nor stay in the tent.
• Sam is not staying in the hotel or the cabin.
• The person driving the yellow car will stay in the yurt.
• Vera, who is staying in the cabin, is not driving the green or yellow car.
• Toby drives the blue car and is not staying in the hotel.

Question 14
Who is staying in the hotel?

Questions 14 – 16 (Logical Reasoning)

Four friends—Rachel, Sam, Toby, and Vera—are taking a weekend trip. Each will drive a different car (blue, red, green, yellow) and will stay in a different type of accommodation (hotel, cabin, tent, yurt):

• Rachel will not drive the red or blue car, nor stay in the tent.
• Sam is not staying in the hotel or the cabin.
• The person driving the yellow car will stay in the yurt.
• Vera, who is staying in the cabin, is not driving the green or yellow car.
• Toby drives the blue car and is not staying in the hotel.

Question 15
Which car does Vera drive?

Questions 14 – 16 (Logical Reasoning)

Four friends—Rachel, Sam, Toby, and Vera—are taking a weekend trip. Each will drive a different car (blue, red, green, yellow) and will stay in a different type of accommodation (hotel, cabin, tent, yurt):

• Rachel will not drive the red or blue car, nor stay in the tent.
• Sam is not staying in the hotel or the cabin.
• The person driving the yellow car will stay in the yurt.
• Vera, who is staying in the cabin, is not driving the green or yellow car.
• Toby drives the blue car and is not staying in the hotel.

Question 16
Which friend stays in the tent?

Questions 17 – 19 (Problem Solving)

Linguists working with the remote Gorao tribe observe the following coded words for English numerals and animals. The Gorao script is unknown, but you are given their transliterations.

Note: Suffixes appear to modify the root.

Question 17
What is the Gorao word for “wolf pup”?

Questions 17 – 19 (Problem Solving)

Linguists working with the remote Gorao tribe observe the following coded words for English numerals and animals. The Gorao script is unknown, but you are given their transliterations.

Note: Suffixes appear to modify the root.

Question 18
Which best describes the function of the ending “-a” in the Gorao animal words?

Questions 17 – 19 (Problem Solving)

Linguists working with the remote Gorao tribe observe the following coded words for English numerals and animals. The Gorao script is unknown, but you are given their transliterations.

Note: Suffixes appear to modify the root.

Question 19
If “domao” is “wolf,” and “domakiti” is a new word used by young Gorao speakers, what might it mean?

Questions 20 – 21 (Problem Solving)

Examine this image of a scuba diver. Boyle’s law states that pressure and volume are inversely proportional when temperature and amount of gas are kept constant.

Question 20
A diver at 10 m depth inhales a full breath from her tank. If she rises rapidly to the surface while holding her breath, what is the approximate change in the volume of air in her lungs, assuming she started at 100% lung capacity at 10 m? Use Boyle’s law which states that pressure and volume are inversely proportional when temperature and amount of gas are kept constant,

Questions 20 – 21 (Problem Solving)

Examine this image of a scuba diver. Boyle’s law states that pressure and volume are inversely proportional when temperature and amount of gas are kept constant.

Question 21
At what depth does the pressure equal 4 times atmospheric pressure at the surface, according to the diagram?

Questions 22 – 24 (Personal Relationships)

Ana (17) sat across from her older brother Tom in the corner booth of the small café, nursing a mug of lukewarm tea. Tom, who was usually the easygoing one in the family, seemed unusually tense, glancing out the window as if looking for an escape route.

Ana: I keep replaying the arguments in my head, you know? The way Mum’s voice cracks, Dad’s slamming doors, the feeling that everything is falling apart—and now you’re leaving. I keep asking myself if I’d just done more—kept the peace better, gotten better grades, not given them so much to worry about—maybe you wouldn’t be moving out.
Tom: You know it’s not like that. Mum and Dad have been heading this way for ages, and it’s not on you or me.
Ana: But you get to walk away from it. You get a fresh start, and I’m stuck here trying to keep Mum together, trying to pretend like I’m not terrified every time she sits alone in the kitchen.
Tom: Trust me, moving in with Dad isn’t exactly a dream come true. I’m scared too. But I couldn’t stay—everything here just got too heavy.
Ana: What if Mum falls apart after you’re gone? Who’s going to be there for her? I’m not ready to be the adult.
Tom: You’re not alone in this, Ana. I know it feels like I’m bailing, but I’ll come back every weekend, and you can call me whenever. We’ll figure it out—together, even if we’re in different houses.
Ana: It just feels like nothing will ever be the same.

Question 22
Ana’s primary emotional state throughout this conversation is:

Questions 22 – 24 (Personal Relationships)

Ana (17) sat across from her older brother Tom in the corner booth of the small café, nursing a mug of lukewarm tea. Tom, who was usually the easygoing one in the family, seemed unusually tense, glancing out the window as if looking for an escape route.

Ana: I keep replaying the arguments in my head, you know? The way Mum’s voice cracks, Dad’s slamming doors, the feeling that everything is falling apart—and now you’re leaving. I keep asking myself if I’d just done more—kept the peace better, gotten better grades, not given them so much to worry about—maybe you wouldn’t be moving out.
Tom: You know it’s not like that. Mum and Dad have been heading this way for ages, and it’s not on you or me.
Ana: But you get to walk away from it. You get a fresh start, and I’m stuck here trying to keep Mum together, trying to pretend like I’m not terrified every time she sits alone in the kitchen.
Tom: Trust me, moving in with Dad isn’t exactly a dream come true. I’m scared too. But I couldn’t stay—everything here just got too heavy.
Ana: What if Mum falls apart after you’re gone? Who’s going to be there for her? I’m not ready to be the adult.
Tom: You’re not alone in this, Ana. I know it feels like I’m bailing, but I’ll come back every weekend, and you can call me whenever. We’ll figure it out—together, even if we’re in different houses.
Ana: It just feels like nothing will ever be the same.

Question 23
Tom’s repeated reassurances throughout the conversation serve primarily to:

Questions 22 – 24 (Personal Relationships)

Ana (17) sat across from her older brother Tom in the corner booth of the small café, nursing a mug of lukewarm tea. Tom, who was usually the easygoing one in the family, seemed unusually tense, glancing out the window as if looking for an escape route.

Ana: I keep replaying the arguments in my head, you know? The way Mum’s voice cracks, Dad’s slamming doors, the feeling that everything is falling apart—and now you’re leaving. I keep asking myself if I’d just done more—kept the peace better, gotten better grades, not given them so much to worry about—maybe you wouldn’t be moving out.
Tom: You know it’s not like that. Mum and Dad have been heading this way for ages, and it’s not on you or me.
Ana: But you get to walk away from it. You get a fresh start, and I’m stuck here trying to keep Mum together, trying to pretend like I’m not terrified every time she sits alone in the kitchen.
Tom: Trust me, moving in with Dad isn’t exactly a dream come true. I’m scared too. But I couldn’t stay—everything here just got too heavy.
Ana: What if Mum falls apart after you’re gone? Who’s going to be there for her? I’m not ready to be the adult.
Tom: You’re not alone in this, Ana. I know it feels like I’m bailing, but I’ll come back every weekend, and you can call me whenever. We’ll figure it out—together, even if we’re in different houses.
Ana: It just feels like nothing will ever be the same.

Question 24
If Ana and Tom become unable to discuss their feelings openly following Tom’s move, what is the most likely long-term outcome for their sibling relationship?

Questions 25 – 27 (Personal Relationships)

Eoin (16) sat hunched at the lunch table, picking at his sandwich. He’d spent weeks finishing a digital drawing and, with nervous excitement, finally posted it in the group chat the night before. Instead of encouragement, Finn had bombarded him with sarcastic memes and GIFs, while others piled on with laughing emojis. Now, at school, Eoin decided he couldn’t let it slide, especially with mutual friend Sophie present.
Eoin: I posted something I care about, hoping people would at least give it a chance. Instead, I woke up to jokes about how I “draw like a toddler” and all those clown memes.
Finn (leans back, arms folded): You’re taking it too seriously. It was just a laugh. Nobody actually cares that much—it’s what we do.
Sophie: I care. I thought it took guts to share your art, and you kept mocking Eoin even after he asked you to stop.
Finn (smirking): I only said what everyone was thinking. If people can’t handle a bit of fun, maybe don’t post in the chat.
Eoin: It’s not about not handling it—it’s about feeling like you wanted everyone to laugh at me, not the joke.
Finn: That’s just how it is. Everyone gets roasted sometimes.
Sophie: There’s a line between joking and just being mean. If making someone feel bad is your way of getting laughs, maybe the joke’s on you.

Question 25
Finn’s attitude in this exchange is best described as:

Questions 25 – 27 (Personal Relationships)

Eoin (16) sat hunched at the lunch table, picking at his sandwich. He’d spent weeks finishing a digital drawing and, with nervous excitement, finally posted it in the group chat the night before. Instead of encouragement, Finn had bombarded him with sarcastic memes and GIFs, while others piled on with laughing emojis. Now, at school, Eoin decided he couldn’t let it slide, especially with mutual friend Sophie present.
Eoin: I posted something I care about, hoping people would at least give it a chance. Instead, I woke up to jokes about how I “draw like a toddler” and all those clown memes.
Finn (leans back, arms folded): You’re taking it too seriously. It was just a laugh. Nobody actually cares that much—it’s what we do.
Sophie: I care. I thought it took guts to share your art, and you kept mocking Eoin even after he asked you to stop.
Finn (smirking): I only said what everyone was thinking. If people can’t handle a bit of fun, maybe don’t post in the chat.
Eoin: It’s not about not handling it—it’s about feeling like you wanted everyone to laugh at me, not the joke.
Finn: That’s just how it is. Everyone gets roasted sometimes.
Sophie: There’s a line between joking and just being mean. If making someone feel bad is your way of getting laughs, maybe the joke’s on you.

Question 26
What role does Sophie’s intervention play in this situation?

Questions 25 – 27 (Personal Relationships)

Eoin (16) sat hunched at the lunch table, picking at his sandwich. He’d spent weeks finishing a digital drawing and, with nervous excitement, finally posted it in the group chat the night before. Instead of encouragement, Finn had bombarded him with sarcastic memes and GIFs, while others piled on with laughing emojis. Now, at school, Eoin decided he couldn’t let it slide, especially with mutual friend Sophie present.
Eoin: I posted something I care about, hoping people would at least give it a chance. Instead, I woke up to jokes about how I “draw like a toddler” and all those clown memes.
Finn (leans back, arms folded): You’re taking it too seriously. It was just a laugh. Nobody actually cares that much—it’s what we do.
Sophie: I care. I thought it took guts to share your art, and you kept mocking Eoin even after he asked you to stop.
Finn (smirking): I only said what everyone was thinking. If people can’t handle a bit of fun, maybe don’t post in the chat.
Eoin: It’s not about not handling it—it’s about feeling like you wanted everyone to laugh at me, not the joke.
Finn: That’s just how it is. Everyone gets roasted sometimes.
Sophie: There’s a line between joking and just being mean. If making someone feel bad is your way of getting laughs, maybe the joke’s on you.

Question 27
If Finn continues to justify his criticism as humour, what is a likely effect on his peer relationships?

Questions 28 – 30 (Interactions)

Setting: Urban park, late evening. Amir, a Syrian refugee, sits alone on a bench, gazing at the river. Emma, a volunteer from a community support group, approaches. Nearby, police sirens wail.

Emma: It’s peaceful here, isn’t it? Sometimes I come just to listen to the water.
Amir: It’s the only place that doesn’t remind me of war. Everything else is loud.
Emma: Do you have anyone to talk to, Amir?
Amir: My wife is still in Syria. The group house is always busy. No one really listens.
Emma: That sounds lonely.
Amir: It’s not just loneliness. At night I hear the bombs in my dreams. When I wake up, it takes me a minute to remember I’m safe.
Emma: You’re safe here, now. But that doesn’t make the memories vanish.
Amir: People keep saying ‘move on.’ It’s not so easy.

Question 28
Which of the following best describes Amir’s main emotional struggle?

Questions 28 – 30 (Interactions)

Setting: Urban park, late evening. Amir, a Syrian refugee, sits alone on a bench, gazing at the river. Emma, a volunteer from a community support group, approaches. Nearby, police sirens wail.

Emma: It’s peaceful here, isn’t it? Sometimes I come just to listen to the water.
Amir: It’s the only place that doesn’t remind me of war. Everything else is loud.
Emma: Do you have anyone to talk to, Amir?
Amir: My wife is still in Syria. The group house is always busy. No one really listens.
Emma: That sounds lonely.
Amir: It’s not just loneliness. At night I hear the bombs in my dreams. When I wake up, it takes me a minute to remember I’m safe.
Emma: You’re safe here, now. But that doesn’t make the memories vanish.
Amir: People keep saying ‘move on.’ It’s not so easy.

Question 29
How does Emma’s approach most help Amir?

Questions 28 – 30 (Interactions)

Setting: Urban park, late evening. Amir, a Syrian refugee, sits alone on a bench, gazing at the river. Emma, a volunteer from a community support group, approaches. Nearby, police sirens wail.

Emma: It’s peaceful here, isn’t it? Sometimes I come just to listen to the water.
Amir: It’s the only place that doesn’t remind me of war. Everything else is loud.
Emma: Do you have anyone to talk to, Amir?
Amir: My wife is still in Syria. The group house is always busy. No one really listens.
Emma: That sounds lonely.
Amir: It’s not just loneliness. At night I hear the bombs in my dreams. When I wake up, it takes me a minute to remember I’m safe.
Emma: You’re safe here, now. But that doesn’t make the memories vanish.
Amir: People keep saying ‘move on.’ It’s not so easy.

Question 30
If Emma were to respond, “You just need to move on—it’s all over now,” what effect would this likely have?

Questions 31 – 33 (Interactions)

Setting: Busy train carriage. Alicia, a university student, sits next to Mrs. Kavanagh, a retired teacher. They overhear two teenagers using homophobic language, which makes Alicia visibly uncomfortable. Mrs. Kavanagh notices but hesitates to intervene.

Mrs. Kavanagh: Are you alright, dear? You look a bit pale.
Alicia: They shouldn’t talk like that. I’m… well, it’s personal for me.
Mrs. Kavanagh: I know it’s upsetting, but sometimes it’s best not to get involved.
Alicia: Maybe, but if nobody speaks up, they just keep going.
Mrs. Kavanagh: I grew up in a different time. Back then, people never talked about these things, but now…
Alicia: I wish people would. It makes it harder to feel safe, hearing it out loud.
Mrs. Kavanagh: I suppose I don’t always know what the right thing is.
Alicia: Maybe just not pretending it doesn’t matter.

Question 31
What internal conflict is Mrs. Kavanagh expressing?

Questions 31 – 33 (Interactions)

Setting: Busy train carriage. Alicia, a university student, sits next to Mrs. Kavanagh, a retired teacher. They overhear two teenagers using homophobic language, which makes Alicia visibly uncomfortable. Mrs. Kavanagh notices but hesitates to intervene.

Mrs. Kavanagh: Are you alright, dear? You look a bit pale.
Alicia: They shouldn’t talk like that. I’m… well, it’s personal for me.
Mrs. Kavanagh: I know it’s upsetting, but sometimes it’s best not to get involved.
Alicia: Maybe, but if nobody speaks up, they just keep going.
Mrs. Kavanagh: I grew up in a different time. Back then, people never talked about these things, but now…
Alicia: I wish people would. It makes it harder to feel safe, hearing it out loud.
Mrs. Kavanagh: I suppose I don’t always know what the right thing is.
Alicia: Maybe just not pretending it doesn’t matter.

Question 32
What would be the most supportive response Mrs. Kavanagh could give?

Questions 31 – 33 (Interactions)

Setting: Busy train carriage. Alicia, a university student, sits next to Mrs. Kavanagh, a retired teacher. They overhear two teenagers using homophobic language, which makes Alicia visibly uncomfortable. Mrs. Kavanagh notices but hesitates to intervene.

Mrs. Kavanagh: Are you alright, dear? You look a bit pale.
Alicia: They shouldn’t talk like that. I’m… well, it’s personal for me.
Mrs. Kavanagh: I know it’s upsetting, but sometimes it’s best not to get involved.
Alicia: Maybe, but if nobody speaks up, they just keep going.
Mrs. Kavanagh: I grew up in a different time. Back then, people never talked about these things, but now…
Alicia: I wish people would. It makes it harder to feel safe, hearing it out loud.
Mrs. Kavanagh: I suppose I don’t always know what the right thing is.
Alicia: Maybe just not pretending it doesn’t matter.

Question 33
If Alicia sees Mrs. Kavanagh as supportive, what is the most likely result?

Question 34 – 36 (Texts & Passages)

The day after my father’s funeral, I found myself ironing his shirts, unable to decide if they should be packed away or kept on hand, just in case the loss was some mistake. My younger brother drifted through the house, asking questions I could not answer—about bills, about how soon we would have to move, about what people would expect from us now. I wanted to be his anchor, but my own grief kept leaking into every conversation, turning the most practical question into an emotional minefield. That night, I listened to my mother cry behind the bathroom door, her voice muffled by the towel she pressed to her face. In the darkness, it struck me that grief was not a single storm, but a slow, persistent rain, seeping into everything.

Question 34
Which phrase best captures the narrator’s emotional state?

Question 34 – 36 (Texts & Passages)

The day after my father’s funeral, I found myself ironing his shirts, unable to decide if they should be packed away or kept on hand, just in case the loss was some mistake. My younger brother drifted through the house, asking questions I could not answer—about bills, about how soon we would have to move, about what people would expect from us now. I wanted to be his anchor, but my own grief kept leaking into every conversation, turning the most practical question into an emotional minefield. That night, I listened to my mother cry behind the bathroom door, her voice muffled by the towel she pressed to her face. In the darkness, it struck me that grief was not a single storm, but a slow, persistent rain, seeping into everything.

Question 35
What does the brother’s behaviour reveal?

Question 34 – 36 (Texts & Passages)

The day after my father’s funeral, I found myself ironing his shirts, unable to decide if they should be packed away or kept on hand, just in case the loss was some mistake. My younger brother drifted through the house, asking questions I could not answer—about bills, about how soon we would have to move, about what people would expect from us now. I wanted to be his anchor, but my own grief kept leaking into every conversation, turning the most practical question into an emotional minefield. That night, I listened to my mother cry behind the bathroom door, her voice muffled by the towel she pressed to her face. In the darkness, it struck me that grief was not a single storm, but a slow, persistent rain, seeping into everything.

Question 36
The metaphor of grief as “a slow, persistent rain” implies:

Question 37 – 39 (Texts & Passages)

Elena, captain of the school athletics team, had always prided herself on playing fair. When she discovered a teammate secretly using performance-enhancing drugs before the regional championships, she was torn. Reporting the incident would risk the team’s disqualification and their only chance at a trophy in years; staying silent would mean betraying her own values. Each night, Elena rehearsed conversations in her head—confessions, confrontations, apologies—but no version seemed to lead anywhere but loss. The day of the final, she noticed her coach watching her more closely than usual, and realised the dilemma was visible on her face. At the starting line, Elena wondered which kind of disappointment would be worse: letting down her teammates or herself.

Question 37
Elena’s core struggle is best described as:

Question 37 – 39 (Texts & Passages)

Elena, captain of the school athletics team, had always prided herself on playing fair. When she discovered a teammate secretly using performance-enhancing drugs before the regional championships, she was torn. Reporting the incident would risk the team’s disqualification and their only chance at a trophy in years; staying silent would mean betraying her own values. Each night, Elena rehearsed conversations in her head—confessions, confrontations, apologies—but no version seemed to lead anywhere but loss. The day of the final, she noticed her coach watching her more closely than usual, and realised the dilemma was visible on her face. At the starting line, Elena wondered which kind of disappointment would be worse: letting down her teammates or herself.

Question 38
How does the author show the depth of Elena’s dilemma?

Question 37 – 39 (Texts & Passages)

Elena, captain of the school athletics team, had always prided herself on playing fair. When she discovered a teammate secretly using performance-enhancing drugs before the regional championships, she was torn. Reporting the incident would risk the team’s disqualification and their only chance at a trophy in years; staying silent would mean betraying her own values. Each night, Elena rehearsed conversations in her head—confessions, confrontations, apologies—but no version seemed to lead anywhere but loss. The day of the final, she noticed her coach watching her more closely than usual, and realised the dilemma was visible on her face. At the starting line, Elena wondered which kind of disappointment would be worse: letting down her teammates or herself.

Question 39
If Elena chose to keep silent, which consequence is most likely based on the passage?

Questions 40 – 42 (Cartoons)

Question 40
What is the primary social commentary made by the cartoon above?

Questions 40 – 42 (Cartoons)

Question 41
What is the cartoonist criticising through the depiction of “Big Pharma” riding in a cart labeled “EpiPen”?

Questions 40 – 42 (Cartoons)

Question 42
Which reasoning flaw is most clearly highlighted by the cartoonist?

Questions 43 – 46 (Next in the Series)

Question 43

Questions 43 – 46 (Next in the Series)

Question 44

Questions 43 – 46 (Next in the Series)

Question 45

Questions 43 – 46 (Next in the Series)

Question 46

Questions 47 – 50 (Missing Segment)

 Question 47

Questions 47 – 50 (Missing Segment)

 Question 48

Questions 47 – 50 (Missing Segment)

Question 49

Questions 47 – 50 (Missing Segment)

Question 50

Questions 51 – 55 (Middle of the Sequence)

Question 51
These figures can be rearranged to form a logical sequence.
Which comes in the middle of the sequence when figures are arranged in their correct order?

Questions 51 – 55 (Middle of the Sequence)

Question 52
These figures can be rearranged to form a logical sequence.
Which comes in the middle of the sequence when figures are arranged in their correct order?

Questions 51 – 55 (Middle of the Sequence)

Question 53
These figures can be rearranged to form a logical sequence.
Which comes in the middle of the sequence when figures are arranged in their correct order?

Questions 51 – 55 (Middle of the Sequence)

Question 54
These figures can be rearranged to form a logical sequence.
Which comes in the middle of the sequence when figures are arranged in their correct order?

Questions 51 – 55 (Middle of the Sequence)

Question 55
These figures can be rearranged to form a logical sequence.
Which comes in the middle of the sequence when figures are arranged in their correct order?

Question 56 – 57 (Odd One Out)

Question 56
Which of the following is the odd one out of this set?

Question 56 – 57 (Odd One Out)

Question 57
Which of the following is the odd one out of this set?