ECAT Pre Engineering Entry Test MCQs With Answers

Fleas are perfectly designed by nature to feast on anything containing blood. Like a shark in the water or a wolf in the woods, fleas are ideally equipped to do what they do, making them very difficult to defeat. The bodies of these tiny parasites are extremely hardy and well-suited for their job.

A flea has a very hard exoskeleton, which means the body is covered by a tough, tile-like plate called a sclerite. Because of these plates, fleas are almost impossible to squish. The exoskeletons of fleas are also waterproof of fleas are also waterproof and shock resistant, and therefore fleas are highly resistant to the sprays and chemicals used to kill them.

Little spines are attached to his plate. The spine the flea scurries through an animal’s fur in – search of grooming pet tries to pull a flea off through the hair coat, these spines will extend and stick to the fur like Velcro.

Fleas are some of the best jumpers in the natural world. A flea can jump seven inches, or 150 times its own length, either vertically or horizontally. An equivalent jump for a person would be 555 feet, the height of the Washington Monument. Fleas can jump 30,000 times in a row without stopping, and they are able to accelerate through the air at an incredibly high rate – a rate which is over ten times what humans can withstand in an airplane.

Fleas have very long rear legs with huge thigh muscles and multiple joints. When they get ready to jump. They fold their long legs up and crouch like a runner on a staring block. Several of their joints contain a protein called resilin, which helps catapult fleas into the air as they jump, similar to the way a rubber band provides momentum to a slingshot. Outward facing claws on the bottom of their legs grip anything they touch when they land.

The adult female flea mates after her first blood meal and begins producing eggs in just 1 to 2 days. One flea can lay up to 50 eggs in one day and over 2,000 in her lifetime. Flea eggs can be seen with the naked eye, but they are about the size of a grain of salt. Shortly after being laid, the eggs begin to transform into cocoons. In the cocoon state, fleas are fully developed adults, and will hatch immediately if conditions are favorable. Fleas can detect warmth, movement, and carbon dioxide in exhaled breath, and these three factors stimulate them to emerge as new adults. If the flea does not detect appropriate conditions, it can remain dormant in the cocoon state for extended periods. Under ideal conditions, the entire life cycle may only take 3 weeks, so in no time at all, pets and homes can become infested.

Because of these characteristics, fleas are intimidating opponents. The best way to control fleas, therefore, is to take steps to prevent an infestation from ever occurring.

The author’s tone in the passage is best described as

When her grandmother’s health began to deteriorate in the fall of 1994, Mary would make the drive from Washington, DC to Winchester every few days.

She hated highway driving, finding it ugly and monotonous. She preferred to take meandering back roads to her grandmother’s hospital. When she drove through the rocky town of Harpers Ferry, the beauty of the rough waters churning at the intersection of the Shenandoah and Potomac rivers always captivated her.

Toward the end of her journey, Mary had to get on highway 81. It was here that she discovered a surprising bit of beauty during one of her trips. Along the median of the highway, there was a long stretch of wildflowers. They were thin and delicate and purple, and swayed in the wind as if whispering poems to each other.

The first time she saw the flowers, Mary was seized by an uncontrollable urge to pull over on the highway and yank a bunch from the soil. She carried them into her grandmother’s room when she arrived at the hospital and placed them in a water pitcher by her bed. For a moment her grandmother seemed more lucid than usual. She thanked Mary for the flowers, commented on their beauty and asked where she had gotten them. Mary was overjoyed by the ability of the flowers to wake something up inside her ailing grandmother.

Afterwards, Mary began carrying scissors in the car during her trips to visit her grandmother. She would quickly glide onto the shoulder, jump out of the car, and clip a bunch of flowers. Each time Mary placed the flowers in the pitcher, her grandmother’s eyes would light up and they would have a splendid conversation.

One morning in late October, Mary got a call that her grandmother had taken a turn for the worse. Mary was in such a hurry to get to her grandmother that she sped past her flower spot. She decided to turn around head several miles back, and cut a bunch. Mary arrived at the hospital to find her grandmother very weak and unresponsive. She placed flowers in the pitcher and sat down. She felt a squeeze on her fingers. It was the last conversation they had.

What do the flowers come to signify most for Mary?

Educational planning should aim at meeting the educational needs of the entire population of all age group. While the traditional structure of education as a three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the age have their needs as well. Educational planning, in their words, should take care of the needs of everyone.

Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled ‘learning to Be’ prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self – learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall.

In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means such more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programs for older learners of different categories and introducing extension services in the conventional colleges and schools. Also these institutions should learn to cooperate with the numerous community organizations such as libraries. Museums, municipal recreational programs, health services etc.

Which of the following best describes the purpose of the author?

Educational planning should aim at meeting the educational needs of the entire population of all age group. While the traditional structure of education as a three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the age have their needs as well. Educational planning, in their words, should take care of the needs of everyone.

Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled ‘learning to Be’ prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self – learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall.

In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means such more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programs for older learners of different categories and introducing extension services in the conventional colleges and schools. Also these institutions should learn to cooperate with the numerous community organizations such as libraries. Museums, municipal recreational programs, health services etc.

Which of the following is most opposite in meaning to the phrase ‘a far cry’ as used in the passage?

The history of the modern world is a record of highly varied activity, of incessant change, and of astonishing achievement. The lives of men have, during the last few centuries, increasingly diversified, their powers have greatly multiplied, their powers have greatly multiplied, their horizon been enormously enlarged. New interests have arisen in rich profusion to absorb attention and to provoke exertion. New aspirations and new emotions have come to move the soul of men. Amid all the bewildering phenomena, interest, in particular, has stood out in clear and growing pre-eminence, has expressed itself in a multitude of ways and with an emphasis more and more pronounced, namely, the determination of the race to gain a larger measure of freedom than it has ever known before, freedom in the life of the intellect and spirit, freedom in the realm of government and law, freedom in the sphere of economic and social relationship. A passion that has prevailed so widely, that has transformed the world so greatly, and is still transforming it, is one that surely merits study and abundantly rewards it, its operations constitute the very pith and marrow of modem history.

Not that this passion was unknown to the long ages that proceeded the modern periods. The ancient Hebrews, the ancient Greeks and Roman blazed the was leaving behind them a precious heritage of accomplishments and suggestions and the men who were responsible for the Renaissance of the fifteenth century and the Reformation of the sixteen century contributed their imperishable part to this slow and difficult emancipation of the human race. But it is in modern times the pace and vigour, the scope and sweep of this liberal movement have so increased unquestionably as to dominate the age, particularly the last three centuries that have registered great triumphs of spirit.

What kinds of freedom have been mentioned in the passage?

Chocolate – there’s nothing quite like it, is there? Chocolate is simply delicious. What is chocolate? Where does it come from?

Christopher Columbus was probably the first to take cacao beans from the New World to Europe in around 1502. But the history of chocolate goes back at least 4,000 years! The Aztecs, who lived in America, through that their bitter cacao drink was a divine gift from heaven. In fact, the scientist Carolus Linnaeus named the plant Theobroma, which means “food of the gods”

The Spanish explorer Hernando Cortex went to America in 1519. He visited the Mexican emperor Montezuma. He saw that Montezuma drank cacao mixed with vanilla and spices. Cortez took some cacao home as a gift to the Spanish King Charles. In Spain, people began to drink Cortez’s chocolate in drink with chili peppers. However, the natural taste of cacao was too bitter for most people. To sweeten the drink, Europeans added sugar to the cacao drink. As a sweet drink, it became more popular. By the 17^th century, rich people in Europe were drinking it.

Later, people started using chocolate in pastries, like pies and cakes. In 1828, Dutch chocolate makers started using a new process for removing the fat from cacao beans, and getting to the center of the cacao bean. The Dutch chocolate maker Conrad J. Van Houten made a machine that pressed the fat from the bean. The resulting powder mixed better with water than cacao did. Now, some call van Houten’s chocolate “Dutch chocolate.”

It was easy to mix Dutuch chocolate powder with sugar. So other chocolate makers started trying new recipes that used powdered chocolate. People started mixing sweetened chocolate with cocoa butter to make solid chocolate bars. In 1849, an English chocolate maker made the first chocolate bar. In the 19^th century, the Swiss started making milk chocolate by mixing powdered milk with sweetened chocolate. Milk chocolate has not changed much since this process was invented.

Today, two countries – Brazil and Ivory Coast – account for almost half the world’s chocolate. The United States imports most of the chocolate in the world, but the Swiss eat the most chocolate per person. The most chocolate eaten today is sweet milk chocolate, but people also eat white chocolate and dark chocolate.

Cocoa and dark chocolate are believed to help prevent heart attacks, or help keep from happening. They are supposed to be good for the circulatory system. On the other hand, the high fat content of chocolate can cause weight gain, which is not good for people’s health. Other health claims for chocolate have not been proven, but some research shows that chocolate could be good for the brain.

Chocolate is a popular holiday gift. A popular Valentine’s Day gift is a box of chocolate candies with a card and flowers. Chocolate is sometimes given for Christmas and birthdays. Chocolate eggs are sometimes given at Easter.

Chocolate is toxic to some animals. An ingredient in chocolate is poisonous to dogs, cats, parrots, small rodents, and some livestock. Their bodies cannot process some if the chemicals found in chocolate. Therefore, they should never be fed chocolate.

When you prevent something, you

Although cynics may like to see he government’s policy for women in terms of the party’s internal power struggles, it will nevertheless be churlish to deny that it represents a pioneering effect aimed at bringing about sweeping social reforms. In its language, scope and strategies, the policy documents displays a degree of understanding of women’s needs that is uncommon in government pronouncements. This is due in large part to the participatory process that marked its formulation, seeking the active involvement right from the start of women’s groups, academic institutions and non-government organizations with grass roots experience. The result is not just a lofty declaration of principles but a blueprint for a practical program of action. The policy delineates a series of concrete measures to accord women a decision-making role in the political domain and greater control over their economic status. Of especially far-reaching impart are the devolution of control of economic infrastructure to women, notably at the gram panchayat level, and the amendment proposed in the Act of 1956 to give women comparcenary rights.

And enlightened aspect of the policy is its recognition that actual change in the status of women cannot be brought about by the mere enactment of socially progressive legislation. Accordingly, it focuses on reorienting development programs and sensitizing administrations to address specific situations as, for instance, the growing number of households headed by women, which is a consequence of rural-urban migration. The proposal to create an equal-opportunity police force and give women greater control of police stations is an acknowledgement of the biases and callousness displayed by the generally all-male law-enforcement authorities in case of dowery and domestic violence. While the mere enunciation of such a policy has the salutary effect of sensitizing the administration as a whole, it does not make the task of its implementation any easier. This is because the changes it envisages in the political and economic status of woman strike at the root of power structures in society and the basis of man-woman relationship. There is also the danger that reservation for women in public life, while necessary for their greater visibility, could lapse into tokenism or become a tool in the hands of vote seeking politicians. Much will depend on the dissemination of the policy and the ability of elected representatives and government agencies to reorder their priorities.

Which of the following can be inferred from the passage?

The history of literature really began was the earliest of the arts. Man danced for joy round his primitive camp fire after the defeat and slaughter of his enemy. He yelled and shouted as he danced and gradually the yells and shouts became coherent and caught the measure of the coherent and caught the measure of the dance and thus the first war song was sung. As the idea of God developed prayers were framed. The songs and prayers became traditional and were repeated from one generation to another, each generation adding something of its own. As man slowly grew more civilized, he was compelled to invent some method of writing by three urgent necessities. There were certain things that it was dangerous to forget and which, therefore, had to be recorded. It was often necessary to communicate with person who were some distance away and it was necessary to protect one’s property by making tools, cattle and so on, in some distinctive manner. So man taught himself to write and having learned to write purely for utilitarian reasons he used this new method for preserving his war songs and his prayers. Of course, among these ancient peoples, There were only a very few individuals who learned to write, and only a few could read what was written.

The war song evolved out of

Yellowstone National Park is the U.S. States of Wyoming, Idaho and Montana. It became the first National Park in 1872. There are geysers and hot springs at Yellowstone. There are also many animals at Yellowstone. There are elk, bison, sheep, grizzly, black bears, moose, coyotes, and more.

More than 3 million people visit Yellowstone National Park year. During the winter, visitors can ski or go snowmobiling there. There are also snow coaches that give tours. Visitors can see steam (vapor water) come from the geysers. During other seasons, visitors can go boating or fishing. People can ride horses there. There are nature trails and tours. Most visitors want to see Old Faithful, a very predictable geyser at Yellowstone Visitors can check a schedule to see the exact time that Old Faithful is going to erupt. There are many other geysers and boiling springs in the area. Great Fountain Geyser erupts every 11 hours. Excelsior Geyser produces 4,000 gallons of boiling water each minute! Boiling water is 100 degrees Celsius, or 212 degrees Fahrenheit – that’s very hot! People also like to see the Grand Prismatic Spring. It is the largest hot spring in the park. It has many beautiful colors. The beautiful colors are caused by bacteria in the water. These are forms of life that have only one cell. Different bacteria live in different water temperatures. Visiting Yellowstone National Park can be a week – long vacation or more. It is beautiful and there are activities for everyone.

What are bacteria?

In the early 1920's, settlers came to Alaska looking for gold. They traveled by boat to the coastal towns of Seward and Knik, and from there by land into the gold fields. The trail they used to travel inland is known today as the lditarod Trail, one of the National Historic Trails designated by the congress of the United States. The Iditarod Trail quickly became a major thoroughfare in Alaska, as the mail and supplies were carried across this trail. People also used it to get from place to place, including the priests, ministers, and judges who had to travel between villages down this trail was via god sled. Once the gold rush ended, many gold-seekers went back to where they had come from, and suddenly there was much less travel on the lditarod Trail. The introduction of the airplane in the late 1920's meant dog teams were mode of transportation, of course airplane carrying the mail and supplies, there was less need for land travel in general. The final blow to the use of the dog teams was the appearance of snowmoniles. By the mid 1960's most Alasknas didn't even know the lditarod Trail existed, or that dos teens had played a crucial role in Alaska's early settlements. Dorothy G.Page, a self-made historian, recognized how few people knew about the former use of sled dogs as working animals and about the Iditarod Trail's role in Alaska's colorful history. To she came up with the idea to have a god sled race over the Iditarod Trail. She presented her idea to an enthusiastic musher, as dog sled drivers are known, named Joe Redington, Sr. Soon the pages and the Redintons were working together to promote the idea of the Iditarod race. Many people worked to make the first Iditarod Trail Sled Dog Race a reality in 1967. The Aurora Dog Mushers Club, along with men from the Adult Camp in Sutton, helped clear years of overgrowth from the first nine miles of the Iditarod Trail. To raise interest in the race, a $25,000 purse was offered, with Joe Redington donating one acre of his land to help raise the funds. The short race, approximately 27 miles long, was put on a second time in 1969. After these first two successful races, the goal was to lengthen the race a little further to the ghost town of Iditarod by 1973. However in 1972, the U.S. Army reopened the trail as a winter exercise, and so in 1973, the decision was made to take the race all the way to the city of Nome-over 1,000 miles. There were who believed it could bot be done and that it wad crazy to send a bunch out into vast, uninhabited Alaskan wilderness. But the race went! 22 mushers finished that year, and to date over 400 people have completed it.

Based on information in the passage, it can be inferred that all of the following contributed to the disuse of the Iditarod Trail except

The year 2006 was the golden anniversary, or the 50^th birthday, of the Dwight D. Eisenhower National System of Interstate and Defense Highways. This system, usually referred to as The Interstate Highway System, is a system of freeways named after the U.S. President who supported it. The system is the largest highway system in the world, consisting of 46,876 miles (75,440 km) of freeways. The construction of the interstate highway system is an important part of American history. It has played a major role in preserving and maintaining the America way of life.

The interstate highway system has several major functions. One of its major functions is to facilitate the distribution of US good. Because the intestate passes through many downtown areas, it plays an important role in the distribution of almost all goods in the United States. Nearly all products travel at least part of the way to their destination on the Interstate System. Another major function of the interstate is to facilitate military troop movement to and from airports, seaports, rail terminals and other military destinations. The Interstate highways are connected to route in the Strategic Highway Network, which is a system of highways that are vital to the U.S. Department of Defense.

Today, most of the Interstate system consists of newly constructed highways. The longest section of the Interstate system runs from Boston, Massachusetts to Seattle, Washington. It covers 3,020.54 miles. The shortest two-digit interstate is from Emery, North Caroline to Greensboro, North Caroline. It covers only 12.27 miles. All state capitals except five are served by the system. The five that are not directly served are Juneau, AK, Dover, DE, Jefferson City, MO, Carson City, NV, and Pierre, SD. The Interstate Highway System serves almost all major U.S. cities.

EACH Interstate highway is marked with a red, white, and blue shield with the word “Interstate,” the name of the state, and the route number. Interstate highways are named with one or two-digit numbers. North-south highways are designated with odd numbers; east-west highways are named with even numbers. The north-south Interstate highways begin in the west with the lowest odd number; the east-west highways begin in the south with the lowest even numbers. There all mile markers at each mile of the interstate system, starting at the westernmost or southernmost point on the highway. Every Interstate highway begins with the number “0”. Interchanges are numbered according to their location on the highway in relation to mileage; an exit between milepost 7 and milepost 8 would be designated “Exit 7.” This system allows drivers estimate the distance to a desired exit, which a road is leading off the highway. Despite the common acceptance of the numbering system on the Interstate highways, some states have adopted different numbering systems. For example, a portion of the Interstate 19 in Arizona is measured in kilometers instead of miles since the highway goes south to Mexico.

Since the Interstate highways are freeways-highways that do not have signs and cross streets – they have the highest speed limits in the nation. Most interstate highways have speed limits between 65 – 75 miles per hour (105 – 120 kilometers per hour), but some areas in Texas and Utah have an 80 mile-per-hour (130 kilometer-per-hour) speed limit.

The federal government primarily funds interstate highways. However, they are owned and operated by the individual states or toll authorities in the states. The federal government generally funds up to 90% of the cost of an Interstate highway, while the states pay the remainder of the cost.

Distribution is the process of

The purpose of education is to make the student an expert in his subject. This must be clearly understood, and mere mudding through lessons and lectures and books and passing examinations are relegated to secondary importance as means to the end-which is excellence in the field chosen.

But there are so many fields, and no man can become an expert in all the fields it is necessary to decide which fields are important ones that a man should know well.

It is clear that one’s own work is the most important. This has been realized and modern civilization has accordingly provided vocational education. It is now possible to acquire high professional skill in the various fields, medicine, engineering production, commerce and so on-but with good and bad mixed together, and no standard for guidance.

According to the passage, can a man become an expert in all fields?

Educational planning should aim at meeting the educational needs of the entire population of all age group. While the traditional structure of education as a three layer hierarchy from the primary stage to the university represents the core, we should not overlook the periphery which is equally important. Under modern conditions, workers need to rewind, or renew their enthusiasm, or strike out in a new direction, or improve their skills as much as any university professor. The retired and the age have their needs as well. Educational planning, in their words, should take care of the needs of everyone.

Our structures of education have been built up on the assumption that there is a terminal point to education. This basic defect has become all the more harmful today. A UNESCO report entitled ‘learning to Be’ prepared by Edgar Faure and others in 1973 asserts that the education of children must prepare the future adult for various forms of self – learning. A viable education system of the future should consist of modules with different kinds of functions serving a diversity of constituents. And performance, not the period of study, should be the basis for credentials. The writing is already on the wall.

In view of the fact that the significance of a commitment of lifelong learning and lifetime education is being discussed only in recent years even in educationally advanced countries, the possibility of the idea becoming an integral part of educational thinking seems to be a far cry. For, to move in that direction means such more than some simple rearrangement of the present organization of education. But a good beginning can be made by developing Open University programs for older learners of different categories and introducing extension services in the conventional colleges and schools. Also these institutions should learn to cooperate with the numerous community organizations such as libraries. Museums, municipal recreational programs, health services etc.

Integrating the concept of lifelong learning with the educational structure would imply

I am writing in response to response to the article “Protecting our public spaces” in issue 14, published this spring in it, the author claims that “all graffiti is public spaces.” I would like to point out that many people believe that graffiti is an art from that can benefit our public spaces just as much as sculpture, fountains, or other, more accepted art forms.

People who object to graffiti usually do so more because of where it is, not what it is. They argue, as your author does, that posting graffiti in public places constitutes an illegal act of property damage. But the location of such graffiti should not prevent the images themselves from being considered genuine art.

I would argue that graffiti is the ultimate public art form. Spray paint is a medium unlike any other. Though graffiti, the entire world has become a canvas. No one has to pay admission or travel to a museum to see this kind of art. The artists usually do not receive payment for their efforts. These works of art dotting the urban landscape are available, free of charge, to everyone who passes by.

To be clear, I do not consider random words or names sprayed on stop signs to be art. Plenty of graffiti is just vandalism, pure and simple. However, there is also graffiti that is breathtaking in its intricate detail, its realism, or its creativity. It takes great talent to create such involved designs with spray paint.

Are these creators not artists just because they use a can of spray paint instead of a paintbrush, or because they cover the side of a building rather than a canvas?

To declare that all graffiti is vandalism, and nothing more, is an overly simplistic statement that I find out of place in such a thoughtful publication as your magazine. Furthermore, graffiti is not going anywhere, so might as well find a way to live with it and enjoy its benefits. One option could be to make a percentage of public space, such as walls or benches in parks, open to graffiti artists. By doing this, the public might feel like part owners of these works of art, rather than just the victims of a crime.

Which sentence from the passage best illustrates the writer’s feeling about the graffiti art?