UGC NET Questions (Paper – 1)

Statements A and B correctly describe the multiplication and addition rules of counting, and D is true because many questions can be answered directly by reasoning about choices without naming permutations or combinations explicitly. Statement C is false since the multiplication rule in its simplest form assumes independence or appropriately defined conditional paths, and it cannot be applied blindly when choices are dependent. Statement E is false because counting principles are explicitly part of NET Unit 5. Thus, the combination A, B and D only is correct.

Option A:
Option A is correct as it includes the key rules and the note that problems can sometimes be solved without formal notation, while excluding C and E, which misrepresent the applicability of the multiplication rule and the syllabus.

Option B:
Option B is incomplete because it omits D, thereby failing to acknowledge that intuitive counting can sometimes bypass formal permutation or combination formulas in exam settings. Without D, the practical approach is not highlighted.

Option C:
Option C is wrong because it includes C, which incorrectly asserts that the multiplication rule applies regardless of dependence, and omits A, leaving out the fundamental statement of the rule itself.

Option D:
Option D is incorrect since it accepts C and thus endorses an overgeneralisation of the multiplication rule, even though A and D are true. The presence of C makes the overall combination logically unsound.

Statements A and B correctly describe the basis of ranking problems and the technique of using top and bottom positions to deduce total count, while D notes that composite ranking across subjects or criteria is sometimes required. Statement C is false because if someone is 5th from the top and 10th from the bottom, the total is 5 + 10 − 1 = 14, not 10. Statement E is also false since such questions do appear under mathematical reasoning and aptitude. Therefore, the combination A, B and D only is correct.

Option A:
Option A is incomplete as it omits D and therefore does not discuss the more advanced type of problems that combine rankings from different subjects or tests. Without D, the picture of ranking questions is less comprehensive.

Option B:
Option B is correct because it includes all the true statements and excludes C and E, both of which give wrong information about totals and syllabus coverage. It matches the patterns seen in NET-level ordering and ranking problems.

Option C:
Option C is wrong since it includes C, which miscomputes the total, and omits A, failing to mention the basic nature of ranking criteria such as marks or height. This mixture renders the option unsuitable.

Option D:
Option D is incorrect because it contains C and thus accepts an incorrect total, even though it includes some true statements. The presence of C makes the overall combination invalid.

A is correct because figure series often involve visual changes such as shape, shading or orientation. B is true as recognising the underlying transformation is the key to predicting the next figure. D is correct since mirror-image and water-image problems are classic non-verbal items. E is also true because such questions are often grouped under mathematical reasoning and aptitude. C is false because many non-verbal questions combine multiple types of changes, not just a single transformation. Therefore, A, B, D and E only are correct.

Option A:
Option A omits D and E, leaving out the important examples of mirror and water images and their placement in the syllabus. While it includes some true statements, it is incomplete.

Option B:
Option B includes A, B and D but omits E, so it does not mention explicitly that these questions fall within Unit 5, which is useful syllabus information for candidates.

Option C:
Option C leaves out A and so fails to cover the variety of changes involving shapes and shading, and it still omits E, thereby missing two important correct statements.

Option D:
Option D is correct as it collects all accurate statements about the nature, examples and syllabus position of non-verbal reasoning questions, and excludes C, which oversimplifies the types of changes used.