UPSC Insta–DART (Daily Aptitude and Reasoning Test) 15 Dec 2025

Considering the alarming importance of CSAT in UPSC CSE Prelims exam and with enormous requests we received recently, InsightsIAS has started Daily CSAT Test to ensure students practice CSAT Questions on a daily basis. Regular Practice would help one overcome the fear of CSAT too.We are naming this initiative as Insta– DART – Daily Aptitude and Reasoning Test. We hope you will be able to use DART to hit bull’s eye in CSAT paper and comfortably score 100+ even in the most difficult question paper that UPSC can give you in CSP-2021. Your peace of mind after every step of this exam is very important for us.

Looking forward to your enthusiastic participation (both in sending us questions and solving them on daily basis on this portal).

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• Question 1 of 5 1. Question Two trains of equal length are running on parallel lines in opposite directions at 54 km/h and 36 km/h. They pass each other completely in 20 seconds. What is the length of each train? (a) 100 m (b) 220 m (c) 250 m (d) 180 m Correct Answer: C Solution: Speed of first train = 54 km/h = (54 × 1000) / 3600 = 15 m/s Speed of second train = 36 km/h = (36 × 1000) / 3600 = 10 m/s Relative speed (opposite directions) = 15 + 10 = 25 m/s Let length of each train = x m. To cross completely, distance covered = 2x. So, 2x / 25 = 20 2x = 20 × 25 = 500 x = 250 m Hence, the length of each train is 250 m. Incorrect Answer: C Solution: Speed of first train = 54 km/h = (54 × 1000) / 3600 = 15 m/s Speed of second train = 36 km/h = (36 × 1000) / 3600 = 10 m/s Relative speed (opposite directions) = 15 + 10 = 25 m/s Let length of each train = x m. To cross completely, distance covered = 2x. So, 2x / 25 = 20 2x = 20 × 25 = 500 x = 250 m Hence, the length of each train is 250 m.

#### 1. Question

Two trains of equal length are running on parallel lines in opposite directions at 54 km/h and 36 km/h. They pass each other completely in 20 seconds. What is the length of each train?

Answer: C

Solution: Speed of first train = 54 km/h = (54 × 1000) / 3600 = 15 m/s Speed of second train = 36 km/h = (36 × 1000) / 3600 = 10 m/s Relative speed (opposite directions) = 15 + 10 = 25 m/s

Let length of each train = x m. To cross completely, distance covered = 2x. So, 2x / 25 = 20 2x = 20 × 25 = 500 x = 250 m

Hence, the length of each train is 250 m.

Answer: C

Solution: Speed of first train = 54 km/h = (54 × 1000) / 3600 = 15 m/s Speed of second train = 36 km/h = (36 × 1000) / 3600 = 10 m/s Relative speed (opposite directions) = 15 + 10 = 25 m/s

Let length of each train = x m. To cross completely, distance covered = 2x. So, 2x / 25 = 20 2x = 20 × 25 = 500 x = 250 m

Hence, the length of each train is 250 m.

• Question 2 of 5 2. Question Two trains are moving in opposite directions at 80 km/h and 100 km/h. Their lengths are 500 m and 400 m respectively. Find the time taken by the slower train to cross the faster one completely. (a) 18 sec (b) 20 sec (c) 22 sec (d) 24 sec Correct Answer: A Solution: Speed of first train = 80 km/h = (80 × 1000) / 3600 = 22.22 m/s Speed of second train = 100 km/h = (100 × 1000) / 3600 = 27.78 m/s Relative speed = 22.22 + 27.78 = 50 m/s Total distance = 500 + 400 = 900 m Time = 900 / 50 = 18 seconds Hence, the correct answer is (a) 18 sec. Incorrect Answer: A Solution: Speed of first train = 80 km/h = (80 × 1000) / 3600 = 22.22 m/s Speed of second train = 100 km/h = (100 × 1000) / 3600 = 27.78 m/s Relative speed = 22.22 + 27.78 = 50 m/s Total distance = 500 + 400 = 900 m Time = 900 / 50 = 18 seconds Hence, the correct answer is (a) 18 sec.

#### 2. Question

Two trains are moving in opposite directions at 80 km/h and 100 km/h. Their lengths are 500 m and 400 m respectively. Find the time taken by the slower train to cross the faster one completely.

• (a) 18 sec

• (b) 20 sec

• (c) 22 sec

• (d) 24 sec

Answer: A

Solution: Speed of first train = 80 km/h = (80 × 1000) / 3600 = 22.22 m/s Speed of second train = 100 km/h = (100 × 1000) / 3600 = 27.78 m/s Relative speed = 22.22 + 27.78 = 50 m/s

Total distance = 500 + 400 = 900 m

Time = 900 / 50 = 18 seconds

Hence, the correct answer is (a) 18 sec.

Answer: A

Solution: Speed of first train = 80 km/h = (80 × 1000) / 3600 = 22.22 m/s Speed of second train = 100 km/h = (100 × 1000) / 3600 = 27.78 m/s Relative speed = 22.22 + 27.78 = 50 m/s

Total distance = 500 + 400 = 900 m

Time = 900 / 50 = 18 seconds

Hence, the correct answer is (a) 18 sec.

• Question 3 of 5 3. Question The true purpose of education is not merely to equip individuals with skills for employment, but to cultivate the moral and imaginative capacities that allow them to live meaningful lives. When learning is reduced to training for economic utility, it produces efficient workers but impoverished citizens. A society that prizes technical expertise over ethical reflection risks losing sight of the deeper question — what kind of people it wishes to form. The challenge, therefore, is to reconcile knowledge with wisdom, and success with character. For without moral imagination, education becomes a mechanical exercise that serves power rather than humanity. Q. Which one of the following statements best reflects the most logical and rational message conveyed by the author of the passage (a) Education must go beyond skill training to nurture moral and reflective human beings. (b) The sole aim of education should be to prepare individuals for the competitive economy. (c) Technical knowledge and moral education cannot coexist in a modern society. (d) Efficiency and productivity are the only reliable measures of educational success. Correct Answer: (a) Explanation: Option (a) is correct: The author clearly asserts that education’s purpose is not only to develop professional competence but to cultivate moral and imaginative depth. The line “to reconcile knowledge with wisdom, and success with character” directly supports this interpretation. Option (b) is incorrect: The passage critiques the idea of limiting education to “training for economic utility,” calling it spiritually impoverishing. Option (c) is incorrect: The author calls for reconciliation, not separation, of moral and technical education. Option (d) is incorrect: The author rejects purely utilitarian metrics like efficiency and productivity, emphasizing meaning, humanity, and ethical development instead. Thus, (a) encapsulates the philosophical essence — education must form character, not just competence. Incorrect Answer: (a) Explanation: Option (a) is correct: The author clearly asserts that education’s purpose is not only to develop professional competence but to cultivate moral and imaginative depth. The line “to reconcile knowledge with wisdom, and success with character” directly supports this interpretation. Option (b) is incorrect: The passage critiques the idea of limiting education to “training for economic utility,” calling it spiritually impoverishing. Option (c) is incorrect: The author calls for reconciliation, not separation, of moral and technical education. Option (d) is incorrect: The author rejects purely utilitarian metrics like efficiency and productivity, emphasizing meaning, humanity, and ethical development instead. Thus, (a) encapsulates the philosophical essence — education must form character, not just competence.

#### 3. Question

The true purpose of education is not merely to equip individuals with skills for employment, but to cultivate the moral and imaginative capacities that allow them to live meaningful lives. When learning is reduced to training for economic utility, it produces efficient workers but impoverished citizens. A society that prizes technical expertise over ethical reflection risks losing sight of the deeper question — what kind of people it wishes to form. The challenge, therefore, is to reconcile knowledge with wisdom, and success with character. For without moral imagination, education becomes a mechanical exercise that serves power rather than humanity.

Q. Which one of the following statements best reflects the most logical and rational message conveyed by the author of the passage

• (a) Education must go beyond skill training to nurture moral and reflective human beings.

• (b) The sole aim of education should be to prepare individuals for the competitive economy.

• (c) Technical knowledge and moral education cannot coexist in a modern society.

• (d) Efficiency and productivity are the only reliable measures of educational success.

Answer: (a)

Explanation: Option (a) is correct: The author clearly asserts that education’s purpose is not only to develop professional competence but to cultivate moral and imaginative depth. The line “to reconcile knowledge with wisdom, and success with character” directly supports this interpretation. Option (b) is incorrect: The passage critiques the idea of limiting education to “training for economic utility,” calling it spiritually impoverishing. Option (c) is incorrect: The author calls for reconciliation, not separation, of moral and technical education. Option (d) is incorrect: The author rejects purely utilitarian metrics like efficiency and productivity, emphasizing meaning, humanity, and ethical development instead. Thus, (a) encapsulates the philosophical essence — education must form character, not just competence.

Answer: (a)

• Question 4 of 5 4. Question With reference to the above passage, the following assumptions have been made: I. An education system driven purely by economic goals undermines the moral fabric of society. II. Moral and intellectual development are interdependent dimensions of genuine education. III. Ethical reflection has little relevance in a technologically advanced society. Which of the above assumptions is/are valid? (a) 1 only (b) 1 and 2 only (c) 2 and 3 only (d) All three Correct Answer: (b) Explanation: Assumption I is valid: The passage warns that when education is reduced to “training for economic utility,” it leads to “impoverished citizens,” meaning it weakens ethical and civic values. Assumption II is valid: The author stresses the need to “reconcile knowledge with wisdom,” implying that intellectual and moral growth must go together. Assumption III is invalid: The passage argues the exact opposite — that ethical reflection is indispensable for human progress and should guide technology and expertise. Therefore, only I and II are valid, making (b) the correct answer. Incorrect Answer: (b) Explanation: Assumption I is valid: The passage warns that when education is reduced to “training for economic utility,” it leads to “impoverished citizens,” meaning it weakens ethical and civic values. Assumption II is valid: The author stresses the need to “reconcile knowledge with wisdom,” implying that intellectual and moral growth must go together. Assumption III is invalid: The passage argues the exact opposite — that ethical reflection is indispensable for human progress and should guide technology and expertise. Therefore, only I and II are valid, making (b) the correct answer.

#### 4. Question

With reference to the above passage, the following assumptions have been made:

I. An education system driven purely by economic goals undermines the moral fabric of society. II. Moral and intellectual development are interdependent dimensions of genuine education. III. Ethical reflection has little relevance in a technologically advanced society.

Which of the above assumptions is/are valid?

• (a) 1 only

• (b) 1 and 2 only

• (c) 2 and 3 only

• (d) All three

Answer: (b)

Explanation: Assumption I is valid: The passage warns that when education is reduced to “training for economic utility,” it leads to “impoverished citizens,” meaning it weakens ethical and civic values. Assumption II is valid: The author stresses the need to “reconcile knowledge with wisdom,” implying that intellectual and moral growth must go together. Assumption III is invalid: The passage argues the exact opposite — that ethical reflection is indispensable for human progress and should guide technology and expertise. Therefore, only I and II are valid, making (b) the correct answer.

Answer: (b)

• Question 5 of 5 5. Question In any democracy, corruption does not thrive merely because individuals are dishonest; it endures because institutions designed to check it become weak, compromised, or dependent on the very powers they are meant to oversee. Laws may exist in abundance, yet without transparency, accountability, and civic vigilance, they remain paper guarantees. When public offices are treated as instruments of patronage rather than of service, trust in governance erodes. The challenge, therefore, is not only to punish corruption after it occurs, but to build systems that make it difficult to occur in the first place—through independent oversight, ethical leadership, and an informed citizenry that refuses to normalize moral decay. Q. Which one of the following statements best reflects the most logical and rational message conveyed by the passage? (a) The most effective way to combat corruption is through frequent punitive actions against offenders. (b) Institutional integrity and civic vigilance are fundamental to preventing corruption in a democracy. (c) Corruption is an inevitable outcome of human nature and cannot be eliminated. (d) Strict laws and severe punishments alone are sufficient to ensure clean governance. Correct Answer: (b) Explanation: • Option (a) is incorrect: The passage criticizes reactive approaches — “not only to punish corruption after it occurs” — and emphasizes prevention through strong institutions. • Option (b) is correct: The author identifies the deeper causes of corruption as institutional weakness and public apathy, calling for “independent oversight, ethical leadership, and civic vigilance.” Hence, this captures the central message accurately. • Option (c) is incorrect: The author rejects fatalistic views of corruption as “inevitable,” focusing instead on structural reform and citizen responsibility. • Option (d) is incorrect: The passage explicitly notes that “laws may exist in abundance” but are ineffective without transparency and accountability. Therefore, (b) conveys the passage’s rational and moral essence—systemic integrity and citizen vigilance are the true antidotes to corruption. Incorrect Answer: (b) Explanation: • Option (a) is incorrect: The passage criticizes reactive approaches — “not only to punish corruption after it occurs” — and emphasizes prevention through strong institutions. • Option (b) is correct: The author identifies the deeper causes of corruption as institutional weakness and public apathy, calling for “independent oversight, ethical leadership, and civic vigilance.” Hence, this captures the central message accurately. • Option (c) is incorrect: The author rejects fatalistic views of corruption as “inevitable,” focusing instead on structural reform and citizen responsibility. • Option (d) is incorrect: The passage explicitly notes that “laws may exist in abundance” but are ineffective without transparency and accountability. Therefore, (b) conveys the passage’s rational and moral essence—systemic integrity and citizen vigilance are the true antidotes to corruption.

#### 5. Question

In any democracy, corruption does not thrive merely because individuals are dishonest; it endures because institutions designed to check it become weak, compromised, or dependent on the very powers they are meant to oversee. Laws may exist in abundance, yet without transparency, accountability, and civic vigilance, they remain paper guarantees. When public offices are treated as instruments of patronage rather than of service, trust in governance erodes. The challenge, therefore, is not only to punish corruption after it occurs, but to build systems that make it difficult to occur in the first place—through independent oversight, ethical leadership, and an informed citizenry that refuses to normalize moral decay.

Q. Which one of the following statements best reflects the most logical and rational message conveyed by the passage?

• (a) The most effective way to combat corruption is through frequent punitive actions against offenders.

• (b) Institutional integrity and civic vigilance are fundamental to preventing corruption in a democracy.

• (c) Corruption is an inevitable outcome of human nature and cannot be eliminated.

• (d) Strict laws and severe punishments alone are sufficient to ensure clean governance.

Answer: (b)

Explanation: • Option (a) is incorrect: The passage criticizes reactive approaches — “not only to punish corruption after it occurs” — and emphasizes prevention through strong institutions. • Option (b) is correct: The author identifies the deeper causes of corruption as institutional weakness and public apathy, calling for “independent oversight, ethical leadership, and civic vigilance.” Hence, this captures the central message accurately. • Option (c) is incorrect: The author rejects fatalistic views of corruption as “inevitable,” focusing instead on structural reform and citizen responsibility. • Option (d) is incorrect: The passage explicitly notes that “laws may exist in abundance” but are ineffective without transparency and accountability. Therefore, (b) conveys the passage’s rational and moral essence—systemic integrity and citizen vigilance are the true antidotes to corruption.

Answer: (b)

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