Puzzles

1. What a puzzle tests

A reasoning puzzle presents a finite set of entities, such as people, subjects, rooms or days, together with restrictions on their relationships. The solver must organise these entities and answer a question about the resulting possibilities. Unlike a general-knowledge question, the solution normally depends entirely on the supplied information. Everyday expectations, such as assuming that the oldest person leads a group, have no role unless the question explicitly introduces them.

Common formats include linear and circular seating, floor arrangements, rankings, timetables, selection of committees, distribution of objects and matching people with attributes. A question may also combine formats: five officers could occupy different floors and belong to different departments. Such a puzzle requires the solver to track two linked sets of attributes without confusing a person’s position with that person’s department.

Three logical outcomes must be distinguished. A statement must be true if it holds in every valid arrangement. It could be true if at least one valid arrangement supports it. It cannot be true if no valid arrangement supports it. Finding one successful arrangement establishes possibility, not necessity. This distinction is especially important when the question asks which conclusion definitely follows.

• Identify the entities, available positions and attributes before solving.
• Read whether the task asks for a complete arrangement, a count, a possible situation or a necessary conclusion.
• Treat every clue as a restriction rather than as an invitation to make a plausible guess.

2. Translating words into diagrams and constraints

For a row, floor sequence or timetable, draw numbered slots in a fixed direction. For a circular arrangement, place one person at a reference position when no seat has a distinct external identity. This removes equivalent rotations and simplifies the diagram. Do not automatically identify mirror images as equivalent: left-right relationships generally distinguish them. For matching puzzles, use a grid with entities along one axis and attributes along the other.

Translate positional language precisely. If slots increase from left to right, 'A is immediately left of B' means B occupies the next slot after A. 'A is left of B' merely requires A to have a smaller slot number; adjacency is not implied. 'Two persons sit between A and B' means their position numbers differ by three. Likewise, 'before' in a timetable does not mean 'immediately before'.

Direction must be interpreted from the seated person’s perspective. In a horizontal row drawn on the page, a north-facing person’s left corresponds to the viewer’s left; for a south-facing person, it is reversed. In a circle, the left of a centre-facing person is clockwise, while the left of an outward-facing person is anticlockwise. A small orientation sketch is safer than recalling a rule without checking the diagram.

Conditional language also needs care. 'If A is selected, B is selected' rules out selecting A without B. It does not rule out selecting B without A. Its valid contrapositive is: if B is not selected, A is not selected. Also verify whether each attribute is used exactly once. A one-to-one assignment must come from the wording, not from habit.

• Mark confirmed placements separately from exclusions and provisional assumptions.
• Use a joined block for immediate neighbours or consecutive events.
• Record negative clues, such as 'not at an end', instead of relying on memory.

3. A systematic solving method

Start with the most restrictive information: a fixed position, an exact distance, a large consecutive block or an attribute with only one remaining candidate. Combine related clues before placing entities. If A is immediately before B and B immediately before C, the three form one ordered block. Treating this block as a unit reduces the number of placements that need examination.

Propagate each deduction through all connected clues. In a one-to-one matching grid, assigning one subject to a person excludes every other subject for that person and excludes that subject for everyone else. A negative clue can therefore generate a positive placement when only one possibility remains. This repeated transfer of consequences is the central mechanism of puzzle solving.

When deductions stop, branch on the smallest unresolved choice. Label the branches clearly and preserve confirmed information in each. Reject a branch as soon as it violates any condition. Avoid repeatedly restarting the whole puzzle. After deriving an arrangement, audit it against the original clues, including those that appeared unimportant. Finally, answer only what is asked; completing every attribute may be unnecessary.

• Use definite deductions before making assumptions.
• Choose a two-way uncertainty for branching before a four-way uncertainty.
• Eliminate answer options directly when they contradict a clue.
• For a 'must be true' question, search for a valid counterexample to doubtful options.

4. Worked illustration and common errors

Consider five people, A, B, C, D and E, sitting in a row facing north. C occupies the middle seat; A sits immediately left of C; E occupies the right end; and B sits somewhere left of D. Number the seats 1 to 5 from the viewer’s left. C occupies seat 3, A seat 2 and E seat 5. The remaining seats are 1 and 4. Since B must be left of D, B occupies seat 1 and D seat 4. The unique order is B, A, C, D, E.

The illustration shows how an apparently weak relative-order clue becomes decisive after fixed placements reduce the possibilities. If the condition about B and D were removed, two arrangements would remain. Nevertheless, A would still certainly sit immediately left of C. Thus, the absence of a unique complete solution does not automatically make every question unanswerable.

Frequent errors include reversing personal left and right, treating 'next to' as directional, interpreting 'either side' without checking the wording and assuming that two non-adjacent people must occupy the ends. Another error is accepting an arrangement after checking only positive clues. A final audit must include exclusions, group-size restrictions, distinctness conditions and all conditional statements.

• A puzzle with no valid arrangement may indicate a reading or transcription error.
• Several valid arrangements are acceptable unless the question requires uniqueness.
• Keep the original clues visible while checking the final result.

5. Counting, efficiency and examination strategy

Some puzzles ask how many arrangements are possible. For n distinct objects in a line without restrictions, the count is n factorial. If two particular objects must remain adjacent, treat them as one block and account for their internal order. For circular arrangements of n distinct people, the usual count is (n−1) factorial when only relative positions matter and rotations are equivalent. These formulas require the stated assumptions; they are not substitutes for analysing restrictions.

In CSAT, prioritise expected accuracy and the number of questions supported by a common puzzle. A clear setup serving several questions may justify more working time than a single question with extensive branching. On the first pass, attempt puzzles whose structure is immediately understandable and revisit uncertain ones later. Use periodic time checks rather than a rigid universal time limit for every puzzle.

Maintain a practice error log organised by error type: missed clue, direction reversal, unjustified assumption, incomplete case coverage or counting duplication. Re-solve incorrect questions without seeing the solution, then compare the point at which the reasoning diverged. This develops transferable skill more effectively than memorising particular seating patterns. Since CSAT is qualifying, the practical goal is reliable performance with a comfortable margin above the threshold.

• Use a consistent notation across practice sets.
• Do not confuse a successful guess with a logically established answer.
• Practise mixed reasoning sets under timed conditions after mastering individual formats.

Previous year questions

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Practice questions