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Malhotra
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CAMPUS PLACEMENTS
A Comprehensive Guide
ABOUT THE AUTHOR
Ankur Malhotra is the Director of TRINITi Center for Learning, Chandigarh which
offers latest learning solutions and techniques to students for cracking their campus
placements and grooms them to be the leaders of tomorrow. An alumnus of Punjab
Engineering College, Chandigarh, he is an MBA from Narsee Monjee Institute of
Management Studies, Mumbai.
For the last 15 years, Mr. Malhotra has been a front-runner in the training
industry. His expertise in preparing students for campus placement examinations is
unmatched and much sought after. His company TRINITi is the pioneer in campus
placements training in the northern region. He and his team have successfully
trained lakhs of students and helped them realize their dream jobs.
Mr. Malhotra has put together his years of experience, knowledge and expertise—evolved out of his
training modules over the years—into this carefully researched book.
CAMPUS PLACEMENTS
A Comprehensive Guide
Ankur Malhotra
Director,
TRINITi Center for Learning
Chandigarh
New Delhi
Published by McGraw Hill Education (India) Private Limited,
P-24, Green Park Extension, New Delhi 110 016.
Campus Placements
No part of this publication may be reproduced or distributed in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise or stored in a database or retrieval system without the prior written permission of
the publishers. The program listings (if any) may be entered, stored and executed in a computer system, but they may not
be reproduced for publication.
This edition can be exported from India only by the publishers,
McGraw Hill Education (India) Private Limited.
Print Edition
Ebook Edition
Information contained in this work has been obtained by McGraw Hill Education (India), from sources believed to
be reliable. However, neither McGraw Hill Education (India) nor its authors guarantee the accuracy or completeness
of any information published herein, and neither McGraw Hill Education (India) nor its authors shall be responsible
for any errors, omissions, or damages arising out of use of this information. This work is published with the
understanding that McGraw Hill Education (India) and its authors are supplying information but are not attempting
to render engineering or other professional services. If such services are required, the assistance of an appropriate
professional should be sought.
Typeset at Script Makers, 19, A1-B, DDA Market, Paschim Vihar, New Delhi 110 063 and printed at ****
Cover Designer:
Dedicated To
My Father (Captain K. K. Malhotra) and Mother (Mrs. Kamal Malhotra)
for their constant support and encouragement.
Also to my Wife (Isha Singh) for being a pillar of strength
throughout the making of this book.
PREFACE
Born of extensive and thorough research, this book is one-stop solution for students of engineering and
management backgrounds preparing for their campus placements. It comprises carefully researched resource
materials, tips and skills required by the students to glide through success in attaining the job they are aiming
at. It addresses almost every doubt and question that may cross a student’s mind with respect to “how to suc-
ceed in the campus placement process.”
The Approach
Part 1: Quantitative Ability – This segment consists of 12 chapters on all the concepts of mathematics like
along with solved examples. The chapters contain
the short cuts and techniques for solving complex problems. At the end of each chapter, there is an exercise
with answer key and explanatory answers. Summary of the important formulae is reiterated in the ‘Points to
Part 2: Logical Reasoning – This portion covers the questions based on logical reasoning, data interpreta-
blood relations
series completion, cubes, linear and complex arrangements etc. are given with tips for solving the problems
in less time. Data interpretation introduces the students to various types of diagrams i.e. bar graphs, pie
charts etc. and the methodology to solve them. Puzzles and brain teasers provided in the last chapter keep the
students’ grey cells ticking. Each chapter is again followed by exercises.
Part 3: Verbal Ability – This part contains the key to cracking the verbal ability portion of any paper. The chap-
ter on Vocabulary illustrates the easier ways of learning new words through techniques like root words, word
groups etc. Chapter on Sentence Correction gives some common mistakes made while speaking and writing
English. Verbal reasoning is also covered trough topics like Para Jumbles, Syllogisms and Critical Reasoning.
The exercises provided at the end of each chapter will help in understanding the concepts even better.
Part 4: Group Discussions and Interviews – This most dreaded round in the campus placement process, is
methodically captured in the book. It discusses myriad tips and techniques for cracking the GDs and inter-
cracking a GD and also do’s and don’ts while appearing for a GD are also listed in detail. Later, an exhaustive
list of topics usually given during the GDs also follows. For personal interviews, the most important thing is
dressing up for an interview, making a folder, body language while interacting with the interviewer etc. After
this round through focused planning of minute details. More sample group discussions and personal inter-
viii Preface
Part 5: Practice Papers – All that has been learnt so far is now put to practice. These sample papers are
Additional learning resources have been made available for the students on McGraw Hill Education’s
www.mhhe.com/malhotracp
This book is a perfect substitute to a personal tutor with the added advantage that students can consult it
anytime, anywhere as per their convenience. I am certain that the students who will work with this personal
dream jobs.
First of all, I would like to acknowledge the tremendous contribution made by Isha Singh, my wife and
Co-founder of TRINITi Center for Learning. Had it not been for her constant motivation, honest feedback,
in-depth examination of the content and her insightful inputs through the entire process of writing this book,
this book would not have evolved into its current shape. Next, I would like to thank Sanjay Pushpakar and
Ritu Singh for their valuable inputs.
The TRINITi core team also deserves a special mention for their untiring efforts, especially Satnam Singh,
Aditi Thakur, Pankaj Sharma, Vivek Guleria, Harmanjot Singh, Anchit Walia, Sahil Bhateja, Vasudha, Mee-
na, Gurbinder Singh, Charanjit Kaur and Harmanjot Singh Kukreja. I am also grateful to the TRINITi frater-
nity which includes Himnit Sidhu, Deepika Garg, Navneet Gill, Gurleen Bhasin and Sapna Dhiman, and our
Special thanks are due to Nimrit Singh, Prabhat Shukla, Harsimran Singh Cheema, Guneet R Singh,
thank my friend and novelist, Ketan Bhagat and academician Rakesh Chadha, for being a source of inspira-
tion.
I would also like to acknowledge the fact that I got rich insights from the test papers prepared and used by
the leading IT and ITES companies.
I owe my gratitude to McGraw Hill Education (India) for giving me an opportunity to reach a larger au-
dience through this book.
Ankur Malhotra
McGraw Hill Education (India) invites suggestions and comments from you, all of which can be sent to info.
india@mheducation.com (kindly mention the title and author name in the subject line).
TEST FORMATS: A SNAPSHOT*
COMPANY SELECTION NO. OF SEC- NO. OF DURATION NEGATIVE SECTIONAL IMPORTANT TOPICS
PROFILE PROCESS TIONS QUESTIONS MARKING CUT OFF
INFOSYS Logical Reasoning 3 10 25 MIN
Data Interpretation, Syllogism, Blood Re-
lations & Cubes. Reading Comprehension,
Sentence Completion, Sentence Correction,
Quantitative Aptitude 15 25 Min
Verbal Ability 40 40 MIN
WIPRO Technical Ability 4 25 30 MIN YES -
TECHNOLOGIES ities, Error Finding in the Given Program,
* This snapshot is based on information available in public domain and also on memory.
Quantitative Aptitude 25 35 MIN
Logical Reasoning 25 35 MIN
TCS Quantitative Aptitude 1 30 80 MIN Sudoku, Pipes & Cisterns, AP-GP, HCF-
LCM, Percentages, Time Speed & Dis-
tance, Simple Interest, Compound Interest,
Chain rule, Partnership.
DELLOITE Verbal Ability 3 30 20 MIN Sentence Correction, Synonyms, Ant-
xii Test Formats: A Snapshot
Correction
Quantitative Aptitude 25 30 MIN
Logical Reasoning 25 25 MIN
Verbal Ability 25 25 MIN
SYNTEL INC. Quantitative Aptitude 3 20 20 MIN YES Pipes & Cisterns, HCF & LCM, Problems
on Trains, Partnership, Compound Interest,
-
tions, Synonyms, Antonyms, Analogies
Logical Reasoning 25 25 MIN
Verbal Ability 20 20 MIN
TECH MAHINDRA Verbal Ability 100 40 MIN YES HCF & LCM, Averages, Problems on
Ages, Percentages, Time & Work, Mixtures
& Alligation, Simple Interest, Compound
Theme Detection.
Reasoning 25
Verbal Ability 25
IGATE PATNI Quantitative Aptitude 2 30 30 MIN Problems on Ages, Trains, Stocks & Shares,
Pipes & Cisterns
Verbal Ability 20 20 MIN
IBM Quantitative Aptitude 3 18 20 MIN YES Problems on Boats & Streams, Averages,
Ages, Trains, Simple Interest, Compund
-
tions, Comprehension, Para Jumbles, Sen-
tence Correction. Seating Arrangement,
-
zles,Theme Detection
Logical Reasoning 18 20 MIN
Verbal Ability 18 20 MIN
xiii
xiv
CSC Technical Ability 2 70 40 MIN -
works, Unix, Compilers & Data Structures,
Heights & Distances, Problems on Averag-
es, Trains, Ages, Partnership
Quantitative Aptitude 40 40 MIN
Preface vii
Acknowledgements ix
Test Formats: A Snapshot xi
2.1 Percentages 15
17
2.3 Discount 19
Answer Key 23
Explanatory Answers 23
4.1 Introduction 39
4.2 Average Speed 41
4.3 Two Journeys Concept 42
4.4 Relative Speed 42
43
4.6 Boats 46
xvi Contents
4.7 Races 46
Answer Key 51
Explanatory Answers 51
6.1 Averages 68
6.2 Ratio 68
6.3 Proportion 70
6.4 Mixtures 71
Answer Key 74
Explanatory Answers 74
7.1 Introduction 78
78
7.3 Two-variable Equation 79
Answer Key 83
Explanatory Answers 83
Quantitative Ability
Chapter 1
Number System
Natural Numbers:
Whole Numbers:
Even Numbers:
Odd Numbers:
Prime Numbers:
Additive Inverse:
=
Place Value and Face Value:
∑ = ¥ =
∑ = ¥ =
4 Campus Placements
∑ = ¥
Real Number
=
Integers
Integer:
Real Number:
Absolute Value: =
=
1.2 Divisibility
Table 1
Number Divisibility Rule Example
= =
= =
Contd...
5
= =
= = =
= ¥
= ¥
= ¥
= ¥
= ¥
= ¥
1. 2. 3. 4.
= ¥
= ¥
1.
2.
6 Campus Placements
3. = =
Notes
x y LCM x y
a b c d n n
x x
x x
¥
¥ =
¥ ¥
¥ ¥ =
Table 2
Last Digit of Number Last Digit of its Square Last Digit of its Cube
x y z w n
x y z w n
n
7
= =
¥
¥
=
=
= =
x¥y¥z¥ n
x y z w n
n
¥ ¥ ¥ ¥
Solution: ¥ ¥ ¥ = ¥ ¥ ¥ ¥
= ¥ ¥ ¥ =
xy R xy
xy m n)y
m R x ny R y
R
= m n y= ¥ m= n= y= R=
y
n = =
a b c a ab a
ab a = cab cab b
1. 2. 3. 4.
Solution: ab a = cab
a
ab ¥ ab = cab
b= =
b
cab = ab
8 Campus Placements
cab cab a = ab
=
a= b= c= Ans
1. 2. 3. 4.
Solution: =
=
= = Ans
1. 2. 3. 4.
Solution: n
n¥ =n
n=
n= Ans
¥ ¥
1. 2. 3. 4.
Solution: = ¥ ¥
¥ ¥ ¥
= Ans
1. 2. 3. 4.
Solution: =n
=n
= ¥n n
= n
=n n = n
n n =
n = n
n= = n=
Ans
1. 2. 3. 4.
Solution: r p
9
p r
¥p r= p r
p r
p r = r p
p r = r p
p r = r p
p r=
p= r= Ans
b=
n=
¥z ¥z ¥z ¥z ¥z
Solution: = ¥ ¥ ¥ ¥ = =
b N ¥ bN N
Ê n ( n + 1) ˆ
2
n ) Ë
2 ¯
a b HCF a b ¥ LCM a b = a ¥ b HCF LCM
Exercise 1.1
x x x x x
1. 2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4.
`
1. 2. 3. 4.
n n
n n
1. 2. 3. 4.
1. 2. 3. 4.
¥ ¥
1. 2. 3. 4.
1. 2. 3. 4.
LCM HCF
1. 2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4.
11
Exercise 1.2
1. 2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4.
�
1. 2. 3. 4.
N N= �
1. 2. 3. 4.
X=m n n
1. 2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4.
N N
1. 2. 3. 4.
1. 2. 3. 4.
n
1. 2. 3. 4.
Answer Key
Exercise 1.1
1. 2. 3. 4. 5. 6.
7. 8. 9. 10. 11. 12.
Exercise 1.2
1. 2. 3. 4. 5. 6.
7. 8. 9. 10. 11. 12.
12 Campus Placements
Explanatory Answers
Exercise 1.1
HCF
HCF =
= = Ans
n = k
n = k
n n = k k = k k = k k
k k Ans
=
= Ans
¥ ¥
Ans
= HCF ¥ LCM
a a. HCF a
a¥ a= ¥a
a= HCF Ans
= = Ans
= =
Ans
z N N z
= ¥
=
=
13
=
=
=
=
=
=
s = = Ans
Exercise 1.2
¥ =
¥ =
¥ =
= = Ans
= Ans
=
¥
= = Ans
n
�
Ans
�
Ans
s = ¥
Ans
k
14 Campus Placements
k k k=
= ¥ Ans
a d
a d x
a = dx
d a d
a = dx a = dx
dx
dx d
d
Ans
a b c
p ¥q ¥r a
b c
¥ ¥
N =p =p ¥q
N=p p ¥q
N =p
N=p q ¥ = Ans
= Ans
n=
=
=
n=
=
=
n= Ans
Chapter 2
Percentages, Profit and Loss
2.1 Percentages
The term ‘percent’ means per hundred or for every hundred. It is the abbreviation of the Latin phrase per
centum. Scoring 80 percent marks means out of every 100 marks, the candidate scored 80 marks. The term
‘percent’ is sometimes abbreviated as pc or pct. The symbol % is used for the term percent. Thus, 50 percent
will be written as 50%. A fraction whose denominator is 100 is called a percentage and the numerator of the
fraction is called rate percent, e.g., 10 percent means 10 parts out of every hundred parts.
All percentages can be represented as a ratio with the denominator as 100. The conversion of fractions to
percentages and vice-versa is the most useful for doing calculations. Some commonly required fractions and
their conversions are given in Table 1. The students are advised to learn them.
Table 1
Fraction Percent Fraction Percent Fraction Percent Fraction Percent
1 1 1 1
100% 20% 11.11% 7.69%
1 5 9 13
1 1 1 1
50% 16.667% 10% 7.14%
2 6 10 14
1 1 1 1
33.33% 14.28% 9.09% 6.66%
3 7 11 15
1 1 1 1
25% 12.5% 8.33% 6.25%
4 8 12 16
Consider the following calculation that is done when 40 has to be increased by 10%. Increased Value = 40 +
10% of 40 = 40 + (10/100) ¥ 40 = 40 + 4 = 44.
One could also re-arrange and approach it in the following manner. Increased Value = 40 + 10% of 40 =
40 (1 + 10%) = 40 (1 + 0.1) = 40 ¥ 1.1 = 44.
1.1 can be called the multiplying factor (MF) corresponding to 10% and can simplify many calculations.
So, the concept of MF should be understood very well.
The MF corresponding to x% increase is nothing, but 1 + (x/100) and is 1 – (x/100) for an x% decrease.
Thus, MF corresponding to 40% increase will be 1.4 and corresponding to 4% increase will be 1.04. Sim-
ilarly, the MF corresponding to 20% decrease will be 0.8 and 0.98 for 2% decrease.
It can also be used in data interpretation to a huge extent. Since ratio of 48 to 36 is = 1.3333, we can say
that 48 is 33.33% more than 36.
110 ¥
be done with multiplying factor as:
Final Salary = (Initial salary ¥ 1.1) ¥ 1.7 = Initial salary ¥
initial salary.
The 10% increase and 70% increase in above problem are called successive increases as the second per-
value.
Let us consider the above calculation with two successive percentage increases of a% and b%.
Net MF = (1+ (a/100)) ¥ (1 + (b/100))
and the net percentage increase is a + b + (ab/100)%.
in A’s share.
Solution: change is
ab 10 ¥ 20
a+b+ . So we will use this formula for 10 and 20, percentage change = 10 + 20 + = 32%
100 100
Now again apply the above formula using 32, 30
32 ¥ 30
So, overall percentage change = 32 + 30 + = 71.6%
100
If the price of butter is increased by 20%. What should be the percentage decrease in the con-
sumption so that expenditure remains the same.
Solution: P Rs/kg
Let consumption be C kg
So Expenditure E = P ¥ C
New price of butter = 1.2P
Let new consumption be C1
So, P ¥ C =1.2P ¥ C1(as the expenditure remains same)
C1= 10C/12 = 5C/6
Reduction in consumption = C – C1
C – 5C/6 = C/6
C /6
% reduction in consumption= ¥ 100 = 100/6 = 16.67%
C
Shortcut Method
If the price of an article increases or decreases by a%, then the decrease or increase in the consumption so as
Ê a ˆ
not to change the total expenditure is equal to Á ¥ 100 %.
Ë 100 ± a ˜¯
Ê a ˆ
Using the formula Á ¥ 100, here a = 20
Ë 100 + a ˜¯
20
Hence, overall percentage change = ¥ 100 = 16.67%
120
If the cost price of an article is greater than the selling price, the seller suffers a loss. Thus, loss
= C. P. – S. P.
P ¥ 100)/C.P.
S.P. = C.P. ¥ (1+ (P/100))
¥ (P/100)
In case of loss
Loss %, L = (Loss ¥ 100)/C.P.
S.P. = C.P. ¥ (1 – (L/100))
Loss = C.P. ¥ (L/100)
Thakur sold his cow for Rs 10700 at a gain of 7%. What is the cost price of the cow?
We have, S.P. = Rs 10,700; gain %, P = 7%
So, C.P. = S.P./(1 + (P/100)) = 10,700/1.07
C.P. = Rs 10,000
less, he would have gained 25%. What is the cost price of the pen?
Solution: x. Gain = 20%
S.P. = Rs 1.20x
New C.P. = 20% less = Rs 0.80x
If gain is 25% then S.P. = Rs (1.25 ¥ 0.80x) = Rs x
Difference in S.P. = Rs (1.20x – x) = Rs 0.20x = Rs 50
So, x = CP = Rs 250
Shortcut Method
If two articles are sold at the same S.P. ‘x’, one at a loss of ‘y’% and the other at a gain of ‘y’%, then there
is always a net loss in the transaction. The loss percentage is given by y2/100%
And absolute value of the loss = 2xy2/(1002 – y2)
Overall Loss % = 102/100 = 1%
Overall Loss = (2 ¥ 100 ¥ 102)/1002 – 102 = 2.02
2.3 Discount
The reduction in the price given to a customer as a percentage/absolute value of the marked price is called
discount. Thus, Discount = M.P. – S.P.
A shop offers multiple discounts of 20%, 25% and 30%. What is the actual discount a customer
gets?
Solution:
Net discount = 100 ¥ [1 – {0.80 ¥ 0.75 ¥ 0.70}] = 58%
A shopkeeper uses a weight of 950 g instead of the 1 kg weight. Find dealer’s gain percent.
Suppose goods cost the dealer Re. 1 per kg he sells for Re. 1, what costs him Re. 0.95.
Gain on Rs 0.95 = Rs 1 – Rs 0.95 = Rs 0.05
Gain on Rs 100 = (0.05/0.95) ¥ 100 = Rs 100/19
Gain % = 100/19%
Shortcut Method
Error
% gain/loss = ¥ 100
True value - Error
True weight - False weight
% gain/loss = ¥ 100
False weight
By using the formula
Gain % = (50/950) ¥ 100 = 100/19%
20 Campus Placements
Exercise 2.1
1. In an Assembly Election, there were three candidates. Out of the total 1,200 votes polled, A received
30%, B received 720 votes and C received the rest of the votes. What is the percentage of votes re-
ceived by the winner as compared to his closest rival?
1. 150% 2. 200% 3. 210% 4. None of these
2. 5% income of Param is equal to 15% income of Taran and 10% income of Taran is equal to 20% in-
come of Vivek. If the income of Vivek is Rs 4,000, then the total income of Param, Taran and Vivek is:
1. Rs 12,000 2. Rs 18,000 3. Rs 24,000 4. Rs 36,000
3. If Aman’s savings are 25% more than Yash’s and his savings are 20% more than Bunty’s, by what per
cent is Aman’s savings more than Bunty’s?
1. 25% 2. 33.33% 3. 50% 4. 60%
4. The sides of a box are increased by 20%. By what percentage does its volume increase?
1. 20% 2. 44% 3. 60% 4. 72.8%
5. The population of a city increased from 3.5 lakhs to 3.85 lakhs in a decade. The average percent in-
crease of population per year is:
1. 4.37% 2. 1% 3. 10% 4. 8.75%
6. A student multiplied his marks by 7/5 instead of 5/7. What is the percentage error in the calculation?
1. 34% 2. 28% 3. 64% 4. 96%
Exercise 2.2
1. The entrance fee of a circus was reduced by 20%, but the daily attendance was increased by 30%. What
was the effect of this on the daily collection?
1. 2% increase 2. 2% decrease 3. 4% decrease 4. 4% increase
2. “Buy 5 shirts, get 1 free” is equivalent to getting a discount of:
1. 16 2/3% 2. 20% 3. 33% 4. None of these
21
3. The price of pickle is increased by 25% and so a person reduced his consumption by 25%. What is the
percentage increase or decrease in the expenditure incurred by him on pickle?
1. 6.25% decrease 2. 7% decrease 3. 6.75% increase 4. 6% increase
4. Grapes weigh 5,000 g. Water is 99% of its weight. It is kept in a heated room to dry and after some time
it is found out that water now is 98% by weight. What is the weight of grapes now?
1. 2,500 g 2. 4,600 g 3. 4,900 g 4. None of these
5. Due to the reduction in the price of mangoes by 40%, a customer can buy 24 mangoes more in the same
amount. Find the original number of mangoes purchased.
1. 25 2. 18 3. 36 4. 21
6. Radius of the base of a cone is increased by 10% and height is increased by 10%. What is the percent-
age increase or decrease in: a. area of the base of the cone, b. volume of the cone, respectively?
1. 21% increase, 33.1% increase 2. 10% increase, 12% decrease
3. 10% increase, 12% decrease 4. 21% increase, 3.2% decrease
7. If H = m% of n and R = n% of m, then which of the following is true?
1. H is smaller than R.
2. H is greater than R.
3. Relationship between H and R cannot be determined.
4. If m is smaller than n, then H is greater than R.
5. None of these
8. Around 33.33% of a machine’s daily output is equal to 50% of the second machine’s daily output. If
Exercise 2.3
Directions for questions 6 to 8: Each question is followed by two statements, I and II. Mark:
∑ If the questions can be answered by using one of the statements alone, but cannot be answered using
the other statement alone.
∑ If the question can be answered by using either statement alone.
∑ If the questions can be answered by using both statements together, but cannot be answered using either
statement alone.
∑ If the question cannot be answered even by using both statements together.
6. How much percent marks did Ajay’s score in the last 2 tests?
I. His average for the last 3 tests is 90%.
7. The number of people who can vote in an election is 78% of the population. How many of them actu-
ally cast their vote?
I. The population of the town is 90,000.
II. 64% of the eligible men and 58% of the eligible women voted.
8. If after 6 years a man gets an interest of Rs 576 on his investment, what is the rate at which interest is
charged?
I. The amount after 6 years is Rs 4276.
II. Had he invested Rs 463 more the bank would have offered him 8% rate of interest.
9. 40% of the employees of TRINITi Center for Learning are men, and 75% of the men earn more than
Rs 50,000 per month. If 45% of employees earn more than Rs 50,000 per month, what fraction of the
women (out of total women) in the company earns Rs 50,000 per month or less?
1. 2/11 2. 1/4 3. 1/3 4. 3/4
10. By selling 10 pens a man loses selling price of 2 pens. Find the loss percentage?
1. 300/13% 2. 30% 3. 300/7% 4. 16.67%
23
Answer Key
Exercise 2.1
1. 2 2. 4 3. 3 4. 4 5. 2 6. 4
7. 4 8. 2 9. 3 10. 1
Exercise 2.2
1. 4 2. 1 3. 1 4. 1 5. 3 6. 1
7. 5 8. 4 9. 3 10. 4
Exercise 2.3
1. 3 2. 4 3. 1 4. 2 5. 3 6. 4
7. 4 8. 1 9. 4 10. 4
Explanatory Answers
Exercise 2.1
Inflammable Materials
Shell Markings
Training
Bitter experience taught the Allies as well as the Americans that
no matter how efficient the gas mask and other defensive
appliances, they would not take the place of thorough and constant
training. One of the greatest difficulties at first was to get American
troops to realize that a thing as invisible as gas, with in many cases
no offensive smell and producing no immediate discomfort, could be
deadly. Nothing but constant drill and constant reiteration of these
dangers could get this fact impressed on them. Indeed it never was
impressed sufficiently in any of the earlier divisions of American
troops in the line to prevent their taking such chances that each
division suffered heavy loss on one or more occasions from gas
attacks.
A great deal of emphasis had been placed by the English upon
the adjustment of the mask in the shortest possible time, this time
having been officially set at six seconds after the alarm. The
Americans in adopting the mask in toto naturally had to adopt the
rules for adjusting it and wearing it. Experience, however, taught
them in a few months that the effort to attain too great speed was
dangerous. It tended to rattle the soldier and to result in poor
adjustment of the mask, both of which led to casualties. Accordingly
in the latest instructions for defense against gas all reference to six
seconds was eliminated and emphasis placed on the necessity of
accurate adjustment of the mask. Inasmuch as any man, practically
without effort or previous drill, can hold his breath for twenty
seconds, the need for great speed in adjusting the mask is not
apparent.
Psychology in Training
While the importance of impressing upon the soldier the danger
of gas was early appreciated it was deemed necessary not to make
him unduly afraid of the gas. However, as gas defense training in our
Army got a big start over gas offense training, this became a matter
of very great importance. In fact, due to a variety of causes, training
in the offensive use of gas was not available for any troops until after
their arrival in France. This resulted in officers and men looking upon
the gas game, so far as they were individually concerned, as one of
defense only. Accordingly after their arrival in France it became very
difficult not only to get some of our officers to take up the offensive
use of gas but even to get them to permit its use along the front they
commanded.
Notwithstanding all the care taken in training Americans in gas
defense there arose an undue fear of the gas that had to be
overcome in order to get our troops to attack close enough to their
own gas to make it effective. This applied to the use of gas by
artillery as well as to its use by gas troops. However, it should be
said that in every instance where gas was once used on an
American front all officers in the Division, or other unit, affected by it
were always thereafter strongly in favor of it.
Gas at Night
In the early days it was very difficult to get officers to realize the
absolute necessity of night drill in the adjustment of the mask. For
various reasons, including surprise, gas attacks were probably eighty
to ninety per cent of the time carried out at night. Under such
conditions confusion in the adjustment of the mask is inevitable
without a great deal of practice before hand, especially for duty in
trenches with narrow spaces and sharp projecting corners. There are
numerous instances of men waking up and getting excited, who not
only gassed themselves, but in their mad efforts to find their masks,
or to escape from the gas, knocked others down, disarranging their
masks and causing the gassing of from one to three or four
additional men. The confusion inherent in any gas attack was
heightened in the latter stages of the war by heavy shrapnel and
high explosive bombardments that accompanied nearly all projector
and cloud gas attacks for that very purpose. The bombardment was
continued for three or four hours to cause exhaustion and removal of
the mask and to prevent the removal of the gassed patients from the
gassed area.
Detection of Gases
Efforts were made by the enemy and by all the Allies throughout
the war to invent a mechanical detector that would show when gas
was present in dangerous quantities. While scores, perhaps
hundreds, of these were invented none proved simple, quick, or
certain enough in action to make their adoption desirable. In every
case it was necessary to rely on the sense of smell. Thus it was that
as the war wore on, more and more attention was given to training
officers and non-commissioned officers to detect various kinds of
gases in dangerous quantities by the sense of smell.
In the American Gas Defense School for officers this was done
wholly by using captured German gases. This was because certain
gases have quite different smells, depending upon the impurities in
the gas and also upon the solvents sometimes mixed with them.
Thus the German mustard gas has a mustard smell, while the Allies
mustard gas, due to a slight difference in the method of manufacture,
has a very perfect garlic odor. Not only must officers and men who
handle gas training know the smell of the various gases, but they
must know when the concentration of each is high enough to be
dangerous. This is not easy to learn because the strength of the
various gases in dangerous concentrations varies through wide
limits. Not only does the strength of the gases vary and the
sharpness of the odors accordingly, but the mingling of poisonous
gases with other gases from high explosive and shrapnel tends to
obscure these odors and make them more difficult of detection.
Deceptive Gases
A great deal of thought was given toward the end of the war to
the subject of deceptive gases which could by powerful or peculiar
odors mask the dangerous gases. This masking was to deceive the
enemy when dangerous gases were present or to admit an attack
without masks while the enemy was wearing his through thinking
there was a dangerous gas when as a matter of fact none existed.
In gas warfare, the German, as well as the Allies, was exercising
his ingenuity in devising new and startling methods of making gas
attacks. A well known trick with the German was to fire gases for
several days, particularly against green troops, in concentrations so
slight as to do no harm. When he felt that he had lulled those troops
to a sense of the ineffectiveness of his gas, he sent over a deadly
concentration. In spite of the warning that this was what was
happening, he often achieved too great a success. Before the war
closed, however, the American was beginning to out-think and out-
wit the German in this method of warfare.