more practise now recruitment

MORE PRACTISE NOW is a useful addition to the ever-popular

Practise Now!, which is a practical guide to tackling a wide variety of

selection tests commonly used in recruitment.

MORE PRACTISE NOW contains even more practice items

typically found in verbal, numerical, non-verbal and spatial–visual

reasoning tests. It also provides an actual timed test to expose you to a

typical test situation.

MORE PRACTISE NOW is written by people who write selection

test items and those who are on the other end of conducting

testing. Each chapter focuses on a specific question type. Each question

type is explained and tips are provided on how to improve your chances

of getting items right.

MORE PRACTISE NOW aims to increase your confidence in

undergoing an assessment process by providing exposure to the

types of questions typically found in selection and recruitment tests and

lots of practice on answering these questions.

MO

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PR

AC

TIS

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ISBN 978-0-86431-781-0

9 7 8 0 8 6 4 3 1 7 8 1 0

MOREPRACTISE

NOWHow to preparefor recruitment

and selection tests

General ability

Aptitude and skills

MPN cover.indd 1MPN cover.indd 1 22/2/07 4:04:35 PM22/2/07 4:04:35 PM

More Practise Now

How to prepare for recruitment and selection tests

ACER Press

First published 2007by ACER PressAustralian Council for Educational Research Ltd19 Prospect Hill Road, Camberwell, Victoria, 3124

Copyright © 2007 Australian Council for Educational Research

All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publishers.

Items developed by Frank PalmerEdited by Liz SteeleCover and text design by Scooter DesignTypeset by Mason DesignPrinted by Print Impressions

National Library of Australia Cataloguing-in-Publication data:

More practise now: how to prepare for recruitment and selection tests.

ISBN 9780864317810.

1. Ability - Testing - Problems, exercises, etc. I.Australian Council for Educational Research.

153.94

Visit our website: www.acerpress.com.au

contentsINTRODUCTION iv

CHAPTER ONE: WORD KNOWLEDGE 1

Question type 1: Choose the misfits 1

Question type 2: Find the synonym 5

Question type 3: Find the analogies 8

Question type 4: Find the relationship 11

Question type 5: Find the pair relationship 14

Question type 6: Prove the sentence 18

Question type 7: Proverbs 22

CHAPTER TWO: READING COMPREHENSION 27

CHAPTER THREE: MATHEMATICAL PROBLEMS 32

Question type 1: Simple arithmetic 32

Question type 2: Word problems 34

Question type 3: Problems presented in a unit 36

CHAPTER FOUR: NUMBER SEQUENCES AND PATTERNS 42

Question type 1: Number sequences 42

Question type 2: Number squares and circles 44

CHAPTER FIVE: NON-VERBAL REASONING 47

Question type 1: Linear pattern sequences 47

Question type 2: Framework patterns 50

CHAPTER SIX: SPATIAL–VISUAL REASONING 54

Question type 1: Transparent tiles 54

Question type 2: Overlapping tiles 58

Question type 3: Bird’s-eye view of real features 61

CHAPTER SEVEN: MECHANICAL REASONING 65

APPENDIX ONE: SAMPLE TESTS 71

Verbal test 72

Numerical test 75

Non-verbal test 78

APPENDIX TWO: ANSWER SHEET 82

APPENDIX THREE: ANSWERS 83

Answers for chapter questions 83

Answers for sample tests 86

introductionMore Practise Now is a companion to Practise Now!, the best-selling book that pro-vides explanations and examples of items frequently encountered in selection and recruitment tests. More Practise Now builds on this valuable information with more practice items and sample tests spanning the wide range of item types typically found in these tests. The additional practice will help familiarise test-takers with test items, build their confi dence and improve their test-taking skills.

Each chapter of More Practise Now covers a different kind of question and also includes:

• a short introduction to the item type• several practice items of that type.

Three short sample tests are included in Appendix One after the practice sections.Answers are provided for all questions in Appendix Two. Appendix Three is a sample answer sheet like those you will use when taking selection and recruitment tests. You can use this in conjunction with the sample tests.

For detailed explanations of the item types, including worked examples, look in the corresponding chapter of Practise Now!.

1

chapteroneword knowledgeWord knowledge questions test your understanding of:• vocabulary• word meanings• sentence comprehension• synonyms• antonyms• proverbs.

Question Type 1:CHOOSE THE MISFITSEach of these items will consist of a list of six words. Find two of them that are not like the others.

example

1 Four of the following are alike in some way. Write the letters of the other two in the box.

A torrentB delugeC fl oodD riotE chopF pelt

The answer to this example is D and E.For a more detailed explanation and a worked example, see ‘Choose the misfi ts’ in

Chapter One, page 7 of Practise Now!.

____ and ____

Your answers are the two that do not belong with the others.

Read the instruction carefully. You are looking for two that do not fit.

Four of these have something in common. You are looking for the two that are different.

M o re P r a c t i s e N o w2

Now practise on the following items.


A oakB elmC ryeD eucalyptE pineF barley


A oilB petroleumC greaseD hydrousE fatF humidity


A mysticismB honourC homageD devotionE inspirationF reverence

HINT

Two are grains, while the others are trees.

____ and ____

____ and ____

____ and ____

Wo rd K n o w l e d g e 3

____ and ____

____ and ____

____ and ____


A practiceB preparationC improviseD researchE spontaneousF rehearsal


A paramountB excessC notableD priorityE extremeF supreme


A subordinateB dependantC incrementD annexE supplementF addition



A patchyB consistentC variableD uniformE sporadicF random


A adverseB disinclinedC reluctantD diffi cultE hesitantF unwilling

____ and ____

____ and ____


Question Type 2:FIND THE SYNONYMThis type of question tests your knowledge of synonyms, that is, words that have the same meaning.

example

1 Find the word that means most nearly the same as PALATIAL.

A regalB friendlyC smokyD spaciousE palatable

The answer to this example is D.For more detailed explanation and a worked example, see ‘Find the synonym’ in

Chapter One, page 9 of Practise Now!.Now practise on the following items.

1 Find the word that means most nearly the same as INTUITION.

A perceptionB impulseC associationD reactionE instinct

You must find a word in the list that means the same as this one.

Choose one word from this list that has the closest meaning to the top one.


2 Find the word that means most nearly the same as SEIZURE.

A unconsciousB comaC captureD reversionE restore

3 Find the word that means most nearly the same as DISCONTENT.

A sentimentB dissatisfactionC sorrowD unrestE disappointment

4 Find the word that means most nearly the same as BESTOW.

A inheritB collectC receiveD acquireE give

5 Find the word that means most nearly the same as BIAS.

A prejudiceB decisionC impartialD arbitrateE adjudicate


6 Find the word that means most nearly the same as EXPERT.

A reliabilityB aptnessC dabblerD professionalE novice

7 Find the word that means most nearly the same as ADAGE.

A maximB erredC unsoundD maximiseE minimise

8 Find the word that means most nearly the same as SAGE.

A sanityB scholarC ignorantD sagaE sagging

9 Find the word that means most nearly the same as LUCID.

A enigmaticB intuitionC rationalD fallableE instinct


Question Type 3:FIND THE ANALOGIESThis type of question tests your ability to see ways in which abstract ideas can be described in concrete things.

example

1 Which one would best suggest PERMANENCE?

A a world tourB a gentle windC a mossy rockD a wagging tailE a fl owing river

The answer to this example is C.For a more detailed explanation and a worked example, see ‘Find the analogies’ in


1 Which one would best suggest IMPOUNDED?

A a gateB confusedC a safety barrierD confi scatedE struck

Choose one of these concrete things that illustrates the idea.

This word is the abstract idea.


2 Which one would best suggest INFINITY?

A stars in the universeB a perfect snowfl akeC an oceanD a map of the worldE the sun

3 Which one would best suggest DURABILITY?

A sunshine on a beachB new tyresC a granite benchtopD a diamondE instant lawn

4 Which one would best suggest PRODUCTIVITY?

A an SMS messageB an emailC a road repair crewD a modern factoryE an exciting job

5 Which one would best suggest INFLUENCE?

A shopping for clothesB an acquaintanceC a newspaper articleD a role modelE a camping trip


6 Which one would best suggest ASCENDANCY?

A new glassesB a new carC a salespersonD the largest companyE an auditor

7 Which one would best suggest MODERATION?

A a dissipated lifeB a big partyC a meal at homeD a hedonistE cornucopia

8 Which one would best suggest HARMONY?

A tribal celebrationB a rock concertC a political partyD synchronised swimmingE a chess game


Question Type 4:FIND THE RELATIONSHIPThis type of question tests your ability to make connections between words. You are given two related words and your task is to fi nd a word that relates to a given word in the same way as the two initial words.

example

1 CLIPPERS are to WIND as ROWBOATS are to

A fl oatB glassC teamD sail inE oar

The answer to this example is E.For more detailed explanation and a worked example, see ‘Find the relationship’

in Chapter One, page 14 of Practise Now!.Now practise on the following items.

1 NEEDLE is to THREAD as SPRINKLER is to

A gardenB lawnC waterD treeE rain

Mark the letter to show your answer.

These words are related to each other.

Find which word in the list makes a pair with the same relationship. A B C D E

HINT

The thread goes through the needle.

A B C D E


2 HOPS is to BEER as WHEAT is to

A cornB barleyC oatsD breadE soup

3 TYRE is to TRUCK as HULL is to

A linerB lorryC wagonD dinghyE canoe

4 CLAY is to BRICK as SAND is to

A beachB sandstoneC quarryD glassE sandpit

5 ENTERTAINMENT is to AUDIENCE as WORK is to

A commissionB employeeC plumbingD managerE planning

HINT

Clay is used to make bricks.

A B C D E

A B C D E

A B C D E

A B C D E


6 PILOT is to AIRCRAFT as MANAGER is to

A accountantB directorC companyD boardroomE parliament

7 WRITE is to STORY as PAINT is to

A wall B roller C portrait D printE brush

8 SPORT is to ARENA as HOLIDAY is to

A fi shingB campingC surfi ngD footballE resort

A B C D E

A B C D E

A B C D E


Question Type 5:FIND THE PAIR RELATIONSHIPThis type of question tests your understanding about the relationships between pairs of words.

You will see a pair of words that are related to each other. You must select a pair from the list that best refl ects a relationship similar to the fi rst pair of words.

example

Select the pair that best refl ects the relationship similar to that between the pair of words in bold.

1 remote distant

A B C Ddrive eliminate forget overcoatlever remove remember dress

The answer to this example is B.For a more detailed explanation and a worked example, see ‘Find the pair

relationships’ in Chapter One, page 18 of Practise Now!.Now practise on the following items.

1 Select the pair that best refl ects the relationship similar to that between disinterested and impartial.

A B C D gliding tepid attractive walking sailing cool attracted strolling

This pair of words has a relationship.

Find the pair with the same relationship.


2 Select the pair that best refl ects the relationship similar to that between engine and heart.

A B C D clutch computer hammer screw accelerator brain chisel screwdriver

3 Select the pair that best refl ects the relationship similar to that between grain and wheat.

A B C D beef tofu car animal sheep milk bus cat

4 Select the pair that best refl ects the relationship similar to that between devalue and regress.

A B C D compliant bestow esteem nirvana recalcitrant borrow disrepute paradise

HINT

Look for an object that symbolises a part of

the body.


5 Select the pair that best refl ects the relationship similar to that between ship and aeroplane.

A B C D pilot passengers port cockpit navigation crew starboard fl ight deck

6 Select the pair that best refl ects the relationship similar to that between doe and fawn.

A B C D mare heifer joey lamb foal bull buck calf

7 Select the pair that best refl ects the relationship similar to that between worker and manager.

A B C D student farmer country tractor learner grazier state mower


8 Select the pair that best refl ects the relationship similar to that between lover and affection.

A B C D Juliet endearment courting sweetheart Casanova attraction wooing desire

9 Select the pair that best refl ects the relationship similar to that between baby and pensioner.

A B C D apprentice acorn cell kite graduate tree virus jumbo jet


Question Type 6:PROVE THE SENTENCEThis type of question includes a summary sentence followed by fi ve statements.

You are to choose two statements that give all the evidence needed to prove the summary statement.

example

1 Two of the following statements together prove that:JAMES WENT SURFING AT THE WEEKEND.

The statements are:A Surfi ng is James’s favourite sport.B James’s friends go surfi ng every Saturday.C The waves were very good at the weekend.D James plays football with his friends on Sunday.E James joins his friends every time they go surfi ng.

The answer to this example is B and E.For a more detailed explanation and a worked example, see ‘Prove the sentence’ in


1 Which TWO of the following statements together prove that I ALWAYS TRAVEL TO WORK BY BICYCLE.

A I ride my bicycle only on weekends.B I drive my car only on Wednesdays and Fridays.C I walk only on Mondays.D I work only at weekends.E I use public transport only on Tuesdays and Thursdays

____ and ____

Mark your answers clearly.

SUMMARY SENTENCE: Should be taken as true.

FIVE STATEMENTS: Find the two of them that prove the sentence.

____ and ____


2 Which TWO of the following statements together prove that AUSTIN FLIES HIS PLANE FOR THE FUN OF IT.

A Nick and Diana are farmers.B The man who has a plane at Como Farm loves fl ying.C A man keeps his plane next to Como Farm.D The man who owns Como Farm is a keen pilot.E Austin keeps his plane at Como Farm.

3 Which TWO of the following statements together prove that BILL ON THE HORSE ‘OUR SOLO’ WON A GOLD MEDAL AT

THE OLYMPICS.

A Our Solo’s rider had a broken collarbone.B The rider with the broken collarbone won a gold medal.C Roycroft rode Our Solo in the Olympic Games.D Bill with a broken collarbone won a gold medal at the Olympics.E Our Solo won a gold medal for Australia.

4 Which TWO of the following statements together prove that HUGH IS JOAN’S GRANDSON.

A Joan is related to Hugh.B Anthea is Hugh’s daughter.C Hugh is Austin’s son.D Austin is Joan’s son.E Anthea’s husband is Joan’s son.

____ and ____

____ and ____

HINT

Draw a diagram to help you.

____ and ____

HINT

Draw a family tree.


5 Which TWO of the following statements together prove that TERRY STOLE $1.8 MILLION FROM KEN.

A Ken had $1.8 million stolen by his business partner.B Forged documents were used to steal money from his bank account.C Terry is Ken’s only business partner.D Terry was disbarred from practising because he stole money.E Terry frequently stole small amounts of money from his business partners.

6 Which TWO of the following statements together prove that DAVID HAD HIS OPERATION YESTERDAY.

A David’s surgeon did his only operation at St Vincent’s, on David.B David’s surgeon was Dr Sayed.C The nurse spent all day with David on Tuesday.D He was in St Vincent’s hospital on Monday.E Dr Sayed operated at St Vincent’s yesterday.

7 Which TWO of the following statements together prove that OSCAR LIKES MACHINERY.

A David is married to Sonia.B Oscar is Alahna’s only brother.C Alahna’s brother likes machines.D David’s daughter does not like machines.E Sonia’s son loves machines.

____ and ____

____ and ____

____ and ____


8 Which TWO of the following statements together prove that ANABEL LIVES IN SYDNEY.

A Anabel fl ies home from Adelaide on Tuesdays.B She never fl ies to Sydney from Perth.C She fl ies direct to Perth every Monday.D She always fl ies to Sydney from Adelaide.E Anabel only fl ies to Perth and Adelaide.

9 Which TWO of the following statements together prove that CORY IS A TENTERFIELD TERRIER.

A Breeders of Tenterfi eld Terriers issue an Ownership Certifi cate.B Bill breeds only Tenterfi eld Terriers.C Miniature Fox Terriers are offi cially called Tenterfi eld Terriers.D Cory’s breeder lives at Tenterfi eld.E Cory’s new owner has a certifi cate of ownership from Bill.

____ and ____

____ and ____


Question Type 7:PROVERBS This type of question tests your knowledge and understanding of proverbs.

example

1 Which alternative has a similar meaning to this proverb? Don’t judge a book by its cover.

A Prediction is a wise precaution.B Illustrators don’t read books.C Appearances are often misleading.D Choose carefully or waste your time.

The answer to this example is C.For a more detailed explanation and a worked example, see ‘Proverbs’ in Chapter

One, page 23 of Practise Now!.Now practise on the following items.

1 Which alternative has a similar meaning to this proverb?A bad penny always turns up.

A Someone you do not want to see always comes along.B Coin collectors always end up with lots of useless coins.C No matter how you try to throw something away, it always returns.D When you toss a badly balanced coin it always lands the same way up.

This is a proverb. It is a saying that gives advice about life.

Find which one of these sayings has nearly the same meaning as the proverb. Write your

answer.


2 Which alternative has a similar meaning to this proverb?A stitch in time saves nine.

A By sewing to a rhythm you’ll get more stitches done.B Sew quickly and you’ll save time.C A little maintenance prevents big breakages. D By running too fast you’ll get a painful stitch.

3 Which alternative has a similar meaning to this proverb?A bird in the hand is worth two in the bush.

A Get what you want regardless of the consequences.B A hand-raised chicken is bigger than two wild ones.C Aviary birds are twice as healthy as birds in the bush.D Settle for what you have, instead of wanting more.

4 Which alternative has a similar meaning to this proverb?As ye sow, so shall ye reap.

A What you do to others will happen to you.B Do good deeds and others will reap the benefi ts.C Plant wheat seeds in order to harvest wheat grains.D If you sew with small stitches it will take a long time.


5 Which alternative has a similar meaning to this proverb?Where there’s a will there’s a way.

A Dying without a will leaves trouble for a family.B Determination achieves results.C When you’re lost, use willpower to fi nd your way.D Make a wish and you’ll discover the right path.

6 Which alternative has a similar meaning to this proverb?A friend in need is a friend indeed.

A Friends with bad debts will trouble you for money.B Someone needing a friend is the best friend.C A friend who does good deeds will help you.D The best friend you can have is one you can help.

7 Which alternative has a similar meaning to this proverb?A man is known by the company he keeps.

A Your reputation is made according to those with whom you mix.B People gain their identity according to the company they work for.C The people you spend most time with will know you the best.D A person is known as successful from the company they own.


8 Which alternative has a similar meaning to this proverb?A rolling stone gathers no moss.

A If you stay in one place too long you’ll grow mouldy.B Keep moving to live an unencumbered life.C Restless people don’t stay long in one place.D Nomads don’t grow crops.

9 Which alternative has a similar meaning to this proverb?Discretion is the better part of valour.

A It’s safer to take care than to be too brash.B Keeping secrets takes strength.C Have some discretion in the way you treat other people.D You have the fi nal choice in how you live.

10 Which alternative has a similar meaning to this proverb?Man cannot live by bread alone.

A Simple foods lead to a boring, unexciting life.B You need nourishing food.C People need to drink wine to relax.D People need love and spiritual sustenance.

27

Choose one of the endings to complete the sentence beginning to make a correct statement about the information in the passage.

chaptertworeading comprehensionReading comprehension passages test your general reading ability. The passage, chart, table or graphic is provided followed by a set of questions. You must choose one answer for each question based on the material provided.

example

The basic materials in bricklaying are bricks and mortar. Bricks are usually made of clay, and mortar is usually made of water, sand and cement and/or lime. The purpose of mortar is to join separate bricks into one solid mass.

For the following questions, circle A, B, C or D.

1 Bricks are usually made of A clay.B wood.C metal.D plastic.

2 What are the basic materials in bricklaying?A glass and putty B bricks and mortarC pipes and adhesivesD electrical components

3 Mortar is used toA decorate brick structures.B prevent bricks sticking together.C reduce the weight of brick structures.D join separate bricks into one solid mass.

The answers are A, B, and D.

This is the sentence beginning that needs to be finished. Read it carefully.


For more detailed explanation and a worked example, see Chapter Two, pages 26–30 of Practise Now!.


1 The great days of wool in Australia

Source: The Great Days of Wool, by Joan Austin Palmer. Published by Rigby Publishers Ltd, Adelaide, 1980.

Australia’s early land legislation developed as the continent was discovered and its resources explored. The unique character of the country’s early settlement governed the experimental nature of her landlords. The early governors had the power to make free grants of land and the fi rst of those were small and confi ned to the Sydney area, but with the growth of the pastoral industry, offi cers and offi cials began helping themselves to large blocks. The British government granted 400,000 hectares to the Australian Agricultural Company. In other colonies, 140,000 hectares was granted to the Van Diemen’s Land Company and another 100,000 hectares was granted to the promoters of the Swan River settlement in 1829. By 1831, when grants ended, probably 1.6 million hectares had been granted, most of it in very large holdings.

By the time a way had been discovered over the Blue Mountains a boom was beginning and men were keen to move out with their fl ocks and herds from the crowded coastal plain. From 1828 wool was regularly exported to England and although the amounts were small, they were signifi cant of what was to follow. Australia was soon to become Britain’s most important supplier of wool and subsequently the world’s leading producer of fi ne Merino wool. The demand for grazing country became so great and Australia’s land laws lagged so

far behind the demand that large areas of unsurveyed outback country were taken up by squatters who were unlicensed and technically trespassers. The situation was unsatisfactory all round, as the authorities did their best to restrict unlicensed grazing yet the squatter had no fi xed boundaries and no security of tenure. No wonder the squatter made no attempt to fence his lands nor to build himself a permanent homestead. The term ‘squatter’ has been a mutable word in Australia’s history, changing its meaning often. At fi rst it was used disapprovingly to describe any ex-convict or criminal who squatted on unoccupied land, and unauthorised occupants surviving precariously in the wilderness. It took some years for the term to gain respectability.

In a few years the wool trade had headed whaling and sealing as Australia’s main export business and almost everyone with ambition, respectable citizens, monied immigrants, and ex-offi cials wanted to invest in ‘anything on four legs’. In 1836 the fi rst Act was passed which allowed any man to legally occupy Crown lands, and from then on some of the most respectable and certainly the best heeled men in the colony were squatters. They were to become a class, fi ercely independent and animated by a dislike of city dwellers and government interference.

This passage contains all of the information you need to answer the questions.

R e a d i n g C o m p re h e n s i o n 29


1.1 People could squat on unoccupied land becauseA there were large areas of unsurveyed outback country that was diffi cult

to govern.B the authorities were unable to restrict unlicensed grazing.C early Australian land legislation was very strict.D squatters attempted to fence their land and build permanent homes.

1.2 Which of these choices is correct?A Fishing, whaling and sealing was once Australia’s largest business.B By law women were not permitted to take up land.C The discovery of a route over the Blue Mountains to the interior created

an economic boom.D Many squatters illegally acquired land for nothing.

1.3 Which of these choices is correct?A Australia’s land laws were created and developed as the need arose.B Australia is still the largest exporter of Merino wool to Britain.C All people settling on granted government land were called squatters.D Australia’s early landlords experimented with the way they leased their

houses to tenants.


2 Opportunities for our company


2.1 The purpose of this passage is toA ensure that the local company representing the company’s interests do

so to the best of their ability.B present opportunities for building the business in another country.C demonstrate the need for more specialist trade training.D demonstrate the need to work with politicians in the country who have

corruptly closed several large mines down.

2.2 Which of these choices is correct?A Their experience in training mine workers in the foreign country means

that it can easily provide training products and services to operators of civilian passenger vehicles.

B This company believes that having only one or two large customers is a risky strategy.

C This company is from another (foreign) country and it competes with the TAFE colleges within Australia.

D This company will sell civilian passenger vehicles to the foreign country.

There appears to be an opportunity for this company to provide training to the local labour force and the mining industry throughout the subject country. This opportunity could be coupled with the provision of well-trained contract or hire labour. A threat to the company at the moment is that Australian TAFE colleges are providing specialist trade training. The company does not seem to have taken advantage of in-country local language-based training.

Nationalism in the subject country is easily underestimated and perhaps was used against the company’s interests by the organisation which represented us there. Australian companies, with staff speaking only English, do not easily gain a foothold in that country. The mining industry marketplace, although

well known and well understood by our company, is a small segment of that country’s economy, and we have put all our eggs in one basket. Political events which closed a number of very large mines in neighbouring countries have underlined the dangers of selling to one market sector or to one particularly large mining company. The subject country uses large numbers of civilian passenger vehicles with only basic support systems and little or no advanced technical expertise. This segment is being targeted by other, competing Australian companies and is an obvious opportunity for our auto division with its new products and services. This is a possible export opportunity as an outgrowth of the company’s supply to the mining industry.

R e a d i n g C o m p re h e n s i o n 31

3 Safety equipment on board sailing boats


3.1 Sailors who do not race or sail inlandA prefer buoyancy aids over life jackets.B prefer life jackets over buoyancy aids.C wear buoyancy aids defl ated while sailing.D check their gear regularly for compliance with safety standards.

3.2 In rough seasA fl at non-slip shoes should be worn.B coloured strips on harnesses provide the best form of identifi cation.C fl ares assist with attracting attention in inland sailing.D sailors’ safety is decreased through the use of a lifeline.

It is vital to ensure proper safety precautions are adhered to on board boats. All sailors must wear some form of buoyancy gear. A variety of buoyancy equipment is available that is worn on top of all other clothing. There are two main types of equipment: buoyancy aids which give some support in the water and lifejackets which give total support in the water and will turn an unconscious person into a fl oating position face up in the water. Lifejackets are either infl ated automatically by pulling a cord attached to a gas cylinder, or by mouth. They are worn defl ated when sailing. Most racing or inland sailors will wear buoyancy aids, while open sea sailors tend to prefer lifejackets. It is important that the buoyancy gear chosen complies with standard safety requirements.

On larger sailing boats, safety harnesses may also be necessary. These are designed to keep the sailor attached to the boat via a lifeline and are typically

worn whilst working on deck. The lifeline has a quick release clip that is attached to the harness. The harness is generally held in place by adjustable shoulder straps. Coloured strips are typically fi xed to the harness to aid identifi cation at night or in foul weather. A more effective means of attracting attention during storms can be achieved through the use of a fl are. Usage of fl ares should be limited to open sea emergency situations.

In addition to buoyancy gear and safety harnesses, special attention should also be given to ensuring that sailors have the most appropriate footwear. Boots or shoes can be chosen, but they must be fl at and have non-slip soles that provide maximum contact with the surface. Contact with the deck is enhanced by choosing shoes with continuous, shallow tread. Footwear with appropriate soles prevents slippage during wet conditions or on sloping decks.

32

chapterthreemathematical problemsMathematical problems test your knowledge of basic mathematics (for example arithmetic) and your ability to solve real-world numerical problems. You should not use a calculator for these problems.

Question Type 1:SIMPLE ARITHMETICFor this question type, you are given a calculation and a set of answers from which to choose.

example

1 78 + 59 = ?

A 137 B 136 C 127 D 126 E None of these

The answer to this question is A.For a more detailed explanation and a worked example, see ‘Simple Arithmetic’ in

Chapter Three, page 35 of Practise Now!.Now practise on the following items, circling A, B, C or D.

1 134 – 97 = ?


2 436 × 49 = ?


You have five choices for the answer. Only one is correct.

Check the calculation you need to do.

M a t h e m a t i c a l P ro b l e m s 33

3 53 × 28 = ?


4 1 × 2 = ?

4 3

A 1/6 B 1/3 C 1/12 D 3/6 E None of these

5 25% of 25% of 400 = ?


6 40% of 50% of 800 = ?


7 √⎯⎯⎯⎯81


8 If 14 = 7x, then x =


HINT

First calculate 25% of 400. Then calculate 25% of that.


Question Type 2:WORD PROBLEMSThese questions test your ability to solve mathematical problems described in words. You are given a description of a context that contains all the information you need. You are to work out the answer to the problem.

example

1 Grant competed in a 400 m swimming race. He won the fi rst 100 m lap in 55 seconds. Each of the three remaining laps took him two seconds longer than the

previous lap to swim. How long did Grant take altogether?

A Two minutes 26 secondsB Two minutes 32 secondsC Three minutes 46 secondsD Three minutes 52 secondsE None of these

The answer to this example is D.For more detailed explanation and a worked example, see ‘Word problems’ in

Chapter Three, page 37 of Practise Now!.Now practise on the items below, circling A, B, C or D.

1 A car travels 90 km in one and a half hours. What was the average speed?

A 50 km/h B 60 km/h C 120 km/h D 90 km/h E None of these

2 An aeroplane travels 1200 km in three hours. What was the average speed?

A 200 km/h B 400 km/h C 350 km/h D 800 km/h E None of these


HINT

5% × 3800 lph will show how much more fuel engine one uses in an hour compared to

engine two.

3 A ship travels 3600 km at an average speed of 30 km/h. How long did it take?

A 4 days B 121 hrs C 60 hrs D 5 days E None of these

4 A buyer rejected fi ve out of every eight bullocks offered to him for sale, and he subsequently purchased 60 of them. How many were originally for sale?


5 A tiler needs to pave a fl oor measuring 4.75 m by 8 m. What is the fl oor area?

A 30 m2 B 39 m2 C 38 m2 D 40 m2 E None of these

6 A pilot calculates that the number one engine uses 5% more fuel than number two engine, which burns 3800 litres an hour. Approximately how much more fuel would the number one engine burn on a three and a half hour fl ight?

A 182 litres B 319 litres C 380 litres D 665 litres E None of these

7 Each of the four engines on an aeroplane burns 820 litres of fuel per hour. Approximately how many litres of fuel will the aeroplane burn during a 3 hour, 30 minute fl ight?

A 11,480 litres B 9,600 litres C 12,800 litres D 3,200 litres E None of these


Question Type 3:PROBLEMS PRESENTED IN A UNITProblems presented in a unit commonly contain three to fi ve questions about the information.

example

Figure 3.1 Cost of hurricanes in Florida

1 Which of these options is incorrect?A Hurricane Floyd’s cost was about 1/4 of the total cost.B Andrew’s cost was about 9/16ths of the total.C Opal’s cost was about 1/16th of the total.D Frederic’s cost was about 1/24th of the total.

The answer to this example is A.For a worked example, see ‘Problems presented in a unit’ in Chapter Three, page

40 of Practise Now!.

Cost of Hurricanes

0

5

10

15

20

25

30

Andrew

$Bn

Hugo Floyd Fran Opal Frederic


Now practise on the following items, circling A, B, C or D.

Figure 3.2 Freight into and out of Australia 2004 and 2005

1 From this graph, which of the following options is correct?A There is a 12% difference between exports in 2004 and 2005.B The rate of increase in freight imports from 2004 to 2005 was 45%.C More freight was imported than exported in 2005.D More freight was exported than imported in 2004.

0.0

100.0

200.0

300.0

400.0

500.0

1 2

Freight In (1) and Out (2) of Australia2004

2005


Figure 3.3 Tank production

In 1944 during World War Two, the German army was in retreat from the Russians, and the Americans and the British invaded France and Italy. This attack on German troops on the Western, Eastern and Southern Fronts, fi nally led to Germany’s defeat by the Allies in 1945. The graph shows 1944 tank production by the major combatants, excluding Japan.

2 According to this graph, which option is correct?A Russia was able to make more tanks than the other countries because it

started large-scale manufacturing years earlier.B Germany lost the war because it couldn’t keep up production against the

Allies.C Britain manufactured about 1/6th as many tanks as Russia in 1944.D Britain probably had a smaller army than the USA so needed fewer

tanks.

1944 Tank Production

0

5000

10000

15000

20000

25000

30000

35000

Countries

Tank

s

Russia

Germany

USA

Great Britain


Figure 3.4 Net exports

3 According to this graph, which of the following is the most accurate conclusion?A France’s exports are only one tenth of those of Japan.B The USA would need to double its exports in order to match Japan’s

exports.C Canada’s net exports are four times those of Britain.D The USA imports more than it exports.

HINT

Net exports = exports – imports

Net Exports

-150

-100

-50

0

50

100

150

200

Canada France Italy Japan Britain UnitedStates

$Bill

ion


Figure 3.5 Defence spending in 1937

4 Referring to the graph, which of the following statements is most accurate?A Japan spent more than the British Empire on defence.B Germany spent a bit less than three times the amount on defence than

the British Empire.C The USA spent more than $2bn.D The USSR spent about $5bn.

Defence Spending in 1937

0

10

20

30

40

50

60

70

80

Income ($bn)

% Spent on Defence

USA

British

Empir

e

Fran

ce

German

yIta

ly

USSRJa

pan


Year Index

1 2 3 4 5 6 7 8 9

0 5 10 15 20 25 30 35 40

Years Before Present (x1000)

Figure 3.6 Temperature of ice cores

To fi nd the relevant YBP date, you must look along the Year Index (referred to on the graph); the YBP date is immediately below that. (Yrs × 1000)

5 Referring to the graph, which of the following is most accurate?A The largest range in temperature occurred when it increased by 15.5˚

between 5–25,000 YBP.B The temperature changed by 40˚ between 15–20,000 YBP.C The temperature changed by 4.5˚ between 30–35,000 YBP.D The temperature changed more than 14˚ between 5–25,000 YBP.

Temperature of Ice Cores

30.0

32.0

34.0

36.0

38.0

40.0

42.0

44.0

46.0

48.0

50.0

1 2 3 4 5 6 7 8 9

YBP Index

Tem

p (d

egre

es -

˚C)

42

chapterfournumber sequences and patternsThese questions test your ability to analyse number sequences and patterns to find rules and relationships, and then apply these rules and relationships to identify missing numbers.

Question Type 1:NUMBER SEQUENCESThis type of question tests your ability to fi nd patterns in the number sequence.

Constant differences

example

1 Find the missing number in the following sequence.

5 8 11 ? 17 20

The answer to this item is 14.For a more a detailed explanation and a worked example, see ‘Number sequences’

in Chapter Four, page 48 of Practise Now!.Now practise on the following items, circling A, B, C or D.

1 Find the missing number/s in the following sequence. 3 ? 9 12 15 18 ? 24

A 7, 22 B 6, 21 C 6, 22 D 7, 21

N u m b e r S e q u e n c e s a n d P a t t e r n s 43

2 Find the missing number/s in the following sequence. 2 4 ? 16 32 ? 128 256

A 16, 32 B 16, 64 C 8, 64 D 8, 70

3 Find the missing number in the following sequence. 3 9 ? 81 243

A 27 B 72 C 63 D 18

4 Find the missing number/s in the following sequence. 5 10 20 35 ? 80 ? 145

A 45, 90 B 50, 90 C 55, 100 D 55, 110

5 Find the missing number/s in the following sequence. 1 3 6 ? 15 21 28 ?

A 12, 30 B 12, 36 C 10, 36 D 12, 31

6 Find the missing number in the following sequence. 4 16 ? 256

A 64 B 33 C 36 D 40

7 Find the missing number/s in the following sequence. 73 ? 55 ? 37 28 19 10

A 65, 45 B 63, 44 C 64, 46 D 65, 47

8 Find the missing number/s in the following sequence. 3 12 15 ? 42 69 ? 180

A 25, 109 B 24, 112 C 28, 109 D 27, 111


HINT

Divide outer numbers by inner numbers to

get the number on the opposite side.

A

611

B

44

C

66

D

46

12

12

6 10

10 ??

53

2

1

4

Question Type 2:NUMBER SQUARES AND CIRCLESThis type of question also tests your ability to fi nd number patterns and relationships, but in a grid or a circle format.

example

1 Find the numbers that should be inthe squares with the question marks.

The two missing numbers are 13 and 23.For a more detailed explanation and a worked example, see ‘Number squares’ in

Chapter Four, page 53 of Practise Now!.Now practise on the following items, circling A, B, C or D.

1 Find the numbers that should be inthe areas with the question marks.

3 7 11

9 ? 17

15 19 ?

N u m b e r S e q u e n c e s a n d P a t t e r n s 45

HINT

Follow the horizontal and vertical sequence of

adding numbers.

8 11 14

12 16 20

16 21 ?

3 6 18

4 2 8

12 12 ?

520

4

?30

6 ?

4

76

4D5

3

?

12

?7

426C

842

6B

39

2A

HINT

Find a pattern for multiplying or dividing

numbers in each quadrant.

5 6 7

6 7 8

7 8 ?

2 Find the numbers that should be inthe areas with the question marks.

3 Find the number that should be inthe square with the question mark.

A 6 B 9 C 14 D 5


A 16 B 25 C 26 D 34


A 24 B 26 C 4 D 144


4 6 24

5 3 15

20 18 ?

44 88 176

66 ? 264

88 176 352

132 120 108

96 84 72

60 48 ?

88 44 22

264 132 66

1056 528 ?


A 12 B 39 C 180 D 360


A 220 B 90 C 260 D 132


A 36 B 48 C 52 D 56


A 264 B 224 C 132 D 88

47

chapterfivenon-verbal reasoningNon-verbal, or abstract, reasoning questions are designed to test your ability to discover visual patterns. To calculate the correct answer, first look carefully at the diagram to identify the rules and relationships. Then apply the rules and relationships to identify the next figure in the sequence or the missing part.

Question Type 1:LINEAR PATTERN SEQUENCESIn this type of question you are asked to work out the relationships between fi gures and choose the next fi gure in the sequence from a set of four choices.

example

1 Find the next fi gure in the sequence.

The answer is B.For a more detailed explanation and a worked example, see ‘Linear pattern

sequences’ in Chapter Five, page 56 of Practise Now!.

A

1 2 3 4

?C

B D



W X

X

W

W

X

W

X

A

1

?C

B D

¶

¶

¶

¶

¶

¶

A

2

?C

B D

∆∆

∆ ∆

∆

∆

A

3

?C

B D

¨¨ ™™

©™¨≠© ©

¨≠≠

™¨≠©

™¨≠

© ©̈≠ ≠©

≠¨

A

4

?C

B D

HINT

Flip arrow across and down.

HINT

Move items in the top right and bottom left

corners in an anti-clockwise direction.

N o n - v e r b a l R e a s o n i n g 49

~

v

v

v v

v

S

SS

~~~

S

S ~

Í v

Í

~v

SS

v

A?

C

B D

¨

≠

™Æ

¨™ ™

™™™™™

™©™

™™

©

©©™

™™

©Æ

™

™™

™

™™

A

6

?C

B D

ono6o

o6

oo6 o 6

n

Í Í

6no o

6

6Í

n

ÍÍ

o

Í6

o

n

o

no

n

Í

n

o

A

7

?C

B D

5

ÿ◊

◊⁄ÿ

ŸŸ◊ÿ⁄Ÿ

ÿ◊⁄

Ÿÿ

◊⁄

Ÿ◊ÿ⁄

ÿ◊⁄

Ÿ

⁄

Ÿ A?

C

B D

8

HINT

Lines cancel out figuresthat they cross over.


Question Type 2:FRAMEWORK PATTERNSThis type of question tests your ability to recognise patterns in the framework of shapes. You need to identify the rules for the pattern and then apply these to the missing part in the framework.

example

1 Find the missing part.

The answer is A.For a more detailed explanation and a worked example, see ‘Frameworks patterns’

in Chapter Five, page 60 of Practise Now!.Now practise on the following items, circling A, B, C or D.

A?

B

C

D

ˆÛ

ı

Û ˆ

ˆ

Û

ıÛ

ı

A

C

B

D

1

?HINT

Make sure that there is a different combination in

each quadrant.


¨

¨

’✹ ’¨A

✹ FA

C

B

D

2

♠♣♤ ♧

♥

♣

♧♡♡

A

3

?

?

HINT

Look for a figure different from those

already used.

B

C D

°Í_ ♜♞

♟♜

♟

o

o

♜

♟

♜

♞

4

?

A B

C D


'o

$

‡

å v

jb

j$

—ÄÒ

Á

ovå

å

å

j

ä

— Á

‡A

B

5

?

C

D

HINT

Look for common elements in each

quadrant.

¶

¶r

rr

A B

6

?

C D

∂m

Œ

œ

”——

A B

7

?

C D

” Õ


ù

õ

☂☂

⑅ ⑅ ù

ù☂

☂

⑅

⑅

A B

8

?

ùù☂☂⑅

⑅

C D

54

chaptersixspatial–visual reasoning Spatial-visual reasoning questions test your ability to visualise objects in space using pictures or diagrams.

Question Type 1:TRANSPARENT TILESFor this type of question, you need to recognise how three transparent tiles would look when they are stacked one on top of the other and fl ipped over from left to right. Note that white shapes on a pattern are transparent but shaded shapes are not. Also note that one square has a double border to help identify it when it is flipped over from left to right.

First the tiles are stacked.

Then the pile is flipped over from left to right.

Tile 1

TILE 1

TILE 2

TILE 3

TILE 3

TILE 2

TILE 1

Tile 2 Tile 3

S p a t i a l - v i s u a l R e a s o n i n g 55

A

Tile 1

B C D

Tile 1 Tile 2 Tile 3

example

1 Of the four alternatives (labelled A, B, C, and D), which shows correctly how the stack would look after turning it over from left to right?

The answer to this example is A.For a more detailed explanation and a worked example, see ‘Transparent tiles’ in

Chapter Six, page 64 of Practise Now!.Now practise on the following items, circling A, B, C or D.

ÿÿÿ ÿ○○○ ○nn

nn

◊n n

õõ

D

1

CBA


D

2

CBA

óó

óñ

ôó ⋈ ⋈

⋊ ⋊⋊

⋊

ñó⋉

⋉⋊

D

3

CBA

μμ● ● ●

●

μ ´●

D

4

CBA

HINT

When turned over, black shapes will cover other

smaller shapes and white shapes will appear on top.


D

5

CBA

≫≪ ≪≪

┏ ┏≫

D

6

CBA

n◓ ◓ ◓ ◓○ ○○!!!

! !!! !

◐◐◔◔ ○

!!

D

7

CBA


D

8

CBA

A

Question Type 2:OVERLAPPING TILESFor this type of question a set of overlapping tiles is presented. The tiles are not transparent so you need to imagine what the set of tiles will look like when they are fl ipped over from left to right.

example

1 Choose one of the four alternatives (labelled A, B, C and D) which shows how the fi gure would look after turning it over from left to right.

The answer to this example is C.

Start

B

C D


A

1

B

C D

For a more detailed explanation and a worked example, see ‘Overlapping tiles’ in Chapter Six, page 68 of Practise Now!.


A

2

B

C D

A

3

B

C D


A

4

B

C D

A

5

B

C D

HINT

Consider the transparency of the

separate tiles.

HINT

Assume that each piece is a square.

A

6

B

C D


A

7

B

C D

Question Type 3:BIRD’S-EYE VIEW OF REAL FEATURESThis type of question tests your ability to visualise different perspectives using pictures, maps or diagrams that show a bird’s-eye view. You are given a picture or diagram from one point of view and you are asked to identify the same picture or diagram from a different view.

example

1 Which picture best represents the island from a different point of view?

The answer to this example is A.

A C

B

D


For more detailed explanation and a worked example, see ‘Birds-eye view’ in Chapter Six, page 70 of Practise Now!.


A

1 Which picture best represents this island from a bird’s-eye view?

B

C D

A

2 Which fi gure best represents the picture from a different point of view?

B

A

3 Which fi gure best represents this object from a different point of view?

B

C D

C DHINT

Rotate and slant the diagram.


A

4 Which fi gure best represents this object from a different point of view?

B

C D

A

5 Which fi gure best represents a cross-section of the object?

B

C D

A

6 Which map best represents the layout of the town?

B

C D

HINT

Rotate the view until consistent with the kink

in the road.


A

7 Which fi gure best represents the layout from a different point of view?

CHINT

Some blocks may be obscured from view by

the taller blocks in front.

65

chaptersevenmechanical reasoningMechanical reasoning questions test your ability to perceive and understand relationships between components within a mechanism. In particular, mechanical reasoning tests assess your:• understanding of basic principles of physics in general, and

mechanics in particular;• ability to visualise the movement of objects through space (three-

dimensional spatial ability); and most importantly• understanding of cause–effect relationships between mechanical

components.

Example 1 – Fixed pivot

When the handle X is moved to the right as shown on the diagram, which direction with the end Y move?

A move back and forwardB move to the rightC move to the leftD stay still

The answer to this example is C.

Fixed pivot

Y

X


Example 2 – Wheels and belts

A belt is looped around three wheels as shown. If wheel A is moved in a clockwise direction, what direction will wheel C move in?

A it will stay stillB clockwiseC anticlockwiseD either way

The answer to this example is B.

For more detailed explanations and worked examples, see Practise Now!: Mechanical Reasoning Supplement.


1 How much force is required to move weight Y compared to weight X?A moreB lessC the sameD depends on the speed

A B C

1 Kg YX 1 Kg

M e c h a n i c a l R e a s o n i n g 67

2 Which is true?A B will move in an anti-clockwise direction.B The force required to lift the weight is more than 6000kg.C When pulled, the weight will slant upwards.D The force required to lift the weight is less than 6000kg.

3 When cog A turns in the direction of the arrow, which cogs turn clockwise?A A, C and DB A, C and EC A, C and FD A, C, D and F

A

B

C

D

E

C

A

B

D

F

E


4 What is occurring here?A The cog turns clockwise, rotating the worm gear in the direction of the

arrow.B The top of the worm gear, rotating towards you in the direction of the

arrow, turns the cog clockwise.C The top of the worm gear, rotating towards you in the direction of the

arrow, turns the cog anticlockwise.D The cog turns anticlockwise, rotating the top of the worm gear towards

you in the direction of the arrow.

5 How much mass needs to be applied at the arrow to retain the balance?A 2 kgB 1 kgC 0.75 kgD 0.5 kg

1 Kg

1 m 2 m

HINT

Weight A × distance from the fulcrum =

weight B × distance from the fulcrum.

M e c h a n i c a l R e a s o n i n g 69

6 Where must the fulcrum be placed in order to achieve balance?A 1 mB 1.5 mC 1.75 mD 2 m

7 Pulley X turns clockwise at 500 rpm. At what speed and in which direction is pulley Y turning?A Clockwise and fasterB Clockwise and same speedC Clockwise and slowerD Anticlockwise and slower

3 m2 m1 m0

20 Kg10 Kg


8 When the piston is moved further into the airtight cylinder it compresses the trapped air. What is the compression ratio when the leading edge of piston reaches the dotted line?A 2:1B 4:1C 7:1D 8:1

9 Water can fl ow into pipe X at 3000 litres per minute (lpm). If valves 2, 11, 12, 14, 15, 17, 20, 23, 26, 27 and 28 are closed, approximately how much water should fl ow out of Y?A 3000 lpmB NoneC 1000 lpmD 1500 lpm

Piston

Cylinder

11

13

15

21

22

25

30

31

32

12

8

7 10

12

14

9 17

1923

24

18 20 26

29

27

2816

Z

Y

X3

5

6

4

HINT

Water pressure will be spread evenly across the

number of outlets.

HINT

Valves can close off the supply of water

to a pipe.

71

appendixonesample tests

Read the following instructionsThis test contains multiple-choice questions which assess your verbal, numerical and non-verbal reasoning abilities. The test has three parts:

• Part 1: Verbal – 15 minutes – 10 questions• Part 2: Numerical – 15 minutes – 8 questions • Part 3: Non-verbal – 10 minutes – 10 questions

Please time yourself for each section and stop when the time is up. You can then proceed to the next part until you fi nish all the parts.

You will obtain the best possible score in each part if you observe these points:

• Work through the questions in the order in which they are given.• Do not spend too much time on any one question; if necessary, go on to the next

question and come back to the diffi cult ones later.• Answer all questions – even if you are not sure which is the right answer. Marks

will not be deducted for wrong answers.• Make sure you mark the letter you have chosen in the correct place on your answer

sheet. (Sample answer sheet on page 82 can be photocopied and used to record your answers.)

Each question has a number of answers, represented by the letters A, B, C and D. You must choose one answer from these alternatives. Having done so, you should mark your answer sheet by shading in the oval containing the letter corresponding to your choice. If you wish to change your answer, erase it completely and shade in the oval corresponding to your new answer. Instructions for marking your answers are also on the answer sheet.


VERBAL TEST

1 Four of the following are alike in some way.Write the letters of the other two in the box.

A prudentB diplomaticC cautiousD individualE carefulF separate

2 Find the word that means most nearly the same as NOTION.

A empathyB vagaryC suppositionD supplementE supplant

3 Find the word that means most nearly the same as ASCEND.

A prevailB descendC climbD pervadeE ascertain

4 Which one would best suggest REGULARITY?

A normalB driving to the shopping centreC changing seasonsD an endangered speciesE a sporting event

____ and ____

A p p e n d i x O n e 73

5 ILLEGAL is to POLICE officer as DRIP is to

A squirtB rainC dropD streamE plumber

6 Select the pair that best refl ects the relationship similar to that between static and growth.

A B C D cruising fatten mushrooming advance waxing accelerate mitigating culminate

7 Which TWO of the following statements together prove that THEA AND MATHILDE ARE SISTERS.

A Thea’s Mum is Nella.B Kate is Mathilde’s aunt.C Tom is Mathilde’s Dad.D Mathilde’s aunt is Cristy.E Nella, Thea’s Mum, is married to Tom.

8 Which alternative has a similar meaning to this proverb?Make hay while the sun shines.

A Get things done while you can.B Have fun at every available opportunity.C Farmers should take advantage of good weather.D Hay should be made only in daytime.

A B C D E

____ and ____


Bonding adhesives for different materials

Find the type of plastic you are bonding in the left-hand column, then look along the top of the table for the material to which you are bonding. The most suitable adhesives are listed in order of bond quality.

To themselves To wood To metal To rubber To glass

Acrylics (Perspex, Plexiglass)

Use acrylic base adhesives only e.g., Perspex cement

Foam – plastic

Contact cement (1)

Latex adhesive

Contact cement (1)

Latex adhesive

Contact cement (1)

Latex adhesive

Contact cement (1)

Latex adhesive

Contact cement (1)

Latex adhesive

Foam – latex Natural latex

Contact cement (1)

Natural latex

Contact cement (1)

Natural latex

Contact cement (1)

Natural latex

Contact cement (1)

Natural latex

Contact cement (1)

Laminates Contact cement

Epoxy (2)

Contact cement

Urethane

Contact cement

Epoxy

Contact cement

Contact cement

Epoxy

Polystyrene Contact cement (3)

Latex adhesive

Contact cement

Latex adhesive

Contact cement

Latex adhesive

Contact cement

Latex adhesive

Contact cement

Latex adhesive

Polyvinyl chloride (PVC)

PVC adhesive

Contact cement (4)

Contact cement

Urethane

Contact cement

Epoxy

Contact cement

Urethane

Contact cement

Epoxy

Notes: (1) Solvents of some contact cements can damage polyurethane. Test the adhesive on a small piece of scrap material before using. (2) Epoxies can be used for small jobs, but would be too expensive for large areas. (3) Contact cements are appropriate on polystyrene if there is a large bonding surface. (4) Contact cements can cause wrinkling and staining on PVC. Test on scrap material before using.


9 What is the most suitable adhesive for two small pieces of polystyrene? A contact cementB latex adhesiveC natural latexD urethane

10 Which is true for PVC?A Contact cements work well on all PVC materials.B Epoxy should be used to glue a large piece of PVC to a large piece of glass. C Urethane can be used to adhere PVC to wood and metal.D None of the above.

NUMERICAL TEST

11 76 + 85 = ?


12 If 2 = 0.48, then x = 3 x

A 0.24 B 144 C 0.62 D 2 E None of these

13 Three lengths of plastic sheeting, each measuring 49.6 m, 87.7 m and 77.8 m, are cut from a 300 m long roll. What percentage of the roll was in the three removed lengths?

A 28.3% B 71.7% C 21.5% D 72.7% E None of these

14 A fl oor measuring 3.6 m by 5.0 m needs to be covered with tiles. Each tile has an area of 20 cm2. How many tiles will be required?



15 Which of the statements below isn’t/aren’t supported by the graph? (i) One of the hurricanes was bigger than Andrew but cost less in

property damage.(ii) One of the hurricanes occurred in the same place as Andrew.(iii) Frederic’s cost of damage amounted to less than 10% of the total.A (i) and (iii)B (i) and (ii) C (iii)D (ii) and (iii)

Cost of Hurricanes

0

5

10

15

20

25

30

Andrew

$Bn

Hugo Floyd Fran Opal Frederic


Weekly activities of a student

16 This pie chart records the weekly activities of a student. Which option is correct?A 40 hours a week is spent sleeping.B Work takes up 29 hours per week.C This person eats for 16 hours per week.D 65 hours are spent on homework each month.

Activities

25%

25%17%

17%

8%

8%

Sleep

School

Job

Entertainment

Meals

Homework


A 12 B 11 C 77 D 14

130 117 104

90 ? 64

50 37 24

17 Find the missing number/s in the following sequence. 110 76 ? 86 90 ? 80 106

A 81, 85 B 82, 86 C 79, 89 D 100, 96


NON-VERBAL TEST

ww

w

üüü

üü

w

üw

ü

w

w

ü

w

A

19 Find the next fi gure in the sequence and circle your answer below.

?B

C D

ÎÎ Î Î Î

ÎÎÎ

ÎÎÎÎ

ÎÎÎ

›

ÎÎ

ÎÎÎÎ

ÎÎÎ

A

20 Find the missing part. Circle your answer.

? ÎÎÎ

Î Î

ÎÎÎÎ

ÎÎÎ

BÎ Î

ÎÎÎÎ

ÎÎÎ

C

Î Î

ÎÎÎÎ

ÎÎÎ

D

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DCBA

21 Of the four alternatives (labeled A, B, C, and D), which shows correctly how the stack would look after turning it over from left to right? Circle your answer.


22 Of the four alternatives (labeled A, B, C, and D), which shows correctly how the stack would look after turning it over from left to right? Circle your answer.

23 Choose one of the four alternatives which shows how the fi gure would look after turning it over from left to right.

A B

C D

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n ÒÒ Òn nfifi ÚÒ

ÚÚ Ún

n Ò

DCBA


A B

C D

24 Choose one of the four alternatives (labeled A, B, C and D) which shows how the fi gure would look after turning it over from left to right.

25 Which picture best represents the fl oor plan of this house?

A B

C D

26 Which of the four alternatives (A, B, C and D) best fi ts into the missing area?

A B

C D


27 When cog A turns in the direction of the arrow, which cogs turn clockwise?(i) A and C(ii) A and E(iii) F

A (i)B (i) and (ii)C (i), (ii) and (iii)D (i) and (iii)

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28 The control rods X and Y move only ‘away’ or ‘towards’ you. When the control cable is moved to the right how do control rods X and Y move?A X moves away from you.B Y moves away from you.C X moves towards you.D Y moves towards you.

Control Cable Movement

YXControl Rod Control Rod

or

Each Control Rod moves "away" from or "towards" you.

82

appendixtwoanswer sheet

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Copyright © ACER 2002 Published by the Australian Councifor Educational Research Ltd,19 Prospect Hill Road, Camberwell, Melbourne, Victoria 3124, Australia.

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TESTFORM

BA C D E F G H I J

ORGAN-ISATION

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DATE OF BIRTH

CANDIDATE'S SIGNATURE

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ASSESSMENTSERVICES

Vocational Selection TestSample Test OMR

83

appendixthreeanswers for chapter questions

Choose the misfi ts1 C F2 D F3 A E4 C E5 B E6 A B7 B D8 A D

Find the synonym1 E2 C3 B4 E5 A6 D7 A8 B9 C

Find the analogies1 A2 A3 D4 D

5 D6 D7 C8 D

Find the relationship1 C2 D3 A4 D5 B6 C7 C8 E

Find the pair relationship1 D2 B3 C4 D5 D6 A7 C8 D9 B

Prove the sentence1 A D2 B E3 A D4 C D5 A C6 A E7 B C8 A D9 B E

Proverbs1 A2 C 3 D4 A5 B6 D7 A8 B9 A

10 D

CHAPTER ONE: WORD KNOWLEDGE


CHAPTER TWO: READING COMPREHENSION

CHAPTER THREE: MATHEMATICAL PROBLEMS

CHAPTER FOUR: NUMBER SEQUENCES AND PATTERNS

1.1 A1.2 D1.3 A

2.1 B2.2 B3.1 B

3.2 A

Simple arithmetic1 A2 E3 C4 A5 D6 B7 B8 B

Word problems1 B2 B3 D4 A5 C6 D7 A

Problems presented in a unit1 C2 C3 C4 D5 D

Number sequences1 B2 C3 A4 D5 C6 A7 C8 D

Number squares1 C2 C3 B4 C5 D6 D7 D8 A9 A

CHAPTER FIVE: NON-VERBAL REASONING

CHAPTER SIX: SPATIAL–VISUAL REASONING

CHAPTER SEVEN: MECHANICAL REASONING

Linear pattern sequences1 C2 D3 B4 D5 B6 A7 A8 A

Framework patterns1 B2 D3 B4 D5 C6 B7 A8 A

Transparent tiles1 D2 D3 D4 A5 C6 D7 C8 D

Overlapping tiles1 B2 A3 D4 B5 A6 C7 B

Bird’s eye view1 D2 A3 C4 C5 A6 B7 C

1 B2 D3 D

4 B5 D6 D

7 B8 D9 D

A p p e n d i x T h re e 85


ANSWERS FOR SAMPLE TESTS

Verbal test1 D F2 C3 C4 C5 E6 A7 C E8 A9 B

10 D

Numerical test11 D12 E13 B14 D15 B16 B17 D18 C

Non-verbal test19 A20 D21 A22 D23 C24 D25 A26 C27 D28 C

MORE PRACTISE NOW is a useful addition to the ever-popular

Practise Now!, which is a practical guide to tackling a wide variety of

selection tests commonly used in recruitment.

MORE PRACTISE NOW contains even more practice items

typically found in verbal, numerical, non-verbal and spatial–visual

reasoning tests. It also provides an actual timed test to expose you to a

typical test situation.

MORE PRACTISE NOW is written by people who write selection

test items and those who are on the other end of conducting

testing. Each chapter focuses on a specific question type. Each question

type is explained and tips are provided on how to improve your chances

of getting items right.

MORE PRACTISE NOW aims to increase your confidence in

undergoing an assessment process by providing exposure to the

types of questions typically found in selection and recruitment tests and

lots of practice on answering these questions.

MO

RE

PR

AC

TIS

E N

OW

ISBN 978-0-86431-781-0

9 7 8 0 8 6 4 3 1 7 8 1 0

MOREPRACTISE

NOWHow to preparefor recruitment

and selection tests

General ability

Aptitude and skills

MPN cover.indd 1MPN cover.indd 1 22/2/07 4:04:35 PM22/2/07 4:04:35 PM

more practise now recruitment

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