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Modellaufgabenheft - English-Đã G P
Modellaufgabenheft - English-Đã G P
Sample questions
Dear TestAS candidate,
You have decided to study in Germany. You are considering which path of study would be the right
one for you and how you can make the best of your academic training by studying at a German
university.
This process involves important decisions about your future: which subject would you like to study
and which university should you choose?
With our brochure, we would like to provide you with advice to help you optimise this process.
TestAS can help you and the German universities to make the right choice.
Aptitude tests like the Test for Academic Studies – TestAS – in combination with the marks
attained in your university entrance examination allow a particularly precise prediction about your
chances of success as a student. This is the reason why many German universities are already
implementing TestAS as an objective, reliable and standardised aptitude test in their selection and
admission of foreign students.
In those countries where Academic Evaluation Centres (APS) have already been installed –
such as in The People’s Republic of China or in Vietnam – TestAS is part of the APS procedure.
Specially gifted students having a good command of German who can apply for the PASCH
programme in many countries via the German Academic Exchange Service (DAAD), also take
TestAS.
In this brochure you will find sample questions from the so-called Core Test, which every applicant
has to complete, and further tasks from all Subject-Specific Modules of which one module has to
be selected according to your chosen field of study.
You will find a lot of helpful tips on how to proceed when solving the tasks. With good results you
will increase your chances of getting an attractive offer from a university that suits your personal
goals and interests.
Sample questions_______________________________________________________________________ 10
Core Test________________________________________________________________________________ 11
Humanities, Cultural Studies and Social Sciences Module_____________________________________ 19
Engineering Module_______________________________________________________________________ 29
Mathematics, Computer Science and Natural Sciences Module________________________________ 39
Economics Module_______________________________________________________________________ 45
Solutions _______________________________________________________________________________ 53
Core Test________________________________________________________________________________ 54
Humanities, Cultural Studies and Social Sciences Module_____________________________________ 58
Engineering Module_______________________________________________________________________ 61
Mathematics, Computer Science and Natural Sciences Module________________________________ 65
Economics Module_______________________________________________________________________ 67
Imprint __________________________________________________________________________________ 71
TestAS
Engineering Module
Core Test or
Economics Module
The Core Test assesses skills necessary for successful studies in all subjects.
Subsequently you work through the Subject-Specific Module which analyses skills you will need in
typical situations in your particular field of study.
Using Recognising
Understanding and + +
Representation Linguistic
Interpreting Texts
Systems Flexibly Structures
or
Solving Engineering Module
Quantitative
Problems Formalising Analysing
+ Technical + Visualising Solids + Technical
Inferring Interrelationships Interrelationships
Relationships
+ or
Completing Mathematics, Computer Science and Natural Sciences Module
Patterns
+
Analysing + Understanding Formal
Continuing
Scientific Interrelationships Depictions
Numerical
Series
or
Economics Module
In both the Core Test and the Subject-Specific Module you will be answering multiple-choice questions only.
If a particular question is too difficult for you, then come back to it later.
It is better to use your time on tasks you find easier. On average, test takers solve about half
of the tasks.
If you are solving mathematical problems, try to find your own solution first.
Then check if your answer is among those in the multiple-choice. If you look at the choices first,
it may lead to confusion. If you are not able to find a solution, then try to exclude the answers
which are most likely going to be false.
9
TestAS – Sample questions
The subtest “Solving Quantitative Problems” provides practical Sample question 3: degree of difficulty medium
problems to be solved by using basic arithmetic operations.
This test measures mathematical thought and the ability to Corinna has a photo which is 9 cm wide and 6 cm high. She
solve basic mathematical problems. The level of the arithmetic would like to enlarge it to a width of 15 cm. The ratio of width
operations to be performed is elementary. to height has to remain the same. How high will the photo be?
! Instructions
Please read the instructions before you start with the examples.
(C)
(D)
9 cm
8 cm
Here you will find some problems which you have to solve.
Sample question 4: degree of difficulty medium
Example:
A student works in a factory during the holidays. He earns Dora and her three siblings Anton, Berta and Carl are an
10 Euros an hour. He works 8 hours a day, 5 days a week. How average of 5 years old. Anton is 2, Berta 6 and Carl 7. Dora,
much money has he earned at the end of 4 weeks of work? her cousin Hanna, Hanna's brother Emil (18), Hanna's
sister Franka (6) and Hanna's brother Gustav (1) are an
(A) 800 Euros average of 10 years old.
(B) 1,200 Euros How old is Dora's cousin Hanna?
(C) 1,600 Euros
(D) 2,000 Euros (A) 5
(B) 10
Answer: (C) 15
(C) 1,600 Euros (D) 20
2,600 bottles contain 650 litres of a soft drink. How many litres (A) x+a-b
do 5,000 bottles hold? (B) 2(a + b) - 2x
(C) ab - 2x
(A) 338 litres (D) 2x - (a + b)
(B) 1,000 litres
(C) 1,250 litres
(D) 1,300 litres Sample question 6: degree of difficulty high
In the subtest “Inferring Relationships”, each question consists Sample question 2: degree of difficulty low
of two pairs of words. Two of the four words are missing, and
you are to identify the matching words so that both pairs of to cut : ______ = ______ : ball
words have an analogous (the same, similar) relationship. This
requires that you find the rule governing the analogy and select (A) sharp – round
the words accordingly. (B) bread – football
This test measures logical linguistic thought. Test takers have (C) knife – to play
to identify meaning, and generalise and abstract in order to (D) blood – to throw
find the rule. Eventually the rule has to be concretised in order
to fill the gaps.
Sample question 3: degree of difficulty medium
22 questions in the test, working time 10 minutes
warmth : ______ = wind : ______
! Instructions
Please read the instructions before you start with the examples. (A)
(B)
temperature – tornado
cold – wind velocity
“Dark : light = hot : cold” – “dark” is the opposite of “light” and (C) flame – rain
“hot” is the opposite of “cold”. Between the first and the second (D) heat – storm
word, therefore, there is an analogous relationship, as there is
between the third and the fourth word.
Each of the following problems contains two gaps. Your task is Sample question 4: degree of difficulty medium
to work out which words fill the two gaps in such a way that an
analogous relationship results on the left- and the right-hand thick : thin = ______ : ______
side of the “=”. Please note: Whether a word comes before
or after the colon “:” is of decisive importance for the correct (A) tired – sleepy
solution of the analogy. (B) sad – happy
(C) warm – hot
Example: (D) hungry – thirsty
house : ______ = tree : ______
In the subtest “Completing Patterns”, lines, circles, quadri There are no other directions (e.g. diagonal) in which the
lateral and other geometrical shapes are arranged in the fields rules can apply!
of a matrix according to a specific rule. You are to find the rule
and apply it by identifying the missing shape in the last field. In order to solve an item, you need one, two or three rules. It
This test measures logical graphic thought. Language skills or is also possible that one rule applies horizontally and another
educational background are irrelevant. rule vertically.
Below the nine fields, you will find six figures (A, B, C, D, E and
22 questions in the test, working time 20 minutes F). Select the figure which should take the place of the ques-
tion mark. How to reach the solution for the example will be
! Instructions
Please read the instructions before you start with the examples.
described in sample question 3.
For this group of items, you will read the instructions before the Sample question 1:
working time begins. The working time does not begin until af- degree of difficulty low
ter the instructions have been read. The test administrator will
tell you when to begin.
Sample question 2:
degree of difficulty low
? ?
? ?
The subtest “Continuing Numerical Series” provides a series On the answer sheet, mark the digits that appear in the solution
of numbers structured according to a specific rule. You are to number. If the number is negative, please mark the “-” on the
find the rule and apply it in order to identify the missing number. answer sheet as well as the digits. The order of the digits does
This test measures logical numerical thought. Knowledge of not matter.
the four basic arithmetical operations addition, subtraction,
multiplication and division is sufficient to answer the questions.
Examples:
For the number “14”, mark the “1” and the “4”.
22 questions in the test, working time 25 minutes
!
– 0 1 2 3 4 5 6 7 8 9
Instructions 01
Please read the instructions before you start with the examples.
For this group of items, you will read the instructions before the For the number “41”, also mark the “1” and the “4”.
working time begins. The working time does not begin until af- – 0 1 2 3 4 5 6 7 8 9
ter the instructions have been read. The test administrator will 02
tell you when to begin.
Each item consists of a numerical series, formed according to a For the number “-14”, mark the “-”, the “1” and the “4”.
particular rule. Your task is to find the next number in the series – 0 1 2 3 4 5 6 7 8 9
– its place is marked by the question mark (?). 03
Example 1:
5 15 13 23 21 31 29 ?
Sample question 1: degree of difficulty low
The numerical series is formed by the following arithmetical
operation: +10 -2 +10 -2 +10 -2. 25 35 15 45 5 55 ?
5+10=15 15-2=13 13+10=23 and so on. Solution:
The number that should be in the place of the question mark (?) – 0 1 2 3 4 5 6 7 8 9
is therefore 39 (29 + 10). 01
The number that should be in the place of the question mark (?) Sample question 3: degree of difficulty medium
is therefore 105 (110 – 5). 60 66 96 100 120 122 ?
Solution:
Each rule can contain only the four basic arithmetical
– 0 1 2 3 4 5 6 7 8 9
operations [addition (+), subtraction (-), multiplication (x) and 03
division (÷)].
In the subtest “Understanding and Interpreting Texts”, short Sample question 2: degree of difficulty medium
texts are presented on which questions have to be answered.
This test measures the ability to read, understand, and correct- What can be seen from the above-mentioned experiment?
ly interpret different kinds of short texts with different content as
well as to establish links between text elements and synthesise I. If people choose their words exactly this helps
information from the text. towards a clear understanding.
II. The husband believes he has expressed
22 questions in the test, working time 45 minutes himself clearly.
! Instructions
Please read the instructions before you start with the examples.
(A)
(B)
(C)
Only I can be seen.
Only II can be seen.
I and II can be seen.
The following exercises are intended to test your ability to (D) Neither I nor II can be seen.
understand, interpret, and draw the right conclusions from
the content of short texts. You will be asked to process se-
veral texts with different topics. Each text is followed by two Text for sample questions 3 and 4
or three questions relating to the preceding text. In each case
please mark one of the four answering options on your answer A Communication Model
sheet. A simple model of communication between two people con-
sists of a “broadcaster”, a “message”, and a “receiver”. The
broadcaster sends the message to the receiver. A message
Text for sample questions 1 and 2 may have spoken parts and/or non-spoken parts (e.g. intona-
tion, facial expressions, gestures). Parts of the message may
An Experiment be “explicit” (expressly formulated) or “implicit” (indirectly com-
40 years ago, those who were friends with students of the so- municated in the form of hints). Implicit messages are often
ciology professor H. Garfinkel had to be prepared for surprises: communicated as non-spoken statements.
His students would sometimes, without the least warning, be- If the spoken parts and the non-spoken parts of a message
have very unusually. And so it was that one of his students, match, one calls this a “congruent message”. If the spoken
for example, involved her husband in the following dialogue parts and the non-spoken parts contradict each other, the mes-
while he sat watching TV in the evening, after he had casually sage is “incongruent”.
remarked that he was tired:
“How do you mean you’re tired? Physically, mentally, or are you
merely bored?” Sample question 3: degree of difficulty low
“I don’t know, I think mostly physically.”
“Do you mean your muscles and bones hurt?” Which of the two following statements is or are correct accord-
“I guess so, yes! Don’t be so pedantic!” After a brief pause, he ing to the above text?
commented:
“In all these old films, the people are always well-dressed even I. Messages sent by the broadcaster to the receiver
when they’re at home!” may be communicated both implicitly and explicitly.
“What are you saying? Do you mean all old films, or only some II. Messages about the relationship between the
of them, or only those you’ve seen?” broadcaster and the receiver are mostly
“What’s the matter with you? You know exactly what I mean!” communicated implicitly.
The subtest “Using Representation Systems Flexibly”, shows Here is an example of various effects occurring between four
the content of a text diagrammatically or, in the reverse case, a variables:
diagrammatic illustration has to be put into words.
This test measures inductive reasoning (the ability to draw gen- Text: Over the last few years, the demand (D) for PCs rose
eralised conclusions on the basis of individual instances) in the continuously. This led to an increase in prices (P). The gen-
linguistic field as well as the ability to derive what is concrete eral increase in prices led to more and more companies
from the abstract and vice versa. In addition, it measures the (C) coming into the PC market and the supply (S) of PCs
ability to capture the meaning of diagrammatic illustrations and increased. This in turn affected prices (P): they fell.
to put their content into words.
Diagram:
D +
22 questions in the test, working time 55 minutes
! Instructions
Please read the instructions before you start with the examples.
+
S + C
To help understand a text, a diagram is helpful to visualise the
essential content.
When it comes to effects, one notes down the key variables Chronological processes are shown using arrows (without
from the text and uses arrows to show the effects occurring the signs “+” and “-”). Here is an example:
between the variables. “+” and “-” are used to indicate whether
the effect is positive or negative. Text: To help understand a text, it makes sense to first read
the text and then make notes. One can then memorise the
Here is an example of a positive effect: content of the text using the notes. Afterwards one tries to
reproduce the essential content of the text from memory.
Text: The bigger the income (I) of a family, the bigger is
also its expenditure (E). Read Make Memorise Reproduce
OR: The lesser the income (I) of a family, the lesser is also text notes text text
its expenditure (E).
Diagram: There are relations which are shown by other arrows or line
I + E connections. These are explained in the corresponding exer-
cises.
I.e. an increase in variable I leads to an increase in the target
variable (in this case E) or, alternatively, a decrease in variable I The following exercises in each case comprise up to three
leads to a decrease in the target variable E. Thus, both vari- questions on a particular topic. In finding solutions to the exer
ables follow the same trend. cises you will possibly also have to take previously given in-
formation into account, for example solving Exercise 3 may
Here is an example of a negative effect between two variables: require information given in Exercises 1 and 2. If exercises are
linked this way, you will always be informed of this.
Text: The more a student studies (L), the lower is his
fear (F) of the examination. Solve the exercises using only the corresponding information
OR: The lesser a student studies (L), the greater is his given. Specialist knowledge is not required for correctly solving
fear (F) of the examination. the exercises.
Diagram:
F
Roman Imperial
Period Ocumare
Porcelana Criollo Guasare IMC 67 ICS 1 Amelonado Arriba
61
Julio-Claudian
dynasty
Severan dynasty Flavian dynasty (C)
Criollo Criollo Andino Trinitario Forastero
The subtest “Recognising Linguistic Structures” comprises Sample question 1: degree of difficulty low
sentences in a ficticious language and their English counter-
parts. The information provided is to be used to derive the palo ko = I sit
meaning of individual words, semantic relations between the palo tu = she sits
terms, and several grammar rules. Subsequently the newly ac- karo tu = she stands
quired knowledge is to be used to formulate new sentences in
the ficticious language. “I stand” is expressed in the foreign language by:
This test measures the ability to recognise structures and in-
herent laws in language patterns and use these laws in new (A) tu ko
contexts. In addition, it is a matter of recognising semantic rela- (B) ko karo
tions expressed by word order or other linguistic characteris- (C) karo ko
tics. (D) karo palo
! Instructions
Please read the instructions before you start with the examples. tundo ramodopo novot = The pupil called his uncle.
namidu kavino suvavot = The saleswoman greeted the
In the following exercises, you will be shown several expres- teacher.
sions in invented foreign languages and their English trans- tundu kavinopu tetavosir = The schoolgirl is asking her
lation. This will allow you to derive the meaning of individual teacher.
words and some grammatical rules in the respective foreign hidamo tundo nosir = The caretaker is scolding the
language. This information will help you answer the subse- pupil.
quent questions. In each case two exercises relate to a certain
language. Therefore please only use the provided expressions “The uncle greeted his caretaker” is expressed in the foreign
to answer the questions. language by:
You may proceed on the assumption that
• there are no exceptions to the rules (e.g. irregular verbs) (A) novot suvosir hidamo
and (B) namidu hidamopu suvavot
• only those rules apply which may be derived from the (C) novot hidamopo suvasir
provided expressions. (D) ramodo hidamopo suvavot
Example:
koloa = I lie Sample question 3: degree of difficulty medium
kolue = he lay
satoe = he stands rumpulöpp = The child is sleeping.
renguming tschik löppzi = The person is protecting his child.
Question: What is “I stood” in the foreign language? rumpilemp gum = The goat is sleeping deeply.
(A) satoa yanitzorr lempzi = The lion is killing the goat.
(B) kolua
(C) satoe “The child is protecting his goat” is expressed in the foreign
(D) satua language by:
(A) po malle
(B) ?lemal po
(C) ?malle po
(D) po ?lema
Visualising Solids
- Question type 1 13 30 minutes
- Question type 2 13
! Instructions
Please read the instructions before you start with the examples.
In the following items, the relationships between various tech- The illustrations are merely included as a visualisation aid and
nical quantities will be described in a text or a sketch. Your are not true to scale.
task is to determine the formal relationship between the given
quantities.
Sample question 1: degree of difficulty low
Aids:
– Circumference of a circle: U = 2πr = πD
A gear mechanism consists of the gears A and B. Gear A has
D2 ZA cogs; Gear B has ZB cogs. In the time it takes Gear A to
– Area of a circle: A = πr2 = π 4
complete nA number of rotations, Gear B completes nB number
– Circle: degrees: 360° or radians: 2π of rotations.
4
– Sphere: the volume of a sphere is 3 πr3.
Which of the following equations is correct?
– Average speed: distance divided by time
ZB
– Rotational frequency: number of revolutions per time (A) nB =
unit (e.g. 10 revolutions per second or n = 10 s–1) ZA n A
– Pressure: force divided by surface area
ZA n A
– Torque: force multiplied by lever arm (only applies to (B) nB =
right angles)
ZB
(A) The stiffness halves. The initial weight of a rocket is WI. After the engines are
(B) The stiffness remains unchanged. started (t = 0), fuel is expelled; the amount of fuel is pro-
(C) The stiffness doubles. portional to time. When the fuel has been burned up, at the
(D) The stiffness quadruples. point in time T, the engines are turned off. The weight of the
rocket has decreased to WT .
Which of the following equations applies for the rocket
Sample question 3: degree of difficulty medium weight W at the point in time t in the time interval
0 ≤ t ≤ T?
In a steel mill, sheet steel is rolled onto cylinders at the end
of the production process. When empty, the radius of one of (A) W = WI - WT t
T
these cylinders is r0 and the cylinder turns at a constant rotation
speed n during the rolling process. The thickness of the sheet
steel is expressed as d. (B) W = WI - WT t
(C) (D)
In the subtest “Visualising Solids”, you have to infer perspec- Sample question 1: degree of difficulty low
tives of a solid from one given view of the solid.
The test measures your spatial sense. Given: The view of a solid from above and one side view of the
same solid
Gegeben: Draufsicht und eine Seitenansicht eines Körpers
! Instructions
Please read the instructions before you start with the examples.
Question type 1
To solve the following items, you are to visualise the bodies (VF)
(VA)
three-dimensionally. In each exercise, the body is shown from
two perspectives. You are to identify the view of the same body Wanted: View from
Gesucht: Vorderansicht (VA)the
desfront (VF) of the solid
Körpers
from a third perspective. Please select the correct solution
(A, B, C or D). (A) (B) (C) (D)
Parallel projection
of a cube: Sample question 2: degree of difficulty low
View from above (VA) Given:
Gegeben:View from
Draufsicht und above andeines
Vorderansicht view from the front of a solid
Körpers
VA View
Draufsicht (DS): (VA)
from above View (VA)(VF)
from the front
Vorderansicht :
(not visible
here) View from the side (VS)
(VF)
(VA)
Wanted: View of the same solid from the side (VS) indicated
Further pointers: by the arrow
Gesucht: die eingezeichnete Seitenansicht (SA) des Körpers
– In the illustrations, all visible edges are depicted as continu- (A) (B) (C) (D)
ous (uninterrupted) lines.
– If the illustration of a view from the side is not accompanied
by an arrow indicating which of the two side views is
intended, part of the task is to find that out.
– If, for example, a side view is illustrated to the right of the
view from the front or the view from above, it does not
necessarily mean that it is a view from the right side.
View from(DS)
Draufsicht : (VA)
above View
Vorderansicht (VA)(VF)
from the front : View (DS)(VA)
from above
Draufsicht View (VF)
from the front(VA)
Vorderansicht
Draufsicht (DS): Vorderansicht (VA):
(VS)
(SA)
(SA)
(VF)
(VA) (VF)
(VA) (VA)
Wanted: View from the side (VS) of the solid indicated by the
Gesucht: die eingezeichnete Seitenansicht (SA) des Körpers
Wanted: View from the side (VS) of the solid
arrow
Gesucht: die eingezeichnete Seitenansicht (SA) des Körpers
(A) (B)
(A) (B) (C)
(A) (B) (C)
(D)
(D)
(C) (D)
View
Draufsicht (DS)(VA)
from above : View (VF):
from the front(VA)
Vorderansicht Sample question 6: degree of difficulty high
Given: View
Gegeben: fromund
Draufsicht above and view
Vorderansicht einesfrom the front of a solid
Körpers
View Draufsicht
Draufsicht (VA)
from above(DS):
(DS) : View from the front
Vorderansicht (VF)
(VA) :
(VF)
(VA)
Wanted: View
Gesucht: eine of the same
Seitenansicht solid
(SA) des from the side (VS)
Körpers (VA)
(VF)
(VA)
The first illustration (left) always shows the view from the front. (C) : w
u
In the picture on the right, the same cube is illustrated again. (D) : ao
(E) : dh
Your task is to determine whether the picture on the right shows
that cube from the right (r), left (l), from below (w), above (a) or
behind (d).
Here you see the cube from the front! Here you see the cube from _____?
Example:
Here you see the cube from the front! Here you see the cube from _____?
Here you see the cube from the front! Here you see the cube from _____?
In the picture on the right, you see the cube from above. On
your answer sheet, you would mark the D.
Sample question 4: degree of difficulty medium
These items can be solved in one of the following two ways:
(A) : r
■ Imagine that the cube had been placed on a glass table and (B) : l
that you could walk all the way around it. Standing to the (C) : w
u
right or left of the table, you look at the cube from the right (D) : ao
or from the left. If you go behind the table, you look at the (E) : dh
cube from behind. If you come back to the front of the table
and bend over it, to look at the cube from above, and if you
imagine yourself lying down underneath the table, feet first,
you see the view from below. Here you see the cube from the front! Here you see the cube from _____?
■ Or you imagine that you could pick up the cube and turn it
around in your hands. If you looked at the cube from the
front, i.e. from the position shown in the left-hand illustra- Sample question 5: degree of difficulty high
tion, and then tipped it towards you by 90 degrees, not
changing your own position at all, then you would see the
view from above. If you looked at the cube from the front (A) : r
(B) : l
and then turned it 90 degrees to the right you would see the
(C) : w
u
view from the left. If you turned it from the starting position (D) : ao
90 degrees to the left, you would see it from the right. And if (E) : dh
you turned it 180 degrees to the right or left from the starting
position you would see it from behind. Finally, if you tipped
it backward, you would see it from below.
Here you see the cube from the front! Here you see the cube from _____?
Sample question 1: degree of difficulty low Sample question 6: degree of difficulty high
(A) : r (A) : r
(B) : l (B) : l
(C) : w
u (C) : w
u
(D) : ao (D) : ao
(E) : dh (E) : dh
Here you see the cube from the front! Here you see the cube from _____? Here you see the cube from the front! Here you see the cube from _____?
! Instructions
Please read the instructions before you start with the examples. Which of the following statements is or are then correct? (The
masses of the beam, rope and hook can be neglected.)
These items contain questions from various technical areas.
Your task is to visualize simple technical procedures and rec- I. In the case of arrangement I, the right end of the beam
ognise technical interrelationships. moves downward.
Unless otherwise indicated, the axes (scales) of all diagrams II. In the case of arrangement II, the right end of the beam
are linearly subdivided. moves downward.
In some of the items, you must identify the “qualitatively” cor-
rect diagram. In other words, your task is to decide which graph (A) Only statement I is correct.
best represents the relationship between the variables shown. (B) Only statement II is correct.
Even the correct diagram will not necessarily be drawn to scale. (C) Both statements are correct.
(D) Neither of the two statements is correct.
Sample question 1: degree of difficulty low Sample question 3: degree of difficulty medium
A tank lorry is half full. The pictures show it in three different In the system illustrated below, 10 litres of water per second
situations: travelling at a constant speed, braking and acceler- (10 l/s) flow into the system by way of a feeder pipe. The wa-
ating (gaining speed). ter then flows through surge tanks and drainpipes of differing
diameters into the final drainpipes X, Y and Z. For each drain-
Picture
Bild 11 Picture
Bild 22 Picture
Bild 33 pipe, the illustration shows the maximum amount of water that
can flow through it per second.
constant speed braking accelerating
After one minute, how much water flows out through the three
final drainpipes per second?
Litres of water per second (l/s)
Drainpipe X Drainpipe Y Drainpipe Z
(A) 8 6 6
(B) 2 3 5
(C) 3 4 3
(D) 4 3 3
TestAS – Sample questions 35
Sample question 4: degree of difficulty medium to high (A) Only statement I is correct.
(B) Only statement II is correct.
This diagram shows the power P required by a lift motor in a (C) Both statements are correct.
period of 12 minutes (min). (D) Neither of the two statements is correct.
When the lift travels upward, four times as much power (per
minute) is required as when the lift travels downward.
When the lift stops at a floor, twice as much power is required Sample question 6: degree of difficulty high
as when the lift travels downward.
The travelling time between two consecutive floors is In this diagram, the acceleration a (in m/s2) of an object is
30 seconds. At the point in time t = 0, the lift is on the third floor. shown as a function of the time t (in s). At t = 1, the speed of
the object is positive.
P
5
4
3
2
1
1 2 3 4 5 6 7 8 9 12 13
t
10 11
min
The diagram shows two thermometers on which no tempera- (A) Only statement I is correct.
ture scales have yet been indicated. They are both filled with (B) Only statement II is correct.
the same liquid, and the amount of liquid is also the same. (C) Both statements are correct.
Their tubes are of the same length. However, the tube of the (D) Neither of the two statements is correct.
left-hand thermometer has a smaller diameter than that of the
right-hand thermometer.
tube
Steig-
rohr
The subtest “Analysing Scientific Interrelationships” presents Sample question 2: degree of difficulty low to medium
texts and illustrations with natural sciences content on which
questions are then posed. The peptide X consists of a chain of 10 amino acids. Each
This test measures how well people can grasp and analyse amino acid is designated by three letters (for example: “Trp”).
simple natural sciences topics. It is also a matter of recognising The sequence of the amino acids is shown from left to right.
interrelationships, separating important data from unimportant One end of the peptide is formed by the amino acid Gly, the
data and drawing the right conclusions from the presented in- other end by the amino acid Leu.
formation. Relevant background information is provided.
With the enzyme Ch, the peptide X is split behind the amino ac-
22 questions in the test, working time 60 minutes ids Tyr and Trp. The following four parts come about as a result:
Lys – Gly
! Instructions
Please read the instructions before you start with the examples.
Leu – Ala – Tyr
Lys – Gly – Trp
Arg – Tyr
These items contain questions from various fields of science.
You are to picture various scientific processes and recognise With the enzyme Tr, the peptide X is split behind the amino
scientific interrelationships. acids Arg and Lys. The following four parts come about as a
Unless otherwise specified, the axes (scales) in the diagrams result:
are linearly subdivided. Gly – Trp – Arg
In several items, you are asked to identify the “qualitatively” Tyr – Lys
correct diagram. In these cases, decide which diagram shows Gly
the curve that best expresses the circumstances described. Leu – Ala – Tyr – Lys
Even the correct diagram may not be drawn in numerically
precise manner. What is the structure of peptide X?
(A) Leu – Ala – Tyr – Arg – Tyr – Lys – Gly – Trp – Lys – Gly
(B) Gly – Trp – Arg – Leu – Ala – Tyr – Lys – Tyr – Lys – Gly
Sample question 1: degree of difficulty low
(C) Leu – Ala – Tyr – Lys – Arg – Tyr – Lys – Gly – Trp – Gly
(D) Leu – Ala – Tyr – Lys – Gly – Trp – Arg – Tyr – Lys – Gly
An experiment is conducted on three plants of the same spe-
cies:
• Plant 1 is not treated.
Sample question 3: degree of difficulty medium
• The tip of the main shoot of plant 2 is cut off.
• The tip of the main shoot of plant 3 is cut off. Afterwards a
The climate of a certain region is described in terms of the av-
phytohormone is applied to the cut surface on the plant.
erage monthly temperatures (in °C) and the average monthly
amount of precipitation (rain in mm).
The plants are now placed under observa- main
shoot The illustrations below show climate charts of four different re-
tion:
side gions (R1 to R4).
• The main shoot and the side shoots on shoot
plant 1 grow. R1
• The main shoot on plant 2 does not
grow. The side shoots grow. 100 50 100
Niederschlag [mm]
Temperature
50 25 50
Temperatur [°C]
Precipitation
J F M A M J J A S O N D J F M A
Month
I. The phytohormone promotes the growth of the main Monat
[mm]
Precipitation [mm]
Niederschlag[mm]
Niederschlag [mm]
Temperature [°C]
25 50 25
Temperatur
Temperatur [°C]
50 25 50
Temperatur[°C]
-25 -25
-25
J F M A M J J A S O N D J F M A M J J A S O N D
J F M A M J J A S O N D J F M A
Monat Month
Monat
Monat
100 50 100 50
Niederschlag [mm]
Niederschlag [mm]
50 25 50 25
Temperatur [°C]
Temperatur [°C]
0 0 0 0
-25 -25
J F M A M J J A S O N D J F M A M J J A S O N D
Monat Monat
R2
100 50 100 50
25 50 25
Temperatur
Temperatur [°C]
Niederschlag [mm]
Temperature [°C]
50 25 50 25
Temperatur
Temperatur [°C]
0 0 0
Niederschlag
Precipitation
[°C]
0 0 0
Sample question 5: degree of
0
difficulty high
[°C]
-25 -25
R4
50 100 50
[mm]
Precipitation [mm]
Temperature [°C]
25 50 25
Temperatur [°C]
Temperatur [°C]
Tube
Rohr
Niederschlag
0 0 0
Mercury
Quecksilber
-25 -25
Which of the two statements is or are correct? Which of the two statements on the impact of this heating ac-
tion is or are correct? (Please note: the weight of the air in the
I. The annual precipitation is greater in region R1 than
tube is to be ignored.)
in region R4.
II. At least one of the four regions is located south of the
I. The left side will go down.
equator.
II. The right side will become lighter.
(A) Only statement I is correct.
(B) Only statement II is correct. (A) Only statement I is correct.
(C) Both statements are correct. (B) Only statement II is correct.
(D) Neither of the two statements is correct. (C) Both statements are correct.
(D) Neither of the two statements is correct.
Sample question 4: degree of difficulty medium
The diagram shows how the solubility of substances in water Sample question 6: degree of difficulty high
is dependent on temperature. Potassium nitrate and sodium
chloride are salts (shown as grams of salt per 100 millilitres of A set square comprises a ruler and an angle gauge (a scale
water). Oxygen and air are gases (shown as millilitres of gas for measuring angles). This particular set square consists of a
per 1 litre of water). material which has expanded homogeneously by 1 percent in
all lengths since it (the set square) was manufactured.
gg Salz
salt mlml
Gasgas
per
pro proper
100 mlWasser
100 ml water 1l1 l water
Wasser
60
et
rat
niittra
110
umN
lium
50
O
Sxay
Kasi
tas
90 ugee
Po
rns
to 40
ff
Löslichkeit
70
Löslichkeit
Solubility
Solubility
ALir 30
u ft
50
Kochsalz
Sodium Chloride
20 90
30
10
10
Which of the two statements is or are correct?
0 0
0 10 20 30 40 50 60 70 °C
Temperature
Temperatur
I. When measuring length, the values shown by the
ruler are too small.
Which of the following two statements is or are correct? II. The circumference of the set square has increased
by 3 percent.
I. 60 g of potassium nitrate does not fully dissolve in
100 ml of water at 50°C. (A) Only statement I is correct.
II. Within a temperature range of 0°C to 20°C, (B) Only statement II is correct.
the solubility of oxygen is more dependent on (C) Both statements are correct.
temperature than in the temperature range (D) Neither of the two statements is correct.
from 20°C to 80°C.
TestAS – Sample questions 41
Understanding Formal Depictions
The subtest “Understanding Formal Depictions” involves trans- Text and flow chart for sample questions 1 and 2
posing information from a text into a diagrammatic illustration
(“flow chart”) and vice versa. A decision between X, Y, and Z depends on the factors F1, F2,
This test, in one respect, measures the ability to transpose and F3.
concrete natural sciences content into models and the ability F1 may take the value a or b, F2 may take the value a or b, and
to think in terms of formalised systems. In another respect, it F3 may take the value c or d. The flow chart shows how the
measures critical thinking skills in the sense that the informa- decision is taken.
tion provided has to be checked for correctness. What is more,
this subtest seeks to verify the existence of a basic understand-
ing of natural sciences. START
!
NO
NEIN NO
NEIN
Instructions F1 = a ? F2 = a ?
Please read the instructions before you start with the examples.
JA
YES YES
JA
In this group of items, a process or a model has to be trans-
ferred to a flow chart or a given flow chart has to be ana-
lysed. F2 = a ?
YES
JA
F3 = d ?
YES
JA
Water may contain bacteria. Bacteria produce substances A business consulting company has three rooms, A, B, and
which can be traced in water. If the concentration of these sub- C, available for meetings. Room A is the smallest and seats
stances is increased, one can draw the conclusion that the wa- a maximum of 4 people. Room B seats 10 people. Room C
ter contains bacteria. is the largest and seats 30 people. The flow chart shows how
The bacteria Ec and Kp produce indol (I). The bacteria Cf a choice is made between the three rooms. “NP” = number of
and Ec produce acid (S). The bacteria Ea and Kp produce people.
acetoin (A).
If one has a water sample which contains exactly one type of
START
bacteria, this bacteria type can be detected by conducting a
test. The flow chart shows how the test is conducted.
NO N
NEI Meeting with NO
NEIN
START NP N customer?
YES
JA JA
YES
X
Increase in NO
NEIN YES
JA
concentration of I ?
NO
NEIN
YES
JA NO
NEIN NP
Y YES
NO JA
NEIN
YES
JA
Room C Room B Room A
STOP
STOPP
STOP
STOPP
Sample question 5: degree of difficulty medium to high
Sample question 3: degree of difficulty low Which of the following two statements is or are correct?
Which of the following statements is or are correct? I. If customers are taking part in the meeting,
then Room B is always chosen.
I. If decision point Y is labelled “Increase in concentration II. If no customers are taking part in the meeting,
of S?”, the flow chart may be correct. then the smallest room with enough space for the
II. If decision point X is labelled “Concentration of A participants is always chosen.
normal?”, the flow chart may be correct.
(A) Only statement I is correct.
(A) Only statement I is correct. (B) Only statement II is correct.
(B) Only statement II is correct. (C) Both statements are correct.
(C) Both statements are correct. (D) Neither of the two statements is correct.
(D) Neither of the two statements is correct.
In the subtest “Analysing Economic Interrelationships”, you are Sample question 1: degree of difficulty low
to analyse and interpret economic diagrams, charts and tables.
This test measures mainly your ability to differentiate between Annual vacation (in days) and paid holidays of employees in
relevant and unimportant data and to draw the correct conclu- various countries
sion from the information given. Background information will be
provided if necessary.
! Instructions
Please read the instructions before you start with the examples.
Time
Zeit
(B)
Number
Zahl derofPersonen
people
Time
Zeit
TestAS – Sample questions 47
Don`t know
yet Yes Holiday trip
22 %
already booked
18 %
52 % Will book trip 17 %
30 %
Travel without
booking 12 %
No
-2 %
(A) Only statement I is correct.
(B) Only statement II is correct.
-4 % (C) Both statements are correct.
1st 2nd 3rd 4th 1st 2nd 3rd 4th 1st 2nd 3rd 4th 1st 2nd 3rd 4th 1st 2nd 3rd 4th 1st 2nd 3rd 4th quarter
2000 2001 2002 2003 2004 2005
(D) Neither of the two statements is correct.
Are youplanning
Are you planning a holiday
a holiday trip
trip for for 2009?
2009?
Don`t know
yet Yes Holiday trip
22 %
22
already booked
18 %
52 % Will book trip 17 %
17
30 %
Travel without
booking 12 %
No
24 24 23 22
48 TestAS – Sample questions
Analysing Processes
In the subtest “Analysing Processes”, you are to formalise se- Text and flow chart for sample questions 1 and 2
quences of events and analyse flow charts.
This test measures mainly the ability to convert concrete eco- In the case of a certain product, the number sold per day, NS ,
nomic facts into models and to think within the context of for- increases, the lower the sales price PS. Conversely, the higher
malised systems. It also measures critical thought in the sense the PS , the lower the NS .
that given facts are tested for correctness and not accepted as A company employee has determined that it is optimal for the
true a priori. company when the number of pieces sold per day is NO .
The flow chart shows a strategy which is to lead to the number
22 questions in the test, working time 85 minutes sold per day amounting to NO at the end (“STOP”).
! Instructions
Please read the instructions before you start with the examples.
START
In this group of items, a process or a model has to be trans-
Reduce
ferred to a flow chart or a given flow chart has to be analysed. PS
Markets (for example the automobile market in Germany) Which of the two statements is or are correct?
have an entry barrier and an exit barrier. The entry barrier
supplies information as to how difficult it is for a new provi- I. Decision point V could read: “Entry barrier low?”
der to enter the market – for example to sell cars in Germany. II. Decision point X could read the same as decision
The exit barrier supplies information as to how difficult it is to point W.
exit (leave) the market again.
(A) Only statement I is correct.
– “flea market”: low entry barrier, low exit barrier (B) Only statement II is correct.
– “mouse trap”: low entry barrier, high exit barrier (C) Both statements are correct.
– “gold mine”: high entry barrier, low exit barrier (D) Neither of the two statements is correct.
– “gilded cage”: high entry barrier, high exit barrier
START
YES
JA YES
JA
V W
NO
NEIN NO
NEIN
YES
JA
X
NO
NEIN
Y Mouse trap
Mausefalle Gold mine
Goldgrube Z
STOP
STOPP
NO
NO
Is List K empty
?
YES
STOP
Solving Quantitative Problems of Gustav. We know the ages of Emil, Franka and Gustav. We
can calculate the age of Dora as follows:
Sample question 1 Step 3: How old is Dora? Dora, Anton, Berta and Carl are an
2,600 bottles contain 650 litres of a soft drink. average of 5 years old. So together they are 5 years x 4 child-
One bottle therefore contains 650 : 2,600 = 0.25 litres of soft ren = 20 years old. Dora is 20 years old - the age of Anton - the
drink. age of Berta - the age of Carl, i.e. 20 - 2 - 6 - 7 = 5 years old.
5,000 bottles contain 5,000 times as much soft drink as one
bottle, that is 5,000 bottles x 0.25 litres per bottle = 1,250 litres Step 4: How old is Hanna? Hanna is 50 - 5 - 18 - 6 - 1 = 20
of soft drink. years old.
Step 2: How much has she earned in 160 hours? 160 hours Let n be the number of persons who are in both sports clubs.
x 25 Euros = 4,000 Euros. Let m be the number of persons who are only in one sports
club. x is the total number of persons.
Step 3: How much money did she earn by working extra hours?
She earned a total of 4,600 Euros. She earned 4,000 Euros Step 1: What is the number of persons who are members in
from working normally. She thus earned extra: 4,600 Euros only one sports club? m = x - n (the total number of persons
– 4,000 Euros = 600 Euros. minus the number of persons who are members in both sports
clubs). In order to calculate m, we therefore have to know how
Step 4: How many hours did she work for that amount? For the large n is.
extra hours she works, she receives 30 Euros per hour. She
has received 600 Euros, which means her extra work amounts Step 2: How large is the number of persons who are members
to: 600 Euros : 30 Euros per hour = 20 hours. in both sports clubs, that is n? If none of the persons were
members in both sports clubs, then n = 0 and x = a + b. Since n
Step 5: How many hours has the woman worked in total? persons are in both clubs, it holds that x + n = a + b; if we solve
160 hours at 25 Euros per hour + 20 hours at 30 Euros per hour for n, then n = a + b - x.
= 180 hours.
Step 3: How large is the number of persons who are members
B is therefore the correct solution. in only one sports club, that is m? m = x - n (see above). n is
replaced with a + b - x. Therefore m = x - (a + b - x); transfor-
med: m = x - (a + b) + x; m = 2x - (a + b).
Sample question 3
The width : height ratio has to remain the same. D is therefore the correct solution.
Sample question 1 It is only when you fill the gaps with “purposeful” and “unplan-
Here the solution is B. ned” that you produce two word-pairs that stand in an analo-
gous relationship to one another. Both word-pairs respectively
The relationship between “hammer” and “tool” is analogous to are synonyms, that is, they have the same meaning. “Purpo-
(the same as, similar to) the relationship between “pear” and seful” thus means the same as “intentional”, and “unplanned”
“fruit”. A hammer is a tool and a pear is a fruit. Here “tool” and means the same as “coincidental”.
“fruit” are broader terms; “hammer” and “pear” are narrower In (B), (C) and (D), there are no analogous relationships
terms. between the word-pairs.
In (A) and (C), there are other relationships between the words
(“... is a part of a ...” and “... is food for a ...”).
In (D): The terms “animal” and “elephant” are also a broader
term and a narrower term. In the case of the given pair of
words, however (pear : fruit), the broader term comes second.
Completing Patterns
In (D), the broader term comes first. The relationship between
the two words in the answer (D) is therefore not analogous to
Sample question 1
the relationship between the given words.
The rule here applies from left to right. In every row, the arrow
is turned clockwise by 45° from the first field to the second. The
Sample question 2 same is true from the second field to the third. The question
Here the solution is C. mark must therefore be replaced with an arrow pointing straight
downward.
The relationship between “to cut” and “knife” is the same as
that between “to play” and “ball”: “To cut” is something one can A is therefore the correct solution.
do with a knife and “to play” is something one can do with a
ball. Both cases refer to the function of an object.
In (A), (B) and (D), no comparable relationships can be found Sample question 2
between the pairs of words. With (D), for instance, “to throw” The rule here applies horizontally and vertically (from left to right
is an activity that can involve a ball; “blood”, however, is not an and from top to bottom). The figures from Field 1 and Field 2
activity but something produced when one cuts oneself with a are added together in Field 3. Field 3 thus contains the sum of
knife (= result). the figures from Field 1 and Field 2.
Sample question 3 you are looking for. How can 31 / 32 be related to 15 / 16? The
The first things we notice about this numerical series are simplest relationship is between 32 and 16 (32 ÷ 2 = 16). The
• that the numbers get bigger and bigger, probability that “÷32” and “x16” are part of the rule is greater
• that the intervals between the numbers vary, than the probability that “-31” and “+15” are part of it.
• and that none of the numbers is a multiple of the one Check another pair of numbers against this assumption. Choo-
preceding it. se a pair of numbers with which you can recognize a probable
On the basis of this initial assessment, you can already arrive arithmetical operation as quickly as possible. In this case, the
at a few assumptions about the rule: A different number is pair could be 128 and 32. What arithmetical operation can be
added in each case. The next step is to find out which number used to arrive at 32 from 128? A simple possibility is ÷4 (which
is added in each case. You can begin wherever you like – here is more likely to be related to your hypotheses ÷32 and x16
we will begin with the first pair of numbers: than the possibility -96).
We get from 60 to 66 by adding 6. Now it has undoubtedly become simpler to check the previous
We get from 66 to 96 by adding 30. pair of numbers. What arithmetical operation can be used to
We get from 96 to 100 by adding 4. derive 128 from 16? A simple possibility is x8 (and this possibi-
We get from 100 to 120 by adding 20. lity looks more closely related to your hypotheses than +112).
We get from 120 to 122 by adding 2. In the meantime, you have the following hypotheses:
Now you can recognize a regularity: The first, third and fifth of ___, ÷32, x16, x8, ÷4, ___
the numbers added (6, 4 and 2) and the second and fourth of You see that each number is half of the previous number. The
the numbers added (30 and 20) can be more easily associated first arithmetical operation, which you don’t know yet, could
with one another than any of these added numbers with the therefore contain a 64. Take a look at the first pair of numbers.
one immediately before or after it, namely by subtracting 2 or You arrive at 32 from 2048 when you use the arithmetical
10, respectively. operation “÷64”. If you still have plenty of time, check this
Moreover, you may have noticed that each of the larger added calculation. If you are running out of working time, a rough
numbers is the result of the number preceding it multiplied estimation will suffice.
by 5: 6 x 5 = 30 and 4 x 5 = 20. Now you see that, in the rule, two divisions are followed by
Thus you have two means of arriving at the last number to be two multiplications and then another division. A systematic rule
added: would result if the last arithmetical operation were also a divisi-
20 - 10 = 10 on. The number used in the final arithmetical operation should
2 x 5 = 10 be half the previous, that is: 2.
You must now apply this rule to the last number shown in the Now apply the rule to the last number in the series:
series, that is you must add 10 to that number: 32 ÷ 2 = 16.
122 + 10 = 132.
Therefore the number which must take the place of the
Therefore the number which must take the place of the question mark (?) is 16.
question mark (?) is 132. On your answer sheet, you have to mark the “1” and the
On the answer sheet, you have to mark the “1”, the “2” “6”.
and the “3”.
Sample question 6
Sample question 4 The row of numbers is created by the following arithmetical
The row of numbers is created by the following arithmetical operations: +12 -18 +24 -30 +36. In other words, there
operations: +4 +10 x4 x10 +4. are alternate additions (+) and subtractions (-). All the numbers
2 + 4 = 6 6 + 10 = 16 16 x 4 = 64 64 x 10 = 640 that are added or subtracted are multiples of the number 6:
640 + 4 = 644. 2 x 6 = 12 3 x 6 = 18 4 x 6 = 24 5 x 6 = 30 6 x 6 = 36.
The calculations provide the following results:
The number that must be entered in the place of the ques- 6 + 12 = 18 18 - 18 = 0 0 + 24 = 24 24 - 30 = (-6)
tion mark (?) is therefore 644 + 10 = 654. (-6) + 36 = 30.
On your answer sheet, you must therefore mark the “4”,
the “5” and the “6”. The number that must be entered in the place of the ques-
tion mark (?) is therefore 30 - 42 = (-12).
On your answer sheet, you must therefore mark the “-”,
Sample question 5 the “1” and the “2”.
At first sight, all you notice about this numerical series is:
• that the numbers get smaller, then larger, then smaller again.
In this case, it is probably easier not to begin with the first two
numbers in the series, but with the 1, the third number in the
series:
What arithmetical operation can be used to derive 1 from 32?
Two simple possibilities are: -31 and ÷32. It is best to make a
note of both possibilities.
What arithmetical operation can be used to arrive at 16 from 1?
Here, two simple possibilities are +15 and x16.
Before you look at the third pair of numbers, you should decide
which arithmetical operation is more likely to be part of the rule
TestAS – Sample questions 57
Solutions Humanities, Cultural Studies and Social Sciences Module
Sample question 6
Answer A is correct since:
1. This exercise first involves recognising that verbs can al-
ways be identified by a preceding “ao” (“ao tane”, “ao hai”,
“ao lanta”, “ao simi”, “ao rumi”). If one now looks among
these verbs for the words for “speak” and “listen”, one must
examine sentence 1 and sentence 4 and finds “ao tane”
= “speak” and “ao rumi” = “listen”.
2. Now the word for “I” has to be filtered out. Help in this res-
pect is given by sentence 4. If one compares sentences 3
and 4, “jo fesomo” can be identified as the common factor
and hence be left aside as the term for “at university”.
The word “lom” also occurs in sentences 1 and 2, whose
only common factor shared with sentence 4 is a time refe-
rence. Hence “lom” can be identified as “today” and cannot
stand for “I” either.
The only hitherto meaningless word in sentence 4 is “shili”,
which must consequently mean “I”.
“I speak and listen” can therefore only be expressed by “ao
tane shili ao rumi”.
Sample question 6 from the front, you can now find out that the square bar must be
The surface area of a circle is calculated with the following for- positioned in the upper part of the base plate.
D2 That means that (B) is the only possible solution.
mula:=
A π=
r2 π . Due to the fact that the surface area of the
4
square amounts to A = 1m2 , the diameter D = 1m. With this Sample question 3
One way of solving this item is to begin by looking at a detail
information, the area which has to be multiplied by the number which does not occur in all four answer options. Look, for ex-
of circles, that is by n2, can be calculated. ample, at the figure which looks like an upside-down “L” on
For n = 1, the area A1 is calculated as follows: the left edge of Option (B) and (D). Does this figure result from
the view from above and the view from the front? Yes, it does,
2
1 2 π 2 because the “upside-down L” is the unobstructed view of the
A1 = 12 x⋅ π x⋅ m = m high surface at the figure’s centre. Accordingly, you can already
2 x⋅ 1 4
rule out Options (A) and (C). Options (B) und (D) differ in that,
Therefore, for n = 2, the area A2 is calculated
in Figure (B), a step has been indicated over the rectangular
as follows:
2 figure to the right, whereas (D) shows a straight edge all the
1 2 π 2 way to the top. In the view from above, however, you can see
A2 = 22 x⋅ π x⋅ m = m
2 ⋅x 2 4 the protruding section which forms the step.
Therefore (B) is the correct answer here.
For n = 4, the area A4 is calculated as follows:
2 Sample question 4
1 2 π 2
A4 = 4 2 x⋅ π x⋅ m = m The solid shown here is a square base with a rectangular cu-
2 ⋅x 4 4 boid at each of its four corners. Two of these cuboids are high,
For n = 8, the area A8 is calculated as follows: and two are low. With the aid of the view from above and the
2 view from the front, it can be established that (seen from above)
1 2 π 2
A8 = 82 x⋅ π x⋅ m = m a high cuboid must be located at bottom left and upper right
2 ⋅x 8 4 respectively. This means that, for both side views, a high cuboid
The comparison of the four areas shows that: must be visible at the front right and rear left respectively.
This is only the case in option (A).
A1 = A2 = A4 = A8.
Sample question 6 from “above”; and turning the cube 180 degrees or 90 degrees
This solid is composed of five elements. In addition to what the to the right also does not lead to the desired perspective. But if
view from above and the view from the front tell us, the answer you imagine yourself standing on the right side of the cube, you
options also indicate that several elements are constant here. see that the end of the cable which is hidden in the left-hand
– For example, it is clear that the element extending to the right illustration comes toward you on the right side of the cube in
in the view from above and the view from the side must be a the right-hand illustration.
round rod and cannot be rectangular, for instance. Therefore “right” (A) is the correct answer.
Since the view from above and the view from the front provide
no evidence of any such round element for the left side, it is Sample question 4
clear that the view from the right side is the one we are looking In this task, both ends of the white cable have been bent to form
for. Answer option A cannot be the solution because the base, loops, through which in both cases the white cable itself is gui-
the bottom element of the solid, is positioned too far on the ded. The positioning and direction of these two loops in the view
right. Option C can be ruled out because the arrangement of the from the front and in the view we are looking for make it clear that
round rod and the base does not match the view from above. the right cube shows the view from below (solution letter C).
Option D seems to be the best match: the configuration of the The positions of the ends of the black cable confirm this, even
base is correct and the constellation of the base and the round though the end visible on the upper right in the view from the
rod matches the view from above. However, the view from the front almost disappears behind a coil of the black cable in the
front shows that the distance between the round rod and the view from below (where it can be discerned on the bottom right).
base is too big (it is equal to the distance between the base and
the rectangular rod on the left side). Hence option B is the only Sample question 5
solution left. – But does the narrow rectangle not seem out of Here the figure on the right cannot be showing the view of the
place, since it appears neither in the view from above nor in the cable from the left (B): In the view from the left, the section of the
view from the front? Not at all, as the rectangle does not neces- cable running horizontally in the view from the front would have
sarily have to stick out of the solid but may jut into the solid as a to be visible in the middle of the right-hand edge. Answer (E)
recess (like a drawer compartment, for example). Since all other is incorrect for the same reason: In the view from behind, the
answer options can be ruled out, that must be the case here. horizontal section of cable would have to be visible in the back-
Hence B is the correct solution to this task. ground, likewise running horizontally about halfway between
bottom and top.
Question type 2 In the view from above (D), this same section of cable would
Sample question 1 have to be seen leading from one side to the other along the
In the case of this simple example, you can immediately rule bottom surface of the cube which is not the case.
out the perspective from “below” and “above”. From below as The figure on the right cannot be showing the view from the
well as from above, you would be looking through a kind of right (A), because the part of the cable touching the upper left-
“tube”. Therefore the perspective illustrated on the right can hand wall in that figure would have to be touching the upper
only be the view from the “right”, the “left” or “behind”. Now look right-hand wall in the view from the front, which is not the case.
at the bottom end of the cable: In the left-hand picture it “faces” The only remaining option is the view from below (C), but
you. In the right-hand picture it faces away from you, that is it one must look closely to see that it is correct. We might easily
points in exactly the opposite direction. Therefore it is clear that find ourselves looking for the end of the cable clearly seen at
the right-hand picture shows the view from “behind”. the bottom left in the view from the front. – In the view from
(E) is the correct answer. below it runs right into a curve in the cable and thus appears
not to be an end at all. On the other hand, the end of the cable
visible on the right-hand edge in the view from below is not
Sample question 2 visible in the view from the front because it is hidden behind a
In this task, we immediately notice the metal wire used to bind curving section of cable.
together a few coils in the cable. In the view from the front, this
wire can be made out as being roughly in the middle of the Example 6
cube. Since a few coils of the cable are clearly lying in front of Even in this difficult task we immediately notice the striking
this wire, it must be positioned in the rear section of the cube. location where the two ends of the cable meet. Although this
In the right-hand picture not much has changed in the position location can be quickly identified in the right-hand cube too,
of the metal wire; in contrast to the front view, however, no coils the task is still by no means solved. The view from behind can
of cable are positioned in front of the wire here. What we have be ruled out – it would have to look like the view from the front,
here is therefore the view from behind (solution letter E). This the difference being that the cable ends are in the right half.
is confirmed by further details such as the end of the cable The views from the right and left can also be eliminated, be-
shifting from the bottom left to the bottom right, or by the route cause in both cases the cable ends would have to be located
taken by the cable coils. at the same height as they are in the view from the front. This
leaves us with just the views from below and from above. The
Sample question 3 perspective from below can be ruled out because none of the
Here the only view you can rule out immediately is the one cable coils running across the base lead directly to the location
from “behind” (Option E): If the view from the front shows one where the two cable ends meet up. This is the case, however,
end of the cable leading toward the back of the cube at the top with the view from above: the cable coming from the bottom
right, the view from behind would show this cable end “coming right of the cube and running along the top is then guided back
at you” at the top left. This is not the case in the right-hand downward into the cube’s interior – to exactly the point where
picture. If you tip the cube forward in your imagination, you the two cable ends meet.
immediately see that the correct answer cannot be the view (D) is the correct answer.
TestAS – Sample questions 63
Solutions Engineering Module
Sample question 4
In the diagram, three different values for the power P occur:
1, 2 and 4. According to the text, P is the lowest when the lift
travels downward. Therefore in this case P = 1. Accordingly,
P = 2 when the elevator stops on a floor. It follows that, when
the lift travels upward, P = 4.
With this information, the lift’s activity can thus be reconstruc-
ted: At the point in time t = 0, the lift is on the third floor and it
stops there for 1 minute. Then it travels downward for 1 minute.
Since it travels at a speed of 30 seconds per floor, it is then
on the first floor. After stopping there for 1 minute, it travels
upward for 2 minutes (corresponding to four floors). Thus at
the point in time t = 5, the lift is on the fifth floor. There it stops
for 1.5 minutes and then travels to the sixth floor. Statement I
is therefore correct. One minute later it travels 1.5 minutes
(corresponding to three floors) downward and, from the point
in time t = 9.5 onward it is on the third floor. Statement II is
therefore also correct.
The solution to this item is therefore C.
64 TestAS – Sample questions
Solutions Mathematics, Computer Science and
Natural Sciences Module
Analysing Scientific Interrelationships The oxygen curve is steeper from 0°C to 20°C than from 20°C
to 80°C. Hence a temperature change of x°C between 0°C and
20°C leads to a stronger change in solubility than between
Sample question 1 20°C and 80°C. Statement II is hence correct.
The observation results show that the main shoot and the side The correct solution is therefore B.
shoots of the untreated plant grow. If the tip of the main shoot is
cut off, the main shoot stops growing. However, the phytohor-
mone can be used to make a main shoot continue to grow after Sample question 5
its tip has been cut off. The phytohormone hence promotes the If one heats the right side of the tube, the mercury on this side
growth of the main shoot. Statement I is therefore correct. expands to the left (pressing the air in the tube together). Since
The side shoots grow on the untreated plant and they also the mercury expands on the right side, its centre of gravity
grow on the plant where the main shoot was cut off at the tip. If shifts, along with the centre of gravity of the entire tube, to the
the phytohormone is applied, however, the side shoots stopped left. The left side of the tube goes down. Statement I is there-
growing. The phytohormone hence hinders the growth of the fore correct.
side shoots. Statement II is hence also correct. However, the expansion of the mercury on the right side and
The correct solution is therefore C. the shift in the centre of gravity does not make the right side
lighter. Statement II is hence incorrect.
The correct solution is therefore A.
Sample question 2
Sequence A can be composed of the four parts which come
about through division with the enzyme Ch. However, se- Sample question 6
quence A cannot be composed of the four parts which come Let us assume the numbers on the upper edge (base edge) of
about through division with the enzyme Tr. Sequence A is the set square give the length in centimetres (cm). Then the
therefore wrong. distance between the “5” on the left side and the “5” on the
Sequence B is already wrong simply because it starts with the right side – if measured with a normal set square or ruler –
amino acid Gly and ends with Gly. The amino acid Leu has to would measure 10.0 cm (5.0 + 5.0). When the set square has
form one end of the peptide X. expanded by 1 percent, this distance measures 10.1 cm. If
Sequence C cannot be composed of the four parts which come one uses this set square to measure an object which is exactly
about through division with the enzyme Ch. Sequence C is 10.0 cm long, this object will not reach all the way from the
therefore wrong. one “5” to the other “5”. The set square will accordingly show
Sequence D can be composed of the four parts which come a value which is somewhat smaller than 10.0. Statement I is
about through division with the enzyme Ch. Sequence D can therefore correct. (This train of thought is somewhat easier to
also be composed of the four parts which come about through follow if one imagines an expansion of – for example – 50 per-
division with the enzyme Tr. cent.)
Sequence D is therefore correct. If each of the three sides of the set square increases by
1 percent, then the overall circumference also increases by
1 percent. Statement II is therefore wrong.
Sample question 3 The correct solution is therefore A.
The first step in solving this item is to determine which curve
shows the temperature and which curve shows the amount of
precipitation. Since only the thickly drawn curve also has nega-
tive values (see region R3), it must be the temperature curve.
In statement I, the annual precipitation amounts in the regions
R1 and R4 are compared with one another. In region R1 the
precipitation is greater than in region R4 in May, June and July.
If we look at the year as a whole, however, the precipitation in
region R4 is clearly greater than in region R1. Statement I is
therefore wrong.
Statement II can be checked by looking at the temperature
curve. In region R1, the temperatures are the lowest in June
and July and the highest in December and January. Region R1
must therefore be located south of the equator. Statement II is
therefore correct.
The correct solution is therefore B.
Sample question 4
Potassium nitrate is a salt. The solubility of potassium nitrate
must therefore be read from the left scale. One starts off from
50°C (on the horizontal temperature scale) and goes up verti-
cally to the potassium nitrate curve, and from there horizontally
to the left solubility scale. The solubility value for potassium
nitrate readable here is greater than 70 g per 100 ml of water.
Statement I is therefore incorrect.
TestAS – Sample questions 65
Solutions Mathematics, Computer Science and
Natural Sciences Module
Understanding Formal Depictions If Cf are in the water, then I is normal and A is normal. If deci-
sion point X is labelled “Concentration of A normal?”, then the
Sample question 1 question in decision point X must be answered “YES” and you
Statement I is incorrect: come to the wrong decision “Ea in water”.
If F1 = a, then the first question is answered “YES”. Then you A is the correct solution.
come to the decision point below that. If F2 = a, then the se-
cond question is also answered “YES” and you go right to the
next decision point. If F3 = d, this question is also answered Sample question 4
“YES” and you come to decision Y. Hence it is possible that
F1 = a and Y is selected, not X. Bacteria in water: I S A
Statement II is also incorrect: Ec Increased Increased Normal
If F1 = b, you go right from the first decision point. The question Kp Increased Normal Increased
in this decision point is “F2 = a?”. If F2 = b and you hence
Cf Normal Increased Normal
answer the question “NO”, you come directly to decision Z.
Ea Normal Normal Increased
Hence it is possible that F2 = b and Z is selected, not X.
D is the correct solution. Statement I is incorrect:
If the concentration of I is increased, then you come to decision
point Y, since you answer the first question “YES”. If decision
Sample question 2 point Y is labelled “Increase in concentration of A?”, an incre-
Statement I is incorrect: ase in A leads to the decision in the flow chart that the water
If F1 = b, the answer to the first question is “NO”. Then you get sample contains Ec. This is incorrect, for if I and A are increa-
to the decision point on the right. If F2 = b, the answer to the sed, the water contains Kp.
second question is “NO”. Then you get to Z – even if F3 = c. Statement II is correct:
Statement II is correct: If I is not increased, you come to decision point X. If decision
The only way to decision Z is via the decision point at the top point X is labelled “Concentration of S normal?”, an increase in
right (F2 = a?). If F2 = a, then the question is answered “YES” S leads to the decision Cf in the flow chart, because the ques-
and you move to the decision point below, from where you can tion is answered “NO”. This is correct because the combination
only go to X or Y. of “I normal and S increased” means that the water contains Cf.
B is the correct solution. If S had a normal concentration level, the flow chart would lead
to the decision Ea. This is correct because the combination of
“I normal and S normal” means that the water contains Ea.
B is the correct solution.
Sample question 3
Bacteria in water: I S A
Sample question 5
Ec Increased Increased Normal
Statement I is incorrect:
Kp Increased Normal Increased If there are more than 10 participants, Room C is always cho-
Cf Normal Increased Normal sen, even if customers are taking part in the meeting.
Ea Normal Normal Increased Statement II is correct:
If no customers are taking part, then, according to the flow
Statement I is correct: chart, Room A is chosen if there are 4 or fewer participants,
If I is increased, then you come to decision point Y, since you Room B is chosen for 5 to 10 participants, and Room C is cho-
answer the first question “YES”. If decision point Y is labelled sen for more than 10 participants.
“Increase in concentration of S?”, an increase in S leads to the B is the correct solution.
decision in the flow chart that the water sample contains Ec.
This is correct, for if the water contains Ec, I and S are increa-
sed. However, if S is normal, then the question in decision point Sample question 6
Y is answered “NO” and you come to the decision “Kp in water”. Statement I is correct:
This is correct, for if the water contains Kp, I is increased and In the case of 10 participants, the question “NP ≥ 5?” is
S is normal. answered “YES” and the question “NP > 10?” is answered
If I is not increased, then you come to decision point X and the “NO”, meaning that Room B is always chosen.
question posed there decides whether the flow chart is correct. Statement II is incorrect:
Hence the flow chart may be correct. Even if there are fewer than 5 people, Room B can still be cho-
Statement II is incorrect: sen. For example, in the case of 4 participants, the question
If decision point X is labelled “Concentration of A normal?”, the “NP ≥ 5?” is answered “NO”. If customers are taking part in the
flow chart leads to the wrong decision in two cases: if Ea are in meeting, the next question is answered “YES” and the meeting
the water or if Cf are in the water. with 4 participants is held in Room B.
If Ea are in the water, then I is normal and A is increased. The A is the correct solution.
question in the first decision point must therefore be answe-
red “NO” and you come to decision point X. If decision point X
is labelled “Concentration of A normal?”, then the question in
decision point X must be answered “NO” and you come to the
wrong decision “Cf in the water”.
66 TestAS – Sample questions
Solutions Economics Module
Sample question 4
Initially only a few people test the new product. Hence the num-
ber of people who have already tested the product shows only
a slight increase. Then many people try the product. Hence the
number of people who have already tested the product shows
a strong increase. In the end, there are again only a few people
trying the product for the first time. Hence the number of people
who have already tested the product shows only a slight incre-
ase. Curve A is the only one to correctly show this develop-
ment, qualitatively speaking: starting off with a slight increase,
then showing a big increase, and ending with a slight increase.
Therefore A is the correct answer.
Editor
Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e. V. (g.a.s.t.)
c/o TestDaF-Institut, Universitätsstr. 134, 44799 Bochum, Germany
Layout
QS2M Werbeagentur GmbH, Munich, Germany
qs2m.de
Picture credits
Getty Images (Title, 4), Lutz Kampert (6, 7, 10, 28, 44, 52 ), Henrik Wiemer (9, 18, 38)
Michael Klees, M. A.
michael.klees@testdaf.de
Telephone: +49 (0)234 32 29735
TestAS is offered by the Society for Academic Study Preparation and Test Development (g.a.s.t.), a registered
association. TestAS is developed by ITB Consulting GmbH. The worldwide organisation of TestAS is conducted
by the TestDaF-Institut, Bochum.
TestAS is sponsored by the German Academic Exchange Service (DAAD) with funds from the German Federal Ministry
of Education and Research (BMBF).
Funded by
g.a.s.t. e. V.
c/o TestDaF-Institut ITB Consulting GmbH
Universitätsstr. 134 Koblenzer Str. 77
44799 Bochum 53177 Bonn
Germany Germany
www.testdaf.de www.itb-consulting.de
Vietnamese German University Sample Questions for the Core Test -1-
The TestAS, a scholastic aptitude test developed and executed by ITB Consulting GmbH and
TestDaF Institute in Germany, is being used as VGU Entrance Exam. VGU is responsible for
the following translation of sample questions into Vietnamese. This translation is meant for
internal use by VGU applicants.
Bài kiểm tra TestAS, một bài kiểm tra khả năng học tập được phát triển và thực hiện bởi
Công ty TNHH Cố Vấn ITB và Viện TestDaF, CHLB Đức, được sử dụng để làm Bài Thi Tuyển
Sinh của VGU. VGU chịu trách nhiệm đối với bản dịch đề kiểm tra mẫu dưới đây sang tiếng
Việt. Bản dịch này chỉ được sử dụng nội bộ cho thí sinh dự tuyển vào VGU.
The subtest "Solving Quantitative Problems" provides practical problems to be solved by using basic
arithmetic operations. This test measures mathematical thought and the ability to solve basic
mathematical problems. The level of the arithmetic operations to be performed is elementary.
Trong phần này, thí sinh phải sử dụng những phép tính đại số cơ bản để giải quyết những vấn đề
thực tế. Phần này nhằm kiểm tra tư duy toán học và khả năng sử dụng những phép tính đơn giản.
Mức độ khó của phần này tương đương sơ cấp.
Instructions:
Working time: 45 minutes
Here you will find some problems which you have to solve.
Example: A student works in a factory during the holidays. He is paid a wage of 10 Euro an hour. He
works 8 hours a day and 5 days a week. How much has he earned after four weeks of work?
(A) 800 Euro
(B) 1 200 Euro
(C) 1 600 Euro
(D) 2 000 Euro
Answer: (C) 1 600 Euro.
How to reach the solution: The student earns 10 Euro an hour x 8 hours a day = 80 Euro a day x 5 days
a week = 400 Euro per week x 4 weeks = 1,600 Euro.
Please mark the correct solution (A, B, C or D) on your answer sheet.
_______________________________________________________________________________________
© ITB Consulting GmbH and Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e.V. (g.a.s.t. =
Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -2-
Hướng dẫn:
Thời gian làm bài: 45 phút.
Dưới đây là một vài ví dụ.
Ví dụ: Một sinh viên làm thêm ở nhà máy trong kỳ nghỉ lễ. Mỗi giờ làm việc anh kiếm được 10 Euro.
Anh làm việc 8 giờ một ngày, 5 ngày một tuần. Hỏi sau 4 tuần làm việc, anh kiếm được bao nhiêu tiền?
(A) 800 Euro
(B) 1 200 Euro
(C) 1 600 Euro
(D) 2 000 Euro
Trả lời: (C) 1 600 Euro
Giải thích: Sinh viên kiếm được 10 Euro một giờ x 8 giờ một ngày = 80 Euro một ngày x 5 ngày một
tuần = 400 Euro một tuần x 4 tuần = 1,600 Euro.
Hãy đánh dấu vào đáp án đúng (A, B, C hay D) trên giấy làm bài.
Example 1
2,600 bottles contain 650 litres of a soft drink. How many litres do 5,000 bottles hold?
(A) 338 litres
(B) 1 000 litres
(C) 1 250 litres
(D) 1 300 litres
Degree of difficulty: low
Ví dụ 1
2,600 chai chứa 650 lít nước ngọt. Hỏi 5,000 chai chứa được bao nhiêu lít nước ngọt?
(A) 338 lít
(B) 1 000 lít
(C) 1 250 lít
(D) 1 300 lít
Mức độ: dễ
Example 2
Corinna has a photo which is 9 cm wide and 6 cm high. She would like to have it enlarged to a width
of 15 cm. The ratio of width to height is to remain the same. How high will the photo be?
(A) 11 cm
(B) 10 cm
(C) 9 cm
(D) 8 cm
Degree of difficulty: medium
_______________________________________________________________________________________
© ITB Consulting GmbH and Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e.V. (g.a.s.t. =
Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -3-
Ví dụ 2
Corinna có một tấm hình dài 9 cm, cao 6 cm. Cô muốn phóng to tấm hình để nó có chiều dài 15 cm.
Tỷ lệ giữa chiều dài và chiều cao không thay đổi. Hỏi khi đó chiều cao của tấm hình là bao nhiêu?
(A) 11 cm
(B) 10 cm
(C) 9 cm
(D) 8 cm
Mức độ: trung bình
Example 3
Together, two sports clubs (A and B) have x members; A has a members and B has b members.
Some of the persons are members of both sports clubs. Which of the following expressions
describes how many persons are members in only one of the two sports clubs?
(A) x + a – b
(B) 2(a + b) – 2x
(C) ab – 2x
(D) 2x – (a + b)
Ví dụ 3
Hai câu lạc bộ thể dục thể thao có tổng cộng x thành viên; Câu lạc bộ (CLB) A có a thành viên, CLB
B có b thành viên. Một số người là thành viên của cả 2 CLB. Biểu thức nào sau đây cho biết có bao
nhiêu người là thành viên của chỉ một trong 2 CLB?
(A) x + a – b
(B) 2(a + b) – 2x
(C) ab – 2x
(D) 2x – (a + b)
Mức độ: khó
Solutions
Đáp án
Example 1
2,600 bottles contain 650 litres of a soft drink. One bottle therefore contains 650 / 2,600 = 0.25 litres
of soft drink. 5,000 bottles contain 5,000 times as much soft drink as one bottle, i.e. 5,000 bottles x
0.25 litres per bottle = 1,250 litres of soft drink.
(C) is therefore the correct solution.
Ví dụ 1
2,600 chai chứa 650 lít nước ngọt. Vì thế, một chai chứa 650/2,600 = 0.25 lít nước ngọt. 5,000 chai
sẽ chứa gấp 5,000 lần lượng nước chứa trong 1 chai, nghĩa là 5,000 x 0.25 lít = 1,250 lít.
Vì thế (C) là câu trả lời đúng
_______________________________________________________________________________________
© ITB Consulting GmbH and Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e.V. (g.a.s.t. =
Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -4-
Example 2
Ratio width: height is to remain the same. In the case of the original photo, it is 9 cm: 6 cm, or 3 : 2.
Now the width is to be increased from 9 to 15 cm. The width: height ratio is to remain at 3 : 2. The
new height is calculated as follows: 15 : 3 = 5. 5 x 2 = 10. The new photo will be 10 cm high. The
solution is therefore (B).
Ví dụ 2
Tỷ lệ chiều dài : chiều cao không thay đổi. Đối với tấm hình gốc, tỷ lệ đó là 9 cm : 6 cm, hay 3 : 2.
Chiều cao của tấm hình sau khi phóng to sẽ được tính như sau: 15 : 3 = 5.5 x 2 = 10. Vậy chiều cao
của hình mới sẽ là 10 cm. Vì thế, đáp án đúng là (B).
Example 3
The number of persons who are members in only one sports club can be calculated by subtracting
the number of persons who are in both clubs from the total number of persons (x).
Let n be the number of persons who are in both sports clubs. Let m be the number of persons who
are only in one sports club. x is the total number of persons.
The number of persons who are only members in one sports club is: m = x - n (the total number of
persons minus the number of persons who are members in both sports clubs). In order to calculate
m, we therefore have to know how large n is.
How large is the number of persons who are members in both sports clubs, i.e. n? If none of the
persons were members in both sports clubs, then n = 0 and x = a + b. Since n persons are in both
clubs, it holds that x + n = a + b; if we solve for n, thenn = a + b - x.
How large is the number of persons who are members in only one sports club, i.e. m? m = x - n (see
above). n is replaced with a + b - x. Therefore m = x - (a + b - x); transformed: m = x - (a + b) + x; m
= 2x - (a + b). (D) is therefore the correct solution.
Ví dụ 3
Số người là thành viên của chỉ một CLB được tính bằng cách lấy tổng số thành viên của cả hai CLB
(x) trừ đi số người là thành viên của cả hai CLB.
Gọi n là số người là thành viên của cả hai CLB, m là số người là thành viên của chỉ một CLB. x là
tổng số thành viên.
Số người là thành viên của chỉ một CLB là: m = x - n (tổng số thành viên trừ đi số người là thành
viên của cả 2 CLB). Để tính m, chúng ta phải biết n.
Số lượng người là thành viên của cả 2 CLB (n) là bao nhiêu? Nếu không có ai là thành viên của cả
2 CLB, thì n = 0 và x = a + b. Vì có n người là thành viên của cả 2 CLB, nên x + n = a + b; nếu tính
n, ta sẽ có: n = a + b - x.
Số lượng người là thành viên của chỉ một CLB (m) là bao nhiêu? m = x - n (xem ở trên). n được
thay thế bằng a + b - x. Vì thế, m = x - (a + b - x); m = x - (a + b) + x; m = 2x - (a + b). Vì thế (D) là
đáp án đúng.
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Vietnamese German University Sample Questions for the Core Test -5-
In the subtest "Inferring Relationships," each question consists of two pairs of words. Two of the
four words are missing, and you are to identify the matching words so that both pairs of words have
an analogous relationship. This requires that you find the rule governing the analogy and select the
words accordingly.
This test measures logical linguistic thought. Test takers have to identify meaning, and generalise
and abstract in order to find the rule. Eventually the rule has to be concretised in order to fill the
gaps.
Trong phần thi này, mỗi câu hỏi gồm có 2 cặp từ. 2 trong số 4 từ bị khuyết và thí sinh phải xác định
từ thích hợp, sao cho cả hai cặp từ có mối liên hệ tương tự nhau. Phần thi này yêu cầu thí sinh phải
tìm ra quy luật tương tự và chọn từ phù hợp theo quy luật đó.
Phần thi này nhằm kiểm tra tư duy ngôn ngữ logic. Thí sinh phải xác định ý nghĩa, khái quát sự việc
và rút ra kết luận nhằm tìm ra quy luật. Cuối cùng, quy luật được cụ thể hóa để điền đúng từ thích
hợp vào chỗ trống.
Instructions
Working time: 10 minutes
"Dark : light = hot : cold" – "dark" is the opposite of "light" and "hot" is the opposite of "cold".
Between the first and the second word, therefore, there is an analogous relationship, as there is
between the third and the fourth word.
Each of the following problems contains two gaps. Your task is to work out which words fill the two
gaps in such a way that an analogous relationship results on the left- and the right-hand side of the
"=" .
Example:
house : ______ = tree : ______
(A) window – apple tree
(B) villa – tree trunk
(C) roof – branch
(D) front door – furniture
Only if you choose "(C) roof – branch" is there an analogous relationship on the left- and on the
right-hand side. A roof is part of a house. A branch is part of a tree.
The first word always goes in the first space and the second word always in the second space.
Please note:
All verbs are expressed as “to” plus the infinitive, e.g. “to drink”. If a word which can be either a noun
or a verb appears without “to”, the noun form is intended. For example, “drink” is intended in the
sense of “beverage”.
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Vietnamese German University Sample Questions for the Core Test -6-
Hướng dẫn
Thời gian làm bài: 10 phút
"Bóng tối : ánh sáng = nóng : lạnh" - "bóng tối" là từ trái nghĩa với "ánh sáng" và "nóng" là từ trái
nghĩa với "lạnh". Giữa từ thứ nhất và từ thứ hai có một mối liên hệ tương tự như giữa từ thứ ba và
từ thứ tư.
Mỗi câu hỏi bên dưới đều có 2 chỗ trống. Thí sinh phải tìm ra từ thích hợp để điền vào chỗ trống,
sao cho cặp từ bên trái và bên phải dấu "=" có cùng một mối liên hệ tương tự nhau.
Ví dụ:
nhà : ______ = cây : ______
(A) cửa sổ - cây táo
(B) biệt thự - thân cây
(C) mái nhà - cành cây
(D) cửa trước - đồ đạc
Chỉ khi chọn đáp án (C) "mái nhà - cành cây" thì hai cặp từ bên trái và bên phải dấu "=" mới có
được mối liên hệ tương tự nhau. "Mái nhà" là một phần của "nhà". "Cành cây" là một phần của
"cây".
Từ đầu tiên luôn được điền vào khoảng trống thứ nhất và từ thứ hai điền vào khoảng trống thứ hai.
Lưu ý:
Tất cả các động từ đều được viết dưới dạng "to" + nguyên mẫu, ví dụ như: "to drink". Trong trường
hợp một từ vừa có thể là danh từ, vừa có thể là động từ, và được viết không có "to", thì nó là danh
từ. Ví dụ: "drink" chỉ một loại thức uống.
Example 1
pear : fruit = ______ : ______
(A) motor – motorcycle
(B) hammer – tool
(C) grass – cow
(D) animals – elephant
Degree of difficulty: lowm
Ví dụ 1
trái lê : trái cây = _______ : _______
(A) động cơ - xe mô-tô
(B) cái búa - dụng cụ
(C) cỏ - bò
(D) động vật - con voi
Mức độ: dễ
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Vietnamese German University Sample Questions for the Core Test -7-
Example 2
warmth : ______ = wind : ______
(A) temperature – tornado
(B) cold – wind velocity
(C) flame – rain
(D) heat – storm
Degree of difficulty: medium
Ví dụ 2
hơi ấm : ________ = cơn gió : _______
(A) nhiệt độ - cơn lốc
(B) lạnh - tốc độ gió
(C) ngọn lửa - cơn mưa
(D) nóng - bão
Mức độ: trung bình
Example 3
diversity : ______ = ______ : action
(A) uniformity – success
(B) distance – passiveness
(C) variety – deed
(D) uniformity – measure
Degree of difficulty: high
Ví dụ 3
đa dạng : ________ = _______ : hành động
(A) đồng dạng - thành công
(B) khoảng cách - thụ động
(C) sự đa dạng - hành vi
(D) đồng dạng - đo lường
Mức độ: khó
Solutions
Đáp án
Example 1
Here the solution is B. The relationship between "hammer" and "tool" is analogous to (the same
as, similar to) the relationship between "pear" and "fruit." A hammer is a tool and a pear is a fruit.
Here "tool" and "fruit" are broader terms; "hammer" and "pear" are narrower terms.
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Vietnamese German University Sample Questions for the Core Test -8-
In (A) and (C), there are other relationships between the words ("... is a part of a ..." and "... is food
for a ...").
In (D): The terms "animal" and "elephant" are also a broader term and a narrower term. In the case
of the given pair of words, however (pear – fruit), the broader term comes second. In (D), the
broader term comes first. The relationship between the two words in the answer (D) is therefore not
analogous to the relationship between the given words.
Ví dụ 1
Đáp án đúng là câu (B). Mối liên hệ giữa "cái búa" và "dụng cụ" tương tự như giữa "trái lê" và "trái
cây". Cái búa là một dụng cụ và trái lê là một loại trái cây. Ở đây, "dụng cụ" và "trái cây" mang nghĩa
rộng; "cái búa" và "trái lê" là nghĩa hẹp.
Những từ trong đáp án (A) và (C) lại có mối liên hệ khác ("... là một phần của ..." và "... là thức ăn
cho ...")
Trong đáp án (D): Cặp từ "động vật" - "con voi" cũng là nghĩa rộng và nghĩa hẹp. Nhưng nhóm từ
đưa ra trong đề lại là "trái lê" - "trái cây", từ mang nghĩa rộng đứng sau. Ở đáp án (D), từ mang
nghĩa rộng lại đứng trước. Vì thế mà mối liên hệ giữa hai từ trong đáp án (D) không giống như mối
liên hệ giữa từ đã cho.
Example 2
Here the correct answer is (D). Analogous relationships are created on both sides of the "=" only if
you choose (D): Heat is an intensification of warmth and storm is an intensification of wind.
(A), (B) and (C) do not result in analogous relationships on the two sides of the "=".
Ví dụ 2
Đáp án đúng là câu (D). Chỉ khi chọn câu (D) thì các cặp từ ở hai bên dấu "=" mới có mối liên hệ
tương tự nhau: "nóng" là sự tăng mạnh của "hơi ấm" và "bão" cũng là sự tăng mạnh của "cơn gió"
Đáp án (A), (B) và (C) không cho ta đư ợc các cặp từ ở hai bên dấu "=" có mối liên hệ tương tự
nhau.
Example 3
Here the correct answer is (C). We arrive at pairs of words with an analogous relationship to one
another only if we fill the blanks with "variety" and "deed." In each case, the pairs of words are
synonyms, that is, they have the same meaning. "Variety" means the same as "diversity" and "deed"
means the same as "action."
(A), (B) and (D) do not result in analogous relationships between the two pairs of words.
Ví dụ 3
Đáp án đúng là câu (C). Chúng ta chỉ có được các cặp từ có mối liên hệ tương tự nhau khi ta điền
"sự đa dạng" và "hành vi" vào chỗ trống. Khi đó, mỗi cặp từ là những từ đồng nghĩa. "Sự đa dạng"
đồng nghĩa với "đa dạng" và "hành vi" đồng nghĩa với "hành động".
Ở đáp án (A), (B) và (D) không cho ta được các cặp từ có mối liên hệ tương tự nhau.
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Vietnamese German University Sample Questions for the Core Test -9-
In the subtest "Completing Patterns," lines, circles, quadrilateral and other geometrical shapes are
arranged in the fields of a matrix according to a specific rule. You are to find the rule and apply it by
identifying the missing shape in the last field. This test measures logical graphic thought. Language
skills or educational background are irrelevant.
Trong phần thi này, các đường thẳng, vòng tròn, tứ giác và những hình dạng hình học khác được
sắp xếp trong khung theo quy luật riêng biệt. Thí sinh phải tìm ra quy luật và xác định hình còn thiếu
để điền vào khung cuối. Phần thi này nhằm kiểm tra tư duy hình học logic. Kỹ năng ngôn ngữ hay
kiến thức cơ bản không liên quan trong phần thi này.
Instructions
Working time: 20 minutes
Each of the following items consists of nine fields. Eight of the fields contain figures. In the ninth field
(at the bottom right) is a question mark.
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Vietnamese German University Sample Questions for the Core Test -10-
The arrangement of the figures has been carried out according to certain rules. Your task is to
recognize these rules and apply them in order to find the ninth figure.
The rules apply
• from left to right,
• OR from top to bottom,
• OR from left to right AND from top to bottom.
There are no other directions (e.g. diagonal) in which the rules can apply!
In order to solve an item, you need one, two or three rules. It is also possible that one rule applies
horizontally and another rule vertically.
Below the nine fields, you will find six figures (A, B, C, D, E and F). Select the figure which should
take the place of the question mark.
Hướng dẫn
Thời gian làm bài: 20 phút
Mỗi câu hỏi bên dưới bao gồm 9 ô. 8 ô có chứa hình. Trong ô thứ 9 (ô ở hàng cuối, bên phải) là một
dấu chấm hỏi.
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Vietnamese German University Sample Questions for the Core Test -11-
Các hình trên được sắp xếp theo một nguyên tắc xác định. Thí sinh phải nhận ra nguyên tắc này,
xác định nó nhằm tìm ra hình còn thiếu.
Nguyên tắc có thể áp dụng:
• từ trái sang phải,
• HOẶC từ trên xuống dưới,
• HOẶC từ trái sang phải VÀ từ trên xuống dưới
Nguyên tắc không áp dụng đối với các hướng khác (ví dụ: đường chéo)!
Để tìm ra đáp án chính xác cho câu hỏi, thí sinh cần tìm ra một, hai hoặc ba nguyên tắc. Cũng có
trường hợp một nguyên tắc áp dụng theo chiều ngang và nguyên tắc khác áp dụng theo chiều dọc.
Bên dưới 9 ô, thí sinh sẽ có 6 hình (A, B, C, D, E và F). Hãy chọn hình phù hợp để điền vào vị trí
của dấu chấm hỏi.
Example 1
Ví dụ 1
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Vietnamese German University Sample Questions for the Core Test -12-
Example 2
Ví dụ 2
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Vietnamese German University Sample Questions for the Core Test -13-
Example 3
Ví dụ 3
Solutions
Đáp Án
Subtest “Completing Patterns”
Phần kiểm tra "Hoàn thành hình mẫu"
Example 1
The rule here applies horizontally. In every row, the arrow is turned clockwise by 45° from the first
field to the second. The same is true from the second field to the third. The question mark must
therefore be replaced with an arrow pointing straight downward. (A) is therefore the correct solution.
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Vietnamese German University Sample Questions for the Core Test -14-
Ví dụ 1
Quy luật áp dụng theo chiều ngang. Ở mỗi dòng, từ ô thứ nhất đến ô thứ hai, dấu mũi tên quay theo
chiều kim đồng hồ một góc 45°. Dấu mũi tên cũng quay theo quy luật này từ ô thứ hai đến ô thứ ba.
Vì vậy, dấu chấm hỏi phải được thay bằng một dấu mũi tên hướng thẳng xuống. Do đó, (A) là đáp
án đúng.
Example 2
Here the rule applies vertically and horizontally. Every row and every column must contain a square,
a triangle and a circle. The colours alternate between black and white.
1. The forms: In the bottom row there are a circle and a square. A triangle must therefore take the
place of the question mark.
2. The colours: The circle is black; the square is white. The colour of the triangle must accordingly
be black.
The correct solution is therefore (E).
Ví dụ 2
Quy luật ở đây được áp dụng theo cả chiều ngang và chiều dọc. Ở mỗi hàng và mỗi cột phải có một
hình vuông, một hình tam giác và một hình tròn. Màu sắc được thiết kế đen và trắng xen kẽ.
1. Về hình dạng: ở dòng cuối có một hình tròn và một hình vuông. Vì thế, ở chỗ dấu chấm hỏi phải
là một hình tam giác.
2. Về màu sắc: Ta có hình tròn màu đen, hình vuông màu trắng. Theo đó, hình tam giác phải có
màu đen.
Vì vậy, đáp án đúng là (E)
Example 3
Here there are two rules and they apply both horizontally and vertically.
1. The arrows: In every row, only arrows are shown in Field 3 which are not in the same position in
Field 1 and Field 2. Please look at Row 1. The arrow pointing towards the upper left appears in Field
1 and Field 2. It therefore does not appear in Field 3. The arrow pointing towards the bottom left
appears only in Field 1, the one pointing towards the bottom right appears only in Field 2. Field 3
therefore shows an arrow pointing towards the bottom left and an arrow pointing towards the bottom
right.
2. The lines: In every row, only the lines which are in the same position in Fields 1 and 2 appear in
Field 3. Please look at Row 1. In Field 1, there is a line pointing towards the right. In Field 2 there is
a line pointing towards the left. In both fields there is a line pointing downward. Therefore, only the
downward-pointing line appears in Field 3.
3. In Row 3, both arrows in Fields 1 and 2 are pointing in the same direction. For that reason, they
both disappear in Field 3. The figure in Field 3 therefore has no arrows. The lines in Fields 1 and 2
are not in the same position. Therefore both lines must also disappear. The figure in Field 9
accordingly also has no lines.
The solution is therefore (B)
Ví dụ 3
Trong trường hợp này có hai nguyên tắc, được áp dụng theo cả chiều ngang và chiều dọc.
1. Dấu mũi tên: Ở mỗi hàng, chỉ những dấu mũi tên nào không có cùng vị trí với nhau trong ô thứ 1
và ô thứ 2, thì mới xuất hiện ở ô thứ 3 mà thôi. Hãy xem hàng thứ 1. Mũi tên chỉ về bên trái hướng
lên cùng xuất hiện ở ô thứ 1 và ô thứ 2. Vì thế, nó không xuất hiện ở ô thứ 3. Mũi tên chỉ về bên trái
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Vietnamese German University Sample Questions for the Core Test -15-
hướng xuống chỉ xuất hiện ở ô thứ 1, mũi tên chỉ về bên phải hướng xuống chỉ xuất hiện ở ô thứ 2.
Vì thế, cả 2 mũi tên này sẽ xuất hiện ở ô thứ 3.
2. Đường thẳng: Ở mỗi hàng, chỉ những đường thẳng nào có cùng vị trí với nhau trong ô thứ 1 và ô
thứ 2, thì mới xuất hiện ở ô thứ 3 mà thôi. Hãy xem hàng thứ 1. Trong ô thứ 1 có một đường thẳng
chỉ về bên phải. Trong ô thứ 2 có một đường thẳng chỉ về bên trái. Trong cả 2 ô có cùng một đường
thẳng hướng xuống. Vì thế, chỉ có đường thẳng hướng xuống mới xuất hiện ở ô thứ 3.
3. Ở dòng thứ 3, cả hai dấu mũi tên ở ô thứ 1 và thứ 2 đều chỉ về cùng một hướng. Vì thế mà
chúng sẽ biến mất ở ô thứ 3. Vậy hình còn thiếu ở ô thứ 3 phải là hình không có dấu mũi tên nào.
Các đường thẳng trong ô thứ 1 và ô thứ 2 không có cùng vị trí. Vì vậy, cả hai đường thẳng này
cũng sẽ biến mất. Do đó, hình còn thiếu cũng sẽ không có đường thẳng nào.
Vậy, đáp án đúng là (B)
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Vietnamese German University Sample Questions for the Core Test -16-
Instructions
Working time: 25 minutes
The four basic arithmetical operations are represented like this on the website: Addition (+),
subtraction (-), multiplication (*), division (/)
Hướng dẫn
Thời gian làm bài: 25 phút
Bốn phép toán cơ bản sẽ được thể hiện như sau: Phép cộng (+), Phép trừ (-),
Phép nhân (*), Phép chia (/)
Each item consists of a numerical series, formed according to a particular rule. Your task is to find
the next number in the series – its place is marked by the question mark (?).
Example 1:
5 15 13 23 21 31 29 ?
The numerical series is formed by the following arithmetical operation: +10 -2 +10 -2 +10
- 2.
5+10=15 15-2=13 13+10=23 and so on.
The number that should be in the place of the question mark (?) is therefore 39 (29 + 10).
Example 2:
35 30 120 60 55 220 110 ?
The rule for this numerical series is as follows: -5 · 4 ÷2 -5 · 4 ÷2. The number that
should be in the place of the question mark (?) is therefore 105 (110 – 5).
Each rule can contain only the four basic arithmetical operations [addition (+), subtraction (-),
multiplication (·) and division (÷)].
Proceed step by step:
1. First take a look at the numerical series.
2. Work out the rule on which the numerical series is based.
3. Then apply the rule in order to find the next number in the series. Carry out the necessary
arithmetical operation and calculate the number that should be entered in the place of the question
mark (?).
4. Mark the digits that make up this number on your answer sheet.
The solution number is always a whole number. The solution number can be positive, negative or
zero. Any digit only ever occurs once in a solution number; in other words, solutions numbers such
as 11, 44 or 100 cannot occur.
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VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -17-
Mỗi câu hỏi là một chuỗi các con số được lập nên bởi một quy luật đặc biệt. Nhiệm vụ của thí sinh
là tìm ra con số thích hợp - là con số được đánh dấu chấm hỏi - trong chuỗi số đó.
Ví dụ 1
5 15 13 23 21 31 29 ?
Chuỗi số này được lập thành theo quy luật tính toán +10 -2 +10 -2 +10 - 2
Nghĩa là 5+10=15 15-2=13 13+10=23 ...
Tính lần lượt như vậy, con số đặt trong dấu chấm hỏi (?) phải là 39 (29+10)
Ví dụ 2
35 30 120 60 55 220 110 ?
Quy luật tính toán của chuỗi số trên là -5 * 4 ÷2 -5 * 4 ÷2
Đáp án: số 105 (110-5)
Mỗi quy luật có thể bao gồm 1 hoặc nhiều phép toán trong 4 phép toán cơ bản Phép cộng (+), Phép
trừ (-), Phép nhân (*), Phép chia (÷)
Hướng dẫn làm bài:
1. Đầu tiên quan sát chuỗi số
2. Tìm ra quy luật phép tính của chuỗi số
3. Áp dụng quy luật đó và tính toán để tìm con số tiếp theo trong chuỗi số đặt vào vị trí dấu chấm
hỏi (?)
4. Đánh chéo những con số - tạo thành con số đáp án - vào phiếu trả lời
Con số đáp án luôn là số nguyên, và có thể là số nguyên dương hoặc nguyên âm hoặc số 0. Tuy
nhiên mỗi con số chỉ xuất hiện một lần trong đáp án. Nghĩa là không có con số đáp án nào như số
11, 44 hay 100.
Trong phiếu trả lời, đánh chéo những con số xuất hiện trong đáp án. Nếu con số đáp án là số âm,
thí sinh đánh chéo vào ô dành cho dấu "-" như cách đánh chọn con số.
Ví dụ: Số 14, đánh chéo vào ô dành cho số 1 và số 4
Example 1:
Ví dụ 1 (Cấp độ: Dễ)
Example 2:
Ví dụ 2 (Cấp độ: Trung bình)
Example 3:
Ví dụ 3 (Cấp độ: Khó)
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Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -18-
Solutions
Đáp Án
Subtest “Continuing Numerical Series“
Phần kiểm tra "Tìm số còn lại trong chuỗi số"
Example 1
You begin by looking at the entire series of numbers. What you notice is:
• that the last digit of every number is 5,
• that the numbers become greater and smaller alternately and
• that the differences between the numbers become greater and greater.
Your next step is to take a closer look at pairs of neighbouring numbers. Develop a hypothesis as to
a possible arithmetical operation with which the one number could be derived from the other. In the
process, you can begin at any random place within the numerical series; frequently (but not always!)
it is easiest to begin with the first two numbers.
What arithmetical operation can be used to derive 35 from 25? Begin with a simple calculation, here,
for example +10 (/5 x7 would also be possible – but more complicated. Check this hypothesis only if
you have determined that the simpler hypothesis doesn’t work.)
Now check the next two numbers. What arithmetical operation can be used to derive 15 from 35? A
simple possibility is -20.
Checking the third pair of numbers: What arithmetical operation can be used to derive 45 from 15? A
simple possibility is +30.
In many cases you can develop an assumption about the rule governing the numerical series after
checking three pairs of numbers.
In the case of this problem, you now have hypotheses about the first three arithmetical operations:
+10, -20, +30
A possible assumption about the rule would be: Addition and subtraction are carried out alternately,
using a number that increases by 10 each time.
The following arithmetical operations, therefore, would be -40, +50, -60, +70, etc.
Now test your assumption: 45 - 40 = 5; 5 + 50 = 55
The numerical series is therefore based on the rule you assumed. Now you must apply that rule
once more, to the last number: 55 - 60 = - 5
You have thus solved the problem. The solution is - 5.
On your answer sheet, you accordingly have to mark the "-" and the 5.
Ví dụ 1
Nhìn chuỗi số của ví dụ 1, có các điểm cần chú ý sau:
• Số đơn vị của mỗi số là 5.
Tiếp theo là chú ý đến cặp số đứng kế nhau. Phát triển các giả thuyết với những phép tính toán cơ
bản, mà qua đó 1 số nào đó có thể xuất phát từ số kia. Trong khi làm, thí sinh có thể chọn bất kì con
số ngẫu nhiên nào trong chuỗi số để bắt đầu tìm quy luật; thông thường thì (nhưng không phải luôn
thế) cách đơn giản nhất là bắt đầu với cặp số đầu tiên.
Phép tính toán nào có thể áp dụng để từ số 25 suy ra được số 35? Có thể bắt đầu từ phép tính đơn
giản ví dụ như +10 (/5*7 cũng là 1 giả thiết khả thi - nhưng phức tạp hơn. Hãy thử giả thuyết này khi
giả thiết đơn giản lúc đầu không hiệu quả)
_______________________________________________________________________________________
© ITB Consulting GmbH and Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e.V. (g.a.s.t. =
Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -19-
Sau đó, kiểm tra 2 số kế tiếp: Phép tính toán nào có thể áp dụng để từ số 35 suy ra được số 15?
Giả thuyết đơn giản là -20
Trong nhiều trường hợp thí sinh có thể phát hiện quy luật chi phối chuỗi số đó sau khi tính toán
xong 3 cặp số
Trong trường hợp này, có giả thuyết về 3 phép tính đầu tiên là +10, -20, +30
Giả thuyết cho quy luật trong chuỗi số này có thể là: Cộng và Trừ luân phiên, dùng 1 số mà luân
phiên như vậy lần lượt tăng lên 10
Như vậy, phép tính lần lượt là -40, +50, -60, +70, v.v
Sau đó kiểm tra tiếp giả thuyết: 45-40 = 5; 5+50 = 55
Kết luận, chuỗi số trên dựa theo quy luật đó. Cuối cùng, áp dụng quy luật tính đó để tìm ra con số
cuối cùng: 55-60 = -5
Theo cách đó, thí sinh có thể giải được câu này với đáp án là -5
Trong phiếu trả lời, thí sinh phải đánh chéo ô dấu "-" và số 5
Example 2
The first things we notice about this number series are
• that each number is greater than the one preceding it
• that the intervals between the numbers vary
• and that none of the numbers is a multiple of the one preceding it.
On the basis of this initial assessment, we can already arrive at a few assumptions about the rule: A
different number is added in each case.
The next step is to determine which number is added in each case.
We get from 60 to 66 by adding 6.
We get from 66 to 96 by adding 30.
We get from 96 to 100 by adding 4.
We get from 100 to 120 by adding 20.
We get from 120 to 122 by adding 2.
Now a rule can be discerned: The first, third and fifth of the numbers added (6, 4 and 2) and the
second and fourth of the numbers added (30 and 20) can be more easily associated with one
another than any of these added numbers with the one immediately preceding or succeeding it. In
the first group, each number is obtained by subtracting 2 from the preceding number; in the second
group, 10 is subtracted.
Moreover, some of us may have noticed that each of the larger added numbers is the result of the
number preceding it multiplied by 5: 6 x 5 = 30 and 4 x 5 = 20.
Thus we have two means of arriving at the last number to be added:
20 – 10 = 10
2 x 5 = 10
We must now apply this rule to the last number shown in the series, i.e. we must add 10 to that
number:
122 + 10 = 132.
The solution is therefore 132.
On the answer sheet, we must therefore mark the 1, the 2 and the 3.
Ví dụ 2
Trong chuỗi số ví dụ 2, ta chú ý những điểm sau:
Mỗi số sẽ lớn hơn số đứng trước nó
Khoảng khác biệt giữa các số là khac nhau
Không có số nào là bội số của số đứng trước nó
Dựa vào những nhận định ban đầu đó, ta có thể đưa ra vài giả thuyết về quy luật tính: trong mỗi
trường hợp, 1 số nào đó sẽ được cộng thêm vào.
Bước tiếp theo là xác định những số nào được cộng vào trong từng trường hợp cụ thể
_______________________________________________________________________________________
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Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -20-
Example 3
At first sight, all you notice about this numerical series is:
• that they get smaller, then larger, then smaller again.
In this case, it is probably easier not to begin with the first two numbers in the series, but with the 1,
the third number in the series.
What arithmetical operation can be used to derive 1 from 32? Two simple possibilities are: -31 and
/32. It is best to make a note of both possibilities.
What arithmetical operation can be used to arrive at 16 from 1? Here, two simple possibilities are +
15 und x16.
Before you look at the third pair of numbers, you should decide which arithmetical operation is more
likely to be part of the rule governing this series. How can 31 / 32 be related to 15 / 16? The simplest
relationship is between 32 and 16 (32 / 2 = 16). The probability that "/32" and "x16" are part of the
rule is greater than the probability that "-31" and "+15" are part of it.
Check another pair of numbers against this assumption. Choose a pair of numbers with which you
can recognize a probable arithmetical operation as quickly as possible. In this case, the pair could
be 128 and 32. What arithmetical operation can be used to arrive at 32 from 128? A simple
possibility is /4 (which is more likely to be related to your hypotheses /32 and x16 than the possibility
-96).
Now it has undoubtedly become simpler to check the previous pair of numbers. What arithmetical
operation can be used to derive 128 from 16? A simple possibility is x8 (and looks more closely
related to your hypotheses than +112).
In the meantime, you have the following hypotheses:
___, /32, x16, x8, /4, ___
You see that each number is half of the previous number. The first arithmetical operation, which you
don’t know yet, could therefore contain a 64. Take a look at the first pair of numbers. You arrive at
32 from 2048 when you use the arithmetical operation "/64." If you still have plenty of time, check
this calculation. If you are running out of working time, a rough estimation will suffice.
Now you see that, in the rule, two divisions are followed by two multiplications and then another
division. A systematic rule would result if the last arithmetical operation were also a division. The
number used in the final arithmetical operation should be half the previous, that is: 2.
Now apply the rule to the last number in the series: 32 / 2 = 16
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© ITB Consulting GmbH and Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e.V. (g.a.s.t. =
Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.
Vietnamese German University Sample Questions for the Core Test -21-
The solution to this problem is 16. On the answer sheet, you would have to mark the 1 and the 6.
Ví dụ 3
Ta chú ý điểm sau trong chuỗi số ví dụ 3:
• Các số sẽ nhỏ dần, rồi lớn dần và lại nhỏ dần
Với chuỗi số này, sẽ dễ dàng hơn nếu ta xem xét số thứ 2 và số thứ 3 của chuỗi số trước tiên.
Với phép tính nào để biến số 32 thành số 1? Có 2 khả năng đơn giản là: -31 và /32
Với phép tính nào để biến số 1 thành số 16? Cũng có 2 cách: +15 và x 16
Trước khi xét đến cặp số thứ ba trong chuỗi số, ta nên quyết định xem phép tính nào (giữa -31 và
/32 với +15 và x16) có khả năng là quy luật của chuỗi số trên hơn. Ta cũng dễ dàng nhận thấy mối
liên hệ giữa 32 và 16 (32 / 2 = 16). Vậy xác suất là một phần của quy luật của cặp phép tính "/32" và
"x16" cao hơn cặp phép tính "-31" và "+15".
Xét tiếp một cặp số nữa để kiểm tra giả thuyết trên. Ta nên chọn cặp số mà có thể dễ dàng nhận ra
được phép tính của nó. Ở đây ta xét tiếp cặp số 128 và 32. Với phép tính nào để biến số 128 thành
số 32? Khả năng /4 là hợp lý hơn với giả thuyết phép tính "/32" và "x16" hơn là cách -96.
Giờ thì ta dễ dàng xét cặp số trước nó. Với phép tính nào để biến số 16 thành số 128? Theo giả
thuyết trên là x8 sẽ thích hợp hơn là +112
Cứ như vậy, ta có chuỗi giả thuyết về phép tính sau
___, /32, x16, x8, /4, ___
Ngoài ra, ta cũng thấy giá trị của mỗi số sẽ bằng một nữa giá trị của số đứng trước nó. Vậy phép
tính đầu tiên sẽ chứa số có giá trị là 64. Xét tiếp cặp số đầu tiên của chuỗi số đề bài ta có từ số
2048 thành số 32, ta phải dùng phép chia (/64).
Trong quy luật phép tính trên, ta thấy 2 phép chia rồi 2 phép nhân và 1 phép chia. Vậy theo như quy
luật đó, phép tính cuối cùng phải là 1 phép chia nữa, và giá trị của số bị chia phải bằng 2 (4 / 2 = 2)
Cuối cùng, ta áp dụng quy luật phép tính vừa tìm được vào chuỗi số, thì kết quả của chuỗi số ví dụ
3 sẽ là số 16 (32 / 2 = 16). Trong phiếu trả lời, thí sinh phải đánh chéo vào ô dành cho số 1 và số 6
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© ITB Consulting GmbH and Gesellschaft für Akademische Studienvorbereitung und Testentwicklung e.V. (g.a.s.t. =
Society for Academic Study Preparation and Test Development, a Registered Association).
VGU is responsible for this translation into Vietnamese.