CO-WRITTEN BY DR KUNAL DASANI WHO SCORED 900

AWARD WINNING UCAT COURSE

2023 ENTRY

MASTER THE
UCAT
2000+ Practice Questions
100+ Comprehensive Lessons

DR KUNAL DASANI
DR MOHIL SHAH
DR SHWETA MADHU
DR JOHN ADAM
ARUSHI RAMANI
 Copyright © 2022 by Mohil Shah

All rights reserved. No part of this publication may be

reproduced, stored or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording,
scanning, or otherwise without written permission from the
publisher. It is illegal to copy this book, post it to a website, or
distribute it by any other means without permission.

First edition

This book was professionally typeset on Reedsy.

Find out more at reedsy.com
 Contents

I Introduction

1 A Beginner’s Guide to the UCAT 3

2 UCAT Scoring Guide 6
3 Preparing for the UCAT 10
4 How to Use This Book 15

II Verbal Reasoning I: The Basics

5 Introduction 21
6 True, False, Cannot Tell 24
7 Using Inferences 31
8 Extreme Language 36
9 The Keyword Approach 44
10 Passage Adjustments 53
11 Correlation and Causation 56

III Verbal Reasoning II: Question Types

12 Type 1 vs Type 2 Questions 61

13 Type 1 Questions 64
14 Type 2 Questions 68
15 Writer Questions 73
16 Reverse Questions 79
17 Scientific and Factual Passages 83

IV Decision Making

18 Introduction 89
19 Logical Puzzles I: An Introduction 92
20 Logical Puzzles II: Mathematical Puzzles 107
21 Logical Puzzles III: Spatial Equations 112
22 Logical Puzzles IV: Visual Puzzles 121
23 Logical Puzzles V: Cross Hatch vs. Fill In 132
24 Logical Puzzles VI: Ordered Questions 142
25 Logical Puzzles VII: Conditional Scenarios 148
26 Syllogisms I: Introduction 154
27 Syllogisms II: Venn Diagram Approach 156
28 Syllogisms III: Shorthand Approach 163
29 Interpreting Information I: Fictional Text 171
30 Interpreting Information II: Non-Fiction Text 177
31 Interpreting Information III: Tables 181
32 Interpreting Information IV: Graphs 187
33 Recognising Assumptions 195
34 Venn Diagrams I: Introduction 202
35 Venn Diagrams II: Text to Venn 204
36 Venn Diagrams III: Implicit Text to Venn 213
37 Venn Diagrams IV: Venn to Text 223
38 Venn Diagrams V: Comparing Combinations 234
39 Probability I: Introduction 242
40 Probability II: Comparing Items 251
41 Probability III: Expected Frequency and
Repeat Events 255
42 Probability IV: Independent and Non-
Independent Events 263
43 Probability V: Mutually and Non-
Mutually Exclusive Events 269
44 Test Day and Final Tips 276

V Quantitative Reasoning

45 Introduction 285
46 Estimation vs. Precision 288
47 Interpreting Question Stems 296
48 Units in the UCAT 303
49 Percentages 309
50 Proportion 319
51 Mean, Median and Mode 321
52 Ratios I 329
53 Ratios II 334
54 Resources in the Quantitative Reasoning Section 341
55 Interest Questions 348
56 Tax Questions 354
57 Geometry I 360
58 Geometry II 366
59 Speed, Distance and Time 371
60 Time Zones and Graphs 376
61 Fractions 382
62 Venn Diagrams 386

VI Abstract Reasoning

63 Introduction 393
64 SPONCS 396
65 Triggers 407
66 Finding the Pattern 417
67 Distractors 430
68 Shape Patterns 440
69 Position Patterns 449
70 Orientation Patterns 457
71 Number Patterns 465
72 Colour Patterns 475
73 Size Patterns 485
74 Dependent Patterns 494
75 Type 2 Questions 505
76 Type 3 Questions 515
77 Type 4 Questions 523
78 AR Timing Strategies 534

VII Situational Judgement Test

79 Introduction 543
80 Appropriateness Questions 547
81 Importance Questions 556
82 Ranking Questions 563
83 Binary Questions 567
84 Approaching SJT Scenarios 574
85 Key Principle: Safety 582
86 Key Principle: Working within Remits 588
87 Key Principle: Confidentiality 594
88 Key Principle: Professionalism 600
89 Key Principle: Honesty and Integrity 606
90 Key Principle: Teamwork and Respect 612
91 Duties of a Doctor 622
92 Pillars of Medical Ethics 636
93 Timing Strategies in the SJT 642
94 Expert’s Advice for the SJT 644
 VI

Abstract Reasoning

Abstract Reasoning is the fourth out of five sections of

the UCAT. The section asks candidates to find patterns
between series’ of shapes using deductive reasoning,
whilst ignoring extraneous information. Here, we will
discuss the different types of questions that make up
the Abstract Reasoning section and provide strategies
for identifying patterns and coming to conclusions
within the time constraints of the section.
 63

Introduction

Abstract Reasoning in Clinical Practice

Abstract Reasoning is tested on the UCAT for a multitude of

reasons.

1. Pattern recognition is a vital skill for any clinician. For

instance, laboratory and radiological investigations often
show patterns that can be spotted to aid clinical diagnosis
and decision-making.
2. It is also clinically important to be able to look for links and
common threads when taking a patient history. Certain
precise combinations of symptoms lead medical profes-
sionals to suspect certain diagnoses, and different social
factors put patients at a greater risk of a specific diagnosis
over others.
3. It also tests candidates’ ability to ignore distractors. This
is important as patients may have a variety of concerns,
and it will be a clinician’s job to elicit the problems that are

393
 UCAT GUIDE FINAL V1.0

relevant to making informed decisions regarding manage-

ment.

Structure and Timing

The section contains a total of:

• 13 minutes
• 55 questions
• 11 sets
• Therefore, candidates have roughly 14 seconds per question

Acing Abstract Reasoning

Consider some of these general do’s and don’ts when attempting

the Abstract Reasoning section.

Do:

• Begin by spotting the pattern in Set A and Set B

• Look for similarities between Set A and Set B
• Spend a maximum of only 1 minute on each set

Don’t:

• Start with the test shapes

• Answer test shapes by matching them to similar-looking
boxes in Set A or Set B
• Spend too long on a single question or set

394
 INTRODUCTION

There are four major types of Abstract Reasoning questions,

referred to, here, as type 1, type 2, type 3, and type 4 questions.

395
 64

SPONCS

When trying to recognise patterns, it often helps to have a

mental checklist of possible patterns to consider. This is
useful as patterns may not jump out immediately, and so,
another way to arrive at the correct pattern is to consider the
possibilities under a common framework. Through practice with
the framework, the time spent thinking about how to approach
the question is removed and the overall times will improve
significantly.

Using a framework like this is how most people tackle abstract

problems in medicine as well. When reading an ECG, you will
be taught to read the calibration, then from the P wave through
to the T wave systematically. For chest X-rays, you will be
taught an ABCDE approach. This is because, fundamentally, the
use of frameworks improves speed and accuracy when tackling
abstract problems.

Consider the following six categories of patterns.

396
 SPONCS

• Shape: look at the types of shapes that make up the boxes.

Notably, consider the characteristics of these shapes, such
as their number of sides, angles or lines of symmetry.
• Position: observe where in the box certain shapes are
located, as well as how they are positioned in relation to
others.
• Orientation: look at which direction the shapes seem to
point - this is particularly relevant in boxes that contain
arrows, right-angle triangles or clocks.
• Number: consider the number of a particular shape or its
sides, lines, or any other characteristic. Number patterns
are commonly seen alongside other elements of SPONCS,
so keep this in mind.
• Colour: note the colour of different shapes. Colour is often
used in conjunction with other aspects of SPONCS.
• Size: assess the size of the shapes in the boxes, relative
to one another. Size patterns should be considered if there
happens to be a particularly large or particularly small shape
in each box.

In the UCAT examination, many AR patterns repeat themselves.

The best way to improve in pattern recognition is to practice as

397
 UCAT GUIDE FINAL V1.0

much as possible with mock questions. Of note, candidates may

sometimes feel pressured to include all the shapes in a box when
determining a pattern. Remember that the Abstract Reasoning
section is rife with distractors, designed to trick students and
waste time, so not every shape is essential to the overarching
pattern.

Timing Tip

Think about the possible patterns in a systematic way

and work through them in order. As this is practiced
more, it becomes second nature and will eventually
save time.

Expert's Advice

Note that multiple categories of patterns can be used

together. For instance, there are 2 black triangles
in each box (number, colour, shape).

Examples

Think about systematically considering each of the elements

from SPONCS.

398
 SPONCS

There does not seem to be a shape, position, or orientation

pattern. Moving along, there does appear to be a number pat-
tern. If after approximately 40 seconds, there is no discernible
secondary pattern, stick with the one obtained pattern and move
on. Of note, remember that not every question set contains a
secondary pattern.

In Set A, the black shapes have a total of 16 sides. In set B, the

white shapes have a total of 12 sides.

So, the answers are:

1) C - Neither
2) A - Set A
3) B - Set B
4) C - Neither
5) A - Set A

When thinking about number patterns, there are certain pat-

399
 UCAT GUIDE FINAL V1.0

terns that are worth considering. They can be broken down

into two major categories - here detailed as quantity and
characteristic. Characteristic number patterns often involve
another characteristic, or another letter of SPONCS.

Consider these sample questions.

Arrows in every box should make the observant candidate

consider an orientation pattern, before the rest of SPONCS.

400
 SPONCS

Remember to always consider secondary patterns as well, and

refer to SPONCS for deciding what these may be.

In Set A, all the arrows point up and down. In Set B, all the arrows
point to the right. Since this is quickly noticeable, there is time to
consider the presence of a secondary pattern. Indeed, one exists.
In Set A, the number of white arrows is equal to the number of
sides on the white shape. Set B comprises boxes wherein the
number of black arrows is equal to the number of sides on the
black shape.

Here, it can be noted that there is an orientation pattern as

well as a shape and colour pattern. This is a classic example
indicating that multiple elements of SPONCS can be used in
combination to account for the pattern within a set.

The answers to these questions are:

1) C - Neither
2) A - Set A
3) C - Neither
4) C - Neither
5) B - Set B

In this question, if only the orientation pattern had been found,

the candidate would still be able to correctly 3/5 questions. This
emphasises the importance of going ahead with any patterns
found after roughly 40 seconds because it might be enough to
correctly answer some of the questions rather than randomly
guessing for all five questions.

401
 UCAT GUIDE FINAL V1.0

Common Pitfall

Candidates may be tempted to look at test shapes

before figuring out the pattern for Set A or Set B.
Do not do this, as sometimes test shapes are designed
to somewhat resemble sets without exactly following
the pattern - these will stump students who have not
yet identified the pattern.

Let us look at another example.

If nothing jumps out, go through SPONCS. S is for shape, so

begin by considering this first. There is indeed a shape pattern,
specifically one related to symmetry.

In Set A, there is one line of symmetry in each box. In Set B, there

are two lines of symmetry in each box. There are no secondary
patterns.

402
 SPONCS

Thus, the answers are:

1) C - Neither
2) A - Set A
3) A - Set A
4) B - Set B
5) B - Set B

Expert's Advice

Many pattern categories exist in conjunction, so

though a pattern may be found involving shape, other
components of SPONCS should not be excluded from
consideration. SPONCS merely provides a framework to
recall possible patterns. The experienced candidate
will quickly consider each letter of SPONCS to find
all probable patterns.

Consolidating SPONCS

403
 UCAT GUIDE FINAL V1.0

On first impression of the above sets, there are some grey shapes
within Set A and there are none within Set B. This may be a
clue that colour is implicated in the pattern(s) that are present.
Shapes within Set A can only be grey or white and shapes within
Set B can only be white or black. In Set A, there is a minimum of
one grey shape in each box.

Expert's Advice

If a pattern seems very simplistic, definitely

consider the presence of a secondary pattern, as
there is likely more to discover about the sets. Note

404
 SPONCS

that this is not always the case but when time

allows, it is best practice to search for an
additional pattern in simple sets.

Recalling the information from earlier that colour is frequently

used along with another pattern, let us consider other compo-
nents of SPONCS. There do not seem to be any overt trends in the
position or orientation of the shapes. Let us consider number.
The boxes in Set A all have an odd number of shapes whereas
Set B features boxes with an even number of shapes.

We have two patterns now, so let us answer the questions using

this obtained information:
1) A - Set A
2) C - Neither
3) C - Neither
4) B - Set B
5) C - Neither

Take-Home Points

1. Memorise SPONCS. Know the categories that comprise

SPONCS as well as specific patterns that may come up
within this framework. Once candidates are aware of what
to look for, AR becomes much more manageable.
2. Elements of SPONCS can be combined. Many patterns
involve two or even three elements of the mnemonic so,

405
 UCAT GUIDE FINAL V1.0

finding a pattern in one aspect does not preclude finding

others. Remember that secondary patterns are also likely
to arise.
3. Do not forget symmetry! Symmetry patterns are often
missed, but if candidates know to look for them, they can
be easily spotted.

406
 65

Triggers

The Abstract Reasoning section is highly time-pressured, so

there is likely insufficient time to consider every possible pattern
present in the SPONCS framework. This chapter will teach can-
didates to look for particular triggers that provide an indication
that some patterns may be more likely than others.

S - SHAPE

Beginning with shape, here are some common triggers that may
appear.

• Curved shapes - Noticing several curved shapes, such as

crescent moons, hearts, or curved arrows, should encourage
students to consider patterns that involve curved sides vs
straight sides.
• Neat vs. messy - If it seems that one set appears neater and
more organised than the other, the pattern may pertain to
lines of symmetry with the neater set often having more

407
 UCAT GUIDE FINAL V1.0

lines of symmetry than the other.

P - POSITION

Next, consider position. A trigger that one may find is:

• Many similar shapes - If Sets A and B have many similar

shapes, the pattern may be positional, for instance, differ-
ing arrangements in the location of key and/or repetitive
shapes.

O - ORIENTATION

Let us move onto orientation. There are a few triggers that

might make a candidate consider a pattern of this nature first.

• Arrows - Arrows always point at or towards something, so

use this as a starting point. Note the direction they point
in or the shape they point at, and this will often elucidate a
pattern.
• Triangles - Triangles can also point in a particular direction,
so consider this, particularly with right-angled or isosceles
triangles.
• Clocks - Experienced candidates will not use clocks in AR to
tell time, but rather view them as shapes in their own right.
Clocks often indicate that the pattern relates to the angles
formed by the hands of the clock.

408
 TRIGGERS

Common Pitfall

Having an awareness of triggers is excellent practice

for the Abstract Reasoning section, however, it does
make candidates slightly more susceptible to
distractors. Be mindful to go through SPONCS whenever
in doubt and check extra boxes to ensure that the
pattern found is applicable to more than just two
boxes within a set.

N - NUMBER

Consider numbers next.

• Few shapes - If there are very few shapes in each box, think
of number (both of shapes and of varying characteristics of
the shapes). In boxes with many shapes, it is usually not
worth it to start counting them as such boxes often do not
hold a numbers pattern.
• Intersections - If there are any overlapping shapes or
crossing lines, count the number of intersections, regions
formed, or segments.

409
 UCAT GUIDE FINAL V1.0

C - COLOUR

Let us now think about colour. Note that colour is very fre-
quently used as a distractor, which may detract test-takers’
attention from the pattern at hand. That being said, a trigger
that is still beneficial to consider is as follows.

• Grey, spotted, or striped shapes - If these shadings arise,

consider colour as a part of the pattern. Notably, they are
often found alongside other components of the SPONCS
framework, such as shape or number.

Expert's Advice

For some aspects of SPONCS, such as colour, it is

worth considering secondary patterns as colour rarely
presents alone.

S - SIZE

Finally, we move on to size. This has possibly the easiest of the

triggers to spot!

• Big shapes - If there are some shapes that are very big,
by comparison, to other shapes in the box, it is worth
considering a size pattern.

410
 TRIGGERS

Expert's Advice

This chapter has provided ideas for some triggers

within the AR section, however, practice may help you
identify even more. Compile your own list of Abstract
Reasoning triggers as you work through practice
questions, so you can quickly identify where to start
looking.

Consolidating Triggers

411
 UCAT GUIDE FINAL V1.0

From our trigger list, we should ideally begin by considering

patterns that relate to the arrows. Then we can consider
secondary patterns by quickly going through SPONCS.

The arrows in both, Set A and Set B, point either upwards or

downwards. Let us consider the circumstances in which they
point in either direction. In Set A, all the boxes with upward-
pointing arrows contain a white circle. Conversely, in Set B, all
the boxes with upward-pointing arrows have a black circle.

Always consider the possibility of secondary patterns. Here,

there are secondary colour and shape patterns. In Set A, the
arrow is black if there is a four-sided shape within the box. In
Set B, the arrow is black if there is a three-sided shape within
the box.

Putting all this together, the answers are:

1) C - Neither
2) A - Set A
3) C - Neither
4) B - Set B
5) B - Set B

412
 TRIGGERS

Having a list of triggers is important as primary patterns can

be found at a much faster rate, leaving astute students with
some remaining time to contemplate the possibility of a second
pattern.

Let us try another set of specimen UCAT questions.

Our trigger list should tell us to first consider patterns relating to

intersections. These could involve intersections between lines,
regions formed, as well as line segments. Always remember to

413
 UCAT GUIDE FINAL V1.0

look for secondary patterns, if time permits.

In Set A, there are an odd number of regions in each box. In Set

B, there are an even number of regions in each box. We can see,
particularly in Set A, that some of the formed regions are black in
colour whilst the others are white. This tells us that either colour
is a distractor, or that it may be involved in a secondary pattern.
Since we were quick to discover the primary pattern, consider
the possibility that colour may play a role in a secondary pattern,
as it will be easy to rule out if not.

Looking at the black regions in Set B, we can identify another

trigger - curved shapes. All the regions that are black in Set
B are formed in part by curved lines. All the regions that are
black in Set A are formed fully by straight lines. Therein lies our
secondary pattern.

Putting this altogether, our answers would be as follows:

1) C - Neither
2) C - Neither
3) B - Set B
4) C - Set C
5) A - Set A

Continue thinking about triggers in this next group of ques-

tions.

414
 TRIGGERS

Thinking of the SPONCS acronym, are there any triggers that

are prominent within the above sets? Consulting the list we have
started to draw up, the trigger here should be the presence of a
relatively large and a relatively small shape in each box in both
sets.

Let us zero in on the large shapes within Set A to determine

their link. All the large shapes are coloured black. Next, let us
look at the small shapes. The small shapes in this set are white.
There do not seem too be any other commonalities regarding
the large or small shapes within the set. Let us think about what
the pattern must be for Set B. Here, the large shape is white and

415
 UCAT GUIDE FINAL V1.0

the smaller shape is black. All boxes in Set B contain exactly

2 shapes. Note that the first box in Set A has a total of three
shapes, so if a test box contains three shapes but still satisfies
the obtained criteria for Set A, we can select answer choice A.

A quick scan for secondary patterns elucidates nothing further,

so let us select answer options accordingly:
1) A - Set A
2) B - Set B
3) A - Set A
4) A - Set A
5) C - Neither

Take-Home Points

1. Recognise common AR triggers. These serve as great

starting points in quickly identifying patterns.
2. Continue compiling a list. Add more triggers to your list
as you continue practicing, so you become familiar with
how to best approach these questions.
3. Distractors still exist. Although a trigger has been identi-
fied, this does not mean the pattern will definitely pertain
to this finding. Common triggers are quite frequently used
as distractors.
4. Secondary patterns are common. Time permitting, always
entertain the idea of a secondary pattern.

416
 66

Finding the Pattern

Here, we will discuss strategies to identify patterns in the

Abstract Reasoning section of the UCAT. It will cover a few
strategies and topics so that students feel more confident in
their ability to recognise patterns. Explored below is our tried-
and-tested formula.

• Identify the simplest box

• Apply our 4-step method
• Look at Set A & Set B together

Identify the simplest box

As the heading indicates, identifying the simplest box means

looking for the box that has the fewest elements or the fewest
complicated elements. The reason this box acts as a good
starting point is that it is least likely to have any distractors,
and yet it still fulfills the pattern that unifies the set. When
looking for the simplest box, bear in mind that it still needs

417
 UCAT GUIDE FINAL V1.0

to be compared to the others in the set. In other words, if the

simplest box in one set contains just one black triangle and no
other shapes, it still needs to be compared to other boxes in
the set to see what this simple one-black-triangle box has in
common with the rest of the set.

Examples

Which box looks the simplest in Set A?

Then, pick the second simplest box to start comparing the two.

418
 FINDING THE PATTERN

Consider the link between these two boxes. If a commonality

can be found, compare it to a third and fourth box in the set to
confirm whether this is a pattern that seems to hold true for the
entirety of the set. Did you find the links between two boxes?

The total number of sides in the shapes in both boxes equals 12.
This is also true for the other boxes in Set A.

Using this information, let us consider options for the pattern

present in Set B. Remember, it is likely to be an inverse and
should be a related theme to the one seen in Set A.
So, in Set B, the total number of sides in the shapes in the
boxes equals 10.

Now that the patterns have been discovered, answer the 5

questions.

419
 UCAT GUIDE FINAL V1.0

1) B - Set B
2) A - Set A
3) A - Set A
4) B - Set B
5) B - Set B

Expert's Advice

When comparing two simple boxes within a set, try and

pick a box adjacent to (next to, above, below) the
simplest box to make it easier to analyse quickly.
This may seem an insignificant adjustment to make,
but will cumulatively save time and prevent confusion
across the AR section.

Timing Tip

Once a pattern is identified in one of the sets, you

do not need to check every single box to make sure it
applies. Check a couple more, including the simplest
box and the most complicated box in order to reduce
the likelihood of the pattern not applying to each
box within a set.

420
 FINDING THE PATTERN

Four-Step Method

The four-step method is a tactic by which most AR questions

can be tackled. Let us review these steps.

1. Look at the simplest box and compare it to another box

within the set.
2. Focus on Set A first when looking for the simplest box
rather than looking at both sets together. It does not
actually matter whether students start with Set A or Set
B, but it will save time to pick one set to start with, rather
than looking at all twelve boxes altogether.
3. Use the inverse rule when considering possible patterns
for the next set. Once the rule for Set A is known, thinking
along similar lines will quickly elucidate the pattern for Set
B.
4. Consider AR triggers before applying ‘SPONCS.’ Develop
an awareness of common patterns that arise when boxes
contain particular characteristics. Recognising some of
these AR triggers helps candidates know the patterns that
become more likely to consider when looking at a set. This
concept will be covered in more detail in a later chapter.

As can be seen, this is the exact strategy that was applied to the
earlier question in this chapter.

421
 UCAT GUIDE FINAL V1.0

Timing Tip

Memorise the number of sides of common shapes that

arise in the AR section. This saves valuable time as
candidates can recall these numbers quickly rather
than having to count sides each time a shape is
encountered.

422
FINDING THE PATTERN

423
 UCAT GUIDE FINAL V1.0

Looking at Set A and Set B together

Another technique to solve AR questions is to look at Set A and

Set B together rather than immediately zeroing on the simplest
box in Set A. Taking a step back to ‘see the wood for the trees’
and considering the sets on a larger scale might allow candidates
to notice an immediate pattern or glaring difference. Think of
this technique as “zooming out” on the sets instead of diving
into its minutiae as it is easy to get carried away with the latter
in the tension of the moment.

Let us try the following questions using this approach.

What strikes you about the differences or similarities between

Set A and Set B?

Perhaps Set A looks neater and Set B looks more chaotic and

424
 FINDING THE PATTERN

disorganised.

Now, think about translating this difference into a pattern. With

some more analysis, it can be seen that all boxes in Set A have
at least 1 line of symmetry through the box. In Set B, each box
has no lines of symmetry.

So, the answers are:

1) A - Set A
2) A - Set A
3) B - Set B
4) A - Set A
5) B - Set B

Expert's Advice

Taking a step back to visualise what 'feels'

different between two sets can be a help even if an
exact pattern has not been identified. This will at
least provide a basis for an educated guess if a
pattern has not yet been identified in 40 seconds.

425
 UCAT GUIDE FINAL V1.0

Consider the set of Abstract Reasoning questions below.

We can decide between one of two approaches - starting with

the simplest box(es) in Set A or by sitting back to look at both
sets together. Trying the latter for this question, we can look for
notable differences between the two sets.

Set B seems to have simpler boxes than Set A. As explored

earlier in the chapter, the simplest boxes generally contain

426
 FINDING THE PATTERN

fewer elements, so perhaps an appropriate starting point when

comparing the two sets is to count the number of shapes in
various boxes in Set A and Set B. Accordingly, a pattern emerges.

All boxes in Set A contain 3 shapes whilst boxes in Set B contain

a total of 2 shapes. Now, all that remains is to choose the
appropriate answers for the five questions:
1) B - Set B
2) A - Set A
3) C - Neither
4) C - Neither
5) A - Set A

Summary

To recap, let us consider some of the strategies we do and don’t

recommend when finding patterns in the AR section.

Do:

• Have a personal checklist to go through when considering

pattern possibilities
• Focus on the simplest boxes
• Sit back and look at the two sets together if you are unable
to narrow in on a pattern
• Be very strict with timings of 1 minute per question set

Don’t:

427
 UCAT GUIDE FINAL V1.0

• Spend too long going through every type of pattern for each
set
• Fall for distractors - common ones include colour or shape
• Make up a pattern to suit your thinking
• Get bogged down and spend too long on one question set

Timing Tip

The AR section is not ordered in level of difficulty.

If you are struggling with a pattern, it might be a
particularly tricky one. If you have not yet
identified a pattern within 40 seconds, make your
best-educated guesses and flag it to return to later,
time permitting. It may be the case that later
questions have simpler patterns, so leaving
sufficient time to correctly answer these rather is
good practice and gives easy marks.

Take-Home Points

1. Start simple. Start each question by identifying the sim-

plest boxes in a set. This approach tends to work better with
smaller scale patterns such as the number of shapes/sides.
2. Use the four-step method. Apply the four-step method to
increase your speed when finding patterns.
3. Lean back. It helps to take a step back to look at Sets A
and B together if you are stuck. This approach tends to

428
 FINDING THE PATTERN

work better with larger-scale patterns such as symmetry

or position.

429