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

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 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
 IV

Decision Making

This is the second section of the University Clinical

Aptitude Test (UCAT). This section assesses candidates’
ability to process information and make deductions
based on the provided data, in order to form logical
conclusions. Students are expected to use solely the
information given to reach conclusions rather than
apply any external knowledge or assumptions.
 18

Introduction

Decision Making can sometimes intimidate students as, unlike

Verbal Reasoning or Quantitative Reasoning, the concepts are
more abstract and less likely to have been covered as explicitly
in school. This chapter will cover a variety of techniques
to demystify the section and make the questions easier to
comprehend.

Decision Making in Clinical Practice

It is important to remember that the UCAT tests candidates’

aptitude in various domains. The Decision Making section tests
the ability to make appropriate decisions when given particular
pieces of a puzzle. This is a skill that is vital in the practice of
medicine, as the discipline relies on clinicians to make sense
of a set of information to reach a well-reasoned conclusion.
Critically, there are questions in which not all of the information
is given and students are expected to make the best decision
while recognising the limits of their information. This is highly

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realistic, as in most areas of medicine decisions must be made

before all the information is available. In both real life and on
the Decision Making in the UCAT, a variety of strategies can be
employed to reach the same conclusion. Universities are looking
for students who can successfully manipulate data provided in
different formats in order to make logical deductions, as this
skill is essential for future clinicians.

Structure of the section

There are a total of:

• 29 questions
• 31 minutes
• 64 seconds per question

Questions vary in format and structure, so whilst answering

each question in 64 seconds will mean students finish on time,
some questions end up taking longer than others. Hence, an
understanding of the different types of questions and how they
can best be approached helps students best manage their time.

How to Excel

A multi-modal approach is the best way to tackle the UCAT

Decision Making section. After developing an understanding
of the types of questions that arise within the section, learning
strategies to effectively approach them is key. Students will
soon realise that a combination of techniques including but

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not limited to drawing diagrams on the UCAT whiteboard,

eliminating obviously incorrect answers, taking into account
only the most relevant information, and performing mental
mathematics can help reach conclusions quickly. Since the
Decision Making section is less time-pressured than some
of the other sections on the examination, it is even more
important to maintain accuracy when working quickly. This
book will cover strategies to solve DM questions as well as
explore some common pitfalls and time-saving techniques
in order to perform highly in the section. Practice and a
standardised approach have been found to yield the best results.

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Logical Puzzles I: An Introduction

Logical puzzles are one of the most commonly tested concepts

in the Decision Making section of the UCAT. These questions re-
quire candidates to interpret short passages of information and
draw particular conclusions. Given how common logical puzzles
are, it is vital to perfect some tried-and-tested techniques to
effectively tackle these questions.

Listed below are 3 approaches to logical puzzles in the UCAT.

Practicing these will allow you to find the approach that most
suits you and the question.

1. The Golden Clue Method

2. The Follow Through Method
3. The Stated Fact

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1. The Golden Clue Method

The UCAT Consortium is often partial to including golden clues

in their questions. These are phrases that contain absolute lan-
guage, such as “fastest,” “smallest,” “cheapest,” “tallest,” etc.
It can also refer to superlative phrases, like “the most expensive”
or “the least popular.” The trick with these questions is to scan
for the absolute language and use it as a starting point for solving
the puzzle. This is ideal as;

1. They are easy to identify and

2. They do not require any additional context to form a
conclusion.

It is also important to note that golden clues can be present as

part of a longer sentence.

For example, consider a passage in which the reader is asked to

determine places a group of friends have visited as well as items
that they have bought at different price points. Looking at the
following sentence, try to find a golden clue:

“Harry did not go to the bookstore but he purchased the

cheapest item.”

Here, the cheapest item is the golden clue - therefore, candidates

should start here before considering other elements of the
passage. Do not feel pressured to also slot in the information
about Harry not going to the bookstore immediately purely
because the second part of the sentence contains a golden clue.

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The reason this is not necessary is because “Harry did not go to the
bookstore” does not tell us any concrete information about where
he did go. However, knowing that Harry bought the “cheapest
item” means that whatever the cheapest item is, it is a fact
that Harry purchased it. Hone in on the part with the absolute
language and then proceed with the rest of the puzzle.

Let us try an example.

Look for a golden clue.

Did you find it?

Use this as a starting point to find the answer to the question.

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 LOGICAL PUZZLES I: AN INTRODUCTION

Since we are trying to figure out who went cooking, this infor-
mation becomes even more helpful.

We know that the various activities are priced at €28, €38, €45,
and €55. We also know, from our golden clue, that the cheapest
activity was cooking. Therefore, cooking must cost €28. Write
this information down.

We also know that whilst Andrew did not spend the most on his
activity, he did spend more than Cassandra. This means that
Andrew could not have spent €55, nor did he spend the least, at
€28.

Consequently, it is fair to assume that Andrew either spent

€38 or €45 on his activity. Since Andrew spent exactly €10
more than Cassandra, he could not have spent €45, because
Cassandra would have had to spend €35 on an activity, and we
have eliminated this option. Therefore, Andrew spent €38 on
his activity while Cassandra spent €28 on her activity. Using the
information gleaned from the golden clue in the passage, we
know that cooking was the cheapest activity, priced at €28.

Thus, (C) Cassandra went cooking.

By starting with the statement containing the golden clue,

candidates eliminate the need to read through many of the other
sentences in a passage, as they are not required to find the
correct answer. This is why it is important to identify golden
clues, as it can save valuable time.

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Timing Tip

Always remember that once you have answered the

question, you do not need to complete the rest of the
puzzle! It may even help to mark the piece of
information you need to find whilst you are working.
This prevents distractions and will act as a signpost
to stop working and move on to the next question once
the answer has been achieved.

2. The Follow Through Method

Logical puzzles often purposefully reference one piece of the

puzzle more than others. Using the follow through method,
begin by identifying the aspect that is mentioned the most and
then follow this through the rest of the puzzle to find the answer.

For example, a question may repeatedly allude to one character

more than anyone else referred to in the puzzle.

Identifying and tracking common elements in a puzzle is a viable

framework for correctly completing logic puzzles because;

1. The method allows you to work out information quickly

and
2. Frequently-used elements are easy to spot.

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 LOGICAL PUZZLES I: AN INTRODUCTION

Let us try an example from a past paper.

Skim read the passage to find the most commonly mentioned

characteristic.

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Both the Wolverhampton and Milton Keynes trains are men-

tioned three times, once per statement. This has been done
purposefully to attract attention to their importance to this
question. Therefore, begin by collating information regarding
these trains.

Using the aforementioned golden clue method, let us start with

the Wolverhampton train as we have relevant absolute language
in the second statement:

“The Wolverhampton train departs from the highest

numbered platform.”

So, the Wolverhampton train departs from platform 4. The same

statement also mentions that the Milton Keynes train departs
from an even-numbered platform. Given the platform allocated
to the Wolverhampton train, this leaves only platform 2 for the
Milton Keynes train. We are then told in the third statement
that the Glasgow train leaves from a platform between the
two aforementioned trains. Consequently, the Glasgow train
must depart from platform 3 and the Birmingham train, from
platform 1.

Expert's Advice

Always note down information you know using the UCAT

whiteboard. This means there is less information to
make a mental note of, thereby reducing the chance of
error. A table can be a very useful format for such
notes, like the one below.

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 LOGICAL PUZZLES I: AN INTRODUCTION

Reviewing the answer options available, we can already rule out

answer choices A and D, since they place the trains on the wrong
platforms.

All that remains is to calculate the departure timings for the

Milton Keynes and Wolverhampton trains. As explored in the
previous timing tip, it is unnecessary to work out when the other
trains depart as they do not factor into this question.

The first statement tells us about train timings, which suggests

that the trains depart in the order of Wolverhampton, then
Birmingham, followed by Milton Keynes, with 45 minutes in
between each of these departure times. Knowing that only
three of the four timings are 45 minutes apart, we can conclude
that the Wolverhampton train leaves at 10:30, followed by the
Birmingham train at 11:15, and finally, the Milton Keynes train
at 12:00.

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Thus, B) “The Milton Keynes train is departing at 12:00 from

Platform 2” is the correct answer. It is the only choice that
places the train at both, the correct platform and time.

Timing Tip

Eliminating two answer choices gives you a 50% chance

of estimating the correct answer under time-pressured
situations. If you are short on time, it is worth
guessing between the two remaining options and
flagging the question to return to later, if time
permits.

3. The Stated Fact

Occasionally, you may be given one puzzle element that is stated

explicitly - you should always look for this first. Examples
include “Bethany lives in Liverpool” or “Glen worked the morning
shift.”

This is different from the golden clue because the stated fact
provides information without any additional deduction. For
example, a golden clue might tell you that “Glen worked the
earliest shift” but further solving would be needed to know that
the morning shift is the earliest shift. Stated facts, on the other
hand, tell readers exactly what they need to know in a singular
phrase or statement, without any extra information provided.

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Often, the stated fact, like the golden clue, can be embedded in
a sentence with other information. An example might be “Jorge
did not go to the bank and has a cat.” Here, the stated fact is that
Jorge has a cat.

At other times, the stated fact may not present as a stereotypical

stated fact. For instance, “Deepa’s car was not blue, black, or red.”
If only 4 colour options exist, this would mean that Deepa’s car
is the 4th colour. It is vital to thoroughly read the statements
provided to ensure that stated facts are not missed, as they can
be excellent starting points in logical puzzles. This is because;

1. They have directly stated information,

2. They require no additional information to make a conclu-
sion, and
3. They are easy to identify.

Try this sample question.

Look for stated facts.

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At a first glance, this may not look like a stated fact. However,
we can see from the underlined sentence that “Rich (…) did
History”.

Write down what you know as you work through the puzzle.
Then, review the question and the answer choices to see if any
options can be excluded.

Using the follow through method, let us find out a little more
about Rich. We know that he spent more time working than
Anne. Therefore, he could not have spent the least amount of
time - 15 minutes - on his homework. This allows us to exclude
answer option A.

We also know that Rich and Anne, together, took 1 minute less
than Julian. So, we want to look for a time that is one minute
longer than the sum of two other times. The only possibility is

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38 minutes, which is 1 minute longer than the sum of 22 and 15

minutes. This means that Rich and Anne took 22 and 15 minutes,
although we do not yet know who took which of these amounts
of time.

We also know that Julian took 38 minutes to complete his

homework. Since we know that Rich spent more time than
Anne, this must mean that Rich took 22 minutes while Anne
took 15 minutes. This leaves George to have spent 45 minutes
on homework. Keep writing down any information that you
know.

Always eliminate answer choices where possible. Here, we can

rule out answer choice D, as we know that Anne took 15 minutes
to do her homework, not 22. This only leaves 2 possible answers
- B or C.

Once narrowed down, opt for the other methods to help land on
the correct answer. Here, take the opportunity to look for any
golden clues in the puzzle.

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According to the passage, Spanish took the longest time to

do, and so it must have taken 45 minutes. We also know that
George’s homework took 45 minutes.

Thus, C) “George did her Spanish work and it took 45 minutes”

is the correct answer.

Putting it all Together

So far, three different strategies to approach logical puzzles in

the decision making section have been proposed. This begs the
question, how do you know which method to use on the UCAT?

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 LOGICAL PUZZLES I: AN INTRODUCTION

The reason this order is recommended is that with stated facts,

the information is presented the most clearly and there is no
further solving to do. With golden clues, however, a small
amount of information needs to be worked out to obtain an
answer. Finally, the follow through method requires more
deduction than the other two methods. Therefore, it is best
to work from the easiest to the most involved method in the
interest of saving time. Ultimately, though, it is advisable to

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use a combination of these methods in order to most efficiently

solve logical puzzles.

Practice logical puzzles applying this strategy and students will

find that they become both, easier and much quicker to solve.

Take Home Points

1. Jot it down. Remember to write down information as

it is worked out; it often helps to make a small table.
This way, there is no longer a need to make mental notes.
When nerves kick in on exam day, it can be especially easy
for thoughts to race, and having written notes markedly
reduces the likelihood of making avoidable mistakes.
2. Refer to the question. Always reread the question, paying
close attention to its content. By doing this, there is no
time wasted solving unnecessary parts of the puzzle, and
students can stop working when the relevant answer is
found.
3. Rule things out. Eliminate any incorrect answer choices,
if possible, whilst working through the question. This way,
if time is limited, students will have at least eliminated a
few options, allowing for a more informed guess.

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 20

Logical Puzzles II: Mathematical Puzzles

Mathematical logical puzzles are a type of question that appears

in the UCAT Decision Making section. These puzzles can be
deciphered by applying equations to the given information and
solving for the variables. Remember to practice this strategy to
perfect it, as these questions appear frequently throughout the
section.

Let us try a sample question.

If we assign the letter ‘M’ to the number of men and ‘W’ to the
number of women, we can form equations with the information

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given in the puzzle.

From the first sentence, we know that:

M + W = 100

From the second sentence, we know that:

W = M - 8 or M = W + 8

Adding these equations together, we get:

2M + W = 100 + W + 8
2M = 108
M = 54

So, we can deduce that there are 54 men on the trip.

The third sentence tells us that 50% of the men on the trip are
male juniors, which is what the questions asks you to solve for.
0.5 x 54 = 27

So, the correct answer is C. There are 27 male juniors on the trip.

Timing Tip

Look at what the question is asking for and try to

eliminate other variables from your equations. This
is the most effective way to work as you will have
less arithmetic to do at the end. Eliminating
variables can often be done by writing one variable
in terms of another. This way, you work with as few
variables as is necessary.

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Let us try a more complex example.

Again, assign a variable to each of the components of the puzzle.

Here, let G represent the length of the gold brick, S the length
of silver, and B the length of bronze, all in cm.

Using the second paragraph, we know that:

3G + 2S + 2B = 48

Using the third paragraph, we know that:

G + 2B = 20

Using the final paragraph, we know that:

G = S -4

Both equations 1 and 2 have ‘2B’ in them, so try subtracting these

two equations to eliminate the variable B. Equation 3 writes G in
terms of another variable S, so we can eliminate the variable G
by writing it in terms of S. Eliminating variables B and G means
we can work with only one variable, S, making our work much
easier. Since we are trying to solve for S (i.e.; the question asks
how long the silver bricks are), this should be the most effective
strategy for solving this mathematical logical puzzle.

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3G + 2S + 2B = 48
G + 2B = 20
(3G + 2S + 2B) - (G + 2B) = 2G + 2S
2G + 2S = 28, or G + S = 14

Substituting G for S:
(S-4) + S = 14
2S - 4 = 14
2S = 18
S=9

So, the correct answer is D) 9 cm.

Take Home Points

1. Write it down. Use your UCAT whiteboard or scratchboard

when working through any kind of logical puzzle. It
helps to keep your thoughts organised and makes solving
equations much quicker. The whiteboard can also be
helpful to draw small diagrams if you are more of a visual
learner.
2. Mind your units. Always confirm units are correct when
completing the question. Sometimes, the UCAT consor-
tium tries to trick you by having some elements of the
passage in one unit and answer choices in a different unit.
Convert everything to a consistent unit whilst working
through a mathematical logical puzzle and take note of
the units of answer choices before selecting one.

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3. Make the most of it. Some mathematical logical puzzles

ask for the “most” you can make (for example, the most
brownies you can make with a certain amount of ingredi-
ents). To solve these questions, deduce which component
you have the least of and figure out how many you can
make using this component (for instance, if you only have
4 eggs and each recipe calls for 2 eggs, you can only make
2 batches of brownies, no matter how much cocoa powder
or butter you may have).

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Logical Puzzles III: Spatial Equations

Spatial equations are another type of logical puzzle that appear

in the UCAT Decision Making section. They involve completing
a number of equations using various shapes. These questions
are similar in nature to mathematical logical puzzles, where
equations can be manipulated in order to obtain the answer to
the question.

In spatial equations, begin by considering the equation con-

taining a question mark as this is the symbol that will need to
be deduced. We will henceforth refer to this equation as the
stem, as the question will ask candidates to figure out the shape
referred to by the question mark.

Often, the answer can be found by rearranging elements con-

tained within the stem equation itself. It is very helpful to try
this first because it can save valuable time by removing the need
to consider the other equations.
Similarly, many spatial equation questions can be solved
using some, but not all of the displayed equations, if used

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effectively. It is therefore important to select the appropriate

equations to work with and use them in the correct order. In
doing so, candidates save time and are less likely to make any
algebraic mistakes.

Substituting equations

Substitution allows us to add or subtract equations from one

another. The theory behind this method is that it allows us to
cross out elements quickly.

Below is an example set of equations.

A+B=C
D-A=C+B
C+? =D

To add the first two equations together, you must add the left
and right sides separately to obtain a new equation combining
the intial two. Using the above example, consider how we have
solved for the unknown variable.
A+ B + D - A = C + C + B
A+ B + D - A = C + C + B
D = 2C

A - A, above, on the left-hand side cancels out, eliminating the

variable A from the above set of equations. Since there is a B on
both sides of the equation, this cancel out as well, eliminating
the variable B. We are then left with only the variables D and C.

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Therefore, the requested variable is C, as C + C = D.

Expert's Advice

Cross out common values on both sides of the equation

and write in simplify wherever possible. This makes
equations less bulky and you will be less likely to
make avoidable mistakes.

Using the substitution method can often mean you have to do

very little algebra, thereby saving time.

Try this sample UCAT question.

As mentioned, start with the stem, or the equation containing a

question mark. Here, we have an equation containing a diamond
and a star, so when considering the other equations, focus on
looking for these shapes, to further explore the relationship
between them.

The first equation also contains a diamond and a star.

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Adding these equations together yields

STAR + DIAMOND - STAR = DIAMOND - SQUARE + ? [input
shapes please]

Simplifying this, we can cancel out the diamonds and stars, so:
? = SQUARE

B) Square is the correct answer.

Expert's Advice

If you use letters to denote shapes on your

whiteboard/scratchboard, make sure you use different
letters for each shape! Often times, you will see a
triangle and a trapezium - use different letters for
each to prevent confusion. Ideally, use the letter
corresponding to the answer option for each shape.
For example, if a circle is answer option A, denote
it using the same letter to prevent confusion.

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Substituting works best when candidates become comfortable

with recognising which equations will result in variables cancel-
ing out. Therefore, when applying this method to solve spatial
equations, it is recommend to practice multiple questions to
improve speed and accuracy.

Let us look at another example from a past paper.

Here, let us rewrite the shapes as variables.

[insert text box with A = diamond, B = heart, C = pentagon,
D = rectangle]
The equations can then be written as follows.
A-B=C+C
C+C=D
D+D=A
? -C-C=A-B

Start by interpreting the stem, which contains C, A, and B. As

previously mentioned, in order to substitute, we must find

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another equation that explores the relationship between all - or

the majority of - the same shapes. Here, the first equation can
be considered. Let us try the substitution method by adding the
first equation to the stem.
A-B=C+C
? -C-C=A-B

This yields:
A-B+? -C-C=C+C+A-B
? = 4C

We know from equation 2 that;

C + C = D.
4C = 2D.

We also know from equation 3 that;

2D = A.
4C = A.
? = 4C = A.

The correct answer is A) diamond.

What if substituting does not work?

The algebraic method also involves assigning a lettered variable

to each of the shapes and manipulating the equations. However,
this strategy can take longer than the substitution method,
which is why the former is recommended first,

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Most notably, attempting the substitution method when there

are equations that will only get more complex through combi-
nation is not advisable. Working with overwhelming equations
can be confusing as well as time intensive and so, if substitution
does not work by initial appearances, do not force this method.

Instead, opt for the algebraic method. This method of solving

for spatial equations will always work, regardless of the com-
plexity of the stem. Therefore, it is vital to become comfortable
with it in order to ace this question type.

Let us try one more example.

Let us substitute the shapes for variables:

[insert a text box with a legend —> A = square, B = diamond,
C = square, D = pentagon]
C+C=B
D=B-A
C+D=A
? +A=B+C

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Expert's Advice:

It helps to isolate the question mark in the stem

statement. Re-arranging the stem to ensure that the
unknown variable sit on one side will ultimately
simplify the equation that must be solved to land on
the correct answer. Make sure that this rearrangement
is done as your first step, prior to any
substitutions or algebraic calculations.

In this question, the second equation tells us:

D = B - A.

This equation helps us write “B - A” in place of D in further

equations. Try this with equation 3.
C + (B - A) = A

This equation is now starting to look a little like our stem

equation - it has the exact same variables. Let us rearrange
these equations so common variables line up.
C + (B - A) = A —> B + C - A = A
? + A = B + C —> B + C - A = ?

Here, we can clearly see that the unknown variable = A, so the

correct answer must be A.

Expert's Advice

Where possible, write variables in terms of others to

lower complexity. For example, if we know that A is
twice D, wherever we see or solve for D, we can

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denote this as A (or 0.5A).

Take Home Points

1. Work smart. Consider the best way to approach the

question, whether that is substituting equations, purely
using algebra, or a combination approach.
2. Start at the stem. Considering the stem equation first lets
you know which shapes will be most relevant to solving for
the unknown variable. Use the stem equation as a guide to
look for the same shapes in the other equations.
3. Isolate variables. Try to permutate equations such that
the variable you are most interested in is isolated. This can
often be achieved by writing variables in terms of others,
where possible.
4. Line it up. A key benefit of the UCAT whiteboard is per-
sonalised formatting. Use this to your advantage and write
equations in such a way that variables that are common
line up with one another. This can help you easily add or
subtract them from each other to reach conclusions more
quickly.

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