CO-WRITTEN BY DR KUNAL DASANI WHO SCORED 900

AWARD WINNING UCAT COURSE

2023 ENTRY

MASTER THE
UCAT
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2000+ Practice Questions
100+ Comprehensive Lessons
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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.

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First edition

This book was professionally typeset on Reedsy.

plFind out more at [Link]
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 Contents

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I Introduction

1 A Beginner’s Guide to the UCAT 3

2 UCAT Scoring Guide 6

II
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3 Preparing for the UCAT
4 How to Use This Book

Verbal Reasoning I: The Basics

10
15
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5 Introduction 21
6 True, False, Cannot Tell 24
7 Using Inferences 31
8 Extreme Language 36
9 The Keyword Approach 44
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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

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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
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25 Logical Puzzles VII: Conditional Scenarios
26 Syllogisms I: Introduction
27 Syllogisms II: Venn Diagram Approach
28 Syllogisms III: Shorthand Approach
148
154
156
163
29 Interpreting Information I: Fictional Text 171
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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
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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

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45 Introduction 285
46 Estimation vs. Precision 288
47 Interpreting Question Stems 296
48 Units in the UCAT 303
49 Percentages
50 Proportion
51
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Mean, Median and Mode
52 Ratios I
309
319
321
329
53 Ratios II 334
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54 Resources in the Quantitative Reasoning Section 341
55 Interest Questions 348
56 Tax Questions 354
57 Geometry I 360
58 Geometry II 366
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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

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73 Size Patterns 485
74 Dependent Patterns 494
75 Type 2 Questions 505
76 Type 3 Questions 515
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77 Type 4 Questions
78 AR Timing Strategies

VII Situational Judgement Test

523
534
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79 Introduction 543
80 Appropriateness Questions 547
81 Importance Questions 556
82 Ranking Questions 563
83 Binary Questions 567
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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

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CO-WRITTEN BY DR KUNAL DASANI WHO SCORED 900

THIS PDF IS A SAMPLE

MASTER THE
UCAT
100+ comprehensive lessons
pl
e

Insider tips and tricks

m
Sa

Advice from the experts

BUY THE FULL VERSION

NOW!
Scan the QR code or
click on the link
[Link]
Sa
m
pl
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 V

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Quantitative Reasoning
pl
Welcome to the Quantitative Reasoning chapter. This
is the third section of the University Clinical Aptitude
Test, and will test your ability to perform simple
mathematics under time pressure. The operative word
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here is simple, as the maths concepts tested will not
surpass GCSE level. It is very important to remember
that students of all educational backgrounds in this
section can excel - the maths is not highly complex so
focusing on the basics will take you a long way.
Sa
 45

Introduction

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Quantitative Reasoning in Clinical Practice

The UCAT tests quantitative reasoning skills to see which stu-

dents can quickly and confidently complete simple maths. So
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much of a clinician’s job involves arithmetic. The interpretation
of scans and tests often requires maths, for instance, ECGs
for which clinicians need to calculate the length of different
parts of the cardiac cycle and work out if these are appropriate.
Prescribing drugs does not require complex maths, but it is
Sa

critical that the calculations are correct to assure patient safety.

Some specialist doctors such as radiologists may have to do
more complex calculations and physics to do with radiation.
Importantly, doctors are also expected to analyse scientific
research and statistics to make complex decisions.

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 UCAT GUIDE FINAL V1.0

Timings and Questions

The statistics for this section are as follows:

• 24 minutes overall
• 36 questions
• 40 seconds per question

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You have a calculator on-screen and a whiteboard to make
simple notes on. There are no specific question types, rather
discrete topics are tested, all of which are covered in this book.
The questions can vary from moderately difficult algebra to very
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simple arithmetic, but often the difficulty lies in complicated
question stems full of distractors and tricks.

Acing Quantitative Reasoning

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Ironically, the key to performing well in the QR section is to do
as little maths as possible, instead relying on various tools, tips,
and shortcuts to get you to the right answer. Maths in school
exams focuses heavily on showing working and processes, but
Sa

the UCAT only scores you for getting the right answer. Most
questions lend themselves to estimation, eyeballing, or mental
maths. Others are far too long to really do in 40 seconds. Here,
applicants are actually being examined on their ability to time-
keep; students must prioritize other questions and come back
to the tricky ones later. This chapter covers the various topics
into which UCAT QR questions are divided, alongside a plethora
of practice questions and trade secrets to help you ace the UCAT.
Above all, the UCAT tests some of the most important abilities a

286
 INTRODUCTION

medical student must have - academic resilience and discipline.

Hard work and organisation will ultimately lead to top scores.

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287
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 46

Estimation vs. Precision

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This section will cover the benefits of estimating versus using
exact values to work precisely. It will also discuss when it is best
to use both depending on the scenario.
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Warm-up question

Northwood Hills football club are purchasing footballs for their

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2022-23 training season. They purchase 122 footballs from a

local retailer, Northwood Sports, paying a total of £580.72.

In their purchase, how much did the football club pay per
football?

1. £2.16
2. £4.76
3. £5.96

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 ESTIMATION VS. PRECISION

4. £6.16
5. £9.26

The answer is B, £4.76.

You could either tackle this question by directly dividing £580.72

by 122 which would give you the answer directly.

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However, you can save a lot of time by tossing the calculator and
rounding £580.72 up (to £600) and 122 down (to 120). Dividing
these two values is significantly easier and can be done mentally.
An estimate should bring you close to £5.00 and £4.76, or B,
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is the closest to this value. Whilst estimation may only save a
few seconds, this will add up to buy you precious time as you
navigate trickier questions or longer stems.
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What is the benefit of estimating?

In the UCAT, you will face a variety of questions, each requiring

a different level of precision.
Sa

In an ideal world, you would use your calculator to work out

each answer to several decimal places. However, this is just not
possible due to time constraints.

Estimating will save you time in several ways:

1. You can use rounded figures that are easier to work with
2. It allows for time-efficient mental maths
3. Occasionally, questions can be answered solely by inspec-

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 UCAT GUIDE FINAL V1.0

tion and without the need for any calculations

What is the benefit of working precisely?

Working precisely, bearing in mind time constraints, is the most

ideal method as;

1. It will get you closer to the actual answer.

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2. You avoid minute mistakes due to the inaccuracy of your
estimated answers, especially when the options are only
decimal points apart

Estimate when:
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When should you estimate?

The answer options are spaced out. For example, if the

answers are to the nearest thousand, and the data is given to the
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nearest ten, you can round the data to the nearest hundred.

The question asks for the ‘approximate answer’, or uses words

such as ‘estimate’. It might sound simple, but many students
miss these subtle signs when they read the question. Semantics
Sa

are a big part of the UCAT so pay attention to the vocabulary

used in the stem.

Work precisely when:

The answer options are close together. For example, if the
answer options are 0.1, 0.2, 0.3, 0.4, and 0.5, you have to work
precisely and at least to the nearest 1 decimal point.

290
CO-WRITTEN BY DR KUNAL DASANI WHO SCORED 900

THIS PDF IS A SAMPLE

MASTER THE
UCAT
100+ comprehensive lessons
pl
e

Insider tips and tricks

m
Sa

Advice from the experts

BUY THE FULL VERSION

NOW!
Scan the QR code or
click on the link
[Link]
 ESTIMATION VS. PRECISION

The question asks for the ‘exact answer’ or for specificity down
to numerous decimal points.

Eyeballing Graphs

It is rare in the UCAT that you need to be too precise with graphs,

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often you can get away with simply eyeballing. A really good
example of this is below.

SLIDE 31 keynote QR 10-12 question beginning ‘what is the

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difference between…’

This is a good example of a question that falsely appears daunt-

ing because of the amount of raw data. However, you will soon
realize that simply skimming through the various visual points
m
described below will get you to your answer.

Start by looking at the labels on the y-axis - they are to the

nearest hundred so there’s no need to try to read to exact values.
Sa

Then, look at the x-axis. It is really important in graph questions

to only assess the variables required and ignore all others, which
saves you time. All the countries except Russia and Japan are
not needed for the question.

In Russia, there are about 400 prisoners per hundred thousand

and in Japan, about 200. This makes the difference approxi-
mately 200.

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 UCAT GUIDE FINAL V1.0

Remember that this is a simplistic example. It’s just the

principle of eyeballing that you need to be aware of here, so
many graph questions lend themselves to it! The next question
is a little trickier, so be ready!

Eyeballing Graphs 2

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SLIDE 38 keynote QR 10-12 question beginning ‘what is the
difference between…’

Notice that the answer options are well spaced here, particularly
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given that the y axis is on a scale of 200s! Here, begin by
estimating the total number in each country. If we draw a line
across the ‘totals’ it would be about 1000; don’t worry if you
make the average out to be slightly different, that’s fine and
you’ll see why soon! The total of all other robots have an average
m
of approximately 150. From this, we can simply subtract 150 to
get a difference of 850.
It wouldn’t matter what the exact values are, however, as all
the other options are clearly way too high! Ultimately, the most
important takeaway here is the time saved in favor of estimation
Sa

over calculating summation and division.

Bringing it together

Some questions are simply too much work to achieve in the time
given. There is a knack to recognising these questions, and this
time-keeping ability is exactly what is being tested here. Here’s
an example:

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 ESTIMATION VS. PRECISION

SLIDE 58 keynote QR 1-4 question beginning ‘for which

book…’

This is an intimidating question with a massive amount of

information. So let’s assess it logically and break it down.

First, think about the calculation you’re performing. You

want the difference in the average number of words completed

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between Russian and English. You want that value to be small.
To get it, your calculation will be the difference in overall
letters multiplied by the average % completion. Because this is
multiplication and you want your answer to be small, both of
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these values should be small. Then, you can follow these steps.

1. Estimate the difference in the total number of words and

only calculate for the small differences. The “Master
m
and Margarita” and “War and Peace” both have approxi-
mate differences of 10,000 and 28,000 words respectively
whereas the other 3 options all have differences below
10,000, so the odds of it being either of these two books are
very low!
Sa

2. Consider percentage completion. “Life of Avvakum” has a

very high percentage of completion - which makes sense, it’s
a great book - thereby excluding itself from the low-value
criterion. This leaves us with only “A Hero of Our Time”
and “Fathers and Sons”.
3. Perform a more precise calculation to find that “A Hero of
Our Time” has the lower difference. Therefore, the answer
is “A Hero of Our Time”.

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 UCAT GUIDE FINAL V1.0

Checking your answers

If you’re not sure about your answer, you can do a quick “sense
check” to just make sure it’s feasible. Re-read the question and
ask yourself, “does this answer make sense?”. However, save
this for your checking time at the end of the paper and not after
every question.

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Let’s do an example using the Russian classics from the last
question.

Making Tolstoy turn a little in his grave, “War and Peace”

pl
actually had quite a low completion rate. You might, therefore,
be concerned that this is the answer. Consequently, you can do
a very brief estimation check. The completion rate was about
15%, and the word difference was approximately 30,000. Simply
calculating 10% of 30,000 mentally will result in 3,000, which is
m
greater than our answer of 840 for “Hero of Our Time”, thereby
easing your anxieties. This is particularly useful given the
importance of levelheadedness during time-pressured aptitude
tests, like the UCAT.
Sa

Overestimate vs. Underestimate

If you are estimating, you should check whether the final answer
is an underestimate or an overestimate.

For example, if instead of multiplying 41.25 by 82.3, you did 40

by 80, your answer would be an underestimate, so the correct
answer is higher.

294
 ESTIMATION VS. PRECISION

If instead of dividing 80 by 8.4, you did 80 divided by 8, your

answer would be an overestimate, so the correct answer is lower.

Take-home points

1. Eyeballing graphs. Remember, you often don’t need many

calculations.

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2. Precision. Be precise when there are relevant keywords, or
the answer options are close together.
3. Estimation. Estimate when there are relevant keywords,
or the answer options are further apart.
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4. Elimination. Estimate to eliminate options, then be precise
to save time.
5. Over/underestimates. Work out which way you’ve gone
before selecting an answer; this will also help you narrow
down your options.
m
6. Checking answers. If you have time and you’re not sure,
you can always check!
Sa

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 47

Interpreting Question Stems

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In Quantitative Reasoning, you will often be presented with large
amounts of information, whether it is graphical, tabular, or text.
We will now explore how to most accurately extract relevant
information from the question stem.
m
In particular, we will cover:

1. Reading the stems

2. Pie chart questions
3. Using simple arithmetic
Sa

4. Bullet points in stems

Only Read When You Have To

With Verbal Reasoning we saw that it was best to not read all
of the information, but instead to skip straight to the passage.
With Quantitative Reasoning, the approach more so depends on

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 INTERPRETING QUESTION STEMS

the specific type of question you are tackling.

For questions with simple data, such as a minimal graph or pie

chart, it may be worth perusing it properly.

For questions with more complex data, like multi-columned

tables, it is worth only reading the column labels to understand
the variables described in the data. Instead, look at the question

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and find the relevant data when searching for the answer.

Let’s try a practice question to demonstrate this.

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SLIDE 134 on QR 1-4 question starting with ‘How many whole
servings of cornflakes’

This question has a reasonably large table, so we can definitely

save ourselves time by only interpreting necessary details. From
m
a brief skim of the stem, we can see it’s about nutritional
information of cereal. Towards the end of the stem, we see
information about sugar and carbohydrates but the question
is about protein, so we don’t have to bother considering the
implications of this.
Sa

We can see that ‘Special K’ has 6.9g of protein per serving while
‘Corn Flakes’ has 0.9g. So, we can do a simple calculation of
6.9 divided by 0.9 to give us 7.66, so the number of portions to
match would be 8. Of course, it goes without saying that if 7 was
an option you would need to round up because 7 portions would
not give you the same amount of protein. This is a good place to
remember the importance of a quick sense check!

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 UCAT GUIDE FINAL V1.0

Expert's Advice!
The UCAT loves to include large, data-heavy tables to
throw students off. Remember to thoroughly scan the
question for the relevant variables before
interpreting the tabular data. This will ensure you
avoid any distractors whilst also saving time!

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Reading the Stem

Occasionally, reading the stem can be really useful. This is par-

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ticularly true if the stem is short or numerical data is presented
in text format, such as in the next practice question.

SLIDE 143 on QR 1-4 question starting with ‘There are 60

pairs of socks’
m
Notice how this question is formatted like a logic puzzle. Ad-
ditionally, it’s a short stem that allows for proper reading,
understanding, and interpreting.
Sa

We see that there are 8 striped pairs of socks, and all but 2 are
in the drawer. This gives 6 pairs out of 60 total or 1 in 10.

Pie Charts

When dealing with pie charts, it’s usually worth reading the stem
and understanding the breakdown of the chart before tackling

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 INTERPRETING QUESTION STEMS

the question. Pie charts are reasonably common in the UCAT, so

let’s review the theory before we delve into practice questions.

The main distinguishing aspect of a pie chart is whether a

singular value represents a percentage (i.e.; all the slices add
up to 100%) or a numerical value (i.e.; all the slices add up to a
total sum). Have a look at the examples below. Before you tackle
a question, understand which type of chart you’re dealing with.

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pl
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Common Trap!
It can be very easy to get mixed up in the UCAT
Sa

between shades of black/grey as they cannot use

colours. Don't let yourself get complacent and lose
marks because of it!

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 UCAT GUIDE FINAL V1.0

Simple Arithmetic

The calculator is a useful tool in the exam, and it is a really

important skill to know when to use it. Simple calculations can
be done mentally to save vital seconds, but there will usually be
more complex sums needing the calculator. Critically, students
who know their limits and when to reach for the calculator will
perform faster, because they won’t waste time deciding between

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mental maths and the calculator.

Bullet-points pl
You can often skim the question stem if it’s just setting the
scene for the question. However, bullet points are always very
important to read. These often contain information that is key
to answering the question, so should always be reviewed before
m
starting.

Here’s a practice question to help reinforce the aforementioned

learning points.
Sa

SLIDE 175 keynote QR 1-4 question beginning ‘John (47) is

going to the cinema’

Firstly, always read those bullet points! John is going for the
second time on a Tuesday when there’s a 10% discount on all
prices. You also need the bullet points to find out that Lucy needs
a children’s ticket and John needs an adult one.

The cost for Monday is an adult ticket priced at £12 and a child

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 INTERPRETING QUESTION STEMS

ticket priced at £6, bringing the total cost to £18. This easy
summation can be done using mental maths.

On Tuesday, the cost is one adult ticket (£12) at a 10% discount.

Students with strong mental maths might work out that 10% of
£12 is £1.20, making the post-discount price £10.80. However,
you could just as well use the calculator to multiply £12 by the
multiplier 0.9 to find the discount. The key here is confidence

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and not wasting time deciding whether to use the calculator or
mental maths.

The overall answer, therefore, is a simple £10.80 plus £18, for a

total of £28.80
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Putting it together
m
Let’s revisit Claire’s local cinema to bring together some of the
key concepts from this chapter.

SLIDE 186 keynote QR 1-4 question beginning ‘Deraine (68)

is taking her family…’
Sa

For this question, we need to fully understand the table to work

out the cheapest way for the group to attend both with and
without Erald. Then, we simply find the difference between
the two groups. Without Erald, we have 2 children, an adult and
a senior which gives us tickets costing £12, £12 and £5 for a total
of £29. This is cheaper than the £32 family ticket.

Including Erald changes the calculation as he would need a

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 UCAT GUIDE FINAL V1.0

£12 adult ticket, bringing the overall cost up to £41. The

problem, though, is that there are 5 people, thereby making
them ineligible for the family ticket.

A quick scan of the bullet points will show, however, that

purchasing a family ticket and then a senior ticket for Deraine
would only cost £37, making the difference £8.

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You may think that this trick is difficult to spot under timed
conditions. However, if you simply remember that tricks like
these exist, you can do a quick scan for them before selecting an
answer. Additionally, tricks like this often repeat themselves
pl
over several years. Therefore, doing plenty of practice can help
you spot them by pattern recognition.

Take-home points
m
1. Reading tables. Always read the headers to ascertain the
correct variables.
2. Stems. Scan the stems, if possible. Often they are just
distractors. This is especially true if they are long-winded.
Sa

3. Bullet points. Always, always read the bullet points.

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 48

Units in the UCAT

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Units are often used to try and muddle you up in the UCAT and
waste time. They are actually rarely difficult conversions, so
scores can easily be improved with lots of practice and a solid
system.
m
Variations in units

Be aware of varying units within the question. This is usually

done with the intention of testing an applicant’s attention
Sa

to detail under stressful conditions - a skill unarguably very

important in Medicine. There are 3 main situations wherein
unit variations may catch you out:

1. Variation between the scenario and question. For example,

a scenario discussing kilometers traveled whereas the
question asks for miles.
2. Unit variation among the answer options themselves.
3. Units in tables. Always check the data headers for which

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 UCAT GUIDE FINAL V1.0

units are used.

Let’s jump into a practice question to learn how to best assess

units.

SLIDE 7 keynote QR 17-19 question beginning ‘what, in

degrees Celsius…’

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Looking at this question, we have a complex conversion between
Fahrenheit and Celsius.

Celsius = (Tempo F - 32) ÷1.8

Expert's Advice
pl
Write down equations like this on the whiteboard to
help you quickly refer to them and rearrange where
m
necessary.

Then, we can simply plug numbers in, to calculate the values.

1. Astana - 79.4o F. (79.4 - 32) ÷ 1.8 = 26.3o C

Sa

2. Karaganda - 1.3o F. (1.3 - 32) ÷ 1.8 = -17.1o C

Therefore, the difference is 43.4o C.

Common pitfall
You may have thought about saving time by converting
values at the end here. Whenever you see a plus,
minus, or power in a conversion you cannot convert at

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 UNITS IN THE UCAT

the end.

Converting quickly
It helps to think about how you are going to convert units on
exam day to save yourself some time. Here is a tried-and-tested
technique to save time when converting between units:

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1. Form a table with 1 on the left, and the conversion on the
right as in the table below. INSERT TABLE FROM SLIDE
18 keynote QR 17-19 TABLE ONLY PLEASE
2. With a table like this, it is always the case that if you convert
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from a unit on the left to the right, you multiply by the value
on the right. For example, using this table, we can convert
3.4 miles to kilometers we can multiply 3.4 by 1.61 to give
5.47km.
3. If you are converting from the right to the left, you must
m
divide by the value on the right. For example, to convert
4.7cm into inches you can divide 4.7 by 2.54 to give 1.85
inches.
Sa

Timing tip
Some questions will require you to set up a table
like this for simplicity, and it will save you a lot
of time and confusion to do so.

Let’s try a question…

SLIDE 29 keynote QR 17-19 question beginning ‘how many

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 UCAT GUIDE FINAL V1.0

toubs…’

Questions like this are all too common; using made-up words
can often serve as a distractor as the human brain cannot
comprehend what it doesn’t yet know. Aside from ignoring
these words, let’s remember to save ourselves some time by
forming some algebraic explanations.

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1. f = 12m
2. r = 9t
3. g = 4r
4. f = 5g
5. b = 2.5f
pl
Expert's Advice
m
When noting down on the whiteboard, use shorthand
rather than transcribing whole words from the
question. This is quicker and avoids confusion around
the often strange words used in this sort of question.
Sa

To answer our question, we start by identifying the equations

needed. Having been asked to convert ‘toubs’ to ‘monads’, we
start by looking at the first two equations because these include
the target currencies. Alone, we have no link between ‘frumps’
and ‘rolots’. To find one, we need to include equations that let
us find a link between those currencies. By substituting these
equations within one another, we get:

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 UNITS IN THE UCAT

1. f = 12m AND f = 5g
2. Therefore, 12m = 5g
3. g = 4r, so 12m = 20r
4. r = 9t, so 12m = 180t
5. Finally, we see that m = 15t

Expert's Advice

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Remember not to panic, write your thinking down on
the whiteboard and go step-to-step.

pl
Common pitfall
If the currencies start with the same letter, use the
first 2 for your algebra. For instance, if we had
m
frump and fod in the last question we could have Fr
and Fo.

Let’s look at another question with some tricky units to think

about:
Sa

SLIDE 35 keynote QR 17-19 question beginning ‘Assuming all

of Haldings’…’

Again, this question helpfully hands us the required equation;

revenue = sales x price

We can therefore say that;

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 UCAT GUIDE FINAL V1.0

price = revenue ÷ sales

the price of a pen is 70,000 ÷ 2,300,000 = 7/230 = 0.03, or
3p.

The important thing about this question is to always check the

table headers as this is where the key to the answer is.

Common conversions

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The final thing to remember is common conversions. Remem-
bering some or all of the table below can help in questions with
common conversions. In reality, remembering the whole table
is not necessary but the most common conversions can be really
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useful to have ready.

SLIDE 38 keynote QR 17-19 TABLE ONLY PLEASE :)

Take-home points
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1. Variations. Be aware of the 3 ways in which the UCAT
commonly varies units.
2. Converting quickly. Form a table with 1 on the left, and
the conversion on the right. If you are converting right to
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left, divide. If it’s left to right, multiply.

3. Tables. Always read the units in table headers.
4. Common conversions. Remember the basics, for example,
kilometres to metres.

308
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