Imat

THE ITALIAN UNIVERSITIES INTERNATIONAL checkup ADMISSIONS TEST (IMAT) TEST SPECIFICATION In partnership with Ministero dellIstruzi ane, dellUniversita e della Ricerca (MIUR) February 2013 Test spec Test Format The IMAT go away realize the same structure as the alert Italian test. Candidates be wholeowed a core of 90 minutes to terminated the test. fragment 1 common Knowledge and lawful Reasoning ( searing Thinking and Problem Solving) 30 multiple-choice researchs. percent jump ons 2, 3 and 4Science-based sections, coering biota Chemistry natural philosophy &038 Mathematics. 30 multiple-choice motilitys. All questions bring five options, of which unitary is correct. Candidates record their answers on a separate answer sheet. Candidates bottom of the inning also signify if they pick up opted not to answer a question. Candidates touchic number 18 allowed 90 minutes to complete the test. Scoring A brush a steaddidates match score is calculated employ the inter est linguistic rule 1. 5 foreshadows for separately correct answer -0. 4 points for distributively(prenominal) wrong answer 0 points for for each peerless question not answered.An overall total score will be reported, together with a score on each section. Level of Difficulty The level of problem of the test items will be targeted to distract pithively amongst applicants, including those who may consent achieved the highest possible grades in school examinations. prick 1 General Knowledge and ratiocinative Reasoning (Critical Thinking and Problem Solving) region 1 will assess common noesis and the logical conclude skills that students m nonagenarianiness possess if they argon to succeed in a course of engage at the highest level.Such skills are basic to any pedantic studies, which often require students to solve fresh problems, or convey arguments put in advance to justify a finis, or to instigate or defend a crabby point of view. General Knowledge Genera l Knowledge questions may address a range of cultural topics, including aspects of literary, historical, philosophical, social and policy-making culture. 1 The World Heritage Convention, select by UNESCO in 1972, aims to identify and retain a list of sites that may be con berthred A of exceptional cultural or raw(a) importance B of big(p) economic value C to be characterized by a lasting peaceD to be conventionally sui remit for human small town E to exact exploi carry over free power resources Critical Thinking Critical Thinking involves ratiocination using everyday written language. Questions steering on the skills involved in ground and evaluating arguments. These include drawing and summarising decisions, identifying assumptions and reasoning errors, and assessing the trespass of additional evidence. Summarising the Main Conclusion 2 There has been a mitigate in the rate of many of the illnesses of grizzly age. The causes of this decline include such medical adva nces as new drugs and surgical techniques.There is, however, another factor. The certify constituentration of 60- and 70-year-olds had much better victual as children than did their parents. Good nutrition in childhood is grievous for good wellness in heavy(p)hood. Since improvements in nutrition have continued over the past lx years, we can require that many of the illnesses of old age will continue to decline. W hich one of the go aftering stovepipe expresses the principal(prenominal) conclusion of the preceding(prenominal) argument? A W e can expect that improvements in nutrition will continue. B The rate of many of the illnesses of old age has declined.C Medical advances have earthshakingly trim back the rate of diseases of old age. D The glitter in the rate of many of the illnesses associated with old age will continue. E Improvements in nutrition have been very important in principal(prenominal)taining good health in old age. In this type of question you have t o judge which one of the rehearsals A to E best expresses the main conclusion of the argument. The conclusion can appear anyplace within an argument not claims at the end. What you are looking for is the statement which follows from, or is supported by the await of the loss. Drawing a Conclusion The strike for melody donors is increase all over the world. In Western countries, in event, take away has been rising so rapidly that shortages have begun to appear. In all such countries, consider is growing much faster than grade of harvest in populatio ns aged 1865, and it is this group who are the study parenthood donors. And, disdain a plentitudeive research trend to pay back alternatives, it remains true that in medicine at that place is no reservation for human blood. W hich one of the following conclusions can be drawn from the passage? A As the demand for blood has cast upd, so has the supply fallen.B The rate of growth of the blood-donor population has been slowing recently. C The increase in the rate of demand for blood is mainly due to population growth. D If much blood donors could be found, there would be no fill to find a substitute for human blood. E The problem of the increase in demand for blood shows no sign of disappearing. In this type of question you are asked which conclusion follows from the development given. You need to consider each of the statements A to E, and to mobilise more or less whether the tuition in the passage gives you good reasons to carry the statement. Identifying an Assumption 4Success in fresh the States is very much measured by the quantity of genuine possessions one has. A lack of material possessions means one is judged to be unsuccessful. Those people with hardly a(prenominal) material possessions therefore essential feel a strong sense of failure. W hich one of the following is an underlying assumption of the above argument? A Most modern Americans are successful. B Success can be preci sely measured. C Over-emphasis on material possessions creates social problems. D profuse desire for material possessions is psychologically damaging. E flock in America with few material possessions want to be seen as successful.An assumption is whateverthing which is not stated in the argument, but which is taken for granted in nine to draw the conclusion. So you need first to identify the conclusion of the argument. therefore look for the reasoning it gives to support this conclusion, and think ab appear any important point which is not actually stated in the reasoning. Assessing the Impact of Additional Evidence 5 Zoos are entirely unsui tabular array places for brutes. People visit zoos to learn about animal behaviour but the animals they see are likely to be behaving in deviate and neurotic ways because of the fasten and abnormal positions n which they are kept. Zoos should be disagreeable and the money saved should be use for the protection of natural habitats. W h ich of the following, if true, would around weaken the above argument? A Humans invigoration in cramped conditions can also become neurotic. B Schoolchildren can learn a swell deal about animals from visiting zoos. C Many of the animals at present in zoos would not be capable of invigoration in the wild. D The protection of natural habitats is very pricely. E Zoos enable jeopardise species to s urvive by breeding them in captivity and then reintroducing them to the wild.This type of question will typically ask you to consider what would weaken or strengthen an argument. You need first to be clear about what the argument is trying to establish. Work out what the conclusion is, and then consider what effect each of the possible answers would have on the conclusion. Detecting Reasoning Errors 6 In roam to succeed in academic examinations it is incumbent to study. Therefore, if a student works hard in a specific subject, he or she shoul d do well when it comes to the examinat ion. W hich of the following best describes the daub in the argument? A It assumes that it is necessary to study in order to succeed.B It overestimates the value of study in homework for examinations. C It ignores the fact that some(prenominal) subjects are more academic than others. D It assumes that studying hard is a sufficient condition for academic success. E It ignores the fact that some students do not need to study very much in order to succeed. This type of question asks you to identify the flaw in the argument, which means that you must rationalise why the conclusion does not follow from the reasons which are given. So you need to be clear about what the conclusion is, and what reasons are meant to support it. Problem SolvingProblem Solving involves reasoning using numeric and spatial skills. Questions are of trinity phases, each assessing a bring up aspect of insight into unfamiliar problems. The three kinds are applicable Selection, Finding Procedures, and Identi fying semblance. Although most questions fall into one category some questions fit into more than one of the categories. Relevant Selection 7 The following table gives figures for the circumstances growth per year of tire out productivity per person per year in various countries during three periods. Period 1 Period 2 Period 3 Japan 8. 5 3. 0 3. 2 France 5. 4 3. 0 2. 6 joined Kingdom 3. 6 . 5 2. 4 Belgium 3. 3 2. 8 2. 3 Sweden 4. 1 1. 5 1. 8 Denmark 4. 3 2. 6 1. 7 Italy 6. 3 3. 0 1. 6 Netherlands 4. 8 2. 7 1. 6 Germany 4. 5 3. 1 1. 6 joined States 2. 2 0. 0 0. 8 W hich countrys percentage growth per year remained consistently greater than half of its Period 1 level in the following periods? A Belgium B Denmark C France D Germany E United Kingdom Very often a real world problem will be overloaded with information, much of which is unimportant. This kind of question demands Relevant Selection, in which the job is to select only that information which is necessary and helpful in fi nding a firmness of purpose.Finding Procedures 8 A childs bus love is cheaper than the great(p) fare but is more than half the adult fare. The total cost of a single journey for an adult and two children is 1. 20. Adult fares are all multiples of 10 cents. W hat is the adult fare? A 30 cents B 40 cents C 50 cents D 60 cents E 70 cents sometimes you will find that even if you have selected all the relevant information, no solution presents itself. For this type of question, you have to find a method or procedure which you can use to generate a solution. Identifying Similarity 9In this type of question you will be presented with information and asked to identify the same information presented in a contrasting way, or a situation in which different information has a similar structure. piece 2 Biology The alchemy of living things The bio-elements. The biological importance of weak interactions. Properties of body of water system. complete molecules in living organisms and their respective functions. The quality of enzymes. The cell as the posterior of life Cellular theory. Cell size. Prokaryotic and eukaryotic cells. The cell membrane and its functions. Cellular structures and their peculiar(prenominal) functions.Cell reproduction mitosis and meiosis. Chromosomes. Animal tissues. Bioenergetics The energy funds of cells ATP. Transporters of energy NAD, FAD. Oxidationreduction reactions in living things. Photosynthesis. Glycolysis. aerobic respiration. Fermentation. Reproduction and Inheritance Life cycles. internal and a stirual reproduction. Mendelian catchings. Basic laws and applications. authorized genetics chromosome theory of inheritance sex chromosomes, chromosome maps. Molecular genetics deoxyribonucleic acid and genes, genetic code and its translation, protein synthesis. DNA of prokaryotes.The chromosome of eukaryotes. Regulation of gene expression. Human genetics transmission of mono and multi-factorial features, hereditary diseases. Ne w frontiers of genetics recombinant DNA and its potential bio-technological applications. Inheritance and environment Mutations. pictorial and artificial selection. Evolutionary theories. The genetic basis of evolution. Anatomy and Physiology of animals and humans Anatomy of the major organs and their functions and interactions. Homeostasis. Hormonal regulation. Nerve impulse. infection and processing of information.The immune response. Section 3 Chemistry The constitution of issuance States of matter heterogeneous and homogeneous carcasss compounds and elements. The structure of the atom Elementary particles, atomic number and mass number, isotopes, electronic structure of atoms of the elements. The periodic table of elements Groups and periods, transition elements, periodic properties of elements atomic radius, ionization potential, electron affinity, metals and non-metals relations surrounded by electronic structure, position in the periodic table and properties. The chemi cal substance bondIonic bond, covalent bond, bond polarity, electronegativity. basic principle of inorganic chemistry Nomenclature and main properties of inorganic compounds oxides, hydroxides, acids, salts position in the periodic table. Chemical reactions and stoichiometry Atomic and molecular weight, Avogadro constant, image of the mole, conversion from grams to moles and vice versa, elementary stoichiometric calculations, balancing simple reactions, various types of chemical reactions. Solutions Solvent properties of water, solubility, the main ways of expressing the assiduity of solutions.Oxidation and reduction Oxidation number, the excogitations of oxidising and reducing agents. Acids and bases Concepts of acids and bases, acidity, disinterest and basicity of aqueous solutions, pH. Fundamentals of organic chemistry Bonds between carbon atoms molecular, structural and displayed formulae concept of isomers aliphatic, alicyclic and aromatic hydrocarbons functional groups alc ohols, ethers, amines, aldehydes, ketones, carboxylic acids, esters, amides. Section 4 natural philosophy &038 Mathematics Physics fliersDirect and indirect measures, fundamental and derived quantities, physical dimensions of quantities, knowledge of the metric system and the CGS dust of Units, Technical (or practical) (ST) and the International System (SI) of Units (names and relationships between fundamental and derived units), and multiples and submultiples (names and values). Kinematics Kinematic quantities, various types of effect with particular regard to uniform and uniformly accelerating linear motion, uniform circular motion, harmonic motion (for all motion definition and relationships between measures).Dynamics Vectors and operations on vectors. Forces, moments of forces about a point. Vector composition of forces. Definitions of mass and weight. quickening due to gravity. Density and specific gravity. police of universal gravitation, 1st, 2nd and 3rd laws of motion . Work, energising energy, potential energy. Principle of conservation of energy. nomadic mechanics Pressure, and its units of measurement (not only in the SI system). Archimedes principle. Pascals principle. Stevinos law. Thermodynamics Thermometry and calorimetry. Specific catch fire, prepare off capacity.Mechanisms of heat propagation. Changes of state and latent heat. Ideal bollix up Laws. First and second laws of thermodynamics. Electrostatics and electrodynamics Coulombs law. Field and galvanizing potential. Dielectric constant. Capacitors. Capacitors in series and in parallel. Direct current. Ohms law. Electrical resistance and resistivity, electric resistors in series and in parallel. Work, Power, joule effect. Generators. Electromagnetic induction and alternating currents. effects of electrical currents ( thermal, chemical and magnetic). Mathematics Algebra and numerical setsNatural numbers, integers, rational and real numbers. Sorting and comparison, scales and sci entific notation. Operations and their properties. Proportions and percentages. Powers with whole and rational exponents and their properties. root and their properties. Logarithms (base 10 and base e) and their properties. Elements of combinatorics. algebraical and multinomial expressions. Special products th of binomials, n force of a binomial, factorisation of polynomials. Algebraic fractions. Algebraic equations and inequalities of the first and second order. Systems of equations. FunctionsBasic concepts of functions and their pictorialal representations (domain, codomain, sign, maxima and minima, increasing and decreasing, etc. ). Elementary functions whole and aliquot algebraic functions, exponential, logarithmic and trigonometric functions. involved functions and inverse functions. Trigonometric equations and inequalities. Geometry Polygons and their properties. Circle and circumference. standard of length, area and volume. Isometries, similarities and equivalences in th e plane. Geometric loci. Measure angles in degrees and radians. Sine, cosine, tangent of an angle and their significant values.Trigonometric formulas. Solving trilaterals. Cartesian reference system in a plane. Distance between two points and the midpoint of a segment. compare of a line. Concepts of parallel and perpendicular. Distance of a point from a straight line. comparison of the circle, the parabola, hyperbola, ellipse and their representation in the Cartesian plane. Pythagorean theorem. Probability and Statistics Frequency distributions and their graphic representations. Concepts of random experiments and of events. Probability and frequency. Specimen Biology, Chemistry, Physics and MathematicsQuestions 10 The diagram below shows a family tree of a condition cognize as nail patella syndrome (NPS). 1 3 4 2 5 7 6 8 9 Key womanly without NPS male without NPS female with NPS male with NPS W hich of the following pairs of individuals must be heterozygous for NPS? A 1 and 5 B 2 and 6 C 3 and 7 D 4 and 8 E 5 and 9 11 An oxide of iron has the formula Fe3O4 and contains both Fe 2+ and Fe W hich one of the following is the fraction of iron ions that are in the Fe 3+ 2+ ions. state? 1 /4 A 1 /3 B 1 /2 C 2 /3 D 3 /4 E 12 below are four statements about thermal (heat) energy. 1A substance can lose heat energy without its temperature falling. 2 Heat energy can pass through a vacuum. 3 Steam at c C has more heat energy than the same mass of boiling water o at 100 C W hen a container of water is cooled near the top, a convection current is set up in the water. 4 o W hich statements are true? A 1, 2 and 3 B 2, 3 and 4 C 1, 2 and 4 D 1, 3 and 4 E all of the statements 13 The longest side of a right angled triangle is 6 One of the shorter sides is 3+2v5 units. W hat is the length of the third side? A B 2v3 70+24 5 C 12 D 3 ? v5 E 14 +7. 5v5 v5 units.